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No Acculturation Community Programs Curriculum Disadvantaged Elementary Education Instructional Materials Social Mobility Training Urban Improvement Urban Renewal Work Study Programs HAVIGHURST, ROBERT J. MICHIGAN GREAT CITIES PROGRAM Michigan Detroit Public Schools, MI. IN AN ADDRESS DELIVERED AT A WORKSHOP OF THE GREAT CITIES IMPROVEMENT PROGRAM, IT WAS NOTED THAT TODAY'S SLUMS ARE BIGGER, STRATIFICATION MORE PREVALENT, AND THAT BECAUSE OF THESE FACTORS, ACCULTURATION HAS BEEN SOMEWHAT SLOWED DOWN. URBAN RENEWAL CANNOT BE SUCCESSFUL UNLESS SCHOOLS AND OTHER COMMUNITY AGENCIES ASSUME A MAJOR PART IN THE RENEWAL, AND SCHOOLS CANNOT FUNCTION PROPERLY UNLESS ATTENTION IS PAID TO THE PROBLEM OF STRUCTURE IN THE CITY. CREATION OF A "GLORIFIED" SLUM RESULTS WHEN PEOPLE ARE TAKEN OUT OF ONE BUILDING AND PUT IN ANOTHER IN THE NAME OF URBAN RENEWAL. A PROGRAM FOR CHILDREN IN THE EARLY ELEMENTARY GRADES COULD PROVIDE A BETTER READING PROGRAM, PROPERLY TRAINED TEACHERS, AND MATERIALS ADAPTED TO THEIR NEEDS. AN OBLIGATION OF SOCIETY IS TO PROVIDE WORK EXPERIENCE FOR SOME YOUNGSTERS AT THE AGES OF 13 OR 14. SIMPLE WORK SUCH AS GARDENING, ALLEY-CLEANING, BEACH UP-KEEP, SNOW REMOVAL COULD BE INSTITUTED TO IMPROVE COMMUNITY AREAS. EMPHASIS SHOULD BE PLACED ON PUNCTUALITY, COOPERATIVENESS AND A WILLINGNESS TO WORK. STUDENTS COULD COMBINE THEIR DAY WITH WORK AND BASIC CURRICULUM EXPERIENCE. JOBS COULD BE OBTAINED FOR THEM WHILE STILL IN SCHOOL IN BUSINESS OR INDUSTRY UNDER THE SCHOOL'S SUPERVISION, ENABLING THEM TO GRADUATE AT 16 TO FULL TIME EMPLOYMENT. IF SCHOOLS WILL MEET THE NEEDS OF THEIR CHILDREN, MANY OF TODAY'S PROBLEMS IN IN THE CITY SCHOOLS WOULD BE SOLVED. ED001001 SOCIAL CLASS INFLUENCE ON LEARNING. 1960-08-00 16 N/A 1965 2016-11-22

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No Achievement Attitudes Costs Disadvantaged Evaluation Methods Health Services Instructional Materials School Community Programs Urban Education MARBURGER, CARL L. RASSCHAERT, WILLIAM M. Michigan (Detroit) GREAT CITIES PROGRAM MICHIGAN Michigan Michigan (Detroit) THE GUIDE IS INTENDED TO ASSIST PROJECT DIRECTORS IN THEIR EFFORTS TO DEVELOP MORE SYSTEMATIC AND THOROUGH EVALUATION DESIGNS FOR THE GREAT CITIES SCHOOL IMPROVEMENT PROGRAM. MAJOR DIMENSIONS OF TEACHING-LEARNING, SCHOOL-COMMUNITY, AND PUPIL-PARENT-TEACHER ACTIVITIES ARE LISTED. MAJOR EVALUATION AREAS ARE IN PUPIL ACHIEVEMENT, IMPLEMENTED BY GROUP TESTING, CASE STUDIES, AND SCHOOL HOLDING POWER, AND ATTITUDE AND BEHAVIORAL CHANGES IN PUPILS, TEACHERS, AND PARENTS. OTHER IMPORTANT AREAS EVALUATED ARE SCHOOL COSTS, PROJECT STAFF ACHIEVEMENT, TEACHING MATERIALS, AND TECHNIQUE ACHIEVEMENT, SCHOOL-COMMUNITY RELATIONS, SCHOOL HEALTH SERVICES, AND IMPLICATIONS FOR CITY-WIDE EDUCATIONAL PROGRAM. TO ENABLE THE READER TO FOLLOW THE EVALUATION PLAN MORE EASILY, AN OUTLINE OF ACTIVITIES IS PRESENTED AS PART I. PART II IS THE EVALUATION PLAN ITSELF, AND IS ACTUALLY THE ORIGINAL OUTLINE EXPANDED TO INCLUDE TESTS, INSTRUMENTS FOR TESTING, AND SUGGESTED TREATMENT OF DATA FOR EACH OUTLINE AREA. ED001002 A PLAN FOR EVALUATING MAJOR ACTIVITIES IN GREAT CITIES SCHOOL IMPROVEMENT PROGRAM. 1962-07-00 30 N/A 1965 2016-11-22

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No Disadvantaged Elementary Schools Kindergarten Language Arts Language Enrichment Parent Attitudes Speech Education Teacher Workshops KORNHAUSER, LOUIS H. DISTRICT OF COLUMBIA District of Columbia A PROGRAM WAS INSTITUTED FOR IMPROVING EDUCATION FOR CULTURALLY DIFFERENT CHILDREN THROUGH INTENSIVE LANGUAGE ARTS INSTRUCTION USING SPECIAL TEACHERS SKILLED IN THE LANGUAGE ARTS. ITS PURPOSES WERE TO CREATE--AN IMPROVED ENVIRONMENT, INCREASED TEACHER EFFICIENCY, INCREASED INTEREST AND SUPPORT FROM PARENTS, AND A PROGRAM DESIGNED TO MEET THE NEED OF THE STUDENTS. REPORTS OF ACTIVITIES INCLUDE SPECIAL PROGRAMS FOR CHILDREN, WORKSHOPS AND SPECIAL ACTIVITIES FOR PARENTS, MEETING, AND DEMONSTRATIONS FOR TEACHERS. LARGE AMOUNTS OF DATA INDICATE SUCCESS. ED001003 THE LANGUAGE ARTS PROJECT REPORT. 1963-09-00 22 N/A 1965 2016-11-22

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No Cultural Enrichment Disadvantaged Educationally Disadvantaged Evaluation Methods Family School Relationship Financial Policy Personnel Selection Program Development Secondary Schools Urban Areas Urban Education Youth Opportunities MARBURGER, CARL L. GREAT CITIES PROGRAM MICHIGAN Michigan (Detroit) Michigan Michigan (Detroit) AT A MEETING OF THE SUPERINTENDENTS AND BOARDS OF THE 14 LARGEST AMERICAN SCHOOL SYSTEMS, CONCERNS WERE SHARED ABOUT THE PROBLEMS OF EDUCATION IN LARGE URBAN AREAS. A CAREFUL STUDY OF CURRENT AND PROSPECTIVE YOUTH OPPORTUNITIES WAS MADE, AND FINDINGS ARE BEING IMPLEMENTED IN APPROPRIATE PROGRAMS IN EACH OF THE CITIES. THE PROBLEM OF LIMITED FINANCIAL RESOURCES LED TO A COOPERATIVE STUDY OF FISCAL POLICY. AN INTENSIVE ANALYSIS WAS MADE OF FACTORS WHICH INDICATE EDUCATIONAL DEPRIVATION - LOW ACHIEVEMENT, POOR ATTENDANCE, TRUANCY, AND HIGH FAILURE RATE. THE "CENTRAL HYPOTHESIS" WAS DEVELOPED WHICH STATES THAT THE PROBLEMS OF CHILDREN OF LIMITED BACKGROUNDS CAN BE EFFECTIVELY AND ECONOMICALLY SOLVED BY THE DEVELOPMENT OF A PROGRAM OF EDUCATION ADAPTED TO THEIR NEEDS, THE MODIFICATION IN ORGANIZATIONAL PATTERNS WITHIN THE SCHOOL, PROPER SELECTION AND UTILIZATION OF PERSONNEL, IMPROVED UTILIZATION OF INSTRUCTIONAL MATERIALS AND EQUIPMENT, AND INVOLVEMENT OF PARENTS AND COMMUNITY IN THE EDUCATIONAL PROGRAM. IT IS HOPED THAT A LARGE NUMBER OF CHILDREN ATTENDING PROJECT SCHOOLS WILL LEAVE THEM WITH POSITIVE SELF-IMAGES, HIGHER GOALS, GREATER SCHOLASTIC ACHIEVEMENT AND IMPROVED CITIZENSHIP, AND THAT THEY WILL BE MORE ADEQUATELY PREPARED FOR CONTINUING SCHOOL OR GOING TO WORK, THEREBY BEING MADE INDEPENDENT, RATHER THAN DEPENDENT CITIZENS. IN ADDITION TO THESE OBJECTIVES, THE DETROIT PROGRAM HAS THE FOLLOWING SPECIAL EMPHASES--(1) A PROGRAM OF TEACHER-SCHOOL-COMMUNITY IMPROVEMENT INVOLVING K-12 GRADE LEVELS, (2) REALISTIC FISCAL SUPPORT, AND (3) RECOGNITION THAT LONG-TERM PROGRAMS ARE NEEDED IF SIGNIFICANT CHANGE IS TO BE EFFECTED. BROAD DISCUSSION AND A PLAN FOR THE EVALUATION OF THE DETROIT PROJECT ARE INCLUDED. ED001004 BASIC CONSIDERATIONS FOR EDUCATIONAL PLANNING FOR CHILDREN IN DEPRESSED URBAN AREAS. 1962-07-12 39 N/A 1965 2016-11-22

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No Demonstrations (Educational) Guidance Language Arts Reading Consultants Responsibility Testing Tutors MCNEIL, SHIRLEY GREAT CITIES PROGRAM Michigan (Detroit) MICHIGAN Michigan Michigan (Detroit) AN IMPORTANT PART OF THE READING COORDINATOR'S TASK IS CONCERNED WITH CORRECTIVE WORK IN THE LANGUAGE ARTS. COORDINATORS SERVE AS CONSULTANTS TO TEACHERS. IN ADDITION, THEY MAY BE EXPECTED TO WORK WITH SMALL GROUPS OF UNDER-ACHIEVERS TO MOTIVATE AND STIMULATE THEM TO MEET SCHOOL REQUIREMENTS WITH SOME DEGREE OF SUCCESS. WORK MAY INVOLVE GUIDANCE AND COUNSELING, THERAPEUTIC INSTRUCTION, PLANNING AND EVALUATING OF PROGRESS AND ACHIEVEMENT, AND DEVELOPING NEW MATERIALS AS NEEDED. THROUGH CONFERENCES, DEMONSTRATION LESSONS, IN-SERVICE MEETINGS AND DISCUSSIONS, THE COORDINATOR WILL ASSIST CLASSROOM TEACHERS WITH METHODS AND MATERIALS REQUESTED. WORK SHOULD BE WITH THE ENTIRE FACULTY. FROM STUDENT RECORDS, THE COORDINATOR WILL GET A "PICTURE" OF THE CHILD, AND WILL HELP ADMINISTER TESTS TO DETERMINE DEFICIENCIES. A PROGRAM OF INSTRUCTION SHOULD BE PROVIDED TO MEET THE NEEDS OF CULTURALLY DIFFERENT YOUTH, TO HELP EACH CHILD ATTAIN SOME MEASURES OF SUCCESS, INSTILL CONFIDENCE IN PUPILS, AND HELP TEACHERS ENRICH THEIR EXPERIMENTAL BACKGROUNDS. RELATED DUTIES INCLUDE MAINTAINING LIAISON WITH SPEECH TEACHERS AND INFORMING PARENTS OF THE SPECIAL HELP GIVEN TO THE CHILDREN. THE PROGRAM SHOULD BE HOUSED IN A PERMANENT ROOM WHERE ALL BOOKS, MAGAZINES AND OTHER NECESSARY TEACHING AIDS AND PROFESSIONAL LITERATURE WILL BE AVAILABLE. ED001005 THE ROLE OF THE READING COORDINATOR. 1965-02-00 6 N/A 1965 2016-11-22

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No Achievement Cultural Enrichment Disadvantaged Educational Facilities Improvement Elementary Schools Inservice Teacher Education Language Arts School Community Relationship Talent Development POTTER, LOUIS A. Pennsylvania (Philadelphia) GREAT CITIES PROGRAM PENNSYLVANIA Pennsylvania Pennsylvania (Philadelphia) Ford Foundation, New York, NY. Philadelphia Public Schools, PA. THE "HEIGHTS" PROGRAM, AS PART OF THE GREAT CITIES SCHOOL IMPROVEMENT PROGRAM, IS BASED ON THE BELIEF THAT MUCH CAN BE DONE TO CHANGE THE PATTERNS OF ASPIRATION, ACHIEVEMENT, AND ADJUSTMENT WHICH CULTURALLY DEPRIVED YOUTH TEND TO FOLLOW. TRADITIONAL GOALS OF EDUCATION WILL BE FOLLOWED, BUT THE TEACHERS AND STAFF WILL HAVE AT THEIR DISPOSAL A GROUP OF SPECIALISTS AND CONSULTANTS WHOSE JOB WILL BE TO ASSIST IN IMPLEMENTING THE SCHOOL IMPROVEMENT PROGRAMS AND PROGRAMS OF CULTURAL ENRICHMENT. THESE INCLUDE THE SCHOOL-COMMUNITY COORDINATOR, THE COUNSELORS, THE NURSE, THE LANGUAGE-LAB INSTRUCTOR, THE HOME-COMMUNITY COORDINATOR, AND THE OFFICE STAFF. THE CLASSROOM TEACHERS WILL RECEIVE MUCH ADDITIONAL IN-SERVICE TRAINING AND REORIENTATION DIRECTED AT ENABLING THEM TO HELP THE STUDENTS ACHIEVE THEIR MAXIMUM POTENTIAL. INCLUDED WILL BE A TALENT SEARCH PROGRAM FOR BOTH TEACHERS AND STUDENTS. SPECIAL TEACHING TALENTS SHOULD BE UTILIZED MORE FULLY IN HELPING TO OVERCOME THE PROBLEMS OF EDUCATION IN THE GREAT CITIES. THE STUDENT'S TALENTS SHOULD BE IDENTIFIED AND DEVELOPED LONG BEFORE THE CHILD REACHES THE 12TH GRADE. THE PROGRAM IS BEING DEVELOPED RELATIVE TO SCHOOL ORGANIZATION, SCHOOL PERSONNEL, AND THE STUDENT AND THE COMMUNITY. ED001006 HEIGHTS PROGRAM. 1960-09-00 10 N/A 1965 2016-11-22

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No Curriculum Development Elementary Education News Media Remedial Instruction Slow Learners Supplementary Education Teaching Guides FASAN, WALTER R. AND OTHERS ILLINOIS GREAT CITIES PROGRAM Illinois (Chicago) Illinois Illinois (Chicago) Chicago Public Schools, IL. IT IS OFTEN DIFFICULT TO FIND INTERESTING MATERIAL FOR REMEDIAL READING PROGRAMS. STUDENTS OVER 14 YEARS OF AGE, BUT STILL IN GRAMMAR SCHOOL, FOUND NEWSPAPERS TO CONTAIN INTERESTING AND PRACTICAL MATERIAL. BECAUSE OF THE GREAT VARIETY OF ARTICLES CONTAINED THEREIN, NEWSPAPERS ARE RELEVANT TO EVERY AREA OF THE ELEMENTARY CURRICULUM. THEY CAN BE USED FOR TEACHING READING TECHNIQUES, VOCABULARY BUILDING AND OTHER ASPECTS OF THE LANGUAGE ARTS PROGRAM. ARTICLES ARE LIKEWISE RELEVANT TO INSTRUCTIONAL PROGRAMS IN SOCIAL STUDIES, GEOGRAPHY, HISTORY, ARITHMETIC, SCIENCE, AND GUIDANCE. INFORMATION IS GIVEN CONCERNING IMPLEMENTATION OF THE NEWSPAPER PROGRAM IN AN ELEMENTARY CLASS OF 14 TO 16 YEAR OLD PUPILS IN THE STEPHEN A. DOUGLAS SCHOOL IN CHICAGO, ILLINOIS. MANY SUGGESTIONS TO THE TEACHER ARE MADE CONCERNING THE USES OF THE NEWSPAPER AS SUPPLEMENTARY CURRICULUM. (INCLUDED IS A BIBLIOGRAPHY OF BOOKS OR BOOKLETS ON TEACHING ABOUT OR THROUGH THE NEWSPAPER.) ED001007 A UNIT FOR THE CLASSROOM TEACHER--THE NEWSPAPER, A LIVING AND DYNAMIC TEXTBOOK. (TITLE SUPPLIED) 1960-00-00 21 N/A 1965 2016-11-22

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No Bibliographies Blacks Community Action Disadvantaged Minority Groups Resource Materials Self Concept Social Status Urban Areas MICHIGAN Michigan (Detroit) GREAT CITIES PROGRAM Michigan Michigan (Detroit) MANY OF THE REFERENCES ARE CONCERNED WITH THE THEORETICAL SOLUTION OF THE PROBLEMS. OTHERS ARE DESCRIPTIONS OF ACTION PROGRAMS WHICH HAVE BEEN IMPLEMENTED IN RECENT YEARS IN MANY CITIES THROUGHOUT THE COUNTRY. MANY REFERENCES INCLUDE STUDIES OF CAUSATIVE FORCES WHICH HAVE HELPED TO CREATE THE CULTURALLY DISADVANTAGED. A RECURRING THREAD IN THE REFERENCES IS THE IDENTIFICATION OF THE FACTOR CALLED "NEGATIVE SELF-IMAGE." SELF-IMAGE EMPHASIS IN THIS BIBLIOGRAPHY IS LARGELY CONCERNED WITH THE NEGRO IN LARGE CITIES. PRESENTATION IS IN TERMS OF BOOKS, POETRY, PLAYS, DOCUMENTS, PERIODICALS, BULLETINS, AND PAMPHLETS. ED001008 A BIBLIOGRAPHY OF SELECTED REFERENCES ON THE CULTURALLY DISADVANTAGED IN AMERICAN PUBLIC EDUCATION. 1963-08-00 18 N/A 1965 2016-11-23

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No Capital Outlay (for Fixed Assets) Comparative Analysis Costs Educational Finance Elementary Schools Student Teacher Ratio Teacher Salaries MCLURE, WILLIAM P. GREAT CITIES PROGRAM ILLINOIS Illinois Illinois Univ., Urbana. Coll. of Education. THE ATTEMPT IS MADE TO DEVELOP A STRUCTURE OF COSTS WHICH EXPRESSES THE FUNCTIONAL COMPONENTS OF 12 GREAT CITIES PROGRAMS (BALTIMORE, BOSTON, CHICAGO, CLEVELAND, DETROIT, HOUSTON, LOS ANGELES, MILWAUKEE, NEW YORK, PHILADELPHIA, PITTSBURGH, AND ST. LOUIS). THE MOST FUNDAMENTAL COMPONENT IS THE INSTRUCTIONAL UNIT, DEFINED AS A FULL-TIME TEACHER FOR A SPECIFIED TEACHING AREA FOR A GIVEN NUMBER OF PUPILS. ADMINISTRATION AND SPECIALIZED SERVICES, SUCH AS COUNSELING AND EQUIPMENT, ARE EVALUATED IN TERMS OF SUPPORT TO THE TEACHER. BASIC COSTS REVEAL THAT THE AVERAGE COST PER PUPIL IN ELEMENTARY SCHOOLS RANGES FROM $185 IN HOUSTON TO $297 IN NEW YORK. THE AVERAGE COST FOR ALL OF THE CITIES IS $250 PER PUPIL. TWO FACTORS ARE FOUND TO ACCOUNT FOR THE DISCREPANCIES-TEACHER'S SALARIES AND PUPIL-TEACHER RATIOS. IN REGULAR HIGH SCHOOL PROGRAMS AVERAGE COST PER PUPIL IS $323 WHILE IN SPECIAL PROGRAMS, THE AVERAGE IS $462. TEACHERS RECEIVE APPROXIMATELY 51 PERCENT OF ALL SALARIES PAID FOR THE FUNCTION OF TEACHING IN ELEMENTARY SCHOOLS WHILE 42.8 PERCENT IS RECEIVED IN HIGH SCHOOLS. COSTS OF CAPITAL OUTLAY ARE CONSIDERED IN TERMS OF ELEMENTARY, JUNIOR HIGH AND SENIOR HIGH SCHOOLS. COMPARATIVE ANALYSES ARE PRESENTED WITH TABLES. DATA IS INCLUDED ON PUPIL DISTRIBUTION, PUPIL-TEACHER RATIOS, TEACHER SALARIES, NONTEACHING STAFF SALARIES, EXPENSES FOR COMMUNITY SERVICES, SECRETARIES AND CUSTODIANS, RETIREMENT FUNDS, NIGHT SCHOOL AND SUMMER SCHOOL. ED001009 THE STRUCTURE OF EDUCATIONAL COSTS IN THE GREAT CITIES. 1964-08-07 57 N/A 1965 2016-11-22

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No Educational Media Elementary Education Language Arts Spelling Teaching Methods CIOTTI, RITA KRAVITZ, IDA PENNSYLVANIA Pennsylvania (Philadelphia) GREAT CITIES PROGRAM Pennsylvania Pennsylvania (Philadelphia) Philadelphia Public Schools, PA. A TECHNIQUE FOR THE TEACHING OF SPELLING AT THE ELEMENTARY LEVEL IS PRESENTED WHICH INCLUDES KINESTHETIC, AUDITORY, AND VISUAL INVOLVEMENT. EMPHASIS IS PLACED UPON TOTAL WORD RECALL, UNDERSTANDING OF THE WORD'S MEANING, AND USE OF THE WORDS IN CONTEXTUAL SENTENCES. STUDY SHEETS ARE PREPARED BEFOREHAND WITH THE WORDS AND SENTENCES ON THEM WHICH MEET HANDWRITING SPECIFICATIONS. SUGGESTIONS ARE MADE FOR SECOND THROUGH THE SIXTH GRADE LEVEL. ED001010 TECHNIQUES FOR THE TEACHING OF SPELLING. 7 N/A 1965 2016-11-22

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No Community Cooperation Community Education Cultural Enrichment Disadvantaged Educational Facilities Improvement Elementary Education News Media Parent Education School Community Relationship Secondary Education BALLEN, LOUIS R. AND OTHERS GREAT CITIES PROGRAM PENNSYLVANIA Pennsylvania (Philadelphia) Pennsylvania Pennsylvania (Philadelphia) Philadelphia Public Schools, PA. MANY SHORT ARTICLES DESCRIBING AND EVALUATING WHAT WAS ACCOMPLISHED DURING THE FIRST SEVERAL MONTHS OF THE FORD FOUNDATION GREAT CITIES IMPROVEMENT PROGRAM IN PHILADELPHIA, PENNSYLVANIA ARE INCLUDED. SEVERAL SHORT ARTICLES CONCERNING SPECIFIC ACTIVITIES OF THE STAFF, TEACHERS, PARENTS, AND PUPILS INVOLVED SUPPLEMENT THE EVALUATION. THE ARTICLES WERE INTENDED TO INFORM THE SCHOOL AND COMMUNITY OF SOME OF THE THINGS THAT HAD TRANSPIRED AND SOME WHICH WERE PROJECTED FOR OCCURENCE IN THE FUTURE. ED001011 FORD PROJECTIONS--THE FORD FOUNDATION PROJECT SCHOOLS NEWSLETTER. 1960-12-00 1 N/A 1965 2016-11-22

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No Educational Media Elementary Education Independent Reading Teaching Guides Teaching Methods CIOTTI, RITA KRAVITZ, IDA GREAT CITIES PROGRAM Pennsylvania (Philadelphia) PENNSYLVANIA Pennsylvania Pennsylvania (Philadelphia) IT WAS DETERMINED THAT INDEPENDENT READING ACTIVITIES SHOULD BASICALLY GROW FROM AND BE RELATED TO THE READING MATERIALS BEING USED IN THE DEVELOPMENTAL LESSONS. THEY MAY ALSO INCLUDE MATERIALS OF A NATURE SO AS TO PROVIDE WORTHWHILE PRACTICE, CONCEPT BUILDING, OR ENRICHMENT LEARNINGS. MANY RECOMMENDED EXAMPLES OF SUITABLE READING ACTIVITIES AT VARIED LEVELS OF ELEMENTARY EDUCATION (I.E. PRIMARY LEVEL AND INTERMEDIATE LEVEL) ARE GIVEN. ED001012 INDEPENDENT READING ACTIVITIES. 1962-02-00 24 N/A 1965 2016-11-22

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No Community Involvement Cultural Enrichment Curriculum Development Disadvantaged Educational Facilities Improvement Educational Objectives Elementary Education Family School Relationship Parent Attitudes New York (New York) Pennsylvania (Philadelphia) PENNSYLVANIA GREAT CITIES PROGRAM NEW YORK New York New York (New York) Pennsylvania Pennsylvania (Philadelphia) Ford Foundation, New York, NY. Philadelphia Public Schools, PA. THE GREAT CITIES SCHOOL IMPROVEMENT PROGRAM AT LUDLOW SCHOOL, IN A PREDOMINANTLY PUERTO RICAN AND NEGRO NEIGHBORHOOD, HAS BEEN LABLED "BEACON" (BE A CITIZEN OF OUR NATION). IT ENDEAVORS TO ENRICH THE EDUCATIONAL EXPERIENCE OF THE STUDENTS THEREBY DEVELOPING THEIR MAXIMUM POTENTIALS FOR ACHIEVEMENT, AND CONTRIBUTING TO THEIR USEFULNESS AS CITIZENS. SPECIFIC PROGRAMS AND ACTIVITIES HAVE BEEN DEFINED WITH THE OBJECTIVES OF INVOLVING THE STUDENTS, TEACHERS, PARENTS, AND COMMUNITY. EFFORT WILL BE MADE FOR EACH CHILD TO HAVE THE SAME TEACHER FOR THE FIRST 2 YEARS OF SCHOOL FOR PURPOSES OF THE MORE ACCURATE OBSERVATION AND EVALUATION OF THE CHILD'S POTENTIAL. EXTENSIVE USE OF STANDARDIZED TESTS WILL AID IN THIS AREA. IN-SERVICE TRAINING OF STAFF MEMBERS WILL ENABLE THEM TO DO A MORE EFFECTIVE JOB. REEVALUATION OF THE TOTAL CURRICULUM WILL PROVIDE FOR INTELLIGENT CHANGES WHERE SUCH ARE DEEMED ADVISABLE. A THREE MEMBER VOLUNTARY COMMITTEE WILL PLAN FOR A 3 YEAR CULTURAL ENRICHMENT PROGRAM WITH PARTICULAR ATTENTION PAID TO OPPORTUNITIES OFFERED BY THE SURROUNDING COMMUNITY (MUSEUMS, THEATERS, HISTORIC SITES). ADDITIONAL EMPHASIS WILL BE PLACED UPON HEALTH CARE AND EDUCATION. ACCURATE AND COMPLETE RECORDS WILL ADD CONTINUITY TO THE CARE OF EACH CHILD RESULTING IN INCREASED EFFECTIVENESS AND EFFICIENCY. PARTICIPATION OF THE WHOLE STAFF AND COMMUNITY WILL BE URGED BY MEANS OF INFORMATIVE TALKS AND PUBLIC RELATIONS MATERIAL. ED001013 BEACON PROGRAM. 1960-00-00 45 N/A 1965 2016-11-22

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No Community Cooperation Cultural Enrichment Disadvantaged Educational Facilities Improvement Elementary Education News Media Parent Attitudes Parent Education School Community Relationship Secondary Education Pennsylvania (Philadelphia) GREAT CITIES PROGRAM PENNSYLVANIA Pennsylvania Pennsylvania (Philadelphia) Philadelphia Public Schools, PA. A COLLECTION OF THE MAY 1961 NEWSLETTERS PUBLISHED BY THE FOUR SCHOOLS PARTICIPATING IN THE GREAT CITIES IMPROVEMENT PROGRAM IN PHILADELPHIA DURING THE 1960-61 SCHOOL YEAR ARE PROVIDED. THE SCHOOLS ARE DUNBAR, HARRISON, AND LUDLOW ELEMENTARY SCHOOLS AND WANAMAKER JUNIOR HIGH SCHOOL WITH THEIR "HIGH ROAD,""HEIGHTS,""BEACON," AND "EAGLE" PROGRAMS RESPECTIVELY. REPORTED ARE SOME OVERALL VIEWS OF WHAT WAS DONE DURING THE FIRST YEAR OF THE PROGRAMS, REPORTS ON SEVERAL INDIVIDUAL ACTIVITIES, AND WRITINGS BY SEVERAL STUDENTS. ED001014 FORD PROJECTIONS--THE FORD FOUNDATION PROJECT SCHOOLS NEWSLETTER. 1961-05-00 1 N/A 1965 2016-11-22

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No Disadvantaged Elementary Schools Evaluation Methods Reading Programs School Desegregation Student Attitudes Textbook Content WIPPLE, GERTRUDE MICHIGAN GREAT CITIES PROGRAM Michigan (Detroit) Michigan Michigan (Detroit) Detroit Public Schools, MI. THE CITY READING PROGRAM FOR DETROIT WAS EVALUATED ON THE VERBAL COMPETENCE, INTEREST APPEAL FOR REREADING AND THE INFLUENCE ONCHILDREN'S ATTITUDES. THE PROGRAM INCLUDED A NEW SERIES OF TEXTBOOKS WHICH WERE SHORTER, SUSPENSEFUL AND STRESSED UNIQUE. VOCABULARY AND MIXED RACIAL SITUATIONS. THE ACCOMPANYING TEACHER'S MANUAL FOR THE PROGRAM PLACES EMPHASIS ON SOCIAL OBJECTIVES AS WELL AS SKILL OBJECTIVES. IN EVERY GROUPING THERE WAS A GREATER INCREASE IN VERBAL COMPETENCE WITH THE NEW TEXTBOOK SERIES THAN WITH THE STANDARD SERIES. THE MOST STRIKING RESULTS WERE WITH A GROUP OF CULTURALLY DISADVANTAGED NEGRO STUDENTS. THE INTEREST APPEAL OF CITY SCHOOL'S NEW SERIES FAR EXCEEDS THAT OF THE STANDARD SERIES, AGAIN BEING ESPECIALLY POPULAR WITH THE CULTURALLY DISADVANTAGED. THE SHORTER BOOKS HAVE BEEN USED SUCESSFULLY BY CULTURALLY-VARIED URBAN CHILDREN BECAUSE THE SERIES AS A WHOLE IS TRULY REPRESENTATIVE OF CITY LIFE. ED001015 APPRAISAL OF THE CITY SCHOOLS READING PROGRAM. 1963-11-00 39 N/A 1965 2016-11-22

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No Cultural Enrichment Disadvantaged Educational Facilities Improvement Educational Programs Elementary Education Pilot Projects Program Evaluation Social Workers HIGGINS, GORDON H. AND OTHERS NEW YORK New York (Buffalo) GREAT CITIES PROGRAM New York New York (Buffalo) Buffalo Board of Education, NY. AS PART OF THE GREAT CITIES PROGRAM FOR SCHOOL IMPROVEMENT, THE BUFFALO PROJECT WAS DESIGNED TO ATTACK THE SOCIAL INERTIA, LOW DEGREE OF INTEREST, ACHIEVEMENT AND PROGRESS, AND UNINSPIRED MOTIVATIONAL PATTERNS CHARACTERISTIC OF CHILDREN FROM A COMMUNITY LOW ON THE SOCIOECONOMIC SCALE. THIS WAS SOUGHT THROUGH AN ENRICHED SCHOOL PROGRAM OF TEACHING, COACHING, TEACHER TRAINING, AND COMMUNITY INTERACTION, AS WELL AS ASSISTANCE FROM COMMUNITY AGENCIES AND COMMUNITY INVOLVEMENT THROUGH A VISITING SOCIAL WORKER AND OTHER AGENCIES. THE NEEDS, ABILITIES, AND TALENTS OF THE CHILDREN INVOLVED WERE IDENTIFIED AND A PROGRAM OF EDUCATION AND COMMUNITY INTERACTION TO MEET THESE NEEDS, ABILITIES, AND TALENTS WAS DEVELOPED. OBJECTIVES AND SUBJECTIVE MEANS OF EVALUATION WERE USED. A NEIGHBORING SCHOOL WAS GIVEN SIMILAR TESTS FOR CONTROL PURPOSES (SCHOOL NO. 47). ADDITIONAL STAFF FOR THE PROJECT INCLUDED A READING CONSULTANT, A REMEDIAL READING TEACHER, A SPEECH THERAPIST, AN ADDITIONAL ARTS TEACHER, AN ADDITIONAL MUSIC TEACHER, A PART-TIME ARITHMETIC COACHING TEACHER, AND A SCHOOL SOCIAL WORKER. BOTH OBJECTIVE TESTING PROCEDURES AND SUBJECTIVE EVALUATION BY THE FACULTY SHOWED SIGNIFICANT IMPROVEMENTS IN PROGRESS AND ATTITUDES FOR ALL BUT A SMALL PERCENTAGE OF CHILDREN. SIGNIFICANT AMONG THE ACHIEVEMENTS OF THE ADDITIONAL STAFF WERE THOSE OF THE SCHOOL SOCIAL WORKER. OVERALL EVALUATION OF THE PROGRAMS SHOW AN APPARENT 2 MONTHS ADDITIONAL PROGRESS IN EVERY 5 M4 MONTHS OF THE PROGRAM AT LITTLE ADDITIONAL COST - ABOUT TWENTY CENTS PER DAY PER CHILD OR TEN CENTS PER CHILD PER MONTH OF PROGRESS IN EXCESS OF THE NORMAL RATE OF PROGRESS. INCLUDED IS A STATEMENT OF METHODS, PROCEDURES, EVALUATIONS, OBSERVATIONAL DATA FOR THE ONE SCHOOL TERM OF OPERATION, AND A STATEMENT OF ACTION. (TABLES SHOW COMPARISONS BETWEEN EXPERIMENTAL SCHOOL AND SIMILAR CONTROL.) ED001016 DEVELOPING AND EDUCATIONAL PROGRAM ADAPTED TO THE NEEDS OF THE CULTURALLY DIFFERENT. 1961-06-00 29 N/A 1965 2016-11-22

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No Bilingualism Community Programs Cultural Enrichment Disadvantaged Inservice Teacher Education Language Arts Literature Programs Remedial Programs Teacher Education Tutoring GREAT CITIES PROGRAM PENNSYLVANIA Pennsylvania (Philadelphia) Pennsylvania Pennsylvania (Philadelphia) PARTICIPATING SCHOOLS HAVE STUDENTS WHO COME PREDOMINANTLY FROM A LOW SOCIOECONOMIC AND CULTURALLY DISADVANTAGED BACKGROUND. AMONG SEVERAL OBJECTIVES IS THE AWAKENING OF COMMUNITY RESPONSIBILITY THROUGH FOSTERING CLOSER TIES BETWEEN SCHOOL AND HOME. THE COMMUNITY PROGRAM IS ACTIVATED BY SCHOOL-COMMUNITY COORDINATORS WHO SERVE AS LIAISON AGENTS BETWEEN SCHOOL AND HOME. THESE PERSONS ARE BILINGUALISTS IN CERTAIN COMMUNITIES WHERE IT IS HELPFUL. REMEDIAL, TUTORIAL, AND ENRICHMENT PROGRAMS ARE OFFERED WITH COMPETENT PAID TEACHERS AFTER SCHOOL, ON SATURDAYS, AND DURING THE SUMMER. REGULAR TEACHERS RECEIVE SPECIAL INSERVICE TRAINING FROM LANGUAGE ARTS CONSULTANTS WEEKLY WHILE THEIR CLASSES PARTICIPATE IN LITERATURE PROGRAMS. A LANGUAGE ARTS EXPERT IS TRAINED IN EACH SCHOOL. A SPECIALLY CHOSEN TEAM FROM EACH SCHOOL IS PAID TO ATTEND A 5 WEEK WORKSHOP EACH SUMMER. CONSULTANTS WORK WITH NEW TEACHERS. THE FUNDAMENTAL OBJECTIVES OF THE PROJECT ARE TO--RAISE ACHIEVEMENT LEVELS, RAISE ASPIRATIONAL LEVELS, DISCOVER LATENT TALENT AND ABILITIES, AND AWAKEN COMMUNITY RESPONSIBILITY. THUS, ON-GOING AT THE SAME TIME ARE A COMMUNITY AND SCHOOL PROGRAM. ED001017 SOME UNIQUE FEATURES. 1962-11-01 2 N/A 1965 2016-11-22

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No Cultural Enrichment Curriculum Development Disadvantaged Educational Facilities Improvement Language Arts School Community Relationship Secondary Education Student Improvement GREAT CITIES PROGRAM Pennsylvania (Philadelphia) PENNSYLVANIA Pennsylvania Pennsylvania (Philadelphia) Ford Foundation, New York, NY. Philadelphia Public Schools, PA. THE EAGLE PROGRAM AT WANAMAKER JUNIOR HIGH SCHOOL IN PHILADELPHIA IS BASED ON THE ASSUMPTION THAT HUMAN BEHAVIOR CAN BE MODIFIED. CULTURAL ENRICHMENT OF DISADVANTAGED CHILDREN SHOULD THUS EFFECT A CHANGE IN THE ASPIRATIONAL, ACHIEVEMENT, AND ADJUSTMENT PATTERNS WHICH THEY TEND TO FOLLOW. AIMS OF THE PROGRAM ARE TO PROVIDE EDUCATIONAL, CULTURAL, AND SOCIAL EXPERIENCED FOR PUPILS AND THEIR PARENTS, TO STRIVE CONSTANTLY FOR IMPROVEMENT IN PUPIL ACHIEVEMENT, TO ASSIST PUPILS TO TAKE ADVANTAGE OF OPPORTUNITIES FOR PERSONAL GROWTH, TO INTERPRET TEACHING AS A CONTINUAL LEARNING PROCESS, AND TO ACCEPT EXCELLENCE AS THE ULTIMATE GOAL OF EDUCATIONAL EFFORT. THE OUTLINE WHICH IS INCLUDED IS AN ATTEMPT TO SKETCH GENERAL AREAS IN WHICH THE OBJECTIVES OF THE EAGLE PROGRAM MAY BE IMPLEMENTED. INCLUDED ARE SUGGESTIONS REGARDING SCHOOL ORGANIZATION, SCHOOL PERSONNEL, SCHOOL SERVICES, PARENTS, PUPILS, COMMUNITY ORGANIZATIONS, EMPHASES IN SCHOOL PROGRAMS, AND COORDINATION AND EVALUATION OF THE PROGRAMS. ALSO INCLUDED ARE CONSIDERATIONS OF SOME PHYSICAL, SERVICE, AND PROGRAM NEEDS WHICH SHOULD BE MET FOR GREATEST EFFECTIVENESS IN IMPLEMENTING THE PROGRAM. ED001018 EAGLE PROGRAM. 19 N/A 1965 2016-11-22

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No Educational Media Elementary Education Handwriting Instruction Language Arts Psychomotor Skills Teaching Guides CIOTTI, RITA A. KRAVITZ, IDA Pennsylvania (Philadelphia) GREAT CITIES PROGRAM PENNSYLVANIA Pennsylvania Pennsylvania (Philadelphia) Philadelphia Public Schools, PA. THE POSITION TAKEN IS THAT A PREWRITING PROGRAM OF FROM APPROXIMATELY 4 TO 6 WEEKS WILL AID CHILDREN IN DEVELOPING THE NEURO-MUSCULAR COORDINATION NECESSARY IN LEARNING TO WRITE. CHILDREN ARE TAUGHT TO TRACE AND THEN REPRODUCE VARIOUS FIGURES INVOLVING ALL OF THE BASIC STROKES OF MANUSCRIPT. EXAMPLES ARE INCLUDED. IT HAS BEEN FOUND THAT SUCCESS OF THE PROGRAM DEPENDS UPON THE THOROUGHNESS OF THE PRESENTATION AND THE NEURO-MUSCULAR MATURITY OF THE CHILDREN. ED001019 SUGGESTED PREWRITING ACTIVITIES. 11 N/A 1965 2016-11-22

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No Community Cooperation Cultural Enrichment Disadvantaged Educational Facilities Improvement Elementary Education Language Arts Parent Attitudes School Community Programs Teacher Attitudes Teacher Education BRAXTON, EDWARD AND OTHERS PENNSYLVANIA HIGH ROADS PROJECT GREAT CITIES PROGRAM Pennsylvania (Philadelphia) NEW YORK New York (New York) New York New York (New York) Pennsylvania Pennsylvania (Philadelphia) Ford Foundation, New York, NY. Philadelphia Public Schools, PA. AS PART OF THE GREAT CITIES SCHOOL IMPROVEMENT PROGRAM, HIGH ROADS PROJECT IN THE DUNBAR ELEMENTARY SCHOOL IS DESIGNED TO MOTIVATE PUPILS, PARENTS, AND TEACHERS TO ACHIEVE MAXIMUM POTENTIAL IN THEIR RESPECTIVE ROLES THROUGH EFFECTIVELY MOBILIZING AND UTILIZING THE TOTAL RESOURCES OF THE SCHOOL AND COMMUNITY. PLANS WERE DEVELOPED BY THE SCHOOL COMMUNITY COORDINATING TEAM DURING A SUMMER WORKSHOP. ORIENTATION PLANS WERE PROVIDED IN ORDER TO FOSTER WHOLEHEARTED ACCEPTANCE OF THE PROGRAM BY TEACHERS, PUPILS, PARENTS, AND OTHER MEMBERS OF THE COMMUNITY. RATHER THAN THE MASSIVE, "ONE SHOT" INFUSIONS OF INSPIRATION, MANY PHASES OF THE PROGRAM WILL BE CONTINUOUS AND WILL BE CARRIED OUT SIMULTANEOUSLY. SPECIFIC PLANS WERE LAID FOR ACTIVITIES IN ALL AREAS INVOLVING TEACHERS, PUPILS, PARENTS, HEALTH CARE STAFF, AND THE COMMUNITY AS A WHOLE. THESE INCLUDED ENLISTING THE COOPERATION OF CHURCHES, OTHER ORGANIZATIONS AND RETIRED TEACHERS. THE ORIENTATION PROGRAMS ARE LISTED FOR JULY - SEPTEMBER 1960. ED001020 HIGH ROADS PROJECT. 1960-00-00 20 N/A 1965 2016-11-22

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No Community Cooperation Cultural Enrichment Disadvantaged Educational Facilities Improvement Elementary Education News Media Parent Attitudes Parent Education School Community Relationship Teacher Education GREAT CITIES PROGRAM PENNSYLVANIA Pennsylvania (Philadelphia) Pennsylvania Pennsylvania (Philadelphia) Philadelphia Public Schools, PA. INCLUDED ARE SCHOOL-COMMUNITY NEWSLETTERS PUBLISHED IN MAY, 1962, BY THE EIGHT SCHOOLS PARTICIPATING IN THE FORD FOUNDATION GREAT CITIES IMPROVEMENT PROGRAM IN PHILADELPHIA. SOME OVERALL VIEWS OF ACCOMPLISHMENTS DURING THE SECOND YEAR OF THE PROJECT ARE EXPRESSED BY THE PERSONNEL MEMBERS DIRECTLY INVOLVED. ED001021 FORD PROJECTIONS--THE FORD FOUNDATION PROJECT SCHOOLS NEWSLETTER. 1962-05-00 1 N/A 1965 2016-11-22

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No Cultural Enrichment Disadvantaged Educational Facilities Improvement Elementary Education Inservice Teacher Education Language Arts Learning Processes Secondary Education Teacher Education BLOOM, SOPHIE GREAT CITIES PROGRAM Illinois (Chicago) ILLINOIS Illinois Illinois (Chicago) THE GREAT CITIES SCHOOL IMPROVEMENT PROJECT AMONG THE CULTURALLY DISADVANTAGED IN PHILADELPHIA ATTEMPTED TO FILL THE FOLLOWING NEEDS--(1)COMMUNICATION SKILLS, (2) EXPERIENCES TO EXTEND AND ENRICH CULTURAL BACKGROUND, (3) PARTICIPATION IN PROGRAMS DESIGNED TO ENCOURAGE POSITIVE INTERGROUP UNDERSTANDINGS, (4) ENCOURAGMENT TO DEVELOP PRIDE IN THEMSELVES AND THEIR ABILITIES, AND (5) DEVELOPMENT OF INTEREST AND SUPPORT OF THE HOME. THE WAY IN WHICH ATTEMPTS HAVE BEEN MADE TO MEET THESE NEEDS HAS VARIED AMONG THE EIGHT SCHOOLS INVOLVED (ONE JUNIOR HIGH SCHOOL AND EIGHT ELEMENTARY SCHOOLS). THERE HAS BEEN AN EMPHASIS UPON LANGUAGE ARTS INSTRUCTION AND CULTURAL ENRICHMENT THROUGH AFTER-SCHOOL AND SATURDAY FIELD TRIPS. EFFORT WAS MADE FOR THE STIMULI, PARTICIPATION, AND REPETITIONS OF THE LEARNING PROCESS TO BE PLACED IN A CONTEXT RELEVANT TO THE PUPILS. RESOURCES FOR THE PROGRAM INCLUDED A LANGUAGE ARTS LABORATORY WITHIN EACH SCHOOL, LANGUAGE ARTS CONSULTANTS, LANGUAGE LABORATORY TEACHERS, SCHOOL-COMMUNITY LIASON PERSONNEL, IN-SERVICE TRAINING PROGRAMS FOR TEACHERS, SPECIALLY DEVISED CURRICULA, AND UNIQUE TESTING PROGRAMS. ED001022 SCHOOL REPORT--THE GREAT CITIES SCHOOL IMPROVEMENT PROJECT. 1964-06-00 4 N/A 1965 2016-11-22

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No Educational Needs Textbook Content Textbook Evaluation Textbook Selection Textbook Standards Textbooks HOLMES, ELIZABETH AND OTHERS Wisconsin (Milwaukee) GREAT CITIES PROGRAM WISCONSIN Wisconsin Wisconsin (Milwaukee) MOST SUGGESTIONS FOR TEXTBOOKS CHANGES EMANATING FROM CITIZEN'S GROUPS CONCERN THREE ITEMS--THE DEGREES TO WHICH CONTENT IS RELEVANT TO ALL ELEMENTS OF SOCIETY, TO THE CONDITIONS OF ALL SOCIETY AND TO VALUES REFLECTIVE OF THE AMERICAN WAY OF LIFE. ALL PUBLIC SCHOOL SYSTEMS OF THE GREAT CITIES EMPLOY SIMILAR CRITERIA IN MAKING TEXTBOOK SELECTIONS. PRESENT PRACTICES OF THE GREAT CITIES ARE DISCUSSED IN RELATION TO THE PITTSBURGH RESOULTION, A POLICY OF POSITIVENESS (EG. WHAT SHOULD BE INCLUDED IN A TEXTBOOK RATHER THAN WHAT SHOULD NOT BE). THE ROLE TEXTBOOK PUBLISHERS HAVE PLAYED IN DETERMINING THE CHARACTERISTICS OF TEXTBOOKS AVAILABLE FOR USE IN URBAN SCHOOLS IS OF MAJOR CONCERN. SPECIFICATIONS OF TEXTBOOKS (EG. THEIR SIZE, WEIGHT, THICKNESS) AND PROBLEMS CONCERNING THE SPECIFICATIONS ARE DESCRIBED. A GUIDE FOR THE SELECTION OF TEXTBOOKS, WAYS OF DEFENDING TEXTBOOKS SHOULD THEY BE ATTACKED, AND AN EXPLANATION OF THE PITTSBURGH RESOLUTION ARE PRESENTED. THE 13 RECOMMENDATIONS MADE INVOLVE INCREASED ORGANIZING ATTEMPTS BY THE GREAT CITIES AIMED AT IMPROVING THE QUALITY OF TEXTBOOKS. ED001023 POLICIES AND PROCEDURES FOR THE SELECTION OF TEXTBOOKS IN GREAT CITIES. 1963-11-15 12 N/A 1965 2016-11-22

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No Disadvantaged Educational Facilities Improvement Environment Language Arts Socioeconomic Influences SALTZMAN, HENRY ILLINOIS NEW YORK Pennsylvania (Philadelphia) California (San Francisco) Michigan (Detroit) OHIO WISCONSIN CALIFORNIA Illinois (Chicago) New York (Buffalo) Pennsylvania (Pittsburgh) DISTRICT OF COLUMBIA MISSOURI Ohio (Cleveland) Wisconsin (Milwaukee) GREAT CITIES PROGRAM Missouri (Saint Louis) PENNSYLVANIA California California (San Francisco) District of Columbia Illinois Illinois (Chicago) Michigan (Detroit) Missouri Missouri (Saint Louis) New York New York (Buffalo) Ohio Ohio (Cleveland) Pennsylvania Pennsylvania (Philadelphia) Pennsylvania (Pittsburgh) Wisconsin Wisconsin (Milwaukee) TO COMPENSATE FOR THE EFFECTS OF ENVIRONMENTAL DEPRIVATION, A NUMBER OF LARGE CITIES HAVE DEVELOPED PROGRAMS FOR SCHOOL CHILDREN. CERTAIN ASSUMPTIONS AND PRINCIPLES MUST BE ACCEPTED BEFORE THE PROGRAMS CAN MATERIALIZE. IN BUFFALO, TEACHERS ARE REVISING CURRICULUM FOR THE CULTURALLY DEPRIVED IN LANGUAGE ARTS, MATHEMATICS, SCIENCE, AND SOCIAL STUDIES. IMPROVING READING SKILLS IS THE FOCAL POINT. IN CHICAGO PREVENTION OF DROP-OUTS CAN BE ACHIEVED BY REMEDIAL INSTRUCTION, INTENSIVE ACADEMIC AND VOCATIONAL GUIDANCE, PRACTICAL JOB TRAINING, AND CULTURAL ENRICHMENT FOR OVERAGE ELEMENTARY SCHOOL STUDENTS. IN CLEVELAND, A "PORT OF ENTRY" PROJECT HELPS MIGRANT CHILDREN AND PARENTS ADJUST TO URBAN LIFE. IN DETROIT, PERSONNEL IS ADDED TO THE STAFF OF ONE SENIOR HIGH, FOUR ELEMENTARY, AND TWO JUNIOR HIGH SCHOOLS. THESE NEW SPECIALISTS ARE SCHOOL-COMMUNITY AGENTS, VISITING TEACHERS, AND COACHING TEACHERS. IN MILWAUKEE, SPECIAL TEACHERS ARE ASSIGNED TO HELP IN-MIGRANT CHILDREN LEARN THE BASIC SKILLS, PROVIDE THEM WITH CULTURAL ENRICHMENT, AND HELP IN THEIR SOCIAL ADJUSTMENT. IN PITTSBURGH, TEAM-TEACHING IS USED IN EIGHT ELEMENTARY AND ONE JUNIOR HIGH. IN PHILADELPHIA, NEIGHBORHOOD RESIDENTS ARE USED AS SCHOOL-COMMUNITY COORDINATORS AND TO IMPROVE THE TEACHING OF READING. IN SAN FRANCISCO, THE PROJECT SEEKS TO IMPROVE THE READING AND LANGUAGE SKILLS IN TWO ELEMENTARY, ONE JUNIOR HIGH, AND THREE SENIOR HIGH SCHOOLS. IN ST. LOUIS, EXPERIMENTATION WITH WORK-RELATED SCHOOL PROGRAMS REDUCE THE DROP-OUTS. ED001024 GREAT CITIES SCHOOL IMPROVEMENT PROGRAM. 11 N/A 1965 2016-11-22

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No Community Role Disadvantaged High Achievement Inservice Education School Community Relationship Student Attitudes Summer Programs Teacher Attitudes Underachievement Workshops WETTER, ALLEN H. AND OTHERS NEW YORK PENNSYLVANIA New York (New York) Pennsylvania (Philadelphia) GREAT CITIES PROGRAM New York New York (New York) Pennsylvania Pennsylvania (Philadelphia) Ford Foundation, New York, NY. Philadelphia Public Schools, PA. THE SCHOOL SYSTEM RECOGNIZED THAT CHILDREN OF LIMITED BACKGROUNDS COULD, AND SHOULD, BE HELPED. THE DISTRICT DECIDED TO USE FUNDS FROM GRANTS TO (1) PROVIDE ADDITIONAL CONSULTATIVE SERVICES AND TEACHER TRAINING, (2) PURCHASE EXTRA INSTRUCTIONAL EQUIPMENT AND MATERIALS, (3) FACILITATE CURRICULUM EXPERIMENTATION, AND (4) ARRANGE OPPORTUNITIES FOR CULTURAL AND EXPERIMENTAL ENRICHMENT. THE PURPOSE OF THESE EFFORTS WAS THREE-FOLD--(1) TO CREATE SIGNIFICANT PUPIL GROWTH IN ACHIEVEMENT, BEHAVIOR, INTERESTS AND POSITIVE ATTITUDES, (2) TO IMPROVE INSTRUCTION BY BETTER UNDERSTANDING, EFFECTIVE TECHNIQUES AND ORGANIZATION, AND (3) TO BETTER SCHOOL-COMMUNITY RELATIONS RESULTING IN MORE SYMPATHETIC ATTITUDES AND MORE COMMUNITY INVOLVEMENT IN THE SCHOOL'S PROGRAM. STUDENTS WERE TESTED TO PROVIDE COMPARISON IN TERMS OF DEGREE OF GAIN BY STANDARD SCORE UNITS. OF THE 21 INSTANCES OF COMPARISON, 12 REPRESENTED GAINS BEYOND THAT EXPECTED, 3 REPRESENTED GAINS EQUAL TO THAT EXPECTED AND 6 REPRESENTED GAINS LESS THAN THAT EXPECTED. IN THE OPINION OF TEACHERS AND PARENTS, THERE WAS NOTABLE GAIN IN ATTITUDES AND BEHAVIOR. PROGRAMS TO DEVELOP LATENT TALENT AMONG CULTURALLY DEPRIVED CHILDREN HELP MANY STUDENTS GAIN CONFIDENCE IN THEIR OWN ABILITY. CERTAIN CHILDREN WITH SUPERIOR TALENT HAVE BEEN ALLOWED OPPORTUNITIES FOR MORE EXTENSIVE STUDY. MAJOR IMPROVEMENTS IN THE SCHOOL PROGRAMS HAVE COME IN LANGUAGE ARTS AREAS. ENRICHMENT, INTEREST GROUPS AND EXPANDED EDUCATIONAL OPPORTUNITIES FOR BOTH LOW AND HIGH ACHIEVERS HAVE HELPED BOTH STUDENTS AND THE MANY INEXPERIENCED TEACHERS INVOLVED IN THE PROGRAM. SUMMER WORKSHOPS, INSERVICE COURSES AND CLASSROOM CONSULTANTS HAVE AIDED TEACHERS IN IMPROVEMENT OF THEIR PROCEDURES. ED001025 THE SCHOOL-COMMUNITY COORDINATING TEAM. PROGRESS REPORT, 1960-1962. 1963-02-00 78 N/A 1965 2016-11-22

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No Educational Needs Minority Groups Textbook Content Textbook Preparation Textbook Research Textbooks ILLINOIS Illinois (Chicago) GREAT CITIES PROGRAM Illinois Illinois (Chicago) TO BE REALISTIC, THE ENTIRE RANGE OF AMERICAN LIFE IN URBAN AS WELL AS RURAL COMMUNITIES SHOULD BE PORTRAYED IN TEXTBOOKS. THERE IS MUCH CONCERN WITH THE ROLE PUBLISHERS PLAY IN DETERMINING TEXTBOOKS AVAILABLE FOR USE IN URBAN SCHOOLS, BECAUSE THERE IS A PARTICULAR NEED TO DESCRIBE THE SPECIAL CONDITIONS UNDER WHICH MINORITY PEOPLES LIVE IN URBAN AREAS. TO PRESENT THE URBAN PROBLEMS WITH MORE ACCURACY THAN IN THE PAST IT IS SUGGESTED THAT IMPROVED COOPERATION IS NEEDED BETWEEN CITY SCHOOL PROGRAMS AND PUBLISHERS. CONSIDERABLE TIME AS WELL AS LARGE SUMS OF MONEY ARE NEEDED TO ACCOMPLISH THE MANY REVISIONS NECESSARY IN TEXTBOOK CONTENTS. IT IS SUGGESTED THAT PERSONS WHO HAVE DETAILED KNOWLEDGE OF BOTH SUBJECT MATTER AND URBAN LIVING CONDITIONS OF ALL GROUPS SHOULD HELP PREPARE TEXTBOOK MATERIALS. FEW PUBLICATIONS INCLUDE ILLUSTRATIONS AND DATA CONCERNING MINORITIES, SO IT IS SUGGESTED THAT PUBLISHING COMPANIES SUPPLY SUPPLEMENTARY MATERIALS UNTIL TEXTBOOKS PORTRAYING THE TEXTS OF MINORITIES ARE COMPLETED. ED001026 ACTION PROPOSALS BASED UPON THE REPORT OF THE SUBCOMMITTEE ON TEXTBOOKS. 1963-03-20 3 N/A 1965 2016-11-22

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No Adult Education Cultural Enrichment Curriculum Development Educational Facilities Improvement Educational Programs Elementary Education Inservice Teacher Education Parent School Relationship Reading Programs School Administration Secondary Education Teaching Methods Urban Areas BAILEY, HELEN M. AND OTHERS CALIFORNIA California (Los Angeles) California California (Los Angeles) Los Angeles City Schools, CA. INCLUDED IS A COMPILATION OF SHORT DESCRIPTIONS OF EXAMPLES OF PROMISING EDUCATIONAL PRACTICES CURRENTLY USED IN SOME OF THE SCHOOLS OF THE LOS ANGELES AND SOUTHERN CALIFORNIA AREA. THEY HIGHLIGHT SUCCESSFUL VENTURES IN EXPANDING EDUCATIONAL OPPORTUNITIES FOR VARIOUS PUPILS AT DIFFERENT GRADE LEVELS, AND IN MANY SUBJECT AREAS WHICH CAN BE READILY ADAPTED TO INDIVIDUAL SCHOOLS WITHOUT ADDED EXPENSE ON PERSONNEL. DESCRIPTIONS ARE CLASSIFIED INTO EIGHT BROAD AREAS--ORGANIZATION AND ADMINISTRATION, COUNSELING AND GUIDANCE, IN-SERVICE TRAINING, CURRICULUM AND INSTRUCTION, CO-CURRICULAR PROGRAMS, COMMUNITY RELATIONS, SCHOOL-PARENT RELATIONSHIPS, AND PRACTICES IN OTHER URBAN AREAS ACROSS THE NATION. EACH TOPIC, IN TURN, IS DIVIDED INTO SECTIONS APPLICABLE TO ELEMENTARY SCHOOLS, SECONDARY SCHOOLS, ADULT SCHOOLS, AND JUNIOR COLLEGES, BUT MANY PRACTICES APPLY TO MORE THAN ONE LEVEL. SUGGESTIONS ARE GIVEN CONCERNING USE OF THE HANDBOOK AND WAYS OF IMPLEMENTING THE PRACTICES DESCRIBED. ED001027 PROMISING PRACTICES FOR EXPANDING EDUCATIONAL OPPORTUNITIES. A HANDBOOK OF CURRENT EFFECTIVE PROGRAMS. 1963-00-00 169 N/A 1965 2016-11-22

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No Community Coordination Coordinators Counselors Cultural Enrichment Disadvantaged Employee Responsibility Job Analysis Language Arts Language Laboratories School Community Relationship School Nurses PENNSYLVANIA Pennsylvania (Philadelphia) GREAT CITIES PROGRAM Pennsylvania Pennsylvania (Philadelphia) THE FORD FOUNDATION PROJECT IN PHILADELPHIA (THE GREAT CITIES SCHOOL IMPROVEMENT PROGRAM) IS BASED ON THE BELIEF THAT CHANGES CAN BE MADE IN THE ASPIRATION, ACHIEVEMENT, AND ADJUSTMENT PATTERNS WHICH YOUTH TEND TO FOLLOW UNDER CONDITIONS OF CULTURAL DEPRIVATION. ATTITUDES AND PRACTICES PREVAILING IN THE HOME AND COMMUNITY DIRECTLY AFFECT THE READINESS OF BOYS AND GIRLS FOR LEARNING AND THE QUALITY OF THEIR PERFORMANCE IN SCHOOL. TO THIS END THE SPECIFIC RESPONSIBILITIES OF THE VARIOUS MEMBERS OF THE SCHOOL-COMMUNITY COORDINATING TEAM ARE STATED--(1) THE SCHOOL COUNSELOR IS RESPONSIBLE FOR THE EFFECTIVENESS AND IMPLEMENTATION OF THE COUNSELING PROGRAM. HE IS TO SEE THAT ALL AFFECTED PERSONS, (TEACHERS, PARENTS, AND OTHER PERSONNEL) UNDERSTAND ITS PROCEDURES AND OBJECTIVES, (2) THE LANGUAGE ARTS CONSULTANT IS CONCERNED WITH CURRICULUM PLANNING AND MATERIALS, TEACHER TRAINING, LANGUAGE LABORATORY DIRECTION, AND COORDINATING ACTIVITIES, (3) THE PUERTO RICAN COMMUNITY COORDINATOR ENDEAVORS TO DRAW THE PUERTO RICAN COMMUNITY INTO A SELF-IMPROVEMENT PROGRAM AS IT RELATES TO SCHOOL IMPROVEMENT, (4) THE SCHOOL NURSE SHOULD ENDEAVOR TO PROMOTE GOOD HEALTH PRACTICES WITHIN THE SCHOOL AND THE COMMUNITY BY PROVIDING BOTH HEALTH CARE AND EDUCATION. SHE SHOULD ALSO BE AWARE OF OTHER HEALTH PROGRAMS AVAILABLE WITHIN THE COMMUNITY AND ENCOURAGE THEIR UTILIZATION, (5) THE LANGUAGE-LABORATORY TEACHER WORKS WITH CHILDREN, TEACHERS, AND PARENTS TO IMPROVE COMMUNICATION SKILLS THROUGHOUT THE COMMUNITY, AND (6) THE SCHOOL-COMMUNITY COORDINATOR WORKS IN A NUMBER OF DIVERSIFIED ACTIVITIES DIRECTED AT THE IMPROVEMENT OF EACH PUPIL'S OUT-OF-SCHOOL LIFE. ED001028 SCHOOL COUNSELOR - JOB ANALYSIS. 1960-07-13 10 N/A 1965 2016-11-22

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No Age Grade Placement Disadvantaged Educational Research Handicapped Children Mental Retardation Slow Learners JACOBS, GEORGE W. LANKTON, ROBERT S. MICHIGAN Michigan (Detroit) Michigan Michigan (Detroit) ATTENTION IS GIVEN TO THE STUDY PERFORMED IN THE DETROIT SCHOOL SYSTEM IN 1962 CONCERNED WITH THE RELATIONSHIP BETWEEN AGE AND GRADE OF STUDENTS THROUGHOUT THE SYSTEM WITH SPECIAL REGARD TO THOSE WHO WERE OVER-AGE FOR THEIR CLASSES. FINDINGS WERE COMPARED WITH A SIMILAR STUDY PERFORMED IN 1939. INTERPRETATIONS, CONSIDERATIONS, AND RECOMMENDATIONS FOR IMPROVEMENT OF THE SITUATION ARE OFFERED. ED001029 AN AGE-GRADE STUDY THAT WAS NOT FILED AND FORGOTTEN. 1964-02-20 16 N/A 1965 2016-11-22

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No Catalogs Cultural Enrichment Curriculum Development Disadvantaged Dropout Prevention Educational Media Remedial Reading Slow Learners FASAN, WALTER R. AND OTHERS ILLINOIS Illinois (Chicago) GREAT CITIES PROGRAM Illinois Illinois (Chicago) Chicago Public Schools, IL. REGULAR MAIL ORDER CATALOGS MAY BE USED AS A SOURCE OF MATERIAL FOR TEACHING MANY PRACTICAL LESSONS TO GROUPS OF STUDENTS WHO MAY BE POTENTIAL DROPOUTS. A UNIT CENTERING ABOUT THE USE OF SUCH CATALOGS WAS DEVELOPED IN A CLASS OF STUDENTS 14 YEARS OF AGE OR OLDER BUT STILL IN ELEMENTARY SCHOOL. LOOKING UP AND ORDERING ITEMS FROM A CATALOG CAN AFFORD MANY OPPORTUNITIES FOR INSTRUCTION IN ARITHMETIC, VOCABULARY BUILDING, AND CHOICE MAKING. THE PRESENT UNIT GREW OUT OF A NEED TO TEACH THE STUDENTS PROPER ATTIRE. USE OF CATALOGS ATTRACTED THEIR IMMEDIATE ATTENTION. THE UNIT ON CLOTHING GREW INTO OTHER UNITS ON BUSINESS AND INVESTIGATING VARIOUS TYPES OF MATERIALS USED IN CLOTHING. INFORMATION LISTED IS INTENDED PRIMARILY FOR THE TEACHER, BUT MATERIALS ARE INCLUDED THAT CAN BE USED BY PUPILS. (APPENDIX CONTAINS INFORMATION ABOUT CLOTHING, VOCABULARY, AND APPLICABLE ARITHMETIC PROBLEMS.) ED001030 DON'T SHOP WITH BLINDERS ON, SEE WHAT YOU BUY. 22 N/A 1965 2016-11-22

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No Counseling Guidance Placement Secondary Education Vocational Education Work Experience Programs CHAFFEE, EVERETT KELLY, ROBERT E. CALIFORNIA California (Los Angeles) California California (Los Angeles) Los Angeles City Schools, CA. THIS GUIDE CONTAINS THE BASIC PRINCIPLES, GENERAL POLICIES, EDUCATIONAL OBJECTIVES, AND MINIMAL STANDARDS OF THE WORK EXPERIENCE EDUCATION COURSE AND EMPLOYMENT PLACEMENT PROGRAMS IN LOS ANGELES. THIS PROGRAM ENABLES STUDENTS TO HAVE A PART-TIME JOB SUPERVISED AND COORDINATED BY THE SCHOOL AND GIVEN COURSE CREDIT. IT EDUCATES THE STUDENT IN WORK HABITS AND HELPS DEVELOP HIS VOCATIONAL AIMS. IT PROVIDES A PRACTICAL RELATIONSHIP BETWEEN CLASSROOM LEARNING AND JOB REQUIREMENTS. IT GENERATES FEELINGS OF ACHIEVEMENT AND ENCOURAGES COMPLETION OF SCHOOL. THE PROGRAM IS INITIATED BY THE SCHOOL. STUDENT WORKERS ARE SUPERVISED AND THE RESULTING INFORMATION IS COORDINATED WITH IN-SCHOOL INSTRUCTION. CREDIT IS GIVEN ONLY WHEN STUDENTS' WORK IS UP TO ADULT EMPLOYMENT REQUIREMENTS. KINDS OF EMPLOYMENT AND SPECIFIC REQUIREMENTS FOR CREDIT ARE EXPLAINED. THE IMPORTANCE OF THE HIGH SCHOOL EMPLOYMENT OFFICE IS EMPHASIZED, AND STANDARDS FOR EMPLOYMENT PLACEMENT ARE LISTED. THE AREA WORK EXPERIENCE COORDINATOR IS A LIASON BETWEEN HIGH SCHOOLS AND EMPLOYERS. HE PROMOTES UNDERSTANDING ON BOTH SIDES AND SEEKS FURTHER EMPLOYMENT OPPORTUNITIES. THIS GUIDE ALSO CONTAINS DUTY STATEMENTS OF THE SUPERVISOR OF THE WORK EXPERIENCE SECTION, THE AREA WORK-EXPERIENCE COORDINATOR, THE HIGH SCHOOL WORK EXPERIENCE COORDINATOR, AND THE PLACEMENT INTERVIEWER. A BIBLIOGRAPHY CONTAINS REFERENCES FOR FURTHER INFORMATION ON WORK EXPERIENCE PROGRAMS. ED001031 A WORK EXPERIENCE EDUCATION AND EMPLOYMENT PLACEMENT PROGRAM. A GUIDE. 1960-00-00 35 N/A 1965 2016-11-22

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No Disadvantaged Disadvantaged Youth English Instruction Environment Language Acquisition Student Motivation Teacher Education Urban Areas JEWETT, ARNO AND OTHERS SPEECH EDUCATION DISTRICT OF COLUMBIA Office of Education (DHEW), Washington, DC. THIS BULLETIN CONSISTS OF EXCERPTS OF FORMAL TALKS PRESENTED AT A CONFERENCE ON IMPROVING THE BASIC ENGLISH SKILLS OF CULTURALLY DIFFERENT YOUTH IN LARGE CITIES. ITS PURPOSE IS TO HELP TEACHERS, SUPERVISERS, ADMINISTRATOR, AND OTHER EDUCATORS IN RECOGNIZING AND IMPROVING THE UNIQUE PROBLEMS WHICH ARISE IN TEACHING THESE DISADVANTAGED CHILDREN. A GENERAL LOOK AT THE PROBLEM OF CULTURALLY DIFFERENT YOUTH REVEALS THE BASIC TRUTH THAT THIS GROUP OF CHILDREN CONSTITUTES A SIGNIFICANT SEGMENT OF THE PUBLIC SCHOOL POPULATION, AND THAT THEY COME TO SCHOOL WITH SPECIAL NEEDS, ABILITIES, ATTITUDES, AND LINGUISTIC DISABILITIES. ALL THESE ASPECTS MUST BE APPROACHED SYMPATHETICALLY BY DEVOTED TEACHERS WHO ARE TRAINED IN UNDERSTANDING THE BASIC MOTIVATIONS OF THIS YOUTH GROUP. SUCH TEACHERS HAVE MADE SIGNIFICANT PROGRESS IN TEACHING THESE STUDENTS. REPORTS OF SPECIFIC PROGRAMS IN DETROIT, HOUSTON, PHILADELPHIA, CHICAGO, AND NEW YORK ARE DESCRIBED AND MAY SERVE AS PATTERNS FOR OTHER LARGE CITIES. ALSO DISCUSSED ARE SPECIAL PRESERVICE AND INSERVICE TEACHER-TRAINING PROGRAMS, PROCEDURES AND MATERIALS FOR IMPROVING ENGLISH SKILLS, AND THE UTILIZATION OF SPECIAL MATERIALS, SMALLER CLASS SIZE, AND ADDITIONAL PERSONNEL TO PROVIDE MORE SUCCESSFUL PROGRAMS. THE EFFECTIVENESS OF TEACHER-TRAINING, LEARNING METHODS, AND CLASSROOM PROGRAMS FOR THE CULTURALLY DIFFERENT YOUTH IS BASED ON THE RECOGNITION THAT THOSE WHOSE BELIEFS DO NOT CONFORM TO THE DOMINANT CULTURE ARE NOT WITHOUT CULTURE, BUT POSSESS A DIFFERENT SUBCULTURE. ED001032 IMPROVING ENGLISH SKILLS OF CULTURALLY DIFFERENT YOUTH IN LARGE CITIES. EXCERPTS OF SPEECHES GIVEN AT A CONFERENCE, MAY 31 - JUNE 2, 1962. 1964-00-00 216 N/A 1965 2016-11-22

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No Crime Delinquency Dropouts Drug Addiction Narcotics Parent Attitudes Student Attitudes Truancy ABRAMS, IRVING HAWKINS, BARBARA A. ILLINOIS Illinois (Chicago) Illinois Illinois (Chicago) Chicago Board of Education, IL. A SHORT HISTORY OF NARCOTICS AND THEIR LEGAL CONTROL IN THE UNITED STATES IS PRESENTED WITH AN EXPLANATION OF ADDICTION AND METHODS OF ITS PREVENTION. TEACHERS ARE INFORMED OF WAYS IN WHICH TO IDENTIFY ADDICTED STUDENTS. FOR EXAMPLE, THEY MAY BE CLOSELY OBSERVED IN PHYSICAL EDUCATION CLASSES, AND ABNORMALITIES INVESTIGATED BY A PHYSICIAN. INFORMATION INCLUDED WHICH TEACHERS MAY PRESENT TO STUDENTS ABOUT NARCOTICS CONCERN--COMMON PERSONALITY TYPES AMONG DRUG ADDICTS, TREATMENTS OF ADDICTS, AGENCIES CONCERNED WITH DRUG ADDICTION, THE RELATIONSHIP BETWEEN ADDICTION AND CRIME, THE BENEFITS OF NARCOTICS TO HUMAN WELFARE WHEN USED PROPERLY, AND THEIR DANGERS WHEN USED WRONGLY, KINDS OF NARCOTICS-SEDATIVES, STIMULANTS, AND HYPNOTIC DRUGS, AND A GLOSSARY OF SCIENTIFIC AND SLANG TERMS. A BIBLIOGRAPHY OF INSTRUCTIONAL MATERIALS FOR STUDENTS AND TEACHERS IS APPENDED. ED001033 INFORMATION ABOUT NARCOTICS - RESOURCE MATERIAL FOR TEACHERS. 1962-00-00 15 N/A 1965 2016-11-22

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No Community Programs Evaluation Methods Parent Participation Poverty Programs Questionnaires Student Attitudes Surveys GREAT CITIES PROGRAM PENNSYLVANIA Pennsylvania (Philadelphia) Pennsylvania Pennsylvania (Philadelphia) TO DETERMINE THE EFFECTIVENESS OF THE GREAT CITIES SCHOOL PROGRAM IN PHILADELPHIA, A PROGRAM DESIGNED TO REDUCE THE EFFECTS OF EXPERIMENTAL DEPRIVATION AMONG CHILDREN OF LIMITED BACKGROUNDS, FOUR TYPES OF EVALUATIVE CRITERIA WERE USED IN THIS STUDY AND ARE REPORTED AS FOLLOWS--(1) STANDARDIZED TESTING--THE RESULTS AFTER 2 YEARS WERE COMPARED WITH NORMALLY EXPECTED GROWTH OF STUDENTS OF THIS TYPE. SCORES IN READING, SPELLING, ARITHMETIC FUNDAMENTALS AND ARITHMETIC PROBLEMS WERE COMPARED IN 21 INSTANCES. SOME SUPERIORITY OF GAIN WAS FOUND. THE SLIGHT INCREASE WAS TAKEN AS A POSITIVE SIGN FOR THE PROGRAM, (2) NONSTANDARDIZED TESTING IN THE FIELD OF READING SHOWED A GROWTH OF 1.15 OVER NORMAL, (3) TEACHER JUDGMENTS BASED ON APPRAISAL OF DAILY WORK AND TESTING INDICATED DEFINITE GROWTH AND IMPROVEMENT IN STUDENT ATTITUDE AND COMPETITION, (4) QUESTIONNAIRES WERE GIVEN TO PUPILS AND PARENTS AS WELL AS TO TEACHERS. ALL SCHOOLS REPORTED INCREASE IN PUPIL INTEREST, BETTER BEHAVIOR, BETTER WORK HABITS, AND IMPROVED ATTITUDES IN PEER RELATIONSHIPS, SELF-IMAGE, AND ASPIRATIONAL LEVELS. PARENT COOPERATION, PARENT INVOLVEMENT IN SCHOOL AND COMMUNITY AND PARENT COMMITMENT TO THE PROJECT HAVE BEEN INCREASED THROUGH EFFORTS OF VOLUNTEER SCHOOL-COMMUNITY COORDINATORS. ED001034 INDICATIONS OF GROWTH. 1962-11-01 2 N/A 1965 2016-11-22

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No Administrator Role Classroom Techniques Curriculum Guides Elementary Schools Human Relations Intergroup Relations Secondary Schools Social Discrimination Teacher Role STATE COMMITTEE ON HUMAN RELATIONS PENNSYLVANIA Pennsylvania (Harrisburg) Pennsylvania Pennsylvania State Dept. of Public Instruction, Harrisburg. THE CLASSROOM TECHNIQUES FOR INTERGROUP EDUCATION ARE DIVIDED BETWEEN ELEMENTARY AND SECONDARY GRADES. IN ELEMENTARY GRADES, SPECIAL TECHNIQUES ARE APPLIED TO SOCIAL STUDIES, LANGUAGE ARTS, SCIENCE, MATHEMATICS, ART EDUCATION, MUSIC EDUCATION, HEALTH AND PHYSICAL EDUCATION. THE TECHNIQUES IN THE SECONDARY SCHOOLS ARE APPLIED TO U.S. HISTORY, WORLD HISTORY, AND WORLD CULTURES, CIVICS, PROBLEMS OF AMERICAN DEMOCRACY, GEOGRAPHY, ECONOMICS, ENGLISH, MODERN FOREIGN LANGUAGES, SCIENCE MATHEMATICS, VOCATIONAL ARTS, MUSIC, AND PHYSICAL EDUCATION. GROUP LIFE IN SCHOOL AS WELL AS INTERGROUP RELATIONS IS EXPLAINED. THE ROLE OF THE TEACHER AND THE ADMINISTRATION ARE PRESENTED. ED001035 GUIDE TO INTERGROUP EDUCATION IN SCHOOLS. OUR GREATEST CHALLENGE, HUMAN RELATIONS. CURRICULUM DEVELOPMENT SERIES NO. 6. 1962-00-00 57 N/A 1965 2016-11-22

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No Black Youth Creativity Psychological Patterns Racial Relations Racially Balanced Schools Research Social Structure Verbal Learning PAJONAS, PATRICIA PETTIGREW, THOMAS F. New York (New York) CAMBRIDGE MASSACHUSETTS NEW YORK Massachusetts New York New York (New York) Harvard Univ., Cambridge, MA. Graduate School of Education. RACIALLY-UNBALANCED SCHOOLS SHOULD BE VIEWED WITH INTENSE CONCERN. NEGRO AMERICANS HAVE LEARNED THAT RACIALLY BALANCED FACILITIES ARE NECESSARY IF THEY ARE TO RECEIVE ANYTHING RESEMBLING EQUAL OPPORTUNITY. BALANCED SCHOOLS ARE NEEDED TO INSURE THE NECESSARY POLITICAL LEVERAGE. LEGALLY, THE QUESTION OF UNBALANCED SCHOOLS WAS ANSWERED IN THE 1954 SUPREME COURT DECISION. IN THE CULTURAL REALM INTEGRATED SCHOOLS ARE THE ONLY FORM OF PUBLIC EDUCATION WHICH CAN FULFILL THE NEGRO DREAM OF BEING TRULY PART OF AMERICAN SOCIETY. LEADING FROM THESE HISTORICAL, POLITICAL, LEGAL, AND CULTURAL REASONS, THERE ARE A NUMBER OF CRITICAL SOCIAL-PSYCHOLOGICAL REASONS FOR THE NECESSITY OF ESTABLISHING RACIALLY-BALANCED SCHOOLS. THE FIRST REASON IS FOUND IN THE AREA OF HUMAN VERBAL LEARNING. DATA OF VARIOUS STUDIES POINT TO A BASIC PRINCIPLE OF HUMAN LEARNING--ALTERATION OF ENVIRONMENTAL FEATURES ASSOCIATED WITH ORIGINAL LEARNING RESULTS IN DIMINISHED RETENTION AND PERFORMANCE. BECAUSE NEGROES MUST ENTER INTO A WHITE-DOMINATED SOCIETY, THEY MUST RECEIVE THEIR INITIAL TRAINING IN AN INTEGRATED SCHOOL. SECONDLY, SEGREGATION IS DETRIMENTAL TO THE FULFILLMENT OF THE AIMS OF AMERICAN EDUCATION WHICH ARE--TO MAINTAIN THE PERSON ADEQUATELY THROUGH PARTICIPATION IN USEFUL OCCUPATION--AUGMENT HIS PRODUCTIVE POTENTIAL, AND COPE WITH AND UNDERSTAND HIMSELF. UNBALANCED SCHOOLS DEFEAT THESE AIMS BY FAILING TO COMMUNICATE TO THE NEGRO CHILD THE STANDARDS BY WHICH HE WILL BE JUDGED LATER. FINALLY, RACIALLY-UNBALANCED SCHOOLS FAIL TO DEVELOP CREATIVITY IN THE NEGRO CHILD BY PROVISION OF CREATIVE-STIMULATING CONDITIONS. SEGREGATED SCHOOLS GENERATE A FEELING OF INFERIORITY AMONG NEGROES THAT WILL AFFECT THEIR HEARTS AND MINDS IN LATER LIFE. ED001036 SOCIAL PSYCHOLOGICAL CONSIDERATIONS OF RACIALLY-BALANCED SCHOOLS, PRESENTED AT NEW YORK STATE EDUCATION DEPARTMENT CONFERENCE, GREYSTONE CONFERENCE CENTER MARCH 31, 1964, NEW YORK CITY. 1964-03-31 70 N/A 1965 2016-11-22

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No Cultural Enrichment Disadvantaged Youth Inservice Teacher Education Motivation Preschool Education Preservice Teacher Education Reading Instruction Remedial Programs School Community Relationship Urban Education Work Study Programs MARBURGER, CARL MICHIGAN GREAT CITIES PROGRAM Michigan (Detroit) Michigan Michigan (Detroit) BECAUSE MILLIONS OF AMERICANS HAVE BEEN DEPRIVED OF EQUAL EDUCATIONAL OPPORTUNITIES, CITIES OF TODAY REALIZE THEIR OBLIGATION TO EDUCATE THE CULTURALLY DEPRIVED. CULTURALLY DEPRIVED CHILDREN REFLECT INDIFFERENCE TO RESPONSIBILITY, NONPURPOSEFUL ACTIVITY, POOR HEALTH HABITS, INADEQUATE COMMUNICATION SKILLS, LITTLE MASTERY OF READING SKILLS AND A SENSE OF FAILURE. THESE CHARACTERISTICS ARE REFLECTED IN THE SCHOOLS, LOWER ACHIEVEMENT RATES, LOWER INTELLIGENCE TEST SCORES, HIGH FAILURE RATES, POOR ATTENDANCE, HIGH INCIDENCES OF BEHAVIOR DIFFICULTIES AND HIGH DROPOUT RATES. THESE LEAD DIRECTLY TO POOR EMPLOYMENT SKILLS AND POTENTIAL, LIMITED MOTIVATION TOWARD AND UNDERSTANDING OF CIVIC RESPONSIBILITY, AND HIGH INCIDENCE OF DEPENDENCE. THE NEEDS OF DISADVANTAGED YOUTH MAY BE SERVED BY DEVELOPMENT OF A PROGRAM ADAPTED TO THEIR NEEDS, MODIFICATIONS OF THE EXISTING PATTERNS, PROPER SELECTION AND UTILIZATION OF PERSONNEL, IMPROVED USE OF INSTRUCTIONAL EQUIPMENT AND MATERIALS, AND INVOLVEMENT OF PARENTS AND COMMUNITY IN THE EDUCATIONAL PROGRAM. EDUCATORS MUST FACE THE PROBLEMS OF THE MID-20TH CENTURY IN EDUCATION. SOME OF THE PROJECTS EMPHASIZED HAVE BEEN--PRESCHOOL PROGRAMS, PRE AND IN-SERVICE EDUCATION, READING INSTRUCTION, CULTURAL ENRICHMENT AND FORMATION OF REMEDIAL PROGRAMS. ED001037 AN OVERVIEW OF TYPES OF GREAT CITIES SCHOOL IMPROVEMENT PROGRAMS. 1963-10-30 7 N/A 1965 2016-11-22

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No Agency Cooperation Community Organizations Community Schools Coordination Curriculum Development Inservice Teacher Education Parent School Relationship Poverty Areas Public Agencies School Responsibility Teacher Education Urban Education Urban Schools SALTZMAN, HENRY PENNSYLVANIA Pennsylvania (Philadelphia) GREAT CITIES PROGRAM Pennsylvania Pennsylvania (Philadelphia) IT IS HELD THAT THE PUBLIC SCHOOLS ARE ONE OF THE MOST STRATEGICALLY PLACED STAGING AREAS FROM WHICH TO MOUNT VIGOROUS, COMPREHENSIVE AND PREVENTIVE PROGRAMS TO ACHIEVE THE MAXIMUM DEVELOPMENT OF THE HUMAN POTENTIAL LYING UNCHALLENGED IN URBAN SLUM AND DEPRESSED AREAS. STRONG CRITICISM HAS BEEN DIRECTED TOWARD SCHOOLS FOR NEGLECTING THEIR JOB OF TRAINING THE MIND. IN ANSWER TO SUCH CRITICISM IT IS NECESSARY TO UNDERSTAND THE TWO TYPES OF SCHOOLS FOUND IN CITIES. ONE TYPE, THE "STEADY SCHOOLS," IS ATTENDED BY CHILDREN WHO ARE STEADILY IMPROVING AND ARE STEADILY SUPPORTED BY MIDDLE CLASS PARENTS. FOR THESE SCHOOLS LEARNING IS THE MAJOR TASK. THE SECOND TYPE IS ATTENDED BY A LARGE NUMBER OF STUDENTS CHARACTERIZED BY PERFORMANCE BELOW GRADE LEVEL, SERIOUS CLASSROOM BEHAVIOR PROBLEMS, HIGH RATES OF PUPIL TRANSFERS, POOR MOTIVATION, AND HIGH DROUPOUT RATE. PARENTS OF STUDENTS IN THE SECOND TYPE OF SCHOOL USUALLY HAVE A LOW SOCIO-ECONOMIC STATUS, AND THERE ARE LARGE NUMBERS OF BROKEN HOMES. IN PLANNING FOR THESE SCHOOLS MANY FACTORS BESIDES ACADEMIC DEVELOPMENT MUST BE CONSIDERED. NEW DIRECTIONS FOR IMPROVEMENT IN URBAN SLUM SCHOOLS INCLUDE--DEVELOPMENT OF CURRICULA AND TEACHING TECHNIQUES TO FOSTER LANGUAGE DEVELOPMENT, FLEXIBLE SCHOOL PROGRAMMING TO ALLOW FOR IN-SERVICE TRAINING, DEVELOPMENT OF MORE SUITABLE READING MATERIALS, THE EXPANSION OF CLINICAL OPPORTUNITIES FOR FUTURE TEACHERS, AND DEVELOPMENT OF TRAINING INSTITUTIONS FOR PREPARING URBAN SCHOOL TEACHERS. AN IMPORTANT FACET OF IMPROVED URBAN PROGRAMS IS THE ACTIVE PARTNERSHIPS BETWEEN THE SCHOOL AND OTHER PUBLIC AND PRIVATE AGENCIES INVOLVED IN RENDERING SERVICES TO THE COMMUNITY. COMMUNITY SCHOOLS, OPERATING SEVEN DAYS A WEEK FOR USE BY SOCIAL AGENCIES, HEALTH AGENCIES, AND INTERESTED CITIZENS, ARE THE RESULT OF SUCH PARTNERSHIPS. ED001038 THE GREAT CITIES SCHOOL IMPROVEMENT PROGRAM. NEW DIRECTIONS FOR THE SCHOOL IN A CHANGING NEIGHBORHOOD. (NATIONAL CONFERENCE ON SOCIAL WELFARE, MINNEAPOLIS, MINNESOTA, MAY 15, 1961.) 1961-05-00 15 N/A 1965 2016-11-22

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No Camping Disadvantaged Field Trips Improvement Programs Inservice Education Tutors Urban Education MITCHELL, CHARLES GREAT CITIES PROGRAM MICHIGAN Michigan (Detroit) Michigan Michigan (Detroit) MANY LARGE CITIES ACROSS THE NATION HAVE CONCENTRATED AREAS OF FAMILIES WHOSE CHILDREN ARE SEVERELY HAMPERED IN THEIR SCHOOLING BY A COMBINATION OF COMMUNITY, HOME, AND SCHOOL CONDITIONS. IN ORDER TO ALLEVIATE SOME OF THE PROBLEMS, THE DETROIT PROJECT HAS DEVELOPED AND TESTED A FIVE-PART PROGRAM. PART ONE IS CONCERNED WITH TEACHER ORIENTATION AND TRAINING THROUGH WORKSHOPS AND THE DISTRIBUTION OF A MONTHLY PAPER TO STAFF MEMBERS. PART TWO INVOLVES THE IMPROVED USE OF INSTRUCTIONAL MATERIAL AND EQUIPMENT AND THE DEVELOPMENT OF MATERIALS ADAPTED TO THE NEEDS OF THE CULTURALLY DEPRIVED CHILD. PART THREE INVOLVES THE MODIFICATION OF ORGANIZATIONAL PATTERNS WITHIN THE SCHOOLS TO PRODUCE MORE FLEXIBILITY IN PROGRAMMING (I.E. BLOCK-TIME PROGRAMING, PRESCHOOL PROGRAMS FOR YOUNG CHILDREN, BUS TRIPS, AND CAMPING EXPERIENCE). PART FOUR DEALS WITH THE ASSIGNMENT OF EXTRA PERSONNEL TO EACH SCHOOL SUCH AS COACHING TEACHERS, VISITING TEACHERS, AND THE SCHOOL-COMMUNITY AGENT. PART FIVE CONCERNS THE INVOLVEMENT OF PUBLIC AND PRIVATE AGENCIES AND THE DEVELOPMENT OF SCHOOL-HOME-COMMUNITY REINFORCEMENT ACTIVITIES. NEED FOR CHANGES IN THE URBAN SCHOOLS ARE RECOGNIZED, SINCE PREVIOUS UNREALISTIC AND INEFFECTIVE SCHOOLING HAS LEFT FAR TOO MANY CHILDREN WITH LIVES THAT OFFER LITTLE SCOPE AND MEANING. SCHOOLS MUST GIVE CHILDREN ACCESS TO ECONOMIC, SOCIAL AND ETHICAL ADJUSTMENT AND DEVELOPMENT. ED001039 THE CULTURALLY DEPRIVED - A MATTER OF CONCERN. 1962-05-00 1 N/A 1965 2016-11-22

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No Child Welfare Curriculum Development Disadvantaged Elementary Education Neighborhoods School Community Relationship MCCLUSKY, HOWARD GREAT CITIES PROGRAM Michigan (Detroit) MICHIGAN Michigan Michigan (Detroit) IN AN ADDRESS DELIVERED TO A WORKSHOP IN THE GREAT CITIES PROJECT, IT WAS NOTED THAT SCHOOL PERSONNEL SHOULD DO EVERYTHING POSSIBLE TO RESEARCH THE PROBLEM OF IN-MIGRATION. IT IS RECOMMENDED THAT, AS A KEY TO MIGRATION AND CHANGING NEIGHBORHOODS, A CUMULATIVE RECORD FOR THE NEIGHBORHOOD AND SCHOOL DISTRICT BE KEPT. THERE IS A NEED FOR TEACHERS TO LIVE IN THE NEIGHBORHOOD AND IDENTIFY WITH ITS RESIDENTS IF AN INCREASE IN NEIGHBORHOOD-SCHOOL INTERACTION IS TO OCCUR. TEACHING AND ADMINISTRATIVE STAFFS SHOULD BE AWARE OF THE COMMUNITY, NEIGHBORHOOD AND STYLE OF LIFE IN THE EVENT THEY WISH TO ADAPT THE CURRICULUM OR HAVE A SERIES OF CONFERENCES. CERTAIN CIRCUMSTANCES OF LIFE HAVE NOT PRODUCED FORCES WHICH LEAD TO THE DIGNITY OF MAN, AND EDUCATION MUST TRY TO BRING ABOUT AN EQUAL CHANCE FOR ALL. CURRICULUM SHOULD BE ADAPTED WITH MORE PICTORIAL VOCABULARY PROBLEMS, AND MATERIALS AND EXPERIENCES SHOULD BE INCLUDED WHICH CALL FOR VARIOUS TYPES OF MOTOR AND SOCIAL ACTIVITY. SCHOOL IS THE MOST IMPORTANT FACTOR IN SOCIETY FOR THE WELFARE OF THE CHILD, AND THE ELEMENTARY SCHOOL IS THE NEAREST THING TO A NEIGHBORHOOD FOCUS IN METROPOLITAN PLANNING. SCHOOLS IN FLINT, MICHIGAN, WHICH ARE USED THROUGHOUT THE YEAR, ARE DISCUSSED. ED001040 NEW DIRECTIONS IN SCHOOL-COMMUNITY RELATIONS. AN ADDRESS DELIVERED TO THE GREAT CITIES SCHOOL IMPROVEMENT WORKSHOP, AUGUST 29, 1960, DETROIT, MICHIGAN. 11 N/A 1965 2016-11-22

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No Child Development Curriculum Development Elementary Education Individual Instruction Organization School Organization GILBERT, JEROME H. AND OTHERS Illinois (Chicago) GREAT CITIES PROGRAM ILLINOIS Illinois Illinois (Chicago) Chicago Board of Education, IL. SCHOOL ORGANIZATION FOR PRIMARY SCHOOL CHILDREN HAS BEEN STUDIED IN TERMS OF A CONTINUOUS DEVELOPMENT PROGRAM BY A CITY-WIDE EDUCATOR'S COMMITTEE FORMED WITHIN THE CHICAGO PUBLIC SCHOOL SYSTEM AND THE RESULTS ARE PRESENTED. PARTICIPANTS HAVE RECEIVED THE OPERATION OF THIS PROGRAM WITHIN THEIR OWN SPHERE OF RESPONSIBILITY. THE PHILOSOPHY, ORGANIZATION OF THE SCHOOL, CURRICULUM, AND INSTRUCTIONAL TECHNIQUES PRESENTED HEREIN COMBINE TO AFFORD GOOD ORIENTATION AND GUIDANCE TOWARD THE OBJECTIVE OF THIS PROGRAM FOR THE CONTINUOUS DEVELOPMENT OF PRIMARY CHILDREN. THE BASIC PROGRAM IS SPECIFICALLY DESCRIBED IN TERMS OF THE NECESSARY ORGANIZATION FOR TEACHING AND LEARNING, THE PURPOSE, A COMPARISON OF GRADED AND UNGRADED STRUCTURES, AND A REVIEW OF MAJOR PROGRAM ASSUMPTIONS. OPERATION OF THE PROGRAM IN THE SCHOOL AND THE OPERATIONAL PROCEDURES FOR STRUCTURAL CHANGE FOR ALL SCHOOLS UNDER THE PLAN ARE DISCUSSED. A CHECK LIST FORMAT OF SUPERVISOR ACTION REQUIRED TO INITIATE THE CONTINUOUS DEVELOPMENT PROGRAM AUGMENTS THIS SECTION. DETAILED GUIDANCE IS AFFORDED BY THE INDIVIDUALIZATION OF INSTRUCTION AND THE PROPOSED CURRICULUM ASSOCIATED WITH THIS PROGRAM. CURRICULUM FACTORS ASSOCIATED WITH SOCIOMETRIC, INTEREST, AND ABILITY GROUPINGS OF THE CHILDREN ARE CORRELATED TO CLASS SIZE, FACILITY, AND PROGRAM OBJECTIVES. THE STUDY IS APPENDED WITH GUIDANCE PROCEDURES FOR PROGRESS REPORTING, PARENT-TEACHER COMMUNICATIONS AND CONFERENCES, AND WITH A BIBLIOGRAPHY FOR THE PROFESSIONAL STAFF. ED001041 GUIDELINES FOR THE PRIMARY PROGRAM OF CONTINUOUS DEVELOPMENT. 1963-00-00 85 N/A 1965 2016-11-22

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No Anthologies Art Creative Writing English Language Arts Secondary Education Students Urban Areas Illinois (Chicago) ILLINOIS Illinois Illinois (Chicago) Chicago Board of Education, IL. AN ANTHOLOGY OF CREATIVE WRITING IS PRESENTED. THE THEMES ENCOMPASS A RANGE AND VARIETY OF SUBJECTS. ELEVEN SECTIONS INCLUDE THE IDEAS OF THE STUDENTS ON THE FOLLOWING--THEMSELVES AND THEIR PLACE IN THE WORLD, THEIR FAMILY, THEIR SCHOOL, THE CITY OF CHICAGO, PATRIOTISM AND THE UNITED STATES, OUTER SPACE, HUMOR AND LAUGHTER, BEAUTY IN BOTH THE PHYSICAL AND SPIRITUAL REALM, NATURE, LOVE AND THE CONTEMPLATION OF GOD. CREATIVE ART WORK IS INTERSPERSED THROUGHOUT THE ANTHOLOGY. ED001042 YOUTH CONTEMPLATES. SELECTED CREATIVE WRITINGS, WRITTEN AND ILLUSTRATED BY THE STUDENTS OF THE CHICAGO PUBLIC SCHOOLS. 1964-00-00 143 N/A 1965 2016-11-22

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No Communicable Diseases Disease Control Health Education High Schools Nurses Physical Education Prevention Resource Materials School Nurses Teaching Guides ABRAMS, IRVING HAWKINS, BARBARA A. Illinois (Chicago) GREAT CITIES PROGRAM ILLINOIS Illinois Illinois (Chicago) Chicago Board of Education, IL. DESCRIPTIONS OF TWENTY-FIVE INFECTIOUS AND COMMUNICABLE DISEASES INCLUDE CAUSES, SYMPTOMS, EFFECTS, TREATMENT AND PREVENTIVE MEASURES. IT HAS BEEN DISCOVERED THAT RESPIRATORY AILMENTS OF A COMMUNICABLE NATURE ARE THE MOST COMMON CAUSE OF ABSENTEEISM AMONG STUDENTS. INFORMATION IS INTENDED FOR THE USE OF TEACHERS OF HEALTH EDUCATION OR OTHER PERSONNEL CONCERNED WITH THE SCHOOL HEALTH EDUCATION PROGRAM. MATERIALS ARE ESPECIALLY DESIGNED FOR USE BY TEACHER-NURSES AND HIGH SCHOOL TEACHERS OF HEALTH AND PHYSICAL EDUCATION AND IN HEALTH EDUCATION COURSES IN TEACHERS COLLEGES. ED001043 INFECTIOUS AND COMMUNICABLE DISEASES. RESOURCE MATERIAL FOR TEACHERS. 1964-00-00 47 N/A 1965 2016-11-22

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No Academic Achievement Adult Education Aspiration Compensatory Education Counseling Cultural Enrichment Cultural Traits Disadvantaged Dropouts Migrants Placement Preschool Education Summer Schools Urban Areas COMMITTEE ON COMPENSATORY EDUCATION Illinois (Chicago) ILLINOIS Illinois Illinois (Chicago) Chicago Board of Education, IL. THE COMMITTEE ON COMPENSATORY EDUCATION UNDERTOOK A COMPREHENSIVE STUDY OF CHICAGO'S PROGRAMS FOR THE EDUCATION OF THE CULTURALLY DEPRIVED. GEOGRAPHICAL AREAS MOST IN NEED OF COMPENSATORY EDUCATION WERE IDENTIFIED, AND THEIR POPULATION GROUPS STUDIED. MAJOR GROUPS RESIDING IN SUCH AREAS WERE FOUND TO BE THOSE STILL IN THE PROCESS OF ABSORBING NEW CULTURAL TRAITS--THE SPANISH-SPEAKING MIGRANT FROM MEXICO OR PUERTO RICO, THE NEGRO MIGRANT FROM POVERTY STRICKEN AREAS IN THE SOUTH, AND THE APPALACHIAN MOUNTAIN WHITE. NEEDS UNIQUE TO EACH GROUP WERE IDENTIFIED IN ORDER THAT QUALITY EDUCATION COULD BE PROVIDED. BACKGROUND EXPERIENCE DIFFERENCES OF CHILDREN IN AVERAGE AND DISADVANTAGED AREAS WERE DISCUSSED. SCHOOLS IN DISADVANTAGED AREAS WERE PROVIDED WITH--EXTRA TEACHERS TO REDUCE THE TEACHER-PUPIL RATIO, ASSISTANT PRINCIPALS TO AID CLASSROOM TEACHERS, AND DIFFERENTIATED TEACHING GUIDES TO PROVIDE FOR DIVERGENT RATES OF PHYSICAL, MENTAL, SOCIAL, AND EMOTIONAL DEVELOPMENT. OTHER PROGRAMS INCLUDED PRESCHOOL EDUCATION TO READY DISADVANTAGED CHILDREN FOR ENTRY INTO THE FIRST GRADE, SPECIAL SUMMER SCHOOLS DESIGNED TO BRING CHILDREN UP TO GRADE LEVEL IN ACHIEVEMENT AND TO PROVIDE CULTURAL EXPERIENCES, AND "OPPORTUNITY ROOMS" TO FACILITATE LANGUAGE TRAINING AND ABSORPTION OF NEW CULTURAL TRAITS FOR THE NONENGLISH SPEAKING PUPIL. ADULT EDUCATION PROGRAMS RANGING FROM ELEMENTARY THROUGH HIGH SCHOOL, INCLUDING OPERATION ALPHABET, TELEVISED FOR THOSE UNABLE TO ATTEND FORMAL CLASSES, ORIENTATION PROGRAMS TO INTEREST PUPILS IN GOINT ON TO HIGH SCHOOL, AN AMERICANIZATION PROGRAM TO ASSIST THE FOREIGN BORN, AND AN URBANIZATION PROGRAM TO ASSIST THE RURAL NEWCOMER, WERE ALSO ESTABLISHED. ED001044 COMPENSATORY EDUCATION IN THE CHICAGO PUBLIC SCHOOLS. 1964-08-00 165 N/A 1965 2016-11-22

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No Achievement Compensatory Education Disadvantaged Educational Opportunities Inservice Teacher Education Motivation Reading Skills Remedial Reading School Community Relationship Self Concept Teacher Education Urban Education THE COMMITTEE FOR THE JUNIOR HIGH SCHOOL Pennsylvania (Philadelphia) GREAT CITIES PROGRAM PENNSYLVANIA Pennsylvania Pennsylvania (Philadelphia) AFTER SEVERAL MONTHS OF INTENSIVE RESEARCH AND DISCUSSION, THE FOLLOWING THREE PROPOSALS TO RAISE PUPIL ACHIEVEMENT WERE CONSIDERED MOST VALID--(1) THE IMPROVEMENT OF READING, (2) THE PROVISION OF A PROJECT MOTIVATION PROGRAM, (3) THE ENHANCEMENT OF THE SELF-IMAGE. THE SCHOOLS INVOLVED WOULD BE PERMITTED TO SELECT ONE OF THE PROPOSALS, OR PARTS THEREOF, WITHIN THE LIMIT OF THE APPROPRIATION SET FOR EACH SCHOOL. EVERY EFFORT SHOULD BE MADE TO SELECT MATERIALS WHICH CONTRIBUTE TO INTERGROUP EDUCATION. THE MATERIALS SELECTED WOULD BE SUBJECT TO THE APPROVAL OF THE SCHOOL-COMMUNITY RELATIONS OFFICE. COURSE LEADERS AND SUPERVISORS WOULD BE SELECTED BY THE APPROPRIATE CENTRAL OFFICE SINCE THE SUCCESS OF THE PROGRAM WAS CONSIDERED DEPENDENT TO A LARGE EXTENT UPON THE PROFESSIONAL COMPETENCY OF THE LEADERS. PROPOSALS TO IMPLEMENT THE READING PROGRAM WERE--INSERVICE COURSES FOR READING TEACHERS AS WELL AS TEACHERS IN MAJOR SUBJECT AREAS, THE AVAILABILITY OF A REMEDIAL READING TEACHER FOR TUTORIAL PURPOSES AFTER SCHOOL, EXTENSION OF LIBRARY PROGRAM, ASSIGNMENT OF AN ADDITIONAL TEACHER TO EACH SCHOOL TO PROVIDE THE FACULTY WITH ASSISTANCE IN WORKING WITH PUPILS ON AN INDIVIDUAL BASIS, AND THE ESTABLISHMENT OF A LANGUAGE ARTS CENTER. FOR THE MOTIVATION PROGRAM PROPOSALS INCLUDED THE INTRODUCTION OF AN AFTER-SCHOOL PROGRAM, DESIGNED TO PROVIDE OPPORTUNITIES TO COMPLETE HOMEWORK ASSIGNMENTS OR SPECIAL ACADEMIC PROJECTS UNDER THE SUPERVISION OF COMPETENT TEACHERS FOR CHILDREN WHO LACK ADEQUATE HOME FACILITIES. IN ORDER TO ENHANCE THE SELF-IMAGE, PROPOSALS WERE MADE FOR INSERVICE TRAINING OF TEACHERS AND COUNSELORS, FOR THE EMPLOYMENT OF A SCHOOL-HOME COORDINATOR FOR THE PURPOSE OF DEVELOPING CLOSER RELATIONSHIPS BETWEEN SCHOOL AND HOME, COMMUNITY AND LOCAL AGENCIES, AND BUS TRIPS FOR CHILDREN, UNDER TEACHER GUIDANCE, TO HELP BROADEN EXPERIENCES PARTICULARLY WITH REFERENCE TO ECONOMIC OPPORTUNITIES. ED001045 REPORT ON PROPOSALS FOR THE EXPENDITURE OF $50,000.00 AMONG EIGHT JUNIOR HIGH SCHOOLS FOR RAISING PUPIL ACHIEVEMENT, PHILADELPHIA, PENNSYLVANIA (TITLE SUPPLIED). 1964-04-16 15 N/A 1965 2016-11-22

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No Counseling Services Dropouts Educational Media Language Acquisition Language Arts Language Laboratories Opaque Projectors Potential Dropouts Program Development Reading Reading Ability Reading Programs Reading Skills Remedial Programs Student Motivation Tape Recorders ROBERTS, HERMESE E. ILLINOIS GREAT CITIES PROGRAM Illinois (Chicago) READING ACCELERATOR Illinois Illinois (Chicago) THE LANGUAGE ARTS LABORATORY WAS ESTABLISHED TO IMPROVE READING ABILITY AND OTHER LANGUAGE ARTS SKILLS AS AN AID IN THE PREVENTION OF DROPOUTS. THE LABORATORY WAS OPERATED ON A SUMMER SCHEDULE WITH A FLEXIBLE PROGRAM OF FROM 45 MINUTES TO 2 1/2 HOURS DAILY. ALL PUPILS WERE 14 YEARS OF AGE OR OLDER, AND EXPRESSED A DESIRE TO IMPROVE THEIR READING SKILLS. AT THE BEGINNING OF THE PROGRAM THE CALIFORNIA READING TEST AND AN ORAL READING ANALYSIS WERE ADMINISTERED TO EACH STUDENT. AS AN ESSENTIAL ASPECT OF THE MOTIVATION AND ORIENTATION PART OF THE PROGRAM, INDIVIDUAL AND GROUP COUNSELING INTERVIEWS WERE PLANNED. A VARIETY OF MATERIALS AND EQUIPMENT HELPED TO SPARK AND HOLD THE INTEREST OF THE STUDENTS, AND PROVIDED INCENTIVES FOR MAXIMUM EFFORT. READER'S DIGEST SKILL BUILDERS, WITH AN ANALYTIC APPROACH TO VOCABULARY AND COMPREHENSION SKILLS, HAD MORE ATTRACTION FOR THE PUPILS THAN ANY OTHER WORK MATERIAL. SEVERAL HUNDRED ATTRATIVE BOOKS, LARGELY SIMPLIFIED CLASSICS, WERE POPULAR FOR RECREATIONAL READING. AMONG THE MECHANICAL AIDS, THE TAPE RECORDER PROVED MOST USEFUL, VERSATILE, AND WELL-LIKED. IT WAS USED--IN ORAL READING, FOR SELF-EVALUATION, GROUP EVALUATION, AND DIAGNOSTIC ANALYSIS, FOR TEACHING PHONETIC SKILLS, ORAL COMMUNICATION SKILLS, AND READING SKILLS, AND FOR TEACHER INSERVICE TRAINING PROGRAMS. OTHER TEACHING AIDS AND EQUIPMENT INCLUDED OPAQUE PROJECTOR, FILM STRIP PROJECTOR, AND READING ACCELERATOR. AN INTEGRAL ASPECT OF THE PROGRAM HAS BEEN EVALUATION WHICH INCLUDES PUPIL SELF-APPRAISAL, GROUP CRITICISM, REPORTS TO PARENTS, AND STANDARDIZED TESTS. ED001046 LANGUAGE ARTS LABORATORY. 1961-00-00 21 N/A 1965 2016-11-22

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No Cluster Grouping Curriculum Development De Facto Segregation Educational Facilities Equal Education Human Relations Inservice Teacher Education Instructional Program Divisions Racial Composition School Desegregation Teacher Attitudes Teaching Methods PHILADELPHIA URBAN LEAGUE PENNSYLVANIA Pennsylvania (Philadelphia) Pennsylvania Pennsylvania (Philadelphia) Urban League of Philadelphia, PA. PROPOSALS WERE GIVEN TO IMPROVE THE INTEGRATION OF PHILADEPHIA PUBLIC SCHOOLS. THERE SHOULD BE A REORGANIZATION OF THE GRADE SYSTEMS INTO A PRIMARY SCHOOL (K-4), A MIDDLE SCHOOL (5-8) AND SENIOR GRADES (9-12). THE SCHOOLS WOULD BE GROUPED IN EDUCATIONAL CLUSTERS WITH THREE OR MORE SCHOOLS UNDER ONE ADMINISTRATOR. CURRICULUM MODIFICATIONS SHOULD INCLUDE INTENSIVE REMEDIAL INSTRUCTION AND A CONSIDERATION OF TEACHER ATTITUDES. TEACHING MATERIALS SHOULD TREAT MINORITIES FAIRLY AND TEXTBOOKS AND MATERIALS SHOULD BE CHOSEN WHICH WOULD FURTHER HUMAN RELATIONS. EDUCATIONAL RESEARCH MUST BE COORDINATED AND INTENSIFIED. TEACHERS SHOULD BE PLACED ACCORDING TO THE NEED OF THE SCHOOLS. NEGROES SHOULD BE CONSIDERED FAIRLY FOR PROMOTION. FACULTIES SHOULD BE PROVIDED WITH IN-SERVICE TRAINING IN INTERGROUP RELATIONS AND TEACHING SKILLS. THEY ALSO MUST BE FULLY COMMITTED TO THE PROGRAM OF EQUAL EDUCATION IF THE PROGRAM IS TO WORK. CHARTS AND TABLES PERTAINING TO THE RECOMMENDATIONS ARE SHOWN IN THE APPENDIX. ED001047 INTEGRATING PHILADELPHIA PUBLIC SCHOOLS. A PROPOSAL. 1964-08-00 47 N/A 1965 2016-11-22

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No Audiovisual Aids Curriculum English Reading Development Reading Programs Secondary Schools Teaching Methods Vocational Schools SUB-COMMITTEE OF ENGLISH CURRICULUM COMMITTEE FOR ADAPTED COURSE PENNSYLVANIA Pennsylvania (Philadelphia) Pennsylvania Pennsylvania (Philadelphia) Philadelphia Public Schools, PA. AN ANNOTATED BIBLIOGRAPHY OF "EASY-READING" BOOKS TO BE USED BY TEACHERS IN AIDING SENIOR HIGH STUDENTS OF LIMITED VERBAL ABILITY TO FIND BOOKS FOR THEMSELVES IS PRESENTED. IN GENERAL, LESS ABLE READERS OF HIGH SCHOOL AGE ARE ATTRACTED TO SHORT BOOKS WITH ATTRACTIVE, COLORFUL JACKETS, AND STRIKING TITLES WHICH GIVE SOME CLUE TO THEIR CONTENT. IT IS THE TEACHER'S RESPONSIBILITY TO IDENTIFY EACH PUPIL'S INTEREST AND TO HELP HIM FIND APPROPRIATE BOOKS. THE TEACHER SHOULD SEEK THE COOPERATION AND HELP OF THE LIBRARIAN. THE LISTING IS MADE BY THE AUTHOR IN THE AREAS OF FICTION AND NONFICTION AND IN INTEREST AREAS OF BOTH BOYS AND GIRLS. THE SECOND PART OF THE TEXT DEALS WITH THE AVAILABILITY AND USE OF AUDIOVISUAL AIDS IN DEVELOPING THE NEEDED SKILLS OF THE STUDENTS WITH LOW LANGUAGE AND READING ABILITY. LISTS OF AVAILABLE RESOURCES AND SUGGESTED ACTIVITIES ARE INCLUDED WITH THE TEACHING TECHNIQUES. ED001048 COLLATERAL READING AND AUDIOVISUAL INSTRUCTION. ENGLISH, AND ADAPTED COURSE GRADES 10 TO 12, A SUPPLEMENT. 1962-00-00 44 N/A 1965 2016-11-22

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No Comprehensive Programs Disadvantaged Educational Needs Educational Planning Elementary Education Inservice Teacher Education Instructional Materials School Community Relationship Staff Development Teacher Education Teacher Orientation Urban Education Workshops MITCHELL, CHARLES MICHIGAN Michigan (Detroit) GREAT CITIES PROGRAM Michigan Michigan (Detroit) TO MEET THE EDUCATIONAL NEEDS OF CHILDREN OF LIMITED BACKGROUNDS (COMPRISING ONE-THIRD OF THE CHILDREN ENROLLED IN AMERICA'S FOURTEEN LARGEST SCHOOL SYSTEMS) THE GREAT CITIES HAVE EMBARKED ON A COOPERATIVE EFFORT TO IMPLEMENT, STUDY, AND EVALUATE AN APPROPRIATE EDUCATIONAL PROGRAM. IN DETROIT THE PROJECT NOW INVOLVES 27 SCHOOLS, 1,250 SCHOOL PERSONNEL AND 32 THOUSAND STUDENTS AND THEIR FAMILIES. FUNDS ARE RECEIVED ENTIRELY FROM THE LOCAL BOARD OF EDUCATION. FAMILIES LIVE IN LOW-COST HOUSING OR IN SUBSTANDARD, OVERCROWDED MULTIPLE DWELLINGS. FINANCIAL DIFFICULTIES OVERWHELM THEM. DETROIT HAS IMPLEMENTED A FOUR PART PROGRAM TO DEVELOP ACADEMIC AND SOCIAL COMPETENCE IN EACH CHILD IN SPITE OF HIS LIMITED BACKGROUND. BECAUSE A CHANGE IN TEACHER PERCEPTION MUST OCCUR IF THE CHILD'S CAPACITY IS TO BE REACHED, PART ONE IS CONCERNED WITH TEACHER-ORIENTATION WORKSHOPS TO PROVIDE USEFUL KNOWLEDGE IN TEACHING. PART TWO INVOLVES THE IMPROVED USE OF APPROPRIATE INSTRUCTIONAL EQUIPMENT AND MATERIALS, THE DEVELOPMENT OF MATERIALS AND METHODS SUITABLE FOR THE CHILDREN INVOLVED, AND MORE FLEXIBLE PROGRAMMING TO MEET INDIVIDUAL NEEDS. IN PART THREE, ADDITIONAL STAFF ARE ASSIGNED TO SCHOOLS AS READING COORDINATORS, VISITING TEACHERS, AND SCHOOL-COMMUNITY AGENTS. PART FOUR CONCERNS THE PUBLIC AND PRIVATE AGENCY INVOLVEMENT AND THE DEVELOPMENT OF COOPERATIVE SCHOOL-COMMUNITY-HOME RELATIONSHIP. DATA INDICATES THAT A LARGER NUMBER OF CHILDREN WILL LEAVE PROJECT SCHOOLS WITH INCREASED ACADEMIC AND SOCIAL COMPETENCE, WILL STAY IN SCHOOL LONGER, AND WILL HAVE A GREATER CAPACITY FOR FINANCIAL AND POLITICAL CITIZENSHIP INDEPENDENCE. ED001049 THE DETROIT GREAT CITIES SCHOOL IMPROVEMENT PROJECT. PROGRAM SUMMARY. 1964-00-00 14 N/A 1965 2016-11-22

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No Adult Programs After School Programs Agency Cooperation Compensatory Education Cooperative Planning Curriculum Development Disadvantaged Evening Programs Inservice Education Parent Participation Public Schools School Community Relationship Specialization Summer Programs Teacher Education Teacher Orientation Urban Education GREAT CITIES PROGRAM MICHIGAN Michigan (Detroit) Michigan Michigan (Detroit) NOTING THAT THE CHILD OF LIMITED BACKGROUND HAS CONSIDERABLE NATIVE ABILITY BUT HAS NOT BEEN ABLE TO REACH HIS POTENTIAL DUE THE KIND OF TEACHING AND CURRICULUM OFFERED IN THE TYPICAL PUBLIC SCHOOL, THE DETROIT PROJECT HAS ATTEMPTED TO COMPENSATE FOR THE DIFFICULTIES RESULTING FROM DEPRIVATION. DIRECT EFFORTS HAVE BEEN MADE TOWARD INSERVICE EDUCATION OF PRINCIPALS, TEACHERS, AND SCHOOL PERSONNEL, AFTER SCHOOL, EVENING AND SUMMER CLASSES FOR EVENING AND ADULTS, ORGANIZATIONAL AND CURRICULAR CHANGE, AND INTER-AGENCY INVOLVEMENT AND UTILIZATION OF ADDITIONAL STAFF IN EACH PROJECT SCHOOL. AN ANALYSIS OF EACH OF THE ABOVE PROGRAMS IS MADE. TO IMPLEMENT THE SUCCESSFUL ASPECTS OF THE PROGRAM, EVALUATION IS CONTINUOUS. CONSTANT COMMUNICATION WITH OTHER SCHOOL OFFICIALS IS IMPERATIVE. ED001050 DETROIT GREAT CITIES SCHOOL IMPROVEMENT PROJECT, ANNUAL REPORT, 1962-63. 1963-00-00 13 N/A 1965 2016-11-22

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No Conferences Curriculum Curriculum Development Improvement Leadership Teacher Workshops MARBURGER, CARL RASSCHAERT, WILLIAM M. GREAT CITIES PROGRAM Michigan (Detroit) MICHIGAN Michigan Michigan (Detroit) SEVERAL WAYS TO PLAN REALISTICALLY FOR THE IMPROVEMENT OF CURRICULUM IN THE DETROIT GREAT CITIES PROJECT ARE OUTLINED--CURRICULUM COUNCILS, DEPARTMENTAL CURRICULUM COMMITTEES, SCHOOL GROUPS, TEACHERS' MEETINGS, WORKSHOPS, AND RELEASED TIME FOR CURRICULUM WORK. TECHNIQUES TO BE USED IN ANY SPECIFIC SITUATION SHOULD BE DETERMINED BY THE PRESENT CURRICULUM, THE NEEDS OF TEACHERS, THE AVAILABILITY AND COMPETENCE OF LEADERSHIP, AND THE ENDS DESIRED BY THE TOTAL GROUP. IDENTIFICATION AND STUDY OF PROBLEMS, ORGANIZED CONFERENCES AND FILMS ARE AMONG THE TECHNIQUES TO BE USED IN SPECIFIC SITUATIONS. BASIC PRINCIPLES WHICH UNDERLIE IMPROVEMENT IN CURRICULUM PLANNING ARE--PARTICIPATION SHOULD BE BY ALL PERSONS CONCERNED WITH EDUCATION OF YOUNG PEOPLE, PLANS SHOULD BE SIMPLE AND WORKABLE, ORGANIZATION SHOULD BE ADAPTABLE TO SPECIFIC TYPES AND SIZES OF SCHOOLS, PLANS SHOULD BE AN INTEGRAL PART OF TOTAL EDUCATIONAL ORGANIZATION, AND INFORMATION SHOULD BE COMMUNICATED TO ALL THOSE CONCERNED. BARRIERS TO CURRICULUM IMPROVEMENT ARE RECOGNIZED AS INERTIA, FEAR, LACK OF TIME, MONEY AND LEADERSHIP. ED001051 GREAT CITIES SCHOOL IMPROVEMENT PROJECT. THE NEED TO IMPROVE CURRICULUM. 1962-08-03 13 N/A 1965 2016-11-22

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No Attitudes Classroom Techniques Counselors Curriculum Guides Guidance Guidance Programs Objectives Self Evaluation Unit Plan PAULSON, BLANCHE B. AND OTHERS ILLINOIS Illinois (Chicago) Illinois Illinois (Chicago) Chicago Board of Education, IL. A GROUP GUIDANCE PROGRAM IS DESIGNED TO ASSIST THE STUDENT IN THE DEVELOPMENT OF REALISTIC IDEAS ABOUT HIMSELF AND TO HELP HIM PROMOTE PLANS FOR HIMSELF WITHIN THIS CONTEXT. EMPHASIS ON THE NEEDS FOR THE INDIVIDUAL TO MAKE HIS OWN DECISIONS INCREASE FROM AGE/GRADE LEVEL TO AGE/GRADE LEVEL. MANY OF THE PRACTICALITIES OF SUCH DECISION-MAKING ARE BEST SERVED IN GROUP GUIDANCE SESSIONS. THE SESSIONS HAVE THE ADVANTAGE OF SHARING WITH OTHERS, PROVIDING INESCAPABLE GUIDANCE SERVICES AND STRUCTURE FOR THE COUNSELOR. MODULAR MATERIALS HAVE BEEN DEVELOPED TO ASSURE GUIDANCE SERVICE OF OVER A 4-YEAR PERIOD WITH WEEKLY REGULARITY. THE UNITS PROVIDED ARE--NINTH GRADE--"GETTING THE MOST OUT OF HIGH SCHOOL," TENTH GRADE--"DEVELOPING MYSELF FOR THE FUTURE," ELEVENTH GRADE--"TAKING A LONG LOOK AHEAD," TWELFTH GRADE--"LIVING IN AN ADULT WORLD." SESSION MANAGEMENT SUGGESTIONS ARE PROVIDED FOR USE IN PLANNING AND OPERATING A GROUP GUIDANCE PROGRAM. A BIBLIOGRAPHY IS PROVIDED BY GRADE LEVEL UNIT. ED001052 GROUP GUIDANCE FOR HIGH SCHOOL. 1964-00-00 352 N/A 1965 2016-11-22

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No Anthropology Attitudes Field Instruction Guidance Low Income Middle Class Standards Preschool Children Preschool Education Remedial Instruction Role Playing Sociology Student Teaching Teacher Education Teaching Methods HANNAH, ARLENE RIESSMAN, FRANK NEW YORK New York (New York) New York New York (New York) Mobilization for Youth, Inc., New York, NY. THE PROBLEMS REGARDING THE TEACHING OF LOW-INCOME CHILDREN WERE PRESENTED. FORMERLY, WHITE, PROTESTANT, MIDDLE-CLASS NORMS WERE FORCED UPON THESE CHILDREN, AND THE TEACHER WHO ATTEMPTED TO TEACH THEM CAME ILL-PREPARED FOR THE TASK. SUCH INNOVATIONS AS CRASH REMEDIAL COURSES, PRESCHOOL PROGRAMS, AND INCREASED GUIDANCE SERVICES WERE EFFECTIVE, BUT THE ANSWER LAY IN THE EDUCATION OF YOUNG TEACHERS. THE BEGINNING OF SUCH EDUCATION SHOULD TAKE PLACE IN THE TEACHER-TRAINING INSTITUTIONS. A NEW SYSTEM OF TEACHING GEARED TO LOW-INCOME CHILDREN SHOULD BE DEVELOPED THAT WOULD INCLUDE MORE SOCIOLOGY AND ANTHROPOLOGY. STUDENT TEACHERS SHOULD BE PROVIDED WITH COMMUNITY FIELD TRIPS, HOME VISITS, AND STUDENT TEACHING IN A VARIETY OF SITUATIONS. THEY SHOULD BECOME WELL ACQUAINTED WITH THE ATTITUDES OF LOW-INCOME PUPILS. THE TEACHER'S EDUCATION SHOULD ALSO INCLUDE A DEVELOPMENT STYLE WHICH WOULD HELP HER HAVE MORE EFFECTIVE RAPPORT WITH THE CLASS. SHE SHOULD DEVELOP A STYLE THROUGH THE USE OF ROLE-PLAYING AND SHOULD PRACTICE BEFORE SHE ACTUALLY ENTERED A CLASSROOM TO TEACH. ED001053 TEACHERS OF THE POOR. 1964-05-00 8 N/A 1965 2016-11-22

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No Anti Intellectualism Community Role Cultural Differences Disadvantaged Disadvantaged Environment Economically Disadvantaged Family Characteristics Family Role Low Income Groups Middle Class Rural Urban Differences Socioeconomic Influences RIESSMAN, FRANK NEW YORK New York (New York) New York New York (New York) Mobilization for Youth, Inc., New York, NY. THE MAJOR THEMES THAT DESRIBED LOW-INCOME CULTURE WERE--SECURITY OVER STATUS, PRAGMATISM AND ANTI-INTELLECTUALISM, ALIENATION ATTITUDE, COOPERATION, PERSON-CENTERED ATTITUDE, PHYSICALISM, TRADITIONALISM, EXCITEMENT, NONJOINING ATTITUDE, AND STABLE, FEMALE BASED EXTENDED FAMILY. THE LEARNING STYLES OF THE LOW-INCOME GROUP WERE PHYSICAL AND VISUAL, EXTERNALLY ORIENTED, PROBLEM-CENTERED, INDUCTIVE, SLOW, AND INVOLVED ONE-TRACK THINKING. DIFFERENCES BETWEEN THE LOWER CLASS AND THE WORKING CLASS INCLUDED SUCH THINGS AS THE FORMER LIVING UNDER MORE OPPRESSIVE CONDITIONS, HAVING LESS ACCESS TO MIDDLE CLASS GOALS AND GOODS, AND HAVING LESS STABILITY IN TERMS OF JOB, NEIGHBORHOOD, AND FAMILY. THE LOWER CLASS ALSO HAD FEWER WORKING CLASS TRADITIONS AND LESS URBAN EXPERIENCE, AS WELL AS HAVING A DIFFERENT ETHNIC COMPOSITION. SIMILARITIES OF THE TWO GROUPS INCLUDED PERFORMING MANUAL WORK FOR THEIR LIVELIHOOD, AN ESTRANGEMENT FROM THE MIDDLE CLASS PRESTIGE RACE, AND LIVING A "REALISTIC," PHYSICAL LIFE. AND BOTH GROUPS HAD A FAMILY AND COMMUNITY LIFE THAT LED TO INTERDEPENDENCE AND COOPERATION. THE FACTORS THAT PRODUCED LOW-INCOME CULTURES WERE LACK OF MIDDLE-CLASS OPPORTUNITIES, INDIGENOUS SOURCES (FAMILY LIFE, WORK LIFE, NEIGHBORHOOD), ETHNIC FACTORS, AND RURAL ORIGINS. ED001054 ACTION APPROACHES TO LOW-INCOME CULTURE. PART I. 1962-09-00 17 N/A 1965 2016-11-22

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No Community Action Disadvantaged Educational Counseling Low Income Groups Program Guides Psychological Characteristics Role Playing Social Workers RIESSMAN, FRANK New York (New York) NEW YORK New York New York (New York) SIX PRINCIPLES OF ACTION FOR WORKING WITH LOW-INCOME GROUPS WERE DISCUSSED. ACTION PRINCIPLES ARE NOT THE SELF-EVIDENT RESULT OF KNOWLEDGE ABOUT LOW-INCOME CULTURES. THEY LARGELY DEPEND ON THE GOALS WHICH ARE ANTICIPATED FOR LOW-INCOME INDIVIDUALS. THE ACTION CONCEPTS SUGGESTED SHOULD BE VIEWED AS GENERALIZATION AND GUIDE LINES WHICH MUST BE USED FLEXIBLY AND EMPLOYED INDIVIDUALLY. IN WORKING WITH LOW INCOME GROUPS THE POSITIVE FEATURES OF THEIR CULTURE SHOULD BE STRESSED. A SOCIAL WORKER SHOULD NOT HIDE HIS OWN STATUS NOR PRETEND TO BELONG TO THE LOWER CLASS. PRETENTIOUSNESSS IS EASILY SUSPECTED AND A PERSON IS TYPED AS "PHONY." A SUCCESSFUL WAY OF ACHIEVING INFORMALITY IS BY PLAYING OR ACCEPTING THE ROLE OR POSITION OF A BROTHER, BOSS, CLIENT, OR OR FRIEND OF A LOW-INCOME INDIVIDUAL. SOCIAL WORKERS, AT THE SAME TIME, MUST BE CAREFUL TO AVOID BEING MANIPULATED BY LOW INCOME YOUNGSTERS. IN HELPING A DISADVANTAGED PERSON ADAPT TO A MIDDLE-CLASS OCCUPATIONAL ROLE, A WORKER SHOULD AIM FOR ACCOMODATION TO CERTAIN MIDDLE-CLASS STRUCTURES RATHER THAN DEEP INTERNALIZATION OF ALL MIDDLE-CLASS VALUES. FINALLY, IT IS A NECESSARY ACTION PRINCIPLE FOR A SINCERE WORKER TO VALIDATE HIMSELF OR PROVE HIS INTEREST AND TRUST IN THE LOW-INCOME INDIVIDUAL AND THEREBY TO OVERCOME DEEPROOTED PREJUDICE AND ANTAGONISM TOWARD THE MIDDLE-CLASS. ED001055 ACTION PRINCIPLES FOR WORKING WITH LOW INCOME PEOPLE. PART II. 1962-09-00 12 N/A 1965 2016-11-22

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No Comparative Analysis Disadvantaged Grade 4 Grade 5 Home Study Low Achievement Reading Achievement Reading Improvement Skill Development Tutoring NEW YORK HOMEWORK HELPER PROGRAM New York (New York) New York New York (New York) Mobilization for Youth, Inc., New York, NY. CULTURALLY DISADVANTAGED LOW-ACHIEVING ELEMENTARY SCHOOL PUPILS WERE TUTORED BY 10TH AND 11TH GRADE STUDENTS FROM ACADEMIC AND VOCATIONAL HIGH SCHOOLS. THE PURPOSE WAS TO HELP THESE FOURTH AND FIFTH GRADERS INCREASE THEIR SCHOOL ACHIEVEMENT, ESPECIALLY READING ABILITY. TWO GROUPS WERE USED, A CONTROL AND AN EXPERIMENTAL GROUP, ONE GROUP MET ONCE A WEEK, THE OTHER TWICE A WEEK. THE FIRST HOUR WAS SPENT WITH EACH PUPIL WORKING AT A GIVEN SKILLS STATION, AS HE IMPROVED HE COULD MOVE ON TO THE NEXT STATION. THE SECOND HOUR WAS SPENT WITH THE TUTOR ON REGULAR HOMEWORK. THE HYPOTHESES WERE THAT THE PUPILS AND TUTORS IN THE EXPERIMENTAL GROUP WOULD IMPROVE IN READING MORE THAN THE CONTROL GROUP, THAT READING IMPROVEMENT WOULD BE DIRECTLY RELATED TO THE INTENSITY OF TUTORIAL SERVICE, THAT PUPILS WORKING IN "SKILLS STATIONS" WOULD SHOW GREATER IMPROVEMENT THAN PUPILS WORKING ONLY ON HOMEWORK, THAT THE ATTITUDES OF THE EXPERIMENTAL AND CONTROL GROUPS WILL DIFFER ON SCHOOL, ASPIRATION, AND SOCIAL VALUE, AND THAT THERE WILL BE NO RELATIONSHIP BETWEEN THE INTELLECTUAL AND PERSONALITY CHARACTERISTICS OF TUTORS AND THEIR TUTORIAL EFFECTIVENESS. EVALUATIONS OF THESE HYPOTHESES WERE STILL IN PROCESS WHEN THE REPORT WAS WRITTEN. ED001056 PUPIL READING ACHIEVEMENT IN THE HOMEWORK HELPER PROGRAM. PRELIMINARY REPORT. 1964-00-00 4 N/A 1965 2016-11-22

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No Arithmetic Curriculum Guides Disadvantaged Elementary School Students Mathematics Materials Problem Solving Student Motivation Textbooks New York (New York) NEW YORK New York New York (New York) Mobilization for Youth, Inc., New York, NY. TEN WORD-PROBLEMS ARE PRESENTED IN EACH OF THE FOLLOWING AREAS--MULTIPLICATION, DIVISION, FRACTIONS, AND DECIMAL FRACTIONS. SPECIALLY PREPARED TO MOTIVATE CULTURALLY DEPRIVED STUDENTS IN MATHEMATICS, THE PROBLEMS CONTAIN REFERENCES TO OBJECTS FAMILIAR TO THESE STUDENTS. ED001057 CYCLIC REVIEW. SET B, BOOKLETS 7-10, FOR INDEPENDENT GROWTH IN MATHEMATICS MUPLTIPLICATION. 1 N/A 1965 2016-11-22

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No Books Child Development Childrens Games Childrens Literature Early Experience Instructional Materials Language Acquisition Language Skills Preschool Education Program Guides Tape Recordings Teacher Role Teaching Methods New York (New York) NEW YORK New York New York (New York) Mobilization for Youth, Inc., New York, NY. A LIST OF GOALS AND SUGGESTED IMPLEMENTATION FOR THE EDUCATION OF YOUNG CHILDREN WAS GIVEN. AMONG THE OBJECTIVES WERE THE FORMATION OF LANGUAGE CONCEPTS, THE LEARNING OF RELATIONSHIPS BETWEEN WORDS AND SENTENCES, THE DEVELOPMENT OF AWARENESS OF SELF, AND DEVELOPMENT OF FAMILIARITY WITH ENVIRONMENTS. SOME OF THE ACTIVITIES FOR IMPLEMENTATION OF THESE GOALS WERE DAILY CONVERSATION PERIODS, VARIOUS KINDS OF GAMES TO DEVELOP ATTENTION, MEMORY, LISTENING, AND PERCEPTION SKILLS, SONG PERIODS THAT REQUIRE INDIVIDUAL AND GROUP RESPONSES, USE OF TAPE RECORDER, AND USE OF TOM-TOM TO FAMILIARIZE CHILDREN WITH RHYTHMS AND WORD SYLLABLES. A DETAILED LIST OF SUGGESTED MATERIALS, EQUIPMENT, AND CHILDREN'S BOOKS FOR EARLY CHILDHOOD CLASSES ACCOMPANIES THE GUIDE. ED001058 MOBILIZATION FOR YOUTH EARLY CHILDHOOD EDUCATION. 6 N/A 1965 2016-11-22

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No Community Action Community Relations Community Services Disadvantaged Educational Experience Family Life Low Income Groups Parent Education School Community Relationship HANNAH, ARLENE SHEA, MARGARET C. NEW YORK New York (New York) New York New York (New York) ADEQUATE EDUCATION EXPERIENCE IS IMPORTANT BECAUSE EDUCATION IS THE KEY TO SOCIAL TECHNIQUES. THEY MUST CONCENTRATE ON BARE ECONOMIC SURVIVAL AND VIEW THEIR PROBLEM AS EXTERNAL. THE POOR SHOULD BE REACHED WITH IMMEDIATE CONCRETE ACTION. THIS MAY BE CONSIDERED THE FIRST STEP IN THE FAMILY LIFE EDUCATIONAL PROCESS IN TERMS OF ENGAGING THE POOR. SEVERAL SPECIFIC PROGRAMS ARE DESCRIBED WHICH ATTEMPT TO GIVE THE SLUM DWELLER A MEANS OF COPING WITH THE COMPLEXITIES OF LIFE. THE PARENT EDUCATION AIDE PROGRAM HELPS MAKE HOME CONDITIONS MORE CONDUCIVE TO SCHOOL ACHIEVEMENT, FACILITATES PARENT-TEACHER INTERACTION, AND MAY ASSIST MASS EFFORTS TO PROTEST SCHOOL CONDITIONS. THE PARENT AIDES ARE INDIGENOUS NON-PROFESSIONALS, USUALLY FROM THE NEIGHBORHOOD, WHO CAN COMMUNICATE MORE EASILY AND SERVE AS EFFECTIVE ROLE MODELS FOR OTHER RESIDENTS. THE VISITING HOMEMAKERS SERVICE TEACHES MOTHERS INCREASED COMPETENCE IN HOME MANAGEMENT. IN THE SCHOOL COMMUNITY RELATIONS PROGRAM SOCIAL WORKERS TRY TO MINIMIZE THE SOCIAL DISTANCE BETWEEN THE SCHOOL AND THE FAMILY. THE CLIENT IS GIVEN INFORMATION ABOUT RESOURCES AND IS HELPED TO ARTICULATE HIS NEEDS AND RIGHTS. A COURSE IS GIVEN TO TEACHERS TO FAMILIARIZE THEM WITH STUDENTS' HOME ENVIRONMENTS. INCLUDED IS A VISIT TO EVERY HOME, WHICH HELPS TO BRIDGE THE GAP BETWEEN SCHOOL AND COMMUNITY. THE NEIGHBORHOOD SERVICE CENTER PROGRAM IS THE SERVICE CORE OF THE NEIGHBORHOOD WHERE ALL LEVELS OF STAFF ARE AVAILABLE. THE NEW SOCIAL WORK ROLE WHICH IS EMERGING IS A GENERAL ONE, PROVIDING ALL THE MANY CONCRETE NEEDS AND SERVICES FOR THOSE IN POVERTY. ED001059 THE UNIQUENESS OF FAMILY LIFE EDUCATION WITH LOW-INCOME PEOPLE. PRESENTED AT THE ANNUAL LEADERSHIP INSTITUTE IN FAMILY LIFE EDUCATION, 4TH, NASSAU COUNTY MENTAL HEALTH ASSOCIATION, JANUARY 22, 1965. 1965-01-00 10 N/A 1965 2016-11-22

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No Curriculum Development Disadvantaged Youth Instructional Materials Middle Class Standards School Counseling Slum Schools Student Development Teacher Education Teacher Effectiveness Teacher Qualifications Teaching Methods TANNEBUM, ABRAHAM J. NEW YORK New York (New York) New York New York (New York) Columbia Univ., New York, NY. Graduate School of Education. THE PROBLEM OF EDUCATING SLUM CHILDREN IS SPECIAL AND SHOULD NOT BE BUTTRESSED WITH DEMOCRATIC SLOGANS. AN EXAMPLE OF THE LATTER IS GIVING SLUM CHILDREN AN OPPORTUNITY TO HAVE TEACHERS WHO ARE KNOWN TO BE GOOD IN OTHER SCHOOLS. TRANSFERRED TO THE SLUM SCHOOL, THEY BECOME DEMORALIZED AND FAIL. THEIR INSUFFICIENT SOCIAL AWARENESS AND THEIR LACK OF APPROPRIATE SKILLS MAKE THEM INEFFECTIVE. THOUGH BROAD SCHOOL OBJECTIVES MAY BE THE SAME FOR ALL GROUPS, THE PERSONNEL, MATERIAL AND TECHNIQUES DIFFER FOR EACH GROUP. AN ENCOURAGING CONCERN OF EDUCATORS FOR LOWER STATUS CHILDREN IS THE EMPHASIS OF MIDDLE CLASS VALUES, SUCH AS THE THREE R'S, OBEDIENCE, AND COURTESY. THIS IS ADVANTAGEOUS TO FUNCTIONING IN A MODERN COMMUNITY. SOME SUGGESTIONS FOR HELPING PUPILS IN DEPRESSED AREAS ARE--(1) THE NEED FOR MORE USEFUL INSIGHTS INTO VARIOUS SUBCULTURES, (2) THE NEED FOR ADAPTATION OF CURRICULUM CONTENT AND MATERIALS, (3) THE NEED FOR BETTER FOCUSED TEACHER TRAINING, (4) THE NEED FOR ESTABLISHING APPROPRIATE TEACHER STYLE AND TECHNIQUE, (5) THE NEED TO SYSTEMATIZE VARIOUS KINDS OF "CORRECTIVE" SERVICES AT SCHOOL. OBJECTIVITY AND INTELLECTUAL HONESTY COMES FIRST IN DEALING WITH SLUM CHILDREN AND CURRICULUM FOR THEIR SCHOOLS. ED001060 CURRICULUM PERSPECTIVES FOR SLUM SCHOOLS. 14 N/A 1965 2016-11-22

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No Black Youth Child Development Cognitive Development Disadvantaged Disadvantaged Environment Disadvantaged Youth Failure Language Acquisition Language Handicaps Learning Problems Low Income Groups DEUTSCH, MARTIN NEW YORK New York (New York) New York New York (New York) New York Medical Coll., NY. THE RELATIONSHIP OF ENVIRONMENT AND THE DEVELOPMENTAL PROCESS OF THE BEGINNING SCHOOL CHILD WAS EXPLORED. MORE SPECIFICALLY, THE OBJECTIVES OF THIS RESEARCH WERE TO DESCRIBE THE MAJOR DIMENSION THROUGH WHICH ENVIRONMENT IS LIKELY TO INHIBIT DEVELOPMENT AND TO SPECIFY THE AREAS THAT HAVE BEEN MOST INFLUENCED BY UNFAVORABLE ENVIRONMENTAL CIRCUMSTANCES. OVER 100 IDENTIFIABLE VARIABLES CONCERNED WITH SUCH FACTORS AS HOME BACKGROUND, LANGUAGE FUNCTIONING, INTELLIGENCE TEST PERFORMANCE, READING, AND GENERAL ORIENTATION WERE ASSESSED. THE POPULATION STUDIED INCLUDED A CORE SAMPLE OF 292 CHILDREN WITH A RELATIVELY WELL-BALANCED SAMPLE OF NEGRO AND WHITE, LOWER- AND MIDDLE-CLASS CHILDREN. ONE OF THE MAJOR IMPLICATIONS WHICH AROSE CONCERNED THE IMPORTANCE OF "CUMULATIVE DEFICIT PHENOMENON" WHICH TAKES PLACE BETWEEN THE FIRST AND FIFTH GRADES. THE DATA INDICATED THAT BEING LOWER-CLASS AND/OR NEGRO CONTRIBUTES TO LOWER LANGUAGE SCORES. IT WOULD APPEAR THAT 4 YEARS OF A SCHOOL EXPERIENCE ADDED ON TO A POOR ENVIRONMENTAL BACKGROUND, PLUS MINORITY STATUS, PRODUCES CHILDREN WHO ARE LESS CAPABLE OF HANDLING STANDARD INTELLECTUAL AND LINGUISTIC TASKS. IT MIGHT BE POSTULATED THAT WHEN A NEGRO CHILD BROADENS HIS ENVIRONMENTAL CONTACTS BY GOING TO SCHOOL, HE IS MADE MORE AWARE OF HIS INFERIOR CLASS STATUS, AND THIS HAS A DEPRESSING EFFECT ON HIS CLASSROOM PERFORMANCE. ED001061 THE ROLE OF SOCIAL CLASS IN LANGUAGE DEVELOPMENT AND COGNITION. 1964-04-00 23 N/A 1965 2016-11-22

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No Adult Education Cultural Enrichment Disadvantaged Family Environment Home Study Language Skills Learning Experience Reading Centers New York (New York) NEW YORK New York New York (New York) Mobilization for Youth, Inc., New York, NY. THE PROCEEDINGS AT THE SECOND MEETING OF A READING CLINIC FOR PARENTS OF CULTURALLY DISADVANTAGED YOUTH IS DESCRIBED. AT THE READING CLINIC THE PARENTS WERE INTRODUCED TO SEVERAL ACTIVITIES WHICH THEIR CHILDREN MIGHT TRY AT HOME IN CONNECTION WITH NEWSPAPERS, MAGAZINES, THE TV GUIDE, AND OTHER SUCH READING MATERIALS. THE ACTIVITIES INCLUDED HEADLINE READING, PICTURE STUDY, SUMMARIZING OF ARTICLES, AND NEW WORD LISTS. OTHER HOME ACTIVITIES SUCH AS READING TO AND BY THE CHILDREN, WORD GAMES, AND VERBAL SUMMARIES BY THE CHILDREN OF LESSONS LEARNED AT SCHOOL WERE ALSO ENCOURAGED. IN THESE WAYS IT WAS HOPED THAT PARENTS MIGHT PROVIDE AN ATMOSPHERE IN THE HOME TO SUPPLEMENT AND STRENGTHEN LANGUAGE SKILLS LEARNED BY THE CHILDREN AT SCHOOL. A PERIOD WHEN PARENTS COULD ASK QUESTIONS, COMMENT ON THE CLINIC, OR VERBALIZE PROBLEMS ENCOUNTERED AT HOME WAS PROVIDED. EACH PARENT ATTENDING THE CLINIC WAS GIVEN A LIST OF ADULT EDUCATION CLASSES HELD IN N.Y.C. FOR THE PURPOSE OF TEACHING ENGLISH, COMPLETING ELEMENTARY SCHOOL EDUCATION, PREPARING CANDIDATES FOR NATURALIZATION REQUIREMENTS AND CITIZENSHIP, AND PREPARING FOR LITERACY TESTS. IN ADDITION, EACH PARENT RECEIVED A LIST OF PLACES OF INTEREST IN NEW YORK CITY WHICH WOULD PROVIDE WORTHWHILE EXPERIENCE FOR THE CHILDREN AND THE ENTIRE FAMILY. THE LIST WAS WRITTEN IN BOTH ENGLISH AND SPANISH AND INCLUDED LIBRARIES, MUSEUMS, PARKS, ZOOS, BEACHES, MONUMENTS, AIRPORTS, BALL PARKS, HOSPITALS, BRIDGES, AND TUNNELS. ED001062 SUPPLEMENTARY TEACHING ASSISTANCE IN READING. PROJECT STAR. 1964-00-00 18 N/A 1965 2016-11-22

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No Ability Grouping Curriculum Development Disadvantaged Instructional Materials Language Arts Reading Materials Science Instruction Skill Development Teaching Methods KINNEY, RICHARD MOBILIZATION FOR YOUTH CURRICULUM STAFF New York (New York) Mobilization for Youth New York (New York) Mobilization for Youth, Inc., New York, NY. New York City Board of Education, Brooklyn, NY. A SAMPLE READING UNIT IN SCIENCE IS PRESENTED FOR DISADVANTAGED STUDENTS AT THREE LEVELS OF ABILITY. THE READING LESSON IS COMPLETE WITH ILLUSTRATIONS OF ELECTROMAGNETS. FOLLOWING THE SUPPLEMENTARY UNIT ARE THREE SAMPLE OBJECTIVE TESTS FOR THE DIFFERENT ABILITY LEVELS. EACH SET OF QUESTIONS IS DESIGNED BOTH TO TEST KNOWLEDGE OF SCIENCE FACTS GAINED IN READING THE LESSON AND TO EMPHASIZE LANGUAGE ARTS SKILLS USING WORDS FOUND IN THE UNIT. THE ENGLISH SKILLS EMPHASIZED INCLUDE ALPHABETIZING, FORMING PLURAL WORDS, ADDING WORD PREFIXES AND SUFFIXES, SYLLABIFICATION, AND USE OF THE DICTIONARY. SUCH A SUPPLEMENTARY READING UNIT SERVES AS AN AID IN TEACHING BOTH SCIENCE AND THE LANGUAGE ARTS. ED001063 THE ELECTROMAGNET. A SUPPLEMENTARY READING UNIT IN SCIENCE. 14 N/A 1965 2016-11-22

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No Educational Research Primary Education Reading Ability Reading Achievement Reading Research Research Projects Student Interests Surveys COHEN, S. ALAN Massachusetts (Boston) Mobilization for Youth Massachusetts (Boston) Mobilization for Youth, Inc., New York, NY. SHORT ANSWERS ARE GIVEN TO QUESTIONS ASKED ABOUT GENERAL FINDINGS IN EDUCATIONAL RESEARCH, BASED ON EMPIRICAL EVIDENCE COLLECTED IN RESEARCH THESES AT BOSTON UNIVERSITY. EIGHT QUESTION AREAS DEAL WITH STUDENTS IN GRADES 4-6. READING, BOTH ORAL AND SILENT, WORD ANALYSIS AND SPELLING, CHILDREN'S INTEREST AND PREFERENCES, VOCABULARY, MENTAL IMAGERY, TEXTS AND WORKSHOPS AND STUDY SKILLS ARE TREATED. BEGINNING READING, BASAL READERS, FACTORS AFFECTING READING ACHIEVEMENT, READING TESTS AND MATERIAL USE ARE TREATED FOR GRADE ONE. ED001064 SURVEY OF READING RESEARCH. LET'S ASK ABOUT BEGINNING READING. 1963-00-00 16 N/A 1965 2016-11-23

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No Bibliographies Cultural Background Curriculum Guides Disadvantaged Youth Elementary Education English Instruction Language Arts Non English Speaking Skill Development Spanish Teaching Guides A GUIDE TO HELP PLAN WORTHWILE EXPERIENCES FOR CHILDREN WHICH WILL PROMOTE VERBAL EXPRESSION AND ENCOURAGE THE USE OF LANGUAGE ARTS AND SKILLS IS PRESENTED. JUAN BOBO IS A CHARACTER FROM PUERTO RICAN FOLKLORE. HE IS A POPULAR FIGURE IN THE ELEMENTARY SCHOOL TESTS USED IN PUERTO RICO, AND HE HAS BEEN TRANSPORTED TO THE LOWER EAST SIDE OF NEW YORK CITY. THE STORY HAS BEEN CREATED WITH AN OPEN ENDING. THE CHILDREN PROVIDE MANY VARIED ENDINGS FOR THE STORY AND EXERCISE A NUMBER OF LANGUAGE ARTS SKILLS. SKILL CATEGORIES, GUIDED READING QUESTIONS AND AN AFTERMATH PROGRAM OF WRITING AN ENDING FOR THE STORY ARE ALL SUGGESTED AND PLANNED IN DETAIL. ANOTHER CONCERN IS THE TEACHING OF ENGLISH LANGUAGE PATTERNS TO PUERTO RICAN CHILDREN. EXERCISES FOR PRODUCING CONSONANTS SOUNDS THAT ARE DIFFICULT, AND TEACHING SENTENCE FORMS EXERCISES ARE SUGGESTED. A BIBLIOGRAPHY INCLUDING BOOKS THAT MAY BE USED FOR REINFORCEMENT OF PHONICS IS LISTED. EXTENDED ACTIVITIES, SUCH AS CHILDREN ACTING OUT JUAN BOBO AND GIVING A PARTY ARE USED TO REINFORCE THE IDEA OF STORY SEQUENCE, TO GIVE PRACTICE IN ORAL LANGUAGE SKILLS, AND TO DEVELOP CONVERSATIONAL SKILLS. PLANS FOR THESE ACTIVITIES ARE STATED. A VOCABULARY FOR JUAN BOBO IS LISTED. ED001065 JUAN BOBO. TEACHER'S GUIDE. 19 N/A 1965 8/17/2004 21:57:16 DISA1965

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No Advisory Committees Cooperative Programs Curriculum Development Disadvantaged Research Committees School Community Relationship NEW YORK New York (New York) New York New York (New York) Mobilization for Youth, Inc., New York, NY. IN AN EFFORT TO IMPROVE EDUCATION FOR CULTURALLY DEPRIVED CHILDREN, A CURRICULUM PLANNING COMMITTEE SHOULD BE SET UP, INCLUDING ONE MEMBER FROM EACH DISTRICT OR AREA. AN ADVISORY COMMITTEE AND SPECIALISTS SHOULD COORDINATE WITH THE COMMITTEE. A CURRICULUM COORDINATOR SHOULD BE APPOINTED FOR EACH ELEMENTARY SCHOOL INVOLVED IN THE PROGRAM. THE COORDINATOR WOULD SYNCHRONIZE ALL INSTRUCTION-IMPROVEMENT EFFORTS AND ACT AS LIAISON BETWEEN THE SCHOOLS AND THE COMMUNITY. ED001066 CURRICULUM IMPROVEMENT. 3 N/A 1965 2016-11-22

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No Curriculum Development Disadvantaged Educational Improvement Elementary School Students Evaluation Instructional Materials Methods Research Teaching Methods BRODY, LAWRENCE NEW YORK New York (New York) New York New York (New York) Mobilization for Youth, Inc., New York, NY. THE DEBILITATING EFFECTS OF POVERTY AND CULTURAL DEPRIVATION CAN BE ALLEVIATED THROUGH EDUCATION. INCREASE OF ACADEMIC SUCCESS THROUGH CURRICULUM IMPROVEMENT AND REORIENTATION IS SOUGHT. SUGGESTED PRIORITIES ARE--USE AND EVALUATION OF NEW METHODS AND MATERIALS TO BE MADE AVAILABLE, COORDINATION WITH AND ASSISTANCE TO OTHER ACTION PROGRAMS, AND CORRELATION AND CONSULTATION WITH OUTSIDE AGENCIES. ED001067 PRIORITIES FOR CURRICULUM PROGRAM. DRAFT. 1963-11-00 15 N/A 1965 2016-11-22

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No Equipment Utilization Guides Instructional Materials Primary Education Program Development Resource Materials Teaching Methods New York (New York) NEW YORK New York New York (New York) Mobilization for Youth, Inc., New York, NY. SUGGESTIONS ARE MADE TO AID THE KINDERGARTEN OR FIRST GRADE TEACHER IN DEVELOPING A PROGRAM, FINDING NEEDED EQUIPMENT, AND PROVIDING A PROPER ROOM ARRANGEMENT. PARTICULAR KINDS OF GAMES FOR ATTENTION, MEMORY, PERCEPTIVE-COGNITIVE, AUDITORY AND VISUAL DISCRIMINATION ARE DESCRIBED. LANGUAGE IS DEVELOPED THROUGH TEACHERS' ROUTINE USE OF SPECIFIC WORDS, DAILY CONVERSATION PERIODS, USE OF TAPE RECORDERS AND USE OF RHYTHM DEVICES. SELECTION OF SONGS, A CLEAR-CUT ROOM ARRANGEMENT, ROUTINES TO TRAIN MEMORY, AND MANIPULATIVE TOYS OF VARYING DIFFICULTY SHOULD IMPLEMENT THE PROGRAM. TEACHERS SHOULD BE ABLE TO SHARE IDEAS ON A REGULAR BASIS. A LIST OF SUGGESTED EQUIPMENT AND MATERIALS FOR THESE CLASSES IS INCLUDED. MANIPULATIVE TOYS, A DOLL CORNER, BLOCK SHELVES, TABLES AND OBSERVABLE FIGURES ARE SUGGESTED. FORTY-SIX BOOK TITLES ARE SUGGESTED TO BE PUT OUT WHEN THE ROOM IS SET-UP. ED001068 IMPLEMENTATION. 6 N/A 1965 2016-11-22

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No Educational Problems Educational Research Educationally Disadvantaged Guides Learning Motivation Reading Development Teacher Effectiveness Teacher Role Teaching Methods COHEN, S. ALAN New York (New York) NEW YORK New York New York (New York) Mobilization for Youth, Inc., New York, NY. THERE IS A SERIOUS INCONSISTENCY BETWEEN WHAT SCHOOLS SAY THEY WANT TO DO AND WHAT THE SCHOOLS ARE IN FACT DOING. THE METHODOLOGY OF THE WORLD OF SCHOOL IS BEGINNING TO PARALLEL HEARTLESS BUSINESS AND HUMANLESS TECHNOLOGY. IN AN ATTEMPT TO AFFECT A MEANS OF EDUCATION FOR YOUNG PEOPLE WHO ARE BEING SUCKED INTO A DEPERSONALIZING SOCIETY, THE ISSUE OF THE EDUCATOR'S ROLE, PROBLEMS OF METHODOLOGY, AND GUIDELINES FOR ACTION ARE DISCUSSED. THE CORE FUNCTION OF EDUCATIONAL ADMINISTRATION AND CLASSROOM TEACHING IS TO INCREASE THE QUANTITY AND QUALITY OF LEARNING. THREE SPECIFIC PROBLEMS FACE EDUCATORS WHO ATTEMPT TO CARRY OUT THIS PRIME RESPONSIBILITY. FIRST, THE PROBLEM OF EDUCATING INDIVIDUALS WITHIN A SYSTEM OF UNIVERSAL SCHOOLING MUST BE SOLVED. THIS INVOLVES ADJUSTING THE LEVELS OF INSTRUCTION TO LEVELS OF CAPACITIES AND ADJUSTING SPEED OF TEACHING TO RATE OF LEARNING. THE SECOND PROBLEM INVOLVES REFINING METHODOLOGY TO INCREASE QUALITY. THIS MEANS THAT SCHOOLS MUST NOT NEGLECT THE TEACHING OF DEMOCRACY, RESPECT FOR INDIVIDUAL RIGHTS, AND A SENSE OF SOCIAL RESPONSIBILITY. THE THIRD PROBLEM IS IN HAVING EDUCATIONAL PRACTICES KEEP PACE WITH EDUCATIONAL RESEARCH. AS A MAJOR GUIDELINE FOR INCREASING THE QUALITY AND QUANTITY OF LEARNING, THIS PAPER EMPHASIZES THE INDIVIDUALIZATION OF INSTRUCTION. A MODEL PROGRAM FOR THE TEACHING OF READING IS SKETCHED AND THE TEACHER'S ROLE IN RELATION TO THIS PROGRAM IS REDEFINED. ED001069 READING--LARGE ISSUES, SPECIFIC PROBLEMS, AND POSSIBLE SOLUTIONS. 1964-00-00 30 N/A 1965 2016-11-22

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No Counseling Services Guides Interviews Low Income Groups Relationship Role Playing Social Workers Welfare Services REISSMAN, FRANK NEW YORK New York (New York) New York New York (New York) Mobilization for Youth, Inc., New York, NY. THE FIRST STAGE IN A CLIENT-CASEWORKER RELATIONSHIP BEGINS WITH THE INITIAL INTERVIEW AND PROCEEDS THROUGH THE FIRST FOUR OR FIVE MEETINGS. LOWER CLASS CLIENTS ARE MORE INCLINED TO ACCEPT DIRECTIVE AUTHORITY WHEN IT IS COMBINED WITH INFORMAL FRIENDLINESS. BASED ON THIS ASSUMPTION, SEVERAL SUGGESTIONS ARE PRESENTED TO GUIDE SOCIAL WORKERS IN THE FIRST STAGE. FIRST, ENCOURAGING THE CLIENT TO SIMPLY TALK ABOUT HIS PROBLEMS AND FEELINGS SUBJECTIVELY IS PREFERRED TO HAVING HIM ANSWER QUESTIONS ON PLACES, DATES, BACKGROUND, AND OTHER DETAILS. A SECOND SUGGESTION IS FOR THE CASEWORKER TO TALK ABOUT HIMSELF WHERE RELEVANT TO THE CONVERSATION. THIRD, MINIMUM SPECIFIC INFORMATION WHICH NEEDS TO BE RECORDED SHOULD BE TAKEN DOWN AFTER THE INITIAL MEETING AT SOME LATER TIME. FINALLY THE CASEWORKER CAN OFFER WHATEVER ADVICE OR SERVICES HE ANTICIPATES MIGHT BE NEEDED IN THE IMPROVEMENT OF CLIENT'S PROBLEMS. A VERY DIFFERENT INITIAL APPROACH WHICH SHOULD BE EXPLORED IS ROLE-PLAYING. BEGINNING ON A ONE-TO-ONE BASIS WITH THE CLIENT AND CASEWORKER, ROLE-PLAYING FURNISHES AN EXCELLENT TRANSITION TO GROUP SESSIONS AND FAMILY COUNSELING. ROLE-PLAYING HAS THE POTENTIAL ADVANTAGES OF REDUCING THE DISTANCE BETWEEN CLIENT AND WORKER BY PARTICIPATING TOGETHER IN DRAMATIC SITUATIONS, OF LESSENING THE NEGATIVE CONSEQUENCES OF A DIRECTIVE APPROACH, AND OF PROVIDING AN OPPORTUNITY FOR CLIENT TO EXPRESS ANGER, HOSTILITY, AND OTHER EMOTIONS. ED001070 SOME SUGGESTIONS CONCERNING THE "FIRST STAGE" IN THE CLIENT-CASEWORKER RELATIONSHIP. 1964-09-00 11 N/A 1965 2016-11-22

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No Curriculum Development Disadvantaged Educational Programs Enrichment Field Trips Low Income Groups Material Development Summer Programs Teaching Methods NEW YORK New York (New York) New York New York (New York) Mobilization for Youth, Inc., New York, NY. THE LABORATORY SCHOOL PROVIDED EXPERIENCE FOR TEACHERS WORKING WITH LOWER-CLASS GROUPS AND ENCOURAGED THE USE OF LOCAL FACILITIES FOR RESEARCH AND EXPERIMENTATION. A STAFF OF FIFTEEN, OPERATES A CURRICULUM CENTER TO AID SCHOOL PERSONNEL IN CURRICULUM PLANNING AND MATERIAL PROCURMENT. IN ADDITION THE CENTER PRODUCES INSTRUCTIONAL UNITS AND TEACHER GUIDES WITH ASSISTING MATERIALS. A READING CENTER SEEKS TO DEVELOP TEACHING SKILLS OF TEACHERS IN MODERATELY RETARDED CLASSES. A READING CLINIC ATTEMPTS TO LOCATE AND DEVELOP TECHNIQUES AND MATERIALS TO BE USED IN ELEMENTARY AND JUNIOR HIGH SCHOOLS. ENRICHED EDUCATIONAL EXPERIENCES ARE PROVIDED FOR 117 PREKINDERGARTEN THROUGH FIRST GRADE CHILDREN. ELEMENTARY SCHOOL PUPILS ARE HELPED IN AFTER-SCHOOL HOMEWORK SESSIONS USING PAID HIGH SCHOOL STUDENTS AS TUTORS. ABSENTEEISM IS REDUCED BY SPECIAL GUIDANCE COUNSELORS WHO SEEK OUT THE CAUSES OF ABSENTEEISM. SUMMER HELP FOR CHILDREN RETARDED IN THEIR SCHOOL WORK IS GIVEN IN CLASSES, READING CLINICS AND TUTORIAL HELP. A PROJECTED PROGRAM WOULD SEEK TO MOTIVATE STUDENTS THROUGH SPECIAL COUNSELORS, TEACHING SERVICES, SATURDAY AND AFTER-SCHOOL ENRICHMENT PROGRAMS, TRIPS, SCHOLARSHIPS, PARENT WORKSHOPS, AND MOTIVATIONAL TRAINING CLASSES. A DEMONSTRATION PRESCHOOL PROGRAM FOR A RACIALLY, ECONOMICALLY, AND LINGUISTICALLY MIXED GROUP IS TO BE SET UP. IT WILL USE THE MONTESSORI METHOD OF INSTRUCTION. ED001071 SYNOPSIS OF SELECTED PROGRAMS. FISCAL YEAR 1965-1966. 1965-06-00 19 N/A 1965 2016-11-22

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No Curriculum Development Disadvantaged Elementary School Students Mathematics Materials Problem Solving Textbook Preparation NEW YORK New York (New York) New York New York (New York) Mobilization for Youth, Inc., New York, NY. MATHEMATICS PROBLEMS HAVE BEEN SPECIALLY PREPARED IN ACCORDANCE WITH THE AIMS OF THE CURRICULUM CENTER TO MOTIVATE CULTURALLY DEPRIVED STUDENTS. THE REFERENCES IN THE WORD PROBLEMS CONCERN OBJECTS FAMILAR TO THESE STUDENTS. PROBLEM AREAS INCLUDED ARE--ROMAN NUMBERS, THE MEANING OF NUMBERS, ROUNDING NUMBERS, ADDITION, SUBTRACTION, MULTIPLICATION, DIVISION, COMMON FRACTIONS, ADDITION AND SUBTRACTION OF FRACTIONS, MULTIPLICATION OF FRACTIONS, DIVISION OF DECIMAL FRACTIONS, AND PROBLEMS IN PER CENT. ALL ARE PRESENTED IN "STORY" OR WORD-PROBLEM FORM. ED001072 SUGGESTED PROBLEMS--ROMAN NUMBERS. BOOK I - FORM B. 47 N/A 1965 2016-11-22

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No Attitude Change Group Dynamics Low Income Groups Permissive Environment Role Playing Youth Problems GOLDFARB, JEAN RIESSMAN, FRANK New York (New York) NEW YORK New York New York (New York) Mobilization for Youth, Inc., New York, NY. ROLE-PLAYING, THE FLEXIBLE ACTING OUT OF VARIOUS TYPES OF PROBLEMS IN A PERMISSIVE GROUP ATMOSPHERE, WAS AIMED AT DEVELOPING A FULL, INNER FEELING ABOUT A SITUATION FROM ACTING OUT HOW OTHER PEOPLE ACTUALLY FELT IN THE SITUATION. ROLE-PLAYING WAS ESPECIALLY USEFUL FOR LOW-INCOME GROUPS BECAUSE THEY EXPRESS THEMSELVES MORE READILY WHEN REACTING TO THINGS THEY CAN SEE AND DO. ALSO THE PATTERN OF LOW-INCOME PEOPLE WORKING TOGETHER AND RESPONDING TO ONE ANOTHER WAS FAVORED BY ROLE-PLAYING. ROLE-PLAYING PROMOTED GROUP FEELING AND UNDERSTANDING THROUGH ITS INFORMALITY AND EASY PACE. SOME OF THE PROBLEMS OF LOW-INCOME PEOPLE THAT COULD BE ROLE-PLAYED WERE COMMUNITY ORGANIZATIONS, FAMILY PROBLEMS, GANG AND YOUTH PROBLEMS, AND AUTHORITY PROBLEMS. ROLE-PLAYING COULD ALSO BE USED BY THE SOCIAL WORKERS THEMSELVES. ROLE-PLAYING ACCOMPLISHED A NUMBER OF THINGS INCLUDING CHANGING ATTITUDES, MAKING PEOPLE AWARE OF THE FEELINGS OF OTHERS, AND ALLOWING A FREEDOM OF EXPRESSION. THE LEARNING THAT TOOK PLACE IN ROLE-PLAYING WAS INCIDENTAL LEARNING, KINESTHETIC, AND EMOTIONAL LEARNING, AND HELPED INCREASE AN INDIVIDUAL'S AWARENESS OF HIS POTENTIALS AND POSSIBILITIES. SOME OF THE TECHNIQUES USED IN ROLE-PLAYING WERE REVERSAL, SOLILOQUY, PROJECTION, AND NONVERBAL EXPRESSION. A TWO-STAGE SESSION WAS OUTLINED, AND A BIBLIOGRAPHY WAS INCLUDED. ED001073 ROLE-PLAYING WITH LOW-INCOME PEOPLE. 1962-11-00 9 N/A 1965 2016-11-22

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No Cognitive Development Compensatory Education Learning Processes Learning Readiness Motivation Techniques Student Attitudes Student Teacher Relationship Teaching Methods RIESSMAN, FRANK NEW YORK Mobilization for Youth New York (New York) New York New York (New York) Mobilization for Youth, Inc., New York, NY. INDIVIDUAL STYLES OF LEARNING VARY CONSIDERABLY, AND NOT ENOUGH ATTENTION HAS BEEN PAID TO THIS FACT BY TEACHERS AND EDUCATORS. IF A BRIGHT CHILD MAKES VERY POOR PROGRESS IN SCHOOL, THE IMMEDIATE ASSUMPTION TODAY IS LIKELY TO BE THAT HE HAS AN EMOTIONAL PROBLEM. ACTUALLY, HE MAY SIMPLY TAKE A LONG TIME TO "WARM UP," AND HAS BECOME SO DISCOURAGED THAT HE SELDOM PERSEVERE BEYOND THE WARM-UP STAGE. ENABLED TO UNDERSTAND HIS LEARNING STYLE, HE MAY MAKE CONSIDERABLE PROGRESS BECAUSE ONCE WELL INTO HIS TASK, HIS STYLE WILL AID PERSEVERANCE AND INHIBIT DISTRACTION. ANOTHER CHILD MAY BE A "PHYSICAL" LEARNER. THE WRITTEN WORD NEVER CONTAINS THE MEANING FOR HIM THAT THE SPOKEN WORD HOLDS. HIS READING ABILITY AND INTEREST IN ABSTRACT LEARNING WILL BE MUCH IMPROVED IF HE IS MADE AWARE OF HIS STYLE AND ENCOURAGED TO DISCUSS AND PARTICIPATE IN ROLE-PLAYING ACTIVITIES CONCERNING THE SUBJECT MATTER HE STUDIES ABSTRACTLY. VARIOUS TRANSITIONAL TECHNIQUES MAY BE USED TO OVERCOME SOME OF THE WEAKNESSES IN A PUPIL'S STYLE. PERIODS OF CONSTANT VERBAL INTERCHANGE BETWEEN TEACHER AND PUPILS SERVE TO KEEP THE CHILDREN'S ATTENTION FOCUSED AND BUILD SKILL IN LISTENING. BRINGING WEAKNESSES UP TO MINIMUM EFFICIENCY FREES STRENGTHS FOR THEIR FULLEST DEVELOPMENT. ED001074 THE STRATEGY OF STYLE. WORK CONFERENCE ON CURRICULUM AND TEACHING IN DEPRESSED URBAN AREAS, JULY 1-12, COLUMBIA UNIVERSITY, NEW YORK, NEW YORK. 7 N/A 1965 2016-11-22

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No Disadvantaged Disadvantaged Environment Educational Problems Low Income Groups Student Attitudes Student Characteristics RIESSMAN, FRANK NEW YORK New York (New York) MOBILIZATION FOR YOUTH New York New York (New York) CONCERNED WITH THE EDUCATIONAL PROBLEMS OF CHILDREN FROM LOW-INCOME FAMILIES, ONE MUST NOT IGNORE THE POSITIVE EFFORTS OF LOW-INCOME INDIVIDUALS TO COPE WITH THEIR ENVIRONMENT. THERE ARE POSITIVE FEATURES IN THE CULTURE AND THE PSYCHOLOGY OF LOW-INCOME INDIVIDUALS. A CHILD IS OFTEN SLOW IN PERFORMING INTELLECTUAL TASKS FOR REASONS OTHER THAN DULLNESS. THE SLOW LEARNER CAN BE GIFTED AND THE TEACHER SHOULD LEARN NOT TO RESPOND ONLY TO THE QUICK STUDENT. SECOND, THE VERBAL HANDICAP OF CULTURALLY DEPRIVED CHILDREN IS ONLY ON A FORMAL LEVEL, THEY ARE VERY GOOD VERBALLY UNDER INFORMAL CIRCUMSTANCES. THE TEACHER SHOULD USE TECHNIQUES TO BRING OUT THIS VERBAL FACILITY. FINALLY, DEPRIVED CHILDREN AND THEIR PARENTS HAVE A POSITIVE ATTITUDE TOWARD EDUCATION. THEY OFTEN RESENT SCHOOL, FOR A NUMBER OF REASONS, BUT THEY DO VALUE EDUCATION. SOME OF THE WEAKNESSES CONCERNING DEPRIVED CHILDREN THAT SHOULD BE DEALT WITH ARE GENERAL "KNOW-HOW", TEST TAKING, FORMAL LANGUAGE, AND READING. MOST OF ALL, THEIR ANTI-INTELLECTUAL ATTITUDE MUST BE CHANGED. NEW SCHOOL PROGRAMS AND NEW EDUCATIONAL TECHNIQUES FOR TEACHING THESE CHILDREN ARE NEEDED. ED001075 THE CULTURALLY DEPRIVED CHILD--A NEW VIEW. 1962-00-00 8 N/A 1965 2016-11-22

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No Attitude Change Bibliographies Black History Disadvantaged Educational Media Family School Relationship Human Relations Instructional Films Student Attitudes Teaching Guides HUMAN RELATIONS UNIT NEW YORK New York (New York) New York New York (New York) New York City Board of Education, Brooklyn, NY. TEACHER AIDS TO HELP STUDENTS DEVELOP A GREATER UNDERSTANDING OF OTHER PEOPLE ARE GIVEN. AFTER PRESENTING A BACKGROUND ON THE NEGRO'S ROLE IN AMERICAN HISTORY, THE GUIDE OFFERS A SET OF DISCUSSION QUESTIONS. A SECTION ON THE PUERTO RICAN IS OFFERED IN THE SAME TEACHING STYLE. GUIDES ON TEACHING THE CULTURALLY DIFFERENT CHILD ARE PRESENTED, EMPHASIZING THE HOME-SCHOOL PARTNERSHIP. A BOOKLIST ON HUMAN RELATIONS AND A LIST OF INSTRUCTIONAL FILMS ARE APPENDED. (RS) ED001076 BRIDGES TO UNDERSTANDING. TEACHER ORIENTATION AIDS. 1965-00-00 32 N/A 1965 2016-11-22

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No Achievement Curriculum Development Disadvantaged Disadvantaged Youth Educational Programs Learning Motivation Migrant Children Reading Skills Skill Development Teaching Methods Workshops POTTS, ALFRED M. AND OTHERS Colorado (Denver) COLORADO Colorado Colorado (Denver) Colorado State Dept. of Education, Denver. THE TERM "DISADVANTAGED" IS USED TO REPRESENT ENVIRONMENTS THAT ARE INADEQUATE FOR A FULL LIFE. INCLUDED WOULD BE GROUPS IDENTIFIED AS MIGRANTS, LINGUALLY DISADVANTAGED, CULTURALLY DEPRIVED, AND EDUCATIONALLY DISADVANTAGED. A CULTURALLY DISADVANTAGED CHILD IS UNABLE TO CONFORM TO PRESENT GROUP EXPECTANCIES. THIS WORKSHOP REPORT IS THE RESULT OF ONE GROUP'S EFFORTS TO CONSIDER THE PROBLEM OF HOW THE SCHOOL MAY AID THE CHILD TO ACHIEVE GREATER LEVELS OF COMPETENCE AND SOME OF THE VIEWS ABOUT HOW THE RESPONSIBILITY MIGHT BE MET. A CURRICULUM IS SOUGHT TO HELP THE YOUNG DETERMINE WHICH CULTURAL ASPECTS MIGHT BEST PERPETUATE OUR DEMOCRATIC ORDER AND SOCIETY. SOCIETY HAS A DEFINITE ROLE TO PLAY IN BRINGING ABOUT THESE COMPETENCIES BY MAKING IT POSSIBLE FOR INDIVIDUALS TO ATTAIN THEM. THE DISADVANTAGED CHILD NEEDS TO UNDERSTAND THE PRESSURES TO CONFORM, COMING FROM THE CONFLICT BETWEEN SCHOOL, PEERS, AND THE COMMUNITY. THE DISADVANTAGED CHILD MUST HAVE THE OPPORTUNITIES TO LEARN TO ENJOY LIFE, TO DO THE BEST FOR SOCIETY. THROUGH CURRICULUM ADAPTATIONS CULTURAL COMPETENCE CAN BE ACHIEVED FOR THE DISADVANTAGED CHILD. IN ORDER TO ADAPT A CURRICULUM WE NEED TO UNDERSTAND THE CHILD MORE FULLY AND BE AWARE OF THE AREAS IN OUR CULTURE WHICH CALL FOR COMPETENCE, SUCH AS CLASSROOM CLIMATE IN EARLY EDUCATION, AND LANGUAGE TEACHING. METHODS AND EXERCISES FOR THESE AREAS ARE SUGGESTED IN THE SCHOOL AND CLASSROOM. PROGRAMS THAT SHOULD BE INCLUDED IN ELEMENTARY AND SECONDARY SCHOOLS ARE LISTED. IN CONJUNCTION WITH THE DISADVANTAGED CHILD, CULTURAL VARIATIONS IN THE CULTURES OF THE SOUTHWEST ARE DISCUSSED AND THE USE OF A CHECKLIST OF READING SKILLS WITH MIGRATORY CHILDREN IS GIVEN. (RS) ED001077 PROVIDING OPPORTUNITIES FOR DISADVANTAGED CHILDREN. 1964-06-00 85 N/A 1965 2016-11-22

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No Check Lists Language Aids Parent School Relationship Parent Teacher Cooperation Spanish Speaking Student Teacher Relationship New York (Brooklyn) NEW YORK New York New York (New York) New York City Board of Education, Brooklyn, NY. BASIC ENGLISH EXPRESSIONS ARE LISTED WITH THEIR SPANISH EQUIVALENTS, AND ARRANGED ALPHABETICALLY IN ENGLISH FOR EASIER LOCATION. BETTER COMMUNICATION AND RAPPORT CAN THUS BE ESTABLISHED BETWEEN TEACHERS AND SPANISH-SPEAKING STUDENTS AND PARENTS. SUGGESTIONS ARE GIVEN TO BROADEN UNDERSTANDING OF STUDENTS AND PARENTS, WITH SPECIAL CONSIDERATION OF THEIR PROBLEMS. A SPECIAL MESSAGE IS INCLUDED TO PARENTS OF CHILDREN ENTERING FIRST GRADE, SUGGESTED REGISTRATION FORM AND REPORT CARD (ALL WITH TRANSLATIONS), WHICH CAN BE ADAPTED TO GIVEN SITUATIONS AND WHICH SHOULD PROVE HELPFUL IN SECURING PARENT COOPERATION. MISCELLANEOUS ITEMS INCLUDED ARE NUMBERS AND NAMES OF DAYS AND MONTHS IN SPANISH AND ENGLISH. (RS) ED001078 PHRASES WITH SPANISH EQUIVALENTS FOR USE IN SCHOOLS. AN AID FOR TEACHERS OF CHILDREN OF PUERTO RICAN BACKGROUND. 1954-00-00 13 N/A 1965 2016-11-23

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No Bibliographies Disadvantaged Educational Programs Experimental Programs Research Projects Surveys Urban Education CLIFFORD, VIRGINIA I. NEW YORK New York (New York) New York New York (New York) Union Theological Seminary, New York, NY. WITHIN THE PAST SEVERAL YEARS, LITERATURE ON EDUCATION OF THE "CULTURALLY DISADVANTAGED" HAS EXPANDED TREMENDOUSLY. LITERATURE ON ALL ASPECTS OF LIFE AMONG THE CULTURALLY DISADVANTAGED HAS PROLIFERATED. AN ATTEMPT WAS MADE TO SYNTHESIZE SUCH LITERATURE AND TO PLACE IT IN A PROPER PERSPECTIVE. ITS AIM WAS TO AID THE PUBLIC SCHOOL EDUCATOR AS WELL AS THE CHRISTIAN EDUCATION DEPARTMENTS OF CHURCHES. THE TOTAL PROBLEM WAS DEALT WITH UNDER SEVERAL CATEGORIES--(1) BACKGROUND MATERIALS PROVIDE AN OVERALL VIEW OF THE CHARACTER OF LOWER-STATUS GROUPS, BUT ONLY OCCASIONALLY TOUCH UPON EXPERIMENTAL PROGRAMS NOW IN EFFECT. THESE ENDEAVOR TO EXAMINE IN DETAIL THE SOCIAL FACTORS IN OPERATION INCLUDING THE RELATION BETWEEN SOCIOECONOMIC STATUS AND LEARNING, THE CULTURAL PATTERNS OF FAMILY STRUCTURE AND PEER RELATIONSHIPS, AND THE LANGUAGE PROBLEMS AND ATTRIBUTES OF THE CULTURALLY DEPRIVED, (2) UNDERSTANDING THE PERSONALITY OF THE NEGRO REQUIRES STUDY OF THE SELF-CONCEPT, MOTIVATIONS, AND ASPIRATIONS, (3) LEARNING SKILLS ARE DEPENDENT UPON OTHER ASPECTS OF THE CHILD'S DEVELOPMENT. RECENT RESEARCH INDICATES THAT PRESCHOOL EXPERIENCES AND HOME ENVIRONMENTS HAVE MUCH TO DO WITH THE CHILD'S ABILITY TO LEARN, AND (4) PUBLIC SCHOOL EXPERIMENTAL PROGRAMS ARE LOCATED PRIMARILY IN SELECTED SCHOOLS IN SLUM AREAS OF LARGE CITIES. MOST ARE IN THE BEGINNING STAGES. THEY INCLUDE VARIOUS TYPES OF TEACHER TRAINING, CURRICULUM IMPROVEMENT, GUIDANCE PROGRAMS, AND INCREASED EFFORT TO INVOLVE THE PARENTS AND COMMUNITY IN THE EDUCATIONAL PROCESS. AN EXTENSIVE 32 PAGE BIBLIOGRAPHY IS INCLUDED, ORGANIZED BY CATEGORIES--BACKGROUND MATERIALS, SOCIAL FACTORS, PERSONALITY, LEARNING AND PUBLIC SCHOOL PROGRAMS--AND IS FURTHER ORGANIZED INTO SUBCATEGORIES. (RS) ED001079 URBAN EDUCATION, AN INTRODUCTION TO THE LITERATURE OF RESEARCH AND EXPERIMENTATION. 1964-04-00 59 N/A 1965 2016-11-22

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No Disadvantaged Youth Dropout Characteristics Dropout Prevention Dropout Programs Information Dissemination Program Evaluation Program Improvement School Holding Power Teacher Role Workshops GREENE, BERT I. MICHIGAN Michigan (Ypsilanti) Michigan Eastern Michigan Univ., Ypsilanti. A WORKSHOP DEALING WITH THE HIGH SCHOOL DROPOUT WAS HELD FOR THE PURPOSES OF DISSEMINATING INFORMATION AND REVIEWING RESEARCH IN THIS FIELD. ATTEMPTS TO PROVIDE FOR THE DROPOUT IN THE HIGH SCHOOLS ARE NOT NEW, BUT THE BASIS FOR IMPLEMENTING A SUCCESSFUL PROGRAM HAS BEEN FOUND TO BE TEACHER ACCEPTANCE OF THE STUDENT ON STUDENT TERMS. ALL EFFORTS TO PROVIDE FOR INDIVIDUAL DIFFERENCES HELP REDUCE THE NUMBER OF STUDENTS WHO LEAVE PRIOR TO GRADUATION. THE PROBLEM SHOULD HAVE THE COMBINED EFFORTS OF SCHOOL, HOME, AND COMMUNITY. A SIGNIFICANT QUESTION TO BE POSED IS--HOW MAY SCHOOL ATTENDANCE BE PERCEIVED AS A DESIRABLE AND PRODUCTIVE EXPERIENCE BY THE STUDENT. WORKING PAPERS EXPLORE SUCH AREAS AS--READING COMPETENCY AS A FACTOR IN SCHOOL DROPOUTS, THE ROLE OF THE ELEMENTARY SCHOOL, THE IMPACT OF GUIDANCE ON THE DROPOUT PROBLEM, NEW PROGRAMS FOR DROPOUTS, RESPONSIBILITIES OF PARENTS AND COMMUNITY, AND SOCIOECONOMIC CHARACTERISTICS OF DROPOUTS. PARTICIPANTS WERE GIVEN AN OPPORTUNITY TO EVALUATE THE SESSION. EVALUATION FORMS ARE INCLUDED IN THE APPENDIX. (RS) ED001080 EASTERN MICHIGAN UNIVERSITY'S WORKSHOP ON THE DROPOUT. 1963-00-00 122 N/A 1965 2016-11-22

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No Migrant Education Records (Forms) Transfers Withdrawal (Education) TEXAS Texas (Austin) Texas Texas (Austin) Texas Education Agency, Austin. A UNIFORM WITHDRAWAL OR TRANSFER FORM HAS BEEN PREPARED TO BE USED IN MIGRATORY SCHOOLS IN TEXAS. SPACE IS PROVIDED ON THE FIRST PAGE FOR NAME OF PUPIL, AGE, GRADE, DATE AND PLACE OF BIRTH, AND THE NAMES AND ADDRESSES OF PARENTS. PAGE 2 IS THE SCHOOL REPORT, WITH THE NAME AND ADDRESS OF SCHOOL, DATES OF OPENING AND CLOSING, NAME OF SCHOOL PRINCIPAL, DAYS PRESENT AND ABSENT AND THEIR EQUIVALENTS IN REGULAR SCHOOL, AND THE ACHIEVEMENT LEVEL IN ORAL AND WRITTEN ENGLISH, READING AND MATHEMATICS, NAMES OF READING SERIES USED AND PUBLISHER TO BE FILLED IN. PAGE 3 IS TO BE USED IF A STUDENT ATTENDS OTHER SCHOOLS AFTER HIS FIRST WITHDRAWAL. PAGE 4 CONTAINS INFORMATION ON THE TEXAS MIGRANT PROJECT SCHOOLS, GIVING TIME OF OPERATION, LENGTH OF SCHOOL DAY, AND SUBJECTS TAUGHT IN THE SCHOOLS. IT IS NOTED THAT BECAUSE OF TIME SPENT IN REMEDIAL WORK, FIRST PRIORITY IS GIVEN TO THE TEACHING OF ENGLISH AND EXTENDING ORAL VOCABULARY, SECOND PRIORITY TO MATHEMATICS AND THIRD PRIORITY TO SOCIAL STUDIES, WITH SCIENCE, ART, MUSIC AND PHYSICAL EDUCATION MAKING UP THE BALANCE OF THE CURRICULUM. SPACE IS PROVIDED FOR COMMENTS AT THE BOTTOM OF THE PAGE. (RS) ED001081 UNIFORM WITHDRAWAL OR TRANSFER FORM FOR PUPILS IN THE TEXAS MIGRATORY PROJECT SCHOOLS. 4 N/A 1965 2016-11-22

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No Demonstrations (Educational) Disadvantaged Guides Migrant Children Parent Participation Spanish Writing (Composition) TEXAS Texas (El Paso) PROJECT HEADSTART Texas Texas (El Paso) El Paso Public Schools, TX. AN INVITATION TO PARENTS, WRITTEN IN BOTH SPANISH AND ENGLISH, IS USED TO ANNOUNCE A CLASSROOM DEMONSTRATION. SPACE IS PROVIDED FOR THE NAME OF THE PARTICIPATING CHILD AND THE TEACHER'S SIGNATURE. BASIC PULL AND PUSH STROKES ARE ILLUSTRATED IN MANUSCRIPT WRITING. DRAWINGS EMPHASIZE VARIATIONS OF PARTICULAR TYPES OF STROKES USED IN MANUSCRIPT WRITING. SEATWORK SUGGESTIONS, SUCH AS MATCHING PICTURES, ASSOCIATION EXERCISES, MATCHING SOUNDS, DRAWING ORIGINAL PICTURES, AND COMPLETION EXERCISES ARE INCLUDED. WORK TO DETERMINE WRITING READINESS BY COPYING PICTURES IS ILLUSTRATED. THE MANUSCRIPT ALPHABET SHOWING THE ORDER AND DIRECTION IN WHICH STROKES SHOULD BE MADE IS DEMONSTRATED. (RS) ED001082 LETTER TO PARENTS AND SAMPLE OF WRITING MATERIALS USED IN PROJECT HEADSTART DEMONSTRATION (TITLE SUPPLIED). 1965-06-15 11 N/A 1965 2016-11-23

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No Acculturation Disadvantaged Enrichment Field Trips Migrant Children Resource Materials VON MALUSKI, EUGENE M. PROJECT HEAD START TEXAS Texas El Paso Public Schools, TX. THREE FIELD TRIPS IN EL PASO AREA (TO THE ZOO, FT. BLISS AND THE VALLEY AREA) HAVE BEEN SCHEDULED BY SCHOOL AND DATE WITH BUSES LEAVING AT 9 AM AND RETURNING AT 11.30 AM ON DESIGNATED DAYS. BUS TRANSPORTATION IS PROVIDED AT NO COST TO THE PUPIL. TWO CLASSES, TOTALING 30 PUPILS, SHARE ONE BUS AND ARE UNDER THE DIRECTION OF TWO TEACHERS AND 2 AIDES. ONE PERMISSION SLIP FROM THE PARENT COVERS THE THREE TRIPS, AND NO CHILD CAN BE TAKEN WITHOUT A PROPERLY SIGNED PERMISSION SLIP. DETAILED DIRECTIONS FOR TEACHERS REGARDING POINTS OF INTEREST TO BE POINTED OUT TO THE CHILDREN ARE GIVEN FOR EACH TRIP. HOW TO MOVE THE CHILDREN WITHIN A GIVEN AREA IS ALSO STRESSED. BEFORE PUPILS LEAVE THE CLASSROOM, INSTRUCTION REGARDING STANDARDS OF CONDUCT IN PUBLIC PLACES SHOULD BE EMPHASIZED. PUPILS ARE TO LEAVE BUSES AND VIEW ATTRACTIONS UNDER THE STRICT SUPERVISION OF TEACHERS. ED001083 FIELD TRIPS FOR HEAD START CLASSES. 1965-06-00 5 N/A 1965 2016-11-22

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No Grade 6 Guides Instructional Materials Language Instruction Spanish Teaching Methods Vocabulary EL PASO PUBLIC SCHOOL STAFF Texas (El Paso) TEXAS Texas Texas (El Paso) El Paso Public Schools, TX. EMPHASIS IS ON CONVERSATION. LESSONS ARE DEVELOPED AROUND AREAS OF INTEREST APPROPRIATE TO THIS AGE GROUP (FOR EXAMPLE, "COLONIAL AND MODERN LIVING,""GEOGRAPHY AND HISTORY OF EL PASO," AND "EXPLORATION AND BIOGRAPHY."). SINCE SOME STUDENTS WILL BE NEW TO THE PROGRAM, THE TEACHER IS ENCOURAGED TO GIVE REVIEW UNITS PRIOR TO TEACHING THE REGULAR SIXTH GRADE WORK. SPANISH UNITS TAUGHT IN PREVIOUS GRADES ARE GIVEN AS WELL AS A COMPLETE VOCABULARY ARRANGED BY SUBJECT MATTER. WRITING IS HELD TO A MINIMUM, BUT MATCHING EXERCISES, ORIGINAL SENTENCES, AND FILLING IN BLANKS ARE SUGGESTED. NEW WORDS ARE PRESENTED IN WRITING BY THE TEACHER, MATERIALS MAY BE GIVEN TO CHILDREN TO READ, BUT DISCUSSION OF THE READING SHOULD BE ORAL. ED001084 A MANUAL OF MATERIALS, AIDS, AND TECHNIQUES FOR THE TEACHING OF SPANISH TO ENGLISH-SPEAKING CHILDREN IN THE SIXTH GRADE. 1956-08-00 107 N/A 1965 2016-11-23

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No Grade 3 Grammar Guides Instructional Materials Language Instruction Reading Spanish Teaching Methods Vocabulary Writing (Composition) EL PASO PUBLIC SCHOOLS STAFF Texas (El Paso) TEXAS Texas Texas (El Paso) El Paso Public Schools, TX. THE EMPHASIS IS GIVEN TO PUPIL PARTICIPATION AND THE BEGINNING OF INFORMAL WRITING AND READING. CHILDREN WITH TWO PREVIOUS YEARS OF ORAL SPANISH CAN BE TAUGHT TO READ THE WRITTEN SYMBOLS FROM AN ASSOCIATION OF THE WRITTEN WORD WITH THE ORAL WORD. A CLEAR UNDERSTANDING OF SPANISH VOWEL SOUNDS IS NECESSARY FOR THIS TRANSITION. ORAL RECOGNITION AND VISUAL CONCEPT OF THE "SOUND" ARE ACCOMPLISHED BY HAVING THE TEACHER WRITE THE WORD ON THE BOARD AFTER PRONOUNCING IT. A VOCABULARY NOTEBOOK IS RECOMMENDED, BUT NO COPYING OR READING OF LONG SENTENCES SHOULD BE ATTEMPTED. THE OBJECTIVES IN THIRD GRADE IS TO USE KNOWN EXPRESSIONS IN NEW SITUATIONS AND TO WRITE THEM FOR ORAL AND VISUAL EMPHASIS. ADDITIONAL CLASSWORK CONTAINS UNITS BASED ON EXPERIENCES FAMILIAR TO THE CHILDREN. SONGS ARE LISTED IN THE APPENDIX. ED001085 A MANUAL OF MATERIALS, AIDS, AND TECHNIQUES FOR THE TEACHING OF SPANISH TO ENGLISH-SPEAKING CHILDREN IN THE THIRD GRADE. 1955-08-00 203 N/A 1965 2016-11-22

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No Cultural Background Grade 2 Guides Instructional Materials Language Instruction Spanish Teaching Methods TEXAS Texas (El Paso) Texas Texas (El Paso) El Paso Public Schools, TX. DEVELOPMENT OF THE SECOND GRADE MANUAL GREW FROM EXPANDING THE CONCEPTS DISCOVERED IN THE FIRST GRADE COURSE OF STUDY. EMPHASIS IS PLACED ON CONVERSATION. INDIVIDUAL RATHER THAN CLASS RESPONSE IS ENCOURAGED. MATERIAL IS GEARED TO TOPICS FAMILIAR TO THE WORLD OF SECOND GRADERS. ALL SUBJECTS FOR CONVERSATION ARE INTRODUCED BY MEANS OF MOUNTED PICTURES AND REALIA. AFTER CERTAIN PHASES OF THE UNITS ARE DISCUSSED, RELATED SEATWORK IS GIVEN TO SERVE AS A REVIEW. SINGING HAS AN IMPORTANT PART IN SPANISH TEACHING IN THE SECOND GRADE, AND NEW SONGS APPROPRIATE TO THE AGE GROUP ARE INTRODUCED IN THE FORM OF ACTION SONGS AND GAMES. SIMPLE DANCES ARE ALSO TAUGHT, THEREBY ADDING TO THE UNDERSTANDING OF THE CULTURE OF THE PEOPLE WHOSE LANGUAGE THE CHILDREN ARE STUDYING. TWO YEARS OF EXPERIMENTATION WITH MATERIALS AND METHODS PRECEDED THE MANUAL. ED001086 A MANUAL OF MATERIALS, AIDS, AND TECHNIQUES FOR THE TEACHING OF SPANISH TO ENGLISH-SPEAKING CHILDREN IN THE SECOND GRADE. 1955-08-00 190 N/A 1965 2016-11-22

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No Disadvantaged Youth Educationally Disadvantaged Improvement Programs Instructional Program Divisions Low Income Groups Migrant Children Special Programs Summer Schools FASICK, FRANK MARCSON, SIMON NEW JERSEY New Jersey Rutgers, The State Univ., New Brunswick, NJ. TWO BASIC PROGRAMS TO PROVIDE UNDERPRIVILEGED CHILDREN GENERALLY, AND MIGRANT CHILDREN IN PARTICULAR, WITH THE EDUCATION THEY NEED TO IMPROVE THEIR SOCIAL AND ECONOMIC POSITION ARE PRESENTED. THE FIRST PROGRAM IS BASED UPON THE FRAMEWORK OF THE EXISTING SYSTEM, AND WOULD EXPAND THE USE OF KINDERGARTEN AND NURSERY SCHOOLS, IMPROVE PRIMARY AND SECONDARY SCHOOLS, INTRODUCE A STUDY-SUBSIDY PROGRAM IN CASES OF FINANCIAL HARDSHIP, AND PERHAPS TRY TO IMPROVE THE FAMILY SITUATION WITH ALLOWANCES OR WAGE INCREASES. THE SECOND SUGGESTED PROGRAM WOULD CONSIST OF RESIDENTIAL OR CAMP SCHOOL PROGRAMS FROM NURSERY THROUGH HIGH SCHOOL. STUDY REVEALS THAT ACTION IS NEEDED IMMEDIATELY, THE LONGER IT IS POSTPONED THE MORE UNDERPRIVILEGED CHILDREN ARE CONDEMNED TO LEAD THE LIVES OF THEIR PARENTS. THIS RESEARCH REVEALS THE BEHAVIORAL CHARACTERISTICS OF MIGRANTS. IN THE U.S. TODAY THERE ARE ONE MILLION MIGRANT WORKERS, HALF OF THEM UNDER 14. THIS STUDY WAS MADE AMONG MIGRANTS IN NEW JERSEY, WHERE NEGRO CHILDREN OUTNUMBERED PUERTO RICAN, WITH ONLY A HANDFUL OF WHITES. IN SUMMER SCHOOLS CONDUCTED FOR THESE CHILDREN, THERE APPEARS TO BE A 2/3 TURNOVER FROM YEAR TO YEAR, LEADING TEACHERS TO CONCLUDE THAT PARENTS USE THE SCHOOL AS DAY CARE CENTERS UNTIL THE CHILD IS OLD ENOUGH TO BECOME A PRODUCTIVE WORKER. PARENTS HAVE LACK OF CONTACT WITH SCHOOL EXPERIENCES AND THEIR ATTITUDES CONFLICT WITH THEIR EDUCATIONAL ASPIRATIONS FOR CHILDREN. THEY SHOW CONSIDERABLE PRIDE IN THE FINANCIAL ASSISTANCE OF CHILDREN. TEXT IS ACCOMPANIED BY NUMEROUS TABLES AND INTERVIEWS. ED001087 ELEMENTARY SUMMER SCHOOLING OF MIGRANT CHILDREN. SOCIAL STRUCTURE AND IGNORANCE. 1964-00-00 389 N/A 1965 2016-11-22

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No Grade 1 Grammar Guides Instructional Materials Language Instruction Spanish Teaching Methods Vocabulary Texas (El Paso) TEXAS Texas Texas (El Paso) El Paso Public Schools, TX. UNITS IN FIRST GRADE CONVERSATIONAL SPANISH ARE CORRELATED WITH THE REGULAR COURSE OF STUDY. CONSTANT REPETITION OF VOCABULARY PHRASES AND SENTENCES IS EMPHASIZED AS AN IMPORTANT FACTOR FOR THE FIRST GRADER LEARNING SPANISH BY "EAR." ALL VOCABULARY PRESENTED IS LINKED WITH KNOWN EXPERIENCES AND OBJECTS EITHER WITHIN THE CLASSROOM OR IN THE LIFE OF THE CHILD. THE FIRST YEAR OF SPANISH IS PRIMARILY CONCERNED WITH EAR TRAINING, AND RESPONSE MAY BE SLOW OR NIL. THE ROLE OF THE TEACHER AS A RESOURCEFUL, IMAGINATIVE, ENTHUSIASTIC SUPPORTER IS MOST IMPORTANT. THE AIM OF THIS SPECIALLY DEVELOPED CURRICULUM IS TO TRAIN CHILDREN TO "THINK" IN SPANISH. NO TRANSLATION ACTIVITY SHOULD TAKE PLACE. A UNIT ON DIRECTIONS AND COMMANDS, AS WELL AS BASIC VOCABULARY FOR FIRST GRADE IS GIVEN. SONGS ARE INCLUDED. PERIODS SHOULD NOT EXCEED TWENTY MINUTES. INCLUDED UNITS ARE--GREETINGS AND NAMES, THE CLASSROOM, PARTS OF THE BODY, CHILDREN'S ARTICLES OF CLOTHING, THE FAMILY, ARTICLES OF CLOTHING FOR THE PARENTS, THE OUTSIDE OF THE HOUSE, HOUSEHOLD FURNITURE, I SET THE TABLE, FRUITS, VEGETABLES, HOLIDAYS, SEASONS, AND WEATHER. ED001088 A MANUAL OF MATERIALS, AIDS, AND TECHNIQUES FOR THE TEACHING OF SPANISH TO ENGLISH-SPEAKING CHILDREN IN THE FIRST GRADE. 1955-08-00 162 N/A 1965 2016-11-22

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No Curriculum Development Grade 8 Grammar Guides Instructional Materials Language Instruction Spanish Teaching Methods TEXAS Texas (El Paso) Texas Texas (El Paso) El Paso Public Schools, TX. THE AIM IS TO STIMULATE INTEREST IN CONVERSATION FOR STUDENTS WITH A PREVIOUS BACKGROUND IN THE LANGUAGE. THE COURSE OF STUDY IS DIVIDED INTO FOUR BROAD UNITS - REVIEW OF PREVIOUS WORK (GRADES 1-6), HISTORICAL AND CULTURAL BACKGROUND MATERIAL, A BRIEF HISTORY OF TEXAS IN SPANISH, AND FOLK TALES AND LEGENDS. ALTHOUGH GRAMMAR IS TAUGHT INCIDENTALLY, GRAMMATICAL ANALYSIS SHOULD BE PART OF THE LEARNING TO ENABLE THE STUDENTS TO SEE DIFFERENCES IN GRAMMATICAL FORMS. THE ROLE OF THE TEACHER AS AN ENTHUSIASTIC, RESOURCEFUL, VIVACIOUS PERSON IS STRESSED IF SPANISH IS TO BE MADE A LIVING LANGUAGE. ED001089 A MANUAL OF MATERIALS, AIDS, AND TECHNIQUES FOR THE TEACHING OF SPANISH TO ENGLISH-SPEAKING CHILDREN IN THE INTERMEDIATE GRADES. TEACHER'S MANUAL. 1962-08-00 181 N/A 1965 2016-11-23

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No Curriculum Development Grade 7 Guides Instructional Materials Language Instruction Language Patterns Spanish Student Participation Teaching Methods Vocabulary TEXAS Texas (El Paso) Texas Texas (El Paso) El Paso Public Schools, TX. A SEQUENCE TO THE PROGRAM BEGUN IN EARLIER GRADES (1-6) IS OFFERED. IT IS INTENDED ALSO TO GIVE THE BEGINNING SPANISH STUDENT THE OPPORTUNITY TO LEARN BASIC FUNCTIONAL SPANISH. MATERIALS PRESENTED ARE REPETITIONS OF VOCABULARIES AND EXPRESSIONS OF EARLIER GRADES, BUT THE TEACHING APPROACH IS GEARED TO REALISTIC SITUATIONS WHICH INVOLVE STUDENT PARTICIPATION, (FOR EXAMPLE, "AN EVENING PARTY,""LET'S GO TO THE SUPER MARKET," AND "IN THE MEN'S DEPARTMENT."). THE STUDENT IS GIVEN THE OPPORTUNITY TO READ SELECTIONS AND TO CHOOSE THE MISSING WORDS THEREBY LEARNING TO READ BY HIMSELF IN A SECOND LANGUAGE. NO GRAMMAR IS TAUGHT PER SE, BUT VERB CONJUGATIONS ARE PRESENTED BY MEANS OF DIALOGUE PATTERNS (NOT TO BE MEMORIZED). THE AIM IS TO ACQUAINT THE STUDENT WITH THE LINGUISTIC PATTERN OF THE LANGUAGE. ED001090 A MANUAL OF MATERIALS, AIDS, AND TECHNIQUES FOR THE TEACHING OF SPANISH TO ENGLISH-SPEAKING CHILDREN IN SEVENTH GRADE. TEACHER'S MANUAL. 1963-08-00 102 N/A 1965 2016-11-22

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No Curriculum Development English Instruction Guides Instructional Programs Language Handicaps Language Instruction Non English Speaking Preschool Children Speech Skills Vocabulary TEXAS Texas (Austin) Texas Texas (Austin) Texas Education Agency, Austin. TEXAS LAW PROVIDES FOR STATE-DISTRICT SPONSORSHIP OF SPECIAL INSTRUCTION FOR CHILDREN WHO ARE DEFICIENT IN ORAL ENGLISH ABILITIES PRIOR TO THEIR ENTERING THE FIRST GRADE. EFFORT IS BEING MADE TO PROVIDE AN ENVIRONMENT AND PERSONNEL SUITABLE TO THE OBJECTIVES OF THE PROGRAM IN PUBLIC SCHOOL DISTRICTS. ACTIVITIES MUST BE INSTRUCTIONAL WHILE BEING INTERESTING FOR THE 5-6- YEAR-OLD CHILD. CURRICULUM SHOULD INCLUDE FIVE HUNDRED BASIC WORDS AND MANY COMMON EXPRESSIONS WHILE ENDEAVORING TO ESTABLISH CORRECT LANGUAGE PATTERNS. THE TEACHER MUST PAY ATTENTION TO HER METHOD AND CONTENT OF INSTRUCTION AS WELL AS TO THE MATERIALS USED. PERIODIC EVALUATION OF EACH CHILD'S PROGRESS IS READILY ACHIEVED VIA PRINTED FORMS AND IS HELPFUL TO HIS FIRST GRADE TEACHER. THE HIGH INCIDENCE OF SPANISH-SPEAKING FAMILIES IN TEXAS SHOULD NOT OVERSHADOW THE POSSIBILITY OF OTHER BACKGROUNDS AND LANGUAGE PATTERNS BEING IN THE CHILD'S EXPERIENCE, I.E., GERMAN OR CZECHOSLOVAKIAN. (LIST OF BASIC FIVE-HUNDRED WORDS, COMMON PHRASES, AND 29 ITEM BIBLIOGRAPHY ARE INCLUDED AS WELL AS SUGGESTIONS FOR VOCABULARY PROGRAM AND TEACHING METHODOLOGY.) ED001091 PRESCHOOL INSTRUCTIONAL PROGRAM FOR NON-ENGLISH SPEAKING CHILDREN. 1964-03-00 68 N/A 1965 2016-11-22

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No Migrant Education Program Costs Program Evaluation Questionnaires State Programs Student Characteristics Student Evaluation Surveys HANEY, GEORGE E. DISTRICT OF COLUMBIA District of Columbia Office of Education (DHEW), Washington, DC. METHODOLOGY OF THIS STUDY WAS TO SEND A QUESTIONNAIRE TO STAFF MEMBERS OF SEVEN STATE DEPARTMENTS OF EDUCATION WHO WERE IN SOME WAY RESPONSIBLE FOR THE EDUCATION OF MIGRATORY CHILDREN WITHIN THEIR RESPECTIVE STATES--CALIFORNIA, COLORADO, NEW JERSEY, NEW YORK, OHIO, OREGON, AND PENNSYLVANIA. FINDINGS OF THE SURVEY WERE AS FOLLOWS--MIGRATORY CHILDREN ATTEND SCHOOL IRREGULARLY, BECOME ACADEMICALLY RETARDED, AND POSE FUTURE EDUCATIONAL PROBLEMS FOR SOCIETY. OPPOSITION TO THE EDUCATION OF THESE CHILDREN OFTEN COMES FROM LOCAL CITIZENS AS WELL AS THE MIGRANTS. INCREASE PLANNING AND ACTION AT THE STATE LEVEL IS HELPING TO OVERCOME SOME OF THE PROBLEMS. SUMMER SCHOOLS ARE ONE MEANS OF IMPROVING THESE EDUCATIONAL PROGRAMS. THE REPORTED AVERAGE COST OF THESE IN 1961, INCLUDING TRANSPORTATION, WAS $1,057 PER TEACHER AND $67 PER PUPIL. SIX OF THE SEVEN STATES PROVIDED 100 PERCENT REIMBURSEMENT FOR THESE SUMMER SCHOOLS FOR LOCAL DISTRICTS. CALIFORNIA PROVIDED 75 PERCENT. THE QUESTIONNAIRE RESPONDENTS INDICATED A NEED FOR FUTHER RESEARCH AND PLANNING IN MANY AREAS OF EDUCATION FOR MIGRANT CHILDREN, ESPECIALLY INTERSCHOOL AND INTERSTATE AGREEMENTS, AN IMPROVED CURRICULUM TO MEET THE NEEDS OF MIGRANT CHILDREN, STANDARDIZED TRANSFER RECORDS, AND SHORT UNITS OF STUDY. (NINE TABLES ARE INTEGRAL TO THE STUDY.) ED001092 SELECTED STATE PROGRAMS IN MIGRANT EDUCATION. 45 N/A 1965 2016-11-22

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No Educational Improvement Educational Programs Educationally Disadvantaged Elementary Education Migrant Children Migration Patterns Summer Schools Surveys POTTS, ALFRED M. REDBIRD, HELEN M. COLORADO Colorado (Denver) Colorado Colorado (Denver) Colorado State Dept. of Education, Denver. SINCE 1955 THE COLORADO STATE DEPARTMENT OF EDUCATION HAS OPERATED A PROGRAM OF SUMMER SCHOOLS FOR THE CHILDREN OF MIGRATORY AGRICULTURAL WORKERS. IN 1957 A 3-YEAR STUDY WAS FOUNDED TO INVESTIGATE "THE IMPROVEMENT OF SCHOOL ORGANIZATION AND ADMINISTRATION TO MEET THE NEEDS OF MIGRATORY FARM WORKERS." HEREIN ARE INCLUDED DISCUSSIONS OF THE PROBLEMS AND PROGRAMS OF MIGRATORY EDUCATION, THE DEVELOPMENT OF COLORADO MIGRANT FLOW, A SOCIAL PROFILE OF AGRICULTURAL MIGRATORY PEOPLE, THE HISTORY OF MIGRANT EDUCATION IN COLORADO, FINDINGS OF THE TESTING PROGRAMS, ENROLLING MIGRANT PUPILS, SURVEY OF SCHOOL DISTRICTS HAVING MIGRANT CHILDREN IN REGULAR TERMS, AND ORGANIZATION FOR MIGRANT EDUCATION. THE STUDY WAS LIMITED TO THOSE MIGRATORY PEOPLE WHO TRAVEL IN FAMILIES AND ARE DOMESTIC AMERICANS. (APPENDIXES CONTAIN EXAMPLES OF MANY FORMS AND RECORDS USED IN THE COLORADO PROGRAM.) ED001093 PROVIDING EDUCATION FOR MIGRANT CHILDREN. 1961-00-00 157 N/A 1965 2016-11-22

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No Attendance Records Disadvantaged Documentation Enrollment Preschool Children Records (Forms) Resource Materials Teaching Load Teaching Methods Texas (El Paso) PROJECT HEAD START TEXAS Texas (Austin) Texas Texas (Austin) Texas (El Paso) El Paso Public Schools, TX. Texas Education Agency, Austin. AN ENROLLMENT CARD IS USED TO REGISTER PRESCHOOL CHILDREN IN PROJECT HEAD START. SPACE IS PROVIDED FOR NAME, SEX, PHONE, BIRTHDATE, RACE, BIRTHPLACE, AGE, AND AGE VERIFICATION AND OTHER PERTINENT INFORMATION ON THE CHILD'S FAMILY AS WELL AS THE DATE OF DISEASE IMMUNIZATIONS. THE PARENT OR GUARDIAN MUST SIGN THE ENROLLMENT CARD. A TEACHER-PUPIL LOAD REPORT, PROVIDING SPACE FOR THE TEACHER'S NAME, SECTION, AND GRADE, AND CLASS MEMBERSHIP BY SEX WAS SENT IN BY EACH SCHOOL FROM JUNE 7 TO JUNE 14 IN ORDER TO PLAN FOR THE ADDITION OF NEW SECTIONS AS ENROLLMENT INCREASED AND TO ALLOW TEACHERS AND BUILDING ADMINISTRATORS TO REGROUP AND TRANSFER CHILDREN DEPENDING ON THEIR ORAL ENGLISH ABILITIES, 1ST GRADE REPEAT, AND ELIGIBILITY. THE RECORDS DEPARTMENT HAS ISSUED A BULLETIN REGARDING THE KEEPING OF ATTENDANCE AND ENROLLMENT RECORDS. SINCE HEAD START AND PRESCHOOL ENGLISH PROGRAMS HAVE BEEN COMBINED, ATTENDANCE RECORDS MUST BE MAINTAINED TO ENABLE NECESSARY REPORTS TO BE MADE. PUPILS ARE CLASSIFIED AS HEAD START, PRESCHOOL ENGLISH, OR INELIGIBLE. THE CODE TO BE USED IN THE TEACHER'S REGISTER IS GIVEN. ATTENDANCE PERIODS ARE CLARIFIED, AS WELL AS PROPER METHODS OF HANDLING DROPS, TRANSFERS AND REENTRIES. THE TEACHER'S DAILY REGISTER HAS BEEN ADAPTED FOR TWO REPORT PERIODS OF 20 DAYS EACH. SPACE IS PROVIDED FOR THE NAME OF THE CHILD, NAMES OF PARENTS, OCCUPATIONS OF PARENTS, BIRTHDATE, TELEPHONE AND OTHER ESSENTIAL INFORMATION. THE TEACHER IS REMINDED OF THE RESPONSIBLITY OF KEEPING ACCURATE ATTENDANCE RECORDS AND IS CAUTIONED TO INCLUDE ALL ITEMS OF INFORMATION. ED001094 TEXAS TEACHER'S DAILY REGISTER FOR SCHOOL YEAR 1964-1965. 1965-00-00 4 N/A 1965 2016-11-22

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No Attitude Change Counselors Disadvantaged Migrant Children Program Guides Young Children MCNIEL, GUY TEXAS PROJECT HEADSTART Texas (El Paso) Texas Texas (El Paso) El Paso Public Schools, TX. THE GOALS OF PROJECT HEAD START ARE TO DEVELOP IN THE CHILD AND HIS FAMILY A RESPONSIBLE ATTITUDE TOWARD SOCIETY, TO HELP BOTH CHILD AND FAMILY GAIN SELF-RESPECT AND DIGNITY, TO PINPOINT THE ACTUAL NEEDS OF CHILDREN AND FAMILIES, TO INFORM FAMILIES OF AVAILABLE SOCIAL SERVICES AND TO PROVIDE HELP SO THAT THE FAMILY MAY APPLY FOR AND USE AVAILABLE SERVICES. DESIRABLE QUALIFICATIONS FOR COUNSELORS ARE A THOROUGH KNOWLEDGE OF AND TRAINING IN EARLY CHILDHOOD DEVELOPMENT AND AN AWARENESS OF THE PROBLEMS OF CULTURALLY DEPRIVED CHILDREN. THE DUTIES OF THE COUNSELORS INVOLVE ACTIVITIES AS GUIDANCE CONSULTANT, SOCIAL WORKER AND SCHOOL PSYCHOLOGIST AND INCLUDE APPRAISAL SERVICE, ASSISTANCE, INVENTORY SERVICE, COMMUNICATION WITH PARENTS, REFERRAL SERVICE, CONSULTANT SERVICES, COORDINATION OF SCHOOL ASSISTANCE AVAILABLE AND RESEARCH. COOPERATION BETWEEN THE COUNSELOR AND TEACHER IN THE CLASSROOM AND THE SCHOOL OFFICE CAN HELP TO IDENTIFY CHILDREN EXPERIENCING SCHOOL DIFFICULTIES. THE COUNSELOR, TEACHER AND ADMINISTRATOR WORKING TOGETHER IN THE SCHOOL OFFICE ARE ABLE TO REFER PUPILS TO SPECIALISTS IN OUTSIDE AGENCIES. AN OUTLINE OF SUGGESTED ACTIVITIES FOR COUNSELORS IS INCLUDED. ED001095 GUIDELINES FOR PROJECT HEADSTART COUNSELORS. 1965-06-22 2 N/A 1965 2016-11-22

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No Audiovisual Aids Grade 4 Guides Instructional Materials Language Arts Language Instruction Primary Education Spanish Teaching Methods Vocabulary EL PASO PUBLIC SCHOOL STAFF Texas (El Paso) TEXAS Texas Texas (El Paso) El Paso Public Schools, TX. THE INTENT IS TO PROVIDE A COMPREHENSIVE REVIEW DESIGNED FOR ALL CHILDREN, SOME OF WHOM ARE ENTERING THE PROGRAM FOR THE FIRST TIME. NO NEW WORDS ARE INTRODUCED IN THE FIRST UNIT, AND NEW STUDENTS HAVE THE OPPORTUNITY TO LEARN BASIC VOCABULARY. NEW UNITS IN THE GRADE RELATE TO GENERAL ACTIVITIES OF CHILDREN OF THIS AGE GROUP RATHER THAN TO SPECIFIC ACTIVITES, (FOR EXAMPLE, "THE WORLD AROUND US,""LESSON IN SAFETY," AND "WEEKEND ACTIVITIES."). WHILE CONVERSATION IS GIVEN MAJOR EMPHASIS DURING THIS YEAR, (AS IN THE FIRST THROUGH THE THIRD YEARS), SOME WRITING AND READING PLAY AN IMPORTANT PART IN CLASSROOM PROCEDURE. VOCABULARY NOTEBOOKS SHOULD BE KEPT, ILLUSTRATED WITH DRAWINGS OR PICTURES. CHILDREN ARE ENCOURAGED TO MAKE ORAL SENTENCES. AVAILABLE TIME SHOULD BE UTILIZED IN SPEAKING RATHER THAN IN COPYING. BASIC VOCABULARIES OF PREVIOUS GRADES ARE INCLUDED AND SONGS ARE GIVEN FOR ENRICHMENT. ED001096 A MANUAL OF MATERIALS, AIDS, AND TECHNIQUES FOR THE TEACHING OF SPANISH TO ENGLISH-SPEAKING CHILDREN IN THE FOURTH GRADE. 1955-08-00 146 N/A 1965 2016-11-22

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No Audiovisual Aids Elementary Education Grade 5 Guides Instructional Materials Language Arts Language Instruction Spanish Teaching Methods Vocabulary Texas (El Paso) TEXAS Texas Texas (El Paso) El Paso Public Schools, TX. EMPHASIS IS ON CONVERSATION. THE MATERIAL IS GEARED TO THE INTERESTS OF CHILDREN AT THIS AGE LEVEL (FOR EXAMPLE, "SCOUTING,""A TRIP TO SAN FRANCISCO," AND "PIONEERS."). VOCABULARIES SHOULD BE BUILT AROUND ACTIVITIES ENJOYED BY FIFTH GRADERS. MATERIAL PRESENTED IN THE MANUAL IS DESIGNED TO BE STENCILLED OR DITTOED AND SHOULD BE READ BY THE STUDENTS, BUT DISCUSSIONS SHOULD BE ORAL. NOTEBOOKS SHOULD BE USED FOR WRITING ORIGINAL SENTENCES BASED ON VOCABULARY PRESENTED. VOCABULARIES ARE INTRODUCED VISUALLY ON THE BOARD AND THEN BY VISUAL AIDS. UNITS ARE GEARED TO A STUDY OF "THE COMMUNITY," AND CAN BE GEARED TO ANY LOCALITY. THE BASIC VOCABULARIES OF PREVIOUS GRADES ARE PRESENTED. ED001097 A MANUAL OF MATERIALS, AIDS, AND TECHNIQUES FOR THE TEACHING OF SPANISH TO ENGLISH-SPEAKING CHILDREN IN THE FIFTH GRADE. 1962-08-00 1 N/A 1965 2016-11-22

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No Curriculum Guides Educational Programs Educationally Disadvantaged Migrant Children Migrant Education Migration Patterns Motivation Techniques Reading Programs Young Children LINDSEY, HERBERT H. WALTON, THOMAS W. MADISON WISCONSIN Wisconsin Wisconsin Univ., Madison. THIS STUDY DEMONSTRATES THE FEASIBILITY OF ANTICIPATING THE NUMBER LOCATION, ARRIVAL TIME, AND DURATION OF THE STAY OF MIGRANT WORKERS IN ORDER TO PLAN A PROPER PROGRAM FOR CHILDREN. THE DATA SUGGESTS THAT SCHOOLS SHOULD PLAN FOR A MIGRANT POPULATION EDUCATIONALLY RETARDED FROM 1-4 YEARS, WITH THE RANGE ADVANCING WITH THE AGE, INABILITY OF MANY TO SPEAK ENGLISH WELL. THE CURRICULUM GUIDE LISTS BOOKS OF HIGH INTEREST AND LOW VOCABULARY LEVEL. ADVANTAGES OF INSTITUTIONALIZED EDUCATION ARE THE ENHANCEMENT OF LEARNING AND THE CONTINUITY OF THE EDUCATIONAL PROGRAM, WHICH WAS NOT AVAILABLE IN THE FORMERLY SECTARIAN CONTROLLED MIGRANT SCHOOLS. EMPLOYERS SHOULD INFLUENCE PARENTS TO SEND CHILDREN TO PUBLIC SCHOOLS, AS FINANCIAL SUPPORT IS AVAILABLE. ADMINISTRATORS SHOULD NOT BE TOLD THAT EDUCATING THE MIGRANT CHILD IS THE SAME AS EDUCATING THE AVERAGE CHILD, BUT NEITHER SHOULD THEY VIEW THE PROJECT AS HOPELESS OR IMPOSSIBLE. THE EDUCATION OF THE MIGRANT CHILD IS A RESPONSIBILITY OF RESPONSIBLE SOCIETY. ED001098 EDUCATIONAL PROGRAMS FOR CHILDREN OF MIGRATORY AGRICULTURAL WORKERS IN WISCONSIN. 1963-00-00 128 N/A 1965 2016-11-22

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No Curriculum Development Disadvantaged Educational Programs Educationally Disadvantaged Elementary Education Migrant Children Migrant Education Migration Patterns Surveys TEXAS Texas (Austin) Texas Texas (Austin) Texas Education Agency, Austin. INTENSIVE THOUGHT HAS BEEN GIVEN TO THE PROBLEM OF EDUCATING CHILDREN OF MIGRANT WORKERS IN TEXAS. A SURVEY WAS MADE TO DETERMINE THE NUMBER OF MIGRANT CHILDREN, GEOGRAPHICAL AREAS AFFECTED AND PATTERNS OF MIGRATION. A 6 MONTH SCHOOL SCHEDULE WAS EVOLVED, OFFERING 1,050 HOURS OF INSTRUCTION, 8 HOURS A DAY FOR APPROXIMATELY 27 WEEKS FROM DECEMBER TO JUNE. TAKEN INTO CONSIDERATION WERE THE FACTS THAT 80 TO 90 PERCENT OF THE MIGRANT CHILDREN IN TEXAS USE LITTLE ENGLISH, THAT CHILDREN WHO REMAIN IN THE MIGRATORY STREAM ARE TWO OR MORE YEARS EDUCATIONALLY RETARDED, AND THAT LENGTHENING OF THE SCHOOL DAY DOES NOT INSURE THAT THE ADDITIONAL TIME MAY ALL BE DEVOTED TO INTENSIVE ACADEMIC EFFORT. THE FIRST PRIORITY IN SUBJECT MATTER WOULD BE THE TEACHING OF ENGLISH. MATHEMATICS WOULD BE GIVEN THE SECOND PRIORITY, AND SOCIAL STUDIES THE THIRD PRIORITY. ATTENTION WOULD BE GIVEN TO EXPERIENCES DESIGNED TO EXTEND THE ORAL VOCABULARY OF THE CHILDREN, TO EMPHASIZE THE RESPONSIBILITIES AND PRIVILEGES OF CITIZENSHIP AND TO INSTILL FAVORABLE BEHAVIOR ATTITUDES. IT WAS RECOMMENDED THAT A SELF-CONTAINED CLASSROOM ORGANIZATION BE FOLLOWED FOR THE FIRST 4 YEARS AND POSSIBLY THE FIFTH YEAR, WITH DEPARTMENTALIZATION FOR GRADES SIX, SEVEN, AND EIGHT. SCHEDULES OF CLASS TIME, DAILY AND YEARLY IN EVERY SUBJECT, GRADES 1-8 ARE GIVEN. FOR SOCIAL STUDIES, SCIENCE, GYM, ART, MUSIC AND INDUSTRIAL ARTS, A GRADE OR CHRONOLOGICAL PLACEMENT IS RECOMMENDED. INDUSTRIAL ARTS AND HOMEMAKING WOULD BE TAUGHT TO STUDENTS OVER 13 YEARS OF AGE WHO HAD BEEN IN SCHOOL 5 OR MORE YEARS. ED001099 PROPOSED CURRICULUM PROGRAM FOR TEXAS MIGRATORY CHILDREN. 1963-10-00 213 N/A 1965 2016-11-22

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No Cooperative Programs Curriculum Development Educational Objectives Educational Programs Material Development Migrant Children Parent Participation Skill Development Student Characteristics Teacher Education Teacher Effectiveness SUTTON, ELIZABETH DISTRICT OF COLUMBIA District of Columbia National Education Association, Washington, DC. CONTACT WITH NONMIGRANT CULTURES CREATES DETRIMENTAL INSECURITY FEELINGS IN MIGRANT CHILDREN. TEACHERS SHOULD BE WELL VERSED IN THEIR WAY OF LIFE AND IN METHODS OF HELPING THESE INDIVIDUALS ACQUIRE AN ADEQUATE SELF-CONCEPT. THE CHILD SHOULD BE MADE TO ASSIMILATE HIS SCHOOL EXPERIENCES RAPIDLY THROUGH ESTABLISHING A FRIENDLY ATMOSPHERE AND RELATIONS WITH MIGRANT PERSONS. SCHOOLS SHOULD MODIFY THEIR INSTRUCTIONAL PATTERNS, CURRICULUM CONTENT, AND MATERIALS AND SHOULD DEVELOP SPECIALIZED EDUCATIONAL MATERIALS TO COMPENSATE FOR THE UNIQUE CHARACTER OF MIGRANT PARENTS. SCHOOLS SHOULD MODIFY THEIR INSTRUCTIONAL PATTERNS, CURRICULUM CONTENT AND MATERIALS AND SHOULD DEVELOP SPECIALIZED EDUCATIONAL MATERIALS TO COMPENSATE FOR THE UNIQUE CHARACTER OF MIGRANT EDUCATIONAL PROBLEMS. PRIORITIES SHOULD BE ESTABLISHED IN THE TEACHING OF NECESSARY SKILLS, AND METHODS OF QUICK ACCURATE EVALUATION OF THE STUDENT SHOULD BE DEVELOPED. SCHOOLS SHOULD WORK WITH HEALTH FACILITIES AND PARENTS TO MEET THE HEALTH NEEDS OF THIS GROUP. PRACTICAL SKILLS SHOULD BE EMPHASIZED TO PREPARE THESE CHILDREN FOR THE UNIQUE DEMANDS PLACE UPON THEM. THEY SHOULD BE TAUGHT THAT THEIR TRAVEL EXPERIENCES ARE VALUABLE AND HOW TO BENEFIT FROM THEM. MIGRANT PROBLEMS CAN BEST BE RESOLVED THROUGH PROGRAMS OF COOPERATIVE STUDY AND ACTION ON LOCAL LEVELS. A SPECIAL EFFORT NEEDS TO BE MADE TO MAINTAIN ACCURATE RECORDS AND COMPREHENSIVE, UP-TO-DATE REPORTS ON MIGRANT CHILDREN TO AID THE RECEIVING SCHOOL AND TEACHER IN PLACING AND EVALUATING THE CHILD. ENROLLMENT AND ATTENDANCE SHOULD BE MAINTAINED THROUGH CHILD AND PARENTAL GUIDANCE BY REARRANGING SCHOOL VACATIONS SO THAT SCHOOLS REMAIN OPEN WHEN MIGRANTS ARE IN TOWN. THE PILOT PROJECT WAS CARRIED OUT BETWEEN 1954-57 IN THE AREAS OF PALM BEACH COUNTY, FLORIDA AND NORTHHAMPTON COUNTY, VIRGINIA. ED001100 KNOWING AND TEACHING THE MIGRANT CHILD. 1960-00-00 155 N/A 1965 2016-11-22

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No Curriculum Guides English Instruction Language Arts Migrant Children Primary Education Reading Programs Skill Development SHELDON BASIC READING SERIES TEXAS Texas Texas Education Agency, Austin. TIME ALLOTMENT CHARTS ARE GIVEN SHOWING THE RECOMMENDED PORTION OF THE SCHOOL DAY TO BE GIVEN TO INSTRUCTION IN THE ENGLISH LANGUAGE ARTS AND OTHER SUBJECTS, GRADES 1 THROUGH 8. A CHART SHOWING RELATIONSHIPS OF READING LEVEL TO GRADE LEVEL IS GIVEN IN A FIFTEEN-LEVEL SEQUENCE, PARALLELING A BASAL READING SERIES. ALSO CONTAINED IS A FLOW CHART OF ENGLISH LANGUAGE ARTS SKILLS, GRADES 1 THROUGH 6. A READING SKILL CHART IS INCLUDED WITH LISTINGS UNDER--WORD RECOGNITION, VOCABULARY BUILDING, COMPREHENSION, INTERPRETATION, LITERARY DISCRIMINATION AND APPRECIATION, ORGANIZATION, STUDY, SPEED READING AND ORAL READING. ITEMS ARE LISTED ACCORDING TO THEIR ORDER OF INTRODUCTION TO PUPILS. ALSO INCLUDED ARE METHODS OF LEARNING TO READ THROUGH ENGLISH LANGUAGE EXPERIENCES, DESCRIPTION OF LEVELS IN TERMS OF WORD ATTACK SKILLS, HOW TO TEACH READING AS A SECOND LANGUAGE, DEVELOPMENTAL PROCESS FOR TEACHING A READING LESSON, AND KINESTHETIC TECHNIQUES IN REMEDIAL WORK IN SPELLING. AN INFORMAL READING INVENTORY IS GIVEN, BASED ON THE SHELDON BASIC READING SERIES FROM PREPRIMER THROUGH EIGHTH READER, WITH SILENT AND ORAL COMPREHENSION CHECKS. A BASIC WORD LIST IS SHOWN AND BOOKS FOR MATURE READERS ARE RECOMMENDED. ED001101 READING SUPPLEMENT TO CURRICULUM GUIDE FOR TEXAS MIGRATORY. 1963-12-00 75 N/A 1965 2016-11-22

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No Bilingual Students Elementary Education English Instruction Linguistics Non English Speaking Spanish Teaching Guides Teaching Methods RIVERA, CARLOS TEXAS Texas (El Paso) Texas Texas (El Paso) El Paso Board of Education, TX. El Paso Public Schools, TX. DUE TO THE PHENOMENON OF "RETROGRESSION IN READING" WHICH OFTEN TAKES PLACE BETWEEN THE GRADES OF TWO AND THREE AND THE UPPER ELEMENTARY GRADES AMONG BILINGUAL CHILDREN, A MORE LONG-RANGE, SYSTEMATIC READING PROGRAM HAS BEEN DEVELOPED. A READING PROGRAM FOR NONENGLISH SPEAKING STUDENTS (SPANISH) SHOULD NOT BE A REMEDIAL PROGRAM, BUT SHOULD BE APPLICABLE TO ALL STUDENTS, BOTH POOR AND GOOD READERS. THE ULTIMATE OBJECTIVE IS A PROGRAM THAT TEACHES ALL PHASES OF READING. TO IMPROVE PARENT-TEACHER RELATIONSHIPS, THE TEACHER IS ADVISED TO HAVE AT LEAST A BASIC KNOWLEDGE OF SPANISH. ONE OF THE FIRST TASKS CONFRONTING A TEACHER OF SPANISH-SPEAKING CHILD IS TO SLOW DOWN THE CHILD'S SPEECH RATE. THE USE OF PHONICS IN SPEECH IS STRESSED. ENGLISH CONSTRUCTIONS AND USAGES WITH SPANISH-SPEAKING CHILDREN GENERALLY FIND DIFFICULT ARE GIVEN. SINCE PRESENT READING PROGRAMS FOR NONENGLISH SPEAKING CHILDREN ARE CONSIDERED INADEQUATE, TWENTY UNITS TO BEGIN THE CHILD IN HIS STUDY OF ENGLISH ARE INCLUDED. ED001102 THE LINGUISTIC APPROACH IN TEACHING ENGLISH AS A SECOND LANGUAGE. ELEMENTARY LEVEL. 1965-01-00 125 N/A 1965 2016-11-22

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No Community Involvement Demonstrations (Educational) Disadvantaged Educational Objectives Enrichment Learning Activities Preschool Education Research Projects School Counseling Summer Programs Urban Environment Work Study Programs MASSACHUSETTS Massachusetts (Boston) Massachusetts Massachusetts (Boston) Action for Boston Community Development, Inc., MA. DURING THE PERIOD UNDER REVIEW, ABCD WAS ENGAGED IN PROGRAM ELABORATION AND IMPLEMENTATION, ESPECIALLY IN CONJUNCTION WITH THE BOSTON YOUTH OPPORTUNITIES PROJECT. IT HAS ATTEMPTED TO MOVE FROM HOPES AND IDEAS TO TANGIBLE OPERATIONS, TO INSURE THAT CHANGE TAKES PLACE AND TO DESIGN PROGRAMS WITH SUFFICIENT CLARITY SO THAT THEIR USEFULNESS CAN BE FAIRLY AND HONESTLY JUDGED. IT HAS ALSO PAID INCREASING ATTENTION TO SOCIAL PLANNING IN CONJUNCTION WITH BOSTON'S URBAN RENEWAL PROGRAM. THE ACTIVITIES IN PURSUIT OF RESEARCH GOALS HAVE CENTERED ON--RECRUITMENT OF STAFF, DEVELOPMENT AND IMPLEMENTATION OF THE EVALUATION DESIGNS FOR EACH PROGRAM AND IMPACT DESIGN TO MEASURE THE DELINQUENCY PREVENTION EFFECTS OF THE TOTAL PROGRAM, THE OBTAINING AND PROCESSING OF SCHOOL RECORDS, THE DEVELOPMENT OF A TRACKING SYSTEM AND THE DEVELOPING OF OTHER INSTRUMENTS REQUIRED FOR MEASUREMENT. THE FIRST FOUR PROGRAMS WITH THE SCHOOL DEPARTMENTS OF (A) PREKINDERGARTEN, (B) SCHOOL ADJUSTMENT COUNSELING, (C) GUIDANCE AND (D) READING WERE BEGUN AFTER FUNDS WERE GRANTED FROM THE FORD FOUNDATION. ABCD WAS ALSO ENGAGED IN DEVELOPING FOUR ADDITIONAL DEMONSTRATION PROGRAMS--(A) TUTORING, (B) WORK-STUDY, (C) ABILITY IDENTIFICATION AND DEVELOPMENT, AND (D) HOME-SCHOOL LIAISON. FOUR SUMMER PROGRAMS OF RECREATION AND REMEDIATION WERE NAMED--(A) A SUMMER SESSION TAUGHT BY FIVE JESUIT SCHOLASTICS, (B) A BRANDEIS PROGRAM HELD ON CAMPUS FOR POTENTIALLY ABLE BOYS, (C) TWO SUMMER CAMP PROGRAMS WERE DESIGNED BASED ON DIFFERENT PHILOSOPHIES. A SUMMARY OF EACH WAS GIVEN INCLUDING THE ORIGINAL PROGRAM DESIGN, PROGRAM OPERATIONS, A SUMMARY OF THE ORIGINAL EVALUATION DESIGN, A PRELIMINARY EVALUATION REPORT AND A DISCUSSION OF PROBLEMS. A WEEKEND CAMPING PROGRAM WAS ALSO ESTABLISHED. ED001103 A REPORT ON ABCD ACTIVITIES SEPTEMBER, 1963 - AUGUST, 1964. TO THE FORD FOUNDATION AND THE PRESIDENT'S COMMITTEE ON JUVENILE DELINQUENCY AND YOUTH CRIME. 1964-00-00 358 N/A 1965 2016-11-22

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No Disadvantaged Dropout Prevention Experimental Programs Grade 7 Grade 8 Grade 9 Group Counseling Individual Counseling Interviews School Counseling Underachievement SLAVET, JOSEPH S. AND OTHERS Massachusetts (Boston) MASSACHUSETTS Massachusetts Massachusetts (Boston) Action for Boston Community Development, Inc., MA. GUIDANCE PERSONNEL HAVE A GREAT RESPONSIBILITY FOR HELPING STUDENTS IN CULTURALLY DEPRIVED AREAS WHO LAG BEHIND IN SCHOOL ACHIEVEMENT. THE PATTERN OF ACADEMIC FAILURE, OFTEN RESULTING IN DROPOUT, UNEMPLOYMENT, AND IN SOME CASES JUVENILE DELINQUENCY SHOULD BE CHANGED. THIS EXPERIMENTAL PROGRAM IS BASED ON A LONG HISTORY OF GUIDANCE IN BOSTON PUBLIC SCHOOLS, AND IN PARTICULAR A PROGRAM FOR SEVENTH, EIGHTH, AND NINTH GRADES TO OFFSET SCHOOL DROPOUT AND FAILURE. THE MAJOR EMPHASIS DURING THE FIRST TWO MONTHS WILL BE UPON INDIVIDUAL COUNSELING FOR ACADEMICALLY FAILING PUPILS. THE COUNSELING IS STRUCTURED TO IDENTIFY AND ANALYZE THE PUPIL'S PROBLEMS, PRESCRIBE AND HELP IMPLEMENT TREATMENT. IT WILL CONSIST OF A MINIMUM NUMBER OF INTERVIEWS FOR ALL STUDENTS. PROCEDURES FOR FAILURES AND UNDERACHIEVERS INCLUDE DAILY PROGRESS REPORTS, FURTHER TESTING AND CONTACT WITH PARENTS. ALTHOUGH FAILURES ARE GIVEN HIGHEST PRIORITY, ALL STUDENTS ARE ADVISED ON COURSE SELECTION AND GIVEN VOCATIONAL ORIENTATION. THE SECOND COMPONENT OF THE PROGRAM IS SMALL GROUP COUNSELING ON TOPICS WHICH ARE SUGGESTED. THE SUPPORTIVE CLASSROOM PROGRAM IS THE THIRD PART OF THE PROJECT, THE ROLE OF THE GUIDANCE ADVISER IS TO ADVISE TEACHERS OF PUPILS' LEARNING PROBLEMS AND TO HELP IN THE SELECTION OF MATERIALS AND METHODS. ALL PHASES ARE DESCRIBED AND PROCEDURES AND MATERIALS ARE OUTLINED. THE SPECIFIC RESPONSIBILITIES ARE GIVEN FOR THE TEACHER, THE PRINCIPAL, AND THE ADVISER HIMSELF TO THE EXPERIMENTAL GUIDANCE PROGRAM. ED001104 ACTION FOR BOSTON COMMUNITY DEVELOPMENT, INC. AND EXPERIMENTAL GUIDANCE ADVISER PROGRAM IN THE BOSTON PUBLIC SCHOOLS. PROGRAM AND RESEARCH DESIGN, JANUARY, 1965. 1965-01-00 65 N/A 1965 2016-11-22

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No Attitude Change Behavior Problems Comparative Analysis Disadvantaged Elementary School Students Emotional Problems Experimental Programs Research Methodology School Counseling PERLMAN, ROBERT AND OTHERS Massachusetts (Boston) MASSACHUSETTS Massachusetts Massachusetts (Boston) Action for Boston Community Development, Inc., MA. Boston Public Schools, MA. MANY ELEMENTARY SCHOOL CHILDREN IN THE DISADVANTAGED AREAS OF BOSTON MANIFEST SERIOUS EMOTIONAL AND BEHAVIORAL PROBLEMS WHICH HINDER THEIR PERFORMANCE IN SCHOOL AND OFTEN NEGATE THE VALUE OF THE SCHOOL'S EDUCATIONAL PROGRAM. FACTORS IN THE HOME AND NEIGHBORHOOD ENVIRONMENT OFTEN CAUSE PROBLEMS SUCH AS ANTAGONISTIC BEHAVIOR IN SCHOOL, ABUSIVENESS TO OTHER STUDENTS, LACK OF RESPECT FOR AUTHORITY, AGGRESSIVE AND HYPERACTIVE BEHAVIOR, TEMPER TANTRUMS, SADISM, AND OBSCENITY BEFORE PEERS AND TEACHERS. IN THE UPPER ELEMENTARY GRADES, SUCH CHILDREN TEND TO BE TRUANTS AND TO APPEAR FREQUENTLY IN COURTS ON CHARGES RELATING TO DELINQUENCY ACTS. A PUPIL ADJUSTMENT COUNSELING PROGRAM HAS EXISTED IN BOSTON FOR SOME YEARS. PUPILS ARE REFERRED ONLY THROUGH THE PRINCIPAL, AND THE NUMBER OF STUDENTS ASSIGNED TO EACH COUNSELOR IS ABOUT 15,000. BOTH THE ESTABLISHED AND THE EXPERIMENTAL SCHOOL ADJUSTMENT COUNSELING PROGRAMS FOCUS ON THE IDENTIFICATION AND TREATMENT OF BEHAVIORAL AND OTHER PERSONAL PROBLEMS WHICH INTERFERE WITH A CHILD'S LEARNING PROCESS OR WITH THE LEARNING OF OTHER CHILDREN ASSOCIATED WITH HIM. THE EXPERIMENTAL PROGRAM PROVIDES A MUCH SMALLER RATIO OF STUDENTS TO COUNSELOR. THIS SHOULD MAKE POSSIBLE SERVICE FOR MORE CHILDREN, EARLIER DETECTION AND TREATMENT, AND MORE FREQUENT CONTACT WITH FAMILIES OF THE CHILDREN AND COMMUNITY AGENCIES. PUPILS WILL BE REFERRED DIRECTLY TO THE COUNSELOR BY TEACHERS. CLOSER CONTACT BETWEEN TEACHERS AND ADJUSTMENT COUNSELORS WILL ENABLE TEACHERS TO DEAL WITH SOME BEHAVIORAL PROBLEMS AND TROUBLESOME SITUATIONS IN THE CLASSROOMS THEMSELVES. THE TYPOLOGY MANUAL WHICH IS INCLUDED CONTAINS DESCRIPTIONS OF PROBLEMS, AND PROCEDURES TO BE FOLLOWED BY THE COUNSELOR IN WORKING WITH TEACHER, CHILD, PARENTS, AND OTHER SPECIAL RESOURCES. A RESEARCH DESIGN FOR AN EVALUATION OF THE PROGRAM IS GIVEN. ED001105 EXPERIMENTAL SCHOOL ADJUSTMENT COUNSELOR PROGRAM IN THE BOSTON PUBLIC SCHOOLS PROGRAM AND RESEARCH DESIGN. FOURTH DRAFT. 1965-01-00 96 N/A 1965 2016-11-22

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No Community Action Community Services Delinquency Prevention Disadvantaged Youth Research Methodology Research Projects School Counseling Vocational Education Work Study Programs SLAVET, JOSEPH S. MASSACHUSETTS Massachusetts (Boston) Massachusetts Massachusetts (Boston) Action for Boston Community Development, Inc., MA. THE BOSTON YOUTH OPPORTUNITIES PROJECT HAS DEVELOPED ITS PLANS FOR AN ATTACK ON DELINQUENCY IN THE FORM OF AN ACTION-RESEARCH PROJECT. THE PROJECTS' ACTIVITIES IN THE COMMUNITY ARE GIVEN, AND THE LARGER AREAS FOR THIS ATTACK ARE DESCRIBED. THE PROJECT IS AIMED AT REDUCING THE VOLUME AND SERIOUSNESS OF CRIMINAL-TYPE BEHAVIOR OF MALE YOUTH 12 THROUGH 16 YEARS OF AGE IN THE SPECIFIED TARGET AREAS. A RATIONALE SELECTS THE KEY FACTORS IN THE PROBLEM THAT PRESUMABLY CAN BE MANIPULATED TO BRING ABOUT CHANGE. A LOWER-CLASS CHILD'S EXPERIENCES HAVE PRODUCED A SET OF VALUES AND EXPECTATIONS THAT DIVERGE SHARPLY FROM THOSE OF THE SYSTEM, AND A DESTRUCTIVE CYCLE OF MUTUAL MISUNDERSTANDING AND INAPPROPRIATE EXPECTATION IS SET IN MOTION. THE INDIVIDUAL AND THE CONTROL SYSTEM SHOULD BE BROUGHT CLOSER BY INTERVENING IN BOTH SIDES. FACTORS APPLYING TO THOSE WHO PERFORM ROLES THAT IMPINGE ON YOUTH AND FACTORS DIRECTLY APPLYING TO YOUTH ARE PRESENTED. THESE ARE THEORETICAL BASES FOR THE SPECIFIC PROGRAMS. SIXTEEN PROGRAMS AND THEIR BUDGETS ARE DESCRIBED. SERVICE CENTERS ARE PROPOSED FOR FOUR COMMUNITIES. INCLUDED ARE LEGAL, EMPLOYMENT, EDUCATIONAL, MEDICAL AND OTHER SOCIAL SERVICES. A YOUTH TRAINING AND EMPLOYMENT PROGRAM IS DIRECTED AT YOUTHS WHO ARE OUT OF SCHOOL AND UNEMPLOYED. EIGHT PROGRAMS ARE PLANNED WITH THE BOSTON PUBLIC SCHOOLS. THE FIRST GROUP INCLUDES READING, PREKINDERGARTEN, GUIDANCE ADVISORS, AND SCHOOL ADJUSTMENT COUNSELORS. THE SECOND GROUP CONSISTS OF WORK-STUDY, TUTORING, ABILITY IDENTIFICATION AND DEVELOPMENT, AND HOME-SCHOOL LIAISON. DURING THE SUMMER, A COMBINATION CAMP-SCHOOL PROGRAM AND A COLLEGE CAMPUS PROGRAM ARE PLANNED. AN ACTION-RESEARCH APPROACH INVOLVES TWO PROBLEMS IN MEASUREMENT. AT THE END OF THE PROJECT, IT SHOULD BE DETERMINED WHETHER EACH PROGRAM ACCOMPLISHED ITS OWN PURPOSE, AND WHETHER INDIVIDUALLY OR IN COMBINATIONS THEY CONTRIBUTED TO THE REDUCTION OF DELINQUENCY. ED001106 THE BOSTON YOUTH OPPORTUNITIES PROJECT. A REPORT AND A PROPOSAL. 1963-12-12 287 N/A 1965 2016-11-22

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No Behavior Development Cognitive Development Curriculum Development Disadvantaged Language Skills Low Income Groups Parent Participation Preschool Education Program Evaluation Skill Development MASSACHUSETTS Massachusetts (Boston) Massachusetts Massachusetts (Boston) Action for Boston Community Development, Inc., MA. Boston Public Schools, MA. CHILDREN FROM LOW SOCIOECONOMIC GROUPS ARE HANDICAPPED BY THE LACK OF MANY EXPERIENCES FOUND TO BE CONDUCIVE TO SUCCESS IN DEVELOPING SCHOOL SKILLS. THE PRIMARY OBJECTIVE OF THIS EXPERIMENTAL PROGRAM IS THE DEVELOPMENT OF THE COGNITIVE SKILLS AND SCHOOL BEHAVIOR PATTERNS DEEMED TO BE NORMAL FOR CHILDREN OF THEIR AGE. THE FOLLOWING SKILLS ARE TO BE EMPHASIZED--(1) AUDITORY PERCEPTION AND DISCRIMINATION, (2) VISUAL PERCEPTION AND DISCRIMINATION, (3) LANGUAGE AND VERBAL SKILLS, (4) MOTOR CONTROL AND COORDINATION WITH RHYTHM AND TIMING, AND (5) SOCIALIZATION. ELIGIBLE CHILDREN ARE RECRUITED AND REGISTERED DURING THE SUMMER, AND DIVIDED INTO AN EXPERIMENTAL AND A CONTROL GROUP. THE SCHOOL DAY CONSISTS OF TWO 2-HOUR SESSIONS. SMALL-GROUP LESSONS AND RELATED LARGE-GROUP ACTIVITIES ARE CONDUCTED. ONE TEACHER AND ONE ASSISTANT WORKED WITH THE CHILDREN WHILE A SECOND ASSISTANT IS FREE TO WORK WITH PARENTS. PARENTAL PARTICIPATION AND SUPPORT IS CONSIDERED ESSENTIAL TO MAXIMIZE THE BENEFITS TO THE CHILDREN. A RESEARCH DESIGN IS BUILT INTO THE PROGRAM, AND TEACHERS KEEP CAREFUL CHECKLISTS, RATING SCALES AND ANECDOTAL RECORDS WHICH HELP THE EVALUATION. IN-SERVICE TRAINING PROVIDES FOR A MONTH OF STAFF ORIENTATION MEETINGS AT THE BEGINNING OF THE SCHOOL YEAR FOLLOWED BY WEEKLY MEETINGS THROUGHOUT THE YEAR. TEACHERS ASSIST IN DEVELOPING CURRICULUM, AND TESTING OUT NEW IDEAS. ED001107 THE PREKINDERGARTEN PROGRAM. THE BOSTON PUBLIC SCHOOLS AND ACTION FOR BOSTON COMMUNITY DEVELOPMENT, INC. 1963-00-00 4 N/A 1965 2016-11-22

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No Demonstration Programs Disadvantaged Enrollment Parent Participation Preschool Education Records (Forms) Skill Development MANEY, CATHERINE M. MASSACHUSETTS Massachusetts (Boston) Massachusetts Massachusetts (Boston) Action for Boston Community Development, Inc., MA. Boston Public Schools, MA. A LETTER TO PARENTS INVITES THEM TO REGISTER CHILDREN AT LEAST 3 AND 1/2 YEARS OLD FOR THE SECOND YEAR OF THIS EXPERIMENTAL PREKINDERGARTEN PROGRAM. THE FORMS WHICH MUST BE FILLED OUT BY TEACHERS ARE GIVEN. A DAILY SCHEDULE SHOWS THE FIVE PERIODS OF THE SCHOOL DAY--(A) ARRIVAL AND GREETING, (B) ACTIVITY PERIOD WITH FREE CHOICE, (C) SMALL GROUP LESSONS, (D) MUSIC, RHYTHMS, AND STORY, (E) OUTDOOR PLAY AND INDOOR GAMES. A DAILY PLAN SHEET LEAVES SPACES TO BE FILLED IN FOR ACTIVITIES AND NOTES CORRESPONDING TO EACH PERIOD. FOR A PLANNED SMALL GROUP LESSON THE SUBJECT MATERIALS, PROCEDURE, EXPECTED RESULTS AND COMMENTS ARE TO BE INCLUDED. THE NORMS FOR VARIOUS MOTOR SKILLS ARE DESCRIBED ACCORDING TO FOUR PROGRESSIVE STEPS OF DEVELOPMENT. A LANGUAGE DEVELOPMENT FORM IS TO SHOW LEVEL OF DEVELOPMENT IN 11 CATEGORIES. A CHECKLIST OF AUDITORY DISCRIMINATION FACTORS IS ALSO INCLUDED. THE LEVEL OF ACCOMPLISHMENT OF FINE MOTOR SKILLS IS TO BE INDICATED. THESE INCLUDE SKILL IN THE USE OF SCISSORS, PASTE AND CRAYONS, SKILL WITH VARIOUS PUZZLES AND IN DRESSING PROCEDURES. CHECKLISTS FOR VISUAL DISCRIMINATION AND GROSS MOTOR SKILLS ARE GIVEN. A RECORD OF EACH CHILD'S OBSERVED BEHAVIOR AND THE TEACHER'S INTERPRETATION ARE KEPT ON THE ANECDOTAL RECORD FORMS. THE WORDS EMPHASIZED IN SMALL GROUP LESSONS AND THE RESPONSES OF EACH CHILD ARE ALSO TO BE RECORDED. ED001108 BOSTON PUBLIC SCHOOLS ACTION FOR BOSTON COMMUNITY DEVELOPMENT. 1964-06-05 16 N/A 1965 2016-11-22

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No Delinquency Prevention Diagnostic Tests Enrichment Low Income Groups Program Evaluation Reading Consultants Reading Development Skill Development SLAVET, JOSEPH S. AND OTHERS Massachusetts (Boston) MASSACHUSETTS Massachusetts Massachusetts (Boston) Action for Boston Community Development, Inc., MA. Boston Public Schools, MA. A PROGRAM TO REDUCE DELINQUENCY IS PRESENTED. THE SPECIFIC OBJECTIVE IS TO IMPROVE READING PERFORMANCE. THE PROGRAM IS THE RESULT OF A COOPERATIVE EFFORT OF BOSTON PUBLIC SCHOOLS AND ABCD, A PRIVATE ORGANIZATION. THE PROGRAM WILL CONCENTRATE ON THREE AREAS OF THE CITY OF LOW SOCIOECONOMIC LEVEL. TEST RESULTS WHICH ARE DESCRIBED INDICATE THAT READING ACHIEVEMENT IN THE SCHOOLS OF THESE AREAS IS CONSISTENTLY BELOW THE CITY-WIDE MEDIAN, AND THAT THE PUPILS TEND TO FALL PROGRESSIVELY FARTHER BEHIND. IN THE PROGRAM, READING CONSULTANTS WILL BE ASSIGNED TO SCHOOLS IN THREE ELEMENTARY AND THREE JUNIOR HIGH SCHOOL DISTRICTS. INCREASED TIME WILL BE DEVOTED TO READING INSTRUCTION IN ELEMENTARY SCHOOLS, AND TIME WILL BE SET ASIDE IN JUNIOR HIGH SCHOOLS FOR READING INSTRUCTION. WHERE POSSIBLE, STUDENTS WILL BE GROUPED ACCORDING TO ABILITY LEVEL, NOT GRADE PLACEMENT. THE MAIN OBJECTIVES ARE TO INCREASE GENERAL READING VOCABULARY AND TO IMPROVE READING COMPREHENSION. TO ACHIEVE THESE, THE PROGRAM AIMS TO IMPROVE SPECIFIC SKILLS, ATTITUDES, AND CLASSROOM CONDITIONS. EACH OF NINE FACTORS ARE CONSIDERED IN DETAIL AND THE MATERIALS AND PROCEDURES TO BE USED ARE DESCRIBED. AMONG THEM ARE WORD RECOGNITION AND VISUAL PERCEPTION SKILLS. COMPREHENSION, VOCABULARY DEVELOPMENT, AND CRITICAL READING SKILLS. MOTIVATION WILL BE IMPROVED, AND INTEREST IN READING AND APPRECIATION OF GOOD LITERATURE DEVELOPED, AND A STIMULATING CLASSROOM ENVIRONMENT PROVIDED. ED001109 EXPERIMENTAL DEVELOPMENTAL READING PROGRAM IN THE BOSTON PUBLIC SCHOOLS. PROGRAM AND RESEARCH DESIGN. 1964-12-00 27 N/A 1965 2016-11-22

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No Curriculum Development Instructional Materials Programed Instructional Materials Reading Consultants Reading Development Reading Programs Skill Development MANEY, CATHERINE M. Massachusetts (Boston) MASSACHUSETTS Massachusetts Massachusetts (Boston) Action for Boston Community Development, Inc., MA. Boston Public Schools, MA. A PROGRAM TO STIMULATE INTEREST IN READING AND TO DEVELOP BASIC SKILLS WAS ESTABLISHED. THE CURRICULUM WAS DEVELOPED AND THE GOALS, NEEDS OF THE CHILDREN, MATERIALS AND PROCEDURES WERE DETERMINED. THE PLACE OF THE PROGRAM IN THE ELEMENTARY AND JUNIOR HIGH SCHOOL SCHEDULES WAS ESTABLISHED AND STANDARDIZED READING TESTS WERE ADMINISTERED AT THE BEGINNING AND END OF THE PROGRAM. A WIDE VARIETY OF MATERIALS WERE INTRODUCED, INCLUDING PROGRAMMED MATERIALS AND NEW SKILL TEXTS, SO THAT CHILDREN WOULD BE STIMULATED AND THEIR INTEREST HELD. A PRESERVICE TRAINING PERIOD WAS REQUIRED FOR THE READING CONSULTANTS. DURING THESE SESSIONS THE PROGRAMMED MATERIALS AND TEXTS WERE PRESENTED AND WAYS OF INTRODUCING THE PROGRAM TO PARENTS AND TEACHERS WERE DISCUSSED. THERE WERE PRACTICE SESSIONS WITH THE MACHINES, AND A DEMONSTRATION OF THE TECHNIQUES OF TAPE TEACHING IN READING. A LECTURE WAS GIVEN BY A LIBRARIAN ON WAYS TO INTEREST CHILDREN IN LITERATURE. A SERIES OF DISCUSSIONS FOCUSED ON THE ROLE OF THE CONSULTANT WITH THE TEACHERS, AND THE ORGANIZATION OF THE PROGRAM. ALSO A SCHOOL WHICH HAD A PILOT PROGRAM WAS VISITED, AND DEMONSTRATIONS WERE GIVEN IN VARIOUS CONTROL SCHOOLS. ED001110 DEVELOPMENTAL READING PROGRAM BOSTON PUBLIC SCHOOLS AND ACTION FOR BOSTON COMMUNITY DEVELOPMENT. REPORT - SEPTEMBER, 1964. 1964-09-00 4 N/A 1965 2016-11-22

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No Ability Grouping Educational Testing Elementary Schools Inservice Education Junior High Schools Program Evaluation Reading Consultants Reading Programs MASSACHUSETTS Massachusetts (Boston) Massachusetts Massachusetts (Boston) Action for Boston Community Development, Inc., MA. Boston Public Schools, MA. DURING THE FIRST YEAR OF THE PROGRAM, CONSULTANTS PARTICIPATED IN PRESERVICE AND IN-SERVICE TRAINING AND THEY WERE ASSIGNED TO JUNIOR HIGH SCHOOLS AND ELEMENTARY SCHOOLS. FIFTH, SIXTH AND SEVENTH GRADE STUDENTS WERE INCLUDED IN THE PROGRAM. DURING THE CURRENT YEAR, WHICH IS THE SECOND, SEVERAL STEPS HAVE BEEN IMPLEMENTED. THE FOURTH AND EIGHTH GRADES HAVE BEEN ADDED TO THE PROGRAM. THERE IS SOME GROUPING ACROSS GRADE LEVELS. AN ABCD PROGRAM SPECIALIST WILL BEGIN MONITORING THE PROGRAM IN THE SPRING. A MORE EXTENSIVE INSERVICE TRAINING PROGRAM FOR READING CONSULTANTS IS BEING DESIGNED EMPHASIZING SKILLS NEEDED TO USE NEW MATERIALS AND TO ALLEVIATE THE PROBLEM OF THE CULTURALLY DISADVANTAGED. TIME SHOULD BE PROVIDED FOR TEACHERS AND CONSULTANTS TO REVIEW PROBLEMS AND PLAN IMPROVEMENTS. ALL CHILDREN WERE TESTED FOR READING AND GRADE PLACEMENT. THEY WERE TESTED FOR EVALUATION PURPOSES BEFORE AND AFTER THE FIRST YEAR, AND THE DATA IS BEING ANALYZED. IN THE FUTURE, TESTS WILL BE ADMINISTERED BY BOSTON PUBLIC SCHOOL TEACHERS, COLLECTED AND SCORED BY ABCD PERSONNEL. THIS CHANGE IS DUE TO THE LARGE INCREASE IN THE STUDENTS IN THE PROGRAM. ED001111 DEVELOPMENTAL READING PROGRAM APRIL 1965. PROGRESS REPORT. 1965-04-00 8 N/A 1965 2016-11-22

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No Elementary Schools Inservice Education Junior High Schools Preservice Teacher Education Program Evaluation Programed Instructional Materials Reading Consultants Reading Development Reading Programs Skill Development Teaching Methods MANEY, CATHERINE M. SULLIVAN, MARGUERITE G. MASSACHUSETTS Massachusetts (Boston) Massachusetts Massachusetts (Boston) Action for Boston Community Development, Inc., MA. Boston Public Schools, MA. THE GENERAL AIM IS TO PROVIDE AN INSTRUCTIONAL PROGRAM WHICH WILL STIMULATE THE CHILD'S INTEREST IN READING, MOTIVATE HIM TO GREATER ACADEMIC ACHIEVEMENT, AND FOSTER DESIRABLE GROWTH IN THE READING SKILLS AND ABILITIES. TEACHING PROCEDURES SHOULD BE RICH AND VARIED, AND CHILDREN SHOULD BE GROUPED HOMOGENEOUSLY ACCORDING TO READING ABILITY. LESSONS SHOULD BE STRUCTURED TO ENGAGE THE CHILD'S ATTENTION AND TO EXCITE HIS INTEREST, WITH MATERIALS OF PROVEN APPEAL TO CHILDREN. PRESERVICE AND INSERVICE TRAINING FOR THE READING CONSULTANTS WILL BE CONDUCTED. THE DESCRIPTION OF SPECIFIC AIMS INCLUDES SUGGESTED PROGRAMED MATERIALS AND TEXTS, SUGGESTED PROCEDURES, AND THE SKILLS TO BE TAUGHT. WORD RECOGNITION ABILITIES SHOULD BE REVIEWED, AND A STIMULATING ENVIRONMENT PROVIDED TO MOTIVATE THE CHILD. ALL BASIC SKILLS SHOULD BE IMPROVED SO THAT THE CHILD CAN READ AT THE NORMAL RATE FOR HIS GRADE. VISUAL PERCEPTION TECHNIQUES AND VOCABULARY SHOULD BE DEVELOPED. IT IS IMPORTANT TO CREATE AN AWARENESS OF THE NEED FOR READING ABILITY AND TO DEVELOP AN APPRECIATION OF GOOD LITERATURE. THIS PROGRAM SHOULD BE EVALUATED BOTH IN TERMS OF CLASS AND INDIVIDUAL GROWTH. IN ADDITION TO SPECIFIC MEASURES OF PUPIL PROGRESS, INTANGIBLES SUCH AS STUDENT ATTITUDES AND WORK HABITS WILL BE EVALUATED THROUGH QUESTIONNAIRES TO TEACHERS AND PARENTS. ED001112 BOSTON PUBLIC SCHOOLS--DEVELOPMENTAL READING PROGRAM. ELEMENTARY AND JUNIOR HIGH SCHOOLS. 7 N/A 1965 2016-11-22

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No Counseling Services Disadvantaged Dropout Prevention Educational Programs Grade 9 Preschool Education Reading Development Skill Development MASSACHUSETTS Massachusetts (Boston) Massachusetts Massachusetts (Boston) Action for Boston Community Development, Inc., MA. Boston Public Schools, MA. THE PROGRAMS PRESENTED IN THIS PROPOSAL ARE DESIGNED TO PROVIDE SERVICES TO CHILDREN WHOSE FAMILIES ARE STRUGGLING WITH PROBLEMS OF BASIC SURVIVAL AND CULTURAL CONFLICT. THE PROBLEMS OF LEARNING, RETARDATION, FAILURE, DROP-OUT, TRUANCY, DELINQUENCY AND PARENTAL INDIFFERENCE SHOULD BE DEALT WITH IF THESE CHILDREN ARE TO FIND A PLACE IN A SOCIETY WHICH DEMANDS HIGHER AND HIGHER LEVELS OF SKILL. THREE POINTS OF INTERVENTION HAVE BEEN CHOSEN--PRESCHOOL PREPARATION, READING DEVELOPMENT, AND COUNSELING. SCHOOLS OF GRADES KINDERGARTEN THROUGH NINE WERE CHOSEN IN DISADVANTAGED AREAS. TEST SCORES DEMONSTRATE THE LOW LEVEL OF LEARNING ACHIEVEMENT IN THESE SCHOOLS. THE RESEARCH COMPONENT OF THE ACTION-RESEARCH PROPOSAL SHOULD SEEK TO ANSWER THESE QUESTIONS--(A) SPECIFICALLY WHO WERE EXPOSED TO THE PROGRAM, (B) WHAT SPECIFIC PROCEDURES WERE USED, (C) DID THOSE EXPOSED CHANGE IN THE DIRECTION INDICATED BY THE OBJECTIVES, AND (D) CAN SUCH CHANGES BE ATTRIBUTED TO THE INTERVENTION OF THE PROGRAM. A RESEARCH DESIGN WILL WORK WITH DATA PROVIDED BY PERSONNEL TO DETERMINE THE IMPACT OF EACH PROGRAM. THE FOUR PROGRAMS ARE--(1) PREKINDERGARTEN CLASSES WILL SEEK TO ATTAIN FOR DISADVANTAGED CHILDREN THE COGNITIVE SKILLS AND SCHOOL BEHAVIOR PATTERNS WHICH ARE NORMAL. IMPORTANT TO THE PROGRAM IS PARENTAL INVOLVEMENT, (2) THE SCHOOL ADJUSTMENT COUNSELING PROGRAM IS DIRECTED AT CHILDREN WITH EMOTIONAL OR BEHAVIORAL PROBLEMS RELATED TO THEIR ENVIRONMENT, WHICH INTERFERE WITH LEARNING. THE COUNSELOR WILL ASSIST TEACHERS IN COPING WITH CLASSROOM PROBLEMS, HELP CHILDREN DIRECTLY, AND PROVIDE A LINK WITH FURTHER COMMUNITY SERVICES, (3) GUIDANCE ADVISORS PROGRAM WILL WORK IN ELEMENTARY AND JUNIOR HIGH SCHOOL. COUNSELORS WILL TRY TO ACQUAINT STUDENTS WITH THE WORLD OF WORK, THEIR OWN POTENTIAL, AND RESPONSIBILITIES, AND THEREBY REDUCE FAILURES AND DROUPOUTS, AND (4) THE DEVELOPMENTAL READING PROGRAM WILL SEEK TO IMPROVE READING IN CONTENT AREAS AND TO DEVELOP SPECIFIC SKILLS. AN ENRICHMENT PROGRAM FOR ABLE STUDENTS IS INCLUDED. ED001113 DEMONSTRATE PROGRAMS FOR CULTURALLY-DISADVANTAGED CHILDREN IN THE BOSTON PUBLIC SCHOOLS. A PROPOSAL. 1963-06-00 116 N/A 1965 2016-11-22

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No Academic Achievement Demonstration Programs Disadvantaged Youth Group Instruction Inner City Motivation Techniques School Counseling Skill Development Summer Programs SACHAR, ABRAHAM Massachusetts (Boston) MASSACHUSETTS Massachusetts Massachusetts (Boston) Action for Boston Community Development, Inc., MA. Brandeis Univ., Waltham, MA. A LARGE PERCENTAGE OF BOYS FROM POORER URBAN NEIGHBORHOODS DO NOT SEEK EDUCATION BEYOND HIGH SCHOOL, FOR FINANCIAL REASONS OR LACK OF INTEREST IN OR KNOWLEDGE ABOUT COLLEGE LIFE. THIS PROPOSAL HAS AS ITS PRIMARY OBJECTIVES TO DEMONSTRATE THAT POTENTIALLY ABLE BUT UNDERACHIEVING STUDENTS, WHEN EXPOSED TO A SUMMER PROGRAM THAT RECOGNIZES AND DEVELOPS THEIR INTERESTS AND REWARDS THEIR TALENTS WILL--(1) IMPROVE THEIR SUBSEQUENT SCHOOL PERFORMANCE, AND (2) CONTINUE THEIR HIGH SCHOOL AND POST-HIGH SCHOOL EDUCATION LONGER THAN IF THEY HAD NOT BEEN EXPOSED TO THE PROGRAM. IT IS DESIGNED TO EXPOSE THE STUDENTS TO NEW EXPERIENCES, DEVELOP READING SKILL AND ENTHUSIASM FOR READING, INTRODUCE NEW FIELDS OF INTEREST AND PROVIDE STUDENTS WITH INFORMATION ABOUT FUTURE EDUCATIONAL OPPORTUNITIES, CAREER OPPORTUNITIES, PART-TIME JOB OPPORTUNITIES, AND COMMUNITY SERVICES. IT OFFERS AN ENJOYABLE SUMMER EXPERIENCE ASSOCIATED WITH LEARNING ON A COLLEGE CAMPUS. THE PROGRAM INCLUDES 100 BOYS AND PERSONNEL OF A COORDINATOR, TWO MASTER TEACHERS AND TEN GROUP LEADERS. THE TOTAL PROGRAM CONTAINS SIX PARTS--(1) ENGLISH SKILLS WILL CONCENTRATE ON A READING DEVELOPMENT SEGMENT TO IMPROVE READING ACHIEVEMENT AND A LANGUAGE ARTS SEGMENT OF READING FOR EMPLOYMENT, EXPOSITORY WRITING, SPEAKING AND LISTENING, (2) THE ATHLETICS PROGRAM WILL WORK FOR PROGRESS IN BODY-BUILDING AND SWIMMING ABILITY, (3) EYE-OPENERS WILL INTRODUCE NEW AREAS OF INTEREST IN SCIENCES, SOCIAL SCIENCE, HUMANITIES AND ARTS, WITH THE HELP OF FILMS AND OUTSIDE RESOURCES, (4) SMALL DISCUSSION GROUPS WILL MEET EVERY DAY, AND WILL EXPLORE SUBJECTS OF INTEREST TO THE GROUP. IT PROVIDES AN OPPORTUNITY TO GIVE INFORMATION ON JOBS AND COLLEGES, (5) INDEPENDENT PROJECTS IN SUBJECTS SUCH AS SCIENCES, ARTS, CURRENT EVENTS WILL BE CHOSEN BY EACH STUDENT IN CONFERENCE WITH A STAFF MEMBER, AND (6) EXPOSURES TO NEW CULTURAL OR RECREATIONAL EXPERIENCES WILL INCLUDE EXCURSIONS TO AREA COLLEGES AND CAMPING AND HIKING TRIPS. ED001114 ACTION FOR BOSTON COMMUNITY DEVELOPMENT, INC. AND BRANDEIS UNIVERSITY DEMONSTRATION COLLEGE COMPUS PROGRAM, SUMMER, 1964 BRANDIS UNIVERSITY, WALTHAM, MASSACHUSETTES. 1964-00-00 16 N/A 1965 2016-11-22

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No Ability Grouping Academic Achievement Demonstration Programs Disadvantaged Youth Dropout Prevention Enrichment Grade 9 Motivation Techniques Skill Development Summer Programs WILLIAMSON, JOHN J. AND OTHERS Massachusetts (Boston) MASSACHUSETTS Massachusetts Massachusetts (Boston) Action for Boston Community Development, Inc., MA. YOUTHS FROM "UNDER-PRIVILEGED" AREAS IN BOSTON HAVE DEFICIENCIES IN THE BASIC ACADEMIC DISCIPLINES WHICH PREVENT SCHOLASTIC PROGRESS AND MAY RESULT IN SCHOOL DROUPOUTS. THIS PROGRAM IS ADMINISTERED BY FIVE JESUIT SCHOLASTICS TO FIFTY BOYS ENTERING NINTH GRADE, AND WILL LAST FOUR WEEKS. GROUPING WILL BE ACCORDING TO THE CALIFORNIA BATTERY OF ACHIEVEMENT TESTS. THE PROGRAM FOCUSES ON BASIC ENGLISH USAGE, BOTH WRITTEN AND ORAL, AND THE BASIC SKILLS OF MATHEMATICS. IN ADDITION THE PROGRAM WILL PROVIDE SCIENTIFIC EXPERIENCES DESIGNED TO AWAKEN INTEREST AND TO HELP THE STUDENT TO PERCEIVE THE RELATIONSHIP BETWEEN SCIENCE AND MATHEMATICS. IN THE AFTERNOON, THE PROGRAM INCLUDES VARIOUS CULTURAL AND RECREATIONAL EXCURSIONS WHICH ARE AIMED AT ACQUAINTING THE STUDENT WITH OPPORTUNITIES FOR FURTHER DEVELOPMENT IN THE AREAS OF SCIENCE, ART, AND HISTORY, AND AT RENDERING THE PROGRAM MORE ATTRACTIVE. THE ENGLISH PROJECT AIMS TO DEVELOP AND INCREASE VERBAL ABILITY BY INCREASING VOCABULARY, REINFORCING ALL ASPECTS OF GRAMMAR, AND DEVELOPING A SENSE OF CORRECT PRONUNCIATION. THE MATHEMATICS PROJECT AIMS TO REINFORCE AND DEVELOP KNOWLEDGE OF BASIC ARITHMETIC OPERATIONS AND PROBLEM-SOLVING SKILLS. AFTER A SERIES OF INTRODUCTORY LECTURE DEMONSTRATIONS, EACH STUDENT WILL SPECIALIZE IN ONE AREA OF SCIENCE, BIOLOGY, CHEMISTRY OR PHYSICS ACCORDING TO HIS INTEREST. PROCEDURES AND MATERIAL FOR ALL OF THESE EDUCATIONAL EXPERIENCES ARE DESCRIBED. THE AFTERNOON EXCURSIONS WILL BE TO SITES OF CULTURAL, HISTORICAL OR SCIENTIFIC INTEREST. THE RECREATIONAL PROGRAM INCLUDES VARIOUS ATHLETIC ACTIVITIES AND OUTING. ED001115 ACTION FOR BOSTON COMMUNITY DEVELOPMENT, INC. AND FIVE JESUIT SCHOLASTICS. DEMONSTRATION SUMMER PROGRAM JULY-AUGUST, 1964 BOSTON COLLEGE HIGH SCHOOL, SOUTH BOSTON, MASSACHUSETTS. ATTACHMENT A. 1964-00-00 29 N/A 1965 2016-11-22

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No Auditory Discrimination Disadvantaged Kindergarten Learning Readiness Reading Difficulty Reading Research Social Influences Verbal Ability DEUTSCH, CYNTHIA P. New York (New York) WEPMAN AUDITORY DISCRIMINATION TEST Dehirschs Neurophysiological Immaturity NEW YORK New York New York (New York) New York Medical Coll., NY. EVIDENCE SUGGESTS READING ABILITY IS RELATED TO OTHER COMMUNICATION SKILLS SUCH AS LISTENING AND SPEAKING. DISTRUPTION IN THE PROCESS OF RECEIVING, ANALYZING, AND UTILIZING AUDITORY STIMULI MAY HAVE DELETERIOUS EFFECTS UPON A CHILD'S DEVELOPMENT OF READING SKILLS, ESPECIALLY IF THIS DISRUPTION OCCURS IN PRESCHOOL CHILDREN. THOSE GROWING UP IN NOISE-FILLED SLUM AREAS MAY, THUS, NEED AUDITORY DISCRIMINATION TRAINING IN ORDER TO DERIVE MAXIMUM BENEFIT FROM READING TRAINING. KINDERGARTEN MAY BE THE OPTIMUM TIME FOR THIS TRAINING. STUDIES SHOW THAT THE WEPMAN AUDITORY DISCRIMINATION TEST CORRELATED WITH FEW OTHER MEASURES OF VERBAL SKILLS. MORE SIGNIFICANT RELATIONSHIPS WERE FOUND BETWEEN WEPMAN SCORES AND VERBAL MEASURES FOR RETARDED READERS THAN NORMALS AND MORE FOR FIRST GRADERS THAN FOR FIFTH GRADE CHILDREN AMONG SUBJECTS UNSELECTED FOR READING ABILITY. CHARACTERISTICS OF POOR READERS WERE FOUND TO BE THAT THEY HAVE MORE DIFFICULTY WITH AUDITORY DISCRIMINATION, MORE DIFFICULTY WITH SHIFTING BETWEEN VISUAL AND AUDITORY MODALITIES, AND THEY ARE MORE INEFFICIENT AT A SERIAL LEARNING TASK WHEN THE STIMULI ARE AUDITORY RATHER THAN VISUAL. HERE AGAIN THE PERFORMANCE OF POORER READERS RELATED TO BETTER PARALLELS THAT OF YOUNGER CHILDREN AS COMPARED WITH OLDER. THIS TENDS TO SUPPORT DE HIRSCH'S HYPOTHESIS OF "NEUROPHYSIOLOGICAL IMMATURITY" IN MANY CHILDREN WITH READING AND LANGUAGE DIFFICULTIES. ONE CAN THUS POSTULATE THAT MINIMUM LEVEL OF AUDITORY DISCRIMINATION SKILL IS NECESSARY FOR THE ACQUISITION OF READING AND OF GENERAL VERBAL SKILLS. ONCE THAT MINIMUM LEVEL IS REACHED AUDITORY DISCRIMINATION MAY NO LONGER BE HIGHLY CORRELATED WITH THESE ABILITIES. ED001116 AUDITORY DISCRIMINATION AND LEARNING--SOCIAL FACTORS. 38 N/A 1965 2016-11-22

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No Advisory Committees Aspiration Black Youth De Facto Segregation Desegregation Methods Educational Problems Educationally Disadvantaged Motivation Racial Balance Self Concept ADVISORY COMMITTEE ON RACIAL INBALANCE AND EDUCATION MASSACHUSETTS Massachusetts (Boston) Massachusetts Massachusetts (Boston) Massachusetts State Dept. of Education, Boston. THE OFFICIAL TASK OF THE ADVISORY COMMITTEE ON RACIAL IMBALANCE WAS TO DETERMINE IF RACIAL IMBALANCE EXISTS, IF IT EXISTS, TO DETERMINE IF RACIAL IMBALANCE IS EDUCATIONALLY HARMFUL, AND IF HARMFUL, TO RECOMMEND WAYS OF ELIMINATING IT. IN ANSWER TO THE FIRST ASPECT OF THIS COMMITTEE CHARGE, A SCHOOL CENSUS IN MARCH, 1964 REVEALED THAT RACIAL IMBALANCE, OR A RATIO BETWEEN NEGRO AND OTHER STUDENTS IN PUBLIC SCHOOLS WHICH IS SHARPLY OUT OF BALANCE WITH THE RACIAL COMPOSITION OF THE SOCIETY IN WHICH NEGRO CHILDREN STUDY AND SERVE, DID EXIST IN MASSACHUSETTS SCHOOLS. THE CENSUS SHOWED CLEARLY THAT NEGRO CHILDREN IN MASSACHUSETTS ATTEND PREDOMINANTLY NEGRO SCHOOLS WHILE THE OVERWHELMING MAJORITY OF WHITE CHILDREN ATTEND SCHOOLS THAT ARE EITHER ALL WHITE OR HAVE FEWER THAN FIVE NONWHITE STUDENTS. CONCLUSIONS OF THE ADVISORY COMMITTEE ALSO STATED THAT RACIAL IMBALANCE REPRESENTS A SERIOUS CONFLICT WITH THE AMERICAN CREED OF EQUAL OPPORTUNITY AND IS DETRIMENTAL TO SOUND EDUCATION IN SEVERAL WAYS. FIRST, RACIAL SEGREGATION HAS A POWERFUL AND INJURIOUS IMPACT ON THE SELF-IMAGE, CONFIDENCE, MOTIVATION, AND SCHOOL ACHIEVEMENT OF NEGRO CHILDREN. SECONDLY, SEPARATING IS HARMFUL TO ALL CHILDREN, WHITE AND NONWHITE BECAUSE IT BREEDS IGNORANCE, FEAR, AND PREJUDICE. THIRDLY, IT OFTEN PRODUCES INFERIOR EDUCATIONAL FACILITIES IN PREDOMINANTLY NEGRO SCHOOLS. IT ALSO PRESENTS AN INACCURATE PICTURE OF LIFE TO BOTH WHITE AND NEGRO CHILDREN AND PREPARES THEM INADEQUATELY FOR MULTI-RACIAL WORLD. FINALLY, SEGREGATED SCHOOLS IMPAIR THE OPPORTUNITIES OF MANY NEGRO CHILDREN TO PREPARE FOR PROFESSIONAL AND VOCATIONAL REQUIREMENTS OF OUR TECHNOLOGICAL SOCIETY. SPECIFIC RECOMMENDATIONS OF ELIMINATING RACIAL IMBALANCE IN FIVE MASSACHUSETTS CITIES ARE OUTLINED. ED001117 BECAUSE IT IS RIGHT EDUCATIONALLY, PARTS 1 AND 2. 1965-04-00 131 N/A 1965 2016-11-22

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No Advisory Committees Aspiration Black Youth Desegregation Methods Educational Improvement Educational Problems Educationally Disadvantaged Motivation Racial Balance ADVISORY COMMITTEE ON RACIAL IMBALANCE AND EDUCATION Massachusetts (Boston) MASSACHUSETTS Massachusetts Massachusetts (Boston) Massachusetts State Dept. of Education, Boston. RACIAL IMBALANCE HAMPERS THE FULLEST ACADEMIC AND VOCATIONAL DEVELOPMENT OF THOSE AFFECTED BY IT AND IMPAIRS ADEQUATE PREPARATION FOR THE DUTIES OF AMERICAN CITIZENSHIP. THE PRACTICAL DEFINITION OF A RACIALLY IMBALANCE SCHOOL WAS ONE IN WHICH COMPOSITION OF THE SCHOOL POPULATION IS SHARPLY OUT OF BALANCE WITH THE RACIAL COMPOSITION OF THE SOCIETY IN WHICH NEGRO CHILDREN STUDY, SERVE, AND WORK. BASED ON THE ASSUMPTION THAT RACIAL IMBALANE EXISTS AND ADVERSELY AFFECTS THE SOUND EDUCATION OF THOSE WHITE AND NEGRO CHILDREN IN SEPARATE OR UNFAVORABLY BALANCED SCHOOLS, EIGHT POSSIBLE AREAS OF FOCUS ARE SUGGESTED AS WAYS OF ELIMINATING THE DETRIMENTAL CONDITIONS. AMONG THE MATTERS PROPOSED FOR CONSIDERATION ARE WAYS--TO PLAN THE FUTURE LOCATION OF SCHOOLS IN ORDER TO AVOID RACIAL IMBALANCE, IN WHICH NEW DESIGNS FOR CAMPUS-STYLE NEIGHBORHOOD SCHOOLS MAY BE DEVELOPED TO SERVE ENLARGED AND MORE REPRESENTATIVE COMMUNITY AREAS, TO ENCOURAGE DEVELOPMENT OF INTEGRATED FACULTIES, TO IMPROVE EXISTING GUIDANCE SERVICES, TO IMPROVE TEACHER EDUCATION IN INTERRACIAL RELATION, POSSIBILITIES OF A LIMITED AND VOLUNTARY STUDENT EXCHANGE PROGRAM BETWEEN URBAN AND SUBURBAN SCHOOL DISTRICTS, WAYS TO EXPAND COMPENSATORY EDUCATION FOR DISADVANTAGED CHILDREN, AND POSSIBILITIES OF ENCOURAGING SCHOOL SYSTEMS TO SELECT TEXTBOOKS AND OTHER TEACHING MATERIALS MORE EFFECTIVE IN THE PREPARATION OF CHILDREN FOR LIVING IN MODERN SOCIETY. ED001118 ADVISORY COMMITTEE ON RACIAL IMBALANCE AND EDUCATION. INTERIM REPORT. 1964-07-01 30 N/A 1965 2016-11-22

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No Disadvantaged Educational Problems Learning Readiness Performance Factors School Responsibility Social Problems Youth Problems TABA, HILDA California (San Francisco) California (San Francisco) San Francisco State Coll., CA. TO PROVIDE A THEORETICAL ORIENTATION FOR PROGRAMS DEALING WITH CULTURALLY DEPRIVED CHILDREN, FOUR QUESTIONS ARE EXPLORED--(1) WHAT IS THE SITUATION. (2) WHAT ARE THE SOCIAL AND PSYCHOLOGICAL FACTORS WHICH ACCOUNT FOR IT. (3) WHAT IS THE EDUCATIONAL PROBLEM. (4) WHAT IS THE TASK OF THE SCHOOL. SEVERAL FACTORS ACCOUNT FOR A PROBLEM WITH CULTURALLY DEPRIVED CHILDREN. THE LARGER SCHOOL POPULATIONS IN THE CITIES, RESULTING FROM LARGE MIGRATIONS FROM FOREIGN COUNTRIES AND RURAL AREAS, AND CAUSING UNEMPLOYMENT AND CULTURE MIXTURES, AND THE EFFORTS OF THE SCHOOLS TO EDUCATE ALL CHILDREN HAVE BROUGHT THIS PROBLEM TO THE FOREFRONT. AS THESE CONDITIONS INCREASE THE DISTANCE BETWEEN THE SCHOOL CULTURE AND THAT OF THE HOME AND THE NEIGHBORHOOD INCREASES. BECAUSE OF THIS, THE USUAL PROBLEMS OF THE BIG CITY SCHOOLS ARE MAGNIFIED. THE FIRST STEP IN FINDING A SOLUTION TO THE PROBLEM IS TO FIND THE RELATIONSHIP BETWEEN CULTURAL BACKGROUND AND SCHOOL LEARNING. THE CULTURALLY DEPRIVED CHILD SEEMS DISADVANTAGED IN EVERY AREA. LACK OF BASIC SKILLS, LACK OF READINESS FOR SCHOOL, LACK OF EXPERIENCE IN REASONING, CONCEPTUALIZING, LANGUAGE MANIPULIZING AND SOCIAL LEARNING GENERATES HOSTILITY TO SCHOOL, TEACHERS, AND THE WHOLE BUSINESS OF LEARNING. THEREFORE, SCHOOLS FOR CULTURALLY DEPRIVED CHILDREN SHOULD BE SUPPLEMENTARY AND COUNTERACT THE SOCIAL LEARNING OF THESE CHILDREN IF THEY ARE TO HAVE AN EQUAL OPPORTUNITY TO LEARN. SCHOOLS SHOULD FILL THE GAPS LEFT BY SOCIAL LEARNING AT HOME AND MEND THE CONFLICT BETWEEN THE CULTURE OF THE HOME AND THAT OF THE SCHOOL. ED001119 CULTURAL DEPRIVATION AS A FACTOR IN SCHOOL LEARNING. 1963-05-00 25 N/A 1965 2016-11-22

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No Black Youth Citizenship Community Involvement Educational Improvement Government Role Problems School Role Self Concept Social Change KVARACEUS, WILLIAM C. AND OTHERS Tufts Univ., Medford, MA. Lincoln Filene Center for Citizenship and Public Affairs. THREE SECTIONS ARE PRESENTED--(1) THE SELF-CONCEPT--BASIS FOR REEDUCATION OF NEGRO YOUTH (2) POLITICAL SOCIALIZATION OF NEGROES--IMAGE DEVELOPMENT OF SELF AND POLITY (3) NEGRO YOUTH AND SOCIAL ADAPTATION--THE ROLE OF THE SCHOOL AS AN AGENT OF CHANGE. SOME OF THE ISSUES DISCUSSED ARE--THAT THE PROBLEM IS ONE OF DISADVANTAGED YOUTH AS WELL AS A SPECIFIC RACIAL ONE, THAT THE PACE OF THE NEGRO REVOLT AND SOCIAL CHANGE IS INCREASING, THAT THE SCHOOLS ARE INTRICATELY INVOLVED IN A SOCIAL REVOLUTION, AND THAT THE NEGRO HAS A PROBLEM OF FINDING A SENSE OF SELF AS HE MOVES UP THE SOCIAL STRUCTURE. PROPOSALS FOR CHANGING SOCIAL-CIVIC PROCESS INVOLVE MORE EFFECTIVE POLITICS, GREATER USE OF THE SCHOOL, COMMUNITY EVENTS (LIKE BOYCOTTS AND SIT-INS), PARENTAL ACTION REGARDING THE SCHOOL, AND INVOLVEMENT WITH MUNICIPAL COUNTY AND STATE GOVERNMENT UNITS. ED001120 NEGRO SELF-CONCEPT--IMPLICATIONS FOR SCHOOL AND CITIZENSHIP. 1964-00-00 257 N/A 1965 8/17/2004 21:58:45 DISA1965

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No Chemistry Curriculum Guides Fundamental Concepts High Schools Resource Materials Teaching Methods Units of Study HELWIG, G. ALFRED AND OTHERS Maryland (Baltimore) Maryland (Baltimore) Baltimore City Public Schools, MD. AN ELECTIVE CHEMISTRY COURSE IS DESIGNED TO BE EQUALLY VALUABLE TO BOTH FUTURE SCIENTISTS AND NONSCIENTISTS. THE EMPHASIS IS PLACED ON FUNDAMENTAL CONCEPTS AND RELATIONSHIPS RATHER THAN ON DESCRIPTIVE AND APPLIED CHEMISTRY. MAJOR OBJECTIVES ARE--TO SURVEY THE PRESENT STATE OF CHEMICAL KNOWLEDGE, TO EXAMINE IN SOME DEPTH CENTRAL CHEMICAL CONCEPTS INCLUDING STRUCTURE, BONDING, AND ENERGY CHANGES, TO ACQUAINT STUDENTS WITH THE EXPERIMENTAL METHOD AND ITS PARTICULAR APPLICATION IN CHEMISTRY, AND TO APPRECIATE THE POWER OF MODERN CHEMISTRY IN HELPING MAN CONTROL HIS ENVIRONMENT. CHEMISTRY UNITS OUTLINED ARE--FUNDAMENTALS OF CHEMISTRY, PERIODIC RELATIONSHIPS, MOTION AND DYNAMIC EQUILIBRIUM, INORGANIC REACTIONS, ORGANIC REACTIONS, AND NUCLEAR REACTIONS. EACH STUDY GUIDE CONSISTS OF--AN INTRODUCTORY PAGE WHICH EXPLAINS THE CONTENT AND INTEGRATING IDEAS WHICH FORM THE FRAMEWORK OF THE UNIT, A CHART OF SPECIFIC SUGGESTIONS FOR TEACHING THE UNIT, AND RESOURCE SHEETS OF VARIOUS KINDS. SOME OF THE RESOURCE SHEETS GIVE SUBJECT MATTER NEEDED TO DEVELOP THE UNIT BUT NOT AVAILABLE IN THE TEXTBOOK. OTHERS PRESENT DETAILED DIRECTIONS FOR DEMONSTRATIONS AND EXPERIMENTS. THE FINAL RESOURCE SHEET PROVIDES SUGGESTIONS FOR INDEPENDENT STUDY IN EACH UNIT. ED001121 A COURSE OF STUDY IN CHEMISTRY. 1961-00-00 251 N/A 1965 2016-11-22

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No Achievement Tests Aptitude Tests Classroom Techniques College Instruction Comparative Analysis Data Processing Experimental Teaching Interest Inventories Learning Activities Teaching Methods Tests STODOLA, QUENTIN C. AND OTHERS NORTH DAKOTA North Dakota (Fargo) North Dakota North Dakota State Univ., Fargo. THE USE OF PRACTICE TESTS AS A LEARNING AID WAS EVALUATED. ATTEMPTS WERE MADE TO DEMONSTRATE HOW DATA PROCESSING EQUIPMENT COULD BE USED EFFECTIVELY TO REPRODUCE TESTS AND ANALYZE TEST RESULTS FOR IMPROVEMENT OF INSTRUCTION. INITIALLY, A CLASS OF STUDENTS IN TESTS AND MEASUREMENTS AT NORTH DAKOTA STATE UNIVERSITY (THE REFERENCE GROUP) WAS ADMINISTERED FIVE UNIT TESTS AND FINAL EXAMINATION. THE TEACHING PROCEDURES FOLLOWED THE USUAL LECTURE-DISCUSSION METHOD. A SECOND CLASS IN TESTS AND MEASUREMENTS (THE EXPERIMENTAL GROUP) WAS TAUGHT BY A DIFFERENT METHOD BUT ADMINISTERED THE SAME UNIT TESTS AND FINAL EXAMINATION AS THE REFERENCE GROUP. LECTURES WERE COMPRESSED TO PERMIT TIME FOR A PRACTICE TEST FOLLOWED BY DISCUSSION TO PRECEDE EACH UNIT TEST. THE PRACTICE TESTS WERE PARALLEL IN CONTENT AND DIFFICULTY WITH THE UNIT TESTS. THE DATA INDICATED HIGHER MEAN SCORES FOR THE GROUP WHICH WAS ADMINISTERED THE PRACTICE TESTS. FORTY-SEVEN OUT OF 48 DIFFERENT COMPARISONS FAVORED THE EXPERIMENTAL GROUP WHEN SEPARATE CONSIDERATION WAS GIVEN TO VARIOUS UBGROUPS. A LARGE MAJORITY OF THE STUDENTS FAVORED THE USE OF PRACTICE TESTS FOLLOWED BY DISCUSSION OF RESULTS. THE DATA PROCESSING EQUIPMENT PROVIDED AN EFFECTIVE MEANS FOR REPRODUCING TEST BOOKLETS AND SERVED AS AN AID FOR PLANNING INSTRUCTION TO COVER POINTS NOT FULLY UNDERSTOOD BY THE CLASS. OVERALL, USE OF PRACTICE TESTS AND DATA PROCESSING EQUIPMENT IS BELIEVED TO HAVE CONTRIBUTED TO EFFECTIVE LEARNING IN THIS EXPERIMENTAL STUDY. ED001122 FREQUENT CLASSROOM TESTING AS A LEARNING AID USING DATA PROCESSING. 64 N/A 1965 2016-11-22

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No Anxiety Cognitive Processes College Students Performance Factors Problem Solving Task Performance BLATT, SIDNEY J. CONNECTICUT JOHN RIMOLDI PROBLEM SOLVING APPARATUS Connecticut (New Haven) Connecticut Connecticut (New Haven) Yale Univ., New Haven, CT. THE EFFECT OF ANXIETY ON COGNITIVE PROCESS HAS BEEN AN AREA OF EXTENSIVE RESEARCH. CONSIDERABLE EVIDENCE HAS INDICATED THAT HIGH ANXIOUS SUBJECTS ARE INFERIOR TO LOW ANXIOUS SUBJECTS ON COMPLEX COGNITIVE TASKS. ANOTHER FACTOR WHICH MAY INFLUENCE THE EFFECTS OF ANXIETY IS THE CONDITIONS UNDER WHICH A TASK IS PRESENTED. RECENT RESEARCH HAS SUGGESTED THAT A PLAYFUL ATMOSPHERE MAY FACILITATE THE PERFORMANCE OF HIGH ANXIOUS SUBJECTS. THE PURPOSE OF THIS STUDY WAS TO STUDY THE EFFECT OF A PLAYFUL CONDITION, AS COMPARED TO NEUTRAL AND EVALUATIVE CONDITIONS, ON THE PROBLEM-SOLVING PERFORMANCE OF HIGH AND LOW ANXIOUS SUBJECTS. AN EQUAL NUMBER OF HIGH AND LOW ANXIOUS SUBJECTS WAS CHOSEN FROM A GROUP OF COLLEGE STUDENTS. THE JOHN-RIMOLDI (PROBLEM-SOLVING APPARATUS) WAS USED AS THE PROBLEM-SOLVING TASK. THE RESULTS OF THE STUDY SUPPORTED HYPOTHESIS THAT HIGH-ANXIOUS SUBJECTS WOULD SHOW LESS EFFICIENCY. THE HIGH ANXIOUS SUBJECTS WERE NOT AFFECTED, HOWEVER, BY VAIATIONS IN INSTRUCTION. THE PRIMARY DIFFERENCES BETWEEN HIGH AND LOW ANXIOUS SUBJECTS OCCURRED IN THE INITIAL PHASE OF THE PROBLEM-SOLVING PROCESS. ALTHOUGH PROBLEMS WERE OF VARYING DEGREES OF COMPLEXITY, IT WAS THE INITIAL ADAPTATION TO A SITUATION OR TO A NEW PROBLEM THAT SEEMED TO PRESENT THE MAJOR DIFFICULTY TO A HIGH ANXIOUS SUBJECT. HIS EFFICIENCY WAS INCREASED MORE BY FAMILIARITY WITH THE SITUATION AND WITH THE TASK THAN BY ANY VARIATIONS OF INSTRUCTIONS OR COMPLEXITY. ED001123 EFFECTS OF TEST ANXIETY AND INSTRUCTIONAL CONTEXT ON PROBLEM SOLVING. 1963-00-00 70 N/A 1965 2016-11-22

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No Administrators Conflict Interviews Measurement Techniques Power Structure Questionnaires School Personnel Teacher Attitudes Test Construction Test Validity CORWIN, RONALD G. COLUMBUS OHIO Ohio Ohio State Univ., Columbus. DESCRIBED IS THE FIRST YEAR OF A PROPOSED 3-YEAR STUDY. MAJOR OBJECTIVES WERE TO DEVELOP THE INSTRUMENTATION AND MEASUREMENT PROCEDURES IN PREPARATION FOR A LARGER STUDY OF THE CONFLICTS WHICH OCCUR AMONG PROFESSIONAL EDUCATORS EMPLOYED IN PUBLIC BUREAUCRACIES OF VARYING SIZE AND COMPLEXITY. TWO TYPES OF CONFLICTS WERE INVESTIGATED--(1) FRICTION INCIDENTS WHICH HAVE RECENTLY OCCURED BETWEEN TEACHERS AND THEIR ADMINISTRATORS, AS DESCRIBED BY A SAMPLE OF TEACHERS, AND (2) CONFLICTING CONCEPTIONS OF TEACHERS' PROFESSIONAL AND EMPLOYEE ROLES AS MEASURED BY LIKERT-TYPE STATUS ORIENTATION SCALES. THE GENERAL THESIS IS THAT PROFESSIONALISM IS A MILITANT PROCESS BY WHICH A VOCATION ATTEMPTS TO GAIN CONTROL OVER ITS WORK. THIS MILITANCY IS LIKELY TO BE PARTICULARLY EVIDENT IN BUREAUCRATIC SYSTEMS WHERE WORK IS REGULATED BY CENTRALIZED DECISION-MAKING AUTHORITIES, STANDARDIZED RULES AND PROCEDURES, AND SPECIALIZED PERSONNEL. THE QUESTIONNAIRE AND INTERVIEW TECHNIQUE DEVELOPED SEEMED VALID WHEN APPLIED TO A "CONTROL" GROUP. THIS IMPLIES THAT A FURTHER STUDY BEYOND THE SEVEN PILOT SCHOOLS WOULD BE IN ORDER, PROVIDING A LARGER SAMPLE AND MORE SYSTEMATIC ANALYSIS. (APPENDICES CONTAIN FORM LETTERS, SAMPLE QUESTIONNAIRES, AND STATISTICAL DATA.) ED001124 THE DEVELOPMENT OF AN INSTRUMENT FOR EXAMINING STAFF CONFLICTS IN THE PUBLIC SCHOOLS. FINAL REPORT. 1963-00-00 360 N/A 1965 2016-11-22

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No Conformity Elementary School Students Group Structure Learning Activities Reinforcement Student Attitudes Student Behavior LOTT, ALBERT J. LOTT, BERNICE E. KENTUCKY LEXINGTON Kentucky Kentucky Research Foundation, Lexington. RESULTS INDICATE THAT THE DEGREE OF LIKING AMONG ELEMENTARY SCHOOL CHILDREN (DEGREE OF GROUP COHESIVENESS) HAS A SIGNIFICANT INFLUENCE ON ASPECTS OF PUPIL BEHAVIOR. IN THE THEORETICAL FRAMEWORK OF REINFORCEMENT LEARNING THEORY, INVESTIGATION OF RELATIONSHIPS BETWEEN COHESIVENESS (A GROUP VARIABLE) AND INDIVIDUAL BEHAVIOR CAN LEAD BOTH TO A BETTER GENERAL UNDERSTANDING OF GROUP PROCESSES AND TO THE ACHIEVEMENT OF TEACHING GOALS BY THE CLASSROOM TEACHER. A POSITIVE RELATIONSHIP WAS FOUND BETWEEN LEARNING AND COHESIVENESS FOR HIGH BUT NOT FOR LOW IQ STUDENT GROUPS. NO RELATIONSHIP WAS FOUND BETWEEN COHESIVENESS AND TASK PERSISTENCE. IT WAS FOUND THAT THE GREATER THE COHESIVENESS, THE MORE WILL INDIVIDUALS WITHIN THE GROUP ADHERE TO COMMON STANDARDS. FINALLY, IT WAS DEMONSTRATED, BUT NOT UNEQUIVOCALLY, THAT, IN A SIMULATED CLASSROOM SETTING, POSITIVE ATTITUDES OF PUPILS TOWARD ONE ANOTHER ARE POSITIVELY RELATED TO THEIR RECEIPT OF REWARD WITHIN THAT SETTING AND WITHIN ONE ANOTHER'S PRESENCE. ED001125 INFLUENCE OF CLASSROOM GROUP COHESIVENESS ON LEARNING AND ADHERENCE TO STANDARDS. 1964-00-00 247 N/A 1965 2016-11-22

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No Conferences Curriculum Development Curriculum Evaluation English Curriculum Social Studies Study Centers STEINBERG, ERWIN R. PENNSYLVANIA Pennsylvania (Pittsburgh) Pennsylvania Pennsylvania (Pittsburgh) Carnegie Inst. of Tech., Pittsburgh, PA. REPRESENTATIVES OF THE NINETEEN CURRICULUM STUDY CENTERS SUPPORTED BY THE U.S. OFFICE OF EDUCATION GATHERED TO SHARE INFORMATION ABOUT WHAT EACH CENTER WAS DOING IN ORDER TO ANALYZE AND ATTACK COMMON CURRICULAR PROBLEMS, TO CONSIDER CERTAIN COMMON PROCEDURAL MATTERS SUCH AS THE PUBLICATION AND DISSEMINATION OF THEIR MATERIALS, TO EXAMINE RESEARCH DESIGNS, TESTS, AND TESTING PROCEDURES TO DRAW CONCLUSIONS ABOUT FUTURE DIRECTIONS FOR CURRICULUM EVALUATION, AND TO INFORM INTERESTED PROFESSIONS ABOUT THE ACCOMPLISHMENTS OF THE STUDY CENTERS. INCLUDED ARE THE SUMMARIES OF STATEMENTS MADE BY EACH OF THE INDIVIDUAL CENTERS, ELEVEN IN ENGLISH AND EIGHT IN SOCIAL STUDIES. INTRODUCTORY ANALYSES ACCOMPANY BOTH THE GROUP REPORTS. WHILE NO TWO CENTERS ARE ATTACKING THE SAME PROBLEM OR USING THE SAME APPROACH, THE REPORTS SHOW THAT THERE ARE REMARKABLE SIMILARITIES IN MANY OF THEIR BASIC IDEAS. THE CENTERS SEEM TO SHARE A COMMON INTEREST IN INDUCTIVE TEACHING, SEQUENTIAL LEARNING, EVALUATION, TEACHER-TRAINING PROGRAMS, NEW CURRICULAR SUBJECTS, NEW EMPHASES, AND THE NEWER TECHNICAL MEDIA. ALL OF THESE MATTERS OF COMMON INTEREST ARE DISCUSSED, AS IS THE WORK OF THE INDIVIDUAL CENTERS. THIS CONFERENCE REPORT IS CONCLUDED BY A COMMENTARY AND DISCUSSION ON THE ISSUES RAISED AT THE EVALUATION MEETING AND ON THE PAPERS PRESENTED BY THE INVITED SPEAKERS. THE PROBLEMS DISCUSSED IN THESE PAPERS ARE THOSE WHICH ARISE AT MANY STAGES OF CURRICULAR STUDY. ED001126 CURRICULUM DEVELOPMENT AND EVALUATION IN ENGLISH AND SOCIAL STUDIES (A REPORT ON RESEARCH DEVELOPMENT CONFERENCES FOR PERSONNEL OF USOF CURRICULUM STUDY CENTERS IN ENGLISH AND SOCIAL STUDIES MAY 8-9, 1964). 1964-05-00 155 N/A 1965 2016-11-22

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No Digital Computers English Information Processing Information Retrieval Information Utilization Prose Research Tools United States Literature FRANCIS, W.N. Rhode Island (Providence) RHODE ISLAND Rhode Island Rhode Island (Providence) Brown Univ., Providence, RI. A LARGE BODY OF EDITED PRESENT-DAY AMERICAN ENGLISH, FROM A RANDOM SAMPLE OF MATERIAL PUBLISHED FOR THE FIRST TIME IN 1961, WAS PREPARED IN A FORMAT BY WHICH IT CAN BE TRANSFERRED TO MAGNETIC TAPE FOR USE IN DIGITAL DATA-PROCESSING EQUIPMENT. FIVE HUNDRED SAMPLES, OF 2,000 WORDS EACH, OF INFORMATIVE AND IMAGINATIVE PROSE WERE CHOSEN, EXCLUDING VERSE, DRAMA, AND LONG PASSAGES OF PROSE DIALOGUE BECAUSE THESE TEND TO CARRY HIGHLY SUBJECTIVE IMAGINATIVE MEANINGS. PUNCTUATION WAS CODED AND RECORDED ALSO. THE BODY OF MATERIAL THUS PROVIDED SHOULD PROVE HELPFUL TO GRAMMARIANS, LEXICOGRAPHERS, AND LINGUISTS WHO WISH TO STUDY CONTEMPORARY USAGE OF AMERICAN ENGLISH. ED001127 A STANDARD SAMPLE OF PRESENT-DAY ENGLISH FOR USE WITH DIGITAL COMPUTERS 1964-00-00 196 N/A 1965 2016-11-23

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No Achievement Gains Classroom Environment Climate Control Comparative Analysis Construction Costs Costs Performance Factors Public Schools Questionnaires School Construction Temperature CURTIS, H.A. STUART, FRED Florida (Clearwater) Florida Pinellas County District School Board, Clearwater, FL. A COMPARISON WAS MADE OF ONE CLIMATE CONTROLLED SCHOOL WITH ONE OR MORE NON-CLIMATE CONTROLLED SCHOOLS OF SIMILAR SIZE WITH RESPECT TO FACTORS OF COST AND OUTCOMES, IN THE PINELLAS COUNTY, FLORIDA PUBLIC SCHOOL SYSTEM. EACH OF THE FOUR SCHOOLS STUDIED HAD THE FOLLOWING SIMILARITIES--LOCATION, COST OF CONSTRUCTION, OCCUPANCY RATE, AND OPERATING COSTS. CONSTRUCTION DIFFERED SOMEWHAT ADVANTAGEOUSLY FOR THE CLIMATE CONTROLLED SCHOOL, THEREBY REDUCING ITS OPERATING COSTS. COMFORT INDICES, DEVELOPED THROUGH TEMPERATURE AND HUMIDITY READINGS AND PUPIL QUESTIONNAIRES, SHOWED THE CLIMATE CONTROLLED SCHOOLS TO HAVE A HIGHER DEGREE OF RELATIVE COMFORT. ACHIEVEMENT GAINS WERE GREATER IN THE CLIMATE CONTROLLED SCHOOL THAN IN THE NON-CLIMATE CONTROLLED SCHOOL IN FOUR COMPARISONS AND EQUAL TO THE NON-CLIMATE CONTROLLED SCHOOLS IN TWO COMPARISONS. IN NO CASE WERE THEY LESS THAN IN NON-CLIMATE CONTROLLED SCHOOLS. DIFFERENCES IN DISCIPLINE OR HEALTH DID NOT SEEM TO BE SIGNIFICANT FACTORS. CONSERVATIVE INTERPRETATIONS OF THE DATA ARE FAVORABLE TO THE COMPACT CLIMATE CONTROLLED SCHOOL. THERE WAS NO EVIDENCE THAT THE COMPACT CLIMATE CONTROLLED SCHOOL ADVERSELY AFFECTED THE SCHOOL PROGRAM, THE STUDENTS, OR THE TEACHERS. ED001128 A DIGEST OF CLIMATE CONTROLLED AND NON-CLIMATE CONTROLLED SCHOOLS--AN EVALUATIVE STUDY CONDUCTED IN PINELLAS COUNTY, FLORIDA. 1964-00-00 Office of Education (DHEW), Washington, DC. Cooperative Research Program. 280 N/A 1965 2016-11-22

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No Consultants Curriculum Development Instructional Materials Public Schools Research Projects Seminars Social Studies Teacher Education SOWARDS, G. WESLEY CALIFORNIA California Stanford Univ., CA. School of Education. THE POSSIBILITIES OF EXPANDING OR CONDENSING THE SOCIAL STUDIES CURRICULA IN PUBLIC SCHOOLS WERE DISCUSSED. A ONE WEEK SEMINAR CONSIDERED THE FOLLOWING--THE PART OF SOCIAL STUDIES IN SCHOOL CURRICULUM, SATISFACTION WITH PRESENT PRACTICES, PUBLIC RELUCTANCE TO ALLOW SOCIAL STUDIES TO DEAL WITH SOCIAL REALITY AND THE EXTENT TO WHICH THIS ATTITUDE ACTS AS AN OBSTACLE TO CURRICULUM, THE NEED FOR IMPROVED AND NEW INSTRUCTIONAL MATERIALS, THE EDUCATION OF TEACHERS, CURRICULUM DESIGN, RESEARCH NEED, PROBLEMS OF PRIORITY, AND FEASIBILITY OF ACCOMPLISHING THESE IMPROVEMENTS. IT WAS CONCLUDED THAT GOAL-AGREEMENT WAS OF UTMOST IMPORTANCE. RESEARCH AND DEVELOPMENT PROJECTS ARE LISTED AND DISCUSSED AS WELL AS TEACHER EDUCATION AND FINANCIAL SUPPORT. ED001129 A WORKING SEMINAR ON THE IMPROVEMENT OF THE SOCIAL STUDIES CURRICULUM. 1963-00-00 30 N/A 1965 2016-11-23

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No American Indians Conflict Cultural Background Disadvantaged Dropout Research Educational Problems Group Behavior Social Problems Student Attitudes Vocational Education WAY, MURRAY L. AND OTHERS Sioux (Tribe) GEORGIA Georgia (Atlanta) Georgia Georgia (Atlanta) Emory Univ., Atlanta, GA. A RESEARCH PROJECT LOCATED AT PINE RIDGE RESERVATION, SOUTH DAKOTA, INVESTIGATED CULTURAL DISHARMONY, LACK OF MOTIVE AND APPEALING CURRICULA, AND PRESERVATION OF INTENSITY. STUDY SHOWED THAT DROP-OUTS AMONG SIOUX CHILDREN USUALLY OCCUR BECAUSE OF TROUBLES WITH OTHER INDIANS, NOT BECAUSE OF TEACHERS OR ADMINISTRATORS. PROBLEMS IN SIOUX EDUCATION ARE CAUSED BY LACK OF COHERENCE BETWEEN THE CURRICULA AND THE VOCATIONAL POSSIBILITIES OPEN TO STUDENTS. FEDERAL EDUCATORS, ON THE OTHER HAND, TEND TO DISCONCERT THE ISSUE OF VOCATIONAL TRAINING BECAUSE THEY ARE NOT VOCATIONALLY INCLINED. FIFTEEN RECOMMENDATIONS ARE GIVEN COVERING AREAS FROM PERSONNEL, HIRING, EDUCATIONAL RELATIONS, HOPEFUL DECREASE IN TEACHER TURNOVER, ASSISTANCE FROM TRIBAL COUNCIL, GUIDANCE AND COUNSELING, AND A PROGRAM ADVANTAGEOUS TO OVER-AGE STUDENTS. PROBLEMS WERE FOUND TO BE, NOT SIMPLY PROBLEMS OF "INDIAN EDUCATION," BUT PROBLEMS OF "GENERAL EDUCATION" IN A SOCIETY WHICH REQUIRES SCHOOLS TO BE ETHNIC MELTING POTS AND LADDERS OF SOCIAL MOBILITY. ED001130 FORMAL EDUCATION IN AN AMERICAN INDIAN COMMUNITY. 1964-00-00 133 N/A 1965 2016-11-22

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No Aptitude Behavior Rating Scales Creativity Research Grade 7 Measurement Techniques Personality Assessment Teacher Evaluation Testing MERRIFIELD, P.R. AND OTHERS California (Los Angeles) CALIFORNIA California California (Los Angeles) University of Southern California, Los Angeles. SEVENTH GRADE PUPILS IN THE LOS ANGELES AREA WERE INCLUDED IN A STUDY OF THE RELATIONSHIPS OF APTITUDE AND TRAIT MEASURES TO TEACHER RATINGS OF BEHAVIORAL ASPECTS OF CREATIVITY. ALL 443 CHILDREN HAD AN IQ OF 90 OR GREATER. EIGHT APTITUDE SCORES WERE USED AS MEASURES OF DIVERGENT THINKING IN SEMANTIC CONTENT. A SERIES OF TESTS WAS DEVISED TO PROVIDE TRAIT SCALES FROM DIMENSIONS OF TEMPERAMENT AND INTEREST. TRAIT SCALES FOR BOYS AND GIRLS DIFFER IN MINOR BUT INTERESTING WAYS. A THIRD MEASURE WAS A RATING OF EACH CHILD BY TWO TEACHERS, A HOMEROOM TEACHER AND ANOTHER CHILD. THE RESULTS OF THE MEASURES WERE VARIED. NON-APTITUDE OR TRAIT TESTS CAN BE DEFINED AND INTERPRETED ALTHOUGH RELIABILITIES IN THESE TESTS WERE LOW. TRAITS IN BOYS ARE DIFFERENT FROM THOSE FOR GIRLS, BUT THERE SEEM TO BE NO PSYCHOLOGICALLY INTERESTING PATTERNS IN THE DIFFERENCES. TEACHERS MAY NEED MORE INTENSIVE TRAINING THAN GIVEN IN THIS STUDY, IF THEY ARE TO EVALUATE DIFFERENTIATED ASPECTS OF CREATIVE BEHAVIOR. THEY TENDED TO LET A GENERAL "PROBLEM-SOLVING SYNDROME" UNDERLIE THEIR PERCEPTION OF CREATIVITY. ED001131 APTITUDES AND PERSONALITY MEASURES RELATED TO CREATIVITY IN SEVENTH-GRADE CHILDREN. STUDIES OF APTITUDES OF HIGH-LEVEL PERSONNEL. 1964-01-00 20 N/A 1965 2016-11-22

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No Achievement Comparative Analysis Educational Facilities Enrichment School Activities School Size Small Schools Student Behavior Student Experience Student Motivation Student Participation BARKER, ROGER G. AND OTHERS KANSAS Kansas Kansas Univ., Lawrence. Midwest Psychological Field Station. STUDIES WERE MADE IN KANSAS HIGH SCHOOLS TO DETERMINE THE EFFECT OF SCHOOL SIZE UPON THE BEHAVIOR AND EXPERIENCES OF STUDENTS. THE FOLLOWING AREAS WERE CONSIDERED-- THE SCHOOL INVOLVED IN THE STUDY, THE DATA GATHERED FROM RECORDS AND RESEARCH, OUT-OF-SCHOOL ACTIVITIES, AND THE PLACE OF HIGH SCHOOL STUDENTS IN THE TOTAL LIFE OF FOUR SMALL TOWNS. THE ASSUMPTION THAT A RICH CURRICULUM, VARIED EXTRACURRICULAR ACTIVITIES, AND GOOD FACILITIES NECESSARILY MEAN RICH EXPERIENCES FOR THE STUDENTS IS REFUTED. THIS REFUTATION ARISES FROM THE CONFUSION BETWEEN FACILITIES AND EXPERIENCES. MOST OF THE STUDIES SHOWED THAT THE GREATEST PARTICIPATION IN STUDENT GOVERNMENT AND EXTRACURRICULAR ACTIVITIES, THE LARGEST PERCENTAGE OF STUDENTS ASSUMING LEADERSHIP POSITIONS AND RESPONSIBILITY, THE MOST USE MADE OF A VARIETY OF COURSES OFFERED, AND THE GREATEST INVOLVEMENT IN COMMUNITY LIFE CAME FROM THOSE SMALL SCHOOL-SMALL TOWN ADOLESCENTS. SCHOOLS ARE SPECIALIZED ENVIRONMENTS ESTABLISHED IN ORDER TO PRODUCE CERTAIN EDUCATIONAL OPPORTUNITIES AND EFFECTS. HOWEVER, WITHOUT STUDENT PARTICIPATION, ENTHUSIASM, AND RESPONSIBILITY, THE EDUCATIONAL PROCESS IS NOT FULFILLED, REGARDLESS OF EXCELLENT FACILITIES. THEREFORE IT APPEARS THAT INCREASING SCHOOL SIZE, IN AND OF ITSELF, IS RELATIVELY INEFFECTIVE MEANS OF ACHIEVING RICHNESS AND VARIETY IN EDUCATION. ED001132 BIG SCHOOL - SMALL SCHOOL. STUDIES OF THE EFFECTS OF HIGH SCHOOL SIZE UPON THE BEHAVIOR AND EXPERIENCES OF STUDENTS. FINAL REPORT. 1962-00-00 296 N/A 1965 2016-11-22

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No Academically Gifted Aptitude Tests Educational Testing Evaluation Methods High School Students Performance Factors Problem Solving School Counseling Student Characteristics Student Research Test Construction ROTHNEY, JOHN W.M. WISCONSIN MADISON Wisconsin Wisconsin Univ., Madison. A RESEARCH AND GUIDANCE LABORATORY WAS SET UP AT THE UNIVERSITY OF WISCONSIN. THE SUBJECTS WERE SUPERIOR STUDENTS CHOSEN FROM OVER A HUNDRED WISCONSIN HIGH SCHOOLS. THE STUDENTS WERE TESTED AND COUNSELED AT LEAST ONCE A YEAR FROM NINTH GRADE THROUGH GRADUATION. THE LABORATORY PERMITTED EXHAUSTIVE STUDIES ON THE CHARACTERISTICS, DEVELOPMENT, AND GUIDANCE OF SUPERIOR STUDENTS. AN INITIAL STUDY PURSUING THE ANALYSIS OF PERSONAL DOCUMENTS WRITTEN BY SUPERIOR STUDENTS SEEMED TO PROVIDE A WAY TO SEE, IN PART, THE INNER HALF OF AN ADOLESCENT THAT DOES NOT ALWAYS BECOME APPARENT TO THOSE WHO OBSERVE AND TEST HIM. A SECOND STUDY USED ORAL PROBLEM-SOLVING PERFORMANCES OF SUPERIOR STUDENTS AS ONE MEANS OF EVALUATING THE PROCESSES OF REASONING AND PROVIDING EFFECTIVE COUNSELING TECHNIQUES IN PROBLEM-SOLVING. A THIRD STUDY SHOWED THE CORRELATION BETWEEN GUIDANCE COUNSELORS' PREDICTIONS OF POSTHIGH SCHOOL WORK THROUGH PERSONAL EVALUATIONS AND APTITUDE TEST AND THE STUDENTS' ACTUAL PERFORMANCE IN COLLEGE. THE TEST IS AS YET INCOMPLETE. ED001133 STUDIES IN THE DISCOVERY AND GUIDANCE OF SUPERIOR STUDENTS 1963-00-00 106 N/A 1965 2016-11-22

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No Community Attitudes Grade 11 Measurement Instruments Opinions Semantic Differential Student Attitudes Surveys Vocational Education CROWLEY, ROBERT J. WENRICH, RALPH C. LIKERT TYPE SCALE IMAGE OF VOCATIONAL EDUCATION (IVE) MICHIGAN Michigan (Ann Arbor) Michigan Michigan (Ann Arbor) Michigan Univ., Ann Arbor. THIS STUDY WAS UNDERTAKEN IN CENTERVILLE, MICHIGAN, A COMMUNITY WITH 2,500 STUDENTS, IN HIGH SCHOOLS, EVENLY DIVIDED BETWEEN BOYS AND GIRLS. THE SURVEY DISCUSSES THE STEPS IN PREPARATION AND EVALUATION OF THE IMAGE OF VOCATIONAL EDUCATION AND SUGGESTS METHODS OF USING THE IVE. PARENTS OF ELEVENTH GRADE STUDENTS, EMPLOYERS LOCATED IN THE SCHOOL DISTRICT, AND SCHOOL PROFESSIONALS CONTRIBUTED TO THE STUDY. IN TODAY'S WORLD, EMPLOYERS HAVE BECOME MORE SELECTIVE, PEOPLE RESPONSIBLE FOR PROVIDING A CURRICULUM FOR THE EMPLOYMENT-BOUND STUDENT NEED TO KNOW HOW PARTS OF THE POPULATION FEEL ABOUT VOCATIONAL EDUCATION. PROFESSIONAL EDUCATORS ARE AWARE THAT LESS THAN HALF OF THE STUDENTS AT THE SECONDARY LEVEL WILL ATTEND COLLEGE, BUT THESE STUDENTS NEED AN INTENSIVE PROGRAM OF STUDIES. HOWEVER, MEANINGFUL EDUCATIONAL EXPERIENCES FOR THE REMAINING PUPILS MUST BE GIVEN. ACCOMPANYING THE TEXT ARE FIGURES, DATA-COLLECTING FORMS, STATISTICAL TABLES, AND FORMULAS (LIKERT-TYPE SCALE AND THE SEMANTIC DIFFERENTIAL). ED001134 VOCATIONAL EDUCATION AS PERCEIVED BY DIFFERENT SEGMENTS OF THE POPULATION. 1964-00-00 159 N/A 1965 2016-11-22

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No Day Camp Programs Elementary Education Inservice Teacher Education Instructional Materials Skill Development Social Studies Student Participation Summer Programs Teacher Workshops Teaching Methods FOX, ROBERT S. AND OTHERS MICHIGAN Michigan (Ann Arbor) Michigan Michigan (Ann Arbor) Michigan Univ., Ann Arbor. OBJECTIVES WERE--(1) TO UTILIZE THE WORKING MATERIALS CREATED DURING THE PREVIOUS YEAR, (2) TO EXPLORE THE NEED FOR A SET OF RESOURCE MATERIALS DIRECTED TOWARD HELPING THE CLASSROOM TEACHER GAIN KNOWLEDGE AND SKILLS TO HELP IN THE TEACHING OF SOCIAL SCIENCE, (3) TO FIELD-TEST THE RESOURCE MATERIALS IN ELEMENTARY SCHOOLS, (4) TO DEVELOP AND TEST TEACHER ORIENTATION AND INSERVICE EDUCATION, (5) TO ANALYZE THE DATA FROM THE PREVIOUS YEAR'S STUDY OF CROSS-AGE EDUCATIONAL EFFORTS, (6) TO IMPROVE CHILDREN'S SKILLS AND ATTITUDES TOWARD OTHERS THROUGH A SUMMER DAY-CAMP, AND (7) TO DEVELOP PROPOSALS FOR BASIC RESEARCH. TEACHERS WERE ORIENTED AND A SERIES OF INSERVICE SESSIONS WAS HELD. UNITS WERE THEN TAUGHT BY THESE 18 CLASSROOM TEACHERS IN 3 MICHIGAN SCHOOLS. IN THE SUMMER OF 1963, A DAY CAMP WAS HELD AT BETHEL, MAINE, WHERE EXPERIMENTATION WITH CROSS-AGE RELATIONSHIPS TOOK PLACE. TIME SEEMED TO BE A PROBLEM WITH THE TEACHERS, AS WAS THEIR KNOWLEDGE AND ATTITUDES TOWARD THE CONTENT AREA OF SOCIAL SCIENCE. CHILDREN INVOLVED WERE NOT FULLY PREPARED TO UTILIZE SKILLS THAT WERE NECESSARY IN THE LEARNING OF THE UNIT. THE VOCABULARY WAS NEW TO MANY, AND THEY WERE SOMETIMES BORED. IT IS SUGGESTED THAT SMALL GROUPS BE USED FOR THE STUDY. THE CROSS-AGE WORK USED CHILDREN FROM KINDERGARTEN THROUGH 6TH GRADE. THE OLDER ONES HELPED THE YOUNGER ONES WITH PROJECTS AND PERSONAL RELATIONSHIPS. REPORTS ON MANY CHILDREN AND THEIR INTERACTION WITH OTHERS ARE GIVEN IN DETAIL. FOR EXAMPLE, A SIXTH GRADER HELPED A SLOW FOURTH GRADER TO READ. THE RESULTS WERE FAVORABLE, AND A GOOD RAPPORT EXISTED BETWEEN MOST OF THE CHILDREN. ED001135 TEACHING OF SOCIAL SCIENCE MATERIAL IN THE ELEMENTARY SCHOOL. 1964-06-00 213 N/A 1965 2016-11-22

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No Achievement Classroom Environment Creativity Elementary School Students Learning Processes Opinions Self Concept Student Attitudes Student Motivation Teacher Attitudes Test Construction Test Validity SEARS, PAULINE CALIFORNIA California (Stanford) California California (Stanford) Stanford Univ., CA. BECAUSE OF THE BREADTH AN DEPTH OF OBJECTIVES SOUGHT FOR THE ELEMENTARY SCHOOL CHILD, THERE IS A LACK OF KNOWLEDGE OF SPECIFIC EFFECTS OF TEACHING METHODS AND OF THE VALUES ATTACHED TO ONE OR ANOTHER OUTCOME OF THE TOTAL EDUCATIONAL PROCESS. FOUR GENERAL OBJECTIVES WERE SET AND REPORTED UPON AT LENGTH. FIRST, INSTRUMENTS WERE DEVELOPED AND FOUND TO BE ADEQUATELY RELIABLE IN MEASURING SIX SIGNIFICANT OUTCOMES OF ELEMENTARY EDUCATION IN CHILDREN'S ATTITUDES, PERFORMANCES, AND BEHAVIORS. THE OUTCOME MEASURED INCLUDE (1) SELF-CONCEPTS, (2) LIKING FOR OTHER CHILDREN, (3) TASK-ORIENTED CLASSROOM BEHAVIOR, (4) ACHIEVEMENT TEST SCORES, (5) ATTITUDES TOWARD SCHOOL ACTIVITY, AND (6) CREATIVITY TEST SCORES. SECOND, MEASUREMENT TECHNIQUES WERE DEVELOPED FOR ASSESSING VARIOUS CLASSROOM CONDITIONS WHICH ARE PRESUMED TO AFFECT CHILDREN'S MOTIVATION AND THEIR WORK OUTPUT TOWARD THE GOALS DESCRIBED. THESE CONDITIONS INCLUDE THE ATTITUDES OF TEACHERS AND PEERS. THIRD, THE INTERRELATIONSHIPS OF THE OUTCOMES AND THE CLASSROOM CONDITIONS WERE STUDIED, CHILDREN WERE TESTED AT THE BEGINNING AND AT THE END OF THE SCHOOL YEAR. LAST, A PREDICTION OF OUTCOMES WAS ATTEMPTED, BASED BOTH ON THE CHILDREN'S TALENTS AND ATTITUDES AND ON THE ATTITUDES AND BEHAVIOR OF PEERS AND TEACHERS. SOME RESULTS OF THIS STUDY SHOWED RELATIONSHIP BETWEEN CREATIVITY AND SELFCONCEPT, AND THE STRONG INFLUENCE OF THE OPINIONS OF TEACHER AND PEERS ON THE LEARNING OF THE LESS ABLE CHILDREN. ALL TESTS, RESULTS, AND INTERCORRELATIONS OF THE STUDY ARE PRESENTED IN DETAIL. ED001136 THE EFFECT OF CLASSROOM CONDITIONS ON THE STRENGTH OF ACHIEVEMENT MOTIVE AND WORK OUTPUT OF ELEMENTARY SCHOOL CHILDREN. 1963-00-00 356 N/A 1965 2016-11-22

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No Art Education Curriculum Guides Elementary Education Guides Resource Materials Secondary Education Student Characteristics Student Motivation Teaching Methods VAN PIERA, LURENE H. AND OTHERS Hawaii (Honolulu) Hawaii Hawaii Hawaii (Honolulu) Hawaii State Dept. of Education, Honolulu. ART IS AN IMPORTANT PART OF A BALANCED PROGRAM FOR THE TOTAL CULTURAL DEVELOPMENT OF EVERY STUDENT. THIS MANUAL SUGGESTS RESOURCES FOR DEVELOPING AN EFFECTIVE ART PROGRAM. AN ART PROGRAM SHOULD BE BASED ON THE NEEDS, INTERESTS, AND EXPERIENCES OF THE PUPIL, THEREFORE, THIS GUIDE IS ORGANIZED BY ART AREAS RATHER THAN BY GRADE LEVEL. THIS MANUAL CAN BE USED FROM KINDERGARTEN THROUGH GRADE 12 FOR MENTALLY RETARED, NORMAL, GIFTED STUDENTS TO ALLOW THE STUDENT TO DEVELOP HIMSELF BY THE EXPERIENCE HE HAS WITH THE MATERIALS. BY ACCOMPLISHING CERTAIN OBJECTS THROUGH THE SUGGESTED METHODS, THE TEACHER CAN MAKE ART AN ENRICHING WAY OF LIFE. FOR EACH ART ACTIVITY THERE SHOULD BE STIMULATION AND MOTIVATION, THE EXPRESSION OF AN IDEA, AND THE EVALUATION OF THE PRODUCT. CHARACTERISTICS OF PUPILS' WORK AT VARIOUS LEVELS ARE DESCRIBED AID THE TEACHER IN UNDERSTANDING GROWTH AND EVALUATION. FOR KINDERGARTEN THROUGH GRADE 6, ART SHOULD BE A PART OF EVERYDAY LIFE. IN GRADES 7 THROUGH 12, ART ACTIVITIES CORRELATE WITH OTHER SUBJECTS. COURSES OFFERED IN SECONDARY SCHOOLS WILL DEPEND ON INTEREST AND ENROLLMENT OF STUDENTS AND FACILITIES AVAILABLE. SUGGESTIONS FOR DISPLAY AND EXHIBITION ARE GIVEN TO PROVIDE VISUAL COMMUNICATION BETWEEN STUDENTS. NUMEROUS ILLUSTRATIONS AND REFERENCES ACCOMPANY TEXT. ED001137 ART TEACHING GUIDE--HAWAII, KINDERGARTEN THROUGH GRADE 12. 1960-00-00 323 N/A 1965 2016-11-22

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No Conferences Educational Needs Educational Research Gifted Research Opportunities Research Problems Student Development GALLAGHER, JAMES J. Illinois (Urbana) ILLINOIS Illinois Illinois (Urbana) Illinois Univ., Urbana. Inst. of Research for Exceptional Children. THE OBJECTIVES WERE TO EXPLORE NEEDS AND TRENDS IN RESEARCH, TO LOCATE EXAMPLES OF RESEARCH SHOWING DIRECTION FOR FURTHER INVESTIGATION, AND TO EXCHANGE IDEAS. THERE WERE THREE GENERALLY ACCEPTED ASSUMPTIONS THAT GENERATED MANY IDEAS FOR RESEARCH IN THE AREA OF THE EDUCATION OF GIFTED CHILDREN AS WELL AS THE CHILDREN AT ALL LEVELS OF ABILITY. THESE WERE--(1) INTELLECTUAL TALENT SHOULD BE CONSIDERED MULTIDIMENSIONAL AND NEEDS TO BE IN SOME RESPECTS REDEFINED, (2) INTELLECTUAL TALENTS ARE, TO AN UNKNOWN EXTENT, CAPABLE OF MODIFICATION, AND (3) THERE EXISTS A CLOSE RELATIONSHIP BETWEEN MOTIVATIONAL AND PERSONALITY VARIABLES AND THE DEVELOPMENT OF INTELLECTUAL ABILITIES. GIFTEDNESS, FACTORS RELATED TO COGNITIVE DEVELOPMENT, SOCIAL AND EDUCATIONAL ENVIRONMENT, THE CULTURALLY DISADVANTAGED, RESEARCH STRATEGIES, AND MISCELLANEOUS PROBLEMS WERE THE AREAS DISCUSSED. ED001138 A CONFERENCE ON RESEARCH ON THE EDUCATION OF GIFTED CHILDREN. 1963-00-00 30 N/A 1965 2016-11-22

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No Behavior Rating Scales Prediction Predictive Validity Primary Education Psychologists Social Workers Student Adjustment Teacher Evaluation LAMBERT, NADINE M. CALIFORNIA California (Sacramento) California California (Sacramento) California State Dept. of Education, Sacramento. A PSYCHIATRIST, A CLINICAL PSYCHOLOGIST, AND A SOCIAL WORKER EACH MADE INDEPENDENT CASE STUDIES OF EACH OF 300 CHILDREN EQUALLY DIVIDED BETWEEN THE SECOND AND FIFTH GRADES. TWO OBJECTIVES WE KEPT IN MIND--(1) MAKING AN ACCURATE PREDICTION OF THE CHILD'S ADJUSTMENT TO SCHOOL AND (2) TRYING TO DEVISE A USEFUL SET OF CRITERIA UPON WHICH CONSISTENT PREDICTIONS COULD BE MADE ON A SCALE RANGING FROM GOOD TO POOR SCHOOL ADJUSTMENT. STUDENTS WERE RATED BY THEIR TEACHERS ON A SPECIALLY DEVISED CLASSROOM "ADJUSTMENT GRID." A REPRESENTATIVE CROSS SECTION OF THESE STUDENTS WAS THEN SELECTED AS EXPERIMENTAL SUBJECTS. ONLY ABOUT SIX STUDENTS WERE CHOSEN FROM ANY ONE TEACHER'S CLASS. APPROPRIATE STATISTICAL TECHNIQUES WERE UTILIZED IN ANALYSIS OF THE VARIANCE BETWEEN THE PREDICTIONS OF THE EXPERIMENTAL WORKERS AND THE ACTUAL CLASSROOM ADJUSTMENT AS RATED BY THE TEACHERS. THE DATA REPORTED LENT STRONG SUPPORT TO THE ABILITY OF THE SOCIAL WORKER, CLINICAL PSYCHOLOGIST, AND PSYCHIATRIST TO PREDICT ADJUSTMENT STATUS OF SCHOOL CHILDREN. THESE ABILITIES ARE ESPECIALLY STRONG WHEN UTILIZED IN A TEAM SITUATION. ED001139 THE PREDICTION OF SCHOOL ADJUSTMENT. 1964-00-00 208 N/A 1965 2016-11-22

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No Career Guidance Counselors Educational Counseling Methods Program Guides School Counseling Secondary Education Social Adjustment Testing EHLERS, DOROTHY AND OTHERS MARYLAND Maryland (Upper Marlboro) Maryland Prince George's County Board of Education, Upper Marlboro, MD. DIRECTIONAL PROCEDURES AND TECHNIQUES FOR ADMINISTERING THE OVERALL PROGRAM OF SECONDARY SCHOOL GUIDANCE ARE PRESENTED. THE MAJOR EMPHASIS OF THIS GUIDANCE PROGRAM IS UPON OCCUPATIONAL, EDUCATIONAL, AND SOCIAL ADJUSTMENT OF ALL THE PUPILS. SERVICES OF THE GUIDANCE PROGRAM ARE DESCRIBED AT LENGTH. THE KEY IS COUNSELING, OF INDIVIDUALS OR GROUPS. REFERRALS MAY BE NECESSARY TO THE VARIOUS PUPIL PERSONNEL SERVICES WHICH ARE ENUMERATED. THE APPRAISAL SERVICE IS CONCERNED WITH GATHERING AND EVALUATING DATA ABOUT EACH PUPIL. THE ADMINISTRATION OF BOTH LOCAL AND NATIONAL TEST PROGRAMS IS THE RESPONSIBILITY OF THE GUIDANCE SERVICE. ADMINISTRATIVE PROCEDURES AND HINTS FOR INTERPRETATION ARE DESCRIBED. CUMULATIVE RECORDS ARE KEPT BY GUIDANCE PERSONNEL, EXAMPLES OF VARIOUS NECESSARY FORMS ARE INCLUDED. OTHER SERVICES ARE INFORMATION, PLACEMENT, AND INSERVICE TRAINING. THE CLERICAL RESPONSIBILITIES DESCRIBED ARE OFTEN CARRIED OUT BY A GUIDANCE CLERK. A CONCLUDING ANALYSIS OF THIS COUNTY'S PROGRAM INDICATES THAT GROWTH OF SERVICES AND NUMBER OF PERSONNEL HAVE ENABLED COUNSELORS TO CONCENTRATE MORE DIRECTLY ON COUNSELING. ED001140 GUIDANCE GUIDELINES. A HANDBOOK FOR SECONDARY SCHOOL COUNSELORS. 1964-01-00 72 N/A 1965 2016-11-22

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No Aptitude Tests Biology Educational Testing Science Instruction Secondary Education Student Evaluation Test Interpretation ROBINSON, JAMES T. CALIFORNIA California (Claremont) California Claremont Graduate School and Univ. Center, CA. EIGHT INSTRUCTIONAL TESTS SPANNED THE CURRICULUM OF ONE YEAR OF BIOLOGY STUDY. THE FIRST CONCERNED THE NATURE OF SCIENCE INCLUDED 4 AREAS OF EMPHASIS--THE NATURE AND FUNCTION OF HYPOTHESIS, THE IDEA OF CONTROLS IN EXPERIMENTS, INTERPRETATION OF GRAPHED DATA, AND THE NATURE OF DATA. THE SECOND TEST WAS DESIGNED TO SHOW AN UNDERSTANDING OF BIOLOGICAL CLASSIFICATION WITH 3 AREAS OF EMPHASIS--RELATIONS OF TAXONOMIC GROUPS, THE BASIS OF BIOLOGICAL CLASSIFICATION, AND CONCEPT OF SPECIES. THE THIRD TEST CONSIDERED THE CHANGES IN LIVING THINGS WITH THE FOLLOWING AREAS OF EMPHASIS--EVALUATION, SPONTANEOUS GENERATION, ADAPTATION, VARIATION, AND THE NATURE OF SCIENCE. THE FOURTH TEST COVERS THE CHEMICAL BASIS OF BIOLOGY, WITH EMPHASIS ON UNDERSTANDING OF SELECTED IDEAS REGARDING UNITY IN LIVING THINGS AND OF WAYS IN WHICH MOLECULES AND IONS MOVE IN LIVING THINGS. THE FIFTH TEST CONCERNED THE CELL PHOTOSYNTHESIS, CONTAINING 4 MAJOR AREAS OF EMPHASIS--THE CELL, CELL DIVISION, PHOTOSYNTHESIS AND ENZYMES. THE SIXTH TEST IS A FINAL EXAM FOR THE FIRST SEMESTER, COMPRISED OF MATERIALS ON THE NATURE OF SCIENTIFIC INQUIRE, THE THEORY OF EVOLUTION, CELL BIOLOGY, AND MULTICELLULAR ORGANISMS. IN ADDITION SIXTH TEST DEVELOPS 4 AREAS OF GENETICS--HISTORICAL DEVELOPMENT OF THE MODERN GENE THEORY, PROBABILITY, MENDELIAN GENETICS, AND BIOCHEMICAL ASPECTS OF GENETICS. THE FINAL EXAM EMPHASIZED EVALUATION, GENETICS, ENERGY RELATIONS, DEVELOPMENT, ECOLOGY, REPRODUCTION, NATURE OF SCIENCE, HISTORY OF BIOLOGICAL CONCEPTS, AND REGULATORY MECHANISMS. ED001141 UNDERSTANDINGS OF BSCS BIOLOGY STUDENTS AS DETERMINED BY INSTRUCTIONAL TESTS. 1964-00-00 376 N/A 1965 2016-11-22

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No Cognitive Development Comparative Analysis Developmental Programs Problem Sets Problem Solving Retention (Psychology) Teaching Methods Transfer of Training DANIELS, PHILLIP B. Utah (Provo) UTAH Utah Brigham Young Univ., Provo, UT. RESEARCH OBJECTIVES WERE (A) TO DEVELOP A BATTERY OF INSIGHT-PROBLEMS FOR USE IN PROBLEM-SOLVING RESEARCH, (B) TO REPLICATE A TRAINING EXPERIMENT IN ORDER TO DETERMINE WHAT A SUBJECT MIGHT HAVE LEARNED IN A SPECIFIC SITUATION WHICH COULD INFLUENCE NONSPECIFIC SITUATIONS, AND (C) TO ATTEMPT TO TEACH SUBJECTS STRATEGY WHICH WILL ALLOW THEM TO TRANSFER SPECIFIC KNOWLEDGE TO NONSPECIFIC PROBLEM-SOLVING SITUATIONS. THREE EXPERIMENTS WERE DEVISED--(1) AN EXPERIMENTAL GROUP OF 20 RANDOMLY SELECTED COLLEGE STUDENTS WAS GIVEN A HINT AS TO HOW THE BATTERY OF PROBLEMS COULD BE SOLVED, WHILE A SIMILAR CONTROL GROUP WAS NOT. THE EXPERIMENTAL GROUP WAS MORE EFFECTIVE, (2) THE SECOND EXPERIMENT CONCERNED ORIGINALITY OF RESPONSE TO A BATTERY OF PROBLEMS AND INVESTIGATED TRANSFER EFFECTS FROM THE FIRST EXPERIMENT, AND (3) EXPERIMENT THREE INVESTIGATED WHETHER SUBJECTS COULD BE TAUGHT TO GIVE THEMSELVES HINTS. THE HYPOTHESIS EMPHASIZED THE STRATEGIES PEOPLE EMPLOY. IT WAS EXPECTED THAT ONE COULD INDUCE NONSPECIFIC TRANSFER BY TEACHING STRATEGIES. IT WAS CONCLUDED THAT ONE CANNOT TEACH STRATEGIES WITHOUT ALSO PROVIDING SUBJECTS WITH A NEW OBJECTIVE WHICH IS SERVED BY THOSE STRATEGIES. THE ASSUMING PROCESS IS BASIC TO ONGOING COGNITIVE PROCESSES. A THEORY OF KNOWLEDGE AND INSTRUCTION WHICH TAKES INTO ACCOUNT ASSUMPTIONS IS NECESSARY FOR DEALING WITH THE NATURE OF KNOWLEDGE AND THE PROCESSES INVOLVED IN ITS ACQUISTION, RETENTION, AND UTILIZATION. ED001142 STRATEGIES TO FACILITATE PROBLEM-SOLVING. 1964-00-00 116 N/A 1965 2016-11-22

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No Curriculum Development Curriculum Guides Enrichment Activities Gifted Grade 7 Instructional Materials Instructional Programs Teaching Methods Units of Study CARTER, C. DOUGLAS NORTH CAROLINA CULLOWHEE North Carolina Western Carolina Univ., Cullowhee, NC. Winston-Salem City Schools, NC. IDEAS INCLUDED ARE THE PRODUCT OF AN INTENSIVE WORKSHOP HELD TO STUDY THE PUBLIC SCHOOL EDUCATION OF EXCEPTIONALLY TALENTED CHILDREN. PROBLEM AREAS IN EACH SUBJECT ARE PRESENTED, AND MAJOR EMPHASIS IS GIVEN TO READING, COMMUNICATION, AND VOCABULARY. TEACHING SUGGESTIONS AND OBJECTIVES ARE PRESENTED IN OUTLINE FORM. ENRICHMENT COURSES IN READING, SPELLING, LISTENING, AND LITERATURE ARE DISCUSSED. THE SOCIAL STUDIES UNIT INCLUDES A GUIDE FOR USING COMMUNITY RESOURCES AND SUGGESTS AIDS FOR CONDUCTING ANY CLASSROOM DISCUSSION. THE ARITHMETIC UNIT EMPHASIZES INSIGHT INTO THE NUMBER SYSTEM STRUCTURE IN HOPES OF AIDING ALL MATHEMATICAL SITUATIONS. ENRICHMENT IN SCIENCE, ART, MUSIC, DANCING, AND DRAMATICS IS ALSO INCLUDED. CLASSROOM MATERIALS NEEDED AND OUTCOMES ANTICIPATED ARE GIVEN FOR EACH AREA. ED001143 THE CHALLENGE...A PROGRAM FOR GIFTED CHILDREN IN THE SEVENTH GRADE. 99 N/A 1965 2016-11-22

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No Course Organization Curriculum Guides Reading Development Reading Instruction Reading Materials Resource Materials Secondary Education Teaching Methods ALSTON, JUANITA S. AND OTHERS PENNSYLVANIA Pennsylvania (Pittsburgh) Pennsylvania Pennsylvania (Pittsburgh) Pittsburgh Board of Public Education, PA. THE DEVELOPMENTAL READING IN GRADES 7 THROUGH 12 WAS PRESENTED, GIVING PROCEDURE AND TECHNIQUES, READING MATERIALS, BASIC SKILLS, ENRICHMENT, LESSON PLANS, AND A BIBLIOGRAPHY OF RECOMMENDED READING. BASIC SKILLS CITED WERE--PHONETIC AND STRUCTURAL ANALYSIS, COMPREHENSION, LOCATION, SKILLS, VOCABULARY, AND ENRICHMENT. EVALUATION, ORGANIZING, AND APPRAISING MATERIAL IN SILENT AND ORAL READING WERE STRESSED. OBSERVABLE CLUES TO POOR READING ARE--EYE MOVEMENTS, LIP AND THROAT MOVEMENTS, HEAD MOVEMENT, POSITION OF THE BOOK, TENSIONS SUCH AS GRITTING TEETH AND SQUIRMING, AND LOW INTEREST. NINE COMPARISONS ARE SHOWN BETWEEN EFFICIENT AND INEFFICIENT READERS. FOLLOWING IS A LIST OF RESOURCE MATERIALS INCLUDING BOOKS, WORKBOOKS, MECHANICAL DEVICES, TESTING MATERIALS, FILMS, AND FILMSTRIPS. A DIAGRAMMATIC PLAN OF A READING LABORATORY IS GIVEN. TWO UNITS OF STUDY, "EFFICIENT READING" AND "SPEED, POWER AND PROFICIENT READING," ARE OUTLINED. ED001144 COURSE OF STUDY OF SECONDARY READING. A SUPPLEMENT TO THE COURSE OF STUDY IN ENGLISH, GRADES 7-12. 1964-01-00 59 N/A 1965 2016-11-22

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No Elementary Education Motivation Techniques Performance Factors Reinforcement Rewards Secondary Education Student Motivation Task Performance KENNEDY, WALLACE A. WILLCUTT, HERMAN C. FLORIDA Florida (Tallahassee) Florida Florida State Univ., Tallahassee. Inst. of Human Development. AN EXTENSIVE REVIEW OF THE RELEVANT LITERATURE SINCE 1900 SEEMS TO INDICATE THAT, IN SOME WAY, THERE IS AN INTERACTION BETWEEN INTELLIGENCE, AGE, SOCIAL GROUP, AND THE EFFECTS OF PRAISE AND BLAME ON SCHOOL CHILDREN. INCONSISTENCIES IN EXPERIMENTAL FACTORS HAVE PRECLUDED ANY DEFINITIVE STATEMENTS REGARDING THE PROBLEM. AN INVESTIGATION OF THE EFFECTS OF PRAISE AND BLAME ON THE PERFORMANCE OF A DISCRIMINATION TASK UNDER THE VARIBLES OF GRADE, INTELLIGENCE, SEX, SOCIAL CLASS, SCHOOL, AND EXAMINER WAS MADE. SEVEN HUNDRED AND TWENTY SUBJECTS WERE DRAWN FROM A LARGE SOUTHERN METROPOLITAN AREA AND WERE DIVIDED INTO GROUPS BASED UPON THREE REWARD CONDITIONS, FOUR GRADE LEVELS, THREE LEVELS OF INTELLIGENCE, AND TWO RACES. ALTHOUGH ALL OF THE SUBJECTS COULD SOLVE THE TASK USED IN THIS STUDY, THE SPEED WITH WHICH IT WAS SOLVED WAS HIGHLY VARIABLE. THE ANALYSIS OF THIS VARIANCE WAS THE MAJOR STATISTIC OF THE STUDY. INSTRUMENTS USED WERE THE CALIFORNIA TEST OF MENTAL MATURITY TO ESTABLISH INTELLIGENCE LEVEL, A WOLLENSAK TYPE RECORDER TO MONITOR ALL TESTS, AN ESTERLINE ANGUS 20-PEN RECORDER TO RECORD ALL SUBJECT AND EXAMINER RESPONSES, AND A FOUR-KEY DISCRIMINATION BOX DESIGNED FOR THE STUDY. THE 32 ODDITY-PROBLEM STIMULUS CARDS PRESENTED FOUR PATTERNS, ONE OF WHICH WAS DIFFERENT FROM THE OTHERS. THE PROBLEM WAS TO IDENTIFY THE ODD PATTERN AS QUICKLY AS POSSIBLE. BETWEEN TRIALS, SOME SUBJECTS WERE GIVEN BLAME, WHILE SOME WHERE GIVEN PRAISE AND WERE TOLD TO DO BETTER. THE CONTROLS WERE ASKED QUESTIONS OF A BIOGRAPHICAL NATURE. ALL SUBJECTS GIVEN PRAISE RESPONDED WITH DECREASED MEAN REACTION TIME ON TRIAL TWO. OUT OF ALL THE ANALYSES OF VARIANCE DONE, THE MOST STRIKING FINDING WAS THE CONSISTENCY OF THE EFFECTS OF BLAME AND PRAISE, IRRESPECTIVE OF SOME RATHER BASIC DIFFERENCES IN SUBJECT VARIABLES. THE CONCLUSION WAS THAT, IN SITUATIONS INVOLVING PERCEPTUAL MOTOR SKILLS, WITH SPEED AS THE CRITERION MEASURE, REPROOF SHOULD HAVE A DEBILITATING EFFECT UPON PERFORMANCE WHILE PRAISE SHOULD RESULT IN A SOMEWHAT HIGHER INCREASE IN PERFORMANCE THAN THAT RESULTING FROM PRACTICE ALONE. ED001145 MOTIVATION OF SCHOOL CHILDREN. 1963-10-00 93 N/A 1965 2016-11-22

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No Counseling Services Guidance Programs Methods Program Evaluation Research Problems Testing TWILFORD, DON D. WELLMAN, FRANK E. DISTRICT OF COLUMBIA District of Columbia Office of Education (DHEW), Washington, DC. SOME SUGGESTIONS FOR THE REVIEW AND EVALUATION OF GUIDANCE PROGRAMS UNDER TITLE V-A OF THE NATIONAL DEFENSE EDUCATION ACT ARE PRESENTED. ALTHOUGH GENERAL GOALS ARE AGREED ON, THERE ARE VARIATIONS IN SPECIFIC PROCEDURES, TECHNIQUES, AND PROFESSIONAL STANDARDS. THEIR VALUE IS AT PRESENT HYPOTHETICAL. DEMANDED IS A CRITICAL EXAMINATION OF THE GUIDANCE PROGRAM. MANY PROBLEMS MAKE EVALUATION DIFFICULT. TERMINOLOGY IS NOT UNIFORM. THERE ARE MANY FACTORS OUTSIDE THE PROGRAM WHICH INFLUENCE THE BEHAVIOR AND DEVELOPMENT OF STUDENTS, AND MANY VARIABLES IN THE EVALUATIVE PROCESS ARE DIFFICULT TO QUANTIFY. SUGGESTIONS IN METHODOLOGY ARE GIVEN TO MAKE THE EVALUATION AS SCIENTIFIC AS POSSIBLE. SPECIFIC CRITERIA FOR DETERMINING THE EXTENT TO WHICH PROGRAM OBJECTIVES HAVE BEEN ACHIEVED SHOULD BE ESTABLISHED. TECHNIQUES FOR COLLECTION OF DATA SHOULD BE DEVELOPED, AND CONCLUSIONS FROM THEM SHOULD BE CAREFULLY DRAWN. AT LEAST TWO KINDS OF STUDIES SHOULD BE CONDUCTED, THOSE OF PROGRAMS AND OF STUDENTS. THREE APPROACHES ARE DESCRIBED--THE APPRAISAL APPROACH, THE ASSESSMENT APPROACH, AND THE EVALUATIVE APPROACH. SUGGESTIONS FOR THE EVALUATION OF BOTH STATE AND LOCAL LEVEL PROGRAMS OF GUIDANCE, COUNSELING, AND TESTING ARE GIVEN. INCLUDED ARE SPECIFIC PROGRAM OBJECTIVES AND SUGGESTIONS FOR COLLECTING PERTINENT DATA. METHODS ARE ALSO GIVEN FOR STUDIES OF STUDENTS. THE NEED FOR CONTINUED RESEARCH IN EVALUATION IS EMPHASIZED. LOCAL, STATE, AND NATIONAL RESPONSIBILITIES IN THIS EFFORT ARE DESCRIBED. THE APPENDIX INCLUDES A SELECTED BIBLIOGRAPHY. ED001146 GUIDANCE, COUNSELING, AND TESTING. PROGRAM EVALUATION. 1959-00-00 39 N/A 1965 2016-11-22

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No Acceleration Elementary School Students Gifted Guides Resource Teachers Teaching Guides Units of Study Workshops MILLHOLLEN, LLOYD F. Oregon (Eugene) Oregon Eugene School District 4J, OR. HANDBOOK CONTAINS UNITS TO BE USED BY THE RESOURCE TEACHER IN WORKSHOP GROUPS FOR CHILDREN OF HIGH ACADEMIC ABILITY OR WITH SPECIAL INTEREST IN PARTICULAR TOPICS. SOME OF THE UNITS ARE EXTENSIONS OF THE WORK IN THE GRADE LEVEL HANDBOOK, OTHER UNITS WERE DESIGNED TO BROADEN HORIZONS BY INTRODUCING NEW AREAS OF EMPHASIS. THE HANDBOOK FOR INTERMEDIATE GRADES PROVIDES BOTH CONTINUITY AND NEW DIMENSIONS THROUGH EXPLORATION OF A FEW LARGE UNITS OF STUDY TO ENCOURAGE BOTH BREADTH AND DEPTH IN LEARNING. THE MAJOR AREAS COVERED ARE--LANGUAGE, ARTS, THE FINE ARTS, BIOGRAPHIES OF FAMOUS MEN, ISLAND CIVILIZATIONS, ARCHAEOLOGY, OCEANOGRAPHY, AND SPECIAL UNITS IN MATHEMATICS. ED001147 RESOURCE TEACHER HANDBOOK INTERMEDIATE GRADES. 1963-00-00 250 N/A 1965 2016-11-22

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No Acceleration Counseling Enrichment Gifted High School Students Individual Development Intellectual Experience Teaching Guides JONES, G. BRIAN California (Sunnyvale) California Fremont Union High School District, Sunnyvale, CA. THE FREMONT UNION HIGH SCHOOL DISTRICT'S PROGRAMS' AIMS WERE TO IDENTIFY GIFTED STUDENTS, ENCOURAGE THEM TOWARD MAXIMUM INTELLECTUAL GROWTH, CHALLENGE THEM BY ENRICHING THEIR LEARNING EXPERIENCES, REQUIRE OF THEM MORE SELF-DIRECTION, AND HELP THEM DEVELOP A GROWING UNDERSTANDING OF THEIR OWN CAPABILITIES AND MAJOR INTERESTS. IDENTIFICATION OF THE STUDY SHOULD BE BY A SCORE OF 130 OR ABOVE ON AN INDIVIDUAL INTELLIGENCE TEST AND BY A SCORE AT OR ABOVE THE 98TH PERCENTILE ON GROUP INTELLIGENCE OR ACHIEVEMENT TESTS. THE PROGRAM SHOULD BE LIMITED TO 3 PERCENT OF THE PARTICIPATING MINORS, BY JUDGMENTS OF TEACHERS AND SCHOOL ADMINISTRATORS. THE ROLE OF THE COUNSELOR WAS IMPORTANT, BECAUSE HE INITIATED, ORGANIZED, REGULATED, AND SUSTAINED THE PROGRAM. HE SHOULD KEEP RECORDS FOR EACH CHILD. THE TYPES OF STATE-IDENTIFIED PROGRAMS INCLUDED ENRICHMENT IN THE REGULAR CLASSROOM, CORRESPONDENCE COURSES OR SPECIAL TUTORING, AND PLACEMENT IN ADVANCED GRADES OR CLASSES. ALSO RECOGNIZED WERE ATTENDANCE IN COLLEGE CLASSES AND SPECIAL COUNSELING OR INSTRUCTION OUTSIDE REGULAR CLASSES. CERTAIN PROCEDURES SHOULD BE CARRIED OUT FOR EACH STUDENT. HE SHOULD GIVE HIS CONSENT AND HE SHOULD HAVE A SPONSORING COMMITTEE. ALSO, INDIVIDUAL CASE STUDY RECORDS SHOULD BE KEPT ON HIM. SOME SUGGESTIONS FOR SPECIFIC ACTIVITIES IN ENHANCING THE INDIVIDUAL LEARNING PROGRAM INCLUDED SPECIAL COUNSELING, A TEACHER-STUDENT PROJECT, INDIVIDUAL STUDY, AND STUDENT SEMINARS. ALSO IMPORTANT WERE PERSONAL CONTACTS, FIELD TRIPS, AND SPECIAL SCHOOL FACILITIES. A BIBLIOGRAPHY AND FORMS WERE INCLUDED. ED001148 HANDBOOK FOR ENHANCED INDIVIDUAL LEARNING PROGRAM. 1964-04-00 35 N/A 1965 2016-11-22

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No Academically Gifted Acceleration Administrator Role Curriculum Guides Enrichment Activities Evaluation Methods Program Evaluation BISH, CHARLES E. AND OTHERS PENNSYLVANIA PROGRAM TECHNIQUES Pennsylvania (Harrisburg) Pennsylvania Pennsylvania State Dept. of Public Instruction, Harrisburg. THE PURPOSE OF THIS PUBLICATION IS THREEFOLD--(1) TO FACILITATE THE ORGANIZATION OF OUTSTANDING PROGRAMS BY DIRECTING ATTENTION TO THE ORIENTATION OF A GOOD PROGRAM AND TO THE ROLE OF ADMINISTRATORS AND FACULTY IN ITS IMPLEMENTATION, (2) TO ASSIST IN THE IMPROVEMENT, ARTICULATION, AND EVALUATION OF PROGRAMS ALREADY UNDERWAY, AND (3) TO FOREWARN OF POSSIBLE DIFFICULTIES IN AND DETERRENTS TO PROGRAM DEVELOPMENT. THE ABLE YOUTH SHOULD HAVE BOTH ACCELERATION AND ENRICHMENT. AN IMPROVED PROGRAM FOR ABLE STUDENTS WILL BENEFIT THE EDUCATION OF ALL CHILDREN IN THE SCHOOL. THE ADMINISTRATOR MUST PLAN WELL, PROVIDE THE NEEDED RESOURCES, AND STRIVE FOR A BALANCED PROGRAM DEVELOPING BOTH ACADEMIC AND CREATIVE TALENT. THE PROGRAM MUST BE IMPLEMENTED BY TALENTED TEACHERS, ALERT GUIDANCE COUSELORS, AND WELL-MAINTAINED FACILITIES. ALTHOUGH PLANNING IS DIRECTED AT THE LOCAL LEVEL, THE ABLE STUDENT MUST BE CONSIDERED IN A LARGER CONTEXT. A REALISTIC PROGRAM MUST CONCERN THE WHOLE STUDENT BODY. EVALUATION IS IMPORTANT TO DETERMINE WHETHER THE PROGRAM FOR ABLE STUDENTS ACHIEVES ITS PURPOSE. BACKGROUND MATERIALS ARE INCLUDED IN THE STUDY. ED001149 GUIDE TO PLANNING FOR ABLE STUDENTS. CURRICULUM DEVELOPMENT SERIES NO. 2. 1963-00-00 28 N/A 1965 2016-11-22

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No Acceleration Creativity Curriculum Guides Enrichment Gifted Grade 6 Skill Development Teaching Methods Workshops BIXLER, HAROLD H. CARTER, C. DOUGLAS CULLOWHEE Western Carolina Univ., Cullowhee, NC. IDEAS INCLUDED ARE THE PRODUCT OF AN INTENSIVE WORKSHOP HELD TO STUDY THE PUBLIC SCHOOL EDUCATION OF EXCEPTIONALLY TALENTED CHILDREN. PROGRAMS ARE AIMED AT DEVELOPING BETTER FACILITY IN SKILLS OF ABSTRACT THINKING, ORGANIZATION, DISCRIMINATING JUDGMENT, CREATIVE WRITING, AND THE ABILITY TO ENGAGE PROFITABLY IN GROUP ACTIVITY. INCLUDED IN THE LANGUAGE PROGRAM ARE SUCH SUBJECTS AS PHILOSOPHY, PRACTICE OF LANGUAGE SKILLS, AND LITERATURE ASSIGNMENTS IN THE WORKS OF TWAIN AND POE. IN THE SOCIAL STUDIES PROGRAM, EMPHASIS IS GIVEN TO THE STRENGTHENING OF DEMOCRATIC ASPECTS OF OUR AND OTHER CULTURES. THE GREEK, ROMAN, ENGLISH, AFRICAN AND OTHER CIVILIZATIONS AND CULTURES ARE STUDIED. TO MEET THE CHALLENGE OF BROADENING AND DEEPENING MATHEMATICAL MATURITY, ENRICHMENT IS PROVIDED IN MEANINGS AND PRINCIPLES, RATHER THAN IN FACTS AND PROCEDURES. SIMILAR EMPHASIS, BY MEANS OF MORE CREATIVE EXPERIENCES, IS GIVEN IN THE SCIENCE PROGRAM. ALSO INCLUDED IN THE PROGRAM ARE ART HISTORY, FUNDAMENTALS IN MUSIC THEORY, AND A GENERAL STUDY OF MUSIC. ED001150 THE CHALLENGE...A PROGRAM FOR GIFTED CHILDREN IN THE SIXTH GRADE. 1963-00-00 86 N/A 1965 2016-11-22

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No Course Organization Curriculum Guides Educational Media Educational Programs Elementary Education Industrial Arts Resource Materials School Counseling Secondary Education Teaching Methods JOHNSON, ALLEN Wisconsin (Wausau) Wisconsin Wausau District Public Schools, WI. TO AID TEACHERS, GUIDANCE COUNSELORS, AND ADMINISTRATORS, AS WELL AS THE STUDENT HIMSELF, THE HANDBOOK OFFERED PURPOSES AND COURSE DESCRIPTIONS IN THE FIELD OF INDUSTRIAL ARTS. IT APPLIED TO ELEMENTARY, JUNIOR HIGH, AND SENIOR HIGH SCHOOL STUDENTS. INDUSTRIAL ARTS PROVIDED AN OPPORTUNITY FOR STUDENTS TO DISCOVER THEIR APTITUDES AND ABILITIES IN THE VARIOUS FIELDS OF TECHNOLOGY. IN ELEMENTARY SCHOOL, THE PURPOSE OF THE PROGRAM CONTRIBUTED TO THE GOALS SET UP FOR THE OVERALL CURRICULUM OF THE MODERN ELEMENTARY EDUCATIONAL PROGRAM. THROUGH GROUP ACTIVITIES, THE PROGRAM HELPED STUDENTS UNDERSTAND THE PRACTICAL NATURE OF THE THEORY IN AREAS SUCH AS COMMUNICATIVE ARTS, SOCIAL STUDIES, MATHEMATICS, AND SCIENCE. ACTIVITIES USED INCLUDED THOSE INVOLVED WITH CARRYING OUT AN INDUSTRIAL PROCESS SUCH AS MAKING OF PAPER. THEY ALSO INCLUDED THE CONSTRUCTION OF SUCH MECHANICAL PROJECTS AS PUPPETS, AND THE CONSTRUCTION OF SUCH NONMECHANICAL PROJECTS AS THE MAKING OF COSTUMES. THE JUNIOR HIGH SCHOOL PROGRAM OFFERED STUDENTS AN OPPORTUNITY TO WORK IN A NUMBER OF DIFFERENT INDUSTRIAL ARTS AREAS AND ASSISTED THEM IN LOCATING AND DEVELOPING THE APTITUDES AND INDUSTRIAL INTERESTS THEY MIGHT HAVE HAD FOR TECHNICAL WORK. THE FIVE AREAS USED WERE GENERAL DRAFTING, GENERAL WOODWORKING, GENERAL ELECTRICITY, GENERAL METALS, AND GENERAL POWER MECHANICS. THE SENIOR HIGH SCHOOL PROGRAM ENCOMPASSED THE BASIC IDEAS OF GENERAL EDUCATION AND ALSO PROVIDED THE STUDENTS WITH AN OPPORTUNITY TO SPECIALIZE TOWARD PREVOCATIONAL, PRETECHNICAL, OR PREENGINEERING WORK. THE COURSES OFFERED WERE DRAFTING (I,II,III,IV), ENGINEERING TECHNOLOGY (DRAFTING), WOODWORKING (I,II,III,IV), ELECTRICITY (I,II,III), ENGINEERING TECHNOLOGY (ELECTRICITY), METALWORKING (I,II,III,IV), ENGINEERING TECHNOLOGY (METALWORKING), PRINTING (I,II), AND AUTO MECHANICS (I,II). ED001151 INDUSTRIAL ARTS HANDBOOK. 1963-00-00 40 N/A 1965 2016-11-22

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No Course Organization Curriculum Guides High Schools Instructional Programs Junior High Schools Resource Materials Social Studies Teaching Methods WESNER, GORDON E. AND OTHERS KANSAS CITY MISSOURI Missouri Kansas City School District, MO. THE 6-YEAR SEQUENCE AVOIDS NEEDLESS REPETITION IN COURSE OFFERINGS. ADAPTED COURSES WERE DEVELOPED TO MEET THE NEEDS AND INTERESTS OF STUDENTS LESS WELL QUALIFIED TO PURSUE GENERAL ACADEMIC COURSES. APPROPRIATE TEXTUAL MATERIALS AND LEARNING EXPERIENCES WERE GEARED TO MINIMUM ESSENTIALS. EACH YEAR'S PROGRAM IS OUTLINED BY UNIT AND INCLUDES AUDIO-VISUAL AIDS, TEACHER AIDS, AND EXTENSIVE RESOURCES FOR THE TEACHER AND STUDENT. EACH GENERAL COURSE DESCRIPTION IS FOLLOWED BY A DESCRIPTION OF AN ADAPTED COURSE FOR THE SAME SUBJECT AREA. THE SEVENTH AND EIGHTH GRADE COURSES ARE GENERAL IN NATURE AND ARE DESIGNED TO INCREASE THE AWARENESS OF THE STUDENT IN SOCIAL STUDIES. BOTH COURSES EMPHASIZE UNITED STATES HISTORY AND PROVIDE NO ADAPTATION FOR LESS ABLE STUDENTS. THE REQUIRED COURSES INCLUDE CITIZENSHIP IN GRADE NINE, AND AMERICAN HISTORY IN GRADE ELEVEN. TENTH GRADE ELECTIVES ARE IN WORLD HISTORY OR WORLD GEOGRAPHY. FULL YEAR ELECTIVES FOR SENIORS ARE ADVANCED PLACEMENT AMERICAN HISTORY OR CURRENT AFFAIRS. SEMESTER COURSE ELECTIVES INCLUDE COMPARATIVE GOVERNMENT, CONTEMPORARY ISSUES, ECONOMICS, AND INTERNATIONAL RELATIONS. ED001152 CURRICULUM GUIDE FOR SOCIAL STUDIES, GRADE 7-12. GENERAL AND ADAPTED COURSES. 1963-00-00 513 N/A 1965 2016-11-22

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No Skills Teaching Guides Teaching Methods Writing (Composition) Writing Skills LANGUAGE ARTS ADVISORY COMMITTEE COLORADO Colorado (Denver) Colorado Colorado (Denver) Colorado State Dept. of Education, Denver. A SEQUENTIAL AND FLEXIBLE PROGRAM IN COMPOSITION IS PRESENTED WHICH PREVENTS INEFFECTIVE TEACHING OF THE SAME SKILLS AND PLACES THE EMPHASIS ON REAL WRITING SKILLS RATHER THAN MERE MECHANICAL CORRECTNESS. THIS PUBLICATION STATES WHAT NEEDS TO BE TAUGHT TO PRODUCE SATISFACTORY WRITING AT ALL LEVELS FROM KINDERGARTEN THROUGH COLLEGE. IT SUGGESTS AN ORDER IN WHICH THE ELEMENTS OF WRITING SHOULD BE PRESENTED AND GIVES SPECIFIC WAYS IN WHICH TO TEACH THEM. ED001153 TEACHING COMPOSITION. SUGGESTIONS FOR THE TEACHER, KINDERGARTEN THROUGH COLLEGE. 1964-10-00 27 N/A 1965 2016-11-22

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No Civics Course Organization Curriculum Guides Disadvantaged Youth Geography Instruction Grade 9 Social Studies Teaching Methods LIBBER, THEODORE PENN, JOSEPH E. DISTRICT OF COLUMBIA District of Columbia District of Columbia Public Schools, Washington, DC. IN GRADE 9, ANCIENT HISTORY IS STUDIED DURING THE FIRST SEMESTER, FOLLOWED BY MEDIEVAL HISTORY THE SECOND SEMESTER. IT IS HOPED THAT MOST STUDENTS WILL CONTINUE THEIR HISTORY STUDY IN THE 10TH GRADE WITH MODERN HISTORY, BASED UPON THE CULTURAL CONCEPTS PRESENTED IN THE 9TH GRADE. GEOGRAPHY AND CIVICS ARE OFFERED AS ONE-SEMESTER ELECTIVES IN 9TH GRADE. THE PURPOSE OF THE GEOGRAPHY COURSE IS TO STRENGTHEN PUPIL KNOWLEDGE IN THE APPLICATION OF GEOGRAPHY TO COMMERCIAL, MECHANICAL, AND VOCATIONAL FIELDS. THIS KNOWLEDGE WILL BE REINFORCED IN 10TH GRADE WORLD HISTORY, RECOMMENDED AS A SEQUEL. MAP AND GLOBE READING SKILLS, PICTURE READING, OBSERVATION, AND AND THE UNDERSTANDING OF THE WORLD AS AN INTERDEPENDENT WHOLE SHOULD BE FULLY DEVELOPED. CIVICS IS ADVISED FOR THE SECOND SEMESTER IMMEDIATELY PRIOR TO JUNIOR HIGH GRADUATION. UNITS ON SELF-STUDY AND OCCUPATIONS ARE TO HELP WITH HIGH SCHOOL SUBJECT CHOICES AND VOCATIONAL PLANS. THE TEACHING OF CURRENT EVENTS AND CONTEMPORARY AFFAIRS IS INCLUDED IN THE COURSE. SPECIFIC SKILLS TO BE DEVELOPED, TEACHER SUGGESTIONS, AND COURSE OUTLINES ARE GIVEN FOR EACH OF THE SUBJECTS. ED001154 SOCIAL STUDIES CURRICULUM. JUNIOR HIGH SCHOOL, GRADE 9. 1964-00-00 34 N/A 1965 2016-11-22

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No Arithmetic Enrichment Gifted Grade 1 Grade 2 Grade 3 Mathematics Curriculum Resource Materials Teaching Guides Workshops HORN, R.A. OHIO Ohio (Cincinnati) Ohio Ohio (Cincinnati) Cincinnati Public Schools, OH. Ohio State Dept. of Education, Columbus. AN ARITHMETIC WORKSHOP AT THE UNIVERSITY OF CINCINNATI WAS HELD TO IMPROVE THE PRIMARY AND INTERMEDIATE ARITHMETIC PROGRAMS FOR THE ACADEMICALLY GIFTED CHILDREN OF THE CINCINNATI PUBLIC SCHOOLS. THE MATERIAL PRESENTED FOR USE IN THE PRIMARY GRADES CONTAINS CONCEPTS TO BE DEVELOPED, APPROPRIATE ACTIVITIES TO REINFORCE THE LEARNING, AND PUZZLES AND GAMES OF INTEREST TO THESE CHILDREN. AREAS EXPLORED INCLUDE--SETS (GROUPING), PLACE VALUE, NUMBER ORDER, DIFFERENT NAMES FOR THE SAME NUMBER, ADDITION, SUBTRACTION, MULTIPLICATION, DIVISION, PROBLEM SOLVING, TELLING TIME, FRACTIONS, APPROACHES TO GEOMETRY, AND PUZZLES AND GAMES. ED001155 ARITHMETIC ENRICHMENT IDEAS FOR GRADES 1,2, AND 3. 1962-09-00 28 N/A 1965 2016-11-22

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No Acceleration Curriculum Guides Enrichment Grade 4 Grade 5 Skill Development Talent Teaching Methods Workshops CARTER, C. DOUGLAS NORTH CAROLINA North Carolina (Winston Salem) North Carolina North Carolina (Winston Salem) Western Carolina Univ., Cullowhee, NC. Winston-Salem City Schools, NC. IDEAS INCLUDED ARE THE PRODUCT OF AN INTENSIVE WORKSHOP HELD TO STUDY THE PUBLIC SCHOOL EDUCATION OF EXCEPTIONALLY TALENTED CHILDREN. WITH THE EXPECTATION OF IMPROVING EXPRESSION AND STUDY SKILLS, THE PROGRAM OF LANGUAGE ARTS IS INITIATED ON A BROAD LEVEL OF BASICS AND SUPPLEMENTS INCLUDING LANGUAGE EXPRESSION, COMMITTEE WORK, CREATIVE WRITING, AND PARLIAMENTARY PROCEDURES. THE LITERATURE PROGRAM EXPLORES THE NOVEL AS A LITERARY FORM, WORKING WITH "DAVID COPPERFIELD." DEVELOPMENT OF READING SPEED AND COMPREHENSION IS GIVEN EMPHASIS. SOCIAL STUDIES ENRICHMENT GIVES ATTENTION TO PHYSICAL, SOCIAL, ECONOMIC, POLITICAL, AND SPIRITUAL CONCEPTS OF A UNIFIED WORLD. UNDERSTANDING OF NUMBER SYSTEMS, FRACTIONS, MEASUREMENTS, AND PROBLEM SOLVING SUPPLEMENTS THE ARITHMETIC UNITS. SCIENCES ARE EXPLAINED IN TERMS OF PLANT-ANIMAL RELATIONS AND THE EFFECTS OF AIR AND WEATHER. TO GIVE A BROADENED KNOWLEDGE OF THE FINE ARTS, ARTS, MUSIC, DRAMATICS, AND DANCING, OUTLINES ARE INCLUDED. ED001156 THE CHALLENGE...A PROGRAM FOR GIFTED CHILDREN IN THE FOURTH AND FIFTH GRADES. 100 N/A 1965 2016-11-22

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No Arithmetic Enrichment Gifted Grade 4 Grade 5 Grade 6 Mathematics Curriculum Resource Materials Teaching Guides Workshops HORN, R.A. Ohio (Cincinnati) OHIO Ohio Ohio (Cincinnati) Cincinnati Public Schools, OH. Ohio State Dept. of Education, Columbus. DURING A WORKSHOP HELD TO IMPROVE PRIMARY AND INTERMEDIATE ARITHMETIC PROGRAMS FOR THE ACADEMICALLY GIFTED CHILDREN IN THE CINCINNATI SCHOOLS, THE TEACHER PARTICIPANTS DEVELOPED A SERIES OF IDEAS AND EXERCISES. THE MATERIAL IS INTENDED TO PROVIDE CHALLENGING ENRICHMENT EXPERIENCES FOR MANY CHILDREN AND TO BE OF HELP TO ADMINISTRATORS AND TEACHERS IN OTHER SCHOOL SYSTEMS. AMONG THE CONCEPTS EXPLORED AND PRESENTED ARE--NUMERATIONS, OPERATIONS, MEASUREMENTS, PATTERNS, INEQUALITIES, SETS, EXPLORATORY GEOMETRY, FRACTIONS, DECIMALS, AND PERCENT. SUGGESTED ACTIVITIES INTENDED TO REINFORCE LEARNING ACCOMPANY EACH CONCEPT DISCUSSED. ED001157 ARITHMETIC ENRICHMENT IDEAS FOR GRADES 4, 5, AND 6. 1962-00-00 48 N/A 1965 2016-11-22

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No Administrator Attitudes Attitudes Educational Facilities Design School Size Secondary Schools Student Behavior Student Teacher Relationship Teacher Characteristics HECKER, STANLEY E. HEREFORD, KARL T. Michigan (East Lansing) MICHIGAN Michigan Michigan State Univ., East Lansing. Bureau of Educational Research. Michigan State Univ., East Lansing. Coll. of Education. INVESTIGATED WERE THE RELATIONSHIPS BETWEEN ELEMENTS OF THE SECONDARY SCHOOL PLANT AND CERTAIN CHARACTERISTIC BEHAVIORS OF THE STUDENTS, TEACHERS, AND ADMINISTRATORS IN THESE BUILDINGS. THE PROBLEMS WERE WHETHER THE BUILDING DESIGN AND UTILIZATION HAD ANY INFLUENCE ON THE INTERACTION OF SCHOOL PERSONNEL AND WHETHER THE BUILDING DESIGN AND UTILIZATION HAD ANY INFLUENCE ON THE ATTITUDES OF SCHOOL PERSONNEL TOWARD THEMSELVES AND OTHERS OR TOWARD THE SCHOOL AND ITS ARCHITECTURE. THE RELATIONSHIP BETWEEN FOUR BUILDING FACTORS AND SEVEN FACTORS OF PERSONNEL INTERACTION AND ATTITUDES WAS EXAMINED. THIRTY-FOUR CONTEMPORARY SECONDARY SCHOOLS WERE USED. THE FOUR BUILDING FACTORS WERE SIZE, DESIGN, UTILIZATION, AND TYPE. THE SEVEN PERSONNEL FACTORS INCLUDED--FREQUENCY AND PATTERNS OF INTERACTION, ATTITUDES TOWARD SELF, SCHOOL, AND ARCHITECTURE, PROBLEMS PERCEIVED BY SCHOOL PERSONNEL, AND EFFICACY OF PERSONNEL INTERACTION. RESULTS SHOWED THAT THE "SIZE" OF THE SCHOOL WAS THE SINGLE DOMINANT FACTOR REGARDING SCHOOL PERSONNEL INTERACTION AND ATTITUDES. HOWEVER THE INFLUENCE OF SCHOOL SIZE COULD BE MODIFIED BY THE RELATED BUILDING FACTORS OF DESIGN AND UTILIZATION. ED001158 RELATIONSHIPS AMONG SCHOOL DESIGN, UTILIZATION, PERSONNEL INTERACTION, AND ATTITUDES. 1963-12-00 366 N/A 1965 2016-11-22

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No Measurement Instruments Measurement Techniques Resource Materials School Counseling Student Development Test Construction Test Interpretation Test Selection MCLAUGHLIN, KENNETH DISTRICT OF COLUMBIA District of Columbia Office of Education (DHEW), Washington, DC. THESE ARTICLES ARE WRITTEN TO GIVEN ESSENTIAL FACTS ON TESTING TO INTERESTED CITIZENS. THE IMPORTANCE OF TESTING LIES IN ITS VALUE AS A GUIDANCE TOOL. TESTS REPRESENT ONLY A SAMPLING OF A PERSON'S PERFORMANCE FROM WHICH GENERAL CHARACTERISTICS ARE INFERRED. THERE ARE NUMEROUS TYPES OF TESTS DESIGNED FOR SPECIFIC PURPOSES, MEASUREMENT IN SOME IS INDIRECT. CONDITIONS UNDER WHICH TESTS ARE TAKEN INFLUENCE RESULTS, AND ACCURACY OF INTERPRETATION DETERMINES THEIR USEFULNESS. TEST CONSTRUCTION DEMANDS USING ADVICE OF SPECIALISTS, DEVELOPING ADMINISTRATIVE PROCEDURES, AND DEVELOPING NORMS FOR INTERPRETATION. CLASSIFICATION OF TESTS IS GIVEN ON THE BASIS OF TESTING PROCEDURES AND PURPOSES. LARGE SCALE TESTING PROGRAMS ARE DESCRIBED. TESTS ARE USED FOR IDENTIFICATION OF ABILITY LEVEL AND FOR SELECTION FOR COLLEGES AND JOBS. GROUP CLASSIFICATION WITHIN SCHOOLS AND EVALUATION OF TEACHING ARE AIDED BY TESTS. THEY SUPPLY DATA FOR EDUCATIONAL AND VOCATIONAL PLANNING AND ASSIST COUNSELING. CAUTION IS NEEDED IN INTERPRETING AND REPORTING OF TEST RESULTS. THE CUMULATIVE RECORD SERVES AS THE FOUNDATION OF THE GUIDANCE PROGRAM. IT IS A DEPOSITORY OF OBJECTIVE INFORMATION. ITS STANDARDS AND USES ARE EVALUATED. PROGRAMS OF TESTING ARE IMPORTANT TO GUIDANCE PROGRAMS, CURRENT PROGRAMS ARE DESCRIBED, BUT EACH SCHOOL'S PROGRAM SHOULD BE TAILORED TO MEET PARTICULAR NEEDS. THE SCHOOL STAFF, IN ITS ADMINISTRATION OF THE TESTING PROGRAM, DETERMINES ITS USEFULNESS. TECHNIQUES FOR SELECTION OF TESTS AND UTILIZATION OF RESULTS ARE SUGGESTED. DEFINITIONS OF COMMON MEASUREMENT TERMS FOLLOW THE ARTICLES. ED001159 UNDERSTANDING TESTING--PURPOSE AND INTERPRETATIONS FOR PUPIL DEVELOPMENT. 1963-00-00 24 N/A 1965 2016-11-22

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No Advanced Programs College Preparation English Curriculum Enrichment Honors Curriculum Secondary Schools Student Development DISTRICT OF COLUMBIA District of Columbia District of Columbia Public Schools, Washington, DC. THE HONORS COURSE IS IDENTICAL IN OUTLINE WITH THAT OF REGULAR COLLEGE PREPARATORY CLASSES. THE COURSES ARE ENRICHED TO ADVANCE TO THE STUDENTS' FULL ABILITIES THE QUALITY AND MATURITY OF THEIR ACHIEVEMENTS. CAREFUL, REFLECTIVE STUDY FOR QUALITY WORK INSTEAD OF A HURRIED QUANTITY OF MATERIALS IS DESIRED. THE PROGRAM SHOULD DEVELOP CRITICAL THINKING BY SUPPLEMENTAL READING, ANALYSIS, AND ENRICHMENT. WRITING ASSIGNMENTS SHOULD REQUIRE MATURE, ANALYTICAL THINKING AND SHOULD CHALLENGE THE STUDENT TO BE RESPONSIBLE FOR IMPROVEMENT IN WRITING AND BUILDING OF VOCABULARY. STUDENTS SHOULD BE PREPARED TO TAKE COLLEGE BOARD ENTRANCE EXAMS BY LEARNING TO WRITE WELL ABOUT WORTHWHILE SUBJECTS. ADVANCED WORK IN LITERATURE IS CONCERNED AGAIN WITH QUALITY RATHER THAN QUANTITY OF STUDENTS' READING. SPEAKING AND LISTENING SHOULD DEVELOP VOCABULARY AND FREEDOM OF EXPRESSION. SPECIAL UNITS SHOULD BE USED TO ENRICH THE PROGRAM. OTHER SCHOOL SYSTEMS MADE SUGGESTIONS TO DEVELOP A SUCCESSFUL HONORS PROGRAM IN ENGLISH. ED001160 ENGLISH CURRICULUM. SUGGESTIONS FOR ENRICHING THE CURRICULUM FOR HONOR STUDENTS IN THE SENIOR HIGH SCHOOL. 1960-00-00 25 N/A 1965 2016-11-22

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No Art Expression Creative Activities Creative Development Creativity Research Student Teacher Relationship Teaching Methods BEITTEL, KENNETH R. PENNSYLVANIA Pennsylvania Pennsylvania State Univ., University Park. SPECIFIC OBJECTIVES WERE TO DETERMINE THE EFFECTS ON CREATIVE PERSONALITY OF--SELF-DISCOVERED AND EXTERNALLY SUPPLIED CRITERIA FOR EVALUATING ONE'S OWN ART WORK, PROCESS FEEDBACK, WHERE EVALUATION IS MADE BY STILL PHOTOS TAKEN AT REGULAR INTERVALS AS THE WORK EMERGES, PRODUCT FEEDBACK, WHERE END PRODUCT VALUES ARE STRESSES, INTERACTIVE AND INDEPENDENT SETTINGS OF EVALUATIONS, AND SPONTANEOUS STUDENTS AS OPPOSED TO DIVERGENT STUDENTS. ART ACTIVITY WAS DESCRIBED AS AN INTRAPERSONAL DIALOGUE BETWEEN ARTIST AND THE EVOLVING ART OBJECT AND WAS DESIGNATED AS A PRIVATE, COVERT AFFAIR. A "VALUE NEUTRAL FIELD" CREATED THE PROPER CLIMATE FOR A LEARNING STUDY IN ART THROUGH REMOVAL OF THREAT AND EXTRANEOUS MOTIVATIONAL INCENTIVES. TIME AND CONTINUED PRODUCTION OF ART WORK STRENGTHENED THE RELATIONSHIP BETWEEN CREATIVE PERSONALITY AND SELF-DESCRIPTIVE MEASURES AND CRITERIA. IN ONE EXPERIMENT, SPONTANEOUS AND DIVERGENT STILL LIFE STIMULI WERE USED. THREE CRITERIA WERE JUDGED-AESTHETIC QUALITY, SPONTANEITY, AND DIVERGENCY. FOUR EXPERIMENTS WERE GIVEN--ART-DEPENDENT VARIABLES, DEPENDENT VARIABLES REPRESENTING THE CAPACITY FOR CREATIVE ACTION, VARIANCES OF PERIOD TO PERIOD DYNAMICS ON THE ART DEPENDENT VARIABLES, AND ONE TEACHING EXPERIMENT. IT WAS FOUND THAT PERIOD TO PERIOD ANALYSIS BRINGS INCREASED SENSITIVITY OVER COMULATIVE ANALYSIS. IN THE CASES OF AESTHETIC QUALITY AND SPONTANEITY THERE WERE NO SIGNIFICANT CUMULATIVE MAIN EFFECTS ON SIMPLE INTRACTIONS, BUT THESE DID APPEAR IN PERIOD TO PERIOD ANALYSIS. THE MIDDLE PERIOD SHOWED PEAK EFFECT ESPECIALLY IN THE CASE OF AESTHETIC QUALITY. ED001161 EFFECT OF SELF-REFLECTIVE TRAINING IN ART ON THE CAPACITY FOR CREATIVE ACTION. 1964-00-00 257 N/A 1965 2016-11-22

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No Advanced Programs Curriculum Guides Enrichment Gifted Program Improvement Teaching Methods Units of Study New York (Buffalo) NEW YORK New York New York (Buffalo) Calasanctius Preparatory School, Buffalo, NY. THE CALASANCTIUS PREPARATORY SCHOOL ATTEMPTS TO IMPROVE TEACHING METHODS AND CURRICULA FOR GIFTED CHILDREN THROUGH RESEARCH AND EXPERIMENTATION. THROUGH A CHALLENGING PROGRAM, ACADEMICALLY TALENTED CHILDREN ARE ASSISTED IN DEVELOPING THEIR TALENTS, PREPARING FOR ADVANCED PLACEMENT IN COLLEGE, AND DEVELOPING MORAL RESPONSIBILITY. COURSES INCLUDE RELIGION, PHILOSOPHY AND THEOLOGY, HUMANITIES (ENGLISH, LANGUAGES AND SOCIAL STUDIES), MATHEMATICS, SCIENCES, RELATED FIELD STUDIES, PHYSICAL EDUCATION, AND CO-CURRICULAR ACTIVITIES. SEMINARS ARE HELD IN EACH OF THE COURSES. ED001162 OUTLINE OF CURRICULUM AND DESCRIPTION OF COURSES OF STUDY. 1963-12-01 24 N/A 1965 2016-11-23

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No Achievement College Preparation Course Organization Curriculum Guides English Gifted Honors Curriculum Literature Secondary Education WESNER, GORDON E. KANSAS CITY MISSOURI Missouri Kansas City School District, MO. THE ULTIMATE PURPOSE OF HONORS PROGRAMS IN ENGLISH IS TO BREAK SEVERAL EDUCATIONAL "LOCKSTEPS" WHICH HAVE BEEN FELT TO RETARD STUDENT INCENTIVE TOWARD MAXIMUM ACHIEVEMENT. THE SOPHOMORE COURSE IS A POINT OF DEPARTURE FOR A SERIES OF COURSES TO PREPARE THE SUPERIOR ENGLISH STUDENT FOR THE COLLEGE LEVEL COURSE IN HIS SENIOR YEAR. UNITS OF COMPOSITION AND CRITICAL THINKING AS WELL AS VOCABULARY AND GRAMMAR MECHANICS ARE INCLUDED IN THE COURSE. UNITS IN LITERATURE CONCERN AMERICAN LITERATURE AND A STUDY OF THE SHORT STORY. THE ELEVENTH GRADE COURSE LINKS THE TENTH GRADE AND SENIOR LEVEL COURSES BY COVERING A WIDE RANGE OF WORLD LITERATURE WITH THE MAIN EMPHASIS ON USING IT AS SUBJECT MATTER FOR COMPOSITION AND DISCUSSION. THE PURPOSE OF THE SENIOR LEVEL COURSE IS TWO-FOLD--(1) A SURVEY IN ENGLISH LITERATURE, (2) STUDY OF EFFECTIVE WRITING SKILLS, WITH SPECIAL EMPHASIS ON ESSAY WRITING. THE COLLEGE LEVEL COURSE FOR SPECIALLY SELECTED SENIORS IS ONE OF ENRICHMENT IN BOTH COMPOSITION AND LITERATURE. COURSE DESCRIPTIONS INCLUDE SUGGESTIONS FOR COURSE CONTENT, COURSE OUTLINE, TEXTS, AIDS, AND REFERENCES. ED001163 CURRICULUM GUIDES FOR ENGLISH, HONORS GRADE 10, HONORS GRADE 11, SENIOR A GRADE 12, ADVANCED PLACEMENT, COLLEGE LEVEL 12. 1961-00-00 72 N/A 1965 2016-11-22

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No Academically Gifted Catalogs Chinese Educational Opportunities English Instruction German High School Students Institutes (Training Programs) Japanese Language Instruction Methods Research Russian Summer Programs Teacher Interns LEMEN, ROBERT F. MISSOURI Missouri (Clayton) Missouri Mark Twain Summer Inst., Inc., Clayton, MO. THE MARK TWAIN SUMMER INSTITUTE OFFERED CHALLENGING EDUCATIONAL OPPORTUNITIES, PROVIDED EXCELLENT TEACHERS AN OPPORTUNITY TO DEVELOP NEW TECHNIQUES, AND OFFERED AN "INTERN-TEACHER" PROGRAM. THE STUDENTS QUALIFIED TO ATTEND WERE ABLE SECONDARY STUDENTS FROM GRADES 9 THROUGH 12. EACH STUDENT WOULD TAKE ONE NON-CREDIT HIGH SCHOOL COURSE. THE CURRICULUM CONSISTED OF ENGLISH COMPOSITION AND LITERATURE, FIRST AND SECOND YEAR CHINESE, FIRST AND SECOND YEAR JAPANESE, BEGINNING AND ADVANCED GERMAN, BEGINNING AND ADVANCED RUSSIAN, ART FORM, MODERN MATHEMATICS, ASTRONOMY, BIOLOGY, CHEMISTRY, EARTH SCIENCE, PHYSICS, ENGINEERING, LAW THEORY, PHILOSOPHY, ECONOMICS, MODERN EAST ASIAN HISTORY, BEHAVIORAL SCIENCE, AND RAPID READING. A COLLEGE DAY FOR THE STUDENTS TO MEET REPRESENTATIVES FROM DIFFERENT COLLEGES WAS OFFERED, AS WAS A LECTURE SERIES. A NEW ADDITION TO THE INSTITUTE WAS THE "INTERN-TEACHER" PROGRAM. PROSPECTIVE AND EXPERIENCED TEACHERS COULD BECOME A PART OF THE PROGRAM THROUGH APPLICATION. ED001164 MARK TWAIN SUMMER INSTITUTE, 1965 SESSION. GENERAL CATALOGUE OF INFORMATION AND COURSES OFFERED. 1965-00-00 16 N/A 1965 2016-11-22

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No Curriculum Development Educational Programs Language Arts Nongraded Instructional Grouping Primary Education Readiness Reading Skills Resource Materials Skill Development CARTER, C. DOUGLAS NORTH CAROLINA North Carolina (Winston Salem) North Carolina North Carolina (Winston Salem) Western Carolina Univ., Cullowhee, NC. Winston-Salem City Schools, NC. SINCE IT IS BELIEVED THAT A CHILD PROGRESSES BY HIS OWN PARTICULAR MENTAL CAPACITIES, NINE LEVELS OF A NONGRADED PRIMARY UNIT HAVE BEEN DEVELOPED. ACCORDING TO A CHILD'S ABILITY, HE MAY COMPLETE HIS CONTINUOUS GROWING PATTERN IN 2 TO 4 YEARS. THE FIRST LEVEL IS PRIMARILY CONCERNED WITH DETERMINING A CHILD'S READINESS TO BE PLACED INTO A MORE ADVANCED LEVEL, ONE BEST SUITED TO HIS NEEDS. THE LEVELS ARE THEN DIVIDED BY RELATIVE SKILLS ACHIEVED IN LANGUAGE ARTS, SINCE READING IS THE SKILL WHICH MAKES OTHER LEARNING EASIER. AMONG THE AREAS OF SCIENCE AND SOCIAL STUDIES, NO ADOPTED TEXTS ARE OFFERED, THUS MAKING LEARNING THE RESULT OF EXPERIENCES AND OF OBSERVATIONS. LISTS OF SUPPLEMENTARY TEXTS ARE GIVEN ACCORDING TO LEVEL ACHIEVED. PROBLEM AREAS IN EVERY SUBJECT ARE OUTLINED. EVALUATION FORMS, SPECIALLY DESIGNED FOR THE PROGRAM, ARE INCLUDED. ED001165 THE CHALLENGE--A PROGRAM FOR THE NON-GRADED PRIMARY SCHOOL. 1960-00-00 48 N/A 1965 2016-11-22

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No Curriculum Development Educational Improvement Gifted Material Development Methods Research Program Administration State Programs Student Evaluation MURRAY, EVELYN AND OTHERS WEST VIRGINIA West Virginia West Virginia State Dept. of Education, Charleston. TO HELP THE GIFTED AND ACADEMICALLY ABLE STUDENTS, WEST VIRGINIA DEVELOPED A 5-YEAR STATE PLAN. ITS RECOMMENDATIONS INCLUDED ORGANIZING PANELS TO STIMULATE, DEMONSTRATE, AND LEAD DISCUSSIONS IN LOCAL SCHOOLS, HAVING COUNTRY-WIDE WORKSHOPS AND DEVELOPING EXAMPLE INSTRUCTIONAL MATERIALS. THE SELECTED STUDENTS WERE DIVIDED INTO TWO GROUPS--ACADEMICALLY ABLE (115-129 ON BINET INTELLIGENCE QUOTIENT SCALE) AND GIFTED (130-ABOVE ON BINET INTELLIGENCE QUOTIENT SCALE). CHILDREN SHOULD BE EVALUATED FROM NURSERY SCHOOL ON TO DETECT SUPERIOR ABILITY. GUIDANCE AND COUNSELING SHOULD BE CONTINUOUS FOR ABLE STUDENTS. YET THE ENTIRE SCHOOL STAFF SHOULD SHARE IN THE GUIDANCE RESPONSIBILITY. THE COUNSELOR SHOULD PROVIDE ADDITIONAL GUIDANCE SERVICES TO STUDENTS, PARENTS, TEACHERS, AND ADMINISTRATORS. THE CURRICULUM SHOULD NOT BE DEPTH INSTRUCTION ALONE. RATHER, TO BE SUCCESSFUL, THE PROGRAMS SHOULD BUILD ON THE FASTER LEARNING RATES OF ABLE STUDENTS ALONG WITH ENRICHMENT EXPERIENCES IN BOTH DEPTH AND BREADTH. ALL OF THE BACKGROUND CONTENT AND MATERIALS OF EACH SCHOOL GRADE SHOULD BE COVERED, BUT ADJUSTED TO THE FAST LEARNING RATE OF THE GIFTED. ADMINISTRATION SHOULD BE ACCOMPLISHED BY ESTABLISHING UNITS, ONCE ESTABLISHED, THEY ARE THE SIZE OF THE SCHOOL, THE TYPE OF COMMUNITY SERVED BY THE SCHOOL, AND THE ATTITUDE OF THE SCHOOL STAFF TOWARDS THE PROGRAM. EVALUATION OF THE PROGRAMS SHOULD INVOLVE ACHIEVEMENT, PERSONAL AND SOCIAL ADJUSTMENT, AND ATTITUDES OF CHILDREN, PARENTS, AND SCHOOL PERSONNEL TOWARD THE PROGRAM. A BIBLIOGRAPHY WAS INCLUDED. ED001166 WEST VIRGINIA STATE PROGRAM FOR THE GIFTED AND ACADEMICALLY ABLE STUDENTS. 1966-00-00 51 N/A 1965 2016-11-22

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No Academically Gifted Admission Criteria Early Admission Primary Education Research Committees School Districts School Policy Special Programs Surveys BERGSTROM, HOWARD E. AND OTHERS MINNESOTA Minnesota (Minneapolis) Minnesota Minnesota (Minneapolis) Minnesota State Dept. of Education, St. Paul. IT IS RECOMMENDED THAT EACH SCHOOL DISTRICT STUDY THE PROBLEM INVOLVED IN EARLY ADMISSION AND ADOPT A LOCAL POLICY PERMITTING THE ADMISSION OF QUALIFIED PUPILS REGARDLESS OF PRESENT AGE REQUIREMENTS. THE LOCAL SCHOOL DISTRICT, AFTER AN INITIAL SCREENING OF APPLICANTS, ASSUMED THE COST OF PSYCHOLOGICAL TESTING IN ALL CASES WHERE THE COST OF SUCH TESTING MIGHT DISCOURAGE PARENTS OF POTENTIALLY QUALIFIED CHILDREN. THE TREND WAS TO REQUIRE AN ADMISSION AGE OF 5 YEARS BY SEPTEMBER FOR KINDERGARTEN, AND 6 YEARS FOR FIRST GRADE. TOO FEW SCHOOLS WERE FOUND WHICH PROVIDED FOR THE EARLY ADMISSION OF CHILDREN WITH SUPERIOR INTELLECTUAL CAPACITIES. DISTRICTS HAVING SUCH A POLICY EXISTED MAINLY IN THE LARGER POPULATION AREAS WHERE PSYCHOLOGICAL SERVICES WERE READILY AVAILABLE AND WHERE LARGE CONCENTRATIONS OF CHILDREN OF THIS AGE AND ABILITY RESIDED. FIVE CRITERIA FOR POTENTIAL ADMITTEES WERE PROPOSED--CHRONOLOGICAL AGE, MENTAL AGE, PHYSICAL DEVELOPMENT AND MUSCULAR COORDINATION, EMOTIONAL STABILITY, AND THE CHILD'S ATTITUDE TOWARD SCHOOL AND LEARNING. THE COMMITTEE CONCLUDED THAT THERE IS LITTLE DOUBT THAT EARLY ADMISSION TO THE SCHOOL PROGRAM IS BENEFICIAL TO THE MENTALLY ADVANCED STUDENT. A SURVEY OF ENTRANCE AGE REQUIREMENTS, SAMPLE LETTERS TO PARENTS, TEST FORMS, AND APPLICATION ENTRANCE FORMS ARE APPENDED. ED001167 AN EARLY ADMISSIONS PROGRAM. A COMMITTEE REPORT ON SCHOOL PLANNING FOR ADOPTING AN EARLY ADMISSIONS POLICY IN THE PUBLIC SCHOOLS OF MINNESOTA. 1962-10-00 44 N/A 1965 2016-11-22

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No Conferences Curriculum Development Educational Improvement Educational Research Gifted High School Students Parent Participation Seminars KEEHAM, VIRIGINIA R. MAYHON, W.G. NEW MEXICO New Mexico (Santa Fe) OPERATION FUTURE New Mexico New Mexico State Dept. of Education, Santa Fe. ACADEMICALLY TALENTED SOPHOMORE, JUNIOR AND SENIOR HIGH SCHOOL STUDENTS WERE SELECTED TO PARTICIPATE IN "OPERATION FUTURE." PARENTS, TEACHERS, AND STUDENTS RECEIVED THE FOLLOWING--INDIVIDUAL COUNSELING INTERVIEWS TO DISCUSS FUTURE PLANS OVER A 2- OR 3-YEAR PERIOD, APTITUDE AND ABILITY TESTING, GROUP SEMINARS AND DISCUSSIONS RELATED TO CAREER INFORMATION, SCHOLARSHIPS AND LOANS, AN OPPORTUNITY TO VISIT COLLEGE AND UNIVERSITY CLASSES AND TO TALK TO PROFESSORS, AND TANGIBLE EVIDENCE THAT OTHERS ARE INTERESTED AND WILLING TO HELP THEM BETTER THEIR EDUCATION AND CAREERS. AFTER AN ORIENTATION PROGRAM, THE STUDENT SELECTED THE LECTURES AND GROUP SESSIONS HE WANTED TO ATTEND. RECOMMENDATIONS INCLUDED--AN INCREASED EMPHASIS ON ENCOURAGING STUDENTS TO APPLY FOR SCHOLARSHIPS, INCREASED ATTENTION TO THE LEARNING PROCESSES, THE USE OF NEW MEDIA, THE USE OF NEW PRACTICES IN THE CLASSROOM, CONTINUED RESEARCH RELATED TO FINANCING AN EDUCATION, THE IMPROVEMENT OF VOCATIONAL AND TECHNICAL EDUCATION, AND INCREASED CURRICULUM EVALUATION. ED001168 "OPERATIONAL FUTURE." A REPORT OF RESEARCH THROUGH SERVICE TO THE ACADEMICALLY SUPERIOR HIGH SCHOOL STUDENTS IN NEW MEXICO. 1963-00-00 37 N/A 1965 2016-11-22

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No Acceleration Advanced Students Algebra Audiovisual Aids Grade 8 Instructional Materials Mathematics Instruction Teaching Guides Teaching Methods HORN, R.A. OHIO Ohio (Cleveland) Ohio Ohio (Cleveland) Cleveland Public Schools, OH. Ohio State Dept. of Education, Columbus. MATERIALS ARE INCLUDED FOR BOTH ENRICHED AND ACCELERATED MATHEMATICS COURSES, WITH ADAPTATIONS AND MODIFICATIONS TO MEET THE NEEDS OF MOST MATHEMATICS CLASSES. UNIT AND TIME PLANS ARE GIVEN FOR BOTH SEMESTERS, AND TEXTBOOKS TO WHICH THE GUIDE IS KEYED ARE LISTED. TOPICS, OBJECTIVES, SUGGESTED TEACHING TECHNIQUES, AVAILABLE FILMS AND FILM STRIPS, EVALUATION TECHNIQUES, SUPPLEMENTARY REFERENCES, AND VOCABULARY DEVELOPMENT ARE GIVEN FOR EACH UNIT. FOR EASIER LOCATION, VOCABULARY IS ALSO LISTED IN ALPHABETICAL ORDER. FILM AND FILMSTRIP TITLES SHOULD BE USEFUL TO ANY TEACHER SEEKING AUDIOVISUAL MATERIALS IN MATHEMATICS. UNITS INCLUDE--SETS OF NUMBERS, VARIABLES, OPEN EXPRESSIONS, AND OPEN SENTENCES, EQUATIONS AND INEQUATIONS, SYSTEMS OF EQUATIONS AND INEQUATIONS, PRODUCTS, AND FACTORS, ALGEBRAIC FRACTIONS, RATIO, PROPORTIONS, AND VARIATION, ROOTS, POWERS, AND RADICALS, QUADRATIC EQUATIONS AND INEQUATIONS, AND NUMERICAL TRIGONOMETRY. ED001169 TEACHERS' GUIDE. EIGHTH GRADE ALGEBRA FOR THE ACADEMICALLY TALENTED. 1963-00-00 110 N/A 1965 2016-11-22

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No Achievement Classroom Environment Leadership Questionnaires Social Relations Student Attitudes Student Teacher Relationship Teacher Attitudes Teacher Effectiveness GORDON, C. WAYNE AND OTHERS CALIFORNIA California (Los Angeles) California California (Los Angeles) California Univ., Los Angeles. PUPIL PRODUCTIVITY, MORALE, AND COMPLIANCE HAVE BEEN ANALYZED AS FUNCTIONS OF TEACHER LEADERSHIP INDEPENDENTLY OF THE QUESTION OF WHETHER THE TEACHER BEHAVIOR WHICH WAS FAVORABLE TO ONE OF THESE EFFECTS IN PUPIL BEHAVIOR WOULD ALSO BE FAVORABLE TO ANOTHER TYPE OF EFFECT. INTERRELATIONSHIPS OF EFFECTS WERE STUDIED WITH RESPECT TO THE QUESTION--DOES THE TEACHER WHO ACHIEVES THE GREATEST TOTAL LEARNING GAIN ALSO ACHIEVE HIGH MORALE OR COMPLIANCE. MEASURES OF PRODUCTIVITY, MORALE, AND COMPLIANCE WERE CONSIDERED IN LIGHT OF VARIABLES OF SEX, GRADE, AGE, INITIAL ACHIEVEMENT SCORES, GEOGRAPHIC MOBILITY, INTELLIGENCE, SOCIOECONOMIC STATUS, AND PREVIOUS HISTORY OF COOPERATIVE OR UNCOOOPERATIVE BEHAVIOR AT SCHOOL. PRODUCTIVITY WAS MEASURED BY A SERIES OF ACHIEVEMENT TESTS. PUPIL MORALE WAS MEASURED ON A SET OF QUESTIONS INCLUDED ON A FALL AND SPRING QUESTIONNAIRE. PUPIL COMPLIANCE WAS MEASURED IN RELATION TO REQUIREMENTS OF TASK PERFORMANCE AND CLASSROOM ORDER. THE STUDY REVEALED A SIGNIFICANT RELATIONSHIP BETWEEN TEACHER LEADERSHIP AND THE THREE EFFECTS. LEADERSHIP FUNCTIONS WERE FOUND TO BE SCALABLE. THE EFFECTS INTERACTED SO THAT THE LEVEL OF PERFORMANCE ON ANY SINGLE DIMENSION WAS DEPENDENT ON THE LEVEL OF PERFORMANCE IN THE OTHER TWO DIMENSIONS. THESE FINDINGS ENABLED THE RESEARCHER TO SPECIFY THE TEACHER LEADERSHIP STYLES WHICH MAXIMIZE THE GREATEST NUMBER OF EFFECTS. ED001170 DIMENSIONS OF TEACHER LEADERSHIP IN CLASSROOM SOCIAL SYSTEMS PUPIL EFFECTS ON PRODUCTIVITY, MORALE AND COMPLIANCE. 1963-12-00 28 N/A 1965 2016-11-22

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No Achievement Rating Enrichment Activities Evaluation Mathematics Physical Sciences Student Development Talent MANCHESTER, CLYDE R. SILBERBERG, NORMAN E. Minnesota (Saint Paul) MINNESOTA Minnesota Minnesota (Saint Paul) Saint Paul Public Schools, MN. THE STUDENT DEVELOPMENTAL PROGRAM PROVIDED IN-SERVICE TRAINING THROUGH WORKSHOPS, PARTICIPATION ON CURRICULUM COMMITTEES, AND SPECIAL COURSES AT LOCAL COLLEGES. CONCLUSIONS ABOUT THE EFFECTS OF THE STUDENT DEVELOPMENTAL PROGRAM ON ACHIEVEMENT WERE PRESENTED. INTERGROUP COMPARISONS OF ACHIEVEMENT, INTEREST, AND PERSONALITY WERE MADE OF SENIOR HIGH SCHOOL STUDENTS. RESULTS SHOWED NO OUTSTANDING DIFFERENCES IN PERSONALITY AND INTERESTS BETWEEN THE PARTICIPANTS OF THE STUDENT DEVELOPMENTAL PROGRAM AND THE CONTROL GROUP. HOWEVER, DIFFERENCES WERE SHOWN IN ACHIEVEMENT, FOR THE PARTICIPANTS IN THE PROGRAM CONSISTENTLY ACHIEVED HIGHER. OTHER PHASES OF EVAUATION SHOWED THE STUDENT DEVELOPMENTAL PROGRAM AS BENEFICIAL TO, OR AT LEAST WITHOUT NEGATIVE EFFECTS ON, THE STUDENTS. THESE WERE NOT DESCRIBED. GRAPHS AND TABLES WERE INCLUDED. ED001171 THE STUDENT DEVELOPMENTAL PROGRAMS. SECOND REPORT ON A PROGRAM FOR TALENTED STUDENTS IN MATHEMATICS AND SCIENCES. 1962-09-00 23 N/A 1965 2016-11-22

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No Career Opportunities Curriculum Data Collection Paraprofessional Personnel Two Year Colleges Vocational Education SCHILL, WILLIAM Illinois (Urbana) ILLINOIS Illinois Illinois (Urbana) Illinois Univ., Urbana. Coll. of Education. THE TECHNICIAN IS NOT A RETRAINED CRAFTSMAN NOR A FLUNKED-OUT ENGINEERING STUDENT. HE IS A NEW AND UNIQUE ASPECT OF TECHNOLOGICAL SOCIETY. THREE LEVELS OF TECHNICIANS ARE DESCRIBED--THE ENGINEERING TECHNICIAN, THE INDUSTRIAL TECHNICIAN, AND THE TECHNICAL SPECIALIST. THERE IS A LARGE GAP BETWEEN ABSTRACT ENGINEERING AND PRODUCTION, AND THE TECHNICIAN SHOULD BRIDGE THIS GAP. THE CURRENT SHORTAGE OF TECHNICIANS, AND INDUSTRY'S PREFERENCE FOR TRAINED PERSONNEL, SERVE AS MUTE EVIDENCE THAT CURRENT AND PAST PRACTICES OF DETERMINING CURRICULUM CONTENT ARE LESS THAN SATISFACTORY. THE BASIC INSTRUMENT USED TO COLLECT DATA WAS A MODIFIED VERSION OF THE Q-SORT TECHNIQUE. CARDS WERE DEVELOPED TO REPRESENT THE CONTENT OF COURSES TAKEN BY TECHNICIANS IN PREPARATION FOR VARIOUS JOBS. ASSESSING THE EDUCATIONAL ATTAINMENT OF THE RESPONDENTS HELPED TO CLARIFY SOME OF MANAGEMENT'S VIEWPOINTS CONCERNING HIRING PRACTICES. HIGH SCHOOL PROGRAMS ARE GOOD BUT THE TRADITIONAL COLLEGE PROGRAM, WITH ITS EMPHASIS ON SCIENCE AND MATH, IS MORE IN LINE WITH THE NEEDS OF TECHNICIAN-POSITIONS. ANALYSES WERE USED TO IDENTIFY THE CORE PROGRAM AND SPECIFIC AREAS OF KNOWLEDGE RELATED TO THE SEPARATE TECHNOLOGIES. THE CORE PROGRAM KNOWLEDGES WERE FOUND TO INCLUDE TECHNICAL WRITING, ENGINEERING GRAPHICS, MATH THROUGH TRIGONOMETRY, AND THE USE OF TEST EQUIPMENT. THE FINDINGS INDICATE THAT, THROUGH SIMILARITY OF CURRICULUM, THE REQUIREMENTS OF TECHNOLOGY ARE INCLUDED IN THE ACADEMIC OFFERINGS OF THE TYPICAL JUNIOR COLLEGE. ED001172 CURRICULA CONTENT FOR TECHNICAL EDUCATION. 1964-00-00 143 N/A 1965 2016-11-22

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No Art Education Art Materials Child Development Curriculum Guides Elementary Education Secondary Education LATTING, LUCILE H. AND OTHERS COLORADO Colorado (Denver) Colorado Colorado (Denver) Colorado State Dept. of Education, Denver. AN ART CURRICULUM IS IMPORTANT IN DEVELOPING CREATIVE HUMAN EFFORT BY A PROCESS OF LEARNING THROUGH STUDY AND ACTION. SUCCESSFUL ART EDUCATION AIDS IN THE DEVELOPMENT OF ALL AREAS OF LEARNING WHERE DISCOVERY AND CREATIVITY ARE SOUGHT. EACH PERSON IN THE REALM OF EDUCATION, FROM THE ART COORDINATOR TO THE PARENT, HAS A ROLE TO PLAY IN THE ART EDUCATION OF THE CHILD. THE GENERAL CURRICULUM PROVIDED IN THE TEXT CAN READILY BE APPLIED TO SPECIFIC SITUATIONS. SUGGESTIONS ARE MADE FOR APPLICATION OF BASIC ART PRINCIPLES IN THE PRIMARY THROUGH SECONDARY LEVELS. A DESCRIPTION OF FACILITIES AND MATERIALS NEEDED ARE LISTED IN THE GUIDE. A MINIMUM PROGRAM INCLUDES CERTAIN ESSENTIAL EXPERIENCES IN TWO- AND THREE-DEMENSIONAL PROJECTS TO BE USED IN AN EVEN CONTINUITY. NUMEROUS ILLUSTRATIONS AND EXTENSIVE BIBLIOGRAPHY ACCOMPANY TEXT. ED001173 COLORADO ART GUIDE K-12. 1964-09-00 144 N/A 1965 2016-11-22

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No Games Language Arts Library Materials Mathematics Materials Mythology Puzzles Sciences Social Studies Spanish GOLDSMITH, JOHN CALIFORNIA California (San Jose) California (Cupertino) California California (San Jose) Cupertino Union School District, CA. San Jose State Coll., CA. SUCH MATHEMATICAL GAMES AS DOMINOES FOR PRIMARY NUMBER RECOGNITION AND AS MILK BOTTLE TOPS FOR ADDITION AND SUBTRACTION ARE LISTED. A LIST OF SEVERAL MATH PROBLEMS, PUZZLES AND BRAIN TEASERS FOLLOW. QUIET GAMES OF PAPER CUTTING AND CROSS WORD PUZZLES FOR MATH VOCABULARY ARE INCLUDED. THE NEXT SECTION OF GAMES CONCERNS LANGUAGE. THESE INCLUDE SPELLING GAMES, HOMONYMS, WRITING ABILITY, VOWEL SOUNDS AND BOOK TITLE GAMES GIVEN AT VARIOUS GRADE LEVELS. SCIENCE GAMES ARE INTENDED TO IMPROVE VOCABULARY AND SCIENCE REASONING. MUSIC GAMES GIVEN ARE A MATCH GAME AND A FORM OF OLD MAID USING PICTURES OF FAMOUS COMPOSERS. GAMES ARE GIVEN FOR LIBRARY SKILLS, MYTHOLOGY, SPANISH, AND SOCIAL STUDIES. ED001174 GAMES AND PUZZLES FOR THE MORE ABLE STUDENT. 1964-00-00 80 N/A 1965 2016-11-22

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No Advanced Placement Enrichment Activities Gifted Honors Curriculum Research Projects GEORGIA Georgia (Atlanta) Georgia Georgia (Atlanta) Georgia State Dept. of Education, Atlanta. IN THE FIRST 3 YEARS OF A 10-YEAR PROGRAM, SURVEYS WERE TAKEN, STATE PERSONNEL WERE TRAINED, AND PLANS WERE MADE FOR DEMONSTRATIONAL AND EXPERIMENTAL PROJECTS. TEN SUCH PROJECTS ARE IN OPERATION. APPROXIMATELY 573 TEACHERS ARE INVOLVED IN THE SPECIAL PROJECTS, WITH A TOTAL EXPENDITURE OF OVER $68,000 FOR TEACHER EDUCATION, INSTRUCTIONAL MATERIALS, ADDITIONAL PERSONNEL, AND TESTING. IN THE TEN DISTRICTS, 385 TEACHERS ARE WORKING ON ENRICHMENT IN THE REGULAR CLASSROOM. THE REMAINING 188 ARE TEACHING SPECIAL CLASSES. OF THIS GROUP, ONLY 20 TEACH THE GIFTED STUDENTS ON A FULL-TIME BASIS. THREE OF THE 188 ARE COMMUNITY RESOURCE PEOPLE WHO MEET WITH SPECIAL INTEREST GROUPS PART-TIME. OF THE 573 TEACHERS, 14 ARE NEGRO. EACH PROJECT IS COORDINATED BY A PERSON AT THE LOCAL LEVEL. APPROXIMATELY 2,541 STUDENTS ARE PARTICIPATING IN GRADES 1-12, WITH THE MAJOR PORTION HAVING AN INTELLIGENCE QUOTIENT OF 120 OR ABOVE. EACH SCHOOL DISTRICT IS CONDUCTING A DIFFERENT PROGRAM OF INSTRUCTION FOR GIFTED STUDENTS. PROGRAMS USE FULL-TIME AND PART-TIME ENRICHMENT, ABILITY GROUPINGS, CLUSTER GROUPS, NONGRADED CLASSES, HONORS CLASSES, ADVANCED PLACEMENT COURSES, INTEREST GROUPS, INTEGRATING SUBJECTS, AND SPECIAL SUMMER SCHOOL ENRICHMENT COURSES. ALTHOUGH MUCH SUCCESS IN INCREASED STUDENT AND TEACHER PRODUCTIVITY HAS BEEN NOTED, PROBLEMS WERE ENCOUNTERED IN A NEED FOR BETTER UNDERSTANDING AND COOPERATION BETWEEN ADMINISTRATORS, TEACHERS, AND PARENTS. INSERVICE TRAINING IS RECOMMENDED FOR TEACHERS OF THE ACADEMICALLY TALENTED. SMALL CLASSES AND REDUCED TEACHING LOAD ARE ESSENTIAL FOR PROPER TEACHING SITUATIONS. BETTER PLANNING BY THE STATE DEPARTMENT OF EDUCATION AND AT THE LOCAL LEVEL, PRIOR TO THE INITIATION OF PROJECTS, WILL HELP PREVENT LATER PROBLEMS. ED001175 GEORGIA'S ACADEMICALLY TALENTED PROJECT REPORT. 1963-09-00 19 N/A 1965 2016-11-22

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No Ability Grouping Achievement Elementary School Students Evaluation High School Students Junior High School Students Teaching Methods BORG, WALTER R. UTAH Utah (Logan) Utah Utah State Univ., Logan. THE PROJECT'S SAMPLE CONSISTED OF CHILDREN OF ELEMENTARY, JUNIOR HIGH, AND HIGH SCHOOL AGE. THEY WERE DIVIDED INTO TWO GROUPS--(1) AN ABILITY GROUPING THAT DIFFERENTIATED THE CURRICULUM PRINCIPALLY BY ADJUSTING THE RATE OF PRESENTATION OF CURRICULAR MATERIAL, (2) RANDOM GROUPING THAT DIFFERENTIATED THE CURRICULUM PRINCIPALLY THROUGH THE USE OF ENRICHMENT. THE TWO GROUPS WERE EXAMINED AND EVALUATED FOR--(1) STUDY HABITS, (2) ACHIEVEMENT, (3) REALIZATION OF ACHIEVEMENT POTENTIAL, (4) PUPIL ATTITUDES, (5) PUPIL PROBLEMS, (6) SELF-CONCEPT, (7) ASPIRATION LEVEL AND ACHIEVEMENT VALUES, (8) PERSONALITY. ED001177 AN EVALUATION OF ABILITY GROUPING. 1964-00-00 462 N/A 1965 2016-11-22

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No Advanced Placement College Preparation Critical Thinking English Literature Programs Writing Skills THOMPSON, PHILLIP CALIFORNIA California (Redwood City) California Sequoia Union High School District, Redwood City, CA. THE ADVANCED STANDING PROGRAM IN ENGLISH IS DESIGNED TO PREPARE SELECTED STUDENTS FOR THE ADVANCED PLACEMENT CLASSES, WHICH ARE EQUIVALENT OF COLLEGE FRESHMAN ENGLISH, IN HIGH SCHOOL. WHILE KEEPING ADVANCED PLACEMENT NEEDS IN MIND, EMPHASIS IN CURRICULUM IS PLACED ON THE MORE IMPORTANT GOAL OF BETTER COLLEGE PREPARATION IN ENGLISH. THE ADVANCED STANDING PROGRAM IN COMPOSITION AND CRITICAL THINKING INCLUDES UNITS IN SEMANTICS, LOGIC, AND THE ROLE OF MASS MEDIA. STUDENTS ARE INSTRUCTED IN AN UNDERSTANDING AND PRACTICAL USE OF SUCH CONCEPTS AS GENERALIZATIONS, INFERENCE, VALUE-JUDGMENT, METAPHOR, INDUCTIVE REASONING, AND DEDUCTIVE ARGUMENT. TYPES OF NEWSPAPER ARTICLES, FUNCTIONS OF A NEWSPAPER, SKILLS IN READING A NEWSPAPER, EVALUATION OF NEWSPAPERS, AND WAYS IN WHICH NEWS CAN BE DISTORTED ARE TOPICS DISCUSSED IN THE UNIT ON MASS NEWS MEDIA. THE LITERATURE PROGRAM IS COMPOSED OF UNITS ON POETRY, THE SHORT STORY, DRAMA, AND THE NOVEL. IN STUDYING POETRY, THEMATIC APPROACH IS RECOMMENDED. A STUDY OF THE HISTORICAL DEVELOPMENT OF THE SHORT STORY AND ITS CHARACTERISTIC STYLE IN THE DIFFERENT LITERARY PERIODS IS SUGGESTED. IN DRAMA, THE TEACHING OF A PLAY IS CENTERED AROUND DISCUSSION OF PLOT, THEME, CHARACTERS, AND DRAMATIC DEVICES, AS WELL AS REFERENCE TO NEW VOCABULARY WORDS. STUDY OF THE AMERICAN NOVEL SHOULD INCLUDE A SUMMARY OF ITS HISTORICAL DEVELOPMENT AND EXTENSIVE READING OF NOVELS WITH CLASS DISCUSSIONS ON CHARACTER DEVELOPMENT, SETTING, PLOT, THEME, STRUCTURE, AND SYMBOLISM. ED001178 COURSE OUTLINE AND TEACHING GUIDE FOR ADVANCED STANDING ENGLISH II. 1961-09-00 137 N/A 1965 2016-11-22

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No Curriculum Guides Enrichment Activities Grade 7 Instructional Materials Mathematics Talent HORN, R.A. AND OTHERS Ohio (Cleveland) OHIO Ohio Ohio (Cleveland) Cleveland Public Schools, OH. Ohio State Dept. of Education, Columbus. MATERIALS ARE INTENDED FOR USE BY BOTH ENRICHED AND ACCELERATED MATHEMATICS COURSES. TEXTBOOKS AND SUPPLEMENTARY TEXTS FOR THE COURSE ARE GIVEN. THE COURSE OF STUDY IS DIVIDED INTO BROAD UNITS FOR EACH OF THE SEMESTERS--SEMESTER I- LINES, ANGLES, NUMBER SYSTEMS, POLYGONS, COMMON AND DECIMAL FRACTIONS, PERCENTAGE, AND MEASUREMENTS, GRAPHS, RATIOS,SEMESTER II- APPLIED GEOMETRY, POLYHEDRONS, SETS, EQUATIONS, INEQUALITIES, GENERAL NUMBERS, APPLIED PERCENTAGE, AND REIEW OF REVIEW OF MONEY, INTEREST, INSURANCE, TAXES OBSERVATIONS, SUGGESTIONS, FILMS, AND FILM STRIPS AVAILABLE, EVALUATION TECHNIQUES, SUPPLEMENTARY REFERENCES AND VOCABULARY TO BE DEVELOPED AND STRESSED ARE GIVEN FOR EACH CONCEPT TO BE DEVELOPED. SAMPLE WORKSHEETS ARE SHOWN. A LIST OF USEFUL FREE OR INEXPENSIVE AIDS TO MATHEMATICS TEACHING IS GIVEN, SUGGESTED EQUIPMENT IS LISTED ALPHABETICALLY, AND DIAGRAMS OF MATHEMATICS ROOMS ARE SHOWN. ED001179 TEACHERS' GUIDE. SEVENTH GRADE MATHEMATICS FOR THE ACADEMICALLY TALENTED. 1963-00-00 129 N/A 1965 2016-11-22

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No Academically Gifted English Enrichment Activities Language Arts Lesson Plans Teaching Guides OLSON, HELEN F. Washington (Seattle) WASHINGTON Washington Washington (Seattle) Seattle Public Schools, WA. THE SEATTLE PUBLIC SCHOOLS DEFINED THE SUPERIOR STUDENT AS ONE WHO COULD ASSOCIATE AND INTERRELATE CONCEPTS AND COULD CRITICALLY EVALUATE FACTS AND ARGUMENTS. HE COULD CREATE NEW IDEAS AND ORIGINATE NEW LINES OF THOUGHT, HE HAD THE ABILITY TO REASON COMPLEX PROBLEMS THROUGH AS WELL AS TO UNDERSTAND OTHER SITUATION, OTHER TIMES, AND OTHER PEOPLE. THESE STUDENTS THEN SHOULD BECOME ACQUAINTED WITH A VARIETY OF LITERARY WORKS, USING THESE WORKS FOR ANALYTICAL DISCUSSIONS AND WORKING THROUGH THESE DISCUSSIONS TO INDIVIDUAL THOUGHT AND EXPRESSION. THE CLASS EXPERIENCES SHOULD BE BOTH VERTICAL ACCELERATION (MOVING AHEAD TO MORE ADVANCED WORK) AND HORIZONTAL ENRICHMENT (EXPLORING MORE SENSITIVE AND MATURE READING, SPEAKING AND WRITING). THE THREE DIFFERENT KINDS OF CLASSROOM SITUATIONS FOR THE SUPIOR STUDENT WERE INDIVIDUAL OR SMALL-GROUP HELP IN A HETEROGENEOUS CLASS, HONORS CLASSES, AND ADVANCED PLACEMENT CLASSES. HELP FOR SUPERIOR STUDENTS BEGAN IN SEVENTH GRADE AND WAS CARRIED THROUGH TWELFTH GRADE. MATERIAL IN THE GUIDE CAME FROM SUMMER WORKSHOPS AND CONTRIBUTIONS OF TEACHERS. OTHER MATERIAL CAME FROM THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH SUMMER INSTITUTES AT THE UNIVERSITY OF WASHINGTON AND ENGLISH PROGRAMS FOR SUPERIOR STUDENTS. THE MATERIALS INCLUDED INFORMATION CONCERNING THE ADVANCED PLACEMENT PROGRAM, SYLLABI FOR HONORS CLASSES, TEACHING UNITS, AND PARALLEL LESSONS FOR REGULAR AND HONORS CLASSES AT VARIOUS GRADE LEVEL. ED001180 ENGLISH LANGUAGE ARTS FOR THE SUPERIOR STUDENT. 1964-09-00 138 N/A 1965 2016-11-22

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No Mathematics Plane Geometry Solid Geometry Talent Teaching Guides HORN, R.A. OHIO Ohio (Cleveland) Ohio Ohio (Cleveland) Cleveland Public Schools, OH. Ohio State Dept. of Education, Columbus. MATERIALS ARE INTENDED FOR A UNIFIED AND ACCELERATED PLANE AND SOLID GEOMETRY COURSE AND FOR EASY MODIFICATION AND ADAPTATION BY EXPERIENCED OR INEXPERIENCED TEACHER. TEXTBOOKS TO WHICH THE GUIDE HAS BEEN KEYED ARE LISTED. UNITS ARE GIVEN FOR BOTH SEMESTERS WITH TIME ALLOTMENTS RECOMMENDED. EACH UNIT IS SUBDIVIDED INTO TOPICS AND OBJECTIVES, CONCEPTS, VOCABULARY, AND SYMBOLISM, REFERENCES, AND SUGGESTIONS. A GLOSSARY OF GEOMETRIC TERMS IS INCLUDED. SUGGESTIONS AND SUPPLEMENTARY REFERENCES ARE INTENDED FOR USE BY THE GEOMETRY TEACHER IN A REGULAR OR ACCELERATED CLASS. THE GUIDE WAS WRITTEN WITH THE UNIFYING CONCEPT OF MATHEMATICAL STRUCTURE IN MIND. THE SUBJECT MATTER SHOULD NOT BE TAUGHT IN THE USUAL SEGMENTED FASHION. UNITS INCLUDE--BASIC COMCEPTS, METHODS OF REASONING, TRIANGLES, PERPENDICULAR LINES AND PLANES, PARALLEL LINES AND PLANES, POLYGONS AND POLYHEDRONS, INEQUALITIES, RATIO AND PROPORTION, SIMILAR POLYGONS, CIRCLES AND SPHERES, GEOMETRIC CONSTRUCTIONS, LOCUS, COORDINATE GEOMETRY, AREAS OF POLYGONS AND CIRCLES, GEOMETRIC SOLIDS, AREAS, VOLUMES, AND SPHERICAL GEOMETRY. ED001181 TEACHERS' GUIDE. NINTH GRADE PLANE AND SOLID GEOMETRY FOR THE ACADEMICALLY TALENTED. 1963-00-00 277 N/A 1965 2016-11-22

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No Curriculum Development Elementary School Students Enrichment Activities Fine Arts Gifted Language Arts Sciences Social Sciences Special Classes SHORE, ROBERT E. CALIFORNIA PROGRAM FOR MORE ABLE LEARNERS California (San Rafael) California San Rafael City Schools, CA. THE SAN RAFAEL MORE ABLE LEARNER CURRICULUM WAS GEARED TO A SELECT GROUP OF ELEMENTARY SCHOOL STUDENTS. IT ATTEMPTED "TO DEEPEN APPRECIATIONS, ATTITUDES, AND UNDERSTANDINGS THROUGH INCREASED KNOWLEDGE OF THE ARTS AND SCIENCES, AND TO DEVELOP PROFICIENCIES AND SKILLS IN SELECTED AREAS IN THE ARTS AND SCIENCES." THE CURRICULUM OFFERED A UNIT ON FINE ARTS THAT INCLUDED ART PHILOSPHY (APPLICATION AND HISTORY), MUSIC PHILOSOPHY (APPRECIATION AND HISTORY), AND ARCHITECTURE. THE ABSTRACT SCIENCES INVOLVED MATHEMATICS (HISTORY, PHILOSOPHY, AND ADVANCED CONCEPTS), AND LOGIC (HISTORY, SYSTEMS, METHODS, AND APPLICATION). THE SCIENCES INCLUDED BIOLOGY (ZOOLOGY AND BOTANY) AND PHYSICAL SCIENCES (PHYSICS AND CHEMISTRY). INCLUDED IN THE SOCIAL SCIENCES WERE ANTHROPOLOGY, GEOGRAPHY, HISTORY, SOCIOLOGY, POLITICAL SCIENCES (CIVICS), PHILOSOPHY, ETHICS, EDUCATION, AND PHILOSOPHY. THE EXPLORATION IN LANGUAGES OFFERED THE SCIENCE, ORIGIN, AND HISTORY OF LANGUAGES, CULTURAL ENRICHMENT, AND SEMANTICS. LANGUAGE ARTS INCLUDED ENGLISH, LITERATURE, DRAMA, POETRY, CREATIVE WRITING, AND SPEAKING FORMS. OFFERED ALSO WERE SPECIAL CLASSES AND EVENTS (SATURDAY CHEMISTRY SEMINARS) ALONG WITH SPECIAL FACILITIES AND MATERIALS (LIBRARIES AND HEALTH SERVICES). ED001182 DESCRIPTION OF THE SAN RAFAEL PROGRAM FOR MORE ABLE LEARNERS AS PRESCRIBED IN THE CALIFORNIA ADMINISTRATIVE CODE, ARTICLE 23, SPECIALLY EDUCATIONAL PROGRAMS FOR MENTALLY GIFTED MINORS. 1962-06-00 45 N/A 1965 2016-11-22

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No Advanced Placement Curriculum Development Enrichment Activities Evaluation Field Trips Gifted Objectives Special Classes SHORE, ROBERT E. PROGRAM FOR MORE ABLE LEARNERS CALIFORNIA California (San Rafael) California San Rafael City Schools, CA. TO PROVIDE BETTER EDUCATIONAL OPPORTUNITIES FOR A SELECT GROUP OF STUDENTS, THE SAN RAFAEL PROGRAM FOR MORE ABLE LEARNERS WAS ESTABLISHED. AMONG ITS GOALS WERE PROBLEM-SOLVING FACILITY, CREATIVITY, RESPECT FOR LEARNING, AND SELF-UNDERSTANDING. THE GOALS ALSO INCLUDED KNOWLEDGE OF FACTS, IDEAS, CONCEPTS, SOCIAL SKILLS, SENSITIVITIES AND FEELING, VALUES AND ATTITUDES, AND ACADEMIC SKILLS. IDENTIFICATION OF THE STUDENT SHOULD INCLUDE 98TH PERCENTILE ON GROUP MENTAL ABILITY TESTS. TYPES OF PROGRAMS USED WERE REGULAR CLASSROOM ENRICHMENT, ADVANCED PLACEMENT, AND SPECIAL CLASSES. THE AREAS STUDIED IN THE CURRICULUM WERE SOCIAL SCIENCES, LANGUAGE, SCIENCES, FINE ARTS, AND ABSTRACT SCIENCES. SPECIAL EVENTS SUCH AS SPEAKERS UNIQUE FIELD TRIPS WERE INCLUDED. THE 1963-64 REPORT DIFFERED FROM PREVIOUS ONES IN ITS INCLUSION OF EXTENSIVE EVALUATION OF THE PROGRAM. THOSE WHO EVALUATED WERE PUPILS, PARENTS, TEACHERS, AND ADMINISTRATORS. MEASURES EVALUATION INCLUDED STANDARDIZED ACHIEVEMENT TESTS, RATING SCALES, INTERVIEWS, ANECDOTAL RECORDS, WORK SAMPLES, QUESTIONNAIRES, AND CASE HISTORY FOLDERS. EVALUATION SHOWED THAT THE PARTICIPANTS ACCOMPLISHED MORE THAN IF THERE HAD BEEN NO PROGRAM, THAT PARENTS CLAIMED THE PROGRAM TO BE BENEFICIAL TO THEIR CHILDREN, AND THAT TEACHERS WERE ENTHUSIASTIC ABOUT IT. ALSO THE MAJORITY OF STUDENTS WANTED TO PARTICIPATE IN SPECIAL ACTIVITIES. THE PROGRAM TENDS TO UPGRADE THE TOTAL SCHOOL PROGRAM FOR ALL CHILDREN. ED001183 DESCRIPTION OF THE SAN RAFAEL PROGRAM FOR MORE ABLE LEARNERS AS PRESCRIBED IN THE CALIFORNIA ADMINISTRATIVE CODE, ARTICLE 23, SPECIALLY EDUCATIONAL PROGRAMS FOR MENTALLY GIFTED MINORS. FIFTH ANNUAL REPORT 1963-64 1964-00-00 53 N/A 1965 2016-11-22

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No English Grammar Junior High Schools Language Patterns Linguistics Student Interests Student Motivation KELLY, RUBY M. Connecticut (Westport) CONNECTICUT WESTPORT PROJECT Connecticut Connecticut State Dept. of Education, Hartford. Westport Public Schools, CT. THE WESTPORT PROJECT WAS ORGANIZED TO ACCELERATE THE MOVEMENT TOWARD A DISTANT GOAL, A LINGUISTICALLY BASED ENGLISH CURRICULUM AT THE JUNIOR HIGH SCHOOL LEVEL. THE PRINCIPAL PURPOSE WAS TO COLLECT A SIGNIFICANT BODY OF INFORMATION ABOUT THE LANGUAGE STRUCTURES USED BY JUNIOR HIGH SCHOOL STUDENTS AND TO MAKE THIS MATERIAL AVAILABLE TO ANY SCHOOL SYSTEM WHICH SEEKS TO IDENTIFY THE CONTENT OF A LINGUISTICALLY BASED GRAMMAR PROGRAM. INTERESTED TEACHERS MUST DETERMINE THE LANGUAGE FACILITY DISPLAYED BY A STUDENT IN SPEECH AND WRITING SINCE THESE REPRESENT THE SKILLS WHICH HE HAS ALREADY MASTERED AND WHICH ARE AT HIS COMMAND. A COMPARISON OF THE CHARACTERISTICS OF SPEECH AND WRITING IS AN ESSENTIAL PART OF THE DATA COLLECTED. TEACHERS SHOULD ABSTRACT FROM RECENT LINGUISTIC MATERIAL THE INFORMATION WHICH CAN CONTRIBUTE MOST TO THEIR ENGLISH PROGRAMS. DISCUSSIONS OF CHARACTERISTICS OF SPEECH AND WRITING, IDENTIFICATION OF LANGUAGE PROBLEMS IN COMPOSITION PROCESS ARE INCLUDED, AS WELL AS A DESCRIPTION OF EXPERIMENTAL LESSONS IN INDUCTIVE TEACHING. ED001184 A STUDY TO IDENTIFY THE CONTENT OF LINGUISTICALLY BASED GRAMMAR INSTRUCTION OF A JUNIOR HIGH. 1963-00-00 105 N/A 1965 2016-11-22

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No Achievement Tests Gifted Honors Curriculum Intelligence Motivation School Size Talent RAMBO, FLORENCE AND OTHERS Georgia Governors Honors Program Georgia (Atlanta) Georgia (Atlanta) Georgia State Dept. of Education, Atlanta. THE GOVERNOR'S HONORS PROGRAM WAS CONDUCTED TO DO RESEARCH STUDIES DESIGNED TO ASSIST TEACHERS, COUNSELORS, AND OTHER SCHOOL PERSONNEL IN UNDERSTANDING THE NATURE AND NEEDS OF GIFTED AND TALENTED STUDENTS IN GEORGIA AND THE NATURE OF AN INSTRUCTIONAL PROGRAM BEST SUITED TO MEET THESE NEEDS. THE PARTICIPANTS CHOSEN WERE ACADEMIC AND FINE ARTS STUDENTS. GENERAL CHARACTERISTICS OF EACH GROUP WERE GIVEN, AS WELL AS FAMILY AND SCHOOL CHARACTERISTICS. INTELLIGENCE LEVEL, ACADEMIC ACHIEVEMENT LEVEL, AND MOTIVATIONAL CHARACTERISTICS WERE PRESENTED. THE FOLLOWING GENERALIZATIONS WERE MADE--(1) GIFTED SECONDARY SCHOOL STUDENTS FUNCTIONED AT A LEVEL RELATIVE TO THE UPPER HALF OF COLLEGE FRESHMEN AND SOPHOMORE CLASSES IN TERMS OF INTELLIGENCE, ACADEMIC ACHIEVEMENT, AND CERTAIN MOTIVATIONAL CHARACTERISTICS, (2) YET THESE STUDENTS WERE SIMILAR TO SECONDARY SCHOOL PUPILS IN TERMS OF CHRONOLOGICAL AGE, SEX DISTRIBUTION, GRADE PLACEMENT, AND SELECTED FAMILY CHARACTERISTICS, (3) THESE GIFTED STUDENTS WERE MORE OFTEN ENROLLED IN LARGER GEORGIA HIGH SCHOOLS, (4) THEY HAD POSITIVE RELATIONSHIP AMONG MEASURES OF INTELLIGENCE AND MEASURES OF ACHIEVEMENT, AND (5) THEIR ACHIEVEMENT LEVELS WERE DIRECTLY RELATED TO THE SIZE OF THE SCHOOL SECONDARY UNIT. ED001185 THE GOVERNOR'S HONOR'S PROGRAM...SOME RESEARCH. 1964-00-00 20 N/A 1965 2016-11-22

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No Activities Athletics Curriculum Guides Health Education Objectives Physical Education Self Concept Testing BROCKMEYER, W. Wisconsin (Wausau) WISCONSIN Wisconsin Wausau District Public Schools, WI. AN INSTRUCTIONAL GUIDE FOR THE TEACHING OF HEALTH AND PHYSICAL EDUCATION, EMPHASIZING EDUCATION BY EXPERIENCE IN ACTIVITY, WAS PRESENTED. THE GOALS WERE TO DEVELOP GOOD HUMAN RELATIONSHIPS, GOOD SELF-REALIZATION, CIVIC RESPONSIBILITY, AND ECONOMIC EFFICIENCY. THE PROGRAM FOR BOYS, GRADES SEVEN THROUGH NINE, INCLUDED CALISTHENICS APPARATUS (SUCH AS FLYING RINGS, HORIZONTAL BAR, HORSE, TRAMPOLINE, AND TUMBLING), SPORTS (SUCH AS ARCHERY, BASKETBALL, TOUCH FOOTBALL, SWIMMING, AND TENNIS), RHYTHMS, AND WEIGHT LIFTING. PHYSICAL FITNESS TEST WERE GIVEN. THE GIRLS' PROGRAM FOR GRADES SEVEN THROUGH NINE INCLUDED PHYSICAL FITNESS TESTS, APPARATUS (SUCH AS BALANCE BEAM, HORSE, PARALLEL BARS, ROPE CLIMBING, TRAMPOLINE, AND TUMBLING), SPORTS(SUCH AS ARCHERY, BADMINTON, BASKETBALL, GOLF, SOCCER, SOFTBALL, AND SWIMMING), AND RHYTHMS AND DANCE. THE PROGRAM FOR BOYS IN GRADES TEN THROUGH TWELVE INCLUDED CALISTHENICS, APPARATUS (TRAVELING RINGS, TUMBLING AND STUNTS, TRAMPOLINE, LADDER, HORSE AND HORIZONTAL BAR), SPORTS (SUCH AS CAGEBALL OR PUSHBALL, WRESTLING, TRACK AND FIELD, AND SPEEDBALL), WEIGHT LIFTING, AND ISOMETRICS. THE PROGRAM FOR THE GIRLS IN GRADES TEN THROUGH TWELVE INCLUDED CALISTHENICS, APPARATUS (BALANCE BEAM, FLYING RINGS, HORIZONTAL BARS, ROPES, TUMBLING, AND TRAPOLINE), SPORTS (SUCH AS INDOOR HOCKEY, SOCCER, TRACK, AND VOLLEYBALL), FOLK DANCE, MODERN DANCE, AND SQUARE DANCE. A BIBLIOGRAPHY IS INCLUDED. ED001186 INSTRUCTIONAL GUIDE FOR THE TEACHING OF HEALTH AND PHYSICAL EDUCATION. PRIMARY THROUGH SENIOR HIGH SCHOOL. 1964-00-00 119 N/A 1965 2016-11-22

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No Academically Gifted Conferences Demonstrations (Educational) Educational Improvement Gifted Individual Differences Teacher Education PETERSON, M.F. BISMARK North Dakota State Dept. of Public Instruction, Bismarck. FOR DISCUSSION PURPOSES, GIFTED PUPILS WERE DEFINED AS THE UPPER 15 PERCENT OF THE SCHOOL POPULATION, INCLUDING THE INTELLECTUALLY SUPERIOR, THE TALENTED, THE SKILLFUL, AND THE ABLE LEARNER. MANY BOOKS AND PAMPHLETS WERE ON DISPLAY, INCLUDING "CURRICULUM ADJUSTMENTS FOR GIFTED CHILDREN," BY ELISE MARTENS, "THE CHALLENGE," A PROGRAM FOR GIFTED CHILDREN IN WINSTON-SALEM, N.C. SCHOOLS, "CLEVELAND'S PLAN FOR GIFTED CHILDREN,""GUIDELINES FOR PARENTS OF CAPABLE YOUTH," BY R.F. DEHAAN, AND "EDUCATING TOMORROW'S LEADERS," BY E.E. HOLT. RESULTS OF AN IDEA BARRAGE HELD BY THE PARTICIPANTS ARE CLASSIFIED UNDER TEACHER TRAINING, FACILITIES, ORGANIZATION AND ADMINISTRATION, TEACHING METHODS AND AIDS TO BETTER PROGRAMING. AMONG THE MOST FREQUENTLY MENTIONED IDEAS WERE--INSERVICE TEACHER TRAINING AND DEMONSTRATIONS TO CHANGE TEACHER ATTITUDES AND INCREASE TEACHER SENSITIVITY TO THE NEEDS OF BRIGHT PUPILS, ESPECIALLY IN THE SECONDARY SCHOOLS. DEVELOPMENT OF SUMMER WORKSHOPS FOR TEACHERS INTERESTED IN NEW METHODS, PROVISION OF ADEQUATE LIBRARIES AND STAFF IN ELEMENTARY SCHOOLS, OPENING OF SCHOOLS ON SATURDAYS AND IN EVENINGS FOR HOBBY AND INTEREST GROUPS. EMPLOYMENT OF SPECIAL RESOURCE TEACHERS FOR THE ELEMENTARY SCHOOLS AND THE USE OF LOCAL PEOPLE TO BROADEN CLASS INFORMATION AND INTEREST, USE OF TEAM TEACHING, PROVISION FOR MORE GUIDANCE COUNSELORS AND ADEQUATE TESTING SERVICES, AND THE HOLDING OF SEMINARS FOR PARENTS OF GIFTED CHILDREN. RECOMMENDATIONS WERE MADE TO THE STAFF DEPARTMENT OF EDUCATION TO PROVIDE TEACHER SCHOLARSHIPS, TO SPONSOR STATE SUBSIDY PROGRAMS FOR THE GIFTED, TO RAISE TEACHER TRAINING STANDARDS, AND TO INTERPRET EDUCATIONAL NEEDS OF ALL CHILDREN TO PARENTS AND PUBLIC. IT WAS RECOMMENDED THAT COLLEGES TEACH MORE ABOUT INDIVIDUAL DIFFERENCES, MODERNIZE AND REEVALUATE METHODS COURSES, SYNCHRONIZE STUDENT TEACHING WITH THEORY COURSES, AND USE COLLEGE PERSONNEL AND MASTER TEACHERS FOR PREPARATION OF DEMONSTRATION TEACHING SERIES FOR EDUCATIONAL TELEVISION. ED001187 EXPLORING EDUCATION OF GIFTED CHILDREN, REPORT ON FOUR REGIONAL CONFERENCES, DEVILS LAKE, JAMESTOWN, MINOT, DICKINSON, JANUARY 23-26,1962. 1962-00-00 14 N/A 1965 2016-11-22

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No Communication Skills Elementary School Students Enrichment Activities Gifted Individual Differences Language Arts Personnel Skill Development DAVIS, ALICE H. AND OTHERS Pennsylvania (Indiana County) Pennsylvania Indiana County Public Schools, PA. IT WAS HELD THAT A PROGRAM FOR THE ACADEMICALLY TALENTED CHILD SHOULD BEGIN AS SOON AS HE IS IDENTIFIED, AND THAT THE CHILD SHOULD HAVE THE OPPORTUNITY TO DEVELOP TO HIS FULL POTENTIAL. SOME BROAD OBJECTIVES WERE TO DEVELOP WITHIN THE CHILD AN UNDERSTANDING AND APPRECIATION FOR THE CONTRIBUTIONS OF CONTEMPORARY AND PAST ACHIEVEMENTS, TO AROUSE IN HIM A DYNAMIC AWARENESS OF THE SOCIAL WORLD IN WHICH HE LIVES, TO GIVE HIM THE OPPORTUNITY TO DEVELOP LOVE OF LEARNING FOR ITS INTRINSIC REWARDS, AND TO GIVE HIM THE OPPORTUNITY TO DEVELOP AN APPRECIATION AND LASTING INTEREST IN AREAS OUTSIDE HIS OWN FIELD OF SPECIAL INTEREST. THE PROGRAM FOCUSES UPON FOUR MAJOR AREAS--PUPIL PERSONNEL, STAFF PERSONNEL, PHYSICAL ASPECTS, AND AREAS OF STUDY. COPIES OF CLERICAL FORMS USED ARE INCLUDED. IT WAS DISCOVERED THAT, DURING 1962-63, THE PUPILS WERE CHALLENGED WITH NEW AND ENRICHING METHODS TO EXTEND THEIR ABILITIES IN THE AREAS OF LANGUAGE ARTS AND COMMUNICATION, THAT PARENTS WERE INTIMATELY INVOLVED IN THE PROGRAM, AND THAT COMMUNITY RESOURCES WERE UTILIZED. A TWENTY-SEVEN ITEM SUMMARY OF PROGRAMS CONDUCTED DURING 1962-63 IS PRESENTED. EFFORTS WERE MADE TO OBSERVE THE CHILDREN OBJECTIVELY, AND IT WAS CONCLUDED THAT ACADEMIC ACHIEVEMENT, GROWTH IN WORK HABITS, AND THE DEVELOPMENT OF VARIOUS SKILLS COULD DEFINITELY BE NOTED. JUSTIFICATION FOR CONTINUANCE OF THE PROGRAM IS OUTLINED. ED001188 INDIANA COUNTY, PROGRAM FOR GIFTED ELEMENTARY SCHOOL CHILDREN. 1963-10-00 28 N/A 1965 2016-11-22

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No High School Students Individual Characteristics Research Problems Research Skills Secondary School Students Summer Programs Workshops UTAH Utah (Salt Lake City) Utah Utah Univ., Salt Lake City. A STUDY WAS CONDUCTED OF NINE NATIONAL SCIENCE FOUNDATION SUMMER SCIENCE PROGRAMS FOR HIGH SCHOOL STUDENTS DURING THE SUMMER OF 1961. THE TYPES OF SUMMER PROGRAMS STUDIED WERE THE ACADEMIC TYPE AND THE RESEARCH-PARTICIPATION TYPE. IN THE ACADEMIC-TYPE PROGRAMS, THE STUDENTS RECEIVED AN ADVANCED TREATMENT OF SUBJECT MATTER AND LABORATORY EXERCISES, GENERALLY IN THE BIOLOGICAL OR PHYSICAL SCIENCES. IN THE RESEARCH-PARTICIPATION TYPE THE STUDENTS WORKED ON RESEARCH PROBLEMS OF THEIR OWN CHOICE OR THEY JOINED ONGOING PROJECTS AS JUNIOR MEMBERS OF A PROFESSIONAL RESEARCH TEAM. THROUGH EVALUATION AND USE OF THE GRADE POINT AVERAGE AND INTELLIGENCE QUOTIENT, APTITUDE TESTS, SATISFACTORY ACHIEVEMENT SCALE, BIOGRAPHICAL INFORMATION SURVEY, SELF DESCRIPTION, NATIONAL MERIT SCHOLARSHIP CORPORATION FORM, AND NUMEROUS SINGLE CORRELATIONS AND POTENTIAL COMBINATIONS, CERTAIN CONCLUSIONS WERE MADE. THE RESULTS SHOWED THAT CHILDREN WITH OUTSTANDING RESEARCH ABILITY CAN BE KNOWN FOR OBSERVATION AND SCORING AT AN EARLY AGE. ALSO THERE WAS POSITIVE SUPPORT FOR THE IMPORTANT IDEA THAT DIFFERENT PSYCHOLOGICAL PROCESSES AND TRAITS ARE NEEDED IN LEARNING EXISTING KNOWLEDGE IN A TYPICAL SCHOOL-LIKE SITUATION THAN ARE REQUIRED IN A RESEARCH PARTICIPATION SITUATION, WHERE THE CENTRAL TASK IS TO PRODUCE NEW KNOWLEDGE. ED001189 IDENTIFYING HIGH SCHOOL STUDENTS WITH CHARACTERISTICS NEEDED IN RESEARCH WORK. 1963-04-00 62 N/A 1965 2016-11-22

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No Advanced Placement American History High School Students Objectives Teachers Teaching Methods AUSTIN, LOUISE AND OTHERS NEW YORK New York (Albany) New York New York (Albany) New York State Education Dept., Albany. A COLLEGE LEVEL COURSE IN AMERICAN HISTORY, TO BE GIVEN IN HIGH SCHOOL, IS DESCRIBED. AIMS INCLUDED--SKILLS IN METHODS OF HISTORICAL RESEARCH, ABILITY TO DEAL CRITICALLY WITH DOCUMENTS AND TRENDS OF THOUGHT, AND BASIC MASTERY OF FACTS AND GOOD LANGUAGE. SMALL CLASSES AND HIGHLY COMPETENT TEACHERS ARE ESSENTIAL. PAST ACHIEVEMENT IN SOCIAL SCIENCE AND ENGLISH CLASSES AND HIGH APTITUDE TEST SCORES ARE SUGGESTED AS CRITERIA FOR STUDENT SELECTION. THE RECOMMENDED COURSE CONTENT IS PRESENTED IN A CHART SHOWING THE TOPICS IN THE NEW YORK TWO-YEAR AMERICAN HISTORY COURSE. GENERAL TEACHING SUGGESTIONS ARE GIVEN, FOLLOWED BY POSSIBLE PROCEDURES FOR TEACHING TWO SAMPLE TOPICS. CRITICAL, EFFICIENT READING AND WRITING ARE EMPHASIZED THROUGHOUT THE COURSE UNITS. ED001190 ADVANCED PLACEMENT PROGRAM IN AMERICAN HISTORY. 1963 REVISION. 1963-00-00 52 N/A 1965 2016-11-22

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No Enrichment Activities Gifted High School Students Humanities Seminars Summer Programs Workshops AGOL, ALAN W. VISALIA CALIFORNIA California Visalia Union High School District, CA. A CURRICULUM WITHIN THE SIX-PERIOD DAY, THAT WOULD PROVIDE FOR DEVELOPING SUFFICIENT DEPTH BACKGROUND IN THE HUMANITIES, WAS PRESENTED. THE PROGRAM SUGGESTED AUGMENTING THE EDUCATION OF THE GIFTED THROUGH SPECIAL SUMMER SESSION CLASSES OR IN A SATURDAY OR WEEKDAY SEMINAR-TYPE SITUATION (HORIZONTAL ENRICHMENT). THE STUDENTS WERE TO BE SELECTED IF THEY ACHIEVED THE 98TH PERCENTILE OR BETTER ON THE CALIFORNIA TEST OF MENTAL MATURITY TOGETHER WITH THE 99TH PERCENTILE OR BETTER ON THE CALIFORNIA ACHIEVEMENT TESTS IN BOTH LANGUAGE AND ARITHMETIC SKILLS. OPERATIONAL METHODS TO BE USED IN THE CLASSROOM INCLUDED A BASIC TEXT OF READING LIKE EUGENE WEBER'S "FROM THE RENAISSANCE TO THE ATOMIC AGE--THE WESTERN TRADITION." TYPICAL CLASSROOM ENVIRONMENT WAS TO BE REPLACED BY A WORKSHOP TYPE OF LEARNING SITUATION. RESOURCE PEOPLE WERE TO BE BROUGHT IN FROM THE COMMUNITY TO AID IN SPECIAL AREAS SUCH AS MUSIC AND ART. AT FIRST THE PROGRAM WAS TO BE OPEN ONLY TO QUALIFYING JUNIORS AND SENIORS. EVALUATION TECHNIQUES COULD INCLUDE OBJECTIVE STUDENT QUESTIONNAIRES AND SELF-EVALUATION, AS WELL AS SHORT ESSAYS. A PARENTAL EVALUATION FORM COULD BE USED, AND THE TEACHER-DIRECTOR COULD HAVE SOME SIMPLIFIED STANDARDS FOR MEASURING PROGRESS. SUGGESTIONS FOR READING AND A BOOKLET CONCERNED WITH SUCH AREAS AS BIOGRAPHY AND PHILOSOPHY WERE GIVEN. ED001191 HUMANITIES ENRICHMENT PROGRAM FOR GIFTED STUDENTS OF VUHS. 1962-09-00 11 N/A 1965 2016-11-22

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No Gifted Individual Differences Intellectual Development Parent Teacher Conferences Psychologists School Attitudes Testing MARTINSON, RUTH California (Sacramento) California California California (Sacramento) California State Dept. of Education, Sacramento. IN IDENTIFYING THE GIFTED CHILD, THE TEACHER SHOULD BE ALERT AS TO WHETHER THE CHILD LEARNS EASILY AND RAPIDLY. OTHER FACTORS THAT CAN BE USED TO IDENTIFY THE GIFTED ARE A LARGE AMOUNT OF ENERGY AND A LARGE VOCABULARY. ALSO IMPORTANT ARE THE CHILD'S UNUSUAL POWER OF OBSERVATION, INTELLECTUAL CURIOSITY, UNUSAL POWER OF CONCENTRATION, AND CREATIVE OR UNUSUAL IDEAS. TESTING SHOULD BE USED FOR ALL GIFTED PUPILS IN ORDER TO DETERMINE MORE ACCURATELY THE LEVEL AND CHARACTER OF THEIR INTELLECTUAL FUNCTIONING. CONTACTS WITH THE PARENTS ARE NECESSARY, BECAUSE TEACHERS ASSIST PARENTS IN WORKING PROPERLY WITH THE CHILD AND SECURE INFORMATION WHICH WILL BE OF SERVICE IN PLANNING THE CHILD'S EDUCATIONAL EXPERIENCES. AREAS SUGGESTED TO DISCUSS WITH PARENTS WERE LISTED AND INCLUDED SUCH SUBJECTS AS ACADEMIC ACHIEVEMENTS, HOBBIES, ATTITUDES TOWARD THE SCHOOLS, AND MOTIVATIONAL PROBLEMS. FORMS USED FOR GATHERING INFORMATION ABOUT THE GIFTED SHILD ASKED FOR BASIC INFORMATION, THE CHILD'S HISTORY, A HEALTH REPORT, AND A PUPIL INTEREST SURVEY. ED001192 THE SCHOOL PSYCHOLOGIST AND THE EDUCATION OF GIFTED CHILDREN. 1962-09-00 15 N/A 1965 2016-11-22

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No Answer Keys Creativity Elementary Schools Gifted Rating Scales Students Tests SCOTT, RICHARD OREGON Sutherlin Program in Creativity Oregon Sutherlin Unified School District, OR. TESTS AND RATING CRITERIA WITH KEYS AND SCORING INSTRUCTION WERE COMPILED DURING THE FIRST THREE YEARS OF THE SUTHERLIN PROGRAM IN CREATIVITY. THESE TESTS HAVE PROVED EFFECTIVE IN IDENTIFYING THE STUDENTS WHO NEED A PARTICULAR APPROACH WITHIN THE FIELD OF CREATIVITY. CORRELATION BETWEEN TESTS AND RATINGS WAS POSITIVE. THESE INSTRUMENTS MAY BE USED TO IDENTIFY STUDENTS FOR (1) GROUPING WITHIN THE HETEROGENEOUS CLASS, (2) HOMOGENEOUS GROUPING, (3) IDENTIFICATION AND OBSERVATION IN THEIR EDUCATIONAL PROCESS, AND (4) EXPERIMENTAL PROGRAMS SEEKING INSIGHT WITHIN THE AREA OF CREATIVITY. ED001193 THE SUTHERLIN TESTS AND RATING CRITERIA FOR CREATIVITY. 1964-00-00 57 N/A 1965 2016-11-23

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No Academic Achievement Behavior Rating Scales Counseling Early Admission Emotional Development TISDALL, WILLIAM J. AND OTHERS Ohio (Warren) PENNSYLVANIA Ohio Pennsylvania Pittsburgh Univ., PA. School of Education. ACCORDING TO N.E.A. (1958), ONLY ONE IN EVERY FIVE SCHOOL DISTRICTS HAD EXCEPTIONS TO AN ARBITRARY ADMISSION SCHOOL AGE, AND ADMISSION WAS USUALLY DUE TO PARENT INITIATIVE. A FIELD DEMONSTRATION OF EARLY ADMISSION WAS INITIATED IN WARREN, PENNSYLVANIA (TO LAST FOR TWO YEARS), TO ASSURE THAT THE TESTED PROCESSES AND FAVORABLE RESULTS OF EARLY ADMISSION WOULD BE CALLED TO THE ATTENTION OF EDUCATORS AND THE PUBLIC. IT BEGAN WITH A PUBLIC CAMPAIGN AIMED AT INFORMING THE COMMUNITY. EFFORTS WERE MADE TO CONDUCT THE DEMONSTRATIONS WITHIN THE PRACTICES OF THE SCHOOL SYSTEM. NINETEEN EARLY ENTRANTS, RANGING IN AGES FROM THREE YEARS ELEVEN MONTHS TO FOUR YEARS EIGHT MONTHS, PARTICIPATED. FIRST GRADE TEACHERS REPORTED THAT SATISFACTORY OR BETTER ACADEMIC PROGRESS WAS BEING MADE BY THESE CHILDREN AT THE TIME. THE WARREN SCHOOL BOARD HAS DECIDED TO CONTINUE THE PROGRAM. ED001194 EARLY ADMISSION TO SCHOOL FOR SELECTED CHILDREN. 1963-00-00 22 N/A 1965 2016-11-22

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No Deafness Handicapped Children Innovation Language Acquisition Programed Instruction Reading Instruction Typewriting ROY, HOWARD L. AND OTHERS DISTRICT OF COLUMBIA District of Columbia Gallaudet Coll., Washington, DC. SOME RECENT INNOVATIONS IN TEACHING LANGUAGE WERE INVESTIGATED. THE TECHNIQUES OF PROGRAMED INSTRUCTION WERE MERGED WITH THE USE OF AN ELECTRIC TYPEWRITER TO PROVIDE THE MEANS OF TEACHING READING TO YOUNG DEAF CHILDREN. DEAF CHILDREN, RANGING IN AGE FROM THREE TO SEVEN YEARS, PARTICIPATED IN THIS STUDY. AS A GROUP, THEY TENDED TO BE OF AVERAGE INTELLIGENCE AND SOCIOECONOMIC STATUS. DEAF CHILDREN FROM THREE YEARS OF AGE CAN LEARN TO USE AN ELECTRIC TYPEWRITER WITHIN A VERY SHORT PERIOD OF TIME. PROGRAMED INSTRUCTION CAN PRODUCE SIGNIFICANT IMPROVEMENT IN LANGUAGE, AND IT WOULD APPEAR THAT THE MOST SUCCESSFUL APPROACH FOR LANGUAGE INSTRUCTION TO THIS GROUP OF CHILDREN WOULD BE TO INCLUDE THE TYPEWRITER AS A PART OF THE LANGUAGE PROGRAM. SUCH A CURRICULUM WOULD COORDINATE LANGUAGE EXERCISES ON THE TYPEWRITER WITH CURRENT METHODS OF IMPARTING LANGUAGE TO THESE CHILDREN. ED001195 NEW METHODS OF LANGUAGE DEVELOPMENT FOR DEAF CHILDREN. 1964-00-00 83 N/A 1965 2016-11-22

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No Creative Activities Elementary Schools Gifted Lesson Plans Teaching Guides INDIANA Indiana (Indianapolis) Indiana Indiana (Indianapolis) Indianapolis Public Schools, IN. INFORMATION ABOUT A PROGRAM FOR GIFTED PUPILS IS PROVIDED. AREAS CONTAINED ARE--IDENTIFICATION OF GIFTED PUPILS, REQUIREMENTS AND PROCEDURES FOR ENROLLMENT IN SPECIAL CLASSES, OUTSTANDING FEATURES OF THE PROGRAM, AND ITS ADMINISTRATION AND SUPERVISION. SOME OF THE SPECIAL FEATURES OF THE PROGRAM WHICH ARE GIVEN PARTICULAR ATTENTION ARE LITERATURE, INDIVIDUAL RESEARCH PROJECTS, BEGINNING TYPING INSTRUCTION, FRENCH, AND HOMEWORK ASSIGNMENTS. METHODS THAT HAVE PROVED SUCCESSFUL IN DEVELOPING GOOD STUDY HABITS, CREATIVE AND CRITICAL THINKING, SELF APPRAISAL AND SELF-DIRECTION, COURTESY, AND A RESPECT FOR THE ABILITY OF OTHERS HAVE BEEN CAREFULLY EVALUATED. SPECIFIC SUGGESTIONS FOR THEIR USES ARE INCLUDED IN THE SECTIONS ON LITERATURE AND RESEARCH PROJECTS. VARIOUS AIDS FOR TEACHERS OF GIFTED PUPILS ARE INCLUDED. SAMPLE DAILY PROGRAMS FOR EACH OF THE FIFTH-, SIXTH-, AND JUNIOR HIGH-GRADE LEVELS ARE INSERTED AS GUIDES. SUGGESTED BOOKS AND SUPPLIES FOR IMPLEMENTING THE PROGRAM, REFERENCE BOOKS FOR TEACHERS, AND BOOK LISTS FOR PUPILS OF DIFFERENT GRADE LEVELS ARE INCLUDED ALSO. ED001196 HANDBOOK FOR TEACHERS OF CLASSES FOR GIFTED. 1963-00-00 47 N/A 1965 2016-11-22

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No Acceleration Administrator Guides Enrichment Activities Gifted Instructional Programs Teachers GARDNER, GORDON, AND OTHERS CALIFORNIA California (Riverside) California California (Riverside) Riverside County Dept. of Education, CA. BACKGROUND MATERIAL FOR ADMINISTRATORS AND TEACHERS WHO WERE INTERESTED IN DEVELOPING AND REFINING INSTRUCTIONAL PROGRAMS FOR THE GIFTED WAS PRESENTED. THE FIRST AREA OF DISCUSSION WAS THE IDENTIFICATION OF THE GIFTED CHILDREN. CHILDREN IN GRADES 1 THROUGH 3 SHOULD BE IDENTIFIED BY INDIVIDUAL INTELLIGENCE TESTS, BUT, FROM GRADES 4 THROUGH 12, THE STUDENT COULD BE IDENTIFIED BY INDIVIDUAL OR GROUP TESTS AND BY THE JUDGMENTS OF TEACHERS, PSYCHOLOGISTS, AND SCHOOL ADMINISTRATORS. THE SECOND AREA WAS CONCERNED WITH PROGRAMS FOR THE GIFTED WHICH WOULD FALL INTO ONE OF THE THREE CATEGORIES - SPECIAL GROUPING, ACCELERATION, OR ENRICHMENT IN THE REGULAR CLASSROOM. THE THIRD PART DESCRIBED THE TYPES OF PROGRAMS BEING USED IN RIVERSIDE COUNTY. EXAMPLES WERE DRAWN FROM BANNING, CORONA, PERRIS, RIVERSIDE, INDIO, AND HEMET. TYPES OF PROGRAMS FOR GIFTED STUDENTS IN CALIFORNIA WERE DESCRIBED. THEY FELL INTO THE CATEGORIES OF SPECIAL GROUPING, ACCELERATIONS, AND ENRICHMENT IN THE REGULAR CLASSROOM. SELECTED ASPECTS OF ONE OR MORE SCHOOL SYSTEMS WITHIN A GIVEN STATE WERE PRESENTED. QUOTATIONS AND THE VALUE OF RESEARCH WERE OFFERED. AND A DESCRIPTION OF SCHOOL SYSTEMS IN FRANCE, ENGLAND, AND WEST GERMANY WAS GIVEN. ED001197 RIVERSIDE COUNTY BOARD OF EDUCATION. 1962-00-00 60 N/A 1965 2016-11-22

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No Ability Grouping Elementary Schools Enrichment Activities Experimental Programs Gifted Research Opportunities Talent Florida (Miami) Florida (Miami) Dade County Public Schools, Miami, FL. TALENT WAS BROADLY DEFINED TO INCLUDE ALL AREAS OF CONSTRUCTIVE HUMAN ENDEAVOR. DEVELOPMENT OF TALENT THROUGH RESEARCH AND EXPERIMENTATION WAS ATTEMPTED. EXPERIMENTAL STUDIES AND PROCEDURES USED BY THE SCHOOLS TO DEVELOP MANY DIVERSIFIED TALENTS OF PUPILS IN THE REGULAR CLASSROOM SITUATIONS WERE DESCRIBED. ELEMENTARY SCHOOLS PRESENTLY PROVIDE ENRICHMENT IN THE REGULAR CLASSROOM SITUATION BY GIVING ADDITIONAL AND MORE COMPLEX WORK TO A STUDENT IN THE AREA OF HIS OR HER ABILITY. EACH HIGH SCHOOL DEPARTMENT PROVIDES CHALLENGES TO THOSE OF SUPERIOR ABILITY. EXPERIMENTAL PROGRAMS IN TWO ELEMENTARY SCHOOLS ARE NOW IN PROGRESS TO EVALUATE NEW PROCEDURES FOR WORKING WITH GIFTED CHILDREN. IN ONE SCHOOL, SPECIAL GROUPS HAVE MADE STRONG GAINS THROUGH THE USE OF A HALF-DAY SPECIAL ENRICHMENT CLASS AND A HALF-DAY REGULAR CLASS. A SECOND ELEMENTARY PROJECT GROUPED GIFTED CHILDREN INTO ONE CLASS FROM THE THIRD GRADE ON AND ALLOWED THEM TO FINISH SIX YEARS OF ELEMENTARY SCHOOL IN FIVE YEARS. A JUNIOR HIGH SCHOOL GROUPED STUDENTS HAVING INTELLIGENCE QUOTIENTS OF 118 AND ABOVE IN A BASIC EDUCATION CLASS. STUDENTS WERE CHALLENGED TO WORK TO THEIR CAPACITY. GAINS IN MATHEMATICS AND SCIENCE WERE THE GREATEST. SUCCESS WAS SEEN IN READING AND SOCIAL STUDIES DEVELOPMENT ALSO. AN ENRICHMENT RESOURCE COMMITTEE WAS SET UP IN A HIGH SCHOOL TO PROVIDE A FEW HOMOGENEOUS GROUPINGS FOR ADVANCED PUPILS. NO OBJECTIVE EVALUATION WAS GIVEN. IN SUBJECTIVE EVALUATION, TEACHERS, STUDENTS, AND PARENTS ARE IN FAVOR OF THE TALENTED GROUPS. ED001198 TEACHING THE TALENTED. 51 N/A 1965 2016-11-22

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No Ability Identification Creativity Elementary Schools Homogeneous Grouping Teacher Attitudes Tests SCOTT, RICHARD Sutherlin Program in Creativity Sutherlin Unified School District, OR. IN THE SPRING OF 1961, TESTS WERE ADMINISTERED TO SEVENTH-GRADE STUDENTS TO IDENTIFY CREATIVITY WITHOUT REFERENCE TO INTELLIGENCE QUOTIENT OR ACHIEVEMENT. IN THE 2D YEAR THE TESTS WERE REFINED, AND A SECOND GROUP OF CREATIVE STUDENTS WAS FORMED. IN 1963, FIFTH-GRADE CLASSES WERE SET UP, IN ADDITION TO A THIRD SEVENTH-GRADE CLASS. TESTS FOR THE SECOND GRADE WERE PLANNED AND ADMINISTERED SUCCESSFULLY, USING TEACHER RATING AND PARENT RATING AS A THIRD FACTOR. TEACHERS FELT THE PROGRAM TO BE HIGHLY SUCCESSFUL AND THOUGHT UNDERSTANDING AND MOTIVATION OF THE CHILDREN TO BE IMPORTANT. MANY SOURCES ARE QUOTED IN A SERIES OF SHORT STATEMENTS ABOUT CREATIVITY IN GENERAL. A FINAL ESSAY MAKES SUGGESTIONS FOR IDENTIFICATION OF CREATIVE CHILDREN AND TEACHERS THROUGH TESTS AND RATINGS. PROPER TREATMENT OF THE CREATIVE CHILD CAN BE ENCOURAGED BY PUTTING HIM IN A CLASS WITH A CREATIVE TEACHER. ED001199 THE SUTHERLIN PROGRAM FOR "CREATIVE STUDENTS." SUMMARY. 1964-05-00 19 N/A 1965 2016-11-22

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No Administrators Behavior Patterns Behavior Rating Scales Leadership Qualities Questionnaires Teacher Attitudes Test Validity CHARTERS, W.W. MISSOURI Missouri (Saint Louis) Leadership Behavior Description Questionnaire Missouri Missouri (Saint Louis) Washington Univ., St. Louis, MO. PART I REPLICATED RESEARCH CONCERNING TEACHER ATTITUDES TOWARD ADMINISTRATORS. PREVIOUS FINDINGS INDICATED TEACHERS IN SMALL SCHOOL SYSTEMS HAD A STRONGER SENSE OF SUPERINTENDENT LEADERSHIP THAN DID TEACHERS IN LARGE SCHOOL SYSTEMS. HOWEVER, SUPERINTENDENTS RESPONDED WITH OPPOSITE PERCEPTION IN SELF-ANALYSIS TESTS. THE REPLICATION RECOMMENDED THAT THE FINDINGS BE REGARDED AS ENTIRELY FORTUITOUS. PART II INDICATED THE INVALIDITY OF THE LEADERSHIP BEHAVIOR DESCRIPTION QUESTIONNAIRE BECAUSE OF INCONSISTENCY OF RESULTS. IT WAS RECOMMENDED THAT THE INVESTIGATOR ASSESS CAREFULLY THE OPPORTUNITIES FOR HIS RESPONDENTS TO OBSERVE THE KINDS OF BEHAVIOR UPON WHICH THEY WILL BE ASKED TO REPORT. ED001200 TEACHER PERCEPTIONS OF ADMINISTRATOR BEHAVIOR. 1964-01-00 214 N/A 1965 2016-11-23

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No Academically Gifted Acceleration Curriculum Development High Schools Instructional Programs Skill Development Student Development Talent Development Teaching Guides Teaching Methods BLACK, MARTHA R. AND OTHERS MARYLAND Maryland Kent County Board of Education, Chestertown, MD. RECOMMENDATIONS, SUGGESTIONS, AND POLICIES FOLLOWED IN ORGANIZING AND DEVELOPING A PROGRAM FOR EDUCATING THE MORE ABLE STUDENTS IN THE HIGH SCHOOLS OF KENT COUNTY, MARYLAND, WERE PRESENTED. SOME OF THE OBJECTIVES WHICH GUIDED THE POLICY-MAKING PROCESS ARE--TO IDENTIFY THE MORE ABLE STUDENTS AT AN EARLY STAGE IN HIGH SCHOOL AND PROVIDE IMPROVED INSTRUCTIONAL PRACTICES THAT CHALLENGED THEM, TO DEVELOP A HIGHER LEVEL OF CREATIVITY AMONG THE MORE ABLE, TO HELP PARENTS AND TEACHERS DEVELOP AN APPRECIATION OF STUDENTS WITH UNUSUAL TALENT AND OUTSTANDING ABILITY, TO HELP THE SUPERIOR STUDENT DEVELOP THE POWER TO THINK CRITICALLY, TO PLAN, TO EXECUTE, AND TO JUDGE. INCLUDED ARE SUGGESTIONS FOR A COUNTY-WIDE CURRICULUM COMMITTEE AND FOR CURRICULUM CHANGES. SOME OF THE SELECED IDEAS AND TECHNIQUES OF TEACHING WHICH MIGHT PROVE EFFECTIVE ARE DISCUSSED--MULTIPLE CLASSES. SEMINARS, TEAM TEACHING, FLEXIBLE SCHEDULING AND PROGRAMED LEARNING. VOCABULARY BUILDING AND THE IMPROVEMENT OF STUDY SKILLS ARE TWO AREAS WHICH RECEIVE SPECIAL ATTENTION. THE INDIVIDUAL PROGRAMS IN EACH OF THE FOUR HIGH SCHOOLS ARE INCLUDED. ED001201 EDUCATING THE MORE ABLE STUDENTS IN THE KENT COUNTY HIGH SCHOOLS. 1962-00-00 66 N/A 1965 2016-11-22

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No Ability Grouping Costs Curriculum Educational Problems Educational Programs Gifted State Programs Statistical Data Surveys NEW YORK New York (Albany) New York New York (Albany) New York State Education Dept., Albany. A SURVEY OF THE ATTENTION GIVEN TO GIFTED PUPILS IN THE SCHOOLS OF NEW YORK STATE, EXCLUDING SCHOOLS IN THE LARGEST CITIES, REVEALED A NUMBER OF IMPORTANT ITEMS. APPROXIMATELY ONE-HALF OF THE SCHOOL BUILDINGS HAD MADE SPECIAL PROVISIONS FOR THE GIFTED. HOWEVER, FEW SCHOOLS IN DISTRICTS SPENDING LESS THAN $400 PER PUPIL PER YEAR HAD MADE SPECIAL PROVISIONS FOR THE GIFTED. BUILDING SIZE SEEMED TO BE RELATED TO PROVISIONS FOR THE GIFTED. NINETY-TWO PERCENT OF THE SCHOOLS WITH SPECIAL PROVISION FOR THE GIFTED IDENTIFIED THESE PUPILS USING THREE BASES FOR SUCH IDENTIFICATION--INTELLIGENCE QUOTIENTS, ACHIEVEMENT TESTS, AND TEACHERS OPINION. MOST OF THE SCHOOLS WHICH HAD ESTABLISHED SPECIAL PROVISIONS FOR THE GIFTED USED SOME FORM OF ABILITY GROUPING IN GRADES 4 THROUGH 12. FEW SCHOOLS REPORTED THAT THEIR PROGRAMS HAD BEEN IN EFFECT FOR MORE THAN TWENTY-FIVE YEARS. HOWEVER, A SUDDEN GROWTH IN PROGRAMS FOR THE GIFTED BEGAN IN 1957. VERY FEW SCHOOLS HAD ATTEMPTED TO EVALUATE THEIR PROVISIONS FOR THESE PUPILS. THE MOST FREQUENTLY REPORTED PROBLEMS IN PROVIDING FOR THE GIFTED RELATED TO STAFFING, SCHEDULING, MARKETING, AND CURRICULUM DESIGN. ED001202 EDUCATION FOR THE GIFTED IN NEW YORK STATE. 1964-00-00 37 N/A 1965 2016-11-22

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No Independent Study Instructional Programs Learning Experience Responsibility Student Development Student Motivation Teaching Methods Team Teaching Tutoring SMITH, JANET WASHINGTON Washington (Seattle) Washington Washington (Seattle) Washington Office of the State Superintendent of Public Instruction, Olympia. INDEPENDENT STUDY PROGRAMS DEVELOPED FROM THE CONCEPTION THAT THE STUDENT SHOULD BE ENCOURAGED TO INITIATE INQUIRY AND TO ASSUME GREATER SELF-RELIANCE IN THE LEARNING PROCESS. THE TEAM TEACHING SETUP WAS USED. SEVERAL FACULTY MEMBERS WORKED WITH INDIVIDUAL STUDENTS IN TUTORIAL PROGRAMS. INDEPENDENT STUDY AREAS, FURNISHED WITH CARRELS AND TABLES, AS WELL AS A LARGE MULTIPURPOSE LECTURE-STUDY ROOM, WERE ESTABLISHED. IN ORDER TO LEARN, A STUDENT SHOULD ASSUME AN ACTIVE, RATHER THAN A PASSIVE, ROLE. HE SHOULD WORK ALONE, FOR MOMENTS OF QUIET CONTEMPLATION AND REFLECTION ARE MOMENTS OF REAL LEARNING. THUS, INDEPENDENT STUDY SHOULD BE APART FROM THE CONFINES OF TEXTBOOKS, LECTURES, AND DISCUSSION. THE ROLE OF THE FACULTY PERSON WAS THAT OF MENTOR, HE SHOULD BE PERCEPTIVE, SHOULD GUIDE WITHOUT LEADING, AND BE COMPETENT IN THE SUBJECT MATTER. SELECTION OF STUDENTS WAS BASED ON ACADEMIC APTITUDE AND MOTIVATION, AS WELL AS THE STUDENT'S INDIVIDUAL RESPONSIBILITY. HOWEVER, BETTER PROGRAMS SHOULD BE DEVELOPED TO RECOGNIZE THESE STUDENTS. ED001203 AN INQUIRY INTO INDEPENDENT STUDY. 1962-00-00 13 N/A 1965 2016-11-22

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No Cultural Enrichment Evaluation Methods Grade 10 Grade 11 Honors Curriculum Learning Experience Qualifications Summer Programs Talent Talent Development DISTRICT OF COLUMBIA District of Columbia Washington Honors School, Washington, DC. QUALIFICATIONS NEEDED TO BECOME PART OF THE SUMMER HONORS SCHOOL INCLUDE TALENT, EAGERNESS TO DO INTERESTING AND EXPERIMENTAL WORK, PROFICIENCY IN AREAS OF STUDY WHICH APPEAL TO THE APPLICANT, AND 10TH OR 11TH GRADE STATUS. COURSES AVAILABLE ARE THE PHILOSOPHY OF CIVILIZATION, THEORY AND STRUCTURE OF MATHEMATICS, CREATIVE WRITING, ART, DRAMA AND SPEECH, AND MUSIC. THESE ARE TAUGHT BY RENOWNED PROFESSORS. PUPILS ARE NOT GRADED, INSTEAD, THEY ARE EVALUATED ON HOW MUCH THEY HAVE DEVELOPED AND GROWN. ED001204 WASHINGTON HONORS SCHOOL, 1965 1965-00-00 12 N/A 1965 2016-11-22

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No Academically Gifted Cultural Enrichment Educational Programs Enrichment Liberal Arts Student Development Summer Programs Massachusetts (Mount Hermon) LIBERAL STUDIES PROGRAM Massachusetts Massachusetts Mount Hermon School, MA. THE LIBERAL STUDIES PROGRAM OFFERED CHALLENGING COURSES CONCERNED WITH THE TECHNIQUES OF CLEAR EXPOSITION AND HELPED ABLE STUDENTS FORM INTELLIGENT OPINIONS IN DIFFERENT FIELDS. THE PRIMARY PURPOSE OF THE PROGRAM WAS TO ENRICH AND PROMOTE THE STUDENT'S PREPARATION IN A SPECIFIC FIELD THROUGH EXCITING COURSES AND STIMULATING TEACHERS. THE STUDENTS WHO WISH TO ATTEND SHOULD HAVE COMPLETED AT LEAST THEIR SOPHOMORE YEAR IN SECONDARY SCHOOL. THE 6-WEEK SUMMER PROGRAM OFFERED TWO COURES--(1) A CHOICE IN THE FIELD OF THE STUDENT'S SPECIAL INTEREST AND (2) THE REQUIRED "CORE" COURSE, "THE WORLD AND THE UNITED STATES--THE DILEMMA OF POWER." THE STUDENT'S CHOICE WAS DRAWN FROM A CURRICULUM CONSISTING OF EXPOSITORY WRITING, FORMS OF LITERARY IMAGINATION, THE TRAGIC VISION, THE MYTH OF AMERICAN SOCIAL THOUGHT, THE STRUCTURE OF HISTORY, THE EMERGENCE OF ASIA, PHILOSOPHY, ADVANCED FRENCH, INTRODUCTORY CHEMISTRY, PHYSICS, ANTHROPOLOGY, GEOLOGY, INORGANIC CHEMISTRY, MATHEMATICS, AND PSYCHOLOGY. ONLY CHEMISTRY AND PHYSICS WERE CREDIT COURSES. ED001205 LIBERAL STUDIES PROGRAM. A NEW DIMENSION IN SUMMER CO-EDUCATION. 1965-00-00 24 N/A 1965 2016-11-22

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No Acceleration Bibliographies Early Admission Gifted Grade 1 Resource Materials Talent Identification BONSALL, MARCELLA AND OTHERS California (Los Angeles) CALIFORNIA California California (Los Angeles) Los Angeles County Superintendent of Schools, CA. THREE AREAS WERE CONSIDERED IN "EARLY-AGE ENTRANCE TO FIRST GRADE." FIRST, A LIST OF BACKGROUND MATERIALS USED INCLUDED SENATE NUMBER 723, DELORES DURKIN'S "CHILDREN WHO LEARNED TO READ AT HOME," AND "AN EARLIER START IN READING," JAMES R. HOBSON'S "HIGH SCHOOL PERFORMANCE OF UNDERAGE PUPILS INITIALLY ADMITTED TO KINDERGARTEN ON THE BASIS OF PHYSICAL AND PSYCHOLOGICAL EXAMINATION," AND SIDNAY L. PRESSEY'S "EDUCATIONAL ACCELERATION--OCCASIONAL PROCEDURE OR MAJOR ISSUE." SECOND, DESCRIPTIVE OUTLINES OF DIFFERENT ARTICLES CONCERNING THE SCREENING AND IDENTIFYING PROCEDURES USED TO ADMIT YOUNGER CHILDREN INTO FIRST GRADE WERE OFFERED. ALSO ARTICLES ENCOURGING THE USE OF ACCELERATION WERE GIVEN. PRESSEY'S ARTICLE, "EDUCATION ACCELERATION--OCCASIONAL PROCEDURE OR MAJOR ISSUE." CLAIMS THAT ACCELERATION DOES NOT ONLY GIVE A STUDENT MORE EDUCATION IN A GIVEN TIME, BUT INCREASES HIS FUNCTIONING ABILITIES. HOBSON'S ARTICLE, "HIGH SCHOOL PERFORMANCE OF UNDERAGE PUPILS INITIALLY ADMITTED TO KINDERGARTEN ON THE BASIS OF PHYSICAL AND PSYCHOLOGICAL EXAMINATION," STATES THAT SCHOLASTIC PERFORMANCE OF UNDERAGE CHILDREN ADMITTED TO KINDERGARTEN SHOWED A SUPERIORITY IN ELEMENTARY SCHOOL THAT INCREASED THROUGH HIGH SCHOOL. THE THIRD AREA, BIBLIOGRAPHY, INCLUDED BOOKS BY D.A. WORCESTER, "THE EDUCATION OF ABOVE AVERAGE MENTALITY" AND LOS ANGELES COUNTY'S "GUIDING TODAY'S CHILDREN." SOME OF THE ARTICLES INCLUDED DAN C. SHANNON'S "WHAT RESEARCH SAYS ABOUT ACCELERATION" FROM "PHI DELTA KAPPAN," 1957, AND H.R. CONE'S "BROOKLINE ADMITS THEM EARLY,""NATION'S SCHOOLS," 1955. ED001206 EARLY-AGE ENTRANCE TO FIRST GRADE. 1963-00-00 66 N/A 1965 2016-11-22

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No Ability Grouping Acceleration Gifted High Schools Instructional Programs Junior High Schools Selection Student Development CALIFORNIA California (Los Angeles) California California (Los Angeles) Los Angeles City Schools, CA. THE PURPOSE OF THIS PROGRAM IS TO DEVELOP THE PUPIL'S INTELLECTUAL POTENTIAL, CIVIC RESPONSIBILITY, ECONOMIC COMPETENCY, CREATIVITY, SENSE OF VALUES, PHYSICAL AND MENTAL HEALTH, AND ABILITY TO LIVE AND WORK WITH OTHERS. TO MEET THE NEEDS OF THESE GIFTED PUPILS IN A LARGE URBAN DISTRICT, SEVERAL APPROACHES ARE UTILIZED. THESE APPROACHES INCLUDE ABILITY GROUPING, CLUSTER GROUPING, AND PUPIL OR SUBJECT ACCELERATION. CRITERIA FOR SELECTION OF PUPILS FOR HONORS CLASSES, SCHOOL MARKS IN HONORS CLASSES, DETERMINATION OF CLASS RANK, ADVANCED STANDING CREDIT, AND HOMEWORK FOR GIFTED PUPILS ARE DISCUSSED. ED001207 PROGRAM FOR INTELLECTUALLY GIFTED IN JUNIOR AND SENIOR HIGH SCHOOLS. 1962-00-00 8 N/A 1965 2016-11-22

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No Academically Gifted Acceleration Enrichment Institutes (Training Programs) Secondary Education Student Evaluation Summer Programs LEMEN, ROBERT F. AND OTHERS MISSOURI Missouri (Clayton) Missouri Mark Twain Summer Inst., Inc., Clayton, MO. INTELLECTUALLY ABLE SECONDARY SCHOOL STUDENTS APPLIED FOR THE INSTITUTE. COURSES OFFERED WERE NOT FOR CREDIT BUT WERE SUPPLEMENTARY TO THE REGULAR CURRICULUM. A SMALL TUITION WAS PAID FOR THE ONE COURSE CHOSEN. THE COURSES OFFERED INCLUDED ENGLISH COMPOSITION AND LITERATURE, BEGINNING CHINESE, ADVANCED CHINESE, GERMAN, JAPANESE, BEGINNING RUSSIAN, TOPICS IN MODERN MATHEMATICS, MODERN ALGEBRA, ASTRONOMY, INTRODUCTION TO BIOLOGY, ADVANCED CHEMISTRY, EARTH SCIENCE, PHYSICS, BEHAVIORAL SCIENCE, ECONOMICS, HISTORY OF EAST ASIA, POLITICAL PHILOSOPHY, AND URBAN REVOLUTION. THERE WAS ALSO A RAPID READING PROGRAM AS WELL AS A LECTURE SERIES AND A COLLEGE DAY. EVALUATION OF STUDENTS AND STUDENT REACTION SHOWED PROGRESS AND ENTHUSIASM. ED001208 THE MARK TWAIN SUMMER INSTITUTE. 1964 ANNUAL REPORT. 1964-00-00 24 N/A 1965 2016-11-22

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No Ability Grouping Academic Achievement Comparative Analysis Elementary School Students Experimental Programs Gifted Selection Self Contained Classrooms Special Classes BAER, CLYDE J. FARRELL, MARJORY J. KANSAS CITY MISSOURI Missouri Kansas City School District, MO. EXPERIMENTAL CLASSES WERE SET UP FOR ACADEMICALLY SUPERIOR STUDENTS (INTELLIGENCE QUOTIENT 120 AND ABOVE) TO COMPARE THE EFFECTIVENESS OF FULL-TIME, SELF-CONTAINED CLASSES AND PART-TIME CLASSES. TWO EXPERIMENTAL CLASSES WERE BEGUN FOR FOURTH THROUGH NINTH GRADE STUDENTS IN EACH PROGRAM, AND WERE COMPARED TO EQUIVALENT CONTROL GROUPS. ACHIEVEMENT TESTS GIVEN AT THE BEGINNING AND THE END OF THE FIRST YEAR AND AT THE END OF THE SECOND YEAR PROVIDED DATA FOR THE FOLLOWING CONCLUSIONS. THE PREPONDERANCE OF THE EVIDENCE INDICATES THAT, AS A WHOLE, THE EXPERIMENTAL GROUPS ACHIEVED AT A SIGNIFICANTLY HIGHER LEVEL THAN THE CONTROL GROUPS. THE ANALYSIS OF THE SELF-CONTAINED AND PART-TIME TYPES OF ORGANIZATION INDICATES THAT ONE IS ABOUT AS EFFECTIVE AS THE OTHER. PEER RELATIONSHIPS OF THE CHILDREN IN THE EXPERIMENTAL CLASSES WERE NOT SIGNIFICANTLY AFFECTED BY VIRTUE OF BEING IN THOSE CLASSES. IN THE SUBJECTIVE EVALUATION, PUPILS, PARENTS, AND TEACHERS OF EXPERIMENTAL CLASSES WERE FAVORABLY IMPRESSED WITH THE RESULTS OF THE EXPERIMENTAL PROGRAM. RECOMMENDATIONS SUGGESTED THAT THE PROGRAM SHOULD BE CONTINUED, BUT WITH BETTER COORDINATION OF EDUCATIONAL EFFORTS AND BETTER PROVISIONS FOR SELECTION, PLACEMENT, AND RELEASE OF PUPILS IN SPECIAL CLASSES. ED001209 AN EXPERIMENTAL PROGRAM IN EDUCATION FOR ACADEMICALLY TALENTED PUPILS IN ELEMENTARY SCHOOL. 1961-01-00 75 N/A 1965 2016-11-22

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No Administrator Attitudes Administrator Responsibility Administrator Role Behavior Patterns Perception Principals Relationship Teacher Attitudes Teacher Education SWEITZER, ROBERT E. AND OTHERS OKLAHOMA Oklahoma Oklahoma State Univ., Stillwater. Research Foundation. EFFORTS WERE MADE TO DISCOVER THE RELATIONSHIPS BETWEEN SUPERINTENDENTS, PRINCIPALS, AND TEACHERS. MAJOR AREAS OF INVESTIGATION CONCERNED THE ROLE OF THE PRINCIPAL AND HIS FULFILLMENT OF THAT ROLE. THE STUDY WAS TO PROVIDE A BASIS FOR FURTHER RESEARCH IN THESE AREAS. THE ROLE OF THE PRINCIPAL CONCERNED THE TASKS OF SELECTION OF CURRICULUM, ADMINISTRATION OF INSTRUCTION, DEVELOPMENT OF PERSONNEL, MAINTENANCE OF GOOD SCHOOL-COMMUNITY RELATIONS, AND MAINTENANCE OF FUNDS AND MATERIALS. TRADITIONAL VALUES (PURITAN MORAL VALUES, INDIVIDUALISM, WORK SUCCESS, AND FUTURE TIME ORIENTATION) WERE PREFERRED. MANY TIMES CONFUSION RESULTED FROM MISUNDERSTANDING OF THE SUPERINTENDENT-PRINCIPAL RELATIONSHIP AND THE PRINCIPAL-TEACHER RELATIONSHIP. TEACHER TRAINING SHOULD PLACE EMPHASIS ON BEHAVIOR ASPECTS OF ADMINISTRATIVE LEADERSHIP. PRESERVICE TRAINING AND PERSONAL INTERACTION ARE VERY IMPORTANT TO ADMINISTARTION EDUCATION. FURTHER RESEARCH IS NEEDED IN SUCH ADMINISTRATIVE BEHAVIOR AREAS AS SOCIAL VALUES IN ADMINISTRATIVE BEHAVIOR, TEACHER MORALE, AND ADMINISTRATION LEADERSHIP. REPLICATIONS OF THIS STUDY ARE NEEDED. ED001210 ROLE EXPECTATIONS AND PERCEPTIONS OF SCHOOL PRINCIPALS. 1963-01-00 447 N/A 1965 2016-11-22

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No Ability Identification Conferences Curriculum Development Industrial Arts Inservice Teacher Education Instructional Improvement Student Development Teaching Guides Teaching Methods SCHMITT, MARSHALL L. DISTRICT OF COLUMBIA District of Columbia Office of Education (DHEW), Washington, DC. THE RESULTS OF A CONFERENCE ON INDUSTRIAL ARTS CALLED BY THE U.S. OFFICE OF EDUCATION ARE GIVEN. WORKING PAPERS ON SIGNIFICANT PROBLEMS AND ISSUES ARE FOLLOWED BY DISCUSSION HIGHLIGHTS. THE CONFERENCE RECOMMENDATIONS AND SUGGESTIONS TO THE PROFESSIONS ARE INCLUDED AND PROVIDE A BASIS FOR ACTION FOR IMPROVING INDUSTRIAL ARTS IN THE YEARS AHEAD. INDUSTRIAL ARTS IS IMPORTANT IN OUR PUBLIC SCHOOL CURRICULUM, BECAUSE IT CAN (1) DEVELOP INSIGHT AND UNDERSTANDING ABOUT THE TECHNOLOGICAL SIDE OF OUR AMERICAN SOCIETY FOR ALL STUDENTS AND (2) DISCOVER AND DEVELOP THE TECHNICAL TALENTS POSSESSED BY SOME OF THE PUPILS IN THE SCHOOLS. INSTRUCTIONAL CONTENT SHOULD EMPHASIZE THE UNDERSTANDING OF FUNDAMENTALS OF PRODUCTION AND THE APPLICATION OF MATHEMATICS AND SCIENCE IN INDUSTRY. TEACHERS SHOULD AIM FOR MORE MEANINGFUL INTELLECTUAL, AS WELL AS MANIPULATIVE, EXPERIENCES. TEACHERS SHOULD ESTABLISH GUIDELINES TO BE USED AS CRITERIA TO TEST THE APPROPRIATENESS OF THE CONTENT TO BE TAUGHT AND PROJECTS TO BE UNDERTAKEN. SUGGESTIONS FOR SUCH GUIDES ARE GIVEN. IT IS SUGGESTED ALSO THAT SPECIAL COURSES BE ESTABLISHED FOR ACADEMICALLY TALENTED PUPILS. TEACHER-EDUCATION INSTITUTIONS ARE ADVISED TO CONSIDER PROVIDING MORE PREPARATION IN MATHEMATICS AND SCIENCE, IN INDUSTRIAL AND ECONOMIC HISTORY AND GEOGRAPHY, AND INDUSTRIAL SOCIOLOGY AND PSYCHOLOGY. INSERVICE EDUCATION PROGRAMS ALSO NEED TO BE DEVELOPED. CONTINUAL REDEFINITION AND RE-EXAMINATION OF INDUSTRIAL ARTS ARE CALLED FOR IN THE LIGHT OF CURRENT CHANGES IN SOCIETY. ED001211 IMPROVING INDUSTRIAL ARTS TEACHING. A CALL TO THE PROFESSION. CONFERENCE REPORT, JUNE, 1960. 1962-00-00 70 N/A 1965 2016-11-22

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No Ability Identification Educational Objectives Elementary Education Gifted Program Guides Secondary Education Skill Development Special Programs Student Development Talent Development MERRIHEW, JAMES L. RICHMOND CALIFORNIA California Richmond Schools, CA. IDENTIFICATION OF MENTALLY GIFTED STUDENTS WAS BASED ON A SCORE OF 130 OR ABOVE ON THE REVISED STANFORD-BINET SCALE, A SCORE AT OR ABOVE THE 98TH PERCENTILE ON A GROUP TEST OF MENTAL ABILITY AND ON A STANDARDIZED TEST OF READING OR MATHEMATICS ACHIEVEMENT, AND THE JUDGMENTS OF TEACHERS, PSYCHOLOGISTS, AND SCHOOL ADMINISTRATORS. GIFTED CHILDREN SHOULD OBTAIN AT AN EARLIER AGE AND TO A GREATER DEGREE THAN OTHER CHILDREN, MOST OBJECTIVES. THE OBJECTIVES OF EDUCATION FOR GIFTED CHILDREN SHOULD NOT DIFFER MATERIALLY FROM THOSE OF ALL OTHER CHILDREN. THE MOST IMPORTANT AREAS OF OBJECTIVES FOR GIFTED CHILDREN WERE EFFECTIVE THINKING, BASIC SKILLS, CITIZENSHIP, UNDERSTANDING OF ENVIRONMENT, APPRECIATION OF BEAUTY, WORLD UNDERSTANDING, CHARACTER AND HUMAN RELATIONS, AND VOCATIONAL COMPETENCE. GIFTED CHILDREN SHOULD BE GRADED IN RELATION TO THE TOTAL SCHOOL POPULATION, NOT AS A SEPARATE GROUP. THESE GIFTED CHILDREN SHOULD NOT RECEIVE LESS THAN A "B". AREAS FOR STUDY IN SECONDARY EDUCATION INCLUDED THE AREAS IN ELEMENTARY EDUCATION, BUT WITH A GREATER EMPHASIS ON DEPTH. SOME AREAS STRESSED WERE COMMUNICATION, REFERENCE ACTIVITIES, AND ENRICHMENT IN SCIENCE AND MATHEMATICS. ED001212 REGULATIONS AND PROCEDURES RELATED TO SPECIAL EDUCATIONAL PROGRAMS FOR MENTALLY GIFTED MINORS. 1963-09-00 14 N/A 1965 2016-11-22

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No Academic Achievement Advanced Placement Advanced Placement Programs Aptitude Counseling Curriculum Development Enrichment Program Guides Student Placement Tests ANGERMANN, GERHARD O. AND OTHERS PENNSYLVANIA Pennsylvania (Harrisburg) Pennsylvania Pennsylvania State Dept. of Public Instruction, Harrisburg. AREAS IN ADVANCED PLACEMENT PROGRAM WERE DISCUSSED. THE ADVANCED PLACEMENT PROGRAM SHOULD BE MADE AN INTEGRAL PART OF THE ENTIRE SCHOOL'S PROGRAM TO PROVIDE GREATER CHALLENGES AND OPPORTUNITIES FOR BETTER ADMINISTRATION, BETTER TEACHING, AND BETTER LEARNING. IT COULD ALSO BE VALUABLE TO THE ACADEMICALLY SUPERIOR STUDENT WHO DID NOT PLAN TO GO ON TO COLLEGE. ADVANCED PLACEMENT PROGRAMS SHOULD START IN ELEMENTARY SCHOOL WITH EARLY LANGUAGE TEACHING AND INDIVIDUAL GRADE PROGRESSION. HOWEVER, THE ONLY ESTABLISHED ADVANCED PLACEMENT PROGRAMS WERE THE COLLEGE ENTRANCE EXAMINATION BOARD AND COLLEGE PLACEMENT TESTING PROGRAMS. THE ADVANTAGES OF SUCH PROGRAMS WERE A PROVISION OF EARLIER ENRICHMENT, A SAVING OF TIME AND MONEY, AND AN OPPORTUNITY FOR INDIVIDUAL PROGRAMING. IDENTIFICATION OF STUDENTS SHOULD BEGIN IN THE FIFTH AND SIXTH GRADES AND CONTINUE THROUGH JUNIOR HIGH SCHOOL. SCHOLASTIC APTITUDE AND ACHIEVEMENT TESTS, SCHOOL GRADES, AND JUDGMENTS OF TEACHERS, COUNSELORS, AND PARENTS SHOULD BE USED. COUNSELING OF THESE STUDENTS SHOULD BE A CONTINUOUS PROCESS. CURRICULUM SUGGESTIONS WERE BASED ON ADVANCED PLACEMENT PROGRAM--COURSE DESCRIPTION. EACH COURSE SHOULD BE CLEAR, STIMULATING, AND SUFFICIENTLY COMPREHENSIVE TO COVER THE SUBJECT. HOMOGENEOUS GROUPING SHOULD BE USED, AND THE TEACHERS OF THESE CLASSES SHOULD HAVE THEIR SCHEDULES LIGHTENED. THE SUCCESS OF THE PROGRAM WAS BASED ON THE ABILITY OF THE TEACHERS. TEACHERS SHOULD REMAIN UP-TO-DATE ON THEIR SUBJECTS AND ON TEACHING METHODS. A BIBLIOGRAPHY WAS INCLUDED. ED001213 GUIDE FOR A COMPREHENSIVE COLLEGE ADVANCED PLACEMENT PROGRAM IN PENNSYLVANIA. CURRICULUM DEVELOPMENT SERIES, NO. 1. 1963-00-00 22 N/A 1965 2016-11-22

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No Ability Grouping Academically Gifted Acceleration Curriculum Development Educational Programs Elementary Education Enrichment Program Development Questionnaires School Districts Selection Surveys Tests ROUTH, MARY R. Pennsylvania (Harrisburg) Pennsylvania Pennsylvania State Dept. of Public Instruction, Harrisburg. THE SCHOOL DISTRICTS OF PENNSYLVANIA JOINED IN THEIR EFFORTS TO IMPROVE EDUCATION OF GIFTED PUPILS. A QUESTIONNAIRE WAS SENT TO EACH DISTRICT. FROM THE REPLIES, SEVERAL GENERALIZATIONS WERE MADE REGARDING GIFTED PROGRAMS IN THE STATE. IN SELECTING PUPILS FOR THESE PROGRAMS, THE GENERAL PRACTICE IS TO CONSIDER GROUP INTELLIGENCE SCORES, INDIVIDUAL INTELLIGENCE TESTS, ACHIEVEMENT TEST PERCENTILES, EVALUATION OF ACADEMIC GRADES, TEACHER AND ADMINISTRATIVE RECOMMENDATIONS, AND PARENTAL PERMISSION. TEACHERS ARE MOST TYPICALLY SELECTED BY THE ADMINISTRATOR ON THE BASIS OF TEACHING ABILITY, INTEREST IN WORKING WITH MORE ABLE STUDENTS, TEACHING EXPERIENCE, ENTHUSIASM, COLLEGE RECORD, AND COMPLETION OF COURSES IN METHODS OF TEACHING GIFTED PUPILS. THERE ARE SEVERAL GENERAL TYPES OF PROGRAMS FOR THE GIFTED IN PENNSYLVANIA. ENRICHMENT IS THE MOST COMMON AND OFTEN USES SEMINARS WITH COMMUNITY RESOURCE PEOPLE, A GREAT BOOKS PROGRAM, CLUBS AND FOREIGN LANGUAGE IN ELEMENTARY SCHOOL. ACCELERATION OF EITHER PUPIL OR SUBJECT IS ANOTHER PROGRAM. ABILITY GROUPING MAY BE FOUND AT ALL GRADE LEVELS BUT IS MOST COMMON IN THE SEVENTH AND EIGHTH GRADES. THE PLANNING OF THESE PROGRAMS RARELY INVOLVES PARENT PARTICIPATION, BUT EFFORTS TO MAINTAIN COMMUNICATION WITH PARENTS ARE IMPORTANT. FOLLOWING THESE GENERALIZATIONS ARE SHORT SUMMARIES OF EACH PROGRAM IN 140 DISTRICTS. SCHOOL DISTRICTS OFFERING ADVANCE PLACEMENT COURSES AND THOSE HAVING HONORS COURSES ARE LISTED. ED001214 A REPORT ON LOCAL PROGRAMS FOR ABLE PUPILS. CURRICULUM DEVELOPMENT SERIES, NO. 7. 1962-00-00 92 N/A 1965 2016-11-22

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No Ability Grouping Ability Identification Academically Gifted Acceleration Elementary Schools Enrichment Gifted Secondary Schools Special Classes Special Programs Surveys Teaching Methods BIXLER, HAROLD H. AND OTHERS NORTH CAROLINA CULLOWHEE North Carolina Western Carolina Univ., Cullowhee, NC. A COMMISSION WAS SET UP BY THE STATE LEGISLATURE TO IDENTIFY GIFTED STUDENTS AND TO CONDUCT RESEARCH TO FIND THE BEST METHODS FOR TEACHING THEM. PILOT CENTERS IDENTIFIED THE GIFTED THROUGH TESTS AND RATINGS AND DEMONSTRATED TEACHING PROCEDURES AS LISTED IN THE SURVEY RESULTS. THESE SCHOOLS WERE SURVEYED IN 1960 TO DETERMINE WHAT PROGRAMS WERE BEING SUCCESSFULLY USED IN ELEMENTARY AND SECONDARY SCHOOLS. OF THE 214 HIGH SCHOOLS REPORTED, 91 USED EXTRA STUDENT LOADS (FIVE SOLIDS IN HIGH SCHOOLS), 70 PROVIDED ENRICHMENT IN REGULAR CLASSES, 71 SCHOOLS USED ABILITY GROUPING. ABILITY GROUPING INVOLVED THE GREATEST NUMBERS OF STUDENTS AND TEACHERS. IT WAS COMMON PRACTICE TO FORM SPECIAL INTEREST GROUPS OF CLUBS. SEMINARS WERE PROVIDED FOR GIFTED STUDENTS IN SIX SCHOOLS. ACCELERATION WAS ACCOMPLISHED IN SEVEN SCHOOLS BY STUDENT'S SKIPPING A GRADE. SKIPPING GRADES WAS RECOGNIZED AS UNWISE IN MANY CASES BECAUSE VERY FEW SCHOOLS HAD FACILITIES FOR PERMITTING STUDENTS TO DO 2 YEARS WORK IN 1, OR 3 YEARS IN 2. SPECIAL CLASSES FOR STUDENTS WITH AN INTELLIGENCE QUOTIENT OF 130 OR OVER WERE INCREASING. THIRTEEN SCHOOLS HAD THIS PROGRAM. MOST ELEMENTARY SCHOOLS USED ABILITY GROUPING OF GIFTED STUDENTS ON A PART-TIME BASIS BECAUSE MANY OF THE SCHOOLS WERE SMALL. ENRICHMENT WAS USED QUITE FREQUENTLY IN THE REGULAR CLASSROOMS. ALTHOUGH THERE WAS SOME FACULTY RESISTANCE TO FULL-TIME ABILITY GROUPING, 68 OF THE 369 LARGER REPORTING SCHOOLS PROVIDED THIS PROGRAM. SIXTY-FIVE SCHOOLS USED SPECIAL INTEREST GROUPS MEETING IRREGULARLY DURING THE DAY. ELEMENTARY SCHOOLS FACED THE SAME PROBLEM IN ACCELERATION AS THE HIGH SCHOOLS. IN ONE OTHER SURVEY, IN THE HIGH SCHOOLS, STUDENTS DID NOT SEEM TO BE THOROUGHLY CHALLENGED IN THEIR COURSES. ANOTHER REVEALED THAT THERE WAS A GOOD BIT OF IGNORANCE AND CONFUSION ABOUT COURSE OFFERINGS, IMPLYING THAT BETTER COUNSELING SERVICES WERE NEEDED. THESE STUDIES RESULTED IN THE PASSING OF LEGISLATION IN 1961 OF BEHALF OF GIFTED STUDENT PROGRAMS. ED001215 PRACTICES IN TEACHING THE SUPERIOR AND GIFTED. FINAL REPORT. 1962-00-00 274 N/A 1965 2016-11-22

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No Classroom Environment Creativity Curriculum Development Elementary Schools Inservice Teacher Education Instructional Programs Material Development Mathematics Curriculum Modern Mathematics Student Development Teaching Methods DAVIS, ROBERT B. Missouri (Saint Louis) MADISON PROJECT MISSOURI Missouri Missouri (Saint Louis) Webster Coll., St. Louis, MO. INVOLVING NINE SCHOOL SYSTEMS, THE PROJECT WAS TO PROVIDE STUDENTS WITH EXPERIENCES THAT REFLECTED A VALID INTERPRETATION OF GOOD MATHEMATICAL THINKING, TO MAKE EXTENSIVE DATA COLLECTIONS TO DOCUMENT THE NATURE OF THE EXPERIENCES, TO ACHIEVE THE MOST EFFECTIVE POSSIBLE QUALITY CONTROL IN ASSURING THE RELEVANCE AND EFFECTIVENESS OF THE EXPERIENCES, AND TO INTEGRATE THIS DEMONSTRATION INTO THE PROJECT'S PROGRAM OF INSERVICE TEACHER TRAINING AND THE DEVELOPMENT OF CURRICULUM MATERIALS. AN ORGANIZATIONAL STRUCTURE BETWEEN THE PROJECT AND THE PARTICIPATING SCHOOL SYSTEMS WAS DEVELOPED TO PROVIDE FOR COMPETENT STAFFING OF EACH SCHOOL AND TO ARRANGE FOR PROJECT MATERIALS TO BE TAUGHT TO STUDENTS IN GRADES 4 THROUGH 7 FOR 1 HOUR WEEKLY. TEACHERS WERE PROVIDED WITH WEEKLY OR BI-WEEKLY INSERVICE TRAINING. SYSTEMATIC, FORMAL INSTRUCTION WAS NOT INCLUDED, INSTEAD, A PROBLEM WAS PRESENTED, AND THE CLASS, WORKING AS A GROUP, SOLVED IT THE BEST WAY THEY COULD. SOME CHILDREN EMERGED AS LEADERS, WHILE OTHERS CHOSE NOT TO PARTICIPATE AND WERE NOT FORCED TO DO SO. CHILDREN HAD A MEASURE OF FREEDOM TO THINK ABOUT A PROBLEM AND TO SOLVE IT. AFTER AN ANALYSIS OF FIRST YEAR DATA ( OF THE 5 YEAR PROJECT), INDICATIONS ARE THAT CREATIVE USE OF MATHEMATICAL IDEAS IS STRONGLY DEPENDENT UPON SCHOOL EXPERIENCES--THAT, UNDER CERTAIN CONDITIONS, A SIGNIFICANT FRACTION OF CHILDREN FROM GRADES 4 THROUGH 7 CAN PROFIT FROM THE IDEAS PRESENTED, THAT INTEGRATION OF EXPLORATORY MATHEMATICS INTO THE SCHOOL PROGRAM CAN BE ACHIEVED WITH REASONABLE SUCCESS, AND THAT INSERVICE TEACHER EDUCATION IS VERY HELPFUL. ED001216 A MODERN MATHEMATICS PROGRAM AS IT PERTAINS TO THE INTERRELATIONSHIP OF MATHEMATICAL CONTENT, TEACHING METHODS AND CLASSROOM ATMOSPHERE. THE MADISON PROJECT. 1962-00-00 55 N/A 1965 2016-11-22

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No Curriculum Guides English Instruction Grammar High Schools Junior High Schools Language Arts Teaching Methods Writing Skills CARROLL, WILLIAM E. AND OTHERS Pennsylvania (Pittsburgh) PENNSYLVANIA Pennsylvania Pennsylvania (Pittsburgh) Pittsburgh Board of Public Education, PA. TEN SENTENCE PATTERNS ARE DISCUSSED FOR THE 7TH THROUGH 12TH GRADE LEVELS. THE PRIMARY AIM IS TO PERSUADE THE YOUNG WRITER TO EMPHASIZE HIS USE OF TRANSITIVE ACTIVE AND INTRANSITIVE COMPLETE VERB PATTERNS AND TO REGULATE HIS USE OF TRANSITIVE PASSIVE AND LINKING VERBS ACCORDING TO THEIR LIMITED AND HIGHLY SPECIALIZED FUNCTIONS. SENTENCE FORM, MANUSCRIPT FORM, CAPITALIZATION, AND PUNCTUATION ARE INCLUDED. AN INSTRUCTIONAL OUTLINE OF ENGLISH GRAMMAR INCLUDES--SENTENCE PATTERNS AND PARTS, MODIFYING ELEMENTS, EXERCISES IN SENTENCE VARIETY, VERBALS, THE COMPOUND SENTENCE AND THE COMPLEX SENTENCE. IN GRADE 8, TO THOSE LANGUAGE STRUCTURES BEGUN IN GRADE 7 ARE ADDED THE INDIRECT OBJECT AND THE OBJECTIVE COMPLEMENT WITH THE TRANSITIVE VERB. THE ATTACK UPON VERBS AND THE COMPOUND SENTENCE SHOULD BE EMPHASIZED. IN GRADE 9 THE COMPLEX SENTENCE IS STRESSED, WITH ITS INTRICATE MECHANISMS AND LIMITLESS POSSIBILITIES FOR THE CREATION AND EXPRESSION OF MATURE THINKING, PREVIOUS SKILLS ARE REINFORCED. PUNCTUATION IS TAUGHT AS A TOOL OF COMPOSITION BY APPLYING THE PRINCIPLES OF INTONATION. FOR EXAMPLE "DID YOU WASH, CHARLIE." IS CONTRASTED WITH "DID YOU WASH CHARLIE." GRADE TEN EMBARKS UPON A PROGRAM WHICH EMPHASIZES RHETORICAL ASPECTS OF WRITING. A DIAGNOSTIC TEST IN SENTENCE STRUCTURE FOR GRADE TEN AND A KEY TO THE TEST ARE INCLUDED. THE AREA OF INSTRUCTION FOR GRADES 11 AND 12 IS LANGUAGE FOR STYLE. THEY MOVE FROM CORRECTNESS AND FACILITY, TO THE APPLICATION TO STUDENTS' THEMES OF THE RHETORICAL DEVICES WHICH GROW OUT OF LINGUISTIC STRUCTURES. SUCH AREAS OF EVALUATION ARE GIVEN AS MANUSCRIPT FORM, MECHANICS, AND USAGE. ED001217 ENGLISH GRAMMAR, GRADES 7-12. A SUPPLEMENT OF THE COURSE OF STUDY IN ENGLISH, GRADES 7-12. 1963-12-00 104 N/A 1965 2016-11-22

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No Curriculum Guides Enrichment Gifted Grade 8 Skill Development Special Programs Student Development Teaching Methods Workshops CARTER, C. DOUGLAS AND OTHERS CULLOWHEE NORTH CAROLINA North Carolina Western Carolina Univ., Cullowhee, NC. Winston-Salem City Schools, NC. IDEAS INCLUDED ARE THE PRODUCTS OF AN INTENSIVE WORKSHOP HELD TO STUDY THE PUBLIC SCHOOL EDUCATION OF EXCEPTIONALLY TALENTED CHILDREN. A PROGRAM WAS DEVELOPED TO MEET THE NEEDS OF THE EXCEPTIONALLY TALENTED STUDENT AND TO PROVIDE ENRICHMENT EXPERIENCES FOR ALL CHILDREN. IMPROVEMENT WAS SOUGHT IN THE SKILLS OF ABSTRACT THINKING, ORGANIZATION, JUDGMENT, CREATIVE WRITING, AND ABILITY TO ENGAGE IN GROUP ACTIVITIES. A NUCLEUS OF PURPOSEFUL PLANNING IS PRESENTED IN OUTLINE FORM IN EACH SUBJECT, SO THAT A TEACHER MAY BROADEN THE SCOPE OF THE REQUIRED COURSES OF STUDY. IN HOPES OF EQUIPPING EACH STUDENT WITH SKILLS NECESSARY TO FACE THE PROBLEM OF HIS GENERATION, NINE PROBLEM AREAS OF STUDY ARE SUGGESTED--SELF-DEVELOPMENT, UNDERSTANDING MY FELLOWMAN, CHOOSING A VOCATION, DUTIES AS CITIZENS, LIVING TOGETHER IN OUR COMMUNITY, GOVERNMENT, OUR ECONOMIC SYSTEM, OUR RESOURCES, AND THE STUDY OF OUR ARTS. SCIENCE AND MATHEMATICAL PROBLEM AREAS FOR ENRICHMENT CONCLUDE THE GUIDE. ED001218 THE CHALLENGE. A PROGRAM FOR GIFTED CHILDREN IN THE EIGHTH GRADE. 64 N/A 1965 2016-11-22

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No Ability Grouping Acceleration Advanced Students Enrichment Activities Opinions Program Evaluation Program Improvement Questionnaires School Personnel Student Evaluation Surveys LEONARD, RUSSELL M. AND OTHERS PENNSYLVANIA Pennsylvania (Philadelphia) Pennsylvania Pennsylvania (Philadelphia) Philadelphia Public Schools, PA. IN AN ATTEMPT TO FORMULATE SOME POSITIVE RECOMMENDATIONS AND SUGGESTIONS OF PROGRAM AND POLICY FOR THE ACADEMICALLY TALENTED, MANY ASPECTS OF THE PROBLEM WERE CONSIDERED. QUESTIONNAIRES AND STUDIES SEEKING THE OPINIONS OF SCHOOL PERSONNEL AND AN EXAMINATION OF CURRENT PRACTICES AND PROVISIONS FOR THE ACADEMICALLY TALENTED DELVED INTO THE FOLLOWING AREAS--THE VARIETY AND COMPLEXITY OF SCHOOL ORGANIZATION AT ALL THREE LEVELS AND THE LIMITATIONS IMPOSED BY THE SIZE OF PUPIL ENROLLMENT OF A PARTICULAR SCHOOL, THE VARYING NUMBER OF ACADEMICALLY TALENTED PUPILS IN ANY SCHOOL OR IN ANY GRADE, THE EFFICACY OF GROUPING WITHIN THE CLASSROOM AT ALL SCHOOL LEVELS, THE DESIRABILITY OF SOME FORM OF ABILITY GROUPING, THE RELATIVE MERITS OF ACCELERATION BY GRADE OR SUBJECT, THE ADEQUACY OF ENRICHMENT PROGRAMS IN MEETING THE NEEDS OF THE ACADEMICALLY TALENTED, THE RESTRICTIONS OF GRADE LIMITATIONS, THE BEST WAYS TO PROVIDE EARLY IDENTIFICATION OF THESE PUPILS, THE PROBLEM OF TEACHER SELECTION AND IN-SERVICE TRAINING, THE QUESTION OF INCREASED COSTS FOR ANY MAJOR CHANGES THAT MIGHT BE RECOMMENDED, AND COMMUNITY REACTION TO SUCH PROGRAMS. RESPONSES AND RECOMMENDATIONS WERE GROUPED IN TWO WAYS FOR DISCUSSION PURPOSES--THE GENERAL IDENTIFICATION AND RECOGNITION OF SUCH STUDENTS AND THE DESCRIPTION OF THE ACADEMICALLY TALENTED IN ELEMENTARY SCHOOL, JUNIOR HIGH, AND HIGH SCHOOLS. AN APPENDIX OF THE QUESTIONNAIRES AND LETTERS USED IS INCLUDED. ED001219 THE ACADEMICALLY TALENT IN THE PHILADELPHIA PUBLIC SCHOOLS. PROGRESS REPORT. 1961-00-00 91 N/A 1965 2016-11-22

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No Acceleration Advanced Students Comparative Analysis Enrichment Followup Studies Junior High Schools Mathematics Reading Sciences Student Attitudes Student Evaluation ARENDS, RICHARD H. FORD, PAUL M. WASHINGTON Washington (Walla Walla) Washington Walla Walla Public Schools, WA. Washington Office of the State Superintendent of Public Instruction, Olympia. THE 1963-64 STUDY INVOLVED AN INVESTIGATION OF ACCELERATION IN MATHEMATICS AND ENRICHMENT IN READING AND SCIENCE IN THE JUNIOR HIGH SCHOOL. BUT THE RESEARCH WAS BROADENED AND, UNLIKE THE 1962-63 STUDY, EXPLORED MORE DEEPLY THE EFFECTS OF ACCELERATION AND ENRICHMENT. A NUMBER OF SCHOOLS OUTSIDE OF WALLA WALLA WAS USED. PROBLEMS CONSIDERED WERE--(1) WHAT CONCLUSIONS COULD BE OBTAINED CONCERNING THE POSITIVE EFFECTS OF ACCELERATION AND ENRICHMENT FOR THE ACADEMICALLY TALENTED STUDENT, (2) DID SUCH A PROGRAM PRODUCE A SCHOOL ATMOSPHERE BENEFICIAL TO AVERAGE STUDENTS, (3) WHAT DIFFERENCE WAS THERE FROM ONE SCHOOL DISTRICT TO ANOTHER REGARDING THE PERFORMANCE OF ACADEMICALLY GIFTED STUDENTS, (4) DID THE ATTITUDE OF STUDENTS IN A SCHOOL WITH A PROGRAM OF ACCELERATION AND ENRICHMENT DIFFER FROM THAT IN ANY OTHER SCHOOL. OUT OF SEVEN CLASSES INVOLVED, ONLY FIVE HAD BEEN EXPOSED TO ACCELERATION AND ENRICHMENT IN GRADES 7 AND 8. USING THE CALIFORNIA TEST OF MENTAL MATURITY, THE CLASSES WERE COMPARED. ALSO, QUESTIONNAIRES WERE GIVEN TO THE STUDENTS AND TEACHERS. RESULTS SHOWED THAT STUDENTS IN THE PROGRAM OF ACCELERATION AND ENRICHMENT PERFORMED CONSISTENTLY SUPERIORLY TO THEIR PEERS ON STANDARDIZED TESTS, THE PROGRAM WAS STRONGEST IN MATHEMATICS AND WEAKEST IN SCIENCE. HOWEVER, RESULTS SHOWED THAT A PROGRAM OF ACCELERATION AND ENRICHMENT FOR THE ACADEMICALLY TALENTED STUDENT DID NOT PRODUCE A BENEFICIAL ATMOSPHERE FOR THE AVERAGE STUDENT. STUDENTS IN THE WALLA WALLA SCHOOLS PERFORMED THE SAME AS STUDENTS IN THE OTHER DISTRICT. FINALLY, RESULTS SHOWED THAT THE PROGRAM HURT NO ONE, COULD BE UPGRADED, AND WAS PREFERRED BY STUDENTS AND TEACHERS. ED001220 ACCELERATION AND ENRICHMENT IN THE JUNIOR HIGH SCHOOL. A FOLLOW-UP STUDY. 1964-07-00 45 N/A 1965 2016-11-22

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No College Students Experimental Teaching Instructional Materials Learning Experience Psychological Studies Reinforcement Responses Teaching Methods CRAWFORD, JACK J. STURGES, PERSIST Washington (Ellensburg) WASHINGTON Washington Central Washington State Coll., Ellensburg. Washington Office of the State Superintendent of Public Instruction, Olympia. THE EXPERIMENTATION EXPLORES THE DIFFERENCE BETWEEN IMMEDIATE AND DELAYED REINFORCEMENT. IT IS STATED THAT THE RELATIVE EFFECTIVENESS OF EITHER REINFORCEMENT DEPENDS ON THE TYPE OF RESPONSE LEARNED AND THE FUNCTION OF THE REINFORCEMENT. THESE EXPERIMENTS EXPLORE THE INTERACTION BETWEEN THE TIME INTERVAL SEPARATING RESPONSE AND REINFORCEMENT, THE DIFFERENT TYPES OF LEARNING MATERIAL, AND THE DIFFERENT REINFORCEMENT FUNCTIONS. THE FOUR EXPERIMENTS USED ARE (1) FACTUAL MATERIAL, (2) NONSENSE MATERIAL, (3) MATERIAL REQUIRING INDUCTIVE GENERALIZATION WITH REINFORCEMENT IN THE FORM OF THE CORRECT ANSWER, (4) MATERIAL REQUIRING INDUCTIVE GENERALIZATION WITH REINFORCEMENT IN THE FORM OF A CUE DIRECTING THE SUBJECT TO THE CORRECT ANSWER. THE SUBJECTS USED ARE UNDERGRADUATE PSYCHOLOGY STUDENTS. ED001221 THE RELATIVE EFFECTIVENESS OF IMMEDIATE AND DELAYED REINFORCEMENT ON LEARNING ACADEMIC MATERIAL. 1964-04-00 38 N/A 1965 2016-11-22

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No Ability Grouping Consultants Educational Programs Gifted Pilot Projects Program Evaluation Program Improvement Research Projects State Legislation Surveys Talent Identification Workshops BLOOM, LEWIS G. AND OTHERS Washington (Olympia) WASHINGTON Washington Washington Office of the State Superintendent of Public Instruction, Olympia. FOUR AREAS ARE CONSIDERED - SURVEYS AND PUBLICATIONS, WORKSHOPS AND CONSULTANT SERVICES, PILOT PROGRAMS, AND RESEARCH PROGRAMS. UNDER SURVEYS AND PUBLICATIONS ARE LISTED ADMINISTRATIVE AND SUPERVISORY PERSONNEL, SUMMER SCHOOL SESSIONS, RESOURCE CONSULTANTS, AND KEYS TO THE IDENTIFICATION OF GIFTED CHILDREN. UNDER WORKSHOP AND CONSULTANT SERVICES ARE LISTED THE PEOPLE WHO RECEIVED SERVICES AS THEY PARTICIPATED IN WORKSHOPS CONCERNED WITH GIFTED CHILDREN. SOME OF THE PILOT PROGRAMS LISTED INCLUDED JOINT-DISTRICT SUMMER PROGRAM, SEMINAR-TYPE PROGRAM IN THE HUMANITIES, SUPPLEMENTARY PROGRAMED LEARNING SEQUENCE IN MATHEMATICS, THE IDENTIFICATION OF STUDENTS WITH LINGUISTIC APTITUDE, RESOURCE PEOPLE PROGRAM, FIELD TRIPS, AND LECTURE COURSES. THE TWO RESEARCH PROGRAMS WERE "ACCELERATION IN THE JUNIOR HIGH SCHOOL -- ITS EFFECT ON THE GIFTED AND AVERAGE STUDENT" AND "A PROPOSAL FOR DEVELOPMENT OF AN EXPERIMENTAL PROGRAM IN INDEPENDENT STUDY FOR SECONDARY SCHOOLS." ED001222 PROGRAMS FOR GIFTED CHILDREN. REPORT TO THE THIRTY-EIGHTH WASHINGTON STATE LEGISLATURE. 1963-02-01 9 N/A 1965 2016-11-22

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No Ability Identification Acceleration Case Studies Educational Programs Enrichment Gifted Student Improvement Talent Identification PETERSON, INEZ AND OTHERS IOWA Iowa (Sioux City) Iowa Sioux City Public Schools, IA. ASPECTS OF PROGRAMS FOR GIFTED CHILDREN ARE DISCUSSED, INCLUDING FACTORS IN IDENTIFYING PUPILS WITH SPECIAL ABILITIES, TYPES OF PROGRAMS WHICH PROVIDE FOR THE NEEDS OF SPECIAL STUDENTS, AND PRACTICES USED TO CHALLENGE GIFTED PUPILS. SEVEN CASE STUDIES OF STUDENTS WITH SPECIAL ABILITIES WHO PROFITED FROM THE EDUCATIONAL PROGRAMS OFFERED THEM ARE PRESENTED. SUGGESTIONS FOR IDENTIFYING THE MENTALLY ALERT CHILD IN THE ELEMENTARY SCHOOL AND HELPING HIM MAKE BETTER USE OF HIS TIME AND NATURAL ABILITIES ARE OUTLINED. ED001223 EDUCATIONAL OPPORTUNITY FOR THE SUPERIOR STUDENT. 1963-00-00 10 N/A 1965 2016-11-22

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No Acceleration English Instruction Gifted High Schools Junior High Schools Language Arts Special Classes Teaching Guides Teaching Methods GLATTHORN, ALLAN A. PENNSYLVANIA Pennsylvania (Abington) Pennsylvania Abington School District, PA. THIS PUBLICATION IS A TEACHER'S GUIDE FOR A GIFTED ENGLISH PROGRAM IN SECONDARY SCHOOLS. THE ENGLISH COURSE OF STUDY DESIGNED FOR SPECIAL CLASSES FOR GIFTED STUDENTS RATHER THAN FOR HETEROGENEOUS CLASSES WITH AN ENRICHED PROGRAM FOR THE GIFTED, PROVIDES FOR THREE MAJOR DIFFERENCES FROM THE REGULAR ENGLISH COURSE-DIFFERENCE IN PACE OR ACCELERATION, DIFFERENCE IN SCOPE OF MATERIAL COVERED, AND DIFFERENCE IN DEPTH OF STUDY. THE PROGRAM IS SO STRUCTURED THAT THE STUDENT WHO FOLLOWS IT SHOULD HAVE, BY THE END OF GRADE ELEVEN, THE EQUIVALENT OF A FRESHMAN COURSE IN COLLEGE COMPOSITION, AND BY THE END OF GRADE 12, THE EQUIVALENT OF A COLLEGE COURSE IN ENGLISH LITERATURE. INCLUDED ARE GENERAL SUGGESTIONS IN THE AREAS OF GRAMMAR, USAGE, COMPOSITION, VOCABULARY, LITERATURE, SEMANTICS, READING SKILLS, CRITICAL THINKING, LIBRARY RESEARCH, AND STUDY SKILLS. THE SCOPE AND SEQUENCE OF ENGLISH FOR THE GIFTED ARE ALSO PRESENTED FOR EACH GRADE LEVEL, SEVEN THROUGH TWELVE. ED001224 TEACHING THE GIFTED IN THE ENGLISH LANGUAGE ARTS JUNIOR AND SENIOR HIGH SCHOOL. TEACHING SUGGESTIONS GRADE SCOPE AND SEQUENCE. 1960-00-00 40 N/A 1965 2016-11-22

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No Consultants Curriculum Development Curriculum Guides Educational Objectives Educational Opportunities Enrichment Gifted Instructional Materials Program Evaluation School Counseling Talent Identification MATHISEN, JAMES D. SMALTZ, JANET M. BISMARK NORTH DAKOTA North Dakota North Dakota State Dept. of Public Instruction, Bismarck. SUGGESTIONS ARE MADE FOR EVALUATION AND FOR MORE EFFECTIVE USE OF THE FACILITIES OF THE LOCAL SCHOOL IN PROVIDING BETTER THAN AVERAGE STUDENTS WITH CHALLENGING EDUCATIONAL OPPORTUNITIES. THE TERM GIFTED DESCRIBES THE STUDENT WHO IS SUPERIOR IN EITHER INTELLECT, TALENT, SKILLFULNESS, OR LEADERSHIP ABILITY. EACH OF THE TYPES OF GIFTEDNESS HAS CERTAIN OBSERVABLE CHARACTERISTICS BY WHICH STUDENTS MAY BE IDENTIFIED. CHARACTERISTICS ARE REVEALED THROUGH SUCH SUBJECTIVE AND OBJECTIVE INDICATORS AS SCHOOL AND TEST ACHIEVEMENT, AGE-GRADE STATUS, INTERVIEWS, RATINGS, APTITUDE TESTS, WORK SAMPLES, AND SOCIOMETRY. ALL THESE METHODS SHOULD BE VERIFIED, USING A COMPLETE PSYCHOLOGICAL EVALUATION. BY APPLYING SOUND PRINCIPLES OF EDUCATION IN A SINCERE EFFORT TO MEET CURRENT NEEDS FOR ALL CHILDREN, NEW AND BETTER METHODS WILL BE LEARNED. IN PROVIDING FOR THE EDUCATIONAL NEEDS OF THE GIFTED, THREE AREAS OF CONCENTRATION HAVE BEEN FOUND HELPFUL WHEN PROPERLY COORDINATED--(1) CURRICULUM IMPROVEMENT, (2) GUIDANCE SERVICES, AND (3) PARENT COUNSELING. THE NEED MUST BE ASSESSED IN ORDER TO BEGIN. ASSESSMENT SHOULD BE DONE BY A SPECIAL STUDY COMMITTEE ON THE LOCAL LEVEL. THE COMMITTEE SHOULD ALSO BE RESPONSIBLE FOR BUILDING PUBLIC SUPPORT. STUDY KITS OF MATERIALS FOR GIFTED CHILDREN ARE ON LOAN FROM THE NORTH DAKOTA BOARD OF EDUCATION. CONSULTANTS ARE ALSO AVAILABLE. ED001225 GUIDES TO SPECIAL EDUCATION IN NORTH DAKOTA IX. THE GIFTED CHILD. 1961-00-00 27 N/A 1965 2016-11-22

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No Educational Opportunities Elementary Education Enrichment Gifted Resources Secondary Education Special Classes Special Programs Talent Identification Teacher Education RAAB, GEORGE E. Pennsylvania (Doylestown) PENNSYLVANIA Pennsylvania Bucks County Public Schools, Doylestown, PA. IDENTIFICATION OF GIFTED STUDENTS IN BUCKS COUNTY, PENNSYLVANIA, WAS MADE BY INDIVIDUAL AND GROUP TESTING, EVIDENCES OF ACHIEVEMENT, AND TEACHER OPINION. GIFTED STUDENTS WERE PLACED IN SMALL, HOMOGENEOUS CLASSES. SPECIAL TEACHERS AND MATERIALS, SPECIAL SERVICES OTHER THAN TEACHING, AND SPECIAL LIBRARY FACILITIES WERE PROVIDED. TEACHERS ATTENDED PROFESSIONAL MEETINGS AND MADE USE OF RESOURCE PEOPLE FROM LOCAL BUSINESSES AND COLLEGES. VISUAL PROJECTORS, FILMS, RECORDERS, AND SPECIAL TEXTBOOKS WERE USED. ADDITIONAL RESOURCES ACCOMPANY THE TEXT. ED001226 A REPORT OF CURRENT PRACTICES AND PROVISIONS FOR GIFTEDNESS. 1964-00-00 66 N/A 1965 2016-11-23

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No Ability Grouping Acceleration College Instruction Educational Philosophy Educational Programs Elementary Education Enrichment Gifted Guidance Programs Secondary Education Student Improvement Talent Identification COMMITTEE OF INTELLECTUALLY GIFTED PUPILS California (Los Angeles) CALIFORNIA California California (Los Angeles) Los Angeles City Schools, CA. THE BASIC PHILOSOPHY OF THE LOS ANGELES CITY SCHOOLS IS THAT EVERY PUPIL BE EXPECTED TO MAKE THE MOST OF HIS POTENTIALITIES, THAT EVERY PUPIL BE HELPED TO ATTAIN AS HIGH A LEVEL OF INTELLECTUAL DEVELOPMENT AS IS POSSIBLE, THAT THERE BE DELIBERATE PLANS MADE TO IDENTIFY INDIVIDUAL DIFFERENCES, AND THAT MAXIMUM LEARNING SITUATIONS BE PROVIDED FOR PUPILS OF VARIED ABILITIES, INTERESTS, AND TALENTS. WHEN A PROGRAM FOR PUPILS OF VARIED ABILITIES, INTERESTS, AND TALENTS. WHEN A PROGRAM FOR INTELLECTUALLY GIFTED PUPILS IS PLANNED, ITS OBJECTIVES SHOULD NOT DIFFER MATERIALLY FROM THOSE FOR ALL PUPILS. HOWEVER, THE OBJECTIVES MAY BE ATTAINED AT AN EARLIER AGE AND SHOULD BE DEVELOPED TO A GREATER DEPTH. A RECOMMENDED GUIDANCE PROGRAM AND PROGRAMS FOR GIFTED CHILDREN AT THE ELEMENTARY SECONDARY, AND COLLEGE LEVELS ARE DISCUSSED. ENRICHMENT IN SELF-CONTAINED CLASSES, ABILITY GROUPING, AND ACCELERATION ARE THE THREE PRINCIPAL ADMINISTRATIVE PLANS THAT HAVE BEEN UTILIZED AT THE ELEMENTARY SCHOOL LEVEL. THE IMPORTANT FACTOR IN THE DEVELOPMENT OF PROGRAMS FOR INTELLECTUALLY GIFTED PUPILS AT THE SECONDARY LEVEL IS MOTIVATION TO ACHIEVE, TO CREATE, AND TO LEARN. AT THE COLLEGE LEVEL, A CERTAIN SEGMENT OF THE STUDENT POPULATION IS CAPABLE OF PROFITING FROM ENRICHED EDUCATIONAL EXPERIENCES. HONOR SOCIETIES, SPECIAL RECOGNITION, AND DEPARTMENTAL SEMINARS ARE SEVERAL OPPORTUNITIES AND HONORS OPEN TO GIFTED STUDENTS. ED001227 EDUCATION OF INTELLECTUALLY GIFTED PUPILS IN LOS ANGELES CITY SCHOOLS. 1962-05-00 25 N/A 1965 2016-11-22

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No Administrative Organization De Facto Segregation Educational Planning Facilities Inner City Organizational Change School Desegregation School Organization NEW YORK New York (New Rochelle) New York New Rochelle City Board of Education, NY. THE PROPOSAL CALLS FOR AN EXTENSIVE REORGANIZATION OF THE ADMINISTRATIVE STAFF AND THE PHYSICAL FACILITIES OF THE SCHOOL OF NEW ROCHELLE, NEW YORK, IN ORDER TO UP-DATE THE SCHOOL SYSTEM AND TO SOLVE THE PROBLEM OF DE FACTO SEGREGATION BROUGHT ABOUT BY RESIDENTIAL HOUSING PATTERNS. A GENERAL DISCUSSION OF THE EDUCATIONAL FUTURE OF NEW ROCHELLE IS PROVIDED ALONG WITH INFORMATION NECESSARY TO AN UNDERSTANDING OF THE ADVISABILITY OF THE CHANGES RECOMMENDED. THE REASONS BEHIND AND THE COSTS OF EACH PROPOSAL ARE PRESENTED. PROPOSALS INCLUDE REORGANIZING THE GRADE ARRANGEMENT OF THE SCHOOL SYSTEM FROM A 6-3-3 PLAN, TO A 5-3-4 PLAN WITH THE ESTABLISHMENT OF A NEW 4-YEAR COMPREHENSIVE HIGH SCHOOL. THE DISTRICT ADMINISTRATION WOULD BE REORGANIZED TO PROVIDE FOR MORE EFFICIENCY AND ECONOMY. WITH THE CLOSING OF CERTAIN OUT-OF-DATE AND OVERCROWED ELEMENTARY SCHOOLS IN THE INNER-CITY AREA, STUDENTS FROM THESE SCHOOLS WOULD HAVE THEIR CHOICE OF THE SCHOOLS THEY WISH TO ATTEND ELSEWHERE AND WOULD BE TRANSPORTED THERE AT THE EXPENSE OF THE SCHOOL DISTRICT. THE DISTRICT WOULD ALSO BEGIN PLANNING FOR A NEW ELEMENTARY SCHOOL TO HOUSE PUPILS IN THE CENTRAL AREA OF THE CITY AND WOULD PLAN TO REPLACE ALL FACILITIES OVER A HALF CENTURY OLD. AN OVERALL PLAN OF THE PROPOSALS IS INCLUDED WITH A TIMETABLE FOR PROPOSED IMPLEMENTATION. ED001228 A COMPREHENSIVE PLAN FOR EDUCATIONAL EXCELLENCE--A REPORT TO ALL CITIZENS OF NEW ROCHELLE. 1963-05-14 24 N/A 1965 2016-11-22

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No Arithmetic Curriculum Guides Elementary Education Health Education Mathematics Curriculum Sciences Teaching Methods BEVERLY, LOUISE AND OTHERS OHIO Ohio (Akron) Ohio Akron Univ., OH. THE ARITHMETIC CURRICULUM BEGINS WITH GROUPING AND MANIPULATION OF OBJECTS, CONSTRUCTING AND MEASURING THINGS, AND DRAMATIZING NUMBER SITUATIONS. THE CHILD SHOULD NOT BE ALLOWED TO REMAIN IN THE MANIPULATIVE STATE BUT SHOULD BECOME PROFICIENT IN USING NUMBERS ABSTRACTLY. THE SUBJECT MATTER IN THE FIRST GRADE INCLUDES COUNTING, WORKING WITH ORDINALS THROUGH SIX, HANDLING MONEY CONCEPTS, MEASURING AND READING NUMBERS TO 100. THE CURRICULUM CONTINUES IN THESE AREAS FOR SECOND GRADE STUDENTS, INCLUDING ONE STEP PROBLEMS, CONCEPT OF ZERO, AND ADDITION AND SUBTRACTION THROUGH 13. FRACTIONS, MULTIPLICATION, AND DIVISION ARE INTRODUCED IN THE THIRD GRADE, WITH ADDITION AND SUBTRACTION OF 2 AND 3 PLACE NUMBERS AND ROMAN NUMERALS. FOURTH GRADE STUDENTS MULTIPLY THROUGH 9, DIVIDED EVEN AND UNEVEN PROBLEMS, USE SIMPLE FRACTIONS, AND BEGIN TWO STEP PROBLEMS. DIVISION AND MULTIPLICATION USE FOUR DIGITS IN THE FIFTH GRADE, FRACTIONS AND ROMAN NUMERAL WORK BECAME INCREASINGLY HARDER. BY THE SIXTH GRADE, STUDENTS SHOULD BE COMPETENT IN MULTIPLICATION, DIVISION, COMMON FRACTIONS, DECIMALS, MEASUREMENT, AND SIMPLE GRAPHS. KINDERGARTEN CHILDREN STUDY HOW TO KEEP WELL AND TO SENSE THINGS THAT GO. GRADES ONE AND TWO STUDY SEASONS AND SAFETY. MINERALS, LIVING THINGS, FOOD, CLOTHING, AND MACHINES ARE IN THE THIRD GRADE CURRICULUM. FOURTH AND FIFTH GRADE STUDENTS LOOK AT LIVING THINGS, WEATHER AND WATER. SIXTH GRADERS LOOK AT THE UNIVERSE, ELECTRICITY AND MAGNETISM AND HEALTH FUNCTIONS. HEALTH AND SCIENCE UNITS LIST CONCEPTS, ACTIVITIES, AND MATERIALS THAT CAN BE USED FOR EACH UNIT. ED001229 CURRICULUM HANDBOOK. SCIENCE, HEALTH, ARITHMETIC ELEMENTARY GRADES. 1958-00-00 279 N/A 1965 2016-11-22

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No Classroom Environment Comparative Analysis Learning Activities Parent Influence Questionnaires Social Adjustment Student Attitudes Student Teacher Relationship Teacher Attitudes FOX, ROBERT S. AND OTHERS MICHIGAN Michigan (Ann Arbor) Michigan Michigan (Ann Arbor) Michigan Univ., Ann Arbor. Center for Research on Learning and Teaching. AN ANALYSIS OF THE DYNAMICS OF THE LEARNING SITUATIONS IN A VARIETY OF PUBLIC SCHOOL CLASSROOMS WAS UNDERTAKEN. THE PROJECT MADE A COMPARATIVE ANALYSIS OF THE PATTERNS OF COOPERATION OR ALIENATION AMONG PARENTS, TEACHERS, PEERS, AND INDIVIDUAL PUPILS. THE PATTERNS CREATE LEARNING CULTURES OF DIFFERENT PRODUCTIVITY IN VARIOUS CLASSROOMS. THE DATA FOR THE STUDY WERE COLLECTED FROM QUESTIONNAIRES AND GROUP INTERVIEWS WITH PUPILS, QUESTIONNAIRES AND INTERVIEWS WITH TEACHERS, AND A BRIEF PERIOD OF CLASSROOM OBSERVATION FOR EACH OF THE 30 CLASSROOMS STUDIED, INCLUDING BOTH ELEMENTARY AND SECONDARY LEVELS. PUPILS RATED THEMSELVES AND THEIR PEERS ON SEVERAL SOCIAL AND INTELLECTUAL FACTORS AND RESPONDED TO ITEMS REGARDING THEMSELVES, THEIR PEERS, PARENTS, AND TEACHERS. SEVERAL STRONG RELATIONSHIPS WERE FOUND BETWEEN PUPIL CHARACTERISTICS AND THEIR PARENTAL, PEER, AND TEACHER INFLUENCES. A FEW OF THE RESULTS WERE AS FOLLOWS--(1) PARENTS WHO ARE PERCEIVED BY THEIR CHILDREN AS SUPPORTIVE OF SCHOOL LIFE HAVE MORE FORMAL EDUCATION THAN THOSE WHO ARE INDIFFERENT OR NONSUPPORTIVE, (2) ASSOCIATIONS EXIST BETWEEN ACTUAL LIKING STATUS AND ATTITUDES TOWARD SELF, ONLY FOR PUPILS WITH HIGH POTENCY OF INVOLVEMENT IN THE PEER GROUP, AND (3) GIRLS UTILIZE THEIR INTELLECTUAL ABILITIES MORE HIGHLY THAN BOYS. SAMPLE FORMS OF QUESTIONNAIRES USED ARE INCLUDED. ED001230 PUPIL-TEACHER ADJUSTEMENT AND MUTUAL ADAPTATION IN CREATING CLASSROOM LEARNING ENVIRONMENTS. 1964-01-00 162 N/A 1965 2016-11-22

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No Case Studies College Students Decision Making Skills Simulation Student Motivation Teaching Methods ANDERSON, LEE F. AND OTHERS Illinois (Evanston) ILLINOIS Illinois Northwestern Univ., Evanston, IL. UNIVERSITY UNDERGRADUATES IN POLITICAL SCIENCE WERE SUBJECTED TO TWO TYPES OF TEACHING TECHNIQUES-SIMULATION (GAME PLAYING) AND CASE STUDY. PERSONALITY FACTORS OF MOTIVATION AND COGNITIVE STYLE WERE DETERMINED FOR THE STUDENTS IN EACH GROUP. THESE WERE CONSIDERED THE INTERVENING VARIABLES. THE STUDENTS WERE TESTED BEFORE AND AFTER THE COURSE OF KNOWLEDGE OF FACTS AND PRINCIPLES. RESULTS WERE LARGELY INCONCLUSIVE, ALTHOUGH TWO IMPORTANT FINDINGS CAN BE STATED--BEHAVIORAL MEASURES OF INTEREST REVEAL SIMULATION TO BE MORE INVOLVING AND INTERESTING THAN CASE STUDIES, AND SIMULATION OFFERS MUCH MORE STUDENT-TO-STUDENT FEEDBACK THAN CASE DISCUSSION SECTIONS. MANY REASONS WERE GIVEN FOR BELIEVING THAT TRADITIONAL METHODS OF PRESENTING SUBJECT MATTER MIGHT BE REEXAMINED. SIMULATION MAY OFFER A RELATIVELY RICH SET OF POSSIBILITIES FOR ACCOMMODATING THE NEEDS IN TERMS OF REEVALUATED GOALS OF EDUCATION AND TESTING PROCEDURE. ED001231 A COMPARISON OF SIMULATION, CASE STUDIES, AND PROBLEM PAPERS IN TEACHING DECISION-MAKING. 1964-00-00 93 N/A 1965 2016-11-22

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No Comparative Analysis Elementary Education Logical Thinking Primary Education Problem Solving Program Development Programed Instruction Skill Development Teaching Methods Transfer of Training ANDERSON, RICHARD C. Illinois (Urbana) ILLINOIS Illinois Illinois (Urbana) Illinois Univ., Urbana. A TECHNOLOGY WAS NEEDED TO BRIDGE THE GAP BETWEEN EDUCATIONAL THEORY AND THE PRACTICE OF TEACHING. THE CHIEF GOAL WAS TO DEVELOP A PROCEDURE FOR TEACHING CHILDREN THE METHOD OF DIFFERENCE, THE PROBLEM-SOLVING STRATEGY IN WHICH EACH FACTOR IS VARIED IN SUCCESSION WHILE ALL OTHER FACTORS ARE HELD CONSTANT. THE COMPONENTS, SCOPE, AND LIMITATIONS COMPRISED A PRESCRIPTION THAT COULD FURNISH GUIDELINES IN THE CONSTRUCTION OF A TEACHING PROGRAM. THE DEVELOPED PROGRAM CONSISTED OF SEVEN LARGE UNITS, OR "GAMES," EACH OF WHICH TAUGHT ONE OR MORE COMPONENTS OF THE METHOD OF DIFFERENCE. THE FIRST PHASE DEVELOPED THE METHOD OF DIFFERENCE BEHAVIOR IN A VERY DELIBERATE FASHION, AND THE SECOND, USING VARIED TASKS, WAS INTENDED TO TRANSFER THE BEHAVIOR UNDER THE CONTROL OF ABSTRACT, SCHEMATIC ATTRIBUTES OF TASKS AND PROBLEMS. THE FIRST-GRADE CHILDREN USED FOR THE EQUIPMENT WERE DIVIDED INTO TWO GROUPS, ONLY ONE OF WHICH RECEIVED THE PROGRAM INSTRUCTION. DETAILS OF THE METHOD, USING LIVE TEACHERS, WERE GIVEN. AMONG THE RESULTS, THE MOST STRIKING WAS THE ATTAINMENT OF POSITIVE, NONSPECIFIC TRANSFER OF TRAINING. THE RESULT SHOWED THAT CHILDREN CAN ACQUIRE, RETAIN, AND TRANSFER RATHER COMPLEX PROBLEM-SOLVING BEHAVIOR GENERALLY ACQUIRED AT 14 OR 15. IN THAT THIS PROGRAM INVOLVED CONCRETE MATERIALS AND DEVICES, IT WAS CONSISTENT WITH THE STAGE OF INTELLECTUAL DEVELOPMENT OF 6- AND 7-YEAR-OLD CHILDREN. ALTHOUGH CHILDREN CANNOT CONCEPTUALIZE THE SYSTEMS THEY USE, SKILLS CAN BE TAUGHT OF CONSIDERABLE VALUE, PARTICULARLY IN "NEW MATH" AND SCIENCE CURRICULA. THE RESULTS SUGGESTED THAT THE PRESUMPTION ON WHICH THE PROJECT WAS BASED - THAT REASONING AND PROBLEM SOLVING CAPABILITIES CONSIST OF REPERTOIRES OF BEHAVIOR MODIFIABLE IN ACCORDANCE WITH PRINCIPLES OF LEARNING, INSTEAD OF INACCESSIBLE STRUCTURES AND PROCESSES - COULD BE THE BASIS OF FEASIBLE INSTRUCTION. ED001232 SHAPING LOGICAL BEHAVIOR IN SIX- AND SEVEN-YEAR OLDS. 1964-00-00 168 N/A 1965 2016-11-22

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No Academically Gifted Educational Objectives Grade 4 Grade 5 Grade 6 Observation Student Characteristics Student Improvement Teaching Methods LEWIS, GERTRUDE M. DISTRICT OF COLUMBIA District of Columbia Office of Education (DHEW), Washington, DC. THE REPORT DISCUSSED HOW TEACHERS WORKED IN VARIOUS SUBJECT MATTER AREAS AND COMPARED VARIOUS TEACHERS IN SIMILAR AND DIFFERENT AREAS. OBSERVATIONS WERE MADE OF SINGLE GROUPS IN DIFFERENT AREAS. OBSERVATIONS WERE MADE OF SINGLE GROUPS OF GIFTED CHILDREN IN THE FOURTH, FIFTH, AND SIXTH GRADES. MORE ABLE STUDENTS WERE FOUND TO ACCOMPLISH MORE, DELVE DEEPER, AND GO BEYOND THE REQUIREMENTS TO CARRY OUT THEIR OWN PLANS. EXAMPLES WERE GIVEN OF CREATIVE WRITING EXPERIENCES OF THE STUDENTS IN THESE GRADES. FROM THESE EXPERIMENTS, BRIGHT STUDENTS WERE CHARACTERIZED BY THEIR INTEREST IN EVERYTHING AND THEIR RAPID AND PERSISTENT SEARCH FOR EVIDENCE. THE EXCEPTIONS TO THESE GENERALIZATIONS PROVIDED CHALLENGES TO TEACHERS TO IDENTIFY AND MOTIVATE THESE CHILDREN. THE REPORT PROVIDED SUGGESTIONS FOR IMPROVEMENT IN ADMINISTRATION AND IN TEACHING-LEARNING SITUATION. THE KEY PROFESSIONAL PERSON IS THE PRINCIPAL. HE MUST FIND FRIENDLY AND UNDERSTANDING TEACHERS WHO USE CREATIVITY AND SPONTANEITY IN THEIR TEACHING. THE SCHOOL SHOULD ALSO BE WELL-EQUIPPED. THE SCHOOL EXPERIENCE SHOULD CHALLENGE THE ABILITIES OF THE GIFTED WHILE NOT NEGLECTING THE LESS ABLE. THE ENTIRE TEACHING-LEARNING SITUATION MUST SUPPORT STUDENT GROWTH. ED001233 EDUCATING THE MORE ABLE PUPILS IN GRADES FOUR, FIVE, AND SIX. 1961-00-00 91 N/A 1965 2016-11-22

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No Ability Identification Case Studies Exceptional Persons Individual Differences Selection Talent Identification RICE, JOSEPH P. AND OTHERS California (Sacramento) PROJECT TALENT CALIFORNIA California California (Sacramento) California State Dept. of Education, Sacramento. THE USE OF CASE STUDIES CAN HELP THE TEACHER TO APPRECIATE INDIVIDUAL DIFFERENCES, TO CAPITALIZE ON INTERESTS AND ABILITIES, TO APPRECIATE AND UTILIZE EXCEPTIONAL SKILLS, AND TO SET UP APPROPRIATE DEVELOPMENTAL GOALS FOR INDIVIDUAL CHILDREN. AN OUTLINE FOR THE IDENTIFICATION PROCESS INCLUDES SCREENING (GROUP DEVICES), NOMINATION (STAFF MATCHES THE CHILD TO SELECTED CRITERIA), EXAMINATION AND CASE HISTORY (QUESTIONS ON ATTITUDES, MOTIVATION, AND SPECIAL SKILLS), CERTIFICATION AND PLACEMENT (PLACING THE PUPIL IN AN APPROPRIATE PROGRAM PATTERN), PERIODIC FOLLOWUP, AND EVALUATION. THE STRUCTURE OF THE CASE STUDY IS (1) BACKGROUND INFORMATION, (2) HEALTH AND MEDICAL RECORD, (3) SCREENING AND NOMINATION FORM, (4) PARENT INVENTORY, (5) PSYCHOLOGIST'S SUMMARY AND EVALUATION. INCLUDED ARE BIBLIOGRAPHIES, REFERENCES, AND SAMPLE FORMS TO USE FOR CASE STUDIES. ED001234 CALIFORNIA PROJECT TALENT. IDENTIFICATION, CASE STUDY. 1964-07-00 57 N/A 1965 2016-11-22

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No Academic Achievement Academically Gifted Comparative Analysis Enrichment Gifted Special Programs Student Improvement SMITH, WILLIAM H. FLORIDA Florida (Daytona Beach) Florida THE ENRICHMENT CENTER IS A SEPARATE FACILITY FOR GIFTED CHILDREN, WHO ATTEND FOR 1 DAY EACH WEEK DURING THE SCHOOL YEAR. THE CURRICULUM IS FLEXIBLE, SO THAT CHANGES CAN BE MADE ACCORDING TO CURRENT EVENTS OR NEW SCIENTIFIC DEVELOPMENTS. THE FIRST CRITERION FOR SELECTION IS INTELLIGENCE, THE SECOND IS ACHIEVEMENT. THE AFOREMENTIONED CRITERIA ARE DETERMINED BY A CAREFULLY SELECTED SERIES OF TESTS. THIRD IS A TEACHER'S RECOMMENDATION. EDUCATORS ARE CONCERNED THAT ABSENCE FROM REGULAR SCHOOL TO ATTEND SUCH A SPECIAL PROGRAM MAY AFFECT OVERALL ACHIEVEMENT. FOR THIS STUDY THREE GROUPS WERE COMPARED--ONE GROUP HAD ATTENDED FOR LONGER, AND A THIRD GROUP HAD QUALIFIED BUT HAD NOT TAKEN PART IN THE PROGRAM. GROUPS WERE MATCHED ACCORDING TO GRADE PLACEMENT, AGE, AND SEX. COMPARISON OF AVERAGE ACHIEVEMENT TESTS AFTER THE EXPERIENCE IN THE PROGRAM SHOWED THE GROUP WITH THE LONGEST TIME IN PROGRAM HIGHEST, AND THE SECOND EXPERIMENTAL GROUP SECOND HIGHEST IN ALL AVERAGES. TO DETERMINE LONG RANGE EFFECTS OF THE PROGRAM, A COMPARISON WAS MADE OF TEST RESULTS FROM 2 YEARS LATER, AND THE RESULTS AGAIN INDICATED THAT THERE WAS NO DETRIMENTAL EFFECT ON CHILDREN WHO PARTICIPATED. THIS STUDY WAS NOT AN ATTEMPT AT EVALUATION OF THIS PROGRAM, BECAUSE THE ENRICHMENT PROGRAM TRIED TO DEVELOP SUCH HARD-TO-MEASURE CHARACTERISTICS AS CREATIVITY, ORIGINALITY, CRITICAL THINKING, AND LEADERSHIP. IT DOES SEEM APPARENT, THOUGH, THAT A GIFTED CHILD CAN ATTEND AN ENRICHMENT PROGRAM FOR PART OF THE SCHOOL WEEK WITHOUT DETRIMENTALLY AFFECTING HIS TOTAL ACADEMIC ACHIEVEMENT. ED001235 THE EFFECT OF ENRICHMENT ON THE ACADEMIC ACHIEVEMENT OF SUPERIOR AND GIFTED CHILDREN. 1963-09-23 6 N/A 1965 2016-11-22

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No Academically Gifted Acceleration Enrichment Gifted Grade 4 Grade 5 Grade 6 Summer Programs Teacher Education BIXLER, HAROLD H. NORTH CAROLINA CULLOWHEE North Carolina Western Carolina Univ., Cullowhee, NC. Winston-Salem City Schools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No Administrative Policy Advanced Placement Attitude Change College Role Credits Special Programs ARBOLINO, JACK N. Pennsylvania (Pittsburgh) PENNSYLVANIA Pennsylvania Pennsylvania (Pittsburgh) MORE COLLEGES SHOULD OFFER CREDIT TO STUDENTS WHO TAKE COURSES IN THE ADVANCED PLACEMENT PROGRAM. TO ENCOURAGE SUCH LEARNING, COLLEGES SHOULD REEVALUATE THEIR ATTITUDES TOWARD THESE STUDENTS. HARVARD AND PRINCETON GAVE CREDIT FOR SUCH COURSES, AND THEIR EDUCATORS AND STUDENTS REPORT ONLY FAVORABLE RESULTS. THOSE OPPOSED TO THE PROGRAM INCLUDE INDIVIDUAL DEPARTMENT STAFF WHO HAVE THE POWER TO ACCEPT OR REJECT THE EXAMINATION RESULTS OF A PARTICIPANT IN THE PROGRAM, AND PERSONS WHO FEEL THAT THEY ARE ABOVE STUDENTS, SCHOOLS, AND PROGRAMS. ED001237 CREDIT AND THE ADVANCED PLACEMENT PROGRAM. 1961-00-00 6 N/A 1965 2016-11-22

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No Individual Differences Intelligence Measurement Techniques Methods Research Personality Studies Questioning Techniques Role Playing Simulation SHULMAN, LEE S. MICHIGAN Michigan (East Lansing) Michigan A NATURAL INQUIRY SITUATION WAS CONSTRUCTED WHICH INCLUDED A RANGE OF POTENTIALLY PROBLEMATIC SITUATIONS WHICH COULD BE REACTED TO BY THE SUBJECTS, A ROLE PLAYING SET TO ENGAGE THE SUBJECTS' EMOTIONAL INVESTMENT, AND INTERNAL AND EXTERNAL INFORMATION SOURCES WHICH THE TEACHERS COULD MANIPULATE IN THEIR INQUIRIES. THE OBJECTIVES OF THIS STUDY WERE TO DEVELOP A METHOD OF OBSERVING AND MEASURING INQUIRIES AND TO RELATE INQUIRIES TO OTHER INDIVIDUAL DIFFERENCES IN PERSONALITY AND INTELLECTUAL CHARACTERISTICS. A SITUATION WAS CREATED CALLED "TEACHERS IN-BASKET," A SIMULATED TEACHER'S DESK WITH A PILE OF POTENTIAL PROBLEMS. FIVE SCORES WERE ELICITED IN THIS SITUATION--MATERIALS ATTENDED, PROBLEMS SENSED, INFORMATION SOURCES, COMPETENCE, AND TIME. TWENTY-TWO SUBJECTS WERE CHOSEN TO PARTICIPATE. THE RESULTS SHOW THAT PRECISE AND MEANINGFUL DESCRIPTIONS OF INQUIRY BEHAVIOR CAN BE MADE WITHOUT THE NECESSITY OF PRESENTING SUBJECTS WITH SPECIFIC "PROBLEMS" TO SOLVE. IN ADDITION, MANY DIFFERENCES IN HABITUAL PATTERNS OF SEEKING AND IN INQUIRY STRATEGIES CAN BE UNDERSTOOD IN TERMS OF PERSONALITY, MOTIVATIONAL, AND INTELLECTUAL MEASURES WHICH CAN BE GATHERED OUTSIDE THE INQUIRY SITUATION ITSELF. ED001238 SEEKING STYLES AND INDIVIDUAL DIFFERENCES IN PATTERNS OF INQUIRY. PAPER PRESENTED AT AMERICAN EDUCATIONAL RESEARCH ASSOCIATION, CHICAGO, FEBRUARY 12, 1965. 1965-00-00 10 N/A 1965 2016-11-22

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No Consultants Curriculum Development Educational Opportunities Elementary Education Enrichment Activities Gifted Identification Secondary Education Selection Special Programs CALIFORNIA California Duarte Unified School District, CA. THE DUARTE UNIFIED SCHOOL DISTRICT OFFERS SPECIAL OPPORTUNITIES TO DEVELOP GREATER SELF-DIRECTION, CONFIDENCE, PERSONAL RESPONSIBILITY, AND A DEGREE OF SKILL IN ALL AREAS OF THE CURRICULUM RELATIVE TO THE STUDENTS' ABILITIES. THE SELECTION OF STUDENTS SHOULD BE BASED ON AN INDIVIDUAL TEST, A SCORE AT OR ABOVE THE 98TH PERCENTILE ON A GROUP TEST OF MENTAL ABILITY OR OF READING AND MATHEMATICS ACHIEVEMENT, AND THE JUDGEMENTS OF TEACHERS, PSYCHOLOGISTS, AND SCHOOL ADMINISTRATORS. SOME OF THE CHARACTERISTICS OF THE GIFTED INCLUDE KEEN POWERS OF OBSERVATION AND RETENTION, VERBAL PROFICIENCY, AND THE POWER OF CRITICAL THINKING. THESE CHILDREN ARE SLIGHTLY HEAVIER AND TALLER THAN AVERAGE, AND THEY HAVE A KEENER SENSE OF HUMOR. NEGATIVE TRAITS ARE BOREDOM, IMPATIENCE, AND NONCONFORMITY. IN THE ELEMENTARY SCHOOL, CHILDREN WITH HIGH ACHIEVEMENT POTENTIAL ARE PUT INTO REGULAR CLASSROOMS. CONSULTANT HELP AS WELL AS BOOKS AND OTHER MATERIALS WILL BE AVAILABLE FOR PLANNING CURRICULUM EXPERIENCES. THE JUNIOR HIGH SCHOOL STUDENTS WILL BE ENCOURAGED TO DO DEPTH STUDIES, TO READ, TO UTILIZE DISCUSSIONS, AND TO MAKE ORAL REPORTS. STUDENTS SHOULD HAVE A CLOSE WORKING RELATIONSHIP WITH THEIR TEACHERS. CLASSROOM ENRICHMENT ACTIVITIES SHOULD BE PLANNED BY THE REGULAR TEACHER. IN HIGH SCHOOL, A STRONG PROGRAM IN ENGLISH AND SOCIAL STUDIES SHOULD BE USED, WITH ADVANCED WORK IN SCIENCE AND COLLEGE MATH. A BROADENING PROGRAM OF LEADERSHIP TRAINING FOR THE STUDENTS SHOULD EMPHASIZE COMMUNICATION SKILLS. THE STUDENTS SHOULD BE ENCOURAGED TO AID IN A GENERAL ENRICHMENT PROGRAM FOR REGULAR STUDENT GROUPS. ED001239 PROGRAM FOR CHILDREN WITH HIGH ACHIEVEMENT POTENTIAL. 1964-00-00 11 N/A 1965 2016-11-22

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No Experimental Teaching Gifted Language Arts Nongraded Instructional Grouping Primary Education Reading Achievement Sciences Social Studies Talent Teaching Methods CARTER, C. DOUGLAS NORTH CAROLINA CULLOWHEE North Carolina (Winston Salem) North Carolina North Carolina (Winston Salem) Western Carolina Univ., Cullowhee, NC. Winston-Salem City Schools, NC. THE NONGRADED PRIMARY SCHOOL ALLOWS EACH CHILD TO PROGRESS AT HIS OWN RATE. LEVELS OF ACHIEVEMENT ARE SET UP FOR LANGUAGE ARTS, SOCIAL STUDIES, AND SCIENCE. THE BASIC LANGUAGE SKILLS ARE DIVIDED INTO EIGHT LEVELS, BY THE TIME THE CHILD HAS COMPLETED THE EIGHTH LEVEL, HE HAS DEVELOPED MOST OF HIS NECESSARY READING SKILLS. A NINTH LEVEL IS INCLUDED FOR EXCEPTIONALLY TALENTED STUDENTS. THERE ARE BASAL READERS FOR THE DIFFERENT LEVELS. SCIENCE AND SOCIAL STUDIES HAVE NO DEFINITE LEVELS. SINCE NO TEXTS ARE USED, SCIENCE AND SOCIAL STUDIES ARE TAUGHT THROUGH STUDENT EXPERIENCE AND SUPPLEMENTARY READING. SOCIAL STUDIES AREAS INCLUDE THE SCHOOL, THE HOME AND THE COMMUNITY. SCIENCE AREAS MIGHT BE WEATHER, PLANTS, HOMES, FOOD, LIGHT, AND SENSORY OBSERVATIONS. ED001240 THE CHALLENGE ... A PROGRAM FOR GIFTED CHILDREN. 1960-00-00 43 N/A 1965 2016-11-22

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No Grade 10 Grade 9 Grammar Language Acquisition Language Instruction Language Research Linguistics Syntax Writing Skills BATEMAN, DONALD R. ZIDONIS, FRANK J. OHIO COLUMBUS Ohio Ohio State Univ., Columbus. Research Foundation. THE EFFECT OF KNOWLEDGE OF GENERATIVE GRAMMAR UPON COMPOSITION SKILLS WAS INVESTIGATED. GENERATIVE GRAMMAR DESCRIBES THE PSYCHOLOGICAL PROCESS OF PRODUCING SENTENCES. IN THIS STUDY, GENERATIVE GRAMMAR WAS TAUGHT TO NINTH- AND TENTH-GRADE STUDENTS. SEVERAL SPECIFIC QUESTIONS GUIDED THE STUDY--CAN HIGH SCHOOL PUPILS LEARN TO APPLY THE RULES OF A GENERATIVE GRAMMAR IN THEIR WRITING. CAN THEIR REPERTOIRE OF GRAMMATICAL STRUCTURES BE INCREASED BY A STUDY OF GENERATIVE GRAMMAR. TO WHAT EXTENT WILL THE PROPORTION OF WELL-FORMED SENTENCES INCREASE IN PUPIL WRITING OVER THE 2-YEAR PERIOD. WHAT KIND OF ERRORS WILL OCCUR IN STUDENT WRITING, AND TO WHAT EXTENT WILL SUCH ERRORS INCREASE OR DIMINISH OVER THE 2-YEAR PERIOD. SEVERAL CONCLUSIONS WERE DRAWN. FIRST, HIGH SCHOOL STUDENTS CAN EASILY LEARN THE PRINCIPLES OF GENERATIVE GRAMMAR BECAUSE OF ITS CONSISTENCY, SPECIFICITY, AND RELEVANCE TO WELL-FORMED SENTENCE PRODUCTION. SECOND, A KNOWLEDGE OF GENERATIVE GRAMMAR ENABLES STUDENTS TO INCREASE SIGNIFICANTLY THE PROPORTION OF WELL-FORMED SENTENCES THEY WRITE. THIRD, IT IS SUGGESTED, BUT NOT PROVED, THAT A RELATIONSHIP EXISTS BETWEEN A KNOWLEDGE OF GENERATIVE GRAMMAR AND AN ABILITY TO PRODUCE WELL-FORMED SENTENCES OF GREATER STRUCTURAL COMPLEXITY. FINALLY, A KNOWLEDGE OF GENERATIVE GRAMMAR CAN ENABLE STUDENTS TO REDUCE THE OCCURRENCE OF ERRORS IN THEIR WRITING. ED001241 THE EFFECT OF A KNOWLEDGE OF GENERATIVE GRAMMAR UPON THE GROWTH OF LANGUAGE COMPLEXITY. 1964-00-00 141 N/A 1965 2016-11-22

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No Bibliographies Curriculum Guides Exceptional Persons Instructional Improvement Instrumentation and Orchestration Music Activities Music Education Music Techniques DIVISION OF INSTRUCTION DIVISION OF SPECIAL EDUCATION California (Santa Ana) CALIFORNIA California California (Santa Ana) Orange County Dept. of Education, Santa Ana, CA. A BROCHURE HAS BEEN PREPARED TO GIVE TEACHERS OF EXCEPTIONAL CHILDREN SOME INFORMATION ABOUT MANY INSTRUMENTS WHICH CAN BE USED IN THE CLASSROOM. IT IS NOTED THAT EXCEPTIONAL CHILDREN, IN COMMON WITH THEIR NORMAL CLASSMATES, HAVE A LOVE OF BEAUTIFUL MUSIC AND INTRIGUING SOUNDS. MANY OF THEM HAVE SPECIFIC MUSICAL TALENTS, AND MOST OF THEM HAVE BEEN FOUND TO ENJOY MUSIC IN SOME WAY-LISTENING, PLAYING INSTRUMENTS, SINGING, OR DANCING. TWENTY-FOUR INSTRUMENTS ARE DISCUSSED, AMONG THEM TAMBOURINES, RESONATOR BELLS, TONE BLOCKS, MARACAS, MUSIC BOXES, UKULELES, AND AUTOHARPS. SUGGESTIONS ARE MADE ABOUT USE OF EACH INSTRUMENT WITH THE VISUALLY, AURALLY, AND ORTHOPEDICALLY HANDICAPPED, THE EDUCABLE MENTALLY RETARDED, AND TRAINABLE MENTALLY RETARDED. SONGS OR RECORDINGS ESPECIALLY APPROPRIATE FOR EACH INSTRUMENT ARE INCLUDED. THE BIBLIOGRAPHY LISTS BOOKS, MAGAZINES, AND RECORDINGS SUITABLE FOR USE IN WORKING WITH EXCEPTIONAL CHILDREN. USE OF THE BROCHURE SHOULD GIVE MUSIC TEACHERS AND TEACHERS OF EXCEPTIONAL CHILDREN NEW IDEAS AND TECHNIQUES FOR EDUCATIONAL ENRICHMENT. ED001242 A HAND FULL OF MUSIC. 1962-06-00 102 N/A 1965 2016-11-22

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No Decision Making Skills Educational Finance Educational Quality Educational Resources School District Spending School Funds School Policy School Taxes JAMES, H. THOMAS AND OTHERS CALIFORNIA California (Stanford) California California (Stanford) Stanford Univ., CA. School of Education. THE SECOND IN A SERIES OF STUDIES OF THE PROCESSES BY WHICH RESOURCES IN THE UNITED STATES ARE ALLOCATED TO THE SUPPORT OF PUBLIC EDUCATION IS PRESENTED. A RATIONALE FOR THE STUDY OF SCHOOL FINANCE WAS FORMULATED AND APPLIED TO EXPLAIN VARIATIONS IN EXPENDITURES ASSOCIATED WITH STATE EFFORTS TO EQUALIZE BOTH EDUCATIONAL BENEFITS AND TAX LOADS. EXPLORATIONS OF THE INTERACTION OF WEALTH AND EXPENDITURES FOR EDUCATION WERE MADE USING THREE MODELS. AN ANALYSIS OF FISCAL INDEPENDENCE VS. DEPENDENCE IN THE RELATIONSHIPS OF LOCAL SCHOOL DISTRICTS TO OTHER GOVERNMENTAL AGENCIES IS PRESENTED. THE STUDY RECOGNIZES THAT HIGHER LEVELS OF PROPERTY VALUATION AND INCOME RESULT IN HIGHER LEVELS OF EXPENDITURE FOR EDUCATION, BUT THAT EDUCATION PRODUCES A MORE EFFICIENT LABOR FORCE AND HIGHER LEVELS OF PERSONAL INCOME. NUMEROUS TABLES AND CHARTS ARE APPENDED. ED001243 WEALTH, EXPENDITURES AND DECISION-MAKING FOR EDUCATION. 1963-06-00 213 N/A 1965 2016-11-22

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No Curriculum Guides Secondary Schools Speech Speech Communication Speech Improvement Speech Instruction Speech Skills FLETCHER, JUANITA D. DISTRICT OF COLUMBIA District of Columbia District of Columbia Public Schools, Washington, DC. District of Columbia Teachers Coll., Washington, DC. THE SPEECH IMPROVEMENT COURSE IS CONCERNED PRIMARILY WITH THE DEVELOPMENT OF CORRECT HABITS OF ORAL COMMUNICATION IN SECONDARY SCHOOL STUDENTS. SUCH A COURSE SHOULD BE CONCERNED WITH IMPROVEMENT IN THREE MAIN AREAS-PROJECTION, AGREEABLE QUALITY, AND INTELLIGIBILITY. THE MOST IMPORTANT UNIT OF THE PROGRAM, PERHAPS, IS ITS LAUNCHING. STUDENTS SHOULD BE MADE AWARE OF THE AIMS, OF THE PROCEDURES AND ACTIVITIES, AND OF THE METHODS OF EVALUATING THE PROGRAM. SUCCEEDING UNITS MAY BE CONCERNED WITH DEVELOPING AUDITORY DISCRIMINATION, VOICE AND ARTICULATION, VISUAL COMMUNICATION, ORAL INTERPRETATION OF LITERATURE, CHORAL READING, PUBLIC SPEAKING, AND DRAMATIC ARTS. (APPENDIX CONTAINS THE FOLLOWING--THE INTERNATIONAL PHONETIC ALPHABET, SAMPLES OF AN ARTICULATORY SHEET, A CHECK SHEET, A UNIT PLAN IN DEVELOPMENTAL SPEECH, A MODIFIED SPEECH PLAN, A LESSON, A UNIT PLAN, AND HOW TO CONDUCT A MEETING.) ED001244 A CURRICULUM GUIDE IN SPEECH FOR THE SECONDARY SCHOOLS. 1960-00-00 80 N/A 1965 2016-11-22

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No Academic Aspiration Academically Gifted Career Choice Curriculum Development Guidance Programs Identification Special Programs Student Motivation Talent COUNCE, D. SHELBY TENNESSEE ILLINOIS Georgia (Atlanta) Tennessee (Memphis) Illinois (Chicago) Superior and Talented Student Project Georgia (Atlanta) Illinois Illinois (Chicago) Tennessee Tennessee (Memphis) Southern Association of Colleges and Schools, Atlanta, GA. North Central Association of Colleges and Schools, Chicago, IL. THE STORY OF THE SUPERIOR AND TALENTED STUDENT PROJECT AS IT WAS UTILIZED IN THE MEMPHIS, TENNESSEE, SCHOOL SYSTEM IS RELATED. THE STS PROJECT IS DESIGNED TO ASSIST SECONDARY SCHOOLS IN IDENTIFYING SUPERIOR AND TALENTED STUDENTS, IN PROVIDING GUIDANCE SERVICES FOR THEM, IN ENCOURAGING THEM TO MAKE APPROPRIATE EDUCATIONAL AND OCCUPATIONAL CHOICES, AND IN PROVIDING CURRICULUM CONTENT RELATED TO THEIR NEEDS AND INTERESTS. IMPLEMENTATION WAS CARRIED OUT IN FOUR MAJOR AREAS - IDENTIFICATION, MOTIVATION, SPECIAL PROGRAMS, AND CURRICULUM DEVELOPMENT. PROCEDURES FOR IDENTIFICATION OF SUPERIOR STUDENTS INCLUDED INTELLIGENCE TESTING, TEACHER EVALUATION OF STUDENT, PAST SCHOOL RECORDS, AND PERSONAL AND SOCIAL DEVELOPMENT. METHODS FOR ENGENDERING STUDENT MOTIVATION WERE--PROVIDING IN THE CLASSROOM AN ATMOSPHERE OF LEARNING FOR LEARNING'S SAKE, WORKING WITH STUDENTS ON EFFECTIVE STUDY HABITS, ENCOURAGING STUDENTS TO READ MORE WIDELY, HELPING STUDENTS REALIZE THEIR HIGH LEVELS OF ABILITY, AND EMPHASIZING THE NEED TO DEVELOP THESE ABILITIES. SPECIAL PROGRAMS AND CURRICULUM DEVELOPMENT WERE REFLECTED IN THE ADVANCED PLACEMENT, ACCELERATED, AND ENRICHMENT COURSES OFFERED. ED001245 THE MEMPHIS STORY-MOBILIZING A LARGE SCHOOL SYSTEM AND A COMMUNITY FOR THE SUPERIOR AND TALENTED STUDENT PROJECT. 1965-00-00 68 N/A 1965 2016-11-22

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No Advanced Programs Advanced Students College Preparation College School Cooperation High School Students Summer Programs Writing (Composition) Writing Skills BRADDOCK, RICHARD IOWA Iowa (Iowa City) Iowa Iowa (Iowa City) Iowa Univ., Iowa City. PROGRESS MADE TOWARD ESTABLISHING AN ADVANCED PROGRAM IN ENGLISH IS DISCUSSED. THE IMMEDIATE OBJECTIVE OF THIS PROGRAM IS TO OFFER THE BEST COLLEGE-BOUND TWELFTH-GRADE STUDENTS INSTRUCTION AND PRACTICE IN COMPOSITION. THIS INSTRUCTION SHOULD INCREASE THE PROBABILITY THAT COOPERATING COLLEGES WILL EXCUSE THEM FROM THE USUAL FRESHMAN COMPOSITION REQUIREMENT AND STILL GRANT THEM FULL COLLEGE CREDIT. A UNIQUE CHARACTERISTIC OF THE ADVANCED STANDING PROGRAM, WHICH DISTINGUISHES IT FROM THE ADVANCED PLACEMENT PROGRAM OF THE COLLEGE ENTRANCE EXAMINATION BOARD, IS THAT IT HAS NO ONE STANDARD EXAMINATION BUT LEAVES TO EACH COLLEGE THE EVALUATION OF THE ENTERING FRESHMAN'S QUALIFICATIONS IN THE LIGHT OF THE INDIVIDUAL COLLEGE PROGRAM. THE ADVANCED STANDING PROGRAM OFFERS SEVERAL BENEFITS TO THE STUDENTS INVOLVED. THE MORE INTENSIVE INSTRUCTION SHOULD ACCELERATE THEIR DEVELOPMENT IN THINKING, WRITING, READING, AND SPEAKING, THEREBY AIDING THE STUDENTS IN ADJUSTING TO COLLEGE STUDIES. SOME STUDENTS, TO THEIR FINANCIAL OR PERSONAL ADVANTAGE, MAY BE ASSISTED IN REDUCING THE NUMBER OF TERMS SPENT IN COLLEGE. THE TEACHERS OF THIS PROGRAM SHOULD ALSO BENEFIT AS A RESULT OF A SUMMER SEMINAR REQUIRED BEFORE THEIR FIRST YEAR OF THIS SPECIAL INSTRUCTION. INDIRECTLY, THE TEACHERS INVOLVED IN THIS PROGRAM MAY BRING ABOUT IMPROVEMENT IN THE CLASSES OF THEIR FELLOW ENGLISH TEACHERS AND, PERHAPS, IN THE CLASSES OF COLLEAGUES IN OTHER DISCIPLINES. ED001246 A CONFERENCE FOR AN ADVANCED STANDING PROGRAM IN COMPOSITION. 1965-00-00 41 N/A 1965 2016-11-22

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No Conformity Creativity Research Predictive Measurement Preschool Children Preschool Evaluation Preschool Tests Test Construction Tests STARKWEATHER, ELIZABETH K. Oklahoma Oklahoma Oklahoma State Univ., Stillwater. THE PURPOSE OF THIS STUDY WAS TO DESIGN INSTRUMENTS WHICH WOULD DISCRIMINATE BETWEEN THE CHILD WHO IS A CONFORMIST OR NONCONFORMIST AND THE CHILD WHO IS FREE TO USE EITHER CONFORMING OR NONCONFORMING BEHAVIOR. IN THIS WAY THE NATURE AND DEVELOPMENT OF CREATIVE ABILITY WHICH IS RELATED TO CONFORMITY IN BEHAVIOR CAN BE STUDIED. TWO INSTRUMENTS WERE DEVELOPED FOR USE IN THE MEASUREMENT OF CONFORMING AND NONCONFORMING BEHAVIOR TO DETERMINE WHETHER THIS BEHAVIOR WAS FREE OR COMPULSIVE. THE TESTS CONSISTED OF SPECIALLY PREPARED COLOR PREFERENCE TESTS AND FORM BLOCK PUZZLES. PARENTS OF PRESCHOOL CHILDREN HAD A SIGNIFICANT INFLUENCE ON THE CHILDREN'S RESPONSES, WHEREAS PEERS DID NOT. THERE WAS A SIGNIFICANT DIFFERENCE BETWEEN BOYS' AND GIRLS' RESPONSES. GIRLS TENDED TOWARD MORE STRICT CONFORMITY THAN DID BOYS. CHILDREN'S BACKGROUNDS WOULD HAVE TO BE STUDIED BEFORE HYPOTHESES ABOUT CHARACTERISTICS ESSENTIAL FOR CREATIVE EXPRESSION COULD BE FORMED. IMPLICATIONS FOR FUTURE RESEARCH ARE DISCUSSED. ED001247 CONFORMITY AND NONCONFORMITY AS INDICATORS OF CREATIVITY IN PRESCHOOL CHILDREN. 1964-00-00 56 N/A 1965 2016-11-22

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No Achievement Tests German Laboratory Equipment Language Aids Language Instruction Language Laboratories Teaching Methods Vocabulary LEWIS, EARL N. LOUISIANA Louisiana (Baton Rouge) Louisiana Louisiana (Baton Rouge) Louisiana State Univ. and A and M Coll. System, Baton Rouge. AN EXPERIMENT WAS DESIGNED TO TEST THE HYPOTHESIS THAT PROPER USE OF ELECTRO-MECHANICAL AIDS CAN RELIEVE THE TEACHER OF A GREAT DEAL OF THE ROUTINE WORK OF TEACHING FOREIGN LANGUAGES. HE WOULD THUS BE ALLOWED TO EXTEND HIMSELF EITHER QUANTITATIVELY OR QUALITATIVELY IN HIS WORK. THIS EXPERIMENT USES THE QUALITATIVE APPROACH. THREE GROUPS OF STUDENTS IN COLLEGE GERMAN CLASSES WERE USED DURING TWO SEMESTERS. THE EXPERIMENT DURING THE FALL SEMESTER OF 1960 WAS CONCERNED WITH THE INTRODUCTION OF NEW VOCABULARY MATERIAL. ONE GROUP TREATED THIS MATERIAL ONLY IN CLASS, WITH CONVENTIONAL HOMEWORK. THE SECOND GROUP TREATED THIS MATERIAL EXCLUSIVELY THROUGH THE USE OF ELECTRO-MECHANICAL EQUIPMENT. THE CLASS TIME FREED THEREBY WAS USED FOR EXTENSIVE CONVERSATIONAL WORK ON SPECIALLY DEVISED MATERIALS. THE CONTROL GROUPS FOLLOWED THE USUAL CLASS-LABORATORY PROCEDURES IN USE AT THE UNIVERSITY. DURING THE SPRING SEMESTER, ALL DRILL MATERIAL ON VERB FORMS AND WORD ORDER WAS SUBJECTED TO THE ABOVE-DESCRIBED EXPERIMENTAL TREATMENTS. ACHIEVEMENT LEVELS WERE DETERMINED VIA THE CARROL-SAPON, MODERN LANGUAGE APTITUDE TEST, THE COLLEGE BOARD PLACEMENT TESTS IN GERMAN READING, AND GERMAN COMPREHENSION. MATERIALS USED IN THE EXPERIMENT CONSISTED OF THE TEXTBOOK, "DEUTSCH EINS--A TOTALLY INTEGRATED LABORATORY-CLASS APPROACH," BY E.N. LEWIS. ANALYSIS OF THE DATA BY THE F-TEST SHOWED NO SIGNIFICANT DIFFERENCES IN ACHIEVEMENT OF THE EXPERIMENT AND CONTROL GROUPS. (ALL RAW DATA ARE PRESENTED.) ED001248 EXPERIMENTATION IN THE DEVELOPMENT OF MORE EFFECTIVE METHODS OF TEACHING FOREIGN LANGUAGES BY MAKING EXTENSIVE USE OF ELECTRO-MECHANICAL AIDS. 1961-07-00 20 N/A 1965 2016-11-22

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No Ability Identification Elementary Schools Enrichment Activities Gifted Grade 6 Improvement Programs Instructional Materials Teaching Guides Tests HANSEN, WILLIAM AND OTHERS CALIFORNIA California (Fresno) California California (Fresno) Fresno City Unified School District, CA. ENRICHMENT ACTIVITIES FOR TEACHER USE WITH CAPABLE LEARNERS ARE DISCUSSED. THE TEACHER'S SECTION CONTAINS--SUGGESTIONS FOR USING PUPIL MATERIALS, CHARACTERISTICS OF THE MORE ABLE STUDENT, A CHECKLIST FOR IDENTIFYING THE MORE ABLE STUDENTS, A CHART OF ACTIVITIES FOR THE CAPABLE LEARNER, AND A LIST OF MATERIALS AVAILABLE FROM THE CURRICULUM DEPARTMENT FOR RESOURCE PURPOSES. THE PUPIL'S SECTION CONSISTS OF SAMPLE COPIES OF PUPIL MATERIALS SUCH AS PUZZLES, WORD GAMES, SCRAMBLED SENTENCES, MATCHING EXERCISES, AND FILL-IN-THE-BLANK QUIZZES. THE PUPIL MATERIALS CAN BE GROUPED UNDER THE FOLLOWING CATEGORIES--ARITHMETIC, LANGUAGE, MUSIC, READING, SCIENCE, AND SOCIAL STUDIES. ED001249 THE MORE CAPABLE LEARNER, GRADE 6. 1963-00-00 128 N/A 1965 2016-11-22

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No Classroom Environment Longitudinal Studies Primary Education Student Behavior Student Characteristics Student Reaction Student Teacher Relationship Teacher Characteristics Teacher Effectiveness WALLEN, NORMAN E. WODTKE, KENNETH H. Utah (Salt Lake City) UTAH Utah Utah Univ., Salt Lake City. PUPIL DATA, INCLUDING ACADEMIC, EMOTIONAL, AND ATTITUDINAL CHARACTERISTICS, WERE CORRELATED WITH TEACHER CHARACTERISTICS. THERE WAS A CLEAR INDICATION THAT RELATIONSHIPS DID NOT TAKE THE SAME FORM ACROSS THE FIVE GRADE LEVELS OF THE STUDY (GRADES ONE THROUGH FIVE). THE GENERAL IMPRESSION RESULTING WAS THAT THE TYPICAL FIRST GRADER, BEING SOMEWHAT UNSURE OF HIMSELF AND NEW TO THE SITUATION, IS BOTH MORE COMFORTABLE AND ACHIEVES BETTER GIVEN A SITUATION WHICH IS QUITE STRUCTURED, CONTROLLED BY THE TEACHER. AT THE SAME TIME THE TEACHER SHOULD BE RATHER SUPPORTIVE AND ENCOURAGING, BUT SHOULD DEEMPHASIZE OVERT AFFECTION. BY ABOUT THE SECOND GRADE THIS PATTERN TENDS TO CHANGE, BY THE UPPER GRADES THE GENERAL DESIRABILITY OF ENCOURAGEMENT STILL EXISTS, BUT THE EFFECT OF CONTROL SHIFTS SO THAT A GREATER DEGREE OF PERMISSIVENESS HAS THE MORE DESIRABLE EFFECTS IN TERMS OF BOTH LIKING FOR SCHOOL AND ACHIEVEMENT GAIN. AS A 4-YEAR STUDY, 65 TEACHERS AND THEIR STUDENTS (GRADES ONE THROUGH FIVE) WERE INVOLVED. ANALYSIS OF THE DATA CONSISTED OF CORRELATIONAL AND FACTORIAL ANALYSES. ED001250 RELATIONSHIPS BETWEEN TEACHER CHARACTERISTICS AND STUDENT BEHAVIOR. PART I, FINAL REPORT. 1963-11-00 114 N/A 1965 2016-11-22

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No Conferences Material Development Mathematics Instruction Research Opportunities Textbook Preparation Underachievement Writing Skills BEGLE, EDWARD G. California (Stanford) CALIFORNIA SCHOOL MATHEMATICS STUDY GROUP California California (Stanford) Stanford Univ., CA. MATHEMATICS FOR BELOW-AVERAGE ACHIEVERS WAS DISCUSSED. THE COMPLETE REPORT IS PUBLISHED UNDER SEPARATE COVER--APPENDIX A. THE REPORT OF A FOLLOW-UP CONFERENCE OF AN AD HOC COMMITTEE RECOMMENDS THAT EXPERIMENTAL MATERIALS BE PREPARED IN THE SUMMER OF 1965 FOR ELEMENTARY GROUPS, JUNIOR HIGH GROUPS, AND TECHNICAL VOCATIONAL PROGRAMS TO AID IN PROVIDING A MORE EFFICIENT MATHEMATICS PROGRAM. TWO MATHEMATICIANS WERE ADDED TO A WRITING TEAM OF THE SCHOOL MATHEMATICS STUDY GROUP FOR AN 8-WEEK WRITING SESSION IN THE SUMMER OF 1964. THE PROGRAM WAS NOT COMPLETELY SUCCESSFUL. ED001251 MATHEMATICS EDUCATION FOR BELOW AVERAGE ACHIEVERS, CONFERENCE. WRITING EXPERIENCE FOR POTENTIAL TEXTBOOK AUTHORS THROUGH PARTICIPATION IN A GROUP WRITING PROJECT. FINAL REPORT. 1964-00-00 6 N/A 1965 2016-11-22

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No Creative Activities Creative Development Music Education Student Improvement Student Motivation MATHES, BERNADINE AND OTHERS IOWA Iowa Polk County Public Schools, Des Moines, IA. THE GROWTH AND SUCCESS OF AN ORIGINAL COMPOSITION PROJECT DESIGNED TO ENCOURAGE CREATIVE WORK IN MUSIC ARE DESCRIBED. THE MAJOR PURPOSE, BEYOND THE COMPOSITION OF SONGS OR INSTRUMENTAL WORKS, WAS THE IMPROVEMENT AND GROWTH OF THE STUDENT SOCIALLY, INTELLECTUALLY, AND CULTURALLY AS WELL AS MUSICALLY. MORE THAN 2,000 STUDENTS PARTICIPATED BY APPLYING THEIR IMAGINATION, ORIGINALITY, AND MUSICAL KNOWLEDGE. THE PROGRAM BEGAN IN THE FIRST GRADE AND EXTENDED TO THE SECONDARY SCHOOL LEVEL. WITH THE EXCEPTION OF A VERY FEW GIFTED STUDENTS, A FORMAL THEORY CLASS WAS OF LITTLE VALUE AND SEEMED TO STIFLE CREATIVE THINKING. MOST COMPOSITION WAS DONE WITH LITTLE TEACHING PROCEDURE EXCEPT IN THE AREAS OF MOTIVATION AND GUIDANCE. THE ORIGINAL MUSIC, WHICH WAS COMPOSED BOTH INDIVIDUALLY AND AS A CLASS EFFORT, INCLUDED HOLIDAY SONGS, SMALL ENSEMBLE WORKS, INSTRUMENTAL PIECES, SONGS, AND PIANO SOLOS. BASED ON THE ASSUMPTION THAT MUSICAL NOTATION IS MEANINGLESS WITHOUT SOUND, THE SCHOOLS ARRANGED FOR ALL STUDENT COMPOSITIONS TO BE PERFORMED FOR AN AUDIENCE. AS A RESULT OF HIGHLY FAVORABLE REACTIONS OF TEACHERS, PARENTS, AND STUDENTS AS SHOWN ON EVALUATION SURVEYS, THE ORIGINAL COMPOSITION PROJECT WILL BE ENLARGED, ENRICHED, AND CONTINUED IN THE POLK COUNTY SCHOOL SYSTEM. ED001252 CREATIVE MUSIC EDUCATION. ORIGINAL COMPOSITION BY STUDENTS. 1961-00-00 24 N/A 1965 2016-11-22

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No Audiotape Recordings Elementary Schools Evaluation Methods Experimental Teaching French Language Spanish Teaching Methods GALAS, EVANGELINE M. AND OTHERS DISTRICT OF COLUMBIA District of Columbia Office of Education (DHEW), Washington, DC. AN EXPERIMENTAL TEACHING PROGRAM WAS TESTED AND EVALUATED IN 20 ELEMENTARY SCHOOL CLASSES. TEACHERS WITH LITTLE OR NO PREVIOUS TRAINING IN SPANISH OR FRENCH ENDEAVORED TO TEACH ONE OF THESE LANGUAGES TO THEIR CLASSES BY USING RECORDS AND A MANUAL WRITTEN TO BE USED WITH THE RECORDS. TEACHERS AND STUDENTS WERE TO RECEIVE NO HELP OR INSTRUCTIONS OTHER THAN THAT PROVIDED IN THE RECORDS AND MANUALS WHICH ARE PUBLISHED BY OTTENHEIMER, BALTIMORE, MARYLAND. THE CHILDREN AND MOST TEACHERS WERE ENTHUSIASTIC THROUGHOUT AND FELT THAT MUCH WAS ACCOMPLISHED. THERE WERE, HOWEVER, CERTAIN DRAWBACKS, MAJOR WERE PROBLEMS IN PROPER PRONUNCIATION BECAUSE EITHER OF THE INABILITIES OF THE INSTRUCTOR OR INADEQUACIES IN SOUND EQUIPMENT OR IN THE ORIGINAL RECORDINGS. ALL INVOLVED IN THE PROGRAM WERE GIVEN OPPORTUNITIES TO EVALUATE IT, INCLUDING ONE CLASS OF STUDENTS AS WELL AS TWO PROFESSIONAL LANGUAGE INSTRUCTORS AND TWO LINGUISTS. COMMENTS IN GENERAL WERE FAVORABLE TO THE METHOD, BUT SEVERAL IMPROVEMENTS WERE FOUND TO BE NECESSARY. BOTH LINGUISTS FELT THE EXPERIMENT SHOWED ENOUGH PROMISE TO CONTINUE THE DEVELOPMENT OF THIS TYPE OF A FOREIGN LANGUAGE INSTRUCTION PROGRAM. (QUOTATIONS OF THE REACTIONS OF TEACHERS, CHILDREN, PARENTS, AND ADMINISTRATORS TO THE PROGRAM ARE INCLUDED.) ED001253 ELEMENTARY SCHOOL FOREIGN LANGUAGE TEACHING TECHNIQUE. DEVELOPMENT AND EVALUATION. FINAL REPORT. 1961-12-00 59 N/A 1965 2016-11-22

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No Creative Writing Elementary Schools Language Arts Poetry Prose Publications HINMAN, VIOLET AND OTHERS California (Arcadia) CALIFORNIA California Arcadia Unified School District, CA. ALL STUDENTS IN THE ARCADIA UNIFIED SCHOOL DISTRICT ATTEMPT CREATIVE WRITING, IN CONJUNCTION WITH REGULAR CLASSROOM ASSIGNMENTS IN LANGUAGE ARTS, AS AN INTEGRAL PART OF THE PROGRAM. A CREATIVE WRITING COMMITTEE OF TEACHERS CAREFULLY SELECTS AND JUDGES ALL WORK SUBMITTED BY INDIVIDUAL CLASSROOM TEACHERS. THIS PUBLICATION CONTAINS SHORT, THREE- AND FOUR-LINE POEMS AND PROSE PASSAGES, PRINCIPALLY OF STUDENT EXPERIENCES, WHICH ARE DEEMED TO HAVE MERIT. THEY ARE COLLECTED BY GRADE LEVEL FROM FIRST THROUGH SIXTH GRADE. DRAWINGS BY STUDENTS ARE ALSO INCLUDED. ED001254 CREATIVE WRITING, VOLUME 13. 1965-00-00 144 N/A 1965 2016-11-22

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No Class Organization Computers High Schools School Schedules Time Blocks Universities HOLZMAN, A.G. TURKES, W.R. PENNSYLVANIA Pennsylvania (Pittsburgh) Pennsylvania Pennsylvania (Pittsburgh) Pittsburgh Univ., PA. THE PROJECT WAS INITIATED TO DEVELOP, BY COMPUTER, A MASTER SCHEDULE FOR HIGH SCHOOLS AND UNIVERSITIES IN ORDER TO FREE ADMINISTRATORS FROM THE DETAILS OF THIS BURDENSOME TASK. THE RESEARCH WAS SEPARATED FROM PRECONCEIVED NOTIONS OF EDUCATIONAL SCHEDULING SYSTEMS AND THE GENERATION OF A MASTER SCHEDULE BY COMPUTER WAS EMPHASIZED. THE GENERATED MASTER SCHEDULE IS CONTINGENT UPON SPECIFIC COURSE SCHEDULES. FEEDBACK BETWEEN THE SCHEDULING SYSTEM AND A STUDENT'S MASTER PROGRAM IS ESSENTIAL. TO MAKE A PROGRAM COMPUTATIONALLY FEASIBLE, FURTHER RESEARCH ON THE PROBABILISTIC AGGREGATE APPROACH IS INDICATED. SAMPLE INPUT AND OUTPUT DATA, PLUS MATHEMATICAL FORMULAE AND TABLES ARE INCLUDED IN TEXT. ED001255 OPTIMAL SCHEDULING IN EDUCATIONAL INSTITUTIONS. 1964-00-00 453 N/A 1965 2016-11-22

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No Attitudes Creativity Elementary Schools Gifted Research Opportunities Secondary Schools Student Motivation CLARK, DAVID L. DISTRICT OF COLUMBIA District of Columbia Office of Education (DHEW), Washington, DC. A SERIES OF STUDIES WAS MADE TO DETERMINE WHO THE GIFTED STUDENT WAS, THE ATTITUDES TOWARDS HIM AND THE CAREER ASPIRATIONS THAT HE HAD. IN THE FIRST STUDY, IN WHICH THE OUTSTANDING TRAITS TEST WAS ADMINISTERED, A WIDE VARIANCE OF ATTITUDES TOWARD GIFTED CHILDREN AND THEIR CAREERS WAS FOUND AMONG THE PARENTS AND TEACHERS. THE SECOND AND THIRD TESTS ATTEMPTED TO SHOW THAT THERE ARE TWO TYPES OF GIFTED STUDENTS--THE CREATIVE STUDENT AND THE INTELLIGENT STUDENT. THE SEPARATE WAYS OF THINKING OF THESE TWO GROUPS WERE ALSO EXPLORED. IN AN ATTEMPT TO IDENTIFY AND STUDY CLASSROOM BEHAVIOR OF ELEMENTARY SCHOOL STUDENTS, HUNTER COLLEGE OBSERVED AND TESTED EXPERIMENTAL CLASSES OF CHILDREN. FROM THESE TESTS, GIFTEDNESS WAS ABLE TO BE IDENTIFIED IN ONE OR MORE OF FIVE INTELLECTUAL ABILITY TRAITS. SECONDLY, IT WAS FOUND THAT CHILDREN WERE NOT SIGNIFICANTLY BENEFITED BY SPECIALIZED INSTRUCTION IN THEIR MAJOR AREAS OF ABILITY. GIFTED HIGH SCHOOL STUDENTS WERE COMPARED ON MOTIVATION, ADJUSTMENT, AND FAMILY FACTORS IN ORDER TO ASCERTAIN (1) DIFFERENCES BETWEEN LOW AND HIGH ACHIEVERS, (2) DIFFERENCES BETWEEN BOYS AND GIRLS. THE RESULTS OF THIS TEST ARE GIVEN IN DETAIL AND CAN BE AN AID IN DEVELOPING A PROGRAM FOR GIFTED STUDENTS. "PROJECT TALENT," A STUDY OF THE GIFTED TO PROVIDE VAST AMOUNTS OF RAW DATA, CREATES MANY RESEARCH OPPORTUNITIES FOR ENHANCEMENT OF THE KNOWLEDGE ABOUT GIFTED YOUTH. ED001256 THE GIFTED STUDENT. 1960-00-00 86 N/A 1965 2016-11-22

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No Achievement Creativity Grade 1 Student Behavior Student Teacher Relationship Teacher Characteristics WALLEN, NORMAN E. Utah (Salt Lake City) UTAH Utah Utah Univ., Salt Lake City. A CONTINUATION OF A PREVIOUS STUDY--"RELATIONSHIPS BETWEEN TEACHER CHARACTERISTICS AND STUDENT BEHAVIOR--PART I"--IS PRESENTED. A FURTHER ANALYSIS OF THE TEACHER MATRIX REVEALED THAT THOSE TEACHERS VIEWED TO BE NEAR THE WARM, PERMISSIVE END OF THE SCALE WERE NOT FOUND TO BE LESS WELL LIKED BY THE CHILDREN. THEY MADE LESS ACHIEVEMENT GAIN IN READING COMPREHENSION BUT THE EXCESSIVE AFFILIATION ON THE PART OF THE FIRST GRADE TEACHER IS THAT WHICH IS DISLIKED. IN ORDER TO ASSESS THE INTERACTION OF TEACHER-PUPIL CHARACTERISTICS AS AFFECTING PUPIL PERFORMANCE, TEACHERS WERE PLACED INTO THREE GROUPS--CONTROLLING, TURBULENT, AND FEARFUL, AND THE STUDENTS INTO THREE GROUPS--STRIVERS-CONFORMERS, WAVERERS, AND OPPOSERS. DIFFERENT SETS OF RELATIONSHIPS BETWEEN TEACHER-TYPE AND STUDENT-TYPE WERE EXPLORED. SOME OF THE FINDINGS WERE AS FOLLOWS--THE THREE PUPIL-TYPES DIFFERED SIGNIFICANTLY WITH RESPECT TO THEIR PERFORMANCES ON THE CREATIVITY MEASURES, THE CONFORMERS-STRIVERS REPEATEDLY SHOWED HIGHEST PERFORMANCES AND THE OPPOSERS CONSISTENTLY SHOWED THE POOREST PERFORMANCE OF THE THREE GROUPS. GENERALLY SPEAKING, THE FEARFUL TEACHER APPEARS TO HAVE THE MOST POSITIVE EFFECT ON PUPIL ACHIEVEMENT GAINS, AND THE TURBULENT TEACHER THE MOST NEGATIVE EFFECTS. ED001257 RELATIONSHIPS BETWEEN TEACHER CHARACTERISTICS AND STUDENT BEHAVIOR. PART II. 1964-00-00 77 N/A 1965 2016-11-22

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No Arithmetic Discovery Processes Grade 5 Modern Mathematics Teaching Methods Transitional Programs VOJIKO, GEORGE R. CALIFORNIA California (San Diego) California California (San Diego) San Diego City Schools, CA. AN INTERIM UNIT HAS BEEN DEVELOPED TO ASSIST TEACHERS AND PUPILS IN MAKING THE TRANSITION TO A CONTEMPORARY MATHEMATICS PROGRAM. EXPERIENCE HAS SHOWN THAT ANY INTRODUCTORY WORK DURING THE YEAR PRECEDING THE INTRODUCTION OF A NEW PROGRAM HAS MADE THE FIRST YEAR CONSIDERABLY EASIER AND MORE PROFITABLE FOR BOTH TEACHERS AND PUPILS. EACH CONCEPT PRESENTED IN THE UNIT IS--BASED ON FAMILIAR CONCEPTS, DEVELOPED GRADUALLY, AND DIRECTED TOWARD CERTAIN FUNDAMENTAL PRINCIPLES. THERE ARE TWO WAYS IN WHICH THE UNIT MAY BE USED. EITHER THE TEACHER CAN PLAN TO COMPLETE THE CURRENT STATE TEXTBOOK IN THE SPRING AND TEACH THE INTERIM UNIT IN THE REMAINING WEEKS OF THE YEAR, OR SHE CAN RELATE THE TEACHING OF THE UNIT CONCEPTS WITH THE CURRENT TEXTBOOK DURING THE YEAR. IN EITHER CASE, THE TEACHER SHOULD TRY TO PROVIDE A DISCOVERY APPROACH IN TEACHING ARITHMETIC BY ASKING THOUGHT-PROVOKING QUESTIONS, ENCOURAGING STUDIOUS INQUIRY, WITHHOLDING FORMAL VERBALIZATION OF BASIC PRINCIPLES UNTIL THEY ARE UNDERSTOOK OPERATIONALLY, AND ASSISTING THE PUPILS IN MAKING GENERALIZATIONS AS A RESULT OF INVESTIGATION. THE FOUR CHAPTERS PRESENTED IN THE INTERIM UNIT ARE SETS, NUMBERS, OPERATIONS, AND FRACTIONS AND DECIMALS. A MINIMUM AMOUNT OF TIME SHOULD BE SPENT ON THE FIRST TWO CHAPTERS AND THE MAJOR EFFORT DEVOTED TO THE FINAL CHAPTERS. TIME ALLOTMENT FOR TEACHING THE ENTIRE UNIT IS FROM 6 TO 9 WEEKS. EACH CHAPTER IS ORGANIZED WITH AN OBJECTIVE, BACKGROUND INFORMATION FOR THE TEACHER, AND TWO PHASES OF TEACHING PROCEDURES, EXPLORATION, OR THE ORAL PHASE, AND PUPIL EXERCISES, OR THE WRITTEN WORK USED TO REINFORCE SKILLS LEARNED IN THE ORAL PHASE. ED001258 AN INTERIM UNIT IN CONTEMPORARY MATHEMATICS FOR GRADE 5. SETS, NUMBERS, AND OPERATIONS. 1965-01-00 163 N/A 1965 2016-11-22

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No Curriculum Development Educational Psychology English Research Methodology Teaching Methods ROSENBLATT, LOUISE M. NEW YORK New York (New York) New York New York (New York) New York Univ., NY. SPECIALISTS IN ENGLISH AND EXPERTS IN RESEARCH METHODS, TESTING, AND EDUCATIONAL PSYCHOLOGY CONSIDERED PROBLEMS OF DEVELOPING SOUND RESEARCH FOR INVESTIGATIONS IN THE TEACHING OF ENGLISH. THE SEMINAR WAS ALSO CONCERNED WITH THE PLACE OF RESEARCH IN THE CURRENT MOVEMENT OF INSTRUCTION IN ENGLISH IN SCHOOLS AND COLLEGES. FOURTEEN DOCUMENTS PRESENTED AT THE SEMINAR ARE TRANSMITTED. THE REPORT IS AN INDIVIDUAL INTERPRETATION OF THE SEMINAR, NOT A PRESENTATION OF FORMALLY-APPROVED GROUP CONCLUSIONS. IT DOES NOT REPRESENT A GENERAL POSITION SO MUCH AS A SNYTHESIS OF IDEAS AND ATTITUDES EXPRESSED. MAJOR TOPICS DISCUSSED INCLUDE--APPROACHES TO RESEARCH IN TEACHING, CONSIDERATIONS IN PLANNING RESEARCH, AND THE GENERAL AREAS OF BASIC AND APPLIED RESEARCH. THE TERM "BASIC RESEARCH" WAS APPLIED TO A WIDE RANGE OF QUESTIONS REQUIRING AN ANSWER BEFORE HYPOTHESES ABOUT ENGLISH TEACHING COULD BE FORMULATED. SUGGESTED BASIC RESEARCH IN COMPOSITION, READING, AND LITERATURE IS OUTLINED. APPLIED RESEARCH WAS DEFINED AS RESEARCH CONCERNED WITH EVALUATING ACTUAL TEACHING TECHNIQUES AND DIFFERENT CLASSROOM PROCEDURES. A LIST OF ABOUT 30 PROBLEMS IN APPLIED RESEARCH IS OFFERED. ED001259 RESEARCH DEVELOPMENT SEMINAR IN THE TEACHING OF ENGLISH HELD AT NEW YORK UNIVERSITY, FEBRUARY 27-MARCH 2, 1963. 1963-00-00 79 N/A 1965 2016-11-22

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No Educational Finance Financial Policy Models Population Growth School Law State Aid PETERSON, LEROY J. AND OTHERS MADISON WISCONSIN Wisconsin Wisconsin Univ., Madison. School of Education. AN INVESTIGATION WAS DESIGNED TO GIVE INSIGHT TO THE IMMEDIATE AND EVENTUAL CONSEQUENCES OF EXISTING PATTERNS OF EDUCATIONAL SUPPORT AND A METHOD FOR LAYING SUITABLE FOUNDATIONS FOR ACCURATE ANALYSIS OF IMPACT BY ANY STATE IN ACCORDANCE WITH EACH OF THE SEVERAL TYPES OF STATE SUPPORT AND IN TERMS OF COLLATERAL EFFECTS IN PUBLIC FINANCE. CONCLUSIONS SHOW THAT INEQUALITIES IN OPPORTUNITIES TO CHILDREN AND TAX INEQUITIES TO PARENTS CONTINUE TO EXIST IN MOST STATES. ALTHOUGH THE FINANCING OF LOCAL EDUCATION AND THE FINANCING OF LOCAL GOVERNMENT SERVE THE SAME POPULATION, EACH IS CONSIDERED IN ISOLATION. WHILE THE STATE SUPPORT PROGRAM STUDIED HAS TENDED TO EQUALIZE EDUCATIONAL OPPORTUNITIES, IT WAS FOUND THAT THERE IS A FAILURE TO RECOGNIZE THE INADEQUACIES OF PRESENT MEASURES OF THE FISCAL CAPACITY OF COMMUNITIES AND A TENDENCY TO IGNORE THE COMPLEX NATURE OF THE EDUCATIONAL RESPONSIBILITY OF A COMMUNITY. NUMEROUS CHARTS AND TABLES ACCOMPANY THE TEXT, INCLUDING DATA FORMS. ED001260 ECONOMIC IMPACT OF STATE SUPPORT MODELS ON EDUCATIONAL FINANCE. 1963-00-00 328 N/A 1965 2016-11-22

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No Class Activities Educational Games High Schools Linguistics Teacher Role Teaching Methods Verbal Learning BELLACK, ARNO A. AND OTHERS New York (New York) NEW YORK New York New York (New York) Columbia Univ., New York, NY. Teachers College. ANALYSIS OF VERBAL CLASSROOM ACTIVITY WAS MADE IN HIGH SCHOOL CLASSES. TECHNIQUES FOR RECODING, CODING AND ANALYZING ACTIVITY WERE DISCUSSED IN DETAIL IN PHASE ONE. IT WAS FOUND THAT DESPITE THE LACK OF SPECIFIED RULES AND DESPITE INDIVIDUAL DIFFERENCES IN TEACHING PHILOSOPHIES OF TEACHERS, AND ALTHOUGH CLASSES DIFFER SOMEWHAT IN DETAILS, COMMON ELEMENTS UNDERLIE MUCH OF THE TEACHING GAME, IN THAT PUPILS AND TEACHERS FOLLOW A SET OF IMPLICIT RULES WITH FEW DEVIATIONS. THE BASIC VERBAL MANEUVERS THAT THE TEACHER AND THE PUPIL MAKE IN PLAYING THE GAME ARE PEDAGOGICAL MOVES--STRUCTURING AND SOLICITING, WHICH ARE INITIATORY MOVES, AND RESPONDING AND REACTING, WHICH ARE REFLEXIVE MOVES. SOLICITING, RESPONDING, AND REACTING EACH ACCOUNT FOR SLIGHTLY LESS THAN ONE THIRD OF THE MOVES IN A GIVEN CLASSROOM AND STRUCTURING ACCOUNTS FOR THE REMAINING SMALL FRACTION OF MOVES. THE TEACHER IS THE MOST ACTIVE PLAYER IN THE GAME AND DISCUSSION TAKES PLACE WITHIN THE SUBSTANTIVE FRAMEWORK OF THE TEACHER'S STRUCTURING. PLAYERS GENERALLY USE THE EMPIRICAL MODE OF THOUGHT (FACT STATING AND EXPLAINING) RATHER THAN THE ANALYTIC MODE (DEFINING TERMS AND INTERPRETING STATEMENTS) IN DEALING WITH THE SUBSTANTIVE MATERIAL UNDER DISCUSSION. THE FREQUENCY OF EVALUATIVE STATEMENTS (OPINIONING AND JUSTIFYING) IS ALSO RELATIVELY LOW. AS THE CHIEF SOLICITOR, THE TEACHER NORMALLY ATTEMPTS TO KEEP THE GAME IN FOCUS BY USING THREE TYPES OF MOVES--SUBSTANTIVE TASK/EXPLAINING/CONSTRUCTION, SUBSTANTIVE TASK/FACT-STATING/ CONSTRUCTION, AND INSTRUCTIONAL TASK/PERFORM ORAL/ CONSTRUCTING. HIGH SCHOOL TEACHERS HAVE FOUND THE "TEACHER SOLICITING- PUPIL RESPONDING- TEACHER REACTING" PATTERN OF INSTRUCTION TO BE THE MOST EFFECTIVE METHOD OF INSTRUCTION. ED001261 THE LANGUAGE OF THE CLASSROOM, MEANINGS COMMUNICATED IN HIGH SCHOOL TEACHING. PART TWO. 1965-00-00 268 N/A 1965 2016-11-22

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No Classroom Communication Classroom Environment Cognitive Processes Communication (Thought Transfer) Student Teacher Relationship Verbal Communication Verbal Learning ASCHNER, MARY J. AND OTHERS Illinois (Champaign) ILLINOIS Illinois (Urbana) Illinois Illinois (Champaign) Illinois (Urbana) Illinois Univ., Urbana. Inst. of Research for Exceptional Children. STUDY WAS MADE OF THE VERBAL PERFORMANCE OF TEACHERS AND STUDENTS IN ORDER TO ASSESS THE QUALITY OF THINKING THAT IS ELICITED AND EXPRESSED IN THE COURSE AND CONTENT OF CLASSROOM OPERATION. TECHNIQUES OF RECORDING AND THEN OF MARKING AND CLASSIFYING WHAT MEMORY, CONVERGENT THINKING, EVALUATIVE THINKING, DIVERGENT THINKING, AND ROUTINE, AND THEIR SUBCLASSES WERE DEFINED AND DESCRIBED. DETERMINATION OF THE FOLLOWING WAS DESIRED--(1) THE CHARACTER OF THINKING OPERATIONS, BOTH PRODUCTIVE AND NONPRODUCTIVE AS PERFORMED IN THE CONTEXT OF VERBAL INTERACTION (AS DISTINCT FROM PERFORMANCE ON WRITTEN TESTS), (2) THE RELATIVE FREQUENCY WITH WHICH THE VARIETY OF THINKING OPERATIONS OCCUR WHILE CLASS IS IN SESSION, AND (3) THE EXTENT TO WHICH VARIOUS TEACHING PROCEDURES AND CLASSROOM ACTIVITIES AFFECT THE AMOUNT AND QUALITY OF PRODUCTIVE THINKING EXHIBITED IN STUDENT VERBAL PERFORMANCE. THE DESIGN IS MEANT TO INFORM READERS ABOUT THE SYSTEM FOR CLASSIFYING THROUGHT PROCESSES IN THE CONTEXT OF CLASSROOM VERBAL INTERACTION. IT IS NOT A TRAINING MANUAL. THE DEVELOPMENT OF THIS SYSTEM WAS MADE POSSIBLE BY A GRANT FROM THE COOPERATIVE RESEARCH PROJECT 965 ED 001 307. ED001262 A SYSTEM FOR CLASSIFYING THOUGHT PROCESSES IN THE CONTEXT OF CLASSROOM VERBAL INTERACTION. 1962-00-00 58 N/A 1965 2016-11-22

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No Cultural Awareness Laboratory Equipment Language Guides Language Instruction Language Laboratories Listening Reading Speech Communication Teaching Guides Writing (Composition) Louisiana (New Orleans) LOUISIANA Louisiana Louisiana (New Orleans) New Orleans Public Schools, LA. THE PURPOSE OF THE LABORATORIES IS TO DEVELOP FOUR BASIC SKILLS IN FOREIGN LANGUAGE STUDY--AURAL UNDERSTANDING, SPEAKING, READING, WRITING, AND TO SUPPORT AN UNDERSTANDING AND APPRECIATION OF THE CULTURE OF THE COUNTRY STUDIED. THE LABORATORY PROVIDES INDIVIDUAL SEMI-SOUNDPROOF BOOTHS EQUIPPED WITH HEADPHONES, MICROPHONES AND TAPE RECORDING FACILITIES FOR EACH STUDENT TO PRACTICE LANGUAGE SKILLS. WHERE POSSIBLE IT IS RECOMMENDED THAT CLASSES BE SCHEDULED FOR TWO 30-MINUTE CLASSES A WEEK. TEACHERS AND STUDENTS SHOULD BE FULLY ORIENTED IN THE PROPER USE OF THE EQUIPMENT. CLASSES SHOULD BE CLOSELY SUPERVISED TO MAINTAIN THE INDIVIDUAL'S EFFORT. THE LANGUAGE TAPES SHOULD BE USED FOR FIVE BASIC TYPES OF EXERCISES--(1) LISTENING--COMPREHENSION PRACTICE, (2) IMITATIVE PRACTICE, (3) ANTICIPATORY PRACTICE, (4) EVALUATION PRACTICE, AND (5) TESTING. ED001263 THE LANGUAGE LABORATORY. A HANDBOOK FOR TEACHERS OF FOREIGN LANGUAGE. 1965-00-00 40 N/A 1965 2016-11-22

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No Audiovisual Instruction Aural Learning Deafness Handicapped Children Hearing (Physiology) Research Special Education Verbal Learning Visual Learning GAETH, JOHN H. Michigan (Detroit) MICHIGAN Michigan Michigan (Detroit) Wayne State Univ., Detroit, MI. AN EXTENSIVE STUDY WAS MADE OF PAIRED-ASSOCIATE LEARNING IN CHILDREN WITH NORMAL HEARING AND WITH SEVERE HEARING LOSSES IN WHICH THE MATERIAL HAS BEEN PRESENTED AUDITORILY, VISUALLY AND AUDIOVISUALLY AND IN WHICH MEANINGFULNESS AND VERBALNESS HAVE BEEN VARIED. THE CONCLUSION WHICH EMERGES IS THAT "MEANINGFULNESS" IS THE MOST IMPORTANT VARIABLE THAT WAS MANIPULATED. THE MOST SURPRISING FINDING IN THE RESEARCH WAS THE LACK OF INFLUENCE OF VERBALNESS UPON THE RESULTS. HOWEVER, SINCE INTRA-LIST SIMILARITY AND DISCRIMINABILITY WERE NOT CONTROLLED EXPERIMENTALLY, FURTHER RESEARCH IS NEEDED BEFORE FINAL ASSESSMENT CAN BE MADE OF THE RELATIVE IMPORTANCE OF THESE VARIABLES. ED001264 VERBAL AND NONVERBAL LEARNING IN CHILDREN INCLUDING THOSE WITH HEARING LOSSES. 1963-00-00 193 N/A 1965 2016-11-22

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No Curriculum Development Educational Resources Elementary Schools Exceptional Persons Growth Patterns Resource Materials Resource Units Student Development Teaching Guides CROSBY, MURIEL DELAWARE Delaware (Wilmington) Delaware Wilmington Public Schools, DE. CURRICULUM BUILDING IN A GOOD MODERN ELEMENTARY SCHOOL IS CONCERNED EQUALLY WITH THE CONTENT AND PROCESS THROUGH WHICH BOYS AND GIRLS WILL BE GUIDED TOWARD MATURITY. IN DESIGNING A CURRICULUM, THE TEACHER IS CONCERNED NOT ONLY WITH THE IMMEDIATE NEEDS OF A PARTICULAR SITUATION, BUT ALSO WITH THE ULTIMATE GOALS OF EDUCATION WHICH ARE TO BUILD THE CHARACTER AND PERSONALITY OF INDIVIDUALS SO THAT THEY CAN ACHIEVE THEIR OWN MAXIMUM DEVELOPMENT AND CONTRIBUTE TO THE ENRICHMENT OF THEIR SOCIETY. THE TEACHER SHOULD CONSTANTLY STRIVE TO--IDENTIFY PERSONAL AND GROUP INTERESTS AND NEEDS, STUDY THE ENVIRONMENT WITH REGARD TO FURTHER ENRICHMENT OF OPPORTUNITY, EXAMINE THE PROCESSES THROUGH WHICH THE CHILD IS ACHIEVING HIS ENDS, AND STUDY THE DIRECTION IN WHICH THE CHILD IS MOVING. ONE OF THE MOST DIFFICULT JOBS CONFRONTING ANY TEACHER IS THE SELECTION OF SPECIFIC CURRICULUM EXPERIENCES. SEVERAL RESOURCE GUIDES ARE PRESENTED TO AID THE TEACHER IN THIS TASK. FIRST, A CHART OF DEVELOPMENTAL CHARACTERISTICS OF CHILDREN FROM 4 TO 10 YEARS OF AGE HELPS IN UNDERSTANDING THE GROWTH PROCESS IN PHYSICAL, SOCIAL, MENTAL, AND EMOTIONAL AREAS. THE NEEDS OF EXCEPTIONAL CHILDREN INCLUDING PHYSICALLY AND EMOTIONALLY HANDICAPPED, MENTALLY RETARDED, AND ACADEMICALLY GIFTED ARE DISCUSSED. ANOTHER TEACHER GUIDE IS AN OUTLINE OF EXPECTED OUTCOMES AT THE PRIMARY AND KINDERGARTEN LEVELS OF CHILDREN'S EXPERIENCES IN THE FOLLOWING SUBJECT AREAS--ART, MUSIC, HEALTH AND SAFETY, SOCIAL STUDIES, LANGUAGE ARTS, SCIENCE, AND ARITHMETIC. CHARTS PRESENTING AN OVERVIEW OF THE CURRICULUM FOR KINDERGARTEN-PRIMARY AND INTERMEDIATE LEVELS AND SUGGESTIONS FOR PROGRAM EVALUATION METHODS ARE OTHER GUIDES INCLUDED. ED001265 THAT WE MAY GROW IN THE ELEMENTARY SCHOOLS. A FOUNDATION GUIDE. 1954-00-00 39 N/A 1965 2016-11-22

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No Evaluation Grade 2 Grade 3 Group Testing Intelligence Tests Pretests Posttests Spelling Test Selection HIERONYMUS, A.N. REID, HALE C. IOWA Iowa (Iowa City) Iowa Iowa (Iowa City) Cedar Rapids Community School District, IA. Iowa Univ., Iowa City. THE RELATIVE EFFECTIVENESS OF FIVE METHODS FOR IMPROVING THE SPELLING ABILITY OF PUPILS IN GRADES 2 AND 3 WAS DETERMINED. ASSIGNMENTS OF TEACHERS AND CLASSROOMS TO METHOD WERE BASED UPON TEACHER PREFERENCE FOR METHOD, ESTIMATED AVERAGE ACHIEVEMENT LEVEL OF PUPILS IN EACH CLASSROOM, AND RATINGS OF TEACHER QUALITY. AT THE BEGINNING OF THE STUDY A GROUP INTELLIGENCE TEST WAS GIVEN TO EVALUATE THE INTERACTION OF METHODS AND ABILITY LEVELS. TWO PREEXPERIMENT SPELLING TESTS, ONE BASED ON THE BASAL WORD LISTS FOR THE YEAR AND ONE BASED ON WORDS NOT TAUGHT DIRECTLY, WERE ALSO ADMINISTERED. AT THE CLOSE OF THE STUDY THREE FINAL CRITERION TESTS WERE EMPLOYED, THE TWO PREEXPERIMENT TESTS WERE READMINISTERED, AND A SENSITIVITY-TO-ERROR TEST IN A PROOFREADING SITUATION WAS GIVEN. THE FIVE METHODS USED WERE ENTITLED TEST-STUDY-TEST, WORD PERCEPTION WITH TEST, WORD PERCEPTION WITHOUT TEST, CORRECTION AND PROOFREADING, AND WORKBOOK. DESCRIPTION OF THE DATA COLLECTED AND THE ANALYSES OF DATA ARE INCLUDED. NOTHING IN THE RESULTS SUGGESTS A CLEAR CUT SUPERIORITY OF ONE METHOD OVER ALL THE OTHERS. ED001266 AN EVALUATION OF FIVE METHODS OF TEACHING SPELLING IN THE SECOND AND THIRD GRADES. 1963-00-00 111 N/A 1965 2016-11-22

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No Analytic Geometry Calculus Curriculum Guides Secondary Education Solid Geometry Teacher Education BRANT, VINCENT GERARDI, WILLIAM MARYLAND Maryland (Towson) Maryland Baltimore City Public Schools, MD. A GUIDE FOR A 1-YEAR COURSE IN DIFFERENTIAL AND INTEGRAL CALCULUS PREREQUISITED KNOWLEDGE IN ALGEBRA, ANALYTIC TRIGONOMETRY, AND ELEMENTARY ANALYSIS. EACH ASSIGNMENT CONTAINED BOTH NEW AND REVIEW WORK TO REINFORCE THE NEW WORK. THERE WERE ELEVEN UNITS OF STUDY USING THE FOLLOWING FOUR BOOKS--"CALCULUS AND ANALYTIC GEOMETRY, THIRD EDITIONS," BY G.B. THOMAS, "LIMITS" BY G.B. THOMAS, "CALCULUS" BY TEMAC. UNIT ONE TAUGHT THE RATE OF CHANGE OF A FUNCTION, UNIT TWO, THE DERIVATIVES OF ALGEBRAIC FUNCTIONS, UNIT THREE, THE APPLICATION OF MEAN VALUE AND OTHER THEOREMS TO CARVE PLOTTING, MAXIMA AND MINIMA, ETC, UNIT FOUR, INTEGRATION, UNIT FIVE, TRANSCENDENTAL FUNCTIONS, UNIT SIX, TECHNIQUES OF INTEGRATION, POPULAR COORDINATES ARE TAUGHT IN UNIT SEVEN, UNIT EIGHT, FURTHER APPLICATION, PLANE ANALYTIC GEOMETRY, VECTORS AND PARAMETRIC EQUATIONS, AND SOLID GEOMETRY MADE UP UNITS NINE THROUGH ELEVEN. ED001267 DIFFERENTIAL AND INTEGRAL CALCULUS. A TENTATIVE CURRICULUM GUIDE. 1963-09-00 61 N/A 1965 2016-11-22

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No Acceleration Early Admission Elementary Schools Enrichment Activities Gifted High Schools Junior High Schools POGAR, ELMORE E. Pennsylvania (Abington) PENNSYLVANIA Pennsylvania Abington School District, PA. THE COMMUNITY AND EDUCATORS OF ABINGTON TOWNSHIP SCHOOLS, CONCERNED WITH THE EDUCATION OF THE GIFTED STUDENT, DEVELOPED A WORKING PROGRAM FOR THE ACADEMICALLY TALENTED STUDENT. THE STUDENTS INVOLVED IN THE PROGRAM WERE IDENTIFIED BY A VERBAL IQ OF 130 AND UPWARDS, AN ACHIEVEMENT OF TWO GRADES ABOVE GRADE LEVEL, A READING ACHIEVEMENT GRADE PLACEMENT OF TWO GRADES ABOVE GRADE LEVEL, EVIDENCE OF CREATIVE ABILITY, AND RECOMMENDATION OF TEACHERS AND PRINCIPALS. THE OVER-ALL DESIGN INCLUDED ADMINISTRATIVE PROVISIONS OF GRADE ACCELERATION, SUBJECT MATTER ACCELERATION, ENRICHMENT, CONTINUITY OF THE PROGRAM THROUGH ALL THE GRADES, CURRICULUM DEVELOPMENT, METHODOLOGY, SPECIAL MATERIALS AND EQUIPMENT, AND PERIODIC EVALUATIONS. MORE SPECIFICALLY, THE PROGRAM IN THE ELEMENTARY SCHOOL OFFERED EARLY ADMISSION TO KINDERGARTEN, EARLY IDENTIFICATION, GRADE ACCELERATION, ABILITY GROUPING, AND ENRICHMENT. SOME OF THE ENRICHMENT ACTIVITIES INCLUDED DEMONSTRATIONS, PREPARATION OF A RESEARCH REPORT, AND DRAMATIZATION. THE JUNIOR HIGH SCHOOL PROGRAM FOR GRADES SEVEN AND EIGHT INVOLVED GRADE ACCELERATION, ACCELERATION OF SUBJECT MATTER, ABILITY GROUPING, AND ENRICHMENT. THE PROGRAM FOR THE NINTH AND TENTH GRADES OF HIGH SCHOOL INCLUDED ACCELERATION IN GRADE, ACCELERATION OF SUBJECT MATTER, ABILITY GROUPING, ENRICHMENT, EARLY ADMISSION TO COLLEGE, SUMMER SCHOOL PROGRAM AND A FULL SCHEDULE. THE ELEVENTH AND TWELFTH GRADES OFFERED AN HONORS PROGRAM, A SEMINAR PROGRAM, A VARIETY OF SCHOOL CLUBS AND ACTIVITY GROUPS, A DIVERSIFIED CURRICULUM, LEADERSHIP TRAINING WORKSHOPS, COLLEGE-HIGH SCHOOL COOPERATIVE ACTIVITIES, TEACHER EXCHANGE, COLLEGE TEACHERS AS CONSULTANTS, AND ADVANCED PLACEMENT PROGRAM. ALSO INCLUDED WERE EARLY ADMISSIONS TO COLLEGE, EARLY COMPLETION PROGRAM, STUDY ABROAD, COLLEGE SUMMER PROGRAMS, EDUCATIONAL TELEVISION AND RADIO, AND HIGH SCHOOL LEVEL SUMMER PROGRAMS. ED001268 A PROGRAM FOR THE ACADEMICALLY GIFTED. 1965-03-00 62 N/A 1965 2016-11-22

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No Art Curriculum Development Fine Arts High Schools Painting (Visual Arts) Sculpture Teaching Guides Testing HELWIG, G. ALFRED. AND OTHERS Maryland (Baltimore) MARYLAND Maryland Maryland (Baltimore) Baltimore City Public Schools, MD. AN ALTERNATE, SECOND-YEAR ELECTIVE ART COURSE IN SENIOR HIGH SCHOOL FOLLOWS A PREREQUISITE 10TH GRADE COURSE, FUNDAMENTALS OF ART. GENERAL AIMS ARE--TO STIMULATE THE STUDENT'S SENSITIVITY TO AND APPRECIATION OF ART, TO INCREASE ENJOYMENT OF CREATIVE EXPRESSION, TO TEACH THE FUNDAMENTALS AND TECHNIQUES HELPFUL IN SOLVING ART PROBLEMS, TO OFFER A BASIS FOR EVALUATION OF ART QUALITIES AND PRODUCTS, TO HELP THE STUDENT DEVELOP VOCATIONAL INSIGHTS, AND TO DEVELOP AN ACTIVE RELATIONSHIP BETWEEN ART AND CONTEMPORARY LIVING. MORE SPECIFICALLY, THIS COURSE IS DESIGNED TO HELP THE STUDENT REALIZE THE DEVELOPMENT OF PAINTING, PRINT MAKING, AND SCULPTURE IN TERMS OF PERSONAL SKILLS AND OF APPRECIATION. UNITS OUTLINED ARE--PICTORIAL COMPOSITION, PAINTING STILL LIFE, PEOPLE, COLLAGE, MODELING AND CASTING, PRINT MAKING, CARVING, CONSTRUCTION, AND LANDSCAPE PAINTING. EACH STUDY GUIDE CONSISTS OF SEVERAL SUGGESTED APPROACHES, A NUMBER OF RECOMMENDED ACTIVITIES, AND A CRITIQUE FOR EVALUATING EFFECTIVENESS. BECAUSE ART ACTIVITIES HAVE COMPLEX AND SUBTLE HUMAN BEHAVIOR RELATIONSHIPS THAT DEMAND GREAT UNDERSTANDING, PARTICULAR ATTENTION IS GIVEN TO THE AREA OF EVALUATION. IN ADDITION TO A CRITIQUE WITH EACH UNIT, A GUIDE FOR TEACHER AND STUDENT EVALUATION IS INCLUDED IN THE INTRODUCTORY SECTION. ED001269 A CURRICULUM GUIDE FOR AN ELECTIVE ART COURSE IN THE SENIOR HIGH SCHOOL. FINE ARTS--PAINTING, PRINT MAKING, SCULPTURE. 1961-00-00 122 N/A 1965 2016-11-22

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No Educational Media Elementary School Science Planning Program Development Safety Science Equipment Science Programs Teacher Orientation PILTZ, ALBERT DISTRICT OF COLUMBIA District of Columbia Office of Education (DHEW), Washington, DC. A NEW EMPHASIS ON SCIENCE IN THE ELEMENTARY SCHOOL HAS STIMULATED SUPERVISORS, ADMINISTRATORS AND MANY TEACHERS TO SEEK INFORMATION ON SOURCES, SELECTION, AND USE OF APPROPRIATE MATERIALS AND EQUIPMENT IN INSTRUCTION. THIS BULLETIN IS MAINLY TO HELP THE NEOPHYTE WHO IS INTERESTED IN THE BASICS OF ELEMENTARY SCIENCE TEACHING. THE DISCUSSION IS KEYED PARTICULARLY TO THE NEEDS OF THE ELEMENTARY SCHOOL SUPERVISOR, PRINCIPAL, AND OTHERS RESPONSIBLE FOR SCHOOL POLICIES REGARDING THE PROCUREMENT AND USE OF SCIENCE EQUIPMENT. IN PLANNING A BASIC ELEMENTARY SCIENCE PROGRAM THE FOLLOWING CONCEPTS SHOULD BE KEPT IN MIND--A CONTINUUM OF SCIENCE FROM KINDERGARTEN THROUGH HIGH SCHOOL IS WIDELY ACCEPTED AS NECESSARY IN PREPARING YOUNG PEOPLE TO UNDERSTAND THE IMPACT OF SCIENCE AND TECHNOLOGY UPON THEIR LIVES, THE ELEMENTARY CLASSROOM NEEDS TO BE EQUIPPED WITH ALL THE UP-TO-DATE TOOLS AND DEVICES WHICH IMPROVE INSTRUCTION, THE "SCIENCE CORNER" OF EARLIER DAYS IS GIVING WAY TO CLASSROOM FACILITIES WHICH MAKE SCIENCE AN INTEGRAL PART OF THE ELEMENTARY SCHOOL PROGRAM, SCIENCE INSTRUCTION CAN BE GREATLY STRENGTHENED BY THE ACQUISITION AND UTILIZATION OF ADEQUATE EQUIPMENT AND MATERIALS, EFFECTIVE USE OF EQUIPMENT IN SCIENCE INSTRUCTION CAN BEST BE ACHIEVED WHEN TEACHERS AND ADMINISTRATORS UNDERSTAND ITS RELATION TO THE PROGRAM OBJECTIVES, SINCE EQUIPMENT IS DETERMINED BY THE NATURE OF THE INSTRUCTIONAL PROGRAM, CRITERIA FOR PLANNING THE FACILITIES MAY BE DERIVED BY EXAMINING THE CHARACTERISTICS OF GOOD SCIENCE LEARNING ACTIVITIES, THE SELECTION OF MATERIAL AND EQUIPMENT SHOULD NEVER PRECEDE THE SCIENCE PROGRAM. BUILDING A PROGRAM AROUND EQUIPMENT BRINGS INTO SERIOUS QUESTION THE SOUNDNESS OF TEACHING PRACTICE. THE TOPIC HEADINGS FOR GENERAL DISCUSSION INCLUDED--(1) EQUIPMENT, MATERIAL, AND FACILITY REQUIREMENTS FOR A GOOD SCIENCE-LEARNING ACTIVITY, (2) SELECTING EQUIPMENT AND MATERIALS FOR A SCIENCE PROGRAM, (3) ORIENTING TEACHERS TO THE PURPOSE AND USE OF EQUIPMENT AND MATERIALS, (4) SCHOOL POLICIES REGARDING USE OF SCIENCE EQUIPMENT, AND (5) BUDGETARY AND PROCUREMENT PRACTICES. ED001270 SCIENCE EQUIPMENT AND MATERIALS FOR ELEMENTARY SCHOOLS. SUGGESTIONS FOR SUPERVISORS ADMINISTRATORS AND TEACHERS. 1961-00-00 72 N/A 1965 2016-11-22

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No Arithmetic Elementary Education Intermediate Grades Kindergarten Learning Experience Number Concepts Primary Education Teaching Methods CROSBY, MURIEL Delaware (Wilmington) DELAWARE Delaware Wilmington Public Schools, DE. THE PURPOSE OF SYSTEMATIC TEACHING AND LEARNING IN ARITHMETIC IS TO HELP CHILDREN DEVELOP IDEAS OF PROCEDURE, METHODS OF THINKING, MEANING INHERENT IN NUMBER REACTIONS AND ARRANGEMENT IN ORDER THAT THE QUANTITATIVE SITUATIONS OF LIFE MAY BE HANDLED INTELLIGENTLY. AT THE KINDERGARTEN-PRIMARY LEVEL THE NUMBER CONCEPTS TO BE FOSTERED ARE--PUTTING TOGETHER, TAKING APART, COUNTING, AND MEASURING. SOME ACTIVITIES WHICH MIGHT GIVE MEANING TO ARITHMETIC FOR YOUNG CHILDREN INCLUDE--TELLING TIME, COUNTING MONEY, PAYING BILLS, BUYING POSTAGE STAMPS, PLANNING PARTIES, MEASURING TOY FURNITURE, READING HOUSE NUMBERS, USING THE TELEPHONE, USING A CALENDAR, READING THERMOMETERS, AND KEEPING SCORES. AS PUPILS PROGRESS TO THE INTERMEDIATE LEVEL, THEIR ABILITIES AND EXPERIENCES IN THE USE OF NUMBERS ALSO INCREASE. THE NUMBER CONCEPTS TO BE DEVELOPED IN THE INTERMEDIATE GRADES ARE ADDITION, SUBTRACTION, MULTIPLICATION, AND DIVISION OF INTEGERS, FRACTIONS, AND DECIMALS. SOME OF THE MEANINGFUL ACTIVITIES FOR INTERMEDIATE CHILDREN MIGHT INCLUDE--LINEAR MEASURES, LIQUID MEASURE, FINDING AVERAGES, USING ROMAN NUMERALS, MAKING CUT-OUTS FOR FRACTIONS, DRAWING GRAPHS, LEARNING TO SHOP, LEARNING THE NAMES OF GEOMETRIC FIGURES, DRAWING TO SCALE, AND READING ROAD MAPS. A LIST OF ARITHMETICAL VOCABULARY WORDS, EXPECTED OUTCOMES, AND BIBLIOGRAPHIES OF PUBLISHED ARITHMETIC MATERIAL ARE INCLUDED FOR BOTH LEVELS. ED001271 WE USE ARITHMETIC. A SUPPLEMENTARY BULLETIN. 1954-00-00 39 N/A 1965 2016-11-22

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No Curriculum Guides Family Life Health Education High Schools Individual Characteristics Junior High Schools Mental Health Secondary Schools PAGE, RAY Illinois (Springfield) ILLINOIS Illinois Illinois State Office of the Superintendent of Public Instruction, Springfield. A DIVIDED CURRICULUM OF LESSON PLANS FOR GRADES 7, 8, 9, THEN GRADES 10, 11, 12 WAS DESIGNED. BOTH GROUPS COVER GROWTH AND DEVELOPMENT, BODY CARE AND GROOMING, DENTAL HEALTH EDUCATION, NUTRITION, MENTAL HEALTH, FAMILY LIFE, FIRST AID AND SAFETY, CONSUMER HEALTH, COMMUNITY HEALTH, AND COMMUNICABLE AND NONCOMMUNICABLE DISEASES. SCHOOL HEALTH PROGRAMS PROVIDE THE CHILD WITH AWARENESS OF BETTER HEALTH AND IMPROVE BEHAVIOR IN SUCH A WAY AS TO BE CONDUCIVE TO GOOD HEALTH. ED001272 HEALTH EDUCATION IN SECONDARY SCHOOLS. 1963-00-00 202 N/A 1965 2016-11-23

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No Concept Formation English Secondary Schools Student Motivation Writing (Composition) Writing Skills ROHMAN, D. GORDON WLECKE, ALBERT O. MICHIGAN Michigan (East Lansing) Michigan Michigan State Univ., East Lansing. "THE BEST YOU CAN WRITE WILL BE THE BEST YOU ARE," WAS THE HYPOTHESIS AND THE CONCLUSION. BASED ON THIS BELIEF, TEACHERS ASSUME A SECOND-PLACE POSITION AND THE GREATEST EMPHASIS IS PLACED ON THE STUDENT AND HIS OWN PERSONAL ENCOUNTER WITH EXPERIENCE AND WITH HIMSELF. THE TEACHER'S PRINCIPAL INTEREST AND RESPONSIBILITY WAS TO ASSIST THE STUDENT IN THIS CRUCIAL, DISCOVERY STAGE OF WRITING. THE OBJECTIVE WAS TO ISOLATE THE STRUCTURING PRINCIPLE OF THIS "PRE-WRITING" ACTIVITY, AND THEN TO DEVISE EXERCISES TO ALLOW STUDENTS TO IMITATE THAT PRINCIPLE IN THEIR OWN WRITING. THIS STUDY DID NOT SEEK TO OFFER A COMPLETE COURSE IN WRITING. THE KIND OF WRITING THAT THE PROJECT STUDENTS PRODUCED FOLLOWED THE DISCOVERY OF FRESH INSIGHT. TEST SCORES SHOWED THAT, ALTHOUGH THERE WAS NO DIRECT TEACHING OF THE WRITING PROCESS FROM PRE-WRITING TO RE-WRITING, THE EXPERIMENTAL HAD ENOUGH TRAINING TO EMERGE AS SUPERIOR IN CONTEST WITH THE "CONTROL" GROUP, WHERE RULES AND TACTICS PROVIDED THE BASIS FOR ALL TEACHING. ED001273 PRE-WRITING, THE CONSTRUCTION AND APPLICATION OF MODELS FOR CONCEPT FORMATION IN WRITING. 1964-00-00 144 N/A 1965 2016-11-22

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No Student Evaluation Teaching Methods Writing (Composition) Writing Skills ALLEN, ELIOT D. SUTTON, JOSEPH T. FLORIDA Florida (De Land) Florida Stetson Univ., DeLand, FL. THE PROBLEM OF TEACHING WRITTEN COMPOSITION HAS SEVERAL FACETS. WRITING AND READING THEMES ARE TIME-CONSUMING AND COSTLY ACTIVITIES. INCREASING ENROLLMENT IN SCHOOLS AND COLLEGES AGGRAVATE THESE DIFFICULTIES. CONTROLLED RESEARCH HAS NOT DEMONSTRATED THAT PRACTICE IN WRITING OR CAREFUL GRADING OF THEMES CONTRIBUTES SIGNIFICANTLY TO THE IMPROVEMENT OF STUDENT WRITING. MOST TEACHERS, NEVERTHELESS, FEEL THAT STUDENTS SHOULD WRITE MORE AND THAT THEIR PAPERS DESERVE AND REQUIRE CAREFUL ATTENTION. THE EXPERIMENT DISCUSSED IN THIS RESEARCH REPORT UNDERTOOK TO TEST THREE HYPOTHESES. THE FIRST HYPOTHESIS WAS THAT WRITING PRACTICE FOLLOWED BY EVALUATION IS SIGNIFICANTLY MORE EFFECTIVE IN IMPROVING THE WRITING ABILITY OF COLLEGE STUDENTS THAN NO WRITING PRACTICE (AND CONSEQUENTLY NO EVALUATION). SECOND, EVALUATION BY PEERS IS AS EFFECTIVE AS EVALUATION BY TEACHERS IN INFLUENCING THE IMPROVEMENT OF STUDENT COMPOSITIONS. THE FINAL HYPOTHESIS WAS THAT DIRECT PRACTICE IN THE EVALUATION OF PAPERS WRITTEN BY PEERS WILL RESULT IN SIGNIFICANTLY GREATER IMPROVEMENT IN COMPOSITION THAN WILL PRACTICE IN WRITING FOR EVALUATION BY OTHERS. TO TEST THE THREE HYPOTHESES, TWO TYPES OF DATA WERE OBTAINED--SCORES FROM OBJECTIVE TESTS AND EVALUATIONS OF WRITTEN COMPOSITIONS. A DETAILED EXPLANATION OF THE PROCEDURES FOLLOWED IN THIS EXPERIMENT. THE COMPILED DATA, AND THE RESULTS OF THE STUDY ARE PRESENTED. IN ADDITION TO THE THREE MAJOR HYPOTHESES, SEVERAL AREAS OF RELATED RESEARCH ARE COVERED. THE RELATED AREAS INCLUDE THE RELATIONSHIP BETWEEN FREQUENCY OF WRITING AND IMPROVEMENT IN WRITING, DIFFICULTIES AND INADEQUACIES IN THE EVALUATION OF WRITTEN COMPOSITION, AND THE EFFECT UPON WRITING ABILITY OF EVALUATION BY OR OF PEERS. ED001274 THE EFFECT OF PRACTICE AND EVALUATION ON IMPROVEMENT IN WRITTEN COMPOSITION. 1964-00-00 99 N/A 1965 2016-11-22

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No Attendance Patterns Curriculum Development Grade 7 Grade 8 Grade 9 Interpersonal Relationship Junior High School Students Language Ability Language Acquisition Listening Skills Longitudinal Studies Reading Skills Research Methodology Skill Development Socioeconomic Influences Speech Skills Teaching Methods Writing Skills LOBAN, WALTER CALIFORNIA California (Berkeley) California California (Berkeley) California Univ., Berkeley. THE STUDY CONCERNED TRACING THE DEVELOPMENT OF LANGUAGE PROFICIENCY IN THE SAME GROUP OF SUBJECTS FROM KINDERGARTEN THROUGH GRADE 9. THE RESEARCH WAS BASED ON A STUDY OF THE PATTERNS AND BEHAVIOR OF THE SUBJECTS' SPEECH AND WRITING AND THEIR COMPETENCE IN READING AND LISTENING. SUCH INFORMATION IS USEFUL IN CURRICULUM PLANNING AND IN DEVELOPING TEACHING METHODS. THIS STUDY CAN ALSO CONTRIBUTE TO A BETTER UNDERSTANDING OF THE DIFFICULITIES AND SUCCESSES HUMAN BEINGS ENCOUNTER IN DEVELOPING POWER OVER LANGUAGE IN ITS MAJOR ASPECTS--SPEAKING, WRITING, READING, AND LISTENING. THE FOLLOWING HYPOTHESES ARE AMONG THOSE WHICH WERE TESTED--SUBJECTS WHO HAVE DEVELOPED SKILL IN THE SPOKEN LANGUAGE ALSO DEVELOP THE SKILLS OF WRITING, READING, AND LISTENING MORE FULLY THAN THOSE WITHOUT SPOKEN LANGUAGE SKILL, SUBJECTS WITH HIGHEST SCHOOL ATTENDANCE RECORDS WILL RANK HIGH ON DEVELOPMENT OF SKILL IN LANGUAGE, SUBJECTS WHO HAVE THE MOST INTERACTION WITH OTHER PERSONS WILL DEVELOP LANGUAGE SKILLS MORE RAPIDLY THAN THOSE OF LIMITED CONTACT, SUBJECTS FROM HIGH SOCIOECONOMIC STATUS WILL DEVELOP LANGUAGE MORE RAPIDLY AND COMPETENTLY THAN THOSE OF LOWER STATUS. SEVERAL SIGNFICANT FEATURES EMERGED FROM THE WORK DESCRIBED IN THIS REPORT. IT APPEARS THAT THE GREATEST MEASURE OF LANGUAGE PROFICIENCY IS NOT BASIC SENTENCE PATTERN, BUT WHAT IS DONE TO ACHIEVE FLEXIBILITY WITHIN PATTERN. COMPETENCE IN SPOKEN LANGUAGE HAS PROVED TO BE A NECESSARY BASE FOR COMPETENCY IN WRITING AND READING. FINALLY, THE PERSISTENTLY PARALLEL VARIATION OF LANGUAGE PROFICIENCY AND SOCIOECONOMIC STATUS SHOULD NOT BE OVERLOOKED. ED001275 LANGUAGE ABILITY--GRADES SEVEN, EIGHT, AND NINE. 1964-03-01 241 N/A 1965 2016-11-22

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No Ability Identification Elementary School Teachers Problem Solving Reinforcement Teacher Characteristics Teacher Evaluation Teaching Conditions TURNER, RICHARD L. INDIANA Indiana Indiana Univ., Bloomington. Inst. of Educational Research. CONCERN LIES WITH THE INDUCTION OF ELEMENTARY SCHOOL TEACHERS INTO THEIR PROFESSION. FOCUS IS ON THE CHARACTERISTICS OF BEGINNING TEACHERS WITH PARTICULAR ATTENTION GIVEN BOTH TO THE ROLES THESE CHARACTERISTICS PLAY IN THE BEGINNING TEACHER'S SUCCESS AND TO MODIFICATIONS OF THESE CHARACTERISTICS AS TEACHING EXPERIENCE INCREASES. IT WAS FOUND, THAT TEACHERS WITH VERY SIMILAR CHARACTERISTICS BUT TEACHING IN DIFFERENT TYPES OF SETTING MAY FIND THEMSELVES AT ROUGHLY OPPOSITE ENDS OF THE SUCCESS CONTINUUM AS DEFINED BY SUPERVISORY APPRAISALS. THE PARTICULAR TEACHER CHARACTERISTICS ASSOCIATED WITH SUCCESS IN A GIVEN INSTITUTIONAL CONTEXT APPEAR TO DEPEND PRIMARILY ON THE SOCIOECONOMIC CLASS COMPOSITION OF THE STUDENTS. THE RELATIONSHIP BETWEEN THE INSTITUTIONAL CONTEXT AND CHANGES IN TASK PERFORMANCE APPEAR TO BE ONLY SLIGHTLY DIFFERENT FROM THOSE BETWEEN THE FORMER VARIABLES AND TEACHER SUCCESS. FINDINGS FORCE A SHIFT IN POSITION FROM THE ASSUMPTION THAT STATEMENTS ABOUT TEACHER SKILL, SUCCESS, PROFICIENCY OR EFFECTIVENESS ARE STATEMENTS ABOUT SOME ATTRIBUTES OF A TEACHER TOWARD THE ASSUMPTION THAT SUCH STATEMENTS ARE ABOUT THE RELATIONSHIP BETWEEN THE CHARACTERISTICS OF A TEACHER AND THE INSTITUTIONAL CONTEXT WITHIN WHICH HE TEACHES. ALSO INDICATED IS A SHIFT TO THE POSITION THAT THE CENTRAL REINFORCERS IN TEACHING LIE IN THE CLASSROOM. ED001276 PROBLEM SOLVING PROFICIENCY AMONG ELEMENTARY SCHOOL TEACHERS. 1964-00-00 11 N/A 1965 2016-11-22

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No Cultural Influences Discussion Discussion (Teaching Technique) Inservice Teacher Education Intergroup Relations Negative Attitudes Preservice Teacher Education Racial Discrimination Social Adjustment Social Bias Social Discrimination Social Problems Social Relations NOAR, GERTRUDE NEW YORK New York (New York) New York New York (New York) B'nai B'rith, New York, NY. Anti-Defamation League. THE SCHOOL WAS CONFRONTED WITH THE NECESSITY OF TEACHING ABOUT PREJUDICE AND DISCRIMINATION AS FACTS OF LIFE, AS CONDITIONS WHICH PREVENT THE FULL DEVELOPMENT OF EVERY PERSON, AS PROBLEMS THAT SHOULD BE SOLVED, IF DEMOCRACY WAS TO FUNCTION. ONE OF THE APPROACHES TO A UNIT THAT STUDIED PREJUDICE AND DISCRIMINATION CONSISTED OF THE DISCUSSION OF A SPECIFIC INCIDENT OF SCAPEGOATING OR DISCRIMINATION WHICH HAD OCCURRED IN THE SCHOOL OR THE COMMUNITY. A MAGAZINE ARTICLE OR A NEWSPAPER STORY COULD ALSO BE USED. THE BASIC OBJECTIVE OF CURRICULUM IN INTERGROUP RELATION WAS DEVELOPMENT OF THE KIND OF PERSON WHO COULD LIVE EFFECTIVELY IN A DEMOCRATIC SOCIETY. THE BASIC PRINCIPLES AND VALUES OF THE CURRICULUM INCLUDED RECOGNITION AND ACCEPTANCE OF THE WORTH AND INTEGRITY OF EVERY HUMAN BEING. ALSO ALL PERSONS IN A DEMOCRACY HAD THE RIGHT TO SHARE IN POLICY-MAKING, AS WELL AS HAVING THE RIGHT TO BECOME SOMETHING OF HIS OWN CHOICE. THE CONTENT OF CURRICULUM INCLUDED THE DESCRIPTION OF THE NATURE OF PREJUDICE. IT WAS AN UNFOUNDED, NEGATIVE, OVERGENERALIZED JUDGMENT, FORMED WITHOUT BENEFIT OF FACTS AND USUALLY ACCOMPANIED BY A FEELING TONE. EFFECT OF DISCRIMINATION WAS THE DEPRIVATION OF AN INDIVIDUAL OF THE HUMAN AND CIVIL RIGHTS WHICH WERE GRANTED TO HIM BY THE FEDERAL CONSTITUTION AND THE BILL OF RIGHTS. CORRECTIVE MEASURES INCLUDED PRESERVICE AND INSERVICE TEACHER EDUCATION AND MANY ELEMENTARY AND SECONDARY SCHOOL COURSES OF THE VALUES AND FACTS ABOUT PREDUDICE AND DISCRIMINATION. THE MASS MEDIA SHOULD DEVOTE TIME AND SPACE TO VARIOUS ASPECTS OF INTERGROUP RELATIONS, AND PUBLIC MEETINGS SHOULD BE HELD FREQUENTLY TO DISCUSS PROBLEMS. INTERGROUP ACTIVITIES AND THE ACTIVITIES OF PUBLIC AND PRIVATE AGENCIES WERE ALSO IMPORTANT. ED001277 PREJUDICE AND DISCRIMINATION. 1964-00-00 31 N/A 1965 2016-11-22

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No Achievement Rating Curriculum Enrichment Grade 4 Grade 5 Grade 6 High Achievement Individualized Instruction Material Development Special Programs Student Placement ALEXANDER, KAY CALIFORNIA California (Anaheim) California California (Anaheim) Anaheim City School District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No Academic Achievement Gifted Grade 6 Instructional Materials Learning Activities Pilot Projects Program Development Talent TAYLOR, JOHN AND OTHERS West Virginia (Mason County) WEST VIRGINIA West Virginia Mason County Schools, Point Pleasant, WV. TO HELP GIFTED CHILDREN GAIN SOUND EDUCATION IN THE HUMANITIES, THE SOCIAL SCIENCES, THE NATURAL SCIENCES, AND IN MATHEMATICS, A PROGRAM WAS DEVELOPED FOR EIGHTEEN SIXTH GRADERS. THE CLASS DIFFERED FROM OTHER SIXTH GRADE CLASSES IN THE WAY IT USED MATERIALS. PILOT PROGRAMS WERE SET UP TO ACQUAINT THE TEACHERS OR PROGRAM DEVELOPMENT WITH THE IDENTIFICATION, GUIDANCE, TESTING, METHODS, AND MATERIALS THAT WERE EFFECTIVE IN WORKING WITH THESE STUDENTS. THE CRITERIA FOR SELECTING STUDENTS INCLUDED RECORDS OF PREVIOUS TESTS, IQ SCORE ABOVE 120, ACHIEVEMENT 2 YEARS OR ABOVE MEDIAN, AND RECOMMENDATIONS OF FORMER TEACHERS. THE TEACHER SHOULD SHOW CREATIVENESS AND SPONTANEITY--SHE SHOULD UNDERSTAND THE UNITY AND RELATEDNESS OF KNOWLEDGE, AND THE FUNDAMENTALS OF READING, WRITING, AND ARITHMETIC. SHE SHOULD BE CONCERNED FOR THE SOCIAL AND RECREATIONAL EXPERIENCES OF THE CHILDREN. IN GENERAL THE METHOD USED SHOULD CORRELATE SOCIAL STUDIES, LITERATURE, MUSIC, ART, CREATIVE WRITING, AND ORAL EXPRESSION. STUDENTS SELECTED PROBLEMS THAT THEY WANTED TO KNOW MORE ABOUT, USING INDUCTIVE AND DEDUCTIVE REASONING. INDIVIDUAL STUDY AS WELL AS STUDENT-TEACHER PLANNING WAS USED. EFFECTIVE LEARNING ENVIRONMENT EMPHASIZED FLEXIBLE GROUPING, INSTRUCTIONAL RESOURCES, CLASSROOM ARRANGEMENT, AND THE CHILDREN'S EDUCATIONAL ACTIVITIES. SUCCESS WAS SHOWN IN HIGHER MARKS ON ACHIEVEMENT TESTS AND IN THE PARENT'S FAVORABLE REACTIONS. ED001279 PROGRAM DEVELOPMENT AND RESEARCH ON THE ACADEMICALLY TALENTED STUDENT. SUMMARY. 1962-00-00 22 N/A 1965 2016-11-22

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No Ability Identification Academic Achievement Academic Standards Creativity Gifted Leadership Motivation Perception Psychological Testing FLICKINGER, GENEVA E. Maryland (Baltimore) MARYLAND Maryland Maryland (Baltimore) Maryland State Dept. of Education, Baltimore. A COOPERATIVE EFFORT TO FORMULATE A POLICY STATEMENT IS REPORTED WHICH WOULD GIVE DIRECTION TO LOCAL SCHOOL SYSTEMS IN IDENTIFYING THE PUPILS OF HIGH ABILITY, IN PLANNING WORTHY ACTIVITIES, AND IN ADMINISTERING EDUCATIONAL PROGRAMS. HIGH ABILITY WAS DEFINED TO ENCOMPASS ALL KINDS OF POTENTIAL ABILITY, BOTH GENERAL AND SPECIFIC, WHICH RISE ABOVE THE AVERAGE. THE CONCEPT OF HIGHLY ABLE TRAITS INCLUDES FACTORS SUCH AS CREATIVITY AND LEADERSHIP IN ADDITION TO INTELLECTUAL SUPERIORITY AS MEASURED BY MENTAL MATURITY TESTS. THIS REPORT IS DIVIDED INTO SIX SECTIONS. THE FIRST ATTEMPTS TO SHOW THAT HIGH ABILITY HAS A UNIQUE ROLE TO FULFILL IN A DEMOCRACY AND THAT EDUCATION IS ESSENTIAL IN SEEING THAT THIS ROLE IS FULFILLED. THE SECOND SECTION SEEKS TO DEFINE THE NATURE OF HIGH ABILITY AS A BROAD CONCEPT RELATING TO UNUSUAL CAPACITY FOR ACQUIRING KNOWLEDGE, INSIGHT, AND WISDOM AND FOR TRANSLATING THIS LEARNING INTO OUTSTANDING ACHIEVEMENT IN ANY OF SEVERAL LINES OF ENDEAVOR. MOTIVATION IS AN INTRINSIC FACTOR IN THIS CONCEPT OF HIGH ABILITY. THE THIRD SECTION PRESENTS BASIC CONSIDERATIONS RELATING TO THE PERCEPTION OF HIGH ABILITY PUPILS. THE DEVELOPMENT OF HIGH ABILITY, FIRST BY POINTING OUT ITS RELATIONSHIP TO THE DEVELOPMENT OF ABILITY IN GENERAL AND THEN BY HIGHLIGHTING THE FEATURES WHICH MAKE IT UNIQUE, IS DISCUSSED IN THE FOURTH SECTION. THE FIFTH SECTION EXAMINES THE RESPONSIBILITY OF THE PUBLIC SCHOOLS OF MARYLAND FOR THE HIGHLY ABLE, AND GUIDELINES FOR IMPLEMENTING THESE POLICIES ARE CONTAINED IN THE FINAL SECTION. ED001280 EDUCATING THE HIGHLY ABLE. 1962-00-00 1 N/A 1965 2016-11-22

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No Ancillary School Services Closed Circuit Television Community Involvement Educational Facilities Improvement Instructional Materials Material Development Nongraded Instructional Grouping Planning Commissions Preschool Education Primary Education School Planning Urban Schools O'DALY, ELIZABETH C. NEW YORK New York (New York) New York New York (New York) New York City Public Schools, Brooklyn, NY. THE MORE EFFECTIVE SCHOOLS PROGRAM WILL BE INSTIGATED PRINCIPALLY IN INTEGRATED URBAN SCHOOLS. THE PROGRAM WILL INCLUDE A PREKINDERGARTEN AND NONGRADED PRIMARIES USING THE BEST MATERIALS ADAPTED FOR URBAN USE, INCLUDING CLOSED CIRCUIT TV AS AN AUDIOVISUAL AID. THIS EARLY CHILDHOOD PROGRAM PROVIDES FOR ACCELERATION AS WELL AS REMEDIAL INSTRUCTION. A MIDDLE GRADE PROGRAM WILL BE IN HOMOGENEOUS NONGRADED UNITS FOR GRADES 3-6. SPECIAL SERVICES INCLUDING GUIDANCE AND DAY-CARE CENTERS WILL BE PROVIDED FOR CHILDREN. TEACHER SPECIALISTS SHOULD BE USED IN ART, MUSIC, AND OTHER ENRICHMENT AREAS. STAFF ENLARGEMENT FOR THE MORE EFFECTIVE SCHOOLS WILL INCLUDE GUIDANCE SPECIALISTS, SOCIAL WORKERS, A COMMUNITY RELATIONS EXPERT, A NURSE, AND VARIOUS SCHOOL AIDS. IN ADDITION TO THE ENLARGED STAFF THE SCHOOL FACILITIES WILL HAVE 50 FULL SIZE CLASSROOMS, A LIBRARY, 7 OFFICES, A MEDICAL SUITE, A LUNCHROOM AND OTHER FACILITIES TO BE USED FROM 8 AM TO 6 PM, 7 DAYS A WEEK, THROUGHOUT THE YEAR. BY DOING SO, THE SCHOOL WILL PROVIDE SUCH SPECIAL SERVICES AS CLUBS, COMMUNITY PROJECTS, CAMPING PROGRAMS, COMMUNITY LIBRARY PROGRAM, AND WILL INVOLVE CIVIC AGENCIES. A COST OF OVER $980,000 IS REQUIRED FOR AN ADEQUATE PROGRAM IN EACH SCHOOL. WIDE AND SUSTAINED COMMUNITY INVOLVEMENT WILL BE ENCOURAGED THROUGH THE EFFORTS OF A COMMUNITY RELATIONS EXPERT, PARENT ASSOCIATIONS, PARENT WORKSHOPS, AND COMMUNITY ORGANIZATIONS. ED001281 REPORT OF JOINT PLANNING COMMITTEE FOR MORE EFFECTIVE SCHOOLS TO THE SUPERINTENDENT OF SCHOOLS. 1964-05-15 26 N/A 1965 2016-11-22

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No Experimental Programs Gifted High Schools Mathematics Research Projects Sciences Seminars Student Motivation PHILLIPPI, WOODROW L. AND OTHERS INDIANA PENNSYLVANIA Indiana Pennsylvania Indiana County Public Schools, PA. A VOLUNTEER, EXTRA-CURRICULAR PROGRAM FOR GIFTED STUDENTS IS DESCRIBED. TWO MAIN PURPOSES ARE--TO INTEREST AND STIMULATE GIFTED STUDENTS IN THE DEVELOPMENT AND BROADENING OF THEIR PERSPECTIVES IN THE SCIENCE AND MATHEMATICS FIELDS AND TO ENCOURAGE THESE STUDENTS TO UNDERTAKE A PROJECT IN THE FIELDS OF SCIENCE OR MATHEMATICS, IN THE NATURE OF RESEARCH, THESIS, OR OTHER CREATIVE WORK. IN ORDER TO ACHIEVE THESE PURPOSES, HIGH STANDARDS OF SELECTION, ATTENDANCE, AND ACHIEVEMENT MUST BE SET AND MAINTAINED. PARTICIPATING STUDENTS SHOULD HAVE A HIGH I.Q. AND RANK IN THE TOP 1 PERCENT OF THEIR CLASS, BECAUSE THE SEMINAR IS LIMITED TO 32 STUDENTS. THE ACTUAL SEMINAR PROGRAM CONSISTS OF LECTURES GIVEN ONCE A WEEK. STUDENTS ARE REQUIRED TO ATTEND ALL LECTURES DURING THEIR SOPHOMORE AND JUNIOR YEARS, AND DURING THEIR SENIOR YEAR, STUDENTS MAY ELECT TO ATTEND LECTURES OF INTEREST TO THEM. FIELD TRIPS TO SEE SCIENCE AND MATHEMATICS IN ACTION IS AN IMPORTANT PART OF THE SEMINAR. DURING THE SENIOR YEAR, STUDENTS WILL CONDUCT THEIR OWN SMALL SEMINARS DEVOTED TO AN EXCHANGE OF INFORMATION ON SPECIFIC SUBJECTS. THE MOST VITAL PART IS THE INDIVIDUAL PROJECTS. EACH SEMINAR STUDENT IS REQUIRED TO UNDERTAKE A PROJECT AND SUBMIT PROGRESS REPORTS AT REGULAR INTERVALS (6-8 WEEKS). PROJECTS ARE DEFINED AND DISCUSSED IN THE TENTH YEAR, STUDIED AND WORKED ON IN THE ELEVENTH YEAR, AND DEVELOPED AND PRESENTED TO THE TEACHERS AND OTHER STUDENTS IN THE TWELFTH YEAR. ED001282 SCIENCE AND MATHEMATICS SEMINAR. A PROGRAM FOR GIFTED SENIOR HIGH SCHOOL STUDENTS. 1962-00-00 23 N/A 1965 2016-11-22

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No After School Programs Communication Skills Creative Writing Creativity Elementary School Students English Enrichment Enrichment Activities Gifted Grade 5 Grade 6 Language Arts Moral Values Reading Research DAVIS, ALICE H. HARWICK, MAX C. INDIANA PENNSYLVANIA Indiana Pennsylvania Indiana County Public Schools, PA. A MAJOR GOAL IS TO PROVIDE A PROGRAM OF ENRICHMENT THAT WILL CULTIVATE THE INHERENT POTENTIAL OF THE PUPIL TO BETTER PREPARE HIM TO MAKE A CONTRIBUTION TO HIS CULTURE, TO DEVELOP WITHIN HIM AN APPRECIATION OF CONTEMPORARY AND PAST CONTRIBUTIONS TO SOCIETY AND TO AROUSE IN HIM A DYNAMIC AWARENESS OF THE SOCIAL WORLD IN WHICH HE LIVES. THE PROGRAM IS ALSO DESIGNED TO GIVE THE TALENTED PUPIL OPPORTUNITY TO DEVELOP--DESIRE FOR EXPERIMENTAL AND CREATIVE EXPLORATION, KNOWLEDGE, SKILL, AND UNDERSTANDING IN THE FIELDS OF ENGLISH, READING, AND SOCIAL STUDIES, APPRECIATION AND LASTING INTEREST IN AREAS OUTSIDE HIS OWN FIELD OF SPECIAL INTEREST, A HIGHLY ETHICAL PHILOSOPHY OF LIFE THROUGH WHICH HE MAY EVALUATE HIS OWN ENDEAVORS AS WELL AS THE SOCIETY IN WHICH HE FUNCTIONS. THESE PROGRAMS WERE STARTED ON A COUNTY LEVEL BECAUSE THE FEW NUMBER OF CHILDREN MADE A DISTRICT EFFORT UNFEASIBLE. THEY INVOLVED GROUPING THE BEST TALENT OF THE ENTIRE COUNTY INTO ONE PROGRAM CONDUCTED ON OUT-OF-SCHOOL TIME. THE PARTICIPATING CHILDREN WERE 5TH AND 6TH GRADE PUPILS WHO WERE SCREENED CAREFULLY ON THE BASIS OF QUALIFYING TESTS, RECOMMENDATIONS, AND CANDIDATE'S EMOTIONAL STABILITY. THE CLASSES MET FOR APPROXIMATELY 30 WEEKS EVERY SATURDAY MORNING FOR A 3-HOUR SESSION. THE AREA OF STUDY WAS LANGUAGE ARTS WITH EMPHASIS ON COMMUNICATIONS AND CREATIVE WRITING. THE PARTICIPATING STUDENTS RECEIVED INDIVIDUALIZED INSTRUCTION FROM THE STAFF. VARIOUS COMMUNITY RESOURCE PERSONS WERE BROUGHT INTO THE CLASS TO BROADEN THE SCOPE AND DEPTH OF THE PROGRAM. ED001283 PROGRAM FOR GIFTED ELEMENTARY SCHOOL CHILDREN. 1963-10-00 29 N/A 1965 2016-11-22

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No Bibliographies Educational Methods Grade 6 Grade 7 Grade 8 Instructional Materials Psychological Characteristics Reading Research Reading Skills Testing CUTTS, WARREN G. DISTRICT OF COLUMBIA District of Columbia Office of Education (DHEW), Washington, DC. THIS BULLETIN PRESENTS RESEARCH STUDIES IN READING ON THE UPPER ELEMENTARY GRADE LEVEL DURING THE PERIOD FROM 1955 THROUGH 1960. THIS COMPILATION WAS UNDERTAKEN BY THE OFFICE OF EDUCATION IN AN ATTEMPT TO BRING TOGETHER THE UNPUBLISHED AS WELL AS PUBLISHED STUDIES OF THAT 5-YEAR PERIOD. THE 238 STUDIES WHICH ARE OUTLINED, SUMMARIZED, AND ANNOTATED ARE CLASSIFIED UNDER FIVE GENERAL HEADINGS. UNDER "CAUSATIVE FACTORS AND TESTING" ARE SUCH FACTORS AS INDIVIDUAL DIFFERENCES, INTELLIGENCE, BILINGUALISM, VISION AND HEARING, AND READINESS. FACTORS RELATING TO PUPIL ATTITUDES, PERSONAL ADJUSTMENT, MOTIVATION, AND INTERESTS ARE GROUPED AS "PSYCHOLOGICAL FACTORS." THE THIRD BROAD CATEGORY IS "READING SKILLS." SUBTOPICS UNDER THIS GROUP INCLUDE LISTENING SKILL AND COMPREHENSION, ORAL READING, VOCABULARY, STUDY SKILLS, AND PHONICS. "EDUCATIONAL MEDIA," OTHER THAN PRINTED MATERIALS, COMPRISE THE FOURTH CATEGORY. ALTHOUGH THIS AREA ACCOUNTED FOR ONLY FOUR REPORTED STUDIES, THEIR RISING IMPORTANCE CAUSED THE AUTHOR TO PROVIDE A SPECIAL HEADING FOR MECHANICAL DEVICES, TELEVISION, READABILITY, AND READING MATERIALS. UNDER THE FINAL GROUP HEADING, "EDUCATIONAL PRACTICES," ARE COMPARATIVE STUDIES, INDIVIDUALIZED READING, SPELLING, SUBJECT FIELDS, AND TEACHER PREPARATION. ED001284 RESEARCH IN READING FOR THE MIDDLE GRADES. AN ANNOTATED BIBLIOGRAPHY. 1963-00-00 80 N/A 1965 2016-11-22

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No Career Planning Conferences Counselors Disadvantaged Youth Guidance Personnel Guidance Programs School Counseling Student Development KLOPE, GORDON J. AND OTHERS NEW YORK New York (Glens Falls) New York New York State Committee for Human Rights, New York. THE ROLE OF GUIDANCE IN EXPANDING THE OPPORTUNITIES OF SOCIALLY AND ECONOMICALLY DEPRIVED YOUTH WAS DISCUSSED. SEVERAL GOALS, ALONG WITH METHODS OF THEIR IMPLEMENTATION WERE FORMULATED IN THE DISCUSSION. SCHOOLS SHOULD ACCEPT THE RESPONSIBILITY OF HELPING ALL STUDENTS TO FULFILL POTENTIAL ABILITIES. INSERVICE TRAINING FOR SCHOOL STAFF COULD ALERT STAFF TO THE STUDENTS' NEEDS AND TO MEANS OF IDENTIFYING AND ENCOURAGING ABILITY. AFTER-SCHOOL STUDY FACILITIES SHOULD BE MADE AVAILABLE FOR STUDENT USE. SCHOOL STAFF SHOULD BE WELL INFORMED ON THE BEHAVIORAL AND SOCIAL SCIENCES AND THEIR POTENTIAL RELATIONSHIP TO GUIDANCE PROGRAMS. SOCIALLY AND ECONOMICALLY DEPRIVED YOUTH SHOULD BE UNDERSTOOD IN TERMS OF THEIR CULTURAL MORES AND TRADITIONS. SCHOOL STAFF SHOULD ALSO BE WELL-INFORMED ON OCCUPATIONAL NEEDS AND EXPECTATIONS OF THE CHANGING JOB WORLD. THE STAFF, IN TURN, SHOULD INFORM THE STUDENTS OF VOCATIONAL IMPLICATIONS AND OPPORTUNITIES RELEVANT TO THE VARIOUS SUBJECT AREAS. COMMUNITY RESOURCES SHOULD BE UTILIZED TO THE FULLEST EXTENT, TAKING ADVANTAGE OF ALL SERVICES AVAILABLE TO INCREASE THE OPPORTUNITIES OF THE ECONOMICALLY OR SOCIALLY LIMITED CHILD. COOPERATIVE PLANNING AMONG COMMUNITY AGENCIES AND SERVICES WOULD BEST UTILIZE RESOURCES. ED001285 EXPANDING OPPORTUNITIES THROUGH GUIDANCE--OUTCOMES IN BRIEF OF A CONFERENCE FOR GUIDANCE WORKERS, GLEN FALLS, NEW YORK, FEBRUARY, 1961. 1961-00-00 8 N/A 1965 2016-11-22

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No Educational Television Gifted Grade 10 Grade 11 Grade 12 Intellectual Development Mathematics Rural Schools Sciences Secondary Schools DEVITT, JOSEPH J. AUGUSTA MAINE Maine Maine State Dept. of Education, Augusta. THE PRIMARY PURPOSE IS TO DETERMINE THE RELATIVE EFFECTIVENESS OF TELEVISED COURSES DESIGNED TO PROVIDE GENUINE INTELLECTUAL STIMULATION TO GIFTED PUPILS IN GRADES 10 THROUGH 12 IN RURAL SECONDARY SCHOOLS. ALL ASPECTS OF THE PROGRAM ARE DESCRIBED IN WHICH A TOTAL OF FOUR COURSES WERE OFFERED DURING THE ACADEMIC YEARS 1959-60 AND 1960-61 OVER THREE TELEVISION STATIONS COVERING MOST OF THE STATE OF MAINE. COURSES WERE IN SCIENCE AND MATHEMATICS. APPROXIMATELY 700 STUDENTS PARTICIPATING IN THE COURSES WERE DIVIDED INTO FOUR TREATMENT GROUPS--TELEVISION ONLY, TELEVISION PLUS MONTHLY SEMINARS WITH PROJECT TEACHERS, TELEVISION PLUS BI-WEEKLY VISITS OF PROJECT TEACHERS, AND TELEVISION PLUS SEMINARS AND VISITS. SEVERAL STANDARDIZED TESTS AS WELL AS SOME DESIGNED EXCLUSIVELY FOR USE WITH THE COURSES WERE USED IN EVALUATING THE PUPILS' ACHIEVEMENTS. RESULTS ARE ANALYZED WITH APPROPRIATE STATISTICAL TECHNIQUES. DISCUSSION INCLUDES--THE RESEARCH PROCEDURES UTILIZED, EVALUATIONS OF THE STUDENT ACHIEVEMENT AND STUDENT ATTITUDES, REACTION OF PRINCIPALS, AND STUDENTS OF PARTICIPATING SCHOOLS, COLLEGE ADMISSIONS OFFICERS, COLLEGE TEACHERS, AND ADULT VIEWERS, AND SOME OF THE PROBLEMS ENCOUNTERED IN TV TEACHING. THOSE RESPONSIBLE FOR THE ADMINISTRATION OF THE RESEARCH STUDY ARE CONVINCED THAT THIS PROJECT HAS DEMONSTRATED THE FEASIBILITY OF PROVIDING A GENUINE SERVICE TO SUPERIOR STUDENTS IN THE SMALLER SECONDARY SCHOOLS. ED001286 INTELLECTUAL STIMULATION OF GIFTED PUPILS IN SMALL SECONDARY SCHOOLS THROUGH TELEVISED INSTRUCTION. 1961-00-00 143 N/A 1965 2016-11-22

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No Bibliographies Books Creative Teaching Critical Thinking Curriculum Enrichment Elementary School Students English Instruction Folk Culture Gifted Music Education Social Studies Teaching Guides Writing (Composition) GOLDSMITH, JOHN AND OTHERS California (Cupertino) CALIFORNIA California Cupertino Union School District, CA. San Jose State Coll., CA. THE GUIDE OFFERED THE TEACHER ACTIVITY UNITS THAT SHE COULD USE TO ENRICH THE CURRICULUM AND TO CHALLENGE THE MORE ABLE ELEMENTARY SCHOOL STUDENT. THE UNITS ARE DIVIDED INTO THE HISTORICAL GEOLOGY OF NATURAL WONDERS OF THE WORLD, HISTORY AND DEVELOPMENT OF ENGLISH AND WRITING, AND THE FOLKLORE ASPECT OF LITERATURE. THE TWO MUSIC UNITS WERE DIVIDED INTO INSTRUMENTS AND OPERA. POETRY AND SOCIAL STUDIES WERE THE SIXTH AND SEVENTH UNITS, AND THE LAST UNIT "SWISS FAMILY ROBINSON" WAS USED TO DEVELOP CRITICAL THINKING IN LITERATURE. A DESCRIPTION OF THIS LAST UNIT STARTED WITH THE TEACHER'S READING THE BOOK TO THE CLASS, THEN HER INITIATING BIOGRAPHICAL AND BACKGROUND RESEARCH (SUCH AS MATERIAL ON THE AUTHOR.) GEOGRAPHICAL RESEARCH REQUIRED THE STUDENTS TO MAKE A MAP DRAWN FROM LOCATIONS DESCRIBED IN THE BOOK. SCIENTIFIC AWARENESS COULD BE EMPHASIZED TOO. ART DISPLAYS COULD BE SET UP AND CREATIVE WRITING COULD BE UTILIZED TO GO WITH THE DISPLAYS. A BIBLIOGRAPHY WAS INCLUDED. ED001287 TEACHING UNITS FOR CHALLENGING THE MORE ABLE STUDENT IN THE CLASSROOM. 1961-00-00 121 N/A 1965 2016-11-22

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No Art Activities Creative Activities Creative Thinking Creative Writing Dramatics Elementary School Students Gifted Instructional Materials Mathematics WALSH, ROSALIA NORTH CAROLINA CULLOWHEE North Carolina Western Carolina Univ., Cullowhee, NC. SUGGESTIONS FOR CREATIVE ACTIVITIES IN THE ELEMENTARY GRADES ARE PRESENTED. THE SUBJECTS OUTLINED ARE CREATIVE ART, CREATIVE DRAMA, CREATIVE THINKING, CREATIVE WRITING AND CREATIVE MATH. UNDER EACH HEADING ACTIVITIES AND THE MATERIALS NEEDED WERE LISTED. AN EXAMPLE OF AN ACTIVITY IN CREATIVE ART IS BOX SCULPTURE, THE MATERIALS NEEDED WERE AN ASSORTMENT OF SMALL CARDBOARD CONTAINERS, PASTE, TEMPERA/OR CONSTRUCTION PAPER FOR COLOR AND 3-D EFFECTS, CARDBOARD TUBES OF DIFFERENT DIAMETERS AND LENGTHS, AND EMPTY SPOOLS IF AVAILABLE. WITH THESE, STUDENTS WERE ENCOURAGED TO MAKE FIGURES OF PEOPLE OR ANIMALS. ED001288 CREATIVE ACTIVITIES FOR EVERY SCHOOL. 1962-00-00 29 N/A 1965 2016-11-23

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No Advanced Placement American History Gifted Teaching Guides Textbooks United States History HORN, R.A. AND OTHERS COLUMBUS OHIO Ohio Cleveland Public Schools, OH. Ohio State Dept. of Education, Columbus. TWO AREAS OF CONCERN ARE PRESENTED--THE ACADEMICALLY TALENTED AND ADVANCED PLACEMENT. THE GUIDE COVERS AMERICAN HISTORY FROM THE FIFTEENTH CENTURY TO THE MIDDLE OF THE TWENTIETH CENTURY. EXAMINATIONS AND TESTS INCLUDE BOTH OBJECTIVE AND ESSAY TYPE COURSES. THE STUDENTS GAIN KNOWLEDGE, SKILLS AND WORK HABITS, FACILITY IN THE USE OF ENGLISH, AND VALUES AND ATTITUDES. A UNIT AND TIME PLAN FOR THE TWO SEMESTERS IS GIVEN. NEXT, UNITS OF STUDY AND TEXTBOOK ASSIGNMENTS ARE OFFERED, WITH A LIST OF THE TEXTS. SUGGESTIONS FOR QUOTATIONS, CARTOONS, AND VISUAL AIDS ARE ALSO GIVEN. FINALLY, THE SEMESTER OUTLINE IS PRESENTED FOR EACH UNIT WITH A LIST OF ADDITIONAL READINGS, AREAS FOR EXPLORATION, VISUAL AIDS, QUOTATIONS, AND CARTOONS. ED001289 TEACHERS GUIDES--AMERICAN HISTORY FOR THE ACADEMICALLY TALENTED, ADVANCED PLACEMENT, AMERICAN HISTORY. 1963-00-00 165 N/A 1965 2016-11-22

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No Classrooms Curriculum Enrichment Enrichment Activities Gifted Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Instructional Materials Languages Mathematics Reading Sciences Social Studies Teaching Guides MCARTHUR, BERNARD CULLOWHEE NORTH CAROLINA North Carolina Western Carolina Univ., Cullowhee, NC. ENRICHMENT SUGGESTIONS FOR TEACHERS OF GRADES FOUR THROUGH EIGHT IN THE AREAS OF SCIENCE, MATHEMATICS, SOCIAL STUDIES, AND LANGUAGE AND READING WERE PRESENTED. EACH SUBJECT INCLUDED A DESCRIPTION OF THE LESSON, WITH MATERIALS, AND HOW TO EXPLAIN THE PURPOSES. AN EXAMPLE OF A SCIENCE ACTIVITY WAS BUILDING A TEST COIL FOR A SEVENTH GRADE CLASS. THE MATERIALS NEEDED WERE AN ELECTRIC WIRE, A TRANSFORMER, AND A COPY OF "100,00 VOLTS OF ELECTRICITY." THE PURPOSE WAS TO CREATE AN INTEREST IN ELECTRICITY. AN ACTIVITY IN MATHEMATICS WAS ALGORISM DEVELOPMENT FOR FOURTH AND FIFTH GRADERS. THE TEACHER SHOULD SHOW THE STUDENTS HOW MULTIPLICATION CAN BE DONE WITH THE HISTORIC GELOSIA CHART USING DIAGONAL LINES AS EXPLAINED AND ILLUSTRATED IN "ARITHMETIC FOR THE GIFTED CHILD,""EDUCATION 2000 A.D." FROM THIS DEMONSTRATION CHILDREN COULD BE ENCOURAGED TO DEVELOP OTHER ALGORISMS. A SOCIAL STUDIES ACTIVITY WAS MATCHING THE LEADERS OF OUR COUNTRY WITH THEIR SAYINGS AND/OR CONTRIBUTIONS, AIMED AT FIFTH OR EIGHTH GRADERS. AN ACTIVITY IN THE AREA OF LANGUAGE AND READING WAS CREATIVE THINKING, FOR ANY GRADE LEVEL. THE GAME THAT COULD BE USED WAS CALLED "BRAINSTORMING." THE TEACHER SHOULD INITIATE THE GAME BY ASKING THE CLASS "WHAT WOULD HAPPEN IF....." REFERENCE MATERIAL WAS GIVEN WITH EACH LESSON. ED001290 ENRICHMENT ACTIVITIES FOR THE GIFTED CHILD IN THE REGULAR CLASSROOM--GRADES FOUR THROUGH EIGHT. 1960-00-00 28 N/A 1965 2016-11-22

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No Acceleration Bibliographies Experimental Curriculum Gifted Grade 12 High School Students Research Methodology Social Sciences Teaching Guides SANDBERG, JOHN H. AND OTHERS PENNSYLVANIA Pennsylvania (Harrisburg) Pennsylvania Pennsylvania State Dept. of Public Instruction, Harrisburg. "INTRODUCTION TO THE SOCIAL SCIENCES" IS A RECOGNIZED AND ACCREDITED COURSE IN THE SCHOOL CURRICULUM. THOUGH IT IS OFFERED TO SENIORS WHO SCORE IN THE TOP TWO OR THREE PERCENTILE RANKS ON STANDARDIZED TESTS SUCH AS THE STANFORD-BINET INTELLIGENCE SCALE, IT COULD BE DEVELOPED INTO A SEMINAR. MEETING ONCE OR TWICE A WEEK, THE TWO SEMESTER COURSE SHOULD ACQUAINT THE STUDENTS WITH THE BROAD AREAS OF SOCIAL SCIENCE IN GENERAL, MAJOR AREAS OF RESEARCH AND KNOWLEDGE IN SOCIAL SCIENCE, AND THE SOCIAL SCIENCES AS OCCUPATIONS AND/OR PROFESSIONS. THE TEACHER'S GUIDE DIVIDES THE COURSE INTO SIXTEEN UNITS--(1) A GENERAL INTRODUCTION TO SOCIAL SCIENCE, (2) SOCIOLOGY--ITS HISTORY, SUBJECT MATTER, AND POINT OF VIEW, (3) THE LANGUAGE OF SOCIOLOGY, (4) SOCIOLOGICAL METHOD, (5) A GENERAL INTRODUCTION TO ANTHROPOLOGY, (6) THE CULTURE CONCEPT, (7) ANTHROPOLOGY AND THE MODERN WORLD, (8) A GENERAL INTRODUCTION TO PSYCHOLOGY, (9) SCIENTIFIC METHOD IN PSYCHOLOGY, (10) PSYCHOANALYSIS, (11) A GENERAL INTRODUCTION TO POLITICAL SCIENCE, (12) FIELD RESEARCH IN POLITICAL SCIENCE, (13) THE PERSPECTIVE OF THE POLITICAL SCIENTIST, (14) A GENERAL INTRODUCTION TO ECONOMICS, (15) ECONOMICS AS A SCIENCE AND (16) CAREERS IN THE SOCIAL STUDIES. A BOOKLIST IS INCLUDED. ED001291 INTRODUCTION TO THE SOCIAL SCIENCES. AN EXPERIMENTAL INDEPENDENT STUDY COURSE FOR GIFTED HIGH SCHOOL STUDENTS. TEACHER MANUAL. 1963-00-00 29 N/A 1965 2016-11-22

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No Gifted Instructional Materials Junior High Schools Self Evaluation Skill Development Social Studies Teaching Guides Teaching Programs BENJAMIN, FLORENCE O. Pennsylvania (Abington) PENNSYLVANIA Pennsylvania Abington School District, PA. AS A GUIDE FOR TEACHERS OF GIFTED STUDENTS, THIS MANUAL COVERS THE BASIC CONTENT AREAS PROVIDED FOR ALL PUPILS ON THE JUNIOR HIGH SCHOOL LEVEL, BUT THE MATERIALS AND EXPERIENCES DISCUSSED ARE DESIGNED TO PROVIDE BOTH BREADTH AND DEPTH. THE NATURE OF THE SOCIAL STUDIES PROGRAM FOR THE GIFTED IN JUNIOR HIGH SCHOOL INVOLVES A MINIMUM USE OF THE BASAL TEXTBOOK, PARTICULAR ATTENTION TO CURRENT AFFAIRS, ACQUAINTANCE WITH THE HISTORICAL METHOD, DEVELOPMENT OF SKILLS SUCH AS GENERALIZATIONS AND RELATIONSHIPS, AND ATTENTION TO WORK HABITS AND STUDY SKILLS. THE SOCIAL STUDIES PROGRAM FOR GIFTED STUDENTS IS DESIGNED TO INSTILL IN THE PUPILS SOME IMPORTANT SKILLS WHICH HELP EACH STUDENT TO MAKE THE MOST OF HIS CONTACT WITH THE SOCIAL STUDIES CONTENT AREAS. SOME OF THESE SKILLS INCLUDE USING OF BOOKS, USING OF LIBRARY FACILITIES, ORGANIZING INFORMATION, COMPILING BIBLIOGRAPHY, OUTLINING, NOTE TAKING, DISTINGUISHING BETWEEN FACT AND OPINION AND PROPAGANDA, DRAWING CONCLUSIONS FROM DATA, INTERPRETING MAPS AND GLOBES, DEVELOPING SENSE OF CHRONOLOGY, PREPARING WRITTEN RESEARCH REPORTS, AND PROBLEM SOLVING. AN INTEGRAL PART OF THIS PROGRAM FOR GIFTED CHILDREN IS EVALUATION. STUDENTS SHOULD BE GIVEN OPPORTUNITY FOR SELF-EVALUATION. TEACHERS OF GIFTED STUDENTS SHOULD EVALUATE PROGRAM OUTCOME BY THE DEGREE OF KNOWLEDGE AND UNDERSTANDING, CRITICAL THINKING, STUDY HABITS, VALUES AND ATTITUDES, AND PARTICIPATION IN GROUP DISCUSSIONS WHICH WAS DEVELOPED IN EACH PUPIL. ED001292 TEACHING THE GIFTED IN SOCIAL STUDIES. SUPPLEMENT TO CURRICULUM GUIDES FOR SOCIAL STUDIES SEVEN, SOCIAL STUDIES EIGHT, SOCIAL STUDIES NINE. 1961-09-30 57 N/A 1965 2016-11-22

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No Critical Thinking Educational Objectives Elementary School Students Learning Processes Learning Theories Mathematics Problem Solving Programed Instruction Reading Self Concept Self Evaluation HEATHERS, GLEN IT IS HELD THAT THE ESSENCE OF EDUCATION IS FOUND PRIMARILY IN THE PROCESSES OF ACQUIRING AND USING KNOWLEDGE, AND SECONDARILY IN THE COMMAND OF BODIES OF INFORMATION AND IDEAS. THE FOUR "PROCESS GOALS" WHICH APPLY TO ANY DISCIPLINE ARE--TOOL SKILLS SUCH AS ARITHMETIC AND READING, PROBLEM-SOLVING, THINKING, OR INQUIRY, SELF-INSTRUCTION, AND SELF-EVALUATION USING THE CRITERION OF MASTERY. THESE PROCESSES ARE NOT NECESSARILY DISTINCT AND SHOULD BE PRESENT IN MOST EDUCATIONAL TASKS. UNFORTUNATELY, NOT ONE OF THESE GOALS IS BEING ACHIEVED SATISFACTORILY BY THE MAJORITY OF STUDENTS IN ELEMENTARY SCHOOL, HIGH SCHOOL, OR COLLEGE. THIS IS CITED AS THE MAIN REASON FOR THE INCREASED POPULARITY OF TEACHING MACHINES IN WHICH STUDENTS ARE NOT REQUIRED TO GO THROUGH A THINKING PROCESS BUT ARE PROVIDED WITH ALL OF THE BASIC INFORMATION AT THEIR FINGERTIPS. TEACHERS ARE BLAMED FOR THE FAILURES OF THEIR STUDENTS TO ATTAIN THESE BASIC GOALS BECAUSE SUCH GOALS ARE NO LONGER BEING EMPHASIZED ADEQUATELY. QUESTIONS ARE RAISED RELATIVE TO THE DESIRABILITY OR THE POSSIBILITY OF INCLUDING THESE PROCESS GOALS IN THE PROGRAMING METHODS OF PROGRAMED INSTRUCTION. IT IS POINTED OUT THAT THE MOST VITAL PART OF A PROGRAM TO RESTORE TO AMERICAN EDUCATION THE LEARNING OF THESE "PROCESS GOALS IS FIRST TO EDUCATE THE TEACHERS TO THEIR IMPORTANCE IN THE EDUCATIONAL PROCESS AND ENCOURAGE THEIR INCLUSION IN CURRICULA." ED001293 FOUR PROCESS GOALS OF EDUCATION. 9 N/A 1965 8/17/2004 22:05:18 DISA1965

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No Administrator Role Conferences Educational Objectives High Schools Inservice Teacher Education Mathematics Instruction Program Improvement BROWN, KENNETH E. SNADER, DANIEL W. DISTRICT OF COLUMBIA District of Columbia Office of Education (DHEW), Washington, DC. A CONFERENCE OF EDUCATORS WAS CALLED TO DEAL WITH THE NEED FOR IMPROVED HIGH SCHOOL MATHEMATICS TEACHING. SPECIFICALLY THE CONFERENCE CONSIDERED THE NEED FOR INSERVICE EDUCATION FOR TEACHING NEW IMPROVED PROGRAMS, THE KINDS OF PROGRAMS NOW IN PROGRESS, AND THE ROLE OF SCHOOL ADMINISTRATORS IN IMPLEMENTING THEM. INCLUDED ARE THE ADDRESSES AND THE REPORTS OF GROUP WORK SESSIONS. THE MANY NEW USES OF MATHEMATICS TODAY DEMAND GREATER UNDERSTANDING OF THE STRUCTURE OF MATHEMATICS, AND MORE EMPHASIS IS PLACED ON SYMBOLIC REPRESENTATION OF IDEAS AND RELATIONSHIPS AND LESS ON COMPUTATIONS WHICH CAN BE DONE BY MACHINES. RECOMMENDATIONS FOR CURRICULUM CHANGES MADE BY VARIOUS GROUPS ARE DESCRIBED. THE RESULTS OF A SURVEY OF UNIVERSITIES ARE GIVEN WHICH SHOW THAT OVER HALF HAVE SOME KIND OF PROGRAM OF INSERVICE TRAINING. DIFFERENT TYPES OF PROGRAMS ARE LISTED, WITH SPECIFIC EXAMPLES. RECOMMENDATIONS DEAL WITH PERSONNEL, COSTS, AND PRACTICES. THE CONFEREES REPORTED MANY WAYS IN WHICH ADMINISTRATIONS ARE HELPING TEACHERS UPGRADE THEIR PROFESSIONAL COMPETENCE. FOR EXAMPLE THEY ARE ENCOURAGING FURTHER EDUCATION BY URGING TEACHERS TO TAKE ADVANTAGE OF LOCAL PROGRAMS, AND BY PROVIDING FUNDS OR ENCOURAGING LOCAL PHILANTHROPIC AND INDUSTRIAL ORGANIZATIONS TO DO SO. THE IMPORTANCE OF THE COMMUNICATION OF MATHEMATICS EDUCATIONAL AIMS TO OTHER DISCIPLINES IS EMPHASIZED, AND COOPERATION IS URGED OF HIGH SCHOOL WITH BOTH ELEMENTARY AND COLLEGE LEVEL MATH PROGRAMS. ED001294 INSERVICE EDUCATION OF HIGH SCHOOL MATEMATICS TEACHER. (REPORT OF A CONFERENCE UNDER THE JOINT AUSPICES OF THE U.S. DEPT. OF HEALTH, EDUCATION, AND WELFARE AND THE NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS, WASHINGTON, MARCH 17-19,1960). 1960-00-00 112 N/A 1965 2016-11-22

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No Ability Identification Academic Ability Academically Gifted Achievement Bibliographies Curriculum Development Gifted Individual Development Instructional Materials Intellectual Development Learning Processes Program Development Teaching Guides YORK, GORDON L. AND OTHERS NORTH DAKOTA North Dakota (Grand Forks) North Dakota Grand Forks Public Schools, ND. THE MOTIVATING CONCEPT IN THE DEVELOPMENT OF THE SYLLABUS WAS THAT THE INCREASING COMPLEXITY OF THE EDUCATIONAL TASK DEMANDS THAT WE MAKE SPECIAL PROVISIONS FOR THOSE WHO LEARN MORE RAPIDLY AND WHO CAN PROGRESS THROUGH THE CURRICULAR PROGRAM AT A GREATER SPEED. THESE STUDENTS SHOULD BE CHALLENGED THROUGH THE USE OF A VARIETY OF MATERIALS AND TECHNIQUES. TECHNIQUES FOR IDENTIFYING THE RAPID LEARNER INCLUDE TEACHER OBSERVATION OF PUPIL CHARACTERISTICS, GRADES, ACHIEVEMENT TESTS, AND IQ TESTS. THE SUGGESTIONS FOR TEACHING ARE DIVIDED INTO THE SUBJECT AREAS OF--SCIENCE, SOCIAL STUDIES, LANGUAGE ARTS, AND MATHEMATICS. WITHIN EACH SUBJECT AREA THE MATERIAL IS PRESENTED AT APPROPRIATE GRADE LEVELS FROM KINDERGARTEN THROUGH THE SIXTH GRADE. A BIBLIOGRAPHY IS OFFERED AT EACH GRADE LEVEL ALONG WITH A GENERAL BIBLIOGRAPHY FOR EACH SUBJECT AREA. THE BULK OF THE MATERIAL PRESENTED IS IN THE FORM OF SHORT SUGGESTIONS FOR SPECIFIC STUDENT ACTIVITIES WITHIN EACH SUBJECT AREA AND AT EACH GRADE LEVEL. ED001295 THE RAPID LEARNER. K-6. 1961-00-00 236 N/A 1965 2016-11-22

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No College School Cooperation Comprehensive Programs Cooperative Planning Experimental Programs Extracurricular Activities Gifted High Schools Honors Curriculum Independent Study GLATTHORN, ALLAN A. MANONE, CARL J. Pennsylvania (Abington) PENNSYLVANIA Pennsylvania Abington School District, PA. A SOUND HONORS PROGRAM IN THE HIGH SCHOOL HAS PROVEN SUCCESSFUL ONLY WHEN BUILT UPON A COMPREHENSIVE PROGRAM FOR HIGHLY ABLE STUDENTS BEGUN IN THE ELEMENTARY GRADES AND CONTINUED THROUGHOUT THE JUNIOR HIGH SCHOOL. IN ORDER FOR THIS COMPREHENSIVE PROGRAM TO OPERATE AT ALL LEVELS, IT IS ESSENTIAL TO ESTABLISH COORDINATION IN THREE MAJOR AREAS. THESE AREAS ARE COORDINATION WITHIN A SUBJECT AREA, COORDINATED SEQUENCES AND COURSE OFFERINGS WITHIN THE ENTIRE CURRICULUM, AND COORDINATION IN THE MECHANICS AND ORGANIZATION OF THE GIFTED PROGRAM ITSELF. AT THE HIGH SCHOOL LEVEL GIFTED STUDENTS RECEIVE BENEFITS FROM SEVERAL PLANNED PROGRAMS. THE COCURRICULAR PROGRAM PROVIDES A VARIETY OF ACTIVITIES, CLUBS, AND SPECIAL PROGRAMS TO SUPPLEMENT CLASSROOM INSTRUCTION. SOME PHASES OF THE COCURRICULAR PROGRAM INCLUDE SEMINARS, LEADERSHIP TRAINING WORKSHOPS, SUMMER SCHOOL, INDIVIDUAL AND GROUP GUIDANCE, AND COLLEGE AND CAREER CONFERENCES. OTHER PROGRAMS DESIGNED FOR THE GIFTED PUPIL INCLUDE THE ADVANCED PLACEMENT PROGRAM, THE COLLEGE RESOURCE PROGRAM, EARLY ADMISSIONS PROGRAM, THE STUDENT EXCHANGE PROGRAM, AND THE TUTORING AND INDEPENDENT STUDY PROGRAM. ED001296 A PROGRAM FOR THE GIFTED STUDENT IN THE ABINGTON SENIOR HIGH SCHOOL. 1961-03-00 81 N/A 1965 2016-11-22

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No Program Development Reading Reading Development Reading Instruction Reading Interests Reading Programs Reading Skills Secondary Schools Student Attitudes Vocabulary SPENCER, CLAUDE E. Kansas (Topeka) KANSAS Kansas Kansas State Dept. of Public Instruction, Topeka. THIS PUBLICATION IS A PLANNING GUIDE FOR THE FORMATION OF DEVELOPMENTAL READING PROGRAMS IN SECONDARY SCHOOLS. DEVELOPMENTAL READING IS NOT A REMEDIAL PROGRAM FOR SLOW READERS. INSTEAD, IT IS A SYSTEMATIC INSTRUCTIONAL PROGRAM TO DEVELOP EACH STUDENT'S ATTITUDE TOWARD READING, HIS VOCABULARY AND BACKGROUND CONCEPTS, HIS READING INTERESTS AND TASTES, AND HIS READING INDEPENDENCE. THE NEED FOR A DEVELOPMENTAL READING PROGRAM IN A SECONDARY SCHOOL CAN BE ACCURATELY DEMONSTRATED THROUGH THE USE OF TEST SCORES. RESULTS OF ACHIEVEMENT, INTELLIGENCE, AND READING TESTS CAN BE COMPARED AND EVALUATED TO DETERMINE INDIVIDUAL NEEDS AND OVERALL PROGRAM OBJECTIVES. A READING COORDINATOR SHOULD BE ENGAGED TO DIRECT A DEVELOPMENTAL READING PROGRAM. THE EDUCATIONAL STANDARDS FOR PROFESSIONAL TRAINING OF THESE READING SPECIALISTS ARE OUTLINED IN THE GUIDE. THE SPECIFIC NATURE OF A DEVELOPMENTAL READING PROGRAM WITHIN A JUNIOR OR SENIOR HIGH SCHOOL MAY VARY. ENROLLMENT SHOULD BE ENCOURAGED WHERE NOT REQUIRED BY ADMINISTRATORS. THE READING COORDINATOR, WORKING CLOSELY WITH THE TEACHER, SHOULD EMPHASIZE THE READING SKILLS OF WORD RECOGNITION, COMPREHENSION, SPEED, AND VOCABULARY. MECHANICAL DEVICES SUCH AS THE READING ACCELERATOR, THE "CONTROLLED READER," AND THE TACHISTOSCOPE ARE DISCUSSED AS AIDS IN DEVELOPMENTAL READING AND ARE RECOMMENDED FOR INCORPORATION INTO AN ESTABLISHED PROGRAM. ED001297 PLANNING FOR DEVELOPMENTAL READING IN KANSAS SECONDARY SCHOOLS. 1961-00-00 12 N/A 1965 2016-11-22

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No Acceleration Consultants Demonstration Centers Educational Finance Experimental Programs Gifted Inservice Teacher Education JACKSON, DAVID M. ILLINOIS Illinois (Springfield) Illinois Illinois State Office of the Superintendent of Public Instruction, Springfield. THE ILLINOIS PLAN FOR PROGRAM DEVELOPMENT FOR GIFTED CHILDREN WAS COMPOSED OF FIVE PARTS. THE FIRST, REIMBURSEMENT FOR SERVICES AND MATERIALS, OFFERED ANY SCHOOL DISTRICT AN OPPORTUNITY TO SUBMIT A PLAN FOR IMPROVING ITS SERVICES TO GIFTED CHILDREN. PROPOSED PLANS SHOULD INVOLVE A DESCRIPTION OF WHO WAS TO BE SERVED, THE QUALIFICATIONS AND DUTIES OF THE SPECIAL PERSONNEL, AND A DESCRIPTION OF THE BOOKS AND MATERIALS NEEDED. REIMBURSEMENT WILL BE COMPUTED BY A FORMULA DESIGNED TO TAKE ACCOUNT OF THE NUMBER OF GIFTED PUPILS BEING SERVED AND THE WEALTH OF THE DISTRICT. THE SECOND PART, DEMONSTRATION CENTERS, SHOULD PROVIDE FOR ALL ILLINOIS EDUCATORS AND OTHER CITIZENS TO HAVE ACCESS TO DEMONSTRATIONS IN OPERATING SITUATIONS OF A NUMBER OF PARTICULAR APPROACHES TO THE EDUCATION OF GIFTED CHILDREN. THE DEMONSTRATION CENTERS SHOULD EMPHASIZE ACCELERATION OF GIFTED PUPILS, INDIVIDUALIZED INSTRUCTION, SPECIAL CLASSES, SPECIAL ATTENTION TO UNDERPRIVILEGED GROUPS, AND CURRICULUM IMPROVEMENT. EXPERIMENTAL PROJECTS, THE THIRD PART, SHOULD PROVIDE STATE ASSISTANCE FOR EXPERIMENTAL PROJECTS TO HELP SCHOOL DISTRICTS CARRY ON SIGNIFICANT EXPERIMENTATION TO ADVANCE KNOWLEDGE ABOUT PRACTICAL PROGRAMS FOR GIFTED CHILDREN. THESE PROJECTS SHOULD BE DERIVED FROM PREVIOUS RESEARCH, ILLUSTRATE NEW PROCEDURES, HAVE AN EVALUATION PHASE AND HAVE A REPORT OF THE RESULTS. FOURTH, FIELD CONSULTANTS AT THE STATE LEVEL, SHOULD PROVIDE KNOWLEDGEABLE HELP IN THE PLANNING AND OPERATION OF DEMONSTRATION CENTERS, EXPERIMENTAL PROJECTS AND TEACHER TRAINING ACTIVITIES. THE LAST PART, STATE SUPPORT FOR PROGRAMS TO INCREASE THE NUMBER OF SPECIALLY TRAINED PERSONNEL, SHOULD PROVIDE CONSULTATIVE SERVICES, INCLUDING THE LEADERSHIP OF INSERVICE WORK WITH TEACHERS AND DIAGNOSTIC AND COUNSELING SERVICE. THE STATE SHOULD PROVIDE FOR A PROGRAM OF FELLOWSHIP FOR ABLE PERSONS, ONE OR MORE ACADEMIC YEAR INSTITUTES, AND SEVERAL SUMMER INSTITUTES. ED001298 ILLINOIS PLAN FOR PROGRAM DEVELOPMENT FOR GIFTED CHILDREN. INITIAL PLANS FOR 1963-65. 1963-00-00 8 N/A 1965 2016-11-22

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No Enrichment Humanities Junior High Schools Resource Teachers Social Sciences Talent PHILLIPPI, WOODROW L. INDIANA PENNSYLVANIA Indiana Pennsylvania Indiana County Public Schools, PA. A HUMANITIES PROGRAM FOR ACADEMICALLY TALENTED 7TH AND 8TH GRADE STUDENTS IS DESCRIBED. THE PROGRAM IS HELD EACH SATURDAY MORNING ON THE CAMPUS OF INDIANA STATE COLLEGE. THE CLASS SESSIONS LAST ONE AND A HALF HOURS AND RUN FOR TWO SEMESTERS, EACH APPROXIMATELY 15 WEEKS IN LENGTH. THE AIM OF THIS PROGRAM IS TO PROVIDE AN ENRICHMENT EXPERIENCE BEYOND THE RANGE OF REGULAR SCHOOL CLASSES. IT DOES NOT ATTEMPT TO GIVE A COURSE IN ANY ONE SUBJECT, BUT TRIES TO SPAN THE WHOLE RANGE OF SUBJECTS WHICH ARE OFTEN CALLED THE HUMANITIES AND THE SOCIAL SCIENCES. AREAS EXPLORED BY QUALIFIED LECTURERS ARE--FINE ARTS AND MUSIC, PHILOSOPHY AND RELIGION, HISTORY AND POLITICAL SCIENCE, ECONOMICS AND GEOGRAPHY, SOCIOLOGY, PSYCHOLOGY, AND ANTHROPOLOGY. ED001299 HUMANITIES PROGRAM FOR SECONDARY SCHOOL STUDENTS. 1963-00-00 14 N/A 1965 2016-11-22

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No Advanced Placement Enrichment Gifted Science Programs Seminars HORN, R.A. Ohio (Cincinnati) COLUMBUS Ohio (Cleveland Heights) OHIO Ohio (Akron) Ohio Ohio (Cincinnati) Ohio State Dept. of Education, Columbus. A COLLECTION OF THE DIFFERENT PROGRAMS IN OHIO FOR GIFTED CHILDREN IS PRESENTED. THE AKRON SUMMER PROGRAM HAS CREATIVE LEARNING CENTERS, ENROLLING PUPILS FROM FIFTH TO TWELFTH GRADE. CLASSES ARE PROVIDED IN ART, MUSIC, SCIENCE, MATHEMATICS, WRITING AND DRAMATICS. CREATIVITY IS EMPHASIZED. AKRON BUCHTEL LITERATURE SEMINAR IS A COURSE FOR ADVANCED PLACEMENT FOR HIGH SCHOOL WITH I.Q.'S AND GOOD RECORDS. ALLIANCE SCIENCE PROGRAM IS OPEN TO JUNIORS AND SENIORS AND OFFERS THEM A CHANCE FOR INDIVIDUAL WORK AND GROUP DISCUSSIONS. AN I.Q. OF 120 AND A B AVERAGE IS NECESSARY TO ENTER THE PROGRAM. CINCINNATI SUMMER PROGRAM IS AN ENRICHMENT PROGRAM FOR ABLE STUDENTS. COURSES OFFERED ARE IN ART, NOTE-TAKING, ADVANCED WRITING, BETTER READING, MATHEMATICS AND SCIENCE. ALTHOUGH IT APPEARS ON HIS TRANSCRIPT, THE STUDENT GETS NO CREDIT FOR ANY OF THE COURSES. CLEVELAND HEIGHTS LITERATURE SEMINAR INVOLVES A GROUP OF SELECTED TWELFTH GRADERS MEETING AFTER SCHOOL HOURS. IT CONSIST OF A DEPTH STUDY OF JOHN MILTON'S WRITING. COLUMBUS EASTMOOR SCIENCE SEMINAR INVOLVES ELEVENTH AND TWELFTH GRADE STUDENTS. THE PROGRAM IS BASED ON THE INDIVIDUAL INTERESTS OF THE STUDENTS. LAKEWOOD SCIENCE SEMINAR OFFERS 30 STUDENTS A CHANCE TO MEET WITH COMMUNITY SCIENTISTS AND ENGINEERS, AND TO DO RESEARCH AND PROJECTS ON THEIR OWN. ED001300 SEMINARS FOR THE GIFTED IN OHIO SCHOOLS. STATUS STUDY. 1962-00-00 101 N/A 1965 2016-11-22

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No Achievement Curriculum Development Educational Television Elementary Schools Language Instruction Spanish HAAK, LOUIS A. LEINO, WALTER B. MINNESOTA Minnesota (Saint Paul) Minnesota Minnesota (Saint Paul) Saint Paul Public Schools, Minn. WITH THE INCREASING PRESSURES FOR TEACHING MORE SUBJECTS AND DEVOTING MORE TIME TO PRESENT SUBJECTS, IS THE TEACHING OF FOREIGN LANGUAGE IN ELEMENTARY SCHOOL A WORTHWHILE OBJECTIVE. A 3 YEAR STUDY IN THE ST. PAUL AREA ATTEMPTED TO DETERMINE WHETHER DEVOTING 15 MINUTES PER DAY TO SPANISH INSTRUCTION VIA TELEVISION HAD AN EFFECT ON LEARNING IN OTHER SUBJECT AREAS, AND TO ANSWER OTHER QUESTIONS RELEVANT TO FOREIGN LANGUAGE INSTRUCTION. CLASSES FROM SIX SCHOOLS WERE USED AS SUBJECTS. SIX OTHER SCHOOLS' CLASSES SERVED AS CONTROLS. APPROPRIATE EXPERIMENTAL TECHNIQUES WERE APPLIED WITH THE IOWA TESTS OF BASIC SKILLS AND THE STANFORD SOCIAL STUDIES TEST SERVING AS MEASURING INSTRUMENTS. BECAUSE OF THE SAMPLING METHODS USED, CONSIDERABLE STRAIN WAS PLACED UPON THE ASSUMPTIONS UNDERLYING THE STATISTICAL PROCEDURES EMPLOYED. CERTAIN CONCLUSIONS CAN, NEVERTHELESS, BE DRAWN--(1) DELETION OF TIME FROM ARITHMETIC, LANGUAGE, AND SOCIAL STUDIES HAD NO DETRIMENTAL EFFECT UPON MEASURED ACHIEVEMENT IN THE SUBJECT AREAS WHICH TIME WAS TAKEN, (2) MEASURED INTELLIGENCE IS POSITIVELY CORRELATED WITH MEASURED ACHIEVEMENT IN THE LEARNING OF SPANISH. THESE FINDINGS HAVE SEVERAL IMPLICATIONS FOR CURRICULUM PLANNING AT THE ELEMENTARY SCHOOL LEVEL. UNANSWERABLE WERE CERTAIN OTHER QUESTIONS IMPLICIT IN THE OTHER STATED OBJECTIVES OF THE PROGRAM--(1) TO DETERMINE WHETHER GRADE LEVEL HAS AN EFFECT ON LANGUAGE LEARNING UNDER SIMILAR CIRCUMSTANCES, (2) TO DETERMINE LEARNING IN OTHER SUBJECTS, (3) TO DETERMINE WHETHER TIME ALLOTED TO CERTAIN SUBJECTS, TO ALLOW TIME TO TEACH A FOREIGN LANGUAGE, HAS MORE EFFECT IN ONE AREA THAN IN ANOTHER. (EIGHT APPENDICES CONTAIN CLASS AVERAGE SCORES OBTAINED THROUGHOUT THE STUDY.) ED001301 THE TEACHING OF SPANISH IN THE ELEMENTARY SCHOOLS AND THE EFFECTS ON ACHIEVEMENT IN OTHER SELECTED SUBJECT AREAS. 1963-11-00 100 N/A 1965 2016-11-22

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No Acceleration Enrichment Activities Gifted High School Students Special Classes Teacher Education ALBRIGHT, A.D. AND OTHERS Georgia (Atlanta) GEORGIA Georgia Georgia (Atlanta) Southern Association of Colleges and Schools, Atlanta, GA. APPROACHES TO EDUCATING ABLE STUDENTS OF 45 HIGH SCHOOLS WERE PRESENTED. MOST OF THE SPECIAL PROGRAMS FALL INTO ONE OF TWO CATEGORIES--SPECIAL CLASSES ORGANIZED IN PLACE OF REGULAR ONES, AND ATTEMPTS TO ENRICH OR ACCELERATE THOSE CLASSES ALREADY SCHEDULED. THE CURRICULUM OF MOST OF THE SCHOOLS FOR THESE STUDENTS INCLUDED ENGLISH, PHYSICAL SCIENCE, MATHEMATICS, GENERAL SCIENCE, AND FOREIGN LANGUAGE. THEY USED SUCH UNIQUE ARRANGEMENTS AS RAPID GRADE ADVANCEMENT, SEPARATE CURRICULUM TRACKS, AND RAPID SUBJECT MATTER PROGRESSION. SPECIAL MATERIALS, LIBRARY VOLUMES, LABORATORY FACILITIES AND SUPPLIES AS WELL AS OTHER AIDS WERE USED. TEACHERS THEMSELVES WERE USUALLY INVOLVED IN SOME TYPE OF SPECIAL PREPARATION. GUIDANCE, COUNSELING, AND SPECIAL ADVISEMENT WERE USUALLY INCLUDED. SOME OF THE PROBLEMS ENCOUNTERED INCLUDED SCHEDULING, INSTRUCTION, GRADING, STUDENT ATTITUDE, AND PARENT ATTITUDE. HOWEVER THE EDUCATORS AND THE EVALUATION OF THE STUDENTS' PERFORMANCES PROVED THAT THE PROGRAMS WERE INDEED BENEFICIAL. ED001302 SOUTHERN HIGH SCHOOL PROGRAMS FOR ADVANCED STANDING AND ACCELERATED COLLEGE PROGRESSION. 1960-01-00 39 N/A 1965 2016-11-22

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No Gifted Identification Individual Characteristics Intellectual Development Motivation Social Adjustment Underachievement PASSOW, A. HARRY AND OTHERS New York (New York) NEW YORK New York New York (New York) Columbia Univ., New York, NY. Graduate School of Education. STUDIES CONCERNED WITH THE AREAS OF INTELLECTUAL, CREATIVE, AND SCIENTIFIC TALENT WERE PRESENTED. THEY WERE ORGANIZED UNDER (1) CHARACTERISTICS, (2) IDENTIFICATION, (3) ACHIEVEMENT MOTIVATION AND UNDERACHIEVEMENT AND, (4) EDUCATIONAL PROGRAMS. TERMAN'S FOLLOWUP STUDY SHOWED THAT 90 PERCENT OF THE GIFTED MEN WERE IN THE PROFESSIONS, HIGHER BUSINESS OR SEMIPROFESSIONS. POLITICALLY, THE GROUP CONSIDERED THEMSELVES RIGHT OF CENTER ON THE CONSERVATIVE RADICAL SCALE. OTHER STUDIES OF CHARACTERISTICS INCLUDED HOLLINGWORTH'S AND STRONG'S. UNDER IDENTIFICATION CERTAIN TECHNIQUES AND PROCEDURES WERE USED TO ASSESS GIFTEDNESS IN AREAS OTHER THAN THE INTELLECTUALLY ABLE - SUCH AS ART, MUSIC, CREATIVE DANCE, CREATIVE WRITING, CREATIVE DRAMATICS, MECHANICAL TALENT, AND SOCIAL LEADERSHIP. STUDIES THAT EVALUATED THESE AREAS INCLUDED PEGNATO'S, JUSTMAN'S AND DAVIS'. EXPLORATION IN ACHIEVEMENT MOTIVATION AND UNDERACHIEVEMENT TENDED TO EXPLAIN THE GAP BETWEEN ABILITY AND ATTAINMENT. CONKLIN'S RESEARCH STATED THAT MANY OF THE UNDERACHIEVERS ARE INFLUENCED BY BAD RELATIONSHIPS WITH PARENTS AND PEERS. OTHER STUDIES INCLUDED BARRETT'S AND SHAW'S. UNDER EDUCATIONAL PROGRAMS, GALLAGHER'S STUDY CLAIMED THAT SOCIAL ADJUSTMENT DID NOT IMPEDE INTELLECTUAL ATTAINMENTS, IF IT HAD ANY INFLUENCE IT WAS NEGATIVE BECAUSE CHILDREN WILL PURPOSELY SCALE LOWER TO MAINTAIN THEIR SOCIAL STATUS. OTHER STUDIES WERE DONE BY GOLDBERG, MANN, AND ABRAMSON. ED001303 THE GIFTED--DIGESTS OF MAJOR STUDIES. 1961-00-00 55 N/A 1965 2016-11-22

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No Aspiration Audiovisual Instruction Career Choice Guidance Programs Intellectual Development Research DREWS, ELIZABETH M. Michigan (East Lansing) DISTRICT OF COLUMBIA MICHIGAN District of Columbia Michigan Michigan State Univ., East Lansing. Coll. of Education. AN ATTEMPT WAS MADE TO DETERMINE THE EFFECTIVENESS OF SPECIALLY PREPARED AUDIOVISUAL MATERIALS FOR CHANGING THE ASPIRATIONS OF THE STUDENTS SELECTED TO PARTICIPATE IN THE STUDY. THE 243 SUBJECTS, CHOSEN ON THE BASIS OF THEIR HIGH READING COMPREHENSION SCORES ON THE CALIFORNIA READING TEST, ADVANCED FORM, WERE DIVIDED INTO EXPERIMENTAL AND CONTROL GROUPS AT RANDOM. CONTROLS RECEIVED THE STANDARD GUIDANCE PROGRAM OFFERED IN THE LANSING, MICHIGAN, JUNIOR HIGH SCHOOLS WHILE THE EXPERIMENT GROUP VIEWED A SERIES OF SPECIALLY PREPARED MOVIES IN WHICH GIFTED COLLEGE STUDENTS DISCUSSED WAYS IN WHICH INTELLECTUAL AND CREATIVE ACTIVITIES HELD EXCITEMENT FOR THEM. THE FILM SERVED TO DEMONSTRATE HOW THEY POSED QUESTIONS AND ARRIVED AT ORIGINAL ANSWERS. THE DISCUSSION WAS AMPLIFIED IN LATER FILMS AND EACH OF THE EIGHT MODELS LATER APPEARED IN A DOCUMENTARY, A BIOGRAPHICAL STYLE-OF-LIFE FILM DESIGNED TO INTRODUCE THE STUDENTS NOT ONLY TO HIGH LEVEL TECHNICAL AND PROFESSIONAL CAREERS, BUT ALSO TO THE GROWING EDGE OF KNOWLEDGE, TO THE CHANGING NATURE OF EACH CAREER AND TO TOPICS OF CRUCIAL INTEREST IN OUR TIMES. SPECIALLY PREPARED "TEXT-BOOKS" WERE PROVIDED ALONG WITH EXTENSIVE MAGAZINE AND NEWSPAPER CLIPPINGS WHICH WERE RELEVANT TO AND CORRELATED WITH CLASS DISCUSSIONS. EXTENSIVE TESTING AND EVALUATION OF THE STUDENTS' SELF-IMAGE, GOALS AND ASPIRATIONS WERE PERFORMED BEFORE AND AFTER THE EXPERIMENT. IT WAS FOUND THAT THE EXPERIMENTAL GIRLS INCREASED THEIR ACCEPTANCE OF WOMEN WHO ADVANCE THEMSELVES AND ENTER HIGH LEVEL CAREERS AND ALSO INCREASED THEIR OWN EXPECTANCIES MORE THAN DID THE CONTROL GIRLS. THE BOYS FOLLOWED A SIMILAR TREND, BUT TO A LESSER DEGREE, THE EXPERIMENTAL GROUP EXPECTED MORE MATURE, CREATIVE, AND HIGHLY EDUCATED WIVES. THE EXPERIMENT INCREASED THE SOCIAL CONCERN AND HUMANITARIANISM OF THE GIRLS, THROUGH APPARENTLY NOT THE BOYS. IN GENERAL THE GIRLS WERE MORE CONCERNED WITH SOCIAL PROBLEMS THAT WERE THE BOYS. ED001304 "THE EFFECTIVENESS OF SPECIAL TRAINING WITH AUDIOVISUALS IN CHANGING ASPIRATIONS IN INTELLECTUALLY SUPERIOR STUDENTS". DRAFT OF FINAL REPORT. 1964-00-00 118 N/A 1965 2016-11-22

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No Enrichment Activities Federal State Relationship Gifted State Programs Talent DISTRICT OF COLUMBIA District of Columbia Office of Education (DHEW), Washington, DC. THIS CONFERENCE ON GIFTED CHILDREN WAS CALLED BY THE U.S. OFFICE OF EDUCATION TO BROADEN THE CONCEPT OF THE GIFTED TO INCLUDE ALL AREAS OF GIFTEDNESS AND TO BRING ABOUT SOME UNDERSTANDING ON THE PART OF SOCIETY OF THE NECESSITY FOR NURTURING EXCELLENCE. TO REACH THE HIGH GOAL OF PROVIDING QUALITY EDUCATION, THERE MUST BE A MASSIVE DETERMINED EDUCATIONAL EFFORT. THE TASK OF DIFFERENTIATED EDUCATION FOR THE GIFTED IS DIFFICULT BUT EXTREMELY SIGNIFICANT FOR OUR SOCIETY. ON THE STATE LEVEL, THE DIRECTORS OF EDUCATION MUST PROVIDE A PROGRAM OF ORIENTATION, IDENTIFICATION OF THE GIFTED, FLEXIBLE ORGANIZATION, UNDERSTANDING OF MENTAL ABILITIES, AND EVALUATION. ON THE NATIONAL LEVEL, THE U.S. OFFICE OF EDUCATION MUST ACT AS A CATALYST TO PROVIDE A BROAD PROGRAM OF INFORMATION, RESEARCH, ACTION, AND TRAINED PERSONNEL FOR GIFTED STUDENTS FROM KINDERGARTEN THROUGH GRADUATE SCHOOL. COMMON PROBLEMS ARISE IN THE STATEWIDE DIRECTION OF PROGRAMS FOR GIFTED CHILDREN. THESE PROBLEMS INCLUDE TERMINOLOGY, PROFESSIONAL PREPARATION, PROVISIONS IN SMALL SCHOOLS, PUPIL PLACEMENT, SCHOOL MARKS, AND PROGRAM EVALUATION. IN THE PRESENT STATE SYSTEMS FOR EDUCATING THE GIFTED, THE ROLE OF THE STATE DIRECTOR OF THESE PROGRAMS HAS BEEN A FLUID ONE. HIS RESPONSIBILITIES ARE IN THE AREAS OF CONSULTATION, ADMINISTRATION, CURRICULUM, RESEARCH, PUBLIC INFORMATION, TRAINING, FISCAL MANAGEMENT, AND OTHERS. RECOMMENDATIONS WERE MADE AT THIS CONFERENCE FOR IMPROVEMENT AT BOTH THE NATIONAL AND STATE LEVEL. NUMEROUS REFERENCES ARE GIVEN. ED001305 TALENT--A STATE'S RESOURCE, A STATE'S RESPONSIBILITY. 1962-00-00 96 N/A 1965 2016-11-22

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No Bibliographies Elementary School Teachers Financial Support Innovation Inservice Teacher Education Mathematics Curriculum Mathematics Instruction Pilot Projects ABELL, THEODORE L. SCHULT, VERYL DISTRICT OF COLUMBIA District of Columbia Office of Education (DHEW), Washington, DC. AS A RESULT OF THE DEVELOPMENT OF NEW MATHEMATICS CURRICULUMS ON ALL LEVELS, THE NEED FOR INSERVICE EDUCATION OF TEACHERS IS CRITICAL. THIS CONFERENCE MET IN ORDER TO STUDY EXISTING PROGRAMS AND TO REPORT PROMISING PRACTICES, TO EXPLORE WAYS OF FINANCIAL SUPPORT, AND TO DEVELOP PLANS FOR PILOT PROGRAMS IN STATES WHERE ASSISTANCE IS NEEDED. IN SPITE OF MUCH PROGESS, MANY MATHEMATICS TEACHERS HAVE NOT BEEN REACHED BY INSERVICE EDUCATION, ESPECIALLY IN ELEMENTARY SCHOOLS. MOST PERSONNEL TEACHING INSERVICE PROGRAMS HAVE BEEN FROM UNIVERSITIES AND STATE DEPARTMENTS OF EDUCATION, BUT OTHER SOURCES SHOULD BE TAPPED TO PROVIDE THE NUMBER OF INSTRUCTORS NEEDED. FUNDS FROM LOCAL DISTRICTS, BUSINESS AND INDUSTRY SHOULD SUPPLEMENT WHAT IS NOW AVAILABLE FROM STATE AND NATIONAL SOURCES. PROGRAMS SHOULD BE INCREASED. COURSES COULD BE MADE MORE WIDELY AVAILABLE BY THE USE OF MEDIA SUCH AS TELEVISION, FILMS AND TEACHING MACHINES. THIS BULLETIN INCLUDES REPORTS ON INSERVICE EDUCATION PROGRAMS FROM SELECTED STATES, PANEL REPORTS ON THE ROLE OF PROFESSIONAL ORGANIZATIONS AND GOVERNMENT AGENCIES IN PLANNING AND SUPPORTING INSERVICE PROGRAMS, AND THE DELBERATIONS OF THE CONFERENCE SEMINARS. CHECK LISTS GIVE ADVICE ON STARTING ON EXPANDING A PROGRAM, IN FINANCING IT AND EVALUATION. THE APPENDIX INCLUDES A BIBLIOGRAPHY. ED001306 INSERVICE MATHEMATICS EDUCATION. (REPORT OF A CONFERENCE HELD UNDER THE JOINT AUSPICES OF THE U.S. OFFICE OF EDUCATION AND THE NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS, WASHINGTON, D.C., MARCH 7-8, 1963). 1964-00-00 135 N/A 1965 2016-11-22

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No Academic Achievement Classroom Environment Cognitive Processes Comparative Analysis Family Environment Gifted Identification Junior High Schools Lesson Plans Measurement Instruments Productive Thinking Sex Differences Verbal Ability GALLAGHER, JAMES J. ILLINOIS Illinois (Urbana) Illinois Illinois (Urbana) Illinois Univ., Urbana. Inst. of Research for Exceptional Children. IDENTIFICATION OF PRODUCTIVE THOUGHT PROCESSES IN INTELLECTUALLY GIFTED CHILDREN WAS BROUGHT WITHIN THE CONTEXT OF CLASSROOM VERBAL ACTIVITY AT THE JUNIOR HIGH SCHOOL LEVEL. RELATIONSHIPS BETWEEN THESE THOUGHT PROCESSES AND CERTAIN VARIABLES THAT MAY AFFECT THEIR OPERATION IN THE CLASSROOM WERE ASSESSED. AREAS EXPLORED WERE COGNITIVE STRUCTURE AND PROCESS, COGNITIVE STYLE, THE DEVELOPMENT OF MEASURING INSTRUMENTS, THE IMPLICATIONS OF SEX DIFFERENCES, AND THE TEACHING ENVIRONMENT OF THE CLASSROOM. A SEPARATE, SELF-CONTAINED UNIT BY WILLIAM C. JENNE ENTITLED "THE FAMILIES OF GIFTED CHILDREN" IS APPENDED. ITS BASIC PURPOSE WAS TO ATTEMPT TO GAIN INSIGHTS INTO THE RELATIONSHIP BETWEEN FAMILY ENVIRONMENT AND THE GIFTED CHILD'S PERFORMANCE BOTH IN THE CLASSROOM AND ON PAPER AND PENCIL TESTS OF DIVERGENT ABILITY. THE PROCEDURE FOR GATHERING DATA, INSTRUMENTS AND CLASSIFICATIONS USED IN THE ANALYSES, AND RESULTS OF THE FACTOR ANALYSES ARE DISCUSSED. A SPECIAL ANALYSIS OF THE RELATIONSHIP BETWEEN PARENTAL EMPHASIS ON THE CHILD'S ACHIEVEMENT AND INDEPENDENCE AND THE CHILD'S CLASSROOM PERFORMANCE IS INCLUDED. ED001307 PRODUCTIVE THINKING OF GIFTED CHILDREN. 1965-00-00 416 N/A 1965 2016-11-22

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No Academic Achievement Advanced Placement College Entrance Examinations Evaluation Failure Testing ARBOLINO, JACK N. NEW YORK New York (New York) New York New York (New York) National Association of Secondary School Principals, Reston, VA. THE AUTHOR, DIRECTOR OF THE ADVANCED PLACEMENT PROGRAM, COLLEGE ENTRANCE EXAMINATION BOARD, DEFENDED THE BOARD AGAINST CHARGES THAT THE PROGRAM IS AN "UNDEMOCRATIC MONEY-MAKING SCHEME." THE ADVANCED PLACEMENT PROGRAM IS MAINTAINED AT A LOSS BY THE CEEB. WHILE AMERICAN EDUCATION SEEKS TO EDUCATE ALL STUDENTS TO THE BEST OF THEIR ABILITY, SPECIFIC PROGRAMS MUST BE CONFINED TO SPECIFIC AREAS AND ABILITIES AND IN NO WAY HINDER THE OVERALL OBJECTIVE. IT CAN JUSTIFIABLY BE CRITICISED BY THE FACT THAT IT IS USED BY SCHOOLS AND COLLEGES TO "LOOK" RATHER THAN BE GOOD. WORTHY PROGRAMS ARE ALWAYS EXPLOITED BY THOSE WHO WISH TO RECEIVE CREDIT WITHOUT EARNING IT. BY OVEREMPHASIZING TESTMANSHIP, IT MAY FAIL TO ENCOURAGE TRUE KNOWLEDGE. EVALUATION IS ALWAYS NECESSARY BUT MUST NEVER BE MADE AN END IN ITSELF. THE PROGRAM "LIMITS THE GROWTH OF THE CURRICULUM, UNDULY INFLUENCES IT, AND RESTRICTS EXPERIMENTATION." THIS CRITICISM IS OFTEN TEMPORAILY VALID BECAUSE RESOURCES NORMALLY USED FOR EXPERIMENTATION ARE DIVERTED TO IMPLEMENTATION, BUT SHOULD NOT REMAIN PERMANENTLY SO DIVERTED. "IDENTIFICATION OF THE SUPERIOR STUDENT IS DIFFICULT AT BEST, EARLY IDENTIFICATION IS DANGEROUS." AS LONG AS IDENTIFICATION IS REGARDED AS APPROXIMATE AT BEST AND IS CONSTANTLY REEVALUATED, THE DANGER BECOMES MINIMAL, CERTAINLY LESS THAN THE DANGER OF REFUSING TO IDENTIFY AT ALL FOR FEAR OF MAKING A MISTAKE. ED001308 WHAT'S WRONG WITH THE ADVANCED PLACEMENT PROGRAM. 1961-00-00 1 N/A 1965 2016-11-22

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No Academically Gifted Conferences Followup Studies Gifted Longitudinal Studies Questionnaires Teacher Education BIXLER, HAROLD H. COWAN, ANNE CULLOWHEE NORTH CAROLINA North Carolina Western Carolina Univ., Cullowhee, NC. EARLY RESULTS IN A LONGITUDINAL STUDY ON GIFTED STUDENTS ARE REPORTED. PROGRAMS WERE STUDIED THROUGH QUESTIONNAIRES AND BY PERSONAL VISITS TO PARENTS AND SCHOOLS. STUDENT PROGRAMS AS WELL AS TEACHER-TRAINING PROGRAMS WERE CONSIDERED. COMPILATION OF EXPERIENCES IN SPECIAL CLASSES AT WESTERN CAROLINA COLLEGE HAVE SHOWN THAT ALL THE CHILDREN INVOLVED HAVE BEEN INFLUENCED BY THE PROGRAM, THOUGH WORK MUST BE DONE IN THE LOCAL SCHOOLS TO HELP MEET THE NEEDS OF GIFTED CHILDREN. THE ADMINISTRATOR PUTS PROGRAMS INTO ACTION AND SHOULD WORK CLOSELY WITH THE TEACHER. THE TEACHER'S INFLUENCE SHOULD MOTIVATE AND STIMULATE HER PUPIL. STUDENTS ATTENDING COLLEGE CLASSES WHILE IN HIGH SCHOOL ACQUIRED GOOD STUDY HABITS AND SKILLS AND WERE PROVIDED WITH FINE GUIDANCE AND COUNSELING SERVICES. AGAIN MORE WORK IS NEEDED ON THE LOCAL LEVEL WHERE SPECIAL PROGRAMS ARE NOT MADE AVAILABLE BY COLLEGES. A SPECIAL TEACHER-TRAINING PROGRAM WAS INTIATED BY WESTERN CAROLINA COLLEGE. A TEACHER WORKSHOP AND A LEADERSHIP CONFERENCE WERE DIRECT RESULTS OF THIS EFFORT. SUGGESTIONS FOR IMPROVING TEACHER-TRAINING PROGRAMS ARE INCLUDED. ED001309 THE SUPERIOR AND GIFTED STUDENT PROJECT AT CULLOWHEE. A FOLLOW-UP STUDY. 1964-00-00 188 N/A 1965 2016-11-22

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No Discovery Processes Fundamental Concepts Glossaries Grade 6 Lesson Plans Modern Mathematics Set Theory Teaching Guides VOJTKO, GEORGE R. California (San Diego) CALIFORNIA California California (San Diego) San Diego City Schools, CA. A UNIT OF STUDY FOR MODERN MATH WAS DESIGNED TO ALLOW FOR A SMOOTHER TRANSITION FROM OLD TEXTBOOKS INTO THE NEW SILVER BURDETT SERIES, "MODERN ARITHMETIC THROUGH DISCOVERY." EACH CONCEPT PRESENTED IS BASED UPON FAMILIAR CONCEPTS, DEVELOPED GRADUALLY, AND DIRECTED TOWARD PARTICULAR FUNDAMENTAL PRINCIPLES. THE FIRST CONCEPT DEVELOPED IS THAT OF SET THEORY AND ONE-TO-ONE PAIRING. A TIME ALLOTMENT MAXIMUM OF 1 WEEK IS GIVEN. THE SECOND CONCEPT DEVELOPED IS THAT OF NUMBER. INCLUDED IS--NUMBER-NUMERAL DISTINCTION, ORDER RELATIONS, PLACE-VALUES (DECIMAL SYSTEM) EXPANDED NOTATION, RENAMING NUMBERS, NUMBER SENTENCES, GROUPING BY SIXES, READING AND WRITING BASE OF SIX NUMERALS, AND COUNTING IN BASE SIX. THE THIRD IS CONCEPTS IN OPERATIONS AND INCLUDES--ADDITION, SUBTRACTION, COMMUNTATIVE PRINCIPLES, AND ASSOCIATIVE PRINCIPLES FOR ADDITION AND MULTIPLICATION AND DIVISION. FRACTIONS AND DECIMALS REPRESENT THE FOURTH DIVISION WITH CONCEPTS OF RISING EQUIVALENT FRACTIONS AND THE DECIMAL CONCEPT OF HUNDREDTHS. (THE FIFTH AND FINAL UNIT DISCUSSES CONCEPTS OF GEOMETRY, POINT, LINE SEGMENT, LINES, PLANE, RAY AND ANGLE.) A GLOSSARY OF MODERN MATHEMATIC TERMS IS APPENDED. ED001310 AN INTERIM UNIT IN CONTEMPORARY MATHEMATICS FOR GRADE 6. SETS, NUMBERS, AND OPERATIONS. 1965-01-00 186 N/A 1965 2016-11-22

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No Academic Ability Academic Achievement Factor Analysis Gifted Overachievement Parent Attitudes Self Concept Underachievement KARNES, MERLE AND OTHERS Illinois (Champaign) ILLINOIS Illinois Illinois (Champaign) Champaign Community Unit School District 4, IL. THE RELATIONSHIP OF CERTAIN VARIABLES WITH THE ACADEMIC ACHIEVEMENT OF PUPILS OF SUPERIOR INTELLECTUAL ABILITY WAS PRESENTED. THE HYPOTHESIS USED WAS THAT HIGH ACHIEVING ACADEMICALLY GIFTED PUPILS COMPARED TO LOW ACHIEVING ACADEMICALLY GIFTED PUPILS RECEIVED THE BENEFIT OF MORE FAVORABLE PARENTAL ATTITUDES. THE PUPILS PERCEIVED THEMSELVES AS MORE ACCEPTED AND MORE INTRINSICALLY VALUED BY THEIR PARENTS, WERE MORE CREATIVE, MORE SOCIALLY MATURE, AND MORE REALISTIC IN THEIR SELF-CONCEPTS. PUPILS USED CAME FROM TWO LARGE ELEMENTARY SCHOOLS AND WERE SCREENED BY THE 1937 STANFORD-BINET INTELLIGENCE TEST. FORTY-ONE OVERACHIEVERS AND 41 UNDERACHIEVERS USED WERE DIFFERENTIATED BY GRADE ACHIEVEMENT. PARENTS' ATTITUDES WERE MEASURED BY THE PARENTAL ATTITUDE RESEARCH INSTRUMENT AND THE ATTITUDES OF PARENTS SCALE. PERCEIVED PARENT ATTITUDES WERE MEASURED BY THE PERCEIVED PARENT ATTITUDES SCALE. OTHER TESTS WERE CALIFORNIA TEST OF PERSONALITY, ROGERS TEST, AND GUILFORD TESTS. RESULTS OF THE INVESTIGATION SHOWED THAT PARENTS OF OVERACHIEVERS WERE LESS AUTHORITARIAN-CONTROLLING AND LESS HOSTILE-REJECTING. THE OVERACHIEVING PUPILS FELT MORE ACCEPTED AND INTRINSICALLY VALUED BY THEIR PARENTS, AS WELL AS FEELING MORE ACCEPTED BY THEIR PEERS. THESE PUPILS ALSO HAD A MORE REALISTIC SELF-CONCEPT. THEY WERE NO DIFFERENT FROM THE UNDERACHIEVERS IN SOCIAL MATURITY BUT THEY HAD A HIGHER DEGREE OF CREATIVITY. IMPLICATIONS OF FINDINGS FOR EDUCATIONAL PROGRAMS WERE IN AREAS OF ADMINISTRATIVE AND ORGANIZATIONAL PLANNING, METHODS, TEACHER, AND MATERIAL. ED001311 FACTORS ASSOCIATED WITH UNDERACHIEVEMENT AND OVERACHIEVEMENT OF INTELLECTUALLY GIFTED CHILDREN. 1961-07-00 92 N/A 1965 2016-11-22

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No Classroom Design Instructional Materials Language Arts Language Enrichment Spanish Speech Skills Teaching Guides Writing Skills CALIFORNIA California (Carmichael) California San Juan Unified School District, Carmichael, CA. IN ORDER TO ENHANCE THE SPEAKING ABILITY OF THE STUDENT, TO HELP HIM DEVELOP READING AND WRITING SKILLS, AND TO AID HIM IN ACQUIRING BETTER TECHNIQUES IN SPANISH, SUGGESTIONS ARE MADE TO THE TEACHER REGARDING THE USE OF THIS VOLUME. SUCH SUGGESTIONS INCLUDE CHORAL AND DOUBLE REPETITION, A READING OF MATERIAL PREVIOUSLY MEMORIZED, AND A VARIED USAGE OF THE HANDS IN GESTURING. ALL TECHNIQUES PROMOTE A MORE NATURAL SURROUNDING FOR THE DEVELOPMENT OF THE LANGUAGE PROGRAM. A TYPICAL EXAMPLE OF A PERIOD OF INSTRUCTION OF 1 HOUR'S DURATION IS OUTLINED. SINCE THE VOLUME IS DIVIDED INTO 20 UNITS, THE TECHNIQUES OF PRESENTING ONE UNIT ARE DESCRIBED TO HELP THE INSTRUCTOR COMMUNICATE THE TOTAL POSSIBLE MATERIALS AVAILABLE. GRADING SUGGESTIONS ENCOMPASSING ORAL AND WRITTEN TESTS, DICTATION, AND COMPREHENSION ARE EVALUATED. REFERENCE IS MADE TO THE NUMBER OF POINTS OF VALUE TO BE GIVEN TO EACH TOPIC. EACH UNIT IS DIVIDED INTO A NUMBER OF DRILLS IN INDIVIDUAL AREAS. BOTH ORAL AND WRITTEN TESTS ARE PRESENTED. EMPHASIS IS PLACED ON THE FACT THAT EFFECTIVE FUNCTIONING OF THE CLASS IS BASED ON CAREFUL GROUPING AND PLANNING. ED001312 SUPPLEMENTARY TEACHING MATERIALS FOR USE WITH "EXTENDER Y HABLAR." 1963-07-00 116 N/A 1965 2016-11-22

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No Advanced Placement Biological Sciences Biology Curriculum Guides High School Students WESNER, GORDON E. AND OTHERS KANSAS CITY MISSOURI Missouri Kansas City School District, MO. "BIOLOGY--LIFE SCIENCE" IS GEARED TO STUDENTS OF AVERAGE ABILITY, "BIOLOGY--GENERAL" IS OFFERED FOR THOSE WHO HAVE COMPLETED "BIOLOGY--GENERAL" IN GRADES 10 OR 11 AND WHO WISH TO PURSUE COLLEGE LEVEL STUDY WHILE IN GRADE 12. THE NONTECHNICAL "BIOLOGY--LIFE SCIENCE" HAS OUTLINED UNITS IN ORGANIZING FOOD, ORGAN SYSTEMS, HEALTH, CONTINUANCE OF LIFE, PAST, PRESENT AND FUTURE OF LIFE, AND SOME BIOLOGICAL PROBLEMS OF MAN. LABORATORY WORK SHOULD BE WELL PLANNED. A SAMPLE TEST AND SUGGESTED TEXTS, REFERENCES AND AUDIOVISUAL AIDS ARE INCLUDED. THE "BIOLOGY--GENERAL" COURSE COVERS ESSENTIALLY THE SAME COURSE OF STUDY AS THE ADOPTED COURSE BUT WITH MUCH GREATER DEPTH AND USES A MORE TECHNICAL VOCABULARY. EXTENSIVE UNITS IN THE PLANT AND ANIMAL KINGDOMS, REPRODUCTION, NUTRITION, AND GENETRICS ARE INCLUDED. THE ADVANCED PLACEMENT COURSE FOR HIGHLY ABLE STUDENTS IS HIGHLY TECHNICAL IN NATURE AND INCLUDES A GREAT DEAL OF LABORATORY WORK. BACKGROUND IN BIOLOGY AND CHEMISTRY IS ESSENTIAL. TEST SUGGESTIONS ARE GIVEN IN ADDITION TO SUGGESTED TEXTS, REFERENCES, AND AUDIOVISUAL AIDS. ED001313 CURRICULUM GUIDES IN BIOLOGY--LIFE SCIENCE, BIOLOGY--GENERAL, AND BIOLOGY--ADVANCED PLACEMENT. 1961-00-00 93 N/A 1965 2016-11-22

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No Counseling Creativity Curriculum Development Gifted Identification Special Classes Special Education Talent Tests HALE, R. NELSON Pennsylvania (Slippery Rock) CLEVELAND MAJOR WORKS CLASSES PROGRAMED DEVELOPMENT COLFAX PLAN PENNSYLVANIA Pennsylvania Slippery Rock State Coll., PA. THE 1964 WORKSHOP ON THE ACADEMICALLY TALENTED AT SLIPPERY ROCK STATE COLLEGE WAS GIVEN GRADUATE CREDIT. THE PARTICIPANTS OF THE SESSION WROTE ARTICLES ON THE PROCEEDINGS THAT WERE COMPILED INTO A BOOKLET TO HELP ADMINISTRATORS AND TEACHERS DEVELOP EDUCATIONAL PROGRAMS FOR THE GIFTED. ONE OF THE AREAS DISCUSSED WAS IDENTIFICATION. SOME OF THE CRITERIA SUGGESTED INCLUDED GROUP TESTS, READING READINESS, AND APTITUDE TESTS. ANOTHER AREA, CREATIVITY, INVOLVED FOUR STEPS--AWARENESS OF SENSITIVITY TO AN AREA OF KNOWLEDGE, ORGANIZATION OF INFORMATION, ILLUMINATION OR DEVELOPMENT, AND EVALUATING AND SETTING OF NEW GOALS. IN REGARD TO COUNSELING GUIDANCE, THE ROLES OF THE TEACHER AND PARENT SHOULD BE DEALT WITH AS WELL AS THAT OF THE PUPIL, ADMINISTRATION OF PROGRAMS INCLUDED SEGREGATION, PARTIAL SEGREGATION, ACCELERATION, AND ENRICHMENT. TWO PROGRAMS DESCRIBED WERE THE COLFAX PLAN AND THE CLEVELAND MAJOR WORKS CLASSES. THE COLFAX PLAN PLACED GIFTED CHILDREN IN WORKSHOPS FOR HALF A DAY AFTER ATTENDING HETEROGENEOUS HOMEROOMS. THE CLEVELAND MAJOR WORKS CLASSES SEGREGATED GIFTED PUPILS FOR EVERYTHING EXCEPT SUCH ACTIVITIES AS PHYSICAL EDUCATION, ORCHESTRA, AND CLUBS. SUGGESTIONS FOR TEACHING CREATIVE WRITING AND DRAMA, LANGUAGES, MATHEMATICS, READING AND ENGLISH, SCIENCE, AND SOCIAL STUDIES WERE GIVEN. ED001314 TEACHING THE TALENTED. 1964-00-00 62 N/A 1965 2016-11-22

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No Ability Grouping Acceleration Achievement Gains Educational Programs Enrichment Gifted Tests COBAIN, HARRY FORD, PAUL M. WASHINGTON Washington (Walla Walla) Washington Walla Walla Public Schools, WA. Washington Office of the State Superintendent of Public Instruction, Olympia. STUDENTS WERE IDENTIFIED BY (1) TEACHER OBSERVATION, (2) SCHOOL GRADES, (3) GRADE PLACEMENT ON STANDARDIZED TESTS, (4) GRADES ON INTELLIGENCE TESTS, (5) PERSONALITY CHECK LISTS, (6) INTEREST INVENTORIES, (7) PARENT OBSERVATIONS, AND (8) INDIVIDUAL CASE STUDIES. THE OBJECTIVES OF EDUCATING THE ACADEMICALLY TALENTED WERE TO PROVIDE STIMULATING ACTIVITIES AND MATERIALS BEYOND THE CLASSROOM LEVEL, TO PROMOTE HIGHER ACHIEVEMENT IN SUCH AREAS AS CRITICAL THINKING, BASIC SKILLS, CITIZENSHIP, UNDERSTANDING OF ENVIRONMENT, AND TO DEVELOP A HARMONIOUS PERSONALITY. THE THREE METHODS OF CONSTRUCTION THAT WERE USED FOR THE PROGRAMS WERE ENRICHMENT, ACCELERATION AND ABILITY GROUPING. IN THE PROGRAM, THE FOUR SUBJECTS EMPHASIZED WERE MATHEMATICS, SCIENCE, READING, AND SOCIAL STUDIES. EVALUATION OF THE PROGRAM REVEALED THAT IN ALL CASES OF COMPARISON THE EXPERIMENTAL GROUPS WERE SUPERIOR TO THE CONTROL GROUPS. THE HYPOTHESIS THAT A PROGRAM OF ACCELERATION AND ENRICHMENT FOR THE ACADEMICALLY TALENTED STUDENT PRODUCED A SCHOOL ATMOSPHERE IN WHICH THE AVERAGE STUDENT GAINS MORE ACADEMICALLY WAS SUPPORTED. ED001315 ACCELERATION AND ENRICHMENT IN THE JUNIOR HIGH SCHOOL. 1963-06-00 25 N/A 1965 2016-11-22

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No Advanced Placement Concept Teaching Curriculum Guides Gifted Physics Science Instruction Secondary Education WESNER, GORDON E. MISSOURI KANAS CITY Missouri Kansas City School District, MO. THE GENERAL PHYSICS CURRICULUM IS PLANNED FOR THOSE WHOSE GENERAL ABILITY IS BETTER THAN AVERAGE AND IS OFFERED IN GRADES 11 OR 12. GENERAL OBJECTIVES ARE, TO DEVELOP CRITICAL THINKING THROUGH THE SCIENTIFIC METHOD, TO UNDERSTAND BASIC PHYSICAL LAWS AND MAN'S PLACE IN THE UNIVERSE, AND TO DEVELOP A SCIENTIFIC ABILITY AND INTEREST. ELEVEN UNITS OF STUDY ARE OUTLINED WITH EXPERIMENTS AND RELATED ACTIVITIES. SAMPLE TESTS ARE INCLUDED. SOME OF THE AREAS COVERED ARE--MOLECULAR PHYSICS, FORCE AND MOTION, HEAT, LIGHT, ELECTRICITY, AND MECHANICS. THE ADVANCED PLACEMENT PHYSICS COURSE IS A COLLEGE LEVEL COURSE TAUGHT IN HIGH SCHOOLS FOR A SELECTED GROUP OF HIGHLY ABLE STUDENTS. UNITS ARE OUTLINED IN MECHANICS, HEAT, WAVE MOTION, ELECTRICITY AND MAGNETISM, OPTICS, AND ATOMIC PHYSICS. A SAMPLE TEST REQUIRING A FULL UNDERSTANDING OF THE CONCEPTS TAUGHT IS INCLUDED TO AID THE TEACHER IN STUDENT EVALUATION, TEXTS, REFERENCES, AUDIOVISUAL AIDS AND PROFESSIONAL AIDS ARE LISTED IN THE GUIDE. ED001316 CURRICULUM GUIDES IN PHYSICS--GENERAL ADVANCED PLACEMENT, COLLEGE LEVEL. 1961-07-00 68 N/A 1965 2016-11-22

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No Environmental Influences Ethnic Groups Intelligence Intelligence Differences Intelligence Tests Physical Characteristics Psychological Studies Racial Differences MONTAGU, ASHLEY New York (New York) NEW YORK New York New York (New York) B'nai B'rith, New York, NY. Anti-Defamation League. A DISCUSSION ON THE VARIOUS RACES WAS PRESENTED. STATISTICS SHOWED THAT LIKENESSES AMONG GROUPS WERE ABOUT 95 PERCENT, WHILE DIFFERENCES WERE ONLY 5 PERCENT. FROM THE BIOLOGICAL STANDPOINT, THERE WAS NO PHYSICALLY INFERIOR OR PHYSICALLY SUPERIOR RACIAL TRAITS. THERE WAS NO PROOF THAT "RACE" AND INTELLIGENCE WERE LINKED. RATHER EVIDENCE SHOWED THAT BETWEEN ONE ETHNIC GROUP AND ANOTHER THE BIOLOGICAL ENDOWMENT FOR INTELLIGENCE WAS MUCH THE SAME, BY INTELLIGENCE WAS MEANT THE ABILITY TO MAKE A SUCCESSFUL RESPONSE TO A SITUATION. IN A COMPARISON OF NEGRO AND WHITE BABIES UP TO THEIR FIRST YEAR, THE NEGROES, BOTH IN PHYSICAL AND PSYCHOLOGICAL DEVELOPMENT, DID AS WELL AS THE WHITE BABIES. THE NEGROES WERE JUST AS INTELLIGENT AND AS WELL DEVELOPED AS THE WHITE BABIES. THUS IF THE ENVIRONMENT WAS EQUALIZED FOR THE TWO GROUPS, THE PERFORMANCE, BOTH PHYSICALLY AND PSYCHOLOGICALLY, OF THE MEMBERS OF EACH GROUP WOULD USUALLY BE EQUALIZED. BESIDES THE INFLUENCE OF ENVIRONMENT, THE USE OF INTELLIGENCE TESTS HAD THE EFFECT OF SHOWING DIFFERENCES BETWEEN ETHNIC GROUPS. BUT TO APPLY SOME INTELLIGENCE TESTS TO OTHER ETHNIC GROUPS IS UNFAIR FOR MOST INTELLIGENCE TESTS ARE NOT CULTURALLY FREE OR CULTURALLY FAIR. HIGH INTELLIGENCE WAS NOT THE MONOPOLY OF ANY ONE ETHNIC GROUP. WHAT WAS OFTEN THE MONOPOLY OF ONE ETHNIC GROUP WAS THE CONTROL OF OPPORTUNITY IN SUCH A MANNER AS TO AFFORD ITS BENEFITS TO ITS OWN GROUP WHILE EXCLUDING OTHER GROUPS FROM ENJOYING THEM. UNDER SUCH CONDITIONS THE GROUP THAT WAS UNFAVORABLY DISCRIMINATED AGAINST DID NOT DO AS WELL AS THE GROUP THAT APPORTIONS THE MAJOR BENEFITS TO ITSELF. ED001317 WHAT WE KNOW ABOUT "RACE." 1964-00-00 38 N/A 1965 2016-11-22

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No Instructional Materials Library Personnel Library Services Library Skills School Libraries MAHAR, MARY H. DISTRICT OF COLUMBIA Government Printing Office District of Columbia Office of Education (DHEW), Washington, DC. BECAUSE OF GREATLY ACCELERATED RATE OF INCREASE OF KNOWLEDGE, GROWTH OF INTEREST IN KNOWLEDGE AND DRAMATIC DEVELOPMENTS IN THE MEDIA OF COMMUNICATION, THE ROLE OF THE LIBRARIAN IS BECOMING A MORE IMPORTANT ONE. FIRST, THERE ARE SEVERAL COMPETENCIES NEEDED BY THE LIBRARIAN, SUCH AS BEING A GOOD LEADER, KNOWING THE CURRICULUM, KNOWING OTHER MEDIA OF COMMUNICATION, HAVING A GOOD VOCABULARY, UNDERSTANDING ORGANIZATION AND ADMINISTRATION, HELPING WITH INSTRUCTIONAL MATERIALS CENTERS, KNOWING SPECIALISTS IN ALL FIELDS. SECOND, THE LIBRARIAN SHOULD GUIDE THE SCHOOL PERSONNEL IN SELECTING AND EVALUATING MATERIALS. THIRD, THERE SHOULD BE EDUCATION FOR ADMINISTRATORS, AS WELL AS TEACHERS AND LIBRARIANS, IN THE USE OF INSTRUCTIONAL MATERIALS CENTERS. FOURTH, THERE SHOULD BE INSERVICE EDUCATION TO HELP TEACHERS AND LIBRARIANS UNDERSTAND THE VALUE OF A BROAD BASE OF INSTRUCTIONAL MATERIALS, TO KNOW THE MATERIALS, AND TO KNOW HOW TO USE THEM EFFECTIVELY. FIFTH, FORMAL EDUCATION SHOULD BE ESTABLISHED TO ADEQUATELY TRAIN LIBRARIANS. ED001318 THE SCHOOL LIBRARY AS A MATERIALS CENTER. PROCEEDINGS OF A CONFERENCE UNDER THE AUSPICES OF THE U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE OFFICE OF EDUCATION, WASHINGTON, MAY 16, 17, 18, 1962. 1962-00-00 84 N/A 1965 2016-11-22

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No Arithmetic Audiovisual Aids Educational Media Elementary Schools Kindergarten Mathematical Vocabulary Mathematics Mathematics Curriculum Preschool Curriculum CASAVANT, MARION AND OTHERS NEW YORK New York (Syracuse) New York New York (Syracuse) Syracuse City School District, NY. MATERIALS ARE PRESENTED WHICH EMPHASIZE INFORMAL LEARNING THROUGH SENSORY EXPERIENCES. SINCE MUCH OF THE CHILD'S ENCOUNTER WITH NUMBERS AT THIS LEVEL IS INCIDENTAL, THE INTENT IS TO PROVIDE A CONCRETE APPROACH FOR THIS AGE GROUP. THE FOLLOWING AREAS ARE COVERED--(1) SUGGESTED COUNTING ACTIVITIES, (2) GROUPING ACTIVITIES SUCH AS DANCING GAMES WITH PARTNERS, (3) LEARNING TO RECOGNIZE GROUPS OF 2, 3, AND 4 OBJECTS WITHOUT COUNTING, (4) LEARNING THE ORDINALS, FIRST, SECOND, THIRD, (5) TIME RECOGNITION, (6) FORM RECOGNITION SUCH AS GEOMETRIC SHAPES, (7) FRACTIONS, (8) MEASUREMENT, (9) COMPARISONS OF SIZE, AND (10) RELATED PERSONAL EXPERIENCES. THE OBJECTIVE IS TO ACQUAINT THE CHILDREN WITH MATHEMATICAL LANGUAGE. ED001319 MATHEMATICS IN THE KINDERGARTEN. 1959-12-05 31 N/A 1965 2016-11-22

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No Aspiration Class Attitudes Curriculum Development Discipline Elementary Education Family Attitudes Participation School Administration Secondary Education Social Class WOLFORD, MELVIN E. Oregon (Eugene) Oregon Oregon Univ., Eugene. School of Education. SOCIAL CLASSES EXIST IN AMERICA EVEN THOUGH AMERICANS WOULD RATHER NOT DISCUSS THE SUBJECT. THE IMPORTANT AND OFTEN VAST DIFFERENCES IN ATTITUDES HELD BY MEMBERS OF DIFFERENT SOCIAL CLASSES MUST BE TAKEN INTO ACCOUNT IN CURRICULUM PLANNING AT THE ELEMENTARY AND SECONDARY EDUCATIONAL LEVELS. THESE ATTITUDES AFFECT ALL APSECTS OF THE EDUCATIONAL PROGRAM. REPRESENTATIVE TOPICS COVERED ARE ATTITUDES OF THE FAMILY, CLASS PERSONALITY DIFFERENCES AND THE SCHOOL PROGRAM, CLASS DIFFERENCES IN LEVELS OF ASPIRATION AND EDUCATION, CLASS ATTITUDES, DISCIPLINE, AND THE GUIDANCE PROGRAM, CLASS ATTITUDES AS THEY EFFECT SCHOOL ADMINISTRATION, THE TEACHER, AND PUPIL EVALUATION, ATTITUDES TOWARD TESTS, READING, WORK, AND RECREATION, ATTITUDES AND THE CURRICULUM IN GENERAL, PARTICIPATION IN SCHOOL ACTIVITES, AND DIFFERENCES IN PREJUDICE AND AGGRESSION. THE SCHOOL CAN AND SHOULD PLAY A RECONCILING ROLE AS WELL AS AN EDUCATIONAL ONE BETWEEN THE CLASSES. ED001320 DIFFERENCES IN ATTITUDES OF SOCIAL CLASSES--IMPLICATIONS FOR EDUCATIONAL PLANNING. 1963-02-00 1 N/A 1965 2016-11-22

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No Audiovisual Aids Curriculum Development Curriculum Guides Elementary Education Field Trips Grade 2 Problem Solving Sciences Teaching Guides Teaching Methods BAIRD, LORRAINE AND OTHERS CALIFORNIA California (Fresno) California California (Fresno) Fresno County Schools, CA. IN ELEMENTARY SCIENCE EDUCATION, CONCEPTS ARE BUILT FROM EXPERIENCE, NOT MEMORIZED FROM PRINTED MATERIAL. TEACHERS SHOULD BE ALERT AT ALL TIMES TO SET UP OR CALL ATTENTION TO SITUATIONS PROVIDING OPPORTUNITIES FOR THE USE OF PROBLEM-SOLVING TECHNIQUES. THE TYPES OF ACTIVITIES THAT WILL PROMOTE AND STIMULATE PROBLEM-SOLVING SITUATIONS AND HELP TO DEVELOP SCIENTIFIC ATTITUDES INCLUDE--DISCUSSION, EXPERIMENTATION, EXCURSIONS, USE OF AUDIOVISUAL MATERIALS, ALLOWING CREATIVE EXPRESSION, OBSERVATION, AND USE OF RESOURCE PEOPLE. ROOMS SHOULD DISPLAY VARIOUS SCIENCE MATERIALS, INCLUDING A NATURE TABLE. THE UNITS USED IN GRADE TWO ARE--MAGNETISM AND ELECTRICITY, METEOROLOGY, HEAT, ASTRONOMY, AND LIGHT. EACH UNIT INCLUDES A VOCABULARY, A LIST OF EQUIPMENT SUPPLIES, PROBLEMS AND CONCEPTS, RESOURCES, AND SUGGESTED ACTIVITIES. FOR EXAMPLE, TO DEMONSTRATE THE CONCEPT THAT FRICTION IS A SOURCE OF HEAT, THE TEACHER SHOULD HAVE THE CHILDREN RUB ERASERS QUICKLY ON THE DESK AND THEN FEEL THE ERASERS. ED001321 SCIENCE. GRADE TWO. 1964-00-00 117 N/A 1965 2016-11-22

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No Arithmetic Curriculum Development Curriculum Guides Elementary Education Enrichment Activities Grade 5 Language Arts Music Reading Sciences Social Studies Teaching Guides HANSEN, WILLIAM CALIFORNIA California (Fresno) California California (Fresno) Fresno City Unified School District, CA. ENRICHED ACTIVITIES DEVELOPED BY TEACHERS ARE LISTED IN OVERLAPPING SUBJECT AREAS. MATERIALS, GAMES, AND EXERCISES IN ARITHMETIC, LANGUAGE, MUSIC, READING, SCIENCE, AND SOCIAL STUDIES ARE ALSO LISTED. EXAMPLES ARE--(1) AN OUTLINE CLASSIFYING AN INSECT AND OBSERVING ITS HABITS, (2) ARITHMETIC PROBLEMS TO DEVELOP LOGIC IN SOLVING WORD PROBLEMS, (3) A GAME TO DEVELOP VOCABULARY--"ASK MR. WEBSTER," (4) PHONETIC PARAGRAPHS TO DEVELOP READING SKILL, (5) A GAME MATCHING COMPOSERS WITH THEIR BIOGRAPHIES. AIDS FOR IDENTIFYING THE MORE ABLE STUDENT ARE ALSO INCLUDED. ED001322 THE MORE CAPABLE LEARNER. GRADE FIVE. 1963-00-00 123 N/A 1965 2016-11-22

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No Audiovisual Aids Audiovisual Instruction Educational Television Teaching Methods Television Television Curriculum Television Teachers CALIFORNIA California (Los Angeles) California California (Los Angeles) Los Angeles County Superintendent of Schools, CA. IT IS NOTED THAT TELEVISION IS USED TO EXTEND, ENRICH, AND SUPPLEMENT CURRENT WORK OF THE CLASSROOM IN ANY SUBJECT FIELD UNDER THE DIRECTION OF THE CLASSROOM TEACHER. IT MAY PROVIDE BASIC INSTRUCTION FOR STUDENTS OR GIVE DIRECTION TO THE CLASSROOM TEACHER IN A PARTICULAR SUBJECT. QUALITY PROGRAMS ARE DEPENDENT UPON IDEAS, PERSONNEL AND PRODUCTION. TELEVISION MAKES AVAILABLE TO MANY STUDENTS THE SPECIAL TALENTS OF SCIENTISTS, ARTISTS, BUSINESSMEN, AND GOVERNMENT LEADERS, PRESENTS UNUSUAL EXPERIMENTS AND DEMONSTRATIONS, INTRODUCES STUDENTS TO PEOPLE OF OTHER REGIONS, TAKES STUDENTS INTO MUSEUMS, FACTORIES AND OTHER INACCESSIBLE PLACES, TRANSMITS IDEAS, UNDERSTANDINGS AND INFORMATION ECONOMICALLY, BRINGS CURRENT EVENTS INTO THE CLASSROOM, AND PROVIDES THE OPPORTUNITY FOR CLEAR AND DETAILED OBSERVATIONS BY MEANS OF SLOW MOTION, ANIMATION OR EDITING. ATTRIBUTES OF A GOOD TELEVISION TEACHER INCLUDE THE ABILITIES TO PLAN AND DEVELOP A LESSON, TO THINK AND PLAN VISUALLY, AND TO COMMUNICATE AND STIMULATE. A TABLE REVEALS THAT 22 1/2 HOURS OF PREPARATION IS REQUIRED FOR ONE PROGRAM. PROBLEMS INVOLVED IN TELEVISION TEACHING ARE LISTED AS--TIME INVOLVED, TENSION, PRESSURE, APPEARANCE, A SOMETIMES HELPLESS FEELING, AND ADDED PERSONAL EXPENSES. ESSENTIAL TELEVISION PROGRAMS ARE GIVEN AS SPANISH I AND II, INSERVICE FOR SPANISH TEACHERS, MATHEMATICS FOR 4TH, 5TH, AND 6TH GRADES, AND INSERVICE FOR MATHEMATICS TEACHERS. IF MONEY AND TIME ARE AVAILABLE, OTHER AREAS SUGGESTED ARE AMERICA'S HERITAGE FOR MIDDLE GRADES AND 8TH GRADE, UNITS ON AFRICA, JAPAN, LATIN AMERICA AND MIDDLE EAST, SPANISH III, AND MATH, SCIENCE, ART, MUSIC, FIELD TRIPS, HEALTH AND HOLIDAYS FOR PRIMARY GRADES. ED001323 REPORT TO THE LOS ANGELES COUNTY BOARD OF EDUCATION RELATIVE TO TELEVISION FOR 1963-64. 1963-00-00 60 N/A 1965 2016-11-22

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No Discovery Processes Grade 3 Problem Solving Science Curriculum Scientific Concepts Scientific Methodology Student Experience ANDREEN, JEAN AND OTHERS California (Fresno) CALIFORNIA California California (Fresno) Fresno County Schools, CA. SCIENCE CONCEPTS IN THE ELEMENTARY SCHOOL CLASSROOMS SHOULD BE BUILT FROM STUDENT EXPERIENCES, NOT MEMORIZED FROM PRINTED MATERIALS. TEACHERS SHOULD BE ALERT AT ALL TIMES AND CONSCIOUSLY ATTEMPT TO SET UP OR CALL ATTENTION TO SITUATIONS PROVIDING OPPORTUNITIES FOR THE USE OF PROBLEM-SOLVING TECHNIQUES. THE FOLLOWING GENERAL AREAS ARE SUGGESTED AS ACTIVITIES TO STIMULATE PROBLEM SOLVING SITUATIONS AND DEVELOP SCIENTIFIC ATTITUDES--CLASS DISCUSSION, EXPERIMENTS, EXCURSIONS OR FIELD TRIPS, READING, USE OF AUDIOVISUAL MATERIALS, ALLOWING CREATIVE EXPRESSION, OBSERVATION, USE OF RESOURCE PEOPLE, AND EVALUATION. SEVEN SCIENCE AREAS HAVE BEEN ALLOCATED FOR SPECIAL EMPHASIS TO THE THIRD GRADE LEVEL. THE AREAS ARE--SOUND, PLANTS, MAGNETISM AND ELECTRICITY, HEAT, GEOLOGY, CHEMICAL CHANGE, AND ANIMALS. UNITS IN EACH OF THESE ASPECTS OF SCIENCE HAVE BEEN PREPARED AS TEACHERS' GUIDES. SUGGESTED VOCABULARY WORDS, APPARATUS, EQUIPMENT SUPPLIES, WAYS TO INTRODUCE THE UNIT, PROBLEMS AND CONCEPTS, RESOURCE MATERIAL, AND CLASSROOM ACTIVITIES RELATING TO EACH UNIT ARE INCLUDED IN THE INDIVIDUAL GUIDES. ED001324 SCIENCE. GRADE THREE. 1964-00-00 125 N/A 1965 2016-11-22

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No Ability Identification Basic Skills Creative Expression Critical Thinking Gifted Guidance Parent Participation Program Development Skill Development Student Improvement Underachievement California (Los Angeles) CALIFORNIA California California (Los Angeles) Los Angeles City Schools, CA. THE GENERAL OBJECTIVES OF EDUCATION FOR GIFTED PUPILS DO NOT DIFFER MATERIALLY FROM THOSE FOR ALL PUPILS, EVERY CHILD SHOULD BE HELPED TO MAKE THE MOST OF HIS POTENTIALITIES. WITH ACADEMICALLY TALENTED STUDENTS, THE FOLLOWING GOALS NEED SPECIAL EMPHASIS--ACHIEVEMENT OF BASIC SKILLS OF LEARNING TO THE FULLEST EXTENT OF THE PUPIL'S ABILITY, DEVELOPMENT OF CRITICAL THINKING ABILITY, PROVISION OF OPPORTUNITIES FOR CREATIVE EXPRESSION. IMPORTANT ASPECTS OF GUIDANCE FOR GIFTED PUPILS ARE DISCUSSED--(1) IDENTIFICATION AND USE OF SPECIFIC ACHIEVEMENT AND INTELLIGENCE TESTS ALONG WITH OBSERVATION BY TEACHERS AND PARENTS ARE SUGGESTED METHODS OF IDENTIFYING THE STUDENTS, (2) PLANNING, IN ORDER TO PROVIDE SPECIAL OPPORTUNITIES FOR THESE STUDENTS, SUCH METHODS AS CLUSTER GROUPING, SPECIAL INTEREST CLUBS, ENRICHMENT PROGRAMS, ACCELERATED CLASSES, SUMMER SCHOOL, AND SEPARATE CLASSES ARE AVAILABLE FOR INDIVIDUAL SCHOOL NEEDS, AND (3) WORKING WITH PARENTS AND WAYS OF IMPLEMENTING TEACHER-PARENT COOPERATION ARE EXPLORED. A MAJOR PROBLEM IN IDENTIFYING AND WORKING WITH GIFTED PUPILS IS UNDERACHIEVEMENT. MOTIVATING UNDERACHIEVERS SHOULD BE A MAJOR CONCERN OF THE SCHOOL. THREE CASE HISTORIES OF UNDERACHIEVING GIFTED PUPILS ARE INCLUDED IN THE APPENDIX AS A GUIDE. ED001325 GUIDANCE OF GIFTED PUPILS. 1961-05-00 33 N/A 1965 2016-11-22

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No Discovery Processes Fundamental Concepts Grade 4 Lesson Plans Modern Mathematics Set Theory Teaching Guides VOJIKO, GEORGE R. CALIFORNIA California (San Diego) California California (San Diego) San Diego City Schools, CA. THE PURPOSE OF THIS INTERIM UNIT IS TO ASSIST TEACHERS AND PUPILS IN MAKING THE TRANSITION TO A CONTEMPORARY MATHEMATICS PROGRAM FROM THE PRESENT PROGRAM. TO ENABLE STUDENTS TO MAKE THIS TRANSITION MORE EASILY, EACH UNIT IS BASED ON FAMILIAR CONCEPTS, DEVELOPS GRADUALLY, AND IS DIRECTED TOWARD CERTAIN FUNDAMENTAL PRINCIPLES. CHILDREN SHOULD BE GIVEN AN OPPORTUNITY TO DISCOVER MANY OF THESE NEW CONCEPTS. TEACHERS MAY GUIDE DISCOVERY BY ASKING THOUGHT-PROVOKING QUESTIONS AND USING CONCRETE MATERIALS. THE THREE UNITS SHOULD BE COVERED IN A MINIMUM OF 6 WEEKS AND A MAXIMUM OF 8 WEEKS. EACH UNIT IS ORGANIZED WITH A TEACHER OBJECTIVE AND BACKGROUND INFORMATION. TEACHING PROCEDURES ARE DIVIDED INTO THE TEACHER'S EXPLORATION OF THE UNIT FOLLOWED BY PUPIL EXERCISES. ED001326 AN INTERIM UNIT IN CONTEMPORARY MATHEMATICS FOR GRADE 4. SETS, NUMBERS, AND OPERATIONS. 1965-01-00 141 N/A 1965 2016-11-22

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No Job Training Mild Mental Retardation Occupational Information Special Education Special Programs Specialists Work Experience Programs HUTCHINSON, LINN CALIFORNIA California (Santa Ana) California California (Santa Ana) Orange County Dept. of Education, Santa Ana, CA. THE WORK EXPERIENCE EDUCATION PROGRAM FOR THE EDUCABLE MENTALLY RETARDED IS DESIGNED TO PREPARE THE STUDENT FOR ECONOMIC SELF-SUFFICIENCY IN THE ADULT WORLD. THE PROGRAM AIMS TO DEVELOP COMPETENCY IN PERSONAL HABITS, ACADEMIC SKILLS, AND SOCIAL RELATIONS. EACH STUDENT IN THE SPECIAL WORK EXPERIENCE PROGRAM PROFITS BY OCCUPATIONAL INFORMATION, VOCATIONAL GUIDANCE, VOCATIONAL TRAINING, JOB PLACEMENT, AND ACADEMIC TRAINING. THE SPECIAL EDUCATION TEACHER IS THE KEY INDIVIDUAL AROUND WHOM THE SUCCESSFUL WORK EXPERIENCE PROGRAM REVOLVES. THE TEACHER MUST HAVE SUFFICIENT TIME TO PLAN, TO SUPERVISE, AND TO FOLLOW-UP IF AN ADEQUATE PROGRAM IS TO BE INITIATED AND MAINTAINED. ANOTHER STAFF MEMBER IS THE WORK EXPERIENCE COORDINATOR. THE GENERAL DUTIES OF THIS INDIVIDUAL INCLUDE "SELLING" THE PROGRAM TO SCHOOL ADMINISTRATORS AND THE COMMUNITY, FINDING PLACES OF EMPLOYMENT AND SCREENING PUPILS FOR JOBS, AND SUPERVISING THE STUDENTS ON THE JOB. WORK EXPERIENCE EDUCATION SHOULD BE A REQUIRED COURSE OF ELIGIBLE EDUCABLE MENTALLY RETARDED STUDENTS 16 YEARS OF AGE OR OLDER. FIVE UNITS OF CREDIT PER SEMESTER ARE RECEIVED FOR THE COURSE. BEFORE STARTING SUCH A PROGRAM ONE SHOULD BECOME FAMILIAR WITH PERTINENT STATE AND FEDERAL LAWS THAT OUTLINE STUDENT QUALIFICATIONS, LIMITS OF WORK LOADS, SUPERVISION, SCHOOL CREDIT, AND OTHER ASPECTS. THREE TYPES OF INSURANCE SHOULD BE CONSIDERED BY SCHOOLS AND EMPLOYERS FOR WORK EXPERIENCE STUDENTS. THE TYPES ARE--ACCIDENT INSURANCE, GENERAL LIABILITY INSURANCE, AND WORKMEN'S COMPENSATION. ED001327 WORK EXPERIENCE EDUCATION FOR THE EDUCABLE MENTALLY RETARDED. 1963-05-00 71 N/A 1965 2016-11-22

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No Acceleration Gifted Grade 2 Summer Programs Teaching Guides BEEGLE, HARRIET PRESS, BILLIE CALIFORNIA California (Pasadena) California California (Pasadena) Pasadena City Unified School District, CA. A SUMMER PROGRAM FOR GIFTED SECOND GRADERS IS PRESENTED. THE REQUIREMENTS FOR A CHILD'S PARTICIPATION INCLUDE AN IQ OF 130 OR BETTER, STRONG ACADEMIC TALENT, HIGH MOTIVATION, PARENTS' APPROVAL AND RECOMMENDATIONS OF THE STAFF. THE CURRICULUM CONSISTS OF READING (E.G. TEXTS, SUPPLEMENTARY READING, INDIVIDUALIZED READING, SOCIAL STUDIES MATERIAL), HANDWRITING, SPELLING, AND ARITHMETIC. THE ARGUMENT FAVORING ACCELERATION OF STUDENTS IS DRAWN FROM TERMAN'S AND OTHERS' STUDIES WHICH CLAIM THAT THOSE GRADUATING FROM HIGH SCHOOL WERE WELL ADJUSTED SOCIALLY AND WERE FAR MORE SUCCESSFUL IN LATER EDUCATION AND CAREERS THAN WERE THEIR NONACCELERATED PEERS OF SIMILAR INTELLIGENCE AND BACKGROUND. ED001328 GUIDE FOR PLANNED ACCELERATION FOR GIFTED SECOND GRADERS. WORKING DRAFT. 1963-00-00 28 N/A 1965 2016-11-23

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No Art Education Educational Television Music Education Physical Education Primary Education Sciences Teaching Guides Teaching Methods Units of Study DELIKAN, ALFRED AND OTHERS Wisconsin (Milwaukee) WISCONSIN Wisconsin Wisconsin (Milwaukee) Milwaukee Public Schools, WI. TELECAST PROGRAMS FOR THE UPPER PRIMARY GRADES WERE IN ART, MUSIC, PHYSICAL EDUCATION AND SCIENCE. A PREVIEW OF THE CONTENT OF EACH UNIT WAS GIVEN, TOGETHER WITH DETAILED INFORMATION FOR FOLLOWUP ACTIVITY. IN THE ART SERIES, IT WAS RECOMMENDED THAT PUPIL PARTICIPATION TAKE PLACE AS SOON AS POSSIBLE AFTER THE TELECAST. INDIVIDUAL CREATIVITY WAS EMPHASIZED. LESSONS INCLUDED A WINTER THEME, STUFFED PAPER FORMS, SPONGE PAINTING, AND A SPRING MURAL. MUSIC LESSONS WERE DESIGNED TO ACQUAINT THE PUPILS WITH THE APPEARANCE AND SOUND OF INSTRUMENTS SUCH AS THE VIOLIN, CELLO, TRUMPET, FLUTE AND DRUMS, WITH EXPHASIS ON ACTIVE LISTENING RATHER THAN PASSIVE HEARING. TEACHERS WERE ADVISED TO BECOME ACQUAINTED WITH SELECTIONS TO BE USED BEFORE THE PRESENTATION, AND TO REPLAY THEM TO PUPILS AFTER THE TELECAST TO INCREASE FAMILIARITY WITH MUSIC WITH RESPECT TO MOOD, INSTRUMENTATION, RHYTHM, MELODY AND FORM. PUPILS SHOULD BE GIVEN THE OPPORTUNITY TO LISTEN QUIETLY TO AN UNINTERRUPTED PERFORMANCE OF MUSIC. PHYSICAL EDUCATION TELECASTS WERE DESIGNED TO PRESENT NEW ACTIVITIES, SHOW CORRECT TECHNIQUES OF VARIOUS SKILLS AND GUIDE PUPILS IN THE DEVELOPMENT OF DESIRABLE HABITS AND ATTITUDES. STUNTS AND TUMBLING, ROPE JUMPING, OUTDOOR GAMES AND CIRCUS TIME WERE INCLUDED. CIRCUS THEME ACTIVITIES WERE CORRELATED WITH OTHER SUBJECTS IN THE PRIMARY GRADE SUCH AS LANGUAGE ARTS, READING, NUMBERS, SOCIAL STUDIES, SCIENCE, ART AND MUSIC. SCIENCE TELECASTS WERE DESIGNED TO BRING SCIENCE EXPERIENCES INTO THE CLASSROOM WHICH MIGHT NOT ORDINARILY BE POSSIBLE. UNITS IN THIS SERIES WERE PLANTS, ANIMALS, EARTH, UNIVERSE, AND ENERGY. FOR SOME CLASSES, THE TELECASTS PROVIDED ENRICHMENT, FOR OTHERS, AN INTRODUCTION TO THE PARTICULAR AREA. ED001329 INSTRUCTIONAL TELEVISION FOR THE UPPER PRIMARY. A TEACHER GUIDE, SEMESTER II. 1962-00-00 57 N/A 1965 2016-11-22

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No Elementary Education Identification Mild Mental Retardation Parent Participation Program Development Program Evaluation Rural Education Selection THORSELL, MARGUERITE Kansas (Topeka) KANSAS Kansas Kansas State Dept. of Public Instruction, Topeka. OBJECTIVES WERE TO PROPOSE, INITIATE, EVALUATE AND IDENTIFY LIMITATIONS OF A PROGRAM PROVIDING EDUCATIONAL SERVICES TO EDUCABLE MENTALLY RETARDED CHILDREN IN REGULAR CLASSROOMS, AND TO DEVELOP A PROCEDURE FOR EDUCATING SUCH CHILDREN IN SPARSELY POPULATED RURAL AREAS. THE 2-YEAR STUDY INCLUDED 41 CHILDREN FROM GRADES ONE THROUGH SIX. METHODS WERE DEVISED TO IDENTIFY AND SELECT EDUCABLE STUDENTS. THE PROGRAM DEVELOPED PROVIDED A SPECIALIST TO COUNSEL PARENTS, TO PLAN WITH AND TRAIN TEACHERS AND TO WORK WITH LOCAL AND STATE AGENCIES DEVELOPING INDIVIDUALIZED PROGRAMS FOR EACH CHILD IN THE EXPERIMENTAL GROUP. BECAUSE IT WAS FOUND THAT THE INCIDENCE OF EDUCABLE MENTAL RETARDATION IN THE FIRST SIX GRADES OF PUBLIC SCHOOLS WAS 1.5 PERCENT, THE RESULTS GENERALLY INDICATED THAT THE PROGRAM WAS NOT PRACTICAL. POSITIVE INDICATIONS FOR FURTHER STUDIES OF THIS SORT WERE FOUND IN THE AREA OF ACADEMIC ACHIEVEMENT AND IN TEACHER OPINION POLLS. ED001330 THE EDUCATION OF EDUCABLE MENTALLY RETARDED CHILDREN IN SPARSELY POPULATED RURAL AREAS. 1963-00-00 339 N/A 1965 2016-11-22

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No Air Conditioning Equipment Building Design Case Studies Controlled Environment Costs Educational Facilities Educational Needs High Schools Surveys OSTENBERG, JOE W. KANSAS Kansas McPherson High School, KS. THE STANFORD UNIVERSITY SCHOOL PLANNING LABORATORIES CONDUCTED AN EDUCATIONAL SURVEY OF THE EDUCATIONAL NEEDS OF THE MCPHERSON CITY SCHOOLS BY STUDYING THE EXISTING CONDITIONS, LOCAL ECONOMIES, AND POTENTIAL POPULATION GROWTH. IT WAS RECOMMENDED THAT A NEW SENIOR HIGH BE BUILT TO HOUSE 700-750 STUDENTS, THE ANTICIPATED ENROLLMENT 10 YEARS AFTER COMPLETION. EDUCATIONAL SPECIFICATIONS WERE BASED UPON AN UNGRADED HIGH SCHOOL, INCORPORATING TEAM TEACHING, LANGUAGE LABORATORY, EDUCATIONAL TELEVISION AND THE USE OF MOVABLE PARTITIONS TO PERMIT VARYING STUDENT-TEACHER RATIOS. IT WAS DECIDED THAT CONTROLLED ENVIRONMENTS WOULD OFFER EXTRA BENEFITS FROM THE STANDPOINT OF PUPILS, TEACHERS AND THE LEARNING PROCESS AS WELL AS IN MAINTENANCE AND ADMINISTRATION. A BREAKDOWN OF THE PRICES RELATING TO HEATING, VENTILATING AND AIR CONDITIONING SYSTEMS REVEALED THAT THE CONTROLLED ENVIRONMENT COULD BE INSTALLED AT A REASONABLE COST. IN THE MATTER OF DESIGN, THE SHAPE THAT SEEMED TO FUNCTION BEST WITH THE EDUCATIONAL PROGRAM WAS THE HEXAGON, WHICH WOULD PERMIT A GROUP OF CLASSROOMS TO BE FOCUSED AROUND A CENTRAL INSTRUCTION CORE, WHILE AT THE SAME TIME PERMITING FLEXIBILITY OF INSTRUCTIONAL SPACE. IT IS HELD THAT THIS BUILDING PROVES THAT WITH INTELLIGENT COUNSEL, PLANNING, AND COOPERATION, IT IS POSSIBLE TO MEET THE NEW EDUCATIONAL DEMANDS FOR A FLEXIBLE, FUNCTIONAL BUILDING WITH A COMPLETELY CONTROLLED THERMAL ENVIRONMENT AT A HIGH DEGREE OF QUALITY AND COMPARATIVELY LOW COST. SOME UNUSUAL FACTS ABOUT THE BUILDING ARE THAT EXTERIOR WINDOWS IN THE ACADEMIC AREA ARE REDUCED TO VISION STRIPS AND THAT THE IRREGULAR SHAPES OF THE CLASSROOMS AID ACOUSTICAL QUALITIES. TABLES ARE INCLUDED SHOWING COST DATA AND THE ARCHITECT'S ANALYSIS OF SAVINGS. ED001331 SCHOOL AIR CONDITIONING/CASE STUDY, MCPHERSON HIGH SCHOOL. 1961-00-00 12 N/A 1965 2016-11-22

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No Classroom Techniques Course Organization Elementary Education Learning Activities Mild Mental Retardation Program Development Special Classes Student Needs Teaching Guides Teaching Methods ORMOND, LAMAR AND OTHERS California (Woodland) CALIFORNIA California Yolo County Schools, Woodland, CA. THE MENTALLY RETARDED PERSON MUST LEARN TO COPE WITH THE FUNDAMENTAL PROBLEMS OF DAILY LIVING FROM THE STANDPOINT OF HIS UNIQUE HANDICAP. SOME OF HIS NEEDS INCLUDE LEARNING TO--MAINTAIN A STATE OF PHYSICAL WELL-BEING, LIVE SAFELY, UNDERSTAND HIMSELF, GET ALONG WITH OTHERS, COMMUNICATE IDEAS, USE LEISURE TIME, EARN A LIVING, BE A HOMEMAKER, ENJOY LIFE THROUGH APPRECIATION OF ART AND MUSIC, MANAGE HIS MONEY, AND ADJUST TO THE FORCES OF NATURE. THE PHILOSOPHY AND AIM OF EDUCATION FOR THE MENTALLY RETARDED IS TO DEVELOP A SCHOOL PROGRAM WHICH WILL FULFILL THE NEEDS OF EACH CHILD, HELP HIM TO LIVE BETTER, AND TEACH HIM TO USE ALL OF HIS CAPACITIES TO BECOME A USEFUL AND HAPPY MEMBER OF THE GROUP IN WHICH HE LIVES. ONE OF THE FIRST CONSIDERATIONS IN A SPECIAL TRAINING PROGRAM SHOULD BE THE PHYSICAL AND EMOTIONAL CLIMATE OF THE CLASSROOM. MUCH CAN BE ACCOMPLISHED BY INTRODUCING THE MENTALLY RETARDED CHILD TO AN ATTRACTIVE AND STIMULATING CLASSROOM. FREQUENT ANALYSIS AND EVALUATION OF FUNCTIONAL BULLETIN BOARDS, INTEREST CENTERS, SEATING ARRANGEMENTS, AND WORK AREAS SHOULD BE MADE. PERHAPS THE MAJOR FEATURE OF A SPECIAL MENTALLY RETARDED CLASS IS ITS FLEXIBILITY IN PROGRAMING ACTIVITIES. FOUR SAMPLE SCHEDULES OF DAILY ACTIVITIES ARE PRESENTED AS GUIDES. CURRICULUM IN SPECIAL TRAINING CLASSES IS USUALLY ORGANIZED BY USE OF THE EXPERIENCE UNIT, WHICH OFFERS OPPROTUNITY FOR LIFE-LIKE ACTIVITIES. SUGGESTED LEARNING EXPERIENCES IN THE FOLLOWING SUBJECTS ARE INCLUDED IN CHART FORM--LANGUAGE ARTS, READING, SPELLING, SOCIAL STUDIES, ARITHMETIC, SCIENCE, ARTS, AND CRAFTS, HEALTH AND SAFETY, PHYSICAL EDUCATION, AND MUSIC. LOCAL ADMINISTRATIVE POLICIES AND PROCEDURES FOR SPECIAL TRAINING CLASSES ARE ALSO DISCUSSED. ED001332 A GUIDE TO ORGANIZATION AND OPERATION OF CLASSES FOR MENTALLY RETARDED MINORS. 1963-07-22 118 N/A 1965 2016-11-22

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No Course Organization Curriculum Guides Educational Objectives Mild Mental Retardation Program Development Program Evaluation Teaching Methods HUTCHINSON, LINN California (Santa Ana) CALIFORNIA California California (Santa Ana) Orange County Dept. of Education, Santa Ana, CA. THE MAIN SOCIETAL GOAL FOR ACADEMICALLY RETARDED INDIVIDUALS IS TO MAKE THEM HAPPY, SELF-ACCEPTING, PARTICIPATING PARENTS AND CITIZENS IN NONSKILLED OR SEMISKILLED VOCATIONAL FIELDS. TO FULFULL THIS OBJECTIVE, THE SCHOOL ASSUMES A MAJOR RESPONSIBILITY IN HELPING THE RETARDED CHILD TO DEVELOP PERSONAL ADJUSTMENT, SOCIAL ADEQUACY, A SENSE OF VALUES, AND BASIC SKILLS. AS IS TRUE WITH EVERY LEARNER, THE RETARDED CHILD HAS TO EXPERIENCE TO LEARN. IT IS, THEREFORE, THE SCHOOL'S OBLIGATION TO PROVIDE SITUATIONS IN WHICH EACH CHILD CAN ACTIVELY PARTICIPATE. IN PLANNING UNIT ORGANIZATIONS, THE TEACHER SHOULD--DETERMINE THE PURPOSE OF THE UNIT, FORMULATE A LIST OF DESIRABLE OUTCOMES BASED ON WHAT THE STUDENTS WANT THE UNIT TO DO FOR THEM, DEVELOP SUGGESTED APPROACHES, DEVELOP ACTIVITIES OF EXPERIENCE SUCH AS FIELD TRIPS, RESEARCH WORK, AND CLASS DISCUSSION, DEVELOP SUGGESTED MATERIALS, AND CONSIDER POSSIBLE CULMINATING ACTIVITIES. EVALUATION IS ALSO AN ESSENTIAL ASPECT OF THE PROGRAM, AND THE TEACHER SHOULD CHECK EACH PART OF THE PROGRAM PLAN TO SEE THAT IT IS CONSISTENT WITH THE PROGRAM AIMS. ED001333 UNIT OF ORGANIZATION FOR TEACHING THE EDUCABLE MENTALLY RETARDED. SEMESTER II. 1963-00-00 29 N/A 1965 2016-11-22

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No Art Education Educational Television Instructional Programs Music Education Physical Education Primary Education Teaching Guides Teaching Methods DELIKAN, ALFRED AND OTHERS WISCONSIN Wisconsin (Milwaukee) Wisconsin Wisconsin (Milwaukee) Milwaukee Public Schools, WI. INSTRUCTIONAL TELEVISION PROGRAMS FOR THE MIDDLE PRIMARY GRADES WERE DIVIDED INTO THREE AREAS--ART, MUSIC, AND PHYSICAL EDUCATION. THE MAIN OBJECTIVE OF THE ART PROGRAM WAS TO ENCOURAGE INDIVIDUAL CREATIVITY. PUPIL PARTICIPATION WAS TO TAKE PLACE AS SOON AS POSSIBLE AFTER TELECAST VIEWING. ART LESSONS USED A WINTER THEME, STUFFED PAPER FORMS, SPONGE PAINTINGS AND SPRING MURALS. EACH LESSON INCLUDED A STATEMENT OF PURPOSE, MATERIALS TO BE USED, THE PROPOSED SEQUENCE, AND ADDITIONAL ACTIVITIES. THE MUSIC PROGRAM WAS DESIGNED TO INCREASE THE CHILDREN'S ENJOYMENT OF MUSIC BY POINTING OUT SPECIFIC THINGS TO LISTEN FOR, THEREBY DEVELOPING ACTIVE LISTENING RATHER THAN PASSIVE HEARING, AND TO ACQUAINT THE CHILDREN WITH THE APPREARANCE AND SOUND OF INSTRUMENTS OF THE ORCHESTRA AND BAND. TEACHERS WERE ADVISED TO BECOME PERSONALLY ACQUAINTED WITH THE MUSIC TO BE USED ON THE TELECASTS BEFORE THE ACTUAL PROGRAM, AND TO REPLAY THEM TO THE CHILDREN AFTER THE TELECASTS TO INCREASE FAMILIARITY WITH THE MUSIC WITH RESPECT TO MOOD, INSTRUMENTATION, RHYTHM, MELODY, AND FORM. PHYSICAL EDUCATION LESSONS WERE DESIGNED TO PRESENT NEW ACTIVITIES, TO SHOW THE CORRECT TECHNIQUES OF VARIOUS SKILLS AND TO GUIDE PUPILS IN THE DEVELOPMENT OF DESIRABLE HABITS AND ATTITUDES. ACTIVE PARTICIPATION OF THE STUDENTS AS SOON AS POSSIBLE AFTER THE TELECAST WAS RECOMMENDED. ACTIVITIES FOR THIS GROUP INCLUDED STUNTS AND TUMBLING FUN, BALANCE BEAM SAFETY, HOPPING AND JUMPING SKILLS, AND CIRCUS ACTIVITIES. SUGGESTIONS WERE GIVEN TO CORRELATE A CIRCUS THEME WITH OTHER SUBJECTS IN PRIMARY SCHOOL SUCH AS LANGUAGE ARTS, READING, NUMBERS, SOCIAL STUDIES, SCIENCE, ART, AND MUSIC. ED001334 INSTRUCTIONAL TELEVISION FOR THE MIDDLE PRIMARY. A TEACHER GUIDE, SEMESTER II. 1962-00-00 43 N/A 1965 2016-11-22

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No Advanced Placement Course Organization Curriculum Development French Gifted Language Arts Secondary Schools Teaching Methods HAYES, MARY E. AND OTHERS NEW YORK New York (Albany) New York New York (Albany) New York State Education Dept., Albany. SPECIFIC COURSE CONTENT SHOULD BE DETERMINED BY EACH SCHOOL TO ACHIEVE THE GOALS EXPRESSED IN THE COLLEGE ENTRANCE EXAMINATION BOARD'S "ADVANCED PLACEMENT PROGRAM." ASSISTANCE IN PREPARING SUCH A COURSE IS OFFERED. TEACHERS AS WELL AS STUDENTS SHOULD BE SPECIALLY QUALIFIED FOR THIS PROGRAM. PREPARATION OF THE TEACHER OF FRENCH SHOULD ALLOW HIM TO TEACH LITERATURE AND CULTURE ON THE COLLEGE LEVEL. HE SHOULD BE FLUENT IN FRENCH AND BE WILLING TO DEVOTE EXTRA TIME TO THIS COURSE. THE COLLEGE-LEVEL WORK SHOULD BE PART OF A WELL-PLANNED SEQUENTIAL PROGRAM OF AT LEAST SIX YEARS BEGINNING IN GRADE 7. COURSE CONTENT, METHOD AND EXPECTED LEVELS OF ACHIEVEMENT ARE DISCUSSED. READING SHOULD INVOLVE COMPREHENSION WITHOUT TRANSLATION. THE CLASS SHOULD BE CONDUCTED ONLY IN FRENCH, WITH ASSIGNMENTS IN SPEECH WORK OF AN ADVANCED NATURE. THE STUDENT SHOULD ATTAIN A HIGH DEGREE OF PROFICIENCY IN THE AREAS OF LISTENING, COMPREHENSION, SPEAKING, WRITING, READING, AND LITERARY ANALYSIS. AN EXTENSIVE REFERENCE LIST ACCOMPANIES THE TEXT. ED001335 ADVANCED PLACEMENT PROGRAM IN FRENCH. 1960-00-00 26 N/A 1965 2016-11-22

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No Acceleration Behavior Development Early Admission Gifted Primary Education Program Evaluation BIRCH, JACK W. PENNSYLVANIA Pennsylvania (Pittsburgh) Pennsylvania Pennsylvania (Pittsburgh) Pittsburgh Univ., PA. MANY COMMON FORMS OF SCHOOL ACCELERATION FOR MENTALLY ADVANCED CHILDREN AND YOUTH ARE INVESTIGATED, THE FINDINGS REPORTED ARE FAVORABLE WITH RESPECT TO BOTH SHORT AND LONG RANGE EFFECTS. D.A. WORCHESTER SUMMARIZED THE ADVANTAGES OF SUCH PROGRAMS AS FOLLOWS--(1) EARLY ENTRANCE HAS THE ADVANTAGE OVER ANY OTHER FORM OF ACCELERATION IN THAT IT SAVES A YEAR OF THE PUPIL'S LIFE, (2) THE CHILD WILL BE PLACED WITH HIS MENTAL AND SOCIAL EQUALS AND WILL BE LESS LIKELY TO DEVELOP HABITS OF DAWDLING AND LAZINESS, (3) THE PROBLEM OF SKIPPING MATERIAL IN THE CURRICULUM IS OBVIATED, (4) TEACHERS CAN BECOME MORE AWARE OF THE PARTICULAR NEEDS OF BRIGHT CHILDREN BY RECOGNIZING THEM AT THE BEGINNING OF THEIR SCHOOL CAREERS. FOR FUTHER INFORMATION ON THIS PROJECT REFER TO (ED 003 390). ED001336 THE EFFECTIVENESS AND FEASIBILITY OF EARLY ADMISSION TO SCHOOL FOR MENTALLY ADVANCED CHILDREN. 1962-00-00 13 N/A 1965 2016-11-22

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No Closed Circuit Television Curriculum Development Program Development Program Evaluation Resource Materials Responses Teaching Methods DEVITA, NICHOLAS AND OTHERS A CLOSED CIRCUIT TELEVISION HAS BEEN INSTALLED FOR $15,000 THAT REINFORCES AND EXPANDS THE ENTIRE CURRICULUM. TELEVISION IS USED IN MOST CLASSES ONLY ONCE OR TWICE A MONTH TO RELATE DIRECTLY TO WHAT IS BEING TAUGHT AT THE TIME, AND THERE IS NO POSSIBILITY THAT ALL TEACHING WILL EVENTUALLY BE DONE BY TELEVISION ALONE. THREE QUALIFICATIONS ARE REVIEWED BEFORE TELEVISING EACH PROGRAM-- IT MUST BRING IN OBJECTS OR PEOPLE NOT OTHERWISE AVAILABLE, IT MUST TEACH BETTER THAN TRADITIONAL METHODS, AND IT MUST SAVE TIME AND EFFORT, SCHEDULING PRESENTS NO PROBLEM, SINCE PROGRAMS ARE REPEATED AS OFTEN AS NECESSARY. STUDENTS ARE ALLOWED TO ASK QUESTIONS OF THE LECTURER. AFTER THE PROGRAM, THE TEACHER TAKES QUESTIONS AND PHONES THEM INTO THE STUDIO WHERE THEY ARE SCREENED AND CONSOLIDATED. PROGRAMS ARE LIMITED TO ONE CLASS PERIOD. ONE TELEVISED LESSON, ON HOW TO USE LIBRARY FACILITIES, REACHED 2,200 STUDENTS IN 2 DAYS. NORMALLY, THIS WOULD HAVE TAKEN MORE THAN A MONTH. IT IS POSSIBLE FOR A SINGLE PERSON TO OPERATE AND TEACH AT THE SAME TIME. A 2-CAMERA TELECASTING CHAIN OF EQUIPMENT WITH A CONSOLE AND ONE STUDENT-OPERATED AND MANUALLY-FOCUSED CAMERA IS USED. BUILDINGS HAVE 12 TELEVISION SETS, WITH ONE IN THE STUDIO. CLOSED CIRCUIT TELEVISION HAS HELPED TO BREAK THE MOLD OF STEREOTYPED CIRRICULUM. BOTH TEACHER AND PUPIL RESPONSE HAS BEEN ENTHUSIASTIC. ED001337 HOW TO USE AND PROGRAM, A "POOR MAN'S" TV SET-UP. 1959-00-00 1 N/A 1965 8/17/2004 22:06:59 DISA1965

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No Curriculum Guides Elementary Schools Guidance Programs Program Development Student Problems PRUETT, ROLLA F. SHERTZER, BRUCE Indiana (Indianapolis) INDIANA Indiana Indiana (Indianapolis) Indiana State Dept. of Public Instruction, Indianapolis. STUDENTS EXPOSED TO GUIDANCE ARE LESS LIKELY TO DROP OUT OF SCHOOL, BETTER OFF ACADEMICALLY, AND MORE LIKELY TO ADJUST WELL TO SCHOOL. THE PURPOSE OF THIS BULLETIN IS TO SERVE AS AN AID TO THE COUNSELOR AND THE TEACHER ATTEMPTING TO STRENGTHEN THE GUIDANCE SERVICES OFFERED IN THE ELEMENTARY SCHOOL. SUGGESTIONS FOR AN ELEMENTARY SCHOOL PROGRAM ARE PROVIDED. THERE IS A NEED TO DEVELOP GUIDANCE PROGRAMS STRUCTURED DISTINCTLY FOR THE ELEMENTARY LEVEL AND BASED ON CERTAIN BASIC PRINCIPLES. ELEMENTARY PUPILS HAVE SPECIFIC PROBLEMS SUCH AS LAZINESS OR SHYNESS. THERE ARE PARTICULAR SOLUTIONS FOR THESE DIFFICULTIES. EVERY ELEMENTARY SCHOOL SHOULD FORMULATE OBJECTIVES FOR ITS GUIDANCE PROGRAM. ESSENTIAL FACTORS FOR INITIATING OR EXTENDING GUIDANCE PROGRAMS IN THE ELEMENTARY SCHOOL ARE DISCUSSED BRIEFLY, SUGGESTED ACTIVITIES OF STAFF MEMBERS ARE OUTLINED. THREE TYPICAL GUIDANCE PROGRAMS IN INDIANA ELEMENTARY SCHOOLS ARE CITED AND EXPLAINED. ED001338 GUIDANCE IN ELEMENTARY SCHOOLS. 1961-09-00 48 N/A 1965 2016-11-22

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No Instructional Improvement Program Development Public Schools School Districts State Programs Statistical Data BRUNO, LOUIS Washington (Olympia) WASHINGTON Washington Washington Office of the State Superintendent of Public Instruction, Olympia. FACTS ABOUT INSTRUCTIONAL IMPROVEMENTS MADE BY 191 WASHINGTON SCHOOL DISTRICTS IN THE YEARS 1958-1961 WERE PRESENTED. IN ADDITION TO THE IMPROVEMENTS MADE BY INDIVIDUAL TEACHERS, THESE DISTRICTS DEVELOPED 976 NEW INSTRUCTIONAL PROGRAMS. THESE DEVELOPMENTS INCLUDED ALL SUBJECT AREAS AND GRADES (K-14). THE FIRST PART OF THE REPORT SUMMARIZED THE TYPES OF INSTRUCTIONAL IMPROVEMENTS, USING STATISTICAL TABLES PROVIDING AN OVERALL PICTURE OF THE TYPES OF IMPROVEMENTS FOUND FEASIBLE, ALONG WITH FINANCING PROCEDURES UTILIZED. AN EXAMPLE OF A REPORT WAS THE DESCRIPTION OF GRADE LEVELS SERVED BY NEW PROGRAMS. WITH A LISTING OF THE NUMBER OF PROGRAMS IN EACH OF THE YEARS 1958-1961, AN INCREASE IN QUANITY OF PROGRAMS WAS SHOWN BY A PERCENTAGE SCALE. THE GRADES MOST AFFECTED WERE THE JUNIOR HIGH SCHOOL GRADES. THE DATA ALSO INDICATED AN INCREASE IN EDUCATIONAL CHANGE IN THE INTERMEDIATE AND PRIMARY GRADES. THE GRADES TABULATED WERE FROM KINDERGARTEN THROUGH COMMUNITY COLLEGE. THE SECOND PART OF THE REPORT PROVIDED DETAILED DESCRIPTIONS ABOUT 462 SPECIFIC IMPROVEMENTS MADE BY SPECIFIC SCHOOL DISTRICTS. ONE SUCH IMPROVEMENT PROVIDED ENRICHMENT MATERIALS IN LANGUAGE ARTS IN THE 5TH AND 6TH GRADES. SIXTY-FIVE STUDENTS WITH TWO TEACHERS USED THE S.R.A. READING LABORATORY, WITH TAPES (AURAL-ORAL SPANISH), RADIO, READERS DIGEST SKILL TEXT, AND JUNIOR SCHOLASTIC. THE STUDENTS WERE PLACED IN A SEPARATE CLASSROOM AND WERE GIVEN WORK ON A HIGHER LEVEL THAN THE ORDINARY 6TH GRADE CLASSES. EVALUATION WAS BY PRE- AND POST-ACHIEVEMENT TESTS AND TEACHER JUDGEMENT. RESULTS SHOWED THAT TEACHERS, STUDENTS, AND PARENTS WERE IN FAVOR OF THE PROGRAM. ED001339 IMPROVEMENT OF INSTRUCTION IN WASHINGTON SCHOOLS. 1962-00-00 272 N/A 1965 2016-11-22

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No Adolescents Communication Problems Comparative Analysis Emotional Disturbances Family Problems Parent Child Relationship Self Evaluation Student Adjustment Student Problems GRATCH, GERALD AND OTHERS LAFAYETTE POOR FAMILY RELATIONSHIPS ARE KNOWN TO BE A FACTOR CONTRIBUTING TO EMOTIONAL DISTURBANCES IN CHILDREN. IT WAS POSTULATED THAT THERE IS GREATER LACK OF COMMUNICATION BETWEEN EMOTIONALLY DISTURBED CHILDREN AND THEIR MOTHERS THAN EXISTS BETWEEN NORMAL CHILDREN AND THEIR MOTHERS. IT WAS FURTHER POSTULATED THAT SUCH LACK OF COMMUNICATION EXISTS ONLY BETWEEN THE DISTURBED CHILD AND HIS MOTHER, AND DOES NOT EXTEND TO OTHER, NORMAL, CHILDREN IN THE FAMILY. A GROUP OF 10 FAMILIES WITH HOSPITALIZED DISTURBED CHILDREN AND NORMAL SIBLINGS WAS TESTED ALONG WITH 10 CONTROL FAMILIES. MOTHERS WERE ASKED TO PREDICT THE CHILDREN'S SELF-RATINGS. BOTH THE DISTURBED CHILDREN AND THEIR NORMAL SIBLINGS WERE ASKED TO RATE THEMSELVES. MOTHERS WERE ALSO ASKED TO DESCRIBE HOW THEY WOULD LIKE EACH OF THEIR CHILDREN, IDEALLY, TO BE. EACH CHILD, IN TURN, WAS ASKED WHAT HE THOUGHT HIS MOTHER'S RESPONSES TO THE QUESTIONS WOULD BE. MOTHERS TENDED TO RATE DISTURBED CHILDREN LOWER THAN NORMAL CHILDREN. DISTURBED PATIENTS WERE UNABLE TO PREDICT THEIR MOTHERS' RESPONSES. BOTH GROUPS OF MOTHERS TENDED TO EXPECT SOCIALLY DESIRABLE BEHAVIOR OF THEIR CHILDREN, INDICATING THAT MOTHERS OF DISTURBED CHILDREN ARE NOT "OUT OF IT," AS IS SO MANY TIMES ASSUMED. FAMILY DISTURBANCES ARE A MORE PROBABLE CAUSE OF EMOTIONAL UPSET THAN ARE DISTURBANCES SPECIFIC TO A MOTHER-CHILD PAIR. DISTURBED CHILDREN TEND NOT TO KNOW WHAT THEIR MOTHERS EXPECT OF THEM. ED001340 A STUDY OF PATTERNS OF UNDERSTANDING BETWEEN DISTURBED AND NON-DISTURBED ADOLESCENTS AND THEIR MOTHERS. 1965-00-00 11 N/A 1965 2016-11-22

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No Comparative Analysis Educational Television Methods Programed Instruction Surveys Teaching Methods Telecourses Television Research KUMATA, HIDEYA Michigan (East Lansing) MICHIGAN Michigan Michigan State Univ., East Lansing. Coll. of Communication Arts. RESEARCH FINDINGS DERIVED FROM CLASSROOM COURSES OFFERED BY EDUCATIONAL INSTITUTIONS WERE REVIEWED. THE COURSES CONSTITUTED ONLY A SMALL PART OF THE FIELD RECOGNIZED AS EDUCATIONAL TELEVISION. PUBLIC RELATIONS PROGRAMS OR COMMERCIALLY SPONSORED PROGRAMS WERE NOT CONSIDERED. STUDIES REVEALED THAT TELEVISION STUDENTS HAVE DONE WITH TELEVISION, IT WAS FOUND THAT AFTER AN 8-MONTH PERIOD, TELEVISION STUDENTS SCORED HIGHEST, FOLLOWED BY IN-STUDIO STUDENTS, RADIO, AND FINALLY "READING-ONLY" STUDENTS. THE DEGREE OF FORGETFULNESS AMONG THE FOUR GROUPS WAS NOT SIGNIFICANTLY DIFFERENT, BUT WAS PROPORTIONAL TO THE AMOUNT LEARNED AND WAS INDEPENDENT OF THE MEDIUM BY WHICH THE INFORMATION WAS ACQUIRED. IN A COMPARISON OF THE THREE DIFFERENT METHODS OF PRESENTING INFORMATION BY TELEVISION (LECTURE, INTERVIEW, AND PANEL DISCUSSION) THERE SEEMED TO BE NO SIGNIFICANT DIFFERENCE AMONG THE THREE METHODS AS MEASURED BY AN IMMEDIATE INFORMATION POST-TEST. CLASS SIZE HAD NO EFFECT ON THE AMOUNT LEARNED, BUT LOW APTITUDE STUDENTS SEEMED TO LEARN BEST BY TELEVISION. NO DATE EXISTED ON THE SUBJECT MATTER TAUGHT BEST BY TELEVISION, BUT ADMINISTRATORS PREFERRED SCIENCE, SOCIAL STUDIES, AND ART. VIEWERS OF TELECOURSES RANGED IN AGE FROM 30 TO 40, WERE MOSTLY FEMALE, WITH AVERAGE YEARS OF SCHOOLING FROM 13 TO 14 YEARS. DROPOUT RATES DURING TELECOURSES SOMETIMES RAN AS HIGH AS 40 PERCENT, BUT STEADY VIEWERS WERE BETTER EDUCATED, HAD SPOUSES WITH MORE EDUCATION, AND HAD FEWER DISTRACTIONS. THE INSTRUCTOR WAS MENTIONED MOST OFTEN AS THE MOST LIKED FEATURE OF THE COURSE PRESENTATION. APPENDED ARE ABSTRACTS OF PERTINENT RESEARCH, AN ANNOTATED BIBLIOGRAPHY, AND RESULTS OF THE SURVEY CONDUCTED BY THE INSTITUTE OF COMMUNICATIONS RESEARCH. ED001341 AN INVENTORY OF INSTRUCTIONAL TELEVISION RESEARCH. 1956-12-01 159 N/A 1965 2016-11-22

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No Achievement Tests Arithmetic Child Development Factor Analysis Grade 3 Grade 4 Grade 5 Grade 6 Longitudinal Studies Performance Factors Physical Development Predictive Measurement Reading Achievement BROWN, ROSCOE C. HENDERSON, EDWARD New York (Roslyn) NEW YORK New York New York State Education Dept., Albany. New York Univ., NY. School of Education. Roslyn Public Schools, NY. A STUDY WAS MADE TO DETERMINE THE EXTENT TO WHICH SCORES REPRESENTING PUPILS' STATUS ON CERTAIN DEVELOPMENTAL FACTORS CAN PREDICT THE ACHIEVEMENT IN READING, ARITHMETIC, AND THE MEDIAN OF THE BATTERY OF ACHIEVEMENT TESTS. THE STUDY COVERED A PERIOD OF 4 YEARS DURING WHICH THE SAME GROUP OF PUPILS WAS STUDIED IN THE THIRD, FOURTH, FIFTH, AND SIXTH GRADES. DATA WAS OBTAINED ON SEVERAL VARIABLES REPRESENTING PHYSICAL, INTELLECTUAL, SOCIAL, AND EMOTIONAL ASPECTS OF DEVELOPMENT, FACTOR ANALYSIS YIELDED THE SCORES USED TO PREDICT ACHIEVEMENT. THE VARIABLES INCLUDED--AGE IN MONTHS, HEIGHT IN INCHES, WEIGHT IN POUNDS, RIGHT AND LEFT HAND GRIPS IN POUNDS, STANDING BROAD JUMP, 50-YARD DASH, OTIS INTELLIGENCE SCORE, AVERAGE READING AND ARITHMETIC SCORES ON STANFORD TESTS, SOCIOMETRIC CHOICES, STABILITY SCORE ON SAS PERSONALITY TEST, SEX, AND AGILITY TEST OF PHYSICAL FITNESS TEST. THE FINDINGS SUGGESTED THAT THERE ARE MANY FACTORS INFLUENCING THE PREDICTION OF ACHIEVEMENT. SCORES REPRESENTING PHYSICAL PERFORMANCE, PHYSICAL GROWTH, AND EMOTIONAL DEVELOPMENT FACTORS MADE THE LARGEST CONTRIBUTION OF THE NONINTELLECTUAL FACTORS BUT THEIR CONTRIBUTION TO THE PREDICTION OF ACHIEVEMENT WAS NOT SIGNIFICANT, THE INTELLIGENCE FACTOR MADE THE MAJOR CONTRIBUTION. IT IS POSSIBLE THAT THE DEVELOPMENTAL FACTORS MIGHT MAKE A MORE SIGNIFICANT CONTRIBUTION TO THE PREDICTION OF ACHIEVEMENT FOR SPECIFIC PUPILS AND FOR A MORE EXTREME GROUP THAN USED IN THIS STUDY. ED001342 LONGITUDINAL ANALYSIS OF PUPIL PROGRESS IN A PUBLIC SCHOOL. (PRESENTED AT--AMERICAN EDUCATIONAL RESEARCH ASSOCIATION, FEBRUARY 10, 1965.) 1965-00-00 16 N/A 1965 2016-11-22

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No Costs Curriculum Guides High Schools Laboratory Equipment Language Aids Language Laboratories Modern Languages Program Improvement Teaching Methods BLACKSTEAD, J.H. Oregon (Eugene) JAPAN OREGON Japan Oregon Oregon Univ., Eugene. School of Education. CONCENTRATED FOREIGN LANGUAGE PROGRAMS HAVE BECOME INSTITUTED IN THE PUBLIC SCHOOLS. REASONS INCLUDE--THE REALIZATION THAT VALUABLE INFORMATION AND KNOWLEDGE HAVE BEEN WRITTEN IN OTHER LANGUAGES, THE U.S.'S PIVOTAL POSITION AS A LEADER IN THE WORLD, AND THE GENUINE INTEREST AND AWARENESS OF THE HIGH SCHOOL STUDENT. THE DEVELOPMENT OF LANGUAGE LABORATORIES, THEIR EARLY USE BY THE ARMY, AND AUDIOVISUAL METHODS USED FOR LANGUAGE INSTRUCTION ARE PRESENTED. THE PROGRAM WAS CONDUCTED IN JOHNSON HIGH SCHOOL IN JAPAN WHERE THE BASIC PURPOSE OF INSTALLING A LANGUAGE LABORATORY WAS TO IMPROVE THE ABILITY OF THE STUDENT TO USE THE LANGUAGE. THE LANGUAGE PROGRAM CONSISTED OF FOUR PHASES--HEARING, SPEAKING, READING, AND WRITING. SEVEN APPENDICES, CONTAINING PRICE LISTS, FLOOR PLANS, AND ADVERTISEMENTS ILLUSTRATING VERSATILITY OF MACHINES ARE INCLUDED. ED001343 INSTALLING A MODERN LANGUAGE LABORATORY, IMPROVING THE FOREIGN LANGUAGE PROGRAM AT JOHNSON HIGH SCHOOL. 1962-09-00 1 N/A 1965 2016-11-22

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No Achievement Aptitude Parent Role Resource Materials Talent Identification Teacher Role Testing Programs Tests BRUNO, LOUIS Washington (Olympia) WASHINGTON Washington Washington Office of the State Superintendent of Public Instruction, Olympia. METHODS FOR IDENTIFIYING ACADEMICALLY AND CREATIVELY TALENTED CHILDREN AND YOUTH IN OUR SCHOOLS ARE PRESENTED. INCLUDED IS THE ROLE OF EACH OF THE FOLLOWING IN THE IDENTIFICATION PROCESS--PARENT OBSERVATIONS, TEACHER OBSERVATIONS, PERMANENT SCHOOL RECORDS, AND SUCH STANDARDIZED TESTS AS INTELLIGENCE, APTITUDE, AND ACHIEVEMENT TESTS. THE NATIONAL DEFENSE EDUCATION ACT OFFERS FUNDS THAT MAY BE USED TO SUPPORT TESTING PROGRAMS IN APTITUDE, ACHIEVEMENT, AND EMOTIONAL AND PERSONALITY ADJUSTMENT. A FEW GUIDELINES FOR IDENTIFYING THE CREATIVE INCLUDE THE CHILD'S LACK OF INTEREST IS SMALL DETAILS, IN THE PRACTICAL OR THE CONCRETE, AND HIS CONCERN WITH MEANING, IMPLICATIONS AND EQUIVALENTS OF THINGS AND IDEAS. THE CREATIVE SHOULD BE PROVIDED FOR WITH SUCH THINGS AS FLEXIBLE PHYSICAL FACILITIES, ASSURANCE, REDUCTIONS OF EXTERNAL EVALUATION, AND FLEXIBILITY IN PROGRAM AND CLASSROOM. A BIBLIOGRAPHY AND COMPUTATIONS ARE INCLUDED. ED001344 KEY TO IDENTIFICATION OF THE GIFTED CHILD. 1963-00-00 38 N/A 1965 2016-11-22

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No Communism Community Action Course Organization Curriculum Guides Educational Problems History School Community Relationship Teacher Education Teaching Methods MALLERY, DAVID MASSACHUSETTS Massachusetts (Boston) Massachusetts Massachusetts (Boston) National Association of Independent Schools, Boston, MA. THE PROBLEMS AND AREAS OF COMMUNISM THAT SHOULD BE TAUGHT IN THE SCHOOLS WERE PRESENTED. CHAPTER I, "THE SCHOOLS AND THE STUDY OF COMMUNISM," EMPHASIZED THE NEED TO STUDY COMMUNISM IN THE PUBLIC SCHOOLS BECAUSE OF THE INTENSE FEELING COMING OUT OF COMMUNITIES FOR SUCH EDUCATION. THE SECOND AND THIRD CHAPTERS WERE SELF-EXPLANATORY, "STUDY OF RUSSIAN HISTORY." THE FOURTH CHAPTER FOCUSED ATTENTION ON THE STUDY OF COMMUNIST SOCIETIES IN HISTORICAL PERSPECTIVE, AND CHAPTER FIVE FOCUSED ON STUDYING COMMUNISM WITH THE STUDENTS' PERSPECTIVE, WITHOUT THE TEACHER'S DOMINATING AND DIRECTING PARTICULAR REACTIONS AND ATTITUDES TOWARD IT. CHAPTER SIX SHOWED HOW ST. LOUIS EDUCATORS RESPONDED TO PUBLIC REACTION AGAINST TEACHING COMMUNISM IN THE PUBLIC SCHOOLS, BY SETTING UP A LECTURE COURSE FOR TEACHERS THAT PROVIDED INSERVICE AND GRADUATE DEGREE CREDIT ON THE SUBJECT OF THE BILL OF RIGHTS. THE LAST CHAPTER DESCRIBED BRIEFLY OTHER PROGRAMS IN DIFFERENT SCHOOLS THAT OFFERED COURSES IN RUSSIAN HISTORY AND COMMUNISM. THESE SCHOOLS INCLUDED THE JOHN BURROUGHS SCHOOL IN ST. LOUIS, THE LAKESIDE SCHOOLS IN SEATTLE, THE TABOR ACADEMY IN MASSACHUSETTS, AND THE ATLANTA PUBLIC SCHOOLS IN GEORGIA. SUGGESTED ADDITIONAL MATERIAL INCLUDED MATERIAL PREPARED BY THE ANTIDEFAMATION LEAGUE OF THE B'NAI B'RITH, THE AMERICAN POLITICAL SCIENCE ASSOCIATION, AND PETER SCHRAG'S ARTICLE "THE TRUE-BLUE SCHOOLHOUSE," IN COMMONWEAL. ED001345 TEACHING ABOUT COMMUNISM. A DEFINITION OF THE PROBLEM AND A DESCRIPTION OF SOME PRACTICES. 1962-12-00 72 N/A 1965 2016-11-22

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No Behavior Patterns Comparative Analysis Handicapped Children Institutional Schools Mental Retardation Performance Factors Reinforcement Student Motivation ZIGLER, EDWARD CONNECTICUT Connecticut (New Haven) Connecticut Connecticut (New Haven) Yale Univ., New Haven, CT. MANY OF THE REPORTED BEHAVIORAL DIFFERENCES BETWEEN FAMILIAL RETARDATES AND NORMAL CHILDREN OF THE SAME MOTOR ABILITY ARE PRODUCTS OF A VARIETY OF DIFFERENCES IN MOTIVATION RATHER THAN PERMANENT EFFECTS OF MENTAL RETARDATION ITSELF. MANY RESEARCHERS, HOWEVER, HAVE TAKEN THE POSITION THAT MENTAL RETARDATES ARE INHERENTLY "DIFFERENT." THIS IS A MISCONCEPTION. A PERFORMANCE ON EXPERIMENTAL TASKS INVOLVE BOTH COGNITIVE AND EMOTIONAL FACTORS. THE PART PLAYED BY DIFFERENCES IN HISTORIES OF NORMAL AND FAMILIAL-RETARDED CHILDREN IN PRODUCING DIFFERENCES IN PERFORMANCE WAS INVESTIGATED. SEVERAL STUDIES ARE SUMMARIZED. INSTITUTIONALIZED, RETARDED CHILDREN, RELATIVELY DEPRIVED OF ADULT CONTACT AND APPROVAL, HAVE A HIGHER MOTIVATION TO SECURE SUCH CONTACT AND APPROVAL THAN DO NORMAL CHILDREN. BECAUSE OF THEIR ENVIRONMENT, INSTITUTIONALIZED, RETARDED CHILDREN REACT DIFFERENTLY TO BEHAVIOR REINFORCEMENT PATTERNS THAN DO NORMAL CHILDREN. THEY ALSO HAVE LEARNED TO EXPECT, AND SETTLE FOR, LOWER DEGREES OF SUCCESS THAN HAVE NORMAL CHILDREN. ED001346 MOTIVATIONAL DETERMINANTS IN THE PERFORMANCE OF RETARDED CHILDREN. 1964-05-00 22 N/A 1965 2016-11-22

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No Creative Development Creative Expression Creative Thinking High Schools Junior High Schools Primary Education Student Development Teaching Guides Teaching Methods Sutherlin Program in Creativity FIVE PRINCIPLES FOR ENCOURAGING CREATIVE THINKING ARE TO TREAT QUESTIONS WITH RESPECT, TO TREAT IMAGINATIVE IDEAS WITH RESPECT, TO SHOW PUPILS THAT THEIR IDEAS HAVE VALUE, TO PERMIT PUPILS OCCASIONALLY TO DO SOMETHING FOR FUN OR PRACTICE WITHOUT THREAT OF EVALUATION, AND TO TIE IN EVALUATION WITH CAUSE AND CONSEQUENCES. DR. E. PAUL TORRANCE'S "TEN WAYS TO HELPING YOUNG CHILDREN GIFTED IN CREATIVE WRITING AND SPEECH" SUGGESTS THAT THE TEACHER SHOULD PROVIDE MATERIALS WHICH DEVELOP IMAGINATION, ENCOURAGE CHILDREN TO RECORD THEIR IDEAS, ACCEPT THE CHILD'S NATURAL TENDENCY TO TAKE A DIFFERENT LOOK, AND LOVE THEM AND LET THEM KNOW IT. IN GRADES 7 TO 12, TEACHERS SHOULD ATTEMPT TO ENRICH THE STUDENT'S SENSITIVITY TO THE WORLD ABOUT HIM AND TO OTHER PEOPLE, HAVE THE STUDENT READ WELL AND WIDELY, AND PROVOKE HIM TO LEARN BY THE USE OF LEADING QUESTIONS. ED001347 IDEA INVENTORY IN TEACHING THE CREATIVE. 1964-05-00 35 N/A 1965 2016-11-22

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No Behavior Patterns Intelligence Language Fluency Language Patterns Prediction Public Speaking Social Relations Social Structure Verbal Ability BERNSTEIN, BASIL ENGLAND England (London) United Kingdom (England) United Kingdom (London) London Univ. (England). University Coll. THE STUDY ATTEMPTED TO RELATE THE DEGREE OF SPEECH FLUENCY TO SOCIAL RELATIONSHIPS AND BEHAVIORAL PATTERNS OF THE SPEAKER. THE FORM OF THE SOCIAL RELATIONSHIP ACTED SELECTIVELY ON THE SPEECH POSSIBILITIES OF THE INDIVIDUAL AND AGAIN IN SOME WAY THESE POSSIBILITIES CONSTRAINED BEHAVIOR. THE SOCIAL STRUCTURE TRANSFORMED LANGUAGE POSSIBILITIES INTO A SPECIFIC CODE WHICH ELICITED, GENERALIZED, AND REINFORCED THOSE RELATIONSHIPS NECESSARY FOR ITS CONTINUANCE. TWO GENERAL TYPES OF CODE COULD BE DISTINGUISHED, ELABORATED AND RESTRICTED. THEY COULD BE DEFINED, ON A LINGUISTIC LEVEL, IN TERMS OF THE PROBABILITY OF PREDICTING FOR ANY ONE SPEAKER WHICH STRUCTURAL ELEMENTS WOULD BE USED TO ORGANIZE MEANING. IN THE CASE OF AN ELABORATED CODE, THE SPEAKER WOULD SELECT FROM A RELATIVELY EXTENSIVE RANGE OF ALTERNATIVES, AND THEREFORE THE PROBABILITY OF PREDICTING THE PATTERN OF ORGANIZING ELEMENTS WAS CONSIDERABLY REDUCED. IN THE CASE OF A RESTRICTED CODE THE NUMBER OF THESE ALTERNATIVES WAS OFTEN SEVERELY LIMITED, AND THE PROBABILITY OF PREDICTING THE PATTERN WAS GREATLY INCREASED. ED001348 LINGUISTIC CODES, HESITATION PHENOMENA AND INTELLIGENCE. 1961-00-00 22 N/A 1965 2016-11-22

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No American Culture American History Audiovisual Aids Bibliographies Instructional Materials Resource Materials Social Problems GERLETTI, ROBERT AND OTHERS CALIFORNIA California (Los Angeles) California California (Los Angeles) Los Angeles County Superintendent of Schools, CA. A LIST OF FILMS, TAPES, RECORDINGS, AND ART REPRODUCTIONS IS PRESENTED. EMPHASIS IS ON IDEAS RATHER THAN CHRONOLOGICAL ORDER. SELECTIONS FROM THE DIFFERENT MEDIA MAY BE INCORPORATED INTO LEARNING ACTIVITIES AS CHILDREN SEEK TO EXTEND THEIR INFORMATION, DEEPEN THEIR UNDERSTANDINGS AND PERCEIVE THE VALUES HELD IN OUR SOCIETY. EACH SECTION OF THE GUIDE IS PREFACED BY STATEMENTS INTENDED TO CONVEY SOME OF THE CRITERIA WHICH DIRECTED THE SELECTION OF THE MATERIALS IN EACH CATEGORY. GRADE LEVELS FOR EACH ENTRY ARE INCLUDED. THE GUIDE IS DIVIDED INTO THREE PARTS--PART ONE CENTERS ABOUT "ROOTS OF OUR AMERICAN HERITAGE" AS EXPRESSED THROUGH CITIZENSHIP AND GOVERNMENT, THE LIVES OF OUR PEOPLE, SYMBOLS AND DOCUMENTS, EVENTS AND PLACES AND THE ARTS, PART TWO IS CONCERNED WITH THE "GROWTH OF OUR AMERICAN HERITAGE," AS EXPRESSED IN THE LIVES OF OUR PEOPLE, EVENTS AND PLACES, SCIENCE AND ECONOMY AND THE ARTS, PART THREE CONSIDERS "INTERPRETATION OF OUR AMERICAN HERITAGE" AS EXPRESSED THROUGH CITIZENSHIP AND GOVERNMENT, THE LIVES OF OUR PEOPLE, EVENTS AND PLACES AND THE ARTS. IT IS HOPED THAT THROUGH USE OF THE GUIDE CHILDREN WILL BE ENCOURAGED TO VISUALIZE SOCIAL PROBLEMS AND WORLD EVENTS IN VITAL RELATIONSHIP WITH OUR COUNTRY'S HERITAGE. ED001349 OUR AMERICAN HERITAGE--AUDIOVISUAL MATERIALS, GRADES K-14. 1962-09-00 100 N/A 1965 2016-11-22

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No Anthologies Creative Writing Poetry Secondary Education Students GRANSTAFF, VIOLA CALIFORNIA California (San Diego) California California (San Diego) San Diego City Schools, CA. AN ANTHOLOGY OF ORIGINAL SHORT STORIES, POEMS, AND DRAWINGS BY STUDENTS FROM SEVENTH THROUGH TWELFTH GRADE IS PRESENTED. THE SUBJECT MATTER RANGES FROM LOVE TO PETS AND FROM PRESIDENT KENNEDY'S DEATH TO BEST FRIENDS. ED001350 QUEST. SELECTED WRITINGS FROM SAN DIEGO CITY SCHOOLS, GRADES 7-12. 1964-00-00 60 N/A 1965 2016-11-22

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No Audiovisual Aids College Instruction Consultants Guides Instructional Materials Resource Materials JOHNSON, HARRY A. Virginia (Petersburg) VIRGINIA Virginia Virginia State Coll., Petersburg. UNDERGRADUATE AND GRADUATE ACADEMIC OFFERINGS IN THE DEPARTMENT OF AUDIOVISUAL EDUCATION ARE LISTED, AND THE INSERVICE FACULTY TRAINING PROGRAM AND THE EXTENSION AND CONSULTANT SERVICES ARE DESCRIBED. GENERAL SERVICES OFFERED BY THE CENTER ARE A COLLEGE FILM SHOWING SERVICE, A CHILDREN'S THEATRE, A PRODUCTION WORKSHOP, AN EMBOSOGRAF PROCESS, EQUIPMENT MAINTENANCE, A NEWSLETTER, LIBRARY, RADIO AND SOUND STUDIOS, INDIVIDUAL LISTENING BOOTHS, LONG PLAYING ALBUMS AND A PHOTOGRAPHIC LAB. POLICIES RELATED TO SERVICES AND FUNCTIONS OF THE PROGRAM ARE EXPLAINED, AND COPIES OF SPECIAL FORMS USED IN THE PROGRAM ARE EXHIBITED. SIXTEEN MILLIMETER FILMS ARE LISTED BY ALPHABETICAL ORDER AS WELL AS BY SUBJECT AREA. THIRTY-FIVE MILLIMETER FILMSTRIPS ARE LISTED IN A LIKE MANNER. LANTERN SLIDES ARE LISTED BY SUBJECT AREA. EDUCATIONAL RECORDS ARE SHOWN BY TITLE AND ARTIST. AVAILABLE AUDIOVISUAL EQUIPMENT IS SHOWN BY ILLUSTRATION, WITH FEATURES AND OPERATING INSTRUCTIONS GIVEN FOR EACH. ED001351 AUDIOVISUAL HANDBOOK. 77 N/A 1965 2016-11-22

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No Creative Thinking Educational Theories High Schools Instructional Improvement Learning Experience Learning Theories Mathematical Experience Teacher Role DAVIS, ROBERT B. Missouri (Saint Louis) MISSOURI Missouri Missouri (Saint Louis) Webster Coll., St. Louis, MO. A CLINICAL APPROACH TO THE DEVELOPMENT OF A THEORY OF INSTRUCTION WHICH IS CONSISTENT WITH MODERN VIEWS ON LEARNING IS PRESENTED. IN GENERAL, THIS APPROACH INVOLVES PROVIDING FOR THE STUDENTS' INFORMAL, EXPLORATORY EXPERIENCES. THE STUDENT EXPERIENCES IN THIS REPORT RELATE TO MATHEMATICS. IN SELECTING MATHEMATICAL EXPERIENCES TO PRESENT TO CHILDREN AT THE PRECOLLEGE LEVEL, ONE SHOULD CONSULT SEVERAL CRITERIA. THE CHILDREN SHOULD HAVE HAD ENOUGH PREVIOUS EXPERIENCE TO BE READY FOR THE NEW LEARNING TO TAKE PLACE. THE EXPERIENCE ITSELF MUST RELATE DIRECTLY TO FUNDAMENTAL MATHEMATICAL IDEAS AND MUST BE LEARNED IN PROPER CONTEXT. HAVING UNDERLYING PATTERNS WHICH MAKE THE STUDENTS LOOK BEYOND THE IMMEDIATE PROBLEM IS ANOTHER FACTOR IN HELPING PROVIDE CREATIVE THINKING AS WELL AS A MEANINGFUL EXPERIENCE. THE EXPERIENCES SHOULD BE APPROPRIATE TO THE PHYSICAL AGE OF THE CHILD AS WELL AS TO HIS MENTAL LEVEL OF ACHIEVEMENT. FINALLY, THE INFORMAL, EXPLORATORY EXPERIENCES MUST ADD UP TO SOMETHING WORTHWHILE WHICH CONTRIBUTES TO THE GROWTH TOWARD MATHEMATICAL MATURITY. OTHER ASPECTS OF A THEORY OF INSTRUCTION DISCUSSED INCLUDE--THE ROLE OF THE TEACHER, THE STRUCTURING OF "EXPERIENCE" LESSONS, THE PROCEDURES FOR HELPING STUDENTS DISCOVER RIGHT AND WRONG ANSWERS THEMSELVES, AND SOME GENERAL OBJECTIVES OF THE MADISON PROJECT THEORY. ED001352 THE MADISON PROJECT'S APPROACH TO A THEORY OF INSTRUCTION. 1965-05-00 1 N/A 1965 2016-11-22

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No Guides Hearing Impairments Linguistics Lipreading Preschool Children Teaching Methods Vocabulary LOWELL, EDGAR L. WOODWARD, MARY F. CALIFORNIA California (Los Angeles) California California (Los Angeles) John Tracy Clinic, Los Angeles, CA. University of Southern California, Los Angeles. School of Education. IT IS HELD THAT ALTHOUGH PRESENT TUTORING TECHNIQUES IN LIPREADING FREQUENTLY ACHIEVE REMARKABLE RESULTS, THEY MIGHT BE BETTER UNDERSTOOD AND MADE MORE EFFECTIVE BY THE SYSTEMATIC APPLICATION OF LINGUISTIC CONCEPTS AND METHODS TO THE PROBLEMS INVOLVED. THE INVESTIGATION HAS BEEN CONCENTRATED ON A STUDY OF THE VISUAL PERCEPTIBILITY OF ENGLISH SPEECH, MORE SPECIFICALLY, IT HAS BEEN DEVOTED TO A SEARCH FOR THE LINGUISTIC DETERMINANTS OF PERCEPTION IN ORAL VISUAL COMMUNICATION. THE EXPERIMENTAL APPROACH HAS BEEN TO PROCEED FROM THE DESCRIPTIVE UNITS OF STRUCTURAL LINGUISTICS, AND TO TEST THE PERCEPTION OF THESE UNITS BY EVOKING RESPONSES TO STIMULI APPROPRIATE TO A SPECIFIC LEVEL OF STRUCTURE IN THE SOURCE LANGUAGE. THE RESULTS OF THE INVESTIGATION HAVE YIELDED DATA WHICH ARE FELT TO BE OF POSSIBLE USE IN EDUCATION OF THE DEAF. A REFERENCE MANUAL IS PROPOSED WHICH OUTLINES CRITERIA FOR A SYSTEMATIC CLASSIFICATION OF ENGLISH MONOSYLLABIC WORDS ACCORDING TO A SCALE OF VISUAL COMPREHENSIBILITY WITH THE END OF PUBLISHING A PRACTICAL REFERENCE VOCABULARY FOR USE BY TEACHERS AND STUDENTS OF LIPREADING. ED001353 A LINGUISTIC APPROACH TO THE EDUCATION OF AURALLY-HANDICAPPED CHILDREN. 1964-00-00 180 N/A 1965 2016-11-22

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No Elementary Education Group Reading Poetry Primary Education Reading Skills Teaching Methods OREGON PORTLAND Oregon Portland Public Schools, OR. THE PURPOSES OF THE PROGRAM ARE TO DEVELOP ENJOYMENT IN READING POETRY, TO EXTEND THE ABILITY TO UNDERSTAND AND INTERPRET ITS MEANING, TO REFLECT FEELING AND INTERPRETATION THROUGH VOICE INFLECTION, AND TO DEVELOP A FEELING OF GROUP UNITY IN A COMMON ENTERPRISE. ARRANGEMENTS FOR INFORMAL CLASS WORK INCLUDE UNISON, ANTIPHONAL AND A SOLO AND REFRAIN. SELECTIONS ARE SUGGESTED FOR USE WITH EACH METHOD. BEFORE POEMS ARE READ ALOUD, STUDENTS SHOULD READ EACH SELECTION CAREFULLY, NOTE THE TEMPO AND TONES CALLED FOR AND MARK THE LINES OF THE POEM TO INDICATED WHO IS TO READ. ED001354 CHORAL READING IN THE CLASSROOM (ELEMENTARY). 5 N/A 1965 2016-11-22

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No Art Education Educational Television Grade 6 Language Instruction Music Education Physical Education Resource Materials Sciences Teaching Guides Telecourses PILIKAN, ALFRED AND OTHERS WISCONSIN Wisconsin (Milwaukee) Wisconsin Wisconsin (Milwaukee) Milwaukee Public Schools, WI. FIVE AREAS ARE PRESENTED--ART, FOREIGN LANGUAGE, MUSIC, PHYSICAL EDUCATION, AND SCIENCE. A CALENDAR IS GIVEN FOR CORRELATION PURPOSES. THE ART PROGRAM EMPHASIZES INDIVIDUAL CREATIVITY AND INCLUDES LESSONS ON RELIEF CARVING, STRING PRINT, POTATO CUBE PRINT, AND DIVIDED SPACE PANELS. PUPIL PARTICIPATION SHOULD OCCUR ONLY AFTER TELECAST VIEWING. SPANISH LESSONS INCLUDE A SYSTEMATIC REVIEW OF PREVIOUSLY LEARNED CONVERSATIONAL PATTERNS WITH AN INTRODUCTION OF SOME NEW CONVERSATIONAL PATTERNS. LESSONS ARE BASED ON FAMILIAR EVERYDAY EXPRESSIONS. TEACHERS ARE ENCOURAGED TO PREPARE THE PUPILS FOR THE TELECAST BY EXPLAINING TO THEM WHAT TYPE OF LESSON WILL BE PRESENTED. PRONUNCIATION SHEETS AND GRAMMAR EXPLANATIONS FOR THE TEACHER ARE INCLUDED. TECHNIQUES FOR CORRELATING SPANISH WITH ART, MUSIC, SOCIAL STUDIES, AND PHYSICAL EDUCATION ARE CONSIDERED. TO ENCOURAGE LETTER-WRITING, A LIST OF PEN PAL AGENCIES IS OFFERED. THE MUSIC PROGRAM IS DESIGNED TO ACQUAINT STUDENTS WITH WOODWIND, BRASS, STRING AND PERCUSSION INSTRUMENTS. THE PHYSICAL EDUCATION PROGRAM IS CONCERNED WITH DEVELOPING SKILLS IN BASKETBALL, BALANCING, SOFTBALL, AND ROPE JUMPING. INSTRUCTIONS ARE GIVEN FOR BOTH ACTIVITY AND THEORY. A BIOGRAPHICAL APPROACH IS STRESSED FOR THE SCIENCE TELECASTS. UNITS INCLUDE WORK ON CHEMISTRY AND AIR, AND A LIST OF SCIENTISTS IN THESE AREAS IS SUGGESTED FOR POSSIBLE STUDY. A VOCABULARY TO BE DEVELOPED WITH EACH LESSON IS ALSO GIVEN. ED001355 INSTRUCTIONAL TELEVISION FOR THE SIXTH GRADE. A TEACHER GUIDE, SEMESTER II. 1962-00-00 149 N/A 1965 2016-11-22

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No Curriculum Guides Educational Media Elementary Education Instructional Programs Mild Mental Retardation Secondary Education Special Education Teaching Methods BENTLEY, EDITH AND OTHERS California (Stockton) CALIFORNIA California California (Stockton) Stockton Unified School District, CA. THE GUIDE IS AN ATTEMPT TO HELP BEGINNING TEACHERS OF THE SEVERELY MENTALLY RETARDED. THE UNDERLYING PHILOSOPHY IS THAT SPECIAL EDUCATION SHOULD BE ORGANIZED TO EDUCATE THE EXCEPTIONAL CHILD TO THE FULLEST EXTENT OF HIS INDIVIDUAL CAPACITIES WHILE INVOLVING THE HOME, SCHOOL, AND COMMUNITY SIMULTANEOUSLY. IT IS NOTED THAT THE SPECIAL EDUCATION TEACHER SHOULD RECOGNIZE INDIVIDUAL DIFFERENCES AND CREATE A SCHOOL PROGRAM WITH THESE DIFFERENCES IN MIND. INFORMATION COLLECTED ABOUT THE CULTURE, FAMILY LIFE AND FEELINGS OF EACH PUPIL CAN BE USED AS A BACKGROUND FOR THEIR EDUCATIONAL WORLD. ADMISSION TO THE PROGRAM IS DECIDED BY A COMMITTEE AFTER EVALUATION OF THE PSYCHOLOGICAL, SOCIAL, EDUCATIONAL, AND MEDICAL BACKGROUND OF THE CHILD. BECAUSE NOT ALL SEVERELY RETARDED CHILDREN ARE READY TO ADJUST TO A SCHOOL PROGRAM, PLACEMENT IS ON A TRIAL BASIS. THE GOALS ARE TO HELP THE CHILD LEARN THE BASIC SELF HELP TASKS SUCH AS EATING, DRESSING AND CLEANING, TO TEACH HIM HOW TO PROTECT HIMSELF FROM COMMON DANGERS IN THE HOME, SCHOOLS, AND COMMUNITY, TO PROVIDE HIM WITH ADEQUATE SOCIAL COMPETENCIES, TO ENHANCE HIS ABILITY TO COMMUNICATE, AND TO HELP HIM ACHIEVE A MEASURE OF ECONOMIC USEFULNESS AND TO BECOME AS INDEPENDENT AS POSSIBLE. FOR THE PROGRAM TO BE MORE THAN CUSTODIAL CARE, THE USE OF THE TEAM APPROACH, A STRUCTURED ENVIRONMENT, AND POSITIVE ATTITUDES ARE GREATLY STRESSED. CURRICULUM OUTLINES ARE PRESENTED FOR BEGINNING, PRIMARY AND INTERMEDIATE GROUPS. AREAS AND ACTIVITIES FOR LEARNING ARE CORRELATED WITH INSTRUCTIONAL AIDS AND SUGGESTIONS. CURRICULUM IN THE TERMINAL OR SECONDARY PROGRAM IS DIVIDED INTO FOUR PHASES--THE SCHOOL PROGRAM AND HOME, THE TERMINAL-SECONDARY PROGRAM AND ACTIVITY, THE TERMINAL-SECONDARY PROGRAM AND TRAINING CENTER, AND THE TERMINATION OF THE SCHOOL PROGRAM. CONTINUOUS EFFORT SHOULD BE MADE WITH PERSONAL APPEARANCE, HEALTH AND HUMAN RELATIONSHIPS, SAFETY RULES, AND THE USE AND IDENTIFICATION OF MONEY, TOOLS AND EQUIPMENT. ED001356 CURRICULUM GUIDE, TRAINABLE RETARDED PROGRAM. 1964-04-00 133 N/A 1965 2016-11-22

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No Adult Education Closed Circuit Television Conferences Programing Teacher Education Teaching Methods ANDERSON, ROBERT C. AND OTHERS Florida (Tallahassee) FLORIDA United States (South) Florida Florida State Dept. of Education, Tallahassee. THE SOUTHERN STATES WORK CONFERENCE, SPONSORED BY THE CHIEF STATE SCHOOL OFFICERS AND THE STATE EDUCATION ASSOCIATIONS OF THE SOUTH SET FORTH THE PROJECT OBJECTIVES AND PROCEDURES FOR TELEVISION IN THE PUBLIC SCHOOLS. THE SOUTHERN STATES INVOLVED IN THE DECISIONS WERE ALABAMA, ARKANSAS, FLORIDA, GEORGIA, KENTUCKY, LOUISIANA, MISSISSIPPI, NORTH CAROLINA, SOUTH CAROLINA, TENNESSEE, TEXAS, VIRGINIA, AND WEST VIRGINIA. TELEVISION IN THE PUBLIC SCHOOLS COULD BE USED FOR ADMINISTRATIVE PURPOSES, TO TELECAST TO GENERAL OR SPECIFIC STAFF OR TO FACULTY PERSONNEL WITH A MINIMUM OF TIME AND INCONVENIENCE. TELEVISION COULD ALSO BE USED FOR INSERVICE TEACHER EDUCATION, LEARNING OPPORTUNITIES COULD BE PROVIDED SIMULTANEOUSLY FOR LARGE NUMBERS OF TEACHERS IN VARIOUS LOCATIONS. EFFECTIVE METHODS AND TECHNIQUES COULD BE GRAPHICALLY PRESENTED TO TEACHERS IN ALL SUBJECT AREAS AND ON ALL GRADE LEVELS. DIRECT TEACHING OF SUBJECT MATTER BY TELEVISION MADE IT POSSIBLE FOR THE SCHOOL TO SERVE MORE STUDENTS, AND PROVIDED GOOD TEACHING TO GREATER NUMBERS. DIRECT TEACHING BY TELEVISION WAS A TEAM JOB, PLANNING WAS SYSTEM-WIDE, AND THE CLASSROOM TEACHER AND THE TELEVISION TEACHER WORKED TOGETHER IN MUTUAL UNDERSTANDING AND CONFIDENCE. USING TELEVISION FOR ENRICHMENT AND SUPPLEMENTARY INSTRUCTION WAS CAREFULLY CORRELATED WITH THE REGULAR TEACHING SCHEDULES, AND PLANNED TO ILLUMINATE, CLARIFY, AND EXTEND THE CONCEPTS, UNDERSTANDING, AND ATTITUDES BEING DEVELOPED BY THE CLASSROOM TEACHER. ADULT EDUCATION COULD BE FURTHERED THROUGH THE USE OF TELEVISION IN SUCH WAYS AS CHILD CARE TRAINING FOR MOTHERS IN THE MID-MORNING, AND LITERACY EDUCATION AND SEMINARS ON WORLD PROBLEMS IN THE EVENING. ED001357 THE PUBLIC SCHOOLS AND TV--A CASE BOOK OF PROGRAMING PRACTICES. (SOUTHERN STATES WORK CONFERENCE). 1958-00-00 120 N/A 1965 2016-11-22

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No College Instruction Comparative Analysis Educational Media Group Instruction Instructional Improvement Instructional Programs Teaching Methods MACOMBER, F. GLENN SIEGEL, LAURENCE OXFORD OHIO Ohio Miami Univ., Oxford, OH. THE MAJOR PURPOSE OF THE STUDY WAS TO DETERMINE THE RELATIVE EFFECTIVENESS OF LARGE AND SMALL GROUP INSTRUCTION AT THE COLLEGE LEVEL. CLOSELY RELATED PURPOSES WERE TO IMPROVE LARGE GROUP TEACHING PROCEDURES SO THAT THE CLAIMED ADVANTAGES OF SMALL GROUP INSTRUCTION COULD BE REALIZED IN LARGE GROUP TEACHING TO THE GREATEST EXTENT POSSIBLE, TO STUDY AND IMPROVE FACILITIES, INCLUDING TELEVISION, AND TO DEVELOP AND ENCOURAGE THE USE OF A MORE ADEQUATE INSTRUCTIONAL AIDS CENTER FOR THE IMPROVEMENT OF COLLEGE TEACHING. THE COURSES INVESTIGATED WERE TAUGHT UNDER "EXPERIMENTAL" CONDITIONS AND UNDER "CONTROL" CONDITIONS. THE EXPERIMENTAL CONDITIONS GENERALLY INVOLVED SOME VARIANT OF "LARGE GROUP" INSTRUCTION, WITH SECTIONS ARRANGED IN VARIOUS WAYS TO PERMIT A SINGLE INSTRUCTOR TO EXTEND HIS INFLUENCE AS A TEACHER TO A GREATER NUMBER OF STUDENTS THAN IN THE TEACHING OF SMALL CLASSES. THE CONTROL CONDITION CONSISTED OF COURSE SECTIONS WHICH WERE "CONVENTIONAL" OR "TYPICAL" IN SIZE FOR THE UNIVERSITY. A SECTION WAS CONSIDERED "LARGE" BY DEFINITION IF THE INSTRUCTOR WAS RESPONSIBLE FOR AT LEAST TWICE THE NUMBER OF STUDENTS ORDINARILY TAUGHT BY HIM IN A CONVENTIONAL SECTION. EVALUATION OF INSTRUCTIONAL METHODS AND FACILITIES SHOWED THAT COLLEGE TEACHERS INVOLVED IN THE STUDY GAVE EVERY EVIDENCE OF BEING KEENLY INTERESTED IN IMPROVING THEIR COURSE ORGANIZATION AND THEIR INSTRUCTIONAL PROCEDURE. EVALUATION OF STUDENT ACHIEVEMENT SHOWED THAT WITH FEW EXCEPTIONS, LARGE GROUP INSTRUCTION WAS AS EFFECTIVE AS WAS SMALL GROUP INSTRUCTION. STUDENT ATTITUDES ABOUT LARGE GROUP INSTRUCTION REVEALED THAT STUDENTS IN THE TV AND IN THE LARGE NONTELEVISED SECTIONS TENDED, IN GENERAL, TO RATE THE COURSE CONTENT SOMEWHAT LESS FAVORABLY THAN DID STUDENTS IN THE CONTROL SECTIONS OF THESE SAME COURSES. FACULTY REACTION TO LARGE GROUP INSTRUCTION SHOWED THAT PRACTICALLY ALL INSTRUCTORS WHO HAD TRIED TV TEACHING LIKED IT BETTER THAN THEY THOUGHT THEY WOULD. ED001358 EXPERIMENTAL STUDY IN INSTRUCTIONAL PROCEDURES. FINAL REPORT. 1960-01-00 97 N/A 1965 2016-11-22

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No Arousal Patterns Attention College Students Learning Processes Lecture Method Measurement Techniques Polygraphs Psychological Studies BEIER, ERNST G. DISTRICT OF COLUMBIA District of Columbia Utah Univ., Salt Lake City. INDIVIDUALS LEARN AND RETAIN MATERIAL MORE EFFECTIVELY WHEN THEY ATTEND TO THOSE CHARACTERISTICS OF THE ENVIRONMENT ABOUT WHICH THEY ARE TO ACQUIRE INFORMATION. TRADITIONALLY GESTURAL AND SITUATIONAL ATTENTION DEVICES HAVE BEEN USED IN CLASSROOMS IN ORDER TO ATTRACT ATTENTION FOR SPECIFIC INFORMATION. IT IS POSSIBLE HOWEVER THAT MUCH MORE SUBTLE CUES SERVE EVEN MORE SIGNIFICANTLY, THE TEACHER'S INTENSE INTEREST IN HIS SUBJECT MATTER OR CUES WHICH MEMBERS OF A GROUP GIVE TO EACH OTHER MAY CREATE FAVORABLE CLIMATES TOWARD LEARNING. THE STUDENT ATTEMPTED TO STUDY PSYCHOPHYSICAL AROUSAL PATTERNS OF LEADER AND MEMBERS OF A GROUP AS MEASURES OF SUCH SUBTLE CUES IN RELATION TO CERTAIN CHARACTERISTICS OF ATTENTION AND LEARNING. THE SUBJECTS WERE FIVE GRADUATE STUDENTS WHO SERVED AS GROUP LEADERS AND TWENTY-FIVE UNDERGRADUATES. SIX POLYGRAPHIC RECORDING MACHINES WERE USED WHICH PERMIT CONTINUOUS MEASUREMENTS OF (1) SKIN RESISTANCE, (2) HEART RATE, AND (3) RESPIRATION. SEVERAL IMPLICATIONS CAN BE DRAWN FROM THE DATA, GROUP MEMBERS DO NOT GENERALLY VARY IN THE AMOUNT OF RANDOM ATTENTION THEY PAY TO A LECTURE. THEY LEARN BEST IN LONGER LECTURES, AND SEEM TO RELAX MOST IN THE LAST LECTURE. ALTHOUGH DIFFERENCES AMONG LEADERS HAD SOME EFFECTS, IT DID NOT EFFECT STUDENTS' LEARNING SCORES. AROUSAL PATTERNS AS DEFINED, E.G. DEVIATION FROM THE SUBJECTS OWN RECORDS, ACTUALLY HINDER LEARNING WHILE A FAIRLY RESTFUL STATE ENHANCES LEARNING. SINCE PSYCHOPHYSICAL MEASURES WERE MOST WIDELY AFFECTED BY THE LECTURE CONTENT, IT WOULD SEEM THAT DELIVERY, TIMING AND QUALITY OF LECTURES HAVE PROBABLY BEEN HIGHLY EXAGGERATED. IN THE COURSE OF THIS STUDY MANY PERIPHERAL PROJECTS WERE DEVELOPED, PSYCHOPHYSICAL MEASURES WERE USEFUL IN THE STUDY OF GROUP PROCESSES. ED001359 POLYGRAPHIC AROUSAL PATTERNS RELATED TO ATTENTION AND LEARNING IN GROUPS. 1962-00-00 92 N/A 1965 2016-11-22

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No Community Services Gifted Guidance Student Participation Student Volunteers Teaching Guides WEIL, TRUDA T. AND OTHERS NEW YORK New York (New York) New York New York (New York) New York City Board of Education, Brooklyn, NY. AN EXPLANATION OF HOW CHILDREN CAN BE ENCOURAGED TO GIVE SERVICE TO THE SCHOOL, COMMUNITY, AND, IF POSSIBLE, TO PLACES AROUND THE WORLD IS PRESENTED. SERVICES IN THE SCHOOL COULD BE PROMOTED SUCH AS DISTRIBUTING MILK AND COLLECTING MONEY, STARTING A CLASS NEWSPAPER, PROMOTION CLEANLINESS, DECORATING THE SCHOOL, HELPING WITH AUDIOVISUAL MATERIALS, HAVING READING SERVICES, USING THE SCHOOL LIBRARY, HAVING AN ART SERVICE, DEVELOPING AIDS IN SCIENCE, AND PUBLICIZING COMMUNITY RESOURCES. SERVICES TO THE COMMUNITY AT HOME AND ABROAD IN WHICH CHILDREN COULD PARTICIPATE INCLUDE WORKING FOR THE JUNIOR RED CROSS, WORKING FOR UNICEF, HELPING THE WOUNDED, THE DESTITUTE, THE AGED, THE HANDICAPPED AND THE ILL, AND WORKING TO IMPROVE THE HOME COMMUNITY. ED001360 GUIDING THE GIFTED. 1963-06-00 133 N/A 1965 2016-11-23

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No Bibliographies Cognitive Measurement Measurement Instruments Methods Role Theory Teacher Role BIDDLE, BRUCE J. AND OTHERS MISSOURI COLUMBIA Missouri Missouri Univ., Columbia. AT PRESENT, ROLE THEORY IS MOVING TOWARD A MORE EMINENT POSITION IN SOCIOLOGY. ROLE THEORY HAS DEFINITE AND BASIC DISTINCTIONS WITH RESPECT TO PERSONS, NUMBER, BACKGROUND, CHARACTERISTICS, AND COGNITIONS. THE BIBLIOGRAPHIC STUDIES OF PREVIOUS RESEARCH IN THE ROLE AREA ARE PRESENTED. FOCUS IS ON THE PREVIOUS USE OF ROLE METHODOLOGY AND PROPOSITIONAL STRUCTURE IN ROLE THEORY. CODING INSTRUMENTS USED ARE EXPLAINED. CONCLUSIONS ARE SET FORTH EXPLAINING PROPOSITIONARY STRUCTURES IN ROLE THEORY AS WELL AS REASONS FOR THE SCARCITY OF SUCH PROPOSITIONS. AN EXTENSIVE CODED BIBLIOGRAPHY IS PRESENTED FOR ROLE PROPOSITIONS. NUMEROUS FIGURES, TABLES AND CHARTS ARE INCLUDED IN THE TEXT. ED001361 BIBLIOGRAPHIES ON ROLE METHODOLOGY AND PROPOSITIONS. STUDIES IN THE ROLE METHODOLOGY AND PROPOSITIONS, VOLUME D. 1962-01-00 123 N/A 1965 2016-11-22

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No Art Education Classroom Techniques Closed Circuit Television Comparative Analysis Elementary Education Measurement Techniques Observation Preservice Teacher Education Teaching Methods SYKES, RONALD E. ELEMENTARY ART SITUATIONAL PROBLEMS TEST ART OBSERVATION NOTE TAKING FORM OBSERVATION LESSON INFORMATION PENNSYLVANIA Pennsylvania Pennsylvania State Univ., University Park. AN EXPERIMENTAL STUDY WAS DESIGNED TO MEASURE THE EXTENT TO WHICH CLOSED CIRCUIT TELEVISION OBSERVATIONS AND DIRECT OBSERVATIONS OF CHILDREN'S ART CLASSES CONTRIBUTE SIGNIFICANTLY TO THE ABILITY OF ELEMENTARY EDUCATION MAJORS TO DISCRIMINATE BETWEEN DESIRABLE AND UNDESIRABLE SOLUTIONS TYPICALLY OCCURRING IN TEACHING ART TO ELEMENTARY SCHOOL CHILDREN. EIGHTY-EIGHT COLLEGE ELEMENTARY EDUCATION MAJORS PARTICIPATED IN THE STUDY AND WERE DIVIDED INTO THREE GROUPS--THE NONOBSERVATION CONTROL GROUP, THE DIRECT OBSERVATION EXPERIMENTAL GROUP, AND THE CCTV OBSERVATION EXPERIMENTAL GROUP. PRECEDING EACH OBSERVATION, THE STUDENTS RECEIVED "OBSERVATION LESSON INFORMATION" SHEETS AND AN "ART OBSERVATION NOTE-TAKING FORM." EACH OBSERVATION SESSION WAS DIVIDED INTO THREE PARTS--ORIENTATION, DEMONSTRATION, AND REVIEW. THE "ELEMENTARY ART SITUATIONAL PROBLEMS TEST, THE CRITERION MEASURE, WAS GIVEN AS A PRE-OBSERVATION AND POST-OBSERVATION TEST. AN EXAMINATION OF THE ADJUSTED MEAN SCORES OF THE TEST LED TO TWO CONCLUSIONS--(1) OBSERVATIONS OF CHILDREN'S ART CLASSES BY PROSPECTIVE ELEMENTARY TEACHERS DID CONTRIBUTE SIGNIFICANTLY TO THEIR ABILITY TO DISCRIMINATE BETWEEN DESIRABLE AND UNDESIRABLE SOLUTIONS TO SITUATIONS WHICH OCCUR WHEN TEACHING ELEMENTARY ART AND (2) THERE WAS NO SIGNIFICANT DIFFERENCE BETWEEN WHAT DIRECT OBSERVATION OR CCTV OBSERVATIONS CONTRIBUTE TO DEVELOPING THIS ABILITY. THE EDUCATIONAL IMPLICATIONS OF THE STUDY INDICATED--(1) OBSERVATIONS SHOULD BE CONDUCTED AS PART OF AN ART EDUCATION PROGRAM AND (2) IF A COLLEGE IS FACED WITH INCREASED ENROLLMENT PRESSURES, CCTV CAN PROVIDE AN EFFECTIVE MEANS FOR SIMULTANEOUS OBSERVATIONS BY MULTIPLE SECTIONS OF STUDENTS. ED001362 THE EFFECTIVENESS OF CLOSED CIRCUIT TELEVISION OBSERVATION AND OF DIRECT OBSERVATION OF CHILDREN'S ART CLASSES FOR IMPLEMENTING ELEMENTARY TEACHERS' TRAINING IN ART EDUCATION. 1964-03-00 4 N/A 1965 2016-11-22

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No Art Education Curriculum Development Educational Television Grade 5 Language Instruction Music Education Physical Education Sciences Teaching Guides Teaching Methods PELIKAN, ALFRED AND OTHERS WISCONSIN Wisconsin (Milwaukee) Wisconsin Wisconsin (Milwaukee) Milwaukee Public Schools, WI. INSTRUCTIONAL TELEVISION FOR FIFTH GRADE HAS BEEN DIVIDED INTO FIVE AREAS--ART, FOREIGN LANGUAGE, MUSIC, PHYSICAL EDUCATION, AND SCIENCE. A CALENDAR IS GIVEN TO CORRELATE DATES AND SUBJECT MATTER. A PREVIEW OF THE CONTENT OF EACH LESSON IS MADE AVAILABLE, AND FOLLOWUP ACTIVITIES ARE SUGGESTED TO REINFORCE THE LEARNING. THE STRUCTURE OF THE ART LESSONS INCLUDES THE FUNDAMENTAL PRINCIPLES APPLICABLE TO LINE DRAWING, PICTURE MAKING, DESIGN AND CONSTRUCTION. IT IS URGED THAT PUPILS PARTICIPATE ONLY AFTER VIEWING THE LESSON. ART LESSONS INCLUDE A RELIEF CARVING, STRING PRINT, POTATO CUBE PRINT, DIVIDED SPACE PANELS. THE SPANISH LESSONS INTRODUCE SOME NEW CONVERSATIONAL PATTERNS AND INCLUDE A SYSTEMATIC REVIEW OF PREVIOUSLY LEARNED CONVERSATIONAL PATTERNS. THE TEACHER IS ENCOURAGED TO PREPARE THE PUPILS FOR THE TELECAST BY TELLING THEM WHAT TYPE OF LESSON WILL BE PRESENTED. PRONUNCIATION SHEETS AND GRAMMAR EXPLANATIONS FOR TEACHER USE ARE INCLUDED. TWENTY FOUR LESSONS, BASED ON FAMILIAR EVERYDAY EXPERIENCES, ARE DEVELOPED BY USING THE CONVERSATIONAL PATTERN TECHNIQUE. THE PURPOSE OF THE MUSIC PROGRAM IS TO ACQUAINT YOUNG PEOPLE WITH THE DIFFERENT INSTRUMENTS OF THE ORCHESTRA BY EXPLAINING THE INSTRUMENTS BY FAMILY--STRINGS, BRASS, WOODWINDS, AND PERCUSSIONS. PUPILS SHOULD BE ENCOURAGED TO LISTEN TO BROADCASTS AND TELECASTS OF SYMPHONY ORCHESTRAS, TO ATTEND CONCERTS, TO MAKE MUSIC NOTEBOOKS, AND TO BUILD A VOCABULARY LIST OF MUSICAL TERMS. PHYSICAL EDUCATION TELECASTS ARE DEVOTED TO DEVELOPING SKILLS IN STUNTS AND TUMBLING, SOFTBALL, AND BALANCE FOR PHYSICAL FITNESS. INSTRUCTIONS ARE GIVEN FOR BOTH THE ACTIVITY AND THE THEORY BEHIND IT. THE SCIENCE PROGRAM STRESSES THE BIOGRAPHICAL APPROACH TO SCIENCE BY DEMONSTRATING TECHNIQUES OF GREAT ASTONOMERS SUCH AS COPERNICUS, HERSCHEL AND GALILEO. SIMPLIFIED CONSTRUCTIONS FOR PORTRAYING OUR SOLAR SYSTEM ARE INCLUDED IN THE SCIENCE INSTRUCTION. ED001363 INSTRUCTIONAL TELEVISION FOR THE FIFTH GRADE. A TEACHER GUIDE, SEMESTER II. 1962-00-00 142 N/A 1965 2016-11-22

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No Audiovisual Aids Equipment Standards Facilities Public Schools Resource Materials PATTERSON, PIERCE E. AND OTHERS CALIFORNIA California (Los Angeles) California California (Los Angeles) Audio-Visual Education Association of California, Los Angeles. SEPARATE LISTINGS ARE MADE OF AUDIOVISUAL EQUIPMENT RECOMMENDED FOR USE IN ELEMENTARY SCHOOLS (KINGERGARTEN THROUGH GRADE 6) AND IN JUNIOR AND SENIOR HIGH SCHOOLS. STANDARDS FOR EACH PIECE OF EQUIPMENT ARE RECOMMENDED. TO MAKE STANDARDS MORE LOGICAL AND REASONABLE, THE FOLLOWING ASSUMPTIONS WERE MADE--THAT EACH SCHOOL HAVE ADEQUATE STORAGE FACILITIES FOR AUDIOVISUAL EQUIPMENT, THAT SOMEONE BE RESPONSIBLE FOR STORAGE AND USAGE OF EQUIPMENT, THAT SOMEONE BE RESPONSIBLE FOR THE FLOW OF MATERIALS WITHIN, OR IN AND OUT OF, A SCHOOL, THAT SOMEONE BE ADEQUATELY TRAINED AND INFORMED CONCERNING THE FUNCTION, USAGE AND AVAILABILITY OF MATERIALS FOR VARIOUS EQUIPMENTS, AND THAT SOME PLAN FOR MAINTENANCE OF EQUIPMENT AND OBTAINING OF SUPPLIES AND MATERIALS BE MADE. ED001364 AUDIOVISUAL EQUIPMENT STANDARDS. 1961-00-00 25 N/A 1965 2016-11-22

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No Academically Gifted Educational Media Enrichment Activities Grade 3 Resource Materials Teaching Guides Teaching Methods KELLENBERGER, DARIUS AND OTHERS California (Fresno) CALIFORNIA California California (Fresno) Fresno City Unified School District, CA. THE COLLECTION OF MATERIALS PROVIDES ENRICHMENT ACTIVITIES FOR THIRD GRADE PUPILS. AN INTRODUCTORY SECTION OFFERS AIDS TO THE TEACHER IN IDENTIFYING THE MORE ABLE STUDENT AND IN TEACHING SOCIAL STUDIES, ART APPRECIATION, ARITHMETIC, AND HAIKU - A POETRY FORM. THE SECOND SECTION IS A COMPILATION OF SAMPLE COPIES OF PUPIL MATERIALS. THE MATERIALS FALL UNDER THE GENERAL HEADINGS OF ARITHMETIC, READING AND LANGUAGE, SCIENCE, SOCIAL STUDIES, AND PUZZLES. ED001365 THE MORE CAPABLE LEARNER, GRADE 3. 72 N/A 1965 2016-11-22

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No Consultants Curriculum Development Educational Improvement Individual Instruction Programed Instruction Programed Instructional Materials Public Schools Teacher Education EVERETT, J. BERNARD MASSACHUSETTS Massachusetts PROGRAMED LEARNING APPEARS TO OFFER GREAT PROMISE AS A MEANS OF INDIVIDUALIZING INSTRUCTION. PROGRAMED LEARNING MATERIALS, IF WELL CONSTRUCTED, PROVIDE A "BUILT-IN" MOTIVATION. THEY OFFER OPPORTUNITIES FOR INSERVICE EDUCATION OF TEACHERS AND APPEAR TO HOLD GREAT PROMISE AS A MEANS OF PROVIDING "BREATHING SPACE" IN SCHOOL PROGRAMS FOR BOTH TEACHERS AND LEARNERS. RESISTANCE TO INTRODUCING NEW SUBJECT MATTER INTO THE CURRICULUM CAN BE BROKEN DOWN BY PROGRAMED LEARNING. IN ORDER TO IMPLEMENT A COURSE OF PROGRAMED LEARNING, THE PROFESSIONAL STAFF MUST BE INFORMED, CONTACTS SHOULD BE MADE WITH OTHER SYSTEMS WHICH HAVE MADE A START IN SUCH A PROGRAM, ADVICE AND ASSISTANCE SHOULD BE OBTAINED FROM THE CENTER FOR PROGRAMED INSTRUCTION, AND TEACHERS SHOULD BE SENT TO THE TRAINING CENTER FOR SPECIAL SESSIONS. IT IS INCREASINGLY EVIDENT THAT THE MAJOR RESPONSIBILITY FOR THE FUTURE OF PROGRAMED LEARNING RESTS PRIMARILY WITH PUBLIC SCHOOL EDUCATORS, WHO MUST TAKE THE INITIATIVE. ED001366 PROGRAMMED LEARNING IN PUBLIC SCHOOLS. 1961-00-00 8 N/A 1965 2016-11-22

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No Educational Media Educational Television Instructional Improvement Learning Experience Teacher Attitudes Teaching Machines Teaching Methods JENSON, T.J. COLUMBUS OHIO Ohio TELEVISION HAS NEITHER ELIMINATED, REDUCED, NOR REPLACED MAN'S NEED AND USE OF BOOKS, BUT HAS MERELY INCREASED HIS APPETITE FOR KNOWLEDGE. LIBRARIANS, BOOK PUBLISHERS, MAGAZINE AND NEWSPAPER PUBLISHERS ALL ATTEST TO INCREASED GROWTH AND USE OF PRINTED MATERIALS SINCE THE ADVENT OF ELECTRONIC COMMUNICATION. EDUCATIONAL TELEVISION WAS SPURRED IN THE 1950'S BY ALLOCATION OF 250 CHANNELS FOR EDUCATIONAL USE AND BY FINANCIAL SUPPORT GIVEN FOR PIONEERING THE USE OF TV FOR EDUCATIONAL PURPOSES BY PRIVATE AND FOUNDATION FUNDS. PROBLEMS FOR EDUCATIONAL TELEVISION CAME WITH OPPOSITION BY COMMERCIAL STATIONS TO CHANNELS ALLOCATED FOR EDUCATIONAL PURPOSES, WITH ATTITUDES OF TEACHERS WHO LOOKED UPON IT AS A JOB THREAT, WITH TECHNICAL PROBLEMS OF TRANSMISSION, RECEPTION, TIMING AND SCHEDULING, AND COSTS. THE THREE LEVELS AT WHICH STUDENTS MAY TAKE PART IN ANY LEARNING EXPERIENCE ARE ACTION, REACTION, AND INTERACTION, AND TELEVISION PRESENTS THE POSSIBILITY BY MACHINE OF TALKING AND DEMONSTRATING A TEXTBOOK. AUTOMATION AND MACHINES ARE EFFECTIVE IN IMPROVING THE QUALITY AND EFFICIENCY OF LEARNING. SINCE MACHINES WILL PRODUCE ONLY WHAT IS PROGRAMED INTO THEM, THE FUTURE OF TEACHING MACHINES LIES IN INTELLIGENT PROGRAMING OF LEARNING MATERIALS, ADAPTABLE TO MACHINE PRESENTATION AND UTILIZATION. THE NEXT 25 YEARS, BARRING UNFORSEEN DETERRENTS, WILL SEE COMPLETE INTEGRATION OF MANY SUCCESSFUL TEACHING MACHINES IN THE EFFORT TO DISSEMINATE AND IMPROVE QUALITY INSTRUCTION. ED001367 TELEVISION IN EDUCATION AND TEACHING MACHINES. 1961-07-00 6 N/A 1965 2016-11-22

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No Carrels Classroom Design Furniture Design Guides Individual Instruction Public Schools Resource Materials Study Facilities BEYNON, JOHN California California BECAUSE OF THE DEMAND FOR INDIVIDUALIZED INSTRUCTION, NEW SCHOOLS ARE BEING PLANNED WITH LESS CLASSROOM SPACE AND MORE LIBRARY AND INDIVIDUAL STUDY SPACES. THESE NEW SCHOOLS REQUIRE NEW KINDS OF FURNITURE DESIGNED PRIMARILY TO GIVE THE STUDENT A DEGREE OF PRIVACY RATHER THAN TO PROVIDE OPTIMUM CONTROL TO TEACHERS. THE CARREL, PREVIOUSLY USED ALMOST EXCLUSIVELY BY COLLEGES AND GRADUATE SCHOOLS, IS NOW FINDING ITS WAY INTO SECONDARY AND ELEMENTARY SCHOOLS. A NUMBER OF SCHOOLS HAVE COMMITTED THEIR STUDENTS TO A HIGH PROPORTION OF INDEPENDENT WORK AND HAVE OF NECESSITY FACED UP TO THE PROBLEM OF DESIGNING NEW FURNITURE. SINCE DIFFERENT SCHOOLS WILL HAVE DIFFERENT REQUIREMENTS, A SKETCH BOOK WAS PREPARED TO SHOW MANY CONCEPTS FOR THE CARREL. AMONG THOSE SHOWN ARE THE BASIC, BARREL, CLASSROOM, JAPANESE, BIOLOGY, AND LIBRARY CARREL AS WELL AS DESIGNS USING ADDITIVE COMPONENTS (BUILT IN ELECTRONICS AND PORTABLE EQUIPMENT). A HOME BASE FOR HIGH SCHOOL STUDENTS AND STUDY SPACE FOR MEDICAL STUDENTS ARE ALSO ILLUSTRATED. THE CARRELS CAN BE COMPLETELY DISMOUNTED AND REASSEMBLED IN A DIFFERENT FASHION OR A NEW LOCATION IF EDUCATIONAL CHANGE SO DEMANDS. ED001368 STUDY CARRELS, DESIGNS FOR INDEPENDENT STUDY SPACE. 1964-03-00 20 N/A 1965 2016-11-22

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No Behavior Patterns Developmental Programs Emotional Disturbances Handicapped Children Measurement Instruments Methods Research Rating Scales Screening Tests Selection Test Validity LAMPERT, NADINE M. CALIFORNIA California (Sacramento) California California (Sacramento) California State Dept. of Education, Sacramento. THE SIGNIFICANT PATTERNS OF BEHAVIOR IN CHILDREN INDICATING A NEED FOR CLOSE SCRUTINY BY A TEACHER ARE HELD TO BE--INABILITY TO LEARN, UNSATISFACTORY INTERPERSONAL RELATIONSHIPS, INAPPROPRIATE BEHAVIOR, UNHAPPINESS, REPETITIVE SYMPTOMS OF ILLNESS AFTER STRESS. RESEARCH WAS DESIGNED TO VALIDATE A SCREENING PROCESS USING TEACHER, PEER, AND SELF-RATINGS WHICH HAD BEEN DEVELOPED FOR EARLY IDENTIFICATION OF EMOTIONALLY HANDICAPPED PUPILS WHO ARE VULNERABLE TO LEARNING AND BEHAVIOR PROBLEMS IN SCHOOL. RESULTS INDICATED THAT THE COLLECTION OF DATA WITHIN THE SCHOOL SETTING (RATING OF BEHAVIOR BY TEACHERS, PEERS AND PUPILS AS WELL AS ESTIMATES OF INTELLIGENCE AND SOCIOECONOMIC STATUS) CAN BE MEANINGFULLY AND USEFULLY COMBINED TO SCREEN A GROUP OF PUPILS WHO WOULD LATER BE DIAGNOSED BY CLINICIANS AS HAVING FROM MODERATE TO EXTREME DEGREES OF EMOTIONAL HANDICAPS MANIFEST IN SCHOOL ADJUSTMENT DIFFICULTIES. ED001369 THE DEVELOPMENT AND VALIDATION OF A PROCESS FOR SCREENING EMOTIONALLY HANDICAPPED CHILDREN IN SCHOOL. 1963-00-00 317 N/A 1965 2016-11-22

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No Instructional Innovation Mathematics Opinions Publications Status MOISE, EDWIN E. AND OTHERS DISTRICT OF COLUMBIA District of Columbia IN RECENT YEARS THERE HAS BEEN AN INCREASING INTEREST IN "NEW MATH." ACCOMPANYING THIS INTEREST HAS BEEN A GREAT DEAL OF CONFUSION AND PERPLEXITY FOR PARENTS AND TEACHERS CONCERNED WITH DETERMINING ITS WORTH. FIVE ARTICLES DEAL WITH THE NEW PROGRAMS. A PROFESSOR OF MATHEMATICS SEES THE NEW MATHEMATICS PROGRAMS AS ONE OF THE MOST NOVEL AND EXCITING THINGS GOING ON TODAY IN AMERICAN EDUCATION. AN ASSOCIATE PROFESSOR OF PHYSICS REFLECTS THE CRITICAL VIEWPOINT THAT THE NEW MATH HAS ONLY CREATED A SITUATION OF CONFUSION AND OFFERS LITTLE MORE THAN A STATUS SYMBOL FOR MATHEMATICIANS TO GAIN GRANTS OR PUBLISHERS TO SELL BOOKS. WHILE THE VIEWS REMAIN VARIED, THE PUBLISHERS OF THIS PAMPHLET FEEL THAT THIS VARIATION REFLECTS THE CURRENT STATUS OF INFORMED THINKING ON THIS SUBJECT. ED001370 FIVE VIEWS OF THE "NEW MATH." 1965-04-00 27 N/A 1965 2016-11-23

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No Arithmetic Educational Media Enrichment Activities Gifted Grade 4 Language Instruction Resource Materials Sciences Social Studies Teaching Guides SELDERS, HAL AND OTHERS CALIFORNIA California (Fresno) California California (Fresno) Fresno City Unified School District, CA. THE COLLECTION OF MATERIALS PROVIDES ENRICHMENT ACTIVITIES FOR THE FOURTH GRADE STUDENT. THE TEACHER'S SECTION INCLUDES--SUGGESTIONS FOR USING THE PUPIL MATERIALS, CHARACTERISTICS OF THE MORE ABLE LEARNER, A CHECK LIST FOR IDENTIFYING THE MORE ABLE LEARNER, AND AN ACTIVITIES CHART SHOWING THE OVERLAPPING USE OF VARIOUS ACTIVITIES TO AID IN THE TEACHING OF SEVERAL SUBJECTS. THE PUPIL'S SECTION CONSISTS OF SAMPLE COPIES OF PUPIL MATERIALS SUCH AS PUZZLES, WORD GAMES, SCRAMBLED SENTENCES, AND FILL-IN-THE-BLANK EXERCISES. THE COLLECTIONS OF MATERIALS FALL UNDER THE GENERAL HEADINGS OF ARITHMETIC, LANGUAGE, SCIENCE, AND SOCIAL STUDIES. ED001371 THE MORE CAPABLE LEARNER, GRADE 4. 1963-00-00 201 N/A 1965 2016-11-23

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No Ability Grouping Creative Teaching Elementary School Students Enrichment Activities Gifted Mathematics Program Evaluation Teaching Methods MALLERY, DAVID MASSACHUSETTS Massachusetts (Boston) Massachusetts Massachusetts (Boston) National Association of Independent Schools, Boston, MA. PROGRAMS DEALING WITH GIFTED ELEMENTARY SCHOOL CHILDREN ARE DESCRIBED AND GIVE THE DEFINITION, IMAGINATION, ENRICHMENT, RESPONSIBILITY, AND TREATMENT OF THE ABLEST STUDENT. THE ESTABLISHED PROGRAMS OF GRADE SKIPPING, GRADELESS SCHOOLS, GROUPING BY ABILITY, AND ENRICHMENT ARE DESCRIBED ALONG WITH EXAMPLES OF NEW METHODS OF TEACHING MATHEMATICS AND READING TO STUDENTS OF VARIOUS ABILITIES. SUGGESTIONS ARE MADE TO ENCOURAGE THE CHILDREN'S ENTHUSIASM AND DEPTH IN MATHEMATICS. THE SEARCH FOR GIFTEDNESS HAS BEEN FOUND TO BE MUCH MORE BENEFICIAL THAN THE SEARCH FOR THE GIFTED CHILD. STUDENTS ARE CHALLENGED REGARDLESS OF THEIR ABILITY LEVEL. ED001372 IMAGINATIVE TEACHING IN ELEMENTARY SCHOOLS. 1962-00-00 67 N/A 1965 2016-11-23

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No Closed Circuit Television Costs Educational Television Enrichment Motivation Program Development Public Schools Teacher Effectiveness Teaching Methods Team Teaching CAHALL, T. WILSON MARYLAND Maryland (Hagerstown) Maryland THE USE OF TELEVISION FOR INSTRUCTIONAL PUPOSES IN THE SCHOOLS OF HAGERSTOWN, MD. HAS CREATED A CHANGE WHICH HAS BEEN PROFITABLE AND ADVANTAGEOUS TO THE SCHOOLS. PUPIL CONTROL IS EXTREMELY HIGH, ADMINISTRATORS ARE ABLE TO REDEPLOY TIME AND EFFORT OF TEACHING IN MORE MEANINGFUL WAYS, LESSONS ARE SUPERIOR IN QUALITY AND RICH IN MOTIVATION, COST IS NOT EXCESSIVE OR UNREASONABLE, SCHOOL PROGRAMS HAVE BEEN BROADENED AND ENRICHED FROM GRADES 1-12, FEWER TEACHERS NEED TO BE EMPLOYED DESPITE INCREASED ENROLLMENT, OPPORTUNITIES TO PROVIDE INSERVICE TRAINING HAVE BEEN SOUGHT AND USED, FLEXIBILITY HAS BEEN ADDED TO THE SCHOOL PROGRAM, AND STAFF HAS BEEN ENTHUSIASTIC. AN ANALYSIS OF THE LEARNING PROCESS SHOWS THAT TELEVISION IS USEFUL FOR MOTIVATING AND STIMULATING, PROVIDING INFORMATION, DEMONSTRATING, SHOWING IMPLICATIONS, ENRICHING BACKGROUNDS, PROVIDING COMMON EXPERIENCES AND CHALLENGING PUPILS TO ASSUME MORE RESPONSIBILITY FOR THEIR LEARNING. PROCESSES WHICH CANNOT BE CARED FOR BY TELEVISION AND WHICH MUST BE DIRECTED BY A SKILLFUL TEACHER ARE--CONDUCTING CLASSROOM DISCUSSIONS, CLEARING UP MISUNDERSTANDINGS, DEVELOPING AND SUPERVISING LONG-RANGE GOALS OF THE COURSE OR OF THE PUPIL, HELPING PUPILS APPLY KNOWLEDGE LEARNED, AND EVALUATING PUPIL PROGRESS. TEACHING TEAMS OF STUDIO AND CLASSROOM TEACHERS HAVE BEEN ORGANIZED TO WORK TOGETHER IN DEVELOPING LESSON PLANS AND PREPARING MATERIALS TO BE USED IN THEIR COOPERATIVE TEACHING PROCEDURES. TELEVISION VALUE DEPENDS UPON THE RESOURCEFULNESS AND ABILITIES OF THOSE USING IT. ED001373 CLOSED-CIRCUIT TELEVISION INSTRUCTION. 1961-00-00 9 N/A 1965 2016-11-22

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No Achievement Black Students De Facto Segregation Disadvantaged Youth Educational Quality Equal Education Program Evaluation Program Improvement Public Schools SCHWAB, HERBERT M. AND OTHERS PORTLAND OREGON Oregon Multnomah County Intermediate Education District, Portland, OR. RESEARCH ON WHETHER PORTLAND'S SCHOOLS PROVIDE EQUAL EDUCATION REVEALED A NUMBER OF FACTS ABOUT THE LOCAL EDUCATIONAL PROCESS. CHILDREN IN DISADVANTAGED SCHOOLS IN PORTLAND WERE OBTAINING AN EDUCATION THAT WAS UNACCEPTABLE IN QUALITY AND ACHIEVEMENT. IN THESE DISADVANTAGED SCHOOLS WERE BOTH WHITE AND NEGRO CHILDREN. IN A NUMBER OF INSTANCES, THE CONCENTRATION OF NEGRO CHILDREN DUE TO RESIDENTIAL CONCENTRATION OF THEIR PARENTS HAD CONTRIBUTED TO THE DEVELOPMENT OF DISADVANTAGED SCHOOLS. RACIAL CONCENTRATIONS WERE ALSO PRODUCED BY POPULATION SHIFTS WHICH TENDED TO OVERCROWD FORMERLY ADEQUATE SCHOOL FACILITIES. RECOMMENDATIONS HIGHLIGHTED A MODEL SCHOOL PROGRAM THAT WOULD BRING AN INTENSIVE EDUCATIONAL EFFORT TO BEAR ON A NUMBER OF ELEMENTARY SCHOOLS. THESE SCHOOLS HAD ACHIEVEMENT LEVELS SIGNIFICANTLY BELOW THE CITY-WIDE MEAN IN ADDITION TO SOCIAL AND LEARNING PROBLEMS. ADDITIONAL TEACHING PERSONNEL SHOULD ACHIEVE A PUPIL RATIO 1-20. A NEW SCHOOL SHOULD BE CONSTRUCTED TO TAKE CARE OF THE SURPLUS STUDENTS, A PRESCHOOL EDUCATIONAL PROGRAM SHOULD BE ESTABLISHED. OCCUPATION ORIENTED PROGRAMS OF GENERAL EDUCATION SHOULD BE DESIGNED FOR THE HIGH SCHOOLS, COUNSELORS AND STUDENTS SHOULD BE ENCOURAGED TO WORK TOGETHER. IN THE MODEL SCHOOL PROGRAM, MORE ATTENTION SHOULD BE GIVEN TO THE MATERIAL AND CULTURAL NEEDS OF DISADVANTAGED CHILDREN TO ENHANCE THEIR RESPONSE TO MOTIVATIONAL EFFORTS. ALSO TEACHERS SHOULD COMMUNICATE WITH COMMUNITY LEADERS AND TAKE INTEREST IN PROBLEMS OF THE COMMUNITY SERVED BY THEIR SCHOOLS SO THAT THE PROBLEM OF PREJUDICE COULD BE REMOVED. ED001374 RACE AND EQUAL EDUCATIONAL OPPORTUNITY IN PORTLAND'S PUBLIC SCHOOL. 1964-10-29 52 N/A 1965 2016-11-22

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No Ability Grouping Elementary School Students Guidance Personnel Guidance Programs Identification Selection Student Improvement ECKERSON, LOUISE O. SMITH, HYRUM M. DISTRICT OF COLUMBIA District of Columbia Office of Education (DHEW), Washington, DC. GUIDANCE IN ELEMENTARY SCHOOLS IS A SERVICE TO ASSIST ALL CHILDREN IN MAKING MAXIMUM USE OF THEIR ABILITIES. IT ATTEMPTS TO IDENTIFY EARLY THE INTELLECTUAL, EMOTIONAL, SOCIAL AND PHYSICAL CHARACTERISTICS OF THE PUPIL. STATISTICS INDICATE THAT IN THE FUTURE, JOBS WILL DEMAND EVEN MORE EDUCATION AND TRAINING. SINCE POTENTIAL HIGH SCHOOL AND COLLEGE DROPOUTS CAN BE DETECTED ON THE ELEMENTARY LEVEL, EARLY AND CONTINUOUS GUIDANCE MAY PREVENT THIS WASTE. MOST CURRENT PROGRAMS ARE QUITE NEW. VARIOUS ATTITUDES AND EXPERIMENTAL PROJECTS ARE DESCRIBED. GUIDANCE IS USUALLY INCLUDED IN A BROADER PROGRAM CALLED PUPIL PERSONNEL SERVICES. THE GUIDANCE CONSULTANT WORKS CLOSELY WITH PARENTS AND TEACHERS, TESTS AND OBSERVES STUDENTS, AND REFERS THOSE WITH PARTICULAR PROBLEMS TO PUPIL PERSONNEL SPECIALISTS. THESE SHOULD INCLUDE A SCHOOL PSYCHOLOGIST AND A SOCIAL WORKER. MANY FACTORS SUCH AS THE SOCIOECONOMIC LEVEL OF THE NEIGHBORHOOD, THE NUMBER OF PUPILS, AND THE EXTENT OF PROFESSIONAL SERVICES AVAILABLE AFFECT THE ROLE OF THE CONSULTANT. GUIDANCE PERSONNEL ARE USUALLY FORMER TEACHERS WITH ADDITIONAL GRADUATE EDUCATION. SOCIAL WORKERS AND PSYCHOLOGISTS SHOULD ALSO BE CONSIDERED, ACCORDING TO THE KINDS OF PROBLEMS TO BE DEALT WITH. IN SUCH CASES AN ELEMENTARY SCHOOL INTERNSHIP COULD BE SUBSTITUTED FOR TEACHING EXPERIENCE. ALTHOUGH THERE ARE FEW CLEARLY DEFINED PROGRAMS NOW, THE IMPACT OF ELEMENTARY SCHOOL GUIDANCE ON UNIVERSITIES IS BEGINNING TO BE FELT. SELECTION OF GUIDANCE PERSONNEL SHOULD BE BASED ON BOTH EDUCATIONAL BACKGROUND AND PERSONAL QUALIFICATIONS. ED001375 GUIDANCE FOR CHILDREN IN ELEMENTARY SCHOOLS. 1963-00-00 22 N/A 1965 2016-11-22

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No Acceleration Course Organization Creative Activities Curriculum Guides Gifted Grade 6 Program Evaluation Resource Materials CALIFORNIA California (Oakland) California California (Oakland) Oakland Unified School District, CA. TEACHERS WORKING WITH GIFTED SIXTH GRADERS WILL FIND THIS BULLETIN OF INTEREST. IT IS APPLICABLE BOTH TO HETEROGENEOUS AND HOMOGENEOUS CLASSES. SPECIFIC SUGGESTIONS TO TEACHERS AND OTHER PERSONNEL ARE OFFERED IN EVERY AREA OF SIXTH GRADE CURRICULUM--SOCIAL STUDIES, HEALTH AND SAFETY, MATHEMATICS, THE LANGUAGE ARTS, ART, MUSIC, AND PHYSICAL EDUCATION. EACH OF THESE SUBJECT AREAS IS DISCUSSED IN LIGHT OF AN ENRICHED, ACCELERATED, CHALLENGING, AND CREATIVE ACTIVITY FOR THE GIFTED CHILD. THIS BULLETIN ALSO OFFERS SUGGESTIONS FOR GRADING AND MARKING PRACTICES, EVALUATION OF GIFTED PROGRAM, CONFERENCES WITH PARENTS, AND HOMEWORK. ED001376 PROGRAM FOR GIFTED PUPILS, GRADE SIX. 1963-07-00 53 N/A 1965 2016-11-22

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No Achievement Anxiety Failure Performance Factors Reinforcement Social Relations HILL, KENNEDY T. Minnesota (Minneapolis) MINNESOTA Minnesota Minnesota (Minneapolis) THE INVESTIGATION STUDIED THE FACTORS WHICH DETERMINED THE RELATIVE EFFECTIVENESS OF SOCIAL REINFORCEMENT AND NONREINFORCEMENT FROM ADULTS ON CHILDREN'S PERFORMANCE. IT HAD BEEN ASSUMED THAT SOCIAL REINFORCEMENT MIGHT HAVE TWO EFFECTS, ONE DERIVED FROM ITS INCENTIVE VALUE AND THE SECOND DERIVED FROM ITS POTENTIALITY FOR REDUCING ANXIETY. THE PRESENT STUDY WAS DESIGNED TO TEST THE ROLE OF ANXIETY DIRECTLY BY ASSESSING THE EFFECTS OF SOCIAL REINFORCEMENT AND NONREINFORCEMENT FOLLOWING SUCCESS AND FAILURE FOR CHILDREN OF STABLE LOW AND HIGH LEVELS OF ANXIETY. THE EXPERIMENTAL TASK WAS A MARBLE DROPPING GAME, ESSENTIALLY, THE APPARATUS CONSISTED OF A TABLE WITH TWO BINS, ONE CONTAINING OVER 1,500 MARBLES AND THE OTHER COVERED BY A PLATE WITH SIX HOLES. THE CHILD WAS INSTRUCTED TO PICK UP THE MARBLES FROM THE ONE BIN AND TO PUT THEM IN THE HOLES OF THE PLATE COVERING THE SECOND BIN. DURING THE FIRST MINUTE OF THE TASK, THE BASELINE PERIOD, THE EXPERIMENTER ATTEMPTED TO PLAY AN ATTENTIVE BUT NONRESPONSIVE ROLE. DURING THE REMAINING 6 MINUTES OF THE TASK, THE EXPERIMENTAL PERIOD, THE EXPERIMENTER EITHER MADE A SUPPORTIVE COMMENT SUCH AS "VERY GOOD," OR "THAT'S FINE" AFTER THE FIRST RESPONSE IN EVERY THIRTY SECOND INTERVAL (SOCIAL REINFORCEMENT CONDITIONS) OR REMAINED ATTENTIVE BUT NONRESPONSIVE THROUGHOUT THE EXPERIMENTAL SESSION (NONREINFORCEMENT CONDITION). RESULTS SHOWED THAT PERFORMANCE WAS HIGHER UNDER SOCIAL REINFORCEMENT THAN NONREINFORCEMENT FOR LOW ANXIOUS CHILDREN FOLLOWING SUCCESS, AND THE TWO REINFORCEMENT CONDITIONS DIFFERED MINIMALLY FOR BOTH LOW ANXIOUS SUBJECTS AFTER FAILURE AND THE HIGH ANXIOUS SUBJECTS AFTER SUCCESS. THE PREDICTIONS WERE NOT SUPPORTED, HOWEVER, FOR HIGH ANXIOUS CHILDREN FOLLOWING FAILURE. ED001377 THE EFFECTS OF SOCIAL REINFORCEMENT AND NONREINFORCEMENT FOLLOWING SUCCESS AND FAILURE AS A FUNCTION OF THE LEVEL OF ANXIETY OF "S". 1965-00-00 8 N/A 1965 2016-11-22

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No Achievement Gains Closed Circuit Television Costs Curriculum Development Educational Television Public Schools Teaching Methods GUILFORD, DAVID L. MARYLAND Maryland Washington County Board of Education, Hagerstown, MD. TELEVISION INSTRUCTION IN WASHINGTON COUNTY, MD. SCHOOLS BEGAN IN SEPTEMBER 1956 AND HAS CONTINUED AS AN INTEGRAL PART OF THE INSTRUCTIONAL PROGRAM. EARLY IN THE PROJECT IT BECAME EVIDENT THAT THE IMPORTANT ISSUE WAS NOT WHETHER TELEVISION SHOULD BE USED FOR DIRECT INSTRUCTION, BUT HOW IT SHOULD BE USED AND WHAT IT COULD CONTRIBUTE TO THE IMPROVEMENT OF INSTRUCTION. AS A RESULT, CURRICULUM IS CONTINUALLY BEING REVISED AND EXTENDED, TEACHING PROCEDURES STUDIED AND ACHIEVEMENT EVALUATED. INSTRUCTIONAL TELEVISION IS REGARDED AS A VALUABLE ADDITION TO THE SCHOOL PROGRAM AND NOT AS A "SUBSTITUTE." TELEVISION HAS BEEN ACCEPTED AS AN IMPORTANT EDUCATIONAL RESOURCE. INSTRUCTIONAL TELEVISION IS A REGULAR PART OF THE SCHOOL PROGRAM AND IS NOW BEING USED ON AN EVEN BROADER SCALE THAN BEFORE. SCHOOL STAFFS FEEL THAT INSTRUCTION HAS BEEN STRENGTHENED, PUPIL EDUCATIONAL OPPORTUNITY HAS BEEN BROADENED, AND ACHIEVEMENT IMPROVED. LESSONS HAVE BEEN GIVEN IN MATHEMATICS, THE ARITHMETIC PROGRAM, ARITHMETIC AND READING, GENERAL MATHEMATICS, ALGEBRA, PLANE GEOMETRY, ADVANCED MATHEMATICS, SCIENCE, U.S. HISTORY, 12TH GRADE ENGLISH, ART AND MUSIC, CONVERSATIONAL FRENCH AND CORE (CORRELATED SOCIAL STUDIES, LANGUAGE ARTS AND ENGLISH). ACHIEVEMENT GAINS SHOWN DURING THE TESTING PROGRAM ARE NOT ATTRIBUTED WHOLLY TO TELEVISION "PER SE," BUT IT IS BELIEVED THAT TELEVISION CONTRIBUTED TO AN OVERALL SITUATION THAT MADE GROWTH POSSIBLE. SINCE THE BEGINNING OF THE TELEVISION PROGRAM, PARENTS HAVE TAKEN A GREATER INTEREST THAN FORMERLY IN THE SCHOOL PROGRAM AND IN THE PROGRESS OF THEIR CHILDREN. IT IS FELT THAT TELEVISION FOCUSED ATTENTION ON PROBLEMS IN A WAY NEVER BEFORE POSSIBLE, THAT IT STIMULATED TEAMWORK AND PLANNING, THAT IT CREATED INTEREST IN CURRICULUM DEVELOPMENT AND TEACHING PROCEDURES, AND THAT IT REQUIRED PUPILS TO ASSUME MORE RESPONSIBILITY. ED001378 WASHINGTON COUNTY CLOSED CIRCUIT TELEVISION REPORT. 1961-00-00 84 N/A 1965 2016-11-22

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No English Instruction Laboratories Methods Programed Instruction Resource Materials Student Teacher Relationship Teaching Machines JOHNSON, HERBERT AND OTHERS NEW YORK New York (New York) New York New York (New York) Metropolitan School Study Council, New York, NY. THE TEACHING MACHINE AND PROGRAMED INSTRUCTION ARE EXPLAINED ANALYTICALLY IN TERMS OF LABORATORY PROCEDURES. AN EXPLANATION IS GIVEN OF THE PSYCHOLOGY OF THE STUDENT. TEACHING MACHINES ALLEVIATE SOME PROBLEMS OF STUDENT-TEACHER RELATIONSHIPS, SUCH AS APATHY, STUBBORNNESS, AND RESENTMENT. HIGHER LEVELS OF CONCENTRATION ARE MAINTAINED. SOME LIMITATIONS OF PROGRAMED INSTRUCTION INCLUDES DANGER OF COMMERCIALIZATION AND INFLEXIBILITY. THE PROGRAM ENGLISH 2600 WAS USED WITH THE TEACHING MACHINE IN A NEW YORK SCHOOL. THE ADVANTAGES OF ENGLISH 2600 SUCH AS PRESENTATION OF GOOD ENGLISH GRAMMAR AND PINPOINTING OF ERRORS, ARE NOTED. PRACTICAL APPLICATIONS AND EXAMPLES ARE GIVEN TO MAKE MACHINE USAGE MORE SIMPLE. ED001379 TEACHING MACHINES AND PROGRAMED INSTRUCTION. 1961-03-08 36 N/A 1965 2016-11-22

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No Community Resources Costs Curriculum Development Disadvantaged Schools Educational Needs Educational Problems Educational Quality Rural Environment Rural Schools Teacher Effectiveness Teacher Shortage BEAL, WANDA Colorado (Denver) ROCKY MOUNTAIN AREA PROJECT COLORADO Colorado Colorado (Denver) Colorado State Dept. of Education, Denver. THE PROBLEMS OF RURAL SCHOOLS ARE CHARACTERIZED BY--AN INABILITY TO HIRE ENOUGH WELL-PREPARED, VERSATILE, AND RESOURCEFUL TEACHERS AND TO RETAIN THEM OVER A PERIOD OF YEARS TO ASSURE PROGRAM CONTINUITY, INADEQUATE CURRICULUM OFFERINGS AND EQUIPPED CLASSROOM SPACE, DECREASING ENROLLMENT, LACK OF RECOGNITION AND ENCOURAGEMENT TO TEACHERS ALREADY ON THE JOB, AND LOGISTIC PROBLEMS OF TIME, NUMBERS, AND SPACE. SOLUTIONS TO THE PROBLEMS INVOLVE--THE REORGANIZATION OF SCHOOL DISTRICT LINES AND THE CONSOLIDATION OF SCHOOLS WHERE REASONABLE, THUS REDUCING NEEDLESS DUPLICATION OF BUILDINGS, TEACHERS AND MATERIALS, THE SHARING OF SERVICES AMONG SEVERAL SCHOOLS WHICH ONE SCHOOL CANNOT BY ITSELF AFFORD OR JUSTIFY, AND A MODIFICATION OF INSTRUCTION METHODS, ENABLING THE TEACHER TO MAKE A MORE EFFECTIVE USE OF TIME. IT WAS FOUND THAT MULTICLASSES ENRICH THE CURRICULUM OF SMALL SCHOOLS, AND THAT SCHEDULING LONGER PERIODS PROVIDES ADDITIONAL HELP TO SLOW STUDENTS AND MORE CHALLENGING ASSIGNMENTS TO ADVANCED STUDENTS. SMALL GROUP TECHNIQUES STIMULATE INSTRUCTORS PROFESSIONALLY AND ALLOW THEM TO GIVE MORE INDIVIDUAL HELP TO STUDENTS. FILM COURSES ASSIST IN INCREASING THE CURRICULUM OFFERINGS AND IMPROVING INSTRUCTION. RECORDINGS ARE AN AID TO BOTH TEACHERS AND STUDENTS, ENABLING THE VOICES OF MASTER TEACHERS AND FOREIGN LANGUAGES TO BE BROUGHT INTO ANY REMOTE CLASSROOM. CORRESPONDENCE COURSES ARE USED TO ENRICH THE CURRICULUM AND TO PROVIDE COURSES WHICH COULD NOT OTHERWISE BE OFFERED. BOTH THE STUDENT AND TEACHER RESPONSE TO THE PROJECT WAS HIGHLY FAVORABLE. EVALUATION TEAMS RECOMMENDED THAT PROJECT CLASSES BE CONTINUED AND THAT OTHER SMALL SCHOOLS BE ENCOURAGED TO PARTICIPATE IN THE PROJECT. ED001380 COLORADO ACCEPTS THE CHALLENGE. THE ROCKY MOUNTAIN AREA PROJECT FOR SMALL HIGH SCHOOLS, A REPORT TO CITIZENS. 1961-00-00 32 N/A 1965 2016-11-22

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No Ability Grouping Followup Studies High Schools Independent Study Innovation Program Evaluation Scheduling Seminars Student Teacher Relationship Teaching Methods ILLINOIS Illinois THE TRUMP PLAN AT RIDGEWOOD HIGH SCHOOL IN NORRIDGE, ILLINOIS INCLUDED THE FOLLOWING INNOVATIONS--INSTEAD OF CLASSES OF 25-30 STUDENTS, STUDENTS MET IN GROUPS OF 4-7, 10-15, AND 65-130. INSTEAD OF STANDARD CLASSROOMS, THERE WERE MANY ASSORTED WORKING SPACES, FROM INDIVIDUAL CARRELS TO LARGE LECTURE HALLS. TEACHERS WERE GROUPED IN COOPERATIVE TEAMS WHICH UTILIZED A VARIETY OF TEACHING SPACES. TEACHERS WERE DIVIDED INTO TWO GENERAL DIVISIONS, HUMANITIES AND SCIENCE-MATH. INSTEAD OF STUDY HALLS, STUDENTS WORKED INDEPENDENTLY ON ADVANCED PROJECTS DURING UNSCHEDULED SCHOOL TIME WITH TEACHERS AS CONSULTANTS. DISCUSSION PERIODS (SEMINARS) WERE CONDUCTED BY STUDENTS. CLASS PERIODS RANGED FROM 20-80 MINUTES, WITH CLASSES OF DIFFERENT LENGTHS OVERLAPPING ALMOST EVERY DAY. NO BELLS WERE RUNG. TEACHERS WERE LEFT UNSCHEDULED FOR OVER HALF OF THEIR TIME. EVALUATION AT THE END OF 4 YEARS SHOWED THAT MAJOR PROBLEMS OCCURRED IN SCHEDULING, IN SEMINARS AND IN INDEPENDENT STUDY. SCHEDULING WAS SOLVED BY AN ARRANGEMENT WITH A NEARBY COMPUTER CENTER TO PROVIDE INDIVIDUAL PROGRAMS FOR STUDENTS. THUS RIDGEWOOD BECAME THE FIRST SCHOOL IN THE COUNTRY TO OPERATE WITH A COMPUTER-BUILT MODULAR SCHEDULE. THE DIFFICULTIES IN IMPLEMENTING THE INDEPENDENT STUDY SCHEDULE SHOWED THE NEED FOR PUTTING THE TEACHER AND STUDENT IN A CLOSER RELATIONSHIP AND EMPLOYING A "LEARNING LABORATORY" IN EACH SUBJECT FIELD. NO MAJOR MODIFICATIONS WERE MADE IN SEMINARS. SEMINARS CAN ALSO BE EFFECTIVE WITH LOW ABILITY STUDENTS, BUT THE TOPICS DISCUSSED AND ASSIGNMENTS MADE SHOULD BE WITHIN LIMITS OF THEIR COMPETENCE. ED001381 A "TRUMP PLAN" - 4 YEARS LATER. 1965-00-00 1 N/A 1965 2016-11-22

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No Bibliographies Ethnic Groups Human Relations Intergroup Relations Literature Guides Publications Race Reading Materials Religion Resource Materials Social Discrimination Status STOREN, HELEN F. NEW YORK New York (New York) New York New York (New York) National Conference of Christians and Jews, New York, NY. NOTING THAT THE FIELD OF HUMAN RELATIONS HAS RECEIVED MORE ATTENTION IN THE LAST GENERATION THAN EVER BEFORE, THE NATIONAL CONFERENCE OF CHRISTIANS AND JEWS HAS REVISED ITS 1956 EDITION OF SELECTED READING LITERATURE. READINGS ARE DIVIDED INTO SEVEN CATEGORIES--PREJUDICE - CAUSES, PREVENTION AND CURE, RELIGION - UNDERSTANDING RELIGIOUS GROUPS, CHURCH AND STATE, RELIGION AND EDUCATION, RACE - UNDERSTANDING THE CONCEPT OF RACE, ETHNIC GROUPS - IMMIGRATION, THE NEGRO IN AMERICAN LIFE, CLASS, AND WHAT SCHOOLS AND COMMUNITIES CAN DO. A DESCRIPTIVE CRITIQUE OF CONTENTS ACCOMPANIES EACH DOCUMENT CITED. A DIRECTORY OF ORGANIZATIONS WHICH SERVE AS RESOURCE AGENCIES AND AN INDEX OF REPRINTS, ARTICLES AND PAMPHLETS TO HELP BUILD BETTER INTERGROUP RELATIONS ARE INCLUDED. ED001382 READINGS IN INTERGROUP RELATIONS. 1959-10-00 57 N/A 1965 2016-11-22

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No Curriculum Development Educational Research Educational Technology Experimental Programs Innovation Research Projects FOSHAY, ARTHUR W. NEW YORK New York (New York) New York New York (New York) Columbia Univ., New York, NY. Graduate School of Education. OVER A PERIOD OF 21 YEARS THE HORACE MANN-LINCOLN INSTITUTE HAS UNDERGONE MANY CHANGES. ITS ORIGINAL PURPOSE, FIELD EXPERIMENTATION, WAS SOMEWHAT FORMALIZED INTO ACTION RESEARCH, THE IDEA BEING THAT RESEARCH IN CONJUNCTION WITH ACTION MIGHT AMOUNT TO AN EDUCATIONAL FORM OF THE WAR-TIME "OPERATIONS RESEARCH." GRADUALLY, THE INSTITUTE STAFF HAS GIVEN UP ITS EXCLUSIVE EMPHASIS ON FIELD EXPERIMENTATION. STAFF MEMBERS ENCOUNTERED A NUMBER OF PROBLEMS IN THE FIELD THAT REQUIRED A FORMAL RESEARCH APPROACH, AND NOT ALL PROBLEMS CAN BE FORMULATED AND SOLVED AT THE POINT OF ACTION. THE PROBLEM OF CURRICULUM CHANGE ITSELF, FOR EXAMPLE, REQUIRES CAREFUL THEORETICAL FORMULATION. STAFF PERSONNEL HAVE CHANGED, THUS BRINGING IN NEW POPLE WITH NEW INTERESTS. MOST OF THE STUDIES IN THE INSTITUTE CONSIST OF FORMAL RESEARCH PROJECTS. ONLY TWO, THE MATHEMATICS PROJECT AND THE EDUCATIONAL COMMUNICATIONS PROJECT, ARE DIRECT ATTEMPTS AT CLASSROOM INNOVATION. RESEARCH PROJECTS CURRENTLY UNDERWAY ARE--PRESCHOOL READING ABILITY, URBAN EDUCATION, CAREER PATTERN STUDY, EDUCATION FOR SELF-UNDERSTANDING, CHILDREN'S THINKING, LEADERSHIP TRAINING, AND CURRICULUM DEVELOPMENT. ED001383 HORACE MANN-LINCOLN INSTITUTE OF SCHOOL EXPERIMENTATION. ANNUAL REPORT 1962-1963. 1963-00-00 15 N/A 1965 2016-11-22

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No Advisory Committees Educational Television Innovation Inservice Teacher Education Instructional Films Mathematics Instruction Primary Education Resource Materials Set Theory Teaching Methods CALIFORNIA California (San Diego) California California (San Diego) San Diego County Dept. of Education, CA. A TELEVISION SERIES ENTITLED "INTERPRETING MODERN MATHEMATICS" IS SPONSORED BY THE DEPARTMENT OF EDUCATION OF SAN DIEGO COUNTY AS AN INSERVICE EDUCATIONAL SERVICE FOR TEACHERS OF GRADES KINDERGARTEN THROUGH SIX. THE SERIES IS NOT INTENDED TO OFFER A COMPREHENSIVE COURSE IN MODERN MATHEMATICS, BUT RATHER TO DEAL WITH THE CONTENT, MATERIALS, AND METHODS OF TEACHING THE COURSE. PROGRAMS CONSIST OF DISCUSSIONS AND DEMONSTRATION LESSONS FOLLOWED BY PANEL DISCUSSIONS OF CURRENT ISSUES. THE CONTENT OF THE SERIES IS BASED UPON THE REPORT OF THE CALIFORNIA ADVISORY COMMITTEE ON MATHEMATICS WHICH RELATES THE ESSENTIAL STRANDS OF MATHEMATICS THAT SHOULD BE INCORPORATED IN THE ELEMENTARY GRADES. THE STRANDS ARE--NUMBER SYSTEMS AND OPERATIONS, GEOMETRY, MEASUREMENT, APPLICATIONS OF MATHEMATICS, FUNCTIONS AND GRAPHS, SETS, THE MATHEMATICAL SENTENCE, AND LOGIC. A GUIDE HAS BEEN PREPARED TO PROVIDE THE TEACHERS WITH RESOURCE MATERIALS AND ADVANCE INFORMATION ABOUT THE PROGRAMS IN THE TELEVISION SERIES. THE FIRST RESOURCE SECTION CONTAINS BACKGROUND MATERIAL AND OUTLINES OF PROGRAM 1-13. AN ABSTRACT OF SOME MAIN FEATURES OF THE ADVISORY COMMITTEE'S REPORT IS ALSO INCLUDED. OTHER IMPORTANT SECTIONS OF THE GUIDE PRESENT--AN ANNOTATED BIBLIOGRAPHY OF EXPERIMENTAL PROGRAMS AND SUPPLEMENTARY MATERIALS IN MODERN MATHEMATICS, A LIST OF RECENTLY PUBLISHED MATERIALS, SELECTED REFERENCES IN MODERN MATHEMATICS, AN ANNOTATED LIST OF MATHEMATICS MATERIALS INCLUDING SELECTED FILMS AND FILMSTRIPS, AND CRITERIA FOR EVALUATING MATH TEXTBOOKS. ED001384 INTERPRETING MODERN MATHEMATICS GRADES KINDERGARTEN THROUGH SIX. 1962-00-00 83 N/A 1965 2016-11-22

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No Black Students Community Action Compensatory Education Disadvantaged Enrichment Activities Public Relations Remedial Instruction Resource Materials Florida (Largo) FLORIDA Florida Community Service Foundation, Largo, FL. CACEP MEANS "CONTINUING ACADEMIC AND CULTURAL ENRICHMENT PROGRAM." THE PROJECT IS HELPING THOUSANDS OF NEGRO STUDENTS OF ST. PETERSBURG TO CLOSE THE EDUCATIONAL GAP. THE STUDENTS SPEND MORE TIME IN SCHOOL AND IN AFTER SCHOOL AND SATURDAY SESSIONS UNDER THE COMPETENT INSTRUCTION OF TEACHERS AND VOLUNTEERS. REMEDIAL WORK IS GIVEN IN NEARLY ALL BASIC SUBJECTS WITH ADDITIONAL COURSES IN DRAMATICS, NEGRO HISTORY, AND PHOTOGRAPHY. THE CACEP PLANS TO EXTEND ITS PROGRAM IN THE HOME AND COMMUNITY WITH SUCH PROJECTS AS--CULTURAL ASSEMBLIES, ADULT EDUCATION, NURSERY-KINDERGARTEN EXPANSION, COMMUNITY SURVEY, AND PLANNING. ED001385 WHAT IS CACEP. 2 N/A 1965 2016-11-22

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No Cheating Comparative Analysis High School Students Learning Laboratories Learning Processes Program Evaluation Programed Instructional Materials Teaching Machines Teaching Methods Textbooks EIGEN, LEWIS D. KOMOSKI, P. KENNETH New York (New York) NEW YORK New York New York (New York) Collegiate School for Boys, New York, NY. RELATIVE EFFECTIVENESS OF MECHANICAL TEACHING MACHINES AND PROGRAMED TEXTBOOKS AS TEACHING DEVICES, AND THE EFFECT OF GRADE LEVEL ON LEARNING BY MEANS OF THESE AUTOMATED TEACHING METHODS WERE INVESTIGATED. THE EFFECTIVE DIFFERENCE BETWEEN THE MECHANICAL, WRITE-IN TEACHING MACHINE AND THE PROGRAMED TEXT IS THAT CHEATING IS LESS LIKELY TO OCCUR WITH THE MECHANICAL DEVICE. HOWEVER, RESEARCHERS HAVE HYPOTHESIZED THAT CHEATING, SHOULD IT OCCUR, DOES NOT AFFECT THE QUALITY OF LEARNING. SEVENTY-FOUR MALE SUBJECTS FROM COLLEGIATE SCHOOL IN NEW YORK, THE MAJORITY FROM MIDDLE AND UPPER MIDDLE CLASS BACKGROUNDS, WITH MEAN IQ OF THE GROUP 126.9, WERE CHOSEN FOR THE STUDY. NONE OF THE SUBJECTS HAD PREVIOUS EXPERIMENTAL HISTORY. THE PROGRAMS FOR THE MACHINES WERE ROLLED IN SECTIONS OF APPROXIMATELY 150 FRAMES. THE MACHINES WERE LOCATED IN A SPECIAL ROOM PROVIDED FOR THE PURPOSE IN A BUILDING ADJACENT TO THE COLLEGIATE SCHOOL, WITH EACH MACHINE PLACED ON AN INDIVIDUAL DESK. PROGRAMED TEXTBOOKS WERE MIMEOGRAPHED AND CONTAINED SEVEN LEVELS TO THE PAGE WITH QUESTIONS AND ANSWERS ON SEPARATE PAGES REQUIRING TWO TURNS PER FRAME. SUBJECTS WERE ASSEMBLED BY GRADE LEVELS AND WERE TOLD THAT THEY WOULD BEGIN LEARNING SOME MATHEMATICAL MATERIAL IN A NEW WAY. THEY WERE ASSURED THAT THE RESULTS OF THEIR WORK WOULD NOT AFFECT THEIR SCHOOL GRADES. CONCLUSIONS OF THE STUDY SHOW THAT LEARNING TAKES PLACE WITH EQUAL EFFICIENCY WHETHER AUTOMATED TEACHING SEQUENCE IS PRESENTED BY PROGRAMED TEXT OR MECHANICAL WRITE-IN MACHINE. THE MEAN TIME FOR THE MACHINE GROUP EXCEEDED THE MEAN TIME FOR THE PROGRAMED TEXT BY MORE THAN 37 MINUTES, LEADING TO THE CONCLUSION THAT THESE MECHANICAL DEVICES HINDERED THE EFFICIENCY OF LEARNING BY TAKING MORE OF THE STUDENT'S TIME. TABLES AND CHARTS ILLUSTRATE THE REPORT. ED001386 RESEARCH SUMMARY NUMBER 1. 1960-06-00 30 N/A 1965 2016-11-22

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No Case Studies Course Organization Educational Television Material Development Production Techniques Program Development Teaching Methods GREENHILL, L.P. AND OTHERS ILLINOIS Illinois (Urbana) Illinois Illinois (Urbana) National Association of Educational Broadcasters, Washington, DC. BASIC PRODUCTION PRINCIPLES AND THEIR DIDACTIC RELATIONSHIPS WITH THE EDUCATIONAL PROCESS ARE DISCUSSED. PRESENTED ARE THE GENERAL QUESTIONS AND ANSWERS WHICH ORIGINALLY OCCURRED WITHIN THE COMMITTEE GROUP. PRODUCTION PERSONNEL WITHIN THE SOCIETY OF TELEVISED INSTRUCTORS HAVE PARTICULAR ROLES AND RESPONSIBILITIES WHICH THEY SHOULD UPHOLD AS INTERMEDIARIES BETWEEN THE DIRECTOR AND INSTRUCTOR. THE DEVELOPMENT OF PRESENTATIONAL RESOURCES IN COURSE PLANNING IS PRESENTED AS A COLLECTION OF MATERIALS, THE SELECTION AND CONTACT OF QUEST SPEAKERS, AND THE PLANNING OF SPECIAL SESSIONS. AGAIN, QUESTIONS AND ANSWERS ARE GIVEN WHICH OCCURRED IN THE MEETING. PRODUCTION TECHNIQUES AND PRESENTATION TECHNIQUES APPLICABLE TO DIFFERENT AREAS SUCH AS SHORT FILMS, MAPS, AND GRAPHS ARE DISCUSSED. AN ORIGINAL CASE STUDY IS PRESENTED USING ALL THE MATERIALS THUS FAR COLLECTED WITHIN THE VOLUME, TOGETHER WITH HARRY J. SKORNIA'S BANQUET SPEECH. ED001387 THE ROLE OF PRODUCTION IN TELEVISED INSTRUCTION. (REPORT OF A SEMINAR, PENNSYLVANIA STATE UNIVERSITY, UNIVERSITY PARK, PENNSYLVANIA, AUGUST 26-28, 1959) 1959-00-00 106 N/A 1965 2016-11-22

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No Academically Gifted Enrichment Activities Gifted Guidance Instructional Improvement Program Development Program Evaluation Resource Materials Resource Teachers Student Improvement Teacher Role OREGON Oregon (Eugene) Oregon Eugene School District 4J, OR. THE OBJECTIVES OF THE RESOURCE TEACHER PROGRAM WERE TO EXTEND THE LEARNING OF THE EDUCATIONALLY ABLE AND GIFTED, AS WELL AS THOSE CHILDREN HAVING SPECIAL INTERESTS AND ABILITIES, TO EXTEND THE USE OF RESOURCE MATERIALS IN THE LIBRARY FOR ALL CHILDREN, AND TO WORK TOWARD THE IMPROVEMENT OF THE INSTRUCTIONAL PROGRAM. FOR THE USE OF THE RESOURCE TEACHER, EACH SCHOOL HAD BEEN ENCOURAGED TO DEVELOP ITS OWN PLAN, A PLAN THAT REFLECTED THAT PARTICULAR SCHOOL COMMUNITY. CONSEQUENTLY, THERE WAS A DIVERSITY OF PLANS IN OPERATION. THE ROLE OF THE RESOURCE TEACHER WAS TO OFFER AN ENRICHED PROGRAM IN THE REGULAR CLASSROOM, BUT SOME OF THESE CHILDREN NEEDED SPECIAL GUIDANCE AND EDUCATIONAL PROVISIONS. IT WAS IN THIS LAST SITUATION THAT THE RESOURCE TEACHER FILLED A UNIQUE ROLE BY STIMULATING STUDENT INTEREST, INCREASING STUDENT SELF-CONFIDENCE, ENCOURAGING DEVELOPMENT OF NEW SKILLS, AND PROVIDING AN OPPORTUNITY FOR STUDENT GROWTH THROUGH CONSTRUCTIVE CREATIVE POWERS. THE RESOURCE TEACHER PROGRAM SERVED AS A STIMULUS FOR IMPROVING THE EFFECTIVENESS OF THE STAFF AND THE INSTRUCTIONAL PROGRAM THROUGH THE MEANS OF COOPERATIVE PLANNING AND TEACHING. ED001388 THE RESOURCE TEACHER PROGRAM. 7 N/A 1965 2016-11-22

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No College Preparation Creative Development Curriculum Development Educational Change Educational Counseling Innovation Mathematics Curriculum Research Problems DAVIS, ROBERT B. MADISON PROJECT MISSOURI Missouri (Saint Louis) Missouri Missouri (Saint Louis) Webster Coll., St. Louis, MO. ACTION AND PLANS OF THE MADISON PROJECT TO GIVE RATIONAL GUIDANCE TO EVOLUTIONARY CHANGES IN SCHOOL MATHEMATICS ARE DESCRIBED. THE PROJECT ATTEMPTS TO CONTRIBUTE TO RATIONAL GUIDANCE OF EDUCATIONAL EVOLUTION BY MAKING "THRUSTS AND PROBES" INTO THE UNKNOWN POTENTIAL OF MATHEMATICS LEARNING. EXAMPLES ARE--INTRODUCING THE ARITHMETIC OF SIGNED NUMBERS TO FIRST OR SECOND GRADERS, LETTING CHILDREN IN GRADES FOUR THROUGH SEVEN WORK WITH ALGEBRAIC IDENTIFIES AND PROOFS OF ALGEBRAIC THEOREMS. A SECOND PROJECT ACTIVITY ATTEMPTS TO MOVE NEW MATHEMATICS INTO THE STANDARD REPERTOIRE OF PRECOLLEGE CURRICULUM. THE THIRD AND MOST FUNDAMENTAL PROJECT TASK DEVISES CREATIVE MATHEMATIC EXPERIENCES FOR CHILDREN. AN EXAMPLE OF SUCH AN EXPERIENCE WOULD BE PLAYING A MODIFIED GAME OF TIC TAC TOE ON CARTESIAN COORDINATES WITH SECOND AND THIRD GRADERS. FINALLY, BY SHAPING A SPECIFIC THEORY OF INSTRUCTION THE MADISON PROJECT HOPES TO GIVE A RATIONAL GUIDANCE TO EDUCATIONAL EVOLUTION. ED001389 THE EVOLUTION OF SCHOOL MATHEMATICS. 1963-00-00 1 N/A 1965 2016-11-22

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No Curriculum Development Curriculum Guides Grade 3 Innovation Mathematics Instruction Set Theory Teaching Methods Units of Study VOJTKO, GEORGE R. CALIFORNIA MODERN ARITHMETIC THROUGH DISCOVERY California (San Diego) California California (San Diego) San Diego City Schools, CA. THE UNIT OF STUDY FOR MODERN MATH IS DESIGNED TO MAKE THE TRANSITION FROM OLD TEXTBOOKS INTO THE NEW SILVER BURDETT COMPANY SERIES, "MODERN ARITHMETIC THROUGH DISCOVERY." EACH CONCEPT PRESENTED IS BASED ON FAMILIAR CONCEPTS. EACH IS DEVELOPED GRADUALLY AND DIRECTED TOWARD PARTICULAR FUNDAMENTAL PRINCIPLES. THE FIRST CONCEPT DEVELOPED IS "SET THEORY" AND ONE-TO-ONE PAIRING. THE SECOND CONCEPT IS THAT OF "NUMBER." INCLUDED ARE--NUMBER-NUMERAL DISTINCTION, ORDER RELATIONS, PLACE-VALUES (DECIMAL SYSTEM), EXPANDED NOTATION, RENAMING NUMBERS, AND NUMBER SENTENCES. CONCEPTS OF OPERATIONS DEVELOPED INCLUDE--ADDITION, SUBTRACTION, COMMUTATIVE PRINCIPLES, ASSOCIATIVE PRINCIPLES, MULTIPLICATION AND DIVISION. A GLOSSARY OF MODERN MATHEMATIC TERMINOLOGY IS APPENDED. ED001390 AN INTERIM UNIT IN CONTEMPORARY MATHEMATICS FOR GRADE 3 SETS, NUMBERS, AND OPERATIONS. 1965-00-00 127 N/A 1965 2016-11-22

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No Desegregation Effects Economic Factors Mass Media Poverty State Officials Violence MISSISSIPPI GEORGIA Georgia (Atlanta) Georgia Georgia (Atlanta) Mississippi Southern Regional Council, Atlanta, GA. EXCERPTS FROM NEWSPAPER AND MAGAZINE ARTICLES SHOW THAT THE LONG RANGE EFFECT OF THE RECENT RIOTS IN MISSISSIPPI ON THAT STATE'S ECONOMY WILL BE PROFOUND, PROLONGED AND PAINFUL. STATE OFFICIALS FIND IT HARDER TO ATTRACT NEW INDUSTRY TO THE STATE. THE RATE OF NEW PLANTS BEING BUILT HAS DECREASED. CORPORATIONS DO NOT WANT TO TAKE THE RISK OF BEING INVOLVED IN THE RACIAL STRIFE OF MISSISSIPPI. ED001391 WHAT PRICE VIOLENCE. 1962-11-01 6 N/A 1965 2016-11-22

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No Anthologies Creative Writing English Instruction Essays High School Students Poetry Secondary Education Teacher Guidance WILCOX, WALTER AND OTHERS California (Arcadia) CALIFORNIA California Arcadia Unified School District, CA. INCLUDED IS AN ANTHOLOGY OF ORIGINAL SHORT STORIES, POEMS, AND ESSAYS. TEACHERS ENCOURAGED THE WRITING AND CAREFULLY SELECTED THE ITEMS PUBLISHED. ILLUSTRATIONS BY THE STUDENTS COMPLEMENT THE LINES. THE SUBJECT MATTER VARIES WIDELY. SELECTIONS ARE SHORT IN LENGTH. ED001392 CREATIVE WRITING. VOLUME TWELVE. 1964-00-00 86 N/A 1965 2016-11-22

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No Auditory Tests Diagnostic Tests Learning Problems Learning Readiness Mental Retardation Perceptual Handicaps Testing Tests Vision Tests JOHNSON, G. ORVILLE NEW YORK New York (Syracuse) New York New York (Syracuse) Syracuse Univ., NY. Research Inst. SUPPORTIVE EVIDENCE IS GIVEN AGAINST PERCEPTUAL DISORDERS CREATING INTERFERENCE IN LEARNING. THE CONTENTION THAT A PERCEPTUAL FIGURE GROUND DISTURBANCE NECESSARILY INTERFERES WITH THE LEARNING PROCESS IS NOT SUPPORTED BY THE EVIDENCE. THERE ARE INDICATIONS, HOWEVER, THAT BACKGROUND INTERFERENCE SEEMS TO AFFECT SOME CHILDREN MORE THAN OTHERS. TWO UNIQUE FEATURES OF THE PRESENT STUDY ARE THE INCLUSION OF AN AUDITORY FIGURE-BACKGROUND TEST FOR SELECTION PURPOSES, TWO AUDITORY LEARNING TESTS, AND ONE VISUAL-AUDITORY LEARNING TEST. ED001393 RELATIONSHIP BETWEEN PERCEPTION AND LEARNING IN THE MENTALLY RETARDED. 1963-00-00 103 N/A 1965 2016-11-22

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No Administration Administrator Attitudes Graduate Students Media Specialists Preservice Teacher Education Teaching Methods SCHULLER, CHARLES MICHIGAN Michigan (East Lansing) Michigan IT HAS BEEN FOUND TO BE ALMOST IMPOSSIBLE TO IDENTIFY "GOOD" CHARACTERISTICS OF ADMINISTRATORS AND TO TEACH THESE CHARACTERISTICS TO GRADUATE STUDENTS FOR ADMINISTRATION PREPARATION. THEREFORE, THE EMPHASIS OF THE MICHIGAN STATE UNIVERSITY PROGRAM FOR EDUCATION MEDIA SPECIALISTS IS PLACED UPON PRACTICAL EXPERIENCE OF ADMINISTRATION WITHIN A SCHOOL SITUATION. GOOD ADMINISTRATORS NEED A BROAD BASE OF EDUCATION. THEY SHOULD BE WELL VERSED IN HUMAN RELATIONS AND BE AWARE THAT ADMINISTRATION EXISTS SOLELY FOR THE WELFARE OF THE STUDENT. THE MEDIA SPECIALIST PROGRAM AT MICHIGAN STATE PROVIDES AN INTERNSHIP FOR STUDENTS IN A SCHOOL SYSTEM AS AN INTEGRAL PART OF THE PROGRAM. INDIVIDUAL STUDENT CONFERENCES PROVIDE A BASIS FOR THE UNIVERSITY TO PLACE THE STUDENT IN A SYSTEM AND PROVIDE AN ACTUAL PROBLEM FOR HIM TO DEAL WITH. CLASS SESSIONS ARE HELD IN SEMINAR FASHION. CLASS OR GROUP VISITATION TO DEMONSTRATIONS OF NEW MEDIA TECHNIQUES OCCUR FREQUENTLY. COMPUTERS MAY BE USED IN THE FUTURE TO PROGRAM PROBLEMS FOR STUDENTS AND TO ANALYZE THEIR SOLUTIONS. ED001394 THE ADMINISTRATIVE PREPARATION OF EDUCATIONAL MEDIA AND SPECIALISTS. 1960-00-00 13 N/A 1965 2016-11-22

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No Art Education Curriculum Development Educational Media Educational Television Followup Studies Music Education Physical Education Primary Education Student Improvement Teaching Guides PELIKAN, ALFRED AND OTHERS WISCONSIN Wisconsin (Milwaukee) Wisconsin Wisconsin (Milwaukee) Milwaukee Public Schools, WI. PROGRAMS FOR THE LOWER PRIMARY GROUP WERE IN ART, MUSIC AND PHYSICAL EDUCATION. A PREVIEW OF THE CONTENT OF EACH TELECAST WAS GIVEN WITH DETAILED INFORMATION FOR FOLLOWUP ACTIVITIES. THE STRUCTURE OF THE ART PROGRAM INCLUDED THE FUNDAMENTAL PRINCIPLES APPLICABLE TO SUCH BASIC AREAS AS LINE DRAWING, PICTURE MAKING, DESIGN AND CONSTRUCTION WITH THE MAIN OBJECTIVE OF ENCOURAGING INDIVIDUAL EXPRESSION. PARTICIPATION IN ART ACTIVITIES WAS TO TAKE PLACE AS SOON AS POSSIBLE AFTER VIEWING THE TELECASTS. LESSONS FOR THIS GROUP INCLUDED HAND MANIPULATIONS WITH MOSAIC, BLOT DESIGN, SOAP FLUFF, AND SPRING FUN. THE MUSICAL PROGRAM WAS DESIGNED TO DEVELOP ACTIVE LISTENING RATHER THAN PASSIVE HEARING BY ACQUAINTING THE PUPILS WITH THE APPEARANCE AND SOUND OF INSTRUMENTS OF THE ORCHESTRA AND BAND. TEACHERS WERE ADVISED TO BECOME PERSONALLY ACQUAINTED WITH THE RECORDINGS TO BE PRESENTED BEFORE THE TELECAST. THEY WERE TO REPLAY THE SELECTIONS FOR THE PUPILS AFTER THE TELECAST TO INCREASE FAMILIARITY WITH THE MUSIC AS TO MOOD, INSTRUMENTATION, RHYTHM, MELODY AND FORM. PHYSICAL EDUCATION UNITS INCLUDED STUNTS AND TUMBLING FUN, BALANCE BEAM SAFETY, CIRCUS FUN AND OUTDOOR GAMES. SUGGESTIONS WERE GIVEN FOR CORRELATING THE CIRCUS UNIT WITH LESSONS IN LANGUAGE ARTS, READING, NUMBERS, SOCIAL STUDIES, SCIENCE, ART AND MUSIC. ED001395 INSTRUCTIONAL TELEVISION FOR THE LOWER PRIMARY. A TEACHER GUIDE, SEMESTER II. 1962-00-00 41 N/A 1965 2016-11-22

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No Dropouts Economic Progress Employment Programs Job Training Labor Utilization Selection Surveys Unemployment SOMARS, GERALD G. MADISON WISCONSIN WEST VIRGINIA Area Redevelopment Act 1961 West Virginia Wisconsin THE SURVEY, CONDUCTED IN WEST VIRGINIA, INVOLVED PEOPLE WHO COMPLETED A TRAINING COURSE UNDER THE AREA REDEVELOPMENT ACT, THOSE WHO DID NOT BEGIN OR DROPPED OUT OF TRAINING, THOSE WHO WERE DENIED TRAINING BECAUSE OF TEST RESULTS, AND THOSE WHO WERE WORKING INSTEAD OF BEING RETRAINED. THE OBJECTIVES OF RETRAINING WERE SHORT-RUN INCREASE IN EMPLOYMENT, LONG-RUN ECONOMIC GROWTH, AND THE IMPROVEMENT IN THE WELFARE AND GENERAL WELL-BEING OF THE TRAINEES AND SOCIETY. ED001396 RETRAINING THE UNEMPLOYED--A PRELIMINARY SURVEY. (STATEMENT BEFORE THE SUBCOMMITTEE ON MANPOWER, COMMITTEE ON LABOR AND PUBLIC WELFARE, U.S. SENATE, JUNE 7, 1963). 1963-06-07 21 N/A 1965 2016-11-22

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No Bibliographies Curriculum Development Educational Media Guidance Mental Retardation Program Guides Publications Rehabilitation Resource Materials Special Education Vocational Education NEW YORK New York (New York) New York New York (New York) Columbia Univ., New York, NY. Teachers College. A BIBLIOGRAPHY ON MENTAL RETARDATION WAS COMPILED AS AN AID FOR PERSONS CONCERNED WITH REHABILITATION. THE 248 PUBLICATIONS INCLUDED IN THE LIST RELATE REHABILITATION READINGS TO SPECIAL EDUCATION AND ARE GROUPED AMONG THE FOLLOWING GENERAL HEADINGS--COMMUNITY CONCERNS, INSTITUTIONS, PERSONALITY FACTORS, PRE-VOCATIONAL TRAINING, SCHOOL SUBJECT AREAS, SCHOOL WORK EXPERIENCE PROGRAMS, SHELTERED WORKSHOPS, VOCATIONAL ADJUSTMENT, VOCATIONAL GUIDANCE, AND VOCATIONAL EVALUATION. A LIST OF SPECIALIZED JOB VOCABULARIES, A COMPILATION OF POEMS AND RHYMES, AND A LIST OF COMMON WORDS AND EXPRESSIONS FOUND ON EVERYDAY SIGNS ARE AMONG THE SPECIAL MATERIALS WHICH ARE PRESENTED TO HELP IN DEVELOPING READING AND OTHER LANGUAGE SKILLS. RESOURCE MATERIALS FOR USE IN A PRE-VOCATIONAL PROGRAM FOR THE EDUCABLE MENTALLY RETARDED ARE LISTED WITH COMMENTS MADE BY EVALUATING TEACHERS. IN THE ABSENCE OF A PSYCHOLOGICAL DICTIONARY, A LIST OF TERMS AND THEIR DEFINITIONS IS PRESENTED FOR TEACHERS WHO MAY BE REQUIRED TO READ PSYCHOLOGICAL REPORTS BUT WHO MAY BE UNFAMILIAR WITH THE TERMINOLOGY EMPLOYED. OTHER SPECIAL REHABILITATION MATERIALS INCLUDED IN THE GUIDE ARE--A REHABILITATION PROGRAM CHECK LIST, DISCUSSION MATERIAL ON REHABILITATION TEAMS, GENERAL REHABILITATION RESOURCES AND THEIR LOCATIONS, A QUESTIONNAIRE ON THE PHILOSOPHY OF REHABILITATION, AND A SAMPLE PROGRAM FROM AN IN-SERVICE WORKSHOP. ED001397 MATERIALS ON REHABILITATION. 1965-00-00 90 N/A 1965 2016-11-22

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No Elementary Education Material Development Mathematics Instruction Resource Centers Teaching Guides Teaching Methods Workshops BUCKS COUNTY SCHOOL STUDY COUNCIL PENNSYLVANIA Pennsylvania (Doylestown) Pennsylvania Bucks County Public Schools, Doylestown, PA. A MATH RESEARCH CENTER MAY BE SET UP IN A CORNER OF A ROOM, PERFERABLY WITH A CHALK BOARD. CHILDREN ARE ABLE TO CREATE MANY OF THE GAMES, CHARTS AND STORIES TO BE USED IN SUCH A CENTER. THE CENTER MAY BE SUPPLEMENTED WITH BOOKS, GAMES, BLOCKS, POPPIT BEADS, COUNTERS, CHECKERS, AND NUMBER LINE CHARTS. ATTENTION IS GIVEN TO A WIDE VARIETY OF METHODS, MATERIALS AND IDEAS INTENDED TO MAKE MATHEMATICS MORE MEANINGFUL TO THE STUDENT. DIFFERENT TYPES OF NUMBER LINES MAY BE USED IN ALL GRADES. IN ONE EXAMPLE THE CHILDREN ARE GIVEN TAGS NUMBERING FROM 0 TO 10. FIVE ARE ASKED TO STEP FORWARD. THE CHILDREN ARE ASKED HOW MANY MORE ARE NEEDED TO MAKE SIX (ONE STEPS FORWARD) AND SO FORTH. POPPIT JEWELRY WHICH CAN MAKE MANY DIFFERENT COMBINATIONS OF COLORS MAY ALSO BE USED. PLAYING CHECKERS OR THE USE OF CHECKERS AND A BOARD MAY SERVE THE SAME PURPOSE. "NUMO" AND "NUMA" ARE SMALL ANIMATED CHARACTERS (LIKE JIMINY CRICKET) INVENTED BY A FIRST GRADE TEACHER TO HELP THE CHILDREN LEARN NUMBERS. THEY ARE PLACED ON A NUMBER LINE INTERSPERSED WITH LETTERS THAT SPELL "NUMO". THE CHILDREN ARE ASKED HOW MANY JUMPS ARE NEEDED TO MAKE THE SEQUENCE SPELL HIS NAME. ANOTHER EXAMPLE OF TECHNIQUES PRESENTED IS THE USE OF HAND PUPPETS TO ASK CHILDREN NUMBER QUESTIONS. ED001398 CAN YOU MAKE A PICTURE TO SUGGEST, A MANUAL OF IDEAS AND MATERIALS FOR A CONTEMPORARY CLASSROOM MATH RESEARCH CENTER. 1961-00-00 56 N/A 1965 2016-11-22

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No Art Education Educational Television Enrichment Activities Grade 4 Music Education Physical Education Sciences Special Programs Student Participation PELIKAN, ALFRED AND OTHERS WISCONSIN Wisconsin (Milwaukee) Wisconsin Wisconsin (Milwaukee) Milwaukee Public Schools, WI. PROGRAMS FOR FOURTH GRADE ARE DIVIDED INTO FOUR AREAS--ART, MUSIC PHYSICAL EDUCATION AND SCIENCE. ART LESSONS INCLUDE THE PAPER CONSTRUCTION OF ROCKETS AND SPACESHIPS, FINGER PUPPETS, SANDPAPER PRINTS AND GLASS ADDITIVE PRINTS. EACH LESSON IS PRESENTED COMPLETE WITH PURPOSES, PROCESS AND MEDIUM, SUBJECT, MATERIALS, PROPOSED SEQUENCE, AND ADDITIONAL ACTIVITIES. TEACHERS ARE ADVISED TO ANTICIPATE NEEDED MATERIALS SINCE PUPIL PARTICIPATION SHOULD BE UNDERTAKEN AS SOON AS POSSIBLE AFTER THE TELECASTS. THE GENERAL PURPOSE OF THE MUSIC PROGRAM IS TO ACQUAINT STUDENTS WITH THE APPEARANCE, SOUND AND TONE QUALITY OF THE INSTRUMENTS OF AN ORCHESTRA, SUCH AS THE BASSON, CONTRA-BASSOON, VIOLIN, VIOLA, CELLO, AND BASS VIOLA. TO MAKE LESSONS MEANINGFUL, PUPILS SHOULD BE ENCOURAGED TO LISTEN TO BROADCASTS FEATURING ORCHESTRAS AND BANDS, ATTEND CONCERTS, MAKE MUSIC NOTEBOOKS AND BUILD A VOCABULARY OF MUSICAL TERMS. PHYSICAL EDUCATION ACTIVITIES FOR THIS GROUP INCLUDE BALANCING, CARTWHEELS, FOUR SQUARE SKILLS, AND SOFTBALL SKILLS. STUDENTS SHOULD PARTICIPATE IN THE ACTIVITIES SOON AFTER THE TELECASTS. SCIENCE TELECASTS ARE DESIGNED TO BRING TO TEACHERS AND PUPILS CERTAIN EXPERIENCES WHICH MIGHT NOT ORDINARILY BE POSSIBLE IN THE CLASSROOM. FOR SOME CLASSES, THE TELECASTS MIGHT PROVIDE ENRICHMENT, WHILE, FOR OTHERS, SERVING AS AN INTRODUCTION OR MOTIVATION FOR A PARTICULAR AREA OF STUDY. UNITS INCLUDE SIMPLE MACHINES, ROCKS AND MINERALS, BIRDS, AND PLANTS. ACTIVITIES CORRELATED WITH EACH UNIT ARE SUGGESTED, TOGETHER WITH VOCABULARY TO BE DEVELOPED. ED001399 INSTRUCTIONAL TELEVISION FOR THE FOURTH GRADE. A TEACHER GUIDE SEMESTER II. 1962-00-00 68 N/A 1965 2016-11-22

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No Administrators American Culture Boards of Education Community Influence Comparative Analysis Conflict Decision Making Skills Elections Elementary Schools Social Structure MINAR, DAVID W. Illinois (Evanston) ILLINOIS Illinois Northwestern Univ., Evanston, IL. Center for Metropolitan Studies. A COMPARATIVE STUDY OF A SAMPLE OF 48 SUBURBAN COOK COUNTY, ILLINOIS, ELEMENTARY SCHOOL SYSTEM INVESTIGATED THE RELATIONSHIPS AMONG THREE MAJOR VARIABLES--COMMUNITY STRUCTURE, COMMUNITY LEVEL OR POPULAR DECISION-MAKING AND INSTITUTIONAL DECISION-MAKING. DATA UTILIZED IN THE STUDY WERE VOTES CAST IN DISTRICT BOARD ELECTIONS AND REFERENDA, DESCRIPTIVE INFORMATION ON SCHOOL SYSTEMS AND CENSUS MATERIALS. THE FIRST TWO WERE GATHERED THROUGH EXTENSIVE INTERVIEWS WITH THE DISTRICT SUPERINTENDENTS INVOLVED. THE STUDY WAS BASED ON THE HYPOTHESIS THAT THE AMERICAN POLITICAL CULTURE SEEKS THE SUPPRESSION OF CONFLICT, AND COMMUNITIES WERE COMPARED BY THEIR DIFFERENTIAL SUCCESSES IN REACHING THIS GOAL. RESULTS OF THE STUDY INDICATE THAT THE PRINCIPAL ASPECT OF SOCIAL STRUCTURE WHICH EXPLAINS AGGREGATE COMMUNITY BEHAVIOR TOWARD SCHOOLS IS THE STATUS FACTOR, THAT IS, THE PRESENCE IN THE SYSTEM OF LARGER PROPORTIONS OF PEOPLE WITH HIGH INCOMES, EDUCATION, AND OCCUPATION. RELATIONSHIPS BETWEEN STYLES OF DECISION-MAKING AT THE COMMUNITY LEVEL AND IN SCHOOL SYSTEM INSTITUTIONS SHOW THEORETICALLY ANALOGOUS PATTERNS. IN DISTRICTS OF RELATIVELY LOW CONFLICT, SCHOOL BOARDS USUALLY APPEAR TO GIVE THEIR SUPERINTENDENTS WIDE LATITUDES OF INITIATIVE AND DECISION WHILE IN HIGH CONFLICT SYSTEMS BOARD MEMBERS AND OTHER FUNCTIONARIES SEEM TO HAVE MORE POWER INDEPENDENT OF THE SUPERINTENDENT. THE KINDS OF ADMINISTRATIVE DECISIONS QUESTIONED IN THE DIFFERENT DISTRICTS ALSO DIFFER, WITH LOW CONFLICT AREAS INTERESTED IN QUESTIONS OF FINANCE AND CONSTRUCTION, AND HIGH CONFLICT DISTRICTS RAISING QUESTIONS ABOUT PERSONNEL AND MINOR POLICY MATTERS. NOMINATING CAUCUSES AND OTHER MEDIATING MECHANISMS ARE TYPICALLY USED IN LOW CONFLICT-HIGH RESOURCE COMMUNITIES AS A MAJOR PART OF THE CONFLICT-MANAGEMENT SYSTEM. ED001400 EDUCATIONAL DECISION-MAKING IN SUBURBAN COMMUNITIES--SCHOOL BOARD COMMUNITY LINKAGES. 9 N/A 1965 2016-11-22

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No Audiovisual Aids Educational Television Instructional Programs Profiles Teacher Effectiveness Teaching Methods Television BRETZ, RUDY California (Los Angeles) California (Los Angeles) THE TELEVISION CAMERA IS A MEANS OF EXTENDING THE NUMBER OF STUDENTS PER TEACHER, AND IT IS AN INVALUABLE VISUAL ASSET. IT RELIES ON VISUAL AIDS PRODUCED BY THE INSTRUCTOR, AND CAN EASILY BE MOUNTED ON A DEMONSTRATION TABLE WITH PROPER EQUIPMENT AND A SMALL MONITOR. ALTHOUGH THE INSTRUCTOR CANNOT DISPLAY MUCH MATERIAL SIMULTANEOUSLY WITH THE CAMERA, HE HAS EASY ACCESS BY FACING THE CLASS, AND IMMEDIATE ERASURES ARE POSSIBLE. OTHER ADVANTAGES ARE THAT GRAPHIC MATERIALS CAN BE USED WITHOUT SPECIAL PREPARATION, THE INSTRUCTOR CAN HAVE ALL SHADES OF BLACK, WHITE AND GRAY ON THE SAME PAPER, AND THERE IS NO KEYSTONE DISTORTION. IN COMPARISON TO A TRANSPARENT SLIDE PROJECTOR, THE OVERHEAD TELEVISION'S GREATEST LIMITATION IS THE SMALLER SCREEN. HOWEVER, MATERIAL CAN BE CHANGED QUICKLY BY ZOOMING THE LENS OUT OR IN. THE ADVANTAGES AGAINST THE FILM STRIP PROJECTOR ARE THE SAME AS WITH THE SLIDE PROJECTOR. THE OVERHEAD TELEVISION IS COMPARED WITH THE OPAQUE PROJECTOR, AND THE CONVENTIONAL TELEVISION. A MAJOR ADVANTAGE IS THE ALLOWANCE FOR MORE EMPHASIS ON CERTAIN SUBJECTS. FEASIBILITY OF THE OVERHEAD TELEVISION IS ALSO DISCUSSED, SHOWING PRICES FOR MAINTENANCE AND USAGE AS COMPARED WITH OTHER AUDIOVISUAL ASSETS. THE KINDS OF CAMERAS AND LENSES, AS WELL AS CIRCUITS, ARE ALSO BRIEFLY DISCUSSED. A DRAWING OF THE POSITION OF AN OVERHEAD TELEVISION IN A LABORATORY IS GIVEN. ED001401 OVERHEAD TV - THE IDEAL VISUAL AID. 13 N/A 1965 2016-11-22

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No Autoinstructional Aids Comparative Analysis Programed Instruction Skill Development Teacher Effectiveness Teaching Machines Technical Mathematics THATCHER, WALTER L. CALIFORNIA California (San Diego) California California (San Diego) San Diego State Coll., CA. AN EXPERIMENT IN THE AREA OF RELATED TECHNICAL MATHEMATICS WAS CONDUCTED TO DETERMINE THE RELATIVE EFFICACY OF PROGRAMED SELF-INSTRUCTIONAL MATERIALS COMPARED TO THE TRADITIONAL METHODOLOGY AND TEXT MATERIAL. ELEVEN CLASSES WERE INVOLVED DURING TWO SEMESTERS--ONE CONTROL GROUP, SEVEN EXPERIMENTAL GROUPS, AND THREE SEMICONTROL GROUPS (EVENING CLASSES). THE MEAN GROWTH OF EACH CLASS WAS CALCULATED BY DETERMINING THE DIFFERENCE IN EACH STUDENT'S FINAL AND PRE-TEST SCORES. THE EXPERIMENT PROVIDED DATA WHICH INDICATES THAT PROGRAMED SELF-INSTRUCTIONAL MATERIAL HAS BEEN EFFECTIVE IN TEACHING THIS PARTICULAR SUBJECT AT THIS PARTICULAR LEVEL FOR THIS PARTICULAR POPULATION. AS A RESULT OF THE EXPERIMENT, IT WOULD APPEAR THAT PROGRAMED TEACHING PRESENTS INFORMATION TO THE STUDENT EQUALLY AS WELL AS THE TRADITIONAL CLASSROOM METHODS, ALLOWS STUDENTS TO PROGRESS AT THEIR OWN ABILITY RATE, AND PROVIDES STUDENTS AN OPPORTUNITY TO MEET THE PARTICULAR COURSE OBJECTIVES WITH CONSIDERABLE TIME SAVING. THE EXPERIMENT INDICATES THAT STUDENTS CAN LEARN SPECIFIC SUBJECT MATTER AND ACQUIRE CERTAIN SKILLS AS EFFECTIVELY BY THE USE OF TEACHING MACHINES AS BY THE USE OF TRADITIONAL METHODS. IT IS SUGGESTED THAT THESE MACHINES BE USED WITH OTHER TYPES OF AUDIOVISUAL EQUIPMENT TO CREATE A STUDENT SELF-TUTORING LABORATORY. THE MACHINE SHOULD BE A DEVICE FOR EXTENDING THE TEACHER'S EFFECTIVENESS AND A SUPPLEMENT TO INSTRUCTION SO THAT TEACHERS MAY DEVOTE THEIR TIME TO ASPECTS OF INSTRUCTION NOT ADAPTABLE TO MACHINE TEACHING OR PRESENTATION. MANY TABLES AND CHARTS ACCOMPANY TEXT. ED001402 A REPORT ON AN EXPERIMENT IN RELATED TECHNICAL MATHEMATICS INVOLVING SELF-INSTRUCTIONAL MATERIAL. 1962-06-00 69 N/A 1965 2016-11-22

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No Elementary Schools Racial Distribution School Desegregation School Districts Socioeconomic Background Socioeconomic Status Student Mobility Transfer Students WAXMAN, SINAI M. New York (Hartsdale) NEW YORK New York Greenburgh School District, Hartsdale, NY. FIRST THE REPORT DISCUSSES INTELLIGENCE DIFFERENCES, NOT ON A RACIAL BASIS, BUT MORE IN TERMS OF SOCIOECONOMIC LEVEL DIFFERENCES. THEN THE REPORT IS DIVIDED INTO THREE SECTIONS, (1) RACIAL DISTRIBUTION, (2) SOCIOECONOMIC LEVEL DISTRIBUTION, AND (3) MOBILITY OF CHILDREN IN AND OUT OF THE DISTRICT SINCE THE FIRST DAY OF SCHOOL. TABLES CONTAIN THE FOLLOWING INFORMATION--(1) THE RACIAL DISTRIBUTION OF CHILDREN IN EACH ELEMENTARY CLASS AND GRADE LEVEL, (2) THE TOTAL PERCENTAGE OF NEGRO AND WHITE CHILDREN IN THE ELEMENTARY SCHOOLS, (3) THE SOCIAL CLASS DISTRIBUTION OF CHILDREN IN EACH CLASS AND GRADE LEVEL AND HOW THIS VARIES AMONG NEGRO AND WHITE CHILDREN (4) THE TOTAL PERCENTAGE OF CHILDREN WITH LOW AND MIDDLE TO HIGH SOCIOECONOMIC BACKGROUNDS IN THE ELEMENTARY SCHOOLS, (5) THE GRADE LEVEL DISTRIBUTION OF NEW ENTRANTS IN TERM OF NEGRO AND WHITE CHILDREN, AS WELL AS THE NUMBER OF PUPILS OF LOW AND MIDDLE TO HIGH SOCIOECONOMIC BACKGROUND, (6) AND THE GRADE LEVEL DISTRIBUTION OF CHILDREN WHO HAVE LEFT THE DISTRICT IN TERMS OF NEGRO AND WHITE CHILDREN, AS WELL AS THE NUMBER OF PUPILS OF LOW AND MIDDLE TO HIGH SOCIOECONOMIC BACKGROUND. ED001403 ANALYSIS OF RACIAL DISTRIBUTION AND MOBILITY OF STUDENTS IN AND OUT OF THE SCHOOL DISTRICT. 1963-01-00 11 N/A 1965 2016-11-22

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No Ability Grouping Achievement Class Organization Classification Grouping (Instructional Purposes) Primary Education Racial Integration School Desegregation Statistical Data New York (Hartsdale) NEW YORK New York Greenburgh School District, Hartsdale, NY. STATISTICAL DATA WAS COMPILED FROM A DETAILED STUDY IN ONE ELEMENTARY SCHOOL SYSTEM OF CLASS COMPOSITIONS, DISTRIBUTIONS OF ABILITIES, AND ACHIEVEMENT BY RACES. PROCEDURES USED IN CARRYING OUT THE STUDY AND MAKING THE ANALYSES ARE OUTLINED. ALL OF THE STATISTICAL DATA IS SUMMARIZED IN A SERIES OF TABLES. BASED ON THIS DATA, SEVERAL CONCLUSIONS CAN BE DRAWN. FIRST, NEGRO AND WHITE CHILDREN ARE ALMOST UNIFORMLY DISTRIBUTED THROUGHOUT EACH CLASS AND GRADE. SECONDLY, THE MEAN INTELLIGENCE SCORE OF NEGRO CHILDREN IS 12.9 POINTS BELOW THAT OF WHITE CHILDREN, ALTHOUGH THE DIFFERENCE IS LESS IN SECOND AND THIRD GRADES. THE RANGE OF INTELLIGENCE MEAN SCORES SUGGESTS THAT THERE IS A CONSISTENCY OF GROUPING PRACTICES. FINALLY, THE ACHIEVEMENT LEVELS OF BOTH NEGRO AND WHITE CHILDREN APPEARS TO BE RISING. THE DIFFERENCE IN MEAN ACHIEVEMENT LEVELS CONTINUES TO FAVOR WHITE CHILDREN, BUT IF INITIAL SOCIOECONOMIC FACTORS ARE COMPENSATED FOR, LEVELS MAY BE EXPECTED TO BECOME EQUAL. ED001404 A REPORT ON GROUPING PRACTICES AND ACHIEVEMENT - 1963. 1963-00-00 9 N/A 1965 2016-11-22

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No Board of Education Policy Classification Curriculum Development Disadvantaged Enrichment Activities Guidance Programs History Inservice Teacher Education Racial Integration School Desegregation Underachievement BALCH, DAVID AND OTHERS PROJECT ABLE NEW YORK New York (Hartsdale) New York Greenburgh School District, Hartsdale, NY. THE OFFICIAL BOARD OF EDUCATION PHILOSOPHY OF GREENBURGH SCHOOL DISTRICT NUMBER 8 STATES THAT THE SCHOOLS SHALL MEET THE NEEDS AND SHALL INTEREST AND CHALLENGE THE ABILITIES OF EACH INDIVIDUAL CHILD WITHIN AN INTEGRATED SCHOOL. IN ORDER TO CLARIFY AND REEMPHASIZE THESE GOALS, THE HISTORY OF SCHOOL DESEGREGATION AND INTEGRATION IN THIS DISTRICT IS RECOUNTED. THE STRUGGLE FOR SCHOOL INTEGRATION IS A STORY OF MORE THAN 20 YEARS OF PATIENT WORK BY BOTH WHITE AND NEGRO PEOPLE. IT BEGAN IN 1931 WHEN A NEGRO PASTOR ENTERED THE ELECTION FOR A SCHOOL BOARD POSITION. BITTER OPPOSITION AND THREATENED VIOLENCE FOLLOWED, BUT IN 1932, THE FIRST NEGRO IN NEW YORK STATE WAS ELECTED TO A SCHOOL BOARD POST. THE ELECTION OPENED FOR THE FIRST TIME AN OFFICIAL CHANNEL OF COMMUNICATION BETWEEN NEGROES AND WHITES. IN 1939, A STEP WAS TAKEN THAT RESULTED IN AN ENTIRELY NEGRO SCHOOL AND A SEGREGATED SCHOOL DISTRICT. AFTER THE WAR, THE DISTRICT'S SCHOOLS WERE FOUND TO BE SUBSTANDARD IN ALMOST EVERT RESPECT. ACTION TO IMPROVE THIS SITUATION BEGAN IN 1947 WITH A VOTE OF 13 TO 1 BY THE DISTRICT CIVIC ASSOCIATIONS IN FAVOR OF COMPLETE SCHOOL INTEGRATION. PLANNING, HARD WORK, AND THE GOOD WILL OF MANY PEOPLE MADE POSSIBLE THE TRANSITION TO A RACIALLY INTEGRATED SCHOOL DISTRICT. BECAUSE SCHOOL INTEGRTION GOES DEEPER THAN SEATING NEGRO AND WHITE CHILDREN SIDE BY SIDE, A PROGRAM CALLED "PROJECT ABLE" WAS BEGUN IN DISTRICT 8 TO IDENTIFY AND PLAN ENRICHMENT ACTIVITIES FOR UNDERACHIEVING, CULTURALLY DEPRIVED CHILDREN. PROGRESS IN CURRICULUM DEVELOPMENT, GROUPING PRACTICES, TEACHER TRAINING, AND GUIDANCE SERVES UNDER "PROJECT ABLE" ARE DISCUSSED. ED001405 STATEMENT OF PHILOSOPHY. 1963-11-11 200 N/A 1965 2016-11-22

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No College Instruction Educational Television Faculty Evaluation Instructional Improvement Interschool Communication Student Reaction Student Teacher Relationship Teacher Effectiveness Teaching Methods LALLAS, JOHN E. STARLIN, GLENN Oregon State System of Higher Education, Monmouth. Teaching Research Div. THE INTER-INSTITUTIONAL TEACHING EXPERIMENT DESCRIBED DEMONSTRATES THAT FACULTIES OF SEVERAL INSTITUTIONS OF HIGHER LEARNING MAY WORK TOGETHER IN A COOPERATIVE PROJECT FOR IMPROVEMENT IN COLLEGE TEACHING. ALTHOUGH THIS COOPERATION IS A NEW AND COMPLEX FIELD IN EDUCATIONAL ADMINISTRATION, IT IS HIGHLY USEFUL. THERE SEEMED TO BE MANY DIFFERENCES IN THE ATTITUDES OF STUDENTS TOWARD TELEVISED TEACHING, RANGING FROM STRONG APPROVAL TO STRONG OPPOSITION. GENERALLY, STUDENTS INDICATED NO OPPOSITION TO THE IDEA OF INTER-INSTITUTIONAL TELEVISION INSTRUCTION. AFTER EXPOSURE TO THESE COURSES, SOME STUDENTS INDICATED A PREFERENCE FOR THE TELEVISED COURSE OVER THE CONVENTIONALLY TAUGHT COURSE. THERE WAS SOME CONCERN OVER THE LOSS OF PERSONAL INTERACTION WITH THE PROFESSOR AND OVER THE INABILITY TO ASK QUESTIONS IN CLASS, BUT MOST ATTITUDES TOWARD TELEVISED TEACHING SEEMED TO BE BASED ON THE SAME FACTORS OF LIKE AND DISLIKE WHICH DETERMINED THEIR ATTITUDES TOWARD REGULAR CLASSROOM INSTRUCTION. THE SIGNIFICANT FINDING SEEMED TO BE THAT STUDENTS WILL ACCEPT AND CAN REACT FAVORABLEY TO TELEVISED COURSES WHICH ARE TAUGHT BY PROFESSORS ON CAMPUSES OTHER THAN THE ONE IN WHICH THE STUDENT IS IN RESIDENCE. FACULTY MEMBERS INDICATED SOME RELUCTANCE TOWARD TELEVISED TEACHING, BUT TENDED TO AGREE THAT EXPERIMENTATION SHOULD BE CARRIED OUT IN TELEVISION TO DETERMINE ITS POTENTIAL AS AN EDUCATIONAL TOOL. THEY FELT THAT LOWER-DIVISION, ELEMENTARY OR BEGINNING COURSES, WITH LARGE ENROLLMENTS AND MANY SECTIONS, WERE MOST ACCEPTABLE FOR INTER-INSTITUTIONAL TELEVISION THAN MORE SPECIALIZED UPPER-DIVISION COURSES. ED001406 INTER-INSTITUTIONAL TEACHING BY TELEVISION IN THE OREGON STATE SYSTEM OF HIGHER EDUCATION. 1960-03-00 95 N/A 1965 8/17/2004 22:09:01 DISA1965

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No Adjustment (to Environment) Child Development Curriculum Guides Growth Patterns Handicapped Children Individualized Programs Mental Retardation Mild Mental Retardation Sequential Approach Social Studies NEW JERSEY New Jersey New Jersey State Dept. of Education, Trenton. THE GUIDE FOR TEACHING THE EDUCABLE RETARDED STUDENT DEVELOPS SOCIAL STUDIES IN TERMS OF LIFE ADJUSTMENT OBJECTIVES. THE GUIDE CONSISTS OF NINE LEVELS PREPARED IN DEVELOPMENTAL SEQUENCE. THE TERM LEVEL IS CONSIDERED MORE NEARLY SYNONYMOUS WITH MATURITY LEVEL THAN WITH GRADE LEVEL, AND EVERY EFFORT HAS BEEN MADE TO GROUP STUDY AREAS IN ACCORDANCE WITH THE OVERALL MATURITY OF THE CHILD. INDIVIDUAL DEVELOPMENTAL RATES OF UNDERSTANDING AND DEVELOPMENT MUST BE CONSIDERED IN THE IMPLEMENTATION OF SUCH A PROGRAM. ED001407 A SOCIAL STUDIES CURRICULUM GUIDE FOR EDUCABLE RETARDED CHILDREN. 49 N/A 1965 2016-11-23

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No Cognitive Measurement Data Collection Interviews Measurement Instruments Perception Teacher Characteristics Teacher Education Teacher Role Teaching Methods BIDDLE, BRUCE J. AND OTHERS COLUMBIA Missouri Univ., Columbia. A REPORT WAS GIVEN ON THE ASSUMPTIONS, FORMS, SAMPLE INFORMATION, CODING PROCEDURES AND THE METHODS OF ANALYSIS USED IN EXPLORING THE ROLE OF THE PUBLIC SCHOOL TEACHER. A SUMMARY OF TERMINOLOGICAL DISTINCTIONS IS PRESENTED AS WELL AS EXPLANATIONS OF EXCEPTIONS AND NORMS. PREVIOUS EMPIRICAL RESEARCH PERTINENT TO THIS AREA IS DISCUSSED AND LISTED. DIVISIONS OF THE PROJECT INCLUDE--THE PILOT STUDY, WHICH CONSISTED OF SHORT GROUP INTERVIEWS WITH UNDERGRADUATE STUDENTS, WHICH WERE 2-HOUR GROUP INTERVIEWS USING PERSONAL DATA SHEETS AND FOUR SUBSTANTIVE INSTRUMENTS ADMINISTERED TO 223 PERSONS, AND THE ROLE STUDY, 2 1/2 HOUR INTERVIEWS USING DATA SHEETS GATHERED FROM NEARLY 1,000 RESPONDENTS (TEACHERS, PARENTS, PUPILS, SUPERVISORS, BOARD MEMBERS, PRINCIPALS, SUPERINTENDENTS, STUDENTS OF EDUCATION, STUDENTS MAJORING IN OTHER FIELDS AND STUDENTS WHO HAD NOT YET CHOSEN A COLLEGE MAJOR). INSTRUMENTS USED IN THE ROLE STUDY WERE DESIGNED PRINCIPALLY TO INVESTIGATE THE CONTENT AREAS AND COGNITIONS CONSTITUTING THE ROLE OF THE PUBLIC SCHOOL TEACHER AS PERCEIVED BY THESE VARIOUS RESPONDENTS. ED001408 ORIENTATION, METHODS AND MATERIALS. STUDIES IN THE ROLE OF THE PUBLIC SCHOOL TEACHER, VOLUME 1. 1961-06-00 269 N/A 1965 2016-11-22

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No Audiovisual Aids Curriculum Enrichment Instructional Materials Material Development Media Specialists Training FLEMING, MALCOLM INDIANA Indiana RECOMMENDATIONS ARE MADE THAT EDUCATIONAL MEDIA DESIGNERS BE PREPARED FOR A CAREER IN FORMAL EDUCATION TO THE EXCLUSION OF OTHER FIELDS CURRENTLY CLAMORING FOR SUCH SPECIALISTS. THE PROPOSED CURRICULUM ALREADY SUFFERS FROM THE ATTEMPT TO INCLUDE TOO MUCH CONTENT. THE CURRICULUM COULD BE ADAPTED TO PREPARE MEDIA DESIGNERS FOR CAREERS IN INDUSTRY BY AN INTERNSHIP OR THESIS IN THAT AREA AS WELL AS THE SUBSTITUTION OF SUCH COURSES AS BUSINESS COMMUNICATION, MANAGEMENT, AND FINANCE FOR COMPARABLE GRADUATE AND UNDERGRADUATE WORK. SIMILAR SUBSTITUTIONS COULD ALSO BE MADE FOR STUDENTS PREPARING FOR MEDIA DESIGN WORK IN MEDICINE, GOVERNMENT, OR INTERNATIONAL RELATIONS. CRITERIA FOR SUCH SUBSTITUIONS SHOULD BE THAT MEDIA DESIGNERS BE AS KNOWLEDGEABLE AS POSSIBLE IN THE SUBJECT TO BE COMMUNICATED, THE SITUATIONS IN WHICH THE COMMUNICATION TAKES PLACE, AND THE PARTICULAR AUDIENCES TO BE REACHED BY THE COMMUNICATION. THE STUDENT'S PREPARATION IN THEORY, PROCESS, AND TECHNIQUE COULD BE THE SAME REGARDLESS OF THE PARTICULAR FIELD. THE CYCLE OF DESIGN-TEST-REDESIGN SHOULD CHARACTERIZE BOTH TRAINING AND PRACTICE PARTICULARLY AT THE OUTSET. AS RESEARCH AND EXPERIENCE ACCUMULATE, THE INITIAL DESIGNS SHOULD BE MORE NEARLY CORRECT AND THE REDESIGN PHASE LESS EXTENSIVE. AS EDUCATIONAL SYSTEM DESIGNS ARE PREFECTED, THE DESIGN FUNCTION SHOULD GIVE WAY TO A KIND OF MONITORING AND OCCASIONAL MODIFICATION. IF THE PRESENT DYNAMIC SITUATION IN EDUCATION CONTINUES AND IF MAN'S KNOWLEDGE CONTINUES TO INCREASE AT THE SAME ACCELERATED RATE, IT WILL BE TIME TO BEGIN A NEW KINDERGARTEN THROUGH GRADE 12 DESIGN AS SOON AS THE PREVIOUS ONE HAS BEEN FINISHED. ED001409 THE INCLUSION OF WORK IN THE PREPARATION OF A-V MATERIALS IN THE TRAINING OF FUTURE EDUCATIONAL MEDIA OR A-V SPECIALISTS. 1963-00-00 8 N/A 1965 2016-11-22

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No Closed Circuit Television College Instruction Educational Television Evaluation Programing State Programs Student Teacher Relationship Systems Development Television Teachers KALMBACH, R. LYNN SOUTH CAROLINA COLUMBIA South Carolina South Carolina Educational Television Center, Columbia. A SEVEN MAN EDUCATIONAL TELEVISION COMMISSION WAS RESPONSIBLE TO THE LEGISLATURE FOR THE OPERATION OF THE SYSTEM. THE COMMISSION'S POLICY INCLUDED EMPLOYMENT OF THE FINEST TEACHERS AVAILABLE FOR THE ESSENTIAL BASIC SUBJECTS, ENCOURAGEMENT OF TV TEACHERS TO EXTEND THEIR SCOPE OF INSTRUCTIONAL KNOWLEDGE AND TECHNIQUES, ESTABLISHMENT OF THE CLOSEST POSSIBLE RELATIONSHIP BETWEEN TV AND CLASSROOM TEACHERS, AND EFFECTIVE COORDINATION ON TV SUBJECTS WITH WHAT WAS REQUIRED BASICALLY BY THE COLLEGES. ALSO INCLUDED WAS AVAILABILITY OF TV NETWORK TIME AND FACILITIES FOR TEACHER TRAINING PROGRAMS, VOCATIONAL EDUCATION, COLLEGES, DRIVER TRAINING, AND ADULT EDUCATION, THE USE OF VIDEO TAPE, AND THE DEVELOPMENT OF AN EXPERT SYSTEM OF EVALUATING RESULTS. THE PROCEDURE USED BY THE TV TEACHERS WAS--PREPARING THE LESSON BEFORE IT WAS TO BE PRODUCED, MAILING OUT THE LESSON PLAN TO CLASSROOM TEACHERS TWO WEEKS BEFORE THE SHOWING OF THE LESSON, PREPARING VISUAL AIDS, AND HAVING REHEARSALS THE DAY OF THE LESSON. ED001410 A REPORT ON THE NATION'S FIRST STATEWIDE CLOSED CIRCUIT EDUCATIONAL TELEVISION NETWORK. 22 N/A 1965 2016-11-22

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No Covert Response Instructional Design Learning Motivation Learning Processes Overt Response Pacing Programed Instruction Programing Problems Tables (Data) Teaching Machines Time Factors (Learning) ALTER, MILLICENT SILVERMAN, ROBERT E. New York (New York) NEW YORK New York New York (New York) Naval Training Device Center, Orlando, FL. New York Univ., NY. TWO SETS OF STUDIES WERE CONDUCTED WHICH DEALT WITH PROBLEMS OF TEACHING MACHINE PROGRAMING AND TEACHING MACHINE DESIGN. ONE SET DEALT WITH THE VARIABLE OF STUDENT RESPONSE FOR THE PURPOSE OF DETERMINING WHETHER TEACHING MACHINE PROGRAMS SHOULD REQUIRE STUDENTS TO MAKE AN OVERT RESPONSE, AND IF SO, WHAT TYPE OF RESPONSE. A SECOND SET DEALT WITH VARIABLES AFFECTING THE DESIGN OF MACHINE TO DETERMINE WHETHER EXTERNAL PACING OF THE STUDENT WAS UNDESIRABLE, AND WHETHER THE TEACHING MACHINE POSSESSES MOTIVATIONAL PROPERTIES. RESULTS INDICATED THAT REQUIRING STUDENTS TO MAKE OVERT RESPONSES DOES NOT FACILITATE PROGRAMED LEARNING, THAT PACING THE LEARNER WILL NOT IMPAIR HIS PERFORMANCE IF CARE IS TAKEN TO ASCERTAIN OPTIMAL PACING RATES, THAT TEACHING MACHINES DO NOT PROVIDE A SIGNIFICANT ADVANTAGE OVER PROGRAMED TEXTBOOKS, AND THAT NEED TO REQUIRE STUDENTS TO MAKE ANY FORM OF CONSTRUCTED RESPONSE REMAINS TO BE ESTABLISHED. WHILE OVERT RESPONSES MAY NOT BE NECESSARY INSOFAR AS LEARNING IS CONCERNED, EXPERIMENTERS WERE NOT WILLING TO RECOMMEND THAT PROGRAMS BE WRITTEN TO ELIMINATE THE NEED FOR STUDENT RESPONSE. IT WAS FELT IMPORTANT TO RECOGNIZE THAT THE CONSTRUCTED RESPONSE (OVERT AND COVERT) MAY NOT PLAY A CENTRAL ROLE IN LEARNING, BUT IT COULD BE USEFUL IN A WIDE VARIETY OF PROGRAMED LEARNING SITUATIONS. IT WAS RECOMMENDED THAT EXPERIMENTAL WORK BE DONE TO DETERMINE METHODS OF PACING STUDENTS IN PROGRAMED LEARNING SITUATIONS, SINCE SUCH INFORMATION MAY PROVE TO BE USEFUL IN TRAINING. NUMEROUS TABLES ACCOMPANY THE TEXT. ED001411 RESPONSE MODE, PACING, AND MOTIVATIONAL EFFECTS IN TEACHING MACHINES. 1961-06-16 75 N/A 1965 2016-11-22

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No Bibliographies Black Influences Books Childhood Attitudes Childrens Literature Elementary School Students Racial Attitudes Racial Identification School Desegregation Social Psychology Student Adjustment WAXMAN, SINAI M. NEW YORK New York (Hartsdale) New York Greenburgh School District, Hartsdale, NY. BOOKS INCLUDING NEGRO CHARACTERS ARE LISTED. THE MATERIAL COMMITTEE OF THE GREENBURGH SCHOOL DISTRICT CONTINUES TO SEARCH FOR BOOKS OF THIS TYPE. A LIST OF PROFESSIONAL BOOKS RELATED TO THE NEGRO PEOPLE IN THE UNITED STATES IS ALSO INCLUDED. ED001412 CHILDREN'S BOOKS. 1963-01-31 4 N/A 1965 2016-11-22

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No Curriculum Development Desegregation Effects Disadvantaged Youth School Desegregation Student Improvement Teacher Workshops FITCH, GEORGE F. HASKINS, K. NEW YORK New York (New York) New York (Hartsdale) New York New York (New York) Greenburgh School District, Hartsdale, NY. IN AN ATTEMPT TO PROVIDE ACTUAL INTEGRATION IN EVERY SCHOOL, THE GREENBURGH SCHOOL DISTRICT IN NEW YORK ABOLISHED NEIGHBORHOOD SCHOOLS AND FOR THE PAST 12 YEARS ALL CHILDREN OF A GIVEN GRADE HAVE ATTENDED THE SAME SCHOOL. A PROJECT FOR CULTURALLY DEPRIVED STUDENTS HAS RECENTLY BEEN INSTITUTED TO PROVIDE A BETTER UNDERSTANDING OF AN EDUCATION FOR AN ESTIMATED 300-350 CHILDREN. THE EFFORTS TO PROVIDE ACTUAL INTEGRATION WITHIN THE SCHOOL SYSTEM IS BASED ON A DESIRE TO MEET THE NEEDS AND INTERESTS, AND ABILITIES OF EACH INDIVIDUAL CHILD WITHIN AN INTEGRATED SCHOOL. ALL QUALITIES AND KINDS OF ABILITIES ARE TO BE DETERMINED, DEVELOPED AND CHALLENGED BY THE SCHOOL. THE DESIGN OF CURRICULUM ORGANIZATION, ACTIVITIES AND PROGRAM MUST BE GEARED IN THIS DIRECTION. BRIEF REPORTS ARE MADE AS TO THE PROGRESS OF THE PROJECT TO PROVIDE BETTER EDUCATION FOR THE CULTURALLY DEPRIVED. STUDIES ARE NOT IN PROGRESS FOR EVALUATION OF THE PROGRAM. ED001413 THE STORY OF GREENBURGH SCHOOL DISTRICT NO. 8. 1962-11-00 11 N/A 1965 2016-11-22

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No Catalogs Dialects Grade 11 Language Patterns Resource Materials Speech Habits PORTLAND OREGON PACIFIC NORTHWEST Oregon Portland Public Schools, OR. THE CHECKLIST WAS DESIGNED TO STUDY CHARACTERISTIC WORD USAGE IN THE PACIFIC NORTHWEST. THE STUDENT IS ASKED TO CIRCLE THE WORD IN A GROUP OF WORDS WHICH HE ORDINARILY USES TO DESIGNATE A SPECIFIC THING. FOR INSTANCE--SELF OVER FIREPLACE - MANTEL, MANTEL BOARD, MANTEL PIECE, SHELF, CHILDHOOD WORD FOR MOTHER - MA, MAMA, MOM, MOTHER, MOMMY. ONE HUNDRED SUCH ITEMS ARE LISTED. ED001414 DIALECT CHECKLIST - PACIFIC NORTHWEST. SUPPLEMENTARY MATERIAL FOR ELEVENTH GRADE UNIT ON "LINGUISTIC GEOGRAPHY AND DIALECT." 9 N/A 1965 2016-11-22

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No Academically Gifted Autoinstructional Aids Comparative Analysis Learning Theories Programed Instructional Materials Reading Materials Textbooks PRESSEY, SIDNEY L. Arizona (Tucson) ARIZONA Arizona Arizona (Tucson) RESEARCH IN PROGRAMMED LEARNING REVEALS THAT IT IS USUALLY NO MORE EFFICIENT THAN THE USUAL STUDY-READING, AND IS ALWAYS MORE CLUMSY AND EXPENSIVE. TRIAL OF AN ALTERNATE AUTOINSTRUCTIONAL PROCEDURE IS REPORTED. ISSUES OF LEARNING THEORY AND EDUCATIONAL PRACTICE ARE RAISED. A PROGRAMED SET OF 1110 WORDS WAS CONVERTED TO SIX SUCCINCT PARAGRAPHS TOTALING 360 WORDS. FOUR GROUPS WERE TESTED--A CONTROL GROUP, WITH NO PREPARATION, A GROUP USING THE PROGRAMED TEXT, A GROUP USING THE SIX PARAGRAPH STATEMENT, AND A GROUP USING THE SIX PARAGRAPH STATEMENT WITH SIX ELUCIDATIVE QUESTIONS. THE SECTION USING THE TEXT UNIT MADE A SIGNIFICANT GAIN OVER THE CONTROL GROUP. HOWEVER, IN ONE-TENTH THE TIME REQUIRED TO GO THROUGH THE "PROGRAM," STUDENTS SIMPLY READING THE SUBSTANCE OF IT LEARNED A GREAT DEAL. WHEN THAT SUBSTANTIVE STATEMENT WAS SUPPLEMENTED BY ONLY SIX QUESTIONS THEY DID A BIT BETTER. ANALYSIS SHOWED THAT THE AUTOINSTRUCTIONAL QUESTION, DIFFERENTIATING SIMPLE REFLEXES FROM LEARNED RESPONSES, REDUCED MISTAKES IN THIS MATTER ON THE END-TEST BY OVER HALF. AUTOINSTRUCTION WHICH FACILITATES AND CLARIFIES SUCH STUDY-READING PROCESSES, INSTEAD OF CLUMSILY FRAGMENTING THEM, CAN GREATLY AID LEARNING. ALL THE READINGS AND LABORATORY EXERCISES IN A COURSE WERE COVERED IN DUPLICATE BY ADJUNCT AUTOINSTRUCTIONAL "TEACH" TESTS. THESE, AND ALL THE MATERIALS OF THE COURSE, WERE MADE AVAILABLE TO SUPERIOR STUDENTS IN AN AUTOINSTRUCTIONAL LAB. THERE WAS NO TEACHING, BUT AN INSTRUCTOR WAS PLACED IN CHARGE TO HELP IF ASKED. STUDENTS FINISHED THE 12-WEEK COURSE IN 6-WEEKS, AND HALF MADE GRADES OF "A". ED001415 A PUNCTURE OF THE HUGE "PROGRAMMING" BOOM. 1963-00-00 7 N/A 1965 2016-11-22

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No Educational Change Educational Improvement Innovation Media Research Teacher Education Teaching Methods PIERCE, TRUMAN M. ALABAMA Alabama (Auburn) Alabama SCHOOLS CHANGE SLOWLY IN COMPARISON WITH THE RAPID CHANGES TAKING PLACE IN THE WORLD OF THINGS, MACHINES, AND TANGIBLE PRODUCTS. CULTURAL FORCES WHICH SHAPE THE FUTURE OF SOCIETY KEEP SCHOOL GOALS IN CONSTANT EVOLUTION. SOURCES OF CHANGE IN EDUCATION ARE VARIATIONS IN TEACHING PROCESSES AND METHODS, AND THE EDUCATION OF TEACHERS. FORCES WHICH BRING ABOUT EDUCATIONAL CHANGE INCLUDE CULTURAL CHANGE, ENACTMENTS OF STATE LEGISLATURES, STATE AND LOCAL REGULATIONS, COURT DECISIONS, REGIONAL AND NATIONAL ACCREDITING AGENCIES AND THE DISSATISFACTION OF CITIZENS WITHIN A DISTRICT OR STATE WITH THE QUALITY AND AVAILABILITY OF EDUCATION. SCHOOL SYSTEMS DIFFER GREATLY IN CAPACITY AND WILLINGNESS TO ADOPT NEW PRACTICES IN EDUCATION. MEASURABLE AND OBJECTIVE FACTORS WHICH SEEM TO ACCOUNT FOR THESE DIFFERENCES ARE WEALTH, SIZE, OCCUPATION, AND EDUCATIONAL ACHIEVEMENT LEVEL. THE HIGHER THE EXPENDITURE PER PUPIL, THE MORE LIKELY IS THE SCHOOL SYSTEM TO ADAPT TO NEW NEEDS. AVAILABLE INFORMATION ON THE CHARACTER OF CURRENT EDUCATIONAL CHANGE AND HOW SUDDENLY CHANGE TAKES PLACE INDICATES THAT MEDIA HAVE PLAYED NO IMPORTANT ROLE. IMPERATIVES OF HASTENING EDUCATIONAL IMPROVEMENT SUGGEST THE CREATION OF A MORE DYNAMIC ROLE FOR MEDIA. TASKS OF MEDIA SHOULD MAKE IT POSSIBLE FOR LAYMEN TO DEVELOP A BETTER UNDERSTANDING OF GOOD SCHOOLS AND THEIR VALUE, AND TO ACCELERATE THE RATE AT WHICH SCHOOL SYSTEMS ADOPT NEW PRACTICES. ED001416 EDUCATIONAL CHANGE AND THE ROLE OF MEDIA. 1963-11-00 16 N/A 1965 2016-11-22

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No Audiovisual Aids Catalogs Elementary School Teachers Instructional Materials Projection Equipment Resource Materials Selection CALIFORNIA California (Stockton) California California (Stockton) Stockton Unified School District, CA. A CATALOG HAS BEEN PREPARED TO HELP TEACHERS SELECT AUDIOVISUAL MATERIALS WHICH MIGHT BE HELPFUL IN ELEMENTARY CLASSROOMS. INCLUDED ARE FILMSTRIPS, SLIDES, RECORDS, STUDY PRINTS, FILMS, TAPE RECORDINGS, AND SCIENCE EQUIPMENT. TEACHERS ARE REMINDED THAT THEY ARE NOT LIMITED TO USE OF THE SUGGESTED MATERIALS. APPROPRIATE GRADE LEVELS HAVE BEEN INDICATED WHEREVER POSSIBLE, AS WELL AS THE TIME LENGTH OF THE FILMS, PRODUCER, AND YEAR OF PRODUCTION. CATEGORIES INCLUDED ARE--ART, FOREIGN LANGUAGE, GUIDANCE, HEALTH, HOLIDAYS, LANGUAGE ARTS, MATHEMATICS, MUSIC, PHYSICAL EDUCATION, SAFETY, SCIENCE, SOCIAL STUDIES AND CIVIL DEFENSE. AS AN AID IN REPLACING AND SUPPLEMENTING EXISTING MATERIALS, TEACHERS ARE INVITED TO SUBMIT THEIR COMMENTS ON THE CONDITION AND SUITABILITY OF THE MATERIALS USED. DIRECTIONS ARE GIVEN ON POLICIES, HOW TO ORDER, OPERATION OF EQUIPMENT, DELIVERY, AND EQUIPMENT REPAIR. ED001417 AUDIOVISUAL SERVICES CATALOG. 1963-07-00 248 N/A 1965 2016-11-22

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No Curriculum Development Curriculum Guides Grade 6 Instructional Materials Teaching Methods Units of Study World Geography World History BUEHLER, RONALD G. MICHIGAN Michigan (Grosse Pointe) Michigan Grosse Pointe Public School System, MI. EIGHT UNITS OF WORLD HISTORY AND WORLD GEOGRAPHY ARE USED IN THE SIXTH GRADE AT GROSSE POINTE, MICHIGAN. THE PURPOSE OF THE FIRST UNIT, "MAN LEARNS TO USE HIS WORLD," IS TO CONSIDER CONTRIBUTIONS OF CULTURE BY OTHER CIVILIZATIONS AND GEOGRAPHICAL AREAS. THIS HISTORY OF PRIMITIVE PEOPLES AND CIVILIZATIONS IS TAUGHT. POSSIBLE GROUP ACTIVITIES INCLUDE--THE MAKING OF DISPLAYS OF CAVE DWELLERS OR LAKE DWELLERS, OR WRITING A STORY ABOUT CAVE PEOPLE. INDIVIDUAL ACTIVITIES INCLUDE LISTING INVENTIONS OF THE CAVE MAN AND MAKING WIRE SCULPTURE OF PREHISTORIC ANIMALS. LISTS OF LIBRARY BOOKS AND FILMS ARE GIVEN. THE SECOND UNIT, "WHERE OUR CIVILIZATION BEGAN," DEALS WITH GREEK AND ROMAN LIFE AND ITS CONTRIBUTIONS TO OUR CIVILIZATION SUCH AS CONCEPTS OF JUSTICE AND GOVERNMENT. THE THIRD UNIT,"LIFE IN EUROPE CHANGES," CONSIDERS LIFE IN EUROPE AFTER THE DECLINE OF ROME, THE BARBARIC INVASIONS, AND THE SPREAD OF CHRISTIANITY, THE CONTRIBUTIONS OF THE MIDDLE AGES TO OUR SOCIAL, CULTURAL, AND ECONOMIC PROGRESS ARE DISCUSSED, SUCH AS TRADE, THE CHURCH AND THE DISCOVERIES AND ARTISTIC REVIVALS OF THE RENAISSANCE. UNIT 4, "MODERN NATIONS DEVELOP IN WESTERN EUROPE," CONSIDERS THE HISTORY AND GEOGRAPHY OF WESTERN EUROPE, ITS GEOGRAPHIC BEAUTY, SOCIAL CUSTOMS, AND EXPLORATIONS. UNIT 5, "LIFE IN EASTERN EUROPE," STUDIES CONTRIBUTIONS TO OUR SOCIETY. UNIT 6, "NATIONS OF ASIA," TEACHES THE CONTRASTS IN CULTURES BETWEEN ASIA AND THE WEST IN ORDER TO PROMOTE BETTER UNDERSTANDING OF THESE PEOPLES. CLIMATIC CONDITIONS, NATURAL RESOURCES, AND PHYSICAL FEATURES OF ASIA ARE CONSIDERED. UNIT 7,"LIFE IN AUSTRALIA AND NEW ZEALAND," AND UNIT 8, "EXPLORING AFRICA," AGAIN PROMOTE BETTER UNDERSTANDING OF OTHER PEOPLES AND PLACES. ED001418 UNITS OF WORK IN THE CORE CURRICULUM PROGRAM GRADE VI. 1961-09-00 150 N/A 1965 2016-11-22

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No Curriculum Guides Mild Mental Retardation Public Schools Resource Materials Special Programs Student Improvement Student Needs Teaching Guides Units of Study California (Santa Cruz) CALIFORNIA California Santa Cruz County Superintendent of Schools, CA. CHILDREN WITH RETARDED MENTAL DEVELOPMENT WHO ARE EDUCABLE BUT UNABLE SUCESSFULLY TO PROFIT FROM THE REGULAR CLASSROOM ARE PROVIDED WITH SPECIAL EDUCATION PROGRAMS DESIGNED FOR THEIR NEEDS. THE SATISFACTION OF THESE PARTICULAR NEEDS DEPENDS UPON THE PROVISION FOR EXPERIENCES WHICH ENABLE THE INDIVIDUAL TO DEVELOP A CONCEPT OF SELF WHICH IS REALISTIC, SECURE, ADEQUATE, AND VALUABLE TO HIMSELF AND OTHERS. FOR THE EDUCATOR, ALL CHARACTERISTICS ASSOCIATED WITH THE EDUCABLE MENTALLY RETARDED MUST BE RECOGNIZED AS TYPICAL OF THE POPULATION AS A WHOLE AND DIFFERING IN DEGREE RATHER THAN IN KIND. TO AID THE TEACHER OF EDUCABLE MENTALLY RETARDED CHILDREN IN TRYING TO MEET THE SPECIAL NEEDS OF HER PUPILS, CURRICULUM GUIDES ARE PRESENTED IN THE FOLLOWING AREAS--SOCIAL STUDIES, HEALTH AND SAFETY, LANGUAGE ARTS, PHYSICAL EDUCATION, ARITHMETIC, PRACTICAL AND HOME ARTS, ART AND MUSIC, AND SCIENCE. THE GUIDES ARE ORGANIZED IN CHART FORM WITH SPECIFIC ACTIVITIES IN EACH AREA ARRANGED SEPARATELY FOR THE PRIMARY, INTERMEDIATE, AND ADVANCED LEVELS. IN ADDITION TO THE CHARTS OF THE COURSE OF STUDY, FURTHER GUIDES PRESENT SUGGESTED ACTIVITIES WHICH INVOLVE THE DEVELOPMENT OF SKILLS IN TWO OR MORE SUBJECT AREAS. THESE ACTIVITY GUIDES ARE ALSO ARRANGED SEPARATELY FOR THE THREE LEVELS OF ACHIEVEMENT. THE CURRICULUM HANDBOOK CONCLUDES WITH A LIST OF USEFUL INSTRUCTIONAL MATERIALS AND RESOURCES INCLUDING BOOKS, FILMS, RECORDS, CHARTS, AND PERIODICALS. ED001419 COURSE OF STUDY AND CURRICULUM GUIDE FOR TEACHERS OF THE EDUCABLE MENTALLY RETARDED. 1964-00-00 285 N/A 1965 2016-11-22

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No Attendance Patterns Behavior Problems Disadvantaged Youth Family Characteristics Longitudinal Studies Parent Attitudes Parent Child Relationship Rewards Student Characteristics Underachievement LIDDLE, GORDON P. ROCKWELL, ROBERT E. MARYLAND ILLINOIS Maryland (College Park) QUINCY Illinois Maryland Maryland (College Park) IN A 10 YEAR STUDY OF 1,200 CHILDREN LIVING IN A MIDWESTERN CITY, IT WAS FOUND THAT THOSE FROM DEPRIVED BACKGROUNDS MISSED ABOUT THREE TIMES AS MANY DAYS OF SCHOOL AS THEIR CLASSMATES FROM UPPER-MIDDLE-CLASS FAMILIES. REASONS FOR THIS SITUATION WERE POOR DIET, UNCARED-FOR ILLNESSES AND ACCIDENTS. ALSO THE FEELINGS THAT CHILD HAD ABOUT HIMSELF PLAYED AN IMPORTANT ROLE. THE CHILD'S PROGRESS AT HOME AND SCHOOL WAS NOT WATCHED CLOSELY, AND HE WAS RARELY PRAISED FOR EACH NEW STEP HE TOOK TOWARD MATURITY. AS A RESULT, CHILDREN BEGAN TO FEEL THAT THEY WERE UNIMPORTANT. IN FAMILIES WHERE THE CHILDREN RECEIVED LITTLE REWARD FOR GROWING MORE MATURE, THEY OFTEN TURNED TO DARING BEHAVIOR AS A MEANS OF GAINING ATTENTION AND RELIEVING THE MONOTONY OF THEIR LIVES, FULLY 30 PERCENT OF THE UNDERACHIEVING LOWER-CLASS YOUNGSTERS WERE READY TO TRY ALMOST ANYTHING. ANOTHER REASON WHY DEPRIVED CHILDREN WERE ACCIDENT PRONE WAS THAT NEITHER THEY NOR THEIR PARENTS SAW THE WORLD AS GOVERNED BY CAUSE AND EFFECT RELATIONSHIPS, INSTEAD THEY FELT THAT THE WORLD ACTS ON THEM AND THAT THEY COULD DO VERY LITTLE TO INFLUENCE IT. IN ADDITION TO DISCOURAGING LEARNING FROM EXPERIENCE, FATALISM LED TO ACCIDENTS BECAUSE IN ORDER TO PREVENT ACCIDENTS, A PERSON SHOULD USE FORESIGHT. THROUGH PARENT AND CHILD EDUCATION, MANY OF THE HAZARDS IN THESE CHILDREN'S LIVES COULD BE ELIMINATED. ED001420 THE KID WITH TWO STRIKES AGAINST HIM. 1963-12-00 7 N/A 1965 2016-11-22

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No Bibliographies Dropout Characteristics Dropout Programs Dropout Research Methods Research Research Problems Resource Materials MILLER, S.M. AND OTHERS NEW YORK New York Syracuse Univ., NY. Youth Development Center. RESEARCH ON SCHOOL DROPOUTS IS HANDICAPPED IN THE FOLLOWING AREAS--DEFINITION OF THE DROPOUT POPULATION, INCONSISTENT METHODS OF DATA COLLECTION, INADEQUATE RESEARCH DESIGNS, COMMUNITY VARIATION, VARIATION IN TYPE OF DROPOUT, AND KNOWLEDGE OF THE PROCESS OF DROPPING OUT. DROPOUT GROUPS SHOULD BE CLEARLY DEFINED, AND VARIATION IN THESE GROUPS SHOULD BE EMPHASIZED. SCHOOL RECORDS SHOULD NOT BE RELIED ON TOO HEAVILY. EXTENSIVE INTERVIEWS ARE EFFECTIVE. COMMUNITY VARIATIONS SHOULD BE CONSIDERED AND GENERALIZATIONS SHOULD NOT BE MADE WITHOUT THESE CONSIDERATIONS. RESEARCH SHOULD EMPHASIZE THE PROCESS OF DROPPING OUT INSTEAD OF THE PROPERTIES OF SCHOOL DROPOUTS. THE INTERPRETATION OF RESULTS IS DEEPLY AFFECTED BY THE ELEMENTS THAT PRODUCED THE RESEARCH REPORTS. SOME THINGS TO BE CONSIDERED ARE--DROPOUT RATES, SEX, RACIAL AND ETHNIC BACKGROUND, FAMILY TYPE, AGE OF DROPOUTS, INTELLIGENCE AND ACHIEVEMENT, GRADE ATTAINMENT, AND REASONS FOR LEAVING OR STAYING IN SCHOOL. HIGH-ASPIRING DROPOUTS WHO RETURN TO SCHOOL HAVE GENERALLY BEEN NEGLECTED IN RESEARCH. TRAINING AND CHANGE AT THE TEACHER LEVEL IS MOST EFFECTIVE WHEN IT IS COUPLED WITH CHANGE AT THE ADMINISTRATIVE LEVEL. THE SUCCESS OF MANY PROJECTS IN LOW-INCOME SCHOOLS RESTS WITH ORGANIZATIONAL CHANGE RATHER THAN WITH THE ADOPTION OF SPECIFIC PACKAGES OF PROGRAM. AN ANNOTATED BIBLIOGRAPHY OF RESEARCH ON DROPOUTS IS INCLUDED. MAJOR AREAS ARE-- STATEMENT AND DEFINITION OF THE PROBLEM, SOCIAL CHARACTERISTICS, PROFILE OF THE DROPOUT IN THE SCHOOL SETTING, POST-DROPOUT ATTITUDES AND EXPERIENCES, ACTION PROGRAM AND RECOMMENDATIONS, AND BIBLIOGRAPHIES ON DROPOUTS. A THIRD SECTION CONTAINS ANNOTATED REFERENCES AND METHODOLOGY. ED001421 SCHOOL DROPOUTS--A COMMENTARY AND ANNOTATED BIBLIOGRAPHY. 1964-00-00 131 N/A 1965 2016-11-22

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No Dropout Prevention Employment Programs Interests Job Training School Counseling Skill Development Work Attitudes Work Experience Programs BEECHER DI PASQUALE New York (Buffalo) NEW YORK School to Employment Program New York New York (Buffalo) Buffalo Board of Education, NY. AN ORIENTATION PROGRAM WAS DESIGNED TO ASSIST PUPILS IN DEVELOPING ATTITUDES, SKILLS, HABITS, AND UNDERSTANDING IN WORK EXPERIENCE, AND TO PROVIDE ACTUAL JOB EXPERIENCE. OBJECTIVES WERE TO OFFER A PROGRAM FOR STUDENTS 15 YEARS OF AGE WHO HAD BEEN IDENTIFIED AS POTENTIAL EARLY SCHOOL LEAVERS. SOME OF THE EXPECTED OUTCOMES WERE ESTABLISHMENT OF A REAL GOAL IN LIFE AND ACHIEVEMENT OF WORK-STUDY HABITS THAT WOULD HELP THEM ACHIEVE THEIR GOAL. FEATURES INCLUDED AN EDUCATIONAL PROGRAM INDIVIDUALLY TAILORED TO MEET THE NEEDS OF EACH PUPIL, INDIVIDUAL AND GROUP GUIDANCE FOR ONE PERIOD A DAY WITH EMPHASIS ON DEVELOPMENT OF POSITIVE ATTITUDES TOWARD SCHOOL AND WORK, AND EMPLOYMENT FOR 20 HOURS PER WEEK IN A GOVERNMENTAL AGENCY. THE STUDENTS WERE PROVIDED WITH COUNSELING, AND PSYCHOLOGICAL AND RELATED SCHOOL SERVICES. PLACEMENTS OUTSIDE OF THE SCHOOL INCLUDED A NEIGHBORHOOD HOUSE, THE ZOO, AND A LIBRARY. A DESCRIPTION OF ONE JOB FOR A STOCK CLERK HELPER EXPLAINED THAT THE STUDENT WOULD STOCK GENERAL SUPPLIES, UNLOAD THE TRUCK, FILE ORDERS, ANSWER THE PHONE, AND DO GENERAL OFFICE WORK. MATERIALS AND PROCEDURES USED TO ORIENT THE STUDENTS INCLUDED FILMS, TESTS, FIELD TRIPS, AND SPEAKERS. QUOTATIONS FROM STUDENTS, EMPLOYERS, AND PARENTS SHOWED ONLY SATISFACTION WITH THE PROGRAM. SOME SUGGESTIONS FOR FUTURE PROGRAMS INCLUDED JOB ROTATION, INCLUSION OF OLDER STUDENTS, AND EXPANSION OF WORK-EXPERIENCE OPPORTUNITIES TO INCLUDE PRIVATE EMPLOYMENT. ED001422 SCHOOL TO EMPLOYMENT PROGRAM. ANNUAL PROGRESS REPORT 1961-1962. 1962-07-00 58 N/A 1965 2016-11-22

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No Dropout Characteristics Dropout Prevention Dropout Programs Special Programs Statistical Data Work Study Programs BAYLEY, MONICA AND OTHERS Higher Horizons Program School to Employment Program OPERATION RETURN DISTRICT OF COLUMBIA District of Columbia Office of Education (DHEW), Washington, DC. FOUR ARTICLES ARE PRESENTED. THE FIRST, "A RENEWED EFFORT TO SOLVE THE PROBLEM OF DROPOUT," BY MONICA BAYLEY, DISCUSSES PROGRAMS IN SEVERAL CITIES ACROSS THE COUNTRY. THE FOUR IN NEW YORK ARE STEP, CO-OP PROGRAM, OPERATION RETURN, AND HIGHER HORIZONS. IMPROVEMENT OF THE SCHOOL PROGRAMS IS BEING UNDERTAKEN IN COLUMBUS, OHIO, CHICAGO, MIAMI, WASHINGTON, D.C., LOS ANGELES, ATLANTA, BOSTON, PITTSBURGH, PHILADELPHIA, AND DETROIT, AMONG OTHERS. RECOMMENDATIONS FOR ADMINISTRATIONS ARE ALSO INCLUDED AS WELL AS WORK STUDY PROGRAMS. HYRUM M. SMITH AND LEONARD M. MILLER'S ARTICLE, "DOORS WERE OPENED," DISCUSSES HOW COMMUNITY RELATIONSHIPS WITH STUDENTS MAY ENCOURAGE THEM TO REMAIN IN SCHOOL. "THE SCHOLASTIC ABILITY OF SCHOOL DROPOUTS," BY O. RAY WARNER, SHOWS THROUGH RESEARCH THAT NO MATTER HOW VERSATILE THE CURRICULUM, HOW EFFECTIVE THE GUIDANCE SERVICES, OR HOW MANY SPECIAL PROGRAMS ARE DEVELOPED, IT WILL NOT BE POSSIBLE TO KEEP EVERY POTENTIAL DROPOUT IN SCHOOL. THE HOME, CHURCH, AND OTHER SOCIETAL INSTITUTIONS SHOULD ASSIST THE SCHOOL. THE FINAL ARTICLE, "ENROLLMENT, TEACHERS, AND SCHOOLHOUSING," BY CAROL JOY HOBSON AND SAMUEL SCHLOSS, HIGHLIGHTS--GROWTH OF POPULATION, PUPIL ENROLLMENTS, HIGH SCHOOL GRADUATES, CLASSROOM TEACHERS, MINIMUM REQUIREMENTS FOR STANDARD TEACHING CERTIFICATES, TEACHERS WITH SUBSTANDARD CREDENTIALS, LOCAL SCHOOL DISTRICTS, CLASSROOMS COMPLETED, ABANDONED, OR SCHEDULED FOR COMPLETION, PUPILS ON CURTAILED SESSINS, AND CLASSROOM SHORTAGE. ED001423 SELECTED REPORTS AND STATISTICS ON SCHOOL DROPOUTS. 1964-00-00 15 N/A 1965 2016-11-22

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No Dropout Characteristics Interviews Methods School Counseling School Holding Power Work Study Programs LOSI, CARRIE R. NEW JERSEY NEWARK New Jersey Newark State School, NY. MANY PROCEDURES WERE UTILIZED FOR CHECKING SYMPTOMS AND CAUSES OF BEHAVIOR COMMON TO POTENTIAL DROPOUTS, SUCH AS FAILURE, TRUANCY, APATHY, DISINTEREST, POOR READING, LACK OF ADJUSTMENT, AND NONPARTICIPATION IN ACTIVITIES. CUMULATIVE RECORDS, TEACHER OBSERVATIONS, AND COUNSELOR CONTACTS HELPED TO IDENTIFY THESE STUDENTS. STUDENTS WERE INTERVIEWED EVERY TERM. GROUP GUIDANCE WAS CONDUCTED IN EDUCATIONAL, VOCATIONAL, PERSONAL AND SOCIAL MATTERS. ORIENTATION AND TESTING WERE GIVEN TO ALL NEW STUDENTS. INDIVIDUAL PROGRAMS WERE ADJUSTED WHERE COURSES SEEMED TO BE THE POSSIBLE CAUSE OF FAILURES AND DROPOUTS. NONACADEMIC STUDENTS WERE ALLOWED TO EXPLORE IN SHOP EXPERIENCES. POTENTIAL DROPOUTS WERE CAREFULLY INTERVIEWED. CASE CONFERENCES INCLUDING TEACHERS AND COUNSELORS HELPED TO SOLVE INDIVIDUAL PROBLEMS. IF ALL EFFORTS FAILED TO KEEP A STUDENT IN SCHOOL, FOLLOW-UP CONFERENCES HELPED TO GUIDE THE STUDENT INTO EVENING CLASSES AND EMPLOYMENT SITUATIONS. PLANS ARE UNDERWAY TO INITIATE A WORK-STUDY PROGRAM TO BRIDGE THE GAP BETWEEN SCHOOL AND EMPLOYMENT. ED001424 GUIDANCE PRACTICES FOR IMPROVING SCHOOL HOLDING. ANNUAL REPORT. (TITLE SUPPLIED) 1963-07-00 73 N/A 1965 2016-11-22

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No Disadvantaged Youth Models Student Teacher Relationship Teacher Education Teacher Effectiveness Teaching Guides Teaching Methods GOLDBERG, MIRIAM L. NEW YORK New York (New York) New York New York (New York) TWO ASSUMPTIONS UNDERLY THIS PAPER--(1) A PUPIL'S LEARNING IS, IN LARGE MEASURE, A FUNCTION OF THE KIND OF TEACHING TO WHICH HE IS EXPOSED AND (2) A VARIETY OF "GOOD" TEACHERS DIFFERENTIALLY SUITED BY TEMPERAMENT AND TRAINING IS NEEDED TO TEACH DIFFERING GROUPS OF STUDENTS. STUDIES OF TEACHER PERFORMANCE MADE THE CATEGORIZING OF TEACHER STYLE IMPERATIVE. STYLE SHOULD BE CATEGORIZED ACCORDING TO WORK ORIENTATION, SOCIAL RELATIONS ORIENTATION, AND PERSONAL ORIENTATION. VERBAL BEHAVIOR SHOULD ALSO BE CATEGORIZED. TEACHERS AND STUDENTS SHOULD BE MATCHED, NOT EVERY TEACHER IS GOOD FOR EVERY STUDENT. A HYPOTHETICAL MODEL OF THE SUCCESSFUL TEACHER OF DISADVANTAGED PUPILS WAS CONSTRUCTED. HE MUST RESPECT HIS PUPILS, HE MUST VIEW SYMPATHETICALLY THE ALIEN CULTURE OF HIS STUDENTS, HE SHOULD BE AWARE OF THE FAMILY STRUCTURE, AND THE ETHNIC GROUP AND LANGUAGE OF HIS PUPILS, HE SHOULD UNDERSTAND HOW A CHILD'S ABILITIES ARE ASSESSED, HE SHOULD MAKE THE PUPILS THINK HE CAN PRODUCE, HE SHOULD BE A SHOWMAN AND TRY A GREAT VARIETY OF STRATEGIES. THOUGH ONE PERSON CANNOT COMPLETELY ACHIEVE THIS MODEL, TEACHERS CAN BE AIDED THROUGH NEW COURSES, LABORATORY EXPERIENCES, AND SPECIAL SELECTION. A BIBLIOGRAPHY IS INCLUDED. ED001425 ADAPTING TEACHER STYLE TO PUPIL DIFFERENCES, TEACHERS FOR DISADVANTAGED CHILDREN. 1963-03-11 19 N/A 1965 2016-11-22

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No Disadvantaged Youth Dropout Prevention Family Characteristics Job Training Lesson Plans Resource Materials School Counseling Student Motivation Vocational Education Work Study Programs SAVITZKY, CHARLES AND OTHERS NEW YORK New York (Albany) School to Employment Program New York New York (Albany) New York State Education Dept., Albany. A WORK-STUDY PROGRAM WAS DESIGNED TO MOTIVATE AND TRAIN POTENTIAL DROPOUTS FOR EMPLOYMENT. A TEACHER-COORDINATOR CONDUCTED ORIENTATION CLASSES, SUPERVISED STEP PUPILS ON THE JOB, VISITED PARENTS, EMPLOYERS AND RESOURCE PERSONNEL, COUNSELED STUDENTS, FOLLOWED UP PUPIL PROGRESS WITH SUBJECT TEACHERS, MAINTAINED CONTACTS WITH COMMUNITY EMPLOYMENT RESOURCES AND PREPARED SPECIAL TEACHING MATERIALS. STUDENTS WERE SELECTED ON THE BASIS OF FAMILIAL ENVIRONMENT AND POOR SCHOOL RECORDS. THEY WERE INTERVIEWED AT LENGTH AND PLACED IN THE WORK-STUDY PROGRAMS OF ORIENTATION CLASSES, REGULAR SUBJECT CLASSES, AND AFTERNOON ON-THE-JOB TRAINING. STUDENTS WERE PERMITTED TO TRANSFER TO OTHER JOBS IF THEY DID NOT DO WELL. CLASSES MADE USE OF GROUP DISCUSSION, ROLE PLAYING, FIELD TRIPS, GUEST SPEAKERS, MATERIALS FROM WORK STATIONS, AND LIBRARY MATERIALS ON THE WORLD OF WORK. PARENT MEETINGS SOUGHT TO ENCOURAGE THEM TO COOPERATE IN MOTIVATING THEIR CHILDREN. LESSON PLANS INCLUDED, PROVIDED EDUCATIONAL EXPERIENCE TO TRAIN YOUTH IN APPLYING FOR JOBS, TO INITIATE PROPER ATTITUDES AND PROVIDE VOCATIONAL GUIDANCE. STUDENTS STUDIED WHY THEY SHOULD STAY IN SCHOOL, HOW TO USE THE NEWSPAPER IN LOOKING FOR A JOB, GOOD GROOMING, OPPORTUNITIES IN THE ARMED SERVICES, AND OTHER VOCATIONAL INFORMATION. A LIST OF AUDIOVISUAL AIDS IN VOCATIONAL EDUCATION IS GIVEN. AN EXTENSIVE PROFESSIONAL BIBLIOGRAPHY OF VOCATIONAL PUBLICATIONS FOR PUPILS ACCOMPANIES THE TEXT. ED001426 DEVELOPING WORK-STUDY PROGRAMS FOR POTENTIAL DROPOUTS. A MANUAL. STEP--THE SCHOOL TO EMPLOYMENT PROGRAM. 1965-00-00 114 N/A 1965 2016-11-22

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No Disadvantaged Youth Dropout Prevention Employment Programs High School Students Job Training School Counseling Special Programs Student Motivation Work Study Programs MOORE, JAMES W. NEW YORK School to Employment Program New York (Albany) New York New York (Albany) New York State Education Dept., Albany. THE PURPOSE OF THE PROGRAM IS TO REDUCE THE NUMBER OF EMPLOYED SCHOOL DROPOUTS THROUGH EFFORTS WITH POTENTIAL DROPOUTS, 15 YEARS OF AGE AND OLDER, WHILE THEY ARE STILL IN SCHOOL THE EFFORTS ARE DESIGNED TO ENABLE STUDENTS TO RETURN SUCCESSFULLY TO THE NORMAL PROGRAM AND GRADUATE, OR TO OBTAIN SATISFACTORY FULL-TIME EMPLOYMENT IF THEY SOULD LEAVE SCHOOL. STEP STUDENTS ATTEND SCHOOL IN THE MORNING AND ARE EMPLOYED IN SUPERVISED WORK IN THE AFTERNOON. IN ADDITION TO THE REQUIRED ORIENTATION CLASSES, THE STUDENTS PURSUE CLASSES IN THE REGULAR CURRICULUM. THE MAJORITY OF ALL JOB PLACEMENTS IS MADE IN SITUATIONS UNDER THE JURISDICTION OF LOCAL BOARDS OF EDUCATION. ONLY 2 PERCENT OF STEP GROUP DROPPED COMPLETELY OUT OF THE SCHOOL PROGRAM. ANOTHER 7 PERCENT WERE GUIDED TO FULL-TIME EMPLOYMENT AND 5 PERCENT RETURNED TO THE NORMAL SCHOOL PROGRAM. THE REST OF THE STUDENTS ARE STILL INVOLVED IN STEP WORK-STUDY PROGRAM AFTER THE FIRST YEAR. ED001427 SCHOOL TO EMPLOYMENT PROGRAM (STEP). 1963-04-00 4 N/A 1965 2016-11-22

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No Communication Skills Curriculum Development English Instruction High Schools Reading Skills Skill Development Student Motivation Teaching Guides Vocational Education Writing Skills JOHNSTON, FRANK P. AND OTHERS NEW YORK New York (Albany) New York New York (Albany) New York State Education Dept., Albany. AN ENGLISH PROGRAM WAS DESIGNED TO MEET THE PRINCIPLES AND AIMS OF VOCATIONAL EDUCATION. THE STUDENT IN A VOCATIONAL SCHOOL HAS BEEN MOTIVATED BY A DESIRE TO PREPARE HIMSELF FOR A SPECIFIC OCCUPATION. THE VOCATIONAL HIGH SCHOOL ENGLISH COURSE SHOULD CAPITALIZE ON THIS MOTIVATION BY OFFERING THE STUDENT COMMUNICATION SKILLS CLOSELY RELATED TO HIS TRADE EXPERIENCE. AS A CURRICULUM GUIDE, THIS HANDBOOK IS DESIGNED TO ASSIST THE VOCATIONAL ENGLISH TEACHER IN SETTING UP A VITAL PROGRAM FOR HIS STUDENTS. IT OFFERS SUGGESTED PROCEDURES WHICH ARE SUBJECT TO CHANGE OR MODIFICATION, BUT WHICH HAVE BEEN FOUND TO BE FEASIBLE UNDER ACTUAL TEACHING CONDITIONS. THE COURSE CONTENT FOR 4 YEARS AND SPECIFIC PROCEDURES FOR THE FIRST AND SECOND YEARS ARE OUTLINED. THE PROCEDURE SHEETS EXPLAIN AS SPECIFICALLY AS POSSIBLE HOW THE COURSE MAY BE TAUGHT. GENERAL SUBJECT AREAS COVERED BY THE PROCEDURE SHEETS INCLUDE AN ORIENTATION ON STUDY METHODS, READING, ORAL EXPRESSION, WRITING, AND THE MECHANICS OF ENGLISH. ED001428 ENGLISH FOR VOCATIONAL SCHOOLS. 1954-00-00 208 N/A 1965 2016-11-22

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No Compensatory Education Dropout Characteristics Dropout Prevention Dropout Programs Dropout Rate Dropouts Research Opportunities Special Programs Statistical Data Student Needs Unemployment SCHREIBER, DANIEL DISTRICT OF COLUMBIA School to Employment Program PROJECT ABLE District of Columbia New York State School Boards Association, Albany. THOUGH THE PROPORTION OF DROPOUTS IN THE U.S. IS SLOWLY DIMINISHING, THE NUMBER OF DROPOUTS DURING THE PRESENT DECADE IS EXPECTED TO SOAR UNPRECEDENTEDLY. OF 26 MILLION YOUNG PEOPLE WHO WILL GO FROM SCHOOLS INTO THE LABOR MARKET, 7 1/2 MILLION WILL BE DROPOUTS, AND 2 1/2 MILLION OF THE DROPOUTS WILL HAVE HAD LESS THAN 8 YEARS OF SCHOOLING. UNTIL RECENTLY THE DROPOUT HAD BEEN COUNTED ON TO FILL A LARGE DEMAND FOR UNSKILLED LABOR, BUT THE WORLD IN WHICH DROPOUTS TODAY SEEK ENTRANCE HAS BEEN DRASTICALLY CHANGED. AUTOMATION IS DEMOLISHING WHOLE CATEGORIES OF LOW-SKILL JOBS, AND CREATING ONLY JOBS REQUIRING HIGH LEVELS OF ACADEMIC BACKGROUND. THE DROPOUT PROBLEM WILL NOT BE SOLVED BY NATIONAL PROCLAMATION OR PRACTICES BASED ON NATIONAL POLICY STATEMENT, INSTEAD, LOCAL DETAILED RESEARCH IS NEEDED TO ESTABLISH PROGRAMS GEARED TO THE NEEDS OF THE PARTICIPANTS IN EACH LOCALITY. IN NEW YORK, IT WAS FOUND THAT DROPOUT RATES TEND TO RUN HIGHER IN RURAL AND LARGE CITY SCHOOLS THAN IN SUBURBAN SCHOOLS, AND THAT DROPOUT RATES ARE RELATED TO THE OCCUPATIONAL STATUS OF STUDENTS' PARENTS. NEW YORK HAS INITIATED THE SCHOOL TO EMPLOYMENT (STEP) PROGRAM TO SMOOTH THE TRANSITION FROM SCHOOL TO WORK FOR YOUNGSTERS WHO INTENDED TO QUIT, BUT WHO ARE WITHOUT SKILLS TO BRING TO THE LABOR MARKET. PROJECT ABLE WAS UNDERTAKEN TO DEVELOP LATENT TALENT AMONG LOW SOCIOECONOMIC AND CULTURALLY DEPRIVED YOUNGSTERS, WITH EMPHASIS ON REMEDIAL READING INSTRUCTION, GUIDANCE FOR PARENTS AND YOUNGSTERS, CULTURAL ENRICHMENT AND TEAM TEACHING. ED001429 THE SCOPE OF THE DROPOUT PROBLEM, AN EDUCATOR LOOKS AT THE DROPOUT PROBLEM. 1963-12-00 1 N/A 1965 2016-11-22

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No Achievement Tests Aptitude Tests Culture Fair Tests Diagnostic Tests Disadvantaged Youth Educational Testing Student Adjustment Student Improvement Talent Identification Test Interpretation Test Selection Test Validity Testing Problems LENNON, ROGER T. MASSACHUSETTS Massachusetts (Boston) Massachusetts Massachusetts (Boston) THE USE OF TESTS IN THE EDUCATION OF THE CULTURALLY DEPRIVED IS PRESENTED. APPROPRIATE USE OF SUCH TESTS CAN MAKE SOME CONTRIBUTIONS TO THE DISCOVERY OF TALENT, TO THE DIAGNOSIS OF LEARNING DIFFICULTIES, AND TO THE BETTER GUIDANCE AND ADJUSTMENT OF CULTURALLY DEPRIVED CHILDREN. MOST TESTS MEASURE ABILITY OR APTITUDE AND ACHIEVEMENT. THE FORMER HAVE RECEIVED THE MOST CRITICISM IN RELATION TO THEIR SUITABILITY FOR THE DISADVANTAGED CHILD. TESTS OF GENERAL MENTAL ABILITY ARE GIVEN IN ORDER TO DETERMINE LIKELIHOOD OF SUCCESS IN SCHOOL WORK, TO INFORM TEACHERS OF PERFORMANCE LEVEL AND POSSIBLE RATE OF PROGRESS. CRITICS CLAIM THAT THERE IS A BUILT-IN BIAS AGAINST LOWER-CLASS BACKGROUND IN THESE TESTS. SUBSEQUENT MISINTERPRETATION RESULTS IN CURTAILING OF EDUCATIONAL OPPORTUNITIES. TESTS DO USE VERBAL, NUMERICAL AND ACADEMIC CONTENT THAT IS LACKING IN THE BACKGROUND OF DISADVANTAGED CHILDREN. INTERPRETATION SHOULD INDICATE THE CHILD'S PRESENT STATE OF READINESS TO COPE WITH CLASSROOM LEARNING TASKS, NOT HIS NATIVE POTENTIAL. THE USE OF ACHIEVEMENT TESTS WHICH SHOW PROGRESS TOWARD CONCRETE GOALS OF INSTRUCTION IS NOT CHALLENGED. SUGGESTIONS RELEVANT TO THE CULTURALLY DEPRIVED ARE GIVEN FOR THE SELECTION, ADMINISTRATION AND INTERPRETATION OF SUCH TESTS. THE ATTITUDE WITH WHICH THE USE OF TESTS IS APPROACHED IS MOST IMPORTANT. THE DEPRIVED CHILDREN'S FEELINGS OF ALIENATION FROM THE SCHOOL SHOULD BE LESSENED AND MOTIVATION INCREASED. AS LONG AS THE NECESSARY LIMITATIONS ARE KEPT IN MIND, TESTING THE CULTURALLY DEPRIVED CAN BE VALUABLE. ED001430 TESTING AND THE CULTURALLY DISADVANTAGED CHILD. 1964-00-00 9 N/A 1965 2016-11-22

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No Dropout Characteristics Dropout Programs High School Students Job Training Resource Materials School Counseling Student Motivation Work Study Programs DECK, JAMES B. New Jersey (Princeton) WEST VIRGINIA New Jersey West Virginia Mercer County Board of Education, Princeton, WV. INVESTIGATED WAS THE QUESTION WHY BOYS OF 16 AND 17 YEARS OF AGE DROP OUT OF SCHOOL AND WHAT CAN BE DONE TO HELP PREPARE THEM FOR A PRODUCTIVE AND SATISFACTORY LIFE IN SOCIETY. THE JOB PREPARATION PROGRAM BEGAN WITH BILL NUMBER 72 OF THE WEST VIRGINIA LEGISLATURE. IT INCLUDED SHOP TRAINING IN VARIOUS VOCATIONS SUCH AS RADIO-TV REPAIR, INDUSTRIAL AND HOUSEHOLD PAINTING, CARPENTRY, AUTO REPAIRING, SHEET METAL, ETC. THE STUDENTS WERE ALL BOYS AND WERE BUSED FROM VARIOUS HOME LOCATIONS TO THE WORK SHOPS THROUGHOUT THE COUNTY. MATERIAL IS INCLUDED IN ITS ORIGINAL FORM, AS SPOKEN OR WRITTEN BY THE 150 MEMBERS OF THE CLASSES, PARENTS, TEACHERS, AND VISITORS TO THE PROGRAM. SOME OBSERVATIONS MADE WERE--(1) DROPOUTS ARE OUT OF SCHOOL AS A RESULT OF THE FAILURE OF THE HOME AND THE SCHOOL, (2) THE PERIOD OF INTENSIFIED TRAINING WAS TOO BRIEF, (3) ALL YOUTH SHOULD BE REQUIRED TO REMAIN IN SCHOOL UNTIL THEY ARE 17 OR HAVE COMPLETED HIGH SCHOOL, (4) ALL SCHOOL SYSTEMS SHOULD PROVIDE VOCATIONAL OR JOB TRAINING, (5) THE TENDENCY TO DROP OUT MAY BEGIN IN THE THIRD, FOURTH, OR FIFTH GRADE, LAXITY ON THE PART OF TEACHERS TOWARD SUCH STUDENTS CONTRIBUTES TO DROPOUT PROBLEMS. THE PROGRAM MOTIVATED MOST OF THE 150 BOYS TO CONSIDER THEIR FUTURES AND TAKE POSITIVE STEPS TOWARD COMPLETING THEIR EDUCATIONS. ED001431 MERCER COUNTY BOARD OF EDUCATION. 1962-00-00 90 N/A 1965 2016-11-22

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No Case Studies Disadvantaged Youth Dropout Prevention High School Students Instructional Programs School Counseling Statistical Data Work Study Programs MOORE, JAMES W. NEW YORK New York (Albany) School to Employment Program New York New York (Albany) New York State Education Dept., Albany. STEP IS A PART-TIME SCHOOL, PART-TIME WORK PROGRAM FOR POTENTIAL SCHOOL DROPOUTS 15 YEARS OF AGE OR OLDER. PUPILS ATTEND SCHOOL IN THE MORNING AND WORK IN THE AFTERNOON. THE TEACHER-COORDINATOR PLAYS THE KEY ROLE AND MEETS WITH A GROUP OF 15 TO 20 PUPILS DAILY TO "ORIENT" THEM TO SCHOOL AND WORK. THE COORDINATOR COUNSELS HIS PUPILS INDIVIDUALLY, PLACES THEM, AND SUPERVISES THEIR WORK EXPERIENCE. A TYPICAL DAY INCLUDES A PERIOD EACH OF ENGLISH, SOCIAL STUDIES, AN ELECTIVE, AND STEP ORIENTATION IN THE MORNING, AND WORK AS CLERKS, MESSENGERS, STOCK BOYS, CUSTODIANS, OR GENERAL HELPERS IN THE AFTERNOON. THE MAJORITY OF STUDENTS WERE PLACED IN PRIVATE AGENCIES. SOME OF THE RESULTS HAVE BEEN--IN 1962-63 27 PERCENT OF THE PUPILS WERE RETURNED TO THE NORMAL SCHOOL PROGRAM, 11 PERCENT ENTERED FULL-TIME EMPLOYMENT, 13 PERCENT WERE REMOVED FOR LACK OF PROGRESS, 44 PERCENT COMPLETED THE YEAR IN STEP, AND ONLY 5 PERCENT BECAME SCHOOL DROPOUTS. CASE STUDIES OF 12 STUDENTS ARE INCLUDED AND SERVE TO SHOW THE UNIQUE INDIVIDUAL ASSISTANCE THE PROGRAM OFFERED MANY YOUNG PEOPLE WHO FACED AN UNPROMISING FUTURE. ED001432 STEP--THE SCHOOL TO EMPLOYMENT PROGRAM. CASES IN POINT. 1964-00-00 17 N/A 1965 2016-11-22

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No Adult Education Dropout Prevention Dropout Programs Public Schools Resource Materials School Counseling Special Programs Unemployment Work Study Programs KING, JOHN B. AND OTHERS NEW YORK New York (Brooklyn) New York New York (New York) New York City Board of Education, Brooklyn, NY. SIXTY-SIX PROGRAMS FOR THE POTENTIAL AND ACTUAL DROPOUT, THE EARLY SCHOOL LEAVER, THE EMPLOYED, UNDEREMPLOYED AND UNEMPLOYED YOUTHS AND ADULTS ARE DESCRIBED IN TERMS OF THE PROGRAM TITLE, YEAR OF ORIGIN, PURPOSE OF PROGRAM, METHOD OF OPERATION, GRADES, AGES, AND NUMBERS SERVICES, FACILITIES UTILIZED, AND ESTIMATED ANNUAL COST. PRESENTATION IS AS FOLLOWS--ELEMENTARY SCHOOL, JUNIOR HIGH SCHOOL, ELEMENTARY-JUNIOR HIGH SCHOOL, SENIOR HIGH SCHOOL, ELEMENTARY-JUNIOR-SENIOR HIGH SCHOOL, DIVISION OF CHILD WELFARE, AND BUREAU OF COMMUNITY EDUCATION. ED001433 PROGRAMS FOR POTENTIAL AND ACTUAL DROPOUTS, EARLY SCHOOL LEAVERS, EMPLOYED, UNDEREMPLOYED, AND UNEMPLOYED YOUTHS AND ADULTS. FACTS AND FIGURES. 1964-04-00 10 N/A 1965 2016-11-23

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No College Role Educational Needs Job Skills Job Training Retraining Skill Development Unemployment Unskilled Workers Youth Employment MILLER, S.M. JOURNAL OF SOCIAL ISSUES NEW YORK New York (Syracuse) New York New York (Syracuse) Syracuse Univ., NY. Youth Development Center. THE YOUNG JOB HOLDER WILL NEED TO CHANGE HIS SKILLS SEVERAL TIMES DURING HIS WORKING LIFE. HE HAS LITTLE TRAINING OR RESOURCES, AND SOCIETY HAS DONE LITTLE TO HELP. THE NUMBER OF UNEMPLOYED YOUTH IS GROWING. OUR SOCIETY IS BECOMING MORE AND MORE A PLACE WHERE ONE'S CREDENTIALS HELP HIM SUCCEED. A COLLEGE DIPLOMA IS BECOMING A PREREQUISITE TO EMPLOYMENT IN MANY AREAS. WITHOUT FORMAL EDUCATION, YOUNG PEOPLE HAVE AN INCREASINGLY HARD TIME GETTING WORK. WORK PROGRAMS TO TRAIN UNEMPLOYED, LOW-SKILLED YOUTH ARE DESPERATELY NEEDED. ED001434 YOUTH AND THE CHANGING SOCIETY. 1963-04-00 1 N/A 1965 2016-11-22

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No Community Action Conferences Developmental Programs Disadvantaged Language Arts Parent Role Program Costs School Organization Sensory Experience Slum Environment Social Discrimination Teacher Role Urban Education Youth Opportunities HUNNICUTT, C.W. NEW YORK New York (Syracuse) New York New York (Syracuse) Syracuse Univ., NY. VARIOUS SCIENTIFIC DISCIPLINES WERE REPRESENTED. ASPECTS OF PROGRAMS FOR THE CULTURALLY DEPRIVED WERE DISCUSSED IN THE AREAS OF (1) SUPPORT, (2) HOME AND NEIGHBORS, (3) THE STUDENT, AND (4) THE SCHOOL. PROBLEMS IN FINANCING PROGRAMS ARE CAUSED BY UNEQUAL TAX BASES IN THE CITIES, THE APPARENT UNCONCERN OF THE STATE FOR THE CITIES, AND THE UNFEASIBILITY OF THE FEDERAL GOVERNMENT BECOMING INVOLVED WITH EVERY MAJOR CITY IN THE NATION IN ORDER TO EQUALIZE OPPORTUNITIES. A CULTURALLY DISADVANTAGED CHILD HAS LITTLE CHANCE FOR CONSTRUCTIVE DECISION IN THE HOME. THE SCHOOL SHOULD THEREFORE ALLOW STUDENTS TO TAKE RESPONSIBILITY. PARENTS OF DISADVANTAGED CHILDREN MUST BE TREATED WITH RESPECT AS HUMAN BEINGS. THEY MUST BE GIVEN RESPONSIBILITY AND A CLEAR VIEW OF BENEFITS TO BE GAINED BY THEIR EFFORTS. SLUMS REQUIRE AN IDEOLOGY AROUND WHICH THEY CAN ORGANIZE AND FIGHT. THE CULTURALLY DEPRIVED CHILD IS A COMPLEX BEING AND SHOULD BE TREATED AS SUCH. PROGRAMS SHOULD BE CAREFULLY IMPLEMENTED. DEPRIVATION CANNOT BE ELIMINATED WITHOUT ELIMINATING DISCRIMINATION. ELIMINATING THE NEIGHBORHOOD SCHOOL IS THE FIRST STEP IN ELIMINATING DISCRIMINATION. TEACHERS HAVE USED EDUCATIONAL GAMES, ROLE PLAYING, AND THE USE OF "HIP" LANGUAGE IN TEACHING CULTURALLY DISADVANTAGED YOUTHS. TECHNIQUES WHICH EMPHASIZE THE SENSORY AND LANGUAGE ARTS ARE HELPFUL. EDUCATIONAL ORGANIZATION MUST BE A PROCESS OF CONSTANT CHANGE, FLEXIBLE IN ADAPTING TO THE EVER CHANGING NEEDS OF PEOPLE. ALTHOUGH THE ORGANIZATION CHANGES, THE SCHOOL MUST MAINTAIN CONSISTENCY, COMPETENCE, AND PURPOSE. ED001435 URBAN EDUCATION AND CULTURAL DEPRIVATION. 1964-00-00 132 N/A 1965 2016-11-22

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No Boards of Education Dropout Prevention Dropout Programs Employment Opportunities Instructional Materials Job Placement Job Training Occupational Information Program Evaluation School Counseling Secondary Education State Programs Student Motivation Youth Opportunities SAVITZKY, CHARLES NEW YORK New York (New York) School to Employment Program New York New York (New York) New York City Board of Education, Brooklyn, NY. EMPHASIS WAS PLACED ON STRENGHTENING INSTRUCTIONAL PLANS BY DEVELOPMENT OF SPECIAL RESOURCE MATERIALS AND ENCOURAGEMENT OF COORDINATORS TO CONSULT MORE FREQUENTLY WITH SUBJECT TEACHERS TO PLAN COOPERATIVELY FOR THE PROGRESS OF STUDENTS. STEP REMAINED EFFECTIVE IN MOTIVATING STUDENTS TO CONTINUE THEIR SCHOOLING TO GRADUATION, AS WELL AS IN UPGRADING THOSE STUDENTS WHO LEAVE BEFORE GRADUATION SO THAT THEY MAY BE BETTER PREPARED FOR THE WORLD OF WORK. THE BUDGET WAS $65,745.98, WELL BELOW THE ESTIMATED $85,075. MATERIALS DISTRIBUTED DURING THE YEAR INCLUDED--JOB ORIENTATION AND GUIDANCE CONTENT OUTLINES, JOB GUIDES, CIVIL SERVICE MATERIAL, JOB REFERRALS AND PLACEMENTS, LESSON PLANNING AND INSTRUCTION, MAPS, CARTOONS, AND ECONOMIC GRAPHS. THE ADVISORY COUNCIL FUNCTIONS IN AN IMPORTANT CONSULTANT CAPACITY. OF 577 INDIVIDUALS ENROLLED, 28.4 PERCENT WERE DISCHARGED, 36.4 PERCENT RESUMED THE REGULAR PROGRAM, 27.5 PERCENT CONTINUED IN THE PROGRAM, AND 7.7 PERCENT GRADUATED. OF THE DISCHARGED GROUP, 57.3 PERCENT WERE DISCHARGED FOR FULL-TIME EMPLOYMENT. OVER 80 PERCENT OF THE TOTAL WERE EMPLOYED IN PRIVATE INDUSTRY. ED001436 STEP, SCHOOL TO EMPLOYMENT PROGRAM, SCHOOL YEAR--1963-1964. 1964-00-00 22 N/A 1965 2016-11-22

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No Boards of Education Community Action Curriculum Development Disadvantaged Dropout Prevention Educational Needs Employer Attitudes Parent Attitudes Part Time Employment School Counseling Secondary Education State Programs Student Attitudes Student Employment Teacher Attitudes Work Study Programs Youth Opportunities GITIN, LOUIS L. NEW YORK School to Employment Program New York (Buffalo) New York New York (Buffalo) Buffalo Board of Education, NY. PART-TIME WORK EXPERIENCE AND MODIFICATION OF CURRICULUM WERE DESIGNED TO HELP PREVENT STUDENTS FROM DROPPING OUT OF SCHOOL. CONCERN WAS FOCUSED ON THE SATISFACTORY PLACEMENT OF STUDENTS IN FULL-TIME EMPLOYMENT SHOULD THEY LEAVE SCHOOL. THE PROGRAM WAS COORDINATED BY THE BUREAU OF GUIDANCE OF THE STATE EDUCATION DEPARTMENT. FINANCIAL ASSISTANCE WAS GRANTED IN THE STATE OF A MATCHING BASIS TO ENABLE COMMUNITIES TO CONTINUE THE PROJECT. THE ANNUAL REPORT COVERS ALL ASPECTS OF THE PROGRAM--PUPILS INVOLVED, FACILITIES UTILIZED, SPECIFICS, INCLUDING CLASSES TAKEN, WORK EXPERIENCE PROVIDED, EMPLOYING FIRMS, AND FIELD TRIPS, ADVISORY COUNCIL SELECTION AND PARTICIPATION, PARENTAL CONTACTS, OUTCOMES, COMMENTS BY THE STUDENTS, TEACHERS, PARENTS AND EMPLOYERS, GENERAL COMMENTS, FOLLOWUP OF THE PREVIOUS YEAR'S STUDENT PARTICIPANTS, AND EXPENDITURES. THE PROGRAM HAS DEMONSTRATED THAT POTENTIAL SCHOOL DROPOUTS CAN BE RETAINED IF OFFERED A PROGRAM ESPECIALLY DESIGNED TO MEET THEIR EDUCATIONAL NEEDS. APPENDED ARE VARIOUS RECORDS, FORMS, LETTERS, AND CURRICULUM OUTLINES UTILIZED IN THE ADMINISTRATION AND PROMOTION OF THE PROGRAM. ED001437 SCHOOL TO EMPLOYMENT PROGRAM, DISTRICT PROGRESS REPORT 1962-1963. 1963-00-00 43 N/A 1965 2016-11-22

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No Community Action Demonstration Programs Disadvantaged Dropout Prevention Dropout Programs Part Time Employment School Counseling Secondary Education State Programs Student Employment Work Study Programs Youth Opportunities BIENENSTOK, THEODORE SAYRES, WILLIAM C. School to Employment Program NEW YORK New York (New York) New York New York (New York) New York State Education Dept., Albany. INCLUDED IS AN ANALYSIS OF A WORK-STUDY DEMONSTRATION PROGRAM FOR POTENTIAL DROPOUTS FROM NEW YORK HIGH SCHOOLS. THE FINDINGS ARE BASED ON DATA AND INFORMATION GATHERED FROM MANY SOURCES, ALL OF WHICH ARE CONNECTED WITH THE PROGRAM. THE ATTEMPT IS TO PLACE POTENTIAL DROPOUTS IN PART-TIME EMPLOYMENT WITH EITHER PRIVATE EMPLOYERS OR WITH PUBLIC ORGANIZATIONS. THE PURPOSE IS TO TEACH THEM GOOD WORK HABITS AND HELP THEM ACHIEVE A SUCCESSFUL ADJUSTMENT TO THE DEMANDS OF ADULTHOOD. AN EFFORT IS MADE TO ENCOURAGE STUDENTS TO RETURN TO SCHOOL ON A FULL TIME BASIS. STUDENTS ARE REFERRED TO STEP BY GUIDANCE PERSONNEL OR TEACHERS. A TEACHER-COUNSELOR WORKS CLOSELY WITH EACH STUDENT IN AN ATTEMPT TO GAIN HIS CONFIDENCE AND PROVIDE AT LEAST ONE UNDERSTANDING FRIEND WITH WHOM HE CAN FREELY DISCUSS HIS PROBLEMS. THUS FAR, PROGRAM COST HAS AVERAGED $400 PER YEAR PER STUDENT. SEVERAL CRITICISMS OF THE PROGRAM ARE PRESENTED AND ANALYZED. THE MAJOR PROBLEM LIES WITH THE CHOICE OF STUDENTS TO BE PLACED IN THE PROGRAM. IF THESE AT THE BOTTOM OF THE SCALE ARE CHOSEN EXCLUSIVELY, IT IS DIFFICULT TO PRODUCE RESULTS ADEQUATE TO JUSTIFY THE EXPENDITURES OF THE PROGRAM. IF ONLY THE POTENTIALLY "SUCCESSFUL" STUDENTS ARE CHOSEN, ONE WONDERS IF PERHAPS THESE STUDENTS WOULD NOT HAVE PROGRESSED SUCCESSFULLY WITHOUT THE HELP OF THE PROGRAM. ED001438 STEP--SCHOOL TO EMPLOYMENT PROGRAM. AN APPRAISAL. 1964-03-00 27 N/A 1965 2016-11-22

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No Boards of Education Community Action Curriculum Development Disadvantaged Dropout Prevention Educational Needs Employer Attitudes Parent Attitudes Part Time Employment School Counseling Secondary Education State Programs Student Attitudes Student Employment Teacher Attitudes Work Study Programs Youth Opportunities GITIN, LOUIS L. New York (Buffalo) NEW YORK School to Employment Program New York New York (Buffalo) Buffalo Board of Education, NY. PART-TIME WORK EXPERIENCE AND MODIFICATION OF CURRICULUM WERE DESIGNED TO HELP PREVENT STUDENTS FROM DROPPING OUT OF SCHOOL. CONCERN WAS FOCUSED ON THE SATISFACTORY PLACEMENT OF STUDENTS IN FULL-TIME EMPLOYMENT IF THEY SHOULD LEAVE SCHOOL. THE PROGRAM WAS COORDINATED BY THE BUREAU OF GUIDANCE OF THE STATE EDUCATION DEPARTMENT. FINANCIAL ASSISTANCE WAS GRANTED BY THE STATE ON A MATCHING BASIS TO ENABLE COMMUNITIES TO CONTINUE THE PROJECT. THE ANNUAL REPORT COVERS ALL ASPECTS OF THE PROGRAM--PUPILS INVOLVED, FACILITIES UTILIZED, SPECIFICS, INCLUDING CLASSES TAKEN, WORK EXPERIENCE PROVIDED, EMPLOYING FIRMS, AND FIELD TRIPS, ADVISORY COUNCIL SELECTION AND PARTICIPATION, PARENTAL CONTACTS, OUTCOMES, COMMENTS BY THE STUDENTS, TEACHERS, PARENTS, AND EMPLOYERS, GENERAL COMMENTS, FOLLOWUP OF THE PREVIOUS YEAR'S STUDENT PARTICIPANTS, AND EXPENDITURES INVOLVED. THE PROGRAM HAS DEMONSTRATED THAT POTENTIAL SCHOOL DROPOUTS CAN BE RETAINED, IF OFFERED A PROGRAM ESPECIALLY DESIGNED TO MEET THEIR EDUCATIONAL NEEDS. APPENDED ARE RECORDS, FORMS, LETTERS, AND CURRICULUM OUTLINES UTILIZED IN THE ADMINISTRATION AND PROMOTION OF THE PROGRAM. ED001439 SCHOOL TO EMPLOYMENT PROGRAM. DISTRICT PROGRESS REPORT, 1963-1964. 1964-07-00 43 N/A 1965 2016-11-22

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No Curriculum Development Dropout Prevention Job Training Part Time Employment Program Evaluation School Counseling Secondary Education State Programs Student Employment Student Motivation Work Experience Programs Work Study Programs Youth Opportunities MOORE, JAMES W. New York (Albany) School to Employment Program NEW YORK New York New York (Albany) New York State Education Dept., Albany. STEP IS A PART-TIME SCHOOL, PART-TIME WORK PROGRAM DESIGNED TO MEET THE NEEDS OF POTENTIAL SCHOOL DROPOUTS 15 YEARS OF AGE OR OLDER. PUPILS ATTEND SCHOOL IN THE MORNING AND WORK IN THE AFTERNOONS. THE TEACHER-COORDINATOR PLAYS A CRUCIAL ROLE AND MEETS WITH A GROUP OF 15 TO 20 PUPILS DAILY TO "ORIENT" THEM TO SCHOOL AND WORK EXPERIENCES. THE COORDINATOR COUNSELS HIS PUPILS INDIVIDUALLY, PLACES THEM, AND SUPERVISES THEIR WORK EXPERIENCE. A TYPICAL DAY INCLUDES A PERIOD EACH OF ENGLISH, SOCIAL STUDIES, AN ELECTIVE, STEP ORIENTATION IN THE MORNING, AND WORK AS A CLERK, MESSENGER, STOCK BOY, CUSTODIAN, OR GENERAL HELPER IN THE AFTERNOON. THE MAJORITY OF STUDENTS WERE PLACED WITH PRIVATE AGENCIES, BUT SOME WERE ASSIGNED TO WORK STATIONS IN TAX-SUPPORTED AGENCIES. CASES PRESENTED SHOW THESE RESULTS--IN 1962-63, 27 PERCENT OF THE PUPILS WERE RETURNED TO A NORMAL SCHOOL PROGRAM, 11 PERCENT ENTERED FULL-TIME EMPLOYMENT, 13 PERCENT WERE REMOVED FOR LACK OF PROGRESS, 44 PERCENT COMPLETED THE YEAR IN STEP, AND 5 PERCENT BECAME SCHOOL DROPOUTS. A SUBSTANTIAL NUMBER OF PARTICIPANTS IN THE FOLLOWUP STUDY ARE REPORTED IN THE "NO INFORMATION" CATEGORY. SIXTY-SIX PERCENT OF THE ACTIVE BUT ONLY 48 PERCENT OF THE CONTROL GROUP WERE EITHER IN SCHOOL OR EMPLOYED IN JUNE 1963. ED001440 STEP--SCHOOL TO EMPLOYMENT PROGRAM. SECOND ANNUAL REPORT, 1962-1963. 1963-00-00 28 N/A 1965 2016-11-22

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No Cognitive Measurement Evaluation Questionnaires Social Problems Social Values Social Welfare Social Workers Testing Programs Values MCLEOD, DONNA L. MEYER, HENRY J. Michigan (Detroit) GREAT CITIES PROGRAM MICHIGAN Michigan (Ann Arbor) Michigan Michigan (Ann Arbor) Michigan (Detroit) Michigan Univ., Ann Arbor. School of Social Work. THE QUESTIONNAIRE CONTAINS 72 ITEMS DESIGNED TO ASSESS THE VALUE POSITIONS OF INDIVIDUALS ON NINE DIMENSIONS. THESE DIMENSIONS REPRESENT VALUE PROBLEMS OF RELEVANCE TO THE TOTAL AMERICAN SOCIETY AND OF PARTICULAR CONCERN TO PERSONS IN THE FIELD OF SOCIAL WORK AND RELATED FIELDS OF GENERAL SOCIAL WELFARE. VALUE POSITIONS, AND QUITE OFTEN VALUE CONFLICTS, WITH REGARD TO EACH OF THESE DIMENSIONS ARE DISCUSSED THROUGHOUT THE SOCIAL WORK LITERATURE. OF THE 72 ITEMS ON THE REVISED SOCIAL VALUES TEST, 59 WERE SELECTED FROM A PRIOR TEST AFTER AN ANALYSIS WAS MADE OF RESPONSES FROM 293 SOCIAL WORKERS. APPROXIMATELY ONE-THIRD OF THE SOCIAL WORKERS ARE MEMBERS OF THE NATIONAL ASSOCIATION OF SOCIAL WORKERS AND HOLD SOCIAL WORK DEGREES, ONE THIRD ARE GRADUATE STUDENTS IN SOCIAL WORK, AND ONE THIRD ARE PERSONS WHO ARE ENGAGED IN SOCIAL WORK BUT HOLD NO ADVANCED DEGREES. BRIEF DESCRIPTIONS ARE GIVEN OF EACH DIMENSION. SOME INVOLVE PRIMARILY COGNITIVE ORIENTATION, SOME ARE PRIMARILY EVALUATIVE, AND SOME COMBINE COGNITIVE AND EVALUATIVE VARIABLES. ED001441 WHAT DO YOU THINK ABOUT THESE SOCIAL QUESTIONS. 1964-04-00 4 N/A 1965 2016-11-22

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No Audiovisual Aids Carrels Elementary Schools Library Equipment Library Facilities Resource Materials School Libraries School Planning Secondary Schools Study Facilities DISTRICT OF COLUMBIA District of Columbia Office of Education (DHEW), Washington, DC. MODERN METHODS OF TEACHING REQUIRE INCREASED RESEARCH, INDEPENDENT STUDY, READING, LISTENING, AND VIEWING. NEW DESIGNS FOR LIBRARY FACILITIES ARE NECESSARY. SOME OF THE INNOVATIONS IN LIBRARY SERVICE AND DESIGN INCLUDE--THE USE OF CARRELS FOR INDIVIDUAL STUDY, PROVISION OF A LIBRARY CLASSROOM FOR USE IN TEACHING LIBRARY RESEARCH TECHNIQUES, A DEPARTMENTALIZED LIBRARY WITH MATERIAL DIVIDED ON THE BASIS OF SUBJECT OR DEPARTMENT, ROOMS FOR TEACHERS' PROFESSIONAL MATERIALS, AND AUDIOVISUAL EQUIPMENT STORAGE SPACE. IN PLANNING SCHOOL LIBRARY FACILITIES, SEVERAL GENERAL CHARACTERISTICS SHOULD BE CONSIDERED. THE LIBRARY SHOULD BE CENTRALLY LOCATED IN RELATION TO THE INSTRUCTIONAL AREAS AND SHOULD HAVE ITS OWN OUTSIDE ENTRANCE FOR USE AT NIGHTS AND ON SATURDAYS. THE SIZE OF THE LIBRARY SHOULD BE DETERMINED BY SCHOOL ENROLLMENT AND MAY TAKE ANY SHAPE THAT IS FUNCTIONAL, THOUGH LONG, NARROW QUARTERS ARE NOT RECOMMENDED. CAREFUL SCIENTIFIC ATTENTION SHOULD BE GIVEN TO THE FACTORS OF LIGHT, TEMPERATURE, SOUND CONTROL, AESTHETIC APPEAL, AND ADEQUATE SPACE TO INSURE THE SAFETY AND COMFORT OF THE LIBRARY USERS. A FUNCTIONAL LIBRARY SHOULD INCLUDE SPACE FOR EACH OF THE FOLLOWING--A READING ROOM WITH SPACE FOR BOOKS, PERIODICALS, AND CARRELS, ROOM FOR TEACHERS' PROFESSIONAL MATERIALS, A CONFERENCE ROOM, A LIBRARY CLASSROOM OR ROOM FOR STORYTELLING IN ELEMENTARY SCHOOLS, LISTENING AND VIEWING ROOMS, STORAGE AREA FOR AUDIOVISUAL MATERIALS, A LIBRARY WORKROOM, A LIBRARIAN'S OFFICE, SPACE FOR TEXTBOOKS, AND DEPARTMENTAL LIBRARIES. ARCHITECTURAL DRAWINGS OF THE FLOOR PLANS OF EXISTING ELEMENTARY AND SECONDARY SCHOOL LIBRARIES DEPICTING DIFFERENT ARRANGEMENTS OF THESE FUNCTIONAL ROOMS, FURNITURE, AND EQUIPMENT ARE PRESENTED. ED001442 LIBRARY FACILITIES FOR ELEMENTARY AND SECONDARY SCHOOLS. 1965-00-00 43 N/A 1965 2016-11-22

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No Child Development Cognitive Development Disadvantaged Disadvantaged Environment Early Experience Environmental Influences Home Instruction Intellectual Development Mental Retardation Preschool Evaluation KIRK, SAMUEL A. GREAT CITIES PROGRAM MICHIGAN Michigan (Detroit) Michigan Michigan (Detroit) Detroit Public Schools, MI. IT IS PROPOSED THAT MENTAL RETARDATION IS NOT NECESSARILY CAUSED BY A GENETIC FACTOR OR BY BRAIN INJURY, BUT MAY BE CAUSED BY THE CULTURAL ENVIRONMENT IN WHICH CHILDREN ARE RAISED. WHEN CHILDREN ARE LEFT IN PSYCHOSOCIALLY DEPRIVED HOMES, THEIR RATE OF DEVELOPMENT WILL TEND TO DECLINE. IF, AT AN EARLY AGE, THEY ARE PLACED IN A SCHOOL FOR A FEW HOURS EACH DAY, THEIR RATE OF DEVELOPMENT WILL TEND TO INCREASE OR AT LEAST TO HOLD CONSTANT. HOME TRAINING AND HOME AND SCHOOL ENVIRONMENTS ARE IMPORTANT FACTORS IN CHILD DEVELOPMENT. WHEN CHILDREN ARE ADMITTED TO SCHOOL, THEY TEND TO WIDEN THEIR HORIZON OF EXPERIENCE AND THEIR INTELLECTUAL DEVELOPMENT ACCELERATES. EVIDENCE IS PRESENTED TO SHOW THE EFFECTS OF SCHOOLING ON INTELLECTUAL DEVELOPMENT. CHILDREN STUDIED WERE FROM STATE INSTITUTIONS, UNDERPRIVILEGED HOMES, OR COMMUNITIES WHERE CHILDREN WERE NOT TRAINED AT THE PRESCHOOL LEVEL. ONE EXPERIMENT INVOLVED A SET OF 5 YEAR OLD TWINS, IDENTIFIED AS THE ALPHA TWINS, ONE LEFT-HANDED AND ONE RIGHT-HANDED. THE LEFT-HANDED CHILD HAD A SLIGHT SPEECH DEFECT AND AN I.Q. OF ABOUT 75. THE RIGHT-HANDED CHILD SEEMED TO BE THE LEADER. HE HAD NO SPEECH DEFECT AND AN I.Q. OF 86. THE LEFT-HANDED CHILD WAS PLACED IN A PRESCHOOL. AT THE AGE OF SIX, BOTH WERE RETESTED. THE LEFT-HANDED TWIN'S I.Q. ROSE TO 86, SHE APPEARED TO BE THE LEADER. HER TWIN EXPERIENCED A DROP IN I.Q. TO 78. ED001443 THE "I.Q." AND POTENTIAL. 1960-08-30 14 N/A 1965 2016-11-22

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No Attitudes Home Study Homework Individual Needs Instructional Design Policy Formation School Policy Surveys Teaching Methods LANKTON, ROBERT S. RASSCHARET, WILLIAM M. MICHIGAN Michigan (Detroit) Michigan Michigan (Detroit) Detroit Public Schools, MI. RESPONSES TO A QUESTIONNAIRE ON HOMEWORK POLICY WERE RECEIVED FROM 47 TO 48 SCHOOL SYSTEMS TO WHICH THE SURVEY WAS SENT. THE SCHOOL SYSTEMS INCLUDED 23 IN CITIES OF MAJOR SIZE THROUGHOUT THE NATION AND 25 IN CITIES OF THE DETROIT METROPOLITAN AREA. IN RESPONSE TO THE QUESTION OF HAVING A POLICY ON HOMEWORK, MOST OF THE LARGE SCHOOL SYSTEMS STATED THAT THEY DID HAVE SUCH A POLICY AND THAT IT WAS FORMALLY WRITTEN. MOST OF THE DETROIT SCHOOL SYSTEMS REPLIED THAT THEY DID NOT HAVE A HOMEWORK POLICY, IMPLYING AN INFORMALLY UNDERSTOOD, RATHER THAN A WRITTEN, HOMEWORK POLICY. ONLY A SLIGHT VARIATION AMONG SCHOOL SYSTEMS ON THE NATIONAL AND LOCAL LEVELS APPEARED IN ANSWERS TO A QUESTION REGARDING THE ACTUAL CLOCK HOURS PER WEEK RECOMMENDED BY THE HOMEWORK POLICY. AVERAGE HOURS TO BE SPENT ON HOMEWORK WERE 3 FOR ELEMENTARY PUPILS, 6 1/2 FOR JUNIOR HIGH PUPILS, AND 10 FOR SENIOR HIGH STUDENTS. THE SURVEYED SCHOOL DISTRICTS AGREED THAT HOMEWORK ASSIGNMENTS SHOULD BE FLEXIBLE, VARYING FOR INDIVIDUALS ACCORDING TO THEIR NEEDS. FLEXIBILITY IN PRACTICE WAS RECOGNIZED AMONG SUBJECT AREAS, CURRICULUM AREAS, DIFFERENT NEIGHBORHOODS, AND DIFFERENT SCHOOL DISTRICTS. REGARDLESS OF THE KIND OF HOMEWORK POLICY IN A SCHOOL SYSTEM, A PERIODICAL REVIEW AND EVALUATION OF THE POLICY SHOULD BE MADE. THE EVALUATION AND FORMATION PROCEDURES WERE RECOGNIZED AS MOST VALUABLE WHEN THEY CONSTITUTED COOPERATIVE EFFORTS INVOLVING VARIOUS PROFESSIONAL PERSONNEL OF THE SCHOOL SYSTEM. ED001444 SURVEY OF POLICIES ON HOMEWORK. 1961-04-00 7 N/A 1965 2016-11-22

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No Curriculum Enrichment Educational Improvement Enrichment Activities Instructional Materials Negative Attitudes Racial Segregation School Role School Segregation Social Influences Socialization Special Programs Urban Schools GREAT CITIES PROGRAM MICHIGAN Michigan (Detroit) Michigan Michigan (Detroit) DATA FROM THE DETROIT GREAT CITIES PROJECT INDICATES AN INCREASE IN STUDENT I.Q. AND ACHIEVEMENT SCORES AND IN PARENT PARTICIPATION AND PRIVATE AGENCY INVOLVEMENT WHERE SPECIALIZED COACHING AND ENRICHMENT PROGRAMING IS TAKING PLACE. NOT KNOWN ARE THE LASTING EFFECTS OF I.Q. AND ACHIEVEMENT INCREASES AND THE DEGREE OF POSITIVE CHANGE IN THE ASPIRATIONS OF PARENTS AND OF CHILDREN. CURRENTLY, A COMPREHENSIVE EVALUATION INSTRUMENT IS BEING DESIGNED BY THE PRINCIPALS OF THE PROJECT SCHOOLS TO EXAMINE PROGRESS AND TO PLAN FOR THE FUTURE. OF CENTRAL CONCERN IS THE CHANGING ROLE OF THE SCHOOL, PARTICULARLY IN URBAN SETTING. IT IS HELD THAT SCHOOLS AND EDUCATORS SHOULD PLAY A FIRM ROLE WHEN DEALING WITH THOSE WHO SUPPORT RESIDENTIAL SEGREGATION. PROGRAMS SHOULD CONSIDER THE WHOLE CHILD AND SOCIAL AND ECONOMIC CONDITIONS UNDER WHICH HE LIVES. WHEN THE SOCIETAL FACTORS AFFECTING EDUCATION ARE TAKEN INTO ACCOUNT, IT IS HYPOTHESIZED THAT SOCIAL WORK METHODOLOGIES SHOULD BE UTILIZED. THE SCHOOL, HOWEVER, CANNOT BE ALL THINGS TO ALL CHILDREN AND SHOULD CONCERN ITSELF PRIMARILY WITH ACADEMIC EDUCATION. YET, IT CAN ACT AS A CATALYST TO THE AGENCIES WHICH CARE FOR THE HEALTH, RECREATIONAL AND SPIRITUAL ACTIVITIES OF YOUTH. ED001445 THE DETROIT PROJECT, WORKING TOWARD MORE EFFECTIVE EDUCATION. 1962-03-23 5 N/A 1965 2016-11-22

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No Class Organization Community Involvement Compensatory Education Educationally Disadvantaged Instructional Materials Motivation Self Concept Staff Development Teacher Education Urban Schools GREAT CITIES PROGRAM Michigan (Detroit) MICHIGAN Michigan Michigan (Detroit) DISADVANTAGED CHILDREN ARE CONCENTRATED IN THE INNER-CITY AREA. THE SCHOOL SHOULD BE CONCERNED THAT THE CHILD'S EXPERIENCES, BOTH AT HOME AND AT SCHOOL, HELP HIM TO REALIZE HIS CAPABILITIES BY RAISING HIS SELF-CONFIDENCE AND MOTIVATION. THE DETROIT GREAT CITIES PROGRAM CONSISTS OF FIVE PARTS. THE FIRST PART IS CONCERNED WITH TEACHER TRAINING THROUGH WORKSHOPS AND MONTHLY PAPERS. SECONDLY, MATERIALS AND EQUIPMENT ARE BEING ADAPTED TO THE NEEDS AND BACKGROUNDS OF THE DISADVANTAGED CHILD. THE THIRD PART SEEKS TO MAKE CLASS ORGANIZATION MORE FLEXIBLE, ALLOWING FOR LONGER CLASSES, FIELD TRIPS, AND TEAM TEACHING. ADDITIONAL STAFF TO WORK WITH TEACHERS IN SUBJECT AREAS AND WITH STUDENT EMOTIONAL PROBLEMS, AS WELL AS A SOCIAL WORKER TRAINED IN COMMUNITY ORGANIZATION, CONTRIBUTE TO TO THE FOURTH PART OF THE PROGRAM. PART FIVE CONCERNS PUBLIC AND PRIVATE INVOLVEMENT IN COMMUNITY-SCHOOL PROGRAMS AND SERVICES. SUCH INVOLVEMENT INCLUDES DAY CAMPS, LIBRARY FACILITIES, PUBLIC HEALTH SERVICES, TEACHER ASSISTANTS, AND EXTENSIVE USE OF YMCA AND YWCA FACILITIES AND PROGRAMS. APPROXIMATELY 250 EVENING CLASSES FOR ADULTS AND YOUTH WERE HELD LAST YEAR. THE DETROIT PROJECT EMPLOYS A FULL TIME EVALUATOR WHO SEEKS TO EVALUATE THE ACADEMIC AND SOCIOLOGICAL PROGRESS OF THE PARTICIPANTS. ED001446 IMPROVING THE COMPETENCE OF CHILDREN WITH LIMITED BACKGROUNDS. 1962-03-15 9 N/A 1965 2016-11-22

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No Attitude Measures Elementary Schools Questionnaires Secondary Schools Student Attitudes Student Evaluation Michigan (Detroit) PUPIL INFORMATION AND ATTITUDES INVENTORY GREAT CITIES PROGRAM MICHIGAN Michigan Michigan (Detroit) Detroit Public Schools, MI. A PUPIL INFORMATION AND ATTITUDES INVENTORY HAS BEEN PREPARED FOR ADMINISTRATION IN GRADES FOUR THROUGH TWELVE. THE QUESTIONNAIRE IS DIVIDED INTO THREE SECTIONS--INFORMATION, ATTITUDES, AND GENERAL QUESTIONS. THE STUDENT CHECKS THE APPROPRIATE "YES" OR "NO" BOX IN RESPONSE TO EACH QUESTION. AT THE END OF EACH SECTION IS A BOX TO RECORD THE TOTAL NUMBER OF "YES" AND "NO" ANSWERS. ON A SEPARATE SHEET, THE STUDENT FILLS IN PERTINENT INFORMATION ABOUT HIMSELF, INCLUDING HIS AGE, BIRTHPLACE, BIRTHDATE, ADDRESS AND TELEPHONE NUMBER. A SUMMARY SHEET IS INCLUDED FOR TEACHERS TO RECORD THE TOTAL INFORMATION GAINED FROM EACH CLASS. TEACHERS ARE ENCOURAGED TO WRITE COMMENTS RELATED TO EASE OR DIFFICULTY WITH WHICH THE QUESTIONNAIRE WAS ADMINISTERED. SOME OF THE QUESTIONS ARE--"DO YOU USUALLY DRINK MILK EVERYDAY,""DO YOUR PARENTS LIKE YOUR SCHOOL,""DO THE RULES OF THIS SCHOOL MAKE SENSE TO YOU," AND "DO YOU THINK MOST OF YOUR TEACHERS CARE IF YOU LEARN." ED001447 PUPIL INFORMATION AND ATTITUDES INVENTORY, FORM A, GRADES 4 THROUGH 12. 1961-05-03 9 N/A 1965 2016-11-23

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No Community Attitudes Community Relations Community Role Innovation School Community Programs School Community Relationship School Role Student Welfare Urban Schools MCCLUSKY, HOWARD GREAT CITIES PROGRAM MICHIGAN Michigan (Detroit) Michigan Michigan (Detroit) THE SCHOOL SHOULD ASSUME GREATER RESPONSIBILITY AS AN AGENCY OF SOCIETY FOR CHILD WELFARE. WHEN THE CHILD'S WELFARE IS THREATENED BY NEIGHBORHOOD CIRCUMSTANCES, THE SCHOOL SHOULD INTERVENE. THE COMMUNITY SHOULD INVEST MORE MONEY IN EXISTING SCHOOL FACILITIES TO TRANSFORM THE SCHOOLS INTO YEAR-ROUND COMMUNITY CENTERS CAPABLE OF PROVIDING A POSITIVE ORGANIZING FORCE IN THE NEIGHBORHOOD. TEACHERS AND ADMINISTRATORS SHOULD BE A PART OF THE COMMUNITY THEY SERVE. EMPHASIS SHOULD BE PLACED ON FRIENDLY INTERACTION BETWEEN SCHOOL STAFF, PUPILS, AND PARENTS. SCHOOLS SHOULD KEEP A CONTINUAL RECORD OF NEIGHBORHOOD TRENDS. THE SCHOOL SHOULD PROVIDE A CURRICULUM DESIGNED FOR THE BACKGROUND OF BOTH THE PUPIL AND HIS PARENTS. THE SCHOOL BUILDING SHOULD BE A PLACE TO WHICH PEOPLE IN THE NEIGHBORHOOD MAY TURN FOR LEADERSHIP AND GUIDANCE. ED001448 NEW DIRECTIONS IN SCHOOL-COMMUNITY RELATIONS. 1960-08-29 10 N/A 1965 2016-11-22

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No Adjustment (to Environment) Disadvantaged Environment Disadvantaged Youth High Achievement Individual Characteristics Learning Processes Personality Assessment Self Concept Student Attitudes DAVIDSON, HELEN H. AND OTHERS NEW YORK New York (New York) New York New York (New York) City Univ. of New York, NY. City Coll. THE FOCUS IS ON PERSONALITY TRAITS OF YOUNG CHILDREN WHO ACHIEVE IN SCHOOL DESPITE ENVIRONMENTAL HANDICAPS. THE SUBJECTS WERE TEN "GOOD" AND TEN "POOR" ACHIEVERS FROM THE FOURTH GRADE IN A SCHOOL LOCATED IN A SEVERELY DEPRESSED URBAN AREA. THE CHILDREN WERE CHOSEN ON THE BASIS OF ACHIEVEMENT SCORES AND TEACHER RECOMMENDATIONS. ALTHOUGH ALL SCORED AT LEAST AVERAGE ON THE OTIS TESTS, THE POOR AND GOOD ACHIEVERS WERE NOT MATCHED ON IQ. A BATTERY OF EIGHT ADDITIONAL INSTRUMENTS WAS USED TO MEASURE MANY COGNITIVE AND AFFECTIVE FACTORS. THEY WERE ADMINISTERED BOTH INDIVIDUALLY AND IN THE CLASSROOM BY TWO PSYCHOLOGISTS. INCLUDED WERE--(1) THE WISC SUBTESTS TO MEASURE SPECIFIC COGNITIVE FACTORS, (2) THE RORSCHACH TO MEASURE PERSONALITY FACTORS, (3) THE USE OF OBJECTS TEST TO MEASURE DIVERGENT THINKING, (4) THE OBJECT SORTING TASK WHICH MEASURES THE ABILITY TO SEE RELATIONSHIPS AND TO GENERALIZE, (5) A STORY TELLING TASK TO MEASURE THE NEED FOR ACHIEVEMENT AND OTHER FACTORS, (6) THE DRAWING COMPLETION TASK TO MEASURE CREATIVITY AND ORIGINALITY, (7) THE SEMANTIC DIFFERENTIAL TO MEASURE ATTITUDES TOWARD SCHOOL AND NONSCHOOL FACTORS, AND (8) FREE DRAWINGS TO REVEAL ATTITUDES TOWARD SCHOOL, TEACHER AND SELF IN RELATION TO FAMILY. THE FINDINGS INDICATE THAT, ALTHOUGH A GOOD ACHIEVER FROM AN UNDERPRIVILEGED ENVIRONMENT IS RELATIVELY CONTROLLED AND CAUTIOUS, OFTEN STEREOTYPED AND CONSTRICTED, HE STILL RETAINS A DEGREE OF CREATIVITY. HE IS MORE WILLING TO CONFORM TO ADULT DEMANDS, HAS A MORE POSITIVE VIEW OF AUTHORITY FIGURES AND GREATER SELF CONFIDENCE. HE IS SUPERIOR IN ANALYTICAL AND ORGANIZATIONAL ABILITY. HE EXCELS IN TASKS REQUIRING MEMORY, ATTENTION, AND VERBAL ABILITIES. THE POOR ACHIEVER IS BURDENED BY ANXIETY, FEAR, AND A LACK OF SELF CONFIDENCE. HE IS IMPULSIVE AND EXPRESSES HIS ANXIETY IN EXCESSIVE TALKING. ED001449 CHARACTERISTICS OF SUCCESSFUL SCHOOL ACHIEVERS FROM A SEVERELY DEPRIVED ENVIRONMENT. 1962-10-00 46 N/A 1965 2016-11-22

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No Ability Identification Acculturation Community Involvement Community Resources Disadvantaged Environment Disadvantaged Youth Educational Improvement Enrichment Motivation Parent Participation Pilot Projects Planning Staff Utilization Urban Schools BROWNELL, SAMUEL M. AND OTHERS MICHIGAN Michigan Detroit Board of Education, MI. THREE PILOT SCHOOLS, TWO ELEMENTARY AND ONE JUNIOR HIGH, ARE DEVELOPING A PROGRAM TO IMPROVE THE TEACHING OF CHILDREN COMING FROM HOMES OF LIMITED BACKGROUND. IN MOST CASES THE FAMILIES ARE RECENT IN-MIGRANTS, WHITE AND NEGRO, OR FAMILIES WHO HAVE FAILED IN ATTEMPTS AT ASSIMILATION INTO A DYNAMIC, INDUSTRIAL, URBAN CULTURE. WITH A MINIMUM OF ADDITIONAL SCHOOL PERSONNEL AND A MINIMUM INCREASE IN SCHOOL BUDGET (10 PERCENT MORE PER PUPIL THAN SPENT IN OTHER AREAS OF THE CITY) THE FOLLOWING OBJECTIVES ARE BEING PURSUED BY TEACHERS AND OTHER SCHOOL STAFF MEMBERS--(1) TO BETTER IDENTIFY EACH CHILD'S ABILITIES, INTERESTS, AND NEEDS, (2) TO STIMULATE EACH CHILD TO ATTAIN ACHIEVEMENT LEVELS COMMENSURATE WITH HIS ABILITIES, (3) TO RAISE EACH CHILD'S CULTURAL SIGHTS BY PROVIDING ENRICHMENT EXPERIENCES, (4) TO ASSIST EACH CHILD IN MAKING AND CARRYING OUT APPROPRIATE EDUCATIONAL AND OCCUPATIONAL PLANS, (5) TO ASSIST PARENTS IN PROVIDING A HOME ATMOSPHERE OF ENCOURAGEMENT AND STIMULATION, (6) TO GIVE PARENTS A BETTER UNDERSTANDING OF EDUCATIONAL OPPORTUNITIES AVAILABLE TO THEM AND TO THEIR CHILDREN, (7) TO ENLIST THE ASSISTANCE OF COMMUNITY AGENCIES IN SUPPLYING NECESSARY SERVICES AND EXPANDING CULTURAL EXPERIENCES FOR EACH CHILD, AND (8) TO ENCOURAGE THE COMMUNITY TO ACCEPT THE WORTHINESS OF HIGHER CULTURAL LEVELS AND THE FACT THAT EACH CHILD SHOULD BE EDUCATED TO HIS OPTIMUM POTENTIAL. SUCH A PROGRAM HAS REQUIRED THE CLOSE COOPERATION OF SCHOOL PERSONNEL, PARENTS, COMMUNITY LEADERS, AND SOCIAL SERVICE AGENCIES. THE SCHOOLS ARE IMPROVING INSTRUCTION FOR THE CULTURALLY DISADVANTAGED CHILD THROUGH CHANGES IN SCHOOL ORGANIZATION, CURRICULUM, TEACHING TECHNIQUES, AND MATERIALS. AGENCIES HAVE BEEN ENTHUSIASTIC IN THEIR SUPPORT OF THE ACTIVITIES OF THE PILOT SCHOOLS. PROBLEMS STILL TO BE MET INCLUDE TEACHER ORIENTATION, LEADERSHIP NEEDS, POPULATION TRANSIENCY, AND AGENCY AND EVALUATION MULTIPLICITY. ED001450 A PILOT PROJECT IN THREE SCHOOLS IN AREAS WHERE PUPILS HAVE LIMITED BACKGROUNDS 1959-1060. 1960-00-00 20 N/A 1965 2016-11-22

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No Attitudes Low Income Groups Objectives Paraprofessional Personnel Schools Selection Teacher Aides Teacher Selection DISTRICT OF COLUMBIA District of Columbia CHANGES IN THE CONCEPTS OF "SCHOOL DAY" AND "SCHOOL YEAR" MUST BE MADE BEFORE SERIOUS CONSIDERATION MAY BE GIVEN TO THE PLACE OF THE SUBPROFESSIONAL IN THE PUBLIC SCHOOL. THE SUBPROFESSIONAL MAY ASSUME A VARIETY OF ROLES--HOMEWORK HELPER, STUDY CENTER MONITOR, TEAM TEACHING ASSISTANT, AUDIOVISUAL EQUIPMENT MANAGER, COMMUNITY RESOURCE UTILIZATION ASSISTANT, SCHOOL-COMMUNITY BLOCK WORKER, TEACHER AIDES, CASE FINDER, GROUP-WORK AIDE, HEALTH SERVICE AIDE, AUTOMATED INSTRUCTION AIDE, PLAYGROUND ASSISTANT, EDUCATIONAL SURVEY AIDE, PRESCHOOL ASSISTANT, COUNSELOR ASSISTANT, CASE AIDE, AND COMMUNITY VISITATION DRIVER. SUBPROFESSIONALS ARE RECRUITED PRIMARILY FROM THE LOW-INCOME LEVEL. STUDENTS IN LATE JUNIOR HIGH AND HIGH SCHOOL WILL INCREASINGLY BE USED. THE SUBPROFESSIONALS SHOULD BECOME FAMILIAR WITH THE PUBLIC SCHOOL AS IN INSTITUTION, THE PROFESSIONAL RESPONSIBILITIES AND ETHICS OF TEACHING AS WELL AS THE MAJOR GOALS, SPECIAL PROGRAMS, PROCEDURES, AND POLICIES OF THE SCHOOL. ED001451 SUBPROFESSIONALS AND SCHOOLS. 13 N/A 1965 2016-11-22

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No Ability Grouping Career Counseling Career Opportunities Employment Opportunities Guidance Programs School Counseling Student Motivation Vocational Interests Work Attitudes Youth Opportunities BYERLY, CARL L. AND OTHERS Michigan (Detroit) MICHIGAN Michigan Michigan (Detroit) Detroit Public Schools, MI. A COMMITTEE WAS ASSIGNED TO EVALUATE THE PROGRAMS PREPARING STUDENTS FOR EMPLOYMENT. MAJOR CRITICISM WAS LEVELED AT BOTH THE INCONSISTENCY AND INADEQUACY OF MANY SCHOOL PROGRAMS. ONE OF THE MOST CRITICAL NEEDS WAS THE IMPROVEMENT OF COUNSELING AND GUIDANCE SERVICES AVAILABLE TO STUDENTS. SCHOOLS TENDED TO DOWNGRADE VOCATIONAL COURSES AND CREATE POOR ATTITUDES BY DIFFERENTIATING BETWEEN COLLEGE PREPARATORY AND VOCATIONAL COURSES. SOME STUDENTS FELT ENCOURAGED TO DROP OUT BECAUSE THEY WERE NOT ACADEMICALLY INCLINED. IT IS RECOMMENDED THAT ALL CURRICULA RECOGNIZE THOSE ELEMENTS WHICH HAVE SIGNIFICANT BEARING ON EMPLOYABILITY AND EFFECTIVE PERFORMANCE IN JOB SITUATIONS. EFFORTS SHOULD BE MADE TO BRIDGE THE GAP BETWEEN ACADEMIC AND VOCATIONAL CURRICULA. ABILITY GROUPING IS NECESSARY FOR CHALLENGING THE NEEDS OF EVERY STUDENT. GUIDANCE SHOULD BE INTENSIFIED AND EXPANDED. CASE WORK IN ELEMENTARY SCHOOLS AND COMPLETE RECORDS WOULD HELP PREVENT LATER SCHOOL DROPOUTS. THE JUNIOR HIGH STUDENT SHOULD BE ALLOWED TO EXPLORE MANY EXPERIENCES AND SHOULD HAVE REGULAR COUNSELING. SENIOR HIGH STUDENTS NEED COMPLETE INFORMATION ON CAREER OPPORTUNITIES AND PREPARATION. WORLD-OF-WORK SERVICES, INCLUDING VOCATIONAL EDUCATION AND WORK-STUDY PLANS, NEED TO BE EXPANDED TO INCLUDE GIRLS AND MENTALLY RETARDED STUDENTS. ADULT PROGRAMS IN HIGH SCHOOL AND POST-HIGH SCHOOL TECHNICAL PROGRAMS SHOULD BE INITIATED. ED001452 PREPARING PUPILS FOR THE WORLD OF WORK. 1962-00-00 81 N/A 1965 2016-11-22

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No After School Education Basal Reading Basic Reading Compensatory Education Counseling Services Disadvantaged Elementary Education Evening Programs High Schools Individualized Programs Junior High Schools Library Services School Community Programs WRIGHT, JOHN W. California (Los Angeles) CALIFORNIA California California (Los Angeles) Los Angeles City Schools, CA. IN THE ELEMENTARY LEVEL, THE SUPPLEMENTARY TEACHING PROGRAM PROVIDED AFTER-SCHOOL INSTRUCTION. IN SIX SCHOOLS IN CULTURALLY DISADVANTAGED AREAS, CLASSES INCLUDED REMEDIAL READING, ARITHMETIC IMPROVEMENT, LANGUAGE ARTS, LIBRARY ACTIVITIES, INDIVIDUALIZED TUTORING, STUDENT LEADERSHIP, AND CLUBS TO ENCOURAGE INTEREST IN SPECIAL AREAS. EVALUATION INDICATED THAT THE CLASSES HELPED CHANGE PUPILS' ATTITUDES, AND HELPED DEVELOP SELF-CONFIDENCE AND SECURITY. A FOUR PHASE PROGRAM DESIGNED TO GIVE ADDITIONAL SERVICES IN THE AREAS OF BASIC READING, AFTER-SCHOOL LIBRARY SERVICE, EVENING COUNSELING, AND SCHOOL COMMUNITY COORDINATION WAS INITIATED IN THREE JUNIOR HIGH SCHOOLS AND TWO SENIOR HIGH SCHOOLS. THE PURPOSES OF THE BASIC READING PROGRAM WERE TO IMPROVE BASIC READING SKILLS, TO IMPROVE REGULAR CLASS ACHIEVEMENT, TO EFFECT CHANGES IN STUDENT ATTITUDES, TO HELP SOCIAL ADJUSTMENT AND TO IMPROVE TEACHING METHODS, INSTRUCTIONAL MATERIALS AND EQUIPMENT FOR ONE YEAR. THE AFTER-SCHOOL LIBRARY PROGRAM PROVIDED FACILITIES FOR STUDENTS TO STUDY, ASSISTANCE IN THE USE OF REFERENCE MATERIALS, ENCOURAGEMENT FOR INDEPENDENT READING, AND AN OPPORTUNITY TO PARTICIPATE IN RELATED LIBRARY ACTIVITIES. THE EVENING COUNSELING PROGRAM OFFERED ADDITIONAL COUNSELING SERVICES TO STUDENTS WHO ENTERED SPECIAL SCHOOLS, WERE POTENTIAL DROPOUTS, OR WERE ACADEMICALLY TALENTED. IT ALSO AIMED TO IMPROVE COMMUNICATION WITH PARENTS OF THESE STUDENTS AND TO STRENGTHEN EDUCATIONAL AND VOCATIONAL PLANNING. THE SCHOOL COMMUNITY COORDINATION PROGRAM PROVIDED IMMEDIATE PERSONAL ASSISTANCE TO STUDENTS NEW TO THE SCHOOL AND COMMUNITY, AND ATTEMPTED TO ENCOURAGE ACTIVE INTEREST OF PARENTS IN THEIR CHILD'S EDUCATION AND IN COMMUNITY ACTIVITES. THE GREAT STRENGTHS OF THE PROGRAM WERE EVIDENCED BY THE RESULTS OF ASSISTANCE, AND BY IMPROVED COMMUNICATION WITH THE COMMUNITY. THE CHILD OBSERVATION PROJECT PROVIDED ENRICHED EXPERIENCES FOR BOTH PARENTS AND CHILDREN. FINAL REPORT INCLUDED. ED001453 COMPENSATORY EDUCATION, A PROGRESS REPORT OF EXPERIMENTAL PROGRAMS. 1964-07-16 110 N/A 1965 2016-11-22

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No Ancillary School Services Counseling Services Cultural Background Cultural Enrichment Curriculum Development Disadvantaged Health Services Inservice Teacher Education Language Programs Reading Programs School Community Programs Staff Development Summer Programs JOHNSON, REBECCA M. AND OTHERS MASSACHUSETTS Massachusetts (Springfield) Massachusetts Springfield Public Schools, MA. THE "CULTURALLY DISADVANTAGED" CHILD IS REQUIRED TO BE ENROLLED IN SCHOOL, HE IS POTENTIALLY CAPABLE OF COMPLETING THE PROGRAM, BUT BECAUSE OF HOME AND COMMUNITY ENVIRONMENT, IS UNABLE TO DO SO WITHOUT HELP ABOVE AND BEYOND THAT NORMALLY GIVEN IN THE CURRICULUM. IT IS EMPHASIZED THAT THIS TYPE OF CHILD MAY COME FROM A HOME REPRESENTING ANY LOCATION ON THE SOCIOECONOMIC SCALE, WITH PARENTS OF ANY OCCUPATION. PROPOSALS FOR PROGRAMS FOR CULTURALLY DISADVANTAGED CHILDREN IN THE SPRINGFIELD SCHOOL SYSTEM ARE PRESENTED IN OUTLINE FORM. THESE INCLUDE--INSERVICE TEACHER EDUCATION, A BUREAU OF PUPIL SERVICES WITH A PSYCHIATRIST, A PSYCHOLOGICAL EXAMINER AND A SCHOOL ADJUSTMENT COUNSELOR, SPECIAL TEACHERS AND AUXILIARY PERSONNEL, READING SERVICES, LIBRARY ADDITIONS, SPANISH LANGUAGE PROGRAMS, SUMMER PROGRAMS, PARENT INFORMATION AND ADULT EDUCATION RELATIVE TO THE PROGRAM, A DESIGN FOR SCHOOL COMMUNITY INTERACTION, A PRIORITY LIST FOR THE SPECIFIC PROPOSALS, ART PROGRAMS, HOME ECONOMICS EDUCATION, MUSIC EDUCATION, HEALTH, PHYSICAL EDUCATION, AND SAFETY, AND CULTURAL CONTACTS FOR THE ELEMENTARY SCHOOL STUDENTS. ED001454 PROPOSALS FOR IMPLEMENTING THE REPORT OF THE COMMITTEE ON HUMAN RELATIONS AND THE CULTURALLY DISADVANTAGED. 1964-05-21 20 N/A 1965 2016-11-22

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No Adult Education Community Services Compensatory Education Counseling Services Cultural Enrichment Evaluation Inservice Teacher Education Preschool Education KRATT, EDWIN C. AND OTHERS CALIFORNIA California (Fresno) California California (Fresno) Fresno City Unified School District, CA. WEST FRESNO WAS A TYPICAL DEPRESSED URBAN AREA WITH HOUSING AND ECONOMIC PROBLEMS. ADDED TO THESE WERE CERTAIN SOCIAL FRICTIONS BETWEEN THE TWO MINORITY GROUPS OF THE AREAS, NEGROES AND MEXICANS. THE OBJECTIVES OF FRESNO'S PILOT MCATEER PROJECT WERE (1) TO DEVELOP AN INSERVICE PROGRAM PROMOTING TEACHER UNDERSTANDING OF THE CULTURALLY DIVERSE CHILD, (2) TO ORGANIZE A CITIZENS ADVISORY COMMITTEE TO HELP FIND SOLUTIONS TO SCHOOL PROBLEMS, (3) TO EXTEND SOCIO-PSYCHOLOGICAL SERVICES, (4) TO ESTABLISH A PARENT COOPERATIVE NURSERY PROVIDING NEEDED EXPERIENCES FOR PRESCHOOL CHILDREN AND PARENT EDUCATION ON THE CULTURAL, PHYSICAL, AND EMOTIONAL NEEDS OF PRESCHOOL CHILDREN, (5) TO ENCOURAGE SCHOOL AND PARENT SPONSORED ACTIVITIES FOR CULTURAL ENRICHMENT, SUCH AS FIELD TRIPS, CONCERTS, AND SPEAKERS, (6) TO PROVIDE STUDY HALL FACILITIES AND TUTORING SERVICES IN THE EVENINGS, (7) TO EXTEND PARENT EDUCATION TO MEET THE SPECIFIC NEEDS OF IN-MIGRANT PARENTS, AND (8) TO INVOLVE THE FRESNO STATE COLLEGE AND THE MANY SERVICE ORGANIZATIONS OF THE AREA IN THIS EFFORT. EVALUATION INCLUDED BOTH SUBJECTIVE AND OBJECTIVE DATA. PRE- AND POST-TESTING, AND CONTROL AND EXPERIMENTAL GROUPS WERE USED WITH SOME PROGRAMS. PARENT, TEACHER AND STUDENTS NOTED CHANGES IN ATTITUDE, ATTENDANCE, CITIZENSHIP, AND SELF-IMAGE OF THE UNDERACHIEVERS. DATA COLLECTED SUPPORTED THE IDEA OF A PRESCHOOL. PARENT EDUCATION SHOULD BE EXPANDED, PARTICULARLY AT THE PRESCHOOL LEVEL, INCLUDING INFORMATION ON HEALTH SERVICES. INDIVIDUAL AND GROUP COUNSELING WAS ESSENTIAL TO A COMPENSATORY PROGRAM, AS WERE FIELD TRIPS. MORE EMPHASIS SHOULD BE PLACED ON READING IN THE PRIMARY GRADES. IT WAS ESSENTIAL THAT INSTITUTIONS OF HIGHER LEARNING BE USED TO PROMOTE RESEARCH, PRESERVICE AND INSERVICE EDUCATION, NEW TECHNIQUES, AND MATERIALS FOR THE DISADVANTAGED. COURSES ON THE CULTURE AND BACKGROUND OF VARIOUS ETHNIC GROUPS SHOULD BE OFFERED THROUGHOUT THE CURRICULUM. CITIZENS OF THE COMMUNITY COULD GIVE A HELPING HAND TO POTENTIAL DROPOUTS. ED001455 PILOT PROJECT IN COMPENSATORY EDUCATION. FINAL REPORT. 1965-06-04 105 N/A 1965 2016-11-22

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No Compensatory Education Counseling Services Disadvantaged Discovery Processes Elementary Education Evening Programs Inquiry Intelligence Quotient Junior High Schools Preschool Children Preschool Education School Schedules KRATT, EDWIN C. AND OTHERS CALIFORNIA California (Fresno) MCATEER ACT California California (Fresno) Fresno City Unified School District, CA. PRE- AND POST-TESTING WAS DONE WITH CHILDREN WHO PARTICIPATED IN THE PRESCHOOL PROGRAM. THE CHANGES IN IQ SUPPORTED THE HYPOTHESIS THAT PRESCHOOL TRAINING PROVIDED THESE CHILDREN WITH A BETTER BACKGROUND FOR SUCCESS IN REGULAR SCHOOL GRADES. UNDERACHIEVING JUNIOR HIGH SCHOOL STUDENTS PARTICIPATED IN THE PRESCHOOL PROGRAM. THEY WERE DIVIDED INTO A CONTROL AND EXPERIMENTAL GROUP, AND MORE CHILDREN IN THE EXPERIMENTAL GROUP PROGRESSED IN THEIR GRADES. THE INQUIRY TRAINING METHODS WAS BASED ON THE DISCOVERY APPROACH TO LEARNING. IT WAS USED IN AN INTEGRATED GROUP OF NONDISADVANTAGED AND DISADVANTAGED FIFTH AND SIXTH GRADE CHILDREN IN THE AREA OF PHYSICAL SCIENCE. TESTING SHOWED DISADVANTAGED CHILDREN MADE MORE SIGNIFICANT PROGRESS THAN THE OTHER CHILDREN. READING OPPORTUNITY TEACHERS WERE PLACED IN TWO ELEMENTARY SCHOOLS TO PROVIDE SPECIAL INSTRUCTION FOR UNDERACHIEVERS. DATA WERE COLLECTED THROUGH THE USE OF TEST RESULTS OF CONTROL AND EXPERIMENTAL GROUP TESTING. SIGNIFICANT IMPROVEMENT WAS NOTED IN THE READING ABILITY AND SKILLS OF CHILDREN GIVEN SPECIAL INSTRUCTION. SPLIT SESSIONS READING AND A LANGUAGE ARTS APPROACH ENABLED TEACHERS TO WORK WITH SMALL GROUPS IN GRADES 1 THROUGH 6. ONE SCHOOL SHOWED NO SIGNIFICANT CHANGE, BUT THE OTHER DID MAKE SOME GAINS IN BOTH READING VOCABULARY AND COMPREHENSION. IT WAS FELT THAT OVER A PERIOD OF TIME THIS METHOD OF SCHEDULING STUDENTS FOR READING WOULD PROVE BENEFICIAL. EVENING COUNSELING WAS HELD TO BETTER ACQUAINT PARENTS WITH SCHOOL PROCEDURES AND GOALS. THE REPORT CONTAINS STATISTICS ON THE NUMBER OF CONTACTS MADE AND THE INFORMATION GAINED FROM INTERVIEWS ON THE FAMILY BACKGROUNDS. RECOMMENDATIONS OF COUNSELORS WERE GIVEN, AND CONTINUATION OF THE PROGRAM WAS URGED. A PROJECT CENSUS WAS GIVEN COVERING THE EIGHT SCHOOLS INCLUDING IN THE COMPENSATORY EDUCATION PROGRAM. A BUDGET BREAKDOWN FOR THE MCATEER ACT FOR 2 YEARS WAS ALSO GIVEN. ED001456 STATISTICAL DATA FROM PILOT PROJECTS IN COMPENSATORY EDUCATION. FINAL REPORT. 1965-06-04 32 N/A 1965 2016-11-22

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No Community Programs Compensatory Education Counseling Services Disadvantaged Elementary Education Evening Programs Secondary Education Student Attitudes Student Costs Student Improvement Study Centers California (Fresno) California (Fresno) Fresno City Unified School District, CA. THE COST PER STUDENT AND THE EVALUATION OF STUDY CENTERS ON A 10 MONTH BASIS WERE PRESENTED. THE PURPOSE OF THE STUDY CENTERS WAS TO GIVE SECONDARY AND ELEMENTARY STUDENTS A PLACE TO STUDY AND RECEIVE QUALIFIED HELP. THE STUDY CENTERS SERVED 31,200 STUDENTS EACH YEAR. THE COST PER STUDENT WAS $.35. STUDY CENTERS WERE OPEN THREE DAYS A WEEK, AND THE HIGH SCHOOL WAS OPEN 2 AFTERNOONS AND 1 EVENING A WEEK. TRAINED CERTIFICATED TEACHERS WERE USED TO HELP THE STUDENTS. EVALUATION SHOWED THAT STUDENTS DEFINITELY NEEDED THE HELP THEY GOT. AS A RESULT, STUDENTS IMPROVED IN SCHOOL WORK AND IN ATTITUDES. THE COST PER STUDENT AND EVALUATION DATA ON THE EVENING COUNSELING PROGRAM WERE ALSO PRESENTED. THE PUPOSE OF THE COUNSELING PROGRAM WERE ALSO PRESENTED. THE PURPOSE OF THE COUNSELING PROGRAM WAS TO HELP THE PARENTS OF 9TH AND 10TH GRADE STUDENTS TO BECOME "CLOSER" TO SCHOOL SO THAT THEIR CHILDREN WOULD BENEFIT. EIGHT HUNDRED STUDENTS WERE SERVED AND THE COST PER STUDENT WAS $7.20. EVALUATION SHOWED THAT DIRECTION REGARDING THE STUDENTS' FUTURES WAS GIVEN TO STUDENTS AND PARENTS. PARENTS WERE PLACED IN ADULT EDUCATION CLASSES, AND TARDINESS OF MANY STUDENTS WAS CURTAILED. ED001457 COST PER STUDENT AND EVALUATION OF STUDY CENTERS - 10-MO. BASIS. 1964-00-00 3 N/A 1965 2016-11-22

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No Compensatory Education Disadvantaged Early Experience Field Trips Inservice Teacher Education Speech Communication Teacher Attitudes California (San Bernardino) CALIFORNIA California California (San Bernardino) San Bernardino City Unified School District, CA. SAN BERNARDINO CITY UNIFIED SCHOOL DISTRICT'S COMPENSATORY EDUCATION PROJECT WAS DESIGNED TO GIVE EARLY ATTENTION TO DEFICIENCIES OF EXPERIENCE, VOCABULARY, AND LANGUAGE PATTERNS BY PROVIDING A SCHOOL ENVIRONMENT WHICH WOULD COMPENSATE FOR MEAGER PRESCHOOL YEARS. MAJOR EMPHASIS WAS ON THE IMPROVEMENT OF ORAL LANGUAGE FACILITY, A PREREQUISITE FOR LEARNING TO READ. PROJECT PERSONNEL ATTENDED SEMINARS DESIGNED TO HELP THEM UNDERSTAND THE CHILDREN AND THEIR PARENTS. SCHOOL EXPERIENCES RICH IN LANGUAGE OPPORTUNITIES WERE PROVIDED, AND PUPILS WERE GIVEN MORE REAL EXPERIENCES. RESULTS SHOWED THAT THERE WAS A CHANGE IN TEACHER ATTITUDE, AND THAT THE CLASSROOMS REFLECTED MORE PUPIL MOTIVATION, PARTICIPATION AND ORAL COMMUNICATION. PUPILS, PARENTS, TEACHERS, AND INFORMED CITIZENS WERE ENTHUSIASTIC ABOUT THE PROJECT. ED001458 SAN BERNARDINO CITY UNIFIED SCHOOL DISTRICT COMPENSATORY EDUCATION, PROJECT NARRATIVE REPORT 1963-1964. 1964-00-00 1 N/A 1965 2016-11-22

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No Compensatory Education Cultural Background Evaluation Methods Family Environment Home Visits Parent Attitudes CALIFORNIA California (Fresno) California California (Fresno) Fresno City Unified School District, CA. PROCEDURES FOR MAKING A HOME CALL FOR COMPENSATORY EDUCATION WERE PRESENTED. THESE INCLUDED EVALUATING THE TYPE OF NEIGHBORHOOD, THE CONDITIONS OF THE HOME, THE EDUCATIONAL AND CULTURAL OPPORTUNITIES IN THE HOME, THE FAMILY USE OF LEISURE TIME, AND THE PARENTAL ATTITUDES ON EDUCATION AND CULTURE. THE APPLICATION FOR PARTICIPATION IN CEP REQUIESTED INFORMATION REGARDING OCCUPATIONS AND EDUCATIONAL LEVELS OF THE PARENTS, THE FAMILY STRUCTURE, TYPE OF HOUSING, AND YEARLY FAMILY INCOME. THE REQUEST FOR A STUDY TRIP (FIELD TRIP) INCLUDED SUCH ITEMS AS THE PURPOSE OF THE TRIP, ITS RELATION TO CLASSWORK, THE NUMBER OF STUDENTS INVOLVED, TRANSPORTATION FACILITIES, AND PARENTAL PARTICIPATION. ED001459 GUIDELINES FOR MAKING A HOME CALL. 1964-00-00 5 N/A 1965 2016-11-22

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No Community Programs Compensatory Education Disadvantaged Language Arts Minority Groups Newsletters Parent Education CALIFORNIA MCATEER ACT California (Fresno) California California (Fresno) Fresno City Unified School District, CA. TWO NEWSLETTERS FROM THE COMPENSATORY EDUCATION PROGRAM IN FRESNO INCLUDED PLANS FOR THE PLANNING GRANT PROGRAM, THE BASIC PROGRAM, AND THE INTENSIVE PROGRAM. THE BASIC PROGRAM SHOULD REDUCE PUPIL-TEACHER RATIO, PROVIDE PRESCHOOL PROJECTS THROUGH THE USE OF EITHER SCHOOL FACILITIES OR PRIVATE FACILITIES, PROVIDE REMEDIAL AND CORRECTIVE PROGRAMS IN LANGUAGE ARTS, AND PROVIDE FOR EVALUATION, TESTING, AND CONSULTATION EACH YEAR. DATA ON ADULT EDUCATION SHOWED THAT FIVE HUNDRED ADULTS REGISTERED FOR THE CLASSES, AND THAT THE NEGRO AND MEXICAN AMERICAN ADULTS WERE ATTENDING THE CLASSES IN LARGE NUMBERS. ALSO REPORTED WERE THE FIELD TRIPS TAKEN BY THE STUDENTS TO SUCH PLACES AS ART CENTERS, HOSPITALS, LIBRARIES, AND THE ZOO. THE SECOND NEWSLETTER STATED THE COMPENSATORY EDUCATION PROGRAM IN FRESNO HAD COMPLETED TWO YEARS OF EXPERIMENTATION UNDER THE MCATEER ACT. TEACHERS, ADMINISTRATORS, AND CITIZENS WERE INVOLVED IN TRYING TO ACCOMPLISH THE GOALS OF THE PROGRAM. FUTURE PROGRAMS SHOULD INCLUDE INCREASED EDUCATION FOR ADULTS, MORE FIELD TRIPS, LOWERING OF THE PUPIL-TEACHER RATIO, AND BRINGING IN OF OUTSIDE SPEAKERS. ED001460 COMPENSATORY EDUCATION PROGRAM. NEWSLETTER. 1965-00-00 8 N/A 1965 2016-11-22

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No Compensatory Education Elementary Education Preschool Education Secondary Education Teacher Aides Teacher Recruitment Tutoring Volunteers CALIFORNIA California (Fresno) California California (Fresno) Fresno City Unified School District, CA. THE ROLE OF VOLUNTEERS IN COMPENSATORY EDUCATION WAS DISCUSSED. THE VOLUNTEER WORKER PLACED ON FILE IN THE COMPENSATORY OFFICE, HIS NAME, ADDRESS, TELEPHONE NUMBER, NAME OF SCHOOL ASSIGNED TO, AND JOB DESCRIPTION. JOBS WERE AVAILABLE FOR PEOPLE WHO COULD TEACH IN ELEMENTARY OR SECONDARY SCHOOL, WHO COULD TUTOR ON ELEMENTARY, SECONDARY, AND ADULT LEVEL, WHO WERE SKILLED IN ARTS AND CRAFTS, WHO WERE SKILLED IN TYPING, AND WHO COULD HELP IN THE PRESCHOOLS. A VOLUNTEER SHOULD BE QUALIFIED FOR ONE OR MORE OF THE POSITIONS, NO ONE WOULD BE TURNED AWAY WITHOUT AN INTERVIEW. THE THE VOLUNTEER WAS ORIENTED BY THE DIRECTOR OR THE COORDINATOR OF THE COMPENSATORY EDUCATION PROGRAM. THEN HE WAS TAKEN TO HIS PARTICULAR SCHOOL TO BE ORIENTED BY THE PRINCIPAL. ED001461 USING VOLUNTEERS IN COMPENSATORY EDUCATION. 5 N/A 1965 2016-11-23

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No Community Programs Compensatory Education Counseling Services Counselors Evening Programs Public Relations School Organization School Personnel School Supervision CALIFORNIA California (Fresno) California California (Fresno) Fresno City Unified School District, CA. THE NUMBER AND CATEGORIES OF PERSONNEL TO BE USED IN THE COMPENSATORY EDUCATION PROJECTS WERE LISTED. JOB DESCRIPTIONS OF ALL CATEGORIES OF PERSONNEL INCLUDED GENERAL AND SPECIFIC DUTIES AND THE QUALIFICATIONS REQUIRED. THE DIRECTOR OF THE COMPENSATORY EDUCATION PROJECT COMMUNICATED AND WORKED WITH COMMUNITY SERVICES AND CITIZENS GROUPS, AND WAS RESPONSIBLE FOR PUBLICITY. HE IDENTIFIED SCHOOLS WITH CULTURALLY AND ECONOMICALLY DISADVANTAGED CHILDREN AND ADMINISTERED COMPENSATORY PROGRAMS IN EACH OF THESE SCHOOLS. THE COORDINATOR WAS RESPONSIBLE FOR INSERVICE EDUCATION OF TEACHERS AND FOR SUPERVISION OF TEACHERS AIDS. THE SPECIALIST EXPERIMENTED WITH NEW MATERIALS AND TECHNIQUES, WORKED CLOSELY WITH INSTITUTIONS OF HIGHER EDUCATION IN RESEARCH. THE FIELD TRIP SPECIALIST EXPERIMENTED WITH NEW MATERIALS AND TECHNIQUES, WORKED CLOSELY WITH INSTITUTIONS OF HIGHER EDUCATION IN RESEARCH. THE FIELD TRIP SPECIALIST EXPLORED TRIP POSSIBILITIES AND ORGANIZED ALL TRIPS. THE SCHOOL-HOME COORDINATOR WORKED WITH STUDENTS, MADE HOME VISITS, AND RELATED INFORMATION GAINED FROM PARENTS AND CHILDREN TO THE PRINCIPAL, COUNSELOR AND TEACHER. THE READING OPPORTUNITY TEACHER WAS LOCATED IN EACH COMPENSATORY ELEMENTARY SCHOOL AND HELPED DIAGNOSE AND WORK WITH UNDERACHIEVERS IN READING THE EVENING COUNSELORS COUNSELED PARENTS AND STUDENTS OF THE NINTH EDUCATION DEPARTMENT WHENEVER POSSIBLE. THE EVENING STUDY CENTER TEACHER HAD CHARGE OF THE CENTERS. THE TEACHERS AIDS HELPED THE CLASSROOM TEACHER IN VARIOUS ACTIVITIES AND IN PREPARING MATERIALS. THE PRESCHOOL TEACHER HELPER ASSISTED WITH THE DAILY DUTIES, AND MADE POSSIBLE MORE INDIVIDUAL ATTENTION TO THE CHILDREN. THE SECRETARY WORKED FOR THE DIRECTOR AND PERFORMED VARIOUS CLERICAL TASKS. AN ADDITIONAL SECRETARY PROVIDED CLERICAL ASSISTANCE AND WORKED PARTICULARLY WITH THE IN-SERVICE EDUCATION PROGRAM. ED001462 COMPENSATORY EDUCATION, RESPONSIBILITIES, AND JOB DESCRIPTIONS FOR 1965-1966. 1965-00-00 15 N/A 1965 2016-11-22

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No Academic Ability Disadvantaged Experimental Teaching Physical Disabilities Special Education Student Characteristics Student Improvement Teaching Guides Teaching Programs KICKBUSHCH, GERALDINE AND OTHERS CALIFORNIA California (Palo Alto) California Palo Alto Unified School District, CA. SPECIAL TRAINING CLASSES WERE PROVIDED FOR STUDENTS WHO WERE NOT AS READY FOR ACADEMIC LEARNING AS OTHER CHILDREN. REASONS A STUDENT NEEDED A SPECIAL TRAINING CLASS INCLUDED--LANGUAGE OR A CULTURAL HANDICAP, AND BIRTH INJURIES OR LATER IMPAIRMENT FROM ILLNESSES. IN CASE OF EMOTIONAL BLOCKS WHICH STAND IN THE WAY OF NORMAL ACHIEVEMENT, A CHILD WOULD FIND SHELTER AND UNDERSTANDING IN SPECIAL TRAINING UNTIL HE WAS ABLE TO PARTICIPATE IN REGULAR CLASSES. SPECIAL TRAINING CLASSES TRIED TO HELP THE STUDENT BECOME AS MUCH AS POSSIBLE LIKE OTHERS IN HIS AGE GROUP. THE TEACHER'S OBJECTIVE WAS TO CREATE AN ATMOSPHERE IN WHICH INCREASED STUDENT ACHIEVEMENT BECAME POSSIBLE. THE PRIMARY DEPARTMENT (GRADES 1,2, AND 3) REMAINED IN A SELF-CONTAINED ROOM WITH THE SAME TEACHER FOR THREE YEARS. THE INTERMEDIATE DEPARTMENT (GRADES 4,5, AND 6) WAS SIMILARLY ARRANGED. THERE WERE TWO GROUPS AT THE JUNIOR HIGH SCHOOL LEVEL, A TERMINAL GROUP REMAINED IN ONE ROOM WHILE THOSE WHO WOULD ENTER SENIOR HIGH SCHOOL WERE IN A DEPARMENTALIZED PROGRAM. THE SENIOR HIGH STUDENTS WERE TAUGHT ALL SUBJECTS REQUIRED FOR GRADUATION BY ONE TEACHER. CLASS SIZE AT ALL LEVELS WAS LIMITED TO FIFTEEN STUDENTS. A TEACHER'S GUIDE FOR EACH LEVEL WAS PRESENTED WITH AN INTRODUCTION, LIST OF OBJECTIVES, SAMPLE UNIT, SCOPE OF CLASSES, AND RESOURCE MATERIALS. ED001463 BASIC GUIDE FOR SPECIAL TRAINING CLASSES IN THE PALO ALTO UNIFIED SCHOOL DISTRICT. 1962-00-00 163 N/A 1965 2016-11-22

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No Audiovisual Aids Classes (Groups of Students) Compensatory Education Disadvantaged English Instruction Homogeneous Grouping Instructional Materials Language Laboratories Language Skills Nongraded Instructional Grouping Remedial Instruction Secondary Schools Teaching Load BLUEIAN, ARPENT AND OTHERS California (Fresno) CALIFORNIA California California (Fresno) Fresno City Unified School District, CA. FOR MANY YEARS THE ENGLISH PROGRAM AT EDISON HIGH SCHOOL WAS INADEQUATE, AND 70 PERCENT OF THE STUDENTS FAILED THE STANDARDIZED TEST ADMINISTERED BY THE CITY GUIDANCE DEPARTMENT. THE PROGRAM FAILED TO MEET THE SPECIAL NEEDS OF STUDENTS OF VARYING RACIAL AND EDUCATIONAL BACKGROUNDS. THREE FACTORS WERE--(1) A LOW SOCIOECONOMIC LEVEL, (2) AN ENVIRONMENT OF CULTURAL POVERTY, AND (3) DIALECTAL PROBLEMS. MANY TEACHERS TRANSFERRED FROM EDISON AS SOON AS POSSIBLE, BECAUSE OF LARGE CLASSES, LACK OF MATERIALS, AND INFLEXIBLITY. THE NONGRADED PROGRAM FULFILLED THE FOLLOWING NEEDS OF TEACHERS--(1) ALL STUDENTS IN GRADES 10-12 WERE GROUPED HOMOGENEOUSLY, (2) EACH TEACHER HAD THE RESPONSIBILITY FOR A DEFINITE PROGRAM OF STUDY WITHIN EACH COURSE, (3) THE TEACHING STRENGTHS OF THE PERSONNEL WERE BETTER UTILIZED BY PLACING THE TEACHER IN THE AREA OF HIS GREATEST STRENGTH, (4) STUDENTS WERE GIVEN A CHOICE IN CERTAIN PHASES SO TEACHERS COULD TEACH AN ELECTIVE, AND (5) IDEALLY ALL TEACHERS HAD AN OPPORTUNITY TO FUNCTION IN ALL PHASES. THE PROGRAM WAS STRUCTURED IN PHASES, GEARED TO STUDENT ABILITY. THE REMEDIAL PHASES WERE BASED ON THE PRINCIPLES THAT THE PROGRAM SHOULD BE HIGH STRUCTURED AND PUPIL-ORIENTED, SHOULD HAVE SMALL CLASSES, SHOULD HAVE A VARIETY OF ACTIVITIES, SHOULD INCLUDE MATERIALS RELATED TO THE NEEDS, EXPERIENCES, AND INTERESTS OF THE STUDENT, AND SHOULD HAVE A DISCIPLINED BUT UNPRESSURED AND FRIENDLY ATMOSPHERE. THE SCHOOL ESTABLISHED A LANGUAGE LABORATORY FOR REMEDIAL STUDENTS. THE ORAL SECTION MADE USE OF TAPE RECORDERS, OTHER AUDIOVISUAL MATERIALS, DRAMATIZATION, BOOK REPORTS, AND WORK GAMES. IN THE COMPOSITION SECTION INTENSIVE WORK WAS DONE IN SPELLING, VOCABULARY, CONCEPT BUILDING, CLASS DISCUSSION, AND WRITING IN ADDITION TO READING. MATERIALS USED IN ALL PHASES AND IN THE LANGUAGE LABORATORY WERE LISTED. ED001464 A NON-GRADED PROGRAM IN ENGLISH. 1965-01-24 105 N/A 1965 2016-11-22

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No Audiovisual Instruction Communication Skills Compensatory Education Dropout Prevention Group Counseling Instructional Materials Potential Dropouts Secondary Education Student Attitudes Teacher Workshops STRITE, LABAR Lennox High School CA CALIFORNIA California Centinela Valley Union High School District, Hawthorne, CA. THE ODDS THAT THE PROJECT POPULATION WOULD STAY IN SCHOOL HAD BEEN INCREASED FROM 50-50 BEFORE THE PROJECT TO 3-1 AT THE TIME OF THIS REPORT. THE CHANCE OF EXPULSION FOR DISCIPLINARY REASONS WAS REDUCED FROM 1 IN 3 TO 1 IN 15. LENNOX HIGH SCHOOL PERSONNEL FELT THAT MONEY INVESTED TO IMPROVE EDUCATION FOR POTENTIAL DROPOUTS BY ADAPTING MATERIAL AND PROVIDING GUIDANCE WOULD DECREASE THE AMOUNT OF FUNDS WHICH WOULD LATER BE USED BY SOCIAL AGENCIES TO CARE FOR THEM. PARTICIPANTS IN THE PROGRAM WERE CHOSEN ON THE BASIS OF LOW ACHIEVEMENT, ANTISOCIAL BEHAVIOR, LOW READING SKILLS AND POOR ATTENDANCE RECORDS. THE PROGRAM BEGAN IN THE NINTH GRADE AND CONSISTED OF GROUP COUNSELING AND SPECIAL CLASSES. COUNSELING SESSIONS DEALT WITH HOME PROBLEMS AND FEELINGS OF INADEQUACY. THE SPECIAL CLASSES CONSISTED OF ONE 2-HOUR PERIOD PER DAY IN WHICH ENGLISH AND SOCIAL STUDIES WERE EMPHASIZED. INSTRUCTION WAS NOT FORMAL AND WAS DIRECTED TO THE NEEDS OF THE GROUP. SPECIAL MIMEOGRAPHED MATERIALS, MOVIES, TAPES, AND RELATED ACTIVITIES WERE USED TO DEVELOP BASIC COMMUNICATION SKILLS. VOCATIONAL MATERIAL WAS ALSO AVAILABLE TO THE STUDENT. TEACHERS AND COUNSELORS IN THE PROGRAM WERE ORIENTED THROUGH SUMMER WORKSHOPS. ED001465 REPORT ON THE DROPOUT PROJECT OF LENNOX HIGH SCHOOL. 1965-02-00 7 N/A 1965 2016-11-22

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No Delinquency Disadvantaged Juvenile Gangs Potential Dropouts Secondary Schools Student Attitudes ELLIOTT, DELBERT S. AND OTHERS CALIFORNIA California (San Diego) California California (San Diego) San Diego State Coll., CA. IT WAS MAINTAINED THAT SOCIALIZATION IN MIDDLE-CLASS FAMILIES PREPARED YOUTH TO COMPETE SUCCESSFULLY IN SCHOOL WHILE IN LOWER-CLASS FAMILIES, CHILDREN WERE NOT TRAINED TO CONFORM TO ACADEMIC (FORMAL) AND SOCIAL (INFORMAL) REQUIREMENTS OF THE SCHOOL. FRUSTRATION AROSE FROM STATUS DEPRIVATION AMONG THE LOWER CLASSES IN THEIR ACTIVITIES IN BOTH THE FORMAL AND INFORMAL ASPECTS OF THE SCHOOL. THE STUDENT HAD TWO BASIC ALTERNATIVES, DEPENDING ON HIS ATTITUDE TOWARDS HIS FAILURE. IF HE BLAMED THE SYSTEM, HE WOULD MOST LIKELY JOIN A DELINQUENT GANG. IF HE BLAMED HIMSELF HE WOULD DROP OUT. WHEN AN ADOLESCENT ASSUMED PERSONAL RESPONSIBILITY FOR HIS STATUS DEPRIVATION, THE PROBABILITY OF DROPPING OUT WAS MAXIMIZED, ESPECIALLY IF THERE WAS SIGNIFICANT CONTACT WITH OTHER DROPOUTS AND LITTLE EDUCATIONAL SUPPORT FROM HIS FAMILY. ED001466 CAPABLE DROPOUTS AND THE SOCIAL MILIEU OF THE HIGH SCHOOL. 1964-08-00 20 N/A 1965 2016-11-23

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No Audiovisual Aids Communication Skills Compensatory Education Counseling Services Curriculum Development Disadvantaged Elementary Schools Inservice Teacher Education Junior High Schools Parent Education Preschool Education Self Concept LOWE, FRANK AND OTHERS CALIFORNIA California (San Diego) California California (San Diego) San Diego City Schools, CA. SAN DIEGO HAD MANY DEPRESSED URBAN AREAS WITH A HIGH INCIDENCE OF SOCIAL, ECONOMIC AND PHYSICAL DETERIORATION. THE DISADVANTAGED YOUNGSTERS OFTEN CAME FROM BROKEN HOMES, MANY BECAME DROPOUTS AND JUVENILE DELINQUENTS. THE GOALS FOR THE SAN DIEGO PILOT PROJECT IN COMPENSATORY EDUCATION WERE (1) TO IMPROVE INDIVIDUAL COMPETENCY IN THE COMMUNICATION SKILLS, (2) TO IMPROVE STUDENTS' SELF-IMAGE, (3) TO AID STUDENTS IN RELATING THEIR ABILITIES AND INTEREST TO LIFE GOALS, (4) TO DEVELOP TEACHER UNDERSTANDING OF PROJECT STUDENTS, (5) TO INCREASE PARENT'S ASPIRATION LEVELS FOR CHILDREN AND THEIR PARTICIPATION IN EDUCATIONAL PROGRAM, AND (6) TO PROVIDE PRESCHOOL EXPERIENCE AND PARENT PARTICIPATION IN ADULT CLASSES FOR THOSE FROM UNDERPRIVILEGED AREAS. THREE ELEMENTARY AND TWO JUNIOR HIGH SCHOOLS WERE SELECTED. THREE ADDITIONAL SCHOOLS WERE DESIGNATED AS CONTROL SCHOOLS. MANY ADJUSTMENTS WERE MADE TO MEET THE SPECIAL NEEDS OF THE PROJECT STUDENTS IN CURRICULUM AND COUNSELING. A MUCH WIDER VARIETY OF REAL AND VISUAL EXPERIENCES THAN IS USUAL WAS PROVIDED FOR THE EDUCATIONAL, OCCUPATIONAL AND CULTURAL NEEDS OF STUDENTS. SPECIAL MATERIALS, PARTICULARLY AUDIOVISUAL, WERE PROVIDED. INDIVIDUAL AND GROUP COUNSELING ACTIVELY INVOLVED THE STUDENT IN PLANNING FOR HIMSELF. OUTSIDE SPEAKERS FROM DIFFERENT ETHNIC GROUPS IMPROVED STUDENTS' SELF-IMAGE AND ASPIRATION LEVELS. THERE WAS A BENEFIT IN ENCOURAGING AN EXPERIMENTAL ATTITUDE IN THE TEACHERS. INSERVICE EDUCATION OF THE STAFF WAS IMPORTANT. TEACHERS WERE INVOLVED IN PLANNING AND IMPLEMENTATION OF THE COUNSELING PROGRAM. STAFF MEMBERS FELT THAT SMALLER CLASSES AND FEWER INSTRUCTIONAL HOURS WERE NEEDED IN ORDER TO PLAN AND PROVIDE BETTER INSTRUCTION. INCREASED RESOURCE STAFF WAS EFFECTIVE AND ESSENTIAL. PRESCHOOL EXPERIENCES WERE VALUABLE TO BOTH PARENT AND CHILD, THE NEED FOR COMMUNITY AGENCIES' INVOLVEMENT WAS STRESSED. ED001467 PILOT PROJECT IN COMPENSATORY EDUCATION. 1965-01-05 81 N/A 1965 2016-11-22

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No Compensatory Education Cultural Enrichment Disadvantaged Health Education Language Skills Parent Participation Preschool Curriculum Preschool Education Psychomotor Skills Resource Materials Social Adjustment Social Development Student Attitudes BOWSER, VELMA AND OTHERS CALIFORNIA California (Fresno) INFORMATION BULLETINS California California (Fresno) Fresno City Unified School District, CA. THE PRESCHOOL PROGRAM ENDEAVORED TO MAKE UP FOR ANY LACK IN THE HOME THAT PREVENTED A CHILD FROM BEING READY FOR KINDERGARTEN. THIS BULLETIN ACQUAINTED PARENTS WITH THE PROGRAM AND WITH THE NEEDS OF PRESCHOOL CHILDREN. ENTRANCE WAS DEPENDENT ON CERTAIN HEALTH REQUIREMENTS AND THE PARTICIPATION OF A PARENT ONE DAY A WEEK. THE 2-, 3-, AND SOME OF THE 4-YEAR-OLDS ATTENDED PART OF THE WEEK, OTHER 4-YEAR-OLDS AND 5-YEAR-OLDS ATTENDED ALL WEEK. GENERAL GOALS FOR THE CHILDREN INCLUDED--(1) TO DEVELOP WHOLESOME ATTITUDES TOWARD SCHOOL, (2) TO ACQUAINT THE CHILD WITH THE EXCITMENT OF LEARNING, AND (3) TO PROMOTE A SATISFYING SELF-IMAGE. SPECIFIC GOALS INCLUDED--TRAINING IN SCHOOL DEPORTMENT, SKILLS IN LANGUAGE AND VOCABULARY, EYE-HAND COORDINATION, VARIED BROADENING EXPERIENCES NOT OFFERED IN THE HOME, MOTOR AESTHETIC AND SOCIAL DEVELOPMENT, AND HEALTH EDUCATION. PERIODIC RECORDS OF EACH CHILD WERE MADE BY PARENT, TEACHER AND NURSE. THE DAILY PROGRAM FOR EACH GROUP WAS DESCRIBED. ADVICE WAS GIVEN TO MOTHERS AS TO HOW TO ACT WITH THEIR CHILDREN WHILE THEY WERE PARTICIPATING. PARENTS LEARNED ABOUT THE SPECIFIC NEEDS AND ABILITIES OF PRESCHOOL CHILDREN AND DEVELOPED SKILLS FOR HOME GUIDANCE. CHARACTERISTICS, ACTIVITIES ENJOYED, AND NEEDS OF EACH AGE LEVEL TAKING PART WERE LISTED. RESOURCE MATERIALS HELPFUL TO PARENTS WERE SUGGESTED. ED001468 THE COMPENSATORY EDUCATION PROGRAM PRESCHOOL DEPARTMENT GUIDE FOR 1965-1965. 1965-00-00 66 N/A 1965 2016-11-22

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No Compensatory Education Demonstration Programs Pilot Projects CALIFORNIA California (Pasadena) California (Los Angeles) California (San Diego) California (Fresno) California (San Bernardino) California (Merced) California (San Francisco) California (Oakland) California California (Fresno) California (Los Angeles) California (Oakland) California (Pasadena) California (San Bernardino) California (San Diego) California (San Francisco) COMPENSATORY EDUCATION PILOT PROJECTS BEING CONDUCTED IN CALIFORNIA WERE LISTED. SOME OF THE SCHOOL DISTRICTS INVOLVED WERE BERKELEY UNIFIED, BISHOP UNION ELEMENTARY, FRESNO CITY, LOS ANGELES CITY, MERCED CITY, OAKLAND UNIFIED, PASADENA UNIFIED, RIVERSIDE COUNTY, SAN BERNARDINO, SAN DIEGO UNIFIED, AND SAN FRANCISCO. FOR EACH OF THE SCHOOL DISTRICTS, NAMES AND ADDRESSES OF THE SUPERINTENDENTS OF SCHOOLS AND THE DIRECTOR OF THE COMPENSATORY EDUCATION PROJECT WERE GIVEN. ED001469 COMPENSATORY EDUCATION PILOT PROJECTS. 3 N/A 1965 2016-11-23

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No Compensatory Education Cultural Enrichment Disadvantaged Elementary Education Field Trips Instructional Materials Language Skills Perceptual Development Student Improvement Student Motivation California (San Francisco) CALIFORNIA California California (San Francisco) San Francisco Unified School District, CA. THE SAN FRANCISCO UNIFIED SCHOOL DISTRICT COMPENSATORY EDUCATION PROJECT PROVIDED OPPORTUNITIES IN CULTURALLY DEPRIVED NEIGHBORHOODS. INCLUDED IN THE PROJECT WERE YOUTHS FROM PREDOMINANTLY CHINESE, NEGRO,AND SPANISH-SPEAKING BACKGROUNDS. FIELD TRIPS WERE PROVIDED TO BUILD EXPERIENCE AND KNOWLEDGE. IT WAS ANTICIPATED THAT THROUGH EXTENDED EXPERIENCES OUTSIDE THE SCHOOL, THE PROGRAM WOULD PROVIDE FOR DEVELOPMENT OF LANGUAGE SKILLS, INCREASED MOTIVATION, BROADENED CULTURAL BACKGROUND, AND IMPROVED SELF-IMAGE. THE ENTIRE PROGRAM CALLED FOR TRIPS INTO THE COMMUNITY, WITH PRE- AND POST-ACTIVITIES RELATED TO THE LEARNING PROCESS. MATERIALS HELPED THE TEACHER HIGHLIGHT THE TRIP AND BUILD EXPERIENCES IN THE CLASSROOM WHICH WOULD READY THE CHILDREN FOR THE TRIP. RESULTS SHOWED THAT THE CHILDREN'S VISUAL ACUITY AND AUDITORY PERCEPTION HAD IMPROVED THROUGH REAL EXPERIENCES IN OBSERVATION AND LISTENING. ALSO THERE WAS EVIDENCE OF IMPROVED COLOR SENSE AND LANGUAGE PATTERN FACILITY. CHILDREN APPEARED TO BE MORE CURIOUS AND BECAME MORE TALKATIVE. ED001470 SAN FRANCISCO UNIFIED SCHOOL DISTRICT COMPENSATORY EDUCATION, PROJECT NARRATIVE REPORT 1963-1964. 1964-00-00 2 N/A 1965 2016-11-22

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No American Indians Compensatory Education Cultural Background Field Trips Parent Education Preschool Education Psychological Testing Social Adjustment GARDNER, SIDNEY L. Paiute (Tribe) CALIFORNIA California Bishop Union Elementary School District, CA. THE BISHOP UNION ELEMENTARY SCHOOL DISTRICT COMPENSATORY EDUCATION PROJECT PROPOSED TO STUDY THE SOCIOECONOMIC AND ANTHROPOLOGIC IMPACT OF THE PIUTE INDIAN CULTURE ON THE EDUCATIONAL DEVELOPMENT OF THE CHILDREN AS IT RELATED TO LEARNING IN THE FORMAL EDUCATIONAL ENVIRONMENT. A PRESCHOOL PROGRAM FOR 4-YEAR-OLDS WAS ESTABLISHED, AND PARENT EDUCATION WAS PROVIDED, WITH AN EMPHASIS ON THE IMPORTANCE OF CHILDREN'S COMPLETING AN EDUCATIONAL PROGRAM. ACTIVITIES INCLUDED A CLASS FOR 4-YEAR-OLD INDIAN CHILDREN WHICH MET FOR 2 HOURS DAILY IN A KINDERGARTEN ROOM. THIS CLASS CENTERED ON EDUCATIONAL READINESS AND TRAINING IN CLASSROOM AND SCHOOL ROUTINES. INDIVIDUAL TESTING BY THE DISTRICT PSYCHOLOGIST WAS COMPLETED FOR EACH BOY AND GIRL. FIELD TRIPS WERE SCHEDULED, AND MONTHLY MEETINGS FOR PARENTS WERE HELD TO DISCUSS THE PROGRAM OF THE CLASSES. INDIVIDUAL AND SMALL GROUP REMEDIAL INSTRUCTION WAS GIVEN TO UPGRADE ACHIEVEMENT OF THE INDIAN PUPILS WHO TESTED BELOW GRADE LEVEL. ONE OF THE MOST BENEFICIAL RESULTS WAS THE INCREASED INTEREST OF THE INDIAN BOYS AND GIRLS AND THEIR PARENTS IN THE SCHOOL AND ITS PROGRAM. ENTHUSIASM OF THE CHILDREN DEMONSTRATED THE SUCCESS OF THE PROGRAM. ED001471 BISHOP UNION ELEMENTARY SCHOOL DISTRICT COMPENSATORY EDUCATION, PROJECT NARRATIVE REPORT 1963-64. 1964-10-30 1 N/A 1965 2016-11-22

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No Community Resources Compensatory Education Counseling Services Evaluation Health Services Inservice Teacher Education Parent Education Preschool Education Reading Improvement Study Centers CARLSON, ARTHUR G. WALKER, EVELYNNE California California (Fresno) California California (Fresno) Fresno City Unified School District, CA. WEST FRESNO, A DEPRESSED URBAN AREA WITH HOUSING AND ECONOMIC PROBLEMS, HAD CERTAIN SOCIAL FRICTIONS BETWEEN THE TWO MINORITY GROUPS OF THE AREA, NEGROES AND MEXICANS. ONE OF THE STRENGTHS OF THE NEIGHBORHOOD WAS THE CONCERN OF SOME PARENTS AND LAY GROUPS FOR THE YOUTH AND THEIR PROBLEMS. A BREAKTHROUGH PROJECT WAS PROPOSED FOR SIX ELEMENTARY SCHOOLS, ONE JUNIOR AND ONE SENIOR HIGH SCHOOL. THE DROPOUT RATE WAS HIGH AND READING LEVELS IN ALL GRADES WERE LOW. IN ORDER TO RAISE THE ACHIEVEMENT LEVEL AND THE EDUCATIONAL AND VOCATIONAL EXPECTANCY OF THE WEST SIDE, THE PROPOSAL AIMED (1) TO DEVELOP AN INSERVICE PROGRAM TO HELP TEACHERS UNDERSTAND THE CULTURALLY DIVERSE CHILD AND WAYS OF HANDLING ATTITUDES OF THE CHILD, HIS PARENTS AND THE COMMUNITY, (2) TO ORGANIZE A CITIZENS ADVISORY COMMITTEE TO HELP FIND SOLUTIONS TO SCHOOL PROBLEMS, (3) TO EXTEND SOCIO-PSYCHOLOGICAL SERVICES, (4) TO ESTABLISH A PARENT-COOPERATIVE NURSERY SCHOOL PROVIDING NEEDED EXPERIENCES FOR PRESCHOOL CHILDREN AND PARENT EDUCATION ON THE CULTURAL, PHYSICAL, EMOTIONAL, AND EDUCATIONAL NEEDS OF PRESCHOOL CHILDREN, (5) TO ENCOURAGE SCHOOL- AND PARENT-SPONSORED ACTIVITIES FOR CULTURAL ENRICHMENT SUCH AS FIELD TRIPS, CONCERTS, AND SPEAKERS, (6) TO PROVIDE STUDY HALL FACILITIES AND TUTORING SERVICES IN THE EVENINGS, (7) TO EXTEND PARENT EDUCATION TO MEET THE SPECIFIC NEEDS OF IN-MIGRANT PARENTS, AND (8) TO INVOLVE FRESNO STATE COLLEGE AND THE MANY SERVICE ORGANIZATIONS OF THE AREA IN THIS EFFORT. EVALUATIONS AND PROCEDURES FOR EACH OF THE PROGRAMS DEVELOPED IN THIS PROJECT WERE DESCRIBED. JUNIOR HIGH SCHOOL PARTICIPATION INCLUDED HELPING WITH THE PRESCHOOL AND TAKING FIELD TRIPS. THE INSERVICE TEACHER EDUCATION PROGRAM EMPHASIZED CURRICULUM DEVELOPMENT, AND PARTICIPATION IN TRAINING MEETINGS AND OUT-OF-DISTRICT WORKSHOPS. A READING PROGRAM AND A BIG BROTHER PROGRAM INVOLVING CITIZENS WERE ALSO UNDERTAKEN. ED001472 COMPENSATORY EDUCATIONAL EVALUATION BOOKLET FOR 1964-1965. 1965-00-00 83 N/A 1965 2016-11-22

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No Aspiration Grade 8 Junior High School Students Questionnaires Socioeconomic Background Student Adjustment Student Attitudes Student Records WALDO, LESLIE C. WALLIN, PAUL CALIFORNIA California (Stanford) California California (Stanford) Stanford Univ., CA. AN EXPLANATION OF DIFFERENCES AMONG EIGHTH GRADE BOYS AND GIRLS IN REGARD TO THEIR LEVEL OF EDUCATIONAL ASPIRATION AND THEIR ADJUSTMENT IN THE SCHOOL SITUATION WAS PRESENTED. THE STUDENTS STUDIED ATTENDED SEVEN DIFFERENT JUNIOR HIGH SCHOOLS. FOUR OF THE SCHOOLS WERE PREDOMINANTLY COMPOSED OF CHILDREN FROM MIDDLE-CLASS FAMILIES, AND THREE, OF CHILDREN FROM WORKING-CLASS BACKGROUNDS. ONE SCHOOL WAS ALMOST ENTIRELY NEGRO. THE DATA WERE COLLECTED THROUGH TWO QUESTIONNAIRES. STANDARDIZATION OF CONDITIONS OF ADMINISTRATION OF THE QUESTIONNAIRES WAS STRESSED AND TEACHERS WERE GIVEN PRINTED INSTRUCTIONS WHICH THEY READ TO THEIR CLASSES. DATA WERE ALSO COLLECTED FROM SCHOOL RECORDS, INCLUDING CHILDREN'S SCORES ON A STANDARD ACHIEVEMENT OR INTELLIGENCE TEST, THEIR GRADES IN INDIVIDUAL SCHOOL SUBJECTS, THEIR ABSENCES FROM SCHOOL BECAUSE OF ILLNESS, THEIR VISITS TO SCHOOL NURSE, AND THEIR FATHERS' AND MOTHERS' OCCUPATIONS. RATINGS OF THE CHILDREN BY TEACHERS WERE ALSO OBTAINED. VARIABLES OF THE STUDY INCLUDED EDUCATIONAL GOALS, MOTIVATION TO GO TO COLLEGE, AND CERTAINTY OF GOING TO COLLEGE. CONCLUSIONS SHOWED THAT THE MOST IMPORTANT INFLUENCE LEADING YOUNG ADOLESCENTS TO ADOPT HIGH, OR LOW, LONG-TERM EDUCATIONAL ASPIRATIONS WAS CENTERED IN THE FAMILY, PARENTAL EDUCATIONAL GOALS AND ASPIRATIONS FOR THEIR CHILD SHAPE THEIR CHILD'S OWN ASPIRATIONS. RESULTS INDICATED THAT THE MODEL SOCIAL STATUS OR CLIMATE OF ASPIRATION OF THE SCHOOL HAD LITTLE, IF ANY, EFFECT IN MODIFYING THE LEVEL OF ASPIRATION CHILDREN ACQUIRED IN THE HOME. APPENDICES INCLUDED TABLES AND CALCULATIONS. ED001473 SOCIAL CLASS BACKGROUND OF 8TH GRADE PUPILS, SOCIAL CLASS COMPOSITION OF THEIR SCHOOLS, THEIR ACADEMIC ASPIRATIONS AND SCHOOL ADJUSTMENT. 1964-00-00 234 N/A 1965 2016-11-22

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No Adult Education Adult Literacy Beginning Reading Illiteracy Individual Instruction Programed Instruction Programed Instructional Materials Reading Instruction Teaching Methods BLYTH, JOHN W. AND OTHERS DIEBOLD LITERACY PROJECT NEW YORK New York (New York) New York New York (New York) Tougaloo Coll., MS. Diebold Group, Inc., New York, NY. THE PRONOUNS INTRODUCED IN LESSON 8 ARE REVIEWED THROUGH QUESTIONS AND ANSWERS. A DOUBLE QUESTION IS USED AND EXTENDED IN TWO SEPARATE FRAMES. THE FIRST QUESTION CONTAINS THE NEW WORD "WHO" AND IS SPOKEN BY A HELPER. AN EXAMPLE OF PRONOUN REVIEW IS "WHO IS THIS."--THE PICTURE DISPLAYS A THIN MAN IN A ROOM. "THIS IS THE THIN MAN. WHERE IS HE." THE PICTURE REMAINS THE SAME. "HE IS IN THE ROOM.""WHAT" IS INTRODUCED. PHONETIC ASSOCIATION IS DRAWN BETWEEN "WHAT,""WHERE," AND "WHITE." ED001474 BASIC LITERACY READING, UNIT 1, LESSON 9. 1964-00-00 112 N/A 1965 2016-11-22

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No Adult Education Adult Literacy Beginning Reading Illiteracy Individual Instruction Programed Instruction Programed Instructional Materials Reading Instruction Teaching Methods BLYTH, JOHN W. AND OTHERS DIEBOLD LITERACY PROJECT New York (New York) NEW YORK New York New York (New York) Tougaloo Coll., MS. Diebold Group, Inc., New York, NY. THE INTRODUCTION OF PRONOUNS IS CONTINUED. "HIM" AND "HER" ALONG WITH THE POSSESSIVE "S" ARE INTRODUCED. THROUGH THE INTRODUCTION OF THE POSSESSIVE CASE, THE LESSON ALSO CONTRIBUTES TO THE DEVELOPMENT OF THE CHARACTERS WHO APPEAR IN THIS AND EARLIER LESSONS. INFORMATION ABOUT THE CHARACTERS IS PRESENTED. FOR EXAMPLE, PICTURE ASSOCIATION SHOWS THE HOUSE TO BE THE MAN'S. THIS FACT THEN BECOMES PART OF THE VOCABULARY. "HIS,""HER," AND "HE" ARE ASSOCIATED PHONETICALLY. ED001475 BASIC LITERACY READING, UNIT 1, LESSON 10. 1964-00-00 130 N/A 1965 2016-11-22

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No Adult Education Adult Literacy Beginning Reading Illiteracy Individual Instruction Programed Instruction Programed Instructional Materials Reading Instruction Teaching Methods BLYTH, JOHN W. AND OTHERS New York (New York) DIEBOLD LITERACY PROJECT NEW YORK New York New York (New York) Tougaloo Coll., MS. Diebold Group, Inc., New York, NY. LESSON 7 BEGINS THE SECOND QUESTION AND ANSWER SEQUENCE IN THE FIRST UNIT. THE FUNCTION OF THIS SEQUENCE IS TO REVIEW ALL THE PREPOSITIONS INTRODUCED IN LESSON 6. THE NEW WORD "WHERE" IS INTRODUCED BY THE HELPER'S ASKING A QUESTION CONTAINING THE WORD "WHERE." THE STUDENT ANSWERS BY READING THE ANSWER UNDER THE PICTURE. THE NEXT SEQUENCE FORCES A CHOICE BETWEEN TWO POSSIBLE ANSWERS REQUIRING A DISCRIMINATION BETWEEN PREPOSITIONS. "WHERE" THEN APPEARS IN THE STUDENT READING. PAIRING OF PHONETIC ELEMENTS IN WORDS SUCH AS WHERE AND WHITE IS BEGUN. STORY FRAMES PROVIDE PRACTICE WITH NEW WORDS BY INCLUDING SHORT DESCRIPTIONS OF PICTURES. ED001476 BASIC LITERACY READING, UNIT 1, LESSON 7. 1964-00-00 125 N/A 1965 2016-11-22

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No Adult Education Adult Literacy Illiteracy Individual Instruction Programed Instruction Reading Instruction Verbal Communication Vocabulary NEW YORK DIEBOLD LITERACY PROJECT New York (New York) New York New York (New York) Diebold Group, Inc., New York, NY. THE INITIAL PHASE IS TO SEEK THE SYNTACTIC PATTERNS MOST COMMONLY USED IN THE SUBJECTS' VERBAL COMMUNICATION. THESE COMMON PATTERNS ARE REFERRED TO AS STRUCTURAL VOCABULARY. ONCE LEARNED, THESE WORDS PROVIDE SYNTACTIC SUPPORT TO AID THE STUDENT IN THE RECOGNITION OF OTHER WORDS WITHIN SENTENCE ORDER. ADULTS NEED IMMEDIATE CONFIRMATION OF THEIR PROGRESS, AND EVIDENCE OF USEFUL "PAYOFF" IN THEIR LEARNING EFFORTS. THEREFORE, THE INITIAL APPROACH STRESSES READING OF MEANINGFUL LANGUAGE UNITS. FROM THE PRESENTATION OF MANY EXAMPLES OF SIGHT-SOUND CORRESPONDENCES, THE STUDENT IS ABLE TO CONNECT THE CUES WITH NEW WORDS. ADDITIONAL WORDS ARE ADDED TO THE NOUNS INTRODUCED, SUCH AS "THE" AND "IS" AND VARIOUS ADJECTIVES. THE SENTENCES ARE REARRANGED INTO QUESTIONS TO WEAN THE STUDENT GRADUALLY FROM DEPENDENCE ON THE PICTURE. THE PICTURES ARE THEN USED AS GENERAL CUES TO THE MATERIAL BEING READ. DEVELOPMENTAL TESTING HAS SHOWN THAT ACTION VERBS IN ADDITION TO STATE-OF-BEING VERBS CONNECTED WITH INTERESTING PICTURES, ARE NEEDED TO MAINTAIN STUDENT INTERESTS AND MOTIVATION. THE PRESENT VERSION DOES NOT INTRODUCE WRITING SKILLS, BUT LATER UNITS ARE PLANNED THAT WILL INTRODUCE WRITING IN CONJUNCTION WITH NUMBER SKILLS. IN ORDER TO PRESENT THE PROGRAMED MATERIAL, A SYSTEM WAS DEVELOPED WHICH UTILIZES A LITERATE BUT UNTRAINED HELPER WHO READS DIRECTIONS AND GIVE AUDITORY CLUES. AS THE PROGRAM PROGRESSES, THE NEED FOR THE HELPER DECREASES. SUPPLEMENTARY MATERIALS, SUCH AS A STORY BOOK USING THE VOCABULARY DEVELOPED IN THE FIRST 12 LESSONS, ARE USED TO REVIEW THE BASIC MATERIAL. ED001477 AN ANALYSIS OF THE DIEBOLD PROGRAMED INSTRUCTION COURSE TO TRAIN ILLITERATE ADULTS. 51 N/A 1965 2016-11-22

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No Adult Education Adult Literacy Beginning Reading Illiteracy Individual Instruction Programed Instruction Programed Instructional Materials Reading Instruction Teaching Methods BLYTH, JOHN W. AND OTHERS New York (New York) DIEBOLD LITERACY PROJECT New York (New York) Tougaloo Coll., MS. Diebold Group, Inc., New York, NY. THE LESSON INTRODUCES THE LAST POSSESSIVE PRONOUN FOR THIS UNIT, THE WORD "THEIR." THE POSSESSIVE CASE AND ALL THE POSSESSIVE RELATIONSHIPS BETWEEN CHARACTER AND OBJECTS ARE THEN REVIEWED IN A QUESTION AND ANSWER SEQUENCE. THE WORD "WHOSE" IS CONTAINED IN SOME QUESTIONS. FINALLY, THE LESSON INTRODUCES "QUESTION" AND "ANSWER" AS NECESSARY VOCABULARY FOR THE INTRODUCTION OF SELF-INSTRUCTION DIRECTIONS IN THE NEXT LESSON. ED001478 BASIC LITERACY READING, UNIT 1, LESSON 11. 1964-00-00 100 N/A 1965 2016-11-22

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No Adult Education Adult Literacy Beginning Reading Illiteracy Individual Instruction Programed Instruction Programed Instructional Materials Reading Instruction Teaching Methods BLYTH, JOHN W. AND OTHERS New York (New York) NEW YORK New York New York (New York) Tougaloo Coll., MS. Diebold Group, Inc., New York, NY. THE NAMES OF FOUR FOODS - CORN, MILK, BREAD, AND HAM - ARE INTRODUCED BY LINKING THEM WITH PICTURES. A NEW ARTICLE, "THIS," IS INTRODUCED. DISCRIMINATION IS DRAWN BETWEEN "THIS" AND "THE." A SEQUENCE TEACHES THE DIAGRAPH "TH." THE ARTICLE "A" AND THE VERB "ARE" ARE INTRODUCED. THE STUDENT UNDERLINES NEW WORDS, AND THE RESPONSES ARE STRENGTHENED THROUGH PRACTICE IN SILENT READING. ED001479 BASIC LITERACY READING, UNIT 1, LESSON 5. 1964-00-00 107 N/A 1965 2016-11-22

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No Adult Education Adult Literacy Beginning Reading Illiteracy Individual Instruction Programed Instruction Programed Instructional Materials Reading Instruction Teaching Methods BLYTH, JOHN W. AND OTHERS New York (New York) DIEBOLD LITERACY PROJECT NEW YORK New York New York (New York) Tougaloo Coll., MS. Diebold Group, Inc., New York, NY. THE NOUNS--TABLE, DOOR, ROOM, HOUSE, AND BED--ARE INTRODUCED BY PRESENTING THEM WITH APPROPRIATE PICTURES. THE RELATIONSHIP IS MADE STRONGER BY A DEMAND FOR RECOGNITION IN SITUATIONS WHERE NOUNS ARE COMPARED AND CONTRASTED TO PICTURES. "THE" AND "AND" ARE INTRODUCED BY VISUAL AND ORAL CUES FROM A HELPER. FURTHER DISCRIMINATION IS BUILT UP FOR THESE WORDS BY CONFIGURATION TRAINING, THE LINKING OF THE SHAPE OF THE WORD TO A GEOMETRIC FORM. TESTS ARE INCLUDED FOR RESPONSES TO THESE WORDS IN ISOLATION, WITHOUT VERBAL OR PICTURE CUES. ED001480 BASIC LITERACY READING, UNIT 1, LESSON 2. 1964-00-00 247 N/A 1965 2016-11-23

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No Adult Education Adult Literacy Autoinstructional Aids Beginning Reading Black Education Illiteracy Language Skills Programed Instructional Materials Reading Instruction Reading Skills Teaching Methods BLYTH, JOHN W. NEW YORK DIEBOLD LITERACY PROJECT New York (New York) New York New York (New York) Diebold Group, Inc., New York, NY. THE GREATEST PROBLEM FACING EDUCATION TODAY IS THE ERADICTION OF ILLITERACY IN OUR OWN AND OTHER COUNTRIES. TEACHING READING TO ILLITERATE ADULTS IS PRIMARILY A MATTER OF ESTABLISHING THE PROPER CORRELATION BETWEEN THE ELEMENTS OF THE WRITTEN LANGUAGE, WHICH ARE UNKNOWN TO THEM, AND ELEMENTS OF THE SPOKEN LANGUAGE ALREADY IN THEIR REPERTOIRE. THE IMMEDIATE OBJECTIVES OF THE PRESENT PROJECT ARE LIMITED TO THE READING AND COMPREHENSION OF SENTENCES WITH RELATIVELY SIMPLE STRUCTURES, RECOGNITION READING OF A SPECIFIED NUMBER OF WORDS, AND THE ABILITY TO USE STRUCTURE AND CONTEXT CUES TO READ NEW WORDS THAT ARE ALREADY PART OF THE SPOKEN VOCABULARY. THE PRINCIPAL TECHNIQUES TAUGHT ARE WORD RECOGNITION, PICTURE AND VERBAL CONTEXT, PHONETIC ANALYSIS, AND STRUCTURAL ANALYSIS. THE PROGRAM CONSISTS OF A "DOUBLE TRACK," ONE TRACK CONSISTS OF READING EXERCISES, PICTURES, AND RESPONSES FOR THE LEARNER. A PARALLEL TRACK IS FOR A LITERATE HELPER FROM THE SAME LANGUAGE GROUP AS THE LEARNER. IT IS HOPED THAT ONCE A FORMAT IS PERFECTED IN ONE LANGUAGE IT CAN BE GENERALIZED WITH ONLY SLIGHT MODIFICATIONS TO OTHER LANGUAGES AS WELL. AN INITIAL PROGRAM IS BEING PLANNED WITH ADULT ILLITERATE NEGROES IN THE DELTA REGION OF MISSISSIPPI. ED001481 PROGRAMING BASIC VERBAL SKILLS. 1964-04-02 25 N/A 1965 2016-11-22

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No Adult Education Adult Literacy Autoinstructional Aids Beginning Reading Black Education Illiteracy Individual Instruction Programed Instructional Materials Reading Instruction Reading Skills Teaching Methods CROHN, BURRILL L. NEW YORK New York (New York) DIEBOLD LITERACY PROJECT New York New York (New York) Diebold Group, Inc., New York, NY. ADULT ILLITERACY RESULTS FROM POVERTY, AND, MANY TIMES, SUPPRESSION. ILLITERACY IS SELF-MAINTAINING BECAUSE ILLITERATES CANNOT GAIN NEW KNOWLEDGE OR FULLY PARTICIPATE IN ECONOMIC, CULTURAL OR POLITICAL LIFE OF THEIR SOCIETY. THE PROJECT WAS AN ATTEMPT TO APPLY THE PRINCIPLES OF PROGRAMED INSTRUCTION TO THE TEACHING OF READING TO ADULT ILLITERATES. THE TARGET POPULATION AREA WAS A NEGRO RURAL REGION OF MISSISSIPPI IN WHICH 91 PERCENT OF THE ADULTS WERE ILLITERATE. OBJECTIVES OF THE PROGRAMED MATERIALS WERE TO ENABLE THE SUBJECT TO RECOGNIZE A WORD BY SIGHT AND TO READ ALOUD A NUMBER OF WORDS WITHOUT PICTORIAL OR CONTEXTUAL SUPPORT, AND TO DEVELOP OTHER BEGINNING READING SKILLS SUCH AS PHONETICS AND ABILITY TO RECOGNIZE UN FAMILIAR WORDS FROM CONTEXT. THE MATERIALS DEVELOPED THUS FAR SEEK TO PROVIDE A MINIMUM NUMBER OF WORDS--WORDS ALREADY IN THE LEARNER'S SPOKEN VOCABULARY--AS RECOGNITION VOCABULARY TO BE USED, IN TURN, AS MODELS FOR EXERCISES IN STRUCTURAL AND PHONETIC ANALYSIS. THE MATERIAL IS PRESENTED IN A DOUBLE TRACK PROGRAM. ONE TRACK PROVIDES THE BASIC FORMAT OF THE BOOKS. TO PROVIDE AUDITORY STIMULI, SUPPLY DIRECTIONS, ASSESS ORAL RESPONSES AND PROVIDE ORAL REINFORCEMENT, A SECOND TRACK RUNS PARALLEL TO THE FIRST. IT UTILIZES A HELPER WHO MUST BE A LITERATE ADULT. INITIAL WORDS WERE ALL COMMON NOUNS, CHOSEN FOR THEIR CONFIGURATION AND PHONETIC EASE, THEIR INCIDENCE IN THE VOCABULARY OF THE TARGET POPULATION, AND THEIR RELEVANCE AS MODELS FOR LATER LESSONS. THE WORDS WERE SUPPORTED BY PICTURES AND THE NAME SPOKEN BY THE HELPER. THROUGH A SERIES OF DISCRIMINATIONS, THESE CUES WERE FADED, AND THE TERMINAL FRAME FOR THE SEQUENCE ASKED THE STUDENT HIMSELF TO READ THE ISOLATED WORD ALOUD. ED001482 THE DIEBOLD LITERACY PROJECT--PROGRAMS FOR THE ILLITERATE ADULTS. 1964-00-00 4 N/A 1965 2016-11-22

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No Adult Education Delinquent Rehabilitation Employment Potential Environmental Influences Literacy Literacy Education Programed Instructional Materials Socioeconomic Background Accelerated Progressive Choice Reading Program DISTRICT OF COLUMBIA District of Columbia Institute of Educational Research, Washington, DC. A HIGH SPEED, LOW COST SYSTEM OF TRAINING AND EDUCATION WHICH CAN PROVIDE LITERACY SKILLS, JOB SKILLS, AND ACADEMIC SKILLS TO MEMBERS OF DELINQUENOGENIC COMMUNITIES WAS SOUGHT. SHORT UNITS OF PROGRAMED MATERIAL REQUIRED A RESPONSE TO THE TEXT AFTER WHICH IT FEEDS BACK THE ADEQUACY AND RELEVANCY OF THE LEARNER'S RESPONSE. POST-READING SKILLS, BASIC SCIENCE AND MATH, AND BASIC ELECTRICITY FOLLOW THE BASIC READING PROGRAM. UNDERLYING THE PROGRAM IS THE ASSUMPTION THAT LITERACY IS A PRECONDITION OF EMPLOYABILITY. READING SHOULD PROVIDE A NEW SELF-CONCEPT OF WORTH. THE EVALUATION WILL ATTEMPT TO DETERMINE, THE COMPARATIVE EFFECTIVENESS OF THE PROGRAM IN A COMMUNITY AND IN AN INSTITUTIONAL SETTING, THE NEEDED TIME TO BRING LITERACY TO A 6TH GRADE LEVEL, AND THE PRACTICALITY OF THE PROGRAM IN TEACHER TRAINING AND EXPENSE. THE EVALUATION PROCESS WILL SELECT FACILITIES AND SUBJECTS FOR EXPERIMENTAL AND CONTROL GROUPS, WILL PRETEST, WILL IMPOSE THE EXPERIMENTAL VARIABLE (PROGRESSIVE READING PROGRAM), WILL POST-TEST, WILL ANALYZE DATA, AND WILL INCLUDE DATA INTERPRETATION AND PRELIMINARY REPORTING IN A FINAL REPORT. ED001483 PROGRESSIVE CHOICE PROGRAMMING FOR DELINQUENOGENIC COMMUNITIES, PHASE II--VALIDATION OF THE BASIC LITERACY PROGRAM. 1963-00-00 30 N/A 1965 2016-11-22

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No Adult Education Aspiration Audiovisual Aids Literacy Education Motivation Techniques Teaching Guides New York (Brooklyn) NEW YORK New York New York (New York) New York City Board of Education, Brooklyn, NY. MATERIAL IS PRESENTED TO SERVE AS A MEANS OF HELPING TEACHERS TO MOTIVATE AND GUIDE ENGLISH SPEAKING, UNDER-EDUCATED ADULTS TOWARDS GREATER ASPIRATIONAL FULFILLMENT. THE BASIC SKILLS ARE TAUGHT WITH RESPECT TO THE NEEDS, INTEREST AND EXPERIENCE OF THE STUDENTS. SOCIAL STUDIES AND ELEMENTARY SCIENCE UNDERSTANDING PROVIDE THE CONTEXTUAL BACKGROUND FOR THE LITERACY TEACHING. DETAILED TECHNIQUES AND COURSE OUTLINES ARE PRESENTED FOR BEGINNING THROUGH ADVANCED LEVELS. TEACHING AIDS SUCH AS AUDIOVISUAL MATERIAL AND READING MACHINES ARE INCLUDED IN SOME TEACHING SEQUENCES. ED001484 CONDUCTING A PROGRAM OF BASIC EDUCATION WITH ADULTS. 1965-00-00 86 N/A 1965 2016-11-23

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No Adult Education Adult Literacy Beginning Reading Illiteracy Individual Instruction Programed Instruction Programed Instructional Materials Reading Instruction Teaching Methods BLYTH, JOHN W. AND OTHERS NEW YORK DIEBOLD LITERACY PROJECT New York (New York) New York New York (New York) Tougaloo Coll., MS. Diebold Group, Inc., New York, NY. LESSON 4 BEGINS THE INTRODUCTION OF QUESTIONS AND ANSWERS. THE HELPER BEGINS BY ASKING A QUESTION. THE STUDENT RESPONDS BY READING THE SENTENCE INTRODUCED IN THE LAST LESSON. NEXT, THE QUESTIONS ARE READ BY THE STUDENT. PUNCTUATION IS INTRODUCED--QUESTION MARKS DENOTING QUESTIONS AND PERIODS INDICATING ANSWERS. THEN THE STUDENT IS ASKED TO READ A QUESTION AND CHOOSE FROM TWO ANSWERS. QUESTIONS BECOME MORE COMPLEX WITH THE INTRODUCTION OF "OR.""THIN" IS INTRODUCED WITHOUT A PICTURE CUE. IT IS DISCOVERED FROM THE ASSOCIATION WITH ITS OPPOSITE. DISCOVERY OF INDIVIDUAL LETTERS IS BEGUN AND THE STUDENT REALIZES THAT THE SAME LETTER IS USED IN DIFFERENT WORDS. ED001485 BASIC LITERACY READING, UNIT 1, LESSON 4. 1964-00-00 172 N/A 1965 2016-11-22

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No Publications Reading Comprehension Reading Improvement Reading Instruction Reading Processes Reading Rate Reading Research Reading Skills KOEHLER, WARREN B. EFFORTS TO LEARN HOW THE ARRANGEMENTS OF THE PRINTED TEXT AFFECTS READING EFFICIENCY WERE SUMMARIZED. SEVERAL ASSUMPTIONS WERE BASIC. FIRST, ONE OF THE PURPOSES IS DEFINED AS INVESTIGATION OF ANY IDEA WHICH MIGHT LEAD TO RAISING THE EDUCATIONAL LEVEL. SECOND, IT IS ASSUMED THAT THE DISCOVERY OF A MEANS OF RAISING THE LEVEL OF READING COMPREHENSION WOULD CONTRIBUTE TO A RISE IN THE GENERAL LEVEL OF EDUCATION. FINALLY, IT IS ASSUMED THAT TO READ WELL AND COMPREHEND RAPIDLY ONE MUST READ A TEXT AS THE AUTHOR INTENDED IT TO BE READ. AN EXPERIMENTAL TEXT WAS PREPARED WITH THE MEANINGFUL PHRASES AS SPOKEN ALOUD DIVIDED BY DOUBLE SPACES. THREE SEPARATE EXPERIMENTS INVOLVING USE OF THIS PHRASED TEXT IN COMPARISON WITH A REGULAR, UNPHRASED TEXT WERE ADMINISTERED TO BOYS OF GRADES 7 AND 8. SEVERAL QUESTIONS BASED ON THE ORIGINAL ASSUMPTIONS WERE POSED BEFORE DEVISING THE TESTS AND WERE ANSWERED BASED ON THE RESULTS OF THE THREE SEPARATE EXPERIMENTS. RESULTS INDICATED THAT THE ANSWER TO THE QUESTION, "CAN MOST READERS IMPROVE THEIR READING BY SHIFTING TO A PHRASED TEXT," IS "NO." THE QUESTION OF USING THE MATERIAL DIAGNOSTICALLY, AS A COMPARISON OF A PUPIL'S READING OF BOTH A PHRASED AND UNPHRASED TEXT, IS TENTATIVELY ANSWERED AFFIRMATIVELY. FINALLY, RESULTS SHOW THAT THE EXCELLENT READER WOULD PROBABLY BE HANDICAPPED BY HAVING TO CONFORM TO SOMEONE ELSE'S PHRASING OF HIS PRINTED TEXT. ED001486 PHRASED READING EXPERIMENT. FINAL REPORT. 1960-00-00 5 N/A 1965 8/17/2004 22:12:00 DISA1965

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No Adult Education Adult Literacy Beginning Reading Illiteracy Individual Instruction Programed Instruction Programed Instructional Materials Reading Instruction Teaching Methods EDUCATIONAL SYSTEMS DEPARTMENT NEW YORK New York (New York) DIEBOLD LITERACY PROJECT New York New York (New York) Tougaloo Coll., MS. Diebold Group, Inc., New York, NY. ONE OF THREE STORIES WAS USED AS SUPPLEMENTARY MATERIAL TO THE FIRST UNIT, THIS STORY CONCERNS A BOY WHO IS FORCED TO RAKE LEAVES BY HIS MOTHER. THE TEXT IS DRAMATIZED BY RELATED ILLUSTRATIONS AND USES THE READING VOCABULARY DEVELOPED IN THE FIRST UNIT. ED001487 BASIC LITERACY READING UNIT 1, THREE STORIES. STORY ONE--"THE YOUNG MAN WHO DIDN'T WANT TO WORK." (TITLE SUPPLIED). 1965-00-00 7 N/A 1965 2016-11-22

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No Adult Education Adult Literacy Beginning Reading Illiteracy Individual Instruction Programed Instruction Programed Instructional Materials Reading Instruction Teaching Methods BLYTH, JOHN W. AND OTHERS DIEBOLD LITERACY PROJECT NEW YORK New York (New York) New York New York (New York) Tougaloo Coll., MS. Diebold Group, Inc., New York, NY. THE NAMES OF CLOTHES ARE INTRODUCED - DRESS, SHIRT, TIE, AND HAT - BY LINKING VISUAL AND ORAL CUES TO THE WORDS. FROM A REVIEW OF THE SECOND LESSON, THE PHRASE "THE BIG DAY" IS INTRODUCED (ARTICLE, ADJECTIVE, NOUN). TO THIS PHRASE "IS" IS ADDED. THE STUDENT MUST RECOGNIZE "IS" AS A NEW WORD AND MUST UNDERLINE IT IN THE SENTENCE. THE WORD "IS" IS USED WITH THE PREVIOUSLY LEARNED NOUNS. ATTENTION IS THEN FOCUSED ON THE ADJECTIVES PREVIOUSLY LEARNED. ED001488 BASIC LITERACY READING, UNIT 1, LESSON 3. 1964-00-00 220 N/A 1965 2016-11-22

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No Adult Education Adult Literacy Beginning Reading Illiteracy Individual Instruction Programed Instruction Programed Instructional Materials Reading Instruction Teaching Methods BLYTH, JOHN W. AND OTHERS Diebold Literacy Project New York (New York) NEW YORK New York New York (New York) Tougaloo Coll., MS. Diebold Group, Inc., New York, NY. PICTURES OF FOUR NOUNS ARE INTRODUCED--MAN, WOMAN, CAT, AND DOG. THE NEXT SEQUENCE OF PAGES TEACHES WORD RECOGNITION THROUGH CONFIGURATION. A GEOMETRIC FORM IN THE SHAPE OF THE WORD IS LINKED WITH THE WORD ITSELF, FOLLOWED BY A PICTURE-WORD DISCRIMINATION FOR EACH OF THE FOUR NOUNS. THE WORD IS COMPARED AND CONTRASTED TO PICTURES. THE SERIES THEN ENDS WITH THE STUDENT'S READING THE ISOLATED WORD. ED001489 BASIC LITERACY READING, UNIT I, LESSON I. 1964-00-00 206 N/A 1965 2016-11-22

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No Comprehension Critical Reading Curriculum Guides Instructional Materials Intellectual Development Reading Skills Teaching Methods COOPER, DAVID OREGON PORTLAND Oregon Portland Public Schools, OR. LEARNING THE BASIC SKILLS OF READING AND WRITING IS NOT SUFFICIENT FOR A HIGH SCHOOL EDUCATION. ALL STUDENTS SHOULD COMPREHEND, AND REACT CRITICALLY TO, THE IDEAS AND PROBLEMS ABOUT WHICH THEY READ. STUDENTS WHO WERE CONSIDERED MATURE READERS COULD DISTINGUISH FACT FROM OPINION, DISTINGUISH BETWEEN CONNOTATIVE AND DENOTATIVE LANGUAGE, AND DRAW INFERENCES FROM AND JUDGE THE VALIDITY OF THE IDEAS PRESENTED. THE BEST SOURCES OF MATERIAL TO DEVELOP CRITICAL READING SKILLS WERE JUDGED TO BE NEWSPAPER AND MAGAZINE ARTICLES WHICH REFLECT THE ROLE OF LANGUAGE IN FORMING OPINION, CREATING MISUNDERSTANDINGS, AND ACCENTUATING DIFFERENCES. THE FIRST STEP IN TEACHING CRITICAL READING SKILLS STARTS WITH WORD MEANINGS. TO DEVELOP SUCH SKILLS, STUDENTS MAY EACH DESCRIBE THE SAME PHOTOGRAPH AND DISCUSS HOW THEIR DESCRIPTIONS DIFFER FROM ONE ANOTHER. THE SECOND STEP CONNECTS LANGUAGE AND REALITY, REACTING TO WORDS AS SYMBOLS FOR THINGS AND IDEAS. THE THIRD STEP DISTINGUISHES BETWEEN REFERENTIAL AND NONREFERENTIAL, DESCRIPTIVE AND EMOTIVE LANGUAGE. A SUGGESTED ACTIVITY WAS TO INDICATE WHETHER CERTAIN WORDS HAD FAVORABLE OR UNFAVORABLE CONNOTATIONS. THE FOURTH STEP WAS TO RECOGNIZE THE WRITER'S AND THE READER'S PURPOSES. AN ACTIVITY THAT COULD DEVELOP THIS SKILL WOULD BE TO FIND EXAMPLES OF MATERIAL WRITTEN IN DIFFERENT LANGUAGE STYLES FOR DIFFERENT AUDIENCES, BUT WITH ESSENTIALLY THE SAME PURPOSE. THE FIFTH STEP WAS TO DISTINGUISH AMONG FACTS, JUDGMENT, INFERENCES, AND NORMATIVE STATEMENTS. FOR EXAMPLE, A COPY OF A POLITICAL SPEECH COULD BE TALLIED FOR THE NUMBER OF JUDGMENTS AND OBSERVATIONS IT CONTAINS. THE SEVENTH STEP, THE USE OF METAPHORS, COULD BE EMPHASIZED BY WRITING OUT THE IMAGES EVOKED BY METAPHORS AND COMPARING INDIVIDUAL RESPONSES. THE EIGHTH STEP, CRITICAL READING, WAS THE COMPREHENSION OF WHAT WAS READ IN ORDER TO DRAWN CONCLUSIONS. ED001490 LITERACY IS NOT ENOUGH. 1962-00-00 25 N/A 1965 2016-11-22

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No Adult Education Adult Literacy Beginning Reading Illiteracy Individual Instruction Instructional Materials Programed Instruction Programed Instructional Materials Reading Instruction Teaching Methods DIEBOLD LITERACY PROJECT New York (New York) NEW YORK New York New York (New York) Diebold Group, Inc., New York, NY. THE PROGRAMING USED PRESENTS MATERIAL IN SMALL STEPS WHICH CALL FOR AN ACTIVE RESPONSE FOLLOWED BY AN IMMEDIATE CONFIRMATION. THE THREE-STEP CYCLE IS REPEATED FOR EACH PIECE OF MATERIAL. THIS TYPE OF PROGRAM ALLOWS SELF-PACING, LOW-ERROR RATE, HIGH MOTIVATION AND EASY DEVELOPMENT TESTING. THE PROJECT USED THIS TECHNIQUE TO TEACH READING TO ILLITERATE ADULTS. THE PROGRAM CONSISTS OF A SERIES OF BOOKLETS IN ADDITION TO SUPPLEMENTARY REVIEW EXERCISES. THESE BOOKLETS ARE DESIGNED TO USE ANOTHER PERSON, ANY LITERATE ADULT, TO READ DIRECTIONS TO THE STUDENTS. DURING THE DEVELOPMENTAL STAGES OBSERVERS SOUGHT TROUBLE SPOTS AND AREAS OF DIFFICULTY. FROM PREVIOUS TESTING IT WAS FOUND THAT THE HELPER SHOULD EMPHASIZE NEW WORDS, ARRANGE ADEQUATE BREAK PERIODS, INSURE THAT THE STUDENT UNDERSTANDS BASIC DIRECTIONS, AND PREVENT STUDENTS FROM SPELLING OUT WORDS. HELPERS SHOULD EXPLAIN THE FORMAT OF THE BOOKLETS. INFORMATION PAGES CONTAIN DIRECTIONS AND WORDS FOR THE STUDENT. OFTEN THERE WILL BE A PICTURE TO HELP THE STUDENT TELL WHAT THE WORDS ARE ABOUT. A CONFIRMATION PAGE INDICATES THE CORRECT ACTION TO BE TAKEN ON THE INFORMATION PAGE. PROGRESS CARDS ARE KEPT BY ALL STUDENTS TO INDICATE LESSON TIMES AND PROGRESS TO DATE. A DESCRIPTION OF THE FIRST TWELVE LESSONS IS GIVEN. LESSONS INTRODUCE WORDS, COMPARE THEM WITH OTHERS, AND FINALLY, CALL FOR AN ISOLATED RECOGNITION OF THE WORD. ED001491 THE DIEBOLD LITERACY PROJECT. MATERIALS FOR PROGRAM ADMINISTRATION. 1964-00-00 42 N/A 1965 2016-11-22

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No Adult Education Adult Literacy Autoinstructional Aids Beginning Reading Illiteracy Individual Instruction Programed Instruction Programed Instructional Materials Reading Instruction Teaching Methods BLYTH, JOHN W. AND OTHERS New York (New York) DIEBOLD LITERACY PROJECT NEW YORK New York New York (New York) Tougaloo Coll., MS. Diebold Group, Inc., New York, NY. SELF-INSTRUCTIONAL DIRECTIONS ARE INTRODUCED. THE LESSON BEGINS WITH ORAL REVIEW QUESTIONS. THE PRONOUN "IT" IS USED IN THE ANSWER. THE WORDS "LINE" AND "DRAW" ARE INTRODUCED. THE NEXT SEQUENCE INCLUDES THE INSTRUCTIONS FOR THE STUDENT TO READ SILENTLY. THE STUDENT IS NOT ASKED TO GIVE ANY ORAL RESPONSE. THE HELPER READS ANOTHER SET OF DIRECTIONS TO THE STUDENT INTRODUCING "READ" AND "WRITE" IN TWO SEQUENCES. THE LESSON IS CONCLUDED WITH A SERIES OF SELF-INSTRUCTIONAL FRAMES. ED001492 BASIC LITERACY READING, UNIT 1, LESSON 12. 1964-00-00 115 N/A 1965 2016-11-22

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No American Indians Bilingual Students Cultural Differences Dropout Attitudes Language Skills Spanish Speech Communication Speech Skills Student Attitudes Teaching Guides Teaching Methods LEIGHTON, E. ROBY Arizona (Tucson) ARIZONA Arizona Arizona (Tucson) A SUMMER WORKSHOP CONCERNED WITH THE EDUCATION OF THE SPANISH- AND INDIAN-SPEAKING STUDENTS OF NEW MEXICO AND ARIZONA MET IN TUCSON, ARIZONA, TO ESTABLISH OBJECTIVES REGARDING THESE CHILDREN AND THEIR SPEAKING PROBLEMS. THE STUDENTS WERE DROPPING OUT OF SCHOOL AS A RESULT OF ACADEMIC AND SOCIAL FAILURE AND FRUSTRATION. BICULTURAL GUIDANCE, AN APPROACH INVOLVING BOTH THE TEACHER AND THE COUNSELOR, WAS SUGGESTED. THE BROAD DIFFERENCES IN THE CULTURAL PATTERNS OF VALUE ORIENTATION WERE RECOGNIZED. SOMETIMES THE TEACHER MAY MISJUDGE A STUDENT'S MOTIVATION. THE TEACHER SHOULD REALIZE THAT MANY CULTURALLY DIFFERENT STUDENTS HAVE A HOPELESS ATTITUDE BECAUSE OF A DEEP-SEATED SENSE OF INFERIORITY GROWING FROM THEIR COMPETITION WITH ANGLO-AMERICAN STUDENTS. IN THE AREA OF ORAL COMMUNICATION, THE TEACHER SHOULD EMPHASIZE INTONATION-PITCH, JUNCTURE, AND RHYTHM. HE SHOULD HELP STUDENTS MASTER THE SKILLS OF GRAMMAR, IDIOMS, AND IDIOMATIC USAGE. ENRICHMENT ACTIVITIES, SUCH AS CARDS AND FILMS, SHOULD BE UTILIZED. THE USE OF ART AND DRAMA FOR LANGUAGE LEARNING HAS PROVEN BENEFICIAL IN THE TRANSFERENCE OF SELF-DEVELOPED DRAWINGS TO VERBALIZATION. WITH THE USE OF DRAMATIZATION, A PLOT ONCE ESTABLISHED, COULD MODIFY AND CORRECT POOR SENTENCE PATTERNS. IN ART AND DRAMA, CULTURAL VALUES (DIFFERENCES AND SIMILIARITIES) COULD BE EXPLAINED, DISCUSSED AND EVALUATED. SOME OF THE REASONS THAT SPANISH AND INDIAN STUDENTS HAVE DIFFICULTY WITH LANGUAGE IS THAT THEY EXPERIENCE BASIC CONFUSION ABOUT SPEECH SOUNDS. REMEDIAL PROGRAMS SHOULD BE AIMED AT THE NEEDS OF THESE STUDENTS. ED001493 BICULTURAL LINGUISTIC CONCEPTS IN EDUCATION. A HANDBOOK OF SUGGESTIONS, PRIMARY TO ADULT, FOR THE CLASSROOM TEACHER, THE GUIDANCE COUNSELOR, THE ADMINISTRATOR. 1964-00-00 65 N/A 1965 2016-11-22

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No Disadvantaged Language Ability Language Acquisition Learning Experience Learning Processes Learning Theories Parent Child Relationship Verbal Communication JOHN, VERA P. NEW YORK New York (New York) New York New York (New York) New York Medical Coll., NY. IT WAS SUGGESTED THAT THE CHILD, SURROUNDED BY A SEA OF WORDS, SEQUENTIALLY AND SELECTIVELY ACQUIRES THE NOUNS, VERBS, AND PHRASES OF HIS LANGUAGE AS WELL AS GESTURES, INTONATIONS AND DIALECTS OF THOSE WITH WHOM HE INTERACTS. THE RATE AND BREADTH OF THIS ACQUISITION IS INFLUENCED BY THE NATURE OF HIS VERBAL INTERACTIONS WITH THOSE CHARGED WITH HIS CARE. AS THIS PROCESS UNFOLDS, CERTAIN PREVERBAL EXPERIENCES ARE TRANSFORMED BY LABELING AND CATEGORIZING. THUS LANGUAGE IS A SOCIALLY-CONDITIONED RELATIONSHIP BETWEEN THE CHILD'S INTERNAL AND EXTERNAL WORLDS, AND ONCE WORDS HAVE BECOME MEDIATORS, THE CHILD CAN EFFECTIVELY CHANGE HIS OWN SOCIAL AND MATERIAL REALITY. THE CLASSROOM TEACHER SHOULD CREATE A VARIETY OF LEARNING CONTEXTS BUILT AROUNG EXPERIENCES OF SIGNIFICANCE TO THE CHILDREN OF SOCIALLY AND CULTURALLY DEPRIVED BACKGROUND. MAJOR CONCERN IS WITH THE HYPOTHESIZED SHIFT FROM THE CHILD'S USE OF WORDS FOR LABELING SPECIFIC AND OFTEN SINGLE REFERENTS, TO HIS USE OF WORDS FOR SIGNIFYING CATEGORIES OF OBJECTS, ACTIONS OR ATTRIBUTES. THE MAJOR DISCUSSION QUESTION INITIALLY POSED WAS--IF SUCH A SHIFT OCCURS, DOES IT VARY FROM ONE SOCIAL CONTEXT TO ANOTHER AND WHAT ARE THE CONSEQUENCES OF SUCH VARIATION. ED001494 THE SOCIAL CONTEXT OF LANGUAGE ACQUISITION. 1964-00-00 28 N/A 1965 2016-11-22

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No Disadvantaged Instructional Materials Library Equipment Preschool Education School Administration PROJECT HEAD START Texas (El Paso) TEXAS Texas Texas (El Paso) MISCELLANEOUS ITEMS, STOREROOM SUPPLIES AND LIBRARY MATERIALS FOR PROJECT HEADSTART ARE LISTED AS MATERIALS YET TO BE RECEIVED. AN ITEMIZED ACCOUNT OF ITEMS RECEIVED IS PRESENTED IN CHART FORM REVEALING THE NUMBER OF ITEMS ASSIGNED TO EACH PARTICIPATING SCHOOL. ED001495 A LIST OF MATERIALS FOR HEAD START NOT RECEIVED AND A RECORD OF ITEM RECEIPT BY TEACHERS. (TITLE SUPPLIED). 1965-06-04 3 N/A 1965 2016-11-22

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No Bilingual Students Compensatory Education Cultural Background Cultural Differences Cultural Influences Elementary Education Language Instruction Mexican American Education Mexican Americans School Community Programs School Personnel Spanish CALIFORNIA California (Los Angeles) California California (Los Angeles) THE STATEMENTS OF PHILOSOPHY AND POLICY OF THE MEXICAN-AMERICAN EDUCATION COMMITTEE INCLUDED (1) ACCEPTING THE PURPOSES OF EDUCATION IN AMERICAN DEMOCRACY AS DEFINED BY THE EDUCATIONAL POLICIES COMMISSION AS BASIC PRINCIPLES, (2) RECOGNIZING THE "CULTURE WITHIN A CULTURE" CONCEPT, AND (3) RECOGNIZING THAT THE FUNCTION OF THE SCHOOL IS TO PERPETUATE THE CORE OF VALUES AND INSTITUTIONS OF THE PARTICULAR CULTURE. TO HELP THE ACCULTURATION PROCESS, THE "SCHOOL-COMMUNITY IDEA" SHOULD BE CONSIDERED IN GREATER DEPTH AND CULTURAL AWARENESS AND SELF-IMAGE SHOULD BE STRENGTHENED. SPANISH SHOULD BE TAUGHT AS EARLY AS POSSIBLE ON THE ELEMENTARY SCHOOL LEVEL, A PROGRAM OF COMPENSATORY EDUCATION SHOULD BE INSTITUTED, AND BILINGUAL TEACHERS, COUNSELORS, AND ADMINISTRATORS SHOULD BE HIRED. ED001497 MEXICAN-AMERICAN EDUCATION COMMITTEE OF METROPOLITAN LOS ANGELES. 1963-00-00 5 N/A 1965 2016-11-22

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No Bilingual Students Cultural Background Cultural Influences Educational Policy Language Skills Mexican Americans Spanish Spanish Culture SANCHEZ, GEORGE I. IN THE AMERICAN SOUTHWEST, FOUR MILLION SPANISH-AMERICANS ARE CONCENTRATED IN FIVE STATES. THEIR CULTURAL TENACITY IS A PECULIARITY NOT DISPLAYED BY OTHER IMMIGRANT GROUPS. EVEN AFTER 125 YEARS THEY SPEAK AND LIVE IN A SPANISH-AMERICAN SOCIETY. THE REASON FOR THIS IS DIFFICULT TO DISCERN, BUT IT IS FELT BY SOME THAT THIS TENACITY IS VERY NOBLE AND LAUDABLE. IN ATTEMPTING TO EXPLAIN THE SPANISH-AMERICAN SOCIETY, THE AUTHOR GIVES A HISTORY OF THE SPANISH LANGUAGE FROM THE TIME OF THE MOOR INFLUENCE IN SPAIN TO THE INFLUX OF SPANISH-SPEAKING PEOPLES INTO THE SOUTHWEST. THE PROBLEM OF ACCULTURATION IS DISCUSSED. THE SECOND PART OF THE REPORT IS CONCERNED WITH BI-LINGUALISM IN EDUCATION. IT IS POINTED OUT THAT A RICH CULTURE LIES UNHARVESTED BY THE PRESENT EDUCATIONAL SYSTEM. THE TRUE PROBLEM IN THE SCHOOL IS NOT LINGUISTIC BUT IS ONE OF SOCIAL POLICY IN SCHOOL ORGANIZATION WHICH RESULTS IN TEACHING HANDICAPS. ALTHOUGH THE EDUCATIONAL LEVEL OF THE MEXICAN-AMERICAN IS STATISTICALLY QUITE LOW, IT CONTRASTS SHARPLY WITH HIS LINGUAL PROFICIENCY IN HIS NATIVE VERNACULAR. THE REASON FOR THIS LIES WITH HIS ISOLATED POSITION IN AMERICAN SOCIETY. IT SHOULD BE REALIZED THAT BILINGUALISM AND MULTILINGUALISM ARE OF GREAT VALUE IN OUR RELATIONS WITH THE REST OF THE WORLD. ED001498 SPANISH IN THE SOUTHWEST. 16 N/A 1965 8/17/2004 22:12:19 DISA1965

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No Citizenship Curriculum Development Elementary Education Inservice Education Instructional Programs Medical Services Migrant Children Migrant Education Migrant Health Services School Administration School Personnel State Programs PETRIE, RONALD G. AND OTHERS COLORADO Colorado (Denver) Colorado Colorado (Denver) Colorado State Dept. of Education, Denver. EDUCATIONAL PROGRAMS FOR CHILDREN OF MIGRANT WORKERS SHOULD BRING CHILDREN WITHIN THE INFLUENCE OF WELL-TRAINED TEACHERS. THE CHILDREN SHOULD BE TAUGHT IN SMALL GROUPS TO BROADEN CULTURAL EXPERIENCES AND TO DEVELOP BASIC SKILLS. PROGRAM SUPERVISION AND ADMINISTRATION SHOULD BE A STATE RESPONSIBILITY. THE STATE OFFICIAL SHOULD BE RESPONSIBLE FOR DETERMINING WHERE AND WHEN PROGRAMS ARE TO BE INITIATED FOR DEVELOPING STANDARD PROCEDURES FOR LOCAL SYSTEMS, FOR ORGANIZING INSERVICE EDUCATIONAL PROGRAMS, AND FOR PROVIDING NEEDED MATERIAL AND PERSONNEL RESOURCES. INSTRUCTIONAL PROGRAMS SHOULD BE ORGANIZED IN BASIC SKILLS AND SUBJECT AREA UNITS WHICH COULD BE COMPLETED WITHIN ONE TO SIX WEEKS. IN ADDITION TO THE BASIC ELEMENTARY SCHOOL CURRICULUM, CITIZENSHIP, COURTESY, SELF-RESPECT, AND RESPECT FOR OTHERS SHOULD BE TAUGHT. A CONTINUOUS RECORD OF STUDENT ACHIEVEMENT AND HEALTH SHOULD BE KEPT. OTHER AREAS OF INSTRUCTION SHOULD INCLUDE--PHYSICAL EDUCATION, APPLIED ARTS, ARTS AND CRAFTS, MUSIC AND HEALTH. VARIOUS SERVICES INCLUDING AN EXTENSIVE MEDICAL PROGRAM SHOULD BE PROVIDED BY THE STATE AND FEDERAL GOVERNMENTS. A LISTING OF SOURCES TO BE CONTACTED FOR HELP WITH MIGRANT NEEDS IS INCLUDED. ED001499 GUIDE TO ORGANIZATION AND ADMINISTRATION OF MIGRANT EDUCATION PROGRAMS. 1963-00-00 29 N/A 1965 2016-11-22

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No Census Figures Cultural Isolation Dropouts Educationally Disadvantaged Ethnic Status Lower Class Mexican Americans Motivation Rural Education School Desegregation School Funds School Responsibility SAMORA, JULIAN FACTS ABOUT INCOME, EMPLOYMENT, UNEMPLOYMENT, HOUSING AND OCCUPATIONS REVEALED THAT MORE SPANISH-SPEAKING INDIVIDUALS FALL IN LOWER STATUS CATEGORIES IN REGARD TO EDUCATION THAN DO INDIVIDUALS IN OTHER ETHNIC GROUPS OF THE SOUTHWEST. THEY ARE ISOLATED GEOGRAPHICALLY AND CULTURALLY FROM THE MAINSTREAM OF WESTERN CIVILIZATION AND LIVE A LIFE BASED ON AGRICULTURE. THEY HAVE NO PARTICULAR NEED FOR EDUCATION AS WE KNOW IT TODAY. MEXICANS DO NOT HAVE THE TRADITION OF PUBLIC EDUCATION IN THEIR CULTURAL HERITAGE. THE GREATEST PROBLEM IN THE SPANISH-SPEAKING COMMUNITY WITH REGARD TO EDUCATION IS THAT OF THE DROPOUT, AMONG THE SPANISH-SPEAKING, OPTIMUM CONDITIONS FOR THE PURSUIT OF EDUCATION HAVE SELDOM EXISTED. IN RECENT YEARS TWO DEVELOPMENTS HAVE ARISEN TO IMPROVE THE SITUATION--SCHOOL FUNDS HAVE BEEN CHANGED IN ACCORDANCE WITH ACTUAL SCHOOL ATTENDANCE, AND THE COURTS HAVE RESTRAINED SCHOOL DISTRICTS AND THEIR OFFICERS FROM SEGREGATING MEXICAN PUPILS. YET, SEGREGATED HOUSING AND RURAL LIVING STILL COMPOUND PROBLEMS ARISING FROM A LOW EDUCATIONAL STATUS. THE LACK OF MOTIVATION FOR CONTINUING EDUCATION ON THE PART OF THE SPANISH-SPEAKING AND THE ROLE OF THE SCHOOL SYSTEM IN PROVIDING EQUAL EDUCATIONAL OPPORTUNITIES REPRESENT TWO OTHER MAJOR PROBLEMATIC AREAS. THE SCHOOL SYSTEM SHOULD TAKE A MORE POSITIVE STAND IN EDUCATING THESE GROUPS. PARENTS SHOULD DEVELOP MORE SUPPORTIVE ATTITUDES TOWARD THE VALUE OF EDUCATION TO KEEP THEIR YOUNGSTERS IN SCHOOL. ED001500 THE EDUCATION OF THE SPANISH-SPEAKING IN THE SOUTHWEST--AN ANALYSIS OF THE 1960 CENSUS MATERIALS. 1963-00-00 14 N/A 1965 8/17/2004 22:12:22 DISA1965

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No Acculturation Bilingual Students Cultural Exchange Cultural Pluralism Educational Objectives Educational Philosophy Educationally Disadvantaged Ethnic Groups Mexican Americans LEON, MARCOS DE TODAY, MEXICAN-AMERICANS TOTAL FIVE MILLION THROUGHOUT THE SOUTHWEST FROM TEXAS TO CALIFORNIA. THEY BELONG TO A DISTINCT CULTURE LOCATED IN THE SOUTHWEST TERRITORY BEFORE ITS CESSION TO MEXICO. THE MEXICAN-AMERICAN HAS BEEN FORCED BY HIS OWN WILL AND THE PRESSURES OF SOCIETY TO LIVE IN AN UNWANTED PART OF THE COMMUNITY. HIS EDUCATIONAL EXPERIENCE HAS OFTEN EXCLUDED HIS OWN CULTURE AND BACKGROUND, YET HE HAS REMAINED A FOREIGNER. THE EDUCATIONAL PHILOSOPHY GOVERNING THE MEXICAN-AMERICAN IS NOT, BUT SHOULD BE, EQUIPPED TO GUIDE THE YOUTH IN A BICULTURAL LIFE. THIS MAY BE DONE BY ESTABLISHING IN EDUCATIONAL OBJECTIVES A SMOOTHER AND MORE STABLE PROCESS OF DIFFUSION AND ASSIMILATION AND BY RECOGNIZING THE FUNCTION OF CULTURE IN PERSONALITY GROWTH. NO INTELLIGENT ANSWERS TO THESE DIFFICULT PROBLEMS HAVE COME FORTH. VERY FEW PROGRAMS HAVE BEEN UNDERTAKEN TO HELP ALLEVIATE MEXICAN-AMERICAN PROBLEMS, AND THE ONLY METHOD SEEN NOW IS THE CONSTRUCTIVE PROCESS OF LONG-RANGE STUDY AND PLANNING. AT PRESENT, IT IS APPARENT THAT EDUCATIONAL INSTITUTIONS DO NOT FUNCTION PROPERLY UNDER THE STRAIN OF A BICULTURAL COMMUNITY. IN THE FUTURE, ATTEMPTS MUST BE MADE TO INCORPORATE THE TWO CULTURES WITHIN THE SCHOOL CURRICULUM. ED001501 WANTED--A NEW EDUCATIONAL PHILOSOPHY FOR THE MEXICAN-AMERICAN. 1963-00-00 10 N/A 1965 8/17/2004 22:12:24 DISA1965

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No Acculturation American Indians Bilingualism Cultural Differences Disadvantaged Disadvantaged Environment Dropouts Ethnic Groups Ghettos Low Achievement School Role HAUBRITCH, VERNON F. THE SOCIAL AND PHYSICAL CONDITIONS ON INDIAN RESERVATIONS WERE REVIEWED. THE AVERAGE LIFE SPAN WAS FOUND TO BE NOT MORE THAN 41 YEARS, AND A CIRCLE OF POVERTY, DISEASE, AND DEPRESSION WAS DISCOVERED. THE SCHOOLING OF INDIAN CHILDREN PLAYED A CRITICAL ROLE IN THEIR EVENTUAL SOCIAL AND ECONOMIC DISINTEGRATION. THE LACK OF INITIATIVE ON THE PART OF THE SCHOOL AND OTHER PUBLIC AGENCIES IN BREAKING THE CIRCLE OF POVERTY WAS PARTIALLY TO BLAME FOR THE SITUATION OF THE INDIAN. THE LACK OF POSITIVE RESPONSE BY THE CHILDREN TO EDUCATIONAL OPPORTUNITIES WAS JUDGED TO BE DUE TO THEIR ALIEN CULTURE AS REINFORCED BY THEIR HOME ENVIRONMENT. IN THE SCHOOLS INVESTIGATED, 39 PERCENT OF ALL CHILDREN IN THE FIRST GRADE WERE INDIAN, BUT BY THE 9TH GRADE THIS FIGURE HAD DROPPED TO 3 PERCENT AND BY THE 10TH, 11TH, AND 12TH GRADES NO INDIAN CHILDREN WERE ENROLLED. TEACHERS RELATED THEIR LOW ACHIEVEMENT AND FAILURE WITH THEIR HIGH ABSENCE RATES. IT WAS SUGGESTED THAT BECAUSE OF FAILURE, INDIAN CHILDREN REMAINED AWAY FROM SCHOOL. THE INDIANS WERE USUALLY UNACQUAINTED WITH THE OBJECTIVES OF THE SCHOOL. THEY TENDED TO BE UNCOOPERATIVE AND TO LACK COMPETITIVE DRIVES. THE EFFECTS OF A GHETTO LIFE, A CULTURE WHICH WAS DEPRIVED IN MOST RESPECTS, AND THE LACK OF COORDINATED PROGRAMS PRODUCED MUCH OF THE MISFORTUNE OF THESE INDIAN CHILDREN. CONCENTRATED EFFORTS SHOULD BE MADE TO BRING THE 20TH CENTURY TO THE INDIAN RESERVATION. SCHOOLS SHOULD BEGIN EARLY TRAINING OF CHILDREN AND MOTHERS, AND MEASURES SHOULD BE TAKEN TO END THE GHETTO RESERVATION. ED001502 INDIANS IN TWO PUBLIC SCHOOL SYSTEMS, DEPRIVATION AND DISADVANTAGE. 9 N/A 1965 8/17/2004 22:12:26 DISA1965

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No Acculturation Adult Education Bilingualism Compensatory Education Counseling Services Cultural Awareness Educational Philosophy Educational Principles Educationally Disadvantaged Ethnic Groups Mexican Americans School Community Relationship Self Concept Vocational Education LEON, MARCOS DE A STATEMENT OF PRINCIPLES PERTAINING TO THE EDUCATION AND ACCULTURATION OF MEXICAN-AMERICANS WAS PRESENTED. INCLUDED WAS ACCEPTANCE OF THE REALITY OF THE ANGLO-SAXON AND HISPANIC ETHIC IN THE SOUTHWEST, USE OF THIS CULTURAL BUFFER AREA AS A FRAMEWORK FOR ACCULTURATION OF THE TWO GROUPS, AND RECOGNITION OF A FUNCTIONAL THEORY OF CULTURE AS IT RELATES TO THE GROWTH OF HUMAN PERSONALITY. RECOMMENDATIONS TO FURTHER THESE PRINCIPLES INCLUDED THE IMPLEMENTATION OF A COUNSELING PROGRAM. COUNSELORS WERE TO SERVE AS LIAISONS BETWEEN THE SCHOOL AND COMMUNITY, TO STRENGTHEN A STUDENT'S CULTURAL AWARENESS AND SELF-IMAGE, AND TO ESTABLISH A DEFINITE AND SPECIFIC PROGRAM FOR COMPENSATORY EDUCATION. ORGANIZATION OF AN ADULT EDUCATION PROGRAM IS RECOMMENDED. ALSO RECOMMENDED WERE ORGANIZATION OF--AN ADULT EDUCATION PROGRAM, GUIDANCE AND TESTING SERVICES, AN EXPANDED VOCATIONAL PROGRAM IN THE HIGH SCHOOL. ED001503 STATEMENT OF PHILOSOPHY AND POLICY AS THEY PERTAIN TO THE ACCULTURATION AND EDUCATION OF THE MEXICAN-AMERICAN. 1964-00-00 14 N/A 1965 8/17/2004 22:12:27 DISA1965

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No Educational Facilities Enrollment Migrant Education School Schedules Statistical Data TEXAS Texas (Austin) Texas Texas (Austin) A CHART PRESENTS THE NAMES OF THE MIGRANT SCHOOLS OPERATING IN TEXAS, THE GRADE LEVELS INVOLVED, THE NUMBER OF TEACHERS AND CAMPUSES INVOLVED, THE APPROXIMATE NUMBER OF CHILDREN IN ATTENDANCE, THE DATES OF THE OPENING AND CLOSING OF EACH SCHOOL, THE HOLIDAYS OBSERVED AND THE NAMES OF THE PERSON IN CHARGE IN EACH UNIT. ED001504 THE MIGRANT SCHOOLS. 1965-00-00 1 N/A 1965 2016-11-22

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No Bilingualism Field Trips Home Visits Mexican Americans Parent Teacher Cooperation Preschool Education Records (Forms) Worksheets PROJECT HEAD START Texas (El Paso) TEXAS ORAL ENGLISH PROGRAM Texas Texas (El Paso) El Paso Public Schools, TX. A LETTER TO PARENTS REQUESTING PERMISSION TO VISIT THE HOME IS WRITTEN IN BOTH SPANISH AND ENGLISH. BLANK SPACES ARE PROVIDED FOR THE PARENTS' NAMES, THE CHILD'S NAME, AND THE TEACHER'S SIGNATURE. THE TIME AND DAY FOR THE VISIT IS TO BE CHECKED BY THE PARENT AND RETURNED TO THE TEACHER. THE PARENT PERMISSION SLIP FOR THREE BUS TRIPS TO BE TAKEN BETWEEN JUNE 1 AND JULY 31 IS ALSO WRITTEN IN SPANISH AND ENGLISH WITH A SPACE PROVIDED FOR THE CHILD'S NAME AND HIS PARENTS' AUTHORIZATION. THE HOME VISIT REPORT LEAVES BLANK SPACES FOR THE PUPIL'S NAME, SEX, ADDRESS, AGE, PARENTS' NAMES, TOGETHER WITH THE DATE, THE NAME OF THE TEACHER AND THE NAME OF HIS SCHOOL. SPACE IS PROVIDED FOR THE TEACHER TO FILL IN COMMENTS PERTINENT TO A CHILD'S HOME, HIS FAMILY AND HIS SCHOOL BEHAVIOR. ED001505 SAMPLES OF PARENT PERMISSION SLIP FOR BUS TRIPS, SAMPLE OF HOME VISITATION REPORT FORM, AND SAMPLE OF LETTER TO PARENTS REQUESTING A HOME VISITATION USED WITH PROJECT HEAD START. (TITLE SUPPLIED) 1965-00-00 3 N/A 1965 2016-11-23

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No Budgeting Community Services Counseling Services Financial Support Health Services Organizations (Groups) Program Guides Welfare Services ORAL ENGLISH PROGRAM PROJECT HEAD START United Fund of El Paso County, TX. FORTY ORGANIZATIONS CONNECTED WITH THE EL PASO UNITED FUND ARE LISTED WITH DESCRIPTIONS OF THE SERVICES RENDERED BY EACH, THE NAME OF THE PERSON IN CHARGE AND THE PHONE NUMBER. TWELVE AGENCIES SUPPORTED BY THE TEXAS UNITED FUND ARE ALSO LISTED WITH THE NOTATION THAT THEY OPERATE ON A STATEWIDE OR NATIONAL LEVEL, AND EXCEPT FOR USO, REQUIRE NO LOCAL STAFF. INTRODUCTORY REMARKS NOTE THAT BY CONSOLIDATING MANY LOCAL DRIVES INTO ONE, MORE AND BETTER AGENCY SERVICES ARE MADE AVAILABLE AT A LOWER COST AND WITH LESS INCONVENIENCE TO CONTRIBUTORS. THE ULTIMATE AIM OF THE FUND IS TO COMBINE ALL HEALTH, WELFARE, AND CHARACTER-BUILDING SERVICES INTO ONE FEDERATED FUND. DONORS ARE ABLE TO CONTRIBUTE INTELLIGENTLY THROUGH ONE ANNUAL GIFT. THE COMMUNITY SHOULD BENEFIT FROM THE EFFICIENCY POSSIBLE ONLY THROUGH CENTRAL BUDGETING AND PLANNING. THE DIRECTORY IS GIVEN TO EACH STAFF MEMBER WORKING WITH PROJECT HEAD START AND THE ORAL ENGLISH PROGRAM IN EL PASO, TEXAS. ED001506 DIRECTORY OF SERVICES, 40 AGENCIES UNDER ONE TENT. 8 N/A 1965 2016-11-22

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No Black Students Disadvantaged Educational Needs Ghettos Motivation School Role Student Attitudes Student Behavior Student Teacher Relationship Teacher Education HAIZLIP, HAROLD MASSACHUSETTS Massachusetts (Boston) Massachusetts Massachusetts (Boston) THE AREA TO WHICH THIS GROUP OF TEACHERS WILL BE SENT IS CHARACTERIZED BY ITS LARGE INFLUX OF POOR NEGRO FAMILIES WITH POOR CULTURAL BACKGROUNDS. SOME OF THE PROBLEMS OF THIS AREA WILL REQUIRE A BROAD-SCALE, CAREFULLY ANALYZED, AND PLANNED ATTACK WITHIN AND BY PUBLIC SCHOOLS. EVERY SCHOOL HAS A HIDDEN OR SUBLIMINAL CURRICULUM WHICH TEACHES, IN ADDITION TO READING AND ARITHMETIC, SOCIAL BEHAVIOR, GOALS AND VALUES. TEACHERS SERVE AS MODELS FOR IMITATION AND IDENTIFICATION, AND EACH STUDENT IS PRESSED TO CONFORM TO THE SCHOOL WAY-OF-LIFE. STUDENT LEADERSHIP OFTEN EXPRESSES ITSELF IN WAYS COUNTER TO THE EDUCATIONAL PROCESS. THEREFORE IT IS NECESSARY TO UNDERSTAND THE CULTURE OF THE YOUNGSTERS AND THENCE TO DEVISE MORE EFFECTIVE TECHNIQUES FOR COPING WITH THAT BEHAVIOR IN THE CLASSROOM. BECAUSE OF THE PRESSURE OF THE NORTHERN URBAN ENVIRONMENT, NEGROES HAVE CEASED TO INITIATE OR TO ASSERT THEMSELVES CONSTRUCTIVELY. THEREFORE, OPEN ENROLLMENT PLANS FOR IMPROVED INTEGRATION OF SCHOOLS WILL NOT WORK FOR THOSE WHO NEED IT MOST. THESE CHALLENGES SPEAK OF A NEED TO EXAMINE EVERY FACET OF THE OVERT AND SUBLIMINAL CURRICULUM OF TEACHERS, PRINCIPALS, COUNSELORS, AND SUPERVISORS. ED001507 SPEECH TO FACULTY OF HARVARD-BOSTON SUMMER PROGRAM AT PREPLANNING MEETINGS. 1965-05-04 5 N/A 1965 2016-11-22

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No Black History Black Population Trends Church Role Community Development Employment Problems Ghettos Health Conditions Housing Deficiencies School Role Social Environment Urban Renewal EDWARDS, RHEABLE M. AND OTHERS ACTION FOR BOSTON COMMUNITY DEVELOPMENT PROJECT MASSACHUSETTS Massachusetts (Boston) Massachusetts Massachusetts (Boston) Action for Boston Community Development, Inc., MA. THE NEGRO IN OUR SOCIETY FACES DISABILITIES AND DISADVANTAGES THAT APPLY WITH PARTICULAR FORCE TO HIS HOUSING, EMPLOYMENT, AND HEALTH. IT IS NECESSARY TO UNDERSTAND THE NEGROES' POSITION IN RELATION TO A COMPREHENSIVE PROGRAM TO IMPROVE SOCIAL CONDITIONS FOR ALL CITIZENS OF BOSTON. THE FIRST PART OF THE STUDY IS CONCERNED WITH THE HISTORICAL BACKGROUND OF THE NEGRO COMMUNITY IN BOSTON, CONSIDERING THE HISTORICAL PERIOD (1638-1830), THE PERIOD OF INTEGRATION (1830-1915), THE PERIOD OF DECLINE (1915-1933), AND THE CONTEMPORARY PERIOD (1933 TO PRESENT). THE SECOND PART OF THE REPORT DISCRIBES HOUSING AND MOBILITY OF THE NEGRO POPULATION. PART THREE DESCRIBES PROGRAMS IN THE SCHOOLS AND CHURCHES, IN ADDITION TO THE MUSLIM MOVEMENT. ED001508 THE NEGRO IN BOSTON. 1961-00-00 141 N/A 1965 2016-11-22

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No Creative Activities Cultural Activities Education Service Centers Educational Programs English Instruction Enrichment Activities Racial Balance Science Instruction Summer Programs Supplementary Education Urban Education FUNK, JOHN H. MASSACHUSETTS Massachusetts THE EDUCATIONAL ENRICHMENT PROGRAM - 1964 WAS A COOPERATIVE UNDERTAKING OF SIX INDEPENDENT SCHOOLS IN OR NEAR BOSTON AND A NUMBER OF INTERESTED ORGANIZATIONS THAT OFFERED THE USE OF THEIR FACILITIES AND PERSONNEL TO AN URBAN COMMUNITY DURING THE NONSCHOOL MONTHS. THE AIM OF THE PROGRAM WAS TO OFFER CHALLENGING AND EXPLORATORY STUDY WHICH COULD SUPPLEMENT THE WORK NORMALLY DONE BY STUDENTS DURING THE REGULAR SCHOOL YEAR. EMPHASIS WAS ON ENGLISH, SCIENCE, AND VARIETY OF CREATIVE AND CULTURAL ACTIVITIES IN ART, DRAMATICS, AND MUSIC. DAILY SPORTS AND RECREATION PERIODS WERE ALSO INCLUDED. THE FACULTY AT THE THREE CENTERS WAS SELECTED FROM THE REGULAR STAFF OF THE SIX PARTICIPATING SCHOOLS AND FROM THE BOSTON PUBLIC SCHOOLS. ALSO STUDENT AIDES, DRAWN FROM BOTH PUBLIC AND PRIVATE SCHOOLS, ASSISTED WITH THE CLASSROOM WORK AND IN ACTIVITIES AND SPORTS. THE BASIC CRITERIA FOR ELIGIBILITY WAS AN IQ OF 105 AND ABILITY TO READ AT GRADE LEVEL. AN EFFORT WAS MADE TO ACHIEVE A FIFTY PERCENT BALANCE BETWEEN NEGRO AND WHITE CHILDREN. AN EXAMPLE OF ONE OF THE PROGRAMS WAS IN ENGLISH IN THE JUNIOR HIGH DIVISION OF THE MILTON ACADEMY CENTER, IT OCCUPIED TWELVE PERIODS PER WEEK - TWO SINGLE AND FIVE DOUBLE PERIODS. THE FIVE SECTIONS WERE HETEROGENEOUS WITH CHILDREN OF VARYING GRADE AND ABILITY LEVELS. ALL OF THE FIVE SECTIONS USED, AS BASIC MATERIALS, THE SCHOLASTIC LITERATURE UNITS, WHICH CONSISTED OF AN ANTHOLOGY OF PROSE AND VERSE CENTERED ON A SINGLE THEME, AND A RATHER WIDE SELECTION OF SHORT AND LONGER NOVELS FOR SMALL GROUP AND INDIVIDUAL READING. THROUGH THE USE OF THESE BOOKS AND OTHERS CHOSEN FOR INDIVIDUAL READING PROGRAMS, THE TEACHERS WERE ABLE TO GIVE THE STUDENTS EXPERIENCE IN READING, WRITING, SPEAKING, AND LISTENING. ED001509 EDUCATIONAL ENRICHMENT PROGRAM - 1964. 1965-01-00 1 N/A 1965 2016-11-22

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No Adult Students Comprehensive Programs Demonstration Programs Disadvantaged Educational Administration Elementary School Students Field Trips Migrants Minority Groups Parent Participation Remedial Instruction Secondary School Students Slum Environment Small Classes Tutoring KAPLAN, BERNARD A. New York (Albany) NEW YORK PROJECT ABLE New York New York (Albany) New York State Education Dept., Albany. SIXTEEN PROGRAMS CONDUCTED IN THE FIRST YEAR OF A 5 YEAR PROJECT INCLUDED CITY, VILLAGE, SUBURBAN, AND RURAL SCHOOLS FROM THE ELEMENTARY THROUGH SENIOR HIGH SCHOOL LEVEL. THE STUDENTS IN DEMONSTRATION PROJECTS--WERE FROM DETERIORATING SLUM AREAS OF LARGE CITIES, WERE CHILDREN OF FAMILIES OF RECENT IN-MIGRANTS FROM THE SOUTH OR PUERTO RICO, WERE MEMBERS OF ETHNIC, NATIONALITY OR MINORITY GROUPS, OR WERE IN SOME WAY CHARACTERIZED BY CULTURAL DISADVANTAGEMENT. PROGRAMS USED SEVERAL APPROACHES, FREQUENTLY IN COMBINATION--SMALL CLASSES, REMEDIAL INSTRUCTION, TUTORIAL INSTRUCTION, FIELD TRIPS, COMMUNITY RESOURCES, SPECIAL PARENT MEETINGS, AND ADULT EDUCATION COURSES. TEN OF THE SIXTEEN PROGRAMS FOCUSED ON THE ELEMENTARY LEVEL. EVALUATION METHODS AND TECHNIQUES PROPOSED WERE AS VARIED AS THE PROJECTS THEMSELVES. EVALUATION WAS USUALLY MADE BY USE OF CONTROL GROUPINGS, "BEFORE AND AFTER" TECHNIQUES, AND COMPARISON METHODS. AT THE END OF THE FIRST YEAR, SEVERAL CONCLUSIONS SEEM WARRANTED--SCHOOL DISTRICTS SERVING THE CULTURALLY DISADVANTAGED WERE NOT LIMITED TO ONE GEOGRAPHIC AREA OF THE STATE OR TO ONE TYPE OF COMMUNITY, THE COMPREHENSIVE PROGRAMS WERE THE MOST PROMISING, DISTRICTS WERE HAVING GREATEST DIFFICULTY IN DETERMINING THE NATURE OF THE EFFECTS OF IMPOVERISHMENT, GREATEST STRIDES MADE DURING THE FIRST YEAR WERE WITH FACULTY AND OTHER STAFF MEMBERS WHO HAVE ALTERED THEIR VIEWS CONCERNING THE POTENTIALITIES OF THE PUPILS INVOLVED, AND PARENTAL SUPPORT TO THE PROJECT WAS GRATIFYING. NUMEROUS CHARTS, TABLES, AND THE 1961 ANNOUNCEMENT LETTER OF THE PROJECT ARE INCLUDED. ED001510 PROJECT ABLE, THE FIRST YEAR. 1963-00-00 43 N/A 1965 2016-11-22

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No Exchange Programs Inservice Teacher Education Poverty Areas Socioeconomic Status Teacher Attitudes Teachers Teaching Experience Teaching Programs Training Massachusetts (Springfield) MASSACHUSETTS Massachusetts Springfield Public Schools, MA. TEACHERS WERE GIVEN AN OPPORTUNITY TO TEACH IN A DIFFERENT SOCIOECONOMIC AREA FOR FROM 1 TO 5 DAYS. THE PURPOSES WERE TO GIVE THEM AN OPPORTUNITY TO BECOME AWARE OF THE SIMILARITIES AND THE DIFFERENCES IN VARIED TYPES OF TEACHING SITUATIONS, AND TO PROVIDE THEM WITH COMMON EXPERIENCES TO SERVE AS BACKGROUND FOR THE FALL PROFESSIONAL MEETINGS. THE PROCEDURES TO BE FOLLOWED IN INSTIGATING SUCH EXCHANGES ARE OUTLINED, AND A LIST OF THE VARIOUS PAIRS OF SCHOOLS BETWEEN WHICH INTERCHANGES WERE MADE IS PROVIDED. ED001511 EXPERIMENTAL TEACHER EXCHANGE PROGRAM. 1964-09-16 2 N/A 1965 2016-11-22

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No Adolescents Age Differences Age Groups Behavior Development Child Development Curriculum Guides Elementary School Students Growth Patterns Preschool Children Training MERLE, SHERMAN Massachusetts (Boston) MASSACHUSETTS Massachusetts Massachusetts (Boston) Boston Univ., MA. School of Social Work. THE OUTLINE WAS ONE OF A NUMBER OF SYLLABI FOR TRAINING PROJECTS UNDER THE AUSPICES OF THE TRAINING CENTER IN YOUTH DEVELOPMENT, THE COURSE PROVIDED FUNDAMENTAL INFORMATION, WHICH WOULD SHARPEN TRAINEES' POWERS OF OBSERVATION AND STIMULATE DESIRE FOR FURTHER STUDY AND EXPLORATION. THE CENTRAL AIM WAS TO HELP THE PARTICIPANTS AUGMENT THEIR UNDERSTANDING OF BEHAVIOR THAT WAS DIFFICULT TO EXPLAIN IN ORDINARY, COMMON-SENSE TERMS. THE SESSIONS INCLUDED (1) AN INTRODUCTORY SESSION, (2) THE BASIC THEME AND CONCEPTS OF THE COURSE, (3) THE APPLICATION OF CONCEPTS, (4) THE DEVELOPMENTAL PERIOD OF INFANCY, (5) THE CONSEQUENCES OF MATERNAL DEPRIVATION, (6) THE DEVELOPMENTAL PERIOD OF THE TODDLER, (7) THE SOCIOCULTURAL COMPONENTS IN CHILD-REARING PRACTICES, (8) THE DEVELOPMENTAL PERIOD OF READINESS FOR SCHOOL, (9) THE DEVELOPMENTAL PERIOD OF LATENCY I, WHICH INCLUDES SUCH MAJOR TASKS AS SOCIALIZATION AND LEARNING, BOTH FORMAL AND INFORMAL, (10) THE DEVELOPMENTAL PERIOD OF LATENCY II, WHICH IS SOMETIMES AN EMOTIONALLY TROUBLED TIME, AND (11) THE DEVELOPMENTAL PERIOD OF ADOLESCENCE. ED001512 "UNDERSTANDING BASIC FACTORS IN HUMAN GROWTH AND DEVELOPMENT," ONE OF A SERIES OF SYLLABI COMPRISING THE TRAINING CENTER'S CURRICULUM. 1964-09-15 22 N/A 1965 2016-11-22

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No Citizen Participation Community Development Community Organizations Democratic Values Urban Areas Urban Planning LEVINE, AARON Massachusetts (Boston) Action for Boston Community Development Project MASSACHUSETTS Massachusetts Massachusetts (Boston) Action for Boston Community Development, Inc., MA. THE OVERALL GOAL OF COMMUNITY ORGANIZATION FOR CITIZEN PARTICIPATION WAS TO REALIZE TO THE FULLEST EXTENT A DEMOCRATIC SOCIETY. THE COMMUNITY ORGANIZATION TRIED TO HAVE THE ENTIRE COMMUNITY, FROM THE TOP EXECUTIVE TO THE SLUM TENANT DWELLER, REPRESENTED AT ALL MEETINGS. THIS NEW CITY-WIDE CIVIC AGENCY, ENTITLED ACTION FOR BOSTON COMMUNITY DEVELOPMENT (ABCD) REVIEWED AND RAISED ISSUES RELATED TO THE PHYSICAL, SOCIAL, AND ECONOMIC DEVELOPMENT OF THE COMMUNITY IN ORDER TO FULFILL AND SATISFY THE HUMAN NEEDS OF BOSTON. THE MAIN CONCERNS WERE PROVISIONS FOR IMPROVED PUBLIC FACILITIES, REVIEW OF THE CITY'S CODES, REVIEW OF SPECIFIC PLANNING AND ISSUES, AND CONSIDERATION OF A METROPOLITAN APPROACH TO SOCIAL PLANNING PROBLEMS. ED001513 TASK FORCE REPORT ON COMMUNITY ORGANIZATION FOR CITIZEN PARTICIPATION. 1961-06-00 28 N/A 1965 2016-11-22

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No Assembly Programs Discussion Groups Educational Problems Elementary Education Grade 6 Student Attitudes Student Leadership Student Organizations DONAHOE, THOMAS J. MARTIN, RICHARD G. Massachusetts (Springfield) MASSACHUSETTS Massachusetts Springfield Public Schools, MA. SURVEY OF THE SPRINGFIELD, MASSACHUSETTS, SCHOOLS AND GOVERNMENT. THESE WILL FORM THE BASIS FOR DISCUSSION IN ALL SIXTH GRADE CLASSES DURING A 2-MONTH PERIOD. THE CLASSES WILL CHOOSE A STUDENT REPRESENTATIVE TO ATTEND A CITY-WIDE ASSEMBLY OF STUDENTS TO PRESENT THE RESULTS OF THE CLASS DISCUSSIONS. THE QUESTIONS ARE IN THREE AREAS--THE SCHOOL'S RESPONSIBILITY TO THE CHILD, THE CHILD'S RESPONSIBILITY TO THE SCHOOL, AND THE INTERRELATED RESPONSIBILITIES OF THE COMMUNITY AND CHILD. SUBJECTS CONSIDERED IN THE FIRST AREA ARE--STUDENT COUNCILS, HOMEWORK, CLUBS, PHYSICAL EDUCATION, CREATIVE ABILITIES, AND SCHOOL FACILITIES. THE SECOND AREA INCLUDES SUCH TOPICS AS SELF-EVALUATION AND RELATIONSHIP TO PEERS. SUBJECTS CONSIDERED IN THE THIRD AREA ARE CITY LIBRARIES, COMMUNITY SUPPORT, CITY RECREATION AND HEALTH FACILITIES, LAW ENFORCEMENT, DISCRIMINATION, AND THE ATTITUDE OF THE CHILD TOWARDS HIS ENVIRONMENT. ED001514 ELEMENTARY SCHOOL ASSEMBLY. 1963-09-04 9 N/A 1965 2016-11-22

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No Ability Identification Academically Gifted Advanced Programs Cultural Enrichment Disadvantaged Dropout Prevention Extracurricular Activities Learning Motivation Parent Responsibility Poverty Programs Remedial Programs School Community Relationship School Counseling Secondary School Students MARGULIS, JOHAN G. PROJECT ABLE NEW YORK New York (Buffalo) New York New York (Buffalo) Buffalo Board of Education, NY. PROJECT ABLE IS AN EXPERIMENTAL PROGRAM DESIGNED TO IDENTIFY AND TO ENCOURAGE POTENTIALLY ABLE PUPILS FROM CULTURALLY DEPRIVED OR LOW SOCIOECONOMIC BACKGROUNDS TO COMPLETE APPROPRIATE PROGRAMS OF SECONDARY EDUCATION. STUDENTS FROM THE SEVENTH AND TWELFTH GRADES FROM CULTURALLY POOR OR UNHAPPY HOMES WERE SELECTED BY PRINCIPALS AND FACULTIES OF SCHOOLS IN THE BUFFALO SCHOOL DISTRICT. THE SELECTION WAS BASED ON SUCH CRITERIA AS SCHOOL RECORDS, TEACHER RECOMMENDATIONS, AND INTELLIGENCE TESTS. THE STAFF OF THE PROJECT (TEACHERS, COUNSELORS, AND PSYCHOLOGISTS) MET WITH GROUPS OF STUDENTS BEFORE AND AFTER SCHOOL. THE PROJECT PROVIDED VARIOUS REMEDIAL AND ADVANCED COURSES AND LANGUAGE COURSES, AND FORMED CLUBS OF INTEREST TO THE STUDENTS. COUNSELING WAS UNDERTAKEN IN GROUP SESSIONS, ON AN INDIVIDUAL BASIS, AND WITH THE PARENTS OF THE STUDENTS. THE LAST SESSION WAS CARRIED OUT BY A HOME-SCHOOL COORDINATOR WHO HAD ACHIEVED SOME SUCCESS IN CONVINCING PARENTS OF THE VALUE OF HIGHER EDUCATION. THE COMMUNITY WAS ENLISTED FOR AID, AND MANY OUTSIDE LECTURES AND TOURS WERE ORGANIZED. THE PROJECT HAS LED TO SOME POSITIVE RESULTS, ESPECIALLY IN INSTILLING A REGARD FOR EDUCATION AMONG THE STUDENTS. PROJECT ABLE, WITH EXPANDED FACILITIES AND MODIFICATIONS, WILL CONTINUE IN 1964-65. ED001515 PROGRESS REPORT FOR 1963-64 DESCRIBING THE PROJECT ABLE PROGRAM. 1964-08-01 64 N/A 1965 2016-11-22

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No Disadvantaged Family Characteristics Grade 10 Interviews Student Behavior Student Interests Student Motivation Teaching Guides NEW JERSEY New Jersey Rutgers, The State Univ., New Brunswick, NJ. A SAMPLING OF QUESTIONS ASKED OF 10TH GRADE DISADVANTAGED STUDENTS COVERS A WIDE RANGE OF TOPICS INCLUDING PERSONAL HABITS, FAMILY BACKGROUND, DATING PRACTICES, SCHOOL INTERESTS, AND PROGRESS, EXTRA-CURRICULAR ACTIVITIES, POLITICAL INVOLVEMENT, RELIGIOUS PRACTICES, HOME ENVIRONMENT, CONTACTS WITH LAW OFFICERS, JOB EXPERIENCE, AND FUTURE PLANS. ANSWERS CAN BE OF GREAT IMPORTANCE FOR TEACHERS SEEKING TO UNDERSTAND THE BACKGROUND AND MOTIVATION OF THEIR CULTURALLY DISADVANTAGED STUDENTS. ED001516 STUDENT INTERVIEW GUIDE. 1964-01-00 30 N/A 1965 2016-11-23

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No Community Study Educational Research Extension Education Fellowships Library Services Research Opportunities Study Centers Urban Education Urban Planning Urban Teaching HEBOUT, JOHN E. NEW JERSEY New Jersey Rutgers, The State Univ., New Brunswick, NJ. THE CENTER WORKS WITH RUTGERS UNIVERSITY TO MAKE USE OF URBAN STUDIES IN APPROPRIATE RESEARCH AND TEACHING PROGRAMS AND IN OTHER INTELLECTUAL SERVICES TO THE COMMUNITY. THE FIVE MAIN RESPONSIBILITIES OF THE CENTER - EXTENSION, RESEARCH AND EDUCATION, LIBRARY SERVICES, OPPORTUNITIES EXPANSION PROJECT, AND THE URBAN FELLOWSHIP PROGRAM - ARE DESCRIBED IN THEIR SECOND YEAR OF OPERATION. THE EXTENSION SERVICE HAS BEEN ACTIVE IN COUNSELING AND IN EXTENDING URBAN STUDIES IN THE COMMUNITY AND UNIVERSITY. A GOAL OF THE UNIVERSITY IS TO AFFECT URBAN POLICY THROUGH EDUCATIONAL PROGRAMS BEAMED AT VARIOUS PUBLIC AND PRIVATE DECISION MAKERS. RESEARCH PROJECTS HAVE BEEN CONDUCTED ON VARIOUS LEVELS OF URBAN STUDY. SOCIAL ORGANIZATIONS, GOALS, AND IDEOLOGIES, POLICY PLANNING PROCESSES, SOCIAL AND CULTURAL FACTORS IN SCHOOL ACHIEVEMENT, AND METROPOLITAN SITUATIONS ARE GENERAL HEADINGS FOR NUMEROUS RESEARCH PROJECTS. THE URBAN FELLOWSHIP PROGRAM OFFERS A YEAR OF STUDY. NIGHT STUDY IS PLANNED TO ALLOW FELLOWS TO REMAIN IN THEIR REGULAR JOBS. ED001517 URBAN STUDIES CENTER. 1963-09-00 54 N/A 1965 2016-11-22

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No Census Figures Economically Disadvantaged Food Standards Living Standards Low Income Poverty Socioeconomic Status Statistical Data Tables (Data) ORSHANSKY, MOLLIE DATA FROM THE BUREAU OF CENSUS FINDINGS OF MARCH 1964 WERE USED IN THIS STUDY. STUDIES SHOW THAT A FAMILY OF FOUR CAN ACHIEVE AN ADEQUATE DIET ON ABOUT 70 CENTS A DAY PER PERSON WITH AN ADDITIONAL $1.40 FOR OTHER ITEMS - TOTAL EARNINGS OF $60 A WEEK. IF ALL FAMILIES LIVING AT LESS THAN THIS LEVEL OR CLOSE TO IT ARE INCLUDED AMONG THE POOR, THERE ARE 50 MILLION SUCH PERSONS, 22 MILLION OF WHOM ARE YOUNG CHILDREN. WHERE THE POVERTY LINE IS DRAWN, OF COURSE, DEPENDS UPON THE CRITERIA USED. AMONG THOSE AVAILABLE ARE THE DEPARTMENT OF AGRICULTURE'S ESTIMATES OF FAMILY FOOD NEEDS, FAMILIES CHOSEN AS REPRESENTATIVE TYPES, THE INCOME-TO-FOOD-EXPENDITURE RATIO, AND THE FARM NONFARM ADJUSTMENTS, ALLOWING FOR THE LESSER NEED OF FARM FAMILIES FOR CASH INCOME. THE PRESENT ANALYSIS DRAWS THE LINE AT ABOUT $3,130 FOR A FAMILY OF FOUR AND $1,540 FOR A SINGLE INDIVIDUAL. THIS ANALYSIS SETS THE NUMBER OF INDIVIDUALS LIVING IN POVERTY IN THE U.S. AT 34 MILLION. ONE-HALF OF THESE PERSONS IN FAMILY UNITS ARE LESS THAN 18 YEARS OF AGE. FAMILIES WITH A WOMAN AS THE HEAD ARE MORE LIKELY TO BE LIVING IN POVERTY THAN THOSE WITH A MAN. SIMILARLY, FARM FAMILIES AS OPPOSED TO CAUCASIANS, AND LARGE FAMILIES AS OPPOSED TO SMALL MORE OFTEN COULD BE CHARACTERIZED AS POOR. THE TYPE OF WORK PERFORMED BY THE INCOME-PRODUCING MEMBERS OF THE FAMILY AND THE AMOUNT OF TIME EMPLOYED ALSO PLAY A PART IN DETERMINING POVERTY CONDITIONS. ABOUT 1 IN 7 OF THE TOTAL NUMBER LIVING IN POVERTY IS CLASSIFIED AS AGED - 5.2 MILLION OUT OF ABOUT 34.6 MILLION. TWENTY-SEVEN TABLES OF DATA ARE INCLUDED MANY OF WHICH ARE CONSTRUCTED FROM THE SOCIAL SECURITY ADMINISTRATION INDEX. ED001518 COUNTING THE POOR--ANOTHER LOOK AT THE POVERTY PROFILE. 1965-01-00 29 N/A 1965 8/17/2004 22:12:52 DISA1965

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No Higher Education Human Relations School Community Relationship Teacher Attitudes Teacher Education SUBCOMMITTEE ON HUMAN RELATIONS IN THE CLASSROOM ILLINOIS Illinois (Chicago) Illinois Illinois (Chicago) North Central Association of Colleges and Schools, Chicago, IL. BECAUSE GOOD RELATIONSHIPS BETWEEN THE HOME, SCHOOL AND COMMUNITY ARE SO ESSENTIAL TO FULL PUPIL DEVELOPMENT, IT IS NECESSARY THAT THE TEACHER HAVE ADEQUATE PRESERVICE TRAINING IN HUMAN RELATIONS. IT WAS FOUND FROM A SURVEY OF NORTH CENTRAL ASSOCIATION OF COLLEGES THAT PROFESSORS GENERALLY DID NOT GIVE STRONG EMPHASIS TO HUMAN RELATIONS IN THEIR COURSES, AND CONSIDERABLY LESS EMPHASIS WAS GIVEN TO PROBLEMS OF INTERGROUP RELATIONS THAN TO INTERPERSONAL RELATIONS. PROFESSORS DID NOT PERCEIVE OMISSIONS IN THE COLLEGE PRESERVICE PROGRAM FOR TEACHERS, ALTHOUGH ADMINISTRATORS WHO LATER WORKED WITH THESE TEACHERS DID PERCEIVE OMISSIONS. HUMAN RELATIONS CANNOT BE BEST TAUGHT IN A SINGLE COURSE, SEMINAR, OR WORKSHOP, RATHER, IT NEEDS TO PERMEATE AN ENTIRE INSTITUTION. EACH INSTITUTION SHOULD HOLD DISCUSSIONS AMONG ITS FACULTY TO ENCOURAGE THEM TO REEVALUATE THEIR TEACHING ACTIVITIES IN THE LIGHT OF HUMAN RELATIONS. STUDENTS SHOULD BE QUESTIONED ABOUT THEIR ATTITUDES. TEXTBOOKS SHOULD BE REVIEWED FOR TRUTHFULNESS. NEW WAYS OF IMPARTING INFORMATION, CHANGING ATTITUDES, AND OF DEVELOPING VALUES SHOULD BE DEVELOPED. ED001519 TEACHER EDUCATION FOR HUMAN RELATIONS IN THE CLASSROOM. 1960-00-00 26 N/A 1965 2016-11-22

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No Administrator Role Desegregation Methods Racial Discrimination School Districts School Location Student Attitudes BARTON, CLIFFORD CONNECTICUT PROJECT INTERGROUP Connecticut (Norwalk) Connecticut INTEGRATION HAS NOT BEEN COMPLETE BECAUSE OF DELIBERATE RACIAL DISCRIMINATION IN HOUSING AND THE FAILURE OF SCHOOL OFFICIALS TO TAKE ANY ADMINISTRATIVE ACTION TO STOP SEGREGATION OF SCHOOLS. IN ORDER THAT CHILDREN WILL HAVE A FULLER AND BETTER EDUCATION, PLANS TO INTEGRATE THE SCHOOLS HAVE BEEN PROPOSED. ONE WAY IS TO REDISTRICT SO THAT IN EACH DISTRICT THERE WILL BE CHILDREN OF A MORE VARIED BACKGROUND. ANOTHER WAY IS TO HAVE ALL THE STUDENTS OF ONE GRADE GO TO THE SAME SCHOOL. A THIRD WAY IS TO CLOSE THE SEGREGATED NEGRO SCHOOL AND REDISTRIBUTE PUPILS. TWO ADMINISTRATIVE DEVICES TO AID INTEGRATION ARE (1) TO LOCATE NEW SCHOOLS IN AREAS EQUAL IN WHITE AND NEGRO POPULATION, AND (2) TO MODIFY "FEEDER" PATTERNS SO THAT THERE IS NO CONCENTRATION OF ONE RACIAL GROUP IN ANY SECONDARY SCHOOL. THE BEST FEATURES OF ALL OF THE PLANS SHOULD BE INCORPORATED INTO ONE COMPREHENSIVE PLAN SO THAT INTEGRATION IS COMPLETE. ED001520 LET'S REINTEGRATE OUR SCHOOLS. 1963-06-00 18 N/A 1965 2016-11-22

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No Compensatory Education Educational Opportunities Human Relations Open Enrollment Racial Balance School Desegregation DRINAN, ROBERT F. AND OTHERS Massachusetts (Boston) Massachusetts (Boston) Massachusetts State Advisory Committee to U.S. Commission on Civil Rights, Boston. EDUCATIONAL OPPORTUNITIES FOR NEGROES IN THE BOSTON PUBLIC SCHOOLS WERE EXAMINED. RACIAL CONCENTRATIONS IN BOSTON'S SCHOOLS VARY WIDELY ACCORDING TO THE GRADE LEVEL OF THE PUPIL. THE VAST MAJORITY OF PUBLIC SCHOOL PUPILS ATTENDED SCHOOLS THAT WERE MORE THAN 90 PERCENT WHITE IN ENROLLMENT. ONE POLICY OF THE BOSTON SCHOOL COMMITTEE REGARDING INTEGRATION INCLUDED THE BUILDING OF NEW SCHOOLS, SITES WERE SELECTED TO AVOID RACIALLY UNBALANCED SCHOOLS. ANOTHER WAS OPEN ENROLLMENT. A COMPARISON OF PREDOMINANTLY WHITE, NONWHITE, AND INTEGRATED SCHOOLS SHOWED THAT THE PREDOMINANTLY NEGRO SCHOOLS WERE NOT MORE OVERCROWED THAN THE PREDOMINANTLY WHITE SCHOOLS. YET THE PREDOMINANTLY NEGRO SCHOOLS WERE AT A DISADVANTAGE BECAUSE OF THE HIGH PROPORTION OF PUPILS WHO SHOULD BE ATTENDING SPECIAL CLASSES. TESTS GIVEN TO CHILDREN IN BOSTON SCHOOLS SHOWED THAT THE MARGIN BY WHICH CHILDREN IN PREDOMINANTLY WHITE DISTRICTS SCORE AHEAD OF CHILDREN IN PREDOMINANTLY NEGRO DISTRICTS GREW LARGER WITH AGE, BOTH AS TO INTELLIGENCE RATIOS AND READING ACHIEVEMENT. SOME OF THE COMPENSATORY PROGRAMS UTILIZED INCLUDED OPERATION COUNTERPOISE, A PREVENTIVE PROGRAM DESIGNED TO CATCH DESIRABLE SITUATIONS IN THEIR BEGINNING STATES, TO IMPROVE CHILDREN'S ATTITUDES TOWARD SCHOOL, AND TO INSPIRE STANDARDS OF EXCELLENCE WHICH SHOULD BE CARRIED OVER INTO THE SECONDARY SCHOOL. OTHER PROGRAMS INCLUDED TEACHER TRAINING IN HUMAN RELATIONS, AND PRIVATE TUTORING PROGRAMS. RECOMMENDATIONS OF THE SCHOOL COMMITTEE INCLUDED HAVING THE APPROPRIATE OFFICIALS OF THE FEDERAL GOVERNMENT REALIZE THAT RACIAL DISCRIMINATION IN PUBLIC HOUSING CONTRIBUTES TO SEGREGATION IN BOSTON PUBLIC SCHOOLS. ED001521 REPORT ON RACIAL IMBALANCE IN THE BOSTON PUBLIC SCHOOLS. 1965-01-00 85 N/A 1965 2016-11-22

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No Cultural Enrichment Disadvantaged Youth Guidance Programs Inservice Teacher Education Program Administration Program Evaluation Remedial Instruction School Attitudes BIENENSTOK, THEODORE SAYRES, WILLIAM C. PROJECT ABLE New York (New York) New York (New York) New York State Education Dept., Albany. PROJECT ABLE WAS ESTABLISHED IN 1961 IN NEW YORK TO IDENTIFY AND ENCOURAGE HIGH ABILITY PUPILS FROM CULTURALLY DEPRIVED GROUPS AND LOW SOCIOECONOMIC BACKGROUNDS. LOCAL PROJECTS WERE ESTABLISHED IN SIXTEEN DISTRICTS WITH THE BACKING OF STATE FUNDS, OPERATING ON ELEMENTARY, JUNIOR AND SENIOR HIGH SCHOOL LEVELS. AVERAGE COSTS PER PUPIL VARIED CONSIDERABLY. THE PROGRAM IS UNDER GENERAL SUPERVISION OF THE BUREAU OF GUIDANCE. A TYPICAL ABLE PROJECT CONSISTS OF THREE PHASES--(1) INTENSIVE REMEDIAL AND CULTURAL ENRICHMENT ACTIVITIES, (2) INSERVICE SENSITIVITY TRAINING FOR SCHOOL PERSONNEL TO ACQUAINT THEM WITH THE CHARACTERISTICS OF CULTURALLY DEPRIVED CHILDREN, AND (3) EXPANDED GUIDANCE AND COUNSELING SERVICE FOR BOTH PUPILS AND PARENTS. PRACTICES SUCH AS SUMMER PROGRAMS AND NEW INSTRUCTIONAL TECHNIQUES ARE DESCRIBED. THE OUTCOMES SO FAR ARE POSITIVE. MOST IMPRESSIVE IS A PERCEPTIBLE CHANGE IN SCHOOL ATTITUDES TOWARD THESE CHILDREN. OVERALL IMPROVEMENT OF THE STUDENTS IN EDUCATIONAL ASPIRATIONS, SCHOLASTIC PERFORMANCE, SCHOOL ATTENDANCE, AND CLASSROOM BEHAVIOR INDICATE THAT CONTINUATION OF THE PROGRAM IS FULLY JUSTIFIED. ISSUES AND PROBLEMS WHICH DEVELOPED IN THE PROGRAM ARE DESCRIBED. THE CONCEPTS OF CULTURAL DEPRIVATION AND POTENTIAL ABILITY NEED TO BE CLARIFIED IN RELATION TO THE PURPOSES OF THE PROGRAM. THE PROGRAM PRACTICES NEED TO BE RELATED TO THE PARTICULAR CHARACTER OF CULTURAL DEPRIVATION. INSTRUCTIONAL MATERIALS NEED TO BE DEVELOPED WHICH HAVE MORE MEANINGFUL LINKS WITH THE WORLD OF THESE CHILDREN. WITH THE ASSISTANCE OF THE STATE, A DETAILED EVALUATION OF THE VARIOUS PROJECTS SHOULD BE UNDERTAKEN IN ORDER TO SATISFACTORILY RESOLVE THE KINDS OF PROBLEMS IN THE REPORT. ED001522 PROJECT ABLE--AN APPRAISAL. 1964-02-00 29 N/A 1965 2016-11-22

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No Community Action Community Development Data Analysis Program Evaluation Research Projects MORRIS, ROBERT Massachusetts (Boston) Action for Boston Community Development Project Massachusetts (Boston) Action for Boston Community Development, Inc., MA. THE TASK FORCE ON ASSESSMENT AND EVALUATION HAS BEEN CHARGED TO RECOMMEND THE MOST EFFECTIVE MEANS FOR ASSESSING AND EVALUATING THE SHORT-TERM ACTIVITIES AND THE LONG-TERM ACHIEVEMENTS OF ACTION FOR BOSTON COMMUNITY DEVELOPMENT. THE GENERAL OBJECTIVES OF THE TASK FORCE ARE--THE ANALYSIS OF DATA RELEVANT FOR EVALUATING DAY-BY-DAY DECISION-MAKING, ASSESSMENT OF PROGRAM ACTIVITIES AT INTERVALS DETERMINED BY ADMINISTRATIVE ACTION, AND EVALUATION OF THE PROGRAM AT ITS TERMINATION OR AT A FIXED TIME. WITHIN THESE OBJECTIVES, FIVE POSSIBLE AREAS OF ASSESSMENT AND EVALUATION CAN BE IDENTIFIED--CITIZEN PARTICIPATION, THE ADEQUACY OF INFORMATION REQUIRED FOR ADMINISTRATIVE OPERATIONS, ORGANIZATIONAL EFFECTIVENESS, THE TOTAL PROGRAM, AND URBAN RENEWAL. THE ASSESSMENT PROGRAM OF ABCD CAN RELY UPON A RICH RESERVE OF RESEARCH TALENT IN BOTH THE UNIVERSITIES AND EXISTING AGENCIES. ACCESS TO THESE RESERVES DEPENDS UPON THE CREATION OF AN APPROPRIATE MECHANISM TO COORDINATE THE MAJOR RESEARCH AND EVALUATIVE RESOURCES. THIS COORDINATION WILL NECESSARILY BE RELATED TO URBAN RENEWAL NEEDS, BUT WILL ALSO PERFORM AN IMPORTANT COMMUNITY FUNCTION BY INTERRELATING THE OPERATIONS OF RESEARCH ORGANIZATIONS WHICH ARE CURRENTLY ISOLATED FROM EACH OTHER. TWO MAJOR RECOMMENDATIONS ARE REPORTED BY THE TASK FORCE. THE FIRST IS THAT ABCD SHOULD ESTABLISH AN EXAMINING COMMITTEE WITH THE RESPONSIBILITY OF SECURING INDEPENDENT, PERIODIC EVALUATION OF THE PROGRESS TOWARD ITS AGREED-UPON GOALS. SECONDLY, ABCD SHOULD ESTABLISH A SMALL RESEARCH UNIT DIRECTLY RESPONSIBLE TO THE ADMINISTRATOR WITH A DUAL FUNCTION--(A) THE MAINTENANCE OF A SENSITIVE INTELLIGENCE CENTER UTILIZING ADMINISTRATIVE DECISION-MAKING, RESOURCES OF PROFESSIONAL OBSERVATIONS, AND FORMAL RESEARCH, (B) THE MOBILIZATION OF COMMUNITY RESEARCH RESOURCES TO MEET THE NEEDS OF ABCD. ED001523 TASK FORCE REPORT ON ASSESSMENT AND EVALUATION. 1961-06-00 17 N/A 1965 2016-11-22

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No Environmental Influences Human Relations Student Teacher Relationship Summer Schools Teacher Education Teacher Role MASSACHUSETTS Massachusetts (Springfield) Massachusetts Springfield Public Schools, MA. SUCCESS FOR THE CULTURALLY DISADVANTAGED IS IMPROBABLE BECAUSE OF SEVERAL FACTORS - POOR SELF-IMAGE, BACKGROUND AND VALUES ALIEN TO SCHOOL STANDARDS, LOW ASPIRATIONS (BY MIDDLE-CLASS STANDARDS), AND INDIFFERENT PARENTS AND/OR UNSTABLE HOME CONDITIONS. SOME OF THE PROGRAMS ALREADY ESTABLISHED TO COMBAT THESE PROBLEMS ARE NEW YORK'S "HIGHER HORIZONS," NEW YORK STATE'S "PROJECT ABLE," AND BOSTON'S "ACTION FOR BOSTON'S COMMUNITY DEVELOPMENT (ABCD PROJECT)." SPECIFIC SUGGESTIONS ARE OFFERED FOR DEVELOPING AN AWARENESS OF HUMAN RELATIONS AND THE CULTURALLY DISADVANTAGED. THESE SUGGESTIONS ARE DIVIDED INTO IMMEDIATE, MEDIAL, AND LONG-RANGE. IMMEDIATE SUGGESTIONS INVOLVE TEACHER-PUPIL RELATIONS, PUBLICITY MATERIALS, AND SUPPLIES. MEDIAL SUGGESTIONS INVOLVE RESOURCE PEOPLE, SUPPLIES, AND MATERIALS. LONG-RANGE SUGGESTIONS INVOLVE PARENT EDUCATION, ADMINISTRATION, GUIDANCE AND CURRICULUM. THE COMMITTEE RECOMMENDS SUMMER SCHOOL PROGRAMS AND TEACHER WORKSHOPS. ED001524 A COMMITTEE REPORT BASED ON STAFF DISCUSSIONS FOLLOWING A SERIES OF LECTURES ON HUMAN RELATIONS AND THE CULTURALLY DEPRIVED. 1964-02-00 28 N/A 1965 2016-11-22

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No Childhood Attitudes Counselors Educationally Disadvantaged Enrichment Activities Intermediate Grades Lower Class Parent Role Psychologists MOORE, JAMES W. New York (Albany) PROJECT ABLE New York (Albany) New York State Education Dept., Albany. PROJECT ABLE, IN ITS EFFORT TO AID DISADVANTAGED CHILDREN, WORKED WITH INTERMEDIATE GRADE CHILDREN OF LOW SOCIOECONOMIC BACKGROUND. THE PERSONNEL INVOLVED WERE CLASSROOM TEACHERS, GUIDANCE COUNSELORS, SCHOOL PSYCHOLOGISTS, AND READING TEACHERS. THE CHILDREN WERE HELPED THROUGH SUCH WAYS AS COUNSELING, REMEDIAL READING, ENRICHMENT ACTIVITIES, FIELD TRIPS, AND "TEAM TEACHING." PARENTS WERE ENCOURAGED TO SUPPORT THE PROJECT THROUGH HOME VISITS, SCHOOL CONFERENCES, AND MEETINGS. THE AIM OF THE PROJECT WAS TO ENCOURAGE THESE CHILDREN TO HAVE A MORE POSITIVE ATTITUDE ABOUT SCHOOL AND EDUCATION. AT THE END OF THE FIRST YEAR, RESULTS OF EXAMINATIONS SHOWED THAT THE ATTITUDES OF THE CHILDREN, AND THEIR PARENTS, HAD BECOME MORE POSITIVE. ED001525 HELPING EDUCATIONALLY DISADVANTAGED CHILDREN. 1963-00-00 24 N/A 1965 2016-11-22

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No Assembly Programs Cultural Differences Discussion Government Role Grade 6 Racial Discrimination Social Studies Special Programs Student Attitudes Student Participation DONAHOE, THOMAS J. MARTIN G. Springfield Public Schools, MA. A DESCRIPTION OF AN ASSEMBLY PROGRAM FOR SIXTH GRADE STUDENTS WHICH FOCUSES ON AREAS OF GOVERNMENT THAT DIRECTLY AFFECT STUDENTS IS PRESENTED. STUDENTS AND TEACHERS OF THE 85 SIXTH GRADE CLASSES IN THE CITY WERE ASKED TO SUGGEST TOPICS OF INTEREST TO THEM IN THE AREA OF "OUR SCHOOLS AND OUR GOVERNMENT." THESE SUGGESTIONS WERE INCORPORATED INTO A TEACHER'S OUTLINE FOR USE IN CLASSROOMS THE FOLLOWING YEAR. AN ACCOUNT OF ACCOMPLISHMENTS IN EACH CLASSROOM WAS PREPARED BY THE STUDENTS AND PRESENTED TO A GENERAL ASSEMBLY COMPOSED OF AN ELECTED DELEGATE FROM EACH OF THE 85 CLASSES. A RESOLUTION WAS PASSED BY THE DELEGATES WITH AMENDMENTS RELATIVE TO THE TOPIC, AND THE AMENDED RESOLUTION WAS VOTED UPON. THE DELEGATES GAVE AN ACCOUNT OF THE PROCEEDINGS AND DECISIONS UPON RETURN TO THEIR CLASSROOMS. OBJECTIVES OF THE TOTAL PROGRAM ARE OUTLINED. THESE INCLUDE THE DEVELOPMENT OF SKILLS IN INTERPERSONAL RELATIONSHIPS, GROUP PARTICIPATION, AND REPRESENTATIVE GOVERNMENT. AN EVALUATION OF THE PROJECT IS PRESENTED ALONG WITH A PROPOSED PROGRAM FOR THE FOLLOWING YEAR FOCUSING ON THE AREA OF THE INTERRELATED ATTITUDES OF THE CHILDREN AND VARIOUS CULTURAL GROUPS. ED001526 SPRINGFIELD ELEMENTARY SCHOOL ASSEMBLY. 1964-09-00 6 N/A 1965 8/17/2004 22:13:05 DISA1965

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No Assembly Programs Cultural Differences Discussion Elementary Education Government (Administrative Body) Grade 6 Social Studies Special Programs Student Attitudes Student Participation Springfield Public Schools, MA. A BRIEF DESCRIPTION IS OFFERED OF THE PLANS OF AN ASSEMBLY PROGRAM FOR SIXTH GRADE STUDENTS. FOCUS IS ON THE AREAS OF GOVERNMENT WHICH DIRECTLY AFFECT STUDENTS. STUDENTS AND TEACHERS OF THE 85 SIXTH GRADE CLASSES IN THE CITY WERE ASKED TO SUGGEST TOPICS OF INTEREST TO THEM IN THE AREA OF "OUR SCHOOLS AND OUR GOVERNMENT." THESE SUGGESTIONS WERE INCORPORATED INTO A TEACHER'S OUTLINE TO BE USED IN THE CLASSROOM THE FOLLOWING YEAR DURING THE INITIAL PART OF THE TERM. AN ACCOUNT OF WHAT WAS ACCOMPLISHED IN EACH CLASSROOM WAS PREPARED BY THE STUDENTS AND PRESENTED TO A GENERAL ASSEMBLY COMPOSED OF AN ELECTED DELEGATE FROM EACH OF THE 85 CLASSES. THE DELEGATES GAVE AN ACCOUNT OF THE PROCEEDINGS OF AND RESOLUTIONS MADE AT THE ASSEMBLY, UPON RETURN TO THEIR CLASSROOMS. OBJECTIVES OF THE TOTAL PROGRAM ARE OUTLINED. THESE INCLUDE--THE DEVELOPMENT OF SKILLS IN INTERPERSONAL RELATIONSHIPS, GROUP PARTICIPATION, AND REPRESENTATIVE GOVERNMENT. A SHORT EVALUATION OF THE PROJECT INCLUDES SUGGESTED IMPROVEMENTS IN SUCCEEDING EFFORTS OF THIS TYPE. ED001527 SPRINGFIELD ELEMENTARY SCHOOL ASSEMBLY. 1963-10-00 5 N/A 1965 8/17/2004 22:13:07 DISA1965

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No Curriculum Development Disadvantaged Experimental Curriculum Experimental Programs Individual Development Instructional Program Divisions Teaching Methods Underachievement BACKER, ROBERT AND OTHERS CONNECTICUT Connecticut (Greenwich) Connecticut Greenwich Public Schools, CT. A FLEXIBLE PROGRAM INITIATED AT CENTRAL JUNIOR HIGH SCHOOL TO DEAL WITH THE ACADEMIC AND HUMAN DETERIORATION OF STUDENTS IS DESCRIBED. A COMPARISON OF THE INDIVIDUAL DEVELOPMENT PROGRAM STUDENTS WITH A MATCHED CONTROL GROUP FROM REGULAR CASES REVEALED THAT THE "CONTROLS" DID NOT IMPROVE AND, IN FACT, OFTEN SHOWED FURTHER DETERIORATION, THE UNDERACHIEVING PROGRAM STUDENTS OF HIGH AND LOW ABILITY AND OF LOW MOTIVATION SHOWED ACHIEVEMENT INCREMENTS, BOTH INDIVIDUALLY AND AS A GROUP. THE PROGRAM WAS DESIGNED WITH THE HOPE THAT OVER A PERIOD OF TIME THE QUALITY OF MATERIAL PRESENTED IN THE CURRICULUM WILL PRODUCE MEANINGFUL RESULTS IN HUMAN DEVELOPMENT AND ACHIEVEMENT. COOPERATIVE TEACHING AS AN INTERDISCIPLINARY APPROACH WAS UTILIZED TO GIVE CONTINUITY AND MEANING TO THE PROGRAM. READING WAS DONE IN AREAS DESIGNED TO BE OF INTEREST TO THE STUDENT AND TO SERVE AS THE BASIS FOR MEANINGFUL DISCUSSIONS. DISCUSSION IS PRESENTED REGARDING THE KINDS OF INTELLECTUAL NOURISHMENT OFFERED IN INSTRUCTIONAL PROGRAMS AIMED PRIMARILY AT FACT OR SKILL ACQUISITION RATHER THAN UNDERSTANDING. SUCH PROGRAMS TEND TO EMPHASIZE TIME-GOVERNED CONTENT. QUESTIONS ARE RAISED REGARDING THE TOTAL EFFECTIVENESS OF TRADITIONAL CONCEPTS IN CURRICULUM AND GRADE ORGANIZATION USED AS A BASIS FOR INSTRUCTION IN ELEMENTARY AND SECONDARY SCHOOLS. ED001528 INDIVIDUAL DEVELOPMENT PROGRAM. A HUMANIZING UNGRADED PROGRAM FOR ALIENATED YOUTH. 1964-07-00 113 N/A 1965 2016-11-22

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No Dropouts Participation Peer Acceptance Student Attitudes Surveys MCKENNA, JOHN Rhode Island (Providence) PROVIDENCE YOUTH INTERVIEWERS PROJECT Rhode Island (Providence) President's Committee on Juvenile Delinquency and Youth Crime, Washington, DC. Providence Youth Progress Board, RI. DURING THE SUMMER, 60 YOUTHS, MANY OF WHOM WERE JUDGED TO BE POTENTIAL SCHOOL DROPOUTS, WERE EMPLOYED TO INTERVIEW THEIR PEERS IN CERTAIN NEIGHBORHOODS. THE PURPOSES OF THE PROJECT WERE TO PROVIDE YOUTH WITH A FIRST-HAND VIEW OF THEIR OWN PROBLEMS, AND TO HAVE AN OPPORTUNITY TO SEE HOW INTERVIEWING OTHERS WOULD AFFECT THE INTERVIEWERS. IT WAS ASSUMED THAT PARTICIPATION, IN AND OF ITSELF, WAS SUFFICIENT TO CHANGE CERTAIN ATTITUDES AND BEHAVIORS OF THE PARTICIPANTS. THE UNDERLYING CONSIDERATION IN THE SELECTION OF ALL PARTICIPATING YOUTH WOULD BE THE POSSIBILITY OF EMOTIONAL, SOCIAL AND/OR ECONOMIC BENEFIT, AND THE DESIRE TO PARTICIPATE, THEIR AGES RANGED FROM 14-18. THE INTERVIEWERS ASKED QUESTIONS OF THEIR PEERS, EXAMPLES OF THESE QUESTIONS INCLUDED, "HOW DO YOU GET ALONG WITH YOUR FAMILY,""WHY DO KIDS GET INTO TROUBLE," AND "HOW DO KIDS SEE THE ROLES OF PEOPLE IN AUTHORITY." RESULTS OF THE SUMMER INTERVIEWS REVEALED THAT ALL THE YOUTH WHO WERE EMPLOYED IN THE SURVEY RETURNED TO SCHOOL, THUS THE ASSUMPTION THAT ACTUAL PARTICIPATION HELPED CHANGE THE ATTITUDES OF THE PARTICIPANTS WAS VERIFIED. ED001529 "TEENAGERS PROBE." THE PROVIDENCE YOUTH INTERVIEWERS PROJECT. 1964-12-07 87 N/A 1965 2016-11-22

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No Agencies Community Organizations Counseling Disadvantaged Family Environment Parent Attitudes Public Agencies STONE, EDWARD MASSACHUSETTS Action for Boston Community Development Project Massachusetts (Boston) Massachusetts Massachusetts (Boston) Action for Boston Community Development, Inc., MA. THE REPORT POINTS OUT THAT, IN GENERAL, CHRONIC PROBLEM PARENTS GREW UP IN ENVIRONMENTS OF EMOTIONAL IMPOVERISHMENT, INCONSISTENCY, CONFUSION, AND DISORDER, OFTEN WITH DEPRIVATION OF FOOD, CLOTHING, AND SHELTER. THESE PARENTS CATEGORIZE PEOPLE AS THOSE WHO GIVE AND THOSE WHO TAKE. THEY BLAME THEIR PROBLEMS ON EXTERNAL CIRCUMSTANCES NOT UNDER THEIR CONTROL, AND THEREBY MITIGATE THEIR OWN FAILURES. CHRONIC PROBLEM FAMILIES DO NOT MAINTAIN SUSTAINED CONTACT WITH NEIGHBORS, FAMILY MEMBERS RARELY ACHIEVE HIGH EDUCATIONAL LEVELS, CHILDREN OF SUCH FAMILIES EITHER ARE IN SPECIAL CLASSES OR UNDERACHIEVE IN REGULAR SCHOOL PROGRAMS. WORKERS IN AGENCIES WHO DEAL WITH SUCH FAMILIES SHOULD BECOME FAMILIAR WITH THEIR BEHAVIOR PATTERNS AND THEREBY LEARN HOW TO WORK WITH THEM SUCCESSFULLY. AT PRESENT, AGENCIES WHO WORK WITH CHRONIC PROBLEM FAMILIES HAVE LITTLE OR NO COMMUNICATION. THE REPORT ASSERTS THAT COORDINATION OF SOCIAL WORK AGENCIES WOULD RESULT IN A MUCH MORE EFFECTIVE HANDLING OF ALL ASPECTS OF THE SOCIAL PROBLEMS INVOLVED IN CHRONIC PROBLEM FAMILIES. ED001530 CHRONIC PROBLEM FAMILIES. 1961-06-00 85 N/A 1965 2016-11-22

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No Adolescents Black Youth Caseworker Approach Disadvantaged Youth Family Relationship Fatherless Family Females Social Workers Youth Problems ALLEN, NARCIA Massachusetts (Boston) Massachusetts (Boston) Boston Univ., MA. Law-Medicine Research Inst. AFTER WORKING WITH ADOLESCENT, NEGRO GIRLS FROM 12 TO 20 YEARS OF AGE, ONE SOCIAL WORKER MADE SEVERAL OBSERVATIONS ON THE GENERAL CHARACTERISTICS OF THESE GIRLS. ABOUT 60 PERCENT OF THE GIRLS ARE IN PERPETUAL MOVEMENT AND THEIR ATTENTION SPAN IS VERY SHORT. MANY OF THE GIRLS HAVE VERY INDIRECT AND LIMITED COMMUNICATION WITH PEOPLE WHO ARE NOT AMONG THEIR CLOSE ASSOCIATES. CONFLICTS BETWEEN THE GIRLS AND THEIR FAMILIES ARE OFTEN SO INTENSE THAT CASEWORKERS FIND IT DIFFICULT TO GET TO KNOW THE FAMILIES THROUGH THE GIRLS OR TO ARRANGE A MEETING WITH THE MOTHER. MOST HOMES ARE FATHERLESS. SEVERAL STEPS ARE FOLLOWED BY A CASEWORKER AS SHE TRIES TO CONTACT AND HELP GIRLS IN NEED. AFTER FIRST REACHING THE GIRL, IT IS BEST FOR THE SOCIAL WORKER TO TELL HER THE TRUTH AND LET HER KNOW THAT SHE IS THERE TO HELP HER. THE NEXT STEP IS TO HAVE THE GIRLS TALK SUBJECTIVELY ABOUT THEMSELVES AND THEIR COMPLAINTS AGAINST DIFFERENT ADULTS, TEACHERS, AND MEMBERS OF FAMILY. IT IS THEN POSSIBLE TO PLAN WHOLESOME ACTIVITIES - SOCIAL, CULTURAL, AND SPIRITUAL - TO INFORM THE GIRLS OF WHAT IS REALLY HAPPENING OUTSIDE OF THEIR IMMEDIATE NEIGHBORHOOD. THERE ARE SEVERAL CHANGES WHICH CAN BE NOTICED IN THE GIRLS AFTER WORKING WITH THE SOCIAL WORKER FOR SEVERAL YEARS. THEY ARE ABLE TO TALK ABOUT EACH OTHER, IN THE GROUP AND OUTSIDE, WITHOUT FIGHTING. THEY HAVE MADE A CHANGE IN THEIR ABILITY TO POSTPONE SATISFACTIONS AND TO TOLERATE FRUSTRATION. A NEW CONCEPT OF TIME, HOW TO SPEND TIME WISELY AND TO PLAN TIME SCHEDULES, IS ALSO A WORTHWHILE CHANGE OBSERVED. ED001531 REACHING GIRLS AND THEIR FAMILIES. 1964-10-00 11 N/A 1965 2016-11-22

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No Day Camp Programs Demonstration Programs Grouping (Instructional Purposes) Language Arts Males Motivation Techniques Reading Skills Remedial Reading Slow Learners MILLER, ARTHUR AND OTHERS Action for Boston Community Development Project Massachusetts (Boston) MAINE POLAND Maine Massachusetts (Boston) Poland Action for Boston Community Development, Inc., MA. A SUMMER CAMP WAS SET UP AT AGASSIZ VILLAGE, MAINE, IN 1964, TO HELP DEVELOP READING ABILITY FOR CHILDREN OF BOSTON PUBLIC SCHOOLS. OBJECTIVES WERE TO IMPROVE EACH CHILD'S READING ACHIEVEMENT AND RELATED LANGUAGE ARTS ABILITY. INFORMAL AND STANDARDIZED TESTS WERE USED TO MEASURE RESULTS. PHYSICAL EXAMINATIONS WERE GIVEN TO DETECT ANY PHYSICAL HANDICAPS WHICH MIGHT INTERFERE WITH READING PROGRESS. THE PROGRAM SERVED 162 BOYS OF IQ BETWEEN 75 AND 100 FROM GRADES 5 THROUGH 8. PERSONNEL CONSISTED OF 6 SPECIALIZED INSTRUCTORS AND THE REGULAR CAMP STAFF. NINE DIAGNOSTIC TESTS WERE GIVEN TO THE BOYS IN ORDER TO GROUP THEM FOR INSTRUCTION. SKILL AREAS TAUGHT WERE--PHONICS, VISUAL MEMORY, SIGHT, VOCABULARY DEVELOPMENT, ORAL READING, DICTIONARY WORK, ANALYTICAL READING, SKIMMING, AND ELABORATIVE THOUGHT. A DAILY SCHEDULE WAS GIVEN SHOWING TIME ALLOTMENTS FOR ALL CAMP ACTIVITIES. MOTIVATION WAS CONSIDERED AN IMPORTANT FACTOR TO THE SUCCESS OF THE CAMP. TEACHING TECHNIQUES EMPLOYED REINFORCEMENT OF VOCABULARY AND INDUCTIVE, RATHER THAN DEDUCTIVE, METHODS. A LIBRARY WAS PROVIDED AS WELL AS NUMEROUS NEWSPAPERS, MAGAZINES AND OTHER MATERIALS. A SPOKEN LANGUAGE PROGRAM USING SKITS, ROLE-PLAYING, CHORAL READING, MUSICAL GAMES, AND CAMPFIRE PROGRAMS WAS TAUGHT WITH THE READING PROGRAM. EIGHT LESSONS ARE DESCRIBED FOR THE PUBLISHING OF A CAMP NEWSPAPER. ED001532 DEMONSTRATION PROGRAM IN REMEDIAL READING AND LANGUAGE ARTS. 1964-06-00 33 N/A 1965 2016-11-22

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No Administrators Curriculum Development Elementary Education Graduate Study Individual Differences Inservice Teacher Education School Counseling School Organization Summer Programs Teacher Workshops Teaching Methods Team Teaching Urban Education Urban Schools Massachusetts (Boston) MASSACHUSETTS Massachusetts Massachusetts (Boston) THE PROGRAM OFFERS EXPERIENCED SCHOOL PERSONNEL A CHANCE FOR SUPERVISED INQUIRY AND EXPERIENCE IN THE FIELDS OF INSTRUCTION, SUPERVISION, ADMINISTRATION, AND GUIDANCE, WITH EMPHASIS ON THE SPECIAL PROBLEMS OF URBAN SCHOOLS. THE PROGRAM HOPES TO EXAMINE VARIOUS PROBLEMS OF CURRICULUM DEVELOPMENT, TEACHING PROCEDURE, SCHOOL AND STAFF ORGANIZATION, AND INSERVICE STAFF DEVELOPMENT. TWO TYPES OF PARTICIPANTS WILL BE PARTICIPATING IN THE PROGRAM. A GROUP OF ELEMENTARY SCHOOL STUDENTS WILL ATTEND MORNING CLASSES AND AFTERNOON RECREATION ACTIVITIES. A SECOND GROUP, COMPOSED OF ADULTS, WILL PLAN, TEACH, AND OBSERVE THE CHILDRENS' CLASSES IN THE MORNING AND ATTEND GRADUATE WORK CLASSES DURING THE AFTERNOON. THE ADULTS WILL BE ABLE TO ENGAGE IN SUPERVISED CURRICULUM PLANNING AND TEACHING UNDER CLINICAL CONDITIONS. THEY WILL BE URGED TO PAY MORE ATTENTION TO TEACHING PUPILS HOW TO ACQUIRE, INTERPRET, EVALUATE, AND COMMUNICATE KNOWLEDGE. THE PROGRAM WILL ALLOW ITS ADULT STUDENTS TO EXPLORE THE HUMAN DIFFERENCES FOUND IN URBAN SCHOOLS. TEAM-TEACHING WILL ALLOW STUDENT TEACHERS TO LEARN PROBLEMS OF LEADERSHIP. BESIDES THE PRACTICUM ACTIVITIES FOR TEACHERS, ADMINISTRATORS AND GUIDANCE COUNSELORS, AFTERNOON SEMINARS WILL BE HELD IN GUIDANCE, AND IN THE TEACHING-LEARNING PROCESS. GRADUATE CREDITS WILL BE GIVEN FOR COMPLETED WORK. ED001533 THE HARVARD-BOSTON SUMMER PROGRAM IN URBAN EDUCATION, 1965. 1965-00-00 8 N/A 1965 2016-11-22

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No Counseling Services Delinquent Rehabilitation Identification Parent Influence Probation Officers Psychological Needs Self Evaluation Social Relations IVES, JANE K. Massachusetts (Boston) Massachusetts (Boston) Boston Univ., MA. Law-Medicine Research Inst. THE SOCIAL AND PSYCHOLOGICAL TASK OF ADOLESCENCE IS IDENTIFICATION. THE DEVELOPMENTAL TASK OF IDENTIFICATION INVOLVES ACQUIRING A SURE PICTURE OF ONE'S SELF BY SEX, BY OCCUPATION, AND BY PLACE IN A COMMUNITY. HELPING THE OFFENDER ACHIEVE IDENTIFICATION IS ACCOMPLISHED THROUGH THE PROPER USE OF AUTHORITATIVE AND SUPPORTIVE MEASURES DESIGNED TO GIVE THE YOUTH SELF-CONFIDENCE, REALISTIC HELP, AND BROADER PERSPECTIVES. WORKERS DEALING WITH YOUTHFUL OFFENDERS SHOULD UNDERSTAND THE AUTHORITY THEY HAVE, BE COMFORTABLE WITH IT, AND USE IT EFFECTIVELY. AUTHORITY ELICITS A RESPONSE IN HOPE OF REWARD, A RESPONSE TO FEAR OF REPRISAL, AN AUTOMATIC OR CONDITIONED RESPONSE, A RECOGNITION OF COMPETENCE, AND AN IDENTIFICATION WITH A PERSON OF AUTHORITY. THE PROBATION OFFICER SHOULD TRY TO DISPEL THE AUTOMATIC FEAR AND DISTRUST YOUTHFUL OFFENDERS HAVE FOR AUTHORITY. THEY SHOULD SHOW THAT THEY ARE COMPETENT AND ARE INTERESTED IN THEIR PROBATIONERS. PARENTS ARE OF CONSIDERABLE IMPORTANCE TO THE PROBATION OFFICER. A HEALTHY PUSH TOWARD MATURITY CAN BE SUPPORTED BY THE WORKER WHO CAN FREE A YOUNG OFFENDER FROM THE ATTITUDES WHICH TIE HIM TO AN UNHAPPY PAST. ED001534 TECHNIQUES OF HELPING THE YOUTHFUL OFFENDER. 1964-12-09 12 N/A 1965 2016-11-22

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No Flexible Progression Individualized Programs Learning Processes Nongraded Instructional Grouping Pacing Permissive Environment Self Directed Classrooms Sequential Learning Teaching Methods DEAN, STUART E. Middletown High School RI DISTRICT OF COLUMBIA RHODE ISLAND Quincy Grammar School MA MASSACHUSETTS Massachusetts (Boston) District of Columbia Massachusetts Massachusetts (Boston) Rhode Island Office of Education (DHEW), Washington, DC. THE TWO INFLUENCES THAT INITIATED EXPERIMENTATION WITH THE NONGRADED SCHOOL WERE THE QUINCY GRAMMAR SCHOOL OF BOSTON IN 1848 AND CONCERN FOR INDIVIDUAL DIFFERENCES. DISCUSSED IN THIS REPORT WAS THE NONGRADED TYPE OF SCHOOL ORGANIZATION THAT ALLOWED A FLEXIBLE SITUATION AND A PERMISSIVE CLIMATE IN WHICH TEACHERS COULD ADJUST THEIR PROGRAMS IN QUANTITY, RATE, DEPTH, AND EMPHASIS TO DEAL WITH THE RANGE OF INDIVIDUAL DIFFERENCES BEFORE THEM. THE OPERATION OF MOST NONGRADED ELEMENTARY SCHOOLS USED THE ORGANIZATION OF TWO FIRST-GRADE ROOMS, TWO SECOND-GRADE ROOMS, AND TWO THIRD-GRADE ROOMS, WITH SIX TEACHERS. THE CHILDREN WOULD REMAIN IN THEIR ROOM WITH THE SAME GROUP FOR A PERIOD OF 2 OR 3 YEARS, DEPENDING UPON THE BASIC PATTERN OF THE ADMINISTRATIVE STRUCTURE. A DESCRIPTION OF ONE NONGRADED SCHOOL WAS THE MIDDLETOWN HIGH SCHOOL IN MIDDLETOWN, RHODE ISLAND. HERE, NO ONE FAILED, BECAUSE EACH PUPIL WAS PERMITTED AND ENCOURAGED TO LEARN AT HIS OWN PACE. THE CONTENT OF THE CURRICULUM IN EACH OF THE SUBJECT FIELDS HAD BEEN ORGANIZED INTO SEQUENTIAL STEPS. EACH PUPIL BEGAN A SEMESTER AT THE POINT HE HAD REACHED IN THE CURRICULUM SEQUENCE DURING THE PREVIOUS SEMESTER. THE PUPIL WAS EVALUATED SEPARATELY IN TERMS OF QUALITY AND QUANTITY OF LEARNING, HOW MUCH HE HAD LEARNED AND HOW WELL HE HAD LEARNED IT WERE IMPORTANT. ED001535 NONGRADED SCHOOLS. 1964-07-00 29 N/A 1965 2016-11-22

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No Community Attitudes Community Involvement Crime Delinquent Behavior Delinquent Rehabilitation Females Probation Officers School Counseling CUNNINGHAM, GLORIA Massachusetts (Boston) Massachusetts (Boston) Boston Univ., MA. Law-Medicine Research Inst. THE IDEA OF A "BORN CRIMINAL" OR A CLASS OF CRIMINALS IS ERRONEOUS. SOME CITIZENS MAINTAIN THIS ATTITUDE AND THEREFORE LACK COMMUNITY CONCERN OR INVOLVEMENT, THEREBY REDUCING THE NUMBER OF RESOURCES AND COOPERATING COMMUNITY UNITS THAT A PROBATION OFFICER CAN DRAW ON. ANOTHER PROBLEM WITH RESOURCES IS THAT, EVEN WHERE THEY DO EXIST, THEY ARE OFTEN INEFFECTIVE IN HELPING THE VERY PEOPLE THEY HAVE BEEN SET UP TO SERVE, IN SPITE OF THEIR BASIC INTENTIONS, THEY DO NOT KNOW ENOUGH. PROBATION OFFICERS FAIL, TOO, BECAUSE OF IGNORANCE OF CULTURAL DETERMINANTS OF BEHAVIOR. THE RATIO OF FEMALE CRIMES TO MALE CRIMES IS APPROXIMATELY 1 TO 8, HOWEVER, MANY FEMALE CRIMES GO UNDETECTED. BECAUSE OF THE SMALL NUMBER OF RECOGNIZED OFFENDERS THERE ARE VERY FEW ADEQUATE FACILITIES FOR FEMALE OFFENDERS. WOMEN ARE RAISED WITH THE OUTLOOK OF FINDING SUCCESS IN MATERIAL ACCOMPLISHMENTS. A WOMAN SHOULD NOT BE AGGRESSIVE BUT SHOULD BE ATTRACTIVE. THE COMMUNITY TREATS FEMALE OFFENDERS VERY SEVERELY FOR DEVIATIONS FROM THE SOCIAL NORM. COUNSELING THESE WOMEN PROBATIONERS REQUIRES A RECOGNITION OF THESE FACTS. MEN HAVE SPECIAL DIFFICULTIES IN COUNSELING THESE WOMEN AND UNDERSTANDING THEIR SEEMINGLY SEDUCTIVE ACTIONS. A WOMAN PROBATIONER SHOULD BE TREATED WITH A RESPECT AND DIGNITY THAT RECOGNIZES HER INHERENT VALUE AS A HUMAN BEING, OFTEN BEFORE SHE CAN ACCEPT IT HERSELF. JUVENILE DELINQUENTS SHOULD GENERALLY BE ASSIGNED TO MALE PROBATION OFFICERS TO ESTABLISH THE PATERNAL AUTHORITY THAT MOST HAVE NEVER KNOWN. ED001536 SPECIAL PROBLEMS PRESENTED BY SPECIAL CATEGORIES OF OFFENDERS, MINORITY GROUPS, FEMALES, LOW-INCOME GROUPS. 1964-00-00 20 N/A 1965 2016-11-22

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No Disadvantaged Disadvantaged Schools Disadvantaged Youth Inservice Education Preservice Teacher Education School Personnel Training FISHMAN, JOSHUA A. AND OTHERS PROJECT BEACON New York (New York) New York (New York) Yeshiva Univ., New York, NY. Graduate School of Education. PROJECT BEACON'S TRAINING PROGRAMS WERE FOR THE PREPARATION OF PRESERVICE AND INSERVICE PERSONNEL TO WORK IN SOCIALLY DISADVANTAGED COMMUNITY SCHOOLS. THOSE INVOLVED WERE TEACHERS OF REGULAR AND SPECIAL CLASSES, ADMINISTRATORS AND SUPERVISORS, GUIDANCE SPECIALISTS, THERAPEUTIC EDUCATORS, SCHOOL PSYCHOLOGISTS, AND EDUCATIONAL PSYCHOLOGISTS. THE CHARACTERISTICS AND NEEDS OF LEARNERS IN SOCIALLY AND CULTURALLY DISADVANTAGED COMMUNITIES WERE PRESENTED. INCLUDED WERE STYLES AND MODES OF PERCEPTUAL HABITUATION, UTILIZATION OF ABSTRACT SYMBOLS, AND DEGREE AND DIRECTION OF MOTIVATION. ALSO DISCUSSED WAS THE PROBLEM OF CONVENTIONAL TEACHER TRAINING PROGRAMS AS TO THEIR ADEQUACY TO PREPARE EDUCATIONAL PERSONNEL TO WORK WITH DISADVANTAGED CHILDREN. IMPLICATIONS OF CHARACTERISTICS AND NEEDS OF LEARNERS IN SOCIALLY AND CULTURALLY DISADVANTAGED COMMUNITIES INVOLVED THE AREAS OF HOME, SCHOOL, COMMUNITY ANALYSIS, CHILD APPRAISAL, AND PSYCHOEDUCATIONAL PROCESSES. INCLUDED WERE TWO ILLUSTRATIVE OUTLINES ON THE HISTORY OF EDUCATIONAL THOUGHT AND EDUCATIONAL PSYCHOLOGY IN ADDITION TO OUTLINES OF TRAINING PROGRAMS IN THE DEPARTMENTS OF CURRICULUM AND INSTRUCTION, SPECIAL EDUCATION, EDUCATIONAL PSYCHOLOGY, AND GUIDANCE. A BIBLIOGRAPHY ACCOMPANIES THE TEXT. ED001537 TRAINING PROGRAM IN PROJECT BEACON FOR THE PREPARATION OF PRESERVICE AND INSERVICE PERSONNEL WORK IN SOCIALLY DISADVANTAGED COMMUNITY SCHOOLS. 1963-01-00 137 N/A 1965 2016-11-22

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No Ability Identification Adolescents Counselors Delinquent Behavior Disadvantaged Youth Educational Counseling Environmental Influences Positive Reinforcement Youth Opportunities Youth Problems Massachusetts (Boston) Massachusetts (Boston) Boston Univ., MA. Law-Medicine Research Inst. THE NATURAL ABILITIES OF PEOPLE CAN BE STIFLED BY ENVIRONMENT, LEADING TO THE ATTITUDE THAT ONE HAS NO CONTROL OVER HIS DESTINY AND NEED MAKE NO LIFE PLANS. THEREFORE EDUCATIONAL COUNSELORS SHOULD PROVIDE OPPORTUNITIES FOR THE ADOLESCENT TO EXPRESS HIS ABILITIES IN A CONSTRUCTIVE MANNER. DISADVANTAGED CHILDREN FEEL THAT--STAYING OUT OF TROUBLE, TOUGHNESS, ABILITY TO DUPE OTHERS, EXCITEMENT, FATE, AND AUTONOMY ARE IMPORTANT. THE CHILDREN USUALLY ACT WITHDRAWN, HOSTILE, AND DO NOT HAVE A TRUE CONCEPT OF THE RELATIONSHIP BETWEEN SCHOOL AND THE WORLD OF WORK. THE COUNSELOR SHOULD LEARN OF THE CHILD'S BACKGROUND. HE SHOULD RECOGNIZE HIM AS A PERSON AND ENCOURAGE HIM BY REMINDING HIM OF PAST SUCCESS. COUNSELORS SHOULD USE SITUATIONS TO DEVELOP TRUST, AUTONOMY, INITIATIVE, INDUSTRY, AND IDENTIFY FOR THE ADOLESCENT. ED001538 A DESCRIPTION OF DELINQUENT, AND/OR DISADVANTAGED SUB-CULTURE. 1964-12-00 4 N/A 1965 2016-11-22

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No Classification Delinquency Delinquency Causes Delinquent Rehabilitation Handicapped Children Individual Differences Mental Retardation Neurosis Psychological Patterns Psychosis KELLY, FRANCIS J. Massachusetts (Boston) Massachusetts (Boston) Boston Univ., MA. Law-Medicine Research Inst. THE LACK OF CONSENSUS AMONG MEDICAL-LEGAL AUTHORITIES AS TO THE MEANING OF DELINQUENCY AND THE MANAGEMENT OF DELINQUENT CHILDREN IS DESCRIBED. THIS CONFLICT IS GENERAL IN THAT THE LEGAL DEFINITION EMPHASIZES BEHAVIOR AND ACTION WHILE THE PSYCHOLOGICAL DEFINITION EMPHASIZES THE ENDOPSYCHIC CONFLICT AND NEED MOTIVATING THE BEHAVIOR. EMPHASIS IS PLACED UPON THE PSYCHOLOGICAL TYPES WHO MAY COMMIT DELINQUENT ACTS. DIFFERENT WRITERS DESCRIBE DIFFERENT TYPES OF DELINQUENTS. TOO OFTEN THESE WRITERS GENERALIZE TO ALL DELINQUENTS THE CONCLUSIONS DERIVED FROM WORK WITH A BIASED SAMPLE. IF WE GROUP TOGETHER ALL THE TYPES DESCRIBED IN THE LITERATURE, BOTH PAST AND PRESENT, WE ARRIVE AT A PRELIMINARY FIVE-PART TAXONOMY OF DELINQUENT CHILDREN. A REVIEW OF 10,000 CASE HISTORIES LENDS SUPPORT TO THIS FIVE-PART TAXONOMY WHICH SUGGESTS THAT PSYCHOTIC, NEUROTIC, ORGANICALLY DEFICIENT, CHARACTER DISORDERED AND NORMAL CHILDREN MAY COME IN CONFLICT WITH THE LAW. THIS CONCLUSION LENDS SUPPORT TO THE NEED FOR EFFECTIVE DIAGNOSIS AND VARIED TREATMENT APPROACHES TO DELINQUENCY. ANY GROUP OF DELINQUENT CHILDREN IS HETEROGENEOUS. ED001539 TOWARD A WORKING TYPOLOGY OF DELINQUENT CHILDREN. 1965-03-00 4 N/A 1965 2016-11-22

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No Disadvantaged Educational Psychology Heterogeneous Grouping Junior High Schools Psychological Needs Racial Differences School Attitudes Sex Differences Social Attitudes Socioeconomic Background LEVINE, DANIEL KANSAS CITY MISSOURI Missouri THE PROBLEM OF COEDUCATION IN THE JUNIOR HIGH SCHOOL WAS DISCUSSED. REASONS FOR REEVALUATING THE PRESENT SITUATION WERE GIVEN. LOWER-CLASS MALE YOUNGERSTERS LEARNED AN EXAGGERATED AGGRESSIVENESS BASED PARTLY ON INSECURITY, THEREFORE THEY HAD TO ASSERT AND DEFEND THEIR IMAGE OF MALENESS IN THE CLASSROOM. THE NEGRO YOUNGSTER, RAISED IN A MATRIARCHAL FAMILY SYSTEM, WAS OFTEN CONFUSED IN SEX-ROLE IDENTIFICATION, AND THE COMPETITIVE CLASSROOM GRADED ACCORDING TO AGE AND ABILITY WAS MORE CONFUSING FOR HIM SINCE IT WAS NOT GRADED BY SEX. EVEN ON SCHOOL PLAYGROUNDS SEXUAL IDENTIFICATION OF YOUNG BOYS AND GIRLS WAS BOTH CONFUSED AND COMPETITIVE. ANOTHER PROBLEM FOR BOYS WAS THE ESTABLISHED FACT THAT GIRLS MATURE SOONER THAN BOYS, AND THAT THE SUPERIORITY IN VERBAL SKILLS OF GIRLS WAS ATTRIBUTED TO THIS EARLIER MATURATION. THUS BOYS WERE FORCED TO DISPLAY THEIR MASCULINE ROLE THROUGH DEFIANCE AND EXHIBITION. SINCE CHILDREN IN LOW-INCOME ENVIRONMENTS WERE MORE AGGRESSIVE AND COMPETITIVE, GIRLS MORE OPENLY AND ASSERTIVELY CHALLENGED THE BOYS' SELF-IMAGE. THUS THE BOYS' BASIC INSECURITY WAS INTENSIFIED. THOUGH NO EDUCATIONAL SYSTEM COULD ELIMINATE COMPETITION FOR SUCCESS AMONG CHILDREN, IT, IF PROPERLY ORGANIZED, COULD REDUCE THE NEED FOR PHYSICAL PROWESS AND REBELLIOUSNESS. IF NOT, BOYS WOULD RENOUNCE ACTIVITIES WHICH THEY IDENTIFIED WITH GIRLS. A COEDUCATIONAL CLASS WAS THE PERFECT PLACE WHERE MASCULINE INDEPENDENCE COULD BE PROVED BY RENOUNCING THE INSTITUTION. WITH THE RENUNCIATION OF SCHOOL AND THE FAILURE IT WOULD BRING TO THEM, BOYS WERE MORE CONFUSED WITH THEIR SEXUAL IDENTIFICATION AND SELF-IMAGE. THUS 60 PERCENT TO 80 PERCENT OF THE STUDENTS IN HONORS CLASSES IN NEGRO COMMUNITIES WERE GIRLS. ELIMINATION OF COEDUCATIONAL EDUCATION IN JUNIOR HIGH SCHOOL WAS THE ANSWER. ED001540 COEDUCATION - A CONTRIBUTING FACTOR IN MISEDUCATION OF THE DISADVANTAGED. 1964-11-00 3 N/A 1965 2016-11-22

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No Community Action Community Involvement Counseling Services Delinquency Prevention Federal Programs Job Training Motivation Techniques Out of School Youth Potential Dropouts Tutoring Work Study Programs BECK, BERTRAM M. Juvenile Delinquency Youth Offenses Control Act New York (New York) New York (New York) Mobilization for Youth, Inc., New York, NY. MFY'S EXECUTIVE DIRECTOR SPOKE IN FAVOR OF EXTENDING THE 1961 ACT. MYF RECEIVED FUNDS UNDER THIS ACT AND THE DIRECTOR REPORTED THE PROGRESS IT HAD MADE. ONE ASPECT OF THE PROJECT'S ATTACK ON JUVENILE DELINQUENCY IS THE OPERATION OF A WORK-TRAINING PROGRAM FOR POTENTIAL DROPOUTS. WORK DONE BY THESE GROUPS PROVES THE FEASIBILITY OF THE NEIGHBORHOOD YOUTH CORPS. A NUMBER OF DROPOUTS HAVE BEEN EMPLOYED AS TEACHER HELPERS FOR ELEMENTARY GRADES. WORK-STUDY PROGRAMS IN THE SCHOOLS HAVE AIDED IN PREVENTING DROPOUTS AND IN ENCOURAGING THE RETURN OF STUDENTS WHO HAVE DROPPED OUT. PROGRAMS HAVE BEEN INITIATED WHICH ENCOURAGE THE HELPED TO BECOME THE HELPERS. MORE SUCCESSFUL STUDENTS ARE EMPLOYED AS TUTORS. LOW-INCOME, NONPROFESSIONAL WORKERS SERVE AS VISITING HOMEMAKERS, WORK FOREMAN, CASE AIDES, GROUP LEADERS, OR COMMUNITY ORGANIZERS. MFY WORKS WITH YOUTH RECENTLY RELEASED FROM INSTITUTIONS TO HELP THEM ADJUST TO COMMUNITY LIFE. THE PROGRAM ALSO INCLUDES RESEARCH AND OTHER ACTION PROGRAMS. THE PROGRAM ATTEMPTS TO PULL TOGETHER ALL COMMUNITY RESOURCES IN THE INTEREST OF THE DELINQUENT RATHER THAN TO EMPLOY THE MORE CONVENTIONAL ONE-TO-ONE METHOD. ED001541 STATEMENT ON S. 1566, THE JUVENILE DELINQUENCY AND YOUTH OFFENCES CONTROL ACT OF 1961. 1965-04-08 11 N/A 1965 2016-11-22

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No Community Action Community Involvement Delinquency Prevention Disadvantaged Educational Opportunities Family Involvement Guidance Programs Job Training Remedial Programs Worksheets Youth Employment Youth Opportunities New York (New York) New York (New York) Mobilization for Youth, Inc., New York, NY. MOBILIZATION FOR YOUTH (MFY) IS A BROAD, COMMUNITY BASED, NONPROFIT, PRIVATE ORGANIZATION, ATTEMPTING TO REDUCE JUVENILE DELINQUENCY IN THE LOWER EAST SIDE OF NEW YORK CITY BY PROVIDING OPPORTUNITIES FOR JUVENILES TO BEHAVE AS PRODUCTIVE MEMBERS OF SOCIETY. MFY PROVIDES YOUTH EMPLOYMENT AND TRAINING THROUGH ITS YOUTH JOB CENTER, AN URBAN YOUTH WORK CORPS, AND ON-THE-JOB TRAINING. MFY WORKS WITH THE BOARD OF EDUCATION TO PROVIDE BETTER OPPORTUNITIES FOR CULTURALLY DISADVANTAGED CHILDREN THROUGH REMEDIATION AND GUIDANCE FOR PRESCHOOL AND UNSCHOOLED CHILDREN AND FOR DROPOUTS, INSTRUCTION, CONSULTATION, HOME-VISITING, AND MATERIAL FOR TEACHERS ARE ALSO PROVIDED. MFY WORKS WITH FAMILIES AND THE COMMUNITY TO PROVIDE CULTURAL, ATHLETIC, SOCIAL AND RECREATION ACTIVITIES AS WELL AS CENTERS FOR CONSULTATION AND AID IN WELFARE PROBLEMS AND HOUSING. RESEARCH AND EVALUATION ARE CARRIED ON BY COLUMBIA UNIVERSITY TO STUDY JUVENILE DELINQUENTS AND THEIR FAMILIES AND TO EVALUATE MFY ACTION PROGRAMS. ED001542 MOBILIZATION FOR YOUTH, FACT SHEET NO. 1, OBJECTIVES AND PROGRAMS. 1965-06-00 3 N/A 1965 2016-11-22

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No Acculturation Educational Opportunities Elementary School Teachers Intergroup Education Intergroup Relations Minority Groups Racial Integration Resource Materials New York (Albany) New York (Albany) New York State Education Dept., Albany. IN IMPROVING EDUCATIONAL OPPORTUNITIES IT IS AN IMPORTANT STEP TO PROVIDE A BETTER KNOWLEDGE AND A BROADER UNDERSTANDING OF MINORITY GROUPS. SUCH METHODS AND TECHNIQUES INCLUDE THE USE OF FILMS, LITERATURE, AND COMMUNITY RESOURCES. THESE MATERIALS SHOULD PROVIDE NEW INSIGHTS FOR TEACHING STUDENTS TO UNDERSTAND, ACCEPT, AND RESPECT INDIVIDUALS WHO COME FROM CULTURAL BACKGROUNDS WHICH ARE DIFFERENT FROM THEIR OWN. TO BUILD UNDERSTANDING IN THE CLASSROOM AND ASSEMBLY, FOUR AREAS MUST BE CONSIDERED--TEACHER PREPARATION, SCHOOL SUBJECTS AND PRACTICE, LEARNING EXPERIENCES IN SUBJECT FIELDS, AND ASSEMBLY PROGRAMS. A BIBLIOGRAPHY FOR BOTH CHILDREN AND TEACHERS CONCERNING INTERGROUP RELATIONSHIPS IS LISTED, AS ARE INTERGROUP RELATION AGENCIES. ED001543 INTERGROUP RELATIONS. A RESOURCE HANDBOOK FOR ELEMENTARY SCHOOL TEACHERS, GRADES 4, 5, AND 6. 1963-00-00 48 N/A 1965 2016-11-22

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No Elementary Education Language Arts Measurement Techniques Reading Comprehension Reading Rate Reading Tests Testing CLOWARD, ROBERT D. COHEN, S. ALAN New York (New York) New York (New York) Mobilization for Youth, Inc., New York, NY. THE TEST WAS DESIGNED TO ASSESS SPEED OF READING COMPREHENSION. IT CONSISTED OF NUMBERED PASSAGES, ONE TO THREE SENTENCES IN LENGTH, ARRANGED IN PARAGRAPH FORM TO SIMULATE THE NORMAL READING EXERCISE. TOWARD THE END OF EACH PASSAGE, A WORD WAS INSERTED WHICH SPOILED THE MEANING OF THE PASSAGE. THE PUPILS WERE INSTRUCTED TO FIND THE WORD THAT SPOILED MEANING AND CROSS IT OUT. THUS WITH A CORRECT RESPONSE IT COULD BE INFERRED THAT THE PUPIL WAS ABLE TO COMPREHEND THE MEANING OF THE PASSAGE. AN EXAMPLE OF THE TEST WAS (1) IN THE SUMMER WE PLAY IN THE SNOW, (2) THE DOG BIT JANE ON THE LEG, THE BITE MADE JANE VERY HAPPY, (3) PAT HAS A FAST CAR. EVERY DAY HE TAKES HIS SLOW CAR TO SCHOOL. A TEACHERS' GUIDE AND ANSWER SHEET ARE INCLUDED. ED001544 BASIC TEST OF READING COMPREHENSION. 13 N/A 1965 2016-11-23

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No Academic Achievement Achievement Gains Child Development Elementary School Students Emotional Development Factor Analysis Intellectual Development Longitudinal Studies Physical Development Predictive Measurement Reading Achievement Social Development BROWN, ROSCOE C., JR. HENDERSON, EDWARD New York (Albany) New York (New York) New York (Long Island) New York New York (Albany) New York (New York) New York State Education Dept., Albany. New York Univ., NY. School of Education. Roslyn Public Schools, NY. THE EXTENT TO WHICH SCORES REPRESENTING PUPILS' STATUS ON CERTAIN DEVELOPMENTAL FACTORS PREDICTED THEIR ACHIEVEMENT IN READING, ARITHMETIC, AND THE MEDIAN OF A BATTERY OF ACHIEVEMENT TESTS WAS PRESENTED. THE STUDY COVERED A PERIOD OF 4 YEARS DURING WHICH THE SAME PUPILS WERE STUDIED IN THE THIRD, FOURTH, FIFTH, AND SIXTH GRADES. STUDIES OF THESE CHILDREN IN THE THIRD AND FOURTH GRADES HAD SHOWN THAT EMOTIONAL AND INTELLECTUAL ASPECTS OF DEVELOPMENT DIFFERENTIATE HIGH AND LOW ACHIEVERS. THE APPROACH IN STUDYING THE PROBLEM WAS TO OBTAIN DATA ON SEVERAL VARIABLES PURPORTING TO REPRESENT THE PHYSICAL, INTELLECTUAL, SOCIAL AND EMOTIONAL ASPECTS OF DEVELOPMENT, TO FACTOR ANALYZE THIS DATA, AND FINALLY TO COMPUTE STANDARD SCORES (MEAN EQUALS 5.0, SD EQUALS 1.0) FOR EACH VARIABLE COMPRISING EACH FACTOR. THE STANDARD SCORES WERE USED TO COMPUTE A SCORE FOR EACH DEVELOPMENTAL FACTOR, AND THE FACTOR SCORES WERE USED TO PREDICT ACHIEVEMENT. RESULTS SHOWED THE RELATIVE STABILITY OF THE FACTOR STRUCTURE OF THE DEVELOPMENTAL FACTORS. THE USE OF SCORES REPRESENTING PHYSICAL PERFORMANCE, PHYSICAL GROWTH AND EMOTIONAL DEVELOPMENT FACTORS DID NOT CONTRIBUTE SIGNIFICANTLY TO THE PREDICTION OF ACHIEVEMENT. THE INTELLECTUAL FACTOR MADE THE MAJOR CONTRIBUTION IN THE PREDICTION OF ACHIEVEMENT. THE PHYSICAL PERFORMANCE AND EMOTIONAL DEVELOPMENT FACTORS MADE THE LARGEST CONTRIBUTION OF THE NONINTELLECTUAL FACTORS, BUT THEIR CONTRIBUTION WAS RATHER SMALL. IT WAS POSSIBLE THAT THE DEVELOPMENTAL FACTORS MIGHT HAVE A MORE SIGNIFICANT CONTRIBUTION TO THE PREDICTION OF ACHIEVEMENT FOR SPECIFIC PUPILS AND FOR THE MORE EXTREME GROUPS. ED001545 LONGITUDINAL ANALYSIS OF PUPIL PROGRESS IN A PUBLIC SCHOOL. 1965-00-00 16 N/A 1965 2016-11-22

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No American History Bibliographies Black History History Immigrants Intergroup Relations Jews Minority Group Influences Minority Groups Social Discrimination World History BRIGGS, WILLIAM A. COLUMBUS Ohio State Civil Rights Commission, Columbus. FICTION, TEXTBOOKS, PERIODICALS, PICTURES, AND BIBLIOGRAPHIES ARE LISTED, WITH OCCASIONAL ANNOTATION. MOST CONCERN THE NEGRO, BUT SOME ARE ABOUT JEWS, IMMIGRANTS, AND OTHER AMERICAN MINORITY GROUPS. ED001546 NEGRO AND OTHER MINORITY GROUP CONTRIBUTIONS TO WORLD AND AMERICAN HISTORY. 1963-00-00 8 N/A 1965 2016-11-22

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No Community Action Counseling Services Curriculum Research Disadvantaged Early Experience Job Placement Job Training Low Income Groups Minority Groups Puerto Ricans Remedial Instruction Slums Social Services Socioeconomic Status Teacher Education Urban Education Youth Employment Youth Opportunities Youth Programs TANNENBAUM, ABRAHAM New York (New York) MOBILIZATION FOR YOUTH New York (New York) Mobilization for Youth, Inc., New York, NY. INTERLOCKING ACTION PROGRAMS WERE DESIGNED TO OPEN OPPORTUNITIES FOR LOW INCOME, MINORITY GROUPS IN A SLUM AREA. TODAY, THE MAJORITY OF RESIDENTS ARE IMPOVERISHED PUERTO RICAN IN-MIGRANTS, WITH A SMALLER SPRINKLING OF LOW INCOME NEGRO, CHINESE, JEWISH, ITALIAN, AND POLISH GROUPS. MYF PROVIDES JOB TRAINING AND PLACEMENT FOR UNEMPLOYED YOUTH, GROUP SOCIAL WORK AND ORGANIZATION OF THE UNAFFILIATED FOR COMMUNITY ACTION, SOCIAL SERVICES TO INDIVIDUALS AND FAMILIES, AND SPECIAL EDUCATIONAL PROGRAMS FOR CHILDREN AND YOUTH. THE VARIOUS EDUCATION PROVISIONS CLUSTER AROUND FIVE DISTINCT AREAS OF SERVICES, WHICH MAY BE CHARACTERIZED AS FOLLOWS--(1) CURRICULUM PLANNING AND DEVELOPMENT - THE CURRICULUM CENTER IS STAFFED BY EDUCATORS WITH EXPERIENCE IN DEPRESSED AREAS, AND ALSO SERVES AS A SOUNDING BOARD AND COMMUNICATIONS AGENCY FOR THE BEST IDEAS DEVELOPED IN THE LOCAL CLASSROOMS. LANGUAGE ARTS IS THE MAIN CONCERN, (2) TEACHER EDUCATION - BY LEARNING MORE ABOUT FAMILY LIFE IN THESE SLUM AREAS, TEACHERS WILL BE BETTER ABLE TO BRIDGE THE GAP BETWEEN HOME AND SCHOOL, (3) EARLY EDUCATION INTERVENTION - STARTED IN PRESCHOOL WHERE IT IS POSSIBLE TO HEAD OFF RETARDATION THAT MOST OFTEN COMES EARLY IN THESE SLUM AREAS. SOME OF THESE CHILDREN ARE BILINGUAL OR NONENGLISH SPEAKING, (4) CORRECTION AND REMEDIATION - MOST OF THIS CORRECTION IS LOCATED IN THE SLUM AREAS BECAUSE OF THE HIGH COST OF MATERIALS, TEACHERS, AND HELPING SERVICES. MOBILIZATION IS ATTEMPTING TO ACHIEVE THESE GOALS IN TWO WAYS--FIRST, BY IMPROVING THE QUALITY OF REMEDIAL INSTRUCTION, AND SECOND, BY TRANSLATING SUPERIOR REMEDIAL INSTRUCTION INTO IMPROVED CLASSROOM TEACHING. ED001547 MOBILIZATION FOR YOUTH IN NEW YORK CITY. 16 N/A 1965 2016-11-22

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No Board of Education Role Community Action Counseling Services Curriculum Research Delinquency Prevention Delinquent Rehabilitation Disadvantaged Dropout Prevention Enrichment Activities Family School Relationship Inservice Teacher Education Reading Centers Remedial Reading Social Services Tutoring Urban Education Youth Opportunities Youth Programs New York (New York) MOBILIZATION FOR YOUTH New York (New York) Mobilization for Youth, Inc., New York, NY. New York City Board of Education, Brooklyn, NY. THE FOLLOWING PROGRAMS ARE BEING DEVELOPED FOR THE PREVENTION AND CONTROL OF JUVENILE DELINQUENCY THROUGH EXPANDING OPPORTUNITES. INSERVICE TRAINING COURSES ARE DESIGNED TO IMPROVE UNDERSTANDING OF DISADVANTAGED GROUPS AND TO INCREASE THE EFFECTIVENESS OF THEIR TEACHING PROGRAMS. TRAINING IS OFFERED IN LABORATORY SCHOOLS TO TEST NEW MATERIALS AND TO ALLOW GRADUATE STUDENTS TO TRAIN THROUGH PARTICIPATION IN URBAN CLASSROOMS AND IN SOCIAL WORK. A CURRICULUM CENTER PROVIDES ASSISTANCE TO LOCAL SCHOOLS BY AIDING IN PLANNING AND DEVELOPING CURRICULUM AND LOCATING MATERIALS. THE CENTER ALSO MAINTAINS A FAIRLY EXTENSIVE COLLECTION OF MATERIALS AND BOOKS FOR TEACHER AND PUPIL USE. SPECIAL TEACHERS TEACH CORRECTIVE READING IN ELEMENTARY AND JUNIOR HIGH SCHOOL READING CLINICS. HOMEWORK HELPER PROGRAMS ARE OPERATED IN ELEVEN AFTER-SCHOOL CENTERS. ENRICHMENT PRACTICES ARE USED IN KINDERGARTEN. FOUR CLASSES FOR 4-YEAR-OLDS HAVE BEEN STARTED. ATTENDANCE PROGRAMS ARE AIMED AT HELPING POTENTIAL TRUANTS WITH THEIR PROBLEMS TO AVOID EXCESSIVE ABSENTEEISM. SOCIAL WORKERS WORK IN CONJUNCTION WITH MOBILIZATION FOR YOUTH EFFORTS IN CONDUCTING WORKSHOPS IN FAMILY AND SCHOOL RELATIONS. EDUCATIONAL GUIDANCE AND TUTORING SERVICES ARE PROVIDED FOR DROPOUTS IN WORLD OF WORK AND FOR YOUTHS DESIRING TO RETURN TO SCHOOL. EFFORTS ARE MADE TO COORDINATE THE VARIOUS ACTIVITIES AND COMMITTEES BY INCREASED COMMUNICATION IN REGULARLY SCHEDULED CONFERENCES. ED001548 THE WORLD OF EDUCATION AND THE BOARD OF EDUCATION CITY OF NEW YORK. PROGRESS REPORT. 1964-03-16 21 N/A 1965 2016-11-22

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No Community Action Counseling Services Delinquency Disadvantaged Dropouts Housing Inservice Teacher Education Job Placement Job Training Motivation Techniques Parent Education Participation Reading Centers Summer Programs Urban Education Worksheets Youth Opportunities Youth Programs MOBILIZATION FOR YOUTH New York (New York) New York (New York) Mobilization for Youth, Inc., New York, NY. MOBILIZATION FOR YOUTH REACHED 4,567 YOUTHS AT ITS JOB CENTER. MANY OF THESE WERE COUNSELED, 1,448 PARTICIPATED IN THE URBAN YOUTH JOB CORPS AND 528 TOOK ADVANTAGE OF ON-THE-JOB TRAINING. THERE WERE 205 PARTICIPANTS IN TRADE TRAINING AND DRIVER EDUCATION PROGRAMS. MFY CARRIED OUT A JOINT EDUCATIONAL PROGRAM WITH THE NEW YORK BOARD OF EDUCATION IN 25 SCHOOLS FROM ELEMENTARY GRADES THROUGH HIGH SCHOOL. INSERVICE TRAINING WAS PROVIDED FOR 513 TEACHERS. OVER 1,000 PEOPLE WERE TAUGHT IN READING CLINICS. SIXTY-SIX TEACHERS TAUGHT 2,899 PUPILS IN EARLY CHILDHOOD AND PRESCHOOL PROGRAMS. THERE WERE 1,000 PARTICIPANTS IN THE SUMMER PROGRAMS FOR 1964. PARENT EDUCATION PROGRAMS SERVED 1,025 PERSONS AND 700 FAMILIES. GROUP WORK WITH 3,251 CHILDREN WAS PROVIDED IN A YOUTH ACTION GROUP, ABSTINENCE PROGRAMS, A COFFEE HOUSE PROGRAM, AND AN ADVENTURE CORPS. THE HOUSING PROGRAM AIDED 7,000 TENANTS. SIX HOUSING ACTION GROUPS HAD A TOTAL MEMBERSHIP OF 943. COUNSELING AND INFORMATION WERE DISSEMINATED BY FOUR NEIGHBORHOOD SERVICE CENTERS TO 18,500 PERSONS. ED001549 MOBILIZATION FOR YOUTH, FACT SHEET NO. 2, PROGRAM PARTICIPATION. 1965-06-00 3 N/A 1965 2016-11-22

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No Budgets Community Action Delinquency Disadvantaged Dropouts Job Training News Media Preschool Education Recreational Facilities Sanitation Social Services Teacher Aides Urban Education Young Children Youth Opportunities Youth Programs MOBILIZATION FOR YOUTH New York (New York) New York (New York) Mobilization for Youth, Inc., New York, NY. ARTICLES CONCERNING THE STATUS OF THE PROGRAM AS OF SUMMER 1965, WERE ORGANIZED INTO A SMALL "NEWSPAPER." INCLUDED WERE THE FOLLOWING TOPICS--(1) HIGH SCHOOL DROPOUTS EMPLOYED AS TEACHER AIDS IN KINDERGARTENS WERE RETURNING TO SCHOOL, (2) THE NEIGHBORHOOD SERVICE CENTER PROGRAM WAS EXPLAINED, (3) MFY VOLUNTEER WORK CREWS HELPED ERECT CONCRETE BLEACHERS FOR A BASEBALL PARK, (4) PROMOTIONS AND OTHER CHANGES IN ADMINISTRATIVE POSITIONS WERE ANNOUNCED, (5) EXECUTIVE DIRECTOR BERTRAM BECK'S APPEARANCE BEFORE A SENATE SUBCOMMITTEE ON BEHALF OF EXTENSION OF THE JUVENILE DELINQUENCY AND YOUTH OFFENDERS ACT OF 1961 WAS SUMMARIZED, (6) ADVENTURE CORPS CAMPAIGNED FOR BETTER SANITATION, (7) THE PRESCHOOL COMPENSATORY EDUCATION PROGRAM WAS DESCRIBED, (8) MFY'S BUDGET FOR THE SCHOOL YEAR 1964-65 WAS EXPLAINED WITH ACCOMPANYING DIAGRAMS, (9) EARLY CHILDHOOD EXPERIMENTS WERE EXPLAINED. A GOOD COMPREHENSIVE PICTURE OF CURRENT STATUS OF MOBILIZATION FOR YOUTH WAS PROVIDED. ED001550 MFY--MOBILIZATION FOR YOUTH, INC., NEWS BULLETIN. 1965-00-00 8 N/A 1965 2016-11-22

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No Bibliographies Community Action Curriculum Research Disadvantaged Economic Factors Family Influence Information Dissemination Program Guides Social Class Teacher Role Urban Education Youth Opportunities Youth Programs MOBILIZATION FOR YOUTH New York (New York) New York (New York) Mobilization for Youth, Inc., New York, NY. IN RESPONSE TO REQUESTS FOR AGENCY MATERIAL, THE BIBLIOGRAPHY OF PAPERS FROM MOBILIZATION FOR YOUTH EXPERIENCE AND THE TRAINING DEPARTMENT WAS PRESENTED. THE BIBLIOGRAPHY WAS DIVIDED INTO PAPERS PUBLISHED, UNPUBLISHED AND PRESENTED AT CONFERENCES. UNDER PAPERS PUBLISHED WERE THOSE BY SHERMAN BARR, BERTRAM BECK, AND MELVIN HERMAN. UNDER PUBLISHED PAPERS WERE THOSE BY WILLIAM BRENNAN, AUGUST HOLLINGSHEAD, AND FRANCIS P. PUSCELL. UNDER PAPERS UNPUBLISHED AND PRESENTED AT CONFERENCES WERE THOSE BY CHARLES F. GROSSER, OSCAR ORNATI, AND DAVID YOUNG. AREAS COVERED WERE CURRICULUM, TEACHERS' ROLE, THE STUDENTS' ROLE, FAMILY INFLUENCE, POVERTY FACTOR, AND CLASS FACTOR. ED001551 BIBLIOGRAPHY OF PAPERS PUBLISHED, UNPUBLISHED AND PRESENTED AT CONFERENCES. 1965-03-00 16 N/A 1965 2016-11-22

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No Bibliographies Compensatory Education Disadvantaged Educational Methods Educational Trends Socioeconomic Influences Special Education New York (New York) New York (New York) Yeshiva Univ., New York, NY. School of Education and Community Administration. THE PROBLEM OF EDUCATION FOR SOCIALLY DISADVANTAGED CHILDREN IS SUMMARIZED. THE GROWING INTEREST IN THE PROBLEM AND THE FACTORS THAT HAVE INFLUENCED THIS INCREASED INTEREST ARE EXPLAINED. THE TERM "SOCIALLY DISADVANTAGED CHILD," IS DEFINED, AND SUBCOLLEGIATE AND COLLEGIATE PROGRAMS BEING USED IN COMPENSATORY EDUCATION ARE LISTED. FINALLY, AN EXTENSIVE BIBLIOGRAPHY OF LITERATURE ON THE SOCIALLY DISADVANTAGED CHILD IS LISTED. ED001552 THE EDUCATION AND SOCIALLY DISADVANTAGED CHILDREN AND YOUTH--A BRIEF INTRODUCTION AND BIBLIOGRAPHY. 1965-03-00 8 N/A 1965 2016-11-22

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No Disadvantaged Discovery Processes Elementary School Science Elementary School Students Physics Science Education Scientific Concepts Urban Education Vocabulary Development Youth Opportunities Youth Programs MOBILIZATION FOR YOUTH New York (New York) New York (New York) Mobilization for Youth, Inc., New York, NY. THE INITIAL QUESTION IN THE TITLE IS ANSWERED THROUGH SIMPLE EXPERIMENTS FOR CULTURALLY DISADVANTAGED CHILDREN IN ELEMENTARY SCHOOL. MUSCLES, RUNNING, WATER, WIND, STEAM, FAST BURNING AND ELECTRICITY ARE FOUND TO "MAKE THINGS GO." USING THESE BASIC DISCOVERIES, VOCABULARY IS BUILT UP BY WORKING WITH DIFFERENT WORDS RELATING TO THE EXPERIMENTS. A STORY IS TOLD IN TERMS FAMILIAR TO THE CULTURALLY DEPRIVED CHILDREN. THE BOY IN THE STORY MAKES THE DISCOVERIES SHOWN IN THE EXPERIMENTS AS HE PLAYS WITH CHRISTMAS TOYS. ED001553 WHAT MAKES THINGS GO. 1964-00-00 20 N/A 1965 2016-11-22

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No Community Action Counseling Services Disadvantaged Group Counseling Guidance Programs Low Income Groups Middle Class Psychotherapy Role Playing Slums Teacher Education Urban Education Youth Opportunities Youth Programs GOLDFARB, JEAN RIESSMAN, FRANK MOBILIZATION FOR YOUTH New York (New York) New York (New York) Mobilization for Youth, Inc., New York, NY. ROLE-PLAYING IS A VALUABLE TECHNIQUE FOR WORKING WITH DISADVANTAGED PEOPLE BECAUSE IT IS CONGENIAL WITH THE LOW-INCOME PERSON'S STYLE. ROLE-PLAYING ALLOWS THE PRACTITIONER TO REDUCE THE DISTANCE BETWEEN HIMSELF AND THE DISADVANTAGED, IT PERMITS MORE LEARNING ABOUT THE CULTURE OF THE LOW-INCOME PERSON FROM THE "INSIDE," AND IT IS AN EXCELLENT TECHNIQUE FOR DEVELOPING VERBAL POWER IN THE EDUCATIONALLY DEPRIVED PERSON. PEOPLE WITH LOW INCOME TEND TO WORK OUT MENTAL PROBLEMS BEST WHEN THEY CAN DO THINGS PHYSICALLY. ROLE-PLAYING APPEARS SUITED TO THIS PHYSICAL, ACTION-CENTERED, MOTOR STYLE. ROLE-PLAYING BREAKS THE "OFFICE BARRIER" BY CREATING A SETTING IN WHICH THE THERAPIST AND THE LOW-INCOME CLIENT ARE ON AN EQUAL FOOTING IN TERMS OF STYLE. SOME ILLUSTRATIONS OF ROLE-PLAYING ARE GIVEN. ONE SIMULATES THE TEACHING OF ACADEMIC MATERIAL TO NONPROFESSIONAL AND PROFESSIONAL PERSONNEL. ANOTHER HELPS TO DEVELOP TEACHER STYLES FOR WORKING WITH THE DEPRIVED. ROLE-PLAYING SHOULD BE NONTHEATRICAL, WITH A VERY SIMPLE, DIRECT APPROACH. THE LOW-INCOME PEOPLE WORKED WITH IN THIS STUDY PREFERRED AN INFORMAL SETTING, GROUPS OF NO MORE THAN 10 PEOPLE, AND LITTLE INTRODUCTORY DIDACTIC MATERIAL. ROLE-PLAYING AND THE MIDDLE CLASS ARE BRIEFLY DISCUSSED. DIFFERENCES IN APPROACH WHICH WOULD APPEAL TO THE MIDDLE CLASS ARE POINTED OUT. THE MIDDLE CLASS PERSON MAY FEEL THAT ROLE-PLAYING IS AN IN-GROUP GIMMICK, LACKING IN DIGNITY AND STATUS, THEREFORE THE VARIOUS PSYCHOTHERAPEUTIC FUNCTIONS OF ROLE-PLAYING, SUCH AS CATHARSIS, SUPPORT, AND PROBLEM OBJECTIFICATION SHOULD BE MADE EXPLICIT. ED001554 ROLE-PLAYING AND THE POOR. 1963-12-00 16 N/A 1965 2016-11-22

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No Community Action Disadvantaged Models Social Agencies Social Problems Social Services Urban Education Youth Opportunities Youth Programs RIESSMAN, FRANK SPECHT, HARRY New York (New York) MOBILIZATION FOR YOUTH New York (New York) Mobilization for Youth, Inc., New York, NY. SOCIAL AGENCIES SHOULD BE ORGANIZED, NOT TO OFFER SPECIFIC SERVICES, BUT RATHER TO DEAL WITH SOCIAL PROBLEMS AND RELATED AREAS. SOCIAL WORK HAS TENDED TO DEVELOP TECHNICIANS WITH SPECIALIZED POINTS OF VIEW. SOCIAL PROBLEMS CAN OCCUR AT THE SOCIAL LEVELS OF THE INDIVIDUAL, THE GROUP, THE ORGANIZATION, OR THE INSTITUTION. EACH LEVEL INVOLVES A DIFFERENT GROUP OF SOCIAL WORKERS AND A DIFFERENT SET OF METHODS. TO DETERMINE THE BEST SOLUTION FOR A SOCIAL PROBLEM, THE SOCIAL WORKER MUST FIRST LOCATE THE LEVEL OF THE PROBLEM. IT IS ALSO NECESSARY THAT PROFESSIONAL SOCIAL WORKERS, MOST OF WHOM ARE SPECIALISTS IN ONE PARTICULAR METHOD, HAVE A THEORETICAL FRAME-WORK WHICH ENABLES THEM TO LINK THEIR PRACTICE TO BROADER SOCIAL CONCERNS. THE SOCIAL WORKER SHOULD VIEW A CLIENT AS A PERSON WITH A PROBLEM WHICH EXISTS NOT IN THE CLIENT ALONE, BUT IN A TOTAL SOCIAL SYSTEM. ED001555 SOME NOTES ON A MODEL FOR AN INTEGRATED SOCIAL WORK APPROACH TO SOCIAL PROBLEMS. 1962-07-00 13 N/A 1965 2016-11-22

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No Black Employment Black Students Communication (Thought Transfer) Community Support Dropout Prevention Dropout Programs Intercultural Programs Intergroup Relations Reports Student Motivation Workshops BRIDGES, KACELLIOUS AND OTHERS Louisiana (New Orleans) LOUISIANA Louisiana Louisiana (New Orleans) Xavier Univ. of Louisiana, New Orleans. THE PROBLEM OF THE INCREASINGLY LARGE NUMBERS OF YOUNG PEOPLE WHO ARE LEAVING HIGH SCHOOL BEFORE GRADUATION WAS PRESENTED. SPEAKERS AND DISCUSSION GROUPS AT THE WORKSHOP AIMED AT PRESENTING THE PLIGHT OF THE DROPOUT FOR THE PURPOSE OF AWAKENING AND MOBILIZING SOCIAL, CIVIC, POLITICAL, BUSINESS, AND RELIGIOUS LEADERS IN AN EFFORT TO ASSIST YOUTH AND THEIR PARENTS WITH THEIR PROBLEMS. INITIAL GREETINGS AND INTRODUCTIONS AT THE WORKSHOP WERE FOLLOWED BY THE KEYNOTE SPEECH BY MR. OTIS FINLEY, JR. THE SPEECH, ENTITLED "MEETING THE CHALLENGE OF THE DROPOUT," STRESSED THE PARTICULAR PROBLEMS OF NEGRO DROPOUTS WHO MUST FACE THE PROSPECT OF A JOB IN THE LOWEST OCCUPATIONAL CATEGORIES WITH A MUCH LOWER EARNING POWER THAN WHITES DUE TO DISCRIMINATORY PRACTICES. MR. FINLEY OFFERED NO PANACEA TO THE PROBLEM, BUT ASSERTED THAT IT IS A COMMUNITY PROBLEM REQUIRING INTERRACIAL TEAMWORK AND EFFECTIVE COMMUNITY ORGANIZATION. THE REMAINDER OF THE WORKSHOP WAS DEVOTED TO THE NINE DISCUSSION GROUPS WHICH DISCUSSED TWO MAJOR TOPICS--(1) THE PROBLEM - THE WHO, WHERE, AND WHY OF THE DROPOUT, AND (2) TECHNIQUES, METHODS, AND RESOURCES FOR ALLEVIATING THE SITUATION. NUMEROUS RECOMMENDATIONS, ACTION PLANS, AND SUGGESTIONS WERE COMPILED FROM THE GROUP REPORTS. RECOMMENDATIONS FOR THE SCHOOL INCLUDED--SPECIAL EDUCATION CLASSES, READING CLINICS, VOCATIONAL COURSES, WORK-STUDY PROGRAM, FINANCIAL AID, AND GUIDANCE SERVICES. OTHER SUGGESTIONS INVOLVED THE NECESSITY FOR PARENT PARTICIPATION IN SCHOOL MATTERS, BETTER HOME-SCHOOL RELATIONSHIPS, THE SUPPORT OF COMMUNITY SOCIAL AGENCIES, AND ACTIVE INVOLVEMENT OF THE CHURCH IN THE MORAL IMPLICATIONS OF THE DROPOUT PROBLEM. ED001556 PROCEEDING OF THE THIRD ANNUAL SPRING WORKSHOP FOR VISITING TEACHERS. THEME--THE CHALLENGE OF THE DROPOUT - NEW HORIZONS IN EDUCATION IN THE SIXTIES. 1963-04-26 68 N/A 1965 2016-11-22

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No Blacks Cultural Isolation Culture Lag Disadvantaged Disadvantaged Environment Dropout Prevention Minority Groups Negative Attitudes Rehabilitation Programs Slums Social Values GOTTLIEB, DAVID Michigan (East Lansing) Michigan Michigan State Univ., East Lansing. THE DEFINITION OF "CULTURALLY ALIENATED" INCLUDED THOSE PEOPLE WHO WERE THE MORE RECENT IMMIGRANTS TO THE LARGE URBAN CENTERS, SPECIFICALLY REFERRED TO WERE THE AMERICAN NEGRO, THE PUERTO RICAN, THE MEXICAN AND THE SOUTHERN WHITE. THESE PEOPLE WERE LOWEST IN EMPLOYMENT INCOME, FORMAL EDUCATION AND EMPLOYMENT, THEY WERE ALSO LOWEST IN PARTICIPATION IN CIVIC AND SOCIAL ORGANIZATIONS AND IN MOST TESTS OF ACADEMIC ABILITY. ONE OF THE PROBLEMS THAT FACED INTERESTED PEOPLE WAS TO CONVINCE THE ALIENATED THAT ONE SEEKS TO ASSIST THEM IN THE ATTAINMENT OF RESPONSIBLE, PRODUCTIVE, CREATIVE AND DIGNIFIED ENDS. ANOTHER PROBLEM WAS THE BITTERNESS AND ISOLATION THAT THE ALIENATED FEEL ABOUT THE "GOOD LIFE." THE YOUNG PEOPLE FOUND IT DIFFICULT TO COMPETE WITH THEIR MORE AFFLUENT PEERS WITHIN THE SETTING OF MANY AMERICAN SCHOOLS. IT WAS NOT A LACK OF CONCERN ON THE PARTS OF THEIR PARENTS BUT RATHER A LACK OF KNOWLEDGE AND SOPHISTICATION ABOUT WHAT WAS BEING TAUGHT IN THE SCHOOLS. THUS IT WAS EVIDENT THAT THE ALIENATED CHILD WOULD BE THE FIRST TO BECOME DISENCHANTED WITH THE SCHOOLS. BY THE TIME THIS CHILD REACHED ADOLESCENCE THE PROBLEM HAD BECOME COMPOUNDED AND HE BEGAN TO MOVE AWAY THROUGH PERSONAL CONTACT AND IDENTIFICATION WITH ADULTS IN HIS OWN WORLD. THE ANSWER TO THIS PROBLEM CAME WITH REHABILITATION PROGRAMS FOR THE VERY, VERY YOUNG RATHER THAN THE DROPOUTS. SPECIAL EXTRACURRICULAR ACTIVITIES, ADDITIONAL STAFF MEMBERS AND TRAINED PERSONNEL COULD MAKE PROGRESS WITH THESE CHILDREN. ALSO THE PREPARATION OF PROFESSIONALS - TEACHERS, SOCIAL WORKERS, THERAPISTS, AND GUIDANCE COUNSELORS - SHOULD INCLUDE SPECIAL TRAINING IN THE SOCIOLOGY AND PSYCHOLOGY OF THIS GROUP. ED001557 WHO AM I. WHO CARES. THE CHALLENGE OF CULTURALLY ALIENATED YOUTH. 12 N/A 1965 2016-11-22

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No Aspiration Dropout Prevention Guidance Programs Guides Identification Learning Motivation Motivation Testing Programs Underachievement HAYWARD Bay Area Educational Research Service CA California State Coll., Hayward. THE FINDINGS OF RECENT RESEARCH STUDIES AND CURRENT SCHOOL PRACTICES WERE FORMULATED IN TERMS OF GUIDELINES WHICH SCHOOLS COULD USE AS CRITERIA IN STRENGTHENING THEIR PROVISIONS FOR HELPING STUDENTS MAKE THE MOST OF THEIR LEARNING POTENTIAL. UNDERACHIEVEMENT IS AN INCREASINGLY SERIOUS EDUCATIONAL PROBLEM. IT RESULTS IN FAILURE TO COMPLETE HIGH SCHOOL, TO QUALIFY FOR OR TO FIND EMPLOYMENT. THE SCHOOL COULD PLAY A KEY ROLE IN HELPING STUDENTS TO ATTAIN THEIR FULL ACHIEVEMENT POTENTIAL. UNDERACHIEVERS COULD BE IDENTIFIED IN THE EARLY GRADES. A PROGRAM OF STANDARDIZED TESTING AND A SYSTEM OF RECORDS SHOULD BE MAINTAINED. SYMPTOMS OF EMOTIONAL PROBLEMS AND INFORMATION ON THE PUPILS' CULTURAL BACKGROUND COULD ALSO SERVE AS CLUES TO UNDERSTANDING UNDERACHIEVERS. MANY PRACTICES WERE SUGGESTED FOR THE PREVENTION AND CORRECTION OF UNDERACHIEVEMENT. PROGRAM EXTENSIONS DURING SUMMER MONTHS OR AFTER SCHOOL WOULD BE USEFUL. SPECIAL HELP SHOULD BE GIVEN FOR CULTURALLY HANDICAPPED CHILDREN AND CORRECTIVE INSTRUCTION PROVIDED FOR OTHER SPECIALIZED PROBLEMS. COUNSELING AND GUIDANCE SERVICES WOULD BE VERY USEFUL IN IDENTIFICATION AND CORRECTION OF UNDERACHIEVEMENT BEGINNING IN THE EARLY GRADES. COOPERATION WITH ALL COMMUNITY ORGANIZATIONS CONCERNED WITH THE EDUCATION OF ADJUSTMENT OF YOUTH WOULD BE VALUABLE. THE HELP OF PARENTS SHOULD ALSO BE SOUGHT. ADMINISTRATIVE LEADERSHIP INCLUDING RELATED INSERVICE EDUCATION TO DEVELOP AN ALL-SCHOOL CONCERN AND UNDERSTANDING OF THE PROBLEM OF UNDERACHIEVEMENT WOULD BE ESSENTIAL TO THE SUCCESS OF A PREVENTATIVE AND CORRECTIVE PROGRAM. ED001558 PREVENTION AND CORRECTION OF UNDERACHIEVEMENT. 1963-06-00 27 N/A 1965 2016-11-22

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No Adjustment (to Environment) Audiovisual Aids Cultural Differences Instructional Materials Lower Class Students Minority Groups Self Concept Socialization Student Attitudes CYR, HELEN AND OTHERS California (Oakland) California (Oakland) THE TEACHERS' AND PROFESSIONAL LIBRARY AND THE AUDIOVISUAL DEPARTMENT HAVE MATERIALS WHICH ARE VALUABLE TO THE TEACHING AND ADMINISTRATIVE STAFFS OF THE OAKLAND PUBLIC SCHOOLS. MATERIALS ARE DESIGNED TO HELP STUDENTS OF LOWER SOCIOECONOMIC GROUPS DEVELOP A REALIZATION AND RESPECT FOR THEIR INDIVIDUAL WORTH, ALONG WITH A RESPECT FOR THE WORTH OF OTHERS. LIBRARY AND AUDIOVISUAL MATERIALS ARE LISTED FOR EACH OF FOUR TOPIC AREAS--(1) "BACKGROUND AND HISTORY" OF MINORITY GROUPS IN AMERICA, (2) "SOCIAL PROBLEMS" OF THE MINORITY GROUPS, (3) "EDUCATIONAL PROGRAMS--TYPES AND TECHNIQUES" WHICH HAVE BEEN DEVISED TO OVERCOME THESE PROBLEMS, AND (4) "SOURCES AND BIBLIOGRAPHIES" OF MATERIAL RELEVANT TO THE PROBLEMS OF THE LOWER SOCIOECONOMIC GROUPS. ED001559 CULTURAL DIVERSITY. LIBRARY AND AUDIO-VISUAL MATERIALS FOR IN-SERVICE EDUCATION. 1964-03-08 43 N/A 1965 2016-11-22

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No Black History Ethnic Groups Group Dynamics Instructional Materials Intergroup Education Social Relations Transfer Students Voluntary Desegregation DAHEIM, DAVID INTERGROUP EDUCATION PROJECT Washington (Seattle) Washington (Seattle) Seattle Public Schools, WA. THE INTERGROUP EDUCATION PROJECT IN SEATTLE ENCOURAGES ETHNIC APPRECIATION THROUGH SEVERAL PROGRAMS. THESE INCLUDE INTER-HIGH STUDENT EXCHANGE, VOLUNTARY STUDENT AND TEACHER TRANSFER, INTERGROUP EDUCATION GUIDES, SPECIAL CURRICULAR MATERIALS THAT SHOW HOW THE NEGRO HAS A DEFINITE PLACE IN OUR HISTORY, TEACHER AND ADMINISTRATOR EDUCATION, AND PUBLIC INFORMATION. IN PREPARING SPECIAL CURRICULA IT IS THE TEACHER'S MAIN TASK TO TAKE ADVANTAGE OF EVERY OPPORTUNITY TO EMPHASIZE THE CONCEPTS OF INTERGROUP EDUCATION. AN EXAMPLE IN THE SUBJECT OF MATHEMATICS IS THE COLLECTING OF MONEY FROM ALL OVER THE WORLD, THEREBY INVOLVING VARIED CULTURE GROUPS. COMPENSATORY EDUCATION SHOULD BE PROVIDED FOR STUDENTS WHO NEED IT. A BIBLIOGRAPHY AND A LIST OF AUDIOVISUAL MATERIALS ARE INCLUDED. ED001560 INTERGROUP EDUCATION. SEATTLE PUBLIC SCHOOLS. 1965-00-00 27 N/A 1965 2016-11-22

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No Disadvantaged Disadvantaged Youth Environmental Influences Field Trips Parent Participation Parents Performance Factors Preschool Education Preschool Learning Prevention California (Oakland) California (Oakland) Oakland Unified School District, CA. CHILDREN FROM SOCIALLY AND ECONOMICALLY IMPOVERISHED CIRCUMSTANCES TEND TO ENTER SCHOOL WITH PERCEPTIBLY DIFFERENT PREPARATION FOR THE RIGORS AND DEMANDS OF THE LEARNING AND SOCIALIZING EXPECTATIONS OF THE SCHOOL. INITIAL FAILURES ARE ALMOST INEVITABLE. ONE OF THE GOALS OF THIS PROPOSAL IS TO DEVELOP A POSITIVE READINESS TOWARD LEARNING AND TO HELP THE CHILDREN OVERCOME ENVIRONMENTAL DEFICIENCES. IT ALSO SEEKS TO INCREASE PARENTAL SKILLS AND UNDERSTANDING OF THE VALUES OF EDUCATION. THE PROGRAM INVOLVES PRESCHOOL CHILDREN AND THEIR PARENTS. THE PROGRAM WILL OPERATE FOR TWO SCHOOL YEARS IN THREE CENTERS AND WILL INVOLVE CHILDREN FOR ONE YEAR BEFORE THEIR ENTRANCE INTO KINDERGARTEN. PARENTS SHOULD ASSURE CHILDREN'S ATTENDANCE AND BE WILLING TO COOPERATE. A PLANNED PARENT EDUCATION PROGRAM IS AN IMPORTANT PART OF THE PRESCHOOL PROGRAM. THE EMPHASIS WILL BE ON HOW PARENTS AND THE SCHOOL CAN WORK TOGETHER. TEACHERS WILL HAVE FREQUENT DISCUSSIONS WITH PARENTS, AND WILL MAKE HOME VISITS. PARENTS WILL VISIT THE SCHOOL AND HELP ON CLASS TRIPS. IN ADDITION, EVENING MEETINGS HELD TWICE A MONTH WILL DISCUSS TOPICS SUCH AS CHILD DEVELOPMENT AND ADVICE TO PARENTS ON WAYS TO HELP CHILDREN SUCCEED IN SCHOOL. THE CURRICULUM WILL EMPHASIZE LANGUAGE DEVELOPMENT, DEVELOPMENT OF ALL SENSORY MODALITIES, INVOLVEMENT AND REINFORCEMENT. THE PROPOSED DAILY SCHEDULE INCLUDES ACTIVITIES FOR PHYSICAL, MANIPULATIVE LANGUAGE AND CONCEPT DEVELOPMENT, AND CREATIVE ARTS AND SCIENCE. THE RESEARCH PROPOSAL IS A DESIGN FOR EVALUATING THE PROGRAM. EXPERIMENTAL AND CONTROL GROUPS WILL BE SELECTED, AND REPEATED MEASUREMENTS WILL BE MADE THROUGHOUT THE FIVE YEAR LONGITUDINAL STUDY. ED001561 PRESCHOOL PROGRAM. 1965-00-00 11 N/A 1965 2016-11-22

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No Academic Achievement Achievement Rating After School Education Group Experience Motivation Techniques School Aides Secondary School Students Student Volunteers Study Habits Tutoring WEITZMAN, DAVID L. California (Oakland) California (Oakland) Oakland Unified School District, CA. THIS TUTORING EXPERIMENT WAS CONDUCTED TO PROVIDE A PLACE OUTSIDE OF REGULAR SCHOOL HOURS WHERE STUDENTS COULD RECEIVE ADDITIONAL INSTRUCTION AND PRACTICE, AND TO CREATE AN EXPERIMENTAL SITUATION IN WHICH THE EFFECTIVENESS OF A TUTORING PROGRAM AT THE SECONDARY SCHOOL LEVEL COULD BE EVALUATED. TUTORING WAS DONE BY JUNIOR AND SENIOR STUDENTS FROM THE HIGH SCHOOL, AND PARTICIPATION IN THE PROGRAM WAS VOLUNTARY. TUTORING SECTIONS OF THREE TO FIVE STUDENTS MET TWICE WEEKLY. TUTORS WERE URGED TO EXPERIMENT WITH THEIR CHOICE OF TECHNIQUES. THOSE MOST FREQUENTLY USED INCLUDED EXERCISE AND DRILL, QUESTION-ANSWER, SPECIAL ASSIGNMENTS, ASSISTANCE WITH HOMEWORK, AND PROVIDING QUIET STUDY WITH ASSISTANCE WHEN NEEDED. CONTROL GROUPS WERE CAREFULLY MATCHED, AND FOUR HYPOTHESES WERE TESTED ON THE BASIS OF TEACHER RATINGS. THIS METHOD WAS CHOSEN OVER ADMINISTERING STANDARD TESTS, BECAUSE THE PURPOSE OF THE STUDY WAS TO MEASURE CLASSROOM PERFORMANCE, AND THE HYPOTHESES TO BE TESTED INCLUDED ATTRIBUTES SUCH AS MOTIVATION AND INTEREST. IN SPITE OF HAVING VOLUNTEERED FOR THE PROGRAM, PARTICIPATING STUDENTS WERE RATED AS HAVING LESS MOTIVATION THAN THOSE OF THE CONTROL GROUP. ON THE BASIS OF RATED PERFORMANCE, THE FIRST HYPOTHESIS (THAT TUTORED STUDENTS WILL SHOW GREATER IMPROVEMENT ON CLASSROOM EXAMIMATIONS AND QUIZZES THAN NONTUTORED STUDENTS) WAS REJECTED. THE REMAINING THREE WERE CONFIRMED. TUTORED STUDENTS SHOWED--(1) GREATER IMPROVEMENT ON REPORTS, ESSAYS, HOMEWORK EXERCISES, AND OTHER CLASSROOM ASSIGNMENTS, (2) INCREASED MOTIVATION AND INTEREST IN THE SUBJECT, AND (3) IMPROVEMENT IN STUDY HABITS WHEN COMPARED WITH NONTUTORED STUDENTS. ED001562 EFFECT OF TUTORING ON PERFORMANCE AND MOTIVATION RATINGS IN SECONDARY SCHOOL STUDENTS. 1964-11-20 11 N/A 1965 2016-11-22

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No Adjustment (to Environment) Child Development Educational Environment Family Relationship Family School Relationship Parent Education Parent Participation Preschool Education Teacher Aides California (Oakland) California (Oakland) Oakland Unified School District, CA. THE GOALS OF THE PROGRAM ARE (1) TO IMPROVE SCHOOL-HOME COMMUNICATION, (2) TO MEDIATE THE CHILD'S TRANSITION TO SCHOOL, (3) TO PROVIDE MORE ADULT CONTACTS, (4) TO GIVE PARENTS NEW KNOWLEDGE OF CHILD DEVELOPMENT AND NEW IDEAS OF WAYS FOR WORKING WITH THEIR OWN CHILDREN, AND (5) TO RELIEVE THE TEACHER OF SOME NONTEACHING ACTIVITIES. THE PARENTS WHO PARTICIPATE SHOULD BE INDIGENOUS TO THE AREA, SHOW INTEREST IN THE PROGRAM, AND BE IN GOOD PHYSICAL AND EMOTIONAL HEALTH. PARENTS ARE CHOSEN THROUGH INTERVIEWS AND TAKE PART IN AN ORIENTATION WORKSHOP FOR ONE WEEK. INSERVICE TRAINING MEETINGS ARE HELD THROUGHOUT THE YEAR, AND PARENTS HELP LEAD ADULT EDUCATION CLASSES. SUGGESTIONS ARE GIVEN CONCERNING THE ROLE OF PARENTS IN SEEING THAT THE CHILDREN LEARN SOMETHING POSITIVE, AND THAT THEY ARE HAPPY. THEY SHOULD HELP CARE FOR EQUIPMENT AND BE ALERT TO ANY SAFETY HAZARD. THEY SHOULD LEARN ALL THAT THE TEACHERS ARE TRYING TO DO, AND BE PARTICULARLY HELPFUL IN THE CHILDREN'S LANGUAGE DEVELOPMENT. A SAMPLE SCHEDULE OF THE AIDE'S INTERACTION IN THE PROGRAM IS GIVEN, SHOWING HIS PARTICULAR DUTIES IN THE COURSE OF A DAY. THE EVALUATION OF THE PROGRAM INDICATES THAT PARENT AIDES HAVE BEEN AN EFFECTIVE AND PRODUCTIVE PART OF THE PRE-SCHOOL PROGRAM. THEY HAVE BEEN RESPONSIVE TO CHILDREN'S NEEDS, AND HAVE WORKED TOWARD SELF-IMPROVEMENT, MAINTAINING A WELL-GROOMED APPEARANCE, AND MAKING EVERY EFFORT TO SPEAK CLEARLY AND DISTINCTLY. THEY HAVE HELPED THE CHILDREN FORM POSITIVE SELF-IMAGES, ENCOURAGED THEM TO PARTICIPATE, AND HELPED PROVIDE ENRICHING EXPERIENCES. ED001563 PRE-SCHOOL PARENT AIDE PROGRAM. 1965-00-00 11 N/A 1965 2016-11-22

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No Antisocial Behavior Childhood Attitudes Delinquency Delinquent Behavior Delinquent Rehabilitation Identification Self Expression REDL, FRITZ DELINQUENCY SHOULD BE DISTINGUISHED FROM "SILLY PRANKS" AND JUVENILE CRIMES. COMMONSENSE THEORIES DO NOT PROVIDE ADEQUATE ANALYSIS OF DELINQUENT CHILDREN. NEITHER THE SEVERITY OF A YOUTH'S OFFENSE NOR HIS BEHAVIOR WHEN CAPTURED, PUNISHED, OR CORRECTED IS A SAFE SIGN OF THE SEVERITY OF THE DELINQUENT PROBLEM INVOLVED. EARLY DETECTION OF DELINQUENCY IS A GOOD METHOD BUT NEARLY ALWAYS IMPOSSIBLE. WISE HANDLING OF INCIDENTS AS THEY HAPPEN IS THE BEST SOLUTION. IF A CHILD IS INVOLVED IN SOMETHING OR IF HE DEVELOPS A PECULIAR ATTITUDE TOWARD SCHOOL, WORK OR AUTHORITY, PARENTS SHOULD BE THANKFUL THAT THIS PRESSURE IN THE CHILD HAS SHOWN SOME EXPRESSION. PARENTS SHOULD NOT BE ASHAMED OF DELINQUENT TROUBLES IN THEIR HOMES FOR DELINQUENCIES OCCUR AT ALL LEVELS OF THE SOCIOECONOMIC STRATA. WORKING WITH THE HEALTHY ASPECTS OF THE CHILD WILL AID IN HEALING THE UNHEALTHY PARTS OF THE CHILD. IF A SYMPTOM DISAPPEARS TOO MIRACULOUSLY, SOMETHING IS WRONG AND ADVICE SHOULD BE SOUGHT. PROGRESS SHOULD BE SLOW WITH EXPECTED CYCLES OF REGRESSION. ED001564 WHO IS DELINQUENT. 6 N/A 1965 8/17/2004 22:14:07 DISA1965

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No After School Programs Disadvantaged Youth High Schools Homework Inservice Teacher Education Junior High Schools Student Interests Student Motivation Study Study Centers Study Facilities Tutoring CARUSONE, JOHN AND OTHERS California (Oakland) OAKLAND STUDY CENTER PROGRAM California (Oakland) Oakland Unified School District, CA. THE OAKLAND STUDY CENTER PROGRAM FOR STUDENTS PROVIDED A QUIET PLACE FOR STUDY, ASSISTANCE IN DOING HOMEWORK ASSIGNMENTS, MATERIAL ASSISTANCE IN SPECIFIC SUBJECT AREAS, AND MOTIVATION AND ENRICHMENT. STUDENTS WERE SELECTED ACCORDING TO THEIR OWN INTERESTS AND ACCORDING TO THE RECOMMENDATIONS OF THE TEACHER. STUDENTS WERE ASSIGNED TO GROUPS ACCORDING TO SUBJECT AREAS. AT THE JUNIOR AND SENIOR HIGH SCHOOL LEVEL COMMON AREAS OF HELP WERE ENGLISH, MATH, GEOGRAPHY, SCIENCE AND FOREIGN LANGUAGES. AT THE ELEMENTARY LEVEL, STUDENTS WERE GROUPED BY GRADE LEVEL, REGULAR DAY TEACHER, SUBJECT MATTER AND INTEREST, INDIVIDUAL NEED, SEX, AND PARTICULAR TUTORS. INSERVICE TRAINING WAS HELD, AS WERE EVALUATIONS OF THE STUDENT TUTORS AND THE STUDY CENTER PROGRAM. EVALUATION FORMS WERE DISPLAYED IN THE REPORT, NOT THE ACTUAL EVALUATIONS. ED001565 THE YOUTH STUDY CENTER PROGRAM, A DESCRIPTION AND MANUAL OF PROCEDURES. 1964-00-00 48 N/A 1965 2016-11-22

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No Core Curriculum Evaluation Innovation Junior High Schools Parent Attitudes Program Evaluation Reading Instruction Remedial Programs Reports Special Programs Team Teaching Underachievement California (Oakland) California (Oakland) MOST CHILDREN WHO ENTER MADISON JUNIOR HIGH SCHOOL ARE BELOW THEIR GRADE LEVELS IN READING AND LANGUAGE SKILLS. THE 1962-63 CORE PROGRAM WAS OFFERED TO SEVENTH AND EIGHTH GRADERS WHO WERE PERFORMING AT APPROXIMATELY ONE YEAR BELOW GRADE LEVEL IN BASIC SKILL AREAS. THEY RECEIVED ALL INSTRUCTION IN REQUIRED ACADEMIC SUBJECT AREAS IN THE "CORE" CLASSES AND WERE TAUGHT BY A TEAM OF TWO OF THREE TEACHERS INCLUDING A REMEDIAL READING SPECIALIST. IN THE SECOND YEAR THE ORGANIZATION OF THE PROJECT WAS CHANGED, AND, UNDER THE NEW SYSTEM, ALL OF THE SEVENTH GRADE CLASS RECEIVED SPECIAL READING INSTRUCTION IN PROJECT READING CLASSES. CONSIDERABLE USE WAS MADE OF FILMSTRIP MACHINES AND TACHISTOSCOPIC DEVICES, INDIVIDUAL AND SMALL GROUP INSTRUCTION WAS GIVEN. THE PRESENT EVALUATION ATTEMPTS TO DETERMINE (1) IF THE "CORE TYPE" PROGRAM, UTILIZING THE TEAM-TEACHING APPROACH WITH MAJOR EMPHASIS ON LANGUAGE ARTS, WAS SUCCESSFUL IN CHANGING THE DEPRESSED ACHIEVEMENT STATUS OF THESE PUPILS, (2) IF THE SECOND YEAR PROGRAM HAD A SIGNIFICANT EFFECT ON THE ACHIEVEMENT OF THE SEVENTH GRADE STUDENTS, AND (3) IF THE REACTIONS OF THE PARENTS OF STUDENTS RECEIVING SPECIAL INSTRUCTION WERE FAVORABLE. STANDARDIZED READING TESTS OF SPEED, COMPREHENSION AND VOCABULARY, AND ACHIEVEMENT TESTS IN VARIOUS ACADEMIC AREAS WERE USED IN THE EVALUATION. EVIDENCE SHOWED THAT STUDENTS IN THE CORE PROGRAM MADE NO SIGNIFICANT CHANGE IN STANDINGS, AND MADE WHAT MAY BE CONSIDERED NORMALLY EXPECTED PROGRESS DURING THE SCHOOL YEAR. HOWEVER THERE WERE POSITIVE INDICATIONS OF SUPPORT FROM THE PARENTS OF PUPILS WHO WERE INVOLVED, AND THEIR RESPONSES TO QUESTIONNAIRES ALSO INDICATED POSITIVE ATTITUDE CHANGES AND INCREASED READING HABITS IN THEIR CHILDREN. SEVENTH GRADERS IN THE 1963-64 PROGRAM MADE SATISFACTORY PROGRESS IN THE SPEED AND COMPREHENSION SUBTESTS OVER A PERIOD OF EIGHT SCHOOL MONTHS. THE APPENDIX CONTAINS QUESTIONNAIRE RESULTS AND RESPONSES. ED001566 REPORT OF EVALUATION OF SPECIAL INSTRUCTIONAL PROGRAMS AT MADISON JUNIOR HIGH SCHOOL FOR THE SCHOOL YEARS OF 1962-63 AND 1963-64. 1964-00-00 31 N/A 1965 2016-11-22

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No Compensatory Education Desegregation Methods Disadvantaged Youth Educational Strategies Human Relations Intergroup Education Racial Integration Role Conflict School Desegregation Social Discrimination Student Attitudes WENNERBERG, C.H. California (Berkeley) RAMSEY PLAN California (Berkeley) Berkeley Unified School District, CA. A DISCUSSION OF EARLIER EFFORTS TO STUDY THE PROBLEMS OF SCHOOL INTEGRATION IS INCLUDED AS BACKGROUND TO THIS EFFORT. THE IMPORTANCE OF INTEGRATED EDUCATION IS EXAMINED AND ITS IMPORTANCE FOR ACCULTURATION AND ACADEMIC ACHIEVEMENT IS HIGHLIGHTED. CONFLICTS HAVE BEEN ANALYZED AND CONCLUSIONS ARE THAT SEGREGATION IS DAMAGING TO ALL CHILDREN, AND INCONSISTENT WITH THE ROLES AND GOALS OF AMERICAN DEMOCRACY. TEN RECOMMENDATIONS TO IMPLEMENT INTEGRATION IN BERKELEY ARE-- (1) THAT THE RAMSEY PLAN BE ADOPTED FOR THE JUNIOR HIGH SCHOOLS IN SEPTEMBER 1964, (2) THAT THE BERKELEY SCHOOLS BE DIVIDED INTO FOUR EXPANDED NEIGHBORHOOD ATTENDANCE DISTRICTS, (3) THAT A COMPENSATORY EDUCATION PROGRAM BE ADOPTED, (4) THAT ADDITIONAL SUMMER SCHOOL OPPORTUNITIES BE PROVIDED, (5) THAT MORE WELL QUALIFIED PERSONNEL BE RECRUITED, (6) THAT SCHOOL LIBRARY STANDARDS BE RAISED, (7) THAT EFFORTS BY PUPILS, TEACHERS AND PARENTS BE MADE TO INVOLVE MORE FULLY, EACH STUDENT IN THE LIFE OF HIS SCHOOL, (8) THAT AN ADMINISTRATIVE PROCEDURE BE ESTABLISHED FOR THE EVALUATION AND COORDINATION OF SPECIAL EDUCATIONAL NEEDS OF STUDENTS, (9) THAT CURRICULUM BE EVALUATED AND BETTER DEVELOPED, AND (10) THAT CONTINUING AND ADULT EDUCATION FACILITIES BE EXPANDED AND IMPROVED. ED001567 DESEGRATION OF THE BERKELEY PUBLIC SCHOOLS, ITS FEASIBILITY AND IMPLEMENTATION. 1964-05-00 31 N/A 1965 2016-11-22

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No Adult Education Clinics Cooperative Programs Coordination Home Visits Part Time Faculty Preschool Education Resource Teachers Specialists Teacher Interns Teacher Role California (Oakland) California (Oakland) Oakland Unified School District, CA. THE JOB OF FIELD TEACHER CONSISTS OF THREE MAIN DUTIES. FIRST, HE SETS UP THE PROGRAM BY SELECTING THE CHILDREN AND RECRUITING AND TRAINING PARENT AIDES. SECOND, HE COORDINATES THE PRESCHOOL CENTERS. THIS INCLUDES INTERPRETING THE PROGRAM TO SCHOOL PERSONNEL, ORGANIZING PARENT EDUCATION, PLANNING EXCURSIONS, ARRANGING INSERVICE AND STAFF MEETINGS, AND TAKING CHARGE OF PUPIL ENROLLMENT RECORDS. AND THIRD, HE COORDINATES THE ADULT EDUCATION CLASSES BY ARRANGING FOR MATERIALS AND CONTACTING RESOURCE PEOPLE. THE FIELD ASSISTANT REVIEWS CURRICULUM MATERIALS, AND DEVELOPS LESSONS AND AUDIOVISUAL MATERIALS FOR PRESCHOOL CENTERS. THESE WILL BE DEMONSTRATED AT THE CENTERS AND AT INSERVICE MEETINGS. HE ALSO ASSISTS IN ALL ASPECTS OF THE PROGRAM WHICH WILL INFLUENCE CURRICULUM. THE FIELD TEACHER AND FIELD ASSISTANT ARE JOINTLY RESPONSIBLE FOR MAKING REPORTS AND SUMMARIES, PLANNING INSERVICE AND STAFF MEETINGS, CONSULTING WITH THE RESEARCH DEPARTMENT, THE CHILD STUDY CENTER AND OTHER SCHOOL PERSONNEL, KEEPING ABREAST OF PROFESSIONAL LITERATURE AND RESEARCH, SUBSTITUTING IN THE CENTERS, AND CONDUCTING PUBLIC RELATIONS ACTIVITIES. THE WEEKLY SCHEDULES OF THE FIELD TEACHER AND THE ASSISTANT ARE DESCRIBED. ED001568 THE ROLE OF FIELD TEACHER AND FIELD ASSISTANT. 1965-00-00 4 N/A 1965 2016-11-22

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No Black Culture Black History Black Influences Compensatory Education Cultural Differences Culture Lag Curriculum Enrichment Grade 5 Instructional Materials United States History ANDERSON, MARY AND OTHERS California (Oakland) LIBERIA California (Oakland) Liberia Oakland Unified School District, CA. A SUPPLEMENT TO THE PRESENT COURSE IN U.S. HISTORY AT THE 5TH GRADE LEVEL IS PRESENTED. REASONS FOR WRITING THIS GUIDE INCLUDE THE FOLLOWING--(1) THE CONTRIBUTION AND HISTORY OF THE AMERICAN NEGRO ARE NOT COVERED ADEQUATELY IN TEXTBOOKS AND OTHER INSTRUCTIONAL MATERIALS, (2) THIS ERROR OF OMISSION IS SOMETIMES AGGRAVATED BY ERRORS OF OMISSION WHICH PERPETUATE UNFORTUNATE STEREOTYPING, (3) THERE IS A LACK OF INSTRUCTIONAL MATERIALS ON THE NEGRO, (4) KNOWLEDGE ABOUT THE CONTRIBUTIONS OF NEGROES TO AMERICAN LIFE HELPS WHITE CHILDREN UNDERSTAND THEM BETTER, AND (5) SINCE DIVERSITY IS PART OF OUR COUNTRY'S STRENGTH AND BECAUSE PRIDE AS AN AMERICAN CAN BE REINFORCED BY PRIDE IN ONE'S OWN PARTICULAR CULTURE, NEGRO CHILDREN SHOULD KNOW SOMETHING ABOUT THEIR OWN BACKGROUND AND CONTRIBUTIONS. THE AREAS COVERED ARE--(1) AFRICA, INCLUDING ITS PEOPLES, LANGUAGE, GOVERNMENT, EDUCATION AND HISTORY, (2) AFRICAN ARTS INCLUDING STORIES, POEMS, SONGS AND GAMES, (3) A DISCUSSION OF WEST AFRICA INCLUDING ITS LANGUAGE, FOODS, GAMES AND CRAFTS, AND (4) A DISCUSSION OF LIBERIA INCLUDING ITS LANGUAGE AND FOODS. ED001569 THE ROLE OF THE NEGRO IN AMERICA'S STORY, BOOK I. AFRICA, PAST AND PRESENT. 1964-00-00 44 N/A 1965 2016-11-22

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No Grade 1 Instructional Improvement Instructional Materials Kindergarten Language Ability Opaque Projectors Reading Skills Visual Discrimination California (Oakland) California (Oakland) Oakland Unified School District, CA. THE USE OF THE OPAQUE PROJECTOR SEEMS TO BE AN EFFECTIVE AID FOR DEVELOPING GOOD VISUAL DISCRIMINATION, LANGUAGE AWARENESS AND READING SKILLS IN IMAGERY FORMATION, SPEED, PHRASING, INTONATION AND EYE MOVEMENT. IT SHOULD BE PART OF A WELL-ROUNDED PROGRAM INCLUDING THE RECOGNIZED TECHNIQUES FOR TEACHING CULTURALLY DISADVANTAGED CHILDREN. READING MATERIAL USED IN THE PROJECTOR IS USUALLY READ BY EITHER THE TEACHER (USING A MARKER FOR CHILDREN TO FOLLOW) OR THE GROUP IN CHORUS. WITH THIS TYPE OF SUPPORT THE CHILDREN ARE NOT AFRAID TO TRY, AND THE VISUAL AND AUDITORY ELEMENTS ARE CONTINUALLY REINFORCING EACH OTHER. MANY USES FOR THE PROJECTOR ARE LISTED FOR KINDERGARTEN, FIRST AND SECOND GRADE. FLASH CARDS CAN BE USED TO DEVELOP SPEED, AND THE USE OF MARKERS OR POINTERS IS BENEFICIAL. YOUNG CHILDREN'S EYES ARE USUALLY FAR-SIGHTED WHEN THEY ARE MATURING, THEREFORE, THE USE OF THE ENLARGED IMAGE ON A SCREEN WOULD HELP FIRST GRADERS OVERCOME THIS HANDICAP. THE DARKENED ROOM REDUCES DIVERTING STIMULATION. FOR THE CULTURALLY DEPRIVED, THE PROJECTOR CAN ALSO PROVIDE REMEDIATION FOR THEIR LACK OF VISUAL EXPERIENCES. OTHER ADVANTAGES OF THIS TECHNIQUE ARE THAT IT RELIEVES PRESSURE ON SLOWER READERS, IT ALLOWS EXPOSURE TO MANY BOOKS SINCE ONLY ONE OF A KIND IS NEEDED, AND IT IS FLEXIBLE AND CAN BE USED IN OTHER CURRICULUM AREAS. ABOVE ALL, CHILDREN RESPOND TO AND ENJOY THIS TECHNIQUE. IT IS CLEARLY "NOT" A METHOD IN ITSELF, BUT SHOULD BE USED AS A SUPPLEMENT, ITS EFFECTIVENESS WILL STILL DEPEND ON THE TEACHER AND HER PROGRAM. THE RESULTS FROM THE USE OF THE PROJECTOR HAVE BEEN ENCOURAGING. IN ALL INSTANCES THE EXPERIMENTAL GROUP'S PERFORMANCE ON STANDARIZED READING TESTS ADMINISTERED AFTER A YEAR OF ITS USE WAS SIGNIFICANTLY HIGHER THAN THE CONTROL GROUP'S. ED001570 THE OPAQUE PROJECTOR AS USED IN A KINDERGARTEN AND FIRST GRADE. 1964-00-00 7 N/A 1965 2016-11-22

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No Kindergarten Language Ability Language Patterns Language Programs Program Evaluation Reading Readiness Reports California (Oakland) CALIFORNIA LEE CLARK READING READINESS TEST California California (Oakland) THE PRIMARY OBJECTIVE OF THIS PROGRAM HAS BEEN TO DEMONSTRATE THE EFFECTIVENESS OF INTRODUCING CERTAIN LANGUAGE CONCEPTS IN KINDERGARTEN WHICH ARE NOT NORMALLY INCLUDED AT THAT LEVEL. SPECIAL EFFORTS WERE GIVEN TO MAKING THE CHILDREN AWARE OF THEIR SPEECH HABITS, LETTERS, WORDS, AND SENTENCES. VISUAL AND AUDITORY DISCRIMINATION SKILLS WERE EMPHASIZED. THE EVALUATION EFFORT WAS TO ASCERTAIN THE EFFECTS OF THIS AUGMENTED PROGRAM OF LANGUAGE AWARENESS IN THE KINDERGARTEN ON THE READING READINESS OF THE CHILDREN INVOLVED. THIS WAS DETERMINED THROUGH THE LEE-CLARK READING-READINESS TEST AND TEACHER RATINGS OF READINESS. THE FIVE SECTIONS OF KINDERGARTEN WERE NOT SIGNIFICANTLY DIFFERENT IN AGE OR ABILITY. THE TEST WAS ADMINISTERED AND TEACHERS RATED EACH CHILD ON AN EIGHT-POINT SCALE FROM POOR TO EXCELLENT EXPECTANCY OF SUCCESS IN LEARNING TO READ. THE MEAN SCORE ON THE READING READINESS TEST FOR THE GROUP WITHIN THE PROGRAM WAS WITHIN THE "HIGH" SUCCESS EXPECTANCY CATEGORY, AND THE AVERAGE FOR THE ENTIRE GROUP WAS IN THE RANGE "HIGH AVERAGE" SUCCESS EXPECTANCY, THE DIFFERENCE BETWEEN MEANS WAS STATISTICALLY SIGNIFICANT. THE MEAN DIFFERENCE OF TEACHER RATINGS FAILED TO MEET THE REQUIREMENT OF STATISTICAL SIGNIFICANCE, HOWEVER, THE LANGUAGE AWARENESS GROUP SCORED HIGHER. ALTHOUGH THIS STUDY WAS LIMITED, THE MAGNITUDE OF SUPERIORITY OF THE LANGUAGE AWARENESS GROUP ON THE LEE-CLARK TEST IS IMPRESSIVE, AND STRONGLY SUGGESTS THAT THE INTRODUCTION OF A LANGUAGE AWARENESS PROGRAM IN KINDERGARTEN LEVEL MAY BE EFFECTIVE IN PROMOTING READINESS FOR LEARNING. ED001571 REPORT OF EVALUATION OF KINDERGARTEN LANGUAGE AWARENESS PROGRAM AT STONEHURST ELEMENTARY SCHOOL. 1964-00-00 5 N/A 1965 2016-11-22

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No Adult Education Child Development Centers Instructional Materials Library Materials Paraprofessional Personnel Parent Participation Preschool Teachers Teacher Responsibility Teacher Role California (Oakland) California (Oakland) Oakland Unified School District, CA. THE TEACHER IS THE KEY PERSON IN IMPLEMENTING THE CURRICULUM, THE TRAINING OF PARENT AIDES, AND ADULT EDUCATION. IN SCHOOL HE IS RESPONSIBLE TO THE PRINCIPAL AND ATTENDS STAFF MEETINGS AND SCHOOL FUNCTIONS. HIS RESPONSIBILITIES TO THE PRESCHOOL PROJECT INCLUDE ATTENDING AND PARTICIPATING IN STAFF AND INSERVICE MEETINGS, TEACHING ADULT EDUCATION CLASSES, EXECUTING AND DEVELOPING CURRICULUM. AT THE CENTER HE IS RESPONSIBLE FOR SUPERVISING AND TRAINING THE AIDES, KEEPING RECORDS, CONDUCTING PARENT CONFERENCES AND VISITS. HE SELECTS AND PREPARES MATERIALS AND GUIDES AIDES IN THE USE OF THESE MATERIALS. HE HOLDS DAILY EVALUATION SESSIONS AND MAINTAINS A PROFESSIONAL LIBRARY FOR THE USE OF AIDES AND PARENTS. HE PLANS AND TEACHES IN THE ADULT EDUCATION CLASSES. THE BOOKS TO BE INCLUDED IN THE PRESCHOOL PROFESSIONAL LIBRARY ARE LISTED. ED001572 PRE-SCHOOL TEACHERS. 1965-00-00 4 N/A 1965 2016-11-23

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No Achievement Gains Disadvantaged Youth Enrichment Family Characteristics Grade 3 Grade 4 Language Acquisition Longitudinal Studies Program Evaluation Reading Readiness Remedial Teachers CALIFORNIA California (Oakland) California California (Oakland) THE OBJECTIVES OF THE PROGRAM WERE TO PROVIDE OPPORTUNITIES FOR THIRD AND FOURTH GRADE STUDENTS WHO HAVE POTENTIAL IN TERMS OF MENTAL ABILITY AND BEHAVIORAL STABILITY, AND TO CLOSE THE GAP BETWEEN THEIR RETARDED READING AND LANGUAGE DEVELOPMENT AND REASONABLE GRADE EXPECTANCY. REMEDIAL READING TEACHERS WERE ASSIGNED TO TWO PROJECT SCHOOLS, EACH TAUGHT TWO CLASSES OF THIRD AND FOURTH GRADERS DAILY. PROGRAMS WERE CHARACTERIZED BY AN EMPHASIS ON A GREAT MANY FIRST-HAND EXPERIENCES FOR THE STUDENTS, EFFORTS WERE MADE TO ADD MEANING, PURPOSE AND MOTIVATION TO READING AND LANGUAGE INSTRUCTION ACTIVITIES. THE EVALUATION SOUGHT TO DETERMINE THE EFFECTS OF ATTENDANCE IN READING AND LANGUAGE DEVELOPMENT CLASSES ON THE ACHIEVEMENT OF THESE STUDENTS AS MEASURED BY STANDARDIZED TESTS. DETAILED INTERVIEWS WITH PARENTS CONCERNING THE FAMILY BACKGROUNDS AND PRESENT HOME SITUATIONS WERE USED TO DETERMINE IF THERE WERE ANY CHARACTERISTICS, DISTURBANCES, OR PROBLEMS WHICH MIGHT BE RELATED TO READING PROBLEMS. EVIDENCE WAS PRESENTED INDICATING THAT PROGRAMS WERE INSTRUMENTAL IN HELPING THIRD AND FOURTH GRADE STUDENTS TO BRING ACHIEVEMENT LEVELS MUCH CLOSER TO GRADE EXPECTANCY. TWO-YEAR LONGITUDINAL INFORMATION SUGGESTS THAT THE EFFECTS WERE NOT TEMPORARY, SOME BENEFITS MIGHT NOT MANIFEST THEMSELVES AT THE END OF A 7 MONTH INTERVAL. THE SECOND YEAR OF THE PROGRAM SEEMED TO HAVE BEEN MORE EFFECTIVE SINCE GAINS WERE GREATER. TEST RESULTS AND TEACHER REACTIONS INDICATED THAT SOME BENEFITS MAY RESULT FROM THE RELIEF OF REGULAR CLASSROOM LOAD. NO HOME OR FAMILY RELATED PROBLEM TENDENCIES WERE DISCOVERED IN FACT-SHEET DATA COLLECTED ON THESE STUDENTS. ED001573 REPORT OF EVALUATION OF THIRD AND FOURTH GRADE LANGUAGE DEVELOPMENT PROGRAM. 1964-00-00 47 N/A 1965 2016-11-22

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No Career Opportunities Employment Experience Employment Programs Enrichment Activities Equal Opportunities (Jobs) Junior High Schools Motivation Techniques Parent Attitudes Skill Development Special Programs Student Development LABELLE, AGNES ARIZONA Arizona (Phoenix) Arizona Arizona (Phoenix) CAREERS FOR YOUTH, IN PHOENIX, ARIZONA, DEVELOPED A PROGRAM TO HELP STUDENTS FULFILL THEIR MAXIMUM POTENTIAL AND THUS BE ABLE TO GET GOOD JOBS. CAUSES THAT HAVE KEPT STUDENTS AND THEIR FAMILIES FROM HAVING A BETTER STANDARD OF LIVING INCLUDED LACK OF MOTIVATION, A LACK OF OPPORTUNITY TO REALIZE FREE ENTERPRISE AND A FAILURE OF THE COMMUNITY TO MAKE AVAILABLE TO THESE PEOPLE EQUALITY OF OPPORTUNITY IN EDUCATION AND EMPLOYMENT. THE ORGANIZATION WAS CONCERNED THAT THE TARGET POPULATION SHOULD ESTABLISH WORTHY GOALS AND RETAIN THEM. THE STAFF OF TWO ADMINISTRATORS AND A SECRETARY WAS SUPPORTED BY TWENTY SCHOOL AND TWENTY NONSCHOOL PEOPLE AND A BOARD OF TWENTY-TWO DIRECTORS. THE CLUB MEMBERS WERE USUALLY SEVENTH OR EIGHTH GRADERS RECOMMENDED BY THEIR TEACHERS AND PRINCIPALS. THE PROGRAM UTILIZED SIX TECHNIQUES. EMULATION OFFERED THE CHILDREN AN OPPORTUNITY TO MEET PERSONS WHO HAD SUCCEEDED IN LIFE. INSPIRATION INTRODUCED THE CHILDREN TO THE WORLD OF EMPLOYMENT. PARTICIPATION URGED THE CHILDREN TO PARTAKE OF THE COMMUNITY'S CULTURAL AND RECREATIONAL LIFE. EDUCATION PROVIDED THE NEEDY CHILDREN WITH A LIMITED NUMBER OF TEXTBOOKS. A CAREER STAFF MEMBER VISITED THE HOME OF A CHILD AS A FRIEND, AS A FRIEND HE COULD OFTEN CHANGE THE ATTITUDES OF PARENTS. CAMPING OFFERED A TEN-DAY EXPERIENCE THAT INCLUDED RECREATION, ARTS AND CRAFTS, AND COMMUNICATION SKILLS. ITS PURPOSE WAS TO LET THE CHILDREN BE MOTIVATED BY EXPOSURE TO THE "BETTER LIFE." THE FINAL ATTEMPT OF THE ORGANIZATION WAS TO ENCOURAGE THE LAY AND BUSINESS COMMUNITY'S PRACTICAL AND FINANCIAL SUPPORT. ED001574 CAREERS FOR YOUTH, 1963-64. SUMMARY REPORT. 1964-00-00 15 N/A 1965 2016-11-22

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No Adult Education Adult Programs Child Development Community Involvement Disadvantaged Improvement Programs Parent Child Relationship Parent Participation Skill Development California (Oakland) California (Oakland) Oakland Unified School District, CA. PROJECT GOALS INCLUDED CITIZEN INVOLVEMENT IN PROGRAMS FOR NEIGHBORHOOD AND COMMUNITY BETTERMENT AND THE IMPROVEMENT OF THE EDUCATIONAL AND CULTURAL OPPORTUNITIES FOR YOUTH AND ADULTS. EMPHASIS WAS PLACED ON INVOLVING MINORITY GROUP PARENTS TO A DEGREE NEVER BEFORE ATTEMPTED. ADULT EDUCATION CLASSES AND PARENT DISCUSSION AND ACTIVITY GROUPS CENTERED ON HELPING PARENTS UNDERSTAND THEIR CHILDREN, DEVELOP HOMEMAKING AND OTHER BASIC SKILLS AND GAIN AN AWARENESS OF THEIR OWN CULTURE AND VALUE OF COMMUNITY AFFAIR PARTICIPATION. THE PROGRAMS WHICH WERE OFFERED COVERING THE FIRST TWO-YEAR PERIOD ARE LISTED. SOME OBSERVATIONS REGARDING THE ESTABLISHMENT OF SUCCESSFUL PROGRAMS ARE GIVEN. ALL CLASSES WERE EASILY ACCESSIBLE SINCE PROGRAMS WERE ESTABLISHED DIRECTLY IN THE NEIGHBORHOOD. EMPHASIS WAS PLACED ON REACHING OUT TO INDIVIDUALS AND FAMILIES. GROUP LEADERS AND TWO PARENT LEADERS WERE RECRUITED FROM THE COMMUNITY AND HELPED KEEP INTEREST HIGH. OPERATING PROCEDURES EMPHASIZED PERSONAL CONTACTS, LETTERS, AND CALLS. FLEXIBILITY IN ADMINISTRATION ENABLED PROGRAMS TO BEGIN WITH ATTENDANCE BELOW THE MINIMUM. A PROGRAM COORDINATOR HELPED RECRUIT STAFF AND ESTABLISH PROGRAMS AND SERVED AS A LIAISON WITH OTHER COMMUNITY AGENCIES. ED001575 REPORT OF ADULT EDUCATION ACTIVITIES OF OAKLAND PUBLIC SCHOOLS INTERAGENCY PROJECT. 1964-00-00 4 N/A 1965 2016-11-22

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No Compensatory Education Costs De Facto Segregation Desegregation Effects Desegregation Methods Desegregation Plans Integration Studies Program Guides Public Schools Special Programs Teacher Education WENNERBERGH, C.H. CALIFORNIA RAMSEY PLAN California (Berkeley) California California (Berkeley) Berkeley Unified School District, CA. REPORTS OF SEVEN TASK GROUPS WERE INCLUDED. TASK GROUP NO. 1 CONSIDERED THE "RAMSEY PLAN." INVOLVED WERE--(1) EDUCATIONAL IMPLICATIONS SUCH AS COURSE OFFERINGS, COUNSELING, ACTIVITIES AND RACIAL DISTRIBUTION AND BENEFITS, (2) PROBLEMS OF STAFFING, FACILITIES AND LEGAL STATUS, AND (3) THE ADVISABILITY OF IMPLEMENTATION IN SEPTEMBER. TASK GROUP NO. 2 CONSIDERED SCHOOL INTEGRATION AND ITS COSTS AND PROBLEMS. TASK GROUP NO. 3 INVESTIGATED THE POSSIBILITIES OF COMPENSATORY EDUCATION. TASK GROUP NO. 4 INVESTIGATED HOMOGENEOUS GROUPING, TRACKING AND SCHOOL SCHEDULING. TASK GROUP NO. 5 CONSIDERED PERSONNEL WITH RESPECT TO RECRUITMENT, PLACEMENT, ORIENTATION, INSERVICE TRAINING AND POLICY CONCERNING PREJUDICE OF STAFF MEMBERS. TASK GROUP NO. 6 INVESTIGATED PROGRAM FINANCE. TASK GROUP NO. 7 CONSIDERED OTHER RECOMMENDATIONS AND SUGGESTIONS SUCH AS GUIDANCE NEEDS, LIBRARY NEEDS, SUMMER SCHOOL PROGRAMS AND EXTRA CURRICULAR ACTIVITIES. RECOMMENDATIONS WERE MADE TO ADOPT THE RAMSEY PLAN. THE SECOND TASK GROUP URGED BERKELEY TO INTEGRATE ALL OF ITS SCHOOLS AND TO ESTABLISH A COMMITTEE TO BEGIN WORK IMMEDIATELY. IT WAS RECOMMENDED THAT A "COMPENSATORY EDUCATION FUND" BE ESTABLISHED TO AID INSERVICE TRAINING, NURSERY AND CHILD CARE PROGRAMS AT THE COST OF $483,605 FOR 1 YEAR. THE ESTABLISHMENT OF FOUR ACHIEVEMENT GROUPS FOR ACADEMIC SUBJECTS IN GRADES 7-12 WITH DESCRIPTIVE GUIDELINES AND PERCENTILE BANDS TO ASSIST IN DETERMINING STUDENT PLACEMENT WAS URGED. CHANGES IN PERSONNEL SALARIES WERE RECOMMENDED. A BUDGET FOR SCHOOL INTEGRATION WAS PROPOSED. ED001576 DESEGRATION OF THE BERKELEY PUBLIC SCHOOLS--ITS FEASIBILITY AND IMPLEMENTATION. THE SUPERINTENDENT'S REPORT OF A STAFF GROUP STUDY. APPENDIXES. 1964-05-00 115 N/A 1965 2016-11-22

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No Compensatory Education Elementary School Students Enrichment Activities Field Trips Parent Participation School Community Relationship Student Motivation Student Participation DUDLEY, DOROTHY AND OTHERS California (San Francisco) CALIFORNIA STATE COMPENSATORY EDUCATION PROGRAM California (San Francisco) San Francisco Unified School District, CA. A LEADING FEATURE IN THE CALIFORNIA STATE COMPENSATORY EDUCATION PROGRAM IS THE PROVISION FOR FIELD TRIPS TO BROADEN THE STUDENTS' CULTURAL BACKGROUND AND TO STIMULATE THEM EDUCATIONALLY AND CULTURALLY. THREE SPECIALLY ASSIGNED TEACHERS SELECT AND PREPARE FOR THE TRIPS, WORKING CLOSELY WITH THE REGULAR TEACHERS. PARENTS ARE INCLUDED ON FIELD TRIPS TO KEEP THEM INFORMED OF THE PROGRAM, TO ENLIST THEIR SUPPORT, AND TO ENCOURAGE THEM TO PARTICIPATE IN SCHOOL-COMMUNITY AFFAIRS. THE INITIAL FIELD TRIP OF THE SAN FRANCISCO SCHOOL DISTRICT INCLUDED VISITS TO THE CIVIC CENTER, CHINATOWN, BROADWAY TUNNEL, THE WATERFRONT, TWIN PEAKS, AND DIAMOND HEIGHTS, A NEW HOUSING DEVELOPMENT AREA. THE TRIP TOOK THE CHILDREN OUT OF THEIR IMMEDIATE HOME ENVIRONMENT, LET THEM SEE SAN FRANCISCO AS A WHOLE, AND INTRODUCED THEM TO A VARIETY OF ENVIRONMENTS. THE PLANNING OF THE INITIAL FIELD TRIP INVOLVED STUDENT PARTICIPATION IN A VARIETY OF CLASSROOM ACTIVITIES. THESE INCLUDED THE USE OF AN OPAQUE PROJECTOR TO STUDY A MAP OF SAN FRANCISCO, THE STUDY OF MACHINES AND TOOLS, THE READING OF LIBRARY BOOKS, THE CONSTRUCTION OF A HOUSE, AND THE DRAMATIZATION OF BUS MANNERS. ED001577 HERE WE GO, A BUS RIDE WITH SIX YEAR OLDS. 1964-00-00 8 N/A 1965 2016-11-22

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No Achievement Gains Grade 5 Grade 6 Grade 7 Parent Attitudes Program Evaluation Questionnaires Student Attitudes Student Improvement Student Needs Study Centers Teacher Evaluation Tutoring CALIFORNIA California (Oakland) California California (Oakland) THE PURPOSE OF THE STUDY CENTER PROGRAM HAS BEEN TO PROVIDE A PLACE WHERE STUDENTS MAY HAVE A QUIET PLACE TO STUDY AND WHERE THEY MAY RECEIVE HELP WITH THEIR SCHOOL WORK. SEVENTEEN CENTERS ARE IN OPERATION WITH HIGH SCHOOL AND COLLEGE AGE TUTORS. THE COORDINATOR IN CHARGE AT EACH CENTER IS A TEACHER FROM THE SCHOOL WHERE IT IS LOCATED. EACH CENTER IS OPEN ONCE OR TWICE A WEEK. AREAS OF INVESTIGATION INCLUDED THE CHARACTERISTICS OF STUDENTS WHO ATTEND, THE REACTIONS OF STUDENTS, PARENTS AND TEACHERS, AND INFLUENCE ON SCHOOL PROGRESS. FIVE CENTERS WERE CHOSEN FOR THIS STUDY, QUESTIONNAIRES WERE DISTRIBUTED TO PARENTS, STUDENTS AND TEACHERS INVOLVED. THESE CENTERS SERVED 5TH, 6TH, AND 7TH GRADE CHILDREN. GRADES OF THE REGULAR ATTENDERS (75 PERCENT OF THE SESSIONS) WERE COMPARED OVER THE 5-MONTH PERIOD. THE EVIDENCE GATHERED INDICATED THAT A WIDE SAMPLING OF STUDENTS ATTENDED TO IMPROVE ACADEMIC ACHIEVEMENT, BEHAVIOR AND WORK HABITS. QUESTIONNAIRE RESPONSES SHOWED THAT THESE STUDENTS RECEIVED NEEDED HELP. PARENTS, TEACHERS AND STUDENTS RATED THE PROGRAM VERY HIGHLY. THERE IS NO EVIDENCE THAT GRADES WERE AFFECTED ALTHOUGH TEACHERS FELT THE GREATEST IMPACT WAS IN ACADEMIC ACHIEVEMENT. THERE WAS SOME INDICATION OF IMPROVEMENT IN THE ATTITUDES OF STUDENTS AND THE PARENTS TOWARD THE SCHOOL. ED001578 REPORT OF EVALUATION OF FIVE SELECTED STUDY CENTERS SCHOOL YEAR 1963-64. 1964-00-00 33 N/A 1965 2016-11-22

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No Adult Education Adult Programs Elementary Schools Family School Relationship Improvement Programs Parent Participation Program Development School Policy Secondary Schools Slums Surveys FUSCO, GENE C. DISTRICT OF COLUMBIA District of Columbia Office of Education (DHEW), Washington, DC. A SURVEY OF PRACTICES OF SCHOOLS IN TYPICALLY DEPRESSED URBAN AREAS FROM FOUR LARGE CITIES IS PRESENTED. STAFFING AND PROGRAM PLANNING ARE DISCUSSED. PRACTICES SHOULD BE ESTABLISHED TO HELP PARENTS LEARN HOW TO PARTICIPATE MEANINGFULLY IN THE EDUCATION OF THEIR CHILDREN. IN PREPARING THE PRESCHOOL CHILD, PARENT AID MAY BE ENLISTED THROUGH OBSERVATION AND COOPERATIVE NURSERIES. PARENT-TEACHER CONFERENCES ARE IMPORTANT, GROUP CONFERENCES AND ACTIVITIES MAY ALSO BE USED. ANOTHER AIM OF THESE PROGRAMS IS TO ASSIST PARENTS TO DEVELOP THEIR ABILITIES AND TO IMPROVE HOME AND COMMUNITY LIFE. ADULT EDUCATION CLASSES ARE GIVEN AND FAMILY ENRICHMENT PROGRAMS ORGANIZED. OTHER PROGRAMS ENCOURAGE POSITIVE CIVIC ATTITUDES AND TRY TO DEVELOP INDIGENOUS COMMUNITY LEADERSHIP. PROGRAMS AND ACTIVITIES AIMED AT DEVELOPING SCHOOL-HOME RELATIONS SHOULD BE DESIGNED WITH SPECIFIC CHARACTERISTICS OF THE COMMUNITY IN MIND. AREAS FOR FURTHER RESEARCH ARE MENTIONED. THE APPENDIX GIVES SPECIFIC DESCRIPTIONS OF PARTICIPATING SCHOOLS. ED001579 SCHOOL-HOME PARTNERSHIP IN DEPRESSED URBAN NEIGHBORHOODS. 1964-00-00 74 N/A 1965 2016-11-22

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No Advisory Committees Civil Rights Compensatory Education Costs Educational Problems Educational Programs Equal Education Racial Balance CALIFORNIA California (Oakland) California California (Oakland) Oakland Unified School District, CA. AS AN ADDITION TO THE PROGRESS REPORT OF STUDY AND ACTION RELATED TO CIVIL RIGHTS PROBLEMS AND COMPENSATORY EDUCATION PROGRAMS, THE REPORT LISTED THE ACTIONS AND ITEMS DISCUSSED IN BOARD MEETINGS AND COMMITTEES RELATED SPECIFICALLY TO CIVIL RIGHTS EDUCATION PROGRAMS FROM JANUARY, 1962 TO MARCH, 1964. SUGGESTIONS TO THE CITIZENS ADVISORY COMMITTEE ON SCHOOL NEEDS INCLUDED GOALS AND METHODS OF FINANCING, IDEAS FOR THE SCHOOL BUILDING COMMITTEE, AND SUGGESTIONS FOR THE EQUAL EDUCATIONAL OPPORTUNITIES COMMITTEE. A SUMMARY DIGEST OF A REPORT ON FINANCING PUBLIC SCHOOL EDUCATION DISCUSSED THE AREAS OF THE ECONOMICS OF EXISTING PROBLEMS, FACTORS AFFECTING THE COST OF PUBLIC SCHOOL EDUCATION, AND FUTURE REVENUE REQUIREMENTS. ACHIEVEMENT AND RACIAL COMPOSITION OF SCHOOLS AS WELL AS THEIR CLASS SIZES AND RACIAL COMPOSITION WERE LISTED. THE CONFERENCE ON CULTURAL DIVERSITY ENCOURAGED ITS STAFF MEMBERS TO ACCEPT THE OPPORTUNITY TO DEVELOP GREATER SENSITIVITY TO AND AWARENESS OF THE PROBLEMS RELATED TO CULTURAL DIVERSITY IN OUR SOCIETY AND THE PUBLIC SCHOOLS, TO RECEIVE A DELINEATION OF THESE PROBLEMS FROM THE DIFFERENT PERSPECTIVES OF A NUMBER OF SPEAKERS AT THE CONFERENCE, AND TO DEVELOP GREATER UNDERSTANDING OF THE VARIOUS SOLUTIONS SUGGESTED ALONG WITH THE RATIONALE AND CONTEXT OF EMOTION AND FEELING IN WHICH THEY WERE OFFERED. THE PROBLEM OF THE LOW ACHIEVER WAS OUTLINED. SOME OF THE SUGGESTIONS FOR HELPING THE LOW ACHIEVER INCLUDED SMALLER CLASSES, HEALTH SERVICE, ASSISTANCE, SUPERVISORS IN SUBJECT FIELDS, COUNSELING, AND AN ADULT PROGRAM. ED001580 STUDY AND ACTION RELATED TO CIVIL RIGHTS PROBLEMS AND COMPENSATORY EDUCATION PROGRAMS. 1964-03-31 52 N/A 1965 2016-11-22

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No Bibliographies Blacks Cultural Differences Disadvantaged Intergroup Relations Reading Materials School Community Relationship Student Teacher Relationship California (Oakland) California (Oakland) Oakland Unified School District, CA. A SUGGESTED READING LIST OF BOOKS AND PERIODICALS COVERING A RANGE OF SUBJECTS WAS PRESENTED. THESE INCLUDED SUCH TOPICS AS COMMUNITY-SCHOOL RELATIONS, THE CULTURALLY DEPRIVED, INTERGROUP RELATIONS, UNDERACHIEVEMENT, NEGROES, AND TEACHER-PUPIL RELATIONS. ED001581 CULTURAL DIVERSITY. A LIST OF SUGGESTED READING COMPILED IN THE OFFICE OF THE INTERAGENCY SCHOOL PROJECT. 1965-00-00 8 N/A 1965 2016-11-22

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No Family School Relationship Kindergarten Material Development Parent Conferences Parent Role Parent Teacher Cooperation Teacher Effectiveness Teacher Responsibility Teaching Guides DOLPH, WILLIAM AND OTHERS California (Santa Ana) California (Santa Ana) Orange County Dept. of Education, Santa Ana, CA. EFFECTIVE HOME-SCHOOL RELATIONS PROMOTE BETTER COMMUNITY UNDERSTANDING, MORE SUCCESSFUL TEACHERS, HAPPIER PARENTS AND MORE ADEPT PUPILS. PARENTS AND TEACHERS ARE IMPORTANT TO YOUNG CHILDREN DURING THE TRANSITION FROM HOME TO SCHOOL. SINCE EDUCATIONAL PROCEDURES, TECHNIQUES AND INSTRUCTIONAL MATERIALS HAVE CHANGED OVER THE YEARS, PARENTS NEED TO HAVE AN UNDERSTANDING OF THEM. PARENT COUNSELING IS RAPIDLY BECOMING A RECOGNIZED RESPONSIBILITY OF TEACHERS OF YOUNG CHILDREN. PARENTS BENEFIT FROM CONFERENCES BY LEARNING OF THE CHILD'S RELATIONSHIPS WITH OTHERS, HIS PROGRESS IN SCHOOL WORK, HIS SELF-CONTROL, HIS RESPONSE TO SUGGESTIONS, AND HIS SPECIAL INTERESTS AND ABILITIES IN SCHOOL. THE TEACHER BENEFITS FROM CONFERENCES BY LEARNING ABOUT THE CHILD'S FEELING ABOUT SCHOOL, HIS INTERESTS AND ABILITIES OUTSIDE OF SCHOOL, HIS FAMILY AND NEIGHBORHOOD RELATIONSHIPS, AND HIS FEARS OR EMOTIONAL TROUBLES. SUGGESTIONS GIVEN TO IMPLEMENT SUCCESSFUL CONFERENCES INCLUDE ARRANGEMENTS FOR NO INTERRUPTIONS DURING A CONFERENCE, THE GREETING OF PARENTS IN A FRIENDLY AND RELAXED MANNER, AND THE REALIZATION THAT MOST PARENTS CANNOT BE OBJECTIVE ABOUT THEIR OWN CHILDREN. COPIES OF PARENT CONFERENCE FORMS, SCHOOL ENTRANCE INVENTORIES, AND KINDERGARTEN COMPLETION FORMS ARE INCLUDED. GROWTH PATTERNS OF KINDERGARTEN CHILDREN ARE NOTED IN THE AREAS OF PHYSICAL DEVELOPMENT, SPAN OF ATTENTION, GETTING ALONG WITH OTHERS, FOLLOWING DIRECTIONS, ART, LANGUAGE ABILITY, AND NUMBER CONCEPTS. ED001582 HOME-SCHOOL RELATIONS. A SECTION OF KINDERGARTEN. 1961-09-00 34 N/A 1965 2016-11-22

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No Auditory Discrimination Comparative Analysis Day Care Centers Language Enrichment Learning Problems Measurement Instruments Preschool Learning Primary Education Program Evaluation Reading Achievement Skill Development Visual Discrimination CALIFORNIA California (Oakland) California California (Oakland) THE PRIMARY OBJECTIVE OF THE LANGUAGE ENRICHMENT PROGRAM AT THE CHILD CARE CENTER WAS TO PREVENT FUTURE LEARNING DISABILITIES IN LANGUAGE DEVELOPMENT. IT INVOLVED A GROUP OF OVER 41 PRESCHOOL, KINDERGARTEN AND FIRST GRADE CHILDREN. LESSONS IN THE PROGRAM EMPHASIZED AUDITORY AND VISUAL DISCRIMINATION SKILLS. THE ENVIRONMENT WAS ENRICHED THROUGH PROVISION OF MATERIALS SUCH AS GAMES, BOOKS AND RECORDS, VARIOUS EXCURSIONS WERE TAKEN TO DEVELOP EXPERIMENTAL BACKGROUND. CERTAIN STANDARDIZED TESTING INSTRUMENTS MEASURING READING READINESS, EARLY READING ACHIEVEMENT, ORAL LANGUAGE PROBLEMS, AND INTELLIGENCE WERE SELECTED TO ASCERTAIN WHAT BENEFITS MAY HAVE ACCRUED TO THE CHILDREN INVOLVED IN THE PROGRAM. THE EXPERIMENTAL AND CONTROL GROUPS CHOSEN WERE ONLY ROUGHLY COMPARABLE. FROM THE DATA OBTAINED WITH THE MEASURING INSTRUMENTS, NO SUPERIORITY IN READING READINESS, READING ACHIEVEMENT, OR INTELLIGENCE QUOTIENT GAINS WAS DEMONSTRATED IN CHILDREN ATTENDING THE CHILD CARE LANGUAGE ENRICHMENT PROGRAMS AS COMPARED TO OTHER SIMILAR CHILD CARE PROGRAMS. HOWEVER, BOTH GROUPS SHOWED GAINS IN I.Q. OVER PREVIOUS TESTING. ED001583 REPORT OF EVALUATION OF LANGUAGE ENRICHMENT PROGRAM AT STONEHURST CHILD CARE CENTER. 1964-00-00 27 N/A 1965 2016-11-22

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No Elementary Schools Library Services Program Evaluation Reading Development Reading Programs Student Interests California (Oakland) CALIFORNIA California California (Oakland) AS PART OF THE CONCERTED EFFORT TO ALLEVIATE READING PROBLEMS IN PROJECT SCHOOLS, LIBRARIAN SERVICES WERE PROVIDED TO ASSIST IN DEVELOPING READING PROGRAMS AND IN AIDING TEACHERS IN FINDING APPROPRIATE MATERIALS. FULL TIME LIBRARIANS WERE ASSIGNED TO THE TWO PROJECT SCHOOLS. THE PROGRAM WAS DESIGNED TO STIMULATE STUDENT INTEREST IN THE LIBRARY, TO DEVELOP READING HABITS, AND TO FACILITATE MAXIMUM USE OF RESOURCES BY TEACHERS. CLASS VISITS TO THE LIBRARY AND TIME FOR STUDENT CONSULTATION WERE PROVIDED TO INSTRUCT THE STUDENT IN THE USE OF THE LIBRARY. STORY HOURS AND FREE BROWSING TIME WERE ALSO PROVIDED, THE HOUR AFTER SCHOOL WAS USED FOR THIS PURPOSE AND FOR CHECKING OUT BOOKS. BOOK CLUBS AND LIBRARY-RELATED ACTIVITY GROUPS ALSO MET AFTER SCHOOL UNDER THE SUPERVISION OF THE PROJECT LIBRARIANS. LIBRARIANS SET TIME ASIDE TO CONSULT WITH TEACHERS, THEY HELPED DEVELOP INTERESTING READING ACTIVITIES FOR USE IN THE CLASSROOM. LIBRARY MATERIALS WERE AUGMENTED BY MAGAZINES, PAPERBACKS, AND BOOKS CONCERNED WITH MINORITY GROUP PERSONAGES. INFORMATION WAS COLLECTED TO DETERMINE THE EFFECT OF A SPECIAL LIBRARY PROGRAM ON VOLUME OF CIRCULATION, TYPES OF STUDENTS WHO PARTICIPATED, AND REACTIONS OF THE FACULTY TO THE SERVICES. EVIDENCE SUGGESTS DESIRABLE IMPROVEMENTS IN INTEREST LEVELS REFLECTED IN THE LARGE CIRCULATION INCREASES IN BOTH SCHOOLS. THE LIBRARY SERVED A VARIETY OF NEEDS SINCE CHILDREN OF MANY READING SKILL LEVELS VOLUNTARILY USED IT. VIRTUALLY THE ENTIRE SCHOOL RECEIVED SERVICE. TEACHER ESTIMATES OF THE VALUE OF THE PROGRAM AS A WHOLE WERE EXTREMELY HIGH, THERE WAS A STRONG INTEREST IN HAVING SUCH A PROGRAM CONTINUED. ED001584 REPORT ON EVALUATION OF ELEMENTARY SCHOOL LIBRARY PROGRAMS. 1964-00-00 37 N/A 1965 2016-11-22

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No Behavior Development Behavior Patterns Behavior Theories Disadvantaged Youth Environmental Influences Learning Activities Social Adjustment Student Characteristics GORDON, EDMUND W. New York (New York) New York (New York) THE CHOICE OF GOALS AND PRACTICES TO BE UTILIZED IN APPROACHES TO EFFECTING BEHAVIORAL CHANGE IS USUALLY DETERMINED BY THE PRACTITIONER'S VIEW OF THE MECHANISMS UNDERLYING BEHAVIORAL ORGANIZATION. TWO BEHAVIOR THEORIES ARE THE PROJECTIVE VIEW AND THE REFLECTIONAL VIEW OF THE MECHANISMS UNDERLYING BEHAVIORAL ORGANIZATION. IN THE PROJECTIVE VIEW, PREDETERMINED, INTRINSIC PATTERNS ARE THOUGHT TO BE RELEASED BY STIMULATION AND PROJECTED TO THE ENVIRONMENT, WHERE THEIR SPECIFIC FORM IS FACILITATED OR INHIBITED. THE REFLECTIONAL POSITION HOLDS THAT ALL ORGANIZED PATTERNED BEHAVIORS ARE REFLECTIONS OF THE INTERACTION BETWEEN THE ORGANISM AND ITS ENVIRONMENT. SITUATIONAL PHENOMENA ARE CAUSATIVE AND MEDIATING AGENTS. WHEN BEHAVIOR THEORY IS USED TO GUIDE PRACTICE IN DIRECTED LEARNING, THE DIFFERENCES IN THE TWO POSITIONS ARE MANIFESTED IN THE GOALS, THE DESIGN AND THE MANAGEMENT OF LEARNING EXPERIENCES. CHILDREN LIVING UNDER CONDITIONS OF DEPRIVATION ARE REPORTED TO SHOW HIGH RATES OF SOCIAL MALADJUSTMENT, BEHAVIORAL DISTURBANCES, PHYSICAL DISABILITY, AND MENTAL SUBNORMALITY. POSITIVE AND NEGATIVE CHARACTERISTICS OF THESE CHILDREN ARE LISTED. SIX IMPLICATIONS OF THE REFLECTIONAL POSITION FOR DIRECTED LEARNING IN SOCIALLY AND CULTURALLY DISADVANTAGED CHILDREN ARE ALSO GIVEN. ED001585 ANNUAL MEETING AMERICAN ORTHOPSYCHIATRIC ASSOCIATION, 40TH. RELEVANCE OF BEHAVIOR THEORY TO DIRECTED LEARNING IN CULTURALLY AND SOCIALLY DISADVANTAGED CHILDREN. 1963-00-00 11 N/A 1965 2016-11-22

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No Conferences Cultural Differences De Facto Segregation Disadvantaged Educational Problems Equal Education MADDOX, EDWARD C. AND OTHERS CALIFORNIA California (Sacramento) California California (Sacramento) California State Dept. of Education, Sacramento. HIGHLIGHTS OF THE CONFERENCE ON EQUAL EDUCATIONAL OPPORTUNITIES WERE PRESENTED. THE PURPOSE OF THE CONFERENCE WAS TO EXPLORE POSSIBLE SOLUTIONS TO PROBLEMS THAT SCHOOLS FACE IN EDUCATING YOUTH OF DIVERSE ETHNIC AND SOCIOECONOMIC BACKGROUNDS. TEXTS OF THE MAJOR CONFERENCE ADDRESSES INCLUDED "EQUAL EDUCATIONAL OPPORTUNITIES IN A CHANGING SOCEITY" BY JOHN HOPE FRANKLIN, "DE FACTO SEGREGATION AND THE NEIGHBORHOOD SCHOOL" BY DAN W. DODSON, AND "THE BASIS IN LAW" BY RICHARD MAYERS. INFORMATION SESSIONS AND THE MAJOR CONCERNS EXPRESSED IN THE REACTION SESSIONS WERE OUTLINED BRIEFLY. ED001586 EQUAL EDUCATIONAL OPPORTUNITIES IN A CHANGING SOCIETY. REPORT OF A CONFERENCE. 1965-00-00 53 N/A 1965 2016-11-22

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No Administrators Employment Practices Ethnic Groups Labor Legislation Racial Attitudes School Personnel School Policy Social Discrimination Teacher Recruitment DELLUMS, C.L. California (Sacramento) CALIFORNIA California California (Sacramento) California State Dept. of Industrial Relations, San Francisco. Fair Employment Practices Commission. AN INVESTIGATION WAS CARRIED OUT BY THE FAIR EMPLOYMENT PRACTICE COMMISSION INTO THE PRACTICES OF THE OAKLAND SCHOOL DISTRICT. BASIC WAS THE PREMISE THAT ANY TEACHER OR SCHOOL ADMINISTRATOR WHO ABUSES HIS TRUST BY LIMITING THE EDUCATION OF CHILDREN, BECAUSE OF PRECONCEIVED NOTIONS OF WHAT THEY CAN OR CANNOT LEARN, BASED ON THEIR RACE, COLOR, OR ETHNIC ORIGIN, IS DOING A DISSERVICE TO THE COMMUNITY AND IS DOING THE CHILDREN ALMOST IRREPARABLE HARM. IN A NUMBER OF CASES INVESTIGATORS FOUND THAT KEY SCHOOL PERSONNEL WERE CONVINCED THAT NEGRO CHILDREN WERE LIMITED IN THEIR POSSIBLE ATTAINMENTS. IT APPEARED THAT NEGRO TEACHERS WERE USUALLY HIRED FOR JOBS IN PREDOMINANTLY NEGRO SCHOOLS, AND TEACHERS WITH A SPANISH SURNAME WERE RARELY HIRED. IT WAS ALSO CLEAR THAT OPPORTUNITIES FOR MINORITY-GROUP TEACHERS TO OBTAIN HIGHER-LEVEL POSITIONS WERE FEWER THAN FOR TEACHERS OF THE MAJORITY GROUP. BASED ON THESE AND OTHER FINDINGS. THE REPORT OF THE INVESTIGATION COMMITTEE CONCLUDED WITH SEVERAL RECOMMENDATIONS--(1) DISMISSAL OF ANY PRINCIPAL, COUNSELOR, OR TEACHER WHOSE EDUCATIONAL APPROACH TO MINORITY-GROUP STUDENTS IS LIMITED BY PREJUDICE AS TO THEIR POSSIBLE ACHIEVEMENT, (2) AN INTENSIVE PROGRAM FOR ALL CERTIFIED PERSONNEL OF INSERVICE TRAINING IN HUMAN RELATIONS, (3) HIRING OF TEACHERS ON MERIT, AND ASSIGNMENT OF MINORITY-GROUP TEACHERS TO ALL SCHOOLS, (4) EQUAL PROMOTIONAL OPPORTUNITY FOR ALL TEACHERS, AND (5) A CONSCIENTIOUS EFFORT TO EMPLOY SPANISH-SURNAME TEACHERS OR OTHERS WITH A KNOWLEDGE OF CONVERSATIONAL SPANISH. ED001587 REPORT ON OAKLAND SCHOOLS. 1963-00-00 32 N/A 1965 2016-11-22

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No Adult Education Adult Programs Enrichment Activities Family School Relationship Parent Conferences Parent Participation Parent Responsibility Parent Role Preschool Children California (Oakland) California (Oakland) Oakland Unified School District, CA. THE GOALS OF THE PROGRAM ARE TO IMPROVE COMMUNICATION BETWEEN THE HOME AND THE SCHOOL, TO INCREASE PARENTAL UNDERSTANDING OF THE VALUES OF EDUCATION, AND TO INCREASE PARENTAL SKILLS SO THAT THEY CAN BETTER PREPARE THEIR CHILDREN FOR SCHOOL. CLASSES WILL BE HELD TWICE A MONTH AND WILL BE LED BY TEACHERS. MEETINGS WILL INCLUDE FILMS, RESOURCE SPEAKERS AND SMALL GROUP DISCUSSIONS. THE TOPICS PLANNED WILL INCLUDE THE IMPORTANCE OF EARLY EDUCATION FOR THE FUTURE, CHILD DEVELOPMENT, THE ROLE OF PARENTS IN THEIR CHILDREN'S SCHOOLING, READING AND COGNITIVE DEVELOPMENT, CURRICULUM EXPERIENCES THROUGH TRIPS, TV, AND THE LIBRARY, FAMILY HEALTH, CHILDREN'S EMOTIONAL HEALTH, DISCIPLINE, AND KINDERGARTEN. THE ADULT EDUCATION CLASSES WILL BE EVALUATED. REFRESHMENTS WILL BE SERVED ON EACH MEETING NIGHT. THE BIBLIOGRAPHY LISTS BOOKS SUGGESTED FOR PARENTS IN THE PROGRAM. ED001588 PRESCHOOL ADULT EDUCATION PROGRAM. 1965-00-00 5 N/A 1965 2016-11-22

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No Dewey Decimal Classification Library Services Library Skills Library Standards Measurement Instruments Reference Materials Testing California (Oakland) California (Oakland) Oakland Unified School District, CA. THE LIBRARY SKILLS TEST IS DIVIDED INTO TWO PARTS. PART I REQUIRES A KNOWLEDGE OF (1) DIFFERENT TYPES OF BOOKS, SUCH AS PRIMARY BOOKS, REFERENCE BOOKS, NONFICTION, FICTION, AND BIOGRAPHY, (2) THE DEWEY DECIMAL SYSTEM, (3) THE THREE MAIN TYPES OF CATALOGING CARDS BY AUTHOR, SUBJECT, AND TITLE, AND (4) THE USE OF REFERENCE BOOKS. PART II OF THE TEST REQUIRES KNOWLEDGE OF ALPHABETIZING AND THE USE OF THE CARD CATALOG. THE STUDENT SHOULD BE ABLE TO READ CARDS THOROUGHLY, IDENTIFY THE TERMS, AND IDENTIFY THE TYPES OF CARDS. ED001589 LIBRARY SKILLS TEST--PARTS I AND II. 1964-00-00 18 N/A 1965 2016-11-22

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No Behavior Problems Blacks Educational Problems Employment Problems Family Problems Family School Relationship Program Development Remedial Programs Self Concept Special Programs Urban Problems California (Oakland) California (Oakland) Oakland Unified School District, CA. THE OUTLINED REPORT ADDRESSES PROBLEMS SUCH AS THE NEGRO SELF-CONCEPT, POPULATION CHANGES IN THE SAN FRANCISCO BAY AREA, UNEMPLOYMENT TRENDS, HOME CONDITIONS, AND THE INCIDENCE OF CRIME IN THE OAKLAND AREA. STUDENT ACHIEVEMENT RECORDS, THE RECRUITMENT OF TEACHERS AND GENERAL STAFF RECRUITMENT ARE ALSO REVIEWED. OAKLAND'S "GRAY AREA" IS INCREASING AT A FAST RATE, AND POSSIBLE PROGRAMS ARE CONSIDERED FOR REVERSING THIS INCREASE. THE RECOMMENDATIONS WHICH HAVE BEEN MADE BY DEUTSCH (OFFER UNGRADED SEQUENCES FOR PUPILS AGED FOUR TO EIGHT AND KEEP THE TEACHER-PUPIL RATIO LOW), RIESSMAN (EMPHASIZE VOCATIONAL USES OF EDUCATION), CONANT (DECENTRALIZE ADMINISTRATION), MASLOW (REQUIRE THAT MORE BE OFFERED THAN THE LITERAL EQUALITY OF TREATMENT TO ASSURE ACTUAL EQUALITY OF OPPORTUNITY), AND OTHERS ARE REVIEWED. UNDER A SECTION ENTITLED, "WISHFUL THINKING," SOME SUGGESTIONS PRESENTED WERE--THAT EMPLOYERS AND UNIONS INCREASE THEIR DEGREE OF COOPERATION, THAT PERSONS LIVING IN THE SURBURBS RETAIN AN INTEREST IN THE FUTURE OF THE CITY, THAT EMPHASIS BE GIVEN TO NEGRO ADULT EDUCATION, THAT TEACHERS BE RECRUITED FOR REMEDIAL READING PROGRAMS, THAT HIGHER HORIZONS TYPE OF EXCURSIONS BE ORGANIZED, AND THAT AN EFFORT BE MADE TO INCREASE PARENTAL INTEREST AND INVOLVEMENT IN THE SCHOOLS. ED001590 EDUCATION AND THE "GRAY AREAS." 1963-01-19 14 N/A 1965 2016-11-22

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No De Facto Segregation Educational Quality Equal Education Equal Opportunities (Jobs) Ethnic Discrimination Improvement Programs Intergroup Relations Social Discrimination Social Problems MADDOX, EDWARD C. AND OTHERS California (Sacramento) California (Sacramento) California State Dept. of Education, Sacramento. THE COMMISSION ON EQUAL OPPORTUNITIES IN EDUCATION WAS REQUIRED BY LAW TO PROVIDE ASSISTANCE AND ADVICE IN THE SOLUTION OF PROBLEMS RELATING TO RACIAL, RELIGIOUS, AND OTHER DISCRIMINATION IN CONNECTION WITH THE EMPLOYMENT OF CERTIFICATED EMPLOYEES, THE ETHNIC DISTRIBUTION OF PUPILS, AND THE ESTABLISHMENT OF SCHOOL ATTENDANCE AREAS. REPORTS ON THE STUDIES TOGETHER WITH INFORMATION MADE AVAILABLE BY THE SUPERINTENDENT OF SCHOOLS PROVIDED THE COMMISSION WITH MUCH OF THE BACKGROUND MATERIAL NEEDED TO REACH ITS CONCLUSIONS. THE RECOMMENDATIONS INCLUDED A MASTER PLAN DESIGNED TO IMPROVE THE QUALITY OF EDUCATION FOR ALL CHILDREN AND TO ELIMINATE OR LESSEN THE IMPACT OF DE FACTO SEGREGATION AT ALL LEVELS. THE BOARD OF EDUCATION SHOULD CALL UPON APPROPRIATE FEDERAL, STATE, COUNTY AND LOCAL AGENCIES TO JOIN FORCES IN REVERSING THE TREND TOWARD FURTHER SEGREGATION. CHANNELS THROUGH WHICH COMPLAINTS, QUESTIONS, AND PROBLEMS INVOLVING INTERGROUP RELATIONS COULD BE EVALUATED SHOULD BE PROVIDED. ADVISORY GROUPS SHOULD BE ORGANIZED TO ASSIST IN THE ASSESSMENT OF THE QUALITY OF INTERGROUP RELATIONS AND PROGRAMS. ED001591 RECOMMENDATIONS TO THE OAKLAND BOARD OF EDUCATION ON CERTAIN ETHNIC PROBLEMS IN THE OAKLAND CITY UNIFIED SCHOOL DISTRICT. 1964-00-00 21 N/A 1965 2016-11-22

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No Civil Rights Compensatory Education Cultural Differences Disadvantaged Educational Problems Program Evaluation Racial Discrimination School Policy Special Programs California (Oakland) California (Oakland) Oakland Unified School District, CA. SOME OF THE METHODS USED AND THE ACTIONS TAKEN WITH RESPECT TO MINORITY GROUPS AND RACIAL PROBLEMS WITHIN THE OAKLAND, CALIFORNIA PUBLIC SCHOOLS ARE PRESENTED. INTRODUCTORY MATERIAL INCLUDES A SHORT PRESENTATION OF THE HISTORICAL BACKGROUND RELATIVE TO CULTURALLY DIVERSE GROUPS AND A DISCUSSION OF THE SITUATION AS IT EXISTED IN 1964. SEVERAL SPECIFIC CIVIL RIGHTS PROBLEMS ARE DISCUSSED IN ADDITION TO THE ACTIONS TAKEN TO ALLEVIATE THEM. THESE INCLUDE "CONCERN RELATING TO NEIGHBORHOOD SCHOOL BOUNDARIES,""THE EFFECT OF OPEN ENROLLMENT UPON RACIAL IMBALANCE," AND "PERCENTAGE OF COUNSELORS REPRESENTING MINORITY GROUPS." COMPENSATORY EDUCATION PROGRAMS IN CALIFORNIA INCLUDE THE OAKLAND INTERAGENCY PROJECT, THE CALIFORNIA STATE COMPENSATORY EDUCATION PROGRAM ("MCATEER PROJECTS"), THE TEN SCHOOL PROJECT, AND SEVERAL INDIVIDUAL SCHOOL PROJECTS. THE BUDGET FOR 1964-65 ALLOTED $1.5 MILLION FOR COMPENSATORY PROGRAMS AND SPECIAL SERVICES TO THE CULTURALLY DISADVANTAGED. ED001592 STUDY AND ACTION RELATED TO CIVIL RIGHTS PROBLEMS AND COMPENSATORY EDUCATION PROGRAMS. PROGRESS REPORT. 1964-03-31 32 N/A 1965 2016-11-22

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No Administrators Intergroup Relations Methods Public Relations Racial Relations Resource Materials School Community Relationship School Personnel Teachers California (Los Angeles) California (Los Angeles) Los Angeles City Schools, CA. SUGGESTIONS AND TECHNIQUES ARE OUTLINED TO HELP THE ADMINISTRATOR AND SCHOOL STAFF IMPLEMENT A HUMAN RELATIONS PROGRAM AIMED AT IMPROVING INTERGROUP RELATIONS. THE CHARACTERISTICS OF THREE SAMPLE SCHOOLS LOCATED IN CHANGING NEIGHBORHOODS AND ONE SCHOOL WITH SOCIOECONOMIC STRATIFICATIONS IN THE LOS ANGELES AREA ARE DESCRIBED. AREAS OF ETHNIC GROUP SENSITIVITY ARE DISCUSSED. THE NATURE OF THE ENROLLMENT AND THE COMMUNITY OF EACH SCHOOL DETERMINES WHICH SPECIFIC TECHNIQUES AND ACTIVITIES WOULD BE MOST DESIRABLE FOR USE BY AN ADMINISTRATOR AND HIS STAFF IN A GIVEN SITUATION. SPECIFIC SUGGESTIONS ARE GIVEN, HOWEVER, FOR WORKING WITH THE PROFESSIONAL STAFF, THE STUDENTS, THE COMMUNITY. INSTRUCTIONAL MATERIALS AND A DIRECTORY OF HUMAN RELATIONS AGENCIES IN THE LOS ANGELES CITY SCHOOL SYSTEM ARE INCLUDED. ED001593 IMPROVING INTER-GROUP RELATIONS. A HANDBOOK FOR ADMINISTRATORS AND TEACHERS. 1963-11-00 13 N/A 1965 2016-11-22

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No Cultural Differences Curriculum Guides Special Programs Student Characteristics Student Needs Teacher Responsibility Teaching Methods Underachievement SLATER, JEAN AND OTHERS Ohio (Cincinnati) Ohio (Cincinnati) Cincinnati Public Schools, OH. THE LOW ACHIEVER FREQUENTLY POSSESSES A MEAGER BACKGROUND WITH RESPECT TO EXPERIENCES THAT NOURISH ACHIEVEMENT IN SCHOOL. WHILE SCHOOL SUCCESS IS NOT RESTRICTED TO ANY ONE SOCIAL OR ECONOMIC GROUP, LARGE GROUPS OF LOW ACHIEVERS ARE USUALLY FOUND IN LOW ECONOMIC, DENSELY POPULATED AREAS OF THE CITY WHICH CONTAIN A MIXTURE OF MINORITY AND ETHNIC GROUPS WITH DIVERSE VALUES. CLASSES OF LOW ACHIEVERS INCLUDE WIDE AGE RANGES, AND PUPILS ARE IN VARIOUS STAGES OF PHYSICAL DEVELOPMENT. MANY CHILDREN NEED GUIDANCE IN THE MAINTENANCE OF GOOD HEALTH AND NUTRITIONAL HABITS. LOW ACHIEVERS HAVE A HIGHER PERCENTAGE OF PHYSICAL DEFECTS THAN DO OTHER PUPILS, AND ALSO MANIFEST EMOTIONAL AND SOCIAL INSTABILITY IN THEIR EVERYDAY BEHAVIOR PATTERNS. DESPITE THESE RATHER NEGATIVE CHARACTERISTICS, LOW ACHIEVERS CAN AND DO LEARN. THEY UNDERSTAND CONCRETE AND FACTUAL MATERIAL MORE READILY, HOWEVER, THAN ABSTRACT GENERALIZATIONS SINCE THEIR I.Q. RANGE IS USUALLY FROM 95 TO 90. IT IS THE GOAL OF THE TEACHER OF LOW ACHIEVERS TO CONVEY TO THE PUPILS HIS CONFIDENCE THAT THEY CAN ACHIEVE ACADEMICALLY AND THAT THEIR CONTRIBUTIONS ARE WORTHWHILE. OTHER TEACHER RESPONSIBILITIES INCLUDE ESTABLISHING AN ATTRACTIVE CLASSROOM ENVIRONMENT, LEARNING AS MUCH ABOUT PUPILS' HOME BACKGROUNDS AS POSSIBLE, BECOMING FAMILIAR WITH THE COMMUNITY, SETTING REALISTIC PROGRAM GOALS, SECURING MATERIALS WITH APPROPRIATE LEVEL OF SIMPLICITY, MAKING USE OF COMMUNITY RESOURCES, AND HELPING CHILDREN UNDERSTAND AND ACCEPT THEMSELVES AND OTHERS. CURRICULUM GUIDES IN READING, LANGUAGE ARTS, SOCIAL STUDIES, ARITHMETIC, AND SCIENCE ARE PRESENTED TO HELP THE TEACHER IN PLANNING AN EFFECTIVE PROGRAM. INCLUDED IN THE GUIDES ARE GOALS OF DIFFERENT SUBJECT AREA PROGRAMS, ORGANIZATIONAL SUGGESTIONS, SAMPLE UNITS, LEARNING AIDS, AND BIBLIOGRAPHIES. ED001594 MEETING THE NEEDS OF LOW ACHIEVERS. 1963-00-00 228 N/A 1965 2016-11-22

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No Behavior Problems Counseling Services Disadvantaged Youth Elementary Schools Enrollment Trends Family School Relationship Junior High Schools Parent Conferences Program Evaluation Student Adjustment CALIFORNIA California (Oakland) California California (Oakland) AUGMENTING THE ADJUSTMENT OF NEW PUPILS TO NEW SCHOOL SITUATIONS WAS A MAJOR CONCERN OF THE ORIGINAL PROPOSAL TO THE FORD FOUNDATION. SCHOOL COUNSELING SERVICES WERE PROVIDED AT DESIGNATED ELEMENTARY AND JUNIOR HIGH SCHOOLS TO RECEIVE, STUDY, COUNSEL, AND PLACE STUDENTS. THE RESOURCES WERE MADE AVAILABLE TO OTHERS ALSO. COUNSELORS AT ALL THREE PROJECT SCHOOLS ASSUMED MAJOR RESPONSIBILITY FOR FACILITATING COMMUNICATION BETWEEN HOME AND SCHOOL. THEY CONDUCTED EVENING DISCUSSION GROUPS, ADULT SCHOOL COURSES, AND HOME VISITS. APPROXIMATELY 90 CHILDREN WITH ACUTE BEHAVIOR PROBLEMS PARTICIPATED IN INTENSIVE INDIVIDUAL AND GROUP COUNSELING PROGRAMS WITH THE PROJECT COUNSELOR, WHO RECEIVED REFERRALS DIRECTLY FROM TEACHERS WHENEVER THE SITUATION DICTATED. IN THE JUNIOR HIGH SCHOOL, FIFTEEN BOYS WERE SEEN REGULARLY BY THE COUNSELOR. THE EVALUATIVE INFORMATION WAS CONTRIBUTED BY PROFESSIONAL STAFF OPINIONS, A COUNSELOR GRADE STUDY, AND NEWCOMER ENROLLMENT REPORTS. THE EVALUATION SOUGHT TO DETERMINE THE EFFECTIVENESS OF THE RECEPTION PROGRAM, ENROLLMENT TRENDS AND CHARACTERISTICS OF NEWCOMERS. THE EFFECTIVENESS OF COUNSELORS IN IMPROVING BEHAVIOR AND ATTITUDE PROBLEMS AND IN IMPROVING GRADES AND HOME-SCHOOL COMMUNICATION WAS ALSO STUDIED. COUNSELING SERVICES FOR NEWCOMERS WERE RATED VERY HIGHLY BY THE STAFF, MOST NEWCOMERS' FAMILIES WERE NOT NEW TO THE GENERAL AREA AND MANY HAD FAMILIES NOT TOTALLY INTACT. THE MAGNITUDE OF NEWCOMER LOAD WOULD WARRANT CONTINUED PROVISION OF SUCH SERVICE. NO TRENDS TOWARD BETTER OR POORER GRADES WERE NOTED FOR COUNSELING SUBJECTS, HOWEVER, CONSIDERATION OF THEIR NEGATIVE EXPECTANCY MADE THE FACT OF NO DECLINE AN INDICATION OF THE SUCCESS OF THE PROGRAM. ED001595 REPORT ON THE EVALUATION OF THE INTERAGENCY SCHOOL PROJECT'S COUNSELING PROGRAM AT ELEMENTARY AND JUNIOR HIGH SCHOOL. 1964-00-00 38 N/A 1965 2016-11-22

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No Black Achievement Black History Black Influences Black Organizations Curriculum Guides Grade 5 Reconstruction Era Resource Materials United States History ANDERSON, MARY AND OTHERS California (Oakland) California (Oakland) Oakland Unified School District, CA. A SUPPLEMENT TO THE PRESENT FIFTH GRADE COURSE IN U.S. HISTORY WAS PRESENTED. REASONS FOR WRITING THE GUIDE WERE--(1) THE HISTORY AND CONTRIBUTION OF THE AMERICAN NEGRO IS NOT COVERED ADEQUATELY IN TEXTBOOKS AND OTHER MATERIALS, (2) NEGLECT OF THE NEGRO ROLE REINFORCES STEREOTYPES, (3) TEACHERS CANNOT INCLUDE INFORMATION ABOUT THE NEGRO WITHOUT PROPER MATERIALS, (4) WHITE CHILDREN SHOULD KNOW ABOUT THE NEGRO IN ORDER TO UNDERSTAND HIM, (5) NEGRO CHILDREN SHOULD KNOW ABOUT THEIR OWN HISTORY IN ORDER TO REALIZE THAT IT IS A PART OF THEIR COUNTRY'S STRENGTH. SIX CHAPTERS WERE PRESENTED--(1) THE YEARS AFTER THE CIVIL WAR, (2) THE NEGROES IN CALIFORNIA, (3) BOOKER T. WASHINGTON AND W.E. DUBOIS, (4) A DISCUSSION OF VARIOUS ORGANIZATIONS SUCH AS THE NATIONAL ASSOCIATION FOR THE ADVANCEMENT OF COLORED PEOPLE (NAACP), THE NATIONAL URBAN LEAGUE, THE CONGRESS OF RACIAL EQUALITY (CORE), THE STUDENT NON-VIOLENT COORDINATING COMMITTEE (SNICK) AND THE MUSLIMS, (5) A DISCUSSION OF SOME GREAT AMERICANS SUCH AS CHARLES R. DREW, MARTIN ANDERSON, AND MARTIN LUTHER KING, (6) A FACTS BULLETIN ABOUT THE NEGRO POPULATION AND THE NUMBER OF NEGRO NEWSPAPERS AND MAGAZINES. A BIBLIOGRAPHY WAS INCLUDED. ED001596 THE ROLE OF THE NEGRO IN AMERICAN'S STORY, BOOK III. RECONSTRUCTION TO THE PRESENT. 1964-00-00 52 N/A 1965 2016-11-22

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No Curriculum Development Disadvantaged Youth Enrichment Individual Differences Preschool Education Resource Materials Self Concept Student Improvement California (Oakland) California (Oakland) Oakland Unified School District, CA. EXPERIENCES WITHIN AN ENRICHED ENVIRONMENT ARE PROVIDED TO PREPARE DISADVANTAGED PRESCHOOL YOUTH FOR SCHOOL, TO INCREASE THEIR POTENTIAL FOR INITIAL SUCCESS IN SCHOOL, AND TO PROVIDE THEM WITH OPPORTUNITIES TO REALIZE THEIR INDIVIDUAL POTENTIALS. STRUCTURE WITHOUT RIGIDITY IS ACHIEVED THROUGH A PLANNED "PREPARED" ENVIRONMENT IN WHICH THE CURRICULUM OF LANGUAGE AND CONCEPT DEVELOPMENT IS THE ESSENCE OF THE PROGRAM. OPPORTUNITIES ARE PROVIDED FOR CREATIVITY AND INVOLVEMENT, AND PROVISIONS ARE MADE FOR INDIVIDUAL DIFFERENCES. THE SCHEDULE BEGINS WITH A PERIOD OF ACTIVITY WITH MANIPULATIVE MATERIALS DESIGNED TO FOSTER PHYSICAL COORDINATION, DEVELOPMENT OF SENSORY MODALITIES, AND LANGUAGE GROWTH. THE LANGUAGE DEVELOPMENT PERIOD EMPHASIZES INVOLVEMENT THROUGH VERBAL OR PHYSICAL ACTIVITY AND INCLUDES LANGUAGE AWARENESS, VOCABULARY ENRICHMENT, VISUAL AND AUDITORY DISCRIMINATION AND COGNITIVE DEVELOPMENT. ENRICHMENT EXPERIENCES USED IN CONJUNCTION WITH THIS PHASE INCLUDE AUDIOVISUAL MATERIALS, TRIPS, MOVIES, RESOURCE PEOPLE, SCIENCE EXPERIENCES AND ASSEMBLIES. EXAMPLES OF EACH ARE GIVEN. IN THE MIDDLE OF THE MORNING A NUTRITION PERIOD PROVIDES AN OPPORTUNITY FOR INFORMAL CONVERSATION AND LEARNING MANNERS. STORY GROUPS HELP CHILDREN LEARN TO VERBALIZE. CREATIVE ARTS INCLUDE ALL KINDS OF ART AND CONSTRUCTION MEDIA. A SAMPLE LESSON PLAN DESCRIBES ACTIVITIES WHICH MIGHT BE CHOSEN BY A TEACHER WITH THE ASSISTANCE OF PARENT AIDES TO ACCOMPLISH THE GOALS OUTLINED. ED001597 PRESCHOOL CURRICULUM. 1965-00-00 10 N/A 1965 2016-11-22

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No Disadvantaged Youth Dropout Prevention Educational Opportunities Family School Relationship Health Services Improvement Programs Inservice Teacher Education Parent Participation School Counseling Skill Development Special Programs California (Oakland) California (Oakland) Oakland Unified School District, CA. THIS PROJECT WILL FOCUS ON INCREASING THE QUALITY OF EDUCATION AND HUMAN RELATIONS TO FOSTER REAL UNDERSTANDING ACROSS RACIAL LINES. A SERIES OF CLOSELY RELATED PROGRAMS WILL ATTEMPT TO HELP DISADVANTAGED CHILDREN DEVELOP THE SKILLS, KNOWLEDGE AND ATTITUDES NECESSARY FOR FUTURE SUCCESS. INTEGRATION IN DEPTH WILL BE FOSTERED BY COMMON SOCIAL ACTIVITIES AND EDUCATIONAL ACTIVITIES AMONG STUDENTS, SCHOOL PERSONNEL AND PARENTS. INCLUDED ARE INTERSCHOOL ACTIVITIES, TEACHER INSERVICE EDUCATION, AND COOPERATIVE PROJECTS WITH COMMUNITY AGENCIES. A REGIONAL DEMONSTRATION LABORATORY WILL BE SET UP TO CONDUCT EXPERIMENTAL PROGRAMS IN EDUCATING DISADVANTAGED STUDENTS, WITH THE ASSISTANCE OF THE UNIVERSITY OF CALIFORNIA. FULL-TIME PLANNING PERSONNEL WHO ARE SPECIALISTS IN URBAN AFFAIRS WILL BE ASSIGNED TO SCHOOLS. EMPHASIS WILL BE ON TECHNICAL AND VOCATIONAL EDUCATION, USE OF TEACHING FELLOWS, AND INSERVICE EDUCATION. A PARENT EDUCATION EXPERIMENTAL PROGRAM WILL INCLUDE TRAINING TEACHERS TO WORK WITH PARENTS. THE SCHOLARSHIP DEVELOPMENT PROGRAM WILL WORK TO IDENTIFY STUDENTS WITH POTENTIAL, ASSIST THEM IN EDUCATIONAL AND CAREER PLANNING AND IN FINDING SCHOLARSHIP ASSISTANCE. DEVELOPMENT OF MASS COMMUNICATION SERVICES WILL INCLUDE EDUCATION VIA CLOSED CIRCUIT TELEVISION AND VIDEO TAPE RECORDERS. THE BASIC EDUCATIONAL SKILLS TRAINING CENTER WILL SERVE RECENT OR POTENTIAL HIGH SCHOOL DROPOUTS, OFFERING INTENSIVE VOCATIONAL GUIDANCE AND A CORE CURRICULUM ON A PART TIME BASIS. AN INTENSIVE ATTACK ON THE DROPOUT PROBLEM WILL CONSIST OF CURRICULAR EXPERIMENTATION AND IMPROVED COUNSELING SYSTEMS. MASSIVE HEALTH SERVICES WILL CONDUCT EDUCATIONAL HEALTH AND REFERRAL SERVICES IN AND OUT OF SCHOOL SITES. ED001598 A BOLD VENTURE, INTEGRATION IN DEPTH WITH STUDENT POPULATIONS. 1965-00-00 14 N/A 1965 2016-11-22

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No Adolescents Comparative Analysis Family Characteristics Females Group Counseling Health Education Medical Services Pregnancy Program Evaluation Research Methodology Special Programs Statistical Data CALIFORNIA California (Oakland) California California (Oakland) DURING THE SCHOOL YEAR 1964-1965 APPROXIMATELY 300 SCHOOL AGE GIRLS WILL COME TO THE ATTENTION OF THE SCHOOLS BECAUSE OF PREGNANCY. IN THE PAST, ABOUT 60 PERCENT OF SUCH GIRLS HAVE RECEIVED EITHER INDIVIDUAL HOME INSTRUCTION OR HAVE BEEN ASSIGNED TO RECEIVE GROUP INSTRUCTION AT ONE OF THE TWO CYESIS CENTERS. A CASE SELECTION COMMITTEE REVIEWS AND ASSIGNS GIRLS TO THE CENTERS IF THEY QUALIFY. REASONS FOR REJECTION INCLUDE THE REFUSAL OF A PARENT TO GRANT PERMISSION OR POOR MOTIVATION. THE PROGRAM AT THE TWO RECREATION CENTERS IS IN OPERATION FIVE DAYS A WEEK. THE GIRLS RECEIVE FOUR HOURS OF ACADEMIC INSTRUCTION EACH SCHOOL DAY AND AN ADDITIONAL SIX HOURS PER WEEK OF HEALTH EDUCATION, COUNSELING AND RECREATION ACTIVITIES. WRITTEN PROCEDURES, A SCHEDULE OF CLASSES, AND A LIST OF FORMS DEVELOPED FOR REPORTING AND DATA-COLLECTING PURPOSES ARE INCLUDED. GROUP COUNSELING FOR MOTHERS HAS BEEN PROVIDED BY THE Y.W.C.A. RESEARCH AND EVALUATION OF THE CYESIS PROGRAM FALL INTO THREE CATEGORIES--(1) GENERAL DESCRIPTIVE STATISTICS ABOUT ALL SCHOOL-AGE PREGNANT GIRLS INCLUDING SCHOOL RECORDS AND THE NUMBER WHO RETURN TO SCHOOL, (2) DETAILED DESCRIPTIVE TECHNIQUES ABOUT THOSE WHO ATTEND THE CENTER INCLUDING FAMILY CHARACTERISTICS, ATTITUDES, AND DATING HABITS, AND (3) COMPARISONS BETWEEN GIRLS ATTENDING THE CENTER AND A CONTROL GROUP RECEIVING HOME INSTRUCTION. POST PROGRAM ADJUSTMENT AND PERFORMANCE AT SCHOOL WILL BE STUDIED. THE EFFECTS ON MENTAL AND PHYSICAL HEALTH WILL ALSO BE STUDIED. PROCEDURES ARE PROPOSED WHICH ARE INTENDED TO FACILITATE PROGRAM ADMINISTRATION. EACH PARTICIPATING AGENCY WILL HAVE SPECIFIC AREAS OF RESPONSIBILITY. ED001599 CYESIS PROGRAM. 1964-00-00 25 N/A 1965 2016-11-22

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No Compensatory Education Counseling Services Disadvantaged Educational Programs Guidance Programs Preschool Education Program Guides Resource Materials Special Programs California (Oakland) California (Oakland) Oakland Unified School District, CA. PROGRAMS INCLUDED IN THE INTERAGENCY SCHOOL PROJECT WERE LISTED AND DESCRIBED. THEY INCLUDED KINDERGARTEN-PRIMARY GRADES LANGUAGE AWARENESS PROGRAM, MADISON JUNIOR HIGH SCHOOL SPECIAL INSTRUCTIONAL PROGRAM, YOUTH STUDY CENTERS, ADULT EDUCATION, CURRICULUM MATERIAL DEVELOPMENT, A PROGRAM FOR SCHOOL-AGE PREGNANT GIRLS, ASSOCIATED AGENCIES (ELEMENTARY SCHOOL PROGRAM, GROUP COUNSELING FOR BOYS IN ELEMENTARY SCHOOLS, SPECIAL ASSIGNMENTS TO AUGMENT THE PROJECT OPERATIONS SUCH AS READING CONSULTANTS, LIBRARIANS, GUIDANCE AND PSYCHOMETRIC TESTING, SCHOOL-COMMUNITY WORKERS, READING SPECIALISTS, AND RESEARCH ASSISTANTS), YOUTH EMPLOYMENT PROJECT, AND A PRESCHOOL PROJECT. ED001600 SUMMARY DIGEST OF THE INTERAGENCY SCHOOL PROJECT. 1964-00-00 4 N/A 1965 2016-11-22

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No Disadvantaged Program Evaluation Public Schools Research Methodology Research Projects Special Programs California (Oakland) CALIFORNIA California California (Oakland) THE INTERIM REPORT OF RESEARCH AND EVALUATION OF ACTIVITIES BEING CARRIED ON IN THE OAKLAND PUBLIC SCHOOLS WAS PRESENTED. TWO AREAS WERE CONSIDERED--CONDENSATIONS OF COMPLETE STUDIES, AND PROGRESS REPORTS ON ONGOING RESEARCH. THE ACTIVITIES COVERED WERE THE CENTRAL RESEARCH OPERATIONS (SURVEYS AND LIBRARY SERVICES), KINDERGARTEN LANGUAGE AWARENESS PROGRAM AT STONEHURST ELEMENTARY SCHOOL, FIRST GRADE READING AND LANGUAGE DEVELOPMENT PROGRAM AT STONEHURST ELEMENTARY SCHOOL, THIRD AND FOURTH GRADE LANGUAGE DEVELOPMENT PROGRAM, SPECIAL INSTRUCTIONAL PROGRAMS AT MADISON JUNIOR HIGH SCHOOL, ELEMENTARY SCHOOL LIBRARY PROGRAM, LANGUAGE ENRICHMENT PROGRAM AT STONEHURST CHILD CARE CENTER, INTERAGENCY SCHOOL PROJECT'S COUNSELING PROGRAM AT ELEMENTARY AND JUNIOR HIGH SCHOOL LEVEL, SCHOOL-RECREATION LANGUAGE ARTS DEVELOPMENT PROGRAM, AN EXPERIMENT IN INTERGROUP ATTITUDES, AND GROUP COUNSELING FOR BOYS IN THE ELEMENTARY SCHOOL. ED001601 RESEARCH AND EVALUATION ACTIVITIES. INTERIM REPORT. 1964-10-07 40 N/A 1965 2016-11-22

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No Black Achievement Black Culture Black Influences Black Stereotypes Civil War (United States) Colonial History (United States) Curriculum Guides Grade 5 History Textbooks Student Improvement United States History ANDERSON, MARY AND OTHERS CALIFORNIA California (Oakland) California California (Oakland) Oakland Unified School District, CA. AS A SUPPLEMENT TO THE PRESENT FIFTH GRADE COURSES IN U.S. HISTORY, THE GUIDE SHOULD BE INTEGRATED INTO THE TOTAL COURSE, IT IS NOT MEANT TO BE USED AS THE BASIS FOR A COURSE IN NEGRO HISTORY. THE REASONS FOR WRITING THE GUIDE INCLUDED--(1) THE HISTORY AND CONTRIBUTION OF THE AMERICAN NEGRO ARE NOT COVERED ADEQUATELY IN TEXTBOOKS AND OTHER MATERIALS, (2) THIS NEGLECT OF THE NEGRO ROLE REINFORCES STEREOTYPES, (3) TEACHERS CANNOT INCLUDE INFORMATION ABOUT THE NEGRO WITHOUT PROPER MATERIALS, (4) WHITE CHILDREN SHOULD KNOW ABOUT THE NEGRO IN ORDER TO UNDERSTAND HIM, (5) NEGRO CHILDREN SHOULD KNOW ABOUT THEIR OWN HISTORY IN ORDER TO REALIZE THAT IT IS PART OF THEIR COUNTRY'S STRENGTH. TWELVE CHAPTERS WERE PRESENTED--(1) THE NEGRO IN AMERICA BEFORE THE MAYFLOWER, (2) THE NEGRO IN ENGLISH AMERICA, (3) THE BEGINNINGS OF SLAVERY, (4) THE REASONS WHY SLAVERY FLOURISHED, (5) PLANTATION LIFE, (6) A DISCUSSION OF THE NEGRO POETS, PAUL LAWRENCE DUNBAR AND PHILLIS WHEATLEY, (7) THE BEGINNING OF THE AMERICAN REVOLUTION, (8) THE WAR ITSELF, (9) THE CONTRIBUTIONS OF BENJAMIN BANNEKER, (10) THE EFFORTS OF ABOLITIONIST FREDERICK DOUGLASS, (11) THE UNDERGROUND RAILROAD, AND (12) THE WAR BETWEEN THE STATES. A BIBLIOGRAPHY WAS INCLUDED. ED001602 THE ROLE OF THE NEGRO IN AMERICA'S STORY, BOOK II. FROM THE BEGINNINGS TO FREEDOM. 1964-00-00 53 N/A 1965 2016-11-22

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No Disadvantaged Youth Educational Methods Educational Problems Educational Programs Public Schools Publications Urban Education KAPLAN, BERNARD A. AND OTHERS Phi Delta Kappa, Bloomington, IN. A SERIES OF ARTICLES FEATURES THE EDUCATION OF THE CULTURALLY DISADVANTAGED IN URBAN AREAS. SUBJECTS RANGE FROM CONSIDERATION OF GENERAL ISSUES INVOLVED (IDENTIFICATION OF THE DISADVANTAGED, DE FACTO SEGREGATION, FINANCIAL ASSISTANCE, INVOLVEMENT OF THE FAMILY), TO SPECIFIC PROBLEMS FACING THE INNER-CITY TEACHER AND A PERSONAL EXPERIENCE OF A TEACHER LIVING IN A CHANGING NEIGHBORHOOD. AUTHORS INCLUDE BERNARD A. KAPLAN, PATRICK G. GROFF, CLEMENT E. VONTREES, SAMUEL TENENBAUM, WILLIAM C. DVARACEUS, FREDRICK SHAW, GORDON L. CHAMBERLIN, AND CALVIN D. CATTERALL. ED001603 EDUCATING THE CULTURALLY DEPRIVED IN THE GREAT CITIES. 1963-11-00 1 N/A 1965 8/17/2004 22:15:11 DISA1965

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No Black Leadership Conferences De Facto Segregation Desegregation Plans Educational Problems Integration Studies Resource Materials Superintendents BRAIN, GEORGE B. Maryland (Baltimore) Maryland (Baltimore) Baltimore City Public Schools, MD. THE FORD FOUNDATION SPONSORED A CONFERENCE INVOLVING SCHOOL SUPERINTENDENTS AND THE STATE COMMISSIONERS OF EDUCATION FROM THREE STATES. LEADERS OF THREE NATIONAL NEGRO ORGANIZATIONS SERVED AS CONSULTANTS. MAJOR ISSUES CONFRONTING PUBLIC SCHOOL SYSTEMS WERE DISCUSSED WITH REGARD TO THE BASIC CHALLENGES AND PROBLEMS PRESENTED PRESENTED BY DE FACTO SEGREGATION. THE SUPERINTENDENTS CONCERNED THEMSELVES WITH METHODS FOR ACHIEVING A BETTER RACIAL BALANCE IN PUBLIC SCHOOLS AND THE ADVANCEMENT OF THE BASIC AIMS OF PUBLIC EDUCATION IN A FREE SOCIETY. RESOURCES OFFERED AND VIEWS EXPRESSED BY PARTICIPATING FEDERAL AGENCIES ARE GIVEN. THE DEPARTMENT OF HEW PROVIDES FOR GUIDANCE INSTITUTES UNDER THE NATIONAL DEFENSE EDUCATION ACT. UNDER THE MANPOWER DEVELOPMENT AND TRAINING ACT, PROVISIONS FOR VOCATIONAL EDUCATION AND BASIC EDUCATION ARE MADE. FEDERAL AID IS AVAILABLE TO IMPACTED AREAS. THE HOME AND HOUSING FINANCE AGENCY IS HELPING TO COMBAT DISCRIMINATION AND DE FACTO SEGREGATION IN HOUSING. THE CIVIL RIGHTS COMMISSION WAS CREATED BY CONGRESS TO STUDY AND FOLLOW LEGAL DEVELOPMENTS INVOLVING THE DENIAL OF EQUAL PROTECTION OF THE LAWS. THE RESOURCES OFFERED AND VIEWS EXPRESSED BY NATIONAL NEGRO ORGANIZATIONS - NAACP, THE NATIONAL URBAN LEAGUE, AND CORE - ARE PRESENTED. OPEN ENROLLMENT, THE PRINCETON PLAN, THE NEIGHBORHOOD SCHOOL CONCEPT, AND THE EDUCATIONAL PARK CONCEPT ARE DISCUSSED. GUIDELINES ARE PRESENTED FOR STUDY--STUDENT GROUPING TECHNIQUES, EARLY ADMISSION PROGRAMS, FINANCIAL INVESTMENT AND COST, LEGISLATION, ENROLLMENT POLICIES, AND PUPIL TRANSPORTATION. COMMUNITY PLANNING IS CALLED FOR. ED001604 SCHOOL SUPERINTENDENTS CONFERENCE ON THE PRACTICAL PROBLEMS OF PUBLIC SCHOOL DESEGREGATION. 1964-00-00 32 N/A 1965 2016-11-22

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No Curriculum Guides Material Development Reading Development Reading Materials Secondary Education Skill Development Teacher Effectiveness Teaching Methods Vocabulary Skills ABBOTT, MARY K. AND OTHERS California (San Francisco) California (San Francisco) San Francisco Unified School District, CA. READING DEVELOPMENT IS NECESSARY AT ALL LEVELS OF THE STUDENT'S EDUCATION WHETHER HE IS ACHIEVING BEYOND, BEHIND, OR AT GRADE LEVEL. THE VOCABULARY SKILL EXERCISES. DESCRIBED IN THIS GUIDE ARE HELD TO HAVE BEEN ESPECIALLY EFFECTIVE IN THE CLASSROOM. THE TEACHER IS EXPECTED TO ADAPT EXERCISES SUITED TO THE NEEDS OF A PARTICULAR CLASS, IT SHOULD BE UNDERSTOOD THAT THE EXERCISES ARE PRESENTED AS "GUIDES" TO VOCABULARY SKILL-BUILDING RATHER THAN AS A COMPLETE PROGRAM. THE EXERCISES ARE IN THE FOLLOWING AREAS--USING PHONETIC SKILLS, ANALYZING THE STRUCTURE OF WORDS, RECOGNIZING SIMILARITIES AND DIFFERENCES IN WORD FORMS, INTERPRETING MEANING FROM CONTEXT, DEVELOPING AN EXTENSIVE AND ACCURATE VOCABULARY, AND USING THE DICTIONARY EFFECTIVELY. ED001605 PRACTICES IN DEVELOPMENTAL READING. 1963-00-00 180 N/A 1965 2016-11-22

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No Costs Educational Finance Educational Improvement Educational Needs Educational Responsibility Public Schools School Support Urban Schools GREAT CITIES PROGRAM Illinois (Chicago) Illinois (Chicago) Great Cities Research Council, Chicago, IL. THE PUBLIC SCHOOL SYSTEMS IN THE GREAT CITIES OF AMERICA FACE A CRUCIAL CHALLENGE TO PROVIDE THE KIND OF EDUCATION WHICH IS NECESSARY TO MEET THE SOCIAL, ECONOMIC, AND TECHNOLOGICAL CHANGES OF TODAY. THE CHALLENGE CANNOT BE MET WITHOUT THE RENEWED AND CONTINUING DETERMINATION BY THE CITIZENS. IT CANNOT BE MET WITHOUT ADEQUATE FINANCIAL SUPPORT TO PROVIDE THE SCHOOL SYSTEMS WITH THE NECESSARY PERSONNEL, FACILITIES, AND MATERIALS TO ACCOMPLISH THE TASK EXPECTED OF THEM. THE RESEARCH COUNCIL OF THE GREAT CITIES FOR SCHOOL IMPROVEMENT PROGRAM MAKES FIVE RECOMMENDATIONS CONCERNING SCHOOL FINANCES--(1) THAT THE COST OF PROVIDING AN ADEQUATE EDUCATIONAL PROGRAM FOR ALL CHILDREN BE THE RESPONSIBILITY OF THE LOCAL, STATE, AND FEDERAL GOVERNMENTS, (2) THAT STATE FINANCIAL SUPPORT PROGRAMS RECOGNIZE DIFFERENCES IN COSTS FOR KINDERGARTENS, ELEMENTARY AND SECONDARY GENERAL EDUCATION PROGRAMS, TRADE AND TECHNICAL EDUCATION, AND PROGRAMS FOR HANDICAPPED CHILDREN, AND THAT PROVISIONS FOR SUMMER SCHOOL, EVENING SCHOOL, AND OTHER EXTENSION PROGRAMS BE ON THE SAME BASE AS REGULAR DAY SCHOOL PROGRAMS, (3) THAT BUILDING AID BE PROVIDED FOR ALL TYPES OF SCHOOL DISTRICTS, WITH FULL CONSIDERATION GIVEN TO VARIATIONS IN THE COST OF SCHOOL SITES AND CONSTRUCTION, (4) THAT LOCAL SCHOOL TAX BE EXPANDED, AND (5) THAT STATE OR FEDERAL SUPPORT RECOGNIZE THAT THE LOCAL ABILITY TO FINANCE PUBLIC EDUCATION IS REDUCED IN SCHOOL DISTRICTS IN WHICH THE COSTS FOR NONSCHOOL GOVERNMENTAL SERVICES ARE RELATIVELY HIGH. ED001606 THE CHALLENGE OF FINANCING PUBLIC SCHOOLS IN GREAT CITIES. 1964-00-00 16 N/A 1965 2016-11-22

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No Administrators Black Leadership Conflict Desegregation Plans Journalism News Media Opinions Publications School Construction School Desegregation LEVENSON, WILLIAM PRINCIOTTO, TED COLUMBUS PRESS COVERAGE OF SCHOOL INTEGRATION IN CLEVELAND CENTERED AROUND THE PROBLEM OF A PROGRAM OF SCHOOL CONSTRUCTION. SINCE THE NEW SCHOOLS WERE TO BE BUILT IN THE SAME DISTRICT AS BEFORE CIVIL RIGHTS LEADERS OPPOSED THE PLAN. THE FIRST ARTICLE WAS WRITTEN BY THE FORMER SUPERINTENDENT OF SCHOOLS OF CLEVELAND. HE FELT THAT THE STRATEGY OF THE LOCAL CIVIL RIGHTS GROUPS WAS QUESTIONABLE SINCE IT INTERFERED WITH NORMAL EDUCATIONAL PROCESSES. THE COMPLAINT HE HAD WITH THE PRESS WAS THAT IT HELPED TO MAKE NEWS DURING THIS CRISIS IN ADDITION TO REPORTING IT. HE FELT THAT JOURNALISTS SHOULD OFFSET IGNORANCE INSTEAD OF COMPOUNDING IT, THEIR PURPOSE SHOULD BE TO UNDERSTAND, NOT RESIST, THE EARNEST EFFORTS OF MANY AMERICANS TO ATTAIN FIRST-CLASS CITIZENSHIP. THE SECOND ARTICLE WAS WRITTEN BY THE CITY EDITOR OF A CLEVELAND NEWSPAPER ABOUT THE CHALLENGE SUCCESSFULLY AND MADE A SINCERE EFFORT TO BE FAIR AND INFORMATIVE. AS AN EDITOR HE FELT THAT IT WAS HIS RESPONSIBILITY TO GET THE FACTS STRAIGHT, TO STUDY THEM, AND TO WRITE WHAT HIS CONSCIENCE TOLD HIM TO WRITE. THE TWO TYPES OF NEW SITUATIONS OCCURRING IN CLEVELAND AT THE TIME OF THE COMMUNITY DEBATE OVER INTEGRATION WERE--(1) WHETHER THE SCHOOLS SHOULD BE BUILT, AND (2) THE QUESTION OF VIOLENCE. BECAUSE THE VIOLENCE WAS UNEXPECTED THE NEWS COVERAGE OF IT WAS NOT COMPLETE. HOWEVER, IT IS HELD THAT THE INADEQUATE COVERAGE OF SOME ASPECTS OF THE CRISIS WAS NOT NECESSARILY THE FAULT OF THE NEWSPAPER. TO SPECULATE ON HOW MUCH COVERAGE AN EVENT SHOULD BE GIVEN IS NOT THE JOB OF THE PRESS, THE PRESS SHOULD SIMPLY REPORT THE EVENT. ED001607 PRESS COVERAGE OF SCHOOL INTEGRATION IN CLEVELAND. 1964-00-00 1 N/A 1965 2016-11-22

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No Algorithms Arithmetic Curriculum Development Grade 4 Improvement Programs Sequential Approach Teaching Guides Teaching Methods Urban Teaching GARBER, CLAIRE N. GREAT CITIES PROGRAM Pennsylvania (Philadelphia) Pennsylvania (Philadelphia) Philadelphia Public Schools, PA. THE 4TH YEAR SHOULD CONTINUE THE SEQUENTIAL PRESENTATION MATHEMATICAL UNDERSTANDINGS AND RELATIONSHIPS. NEW LEARNINGS SHOULD BE PRESENTED CONCRETELY IN SOCIAL SETTINGS WITHIN THE CHILDREN'S FRAMEWORK OF UNDERSTANDING. GRAPHIC MATERIALS MAY BE USED TO BRIDGE THE UNDERSTANDINGS FROM THE CONCRETE TO THE ABSTRACT LEVEL. THE NUMBER SYSTEM UNIT SHOULD TEACH THE CHILDREN TO READ AND WRITE NUMERALS UP TO FIVE DIGITS. AN INTRODUCTION TO ROMAN NUMERALS SHOULD BE MADE. THE STUDY OF WHOLE NUMBERS CAN EXPAND THE CHILDREN'S KNOWLEDGE OF ADDITION, SUBTRACTION, MULTIPLICATION, AND DIVISION. DIVISION SHOULD BE RELATED TO MULTIPLICATION AND TO SUCCESSIVE SUBTRACTIONS. ALGORITHMS CONTAINING INTERMEDIATE AS WELL AS FINAL REMAINDERS SHOULD BE UTILIZED. THE CHILDREN SHOULD LEARN TO ESTIMATE QUOTIENTS BY USING ROUNDED-OFF NUMBERS. THE STUDY OF "PARTS" SHOULD EXPLORE THE FRACTION CONCEPT AND DECIMALS, THE STUDY OF MEASUREMENTS, TIME, LINEAR AND QUALITY, AND TEMPERATURE, THE STUDY OF GRAPHS AND CHARTS, CHARTS, SCORES AND GRAPHS, AND THE STUDY OF GEOMETRIC CONCEPTS, FORMS, AND AREA. ED001608 ARITHMETIC PROGRAM FOURTH YEAR. 1964-08-00 8 N/A 1965 2016-11-22

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No Beginning Reading Compensatory Education Educationally Disadvantaged Language Arts Learning Activities Phonetics Preschool Learning Reading Readiness Teaching Guides Teaching Methods Urban Teaching KRAVITZ, IDA GREAT CITIES PROGRAM Pennsylvania (Philadelphia) Pennsylvania (Philadelphia) Philadelphia Public Schools, PA. THE EXPERIENTIALLY POOR CHILD WHO HAS HEARD LITTLE ADULT CONVERSATION DIRECTED AT AND FOR HIM IS ILL-PREPARED FOR BEGINNING READING. HIS LEARNING ACTIVITIES SHOULD BE PLANNED TO INCLUDE EXPERIENCE, REAL AND/OR VICARIOUS. BEFORE HE IS INVOLVED WITH THE SYMBOLIC REPRESENTATION OF THE SPOKEN OR WRITTEN WORD. THE CHILD SHOULD HAVE DEVELOPED STRONG LISTENING HABITS AND HAVE GAINED THE ABILITY TO HEAR GROSS AND FINE LIKENESSES AND DIFFERENCES. HE SHOULD HAVE ALSO DEVELOPED VISUAL ACUITY TO THE POINT OF SEEING GROSS AND FINE LIKENESSES AND DIFFERENCES. A PROGRAM COMPENSATING THE EXPERIENTIALLY POOR CHILD SHOULD PROVIDE AUDITORY AND VISUAL READINESS, STRESSING BEGINNING SOUNDS AND USING OBJECTS AND PICTURES. BY THE END OF THE PROGRAM (THE END OF THE KINDERGARTEN YEAR), THE CHILD SHOULD BE FAMILIAR WITH THE SOUNDS OF THE INITIAL CONSONANTS AND SHOULD RECOGNIZE THE LETTER NAMES BELONGING TO THEM. AT NO TIME SHOULD ISOLATED INITIAL CONSONANTS BE TAUGHT. THE SOUND SHOULD BE ATTACHED TO A SPOKEN WORD. INSTRUCTIONS SHOULD BEGIN WITH THE EASIEST SOUND FOR A CHILD TO PRODUCE, "M." FROM THERE, INSTRUCTION SHOULD PROCEED TO THE EXPLOSIVE, "P,""B,""T,""D," AND THEN TO OTHER CONSONANTS. TEACHING THE "M" SOUND SHOULD BEGIN WITH HAVING THE CHILDREN WATCH THE TEACHER FORM "M" WITH HER LIPS HOLDING UP AN OBJECT STARTING WITH "M." THE CHILDREN WOULD THEN REPEAT HER PROCEDURE WHILE AT THE SAME TIME HOLDING UP THE OBJECT SHE SHOWED THEM. THE PROCESS SHOULD THEN BE REPEATED USING PICTURES. SPECIFIC SUGGESTIONS FOR INTRODUCING OTHER SOUNDS ARE LISTED. ED001609 A PROGRAM OF BEGINNING SOUNDS FOR THE YOUNG CHILD. 1964-11-00 6 N/A 1965 2016-11-22

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No After School Programs Child Development Improvement Programs Inservice Teacher Education Language Arts Program Evaluation Reading Improvement School Community Relationship KELSEY, GERALDINE AND OTHERS Pennsylvania (Philadelphia) GREAT CITIES PROGRAM Pennsylvania (Philadelphia) Philadelphia Public Schools, PA. THE MOST SUCCESSFUL AREA OF THE PROGRAM WAS READING. THE BOOK LEVELS INCREASED FOR THE CHILDREN. THE LONGER A CHILD WAS INVOLVED WITH THE PROJECT, THE GREATER WAS HIS RATE OF PROGRESS. IN EVALUATING THE ROLE OF THE LANGUAGE LABORATORY, IT WAS EVIDENT THAT A MEDIAN INCREASE OF SLIGHTLY MORE THAN THREE READING LEVELS WAS ACHIEVED. THROUGH THE CREATION OF THE 4-40 CLUB PROGRAM (NOT DESCRIBED), NOTABLE PROGRESS OCCURRED IN LEARNING THE NUMBER FACTS. IN-SERVICE PROGRAMS STIMULATED THE FACULTY TO TRY NEW AND CHALLENGING WAYS OF PRESENTING MATERIALS. TEACHERS FELT THAT BECAUSE OF IN-SERVICE HELP, MANY AREAS OF LANGUAGE ARTS HAD IMPROVED. THE AFTER-SCHOOL PROGRAM WAS EXPANDED TO INCLUDE AN ARITHMETIC GROUP, A HOMEWORK GROUP, TWO BELL GROUPS, AND THE GLEE CLUB. THE SCHOOL-COMMUNITY COORDINATOR ORGANIZED A SMALL BUT ACTIVE GROUP OF HUNTER AIDS WHO MADE MANY PERSONAL CONTACTS WITH PARENTS. THEY STIMULATED PARENTAL INTEREST IN COMING TO SCHOOL AND IN ASSISTING CLASS TRIPS. MEDICAL SERVICES AND SPEECH CORRECTION SERVICE WERE OFFERED. THOUGH LIMITED, THE RECREATIONAL FACILITIES GAVE THE CHILDREN A VARIETY OF ACTIVITIES IN WHICH TO PARTICIPATE. FUTURE PLANS INCLUDED A CONTINUATION OF ALL EXTRA SERVICES, AND A RENEWED EMPHASIS ON STANDARDS OF BEHAVIOR IN SCHOOL AND NEIGHBORHOOD. ED001610 GREAT CITIES SCHOOL IMPROVEMENT PROGRAM. TARGET PROGRAM 1963-64. 1964-00-00 9 N/A 1965 2016-11-22

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No Acculturation Blacks Cultural Differences Enrichment Activities Ethnic Groups Improvement Programs Puerto Ricans School Community Relationship Skill Development Student Improvement Pennsylvania (Philadelphia) GREAT CITIES PROGRAM Pennsylvania (Philadelphia) CHILDREN INVOLVED IN THE PROJECT COMMUNITY INCLUDED A DIVERSITY OF ETHNIC GROUPS. NEGROES REPRESENTED THE LARGEST SINGLE GROUP, BUT INCREASING NUMBERS OF PUERTO RICAN FAMILIES WERE MOVING INTO THE NORTH CENTRAL PART OF PHILADELPHIA. THE CHILDREN OF THIS AREA WERE CHARACTERIZED BY THEIR FAILURE TO MEET PROJECTED GROWTH EXPECTANCIES IN CURRICULUM AREAS, THEIR LACK OF EXPERIENTIAL SUPPORTS NECESSARY TO SUCCESSFUL LEARNING IN SCHOOL, THEIR LOW ASPIRATIONAL LEVELS, THEIR DISRUPTED FAMILY PATTERNS, AND THEIR INEXPERIENCE AND LACK OF SPECIFIC SKILLS NEEDED TO FIND JOBS. PURPOSES WERE TO PROVIDE THESE CHILDREN WITH ADDED CONSULTATIVE SERVICES, TO PURCHASE EXTRA INSTRUCTIONAL EQUIPMENT AND MATERIALS, TO FACILITATE CURRICULUM EXPERIMENTATION, AND TO ARRANGE OPPORTUNITIES FOR CULTURAL AND EXPERIMENTAL ENRICHMENT. OBJECTIVES WERE TO (1) AID PUPIL GROWTH IN AREAS SUCH AS SCHOLASTIC ACHIEVEMENT, BEHAVIOR, AND ASPIRATIONAL LEVELS, (2) IMPROVE INSTRUCTION BY DEVELOPING TECHNIQUES AND MATERIALS EFFECTIVE IN TEACHING THESE CHILDREN, AND (3) BETTER SCHOOL-COMMUNITY RELATIONS. TO OFFSET THE LAG IN LANGUAGE GROWTH APPARENT IN MOST OF THE PROJECT AREA CHILDREN, IT WAS NECESSARY TO ADD EXPERIENCES DESIGNED TO COUNTERACT THE EFFECTS OF ENVIRONMENTAL DEPRIVATION. EXPERIMENTATION IN READING INCLUDED THE TRIAL USE OF RELATIVELY "CULTURE FREE" BEGINNING READING AND WRITING SYSTEMS. A VARIETY OF GROUPING TECHNIQUES, AS WELL AS MATERIALS FOR CONCEPT BUILDING AND INCREASING POWER IN THE COMPREHENSION SKILLS, WERE USED. EXPERIMENTATION WITH DIFFERENT APPROACHES TO THE RETARDED READER IN UPPER GRADES AND IN JUNIOR HIGH SCHOOL WAS INITIATED. FILMSTRIPS, TAPE RECORDINGS, RECORDS, AND FIELD TRIPS WERE USED. ED001611 THE PHILADELPHIA STORY. 7 N/A 1965 2016-11-22

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No Economic Climate Educational Programs Educational Quality Financial Policy Resource Materials School Administration School Support Tax Allocation CROWTHER, JACK P. AND OTHERS GREAT CITIES PROGRAM Illinois (Chicago) Illinois (Chicago) Great Cities Research Council, Chicago, IL. UNDER PRESENT FISCAL POLICIES, BOARDS OF EDUCATION DO NOT HAVE ENOUGH MONEY TO PROVIDE THE KIND AND QUALITY OF EDUCATIONAL PROGRAMS NEEDED FOR THE WELL-BEING OF OUR SOCIETY. THE FOLLOWING POLICIES OFFER PROMISE AS GUIDES. THE FINANCIAL BURDEN SHOULD BE SHARED BY ALL CITIZENS AND BY ALL LEVELS OF GOVERNMENT. DETERMINATION OF NEEDS SHOULD BE THE RESPONSIBILITY OF LOCAL BOARDS OF EDUCATION. EDUCATIONAL SUPPORT FROM LOCAL TAXES SHOULD BE DETERMINED BY TOTAL BURDEN OF LOCAL GOVERNMENT OF THE LOCAL TAX BASE. LOCAL BOARDS SHOULD BE FREE FROM UNREASONABLE ADMINISTRATIVE CONTROLS. THE FEDERAL GOVERNMENT SHOULD SUPPORT EDUCATION WHEN LOCAL AND STATE RESOURCES ARE INSUFFICIENT TO PROVIDE ACCEPTABLE EDUCATIONAL PROGRAMS. THE LEVEL OF FINANCIAL SUPPORT SHOULD BE KEPT RESPONSIVE TO THE FLUCTUATIONS OF INFLATION AND DEFLATION IN THE PRICE STRUCTURE OF THE ECONOMY. ED001612 FISCAL POLICIES TO MEET THE NEEDS OF THE GREAT CITY SCHOOL SYSTEMS IN AMERICA. 1963-00-00 8 N/A 1965 2016-11-22

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No Cognitive Development Disadvantaged Environmental Influences Learning Experience Parent Influence Programed Instruction Self Concept Student Motivation Teacher Attitudes DEUTSCH, MARTIN New York (New York) New York (New York) New York Medical Coll., NY. PARTICULAR FACTORS INFLUENCE THE LEARNING OF THE DISADVANTAGED CHILD. ENVIRONMENTAL CONDITIONS CAN INCREASE THE LIKELIHOOD OF LEARNING COGNITIVE STRATEGIES. VARIATIONS WITHIN THE ENVIRONMENT INFLUENCE VARIATIONS IN COGNITIVE DEVELOPMENT. PARENTAL INFLUENCE MAY AFFECT THE LEARNING ABILITY OF THEIR CHILDREN. LOWER-CLASS PARENTS HAVE SELDOM SUBJECTED THEIR CHILDREN TO THE PRESSURES OF A FORMAL ADULT-CHILD LEARNING SITUATION. THE CLASSROOM SHOULD PROVIDE THIS SITUATION. ATTITUDES HELD BY THE TEACHER MAY AFFECT PUPIL MOTIVATION. TEACHERS OFTEN LOWER THEIR EXPECTATIONS FOR DISADVANTAGED CHILDREN AND ANTICIPATE THEIR FAILURE. UNDER SUCH CONDITIONS CHILDREN OFTEN WILL NOT ATTEMPT TO DO THEIR BEST. APATHY TOWARD EDUCATION WITHIN THE HOME AND SCHOOL ENVIRONMENT INFLUENCES THE CHILD NEGATIVELY. EDUCATORS WHO FEEL THAT IT IS "NOT THE SCHOOL'S FAULT" FURTHER ALIENATE THE CHILD FROM THE SCHOOL, IT IS UP TO THE SCHOOL TO DEVELOP A STIMULATING PROGRAM FOR THE CHILD. SCHOOL EXPERIENCES CAN REINFORCE GOOD SELF-CONCEPTS OR DEVELOP BETTER ONES. THE CHILD OFTEN SPENDS TIME UNWISELY IN UNPRODUCTIVE ACTIVITIES. NEW SUPPLEMENTARY TECHNOLOGIES ARE NEEDED TO INCREASE THE EFFECTIVE USE OF TIME. AUTO-INSTRUCTIONAL AND PROGRAMMED DEVICES AND METHODS MIGHT GIVE THE CHILD A SENSE OF GREATER MASTERY OVER THE UNFAMILIAR SCHOOL ENVIRONMENT. ED001613 SOME PSYCHOSOCIAL ASPECTS OF LEARNING IN THE DISADVANTAGED. 1964-00-00 12 N/A 1965 2016-11-22

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No Disadvantaged Youth Dropout Programs Employment Programs Improvement Programs Job Training School Counseling Skill Development Student Motivation SYNDERMAN, GEORGE S. AND OTHERS Pennsylvania (Philadelphia) Pennsylvania (Philadelphia) Jewish Employment and Vocational Service, Philadelphia, PA. THE JEWISH EMPLOYMENT AND VOCATIONAL SERVICE (JEVS), A NONSECTARIAN, NONPROFIT ORGANIZATION, CONDUCTED TWO PROJECTS WITH THE PENNSYLVANIA STATE EMPLOYMENT SERVICE AND THE PHILADELPHIA COUNCIL FOR COMMUNITY ADVANCEMENT. THE FIRST PROJECT DEALT WITH 79 TEENAGERS CONSIDERED TO BE HOSTILE, AGGRESSIVE, DEFIANT AND UNMOTIVATED. EACH STUDENT WAS COUNSELED AND EVALUATED TO DETERMINE WHETHER HE WAS EMOTIONALLY AND PHYSICALLY ABLE TO ORIENT HIMSELF TO A SYSTEMATIC PROGRAM OF DEVELOPMENT. THE PROJECT WAS DESIGNED TO UNCOVER AND REVEAL PARTICULAR STUDENT COMPETENCIES, LIMITATIONS OF LITERACY AND THE LEVEL OF THE YOUTH'S ABILITY AND DESIRE TO REHABILITATE HIMSELF. EVALUATIONS WERE CONTINUED IN A WORKSHOP SETTING DESIGNED TO INTRODUCE HIM TO SAMPLE JOB OPERATIONS. THE PROGRAM WAS SERIOUSLY AFFECTED WHEN THE BOARD OF EDUCATION DECLINED TO PARTICIPATE, AND TO PROVIDE REMEDIAL READING AND ARITHMETIC OR VOCATIONAL TRAINING. THE PROGRAM WAS CONDUCTED A SECOND TIME AND INVOLVED 253 STUDENTS. AS THE RESULT OF THE TWO PROJECTS, 19 STUDENTS WERE PLACED IN TRAINING AND 66 IN JOBS, 83 WHO WERE CONSIDERED UNTRAINABLE AND UNEMPLOYABLE WERE DROPPED FROM THE PROGRAM. ED001614 TWO PROJECTS FOR DROPOUT YOUTH. ANNUAL REPORT. 1964-07-01 8 N/A 1965 2016-11-22

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No Academic Achievement Arithmetic Curriculum Development Disadvantaged Improvement Programs Inservice Teacher Education Language Arts Program Evaluation School Community Relationship Student Improvement GREAT CITIES PROGRAM Pennsylvania (Philadelphia) Pennsylvania (Philadelphia) Philadelphia Public Schools, PA. THE PROGRAM'S PURPOSE WAS TO RAISE PUPIL'S ACADEMIC ACHIEVEMENT, INCREASE THE PROCESSIONAL GROWTH OF THE STAFF, DEVELOP PUPIL POTENTIAL, BRING ENRICHMENT TO BOTH CHILDREN AND THE COMMUNITY, AND DEVELOP A WHOLESOME, HARMONIOUS, AND INTELLIGENT RELATIONSHIP BETWEEN THE SCHOOL AND THE COMMUNITY. STAFF EVALUATIONS OF THE PROGRAM REVEALED DEFINITE PROGRESS IN LANGUAGE ARTS AND ARITHMETIC. WITH REGARD TO TEACHER-PUPIL RELATIONS THE CONSENSUS WAS THAT CLASSROOM RELATIONS HAD BEEN WHOLESOME AND THAT THE CHILDREN WERE GENERALLY COOPERATIVE AND COURTEOUS. TEACHER-PARENT RELATIONS WERE JUDGED BY ALL TO BE WHOLESOME AND HELPFUL. THE ASSISTANCE OF THE LANGUAGE LABORATORY TEACHER, THE READING ADJUSTMENT TEACHER, THE SCIENCE COLLABORATOR, CONSULTING TEACHERS, THE SPEECH TEACHER, AND HOME-AND SCHOOL-COMMUNITY COORDINATORS WAS HELPFUL AND BENEFICIAL TO THE PROGRAM. EXPANSION WAS PROJECTED FOR THE INSERVICE PROGRAMS, SCHOOL-WIDE DRIVES, HEALTH PROGRAM, PHYSICAL EDUCATION PROGRAM, COUNSELING SERVICE, AND AFTER SCHOOL ACTIVITIES. SCHOOL-COMMUNITY COORDINATORS REPORTED THAT THE HOME AND SCHOOL ASSOCIATION'S MEETINGS WERE CONSTRUCTIVE AND INFORMATIVE, AS WERE THE DISCUSSION GROUPS. COMMUNICATION BETWEEN THE SCHOOL AND THE COMMUNITY HAD REMAINED GOOD. SUGGESTIONS WERE MADE FOR CONTINUING THE CURRICULUM IN THE AREAS OF LANGUAGE ARTS, SPELLING, HANDWRITING, FUNCTIONAL AND CREATIVE WRITING, SPOKEN LANGUAGE, ARITHMETIC, SOCIAL STUDIES, AND THE ARTS. THE HOMOGENEOUS GROUPING OF CHILDREN SHOULD BE CONTINUED, AND, WITH REGARD TO STAFF GROWTH, SMALL GROUP GRADE MEETINGS SHOULD BE EMPHASIZED. INSERVICE PROGRAMS AND SPECIAL SERVICES SHOULD BE EXPANDED. ED001615 BEACON PROGRAM, EVALUATION SUMMARY-1962-1963, PROJECTED-1963-1964. 1963-00-00 21 N/A 1965 2016-11-22

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No Disadvantaged Elementary School Students Enrichment Activities Improvement Programs Inservice Teacher Education Language Arts Program Evaluation School Community Relationship Skill Development KATZ, DAVID WOMACK, HERBERT H. Pennsylvania (Philadelphia) GREAT CITIES PROGRAM Pennsylvania (Philadelphia) Philadelphia Public Schools, PA. THE MAJOR EMPHASIS AT FERGUSON SCHOOL WAS LANGUAGE ARTS. AN EVALUATION REVEALED THAT, IN EVERY GRADE TESTED, THE NUMBER OF PUPILS ATTAINING GRADE OR ABOVE-GRADE SCORES INCREASED. DATA FROM THE INFORMAL READING INVENTORIES, ADMINISTERED THREE TIMES DURING THE SCHOOL YEAR INDICATED A MEAN GROWTH OF TWO BOOK LEVELS. THE AREA IN WHICH THE LEAST AMOUNT OF GROWTH IN LANGUAGE ARTS SEEMED TO HAVE TAKEN PLACE WAS THAT OF CREATIVITY. THE INSERVICE COURSES PROVIDED FOR TEACHERS AND THE CONTINUED HELP OF THE SCHOOL CONSULTANTS WERE REPORTED TO HAVE BEEN VALUABLE AIDS IN EXPANDING AND IMPROVING TEACHING TECHNIQUES. IN SCHOOL-COMMUNITY RELATIONS, PARENTS GENERALLY SHOWED A COOPERATIVE ATTITUDE TOWARD THE SCHOOL. THE ENRICHMENT PROGRAM WAS JUDGED TO BE VERY SUCCESSFUL. AFTER-SCHOOL ACTIVITIES, IN MOST CASES, RETAINED STUDENT INTEREST THROUGHOUT THE YEAR, THE FIELD TRIPS WERE WELL-ATTENDED. FUTURE PLANS TO HELP RAISE THE SCHOLASTIC ACHIEVEMENT LEVEL OF PUPILS INCLUDE HOMOGENEOUS GROUPINGS FOR READING, MORE PLANNED OPPORTUNITIES FOR CREATIVE WRITING, THE USE OF ORAL READING, FILMS, RECORDINGS, AND OTHER TECHNIQUES TO DEVELOP AN APPRECIATION FOR GOOD PROSE AND POETRY. FOR ARITHMETIC, DRILLS SHOULD BE CONTINUED, AND, FOR SOCIAL STUDIES AND SCIENCE, USE OF AUDIO-VISUAL AIDS SHOULD BE EXPANDED. TEACHER GROWTH COULD BE ADVANCED IN THE AREA OF INSTRUCTION WITH THE USE OF CATALOGING INSTRUCTIONAL AIDS AVAILABLE IN SCHOOL. ACTIVITIES SHOULD BE PLANNED TO CONTINUE AND EXPAND THE STAFF'S LOYALTY TOWARD TEACHING, THE SCHOOL, AND ITS PROGRAM. THE SCHOOL-COMMUNITY RELATIONS PROGRAM SHOULD SEE TO IT THAT PARENTS ARE ENCOURAGED TO VISIT THE SCHOOL REGULARLY AND THAT THERE ARE MORE "GETTING ACQUAINTED" EVENING MEETINGS OF TEACHERS AND PARENTS. THE ENRICHMENT PROGRAM COULD BE EXTENDED TO INCLUDE THIRD-YEAR PUPILS, AND MORE OPPORTUNITIES SHOULD BE AVAILABLE TO DISPLAY THE RESULTS OF AFTER-SCHOOL ACTIVITIES. ED001616 STAR PROGRAM 1963 - 64. 1964-00-00 12 N/A 1965 2016-11-22

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No Arithmetic Curriculum Development Disadvantaged Grade 5 Improvement Programs Sequential Approach Teaching Guides Teaching Methods GARBER, CLAIRE N. Pennsylvania (Philadelphia) GREAT CITIES PROGRAM Pennsylvania (Philadelphia) Philadelphia Public Schools, PA. FIFTH GRADE WORK SHOULD CONTINUE THE SEQUENTIAL DEVELOPMENT OF MATHEMATICAL UNDERSTANDINGS AND COMPUTATIONAL SKILLS. THE PROBLEMS APPROACH SHOULD BE USED SO CHILDREN MAY DISCOVER MATHEMATICAL TRUTHS AND ARRIVE AT GENERALIZATIONS. THE NUMBER SYSTEM UNIT SHOULD EMPHASIZE THE ABILITY TO READ AND WRITE NUMERALS TO SIX PLACES AND THE ABILITY TO READ AND WRITE ROMAN NUMERALS TO THE THOUSANDS. THE STUDY OF WHOLE NUMBERS SHOULD INCLUDE ADDITION AND SUBTRACTION TO FIVE PLACE NUMBERS, MULTIPLICATION TO THREE PLACE MULTIPLIERS, AND DIVISION TO TWO PLACE DIVISORS. THE STUDY OF FRACTIONS SHOULD INVOLVE THE SYSTEMATIC STUDY OF FRACTIONS SHOULD INVOLVE THE SYSTEMATIC STUDY OF PARTS AND THE ADDITION, SUBTRACTION, AND MULTIPLICATION OF FRACTIONS. NUMBER USE SHOULD INVOLVE DEEPER EXPLORATION INTO WEIGHTS AND MEASURES, GRAPHS AND CHARTS, GEOMETRIC FIGURES, AND VOCABULARY. SPECIFIC TEACHING APPROACHES ARE SUGGESTED AND ILLUSTRATED. ED001617 ARITHMETIC, GRADE FIVE. 1964-03-00 4 N/A 1965 2016-11-22

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No Conferences Curriculum Development Disadvantaged Youth Mathematics Curriculum Preschool Education Resource Materials Sequential Approach Teaching Methods Underachievement BEILIN, HARRY GOTKIN, LASSAR G. Illinois (Chicago) Illinois (Chicago) IN LIGHT OF THE PSYCHOLOGICAL FACTORS DISCUSSED, THE FOLLOWING SUGGESTIONS ARE MADE FOR THE SET-UP OF A MATHEMATICS PROGRAM FOR SOCIALLY DISADVANTAGED CHILDREN. IN PRE-SCHOOL, CHILDREN SHOULD BE SUBJECTED TO PERCEPTUAL TRAINING AND CONCEPT DEVELOPMENT RELATIVE TO SPACE, NUMBER, TIME AND RELATED CONCEPTUAL DOMAINS, SINCE THESE LATER BECOME THE BASIS FOR CONCEPTUAL SYSTEMS SYMBOLICALLY REPRESENTED. THE CURRICULUM SHOULD BE ANALYZED AND ALTERED WITH RESPECT TO THE SEQUENTIAL RELATEDNESS OF THE SUBJECT MATTER, THE DEMANDS ON THIS GROUP OF STUDENTS, AND THE TESTING PROCEDURES USED. TECHNIQUES SHOULD BE USED WHICH WILL INSURE THE ORDERLY TRANSITION TO SYMBOLIC REPRESENTATION. THE CONCEPTS REPRESENTED SHOULD PROVIDE A CHALLENGE FOR THE CHILD. SUPPLEMENTARY MATERIALS WHICH ARE SELF-INSTRUCTIONAL SHOULD BE PROVIDED. PROBLEMS OF TEACHER RECRUITMENT AND RETENTION SHOULD BE RECOGNIZED. LESS CONCERN SHOULD EXIST ABOUT IMPOSING MIDDLE CLASS CULTURE ON LOWER-CLASS CHILDREN. ED001618 PSYCHOLOGICAL ISSUES IN THE DEVELOPMENT OF MATHEMATICS CURRICULA FOR THE SOCIALLY DISADVANTAGED CHILDREN. 1964-07-00 37 N/A 1965 2016-11-22

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No Community Attitudes De Facto Segregation Educational Policy Equal Education Neighborhood Schools Social Characteristics Sociocultural Patterns Socioeconomic Influences GRAMBS, JEAN D. Maryland (College Park) MARYLAND Maryland Maryland (College Park) Massachusetts State Board of Education, Boston. THE IDEA OF THE NEIGHBORHOOD SCHOOL IS STRONGLY ENTRENCHED IN THE MINDS OF MOST PARENTS IN URBAN AREAS. THE IDEA IS MAINTAINED BY RECOLLECTIONS OF PAST SITUATIONS WHICH NO LONGER EXIST. RURAL AND PRIVATE SCHOOLS HAVE CONSOLIDATED, DRAWING PUPILS FROM WIDE AREAS OF DISPERSED POPULATION. IN A CITY SITUATION THERE IS LIKELY TO BE NO TRUE NEIGHBORHOOD BECAUSE OF THE DENSITY OF THE POPULATION AND FAMILY MOBILITY. CITY CHILDREN TEND TO MAKE FRIENDS IN THEIR LOCAL AREAS RATHER THAN AT SCHOOL. TEACHERS NO LONGER LIVE IN THE AREA IN WHICH THEY TEACH. NO GREAT FEELING OF LOCAL LOYALTY AMONG PARENTS USUALLY EXISTS AND ATTACHMENT TO THE LOCAL SCHOOL NEIGHBORHOOD IS USUALLY LOW. SCHOOLS TEND TO FORM ALONG LINES OF ETHNIC SIMILARITY AMONG THE STUDENTS. UNEQUAL EDUCATIONAL SITUATIONS RESULT. IT IS HELD THAT, EDUCATIONALLY, THERE IS LITTLE RATIONALE FOR THE EXISTENCE OF NEIGHBORHOOD SCHOOLS. ED001619 A SOCIOLOGICAL VIEW OF THE NEIGHBORHOOD SCHOOL CONCEPT. 1964-04-00 14 N/A 1965 2016-11-22

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No Black Students Career Choice Employment Opportunities Grade 12 Questionnaires Racial Discrimination Statistical Data Student Attitudes Student Evaluation Surveys Pennsylvania (Philadelphia) Pennsylvania (Philadelphia) Philadelphia Public Schools, PA. THE QUESTIONNAIRE WAS ADMINISTERED TO 8,709 HIGH SCHOOL SENIORS. OF THIS NUMBER 4,279 WERE FROM PUBLIC SCHOOLS AND 4,430 WERE DIOCESAN SCHOOL GRADUATES. 6,006 PLANNED TO WORK IMMEDIATELY AFTER GRADUATION, AND 2,643 PLANNED TO CONTINUE THEIR EDUCATION. FOR THOSE GOING ON TO COLLEGE 16.6 PERCENT PLANNED TO STUDY ENGINEERING, 16.4 PERCENT TEACHING, AND 15.7 PERCENT BUSINESS. NOT MORE THAN A DOZEN OF ALL THE COLLEGE-BOUND STUDENTS MET WITH DISCRIMINATORY PRACTICES WHEN SEEKING ADMISSION TO A COLLEGE. AMONG THE STUDENTS SEEKING THEIR FIRST JOB AFTER GRADUATION, APPROXIMATELY 3 PERCENT OF THE NEGRO BOYS AND 7 OR 8 PERCENT OF THE NEGRO GIRLS PROBABLY MET WITH DISCRIMINATION. A LARGE MAJORITY OF THESE JOB-BOUND STUDENTS WERE EMPLOYED IN A CLERICAL CAPACITY. BOYS AGREED THAT MATHEMATICS COURSES PROVED MOST HELPFUL TO THEIR CAREERS. GIRLS FELT ENGLISH AND COMMERICAL SUBJECTS WERE MOST HELPFUL. THE MOST HELPFUL NONSCHOOL ACTIVITIES INDICATED WERE PART-TIME JOBS, ORGANIZATION WORK, CLUBS AND ATHLETICS. MOST PUPILS DESCRIBED GUIDANCE THEY RECEIVED AS ADEQUATE. ADVICE ON SCHOLARSHIPS WAS REPORTED AS THE MOST INADEQUATE SERVICE PROVIDED. ED001620 EDUCATIONAL OR VOCATIONAL PLANS QUESTIONNAIRE, GRADE 12B, PHILADELPHIA PUBLIC AND DIOCESAN HIGH SCHOOLS - JUNE 1957. 1958-12-17 12 N/A 1965 2016-11-22

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No Ability Identification Achievement Aptitude Tests High School Students Junior High Schools Predictive Measurement Talent Identification Test Validity Pennsylvania (Philadelphia) Pennsylvania (Philadelphia) Philadelphia Public Schools, PA. THE AIM WAS TO DETERMINE THE ACCURACY OF TEST SCORES IN PREDICTING FUTURE ACHIEVEMENT. A SOMEWHAT SHARPER AGREEMENT WAS FOUND BETWEEN EARLY PREDICTIVE FACTORS AND SCHOOL MARKS IN GRADE 9 THAN BETWEEN THESE FACTORS AND SCHOOL MARKS IN GRADES 11 AND 12. TWO REASONS FOR THIS DIFFERENCE ARE CITED. IF A PREDICTION FOR A PUPIL IS MADE AT GRADE 6, A CERTAIN DEGREE OF ABILITY CHANGE WILL TAKE PLACE BY GRADE 9, BUT A GREATER DEGREE OF ABILITY CHANGE WILL BE LIKELY BY GRADES 11 OR 12. SCHOOL MARKS IN GRADE 9 PROBABLY REFLECT THE STUDENTS' ABILITY, WHEREAS THE MARKS IN GRADES 11 AND 12 REFLECT TO A GREATER EXTENT THE PUPIL'S WILLINGNESS TO SPEND HIS TIME IN HOME-STUDY, A NECESSARY ACTIVITY FOR HIGH MARKS. ED001621 EARLY INDICATIONS OF ACADEMIC TALENTS, REPORT OF CLASS GRADUATING IN JUNE 1964. 1965-02-19 5 N/A 1965 2016-11-22

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No Curriculum Guides Glossaries Reading Comprehension Reading Materials Reading Skills Secondary Education Sequential Approach Teaching Methods California (San Francisco) California (San Francisco) San Francisco Unified School District, CA. THE SEQUENTIAL DEVELOPMENT OF READING SKILLS BY GRADE LEVEL IS PRESENTED. SUCH A GUIDE SHOULD HELP SECONDARY TEACHERS IN DIRECTING READING DEVELOPMENT AND PROMOTING PUPIL GROWTH, IN UNDERSTANDING AND EVALUATING THE READING ABILITY OF EACH STUDENT, IN IDENTIFYING HIS SPECIFIC NEEDS, AND IN PLANNING WAYS TO MEET THOSE NEEDS. THE GUIDE DESCRIBES THE SEQUENTIAL DEVELOPMENT OF THE FOLLOWING ABILITIES, LISTING THE SPECIFIC SKILLS COMPRISING EACH ABILITY AT THE APPROPRIATE GRADE LEVEL--READING READINESS, WORD RECOGNITION (ANALYSIS), COMPREHENSION, STUDY RESEARCH ORGANIZATION (INTEGRATION AND ASSIMILATION OF IDEAS), CREATIVE READING (INTERPRETATION OF IDEAS), CRITICAL READING, ORAL READING, AND ADJUSTMENT OF READING RATE. A SUPPLEMENT CONTAINING A GLOSSARY OF READING TERMS ACCOMPANIED THE TEXT. ED001622 READING GUIDE. 1964-00-00 154 N/A 1965 2016-11-22

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No Academic Ability Career Guidance Career Planning Employment Opportunities Industrial Education Job Placement Job Training Resource Materials School Counseling Student Characteristics Student Placement ELLIS, BETTY W. California (Los Angeles) California (Los Angeles) Los Angeles City Schools, CA. THE GUIDANCE FORMAT FOR EACH OCCUPATION INCLUDES FIVE MAJOR TOPICS--PERSONAL REQUIREMENTS, EDUCATION AND TRAINING OPPORTUNITIES IN JUNIOR AND SENIOR HIGH SCHOOL, OPPORTUNITIES BEYOND HIGH SCHOOL, ADVANCEMENT AND OUTLOOK, AND RELATED AND SPECIALIST OCCUPATIONS. THE OUTLINES ARE INTENDED TO HELP THE STUDENT IDENTIFY AND APPRAISE HIS OWN PATTERN OF APTITUDES, INTEREST, AND OTHER PERSONAL QUALIFICATIONS. THEY SERVE TO ACQUAINT HIM WITH AVAILABLE INDUSTRIAL EDUCATION PROGRAMS AND EMPLOYMENT POSSIBILITIES. THE OUTLINES INCLUDE (1) AUTO MECHANIC JOBS, (2) SUCH DRAFTING JOBS AS ARCHITECTURAL, INDUSTRIAL, AND ELECTRICAL, (3) ELECTONICS POSITIONS, (4) SUCH GRAPHIC ARTS OCCUPATIONS AS BOOK BINDER, LINOTYPE OPERATOR, AND PHOTOENGRAVER,(5) SUCH INDUSTRIAL CRAFTS AS CAMERA REPAIRS, LEATHER WORKER, OPTICIAN, AND SHOE REPAIRMAN, (6) METAL WORKING JOBS, AND (7) SUCH WOODWORKING OCCUPATIONS AS CARPENTRY AND CABINET MAKING. ED001623 CAREERS RELATED TO INDUSTRIAL EDUCATION. 1964-00-00 174 N/A 1965 2016-11-22

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No Arithmetic Enrichment Activities Improvement Programs Inservice Teacher Education Language Arts Program Evaluation Questionnaires Special Programs Surveys Teacher Attitudes GREAT CITIES PROGRAM Pennsylvania (Philadelphia) Pennsylvania (Philadelphia) Philadelphia Public Schools, PA. A TEACHER QUESTIONNAIRE EVALUATED THE PROJECT. RESULTS SHOWED THAT THE INSERVICE PROGRAM FOR TEACHERS, THE BOOKMOBILE, SATURDAY TRIPS, ASSEMBLY SPEAKERS, AND THE AFTERSCHOOL PROGRAM RECEIVED THE GREATEST RECOGNITION. ALL TEACHERS SHOWED A POSITIVE ATTITUDE TOWARD THE PROJECT, AS WELL AS AN INTENSIVE COMMITMENT TO THE PUPILS. SOME OF THE ACTIVITIES TO RAISE THE ACHIEVEMENT AND CULTURAL LEVEL OF THE CHILDREN WERE THE LANGUAGE ARTS PROGRAM, THE ARITHMETIC PROGRAM, CONSULTATIVE SERVICE, AND FOLLOWUP EXPERIENCES. OUTSIDE THE CLASSROOM, ACTIVITIES SUCH AS ASSEMBLIES, BOOK FAIRS, ART DISPLAYS, AND AFTER SCHOOL ACTIVITIES WERE UTILIZED. SATURDAY ENRICHMENT AND SUMMER PROGRAMS WERE USED. TO HELP THE CHILD CREATE A MORE POSITIVE IMAGE OF HIMSELF, OUTSTANDING NEGROES WERE INVITED TO SCHOOL ASSEMBLIES, MORE RECOGNITION WAS GIVEN TO THE PUPILS' WORK, AND PARENTS WERE ENCOURAGED TO VIEW THEIR CHILDREN AS WORTHY AND CAPABLE OF ACHIEVING. TEACHERS SHOULD BE KEPT INFORMED AND INVOLVED THROUGH ESTABLISHING A SPECIAL BULLETIN BOARD, GIVING MORE TEACHERS SPECIFIC RESPONSIBILITIES ON COMMITTEES, AND DISSEMINATING MORE INFORMATION ABOUT ACTIVITIES. TEACHER MORALE AND INTERPERSONAL RELATIONSHIPS WOULD BE IMPROVED AND THE INSTRUCTIONAL LEVEL RAISED BY MAKING MORE HELP AND MATERIALS AVAILABLE. ACTIVITIES INVOLVING PARENTS AND THE COMMUNITY SHOULD ATTEMPT TO INCREASE PARENTAL RESPONSIBILITY, OBTAIN WIDER PARTICIPATION AND INTEREST IN SCHOOL AFFAIRS, AND HELP PARENTS COMPREHEND THE POTENTIAL AND EDUCATIONAL PROBLEMS OF THEIR CHILDREN. ED001624 HIGH ROADS PROJECT, RECAPITULATION AND PROSPECTS 1963-1964. 1964-00-00 19 N/A 1965 2016-11-22

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No Attitudes Community Role Disadvantaged Educational Strategies Equal Education Mythology Semantics Stereotypes Teacher Role GIDDINGS, MORSELEY G. MACKLER, BERNARD New York (New York) New York (New York) Columbia Univ., New York, NY. Teachers College. IF YOUNGSTERS ARE TO BE HELPED AND TO BE OFFERED EQUALITY OF EDUCATIONAL OPPORTUNITY, THE TAGS, MISUNDERSTANDINGS AND MYTHS WHICH HAVE BLOCKED PAST PATHS TO PROGRESS MUST BE DISCARDED AND AVOIDED. THE TERM, "CULTURAL DEPRIVATION" CARRIES WITH IT A CONTRADICTION IN MEANINGS. IT SUGGESTS, VERY INCORRECTLY, THAT A CULTURE CAN OF ITSELF BE DEPRIVED. THE PROFESSIONAL PERSON MUST "BEHAVE" IN A MANNER WHICH REVEALS HIS BELIEF THAT THE MINORITY GROUP MEMBER IS HIS EQUAL. SAYING THIS IS NOT ENOUGH. EDUCATORS MUST COME TO REALIZE THAT DEPRIVATION DOES NOT LEAD TO ONE UNIVERSAL REACTION, THE SAME IS TRUE OF CULTURAL DEPRIVATION. ALL SUCH CHILDREN DO NOT FAIL. THAT SOME DISADVANTAGED PUPILS MOVE THROUGH THE SCHOOL CURRICULA SUCCESSFULLY IS AN ACCEPTED FACT. MANY DO DESIRE FURTHER EDUCATION. THE CONCEPT OF "CULTURAL DEPRIVATION", AND ALL OF ITS DEROGATORY IMPLICATIONS MUST BE DROPPED. ED001625 CULTURAL DEPRIVATION--A STUDY IN MYTHOLOGY. 1965-04-00 1 N/A 1965 2016-11-23

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No Cultural Awareness Cultural Differences Educational Needs Identification Instructional Materials Student Needs Textbook Content Textbook Evaluation Textbook Standards Urban Culture Urban Youth CHAFFEE, EVERETT AND OTHERS GREAT CITIES PROGRAM Illinois (Chicago) Illinois (Chicago) Great Cities Research Council, Chicago, IL. AS A RESULT OF A REQUEST BY TEXTBOOK PUBLISHERS FOR A LIST OF SUGGESTED INSTRUCTION MATERIALS TO MEET THE NEEDS OF YOUTH IN LARGE URBAN CENTERS, THE COMMITTEE ON INSTRUCTIONAL MATERIALS HAS DEVELOPED ILLUSTRATIVE GUIDELINES FOR THE SELECTION OF CONTENT FOR BOTH ELEMENTARY AND SECONDARY URBAN SCHOOL TEXTS. ONE MAJOR CONSIDERATION WAS THE NEED FOR MATERIALS DEPICTING REALISTIC SITUATIONS IN URBAN AREAS. BASICALLY, TEXTBOOKS AND MATERIALS MUST BE CONCERNED WITH THE DIVERSITY OF PEOPLE WHO MAKE UP URBAN SOCIETY, THE HIGHLY MOBILE AND TRANSIENT POPULATION, THE DIFFERENCES IN SOCIAL AND ECONOMIC STATUS, AND THE CHANGES IN ECONOMIC, EDUCATIONAL, POLITICAL, SOCIAL, AND FAMILY LIFE. A SECOND NEED IS FOR CONCERN ABOUT THE PLURALISTIC NATURE OF SOCIETY IN URBAN AREAS. MATERIALS SHOULD AVOID EMPHASIZING THE SEPARATENESS OF MINORITIES WHEN ATTEMPTING TO RECOGNIZE THEIR SPECIAL NEEDS. REFERENCE SHOULD BE MADE TO THE CULTURAL AND ETHNIC GROUPS AS THEY ARISE NATURALLY IN THE SOCIETY AND SHOULD INDICATE APPRECIATION FOR THEIR CONTRIBUTIONS AND ACHIEVEMENTS WITHOUT UNDUE EMPHASIS. IDENTIFICATION OF URBAN YOUNG PEOPLE WITH EVENTS AND PEOPLE DEPICTED IN AMERICAN HISTORY IS ANOTHER NEED. TEXTBOOKS MUST FIND IMAGINATIVE WAYS TO PRESENT THE AMERICAN PAST FOR THOSE HANDICAPPED BY LIMITATIONS OF ENVIRONMENT SO THAT THEY MAY FEEL A PART OF ONGOING AMERICAN HISTORY. FINALLY, INSTRUCTIONAL MATERIALS NEED TO HELP DEVELOP VITAL SKILLS OF COMMUNICATION. TEACHERS NEED SPECIFIC SUGGESTIONS FOR TEACHING LITERATURE, READING AND LISTENING SKILLS, AND FOR IMPROVING SPEECH. ED001626 INSTRUCTIONAL MATERIALS TO MEET THE NEEDS OF URBAN YOUTH. 1965-00-00 14 N/A 1965 2016-11-22

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No Educational Facilities Improvement Grade 3 Graphic Arts Instructional Materials Mathematics Instruction Number Concepts Social Environment Teaching Guides Whole Numbers GARBER, CLAIRE GREAT CITIES PROGRAM Pennsylvania (Philadelphia) Pennsylvania (Philadelphia) Philadelphia Public Schools, PA. THE THIRD YEAR OF ARITHMETIC INSTRUCTION SHOULD UTILIZE SOCIAL SETTINGS FOR LEARNING AS WELL AS MANIPULATIVE AND GRAPHIC MATERIALS. THE NUMBER SYSTEM, IN COUNTING, SHOULD DEVELOP THE SKILLS OF COUNTING BY 3'S AND 4'S AND OF RECOGNIZING ODD AND EVEN NUMBERS. CHILDREN SHOULD GAIN THE ABILITY TO READ AND WRITE NUMBERS TO FOUR PLACES. THE WHOLE NUMBERS UNIT SHOULD PROVIDE REVIEW AND DRILL OF ADDITION AND SUBTRACTION UP TO 18 AS WELL AS TEACHING ZERO COMBINATIONS, COLUMN ADDITION, AND BORROWING AND SUBTRACTION. MULTIPLICATION AND DIVISION WORK SHOULD BE EXTENDED TO ZERO COMBINATIONS, MULTIPLYING TWO-PLACE NUMBERS, AND DIVIDING TENS AND ONES BY A ONE-PLACE DIVISOR. MONEY SHOULD BE USED TO TEACH THE DECIMAL FORM. FRACTIONS SHOULD DEVELOP THE IDEA OF DIVISION AND PARTS OF A GROUP. MEASUREMENT SHOULD EMPHASIZE PARTS OF THE DAY, USE OF THE CALENDAR, LINEAR MEASURE, LIQUID MEASURE, WEIGHT, THERMOMETER, AND GRAPHS. THE GEOMETRIC FORMS OF THE CIRCLE, SQUARE, TRIANGLE, RECTANGLE, SEMICIRCLE, CUBE, SPHERE, AND HEMISPHERE SHOULD BE REINFORCED. SPECIFIC TEACHING APPROACHES ARE SUGGESTED IN OUTLINE FORM. MATERIALS ARE TO BE USED WITH THE GUIDE, "ARITHMETIC PROGRAM PRIMARY UNIT," PHILADELPHIA PUBLIC SCHOOLS (1963). ED001627 ARITHMETIC PROGRAM, THIRD YEAR. 1963-00-00 6 N/A 1965 2016-11-22

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No Arithmetic Disadvantaged Grade 2 Mathematics Curriculum Number Concepts Number Systems Primary Education Problem Solving Student Motivation Teaching Guides GARBER, CLAIRE N. GREAT CITIES PROGRAM Pennsylvania (Philadelphia) Pennsylvania (Philadelphia) Philadelphia Public Schools, PA. IT IS SUGGESTED THAT THE SECOND YEAR OF ARITHMETIC INSTRUCTION SHOULD BEGIN, IF NECESSARY, WITH REVIEW OF THE WORK OF THE PREVIOUS GRADE. THE NUMBER SYSTEM SHOULD BE DEVELOPED WITH BACKWARD AND FORWARD COUNTING AND THE INTRODUCTION OF 10 AND THE ZERO. THE WHOLE NUMBERS UNIT SHOULD DEVELOP MULTIPLICATION AND DIVISION FACTS THROUGH GROUPS UP TO NINE, NUMBER LINES COULD BE USED TO EXPLAIN THE RELATIONSHIPS BETWEEN NUMBERS. CHILDREN SHOULD BE ABLE TO DISCUSS THE RELATIONSHIPS BETWEEN THE PROCESSES OF ADDITION AND MULTIPLICATION, MULTIPLICATION AND DIVISION, ADDITION AND SUBTRACTION, SUBTRACTION AND DIVISION. MONEY CAN BE USED TO SHOW HOW NUMBERS MAY BE USED CONCRETELY. WEIGHTS AND MEASURES CAN BE FURTHER DEVELOPED WITH EMPHASIS GIVEN TO THE DIVISION OF PARTS SUCH AS ONE QUARTER HOUR, INCHES, AND PINTS. FRACTIONS SHOULD BE INTRODUCED WITH EMPHASIS ON THIRDS AND FOURTHS, AND A REVIEW OF ONE HALF. THE THERMOMETER CAN BE USED TO DEMONSTRATE DEGREES. PROBLEM SOLVING CAN BE INTRODUCED, YET, PROBLEM SOLVING SHOULD TAKE PLACE WHENEVER AN APPROPRIATE SITUATION NATURALLY ARISES. THE CHILDREN SHOULD BE ENCOURAGED TO MAKE UP PROBLEMS IN THEIR OWN WORDS, TO WRITE THEM ON THE BLACKBOARD AND TO DISCOVER THE ANSWERS. SPECIFIC TEACHING APPROACHES ARE SUGGEST AND ILLUSTRATED. ED001628 ARITHMETIC, SECOND YEAR. (TITLE SUPPLIED). 7 N/A 1965 2016-11-22

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No Citizen Role Citizenship Responsibility Civil Rights Community Involvement Conferences Curriculum Development Educational Experience Educational Opportunities Group Experience Human Relations Identification Instructional Materials Intergroup Education Measurement Instruments Racial Relations School Desegregation SLOTKIN, AARON H. AND OTHERS New York (Brooklyn) New York (New York) New York City Board of Education, Brooklyn, NY. IN THE KEYNOTE ADDRESS, DR. JOSEPH LORETAN DEFINED "TO INTEGRATE" AS "TO MAKE WHOLE OR TO RENEW." THE WORK OF INTEGRATION CAN BE SEEN AS A RENEWAL OF FAITH IN THE MOST BASIC TENETS OF AMERICA. IN APPROACHING THE QUESTION OF HOW THE CURRICULUM CAN PROMOTE INTEGRATION, HE DEVELOPED SEVERAL PROPOSITIONS. CURRICULUM BUILDERS AND TEACHERS SHOULD BE COMMITTED TO BRINGING ALL CHILDREN TO A LEVEL OF EXPERIENCE AND OPPORTUNITY THAT WILL ENABLE THEM TO HAVE EQUAL CHANCE FOR SUCCESS. ALL CHILDREN SHOULD BE GIVEN AN UNDERSTANDING OF THEIR CIVIL RIGHTS AND LIBERTIES AND AN AWARENESS OF THEIR ROLES AS CITIZENS. THEY SHOULD HAVE A PRIDE IN THEIR HERITAGE AND IN THE ACCOMPLISHMENTS OF THOSE IN THEIR ETHNIC GROUP. THEY NEED A CODE OF COMMON LEARNINGS ESSENTIAL TO LIVING IN TODAY'S WORLD, AND THEY SHOULD BE GIVEN A CHANCE TO BE OF SERVICE TO THEIR COMMUNITIES. THE SCHOOL SHOULD HELP ALL CHILDREN EXAMINE SPIRITUAL AS WELL AS ECONOMIC VALUES BY WHICH TO LIVE. TOPICS DISCUSSED INCLUDED HOW TO DEVELOP A CURRICULUM WHICH ASSURES MAXIMUM ACHIEVEMENT AND HOW TO SERVE THE INTEGRATION PROGRAM THROUGH ADDED CURRICULUM CONTENT, INSTRUCTIONAL MATERIALS, AND MEASURING INSTRUMENTS. THE PROBLEM OF A MOBILE POPULATION AND WAYS OF INVOLVING THE COMMUNITY WERE ALSO DISCUSSED. SUGGESTIONS EMPHASIZED THE NEED FOR PRE-KINDERGARTEN SCHOOLING AND FOR TEACHER UNDERSTANDING OF PUPIL'S NEEDS AND BACKGROUND, BOTH IN TEACHING AND IN TESTING. ED001629 ANNUAL CURRICULUM CONFERENCE, HOW THE CURRICULUM CAN PROMOTE INTEGRATION (16TH, JANUARY 24, 1964). 1964-00-00 88 N/A 1965 2016-11-22

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No Arithmetic Background Basic Skills Behavior Citizenship Cultural Enrichment Disadvantaged Elementary Education Enrichment Enrichment Activities Experimental Schools Family School Relationship Language Arts Program Development Program Evaluation School Community Relationship Student Improvement Teacher Improvement BERNHEIMER, PAULINE S. FORMAN, LOUIS S. GREAT CITIES PROGRAM Pennsylvania (Philadelphia) Pennsylvania (Philadelphia) Philadelphia Public Schools, PA. THE AIMS OF THE MCKINLEY SCHOOL WERE TO INCREASE ACHIEVEMENT IN BASIC SKILLS, TO ENRICH AND ENLARGE THE EXPERIENTIAL BACKGROUND OF THE CHILDREN, TO ESTABLISH A CLOSER LIAISON BETWEEN THE SCHOOL, THE HOME, AND THE COMMUNITY, TO DISCOVER LATENT TALENT, AND TO DEVELOP POTENTIAL IN AN ATTEMPT TO RAISE EACH INDIVIDUAL'S SELF-IMAGE. THE TEACHERS' EVALUATIONS, BASED ON QUESTIONNAIRES, WERE THE BASIS OF THE REPORTS. PUPIL GROWTH IN LANGUAGE ARTS SHOWED A DEFINITE ADVANCEMENT IN READING LEVELS, TECHNIQUES OF THE NEW TRENDS IN MATHEMATICS CREATED MORE VARIETY IN PRACTICE, A RENEWED INTEREST IN COMPUTATIONAL PROCESSES, AND A GREATER APPARENT ENJOYMENT OF ARITHMETIC. THE QUALITY OF PUPIL BEHAVIOR IMPROVED DESPITE CONDITIONS SUCH AS PART-TIME CLASSES WHICH COULD PRODUCE UNREST AND TENSION. TEACHER GROWTH WAS EVIDENCED IN THE INSTRUCTION PROGRAM, INSERVICE MEETING PROVIDED STIMULATING AND PRODUCTIVE DIRECTIONS IN LESSON PLANNING AND CLASSROOM TECHNIQUES. THE VARIETY OF AFTER-SCHOOL CLUBS, IN THE EXTENDED PROGRAM, GAVE CHILDREN A MEANS OF EXPRESSING THEMSELVES IN AREAS OF SPECIAL INTERESTS. IN REGARD TO SCHOOL-COMMUNITY RELATIONS, TWO COORDINATORS WERE INSTRUMENTAL IN DEVELOPING A RAPPORT BETWEEN THE SCHOOL AND THE COMMUNITY. IT WAS RECOMMENDED THAT THE INSERVICE PROGRAM PRACTICE IN SPEAKING AND CONVERSATION SKILLS. ATTEMPTS SHOULD BE MADE TO PROVIDE MORE CHALLENGING ARITHMETIC PRACTICES FOR THE BRIGHTER CHILDREN. A STUDENT GOVERNMENT ORGANIZATION SHOULD BE INITIATED TO DEVELOP AND ENCOURAGE ACCEPTANCE OF RESPONSIBILITY. ED001630 PEAK PROGRAM, 1963-64. 1964-00-00 15 N/A 1965 2016-11-22

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No Audiovisual Aids Bibliographies Curriculum Development Disadvantaged Discipline Policy Inservice Teacher Education Poverty Areas Preservice Teacher Education School Segregation Slum Schools Student Teacher Relationship Urban Teaching SMILEY, MAJORIE B. AND OTHERS New York (Harlem) New York (New York) PROJECT TRUE New York (New York) City Univ. of New York, NY. Hunter Coll. THE PURPOSE WAS TO GATHER RESOURCE MATERIAL AND PRODUCE CURRICULUM MATERIALS DEALING WITH EDUCATION FOR TEACHERS IN DEPRESSED AREAS. OBSERVATIONS WERE MADE IN FIVE ELEMENTARY SCHOOLS AND FOUR JUNIOR HIGH SCHOOLS IN CULTURALLY DISADVANTAGED AREAS OF HARLEM. INTERVIEWS WERE CONDUCTED WITH SCHOOL PERSONNEL. ANOTHER STUDY WAS MADE OF THE EXPERIENCES AND PRACTICES OF FOURTEEN RECENT HUNTER COLLEGE GRADUATES TEACHING IN NEW YORK CITY ELEMENTARY SCHOOLS. THREE BOOKS, AUDIO-VISUAL MATERIALS, AND AN ANNOTATED BIBLIOGRAPHY HAVE BEEN PRODUCED BY THE PROJECT STAFF. TWO BOOKS DEAL WITH SLUM SCHOOL PATTERNS OF SEGREGATION, THE TYPES OF DISCIPLINE USED, TEACHER-PUPIL RELATIONSHIPS, AND CURRICULUM. BOTH BOOKS TREAT THE CLASSROOM SOCIOLOGICALLY AND ANTHROPOLOGICALLY. THE THIRD BOOK IS A SOURCE BOOK INTENDED FOR USE IN THE INTRODUCTORY SOCIAL FOUNDATION COURSES IN COLLEGE. A LIST OF READINGS, FILMS AND TAPES IS GIVEN IN AN ATTEMPT TO DEVELOP A KNOWLEDGE OF SOCIAL AND ECONOMIC FACTORS WHICH PRODUCE URBAN PROBLEMS AND TO PROVIDE AN UNDERSTANDING OF LOWER CLASS VALUES AND FAMILY LIFE. VIDEO- AND AUDIO-TAPES RECORD TEACHERS' EXPERIENCES AND PRACTICES IN DEALING WITH CULTURALLY DISADVANTAGED CHILDREN. TEACHER TRAINING COURSES AT HUNTER COLLEGE USED THE ABOVE-MENTIONED MATERIAL IN ADDITION TO DIRECT OBSERVATIONS OF DEPRESSED AREA SCHOOLS. IT IS REPORTED THAT THE COURSE CREATED IN THESE PRESERVICE TEACHERS A GREATER DESIRE TO WORK IN THESE SCHOOLS. A 6 WEEK SUMMER SEMINAR WAS HELD FOR ELEMENTARY SCHOOL TEACHERS IN DEPRESSED AREAS. IN-SERVICE TRAINING WAS PROVIDED FOR HUNTER COLLEGE FACULTY AND PERSONS SELECTED FROM THE NEW YORK CITY SCHOOL SYSTEMS. ED001631 CURRICULUM DEVELOPMENT PROJECT FOR THE PREPARATION AND EVALUATION OF MATERIALS FOR TRAINING TEACHERS SERVING DEPRESSED URBAN AREAS. FINAL REPORT. 1964-09-01 50 N/A 1965 2016-11-22

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No Class Activities Classroom Design Classroom Techniques Demonstrations (Educational) Elementary Education Experimental Schools Inservice Teacher Education Instructional Materials Lesson Plans Secondary Education Teaching Methods Tests New York (Buffalo) New York (Buffalo) Buffalo Board of Education, NY. AN OUTLINE WITH SUGGESTED TEACHING PRACTICES FOR THE INSERVICE TEACHER TRAINING PROGRAM IS PRESENTED. A GENERAL OUTLINE OF THE OVERALL PROGRAM INCLUDES INFORMATION ON THE STAFF OF THE DEMONSTRATION SCHOOL, THE CLASSROOM OBSERVATIONS AND DEMONSTRATIONS PERFORMED, AND THE CONFERENCES HELD WHICH RELATE DIRECTLY TO INSTRUCTION. THE MATERIAL USED IN THE DEMONSTRATION INCLUDES THE CARE AND ARRANGEMENT OF THE CLASSROOM, CLASSROOM ROUTINES, CLASSROOM MANAGEMENT AND CONTROL, LESSON PLANNING, STANDARDS FOR WRITTEN WORK, MATERIALS OF INSTRUCTION, AND EVALUATION AND TESTING MATERIALS. ED001632 PROGRAM OF 1963-1964, DEMONSTRATION SCHOOL NO. 12. 1964-00-00 10 N/A 1965 2016-11-23

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No Ancillary School Services Compensatory Education Disadvantaged Dropout Programs Early Admission Guidance Programs Inservice Education Job Training Reading Programs School Community Relationship School Districts Student Placement Summer Programs Surveys Teacher Recruitment Team Teaching Urban Schools Youth Employment Illinois (Chicago) GREAT CITIES PROGRAM Illinois (Chicago) Great Cities Research Council, Chicago, IL. IN THE SURVEY TAKEN OF 14 URBAN SCHOOL DISTRICTS, SUCCESSFUL SPECIAL PROJECTS INCLUDED--INSERVICE EDUCATION AND RECRUITMENT, READING PROGRAMS, SUMMER PROGRAMS, COMMUNITY SCHOOL RELATIONSHIPS, GUIDANCE ACTIVITIES, EARLY ADMISSIONS PROGRAMS, TEAM-TEACHING PROGRAMS, SPECIAL PLACEMENT CLASSES AND JOB RETRAINING PROGRAMS. ALL PRACTICES ARE INTENDED TO SERVE AS COMPENSATORY EDUCATION FOR DISADVANTAGED YOUTH. EACH SCHOOL DISTRICT DESCRIBED BRIEFLY A FEW OF ITS SUCCESSFUL PROGRAMS. BALTIMORE'S "EARLY ADMISSIONS" SEEKS TO GIVE CHILDREN THE ABILITY TO COMPETE SUCCESSFULLY IN SCHOOL. ENRICHED READING IS PART OF THE BUFFALO ELEMENTARY SCHOOL PROGRAM FOR THE CULTURALLY DIFFERENT. FOURTEEN YEAR OLDS ARE SPECIALLY GROUPED IN NONGRADED CLASSES TO BUILD READING SKILLS IN PROGRAMS THAT PROVIDE COMPENSATORY EDUCATION IN THE LANGUAGE ARTS, SPECIAL TEXTBOOKS GIVING ATTENTION TO THE AMERICAN NEGRO, LIBRARY SERVICES IN THE ELEMENTARY SCHOOLS, AND SUMMER SCHOOL AND DEMONSTRATION SCHOOLS. HOUSTON HAS INITIATED A BACK-TO-SCHOOL DRIVE, WHILE LOS ANGELES IS PROVIDING TUTORIAL SERVICES AND A WORK-STUDY PROGRAM FOR POTENTIAL DROPOUTS. ORIENTATION IS PROVIDED IN MILWAUKEE FOR IMMIGRANT AND TRANSIENT CHILDREN. NEW YORK'S DEMONSTRATION GUIDANCE PROJECT IS ATTEMPTING TO PREVENT DROPOUTS WITH PREEMPLOYMENT EDUCATION, NIGHT SCHOOL, CAREER GUIDANCE CLASSES AND THE SCHOOL-TO-EMPLOYMENT PROGRAMS. INSERVICE EDUCATION, SCHOOL-COMMUNITY COORDINATING TEAMS, AND LANGUAGE ARTS ARE GIVEN EMPHASIS IN PHILADELPHIA. PITTSBURGH USES TEAM-TEACHING FOR MORE ABLE STUDENTS. ST. LOUIS HAS FOUGHT THE DROPOUT PROBLEM BY USING TUTORING, COUNSELING AND WORK-STUDY PROGRAMS. SAN FRANCISCO HAS A YOUTH OPPORTUNITIES CENTER TO TRAIN YOUTH FOR JOBS AND TO HELP THEM FIND EMPLOYMENT. ED001633 PROMISING PRACTICES FROM THE PROJECTS FOR THE CULTURALLY DEPRIVED. 1964-04-00 83 N/A 1965 2016-11-22

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No Disadvantaged Elementary School Teachers Emotional Development Inservice Education Intellectual Development Learning Problems Psychoeducational Methods School Personnel Student Teacher Relationship Urban Schools New York (New York) New York (New York) Bank Street Coll. of Education, New York, NY. THE CURRENT INSTITUTE PROGRAM EVOLVED FROM A TRANSLATION OF FUNDAMENTAL CONCEPTS OF THE TEACHING-LEARNING PROCESS DEVELOPED BY BANK STREET COLLEGE. THE PSYCHO-EDUCATIONAL METHOD WAS BASED UPON THE PREMISES THAT INTELLECTUAL FUNCTIONING IS LIMITED BY PARTICULAR PATTERNS OF EMOTIONAL RESPONSE AND THAT THESE COGNITIVE FACTORS INTERACT TO SUPPORT OR HANDICAP HEALTHY GROWTH. A YEAR-LONG TRAINING PROGRAM FOR SCHOOL PERSONNEL WAS INITIATED IN DISADVANTAGED AREAS OF FOUR LARGE CITIES WHERE ACTION PROGRAMS, SUPPORTED BY THE PRESIDENT'S COMMITTEE ON JUVENILE DELINQUENCY AND YOUTH DEVELOPMENT, WERE LOCATED. THE TRAINING PROGRAM PLAN INVOLVED AN INTENSIVE FOUR WEEKS SESSION OF TRAINING-IN-RESIDENCE FOR FORTY ELEMENTARY SCHOOL TEACHERS, GUIDANCE COUNSELORS, AND SUPERVISORS FROM BOSTON, CLEVELAND, NEW YORK, AND WASHINGTON, D.C. THIS INTENSIVE PERIOD WAS SUPPLEMENTED AND REINFORCED THROUGHOUT THE YEAR WITH PLANNED GROUP INTERACTION SESSIONS, VISITS, AND CONSULTATIONS IN EACH CITY BY INSTITUTE STAFF, AND WITH A FINAL TWO-DAY CONFERENCE AT BANK STREET COLLEGE DESIGNED TO STIMULATE PARTICIPANTS TO NEW AND REDIRECTED INVOLVEMENT. THE ENTIRE FOCUS OF THE INSTITUTE WAS ON ENABLING TRAINEES TO ANALYZE BETTER ASPECTS OF THEIR OWN SCHOOLS OR CLASSROOMS. REPORTED GAINS WERE MADE IN THE GREATER PSYCHOLOGICAL KNOWLEDGE OF CAUSES OF LEARNING FAILURE, AND EXACTNESS OF APPROPRIATE METHOD, AND THE MEANING OF TRUE COMMUNICATION BETWEEN PUPILS AND THE TEACHER. ED001634 A TRAINING INSTITUTE FOR DIFFERENTIATION AND REMEDIATION OF THE LEARNING PROBLEMS OF CULTURALLY IMPOVERISHED CHILDREN. PROGRESS REPORT. 1965-01-00 43 N/A 1965 2016-11-22

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No Curriculum Guides General Education Physical Sciences Science Education Sciences Secondary Education RICE, GLORIA AND OTHERS California (Los Angeles) California (Los Angeles) Los Angeles City Schools, CA. ELEVEN UNITS OF STUDY INCLUDE--SCIENCE IN OUR LIVES TODAY, APPLIED CHEMISTRY, MODERN MATERIALS, MAN AND MECHANICS, HEAT AND FUELS, NUCLEAR ENERGY, SOUND, LIGHT, ELECTRICITY, ELECTRONICS, AND SPACE. ALL ARE DIRECTED AT THE STUDENT WHO WOULD USE THE INFORMATION GAINED IN EVERYDAY LIFE, RATHER THAN AT THE POTENTIAL SCIENCE STUDENT. UNIT 1 EXPLAINS THE NEED FOR SCIENCE IN EVERYDAY LIFE, AND LISTS OCCUPATIONS, NOT REQUIRING COLLEGE EDUCATION, THAT REQUIRE A SCIENTIFIC INTEREST. THE NEXT UNIT, CHEMISTRY, DEALS WITH THE BASIC ELEMENTS AND COMPOUNDS AND THEIR REACTIONS TO CERTAIN ACIDS AND ALKALI. THE USE AND STRUCTURE OF HOUSEHOLD CLEANING AGENTS ARE PRESENTED AS WELL AS THE STRUCTURE OF WATER AND FOODS. UNIT 3 TEACHES THE STRUCTURE AND USES OF MODERN MATERIALS SUCH AS PLASTICS, TEXTILES, SOLVENTS, GLASS, AND METALS. UNIT 4 INCLUDES--SIMPLE MACHINES, HYDRAULIC PRESSURE, WATER SYSTEMS, AIR PRESSURE, PULLEYS, BELTS AND GLASS, ENGINES AND MOTORS, AND FLIGHT. UNIT 5 DISCUSSES HEAT TRANSFER AND FUELS OF VARIOUS TYPES. IN UNIT 6, RADIOACTIVITY IS DISCUSSED WITH ATTENTION GIVEN TO THE CYCLOTRON. IN UNIT 7, THE TRANSMISSION OF SOUND IS INCLUDED. THE NATURE OF LIGHT, COLOR, LENSES, AND OPTICAL INSTRUMENTS, AND PHOTOGRAPHY COMPRISE THE SUBJECT MATTER OF UNIT 8. BASIC ELECTRICITY, WITH APPLICATION OF BASIC PRINCIPLES TO HOME USE IS THE TOPIC OF UNIT 9. UNIT 10 DEALS WITH ELECTRONICS, VACUUM TUBES, RADIO, AND TELEVISION. UNIT 11 FOCUSES ON SPACE--DEFINITIONS, VOCABULARY, SPACE RESEARCH BENEFITS AND THE U.S. SPACE PROGRAM. ED001635 MODERN SCIENCE. INSTRUCTIONAL GUIDE FOR SENIOR HIGH SCHOOL. 1963-00-00 195 N/A 1965 2016-11-22

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No Acculturation Community Role Parent Role School Community Relationship School Role Socialization Youth Problems LIPPITT, RONALD ILLINOIS Michigan (Flint) Massachusetts (Boston) Illinois (Chicago) MICHIGAN Michigan (East Lansing) Illinois Illinois (Chicago) Massachusetts (Boston) Michigan Boston Univ., MA. Law-Medicine Research Inst. Michigan Univ., Ann Arbor. Inst. for Social Research. THE "SOCIALIZATION COMMUNITY" WAS DEFINED AS THE PROGRAM FOR REARING, EDUCATING, AND ASSIMILATING THE YOUNG INTO A COMMUNITY. PROFESSIONAL LEADERS AND PROGRAM DIRECTORS FROM A VARIETY OF COMMUNITY AGENT CITIES, REPRESENTATIVE OF THE "SOCIALIZATION COMMUNITY," WERE INTERVIEWED. A LACK OF COMMUNICATION OR COORDINATION WAS FOUND EXISTENT AMONG SOCIALIZATION AGENTS, IN THE COMMUNITIES STUDIED, (FLINT, MICHIGAN AND CHICAGO, ILLINOIS), AT THE LEVEL OF DIRECT WORK WITH THE YOUNG. POOR COMMUNICATION EXISTED BETWEEN COLLEAGUES IN SCHOOLS AND AMONG COMMUNITY PROGRAM DIRECTORS. PARENTS WERE CITED AS THE MAJOR CAUSE OF STUDENT MISBEHAVIOR, YET, LITTLE WAS DONE TO INCREASE PARENTAL INVOLVEMENT IN STUDENT PROGRAMS. STUDENTS WERE PRESENTED WITH SEQUENCES OF EDUCATIONAL EXPERIENCES, WHICH TENDED TO ALIENATE THEM FROM BOTH THE TEACHER AND THE SCHOOL. STUDENTS' JUDGMENTS OF OTHER STUDENTS TENDED TO INCREASE SUCH ALIENATION. SEMINARS AND LABORATORIES FOR YOUTH PROGRAM LEADERS IN THE TWO COMMUNITIES WERE CONDUCTED. A TEACHING CLINIC IN WHICH NEW TECHNIQUES WERE USED RELEVANT TO THE KINDERGARTEN LEVEL WAS ORGANIZED. FAMILY DISCUSSION SESSIONS WERE ORGANIZED. IT WAS CONCLUDED THAT "DIAGNOSTIC RESEARCH OF ACTION RESEARCH" WAS THE MOST EFFICIENT WAY TO ARRIVE AT VALID EDUCATIONAL INNOVATIONS. ED001636 THE YOUTH CULTURE, THE SCHOOL SYSTEM AND THE SOCIALIZATION COMMUNITY. 1964-10-00 17 N/A 1965 2016-11-22

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No Ability Academic Failure Delinquency Causes Educational Retardation Factor Analysis Family Life Grade Repetition Grading Personality Student Attitudes Student Motivation Pennsylvania (Philadelphia) Pennsylvania (Philadelphia) Philadelphia Public Schools, PA. GRADE REPETITION, PARTICULARLY IN THE EARLY GRADES, NOT ONLY FAILS TO HELP THE MAJORITY OF PUPILS ACADEMICALLY, BUT IN MANY CASES, CREATES ADDITIONAL PROBLEMS. FACTORS INVOLVED IN A STUDENT'S FAILURE VARY FROM SCHOOL TO SCHOOL. THE MAJOR PROBLEMS OF GRADE REPETITION ARE THAT THE STUDENT IS OLDER AND LARGER THAN HIS CLASSMATES, AND THAT HIS ABILITY, INCLUDING HIS LEARNING RATE, IS GENERALLY BELOW THE CLASS AVERAGE. SEVERAL STUDIES HAVE REVEALED DEFINITE RELATIONSHIPS BETWEEN SCHOOL RETARDATION AND DELINQUENCY. FOR YOUTH WHO HAVE ALREADY EXPERIENCED A POOR FAMILY LIFE, SCHOOL FAILURE MAY PROVOKE RESENTMENT. YET IN PARTICULAR SITUATIONS IN THE SENIOR HIGH SCHOOL AND VOCATIONAL PROGRAMS, ARBITRARY MINIMUM STANDARDS MUST BE SET FOR SOME SKILLS TO PROTECT LIFE OR TO MEET SPECIFIC CAREER DEMANDS. ED001637 SCHOOL FAILURE - A SUMMARY OF RESEARCH FINDINGS. 1965-05-20 11 N/A 1965 2016-11-22

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No Administrator Role Bibliographies Class Size Compensatory Education Instructional Materials Remedial Instruction Specialists Student Needs Teacher Role Transient Children Underachievement Urban Schools CITIZENS SCHOOLS COMMITTEE OF CHICAGO Illinois (Chicago) Illinois (Chicago) Chicago Citizens School Committee, IL. THE CITIZENS COMMITTEE OFFERS SUGGESTIONS FOR COMPENSATORY EDUCATION TO MEET THE NEEDS OF ALL CHILDREN LIVING IN AREAS OF HIGH TRANSIENCY WHO HAVE EXPERIENCED A MEAGER EDUCATIONAL BACKGROUND. THE SUGGESTIONS ARE--THAT CLASS SIZE BE LIMITED TO 25 STUDENTS. THAT THE LENGTH OF SCHOOL IN "DIFFICULT" AREAS BE LENGTHENED, AND THAT THE SALARY OF TEACHERS BE INCREASED. IN THESE "DIFFICULT" SCHOOLS, EXPERIENCED, SKILLED TEACHERS SHOULD BE USED, AND THE REWARDING OF SCHOOL SOCIAL WORKER CERTIFICATES SHOULD BE INITIATED. IN THE PRIMARY GRADES, READING AND THE USE OF ENGLISH AND MATHEMATICS SHOULD BE EMPHASIZED. CHILDREN WITH LOWER THAN AVERAGE ABILITY LEVELS AND SERIOUS EMOTIONAL PROBLEMS SHOULD BE GIVEN SPECIAL CARE, AND THE DEGREE OF COUNSELING AND VOCATIONAL GUIDANCE THEY RECEIVE SHOULD BE INCREASED. PRESCHOOL PROGRAMS, AFTER-SCHOOL PROJECTS, AND SUMMER SCHOOL OPPORTUNITIES SHOULD BE EXPANDED. PARENTS SHOULD BE INVOLVED, AND VOLUNTEERS SHOULD BE USED. PROCEDURES WERE SUGGESTED TO IMPLEMENT THESE RECOMMENDATIONS--(1) A GREATER CONTINUITY OF PRINCIPALS, (2) THE FREEING OF ASSISTANT PRINCIPALS FROM CLASSROOM TEACHING, (3) THE PROVISION OF MORE TEACHING MATERIALS AND SUCH SPECIAL LEARNING EXPERIENCES AS TRIPS, (4) ORIENTATION PROGRAMS, PLACEMENT CENTERS AND REMEDIATION CENTERS AVAILABLE FOR STUDENTS, AND (5) AN INSERVICE TRAINING PROGRAM FOR TEACHERS. AN EXTENSIVE BIBLIOGRAPHY IS APPENDED. ED001638 STEPS TOWARD COMPENSATORY EDUCATION IN THE CHICAGO PUBLIC SCHOOLS. HIGH SCHOOL DISTRICTS. REPORT OF AN EVALUATIVE STUDY. 1964-08-00 21 N/A 1965 2016-11-22

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No Aspiration Career Choice Disadvantaged Youth Identification Language Arts Problem Children Program Evaluation School Community Relationship Self Concept Student Motivation GREAT CITIES PROGRAM Pennsylvania (Philadelphia) Pennsylvania (Philadelphia) Ford Foundation, New York, NY. Philadelphia Public Schools, PA. THE PROGRAM WAS DESIGNED FOR CHILDREN OF LIMITED BACKGROUND. IT ATTEMPTED TO DISCOVER AND DEVELOP TO THE FULLEST, VISIBLE OR LATENT TALENTS OF THE CHILDREN. ITS GOALS WERE TO RAISE THE ASPIRATIONS OF THE PUPILS. BY EXPOSING ALL OF THE CHILDREN TO MANY KINDS OF EXPERIENCES, THE ATTEMPT TO INTEREST THEM EARLY IN THEIR CAREER CHOICES WAS SUCCESSFUL. PUPIL TALENT WAS IDENTIFIED BY THE USE OF THE VERBAL ABILITY TEST, IOWA TEST, LORGE-THORNDIKE TEST, AND CITY STANDARDIZED TESTS. THE PUPILS WERE RATED ACCORDING TO THEIR PHYSICAL, SOCIAL, EMOTIONAL AND MENTAL CHARACTERISTICS, AS WELL AS BY TEACHER-COUNSELOR REFERRALS. IN THE LANGUAGE ARTS PROGRAM, HOMOGENEOUS GROUPING WAS USED BUT INDIVIDUAL DIFFERENCES WERE NOT IGNORED. SMALL GROUPS AND INDIVIDUAL INSTRUCTION WERE USED TO PROVIDE FOR VARIOUS RATES OF PROGRESS AND DIFFERENCES IN ACHIEVEMENT WITHIN THE GRADE LEVEL. WITHIN THE LANGUAGE ARTS PROGRAM, EMPHASIS WAS PLACED ON PHONICS, SPELLING, HANDWRITING, CREATIVE WRITING, AND SPEECH. A LANGUAGE LABORATORY WAS USED, AND INSERVICE EDUCATION WAS PROVIDED FOR TEACHERS. THE OLDER PROGRAMS INCLUDED ARITHMETIC, SOCIAL STUDIES, SCIENCE, AND PHYSICAL EDUCATION. THE COUNSELOR WORKED WITH TEACHERS IN HANDLING PROBLEM CHILDREN. THE SCHOOL-COMMUNITY COORDINATOR MAINTAINED COMMUNICATIONS WITH PARENTS, SOME OF HER ACTIVITIES INCLUDED ASSISTING AND TRAINING THE FAMILIES IN DOMESTIC DUTIES. ED001639 EVALUATION OF THE HARRISON HEIGHTS PROGRAM. 1961-09-00 21 N/A 1965 2016-11-22

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No Disadvantaged Youth Distributive Education Job Training Objectives Program Development Program Evaluation Urban Youth Vocational Education GREAT CITIES PROGRAM Illinois (Chicago) Illinois (Chicago) Great Cities Research Council, Chicago, IL. DESCRIBED ARE APPROXIMATELY 55 VOCATIONAL EDUCATION PROGRAMS DEVELOPED BY THE MEMBER GREAT CITIES WITHIN THE PAST 2 YEARS. THE BRIEF DESCRIPTION OF EACH PROGRAM INCLUDES--THE YOUTH INVOLVED, PROGRAM FEATURES, PROGRAM GOALS AND/OR EVALUATIONS AND SOURCES FOR FURTHER INFORMATION. THE FOLLOWING ARE AMONG THE PROGRAMS REPORTED--JOB PREPARATION TRAINING, COOPERATIVE WORK EXPERIENCE FOR CONSTRUCTION TRADE STUDENTS, A DIVERSIFIED SHOP PROGRAM, A WORK INTERNSHIP, A DISTRIBUTIVE EDUCATION PROGRAM, DIVERSIFIED SHOP PROGRAM, A WORK INTERNSHIP, A DISTRIBUTIVE EDUCATION PROGRAM, DIVERSIFIED OCCUPATIONS, AN OFFICE OCCUPATIONS PROGRAM, PRACTICAL NURSING, VOCATIONAL GUIDANCE, A WORK-STUDY PROGRAM FOR THE EDUCABLE MENTALLY RETARDED, CAREER GUIDANCE FOR POTENTIAL DROPOUTS, HIGHER HORIZONS FOR DISADVANTAGED YOUTH, CIVIL SERVICE PREPARATION FOR NONCOLLEGE-BOUND STUDENTS, COOPERATIVE EDUCATION IN MUNICIPAL GOVERNMENT, OPERATION RETURN FOR HIGH SCHOOL DROPOUTS, WORK-EVENING HIGH SCHOOL STUDY PROGRAM, PREEMPLOYMENT TECHNICAL PROGRAM IN COMPUTER TECHNOLOGY FOR HIGH SCHOOL GRADUATES OF TECHNICAL, ELECTRICAL OR ELECTRONICS COURSES, A HEALTH CAREERS PROGRAM, AND SERVICE STATION MANAGEMENT TRAINING. ED001640 NEW PROGRAMS IN VOCATIONAL EDUCATION. 1964-01-00 45 N/A 1965 2016-11-22

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No Ancillary School Services Compensatory Education Curriculum Evaluation Disadvantaged Disadvantaged Youth Educational Finance Educationally Disadvantaged Financial Problems Student Motivation Teacher Education Teaching Methods Urban Schools MITCHELL, CHARLES GREAT CITIES PROGRAM Illinois (Chicago) Illinois (Chicago) Great Cities Research Council, Chicago, IL. AMERICA'S GREAT CITY SCHOOL SYSTEMS ARE HAVING SERIOUS DIFFICULTIES. THEY HAVEN'T ENOUGH MONEY FOR TEACHERS AND CLASSROOMS. THEIR INNER-CITY SCHOOLS ARE CROWDED WITH STUDENTS WHO REQUIRE SERVICES WHICH THE SCHOOLS HAVE NEVER HAD TO PROVIDE ON A LARGE, ORGANIZED SCALE. THEY HAVE TOO FEW TEACHERS, MANY OF WHOM ARE INADEQUATELY PREPARED TO TEACH THE DISADVANTAGED CHILD. THEY ARE LOSING HIGH SCHOOL STUDENTS AT PHENOMENAL RATES. AS MANY AS 60 PERCENT WHO ENROLL IN THE 10TH GRADE MAY DROP OUT BEFORE GRADUATION. DISCUSSION OF THESE AND RELATED PROBLEMS IS DIVIDED INTO FOUR MAJOR CATEGORIES. THE FIRST CONCERNS THE ISSUE OF FINANCIAL SUPPORT FOR PUBLIC EDUCATION. THE PROBLEM LIES, NOT IN THE LACK OF ABILITY TO TAX THE CITIZENS, BUT IN THE RESTRICTION OF FISCAL SUPPORT TO PARTICULAR TAX SOURCES SO THAT THE COLLECTION OF ADEQUATE AMOUNTS OF REVENUE PLACES AN UNDUE BURDEN ON THESE SOURCES. THE SECOND PROBLEM AREA INVOLVES THE ADJUSTMENTS OF CURRICULUM AND SERVICES THAT ARE REQUIRED TO PREPARE YOUTH TO GO FROM THE WORLD OF SCHOOL INTO THE WORLD OF WORK. TEACHER TRAINING, THE THIRD PROBLEM AREA, MUST PREPARE TEACHERS TO COPE WITH THE DISTURBING REALITY OF THE URBAN CLASSROOM. THE FINAL PROBLEM AREA CONCERNS THE METHODS THAT SCHOOLS MUST USE TO REACH, TEACH, AND HOLD IN SCHOOL THE INNER-CITY CHILD OF LIMITED BACKGROUND. ED001641 THE CULTURALLY DEPRIVED. EDUCATING THE DISADVANTAGED. 1964-00-00 34 N/A 1965 2016-11-22

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No Achievement Civil Rights Curriculum Development Curriculum Enrichment Desegregation Methods Educational Opportunities Educationally Disadvantaged Equal Education Ethnic Groups Preschool Education Values LORETAN, JOSEPH O. NORTHEASTERN STATES CITIZENSHIP PROJECT New York (New York) New York (New York) Tufts Univ., Medford, MA. Lincoln Filene Center for Citizenship and Public Affairs. New York City Board of Education, Brooklyn, NY. THE CURRICULUM SHOULD ATTEMPT TO RAISE ALL CHILDREN TO A LEVEL OF EXPERIENCE AND OPPORTUNITY THAT WILL ENABLE THEM TO FUNCTION WITH EQUAL CHANCE OF SUCCESS. THIS PROCESS SHOULD BEGIN AMONG CULTURALLY DISADVANTAGED CHILDREN AT THE AGE OF FOUR. BEGINNING IN THE FIRST GRADE, THE CURRICULUM SHOULD GIVE ALL CHILDREN AN UNDERSTANDING OF THEIR CIVIL RIGHTS AND AN AWARENESS OF THEIR ROLES AS CITIZENS. CHILDREN SHOULD GAIN PRIDE IN THEIR HERITAGE AND THE ACCOMPLISHMENTS OF THOSE IN THEIR ETHNIC GROUP. BASIC LEARNING ESSENTIAL TO PARTICIPATION IN THE PRESENT-DAY WORLD SHOULD BE EMPHASIZED. ALL CHILDREN SHOULD HAVE THE OPPORTUNITY TO BE OF SERVICE TO THEIR OWN COMMUNITIES. THE CURRICULUM SHOULD HELP ALL CHILDREN EXAMINE AND CREATE SPIRITUAL AS WELL AS ECONOMIC VALUES BY WHICH TO LIVE. ED001642 HOW THE CURRICULUM CAN PROMOTE INTEGRATION, SUMMER WORKSHOP FOR TEACHERS ON BASIC ISSUES IN CITIZENSHIP (JULY 6-24, 1964). 1964-07-00 21 N/A 1965 2016-11-22

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No Ability Identification Disadvantaged Environment Disadvantaged Youth Educational Resources Inservice Teacher Education Student Needs Student Teaching Teacher Interns Teacher Recruitment Urban Teaching SCHUELER, HERBERT New York (New York) New York (New York) City Univ. of New York, NY. Hunter Coll. THE SCHOOLS SERVING DEPRESSED AREAS ARE FINDING IT INCREASINGLY DIFFICULT TO RETAIN TEACHERS AND TO ATTRACT ADDITIONAL TRAINED TEACHERS TO FILL INCREASING NUMBERS OF VACANCIES. SOCIOECONOMIC, ETHNIC, CULTURAL, AND EDUCATIONAL FACTORS WHICH CONTRIBUTE TO DISADVANTAGEMENT ARE COMPOUNDED WHEN MET WITH THE OBJECTIVE SCREENING MEASURES FOR COLLEGE ENTRANCE. THE AVAILABLE AVENUE FOR UPPER SOCIAL MOBILITY THROUGH HIGHER EDUCATION FOR ENTRANCE. THE AVAILABLE AVENUE FOR UPPER SOCIAL MOBILITY THROUGH HIGHER EDUCATION FOR THE LOWER SOCIOECONOMIC, DISADVANTAGED GROUPS HAS NOT BEEN OPERATING EFFECTIVELY. THE BEGINNING OF A PROGRAM IN AN URBAN INSTITUTIONS IS PRESENTED. THE ATTEMPT WAS MADE TO DISCOVER WAYS TO TRAIN TEACHERS FOR URBAN SERVICE TO BRING THE SCHOOL'S RESOURCES TO BEAR ON THE PROBLEMS OF URBAN TEACHING AND THE NEEDS OF DISADVANTAGED NEGLECTED URBAN YOUNGSTERS. AT THE PRESERVICE LEVEL TWO PROGRAMS WERE INTRODUCED, COMMUNITY EXPERIENCE AND STUDENT TEACHING, FOLLOWING THE PRINCIPLES THAT THE INSERVICE TEACHER LEARN TO UNDERSTAND HIS PUPILS AND THAT THE CURRICULUM COMMUNICATE WITH AND BE PERTINENT TO THE LEARNER. CULTURALLY FAIR TESTS SHOULD BE DEVELOPED TO EVALUATE THE MENTAL ABILITY OF VARIOUS ETHNIC GROUPS, PARTICULARLY THOSE IN THE LOWER SOCIOECONOMIC LEVELS. THE THREE AREAS MOST IN NEED OF ATTENTION ARE--TEACHER TRAINING, SCHOOL CURRICULUM, AND STUDENT ABILITY APPRAISAL. ED001643 TEACHERS AND RESOURCES FOR URBAN EDUCATION. AN URBAN UNIVERSITY MEETS A CHALLENGE. 1963-00-00 13 N/A 1965 2016-11-22

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No Grade 1 Instructional Improvement Instructional Materials Mathematics Curriculum Mathematics Instruction Number Concepts Numbers Sequential Learning Student Motivation GARBER, CLAIRE N. GREAT CITIES PROGRAM Pennsylvania (Philadelphia) Pennsylvania (Philadelphia) Philadelphia Public Schools, PA. A GROUP OF REPRESENTATIVES FROM FIVE SCHOOLS MET FOR TWO WEEKS TO DISCUSS MEANS OF IMPROVING ARITHMETIC TEACHING. THE CONTENT OF EACH GRADE WAS EXAMINED. THE PURPOSE WAS TO DETERMINE VARIOUS APPROACHES TO MOTIVATE BETTER LEARNING. NOTES OF THESE MEETINGS HAVE BEEN REPRODUCED AND SUGGESTIONS FOR TEACHERS OFFERED. TEACHERS SHOULD PROVIDE MANY OPPORTUNITIES EVERY DAY FOR CHILDREN TO LEARN SUCH TERMS AS "MORE,""FEW,""MANY,""LITTLE," AND "BIT," EVEN BEFORE THEY CAN COUNT. COUNTING MAY BE INTRODUCED BY THE ROTE SAYING OF NUMBER NAMES IN ORDER OR SEQUENCE. A UNIT ON THE NUMBER SYSTEM SHOULD BE FOLLOWED WITH ONE ON WHOLE NUMBERS, WITH EMPHASIS ON ADDITION AND SUBSTRACTION. SUGGESTIONS ARE MADE AS TO THE SEQUENTIAL DEVELOPMENT OF IDEAS IN THIS UNIT. TO FAMILIARIZE STUDENTS WITH THE USE OF NUMBERS, HELPFUL ACTIVITIES INCLUDE WORK WITH U.S. MONEY, FRACTIONAL PARTS, MEASUREMENTS, GRAPHS AND CHARTS, AND GEOMETRIC FIGURES. SPECIFIC TEACHING TECHNIQUES ARE SUGGESTED FOR EACH UNIT AND SUBUNIT. ED001644 ARITHMETIC, FIRST YEAR. (TITLE SUPPLIED.) 1963-00-00 6 N/A 1965 2016-11-22

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No Educational Finance Enrollment Trends Financial Problems Program Costs Reports School Funds School Planning Student Teacher Ratio Teacher Salaries Urban Schools MCLURE, WILLIAM P. Illinois (Urbana) GREAT CITIES PROGRAM Illinois (Urbana) Illinois Univ., Urbana. Coll. of Education. BASIC FACTS WERE COLLECTED WHICH ARE INTENDED TO PROVE HELPFUL IN IMPROVING FISCAL POLICIES OF SCHOOLS IN LARGE CITIES. IT IS RECOMMENDED THAT FINANCIAL NEEDS BE ESTIMATED TO OPERATE GIVEN PROGRAMS AND SERVICES FOR A PARTICULAR SCHOOL POPULATION IN TERMS OF THE COSTS OF STAFF, BUILDINGS, AND FACILITIES. IN THIS INSTANCE A MINIMUM OF 50 PROFESSIONALS PER 1,000 PUPILS WAS CHOSEN AS A STANDARD. THOUGH NOT CONSIDERED TO BE ADEQUATE, IT WAS VIEWED AS A FEASIBLE GOAL TO BE ACCOMPLISHED IN FIVE YEARS IF ADEQUATE FUNDS WERE AVAILABLE. AN ALTERNATIVE ESTIMATE WAS PREPARED FOR COMPARATIVE PURPOSES. THE AVERAGE PUPIL-STAFF RATIOS, AVERAGE SALARIES AND OTHER EXPENSES OF 1960 WERE APPLIED TO PROJECTED ENROLLMENTS FROM 1960-1965. ADDITIONAL OUTLAY WAS ESTIMATED ON THE BASIS OF PUPIL-STAFF RATIOS IN 1960. BOTH OF THESE STANDARDS WERE USED TO PROJECT OPERATING AND CAPITAL EXPENSES. THE ACTUAL PUPIL-STAFF RATIOS OF 1960 WERE CHOSEN TO DISCOVER WHETHER OR NOT SUFFICIENT FUNDS WOULD BE AVAILABLE IN THAT YEAR TO ACCOMMODATE INCREASING ENROLLMENT. THE PUPIL POPULATION WAS FOUND TO BE INCREASING AT A FASTER RATE THAN REVENUE. THE STUDIES REVEALED THAT IN MOST OF THE GREAT CITIES, SMALL SCHOOLS COST MORE PER PUPIL THAN LARGE ONES, THAT PER PUPIL COSTS INCREASE PROGRESSIVELY FROM ELEMENTARY THROUGH SENIOR HIGH SCHOOL, AND THAT THE PERCENTAGE DISTRIBUTION AND AMOUNTS OF SPACE PER STUDENT DIFFER AMONG TYPES OF SCHOOLS. IT IS BELIEVED THAT SALARY PAYMENTS TO STAFF CAN BE PRORATED AND THAT ACCOUNTING PRACTICES CAN BE ESTABLISHED TO PRORATE MOST OTHER EXPENDITURES. TABLES AND CHARTS ACCOMPANY THE TEXT. (GREAT CITIES INCLUDED WERE--BALTIMORE, BOSTON, BUFFALO, CHICAGO, CLEVELAND, DETROIT, HOUSTON, LOS ANGELES, MILWAUKEE, NEW YORK, PHILADELPHIA, PITTSBURGH, AND ST. LOUIS). ED001645 SOME STUDIES ON THE FINANCING OF PUBLIC SCHOOLS IN FOURTEEN GREAT CITIES OF THE UNITED STATES. 1964-08-23 44 N/A 1965 2016-11-22

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No Community Resources Conferences Disadvantaged Disadvantaged Youth Educational Counseling Educational Needs Specialists Student Attitudes Student Motivation Urban Education PROJECT BEACON New York (New York) New York (New York) Yeshiva Univ., New York, NY. Graduate School of Education. TEACHER, PRINCIPALS, GUIDANCE SPECIALISTS, COMMUNITY LEADERS, AND UNIVERSITY PROFESSORS WERE BROUGHT TOGETHER AT A CONFERENCE ON GUIDANCE OF DISADVANTAGED YOUTH. THE CONFERENCE WAS GUIDED BY THE PROGRESS OF THE YEAR-OLD "PROJECT BEACON" WHICH SOUGHT TO INTRODUCE WITHIN THE AMERICAN PUBLIC SCHOOL SYSTEM A PERMANENT CORPS OF PSYCHOEDUCATIONAL SPECIALISTS TRAINED TO MEET THE EDUCATIONAL NEEDS OF DISADVANTAGED CHILDREN AND THEIR PARENTS. THE CONFERENCE REPORT CONSISTED OF FOURTEEN PRESENTATIONS CONCERNED WITH THE GENERAL PROBLEM OF SOCIALLY AND CULTURALLY DISADVANTAGED YOUTH AND WITH WAYS TO MEET THEIR NEEDS IN ELEMENTARY AND SECONDARY EDUCATION. AN INTRODUCTORY ADDRESS ON THE IMPACT OF SOCIALLY DISADVANTAGED STATUS ON SCHOOL LEARNING POINTED OUT THAT THE MOST OUTSTANDING FACTOR ABOUT DISADVANTAGED CHILDREN IS THAT THEY ARE EXTREMELY REALISTIC. BECAUSE OF THIS FACT, GUIDANCE AND COUNSELING SERVICES MUST REJECT "ROLE PLAYING" TECHNIQUES OR TRYING TO PROVIDE EMOTIONAL SUPPORT. INSTEAD THE CHILDREN SHOULD BE APPROACHED ABOUT THE REALISTIC PROBLEMS THEY CONFRONT IN THEIR NATURAL ENVIRONMENT. ANOTHER ADDRESS FROM AN ELEMENTARY SCHOOL EDUCATOR STRESSED THE NEED TO SUBSTITUTE PATIENT THINKING AND DEEP, DIRECTED RESEARCH FOR THE EVANGELISTIC, REFORM TYPE OF COUNSELING IN SLUM AREAS. THE FINAL MESSAGE OF THE CONFERENCE EMPASIZED THAT AN EFFECTIVE PROGRAM FOR DISADVANTAGED YOUTH MUST BE A TOTAL PROGRAM, UTILIZING THE FACILITIES AND EXPERIENCES OF BOTH THE SCHOOL AND THE COMMUNITY. ED001646 GUIDANCE FOR SOCIALLY AND CULTURALLY DISADVANTAGED CHILDREN AND YOUTH, PROCEEDINGS OF THE ANNUAL INVITATIONAL CONFERENCE ON URBAN EDUCATION (2ND). 1963-04-24 107 N/A 1965 2016-11-22

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No Behavior Patterns Census Figures Civil Rights Intergroup Relations Minority Groups Research Opportunities Social Discrimination Social Problems Surveys SINDER, LEON DISTRICT OF COLUMBIA District of Columbia American Psychological Association, Washington, DC. THE SURVEY FOR RESEARCH WAS ACCOMPLISHED BY A RESEARCH CENSUS. OVER 90 PERCENT OF THE PROJECTS ABSTRACTED DEAL WITH PROBLEMATIC RELATIONS AMONG MAJOR GROUPS IN OUR SOCIETY. A SMALLER NUMBER FOCUSES ON PROBLEMS OF MINORITY ETHNIC GROUP RELATIONSHIPS. THE GENERAL CATEGORIES ARE LISTED UNDER SUBHEADINGS AS EITHER COMPLETED, ONGOING OR CONTEMPLATED. THE MAJOR CATEGORIES ARE--PREJUDICE, MINORITIES, SOCIETY AND BEHAVIOR PATTERNS, LAW, AND SUGGESTIONS FOR FUTURE RESEARCH. ED001647 RESEARCH BULLETIN ON INTERGROUP RELATIONS. 1964-00-00 48 N/A 1965 2016-11-22

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No Ability Identification College Preparation Grade 10 Intelligence Quotient Statistical Data Student Needs Student Placement Student Records Surveys Test Results Pennsylvania (Philadelphia) Pennsylvania (Philadelphia) Philadelphia Public Schools, PA. IQ SCORES WERE AVAILABLE FOR 97 PERCENT OF THE PUPILS ENROLLED IN GRADE 10A IN PHILADELPHIA. THE MEDIAN IQ OF PUPILS REPEATING GRADE 10A WAS 93. THE MEDIAN IQ FOR PUPILS NOT REPEATING GRADE 10A WAS 98. WHILE ONLY 37 PERCENT OF THE PUPILS WERE ENROLLED IN COLLEGE PREPARATORY CLASSES, THE COLLEGE PREPARATORY STUDENTS REPRESENTED 88 PERCENT OF THE PUPILS WITH IQ'S OF 110 AND ABOVE, AND 46 PERCENT, IQ'S BELOW 90. STUDENTS WITH HIGHER IQ'S WERE ENROLLED PRINCIPALLY IN AN ACADEMIC CURRICULA, STUDENTS WITH AN IQ BELOW 90 WERE IN INDUSTRIAL ARTS PROGRAMS. INDIVIDUAL SCHOOLS SHOULD MAKE A STUDY OF THE IQ DISTRIBUTION WITHIN THE CURRICULA OFFERED TO DETERMINE IF THE NEEDS AND LIMITATIONS OF THEIR STUDENTS ARE BEING MET. ALTHOUGH IQ CANNOT BE TAKEN AS THE SOLE CRITERION FOR INDIVIDUAL PLACEMENT, THE PERCENTAGE OF PUPILS WITH HIGH IQ'S OR WITH LOW IQ'S GIVES A FAIRLY ACCURATE ESTIMATE OF THE PERCENTAGE OF PUPILS LIKELY TO SUCCEED IN EITHER COLLEGE OR NONCOLLEGE PREPARATORY COURSES. ED001648 DISTRIBUTION OF PHILADELPHIA MENTAL ABILITY TEST RECORDS OF 10A PUPILS ON ROLL MARCH 31, 1960, SENIOR-HIGH AND VOCATIONAL-TECHNICAL SCHOOLS. 1960-09-01 7 N/A 1965 2016-11-22

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No Culture Fair Tests Disadvantaged Measurement Techniques Minority Groups Resource Materials Test Validity Testing Problems FISHMAN, JOSHUA AND OTHERS DISTRICT OF COLUMBIA District of Columbia Society for the Psychological Study of Social Issues, Ann Arbor, MI. EDUCATORS POSSESS SPECIAL SERVICE AND INSTRUCTIONAL SKILLS WHICH, IF USED WISELY, CAN ASSIST MINORITY GROUP CHILDREN IN OVERCOMING THEIR EARLY DISADVANTAGES. EDUCATIONAL PSYCHOLOGICAL TESTS MAY HELP IF THEY ARE CAREFULLY AND INTELLIGENTLY EMPLOYED. PROFESSIONAL TRAINING AND DIAGNOSTIC SENSITIVITY ARE REQUIRED. STANDARDIZED TESTS CURRENTLY IN USE PRESENT THREE PRINCIPAL DIFFICULTIES WHEN USED WITH DISADVANTAGED MINORITY GROUPS. FIRST, THEY MAY NOT PROVIDE RELIABLE DIFFERENTIATION IN THE RANGE OF MINORITY GROUP SCORES. ALSO, MANY CHARACTERISTICS OF MINORITY GROUP CHILDREN AFFECT TEST PERFORMANCE. THE LOWER-CLASS CHILD WILL TEND TO BE LESS VERBAL, LESS SELF-CONFIDENT, LESS MOTIVATED TOWARD ACADEMIC ACHIEVEMENT, LESS COMPETITIVE INTELLECTUALLY, LESS EXPOSED TO STIMULATING MATERIALS IN THE HOME, LESS KNOWLEDGEABLE ABOUT THE WORLD, AND MORE FEARFUL OF STRANGERS THAN THE MIDDLE CLASS CHILD. THE SECOND DIFFICULTY IS THAT THE SIGNIFICANCE OF THE TESTS FOR PREDICTIVE PURPOSES MAY BE QUITE DIFFERENT FOR THE MINORITY GROUPS THAN FOR THE STANDARDIZATION AND VALIDATION GROUPS. FACTORS THAT AFFECT THE TEST SCORES BUT WHICH MAY HAVE LITTLE RELATION TO THE CRITERION, SUCH AS TEST-TAKING SKILLS, ANXIETY AND MOTIVATION, MAY IMPAIR PREDICTIVE VALIDITY. ALSO, THE CRITERIA WHICH A TEST IS PREDICTING ARE USUALLY MORE COMPLEX THAN THE TEST ITSELF. IT IS IMPORTANT TO RECOGNIZE THE INFLUENCE OF SUCH OTHER FACTORS AS PERSONALITY AND BACKGROUND, WHICH MAY BE RELATED TO CRITERION PERFORMANCE. TEST RESULTS CANNOT REVEAL THE DEGREE TO WHICH THE STATUS OF DISADVANTAGED CHILDREN MIGHT CHANGE IF ENVIRONMENTAL OPPORTUNITIES AND INCENTIVES FOR LEARNING WERE IMPROVED. GUIDANCE AND SPECIAL TRAINING ARE THEREFORE VERY IMPORTANT. TESTS LABELED "CULTURALLY UNFAIR" MAY BE VALID PREDICTORS FOR SCHOOL CRITERIA WHICH MAY BE SOCIALLY UNFAIR. MOST "CULTURE FREE" TESTS HAVE LOW PREDICTIVE VALIDITY FOR ACADEMIC WORK. ED001649 GUIDELINES FOR TESTING MINORITY GROUP CHILDREN. 1963-06-05 27 N/A 1965 2016-11-22

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No Conferences Curriculum Development Disadvantaged Youth Environmental Influences Secondary Education Self Concept Student Characteristics Student Needs Urban Teaching PATTERSON, FRANKLIN AND OTHERS Tufts Univ., Medford, MA. Lincoln Filene Center for Citizenship and Public Affairs. THE TASK FORCE WAS CONCERNED WITH URBAN YOUTHS' SCHOOLS AND SOCIAL SETTING. IN NO OTHER GROUP OF CHILDREN ARE THE FACTORS OF SELF-CONCEPT AND SELF-ESTEEM MORE CRUCIAL TO THEIR ROLES AS LEARNERS AND CITIZENS. MANY FALL INTO REACTION PATTERNS OF WITHDRAWAL AND AGGRESSION. THESE ARE YOUNGSTERS WHOSE REACTION TO THE OUTCAST ROLE HAS TAKEN THE FORM OF SAVAGE AGGRESSION AGAINST THEIR ENVIRONMENT. AT THE COLLOQUY, THE TASK FORCE UNDERTOOK THREE RESPONSIBILITIES FOR THE ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT. THE FIRST OF THESE WAS TO EXAMINE THOSE URBAN CONDITIONS AFFECTING THE LIVES AND EDUCATION OF DISADVANTAGED SECONDARY SCHOOL YOUTH. THE SECOND PHASE UNDERTOOK TO DISCUSS PRIORITY NEEDS FOR IMPROVING THE NEEDS FOR IMPROVING THE SECONDARY SCHOOL CURRICULUM OF URBAN DISADVANTAGED YOUTH. THE THIRD PHASE EXPLORED THE POSSIBILITIES OF CURRICULUM IMPROVEMENT IN SECONDARY EDUCATION. NINE PARTICIPANTS CONTRIBUTED THEIR COMMENTS. DR. A. HARRY PASSOW EXPLAINED THAT THE SCHOOL, LIKE OTHER AGENCIES, HAS TENDED TO KEEP ITS ROOTS IN THE PAST. OTHERE WERE--WILLIAM C. KVARACEUS, EDMUND GORDON, JEAN D. GRAMBS, JACOB LANDERS, JOSEPH O. LORETAN, FREDERICK MCLAUGHLIN, FRANK RIESSMAN, AND FRANKLIN PATTERSON. ED001650 SECONDARY EDUCATION FOR DISADVANTAGED URBAN YOUTH, A COLLOQUY. 1964-04-00 76 N/A 1965 8/17/2004 22:17:08 DISA1965

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No Adult Education Community Resources Enrichment Activities Field Trips Higher Education Resource Materials Secondary Education Teaching Guides EYMANN, DALE W. AND OTHERS California (Los Angeles) CALIFORNIA California California (Los Angeles) Los Angeles City Schools, CA. IT IS HELD THAT A PROPERLY CONDUCTED SCHOOL JOURNEY IS A PLANNED, CAREFULLY SUPERVISED, AND THOROUGHLY EVALUATED VISIT TO A POINT OF INTEREST AWAY FROM THE IMMEDIATE VICINITY OF THE CLASSROOM. TO OBSERVE OUTSIDE ACTIVITIES FIRST HAND IS OF GREAT HELP IN CRYSTALLIZING CONCEPTS. TRIPS, HOWEVER, ARE JUSTIFIABLE ONLY WHEN THEY ARE RELATED DIRECTLY TO SUBJECT MATTER BEING STUDIED BY THE CLASS INVOLVED. SUCH JOURNEYS EXTEND UNDERSTANDING OF COMMUNITY ACTIVITIES AND RESOURCES, BUILD ATTITUDES OF CIVIC RESPONSIBILITY, AND DEVELOP APPRECIATION OF THE PEOPLE IN THE COMMUNITY. PRECISE AND REASONABLE PROCEDURES SHOULD BE FOLLOWED IN ARRANGING FOR AND MAKING A SCHOOL JOURNEY. AREAS OF STUDY FOR WHICH MANY WORTHWHILE SCHOOL JOURNEYS CAN BE MADE IN AND AROUND THE LOS ANGELES AREA ARE LISTED AS FOLLOWS-- AGRICULTURE, ART, BUSINESS EDUCATION, DRIVER EDUCATION, ENGLISH, FOREIGN LANGUAGES, HOME NURSING, HOMEMAKING, INDUSTRIAL ARTS, MATHEMATICS, MILITARY TRAINING, MUSIC, SCIENCE, AND SOCIAL STUDIES. THE INFORMATION IS INTENDED FOR THE USE OF THE LOS ANGELES PUBLIC SCHOOL TEACHER AT THE SECONDARY LEVEL, JUNIOR COLLEGE LEVEL, AND TEACHERS INVOLVED WITH ADULT EDUCATION. (INFORMATION CONCERNING APPROXIMATELY 150 SUCH JOURNEYS IS GIVEN). ED001651 IT'S WORTH A VISIT. 1960-00-00 90 N/A 1965 2016-11-22

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No Curriculum Development Laboratory Schools Teacher Education Teacher Education Programs Teacher Effectiveness Teacher Improvement Teacher Recruitment Teaching Methods Urban Teaching BIVLIN, HARRY N. New York (New York) New York (New York) THERE ARE SEVERAL WAYS OF ATTRACTING AND RETAINING SUFFICIENT NUMBERS OF QUALIFIED TEACHERS. A MORE EXTENSIVE AND INTELLIGENT USE CAN BE MADE OF EXISTING LABORATORY SCHOOLS AND AFFILIATED SCHOOLS FOR URBAN TEACHER EDUCATION. INCREASED EFFORT CAN BE MADE IN POINTING TEACHER EDUCATION TOWARD URBAN TEACHING RATHER THAN PRESENTING ONLY THE DISCOURAGING ASPECTS OF THE PROBLEM. NEW PATTERNS OF TEACHER EDUCATION FOR URBAN SCHOOLS CAN BE DEVISED. INCLUDING THAT OF PREPARING LIBERAL ARTS GRADUATES FOR TEACHING. MORE "INMIGRANT" YOUTH FROM URBAN AREAS SHOULD BE ENCOURAGED TO ATTEND COLLEGE AND TO PREPARE FOR TEACHING. OPTIMUM USE SHOULD BE MADE OF AVAILABLE TEACHING MEDIA. EFFORTS CAN BE MADE TOWARD GREATER COOPERATION BETWEEN SCHOOLS AND UNIVERSITIES. PROCEDURES FOR APPOINTING TEACHERS AND ADMINISTRATORS TO URBAN SCHOOLS CAN BE IMPROVED AND MADE MORE REALISTIC AND EFFICIENT. MORE HELP CAN BE GIVEN THE INEXPERIENCED URBAN TEACHER, AND MORALE OF EXPERIENCED TEACHERS CAN BE RAISED. INSERVICE TRAINING SHOULD BE LOOKED UPON AS A MEANS OF IMPROVING THE TEACHER'S EFFECTIVENESS, NOT MERELY A ROAD TO A HIGHER PAY SCALE. ED001652 TEACHERS FOR OUR BIG CITY SCHOOLS. 31 N/A 1965 2016-11-22

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No Consultants Curriculum Development Disadvantaged High Schools Pilot Projects Seminars Teacher Education Teacher Interns Urban Teaching Volunteers WASHINGTON, BENNETTA B. DISTRICT OF COLUMBIA PEACE CORPS CARDOZO PROJECT District of Columbia District of Columbia Public Schools, Washington, DC. TEN PEACE CORPS VOLUNTEERS WHO HAD SPENT TWO YEARS TEACHING ABROAD WERE PLACED IN AN URBAN HIGH SCHOOL CLASSROOM. THE PURPOSE WAS TO LEARN WHAT SHOULD BE TAUGHT IN THE URBAN CLASSROOM, HOW IT SHOULD BE TAUGHT, AND HOW BEST TO GO ABOUT TRAINING TEACHERS TO DEAL WITH DISADVANTAGED CHILDREN. THE STUDENTS WERE AIDED BY A SPECIAL STAFF OF MASTER TEACHERS AND CONSULTANTS. A PROGRAM OF INSCHOOL SEMINARS AND CONFERENCES HELPED BOTH THE INTERNS AND THE STAFF. TWO APPROACHES FOR CHANGE WERE SUGGESTED--TO EXAMINE THE EXISTING CURRICULUM AND PROVIDE REVISIONS THAT WOULD LINK COURSES AND GRADES TOGETHER SEQUENTIALLY, AND TO ENCOURAGE INTERNS, WITH THE HELP OF THE MASTER TEACHERS AND THE CURRICULUM COORDINATOR, TO DEVELOP STUDY UNITS WHICH WORKED BEST WITH THEIR OWN STUDENTS. THE AFTER SCHOOL SEMINARS FOR THE INTERNS COVERED SUCH AREAS AS TEACHING AND THE URBAN CONDITION, TEACHING AND THE PSYCHOLOGICAL DISCIPLINES, AND TEACHING AND THE HUMANISTIC TRADITIONS. THE SUBJECTS TAUGHT BY THE INTERNS WERE ENGLISH, HISTORY, MATH, AND SCIENCE. THOUGH AT THE TIME OF THE REPORT NO EVALUATIONS OF THE TOTAL PROGRAM COULD BE MADE, AREAS IN NEED OF IMPROVEMENT INCLUDED DISCIPLINE AND RELATIONS WITH THE EXISTING FACULTY. ED001653 CARDOZO PROJECT IN URBAN TEACHING, A PILOT PROJECT IN CURRICULUM DEVELOPMENT UTILIZING RETURNED PEACE CORPS VOLUNTEERS IN AN URBAN HIGH SCHOOL. INTERIM REPORT. 1964-01-31 74 N/A 1965 2016-11-22

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No Business English Curriculum Guides Enrichment Instructional Materials Language Arts Lesson Plans Resource Materials Secondary Education Teaching Methods FRANKLIN, IRMA AND OTHERS CALIFORNIA California (Los Angeles) California California (Los Angeles) Los Angeles City Schools, CA. A BROAD FRAMEWORK OF MATERIALS AND IDEAS IS PROVIDED WHICH IS INTENDED TO HELP TEACHERS AND STUDENTS REACH THE MAXIMUM GOAL OF ACHIEVEMENT. BUSINESS ENGLISH ATTEMPTS TO APPLY ENGLISH TO THE VARIOUS FORMS OF COMMUNICATION USED IN THE BUSINESS WORLD. THE LISTENING, SPEAKING, AND WRITING TO BE USED IN THE BUSINESS WORLD ARE EMPHASIZED. SUGGESTIONS FOR PLANNING DAILY LESSONS, PROVIDING ENRICHMENT EXPERIENCES, SELECTING MATERIALS, AND EVALUATING THE PROGRAM ARE INCLUDED. SAMPLE TESTS AND NUMEROUS RESOURCE REFERENCES ACCOMPANY THE TEXT. ED001654 BUSINESS ENGLISH, AN INSTRUCTIONAL GUIDE. 1964-00-00 200 N/A 1965 2016-11-23

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No Curriculum Development Dropout Prevention Educational Change Educationally Disadvantaged School Desegregation Special Programs Student Motivation Teacher Education Urban Education HALL, SHIRLEY W. New York (Syracuse) URBAN TEACHER PREPARATION PROGRAM PROJECT ABLE MADISON AREA PROJECT New York (Syracuse) Syracuse City School District, NY. THE PROJECT HAD ITS BEGINNING AT ONE JUNIOR HIGH SCHOOL. ATTENTION WAS TURNED TO THE VARIETY OF URBAN PROBLEMS WHICH CAUSE EDUCATIONAL DISADVANTAGEMENT. TEACHER PREPARATION, DESEGREGATION, PRESCHOOL, TRAINING, CURRICULUM DEVELOPMENT, STUDENT MOTIVATION, AND SCHOOL DROPOUTS WERE IDENTIFIED AS SOME OF THE MAJOR AREAS IN NEED OF GREATER ATTENTION. THE SYRACUSE SCHOOL DISTRICT VIA THE MADISON AREA PROJECT SERVED AS THE CATALYST FOR CHANGE TOWARD THE GOAL OF ESTABLISHING A BROADER FRAMEWORK OF ACTION IN SOLVING URBAN PROBLEMS. THE FOLLOWING PROGRAMS, PROJECTS, AND SERVICES WERE DEVELOPED IN THE FIRST 2 YEARS--UNGRADED SCHOOLS, CURRICULUM REVISION, SPECIALIZED GROUPING, TRIPS AND ENRICHMENT, SUMMER SCHOOLS, MENTAL HEALTH TEAMS, REMEDIAL READING, VOLUNTEER PROGRAM, MATHEMATICS DEVELOPMENT, WORK EXPERIENCE PROGRAMS, AND PROJECT ABLE (A PROGRAM TO MOTIVATE UNDERACHIEVERS). A PREVIEW OF ITS THIRD AND FINAL YEAR, 1964-65, REVEALS THE BEGINNING OF TRIANGULAR PARTNERSHIP BETWEEN THREE INSTITUTIONS ON BEHALF OF SYRACUSE YOUTH--THE SYRACUSE SCHOOL DISTRICT, THE MAYOR'S COMMISSION FOR YOUTH, AND SYRACUSE UNIVERSITY. TEN PUBLIC SCHOOLS WILL SERVE AS OPERATION HEADQUARTERS FOR FOUR PROJECTS-- THE MADISON AREA PROJECT, THE SYRACUSE ACTION FOR YOUTH PROGRAM, URBAN TEACHER PREPARATION PROGRAM, AND THE SCHOOL INTEGRATION PROGRAM. ED001655 LABORATORY FOR CHANGE--THE MADISON AREA PROJECT. SUMMARY REPORT. 1964-10-00 34 N/A 1965 2016-11-22

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No Classroom Techniques Curriculum Development Disadvantaged Youth Essays Grade 9 Language Arts Literature Resource Materials Student Attitudes Student Participation Teaching Methods FANTINI, MARTO WEINSTEIN, GERALD MADISON AREA PROJECT New York (Syracuse) New York (Syracuse) NINTH GRADE STUDENTS REFUSED TO READ THEIR LITERATURE ASSIGNMENTS BECAUSE THEY CONSIDERED THEM TO BE "PHONEY." AFTER CONVERSATIONS WITH TEACHER, THE CHILDREN ESTABLISHED SOME LITERARY CRITERIA--"PHONINESS" REFERRED TO ONE-DIMENSIONAL CHARACTERS, UNBELIEVABLE SITUATIONS AND DIALOGUE. THE CHILDREN WERE PERMITTED TO EVALUATE NEW BOOKS WHICH CAME INTO THE SCHOOL. THEY RESPONDED TO THE NEW ACTIVITY WITH ENTHUSIASM. SINCE LITERATURE DEVELOPED FOR THE DISADVANTAGED IS DIFFICULT TO FIND, TEACHERS ARE ENCOURAGED TO DEVELOP THEIR OWN CURRICULA. ONE TECHNIQUE IS TO HAVE A CHILD VERBALIZE HIS IMPRESSIONS OF A TRIP AND RECORD IT ON TAPE. A SAMPLE ESSAY ENTITLED, "ROTATION POOL" WAS WRITTEN BY A CHILD ABOUT HIS CITY ACTIVITIES. THE ESSAY WAS DITTOED AND DISTRIBUTED TO THE CLASS. THEY READ IT, AND A TEST WAS GIVEN. QUESTIONS FOR DISCUSSION ARE GIVEN. ED001656 "PHONEY" LITERATURE. 14 N/A 1965 2016-11-23

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No Curriculum Development Dropout Prevention Dropout Rate Employment Opportunities Material Development School Holding Power Student Interests Student Teacher Relationship Teacher Characteristics Teacher Effectiveness Teaching Guides CANGEMI, JOSEPH P. MADISON AREA PROJECT New York (Syracuse) New York (Syracuse) BECAUSE MORE STUDENTS THAN EVER BEFORE ARE WITHDRAWING FROM SCHOOL WITHOUT A HIGH SCHOOL EDUCATION, SCHOOL-HOLDING POWER IS RECEIVING INCREASED ATTENTION. STUDIES REVEAL THAT STUDENTS WITHOUT A FORMAL HIGH SCHOOL EDUCATION ARE HEADED TO DEAD END, MENIAL JOBS, THAT RELATIVELY FEW OF THEM WILL REACH THE SKILLED OR WHITE-COLLAR OCCUPATION CLASSIFICATION, AND THAT DELINQUENCY IS TEN TIMES GREATER AMONG DROPOUTS THAN AMONG GRADUATES. AUTOMATION IS FAST BECOMING THE DROPOUT'S NUMBER ONE COMPETITOR. IN SCHOOLS WITH HIGH DROPOUT RATES, THERE IS A NEED FOR GOOD, COMPETENT, WELL-ADJUSTED INSTRUCTORS TO MAKE THE CURRRICULUM ALIVE, ACTIVE, AND DYNAMIC AND TO PROVIDE EXTRA AMOUNTS OF INDIVIDUAL INSTRUCTION. IT IS RECOMMENDED THAT ASSIGNMENTS AND MATERIALS BE ADAPTED TO THE INDIVIDUAL LEARNER'S LEVEL OF ATTAINMENT. EMPHASIS SHOULD BE ON HOW MUCH LEARNING IS TAKING PLACE RATHER THAN ON HOW MUCH MATERIAL IS BEING TAUGHT, STUDENTS SHOULD BE MADE TO FEEL SUCCESSFUL IN HANDLING THEIR SCHOOL WORK. THE STUDENT WHO SENSES THAT THE TEACHER HAS A GENUINE, PERSONAL INTEREST IN HIM WILL RARELY ENTERTAIN THOUGHTS OF LEAVING SCHOOL. THE SUCCESSFUL TEACHER OF DROPOUTS SHOULD BE FLEXIBLE, NOT RIGID, CREATIVE, NOT DULL, WARM, NOT COLD, INFORMAL, NOT FORMAL, AND ENCOURAGING, NOT CYNICAL. ED001657 SCHOOL-HOLDING POWER--THE DROPOUT AND THE TEACHER. 4 N/A 1965 2016-11-22

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No Dropout Prevention Educational Problems Employment Opportunities Junior High Schools Learning Experience Resource Materials School Counseling Student Attitudes Student Motivation CANGEMI, JOSEPH P. MADISON AREA PROJECT New York (Syracuse) New York (Syracuse) Syracuse City School District, NY. IT IS HELD THAT THE PROBLEM OF STUDENTS' LEAVING SCHOOL WITHOUT A DIPLOMA IS THE MOST CHALLENGING PROBLEM FACING EDUCATIONAL SYSTEMS TODAY. ALTHOUGH MORE STUDENTS ARE CURRENTLY GRADUATING FROM HIGH SCHOOL THAN EVER BEFORE, THE GROWING IMBALANCE BETWEEN JOB OPPORTUNITIES AND EDUCATIONAL REQUIREMENTS HAS STRUCK A DISASTROUS BLOW TO THE MAJORITY OF THOSE PUPILS SEEKING JOBS WHO LACK A GRADUATION CERTIFICATE. ALTHOUGH EDUCATORS AND PSYCHOLOGISTS AGREE THAT ELEMENTARY SCHOOL IS THE PLACE TO INFLUENCE STUDENTS TO REMAIN IN SCHOOL, JUNIOR HIGH SCHOOL IS STILL NOT TOO LATE A TIME TO INITIATE SCHOOL-SPONSORED ACTIVITIES DIRECTED TOWARD THOSE WHO SHOW SIGNS OF DISSATISFACTION WITH SCHOOL. BY THE 7TH AND 8TH GRADES, STUDENTS UNHAPPY WITH SCHOOL HAVE NOT YET MADE A CLEAR-CUT DECISION TO WITHDRAW. COUNSELORS THAT ORGANIZE ACTIVITIES AIMED AT REACHING RELUCTANT LEARNERS CAN RECEIVE HELP FROM STUDENTS WHO ARE POTENTIAL SCHOOL GRADUATES. THE ABILITY OF THESE WELL-ADJUSTED LEARNERS TO COMMUNICATE WITH PUPILS WHO ARE CONSIDERING QUITTING SCHOOL SHOULD NOT BE UNDERESTIMATED. AFTER ENOUGH EXPOSURE TO THE RIGHT KINDS OF EXPERIENCES, IT SHOULD BE POSSIBLE FOR A POTENTIAL DROPOUT TO CHANGE HIS PERCEPTION OF THE VALUE OF A DIPLOMA. THE FOLLOWING ARE SOME ACTIVITIES WHICH MAY INFLUENCE STUDENTS IN THEIR ATTITUDE TOWARD SCHOOL--TALKS WITH PAST DROPOUTS, FIELD TRIPS, EXHIBITS, BOOKS AND PAMPHLETS, PLAYS AND SKITS, SPEAKERS, PANEL DISCUSSIONS, DEBATES, AND VOCATIONAL REPORTS. ED001658 SOME COUNSELOR-STUDENT ACTIVITIES THAT CAN HELP DECREASE THE SCHOOL DROPOUT RATE. 5 N/A 1965 2016-11-22

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No Disadvantaged Youth Learning Theories Reinforcement Self Concept Student Needs Teacher Education Teacher Effectiveness Teaching Methods Urban Teaching FANTINI, MARIO WEINSTEIN, GERALD URBAN TEACHER PREPARATION PROGRAM New York (Syracuse) New York (Syracuse) Syracuse Univ., NY. IMPLICIT IN THE CONCEPT OF IMMEDIATE REINFORCEMENT ARE TWO ASSUMPTIONS--(1) THAT A NEED MUST BE SATISFIED, AND (2) THAT A REWARD CAN SERVE TO SATISFY THIS NEED. THE CULTURALLY DISADVANTAGED CHILD NEEDS ENCOURAGEMENT OR DISCOURAGEMENT RIGHT AWAY. HIS SOCIETY OPERATES IN THIS WAY. IN THE CLASSROOM, SUCH REINFORCEMENT MAY TAKE MANY FORMS. ONE TEACHER USED TRADING STAMPS IN PLACE OF GRADES. THE STAMPS HAD A MORE CONCRETE MEANING TO THESE CHILDREN. THE MENTAL STYLE OF THE CULTURALLY DISADVANTAGED CHILD REQUIRES CONSIDEREABLY MORE EGO REINFORCEMENT THAN IS REQUIRED BY THE MIDDLE-INCOME CHILD. DISPLAY OF THE CHILDREN'S WORK ON BULLETIN BOARDS WITH THEIR PHOTOGRAPHS PLACED ALONGSIDE FOSTERS A GREAT DEGREE OF EGO-REINFORCEMENT IN CULTURALLY DISADVANTAGED CHILDREN. NONVERBAL TEACHER REACTIONS CAN BE QUITE EFFECTIVE. ROLE PLAYING EMPHASIZES REAL SITUATIONS FOR THESE CHILDREN. ALLOWING THE CHILD TO PERCEIVE A PROBLEM IMMEDIATELY THROUGH THE SPEED FEEDBACK OF TEST GRADES INVOLVES HIM IN THE DIAGNOSIS OF HIS OWN ACHIEVEMENT. ED001659 IMMEDIATE REINFORCEMENT AND THE DISADVANTAGED LEARNER. A PRACTICAL APPLICATION OF LEARNING THEORY. 7 N/A 1965 2016-11-22

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No Disadvantaged Youth English Instruction Language Patterns Poetry Role Playing Speech Communication Student Interests Student Participation Teaching Methods WEINSTEIN, GERALD New York (Syracuse) MADISON AREA PROJECT New York (Syracuse) IT IS URGED THAT THE TEACHER BE FAMILIAR WITH THE LANGUAGE PATTERNS OF HIS PUPILS. A CASE IS CITED IN WHICH A TEACHER ATTEMPTED TO TEACH ROMANTIC POETRY TO A CLASS OF TEENAGERS. THEY RESPONDED WITH BOREDOM. A POEM BY LANGSTON HUGHES ENTITLED, "MOTTO," EXPRESSED IN "JIVE" LANGUAGE WAS INTRODUCED TO THE SAME CLASS AND IMMEDIATELY CAPTURED THE STUDENTS' INTEREST. MAKING USE OF THE STUDENTS' JARGON STIMULATED INTEREST IN POETRY. THE AUTHOR RECOMMENDS THAT THE TEACHER LET HIS PUPILS TEACH HIM THEIR LANGUAGE. AN INSIGHT INTO ORAL COMMUNICATION CAN PROVE SIGNIFICANT TO UNDERSTANDING PROBLEM OF DISADVANTAGED CHILDREN. THE DIALOGUE OF INTERACTION TAKING PLACE BETWEEN THE AUTHOR AND THE STUDENTS AS THEY DISCUSSED THE POEM IS INCLUDED. ED001660 "DO YOU DIG ALL JIVE." 10 N/A 1965 2016-11-23

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No Classroom Techniques Curriculum Development Dropout Programs Extracurricular Activities Problem Solving School Holding Power School Organization Student Interests Team Teaching BIRKMAIER, EMMA M. Minnesota (Minneapolis) Minnesota (Minneapolis) North Central Association of Colleges and Schools, Chicago, IL. TEAM TEACHING AND CLASSROOM GROUPING FLEXIBILITY ARE GIVEN EMPHASIS. GREATER FLEXIBILITY IS NEEDED IN THE ORGANIZATIONAL STRUCTURE OF THE SCHOOLS AS WELL. RATHER THAN BY GRADE, DIVISIONS SHOULD BE ORGANIZED ACCORDING TO PRIMARY, INTERMEDIARY, JUNIOR SECONDARY, AND SENIOR SECONDARY LEVELS. FLEXIBILITY WOULD REMOVE THE STIGMA OF A TRACK SYSTEM. WITHIN SUCH AN ORGANIZATION, SPIRAL LEARNING COULD BE CONSIDERED AS PART OF THE CURRICULUM. THE CURRICULUM SHOULD ENCOURAGE PROBLEM-SOLVING ACTIVITIES. IT SHOULD BE RELATED CLOSELY TO THE WORLD OF WORK AND THE WORLD OF LEISURE. YOUNG PEOPLE NEED TO STUDY THE MANY WAYS PEOPLE EARN A LIVING. EXTRACURRICULAR ACTIVITIES MAY SERVE AS MOTIVATIONAL DEVICES TO KEEP STUDENTS IN SCHOOL. CRASH PROGRAMS ALREADY IN OPERATION ACROSS THE COUNTRY SHOULD BE INCORPORATED INTO THE CURRICULUM. THESE INCLUDE--WORK-STUDY PROGRAMS, SUMMER WORK CAMPS, JOB CORPS, AND WORK-TRAINING PROGRAMS. THIS ARTICLE IS PUBLISHED IN THE "NORTH CENTRAL ASSOCIATION QUARTERLY" VOLUME 38, NUMBER 4, SPRING 1964. ED001661 WHAT'S TO BE DONE WITH THE DROPOUT WHEN HE DROPS BACK IN. 1965-00-00 1 N/A 1965 2016-11-22

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No Curriculum Development Dropout Characteristics Dropout Programs Dropouts Educational Change Employment Experience Employment Opportunities High School Students Interviews School Counseling MILLER, S.M. SALEEM, BETTY New York (Syracuse) New York (Syracuse) Syracuse Univ., NY. Youth Development Center. THE AIM WAS TO DISCOVER WHAT KINDS OF PROBLEMS DROPOUTS FACE IN THE LABOR MARKET, THE KINDS OF TRAINING AND/OR GUIDANCE OF BENEFIT TO THEM AND WHETHER THE SCHOOL SYSTEM SHOULD PROVIDE SPECIAL TRAINING AND GUIDANCE FACILITIES. ONLY A FEW RESEARCH EFFORTS HAVE STUDIED IN DEPTH THE POST-DROPOUT EXPERIENCE OF SCHOOL-LEAVERS. FORTY-ONE BOY AND FORTY-SIX GIRL DROPOUTS WERE LOCATED AND INTERVIEWED 2 YEARS AFTER LEAVING SCHOOL. THE SAMPLE INCLUDED ONLY THOSE WHO DID NOT COMPLETE THE 12TH GRADE AND WHO DID NOT TRANSFER TO ANOTHER SCHOOL. DETAILED INFORMATION IN THE FOLLOWING AREAS--DESCRIPTION OF THE SAMPLE, MARRIAGE AFTER LEAVING SCHOOL, DROPOUTS IN THE LABOR MARKET, DELINQUENCY AMONG DROPOUTS, CHARACTERISTICS OF DROPOUTS WITH FAVORABLE EMPLOYMENT EXPERIENCE, AND THE POST-DROPOUT EXPERIENCE OF GIRLS. JOBS SECURED BY DROPOUTS WERE NOT COMPARED WITH THOSE SECURED BY GRADUATES OVER THE SAME TIME SPAN. SOME OF THE CONCLUSIONS DRAWN WERE THAT--(1) SOCIAL BACKGROUND DID NOT SEEM TO AFFECT THE TYPE OF ENTRY JOB SECURED BY DROPOUTS, BUT DID AFFECT RATE OF JOB INSTABILITY, (2) JUVENILE DELINQUENCY WAS NOT FOUND TO BE A GENERAL CHARACTERISTIC OF DROPOUTS, (3) ONLY LOW LEVEL JOBS ARE AVAILABLE TO DROPOUTS, (4) BOY DROPOUTS SEEMED NOT TO HAVE BEEN AS HANDICAPPED BY THEIR ABORTED EDUCATION AS GIRL DROPOUTS, (5) THE TYPE OF JOB SECURED WAS GENERALLY LIMITED WITH RESPECT TO ADVANCEMENT OPPORTUNITIES, (6) MANY JOBS WERE AUTOMATICALLY CLOSED TO DROPOUTS, (7) MOST DROPOUTS DID NOT HAVE SERIOUS DIFFICULTY IN SECURING JOBS FOR WHICH THEY WERE ELIGIBLE THOUGH PUBLIC EMPLOYMENT SERVICE WAS NOT AN EFFICIENT MEANS OF FINDING JOBS. IT WAS SUGGESTED THAT A MUCH CLOSER RELATIONSHIP BETWEEN EDUCATIONAL PROCESSES AND AVAILABLE WORK OPPORTUNITIES IS NEEDED. A REEVALUATION OF THE EDUCATIONAL SYSTEM, A RECONSIDERATION OF EMPLOYMENT QUALIFICATIONS BY INDUSTRY, AND TRAINING PROGRAMS BY INDUSTRY ARE CALLED FOR. ED001662 TWO YEARS IN THE SYRACUSE LABOR MARKET - WORK EXPERIENCES OF DROPOUTS. 1964-01-00 122 N/A 1965 2016-11-22

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No Attitude Change Dropout Characteristics Dropout Prevention Dropout Research Educational Improvement Job Training School Holding Power Skill Development Student Interests Work Study Programs CANGEMI, JOSEPH P. FANTINI, MARIO D. MADISON AREA PROJECT STEP PROGRAM New York (Syracuse) New York (Syracuse) Syracuse City School District, NY. GOALS OF THE PROJECT ARE TO INVESTIGATE AVAILABLE RESEARCH CONCERNING DROPOUTS, TO IDENTIFY POTENTIAL DROPOUTS, TO IDENTIFY PROBLEMS CONNECTED WITH DROPPING OUT OF SCHOOL, TO INCREASE THE SCHOOL-HOLDING POWER, TO EQUIP UNSKILLED STUDENTS WITH SKILLS, TO INCREASE VOCATIONAL, ACADEMIC, SOCIAL, AND COMMUNITY KNOWLEDGE AND INTERESTS, AND TO DEVELOP POSITIVE VOCATIONAL ATTITUDES. THE STEP PROGRAM INCLUDED IN THE PROJECT WILL ESSENTIALLY BE ONE OF WORK-STUDY IN WHICH ONE HALF DAY IS SPENT IN SCHOOL IN THE REGULAR ACADEMIC CLASSROOM WITH THE SPENT ON THE JOB, SECURING ON-THE-JOB TRAINING. PART OF THE PROGRAM'S PURPOSE IS TO OFFER GREATER ASSISTANCE TO THE POTENTIAL DROPOUT ONCE HE HAS DECIDED THAT HE IS NOT INTERESTED IN SCHOOL. OF PARAMOUNT IMPORTANCE IN THE COUNSELING PROGRAM FOR PAST DROPOUTS IS THE ABSENCE OF AN AGE CEILING. IF AN INDIVIDUAL DESIRES TO FINISH HIS EDUCATION HE MAY FOLLOW ONE OF FOUR PLANS, COMPLETE RESUMPTION OF SCHOOL, COMPLETE RESUMPTION WITH PART-TIME WORK, THE WORK STUDY PROGRAM, OR NIGHT SCHOOL CLASSES AND FULL TIME WORK. THE MADISON AREA EMPLOYMENT AGENCY WILL HELP SAVE THOSE YOUTH WHO ARE IN FINANCIAL NEED WHILE ENROLLED IN THE CONVENTIONAL CURRICULUM. CURRICULUM AND TESTING PROCEDURES WILL BE MODIFIED IN LIGHT OF DIFFERENCES IN STUDENT GOALS AND ACADEMIC DESIRES. THE AGENCY WILL SEND RELIABLE STUDENTS TO COMMUNITY MEMBERS IN NEED OF SPECIFIC SERVICES AT A GIVEN TIME. ED001663 THE MADISON AREA PROJECT--WORLD-OF-WORK PROGRAM. 10 N/A 1965 2016-11-22

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No Community Study Educational Facilities Educational Planning Educational Policy Enrollment Trends Population Trends Public Schools Racial Balance Resource Materials Statistical Data STEARNS, HARRY L. New Jersey (Englewood) New Jersey Englewood Public Schools, NJ. DATA WERE ASSEMBLED CONCERNING THE MANY FACTORS AFFECTING SCHOOL ENROLLMENT IN THE CITY OF ENGLEWOOD, NEW JERSEY. THE DATA WERE ANALYZED AND ESTIMATES WERE MADE OF FUTURE ENROLLMENT TRENDS. THESE DATA AND ANALYSES WERE RELATED TO THE DISPOSITION OF OBSOLETE SCHOOL BUILDINGS AND THE NEED FOR NEW SCHOOL FACILITIES. DETAILED CONSIDERATION IS GIVEN TO THE POPULATION CHARACTERISTICS OF THE CITY, LAND USE, INDUSTRIAL AND BUSINESS CHARACTERISTICS, THE SCHOOL SYSTEM, FINANCES, THE IMPACT OF METROPOLIS, AND A PROJECTION OF ENROLLMENTS. A DISCUSSION OF RACIAL IMBALANCE REVEALS ITS BASIC CHARACTERISTICS, FEATURES OF THE SCHOOL PLANT RELATED TO RACIAL IMBALANCE, PROPOSALS FOR DEALING WITH THE PROBLEM, AND FINDINGS OF FACT AND GUIDELINES FOR FUTURE POLICY. (NUMEROUS MAPS, CHARTS, AND TABLES ARE APPENDED.) ED001664 ENGLEWOOD, ITS PEOPLE AND ITS SCHOOLS. A REPORT TO THE BOARD OF EDUCATION. 1962-02-28 160 N/A 1965 2016-11-22

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No Dropout Prevention Job Training Parent Participation Program Guides Secondary Education Student Attitudes Student Improvement Work Study Programs CANGEMI, JOSEPH P. New York (Syracuse) MADISON AREA PROJECT New York (Syracuse) Syracuse City School District, NY. THE PURPOSE OF THE PROGRAM IS TO ENCOURAGE YOUNG STUDENTS TO STAY IN SCHOOL UNTIL HIGH SCHOOL GRADUATION AND TO DEVELOP THOSE ATTITUDES, HABITS, AND SKILLS THAT PRODUCE RESPONSIBLE CITIZENS AND PRODUCTIVE EMPLOYEES. THE PROGRAM IS AN ATTEMPT TO ASSIST STUDENTS ON THE JUNIOR HIGH AND SENIOR HIGH SCHOOL LEVEL. STUDENTS SELECTED TO PARTICIPATE ATTEND CLASSES IN THE MORNING AND PROCEED TO THEIR TRAINING CENTERS IN THE AFTERNOON. EACH PARTICIPANT MUST TAKE A COURSE ENTITLED "PERSONAL AND VOCATIONAL ADJUSTMENT." SEVERAL MENTAL HEALTH SPECIALISTS LEND THEIR SERVICES TO MAKE THE COURSE BOTH INTERESTING AND USEFUL. WEEKLY CONFERENCES BETWEEN STUDENTS AND THE COORDINATOR ARE HELD TO DISCUSS ADJUSTMENT PROBLEMS. PARENTS ARE INVITED TO SCHOOL DURING THE YEAR TO DISCUSS STUDENT PROGRESS. RULES AND REGULATIONS FOR ALL STUDENTS PARTICIPATING IN THE PROGRAM ARE EXPLAINED DURING THE VOCATIONAL AND PERSONAL ADJUSTMENT CLASS GIVEN EACH DAY. ANY STUDENT WHO KNOWINGLY AND WILLINGLY IS FOUND VIOLATING THE RULES IS DISMISSED FROM THE PROGRAM. STUDENTS ARE EXPECTED TO--HAVE A PROPER APPEARANCE, PRACTICE PERSONAL HYGEINE, REPORT TO WORK STATIONS ON TIME, FOLLOW THE DIRECTIONS OF ADULT SUPERVISORS, FOLLOW THEIR SCHEDULE EACH DAY, REPORT ANY ABSENCE THAT IS EXPECTED, REPORT ANY ACCIDENT OR UNUSUAL ON-THE-JOB OCCURRENCES, BE HONEST WITH TEACHERS AND EMPLOYERS, AND BE SERIOUS IN THEIR APPROACH TO THE WORK-STUDY PROGRAM. ED001665 WORLD OF WORK TRAINING PROGRAM. STUDENT-TRAINEE ORIENTATION. 1963-00-00 5 N/A 1965 2016-11-22

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No Grade 7 Grade 8 Instructional Materials Mathematics Instruction Measurement Instruments Number Systems MADISON AREA PROJECT CAMBRIDGE New York (Syracuse) New York (Syracuse) A COMPARISON OF NUMBER SYSTEMS IS MADE IN THE FIRST SECTION OF THE CLASSWORK MATERIALS. A CHART COMPARING PREHISTORIC, BABYLONIAN, AND EGYPTIAN NUMBER SYSTEMS IS PRESENTED, AS WELL AS A WORK SHEET FOR EGYPTIAN HIEROGLYPHICS AND A TEST ON NUMBER SYSTEMS. ALSO INCLUDED ARE TESTS ON GRAPHIC FRACTIONS, COMMON DENOMINATORS, THE MULTIPLICATION OF FRACTIONS, RATIOS, AND PROPORTIONS. WORKSHEETS ACCOMPANY EACH TEST. ED001666 MATH 7-8 MADISON AREA. (TITLE SUPPLIED). 19 N/A 1965 2016-11-22

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No Advisory Committees Career Choice High School Students Job Placement Job Training Program Evaluation School Community Relationship Work Experience Programs FIELSTRA, CLARENCE California (Santa Barbara) California (Santa Barbara) Santa Barbara County Schools, Goleta, CA. THE PROGRAM HAS OPERATED SINCE 1953 IN FIVE COMMUNITIES. HIGH SCHOOL PERSONNEL HAVE DEVELOPED A WORK-STUDY PROGRAM IN AN ATTEMPT TO HELP STUDENTS--(1) MAKE BETTER OCCUPATIONAL CHOICES, (2) GAIN THE NECESSARY PREPARATION FOR THEIR CHOSEN WORK, (3) FIND PLACEMENT ON THE JOB, AND (4) ADJUST TO AND GROW ON THE JOB. THREE FORMS OF WORK EDUCATION ARE OFFERED. EXPLORATORY WORK EXPERIENCE EDUCATION IS INTENDED TO HELP THE STUDENT DISCOVER HIS APTITUDES AND INTERESTS THROUGH A VARIETY OF WORK SITUATIONS. GENERAL WORK EXPERIENCE OFFERS FINANCIAL REMUNERATIONS AND SCHOOL CREDIT AND IS RELATED TO A STUDENT'S PROPOSED CAREER. VOCATIONAL WORK EXPERIENCE EDUCATION IS A PROGRAM OF PAID WORK DIRECTLY RELATED TO THE OCCUPATION THE STUDENT EXPECTS TO ENTER. IT IS RECOMMENDED THAT THE SCHOOLS, THE EMPLOYMENT SERVICE, AND THE EMPLOYERS WORK CLOSELY TOGETHER AND THAT EACH SCHOOL DISTRICT EMPLOY A COORDINATOR TO HELP WITH THE EFFORT. PARENTS', STUDENTS', EMPLOYERS', FACULTIES', AND PRINCIPALS' PROGRAM EVALUATIONS REVEAL THAT THE PROGRAM IS JUDGED TO BE SUCCESSFUL AND OF MUCH VALUE. THE WORK EXPERIENCE EDUCATION PROGRAM WAS FOUND NOT TO INTERFERE WITH REGULAR SCHOOL WORK, AND PARTICIPANTS COMPARED FAVORABLY WITH NONPARTICIPANTS. RECOMMENDATIONS GIVEN ARE APPLICABLE TO ANY WORK-STUDY PROGRAM AND INCLUDE THE FORMATION OF ADVISORY COMMITTEES AND THE CAREFUL SUPERVISION AND ASSIGNMENT OF STUDENTS. A SELECTIVE BIBLIOGRAPHY IS APPENDED. ED001667 WORK EXPERIENCE EDUCATION PROGRAM IN SANTA BARBARA COUNTY HIGH SCHOOL DISTRICTS. REPORT OF AN EVALUATIVE STUDY. 1961-00-00 82 N/A 1965 2016-11-22

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No Curriculum Development Dropout Prevention Job Training Public Schools Student Interests Student Motivation Student Needs Work Experience Programs FANTINI, MARIO D. MADISON AREA PROJECT New York (Syracuse) New York (Syracuse) Syracuse City School District, NY. TO CURTAIL THE NUMBER OF SCHOOL DROPOUTS THE PROGRAM HAS BEEN DEVELOPED TO PROVIDE FOR STUDENT NEEDS FROM THE PRESCHOOL LEVEL THROUGH HIGH SCHOOL. IN THE PRESCHOOL PROGRAM, THE CURRICULUM IS STRUCTURED TO PROVIDE INCREASED EDUCATIONAL MOTIVATION AND LANGUAGE DEVELOPMENT DEPENDING UPON THE SPECIFIC NEEDS OF THE CHILD. IN THE ELEMENTARY PROGRAM, SPECIAL EMPHASIS IS ON READING MOTIVATION AND THE GROWTH OF SELF-AWARENESS. COUNSELING IS AVAILABLE FOR THE EXPANSION OF A CHILD'S LEARNING PROGRAM. THE CADET TRAINING PROGRAM HAS BEEN INCORPORATED INTO THE JUNIOR HIGH CURRICULUM. ITS MAIN PURPOSE IS TO PROVIDE POTENTIAL DROPOUTS WITH A WORK-STUDY PROGRAM SUITED TO THEIR IMMEDIATE NEEDS. LOCAL BUSINESSES AND INDUSTRIES ARE USED AS TRAINING ENVIRONMENTS, AND A SCHOOL-TO-EMPLOYMENT PROGRAM OF LEARNING IS ARRANGED BY THE SCHOOL COORDINATOR. A STUDENT SPENDS PART OF THE DAY AT SCHOOL (FOLLOWING AN INDIVIDUAL COURSE OF STUDY RELATED TO THE OCCUPATIONAL FIELD HE HAS SELECTED) AND PART OF IT ON THE JOB. IN ADDITION TO MOTIVATING THE STUDENT TO CONTINUE TO WORK FOR A HIGH SCHOOL DIPLOMA, THE CADET TRAINING PROGRAM IS DESIGNED TO DEVELOP UNDERSTANDING AND APPRECIATION OF THE SOCIAL AND ECONOMIC VALUES OF PRODUCTION, DISTRIBUTION, AND CONSUMPTION OF GOODS. THE CADET LEARNER IS ABLE TO DISCOVER HIS OWN INTERESTS, APTITUDES, AND ABILITIES, HE ALSO GAINS EXPERIENCE IN UNDERSTANDING OCCUPATIONAL OPPORTUNITIES AND IN APPLYING FOR POSITIONS. LATER, THE STUDENT MAY WISH TO ENTER THE INTERNSHIP TRAINING PROGRAM, THE CERTIFICATE-NIGHT SCHOOL PROGRAM, OR THE APPRENTICESHIP TRAINING PROGRAM, ALL OF WHICH LEAD TO A HIGH SCHOOL DIPLOMA. ED001668 OVERVIEW OF THE WORLD-OF-WORK TRAINING PROGRAM AND AN EXPLANATION OF THE CADET TRAINING PROGRAM. 9 N/A 1965 2016-11-22

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No Adult Education After School Programs Community Programs Curriculum Development Disadvantaged Educational Experience Enrichment Improvement Programs Junior High Schools Remedial Programs School Organization Teacher Workshops HOUGH COMMUNITY PROJECT Ohio (Cleveland) Ohio (Cleveland) Cleveland Public Schools, OH. THE ATTEMPT WAS MADE TO PROVIDE PROPER EDUCATIONAL EXPERIENCES FOR THE CULTURALLY DISADVANTAGED. THE ACTIVITIES INITIATED SINCE OCTOBER 1961 INCLUDE THE REORGANIZATION OF THE JUNIOR HIGH SCHOOL ADULT EDUCATION PROGRAM AND AFTER SCHOOL ACTIVITIES. THE REORGANIZATION IS STILL IN THE PLANNING STAGES, BUT FEATURES BEING CONSIDERED ARE--SELF-CONTAINED CLASSROOMS, TEAM-TEACHING, CURRICULUM FLEXIBILITY AND ADMINISTRATIVE DECENTRALIZATION. ONE SCHOOL PROVIDES A CLASSROOM PROGRAM DESIGNED TO INCREASE THE PERSONAL CONTACT BETWEEN FACULTY MEMBERS AND PARENTS. IN ADDITION TO A RECREATION PROGRAM, A SATURDAY MORNING READING PROGRAM FOR RETARDED READERS WAS IN OPERATION. AN ENRICHMENT EXPERIENCE CLUB, SUPERVISED AFTER SCHOOL STUDY PERIODS, AND A REMEDIAL ARITHMETIC PROGRAM HAVE BEEN INITIATED. PROGRAMS FOR IMPROVING EDUCATION AMONG IMMIGRANT, HIGHLY MOBILE OR OTHER CULTURALLY LIMITED FAMILIES HAVE BEEN IN OPERATION. A HOME VISITATION PROGRAM HAS IMPROVED HOME-SCHOOL RELATIONSHIPS AND PROVIDED INCREASED INFORMATION ON STUDENT BACKGROUNDS. TEACHER WORKSHOPS IN READING HAVE BEEN HELD TO BROADEN THE JUNIOR HIGH READING PROGRAM. DAY CAMP EXPERIENCES ARE BEING PLANNED FOR ELEMENTARY AND JUNIOR HIGH SCHOOL PUPILS. A SOCIAL WORKER HAS BEEN ASSIGNED TO THE PROGRAM. ED001669 HOUGH COMMUNITY PROJECT. 5 N/A 1965 2016-11-22

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No Black Students Classroom Techniques Comparative Analysis Controlled Environment Educational Theories Grade 9 Grouping (Instructional Purposes) Homogeneous Grouping Lower Class Students HUNT, DAVID E. New York (Syracuse) New York (Syracuse) Syracuse Univ., NY. Youth Development Center. EDUCATIONAL ENVIRONMENTS, HIGHLY STRUCTURED OR UNSTRUCTURED, WERE DIFFERENTIALLY EFFECTIVE WITH STUDENTS OF VARYING PERSONALITIES. THE REPORT CONSIDERED THE UTILITY AND RELEVANCE OF THE CONCEPTUAL SYSTEMS MODEL BY DESCRIBING A SPECIFIC PROJECT IN WHICH THE MODEL SERVED AS THE BASIS FOR FORMING HOMOGENEOUS CLASSROOM GROUPS. THE PROJECT WAS CONDUCTED WITH A POPULATION OF LOWER CLASS CHILDREN, PRIMARILY NEGRO, SELECTED FROM THE NINTH GRADE. THE CHILDREN WERE DIVIDED INTO THREE GROUPS ON THE BASIS OF PREVIOUS TESTS--ONE GROUP WAS CHARACTERIZED BY A FAILURE TO INCORPORATE THE GENERALIZED STANDARD, THE SECOND, BY THE GENERALIZED STANDARD WHICH DEFINED RIGHT FROM WRONG AND ONE'S CONFORMITY TO THIS STANDARD, AND THE THIRD, BY A "BREAKAWAY" FROM THE STANDARD AND THE DEVELOPMENT OF SELF-SCORED STANDARDS. THE GENERAL AIM OF THE EXPLORATORY STUDY WAS TO OBTAIN SOME INDICATION OF THE EDUCATIONAL RELEVANCE OF THE MODEL BY EXPOSING DIFFERENT STAGE-SIMILAR CLASSROOM GROUPS TO THE SAME ENVIRONMENT. THE 147 STUDENTS WERE ASSESSED ON A BATTERY OF SYSTEM-RELEVANT MEASURES. INTELLIGENCE WAS ALSO USED AS A BASIS FOR CLASSIFICATION. THE DIFFERENT STAGE GROUPS WERE OBSERVED UNDER THE SAME CONDITIONS, EACH SCHEDULED WITH THE SAME ENGLISH, SCIENCE, AND SOCIAL STUDIES TEACHERS. THE THREE TEACHERS WERE TOLD TO TEACH THESE CLASSES IN WHATEVER WAYS SEEMED APPROPRIATE TO THEM. THE TEACHERS GAVE EVALUATIONS OF TEACHING PROCEDURE AND CLASS PERFORMANCE AT THE END OF THE STUDY. RESULTS SHOWED THAT THE FIRST GROUP WAS, AS EXPECTED, POORLY ORGANIZED AND UNINTERESTED IN SCHOOL AND HAD A VERY SHORT ATTENTION SPAN. THE SECOND WAS, AS EXPECTED, CONCERNED WITH PROPRIETY, WITH MAKING A GOOD IMPRESSION AND OBTAINING GOOD GRADES. THE THIRD GROUP WAS, AS PREDICTED, MORE INDEPENDENT, QUESTIONING, AND SELF-DIRECTED. THTHTHIS PAPER WAS READ AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION SYMPOSIUM, CHICAGO, FEBRUARY 20, 1964. ED001670 HOMOGENEOUS CLASSROOM GROUPING BASED ON CONCEPTUAL SYSTEMS THEORY IN AN EDUCATION ENRICHMENT PROJECT -- AN EXPLORATORY STUDY. 1964-02-20 14 N/A 1965 2016-11-22

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No Elementary Education Instructional Materials Language Arts Reading Improvement Reading Instruction Teaching Methods Vocabulary Development ELEMENTARY READING COMMITTEE New Jersey (Englewood) New Jersey Englewood Public Schools, NJ. THE IMPROVEMENT OF INSTRUCTION IN READING FOR EVERY CHILD IN THE ENGLEWOOD PUBLIC SCHOOL SYSTEM WAS THE GOAL. TEACHERS OF INTERMEDIATE AS WELL AS PRIMARY LEVEL PUPILS WERE CONFRONTED WITH SEVERAL QUESTIONS--(1) HOW MANY OPPORTUNITIES ARE PROVIDED FOR EACH PUPIL TO EXPRESS HIS IDEAS IN A DIGNIFIED FRAMEWORK TO ONE OR TWO OF HIS PEERS, TO HIS CLASS, AND/OR TO THE TEACHER. (2) ARE CONTENT AREA SUBJECTS ORGANIZED INTO GROUPS OF TWO OR THREE SO EACH PUPIL MAY INTERACT IN A DISCUSSION. (3) IS A CONCRETE EXPERIENCE PROVIDED EACH DAY FOR EACH PUPIL TO EXPRESS HIS IDEAS, CONSCIOUSLY OBSERVING RULES OF GOOD DICTION, VOICE, VOLUME, AND INFLECTION. DISCUSSIONS ARE INCLUDED CONCERNING THE TEACHING OF LISTENING AND SPEAKING SKILLS, COMPREHENSION, VOCABULARY DEVELOPMENT, AND WORD RECOGNITION, IN THE USE OF THE SCHOOL LIBRARY, BASAL TEXTBOOKS, INDIVIDUALIZED READING, AND SUPPLEMENTARY READING, AND IN THE ORGANIZATION OF TEACHING IN A SEQUENTIAL READING PROGRAM. IT IS ANTICIPATED THAT TEACHERS WILL USE THE CHARTS, SUGGESTED IDEAS, ACTIVITIES, AND RESOURCES OFFERED IN PLANNING READING LESSONS IN ACCORDANCE WITH THE LEVEL AND MATURITY OF THE CLASS. ED001671 ENGLEWOOD PUBLIC SCHOOLS ELEMENTARY READING GUIDE. 1964-11-00 110 N/A 1965 2016-11-22

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No Curriculum Guides Group Counseling Guidance Personnel Junior High Schools Skill Development Staff Orientation Student Adjustment Student Improvement Student Motivation Student Placement Student Problems NEW YORK MADISON AREA PROJECT New York (Syracuse) New York New York (Syracuse) THE SUGGESTED OUTLINE BEGINS WITH AN ORIENTATION TO GROUP GUIDANCE, AN ATTEMPT TO HELP THE STUDENT UNDERSTAND THE FUNCTIONS OF GROUP GUIDANCE AND OF THE GUIDANCE PERSONNEL (THE COUNSELOR, SOCIAL WORKER, PSYCHOLOGIST, AND PSYCHIATRIST). THE OUTLINE ALSO SUGGESTS THAT DISCUSSIONS DEAL WITH PROBLEMS FACED IN ADJUSTING TO SCHOOL, IN GETTING ALONG WITH PARENTS, AND IN OVERCOMING PREJUDICIAL ATTITUDES. SUCH TOPICS AS DATING, SEX, SMOKING, AND ALCOHOL ARE RECOMMENDED IN CONSIDERATION OF THE SPECIAL WORLD OF THE 7TH GRADE STUDENT. OCCUPATIONAL INFORMATION AND ACADEMIC PLANNING SHOULD BE INCLUDED IN GROUP GUIDANCE AT THIS LEVEL. AT THE 8TH GRADE LEVEL IT IS SUGGESTED THAT GROUP GUIDANCE BEGIN WITH HELPING EACH STUDENT TO KNOW HIMSELF AND OTHERS. HE SHOULD BEGIN TO CONSIDER THE PROCESS OF SOCIAL INTERACTION TAKING PLACE IN THE COMMUNITY. A STUDY OF OCCUPATIONS AND OF TEENAGE PROBLEMS SUCH AS SEX, ALCOHOL, AND RACE IS RECOMMENDED. GROUP GUIDANCE FOR THE 9TH GRADE IS COMPOSED OF CENTERS ON FOUR MAJOR UNITS. THE FIRST DEALS WITH STUDY SKILLS, ATTEMPTING TO REINFORCE GOOD STUDY HABITS AND TO ACTIVATE MOTIVATION. THE SECOND UNIT IS ENTITLED PERSONALITY-SCHOOL AND COMMUNITY ADJUSTMENT. THE PURPOSE IS TO STRENGTHEN VALUES OF SELF-WORTH, TO REALIZE PERSONAL ASSETS AND LIABILITIES, AND TO DEVELOP SOCIAL SKILLS. VOCATIONAL AND OCCUPATIONAL INFORMATION IS THE SUBJECT OF UNIT III. THE FINAL UNIT, ORIENTATION AND PREPARATION FOR TRANSITION, IS DESIGNED TO HELP STUDENTS ADJUST TO NEW SITUATIONS. ED001672 SUGGESTED TYPICAL CONTENT OUTLINE FOR JUNIOR HIGH SCHOOL GROUP GUIDANCE. APPENDIX E. 1964-00-00 6 N/A 1965 2016-11-22

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No Dropout Prevention Dropout Programs Employment Opportunities Job Training School Community Relationship School Counseling Student Improvement Student Motivation Work Experience Programs CANGEMI, JOSEPH P. FANTINI, MARIO D. New York (Syracuse) MADISON AREA PROJECT New York (Syracuse) Syracuse City School District, NY. THE PROGRAM ATTEMPTED TO ORIENT STUDENTS TO EMPLOYER DEMANDS, PROPER WORK HABITS AND ATTITUDES, AND VOCATIONAL NEEDS OF THE COMMUNITY, AND HOW AND WHERE TO SOLICIT WORK. ALL SEVENTH GRADERS WERE EXPOSED TO THE VOCATIONAL POSSIBILITIES WITHIN THE COMMUNITY AS AN INTEGRAL PART OF THE REGULAR CURRICULUM. IN THE EIGHTH AND NINTH GRADES, POTENTIAL DROPOUTS AT LEAST 14 YEARS OLD WERE GIVEN THE OPPORTUNITY TO ATTEND SCHOOL PART-TIME AND WORK THE REST OF THE SCHOOL DAY. STUDENTS WERE PLACED IN WORK STATIONS CONDUCIVE TO THEIR VOCATIONAL DEVELOPMENT AND INTERESTS. BECAUSE THE PROGRAM EMPHASIZED TRAINING, THE STUDENTS WERE PAID 75 CENTS PER HOUR. A TERMINAL PROGRAM WAS DESIGNED FOR THOSE STUDENTS MARKING TIME UNTIL THEY WERE OF LEGAL AGE TO DROP OUT OF SCHOOL. THE PROGRAM ACQUAINTED THE DROPOUT WITH THE PROCEDURES FOR FINDING AND KEEPING A JOB AND WITH GOOD GROOMING AND PERSONAL HABITS. THE MADISON AREA EMPLOYMENT AGENCY HELPED DISADVANTAGED STUDENTS WHO WERE NOT POTENTIAL DROPOUTS FIND TEMPORARY OR PART-TIME WORK. VOCATIONAL COUNSELING SERVICES FOR OUT-OF-SCHOOLERS WERE OFFERED TO PAST DROPOUTS IN THE MADISON AREA. STUDENTS WERE TOLD REPEATEDLY THAT THE SCHOOL WOULD ALWAYS BE OPEN TO THEM. ED001673 THE MADISON AREA PROJECT. WORLD-OF-WORK TRAINING PROGRAM, PHASE I. 1963-06-00 5 N/A 1965 2016-11-22

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No Cataloging Data Collection Dropout Research Dropouts Information Storage Records (Forms) Resource Materials School Counseling CANGEMI, JOSEPH P. New York (Syracuse) NEW YORK New York New York (Syracuse) THE REGISTRY WOULD CONTAIN INFORMATION CONCERNING SCHOOL DROPOUTS. BECAUSE IT WOULD PROVIDE A CENTRAL COLLECTION POINT OF DROPOUT INFORMATION THROUGHOUT THE SCHOOL DISTRICT, RESEARCH, GUIDANCE AND PLACEMENT OF THESE INDIVIDUALS WOULD BE GREATLY SIMPLIFIED. THE FIRST BASIC FORM PRESENTED CONTAINS ONLY THE NAME, ADDRESS, AGE, LOCATION OF RECORDS AND REASON FOR LEAVING SCHOOL. A SECOND FORM WHICH COULD BE USED IS MORE DETAILED BUT OFFERS THE RESEARCHER AND PLACEMENT DIRECTOR MORE COMPREHENSIVE DATA BECAUSE IT INCLUDES INFORMATION ON STUDENT AND FAMILY BACKGROUNDS IN ADDITION TO BASIC INFORMATION. ED001674 THE CENTRAL REGISTRY OF DROPOUTS. 8 N/A 1965 2016-11-22

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No Disadvantaged Youth Public Schools Social Sciences Social Workers Student Teaching Teacher Education Teacher Interns Teaching Methods Team Teaching Urban Teaching New York (Syracuse) MADISON AREA PROJECT NEW YORK New York New York (Syracuse) THE PROGRAM WILL CONCENTRATE ON EXTENDING SOCIOLOGICAL KNOWLEDGE AND UNDERSTANDINGS THROUGH THE STUDY OF SUCH DISCIPLINES AS SOCIAL PSYCHOLOGY, ANTHROPOLOGY, AND EDUCATIONAL SOCIOLOGY AND PSYCHOLOGY. IN ADDITION, FIRST-HAND LABORATORY EXPERIENCES WITH CULTURALLY DISADVANTAGED CHILDREN IN SCHOOL AND COMMUNITY SITUATIONS WILL SUPPLEMENT THE ACADEMIC PORTION OF SUCH PREPARATION. STUDENT TEACHING WILL NOT BE LIMITED TO ONE CLASSROOM SITUATION. TWO LEVELS OF TEAM TEACHING WILL BE USED, THE TRAINEE WILL BE INCLUDED IN A TEAM COMPOSED OF A VARIETY OF SOCIAL WORKERS, INTERNS WILL BE PLACED WITH A TEAM OF TEACHERS IN A SPECIFIC SUBJECT AREA. ED001675 PREPARATION OF TEACHERS FOR URBAN AREAS. 16 N/A 1965 2016-11-23

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No Administrative Change Dropout Characteristics Dropout Prevention Educational Change Educational Strategies Improvement Programs Resource Materials School Holding Power School Organization Teacher Attitudes Teacher Education MILLER, S.M. New York (Syracuse) New York (Syracuse) Syracuse Univ., NY. Youth Development Center. STUDIES INDICATE THAT WE SHOULD NOT BE THINKING OF "THE" DROPOUT, BUT OF DIFFERENT TYPES OF DROPOUTS IN NEED OF DIFFERENT ENVIRONMENTS AND AID AT DIFFERENT TIMES. CHARACTERISTICS OF THE "HIGH ASPIRERS" AND THE "RETURNEES" ARE GIVEN AS SPECIFIC EXAMPLES. IT IS IMPORTANT FOR TRAINING PROGRAMS TO ACCEPT THE NEEDED DIVERSITY OF TEACHERS AND TO UNCOVER AND DEVELOP THE BASIC STRATEGIES OF THE SUCCESSFUL TEACHER TYPES. SCHOOL SYSTEMS GENERALLY HAVE NOT DEVELOPED THE QUALITIES OF FLEXIBILITY AND ADAPTIVENESS NECESSARY TO DEAL WITH TODAY'S PROBLEMS. SUGGESTIONS ILLUSTRATING STRUCTURAL CHANGES IN SCHOOLS ARE ENUMERATED AND DISCUSSED. MAJOR EMPHASIS SHOULD BE PLACED UPON ENCOURAGING NEW OUTLOOKS AMONG SCHOOL PRINCIPALS AND SUPERINTENDENTS. CHANGES AT THE ADMINISTRATIVE LEVEL ENCOURAGE POSSIBILITIES OF CHANGE AT THE TEACHER LEVEL AND ENGENDER POSITIVE ACTION AMONG THE STUDENTS. THE CLIMATE CREATED BY ORGANIZATIONAL STYLE IS CRUCIAL. THE ATTITUDE CONVEYED BY THE TEACHER TO THE STUDENTS GREATLY AFFECTS HIS SUCCESS. TACTIC, STRATEGY AND STRUCTURE ARE IMPORTANT. THE RESPONSIBILITY FOR SOLUTIONS SHOULD NOT BE PLACED ON THE STUDENT, A PROFESSIONAL SHOULD ASSUME RESPONSIBILITY FOR ACTION NEEDED TO IMPROVE THE SITUATION. ED001676 STRATEGY, STRUCTURE AND VALUES IN SCHOOL PROGRAMS. 10 N/A 1965 2016-11-22

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No Attitude Change Disadvantaged Youth Dropout Prevention Job Placement School Counseling Secondary Education Skill Development Student Improvement Student Motivation Work Experience Programs CANGEMI, JOSEPH P. MADISON AREA PROJECT New York (Syracuse) STEP PROGRAM New York (Syracuse) Syracuse City School District, NY. STEP, THE SCHOOL-TO-EMPLOYMENT PROGRAM, IS A STATE-SPONSORED EXPERIMENTAL PROJECT TO HELP PUPILS IN GRADES 7 THROUGH 10 WHO HAVE BEEN IDENTIFIED AS POTENTIAL DROPOUTS. IT IS DESIGNED TO PUT INTO EFFECT A PROGRAM OF INSTRUCTION AND SCHOOL-SUPERVISED WORK-EXPERIENCE THAT WILL DEVELOP HABITS, ATTITUDES AND SKILLS ENABLING STUDENTS TO OBTAIN SUITABLE EMPLOYMENT WHEN THEY LEAVE SCHOOL, OR TO INCREASE THEIR INTEREST IN COMPLETING THEIR EDUCATION. IN THE MORNING, PUPILS MEET WITH A COORDINATOR FOR HOME-ROOM AND TWO INSTRUCTIONAL PERIODS. EMPHASIS IS ON JOB GUIDANCE AND RELATED SUBJECTS. THEY REPORT FOR WORK EXPERIENCE IN THE AFTERNOON WITH PRIVATE INDUSTRY OR THE SCHOOL SYSTEM AND ARE PAID FOR PREVAILING WAGE STIPEND. THE WORK EXPERIENCE IS FULLY SUPERVISED AND RATED FOR SCHOOL CREDIT. STUDENTS CARRY FIVE SUBJECTS, TWO GIVEN BY THE COORDINATOR, TWO IN A REGULAR SCHOOL PROGRAM AND ONE IN JOB EXPERIENCE. SPECIFIC SCREENING AND TESTING PROCEDURES RECORD PUPIL EXPERIENCES. THE ORGANIZATION OF THE PROGRAM, INCLUDING THE FLOW AND ORGANIZATIONAL CHARTS OF THE DIFFERENT PHASES OF THE STEP OPERATION, IS PRESENTED. SAMPLE REPORTS, FORMS, AND QUESTIONNAIRES FOR TEACHERS, PUPILS, INDUSTRY AND PARENTS CONCLUDE THE REPORT. ED001677 A SCHOOL TO EMPLOYMENT PROGRAM IN SYRACUSE, NEW YORK. 1964-00-00 26 N/A 1965 2016-11-22

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No Black Stereotypes Career Counseling Disadvantaged Youth Dropout Prevention Family School Relationship Remedial Programs Student Motivation Student Needs MILLER, S.M. New York (Syracuse) New York (Syracuse) Syracuse Univ., NY. Youth Development Center. THE CONTRIBUTION OF WHITE-COLLAR FAMILIES TO THE NUMBER OF DROPOUTS HAS BEEN WIDELY IGNORED. THERE HAS ALSO BEEN A STEREOTYPING OF LOW-INCOME YOUNGSTERS THAT COMPLETELY OVERLOOKS THE DIVERSITY AMONG THE AMERICAN POOR. THE FACT THAT JEWISH LOW-INCOME AREAS HAVE HIGH GRADUATION RATES HAS BEEN USED TO CRITICIZE NEGROES AS UNWILLING TO HELP THEMSELVES. THIS CRITICISM IGNORES THE HISTORICAL BASIS OF LITERACY AMONG JEWS. A FURTHER MISLEADING GENERALIZATION IS THE ASSUMPTION THAT PROSPECTIVE DROPOUTS CANNOT LEARN AND ARE ALIENATED FROM SCHOOL. TOO OFTEN THE FAULT LIES WITH TEACHERS AND ADMINISTRATORS, THEY MAY NOT HAVE LEARNED HOW TO DEAL WITH YOUTH WHO DO NOT FIT INTO THE PRESCRIBED CONDITIONS OF SCHOOL LIFE. NINE BASIC REMEDIAL PROGRAMS AIMED AT SOLVING THE DROPOUT PROBLEM ARE CITED. SOME OF THESE INCLUDED PROPAGANDA CAMPAIGNS TO PERSUADE YOUTH TO STAY IN SCHOOL, REMEDIAL READING PROGRAMS TO OVERCOME DEFICIENCIES, ATTEMPTS TO STRENGTHEN THE RELATIONSHIP OF SCHOOL AND FAMILY, AND VOCATIONAL EDUCATION PROGRAMS. WHILE ALL OF THESE REMEDIAL EFFORTS HAVE ATTEMPTED TO SOLVE ONE ASPECT OF THE DROPOUT PROBLEM, THE ARTICLE POINTS TO THE INEFFECTIVENESS OF EACH TO HELP PROSPECTIVE DROPOUTS IN THEIR SPECIAL NEEDS AT AN EARLY STAGE. ED001678 SCHOOL DROPOUTS AND AMERICAN SOCIETY. 1963-00-00 7 N/A 1965 2016-11-22

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No Comparative Analysis Disadvantaged Youth Dropout Programs Dropouts Economic Factors Individual Characteristics Statistical Data Student Attitudes Surveys MILLER, S.M. SALEEM, BETTY L. New York (Syracuse) MADISON AREA PROJECT New York (Syracuse) Syracuse Univ., NY. Youth Development Center. AT LEAST 60 OF THE 625 STUDENTS WHO DROPPED OUT OF THE SYRACUSE, NEW YORK, PUBLIC SCHOOLS IN 1959-60 LATER RETURNED TO SCHOOL, AND MANY GRADUATED. AN ATTEMPT WAS MADE TO DISCOVER WHY THESE STUDENTS RETURNED, WHAT KINDS OF STUDENTS WERE MOST INFLUENCED BY ADVICE TO FINISH HIGH SCHOOL, AND WHICH STUDENTS EXPERIENCED THE MOST PRESSURE TO RETURN. SOME CHARACTERISTICS OF THOSE WHO RETURNED WERE SOUGHT BY COMPARING RETURNEE AND NONRETURNEE DROPOUTS. THIRTY-THREE TABLES ARE PRESENTED BASED ON THE STATISTICS OF THE FINDINGS. RETURNEES WERE GENERALLY CHARACTERIZED BY BETTER ACADEMIC STANDING AND A GREATER DEGREE OF ECONOMIC AND FAMILY STABILITY. BOTH FACTORS WERE SIGNIFICANT FOR GIRLS WHILE ECONOMIC STABILITY PROVED MORE SIGNIFICANT FOR THE BOYS. THE DATA INDICATE THAT RETURNEES ARE NOT CLEARLY DISTINGUISHABLE FROM DROPOUTS. THE TWO GROUPS OVERLAP CONSIDERABLY. WHENEVER RETURNEES WERE "BETTER OFF," SOCIALLY OR ACADEMICALLY, THAN NONRETURNEES, THE DIFFERENTIATION WAS SLIGHT. THE LIMITED SYSTEMATIC DIFFERENCES INDICATE THAT SITUATIONAL AND IDIOSYNCRATIC FACTORS MAY BE OF GREATER IMPORTANCE. THIS FAILURE TO IDENTIFY SIGNIFICANT DIFFERENCES LED TO THE CONCLUSION THAT BETTER COMMUNICATION WITH THE BROAD POPULATION OF DROPOUTS WOULD BE THE MOST EFFECTIVE METHOD OF INCREASING THE NUMBER OF SCHOOL RETURNEES. ED001679 THE NEGLECTED DROPOUT--THE RETURNEE. 1963-07-00 58 N/A 1965 2016-11-22

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No Facilities Followup Studies Improvement Programs Interviews Junior High Schools Observation Program Evaluation Remedial Reading Student Motivation Teacher Attitudes Team Teaching CLAYTON, THOMAS E. AND OTHERS MADISON AREA PROJECT New York (Syracuse) New York (Syracuse) Syracuse Univ., NY. THE STUDY IS BASED ON INTERVIEWS WITH TEACHERS, ADMINISTRATORS, AND STUDENTS AND OBSERVATIONS MADE OF CLASSES. THE OBSERVATIONS ARE COMPARED WITH OBSERVATIONS MADE 2 YEARS BEFORE THE PROGRAM BEGAN. IT IS REPORTED THAT THE CLIMATE OF THE SCHOOL HAS IMPROVED NOTICEABLY. STUDENTS RESPOND WITH GREATER INTEREST AND SPONTANEITY. TEACHER ATTITUDES ARE BETTER, AND MORALE IS HIGH. THE PHYSICAL FACILITIES HAVE BEEN IMPROVED WITH BRIGHT COLORS, LARGE BULLETIN BOARDS, DISPLAYS, BETTER LIBRARY FACILITIES AND NEW FURNITURE. PLAY AREAS AND AN ACOUSTICAL TREATMENT OF ROOMS AND HALLS ARE STILL BADLY NEEDED. TEAM PLANNING AND TEACHING ARE STILL NOT IN FULL SCALE OPERATION BUT HAVE HELPED TEACHERS, NEVERTHELESS, CLINICAL WORK IN READING SEEMS TO HAVE INCREASED THE MOTIVATION OF MANY STUDENTS. ART AND AUDIOVISUAL PROGRAMS ARE REPORTED TO HAVE RESULTED IN THE GREATEST IMPROVEMENT BY AROUSING THE CREATIVITY AND INTEREST OF THE PUPILS. GREATER COOPERATION AND COMMUNICATION AT THE ADMINISTRATIVE LEVEL ARE NEEDED. INSERVICE EDUCATION SHOULD INCREASE TEACHER INTEREST AND PROVIDE MORE PROGRAM FLEXIBILITY. ED001680 FOLLOWUP ANALYSIS OF MADISON JUNIOR HIGH SCHOOL. 1963-06-01 9 N/A 1965 2016-11-22

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No Career Counseling Dropout Characteristics Dropout Prevention Parent Conferences School Community Relationship Student Evaluation Student Motivation Testing Work Experience Programs CANGEMI, JOSEPH P. FANTINI, MARIO D. New York (Syracuse) New York (Syracuse) Syracuse City School District, NY. TWELVE CHARACTERISTIC SYMPTOMS OF STUDENT MALADJUSTMENT ARE LISTED IN AN ATTEMPT TO HELP PARENTS, TEACHERS, AND COUNSELORS TO IDENTIFY THE POTENTIAL DROPOUT. TO INSURE PROPER GUIDANCE AND SUPERVISION OF THE TRAINING PROGRAM, THE SELECTED STUDENTS WILL ATTEND A VOCATIONAL ORIENTATION WEEKEND AND WILL THEN REPORT FOR JOB INTERVIEWS, BEGINNING NEW EXPERIENCES AT THEIR RESPECTIVE TRAINING STATIONS. STUDENTS AND THEIR PARENTS WILL BE INFORMED OF THE RULES AND REGULATIONS OF THE PROGRAM. STUDENTS DELIBERATELY VIOLATING THE MOST SERIOUS REGULATIONS, SUCH AS STEALING FROM AN EMPLOYER, WILL BE DISMISSED FROM THE PROGRAM IMMEDIATELY. STUDENT FOLLOWUP TECHNIQUES WILL INCLUDE--"COUNSELING" - ONE-TO-ONE COUNSELING SESSIONS WILL BE A PART OF EACH STUDENTS' PROGRAM AT LEAST ONCE A WEEK, CONTACTING EMPLOYERS, "REPORTS" - PERTINENT INFORMATION ON EACH STUDENT WILL BE ON FILE IN THE COORDINATOR'S OFFICE, "JOB CHANGES" - A CHANGE OF TRAINING OR ENVIRONMENT WILL BE EFFECTED FOR THE GOOD OF BOTH THE STUDENT AND THE EMPLOYER, "TESTING" - AT THE BEGINNING OF AND END OF THE SCHOOL YEAR, TESTING WILL COMPARE AND DETERMINE THE RELATIVE EFFECTIVENESS OF THE EXPERIENCES, AND "PARENT-TEACHER CONTACTS" - PERIODICALLY, PARENTS AND TEACHERS WILL BE ASKED TO EVALUATE STUDENT BEHAVIOR, PARTICULARLY THAT RELATING TO SCHOOL ADJUSTMENT AND SATISFACTION. TO KNOW AS MUCH AS POSSIBLE ABOUT EACH STUDENT IN THE PROGRAM, INTERVIEWS AND TESTS (INTELLIGENCE, APTITUDE, INTEREST, AND PERSONALITY) WILL BE ADMINISTERED. A TYPICAL STUDENT-TRAINEE DAILY SCHEDULE IS PRESENTED. COMMUNITY SUPPORT, EXPANSION PLANS, AND THE ADVISORY BOARD ARE DISCUSSED. ED001681 WORLD-OF-WORK PROGRAM. SPECIFICS 1963-64. 1964-00-00 10 N/A 1965 2016-11-22

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No Articulation (Speech) Cognitive Development Conferences Curriculum Development Disadvantaged Innovation Language Acquisition Language Patterns Models Teaching Methods Theories FANTINI, MARIO WEINSTEIN, GERALD Illinois (Urbana) ILLINOIS Illinois Illinois (Urbana) AN APPROACH TO THE PROBLEM OF INCREASING THE SUPPLY OF IDEAS FOR TEACHING DISADVANTAGED CHILDREN WAS CONSIDERED. A BASIC PROBLEM IN WORKING WITH DISADVANTAGED CHILDREN IS THAT OF OVERCOMING THEIR RESTRICTED, CONTENT-ORIENTED LANGUAGE STYLE. WORKING CLASS CHILDREN USUALLY INTERPRET THINGS AROUND THEM AS SIMPLE, CONCRETE, DISCONNECTED, ISOLATED OBJECTS WITH NO INTER-RELATIONSHIP. IT IS THE RESPONSIBILITY OF THE TEACHER TO GUIDE THESE CHILDREN INTO AN ARTICULATION OR ELABORATION OF THE QUALITIES AND DIMENSIONS OF A PHENOMENON, THEREBY MOVING THEM AWAY FROM THE CONCRETE AND INTO THE REALM OF THE ABSTRACT. A MODEL PROCESS IS PRESENTED WHICH IS INTENDED TO AID TEACHERS WHO ARE SEEKING TO INCREASE ARTICULATION. ED001682 TOWARD A PRESCRIPTIVE THEORY FOR TEACHING THE DISADVANTAGED. (TITLE SUPPLIED). 1965-04-13 30 N/A 1965 2016-11-23

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No Allied Health Personnel Educational Needs Group Instruction Inservice Teacher Education Junior High Schools Mental Health Programs Parent Education Prevention Psychologists School Counseling School Health Services Social Workers NASH, KERMIT B. MADISON AREA PROJECT New York (Syracuse) New York (Syracuse) Syracuse City School District, NY. THE MENTAL HEALTH SERVICES BEGAN IN SEPTEMBER 1963 AT MADISON JUNIOR HIGH SCHOOL, IRVING ELEMENTARY SCHOOL, AND CROTON ELEMENTARY SCHOOL. THE PROGRAM WAS DIVIDED INTO TWO BROAD CATEGORIES--PREVENTIVE SERVICE AND DIRECT SERVICE. THE PREVENTIVE SERVICES FOCUSSED INTERPRETATIONS OF MENTAL HEALTH THROUGH INSERVICE TRAINING PROGRAMS FOR TEACHERS, GROUP DISCUSSIONS IN THE AREA OF MENTAL HEALTH FOR STUDENTS, AND A PARENT EDUCATION PROGRAM. THE DIRECT SERVICES WERE PROVIDED BY PROFESSIONAL CONSULTANTS WORKING WITH TEACHERS, PRINCIPALS, PUPILS, PARENTS, AND GUIDANCE COUNSELORS. THE RESPONSIBILITY FOR COORDINATION WAS GIVEN TO THE PSYCHIATRIC SOCIAL WORKER. EACH SCHOOL WAS ALLOWED, UNDER THE DIRECTION OF THE TEAM CHAIRMAN AND ADMINISTRATOR, TO DEVELOP A PROGRAM WHICH SEEMED MOST SUITED TO ITS NEEDS. MONTHLY MEETINGS WERE HELD TO ENCOURAGE GREATER INTERCHANGE OF STAFF EXPERIENCES. SOME OF THE PROBLEMS WHICH CONFRONTED THE MENTAL HEALTH PROGRAMS IN MADISON JUNIOR HIGH SCHOOL FOR THE 1963-64 YEAR WERE--THE LACK OF COMMUNICATIONS BETWEEN ADMINISTRATOR AND CLINICAL PERSONNEL, A DIFFERENCE IN THE FRAME OF REFERENCE DUE TO THE DIFFERENT ORIENTATION OF MENTAL HEALTH PERSONNEL AND SCHOOL PERSONNEL, THE AMBIGUOUSNESS OF CLINICAL PERSONNEL ROLES AND THE UNREALISTIC EXPECTATIONS HELD BY BOTH CLINICAL AND SCHOOL PERSONNEL REGARDING PROGRAM OUTCOME. ED001683 MENTAL HEALTH SERVICES AT MADISON AREA PROJECT SCHOOLS, SEPTEMBER 1963 - JUNE 1964. 1964-00-00 51 N/A 1965 2016-11-22

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No Aspiration Dropout Characteristics Dropout Research Dropouts Interviews Parent Attitudes Student Attitudes Student Motivation Surveys Unemployment HARRISON, IRA E. MILLER, S.M. DISTRICT OF COLUMBIA District of Columbia AN INTERVIEW WAS CONDUCTED INVOLVING 50 BOYS (37 WHITE AND 13 NEGRO) UNDER 18 YEARS OF AGE WHO LEFT SCHOOL AND WERE HAVING DIFFICULTY OBTAINING OR KEEPING JOBS. THE PURPOSE OF THE PROJECT WAS TO DISCOVER THEIR ATTITUDES TOWARD SCHOOL LIFE, AUTHORITIES AND PARENTS AS WELL AS THEIR PERSONAL ASPIRATIONS AND PROBLEMS. IN RESPONSE TO A SERIES OF QUESTIONS ABOUT SCHOOL, THE BOYS INDICATED THAT THEY WERE PUSHED OUT OF SCHOOL, DUE TO TEACHER MISINTERPRETATIONS. A HIGH SCHOOL DIPLOMA WAS RECOGNIZED AS A NECESSARY CREDENTIAL FOR MANY JOBS, THOUGH NOT AS AN AID IN THE PERFORMANCE OF THESE JOBS. THE DROPOUTS FOUND GREAT DIFFICULTY IN LINKING THE "NOW" WORLD, THAT OF PRESENT CONDITIONS, TO THAT OF THE "IF" WORLD OF POSSIBLE CONDITIONS. PARENTS SHARED THE SAME ORIENTATION TO JOBS AS DID THE BOYS. THE BOYS FELT THAT EXTERNAL CAUSES OVER WHICH THEY HAD LITTLE CONTROL WERE RESPONSIBLE FOR THE PROBLEMS THEY FACED. THEY SEEMED TO RESPOND TO CRITICISM IN A VERY PERSONAL WAY. ED001684 TYPES OF DROPOUTS--"THE UNEMPLOYABLES." 1963-03-00 27 N/A 1965 2016-11-22

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No Employer Employee Relationship High School Students Job Training Occupational Information Program Evaluation Student Attitudes Work Experience Programs New York (Syracuse) MADISON AREA PROJECT STEP PROGRAM New York (Syracuse) Syracuse City School District, NY. TWENTY STUDENTS AT CENTRAL HIGH SCHOOL WHO PARTICIPATE IN THE SCHOOL-TO-EMPLOYMENT PROGRAM SHARE THEIR THOUGHTS AND EXPERIENCES. COMMENTS BY THE STUDENTS INDICATE THE FRIENDLINESS OF EMPLOYERS, THE SUCCESS OF THE STEP PROGRAM, AND A GRATEFULNESS FOR BEING INVOLVED IN A JOB TRAINING EXPERIENCE. THE FOLLOWING ARE AMONG THE MANY DIFFERENT JOBS WHICH STUDENTS GAINED THROUGH THE WORK-STUDY PROGRAM--OFFICE ASSISTANT TO A PROFESSOR AT SYRACUSE UNIVERISTY, PAGE AT THE PUBLIC LIBRARY, COOK'S HELPER IN A UNIVERSITY KITCHEN, SALESLADY AT A DEPARTMENT STORE, SCHOOL OFFICE AID, TYPIST AT THE CITY HALL, AND STOCKBOY AT A GENERAL STORE. ED001685 SCHOOL-TO-EMPLOYMENT PROGRAM JOURNAL. 1965-00-00 1 N/A 1965 2016-11-23

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No Grade 7 Grade 8 Junior High Schools Language Arts Reading Programs Reading Skills Skill Development Student Motivation Test Results BYRD, CHARLENE H. NEW YORK New York (Syracuse) MADISON AREA PROJECT New York New York (Syracuse) A REALISTIC LOOK AT STANDARDIZED TEST RESULTS AND EARLY OBSERVATION OF STUDENT PERFORMANCE IN SILENT AND ORAL READING SITUATIONS REVEALED THAT THE MAJORITY OF THE 7TH AND 8TH GRADE PUPILS WERE DISABLED READERS. SIX SPECIFIC AIMS WERE--REFINING COMPREHENSION SKILLS, EXTENDING INTERESTS AND RECOGNITION SKILLS, IMPROVING READING, STRENGTHENING WORD RECOGNITION SKILLS, IMPROVING ORAL READING ABILITY, BUILDING VOCABULARY, TEACHING STUDENTS TO FOLLOW WRITTEN AND ORAL DIRECTIONS INDEPENDENTLY, AND IMPROVING STUDY SKILLS. IT IS REPORTED THAT MUCH HAS BEEN ACCOMPLISHED TOWARD FINDING EFFECTIVE WAYS TO EXTEND THE ELEMENTARY SCHOOL READING PROGRAM INTO A SEQUENTIAL PROGRAM SUITABLE FOR JUNIOR HIGH SCHOOL. ON THE 7TH GRADE LEVEL, PUPIL'S STRENGTHS AND WEAKNESSES IN ENGLISH WERE TESTED DIAGNOSTICALLY. THE STUDENTS WERE THEN PLACED IN GROUPS ACCORDING TO THEIR RESPECTIVE SCORES. INSTRUCTIONAL MATERIALS USED INCLUDED ENGLISH 2600, CORONET PROGRAMMED LEARNERS, THE WEBSTER READING LABORATORY, AND SUPPLEMENTARY PAPERBACKS. MOVEMENT OF THE CHILDREN TOOK PLACE QUARTERLY. MOTIVATION INCREASED WHEN STUDENTS WERE INFORMED OF THE LEVEL AT WHICH THEY WERE READING. THE PROGRAM WAS INDIVIDUALIZED AS MUCH AS POSSIBLE. THE 8TH GRADE READING PROGRAM WAS SIMILAR TO THAT OF THE 7TH WITH RESPECT TO PRETESTING, GROUPING, MOTIVATION, AND INDIVIDUALIZED EMPHASIS, BUT USED THE S.R.A. READING LABORATORY MATERIALS. THE MADISON SCHOOL READING CLINIC INVOLVED APPROXIMATELY 30 PUPILS DURING THE 1963-64 SCHOOL YEAR. CONCEPTS AND VOCABULARIES WERE BUILT THROUGH UNIT STUDIES AND AIDED BY SUCH DEVICES AS THE TAPE RECORDER, PROGRESS CHARTS, GRAPHS, WALL CHARTS, CUMULATIVE FILE CARDS, AND VOCABULARY FILE BOXES. ED001686 THE READING PROGRAM--AN OVERVIEW. APPENDIX A. 1964-00-00 14 N/A 1965 2016-11-22

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No Employment Opportunities Job Placement Potential Dropouts Program Guides School Counseling Special Programs Terminal Education CANGEMI, JOSEPH P. MADISON AREA PROJECT NEW YORK New York (Syracuse) New York New York (Syracuse) STUDENTS IDENTIFIED AS "HARD-CORE" FUTURE DROPOUTS BY COUNSELORS, TEACHERS, AND SCHOOL ADMINISTRATORS SHOULD BE GROUPED TOGETHER FOR A COMPREHENSIVE, SHORT-TERM COURSE. SOME OF THE REALISTIC OBJECTIVES OF A TERMINAL PROGRAM FOR POTENTIAL DROPOUTS ARE--TO PREPARE STUDENTS WHO ARE DROPPING OUT OF SCHOOL FOR IMMEDIATE EMPLOYMENT, TO FAMILIARIZE STUDENTS WITH VARIOUS MEANS AND AGENCIES THAT CAN HELP THEM OBTAIN FULL-TIME AND PART-TIME WORK, TO PREPARE STUDENTS FOR JOB INTERVIEWS, TO EXPOSE STUDENTS TO PROCEDURES NEEDED FOR OBTAINING EMPLOYMENT CREDENTIALS, TO MAKE STUDENTS AWARE OF STATE LABOR LAWS AND EQUIVALENCY TESTS, AND TO LEAVE STUDENTS WITH KNOWLEDGE OF POSSIBLE PROCEDURES FOR REENTRY INTO THE SCHOOL PROGRAM. THE FOLLOWING IS A LIST OF UNITS RECOMMENDED FOR INCLUSION IN A TERMINAL PROGRAM--HOW TO FIND A JOB, HOW TO APPLY FOR A JOB, THE JOB INTERVIEW, HOW TO OBTAIN WORKING PAPERS, EMPLOYEE-EMPLOYER RELATIONS, EMPLOYEE RESPONSIBILITIES, RETIREMENT PLANS, BANKING AND SAVING, HOW TO COMPLETE INCOME TAX FORMS, UNION AND NON-UNION MEMBERSHIP, APPRENTICESHIP TRAINING PROGRAMS, AND THE ARMED FORCES. ED001687 A SHORT-TERM TERMINAL COURSE FOR POTENTIAL DROPOUTS. 5 N/A 1965 2016-11-22

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No Compensatory Education Disadvantaged Youth Enrichment Junior High Schools Program Evaluation Special Programs Student Improvement Student Motivation Student Needs Work Experience Programs BONGO, JOSEPH MADISON AREA PROJECT New York (Syracuse) New York (Syracuse) Syracuse City School District, NY. THE PROJECT'S PURPOSE IS TO EDUCATE CHILDREN TO THEIR FULLEST POTENTIAL, ENABLING THEM TO ACCEPT PROMISING OPPORTUNITIES AS THEY ARISE. THE GOALS ARE SIMILAR TO THOSE OF MOST OTHER SCHOOLS, BUT THE PROJECT DIFFERS WITH RESPECT TO THE PROCESS OF EDUCATION. SOME OF THE CHANGES IN PROCESS BEGUN DURING THE FIRST YEARS OF THE PROGRAM INCLUDED--THE ADDITION OF COMPENSATORY SERVICES AND GREATER NUMBERS OF STAFF PERSONNEL, THE DEVELOPMENT OF A MECHANICAL SCHEDULE WITH FLEXIBILITY TO MEET EDUCATIONAL NEEDS, THE IMPLEMENTATION OF NEW PROGRAMS SUCH AS TEAM TEACHING, PERSONALITY GROUPING, GROUP GUIDANCE, AUDIO-VISUAL PROGRAMS, A WORLD-OF-WORK PROGRAM, INSERVICE TEACHER TRAINING, AND PROGRAMED INSTRUCTION, AND AN IMPROVED IN-SCHOOL CLIMATE. INDICATIONS OF GROWTH WITHIN THE PROJECT DURING THE 1963-64 YEAR WERE--INCREASED ATTENDANCE, A DECREASED DROPOUT RATE, AND IMPROVED ACADEMIC STANDING BASED ON DIAGNOSTIC TESTS IN ARITHMETIC, ENGLISH, AND SOCIAL STUDIES. REPORTS BY STAFF MEMBERS ALSO INDICATED SUCCESS AND GROWTH OF SCHOOL PROGRAMS SUCH AS GROUP GUIDANCE, AFTER-SCHOOL ACTIVITIES, FIELD TRIPS AND CULTURAL ENRICHMENT, PERSONALITY GROUPING, AUDIO-VISUAL ACTIVITIES, LIBRARY SERVICES, AND A WORK EXPERIENCE PROGRAM. ED001688 PURPOSE, PROCESS, AND PRODUCT AS IT RELATES TO MADISON JUNIOR HIGH SCHOOL, A REPORT OF THE 1963-64 SCHOOL YEAR. 1964-00-00 21 N/A 1965 2016-11-22

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No Dropout Prevention High School Students Job Placement Program Evaluation School Community Relationship Statistical Data Work Experience Programs California (Los Angeles) California (Los Angeles) Los Angeles City Schools, CA. WORK EXPERIENCE EDUCATION ENABLES THE HIGH SCHOOL STUDENT TO BE EMPLOYED UNDER SCHOOL SUPERVISION WHILE CONTINUING HIS EDUCATION IN SCHOOL. THE REPORT POINTS OUT THE SUCCESS AND THE BENEFITS OF SUCH A PROGRAM TO THE STUDENT, THE EMPLOYER AND THE COMMUNITY. THE EVALUATION IS BASED ON THE SCHOOL YEAR 1960-61 AND 4,900 STUDENTS AND 43 HIGH SCHOOLS IN THE LOS ANGELES SCHOOL SYSTEM PARTICIPATED. STUDENT BENEFITS WERE--A REDUCTION OF THE "NO EXPERIENCE" PROBLEM, RECEIPT OF GENERAL EDUCATION WHILE LEARNING TO WORK WITH OTHERS, THE PRACTICAL APPLICATION OF LEARNED SKILLS, AND THE EARNING OF SPENDING MONEY. DATA FROM THE EMPLOYMENT SERVICE SHOWED THAT 6,124 JOB ORDERS WERE REFERRED TO HIGH SCHOOL EMPLOYMENT OFFICES WITH 404 FIRMS OFFERING JOBS. STUDENTS (177) WERE INTERVIEWED IN THE OFFICE WHILE 164 STUDENTS WERE REFERRED DIRECTLY TO EMPLOYERS. SIXTY-EIGHT WERE PLACED IN JOBS IN THE 1960-61 SCHOOL YEAR. ED001689 REPORT ON WORK EXPERIENCE EDUCATION, SCHOOL YEAR 1960-61. 1961-00-00 12 N/A 1965 2016-11-22

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No Community Action Dropout Programs Enrichment Activities Public Schools Remedial Programs School Counseling Skill Development Special Programs Student Improvement Tutoring Volunteers ENGEL, GERALD LEAKE, DELIAH B. Missouri (Saint Louis) Missouri (Saint Louis) United Presbyterian Church in the U.S.A., St. Louis, MO. Youth Development and Vocational Training Office. THE TRAINING PROGRAM IS ADMINISTERED BY THE ST. LOUIS PRESBYTERY AS A THREE YEAR DEMONSTRATION PROGRAM AND IS FINANCED BY A $56,000 GRANT FROM THE UNITED PRESBYTERIAN WOMEN. IN THE FIRST EIGHTEEN MONTHS FIVE CENTERS FOR TUTORING, LOCATED IN VARIOUS PRESBYTERIAN CHURCHES, WERE ORGANIZED ON A NONSECTARIAN BASIS AND WERE OPENED TO CHILDREN ATTENDING SCHOOL IN THE IMMEDIATE NEIGHBORHOOD. EFFORTS WERE MADE TO ESTABLISH RELATIONSHIPS WITH MINISTERS, CONGREGATIONS, DIRECTORS OF CHRISTIAN EDUCATION, PROFESSIONAL AND NONPROFESSIONAL AGENCIES, SCHOOLS AND BOARDS OF EDUCATION, AND EMPLOYMENT AGENCIES. RELATIONSHIPS WITH ACTUAL DROPOUTS WERE ESTABLISHED THROUGH CHURCH AGENCIES. THE PROGRAM IS OPERATED BY VOLUNTEERS TRAINED IN WORKING WITH POTENTIAL AND ACTUAL DROPOUTS. SPECIALISTS IN ACADEMIC FIELDS ARE UTILIZED FOR SUPERVISED STUDY HALLS. SPECIALISTS IN EDUCATION, PSYCHOLOGY, COUNSELING, RELIGION AND SOCIAL WORK CONSTITUTE THE BEST RESOURCES FOR TRAINING. VARIOUS SERVICES ARE PROVIDED IN THE CENTERS. TUTORING CLASSES HELP CHILDREN WITH HOMEWORK AND STUDY IN BASIC LANGUAGE AND ARITHMETIC SKILLS. REMEDIAL READING PROGRAMS ATTEMPT TO MAKE READING MORE ENJOYABLE FOR CHILDREN. CREATIVE ACTIVITIES AND TRIPS PROVIDE CULTURAL ENRICHMENT. A SUMMER PROGRAM FOR OLDER ELEMENTARY STUDENTS PROVIDES EXPERIENCES IN PLANNED RECREATION, SINGING AND CRAFTS. A PRESCHOOL PROGRAM ENABLES CHILDREN TO ADAPT BETTER TO SCHOOL LIFE. VOCATIONAL GUIDANCE AND PLACEMENT SERVICE, AS WELL AS VOCATIONAL SKILLS CLASSES, HAVE BEEN PROVIDED FOR HIGH SCHOOL STUDENTS. ED001690 A POTENTIAL AND ACTUAL SCHOOL DROPOUT PROJECT. 1964-05-00 29 N/A 1965 2016-11-22

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No Dropout Characteristics Dropout Prevention Extracurricular Activities Resource Materials School Counseling Student Attitudes Student Motivation Student Needs Work Study Programs MOORE, JAMES W. New York (Albany) New York (Albany) New York State Education Dept., Albany. AFTER THE SCHOOL HAS COMMITTED ITSELF TO REDUCING THE NUMBER OF DROPOUTS, PERSONNEL MUST FORMULATE A PLAN OF ACTION. THE FOLLOWING SUGGESTIONS ARE MADE--START SMALL, WORK TOGETHER, TAKE YOUR TIME, MEET REGULARLY, GET OUTSIDE HELP, REPORT PROGRESS AND EVALUATE RESULTS. THE PROGRAM FOR REGULAR STUDENTS SHOULD NOT BE NEGLECTED. A CHECKLIST IS INCLUDED TO HELP IN IDENTIFYING THE SCOPE OF THE PROBLEM. A SECOND EVALUATION CHECKLIST MAY BE USED TO AID IN THE SYSTEMATIC IDENTIFICATION OF POTENTIAL DROPOUTS. BECAUSE THE CAUSE OF DROPPING OUT VARIES WITH EACH STUDENT, EACH CASE MUST BE TREATED INDIVIDUALLY. AN UNDERSTANDING OF STUDENT PROBLEMS IS NECESSARY FOR BETTER COUNSELING. A WORK-STUDY PROGRAM AND EXTRACURRICULAR ACTIVITIES ARE SUGGESTED. PARENTS SHOULD BE INFORMED AND CONSULTED ABOUT THEIR CHILDREN. IF A STUDENT LEAVES SCHOOL DESPITE EFFORTS TO RETAIN HIM, JOB ADVICE AND COUNSELING SHOULD BE MADE READILY AVAILABLE TO HIM. DROPOUTS SHOULD BE CONVINCED OF THE CONTINUING INTEREST OF THE SCHOOL IN THEIR PROGRESS. SCHOOL PERSONNEL SHOULD MAKE CLEAR THEIR READINESS TO READMIT DROPOUTS WITHOUT CENSURE. ED001691 HOW HIGH SCHOOLS CAN REDUCE THEIR DROPOUT RATE--AN ACTION GUIDE. 1964-00-00 25 N/A 1965 2016-11-22

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No Ability Grouping Disadvantaged Youth Improvement Programs Junior High Schools Program Guides Remedial Programs School Personnel Specialists Student Improvement Student Motivation Teaching Methods BONGO, JOSEPH KENNEDY, ELEANOR MADISON AREA PROJECT PROJECT ABLE New York (Syracuse) New York (Syracuse) Syracuse City School District, NY. PROJECT ABLE, A STATE-WIDE PROGRAM TO PROVIDE BETTER EDUCATIONAL SERVICES FOR CULTURALLY DISADVANTAGED STUDENTS, WAS ADOPTED BY AN INNER-CITY JUNIOR HIGH SCHOOL IN SYRACUSE, NEW YORK. SPECIAL STAFF USED WERE--INSTRUCTIONAL SPECIALISTS, A READING CLINICIAN, AN AUDIOVISUAL COORDINATOR, A SCHOOL SOCIAL WORKER, A VOCATIONAL AND PLACEMENT COORDINATOR, AND GUIDANCE COUNSELORS. THE BASIC TECHNIQUES USED TO IMPROVE THE EDUCATIONAL OPPORTUNITIES OF THESE DISADVANTAGED YOUTHS WERE--ACTIVE STUDENT PARTICIPATION IN THE CLASSROOM, TEAM PLANNING, A NONGRADED SYSTEM, GROUP GUIDANCE, INTENSIVE INDIVIDUAL COUNSELING, PARENT CONFERENCES, FIELD TRIPS, CULTURAL PROGRAMS AND STUDENT SELF-CONCEPT DEVELOPMENT. THE PROGRAM COMPLEMENTED COURSE STUDY IN A NUMBER OF WAYS. REMEDIAL AND DEVELOPMENTAL READING WAS TAUGHT IN ALL THREE GRADES (7TH, 8TH AND 9TH). TWO AREAS, SPEECH AND MUSIC, INVOLVED SPECIALISTS WHO MET PERIODICALLY WITH STUDENTS. STUDENTS WERE GROUPED ACCORDING TO ABILITY LEVEL IN WRITING CLASSES. ASSEMBLIES, AWARDS, CLUBS, AND CULTURAL EXPERIENCES WERE USED TO ENHANCE STUDENTS' SELF-CONCEPTS. ED001692 PROJECT ABLE. 1965-02-00 21 N/A 1965 2016-11-22

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No Audiovisual Aids Bilingual Schools Bilingualism Curriculum Development Elementary Education Language Arts Linguistics Non English Speaking Reading Spanish Americans Spanish Speaking Teacher Workshops Ford Foundation MIAMI BILINGUAL PROGRAM FLORIDA Florida (Miami) Florida Florida (Miami) IN THE BILINGUAL SCHOOL, ONE OF FOUR PARTS OF THE BILINGUAL PROGRAM, NONENGLISH SPEAKING PUPILS AT ALL LEVELS ARE CLASSIFIED ON THE BASIS OF THEIR PROFICIENCY IN ENGLISH AND GROUPED HOMOGENEOUSLY ACCORDING TO THEIR LANGUAGE ABILITY. ENGLISH IS PRESENTED AS A SECOND LANGUAGE. AUDIOLINGUAL TECHNIQUES ARE EMPHASIZED, BUT READING AND WRITING ALSO RECEIVE ATTENTION. A STUDENT ADVANCES ACCORDING TO HIS ABILITY. THE SCHOOL BEGAN IN 1963 WITH SUMMER WORKSHOPS FOR TEACHER TRAINING AND MATERIALS DEVELOPMENT. SIXTEEN GROUPS OF FIRST, SECOND, THIRD AND FOURTH GRADE PUPILS, HALF OF WHOM ARE NATIVE SPEAKERS OF SPANISH AND HALF, NATIVE SPEAKERS OF ENGLISH, ARE INVOLVED IN THE SCHOOL PROGRAM. TEACHERS AND PUPILS WORK IN THEIR OWN LANGUAGE FOR APPROXIMATELY HALF THE DAY AND IN THE SECOND LANGUAGE FOR THE OTHER HALF. EXCEPT FOR THE USE OF BOTH ENGLISH AND SPANISH AS INSTRUCTIONAL MEDIA, THE INSTRUCTIONAL PROGRAM IS COMPARABLE TO THAT OF OTHER MIAMI ELEMENTARY SCHOOLS. OTHER PARTS OF THE FORD FOUNDATION PROJECT (TO EXPIRE ON DECEMBER 31, 1965) ARE-- (1) THE PREPARATION OF LANGUAGE AND READING MATERIALS FOR INTENSIVE USE WITH CHILDREN ENTERING SCHOOL ABLE TO SPEAK ENGLISH OR TO READ OR WRITE IN EITHER THEIR VERNACULAR OR ENGLISH, (2) AN ADAPTATION OF THE LANGUAGE TEXTBOOKS (FRIES AMERICAN ENGLISH SERIES) ORIGINALLY DEVELOPED FOR PUERTO RICAN CHILDREN, AND (3) THE PREPARATION OF GUIDE AND AUDIOVISUAL MATERIALS FOR TEACHERS OF NONENGLISH SPEAKING PUPILS. ED001693 THE MIAMI BILINGUAL PROGRAM. 1965-06-00 5 N/A 1965 2016-11-22

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No Bilingual Schools Curriculum Development Elementary Education Linguistics Non English Speaking Reading Materials Structural Linguistics Teaching Methods Vocabulary ROBINETT, RALPH F. Florida (Miami) Ford Foundation MIAMI BILINGUAL PROGRAM Florida (Miami) Dade County Public Schools, Miami, FL. THE BILINGUAL SCHOOL ORGANIZED IN DADE COUNTY, FLORIDA, INCORPORATES A LANGUAGE AND READING PROGRAM EMPHASIZING STRUCTURAL LINGUISTICS. THE SPECIAL READER SERIES BEING UTILIZED, THE "MIAMI LINGUISTIC READERS" SERIES, HAS BEEN DEVELOPED AROUND TEN MAJOR LINGUISTIC AND PEDAGOGICAL PREMISES. THE MATERIAL MUST DEAL WITH TOPICS INTERESTING TO THE CHILDREN AND REFLECT THEIR LANGUAGE FORMS. THE CHILD SHOULD HAVE AURAL-ORAL CONTROL OF THE MATERIAL HE IS EXPECTED TO READ. THE DEVELOPMENT OF BEGINNING READING MATERIAL SHOULD FOCUS ON THE SKILLS INVOLVED IN THE PROCESS OF READING. SOUND SYMBOL PRESENTATIONS SHOULD BE IN TERMS OF SPELLING PATTERNS RATHER THAN INDIVIDUAL LETTER SOUNDS. THE GRAMMATICAL STRUCTURE AND VOCABULARY SHOULD BE CONTROLLED, AND THE CHILD SHOULD LEARN TO READ BY STRUCTURES. WRITING EXPERIENCES SHOULD REINFORCE THOSE OF LISTENING, SPEAKING, AND READING. THE MATERIALS SHOULD BE ORGANIZED SO THE LEARNER MAY ACHIEVE SUCCESS AS HE PROGRESSES THROUGH THE MATERIALS. IN A COMPLETE SENSE, THE PROGRAM TEACHES ENGLISH AS A SECOND LANGUAGE. EACH OF THE PREMISES IS DISCUSSED IN DETAIL WITH REFERENCE MADE TO THE READER SERIES. ED001694 A "LINGUISTIC" APPROACH TO BEGINNING READING FOR BILINGUAL CHILDREN. 1965-05-00 21 N/A 1965 2016-11-22

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No Bilingual Schools Elementary Education English Instruction Linguistics Non English Speaking Reading Materials Textbook Content Textbooks ROJAS, PAULINE M. AND OTHERS Florida (Miami) MIAMI LINGUISTIC READERS MIAMI BILINGUAL PROGRAM Florida (Miami) Dade County Public Schools, Miami, FL. THE EXPERIMENTAL EDITION OF "NAT THE RAT" REPRESENTS LEVEL TWO OF THE "MIAMI LINGISTIC READERS" DESIGNED TO BE USED IN TEACHING BEGINNING READING TO PUPILS WHOSE PRESCHOOL LANGUAGE WAS OTHER THAN ENGLISH. THE FIVE MAJOR CHARACTERS IN THE STORY ARE INTRODUCED ON THE FIRST FIVE PAGES OF THE PUPILS' BOOK. ILLUSTRATIONS (BLACK AND WHITE) TO REINFORCE THE VOCABULARY ARE SHOWN ON THE SUCCEEDING PAGES. AT THE END OF THE BOOK, NEW WORDS INTRODUCED IN THE STORY ARE LISTED BY PAGE NUMBER. THE STORY INVOLVES NAT RAT, KING KIM, CAB CAT, RAB RABBIT, AND PAP PIG, AND TAKES PLACE IN AND ABOUT THE KING'S CASTLE. OTHER READERS IN THE SERIES ARE--"BIFF AND TIFF,""KIT KIT AND THE CATFISH," TUG DUCK AND BUZZ BUG,""THE SACK HUT,""ON THE ROK IN THE POND,""THE PICNIC SHIP,""HOT CORN MUFFINS,""THE CAMPING TRIP" AND "THE MAGIC BEAN." ED001695 NAT THE RAT - PUPIL'S BOOK. (TITLE SUPPLIED). 1964-00-00 33 N/A 1965 2016-11-22

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No Bibliographies Bilingual Schools Elementary Education English Instruction Linguistics Material Development Reading Materials Florida (Miami) MIAMI LINGUISTIC READERS Florida (Miami) Dade County Public Schools, Miami, FL. NAMES AND ADDRESSES OF THE SCHOOLS USING THE "MIAMI LINGUISTIC READERS" SERIES AND THE NAMES OF TEACHER REPRESENTATIVES AND COORDINATORS FOR EACH GROUP IN THE OUT-OF-STATE FIELD TRIAL (1964-65) ARE LISTED. REPRESENTATIVES WERE FROM ARIZONA, CALIFORNIA, PUERTO RICO, COLORADO, NEW MEXICO, AND TEXAS. ED001696 PARTICIPANTS 1964-1965 OUT OF STATE FIELD TRIAL, FIRST YEAR MATERIALS, MIAMI LINGUISTIC READERS. 1965-00-00 2 N/A 1965 2016-11-22

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No Bilingualism Language Arts Listening Habits Mental Retardation Primary Education Skill Development Speech Improvement Teacher Effectiveness Teaching Guides Teaching Methods SMITH, MARY LOUISE Alameda County School Dept., Hayward, CA. ALTHOUGH INTENDED PRIMARILY FOR KINDERGARTEN AND PRIMARY TEACHERS, THE SUGGESTIONS FOR LESSONS SHOULD PROVE USEFUL (BY CHANGE IN VOCABULARY AND APPROACH) TO MIDDLE AND UPPER GRADE CHILDREN HAVING DIFFICULTY WITH SOUND DISCRIMINATION. LESSONS SHOULD PROVE HELPFUL TO TEACHERS OF BILINGUAL OR MENTALLY RETARDED PUPILS. IT IS HELD THAT "HOW TO LISTEN" IS ONE OF THE MOST IMPORTANT AND DIFFICULT SUBJECTS TO MASTER, YET SELDOM GIVEN SPECIFIC ATTENTION IN THE SCHOOLS. LISTENING IS THE MOST DIFFICULT OF THE LANGUAGE ARTS. IT RESEMBLES READING BUT REQUIRES KEENER PERCEPTION TO INTERPRET INFLECTION, INTENSITY, GESTURE, AND FACIAL EXPRESSION. THE PURPOSES OF THE LESSONS ARE TO DEVELOP MORE ATTENTIVE LISTENING, TO IMPROVE SPEECH-SOUND PERCEPTION AND TO IMPROVE THE ABILITY TO FOLLOW DIRECTIONS. THE SUBJECT MATTER FOR LISTENING IS THAT OF EVERY DAY CLASSROOM WORK IN ALL SUBJECTS. TEACHERS SHOULD ENCOURAGE QUESTIONS AND DISCUSSION AT THE END OF THE LESSON TO PROMOTE RETENTION AND REAL LEARNING. GOOD LISTENING IS A CREATIVE ACT REQUIRING ANTICIPATION, PREPARATION, ALERTNESS, AND UNDERSTANDING. HINDRANCES TO GOOD LISTENING INCLUDE POOR SEATING, POOR VENTILATION, FATIGUE, POOR LIGHT, MAY BE CAUSED BY EGOCENTRICITY, PREJUDICE, A LACK OF INTEREST DUE TO LIMITED EXPERIENCES, AND A LACK OF READINESS FOR ABSTRACT THINKING. THE LESSONS GIVEN INCLUDE A COMPARISON OF "F-V" SOUNDS, A COMPARISON OF "T-D" SOUNDS, AUDITORY DISCRIMINATION BETWEEN "S-Z" SOUNDS, ATTENTION TO "W" AND "WH" WORDS AND "ED" ENDINGS, AND THE BUILDING OF RHYMING WORK LISTS. ED001697 LISTENING HABITS AND SPEECH SOUND DISCRIMINATION DEVELOPED THROUGH A MULTIPLE SENSORY APPROACH. 1962-00-00 52 N/A 1965 8/17/2004 22:18:22 DISA1965

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No Bilingual Schools Elementary Education English Instruction Language Arts Non English Speaking Skill Development Teaching Methods California (Fresno) California (Fresno) Fresno County Schools, CA. THE PROBLEM INVOLVED WITH TEACHING BILINGUAL CHILDREN IS THEIR POSITION IN TWO WORLDS, THOSE OF ENGLISH AND SPANISH. TO HELP THESE CHILDREN, ACTIVITIES AND METHODS ARE PRESENTED, INTENDED FOR USE WITH CHILDREN FROM KINDERGARTEN THROUGH EIGHTH GRADE. IN KINDERGARTEN, ONE OF THE PRACTICES THAT THE TEACHER OF THE ENGLISH-SPEAKING CLASS SHOULD PUT INTO PRACTICE IS BALANCING THE CLASS, WITH SPANISH-SPEAKING PLACED ALONGSIDE ENGLISH-SPEAKING CHILDREN. A SELECTED SPEAKING VOCABULARY AND MANY OPPORTUNITIES FOR LISTENING SHOULD BE OFFERED. STORIES, POEMS, AND SONGS, PREDOMINANTLY ENGLISH, SHOULD BE USED. IN THE FIRST GRADE, ACTIVITIES SHOULD BE DEVELOPED WHICH BRING THE CHILDREN TOGETHER IN COMMON EXPERIENCES WHERE THEY MAY TALK AND LEARN THROUGH TALKING. ACTIVITIES SHOULD BE UNDERTAKEN WHICH USE MATERIALS SUCH AS POINTS, VOCABULARY CARDS AND BUILDING BLOCKS. SMALL-GROUP INSTRUCTION IN LANGUAGE DEVELOPMENT AT THE INDIVIDUAL'S LEVEL OF NEED SHOULD BE EMPLOYED AS WELL AS STORY AND POEM WRITING. THE TEACHER WORKING WITH SPANISH-SPEAKING BEGINNERS SHOULD HELP THE YOUNGSTERS DEVELOP CONFIDENCE IN THEMSELVES. SHE SHOULD PRAISE ALL THEIR EFFORTS TO SPEAK ENGLISH, AND ACCEPT THEIR USE OF BEGINNING WORDS AND PHRASES. IN TEACHING THE OLDER CHILDREN, TEACHERS SHOULD REALIZE THAT SPANISH-SPEAKING CHILDREN REACT TO THE LEARNING SITUATION IN THE SAME WAY AS DO OTHER CHILDREN. TEACHERS SHOULD APPRECIATE ALSO THE IMPORTANCE OF GOOD HUMAN RELATIONS IN THE LEARNING SITUATION AND EMPHASIZE THE VALUE OF BILINGUALISM. THE SPECIAL NEEDS OF SPANISH-SPEAKING CHILDREN AFTER GRADE ONE REQUIRE THEIR INTEGRATION INTO THE SCHOOL AND COMMUNITY, AND THE DEVELOPMENT OF ENGLISH LANGUAGE SKILLS. ED001698 TEACHING BILINGUAL CHILDREN. 39 N/A 1965 2016-11-22

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No Bilingualism Cognitive Ability Comparative Analysis Intellectual Development Intelligence Student Attitudes New York (New York) New York (New York) Carnegie Corp. of New York, NY. IN MANY AREAS WHERE TWO LANGUAGE GROUPS LIVE SIDE BY SIDE LARGE NUMBERS IN BOTH GROUPS TEND TO RESIST BECOMING ADEPT IN THE OTHER LANGUAGE DESPITE EVERY OPPORTUNITY TO DO SO. ONE POSSIBLE REASON FOR THE RESISTANCE TO BILINGUALISM MIGHT BE THE BELIEF HELD BY MANY THAT BILINGUALISM AND INTELLIGENCE HAVE A NEGATIVE CORRELATION. UNTIL RECENTLY, RESEARCH SUPPORTED THE CONCLUSION THAT THE MASTERY OF TWO LANGUAGES WAS MENTALLY CONFUSING AND THAT THIS CONFUSION RESULTED IN AN "INTELLECTUAL DEFICIT." A RECENT STUDY IN MONTREAL, HOWEVER, REACHED DIFFERENT CONCLUSIONS. THE MCGILL UNIVERSITY STUDY COMPARED TWO GROUPS, ONE MONOLINGUAL AND ONE BILINGUAL, OF 10 YEAR OLD CHILDREN FROM SIX FRENCH SCHOOLS. THE GROUPS WERE MATCHED BY SOCIOECONOMIC CLASS, SEX, AND AGE. THEY WERE SUBJECTED TO A WIDE VARIETY OF INTELLIGENCE TESTS AS WELL AS SEVERAL MEASURES OF ATTITUDE. THE BILINGUAL CHILDREN APPEARED MARKEDLY SUPERIOR IN BOTH VERBAL AND NONVERBAL INTELLIGENCE. THE BILINGUALS PRESENTED A GREATER MENTAL FLEXIBILITY, A SUPERIORITY IN ABSTRACT CONCEPT FORMATION, AND A MORE DIVERSIFIED SET OF MENTAL ABILITIES THAN DID THEIR MONOLINGUAL CLASSMATES. THE BILINGUAL CHILDREN ALSO EVIDENCED A MORE FRIENDLY ATTITUDE TOWARD THE PEOPLE WHOSE LANGUAGE THEY HAD LEARNED. THIS ARTICLE IS PUBLISHED IN THE "CARNEGIE CORPORATION OF NEW YORK QUARTERLY," VOLUME 11, NUMBER 2, APRIL 1963. ED001699 STAFFING AFRICAN UNIVERSITIES. 7 N/A 1965 2016-11-22

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No Bilingual Schools Curriculum Development Elementary Education English Instruction Inservice Teacher Education Material Development Non English Speaking Special Programs Teaching Methods ROBINETT, RALPH F. ROJAS, PAULINE M. FLORIDA Florida (Miami) MIAMI BILINGUAL PROGRAM Florida Florida (Miami) THE FORD FOUNDATION PROJECTS INCLUDE--THE PREPARATION OF READING MATERIALS FOR NONENGLISH SPEAKING BILINGUAL PUPILS ENTERING THE FIRST GRADE, THE REVISION OF "FRIES AMERICAN ENGLISH SERIES" FOR NONENGLISH SPEAKING BILINGUAL PUPILS WHO CAN READ AND WRITE IN THEIR OWN VERNACULAR, THE PREPARATION OF AUDIOVISUAL MATERIAL FOR BILINGUAL STUDENTS, AND THE ESTABLISHMENT OF A BILINGUAL SCHOOL. THE SCHOOL IS TO BE ORGANIZED IN DADE COUNTY PRIMARILY FOR CUBAN REFUGEES. THE FIRST THREE PROJECTS ARE IN THE PLANNING STAGES. STAFF ORIENTATION IS TO BE ACCOMPLISHED THROUGH SUMMER INSERVICE WORKSHOPS. MATERIALS DEVELOPED IN THE SUMMER PROGRAM WILL BE UTILIZED IN THE BILINGUAL SCHOOL. THE SCHOOL WILL BEGIN WITH TWELVE GROUPS OF PUPILS--FOUR GROUPS EACH IN FIRST, SECOND, AND THIRD GRADES. TWO TEACHER GROUPS WILL INCLUDE NATIVE SPEAKERS OF ENGLISH, AND TWO, NATIVE SPEAKERS OF SPANISH WITHIN EACH GRADE LEVEL. THE INTER-CULTURAL RELATIONSHIPS WILL ALLOW EACH CULTURAL GROUP TO ADJUST TO THE OTHER'S ABILITIES AND ENVIRONMENT. INFORMATION ON SCHOOL ORGANIZATION, SCHEDULING, CLASSROOM ACTIVITY, TEACHER AIDE SCHEDULES AND THE LONG RANGE TESTING PROGRAM ARE INCLUDED. ED001700 FORD FOUNDATION PROJECTS. PROGRESS REPORT. 1963-10-29 28 N/A 1965 2016-11-22

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No Bilingualism College Students Comparative Analysis Educational Media English Instruction Foreign Students Methods Research Skill Development Teaching Methods Typewriting FIRST, RAMONA K. MCLEOD, DORIS G. California (San Francisco) California (San Francisco) San Francisco State Coll., CA. A 12 WEEK COURSE IN TYPEWRITING WAS PREPARED FOR FOREIGN STUDENTS WHO MET UNIVERSITY LEVEL REQUIREMENTS IN THIS COUNTRY BUT WERE DEFICIENT IN ENGLISH LANGUAGE SKILLS. FIFTEEN EXPERIMENTAL STUDENTS WHO COMPLETED THE COURSE WERE COMPARED WITH A CONTROL GROUP. THE UNIFORMITY OF THE STATISTICAL RESULTS IN FAVOR OF THE EXPERIMENTAL GROUP OVER THE CONTROL GROUP LED TO THE CONCLUSION THAT TYPEWRITING INSTRUCTION CAN BE USED EFFECTIVELY AS AN AID TO THE LEARNING OF ENGLISH AS A FOREIGN LANGUAGE. AT THE SAME TIME A USEFUL SKILL CAN BE GAINED. ED001701 TYPEWRITING INSTRUCTION AS AN AID TO THE LEARNING OF ENGLISH AS A FOREIGN LANGUAGE. SUMMARY. 1964-00-00 9 N/A 1965 2016-11-22

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No Ability Identification Elementary School Students English Material Development Measurement Instruments Reading Ability Spanish Test Construction MANUEL, HERSCHEL T. Texas (Austin) Texas (Austin) Texas Univ., Austin. A NEW SERIES OF INTER-AMERICAN TESTS OF GENERAL ABILITY AND TESTS OF READING IN PARALLEL ENGLISH AND SPANISH EDITIONS HAS BEEN DEVELOPED FOR USE IN A VARIETY OF SITUATIONS. THE TESTS REPRESENT TOOLS WHICH MAY BE USED EFFECTIVELY THROUGHOUT THIS HEMSIPHERE WHEREVER ENGLISH OR SPANISH IS SPOKEN. THE TESTS WERE CONSTRUCTED FROM MATERIALS COMMON TO TWO CULTURES, MAKING POSSIBLE A COMPARISON OF ABILITIES ACROSS LINGUISTIC AND NATIONAL BORDERS. THE MATERIALS WERE DEVELOPED FOR USE WITH ELEMENTARY SCHOOL CHILDREN. DATA ON CORRELATIONS WITH SIMILAR TESTS ARE INCLUDED, AS WELL AS TENTATIVE NORM DATA. ED001702 THE PREPARATION AND EVALUATION OF INTER-LANGUAGE TESTING MATERIALS. 1963-00-00 119 N/A 1965 2016-11-22

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No Comparative Analysis German Language Instruction Language Laboratories Material Development Methods Research Tape Recordings Teacher Effectiveness Teaching Methods REICHARD, JOSEPH R. Ohio (Oberlin) Ohio Oberlin Coll., OH. THE ATTEMPT IS MADE TO DEMONSTRATE THAT ONE INSTRUCTOR CAN TEACH TWICE AS MANY STUDENTS AT THE SAME TIME, WITHOUT IMPAIRING THE QUALITY OF STUDENT ACCOMPLISHMENT, BY MAKING EXTENSIVE USE OF THE MAGNETIC TAPE RECORDING LABORATORY IN CLOSE COORDINATION WITH CLASSROOM ACTIVITY. THE OBERLIN COLLEGE STUDY CONTINUED FOR 4 YEARS. THROUGH USE OF A VARIETY OF TESTS AND ADEQUATE INTER- AND INTRA-SCHOOL CONTROL CLASSES, IT WAS SHOWN THAT STUDENTS IN THE EXPERIMENTAL CLASS PERFORMED SIGNIFICANTLY BETTER THAN THOSE IN THE CONTROL GROUP. THE CAUSES FOR THIS DIFFERENCE IN PERFORMANCE COULD NOT BE IDENTIFIED. THE TWENTY-FIVE STUDENTS IN THE CONTROL GROUP MET WITH THE INSTRUCTOR 5 HOURS PER WEEK. THE FIFTY STUDENTS IN THE EXPERIMENTAL GROUP WERE DIVIDED INTO TWO EQUAL GROUPS. EACH GROUP MET WITH THE INSTRUCTOR FOR 3 HOURS IN THE CLASSROOM AND 3 IN THE LAB EACH WEEK. THE RESULTS SUGGEST THAT--(1) 3 HOURS OF LABORATORY WORK CAN BE SUBSTITUTED FOR 2 HOURS OF INSTRUCTION WITH THE THIRD HOUR DEVOTED TO THE ALTERNATION BETWEEN THE CLASSROOM AND LABORATORY, (2) SKILLS IN THE LAB SHOULD BE ALTERNATED BETWEEN ACTIVE AND PASSIVE ACTIVITIES, (3) HIGH LEVEL CULTURAL MATERIALS CAN BE INCLUDED IN THE LABORATORY, (4) NEW MATERIAL SHOULD BE PRESENTED IN SHORT UNITS. AN APPENDIX TO THE STUDY PRESENTS A LIST OF TAPE-RECORDED AND VISUAL MATERIALS, TENTATIVE SCHEDULES OF ELEMENTARY GERMAN CLASSES AND SAMPLE EXAMINATIONS. ED001703 EXPERIMENTATION IN THE DEVELOPMENT OF MORE EFFECTIVE METHODS OF TEACHING FOREIGN LANGUAGES BY MAKING EXTENSIVE USE OF ELECTRO-MECAHNICAL AIDS. 1962-09-30 84 N/A 1965 2016-11-22

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No Dropout Characteristics Dropout Prevention Dropout Research Extracurricular Activities Inservice Teacher Education Secondary Education Statistical Data Student Interests Student Needs Work Experience Programs GILLINGHAM, JONATHAN Florida (Miami) Florida (Miami) Dade County Public Schools, Miami, FL. A GROUP OF 5,000 STUDENTS FROM GRADES SEVEN THROUGH TEN WERE STUDIED. FINDINGS SUGGEST THAT THE GENERAL REASON FOR DROPPING OUT WAS DISINTEREST IN SCHOOL. ON THE AVERAGE, THE DROPOUT HAD FAILED THREE SUBJECTS--74 PERCENT WERE RETARDED IN ONE OR MORE GRADES. THE DROPOUT WAS A POOR READER, AND HIS SCHOLASTIC APTITUDE LEVEL WAS LOW. HE DID NOT WORK AFTER SCHOOL, NOR DID HE PARTICIPATE IN EXTRA-CURRICULAR ACTIVITIES. HE CAME FROM A LOW SOCIOECONOMIC AREA, USUALLY FROM A BROKEN HOME, AND THE EDUCATIONAL LEVEL OF HIS PARENTS WAS LOW. TO MEET THE NEEDS OF POTENTIAL AND RETURNING DROPOUTS, NUMEROUS RECOMMENDATIONS MADE INCLUDED--A FLEXIBILITY OF SCHEDULING, AN EXPANSION OF WORK-STUDY PROGRAMS, THE DEVELOPMENT OF A HOME CONTACT PROGRAM, THE SELECTION OF TEACHERS SYMPATHETIC TO STUDENT NEEDS, THE INITIATION OF PLANS FOR THE INSERVICE TRAINING OF TEACHERS, THE DEVELOPMENT OF A SPECIAL PROGRAM IN READING, THE PROVISION OF SPECIAL TUTORING, ENCOURAGEMENT FOR STUDENTS TO PARTICIPATE IN SCHOOL ACTIVITIES, AND THE ESTABLISHMENT OF PARENT-TEACHER CONFERENCES. AGENCIES AND COMMUNITY LEADERS SHOULD PLAN PROJECTS TO SUPPLEMENT THE WORK OF THE SCHOOL AND HOME IN STIMULATING THE POTENTIAL DROPOUT TO EXPAND HIS INTEREST AND IMPROVE HIS SKILLS. ED001704 A STUDY OF DROPOUTS, DADE COUNTY, FLORIDA PUBLIC SCHOOLS, 1960-1963. 1964-05-00 11 N/A 1965 2016-11-22

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No Conferences Curriculum Development De Facto Segregation Desegregation Effects Educational Planning Learning Readiness School Desegregation Social Problems Teacher Education Urban Education TANNENBAUM, ABRAHAM J. AND OTHERS New York (New York) New York (New York) Yeshiva Univ., New York, NY. Graduate School of Education. CONTENTS INCLUDE THE FOLLOWING SPEECHES--(1) EDUCABILITY AND THE SCHOOL INTEGRATION CRISIS BY DR. MILTON SCHWEBEL, (2) INTELLIGENCE, ETHNIC ORIGINS, AND INTEGRATION BY DR. HERBERT G. BIRCH, (3) INTEGRATION IN EDUCATION - TOWARD WHAT GOALS BY MR. JOHN MORSELL, (4) PROBLEMS IN SOCIAL LEARNING BY DR. ROBERT GREEEN, AND (5) PROBLEMS IN ACADEMIC LEARNING BY DR. CLARENCE SENIOR. ED001705 AFTER SCHOOL INTEGRATION - WHAT. (PROCEEDINGS OF THE THIRD ANNUAL INVITATIONAL CONFERENCE ON URBAN EDUCATION, MAY 20, 1964). 1964-05-20 123 N/A 1965 2016-11-22

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No Child Development Curriculum Development Curriculum Guides Nongraded Instructional Grouping Preschool Education Sequential Learning Teaching Methods FISCHEL, MAXINE AND OTHERS ENGLEWOOD SCHOOL DEVELOPMENT PROGRAM New Jersey (Englewood) New Jersey Englewood Public Schools, NJ. THE DEVELOPMENTAL PROGRAM WAS INITIATED BY GROUPS OF TEACHERS AND ADMINISTRATORS CONCERNED WITH THE DEVELOPMENT OF EACH CHILD AS A UNIQUE PERSON. TEACHING UNITS WERE NOT RELATED TO GRADE LEVELS, THEREBY ALLOWING FOR TEACHING CONSISTENT WITH GROWTH. THE CHILDREN WERE EXPOSED TO PROGRESSIVELY MORE COMPLICATED EXPERIENCES AND CURRICULUM CONTENT. FOUR-, FIVE-, AND SIX-YEAR-OLD YOUNGSTERS WERE INVOLVED. THE BASIC GOALS PURSUED WERE STATED AS--A ZEST FOR BEING, LIVELY INTELLECTUAL CURIOSITIES, FLEXIBILITY WHEN CONFRONTING CHANGE, COURAGE TO WORK IN A WORLD OF NEW PROBLEMS AND NEEDS, COMPASSION AND JUSTICE IN DEALING WITH OTHER HUMAN BEINGS, SENSITIVITY TOWARD OTHERS AND A STRIVING TO LIVE DEMOCRATICALLY. THE CHILD IS DISCUSSED IN TERMS OF HIS GROWTH PATTERN - FROM GENERAL BODY RESPONSE TO DIFFERENTIATED RESPONSES, FROM EGOCENTRIC CONCENTRATION TO SOCIALIZED BEHAVIOR, FROM DEPENDENCE TO INDEPENDENCE, FROM CONCRETE PERCEPTION TO ABSTRACT THOUGHT, AND FROM A MAGICAL TO A NATURAL SYSTEM OF THOUGHT. THE CURRICULUM IS DISCUSSED IN TERMS OF DEVELOPMENTAL STAGES WITH ATTENTION GIVEN TO A CHILD'S LEVEL OF COMPREHENSION AND INTEREST DRIVE, DRAMATIC PLAY MATERIALS OF INTEREST TO HIM, CLASS TRIPS, CLASS DISCUSSION TOPICS, AND TEACHER RESOURCES. IT IS RECOMMENDED THAT TEACHERS BE FAMILIAR WITH FLEXIBLE CLASSROOM ARRANGEMENTS, THE NATURE OF THE COMMUNITY, AND THE "IDEAS" OF TRANSPORTATION AND COMMUNICATION. EACH IS ESSENTIAL TO THE CONSTRUCTION OF A MEANINGFUL CURRICULUM. ED001706 GUIDELINES FOR EDUCATION OF FOUR-, FIVE-, AND SIX-YEAR-OLDS. 1964-11-00 107 N/A 1965 2016-11-22

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No Learning Activities Mathematical Concepts Set Theory Teacher Effectiveness Teaching Methods SUPPES, PATRICK California (Stanford) California (Stanford) Stanford Univ., CA. THE ROLE OF ROTE MEMORIZATION WITH REGARD TO THE PERCEPTION OF MATHEMATICAL CONCEPTS WAS INVESTIGATED. THE CONCEPTS INCLUDED FOR EXPERIMENTATION WERE--BINARY NUMBERS, SETS, POLYGONS AND ANGLES, STIMULUS VARIATION, DISPLAY, INCIDENTAL LEARNING, AND RESPONSE VARIATION. IT WAS CONCLUDED THAT THE FORMATION OF SIMPLE CONCEPTS IN YOUNG CHILDREN IS AN ALL-OR-NONE PROCESS. LEARNING IS MORE EFFICIENT IF THE CHILD WHO MAKES AN ERROR IS REQUIRED TO MAKE AN OVERT CORRECTION RESPONSE IN THE PRESENCE OF THE STIMULUS TO BE LEARNED. INCIDENTAL LEARNING DOES NOT APPEAR TO BE AN EFFECTIVE METHOD OF ACQUISITION. A PILOT STUDY ON MATH PROOFS IS DESCRIBED. ED001707 THE DEVELOPMENT OF MATHEMATICAL CONCEPTS IN CHILDREN. FINAL REPORT. 1964-00-00 50 N/A 1965 2016-11-22

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No Creative Activities Family School Relationship Kindergarten Program Guides Resource Materials Teacher Effectiveness Teaching Guides Teaching Methods California (San Bernardino) California (San Bernardino) San Bernardino County Superintendent of Schools, CA. THE PHILOSPHY UNDERLYING A GOOD KINDERGARTEN PROGRAM IS EXPRESSED THROUGH THE TEACHER, WHO DEMONSTRATES ITS MEANING FROM DAY TO DAY IN HER WORK WITH CHILDREN AND PARENTS. IN ORDER TO IMPLEMENT A SUCCESSFUL PROGRAM, THE TEACHER SHOULD TAKE INTO CONSIDERATION A GRADED TRANSITION FROM HOME TO SCHOOL, SHOULD FOSTER A WORKING PARTNERSHIP BETWEEN HOME AND SCHOOL, SHOULD ESTABLISH A FRIENDLY ENVIRONMENT AND RECOGNIZE THAT PLAY IS A CHILD'S NATURAL WAY OF LEARNING. FORMAL INSTRUCTION IN READING, WRITING, AND ARITHMETIC SHOULD BE LEFT TO THE FIRST GRADE. INDIVIDUAL DIFFERENCES IN THE KINDERGARTEN CHILD ARE NOTED, SUCH AS HIS PLACE IN THE FAMILY, PLACE OF RESIDENCE, RELATIONSHIPS WITH PARENTS, AND FAMILY PATTERNS OF LIVING. PHYSICAL, MENTAL, AND EMOTIONAL TRAITS OF THE CHILD ARE CONSIDERED, AND SUGGESTIONS ARE GIVEN FOR IDENTIFYING AND HELPING CHILDREN WHO ARE AGGRESSIVE, EXCEPTIONAL, DEMANDING, TIMID, PRECOCIOUS, OR PHYSICALLY HANDICAPPED. WITH THE UNDERSTANDING THAT A GOOD KINDERGARTEN DAY IS FLEXIBLE AND LEISURELY, YET STIMULATING, A SEQUENCE OF ACTIVITIES IS SUGGESTED FOR A TYPICAL DAY, INCLUDING INFORMAL CONVERSATION, SOCIAL STUDIES, WORK ACTIVITIES, STORYTELLING, MUSIC, PHYSICAL EDUCATION, AND NUTRITION. NOTING THAT A CHALLENGING KINDERGARTEN ALMOST COMPELS A YOUNG CHILD TO LEARN, SUGGESTIONS ARE MADE FOR THE TEACHING OF SOCIAL STUDIES, LANGUAGE ARTS, MATHEMATICS, ART, MUSIC, PHYSICAL EDUCATION, SCIENCE, AND HEALTHFUL LIVING. PARENT COOPERATION IS CONSIDERED OF UTMOST IMPORTANCE, AND PARENTS ARE INVITED TO OBSERVE CLASSES, ATTEND STUDY GROUPS AND CONFERENCES, AND ASSIST IN CLASS TRIPS. BULLETINS OR HANDBOOKS ISSUED TO PARENTS AT REGISTRATION TIME CONTAIN SUGGESTIONS ABOUT ATTENDANCE, VISITING, CLOTHING, SAFETY, AND THE SCHOOL NUTRITION PROGRAM, AND OUTLINE A TYPICAL PROGRAM OF THE KINDERGARTEN CHILD. ED001708 KINDERGARTEN EDUCATION. 268 N/A 1965 2016-11-22

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No Art Creative Expression Enrichment Gifted Secondary Education Student Improvement Teaching Methods ZIEGFELD, EDWIN DISTRICT OF COLUMBIA District of Columbia National Education Association, Washington, DC. THE NATURE OF ART AND A DISCUSSION OF THE IMPORTANCE OF INCLUDING ART EXPERIENCES IN THE SCHOOL PROGRAM ARE PRESENTED. THE REPORT ALSO INCLUDES DESCRIPTIONS OF PROGRAMS THAT ARE IN OPERATION IN VARIOUS SCHOOL SYSTEMS TO ILLUSTRATE SOME OF THE POSSIBILITIES INHERENT IN THE GENERAL RECOMMENDATIONS. THE STUDY OF ART GIVES THE GIFTED STUDENT'S EDUCATION AN AESTHETIC-EMOTIONAL-EXPRESSIONAL BASE IN ADDITION TO THE INTELLECTUAL BASIS FOR HIS GENERAL EDUCATION COURSES. IT IS RECOMMENDED THAT A 1-YEAR PROGRAM IN ART BE REQUIRED OF ALL ACADEMICALLY TALENTED STUDENTS. RECOMMENDATIONS ARE MADE TO GUIDE IN FORMING THE CONTENT AND METHOD OF THE ART PROGRAM. AMONG THESE ARE--CREATIVITY, BROAD PHILOSOPHIC PROBLEMS, SENSITIVITY, TECHNIQUES, AND APPROACH. ADVANCED COURSES ARE SUGGESTED FOR STUDENTS WITH SPECIAL ABILITIES IN ART. THERE ARE MANY RESOURCES THAT CAN BE USED TO IMPROVE THE BASIC PROGRAM. THE ADMINISTRATOR CAN BE OF GREAT ASSISTANCE BY AIDING IN THE IDENTIFICATION AND GUIDANCE OF THE TALENTED, PROPERLY STAFFING AND EQUIPPING THE ART PROGRAM, PROVIDING FLEXIBLE AND HELPFUL SCHEDULING FOR CLASSES NOT EXCEEDING 25, AND PROVIDING WHATEVER ASSISTANCE IS NEEDED TO MAKE THE PROGRAM EFFECTIVE. THREE SCHOOL SYSTEMS HAVE SHOWN THAT A PROGRAM RELATING THE FOUR ARTS CAN BE EFFECTIVELY SCHEDULED AND PROVIDED ON A LIMITED BUDGET. ED001709 ART FOR THE ACADEMICALLY TALENTED STUDENT. 1961-00-00 112 N/A 1965 2016-11-22

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No Curriculum Research Gifted Research Methodology Research Opportunities Research Projects ANDERSON, KENNETH E. AND OTHERS DISTRICT OF COLUMBIA District of Columbia National Education Association, Washington, DC. RESEARCH EXAMPLES ARE REVIEWED AS ILLUSTRATIVE OF SOUND PROCEDURE AND RECOMMENDED TECHNIQUE. BASIC ASSUMPTIONS AND PROCEDURAL SAFEGUARDS ARE SUGGESTED WITH RESPECT TO DESIGN, A VARIETY OF PROCEDURES, AND EVALUATION OF DATA. SPECIFIC GUIDELINES FOR ENGAGING IN RESEARCH AS WELL AS PROPER INTERPRETATION OF COMPLETED RESEARCH ARE LISTED. RESEARCH ARISES OUT OF FELT NEEDS ON THE PART OF SOME GROUP OR INDIVIDUAL. IT CAN BE DIRECTED TOWARD FINDING THE ANSWERS TO SPECIFIC IMMEDIATE QUESTIONS ON THE PART OF A SINGLE TEACHER, OR IT CAN BE A LONG TERM, COMPREHENSIVE INVESTIGATION INVOLVING THE WHOLE SCHOOL DISTRICT. RESEARCH ON THE ACADEMICALLY TALENTED CAN BE IN THE AREAS OF EXPANDED DEFINITION, CREATIVITY, NONINTELLECTUAL FACTORS OF INTELLIGENCE, PROGRAMING, DIFFERENTIAL CURRICULUM, GUIDANCE, TEACHING, OR ADMINISTRATIVE CHANGES. SINCE IT IS VITAL THAT SCHOOL RESEARCH SHOULD NOT OUTRUN ITS PUBLIC, IT IS ESSENTIAL THAT THERE BE INCREASED INTEREST IN RESEARCH, PARTICIPATION ON THE PART OF SCHOOL PERSONNEL, AND INCREASED AND MULTIPLIED COOPERATION AND INTERACTION BETWEEN THE PUBLIC, SCHOOL PERSONNEL, AND RESEARCH AGENCIES. ED001710 RESEARCH ON THE ACADEMICALLY TALENTED STUDENT. 1961-00-00 94 N/A 1965 2016-11-22

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No Acceleration Curriculum Development Elementary Education Enrichment Gifted Organization Special Programs Talent Identification SANDERS, DAVID C. DISTRICT OF COLUMBIA District of Columbia National Education Association, Washington, DC. PROGRAMS FOR ACADEMICALLY TALENTED CHILDREN SHOULD BE BUILT ON A SOUND PROGRAM FOR ALL CHILDREN. CHARACTERISTICS OF A GOOD PROGRAM ARE STATED SPECIFICALLY IN LINE WITH THE OVERALL GOAL. PROGRAMS NOW IN OPERATION ARE MENTIONED. SOME AREAS OF PARTICULAR VALUE TO THE ACADEMICALLY TALENTED ARE--PROBLEM SOLVING, CRITICAL THINKING, BASIC SKILLS, CREATIVITY, VALUE SYSTEM DEVELOPMENT AND INDEPENDENT WORK. DEPTH OF LEARNING, MOTIVATION, AND DEVELOPMENT OF TALENTS ARE ALSO DISCUSSED. IT IS AN ADMINISTRATIVE TASK TO MAKE THE IDEA OF A PROGRAM WORKABLE. FINANCING IS OF NO GREAT CONCERN. ORGANIZATION AND GROUPING ARE CONSIDERED WITHIN THE LIMITATIONS OF THE LOCAL SYSTEM. GUIDELINES ARE GIVEN TO AID IN THIS. MOST TEACHERS FOR ACADEMICALLY TALENTED CHILDREN ARE CHOSEN FROM THE STAFF. GOOD INSTRUCTIONAL PROGRAMS ARE FOUNDED UPON PUBLIC UNDERSTANDING AND SUPPORT. EVALUATION OF THE PROGRAM IS ESSENTIAL AND SUGGESTED CRITERIA FOR EVALUATION ARE INCLUDED IN THE TEXT. ED001711 ELEMENTARY EDUCATION AND THE ACADEMICALLY TALENTED PUPIL. 1961-00-00 96 N/A 1965 2016-11-22

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No Curriculum Development Educational Media Enrichment Gifted Music Education Secondary Education Teaching Methods HARTSHORN, WILLIAM C. AND OTHERS DISTRICT OF COLUMBIA District of Columbia National Education Association, Washington, DC. BY THE IMPLEMENTATION OF WHATEVER RECOMMENDED PRACTICES ARE FOUND TO BE APPROPRIATE FOR A PARTICULAR SCHOOL, IT IS BELIEVED THAT GREATER MEANING CAN BE GIVEN TO THE TEACHING OF MUSIC NOT ONLY FOR THE ACADEMICALLY TALENTED STUDENT, BUT FOR ALL STUDENTS, THUS ENRICHING THE ENTIRE SCHOOL PROGRAM. THE PURPOSE OF THE MUSIC PROGRAM FOR THE ACADEMICALLY TALENTED STUDENT IS NOT DIFFERENT FROM THAT FOR OTHER STUDENTS, ALTHOUGH IT MUST BE OF GREATER DEPTH AND BREADTH. THE MUSIC CURRICULUM SHOULD PROVIDE CONTINUITY OF EXPERIENCE IN A BROAD RANGE OF MUSICAL ACTIVITY. STUDIES IN MUSIC FOR THE ACADEMICALLY TALENTED STUDENT SHOULD INCLUDE STUDIES OF MUSIC AS A MEANS OF COMMUNICATION, STUDIES OF MUSICAL FORMS AND STYLES, STUDIES OF SOUND, AND DEVELOPMENT OF A SENSITIVE RECOGNITION OF MUSIC IN EVERYDAY EXPERIENCE. THE MUSIC EDUCATION SHOULD INCLUDE EXPERIENCE IN OTHER ARTS BESIDES MUSIC. EXAMPLES ARE GIVEN IN EACH AREA. SCHEDULING SHOULD BE FLEXIBLE TO ALLOW SEMINARS AND TEAM TEACHING. TEACHERS AND ADMINISTRATORS SHOULD BE WILLING TO BE FLEXIBLE IN PERMITTING STUDENTS A DIVERSITY OF MUSICAL EXPERIENCE. TEACHERS SHOULD BE CAREFULLY SELECTED FOR HIGH INTELLIGENCE AND ABUNDANT TRAINING. THEY SHOULD THEN BE SUPPLIED WITH AN AMPLE NUMBER OF PHONOGRAPHS, A LARGE LIBRARY OF RECORDINGS, TIME FOR PREPARATION AND RESEARCH, AND AN UNDERSTANDING OF THE PROBLEMS FACING THEM. TO STRENGTHEN THE EXISTING PROGRAM IT MUST FIRST BE EVALUATED. THEN BY AIMING AT THE GOALS OF LEARNING IN PERFORMING GROUPS, MUSIC HISTORY AND MUSIC THEORY, AND CONTINUING IMPROVEMENT IN SCHEDULING AND ACADEMIC CHALLENGE, A NEW PROGRAM CAN BE BEGUN. ED001712 MUSIC FOR THE ACADEMICALLY TALENTED STUDENT IN THE SECONDARY SCHOOL. 1960-00-00 127 N/A 1965 2016-11-22

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No Classroom Design Curriculum Guides Educational Media Kindergarten Student Characteristics Teaching Methods LATTING, LUCILLE AND OTHERS Colorado (Denver) Colorado (Denver) Colorado State Dept. of Education, Denver. A CURRICULUM GUIDE ON KINDERGARTEN EDUCATION IS PRESENTED. SECTIONS INCLUDE THE CHILD, THE TEACHER, THE ROOM, THE KINDERGARTEN DAY, AND THE CURRICULUM. THE PHYSICAL, EMOTIONAL, SOCIAL, AND MENTAL GROWTH AND DEVELOPMENT CHARACTERISTICS OF THE CHILD, PLUS PRINCIPLES FOR GROUP AND INDIVIDUAL GUIDANCE OF THE TIMID AND AGGRESSIVE CHILD ARE GIVEN. QUALITIES OF A GOOD TEACHER ARE ALSO LISTED. THE ROOM SHOULD PROVIDE AN ENVIRONMENT FOR LEARNING, AND SHOULD HAVE BOTH INDOOR AND OUTDOOR EQUIPMENT AND SUPPLIES. PLAY, WORK, SNACK AND REST PERIODS SHOULD BE INCLUDED IN THE KINDERGARTEN DAY. CURRICULUM AREAS DISCUSSED ARE (1) THE NATURAL AND SOCIAL SCIENCES AND (2) THE CREATIVE ARTS WHICH INCLUDE MUSIC, ART, AND LANGUAGE ARTS. THE APPENDIX CONTAINS A LIST OF GAMES AND SONGS, A BIBLIOGRAPHY IS ALSO INCLUDED. ED001713 KINDERGARTEN GUIDEBOOK. 1960-00-00 170 N/A 1965 2016-11-22

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No Choral Speaking English Instruction Enrichment Activities Grade 3 Grade 4 Poetry Teaching Guides Teaching Methods HAYWARD Alameda County School Dept., Hayward, CA. Oakland Unified School District, CA. ENRICHMENT SUGGESTIONS FOR USE IN THE THIRD AND FOURTH GRADES ARE PRESENTED. VARIOUS LEVELS OF POETRY APPRECIATION ARE--(1) ENJOYMENT OF RHYTHM, MELODY, AND STORY, (2) APPRECIATION OF SEEING ONE'S OWN EXPERIENCES MIRRORED IN POETRY, (3) PROJECTION INTO A WORLD OTHER THAN THAT IN WHICH ONE LIVES, (4) UNDERSTANDING OF SYMBOLISM AND HIDDEN MEANINGS, AND (5) SENSITIVITY TO PATTERNS OF WRITING AND TO LITERARY STYLE. EACH LEVEL GIVES POEMS AND POETS, THE SOURCE, AND TEACHING SUGGESTIONS. EXAMPLES ARE--(1) LEVEL 1, "BUCKINGHAM PALACE" BY A.A. MILNE, COMBINE CHORAL SPEAKING WITH DRAMATIZATION OF THE GUARDS, (2) LEVEL 2, "AUTUMN FIRES" BY R.L. STEVENSON, DISCUSS SIGNS OF FALL FOUND IN POEMS, (3) LEVEL 3, "KING JOHN'S CHRISTMAS" BY A.A. MILNE, DISCUSS WHY KING JOHN WAS UNPOPULAR (SLOW CHILDREN COULD PRETEND TO BE THE KING), (4) LEVEL 4, "IN ALDIS, USE AS A SIMPLE EXAMPLE OF METAPHOR, AND (5) LEVEL 5, "THE SNAKE" BY WALTER DE LA MARE, GET A SLOW, DROWSY FEELING FROM THE POEM ITSELF. ED001714 FIND TIME FOR POETRY, GRADES THREE AND FOUR. 1965-00-00 40 N/A 1965 2016-11-22

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No Acculturation Conferences Curriculum Development Disadvantaged Educational Problems Research Methodology Research Opportunities Research Problems Student Improvement BLOOM, BENJAMIN S. ILLINOIS Illinois (Chicago) Illinois Illinois (Chicago) IN ITS SIMPLEST FORM, THE PROBLEM OF EDUCATION AND CULTURAL DEPRIVATION REDUCES TO ONE OF HOW CHILDREN WHO HAVE BEEN DISADVANTAGED BY THEIR ENVIRONMENT CAN BE BROUGHT UP TO THE EDUCATIONAL LEVEL OF MORE FORTUNATE CHILDREN. MANY APPROACHES ARE POSSIBLE. AMONG THE VARIABLES WHICH MUST BE STUDIED IN DEPTH ARE--THE STUDENT, HOME ENVIRONMENT, PEER GROUP, THE LEARNING TASK, THE TEACHER, SCHOOL ORGANIZATION, COMMUNITY, AOD SOCIETY IN GENERAL. THE MANY PROBLEMS POSED SHOULD BE SOLVED QUICKLY, SINCE THEY ARE BECOMING INCREASINGLY DANGEROUS TO THE WELFARE OF OUR SOCIETY. THREE APPROACHES TO ANALYSIS OF THE PROBLEMS OF EDUCATION AND CULTURAL DEPRIVATION ARE GIVEN. THE FIRST POINTS OUT THE CONFUSION OF TERMS WHICH RESULTS WHEN THE LEVEL OF DISCOURSE IS NOT CLARIFIED. THE FRAMEWORK DESCRIBES THE SOCIAL ENVIRONMENT AS A SYSTEM. THE INTERRELATED ANALYTIC ELEMENTS ARE CULTURE, THE INSTITUTION, AND THE INDIVIDUAL. THE SECOND PROPOSAL IS BASED ON THE VIEW THAT MOST FORMS OF LEARNING BEYOND THE FIRST TWO OR THREE YEARS OF THE CHILD'S LIFE DEPEND UPON TRANSFER FROM PREREQUISITE HABITS AND SKILLS. SCHOOL TASKS SHOULD BE BASED UPON HABITS AND SKILLS WHICH COMPRISE LEARNING ABILITIES OF THE CULTURALLY DEPRIVED, APPROPRIATE EDUCATIONAL METHODS SHOULD BE DEVELOPED. THE THIRD APPROACH DESCRIBES THE FUNCTIONING INTELLIGENCE OF THE CHILD IN TERMS OF ITS COMPONENTS. THE VARIABLES ARE RELATED TO PARTICULAR CHARACTERISTICS OF THE CULTURALLY DEPRIVED. MAJOR PROBLEMS AND MORE SPECIFIC RESEARCH QUESTIONS ARE SUGGESTED. THESE INCLUDE THE RELATION SHIP OF--HOME ENVIRONMENT, SOCIAL CLASS, AND PEER GROUPS, LANGUAGE COGNITION AND LEARNING, PERSONALITY AND MOTIVATION, TESTING AND DIAGNOSIS. UNDER "SCHOOL PROGRAMS AND PERSONNEL," SUGGESTIONS FOR RESEARCH ARE MADE RELATING TO CURRICULA, TEACHERS, AND SCHOOL ORGANIZATIONS. ED001715 RESEARCH PROBLEMS OF EDUCATION AND CULTURAL DEPRIVATION. (BASED ON WORKING PAPERS AND SUGGESTIONS CONTRIBUTED BY PARTICIPANTS IN THE RESEARCH CONFERENCE ON EDUCATION AND CULTURAL DEPRIVATION). 1964-00-00 41 N/A 1965 2016-11-22

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No Art Child Development Elementary Schools Guides Material Development Teaching Guides Teaching Methods RILEY, OLIVE L. AND OTHERS New York (Brooklyn) New York (New York) New York City Board of Education, Brooklyn, NY. THE ART PROGRAM IS BASED ON FINDINGS THAT CHILDREN LEARN BEST BY EXPERIMENTING WITH MATERIALS AND GAIN THE CONFIDENCE TO THINK, FEEL, AND EXPRESS THEMSELVES WHEN THEY ARE GIVEN TIME TO WORK AT THEIR OWN PACE, WITHIN THEIR CURRENT DEVELOPMENTAL STAGE. SOME CHILDREN PASS RAPIDLY FROM STAGE TO STAGE WHILE OTHERS HAVE PERIODS OF LITTLE OR NO APPARENT PROGRESS. EACH ART ACTIVITY IS DESCRIBED IN TERMS OF THE STAGES OF DEVELOPMENT. STAGE ONE DOES NOT CORRESPOND TO GRADE ONE. SIMILARLY, A CHILD WHO IS IN AN ADVANCED STAGE IN ONE ART AREA MAY NOT BE EQUALLY ADVANCED IN ANOTHER. STAGE DESCRIPTIONS HIGHLIGHT SPECIFIC ADVANCES IN ABILITY AND ARE PRESENTED IN TERMS OF WHAT THE CHILD DOES. HIS LEARNINGS AND ACTIVITIES AT EACH LEVEL ARE CUMULATIVE AND REPRESENT COMBINED EMOTIONAL, MENTAL, MANUAL, AND AESTHETIC GROWTH. ACTIVITIES ARE PRESENTED IN TERMS OF--MATERIALS AND THEIR USES, CLASSROOM MANAGEMENT, TEACHING PROCEDURES, AND SUGGESTED EXPERIENCES. PHOTOGRAPHS AND CHILDRENS' ART WORKS AUGMENT THE PRESENTATION OF THESE IDEAS AND METHODS. ED001716 ART IN THE ELEMENTARY SCHOOLS. A MANUAL FOR TEACHERS. 1964-00-00 170 N/A 1965 2016-11-22

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No Attitude Change Compensatory Education Conferences Disadvantaged Program Guides Public Schools School Desegregation Student Improvement Student Needs BLOOM, BENJAMIN S. ILLINOIS Illinois (Chicago) Illinois Illinois (Chicago) THE CONFERENCE FORMULATED CERTAIN GENERALIZATIONS. ONE AREA UNDER CONSIDERATION WAS BASIC NEEDS OF THE CHILDREN. IF MEALS (BREAKFAST AND LUNCH) COULD NOT BE PROVIIDED BY THE HOME, THE SCHOOL OR THE COMMUNITY SHOULD PROVIDE THEM. EACH CHILD SHOULD BE GIVEN APPROPRIATE AND FREQUENT PHYSICAL EXAMINATIONS, NO CHILD SHOULD BE SUBJECTED TO FEELINGS OF INADEQUACY AND SHAME BECAUSE OF LACK OF NECESSARY CLOTHING. IN REGARD TO EARLY EXPERIENCES, NURSERY SCHOOLS AND KINDERGARTEN SHOULD BE ORGANIZED TO PROVIDE CULTURALLY DEPRIVED CHILDREN WITH CONDITIONS FOR THEIR INTELLECTUAL DEVELOPMENT AND WITH THE LEARNING-TO-LEARN STIMULATION WHICH IS FOUND IN THE MOST FAVORABLE HOME ENVIRONMENTS. EVIDENCE SHOULD BE OBTAINED ON EACH CHILD AT THE BEGINNING OF THE FIRST GRADE TO DETERMINE THE LEVELS HE HAS REACHED WITH REGARD TO PERCEPTUAL DEVELOPMENT, LANGUAGE DEVELOPMENT, AND MOTIVATION FOR LEARNING. THERE SHOULD BE A NUMBER OF APPROACHES TO INTRODUCTORY LEARNING, AND EACH CHILD SHOULD BE PLACED IN THE APPROACH WHICH IS MOST APPROPRIATE FOR HIM. IN THE EARLY YEARS OF SCHOOL, THE NEGRO STUDENT SHOULD LEARN UNDER THE MOST POSITIVE SET OF HUMAN INTERACTIONS. INTEGRATION CAN CONTRIBUTE MOST EFFECTIVELY TO BETTER ATTITUDES AND RELATIONS. A MAJOR EFFORT SHOULD BE MADE TO IDENTIFY, BY THE BEGINNING OF SECONDARY EDUCATION, A SIZEABLE GROUP OF DEPRIVED ADOLESCENTS WHO COULD, WITH APPROPRIATE CONTINUAL EFFORT ON THE PART OF THE SCHOOL, BE ENABLED TO COMPLETE SECONDARY EDUCATION SUCCESSFULLY AND TO BEGIN HIGHER EDUCATION. ED001717 COMPENSATORY EDUCATION FOR CULTURAL DEPRIVATION. (BASED ON WORKING PAPERS CONTRIBUTED BY PARTICIPANTS IN THE RESEARCH CONFERENCE ON EDUCATION AND CULTURAL DEPRIVATION). 1964-00-00 55 N/A 1965 2016-11-22

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No Curriculum Guides Grade 9 Instructional Materials Mathematics Instruction Problem Solving Student Development Teaching Methods New York (Brooklyn) New York (New York) New York City Public Schools, Brooklyn, NY. A COURSE IS PRESENTED FOR STUDENTS WHOSE NEEDS WOULD NOT BE SERVED BY REGULAR 9TH GRADE MATHEMATICS. GENERAL MATHEMATICS AS TREATED HERE IS MORE THAN ARITHMETICAL COMPUTATION. IT CONTAINS ELEMENTS OF ALGEBRA, GEOMETRY, AND TRIGONOMETRY. THE AIM IS TO CONTRIBUTE TO THE GENERAL DEVELOPMENT OF THE STUDENT THROUGH--AN APPRECIATION AND UNDERSTANDING OF MATHEMATICAL TECHNIQUES AND PROCESSES, AN UNDERSTANDING OF THE APPLICATION OF MATHEMATICS TO THE INDIVIDUAL'S RELATIONSHIP TO OTHER FIELDS OF STUDY, MAINTENANCE IN EACH PUPIL OF COMPETENCE IN NUMBER CONCEPTS AND OF ACCURACY IN FUNDAMENTAL OPERATIONS AND PROBLEM SOLVING, DEVELOPMENT OF HABITS OF ACCURACY, NEATNESS, AND ORDERLINESS, AND DEVELOPMENT OF AN ATTITUDE OF JUDGMENT BASED ON FACTS. TEACHING SUGGESTIONS ARE INCLUDED. THE EXERCISES HAVE BEEN CAREFULLY GRADED TO PERMIT THE TEACHER TO SELECT THOSE BEST SUITED TO THE ABILITIES AND NEEDS OF THE INDIVIDUAL PUPIL. METHODS OF EVALUATION ARE ALSO DISCUSSED. THESE INCLUDE WRITTEN ACTIVITIES SUCH AS TESTS, QUIZZES, AND HOMEWORK, AND ORAL ACTIVITIES SUCH AS PUPIL JUSTIFICATION OF STATEMENTS, PUPIL CORRECTION OF EACH OTHER'S ERRORS, AND ORAL QUIZZES. ED001718 GENERAL MATHEMATICS, 9TH YEAR. 1965-00-00 270 N/A 1965 2016-11-22

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No Curriculum Guides Instructional Materials Physical Education Secondary Education Skill Development Teaching Methods LEBOWITZ, GORDON AND OTHERS New York (Brooklyn) New York (New York) New York City Board of Education, Brooklyn, NY. TEACHERS IN THE JUNIOR AND SENIOR HIGH SCHOOLS ARE PROVIDED WITH TEACHING OUTLINES, TEACHING DEVICES, AND OTHER MATERIALS TO DEVELOP PUPILS' SKILLS, APTITUDES, AND PROFICIENCY IN PHYSICAL ACTIVITIES AND SPORTS. A GRADED AND SEQUENTIAL DEVELOPMENT OF ACTIVITIES IN A UNIFIED PROGRAM, BASED UPON THE CONCEPT OF UNIT TEACHING IN SEASONAL ACTIVITIES, IS PRESENTED. BASKETBALL, BASEBALL AND SOFTBALL, BOWLING, CONDITIONING AND PHYSICAL FITNESS, FOLK AND SQUARE DANCE, FOOTBALL AND TOUCH FOOTBALL, GOLF, GYMNASTICS AND TUMBLING, HANDBALL, INDIVIDUAL AND DUAL SPORTS, RECREATIONAL GAMES, SOCCER, SOCIAL DANCE, TENNIS, TRACK AND FIELD, AND VOLLEYBALL ARE DISCUSSED. MANY OF THE ACTIVITIES ARE INTENDED TO PROVIDE ENRICHMENT EXPERIENCES FOR THE TALENTED AND GIFTED CHILDREN IN THESE AREAS. EACH AREA IS PRESENTED IN TERMS OF AN INTRODUCTION, OBJECTIVES, APPROACH AND MOTIVATIONS, INSTRUCTIONAL MATERIAL, SCOPE AND SEQUENCE, CLASS ORGANIZATION, GENERAL AND SPECIFIC TEACHING SUGGESTIONS, ANALYSIS OF SKILLS, SAFETY PRECAUTIONS, GRADE PLACEMENT OF SKILLS, MODIFIED AND LEAD-UP GAMES, EVALUATION, AND BIBLIOGRAPHY AND REFERENCES. DRAWINGS, GRAPHS, CHARTS FOR EVALUATION AND SCORING, AND FLOOR DIAGRAMS ARE INCLUDED. AUDIO-VISUAL AIDS, MODEL LESSON PLANS, AND SUGGESTED FLOOR PLANS ARE OFFERED IN THE APPENDIX. ED001719 PHYSICAL EDUCATION FOR BOYS, GRADES 7-12. 1964-00-00 351 N/A 1965 2016-11-22

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No Curriculum Development Curriculum Guides Elementary Education Resource Materials Skill Development Speech Improvement Speech Skills Teaching Methods TABORN, MARION AND OTHERS DISTRICT OF COLUMBIA District of Columbia District of Columbia Public Schools, Washington, DC. THE CHILD WITH NO SPEECH HANDICAPS NEEDS TRAINING IF HE IS TO DEVELOP A SPEECH PATTERN WHICH IS AN ASSET RATHER THAN A LIABILITY. THE REGULAR CLASSROOM TEACHING MUST BE PREPARED TO PROVIDE INSTRUCTION IN CORRECT SPEAKING IN CONJUNCTION WITH OTHER CLASSROOM ACTIVITIES. THE CURRICULUM SHOULD PROVIDE FOR INSTRUCTION IN THE BASIC ATTITUDES AND ABILITIES INHERENT IN SPEECH SKILLS. SYSTEMATIC INSTRUCTION IN SPEECH CAN BE CORRELATED WITH OTHER SUBJECTS SUCH AS ARITHMETIC, SCIENCE, HEALTH, PHYSICAL EDUCATION, SOCIAL STUDIES, MUSIC, AND ART. CURRICULUM PLANNING CAN INCLUDE TALKS ABOUT SOUNDS, GROUP DISCUSSIONS, PROBLEM-SOLVING SESSIONS, PANEL DISCUSSIONS, AND PRACTICE IN PARLIAMENTARY PROCEDURE. FOR MAXIMAL EFFECTIVENESS THE TEACHER MUST GIVE CAREFUL CONSIDERATION TO HIS OWN VOICE USE, ARTICULATION, ENUNCIATION, AND PRONUNICATION AS WELL AS TO THAT OF HIS PUPILS'. ORAL READING, CHORAL SPEAKING, AND DRAMATIC PRODUCTIONS ARE ESPECIALLY ADAPTABLE TO INSTRUCTION IN PROPER SPEECH TECHNIQUES. A FIFTY-FOUR ITEM ANNOTATED BIBLIOGRAPHY, APPENDIXES CONTAINING SOUNDS OF ENGLISH, INFORMAL DRAMATICS SUGGESTIONS, AND A LIST OF SPEECH GAMES ARE INCLUDED. ED001720 SPEECH IMPROVEMENT FOR THE ELEMENTARY SCHOOLS. A CURRICULUM RESOURCE BULLETIN. 1962-00-00 46 N/A 1965 2016-11-22

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No Community Action Dropout Characteristics Dropout Prevention Dropout Programs Enrichment School Counseling Student Motivation Summer Programs DISTRICT OF COLUMBIA District of Columbia Office of Education (DHEW), Washington, DC. DURING THE SUMMER OF 1963 A CONCERTED EFFORT WAS MADE TO CURB THE NUMBER OF SCHOOL DROPOUTS AND INCREASE THE NUMBER OF THOSE WHO RETURN TO SCHOOL. THE PRINCIPAL ACTIVITIES OF THE CAMPAIGN, WHICH COVERED ONLY TWO SUMMER MONTHS, MIGHT BE CLASSIFIED AS PROMOTIONAL, COUNSELING, REMEDIAL, PREVENTIVE, AND EXPERIMENTAL. METHODS OF IDENTIFYING AND CONTACTING POTENTIAL AND ACTUAL DROPOUTS WERE ESTABLISHED. EACH CASE WAS TREATED INDIVIDUALLY, USING THE RESOURCES OF THE COMMUNITY TO PROVIDE A FEELING OF CONCERN WHICH WAS FOUND TO BE OVERWHELMINGLY IMPORTANT FOR MOST OF THE YOUNG PEOPLE. REASONS FOR DROPPING OUT, REASONS FOR RETURNING, AND VARIOUS REACTIONS TO THE SUMMER CAMPAIGN WERE ACCUMULATED. AMONG THE MAJOR REASONS FOR FAILURE TO RETURN WERE--DISINTEREST IN SCHOOL, HOME RESPONSIBILITIES, UNFAVORABLE PARENT ATTITUDES, PEER INFLUENCE AND UNHAPPY HOME SITUATIONS. REASONS FOR RETURNING TO SCHOOL WERE SHOWN IN THE STUDENT BY A NEW FEELING FOR EDUCATION, AND APPRECIATION OF PERSONAL INTEREST SHOWN, BAD EXPERIENCE AS A DROPOUT, AND OTHER FACTORS. SPECIFIC PROGRAMS AND THEIR RESULTS ARE LISTED. THIS PROGRAM POINTS TO A NEED FOR SCHOOL ADAPTATIONS AND TOTAL DEDICATION ON THE PART OF THE SCHOOL TO MAKE SCHOOL EXPERIENCES MEANINGFUL TO THE INDIVIDUAL CHILD. ED001721 THE 1963 DROPOUT CAMPAIGN. SUMMARY AND ANALYSIS OF THE SPECIAL SUMMER PROGRAM TO COMBAT SCHOOL DROPOUT FINANCED FROM THE PRESIDENT'S EMERGENCY FUND. 1964-00-00 34 N/A 1965 2016-11-22

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No Disadvantaged Youth Instructional Materials Junior High Schools Potential Dropouts Slow Learners Student Motivation Teacher Workshops Teaching Methods MOCK, JOZIE M. Texas (Houston) Texas (Houston) Houston Independent School District, TX. SPECIAL ATTENTION WAS GIVEN TO SLOW LEARNERS WITH UNSTABLE AND CULTURALLY DEPRIVED BACKGROUNDS TO KEEP THEM INTERESTED AND IN SCHOOL. PARTICIPANTS WERE 14 YEARS OLD, WITH AN IQ OF 76-90 AND 2 YEARS' RETARDATION IN LANGUAGE, READING, AND MATHEMATICS. PROJECT TEACHERS WERE SPECIALLY SELECTED FOR THEIR UNDERSTANDING AND ABILITY TO TEACH EMOTIONALLY UNSTABLE, SLOW LEARNERS. THE TEACHERS TOOK PART IN A 40-HOUR TRAINING WORKSHOP PRIOR TO TEACHING DUTY. IN ADDITION THERE WERE SEVEN INSERVICE TRAINING MEETINGS DURING THE YEAR. TEACHERS HAVE FOUND THE FOLLOWING TECHNIQUES EFFECTIVE--ALLOWING STUDENTS FREEDOM FROM PRESSURE, DARING TO BE CREATIVE AND IMAGINATIVE, MAINTAINING A SENSE OF HUMOR, AND STIMULATING THROUGH ENCOURAGEMENT AND SINCERE PRAISE. TEACHING MATERIALS ARE USED TO MOTIVATE STUDENTS AND TEACH THEM THE BASIC SKILLS THEY NEED. MACHINES AND PROGRAMED MATERIALS ARE CHOSEN FOR EASY READING AND HIGH-INTEREST LEVELS. AUDIOVISUAL AIDS, NEWSPAPERS AND FIELD TRIPS ARE USED TO TEACH PRACTICAL SKILLS THAT STUDENTS RECOGNIZE AS USEFUL. ED001722 REPORT ON TALENT PRESERVATION OF THE JUNIOR HIGH SCHOOLS OF HOUSTON INDEPENDENT SCHOOL DISTRICT. 1961-00-00 7 N/A 1965 2016-11-22

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No Curriculum Development Disadvantaged Youth Extracurricular Activities Inservice Teacher Education Learning Readiness Material Development Research Opportunities Resource Materials Teaching Methods DAVIS, ALLISON ILLINOIS Illinois (Chicago) Illinois Illinois (Chicago) BELIEF THAT ALL SCHOOL LEARNING IS INFLUENCED BY THE TEACHER'S FEELING FOR THE STUDENT, BY THE TEACHER'S CULTURAL EVALUATION OF THE STUDENT, BY CULTURAL MOTIVATION AND BY INTRINSIC VALUE IN THE CURRICULUM LED TO THE FOLLOWING RECOMMENDATIONS TO HELP THE CULTURALLY DEPRIVED STUDENT--STUDY OF THE COMMUNITY, AND OF THE SCHOOL INSERVICE TRAINING OF TEACHERS, NEW MATERIALS IN READING AND IN ALL PHASES OF THE CURRICULUM, NEW TEACHING METHODS AND INTEGRATION OF ALL GROUPS INTO BOTH CLASSROOM AND EXTRA-CLASSROOM ACTIVITIES. ED001723 SOCIETY, THE SCHOOL AND THE CULTURALLY DEPRIVED STUDENT. 20 N/A 1965 2016-11-22

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No Facilities Models Program Guides Reading Centers Reading Failure Resource Materials CUTTS, WARREN G. DISTRICT OF COLUMBIA District of Columbia GENERAL GUIDELINES ARE PROVIDED, WHICH MAY BE ADAPTED TO SPECIFIC PROBLEMS AND CONDITIONS IN INDIVIDUAL SCHOOL SYSTEMS. BACKGROUND MATERIAL DISTINGUISHES BETWEEN CORRECTIVE READING INSTRUCTION BY THE REGULAR TEACHER IN THE CLASSROOM AND REMEDIAL READING INVOLVING INSTRUCTION RECEIVED OUTSIDE THE REGULAR CLASSROOM. A REVIEW OF CAUSATIVE FACTORS IN READING FAILURE IS GIVEN. A SPECIFIC PROGRAM FOR INSTRUCTION IN REMEDIAL READING IS NOT GIVEN. EMPHASIZED ARE EXPERT DIAGNOSIS OF READING FAILURE, ADEQUATE FACILITIES, AND WELL TRAINED AND SUFFICIENT PERSONNEL. A MODEL READING CENTER IS DESCRIBED, EVEN TO THE LOCATION OF ELECTRICAL OUTLETS, AND INCLUDES A FLOOR PLAN, FURNITURE, EQUIPMENT, AND ACTIVITY USE OF SPACE. IN ADDITION, INSTRUCTIONAL MATERIALS ARE LISTED FOR USE IN READING CLINICS LOCATED AWAY FROM THE CENTER. ED001724 A MODEL PROGRAM FOR REMEDIAL READING. 22 N/A 1965 2016-11-22

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No Conferences Educational Problems Educationally Disadvantaged Equal Education Teacher Education Urban Education BENNE, KENNETH D. AND OTHERS Massachusetts (Boston) Massachusetts (Boston) Boston Univ., MA. Human Relations Center. THE GENERAL PROBLEM OF LEARNING HOW TO EQUALIZE EDUCATIONAL OPPORTUNITY FOR THE EDUCATIONALLY DEPRIVED CHILD HAS SEVERAL FACETS AND THERE ARE SEVERAL APPROACHES TO ITS SOLUTION. THE COMPOSITION OF THE CONFERENCE, THE DESIGN OF THE CONFERENCE, AND AN ASSESSMENT OF CONFERENCE OUTCOMES CONCERNING THIS PROBLEM ARE GIVEN. PAPERS AND PLENARY DISCUSSIONS ARE INCLUDED, COVERING AN ARRAY OF QUESTIONS CONCERNING THE GENERAL PROBLEM. ARTICLES INCLUDED ARE "THE ENLARGING FUNCTION OF THE SCHOOL WITH RESPECT TO THE DISADVANTAGED,""EDUCATING INTELLIGENCE--A STUDY IN THE PREVENTION OF MENTAL RETARDATION,""THE YOUTH CULTURE, THE SCHOOL SYSTEM AND THE SOCIALIZATION COMMUNITY,""SOME RESEARCH FINDINGS OF THE NATIONAL PRINCIPALSHIP STUDY AND THEIR IMPLICATIONS FOR EDUCATIONAL CHANGE,""TEACHING STRATEGIES,""PROPOSALS FOR THE EDUCATION OF SCHOOL PERSONNEL FOR WORK WITH INNER-CITY SITUATIONS," AND "ISSUES TO CONSIDER IN EVALUATION AND RESEARCH DESIGNS FOR INNER-CITY PROGRAMS." ALSO INCLUDED ARE SMALL GROUP DISCUSSIONS AND OUTCOMES CONCERNING THE PROBLEMS OF DISADVANTAGED CHILDREN. SUMMARIES OF DISCUSSION OF THE ATLANTIC TEAM, THE BOSTON TEAM, THE CINCINNATI TEAM, THE DETROIT TEAM, THE LOS ANGELES TEAM AND OUTCOMES OF THE JULY CONFERENCE, ARE GIVEN. IN 1964 A FOLLOWUP COMMITTEE TO THE JULY CONFERENCE MET TO DEVELOP FOLLOWUP WORK IN TRAINING, CONSULTATION AND RESEARCH. PROPOSED EXPERIMENTATION WITH TRAINING AND CONSULTATION FOR PERSONS WHO WORK WITH EDUCATIONALLY DISADVANTAGED STUDENTS IN INTER-CITY SCHOOL SYSTEMS IS SUGGESTED. A DIAGRAM IS INCLUDED, DIAGRAMING THE PROPOSED EXPERIMENTATION. THE PROBLEM, THE OBJECTIVES, METHODS AND ORGANIZATION, A PROPOSAL OF A PRELIMINARY PLANNING, DEVELOPMENTAL AND TRAIL-RUN PHASE OF THE LARGER PROBLEM ARE OUTLINED. ED001725 CONFERENCE ON TRAINING PROGRAMS FOR PERSONNEL WHO WORK WITH EDUCATIONALLY DISADVANTAGED STUDENTS. 1964-00-00 140 N/A 1965 2016-11-22

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No Instructional Materials Junior High Schools Reading Difficulties Remedial Programs Remedial Reading Supervisors Teacher Education Teaching Guides Teaching Methods New York (New York) New York (New York) New York City Board of Education, Brooklyn, NY. IN 1943 NEW YORK CITY UNDERTOOK RESEARCH ON RETARDED READERS IN THE JUNIOR HIGH SCHOOLS. GOALS INCLUDED TRYING TO DETERMINE WHY A LARGE NUMBER OF PUPILS WITH AVERAGE OR BETTER INTELLIGENCE REACH JUNIOR HIGH SCHOOL WITH RETARDATION OF SEVERAL YEARS IN READING LEVEL, AND THE TYPES OF REMEDIAL INSTRUCTION MATERIALS NEEDED. SPECIAL PROGRAMS ARE SOMETIMES ARRANGED, SUCH AS SCHEDULING CLASSES OR EXCHANGING CHILDREN AMONG CLASSES FOR REMEDIAL PERIODS. SOMETIMES CHILDREN WITHIN A GROUP ARE PUT TOGETHER FOR A READING CLASS, OR INDIVIDUAL HELP IS GIVEN. SOME SCHOOLS HAVE SPECIAL CLASSES FOR REMEDIAL READING. SOME THOUGHT ENGLISH TEACHERS SHOULD BE TRAINED TO TEACH THIS COURSE. SUPPLIES AND MATERIALS WERE NEEDED AND THERE WAS AN INSUFFICIENT AMOUNT TO BE HAD. THE FOLLOWING RECOMMENDATIONS WERE MADE--(1) SEVERELY RETARDED READERS SHOULD BE GIVEN OUT-OF-CLASS INSTRUCTION. (2) A PROGRAM DESIGNED TO TRAIN JUNIOR HIGH SCHOOL TEACHERS IN METHODS OF TEACHING READING SHOULD BE INSTITUTED. (3) A CONSISTENT EFFORT SHOULD BE MADE TO DEVELOP AND SUPPLY APPROPRIATE READING MATERIALS. (4) A DEVELOPMENTAL READING PROGRAM SHOULD SPECIFICALLY PROVIDED IN REGULAR CLASSROOMS. (5) THE DEPARTMENTALIZED PROGRAM OF INSTRUCTION IN THE JUNIOR HIGH SCHOOL SHOULD BE REEVALUATED. (6) CHILD GUIDANCE SERVICES SHOULD BE EXPANDED SO THAT THEY ARE MORE AVAILABLE FOR RETARDED READERS. (7) THE POSSIBILITY OF FORMULATING A NEW POSITION FOR "TEACERS OF READING" SHOULD BE EXPLORED. A LIST OF MATERIALS TO BE USED FOR REMEDIAL READING IN THE JUNIOR HIGH SCHOOL IS APPENDED. ED001726 THE RETARDED READER IN THE JUNIOR HIGH SCHOOL. A GUIDE FOR SUPERVISORS AND TEACHERS. 1952-09-00 131 N/A 1965 2016-11-22

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No Counseling Services Cultural Differences Disadvantaged Youth Enrichment Junior High Schools Low Achievement Student Motivation Student Needs GRAVES, MARIAN F. PEAGLER, OWEN F. New York (White Plains) New York White Plains Public Schools, NY. OBJECTIVES ARE TO HELP COUNSELORS IDENTIFY LOW ACHIEVERS, TO STIMULATE TALENT AND ABILITY, AND TO EXPLORE PROCEDURES THAT COULD BE USED TO INTEREST AND MOTIVATE UNDERACHIEVERS AND TO ENLIST COOPERATION FROM PARENTS. RECOMMENDED ARE ATTEMPTS TO EXPOSE CHILDREN TO CULTURAL EXPERIENCES AND PROVIDE OCCUPATIONAL INFORMATION. THE COUNSEL WORKS WITH TEN STUDENTS, THEN EXPLAINS THE PROJECT TO THEIR PARENTS. HE MAKES ONE VISIT TO EACH HOME. HE DEVELOPS THE PROGRAM TO FIT THE NEEDS OF EACH CHILD, INCLUDING SUCH THINGS AS STUDY HOURS, FIELD TRIPS, AND SPECIAL COUNSELING. AFTER EVALUATION, RECOMMENDATIONS WOULD INCLUDE URGING CHILDREN TO MAINTAIN REGULAR WORKING HOURS, ENCOURAGING PARENTS TO HAVE A DEFINITE ROUTINE IN THE HOME, AND STARTING COUNSELING IN THE ELEMENTARY GRADES. ED001727 THE USE OF EXTENSIVE AND INTENSIVE COUNSELING WITH A GROUP OF JUNIOR HIGH SCHOOL PUPILS FROM LOW SOCIO-ECONOMIC OR CULTURALLY DIFFERENT BACKGROUNDS. 1961-07-00 68 N/A 1965 2016-11-22

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No Data Collection Dropout Characteristics Dropout Research Dropouts School Holding Power Student Attitudes Teacher Role MILLER, LEONARD M. PUTNAM, JOHN F. DISTRICT OF COLUMBIA District of Columbia Office of Education (DHEW), Washington, DC. TWO ARTICLES ARE PRESENTED. THE FIRST BY LEONARD M. MILLER, "THE DROPOUT--SCHOOLS SEARCH FOR CLUES TO HIS PROBLEMS," DISCUSSED DATA DISCOVERED BY DIFFERENT STATES ON DROPOUTS. IN MARYLAND COUNSELORS CLAIM THAT LACK OF INTEREST AND DISLIKE OF SCHOOL WERE THE MAIN REASONS FOR DROPOUTS. SPECIFICALLY, THEY WERE DISCOURAGED OVER THEIR PROGRESS OR DISLIKED THEIR TEACHERS OR SUBJECTS, SAW NO VALUE IN SUBJECTS TAKEN AND FELT EXCLUDED FROM THE SOCIAL LIFE OF THE SCHOOL. DROPOUT DATA FROM UTAH, TUCSON, ARIZONA, DADE COUNTY, FLORIDA, ORANGE COUNTY, CALIFORNIA, LOS ANGELES, CALIFORNIA, AND ROCHESTER, NEW YORK ARE ALSO DISCUSSED. REFERENCES ARE INCLUDED. THE SECOND PART, "INFORMATION ABOUT DROPOUTS--TERMS AND COMPUTATIONS" BY JOHN F. PUTNAM, DISCUSSED DROPOUTS THROUGH THE USE OF FORMULAS. THE DIFFERENT AREAS PRESENTED ARE WITHDRAWAL, MOBILITY, HOLDING POWER OF SCHOOLS, AND DROPOUTS. THIS ARTICLE IS PUBLISHED IN "SCHOOL LIFE," MAY 1963. ED001728 THE DROPOUT. SCHOOLS SEARCH FOR CLUES TO HIS PROBLEMS, INFORMATION--TERMS AND COMPUTATIONS. 1963-05-00 15 N/A 1965 2016-11-22

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No Delinquency Causes Delinquency Prevention Dropout Research Educational Experience Individual Characteristics Potential Dropouts BURKE, NELSON S. SIMONS, ALFRED F. DISTRICT OF COLUMBIA District of Columbia District of Columbia Dept. of Corrections, Lorton, VA. Lorton Youth Center. A CLUSTER OF EDUCATIONAL EXPERIENCES WAS SOUGHT WHICH WAS COMMON TO A SIGNIFICANT PROPORTION OF THE YOUTH AT THE LORTON YOUTH CENTER OF THE DISTRICT OF COLUMBIA DEPARTMENT OF CORRECTIONS. THESE EXPERIENCES WERE POSTULATED AS CAUSAL FACTORS IN DROPOUTS, DELINQUENCY, AND EVENTUAL INCARCERATION. DATA PRETAINING TO EDUCATIONAL OR EDUCATIONAL-RELATED EXPERIENCES WERE GATHERED FROM CASE HISTORIES, EDUCATIONAL INTERVIEW SHEETS, AND TWO QUESTIONNAIRES. FROM AN ANALYSIS OF THE DATA THE ELEMENTS WHICH COMPRISE THE TYPES OF SYNDROMES DESCRIBED ABOVE WERE POVERTY, SOCIAL ALIENATION, POOR SCHOOL ADJUSTMENT, TRUANCY, RETARDATION, ESSENTIALLY NORMAL INTELLIGENCE, POOR READING SKILLS, LANGUAGE DEFICIENCIES, EARLY SCHOOL LEAVING, MOBILITY, EARLY CONTACT WITH THE JUVENILE COURT, FREQUENT JUVENILE OFFENSES, COMMITMENT TO OTHER INSTITUTIONS, AND MATRIARCHIAL FAMILIES. RELATED RESEARCH IS IN GENERAL AGREEMENT WITH THESE FINDINGS. IMPLICATIONS FOR SCHOOL ACTION ARE--PRESCHOOL EDUCATION, ADAPTED CURRICULUM MATERIALS, PROFESSIONAL COUNSELING, AND UNDERSTANDING OF SLUM CULTURE, AND INSERVICE TRAINING. A CHECK LIST ADMINISTERED AT GRADE 6 COULD AID IN IDENTIFYING POTENTIAL DROPOUTS SO THAT THESE CHILDREN COULD BE MORE INTENSIVELY GUIDED AND COUNSELED. ED001729 THE PROBABLE SYNDROME IN TERMS OF EDUCATIONAL EXPERIENCES WHICH PRECIPITATES DROPOUTS, DELINQUENCY, AND EVENTUAL INCARCERATION. 1964-09-00 57 N/A 1965 2016-11-22

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No Curriculum Development Delinquency Prevention Delinquent Rehabilitation Guidance Personnel Interdisciplinary Approach Police School Personnel Social Workers Training Workshops President's Committee on Juvenile Delinquency and Youth Crime, Washington, DC. SUGGESTIONS FOR TRAINING PEOPLE WHO WORK WITH DELINQUENTS AND POTENTIAL DELINQUENTS ARE GIVEN. THESE PEOPLE INCLUDED GANG WORKERS, SOCIAL WORKERS, TEACHERS, POLICEMEN, PROBATION AND PAROLE OFFICERS, CORRECTIONAL INSTITUTION PERSONNEL, AND GUIDANCE COUNSELORS. THE PROGRAM WAS DIVIDED INTO THREE PARTS--SHORT-TERM WORKSHOPS AND INSTITUTES, UNIVERSITY TRAINING CENTERS, AND CURRICULUM DEVELOPMENT PROJECTS. SHORT-TERM PROJECTS INCLUDED WORK IN THE STREETS, EDUCATION OF PROBLEM STUDENTS, AND ACCREDITED COLLEGE COURSE OF FIELD WORK AT THE PROBATION DEPARTMENT, CREATION OF NEIGHBORHOOD TEAMS OF POLICE, PROBATION OFFICERS, TEACHERS, SOCIAL WORKERS, AND OTHERS, UPGRADING CORRECTIONAL PERSONNEL, AND RURAL YOUTH PROGRAMS. THE UNIVERSITY TRAINING CENTERS WERE THE CORE OF THE TRAINING PROGRAM. THEY WERE TO BE PERMANENT TRAINING BASES WHERE A WIDE VARIETY OF YOUTH WORKERS COULD RECEIVE IMAGINATIVE, INTERDISCIPLINARY TRAINING. MOST INSTRUCTION WAS SPECIALIZATION IN THE TRAINEE'S OWN FIELD. THE PROGRAMS AT THE TEN DIFFERENT CENTERS VARIED ACCORDING TO PARTICULAR NEEDS. THE CURRICULUM DEVELOPMENT THAT WOULD BE USED AT THE TRAINING CENTERS INCLUDED SUCH SUBJECTS AS POLICE AND DELINQUENCY, PROMISCUOUS TEENAGE GIRLS, TEACHING OF SLUM CHILDREN, A REHABILITATION PROGRAM FOR JUVENILE DELINQUENTS, COLLEGE VOLUNTEERS FOR SLUM WORK, AND UTILIZATION OF PEACE CORPS VOLUNTEERS WHO HAD SPENT 2 YEARS TEACHING OVERSEAS. ED001730 THE PRESIDENT'S COMMITTEE OF JUVENILE DELIQUENCY AND YOUTH CRIME, WASHINGTON, D.C. 1963-00-00 14 N/A 1965 8/17/2004 22:19:15 DISA1965

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No Ability Cognitive Development Comparative Analysis Educational Psychology Experience Factor Analysis Intelligence Learning Processes Learning Theories Performance Psychometrics WHITEMAN, MARTIN NEW YORK New York (New York) New York New York (New York) THREE PSYCHOLOGICAL DISCIPLINES OFFER APPROACHES TO AN UNDERSTANDING OF INTELLIGENCE. AN ATTEMPT IS MADE TO UNCOVER THE COMMON FEATURES OF THE PSYCHOMETRIC SCHOOL, LEARNING, AND MENTAL DEVELOPMENT APPROACHES. A STRUCTURAL CONCEPT IS SELECTED FROM EACH PSYCHOLOGICAL DISCIPLINE FOR COMPARATIVE ANALYSIS--THE CONCEPT OF FACTOR FROM THE PSYCHOMETRIC APPROACH, LEARNING SET FROM HARLOW'S LEARNING APPROACH, AND SCHEMA OR OPERATION, FROM PIAGET'S DEVELOPMENTAL ORIENTATION. THE CONCEPTS ARE FOUND TO SHARE IN TWO BASIC CHARACTERISTICS--SITUATIONAL GENERALITY AND EMBODIMENT IN A HIERARCHICAL ORGANIZATION. AN ATTEMPT IS MADE TO RELATE CONSISTENCY OF INTER-SITUATIONAL EXPERIENCE TO A CONSISTENCY IN INTER-SITUATIONAL PERFORMANCE. IT IS SUGGESTED THAT ALL APPROACHES INVOLVE COMPETENCE WITH RESPECT TO A CLASS OF DIVERSE SITUATIONS AND THAT IF THESE SITUATIONS FORM A CLASS, THEY MUST HAVE SOME FEATURES IN COMMON. INTELLIGENCE MUST MEAN SENSITIVITY TO THESE COMMON FEATURES AND SUCH SENSITIVITY COULD PROBABLY BE LEARNED THROUGH THE CONTINUAL LEARNING OF SUCH FEATURES PRESENTED IN DIVERSE SETTINGS. ED001731 INTELLIGENCE AND LEARNING. (WORK CONFERENCE ON CURRICULUM AND TEACHING IN DEPRESSED URBAN AREAS, COLUMBIA UNIVERSITY, NEW YORK, JULY 1-12). 10 N/A 1965 2016-11-22

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No Counseling Services Dropout Characteristics Dropout Programs Followup Studies Guidance Programs Occupational Information Out of School Youth Summer Programs Youth Employment RUFF, ELDON E. AND OTHERS Indiana (South Bend) Indiana South Bend Community School Corp., IN. WITH SIX PERSONS TO STAFF THE SUMMER CAMP. THE FOLLOWING OBJECTIVES WERE SET--(1) TO GAIN ADDITIONAL INFORMATION ABOUT DROPOUTS, (2) TO PROVIDE COUNSELING SERVICES FOR STUDENTS NO LONGER IN CONTACT WITH THE SCHOOL, (3) TO PROVIDE EDUCATIONAL AND OCCUPATIONAL INFORMATION FOR DROPOUTS, (4) TO PROVIDE A LIAISON BETWEEN THE DROPOUT, THE SCHOOL, AND THE COMMUNITY, (5) TO ENCOURAGE FURTHER EDUCATION OF DROPOUTS, AND (6) TO GAIN INFORMATION TO HELP IDENTIFY POTENTIAL DROPOUTS. A JOB COUNSELING CENTER WAS ESTABLISHED, AND THE STAFF DEVELOPED AN OCCUPATIONAL-EDUCATIONAL INFORMATION LIBRARY. IN COUNSELING THE DROPOUTS THE APPROACH WAS THAT OF TRYING TO PROVIDE THE STUDENT WITH A BETTER UNDERSTANDING OF HIMSELF AND THE WORLD AROUND HIM. SEVENTY PERCENT OUT OF 121 ACTUALLY INTERVIEWED RESPONDED TO COUNSELING SESSIONS. IT WAS DISCOVERED THAT FAMILY ATTITUDE CONTRIBUTED TO THE STUDENT'S DROPPING OUT. THE MAJORITY OF DROPOUTS ARE ACADEMIC DROPOUTS LONG BEFORE THEY ACTUALLY DROP OUT PHYSICALLY. HELP FOR DROPOUTS MUST BE PROVIDED BY THE SCHOOL. A LOOK AT THE TOTAL GROUP OF 225 BOYS SHOWED THAT 104 WERE NO LONGER IN THE COMMUNITY. OF THE BOYS COUNSELED 15 MADE ARRANGEMENTS TO GO BACK TO A FULL-TIME SCHOOL PROGRAM AND 13 TO COMPLETE THEIR HIGH SCHOOL PROGRAMS. A HANDBOOK ON EMPLOYMENT AND EDUCATIONAL ASSISTANCE FOR OUT-OF-SCHOOL YOUTH IS GIVEN, DESIGNED TO HELP THE DROPOUT. IT SHOWS HOW AND WHERE TO LOOK FOR A JOB, AND WAS GIVEN TO ALL STUDENTS. ED001732 DROPOUT FOLLOW-UP. A REPORT OF A SUMMER PROJECT IN GUIDANCE. 1964-08-24 74 N/A 1965 2016-11-22

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No Black Students Disadvantaged Schools Interests Lower Class Students Middle Class Standards Racial Attitudes Student Teacher Relationship Student Teachers Teacher Attitudes Teacher Education Teacher Selection Urban Education FREEDMAN, PHILIP I. New York (New York) NEW YORK New York New York (New York) THREE SEPARATE STUDIES WERE MADE RELATING TO THE AREA OF RACIAL ATTITUDES AND PERCEPTION. SEVERAL ASSUMPTIONS UNDERLIE THE STUDY--(1) THE CAUCASIAN POPULATION OF THE UNITED STATES HARBORS A SUBSTANTIAL AMOUNT OF RACIAL PREJUDICE TOWARD NEGROES, (2) URBAN TEACHING STAFFS WHICH ARE DRAWN CHIEFLY FROM CAUCASIAN, MIDDLE-CLASS COMMUNITIES SHARE THE NEGATIVE RACIAL ATTITUDES OF THEIR SOCIETY, (3) NEGATIVE ATTITUDES IMPEDE THE PARTICIPATION OF MIDDLE-CLASS WHITE TEACHERS IN PROGRAMS FOR THE DEPRIVED CHILD, USUALLY EITHER NEGRO OR PUERTO RICAN. THE FIRST STUDY CONSISTED OF A COMPARISON OF TWO GROUPS OF STUDENT TEACHERS. ONE GROUP WAS MADE UP OF STUDENTS WHO HAD VOLUNTEERED TO PARTICIPATE IN A PROGRAM IN "TOUGH" SCHOOLS. THE SECOND GROUP CONTAINED THOSE WHO HAD REJECTED THE PROJECT AND CHOSEN TO WORK IN A MIDDLE CLASS, WHITE SCHOOL. QUESTIONNAIRES ANSWERED BY BOTH GROUPS REVEALED THAT THE VOLUNTEERS HAD GREATER NEED TO MEET CHALLENGES SUCCESSFULLY, AND THAT THEY DISPLAYED GREATER SYMPATHY FOR THE DISADVANTAGED THAN DID THE NONVOLUNTEERS. THE NEXT TWO STUDIES SOUGHT TO EVALUATE VARYING CONDITIONS OF CONTACT WITH NEGROES AS A MEANS OF REDUCING RACIAL FEARS AND ANTAGONISMS AND ESTABLISHING A MORE RECEPTIVE GROUP FOR TEACHING DEPRIVED NEGRO CHILDREN. THE FIRST OF THESE EXPERIMENTS WAS DESIGNED TO DETERMINE WHETHER MIDDLE CLASS, WHITE STUDENTS OF EDUCATION WERE MORE AMENABLE TO PERSUASION BY A NEGRO COLLEGE INSTRUCTOR THAN BY A CAUCASIAN INSTRUCTOR THAT THEY SHOULD PREPARE FOR SERVICE IN "TOUGH" SCHOOLS. THE OTHER STUDY COMPARED THE RELATIVE POWERS OF PERSONAL INTEREST AND SOCIOECONOMIC STATUS VARIABLES AS INDUCEMENTS FOR MIDDLE-CLASS, WHITE STUDENTS TO SELECT NEGRO ASSOCIATES IN WORK SITUATIONS. PERSONAL INTEREST FACTORS PROVED MUCH STRONGER THAN RACE OR SOCIOECONOMIC STATUS. ED001733 RACIAL ATTITUDES AS A FACTOR IN TEACHER EDUCATION FOR THE DEPRIVED CHILD. 11 N/A 1965 2016-11-22

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No Curriculum Guides Educational Opportunities Reading Difficulties Secondary School Students Secondary Schools Slow Learners Teaching Programs JENNINGS, H. MARVIN AND OTHERS Texas (Waco) Texas Waco Public Schools, TX. TO MEET THE NEEDS OF THE SLOW LEARNER AT THE SECONDARY LEVELS, CAREFULLY PLANNED AND TESTED GUIDELINES ARE SET FORTH FOR SELECTION OF PUPILS, STANDARDS FOR GRADING, AND GRADUATION REQUIREMENTS. LESSON PLANS AND SUGGESTIONS, MATERIALS, AND TEXTBOOKS ARE INCLUDED. COURSES COVERED ARE LANGUAGE ARTS, JUNIOR HIGH ARITHMETIC, MATHEMATICS IN HIGH SCHOOL, GENERAL AND CONSUMER MATH, GENERAL SCIENCE, BIOLOGY, AND SOCIAL STUDIES. SUGGESTIONS ARE MADE FOR COOPERATING WITH RESOURCE PERSONS WITHIN THE COMMUNITY. APPROXIMATELY 53 REFERENCES ARE INCLUDED. ED001734 GUIDE FOR OPPORTUNITY CLASSES. 1960-00-00 53 N/A 1965 2016-11-22

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No Academic Achievement Academic Failure Career Counseling Career Planning Developmental Reading Dropout Prevention Educational Counseling Grade Repetition Guidance Programs Individual Counseling Self Concept New York (New York) New York (New York) Boys Club of New York, NY. THE PROBLEM OF SCHOOL DROPOUTS WAS CAUSED BY CONSISTENT FAILURE TO ACHIEVE IN REGULAR SCHOOL WORK, GRADE RETENTION, READING802RETARDATI RETARDATION, AND POOR SELF-IMAGE. THE CLUB'S STAFF WOULD HELP SOLVE THIS PROBLEM THROUGH TEACHING, DIRECTING, AND COUNSELING BOYS IN THE AREAS OF HEALTH, COMPATIBILITY, RESPECT, STAYING IN SCHOOL, PLANNING EDUCATIONAL GOALS, AND DEVELOPING SKILLS THAT COULD BE USED IN ADULT LIFE. THE OBJECTIVE WAS TO PROVIDE THE GROUP LEADERS WITH A MORE DEFINITE PROGRAM FOR GUIDANCE. DURING THE SEASON IT WOULD BE ADVISABLE FOR THE LEADER TO TALK TO EACH INDIVIDUAL BOY ABOUT HIS FUTURE PLANS AT LEAST ONCE, SIMILAR MEETINGS SHOULD BE HELD AT THE END OF THE SEASON. FROM MAY TO SEPTEMBER, STAFF MEMBERS SHOULD BE REQUIRED TO STUDY THE RECORD CARDS OF ALL BOYS IN THE CLUB. ALSO OUTLINED TOPICS OF DISCUSSIONS MIGHT BE PREPARED IN ADVANCE AND MADE AVAILABLE TO THE LEADER EVERY MONTH. EDUCATIONAL OR VOCATIONAL FILMS OR LECTURES COULD BE SCHEDULED ONE EVENING A MONTH, OR QUARTERLY. DURING THE YEAR AT LEAST TWO SEMINARS, EACH EXTENDING OVER A 2-DAY OR 3-DAY PERIOD, SHOULD BE HELD. COMPETITIVE ESSAY AND SKIT TOURNAMENTS SHOULD BE HELD, WITH EDUCATION AS ONE OF THE THEMES. "THE BOY'S CLUB RECORD," A MONTHLY PUBLICATION WRITTEN BY AND FOR THE BOYS, WAS FOUND TO BE A GOOD MEDIUM FOR REACHING ALL THE BOYS. ED001735 A SUGGESTED GUIDANCE PROGRAM FOR COMBATING SCHOOL "DROP-OUTS." 44 N/A 1965 2016-11-22

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No Conferences Disadvantaged Schools Literacy Low Achievement Mathematics Curriculum Mathematics Instruction Slum Schools Underachievement California (Stanford) SCHOOL MATHEMATICS STUDY GROUP California (Stanford) Stanford Univ., CA. INFORMATION WAS EXCHANGED ON THE PSYCHOLOGICAL AND SOCIOLOGICAL PROBLEMS INVOLVED IN TEACHING MATHEMATICS TO UNDERACHIEVING STUDENTS, AND MATHEMATICS FOR STUDENTS OF LOW ABILITY. A PROJECT TO INCREASE LITERACY IN THESE STUDENTS WAS RECCOMMENDED. THE CONFERENCE REPORT WAS PUBLISHED UNDER SEPARATE COVER AS AN APPENDIX TO THE SCHOOL MATHEMATICS STUDY GROUP (SMSG) FINAL REPORT, AND WAS INTENDED TO SUGGEST SPECIFIC SUPPLEMENTAL RESEARCH. RELATED INFORMATION MAY BE FOUND IN ED 001 251. ED001736 CONFERENCE ON MATHEMATICS EDUCATION FOR BELOW AVERAGE ACHIEVERS. SCHOOL MATHEMATICS STUDY GROUP. APPENDIX A. 1964-04-00 133 N/A 1965 2016-11-22

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No Curriculum Guides Dropout Prevention Instructional Materials Part Time Employment Potential Dropouts Secondary Education Slow Learners Teaching Methods Work Experience Programs Youth Employment SAVITZKY, CHARLES New York (New York) New York (New York) New York City Board of Education, Brooklyn, NY. THE CURRICULUM MATERIALS WERE PROVIDED TO AID SECONDARY SCHOOL TEACHERS OF SLOW LEARNERS AND POTENTIAL HIGH DROPOUTS. THE AIM IS TO PROVIDE A BASIC EDUCATION, ENCOURAGE A SUCCESSFUL LEARNING EXPERIENCE, AND PREPARE THEM FOR THE WORLD OF WORK. APPROACHES AND METHODS ARE GEARED TO THE SLOW LEARNER, AND MATERIAL IS PRESENTED WHICH WILL BE FUNCTIONAL AND RELATED TO THEIR EXPERIENCES. IT SERVES TO DIRECT THOSE ABOUT TO MAKE OR ALREADY MAKING THE TRANSITION FROM SCHOOL TO THE JOB. TOPICS ARE ALSO DESIGNED TO INCULCATE DESIRABLE ETHICAL, SOCIAL AND CIVIC ATTITUDES. WAYS OF IDENTIFYING THE SLOW LEARNER AND SPECIAL TECHNIQUES FOR TEACHING IS EMPHASIZED. THE IMPORTANCE OF GUIDANCE BY TEACHERS AND OTHER PERSONNEL IS EMPHASIZED. A SELECTED BIBLIOGRAPHY GIVES FURTHER REFERENCE. UNITS INCLUDE BACKGROUND IN AMERICAN HERITAGE AND GOVERNMENT, LANGUAGE ARTS, BASIC SCIENCE, AND MATHEMATICS. OTHERS INVOLVE USE OF LEISURE, PREPARATION FOR DRIVING AND FAMILY MEMBERSHIP. SEVERAL RELATE MORE DIRECTLY TO THE WORLD OF WORK, EXPLORING JOBS, SKILLS AND INDUSTRY. EACH UNIT STATES ITS OBJECTIVES AND CONTENT, AND SUGGESTS TEACHING MATERIALS AND PLANS. THE APPENDIX CONTAINS COMMITTEE REPORTS ON A PROGRAM FOR SLOW LEARNERS AND A DESCRIPTION OF NEW YORK'S WORK EXPERIENCE PROGRAM. THIS ENABLED A GROUP OF STUDENTS WHO FAILED TO ADJUST TO THE HIGH SCHOOL SITUATION TO HAVE A PART-TIME JOB UNDER SUPERVISION OF A COORDINATOR WHILE ATTENDING SCHOOL. ED001737 CURRICULUM RESOURCE MATERIALS FOR MEETING SCHOOL RETENTION AND PRE-EMPLOYMENT NEEDS. 1962-00-00 228 N/A 1965 2016-11-22

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No Community Action Community Coordination Compensatory Education Coordinators Disadvantaged Elementary School Students Enrichment Activities Health Imagination Language Arts Mathematical Enrichment Safety School Attitudes Self Concept Social Development Summer Programs Maryland (Rockville) Maryland Montgomery County Public Schools, Rockville, MD. A SUMMER PROGRAM DESIGNED TO PROVIDE COMPENSATORY AND ENRICHMENT ACTIVITIES IS PRESENTED. THE ACTIVITIES OF THE CHILDREN, PARENTS, AND STAFF ARE PLANNED TO--(1) OFFER ACADEMIC ASSISTANCE AS NEEDED, EMPHASIZING LANGUAGE ARTS AND MATHEMATICS, (2) STIMULATE IMAGINATION AND DEVELOP LEARNING THROUGH DIRECT EXPERIENCE, (3) PROVIDE EXPERIENCES SIMILAR TO THOSE AVAILABLE TO CHILDREN FROM MORE FAVORED HOMES, (4) DEVELOP THE CHILD'S SELF-CONCEPT, (6) ENCOURAGE GOOD HEALTH AND SAFETY PRACTICES, (7) DEVELOP SKILLS IN GROOMING AND SOCIAL BEHAVIOR, AND (8) CONTRIBUTE IDEAS AND PRODUCTS TO OTHER PERSONS AND GROUPS. APPENDIXES INCLUDE (1) A TYPICAL WEEK SUMMARY, (2) A TYPICAL DAILY SCHEDULE, (3) A TYPICAL TRIP DAY DESCRIPTION, AND A TENTATIVE BUDGET. ED001738 COMMUNITY ACTION PROGRAM, SUMMER EDUCATIONAL AND ENRICHMENT PROGRAM GRADES 3 - 8. 1965-00-00 11 N/A 1965 2016-11-22

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No Basic Reading Beginning Reading Elementary Education Functional Reading Habit Formation Reading Reading Comprehension Reading Interests Reading Programs Reading Rate Reading Skills Recreational Reading Sequential Approach Skill Development Vocabulary Skills Word Recognition STRUCTIONAL ANALYSIS Colorado (Denver) Colorado (Denver) Denver County Public Schools, CO. THE READING INSTRUCTION PROGRAM OF THE DENVER PUBLIC SCHOOLS IS SUMMARIZED. OBJECTIVES INCLUDE TEACHING WORD RECOGNITION SKILLS, DEVELOPING THE HABIT OF READING, AND DEVELOPING READING SPEED AND EFFICIENCY. IN ADDITION TO DEFINING THE OBJECTIVES AND BASIC DIMENSIONS OF THE ELEMENTARY READING PROGRAM, THIS REPORT ALSO DISCUSSES THE FOUR COMPONENT AND INTERRELATED STAGES OF THE PROGRAM IN ACTION AND THE PROCEDURES USED IN ORGANIZATION OF THESE STAGES. THE BEGINNING READING PROGRAM IS DESIGNED TO PROVIDE BOYS AND GIRLS WITH AN EARLIER AND MORE SUCCESSFUL START IN READING. THE BASIC READING PROGRAM ENABLES CHILDREN TO ACQUIRE THE ESSENTIAL SKILLS OF EFFECTIVE READING THROUGH THE USE OF A TEXTBOOK. THE EXTENDED READING PROGRAM IS USED TO FIX THE HABIT OF READING, TO INCREASE LOVE OF READING, AND TO SHARPEN SKILLS LEARNED IN EARLIER STAGES. FINALLY, IN THE APPLIED READING PROGRAM, PUPILS ARE TAUGHT TO APPLY THEIR READING SKILLS TO THE STUDY OF CONTENT FIELDS. ED001739 READING IN THE ELEMENTARY SCHOOL--SOME BASIC DIMENSIONS. 1962-05-16 37 N/A 1965 2016-11-22

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No Curriculum Guides Elementary Schools Individual Needs Library Services Library Skills Sequential Learning Student Attitudes Alabama (Birmingham) Alabama (Birmingham) Birmingham Public Schools, MI. A GUIDE BY WHICH TO ENCOURAGE STUDENTS' ACQUISITION OF APPROPRIATE LIBRARY SKILLS AND ATTITUDES IS PRESENTED, INCLUDING A COURSE OF STUDY FOR GRADES K-6. THE LIBRARY PROGRAM IS AN INTEGRAL PART OF THE SCHOOL PROGRAM, SOME GENERAL PRINCIPLES SUPPORTING THIS CONCEPT INCLUDE THE FOLLOWING--THE SCHOOL LIBRARY PROGRAM REFLECTS THE PHILOSOPHY OF THE SCHOOL AND ENRICHES ALL PARTS OF ITS EDUCATIONAL PROGRAM, EVERY BOY AND GIRL WITHIN THE SCHOOL IS REACHED BY THE LIBRARY PROGRAM ACCORDING TO HIS INDIVIDUAL NEEDS, THE LIBRARY IS A LABORATORY FOR RESEARCH AND STUDY WHERE STUDENTS LEARN TO WORK ALONE AND IN GROUPS UNDER THE GUIDANCE OF LIBRARIANS AND TEACHERS. THE PURPOSES OF LIBRARY INSTRUCTION ARE TO TEACH CHILDREN TO USE BOOKS SKILLFULLY, TO DEVELOP SKILL IN USING CARD CATALOGS, TO BUILD SKILLS IN USING REFERENCE BOOKS, AND TO DEVELOP SKILLS IN ORGANIZING SUCH INFORMATION AS BIBLIOGRAPHIC DATA. ED001740 LIBRARY SKILLS AND ATTITUDES. CURRICULUM GUIDE FOR THE LIBRARY PROGRAM, KINDERGARTEN THRU GRADE 6. 1963-00-00 60 N/A 1965 2016-11-22

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No Aptitude Beginning Reading Cognitive Ability Grade 1 Individualized Programs Kinesthetic Methods Learning Readiness Phonics Reading Programs Reading Readiness Teaching Methods Visual Perception HARRIS, ALBERT J. New York (New York) New York (New York) City Univ. of New York, NY. Div. of Teacher Education. A DESCRIPTION IS MADE OF AN ATTEMPT TO APPLY TO FIRST GRADE READING INSTRUCTION THE IDEA THAT CHILDREN CAN BENEFIT WHEN THE TEACHING OF READING IS ADAPTED TO THEIR COGNITIVE STYLE. PRETESTING WAS DONE TO DISCOVER THE STRENGTHS AND WEAKNESSES IN LEARNING APTITUDES, AND THE TEACHING PROCEDURE WAS MODIFIED TO EMPHASIZE COMPARATIVELY STRONG ABILITIES. TWO HYPOTHESES WERE RESEARCHED--THAT FIRST-GRADE CHILDREN WITH LOW VISUAL PERCEPTION READINESS SCORES WILL BENEFIT WHEN GIVEN INDIVIDUALIZED INSTRUCTION EMPHASIZING KINESTHETIC OR PHONIC INSTRUCTION AND THAT THE ABILITY TO PROFIT FROM SUCH METHOD OF INSTRUCTION IS RELATED TO MEASURED APTITUDE FOR THE PARTICULAR METHOD OF INSTRUCTION. THE 20 CHILDREN GIVEN SPECIAL INSTRUCTION DURING INDIVIDUAL CONFERENCES ACHIEVED BETTER IN READING THAN THE STATISTICAL PREDICTIONS BASED ON THE VISUAL PERCEPTION SCORES INDICATED. NO SIGNIFICANT ASSOCIATION COULD BE ESTABLISHED WITH EITHER THE SPECIFIC METHOD OF TEACHING USED OR THE PRESENCE OF PRESUMED APTITUDE FOR THAT METHOD. ED001741 INDIVIDUALIZING FIRST-GRADE READING ACCORDING TO SPECIFIC LEARNING APTITUDES. 1965-04-00 17 N/A 1965 2016-11-22

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No Ability Grouping Academic Achievement Class Organization Conferences Elementary School Students Group Instruction Grouping (Instructional Purposes) Learning Motivation Student Needs Teacher Effectiveness FRANSETH, JANE AND OTHERS DISTRICT OF COLUMBIA District of Columbia THERE ARE SIGNIFICANT FACTORS IN GROUPING ELEMENTARY SCHOOL CHILDREN FOR EFFECTIVE LEARNING. THE ELEMENTARY SCHOOLS SECTION HAS EXAMINED NUMEROUS RESEARCH STUDIES ON GROUPING. DISCUSSED ARE QUESTIONS CONCERNED WITH RELATIVE VALUES OF GROUPING CHILDREN ACCORDING TO NEED, SPECIAL ABILITIES, AND ACHIEVEMENT LEVELS. PREDICTIONS ON THE FUTURE OF GROUPING SITUATIONS AND ORGANIZATIONAL STRUCTURES ARE DESCRIBED. THIS ARTICLE IS A REPRINT FROM "SCHOOL LIFE", JULY, DECEMBER 1963. ED001742 GROUPING CHILDREN FOR INSTRUCTION IN THE ELEMENTARY SCHOOL--A CONFERENCE POINTS THE WAY. 1964-00-00 20 N/A 1965 2016-11-22

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No Child Development Disadvantaged Elementary Education Library Expenditures Library Facilities Library Services Library Standards Student Interests Urban Schools Vocabulary Development DARLING, RICHARD L. DISTRICT OF COLUMBIA District of Columbia Office of Education (DHEW), Washington, DC. MANY PROGRAMS FOR THE CULTURALLY DEPRIVED EMPHASIZE SPECIAL TECHNIQUES IN READING INSTRUCTION. AMONG THESE TECHNIQUES ARE SMALLER CLASSES, AUDIOVISUAL MATERIALS, AND LIBRARY BOOKS. THE CONTENT OF PRIMERS IS EVEN FURTHER FROM THE EXPERIENCE AND INTERESTS OF THE DISADVANTAGED CHILD THAN FOR THE AVERAGE CHILD. ALTHOUGH STUDIES INDICATE THE IMPORTANCE OF LIBRARIES IN READING INSTRUCTION, FEW SCHOOL SYSTEMS ARE ADEQUATELY IMPROVING LIBRARY COLLECTIONS AND SERVICES. THE ELEMENTARY SCHOOL LIBRARY CAN PROVIDE MATERIALS OF GREATER INTEREST TO THE CHILD WHICH CAN HELP HIM EXTEND HIS SPEAKING AND READING VOCABULARY. THE IMPORTANCE OF A PICTURE BOOK COLLECTION IS ALSO EMPHASIZED, PARTICULARLY IN READING-READINESS PROGRAMS FOR THE CULTURALLY DEPRIVED. AFTER THE CHILD BEGINS TO READ, HE CAN BE ENCOURAGED THROUGH DISPLAYS AND EXHIBITS. THE CONTRIBUTION WHICH AN ELEMENTARY LIBRARY CAN MAKE TO THE EDUCATION OF THE CULTURALLY DEPRIVED CHILD DEPENDS ON THE QUALITY OF THE LIBRARY. INDICATIONS ARE THAT SCHOOL LIBRARIES IN LARGE URBAN SCHOOL SYSTEMS ARE FAR BELOW THE STANDARDS OF THE AMERICAN ASSOCIATION OF SCHOOL LIBRARIANS. ALTHOUGH THERE ARE DIFFERENCES AMONG SYSTEMS, MANY ARE WITHOUT CENTRALIZED LIBRARIES, AND ALL HAVE LESS BOOKS AND EXPENDITURES PER STUDENT THAN THE NATIONAL AVERAGE. BECAUSE OF GREATER PROBLEMS, URBAN AREAS ARE SPENDING LESS MONEY ON LIBRARY SERVICES. EFFECTIVE LIBRARY SERVICES ARE VITAL TO PROGRAMS FOR CULTURALLY DEPRIVED CHILDREN. THIS ARTICLE IS PUBLISHED IN "SCHOOL LIFE," OCTOBER 1973. ED001743 SCHOOL LIBRARY SERVICES FOR THE CULTURALLY DEPRIVED CHILD. 1963-10-00 4 N/A 1965 2016-11-22

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No Curriculum Guides Phonetic Analysis Reading Instruction Reading Skills Skill Development Structural Analysis HOYLE, ANNE M. AND OTHERS Maryland (Upper Marlboro) Maryland Prince George's County Board of Education, Upper Marlboro, MD. A GUIDE ON THE TEACHING OF WORD ANALYSIS SKILLS IS PRESENTED. KNOWLEDGE OF WORD ANALYSIS ALONE DOES NOT ENSURE GOOD READING ABILITY. IT SHOULD, HOWEVER, ENABLE THE INDIVIDUAL TO BECOME MORE INDEPENDENT IN HIS READING. SKILLS DEVELOPED THROUGH A KNOWLEDGE OF WORD ANALYSIS CAN DO MUCH TO ENHANCE THE UNDERSTANDING OF WRITTEN MATERIAL AND TO ENABLE THE STUDENT TO BECOME A MORE PROFICIENT READER. THE STUDY OF WORD ANALYSIS CAN DO MUCH TO ENHANCE THE UNDERSTANDING OF WRITTEN MATERIAL AND TO ENABLE THE STUDENT TO BECOME A MORE PROFICIENT READER. THE STUDY OF WORD ANALYSIS IS APPROACHED THROUGH AN UNDERSTANDING OF THE PRINCIPLES INVOLVED IN FOUR MAJOR AREAS--(1) PHONETIC ANALYSIS OR SOUND CLUES, (2) STRUCTURAL ANALYSIS OR SIGHT CLUES, (3) SYLLABIFICATION, AND (4) ACCENT. TEACHERS ARE URGED TO LEAD THEIR PUPILS IN DISCOVERING FOR THEMSELVES THE RULES, PRINCIPLES, OR GENERALIZATIONS IN EACH OF THESE AREAS OF ANALYSIS AND IN EXPRESSING THE PRINCIPLES IN THEIR OWN WORDS. THE EXACT WORDING OF A RULE IS NOT IMPORTANT IF THE MEANING IS CLEAR TO THE CHILDREN. IT IS THE UNDERSTANDING OF THE UNDERLYING PRINCIPLES OF WORD ANALYSIS AND THE ABILITY TO APPLY THESE PRINCIPLES THAT MAKE WORD ANALYSIS AN INVALUABLE TOOL IN LEARNING TO READ. ED001744 LET'S TEACH WORD ANALYSIS SKILLS. 1963-00-00 56 N/A 1965 2016-11-22

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No Developmental Reading Elementary Education Language Arts Library Skills Literature Appreciation Reading Instruction Reading Skills Remedial Reading Teaching Guides Vocabulary Development VIVRETTE, LYNDON AND OTHERS California (Berkeley) California (Berkeley) Berkeley Unified School District, CA. CHILDREN SHOULD BE ASSISTED TO READ AT THE FOLLOWING LEVELS, (1) WORD IDENTIFICATION, (2) CASUAL SKIMMING, (3) READING FOR EXACT, LITERAL MEANING, AND (4) CREATIVE READING FOR IMPLIED AND INFERRED MEANINGS, APPRECIATIVE REACTIONS, AND CRITICAL EVALUATIONS. THE GUIDE IS TO BE USED AS ONE OF THE TOOLS FOR TEACHERS IN AN EFFECTIVE PROGRAM OF READING INSTRUCTION AS PART OF AN INTEGRATED AND FLEXIBLE APPROACH TO A TOTAL LANGUAGE ARTS PROGRAM. THE DEVELOPMENTAL READING PROGRAM INCLUDES THE KINDERGARTEN PROGRAM, GROUPING FOR READING, LESSON PLANNING, AND THE USE OF THE SCIENCE RESEARCH ASSOCIATES, INC. (SRA) READING LABORATORIES. SKILLS TO BE TAUGHT ARE COMPREHENSION, WORD RECOGNITION, ORAL READING, CREATIVE READING, AND THE EXTENSION OF READING SKILLS WITH DICTIONARIES, ENCYCLOPEDIAS, AND THE "ART OF RESEARCH." THE REMEDIAL READING SECTION GIVES CRITERIA FOR THE SELECTION OF PUPILS, THE SYMPTOMS AND SUGGESTED CORRECTIONS OF READING DISABILITIES IN THE PRIMARY GRADES, A SEQUENCE OF FUNDAMENTAL WORD ANALYSIS SKILLS, AND INFORMAL TESTS OF WORD ATTACK SKILLS AND READING ABILITY. A LIST OF HIGH-INTEREST, LOW VOCABULARY BOOKS IS ALSO GIVEN. THE APPENDIXES CONTAIN A VOCABULARY COMPARISON OF THE THREE BASIC READING SERIES, POSSIBLE WEEKLY PROGRAMS, A RECORD OF SRA READING LABORATORIES AND READING LEVELS COMPLETED, A SKILL DEVELOPMENT CHART, LISTS SUGGESTED MATERIALS AND LIBRARY SKILLS BY GRADE. ED001745 ELEMENTARY READING GUIDE. 1963-00-00 93 N/A 1965 2016-11-22

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No Educational Experience Educational Media Elementary Education Enrichment Activities Field Trips Teaching Guides Teaching Methods FINK, ALLAN AND OTHERS California (Pasadena) California (Pasadena) Pasadena City Unified School District, CA. A TEACHER GUIDE FOR FIELD TRIPS IN THE PASADENA, CALIFORNIA, AREA IS PRESENTED. EACH TRIP SHOULD BE PRECEDED BY AN EXPLANATION OF THE PURPOSES OF THE TRIP IN RELATION TO PRESENT COURSE OF STUDY. AS A FOLLOWUP ACTIVITY, DISCUSSION OF IDEAS GAINED DURING THE TRIP SHOULD BE ENCOURAGED. THE RULES, REGULATIONS AND PROCEDURES OF THE TRIP ARE GIVEN. TRIP ARRANGEMENTS INCLUDE ADVANCE NOTICE TO AUTHORITIES, CLEARANCES, PARENT PARTICIPATION, AND EMBARKATION. PLANS FOR THE TRIP INCLUDE TEACHER PREPARATION, CLOTHING FOR THE CHILDREN, LUNCHES, AND REST ROOMS. EVALUATIONS ARE TO BE MADE BY THE TEACHERS. A LIST OF TRANSPORTATION POLICIES STATES THE VEHICLES USED, BUS SCHEDULING, ROUTES, SAFETY AND CONDUCT, FIRST AID PROCEDURES, AND THE TRIP ROSTER. THE DIRECTORY OF EACH INSTRUCTION TRIP SHOULD GIVE GRADE LEVEL, PLACE, ADDRESS, DAYS AVAILABLE, LENGTH OF TIME, WHEN TOURS BEGIN, SIZE OF GROUP, GUIDE FACILITIES, LUNCH FACILITIES, TOILET FACILITIES, SPECIAL INSTRUCTIONS, SUGGESTED ACTIVITIES, FOLLOWUP ACTIVITIES, AND VISUAL AIDS. EXAMPLES OF PLACES TO VISIT INCLUDES--AUTOMOTIVE ASSEMBLY PLANTS FOR GRADES 5 AND 6, A BAKERY FOR GRADE 2, A FIRE STATION FOR GRADE 1, THE SAN GABRIEL MISSION FOR GRADE 4, THE GRIFFITH PARK ZOO FOR KINDERGARTEN, AND A FARM TRIP FOR GRADE 3. ED001746 INSTRUCTIONAL TRIPS, A PROGRAM FOR ENRICHING EDUCATIONAL EXPERIENCE IN THE ELEMENTARY SCHOOLS. 113 N/A 1965 2016-11-22

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No Community Action Community Coordination Coordinators Economically Disadvantaged Enrichment Activities Learning Experience Parent Participation Preschool Education Preschool Learning Maryland (Rockville) PROJECT HEAD START Maryland Montgomery County Public Schools, Rockville, MD. A PROJECT WHICH PROVIDES ENRICHED LEARNING EXPERIENCES FOR 4-YEAR-OLD CHILDREN FROM ECONOMICALLY IMPOVERISHED HOMES IS PRESENTED. THE GOALS OF THE PROGRAM ARE (1) TO PROVIDE ACTIVITIES DESIGNED TO FACILITATE LANGUAGE, COGNITIVE, PERCEPTUAL AND PHYSICAL DEVELOPMENTS, (2) TO OFFER OPPORTUNITIES FOR MEANINGFUL INTERACTION WITH THE ENVIRONMENT AND FOR STIMULATION OF CURIOSITY, (3) TO PROVIDE ACTIVITIES TO DEVELOP LISTENING, SPEAKING, ATTENTION, AND RETENTION SKILLS, (4) TO PROVIDE ACTIVITIES IN THE VARIOUS ART FORMS. (5) TO PROMOTE GOOD PHYSICAL AND EMOTIONAL HEALTH, (6) TO CREATE AN ATMOSPHERE OF RESPECT AND ACCEPTANCE, (7) TO PROVIDE FOR DIRECT PARENT INVOLVEMENT, AND (8) TO DEVELOP POSITIVE ATTITUDES TOWARD SCHOOL AND LEARNING, AS WELL AS GOOD PATTERNS OF SOCIAL INTERACTION. A DETAILED BUDGET IS PRESENTED WHICH INCLUDES ADMINISTRATIVE AND PROFESSIONAL STAFF COSTS, SUPPORTING SERVICES COSTS, AND SUCH OTHER COSTS AS INSTRUCTIONAL SUPPLIES, FOOD, HEALTH SUPPLIES, AND TRANSPORTATION EXPENSES. APPENDIXES INCLUDE AN ORGANIZATIONAL CHART OF THE MONTGOMERY PUBLIC SCHOOLS AND AN ANNOTATED BIBLIOGRAPHY. ED001747 COMMUNITY ACTION PROGRAM, WORK PROGRAM. PRESCHOOL PROPOSAL, 1965-66 (INCLUDES HEAD-START PROGRAM SUMMER 1965). 1965-00-00 31 N/A 1965 2016-11-22

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No Adjustment (to Environment) Community Action Community Coordination Coordinators Curriculum Development Disadvantaged Enrichment Individual Needs Parent Participation Preschool Education GOLDMAN, JEANNE Maryland (Rockville) Maryland Montgomery County Public Schools, Rockville, MD. THE COMMUNITY PROJECT COORDINATORS DEVELOPED PROGRAMS TO HELP CULTURALLY DISADVANTAGED CHILDREN ADJUST TO ELEMENTARY SCHOOL LIFE. THE GOAL IS TO HELP EACH CHILD ACHIEVE HIS BEST EDUCATIONAL LEVEL BY PROVIDING HIM WITH EXPERIENCES COMPENSATING FOR EARLIER DEPRIVATIONS, BUILDING A CURRICULUM ADJUSTED TO THE CHILD'S NEEDS, INVOLVING PARENTS, WORKING WITH OTHER PROFESSIONAL PERSONNEL, AND ASSISTING THE COMMUNITY TO IDENTIFY ITS NEEDS IN BUILDING PROGRAMS TO FURTHER THE EDUCATIONAL GROWTH OF CHILDREN. THE PRESCHOOLS ARE DIRECTED BY TRAINED TEACHERS, REQUIRE THE PARTICIPATION OF MOTHERS, AND UTILIZE VOLUNTEERS IN VARIOUS CAPACITIES. THESE PRESCHOOLS PROVIDE EXPERIENCES WHICH WILL BETTER EQUIP CHILDREN TO ENTER KINDERGARTEN AND TRAIN MOTHERS TO HELP THEIR CHILDREN TO LEARN. IN THE YOUTH COUNCILS, COORDINATORS MEET WITH GROUPS OF OLDER CHILDREN TO PLAN SUCH ACTIVITIES AS FIELD TRIPS, SOCIAL AND RECREATIONAL EVENTS, AND DISCUSSION GROUPS. FIELD TRIPS SUPPLEMENT THE SCHOOL CURRICULUM, STIMULATING THE INTEREST AND CURIOSITY OF THE CHILDREN. THE KEN GAR COMMUNITY HAS THREE MAJOR PROGRAMS--(1) THE HOME STUDY PROGRAM, (2) THE NURSERY SCHOOL, AND (3) THE PARTICIPATION OF THE COMMUNITY PROJECT COORDINATOR IN THE KELSINGTON ELEMENTARY SCHOOL PROGRAM. THE TAYLOR MONOCACY COMMUNITY HAS A SUPPLEMENTARY LANGUAGE ARTS PROGRAM, AND AN AFTER-SCHOOL PROGRAM. ED001748 REPORT OF COMMUNITY PROJECT COORDINATORS NOVEMBER 1961-JULY 1964. 1964-11-10 28 N/A 1965 2016-11-22

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No Curriculum Guides Elementary Education Handwriting Instructional Materials Language Arts Language Skills Left Handed Writer Skill Development Teaching Methods HORWATH, FENTON AND OTHERS Minnesota (Saint Paul) Minnesota (Saint Paul) Saint Paul Public Schools, Minn. THE MAJOR PURPOSE OF TEACHING HANDWRITING IS TO PROVIDE CHILDREN WITH A MEANS OF EXPRESSING THEIR THOUGHTS AND IDEAS. THROUGH THE USE OF APPROPRIATE ACTIVITIES, STUDENTS HAVE THE OPPORTUNITY TO ACQUIRE THE NECESSARY SKILLS TO ENABLE THEM TO WRITE EASILY AND LEGIBLY. THIS GUIDE HAS BEEN PREPARED TO AID IN DEVELOPING A SYSTEMATIC PROGRAM TO HELP CHILDREN GAIN THE HANDWRITING SKILL AND PROFICIENCY THEY NEED. RECOMMENDED METHODS AND PROCEDURES FOR TEACHING HANDWRITING IN GRADES 1-6 ARE REPORTED. AT EACH GRADE LEVEL GENERAL INFORMATION, FUNDAMENTALS OF MANUSCRIPT, SUGGESTED AREAS OF CONCENTRATION, THE LEFT-HANDED WRITER, AND TRANSITIONAL WRITING STAGES ARE DISCUSSED AS THEY PERTAIN TO THAT PARTICULAR AGE CHILD. MATERIALS TO BE USED ARE LISTED, AND SUGGESTIONS FOR SCHEDULING CLASSES ARE MADE. THE ORGANIZATION OF THIS GUIDE HAS THE FLEXIBILITY NECESSARY TO ALLOW INDIVIDUAL TEACHERS AND SCHOOLS TO ADAPT INSTRUCTION TO THE ABILITIES AND NEEDS OF THEIR PUPILS AND CLASSES. ED001749 TEACHING CHILDREN TO WRITE IN ST. PAUL ELEMENTARY SCHOOLS. 1961-00-00 131 N/A 1965 2016-11-22

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No Ability Identification Advanced Placement Aspiration Career Choice Cultural Activities Curriculum Development Curriculum Enrichment Guidance Programs Instructional Design Objectives Parent Workshops Remedial Instruction Self Concept Seminars Teacher Workshops SILVERMAN, ABRAHAM New York (New York) New York (New York) New York City Board of Education, Bronx, NY. District 17-18. THE PURPOSE IS TO RAISE THE EDUCATIONAL, CULTURAL, AND VOCATIONAL SIGHTS OF ALL PUPILS IN ORDER THAT THEY MAY HAVE BETTER OPPORTUNITIES FOR ADVANCEMENT IN SOCIAL AND ECONOMIC LIFE. THE PROJECT AIMS ARE CARRIED OUT THROUGH EMPHASIS IN THE FOLLOWING AREAS--CURRICULUM ENRICHMENT, CULTURAL EXPERIENCES, REMEDIAL INSTRUCTION, TEACHER WORKSHOPS AND SEMINARS, IDENTIFICATION AND ENCOURAGEMENT OF TALENT, PUPIL COUNSELING, GROUP GUIDANCE, TESTING, AND PARENT WORKSHOPS AND COUNSELING. DISTRICTS 16 AND 17 (BRONX) EMPLOY THE SERVICES OF A NUMBER OF SPECIALIZED PERSONNEL. EVERYTHING RELATED TO THE PROJECT IS CLEARED AND COORDINATED THROUGH THE OFFICE OF THE ASSISTANT SUPERINTENDENT. UNDER THE GUIDANCE OF THE ASSISTANT SUPERINTENDENT, THE PROJECT COORDINATOR ACTS AS LIAISON BETWEEN THE DISTRICT OFFICE AND THE SCHOOLS, AND VISITS SCHOOLS TO OBSERVE THE PROGRAM IN ACTION. THE SCHOOL PROJECT TEACHER ACTS IN A CONSULTATIVE CAPACITY, WORKS WITH TEACHERS, COORDINATES TRIPS, GIVES DEMONSTRATION LESSONS, AND ACTS AS LIAISON BETWEEN SCHOOL AND COMMUNITY. THE DISTRICT GUIDANCE COORDINATOR IS RESPONSIBLE FOR ASSISTING TEACHERS IN THE INTERPRETATION OF TESTS DATA, MAKING GUIDANCE MATERIALS AVAILABLE TO SCHOOL COUNSELORS AND HELPING TAP COMMUNITY RESOURCES. OTHER SPECIAL PERSONNEL INVOLVED IN IMPLEMENTING THE AIMS OF HIGHER HORIZONS ARE--THE DISTRICT COMMUNITY COORDINATOR, ATTENDANCE TEACHERS, AUXILIARY TEACHERS, CORRECTIVE READING TEACHERS, DISTRICT STAFF COORDINATORS, AND TEACHER TRAINING CONSULTANTS. ED001750 PROJECTED DESIGN FOR THE HIGHER HORIZONS PROGRAM IN SELECTED SCHOOLS. 1961-00-00 11 N/A 1965 2016-11-22

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No After School Centers After School Education Reading Difficulty Remedial Reading Study Centers Tutoring Underachievement Volunteers JANOWITZ, GAYLE BIG CITIES SCHOOL PROJECT Illinois (Chicago) Illinois (Chicago) Hyde Park Neighborhood Club, Chicago, IL. A STUDY CENTER IN HYDE PARK, CHICAGO, WAS OPENED IN SEPTEMBER 1962. IT CONSISTED OF A DEPOSIT COLLECTION FROM THE PUBLIC LIBRARY, A STUDY ROOM EQUIPPED WITH REFERENCE MATERIAL, AND SPACE FOR INDIVIDUAL TUTORING. THE PURPOSE OF THE STUDY CENTER WAS TO HELP CHILDREN FEEL THAT SUCCESS IS POSSIBLE SO THAT THEY COULD BEGIN TO FEEL MORE SELF-CONFIDENT IN ACADEMIC AREAS. THE CENTER COULD HELP 60 CHILDREN AT ONE TIME, MOST OF WHOM WERE REFERRED BY SEVEN NEIGHBORHOOD SCHOOLS. IT WAS OPEN WEEKDAYS AFTER SCHOOL AND ON SATURDAYS. SUCH A CENTER COULD BECOME INUNDATED WITH THOSE WHO "HAVE NO PLACE TO GO," WHEN IT SHOULD BE DIRECTED TOWARD UNDERACHIEVERS. IT SHOULD HELP THOSE WHO HAVE HANDICAPS, SUCH AS READING PROBLEMS, BUT SHOULD NOT ATTEMPT TO REMEDIATE SEVERE PROBLEMS. TUTORING IS, BASICALLY, GOOD READING INSTRUCTION. THE STANDARD READERS TEACH THE MECHANICS OF HOW TO READ, SUPPLEMENTARY AND CONTROLLED VOCABULARY BOOKS AT EVERY LEVEL COULD GIVE HELPFUL REINFORCEMENT. THE TUTOR AND CHILD SHOULD KNOW EACH OTHER AS INDIVIDUALS, RECOGNIZING WILLINGNESS TO ACHIEVE AND WILLINGNESS TO HELP. TUTORS SHOULD WORK WITH SMALL INFORMAL GROUPS TO BE ABLE TO DETECT PROBLEMS AND TO MAINTAIN A GOOD RELATIONSHIP WITH EACH CHILD. ED001751 AFTER-SCHOOL STUDY CENTERS, VOLUNTEER WORK IN READING. 1964-00-00 39 N/A 1965 2016-11-22

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No Ability Identification Academic Aptitude Demonstration Programs Disadvantaged Environment Guidance Programs Program Evaluation Remedial Instruction WRIGHTSTONE, J. WAYNE AND OTHERS New York (New York) New York (New York) New York City Board of Education, Brooklyn, NY. THE PURPOSE WAS TO IDENTIFY ABLE STUDENTS FROM DISADVANTAGED URBAN AREAS AND TO STIMULATE THEM THROUGH CULTURAL EXPERIENCES, SPECIAL CLASSES, AND GUIDANCE TO SEEK HIGHER EDUCATIONAL AND VOCATIONAL GOALS. A PRIMARY OBJECTIVE WAS TO REFINE THE METHODS AND TECHNIQUES FOR PREDICTION OF ACADEMIC POTENTIAL, THROUGH APTITUDE TESTING, ACHIEVEMENT TESTING, AND COUNSELOR AND TEACHER RATING IN JUNIOR HIGH SCHOOL. IN AN OVERALL SENSE, PUPILS WHO RECEIVED ACADEMIC DIPLOMAS AND WENT ON TO COLLEGE SCORED HIGHER ON EACH OF THESE INITIAL CRITERIA THAN DID STUDENTS WHO DID NOT COMPLETE HIGH SCHOOL. IN ADDITION TO THE INTENSIVE COUNSELING SERVICES FOR STUDENTS INVOLVED IN THE PROJECT, THERE WAS REMEDIAL INSTRUCTION IN READING AND ARITHMETIC IN THE JUNIOR HIGH SCHOOL AND SPECIAL ENRICHED INSTRUCTION IN SMALL HOMOGENEOUSLY GROUPED CLASSES IN HIGH SCHOOL, INCLUDING A DOUBLE PERIOD DAILY IN ENGLISH. THE CULTURAL ENRICHMENT PROGRAM INCLUDED VISITS TO MUSEUMS, LIBRARIES, COLLEGES, PLAYS, FILMS, CONCERTS, AND PLACES OF HISTORICAL INTEREST. STANDARDIZED TESTS IN ACADEMIC SUBJECTS SHOW THAT PROJECT STUDENTS MADE A GREATER GAIN IN ACADEMIC AREAS THAN HAD PREVIOUS CLASSES. THEIR GREATEST GAIN WAS IN READING. USING A CHRONOLOGICAL AGE OF 15 FOR IQ SCORE BASE THERE WERE APPRECIABLE GAINS IN IQ AMONG PROJECT STUDENTS. THERE WAS POSITIVE PEER ACCEPTANCE AMONG PROJECT AND NONPROJECT STUDENTS. OF THE 329 PROJECT STUDENTS, 21.3 DROPPED OUT OF SCHOOL AND 51 ENTERED SOME KIND OF POST HIGH SCHOOL TRAINING, A MAJOR INCREASE OVER COMPARABLE GROUPS. STUDENTS EMPHASIZED THE HELPFULNESS OF GUIDANCE SERVICES IN THE PROJECT, WHILE TEACHERS STRESSED THE GAINS IN STUDENT DESIRES FOR HIGHER EDUCATION TO BE THE PROJECT'S GREATEST ASSET. ED001752 ASSESSMENT OF THE DEMONSTRATION GUIDANCE PROJECT. 144 N/A 1965 2016-11-22

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No Dropout Prevention Dropout Programs Guidance Programs Individual Counseling Out of School Youth School Holding Power Summer Programs Work Study Programs Youth LOSI, CARRIE R. NEWARK Newark Board of Education, NJ. PERSONAL COUNSELING OF STUDENTS IS THE HEART OF A GUIDANCE PROGRAM. A FEDERALLY ASSISTED PROGRAM TO ENCOURAGE DROPOUTS TO RETURN TO SCHOOL HAS AIDED THE GUIDANCE DEPARTMENTS OF NEW JERSEY SECONDARY SCHOOLS. THE SUMMER PROGRAM INCLUDED PERSONAL HOME INTERVIEWS, INSERVICE ORIENTATION FOR TEACHERS AND PRINCIPALS, A FLEXIBLE AND ADJUSTED PROGRAM OF STUDIES FOR RETURNEES, AND A WORK-STUDY PROGRAM. THE SCHOOL SYSTEMS HAVE FOLLOWED THESE PROCEDURES THROUGHOUT THE SCHOOL YEAR, ADDING SPECIAL COUNSELORS TO WORK WITH STUDENTS, PARENTS, TEACHERS, AND COMMUNITY AGENCIES CONNECTED WITH DROPOUTS. EVENING GUIDANCE CLINICS WERE SET UP FOR ADULTS AND DROPOUTS. FOLLOW-UP STUDIES WERE MADE OF GRADUATES AND DROPOUTS. OF THE 96 PERCENT REPORTING GRADUATES, 41 PERCENT WERE IN COLLEGIATE INSTITUTIONS, 44 PERCENT WERE GAINFULLY EMPLOYED, AND 5 PERCENT WERE IN THE ARMED SERVICES. THE VAST MAJORITY OF DROPOUTS IN THE STUDY WERE STILL SEEKING EMPLOYMENT AFTER A YEAR OR MORE OUT OF SCHOOL. MANY DROPOUTS WERE EAGER TO HELP AND WERE ENTHUSIATIC ABOUT INTEREST SHOWN IN THEM BY SCHOOL PERSONNEL. THE COMMITTEE REQUESTED EXPANDED GUIDANCE SERVICES TO MEET INCREASED DEMANDS. THE NEW PROGRAM FOR DROPOUTS MENTIONED IN THE FEDERALLY ASSISTED PROJECT ABOVE SHOULD BE EXPANDED TO INCLUDE AN EXTENSION OF THE WORK-STUDY PROGRAM. ELEMENTARY SCHOOL COUNSELING IS NEEDED TO BEGIN DROPOUT PREVENTION AT AN EARLIER LEVEL. THERE IS NEED FOR A GUIDANCE ORIENTATION PROGRAM FOR NEW STUDENTS IN HIGH SCHOOL. INSERVICE EDUCATION SHOULD BE OFFERED FOR CLASSROOM TEACHERS IN THE AREA OF GUIDANCE. ED001753 COUNSELING STUDENTS. ANNUAL REPORT. 1964-06-00 71 N/A 1965 2016-11-22

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No Negative Attitudes Slums Student Attitudes Student Teachers Teacher Attitudes Teacher Orientation Teacher Recruitment Teacher Shortage Teaching Conditions Urban Education Urban Schools Urban Teaching MILLER, HARRY L. New York (New York) PROJECT TRUE New York (New York) City Univ. of New York, NY. Hunter Coll. BECAUSE OF THE TEACHER'S FEAR OF DIFFICULT SCHOOLS, HER RESISTANCE TO TEACHING IN THEM, AND HER LACK OF UNDERSTANDING FOR THE LOWER CLASS CHILD, HUNTER COLLEGE'S PROJECT TRUE SET UP A PROGRAM ORIENTING EDUCATION STUDENTS TO LOWER CLASS CULTURE. THE STUDENTS' REACTIONS WERE STUDIED TO DETERMINE WHETHER OR NOT THEIR NEGATIVE ATTITUDES CHANGED. FOUR 1-HOUR SESSIONS OVER 4 WEEKS FEATURED A PANEL OF SEVERAL TEACHERS, EACH SESSION WAS DEVOTED TO ONE TOPIC--(1) DISCIPLINE, (2) FAMILY AND NEIGHBORHOOD BACKGROUND, (3) HOW CHILDREN LEARN, (4) HOW THE SCHOOLS HELP THE BEGINNING TEACHER. TO OBTAIN STUDENTS' ATTITUDES, TESTS WERE GIVEN BEFORE AND AFTER THE SESSIONS. RESULTS SHOWED THAT BOTH THE EXPERIMENTAL AND THE CONTROL GROUPS WERE SOLIDLY MIDDLE CLASS. HOWEVER, THE EXPERIMENTAL GROUP SHIFTED TOWARD A MORE POSITIVE ATTITUDE WHILE THE CONTROL GROUP BECAME MORE NEGATIVE. A SEPARATE ANALYSIS OF THE EXPERIMENTAL GROUP SHOWED LITTLE DIFFERENCE FROM THE CONTROL GROUP IN REGARD TO BACKGROUND OR VALUES. THE ONLY MARKED DIFFERENCE WAS THAT THE EXPERIMENTAL GROUP ATTENDED MORE SESSIONS THAT DID THE CONTROL GROUP. IT WAS CONCLUDED THAT SUCH SESSIONS WERE USEFUL. EDUCATION STUDENTS, EXPOSED TO POSITIVE COMMUNICATIONS FROM PEOPLE WORKING IN LOWER SOCIOECONOMIC AREA SCHOOLS, BECOME TOLERANT AND FLEXIBLE. ED001754 URBAN EDUCATION, THE EFFECT OF INFORMATION ON STUDENT BELIEFS ABOUT THE SLUM SCHOOL. 1963-00-00 19 N/A 1965 2016-11-22

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No Achievement Class Organization Course Organization Elementary Schools Gifted Grade 2 Grade 3 Grade 4 Grade 5 Grouping (Instructional Purposes) Planning Underachievement KARNES, MERLE B. AND OTHERS Illinois (Champaign) Illinois (Champaign) Champaign Community Unit School District 4, IL. STUDIES INVESTIGATING THE LEVEL OF ACHIEVEMENT OF INTELLECTUALLY GIFTED UNDERACHIEVING PUPILS IN THE ELEMENTARY SCHOOL WERE MADE BETWEEN TWO GROUPS OF UNDERACHIEVERS. ONE GROUP WAS PLACED IN A CLASS OF HIGH ACHIEVERS (HOMOGENEOUS) WHILE THE OTHER GROUP WAS PLACED IN A HETEROGENEOUS CLASS. IT WAS HYPOTHESIZED THAT UNDERACHIEVERS IN THE HOMOGENEOUS CLASS WOULD BE STIMULATED TO RAISE THEIR LEVEL OF ACHIEVEMENT, WOULD BECOME MORE CREATIVE, AND WOULD PERCEIVE THEIR PEERS AND PARENTS AS BEING MORE ACCEPTING OF THEM. INTELLECTUALLY GIFTED CHILDREN IN GRADES TWO THROUGH FIVE WERE SELECTED ON THE BASIS OF TEACHER REFERRALS, GROUP ACHIEVEMENT AND INTELLIGENCE TESTS, AND THE VOCABULARY SCALE OF THE 1937 STANFORD-BINET TEST. THESE CHILDREN WERE INVOLVED IN THE EXPERIMENT FOR 2 OR 3 YEARS. NOTHING WAS ADDED TO THE REGULAR CURRICULUM FOR EITHER GROUP. THE MEASURING SERVICES USED WERE THE CALIFORNIA ACHIEVEMENT TESTS. THE PERCEIVED PARENT ATTITUDE SCALE, THE CALIFORNIA TEST OF PERSONALITY, AND TWO CREATIVE ABILITY TESTS FROM GUILFORD. RESULTS SHOWED THAT THE UNDERACHIEVING GIFTED PUPILS PLACED IN HOMOGENEOUS CLASSES MADE SIGNIFICANT GAINS IN APPROACHING THEIR EXPECTED LEVEL OF ACADEMIC PERFORMANCE. HOWEVER, HIGHER GAINS IN CREATIVITY WERE ONLY PARTIALLY SUPPORTED. ALSO THE HYPOTHESIS THAT THESE PUPILS IN HOMOGENEOUS CLASSES WOULD BE BETTER ACCEPTED BY THEIR PEERS WAS NOT SUPPORTED. ED001755 THE EFFICACY OF TWO ORGANIZATIONAL PLANS FOR UNDERACHIEVING INTELLECTUALLY GIFTED CHILDREN. 1962-07-00 70 N/A 1965 2016-11-22

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No English Instruction Instructional Materials Language Acquisition Language Aids Language Handicaps Language Instruction Navajo Non English Speaking Supplementary Education Toys Visual Learning LANGDON, GRACE STOUT, IRVING W. ARIZONA Arizona (Tempe) Arizona Arizona State Univ., Tempe. Coll. of Education. A STUDY WAS MADE OVER A 4-YEAR PERIOD WITH 478 NONENGLISH SPEAKING CHILDREN, BOYS AND GIRLS, AGES 5-13, OF NAVAJO INDIAN BACKGROUND, IN GANADO PUBLIC SCHOOL, ARIZONA. TOYS FOR THE PROJECT BY THE 72 PARTICIPATING TOY MANUFACTURERS. FINDINGS INDICATE THAT WHILE THE USE OF TOYS CAN NOT BE CONSIDERED A PANACEA FOR ALL TEACHING ILLS, THEIR USE IN GANADO, FOLLOWING THE REGULAR SCHOOL CURRICULUM, SHOWS THAT THEY PROVIDED A BROADENED BASIS FOR LANGUAGE USE, BROUGHT MUCH NEW INFORMATION, EXPANDED VOCABULARY, CLARIFIED WORD MEANING, AND MADE LEARNING CONCRETE INSTEAD OF ABSTRACT IN EVERY SUBJECT STUDIED. TOYS CAN BE CONSIDERED AS VISUAL AIDS AS WELL AS TEACHING AIDS, THEY MAY SERVE AS LINKS BETWEEN THE TWO CULTURES, HELPING TO LESSEN BARRIERS AND OPEN DOORS TO NAVAJO CHILDREN. IMPLICATIONS SHOULD HAVE VALUE AND INTEREST IN AREAS OF NEW YORK, TEXAS, SOUTHERN FLORIDA, PARTS OF LOUISIANA AND IN MAINE, WHERE ENGLISH IS SOMETIMES THE SECOND LANGUAGE OF CHILDREN ENTERING SCHOOL. TOYS MAY ALSO BE USEFUL IN WORKING WITH PRIMITIVE GROUPS IN FOREIGN COUNTRIES. ED001756 THE USE OF TOYS IN TEACHING ENGLISH TO NON-ENGLISH SPEAKING CHILDREN. 1964-00-00 125 N/A 1965 2016-11-22

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No Ability Identification Advanced Placement Aspiration Career Choice Cultural Activities Curriculum Development Curriculum Enrichment Demonstration Programs Guidance Programs Instructional Design Objectives Parent Workshops Remedial Instruction Self Concept Seminars Teacher Workshops New York (New York) New York (New York) New York City Board of Education, Brooklyn, NY. THE HIGHER HORIZONS PROGRAM GREW OUT OF THE DEMONSTRATION GUIDANCE PROJECTS, A 6-YEAR PROGRAM TO HELP PREVENT DROPOUTS. EXTENSION OF THESE SERVICES TO OTHER JUNIOR HIGH AND ELEMENTARY SCHOOLS OF VARIED ECONOMIC STANDING AND TO ALL STUDENTS WITHIN THESE SCHOOLS WAS PLANNED. THE PROGRAM IN 1960-61 INVOLVED 13 JUNIOR HIGH SCHOOLS AND 52 ELEMENTARY SCHOOLS. THE ENTIRE PROGRAM WAS UNDER THE DIRECTION OF THE SUPERINTENDENT OF SCHOOLS AND AN ADVISORY COMMITTEE. A LARGER STAFF WAS REQUIRED TO PROVIDE CURRICULUM ASSISTANTS, SUBJECT AREA SPECIALISTS AND SPECIAL TEACHERS. OBJECTIVES INCLUDE--IDENTIFYING AND STIMULATING STUDENTS' INTERESTS AND ABILITIES, HELPING STUDENTS OBTAIN BETTER CULTURAL EXPERIENCES, HELPING CHILDREN ASPIRE TO HIGH GOALS IN EDUCATION AND OCCUPATIONS, FOSTERING GREATER TEACHER AND PARENT PARTICIPATION AND UNDERSTANDING, ENCOURAGING THE COMMUNITY TO PROVIDE ASSISTANCE FOR EDUCATION, DEVELOPING BETTER TRAINED TEACHERS, BETTER TECHNIQUES, BETTER ORGANIZATION, AND BETTER GUIDANCE AND COUNSELING PROCEDURES. ED001757 HIGHER HORIZONS PROGRAM. 1961-00-00 9 N/A 1965 2016-11-22

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No Ability Identification Community Resources Dropout Prevention Habit Formation Parent School Relationship Parent Teacher Conferences Self Concept Student Development Student Interests Student Motivation Student Needs HIGHER HORIZONS PROGRAM New York (New York) New York (New York) New York City Board of Education, Brooklyn, NY. PARENTS ARE TOLD THAT HIGHER HORIZONS WILL HELP DEVELOP THE CAPACITIES OF EVERY CHILD, INCREASE HIS SELF CONFIDENCE, AND HELP HIM COMPLETE HIGH SCHOOL. RESULTS OF TESTS AND INTERVIEWS TO DISCOVER A CHILD'S ABILITIES, INTERESTS, AND NEEDS ARE DISCUSSED IN PARENT-TEACHER CONFERENCES. INSTRUCTION IS AIMED AT DEVELOPING ABILITIES. THE CHILD IS INSPIRED THROUGH SPECIAL COMMUNITY RESOURCE PERSONS AND TRIPS. PARENTS CAN AID IN THE PROGRAM BY HELPING THEIR CHILDREN TO ESTABLISH HABITS OF PUNCTUALITY, AND OFFERING ENCOURAGEMENT. ED001758 HIGHER HORIZONS, A PROGRAM FOR YOUR CHILD. 1963-00-00 4 N/A 1965 2016-11-22

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No Black History Community Resources Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Kindergarten Mathematics Instruction Parent School Relationship Parent Teacher Conferences Parent Workshops Science Programs Special Programs Higher Horizons Program New York (New York) New York (New York) New York City Board of Education, Brooklyn, NY. FOUR PARTICIPATING SCHOOLS ARE HIGHLIGHTED. ONE ELEMENTARY SCHOOL BEGAN A SPECIAL PROGRAM TO COORDINATE SCIENCE AND MATHEMATICS IN KINDERGARTEN THROUGH SIXTH GRADE. IT HELD PARENT-STUDY GROUPS AND USED RESOURCE PERSONS IN THE CLASSROOM. ANOTHER ELEMENTARY SCHOOL PROVIDED A SPECIAL AEROSPACE PROGRAM. A JUNIOR HIGH SCHOOL HAS EFFECTIVELY USED AN ACTIVE SERIES OF PROGRAMS EMPHASIZING NEGRO HISTORY IN THE CURRICULUM. SPECIAL SPEAKERS, AUDIOVISUAL MATERIALS, AND WRITING CONTESTS WERE USED. A FOURTH SCHOOL PROVIDED A SPECIAL "SCHOLARSHIP CLASS" WITH ADDITIONAL EMPHASIS ON ENGLISH, MATH, STUDY SKILLS, AND BROADENING EDUCATIONAL AND VOCATIONAL HORIZONS. SOME ACCOMPLISHMENTS IN OTHER SCHOOLS WERE CONSIDERED OUTSTANDING. A SPECIAL SPEAKER ADDRESSED A PARENT-STUDY GROUP IN A FORUM ON HUMAN RIGHTS. ANOTHER SCHOOL PRINTED A BULLETIN GIVING SUGGESTIONS ON EDUCATIONAL ACTIVITIES FOR CHILDREN ON VOCATION. CAREER OPPORTUNITIES WERE EXPLORED BY STUDENTS IN SPECIAL ASSEMBLY PROGRAMS. THIS ARTICLE IS PUBLISHED IN THE "HIGHER HORIZONS BULLETIN," VOLUME 3, NUMBER 2, APRIL-MAY 1965. ED001759 HIGHER HORIZONS BULLETIN. 1965-00-00 1 N/A 1965 2016-11-22

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No Ability Identification Community Involvement Counseling Cultural Enrichment Curriculum Enrichment Educational Improvement Grade 3 Guidance Programs Parent Participation Parent Workshops Program Evaluation Remedial Instruction Resource Teachers Seminars Talent Identification Teacher Workshops Vocational Interests OTHS, FLORENCE AND OTHERS HIGHER HORIZONS PROGRAM New York (New York) New York (New York) New York City Board of Education, Bronx, NY. District 17-18. AFTER 5 MONTHS OF EXISTENCE, THE THIRD GRADE PROGRAM WAS EVALUATED. ITS PURPOSE WAS TO RAISE THE CULTURAL, EDUCATIONAL, AND VOCATIONAL SIGHTS OF ALL PUPILS THROUGH CURRICULUM IMPROVEMENT, REMEDIAL INSTRUCTION, TEACHER WORKSHOPS AND SEMINARS, IDENTIFICATION AND ENCOURAGEMENT OF TALENT, GUIDANCE AND PARENT WORKSHOPS, AND COUNSELING. TEACHERS HAVE A GREATER WILLINGNESS TO TRY NEW APPROACHES, A KEENER APPRECIATION OF NEED FOR PROFESSIONAL GROWTH, AND A GREATER INTEREST AND UNDERSTANDING OF THE INDIVIDUAL PUPIL. THE SPECIAL PERSONNEL, SUCH AS AUXILIARY TEACHERS AND TEACHER TRAINING CONSULTANTS, ARE MORE WILLING TO COOPERATE THROUGH VISITATION AND CONFERENCES. STUDENTS ARE ENCOURAGED TO USE THEIR TIME WISELY AS THEY DEVELOP THEIR TALENTS AND INTERESTS. STUDENTS HAVE BETTER SELF-MOTIVATION, AND THERE HAVE BEEN REDUCTIONS IN SUBJECT AREA WEAKNESSES. SUPERVISORS HAVE HAD AN INCREASED AWARENESS OF THEIR ROLE IN IMPROVING INSTRUCTION. THERE HAS BEEN OVERALL INCREASED INTEREST THROUGHOUT THE SCHOOLS, RESULTING IN BETTER OVERALL MORALE. HIGHER HORIZON CONCEPTS HAVE BEEN EXTENDED TO OTHER GRADES. BETTER PARENTAL AND COMMUNITY COOPERATION HAS BEEN ONE OUTSTANDING RESULT. ED001760 THE HIGHER HORIZONS PROGRAM, AN ANALYSIS OF THE INTERIM REPORTS. 1961-01-31 11 N/A 1965 2016-11-22

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No Achievement After School Centers After School Programs Disadvantaged Educational Opportunities Homework Library Guides Mathematics Reading Remedial Programs Study Centers Tutoring New York (New York) New York (New York) New York City Board of Education, Brooklyn, NY. A CONCENTRATED EFFORT HAS BEEN UNDERTAKEN TO IMPROVE EDUCATIONAL OPPORTUNITIES AND ACHIEVEMENT LEVELS OF PUPILS IN CULTURALLY DISADVANTAGED AREAS AND TO OFFER SPECIAL REMEDIAL AND TUTORIAL HELP. THE ORGANIZATION SCHEDULE CALLS FOR REMEDIAL PROGRAM IN READING AND MATHEMATICS, HOMEWORK ASSISTANCE, AND USE OF THE LIBRARY FOR 2-HOUR SESSION 3 DAYS EACH WEEK. THE BEST TEACHERS AVAILABLE SHOULD BE SELECTED FOR THE ASSC PROGRAM. THEY SHOULD PREFERABLY BE REGULARLY APPOINTED TEACHERS, HAVE HAD AT LEAST THREE YEARS OF SUCCESSFUL ELEMENTARY SCHOOL TEACHING EXPERIENCE, HAVE DEMONSTRATED OUTSTANDING ABILITY TO WORK WITH CHILDREN, AND BE SELECTED ACCORDING TO SENIORITY WHERE APPLICANTS ARE EQUALLY MERITORIOUS. THE ASSC SUPERVISOR, USUALLY AN ELEMENTARY SCHOOL ASSISTANT PRINCIPAL, ASSUMES RESPONSIBILITY FOR--IMPROVING METHODOLOGY OF TEACHERS MOTIVATING PUPIL ATTENDANCE THROUGH APPROPRIATE PROCEDURES, TRAINING TEACHERS, COORDINATING THE REGULAR DAY SCHOOL PROGRAM WITH THE AFTER-SCHOOL STUDY CENTER PROGRAM, AND EVALUATING THE PROGRAM. TO AID THE SUPERVISOR IN ADMINISTRATIVE PROCEDURES, DISCUSSIONS OF SUGGESTED PRACTICES IN THE FOLLOWING AREAS ARE PRESENTED--ATTENDANCE, SECRETARIAL SERVICE, SERVICE PAYROLL REPORT, MATERIALS, SNACKS, FIRE DRILLS, AND USE OF VOLUNTEERS. ED001761 AFTER SCHOOL STUDY CENTERS PROGRAM. 1965-01-00 19 N/A 1965 2016-11-22

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No Compensatory Education Cultural Enrichment Disadvantaged Youth Dropout Prevention Dropout Programs Educationally Disadvantaged Guidance Programs Instructional Improvement Parent Participation LANDERS, JACOB HIGHER HORIZONS PROGRAM New York (New York) New York (New York) New York City Board of Education, Brooklyn, NY. ONE OF THE MAJOR PROGRAMS AFFECTING NEW YORK CITY SCHOOLS, HIGHER HORIZONS, IS A QUEST FOR THE KIND OF EDUCATION WHICH WILL ENABLE DISADVANTAGED CHILDREN TO COMPETE WITH OTHER CHILDREN ON THE BASIS OF EQUALITY AND TO RECEIVE A FAIR SHARE OF THE REWARDS OF SOCIETY. MAJOR FACTS INCLUDE COMPENSATORY SERVICES, EXPANDED GUIDANCE SERVICES, CULTURAL ENRICHMENT, PARENT INVOLVEMENT, AND INSTRUCTIONAL IMPROVEMENT. SEVERAL PROJECTS HAVE BEEN IN OPERATION TO HELP DROPOUTS AND POTENTIAL DROPOUTS. "OPERATION RETURN" HELPS YOUNG PEOPLE WHO HAVE LEFT SCHOOL BUT WISH TO RETURN AND COMPLETE HIGH SCHOOL AND A SCHOOL-TO-EMPLOYMENT PROGRAM SEEKS TO MOTIVATE POTENTIAL DROPOUTS TO REMAIN IN SCHOOL. POSTGRADUATE TRAINING IN MACHINE SHOP WORK, A CIVIL SERVICE COURSE, A JOINT PROGRAM OF EMPLOYMENT COUNSELING AND JOB PLACEMENT, EVENING GUIDANCE CENTERS FOR OUT-OF-SCHOOL YOUTH, AND EVENING HIGH SCHOOLS WITH PREEMPLOYMENT COURSES ARE OTHER FACETS OF THE GENERAL PROGRAM TO AID DROPOUTS. A NUMBER OF PROJECTS HAVE BEEN ESTABLISHED FOR PARTICULAR SCHOOL LEVELS. IN THE ELEMENTARY SCHOOLS, JUNIOR GUIDANCE CLASSES HAVE BEEN ORGANIZED TO PREVENT THE DEVELOPMENT OF SERIOUS MALADJUSTMENT. ALL-DAY NEIGHBORHOOD SCHOOLS, A PREKINDERGARTEN PROJECT, A KINDERGARTEN PROJECT, AND EARLY IDENTIFICATION AND PREVENTION PROGRAMS ARE OTHER ASPECTS OF THE ELEMENTARY PROGRAM. JUNIOR HIGH SCHOOL PROGRAMS INCLUDE CAREER GUIDANCE CLASSES, READING CLINICS, AND PROGRAMED INSTRUCTION. OTHER PROGRAMS INCLUDE--ZONING, OPEN ENROLLMENT, TEACHER TRAINING, IDENTIFICATION OF ABLE CHILDREN, ADDITIONAL SCHOOL PERSONNEL AND SERVICES, A PROJECT FOR NON-ENGLISH SPEAKING STUDENTS, AND THE 600 SCHOOLS PROJECT FOR "PROBLEM" CHILDREN AND YOUTH VULNERABLE TO DELINQUENCY. ED001762 NEW YORK CITY PROGRAMS OF EDUCATIONALLY DISADVANTAGED. 1963-02-00 13 N/A 1965 2016-11-22

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No Disadvantaged Environment Disadvantaged Youth Experimental Programs Grade 7 Grade 9 Guidance Programs Parent Aspiration Parent Attitudes Parent Conferences Parent Influence Responses ZWEIBELSON, IRVING New York (New Rochelle) New York THE FIRST OF A SERIES OF THREE PROJECTS WAS DESIGNED TO STUDY THE RESPONSES OF CHILDREN AND THEIR PARENTS IN AN EFFORT TO FORMULATE AN EXPERIMENTAL GUIDANCE PROGRAM. A GROUP OF 111 NINTH-GRADE STUDENTS WHO LIVE IN LOW-RENT DISTRICTS WAS STUDIED. IN ADDITION TO THE ANALYSIS OF THE STUDENTS, SCHOOL RECORDS, APTITUDE TESTS, AND PREFERENCE TESTS, THE PARENTS WERE INTERVIEWED. FINDINGS SUGGEST THAT SHORT-TERM EFFORTS TO HELP PARENTS OF STUDENTS WITH HIGHER APTITUDES MOTIVATE THEIR CHILDREN MIGHT BE EFFECTIVE IF THE PARENTS HAVE A GENERALLY HIGH EDUCATIONAL LEVEL AND IF THE STUDENT HAS HIGH VOCATIONAL ASPIRATIONS, EFFORTS TO GUIDE PARENTS OF STUDENTS WITH BELOW AVERAGE SCORES WOULD REQUIRE LONGER TERM, MORE EXTENSIVE SERVICES. STUDENT PREFERENCE TESTS INDICATED THAT THE GUIDANCE PROGRAMS SHOULD INFLUENCE THE TALENTED YOUNGSTER TO IMPROVE HIS SCHOOL PERFORMANCE. THE SECOND PROJECT WAS A GUIDELINE PROGRAM DESIGNED, IN LIGHT OF INFORMATION OBTAINED IN THE FIRST STUDY, TO HELP PARENTS DEVELOP TALENTS AND ABILITIES OF THEIR NINTH-GRADE CHILDREN. EACH FAMILY RECEIVED ONE TO SIX INDIVIDUAL CONFERENCES AND SIX 2-HOUR GROUP INFORMATION SESSIONS. THE THIRD PROJECT WAS SIMILAR TO THE SECOND WITH THE EXCEPTION THAT IT WAS AIMED AT THE FAMILIES OF SEVENTH-GRADE STUDENTS. ED001763 GUIDING PARENTS AND MOTIVATING TALENTED STUDENTS WHO LIVE IN LOW-RENT NEIGHBORHOODS. 1962-00-00 9 N/A 1965 2016-11-22

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No Academically Gifted Disadvantaged Environment Disadvantaged Youth Educational Opportunities Learning Processes Lower Class Students Motivation Slums Urban Schools Urban Youth MACKLER, BERNARD New York (New York) New York (New York) Columbia Univ., New York, NY. Inst. of Urban Studies. RELATIVELY SUCCESSFUL ELEMENTARY SCHOOL PUPILS FROM LOW INCOME HOUSEHOLDS IN DEPRESSED NEIGHBORHOODS OF THE URBAN NORTH WERE COMPARED WITH RELATIVELY AVERAGE AND FAILING PUPILS FROM IDENTICAL SETTINGS. NO ATTEMPT WAS MADE TO ILLUMINATE THE INTERPLAY OF PSYCHOLOGICAL, FAMILIAL, ENVIRONMENTAL, SOCIOLOGICAL, AND ECONOMIC FACTORS IN THE EDUCATION OF CHILDREN FROM DISADVANTAGED FAMILIES. ACADEMIC MOTIVATION WAS EVALUATED FROM THE PUPIL'S VIEWPOINT. RESULTS INDICATED THAT THE DESIRE TO LEARN IS NOT INNATE, BUT ACQUIRED THROUGH AN INTERACTION OF SCHOOL, SUBJECT MATTER, AND THE ADULTS AND PEERS WHO TRANSMIT ATTITUDES TOWARD SCHOOL. INTERVIEWS WERE CONDUCTED, AND ALTHOUGH PARENTS FELT THAT EDUCATION WAS IMPORTANT, THEY BECAME VAGUE WHEN ASKED HOW THIS WOULD HELP A CHILD WHEN HE BECAME 17 OR 18 YEARS OLD. THEY SEEMED TO LACK INFORMATION ABOUT EDUCATIONAL OPPORTUNITIES AFTER HIGH SCHOOL GRADUATION. THE COMMITTEE RECOMMENDED--A CONTINUATION OF THE GRANT TO COMPLETE SCORING AND ANALYSES OF THE FIRST PHASE OF THE STUDY AND A SYSTEMATIC INTERVIEWING OF CHILDREN AND THEIR FAMILIES. ED001764 THE SUCCESSFUL URBAN SLUM CHILD--A PSYCHOLOGICAL STUDY OF PERSONALITY AND ACADEMIC SUCCESS IN DEPRIVED CHILDREN. PROGRESS REPORT AND PROSPECTUS. 1965-03-00 22 N/A 1965 2016-11-22

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No Academic Achievement Delinquency Prevention Disadvantaged Environment Dropout Prevention Experimental Programs Innovation Minority Group Teachers Performance Special Education Specialists Student Teachers FISHMAN, JOSHUA PROJECT BEACON DISTRICT OF COLUMBIA District of Columbia A GREAT NUMBER OF AMERICAN CHILDREN ARE GROWING UP IN SOCIALLY DEPRIVED SURROUNDINGS. THESE DEPRIVATIONS ARE REFLECTED IN LOWER EDUCATIONAL ACHIEVEMENT. TEACHERS SHOULD HAVE SPECIAL PREPARATION IN ORDER TO LESSEN THIS WASTE OF EDUCATIONAL POTENTIAL. PROJECT BEACON IS AN EFFORT TO INTRODUCE WITHIN THE PUBLIC SCHOOL SYSTEM A PERMANENT CORPS OF PSYCHOEDUCATIONAL SPECIALISTS WHO HAVE BEEN RIGOROUSLY TRAINED TO MEET THE EDUCATIONAL NEEDS OF SOCIALLY DISADVANTAGED CHILDREN AND THEIR PARENTS. IT IS A LONG-RANGE PROGRAM TO ATTACK THE PROBLEMS OF DELINQUENCY AND SCHOOL DROPOUTS THROUGH (1) BEHAVIORAL SCIENCE RESEARCH INTO THE RELATIONSHIP BETWEEN LEARNING AND SOCIAL DISADVANTAGE AND (2) GRADUATE LEVEL TRAINING OF PSYCHOEDUCATIONAL PERSONNEL SUCH AS PSYCHOLOGISTS, GUIDANCE SPECIALISTS, ADMINISTRATORS, AND TEACHERS WHO WORK WITH SOCIALLY DISADVANTAGED CHILDREN AND THEIR PARENTS. DISADVANTAGES INCLUDE IMPROPER LEARNING HABITS, OBSCURED VOCATIONAL AND PERSONAL GOALS, INADEQUATE PREPARATION AND MOTIVATION, AND CONDITIONS OF LIFE WHICH DISCOURAGE THE PRACTICES AND VALUE NECESSARY FOR ADJUSTMENT AND ACHIEVEMENT IN OUR SOCIETY. THE PROJECT SEEKS TO IMPROVE THE EDUCATIONAL ACHIEVEMENT LEVELS OF THESE CHILDREN, AND TO ENHANCE THE PREPARATION AND ADD NEW DIMENSIONS TO CAREER OPPORTUNITIES FOR PERSONNEL WHO WANT TO WORK WITH DISADVANTAGED CHILDREN THROUGH PUBLIC SCHOOLS. TRAINING FOR PROJECT BEACON STUDENT TEACHERS CENTERS AROUND THREE CATEGORIES--(1) HOME, COMMUNITY, AND SCHOOL ANALYSIS, (2) CHILD APPRAISAL, AND (3) PSYCHOEDUCATIONAL PROCESSES AND GUIDED DEVELOPMENT. A DESCRIPTION OF EACH CATEGORY INCLUDES THE COURSES OFFERED AND PARALLEL FIELD WORK. IN THE COMMUNITY, IN SCHOOLS, AND IN THE PSYCHOLOGICAL CENTER. THIS ARTICLE IS A REPRINT FROM "PIONEER IDEALS IN EDUCATION," SEPTEMBER 1963. ED001765 A NEW LOOK AT SPECIAL PROBLEMS, PROJECT BEACON--A PROJECT ADDRESSED TO THE NEEDS OF THE SOCIALLY DISADVANTAGED. 1963-09-00 8 N/A 1965 2016-11-22

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No Black Culture Black Students Cultural Enrichment Disadvantaged Youth Elementary Schools Field Trips Parent Workshops Preschool Education Reading Programs Southern Schools Student Adjustment Teaching Methods Workshops BRAZZIEL, WILLIAM F. Virginia (Petersburg) Virginia AN EFFORT TO OVERCOME THE LIMITED EXPERIENCES OF DISADVANTAGED NEGRO CHILDREN WAS MADE IN A RENOVATED ELEMENTARY SCHOOL IN THE HEART OF THE DOWNTOWN REDEVELOPMENT AREA OF NORFOLK, VIRGINIA. IT WAS HOPED THAT THE EXPERIMENT COULD TAKE ADVANTAGE OF THE ATMOSPHERE OF RENEWAL WHICH SURROUNDED THE CHILDREN AND THEIR FAMILIES. THE FIRST PHASE OF THE PROGRAM WAS READINESS--INDIVIDUAL PRESCHOOL WORKSHOPS FOR PARENTS OF CHILDREN ENTERING FIRST GRADE, AND A SYSTEM OF READINESS EXPERIENCES FOR THE CHILDREN WHEN THEY ENTERED SCHOOL. FROM THE TIME THAT THE CHILDREN WERE READY TO LEARN TO READ, UNTIL THEY LEFT THE ELEMENTARY SCHOOL, A CULTURAL ENRICHMENT PROGRAM WAS PLANNED. THE PROGRAMS WERE TIED DIRECTLY TO THE READING PROGRAM AND SPIRALED UPWARD THROUGH THE GRADE LEVELS. INCLUDED WERE TRIPS TO CULTURAL CENTERS AND PUBLIC EXHIBITS, USE OF RESOURCE PEOPLE, VIEWING OF TV PROGRAMS, BOOKS, AND HOBBIES. THE FACULTY REGARDED THEIR PROGRAM AS "EMPATHIC TEACHING" OR THE ATTEMPT TO ENTER INTO THE WORLD OF THE DISADVANTAGED STUDENT. THIS APPROACH INVOLVED LEARNING AS MUCH ABOUT THE PSYCHOLOGY OF THE STUDENTS AS POSSIBLE AND TEACHING THE NEGRO CHILDREN TO BE PROUD OF THEIR RACE AND THE ACHIEVEMENTS OF THEIR PEOPLE. THE TEACHERS COMPILED A LIST OF ABOUT 70 AREAS IN WHICH PUPILS SHOWED ENTHUSIASM AND IMPROVEMENT AS A RESULT OF THE CULTURAL ENRICHMENT PROGRAM. THESE PUPILS ALSO SHOWED AN IMPROVED DEGREE OF ADJUSTMENT TO JUNIOR HIGH SCHOOL. THIS ARTICLE IS PUBLISHED IN THE "JOURNAL OF NEGRO EDUCATION," AUTUMN 1964. ED001766 HIGHER HORIZONS IN SOUTHERN ELEMENTARY SCHOOLS. 1964-00-00 20 N/A 1965 2016-11-22

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No After School Centers Disadvantaged Youth Dropout Prevention Guides High Schools Remedial Instruction Study Centers Supplementary Education Tutoring New York (New York) New York (New York) New York City Board of Education, Brooklyn, NY. THE AFTER-SCHOOL STUDY CENTERS ARE INTENDED TO SUPPLEMENT REGULAR INSTRUCTION IN SCHOOLS HAVING A HIGH PERCENTAGE OF DISADVANTAGED PUPILS. THE HIGH SCHOOL DIVISION AIMS TO SALVAGE, FOR FURTHER EDUCATION, THOSE PUPILS WHO MAY OTHERWISE BECOME DROPOUTS OR FAIL TO GET INTO COLLEGE. EACH TEACHING ASSIGNMENT IN THE AFTER-SCHOOL STUDY CENTERS IS FOR ONE 2-HOUR SESSION ON 3 DAYS PER WEEK FOR GROUPS OF NO MORE THAN 15 AND NO FEWER THAN 10 PUPILS. TEACHING IN THE ASSC PROGRAM IS OF TWO GENERAL TYPES--REMEDIAL INSTRUCTION IN READING AND ARITHMETIC, AND TUTORIAL INSTRUCTION IN SCIENCE, MATHEMATICS, FOREIGN LANGUAGES, ENGLISH, AND SOCIAL STUDIES. IN THE REMEDIAL PROGRAM, CONSIDERABLE PERSUASION, BUT NOT COMPLUSION, IS BROUGHT TO BEAR UPON THE PUPILS AND POTENTIAL DROPOUTS TO AVAIL THEMSELVES OF THE OPPORTUNITY TO IMPROVE. TUTORIAL SERVICES ARE PROVIDED PRIMARILY FOR PUPILS WHO, WITH SOME HELP, MAY BECOME COLLEGE MATERIAL. THE AFTER-SCHOOL STUDY CENTER IS UNDER THE SUPERVISION AND ADMINISTRATION OF THE PRINCIPAL THROUGH HIS DESIGNATED SUPERVISOR. THE PRINCIPAL IS RESPONSIBLE FOR MAKING THE THE PROGRAM AVAILABLE TO ALL ELIGIBLE PUPILS, NOTIFYING THEIR PARENTS, AND RECRUITING THE BEST QUALIFIED TEACHERS. SUCH ADMINISTRATIVE MATTERS AS RECORDS, TIME CARDS, FIRE DRILLS, COMPENSATION, PERIODIC REPORTS ON PUPIL ATTENDANCE, STAFF ASSIGNMENTS, AND PAYROLL FOR PERSONNEL ARE DISCUSSED. ED001767 AFTER-SCHOOL STUDY CENTER MANUAL - HIGH SCHOOL DIVISION, 1964-65. 1964-09-30 7 N/A 1965 2016-11-22

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No Community Resources Educational Resources Enrichment Field Trips Guides Learning Experience OTHS, FLORENCE AND OTHERS New York (New York) New York (New York) New York City Board of Education, Bronx, NY. District 17-18. EVERY COMMUNITY CONTAINS INTERESTING PLACES TO VISIT, AND PEOPLE WHOSE SPECIAL SKILLS, KNOWLEDGE, AND TALENTS CAN CONTRIBUTE MUCH TO A LEARNING EXPERIENCE WHICH CANNOT BE GAINED SOLELY FROM BOOKS. A LIST OF COMMUNITY RESOURCES IN THE BRONX, NEW YORK, AREA IS INCLUDED. PLACE NAMES, LOCATIONS, AND CONTACT PERSONS AND THEIR TELEPHONE NUMBERS ARE LISTED. MAJOR AREAS INCLUDE--CAREER TRAINING OPPORTUNITIES, CITIZENSHIP EDUCATION, COMMUNITY HELPERS, FOODS, PUBLIC FACILITIES, MANUFACTURING, SCIENCE, AND NATURE. GENERAL TOPICS ARE DIVIDED INTO SPECIFIC AREAS. FOR EXAMPLE, "CAREER TRAINING OPPORTUNITIES" CONTAINS TEACHIN THE DEAF, GRAPHIC AND INDUSTRIAL ARTS, AND BANKING. ED001768 FIRST HAND LEARNING EXPERIENCES, A DISTRICT GUIDE TO SOME EDUCATIONAL RESOURCES. 1961-04-00 17 N/A 1965 2016-11-23

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No Childhood Attitudes Cognitive Development Disadvantaged Youth Instructional Materials Preschool Curriculum Preschool Education Self Concept Self Expression Speech Skills BAYLOR, RUTH M. AND OTHERS New York (New York) New York (New York) New York City Board of Education, Brooklyn, NY. IN THE PREKINDERGARTEN CLASSROOM, THE YOUNG CHILD DEVELOPS POSITIVE ATTITUDES TOWARD SCHOOL, ADULTS, AND FELLOW CLASSMATES. THESE ARE THE FOUNDATIONAL LEARNINGS UPON WHICH REST HIS FUTURE ATTITUDES TOWARD EDUCATION AND SOCIETY. AMONG THE IMPORTANT GOALS OF A PREKINDERGARTEN PROGRAM ARE THE BROADENING OF INTELLECTUAL HORIZONS, THE STIMULATION OF CURIOSITY, AND THE ACQUISITION OF INFORMATION ABOUT THE WORLD IN WHICH THE CHILD LIVES. ANOTHER MAJOR GOAL FOR THE CHILD'S EMOTIONAL HEALTH IS THE DEVELOPMENT OF SELF-CONFIDENCE, SELF-UNDERSTANDING, AND A GOOD SELF-IMAGE. FOR CHILDREN FROM DISADVANTAGED AREAS THIS IS PARTICULARLY IMPORTANT. A PREKINDERGARTEN PROGRAM ALSO AIMS TO HELP CHILDREN ACQUIRE SKILLS OF OBSERVATION, INVESTIGATION, AND CRITICAL THINKING. EMPHASIS IS PLACED ON IMPROVING ORAL LANGUAGE OF NONENGLISH SPEAKING AND DISADVANTAGED CHILDREN. AESTHETIC APPRECIATION AND SELF-EXPRESSION ARE STIMULATED THROUGH ART, MUSIC, DANCING, AND LITERATURE, MORAL AND SPIRITUAL VALUES ARE DEVELOPED AS THE CHILD LEARNS TO ACCEPT EXTERNAL CONTROLS, EXERCISE SELF-CONTROL, RECOGNIZE THE RIGHTS OF OTHERS, AND GROW IN INDEPENDENCE AND A SENSE OF RESPONSIBILITY. TO AID THE TEACHER IN FULFILLING THE GOALS OF A PREKINDERGARTEN PROGRAM, CURRICULUM MATERIALS ARE PRESENTED IN THE FOLLOWING AREAS--ART EXPERIENCES, LANGUAGE AND LITERATURE, MUSIC SENSITIVITY, HEALTH AND SAFETY STANDARDS, SOCIAL STUDIES CONCEPTS, THE WORLD OF SCIENCE, AND MATHEMATICAL CONCEPTS. IN EACH CATEGORY, NUMEROUS LEARNING EXPERIENCES ARE DESCRIBED WITH INSTRUCTIONS FOR STUDENT PARTICIPATION AND TEACHING TECHNIQUES. IDEAS FOR CREATING AN ENVIRONMENT FOR LEARNING IN THE CLASSROOM AND FOR PLANNING THE SCHOOL DAY ARE ALSO INCLUDED. ED001769 PRE-KINDERGARTEN CURRICULUM. 1965-04-00 91 N/A 1965 2016-11-22

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No Community Resources Disadvantaged Educational Environment Educational Experience Educational Facilities Enrichment Activities Field Trips Instructional Materials Parent Participation Primary Education LIDDLE, GORDON P. ROCKWELL, ROBERT E. QUINCY THE ACTION STUDY WAS DESIGNED TO PROVIDE A RICHER BACKGROUND OF INTELLECTUALLY STIMULATING EXPERIENCES FOR THE CULTURALLY DEPRIVED CHILD THROUGH A BETTER USE OF COMMUNITY RESOURCES AND SCHOOL FACILITIES AND MATERIALS. THE SECOND FACET OF THE PROGRAM CONCERNED WORKING WITH PARENTS. CONSULTATION AND ENRICHMENT WERE GIVEN IN ART, MUSIC, READING, AND EMOTIONAL PROBLEMS. VARIOUS FIELD TRIPS WERE ORGANIZED WITH PRE- AND POST-RELEVANT EXPERIENCES. INSERVICE TRAINING WORKSHOPS DEALT WITH PROBLEMS OF THE CULTURALLY DEPRIVED. ADDITIONAL MATERIALS WERE USED. PARENTS WERE ENCOURAGED TO TAKE PART IN THE EDUCATION OF THEIR CHILDREN. A NEWSLETTER WAS PUBLISHED EACH MONTH INCLUDING IDEAS FOR HOMEWORK, PARENT NEWS, AND PARENTAL VIEWS ON HOME-SCHOOL PROBLEMS. THE RESPONSIBILITIES OF THE WORKERS DEALING WITH THE FAMILIES INCLUDED--CONDUCTING A FOLLOWUP INTERVIEW AFTER THE SCHOOL YEAR HAD BEGUN, ACTING AS A LIAISON BETWEEN THE TEACHER AND THE FAMILY, OBSERVING THE CLASSROOM AND HOME FOR SPECIAL NEEDS AND PROBLEMS, AND ORGANIZING PARENT GROUPS FOR DISCUSSION OF PROBLEMS. COLLEGE STUDENTS AIDED AS TEACHER-HELPERS. VARIOUS COMMUNITY GROUPS MADE SPECIAL CONTRIBUTIONS TO THE PROGRAM. THE FINE ARTS SOCIETY, THE PUBLIC LIBRARY, THE LOCAL HEALTH DEPARTMENT, CHURCH GROUPS, AND WELFARE AGENCIES WERE AMONG THOSE WHO AIDED IN THE PROGRAM. ED001770 MODIFYING THE SCHOOL EXPERIENCE OF CULTURALLY HANDICAPPED CHILDREN IN THE PRIMARY GRADES. 1964-06-00 15 N/A 1965 2016-11-22

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No Curriculum Development Emotional Disturbances Instructional Materials Instructional Programs Parent School Relationship School Community Relationship Social Adjustment Special Programs Special Schools Teachers Urban Schools KING, JOHN B. AND OTHERS New York (New York) New York (New York) EMOTIONALLY DISTURBED, HANDICAPPED, OR SOCIALLY MALADJUSTED CHILDREN CANNOT BE SUCCESSFULLY AND EFFECTIVELY EDUCATED IN A REGULAR SCHOOL. A PROGRAM ESTABLISHING SEPARATE SCHOOLS, TO BE KNOWN AS "600" SCHOOLS, WAS ESTABLISHED FOR THESE CHILDREN. A THERAPEUTIC EDUCATIONAL PROGRAM, NONPUNITIVE IN APPROACH, IN WHICH ANTISOCIAL, DISRUPTIVE BEHAVIOR WOULD BE MOLDED AND REDIRECTED THROUGH CONSTRUCTIVE APPROACHES, WAS DESIGNED. AN EXPLANATION OF THE "600" DAY SCHOOLS IN OPERATION-THE ORGANIZATION, STAFFING, ADMISSIONS, TRANSFERS, SCREENING PROCEDURES, GROWTH MEASUREMENT, BUILDINGS, AND FACILITIES-IS GIVEN. FUTURE PLANS ARE EXPLAINED AND MAJOR RECOMMENDATIONS FOR THE INSTRUCTIONAL PROGRAM, AND FOR PARENT, COMMUNITY, INTERSCHOOL, AND AGENCY RELATIONSHIPS ARE LISTED. ED001771 "600" SCHOOLS, YESTERDAY, TODAY, AND TOMORROW. 1965-00-00 69 N/A 1965 2016-11-22

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No Academic Achievement Black Students Community Resources Disadvantaged Disadvantaged Youth Elementary Schools Parent Role Student Attitudes Student Motivation Teacher Motivation SHEPARD, SAMUEL JR. Missouri (Saint Louis) Missouri (Saint Louis) MOTIVATION, RATHER THAN ALTERED CURRICULUM OR INSTRUCTIONAL TECHNIQUE, WAS UTILIZED TO RAISE ACADEMIC ACHIEVEMENT IN ELEMENTARY SCHOOLS WHICH DRAW THEIR STUDENT BODY PRINCIPALLY FROM CULTURALLY DISADVANTAGED NEGRO FAMILIES. THREE BASIC APPROACHES WERE USED TO IMPROVE MOTIVATION IN THE SCHOOLS--(1) TEACHERS AND PARENTS WERE FIRST PERSUADED THAT HIGHER ACHIEVEMENT WAS POSSIBLE, (2) AN APPEAL WAS MADE TO THE SENSE OF PRIDE AND COMPETITIVE SPIRIT OF THE PUPILS, AND (3) VARIOUS COMMUNITY AGENCIES WERE ENCOURAGED TO JOIN THE CAMPAIGN. THE PROGRAM HAS BEEN ENCOURAGINGLY SUCCESSFUL. ED001772 EFFORTS IN THE BANNEKER DISTRICT TO RAISE ACADEMIC ACHIEVEMENT OF CULTURALLY DISADVANTAGED CHILDREN. 1964-00-00 2 N/A 1965 2016-11-23

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No Community Influence Community Relations Educational Facilities Horizontal Organization Integrated Activities Methods Pyramid Organization Vertical Organization New York (New York) New York (New York) New York City Board of Education, Brooklyn, NY. CLOSE AND THOROUGH INTEGRATION OF THE LOCAL COMMUNITY IS THE PURPOSE OF EDUCATIONAL PARKS. SOCIAL, EDUCATIONAL, AND ECONOMIC ADVANTAGES OF LOCAL COMMUNITIES ARE THUS MAXIMIZED. THREE ORGANIZATIONAL METHODS ARE DISCUSSED--HORIZONTAL, VERTICAL, AND PYRAMIDAL. THE HORIZONTAL ORGANIZATION WOULD GROUP SEVERAL SCHOOLS OF ONE LEVEL. A VERTICAL ORGANIZATION WOULD CONTAIN ONE ELEMENTARY SCHOOL, ONE JUNIOR HIGH SCHOOL, AND ONE SENIOR HIGH SCHOOL. THE PYRAMIDAL METHOD WOULD CLUSTER SEVERAL ELEMENTARY SCHOOLS, FEWER JUNIOR HIGH SCHOOLS, AND A SINGLE SENIOR HIGH. TABLES AND BLUEPRINTS ARE INCLUDED. ED001773 THE EDUCATIONAL PARK IN NEW YORK CITY, CONCEPT FOR DISCUSSION. 1964-00-00 20 N/A 1965 2016-11-22

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No Disadvantaged Youth Enrichment Activities Guidance Programs Instructional Improvement Public Schools Remedial Instruction Talent Development Talent Identification Teacher Education Teacher Motivation LANDERS, JACOB New York (New York) New York (New York) New York City Board of Education, Brooklyn, NY. HUMAN TALENT IS MUCH TOO PRECIOUS TO BE STIFLED AND WASTED. THEREFORE, IT SHOULD BE SOUGHT OUT, UNCOVERED, AND DEVELOPED IN THE SCHOOLS. HIGHER HORIZONS IS A QUEST FOR THE KIND OF EDUCATION WHICH, ADJUSTED TO THE NEEDS OF DISADVANTAGED CHILDREN, WILL ENABLE THEM TO COMPETE WITH OTHER CHILDREN ON AN EQUAL BASIS AND TO RECEIVE A FAIR SHARE OF THE REWARDS OF SOCIETY. THE EXPERIMENT BEGAN IN 1959, IN TWO GRADES, THIRD AND SEVENTH. IT EXTENDED BY ONE ELEMENTARY AND ONE SECONDARY GRADE EACH YEAR. THE POPULATION OF THE PROGRAM INCLUDES BOTH ACADEMICALLY DISABLED AND ABLE CHILDREN. A MAJOR PART OF THE EFFORT HAS CONSISTED OF TRAINING AND RETRAINING TEACHERS. MORE TIME HAD BEEN GIVEN TO THE TRAINING OF NEW TEACHERS THAN TO ANY OTHER SINGLE ACTIVITY. INSPIRING TEACHERS WITH A FAITH IN THE EDUCABILITY OF CHILDREN IS A BASIC KEY IN TRAINING. AN IMPROVEMENT IN THE INSTRUCTIONAL PATTERNS, WITH REMEDIAL SERVICES IN READING AND OTHER BASIC SKILLS, IS ANOTHER AREA OF PROGRAM ACTION. THE INSTRUCTIONAL PROGRAM IS ACCOMPANIED BY PLANNED CULTURAL ENRICHMENT ACTIVITIES, INCLUDING AN EXTENSIVE TRIP PROGRAM. THE KEYSTONE HAS ALWAYS BEEN GUIDANCE SERVICE, AT THE HEART OF WHICH LIES INDIVIDUAL COUNSELING. ED001774 HIGHER HORIZONS. PROGRESS REPORT. 1963-01-00 107 N/A 1965 2016-11-22

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No Disadvantaged Youth Guidance Programs Improvement Programs Program Evaluation Public Schools Student Improvement Student Motivation Tutoring KARPAS, MELVIN R. DEMONSTRATION GUIDANCE PROJECT Illinois (Chicago) HIGHER HORIZONS PROGRAM New York (New York) Illinois (Chicago) New York (New York) THE TWO PROGRAMS REVIEWED ARE THE DEMONSTRATION GUIDANCE PROJECT AND HIGHER HORIZONS PROGRAM. CHARACTERISTICS OF THE DEMONSTRATION GUIDANCE PROJECT INCLUDED EXTRA TEACHERS, SPECIAL TUTORING, GROUP AND INDIVIDUAL GUIDANCE AND COUNSELING, CLINICAL SERVICES, INTENSIVE COURSES IN ENGLISH, CULTURAL, AND ARTISTIC EVENTS. THE PROJECT STARTED WITH JUNIOR HIGH SCHOOL STUDENTS AND FOLLOWED THEM THROUGH HIGH SCHOOL. RESULTS SHOWED THAT THE IQ'S OF THESE CHILDREN INCREASED BY HIGH SCHOOL AGE. THE HIGHER HORIZONS PROGRAM UTILIZED THE METHODS OF THE DEMONSTRATION GUIDANCE PROJECT. IT ALSO INCLUDED ELEMENTARY SCHOOLS, AND IT ALLOWED EACH ELEMENTARY SCHOOL TO EXPERIMENT IN MEETING ITS OWN PARTICULAR REQUIREMENTS. THROUGH THESE SPECIAL SERVICES, THE STUDENTS INCREASED THEIR EDUCATIONAL LEVELS AND ASPIRATIONS. THE RESULTS SHOWED THAT WHAT THE STUDENTS LEARN IS POSITIVELY CORRELATED WITH HOW MUCH EFFORT IS MADE TO EDUCATE THEM. ED001775 PROGRAMS TO UPGRADE CULTURALLY DEPRIVED YOUTH IN NEW YORK CITY. 1963-00-00 25 N/A 1965 2016-11-22

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No Black Students Career Choice Desegregation Effects Disadvantaged Youth Ethnic Groups Grade 4 Grade 5 Grade 6 Puerto Ricans Questionnaires Self Concept Student Attitudes Teacher Evaluation GOLDBLATT, HAROLD TYSON, CYRIL New York (New York) New York (New York) New York City Commission on Human Rights, NY. THE OPEN ENROLLMENT POLICY OF THE NEW YORK CITY BOARD OF EDUCATION MIGHT REVERSE SOME OF THE DAMAGING INFLUENCES OF SCHOOL SEGREGATION ON PUPIL SELF-CONCEPT EITHER BY CONTRADICTING THE STEREOTYPED ASSOCIATION OF RACIAL SEGREGATION AND SOCIAL INFERIORITY OR BY AFFORDING "CULTURALLY DEPRIVED" NEGRO CHILDREN ACCESS TO SUPERIOR EDUCATIONAL FACILITIES. AT THE BEGINNING AND END OF A SCHOOL YEAR OF ETHNIC AND RACIAL INTEGRATION, A SHORT QUESTIONNAIRE WAS ADMINISTERED TO PUPILS TO DISCOVER POSSIBLE CHANGES IN PUPIL SELF-CONCEPT. THE PUERTO RICAN CHILDREN WERE FOUND TO BE HANDICAPPED BY LANGUAGE CONSIDERATIONS, AND THE NEGRO CHILDREN, BY "CULTURAL DEPRIVATION," RELATIVE TO WHITE, NON-PUERTO RICANS. TEACHERS' ACHIEVEMENT RATINGS OF STUDENTS REFLECTED CULTURAL AND ETHNIC BACKGROUND. ALL THREE GROUPS WERE MORE EXPRESSIVE IN THEIR RESPONSES WHEN IN A MINORITY. WHITE CHILDREN HAD HIGHER OCCUPATIONAL HORIZONS THAN NEGROES, AND NEGROES HIGHER THAN PUERTO RICANS. THE PUERTO RICAN CHILDREN LOWERED THEIR OCCUPATIONAL HORIZONS DURING THE COURSE OF THE YEAR. NO SHARP DIFFERENCES IN SELF-LIKES AND DISLIKES WERE FOUND AMONG THE THREE GROUPS. AT THE BEGINNING AND END OF THE YEAR THE PUPILS LIKED TEACHERS AND DISLIKED OTHER PUPILS. TEACHERS GAVE MORE OBJECTIVE RATINGS TO STUDENTS ON THE BASIS OF ACHIEVEMENT THAN ON CONDUCT OR EFFORT. MINORITY AND MAJORITY CLASSROOM STATUS HAD AN EFFECT ON PUPILS' CONDUCT, ACHIEVEMENT AND EFFORT, ACCORDING TO TEACHERS' EVALUATIONS. ANOTHER STUDY OF THE LIKES AND DISLIKES OF CHILDREN IN AN INTEGRATED SCHOOL REPORTED SIMILAR FINDINGS, PARTICULARLY IN RELATION TO MINORITY STATUS IN THE CLASSROOM. ED001776 SOME SELF-PERCEPTIONS AND TEACHER EVALUATIONS OF PUERTO RICAN, NEGRO, AND WHITE PUPILS IN 4TH, 5TH, AND 6TH GRADES (P.S. 198 M). 1962-10-00 25 N/A 1965 2016-11-22

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No After School Centers Elementary School Students Homework Instructional Materials Mathematics Instruction Minority Group Children Reading Development Remedial Programs Student Improvement Teaching Methods SCHWAB, ROSE L. New York (Brooklyn) New York (New York) New York City Board of Education, Brooklyn, NY. AN ACTION PROGRAM ATTEMPTS TO PROMOTE BETTER ACADEMIC ACHIEVEMENT FOR MINORITY GROUP CHILDREN. ABOUT 70,000 CHILDREN ARE INVOLVED IN THE ASSC PROGRAM, THREE AFTERNOONS A WEEK. IN ADDITION TO THE REMEDIAL SERVICES AND TEACHER ASSISTANCE, SCHOOL LIBRARIES AND HOMEWORK ROOMS ARE MADE AVAILABLE TO ASSC PUPILS AND PROVIDE STIMULATION FOR THOSE NEEDING TO IMPROVE THEIR WORK-STUDY SKILLS. SINCE SKILL IN READING IS THE CORE OF ELEMENTARY EDUCATION, READING ACTIVITIES COMPRISE A LARGE PART OF THE AFTER-SCHOOL STUDY CENTER PROGRAM. THERE IS RARELY A SINGLE REMEDY OR CURE-ALL FOR READING DEFICIENCY, BUT SMALL GROUPS MAKE IT POSSIBLE FOR THE TEACHER TO FIT METHODS AND MATERIALS TO THE CHILD. PRESENTED IN THE REVIEW ARE SUMMARIES AND SUGGESTIONS FROM VARIOUS ASSC SCHOOLS AND TEACHERS ON THE USE OF MATERIALS, AUDIOVISUAL EQUIPMENT, TAPED LESSONS, CREATIVE ENDEAVORS, AND SPECIAL READING PROJECTS. THE PROGRAM OF MATHEMATICS IN THE ELEMENTARY SCHOOL IS CONCERNED WITH HELPING CHILDREN AT ALL LEVELS OF ABILITY TO DEVELOP MATHEMATICAL POWER, TO LEARN MATHEMATICS AS A SCIENCE, AND TO USE MATHEMATICAL SKILLS WITH INTEREST AND ASSURANCE. SUGGESTED PROBLEM-SOLVING AIDS AND CASE STUDIES COMPILED BY VARIOUS ASSC TEACHERS ARE INCLUDED. SUMMARIES OF INDIVIDUAL SCHOOL EFFORTS IN THE AREAS OF LIBRARY SERVICES AND HOMEWORK, SCHOOL PUBLICATIONS, AND ADMINISTRATIVE ROUTINES ARE ALSO PRESENTED. ED001777 AFTER-SCHOOL STUDY CENTERS REVIEW. 1965-06-00 64 N/A 1965 2016-11-22

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No Community Involvement Cultural Activities Cultural Centers Disadvantaged Youth Enrichment Activities Theater Arts Youth Programs New York (New York) Higher Horizons Program Young Abe Lincoln New York (New York) New York City Board of Education, Brooklyn, NY. DEVELOPMENT OF INTEREST IN WORTHWHILE CULTURAL ACTIVITIES HAS BEEN ONE OF IMPORTANT EMPHASES OF THE HIGH HORIZONS PROGRAM. THE CULTURAL ENRICHMENT TEACHER HAS HAD THE RESPONSIBILITY FOR TEACHING MUSIC AND/OR ART IN ADDITION TO CORRELATING CULTURAL ACTIVITIES WITH ALL FACETS OF THE CURRICULUM TO PROVIDE INSPIRATION AND NEW EXPERIENCES AS WELL AS TO REINFORCE THE CULTURAL BACKGROUND AND HERITAGE OF ALL GROUPS. THE CULTURAL ENRICHMENT PROGRAM HAS ATTRACTED THE INTERESTS AND EFFORTS OF COMMUNITY GROUPS AND OF A COUNTLESS NUMBER OF VOLUNTEERS, THUS ENABLING THE CHILDREN TO ENJOY INEXPENSIVE OR FREE CULTURAL CENTERS AND PROFESSIONAL PRODUCTIONS. "TOWN HALL THEATRE FOR CHILDREN" WAS ONE SUCH COMMUNITY ACTIVITY PUBLICIZED AND COORDINATED THROUGH THE SCHOOLS. THE HEIGHTENED INTEREST OF TEACHERS, CHILDREN, AND PARENTS HELPED TO VARY THE PRESENTATION OVER THE YEARS. TOWN HALL PRODUCTIONS HAVE INCLUDED PANTOMIME, BALLET, DRAMA, OPERA, AND COMEDY, AND CHILDREN HAVE THE OPPORTUNITY TO MEET PERFORMERS IN FULL COSTUME AND MAKEUP. ANOTHER CULTURAL PROGRAM WAS "YOUNG ABE LICOLN" PRODUCED BY THE LITTLE GOLDEN THEATRE AND PERFORMED FOR CHILDREN OF HIGHER HORIZONS SCHOOLS. THE BROOKLYN ACADEMY OF MUSIC PROVIDED MANY STUDENTS WITH AN INTRODUCTION TO OPERA. PLAYS PRODUCED BY THE JEWISH THEATRE FOR CHILDREN HAVE GIVEN HIGHER HORIZON STUDENTS AN OPPORTUNITY TO LEARN ABOUT THE CULTURE, RELIGION, HISTORY, AND FOLKLORE OF THE JEWISH PEOPLE. ALL OF THESE ACTIVITIES ARE REPRESENTATIVE OF THE KINDS OF RESOURCES WHICH HAVE INDICATED A WILLINGNESS TO PARTICIPATE IN THE EDUCATION OF YOUTH. THIS ARTICLE IS PUBLISHED IN THE "HIGHER HORIZON BULLETIN," APRIL-MAY 1965, SUPPLEMENT. ED001778 TOWARD AN ENRICHED CULTURAL FUTURE. 1965-00-00 6 N/A 1965 2016-11-22

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No Academically Gifted Costs Disadvantaged Youth Enrichment Guidance Programs Parent Participation Reading Improvement Secondary School Students Speech Improvement Student Improvement Talent Development Talent Identification SCHREIBER, DANIEL New York (New York) DEMONSTRATION GUIDANCE PROJECT New York (New York) THE "DEMONSTRATION GUIDANCE PROJECT" (PROJECT 43) WAS PLANNED IN ORDER TO DISCOVER, IDENTIFY, AND STIMULATE ACADEMICALLY ABLE STUDENTS FROM LESS PRIVILEGED GROUPS. THE TALENT SEARCH BEGAN IN 1956 AND WAS PLANNED TO RUN FOR A 6-YEAR PERIOD. STUDENT PARTICIPANTS WERE FROM NEW YORK CITY'S MANHATTANVILLE JUNIOR HIGH SCHOOL. FORTY-THREE LATER ATTENDED GEORGE WASHINGTON HIGH SCHOOL. APPROXIMATELY 50 PERCENT (UPPER HALF) OF THE STUDENT BODY TOOK PART. STUDENTS WERE ACQUAINTED WITH COLLEGE LIFE THROUGH VISITS TO NEARBY COLLEGES. A PROGRAM TO IMPROVE SPEECH PATTERNS OF STUDENTS WAS INITIATED. MANY MEETINGS BETWEEN PARENTS AND TEACHERS TOOK PLACE. GENERAL CULTURAL ENRICHMENT EXPERIENCES WERE PLANNED. ESTIMATED COST OF THE PROJECT FOR EACH STUDENT WAS $50 PER YEAR ABOVE THE AMOUNT NORMALLY ALLOCATED BY THE BOARD OF EDUCATION. RESULTS ARE REPORTED TO BE VERY SUCCESSFUL. A STUDY OF THE GROWTH IN READING MADE BY STUDENTS IN DIFFERENT GRADES SHOWED A GROWTH IN READING ABILITY. MOST PARENTS INDICATED THAT THEY HOPED THEIR CHILDREN WOULD ATTEND COLLEGE. COUNSELING SERVICES WERE OF HELP TO CAREER DECISION-MAKING. ED001779 A SCHOOL'S WORK WITH URBAN DISADVANTAGED PUPILS. 1960-00-00 11 N/A 1965 2016-11-22

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No Achievement Gains Costs Disadvantaged Youth Enrichment Guidance Programs Inservice Teacher Education Junior High Schools Parent Attitudes Parent Teacher Cooperation Program Evaluation Southern Schools Student Attitudes HIGHER HORIZONS PROGRAM DISTRICT OF COLUMBIA Virginia (Norfolk) District of Columbia Virginia (Norfolk) THE INVESTIGATORS WERE INTERESTED IN--WHAT PORTIONS OF THE HIGHER HORIZONS PROGRAM COULD BE REPLICABLE, MEASURABLE CHANGES IN STUDENT ACHIEVEMENT, ATTITUDES, AND HABITS AS A RESULT OF THE EXPERIMENT, AND SCHOOL AND COMMUNITY DYNAMICS WHICH PRECIPITATED AND ACCOMPANIED INNOVATIONS. CERTAIN FEATURES OF THE HIGHER HORIZONS PROGRAM FOR CULTURALLY DISADVANTAGED CHILDREN WERE ATTEMPTED IN THE SEVENTH GRADE OF JACOX JUNIOR HIGH SCHOOL IN NORFOLK, VIRGINIA. AN INSERVICE READING PROGRAM FOR TEACHERS, A PROGRAM OF INCREASED DIRECT TEACHER-PARENT RELATIONSHIPS, A PROGRAM OF INCREASED GROUP GUIDANCE, AND A PROGRAM OF INTRASCHOOL CULTURAL ENRICHMENT WERE INCLUDED IN THE EXPERIMENT. THE COST OF REPLICATING THE PRINCIPLES AND PROCEDURES DESIGNED TO HELP CULTURALLY DEPRIVED CHILDREN MAKE BETTER USE OF EDUCATION WAS NOT EXORBITANT. THIS ARTICLE IS PUBLISHED IN THE "JOURNAL OF NEGRO EDUCATION," SPRING 1963. ED001780 REPLICATIONS OF SOME ASPECTS OF THE HIGHER HORIZONS PROGRAM IN A SOUTHERN JUNIOR HIGH SCHOOL. 1963-00-00 13 N/A 1965 2016-11-22

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No Course Organization Curriculum Guides Disadvantaged Dropout Prevention Kindergarten Children Lesson Plans Preschool Education Resource Materials Teacher Education Teacher Workshops Teaching Methods SPIVEY, LENORE W. Florida (Largo) Florida Community Service Foundation, Largo, FL. THE WORKSHOP USES DEMONSTRATIONS BY MEMBERS OF THE GROUP, FOLLOWED BY DISCUSSIONS OF THE DEMONSTRATION. THE PURPOSE OF THE NURSERY AND KINDERGARTEN IN THE COMMUNITY SERVICE FOUNDATION PROJECT IS TO HELP CULTURALLY DEPRIVED NEGRO CHILDREN PREPARE FOR SCHOOL LIFE, TO PREVENT LATER SCHOOL FAILURE AND DROPOUTS. EACH SESSION CONTAINS A 15-MINUTE DISCUSSION OF THE PREVIOUS DEMONSTRATION, A 1-HOUR EVALUATION AND DISCUSSION OF NURSERY AND KINDERGARTEN TEACHING AND OPERATION, AND A 1-HOUR DEMONSTRATION IN A NURSERY-KINDERGARTEN SETTING. A SYLLABUS FOR A WORKSHOP FOR NURSERY-KINDERGARTEN AND PRESCHOOL TEACHERS OF THE CULTURALLY DEPRIVED IS PRESENTED. THE GENERAL PLAN OF OPERATION INVOLVES BOTH DISCUSSIONS AND DEMONSTRATIONS. TOPICS FOR CLASS DISCUSSIONS INCLUDE CHARACTERISTICS OF CHILDREN, DISCIPLINE, CURRICULUM, HEALTH, SANITATION, AND SAFETY, AND HOME-SCHOOL RELATIONSHIPS. SUBJECTS FOR DEMONSTRATIONS INCLUDE ART, MUSIC, LANGUAGE, NATURE, AND OUTDOOR PLAY. SAMPLE LESSON PLANS ARE ALSO INCLUDED. ED001781 SYLLABUS FOR COURSE ON NURSERY-KINDERGARTEN TEACHING AND OPERATION. 1965-00-00 19 N/A 1965 2016-11-22

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No Delinquency Prevention Juvenile Gangs Methods Research Program Development Research Opportunities School Counseling School Role Secondary Schools Student Attitudes Student Needs CARRIKER, WILLIAM R. DISTRICT OF COLUMBIA District of Columbia Office of Education (DHEW), Washington, DC. FIVE PAPERS ARE INCLUDED. "EXISTING AND PROJECTED RESEARCH ON INDIVIDUAL AND GROUP APPROACHES IN THE TREATMENT OF JUVENILE DELINQUENCY," BY DAVID WINEMAN, DISCUSSED INFORMAL INTERVIEW AS A TECHNIQUE FOR TREATING SPECIFIC EGO MALFUNCTIONS. TWO METHODS WERE SUGGESTED--"EMOTIONAL FIRST-AID" FOR MOMENTS OF GREAT STRESS, AND LONG-RANGE TRAINING FOR MORE PERMANENT HEALTH. THE SCHOOL, HAVING CONSIDERABLE INFLUENCE ON THE CHILD, IS IN A POSITION TO APPLY THESE TECHNIQUES. "RESEARCH ON THE SCHOOL WORK-STUDY PROGRAM IN THE PREVENTION OF JUVENILE DELINQUENCY," BY ROBERT J. HAVIGHURST, PROPOSED STARTING WORK-STUDY AS EARLY AS AGE 13 OR 14, TO KEEP LOWER CLASS BOYS AND GIRLS MOTIVATED AND GIVE THEM OPPORTUNITY FOR GROWTH. EXPERIMENTATION AND TRAINING OF SPECIAL SUPERVISORS WOULD BE NEEDED."EXISTING AND PROJECTED RESEARCH ON READING IN RELATIONSHIP TO JUVENILE DELINQUENCY," BY GORDON P. LIDDLE, SOUGHT A RELATIONSHIP BETWEEN FAILURE IN READING AND DELINQUENCY. "THE PREVENTION OF DELINQUENT SUBCULTURES--ISSUES AND PROBLEMS," BY RICHARD A. CLOWARD, SET FORTH PROBLEMS FACED IN DEALING WITH THE THREE MAJOR TYPES OF GANGS AMONG LOWER-CLASS BOYS. "TWO ROLES FOR SCHOOLS IN REDUCING JUVENILE DELINQUENCY," BY WILLIAM W. WATTENBURG, DISCUSSED TWO METHODS OF EARLY DETECTION AND GUIDANCE OF DELINQUENTS. ED001782 ROLE OF THE SCHOOL IN PREVENTION OF JUVENILE DELINQUENCY. 1963-00-00 101 N/A 1965 2016-11-22

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No Curriculum Development Disadvantaged Youth Enrichment Activities Grade 3 Grade 4 Grade 5 Parent Participation Program Evaluation Special Programs Teacher Workshops Teaching Guides OTHS, FLORENCE V. STRUMPF, BENJAMIN E. New York (Bronx) HIGHER HORIZONS PROGRAM New York (New York) New York City Board of Education, Bronx, NY. District 17-18. SPECIAL PROGRAMS FOR THIRD-, FOURTH-, AND FIFTH-GRADE STUDENTS IN THE BRONX SCHOOLS WERE PREPARED. CURRICULUM AREAS FOR GRADES 3 AND 4 WERE--HEALTH, LANGUAGE ARTS, MUSIC, MATHEMATICS, AND SCIENCE. IN SCIENCE, FOR EXAMPLE, THE SCIENTIFIC ASPECTS OF THE COMMUNITY AND SCIENCE IN EVERYDAY LIVING WERE EXPLORED. NEW TEACHERS WERE ORIENTED TO THE PROGRAM IN WORKSHOP MEETINGS. THREE TEACHERS WERE PROVIDED WITH EXTENSIVE GUIDANCE DATA FOR EACH PUPIL AND WERE RESPONSIBLE FOR KEEPING ACCURATE RECORDS. THE CURRICULUM INCLUDED NEWSPAPERS, PHYSICAL EDUCATION, AUDIOVISUAL ENRICHMENT PERIODS, AND TRIPS, IN ADDITION TO REGULAR COURSE WORK. TRIPS WERE MADE TO MUSEUMS, PARKS, THEATERS, AND OTHER PLACES OF INTEREST. LISTS OF EVENTS OF INTEREST WERE PREPARED MONTHLY. APPROXIMATELY 20 ENRICHMENT FILMS WERE PROVIDED FOR THIRD- AND FOURTH-GRADE STUDENTS. SUGGESTIONS FOR PHYSICAL EDUCATION INCLUDED RHYTHM AND SONG ACTIVITIES, DANCES, AND GAMES. PARENT WORKSHOPS WERE SET UP TO EXPLAIN THE PROGRAM, TO PROVIDE EVALUATION OF THE PROGRAM, AND TO AID PARENTS IN DEALING WITH THEIR CHILDREN. ED001783 THE HIGHER HORIZONS PROGRAM. 1961-00-00 23 N/A 1965 2016-11-22

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No Cultural Enrichment Elementary Education Evaluation Evaluation Methods Grade 3 Program Evaluation Student Evaluation Student Improvement OTHS, FLORENCE V. AND OTHERS HIGHER HORIZONS PROGRAM New York (Bronx) New York (New York) New York City Board of Education, Bronx, NY. District 17-18. FORMS USED TO EVALUATE THE PROGRESS OF STUDENTS IN ADJUSTMENT, CURRICULUM COMPREHENSION, AND CULTURAL PROGRESS ARE INCLUDED. TEACHERS EVALUATED EACH CHILD IN FEBRUARY AND JUNE OF 1961 IN SUCH AREAS AS SOCIAL ACCEPTABILITY, MATURITY, DEPENDABILITY, LEADERSHIP, ATTENTION, WORK HABITS, CONDUCT, AND MOTIVATION. IN THE CURRICULUM AREAS, TEACHERS RATED STUDENTS AS HAVING MADE GREAT PROGRESS, MODERATE PROGRESS, OR LITTLE PROGRESS FOR THE TIME PERIODS MENTIONED ABOVE. REGULAR CLASSROOM SUBJECTS, SUCH AS LANGUAGE ARTS, MATHEMATICS, SCIENCE, ART AND MUSIC, WERE THE AREAS EVALUATED. CULTURAL EXPERIENCES WERE RECORDED BY THE CHILDREN. THESE INCLUDED CLASS AND FAMILY TRIPS, NEW INTERESTS AND HOBBIES, AND OUTSIDE READINGS. THE TEACHER WAS ALSO ASKED TO EVALUATE THE HIGHER HORIZONS PROGRAMS GENERALLY. ED001784 EVALUATING THE PROGRESS OF THIRD GRADE CHILDREN IN THE HIGHER HORIZONS PROGRAM. 1961-00-00 14 N/A 1965 2016-11-22

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No Achievement College Preparation Counseling Cultural Enrichment Disadvantaged Disadvantaged Youth Guidance Programs Individual Counseling Psychological Services Social Services HILLSON, HENRY T. HIGHER HORIZONS PROGRAM New York (New York) New York (New York) New York City Board of Education, Brooklyn, NY. IDENTIFICATION AND STIMULATION WERE ATTEMPTED FOR DISADVANTAGED STUDENTS WHOSE DEPRIVATION WOULD TEND TO KEEP THEIR ABILITIES FROM BEING RECOGNIZED. IT WAS HOPED THAT THE PROGRAM WOULD MAKE IT POSSIBLE FOR MANY MORE SUCH YOUNG PEOPLE TO GO ON TO HIGHER EDUCATION. A MAJOR PROGRAM OF CULTURAL ENRICHMENT WAS PLANNED FOR THE PROJECT STUDENTS AND INCLUDED SUCH ACTIVITIES AS VISITS TO MUSEUMS AND LIBRARIES, ATTENDANCE AT CONCERTS AND THE THEATER, AND A TRIP TO WASHINGTON, D.C. BECAUSE ALL STUDENTS WERE AIMING TOWARD COLLEGE, AT LEAST IN THEORY, THEY WERE PLACED IN ACADEMIC COURSES AT THE BEGINNING, EVERY EFFORT WAS MADE TO MEET THEIR NEEDS WITHIN THIS FRAMEWORK. TO PROVIDE THE MOST FAVORABLE LEARNING CONDITIONS, STUDENTS WERE GROUPED HOMOGENEOUSLY IN ALL MAJOR SUBJECT AREAS ON THE BASIS OF TEST SCORES AND SCHOOL RECORDS. THE HEART OF THE GUIDANCE PROGRAM WAS INDIVIDUAL COUNSELING. FOR STUDENTS WITH COMPLEX AND SEVERE PROBLEMS, CLINICAL SERVICES UNDER A PSYCHOLOGIST AND SOCIAL WORKER WERE ALSO AVAILABLE. BASED ON THE NUMBER OF PROJECT STUDENTS WHO RECEIVED DIPLOMAS, THOSE WHO WENT ON THE HIGHER INSTITUTIONS, THOSE WHO RECEIVED TOP SCHOLASTIC HONORS, AND THE FAVORABLE OPINION OF BOTH STUDENTS AND TEACHERS, THE PROJECT WAS CONSIDERED HIGHLY SUCCESSFUL. ALTHOUGH THE PROBLEM OF DROPOUTS AND UNDERACHIEVERS STILL EXISTED, THE PROJECT DEMONSTRATED THAT MANY UNDERPRIVILEGED CHILDREN WITH MEDIOCRE RECORDS CAN, UNDER PROPER CONDITIONS, REACH HIGH ACADEMIC LEVELS. ED001785 THE DEMONSTRATION GUIDANCE PROJECT, 1957-1962 PILOT PROGRAM FOR HIGHER HORIZONS. 1963-00-00 31 N/A 1965 2016-11-22

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No Black Achievement Black Culture Black History Cultural Differences Cultural Influences Ethnic Groups Grade 12 Secondary Education Teaching Guides New York (Albany) New York (Albany) New York State Education Dept., Albany. SUGGESTIONS ARE OFFERED FOR INTEGRATING INFORMATION ABOUT THE NEGRO INTO SOCIAL STUDIES DISCUSSIONS, AND ARE PRESENTED IN GUIDE FORM FOR TEACHERS OF 12TH-GRADE STUDENTS. THROUGH THE USE OF DISCUSSIONS, FILMS, RECORDINGS, AND SPECIAL REFERENCES, INFORMATION ABOUT THE NEGRO CAN BE GIVEN. IT CAN BE PRESENTED IN SUCH DIVISIONS AS DEMOCRACY, BIOLOGICAL INFLUENCES, CULTURE AND HERITAGE, POPULATION TRENDS, LABOR RELATIONS, CAREER PLANNING, GROUP RELATIONS, EQUALITY OF EDUCATION, PROPAGANDA, LEISURE AND SPORTS, CIVIC RESPONSIBILITY, AND POLITICAL AND CIVIL RIGHTS. A LESSON PLAN IS PROVIDED FOR EACH DIVISION. ED001786 SUGGESTED UNIT ABOUT THE NEGRO TO SUPPLEMENT A TWELFTH GRADE SOCIAL STUDIES TEXTBOOK. 26 N/A 1965 2016-11-23

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No Arithmetic Disadvantaged Elementary Schools Evaluation Methods Intelligence Quotient Junior High Schools Reading Student Attitudes Student Improvement WRIGHTSTONE, J. WAYNE HIGHER HORIZONS PROGRAM New York (New York) New York (New York) New York City Board of Education, Brooklyn, NY. TWO MAJOR AREAS EVALUATED WERE ELEMENTARY SCHOOLS AND JUNIOR HIGH SCHOOLS. TESTS AND INTERVIEWS WERE DESIGNED TO ANALYZE PROGRESS IN APTITUDES, ACHIEVEMENT, AND ATTITUDES OF THE CULTURALLY DEPRIVED. ON THE ELEMENTARY LEVEL THERE WAS NO SIGNIFICANT CHANGE IN THE APTITUDE OF PUPILS FROM THE THIRD TO SIXTH GRADE SHOWN BY IQ SCORES. READING ACHIEVEMENT WAS NO HIGHER FOR HIGHER HORIZONS PUPILS THAN NON-HIGHER HORIZONS PUPILS, WHEREAS ARITHMETIC LEVELS WERE BETTER FOR THE HIGHER HORIZON PUPILS. THERE WAS NO SIGNIFICANT DIFFERENCE IN SCHOOL ATTITUDE OR SELF-IMAGE CONCEPTS, WHILE ATTENDANCE AND NONTRUANCY RATES WERE BETTER AMONG THE HORIZON GROUP. THE STAFF EVALUATION RATED THE PROGRAM POSITIVELY. THE CONCLUSIONS FOR JUNIOR HIGH SCHOOLS WERE GENERALLY THE SAME AS FOR THE ELEMENTARY SCHOOLS. THE PROBLEMS, PROCEDURES, AND CONCLUSIONS WERE TREATED IN EXTENSIVE DETAIL. TESTS USED IN THE EVALUATION ACCOMPANY THE TEXT. ED001787 EVALUATION OF THE HIGHER HORIZONS PROGRAM FOR UNDERPRIVILEGED CHILDREN. 1964-00-00 298 N/A 1965 2016-11-22

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No Community Planning Community Problems Community Programs Curriculum Development Delinquency Causes Delinquency Prevention Demonstration Programs Disadvantaged Social Services Volunteers Youth Employment Youth Problems Youth Programs HARRIS, LARRY AND OTHERS Minnesota (Minneapolis) Youth Development Project Minnesota (Minneapolis) Community Health and Welfare Council of Hennepin County Inc., Minneapolis, Minn. THE COUNCIL WAS AWARDED A 2-YEAR PLANNING GRANT OF NEARLY $150,000 TO DEVELOP A COMPREHENSIVE NETWORK OF PROGRAMS AND SERVICES FOR CULTURALLY DEPRIVED CHILDREN IN MINNEAPOLIS, TO AID STABILITY, AND TO RETARD DELINQUENCY. A COMMITTEE COMPOSED OF REPRESENTATIVES FROM SCHOOLS, SOCIAL AGENCIES, CITY, COUNTY, AND STATE GOVERNMENTS, BUSINESS, LABOR, AND THE UNIVERSITY OF MINNESOTA STUDIED TWO SELECTED "TARGET AREAS" FOR 2 YEARS. THEIR FINDINGS AND RECOMMENDATIONS WERE PUBLISHED IN "GUIDES FOR ACTION." THE PLANNING COMMITTEE STRESSES PROGRAMS WHICH OPERATE THROUGH EXISTING AGENCIES TO ATTACK THE UNDERLYING CONDITIONS CONTRIBUTING TO DELINQUENCY. A $250,000 GRANT WAS AWARDED TO TRANSFORM THESE PLANS INTO A DEMONSTRATION PROGRAM. THE DEMONSTRATION PROGRAM OPERATES IN THE AREAS OF YOUTH EMPLOYMENT, AGENCIES, EDUCATION, AND VOLUNTEER PROGRAMS. NEIGHBORHOOD SEMINARS HELP YOUTH FIND EMPLOYMENT. EDUCATIONAL ACTION IS BEING TAKEN IN CURRICULUM DEVELOPMENT IN THE SECONDARY SCHOOLS AND IN A COMMUNITY NURSERY FOR PRESCHOOL TRAINING. SOCIAL SERVICES HELP RESIDENTS TO IMPROVE THEIR NEIGHBORHOOD SITUATIONS. WORKERS HELP MOTHERS AND DAUGHTERS IN FATHERLESS HOMES TO COMMUNICATE WITH EACH OTHER. VOLUNTEER PROGRAMS INCLUDE MANY ACTIVITIES IN WHICH NONPROFESSIONAL PEOPLE HELP IN REMEDIAL TUTORING. CAMP FIRE GIRLS AND GIRL SCOUTS HAVE EXTENSIVE PROGRAMS IN THE TARGET AREAS. ED001788 YOUTH DEVELOPMENT DEMONSTRATION PROJECT OF THE COMMUNITY HEALTH AND WELFARE COUNCEIL OF HENNEPIN COUNTY, INC. SUMMARY REPORT. 1965-04-00 10 N/A 1965 2016-11-22

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No Communication (Thought Transfer) Cultural Differences Cultural Influences Curriculum Development Disadvantaged Inservice Teacher Education Language Arts Lower Class Parents Lower Class Students Motivation Personality Development Preservice Teacher Education Self Concept Social Environment Student Teacher Relationship Team Teaching Urban Education CLIFFORD, VIRGINIA I. New York (New York) New York (New York) Union Theological Seminary, New York, NY. ASPECTS OF URBAN EDUCATION WERE SOCIAL FACTORS, PERSONALITY, LEARNING, AND PUBLIC SCHOOL PROGRAMS. STUDIES SHOW THAT MIDDLE CLASS EDUCATIONAL TECHNIQUES ARE INADEQUATE IN REACHING THE LOWER CLASS CHILD. LOWER CLASS FAMILIES FOSTER FEELINGS OF CONFUSION AND ANXIETY IN THEIR CHILDREN BECAUSE OF STRONG MATERNAL DOMINATION IN THE HOME AND LITTLE CONCERN FOR EMOTIONAL NEEDS. THE PEER GROUP OFTEN REPLACES THE FAMILY AS THE LOWER CLASS CHILD'S PRIMARY GROUP. THESE CHILDEN DEVELOP THEIR OWN LANGUAGE PATTERN, WHICH MAKES TEACHER-PUPIL COMMUNICATION DIFFICULT. TEACHERS SHOULD BE TRAINED, IN PRESERVICE AND INSERVICE EDUCATIONAL PROGRAMS, TO UNDERSTAND THE CULTURAL PATTERNS OF THE GROUP. PERSONALITY DEVELOPMENT IN CULTURALLY DEPRIVED CHILDREN IS BASED ON A SERIES OF SELF-CONCEPTS WHICH ENABLE A CHILD TO UNDERSTAND HIS OWN ABILITIES. LOWER CLASS CHILDREN CAN BE MOTIVATED BY RELATING MATERIAL TO THEIR NEEDS. ENRICHMENT AND REMEDIAL PROGRAMS FOCUS ON LANGUAGE DEVELOPMENT AS THE KEY TO ACADEMIC RETARDATION. PUBLIC SCHOOL EXPERIMENTAL PROGRAMS LOCATED IN URBAN AREAS TRAIN TEACHERS IN TECHNIQUES WHICH ALLOW THE CHILDREN TO EXPRESS THEMSELVES. TEACHERS "LEARN BY DOING" IN TEAM TEACHING AND WITH THE USE OF NEW TEACHING MATERIALS. CURRICULUM IMPROVEMENTS HAVE BEEN ESPECIALLY FOCUSED ON LANGUAGE ARTS. GUIDANCE HAS SOUGHT A MORE SIGNIFICANT ROLE IN EACH CHILD'S LIFE. MAJOR EFFORTS HAVE BEEN MADE TO INVOLVE PARENTS AND COMMUNITY IN THE EDUCATIONAL PROCESS. AN EXTENSIVE BIBLIOGRAPHY IS APPENDED. ED001789 URBAN EDUCATION, AN INTRODUCTION TO THE LITERATURE OF RESEARCH AND EXPERIMENTATION. 1964-04-00 67 N/A 1965 2016-11-22

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No Educational Media Teaching Methods Three Dimensional Aids Visual Learning Vocational Education Vocational Schools ROSENGREN, HAROLD J. DISTRICT OF COLUMBIA District of Columbia Office of Education (DHEW), Washington, DC. THREE-DIMENSIONAL MODELS ARE USED WITH GREAT EFFECTIVENESS AS TEACHING AIDS. CONCEPTS CAN BE MUCH MORE READILY UNDERSTOOD WHEN SIGNIFICANT RELATIONSHIPS AND IDEAS ARE SIMPLIFIED, EXAGGERATED, AND PRESENTED AS WORKING MODELS. THESE MODELS CAN BE CONSTRUCTED BY TEACHERS AND/OR STUDENTS. THE FOLLOWING CONSIDERATIONS SHOULD BE KEPT IN MIND--THE AID MUST FOCUS ATTENTION ON THE PRINCIPLE, CONCEPT, OR IDEA TO BE TAUGHT, CONSTRUCTION SHOULD BE DURABLE, WORKMANSHIP OF HIGH QUALITY, AND OPERATION MUST BE SMOOTH AND SIMPLE. THE TEACHER MUST JUDGE WHICH TYPE OF MODEL IS BEST SUITED FOR HIS PURPOSE, MODELS MAY BE CLASSIFIED UNDER THE FOLLOWING HEADINGS--(1) THE CUTOUT, CUTAWAY, OR CROSS-SECTION MODEL, (2) THE WORKING MODEL, (3) THE ENLARGED MODEL, (4) THE REDUCED MODEL, (5) THE SCALE MODEL, (6) THE TRANSPARENT MODEL, AND (7) THE MOCK-UP. A VARIETY OF COLORS AND MATERIALS MAY BE USED. THE CONSTRUCTION OF THREE-DIMENSIONAL AIDS CAN BE FACILITATED THROUGH A STUDY OF THE SIDE VARIETY OF DEVICES PHOTOGRAPHED IN THIS PUBLICATION. A VARIETY OF INSTRUCTIONAL AREAS IS PRESENTED, ALTHOUGH MOST ARE IN THE VOCATIONAL AREA. AN INSTRUCTOR'S CHECK-LIST ON THE PRINCIPLES AND PRACTICES RELATED TO THE USE OF THESE AIDS IS PRESENTED. THE LIST INCLUDED THE FOLLOWING HEADINGS--PLANNING AND PREPARING, MAKING THE PRESENTATION, STUDENT PERFORMANCE, TERMINATING THE PRESENTATION, AND STORING THE AID. ED001790 THREE-DIMENSIONAL TEACHING AIDS FOR TRADE AND INDUSTRIAL INSTRUCTION. 1961-00-00 51 N/A 1965 2016-11-22

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No Delinquency Delinquency Causes Delinquency Prevention Delinquent Rehabilitation Elementary Education Primary Education Program Evaluation Programed Instruction Reading Reading Skills Student Improvement DISTRICT OF COLUMBIA District of Columbia Institute of Educational Research, Washington, DC. THE TWO MAJOR TARGET POPULATIONS FOR THESE PROGRAMS ARE CHILDREN ENTERING SCHOOL IN FIRST OR SECOND GRADE WHO ARE IN DELINQUENOGENIC NEIGHBORHOODS AND ADOLESCENT DROPOUTS WHO ATTEND SPECIAL YOUTH COUNSELING CENTERS WHERE SKILLS CAN BE TAUGHT. THE PROGRAM SHOULD DEVELOP READING SKILLS AND ENRICH VOCABULARY PROVIDING A BASIS FOR ACCELERATED EDUCATIONAL PROGRESS AND ORIENTING STUDENTS TO PREVENT OR REDUCE DELINQUENCY. THE FOLLOWING ARE CHARACTERISTIC OF DELINQUENTS--REJECTION OF COMMUNITY VALUES, LACK OF SUSTAINED LIFE PLANNING, LACK OF METHOD OF OBTAINING STATUS, FEELINGS OF INJUSTICE, AND A DISTINCT VOCABULARY. THE EFFECTIVENESS OF ANY TRAINING PROGRAM MUST BE EVALUATED BY THE SUBSEQUENT BEHAVIOR OF THE TRAINEES. THERE SHOULD BE A REDUCTION OF DELINQUENT ACTS. PARTICIPANTS SHOULD BE MORE EMPLOYABLE. THE PROGRAMS MUST BE ECONOMICAL AND READILY AVAILABLE, REQUIRING LESS SKILLS, EQUIPMENT, AND HOUSING THAN ALTERNATIVE METHODS OF TRAINING. LEARNERS WILL PROGRESS ACCORDING TO PERSONAL PROFICIENCY, ABILITY TO ORGANIZE, AND ABILITY TO PLAN. THE DEVELOPMENT OF STATUS IS DEPENDENT UPON THE INDIVIDUAL'S WILLINGNESS TO INVEST HIS TIME AND ENERGY. THE PROGRESSIVE CHOICE READING PROGRAM INVOLVES SHORT UNITS OF PROGRAMED MATERIAL WHICH REQUIRE A RESPONSE TO THE TEXT AND WHICH FEED BACK THE ADEQUACY AND RELEVANCY OF THE LEARNER'S RESPONSE. POST-READING SKILLS, BASIC SCIENCE, AND BASIC MATH FOLLOW THE BASIC READING PROGRAM. ED001791 PROGRESSIVE CHOICE PROGRAMMING FOR DELINQUENOGENIC COMMUNITIES, A PROPOSAL FOR RESEARCH. 1962-00-00 23 N/A 1965 2016-11-22

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No Community Programs Delinquency Causes Delinquency Prevention Environmental Influences Youth Employment Youth Opportunities Youth Problems DISTRICT OF COLUMBIA District of Columbia President's Committee on Juvenile Delinquency and Youth Crime, Washington, DC. REPORTS HAVE BEEN MADE ON HOW 16 AMERICAN COMMUNITIES ARE COMBATING DELINQUENCY WITH THE AID OF JUVENILE DELINQUENCY ACT (1961) FUNDS. EACH COMMUNITY WAS SEEKING ANSWERS TO DELINQUENCY THROUGH LOCALLY DESIGNED PROGRAMS BASED UPON A COMPREHENSIVE PLAN OF ACTION INVOLVING THE ENTIRE COMMUNITY. SINCE OCCASIONAL PREVIOUS APPROACHES TO THE PROBLEM HAD NOT BEEN ADEQUATE, THE NEED WAS FOR PROGRAMS OF FUNDAMENTAL AND LASTING CHANGE. MAJOR PROBLEMS ENCOUNTERED WERE A PERSONNEL SHORTAGE IN YOUTH-SERVING PROFESSIONS AND AGENCIES AND A LACK OF INFORMATION EXCHANGE. EARLY INDICATIONS SHOW THAT THE CURRENT PROGRAM WARRANTS COMPLETION OF THE PROJECTS INITIATED. THE COMMUNITIES DISCUSSED INCLUDE--NEW YORK, N.Y., CLEVELAND, OHIO, NEW HAVEN, CONN., BOSTON, MASS., CHARLESTON, W. VA., HOUSTON, TEXAS, MINNEAPOLIS, MINN., PHILADELPHIA, PENN., WASHINGTON, D.C., CHICAGO, ILL., ST. LOUIS, MISSOURI, SYRACUSE, N.Y., PROVIDENCE, R.I., DETROIT, MICH., LOS ANGELES AREAS, CALIF., AND LANE COUNTY, OREGON. PROGRAMS INCLUDE--WORK-STUDY ARRANGEMENTS, EMPLOYMENT CENTERS, TARGET PROJECTS, NEIGHBORHOOD CENTERS, EXPERIMENTAL NURSERY SCHOOLS, AND SUMMER JOBS. ED001792 COUNTER-ATTACK ON DELINQUENCY, THE PROGRAM OF THE FEDERAL GOVERNMENT TO STIMULATE COMMUNITIES TO DEVELOP RATIONAL ANSWERS TO GROWING CRISIS. 1963-09-00 89 N/A 1965 2016-11-22

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No Academic Achievement Attendance Patterns Disadvantaged Discipline Educational Attitudes Minority Groups Social Class Socioeconomic Background CLOWARD, RICHARD A. JONES, JAMES A. New York (New York) New York (New York) Columbia Univ., New York, NY. School of Social Work. THE PROBLEM OF POOR ACADEMIC PERFORMANCE AMONG CERTAIN CATEGORIES OF CHILDREN WAS PRESENTED. THERE WAS A DIRECT CORRELATION BETWEEN SOCIOECONOMIC POSITION AND ACADEMIC ACHIEVEMENT. ONE CAUSE OF LOWER LEVELS OF ACADEMIC ACHIEVEMENT AMONG POOR YOUTH WAS THE FACT THAT THEY RECEIVED LESS INSTRUCTIONAL TIME. THEY HAD HIGHER ABSENCE RATES DUE TO POOR HEALTH CARE, MORE OF THE TEACHER'S TIME WAS TAKEN UP IN DISCIPLINE. A SECOND CAUSE WAS THE STRONG TENDENCY IN OUR SOCIETY TO MOTIVATE ACADEMIC ACHIEVEMENT BY HOLDING THE PROMISE OF FUTURE OCCUPATIONAL REWARDS. DISCREPANCIES BETWEEN EDUCATION PERFORMANCE AND OCCUPATIONAL REWARDS WERE PERCEIVED BY LOW-INCOME AND MINORITY GROUPS. IF THE SCHOOL FAILED TO PRACTICE EQUALITY, IT COULD BE UNDERSTOOD AS CONTRIBUTING TO THE PROBLEM. THE LIMITED PROBLEM OF DIFFERENCES IN ATTITUDES TOWARD EDUCATION BY SOCIAL CLASS WAS EXAMINED ALSO. THE SAMPLE PARTICIPANTS WERE PREDOMINANTLY FROM TENEMENTS AND LOW-INCOME PUBLIC HOUSING. THE RESPONDENTS WERE QUESTIONED ABOUT ATTITUDES AND ACTIONS, AMONG WHICH WERE OCCUPATION, NUMBER OF SCHOOL YEARS COMPLETED, AND TOTAL FAMILY INCOME. RESULTS SHOWED THAT MEMBERS OF ALL CLASSES PERCEIVED THE CONNECTION BETWEEN EDUCATION AND SOCIAL MOBILITY. MIDDLE-CLASS PARENTS, WITH A MORE SECURE ECONOMIC POSITION, WERE LESS CONCERNED ABOUT PROVIDING ADEQUATE EDUCATION FOR THEIR CHILDREN, TOOK SUCH EDUCATION FOR GRANTED, AND WERE LESS LIKELY TO REPORT IT WHEN THINKING ABOUT A GOOD LIFE FOR THEIR CHILDREN. LOWER-CLASS PARENTS, ON THE OTHER HAND, PERCEIVED EDUCATION AS BEYOND THEIR FINANCIAL CAPACITY AND REACTED BY DE-EMPHASIZING EDUCATION WHEN THINKING ABOUT A GOOD LIFE FOR THEIR CHILDREN. FOR THE WORKING CLASS PARENTS, AN ADEQUATE EDUCATION WAS NEITHER ASSURED NOR BEYOND THE REALM OF POSSIBILITY. MIDDLE-CLASS PARENTS TENDED TO PERCEIVE EDUCATION AS AN END IN ITSELF. IN COMPARISONS OF CLASS CONCEPTIONS OF A GOOD LIFE FOR CHILDREN THEREFORE, EDUCATION WOULD BE MORE SALIENT FOR WORKING CLASS PARENTS. ED001793 SOCIAL CLASS--EDUCATIONAL ATTITUDES AND PARTICIPATION. 1962-07-00 31 N/A 1965 2016-11-22

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No Academic Education Attitudes Community Attitudes Family Attitudes Industrial Education Population Trends Skilled Workers Socioeconomic Influences Vocational Education DAUWALDER, DONALD D. Pennsylvania (Pittsburgh) Pennsylvania (Pittsburgh) Pittsburgh Public Schools, PA. THE ECONOMY, THE EMPLOYMENT-UNEMPLOYMENT RATIO, AND THE AMOUNT, TYPE, AND LEVEL OF AVAILABLE EDUCATION HAVE CONTRIBUTED TO THE GENERAL ECONOMIC DECLINE OF THE PITTSBURGH STANDARD METROPOLITAN STATISTICAL AREA (SMSA). A SURVEY WAS MADE TO ASSIST IN OVERCOMING THE SITUATION. THE PRESENT AND FUTURE STUDENT POPULATION NEED WAS EXAMINED AGAINST THE PRESENT PROGRAM OF VOCATIONAL EDUCATION. REDESIGN WAS SUGGESTED IN TERMS OF INDUSTRY'S NEED FOR EMPLOYEES, BASED ON KINDS OF SKILLS AND TYPES OF JOB OPPORTUNITIES. A PICTURE IS PRESENTED OF POPULATION CHANGES, THE STATUS OF INDUSTRY, UNEMPLOYMENT AND EMPLOYMENT STATISTICS, THE ROLE OF LABOR UNIONS, AND TOTAL EDUCATIONAL OPPORTUNITIES. PARENTAL, STUDENT, AND WRITTEN STUDIES, QUESTIONNAIRE ANSWERS, AND PERSONAL INTERVIEWS RESULTED IN TABLES AND STATISTICS FROM WHICH RECOMMENDATIONS WERE MADE. THE SURVEY REVEALED INADEQUATE VOCATIONAL TRAINING RESULTING FROM EMPHASIS ON ACADEMIC EDUCATION, LACK OF FUNDS, AND POOR ATTITUDE ON THE PART OF SCHOOLS, STUDENTS, PARENTS, AND COMMUNITY. DEEMED NECESSARY WERE--INCREASED GUIDANCE AND COUNSELING SERVICE, PARTICULARLY IN THE ELEMENTARY SCHOOLS, ACCOMMODATION BY THE JUNIOR OR COMMUNITY COLLEGES OF THE 60 STUDENTS NOT RECEIVING POST-HIGH SCHOOL EDUCATION BECAUSE OF LACK OF FUNDS, AND ACQUISITION BY STUDENTS, PARENTS, AND THE COMMUNITY OF REALISTIC KNOWLEDGE OF JOB OPPORTUNITIES, TRAINING REQUIRED, AND THE COST OF SUCH TRAINING. IT WAS CONCLUDED THAT ONLY BY HAVING AND USING ACCURATE AND CURRENT KNOWLEDGE CAN A PROGRAM REQUIRED IN OUR TECHNOLOGICAL AGE BE PROVIDED. COMMUNITY AND HOME ATTITUDES MUST BE INFLUENCED TO LEAD STUDENTS INTO VOCATIONAL AREAS. COOPERATION BY ALL LEVELS OF GOVERNMENT AND COMMUNITY IS NECESSARY TO PROVIDE SUFFICIENT FUNDS FOR VOCATIONAL EDUCATION. AN APPENDIX IS ATTACHED. ED001794 VOCATIONAL EDUCATION IN THE PITTSBURGH PUBLIC SCHOOLS. 1963-04-00 110 N/A 1965 2016-11-22

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No Curriculum Guides Educational Objectives Grade 9 Reading Secondary Education Student Attitudes Student Needs Student Reaction Work Study Programs KANSAS CITY Kansas City School District, MO. THE CURRICULUM BASE SHOULD RELATE TO THE REGULAR CURRICULUM AND TO THE PUPIL'S ABILITY, TO THE END THAT HE MAY NOT BE SET APART FROM HIS PEER GROUP IN THE JUNIOR OR SENIOR HIGH SCHOOL SETTING. SUCH A GUIDANCE-CENTERED APPROACH HAS SEVERAL GENERAL OBJECTIVES. IT SHOULD HELP THE BOYS ACHIEVE SELF-UNDERSTANDING THROUGH REALISTIC VALUES AND GOALS. BASIC SKILLS IN LANGUAGE, READING, AND WRITING ARE EMPHASIZED. STUDENTS SHOULD DEVELOP GOOD HABITS AND ATTITUDES. THE COURSES SHOULD ALLOW EACH BOY TO EXPLORE THE CULTURAL AND OCCUPATIONAL OPPORTUNITIES AVAILABLE TO HIM. THE EFFECTIVE TEACHER KNOWS HIS PUPILS VERY WELL. MANY ARE SENSITIVE ABOUT THEIR INABILITY TO READ AND ABOUT CRITICISM. SOME ARE LOUD WHILE OTHERS ARE UNUSUALLY QUIET. IT IS IMPORTANT FOR THE CURRICULUM TO APPEAR PRACTICAL IN NATURE. VERY LITTLE CAN BE EXPECTED IN WRITTEN WORK. READING SHOULD BEGIN AT THE PUPIL'S LEVEL. THE TEACHER SHOULD SEEK CONTINUOUSLY TO BUILD VOCABULARY. THE UNITS ARE DESIGNED TO HELP STUDENTS LEARN THROUGH THEIR EXPERIENCES. EACH UNIT IS OUTLINED ACCORDING TO CONTENT AND SUGGESTED LEARNING ACTIVITIES. UNITS HAVE TITLES SUCH AS "A REAL GUY UNDERSTANDS HIMSELF AND OTHERS,""A GUY NEVER GETS AHEAD IN REVERSE,""PUT IT IN WRITING," AND "BE YOUR OWN LIFE-BUILDER." A LIST OF TEACHER REFERENCES ACCOMPANIES THE TEXT. ED001795 CURRICULUM GUIDE FOR THE WORK-STUDY PROGRAM, GRADE NIND. 1962-08-00 110 N/A 1965 2016-11-22

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No Antisocial Behavior Behavior Development Counseling Services Dropout Prevention Experimental Programs Part Time Employment Potential Dropouts Program Evaluation Social Relations Student Attitudes Student Motivation Work Study Programs LONGSTRETH, LANGDON E. AND OTHERS California (Santa Monica) California (Los Angeles) California California (Los Angeles) University of Southern California, Los Angeles. Youth Studies Center. SANTA MONICA HIGH SCHOOL, IN 1960-1961, ESTABLISHED A PROGRAM DESIGNED TO HOLD A SELECTED GROUP OF POTENTIAL DROPOUTS IN SCHOOL IN ORDER TO IMPROVE SCHOLASTIC MOTIVATION, REDUCE DEVIANT BEHAVIOR, DEVELOP INTERPERSONAL RELATIONS, AND PROVIDE PRELIMINARY WORK EXPERIENCE. TWO EXPERIMENTAL AND TWO CONTROL CLASSES WERE FORMED. THE STUDENTS ATTENDED CLASSES 3 HOURS IN THE MORNING UNDER ONE TEACHER, PARTICIPATED IN PHYSICAL EDUCATION, THEN SPENT THE AFTERNOON ON A JOB IN THE COMMUNITY. DISCIPLINARY AND ACADEMIC RULES WERE MADE FLEXIBLE. A SPECIAL COUNSELOR SERVED AS A CONFIDANTE FOR THE STUDENTS. EVALUATION REVEALED A GREATER PERCENTAGE OF DROPOUTS FOR THE CONTROL GROUP THAN FOR THE EXPERIMENTAL GROUP. EACH MEMBER OF BOTH GROUPS WAS INTERVIEWED AT THE BEGINNING AND END OF THE SCHOOL YEAR REGARDING ATTITUDES TOWARD SCHOOL. THE EXPERIMENTAL GROUP'S ATTITUDES WERE MORE POSITIVE THAN THOSE OF THE CONTROL GROUP. HOWEVER, POLICE RECORDS INDICATED THAT THE EXPERIMENTAL GROUP HAD AN INCREASED NUMBER OF POLICE CONTACTS AS COMPARED TO THE CONTROL GROUP. PERSONALITY TESTS REVEALED VERY LITTLE, ONLY THE SOCIAL REACTIONS TEST SUGGESTED AN IMPROVEMENT IN THE EXPERIMENTAL STUDENTS' ABILITIES TO INTERPRET SCHOOL SITUATIONS. THROUGH THIS EVALUATION, STRICTER RULES, GREATER EMPHASIS ON ACADEMIC PERFORMANCE, BETTER STUDENT ATTITUDES, AND BETTER COMMUNITY COOPERATION WILL BE SOUGHT IN THE FOLLOWING YEAR'S PROGRAM. ED001796 EVALUATION OF A WORK STUDY PROGRAM FOR POTENTIAL DROPOUTS. 1962-00-00 82 N/A 1965 2016-11-22

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No Academic Achievement Behavior Development Child Development Childhood Attitudes Childhood Needs Learning Processes Mother Attitudes Parent Influence Personality Assessment Reinforcement Socialization CHANCE, JUNE E. Minnesota (Minneapolis) Minnesota (Minneapolis) TESTS WERE CONDUCTED TO FIND THE DIFFERENCES BETWEEN THE CHILD WHO FEELS THAT HIS ACHIEVEMENT IS A RESULT OF INTERNAL FACTORS AND THE CHILD WHO FEELS THAT HIS ACHIEVEMENT OR LACK OF IT IS A RESULT OF EXTERNAL FACTORS. INTERVIEWS, TESTS, AND OBSERVATIONS PROVIDED DATA FOR THE SUGGESTED RELATIONSHIPS. CHILDREN WHO FEEL ACHIEVEMENT TO BE A RESULT OF EXTERNAL FACTORS. WHETHER THE ACHIEVEMENT CAUSED THE ATTITUDE CANNOT BE ASCERTAINED, BUT A RECIPROCAL RELATIONSHIP COULD BE SUGGESTED. THE RELATIONSHIP OF THE VARIABLES TO MATERNAL ATTITUDE SUGGESTS THAT A STRONG PREFERENCE FOR ACHIEVEMENT REWARDS GROWS OUT OF A RELATIONSHIP WITH A WARM, ACCEPTING MOTHER, WHO EXPECTS AND REWARDS COMPETENCE. HIGH CORRELATION EXISTS BETWEEN THE FLEXIBILITY OF A MOTHER'S EXPECTATION AND THE INTERNAL CHARACTER OF THE CHILD. IF THE MOTHER IS MORE CONCERNED WITH HER OWN NEEDS THAN THOSE OF THE CHILD, HER RESPONSES WILL BE TO SOME DEGREE INAPPROPRIATE, AND THE CONNECTIONS BETWEEN HIS BEHAVIOR AND RESULTS WILL BE WEAKENED FOR THE CHILD. THIS PAPER WAS GIVEN AT THE BIENNIAL MEETING OF THE SOCIETY FOR RESEARCH IN CHILD DEVELOPMENT (MINNEAPOLIS, MARCH 1965). ED001797 INTERNAL CONTROL OF REINFORCEMENTS AND THE SOCIAL LEARNING PROCESS. 1965-03-00 7 N/A 1965 2016-11-22

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No Audiovisual Aids Bibliographies Dropout Characteristics Dropout Programs Dropout Research Marital Status Resource Materials School Community Programs MILLER, LEONARD M. DISTRICT OF COLUMBIA District of Columbia Office of Education (DHEW), Washington, DC. A REVISED VERSION OF THE 1963 SELECTED BIBLIOGRAPHY OF RESOURCE MATERIALS PROVIDES INFORMATION ON IDENTIFYING THE POTENTIAL DROPOUT, ON MEASURES BEING TAKEN BY SCHOOLS AND COMMUNITIES TO SOLVE THE PROBLEM, AND ON THE NATURE AND EXTENT OF RESEARCH BEING CONDUCTED ON THE DROPOUT PROBLEM. THE MATERIALS ARE IN SECTIONS--"GENERAL PUBLICATIONS,""PUBLICATIONS RELATING TO STATE, COUNTY, AND LOCAL DROPOUT PROGRAMS, PROJECTS, AND STUDIES,""PUBLICATIONS RELATING TO TEENAGE MARRIAGE AND PARENTHOOD," AND "AUDIOVISUAL MATERIALS." THERE ARE APPROXIMATELY 429 ENTRIES. ED001798 DROPOUTS. SELECTED REFERENCES. 1964-00-00 34 N/A 1965 2016-11-22

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No Arithmetic Basic Skills Communication Skills Curriculum Guides Dropout Prevention Grade 10 Group Experience Guidance Individual Instruction Learning Activities Males Potential Dropouts Remedial Mathematics Secondary Education Student Attitudes Work Study Programs KANSAS CITY Kansas City School District, MO. THE CURRICULUM WAS ESPECIALLY DESIGNED FOR POTENTIAL DROPOUTS. THE CURRICULUM BASE SHOULD RELATE TO THE REGULAR 10TH-GRADE CURRICULUM AND TO THE PUPIL'S ABILITY, TO THE END THAT HE MAY NOT BE SET APART FROM HIS PEER GROUP. THESE BOYS ARE EXTREMELY SENSITIVE. THEY HAVE SHORT ATTENTION SPANS AND APPEAR LAZY AND INDIFFERENT IN ORDER TO CONCEAL THEIR INABILITY TO COMPREHEND. INDIVIDUAL INSTRUCTION HAS PROVEN TO BE THE MOST EFFECTIVE METHOD. GENERAL OBJECTIVES ARE TO HELP THE BOYS GROW IN AN AWARENESS OF CAPABILITIES AND RESPONSIBILITIES. THEY SHOULD LEARN THAT SUCCESSFUL EMPLOYMENT REQURIES GOOD HABITS AND A GOOD EDUCATION. SKILLS IN LANGUAGE, READING, AND COMPUTATION ARE BASIC. IT IS IMPORTANT FOR THE CURRICULUM TO APPEAR PRACTICAL IN NATURE. THE UNITS ARE DESIGNED TO HELP THE STUDENTS LEARN THROUGH THEIR EXPERIENCES. SECTIONS ARE--"GUIDANCE,""COMMUNICATIONS,""COMPUTATION," AND "SOCIAL LIVING." EACH UNIT IS OUTLINED ACCORDING TO CONTENT AND LEARNING ACTIVITIES. ED001799 CURRICULUM GUIDE FOR THE WORK-STUDY PROGRAM GRADE TEN. 1963-07-00 168 N/A 1965 2016-11-22

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No Behavior Problems Community Action Community Organizations Disadvantaged Disadvantaged Youth Dropouts Educational Opportunities Employment Problems Private Agencies Public Agencies Social Mobility Social Problems Urban Youth Youth Opportunities SMITH, ELMER R. AND OTHERS Rhode Island (Providence) Rhode Island (Providence) Providence Youth Progress Board, RI. A COMPREHENSIVE, INTEGRATED COMMUNITY EFFORT ON THE PART OF INTERESTED AND CAPABLE EDUCATIONAL AND SOCIAL AGENCIES OF PROVIDENCE WAS PROPOSED. CHANGES WERE SOUGHT IN EXISTING EDUCATIONAL ARRANGEMENTS AND REQUIREMENTS WHICH WOULD ASSIST PROBLEMS, SOCIAL PROBLEMS, CULTURALLY DISADVANTAGED, PRIVATE WITH PROBLEMS OF BEHAVIOR, SCHOOL LEAVING, EMPLOYMENT, AND SOCIAL ADJUSTMENT. THE AIM WAS TO DEVELOP A SERIES OF SPECIFIC ACTION PROGRAMS WHICH WOULD MODIFY THE EDUCATIONAL AND SOCIAL SITUATION IN WHICH DISADVANTAGED YOUTH IN THE INNER CITY LIVE AND LEARN. THE AGENCIES INCLUDED WERE PRIVATE AND SOCIAL, SUCH AS SETTLEMENT HOUSES AND BOYS' CLUBS, AS WELL AS RELIGIOUS, FRATERNAL, POLITICAL, AND EDUCATIONAL GROUPS, ALL OF WHICH CARRIED ON PROGRAMS CONTRIBUTING SUBSTANTIALLY TO THE GROWTH AND DEVELOPMENT OF YOUTH IN THE METROPOLITAN AREA. SIX ACTIONS WERE SUGGESTED--(1) AN INVENTORY OF INTERESTS, CONCERNS, AND ARRANGEMENTS EXISTING TO SERVE CULTURALLY DEPRIVED YOUTH WITHIN THE COMMUNITY'S EDUCATIONAL AGENCIES, (2) THE DEVELOPMENT OF A CLEARINGHOUSE, (3) THE EXTENSION AND IMPROVEMENT OF SERVICES IN THE SCHOOLS TO SERVE CULTURALLY DEPRIVED STUDENTS, (4) THE ESTABLISHMENT OF SCHOOL-RELATED ACTIVITIES FOR CULTURALLY DEPRIVED STUDENTS AND THEIR PARENTS, (5) THE PROVISION OF CLINICAL SERVICES IN READING, AND (6) THE CONDUCT OF RESEARCH AND DEVELOPMENT WITH REFERENCE TO PROBLEMS OF UNDERACHIEVEMENT AND UNDERASPIRATION AMONG CULTURALLY DEPRIVED YOUTH. ED001800 PROPOSAL FOR EDUCATIONAL PROGRAM IN THE INNER CITY OF PROVIDENCE, R.I. 1964-11-03 151 N/A 1965 2016-11-22

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No Dropout Characteristics Dropout Research Educational Status Comparison High School Graduates Individual Characteristics Rural Youth Socioeconomic Influences Urban Youth COWHIG, JAMES D. DISTRICT OF COLUMBIA District of Columbia Department of Agriculture, Washington, DC. SOCIOECONOMIC FACTORS ASSOCIATED WITH EDUCATIONAL ATTAINMENT OF FARM AND NONFARM YOUTHS WERE ANALYZED. THE 1960 POPULATION CENSUS SUPPLIED THE DATA. A SUMMARY OF RESULTS FOLLOWS--(1) DROPOUT RATES FOR YOUTH 16 TO 17 AND 18 TO 19 YEARS OF AGE WERE LOWEST IN URBAN AREAS AND HIGHEST IN RURAL-NONFARM AREAS, (2) URBAN-RURAL DIFFERENCES IN ESTIMATED DROPOUT RATES FOR 16- AND 17-YEAR-OLDS LARGELY DISAPPEARED WHEN PARENTAL INCOME, EDUCATION, AND OCCUPATION CHARACTERISTICS WERE CONSIDERED, (3) MOST SCHOOL DROPOUTS HAD COMPLETED AT LEAST 9 YEARS OF SCHOOL, HOWEVER, SUBSTANTIAL DIFFERENCES BETWEEN WHITES AND NEGROES AND BETWEEN YOUTHS IN VARIOUS RESIDENTIAL CATEGORIES EXISTED IN THE PROPORTIONS OF DROPOUTS WITH SOME HIGH SCHOOL EDUCATION. ONLY 25 PERCENT OF NEGRO MALE DROPOUTS WHO WERE FARM RESIDENTS IN 1960 HAD COMPLETED AS MUCH AS 1 YEAR OF HIGH SCHOOL COMPARED WITH ABOUT 68 PERCENT OF WHITE MALES LIVING IN URBAN FRINGE AREAS, (4) THE PROPORTION OF SCHOOL DROPOUTS AMONG YOUTH 16 TO 24 YEARS OLD RANGED FROM OVER 40 PERCENT FOR NEGRO AND INDIAN YOUTHS TO LESS THAN 10 PERCENT FOR JAPENESE AND CHINESE YOUTHS. DROPOUT RATES FOR YOUTHS WHOSE PARENTS WERE BORN IN THE UNITED STATES, (5) SCHOOL DROPOUT RATES WERE DISPROPORTIONATELY HIGH AMONG FAMILIES WITH LOW INCOMES, FURTHER, SCHOOL DROPOUTS 18 TO 24 YEARS OLD WHO HAD FAMILIES OF THEIR OWN EARNED INCOMES SUBSTANTIALLY BELOW THOSE OF HIGH SCHOOL GRADUATES, AND (6) FOR ALL MALES 25 TO 64 YEARS OF AGE, HIGHER INCOMES WERE DIRECTLY RELATED TO HIGHER LEVELS OF EDUCATIONAL ATTAINMENT. INCOME DIFFERENCES INCREASED WITH AGE, SO THAT THE EFFECT OF EDUCATION APPEARS TO BE CUMULATIVE. ED001801 CHARACTERISTICS OF SCHOOL DROPOUTS AND HIGH SCHOOL GRADUATES, FARM AND NONFARM, 1960. 1964-12-00 36 N/A 1965 2016-11-22

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No Curriculum Development Instructional Materials Pilot Projects Potential Dropouts School Holding Power Student Needs Urban Areas Minnesota (Minneapolis) Minnesota (Minneapolis) Minneapolis Public Schools, Minn. PROGRAMS AND MATERIALS WILL BE DEVELOPED, FOR JUNIOR HIGH SCHOOL STUDENTS CHOSEN AS POTENTIAL DROPOUTS, TO FOCUS ATTENTION ON SPECIFIC NEEDS. THE CLASSES WILL BE TAUGHT IN A NONSCHOOL SETTING BY A TEAM OF TEACHERS IN INDUSTRIAL ARTS, HOME ECONOMICS, SCIENCE, MATH, COMMUNICATIONS, READING, AND FINE ARTS. THE TEACHERS WILL COMBINE THESE AREAS INTO PROGRAMS BUILT AROUND THE GENERAL THEME OF HOUSEHOLD MAINTENANCE AND ASSOCIATED WORK ROLES. SOME PROBABLE CONTENT AREAS ARE FOOD PURCHASING AND PREPARATION, FLOOR COVERING, DOOR AND WINDOW MAINTENANCE, FURNITURE MAINTENANCE, AND MUSIC APPRECIATION. THE COUNSELOR AND THE SCHOOL SOCIAL WORKER WILL DIRECT PUBLIC RELATIONS AND PARENT COOPERATION. A CURRICULUM COMMITTEE COMPOSED OF TEACHING TEAM MEMBERS, THE PRINCIPAL, NEIGHBORHOOD AGENCY PERSONNEL, AND NEIGHBORHOOD RESIDENTS WILL ASSIST IN DEVELOPING AND EVALUATING CURRICULUM MATERIALS. ED001802 A PILOT PROJECT FOR CURRICULUM DEVELOPMENT AND REORGANIZATION IN AN URBAN AREA JUNIOR HIGH SCHOOL. 1964-09-00 12 N/A 1965 2016-11-22

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No Culture Lag Curriculum Development Disadvantaged Elementary Schools Instructional Materials Middle Class Standards Reading Materials Reading Skills Slum Schools Urban Areas Minnesota (Minneapolis) Minnesota (Minneapolis) Minneapolis Public Schools, Minn. THE MIDDLE-CLASS ORIENTATION OF INSTRUCTIONAL MATERIALS BEING USED FOR CULTURALLY DEPRIVED CHILDREN IN TARGET AREA ELEMENTARY SCHOOLS CAUSED THE MATERIALS TO HAVE LIMITED MEANING FOR THE CHILDREN. TEACHERS WANTED TWO BASIC CHANGES IN READING MATERIAL. FIRST, ILLUSTRATIONS USED IN THE READING MATERIALS SHOULD BE RELEVANT TO THE CHILDREN'S EXPERIENCES. SECOND, SCHOOL EXPERIENCES SHOULD BE ENRICHED SO THAT THE BEGINNING READERS COULD MOVE FROM AN UNDERSTANDING OF THE ILLUSTRATIONS (SYMBOLS OF LIFE AS THEY KNOW IT) TO AN UNDERSTANDING OF LIFE IN A MIDDLE-CLASS SOCIETY. ACCORDINGLY, THE NEW READING MATERIALS WILL DEAL WITH EXPERIENCES OF CULTURALLY DEPRIVED FAMILIES. A READING RESOURCE TEACHER WILL BE AVAILABLE TO AID CLASSROOM TEACHERS IN WORKING WITH STUDENTS TO IMPROVE THEIR READING SKILLS. ENRICHMENT EXPERIENCES WILL INCLUDE FIELD TRIPS AND MORE EXTENSIVE USE OF AUDIO-VISUAL MATERIALS. ED001803 DEVELOPMENT OF READING MATERIALS AND READING SKILLS IN TARGET AREA ELEMENTARY SCHOOLS. 1964-04-00 8 N/A 1965 2016-11-22

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No Creative Reading Illustrations Instructional Materials Interpretive Reading Language Aids Reading Comprehension Reading Programs Sequential Approach Vocabulary ANDERSON, VIVIENNE SEGERSTROM, HAROLD New York (Albany) New York (Albany) New York State Education Dept., Albany. THE PROGRAM OF INSTRUCTION IN ENGLISH CONSISTS OF A NUMBER OF VERTICAL STRANDS RUNNING FROM KINDERGARTEN THROUGH GRADE 12 AND BEYOND. THE READING STRAND IS PREPARED ON THE SEQUENTIAL DEVELOPMENT OF SKILLS. FIVE UNITS--WORK ATTACK SKILLS, VOCABULARY, ACQUISITION SKILLS, COMPREHENSION SKILLS, AND CRITICAL AND INTERPRETIVE READING--ARE DEVELOPED AND ILLUSTRATIVE LEARNING ACTIVITIES IN GRADE UNITS, KINDERGARTEN THROUGH GRADE 3, GRADES 4, THROUGH 6, GRADES 7 THROUGH 9, AND GRADES 10 THROUGH 12. THE SEPARATION OF UNITS IS FOR CONVENIENCE ONLY. THE UNITS SHOULD NOT BE PRESENTED AS SEPARATE LEARNING EXPERIENCES. ED001804 READING SECTION--VOCABULARY SKILLS, READING COMPREHENSION, CRITICAL AND INTERPRETIVE READING. EXPERIMENTAL MATERIAL, PART 1. 1964-00-00 107 N/A 1965 2016-11-22

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No Culture Lag Disadvantaged Disadvantaged Youth Negative Attitudes Personality Assessment Personality Development School Counseling Social Status Values GORDON, EDMUND W. New York (New York) New York (New York) Columbia Univ., New York, NY. Teachers College. IN ORDER TO UNDERSTAND YOUTH HANDICAPPED BY SOCIAL STATUS DIFFERENCES, IT WAS NECESSARY TO REALIZE POSITIVE AND NEGATIVE ASPECTS WERE CONTRADICTORY ATTITUDES TOWARD SELF AND OTHERS, MATERIALISTIC ATTITUDES, LOW-LEVEL ASPIRATION AND MOTIVATION, AND DIFFERENT SOCIOCULTURAL PATTERNS. THE POSITIVE ASPECTS INCLUDED SELECTIVE MOTIVATION AND CREATIVITY, CAPACITY FOR MEANINGFUL AND LOYAL PERSONAL RELATIONSHIPS, INGENIOUSNESS AND RESOURCEFULNESS. PRINCIPLES HELPFUL IN DEALING WITH DISADVANTAGED CHILDREN WERE FORMULATED. THESE INCLUDED ACCEPTING THE INVALIDITY OF THE CONCEPT OF FIXED INTELLIGENCE. THE DIALECTS OF DEVELOPMENT GAVE TO TEMPORAL AND SEQUENTIAL FACTORS A CRITICAL ROLE IN DETERMINING THE APPROPRIATENESS OF PROCEDURES IN BEHAVIORAL DEVELOPMENT AND CHANGE. DISTURBED LEARNING PATTERNS WERE RECOGNIZED AS THE PRODUCTS OF SPECIFIC LEARNING DISABILITIES. THE INTERPERSONAL RELATIONSHIP THAT WE CALL COUNSELING AND INTERVIEWING MAY OFTEN BE ENTIRELY INAPPROPRIATE. THIS PAPER WAS PREPARED FOR THE SYMPOSIUM ON GUIDANCE AND SCHOOL DROPOUTS (WEST POINT, NEW YORK, MAY 5-7, 1963). ED001805 COUNSELING YOUTH WHO ARE HANDICAPPED BY SOCIAL STATUS DIFFERENCES. 7 N/A 1965 2016-11-22

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No Antisocial Behavior Class Organization Class Size Grouping (Instructional Purposes) Integrated Activities Small Classes Student Adjustment Student Behavior Teaching Methods MEEHAN, MARY SCHUSLER, RICHARD A. KANSAS CITY KANSAS CITY SCHOOL BEHAVIOR PROJECT CLASSES WERE DIVIDED EXPERIMENTALLY INTO FIVE OR SIX SMALL GROUPS. EACH GROUP WORKED TOGETHER FOR A PERIOD OF 1 MONTH. EACH OF THE EIGHT PARTICIPATING TEACHERS SELECTED ONE TO SIX PUPILS IN HIS CLASS WHO WERE EITHER DISRUPTIVE OR WITHDRAWN. THESE CHILDREN WERE CALLED THE TARGET PUPILS. THREE TIMES EVERY MONTH THE TEACHER RECORDED THE INTERACTION AND PLANNED FOR IMPROVEMENT. FOUR TYPES OF GROUPS WERE FOUND--THE LEADER DIRECTED GROUP, THE BALANCED-INTERACTIONGROUP, THE GROUP WHICH INTERACTED ONLY MINIMALLY, AND THE GROUP DOMINATED BY A MEMBER OTHER THAN THE DESIGNATED LEADER. ABOUT HALF OF THE SCHOOL DAY WAS SPENT IN SMALL GROUPS. ALL PUPILS, INCLUDING TARGET PUPILS, RESPONDED WELL TO THE PROGRAM. TEACHERS, THOUGH BOTHERED BY THE NOISE LEVEL, RESPONDED WELL TO TEACHING IN SMALL GROUPS. THE BALANCED TYPE OF SMALL GROUP PREDOMINATED. TARGET PUPILS DEVELOPED BETTER SOCIAL ADJUSTMENT AND LEADERSHIP CAPACITY. ON THE WHOLE, THE TRAINING OF THE TEACHER AS A DIRECTOR OF SMALL GROUPS AND THE USE OF SOCIOMETRICALLY FORMED SMALL GROUPS IN THE CLASSROOM PRODUCED ENOUGH POSITIVE OVER-ALL EDUCATIONAL RESULTS TO ENCOURAGE THE CONTINUED USE OF THIS TRAINING APPROACH. ED001806 THE USE OF SMALL GROUPS IN THE CLASSROOM, A SUPPLEMENTARY REPORT OF THE KANSAS CITY, MISSOURI, SCHOOL BEHAVIOR PROJECT. 1964-09-00 62 N/A 1965 2016-11-22

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No Community Resources Curriculum Development Disadvantaged Disadvantaged Schools Disadvantaged Youth Elementary School Students Slum Schools Social Relations Student Needs Urban Schools Minnesota (Minneapolis) Minnesota (Minneapolis) Minneapolis Public Schools, Minn. CULTURALLY DEPRIVED CHILDREN IN TARGET AREA SCHOOLS NEED A CURRICULUM WHICH IS RELATED TO THEIR EXPERIENCE AND IS ADAPTED TO THEIR SPECIFIC NEEDS. ELEMENTARY SCHOOL CHILDREN NEED INSTRUCTION IN SUCH BASIC AREAS AS TOILET TRAINING, SPEECH, AND GETTING ALONG WITH OTHERS. LOWER CLASS JUNIOR HIGH STUDENTS FIND THE PRESSURES OF A COMPETITIVE MIXED-CLASS SCHOOL EXTREMELY FRUSTRATING. HIGH SCHOOL STUDENTS FAIL TO SEE ANY RELATIONSHIP BETWEEN THEIR EDUCATION AND LIFE AS THEY LIVE IT OR THE FUTURE AS THEY SEE IT. TO DEAL WITH THESE PROBLEMS, A CURRICULUM COMMITTEE WILL BE DEVELOPED AT AN ELEMENTARY SCHOOL, A JUNIOR HIGH SCHOOL, AND A SENIOR HIGH SCHOOL. THE COMMITTEE CHOSEN BY THE FACULTY WILL CONSIST OF 50 PERCENT SCHOOL PERSONNEL, 25 PERCENT NEIGHBORHOOD AGENCY PERSONNEL, AND 25 PERCENT NEIGHBORHOOD RESIDENTS. THE COMMITTEE WILL REVIEW CHANGES TO BE TRIED, DEVELOP MATERIALS NEEDED TO ACCOMPANY THESE CHANGES, DEVELOP GUIDELINES FOR PLANNING CURRICULUM AND TECHNIQUES FOR OTHER SCHOOLS, AND PUBLISH CURRICULUM FINDINGS AND NEW MATERIALS. ED001807 CURRICULUM DEVELOPMENT FOR TARGET AREA SCHOOLS. 1964-04-00 5 N/A 1965 2016-11-22

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No Adolescents Interpersonal Relationship Measurement Instruments Measurement Objectives Moral Values Self Concept Social Relations Social Values Student Teacher Relationship GARDNER, ERIC F. THOMPSON, GEORGE G. COLUMBUS New York (Syracuse) New York (Syracuse) Syracuse Univ., NY. Ohio State Univ., Columbus. AN INVESTIGATION DIRECTED TOWARD THE CONSTRUCTION OF SEVERAL SCALES TO MEASURE THE PRESCRIPTION OR "OUGHT TO" VALUES JUDGED TO BE IMPORTANT IN THE INTERPERSONAL RELATIONS OF ADOLESCENT BOYS AND GIRLS WAS PRESENTED. THE PRIMARY EMPHASIS WAS ON MEASUREMENT. LITTLE ATTENTION WAS GIVEN BY PSYCHOLOGISTS TO THE AREA OF VALUES. IT IS HOPED THAT, BY CONSTRUCTING SCALES OF MEASUREMENT, FURTHER INQUIRY WILL BE STIMULATED. THE TESTS CAN BE DIVIDED IN FOUR CATEGORIES--(1) INSTRUMENTS DESIGNED TO MEASURE THE BROAD PRESCRIPTION OR "OUGHT TO" VALUES THAT ARE PERCEIVED AS DESIRABLE AND NECESSARY FOR THE "GOOD" LIFE. (2) INSTRUMENTS DESIGNED TO MEASURE MAJOR ETHICAL-MORAL-SOCIAL VALUES. (3) INSTRUMENTS DESIGNED TO MEASURE SOCIAL RELATIONSHIPS JUDGED IMPORTANT TO THE ACQUISITION AND FUNCTIONING OF VALUES, AND (4) INSTRUMENTS DESIGNED TO MEASURE RESTRAINTS ON VALUE VIOLATIONS. THE STANDARD SAMPLE WAS A LARGE GROUP OF UPPER, LOWER, AND MIDDLE-CLASS ADOLESCENTS FROM URBAN AND SUBURBAN AREAS. ALTHOUGH THE USEFULNESS AND VALIDITY OF THE TESTS DEVELOPED IN THIS INVESTIGATION WILL ONLY GRADUALLY BE REVEALED, AS A FIRST STEP, THE RESPONSES OF SEVERAL DIFFERENT SOCIAL CULTURAL GROUPS WERE COMPARED. EXAMPLES OF THESE SAMPLES ARE DELINQUENTS, SOUTHERN NEGRO BOYS AND GIRLS, FORMOSAN AND AMISH ADOLESCENTS. THE VALIDITY IS TENTATIVELY PROVEN IF TEST RESULTS MEASURE UP TO THEORETICAL EXPECTATIONS. ED001808 INVESTIGATION AND MEASUREMENT OF THE SOCIAL VALUES GOVERNING INTERPERSONAL RELATIONS AMONG ADOLESCENT YOUTH AND THEIR TEACHERS, PARTS I AND II. 1963-00-00 1100 N/A 1965 2016-11-22

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No Beginning Reading Bibliographies Conferences Educational Research Reading Development Reading Instruction Reports Teaching Methods CUTTS, WARREN G. CANADA ENGLAND DISTRICT OF COLUMBIA Canada District of Columbia United Kingdom (England) Office of Education (DHEW), Washington, DC. A CONFERENCE ON BEGINNING READING INSTRUCTION WAS ATTENDED BY PROFESSIONAL AUTHORITIES AND LEADERS IN THE FIELD OF READING AND RELATED DISCIPLINE AREAS. THE PURPOSE OF THE CONFERENCE WAS TO REPORT ON RESEARCH IN CANADA AND ENGLAND, AS WELL AS IN THE UNITED STATES, AND TO REVIEW A VARIETY OF PRACTICES IN ELEMENTARY READING. THE BULLETIN WAS DESIGNED TO AID IN UNDERSTANDING NEW DEVELOPMENTS AND TO PROMPT A DEEPER STUDY OF THE PROBLEM ASSOCIATED WITH BEGINNING READING. AN HISTORICAL REVIEW OF TRENDS IN BEGINNING READING SINCE 1900 WAS INCLUDED. PARTICULAR ATTENTION WAS GIVEN TO CURRENT READING PRACTICES. REPORTS ON RECENT EXPERIMENTAL PROGRAMS AND RESEARCH STUDIES PRESENTED FINDINGS IN SUCH AREAS AS READING READINESS, PRESCHOOL READING INSTRUCTION, READING IN KINDERGARTEN, USE OF THE AUGMENTED ROMAN ALPHABET, AND THE LANGUAGE-EXPERIENCE APPROACH TO READING. POSSIBLE FUTURE TRENDS IN BEGINNING READING INSTRUCTION ARE SEEN FROM THE POINTS OF VIEW OF A RESEARCH DIRECTOR, A CURRICULUM PLANNER, A TEACHER EDUCATOR, AND A READING SPECIALIST. ED001809 TEACHING YOUNG CHILDREN TO READ. PROCEEDINGS OF A CONFERENCE (NOVEMBER 14-16, 1962). 1964-00-00 138 N/A 1965 2016-11-22

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No Antisocial Behavior Delinquency Causes Delinquency Prevention Delinquent Behavior Family Attitudes Mother Attitudes Parent Attitudes Parent Child Relationship Personality Studies SAUL, LEON J. Pennsylvania (Philadelphia) Pennsylvania (Philadelphia) National Conference of Christians and Jews, New York, NY. CHILDREN NEED WARMTH, WHOLESOME CONDITIONS, AND AFFECTION IN ORDER TO MATURE WITH GOOD WILL, LOVE, AND RESPECT. THE MISTAKES OF PARENTS PRODUCE MANY PROBLEMS OF ADULTS AND OF THE WORLD. THERE ARE FEW PROBLEMS WHICH CANNOT BE SOLVED IF THERE IS GOOD WILL ON ALL SIDES. EVIDENCE SHOWS THAT A CHILD STARVED OF AFFECTION IS DOOMED TO AN EMOTIONALLY STARVED LIFE. YOUNG OF ALL ANIMALS MUST HAVE A LOVING RELATIONSHIP WITH THEIR MOTHERS TO MATURE EMOTIONALLY, TO SET A PATTERN OF ATTITUDES, AND TO LEARN SOCIALIZATION. HOSTILITY CAN BE PREVENTED BY PROPER REARING OF CHILDREN DURING FORMATIVE YEARS OF CHILDHOOD. STRUCTURE OF SOCIETY REFLECTS THE STRUCTURE OF FAMILIES. FOUR POSITIVES SHOULD BE KEPT IN MIND FOR THE WELFARE AND FUTURE OF SOCIETY, FOUNDATIONS FOR HEALTHY GROWTH UP TO AGE 6, GOOD PARENT-CHILD RELATIONSHIPS, THE PROVISION OF GOOD PARENTAL MODELS WITH WHICH CHILDREN CAN IDENTIFY, THE NEED OF SECURITY, AFFECTION, UNDERSTANDING, AND RESPECT FOR THE CHILD'S PERSONALITY. THE EMOTIONALLY MATURE ADULT IS A PERSON OF GOOD WILL, A GOOD SPOUSE, A GOOD PARENT, AND A GOOD CITIZEN. ED001810 WHERE HOSTILITY BEGINS. 1960-05-19 10 N/A 1965 2016-11-22

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No Educationally Disadvantaged Guidance Individual Characteristics Kindergarten Preschool Education Program Development Program Improvement GORE, LILLIAN L. KOURY, ROSE DISTRICT OF COLUMBIA District of Columbia Office of Education (DHEW), Washington, DC. THE DEVELOPMENT AND EXTENSION OF NURSERY SCHOOLS AND KINDERGARTENS ARE DISCUSSED. RESEARCH REVEALS THAT A WELL-PLANNED PROGRAM CAN AID PHYSICAL, SOCIAL, EMOTIONAL, AND INTELLECTUAL DEVELOPMENT OF THE STUDENTS. TYPES OF SCHOOLS INCLUDE THOSE COMPLETELY WITHIN PUBLIC SYSTEMS, PARENT COOPERATIVES, AND SCHOOLS SPONSORED BY COLLEGES AND UNIVERSITIES. NURSERY SCHOOLS AND KINDERGARTENS FOR EDUCATIONALLY DISADVANTAGED CHILDREN ARE BEING ESTABLISHED IN MANY COMMUNITIES, PARTICULARLY IN LARGER CITIES. CONTINUED ACTION BY STATE DEPARTMENTS OF EDUCATION IS ESSENTIAL TO GUARANTEE A GOOD QUALITY OF EDUCATION AND TO PROVIDE ADEQUATE FINANCING AND PROTECTIVE LEGISLATION. IN PLANNING PROGRAMS, THE CHARACTERISTICS OF YOUNG CHILDREN SHOULD BE TAKEN INTO ACCOUNT. VARIOUS ASPECTS OF THE CHILD'S DEVELOPMENT INCLUDE SIZE, INTELLECTUAL CURIOSITY, AND SOCIAL SKILLS. THE MOST ESSENTIAL REQUIREMENTS ARE PROFESSIONAL GUIDANCE AND LEADERSHIP. QUALIFIED TEACHERS WHO HAVE BROAD ACADEMIC BACKGROUNDS, DESIRABLE PERSONAL QUALITIES, AND PROFESSIONAL COMPETENCIES ARE NECESSARY. PROGRAMS PROVIDE FOR ACTIVITIES WHICH DRAW FROM ALL CURRICULUM AREAS, INCLUDING SOCIAL STUDIES, SCIENCE, LANGUAGE ARTS, NUMBER RELATIONSHIPS, HEALTH AND PHYSICAL EDUCATION, AND THE ARTS. ADEQUATE OUTDOOR AND INDOOR SPACE, EQUIPMENT, AND MATERIALS ARE ESSENTIAL. THE MOST SATISFACTORY METHOD OF REPORTING A CHILD'S GROWTH AND PROGRESS IS THE INDIVIDUAL PARENT-TEACHER CONFERENCE. EVALUATION OF A NURSERY SCHOOL OR KINDERGARTEN ENVIRONMENT SHOULD ACCOUNT FOR MATERIALS, THE QUALITY OF PROGRAMS AND TEACHING, AND THE AMOUNT OF PARENT PARTICIPATION. A BIBLIOGRAPHY IS INCLUDED. ED001811 EDUCATING CHILDREN IN NURSERY SCHOOLS AND KINDERGARTENS. 1964-00-00 72 N/A 1965 2016-11-22

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No Adjustment (to Environment) Comparative Analysis Compensatory Education Disadvantaged Youth Home Visits Preschool Education Summer Programs GRAY, SUSAN W. KLAUS, RUPERT A. EARLY TRAINING PROJECT George Peabody Coll. for Teachers, Nashville, TN. Murfreesboro City Schools, TN. THE EARLY TRAINING PROJECT ATTEMPTED TO IMPROVE THE INTELLECTUAL FUNCTIONING AND PERSONAL ADJUSTMENT OF CULTURALLY DISADVANTAGED CHILDREN THROUGH SPECIAL EXPERIENCES IN THE 15- OR 24-MONTHS PRECEDING FIRST GRADE AND IN THE FIRST YEAR OF SCHOOL. THE PROCEDURES OF THE PROJECT CONSISTED OF TWO TRAINING SEQUENCES. THE FIRST SEQUENCE INVOLVED TWO SPECIAL SUMMER SCHOOL EXPERIENCES OF 10 WEEKS EACH, INCLUDING CONTACTS THROUGH THE WINTER WITH A SPECIALLY TRAINED HOME VISITOR. SIMILARLY THE SECOND SEQUENCE BEGAN A YEAR EARLIER AND INVOLVED THREE SUMMER SCHOOL EXPERIENCES, IT ALSO PROVIDED AN ADDITIONAL YEAR OF HOME VISITOR CONTACTS. THE TWO TRAINING PATTERNS WERE USED IN AN ATTEMPT TO COMPARE THE SHORTEST EXPERIENCE THAT THE INVESTIGATORS FELT WOULD HAVE A LASTING EFFECT WITH A LONGER PERIOD WHICH HAD MORE PROBABILITY OF SUCCESS AND WAS MORE EXPENSIVE TO OPERATE. TWO CONTROL GROUPS WERE INVOLVED EACH IN A COMMUNITY WHERE SCHOOL AND OTHER INFLUENCES WOULD TEND TO BE THE SAME. THE SECOND CONTROL GROUP WAS USED TO EXAMINE THE DIFFUSION EFFECTS OF CONTACT WITH THE EXPERIMENTAL SUBJECTS. RESULTS PROVED THAT THE TWO EXPERIMENTAL GROUPS SHOWED SUPERIORITY TO THE CONTROL GROUP ON THE STANFORD BINET INTELLIGENCE TEST AND THE PEABODY PICTURE VOCABULARY TEST. THE GROUP INVOLVED IN THE SHORTER PERIOD OF TRAINING WAS THE BETTER OF THE TWO EXPERIMENTAL GROUPS. ED001812 EARLY TRAINING PROJECT. INTERIM REPORT. 1963-11-00 25 N/A 1965 2016-11-22

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No Achievement Rating Cognitive Measurement Disadvantaged Disadvantaged Youth Language Acquisition Perceptual Development Preschool Education Program Evaluation Reading Readiness Reinforcement Student Motivation GRAY, SUSAN W. KLAUS, RUPERT A. Tennessee (Nashville) Tennessee (Nashville) THE EXPERIMENTS ATTEMPTED TO MEASURE ACHIEVEMENT, MOTIVATION, DELAY OF GRATIFICATION, ASPECTS OF PERCEPTION DEVELOPMENT, COGNITION, AND LANGUAGE OF CULTURALLY DEPRIVED PRESCHOOL CHILDREN. THERE WERE FOUR EXPERIMENTAL GROUPS--CHILDREN ATTENDING SUMMER SCHOOL FOR 3 YEARS AND HAVING CONTACTS WITH A HOME VISITOR IN THE FALL, WINTER, AND SPRING MONTHS, CHILDREN ATTENDING SUMMER SCHOOL FOR 2 YEARS AND HAVING SIMILAR HOME VISITOR CONTACTS, A CONTROL GROUP IN THE SAME TOWN, AND AN ADDITIONAL CONTROL GROUP IN ANOTHER TOWN. EVERY GROUP OF 22 CHILDREN HAD ONE HEAD TEACHER PLUS FOUR SMALL GROUP TEACHERS. ACTIVITIES USED INCLUDED FIELD TRIPS, COUNTING EXERCISES, LANGUAGE DEVELOPMENT EXERCISES, AND READING TO THE CHILDREN. ONE OF THE LANGUAGE DEVELOPMENT EXERCISES USED DRAMATIZED SUCH SIMPLE STORIES AS LITTLE RED RIDING HOOD AND THE LITTLE RED HEN. PROPER EVALUATION OF THE EXPERIMENT CANNOT BE MADE UNTIL THE CHILDREN HAVE ATTENDED SCHOOL FOR A NUMBER OF YEARS. HOWEVER, ON AN ELABORATE BATTERY OF PRESCHOOL SCREENING TESTS GIVEN TO ALL CHILDREN ENTERING THE FIRST GRADE IN THE MAIN CITY, THE EXPERIMENTAL CHILDREN SCORED HIGHER THAN THE CONTROLS AND TENDED TO APPROXIMATE THE NONDEPRIVED CHILDREN IN THE SCHOOL. THEY WERE ALSO SUPERIOR ON READING READINESS TESTS. ED001813 AN EXPERIMENTAL PRESCHOOL PROGRAM FOR CULTURALLY DEPRIVED CHILDREN. ANNUAL MEETING OF THE AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE (MONTREAL, DECEMBER 29, 1964). 1964-12-29 12 N/A 1965 2016-11-22

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No Black Mothers Comparative Analysis Educationally Disadvantaged Intelligence Tests Language Tests Mother Attitudes Nursery Schools Preschool Children BELLER, DUNO NASH, ALLAN Illinois (Chicago) Illinois (Chicago) IN THE STUDY OF EDUCATIONALLY DISADVANTAGED PRESCHOOL CHILDREN, 160 PREDOMINANTLY NEGRO CHILDREN 3 1/2 TO 4 1/2 YEARS OF AGE WERE PRETESTED ON A BATTERY CONSISTING OF A LANGUAGE TEST, DESIGNED TO EXPLORE THE CHILDREN'S FANTASY BEHAVIOR, AND TWO BRIEF INTELLIGENCE TESTS. CHILDREN WERE ASSIGNED TO NURSERY AND NONNURSERY GROUPS ON THE BASIS OF LANGUAGE, AGE, AND SEX. THE NURSERY CHILDREN HAD 6 WEEKS OF PRESCHOOL EXPERIENCE. ALL THE MOTHERS PARTICIPATING IN THE EXPERIMENT WERE NEGROES. POST-TESTING WAS CARRIED OUT 4 WEEKS AFTER THE SUMMER NURSERY WAS COMPLETED, AND INVOLVED AMINISTRATION OF THE ENTIRE BATTERY USED IN PRETESTING. HALF OF THE CHILDREN WOULD RECEIVE FOLLOW-UP EXPERIENCE FROM AN EDUCATOR AND A SOCIAL WORKER, WHILE THE OTHER HALF OF THE CHILDREN WOULD NOT RECEIVE SUCH FOLLOW-UP EXPERIENCE. THE INITIAL UNCOOPERATIVENESS OF SOME MOTHERS HAD A DEFINITE EFFECT ON THE CHILDREN'S TEST PERFORMANCE. MANY WERE EXTREMELY INTIMIDATED AND OVERWHELMED IN THEIR FIRST ENCOUNTER. THE MOTHER'S ATTITUDE TOWARD THE SITUATION ALSO INFLUENCED MOTHER-CHILD INTERACTIONS. THE BASIC DIFFERENCES BETWEEN THE MOTHERS IN THE STUDY AND OTHER MOTHERS SUGGEST THAT DIFFERENCES IN THE MATERNAL BEHAVIOR BETWEEN MIDDLE AND LOWER-CLASS MOTHERS HAD TO BE EXAMINED NOT ONLY IN THE LIGHT OF CLASS DIFFERENCES, BUT ALSO IN TERMS OF DIFFERENCES IN THE MEANING OF THE EXPERIMENTAL SITUATION TO THE SUBJECT. THE SAMPLING RESTRICTIONS ON THE NUMBER OF VARIABLES WHICH COULD BE SYSTEMATICALLY STUDIED EMPHASIZED THE IMPORTANCE OF KNOWING FOR FUTURE RESEARCH WHICH VARIABLES WERE ESSENTIAL AND WHICH WERE RELATIVELY UNIMPORTANT FOR A POPULATION OF THIS KIND. IN THE FUTURE IT WOULD SEEM NECESSARY TO USE VARIABLES SUCH AS A CHILD'S REACTION TO THE INITIAL TEST SITUATION RATHER THAN LANGUAGE AGE, FOR PURPOSES OF STRATIFICATION. THIS PAPER WAS PRESENTD AT THE ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (CHICAGO, FEBRUARY 12, 1965). ED001814 RESEARCH WITH EDUCATIONALLY DISADVANTAGED PRE-SCHOOL CHILDREN. 1965-02-12 13 N/A 1965 2016-11-22

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No Comparative Analysis Intellectual Development Kindergarten Children Perceptual Development Personality Development Preschool Children Psychological Studies SIGEL, IRVING AND OTHERS A GROUP OF 46 5-YEAR-OLDS, 24 GIRLS AND 22 BOYS, AND 21 4-YEAR-OLDS, 11 GIRLS AND 10 BOYS, PARTICIPATED IN A STUDY TO DETERMINE THE STYLES OF CATEGORIZATION EMPLOYED BY PRESCHOOL AND KINDERGARTEN CHILDREN. FOUR CATEGORIZING STYLES WERE DEFINED AND USED IN THE STUDY--DESCRIPTIVE PART-WHOLE--E.G., CLASSIFYING HUMAN FIGURES BECAUSE "THEY ALL HAVE FEET," DESCRIPTIVE GLOBAL OR TOTAL OBJECTIVE SIMILARITIES--E.G., GROUPING MALE FIGURES BECAUSE "THEY ARE ALL MEN," RELATIONAL-CONTEXTUAL OR DENOTING FUNCTIONAL INTERDEPENDENCE BETWEEN ELEMENTS IN AN ARRAY--E.G., SELECTING A PICTURE OF A HORSE AND A PICTURE OF A STAGECOACH BECAUSE "A HORSE IS USED TO PULL A STAGECOACH," CATEGORICAL-INFERENTIAL OR CLASSIFICATION ON THE BASIS OF INFERRED CHARACTERISTICS INCLUDING FUNCTION, CLASS MEMBERSHIP, PARTICULAR ATTRIBUTES, OR GEOGRAPHICAL LOCATION. RESULTS OF THE STUDY INDICATED THAT STYLES OF CATEGORIZATION FOUND WITH OLDER SUBJECTS (YOUNG ADULTS) OCCURRED ALSO WITH THE YOUNG CHILDREN. THE DESCENDING ORDER OF FREQUENCY OF STYLES WAS DESCRIPTIVE PART-WHOLE, RELATIONAL-CONTEXTUAL, CATEGORICAL-INFERENTIAL, AND DESCRIPTIVE-GLOBAL. A SIMILAR PATTERN APPEARED FOR BOYS AND GIRLS AT AGES 4 AND 5, WITH THE EXCEPTION THAT BOYS, TENDED TO USE FUNCTIONAL LABELS OR LABELS DENOTING OCCUPATION MORE FREQUENTLY. A STUDY OF INTELLECTUAL CORRELATES REVEALED THAT I.Q. DOES NOT SIGNIFICANTLY RELATE TO ANY STYLISTIC CATEGORY FOR BOYS. FOR GIRLS, A POSITIVE RELATIONSHIP WAS OBTAINED BETWEEN IQ AND A CLASS-NAMING TYPE RESPONSE. PERSONALITY CORRELATES OF STYLISTIC APPROACHES WERE FOUND. THE BOYS' DESCRIPTIVE PART-WHOLE RESPONSES RELATED TO RELAXED ATTITUDES AND EMOTIONAL CONTROL, THE GIRLS TENDED TO DAY DREAM AND TO BE NONCAUTIOUS. ED001815 STYLES OF CATEGORIZATION AND THEIR PERCEPTUAL, INTELLECTUAL, AND PERSONALITY CORRELATES IN YOUNG CHILDREN. 1963-00-00 39 N/A 1965 8/17/2004 22:21:53 DISA1965

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No Individual Characteristics Intellectual Development Language Skills Low Income Groups Perceptual Development Preschool Children Preschool Education Surveys JOHN, VERA P. New York (New York) New York (New York) Yeshiva Univ., New York, NY. Graduate School of Education. CHARACTERISTICS OF THE INTELLECTUAL PROCESSES OF THE LOW-INCOME CHILD ARE PRESENTED. THE MAJOR IMPOVERISHMENT OF THESE CHILDREN IS IN THE AREA OF LANGUAGE SKILLS. ANOTHER CHARACTERISTIC IS THEIR POOR PERFORMANCE ON INTELLIGENCE TESTS. IN THE AREA OF PERCEPTIONAL PROCESSES THESE CHILDREN CAN NEITHER DISCRIMINATE SOUNDS WELL NOR PERFORM WELL ON TIMED PERCEPTION TASKS. THE LEAST DIFFERENCE BETWEEN LOW-STATUS AND AVERAGE CHILDREN IS IN REGARD TO QUANTITATIVE SKILLS. RACIAL RECOGNITION BY CULTURALLY DEPRIVED DEPRIVED CHILDREN APPEARS IN THEIR THIRD YEAR. ALSO THERE IS A PREDOMINANCE OF FATHERLESS HOMES REPRESENTED BY THESE CHILDREN. A BIBLIOGRAPHY IS INCLUDED. ED001816 POSITION PAPER ON PRE-SCHOOL PROGRAMS, A BRIEF SURVEY OF RESEARCH ON THE CHARACTERISTICS OF CHILDREN FROM LOW-INCOME BACKGROUNDS. 1964-00-00 12 N/A 1965 2016-11-22

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No Community Action Community Problems Conflict Ethnic Groups Individual Differences Intergroup Relations Minority Group Influences RECORD, WILSON California (Berkeley) California (Berkeley) California Univ., Berkeley. Inst. of Governmental Studies. THE NATURE AND PRINCIPAL AREAS OF INTERRACIAL CONFLICT ARE EXAMINED, WITH ATTENTION GIVEN TO CENTRAL AMERICANS, MEXICANS, JAPANESE, AND CHINESE. HOWEVER, FOCUS IS UPON NEGROES, COMPARATIVE NEWCOMERS TO THE BAY AREA, BECAUSE OF NATIONWIDE NEGRO-WHITE TENSIONS. THE FOCUS IS DICTATED, ALSO, BY THE POLITICAL MILITANCY OF BAY AREA NEGROES IN CONTRAST TO THE PASSIVITY OF OTHER MINORITY GROUPS. SUBJECT HEADINGS WITHIN THE STUDY ARE--MINORITY POPULATION GROWTH AND THE DEVELOPMENT OF INTERGROUP TENSIONS, PROBLEM AREAS IN INTERGROUP RELATIONS (EMPLOYMENT, EDUCATION, HOUSING, WELFARE), AND INTERGROUP CONFLICT AND SOCIAL ACTION MOVEMENTS. DEVELOPMENTS OF THE PAST TWO DECADES ARE REPORTED, AND TRENDS AND PROSPECTS ARE ASSESSED. CLASHES WILL COME AS THESE GROUPS, ESPECIALLY NEGROES, BREAK THE BONDS OF THEIR CONFINEMENT. EFFORTS TO DEAL WITH ONE PROBLEM WITHOUT SIMULTANEOUSLY ATTACKING OTHERS ARE LIKELY TO END IN FRUSTRATION AND DEFEAT. EDUCATION MAY BE AN ANSWER, BUT EDUCATIONAL POLICIES NEED TO REFLECT THE SPECIAL NEEDS OF MINORITIES. GROUND RULES MUST BE SOUGHT FOR CONDUCT OF CONFLICT WITH THE HOPE OF EVENTUALLY REALIZING A COHESIVE COMMUNITY. ED001817 MINORITY GROUPS AND INTERGROUP RELATIONS IN THE SAN FRANCISCO BAY AREA. 1963-00-00 48 N/A 1965 2016-11-22

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No Child Welfare Community Services Day Care Family Programs Nursery Schools Program Administration Resource Materials JACKSON, THERESA A. New York (New York) New York (New York) Child Welfare League of America, Inc., New York, NY. AGENCIES SELECTED BY THE CHILD WELFARE LEAGUE ARE PRESENTED. POLICIES, PRACTICES, CASE ILLUSTRATIONS, PURPOSES, AND HISTORY OF EACH AGENCY ARE DESCRIBED. THE CHILDREN'S BUREAU OF LOS ANGELES IS A MULTIFUNCTION AGENCY THAT INCLUDES FAMILY DAY CARE. SERVICE IS GIVEN TO FAMILIES AND CHILDREN OF ALL FAITHS AND RACES. THE HUDSON GUILD OF NEW YORK CITY IS A NEIGHBORHOOD CENTER OFFERING GROUP DAY CARE SERVICES IN COOPERATION WITH A PUBLIC DEPARTMENT. A CENTRALLY ADMINISTERED PROGRAM OF FIVE GROUP DAY CARE CENTERS IS THE PROJECT OF THE DAY NURSERY ASSOCIATION OF CLEVELAND. THE CATHOLIC CHARITIES OF THE ARCHDIOCESE OF NEW YORK DEPARTMENT OF CHILD CARE OFFERS CONSULTATIVE SERVICES TO GROUP DAY CARE PROGRAMS. THE GREENWICH CENTER FOR CHILD AND FAMILY SERVICE IS A DAY CARE AND NURSERY SCHOOL SERVICE WITHIN A FAMILY AND CHILDREN'S AGENCY. GROUP DAY CARE FOR PRESCHOOL CHILDREN AND SCHOOL AGE CHILDREN IS PROVIDED BY THE DAY NURSERY ASSOCIATION OF INDIANAPOLIS. THE JEWISH DAY NURSERY OF CLEVELAND OFFERS GROUP DAY CARE AS PART OF THE SERVICE OF A MULTIFUNCTION AGENCY. THE DAY CARE ASSOCIATION OF HOUSTON, TEXAS, OFFERS GROUP DAY CARE, FAMILY DAY CARE, AND USE OF PROPRIETARY CENTERS. ED001818 DAY CARE SERVICES AS ADMINISTERED UNDER VARIOUS AUSPICES. 46 N/A 1965 2016-11-22

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No Cognitive Development Cognitive Processes Conferences Consultants Curriculum Development Interdisciplinary Approach Psychological Studies RIPPLE, RICHARD E. ROCKCASTLE, VERNE N. Piaget (Jean) New York (Ithaca) New York Cornell Univ., Ithaca, NY. School of Education. THE PROCEEDINGS OF TWO RELATED CONFERENCES WHICH BROUGHT TOGETHER EDUCATORS, PSYCHOLOGISTS, AND SUBJECT-MATTER SPECIALISTS TO DELIBERATE ON THE RELATIONSHIP OF COGNITIVE STUDIES AND CURRICULUM DEVELOPMENT ARE REPORTED. PROFESSOR JEAN PIAGET, (A GREAT SWISS SCIENTIST AND EDUCATOR) SERVED AS CHIEF CONSULTANT AT THE CONFERENCES. THE FIRST PART CONSISTS OF TRANSLATIONS OF PROFESSOR PIAGET'S FOUR MAJOR ADDRESSES ON THE COGNITIVE DEVELOPMENT OF CHILDREN. THIS SAME AREA OF COGNITIVE STUDIES IS DISCUSSED IN PART II IN THE INDIVIDUAL REPORTS OF VARIOUS PSYCHOLOGISTS. PART III CONSISTS OF PRESENTATIONS BY REPRESENTATIVES OF 11 CURRICULUM PROJECTS. ALL OF THESE REPORTS DISCUSS THE BASIC COGNITIVE PROCESS AS IT IS SEEN IN EACH FIELD. THE FIELDS REPRESENTED ARE BIOLOGY, MATHEMATICS, ENGLISH, SOCIAL STUDIES, ELEMENTARY SCIENCE, AND PSYCHOLOGY. ED001819 PIAGET REDISCOVERED. A REPORT OF THE CONFERENCE ON COGNITIVE STUDIES AND CURRICULUM DEVELOPMENT. 1964-03-00 164 N/A 1965 2016-11-22

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No Classroom Communication Communication Problems Cultural Differences Expressive Language Language Handicaps Language Patterns Language Skills Lower Class Students Middle Class Culture DEUTSCH, MARTIN AND OTHERS New York (New York) New York (New York) New York Medical Coll., NY. IT IS NOT YET KNOWN HOW THE EXTENT OF LANGUAGE DIFFERENCES BETWEEN LOWER CLASS CHILDREN AND TEACHERS WITH MIDDLE CLASS TRAINING AND, FOR THE MOST PART, WITH MIDDLE CLASS BACKGROUNDS, INFLUENCES CLASSROOM COMMUNICATION. AN EVALUATION WAS MADE OF THE EXPRESSIVE LINGUISTIC SKILLS AND SPEECH CONTENT OF CHILDREN OF DIFFERENT AGES, RACES, AND SOCIAL CLASS BACKGROUNDS AND OF THE EXTENT OF WHICH INFORMATION IS SUCCESSFULLY COMMUNICATED FORM TEACHERS TO PUPILS AND AMONG PUPILS. FINDINGS HAVE THE FOLLOWING IMPLICATIONS--(1) CHILDREN DISADVANTAGED BY CONDITIONS RELATED TO SOCIAL CLASS STATUS AND/OR MINORITY GROUP MEMBERSHIP REQUIRE SPECIAL TRAINING IN SUCH LANGUAGE AREAS AS VOCABULARY DEVELOPMENT, GENERAL EASE IN SELF-EXPRESSION LEADING TO LENGTHY BUT MEANINGFUL VERBALIZATION, GREATER EXACTNESS IN SOUND DISCRIMINATION AND IN PRECISION IN THE USE OF LANGUAGE. (2) RESEARCH SHOWS THE CLOSE RELATIONSHIP BETWEEN INTELLIGENCE, AS MEASURED BY STANDARDIZED IQ TESTS, AND LANGUAGE SKILLS. PREVIOUS STUDIES SUGGEST THAT IMPROVING LANGUAGE SKILLS CAN RAISE IQ SCORES. (3) DIFFERENT SUBGROUPS OF FIRST-GRADE CHILDREN TEND TO BE MORE SIMILAR IN THEIR GENERAL LANGUAGE FUNCTIONING THAN ARE SUBGROUPS OF FIFTH-GRADE CHILDREN. IT WOULD SEEM IMPORTANT TO EMPHASIZE DEVELOPMENT AT AS EARLY AN AGE AS POSSIBLE. ED001820 COMMUNICATION OF INFORMATION IN THE ELEMENTARY SCHOOL CLASSROOM. 1964-00-00 238 N/A 1965 2016-11-22

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No Curriculum Guides Reading Ability Reading Development Reading Materials Reading Programs Resource Materials Secondary Education Sequential Approach Skill Development Teaching Methods California (San Francisco) California (San Francisco) San Francisco Unified School District, CA. THE SEQUENTIAL DEVELOPMENT OF READING ABILITIES IS PRESENTED WITH A LISTING OF THE SPECIFIC SKILLS COMPRISING EACH ABILITY AT EACH GRADE LEVEL FROM GRADE 6, OR BELOW, THROUGH GRADE 12. THE SEQUENTIAL PRESENTATION WAS DEVELOPED FOR THE SECONDARY TEACHER, WHO CONTINUES THE READING PROGRAM BEGUN IN EARLIER GRADES. READING PROGRESS SHOULD EXTEND INTO EVERY STUDY AREA, WITH EACH TEACHER RESPONSIBLE FOR THE READING PROGRAM IN HIS PARTICULAR FIELD. IN A BALANCED PROGRAM, THE STUDENT DOES THREE INTERRELATED TYPES OF READING--DEVELOPMENTAL, FUNCTIONAL, AND RECREATIONAL. A GLOSSARY OF READING TERMS, DESIGNED TO PROVIDE INSIGHT INTO THE READING PROCESS, IS INCLUDED. ED001821 READING GUIDE. 1962-00-00 151 N/A 1965 2016-11-23

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No Curriculum Development Curriculum Guides Grade 3 Grade 4 Resource Materials Social Studies Teaching Methods BOWERS, CATHERINE M. AND OTHERS Illinois (Chicago) Illinois (Chicago) Chicago Public Schools, IL. THE PROTION OF THE OVERALL GUIDE (FIRST THROUGH THE EIGHTH GRADES) IS DIVIDED INTO SEPARATE SECTIONS FOR THE THIRD AND FOURTH GRADES. INCLUDED IS AN EXPLANATION OF THE GOALS OF THE SOCIAL STUDIES PROGRAM AND AN APPROACH TO TEACHING IT, AN OUTLINE OF THE THIRD- AND FOURTH-GRADE PROGRAMS, GROWTH CHARACTERISTICS OF THE THIRD- AND FOURTH-GRADE PUPILS, IMPLICATIONS FOR THE TEACHER OF SOCIAL STUDIES, A SUGGESTED SEQUENCE CHART FOR MAP AND GLOBE SKILLS THROUGHOUT THE EIGHT GRADES, AND AN OUTLINE, WITH RESOURCE MATERIALS, OF THE PROGRAM ITSELF. EMPHASIS IS PLACED, IN THE THIRD-GRADE CURRICULUM, UPON LEARNING ABOUT CHICAGO, ITS HISTORY, DEVELOPMENT, AND PRESENT CHARACTERISTICS. UNITS ARE ALSO INCLUDED ON NEW YORK, AS AN EXAMPLE OF ANOTHER GREAT AMERICAN METROPOLITAN AREA, AND LONDON, AS AN EXAMPLE OF A GREAT METROPOLITAN AREA IN ANOTHER PART OF THE WORLD. THE FOURTH-GRADE CURRICULUM CONCENTRATES UPON TEACHING ABOUT "LIVING IN REGIONS OF THE UNITED STATES." STUDY BEGINS WITH AN OVERALL LOOK AT THE UNITED STATES AND THEN PROCEEDS TO VARIOUS AREAS BEGINNING WITH ILLINOIS, "OUR GREAT STATE." REGIONS WHEN STUDIED IN ORDER ARE THE MID-WEST, THE SOUTH, THE EAST, THE PLAINS REGION, THE WESTERN MOUNTAIN AND PLATEAU REGION, THE PACIFIC COAST, AND THE "REGIONS OF CONTRAST--ALASKA AND HAWAII." THE FIRST PAGE OF EACH UNIT IS ARRANGED IN TWO COLUMNS, THE FIRST COLUMN ON THE LEFT INDICATES THE BASIC UNDERSTANDINGS, SKILLS, ATTITUDES, AND APPRECIATIONS TO BE DEVELOPED, WHILE THE SECOND COLUMN LISTS THE OUTLINE OF CONTENT FOR THE TOPICS TO BE TAUGHT. THE PAGES WHICH CONTAIN SUGGESTIONS FOR EXPERIENCES AND ACTIVITIES TO BE PERFORMED ON AN INDIVIDUAL OR GROUP BASIS. A LIST OF RESOURCE MATERIALS AVAILABLE FOR EACH UNIT IS ALSO INCLUDED. ED001822 CURRICULUM GUIDE FOR THE SOCIAL STUDIES FOR GRADE 3, 4. 1964-00-00 336 N/A 1965 2016-11-22

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No Classroom Communication Discussion (Teaching Technique) Expressive Language Role Playing Semantics Skill Development Values LAUER, RACHEL M. New York (New York) New York (New York) GENERAL SEMANTICS CAN BE TAUGHT TO YOUNG CHILDREN BY EMPLOYING EXPERIMENTATION, ROLE PLAYING, AND ACTIVE DISCUSSION OF PERSONAL REACTIONS. THE CHILDREN ARE SHOWN HOW VERBAL EXPRESSIONS CAN BE USED TO REFLECT ACCURACY OR DISTORTION IN WHAT IS DESIRED TO BE EXPRESSED. CERTAIN FUNDAMENTAL PRINCIPLES EMPHASIZED ARE--(1) THE WORLD CONSISTS OF PROCESSES THAT ARE EVER CHANGING TO A GREATER OR LESSER DEGREE. (2) NO TWO THINGS ARE IDENTICAL. (3) CHARACTERISTICS OF THINGS AND PEOPLE ARE DISTRIBUTED ALONG A CONTINUUM. (4) EVENTS CAN BE PREDICTED NOT WITH ABSOLUTE CERTAINTY BUT WITH DIFFERENT DEGREES OF PROBABILITY. (5) PEOPLE ARRIVE AT THEIR KNOWLEDGE VIA MANY METHODS. (6) RESULTS OF OBSERVATION DIFFER TO DIFFERENT PEOPLE. (7) OUR LANGUAGE IS HIGHLY LIMITED. THE EXPERIMENTS SHOW THAT CHILDREN BECAME AWARE OF MULTIPLE CAUSALITY, THAT THEY IMPROVED 85 PERCENT IN WHAT IS CONSIDERED BEST ON A TABLE OF PERSONAL VALUES, THAT THEIR EXPOSITORY WRITING IMPROVED, AND THAT THEY COULD BETTER PERCEIVE EXCEPTIONS TO COMMON GENERALITIES. NEW PROGRAMS ARE BEING DEVELOPED IN COOPERATION WITH ELEMENTARY SCHOOL TEACHERS. ED001823 COMMUNICATING SENSE AND NONSENSE. EFFECTS OF GENERAL SEMANTICS TRAINING UPON SOME FIFTH GRADE CHILDREN. 1 N/A 1965 2016-11-22

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No Contemporary Literature Course Organization Curriculum Guides English Instruction Grammar Reading Skills Secondary Education Teaching Methods Writing (Composition) California (San Francisco) California (San Francisco) San Francisco Unified School District, CA. USE OF THE GUIDE IS INTENDED FOR THE INSTRUCTION OF AVERAGE STUDENTS IN THE SECONDARY SCHOOLS. ALTHOUGH THE INSTRUCTOR IS GIVEN AREAS OF MODIFICATION FOR BELOW- AND ABOVE-AVERAGE PUPILS, IT IS STRONGLY RECOMMENDED THAT THE OUTLINE BE FOLLOWED AS CLOSELY AS POSSIBLE. THE ENGLISH COURSE IS ARRANGED INTO CERTAIN FIELDS OF STUDY INCLUDING GRAMMAR AND COMPOSITION, SPELLING AND WORD STUDY, LISTENING AND SPEAKING, AND LITERATURE. LISTS OF REQUIRED AND OPTIONAL BOOKS AND TYPES OF COMPOSITIONS TO BE WRITTEN IN EACH GRADE ARE GIVEN. THE TIME ALLOTMENT PER OUTLINE IS QUITE DECEPTIVE AND IS LEFT TO THE TEACHER'S DISCRETION, BUT APPROXIMATELY HALF THE TIME SHOULD BE DEVOTED TO LITERATURE AND THE OTHER HALF TO GRAMMAR AND COMPOSITION. TEACHERS ARE ENCOURAGE TO CONSULT THE "READING GUIDE" FOR APPROPRIATE READING SKILLS TO BE TAUGHT AT EACH GRADE LEVEL. ALSO INCLUDED ARE OUTLINES FOR ELECTIVE ENGLISH COURSES IN THE SECONDARY SCHOOLS, SUCH AS SPEECH, JOURNALISM, DRAMA, ADVANCED AND CONTEMPORARY LITERATURE, AND YEARBOOK. ED001824 ENGLISH, DESCRIPTIONS AND OUTLINES OF SECONDARY SCHOOL COURSES. 1963-00-00 94 N/A 1965 2016-11-22

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No Attitude Change Course Organization Curriculum Guides Grade 4 Grade 5 Grade 6 Social Studies Teaching Methods BINEK, JOAN AND OTHERS Pennsylvania (Pittsburgh) Pennsylvania (Pittsburgh) Pittsburgh Board of Public Education, PA. ATTENTION IS DRAWN TO THE FACT THAT THE SOCIAL STUDIES CURRICULUM HAS A VITAL ROLE TO PLAY IN THE CHANGING WORLD OF THE MID-20TH CENTURY, THAT TEACHERS MUST STEER A COURSE WITH IMAGINATION AND SKILL. AN OUTLINE OF THE SOCIAL STUDIES CURRICULUM FROM KINDERGARTEN THROUGH GRADE 3 IS PRESENTED AS A STARTING POINT FOR STUDIES IN GRADES 4-6. STUDY GUIDES TO IMPLEMENT THE BASIC TEXTBOOKS FOR EACH OF THE THREE GRADES ARE GIVEN, AND TIME ALLOTMENTS SUGGESTED. SKILLS, OBJECTIVES, UNDERSTANDINGS, AND VOCABULARY ARE INCLUDED FOR EACH UNIT WITH REPRESENTATIVE RESOURCES GIVEN. A SECTION OF THE GUIDE CONTAINS SUCH HELPFUL INFORMATION FOR THE SOCIAL STUDIES TEACHER AS SELECTION OF PICTURES AND USE OF BULLETIN BOARDS. ED001825 SOCIAL STUDIES COURSE OF STUDY, GRADES 4, 5, AND 6. 1964-07-00 195 N/A 1965 2016-11-22

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No Curriculum Guides Language Arts Literature Literature Appreciation Reading Assignments Secondary Education Sequential Approach Teaching Methods GULDSETH, HILDA HOPKINS, WALTER Bellevue Public Schools, WA. A TENTATIVE GUIDE UTILIZES THE SPIRALLY-ORGANIZED (SEQUENTIAL) APPROACH TO THE DEVELOPMENT OF CURRICULUM EXPERIENCES. THE GOAL IS TO DEVELOP RESPECT FOR THE WORK OF LITERATURE OVER THE THEORY OF LITERATURE. IT IS RECOMMENDED THAT IN THE SOPHOMORE YEAR THE STUDENTS LEARN TO IDENTIFY CONCEPTS AND UNDERSTAND HOW WRITERS PUT THESE CONCEPTS TO USE. IN THE JUNIOR YEAR, STUDENTS WILL LEARN TO USE THESE CONCEPTS TO INTERPRET LITERATURE. STUDENTS WILL LEARN TO INTERPRET WITH CONSIDERABLE INDEPENDENCE BY THE SENIOR YEAR. THE GUIDE DISSECTS FACETS OF LITERATURE INTO MANY BITS. SUBJECT DIVISIONS ARE--GENRES (NOVEL, POETRY), STRUCTURE (SETTING, PLOT), THEME, LITERARY DEVICES (POINT OF VIEW, FIGURATIVE LANGUAGE), COMIC, SATIRIC, AND TRAGIC TYPES. READING ASSIGNMENTS AND REFERENCES FOR STUDENT AND TEACHER ARE INCLUDED. SPECIFIC BIBLIOGRAPHIES ACCOMPANY EACH UNIT. THERE IS ALSO A COMPREHENSIVE BIBLIOGRAPHY OF 48 ENTRIES. ED001826 A SEQUENTIAL PROGRAM IN LITERATURE FOR THE HIGH SCHOOL. 1963-09-00 93 N/A 1965 8/17/2004 22:22:10 DISA1965

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No Bibliographies Role Conflict Role Theory Teacher Recruitment Teacher Role BIDDLE, BRUCE J. AND OTHERS COLUMBIA Missouri Univ., Columbia. THE BIBLIOGRAPHY IS ONE OF SEVERAL VOLUMES PURSUING ROLE THEORY, ROLE OF THE PUBLIC SCHOOL TEACHER, AND THE RELATIONSHIPS BETWEEN TEACHER ROLE AND THE PROBLEMS OF TEACHER RECRUITMENT. THREE BIBLIOGRAPHIC STUDIES CONSOLIDATE PREVIOUS RESEARCH IN THE ROLE AREA. TWO ADDITIONAL BIBLIOGRAPHIC STUDIES WERE PREPARED AND ARE REPORTED IN VOLUME D, BIBLIOGRAPHIES ON ROLE METHODOLOGY AND PROPOSITIONS. THESE TWO VOLUMES ARE SIMILAR AND SHOULD BE READ CONSECUTIVELY. A SYSTEMATIC AND TECHNICAL STUDY IS MADE OF THE DOCUMENTS INTERPRETING THE INFORMATION FOR USE IN THE PROPOSED RESEARCH. THE RESULTS SERVE AS A GUIDE FOR TERMS AND CONCEPTS IN ROLE THEORY BY ATTEMPTING TO FIND CENTRAL FOCI AND TO DEVELOP CONSENSUS AS TO TERMS. THE BIBLIOGRAPHY ON ROLE TERMS HAS 67 ENTRIES ANNOTATED WITH DEFINITION OF ROLE TERMS AND CONCEPTS. THERE IS A SUPPLEMENTARY BIBLIOGRAPHY WITH 66 ADDITIONAL ENTRIES. THE CONCEPT OF ROLE CONFLICT IS HANDLED IN A SIMILAR MANNER WITH 52 ANNOTATED BIBLIOGRAPHIC ENTRIES (1945-59) DESIGNATING THE NATURE OF THE STUDY (DISCUSSION, EMPIRICAL) AND GIVING ROLE CONFLICT DEFINITIONS. EMPIRICAL STUDIES ARE LIMITED TO THOSE REFERENCES DEALING WITH ASPECTS OF THE ROLE OF THE TEACHER CORRESPONDING IN SOME MANNER WITH THE EMPIRICAL INVESITIGATIONS IN PROGRESS BY THE AUTHORS. THEREFORE, THE ARTICLES FOCUS UPON COGNITIONS HELD ABOUT TEACHERS AND NOT UPON ACTUAL SCHOOL TEACHER BEHAVIOR. FIFTY ANNOTATED REFERENCES (1905-58) ARE LISTED. ED001827 BIBLIOGRAPHIES ON ROLE TERMS, ROLE CONFLICT, AND THE ROLE OF THE TEACHER. STUDIES IN THE ROLE OF THE PUBLIC SCHOOL TEACHER, VOLUME 13. 1961-06-00 143 N/A 1965 2016-11-22

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No Allied Health Personnel Health Programs Physical Disabilities Records (Forms) School Health Services School Policy School Responsibility Selection Special Schools Student Needs Student Placement POWERS, MARGARET H. AND OTHERS Illinois (Chicago) Illinois (Chicago) Chicago Board of Education, IL. A STATEMENT OF POLICY AND A DEFINITION OF THE FUNCTIONS AND RESPONSIBLITIES IN THE SPECIAL SCHOOLS IS PRESENTED. THE GOALS OF THE SERVICES ARE TO INSURE THAT EACH CHILD SHALL MAKE CONSISTENT AND CONTINUOUS PROGRESS TOWARD HIS OPTIMAL HEALTH STATUS AND TO PROVIDE FOR THE SAFETY, PROTECTION, AND DAILY NEEDS OF THESE CHILDREN. THE IMPORTANCE OF A CLOSE WORKING RELATIONSHIP WITH THE BUREAU OF CHILD STUDY AND THE BUREAU OF MEDICAL AND SCHOOL SERVICES IS NOTED. PLACEMENT IN A SPECIAL SCHOOL IS HIGHLY SELECTIVE AND IS ONLY MADE WHEN MEDICAL REPORTS SHOW THAT THE CHILD'S SPECIAL NEEDS CANNOT BE ADEQUATELY MET IN A REGULAR SCHOOL. THIS PLACEMENT CONTINUES ONLY AS LONG AS HIS PHYSICAL CONDITION NECESSITATES THIS CARE. FUNCTIONS AND RESPONSIBILITIES OF THE PHYSICAL THERAPIST AND THE TEACHER-NURSE ARE DISCUSSED. A LIST OF SPECIAL FORMS USED IN THE SPECIAL SCHOOLS IS INCLUDED. ED001828 THE HEALTH PROGRAM IN THE SPECIAL SCHOOLS FOR PHYSICALLY HANDICAPPED CHILDREN, A STATEMENT OF POLICY AND A DEFINITION OF FUNCTIONS AND RESPONSIBILITIES. 1963-00-00 39 N/A 1965 2016-11-22

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No Audiolingual Methods Curriculum Guides Language Instruction Program Evaluation Secondary Education Skill Development Spanish Teaching Methods Illinois (Chicago) Illinois (Chicago) Chicago Board of Education, IL. THE PRINCIPAL AIM IS TO MAKE CONTACT WITH THOSE FOR WHOM SPANISH IS THE MOTHER TONGUE. FOCUS IS PLACED UPON THE AUDIOLINGUAL METHOD OF TEACHING, AND TOTAL COMMUNICATION IS STRESSED. SKILLS SHOULD BE LEARNED IN THE FOLLOWING ORDER--LISTENING, COMPREHENSION, SPEAKING, AND THEN READING AND WRITING. THE STUDENT LEARNS FIRST TO UNDERSTAND THE SPOKEN WORD, THEN BY MEANS OF IMITATION AND REPETITION, SPEECH HABITS BECOME AUTOMATIC, ONLY THEN DOES HE LEARN TO READ AND TO WRITE. FOUR BASIC OBJECTIVES ARE--UNDERSTANDING THE LANGUAGE, SPEAKING THE LANGUAGE WITH FACILITY, FLUENCY, AND ACCURACY, READING THE LANGUAGE WITH COMPREHENSION AND WITHOUT CONSCIOUS TRANSLATION INTO ENGLISH, AND WRITING THE LANGUAGE IN AUTHENTIC PATTERNS OF THE FOREIGN COUNTRY AND WITHOUT REFERENCE TO ENGLISH. TECHNIQUES TEACHING ON EACH LEVEL ARE GIVEN, ALONG WITH IDEAS FOR PROGRAMS TRANSCENDING INTO THE MORE ADVANCED LEVEL. USE OF ELECTRONIC EQUIPMENT, FOREIGN LANGUAGE FILMS, AND PROGRAMS FOR TESTING AND HOMEWORK ARE DISCUSSED. FOR THOSE WHO APPROACH MASTERY OF THE LANGUAGE, AN ADVANCED PLACEMENT PROGRAM IS STRESSED. A CHECKLIST FOR PROGRAM EVALUATION IS GIVEN, AND QUALIFICATIONS FOR INSTRUCTORS ARE CONSIDERED. OVERVIEW CHARTS FOR THE 4-YEAR AND 6-YEAR PROGRAMS ARE SHOWN. ED001829 CURRICULUM GUIDE FOR SPANISH, GRADES 7-12. 1964-00-00 254 N/A 1965 2016-11-22

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No Curriculum Development Curriculum Evaluation English Instruction Faculty Evaluation Methods Program Evaluation BURTON, DWIGHT L. AND OTHERS Illinois (Champaign) Illinois (Champaign) DURING THE RECENT YEARS OF FERMENT IN AMERICAN EDUCATION, PUBLIC SCHOOLS HAVE COME UNDER EXAMINATION. ENGLISH, AS THE COURSE DEALING WITH THE FUNDAMENTAL COMMUNICATIVE PROCESSES OF READING, WRITING, SPEAKING, AND LISTENING, HAS BEEN UNDER PARTICULARLY CLOSE SCRUTINY. THIS CHECK LIST WAS PREPARED BY A CURRICULUM COMMITTEE THAT HAS BEEN STUDYING THE ENGLISH PROGRAM AT ALL SCHOOL LEVELS SINCE 1945. IT HAS ALSO BEEN AWARE OF THE NUMEROUS RECOMMENDATIONS AND PROPOSALS MADE BY BOTH LAY AND PROFESSIONAL ORGANIZATIONS AT THE LOCAL, STATE, REGIONAL, AND NATIONAL LEVELS. THE PURPOSE IS TO AID INDIVIDUAL SCHOOL FACULTIES IN THE WEIGHTY RESPONSIBILITY OF EVALUATING NEW PROPOSALS AND CRITICISM AND IN PLANNING PROGRAMS GEARED TO SCHOLARSHIP AND TO LOCAL NEEDS AND CONDITIONS. THE LIST IS PRESENTED AS A SERIES OF QUESTIONS WHICH REFLECT MODERN RESEARCH AND THE TESTED PRACTICE OF THE MOST SUCCESSFUL SECONDARY SCHOOLS. THE QUESTIONS FALL UNDER THE GENERAL HEADINGS OF PLANNING, CURRICULUM, TEACHING CONDITIONS, LITERATURE, READING, WRITING, SPEAKING AND LISTENING, LANGUAGE, NATURE OF CLASSROOM INSTRUCTION, AND PROGRAM EVALUATION. IT IS HOPED THAT THESE QUESTIONS WILL LEAD SCHOOL FACULTIES TO A THOROUGH PROGRAM EXAMINATION, FROM WHICH ALL IMPROVEMENT MUST ULTIMATELY STEM. THIS ARTICLE IS A REPRINT FROM THE "ENGLISH JOURNAL," APRIL 1962. ED001830 A CHECK LIST FOR EVALUATING THE ENGLISH PROGRAM IN THE JUNIOR AND SENIOR HIGH SCHOOLS. 1962-04-00 1 N/A 1965 2016-11-22

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No Emotional Development Human Development Personality Development Psychological Studies Resource Materials Speech Communication Speech Handicaps Speech Improvement DONOVAN, HELEN M. New York (New York) New York (New York) SINCE SPEECH IS IMPORTANT TO THE PSYCHOLOGICAL DEVELOPMENT OF A HUMAN BEING, IT IS OFTEN FOUND THAT IMPAIRMENTS ARE FREQUENT CAUSES OF PERSONALITY DISORDERS AND EMOTIONAL PROBLEMS. ON THE OTHER HAND, A GOOD GUIDE TO BEGINNING HELP INVOLVES PSYCHOLOGICAL EXAMINATION TO ESTIMATE INTELLIGENCE. ALSO A TEST OF HEARING SHOULD BE GIVEN AS WELL AS A NEUROLOGICAL EXAMINATION. POOR MOTOR COORDINATION, PERCEPTUAL DIFFICULITIES, DISTRACTIBLE BEHAVIOR AND HYPERACTIVITY MAY ALL INDICATE THE SOURCE OF THE SPEECH PROBLEM. THROUGH THE AID OF THE CLASSROOM TEACHER AND THE SPEECH THERAPIST, SPEECH IMPROVEMENT CAN BE OBTAINED. SPEECH DEVELOPMENT AS WELL AS SPEECH IMPROVEMENT LEAD TO CORRECTION. ED001831 A COMPREHENSIVE APPROACH TO ORAL COMMUNICATION FOR ALL CHILDREN. 2 N/A 1965 2016-11-23

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No Bibliographies Books Gifted Grade 6 Reference Materials Resource Centers California (Oakland) California (Oakland) Oakland Unified School District, CA. THE LISTED REFERENCE BOOKS HAVE BEEN PURCHASED FROM FUNDS ALLOTTED TO THE GIFTED PROGRAM. THEY ARE LOANS TO THE SCHOOL AND ARE TO BE KEPT IN THE SIXTH-GRADE CLASSROOM. THIRTY BOOKS ARE INCLUDED IN ALPHABETICAL ORDER ACCORDING TO AUTHOR. SCIENCE TOPICS INCLUDE ASTRONOMY, WEIGHTS AND MEASURES, PLANTS, PHYSICS, THE SEA, CHEMISTRY, BIOLOGY, EMBRYOLOGY, SPACE SCIENCE, AND GEOLOGY. DICTIONAIRES, REFERENCE BOOKS, AND BOOKS ON WORDS ENRICH LANGUAGE ARTS. MUSIC, CRAFTS AND HOBBIES, AND MATHEMATICS BOOKS ARE INCLUDED. SEVERAL BOOKS DEAL WITH WORLD GEOGRAPHY AND CIVILIZATION. ED001832 BOOKS PURCHASED FOR GIFTED CENTERS, GRADE SIX. 1963-06-00 3 N/A 1965 2016-11-22

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No Bibliographies Elementary Schools Gifted Reference Materials Resource Centers California (Oakland) California (Oakland) Oakland Unified School District, CA. LISTED ARE OVER 100 BOOKS PURCHASED TO BE CIRCULATED TO THE GIFTED CENTERS. THE RANGE OF SUBJECT MATTER INCLUDES ALL AREAS OF THE TRADITIONAL CURRICULUM SUCH AS LANGUAGE ARTS, SCIENCE, SOCIAL STUDIES, MATHEMATICS, AND CREATIVE ARTS. ALSO INCLUDED ARE MANY BOOKS TO ENRICH THE INTERESTS, HOBBIES, AND KNOWLEDGE OF GIFTED ELEMENTARY STUDENTS. AMONG THEM ARE REFERENCE BOOKS, BIOGRAPHIES, FICTION, AND BOOKS ON ALL ASPECTS OF WORLD CIVILIZATION. ED001833 BOOKS PURCHASED TO CIRCULATE TO GIFTED CENTERS. 1964-02-00 19 N/A 1965 2016-11-22

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No Audiovisual Communications Educational Media Guides Instructional Materials Overhead Projectors Teaching Methods HARTSELL, HORACE C. VEENENDAAL, W.L. Michigan (East Lansing) Michigan American Optical Co., Buffalo, NY. Instrument Div. THE OVERHEAD PROJECTOR WAS DESIGNED TO FILL A RECOGNIZED NEED IN VISUAL COMMUNICATION. IT IS A TRANSPARENT, STILL PROJECTOR CAPABLE OF ENLARGING UP TO 10" X 10" TRANSPARENCIES. BY LOCATING THE PROJECTOR AT THE FRONT OF THE CLASSROOM ITS USE MAY BE MULTIPLIED. THE SIZE OF THE MATERIAL CAN BE EASILY AND QUICKLY CHANGED, SHAPES CAN BE PRESENTED AND COMPARED, EXPOSURE CAN BE CONTROLLED, AND COLOR CAN BE INCLUDED AS NEEDED. OVERHEAD PROJECTION WORKS PARTICULARLY WELL WITH ILLUSTRATED LECTURES AND DEVELOPMENTAL PRESENTATION. DUE TO ITS FLEXIBILITY OF USE, ITS BRILLIANT IMAGE, AND ITS CONVENIENCE, THE OVERHEAD HAS ACHIEVED A PROMINENT PLACE IN COMMUNICATION TOOLS. THE USE OF THE PROJECTOR IN DEMONSTRATIONS, DRAMATIZATIONS, GROUP DISCUSSIONS, ILLUSTRATED LECTURES, EVALUATIONS AND IN CONJUNCTION WITH BLACKBOARD AND FLANNELBOARD LESSONS IS EXPLAINED. SPECIAL INSTRUCTIONAL METHODS ARE DISCUSSED, INCLUDING THE OVERLAY, THE CELLOPHANE ROLL, THE HIDDEN, AND THE ANIMATION TECHNIQUES. THESE CAN BE ADAPTED TO ELEMENTARY, SECONDARY, AND COLLEGE TEACHING. A CHAPTER IS DEVOTED TO THE CREATION OF IMAGES BY BLOCKING, COLORING, AND POLARIZING THE LIGHT AND TO THE MAKING OF TRANSPARENCIES BY APPLICATION, TRANSFER, AND POLARIZED TECHNIMATION. NUMEROUS ILLUSTRATIONS ACCOMPANY THE TEXT. ED001834 OVERHEAD PROJECTION. 1960-00-00 1 N/A 1965 2016-11-22

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No Audiovisual Aids Language Instruction Methods Role Playing Teaching Guides Teaching Methods NEWCOMER, DONALD S. California (Burbank) California Burbank Unified School District, CA. RECORDED LESSONS OF TWO TYPES ARE DISCUSSED, DISCS AND TAPES. TAPE LESSONS CAN BE MADE FROM OUTSIDE SOURCES SUCH AS RADIO, OR READ FROM A BOOK BY THE TEACHER. METHODS FOR MAKING SUCH LESSONS ARE DISCUSSED. 16MM TEACHING FILMS ARE DISCUSSED, AND SUGGESTIONS ARE GIVEN FOR THEIR USE. FOR EXAMPLE, THEY MAY BE RUN SILENTLY, WITH THE SOUND ADDED BY THE TEACHER OR AN ADVANCED STUDENT, OR THE SOUND TRACK MAY BE PLAYED LATER. THE SILENT FILMSTRIP CAN BE USED BY ITSELF OR WITH A TAPE RECORDED BY THE INSTRUCTOR. INSTRUCTIONS ARE GIVEN FOR HANDLING, STORING, AND PLAYING THE RECORDINGS. RADIO AND TELEVISION PROGRAMS ARE SCHEDULED AND A TIME TABLE GIVEN FOR ITALIAN, GERMAN, SPANISH, JAPANESE, AND HUNGARIAN BROADCASTS. LISTENING INSTRUCTIONS AND RECORDING TECHNIQUES ARE PROVIDED. STUDY PICTURES CAN BE USED IN FOREIGN LANGUAGE INSTRUCTION. MAGAZINES ARE A GOOD SOURCE FOR PICTURES OF A LAND AND ITS PEOPLE, TRAVEL POSTERS CAN ALSO BE USED. VOCABULARY CARDS ARE HELPFUL. ROLE PLAYING IS A GOOD GROUP OR CLASSROOM APPROACH. THE APPENDIX INCLUDES LISTS OF AVAILABLE FILMS, FILMSTRIPS, STUDY PICTURES, AND EQUIPMENT. ED001835 AUDIO-VISUAL TECHNIQUES IN LANGUAGE TEACHING. 1959-09-00 36 N/A 1965 2016-11-22

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No Role Conflict Role Theory Teacher Characteristics Teacher Recruitment Teacher Role Teacher Stereotypes BIDDLE, BRUCE J. AND OTHERS COLUMBIA Missouri Univ., Columbia. A SERIES PURSUES ROLE THEORY, ROLE OF THE PUBLIC SCHOOL TEACHER, AND THE RELATIONSHIPS BETWEEN TEACHER ROLE AND THE PROBLEMS OF TEACHER RECRUITMENT. PRIOR ACQUAINTANCE IS ASSUMED WITH "VOLUME I - ORIENTATION, METHODS AND MATERIALS." THE IMMEDIATE STUDY IS CONCERNED WITH THE STEREOTYPES HELD BY PERSONS IN A METROPOLITAN COMMUNITY AND BY COLLEGE STUDENTS FOR THE ROLE OF THE PUBLIC SCHOOL TEACHER. THE OBJECTS ARE TO DEVELOP ROLE THEORY AS A SOPHISTICATED SYSTEM OF ANALYSIS IN SOCIAL PSYCHOLOGY, TO STATE EMPIRICALLY THE ROLE OF THE PUBLIC SCHOOL TEACHER, AND TO EXPLORE RELATIONSHIPS BETWEEN TEACHER ROLE AND THE PROBLEMS OF TEACHER RECRUITMENT. RESPONDENTS GAVE THEIR REACTIONS TO TEACHERS IN SPECIFIED SETTINGS, IN SOCIAL SITUATIONS IN SCHOOL SETTINGS, AND INDICATED TRAITS AND BEHAVIORS EXPECTED IN TEACHERS. FINDINGS PRESENT MANY TEACHER STEREOTYPES DOMINATED BY CONCERN FOR TEACHER-PUPIL RELATIONSHIPS. IN CONTRAST, BEHAVIORS FOCUS UPON INSTRUCTION. THE TWO GESTALTEN FOCUS UPON CLASSROOM CONTROL. EVIDENCE CONCLUDES THAT RESPONDENTS FEEL TEACHERS ARE MORE LIKELY TO SIN BY OMISSION THAN BY COMMISSION. THERE ARE WELL-ENTRENCHED STEREOTYPES OF THE TEACHER WHICH EDUCATORS SHOULD KNOW AND PLAN FOR. IN TERMS OF RECRUITMENT, CONSERVATIVE NORMS FOR PUBLIC BEHAVIOR BY TEACHERS CONTINUE BUT ARE BECOMING MORE LIBERAL. PECULIARLY, COMMUNITY RESPONDENTS AVOID MENTION OF THE PRIMARY TEACHER TASK-INSTRUCTION. PERHAPS AMERICANS EXPECT TEACHERS TO POSSESS MAXIMUM STANDARDS OF INSTRUCTIONAL ABILITY TO SUCH AN EXTENT THAT THIS CHARACTERISTIC IS ASSUMED. REFERENCES AND AN APPENDIX ARE INCLUDED. ED001836 GENERAL CHARACTERISTICS OF THE SCHOOL TEACHER'S ROLE. STUDIES IN THE ROLE OF THE PUBLIC SCHOOL TEACHER, VOLUME 2. 1963-11-00 193 N/A 1965 2016-11-22

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No Course Organization European History Gifted Resource Materials Teaching Guides Teaching Methods Units of Study KING, ALLEN Y. AND OTHERS COLUMBUS Ohio State Dept. of Education, Columbus. A TEACHING GUIDE FOR THE GIFTED STUDENT OF EUROPEAN HISTORY IS PRESENTED. IT INCLUDES COURSE RULES, UNIT AND TIME PLAN, UNITS OF STUDY AND TEXTBOOK ASSIGNMENTS, VISUAL AIDS, GENERAL REFERENCES, BIBLIOGRAPHY OF SPECIALIZED ACCOUNTS, AND BIBLIOGRAPHY OF HISTORICAL FACTION. THE UNIT PLANS ARE DIVIDED INTO TWO SEMESTERS' WORK. THE FIRST SEMESTER COVERS PREHISTORIC TIMES, ANCIENT CIVILIZATIONS, MIDDLE AGES, THE RENAISSANCE, AND THE MAKING OF MODERN EUROPE. THE SECOND SEMESTER COVERS THE ERA OF REVOLUTIONS, NATIONALISM AND DEMOCRACY, AND MODERN IMPERIALISM AND ITS CONSEQUENCES. ED001837 WORLD HISTORY FOR THE ACADEMICALLY TALENTED ADVANCED PLACEMENT EUROPEAN HISTORY--TEACHER'S GUIDES. 1963-00-00 152 N/A 1965 2016-11-23

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No Child Development Creative Development Learning Processes Parent Role Young Children MEAD, MARGARET DISTRICT OF COLUMBIA District of Columbia Children's Bureau (DHEW), Washington, DC. THE CREATIVE SPIRIT BEGINS ITS GROWTH WITH A CHILD'S ATTEMPTS TO UNDERSTAND THE WORLD ABOUT HIM AND TO EXPRESS HIS FEELINGS. PRESERVATION AND NURTURE OF THE CREATIVE SPIRIT CAN HELP A CHILD GROW INTO A CREATIVE, CONSTRUCTIVE ADULT. THE CONCEPTS OF CHILD DEVELOPMENT AND CHILD REARING IMPLICIT IN THE WHITE HOUSE CONFERENCE ON CHILDREN AND YOUTH ARE APPLIED. IF CHILDREN FIND THEIR WORLD TRUSTWORTHY, AND ADULTS INTERESTING AND UNDERSTANDING, THEY WILL SHARE THE TREASURES OF THEIR MINDS AND HEARTS, THEIR STORIES, THEIR POETRY, THEIR LOVE OF RHYTHM AND MUSIC, AND THEIR SEARCH FOR RICH EXPERIENCES. THEY LOVE LANGUAGE, THEY ENJOY THE TASTE AND COLOR AND FLAVOR OF THEIR EXPERIENCES IN A WAY THAT IS CREATIVE IN THE BEST SENSE OF THE WORD. BY "A CREATIVE LIFE FOR CHILDREN" IS MEANT A CREATIVE LIFE FOR ALL CHILDREN, NOT ONLY SPECIALLY TALENTED OR SPECIALLY BRIGHT CHILDREN. LEARNING IS CREATIVE, AND THE ROLE OF PARENTS IN THEIR CHILDREN'S GROWING UNDERSTANDING OF THE WORLD IS DISCUSSED. CREATIVITY TAKES MANY DIFFERENT FORMS. THE CHILD'S LIFE WIDENS WHEN HE ENTERS SCHOOL, AND EVEN MORE WHEN HE REACHES ADOLESCENCE. YOUNG PEOPLE WHOSE EARLY CHILDHOOD DID NOT PROVIDE A GROUND PLAN FOR THEIR RELATIONSHIP TO THEMSELVES, TO THE WORLD, TO OTHER PEOPLE ARE GIVEN A NEW CHANCE TO FIND THEMSELVES IN ADOLESCENCE. ED001838 A CREATIVE LIFE FOR YOUR CHILDREN. 1962-00-00 41 N/A 1965 2016-11-22

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No Bibliographies Creative Development Creativity Research Individual Characteristics Problem Solving School Role BURNETT, RICHARD J. GRAY, SCOTT C. California (San Diego) California (San Diego) San Diego City Schools, CA. A STUDY OF LITERATURE ON CREATIVITY IS PRESENTED. CREATIVITY DEMANDS AN AWARENESS OF PROBLEMS, ABILITY TO CONCENTRATE ON THESE PROBLEMS, ABILITY TO TOLERATE, PERHAPS WELCOME, THE TENSION OF AN UNSOLVED PROBLEM. CREATIVE PEOPLE CAN BE YOUNG, AND THEY ARE ABLE TO WORK IN A FREE SITUATION. THEY ARE SELF-STARTING, WITH HIGH INTELLECTUAL ABILITY. THEIR MENTAL HEALTH HAS BEEN DESCRIBED AS RUGGED IN TERMS OF FRUSTRATION TOLERANCE, BUT WITH A DISTASTE FOR INTERPERSONAL RELATIONS. THERE MAY BE AN ORGANIC BASIS TO CREATIVITY TO SOME CONSIDERABLE EXTENT, THOUGH TRAINING IN PROBLEM SOLVING AND BRAINSTORMING SEEMS TO BE OF SOME HELP. BETTER SOLUTIONS TO PROBLEMS SEEM TO EMERGE WHEN THERE IS RELATIVELY LITTLE PRESSURE. THE PROCESS OF PROBLEM IS OUTLINED AS PREPARATION, INCUBATION, ILLUMINATION OR INSIGHT, AND VERIFICATION. THE SCHOOL CAN HAVE AN ACTIVE ROLE ONLY IN THE FIRST AND LAST STEPS, AND PROVIDE A FAVORABLE ENVIRONMENT FOR THE MIDDLE TWO STAGES. GENERAL SUMMARIES ARE GIVEN OF LITERATURE CONCERNING DESCRIPTION AND CRITERIA OF CREATIVITY, CHARACTERISTICS AND AGE RANGE OF CREATORS, RESEARCH ON CULTIVATION OF CREATIVITY. IN EACH CASE SPECIFIC STUDIES ARE CITED. DEVELOPMENT OF CREATIVITY SHOULD BE CONSIDERED AS THE END OBJECTIVE OF EDUCATIONAL PROGRAMS FOR THE GIFTED. CREATIVITY AND THE FOSTERING OF IT INFLUENCE CONTENT OF CURRICULUM, GROUPING, INSTRUCTIONAL METHODOLOGY, AND ADMINISTRATIVE PROCEDURES. ED001839 A STUDY OF LITERATURE ON CREATIVITY, A REPORT TO THE SUBCOMMITTEE ON THE PROGRAMS FOR GIFTED CHILDREN. 1961-04-20 28 N/A 1965 2016-11-22

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No Adult Education Curriculum Development Improvement Programs Public Schools School Personnel Special Programs Vocational Education Work Study Programs ARKANSAS Arkansas ARTICLES INCLUDED IN THIS DOCUMENT ARE--(1) "EXPERIENCES OF SOME SECOND GRADE TEACHERS IN MODERN MATHEMATICS," (2) "THE TORCH OF LEARNING," (3) "TEACHING TRAINABLE MENTALLY RETARDED-DEQUEEN PUBLIC SCHOOLS," (4) "TEACHER READINESS TAKES TIME, MONEY, PARTICIPATION," (5) "ATTENDING SCHOOL VIA TELEPHONE," (6) "MODULE SCHEDULING-EL DORADO HIGH SCHOOL," (7) "TEACHING OF WORLD CULTURE IN CROSSETT," (8) "TEACHING A POWER MECHANICS AREA IN THE JUNIOR HIGH SCHOOL INDUSTRIAL ARTS PROGRAM," (9) "WORK EXPERIENCE PROGRAM," (10) "THE SPECIAL EDUCATION VOCATIONAL REHABILITATION-WORK-STUDY PROGRAM IN LITTLE ROCK PUBLIC SCHOOLS," (11) "LITTLE ROCK VOCATIONAL SCHOOL MAINTAINS COMPREHENSIVE ADULT EDUCATIONAL PROGRAM," (12) "LITTLE ROCK SCHOOL DISTRICT'S TEACHER APPRAISAL PROCEDURE," AND (13)"EMPLOYMENT AND DISMISSAL POLICY DEVELOPED FOR BLYTHEVILLE PUBLIC SCHOOL AS COOPERATIVE EFFORT OF ALL CONCERNED." THE OVERALL THEME IS IMPROVEMENT IN NEW AREAS OF THE CURRICULUM AND IN PERSONNEL PRACTICES. ED001840 BEST SCHOOL PRACTICES YEARBOOK, 1964-1965. 1965-04-00 64 N/A 1965 2016-11-22

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No Comparative Analysis Gifted Group Counseling High School Students Individual Characteristics Student Attitudes Student Interests Underachievement FINNEY, BEN C. VAN DALSEM, ELIZABETH L. California (Sequoia) California BECAUSE OF THE FAR-REACHING IMPLICATIONS OF THE PROBLEMS OF THE UNDERACHIEVER, IT WAS SOUGHT TO DETERMINE WHETHER GROUP COUNSELING ON A LONG-TERM BASIS WOULD HAVE ANY POSITIVE EFFECT. STUDENTS CHOSEN WERE IN THE TOP 25 PERCENT IN APTITUDE, WITH GRADE AVERAGES CONSIDERABLY BELOW THE MEAN. A CONTROL AND AN EXPERIMENTAL GROUP WERE CHOSEN. IT WAS HYPOTHESIZED THAT CHANGE WOULD BE IN THE DIRECTION OF HIGHER GRADE POINT AVERAGES. CHANGES WERE ALSO MEASURED IN SELF-CONCEPT, TEACHER ATTITUDES, ATTENDANCE PATTERNS, AND BEHAVIOR, AND STUDY SKILLS. THE SESSIONS TOOK PLACE ONCE A WEEK OVER A 2-YEAR PERIOD. THE EVALUATION AT THE END OF FOUR SEMESTERS INDICATED THAT GRADES AND STUDY HABITS DID NOT CHANGE EITHER ON THE ABSOLUTE LEVEL OR IN COMPARISON WITH THE CONTROL GROUP. TEACHER RATINGS SHOWED THAT THE EXPERIMENTAL GROUP IMPROVED, AND FEWER ABSENCES WERE NOTED. THE CONTROL GROUP WORSENED IN THE PSYCHOLOGICAL AREAS OF RESPONSIBILITY, EQUALIZATION, AND MATURITY. THE PSYCHOLOGICAL INVENTORY INDICATED AN INCREASE IN POISE, SELF-CONFIDENCE, AND IN THE CAPACITY FOR INDEPENDENT THOUGHT AND ACTION FOR THE EXPERIMENTAL GROUP. ALTHOUGH THE PROBLEM OF POOR GRADES WAS UNSOLVED, THE EVALUATION AND THE OPINIONS OF STUDENTS, PARENTS, AND THE COUNSELING STAFF INDICATE THAT GROUP COUNSELING WAS A POSITIVE AND BENEFICIAL EXPERIENCE. A PARTIAL FOLLOWUP STUDY OF THESE PUPILS ON A LONG-TERM BASIS IN TERMS OF VOCATIONAL, PERSONAL, AND EDUCATIONAL GOALS WILL BE UNDERTAKEN. ED001841 GROUP COUNSELING FOR GIFTED UNDERACHIEVING HIGH SCHOOL STUDENTS IN SEQUOIA HIGH SCHOOL DISTRICT. 5 N/A 1965 2016-11-22

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No Classroom Design Classroom Techniques Curriculum Development Grouping (Instructional Purposes) Instructional Improvement Leaders Teacher Aides Teaching Methods Team Teaching NORWALK PLAN Connecticut (Norwalk) Connecticut Norwalk Board of Education, CT. THE PURPOSE IS TO IMPROVE THE INSTRUCTIONAL PROGRAM FOR PUPILS THROUGH CHANGES IN GROUPING PRACTICES, CURRICULUM, AND INSTRUCTIONAL TECHNIQUES, AND THROUGH MORE EFFECTIVE USE OF TEACHER STRENGTHS, INTERESTS, AND TALENTS. THE REDEPLOYMENT OF PERSONNEL AND SALARIES POSSIBLE IN THE TEAM ORGANIZATION HELPS TO CREATE NEW TEACHING JOBS WITH INCREASED PRESTIGE, STATUS, AND SALARIES, WITHOUT AFFECTING THE COSTS OF EDUCATION. DURING THE FIRST TWO YEARS, TEAMS WERE COMPOSED OF A TEAM LEADER, A COOPERATING TEACHER, AND A TEACHER AIDE, AND EACH GROUP CONTAINED APPROXIMATELY 75 CHILDREN. DURING THE THIRD YEAR, PART-TIME PROFESSIONAL INSTRUCTIONAL HELP WAS ADDED. LARGER NUMBERS OF PUPILS AND TEACHERS WERE INCLUDED IN A TEAM, AND GRADE LINES WERE CROSSED. RESEARCH ACTIVITIES CENTERED ON DEVELOPMENT OF MODELS FOR TEAM TEACHING. THE LIMITED INSTRUMENTS OF MEASUREMENT OF THE EVALUATION HAVE SHOWN, TO DATE, THAT CHILDREN ACHIEVE AS WELL ACADEMICALLY IN THE PLAN AS IN THE SELF-CONTAINED CLASSROOM. THEY ALSO SEEM TO MAKE A BETTER ADJUSTMENT TO JUNIOR HIGH SCHOOL. TEACHERS FIND CAREERS IN TEAM TEACHING MORE ATTRACTIVE. TEAM TEACHING IS AN EFFECTIVE INSTRUCTIONAL ORGANIZATION FOR FACILITATING GRADE CROSSING. INCLUDED IN THE APPENDIX ARE DETAILS OF THE EVALUATION OF ACHIEVEMENT AND ADJUSTMENT, DESCRIPTIONS OF THE ROLES OF TEAM MEMBERS AND OTHER SCHOOL PERSONNEL INVOLVED IN THE PLAN, AND A DESCRIPTION OF THE INSTRUCTIONAL PROGRAM. ED001842 NORWALK PLAN OF TEAM TEACHING. 1961-10-01 39 N/A 1965 2016-11-22

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No Community Support Elementary Schools Library Expenditures Library Facilities Library Personnel Library Services Library Standards School Libraries School Policy School Support GAVER, MARY V. Illinois (Chicago) Illinois (Chicago) Encyclopaedia Britannica, Inc., Chicago, IL. VARIOUS SCHOOLS APPLIED FOR THE ENCYLOPAEDIA BRITANNICA AWARDS. FROM THESE DATA THREE LEVELS OF DEVELOPMENT OF ELEMENTARY SCHOOL LIBRARIES WERE DISTINGUISHED--(1) THE FINALISTS REPRESENTED A SPECIAL CLASS OR CATEGORY, ALL REPORTING DRAMATIC PROGRESS DURING THE PAST 2 YEARS. (2) SEPARATE FROM THE FINALISTS COULD BE IDENTIFIED A SECOND GROUP OF SCHOOL DISTRICTS WHICH CONSISTED OF WELL-ESTABLISHED SCHOOL LIBRARY SYSTEMS WHERE THE SCHOOL ADMINISTRATION HAD A HISTORY OF FINANCIAL SUPPORT OF LIBRARY SERVICES BY REGULAR SCHOOL TAX RESOURCES, WHERE THERE HAD BEEN CONSIDERABLE PROGRESS IN SECURING EMPLOYED PERSONNEL TO OPERATE BOTH ELEMENTARY AND SECONDARY SCHOOL LIBRARIES, AND WHERE THE COLLECTION HAD BEEN CONTINUOUSLY BUILT TO A COMPARABLE LEVEL IN ALL SCHOOLS OF THE SYSTEM. (3) A THIRD CATEGORY OF SCHOOL SYSTEMS SUBMITTING THEIR RECORDS OF ACCOMPLISHMENT WERE THOSE WHERE LITTLE OR NOTHING HAD BEEN DONE PREVIOUS TO 1959-60, BUT WHERE THE SCHOOL BOARD HAD RECOGNIZED THE NEED FOR LIBRARIES. QUALITIES WHICH SHOULD CHARACTERIZE THE EFFECTIVE PROGRAM OF LIBRARY ACTIVITIES IN ANY ELEMENTARY SCHOOL INCLUDED VARIETY IN NUMBER AND KIND OF ACTIVITIES AND SERVICES, A DEVELOPMENT PLAN, CONCENTRATION ON A FEW TECHNIQUES APPROPRIATE TO THE SCHOOLS, BALANCE IN REPRESENTATION OF ACTIVITIES, AND THE ACCESSIBILITY OF ACTIVITIES AND SERVICES. THE SINGLE MOST EFFECTIVE PRACTICE APPEARED TO HAVE BEEN THE EMPLOYMENT OF A SCHOOL LIBRARY SPECIALIST WITH SYSTEM-WIDE RESPONSIBILITY FOR THE DEVELOPMENT OF ALL SCHOOL LIBRARIES. ED001843 PATTERNS OF DEVELOPMENT IN ELEMENTARY SCHOOL LIBRARIES TODAY. 1965-00-00 32 N/A 1965 2016-11-22

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No Biological Sciences Curriculum Development Elementary Education Geography Glossaries Instructional Materials Natural Sciences Science Instruction Science Programs Scientific Concepts Student Motivation SEGERSTROM, HAROLD G. AND OTHERS New York (Albany) New York (Albany) New York State Education Dept., Albany. THE AREAS OF STUDY ARE--LIVING THINGS, OUR GROWING BODIES, AIR, WATER, AND WEATHER, THE EARTH AND ITS COMPOSITION, THE SOLAR SYSTEM AND BEYOND, AND MATTER AND ENERGY. THOUGH THESE ARE DIVISIONS FOR PURPOSES OF CLARITY, THE TEACHER SHOULD CONTINUALLY POINT OUT HOW THEY OVERLAP. EACH SECTION HAS A SIMILAR FORMAT CONSISTING OF--AN EXPLANATION OF THE NEEDED APPARATUS AND MATERIALS, THE PURPOSE OF THE UNIT, A LIST OF QUESTIONS AND ACTIVITIES TO INTEREST AND MOTIVATE THE CHILDREN, AIDS TO EXPERIENCING THE ACTIVITY, E.G. FIELD TRIP, ENRICHMENT ACTIVITIES FOR CHILDREN INTERESTED IN WORKING OUT OF THE CLASSROOM, SUMMARY STATEMENTS AND A VOCABULARY LIST OF WORDS WHICH SHOULD BE FAMILIAR TO THE CHILDREN. ED001844 SCIENCE FOR CHILDREN K-3. 1963-00-00 136 N/A 1965 2016-11-22

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No Achievement Administrative Problems Creativity Research Gifted Grouping (Instructional Purposes) Homogeneous Grouping Program Development School Counseling Student Motivation Student Research Teaching Methods Testing BARBE, WALTER B. STEPHENS, THOMAS M. COLUMBUS Ohio State Dept. of Education, Columbus. THE FOLLOWING ARTICLES INCLUDED IN THIS DOCUMENT ARE--(1) "A DECADE OF PROGRESS IN THE STUDY OF THE GIFTED AND CREATIVE PUPIL," PAUL A. WITTY, (2) "TEACHING THE GIFTED," A. HARRY PASSOW, (3) "ADMINISTRATIVE ASPECTS OF GIFTED PROGRAMS," WALTER B. BARBE, (4) "THE TEACHER OF ACADEMICALLY GIFTED CHILDREN," MYRON E. WIRICK, (5) "REWARDING CREATIVE ACTIVITY IN THE CLASSROOM," E. PAUL TORRANCE, (6) "COUNSELING THE GIFTED FOR RESPONSIBILITY," LOTAR V. STAHLECKER, (7) "GUIDING THE GIFTED," ALICE K. PANEK, (8) "FOLLOWUP TESTING OF FIVE GIFTED STUDENTS," THOMAS M. STEPHENS, (9) "HOMOGENEOUS GROUPING FOR THE ABLE LEARNER AND GIFTED ELEMENTARY STUDENT," HAROLD C. EVERETT, (10) "CHARTING THE WAY FOR SUCCESS IN GROUPING," RUFFNER G. HAMRICK, (11) "TOWARD MORE PRODUCTIVE GIFTED PROGRAMING," JAMES A. LANE, AND (12) "IN DEFENSE OF CHILDHOOD FOR THE GIFTED," ELYSE S. FLEMING. ED001845 ATTENTION TO THE GIFTED A DECADE LATER. 1962-00-00 61 N/A 1965 2016-11-22

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No Advanced Placement Course Content Curriculum Guides Gifted Language Ability Language Guides Sequential Approach Spanish Teaching Guides Teaching Methods ANDERSON, VIVIENNE New York (Albany) New York (Albany) New York State Education Dept., Albany. THE BULLETIN WAS ISSUED TO ASSIST IN PREPARING A COURSE IN LINE WITH COLLEGE ENTRANCE EXAMINATION BOARD'S ADVANCED PLACEMENT PROGRAM, FOR STUDENTS GIFTED IN FOREIGN LANGUAGE ABILITY. THE TEACHER'S PREPARATION SHOULD QUALIFY HIM TO TEACH LITERATURE AND CULTURE ON A COLLEGE LEVEL. HE MUST BE FLUENT IN THE LANGUAGE AND, PREFERABLY, SHOULD HAVE LIVED OR STUDIED IN THE COUNTRY IN WHICH HIS LANGUAGE IS SPOKEN. THE COLLEGE-LEVEL WORK SHOULD BE PART OF A WELL-PLANNED SEQUENTIAL PROGRAM OF AT LEAST 6 YEARS BEGINNING IN GRADE 7. COURSE CONTENT, METHOD, AND EXPECTED LEVEL OF ACHIEVEMENT ARE DISCUSSED. READING SHOULD INVOLVE COMPREHENSION WITHOUT TRANSLATION. THE STUDENT SHOULD ATTAIN A HIGH DEGREE OF PROFICIENCY IN THE AREAS OF LISTENING, COMPREHENSION, AND LITERARY ANALYSIS. A LIST OF SUGGESTED READINGS AND REFERENCES FOR TEACHERS AND STUDENTS ACCOMPANIES THE TEXT. ED001846 ADVANCED PLACEMENT PROGRAM IN SPANISH. 1961-00-00 28 N/A 1965 2016-11-22

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No Ability Identification Achievement Grade 4 Peer Groups Personality Assessment School Counseling Sex (Characteristics) Student Attitudes Underachievement MUNGER, PAUL F. AND OTHERS NORTH DAKOTA North Dakota (Grand Forks) North Dakota North Dakota Univ., Grand Forks. IF THOSE STUDENTS CLASSIFIED AS UNDERACHIEVERS ARE TO RECEIVE MAXIMUM BENEFIT FROM THEIR EDUCATIONAL EXPERIENCE, EFFORTS MUST BE MADE TO IDENTIFY THEIR PROBLEMS AND AID THEM AT THE ELEMENTARY SCHOOL LEVEL. A REVIEW OF THE LITERATURE SHOWS THAT MOST STUDIES CONCERNED WITH UNDERACHIEVERS HAVE BEEN CONCENTRATED AT THE SECONDARY OR COLLEGE LEVEL. A GROUP OF UNDERACHIEVING FOURTH GRADERS, AS WELL AS NORMALLY ACHIEVING STUDENTS IN 11 ELEMENTARY SCHOOLS IN GRAND FORKS, N.D., WAS STUDIED. INTELLIGENCE WAS MEASURED BY THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN. OTHER INSTRUMENTS USED INCLUDED THE CALIFORNIA TEST OF PERSONALITY AND GRONLUND'S SOCIOMETRIC TEST DESIGNED TO MEASURE PEER RELATIONSHIPS. STUDENTS WERE GIVEN GROUP COUNSELING BY SIX MALE GRADUATE STUDENTS WORKING TOWARD THEIR PH.D. DEGREES IN THAT FIELD. ATTEMPTS WERE MADE TO STUDY THE RELATIONSHIPS BETWEEN PEER INTERACTION, SEX, PERSONALITY VARIABLES, TREATMENT CONDITIONS, IMPROVED GRADE POINT AVERAGE, AND UNDERACHIEVEMENT, AS WELL AS INTER-RELATIONSHIPS. THE TREATMENT CONSISTED OF INDIVIDUAL AND GROUP COUNSELING SESSIONS BASED ON A NONDIRECTIVE APPROACH WITH THE USE OF APPROPRIATE PLAY THERAPY TECHNIQUES AND READING INSTRUCTION. RESULTS WERE ANALYZED STATISTICALLY. IT WAS CONCLUDED THAT--(1) ACHIEVERS TEND TO HAVE BETTER PEER RELATIONSHIPS AND PERSONALITY ADJUSTMENT THAN DO UNDERACHIEVERS, REGARDLESS OF SEX, (2) MALES REACTED POSITIVELY TO GROUP COUNSELING WHILE FEMALES REACTED NEGATIVELY ON THE CRITERIA OF IMPROVEMENT IN GPA AND CERTAIN CTP SCALES, AND (3) UNDERACHIEVEMENT, HOWEVER, IS PREDOMINANTLY A MALE PROBLEM WITH THE RATIO OF MALES TO FEMALES GREATER THAN 3.1. SEVERAL LIMITATIONS WERE INHERENT IN THE STUDY WHICH COULD BE ALTERED IN FUTURE RESEARCH. THERE WERE TOO FEW COUNSELING SESSIONS, AND COUNSELING TECHNIQUES USED WERE DEVELOPED FOR SECONDARY AND COLLEGE LEVEL STUDENTS. ED001847 COUNSELING AND GUIDANCE FOR UNDERACHIEVING FOURTH GRADE STUDENTS. 1964-00-00 93 N/A 1965 2016-11-22

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No Acceleration Computer Programs Course Organization Curriculum Development Educational Needs Enrichment Activities Gifted Innovation Language Laboratories Talent Identification TANNENBAUM, ABRAHAM J. New York (New York) Catskill Area Project in Small School Design LEWIS COUNTY PROJECT New York City Board of Education New York (New York) RECENT TRENDS IN EDUCATION OF THE GIFTED ARE PRESENTED. PROVISIONS FOR GIFTED STUDENTS ARE TO CONTINUE AND EXPAND, HOWEVER EMPHASIS SHOULD BE SHIFTED FROM MERELY PROMOTING THE NEEDS OF THE GIFTED TO SOLIDIFYING THE GAINS ALREADY MADE IN THIS DIRECTION. ENRICHMENT BRINGS NEW DISCIPLINES INTO THE CURRICULUM, AND NEW COURSES ARE DEVELOPED IN SUCH AREAS AS ANTHROPOLOGY, MATHEMATICS, PSYCHOLOGY AND GEOPOLITICS. REGULAR COURSES OF STUDY ARE COMPRESSED, STIFFENED, AND TELESCOPED, OR GIVEN EARLIER THAN USUAL. MECHANIZED TEACHING AND EARLY INSTRUCTION IN FOREIGN LANGUAGE ARE BENEFICIAL TO THE GIFTED. TEACHING MACHINES TRANSMIT CERTAIN ROTE SKILLS TO CHILDREN MORE RAPIDLY AND EFFICIENTLY THAN CONVENTIONAL METHODS, AND LANGUAGE LABORATORIES OFFER AN AURAL-ORAL APPROACH SO THAT STUDENTS DEVELOP GREATER FACILITY. MANY GIFTED YOUTH PLAN TO ENTER FIELDS OF SCIENCE AND TECHNOLOGY, WITH A LESSENING OF INTEREST IN THE HUMANITIES. THE SEARCH FOR TALENT IN RURAL DISTRICTS AND AMONG CULTURALLY DEPRIVED GROUPS HAS GROWN. EXAMPLES INCLUDE THE P.S. 43 PROJECT IN NEW YORK CITY, THE LEWIS COUNTY PROJECT, AND THE CATSKILL AREA PROJECT. RESEARCH ON THE NATURE AND DEVELOPMENT OF TALENT HAS INCREASED, WITH MORE SCHOOLS PLANNING PROJECTS IN THIS FIELD. ED001848 RECENT TRENDS IN THE EDUCATION OF THE GIFTED. 1962-00-00 1 N/A 1965 2016-11-22

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No Audiovisual Aids Bibliographies Curriculum Guides High Schools Mathematical Concepts Mathematics Mathematics Curriculum Students LEHMANN, HERBERT W. Illinois (Chicago) Illinois (Chicago) Chicago Board of Education, IL. THE AIM IS TO MEET THE NEEDS OF THE AVERAGE STUDENT IN MATHEMATICS. MODERN CONCEPTS BASED ON THE FINDINGS OF EXPERIMENTAL PROGRAMS ARE INCLUDED. INDIVIDUAL DIFFERENCES AMONG STUDENTS ARE CONSIDERED, AND APPROPRIATE MATHEMATICAL SEQUENCES, DEVELOPED. COURSES OF STUDY IN MATHEMATICS ARE LISTED FOR THE FIVE "LANES" OF THE CHICAGO SCHOOL SYSTEM, GRADES 9-12 (HIGHEST ACHIEVEMENT, ABOVE-AVERAGE ACHIEVEMENT, AVERAGE ACHIEVEMENT, BELOW-AVERAGE ACHIEVEMENT AND LOW ACHIEVEMENT IN MATHEMATICS). SUBJECTS IN THIS GUIDE INCLUDE FIRST YEAR ALGEBRA, PLANE GEOMETRY, ALGEBRA 3 AND 4, TRIGONOMETRY, PRACTICAL TRIG AND SOLID GEOMETRY, EACH SUBDIVIDED INTO UNITS OF LEARNING WITH OBJECTIVES, TEACHING SUGGESTIONS, RELATED ACTIVITIES, AND TIME ALLOTMENTS. AN APPENDIX CONTAINS ARTICLES ON THE DEVELOPMENT OF OUR NUMBER SYSTEM AND SETS. A DETAILED BIBLIOGRAPHY, INCLUDING PERIODICALS, FILMS AND BOOKS, IS LISTED. ED001849 CURRICULUM GUIDE FOR HIGH SCHOOL MATHEMATICS, REGULAR PROGRAM. 1964-00-00 125 N/A 1965 2016-11-22

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No American Indians Arithmetic Enrichment Activities Gifted Grade 2 Grade 3 Language Skills Resource Materials Social Studies Summer Programs Units of Study TRAINOR, LOIS M. AND OTHERS California (Sacramento) California (Sacramento) California State Dept. of Education, Sacramento. THE SUMMER PROGRAM IS PART OF A PROGRAM IN WHICH SECOND-GRADE GIFTED STUDENTS ARE GIVEN INSTRUCTION IN BASIC THIRD-GRADE SKILLS IN LANGUAGE AND ARITHMETIC DURING THE SPRING SEMESTER. THE SUMMER SESSION PROVIDES FOR IMPROVEMENT IN THESE SKILLS ON AN INDIVIDUAL BASIS AND FOR ENRICHMENT IN SOCIAL STUDIES. THE UNIT ON THE AMERICAN INDIAN DESCRIBED IS FOR THAT PURPOSE. IN IT THE BASIC GENERALIZATIONS OF EACH OF THE SOCIAL SCIENCES SHOULD BE EMPHASIZED, INCLUDING HISTORY, GEOGRAPHY, ANTHROPOLOGY, ECONOMICS, POLITICAL SCIENCE, PSYCHOLOGY, PHILOSOPHY AND SOCIOLOGY. SPECIFIC PURPOSES ARE--TO TEACH APPRECIATION OF THE CONTRIBUTION OF THE INDIANS, ESPECIALLY THE HOPI AND NAVAJO, TO AMERICAN CIVILIZATION, TO DO RESEARCH, TO PARTICIPATE IN ARTS AND CRAFTS, AND TO BE INTRODUCED TO THE GEOGRAPHY OF NORTH AMERICA AND HISTORICAL DEVELOPMENT. OPPORTUNITY SHOULD BE PROVIDED FOR INDIVIDUAL STUDY AND PROJECTS WHICH REQUIRE THE CREATIVE USE OF READING, WRITING, AND SPEAKING. AN OVERVIEW OF THE AMERICAN INDIAN IS GIVEN, WITH DESCRIPTIONS ACCORDING TO GEOGRAPHIC AREA. MAPS AND ILLUSTRATIONS ARE INCLUDED. THE NEXT SECTION COMPARES SOME OF THE TRAITS, VALUES, AND IDEALS OF THE AMERICAN INDIAN WITH THOSE OF AMERICANS OF NONINDIAN EXTRACTION. THE APPENDIX CONTAINS A SUGGESTED 6-WEEK PLAN FOR INDIAN UNIT STUDY, POETRY, A SAMPLE CHART OF INDIAN NAMES, INDIAN WORDS, DRAMATIC PLAY, CONSTRUCTION PROJECTS, SAMPLE TESTS, INDIAN RHYTHMS AND SOURCE MATERIALS. ED001850 A RESOURCE GUIDE FOR THIRD GRADE SUMMER SCHOOL ACCELERATION CLASSES. THE AMERICAN INDIAN--A STUDY OF LIFE IN A PRIMITIVE CULTURE. 1963-00-00 143 N/A 1965 2016-11-22

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No Audiovisual Aids Curriculum Guides Grade 9 Instructional Materials Mathematics Mathematics Curriculum Mathematics Instruction Slow Learners California (Grossmont) California Grossmont Union High School District, CA. IN TEACHING THE SLOW LEARNER, LITTLE USE SHOULD BE MADE OF READING AND BOOK STUDY. THESE PUPILS HAVE TROUBLE IN DEFINING, DISTINGUISHING, ANALYZING, AND MEMORIZING, AND ARE LOW IN ACHIEVEMENT, DOMINANCE, IMAGINATION, AND CURIOSITY. THEIR ACTIVITIES SHOULD BE SIMPLE, WITH EMPHASIS ON THE CONSTRUCTIONAL AND MANUAL. CLASS ROUTINE SHOULD BE STRICT AND WORK PRESENTED IN PRACTICAL SITUATIONS. CURRICULAR CONTENT OF MATHEMATICS SHOULD BE RELATED TO THE ROLE THE SLOW LEARNER WILL SOON PLAY AS AN ADULT CONSUMER. ITEMS TO BE INCLUDED ARE BUDGET PLANNING, INSTALLMENT BUYING, SIMPLE MACHINES, ELECTRICITY, AND VOCATIONAL TRADES. A TYPICAL SUGGESTED COURSE OUTLINE FOR NINTH GRADERS IS GIVEN. TEXTS AND HELPFUL VISUAL AIDS AND PROCEDURES ARE SUGGESTED. INDIVIDUAL SUPERVISION IS USEFUL AND DRILL PROBLEMS AND THE CONTRACT SYSTEM OF WEEKLY ASSIGNMENTS CAN BE USED. THE UNITS, OBJECTIVES, AND VOCABULARY OF THE RETARDED LEARNER (RL) PROGRAM TO BE ADOPTED ARE GIVEN. THE SPECIFIC TEACHING GUIDE FOR THIS PROGRAM LISTS THE ACTIVITIES TO BE UNDERTAKEN, THE TEACHER'S ROLE IN EACH, AND THE REASON EACH IS INCLUDED. THE APPENDIX CONTAINS A LIST OF AVAILABLE FILMS AND OTHER TEACHING AIDS, AND SAMPLE DRILLS AND TESTS. ED001851 TENTATIVE CURRICULUN GUIDE FOR AN RL PROGRAM MATHEMATICS. 77 N/A 1965 2016-11-22

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No Audiolingual Methods Audiovisual Aids Audiovisual Instruction Films Filmstrips French German Language Instruction Spanish KENNEDY, DORA F. Maryland (Upper Marlboro) Maryland Prince George's County Board of Education, Upper Marlboro, MD. FOUR TYPES OF VISUAL AIDS ARE DISCUSSED--(1) FILMS, (2) FILMSTRIPS, (3) SLIDES WITH OR WITHOUT NARRATIVE TAPES OR DISCS, AND (4) TAPES AND DISCS WITHOUT VISUAL MATERIALS. LESSONS USING VISUAL AIDS SHOULD BE PLANNED AS CAREFULLY AS ANY OTHER LESSON. CHILDREN SHOULD NOT ACQUIRE THE ATTITUDE THAT THEY ARE BEING ENTERTAINED. FOREIGN LANGUAGE MATERIAL SHOULD BE PLAYED SEVERAL TIMES AND THE SKILL OF NOTE-TAKING IN THE LANGUAGE DEVELOPED. SUGGESTED STEPS FOR THE USE OF FILMS ARE--(1) TEACHER PREVIEW AND PREPARATION, (2) NEW MATERIAL PREPARED FOR STUDENTS. (3) STUDENT VIEWING AND ORAL PARTICIPATION, (4) FOLLOWUP WORK, ORAL AND WRITTEN, AND (5) REREADING OF THE TEXTBOOK. A SAMPLE SPANISH QUIZ IS GIVEN, BASED ON A FILM ABOUT MEXICO. TAPES AND DISCS ARE TO BE PRESENTED WITH THE TEXTBOOKS. THEY SHOULD BE PLAYED SEVERAL TIMES AND ORAL AND WRITTEN TESTS GIVEN ON CONTENT. A LIST OF MATERIALS IS GIVEN FOR SPANISH, GERMAN, AND FRENCH. ED001852 THE USE OF NARRATIVE-TYPE AUDIO-VISUAL MATERIALS FOR ENRICHMENT IN FOREIGN LANGUAGE TEACHING (MODERN LANGUAGE AND LATIN). 1961-02-00 15 N/A 1965 2016-11-22

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No Comprehension Critical Reading Intellectual Development Junior High Schools Reading Reading Materials Reading Skills Teaching Guides Vocabulary Development Vocabulary Skills MILLS, JAMES D. Ohio (Cleveland) Ohio (Cleveland) Cleveland Public Schools, OH. A MANUAL DESIGNED TO ASSIST TEACHERS IN THEIR EFFORTS TO IMPROVE THE READING SKILLS OF THEIR STUDENTS IS PRESENTED. IT IS BASED ON THE ASSUMPTION THAT READING CAN AND SHOULD BE TAUGHT AS AN INTEGRAL PART OF THE INSTRUCTION IN ALL SUBJECT AREAS. THE STUDENT SHOULD LEARN TO DIFFERENTIATE BETWEEN FACTUAL READING, IMAGINATIVE READING, INTERPRETATIVE READING, AND ENTERTAINING READING. THE MATERIAL PRESENTED IS APPLICABLE TO VARIOUS SUBJECT AREAS AND PROVIDES ACTUAL PROCEDURES WHICH MAY BE USED IN THE CLASSROOM. WORD ATTACK SKILLS ENABLE THE STUDENT TO DETERMINE THE PRONUNCIATION AND IN SOME CASE THE MEANING OF NEW WORDS. PHONETIC AND STRUCTURAL ANALYSIS ARE EMPHASIZED, VOCABULARY SKILLS INCLUDE DRAWING MEANING FROM CONTEXT CLUES, EXTENDING WORD MEANINGS THROUGH ROOTS, UNDERSTANDING THE PURPOSE, VALUE, AND USE OF THE DICTIONARY, UNDERSTANDING SHIFTS IN THE MEANING OF WORDS, AND EXTENDING WORD MEANINGS USING SYNONYMS, ANTONYMS, AND HOMONYMS. THE COMPREHENSION SKILLS WHICH SHOULD BE TAUGHT ARE IDENTIFYING MAIN IDEAS, IDENTIFYING SIGNIFICANT DETAILS AND RELATING THEM TO THE IDEAS, SELECTING IMPORTANT WORDS, PHASES, AND PASSAGES, UNDERSTANDING TIME SEQUENCES, DISTINGUISHING BETWEEN FACTUAL STATEMENTS AND JUDGMENTS, RECOGNIZING AN AUTHOR'S POINT OF VIEW, CREATIVE THINKING, AND CRITICAL INTERPRETATION. SUGGESTIONS ARE GIVEN FOR HELPING CHILDREN READ DIFFERENT TYPES OF MATERIALS MORE RAPIDLY. OBSTACLES TO RAPID READING SUCH AS LIP READING, REGRESSING, AND LACK OF CONCENTRATION MUST BE ELIMINATED, THE SPEED MUST BE ADJUSTED TO THE TYPE OF MATERIAL. CHILDREN CAN BE TAUGHT TO MAKE USE OF TYPOGRAPHICAL AIDS AND WORD SIGNALS. ED001853 A READING GUIDE FOR JUNIOR HIGH TEACHERS. 29 N/A 1965 2016-11-22

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No Audiovisual Aids Current Events Curriculum Guides English Instructional Materials Language Skills Learning Problems Mental Retardation Personality Development Programed Instructional Materials Reading Slow Learners Social Studies Spelling Writing Skills California (Grossmont) California Grossmont Union High School District, CA. A CURRICULUM GUIDE FOR THE SLOW LEARNER IS PRESENTED. AREAS OF CONCENTRATION ARE--(1) IDENTIFICATION AND UNDERSTANDING OF THE CHARACTERISTICS OF THE SLOW LEARNER, (2) DISCOVERY AND DEVELOPMENT OF AVAILABLE MATERIALS AND SUITABLE METHODS, AND (3) DEVELOPMENT OF POSSIBLE CLASSROOM UNITS AND EVALUATION PROCEDURES FOR THE RL PROGRAM. IN TEACHING THE SLOW LEARNER, LITTLE USE SHOULD BE MADE OF READING AND BOOK STUDY. THESE PUPILS HAVE TROUBLE IN DEFINING, DISTINGUISHING, ANALYZING AND MEMORIZING, ARE LOW IN ACHIEVEMENT, DOMINANCE, IMAGINATION, AND CURIOSITY, AND CANNOT BE PRESSURED. THEY SHOULD BE TAUGHT WITH PICTURES, CHARTS, AND THINGS THEY CAN HANDLE. EMPHASIS SHOULD BE PLACED ON READING MODERN LITERATURE AND MAGAZINES RELATED TO STUDENT INTEREST AND NEEDS. CURRENT EVENTS SHOULD BE EMPHASIZED IN SOCIAL STUDIES. A REGULAR CLASS PROCEDURE SHOULD BE ESTABLISHED, WITH ACTIVITIES OF SHORT DURATION. UNITS SHOULD LEAD TO ORAL AND, OR, WRITTEN EXERCISES. SUGGESTED UNITS ARE--ORIENTATION, READING AND WRITING PLACEMENT, WRITING FORM, STUDY-SKILLS, USE OF THE LIBRARY, REFERENCE MATERIALS, BUILDING THE SENTENCE, SPELLING, THE DICTIONARY, CHOOSING A VOCATION, APPLYING FOR A JOB, THE INTERVIEW, USE OF THE TELEPHONE, THE SIMPLE BUSINESS REPORT. SECOND SEMESTER FOCUSES ON PERSONAL DEVELOPMENT, UNIT TOPICS INCLUDE ATTITUDES, HOBBIES, PERSONALITY DEVELOPMENT, COMMUNITY RESPONSIBILITIES, PARENT-STUDENT RELATIONSHIPS, PREJUDICE, AND THE ESTABLISHMENT OF A HOME. EXTENSIVE INSTRUCTIONS ARE GIVEN FOR THE TEACHING OF WRITING, SPELLING, READING, ORAL PRESENTATION, STUDY SKILLS, AND ORIENTATION UNITS. AN INEXPENSIVE METHOD OF UTILIZING TEACHER-CREATED PROGRAMED MATERIALS IS PROPOSED. ED001854 TENTATIVE CURRICULUM GUIDE FOR AN RL PROGRAM, ENGLISH. 109 N/A 1965 2016-11-22

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No Beginning Reading Reading Reading Development Reading Instruction Reading Readiness Reading Readiness Tests Reading Research Research GUNDERSON, DORIS V. DISTRICT OF COLUMBIA District of Columbia Office of Education (DHEW), Washington, DC. RESEARCH IS COMPILED ON THE TOPIC OF READING READINESS. NUMEROUS RESEARCH STUDIES HAVE DEMONSTRATED THAT CHILDREN VARY GREATLY IN THE DEGREE TO WHICH THEY POSSESS "READING READINESS" AND THAT CHILDREN ARE DEFINITELY AIDED BY A READING READINESS PROGRAM. DISAGREEMENT EXISTS AMONG READING AUTHORITIES ON CERTAIN ASPECTS OF READINESS. AREAS OF DISCUSSION INCLUDE THE DESCRIPTION AND IMPORTANCE OF THE ACTUAL FACTORS DETERMINING READINESS, THE PROPER FUNCTION OF A READING READINESS TEST, THE LENGTH OF TIME TO BE SPENT IN A READINESS PROGRAM, THE PROPER AGE TO BEGIN READING, AND THE NATURE AND EXTENT OF THE ROLE ASSUMED BY THE FAMILY AND HOME IN DEVELOPING READING READINESS. THE RESEARCH FINDINGS AND DISAGREEMENTS OF INTERPRETATION IN EACH OF THESE AREAS ARE REPORTED AND DISCUSSED. THERE IS A DISTINCT NEED FOR FURTHER RESEARCH IN READINESS FOR BEGINNING READING. A NUMBER OF AREAS HAVE NOT BEEN INVESTIGATED, AND MANY RESEARCH STUDIES LACK STATISTICALLY SOUND STRUCTURING. AS THE BASE OF KNOWLEDGE CONCERNING READING READINESS BECOMES FIRMER WITH CONTINUED RESEARCH, THE TEACHING OF READING READINESS WILL BE STRENGHTHENED. ED001855 RESEARCH IN READING READINESS. 1964-00-00 42 N/A 1965 2016-11-22

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No Behavior Patterns Child Development Classification Developmental Tasks Infant Behavior Object Manipulation Preschool Children Psychological Testing Serial Ordering Spontaneous Behavior JOHNSON, LINDA J. RICCIUTI, HENRY D. New York (Ithaca) New York A MAIN PROBLEM ARISING IN THE STUDY OF CATEGORIZING BEHAVIOR IN PRESCHOOL CHILDREN BY MEANS OF SORTING PROCEDURES WAS THAT PERFORMANCE APPEARED TO BE VERY MUCH A FUNCTION OF THE CHILD'S COMPREHENSION OF THE PARTICULAR VERBAL INSTRUCTIONS EMPLOYED BY THE EXPERIMENTER IN PRESENTING THE TASK. THE SPECIFIC AIMS OF THE FIRST STUDY WERE TO INVESTIGATE THE NATURE AND FREQUENCY OF OCCURRENCE OF COGNITIVELY STRUCTURED OBJECT MANIPULATIONS IN INFANTS AND TO ASSESS THE ROLE OF SEVERAL DIFFERENT STIMULUS CONTRASTS IN THE INSTIGATION OF SUCH BEHAVIOR. NO SPECIFIC SORTING INSTRUCTIONS WERE GIVEN, BUT INFANTS WERE SIMPLY ENCOURAGED TO "PLAY WITH" OR "FIX" THE TEST OBJECTS. THE PURPOSES OF THE FOLLOWUP STUDY WERE TO EXAMINE CHANGES IN THE NATURE AND FREQUENCY OF OCCURRENCE OF THE SERIAL ORDERING AND OBJECT GROUPING BEHAVIORS, TO EXAMINE CHANGES IN SOME OF THE QUALITATIVE FEATURES CHARACTERIZING THE CHILDREN'S OBJECT ARRANGEMENTS, AND TO SEE WHETHER INDIVIDUAL DIFFERENCES SHOWED ANY STABILITY OVER THE DEVELOPMENTAL INTERVAL BETWEEN THE FIRST AND SECOND TESTING. THE TESTING PROCEDURE FOR EACH TASK INVOLVED PLACING THE ARRAY OF TEST OBJECTS IN FRONT OF THE CHILD, WHO WAS THEN ENCOURAGED TO PLAY WITH THEM WITH SUCH COMMENTS AS "SEE THESE, YOU PLAY WITH THEM, YOU FIX THEM ALL UP." SINCE THE PROCEDURE WAS INTENDED TO ELICIT SPONTANEOUS BEHAVIOR, THE EXAMINER INTRUDED AS LITTLE AS POSSIBLE, EXCEPT TO ENCOURAGE THE CHILD TO CONTINUE TO PLAY WITH THE OBJECTS IF HE HAD BECOME DISINTERESTED. RESULTS SHOWED THAT, AT 20 MONTHS, THE MOST COMMON ORDERING BEHAVIOR CONSISTED OF SUCCESSIVE MANIPULATION OF FOUR OBJECTS OF ONE KIND. WHEN THE INFANTS WERE RETESTED AT 40 MONTHS, SUCCESSIVE MANIPULATION OF ALL EIGHT OBJECTS IN BOTH GROUPS OCCURRED MORE THAN THREE TIMES AS FREQUENTLY AS AT 20 MONTHS, EVEN WITH THE GENERAL INSTRUCTIONS SIMPLY TO "PLAY WITH," OR "FIX" THE OBJECTS. ED001856 DEVELOPMENTAL CHANGES IN CATEGORIZING BEHAVIOR FROM INFANCY TO THE EARLY PRESCHOOL YEARS. 1965-03-00 18 N/A 1965 2016-11-22

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No Basic Skills Childhood Interests Childhood Needs Concept Formation Curriculum Development Educational Philosophy Learning Processes Primary Education Social Experience Socialization Teacher Role WINSOR, CHARLOTTE B. New York (New York) New York (New York) Bank Street Coll. of Education, New York, NY. IT IS SUGGESTED THAT THE CONCEPTS OF THE WORLD MUST BE PRESENTED TO YOUNG CHILDREN IN A DYNAMIC AND TANGIBLE WAY. THE WRITER SPEAKS OF THE SCHOOL AS A COMMUNITY OF MEN IN MICROCOSM. THE ACQUISITION OF THE TOOLS OF LEARNING, THE UNDERSTANDING OF THE SYMBOLISM IN OUR CULTURE, THE PROCESSES OF ABSTRACT LEARNING AND MEANING, AND THE UNDERSTANDING OF OUR SOCIETY AND THE WAYS IN WHICH MAN HAS AND COULD HAVE MANIPULATED HIS ENVIRONMENT TO SUIT HIS NEEDS ARE THE GOALS OF THE SOCIAL EDUCATION OF YOUNG CHILDREN. THE TEACHER, IN HER ROLE AS THE CARRIER OF EXPERIENCE AND CLARIFIER OF IDEAS, MUST AVOID THE POSSIBLITIES OF CONFUSION, LACK OF GRASP, AND LACK OF CONTENTMENT WITHIN THE LEARNING PROCESS IN ORDER TO PROVIDE A SOURCE FROM WHICH CHILDREN DERIVE THE PLEASURE OF FINDING OUT WHAT TO KNOW AND WHAT TO DO WITH WHAT THEY KNOW. THE CONCEPT OF THE SCHOOL AS A COMMUNITY OF MEN WHO LEARN BY PLAYING AND DOING, WHEN EMPLOYED AS THE BASIS FOR THE SOCIAL EDUCATION OF THE YOUNG, PROVIDES THE CHILD WITH DIVIDENDS IN TERMS OF HIS OWN PLEASURE, DESIRES, NEEDS, AND INTERESTS. THIS TECHNIQUE STUDIES SOCIAL EXPERIENCES, THE CHILDREN'S EXPERIENCES REFLECT THE BASIC NEEDS OF THE ADULT COMMUNITY. IT WILL ENABLE THE TEACHER TO TAKE CUES FROM EXPRESSED INTERESTS OF THE CHILDREN. THUS SHE CAN ATTACH IMMEDIATE MEANING TO THE BASIC SKILLS WHICH SHE IS STRIVING TO TEACH THESE YOUNSTERS AND BETTER PROVIDE FOR THEIR NEEDS. ED001857 SOCIAL EDUCATION OF YOUNG CHILDREN. 1 N/A 1965 2016-11-22

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No Adjustment (to Environment) Basic Skills Child Development Childhood Needs Classroom Environment Creative Expression Cultural Education Curriculum Guides Educational Change Group Experience Growth Patterns Kindergarten Parent Participation Physical Activities Self Concept Teacher Education Teaching Guides PATTERSON, MILDRED AND OTHERS Wilmington Public Schools, DE. IN ORDER THAT BOTH CONTENT AND METHOD OF KINDERGARTEN TEACHING BE BROUGHT INTO HARMONY WITH THE PROGRESS OF KNOWLEDGE AND WITH CURRENT DEMANDS, CURRICULUM GUIDES SHOULD BE AVAILABLE AND CONSTANTLY UNDER REVISION. THE MATERIALS IN THIS HANDBOOK ARE GEARED TO HELP TEACHERS IN THE PERFORMANCE OF THEIR TASKS. THE DEVELOPMENTAL CHARACTERISTICS OF ELEMENTARY CHILDREN ARE GIVEN. THE PHYSICAL, SOCIAL, EMOTIONAL, AND MENTAL GROWTH PATTERNS ARE INCLUDED FOR AGES 4 THROUGH 12 YEARS. METHODS ARE SUGGESTED FOR PLANNING THE FIRST DAYS IN SCHOOL. A DESCRIPTIVE ACCOUNT ILLUSTRATES A GOOD DAY IN THE KINDERGARTEN. THE ENVIRONMENT AND ATMOSPHERE ARE IMPORTANT TO A GOOD PROGRAM. A CHART GIVES AN OVERVIEW OF THE CURRICULUM NEEDS OF AGES 4 THROUGH 12 YEARS IN TERMS OF SKILLS, GROUP FUNCTIONING, SELF-KNOWLEDGE, AND KNOWLEDGE OF THE WORLD. THE CURRICULUM SERVES THE PHYSICAL NEEDS OF THE CHILDREN THROUGH PHYSICAL ACTIVITY AND DEVELOPMENT OF MUSCLE COORDINATION. OUTLETS FOR CREATIVE EXPRESSION SHOULD BE PROVIDED. CREATIVE LANGUAGE EXPERIENCES PREPARE FOR LATER LEARNING. LEARNING IN SOCIAL STUDIES, NUMBER CONCEPTS, SCIENCE, AND NATURE STUDY CAN BE ADVANCED PROJECTS, EXPERIMENTS, AND EXCURSIONS. SUGGESTIONS ARE GIVEN. ART AND MUSIC ACTIVITIES ARE SUGGESTED THAT SHOULD INCORPORATE PARTICIPATION AND APPRECIATION. EDUCATION IN HEALTH ATTITUDES AND HABITS SHOULD BE INCLUDED IN THE CURRICULUM. GAMES AND GROUP PLAY ARE IMPORTANT TO THE CURRICULUM. SUGGESTIONS ARE MADE FOR INDOOR AND OUTDOOR EQUIPMENT. ED001858 KINDERGARTEN HANDBOOK, A SUPPLEMENTARY BULLETIN. 1962-00-00 61 N/A 1965 8/17/2004 22:22:59 DISA1965

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No Adjustment (to Environment) Communication Skills Community Action Creative Expression Cultural Enrichment Disadvantaged Early Admission Hygiene Language Skills Longitudinal Studies Parent Participation Preschool Education EARLY SCHOOL ADMISSIONS PROJECT Maryland (Baltimore) Maryland (Baltimore) Baltimore City Public Schools, MD. THE EDUCATIONAL NEEDS OF THE CITY OF BALTIMORE HAVE INCREASED IN A PERIOD WHEN ITS ABILITY TO SUPPORT EDUCATION HAS DECREASED. THE NUMBER OF CULTURALLY DEPRIVED CHILDREN WITH SPECIAL EDUCATIONAL NEEDS HAS INCREASED. FACTORS USED TO IDENTIFY CULTURAL DEPRIVATION INCLUDE POPULATION DENSITY OF THE AREA, DIVORCE RATE, VALUE AND CONDITION OF HOMES, STUDENT NONPROMOTION RATE, AND STUDENT GRADE LEVELS IN ARITHMETIC AND READING. THIS PROJECT IS DESIGNED TO ACCELERATE THE ACHIEVEMENT OF DISADVANTAGED CHILDREN, TO IDENTIFY THE TALENTED, TO HEIGHTEN THEIR ASPIRATIONS, AND TO DEVELOP IN THEM THE SKILLS NECESSARY FOR FULL AND MATURE CITIZENSHIP. THE PROGRAM PREPARES 4- AND 5-YEAR-OLD CHILDREN FOR A REGULAR ELEMENTARY SCHOOL PROGRAM BY REDUCING GAPS IN "CULTURAL EXPERIENCES." EACH CENTER IS STAFFED BY A SENIOR TEACHER AND AN ASSISTANT TEACHER. A TEACHER'S AIDE HELPS WITH CLERICAL AND NONTEACHING DUTIES. PARENTAL INVOLVEMENT IS OF CENTRAL IMPORTANCE. ALTHOUGH THE PROJECT WILL FOCUS ON LANGUAGE SKILLS AND COMMUNICATION EXPERIENCES, IT WILL ALSO SEEK TO WIDEN THE CULTURAL HORIZONS OF THE CHILDREN. MAJOR EMPHASISI WILL BE PLACED ON EXPRESSIVE ACTIVITIES. IMAGINATIVE LITERATURE WILL BE READ TO THE CHILDREN, AND THEY WILL BE INSTRUCTED IN PERSONAL HYGIENE. ALL COMMUNITY ORGANIZATIONS AND AGENCIES WILL BE CALLED ON TO HELP WITH RESEARCH ON CULTURAL DEPRIVATION AND WITH SELECTION OF PARTICIPANTS. ED001859 AN EARLY SCHOOL ADMISSIONS PROJECT. RELATED TO IN-SCHOOL LEARNING ACTIVITIES AND EXPERIENCES FOR CULTURALLY DEPRIVED CHILDREN. 1962-07-01 72 N/A 1965 2016-11-22

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No Adjustment (to Environment) Communication Skills Community Action Cultural Enrichment Disadvantaged Early Admission Language Skills Learning Experience Longitudinal Studies Parent Participation Preschool Education HARDING, ALICE C. EARLY SCHOOL ADMISSIONS PROJECT Maryland (Baltimore) Maryland (Baltimore) FOUR- AND FIVE-YEAR-OLD CHILDREN ATTEND DAILY SESSIONS AT EACH OF FOUR EARLY ADMISSIONS CENTERS. THESE CHILDREN LIVE IN DEPRESSED LOW-ECONOMIC AREAS. THEIR VOCABULARIES ARE VERY LIMITED, AND THEIR RESTRICTED LIVES HAVE NOT PERMITTED THEM TO DEVELOP THE NECESSARY STORE OF BASIC CONCEPTS OR THE SOCIAL MATURITY NEEDED FOR SCHOOL. A CENTER BECOMES A WORLD OF SURPRISES FOR SUCH A CHILD AS HE IS ENCOURAGED TO TALK, RUN, AND SING. TEACHERS HELP CHILDREN IMPROVE ENUNCIATION AND VOCABULARY THROUGH STORIES AND GAMES. LUNCHTIME INTRODUCES THE CHILDREN TO MANY NEW FOODS AND TO BASIC TABLE MANNERS. CLASS PROJECTS INCLUDE GROWING PLANTS AND CARING FOR A CLASS PET. BECAUSE SCHOOL BUSES ARE AVAILABLE, THE CENTERS ARE ABLE TO SCHEDULE NUMEROUS EXCURSIONS. A SENIOR TEACHER, AN ASSISTANT TEACHER, A TEACHING AIDE, AND VOLUNTEER HELPERS, ONE FOR EACH DAY OF THE WEEK, COMPOSE A CENTER'S ADULT COMPONENT. ED001860 TO BE CONTINUED, THE STORY OF THE BALTIMORE EARLY SCHOOL ADMISSIONS PROJECT. 1964-09-00 1 N/A 1965 2016-11-22

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No Adjustment (to Environment) Communication Skills Community Action Creative Expression Cultural Enrichment Disadvantaged Early Admission Group Experience Language Skills Longitudinal Studies Parent Participation Preschool Education Problem Solving Sensory Experience Maryland (Baltimore) PROJECT HELP EARLY SCHOOL ADMISSIONS PROGRAM Maryland (Baltimore) Baltimore City Public Schools, MD. "PROJECT HELP" REPRESENTS AN EDUCATIONAL PROGRAM DESIGNED TO ENRICH THE LIVES OR 4- AND 5-YEAR-OLD CULTURALLY DEPRIVED CHILDREN. IT IS A RESEARCH PROJECT DESIGNED TO DISCOVER WAYS TO ACCELERATE THE ACHIEVEMENT OF CHILDREN LIMITED IN THEIR DEVELOPMENT BY ENVIRONMENTAL FACTORS BEYOND THEIR CONTROL, TO INCREASE PARENTAL UNDERSTANDING AND RESPONSIBILITY FOR THE EDUCATION OF THEIR CHILDREN, AND TO MOBILIZE COMMUNITY RESOURCES TO HELP PEOPLE IN DEPRESSED AREAS. FROM FEBRUARY THROUGH JUNE 1963, TWO CENTERS WERE OPERATED ON A TEST BASIS TO TRY OUT PROCEDURES AND TECHNIQUES. ONE SCHOOL WAS LOCATED IN AN INTEGRATED COMMUNITY, THE OTHER, IN AN ALL-WHITE LOW SOCIOECONOMIC LEVEL AREA. ONE SCHOOL HELD HALF-DAY SESSIONS, THE OTHER OPERATED ON A FULL-DAY BASIS. AFTER QUALIFIED STAFF WERE CHOSEN, AN ORIENTATION OF FIVE MEETINGS WAS HELD IN WHICH THE PERSONNEL WERE INTRODUCED TO THE FACILITIES AND PERSONNEL OF THE CENTER SCHOOLS, CONSIDERATION WAS GIVEN TO PLANNING A CURRICULUM AND TO POSSIBLE USE OF EXPERIMENTAL MATERIALS. EMPHASIS WAS PLACED ON COMMUNICATION SKILLS, THE PROBLEM SOLVING APPROACH TO LEARNING, AND THE IMPORTANCE OF SENSORY ELEMENTS. ATTENTION WAS FOCUSSED ON ART, MUSIC, AND PHYSICAL EDUCATION. VOLUNTEERS MADE AN INVALUABLE CONTRIBUTION IN ASSISTING THE TEACHING STAFF. TEACHERS IDENTIFIED GROWTH IN THE CHILDREN DURING THE FIRST PERIOD IN AREAS OF VERBAL ABILITY, QUESTIONING AND CURIOSITY, EASE IN FOLLOWING DIRECTIONS, CARE IN PERSONAL NEEDS, AND COOPERATIVE PLAY. RETESTING AT THE END OF THE 5-MONTH EXPERIENCE INDICATED VERY SIGNIFICANT CHANGES WHICH CANNOT BE ATTRIBUTED TO CHANCE. ED001861 AN EARLY SCHOOL ADMISSION PORJECT. PROGRESS REPORT 1962-1963. 1963-09-01 92 N/A 1965 2016-11-22

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No Aphasia Clinics Communication Problems Program Evaluation Speech Handicaps Speech Therapy HARRINGTON, JOHN D. New York (New York) New York (New York) THE PROGRAM AT P.S. 158-M FOR "APHASIC" CHILDREN PROVIDES THE PROPER SETTING (SMALL CLASSES, HIGHLY MOTIVATED AND EXCELLENT TEACHERS, DIRECT SUPERVISORY INSTRUCTION, AND ADMINISTRATIVE SUPPORT) IN WHICH TO STUDY THE PARTICULAR CHILD AND HIS CAPACITIES AND INCAPACITIES. COMMUNICATION AND LANGUAGE ARE DEVELOPED USING INDIVIDUAL AND GROUP APPROACHES. OFTEN RELATED BEHAVIOR PROBLEMS AND POOR SOCIAL REACTIONS SHOULD BE CONTROLLED BEFORE THE CHILD CAN RESPOND TO TRAINING. AFTER CLINICAL DIAGNOSIS, EDUCATIONAL EVALUATION IS PERFORMED BY THE TEACHER, HER RESULTS ARE STATED IN TERMS OF LEARNING NEEDS. THE TEACHER THEN BEGINS THE PROGRAM, WHICH IS DESIGNED FOR THE CHILD'S NEEDS. TEACHERS ARE SELECTED FOR THEIR TRAINING IN BASIC ELEMENTARY EDUCATION, EDUCATION OF THE DEAF AND HARD OF HEARING, AND SPEECH PATHOLOGY AND EDUCATION. METHODOLOGY IS DRAWN FROM CURRENT LITERATURE. POLICY IS THEN BASED UPON THE EVALUATION OF THE SUCCESS OF APPLIED METHODS IN MEETING PARTICULAR NEEDS. SPECIAL SERVICES INCLUDE SPECIAL TEACHERS, COUNSELING SERVICE, EDUCATIONAL REEVALUATION, AND SOCIAL AND PSYCHOLOGICAL SERVICES. ED001862 CHILDREN WITH LANGUAGE IMPAIRMENTS, A SPECIAL PROGRAM OF THE SCHOOL FOR THE DEAF AT P.S. 158-M. 1965-00-00 1 N/A 1965 2016-11-22

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No Analytic Geometry Curriculum Guides Fused Curriculum Geometry Mathematics Curriculum Plane Geometry Secondary Education Solid Geometry Teaching Methods KLIER, KATHERINE M. Maryland (Towson) Maryland Baltimore County Public Schools, Towson, MD. PRESENTED IS A FUSED COURSE IN PLANE, SOLID, AND COORDINATE GEOMETRY. ELEMENTARY SET THEORY, LOGIC, AND THE PRINCIPLE OF SEPARATION PROVIDE UNIFYING THREADS THROUGHOUT THE TEXT. THE TWO CURRICULUM GUIDES HAVE BEEN PREPARED FOR USE WITH TWO DIFFERENT TEXTS. EITHER CURRICULUM GUIDE MAY BE USED DEPENDING UPON THE CHOICE OF THE TEACHER AND THE NEEDS OF THE STUDENTS. GUIDE A IS PRESENTED IN 11 UNITS WITH ONE INTRODUCTORY UNIT ON SETS. UNITS ARE AS FOLLOWS--(1) POINTS, LINES, PLANES, AND SPACE, (2) TRIANGLES, (3) ESSENTIALS IN PROOF, (4) INTRODUCTION TO FORMAL PROOF, (5) PARALLEL AND PERPENDICULAR LINES AND PLANES, (6) SIMILARITIES, (7) COORDINATE GEOMETRY, (8) POLYGONS AND POLYHEDRONS, (9) CIRCLES AND SPHERES, (10) AREAS OF PLANE FIGURES, AND (11) AREAS AND VOLUMES OF SOLID FIGURES. GUIDE B IS PRESENTED IN 13 UNITS AS FOLLOWS--(1) ELEMENTS OF GEOMETRY. (2) INTRODUCTION - A METHOD OF DISCOVERY,(3) DEDUCTION AND PROOF, (4) ANGLE RELATIONSHIPS AND PERPENDICULAR LINES, (5) PARALLEL LINES AND PLANES, (6) CONGRUENT TRIANGLES, (7) SIMILAR TRIANGLES, (8) CIRCLES, ARCS, AND ANGLES, (9) METHODS OF COORDINATE GEOMETRY, (10) PROOFS USING COORDINATE GEOMETRY, (11) AREAS OF POLYGONS AND CIRCLES (12) AREAS AND VOLUMES OF SOLIDS, AND (13) CONSTRUCTIONS AND LOCI. CROSS REFERENCES ARE GIVEN IN EACH OF TWO TEXTBOOKS USED. THE SYLLABUS IS BASED ON MUCH OF THE THINKING OF THE COMMISSION ON MATHEMATICS OF THE COLLEGE ENTRANCE EXAMINATION BOARD AND THE SCHOOL MATHEMATICS STUDY GROUP. ED001863 GEOMETRY, TENTATIVE GUIDES. 1963-00-00 240 N/A 1965 2016-11-22

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No Classification Classroom Communication Cognitive Processes Learning Processes Student Teacher Relationship Verbal Communication ASCHNER, MARY JANE AND OTHERS Illinois (Urbana) Illinois (Urbana) Illinois Univ., Urbana. Inst. of Research for Exceptional Children. A SYSTEM FOR CLASSIFYING THOUGHT PROCESSES IN THE CONTEXT OF CLASSROOM VERBAL INTERACTION IS PRESENTED. THE DEVELOPMENT OF THE SYSTEM IS NECESSARY TO THE STUDY OF THE VERBAL PERFORMANCE OF TEACHERS AND STUDENTS TO ASSESS THE QUALITY OF THINKING THAT IS ELICITED AND EXPRESSED IN THE COURSE AND CONTEXT OF CLASSROOM OPERATION. VERBAL PERFORMANCES CONVEYED ON A TAPESCRIPT, WHICH IS A TAPE RECORDING SUPPLEMENTED BY AN OBSERVER'S DETAILED NOTES, CAN BE CLASSIFIED ACCORDING TO THIS SYSTEM. THE FIVE PRIMARY SETS OR GROUPS OF CATEGORIES ARE COGNITIVE MEMORY, CONVERGENT THINKING, EVALUATIVE THINKING, DIVERGENT THINKING, AND THE ROUTINE CATEGORY WHICH INCLUDES NOT ONLY THE TYPICAL TEACHER AND STUDENT MANEUVERINGS THAT CONSTITUTE THE FAMILAR CLASSROOM SCENE BUT ALSO CERTAIN TYPES OF DISCUSSION BEHAVIORS. A TABLE OF CATEGORIES WITH SHORT DEFINITIONS IS GIVEN, WITH EXAMPLES OF EACH TYPE. UNDER "ROUTINE" ARE INCLUDED THE TERMS--MANAGEMENT, STRUCTURING, VERDICT, AGREEMENT, SELF-REFERENCE, MUDDLED, AND HUMOR. UNDER "COGNITIVE-MEMORY" ARE INCLUDED--RECAPITULATION, CLARIFICATION, AND FACTUAL. UNDER "CONVERGENT THINKING" ARE INCLUDED THE TERMS--TRANSLATION, EXPLANATION, ASSOCIATION, AND CONCLUSION. UNDER "EVALUATIVE THINKING" ARE THE TERMS UNSTRUCTURED, STRUCTURED, AND QUALIFIED. UNDER "DIVERGENT THINKING" ARE INCLUDED ELABORATION, DIVERGENT ASSOCIATION IMPLICATIONS, AND SYNTHESIS. PROCEDURES FOR MAKING TAPESCRIPTS, CLASSIFICATION DISTINCTIONS, AND AN EXAMPLE OF A TAPESCRIPT ARE INCLUDED. ED001864 A SYSTEM FOR CLASSIFYING THOUGHT PROCESSES IN THE CONTEXT OF CLASSROOM VERBAL INTERACTION. 1962-04-00 59 N/A 1965 2016-11-22

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No Classroom Environment Concept Formation Concept Teaching English Learning Processes Logical Thinking Mathematics Productive Thinking Teaching Conditions Transfer of Training BROWN, JOHN H. HENRY, GEORGE H. NEWARK Delaware Univ., Newark. AN ENDEAVOR TO PULL TOGETHER FINDINGS FROM VARIOUS SOURCES ON THE NATURE OF THINKING, CREATING FROM THESE A HYPOTHESIS ON THE TEACHING OF THINKING AND THEN TESTING TO WHAT EXTENT IT IS VALID IN THE CLASSROOM, IS PRESENTED. A DEFINITION OF METHOD IN EDUCATION IS GIVEN. THE SPECIFIC ASPECT OF METHOD PROBED HERE IS THE EXTENT TO WHICH DIFFERENT SUBJECT MATTERS CAN BE DEALT WITH BY THE SAME LOGICAL PROCESS. THE TWO SUBJECT MATTERS CHOSEN, MATHEMATICS AND ENGLISH, ARE GENERALLY REGARDED AS OPPOSITE IN NATURE. THE PROCESS IS DESCRIBED BY WHICH A THEORY OF CONCEPT DEVELOPMENT GREW FROM THE THEORY OF METHOD AND WHICH IN TURN WORKED INTO A TEACHING DESIGN. THE OVERALL HYPOTHESIS TESTED WAS THAT A COMMON LOGIC RUNS THROUGH ALL DISCIPLINES, THAT PUPILS WOULD THINK BETTER IF EVERY DISCIPLINE DELIBERATELY EMPHASIZED THE COMMON STRATEGIES IDENTIFIED WITHIN THIS LOGIC, AND THAT A TRANSFER OF TRAINING CAN BE BASED ON THIS COMMON LOGIC. THE RESEARCH DESIGN AND STATISTICAL ANALYSIS ARE DESCRIBED, WITH A SAMPLE FROM THE TEACHING PLAN. THIS PROJECT REVEALS THAT TWO DISCIPLINES AS FAR APART AS ENGLISH AND MATHEMATICS CAN BE BROUGHT TOGETHER IN SUCH A WAY AS TO IMPROVE THE THINKING OF PUPILS IN EACH FIELD. ED001865 AN INQUIRY INTO THE NATURE OF CONCEPT DEVELOPMENT WITHIN THE ON-GOING CLASSROOM SITUATION. 230 N/A 1965 2016-11-22

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No Classroom Environment Curriculum Development Elementary Schools Enrichment Enrichment Activities Library Facilities GIBBONY, HAZEL L. COLUMBUS Ohio State Dept. of Education, Columbus. SUGGESTIONS FOR ENRICHMENT TEACHING ARE PRESENTED. THE SUGGESTIONS ARE DIVIDED UNDER ELEMENTARY CLASSROOM AND SECONDARY SCHOOL SUBJECTS. SOME OF THE SUGGESTIONS FOR ELEMENTARY SCHOOL ARE BULLETIN BOARDS, FIELD TRIPS, INDIVIDUAL PROJECTS, AND DISCUSSIONS. THESE SUGGESTIONS APPLY TO LANGUAGE ARTS, SOCIAL STUDIES, SCIENCE, ARITHMETIC AND FOREIGN LANGUAGES. ENRICHMENT IDEAS FOR SECONDARY SCHOOL SUBJECTS INCLUDE PROBLEM-SOLVING APPROACH, STUDENT SUGGESTIONS, FLEXIBLE CLASSROOM ARRANGEMENT, LIBRARY FACILITIES, AND WORK IN SMALL GROUPS. THESE SUGGESTIONS ARE APPLICABLE TO ENGLISH, SOCIAL STUDIES, SCIENCE, MATHEMATICS, MODERN LANGUAGES, AND LATIN. SUPPLEMENTARY LIBRARY ACTIVITIES, AUDIOVISUAL MATERIALS, AND A SELECTED BIBLIOGRAPHY ARE INCLUDED. ED001866 ENRICHMENT - CLASSROOM CHALLENGE. 1962-00-00 90 N/A 1965 2016-11-22

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No High Schools Junior High Schools Public Speaking Rhetoric Speech Communication Speech Curriculum Speech Instruction Speech Skills Verbal Communication BUYS, WILLIAM E. AND OTHERS Illinois (Springfield Illinois Illinois State Office of the Superintendent of Public Instruction, Springfield. THE IMPORTANCE OF EFFECTIVE SPEECH IN A DEMOCRATIC SOCIETY AND THE INCREASED STRESS UPON ORAL COMMUNICATION VIA MACHINES CURRENTLY BEING DEVELOPED DEMAND THAT INCREASED EMPHASIS BE GIVEN SPEECH AT ALL EDUCATIONAL LEVELS, ESPECIALLY THE SECONDARY LEVEL. ADEQUATE EQUIPMENT AND TRAINED PERSONNEL ARE ESSENTIAL FOR A MAXIMALLY EFFECTIVE PROGRAM. THE DEVELOPMENT, CONTENT, AND EVALUATION OF THE SPEECH CURRICULUM, AND SUGGESTED MATERIALS FOR THE SPEECH TEACHER ARE PRESENTED. THE SPEECH CURRICULUM SHOULD INCLUDE INSTRUCTION IN THE FOLLOWING AREAS--BASIC SKILLS IN ORAL COMMUNICATION, PUBLIC SPEAKING, DISCUSSION AND DEBATE, ORAL INTERPRETATION, EDUCATIONAL DRAMA, AND TELEVISION, WHEN FACILITIES ARE AVAILABLE. ALSO GIVEN ARE A CATEGORIZED BIBLIOGRAPHY, A LIST OF SOURCES OF SPEECH EDUCATION MATERIALS AND EQUIPMENT, A LIST OF PROFESSIONAL ORGANIZATIONS, AND A SELF-EVALUATION QUESTIONNAIRE. ED001867 COMMUNICATION IN THE HIGH SCHOOL CURRICULUM. SPEAKING AND LISTENING GRADES VII-XII. 1961-09-00 113 N/A 1965 2016-11-22

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No Advanced Placement Advanced Programs College Preparation College School Cooperation Laboratory Experiments Mathematical Experience Physics Science Instruction Teaching Guides MACGREGOR, ROBERT AND OTHERS New York (Albany) New York (Albany) New York State Education Dept., Albany. PROBLEMS OF PRESENTING A COLLEGE-LEVEL PHYSICS COURSE IN HIGH SCHOOL ARE CONSIDERED. FOR POSSIBLE SOLUTIONS IT DRAWS UPON THE EXPERIENCES OF THE SCHOOLS WHICH HAVE INCLUDED SUCH COURSES IN THEIR CURRICULUMS. THE FOLLOWING SUGGESTIONS ARE MADE--(1) MORE LABORATORY EXPERIENCE SHOULD BE PROVIDED THAN IS USUAL IN REGULAR COURSES. (2) HEAVY CONCENTRATION AND THOROUGH UNDERSTANDING OF MATHEMATICAL PRINCIPLES ARE VITAL. (3) INTELLIGENT ADMINISTRATION IS ESSENTIAL. (4) SCHEDULING MUST ALLOW ADEQUATE TIME FOR LAB AND LECTURES, AND CLASSES SHOULD HAVE A MAXIMUM OF 15 STUDENTS. (5) TEACHER LOAD MUST BE SMALLER THAN IS USUAL. (6) THE TEACHER SHOULD BE ACADEMICALLY SUPERIOR AND DEVOTED, WITH EXTENSIVE AND RECENT TRAINING. (7) SELECTION OF STUDENTS SHOULD BE BASED ON INTEREST, APTITUDE, PAST PERFORMANCE, AND COMPLETION OF HIGHER MATH COURSES. A COURSE OUTLINE AND SUGGESTED LAB EXPERIENCES ARE INCLUDED. ED001868 ADVANCED PLACEMENT PROGRAM IN PHYSICS. 106 N/A 1965 2016-11-22

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No Aphasia Art Education Art Expression Deafness Handicapped Children Nonverbal Learning Painting (Visual Arts) Student Needs Talent Identification SILVER, BAWLEY SIMON, CAROL T. New York (New York) New York (New York) USING ART AS A MEANS OF COMMUNICATION AND EXPRESSION, THE DEAF OR APHASIC CHILD CAN REMEMBER, IMAGINE, ASSOCIATE, GENERALIZE, AND EVALUATE WITHOUT LANGUAGE. PAINTING CAN ENABLE HIM TO DISCOVER AND TEST HIS POWERS, AND THUS MEET HIS EMOTIONAL NEEDS AS WELL AS PROVIDE AN OPPORTUNITY FOR HIS AESTHETIC GROWTH. THE CHILD MAY SHOW UNEXPECTED TALENT AND CREATIVITY IN THIS ATMOSPHERE FREE FROM ANXIETY OR INTERFERENCE. ED001869 ART AS A MEANS OF COMMUNICATION WITH DEAF AND APHASIC CHILDREN. 1 N/A 1965 2016-11-22

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No Academically Gifted Career Choice Gifted Guidance High Achievement High School Students Student Characteristics Student Motivation Talent SOCHEN, JUNE Illinois (Chicago) Illinois (Chicago) North Central Association of Colleges and Schools, Chicago, IL. THE CHARACTERISTICS, IDENTIFICATION, MOTIVATION, GUIDANCE AND ADMINISTRATIVE PROVISIONS OF TALENTED STUDENTS ARE PRESENTED. GIFTED CHILDREN ARE CHARACTERIZED BY THE EARLY DEVELOPMENT OF SELF-CRITICISM, INDEPENDENCE AND INITIATIVE IN THINKING, AND IN THE ABILITY TO SEE RELATIONSHIPS, TO MAKE ASSOCIATIONS, TO ADAPT PRINCIPLES TO CONCRETE SITUATIONS, AND TO OBSERVE AND REMEMBER DETAILS. A RESEARCH STUDY BY GETZELS AND JACKSON ON THE IDENTIFICATION OF THE GIFTED STATES THAT CREATIVITY APPEARS TO LIE IN THE ABILITY TO PRODUCE NEW FORMS, TO CONJOIN ELEMENTS THAT ARE CUSTOMARILY THOUGHT OF AS INDEPENDENT OR DISSIMILAR, NOT MERELY THE ABILITY FOR SEEING THE BIZARRE, BUT RATHER THE APTITUDE FOR ACHIEVING NEW MEANINGS HAVING SOCIAL VALUE. IN THE AREA OF MOTIVATION, A STUDY BY PIERCE AND BOWNAN SHOWS THAT HIGH ACHIEVING GIRLS AIM THEIR AMBITION TOWARDS COLLEGE OR MARRIAGE. SINCE MARRIAGE IS MORE DESIRABLE AND A SOCIALLY ACCEPTED GOAL, GIRLS OFTEN CHOOSE THIS COURSE AND TRANSFER THEIR ACHIEVEMENT DRIVE TO MARRYING AN ACHIEVER. IN GUIDANCE OF THE GIFTED, PROVISIONS SHOULD BE BASED UPON INDIVIDUAL NEEDS, RECORDS OF STUDENT PROGRESS, AND THE DEVELOPMENT OF A POSITIVE SELF-CONCEPT. ADMINISTRATIVE PROVISIONS INCLUDE ACCELERATION, ABILITY GROUPING, AND ENRICHMENT. ED001870 A RESUME OF SELECTED RESEARCH ON SUPERIOR AND TALENTED HIGH SCHOOL STUDENTS. 1961-00-00 21 N/A 1965 2016-11-22

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No Adult Education Curriculum Educational Planning Guidance Centers Guidance Programs High Schools Master Teachers Teacher Education Programs Teacher Role Vocational Education California (San Mateo) California San Mateo Union High School District, CA. THE COMPREHENSIVE HIGH SCHOOL SHOULD PROVIDE A BROAD GENERAL EDUCATION FOR ALL, WITH A PHASED CURRICULUM CENTERED ON MAJOR, SERVICEABLE IDEAS. IT SHOULD ALSO PROVIDE VOCATIONAL TRAINING AND GUIDANCE. IN A COMPREHENSIVE DISTRICT, IT CAN TRULY INDIVIDUALIZE INSTRUCTION. SPECIFIC CONSIDERATIONS ON WHICH THE NEED FOR A COMPREHENSIVE DISTRICT ARE BASED INCLUDED--(1) THE NEED OF SCHOOL YOUTH TO BE INTRODUCED TO THE WORLD OF WORK AS WELL AS TO THE PROFESSIONS AND CULTURE, (2) ADULTS AND OUT-OF-SCHOOL YOUTHS SHOULD BE PROVIDED WITH THE OPPORTUNITY FOR GENERAL EDUCATION AS WELL AS TECHNICAL-VOCATIONAL TRAINING, (3) THE TOTAL SYSTEM SHOULD BE FLEXIBLE, (4) LARGE HIGH SCHOOLS SHOULD BE REQUIRED TO AFFORD DIVERSIFIED AND WELL-BALANCED PROGRAMS, (5) SCHOOL DISTRICTS SHOULD BE LARGE ENOUGH TO PROVIDE A SUFFICIENT TAX BASE, (6) A PHASED CURRICULUM IS MORE APPROPRIATE THAN A TRACKED CURRICULUM, AND (7) SPECIAL HIGH SCHOOLS SHOULD BE DESIGNATED TO SERVE SPECIAL NEEDS. A GUIDANCE CENTER SHOULD BE PLANNED AND DEVELOPED WHERE PERSONNEL WOULD ADMINISTER AND COORDINATE THE SEPARATE ENTITIES. IT WOULD SERVE SECONDARY YOUTH, DROPOUTS, ADULTS RETURNING TO THE LABOR FORCE, AND ADULTS NEEDING RETRAINING. A SCHEDULE OF BASIC STUDIES IN AN EXTENDED DAY AND EVENING PROGRAM IS ALSO PROPOSED, AND TECHNICAL COURSES WOULD BE INCLUDED. A SYSTEM OF CHAIRS TO BE HELD BY MASTER TEACHERS IS PROPOSED AND THE HOLDERS WOULD CONSTITUTE A DISTRICT ACADEMY OF INSTRUCTION. FELLOWSHIPS WOULD BE AVAILABLE TO FACULTY MEMBERS WHO HAVE TENURE STATUS, AND THE HOLDERS WOULD HAVE THE OPPORTUNITY TO TEACH IN UNIQUE SUMMER PROGRAMS, TO ENROLL IN GRADUATE SCHOOL, TO PREPARE CLASSROOM PROJECTS, AND TO DRAW A SPECIAL STIPEND. PROJECTS WOULD BE MONITORED BY THE ACADEMY. ED001871 TOWARD A COMPREHENSIVE DISTRICT IN A "KNOW AND CARE" COMMUNITY. 31 N/A 1965 2016-11-22

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No Compensatory Education Curriculum Development Curriculum Guides Disadvantaged Early Admission Parent Teacher Cooperation Preschool Education Student Development BRUNNER, CATHERINECITY PUBLIC SCHOOLS, MD. EARLY SCHOOL ADMISSION PROJECT Maryland (Baltimore) Maryland (Baltimore) THE BALTIMORE PUBLIC SCHOOLS INSTITUTED A PRESCHOOL PROGRAM TO ENRICH THE LIVES OF 4- AND 5-YEAR-OLD, CULTURALLY DEPRIVED CHILDREN. THIS PROGRAM ATTEMPTED TO ESTABLISH A RAPPORT BETWEEN TEACHERS AND PARENTS, AND TO PREPARE THE CHILDREN FOR REGULAR SCHOOL CLASSES. THE CHILDREN WERE PUT IN A SENSORY-RICH LEARNING ENVIRONMENT TO AROUSE INTEREST, STIMULATE THINKING, AND PROVOKE QUESTIONING. A WARM, ACCEPTING ATMOSPHERE WAS PROVIDED IN ORDER TO DISPEL FEAR AND SUSPICION. A GUIDE FOR CURRICULUM DEVELOPMENT USED BY THE FOUR DISTRICTS PARTICIPATING IN THE PROGRAM WAS INCLUDED IN THE TEXT. SEVERAL RESEARCH PROJECTS HAVE BEEN STARTED TO EVALUATE THIS PROGRAM. MARKED SUCCESS HAS BEEN FOUND FROM KINDERGARTEN TEACHER OBSERVATIONS OF THE CHILDREN WHO COMPLETED THE PRESCHOOL PROGRAM. ED001872 AN EARLY SCHOOL ADMISSIONS PROJECT. PROGRESS REPORT 1964-1964. 1964-00-00 126 N/A 1965 2016-11-22

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No Communication Skills Compensatory Education Disadvantaged Language Acquisition Language Skills Preschool Education Reading Readiness Speech Communication Teacher Attitudes CUTTS, WARREN G. DISTRICT OF COLUMBIA District of Columbia CULTURALLY DEPRIVED CHILDREN HAVE DIFFICULTY MASTERING BASIC COMMUNICATION SKILLS. WHILE UNDERPRIVILEGED CHILDREN CAN COMMUNICATE AMONG THEMSELVES AT A RATHER HIGH LEVEL OF FLUENCY, THEIR ONE-WORD SENTENCES, STRANGE SPEAKING NOISES, AND IRREGULARITIES PREVENT THE DEVELOPMENT OF BASIC READING READINESS SKILLS. A FUNDAMENTAL NECESSITY IN OVERCOMING THE PROBLEM OF ORAL LANGUAGE DEFICIENCIES IN UNDERPRIVILEGED CHILDREN IS A PROPER TEACHER ATTITUDE. IN MANY CASES THE CHILDREN'S BACKGROUND IN ENGLISH INSTRUCTION MUST BE APPROACHED AS IF ONE WERE TEACHING A FOREIGN LANGUAGE. THE TEACHER NEEDS TO REALIZE THAT VOCABULARY AND LANGUAGE CONCEPTS DEVELOP SLOWLY. HE MUST LEARN TO ACCEPT EACH CHILD AS HE IS AND RESPECT HIM AS AN INDIVIDUAL. WHATEVER THE SCHOOL'S APPROACH, IT IS ALSO OF EXTREME IMPORTANCE TO OVERCOME THE HANDICAPS OF CULTURAL DEPRIVATION, PARTICULARLY IN REGARD TO READING READINESS. ONE SUGGESTED INNOVATION CONCERNS PROGRAMS AT THE PRESCHOOL LEVEL, SUCH AS DAY CAMPS AND NURSERY SCHOOLS, TO PROVIDE EXPERIENCES IN ORAL COMMUNICATION DURING THE EARLY FORMATIVE YEARS. THESE PROGRAMS WOULD ALSO PROVIDE VALUABLE PARENT-TEACHER COOPERATION. CULTURALLY DEPRIVED CHILDREN HAVE MUCH TO CONTRIBUTE TO SOCIETY, BUT THEY MUST UNDERSTAND THAT, WITHOUT BETTER LANGUAGE MASTERY, THEY CANNOT BRIDGE THE GAP BETWEEN THEMSELVES AND PROFITABLE OCCUPATIONS. SCHOOL AND PRESCHOOL PROGRAMS CAN NEVER FULLY COMPENSATE FOR DEFICIENCIES IN EXPERIENCE. HOWEVER, SUCH PROGRAMS CAN DO MUCH IN OVERCOMING A POOR START AND PREVENTING CHILDREN FROM FALLING HOPELESSLY BEHIND IN THEIR EDUCATION. ED001873 READING UNREADINESS IN THE UNDERPRIVILEGED. 1963-04-00 3 N/A 1965 2016-11-22

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No Admission (School) Child Development Disadvantaged Early Admission Learning Motivation Parent Influence Preschool Education Self Concept Socioeconomic Influences EARLY SCHOOL ADMISSION PROJECT Maryland (Baltimore) Maryland (Baltimore) Baltimore City Public Schools, MD. THE EXPERIMENTAL PROJECT ATTEMPTS TO DETERMINE WHETHER EARLY ADMISSION TO SCHOOL CAN OVERCOME BARRIERS TO LEARNING WHICH ENVIRONMENTAL FACTORS SEEM TO IMPOSE. A DEPRIVED CHILD OFTEN DOES NOT RECEIVE ATTENTION, AFFECTION, OR GUIDANCE WITHIN HIS HOME. THE YOUNG CHILD SHOULD BE HELPED TO DEVELOP A WHOLESOME SELF-CONCEPT, TO ACQUIRE THE DRIVE TO LEARN, AND TO DEVELOP INTERESTS AND CAPABILITIES. TWO PROJECT CENTERS WERE OPERATIONAL IN FEBRUARY THROUGH JUNE 1963. EVALUATION OF THE FIRST 5 MONTHS INDICATES THAT EARLY ENRICHMENT MAY SURMOUNT SOME OF THE BARRIERS TO LEARNING IMPOSED BY ENVIRONMENTAL FACTORS. TESTS REVEALED HIGHLY SIGNIFICANT GAINS, BOTH TEACHERS AND PARENTS IDENTIFIED GROWTH IN AREAS SUCH AS USE OF LANGUAGE, VISUAL AND AUDITORY DISCRIMINATION SKILLS, GETTING ALONG WELL WITH OTHERS, BETTER COMMUNICATION WITH BOTH PEERS AND ADULTS, AND USE OF MATERIALS SUCH AS PAINT AND SCISSORS. THROUGH CAREFUL RECORD KEEPING AND COOPERATIVE PLANNING, THE PROGRAM IS DESIGNED TO PROVIDE CONTINUITY THROUGHOUT THE CHILD'S EDUCATION. ATTEMPTS TO PROMOTE PARENTAL UNDERSTANDING OF THE GROWTH AND DEVELOPMENT OF CHILDREN AND OF THEIR ROLE AS PARENTS HAVE INCLUDED HOME VISITS BY TEACHERS, MEETINGS FOR PARENTS IN RELATION TO QUESTIONS RAISED BY THEM, AND INDIVIDUAL CONFERENCES IN WHICH TEACHERS SOUGHT THE PARENTS' EVALUATION OF THEIR CHILDREN'S AGENCIES. THEY BROUGHT A WIDE VARIETY OF EXPERIENCES AND INTERESTS TO THE PROJECT. ED001874 EARLY SCHOOL ADMISSIONS PROJECT, PROMISING PRACTICES. 1963-00-00 13 N/A 1965 2016-11-22

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No Communication Skills Elementary School Students Language Arts Language Patterns Language Research Language Skills Longitudinal Studies Phonemes Semantics Structural Analysis LOBAN, WALTER California (Oakland) Illinois (Champaign) California (Oakland) Illinois (Champaign) National Council of Teachers of English, Champaign, IL. THIS 7-YEAR LONGITUDINAL STUDY OF THE LANGUAGE SKILLS OF 338 OAKLAND, CALIFORNIA, SCHOOL CHILDREN UTILIZES A SCIENTIFIC APPROACH TO THE STUDY OF BOTH THE SEMANTIC AND STRUCTURAL ASPECTS OF LANGUAGE. A SPECIFIC METHOD OF LANGUAGE ANALYSIS HAS BEEN SHAPED. THE "SEGMENTATION" METHOD OF ANALYSIS USES SEVERAL TYPES OF SENTENCE SEGMENTS. A "PHONOLOGICAL UNIT" IS JUDGED BY THE CONTOURS OF INFLECTION, STRESS, AND PAUSE IN THE SUBJECT'S VOICE. A "COMMUNICATION UNIT" IS IDENTIFIED BY THE SEMANTIC MEANING WHICH IS BEING COMMUNICATED. THE "MAZE" IS A TANGLE OF LANGUAGE WHICH DOES NOT MAKE SEMANTIC SENSE. A WIDE RANGE OF LANGUAGE PHENOMENA CAN BE SILHOUETTED AND MEASURED AGAINST THIS SEGMENTATION GRID. COMMUNICATION ABILITIES INCREASE THE AVERAGE NUMBER OF WORDS IN THOSE UNITS. THE INCIDENCE OF MAZES AND NUMBER OF WORDS PER MAZE DECREASES IN CHILDREN WHO ARE RELATED AT THE KINDERGARTEN LEVEL. WHAT IS DONE TO ACHIEVE FLEXIBILITY WITHIN THE LANGUAGE PATTERN PROVES TO BE A BETTER MEASURE OF EFFECTIVENESS AND CONTROL OF LANGUAGE THAN SENTENCE PATTERN ITSELF AT THE EARLY AGES. THE MOST PROFICIENT CHILDREN ALSO MANIFEST THE HIGHEST DEGREE OF SENSITIVITY TO LANGUAGE CONVENTIONS, THAT IS AGREEMENT BETWEEN SUBJECT AND VERB. POSITIVE CORRELATIONS WERE FOUND BETWEEN GENERAL LANGUAGE ABILITY AND READING ABILITY, WRITING ABILITY AND SOCIOECONOMIC POSITION, VOCABULARY AND INTELLIGENCE (HIGHEST), AND HEALTH AND LANGUAGE PROFICIENCY. COMPETENCE IN SPOKEN LANGUAGE IS APPARENTLY BASIC FOR COMPETENCE IN READING AND WRITING. ED001875 THE LANGUAGE OF ELEMENTARY SCHOOL CHILDREN. 1963-00-00 92 N/A 1965 2016-11-22

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No Career Choice Cognitive Processes Creative Thinking Grade 4 Self Expression Talent Development GUPTA, RAM TORRANCE, E. PAUL Minnesota (Minneapolis) Minnesota (Minneapolis) Minnesota Univ., Minneapolis. Bureau of Educational Research. TWO MAJOR PROBLEMS IN THE CONSERVATION AND DEVELOPMENT OF CREATIVE TALENT IN THE FOURTH GRADE WERE CONSIDERED--THE NEED TO OVERCOME DIFFICULTIES WHICH TEACHERS EXPERIENCE IN CREATIVE GUIDANCE, AND THE NEED TO DEVELOP WAYS OF COUNTERACTING A SLUMP IN CREATIVE THINKING. EXPERIMENTAL SUBJECTS SHOWED STATISTICALLY SIGNIFICANT GAINS ON NONVERBAL ORIGINALITY WHILE THE CONTROLS SHOWED STATISTICALLY SIGNIFICANT LOSSES. A SIGNIFICANTLY LARGER PERCENTAGE OF THE CONTROLS THAN OF THE EXPERIMENTALS SAID THAT THEY HATED SCHOOL. THERE WAS DEFINITE SUPPORT IN FAVOR OF THE EXPERIMENTAL MATERIALS AS A CONTRIBUTOR TO SELF-INITIATED ACTIVITIES DURING SCHOOL VACATIONS. THE EXPERIMENTAL MATERIALS DID NOT CONTRIBUTE TO TEACHER ABILITY TO IDENTIFY CREATIVE TALENT OR THE TYPES OF MENTAL FUNCTIONING BELIEVED TO BE INVOLVED IN CREATIVE THINKING. THE INDICATIONS WERE THAT EXPERIMENTAL MATERIALS MAY HAVE INTERFERED WITH THE ACQUISITION OF TRADITIONAL EDUCATIONAL SKILLS IN ONE SCHOOL SYSTEM, FACILITATED THEIR ACQUISITION IN ANOTHER, AND MADE NO DIFFERENCE IN THE THIRD. RESULTS MAY INDICATE TEACHER DIFFERENCES. PUPILS IN THE EXPERIMENTAL GROUPS WERE MORE LIKELY TO CHOOSE CREATIVE OCCUPATIONS, UNCONVENTIONAL OCCUPATIONS, AND SCIENCE OCCUPATIONS WHEN ASKED CAREER ASPIRATIONS. NUMEROUS REFERENCES AND AN APPENDIX ACCOMPANY THE REPORT. ED001876 DEVELOPMENT AND EVALUATION OF RECORDED PROGRAMMED EXPERIENCES IN CREATIVE THINKING IN THE FOURTH GRADE. 1964-02-00 203 N/A 1965 2016-11-22

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No Disadvantaged Dropout Prevention Early Experience Perceptual Development Preschool Education Preschool Teachers Social Status Socioeconomic Influences Teacher Education DEUTSCH, MARTIN DISTRICT OF COLUMBIA District of Columbia AN ATTEMPT IS MADE TO RELATE THE PROBLEM OF THE HIGH SCHOOL DROPOUT TO HIS EARLY SCHOOL EXPERIENCES. ALTHOUGH NO DATA ARE AVAILABLE AT PRESENT TO SUPPORT THE IDEA THAT THE PRESCHOOL PROGRAM COULD REDUCE THE INCIDENCE OF LATER DROPOUT, IT IS SUGGESTED THAT THE PROBLEM OF THE HIGH SCHOOL DROPOUT SHOULD BE FOCUSED ON THE TRANSITION BETWEEN PRESCHOOL ENVIRONMENT AND THE SCHOOL. WHILE THE MIDDLE CLASS CHILD IS MADE AWARE OF SCHOOL FROM AN EARLY AGE, NO SUCH PREPARATION IS GIVEN TO THE LOWER SOCIAL STATUS CHILD. EVEN THOUGH DIFFERENCES ARE ACKNOWLEDGED TO EXIST, THE CURRICULUM IS NOT ORGANIZED ON THE BASIS OF THESE CULTURAL DIFFERENCES, AND BOTH SETS OF CHILDREN ARE EXPECTED TO PROCEED IN SCHOOL AT THE SAME RATE. BECAUSE OF DIFFERENCES IN PREPARATION, THE LOWER CLASS CHILD IS MORE LIKELY TO FAIL, WITH THE RESULT OF GRADUAL BUT EFFECTIVE ALIENATION FROM SCHOOL AND THE OPPORTUNITY STRUCTURE CONNECTED WITH IT. SUCCESSFUL SOLUTION OF THE PROBLEM WOULD HAVE TO INVOLVE CURRICULUM, TEACHER PREPARATION, ADEQUATE ECONOMIC SCHOOL SUPPORT, AND IMPROVED SCHOOL-COMMUNITY RELATIONSHIPS. THE SUGGESTED PROGRAM WOULD ATTEMPT TO GIVE THE LOWER CLASS CHILD THE NECESSARY PREPARATION FOR SCHOOL THAT HOME, COMMUNITY, AND RELATIVE AFFLUENCE GIVE TO THE MIDDLE CLASS CHILD. SKILLS TO BE DEVELOPED WOULD INCLUDE VISUAL AND AUDITORY PERCEPTION, LANGUAGE SKILLS, GENERAL INFORMATION, FAMILIARITY WITH BOOKS, AND DEVELOPMENT OF CURIOSITY. THE CHILD SHOULD BE AN ACTIVE PARTICIPANT IN THE LEARNING PROCESS, AND THE SCHOOL SHOULD EXPECT TO DO A PORTION OF THE TASK TRADITIONALLY ASSIGNED TO THE HOME. THIS PAPER WAS PREPARED FOR THE SYMPOSIUM ON SCHOOL DROPOUTS, WASHINGTON, D.C., DECEMBER 2-4, 1962. ED001877 EARLY SOCIAL TRANSITION AND THE DROPOUT PROBLEM. 1962-12-00 12 N/A 1965 2016-11-22

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No Elementary School Science Grade 1 Kindergarten Science Activities Science Curriculum Science Education Science Equipment Science Instruction Sciences Teaching Guides Teaching Methods California (Fresno) California (Fresno) Fresno County Schools, CA. A GUIDE FOR THE TEACHING OF SCIENCE IN KINDERGARTEN AND FIRST GRADE IS PRESENTED. THE PURPOSE IS TO HELP TEACHERS IN IMPLEMENTING THE COURSE REQUIREMENTS IN SCIENCE. THE MAJOR GOAL IS TEACHING CHILDREN TO THINK IN A SCIENTIFIC WAY. SUGGESTED UNITS FOR KINDERGARTEN ARE ANIMALS AND PLANTS, WEATHER, DISCOVERY, AND THE FIVE SENSES. THE UNITS FOR GRADE 1 ARE PLANTS, ANIMALS, SOUND, AND GEOLOGY. CONCEPTS ARE BUILT FROM EXPERIENCES. ACTIVITIES WHICH PROMOTE AND STIMULATE PROBLEM-SOLVING SITUATIONS AND DEVELOP SCIENTIFIC ATTITUDES ARE DISCUSSION, EXPERIMENT, EXCURSION, READING, THE USE OF RESOURCE PEOPLE, AND EVALUATION. EACH UNIT DESCRIBED INCLUDES VOCABULARY, APPARATUS, EQUIPMENT AND SUPPLIES, PROBLEMS AND CONCEPTS, AND RESOURCES AND ACTIVITIES. TEACHERS SHOULD DEVELOP SCIENCE SKILLS BY THE SAME INTELLECTUAL PROCESSES INVOLVED IN LEARNING TO READ--OBSERVATION, VISUAL AND INTELLECTUAL DISCRIMINATION, AND THE INFERRING OF LOGICAL RELATIONSHIPS. SUGGESTIONS ARE MADE FOR ARRANGING THE CLASSROOM IN THE LIGHT OF SCIENTIFIC INTERESTS. ED001878 SCIENCE, KINDERGARTEN AND GRADE ONE. 1964-00-00 109 N/A 1965 2016-11-22

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No Elementary Schools Guidance Personnel Guidance Programs Periodicals Problem Children Problems School Counseling ECKERSON, LOUISE O. SMITH, HYRUM M. DISTRICT OF COLUMBIA SCHOOL LIFE MAGAZINE District of Columbia THREE ARTICLES WHICH APPEARED IN "SCHOOL LIFE," MAY, JUNE, AND JULY 1962, ARE REPRINTED UNDER ONE COVER. REASONS FOR THE URGENCY FOR GUIDANCE AT THE ELEMENTARY LEVEL ARE GIVEN IN "GUIDANCE IN THE ELEMENTARY SCHOOL.""GUIDANCE IN ELEMENTARY SCHOOLS--SUCCESSFUL PRACTICES" STATES THAT DETECTION OF UNHEALTHY HABITS AND PROBLEMS IS NOT ENOUGH--THE CAUSE OF THE DISTURBANCE MUST BE FOUND AND, IF POSSIBLE, REMOVED. INCLUDED IN THE SECOND ARTICLE IS A COMPOSITE OF 24 ELEMENTARY SCHOOL GUIDANCE PROGRAMS. IN PARTICULAR, DIFFERENCES IN SCHOOL NEEDS ARE DESCRIBED. THE EDUCATION, TRAINING, AND SELECTION OF CONSULTANTS ARE TREATED IN "ELEMENTARY SCHOOL GUIDANCE--THE CONSULTANT." ED001879 GUIDANCE IN THE ELEMENTARY SCHOOL. 1962-00-00 15 N/A 1965 2016-11-23

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No Audiovisual Aids Grade 7 Grade 8 Mathematical Concepts Mathematics Mathematics Curriculum Mathematics Materials THOMPSON, ROSE M. AND OTHERS Rhode Island (Warwick) Rhode Island Warwick School District, RI. OF THE SEVEN OBJECTIVES STATED, TWO MAY BE UNIQUE. THEY ARE (1) TO GIVE PUPILS MASTERY OF THE BASIC MATHEMATICS FORMERLY COVERED IN GRADES 7 AND 8--THE FUNDAMENTAL OPERATIONS, PERCENTAGE, MEASUREMENT, FORMULAS, PROBLEMS, AND GEOMETRIC CONCEPTS AND CONSTRUCTIONS, AND (2) TO INTRODUCE THE BASIC CONCEPTS, TERMINOLOGY, AND SYMBOLISM OF CONTEMPORARY MATHEMATICS BY INTEGRATING IT WITH THE TRADITIONAL CONTENT AND BY USING IT AS SUPPLEMENTARY MATERIAL. UNITS ARE OUTLINED FOR THE SUBJECT AREAS LISTED UNDER (1). SUPPLEMENTARY AND INSTRUCTIONAL MATERIALS, REFERENCES, VISUAL AIDS, AND SAMPLE ASSIGNMENTS ARE INCLUDED. AIDS TO PLANNING ARE INDICATED FOR SUBJECT MATTER AND FOR OPTIONAL MATERIAL. ED001880 INTEGRATED MATHEMATICS GRADE 7. 32 N/A 1965 2016-11-23

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No Academic Achievement Acceleration Curriculum Development Elementary Schools Enrichment Activities Flexible Progression Gifted Identification Legislation Program Administration WOMACK, MARGARET AND OTHERS California (Oxnard) California Oxnard School District, CA. A PROGRAM PROVIDING TALENTED CHILDREN WITH THE OPPORTUNITY TO COMPLETE THE FOURTH, FIFTH, AND SIXTH GRADES IN 2 YEARS IS GIVEN. ENRICHMENT GROUPS ARE PROVIDED FOR CHILDREN WHO WILL NOT BENEFIT FROM ACCELERATION. THE PURPOSES OF THE PROGRAM ARE TO DEVELOP BASIC SKILLS, HABITS OF EFFECTIVE THINKING, CITIZENSHIP, LEADERSHIP, SELF-KNOWLEDGE, ENVIRONMENTAL KNOWLEDGE, CREATIVITY, ENRICHMENT, AND ACCELERATION. THE MAJOR CONCEPTS TO BE COVERED, AND THE SKILLS, ABILITIES, ATTITUDES, AND SUGGESTED ACTIVITIES ARE GIVEN FOR EACH AREA IN THE CURRICULUM. THESE ARE SCIENCE, READING, SPANISH LANGUAGE, SPELLING, SOCIAL STUDIES, AND MATHEMATICS. ENRICHMENT IS OFFERED FOR ALL TALENTED STUDENTS THROUGH GRADE 3 AND IN THE UPPER GRADES FOR THOSE NOT TAKING PART IN THE ACCELERATED PROGRAM. THE PROGRAM IS PLANNED TO MEET INDIVIDUAL NEEDS AND TO CHALLENGE ABILITIES. ENRICHMENT CAN BE IN THE REGULAR CLASSROOM, AND CLUSTER GROUPING ALSO HELPS THESE CHILDREN. FLEXIBLE PROGRAMS CROSS OVER GRADE LEVELS AND REFLECT THE SPECIAL INTERESTS AND TALENTS OF PUPILS AND STAFF. THE LEGAL REQUIREMENTS RELATING TO THE EDUCATION OF THE GIFTED, AND IDENTIFICATION AND SCREENING PROCEDURES ARE GIVEN. ADMINISTRATIVE PROCEDURES ARE DESCRIBED, AND THE MATERIALS, EQUIPMENT, AND FACILITIES FOR THE ACADEMICALLY TALENTED CLASSES ARE SUGGESTED. A BIBLIOGRAPHY IS INCLUDED. ED001881 ACADEMICALLY TALENTED PROGRAM. 1963-00-00 63 N/A 1965 2016-11-22

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No Ability Identification Class Organization Enrichment Activities Experimental Programs Grouping (Instructional Purposes) Homogeneous Grouping Student Motivation Student Research EKSTROM, RUTH B. New Jersey (Princeton) New Jersey ONE MAJOR PROBLEM IN EDUCATION HAS BEEN TO FIND A METHOD FOR CLASSIFYING STUDENTS THAT WOULD RESULT IN THE GREATEST POSSIBLE GAINS FOR THE STUDENTS AND FACILITATE THE BEST TEACHING TECHNIQUES. EDUCATORS SEEKING ANSWERS TO THIS PROBLEM HAVE EXPERIMENTED WITH DIVIDING CLASSES INTO GROUPS OF A MORE HOMOGENEOUS NATURE, USUALLY ON THE BASIS OF INTELLIGENCE OR ACHIEVEMENT TEST SCORES. ABOUT 30 DIFFERENT EXPERIMENTS IN ABILITY GROUPING WITH AND WITHOUT CONTROL GROUP OF HETEROGENEOUS GROUPING, AT THE ELEMENTARY, JUNIOR HIGH, AND SENIOR HIGH SCHOOL LEVELS FOR STUDENTS OF SLOW, AVERAGE, AND RAPID LEARNING ABILITY ARE REPORTED. IN SOME STUDIES RESEARCHERS TRIED TO KEEP THE METHOD OF INSTRUCTION CONSTANT BY USING THE SAME TEACHERS FOR ALL SECTIONS, BOTH HOMOGENEOUS AND HETEROGENEOUS CLASSES. OTHERS MADE DELIBERATE ATTEMPTS TO ADJUST THE COURSE CONTENT, MATERIALS, AND METHODS TO LEVELS APPROPRIATE FOR EACH SECTION. IT CAN BE CONCLUDED THAT CONTROLLED EXPERIMENTAL STUDIES COMPARING THE EFFECTIVENESS OF HOMOGENEOUS AND HETEROGENEOUS GROUPING, AS EVALUATED BY STUDENT ACHIEVEMENT, SHOWED A GREAT VARIETY OF EXPERIMENTAL DESIGNS AND NO CONSISTENT PATTERN OF RESULTS. MANY EXPERIMENTS FAILED TO CONTROL THE TYPE OF TEACHING AND TO PROVIDE DIFFERENTIATION ACCORDING TO ABILITY LEVELS. OTHERS OVERLOOKED MOTIVATIONAL FACTORS AND ATTEMPTED TO CONTROL ONLY A FEW OF THE POSSIBLE VARIABLES AFFECTING THE LEARNING SITUATION. IN EXPERIMENTS THAT PROVIDED FOR DIFFERENTIATION OF TEACHING METHODS AND MATERIALS, AND ATTEMPTED TO PUSH THE BRIGHT HOMOGENEOUS CLASSES, RESULTS TENDED TO FAVOR THE HOMOGENEOUS OVER THE HETEROGENEOUS GROUPS. ED001882 EXPERIMENTAL STUDIES OF HOMOGENEOUS GROUPING--A CRITICAL REVIEW. 1961-00-00 1 N/A 1965 2016-11-22

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No Ability Grouping Academic Ability Academic Achievement Academic Aptitude Creative Thinking Gifted High Achievement Intelligence Tests Social Relations Teacher Attitudes Underachievement GIBSON, ARTHUR R. STEPHENS, THOMAS M. COLUMBUS Ohio State Dept. of Education, Columbus. ELEVEN RESEARCH PROJECTS DEALT IN SOME WAY WITH AN ASPECT OF EDUCATION FOR THE ACADEMICALLY TALENTED STUDENT. AMONG THOSE DISCUSSED AND EVALUATED ARE--(1) THE SOCIAL RELATIONS OF GIFTED ELEMENTARY SCHOOL CHILDREN IN REGULAR AND ABILITY-GROUPED CLASSES, (2) THE FREQUENCY OF ACADEMIC UNDERACHIEVEMENT AMONG PUPILS WHO DISPLAY HIGH SCHOLASTIC APTITUDE, (3) A STUDY OF THE DEGREE OF CONSISTENCY AND FACTORS RELATED TO CONSISTENCY IN THE GROUP INTELLIGENCE TEST SCORES OF GIFTED CHILDREN, (4) A FOLLOWUP STUDY OF HIGH ABILITY-HIGH ACHIEVING OHIO SECONDARY SCHOOL GRADUATES, (5) A STUDY OF THE EFFECTIVENESS OF THE ENGLISH 2,600 COURSE IN ONE HIGH SCHOOL, (6) AN ANALYSIS OF CREATIVE THINKING TASKS AS MEASURES OF ACADEMIC POTENTIAL, AND (7) AN ATTITUDE-INFORMATION INVENTORY ADMINISTERED TO ELEMENTARY TEACHERS AT THE BEGINNING AND END OF A PROJECT FOR THE GIFTED. ED001883 PATHWAYS TO PROGRESS, A RESEARCH MONOGRAPH FROM OHIO'S PROGRAMS FOR GIFTED CHILD. 1964-00-00 160 N/A 1965 2016-11-22

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No Academically Gifted After School Day Care Elementary Education Extended School Day Opinions Parent Attitudes Program Evaluation Statistical Analysis Student Evaluation DIBLE,ISABEL W. California (Beverly Hills) California Beverly Hills Unified School District, CA. THE PURPOSE WAS TO OBTAIN EVALUATIVE DATA FROM BOYS AND GIRLS ENROLLED IN SCHOOL DISTRICT'S EXTENDED DAY PROGRAM FOR ACADEMICALLY ABLE AND TALENTED PUPILS, AND FROM THEIR PARENTS, AND TO MAKE COMPARISONS BETWEEN PUPILS' AND PARENTS' PERCEPTIONS OF THE EXPERIENCE. TWO OPINIONNAIRES WERE DEVELOPED FOR PUPILS AND PARENTS. THEY WERE ADMINISTERED TO CHILDREN FROM GRADES 3-4, 5-6, AND 7-8 AND THEIR PARENTS. PARENTS AND PUPILS REPORT CONSIDERABLE GAINS IN GROWTH, BOTH COGNITIVE AND NONCOGNITIVE, AS A RESULT OF PARTICIPATION IN THE PROGRAM. PARENTS' AND PUPILS' PERCEPTIONS OF THIS GROWTH ARE QUITE SIMILAR AND CONSISTENT IN THE COGNITIVE AREAS, SKILLS OF LEARNING AND KNOWLEDGE, SIGNIFICANT ABOVE THE ONE PERCENT LEVEL OF CONFIDENCE. "ABILITY TO FIND INFORMATION" WAS REPROTED AS THE AREA OF LEAST GROWTH. THE LOWEST CORRELATION APPEARS TO OCCUR IN THE NONCOGNITIVE SELF-APPRAISAL ITEMS AT THE THIRD-FOURTH-GRADE LEVEL. REACTIONS OF BOYS AND GIRLS TO THE PROGRAM ARE SIMILAR. OVER 90 PERCENT OF PARENTS AT ALL GRADE LEVELS AND PUPILS FROM GRADES 5 THROUGH 8 INDICATE A DESIRE TO CONTINUE IN THE PROGRAM. SEVENTY-NINE OF THIRD-FOURTH-GRADE PUPILS REPORT THE SAME WISH. THESE FINDINGS MAY BE INTERPRETED AS A STRONG ENDORSEMENT OF THE PROGRAM. ED001884 A STATISTICAL ANALYSIS OF PUPILS' AND PARENTS' PERCEPTIONS OF THE EXTENDED DAY PROGRAM IN THE ELEMENTARY SCHOOLS, GRADES THREE THROUGH EIGHT. 1964-05-00 38 N/A 1965 2016-11-22

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No Ability Identification Demonstration Programs Enrichment Activities Gifted Program Administration Rural Schools Special Classes Special Education Special Programs BARBE, WALTER B. PROGRAM PLANNING TEACHER EDUCATION COLUMBUS Ohio State Dept. of Education, Columbus. THE STUDY WAS INSTIGATED TO DEMONSTRATE THAT A PROGRAM FOR GIFTED CHILDREN COULD BE EFFECTIVELY ADMINISTERED IN RURAL AREAS. FIVE SCHOOL DISTRICTS DEVELOPED SPECIAL CLASSES FOR GIFTED CHILDREN ACCORDING TO CONDITIONS WITHIN THE SCHOOL. FIVE OTHER DISTRICTS IN THE SAME RURAL OHIO COUNTY BEGAN SPECIAL GROUPINGS FOR ENRICHED SUBJECTS TAUGHT SEVERAL TIMES DURING THE WEEK. IDENTIFICATION OF THE GIFTED CHILDREN WAS MADE THROUGH INTELLIGENCE TESTS, ACHIEVEMENT TESTS, TEACHER OBSERVATION, EVALUATION BY PEERS, AND SELF-EVALUATION. TEACHERS WERE SELECTED FOR HIGH ABILITY AND INTEREST. THESE TEACHERS RECEIVED SPECIAL INSERVICE TRAINING. AS A RESULT OF THE EVALUATIONS OF THE 2-YEAR DOMONSTRATION PROJECT, CERTAIN GENERALIZATIONS WERE MADE. THE CLASSROOM TEACHER IS THE KEY TO A SUCCESSFUL PROGRAM. AN ALL-COUNTY WORKSHOP IN DEVELOPING THE PROGRAM WAS A MAJOR FACTOR OF THE PROGRAM'S SUCCESS. A CLEAR STATEMENT OF SPECIFIC GOALS SHOULD PRECEDE THE ESTABLISHMENT OF THE PROGRAM THOUGH NO SINGLE PLAN IS PRACTICAL ON A COUNTY-WIDE BASIS. EXTENSION OF THE PROGRAM WAS CONSIDERED IN THE AREAS OF A STRONGER PSYCHOLOGICAL STAFF, EARLY ADMISSIONS TO KINDERGARTEN, BETTER PROGRAM PLANNING, AND THE FOSTERING OF BETTER ATTITUDES AND COOPERATION. INTEREST WAS AROUSED THROUGHOUT THE SCHOOLS AND COMMUNITY AS WELL AS SURROUNDING DISTRICTS. ED001885 AS IF THE CHART WERE GIVEN, REPORT OF A DEMONSTRATION PROJECT FOR GIFTED COUNTY ELEMENTARY SCHOOL CHILDREN. 1963-00-00 48 N/A 1965 2016-11-22

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No Administrator Guides Administrators Gifted Program Development Program Guides Public Schools Resource Materials Special Programs BIXLER, HAROLD H. CULLOWHEE North Carolina Commission for the Study of Public School Education of Exceptionally Talented Children, Cullowhee. THE PURPOSE IS TO ASSIST ADMINISTRATORS IN UNDERSTANDING, ORGANIZING, AND OPERATING A COMPREHENSIVE PROGRAM FOR BRIGHT AND GIFTED STUDENTS. ASPECTS INCLUDE IDENTIFICATION OF STUDENTS WHO NEED SPECIAL ATTENTION, COUNSELING AND GUIDANCE, SELECTION AND TRAINING OF TEACHERS FOR GIFTED PROGRAMS, GROUPING IN ELEMENTARY AND SECONDARY SCHOOLS, NONGRADED PRIMARY SCHOOL, ENRICHMENT PROGRAMS IN REGULAR CLASSES, SPECIAL CLASSES, ACCELERATION, AND CRITERIA FOR EVALUATING GIFTED PROGRAMS. SUMMARIES OF ACCOMPLISHMENTS IN AREAS OF ENRICHMENT, SPECIAL CLASSES, SEMINARS, SUMMER SCHOOL, CURRICULUM PLANNING, AND ABILITY GROUPING SERVE AS GUIDES FOR ADMINISTRATORS SEEKING TO EXTABLISH SIMILAR PROGRAMS. IT IS HOPED THAT ADMINISTRATORS, REALIZING THAT IDENTICAL EDUCATION IS NOT EQUAL EDUCATION, WILL BE THE LEADERS IN PLANNING A GIFTED CHILD PROGRAM. ED001886 PROVIDING FOR THE BRIGHT AND GIFTED, A MANUAL FOR ADMINISTRATORS. 1961-00-00 106 N/A 1965 2016-11-22

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No Blindness Braille Communication Skills Guidance Programs Handicapped Children Physical Recreation Programs Psychological Studies Public Schools Resource Materials Skill Development Special Programs Student Placement Visual Impairments FIELDS, HELEN W. New York (New York) New York (New York) THE EMPHASIS UPON VISION RATHER THAN THE SAVING OF VISION HAS BROUGHT ABOUT A CHANGE IN DETERMINATION OF CLASS PLACEMENT. IN PUBLIC SCHOOL, CHILDREN WITH VISUAL LIMITATIONS ARE AIDED BY FOUR KINDS OF PROGRAMS--(1) RESOURCE CLASSES FOR CHILDREN WITH VISUAL LIMITATIONS, (2) BRAILLE RESOURCE CLASSES FOR CHILDREN WHOSE LOSS OF VISION WARRANTS BRAILLE INSTRUCTION, (3) ITINERANT TEACHING SERVICE WHEN PLACEMENT IN RESOURCE CLASSES IS NOT FEASIBLE, (4) SPECIAL CLASSES FOR FUNCTIONALLY BLIND RETARDED AND EMOTIONALLY HANDICAPPED CHILDREN WHO CANNOT BE CONTAINED ON THE BRAILLE RESOURCE CLASS PROGRAM. COMMUNICATION SKILLS INVOLVE READING AND WRITING BRAILLE AND TAKE INTO ACCOUNT THE USE OF THE FINGERS AND THE ARM. ANOTHER SKILL IS LEARNING TO READ LARGE TYPE MATERIAL. A THIRD SKILL IS LEARNING HOW TO WRITE A SIGNATURE, DONE WITH HEAVY GUIDE LINES ON BOLD-LINE WRITING PAPER. THE LAST SKILL IS LEARNING HOW TO TYPEWRITE. AMONG THE SUPPLEMENTARY SERVICES SHOULD BE PSYCHOLOGICAL STUDY PROGRAMS, GUIDANCE PERSONNEL, A PHYSICAL ACTIVITIES PROGRAM, AND AGENCIES TO TRANSCRIBE AND DUPLICATE SELECTED BRAILLE BOOKS. ED001887 THE VISUALLY HANDICAPPED CHILD IN SCHOOL. 1965-00-00 1 N/A 1965 2016-11-22

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No Black Students Desegregation Effects Integration Studies Intergroup Relations Psychological Evaluation Southern Schools Student Adjustment Student Evaluation Teacher Attitudes COLES, ROBERT Georgia (Atlanta) Louisiana (New Orleans) Georgia (Atlanta) Louisiana (New Orleans) Southern Regional Council, Atlanta, GA. B'nai B'rith, New York, NY. Anti-Defamation League. A 2-YEAR RESEARCH STUDY INVOLVING 6- AND 7-YEAR-OLD CHILDREN IN NEW ORLEANS AND 16- AND 17-YEAR-OLD ADOLESCENTS IN ATLANTA SOUGHT TO PROVIDE INFORMATION FROM THE VIEWPOINT OF CHILD PSYCHIATRY ON THE EFFECTS OF DESEGREGATION ON THE LIVES OF BOTH WHITE AND NEGRO CHILDREN IN SOUTHERN SCHOOLS. NEGRO CHILDREN WHO INITIATE COURT-ORDERED DESEGREGATION IN THE SOUTH ARE LIKELY TO SUFFER TENSION AND PRESSURE IN A MUCH GREATER DEGREE, ALTHOUGH NOT OF A DIFFERENT KIND, THAN OTHER NEGRO CHILDREN. DURING THE SCHOOL YEAR ONE CAN OBSERVE ALL OF THE MEDICAL AND PSYCHIATRIC RESPONSES TO FEAR AND ANXIETY IN THESE CHILDREN, LOSS OF APPETITE, SARCASM, INSOMNIA, AND DEPRESSION. YET THE MAJORITY SURVIVE THE STRESS AND LEARN AT AN EARLY AGE HOW TO COPE WITH THEIR POSITION IN SOCIETY AND ITS CONSEQUENCES. WHITE CHILDREN ARE ALSO CONFRONTED WITH MANY STRESSES AS THEY SEEK BOTH TO OBEY THEIR PARENTS AND TO FOLLOW THEIR OWN NATURAL INCLINATIONS. WHAT THE WHITE CHILD SENSES AND FEELS IN A DESEGREGATED CLASSROOM DEPENDS ON THE NEGRO CHILD IN THE ROOM, THE WHITE CHILD HIMSELF, THE WAY HE SEES THE PARTICULAR NEGRO CHILD, AND WHAT ACTUALLY HAPPENS IN THE ROOM BETWEEN THE NEGRO CHILD, HIS CLASSMATES, AND TEACHERS. THE PHILOSOPHY AND DESIRES OF THE TEACHER ARE IMPORTANT BECAUSE SHE SETS MANY STANDARDS AND ESTABLISHES THE CLIMATE OF THE CLASSROOM. ED001888 THE DESEGREGATION OF SOUTHERN SCHOOLS--A PSYCHIATRIC STUDY. 1963-07-00 25 N/A 1965 2016-11-22

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No Disadvantaged Youth Environmental Influences Family Influence Language Acquisition Language Patterns Middle Class Socioeconomic Influences Verbal Ability JOHN, VERA P. New York (New York) New York (New York) THE STAGES OF LANGUAGE ACQUISITION ARE PRESENTED. THE FIRST STAGE OF LANGUAGE ACQUISITION OCCURS IN THE CHILD BEFORE THE AGE OF 2. CHILDREN LEARN FROM THOSE AROUND THEM. THE SECOND STAGE OCCURS WHEN THE CHILD STARTS TO ASK FOR THE NAMES OF OBJECTS. HE IS HELPED MOST BY THE PERSON WHO SHOWS HIM SEVERAL OBJECTS OF THE SAME NAME. THE CHILD THEN SEES THE DIFFERENCES BETWEEN THE OBJECTS. THE THIRD STAGE OCCURS WHEN THE CHILD ENTERS SCHOOL. HERE HE FACES NEW SITUATIONS. THE RESULT IS THE DEVELOPMENT OF INNER SPEECH, THE BEGINNING PATTERNS OF VERBAL THOUGHT. SINCE INTRAPERSONAL SITUATIONS INFLUENCE THE CHILD'S LANGUAGE DEVELOPMENT, IT IS STATED THAT THE MIDDLE-CLASS ENVIRONMENT STIMULATES LANGUAGE DEVELOPMENT. HERE THERE IS A PREDOMINANCE OF VERBAL STIMULATION AND AN ABUNDANCE OF TASKS, CHALLENGES, AND GAMES THAT ARE MET BY VERBAL MEDIATION. ON THE OTHER HAND, THE LOWER-CLASS CHILD IS AT A DISADVANTAGE IN REGARD TO LANGUAGE DEVELOPMENT BECAUSE OF THE EMPHASIS ON PASSIVITY AMONG CHILDREN RAISED IN LOWER-CLASS HOMES. THIS PAPER WAS PRESENTED TO THE ARDEN HOUSE CONFERENCE ON PRE-SCHOOL ENRICHMENT OF SOCIALLY DISADVANTAGED CHILDREN (HARRIMAN, DECEMBER 1962). ED001889 ENVIRONMENTAL INFLUENCE ON LANGUAGE DEVELOPMENT AND ENRICHMENT. 1962-00-00 11 N/A 1965 2016-11-22

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No Acceleration Advanced Programs Early Admission Enrichment Gifted GIBSON, ARTHUR R. STEPHANS, THOMAS M. COLUMBUS Ohio State Dept. of Education, Columbus. ACCELERATION OF PUPILS AND SUBJECTS IS CONSIDERED A MEANS OF EDUCATING THE ACADEMICALLY GIFTED STUDENT. FIVE INTRODUCTORY ARTICLES PROVIDE A FRAMEWORK FOR THINKING ABOUT ACCELERATION. FIVE PROJECT REPORTS OF ACCELERATED PROGRAMS IN OHIO ARE INCLUDED. ACCELERATION IS NOW BEING REGARDED MORE FAVORABLY THAN FORMERLY, BECAUSE METHODS HAVE BEEN DEVELOPED THAT ARE LESS LIKELY TO CAUSE SOCIAL AND EMOTIONAL MALADJUSTMENT THAN GRADE-SKIPPING. A COMPARISON OF ACCELERATION AND ENRICHMENT REVEALS THAT THESE TWO PROGRAMS ARE NEITHER OPPOSITES NOR SEPARATE CONCEPTS. BOTH SEEK FULLER DEVELOPMENT OF INDIVIDUAL POTENTIAL THROUGH KNOWLEGEABLE TEACHING AND QUALITY LEARNING. AREAS DISCUSSED ARE--ACCELERATED ARITHMETIC, ADVANCED PLACEMENT ENGLISH, ACCELERATED MATHEMATICS, ADVANCED PLACEMENT CHEMISTRY UTILIZING TV LECTURES, AND THE ADVANCED PLACEMENT PROGRAM ON THE COLLEGE ENTRANCE EXAMINATION BOARD. EACH ARTICLE DESCRIBES A SEPARATE PROGRAM FOR GIFTED STUDENTS IN DIFFERENT SUBJECT AREAS AND ON DIFFERENT GRADE LEVELS. THE OVERALL CONCLUSION REACHED IS THAT ACCELERATION IS NO LONGER A DEBATABLE QUESTION BUT AN EDUCATIONAL ACTUALITY. ED001890 ACCELERATION AND THE GIFTED. 1963-00-00 77 N/A 1965 2016-11-22

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No After School Programs Community Recreation Programs Community Services Recreational Activities Youth Programs LESNER, JULIUS AND OTHERS California (Los Angeles) California (Los Angeles) Los Angeles City Schools, CA. YOUTH SERVICES IS A SCHOOL-CONNECTED RECREATION PROGRAM WHICH EXTENDS THE EDUCATIONAL PROCESS INTO THE RECREATIONAL SETTING. ACTIVITIES TAKE PLACE AFTER SCHOOL, ON WEEKENDS, AND ON HOLIDAYS. THEY INCLUDE ARTS AND CRAFTS, CAMPING, CIVIC EXPERIENCES, CLUBS, MUSIC, PHYSICAL AND SOCIAL ACTIVITIES, SPECIAL EVENTS, AND SPORTS. THE PROGRAM SERVES ADULTS, CHILDREN, AND YOUTH. IT PROVIDES FOR--MENTAL, MORAL, PHYSICAL, AND SPIRITUAL DEVELOPMENT, COMMUNITY, GROUP, AND INDIVIDUAL PARTICIPATION, VARIED AND WHOLESOME RECREATION, AND CIVIC, PATRIOTIC, AND SOCIAL TRAINING. PROGRAMS ARE OFFERED AT 500 SCHOOL SITES. THE PROGRAM COOPERATES WITH OTHER COMMUNITY AGENCIES TO PROVIDE A CONTINUALLY EXPANDING RECREATIONAL PROGRAM. QUALIFIED PERSONNEL FROM THE SCHOOL SYSTEM ARE ASSIGNED TO POSITIONS OF LEADERSHIP. ALL PERSONNEL UNDERGO INSERVICE TRAINING. EACH PROGRAM IS DESCRIBED IN TERMS OF OBJECTIVES, CHARACTERISTICS, AND ACTIVITIES FOR EACH AGE GROUP. WEEKLY RECREATIONAL PROGRAMS ARE SUGGESTED FOR ELEMENTARY AND JUNIOR HIGH SCHOOL PLAYGROUNDS, AND FOR SECONDARY SCHOOL YOUTH AND ADULTS DURING VACATIONS AND AFTER SCHOOL. A PROGRAM IS ALSO SUGGESTED FOR VACATION AND WEEKEND RECREATIONAL CAMPING FOR JUNIOR HIGH YOUTH AND ADULTS. THE ROLE OF RECREATION SERVICES IS DISCUSSED IN REFERENCE TO THE PROBLEMS OF RAPID GROWTH IN AN EXPANDING COMMUNITY. ED001891 OUR SCHOOLS AND RECREATION, THE YOUTH SERVICES PROGRAM OF THE LOS ANGELES CITY SCHOOLS. 1963-00-00 98 N/A 1965 2016-11-22

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No Background Measurement Instruments Preschool Education Rating Scales Records (Forms) Screening Tests Tests WEIKART, DAVID P. Michigan (Ypsilanti) PERRY PRESCHOOL PROJECT Michigan Ypsilanti Public Schools, MI. FORMS AND INSTRUMENTS USED IN THE PERRY PRESCHOOL PROJECT ARE PRESENTED. INCLUDED ARE A PRESCHOOL SCREENING FORM, A HOSPITAL RECORD SHEET, AN INVENTORY OF ATTITUDES ON FAMILY LIFE AND CHILDREN, A RATING SCALE OF STUDENT PROGRESS FOR THE FALL AND SPRING TERMS, A TEACHER RATING FORM, NEED-ACHIEVEMENT MEASURES, AND SPECIAL SERVICES FORMS INCLUDING A SOCIAL HISTORY. ED001892 FORMS AND INSTRUMENTS, APPENDIX C OF THE PERRY PRESCHOOL PROJECT PROGRESS REPORT. 1964-12-00 25 N/A 1965 2016-11-22

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No Achievement Gains Attitude Change Cognitive Development Demonstration Programs Disadvantaged Youth Kindergarten Preschool Education Primary Education Student Development SMILANSKI, S. Illinois (Urbana) Illinois (Urbana) BECAUSE OF THE FAR-REACHING EFFECTS OF STUDENT FAILURE AMONG CULTURALLY DISADVANTAGED STUDENTS, A STUDY IS BEING CONDUCTED IN ISRAEL TO DETERMINE THE VALUE OF PRESCHOOL TRAINING, PRINCIPALLY IN KINDERGARTEN, IN PROMOTING NECESSARY SKILLS AND ABILITIES FOR SUCCESS IN SCHOOL. THROUGH A SERIES OF SPECIALLY DESIGNED TESTS, THE DEFICIENCIES OF THE STUDENTS WERE FOUND, METHODS FOR DEALING WITH THESE DEFICIENCIES WERE INTEGRATED INTO A PROGRAM TO ESTABLISH A GIVE-AND-TAKE IN COMMUNICATION WITH EACH CHILD. THE PROGRAM HAS TO THIS TIME SHOWN THAT 1 YEAR OF KINDERGARTEN RAISED THE IQ OF THE CULTURALLY DISADVANTAGED STUDENTS TO THAT OF THEIR PEERS. ACHIEVEMENT TESTING IS NOT COMPLETED. SOCIAL AND EMOTIONAL ADJUSTMENTS IN THE KINDERGARTEN SITUATION WERE NOT FOUND TO HAVE PROGRESSED TO THE EXTENT EXPECTED. ED001893 A PROGRAM TO DEMONSTRATE WAYS OF USING A YEAR OF KINDERGARTEN TO PROMOTE COGNITIVE ABILITIES, IMPART BASIC INFORMATION AND MODIFY ATTITUDES WHICH ARE ESSENTIAL FOR SCHOLASTIC SUCCESS OF CULTURALLY DEPRIVED CHILDREN IN THEIR FIRST TWO YEARS OF SCHOOL.... 1964-00-00 23 N/A 1965 2016-11-22

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No Academically Handicapped Blacks Cognitive Development Comparative Analysis Disadvantaged Youth Group Activities Home Study Learning Experience Parent Participation Preschool Education Program Evaluation Teacher Effectiveness WEIKART, DAVID P. AND OTHERS PERRY PRESCHOOL PROJECT Michigan (Ypsilanti) Michigan Ypsilanti Public Schools, MI. A SCHOOL- AND HOME-BASED PRESCHOOL WAS INSTITUTED FOR CULTURALLY DEPRIVED, FUNCTIONALLY RETARDED, 3- AND 4-YEAR-OLD NEGRO CHILDREN TO PROVIDE RESEARCH OPPORTUNITIES AND TO ENABLE THE CHILDREN TO SUCCEED IN SCHOOL. THE PROGRAM CONSISTED OF A COGNITIVELY ORIENTED MORNING NURSERY SCHOOL, AN AFTERNOON HOME-BASED PROGRAM TO PROVIDE FOR THE INDIVIDUAL NEEDS OF THE CHILDREN AND TO INVOLVE THE MOTHERS IN THE PROGRAM, AND A SERIES OF SEMIMONTHLY MEETINGS FOR PARENTS TO PROVIDE A PLACE FOR EXCHANGE OF IDEAS AND TO INVOLVE PARENTS IN THEIR CHILDREN'S EDUCATION. BY 1964, ONE GROUP HAD FINISHED 1 YEAR OF THE PRESCHOOL, 1 YEAR OF KINDERGARTEN, AND ENTERED THE FIRST GRADE, A SECOND GROUP HAD BEGUN AS 3-YEAR-OLDS FOR THE NORMAL 2-YEAR PRESCHOOL TRAINING BEFORE KINDERGARTEN, AND A THIRD GROUP HAD JUST BEGUN. THE MOST EFFECTIVE TEACHING METHOD WAS FOUND TO BE "VERBAL BOMBARDMENT," A STEADY STREAM OF QUESTIONS AND COMMENTS TO DRAW THE CHILD'S ATTENTION TO ASPECTS OF HIS ENVIRONMENT. THE OVERALL PERFORMANCE OF THE GROUP WHICH HAD COMPLETED KINDERGARTEN DEMONSTRATED BETTER ABILITY IN NEARLY ALL ASPECTS WHEN COMPARED TO A CONTROL GROUP, THUS IMPLYING THAT THE PROGRAM MAY HAVE LONG-RANGE BENEFITS AS HOPED. ED001894 PERRY PRESCHOOL PROJECT PROGRESS REPORT. 1964-06-00 61 N/A 1965 2016-11-22

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No Academically Handicapped Blacks Disadvantaged Youth Group Activities Home Programs Learning Experience Parent Participation Preschool Education WEIDART, DAVID P. Michigan (Ypsilanti) PERRY PRESCHOOL PROJECT Michigan Ypsilanti Public Schools, MI. A SCHOOL- AND HOME-BASED PRESCHOOL PROGRAM WAS INSTITUTED FOR CULTURALLY DEPRIVED, FUNCTIONALLY RETARDED, 3- AND 4-YEAR-OLD NEGRO CHILDREN TO PROVIDE RESEARCH OPPORTUNITIES AND TO ENABLE THE CHILDREN TO SUCCEED IN SCHOOL. A CHILD WAS CHOSEN FOR THE PROGRAM ACCORDING TO CERTAIN RATINGS OF HIS PARENTS' BACKGROUND, HIS OWN IQ, AND HIS ACHIEVEMENT. THE EARLY MORNING PERIOD OF THE PRESCHOOL PROGRAM WAS CONDUCTED ON AN INDIVIDUAL BASIS, WITH EACH OF THE FOUR TEACHERS STIMULATING AND GUIDING LEARNING EXPERIENCES. THE LATER MORNING PERIOD CONSISTED OF LARGE-GROUP ACTIVITIES. AN AFTERNOON HOME-BASED PROGRAM PROVIDED INDIVIDUAL ATTENTION FOR THE CHILD AND A CHANCE TO INVOLVE THE MOTHER IN THE EDUCATIONAL PROCESS. GROUP MEETINGS FOR PARENTS, HELD SEMIMONTHLY, AIDED IN GETTING BOTH PARENTS INVOLVED IN THEIR CHILDREN'S EDUCATION. THE PROGRAM WAS QUITE SUCCESSFUL. THE CHILDREN BECAME MORE RECEPTIVE AND INTERESTED, AND MOST PARENTS SEEMED PLEASED WITH THEIR CHILDREN'S PROGRESS. ED001895 REVIEW OF 1960-1963, APPENDIX A OF THE PERRY PRESCHOOL PROJECT PROGRESS REPORT. 1964-12-00 19 N/A 1965 2016-11-22

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No American History Curriculum Guides Ethnic Groups Intergroup Relations International Relations Material Development Secondary Education Special Programs COHLER, MILTON J. AND OTHERS Illinois (Chicago) Illinois (Chicago) Chicago Board of Education, IL. Chicago Public Schools, IL. EIGHT CHAPTERS -- PUBLIC OPINION, RELATIONSHIP BETWEEN CITY, STATE, AND FEDERAL GOVERNMENT, DIVERSE GROUPS, DEFENSE AND INTERNATIONAL RELATIONS, GENERAL WELFARE, ROLE OF EDUCATION, AND HUMAN AND NATURAL RESOURCES -- COMPRISE THE CURRICULUM GUIDE. EACH CHAPTER GIVES AN OUTLINE OF THE MATERIAL AS A TEACHING GUIDE AND OFFERS SUGGESTED LEARNING EXPERIENCES. IT CONCLUDES WITH A BIBLIOGRAPHY ON EACH TOPIC. ED001896 CONTEMPORARY AMERICAN HISTORY--A TENTATIVE PROGRAM FOR THE SECONDARY SCHOOLS. 1961-00-00 95 N/A 1965 2016-11-22

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No Child Development Factor Analysis Intellectual Development Intelligence Tests Predictive Measurement Preschool Children Psychological Testing Statistical Data Surveys Test Validity Young Children BALL, RACHELL S. STOTT, LELAND H. Michigan (Detroit) Michigan (Detroit) Merrill-Palmer Inst., Detroit, MI. AN INVESTIGATION AND EVALUATION OF TOTAL INFANT AND PRESCHOOL MENTAL TESTING SITUATIONS AND SOME CONCLUSIONS AS TO THE CURRENT NEEDS IN THIS AREA ARE PRESENTED. THESE APPROACHES ARE MADE TO THE PROBLEM. FIRST, THE THEORETICAL THINKING ON THE NATURE OF INTELLIGENCE AND HOW IT DEVELOPS IN CHILDREN IS TRACED. THERE HAS BEEN DISAGREEMENT OVER THE NATURE OF INTELLIGENCE, WHETHER IT CONSISTS OF MANY SPECIFIC ABILITIES OR ONE GENERAL ABILITY. WITH THE DEVELOPMENT OF THE FACTOR-ANALYTIC METHODS, HOWEVER, GENERAL INTELLIGENCE WAS FOUND TO BREAK DOWN INTO MANY DIFFERENT BUT RELATED ABILITIES. AFTER A PERIOD OF CONTROVERSY OVER THE DETERMINANTS OF INTELLIGENCE, IT IS NOW ACCEPTED THAT INTELLIGENCE DEVELOPS THROUGH THE INTERACTION OF ORGANISM AND ENVIRONMENT, AND THAT INTELLIGENCE DEVELOPS IN A QUALITATIVE SENSE. THE SECOND APPROACH WAS A QUESTIONNAIRE SURVEY OF THE USES BEING MADE OF MENTAL TESTS FOR YOUNG CHILDREN. INFORMATION IS GIVEN ON THE FREQUENCY WITH WHICH EACH OF THE VARIOUS TESTS IS USED AND FOR WHAT PURPOSES. SPECIAL VALUES AS WELL AS INADEQUACIES WERE REPORTED FOR EACH OF THE WIDELY USED TESTS, AND MANY SUGGESTIONS FOR IMPROVEMENT WERE OFFERED. THE THIRD APPROACH WAS A STATISTICAL ANALYSIS OF AN ACCUMULATED MASS OF TEST RESULTS. THE FINDINGS INDICATE THAT, EVEN AS YOUNG AS 3 MONTHS, CHILDREN ARE CAPABLE OF "THINKING" PROCESSES. THERE IS GREAT VARIETY IN FACTOR CONTENT AMONG DIFFERENT TESTS AND FOR DIFFERENT AGE LEVELS. ALTHOUGH OTHER INADEQUACIES ARE DESCRIBED, THERE IS NO EVIDENCE THAT THE RESULTS OF THE INFANT TESTS SHOW LESS VALID DISCRIMINATION OF ABILITY THAN DO TESTS FOR OLDER AGE LEVELS. ED001897 EVALUATION ON INFANT AND PRESCHOOL MENTAL TESTS. 1963-00-00 281 N/A 1965 2016-11-22

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No Adolescents Conferences Disadvantaged Intellectual Development Intelligence Quotient Preschool Education Preschool Learning SMILANSKY, M. CANADA Henrietta Szold Institute (Israel) Quebec (Montreal) Canada Canada (Montreal) ELEVEN GENERALIZATIONS FROM THE OUTCOMES OF STUDIES AND EXPERIMENTS CARRIED OUT BY THE SZOLD INSTITUTE OVER A PERIOD OF 2 YEARS WERE PRESENTED. THE FIRST NEGATED THE PREMISES OF A LIMITED POOL OF ABILITY AND OF THE STABILITY OF IQ. TABLES DEMONSTRATED THE POSSIBILITY OF RAISING THE IQ OF CULTURALLY DEPRIVED CHILDREN BY AN AVERAGE OF ABOUT 20 POINTS DURING THE PRESCHOOL PERIOD AND ABOUT 10 POINTS DURING ADOLESCENCE. THE SECOND STATED THE IMPORTANCE OF INTELLECTUAL PROMOTION AT THE PRESCHOOL AGE. RESULTS SHOWED THAT IT WAS FEASIBLE TO DEVELOP A PROGRAM FOR AGES 3-6 WHICH WOULD LAY PROPER FOUNDATION FOR REALIZING THE OBJECTIVES REGARDING DESIRABLE BEHAVIOR, ABILITIES, AND KNOWLEDGE. THE THIRD WAS AGAINST THE PREMISE OF "IRREVERSIBILITY." THE FOURTH WAS SPECIAL INTEREST IN THE POTENTIALLY GIFTED. THE FIFTH WAS FOR A POLICY OF "PROMOTED EQUALITY" RATHER THAN "FORMAL EQUALITY." THE SIXTH PRESENTED THE POSSIBILITY OF USING STRATEGIC APPROACHES IN THE ABSENCE OF AN INCLUSIVE THEORY. THE SEVENTH WAS THAT PROMOTIONAL ACTIVITY SHOULD PRECEDE EACH STAGE OF MATURATION INSTEAD OF FOLLOWING IT. THE EIGHTH WAS THAT CULTURALLY DEPRIVED CHILDREN REQUIRE AN ADAPTATION OF DIDACTICS. THE NINTH GENERALIZATION DISCUSSED THE ROLES AND RELATIONSHIPS OF THE SCHOOL, THE PARENTS, AND CULTURALLY DEPRIVED CHILDREN. THE TENTH STATED THE NEED TO INTEGRATE THE SCHOOL APPROACH AS COMPARED TO A PSYCHO-GENETIC ONE. THIS OUTLINE WAS PRESENTED AT THE CONFERENCE OF AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE (MONTREAL, DECEMBER 30, 1964). ED001898 FIRST GENERALIZATION FOR EXPERIMENTS TO PROMOTE INTELLECTUAL DEVELOPMENT OF THE CULTURALLY DEPRIVED. 1964-12-30 25 N/A 1965 2016-11-22

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No Field Instruction Field Trips Group Instruction Preschool Education Questioning Techniques Small Group Instruction Teaching Methods WEIKART, DAVID P. Michigan (Ypsilanti) Michigan Ypsilanti Public Schools, MI. PART ONE OF THIS DOCUMENT IS A DESCRIPTION OF A PRESCHOOL CLASS FIELD TRIP TO AN APPLE ORCHARD. "VERBAL BOMBARDMENT" IS THE METHOD USED BY THE TEACHER ON THIS TRIP. THE TEACHER POSES QUESTIONS TO HER STUDENTS AND LETS THEM ANSWER. PART TWO IS AN ILLUSTRATION OF STRUCTURED GROUP TEACHING. NINE CONSECUTIVE LESSONS STATING THE PURPOSE, ACTIVITY, AND TEACHER COMMENT ON EACH ARE GIVEN. THE UNIT COVERED IS "POINTS AND LINES." THE FIRST LESSON IS VERY SIMPLE, EACH LESSON BECOMES PROGRESSIVELY MORE DIFFICULT. ED001899 GROUP TEACHING AND FIELD TRIP ILLUSTRATIONS, APPENDIX B OF THE PERRY PRESCHOOL PROJECT PROGRESS REPORT. 1964-12-00 5 N/A 1965 2016-11-22

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No Auditory Tests Cognitive Measurement Diagnostic Tests Language Tests Perception Tests Prognostic Tests Reading Tests Standardized Tests Tests Verbal Tests Vision Tests New York (New York) New York (New York) New York Medical Coll., NY. THE INSTITUTE'S TEST BATTERY IS INTENDED TO ASSESS THE CHILD'S ACHIEVEMENT IN COGNITIVE STYLE, PERCEPTUAL ABILITY, LANGUAGE DEVELOPMENT, AND READING ACHIEVEMENT. THE TWO MAJOR PHASES IN THE INSTITUTE'S RESEARCH PROGRAM ARE EXPLORATION OF EARLY ENVIRONMENTAL FACTORS AND THE DEVELOPMENT OF SCHOOL REMEDIAL, READING, AND ENRICHMENT PROGRAMS. THE INDEX CLASSIFIES EACH TEST, GIVES STAGES OF DEVELOPMENT, AND A SHORT IDENTIFYING DESCRIPTION. A LIST OF SPECIFIC STANDARD TESTS AVAILABLE FOR USE FOLLOWS. A SHORT DESCRIPTION OF TESTS GIVES THE PURPOSE AND METHOD FOR EACH TYPE. THE TESTS ARE ORGANIZED UNDER SEVEN CATAGORIES, (1) SOCIAL CLASSIFICATION AND BEHAVIORAL EVALUATION. THIS SECTION INCLUDES APPRAISAL SCALES TO MEASURE BEHAVIOR WHICH MAY AFFECT SCORES IN TEST AND INTERVIEW MEASURES USED TO ESTABLISH SOCIOECONOMIC LEVEL. (2) THE VERBAL TESTS OBTAIN SAMPLES OF CHILDREN'S SPEECH, AND RELATE VERBAL BEHAVIOR TO PERCEPTUAL, COGNITIVE, AND CULTURAL FACTORS. (3) PERCEPTUAL TESTS ARE USED TO ASSESS SENSORI-MOTOR RELATIONSHIPS, AND TO INVESTIGATE FACTORS POTENTIALLY UNDERLYING SUCCESS IN LEARNING TO READ. (4) COGNITIVE TESTS ASSESS FACTORS WHICH WILL BE RELATED TO SCHOOL ACHIEVEMENT, INTELLIGENCE, AND NONVERBAL INTELLECTUAL PERFORMANCE. (5) DOMINANCE LATERALITY TESTS INVESTIGATE FACTORS IMPLICATED IN THE LITERATURE ON READING AND SPEECH DISABILITIES. (6) AUDITORY-VISUAL TESTS ARE CONCERNED WITH MODALITY PREFERENCE AND MODALITY EFFICIENCY, AND IT IS ANTICIPATED THAT THEY WILL BE RELATED TO ADEQUACY OF READING, AND TO THE TYPE OF ENRICHMENT PPROGRAM BEST FOR THE INDIVIDUAL CHILD. (7) READING, ACHIEVEMENT, DIAGNOSTIC AND PROGNOSTIC TESTS, ARE DESIGNED TO SHOW THE CHILD'S ABILITIES, INCLUDING HIS GENERAL READING LEVEL AS WELL AS SPECIFIC SKILLS IMPORTANT IN MAINTAINING THAT LEVEL. ED001900 INDEX AND SHORT DESCRIPTION OF ALL TESTS. 1960-11-24 37 N/A 1965 2016-11-22

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No Attitude Change Cognitive Ability Disadvantaged Youth Dramatic Play Failure Kindergarten Methods Research Preschool Education Teaching Methods SMILANSKY, S. New York (New York) New York (New York) TWO MAIN METHODS OF APPROACH IN UNDERSTANDING THE SCHOLASTIC FAILURE OF CULTURALLY DISADVANTAGED CHILDREN WERE--THE USE OF SUCH TEACHING METHODS AS TEXTBOOKS, WORKBOOKS, TEACHERS' GUIDEBOOKS, AND OTHER TEACHING AIDS SUITED TO THE SPECIAL NEEDS OF THESE CHILDREN, AND THE USE OF EXPERIMENTS ON THE KINDERGARTEN LEVEL AIMED AT FINDING WAYS TO DEVELOP THE NECESSARY ABILITIES AND TO IMPART THE REQUIRED INFORMATION TO THESE CHILDREN IN AN EFFORT TO BOOST SCHOLASTIC CAPABILITY AND MINIMIZE EARLY SCHOOL FAILURE. THIS WAS CALLED A PLANNED PROGRAM OF DEVELOPMENT IN THE KINDERGARTEN. THE BASIC PROBLEM IN WORKING WITH CHILDREN FROM UNDERPRIVILEDGED HOMES WAS THE RAPIDITY WITH WHICH THEY SHIFT FROM ONE LINE ON THOUGHT TO ANOTHER, FROM ONE ACTIVITY TO ANOTHER, AND FROM ONE FEELING TO ANOTHER. THUS WAYS AND MEANS THAT WOULD HELP THE CHILD EMBODY THOSE SCATTERED FACTS, EXPERIENCES, AND WORDS INTO NEW, MEANINGFUL CONCEPTS WERE SOUGHT. SOCIODRAMATIC PLAY WAS THE BEST AND MOST NATURAL INSTRUMENT FOR HELPING PRESCHOOL CHILDREN COMBINE THEIR SCATTERED EXPERIENCES, FACTS, AND CONCEPTS, SOCIODRAMATIC PLAY WAS A FORM OF SOCIAL PLAY ACTIVITY PARTICIPATED IN BY SOME PRESCHOOL CHILDREN. RESULTS SHOWED THAT THE GROWTH AND DEVELOPMENT OF A CHILD FROM THE MIDDLE HIGHER SOCIOCULTURAL STRATUM DIFFERED IN MANY RESPECTS FROM THAT OF A CHILD FROM THE LOWER SOCIOCULTURAL STRATUM. THE DIFFERENCE STEMMED MAINLY FROM THE QUALITY OF THE INTERACTION BETWEEN PARENT AND CHILD, THUS IT WAS ASSUMED THAT DEPRIVATION IN THIS AREA COULD BE RECOGNIZED AND PARTLY OVERCOME IN THE NURSERY AND KINDERGARTEN. THIS LECTURE WAS PRESENTED TO THE AMERICAN ORTHOPSYCHIATRIC ASSOCIATION (NEW YORK, MARCH 1965). ED001901 AN EXPERIMENT TO PROMOTE COGNITIVE ABILITIES, IMPART BASIC INFORMATION AND MODIFY ATTITUDES OF PRE-SCHOOL CULTURALLY DISADVANTAGED CHILDREN, THROUGH THE DEVELOPMENT AND IMPROVEMENT OF THEIR SOCIO-DRAMATIC FREE PLAY. 1965-03-00 36 N/A 1965 2016-11-22

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No Demography Disadvantaged Youth Economic Factors Family Characteristics Family Income Income Individual Characteristics Low Income Groups WITMER, HELEN L. DISTRICT OF COLUMBIA District of Columbia THREE MAJOR QUESTIONS ARE RAISED--(1) WHAT IS MEANT BY POVERTY AND TO WHAT EXTENT DOES THE OVERALL AMOUNT OF POVERTY DEPEND ON THE SORT OF MEASURING ROD USED. (2) HOW MANY AND WHAT PROPORTION OF THE NATION'S CHILDREN ARE GROWING UP IN POVERTY. AND (3) WHERE, GEOGRAPHICALLY AND SOCIALLY, ARE THESE CHILDREN OF THE POOR TO BE FOUND. POVERTY IS DEFINED WITH REFERENCE TO COST OF LIVING BUDGETS. AN ANNUAL INCOME OF $3,000 OR LESS THAN $60.00 PER WEEK REPRESENTS THE POVERTY LINE. INCOME TAX RATES PAID ARE USED TO DETERMINE A POVERTY SCALE. ANOTHER FACTOR USED TO DEFINE POVERTY IS FAMILY SIZE RELATIVE TO INCOME. USING THE $3,000 INCOME FIGURE, 9.3 MILLION FAMILIES LIVE IN POVERTY. IN 1961, 21 PERCENT OF ALL COUPLES WITH CHILDREN EARNED LESS THAN $3,000. APPROXIMATELY 11 MILLION CHILDREN LIVE IN POVERTY ACCORDING TO STATISTICS. MORE NONWHITE FAMILIES THAN WHITE FAMILIES ARE POOR. RURAL RESIDENCE INCREASES THE CHANCES OF LIVING IN POVERTY. IT IS RECOMMENDED THAT BOTH THE PROPORTIONS AND ABSOLUTE NUMBERS OF "THE POOR" SHOULD BE TAKEN INTO ACCOUNT IN ATTEMPTS TO REDUCE THE INCIDENCE OF POVERTY. THIS ARTICLE IS PUBLISHED IN "CHILDREN," VOLUME 11, NUMBER 6, NOVEMBER 1964. ED001902 CHILDREN AND POVERTY. 1964-00-00 1 N/A 1965 2016-11-22

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No Biology Chemistry Course Content Course Organization Physical Sciences Resource Materials Science Curriculum Talent Development Teaching Guides Teaching Methods Units of Study Texas (Houston) Texas (Houston) Houston Independent School District, TX. EACH UNIT IS OF APPROXIMATELY 6 WEEKS' DURATION. UNITS ARE ON ENERGY AND THE HUMAN BODY, HEAT, ELECTRICITY AND MACHINES, CONSUMER SCIENCE FROM A COMMUNICATION AND PHYSICAL SCIENCE APPROACH, AND CONSUMER SCIENCE FROM BIOLOGICAL AND EARTH APPROCH. IN ALL UNITS, AS MANY CONCEPTS AS POSSIBLE SHOULD BE RELATED TO THE STUDENTS' EXPERIENCES. IN PARTICULAR, BASIC PRINCIPLES OF CHEMISTRY SHOULD BE LEARNED THROUGH CONCRETE EXPERIENCES, WITH A MINIMUM ATTEMPT TO EXPLORE MATHEMATICAL PHASES. A QUESTION METHOD IS USED FREQUENTLY WITH DISCUSSION AND EXPERIMENTATION TO SEEK ANSWERS. EACH UNIT CONSISTS OF TEXTBOOK REFERENCES, A STEP-BY-STEP OUTLINE WITH ACCOMPANYING TEACHING SUGGESTIONS, AND LISTS OF REFERENCE AND AUDIOVISUAL MATERIALS. ED001903 COURSE OUTLINE FOR SECOND SIX WEEKS OF SCIENCE-LEVEL III, TALENT PRESERVATION CLASSES. 1964-10-00 48 N/A 1965 2016-11-22

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No Course Content Course Organization Grade 7 Mathematical Concepts Mathematics Instruction Number Systems Resource Materials Talent Development Teaching Guides Teaching Methods Texas (Houston) Texas (Houston) Houston Public Schools, TX. LEVEL I-A UNIT AREAS COVER THE MEANING OF "NUMBER," ADDITION, MULTIPLICATION, SUBTRACTION, AND DIVISION. LEVEL I-B COVERS INTRODUCTION TO COMMON FRACTIONS, COMBINING FRACTION, FRACTIONAL PARTS, SEPARATING FRACTIONS, AND APPLICATIONS. EACH UNIT UNDER I-B HAS SUBDIVISIONS, WITH A PARAGRAPH OF TEACHING HINTS AND EXAMPLES. STRESS IS UPON CONCRETE EXAMPLES, WITH TERMS INTRODUCED AFTER UNDERSTANDING AND WITHOUT UNDUE EMPHASIS. THE TEXTBOOK MAY BE USED AS A SOURCE FOR EXAMPLES AND PROBLEMS AFTER AN IDEA HAS BEEN GRASPED. GENERALLY, TEXTBOOK DISCUSSIONS ARE TOO ABSTRACT FOR USE BY TALENT PRESERVATION STUDENTS. COOKBOOKS, SEWING INSTRUCTIONS, AND MAGAZINES SUCH AS "POPULAR SCIENCE" AND "POPULAR MECHANICS" ARE EXAMPLES OF GOOD SOURCES FOR PRACTICAL WORK WITH FRACTIONS. ED001904 OUTLINE OF MATHEMATICS - LEVELS I-A AND I-B FOR TALENT PRESERVATION CLASSES IN GRADE SEVEN. 1963-09-00 10 N/A 1965 2016-11-22

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No Course Content Course Organization Grade 8 Mathematical Concepts Mathematics Instruction Monetary Systems Talent Development Teaching Guides Teaching Methods Units of Study Texas (Houston) Texas (Houston) Houston Public Schools, TX. MEASUREMENT, GEOMETRY, DECIMAL FRACTIONS, AND PERCENTAGE CONSTITUTE UNIT CONTENT FOR LEVEL II-A. NO STEP-BY-STEP PROCEDURES ARE GIVEN. EACH UNIT HAS GENERAL PROCEDURAL AND CONTENT APPROACH SUGGESTIONS. THE UNIT BEGINS WITH MEASUREMENT BECAUSE MOST CLASS MEMBERS WILL BE TAKING A PRACTICAL ARTS COURSE AND WILL NEED TO BE ABLE TO MEASURE MATERIALS. TEACHERS OF PRACTICAL ARTS COURSES AND MATHEMATICS SHOULD CORRELATE INSTRUCTIONS. THE PURPOSE OF LEVEL II-B IS TO REVIEW THE PRECEDING THREE SEMESTERS' WORK AND TO MAKE MATHEMATICS USEFUL. UNDERSTANDING OF ECONOMICS IS EMPHASIZED THROUGH FIELD TRIPS AND PRACTICAL EXPERIENCES. THE FOUR UNITS INCLUDE EARNING MONEY, OWNING AND OPERATING A CAR, SPENDING WISELY, AND PLANNING, BUYING AND MAINTAINING A HOME. ED001905 OUTLINE OF MATHEMATICS- LEVELS II A AND II B FOR TALENT PRESERVATION CLASSES IN GRADE EIGHT. 1963-09-00 5 N/A 1965 2016-11-22

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No Communication Skills Course Content Course Organization Grade 7 Grade 8 Grammar Instructional Materials Language Arts Talent Development Teaching Guides Teaching Methods Units of Study Texas (Houston) Texas (Houston) Houston Public Schools, TX. THROUGHOUT, UNITS ARE DIVIDED INTO TWO SECTIONS - PRACTICAL SKILLS OF ORAL COMMUNICATION AND BASIC SKILLS OF GRAMMAR AND MECHANICS. THERE IS GRADUAL DEVELOPMENT OF SKILLS IN THE RESPECTIVE AREAS WITH REVIEW, DRILL, AND AN ADDED ACHIEVEMENT IN EACH UNIT. FOR EXAMPLE, ORAL COMMUNICATION STARTS WITH SPEAKING DISTINCTLY, AND PROGRESSES TO ORAL DIRECTIONS, REPORTS, TELEPHONE USE, MANNERS, AND PRACTICAL EXERCISES SUCH AS JOB INTERVIEWS. UNDER GRAMMAR AND MECHANICS, LEVEL I EMPHASIZES VERB USE, WITH ADDITIONAL VERBS ADDED IN EACH UNIT, AND GRADUAL KNOWLEDGE OF SENTENCES. CAPITAL LETTERS, PUNCTUATION, SPELLING, FORM, LISTENING, AND HANDWRITING ARE INCLUDED. LEVEL II CONTINUES SENTENCE UNDERSTANDING AND SPELLING LESSONS. SOME WRITING IS DONE AND DEALS WITH PRACTICAL USES SUCH AS LETTERS, COMPLILATION OF ADDRESSES, TELEPHONE NUMBERS AND SHOPPING LISTS, AND COMPLETION OF FORMS AND APPLICATIONS. SIX UNITS OF 6 WEEKS EACH ARE OUTLINED, STEP-BY-STEP, UNDER EACH LEVEL. ED001906 OUTLINE OF LANGUAGE-LEVELS I AND II FOR TALENT PRESERVATION PROJECT CLASSES IN SECONDARY SCHOOLS, GRADES SEVEN AND EIGHT. 1963-09-00 26 N/A 1965 2016-11-22

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No Course Content Course Organization Junior High Schools Physical Sciences Science Curriculum Science Instruction Talent Development Teaching Guides Teaching Methods Units of Study Texas (Houston) Texas (Houston) Houston Independent School District, TX. TOPICS INCLUDE--LITHOSPHERE, THE SOLID PART OF EARTH, HYDROSPHERE, WATER ON EARTH, AND ATMOSPHERE, AIR. TEXTBOOK REFERENCES, CONTENT OUTLINE, TEACHING SUGGESTIONS, REFERENCE READINGS, AND AUDIOVISUAL AIDS ARE GIVEN UNDER EACH TOPIC. IT IS SUGGESTED THAT ORDER BE EMPHASIZED BY PROVIDING ASSIGNED SEATS, REQUIRING NEAT NOTEBOOKS, AND STRESSING THAT TEXTBOOKS AND NOTEBOOKS BE BROUGHT TO CLASS EACH DAY. PROJECT WORK IS OF VALUE, AND TALENT PRESERVATION STUDENTS OFTEN SHOW PARTICULAR INTEREST IN ASTRONOMY PROJECTS. EFFORTS CAN BE COORDINATED WITH THE MATHEMATICS TEACHER IN THE USE OF FORMULAS. ED001907 COURSE OUTLINE FOR FIRST SIX WEEKS OF SCIENCE-LEVEL III, TALENT PRESERVATION CLASSES. 1964-08-00 14 N/A 1965 2016-11-22

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No Biology Botany Conservation Education Course Content Course Organization Geology Science Curriculum Science Instruction Secondary Education Talent Development Teaching Guides Teaching Methods Units of Study Texas (Houston) Texas (Houston) Houston Independent School District, TX. UNIT III (SIX WEEKS) CONCERNS PLANT LIFE, AND DEALS WITH THALLUS PLANTS, MOSSES, FERNS, AND SEED PLANTS. UNIT IV (SIX WEEKS) COVERS AIR AND SPACE, WITH SUBTOPICS ON ASTRONOMY AND WEATHER. "THE CHANGING EARTH," DEALING WITH GEOLOGY AND CONSERVATION, COMPRISES UNIT V (6WEEKS). THE LAST, UNIT VI (6 WEEKS), DEALS WITH CONSUMER SCIENCE--BIOLOGICAL AND EARTH. LEVEL THREE SHOULD BE CONSULTED FOR SUGGESTIONS FOR UNIT VI. THE TEACHER IS ADVISED, IN ADDITION TO THE PAGES LISTED AT THE BEGINNING OF EACH UNIT IN THE LEVEL TWO COURSE, TO REFER TO APPROPRIATE CHAPTERS IN LEVEL THREE TEXTBOOKS. THE TEACHING METHOD SUGGESTED IS TO GUIDE THE STUDENT BY ASKING QUESTIONS. EACH TOPIC HAS TEXTBOOK REFERENCES, CONTENT OUTLINE, TEACHING SUGGESTIONS, REFERENCE READINGS, AND LISTS OF AUDIOVISUAL MATERIALS. ED001908 COURSE OUTLINE FOR THIRD SIX WEEKS OF SCIENCE-LEVEL II, TALENT PRESERVATION CLASSES. 1964-12-00 25 N/A 1965 2016-11-22

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No Biology Course Content Course Organization Health Education Human Body Science Curriculum Science Instruction Secondary Education Talent Development Teaching Guides Units of Study Texas (Houston) Texas (Houston) Houston Independent School District, TX. THE FIRST 6-WEEK UNIT CONCERNS ANIMAL LIFE, AND TOPICS INCLUDE PROTOZOA, INVERTEBRATES, AND VERTEBRATES. UNIT II, "THE HUMAN BODY", INCLUDES BODY SYSTEMS, HEALTH, AND SAFETY. TEXTBOOK REFERENCES, CONTENT OUTLINE, TEACHING SUGGESTIONS, REFERENCE READINGS, AND AUDIOVISUAL AIDS ARE GIVEN UNDER EACH TOPIC. IT IS SUGGESTED THAT FIRST EXPERIENCES WITH THE CLASS BE CONDUCTED ON A DISCUSSION BASIS, WITH THE TEACHER AS THE MAIN REFERENCE POINT. ONE SHOULD AVOID AUDIOVISUAL AIDS AND OTHER RESOURCES AT THIS TIME. THE USE OF LIBRARY MATERIALS SHOULD EVENTUALLY BE PART OF THE PROGRAM. ALSO, THE TEACHER SHOULD HAVE STUDENTS DEVELOP WORD LISTS FOR EACH TOPIC. ANOTHER SUGGESTION IS THAT STUDY OF THE HIGHER INVERTEBRATES BE COVERED THROUGH PUPIL PROJECTS, WITH STUDENTS FOLLOWING REPORT-FORMS. SINCE MANY STUDENTS MAY DROP OUT OF SCHOOL AT THE END OF THE YEAR, IT IS IMPORTANT THAT BASIC UNDERSTANDING OF DISEASE BE EMPHASIZED UNDER THE HEALTH AND SAFETY TOPIC. ED001909 COURSE OUTLINE FOR FIRST SIX WEEKS FOR SCIENCE-LEVEL II, TALENT PRESERVATION CLASSES. 1964-08-00 28 N/A 1965 2016-11-22

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No Community Attitudes Community Organizations Community Support Educational Problems Public Schools School Community Relationship Social Characteristics SMITH, R. V. AND OTHERS Michigan (Ypsilanti) Alabama (Birmingham) Alabama (Birmingham) Michigan Eastern Michigan Univ., Ypsilanti. WHILE THE MAJOR PURPOSE WAS TO EXPLORE THE SIGNIFICANCE OF COMMUNITY ORGANIZATION FOR SCHOOL SUPPORT, A SECONDARY PURPOSE WAS TO DEMONSTRATE THE PRACTICAL SIGNIFICANCE OF SOCIOLOGICAL THEORY AND THE SURVEY RESEARCH TECHNIQUE TO EDUCATIONAL PROBLEMS. SOME OF THE FINDINGS WERE AS FOLLOWS. THE LEVEL OF SUPPORT WHICH A COMMUNITY ACCORDS ITS SCHOOLS IS RELATED TO THE SOCIAL ORGANIZATIONAL PATTERNS OF THAT COMMUNITY. SUPPORT FOR SCHOOLS IS MUCH MORE CHARACTERISTIC OF FORMAL GROUP MEMBERS SUCH AS THOSE IN THE PTA, SOCIAL CLUBS, AND CHURCH ORGANIZATIONS. THE SIGNIFICANCE OF THE DISINTEREST AND LOWER LEVEL OF SUPPORT AMONG NONGROUP MEMBERS GROWS WHEN IT IS FOUND THAT THEY ARE NOT IN TOUCH WITH OTHER COMMUNITY MEMBERS OR WITH MASS COMMUNICATION MEDIA. IT IS MORE DIFFICULT TO CHANGE SUCH DISINTEREST EVEN AFTER IT HAS BEEN DETECTED. THESE FINDINGS HAVE IMPORTANT IMPLICATIONS IF ONE CONSIDERS PRESENT URBAN MIGRATION PATTERNS, MILLAGE CAMPAIGNS, ATTITUDES TOWARD FORMAL ORGANIZATION HELD BY MEMBERS OF A COMMUNITY, AND QUESTIONS OF LOCAL SUPPORT VERSUS THE ESTABLISHMENT OF A BROADER BASE OF SCHOOL SUPPORT. ED001910 COMMUNITY ORGANIZATION AND SUPPORT OF THE SCHOOLS, A STUDY OF CITIZEN REACTION TO THE BIRMINGHAM, MICHIGAN, PUBLIC SCHOOLS. 1964-01-31 147 N/A 1965 2016-11-22

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No Course Content Curriculum Guides Educational Media Grade 9 Intellectual Experience Learning Experience Social Studies Teaching Guides Teaching Methods BLASZAK, ROBERT AND OTHERS Pennsylvania (Pittsburgh) Pennsylvania (Pittsburgh) Pittsburgh Board of Public Education, PA. A CURRICULUM GUIDE FOR NINTH-GRADE SOCIAL STUDIES IS PRESENTED. IN TEACHING SOCIAL STUDIES THERE SHOULD BE A BALANCE BETWEEN THE TEACHING OF FACTS, AND THE TEACHING OF INTELLECTUAL DISCIPLINES AND FOUNDATION LEARNINGS THAT ARE PREREQUISITE TO UNDERSTANDINGS. IN THE CLASSROOM, THE CHILDREN SHOULD BE ENCOURAGED TO PRACTICE THE PRINCIPLES OF FREE GOVERNMENT, CITIZENSHIP, AND HUMAN RELATIONS. THREE PHASES OF THE SOCIAL STUDIES ARE HIGHLIGHTED--GOVERNMENT, ECONOMICS, AND SOCIOLOGY. THE COURSE IS PROVIDED FOR THE NEEDS OF STUDENTS OF VARIED ABILITIES AND INTERESTS, AND TEACHERS SHOULD RELATE SUBJECT MATTER TO THE DIVERSE INTERESTS AND BACKGROUNDS OF THE STUDENTS. INCLUDED ARE BILIOGRAPHIES FOR TEACHERS AND STUDENTS, A LIST OF AUDIOVISUAL AIDS, AND THREE SAMPLE LESSONS. ED001911 SOCIAL SCIENCE COURSE OF STUDY, GRADE 9. 1964-09-00 55 N/A 1965 2016-11-22

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No Choral Speaking Curriculum Guides Literature Appreciation Primary Education Speech Communication Speech Habits Speech Improvement Student Improvement Teaching Methods Hawaii (Honolulu) Hawaii (Honolulu) Hawaii State Dept. of Education, Honolulu. CHORAL SPEAKING IS GROUP INTERPRETATION OF LITERATURE. THE ADVANTAGES OF CHORAL SPEAKING ARE--(1) IT IS A FORM OF ARTISTIC EXPRESSION IN WHICH ALL CHILDREN CAN JOIN. (2) IT HELPS DEVELOP GOOD, CLEAR SPEECH. (3) IT OFFERS FAR GREATER VARIETY THAN IS POSSIBLE THROUGH SOLO SPEAKING. (4) IT BUILDS GROUP ATTITUDES BY ALLOWING STUDENTS TO WORK TOGETHER TOWARD A COMMON GOAL. CHORAL SPEAKING CAN BE USED IN SUCH SPECIAL ACTIVITIES OF THE SCHOOL AS ASSEMBLIES, PARENT GROUP MEETINGS, AND AMERICAN EDUCATION WEEK. POEMS AND SONGS WHICH CAN BE USED FOR CHORAL SPEAKING ARE INCLUDED. ED001912 CHORAL SPEAKING, GRADES K-6. 1963-00-00 26 N/A 1965 2016-11-22

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No Academic Ability Course Organization Curriculum Guides Grade 6 Low Achievement Mathematical Concepts Mathematics Instruction Secondary School Students Skill Development Student Characteristics Teaching Methods MCCARTHY, CHARLES T. AND OTHERS Illinois (Chicago) Illinois (Chicago) Chicago Board of Education, IL. THE COURSE IS GEARED TO MEET THE NEEDS OF STUDENTS ENTERING SENIOR HIGH SCHOOL WITH A MATHEMATICS ACHIEVEMENT LEVEL BELOW SIXTH GRADE. SINCE TWO PRINCIPAL CAUSES OF SERIOUS DEFICIENCIES IN ARITHMETIC ARE A LACK OF UNDERSTANDING OF THE DECIMAL SYSTEM OF NOTATION AND A LACK OF KNOWLEDGE OF THE BASIC FUNDAMENTALS OF ARITHMETIC, BASIC CONCEPTS MUST BE RETAUGHT. THE COURSE IS DIVIDED INTO TWO SEMESTERS AND CONTAINS FIVE UNITS-THE NUMBER SYSTEM AND THE ADDITION, SUBTRACTION, MULTIPLICATION, AND DIVISION OF WHOLE NUMBERS. EMPHASIS ON COMPREHENSION IS GIVEN BY THE INCLUSION OF THOUGHT PROBLEMS, INVOLVING PERTINENT EXPERIENCES AND HIGH INTEREST READING LEVEL. THE ULTIMATE OBJECTIVE IS STUDENT ACHIEVEMENT AT A SIXTH-GRADE LEVEL, TO BE ACCOMPLISHED THROUGH THE DEVELOPMENT OF A MASTERY OF BASIC NUMBER FACTS AND A REALIZATION OF THEIR IMPORTANCE IN LIFE SITUATIONS, A STRIVING FOR GOOD WORK HABITS, ACCURACY, AND SPEED, THE INCREASE IN ABILITIES TO ESTIMATE AN ANSWER AND TO USE APPROPRIATE MATHEMATICAL EQUIPMENT, AND THE GAIN OF SUFFICIENT UNDERSTANDING AND COMPETENCY TO PROFIT FROM INSTRUCTION IN ESSENTIAL MATHEMATICS. SMALL CLASSES, ATTRACTIVE CLASSROOMS, ADEQUATE MATHERIALS AND TEXTS, INTERESTED AND SKILLED TEACHERS, AND THE USE OF MANY SENSORY AND MANIPULATIVE DEVICES SHOULD MOTIVATE SLOW LEARNERS TO RAISE THEIR ACHIEVEMENT LEVELS. ED001913 BASIC MATHEMATICS I FOR THE SECONDARY SCHOOLS. 1961-00-00 157 N/A 1965 2016-11-22

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No Career Choice Interviews Questionnaires Role Theory Student Attitudes Surveys Teacher Characteristics Teacher Education Teacher Recruitment Teacher Role Values BIDDLE, BRUCE J. AND OTHERS COLUMBIA Missouri Univ., Columbia. ONE OF A SERIES OF STUDIES PERTAINING TO ROLE THEORY, THE ROLE OF THE PUBLIC SCHOOL TEACHER, AND THE RELATIONSHIPS BETWEEN TEACHER ROLE AND THE PROBLEMS OF TEACHER RECRUITMENT, THE INVESTIGATION EXAMINES DIFFERENCES IN TEACHER ROLES AS PERCEIVED BY TEACHERS, COLLEGE EDUCATION MAJORS, AND COLLEGE STUDENTS MAJORING IN OTHER FIELDS. IT IS ASSUMED THAT OCCUPATIONAL CHOICE IS MOST OFTEN MADE BECAUSE OF ROLE CONCEPTS. NEED FOR TEACHERS REQUIRES AN UNDERSTANDING OF THE DYNAMICS OF OCCUPATIONAL SELECTION TO ASSIST IN RECRUITMENT. QUESTIONNAIRE FORMS WERE USED TO ELICIT POSITIVE NORMS, NEGATIVE NORMS, AND EXPECTATIONS FOR TEACHER BEHAVIOR IN A VARIETY OF SETTINGS AND SOCIAL SITUATION BACKGROUNDS AND TO OBTAIN COGNITION FOR TEACHER TRAITS WITHOUT REGARD TO BACKGROUND. AN ADDITIONAL FORM BASED ON FIVE-POINT SCALES DEALT WITH TEACHER BEHAVIOR IN CONTEXT TO WHICH THE RESPONDENT GAVE HIS OWN EXPECTATIONS AND ATTRIBUTED SIMILAR COGNITIONS TO PEOPLE IN GENERAL, SCHOOL OFFICIALS, AND TEACHERS. NINETY-EIGHT TEACHERS AND 244 UNDERGRADUATE COLLEGE STUDENTS, HALF OF WHOM WERE EDUCATION MAJORS, WERE INTERVIEWED. THE DATA SUGGEST THAT BELIEFS RATHER THAN VALUES KEEP NONEDUCATION STUDENTS FROM CONSIDERING A TEACHING CAREER. IT IS IMPLIED THAT MORE STUDENTS MAY BE RECRUITED INTO EDUCATION THROUGH CAMPAIGNS OF INFORMATION AIMED AT CHANGING MISTAKEN BELIEFS ABOUT THE TEACHER ROLE. THE EXISTENCE OF SIGNIFICANT DIFFERENCES BETWEEN TEACHERS AND EDUCATION STUDENTS IN ROLE ELEMENTS POINTS TO DIFFICULTIES STUDENTS WILL EXPERIENCE DURING A FIRST YEAR OF TEACHING AND EXPLAINS THE HIGH DROPOUT RATE DURING THE FIRST YEAR. THE PROGRAMS SHOULD COUNTER MISTAKEN OR IDEALISTIC CONCEPTS OF THE TEACHER ROLE. REFERENCES AND AN APPENDIX ARE INCLUDED. ED001914 ROLE OF THE TEACHER AND OCCUPATIONAL CHOICE. STUDIES IN THE ROLE OF THE PUBLIC SCHOOL TEACHER, VOLUME 4. 1961-06-00 146 N/A 1965 2016-11-22

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No Curriculum Guides Grade 1 Grade 2 Kindergarten Material Development Primary Education Resource Materials Social Studies Teaching Guides Teaching Methods BOWERS, CATHERINE AND OTHERS Illinois (Chicago) Illinois (Chicago) Chicago Board of Education, IL. EXTENSIVE RESOURCE MATERIALS ARE PRESENTED FOR A COMPLETE SOCIAL STUDIES COURSE IN GRADES KINDERGARTEN, ONE, AND TWO. RECOGNITION IS GIVEN TO THE FACT THAT TODAY'S EDUCATION MUST BE MULTI-CULTURAL AND CROSS-CULTURAL. EMPHASIS IS PLACED UPON TEACHING OF AMERICAN IDEALS BY PROVIDING MATERIALS AND EXPERIENCES FROM THE VARIOUS DISCIPLINES OF THE SOCIAL SCIENCES. MUCH INTRODUCTORY AND EXPLANATORY MATERIAL FOR THE TEACHER IS INCLUDED, AS WELL AS AN ABUNDANCE OF MATERIAL FOR THE TEACHING OF THE COURSE. THE KINDERGARTEN UNIT PROVIDES MATERIAL ON--"AT SCHOOL AND AT HOME," ACQUAINTANCES, SCHOOL ROOM, FAMILY, HOME WHOLESOME USE OF LEISURE, RESPONSIBILITIES, FRIENDSHIP, FRIENDS IN ANOTHER CITY IN OUR COUNTRY--LOS ANGELES, AND PEOPLE IN TOKYO, A CITY IN ANOTHER COUNTRY. THE FIRST-GRADE MATERIAL DEALS WITH "AT SCHOOL AND IN THE NEIGHBORHOOD," OUR SCHOOL, FRIENDS AT SCHOOL, GOOD FRIENDS, SCHOOL WORKERS, FAMILIES, OUR NEIGHBORHOOD, TRAVEL FROM PLACE TO PLACE, OUR FARMER FRIENDS, ANIMALS FROM ALL OVER THE WORLD, PEOPLE IN ANOTHER AMERICAN CITY--SAN JUAN, AND MEETING PEOPLE IN A SOUTH AMERICAN CITY. SECOND GRADE MATERIALS INCLUDE "OUR COMMUNITY AND OTHER URBAN AREAS OF THE WORLD," UTILITIES AND SERVICES, FOOD, CLOTHING, HOMES, SCHOOLS, AND RECREATION IN THE COMMUNITY, WEATHER AND CLIMATE, TRANSPORTATION, COMMUNICATION, ANOTHER UNITED STATES URBAN AREA-DETROIT, AND AN URBAN AREA OVERSEAS-ROME, ITALY, BIBLIOGRAPHIES ARE INCLUDED IN EACH SECTION FOR FURTHER REFERENCE AND STUDENT READINGS. ED001915 CURRICULUM GUIDE FOR SOCIAL STUDIES, KINDERGARTEN, GRADES 1, 2. 1965-00-00 400 N/A 1965 2016-11-22

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No Behavior Problems Behavior Rating Scales Comparative Analysis Family Problems Identification Parent Role Screening Tests Test Construction Test Validity Young Children BEISSER, PAUL T. VAN VLEET, PHYLLIS P. California (Redwood City) California San Mateo County Superintendent of Schools, Redwood City, CA. ATTEMPTS WERE MADE TO DISCOVER WHETHER THE OBSERVABLE BEHAVIOR SYMPTOMS OF YOUNG CHILDREN IN THE SCHOOL SETTING, WHEN MEASURED BY OBJECTIVE SCREENING METHODS, WILL REFLECT FAMILIES THAT HAVE DISORDERED BEHAVIOR. THE OBJECTIVES INCLUDED TESTING THE VALIDITY OF TWO BEHAVIOR RATING SCALES, DEVELOPING A SINGLE RATING TEST, AND ANALYZING THE SIGNIFICANT DIFFERENCES BETWEEN THE EXPERIMENTAL AND CONTROL FAMILIES. RESULTS PROVED THAT A VERY SIGNIFICANT PROPORTION OF YOUNG CHILDREN WITH SCHOOL PROBLEMS REFLECTS A FAMILY WITH PROBLEMS. THE SCREENING TECHNIQUE DEVELOPED IS THE II-ITEM BEHAVIOR RATING SCALE. TABLES ARE INCLUDED. ED001916 EARLY IDENTIFICATION OF BEHAVIOR PROBLEM CHILDREN AND MULTI-PROBLEM FAMILIES. 1962-01-00 73 N/A 1965 2016-11-23

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No Conferences Consultants English Instruction Linguistics Literature Program Development Research Methodology Research Opportunities Teaching Methods EARLY, MARGARET J. AND OTHERS Illinois (Champaign) Illinois (Champaign) National Council of Teachers of English, Champaign, IL. PURPOSES WERE--TO EXPLORE IDEAS FOR RESEARCH, IN ENGLISH, THAT HAD EMERGED AT PREVIOUS CONFERENCES, TO EXAMINE METHODS OF RESEARCH IN LITERACY SCHOLARSHIP AND LINGUISTIC SCIENCE, TO CONSULT WITH EXPERTS IN RESEARCH DESIGN, AND TO TEST THE HYPOTHESIS THAT EXPERTS IN LITERATURE, LANGUAGE, PSYCHOLOGY, AND EDUCATION CAN WORK TOGETHER EFFECTIVELY TO IMPROVE KNOWLEDGE ABOUT TEACHING ENGLISH. TWO MEASURES WERE PROPOSED BY THE CONFERENCE PLANNERS. THE FIRST MEASURE WAS TO INVITE REPRESENTATIVES OF RELATED DISCIPLINES TO PREPARE FOR PRESENTATION AT THE GENERAL SESSIONS. THE PRESENTATIONS CONCERNED RESEARCH METHODS OF LITERACY SCHOLARSHIP, RESEARCH METHODS OF THE LINGUIST, PROBLEMS AND POSSIBILITIES OF RESEARCH IN TEACHING COMPOSITION, AND RESEARCH DESIGNS FOR TEACHING READING IN ELEMENTARY SCHOOLS AND LITERATURE IN SECONDARY SCHOOLS. THE SECOND MEASURE WAS THE USE OF STUDY GROUPS COMPOSED OF RESEARCH CONSULTANTS, TEACHING SPECIALISTS, AND LITERATURE SCHOLARS. ED001917 RESEARCH DESIGN AND THE TEACHING OF ENGLISH, PROCEEDINGS OF THE CONFERENCE, (SAN FRANCISCO 1963). 1964-00-00 151 N/A 1965 2016-11-22

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No Advisory Committees Deafness Educational Problems Instructional Improvement Language Acquisition Program Development Research Opportunities Special Education Speech Improvement BIBBIDGE, HOMER D. JR. AND OTHERS DISTRICT OF COLUMBIA Gallaudet College DC District of Columbia Department of Health, Education, and Welfare, Washington, DC. THE UNSATISFACTORY STATE OF EDUCATION FOR THE DEAF IS A RESULT OF THE LACK OF PROGRAMS ASSAULTING PROBLEMS OF COMMUNICATION AND OF LANGUAGE LEARNING OF THE DEAF, LACK OF WELL PLANNED AND ADEQUATELY SUPPORTED RESEARCH, AND THE FAILURE TO DEVELOP SYSTEMATIC AND ADEQUATE PROGRAMS FOR EDUCATING THE DEAF AT ALL LEVELS. EARLY DETECTION AND EARLY ATTENTION TO THE PROBLEMS OF LANGUAGE AND SPEECH PREPARATION ARE NECESSARY. THE CHANGING OCCUPATIONAL OUTLOOK REQUIRES THE DEAF TO ATTAIN NEW HEIGHTS IN EDUCATIONAL ACHIEVEMENT. FEDERAL FUNDS SHOULD BE AUTHORIZED FOR REGIONAL IND INTERSTATE PLANNING, DEMONSTRATION PROGRAMS LASTING 5-10 YEARS AND INCLUDING NEW AND MORE WIDESPREAD COURSES OF STUDY SHOULD BE ESTABLISHED IN EXISTING SCHOOLS FOR THE DEAF, IN FUTURE SCHOOLS FOR THE DEAF, AND IN CLASSES FOR THE ADULT DEAF. ADDITIONAL SUPPORT SHOULD BE GIVEN TO GALLAUDET COLLEGE TO IMPROVE ITS ACADEMIC STATUS, THE TYPE AND NUMBER OF COURSES, THE QUALITY AND QUANTITY OF TEACHERS AND STUDENTS. A CONTINUING NATIONAL ADVISORY COMMITTEE SHOULD BE SET UP TO GATHER INFORMATION, TO ASSESS PROGRESS, TO IDENTIFY PROBLEMS, TO SUGGEST INNOVATIONS, AND TO DIRECT RESEARCH EFFORTS. THE APPENDIX INCLUDES A SPECIAL STUDY ON THE OBJECTIVES OF AN EDUCATIONAL PROGRAM FOR THE DEAF, HISTORICAL BACKGROUND, AND A STUDY OF EUROPEAN PROGRAMS FOR THE DEAF. ED001918 EDUCATION OF THE DEAF, A REPORT TO THE SECRETARY OF HEALTH, EDUCATION, AND WELFARE BY HIS ADVISORY COMMITTEE ON THE EDUCATION OF THE DEAF. 1965-00-00 168 N/A 1965 2016-11-22

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No Ability Identification Course Content Curriculum Guides Drafting Graphic Arts High Schools Industrial Arts Shop Curriculum Student Evaluation Teaching Methods Woodworking Illinois (Chicago) Illinois (Chicago) Chicago Board of Education, IL. INDUSTRIAL ARTS, IN THE CURRICULUM OF THE MODERN HIGH SCHOOL, SHOULD TEACH THE PRINCIPLES, TECHNIQUES, AND APPRECIATION OF SELECTED TRADES AND CRAFTS AS THEY ARE ENCOUNTERED IN OUR PRESENT INDUSTRIAL SOCIETY. SOME OF THE GOALS OF THE SHOP MANUAL ARE TO ALLOW THE STUDENT TO EVALUATE HIS TECHNICAL ABILITY, TO APPLY SCIENTIFIC PRINCIPLES TO MATERIALS, TO STIMULATE INVENTIVENESS AND TO PROVIDE KNOWLEDGE AND SKILL FOR LEISURE TIME EXPRESSION. SHOP SAFETY IS THE RESPONSIBILITY OF THE TEACHER AND THE STUDENT. GENERAL SHOP ACTIVITIES USING ELECTRICITY, METAL, WOOD, PLASTICS, GRAPHIC ARTS, AND LEATHER ARE OUTLINED WITH SUGGESTED LEARNING EXPERIENCES. TWO OR MORE UNITS CAN BE TAUGHT BY ONE TEACHER, DEPENDING ON THE EQUIPMENT, TEACHER TRAINING, AND STUDENT INTEREST. IT IS RECOMMENDED NOT TO ATTEMPT MORE THAN FOUR UNITS BECAUSE OF THE WIDE VARIETY OF EQUIPMENT NEEDED FOR ADEQUATE DEPTH. INSTRUCTION IN GRAPHIC ARTS IS ENRICHED WITH DEMONSTRATIONS, CLASS DISCUSSIONS, RESEARCH ASSIGNMENTS, AND VISUAL AIDS. GRAPHIC ART IS TREATED FULLY IN TWO COURSE OUTLINES FOR 2 YEARS. FOUR DIFFERENT COURSE OUTLINES FOR WOODWORKING I-IV ARE PROVIDED WITH SUGGESTED PROJECTS. ED001919 CURRICULUM GUIDE FOR INDUSTRIAL ARTS, GRADES NINE THROUGH TWELVE. VOLUME ONE, GENERAL SHOP, GRAPHIC ARTS, WOODWORKING. 1963-00-00 40 N/A 1965 2016-11-22

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No Curriculum Guides Educational Television English Literature Grade 11 Grammar Poetry Writing (Composition) GANCZEWSKI, JOAN D. Illinois (Chicago) Illinois (Chicago) NINETY TELECAST OUTLINES ARE INCLUDED. THE CLASS WAS BROADCASTED FIVE MORNINGS A WEEK FOR 18 WEEKS. THE TELECAST BEGAN WITH THE ROMANTIC PERIOD, INCLUDING ROBERT BURNS, ROBERT LOUIS STEVENSON, THE LAKE POETS, SIR WALTER SCOTT, LAMB, HAZLITT, LORD BYRON, P.B. SHELLEY, JOHN KEATS, AND JANE AUSTEN. LESSONS ON GRAMMAR, SPELLING, AND THE FIRST COMPOSITION ASSIGNMENT WERE INTERSPERSED. THE VICTORIAN PERIOD, NEXT CONSIDERED, INCLUDED THE BROWNINGS, ARNOLD, CHARLES DICKENS, THE PAGAN POETS, THE BRONTES, GEORGE ELIOT, GILBERT AND CARROL, THOMAS HARDY, AND RUDYARD KIPLING. INTERSPERSED WERE THREE COMPOSITION LESSONS AND ONE EACH ON PARLIAMENTARY PROCEDURE AND BUSINESS LETERS. THE MODERN PERIOD CONSIDERED DRAMA, THE NOVEL, THE SHORT STORY, THE ESSAY, THE IRISH RENAISSANCE AND MODERN POETRY. ONE ADDITIONAL COMPOSITION WAS GIVEN, AND ANOTHER LESSON WAS DEVOTED TO SPEECH CONSTRUCTION. READING IMPROVEMENT SUGGESTIONS AND A REVIEW CONCLUDED THE COURSE. A LIST OF GRAMMAR AND LITERATURE TEXTS WAS APPENDED. ED001920 ENGLISH, JUNIOR YEAR, SECOND SEMESTER. HIGH SCHOOL TELEVISION SERIES, SEMINAR--63. 1963-02-00 97 N/A 1965 2016-11-22

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No Achievement Gains Black Students Comparative Analysis News Media School Desegregation Social Problems Southern Schools Student Evaluation Teacher Evaluation TANNER, JAMES C. New York (New York) New York (New York) B'nai B'rith, New York, NY. Anti-Defamation League. INCLUDED ARE NUMEROUS EXAMPLES SHOWING THAT THE SOUTHERN SEGREGATIONISTS' ARGUMENTS AGAINST SCHOOL INTEGRATION ARE FACTUALLY UNFOUNDED. IN MOST INSTANCES THE PERFORMANCE OF BOTH NEGRO AND WHITE STUDENTS HAS INCREASED MARKEDLY WHEN SCHOOLS ARE INTEGRATED. INITIALLY, NEGRO STUDENTS ARE USUALLY BEHIND THEIR WHITE COUNTERPARTS BY 1 OR 2 YEARS, BUT THEY OFTEN CLOSE THE GAP WITHIN A REASONABLY SHORT TIME. THE ACHIEVEMENTS OF THE WHITE STUDENTS OFTEN INCREASE, FOR SOME ARE AFRAID THAT THEY MIGHT BE "SHOWN UP" BY THEIR NEW COMPETITION. PUPILS IN THE DESEGREGATED WASHINGTON, D.C., SCHOOLS (ABOUT 84 PERCENT NEGRO) ARE ABOVE THE NATIONAL AVERAGES IN SEVERAL SUBJECTS. ALTHOUGH SOME PROBLEMS INEVITABLY RESULT, MANY NEGROES HAVE BEEN ACCEPTED SOCIALLY WITHIN THE CLASSROOMS AND HAVE DEMONSTRATED LEADERSHIP ABILITIES. THIS ARTICLE IS A REPRINT FROM "THE WALL STREET JOURNAL," JANUARY 20, 1964. ED001921 DIXIE TEACHERS REPORT THEIR PUPILS LEARN WELL IN MIXED-RACE SCHOOLS. NEGRO STUDENTS LAG AT FIRST BUT STUDY HARD TO CATCH UP WITH WHITES, THEY SAY. 1964-02-00 4 N/A 1965 2016-11-23

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No Black Institutions College Faculty Comparative Analysis Higher Education National Surveys Statistical Data Teacher Characteristics Teacher Qualifications Teacher Salaries HUYCK, EARL R. WRIGHT, PATRICIA S. DISTRICT OF COLUMBIA District of Columbia Department of Health, Education, and Welfare, Washington, DC. ACCORDING TO A NATIONAL SURVEY OF TEACHING FACULTY CONDUCTED BY THE U.S. OFFICE OF EDUCATION IN 1963, THERE ARE STRIKING DIFFERENCES BETWEEN FACULTY EMPLOYED BY INSTITUTIONS OF HIGHER EDUCATION ATTENDED PREDOMINANTLY BY WHITE STUDENTS AND THOSE ATTENDED PREDOMINANTLY BY NEGRO STUDENTS. NEGRO INSTITUTIONS IN 1962-63 COMPRISED ONLY 6 PERCENT OF THE TOTAL NUMBER. ALTHOUGH THE NUMBER OF NEGRO INSTITUTIONS AND FACULTY MEMBERS IS INCREASING, GROWTH IS NOT AS GREAT AS IT IS FOR ALL INSTITUTIONS OF HIGHER EDUCATION. SCHOOLS OF HIGHER EDUCATION WITH PREDOMINANTLY NEGRO STUDENTS GENERALLY ARE SMALL AND ARE LOCATED IN THE SOUTHEAST. ONLY 76 OF THE TOTAL 105 NEGRO INSTITUTIONS ARE ACCREDITED, AND MANY OF THESE ONLY CONDITIONALLY. THE CORE OF ACCREDITED COLLEGES CONSISTS OF TWO GROUPS--ABOUT 27 COLLEGES SUPPORTED BY STATES, AND 32 CHURCH-SUPPORTED OR PRIVATE INSTITUTIONS. FACULTY IN NEGRO INSTITUTIONS HAVE MARKEDLY LOWER RANKS THAN THEIR COMPARABLE NUMBERS IN WHITE SCHOOLS. ASSISTANT, ASSOCIATE, AND FULL PROFESSORSHIPS WERE HELD BY 71 PERCENT OF NEGRO FACULTY MEMBERS AS COMPARED WITH 80 PERCENT IN WHITE INSTITUTIONS. FIFTY-ONE PERCENT OF THE FACULTY IN WHITE SCHOOLS HAVE EARNED A PH.D., ED.D., OR EQUIVALENT, COMPARED WITH 28 PERCENT IN NEGRO INSTITUTIONS. HIGHER PROPORTIONS OF WHITE TEACHERS ARE FOUND IN AREAS OF PHYSICAL SCIENCE, ENGINEERING, MATHEMATICS, AND BIOLOGICAL SCIENCES, NEGRO TEACHERS ARE PROPORTIONATELY HIGHER IN AREAS OF EDUCATION, ENGLISH, HOME ECONOMICS, AND PHYSICAL EDUCATION. THE PROPORTION OF WOMEN EMPLOYED BY NEGRO INSTITUTIONS IS TWICE AS HIGH AS THAT IN WHITE SCHOOLS. IN TERMS OF 1962-63 MEDIAN SALARIES, NEGRO INSTITUTIONS PAID $1,547 LESS THAN WHITE INSTITUTIONS FOR 9- TO 10-MONTH CONTRACTS. THIS ARTICLE IS A REPRINT FROM "INDICATORS," FEBRURAY 1965. ED001922 FACULTY IN WHITE AND NEGRO COLLEGES. 1965-02-00 16 N/A 1965 2016-11-22

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No Individual Differences Intergroup Relations Literature Guides Minority Group Influences Social Discrimination Textbook Evaluation Textbook Preparation Textbook Selection MCGAREY, DONALD G. AND OTHERS Pennsylvania (Harrisburg) Pennsylvania Pennsylvania State Dept. of Public Instruction, Harrisburg. MATERIAL CONCERNING MINORITY GROUPS SHOULD BE PRESENTED IF IMPORTANT TO AN ADEQUATE UNDERSTANDING OF THE SUBJECT MATTER. PRESENTATION SHOULD BE MATURE AND REALISTIC, AND TREATMENT SHOULD REFLECT A RESPECT FOR CULTURAL DIFFERENCES AND HUMAN DIGNITY. A CHECKLIST IS INCLUDED TO AID THE TEACHER IN SELECTING TEXTBOOKS WHICH GIVE ADEQUATE PRESENTATION OF MINORITY GROUPS. A SELECTED BIBLIOGRAPHY CITES REPRESENTATIVE WORKS ON PREJUDICE, MINORITY GROUPS, TECHNIQUES OF TEACHING MINORITY GROUPS, AND METHODS OF EVALUATING TEXTS. ED001923 THE TREATMENT OF MINORITIES, GUIDELINES FOR TEXTBOOK SELECTION. 1964-00-00 12 N/A 1965 2016-11-22

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No History Textbooks Intergroup Relations Material Development Minority Group Influences Secondary Education Social Studies Textbook Content Textbook Evaluation MARCUS, LLOYD New York (New York) New York (New York) B'nai B'rith, New York, NY. Anti-Defamation League. THE PLURALISTIC, MULTI-GROUPS NATURE OF THE AMERICAN POPULATION DEMANDS A REALISTIC TREATMENT OF MINORITY GROUPS IN THE CLASSROOM AND A SOUND EDUCATION IN INTERGROUP RELATIONS. WHILE THE TEXTBOOK IS ONLY ONE AMONG MANY EDUCATIONAL TOOLS, IT IS A MAJOR ONE, AND PARTICULAR ATTENTION SHOULD BE GIVEN TO WHAT AMERICAN TEXTBOOKS PRESENT, IMPLY, AND OMIT. TO INVESTIGATE THE AREA OF TEXTBOOK PRESENTATIONS, A STUDY WAS MADE OF 48 LEADING SECONDARY HISTORY AND SOCIAL STUDIES TEXTBOOKS. THE STUDY CONCENTRATED ON TEXTBOOK TREATMENT OF JEWS, AMERICAN NEGROES, AND IMMIGRANTS. IN ASSESSING THE VALUE OF TEXT MATERIAL, SEVEN CRITERIA WERE EMPLOYED--INCLUSION, VALIDITY, COMPREHENSIVENESS, CONCRETENESS, UNITY, AND REALISM. THE CONCLUSION OF THE STUDY WAS THAT A MAJORITY OF THE TEXTS STILL PRESENTS A LARGELY WHITE, PROTESTANT, ANGLO-SAXON VIEW OF HISTORY AND OF THE CURRENT SOCIAL SCENE. TREATMENT OF JEWS CONTINUES TO SUFFER FROM AN OVEREMPHASIS ON THEIR ANCIENT PAST AND ON THE THEME OF PERSECUTION. FEW PRESENT A VARIED, REALISTIC PICTURE OF JEWS IN AMERICA TODAY OR OF PAST AND PRESENT CONTRIBUTIONS OF JEWISH AMERICANS. THE NEGROES' POSITION IN CONTEMPORARY AMERICAN SOCIETY IS LARGELY IGNORED. THE ACHIEVEMENTS OF NEGRO AMERICANS, UNDERLYING PRINCIPLES OF SCHOOL DESEGREGATION, RESIDENTIAL SEGREGATION, AND SCIENTIFIC INFORMATION ABOUT RACE DESERVE GREATER ATTENTION. FINALLY, IMMIGRANTS TO THE UNITED STATES RECEIVE CONSIDERABLE ATTENTION IN TEXTS, BUT IMPROVED TREATMENT OF ASIATIC AND SPANISH-SPEAKING IMMIGRANTS IS NEEDED. ED001924 THE TREATMENT OF MINORITIES IN SECONDARY SCHOOLS TEXTBOOKS. 1961-00-00 64 N/A 1965 2016-11-22

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No Administrator Role Community Role Desegregation Methods Equal Education Faculty Integration Intergroup Relations Material Development Resource Materials School Desegregation Teacher Education BERKHOF, WILLIAM AND OTHERS Michigan (Lansing) Michigan Michigan State Dept. of Public Instruction, Lansing. THE SCHOOL IS A BASIC INSTRUMENT IN SECURING THE AMERICAN GOALS OF EQUAL OPPORTUNITY FOR PERSONAL FULFILLMENT. EVERY EFFORT MUST BE MADE TO ACHIEVE RACIALLY INTEGRATED SCHOOLS, FOR PRESENCE OF CHILDREN FROM VARIED RACIAL, CULTURAL, AND SOCIOECONOMIC BACKGROUNDS IS AN IMPORTANT ELEMENT IN THE PREPARATION OF YOUNG PEOPLE FOR PARTICIPATION IN MODERN SOCIETY. SEVERAL GUIDELINES ARE SUGGESTED TO ASSIST LOCAL SCHOOL BOARDS IN DEVELOPING EFFECTIVE PROGRAMS AND IN ACHIEVING AND MAINTAINING INTEGRATED SCHOOLS. EDUCATIONAL ADMINISTRATIVE OFFICERS SHOULD SEEK TO PROMOTE INTERRACIAL LEARNING EXPERIENCES AS A CRITERION FOR MEASURING EDUCATIONAL EFFECTIVENESS AND FOR EVALUATING PLANNING IN THEIR SCHOOL SYSTEMS. SPECIFIC INSERVICE TRAINING PROGRAMS SHOULD BE DEVELOPED TO AID TEACHERS IN UNDERSTANDING THE PLACE OF VARIOUS RACIAL, ETHNIC, AND RELIGIOUS GROUPS IN THE HISTORY OF OUR NATION. EMPLOYMENT OF TEACHERS OF VARIOUS RACIAL AND ETHNIC GROUPS CONTRIBUTES TO A WORTHWHILE INTERCHANGE OF GROUPS IN THE CLASSROOM. TO DEVELOP AN UNDERSTANDING AMONG ADULTS ABOUT PROBLEMS OF INTERCULTURAL RELATIONSHIPS, SCHOOLS AND COMMUNITY CENTERS SHOULD BE UTILIZED. INSTRUCTIONAL MATERIALS FOR CLASSROOM USE SHOULD BE SELECTED ON THE BASIS OF THEIR CONTRIBUTION TO INTERGROUP UNDERSTANDING AND APPRECIATION. FINALLY, SEVERAL ADMINISTRATIVE PRACTICES SHOULD BE EVALUATED AS TO ADAPTABILITY TO LOCAL SITUATIONS AND UTILIZED UNDER APPROPRIATE CONDITIONS. THE PRACTICES ARE RELIEF OF OVERCROWDING, REGROUPING OF GRADES, OPEN ENROLLMENT, AND SCHOOL REDISTRICTING AND RELOCATION. THIS REPORT WAS SUBMITTED TO THE STATE SUPERINTENDENT OF PUBLIC INSTRUCTION FROM THE STATE COMMITTEE ON EQUAL EDUCATION OPPORTUNITY. ED001925 SUGGESTED GUIDELINES FOR PROVIDING FOR THE MAXIMAL EDUCATION OF CHILDREN OF ALL RACES AND CREEDS IN THE SCHOOLS OF MICHIGAN. 1964-00-00 10 N/A 1965 2016-11-22

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No Admission (School) De Facto Segregation Racial Segregation Racism School Closing School Desegregation Student Placement Tokenism Transfer Programs Tuition Grants MORLAND, J. KENNETH New York (New York) New York (New York) Southern Regional Council, Atlanta, GA. B'nai B'rith, New York, NY. Anti-Defamation League. TOKEN INTEGRATION IN THE SOUTH HAD ESSENTIALLY THE SAME GOAL THAT MASSIVE RESISTANCE HAD, IT TRIED TO PRESERVE THE ALREADY ESTABLISHED SEGREGATION. THOUGH IT MET THE DEMANDS OF THE SUPREME COURT BY ALLOWING SOME INTEGRATION, IT STILL MAINTAINED DE FACTO SEGREGATION. METHODS OF KEEPING SCHOOL INTEGRATION AT A TOKEN LEVEL INCLUDED PUPIL PLACEMENT PLANS, THE CLOSING OF SCHOOLS, TUITION GRANTS AND PROVISIONS ALLOWING COMMUNITIES TO CLOSE SCHOOLS ORDERED TO DESEGREGATE. RESTRICTIVE TRANSFER PROVISIONS OFFERED THE GRADE-A-YEAR OR STAIRSTEP PLAN. THE EXTENT OF INTEGRATION IN THE PUBLIC SCHOOL OF 11 SOUTHERN STATES--ALABAMA, ARKANSAS, FLORIDA, GEORGIA, LOUISIANA, MISSISSIPPI, NORTH AND SOUTH CAROLINA, TENNESSEE, TEXAS, AND VIRGINIA--SHOWED THAT 98 PERCENT OF THE NEGROES IN DESEGREGATED DISTRICTS IN THE RESISTANT STATES WENT TO SEGREGATED, ALL NEGRO SCHOOLS. TOKEN INTEGRATION PLANS WERE UNDER ATTACK IN THE FEDERAL COURTS. PUPIL-PLACEMENT PLANS, THE CLOSING OF SCHOOLS, AND TUITION GRANTS WERE CONDEMNED. GRADE-A-YEAR PLANS WERE SPEEDED UP, AND RESTRICTIVE TRANSFER PROVISIONS WERE REJECTED. THE HEART OF THE SEGREGATION PROBLEM WAS RACISM, THE CONVICTION THAT A PERSON'S RACE IS ALL-IMPORTANT. RACISM PROMOTED SEGREGATION, AND SEGREGATION IN TURN PROMOTED RACISM. RATHER THAN VALUING THE INDIVIDUAL PERSON, RACISTS VALUED THE "AVERAGE" PERSON OF ANY RACE. ED001926 TOKEN DESEGREGATION AND BEYOND. 1963-06-00 35 N/A 1965 2016-11-22

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No Catholic Schools Educational Finance Educational Improvement Educational Objectives Educational Strategies Elementary Education Nuns School Size Teacher Salaries Teacher Shortage FORMAN, IAN Massachusetts (Boston) Massachusetts (Boston) A SERIES OF DEVELOPMENTS HAVE OCCURRED IN THE 1960'S WHICH CREATE A CRISIS IN CATHOLIC ELEMENTARY SCHOOLS. BASICALLY THE CRISIS INVOLVES A SHORTAGE OF NUN TEACHERS, GROWING CATHOLIC POPULATION, LIMITED FINANCES, THE SPIRALING COST OF LAY TEACHERS, AND A LACK OF CLASSROOMS. THESE PROBLEMS ARE SHOWING THEIR INITIAL EFFECTS IN MASSACHUSETTS AND THE BOSTON ARCHDIOCESE, NOW SOMEWHAT BEHIND THE CRITICAL STAGES IN OTHER PARTS OF THE NATION. WHILE THERE SEEMS TO BE NO SIMPLE SOLUTION, THERE IS A POSSIBLE HISTORIC ADJUSTMENT TO THE CRISIS. A SHIFT FROM ELEMENTARY EDUCATION TO HIGH SCHOOL AND UNIVERSITY EDUCATION IS ALREADY TAKING PLACE. TWO REASONS WHY MANY CATHOLICS BELIEVE RESOURCES SHOULD BE DEVOTED TO SECONDARY AND HIGH EDUCATION ARE--CATHOLIC HIGH SCHOOLS ARE FAR MORE PRODUCTIVE OF VOCATIONS TO THE PRIESTHOOD, SISTERHOOOD, AND BROTHERHOOD THAN ARE THE LOWER LEVELS OF EDUCATION, AND EXCELLENT CATHOLIC COLLEGES AND UNIVERSITIES ARE NEEDED TO EDUCATE A MUCH MORE HIGHLY TRAINED LAY POPULATION, UPPER LEVELS OF CATHOLIC EDUCATION HAVE BEEN ABLE TO SOLVE CRITICAL PROBLEMS BY BEING RELATIVELY SMALL, REGIONAL RATHER THAN PARISH IN OUTREACH, ACADEMICALLY SELECTIVE, AND FINANCIALLY SELECTIVE. THIS ARTICLE IS A REPRINT FROM THE "BOSTON GLOBE," SEPTEMBER 27 - OCTOBER 4, 1964. ED001927 CATHOLIC SCHOOLS--THE QUIET REVOLUTION. 1964-10-00 38 N/A 1965 2016-11-22

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No Civil Rights Legislation Community Relations Conferences Equal Education Equal Facilities Equal Opportunities (Jobs) Public Facilities School Desegregation Voting Rights EQUAL RIGHTS DISTRICT OF COLUMBIA FEDERAL LEGISLATURE District of Columbia KEY PROVISIONS OF THE 1964 CIVIL RIGHTS BILL ARE EXPLAINED AND TYPICAL QUESTIONS ASKED ABOUT IT ARE ANSWERED. THE MAJOR PROVISIONS OF THE BILL ARE MEANT TO ASSURE ALL CITIZENS, REGARDLESS OF RACE, COLOR, RELIGION OR NATIONAL ORIGIN, THEIR EQUAL RIGHTS IN VOTING, PUBLIC ACCOMODATIONS, EDUCATION, FEDERALLY ASSISTED PROGRAMS, AND EMPLOYMENT. THE ATTORNEY GENERAL AND THE JUSTICE DEPARTMENT WOULD BE GIVEN NEW POWERS TO INITIATE OR INTERVENE IN SUITS AIMED AT DESEGREGATION IN PUBLIC FACILITIES OTHER THAN SCHOOLS, WHERE THE INJURED PARTY IS UNABLE TO PURSUE THE REMEDY. THE ATTORNEY GENERAL IS AUTHORIZED TO INITIATE OR INTERVENE IN SCHOOL DESEGREGATION CASES. TO EXPEDITE HANDLING OF CASES FILED UNDER THE 1957 AND 1960 CIVIL RIGHTS ACTS, THE BILL WOULD AUTHORIZE THE ATTORNEY GENERAL OR A DEFENDANT TO ASK FOR TRIAL BY A THREE-JUDGE COURT, WITH APPEAL TO THE U.S. SUPREME COURT. TWO NEW AGENCIES WOULD BE SET UP BY THE BILL--AN EQUAL EMPLOYMENT OPPORTUNITY COMMISSION AND A 6-MAN COMMUNITY RELATIONS SERVICE. THE BILL ALSO EXTENDS THE LIFE OF THE U.S. CIVIL RIGHT COMMISSION ANOTHER 4 YEARS. ED001928 SOME QUESTIONS AND ANSWERS ON THE CIVIL RIGHTS BILL. 1965-00-00 28 N/A 1965 2016-11-22

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No Adult Education Adult Programs Desegregation Effects Equal Education Equal Facilities Human Relations Programs Integration Studies Public Facilities Racial Integration School Desegregation Teacher Selection Vocational High Schools Missouri (Saint Louis) INTEGRATION READINGS Missouri (Saint Louis) Saint Louis Public Schools, MO. INTEGRATION IN THE ST. LOUIS PUBLIC SCHOOLS WAS SMOOTH AND ALMOST WITHOUT INCIDENT. THE ST. LOUIS COMMUNITY ITSELF HAD BEEN EXPERIENCING A PROCESS OF DEMOCRATIZATION OVER A PERIOD OF 10 YEARS BEFORE THE SUPREME COURT DECISION. EXAMPLES SHOW INTEGRATION OF CHURCHES, DESEGREGATION OF THE ST. LOUIS UNIVERSITY, AND DESEGREGATION OF HOTELS AND THEATRES. PUBLIC SCHOOLS HAD BECOME INCREASINGLY INTEGRATED IN THE PERFORMANCE OF THEIR PROFESSIONAL DUTIES AND THE OPERATION OF THEIR PROFESSIONAL ORGANIZATIONS. A THIRD FACTOR WAS THE CITY-WIDE HUMAN RELATIONS PROGRAM CONDUCTED ON A SCIENTIFIC BASIS AND UNDER EXPERT LEADERSHIP. THE PLAN FOR INTEGRATION THAT THE ST. LOUIS SCHOOL BOARD ADOPTED PROVIDED FOR INTEGRATION OF COLLEGES AND OF SPECIAL SCHOOLS AND CLASSES IN SEPTEMBER 1954. ALL HIGH SCHOOLS UNDER THE BOARD'S CONTROL, WITH THE EXCEPTION OF TECHNICAL HIGH SCHOOLS AND THE ADULT EDUCATION PROGRAM, WERE INTEGRATED AT THE BEGINNING OF THE SECOND SEMESTER, JANUARY 31, 1955. INTEGRATION OF TECHNICAL HIGH SCHOOLS AND OF REGULAR ELEMENTARY SCHOOLS BEGAN IN SEPTEMBER OF 1955. THE PLAN FURTHER STIPULATED THAT TENURE RIGHTS OF CERTIFIED EMPLOYEES WOULD BE PRESERVED, THAT, WHENEVER POSSIBLE, EMPLOYEES WOULD RETAIN THEIR PRESENT ASSIGNMENTS, THAT WHEN VACANCIES OCCURRED EMPLOYEES WOULD BE ASSIGNED TO FILL THEM ON THE BASIS OF COMPETENCE, AND THAT TEACHERS WOULD BE APPOINTED FROM A SINGLE RATED LIST ON THE BASIS OF EXAMINATION SCORES. ED001929 THE ST. LOUIS STORY, THE INTEGRATION OF A PUBLIC SCHOOL SYSTEM. 1955-02-00 18 N/A 1965 2016-11-22

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No Civil Rights Court Litigation Desegregation Litigation Desegregation Methods Integration Readiness School Segregation Southern Schools Transfer Programs Voluntary Desegregation DAY, RICHARD E. AND OTHERS United States (South) NORTH CAROLINA DISTRICT OF COLUMBIA North Carolina (Caswell County) North Carolina (Durham County) District of Columbia North Carolina IN A REPORT PUBLISHED IN 1962, IT WAS CONCLUDED THAT TOTAL SCHOOL DESEGREGATION IN NORTH CAROLINA WAS NOT LIKELY IN THE FORSEEABLE FUTURE UNLESS FORCED BY COURT DECREES. THE BASIS FOR THE PREDICTION WAS THE HISTORY OF APPLICATION OF TWO ACTS--THE PUPIL ASSIGNMENT ACT, WHICH TRANSFERRED AUTHORITY OF PUPIL ASSIGNMENT TO LOCAL SCHOOL BOARDS, AND THE PEARSALL PLAN, WHICH PROVIDED "SAFETY VALUES" TO ASSURE ESCAPE POSSIBILITIES FOR INTOLERABLE SITUATIONS. A YEAR AFTER THE FIRST REPORT, THE NEW APPROACH TAKEN BY THE COURTS, PARTICULARLY THE "DURHAM" AND "CASWELL" CASES, TOGETHER WITH AN AWAKENING OF NEGROES TO THEIR CIVIL RIGHTS, POINT TO A GROWING DECLINE IN SCHOOL SEGREGATION. SEVERAL COUNTIES IN WESTERN NORTH CAROLINA, YANCEY AND TRANSYLVANIA AMONG THEM, HAVE BEEN ORDERED BY FEDERAL DISTRICT COURTS TO DESEGREGATE THEIR PUBLIC SCHOOLS TO PERMIT THEIR NEGRO STUDENTS TO REMAIN IN THE COUNTY RATHER THAN TRAVEL LONG DISTANCES TO OTHER COMMUNITIES WHICH HAVE NEGRO SCHOOLS. THE "CASWELL" AND "DURHAM" DECISIONS HELD THAT, IF A SCHOOL BOARD'S POLICY UNDER THE PUPIL ASSIGNMENT ACT IS ONE OF SEGREGATION, A PLAINTIFF NEED NOT EXHAUST HIS ADMINISTRATIVE REMEDIES, AS OUTLINED IN THE ACT, IN ORDER TO BRING A SUIT BEFORE COURT AND PROHIBIT FURTHER DISCRIMINATION. WHILE SOME PROGRESS HAS BEEN MADE, THE COURT OF APPEALS STILL RETAINS THE DISTINCTION BETWEEN ENFORCED SEGREGATION AND ENFORCED DESEGREGATION. THE PRESENT INTERPRETATION IS THAT SEGREGATION IS PROHIBITED BY INTEGRATION IS NOT REQUIRED. THE "FREE CHOICE" PLAN FOR VOLUNTARY INTEGRATION HAS BEEN USED IN CASWELL COUNTY AND CHARLOTTE-MECKLENBURG, BUT NEGRO RESPONSE HAS BEEN LIMITED. ED001930 CIVIL RIGHTS, U.S.A. PUBLIC SCHOOLS--SOUTHERN STATES, 1963, NORTH CAROLINA. 1963-06-00 60 N/A 1965 2016-11-22

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No Desegregation Effects Faculty Integration Open Enrollment Racial Attitudes Racial Discrimination Racial Distribution Racial Relations Racially Balanced Schools School Administration School Desegregation School Segregation Maryland (Baltimore) Maryland (Baltimore) Maryland State Commission on Interracial Problems, Baltimore. COMPULSORY RACIAL SEGREGATION IN BALTIMORE PUBLIC SCHOOLS WAS ABOLISHED AT THE START OF THE FALL SEMESTER IMMEDIATELY FOLLOWING THE SUPREME COURT DECISION OF MAY 1954. THE DESEGREGATION QUESTION WAS SETTLED ENTIRELY BY THE SCHOOL COMMISSIONERS OF BALTIMORE, AN UNPAID, NONPOLITICAL LAY GROUP APPOINTED BY THE MAYOR AND ENDOWED WITH A HIGH DEGREE OF AUTONOMY IN DETERMINING EDUCATIONAL POLICIES. THE CITY SCHOOL BOARD BELIEVED THAT THE SUPREME COURT DECISION HAD TAKEN THE SUBJECT OF DESEGREGATION OUT OF THE AREA OF PUBLIC DEBATE, AND THEREFORE DID NOT SEEK THE ADVICE OR OPINIONS OF CITY HALL, THE STATE BOARD OF EDUCATION, THE PTA, OR THE GENERAL PUBLIC. THE PLAN ADOPTED BY THE COMMISSIONERS ALLOWED FOR A TYPE OF OPEN ENROLLMENT POLICY. ALL STUDENTS ENTERING THE FIRST YEAR OF ELEMENTARY OR SECONDARY SCHOOL WERE ADMITTED TO THE SCHOOL OF THEIR CHOICE, WHITE OR NEGRO. THERE WAS NO COMPULSORY INTEGRATION, AND STUDENTS ALREADY IN SCHOOL WERE FREE TO TRANSFER EXCEPT WHERE A SCHOOL WAS DECLARED OVERCROWDED. TEACHER ELIGIBILITY LISTS WERE MERGED, AND POSITIONS WERE FILLED ON A NONDISCRIMINATORY BASIS. ALTHOUGH BOYCOTTS, PICKETING, AND OTHER DEMONSTRATIONS BY HARD-CORE SEGREGATIONISTS FOLLOWED THE OPENING OF DESEGREGATED SCHOOLS, THE SCHOOL DISTURBANCES CLEARED THE AIR OF OPPOSITION FEELINGS AND, ONCE QUELLED, LEFT THE MAJORITY OF CITIZENS WITH A STRONG DETERMINATION TO HELP INTEGRATION SUCCEED. SCHOOL BOARD MEMBERS ARE CONVINCED THAT THE BALTIMORE DESEGREGATION POLICY WAS RIGHT FOR THAT CITY. ED001931 DESEGREGATION IN THE BALTIMORE CITY SCHOOLS. 1954-00-00 32 N/A 1965 2016-11-22

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No Ancillary School Services Community Involvement Desegregation Methods Feeder Patterns Human Relations Programs Instructional Improvement Instructional Program Divisions Minority Group Teachers School Desegregation School Location School Zoning Small Classes Staff Development Teacher Education Teacher Orientation Transfer Students New York (New York) New York (New York) New York City Board of Education, Brooklyn, NY. PROGRAMS TO IMPROVE THE QUALITY OF INSTRUCTION FOR ALL CHILDREN AND TO IMPROVE ETHNIC INTEGRATION OF THE SCHOOLS WERE PRESENTED. INCLUDED WERE PROPOSALS FOR NEW SCHOOL LOCATIONS, FLEXIBLE STUDENT TRANSFER POLICIES, ZONING PLANS, ENCOURAGEMENT OF LOCAL INITIATIVE, AND HUMAN RELATIONS PROGRAMS TO BE CONDUCTED FOR PUPILS, STAFF, AND COMMUNITY. FURTHER STEPS INCLUDED REMOVING THE NINTH GRADE FROM THE TEN JUNIOR HIGH SCHOOLS, REARRANGING FEEDER PROGRAMS FROM ELEMENTARY SCHOOLS TO TWO JUNIOR HIGH SCHOOLS WHERE THE CHANGE WAS ETHNICALLY ADVANTAGEOUS, IMPLEMENTING "SCHOOL PAIRING," INCREASING TEACHER, GUIDANCE COUNSELOR, AND LIBRARIAN STAFFS, REDUCING CLASS SIZE, INCREASING THE QUANTITY OF TEXTBOOKS AND SUPPLIES, IMPROVING EXISTING BUILDINGS, AND ELIMINATING GROUP INTELLIGENCE TESTS. THE"MORE EFFECTIVE SCHOOLS" OFFERED PREKINDERGARTEN CLASSES, SMALL CLASS SIZE, A LARGE STAFF OF SELECTED TEACHERS, AND INTENSIVE GUIDANCE SERVICES. OTHER ACTIVITIES INCLUDED PLANS FOR THE TRAINING AND ORIENTATION OF TEACHERS, AND PREPARATION OF NEGRO AND PUERTO RICAN TEACHERS FOR ADMINISTRATIVE POSITIONS. ED001932 SCHOOL INTEGRATION IN NEW YORK CITY--1964-1965, QUESTIONS AND ANSWERS. 1964-09-00 13 N/A 1965 2016-11-22

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No Administrator Guides Black Leadership Civil Rights Community Attitudes Conferences De Facto Segregation Desegregation Effects Equal Education Federal Government School Desegregation Superintendents BRAIN, GEORGE B. AND OTHERS Maryland (Baltimore) Maryland (Baltimore) Baltimore City Public Schools, MD. THE PURPOSE WAS TO CLARIFY THE ROLE OF THE PUBLIC SCHOOLS IN MITIGATING THE EFFECTS OF DE FACTO SEGREGATION. EFFORTS WERE MADE TO IDENTIFY POSSIBLE GUIDELINES FOR STUDY, BASIC AREAS OF CONFLICT OR DISAGREEMENT, AND SOME POSSIBLE COURSES OF ACTION. THREE GROUPS WERE REPRESENTED AT THE CONFERENCE--A GROUP OF SCHOOL SUPERINTENDENTS, A GROUP REPRESENTING FEDERAL AGENCIES, AND A GROUP OF NEGRO LEADERS. FEDERAL ORGANIZATION REPRESENTATIVES EXPLAINED THEIR ROLE AS INSTIGATING AND UNDERWRITING RESEARCH, PROVIDING NEW LEGISLATION, AND EVENLY APPLYING LAWS PREVIOUSLY PASSED. THEY ALSO NOTED THAT RACE PROBLEMS COULD NOT BE SOLVED WITHOUT SOLVING SCHOOL PROBLEMS. NEGRO REPRESENTATIVES FELT THAT A BASIC UNDERSTANDING AND COMMITMENT WAS MISSING IN THE ATTEMPTS TO PROVIDE RACIAL EQUALITY IN PUBLIC SCHOOLS. THE NAACP URGED THE ABOLITION OF THE NEIGHBORHOOD SCHOOL, THE CREATION OF LARGE EDUCATIONAL PARKS, AND A DEFINITE STAEMENT OF POLICY BY THE LOCAL SCHOOL BOARDS. THESE ADMINISTRATIVE AREAS SHOULD BE EXAMINED BY LOCAL BOARDS-GROUPING, PREKINDERGARTEN, FINIANCIAL NEEDS, LEGISLATION, PUPIL ENROLLMENT, GRADE ORGANIZATION, MATERIALS, PUBLIC INFORMATION, RESEARCH EFFORTS, STAFF POSITION, AND TEACHER RECRUITMENT. SCHOOL BOARDS SHOULD SHOW LEADERSHIP IN THE COMMUNITY. COMMUNITY PLANNING BY THE ENTIRE COMMUNITY IS REQUIRED TO DEAL WITH RACE AND SCHOOL PROBLEMS. ED001933 SCHOOL SUPERINTENDENTS CONFERENCE ON THE PRACTICAL PROBLEMS OF PUBLIC SCHOOL DESEGREGATION. 1963-00-00 32 N/A 1965 2016-11-22

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No Community Relations Desegregation Effects Equal Education Feeder Patterns Free Choice Transfer Programs Human Relations Programs Minority Group Teachers Open Enrollment School Desegregation School District Reorganization School Planning School Zoning Staff Development Teacher Recruitment Transfer Policy FISHER, JOHN H. AND OTHERS New York (New York) New York (New York) Columbia Univ., New York, NY. Teachers College. New York State Education Dept., Albany. THE ADVISORY COMMITTEE EVALUATED SUCH EXISTING DESEGREGATION EFFORTS AS OPEN ENROLLMENT, ZONING, THE FREE CHOICE TRANSFER POLICY, FEEDER PATTERN CHANGES, AND PAIRING PROPOSALS. THEY DECIDED THAT DESEGREGATION WOULD NOT BE EFFECTIVE UNLESS OTHER MEASURES WERE UNDERTAKEN. RECOMMENDATIONS INCLUDED ESTABLISHING COMPREHENSIVE 4-YEAR HIGH SCHOOLS BUILT AT POINTS WELL OUTSIDE EXISTING ETHNIC GHETTOES, ESTABLISHING FIFTH- THROUGH EIGHTH-GRADE MIDDLE SCHOOLS, EXTENDING PRIMARY UNITS FROM PREKINDERGARTEN THROUGH FOURTH GRADE, FORMING EDUCATIONAL COMPLEXES, EQUALIZING FACILITIES, STABILIZING AND IMPROVING THE STAFFING OF THE SCHOOLS, IMPROVING THE RECRUITMENT AND ADVANCEMENT OF MINORITY GROUP TEACHERS AND OTHER PERSONNEL, ESTABLISHING SPECIAL SCHOOLS AND PROGRAMS, AND REQUESTING STATE AND FEDERAL SUPPORT, BOTH FISCAL AND ADMINISTRATIVE. APPENDICES, WITH MANY TABLES, WERE INCLUDED. ED001934 DESEGREGATING THE PUBLIC SCHOOLS OF NEW YORK CITY. 1964-05-12 59 N/A 1965 2016-11-22

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No Board of Education Role Disadvantaged Educational Environment Educational Needs Financial Needs Financial Support Handicapped Children Racial Balance State Aid Urban Areas Vocational Education BROWN, AARON AND OTHERS New York (Buffalo) New York (Buffalo) SUGGESTED IS THE SERIOUS CONSIDERATION OF RECOMMENDATIONS BY ALL PERSONS AND AGENCIES CONCERNED WITH A REALISTIC REVISION OF THE STATE-AID PATTERN AIMED AT MEETING TODAY'S EDUCATIONAL NEEDS. DATA AND EMPHASES RELATE TO FACTORS CHARACTERISTIC OF LARGE CITIES. COST DATA ARE BASED ON CURRENT PRACTICE, WITH ITS FINANCIAL LIMITATIONS. RECOMMENDATIONS INCLUDE--THAT THE HIGHER COSTS OF TRADE AND TECHNICAL EDUCATION PROGRAMS FOR HANDICAPPED CHILDREN BE REFLECTED IN FUNDS FOR KINDERGARTEN, ELEMENTARY, AND SECONDARY PROGRAMS, THAT THE STATE'S SHARE OF FINANCIAL SUPPORT FOR PUBLIC SCHOOLS BE BASED ON THE CURRENT STATEWIDE AVERAGE COST PER PUPIL, THAT STATE AID BE PROVIDED TO COVER THE ADDED COSTS OF EDUCATION FOR THE CULTURALLY DISADVANTAGED, THAT IN THE COMPUTATION OF BUILDING AID, THE AID RATIO BE APPLIED TO TOTAL SCHOOL SITE COSTS, THAT THE COST OF PROGRAMS TO ACHIEVE RACIAL BALANCE IN THE SCHOOLS BE SUPPORTED BY STATE AID, AND THAT SUPPORT BE GIVEN TO PERMISSIVE LEGISLATION WHICH WOULD MAKE POSSIBLE FISCAL RESPONSIBILITY AND INDEPENDENCE FOR BOARDS OF EDUCATION IN CITIES OF OVER 125,000 POPULATION. ED001935 CONFERENCE OF LARGE CITY BOARDS OF EDUCATION OF NEW YORK STATE, AN ANALYSIS OF THE EDUCATIONAL AND FINANCIAL NEEDS OF LARGE CITIES IN N.Y. STATE WITH RECOMMENDATIONS FOR REVISION OF THE STATE AID FORMULAS. 1964-09-00 18 N/A 1965 2016-11-22

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No Desegregation Effects Educational Environment High Schools Individual Differences Integration Readiness Junior High Schools Performance Factors Questionnaires Racial Integration School Desegregation Social Adjustment Social Change Student Adjustment Transfer Programs BOWER, ROBERT T. AND OTHERS DISTRICT OF COLUMBIA District of Columbia THE STUDY FOCUSED ON THE BROAD PROBLEM OF ANALYZING THE PROCESSES OF ADJUSTMENT OF A SAMPLE OF STUDENTS TO THE NEW INTERRACIAL SITUATION AS IT DEVELOPED IN USUAL SCHOOL ROUTINES AND ACTIVITIES. THE SURVEY INCLUDED JUNIOR AND SENIOR HIGH SCHOOL STUDENTS IN WASHINGTON, D.C. THE PROCEDURE USED WAS A SERIES OF QUESTIONS ON THE INFORMANT'S OWN EXPERIENCES. ONLY A MAJOR EMPHASIS WAS PLACED ON REACTIONS TO SITUATIONS INVOLVING MEMBERS OF BOTH RACES IN WHICH THE INFORMANT WAS NOT DIRECTLY INVOLVED AS A PARTICIPANT. THE TWO SCHOOLS WERE SELECTED BECAUSE OF THEIR ACESSIBILITY WITHIN THE LIMITATIONS OF A PILOT PROJECT AND THE PROPORTION OF THE TWO RACES REPRESENTED IN THE SCHOOLS. RESPONSES TO THE QUESTIONNAIRES INDICATED THAT MANY STUDENTS HAD ANTICIPATED DESEGREGATION WITH MISGIVING. IT WAS ALSO NOTED THAT STUDENTS FELT UNCOMFORTABLE IN CHANGING FROM RACIALLY SEGREGATED ENVIRONMENTS TO DESEGREGATED ONES. IN THE FIRST STAGES OF DESEGREGATION, INTERACTION BETWEEN THE RACES WAS CHARACTERIZED BY FORMALITY, CONSTRAINT, AND WITHDRAWAL INTO ONE'S OWN RACIAL GROUP. THE DATA RELATING TO SCHOOL ACTIVITIES INDICATED THAT THE DESEGREGATION EXPERIENCE COULD NEGATIVELY AFFECT SCHOLASTIC PERFORMANCE AND PARTICIPATION IN SCHOOL AFFAIRS IN MANY INSTANCES. DATA, TOO, SHOWED THAT DESEGREGATION HAD VERY LITTLE TO DO WITH THE EMERGENCE OF LARGE NUMBERS OF NEW BRHAVIORAL PROBLEMS. GENERALLY SPEAKING, THE MAJORITY OF WHITE STUDENTS REPORTED THAT THEY WERE LESS SATISFIED ATTENDING A DESEGREGATED SCHOOL THAN THEY HAD BEEN AT A SEGREGATED ONE. ON THE OTHER HAND, MORE THAN HALF THE NEGRO STUDENTS CLAIMED TO BE MORE SATISFIED IN THE DESEGREGATED SITUATION THAN IN THE SEGREGATED ONE. ED001936 RACIAL INTEGRATION AND THE SOCIAL ADJUSTMENT OF PUBLIC SCHOOL CHILDREN. PROGRESS REPORT FOR THE PERIOD JUNE 1955 - JANUARY 1956. 1956-02-01 53 N/A 1965 2016-11-22

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No Administrator Role After School Programs Board of Education Role Community Resources Counseling Services Curriculum Development Demonstration Programs Disadvantaged Educational Improvement Equal Opportunities (Jobs) Integrated Curriculum On the Job Training School Desegregation School Role Transfer Programs SCHWAB, HERBERT M. PORTLAND Multnomah County Intermediate Education District, Portland, OR. THE SCHOOL BOARD APPOINTED A COMMITTEE ON RACE AND EDUCATION TO DETERMINE IF PORTLAND SCHOOLS DEPRIVED THE CHILDREN OF ONE RACE THE EDUCATIONAL OPPORTUNITIES AFFORDED TO THOSE OF OTHER RACES, WHAT MIGHT BE DONE TO IMPROVE THE ACHIEVEMENT OF STUDENTS IN CULTURALLY DEPRIVED AREAS OF THE CITY, AND WHAT MIGHT THE SCHOOL SYSTEM DO THROUGH ITS EDUCATIONAL PROCESSES TO ELIMINATE PREJUDICE IN THE MINDS OF CHILDREN. AMONG THE RECOMMENDATIONS MADE DIRECTLY AFFECTING THE SCHOOL SYSTEM WERE--THAT A MODEL SCHOOL PROGRAM BE ESTABLISHED TO BRING INTENSIVE EDUCATIONAL EFFORTS TO BEAR ON A NUMBER OF ELEMENTARY SCHOOLS, WITH A COMMUNITY AGENT TO ASSIST THE PRINCIPAL IN PLANNING AFTER-SCHOOL AND EVENING ACTIVITIES FOR CHILDREN AND PARENTS, THAT PARENTS BE GIVEN THE OPTION OF TRANSFERRING A CHILD FROM THE NEIGHBORHOOD SCHOOL TO ANY SCHOOL WHERE A VACANCY EXISTS IN THE GRADE, PROVIDED THE PARENT ASSUMES RESPONSIBILITY FOR TRANSPORTATION AND ATTENDANCE, THAT THE SUPERINTENDENT UNDERTAKE A REEVALUATION OF THE ADEQUACY OF THE HIGH SCHOOL CURRICULUM, THAT HIGH SCHOOLS OF OCCUPATION-ORIENTED PROGRAMS BE ESTABLISHED, THAT COUNSELING SERVICES BE PROVIDED ON THE BASIS OF NEED, NOT ACCORDING TO A FIXED FROMULA, THAT PROGRAMS BE ESTABLISHED WHICH WOULD CREATE MAXIMUM OPPORTUNITY FOR CHILDREN OF DIFFERENT RACES TO WORK TOGETHER WITHOUT DISCRIMINATION. RECOMMENDATIONS AFFECTING THE COMMUNITY INCLUDED-- THAT THE SCHOOL BOARD URGE EMPLOYERS TO MAKE EFFORTS TO HIRE QUALIFIED INDIVIDUALS FOR ON-THE-JOB-TRAINING, REGARDLESS OF ACHIEVEMENT ON CONVENTIONAL TESTS, AND THAT AN APPROPRIATE GOVERNMENT AGENCY ESTABLISH A REFERRAL SERVICE DESIGNED TO GIVE ADVICE AND ASSISTANCE ON HOW TO SECURE HOUSING AND HOW TO DEAL WITH REAL ESTATE BROKERS AND LENDING INSTITUTIONS. ED001937 RACE AND EQUAL EDUCATION OPPORTUNITY IN PROTLAND'S PUBLIC SCHOOLS, A REPORT TO THE BOARD OF EDUCATION, MULTNOMAH SCHOOL DISTRICT NO. 1. 1964-10-29 253 N/A 1965 2016-11-22

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No Black Culture Culture Fair Tests Environmental Influences Intelligence Intelligence Differences Intelligence Tests Racial Characteristics Racial Factors Research Committees Test Validity TUMIN, MELVIN M. New York (New York) UNESCO New York (New York) B'nai B'rith, New York, NY. Anti-Defamation League. THE REPORT OF UNESCO COMMITTEE STATED THAT THERE WERE NOT MEASURABLE DIFFERENCES BETWEEN WHAT IS DUE TO INNATE CAPACITY AND WHAT IS THE RESULT OF ENVIRONMENTAL INFLUENCES, TRAINING, AND EDUCATION. TESTS WHICH HAVE MADE ALLOWANCE FOR MOST DIFFERENCES IN ENVIRONMENTAL OPPORTUNITIES HAVE SHOWN ESSENTIAL SIMILARITY IN MENTAL CHARACTERISTICS AMONG ALL HUMAN GROUPS. THE UNESCO REPORT HAS BEEN CHALLENGED BY A SERIES OF PUBLICATIONS CONTENDING THAT IT IGNORED SCIENTIFIC EVIDENCE THAT THE NEGRO IN THE UNITED STATES IS INFERIOR IN INTELLIGENCE TO THE WHITE. FOUR DISTINGUISHED EXPERTS IN TESTS AND MEASUREMENTS, PSYCHOLOGY, SOCIAL AND CULTURAL PATTERNS, AND ANTHROPOLOGY WERE ASKED TO STATE THEIR OPINIONS ON THE CHALLENGE. QUESTIONS WERE ASKED ON INNATE CAPACITY, TEST RELIABILITY, NEGRO INTELLIGENCE, AND OTHER INNATE DIFFERENCES BETWEEN NEGRO AND WHITE. THE SCIENTISTS ARE IN SUBSTANTIAL AGREEMENT THAT THE CLAIMS OF THE CHALLENGING PUBLICATIONS CANNOT BE SUPPORTED BY ANY SUBSTANTIAL SCIENTIFIC EVIDENCE. MOREOVER, FUTURE CLAIMS OF INNATE DIFFERENCES BETWEEN NEGRO AND WHITE CANNOT BE VALID UNLESS--DISTINCTIVE RACIAL HOMOGENEITY OF THE GROUP IS DEMONSTRATED, SOCIAL AND CULTURAL BACKGROUNDS OF THE GROUP ARE EQUAL, AND ADEQUATE TESTS OF PROVED RELIABILITY AND VALIDITY ARE USED. ED001938 RACE AND INTELLIGENCE. 1962-00-00 56 N/A 1965 2016-11-22

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No Community Involvement Community Planning De Facto Segregation Desegregation Methods Equal Education Equal Opportunities (Jobs) Housing Discrimination Human Relations Programs Racial Balance School Desegregation SCHERMER, GEORGE Pennsylvania (Philadelphia) Pennsylvania (Philadelphia) ALTHOUGH DISCRIMINATION AND EXCLUSION ARE DOOMED ACCORDING TO TO THE LAW, THERE APPEARS TO BE CONSIDERABLE DISTINCTION IN MEN'S MINDS BETWEEN ABSENCE OF DISCRIMINATION ON THE ONE HAND AND AFFIRMATIVE MEASURES TO IMPLEMENT INTEGRATION ON THE OTHER. PHILADELPHIA HAS A GREAT DEAL OF DE FACTO SEGREGATION. AS THE POPULATION GROWS, NEGROES AND WHITES WILL BECOME FURTHER SEPARATED UNLESS FAIR HOUSING PRACTICES ARE INITIATED. BASIC STEPS ARE NEEDED TO BEGIN COMMUNITY INTEGRATION. PUBLIC EDUCATION MUST BE ADEQUATELY FINANCED AND REALISTICALLY ORIENTED TO MEET THE NEEDS OF THE ENTIRE POPULATION, INCLUDING THE NEEDS OF THE CULTURALLY DEPRIVED, SO THAT NEGROES WILL BE PREPARED TO COMPETE WITH WHITES FOR JOBS AND PROFESSIONS. THERE IS A NEED FOR CITY COLLEGES AND PUBLICLY-FINANCED SCHOLARSHIPS TO ALLOW ALL PERSONS, REGARDLESS OF INCOME, A RIGHT TO HIGHER EDUCATION. THE ECONOMY SHOULD SUPPLY FAIR JOB OPPORTUNITIES. TRAINING PROGRAMS AND IMPLEMENTATION OF FAIR EMPLOYMENT LAWS WILL GREATLY AID EQUAL JOB OPPORTUNITIES. LEADERSHIP TRAINING PROGRAMS SHOULD BE PROVIDED FOR ALL CITIZENS. THERE IS A NEED FOR RESEARCH AND EDUCATION IN HUMAN RELATIONS. URBAN RENEWAL PROGRAMS SHOULD MAKE THE CENTRAL CITY A DESIRABLE PLACE TO LIVE. COMMUNITY ORGANIZATIONS AND AGENCIES SHOULD SEEK WAYS TO ENCOURAGE SUPPORT FOR DESEGREGATION. THE COMMUNITY SHOULD DECIDE WHETHER IT WANTS TO DESEGREGATE AND SHOULD BE READY TO IMPLEMENT ITS DECISION WITH ACTION. ED001939 DESEGREGATION--A COMMUNITY DESIGN. 1961-00-00 7 N/A 1965 2016-11-22

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No Family Characteristics Family Income Interstate Programs Low Income Counties Population Distribution Poverty Racial Factors Rural Urban Differences MILLS, ANITA U. RANDOMSKI, ALEXANDER L. DISTRICT OF COLUMBIA District of Columbia THE PRIMARY PURPOSES ARE TO DIRECT ATTENTION TO COUNTY UNITS AS ONE APPROACH IN ANALYZING THE GEOGRAPHY OF THE POOR, AND TO PROVIDE A RESOURCE TOOL FOR VIEWING THE LOWEST FIFTH (QUINTILE) OF COUNTY UNITS IN THE CONTEXT OF STATE, REGIONAL, AND NATIONAL MEASURES OF POVERTY AND DEPENDENCY. MUCH ATTENTION WAS GIVEN TO THE URBAN SETTING WHERE 70 PERCENT OF THE NATION'S POPULATION IS CONCENTRATED AND WHERE, BY INCOME MEASURES, SOME 54 PERCENT OF THE POOR FAMILIES ARE LOCATED. IN THE NONURBAN AREAS, WITH 30 PERCENT OF THE POPULATION, 46 PERCENT OF THE POOR FAMILIES ARE DISPERSED OVER A BROAD GEOGRAPHIC AREA. ALTHOUGH HEAVILY CONCENTRATED IN THE SOUTHEAST, SIGNIFICANT POVERTY POCKETS ARE ALSO FOUND IN TEXAS, NEW MEXICO, THE DAKOTAS, AND ALASKA. THE CHANCES OF BEING POOR IN THE UNITED STATES ARE CLOSELY RELATED TO RESIDENTIAL LOCATION AND WHETHER ONE IS WHITE OR NONWHITE. THE NONWHITE FARM FAMILY FALLS AT THE BOTTOM OF THE INCOME DISTRIBUTION PATTERN. THE URBAN NONWHITE FAMILY HAS ABOUT THE SAME CHANCE FOR BEING VERY POOR AS DOES THE RURAL WHITE FAMILY. THE RATE OF DEVELOPMENT OF THE POORER COUNTY UNITS CLEARLY INDICATES THAT IN SOME COUNTIES THE RATE OF INCREASE IN MEDIAN FAMILY INCOME WILL HAVE TO BE RAISED IF IT IS TO KEEP PROPORTIONATE PACE WITH THE NATIONAL RISE IN FAMILY MEDIAN INCOME. THE DATA PRESENTED HERE INDICATE THE NATURE, EXTENT, AND LOCATION OF THE NATION'S MOST SERIOUS POVERTY, IN THE FORM OF GRAPHS, FIGURES, TABLES AND ILLUSTRATIONS DERIVED FROM VARIOUS SOURCES. THE DATA ARE DIVIDED INTO THREE MAIN SECTIONS--MAJOR FAMILY INCOME PATTERNS, LOW-INCOME STATES AND COUNTIES, AND TRENDS AND OUTLOOK. ED001940 FAMILY INCOME AND RELATED CHARACTERISTICS AMONG LOW-INCOME COUNTIES AND STATES. 1964-09-00 95 N/A 1965 2016-11-22

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No Black Stereotypes Boards of Education Disadvantaged Youth Educational Media Human Relations Intergroup Relations Minority Groups Parent Teacher Conferences Puerto Ricans Racial Balance School Desegregation Teacher Effectiveness Teacher Improvement Teacher Orientation Teaching Guides WILLIAMS, FREDERICK, H. AND OTHERS New York (New York) New York (New York) New York City Board of Education, Brooklyn, NY. THE INTEGRATION PROGRAM OF THE NEW YORK CITY SCHOOLS HAS TWO OBJECTIVES--DESEGREGATION, TO ACCOMPLISH A BETTER ETHNIC DISTRIBUTION OF PUPILS, AND IMPROVEMENT IN ACHIEVEMENT OF PUPILS HANDICAPPED EDUCATIONALLY BY SOCIAL AND ECONOMIC FORCES. THESE OBJECTIVES CAN BE REALIZED ONLY IF THE ENTIRE SCHOOL STAFF IS ABLE TO MEET THE HUMAN RELATIONS NEEDS WHICH WILL INEVITABLY ARISE. THERE ARE MANY ASPECTS OF THE CULTURALLY DIFFERENT CHILD WHICH TEACHERS NEED TO UNDERSTAND. A KNOWLEDGE OF THE HISTORY AND DEVELOPMENT OF THE NEGRO RACE IN AMERICA AND OF THE UNFOUNDED MYTHS WHICH HAVE ARISEN ABOUT NEGROES IS IMPORTANT. THERE ARE MANY STEREOTYPES, DEROGATORY PHASES, AND PROFESSIONAL TERMS WHICH ARE NEGATIVE IN TONE, OF WHICH TEACHERS SHOULD BE AWARE SO THAT THEY CAN BE AVOIDED IN PARENT-TEACHER CONFERENCE. THE SELF-IMAGE OF A MINORITY GROUP IS EXTREMELY IMPORTANT IN DETERMINING THE CHILD'S MOTIVATION FOR SCHOOL WORK. INSPIRATIONAL TEACHING AND GUIDANCE BY MOTIVATED STAFF MEMBERS IS A MEANS OF HELPING THE CHILD IMPROVE A NEGATIVE SELF-IMAGE. KNOWLEDGE OF THE ADJUSTMENT PROBLEMS OF PUERTO RICAN NEW YORKERS AND OF OTHER IMMIGRATION GROUPS WHICH RESIDE IN THE CITY CAN HELP A TEACHER APPRECIATE THE NEED FOR EXTENDING DEMOCRATIC PRINCIPLES TO THE MANY GROUPS IN OUR CULTURALLY PLURALISTIC SOCIETY. DISCUSSION QUESTIONS, A BOOK LIST, AND SUGGESTED INSTRUCTIONAL FILMS ON MANY ASPECTS OF HUMAN RELATIONS ARE INCLUDED AS TEACHER AIDS. ED001941 BRIDGES TO UNDERSTANDING, TEACHER ORIENTATION AIDS. 1965-00-00 64 N/A 1965 2016-11-22

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No Administrative Policy Black Students Civil Rights De Facto Segregation Educationally Disadvantaged Equal Education Minority Groups Puerto Ricans Racial Balance Residential Patterns School Desegregation School Zoning ALEXANDER, GEORGE J. New York (Buffalo) New York (Syracuse) New York (Buffalo) New York (Syracuse) A SURVEY TAKEN BY THE NEW YORK STATE DEPARTMENT OF EDUCATION REVEALED THAT THE SCHOOLS OF BUFFALO WERE HIGHLY SEGREGATED. OF THE 19 SCHOOLS THAT CONTAINED MORE THAN 30 PERCENT NEGROES AND PUERTO RICANS, 14 HAD OVER 90 PERCENT. THERE WAS NO DIRECTIVE FROM THE STATE DEPARTMENT OF EDUCATION AS TO WHAT, IF ANYTHING, OUGHT TO BE DONE ABOUT THESE DISCLOSURES. THE LOCAL NAACP PRESENTED A STATEMENT TO THE LOCAL BOARD OF EDUCATION DISCUSSING SCHOOL SEGREGATION CASES, SUMMARIZING THE STATE SURVEY, AND STATING THAT THE DE FACTO SEGREGATION OF THE BUFFALO SCHOOLS WAS IN VIOLATION OF THE SPIRIT OF THOSE CASES. THE SUPERINTENDENT OF SCHOOLS FELT THAT SCHOOL SEGREGATION IS NOT A RESULT OF SCHOOL POLICY BUT OF HOUSING PATTERNS, AND THAT SCHOOL ZONE LINES WERE NOT USED TO ESTABLISH SEGREGATION. QUESTIONS WERE RAISED AS TO WHETHER CERTAIN AREAS OF OPTIONAL SCHOOL CHOICE IN ZONES BETWEEN SCHOOLS WERE A DELIBERATE ATTEMPT AT SCHOOL SEGREGATION. THERE HAS BEEN DISCUSSION AMONG COMMUNITY LEADERS CONCERNING THE LARGE CONCENTRATION OF NEGRO TEACHERS AND TEMPORARY TEACHERS IN NEGRO SCHOOLS. SOME NEGRO STUDENTS SEEM TO HAVE MORE EDUCATIONAL ADVANTAGES, THROUGH SPECIAL PROGRAMS, THAN STUDENTS OUTSIDE THE NEGRO HOUSING AREA, BUT THE LARGE PROPORTION APPEARS TO BE GETTING LESS. THE BUFFALO SITUATION IS TYPICAL OF THE SITUATIONS FACED IN MANY NORTHERN AND WESTERN CITIES. ED001942 CIVIL RIGHTS, U.S.A. PUBLIC SCHOOLS--CITIES IN THE NORTH AND WEST, 1963, BUFFALO. 1963-03-00 93 N/A 1965 2016-11-22

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No Costs Economic Opportunities Economic Status Employment Opportunities Racial Segregation School Closing School Desegregation Social Bias Social Discrimination Southern Community PATTERSON, BARBARA AND OTHERS Georgia (Atlanta) Georgia (Atlanta) Southern Regional Council, Atlanta, GA. B'nai B'rith, New York, NY. Anti-Defamation League. THE COSTS, BOTH IN MONEY AND HUMAN SPIRIT, INCURRED BY THE SOUTH'S RESISTANCE TO EQUAL OPPORTUNITY HAVE BEEN FAR GREATER THAN THIS AREA AND THE NATION ARE ABLE TO AFFORD. THE ECONOMY OF MANY SOUTHERN COMMUNITIES HAS SUFFERED BECAUSE OF FAILURE TO ATTRACT INDUSTRY AND INVESTMENT, LOSS TO THE CONSUMER MARKET DUE TO BOYCOTTS, POLICE AND JAIL COSTS, DEPLETION OF FUNDS FOR SUPPORT OF SEGREGATIONIST ORGANIZATIONS, AND COSTS OF HOLDING SEPARATE ELECTIONS. RACIAL DISCRIMINATION IN EMPLOYMENT HAS RESULTED IN PERHAPS AN EVEN GREATER LOSS, SINCE THE YOUNG, EDUCATED NEGROES LEAVE THE SOUTH FOR BETTER JOB OPPORTUNITIES. LEGAL COSTS OF THE DEMONSTRATIONS AGAINST DISCRIMINATION ARE ALSO STAGGERING. MANY NEGROES ASK FOR SEPARATE TRIALS WHEN ARRESTED FOR DEMONSTRATIONS, THEREBY INCREASING BOTH COST AND TIME OF COURTROOM PROCEDURES. EDUCATION IN THE SOUTH HAS ALSO SUFFERED BY AN INABILITY TO ATTRACT FACULTY, STUDENTS, AND RESEARCH EFFORTS. UNIVERSITY AND PRIVATE OFFICIALS ARE HESITANT TO INVEST CAPITAL IN NEW EDUCATIONAL FACILITIES FOR SEGREGATED, RACIALLY DISTURBED COMMUNITIES. THE CLOSING AND BOYCOTTING OF INTEGRATED SCHOOLS, THE TUITION GRANTS TO SEND WHITE STUDENTS TO PRIVATE SCHOOLS, AND THE DUPLICATION OF EDUCATIONAL RESOURCES ARE FURTHER COSTS IN EDUCATION TO THE SOUTH. SOUTHERN SEGREGATED COMMUNITIES ARE PAYING A HIGH PRICE FOR RACIAL DISCRIMINATION WHEN THEY ARE DENIED MANY CULTURAL, ENTERTAINMENT, AND SPORTS ACTIVITIES BY ORGANIZATIONS WHO REFUSE TO PERFORM BEFORE SEGREGATED AUDIENCES. TOURISM AND LOCATION OF CONVENTION IN THE SOUTH ARE ALSO DECLINING DUE TO SEGREGATED PUBLIC ACCOMMODATIONS. THE HIGH COSTS ON THE LOCAL, STATE, AND REGIONAL LEVELS ARE ALSO MAGNIFIED NATIONALLY IN COSTS OF FEDERAL TROOPS AND LOST GROSS NATIONAL PRODUCT. AN EVEN GREATER PRICE IS PAID IN THE AREA OF FOREIGN RELATIONS AS THE IMAGE OF AMERICAN DEMOCRACY IS OVERSHADOWED BY RACIAL STRIFE. ED001943 THE PRICE WE PAY FOR DISCRIMINATION. 1964-06-00 44 N/A 1965 2016-11-22

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No Advisory Committees Educational Planning Educational Quality Educational Research Educational Strategies Equal Education Racial Balance School Desegregation School Organization New York (Brooklyn) New York (New York) New York City Board of Education, Brooklyn, NY. RECOMMENDATIONS ARE PRESENTED WITH REFERENCE TO SCHOOL REORGANIZATION AND QUALITY INTEGRATED EDUCATION AS THE RESULT OF 9 MONTHS OF INTENSIVE STUDY AND PLANNING BEGINNING WITH THE ISSUANCE IN MAY 1964, OF THE REPORT OF THE STATE EDUCATION COMMISSIONER'S ADVISORY COMMITTEE ON HUMAN RELATIONS AND COMMUNITY TENSION. REPRESENTED IS A SYNTHESIS OF THE CURRENT EDUCATIONAL PROGRAM, WITH PLANNED IMPROVEMENT, AND SYNOPSES OF THE SEPARATE REPORTS AND STUDIES OF MANY DIFFERENT COMMITTEES, THE COMMITTEE ON THE "600" SCHOOLS, THE COMMITTEE ON REORGANIZATION OF HIGH SCHOOLS, THE EDUCATIONAL PARK COMMITTEE, THE JUNIOR HIGH SCHOOL 6-7-8 COMMITTEE, THE CABINET DIVISIONAL COMMITTEE ON INTEGRATION, AND OTHERS. THEY FLOW AS WELL FROM THE THINKING EXPRESSED BY MANY PARENTS AND CIVIC, COMMUNITY, AND CIVIL RIGHTS GROUPS DURING A LONG SERIES OF CONFERENCES. ALSO PRESENTED IS A TABLE ANALYZING THE ETHNIC COMPOSITION OF SCHOOLS FROM 1958 TO 1965. ED001944 TOWARD QUALITY INTEGRATED EDUCATION--BLUEPRINT FOR FURTHER ACTION. PROPOSALS FOR DISCUSSION. 1965-03-22 8 N/A 1965 2016-11-22

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No Black Employment Educationally Disadvantaged Employment Opportunities Employment Practices Equal Education Job Training Social Discrimination JONES, MAJOR J. AND OTHERS Tennessee (Chattanooga) United States (South) Tennessee (Chattanooga) Southern Regional Council, Atlanta, GA. STATISTICS REVEALED THAT 65 PERCENT OF A LOCAL NEGRO HIGH SCHOOL GRADUATING CLASS SOUGHT OPPORTUNITIES FOR EMPLOYMENT OUTSIDE OF CHATTANOOGA. IT IS INDICATED THAT, IN THE AREA, DISCRIMINATION WAS PRACTICED AGAINST THE NEGRO LONG BEFORE HE FILED HIS FIRST JOB APPLICATION. AN ANALYSIS OF EDUCATIONAL AND TRAINING OPPORTUNITIES REVEALED THAT EQUAL TRAINING OPPORTUNITIES IN THE SCHOOLS WERE DENIED, AND WHEN A NEGRO SOUGHT A SKILLED JOB, HE WAS REJECTED BECAUSE OF INADEQUATE TRAINING. IF HE DID ACQUIRE TRADE SKILLS, HE WAS BARRED FROM MOST TRADE UNIONS AND APPRENTICE PROGRAMS. ALMOST WITHOUT EXCEPTION INDUSTRIES WITH FEDERAL CONTRACTS FILLED THEIR REQUIRED NEGRO QUOTA AT THE LOWEST LEVEL OF EMPLOYMENT. LOCAL CUSTOM ACTED AS A BRAKE ON THE FEW WHITE EMPLOYERS WHO MIGHT HAVE DESIRED TO UPGRADE NEGRO EMPLOYEES. NEGRO YOUTHS WERE TRAINED ONLY IN FIELDS CURRENTLY OPEN TO THEM ON THE LABOR MARKET. THIS LACK OF ACCESSIBILITY TO AN OPEN JOB MARKET NEGATIVELY AFFECTED BOTH STUDENTS AND TEACHERS. NEGRO LEADERS CHARGED THAT VOCATIONAL GUIDANCE PROGRAMS WERE GEARED MORE TOWARD DISCIPLINING DELINQUENTS THAN COUNSELING TOWARD VOCATIONAL OPPORTUNITIES. IN PUBLIC EMPLOYMENT, JOB OPPORTUNITIES FOR THE NEGRO WERE BRIGHTER, BUT IMPROVEMENTS WERE MADE. DISCRIMINATION WAS ALSO FOUND AT THE PROFESSIONAL LEVEL. DOCTORS WERE BARRED FROM MEMBERSHIP IN THE LOCAL MEDICAL ASSOCIATION AND COULD NOT PRACTICE IN THE CITY'S TWO MAJOR HOSPITALS. TEACHERS HAD NO EDUCATIONAL OUTLET AND WERE REQUIRED TO TRAVEL AT LEAST 100 MILES FOR ADVANCED WORK. THE ONE NEGRO LAWYER FELT THAT HE WAS HANDICAPPED IN HIS PRACTICE BY A FEELING WITHIN THE COMMUNITY THAT A WHITE LAWYER COULD HANDLE A CASE MORE EFFECTIVELY IN AN ALL-WHITE COURTROOM. A FEW INSTANCES OF JOB BREAKTHOUGH WERE CITED--A FLOWER DESIGNER, A MAIL-ORDER CLERK, AN AUTOMOBILE SALESMAN, AND A VARIETY STORE CLERK. ED001945 THE NEGRO AND EMPLOYMENT OPPORTUNITIES IN THE SOUTH, THE SECOND OF A SERIES OF EMPLOYMENT STUDIES IN SOUTHERN CITIES. 1961-00-00 16 N/A 1965 2016-11-22

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No Educational Finance Educational Problems Equal Education Private Schools Public Schools School Closing School Desegregation State Federal Aid GAUERKE, WARREN E. GREEN, DONALD R. Georgia (Atlanta) Georgia (Atlanta) Southern Regional Council, Atlanta, GA. UNDERLYING THE DISCUSSION OF SHIFTING FROM A PUBLIC TO A PRIVATE SCHOOL BASE IN AN EFFORT TO AVOID DESEGREGATION ARE CERTAIN VALUES AND PRINCIPLES--MORAL, POLITICAL, AND EDUCATIONAL. THE FIRST PRINCIPLE IS THAT, IN A DEMOCRACY, THERE ARE NO SUPERIOR PERSONS DUE TO CLASS OR ETHNIC DISTINCTIONS. THE SECOND IS THAT THE CONSTITUTION OF THE UNITED STATES AS INTERPRETED BY THE COURTS IS THE LAW OF THE LAND AND MUST BE RESPECTED. THIRD, IT IS ASSUMED THAT THE STATE IS THE KEY TO EDUCATIONAL DEVELOPMENT IN AMERICA, EDUCATION IS BASICALLY A STATE RESPONSIBILITY RATHER THAN A LOCAL OBLIGATION. THE KEY TO THE SYSTEM OF PUBLIC EDUCATION IS THE RIGHT TO TAX FOR PUBLIC SCHOOLS AND TO COMPEL CITIZENS TO PAY TAXES. FINALLY, PUBLIC FUNDS AND PROPERTY MUST BE APPROPRIATED OR USED SOLELY FOR THE BENEFIT OF PUBLIC SCHOOLS, NOT FOR THE AID OF ANY PRIVATE, PAROCHIAL, OR SECTARIAN SCHOOL. THIS CONSIDERATION INVOLVES THE PRINCIPLE OF SEPARATION OF CHURCH AND STATE. THE FACTS DEMONSTRATE THAT A SYSTEM OF PRIVATE SCHOOLS, IN A MIXED SOCIETY SUCH AS EXISTS IN MUCH OF THE SOUTH, IS UNWORKABLE--LEGALLY, SOCIALLY, AND ECONOMICALLY. AMONG THE PRACTICAL OBSTACLES TO A TUITION GRANT PROGRAM FOR PRIVATE SCHOOLS ARE--FINANCIAL DIFFICULTIES ARISING FROM LOSS OF FEDERAL FUNDS AND FUNDS FROM MANY OTHER SOURCES, LOSS OF VARIETY IN THE PROGRAMS OFFERED STUDENTS, THE PROBLEM OF ACCREDITATION STANDARDS, THE PROBLEM OF DECIDING WHERE RESPONSIBILITY REGARDING SCHOOL POLICIES WILL LIE, AND THE UNAVAILABILITY OF PROFESSIONAL HELP OF STATE EDUCATION DEPARTMENTS TO SOLVE PROBLEMS OF SCHOOL ORGANIZATION. IF A TUITION-GRANT SYSTEM REPLACES PUBLIC EDUCATION, THE COST OF EDUCATION WILL INCREASE TREMENDOUSLY. AT PRESENT SCHOOL BUDGETS, THOUSANDS OF CHILDREN WOULD BE DENIED SCHOOLING. ALL BUT A FEW WOULD GET MARKEDLY INFERIOR EDUCATION. ED001946 IF THE SCHOOLS ARE CLOSED, A CRITICAL ANALYSIS OF THE PRIVATE SCHOOL PLAN. 1959-00-00 40 N/A 1965 2016-11-22

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No Disadvantaged Individual Differences Middle Class Culture Minority Group Children Predictive Validity Program Guides Standardized Tests Test Interpretation Test Results Test Validity Testing Problems FISHMAN, JOSHUA A. AND OTHERS Michigan (Ann Arbor) Michigan (Ann Arbor) FACTORS INVOLVED IN THE TESTING OF MINORITY GROUP CHILDREN ARE PRESENTED. THE CONVENTIONAL INSTRUMENTS OF MENTAL TESTING ARE TOO OFTEN DEVELOPED FOR THE INTELLECTUAL AND SOCIAL WAYS OF MIDDLE-CLASS CHILDREN. AS A RESULT MINORITY GROUP CHILDREN ARE EXCLUDED FROM OPPORTUNITIES FOR TRAINING BECAUSE OF "CULTURAL DEPRIVATION." THE GUIDE EXPLAINS HOW THIS SITUATION COULD BE REMEDIED, AND IT OFFERS SOME CRITERIA FOR INTERPRETING TEST SCORES OBTAINED FROM CHILDREN WHO DID NOT HAVE THE ADVANTAGES OF THE MIDDLE-CLASS CHILD. ONE PRINCIPAL DIFFICULTY REGARDING STANDARDIZED TESTING IS THE RELIABILITY OF DIFFERENTIATION. A TEST PUBLISHER SHOULD DESCRIBE THE RELIABILITY SAMPLE IN TERMS OF FACTORS SUCH AS AGE, SEX, AND GRADE LEVEL COMPOSITION, ALSO, THE PUBLISHER SHOULD REPORT SUBGROUP RELIABILITIES. INSTITUTIONS THAT USE TESTS REGULARLY FOR PARTICULAR MINORITY GROUPS SHOULD MAKE THEIR OWN RELIABILITY STUDIES IN ORDER TO DETERMINE WHETHER THE TESTS ARE RELIABLE WHEN USED WITH THESE GROUPS. THE SECOND DIFFICULTY, THAT OF PREDICTIVE VALIDITY, IS IMPORTANT BECAUSE, ORDINARILY, AN INDIVIDUAL'S TEST SCORES DESCRIBE ONLY HIS RELATIVE STANDING WITH RESPECT TO A SPECIFIED NORM GROUP. AN EXPLANATION OF HIS STANDING SHOULD BE ATTEMPTED UTILIZING BACKGROUND FACTORS, ALSO WHEN LONG-RANGE PREDICTIONS ARE NEEDED, BACKGROUND FACTORS SHOULD BE CONSIDERED. THE LAST DIFFICULTY, THE VALIDITY OF TEST INTERPRETATION, SHOULD BE APPLIED TO TESTS IN GENERAL, TEST RESULTS SHOULD BE INTERPRETED BY COMPETENTLY TRAINED AND KNOWLEDGEABLE PERSONS. MEDICAL CASE HISTORIES SHOULD BE USED AS WELL AS PSYCHOLOGICAL AND EDUCATIONAL TEST RECORDS. TOO OFTEN ANSWERS THAT ARE DEVIANT FROM THE VIEWPOINT OF A MAJORITY CULTURE ARE TYPICAL OF A MINORITY GROUP. THIS ARTICLE IS PUBLISHED IN THE "JOURNAL OF SOCIAL ISSUES" VOLUME 20, NUMBER 2, APRIL 1964. ED001947 GUIDELINES FOR TESTING MINORITY GROUP CHILDREN. 1964-04-00 1 N/A 1965 2016-11-22

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No Attitude Change Group Dynamics Intergroup Relations Leaders Guides Program Guides Social Discrimination Youth Agencies WOLFE, ANN G. New York (New York) New York (New York) YOUTH AGENCIES ARE DEMONSTRATING A GROWING CONSCIOUSNESS OF INTERGROUP PROBLEMS, AND LEADERS ARE SEEKING NEW INSIGHTS AND SKILLS TO HELP IN OVERCOMING THEM. MEANS OF INFLUENCING INDIVIDUAL ATTITUDES INCLUDE THE MEDIA OF MASS COMMUNICATION, THE GROUP PROCESS, DEMOCRATIC LEADERSHIP AND A PERMISSIVE GROUP CLIMATE, A STRONG SENSE OF BELONGING AND SHARED ACTIVITY, AND COMMON GROUP GOALS. IT HAS BEEN FOUND THAT PRESTIGIOUS MEMBERS INFLUENCE CHANGE TO A GREATER EXTENT THAN OTHERS. WHERE THE GROUP AS A WHOLE RECOGNIZED THE NEED FOR CHANGE, THE PRESSURE IS FELT BY ALL, AND THE NEW VALUE IS MORE ACCEPTABLE TO EACH MEMBER. CONTACT AMONG DIFFERENT GROUPS UNDER CERTAIN CONDITIONS CAN HELP ELIMINATE PREJUDICED ATTITUDES. CONTACT AMONG INDIVIDUALS OF "EQUAL STATUS" SOMETIMES RESULTS IN GREATER HOSTILITY WHILE CONTACT AMONG INDIVIDUALS OF "EQUAL STATUS" SEEMS MORE CONDUCTIVE TO MUTUAL ACCEPTANCE. A DISCUSSION OF THE GOALS OF YOUTH-SERVING AGENCIES IS PRESENTED. A LIST OF PAMPHLETS, FILMS, AND OTHER AIDS IS INCLUDED. ED001948 LEADER'S GUIDE--A MANUAL ON BETTER HUMAN RELATIONS FOR LEADERS IN YOUTH AGENCIES. 1954-00-00 40 N/A 1965 2016-11-22

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No Attitude Change Black Influences Black Stereotypes Literature Social Bias Social Discrimination Teacher Effectiveness Textbook Bias Textbook Content Textbook Preparation Textbook Research WALTON, JEANNE LITERATURE AND ATTITUDES IN PUBLIC SCHOOLS PERPETUATE PREJUDICE AGAINST NEGRO CHILDREN. A RACIST SOCIETY EXISTS IN THE U.S. ONLY WHEN THIS FACT IS RECOGNIZED CAN THE PROBLEM BE RESOLVED. LITERATURE DEALING WITH NEGROES FALLS PREDOMINANTLY INTO THREE CATEGORIES--(1) STORIES ABOUT FAMOUS NEGROES, (2) STORIES OF SEGREGATED NEGRO LIFE, OFTEN "QUAINT" AND "HUMOROUS," AND (3) STORIES STRESSING BROTHERHOOD, OFTEN AVOIDING THE OBJECTIVE FACTS OF PREJUDICE, DISCRIMINATION, AND SEGREGATION. IT IS RECOMMENDED THAT READERS AND TEXTBOOKS DEPICTING REAL INTERRACIAL SITUATIONS AND FICTION DEPICTING ACTUAL PROBLEMS REALISTICALLY BE USED. THE TEACHER NEEDS TO ACCEPT WHATEVER CHILDREN EXPRESS, BUT SHE CANNOT BE DETACHED OR UNCOMMITTED. A BIBLIOGRAPHY DEALING WITH RACIAL AWARENESS, WAYS OF HANDLING PREJUDICE, AND RESPONSIBILITIES OF TEACHERS AND PARENTS IS INCLUDED. THIS ARTICLE IS A REPRINT FROM THE "ELIOT-PEARSON SCHOOL NEWS," FEBRUARY, 1964. ED001949 THE AMERICAN NEGRO IN CHILDREN'S LITERATURE. 1964-02-00 4 N/A 1965 8/17/2004 22:25:22 DISA1965

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No Achievement Gains Behavior Patterns Black Students Desegregation Effects Educational Environment Educationally Disadvantaged Enrollment Trends HANSEN, CARL F. DISTRICT OF COLUMBIA New York (New York) District of Columbia New York (New York) B'nai B'rith, New York, NY. Anti-Defamation League. A REVIEW OF DESEGREGATION IN WASHINGTON, D.C., DURING A 5-YEAR PERIOD, 1955-60, WAS PRESENTED. ENROLLMENT TRENDS SHOWED THAT THE IMPOVERISHED AND DESTITUTE PEOPLE OF THE CITY WERE FORCED INTO DEPRIVED DOWNTOWN AREAS. ACADEMIC STANDARDS WERE IMPAIRED BECAUSE OF SOCIAL AND CULTURAL HANDICAPS, IN ADDITION TO SUCH ADVERSE SCHOOL CONDITIONS AS OVERCROWDED CLASSROOMS AND HALF-DAY SESSIONS. WHERE COMPARATIVE DATA WERE AVAILABLE, A GENERAL UPGRADING OF ACHIEVEMENT LEVELS SINCE 1955 WAS APPARENT. BEHAVIOR STUDIES SHOWED THAT--SERIOUS INCIDENTS OF RACIAL ORIGIN WERE RELATIVELY INFREQUENT, DISCIPLINE PROBLEMS WERE OFTEN CAUSED BY CHILDREN FROM POOR HOME ENVIRONMENTS, AND THE HIGHEST RATE OF DROPOUTS OCCURRED IN SCHOOLS WHERE THE ENROLLMENT WAS PREDOMINANTLY NEGRO. ED001950 A FIVE-YEAR REPORT OF DESEGREGATION IN THE WASHINGTON, D.C., SCHOOLS. ADDENDUM. 1960-00-00 32 N/A 1965 2016-11-22

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No Community Programs Community Services Enrichment Activities Equal Education Program Development Public Schools Special Programs New Jersey (East Orange) New Jersey East Orange Public Schools, NJ. THE EAST ORANGE EDUCATION PLAZA WAS A PROPOSAL DEVELOPED TO PROVIDE BETTER EDUCATIONAL OPPORTUNITY FOR CHILDREN FROM KINDERGARTEN THROUGH HIGH SCHOOL. THE PHYSICAL STRUCTURE OF THE PLAZA WOULD ENCOURAGE DEVELOPMENT OF A PROGRAM WHICH WOULD APPLY TO ALL KINDS OF STUDENTS. SPECIALIZED TEACHERS AND SPECIAL RESOURCES WOULD BE BROUGHT TOGETHER IN ONE AREA. FACILITIES WOULD BE AVAILABLE TO TRAIN TEACHERS TO BETTER SERVE THE NEEDS OF THE COMMUNITY. THE BUILDINGS THAT WOULD BE INVOLVED ARE THE MIDDLE SCHOOL, A RESOURCE BUILDING, THE HIGH SCHOOL, THE PRIMARY SCHOOL, THE GYMNASIUM AND ARTS CENTER, A STADIUM AREA, AND A PARKING AREA. ENRICHMENT AND FLEXIBILITY IN THE PLAN WOULD PROVIDE MORE EXTRACURRICULAR ACTIVITIES, MORE EQUIPMENT AND LIBRARY BOOKS, SPECIALIZED PROGRAMS, GUIDANCE, FOOD SERVICE FOR ALL, AND BETTER MOTIVATION. ADVANTAGES FOR TEACHING WOULD INCLUDE CLOSER COOPERATION WITH COLLEGES, ATTRACTION OF BETTER TEACHERS, MORE STAFF HELP, MORE AVAILABLE MATERIALS, AND CONTINUING INSERVICE TRAINING. THE ONLY PHASE DISCUSSED WAS PHASE I, THE MIDDLE SCHOOL. THE ADVANTAGES OF THE MIDDLE SCHOOL WOULD BE TO ELIMINATE THE NEED FOR BUILDING EXPENSIVE ADDITIONS TO FIVE SCHOOLS, TO ALLOW THE CLOSING OF 25 SUBSTANDARD CLASSROOMS, AND TO CLOSE TWO ELEMENTARY SCHOOLS. GRADES 7 AND 8 WOULD OCCUPY THE BUILDING, LATER GRADES 6 AND 5 WOULD BE ADDED. ED001951 THE EAST ORANGE EDUCATION PLAZA. 1964-00-00 12 N/A 1965 2016-11-22

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No Civil Rights Community Attitudes Community Study Desegregation Effects Desegregation Methods Equal Education Racial Composition Southern Schools MEARNS, EDWARD A. JR. DISTRICT OF COLUMBIA VIRGINIA Richmond Public Schools VA Virginia (Norfolk) District of Columbia Virginia Virginia (Norfolk) A STUDY OF THE PROCESS OF DESEGREGATION IN VIRGINIA PUBLIC SCHOOLS SHOWS THAT IN QUESTIONS OF EQUAL PROTECTION THERE ARE MANY VIRGINIAS, NOT JUST ONE. THEREFORE, THE REPORT CONSISTS OF STUDIES OF PARTICULAR COMMUNITIES AND THEIR INDIVIDUAL EXPERIENCES WITH DESEGREGATED SCHOOLS. THE RELEVANT BACKGROUND INFORMATION, THE SPECIFIC PATTERN FOR DESEGREGATION INCLUDING PUPIL PLACEMENT, TUITION GRANTS, AND THE SPECIAL PROBLEMS ENCOUNTERED BY EACH DISTRICT ARE DISCUSSED. ALL OF THE COMMUNITIES CHOSEN FOR STUDY HAVE HAD SOME DEGREE OF DESEGREGATION IN THEIR SCHOOLS. NORTHERN VIRGINIA, COMPOSED OF ARLINGTON, ALEXANDRIA, FAIRFAX, AND FALLS CHURCH, IS A DENSELY POPULATED AREA WITH PROPORTIONATELY FEW NEGRO RESIDENTS. THIS AREA IS MORE LIBERAL ON THE CIVIL RIGHTS ISSUE THAN THE REST OF THE STATE AND HAS HAD A GREATER CAPACITY TO ACCEPT DESEGREGATION. NORFOLK IS VIRGINIA'S LARGEST CITY AND HAS A CONSIDERABLE NEGRO POPULATION. IN SPITE OF A LACK OF COMMUNICATION AND UNDERSTANDING OF ITS NEGRO COMMUNITY, NORFOLK IS MORE FORWARD-LOOKING, MORE FLEXIBLE, AND LESS SELF-CONSCIOUS THAN MANY OTHER VIRGINIA CITIES. RICHMOND, VIRGINIA'S CAPITAL AND SECOND LARGEST CITY, HAS THE LARGEST PERCENTAGE OF NONWHITE CITIZENS IN ANY MAJOR CITY OF THE STATE. ANXIETY OVER THE SIZE OF ITS NEGRO POPULATION HAS BEEN ONE OF ITS MAJOR PROBLEMS. CHARLOTTESVILLE HAS AN AVERAGE VIRGINIA RATIO OF NEGROES TO WHITES AND HAS HAD A RATHER CALM DESEGREGATION. WARREN COUNTY IS THE SMALLEST AREA STUDIED. ITS MAJOR PROBLEM IS A SPLIT IN THE WHITE COMMUNITY OVER THE TUITION-GRANT PROGRAM. THE TWO GENERAL CONCLUSIONS ARE THAT THE PACE OF VIRGINIA'S DESEGREGATION HAS BEEN SLOW AND THAT NEGRO EDUCATION IN NEGRO SCHOOLS IS NOT EQUAL TO EDUCATION FOR WHITES. ED001952 CIVIL RIGHTS, U.S.A. PUBLIC SCHOOLS--SOUTHERN STATES 1962, VIRGINIA. 1962-08-00 217 N/A 1965 2016-11-22

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No Boards of Education Educational Improvement Educational Opportunities Educational Planning Equal Education Program Evaluation Social Discrimination VOORHEES, JAMES D. Colorado (Denver) Colorado (Denver) Denver Public Schools, CO. THE COMMITTEE WAS CHARGED WITH STUDYING AND REPORTING ON THE PRESENT STATUS OF EDUCATIONAL OPPORTUNITY IN THE DENVER PUBLIC SCHOOLS, AND GIVING ATTENTION TO RACIAL AND ETHNIC FACTORS IN THE AREAS OF CURRICULUM, INSTRUCTION, GUIDANCE, PUPILS, PERSONNEL, BUILDINGS, EQUIPMENT, LIBRARIES, ADMINISTRATION, ORGANIZATION, AND SCHOOL-COMMUNITY RELATIONS. THEY WERE ASKED TO RECOMMEND IMPROVEMENTS IN ANY OR ALL SUCH SPECIFIC AREAS. RECOMMENDATIONS MADE CONCERNED THE SPECIFIC AREAS OF BOUNDARIES, PUPIL TRANSFER, PUPIL TRANSPORTATION, OPTIONAL ATTENDANCE AREAS, EVALUATION OF PLANTS AND EQUIPMENT, MAINTENANCE, CONSTRUCTION, EQUIPMENT AND SUPPLIES, LIBRARIES, FINANCING, CURRICULUM, READING AND RELATED LANGUAGE ARTS, TEAM TEACHING, PHONICS, GROUPING, SPEECH, LISTENING BOOKS, TIME ALLOTMENTS, GUIDANCE, INSTRUCTION, TEACHER RECRUITMENT AND TRAINING, ASSIGNMENT AND TRANSFER OF TEACHERS, TEACHER AIDES, PRINCIPALS, ADMINISTRATION, THE SCHOOL AND THE COMMUNITY, THE SCHOOL AND THE PARENTS, THE SCHOOL AND EMPLOYMENT, AND THE SCHOOL AND COMMUNICATIONS. AN APPENDIX CONTAINS NUMEROUS MAPS, CHARTS, AND TABLES OF THE FINDINGS. ED001953 REPORT AND RECOMMENDATIONS TO THE BOARD OF EDUCATION, SCHOOL DISTRICT NUMBER ONE, DENVER, COLORADO. 1964-03-01 190 N/A 1965 2016-11-22

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No Conferences Educational Improvement Equal Education Higher Education Integration Studies Research Opportunities Resource Materials Social Discrimination Wisconsin (Milwaukee) Wisconsin (Milwaukee) Wisconsin Univ., Milwaukee. Inst. for Human Relations. DELEGATES TO THE CONFERENCE REACHED A CONSENSUS ON SEVERAL FUNDAMENTAL ISSUES. PROVISION FOR EXPANDING EDUCATIONAL OPPORTUNITIES REQUIRES ACTION AT EVERY LEVEL OF INSTRUCTION, FROM PREKINDERGARTEN TO POST-GRADUATE TRAINING. THE COLLEGES AND UNIVERSITIES HAVE AN OBLIGATION TO ACT IMMEDIATELY AND DECISIVELY TO ELIMINATE DISCRIMINATION AND REMEDY ITS DESTRUCTIVE CONSEQUENCES EVEN THOUGH MANY OF THE CAUSES LIE OUTSIDE THE FORMAL BOUNDARIES OF THEIR INSTITUTION. A LIST OF WHAT SHOULD BE ACCOMPLISHED FIRST BY THE UNIVERSITY TO PROVIDE A STRONG BASE FOR FURTHER ACTION AND RESEARCH PROGRAMS AND A LIST OF SPECIFIC ACTION AND RESEARCH PROGRAMS TO GUIDE THE UNIVERSITY IN COMBATING DISCRIMINATION AT EVERY EDUCATIONAL LEVEL ARE INCLUDED. THESE ARE THE RESOLUTIONS OF THE INTER-UNIVERSITY CONFERENCE ON THE NEGRO (3RD). ED001954 BLUEPRINT FOR ACTION BY UNIVERSITIES FOR ACHIEVING INTEGRATION IN EDUCATION. 10 N/A 1965 2016-11-23

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No Advisory Committees De Facto Segregation Desegregation Methods Desegregation Plans Integration Studies Racial Balance Resource Materials School Desegregation FISCHER, JOHN H. New York (New York) New York (New York) ALTHOUGH THE ISSUE OF DE JURE SEGREGATION SEEMS TO BE SETTLED, THE DIFFICULTIES ASSOCIATED WITH DE FACTO SEPARATION OF THE RACES ARE ONLY NOW EMERGING. THE SIX PRINCIPLES PROPOSED BY THE ADVISORY COMMISSION ON HUMAN RELATIONS AND COMMUNITY TENSIONS TO THE NEW YORK STATE DEPARTMENT OF EDUCATION ARE PRESENTED AS GUIDES FOR PARENTS AND SCHOOL PERSONNEL WHEN DEALING WITH THE PROBLEMS OF DE FACTO SEGREGATION. SEVERAL POLICIES FOR IMPLEMENTING THESE PRINCIPLES ARE--UNDER "OPEN ENROLLMENT," SCHOOLS WITH AVAILABLE SPACE ARE AUTHORIZED TO RECEIVE PUPILS TRANSFERRED FROM OTHER CROWDED OR OTHERWISE LESS DESIRABLE UNITS, IN THE "PRINCETON PLAN" OR "PAIRING," TWO SCHOOLS MAY BE COMBINED, WITH ALL STUDENTS FROM THE FIRST FOUR GRADES PLACED IN ONE SCHOOL AND THOSE FROM UPPER GRADES PLACED IN THE OTHER, SCHOOL ZONING CHANGES MAY BE UTILIZED TO EFFECT CHANGES IN THE SCHOOL POPULATION, "EDUCATIONAL COMPLEXES" MAY BE ESTABLISHED IN WHICH SEVERAL ELEMENTARY SCHOOLS AND POSSIBLY A JUNIOR HIGH SCHOOL ARE PLACED IN ONE CENTRAL LOCATION--RACIAL BALANCE IS ACHIEVED WITHIN THE SEPARATE SCHOOLS IN THE COMPLEX. THIS ARTICLE IS A REPRINT FROM THE "PTA MAGIZINE," DECEMBER 1964. ED001955 DESEGREGATING CITY SCHOOLS. 1964-12-00 4 N/A 1965 2016-11-22

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No Advisory Committees Boards of Education Desegregation Methods Educational Improvement Intergroup Relations Program Development Program Guides Public Schools Racial Balance School Desegregation SCHWARZWALDER, JOHN C. AND OTHER Minnesota (Saint Paul) Minnesota (Saint Paul) Saint Paul Public Schools, Minn. RECOMMENDATIONS TO ALLEVIATE RACIAL IMBALANCE IN THE SCHOOLS WERE PRESENTED. THESE INCLUDED--USING OPEN ENROLLMENT, IN WHICH PARENTS CAN TRANSPORT THEIR CHILDREN TO ANY SCHOOL WHERE THERE ARE VACANCIES, TRANSPORTING STUDENTS TO AND FROM SCHOOL SITES AT PUBLIC EXPENSE TO RELIEVE OVERCROWDING, REDISTRICTING SCHOOL AREA BOUNDARIES TO CORRECT RACIAL IMBALANCE AS WELL AS EXPLORING THE POSSIBILITIES OF DIFFERENT ORGANIZATIONS, SUCH AS A 4-4-4 SCHOOL ORGANIZATION, CONSTRUCTING NEW SCHOOLS ON PARTICULARLY GOOD SITES AND ADDING TO ALREADY EXISTING SCHOOLS, MAKING AVAILABLE INSTITUTES AND CONTINUING INSERVICE TRAINING PROGRAMS IN INTERGROUP RELATIONS FOR ALL SCHOOL PERSONNEL, AND UPGRADING EDUCATION AND OFFERING INCENTIVES. ED001956 REPORT OF THE COMMITTEE OF RACIAL IMBALANCE IN THE ST. PAUL PUBLIC SCHOOLS. 1964-10-00 36 N/A 1965 2016-11-22

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No Clubs Community Action Community Problems Delinquent Rehabilitation Dropout Prevention Educational Improvement Enrichment Activities Juvenile Gangs Research Projects Social Problems Special Programs Urban Renewal ASHLEY, WALTER E. Michigan (Detroit) New York (New York) California (Los Angeles) Illinois (Chicago) California (Los Angeles) Illinois (Chicago) Michigan (Detroit) New York (New York) Ford Foundation, New York, NY. THE HORNER BOYS CLUB IN CHICAGO REACHES OUT INTO THE COMMUNITY AND HELPS CHANNEL GANG MEMBERS INTO A CLUB SITUATION WITH CONSTRUCTIVE FORMS OF ACTIVITY. IN LOS ANGELES, A DEPUTY PROBATION OFFICER ORGANIZED A SERVICE CALLED GROUP GUIDANCE IN WHICH PROBATION OFFICERS WORK WITH THE HARD-CORE CITY GANGS THAT ARE NOT HANDLED BY CONVENTIONAL YOUTH-SERVING AGENCIES. GRANTING FUNDS FOR THE ESTABLISHMENT OF SPECIAL SCHOOLS FOR CITIZENS HAS BEEN ANOTHER AREA FORD FOUNDATION WORK. A PROGRAM TO IMPROVE EDUCATION IN DETROIT'S GRAY AREAS CONCENTRATES ON ALL THREE GROUPS INVOLVED--TEACHERS, CHILDREN, AND PARENTS. TEACHERS RECEIVE INSTRUCTION IN THE INNER WORKINGS OF GRAY-AREA NEIGHBORHOODS AND ON THE NEEDS OF THEIR STUDENTS. FOR THE CHILDREN, THE DETROIT PROJECT CONCENTRATES ON BROADER CULTURAL EXPERIENCE AND SPECIALIZED TRAINING IN READING AND ARITHMETIC. SUCH COURSES OF INTEREST FOR PARENTS AS DRESSMAKING AND MARKETING FOR MOTHERS AND FURNITURE AND ELECTRIC REPAIR FOR FATHERS HAVE BEEN ORGANIZED IN THE SCHOOL BUILDINGS. RESEARCH IS ANOTHER IMPORTANT CONCERN OF THE FORD FOUNDATION. STUDIES HAVE BEEN UNDERWAY IN THE AREAS OF PUBLIC HOUSING AND SOCIAL MOBILITY, MULTI-PROBLEM FAMILIES, POLICE SEMINARS, YOUTH WORK PROGRAMS, AND TEENAGE MARRIAGES. AN EXPERIMENT IN THE REHABILITATION OF JUVENILE DELINQUENTS THROUGH INFORMAL GROUP MEETINGS AND A PROBATION SYSTEM HAS ALSO BEEN SUPPORTED BY THE FOUNDATION AND HAS PROVED NOT ONLY CHEAPER BUT MORE EFFECTIVE THAN THE REFORMATORY SYSTEMS. ED001957 THE SOCIETY OF THE STREETS. 1962-06-00 51 N/A 1965 2016-11-22

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No Black Students Civil Rights Community Attitudes Community Involvement Conferences Desegregation Methods Educational Improvement Equal Education Northern Schools Open Enrollment School Desegregation Southern Schools HANNAH, JOHN A. DISTRICT OF COLUMBIA District of Columbia THE THREE SUBJECTS DISCUSSED AT THE CONFERENCE ON PUBLIC SCHOOL SEGREGATION-DESEGREGATION WERE THE EDUCATIONAL PROBLEMS OF SCHOOL SEGREGATION AND DESEGREGATION, FACTORS TO BE CONSIDERED IN PLANNING DESEGREGATION, AND PREPARATION FOR DESEGREGATION. THE SYNOPSIS SUMMARIZES THE DIVERGENT VIEWS EXPRESSED IN THE PANELS AND BY SPEAKERS AT THE CONFERENCE ON THESE SUBJECTS. THE PURPOSES OF AMERICAN SCHOOLS WERE DEFINED AS PROVIDING THE OPPORTUNITY AND THE MEANS FOR EACH STUDENT TO DEVELOP HIS INDIVIDUAL POTENTIAL AND INDUCTING ALL YOUTH INTO AMERICAN CULTURE AND SOCIETY SO THAT THEY MAY ACTIVELY PARTICIPATE IN THE ADULT WORLD. NEGRO CHILDREN ARE VICTIMS OF THE HISTORY OF THEIR RACE AND DESERVE SPECIAL EDUCATIONAL ATTENTION. SOME GUIDELINES SUGGESTED TO MEET THE EDUCATIONAL PROBLEMS OF THE NEGRO CHILD INCLUDE--COMPENSATORY OPPORTUNITY IN THE FORM OF LOWER STUDENT-TEACHER RATIO, ADDITIONAL GUIDANCE SERVICES, AND BETTER PHYSICAL FACILITIES, AVOIDANCE OF SOCIAL ENGINEERING (LOCATING SCHOOLS AND ZONING) AS INCONSISTENT WITH THE PURPOSES OF DEMOCRACY, FREEDOM OF CHOICE OR THE OPEN ENROLLMENT POLICY, AND EXTENSIVE TEACHER TRAINING. A CLEAVAGE OF VIEWPOINT, NORTH AND SOUTH, WAS APPARENT IN THE CONSIDERATION OF FACTORS FOR PLANNING DESEGREGATION. SOUTHERN COMMUNITIES OFTEN REFUSED TO CONSIDER DESEGREGATION UNTIL FORCED TO DO SO BY A COURT ORDER. OTHER PERTINENT FACTORS DISCUSSED WERE COMMUNITY ATTITUDES, GRADE-A-YEAR DESEGREGATION PLAN, AVOIDANCE OF SOCIAL AND ECONOMIC PRESSURE ON NEGRO PARENTS, NEED FOR A RACIAL SCHOOL CENSUS, AND INCREASED COST. THE NEED FOR PREPARATION FOR DESEGREGATION WAS RECOGNIZED AS PRIMARILY A SOUTHERN PROBLEM. PLANS OUTLINED EMPHASIZED THE NEED FOR ACTIVE INVOLVEMENT OF BUSINESS LEADERS, CITY OFFICIALS, NEWS MEDIA, SCHOOL PERSONNEL, AND PARENTS. ED001958 PROBLEMS OF SEGREGATION AND DESEGREGATION OF PUBLIC SCHOOLS, SYNOPSIS OF CONFERENCE BEFORE THE UNITED STATES COMMISSION ON CIVIL RIGHTS, WASHINGTON, D.C., MAY 3-4 1962. 1962-05-00 70 N/A 1965 2016-11-22

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No Black Teachers Boards of Education Employment Practices Equal Opportunities (Jobs) Social Bias State Action Teacher Employment Teacher Integration MADDOX, EDWARD C. AND OTHERS California (Sacramento) California (Sacramento) California State Board of Education, Sacramento. CALIFORNIA'S STATE POLICY IS TO RECOMMEND QUALIFIED PERSONS FOR EMPLOYMENT REGARDLESS OF AGE, MARITAL STATUS, RELIGIOUS CREED, NATIONAL ORIGIN, OR ETHNIC BACKGROUND. THE COMMISSION ON EQUAL OPPORTUNITIES HAS MADE STUDIES ON TEACHER HIRING PRACTICES FOR THE LAST 3 YEARS. PROGRESS IS BEING MADE IN FAIR EMPLOYMENT PRACTICES. DISCRIMINATION AGAINST TEACHERS BECAUSE OF MARITAL STATUS OR NATIONAL ORIGIN REMAINS MINIMAL. THERE IS EVIDENCE THAT A CANDIDATE'S RELIGION OR CREED IS NO LONGER A MAJOR CONSIDERATION IN MOST DISTRICTS. THE AGE BARRIER IS LESS FORMIDABLE. HOWEVER, MANY DISTRICTS EMPLOY POLICIES WHICH MAKE IT IMPOSSIBLE FOR TEACHERS OF CERTAIN ETHNIC BACKGROUNDS TO RECEIVE PROPER OR APPROPRIATE CONSIDERATION FOR EMPLOYMENT, AND NEGROES GENERALLY HAVE CONSIDERABLE DIFFICULTY IN SECURING EMPLOYMENT AS TEACHERS. THE COMMISSION CONDUCTS SPEAKING TOURS, WORKSHOPS, AND CONFERENCES. A SCHEDULE IS INCLUDED IN THE TEXT. ED001959 TOWARD EQUAL EMPLOYMENT OPPORTUNITY, FOR TEACHERS IN CALIFORNIA'S PUBLIC SCHOOLS. THIRD ANNUAL REPORT. 1964-00-00 19 N/A 1965 2016-11-22

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No Citizen Participation Committees Community Involvement Desegregation Effects Human Relations Programs Regional Attitudes Southern Community Southern Schools Voluntary Desegregation ROBIN, FLORENCE United States (South) Georgia (Atlanta) Georgia (Atlanta) Southern Regional Council, Atlanta, GA. SOUTHERN COMMUNITIES ARE IN A PERIOD OF TRANSITION TOWARD AN INTEGRATED SOCIETY. IT IS THE CHOICE OF EVERY COMMUNITY WHETHER OR NOT THIS TRANSITION WILL EVOLVE PEACEFULLY OR WHETHER IT WILL BE RESISTED WITH VIOLENT AND TRAGIC RESULTS. IF THE DECISION FOR A PEACEFUL TRANSITION IS MADE, EXAMPLES OF SUCCESSFUL TECHNIQUES, EXPERIENCES, AND EFFORTS IN VARIOUS SOUTHERN CITIES CAN SERVE AS GUIDES FOR OTHER COMMUNITIES. ONE OF THE MOST SUCCESSFUL EFFORTS TOWARD PEACEFUL INTEGRATION HAS BEEN THE ORGANIZATION OF VOLUNTEER COMMITTEES FOR LAW AND ORDER, USUALLY DIRECTED AND MANNED BY WOMEN. STEPS FOR ORGANIZING SUCH A WOMEN'S GROUP, INCLUDING SELECTION OF CHAIRMAN AND RECRUITMENT OF MEMBERS, ARE OUTLINED. ONCE ORGANIZED, IT IS THE TASK OF THE COMMITTEE TO INFORM THE PUBLIC OF GENERAL PURPOSES AND PRINCIPLES. TALKS TO OTHER ORGANIZATIONS, PUBLIC MEETINGS, ADVERTISING CAMPAIGNS, MAIL APPEALS, FUND RAISING DINNERS, AND USE OF MASS MEDIA ARE ALL SUGGESTED AND THOROUGHLY EXPLAINED AS METHODS OF IMPLEMENTING THE GOALS AND PURPOSES OF THE COMMITTEE. IN ADDITION TO VOLUNTEER WOMEN COMMITTEES, THERE ARE OTHER FACETS OF THE COMMUNITY POPULATION WHICH SHOULD ASSUME THE RESPONSIBILITY OF WORKING TOWARD PEACEFUL INTEGRATION. THE ROLES OF THE CHURCH, BUSINESS, LABOR UNIONS, SCHOOLS, LAW ENFORCEMENT OFFICERS, AND ELECTED OFFICIALS ARE OUTLINED AS AS A GUIDE FOR HELPING THESE GROUPS UNITE IN A COMMUNITY-WIDE EFFORT FOR LAW AND ORDER. ED001960 TRANSITION WITHOUT TRAGEDY, A COMMUNITY PREPARATION HANDBOOK. 1963-12-00 78 N/A 1965 2016-11-22

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No Board of Education Role Community Attitudes De Facto Segregation Desegregation Litigation Human Relations Programs Northern Schools Racial Composition Racial Segregation School Desegregation School Policy School Segregation School Zoning DODSON, DAN W. New York (New Rochelle) New York (Mount Vernon) New York (New York) New York New York (New York) Council for American Unity, New York, NY. REPORTS ON EFFORTS TO END DE FACTO SEGREGATION IN NEW ROCHELLE AND MOUNT VERNON, NEW YORK, ARE PRESENTED. "NEW ROCHELLE, NEW YORK" BY JOHN KAPLAN GIVES THE BACKGROUND MATERIAL ON THE CRISIS IN NEW ROCHELLE. "RACIAL IMBALANCE IN PUBLIC EDUCATION IN NEW ROCHELLE" BY DAN W. DODSON, DISCUSSES THE PUBLIC POLICY ISSUES CONFRONTING THE NEW ROCHELLE BOARD OF EDUCATION. "THE NEW ROCHELLE DECISION" BY JUDGE IRVING R. KAUFMAN, GIVES THE JUDGE'S DECISION IN THE TAYLOR VERSUS THE BOARD OF EDUCATION CASE. "THE LEADERSHIP ROLE OF SCHOOL OFFICIALS IN INTEGRATION" BY FLORENCE D. SHEELEY, PRESIDENT OF THE NEW ROCHELLE P.T.A., DISCUSSES THE ATTITUDES AND ROLE OF THE COMMUNITY. "RACIAL FACTORS IN PUBLIC ELEMENTARY EDUCATION, MOUNT VERNON, NEW YORK" BY DON W. DODSON DISCUSSES THE PROBLEM OF SEGREGATION CAUSED BY THE DIVISION IN THE TOWN MADE BY THE RAILROAD. "THE REPORT OF THE CITIZEN'S COMMITTEE ON RACIAL IMBALANCE TO THE MOUNT VERNON BOARD OF EDUCATION" HIGHLIGHTS THE RECOMMENDATIONS OF THE COMMITTEE. "THE MINORITY REPORT OF THE CITIZEN'S COMMITTEE ON RACIAL IMBALANCE TO THE MOUNT VERNON BOARD OF EDUCATION" DISCUSSES A DIFFERENT VIEW OF THE PROBLEM AND SOME APPROACHES TO ITS SOLUTION. ED001961 CRISIS IN THE PUBLIC SCHOOLS, RACIAL SEGREGATION NORTHERN STYLE. 1965-02-00 63 N/A 1965 2016-11-22

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No Behavior Patterns Communication Problems Early Experience Economic Status Factor Analysis Family Life Fear Interviews Parent Child Relationship Parent Influence Psychological Patterns Psychological Testing Questionnaires Security (Psychology) Social Discrimination HIRSH, SELMA New York (New York) New York (New York) AN ANALYSIS OF FEAR AND PREJUDICE WAS MADE THROUGH A SERIES OF ATTITUDE QUESTIONNAIRES, PRIVATE INTERVIEWS CONDUCTED BY TRAINED PSYCHOLOGISTS, AND A SERIES OF PSYCHOLOGICAL TESTS. RESULTS SHOWED THAT PREJUDICE STARTED IN THE FIRST FEW YEARS OF A CHILD'S LIFE THROUGH HIS RELATIONSHIP WITH HIS PARENTS. THE ADULTS LOW IN PREJUDICE HAD STABLE OUTLOOKS ON LIFE, AND REALIZED THAT ALL HUMAN BEINGS WERE NOT INFALLIBLE. A LACK OF LOVE AND SECURITY COULD USUALLY BE FOUND IN THE BACKGROUNDS OF PREJUDICED PEOPLE, BECAUSE OF THIS INSECURITY, THEY PERPETUALLY EXAGGERATED THE IMPORTANCE OF AUTHORITY. THEY HAD A NEED TO BELONG THAT MADE THEM CRITICIZE AND OSTRACIZE OTHERS. ECONOMIC INSECURITY WAS OFTEN AT THE ROOT OF AN INDIVIDUAL'S PREJUDICE. LACK OF MONEY WAS COMPOUNDED BY THE LACK OF AFFECTION AND UNDERSTANDING. THUS RESENTMENT TOWARDS THE "GRASPING" AND "ACQUISITIVE" NATURE OF THE JEWS STEMMED FROM A FEELING THAT MONEY MADE THE MAN. THE INDIVIDUAL WHO WAS THE SUPERPATROIT OR THE ANTIPATRIOT WOULD ASSUME EITHER ROLE TO EXPOSE ALL OF SOCIETY'S WEAK SPOTS, THEREBY DIVERTING ATTENTION FROM HIS OWN. PREJUDICE CAN BE REDUCED BY ACCEPTING THE HARSH FACTS CONCERNING THE WORLD, ONE'S COUNTRY, AND ONESELF. IN THE AREA OF PARENT-CHILD RELATIONSHIPS SYMPATHY, UNDERSTANDING, AND ACCEPTANCE OF ONESELF AND OF OTHERS SHOULD BE LEARNED BY THE CHILD EARLY ENOUGH SO AS TO BECOME PERMANENT CHARACTER TRAITS. COMMUNICATION BETWEEN PARENTS, TEACHERS, COMMUNITY ORGANIZATION, AND LEGISLATION SHOULD BE INCREASED. THIS PAMPHLET WAS EXCERPTED FROM "THE FEARS MEN LIVE BY." ED001962 FEAR AND PREJUDICE. 1957-01-00 29 N/A 1965 2016-11-22

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No Federal Legislation Private Schools Regional Attitudes School Segregation Social Discrimination State Aid Tokenism Transfer Programs Tuition Grants BLACKFORD, STAIGE D. LONG, MARGARET ALABAMA VIRGINIA LOUISIANA Georgia (Atlanta) SOUTH CAROLINA United States (South) Alabama Georgia (Atlanta) Louisiana South Carolina Virginia Southern Regional Council, Atlanta, GA. IN THE DECADE SINCE THE SUPREME COURT DECISION OF 1954 SOUTHERN STATES HAVE DEVISED SCHEMES TO PREVENT SCHOOL DESEGREGATION. MOST OF THEM ARE NOW ELIMINATED OR REJECTED AS UNCONSTITUTIONAL BY FEDERAL COURTS. ONE PLAN TO EVADE INTEGRATION WHICH THE COURTS HAVE NOT YET OVERTHROWN IS THE TUITION GRANT OR "FREEDOM OF CHOICE" SCHEME. THIS PLAN GIVES STATE OR LOCAL TUITION MONEY TO CHILDREN SELECTING A PRIVATE SCHOOL AS THEIR CHOICE OF AN EDUCATIONAL INSTITUTION. AN EXAMINATION OF THE TUITION PLAN IN FIVE SOUTHERN STATES, THEIR OPERATION AND COSTS, COURT LITIGATION ON THEIR LEGALITY, AND EXPRESSIONS FOR AND AGAINST THE PLANS ARE DISCUSSED AS GUIDES IN DETERMINING THE WORTH OF SUCH PLANS. IN VIRGINIA, WHERE THE "FREEDOM OF CHOICE" GRANTS ORIGINATED, SCHOOL CHILDREN CAN RECEIVE TUITION GRANTS TO NONSECTARIAN PRIVATE SCHOOLS, AND SUCH PRIVATE INSTITUTIONS HAVE FLOURISHED. AT THE SAME TIME, VIRGINIA PUBLIC SCHOOLS ARE AMONG THE NATION'S POOREST ACADEMICALLY, AND THE PUBLIC SCHOOL TEACHERS ARE AMONG THE LOWEST PAID AND LEAST SCHOOLED. IN GEORGIA, CHILDREN ALREADY IN PRIVATE SCHOOLS OVERWHELMINGLY EXERCISED THE NEW "FREEDOM OF CHOICE" FOR PRIVATE WHITE SCHOOLS, AND THE SYSTEM PROVED TO BE BOTH A FORCE AND A FAILURE. TUITION GRANTS IN LOUISIANA HAVE COST THE STATE $53,600,000, AND EXORBITANT COSTS IN SOUTH CAROLINA AND ALABAMA ARE EXPECTED IF DISTRICTS CONTINUE TO APPLY FOR GRANTS. IN SUMMARY, TUITION GRANTS AND PROGRAMS EXERCISING THE FREEDOM NOT TO ASSOCIATE WITH NEGROES APPEAR TO HAVE COST ENORMOUSLY AND ACHIEVED LITTLE. THEY HAVE HELPED TO EVADE FEDERAL LAW AND TO DELAY ADJUSTMENT TO INTEGRATION. THIS IS AN ISSUE OF "NEW SOUTH," VOLUME 19, NUMBER 4, APRIL 1964. ED001963 SIX YEARS OF SOUTHERN FREE CHOICE. 1964-04-00 16 N/A 1965 2016-11-22

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No Desegregation Litigation Faculty Integration Handicapped Children Integration Studies Public Facilities Racial Segregation Reports School Desegregation School Segregation Southern Schools Statistical Analysis Statistical Surveys LESSON, JIM AND OTHERS Tennessee (Nashville) Tennessee (Nashville) Southern Education Reporting Service, Nashville, TN. PROGRESS WHICH HAS BEEN MADE IN SCHOOL DESEGREGATION SINCE 1954 IS REPORTED. EACH OF 17 SOUTHERN AND BORDER STATES, PLUS THE DISTRICT OF COLUMBIA, IS REPORTED SEPARATELY. THE STATUS OF SEGREGATION-DESEGREGATION IS DISCUSSED IN TERMS OF PUBLIC SCHOOLS, TEACHERS, INSTITUTES OF HIGHER EDUCATION, FACULTIES, AND SPECIAL SCHOOLS FOR THE BLIND, THE DEAF, THE RETARDED, THE HANDICAPPED, AND DELINQUENTS. SEPARATE SCHOOLS OR DESEGREGATION INVOLVING MIXED BLOOD OR ETHNIC GROUPS SUCH AS MOORS, INDIANS, TURKS, AND OTHERS ARE REPORTED IN 11 INDIVIDUAL STATE REPORTS. THE SUMMARY ALSO INCLUDES A LIST OF 421 COURT CASES FILED IN STATE AND FEDERAL COURTS ON SCHOOL SEGREGATION-DESEGREGATION AND 488 NEW LAWS AND RESOLUTIONS ADOPTED BY STATE LEGISLATURES CONCERNING SCHOOL DESEGREGATION. ED001964 A STATISTICAL SUMMARY, STATE BY STATE, OF SCHOOL SEGREGATION-DESEGREGATION IN THE SOUTHERN AND BORDER AREA FROM 1954 TO THE PRESENT. 1964-11-00 72 N/A 1965 2016-11-22

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No Black Students Educational Environment Educational Planning Enrollment Trends Equal Education Racial Balance Reports School Desegregation School Policy CONROY, VINCENT F. CAMBRIDGE Harvard Univ., Cambridge, MA. Graduate School of Education. HARVARD'S ADMINISTRATIVE CAREER PROGRAM FACED THE GROWING PROBLEM OF NEGRO ENROLLMENT IN THE PUBLIC SCHOOLS. NOTING THE FREQUENCY AND INTENSITY WITH WHICH THE PROBLEM WAS ARISING AT THE NATIONAL LEVEL, A GROUP OF LAWYERS AND EDUCATORS CONVENED TO WORK OUT THE LEGAL ASPECTS OF SCHOOL INTEGRATION. FUNDS FROM THE FORD FOUNDATION INITIATED THE ENGLEWOOD PROGRAM, A COMPREHENSIVE STUDY WHICH FOCUSED ON THE ISSUES OF RACE AND PUBLIC EDUCATION IN THE COMMUNITY. ALSO INITIATED WAS THE HARTFORD STUDY, WHICH FOCUSED ON ORGANIZING THE CITY'S BASIC EDUCATION POLICIES IN HOPES OF GIVING EDUCATION THE GREATEST POSSIBLE INFLUENCE ON THE QUALITY OF LEADERSHIP AND LIFE IN THE CITY. REPORTS ON FIELD WORK, PRESENTLY INCOMPLETE, WILL BE PUBLISHED AT INTERVALS. CONCLUSIONS THUS FAR REACHED SHOW THAT INFORMATION ABOUT EFFECTS OF SEGREGATION AND INTEGRATION ARE UNKNOWN, AND THAT UNINTERRUPTED, QUIET TIMES ARE NEEDED TO SPECULATE AND RESEARCH THE ISSUE. THIS ARTICLE IS PUBLISHED IN THE "HARVARD GRADUATE SCHOOL OF EDUCATION ASSOCIATION BULLETIN," VOLUME 10, NUMBER 1, SPRING 1965. ED001965 RACIAL IMBALANCE AND EDUCATIONAL PLANNING. 1965-00-00 1 N/A 1965 2016-11-22

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No Academic Achievement Delinquency Desegregation Effects Dropouts Group Behavior Individual Differences Racial Factors School Desegregation Surveys STALLINGS, FRANK H. Kentucky (Louisville) DISTRICT OF COLUMBIA Georgia (Atlanta) District of Columbia Georgia (Atlanta) Kentucky (Louisville) Southern Regional Council, Atlanta, GA. ATLANTA HAS MADE AN ATTEMPT TO GET AT THE DIFFERENCES BETWEEN THE ACHIEVEMENT OF NEGRO AND WHITE PUPILS IN A SEGREGATED SYSTEM BY USING AN OUTSIDE AGENCY TO ORGANIZE AND IMPLEMENT A COMPREHENSIVE SURVEY. THE WASHINGTON SCHOOL SYSTEM HAS COMPLETED 5 YEARS UNDER AN INTEGRATED ARRANGEMENT AND IS OFFERED AS AN EXAMPLE OF WHAT MAY HAPPEN TO SCHOLASTIC STANDARDS WITH INTEGRATION. IN ATLANTA, IT WAS FOUND THAT--DIFFERENCES IN INDIVIDUAL ACHIEVEMENT WERE MARKED, AND DIFFERENCES WITHIN ANY RACIAL GROUP WERE GREATER THAN DIFFERENCES BETWEEN GROUPS, THE OVERLAP IN THE ACHIEVEMENT OF THE WHITE AND NEGRO GROUPS WAS QUITE CONSIDERABLE, AND THAT IN THE SEGREGATED SYSTEM, THE RACIAL DIFFERENCES IN ACHIEVEMENT WERE MORE PRONOUNCED IN THE HIGHER GRADES THAN IN THE BEGINNING GRADES. THE WASHINGTON STUDY REVEALED THAT MARKED PROGRESS WAS MADE IN ACADEMIC ACHIEVEMENT AFTER INTEGRATION, A GAIN WAS MADE IN THE MEDIAN SCORE FOR EVERY SUBJECT TESTED AT EVERY GRADE LEVEL. WITH THE INTRODUCTION OF THE FOUR-TRACK SYSTEM (A PROGRAM INTRODUCED AS A MEANS OF RAISING STANDARDS FOR THE TOP STUDENTS) THE TOP STUDENTS SHOWED SIGNIFICANT GAINS AS MEASURED BY PERCENTILE SCORES. BOTH STUDIES SHOWED THAT, UNDER A SEGREGATED PLAN, PROPORTIONATELY MORE OF THE WHITE PUPILS THAN NEGRO MET STANDARDS SET BY THE TOP 50 PERCENT OF THE NATIONAL TEST GROUP. INTEGRATION WAS ACCOMPANIED BY A DEFINITE DECREASE IN INCIDENCES OF JUVENILE DELINQUENCY AMONG THE NONWHITES AND A REDUCTION IN DROPOUTS BETWEEN THE 9TH AND 10TH GRADES FOR BOTH RACIAL GROUPS. ED001966 ATLANTA AND WASHINGTON--RACIAL DIFFERENCES IN ACADEMIC ACHIEVEMENT. 1960-02-26 6 N/A 1965 2016-11-22

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No Aspiration Black Students Career Choice Graduate Surveys Guidance Programs Objectives Performance Statistical Analysis Talent GRIER, EUNICE S. DISTRICT OF COLUMBIA District of Columbia Washington Center for Metropolitan Studies, Washington, DC. FORTY-SIX YOUNG NEGRO MEN WERE INTERVIEWED 5 YEARS AFTER THEIR GRADUATION FROM WASHINGTON, D.C., HIGH SCHOOLS. THIS GROUP WAS CONSIDERED CAPABLE OF HIGHER EDUCATION AT TIME OF GRADUATION. THEIR PARENTS WERE BETTER EDUCATED THAN THE AVERAGE WASHINGTON AREA NEGROES. ALL THE YOUNG MEN HAD HIGH ASPIRATIONS FOR PROFESSIONAL EMPLOYMENT. OF THE 46 GRADUATES, 39 TOOK SOME FORM OF POST-HIGH SCHOOL TRAINING. ONLY SEVEN HAD RECEIVED BACHELOR'S DEGREES AFTER 5 YEARS, BUT 18 WERE STILL ENROLLED. THE PRIMARY REASON FOR LEAVING COLLEGE WAS THE GREAT AMOUNT OF CAREER INDECISION. INDECISION RESULTED FROM A NUMBER OF FACTORS. PARENTS ENCOURAGED THE MEN TO ATTEND COLLEGE, BUT NOT FOR ANY SPECIFIC GOAL. THE SCHOOL, IN THE SAME WAY, PROVIDED MUCH MORE EMPHASIS ON COLLEGE OPPORTUNITIES THAN ON REALISTIC CAREER GOALS. BECAUSE THE NEGRO GRADUATE HAD LITTLE CLOSE CONTACT WITH PROFESSIONAL PEOPLE AND PROFESSIONAL EMPLOYMENT, HE HAD NO CLEAR UNDERSTANDING OF FUTURE APPLICATION ON HIS TRAINING. THERE IS A NEED FOR MORE INTENSIVE CAREER ORIENTATION SERVICE FOR ALL YOUTH, REGARDLESS OF SCHOLASTIC ACHIEVEMENT. A REEVALUATION OF PRESENT COUNSELING TECHNIQUES SHOULD EXAMINE THE SERVICES PROVIDED FOR SUPERIOR STUDENTS. NEW TECHNIQUES SHOULD PROVIDE YOUNG PEOPLE WITH CREATIVE WORK EXPERIENCES. HOWEVER, EFFORTS TO ORIENT YOUTH TO TAKE UTMOST ADVANTAGE OF THEIR ABILITIES WILL HAVE LITTLE EFFECT IF JOB DISCRIMINATION CONTINUES AT THE PRESENT LEVEL. ED001967 IN SEARCH OF A FUTURE. 1963-07-00 25 N/A 1965 2016-11-22

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No Adjustment (to Environment) Children Community Involvement Emotional Development Family Life Mental Health Moral Values Parent Influence Parent Responsibility Social Adjustment DODSON, DAN W. New York (New York) New York (New York) National Conference of Christians and Jews, New York, NY. PARENTS HAVE A RESPONSIBILITY IN REARING THEIR CHILDREN TO BECOME MATURE, RESPONSIBLE, AND USEFUL CITIZENS. CHILDREN SHOULD SEE AND UNDERSTAND HOW GROUPS BECOME DIFFERENTIATED. PARENTS CAN ALSO HELP CHILDREN BECOME SECURE WITHIN THEIR OWN GROUP, THEREBY LESSENING THE THREAT OF CONTACT WITH PEOPLE OF OTHER GROUPS. MAKING THE CHILDREN LOVED, WANTED, AND HAPPY MEMBERS OF THEIR FAMILIES AND HELPING THEM APPRECIATE THEIR OWN HERITAGES ARE TWO MAJOR WAYS OF DEVELOPING GROUP SECURITY. A THIRD PARENTAL RESPONSIBILITY IS TO AID CHILDREN IN GROWTH TOWARD EMOTIONAL MATURITY. GOOD MENTAL HEALTH IS MAINTAINED BY HELPING CHILDREN TO RATIONALIZE THEIR DISAPPOINTMENTS AND FIND SUBSTITUTES FOR UNATTAINABLE DREAMS, BY ENCOURAGING THEM TO TEST THEIR ASPIRATIONS, AND BY TEACHING THEM TO ACCEPT GRACEFULLY DEFEAT. FOURTH, CHILDREN MUST BE TAUGHT TO MAKE DECISIONS AND TO ACCEPT THE MORAL OBLIGATIONS OF THEIR CHOICES. FINALLY, PARENTS CAN WORK WITH NEIGHBORS TO CREATE A COMMUNITY CONDUCIVE TO GROWTH AND DEVELOPMENT OF ALL GROUPS WITHOUT SACRIFICING CHARACTERISTIC DIFFERENCES. ED001968 REARING CHILDREN TO MEET THE CHALLENGE OF CHANGE. 13 N/A 1965 2016-11-22

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No Attitude Change Civil Rights Committees Community Action Community Involvement Equal Opportunities (Jobs) Human Relations Programs Leaders Guides Municipalities Northern Schools MARTIN, GALEN AND OTHERS BIRACIAL COMMITTEE DISTRICT OF COLUMBIA District of Columbia National Association of Intergroup Relations Officials, Washington, DC. GUIDELINES ARE PRESENTED, BASED ON THE EXPERIENCES OF SEVERAL COMMUNITIES, FOR COMMUNITIES SEEKING TO ESTABLISH OFFICIAL HUMAN RELATIONS COMMITTEES. MANY HAVE FORMED BIRACIAL COMMITTEES BECAUSE THEY FACED A CRISIS IN HUMAN RELATIONS. NORTHERN COMMUNITIES HAVE GONE FAR BEYOND THE SIMPLE COMMITTEE STRUCTURE AND HAVE CREATED COMMISSIONS WITH ENFORCEMENT POWERS AND MULTIPLE JURISDICTIONS--COMMISSIONS STAFFED WITH PROFESSIONALS IN THE INTERGROUP RELATIONS FIELD. THERE IS OVERWHELMING EVIDENCE THAT CERTAIN FEATURES ARE VITAL TO THE SUCCESS OF ANY COMMITTEE OR COMMISSION ON HUMAN RELATIONS. IT MUST BE CLEARLY UNDERSTOOD THAT THE PURPOSE OF SUCH AN OFFICIAL BODY IS TO ACT AS AN INSTRUMENT OF ORDERLY CHANGE WITH THE GOAL OF ACHIEVING EQUAL OPPORTUNITY FOR ALL. AGENCIES CREATED BY ORDINANCE, GIVEN ENFORCEMENT POWERS, AND STAFFED BY PROFESSIONALS ARE THE MOST EFFECTIVE. ANY COMMITTEE CREATED SHOULD HAVE A PERMANENT BASIS, AND THERE SHOULD BE PROVISION FOR CONTINUITY OF MEMBERSHIP. MEMBERSHIP SHOULD REPRESENT A CROSS-SECTION OF RELIGIOUS AND ETHNIC GROUPS IN THE CITY. THE GROUP SHOULD BE CHARGED WITH DEALING WITH THE WIDE RANGE OF HUMAN RELATIONS PROBLEMS WHICH EXIST IN EVERY COMMUNITY. THE COMMITTEE MUST HAVE PROGRAMS OF POSITIVE ACTION AS WELL AS GRIEVANCE PROCEDURES. IT IS ESSENTIAL THAT THE COMMITTEE HAVE STRONG BACKING BY THE CITY ADMINISTRATION, THAT IT BE RANKED ON PAR WITH OTHER DEPARTMENTS OF GOVERNMENT, AND THAT IT BE PROVIDED WITH AN ADEQUATE BUDGET. ED001969 GUIDELINES FOR MUNICIPAL HUMAN RELATIONS COMMITTEES--A MEMORANDUM TO MUNICIPALITIES. 1964-03-00 32 N/A 1965 2016-11-22

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No Catholic Schools Catholics Educational Policy Equal Education Parents School Desegregation Southern Schools FRANCES, SISTER J. AND OTHERS LOUISIANA Louisiana (New Orleans) Louisiana Louisiana (New Orleans) SHORT ARTICLES IN FAVOR OF INTEGRATED CATHOLIC SCHOOLS ARE PRESENTED BY EIGHT TEACHERS, RELIGIOUS AND LAY, IN THE NEW ORLEANS, LOUISIANA, PAROCHIAL SCHOOL SYSTEM. EMPHASIS IS PLACED UPON THE IDEA THAT ONE CANNOT EFFECTIVELY TEACH THE EQUALITY OF MAN UNDER GOD AND THE UNIVERSALITY OF THE TEACHING OF THE CATHOLIC CHURCH WHILE PRACTICING RACIAL SEGREGATION. ED001970 SOUTHERN CATHOLIC TEACHERS FAVOR INTEGRATED SCHOOLS. 12 N/A 1965 2016-11-22

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No Citizen Participation Community Support Desegregation Methods History Integration Studies Resource Materials School Desegregation Segregationist Organizations Southern Schools Transfer Programs HANNER, MRS. PHILIP AND OTHERS GEORGIA Georgia (Atlanta) NEW MEDIA Georgia Georgia (Atlanta) A HANDBOOK HAS BEEN PREPARED FOR REPORTERS WHO ARE COVERING THE DESEGREGATION OF ATLANTA PUBLIC SCHOOLS IN ORDER TO INFORM THE PRESS OF THE EFFORTS MADE BY CITIZENS IN THE FIGHT TO KEEP PUBLIC SCHOOLS OPEN. A MAJOR PORTION OF THE GUIDE IS DEVOTED TO A DETAILED, CHRONOLOGICAL ACCOUNT OF THE BACKGROUND PERIOD (1954-61) LEADING TO SCHOOL DESEGREGATION. THE STORY CONSISTS LARGELY OF THE ACTION TAKEN BY SUCH CITIZENS' ORGANIZATION AS HOPE (HELP OUR PUBLIC EDUCATION), OASIS (ORGANIZATIONS ASSISTING SCHOOLS IN SEPTEMBER), AND THE LEAGUE OF WOMEN VOTERS OF ATLANTA WHO HAVE WORKED FOR PUBLIC SCHOOLS AND THE ORDERLY PROCESS OF THE LAW. AFTER THE 1954 SUPREME COURT DECISION, ATLANTA WAS A CITY IN WHICH THERE WERE DEBATE AND A CONTINUING EXCHANGE OF IDEAS. THE WHITE CITIZENS COUNCILS, THE KU KLUX KLAN, AND OTHER SEGREGATIONIST ORGANIZATIONS HAD AN OPPORTUNITY TO BE HEARD, BUT THE HANDBOOK CLEARLY POINTS OUT THAT SUCH GROUPS DID NOT DOMINATE PUBLIC SENTIMENT WHICH OVERWHELMINGLY SUPPORTED LAWFUL PROCEDURES. AS PRACTICAL GUIDES FOR MEMBERS OF THE PRESS IN ATLANTA, THE HANDBOOK INCLUDED--(1) A LIST OF PROMINENT PEOPLE WHOM THE REPORTERS MIGHT WANT TO INTERVIEW, (2) A COPY OF THE ATLANTA PLAN FOR SCHOOL DESEGREGATION, (3) SOME FACTS AND FIGURES ON INDIVIDUAL SCHOOL ENROLLMENT, TEACHER SALARIES, FINANCES, LIBRARIES, AND THE HISTORY OF ATLANTA SCHOOL SYSTEM, (4) MAPS OF THE GROUNDS OF FOUR HIGH SCHOOLS TO BE INTEGRATED, AND (5) INFORMATION ABOUT THE 10 BUS TRANSFER STUDENTS. LETTERS TO THE PRESS FROM THE MAYOR, THE CHIEF OF POLICE, THE SUPERINTENDENT OF SCHOOLS, AND THE CHAMBER OF COMMERCE ARE ALSO PRESENTED. ED001971 BACKGROUND--ATLANTA, A HANDBOOK FOR REPORTERS COVERING THE DESEGREGATION OF ATLANTA PUBLIC SCHOOLS. 1961-00-00 32 N/A 1965 2016-11-22

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No Civil Rights Legislation Employment Opportunities Equal Education Federal Legislation Housing Discrimination Intermarriage Public Facilities Racial Segregation Social Discrimination State Legislation HARTMAN, PAUL New York (New York) New York (New York) B'nai B'rith, New York, NY. Anti-Defamation League. A MAJOR INTENT OF THE CONSTITUTION AND ITS AMENDMENTS, TO GUARANTEE EQUAL RIGHTS TO ALL CITIZENS REGARDLESS OF RACE, CREED, OR COLOR, HAS BEEN REINFORCED BY THE CIVIL RIGHTS STATUTES OF MANY STATES. IN SOME STATES SUCH LAWS HAVE BEEN ON RECORD FOR THREE-QUARTERS OF A CENTURY. IN OTHER STATES THE SAME CONSTITUTIONAL INTENT HAS BEEN DENIED BY CUSTOM, BIAS, AND LAW. THE 14TH AMENDMENT TO THE CONSTITUTION IS A GUARANTEE OF EQUAL PROTECTION AGAINST DISCRIMINATION BY STATE ACTION. AS OF 1962, THERE WAS NO FEDERAL LAW TO PROHIBIT DISCRIMINATION BY PRIVATE PERSON. A CHART OF THE 50 STATES PLUS THE VIRGIN ISLANDS AND WASHINGTON, D.C., IS INCLUDED TO SHOW THE PRESENCE OR ABSENCE OF STATE LAWS PROHIBITING DISCRIMINATION IN FIVE MAJOR AREAS--EMPLOYMENT, HOUSING, EDUCATION, INTERMARRIAGE, AND RECREATIONAL FACILITIES. OUTSIDE OF THE EXECUTION OF FEDERAL CONTRACTS, PROHIBITION OF JOB DISCRIMINATION BY PRIVATE EMPLOYERS CAN BE BROUGHT ABOUT BY A STATE STATUTE. STATE LAWS IN THIS AREA ARE USUALLY IN THE FORM OF FAIR EMPLOYMENT PRACTICES LAWS. TWENTY STATES HAVE PASSED FEP LAWS. CONCERNING HOUSING, EIGHT STATES HAVE ENACTED LAWS PROHIBITING DISCRIMINATION OF ALL TYPES OF HOUSING, AND A FEW OTHER STATES PROHIBIT DISCRIMINATION IN SPECIAL TYPES OF HOUSING. THE 1954 SUPREME COURT DECISION PROHIBITS SEGREGATED PUBLIC EDUCATION IN ALL STATES, ALTHOUGH DIFFERENT STATES HAVE VARIED IN THE SPEED WITH WHICH DESEGREGATION HAS BEEN ACHIEVED. TWENTY-EIGHT STATES HAVE ENACTED LAWS AGAINST SEGREGATED PUBLIC RECREATIONAL FACILITIES. INTERRACIAL MARRIAGES ARE PROHIBITED IN 21 STATES. ED001972 CIVIL RIGHTS AND MINORITIES. 1962-00-00 32 N/A 1965 2016-11-22

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No Attitudes Black Education Community Programs Educational Strategies Program Guides Self Help Programs Special Programs CARLINER, LEWIS ATTITUDES REQUIRED OF THE AMERICAN IN HIS COMMERCIAL, VERBAL, AND URBAN SOCIETY HAVE NOT BEEN CHARACTERISTICALLY HELD BY THE AMERICAN NEGRO BECAUSE THE EXPERIENCES NECESSARY FOR DEVELOPING THESE ATTITUDES HAVE BEEN DENIED TO HIM. NONE OF THE EXISTING PROGRAMS ESTABLISHED BY NEGRO INTEGRATIONISTS ACCOMPLISH THEIR GOALS IN ACCEPTABLE TIME. THE AMERICAN NEGRO COMMUNITY SHOULD MATURE ENOUGH TO CHOOSE ITS DESTINY, TO SET ITS GOALS, AND TO DEVISE STRATEGIES TO ACHIEVE THEM. IT COULD USE POLITICAL PRESSURE, THE LAW, AND SPECIAL TRAINING PROGRAMS. MORE SPECIFICALLY, NEGRO COMMUNITY LEADERSHIP TRAINING CLASSES FOR ADULTS AND COMMUNITY CAREER COMMITTEES SHOULD BE INITIATED. NEW KINDS OF PUBLIC SCHOOLS SHOULD BE DEMANDED BY THE NEGRO COMMUNITY, PRESUMABLY THROUGH FEDERAL AID TO EDUCATION. NEGRO HISTORY SHOULD BE TAUGHT IN ALL SCHOOLS. THE QUALIFICATION REQUIREMENTS FOR THE ARMED FORCES SHOULD BE LIBERALIZED FOR NEGROES, AND RELIEF PAYMENTS SHOULD MEET THEIR CULTURAL NEEDS. ED001973 A STRATEGY FOR NEGRO EDUCATION PROBLEM AND TENTATIVE RESPONSE. 10 N/A 1965 8/17/2004 22:26:19 DISA1965

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No Academic Failure Arithmetic Disadvantaged Environment Educational Facilities Educational Improvement Educational Problems Public Schools Reading Achievement LEVEY, ROBERT Massachusetts (Boston) Massachusetts (Boston) THE PRESENT DILEMMA OF BOSTON'S PUBLIC SCHOOL SYSTEM IS CAUSED BY THE STUDENTS' POOR READING AND ARITHMETIC ACHIEVEMENT, A LACK OF MODERN BUILDING AND MATERIAL FACILITIES, UNREALISTIC FACULTY PROMOTION POLICIES, RACIAL CONTROVERSIES, AND A LACK OF COOPERATION BETWEEN AGENCIES AND PERSONNEL SERVING THE SCHOOLS. STUDIES REVEALED THAT BOSTON STUDENTS BEGIN THEIR SCHOOL CAREERS WITH BETTER THAN AVERAGE SKILLS, BUT BY FOURTH GRADE THE AVERAGES DROP BELOW THE NATIONAL FIGURE AND CONTINUE TO DECLINE. NEW IDEAS AND PROGRAMS SHOULD BEGIN IN THE BOSTON SCHOOL DEPARTMENT HEADQUARTERS. ED001974 THE DILEMMA OF BOSTON SCHOOLS--THE DECLINING STATE OF PUBLIC EDUCATION IN BOSTON AND THE CHALLENGE FACING THE SCHOOL ADMINISTRATION. 1964-12-00 13 N/A 1965 2016-11-22

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No Case Studies Desegregation Effects Desegregation Methods Integration Studies Research Projects School Desegregation SUCHMAN, EDWARD A. AND OTHERS New York (New York) New York (New York) B'nai B'rith, New York, NY. Anti-Defamation League. THE GUIDE WAS DIVIDED INTO TWO PARTS. THE FIRST IS ENTITLED--"THE GENERAL PROPOSITIONS AND THEIR IMPLICATIONS," A LIST OF THOSE SOCIAL SCIENCE PROPOSITIONS OR FINDINGS WHICH HAD GREATEST RELEVANCE TO DESEGREGATION. THE SECOND, "RESEARCH ON DESEGREGATION," EVALUATES THE MAJOR RESEARCH APPROACHES IN THE LIGHT OF PAST AND PRESENT SUCCESS IN THE STUDY OF INTERGROUP RELATIONS, AND GIVES EXAMPLES OF SPECIFIC RESEARCH STUDIES WHICH WERE MOST NEEDED AT THE PRESENT TIME. " THE GENERAL PROPOSITIONS AND THEIR IMPLICATIONS" INCLUDED THE AREAS OF SOCIAL STRATIFICATION, POWER IN THE COMMUNITY, PUBLIC OPINION AND PROPAGANDA, INTERACTION AND COMMUNICATION, PREJUDICE AND PERSONALITY, AND THE MINORITY COMMUNITY. THE RESEARCH SECTION INCLUDED CROSS-COMMUNITY COMPARISIONS, DETAILED STUDIES OF COMMUNITIES, CASE STUDIES OF SCHOOL DESEGREGATION, AND INDIVIDUAL BEHAVIOR AND ATTITUDE SURVEYS. ALSO INCLUDED WERE PERSONALITY STUDIES, COMMUNICATION AND PROPAGANDA ANALYSIS, SMALL-GROUP ANALYSIS, AND SITUATION ANALYSIS. THE SPECIFIC KINDS OF STUDIES WERE BASE-LINE STUDIES. A PANEL OF 250-300 COMMUNITIES AND THEIR SCHOOL SYSTEMS, STRATIFIED BY REGION, SIZE OF CITY, AND RATIO OF WHITE TO NEGRO WERE STUDIED. THE SELECTED COMMUNITY STUDIES USED CASE STUDIES OF SCHOOL DESEGREGATION AND SYSTEMATIC QUESTIONNAIRE STUDIES. THE SPECIAL FIELD STUDIES COVERED OVERT CONFLICT AND VIOLENCE, DESEGREGATION EFFORTS THAT FAILED, AND UNUSUALLY SUCCESSFUL DESEGREGATION EFFORTS. ED001975 DESEGREGATION--SOME PROPOSITIONS AND RESEARCH SUGGESTIONS. 1958-00-00 128 N/A 1965 2016-11-22

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No Discussion Groups Group Activities Problem Solving Resource Materials Role Playing SCHUMAN, CLAIRE S. TARCOV, OSCAR New York (New York) New York (New York) B'nai B'rith, New York, NY. Anti-Defamation League. ROLE PLAYING IS AN APPROACH TO GROUP DISCUSSION WHICH ATTEMPTS TO GET MAXIMUM PARTICIPATION THROUGH THE ACTING OUT, BY A FEW MEMBERS OF THE GROUP, OF A CONCRETE EXAMPLE OF THE PROBLEM OR IDEA UNDER DISCUSSION. THE GROUP FIRST DECIDES ON A CONCRETE EXAMPLE, FALLING WITHIN THE AREA OF DISCUSSION, AND DECIDES CHARACTER ROLES AND SETTING. NEXT THE ACTION TAKES PLACE, FOLLOWED BY DISCUSSION FOCUSED ON THE CHARACTERS AND SETTING. A LIST OF SUGGESTED READINGS ON THE USE OF ROLE PLAYING IS INCLUDED. ED001976 TO CLARIFY OUR PROBLEMS--A GUIDE TO ROLE-PLAYING. 7 N/A 1965 2016-11-22

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No Child Development Childhood Needs Mental Health Parent Responsibility Personality Development Psychological Needs Resource Materials LANE, HOWARD A. California (San Francisco) California (San Francisco) B'nai B'rith, New York, NY. Anti-Defamation League. DEFECTS IN THE FUNCTIONING OF THE PERSONALITY CAN DEVELOP IN CHILDREN. TO KEEP HIS SPIRIT NOURISHED, THE CHILD NEEDS AFFECTION, FRIENDSHIP, FREEDOM, FAITH, AND CHALLENGE FROM HIS PARENTS. SELF-RESPECT IS ANOTHER QUALITY WHICH SHOULD BE DEVELOPED IN CHILDREN AS AN ESSENTIAL PART OF THEIR GOOD MENTAL HEALTH. PROVIDING WORK EXPERIENCES AROUND THE HOUSE IS ONE OF THE BEST WAYS TO MAKE THE CHILD FEEL LIKE A USEFUL MEMBER OF THE FAMILY. ALSO THE CHILD NEEDS TO GET OUTSIDE OF THE HOME AND ENGAGE IN FUN-FILLED, ZESTFUL EXPERIENCES THAT HELP BUILD SOUND PHYSICAL AND EMOTIONAL WELL-BEING. IN PROVIDING SUCH OUTDOOR ACTIVITIES, PARENTS WILL CONTRIBUTE MUCH MORE TO THEIR CHILD'S GROWTH THAN BY OFFERING THE SYNTHETIC FUN OF TV, MOVIES, COMIC BOOKS, OR SPECTATOR SPORTS. IN ORDER TO TEACH THEIR CHILDREN AND TO HELP THEMSELVES, PARENTS NEED TO ACQUIRE THREE QUALITIES OF PERSONALITY. FIRST, ADULTS NEED TO BECOME MORE ALTRUISTIC THROUGH A DESIRE TO UNDERSTAND HOW OTHER PEOPLE FEEL AND TO SENSE HOW THEY ARE GETTING ALONG. THE SECOND GOAL IS FOR PARENTS TO BECOME MORE MORAL. A MATURE MORALITY IS CHARACTERIZED BY AN ACTIVE SENSE OF RESPONSIBILITY FOR THE WELL-BEING AND GOOD-FEELING OF OTHERS AS WELL AS FOR ONESELF. FINALLY, CITIZENS SHOULD STRIVE TO BE MORE INTELLIGENT IN THE SENSE THAT THEY ARE ABLE TO CONCEIVE PURPOSES, TO PLAN WORK TOWARD ATTAINING PURPOSES, AND TO FORESEE POSSIBLE OUTCOMES OF ENDEAVOR. ED001977 SHALL CHILDREN, TOO, BE FREE. 1959-00-00 32 N/A 1965 2016-11-22

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No Attitude Change Essays Federal Aid Federal Government Racial Discrimination Racial Identification Social Adjustment Social Change SUTHERLAND, ARTHUR E. CAMBRIDGE IT IS POINTED OUT THAT AMERICANS WILL BE ATTEMPTING AN ENERGETIC CORRECTION, BY FEDERAL EFFORT, OF SOME OF THE RACIAL TROUBLES WHICH BESET THEM IN NORTHERN CITIES AND IN MORE RURAL SOUTHERN AREAS. FACTORS CONTRIBUTING TO THIS TREND ARE AN AWAKENED NATIONAL CONSCIENCE, A MARKED TENDENCY TO UNDERTAKE, BY PUBLIC MEANS, MATTERS ONCE THOUGHT SUITABLE ONLY FOR PRIVATE ENTERPRISE, A SHIFT FROM LOCAL OR STATE PUBLIC ACTION TO NATIONAL MEASURES, AND IMMENSE NATIONAL RESOURCES ON WHICH TO DRAW. THIS ARTICLE IS PUBLISHED IN THE "HARVARD GRADUATE SCHOOL OF EDUCATION BULLETIN," VOLUME 9, NUMBER 4, WINTER, 1964-65. ED001978 CONSTITUTIONAL CHANGE AND SOCIAL CONSCIENCE. 1965-00-00 1 N/A 1965 2016-11-22

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No Desegregation Methods Educational Planning Educational Policy Educational Quality Equal Education School Desegregation Special Programs KEPPEL, FRANCIS DISTRICT OF COLUMBIA District of Columbia EDUCATORS AND CITIZENS ARE EXHORTED NOT TO LOSE SIGHT OF OR TO CONFUSE THE REAL ISSUES OF RACIAL SEGREGATION IN THE SCHOOLS WITH THE OTHER PERIPHERAL ISSUES.THROUGH THE SHORTSIGHTEDNESS OF MANY AND THE RECKLESSNESS OF SOME, GOOD POLICIES OF EDUCATION ARE NOW BEING TURNED ONE AGAINST THE OTHER, BRINGING THE CAUSE OF INTEGRATION INTO A COLLISION COURSE WITH THE QUALITY OF EDUCATION. ISSUES EXAMINED INCLUDE THE NEIGHBORHOOD SCHOOL, MOBILE CLASSROOMS, COMPENSATORY EDUCATION, AND THE USE OF SCHOOL BUSES. DECISIONS CONCERNING ANY OF THESE MUST NECESSARILY BE GIVEN LESS EMPHASIS THAN THE TOTAL ISSUE OF WHETHER THE CHALLENGE OF SCHOOL INTEGRATION IS BEING MET HEAD ON. SEVERAL SUGGESTIONS ARE OFFERED RELATIVE TO THE IMPLEMENTATION THIS POLICY--LOWER THE AGE AT WHICH THE PUBLIC SCHOOLS MAY SERVE CULTURALLY DISADVANTAGED CHILDREN, PROVIDE CULTURAL ENRICHMENT PROGRAMS FOR THEM, EXTEND THE DAILY AND YEARLY OPERATING SCHEDULES OF THE PUBLIC SCHOOLS, ENCOURAGE PARENTS TO BE PARTNERS IN THE EDUCATIONAL ENDEAVOUR RATHER THAN INTERESTED ONLOOKERS, FORM ACTIVE ALLIANCES WITH ALL COMMUNITY RESOURCES, AND CREATE CORPS OF OUTSTANDING TEACHERS FOR SCHOOLS WHERE THE CULTURALLY DISADVANTAGED ARE CONGREGATED. THIS ARTICLE IS PUBLISHED IN "PHI DELTA KAPPA," VOLUME 46, NUMBER 1, SEPTEMBER 1964. ED001979 WHAT ARE THE FLANKING SKIRMISHES, WHAT IS THE FUNDAMENTAL STRUGGLE. 1964-09-00 1 N/A 1965 2016-11-22

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No Black Culture Black Influences Individual Characteristics Racial Segregation Resource Materials Social Problems Social Relations Textbook Content PETTIGREW, THOMAS F. Harvard University MA New York (New York) New York (New York) B'nai B'rith, New York, NY. Anti-Defamation League. BASED ON A SERIES OF FILMS PRODUCED BY WGBH-TV, BOSTON UNDER THE AUSPICES OF THE DEPARTMENT OF SOCIAL RELATIONS, HARVARD UNIVERSITY, "EPTITAPH FOR JIM CROW" PRESENTED DIFFERENT ASPECTS OF THE NEGRO PROBLEM IN AMERICA. THE FIRST CHAPTER, "A TALE OF TWO LADIES," EMPHASIZED A KNOWLEDGE OF THE NEGRO ROLE IN AMERICA'S SOCIAL AND CULTURAL INSTITUTIONS AND THE PERSONAL QUALITIES AND SPECIAL POINTS OF VIEW OF INDIVIDUALS INVOLVED. THE SECOND CHAPTER, "FOURTEENTH GENERATION AMERICANS," PRESENTED THE ROLE OF THE NEGRO OVER 350 YEARS, EMPHASIZING THE FACT THAT HE HAD PROGRESSED MORE IN THE LAST GENERATION THAN IN ANY OTHER. "THE NEWEST NEW NEGRO" EXPLAINED HOW THE NEGRO OF TODAY DIFFERED FROM THE NEGRO OF THE PAST. HE HAD MOVED OUT OF THE SOUTH'S RURAL AREAS INTO THE LARGEST CITIES, HE HAD MADE GAINS IN THE POLITICAL AND ECONOMIC SPHERES, AND HE HAD RAISED HIS ASPIRATIONS FASTER THAN EVER BEFORE. THE FOURTH REPORT, "FACE TO FACE," REPORTED THAT THE MANY SOCIAL SCIENCE PRINCIPLES RELATED TO THE NEGRO IN AMERICA WERE BEING DISCUSSED AND ACTED UPON, THEREFORE, RACE RELATIONS HAVE IMPROVED. THE LAST REPORT, "CONFORMITY AND THE CRUTCH," EXPLAINED THAT INTOLERANCE OF THE NEGRO BY THE SOUTHERNER WAS A RESULT OF AN ATTITUDE OF A WHITE SUPREMIST CULTURE, NOT OF A CRUTCH-TYPE ATTITUDE. ED001980 EPITAPH FOR JIM CROW. 1964-00-00 59 N/A 1965 2016-11-22

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No Blacks Comparative Analysis Desegregation Effects Integration Studies Periodicals Racial Differences Racial Integration Racial Relations Racial Segregation Social Bias Surveys TUMIN, MELVIN M. New Jersey (Princeton) New Jersey LITERATURE ON SEGREGATION AND INTEGRATION OF NEGROES AND WHITES IN THE UNITED STATES IS PRESENTED. THE LITERATURE SURVEYED IS CONFINED TO ARTICLES WHICH APPEARED IN PROFESSIONAL JOURNALS IN THE PERIOD JANUARY 1, 1951, TO JULY 1, 1956. SEGREGATION AND INTEGRATION IN VARIOUS INSTITUTIONAL AREAS INCLUDE INTERRACIAL ACTIVITIES IN SOUTHERN CHURCHES, IN THE U.S. ARMY, IN INDUSTRY, IN PUBLIC AND PRIVATE HOUSING, AND IN A SMALL NEW ENGLAND TOWN. FACTORS AFFECTING THE PROCESS OF DESEGREGATION ARE RESISTANCE MOVEMENTS, EDUCATIONAL PROGRAMS, AND SUPREME COURT DECISIONS. THE ARTICLES CONCERNING NEGRO-WHITE DIFFERENCES INCLUDE ASPIRATION LEVELS, ARMY TEST SCORES, ACADEMIC ACHIEVEMENTS, AND OCCUPATIONAL ATTITUDES. THE AREA OF NEGRO POLITICAL BEHAVIOR INVOLVES SUCH SUBJECTS AS THE REENFRANCHISEMENT OF NEGROES, NEGRO MASSES AND LEADERS, AND EXTREMIST MOVEMENTS AMONG NEGROES. THEORETICAL ISSUES IN THE ANALYSIS OF PREJUDICE AND DISCRIMINATION INCLUDE ARTICLES ON CONFORMITY, ATTITUDES OF WHITE SOUTHERNERS, AND INTERGROUP RELATIONS. OTHER AREAS COVERED ARE THE NEGRO'S STATUS IN THE ECONOMIC STRUCTURE, MIGRATION AND RESIDENCE, DESEGREGATION PROCESSES IN VARIOUS STATES, AND COMPARATIVE PATHOLOGIES. ED001981 SEGREGATION AND DESEGREGATION--A DIGEST OF RECENT RESEARCH. 1957-00-00 112 N/A 1965 2016-11-22

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No American History Cultural Background History Intergroup Education Jews Minority Group Influences Resource Materials HARTSTEIN, JACOB I. New York (New York) New York (New York) B'nai B'rith, New York, NY. Anti-Defamation League. Yeshiva Univ., New York, NY. School of Education and Community Administration. A RESOURCE BOOK, PROVIDING AMERICAN HISTORY AND SOCIAL STUDIES TEACHERS WITH APPROPRIATE INFORMATION ABOUT THE PAST AND PRESENT OF JEWS IN AMERICA, IS PRESENTED. THE INFORMATION CAN BE USED IN CONNECTION WITH PROGRAMS, UNITS, AND COURSES IN HISTORY AND INTERCULTURAL EDUCATION. THE FIRST SECTION GIVES AN HISTORIC ACCOUNT OF DIFFERENT PERIODS IN THIS COUNTRY'S HISTORY AND THE PART PLAYED BY JEWS IN EACH PERIOD. THE ACCOUNT BEGINS WITH THE COLONIAL SETTLEMENTS (JEWS WERE ONE OF THE MINORITY GROUPS SEEKING RELIGIOUS FREEDOM). IN THE DEFENSE OF FREEDOM, THE AMERICAN JEW PARTICIPATED BRAVELY IN THE AMERICAN REVOLUTION, THE WAR OF 1812, THE CIVIL WAR, THE SPANISH-AMERICAN WAR, WORLD WARS I AND II, AND THE KOREAN CONFLICT. JEWISH PARTICIPATION IN THE LABOR MOVEMENT, FINANCE, MERCHANDISING, THE CLOTHING INDUSTRY, AND OTHER ACTIVITIES GREATLY CONTRIBUTED TO THE ECONOMIC DEVELOPMENT OF AMERICA. THE SECOND SECTION IS A DESCRIPTION OF DIFFERENT ASPECTS OF THE AMERICAN JEWISH COMMUNITY, INCLUDING FRATERNAL ORGANIZATIONS, JEWISH EDUCATIONAL INSTITUTIONS, JEWISH PUBLICATIONS AND LITERATURE, YIDDISH THEATER, AND JEWISH ORGANIZATIONS. THE THIRD SECTION OFFERS OUTLINES OF ILLUSTRATIVE UNITS FOR CLASSROOM WORK SHOWING THE INTEGRATION OF AMERICAN HISTORY AND JEWISH HISTORY. APPENDIXES INCLUDE--A SHORT SURVEY OF JEWISH HISTORY FROM ABRAHAM TO THE PRESENT DAY, A SECTION ON THE JEWISH RELIGION COVERING HOLIDAYS, ETHICS, BASIC TENENTS, AND BIBLICAL REFERENCES, AND A LIST OF RESOURCE MATERIALS INCLUDING A BIBLIOGRAPHY, FILMS, AND RECORDINGS. ED001982 THE JEWS IN AMERICAN HISTORY--A RESOURCE BOOK FOR TEACHERS OF SOCIAL STUDIES AND AMERICAN HISTORY. 1958-00-00 100 N/A 1965 2016-11-22

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No Attitude Change Curriculum Development Educational Media Elementary Education Intergroup Education Resource Materials Social Bias Story Reading VAN TIL, WILLIAM New York (New York) New York (New York) WRITTEN FOR THE ELEMENTARY SCHOOL LEVEL, A SERIES OF SIMPLE STORIES IS PRESENTED. THESE ARE INTENDED TO ILLUSTRATE CONCEPTS IN THE DEVELOPMENT AND MAINTENANCE OF THE PREJUDICIAL AND DISCRIMINATORY ATTITUDES OF OUR TIME. A SERIES OF LEARNING EXPERIENCES MAY BE DEVELOPED, USING THE STORIES AS A TOOL. THE FOLLOWING HEADINGS ARE GIVEN--"SCHOOL OPENS FOR EVERYBODY,""THE EVIL THAT PREDUIDCE DOES,""PREJUDICE IS LEARNED, NOT INHERITED,""THE CIRCLE OF PREJUDICE CAN BE BROKEN,""GREAT WORLD IDEAS OPPOSE PREJUDICE,""PERSONALITY AND PREJUDICE," AND "WHAT YOU CAN DO ABOUT IT." BIBLIOGRAPHIES ARE INCLUDED. ED001983 PREJUDICED - HOW DO PEOPLE GET THAT WAY. 32 N/A 1965 2016-11-22

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No Attitude Change Democratic Values Educational Improvement Intergroup Relations Racial Discrimination Resource Units Social Discrimination Social Problems Teacher Effectiveness Teaching Methods NOAR, GERTRUDE New York (New York) New York (New York) B'nai B'rith, New York, NY. Anti-Defamation League. AMERICAN PUBLIC SCHOOLS ARE CONFRONTED WITH THE NECESSITY OF TEACHING ABOUT PREJUDICE AND DISCRIMINATION AS FACTS OF LIFE, AS CONDITIONS WHICH PREVENT THE FULL DEVELOPMENT OF EVERY PERSON, AND AS PROBLEMS WHICH MUST BE SOLVED IF DEMOCRACY IS TO FUNCTION HERE AND BE ACCEPTED AROUND THE WORLD. AN OUTLINE ON THE SUBJECTS OF PREJUDICE AND DISCRIMINATION IS PROVIDED FOR THE TEACHER PLANNING A UNIT IN THIS AREA. DEMOCRATIC PRINCIPLES AND VALUES, VOCABULARY WORDS ASSOCIATED WITH PREJUDICE AND DISCRIMINATION, CAUSES OF PREJUDICE, THE NATURE OF PREJUDICE, SOURCES AND FORMS OF DISCRIMINATION, EFFECTS OF DISCRIMINATION, RACIAL AND RELIGIOUS BIGOTRY, HUMAN RELATIONS AGENCIES, AND NATIONAL HISTORICAL DOCUMENTS ARE AMONG THE SUBJECTS MENTIONED AS VALUABLE IN AN EFFECTIVE UNIT OF STUDY. IN PLANNING FOR THE TEACHING OF THE ABOVE SUBJECTS, ACTIVITIES THAT SHOULD BE CONSIDERED AS EFFECTIVE TEACHING TECHNIQUES INCLUDE TEACHER LECTURES, CLASS DISCUSSIONS, FILMS, RECORDS, TV AND RADIO PROGRAMS, COMMITTEE WORK, PANEL DISCUSSIONS, READING OF APPROPRIATE BOOKS AND PERIODICALS, FIELD TRIPS, CREATIVE WRITING, ROLE-PLAYING EXPERIENCES, STUDENT INTERVIEWS WITH ADULTS IN THE COMMUNITY, TALKS BY COMMUNITY RESOURCE PERSONS, AND ASSEMBLY PROGRAMS. THESE AND OTHER ACTIVITIES USED IN THE UNIT SHOULD ENCOURAGE PUPILS TO DEVELOP A PERSONAL CODE OF BEHAVIOR, TO MAKE NEW FRIENDS ACROSS RACIAL AND ETHNIC GROUP LINES, TO CHALLENGE STEREOTYPES, TO WRITE LETTERS PRAISING TV AND RADIO PROGRAMS WHICH PROMOTE GOOD INTERGROUP RELATIONS, AND TO REFRAIN FROM TELLING OR SPREADING STORIES WHICH PRESENT UNFAVORABLE IMAGES OF MINORITY GROUPS. ED001984 PREJUDICE AND DISCRIMINATION--A RESOURCE UNIT FOR TEACHERS AND GROUP LEADERS. 1964-00-00 31 N/A 1965 2016-11-22

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No Attitude Change Behavior Patterns Community Attitudes Family Influence Human Relations Mass Media Social Bias Social Characteristics Social Discrimination Social Influences LIPSET, SEYMOUR M. RAAB, EARL New York (New York) New York (New York) B'nai B'rith, New York, NY. Anti-Defamation League. AS A SOCIAL PROBLEM IN AMERICA TODAY, PREJUDICE CAN BE DEFINED EXCLUSIVELY IN TERMS OF HUMAN BEHAVIOR WHICH DENIES OR ATTEMPTS TO DENY EQUALITY OF OPPORTUNITY OR STATUS TO CERTAIN RACIAL, RELIGIOUS, OR ETHNIC GROUPS. PREJUDICE IS CONSIDERED A SOCIAL PROBLEM BECAUSE IT PRESENTS A THREAT TO SOCIAL ORDER BY BREAKING DOWN HUMAN RELATIONSHIPS, RESULTS IN A WASTE OF HUMAN RESOURCES, AND IS A THREAT TO DEMOCRATIC LIFE. PREJUDICED BEHAVIOR IS NOT PREDETERMINED BY PREJUDICED ATTITUDES BUT BY THE SOCIAL SITUATIONS IN WHICH A PERSON LIVES. THE PATTERN OF COMMUNITY PRACTICES, FOR EXAMPLE, IS THE BASIS FOR MANY PREJUDICES. SEGREGATED SCHOOLS, BUSES, AND WAITING ROOMS, COMPLETE SOCIAL SEGREGATION, HABITS OF DEFERENCE, THE EDUCATION AND EMPLOYMENT STATUS OF MINORITY GROUPS, AND THE PHILOSOPHY OF MASS MEDIA ARE AMONG THESE COMMUNITY PRACTICES. SOCIAL PATTERNS, IN TURN, DIRECTLY INFLUENCE THE HOME ATTITUDES WHICH SO GREATLY SHAPE THE ATTITUDES AND BEHAVIOR OF CHILDREN. THE CUSTOM OF PREJUDICE, ONCE EXAMINED AND UNDERSTOOD, MAY BE CHANGED THROUGH REMEDIAL SOCIAL ACTION. SUCH CHANNELS OF SOCIAL ACTION AS THE LAW, MASS MEDIA, THE SCHOOLS, AND COMMUNITY GROUPS MAY HELP TO EFFECT THIS CHANGE. IN ADDITION, THE INDIVIDUAL SHOULD EXAMINE AND ATTEMPT TO UNDERSTAND HIS OWN BEHAVIOR AND ATTITUDE. ED001985 PREJUDICE AND SOCIETY. 1963-00-00 48 N/A 1965 2016-11-22

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No American History Cultural Differences Cultural Exchange Cultural Pluralism Ethnic Distribution History Intergroup Relations Minority Groups Religious Cultural Groups Study Guides HANDLIN, OSCAR Massachusetts (Boston) Massachusetts (Boston) B'nai B'rith, New York, NY. Anti-Defamation League. MAN IS A SOCIAL BEING, HE CANNOT LIVE ALONE. AT THE CRITICAL MOMENTS OF HIS EXISTENCE HE NEEDS THE SUPPORT AND INVOLVEMENT OF A GROUP. THE QUESTION ARISES AS TO WHETHER IT SHALL BE ONE SINGLE GROUP IMPOSED UPON HIM, OR WHETHER HE SHALL BE ABLE TO CHOOSE FROM INDIVIDUAL INCLINATIONS. THIS QUESTION OF UNITY OR UNIFORMITY HAS BEEN ANSWERED IN AMERICAN HISTORY BY A PLURALISTIC SOCIETY, AND IT IS PROBABLE THAT PLURALISM WILL CONTINUE TO RETAIN ITS VALUE FOR A FREE AMERICA IN THE FUTURE. IN ORDER TO UNDERSTAND THE DEVELOPMENT OF THE AMERICAN PLURALISTIC NATURE, KNOWLEDGE OF AMERICAN HISTORY, OF DIFFERENT ETHNIC GROUPS, OF RELIGIOUS IDEAS, AND OF MINORITY GROUPS IS NECESSARY. AMERICAN HISTORY REVEALS THE IMMIGRATION OF MANY DIFFERENT ETHNIC GROUPS TO THE NEW WORLD. MIGRATION WITHIN THE COUNTRY CAUSED MEN TO DRAW TOGETHER IN GROUPS ACCORDING TO PLACE OF BIRTH AND FAMILY BACKGROUND, COLOR, AND/OR RELIGIOUS CREED AND PRACTICES. THIS GROUPING SERVED AN IMPORTANT FUNCTION IN ORGANIZING THE COMPLEX AMERICAN SOCIETY. THE THREE BASIC RELIGIOUS FAITHS--PROTESTANTISM OR SECTARIANISM, CATHOLICISM, AND JUDAISM--HAVE SERVED AS CUSTODIAMS OF TRADITION AND OF ETHICAL VALUES. DIFFERENT MINORITY GROUPS, SUCH AS NEGROES, INDIANS AND ORIENTALS, LEND DIVERSITY AND ENRICHMENT TO AMERICAN CULTURE SO THAT EVERYONE PROFITS FROM THE COMBINED HERITAGES OF THE POPULATION. HOWEVER, THE PRESENCE OF ETHNIC GROUPS CAN ALSO GENERATE PREJUDICE UNLESS EVERY GROUP HELPS TO CREATE THE GENERAL CONDITIONS UNDER WHICH ALL MAY THRIVE. ED001986 OUT OF MANY--A STUDY GUIDE TO CULTURAL PLURALISM IN THE UNITED STATES. 1964-00-00 32 N/A 1965 2016-11-22

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No Behavior Patterns Cultural Differences Intergroup Relations Psychological Studies Racial Discrimination Social Bias Social Influences Stereotypes DUSTER, TROY S. MACK, RAYMOND W. Illinois (Evanston) Illinois B'nai B'rith, New York, NY. Anti-Defamation League. ACCORDING TO SOCIAL SCIENTISTS AND BIOLOGISTS, ALL RACES ARE EQUAL IN ABILITY, NEVERTHELESS, RACIAL DISCRIMINATION EXISTS WHEN THE CULTURE OF A SOCIETY ALLOWS PEOPLE TO EXPRESS THEIR AGRESSIONS IN A SOCIALLY ACCEPTABLE WAY. ONE WAY TO DEFINE GROUP BOUNDARIES IS TO SINGLE OUT A CHARACTERISTIC OF A MINORITY GROUP AND TO INSTITUTIONALIZE THIS MINORITY GROUP AS A SCAPEGOAT. STEREOTYPES OF RACE CHARACTERISTICS ARE SELF-REINFORCING RACE BARRIERS WHICH LEAD TO PREJUDICE AND DISCRIMINATION. PREJUDICE, A MENTAL ATTITUDE, MAY OCCUR WITHOUT DISCRIMINATION, A PHYSICAL ACTION, IF LAWS OR SITUATIONS DO NOT PERMIT SUCH DISCRIMINATION. CONVERSELY, DISCRIMINATION CAN TAKE PLACE WITHOUT PREJUDICE BECAUSE OF FEAR OF SOCIAL CONSEQUENCES. THE AMERICAN SOCIETY IS COMPOSED OF VARIOUS RACES, CREEDS, AND NATIONAL ORIGINS WHICH HAVE BEEN ASSIMILATED INTO THE SOCIETY. MANY OF THESE HAVE INFLUENCED THE OVERALL CULTURE. NEGROES, ORIENTALS, AND AMERICAN INDIANS HAVE ESSENTIALLY BEEN LEFT OUT OF EITHER PROCESS. SEGREGATION IN HOUSING AND SCHOOLING NURTURES DISCRIMINATORY ATTITUDES. RACE RELATIONS CAN BE IMPROVED THROUGH THE REALIZATION OF DEMOCRATIC AND JUDEO-CHRISTIAN IDEALS AND AIMS. ED001987 PATTERNS OF MINORITY RELATIONS. 1964-00-00 61 N/A 1965 2016-11-22

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No Childhood Attitudes Guides Human Relations Individual Differences Mental Health Parent Participation Parent Role Resource Materials Social Bias GOODMAN, MARY ELLEN New York (New York) New York (New York) B'nai B'rith, New York, NY. Anti-Defamation League. PARENTS SHOULD TEACH THEIR CHILDREN GOOD HUMAN RELATIONS AND SHOULD DEVELOP IN THEM A PHILOSOPHY AND KNOWLEDGE OF HOW TO DEAL WITH PEOPLE. THEY SHOULD NOT TOLERATE EVEN PASSIVE CONFORMITY TO CUSTOMARY PREJUDICES AND PREJUDICED ACTION. IN THEIR DAILY LIVES, PARENTS SHOULD REALIZE THAT EVERYTHING THEY SAY AND DO AFFECTS THEIR CHILDREN. EVEN WHAT THEY DO NOT SAY OR DO CAN INFLUENCE THEIR CHILDREN. THUS PARENTS SHOULD TEACH THEIR CHILDREN ABOUT RACE AND CULTURE AND ABOUT RACIAL AND CULTURAL DIFFERENCES, THEY SHOULD ALSO TEACH THAT AN INDIVIDUAL IS JUDGED BY HIS CHARACTERISTICS AND NOT BY HIS RACE, RELIGION, OR NATIONALITY. SOME OF THE PRACTICAL MEANS FOR TEACHING HEALTHY ATTITUDES TO CHILDREN ARE ACTING UNPREJUDICED, BEING ALERT TO ANY SIGN THAT A CHILD IS DEVELOPING PREJUDICES, AND COMMUNICATING THE IDEA THAT PREJUDICE IS WRONG. PARENTS SHOULD DEVELOP IN THEIR CHILDREN AN APPRECIATION FOR VARIETY IN RACE AND CULTURE, THEY SHOULD EXTEND FRIENDSHIP TO ANYONE REGARDLESS OF RACE, CREED, OR NATIONALITY, THEY SHOULD FOSTER HUMAN RELATIONS EDUCATION IN THE SCHOOLS, AND THEY SHOULD USE EVERY OPPORTUNITY TO ENCOURAGE AND HELP ORGANIZATIONS WORKING FOR BETTER HUMAN RELATIONS. ED001988 A PRIMER FOR PARENTS EDUCATING OUR CHILDREN FOR GOOD HUMAN RELATIONS. 1963-00-00 31 N/A 1965 2016-11-22

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No Administrative Policy Civil Rights Employment Practices Equal Opportunities (Jobs) Federal Legislation Housing Opportunities School Desegregation Social Discrimination State Action State Officials States Powers SILARD, JOHN DISTRICT OF COLUMBIA District of Columbia Potomac Inst., Washington, DC. THE QUESTIONS OF THE GOVERNOR'S POWER REGARDING CIVIL RIGHTS ISSUES WAS DISCUSSED. THROUGH THE "GOVERNOR'S CODE OF FAIR PRACTICES," WHICH BRIEFLY STATED THAT THE STATE'S BASIC POLICY WAS AGAINST DISCRIMINATION, THE GOVERNOR AS WELL AS ALL STATE OFFICIALS HAD SUFFICIENT POWER TO FIGHT DISCRIMINATION. THE OFFICIALS HAD FURTHER POWER WITH SUCH LICENSING CONTROLS AS ENFORCING CERTAIN RULES FOR REAL ESTATE BROKERS. SOME OF THE PROGRAMS PROMOTED BY STATE EXECUTIVE ACTION INCLUDED FAIR EMPLOYMENT PRACTICES IN STATE LEGISLATION, STATE EMPLOYMENT AGENCIES, AND STATE CONTRACTS. FAIR HOUSING PRACTICES SHOULD INVOLVE STATUTES AND ORDINANCES PROHIBITING DISCRIMINATION IN PUBLICLY ASSISTED HOUSING. REALTORS AND LENDERS SHOULD HAVE THEIR POLICIES INSPECTED AND CONTROLLED. SCHOOLS AND PUBLIC ACCOMODATIONS SHOULD BE INTEGRATED. THIS COULD BE DONE THROUGH STATE ASSISTANCE. THE DOCTRINE OF "STATE INVOLVEMENT" IN THE 14TH AMENDMENT AND IN REPEATED SUPREME COURT RULINGS MADE CLEAR THE OBLIGATION OF THE EXECUTIVE TO AID THOSE INVOLVED IN RACIAL DISCRIMINATION. ED001989 STATE EXECUTIVE AUTHORITY TO PROMOTE CIVIL RIGHTS, AN ACTION PROGRAM FOR THE 1960'S. 1963-01-00 74 N/A 1965 2016-11-22

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No Employment Programs Equal Opportunities (Jobs) Government Role Intergroup Relations Public Policy New York (New York) New York (New York) National Association of Intergroup Relations Officials, New York, NY. CONCERN IS FOCUSED ON ADVANCING INTERGROUP RELATIONS, KNOWLEDGE, SKILLS, AND METHODS OF ADVANCING THE GOALS OF EQUAL OPPORTUNITY WHICH HAD BEEN SET FORTH BY THE 1960 ADMINISTRATIVE PROGRAM. POLICY DIRECTIVES, PROCEDURAL STEPS, AND ORGANIZATION OF INTERGROUP RELATIONS RESOURCES WHICH MIGHT BE APPROPRIATE IN ANY AND ALL GOVERNMENT OPERATIONS ARE SUGGESTED AND DISCUSSED. THE FEDERAL GOVERNMENT, BESIDES BEING THE NATION'S LARGEST EMPLOYER, ADMINISTERS MANY PROGRAMS AFFECTED BY, AND INFLUENCING, INTERGROUP RELATIONS. CONSTITUTIONAL AUTHORITY, LEGISLATIVE ACTION, JUDICIAL DECISION, AND EXECUTIVE FIAT HAVE GIVEN IT SUBSTANTIAL RESPONSIBILITY FOR GUARANTEEING BROAD AREAS OF CIVIL RIGHTS, FOR PROMOTING THE WELFARE OF SPECIFIC ETHNIC GROUPS, AND FOR BRINGING INTO THE MAINSTREAM OF AMERICAN LIFE THE MANY RACIAL, RELIGIOUS, AND NATIONALITY GROUPS THAT COMPRISE ITS PEOPLE. THE AREAS COVERED ARE INTERGROUP RELATIONS IN GOVERNMENT PRACTICES AND SERVICES, UTILIZATION OF INTERGROUP RELATIONS IN THE STATE DEPARTMENT AND PEACE CORPS, TRAINING OF INTERGROUP RELATIONS PERSONNEL, GOVERNMENT ROLE IN INTERGROUP RELATIONS RESEARCH, GOVERNMENT REFERENCE SERVICES IN INTERGROUP RELATIONS, AND LEADERSHIP ROLE OF THE PRESIDENT IN INTERGROUP RELATIONS. ED001990 EXECUTIVE RESPONSIBILITY IN INTERGROUP RELATIONS. 1962-00-00 18 N/A 1965 2016-11-22

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No Cost Estimates Employer Attitudes Employment Practices Industrial Structure National Surveys Social Bias Social Discrimination ROPER, ELMO New York (New York) New York (New York) National Conference of Christians and Jews, New York, NY. ON THE BASIS OF EMPLOYEE SURVEYS AND IN-PLANT RESEARCH, THE TOTAL COST OF DISCRIMINATION TO AMERICAN BUSINESS AND INDUSTRY IN ACTUAL DOLLARS IS ESTIMATED AT ROUGHLY $30 BILLION ANNUALLY. DISCRIMINATION IN INDUSTRY BEGINS AT THE HIRING GATE WHERE MINORITY GROUPS ARE REFUSED EMPLOYMENT BECAUSE OF RACE, COLOR, RELIGION, NATIONALITY, POLITICAL AFFILIATION, OR OTHER REASON. WITHIN THE PLANT, DISCRIMINATION IS EVIDENT IN CEILINGS ON ADVANCEMENT OPPORTUNITIES AND THE PREVENTION OF PROMOTION BASED ON MERIT. DISCRIMINATORY PRACTICES EXTEND TO THE FOREMAN AND SUPERVISORY SELECTION PROCESS, EMPLOYEE BENEFITS, LAY-OFF POLICY, PROFIT-SHARING PLANS, AND EVEN TO THE TIME ALLOTTED FOR VACATION AND SICK LEAVE. ANOTHER FORM OF DISCRIMINATION WITHIN A COMPANY IS REFUSAL TO ENFORCE STANDARDS SET BY LAW OR CONTRACT TO PROTECT CERTAIN GROUPS OF WORKERS. WOMEN AND CHILDREN ARE PARTICULARLY AFFECTED BY THE VIOLATION OF WORK STANDARDS. THE PSYCHOLOGICAL, SOCIAL, AND ECONOMIC COSTS OF INDUSTRIAL DISCRIMINATION ARE THAT HIGH-DISCRIMINATION DESTROYS EMPLOYEE MORALE, REDUCES PRODUCTIVITY, DISRUPTS FOREMEN-WORKER RELATIONSHIPS, AND ADVERSELY AFFECTS THE EFFECTIVENESS OF TRADE UNIONS. THE ECONOMIC IMPLICATIONS OF THE ADDED REVENUE AND ADDED NATIONAL INCOME WHICH WOULD RESULT IF IT WERE NOT FOR DISCRIMINATION ARE MANY. DISCRIMINATION REPRESENTS A BLOT ON THE AMERICAN DEMOCRATIC SYSTEM WHICH MUST BE REMOVED IF THE AMERICAN IDEAL IS TO EXTEND TO ALL FACETS OF OUR SOCIETY. ED001991 THE HIGH COST OF DISCRIMINATION. 1963-00-00 18 N/A 1965 2016-11-22

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No Black Influences Civil Rights Legislation Racial Relations Social Change Social Discrimination Social Problems ROSE, ARNOLD New York (New York) New York (New York) B'nai B'rith, New York, NY. Anti-Defamation League. A FEW OF THE DYNAMIC FORCES OF CHANGE THAT HAVE BROUGHT ABOUT A NEW SITUATION FOR THE AMERICAN NEGRO ARE PRESENTED. THESE FORCES HAVE OCCURRED WITHOUT A VIOLENT REVOLUTION AND WITHIN MANY INSTITUTIONS, THE FORCES WERE MOST COMPLETE IN THE ECONOMIC SPHERES, LESS SO IN THE LEGAL AND POLITICAL SPHERES, AND LEAST IN THE SPHERE OF SOCIAL RELATIONSHIP. HOWEVER, THE DEVELOPMENT IN AMERICAN RACE RELATIONS FROM 1942 TO 1964 WAS THE MOST RAPID AND DRAMATIC SOCIAL CHANGE EVER TO HAVE OCCURRED WITHOUT A VIOLENT REVOLUTION. THE FORCES THAT BROUGHT ABOUT THE CHANGE IN THE AMERICAN NEGRO PROBLEM INCLUDED A CONTINUATION OF INDUSTRIALIZATION AND TECHNICAL ADVANCE, THE HIGH LEVEL OF MOBILITY AMONG THE AMERICAN PEOPLE, ECONOMIC PROSPERITY, THE EDUCATION OF MINORITY GROUPS, AND AN INCREASED AMERICAN AWARENESS OF WORLD OPINION. CONSISTENT SUPPORT FOR CIVIL RIGHTS ON THE PART OF THE SUPREME COURT, WITH A LESSER SUPPORT FROM THE OTHER BRANCHES OF THE FEDERAL GOVERNMENT AND OF THE NORTHERN STATE GOVERNMENTS, HAS PROVED HELPFUL. ALSO INFLUENTIAL WERE THE PROPAGANDA AND EDUCATIONAL EFFORTS FOR MORE EQUAL IMPLEMENTATION OF CIVIL RIGHTS. ED001992 SOCIAL CHANGE AND THE NEGRO PROBLEM. 1964-00-00 24 N/A 1965 2016-11-22

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No Desegregation Effects Legislation Mass Media Minority Group Influences Racial Segregation Research Projects Resource Materials Social Bias TUMIN, MELVIN M. New Jersey (Princeton) New Jersey B'nai B'rith, New York, NY. Anti-Defamation League. A DIGEST OF RESEARCH ARTICLES USED IN SOCIAL RESEARCH AND SOCIAL ACTION WAS PRESENTED. DIVIDED INTO DIFFERENT AREAS, THE ARTICLES WERE CONDENSED INTO ABSTRACTS. THE ARTICLES OF GENERAL INTEREST WERE CONCERNED WITH SUCH SUBJECTS AS SEGREGATION IN AN INDUSTRIAL SOCIETY AND RECOGNITION OF THE ROLE OF MINORITIES. SEGREGATION AND INTEGRATION IN VARIOUS INSTITUTIONAL AREAS COVERED SUCH TOPICS AS NEGROES IN AMERICAN CITIES, RACIALLY CHANGING NEIGHBORHOODS, DE FACTO SEGREGATION, AND NEGROES IN THE AGRICULTURAL LABOR FORCE. LEGAL ASPECTS OF SEGREGATION INCLUDED ARTICLES ABOUT THE ROLE OF THE PRIVATE SCHOOL, ANTI-NAACP LAWS, AND LEADERS INVOLVED IN SEGREGATION. SEGREGATION AND THE MASS MEDIA DISCUSSED THE AREAS OF REGIONAL SEGREGATION, THE NEWSPAPER'S ROLE IN SEGREGATION, AND THE ROLE OF MASS MEDIA. THE AREA OF ATTITUDES ABOUT SEGREGATION INCLUDED ARTICLES ON WHITE SOUTHERNERS, RELATIONSHIP BETWEEN PROJECTION AND PREJUDICE, AUTHORITARIAN ATTITUDES, AND READINESS AND RESISTANCE TO DESEGREGATION. ED001993 SUPPLEMENT SEGREGATION AND DESEGREGATION--A DIGEST OF RECENT RESEARCH, 1956-1959. 1960-00-00 32 N/A 1965 2016-11-22

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No Civil Rights Democratic Values Equal Protection Instructional Materials Learning Activities Resource Units Teaching Methods NOAR, GERTRUDE New York (New York) New York (New York) B'nai B'rith, New York, NY. Anti-Defamation League. A RESOURCE UNIT FOR TEACHERS IS PRESENTED. IT AIMS AT EXPLAINING THE RIGHTS AND LIBERTIES OF A CITIZEN, DEVELOPING THE PRINCIPLES AND CONCEPTS OF DEMOCRACY, AND DEVELOPING THE ABILITY TO THINK CRITICALLY ABOUT QUESTIONS OF INDIVIDUAL RIGHTS AND RESPONSIBILITIES. SUGGESTED METHODS FOR TEACHING THE UNIT INVOLVED--THE USE OF CASE STUDIES, MASS MEDIA OF COMMUNICATION, AND FILMS, FIELD TRIPS TO A COURT SESSION, AND PROBLEM-SOLVING AND SOCIODRAMA. THE CONTENT INCLUDED THE HISTORICAL EVENTS AND DOCUMENTS WHICH PRECEDED THE WRITING OF THE FEDERAL CONSTITUTION, AN ANALYSIS OF THE PRINCIPLES WRITTEN INTO IT TO PROMOTE THE WELFARE AND HAPPINESS OF THE PEOPLE, AND A DESCRIPTION AND INTERPRETATION OF THE AMENDMENTS WHICH CONSTITUTE THE BILL OF RIGHTS. SOME OF THE LEARNING ACTIVITIES SUGGESTED WERE WORD STUDY, READING, DISCUSSION, RESEARCH ON HISTORICAL DOCUMENTS, CONSTRUCTION OF TIME-LINES, BIOGRAPHICAL STUDIES, TRIPS TO GOVERNMENTAL INSTITUTIONS, THE USE OF CONSULTANTS, LETTER WRITING, FILMS, ART WORK, MUSIC, AND RECORDINGS. ED001994 CIVIL RIGHTS AND CIVIL LIBERTIES. 31 N/A 1965 2016-11-22

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No Administrative Policy Community Role Desegregation Effects Desegregation Methods Educational Needs National Surveys Resource Materials School Desegregation GRAMBS, JEAN D. New York (New York) New York (New York) National Conference of Christians and Jews, New York, NY. ESSENTIALLY A "HOW TO DO" PAMPHLET, THE MATERIAL IS ORGANIZED WITH THE NEEDS OF THE PUBLIC SCHOOLS IN MIND. IT IS DESIGNED TO HELP SCHOOL ADMINISTRATORS, TEACHERS, PARENTS, AND COMMUNITY LEADERS CHOOSE WISE POLICIES WHEN THEIR SCHOOL SYSTEM IS UNDER THE LEGAL OBLIGATION TO INTEGRATE. RECOGNIZING THAT THE PROBLEM OF SEGREGATED SCHOOLS IS NOT RESTRICTED TO ONLY ONE PORTION OF THE UNITED STATES, THE EXPERIENCES OF COMMUNITIES OF SCHOOL SYSTEMS IN PARTS OF THE COUNTRY HAVE BEEN REVIEWED. THE MATERIAL IS PRESENTED AS FOLLOWS--A LOOK AT THE AMERICAN SCENE, BARRIERS TO CHANGE, STARTING AT HOME, THE BALANCE SHEET IN SCHOOL DESEGREGATION, WHAT HAPPENS AT SCHOOL, THE SCHOOL BOARD SETS POLICY, ADMINISTRATION PLANNING WITH AND FOR TEACHERS, THE ADMINISTRATOR PLANS WITH THE COMMUNITY, AND PLANNING WITH AND FOR CHILDREN. INCLUDED IS A PARTIAL LISTING OF NATIONAL ORGANIZATIONS OFFERING SERVICES. ED001995 EDUCATION IN A TRANSITION COMMUNITY. 1958-07-00 109 N/A 1965 2016-11-22

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No Community Organizations Educational Improvement Elementary Schools Individual Differences Intergroup Education Intergroup Relations Role Playing School Community Relationship School Role Teaching Methods BEAUCHAMP, MARY AND OTHERS New York (New York) New York (New York) National Conference of Christians and Jews, New York, NY. BROTHERHOOD IN THE PUBLIC ELEMENTARY SCHOOL SHOULD ENCOURAGE THE APPRECIATION AND UTILIZATION OF THE DIFFERENCES AS WELL AS THE SIMILARITIES OF PEOPLE. CHILDREN CAN BE TAUGHT TO UNDERSTAND THE BASIC TENETS OF BROTHERHOOD THROUGH SUCH METHODS AS READING APPROPRIATE LITERATURE AND ROLE-PLAYING. MEASURES OUTSIDE THE CLASSROOM INCLUDE MEMBERSHIP IN STUDENT ORGANIZATIONS, WIDESPREAD LEADERSHIP IN THESE ORGANIZATIONS, AND THE EXISTENCE OF EQUAL DIGNITY IN THESE ORGANIZATIONS. GOOD RELATIONSHIPS BETWEEN THE SCHOOL AND THE COMMUNITY SHOULD BE ADVOCATED. THE SUPERINTENDENT SHOULD DEVELOP DEMOCRATIC HUMAN RELATIONS THROUGH HIS RELATIONS WITH THE SCHOOL BOARD, THE TEACHERS, AND THE COMMUNITY. THE PARENTS, AS WELL AS THE SCHOOL STAFF, ARE RESPONSIBLE FOR GIVING LEADERSHIP TO SOUND INTERGROUP EDUCATION. ED001996 BUILDING BROTHERHOOD--WHAT CAN ELEMENTARY SCHOOLS DO. 66 N/A 1965 2016-11-22

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No Case Studies Civil Rights Court Litigation Democratic Values Equal Protection History Legal Problems Secondary Education Social Studies Teaching Methods BRENNAN, WILLIAM J., JR. New York (New York) New York (New York) B'nai B'rith, New York, NY. Anti-Defamation League. THERE ARE SEVERAL CAUSES FOR CONCERN ABOUT EDUCATION IN HUMAN RIGHTS. CONFLICTING VALUES ARE PLAYING AN INCREASING ROLE IN THE INTERNATIONAL COLD WAR. THERE IS A PRESENT DANGER THAT, IN THE ANXIETY TO WIN THE RACE OF SPACE AND TECHNOLOGY, THE U.S. MAY NEGLECT THE STRUGGLE OF VALUES WHICH IS SO CRUCIAL IN WINNING THE WAR FOR FREEDOM. THERE IS A RAPIDLY CHANGING RELATIONSHIP BETWEEN THE INDIVIDUAL CITIZEN AND THE GOVERNMENT. THE POSSIBILITIES FOR COLLISION OF GOVERNMENT ACTIVITY AND INDIVIDUAL RIGHTS INCREASE AS THE POWER OF THE GOVERNMENT ITSELF EXPANDS. EXAMPLES OF INDIVIDUAL AND MOB LAWLESSNESS AS WELL AS THE DANGERS OF BIASED OR IRRESPONSIBLE JURY MEMBERS MAKE CLEARER THE NEED FOR EVERY CITIZEN TO POSSESS A BASIC SENSITIVITY TO HUMAN AND CIVIL RIGHTS. SECONDARY SCHOOL SOCIAL STUDIES TEACHERS HAVE A MAJOR RESPONSIBILITY FOR INSTILLING AN APPRECIATION OF HUMAN RIGHTS IN THEIR STUDENTS. TEACHERS NEED TO DEMONSTRATE THE ESSENTIAL FLEXIBILITY OF CONSTITUTIONAL GUARANTEES THROUGH A KNOWLEDGE OF HISTORICAL COURT CASES. THE MOST USEFUL MATERIALS FOR THE TEACHING OF CIVIL RIGHTS ARE CASE STUDIES, EITHER REPORTS OF ACTUAL COURT CASES OR HYPOTHETICAL STUDIES, DESIGNED TO PRESENT UNSETTLED LEGAL QUESTIONS. ED001997 TEACHING THE BILL OF RIGHTS. 1963-00-00 23 N/A 1965 2016-11-22

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No Intergroup Relations Program Development Research Methodology Resource Materials Social Bias Teaching Guides Teaching Methods New York (New York) NEW MEDIA New York (New York) B'nai B'rith, New York, NY. Anti-Defamation League. AN UNDERSTANDING OF HUMAN RELATIONS CAN BE DEVELOPED BY MEANS OF NEW MEDIA. PROCEDURES ARE GIVEN TELLING HOW TO USE A NEWS ITEM AS A STIMULUS FOR RESEARCH ON THE RELEVANT FACTS BEHIND A REPORTED EVENT AND HOW TO USE SUPPLEMENTARY READING AND CREATIVE ACTIVITIES TO GAIN A CLEARER UNDERSTANDING OF MEANINGS BEHIND THE HEADLINES. USE IS INTENDED FOR SCHOOLS AT ALL LEVELS AND FOR COMMUNITY GROUPS. AREAS DISCUSSED INCLUDE--DISCRIMINATION IN HOUSING, EMPLOYMENT, AND EDUCATION, MINORITY GROUP STATUS, POLITICAL EXTREMISM, INTERRELIGIOUS CONFLICT, AND ANTISEMITISM. EACH SECTION IS ORGANIZED FOR USE AS A COMPLETE UNIT IN THE CLASSROOM. THE OUTLINE INCLUDES--ACTUAL NEWSPAPER HEADLINES, BACKGROUND INFORMATION ON THE STORY OR THE PRINCIPLE INVOLVED IN THE INCIDENT, QUESTIONS FOR DISCUSSION AND READING MATERIALS RELEVANT TO THE PROBLEM, AUDIOVISUAL AIDS, AND ACTION PROJECTS WHICH ARE INTENDED TO TRANSLATE THE ABSTRACT PROBLEM INTO A LEARNING EXPERIENCE. IF OTHER PRESS REPORTS ARE TO BE USED, THE FOLLOWING STEPS CONSTITUTE THE METHOD TO BE APPLIED--SELECT THE SIGNIFICANT HEADLINES IN THE NEWS, GATHER RELEVANT INFORMATION AND HISTORICAL FACTS FROM MANY SOURCES, USE AS MANY OTHER KINDS OF LEARNING EXPERIENCES IN ADDITION TO READING AS POSSIBLE, SUMMARIZE, EVALUATE, AND FORMULATE PRINCIPLES OF INTERGROUP RELATIONS, APPLYING THEM TO NEW SITUATIONS. ED001998 BEHIND THE HEADLINES--A PROGRAM TECHNIQUE FOR STUDYING INTERGROUP RELATIONS. 1964-00-00 24 N/A 1965 2016-11-22

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No Behavior Patterns Cultural Influences Fellowships Human Relations Individual Characteristics Intergroup Relations Racial Segregation Research Projects Social Bias Social Discrimination WINICK, CHARLES New York (New York) New York (New York) B'nai B'rith, New York, NY. Anti-Defamation League. A REVIEW OF MAIN TRENDS IN RECENT HUMAN RELATIONS RESEARCH IN THE UNITED STATES, PARTICULARLY AS ILLUSTRATED IN THE WORK OF SIGMUND LIVINGSTON FELLOWS, IS PRESENTED. THE FOCUS IS ON STUDIES DEALING WITH ETHNIC, RACIAL, OR RELIGIOUS CATEGORIES, AND ON RESEARCH DEALING WITH INTERGROUP PREJUDICE AND DISCRIMINATION. THE THREE MAJOR TRENDS IN RESEARCH IN RECENT YEARS ARE--IMPORTANT ADVANCES IN RESEARCH DESIGN AND METHODS, INCREASED ATTENTION TO THE FUNDAMENTAL RELATIONS BETWEEN PREJUDICE AND PERSONALITY CHARACTERISTICS, AND NEW APPROACHES TO THE STUDY OF CULTURAL, INSTITUTIONAL, AND GROUP VARIABLES IN INTERGROUP ATTITUDES AND BEHAVIOR. MAIN AREAS OF DISCUSSION INCLUDE--RESEARCH ON HUMAN RELATIONS AND THE SIGMUND LIVINGSTON PROGRAM, THE HISTORICAL BACKGROUND, ADVANCES IN RESEARCH DESIGN, PSYCHOLOGICAL INTERPRETATIONS OF PREJUDICE AS A FUNCTION OF PERSONALITY, STUDIES OF THE GROUP, CULTURAL, AND INSTITUTIONAL NEXUS OF INTERGROUP BEHAVIOR, RESEARCH ON GROUP RELATIONS AND THE LIVINGSTON FELLOWSHIP. ED001999 TRENDS IN HUMAN RELATIONS RESEARCH. 1955-00-00 48 N/A 1965 2016-11-22

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No Attitude Change Civil Rights Foreign Countries Minority Groups Research Projects Social Discrimination Student Development Teaching Guides Teaching Methods Higher Horizons Program New York (New York) ECUADOR Ecuador New York (New York) United Nations, New York, NY. Office of Public Information. UNLIKE CLASSROOM INSTRUCTION IN THE TRADITIONAL DISCIPLINES, THE TEACHING OF HUMAN RIGHTS DOES NOT INVOLVE THE MEMORIZING OF TEXTS OR ACQUISITION OF PROBLEM-SOLVING SKILLS, IT IS RATHER A MATTER OF CREATING BASIC ATTITUDES OF TOLERANCE AND GOODWILL IN THE RECEPTIVE MINDS OF CHILDREN. AN UNDERSTANDING OF THE EXPERIENCES AND PROBLEMS ENCOUNTERED BY DEDICATED TEACHERS IN DIFFERENT PARTS OF THE WORLD AS THEY TRY TO TEACH HUMAN RIGHTS WILL HOPEFULLY INSPIRE TEACHERS IN OTHER COUNTRIES TO DEVISE THEIR OWN EXPERIMENTS IN THIS IMPORTANT FIELD OF ENDEAVOR. A 2-YEAR PROJECT WAS ENACTED IN A GIRLS' SECONDARY SCHOOL IN ECUADOR TO DRAW ATTENTION TO THE LOCAL AND NATIONAL SCENE IN THAT COUNTRY AS A MEANS OF DEVELOPING KNOWLEDGE OF HUMAN RIGHTS AND A CONCERN FOR THOSE WHOSE RIGHTS WERE BEING DENIED. THE THEME OF THE PROGRAM WAS "THE RIGHTS OF WOMEN." FIELD WORK AND INQUIRIES WERE MADE AS TO THE STATUS OF WOMEN IN DIFFERENT REGIONS OF THE COUNTRY. EVERY OPPORTUNITY WAS ALSO TAKEN TO STUDY THE PLACE OF WOMEN IN OTHER CULTURAL AREAS AND IN OTHER TIMES. OTHER PROJECTS DISCUSSED INCLUDE A BRITISH SECONDARY SCHOOL "PROJECT-STUDY" OF HUMAN RIGHTS, A JAPANESE EFFORT TO COMBAT PREJUDICE AGAINST KOREANS, A CANADIAN SECONDARY SCHOOL STUDY OF THE RACE QUESTION, AND THE HIGHER HORIZONS PROGRAM OF NEW YORK CITY. ED002000 TEACHING HUMAN RIGHTS--A HANDBOOK FOR TEACHERS. 1963-00-00 79 N/A 1965 2016-11-22

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No College Instruction Ethnic Groups Human Relations Program Development Secondary School Teachers Social Problems Surveys Teacher Education Illinois (Chicago) Illinois (Chicago) North Central Association of Colleges and Schools, Chicago, IL. A SURVEY OF A REPRESENTATIVE SAMPLE OF 1,075 SECONDARY SCHOOL TEACHERS HAS SHOWN THAT TEACHERS ARE CONFRONTED DAILY IN THEIR CLASSROOMS WITH A WIDE RANGE OF HUMAN RELATIONS PROBLEMS AND SITUATIONS. DECIDING HOW TO DISCUSS SUCH A CONTROVERSIAL SUBJECT AS DISCRIMINATION WITH MINORITY GROUPS OR DECIDING WHETHER OR NOT TO SING SONGS SUCH AS "OLD BLACK JOE" OR MENTION STORIES SUCH AS "LITTLE BLACK SAMBO" ARE PROBLEMS WHICH TEACHERS ENCOUNTER WHEN WORKING WITH DIFFERENT RACIAL GROUPS. ETHNIC ORIGINS ALSO GIVE RISE TO HUMAN RELATIONS PROBLEMS. EXAMPLES ARE THE DIFFICULTIES ARISING IN DEALING OBJECTIVELY WITH GERMAN STUDENTS WHO HAVE NAZI LEANINGS OR WITH MEXICAN-AMERICANS WHO ARE ON THE DEFENSIVE AND HARBOR FEELINGS OF INFERIORITY. IN TEACHING CHILDREN OF DIFFERENT RELIGIOUS FAITHS, SUCH SITUATIONS OCCUR AS SINGING CHRISTMAS CAROLS WITH JEWISH PUPILS PRESENT, TEACHING HEALTH EDUCATION TO CHRISTIAN SCIENTISTS, AND TAKING CATHOLIC STUDENTS ON FIELD TRIPS TO PROTESTANT CHURCHES. ANOTHER SERIOUS PROBLEM RESULTS FROM VARYING SOCIOECONOMIC CLASSES. MANY CASES ARE CITED OF PUPILS FROM SLUM AREAS WHO ARE UNABLE TO PAY FOR THE HIDDEN COSTS OF SCHOOLING SUCH AS TRIPS, SEWING MATERIALS, LUNCH, CLUB ACTIVITIES, AND PHYSICAL EDUCATION CLOTHING. PHYSICAL HANDICAPS, EMOTIONAL MALADJUSTMENT, SOCIAL IMMATURITY, AND NON-ENGLISH-SPEAKING PARENTS RESULT IN OTHER HUMAN RELATIONS PROBLEMS. THE ANSWERS RECEIVED ON THE SURVEY INDICATE THAT COLLEGE COURSES TEND TO NEGLECT THE TEACHING OF HUMAN RELATIONS INFORMATION, VALUES, AND ATTITUDES SO THAT SECONDARY SCHOOL TEACHERS ARE INADEQUATELY PREPARED TO DEAL WITH SITUATIONS THAT ARISE IN THE CLASSROOM. FOR THIS REASON, INSERVICE TEACHER EDUCATION PROGRAMS IN HUMAN RELATIONS BECOME AN URGENT NECESSITY. ED002001 HUMAN RELATIONS IN THE CLASSROOM--A CHALLENGE TO TEACHER EDUCATION. 16 N/A 1965 2016-11-22

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No Adolescents Attitude Change Dramatics Ethnic Groups Group Activities Intergroup Relations Role Playing Social Discrimination Social Problems CREAN, ROBERT New York (New York) New York (New York) National Conference of Christians and Jews, New York, NY. "SOME OF MY BEST FRIENDS" IS A PLAY WHICH CONSISTS OF FIVE CHARACTERS--THE SPEAKER, CATHERINE, A PROTESTANT, AMY, A JEW, ANTHONY, AN ITALIAN CATHOLIC, AND PETER, A NEGRO. THE PLAY IS PERFORMED IN A ROUND ACTING AREA RATHER THAN ON A STAGE, AND THERE IS NO SCENERY. THE AUDIENCE SURROUNDS THE ACTING AREA AND PLAYS AN ACTIVE ROLE AS THE SPEAKER TALKS WITH IT AND AS INDIVIDUALS IDENTIFY WITH THE CHARACTERS, WHO ARE ALL TEENAGERS. AS AN OPEN-ENDED CONFLICT OF INTERGROUP RELATIONS, THE PLAY DOES NOT PRESENT CONCLUSIONS BUT PROVIDES PROBLEMS FOR DISCUSSION. ONE DISCUSSION TECHNIQUE FOUND PRODUCTIVE IS TO DIVIDE THE AUDIENCE INTO SMALL GROUPS OF 10 TO 15 AND TO HAVE DISCUSSION FOR 20 OR 30 MINUTES. EACH GROUP THEN RETURNS WITH SEVERAL QUESTIONS TO BE FURTHER DISCUSSED EITHER BY THE GROUP AS A WHOLE OR BY A PANEL. SOME OF THE THOUGHT-PROVOKING QUESTIONS WHICH MIGHT ARISE COULD INCLUDE--DO WE COVER UP OUR PREJUDICES BY RATIONALIZATION. WHY ARE GENERALIZATIONS ABOUT ANY GROUP--PROTESTANT, CATHOLIC, JEWISH, NEGRO, WHITE--DANGEROUS. TO WHAT EXTENT ARE OUR CHILDREN REFLECTIONS OF OURSELVES. TO WHAT EXTENT DOES PREJUDICE PROMOTE THE "MURDER" OF PERSONALITY. AND HOW CAN WE AS INDIVIDUALS, AS A NATION, CEASE TO HATE AND RECONCILE THE GAP BETWEEN WHAT WE PRACTICE AND WHAT WE PREACH. ED002002 SOME OF MY BEST FRIENDS. 24 N/A 1965 2016-11-22

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No College Instruction Course Organization Human Relations Intergroup Relations Research Opportunities Surveys Teacher Education Teacher Effectiveness Teaching Methods Illinois (Chicago) Illinois (Chicago) North Central Association of Colleges and Schools, Chicago, IL. B'nai B'rith, New York, NY. Anti-Defamation League. THE NORTH CENTRAL ASSOCIATION OF COLLEGES AND SECONDARY SCHOOLS SURVEYED THEIR MEMBER COLLEGES TO FIND WHAT ATTITUDES PREVAILED AND WHAT EDUCATIONAL OPPORTUNITIES WERE OFFERED IN THE AREA OF HUMAN RELATIONS. ALTHOUGH THERE IS A LARGE AMOUNT OF AGREEMENT AMONG THE RESPONDENTS THAT INFORMATION ABOUT AND UNDERSTANDING OF HUMAN RELATIONS IN GENERAL ARE IMPORTANT, ABOUT HALF ARE NOT SURE OF THEIR IMPORTANCE FOR BOTH THE FULL PERSONAL OR PROFESSIONAL DEVELOPMENT OF THE INDIVIDUAL. CONSIDERABLY LESS EMPHASIS IS GIVEN TO THE PROBLEM OF INTERGROUP RELATIONS THAN INTERPERSONAL RELATIONS. MOST OF THE RESPONDENTS AVOIDED CONTROVERSIAL TOPICS IN THEIR COURSES. BECAUSE OF THE RESULTS OF THIS STUDY THE COMMITTEE FELT THAT ADMINISTRATORS SHOULD CHALLENGE THEIR FACULTIES TO CONSIDER THE QUESTIONS OF TEACHING INTERGROUP RELATIONS. THE POOLING OF INFORMATION ABOUT THE COLLEGE COURSES SHOULD REVEAL OMISSIONS. INVESTIGATIONS OF STUDENT ATTITUDES AND OF VALUES IN HUMAN RELATIONS SHOULD BE CONDUCTED. TO COMPETE THE CAMPUS SELF-EVALUATION, TEXTBOOKS, MATERIALS, ACTIVITIES, AND ORGANIZATIONS SHOULD BE CONSIDERED IN LIGHT OF EFFECTIVENESS IN DEVELOPING HUMAN RELATIONS. GOOD PRACTICES USED IN VARIOUS COLLEGES AND UNIVERSITIES FOR DEVELOPING HUMAN RELATIONS SKILLS ARE FACULTY CONFERENCES, STUDENT SEMINARS, A HUMAN RELATIONS CENTER SUMMER WORKSHOPS, AND FIELD EXPERIENCES FOR PRESERVICE TEACHERS. ED002003 TEACHER EDUCATION FOR HUMAN RELATIONS IN THE CLASSROOM--A REPORT FROM 1108 COLLEGE PROFESSORS. 26 N/A 1965 2016-11-22

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No Attitude Change Intergroup Relations Interpersonal Relationship Problem Solving Role Playing Social Attitudes Social Development Social Problems Student Development Teaching Guides Teaching Methods SHAFTEL, FANNIE R. SHAFTEL, GEORGE New York (New York) New York (New York) National Conference of Christians and Jews, New York, NY. AN AID TO THE CLASSROOM TEACHER IN THE TEACHING OF HUMAN RELATIONS IS PRESENTED. SOCIODRAMA, OR ROLE-PLAYING, IS PRIMARILY USEFUL IN SOLVING PROBLEMS INVOLVING RELATIONSHIPS AMONG TWO OR MORE PERSONS. IT THEREFORE PROVIDES A VALUABLE LEARNING EXPERIENCE IN SCHOOLS WHICH ARE CONCERNED WITH THE SOCIAL DEVELOPMENT OF BOYS AND GIRLS, WITH MORAL AND SPIRITUAL EDUCATION, WITH HELPING CHILDREN ACHIEVE THEIR DEVELOPMENTAL TASKS, AND WITH THE PERSONAL-SOCIAL NEEDS OF THEIR PUPILS. IT IS OFTEN EASIER FOR CHILDREN TO SOLVE THEIR OWN PROBLEMS IF THEY CAN STAND OFF AND LOOK AT THEM THROUGH THE EYES OF SOMEONE ELSE. ALSO, ROLE-PLAYING PROVIDES AN OPPORTUNITY FOR PERSONS TO EXPERIMENT WITH BETTER WAYS OF DEALING WITH SITUATIONS. THE METHOD PRESENTED HAS THE TEACHER READ ALOUD TO HER PUPILS CAREFULLY STRUCTURED STORY OF A TYPICAL LIFE-SITUATION OF CHILDHOOD. THE STORY HAS NO ENDING, BUT TERMINATES IN A DILEMMA PEAK. THE LISTENING CHILDREN ARE THEN ENCOURAGED TO FINISH THE STORY, AS THEY THOUGHT IT WOULD END, IN ROLE-PLAYING SESSIONS. THE STEPS THE TEACHER SHOULD USE INCLUDE ACQUAINTING THE CHILDREN WITH THE PROBLEM AT HAND, SELECTING THE PARTICIPANTS, PREPARING THE AUDIENCE TO OBSERVE ALERTLY, ROLE-PLAYING, DISCUSSING, AND EVALUATING, REPLAYING THE REVISED ROLES, AND SHARING EXPERIENCES AND GENERALIZING. THE PLACE OF ROLE-PLAYING IN THE CURRICULUM IS IMPORTANT, FOR ONLY AFTER CHILDREN HAVE LEARNED TO MEET THEIR OWN INTERPERSONAL PROBLEMS ARE THEY READY TO IDENTIFY WITH, AND TO ATTEMPT TO RESOLVE, THOSE PROBLEMS IN INTERGROUP EDUCATION WHICH ARE NOT DIRECTLY PERTINENT TO THEIR IMMEDIATE LIFE-SITUATIONS. ED002004 ROLE PLAYING THE PROBLEM STORY, AN APPROACH TO HUMAN RELATIONS IN THE CLASSROOM. 1952-00-00 78 N/A 1965 2016-11-22

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No Black Education Black Employment Demography Economic Status Employment Opportunities Environmental Influences Individual Characteristics Unemployment Unskilled Workers Wages DISTRICT OF COLUMBIA District of Columbia Department of Labor, Washington, DC. BY 1960, NEGROES CONSTITUTED 10.5 PERCENT OF THE POPULATION IN THE UNITED STATES. THE RECENT GREATER RATE OF POPULATION GROWTH AMONG NEGROES THAN AMONG WHITES RESULTS LARGELY FROM A DROP IN THE NEGRO DEATH RATE. IN 1900, ABOUT 90 PERCENT OF NEGROES LIVED IN THE SOUTH. ONLY 60 PERCENT WERE STILL IN THE SOUTH BY 1960, AND THE MAJORITY OF THEM WERE IN TOWNS AND CITIES. ALMOST ALL MEN AGED 25 TO 54, BOTH WHITE AND NONWHITE, ARE IN THE LABOR FORCE. AS A RESULT OF DRAMATIC REDUCTIONS IN MORTALITY IN THE MIDDLE-AGE RANGE, LIFE EXPECTANCY FOR 20-YEAR-OLD NONWHITE MALES IN THE UNITED STATES INCREASED NEARLY 6 YEARS FROM 1940-55. DURING THE SAME PERIOD, WORK-LIFE EXPECTANCY INCREASED ALMOST 4 YEARS. UNEMPLOYMENT RATES ARE GENERALLY HIGHER AMONG NEGRO THAN AMONG WHITE WORKERS. ONE FACTOR IS THE DISPROPORTIONATE NUMBER OF NEGROES WHO ARE IN UNSKILLED WORK, WHERE UNEMPLOYMENT IS REGULARLY HEAVIER. ANOTHER IS THE FREQUENTLY LOWER SENIORITY RATINGS OF NEGRO WORKERS. INVOLUNTARY PART-TIME AND PART-YEAR WORK IS MORE PREVALENT AMONG NEGROES THAN WHITES. SINCE EARNINGS VARY WITH OCCUPATION, THE RELATIVE RISE IN NEGROES' OCCUPATIONAL LEVELS, AS WELL AS THEIR CONTINUING DISPROPORTIONATE CONCENTRATION IN LESS SKILLED JOBS, IS REFLECTED IN THEIR WAGE AND SALARY INCOMES. THE UNITED STATES GOVERNMENT MAINTAINS A POLICY OF EQUAL EMPLOYMENT OPPORTUNITY FOR ALL CITIZENS, REGARDLESS OF RACE OR COLOR. PRIVATE EMPLOYMENT UNCONNECTED WITH THE GOVERNMENT IS NECESSARILY INFLUENCED BY THE FEDERAL REQUIREMENT OF EQUAL OPPORTUNITY IN COMPANIES PERFORMING GOVERNMENT CONTRACTS. FEDERAL AND STATE LAWS, ALONG WITH COURT DECISIONS, HAVE ALSO ENSURED A MEASURE OF EQUALITY IN THE AREAS OF VOTING RIGHTS, PUBLIC ACCOMMODATIONS, HOUSING, AND EDUCATION. ED002005 THE ECONOMIC SITUATION OF NEGROES IN THE UNITED STATES. 1962-00-00 35 N/A 1965 2016-11-22

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No Desegregation Methods Educational Change Educational Planning Equal Education Essays Resource Materials School Desegregation School Organization Southern Schools SULLIVAN, NEIL V. CAMBRIDGE Virginia (Prince Edward County) Virginia THE RATE OF INTEGRATION WILL NOT BE INCREASED UNTIL A DIFFERENT TYPE OF SCHOOL ORGANIZATION IS INTRODUCED. NO ONE LEVEL OF GOVERNMENT CAN HOPE TO SOLVE THE SCHOOL PROBLEMS OF THE SOUTH. LOCAL, STATE, AND FEDERAL OFFICIALS AND AID SHOULD BE BROUGHT TOGETHER AS A SINGLE WORKING TEAM. THE SCHOOL SUPERINTENDENT SHOULD BE PERMITTED TO RECRUIT AN INTEGRATED FACULTY. LARGE SUMS OF MONEY SHOULD BE APPROPRIATED FOR INSERVICE COURSES FOR THE STAFF. THE SIZE OF THE SCHOOLS SHOULD BE INCREASED TO INCLUDE ALL FACTORS OF THE SOCIETY AND TO ALLOW FOR MORE SPECIAL TYPES OF PROGRAMS. FREE TEXTBOOKS AND SUPPLIES SHOULD BE PROVIDED FOR ALL CHILDREN. STRONG LEGISLATION SHOULD BE PASSED REQUIRING ALL CHILDREN TO ATTEND SCHOOL UNTIL A MINIMUM AGE OF 18. EARLY CHILDHOOD COURSES FOR ALL CHILDREN 3 YEARS OF AGE AND OVER SHOULD BE INTRODUCED. REPRESENTATIVE BOARDS OF EDUCATION SHOULD BE ELECTED. SUCH CONCLUSIONS WERE DRAWN BY THE AUTHOR SUBSEQUENT TO HIS EXPERIENCES IN PRINCE EDWARD COUNTY, VIRGINIA. THIS ARTICLE IS PUBLISHED IN THE "HARVARD GRADUATE SCHOOL OF EDUCATION" BULLETIN, VOLUME 9, WINTER, 1964-65. ED002006 SPEEDING SCHOOL INTEGRATION IN THE SOUTH. 1965-00-00 1 N/A 1965 2016-11-22

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No Boards of Education De Facto Segregation Educational Planning Racial Integration School Organization Social Problems Suburban Problems SHEDD, MARK R. MASSACHUSETTS New Jersey (Englewood) NEW JERSEY CAMBRIDGE Massachusetts New Jersey RACIAL AND SOCIAL PROBLEMS OF THE BIG NORTHERN CITIES WILL INCREASINGLY SPREAD TO THE SUBURBS. EDUCATORS MUST BE PREPARED TO DEAL EFFECTIVELY WITH THEM. THE WRITER'S EXPERIENCES WITH THE ENGLEWOOD BOARD OF EDUCATION IN NEW JERSEY ARE PRESENTED. THE SCHOOL DISTRICT WAS REORGANIZED (98 PERCENT NEGRO GRAMMAR SCHOOL WAS CLOSED AND ITS PUPILS REASSIGNED TO OTHER SCHOOLS). SCHOOL ORGANIZATION WAS CHANGED FROM A 6-3-3 TO A 5-3-4 PLAN. PREKINDERGARTEN, READING SPECIAL COUNSELING AND GUIDANCE, CURRICULUM RECONSTRUCTION, AND EXPANDED ADULT EDUCATION PROGRAMS AND PROJECTS HAVE BEEN INTRODUCED AND INITIATED. FUTURE PLANS AND SOURCES OF AID AND IDEAS WERE DISCUSSED. THIS ARTICLE IS PUBLISHED IN THE "HARVARD GRADUATE SCHOOL OF EDUCATION BULLETIN," VOLUME 9, WINTER, 1964-65. ED002007 PROBLEMS IN NORTHERN SUBURBS. 1965-00-00 1 N/A 1965 2016-11-23

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No De Facto Segregation Equal Education Racial Balance Social Influences Social Problems Student Development PAJONAS, PATRICIA J. PETTIGREW, THOMAS F. CAMBRIDGE MASSACHUSETTS Massachusetts THE RELATIONSHIP BETWEEN RACIAL BALANCE AND EDUCATION WAS EXPLORED. HISTORICAL, POLITICAL, LEGAL, MORAL, AND SOCIAL-PSYCHOLOGICAL ANSWERS IN TERMS OF HUMAN LEARNING, COMMUNICATION, CREATIVITY, AND PERSONALITY DYNAMICS WERE DISCUSSED. ON THE BASIS OF SOCIAL-PSYCHOLOGICAL CONSIDERATIONS, PRACTICAL SUGGESTIONS WERE RECOMMENDED. IT WAS CONCLUDED THAT RACIALLY BALANCED EDUCATION IS NO PANACEA. BALANCED SCHOOLS OFFER THE NEGRO CHILD HIS BEST HOPE FOR THE FUTURE, YET THEY RAISE SPECIAL PROBLEMS OF THEIR OWN AND DO NOT IN THEMSELVES GUARANTEE SOLUTIONS TO TO THE MANY EDUCATIONAL PSYCHOLOGICAL BARRIERS IMPEDING THE NEGRO AMERICAN TODAY. BALANCED SCHOOLS ARE, HOWEVER, AN IMPERATIVE FIRST STEP. IN SIMPLEST TERMS, THE SEGREGATED SCHOOL DEFEATS THE NEGRO CHILD VIRTUALLY BEFORE HE BEGINS HIS EDUCATIONAL CAREER. AT LEAST THE RACIALLY BALANCED SCHOOL HAS THE POTENTIALITY OF OFFERING THE NEGRO CHILD AND THE WHITE CHILD AN ACADEMIC AND EMOTIONAL PREPARATION FOR TOMORROW'S INTERRACIAL WORLD. THIS ARTICLE IS PUBLISHED IN THE "HARVARD GRADUATE SCHOOL OF EDUCATION BULLETIN," VOLUME 9, WINTER, 1964-65. ED002008 SOCIAL PSYCHOLOGY AND RACIAL BALANCE. 1965-00-00 1 N/A 1965 2016-11-22

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No Adjustment (to Environment) Behavior Development Ethnic Groups Human Relations Psychological Patterns Social Adjustment Socioeconomic Background Stereotypes Student Adjustment Student Attitudes Student Characteristics Student Motivation Teaching Methods HEATON, MARGARET M. New York (New York) New York (New York) National Conference of Christians and Jews, New York, NY. BECAUSE EDUCATION SHOULD HELP CHILDREN BECOME MATURE AND WELL-ADJUSTED PEOPLE, CONCERN ABOUT FEELINGS HAS ALWAYS BEEN IMPORTANT TO TEACHERS. NO TEACHER IS CALLED UPON, HOWEVER, TO ASSUME THE ROLE OF THERAPIST. WHAT THE TEACHER CAN DO IS TAKE COGNIZANCE OF FEELINGS AS AN IMPORTANT FACTOR IN LEARNING AND MAKE A PLACE IN HER CLASSROOM ACTIVITIES FOR THE DEVELOPMENT OF SOCIAL SENSITIVITY. THERE ARE FOUR MAIN TASKS OF THE TEACHER THAT SEEK TO PROMOTE BETTER HUMAN RELATIONS AMONG PUPILS OF DIFFERENT BACKGROUNDS THROUGH OBSERVATIONS OF ORDINARY BEHAVIOR, COMMUNITY SITUATION, AND HOME LIFE. THE DIAGNOSIS SHOULD HELP IN UNDERSTANDING CHILDREN'S REACTIONS IN A GIVEN SITUATION. SECOND, FEELINGS MUST BE BROUGHT OUT INTO THE OPEN. HAVING CHILDREN WRITE ON SUCH TOPICS AS "WHAT MAKES ME MAD, ""WHAT I AM AFRAID OF," AND "WHAT MAKES ME HAPPY" AND GUIDING DISCUSSIONS OF PICTURE STORIES ARE WAYS TO BRING OUT FEELINGS. THE THIRD TASK INVOLVES REARRANGING SCHOOL AND CLASSROOM SITUATIONS TO GIVE THE STUDENTS NEW MOTIVATIONS, NEW GOALS, AND NEW FEELINGS. CONCRETE EXAMPLES OF METHODS OF CHANGING DIFFERENT STUDENTS' FEELINGS, THE RELATIONSHIP OF INDIVIDUALS, AND THE MORALE OF GROUPS ARE PROVIDED AS GUIDES. THE LAST TASK IS THE ACTUAL TEACHING ABOUT FEELING. DISCUSSIONS OF FAMILY LIFE, CONTRIBUTIONS OF GREAT PEOPLE FROM ALL RACES, PROBLEMS OF NEWCOMERS, AND STEREOTYPES ARE AIDS TO TEACHING. ED002009 FEELINGS ARE FACTS. 1951-11-00 64 N/A 1965 2016-11-22

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No Biracial Committees Community Attitudes Community Leaders Community Problems Community Support Desegregation Effects Federal Legislation Human Relations Integration Studies Interfaith Relations Law Enforcement Majority Attitudes Minority Group Influences Moral Issues Racial Integration Racial Relations DISTRICT OF COLUMBIA District of Columbia MANY STATEMENTS FROM CIVIC, CHURCH, AND BUSINESS LEADERS FOLLOWING THE SIGNING OF THE CIVIL RIGHTS ACT SUPPORTED THE PRESIDENT'S BELIEF THAT AMERICA IS A NATION OF LAW-ABIDING CITIZENS. IN CONGRESS SEVERAL SENATORS AND REPRESENTATIVES, SUCH AS SENATOR ELLENDER, LOUISIANA, REP. WELTNER OF GEORGIA, AND REP. PURCELL OF TEXAS WHO HAD VOTED AGAINST THE CIVIL RIGHTS BILL CALLED ON THEIR CONSTITUENTS FOR LAW AND ORDER IN COMPLIANCE WITH THE BILL THAT HAD BEEN PASSED. MAYORS OF SUCH MAJOR SOUTHERN CITIES AS DALLAS, NASHVILLE, BIRMINGHAM, JACKSON, AND ATLANTA URGED THE PEOPLE IN THEIR CITIES TO OBEY THE LAW AND TO COOPERATE IN MAKING THE TRANSITION TO AN INTEGRATED SOCIETY. REACTION OF THE PRESS WAS VARIED. SOME SOUTHERN NEWSPAPERS CONTINUED TO EXPRESS BITTER RESENTMENT, A FEW IGNORED IT, WHILE OTHERS STRESSED THE NEED FOR ACCEPTANCE. FOLLOWING THE PASSAGE OF THE BILL, MANY RELIGIOUS ORGANIZATIONS IN THE SOUTH--PARTICULARLY WOMEN'S GROUPS--WHO HAD ALWAYS CALLED FOR FAIR TREATMENT OF NEGROES, BEGAN TO WORK QUIETLY TO HELP THEIR COMMUNITIES COMPLY PEACEFULLY. COMPLIANCE BY BUSINESSMEN WAS PERHAPS THE MOST DIFFICULT BECAUSE THEY WERE MOST AFFECTED BY THE PUBLIC ACCOMODATIONS PROVISION IN THE ACT. STATEMENTS BY RESTAURANT, MOTEL, AND HOTEL OWNERS REVEAL THAT MANY BUSINESSMEN, WHO HAD ONCE REFUSED SERVICE TO NEGROES, DID NOT TRY TO BREAK THE CIVIL RIGHTS LAW WHEN IT PASSED. SOUTHERN COMMUNITIES WHICH HAVE BEEN SUCCESSFUL IN CHANGING RACIAL PRACTICES OFFER GUIDELINES TO CITIES FACED WITH THE IMPLEMENTATION OF THE NEW LAW. PREREQUISITES TO THE CHANGE USUALLY INCLUDE--A BIRACIAL COMMITTEE OF BUSINESS AND COMMUNITY LEADERS, CONSIDERATE HEARING OF GRIEVANCES OF MEMBERS OF MINORITY GROUPS, COOPERATION OF NEWS MEDIA, HUMANE POLICE ACTION, AND PLEDGES BY ELECTED OFFICALS TO SUPPORT THE LAW. ED002010 AMERICANS ARE LAW-ABIDING CITIZENS--A SURVEY OF COMMUNITY COMPLIANCE. 1964-08-00 15 N/A 1965 2016-11-22

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No Anti Semitism Ethnic Groups Majority Attitudes Middle Class Standards Personality Assessment Personality Studies Social Bias Social Discrimination Surveys New York (New York) New York (New York) Institute of Human Rights, New York, NY. THE CENTRAL FACT THAT EMERGES FROM RESEARCH ON ANTI-SEMITISM IS THAT PREJUDICE PERFORMS A PSYCHOLOGICAL FUNCTION. TO THE INTENSE BIGOT, PREJUDICE IS AN EMOTIONAL OUTLET ESSENTIAL FOR MAINTAINING A SENSE OF SELF-IMPORTANCE. EVEN TO THE MODERATE OR MILD ANTI-SEMITE, PREJUDICE IS A SUBSTITUTE FOR A TRUE FEELING OF PERSONAL OR GROUP WORTH. THERE ARE MANY HISTORICAL ROOTS OF ANTI-SEMITISM. RELIGIOUS CONFLICT BETWEEN JEWS AND CHRISTIANS HAS ALWAYS BEEN A CAUSE OF PREJUDICE, BUT IS CERTAINLY NOT THE ONLY FACTOR TO BE CONSIDERED. THE ECONOMIC STEREOTYPE OF THE JEW AS A SHREWD AND TRICKY BUSINESSMAN HAS RESULTED IN MUCH BIASED CRITICISM. OUTSIDE THE ECONOMIC AREA, IN HOUSING AND SOCIAL LIFE, HOSTILITY TO JEWS IS LESS WIDESPREAD AND SEEMS TO COME FROM A DIFFERENT ORIGIN. SOCIAL RESTRICTIONS WHICH KEEP JEWS OUT OF COUNTRY CLUBS, EXECUTIVE POSITIONS IN LARGE CORPORATIONS, AND MANY FRATERNITIES AND SORORITIES ARE MAINTAINED BY PEOPLE WHO ARE MOVED BY CONTENTION AND STATUS-SEEKING RATHER THAN BY DEEP-SEATED PREJUDICE. ON THE BASIS OF OPINION SURVEYS, INTERVIEWS, AND OTHER STUDIES, TWO FACTORS EMERGE WHICH APPARENTLY CORRELATE WITH LESS ANTI-SEMITISM IN THE GREAT AMERICAN MIDDLE-CLASS,EDUCATION AND ASSOCIATION. BECAUSE JEWS IN AMERICA ARE, IN GENERAL, MEMBERS OF THE MIDDLE-CLASS, THE CHRISTIAN MERCHANT, WHITE-COLLAR WORKER, AND PROFESSIONAL PERSON TEND TO HAVE THE MOST FREQUENT PERSONAL CONTACT WITH JEWS. PEOPLE IN THESE CATEGORIES ALSO TEND TO HAVE MORE EDUCATION. ED002011 SCIENCE LOOKS AT ANTI-SEMITISM. 32 N/A 1965 2016-11-22

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No Audiovisual Aids Course Objectives Cultural Exchange Educational Objectives Human Relations Intergroup Relations Mental Health Programs Teaching Methods New York (New York) New York (New York) National Conference of Christians and Jews, New York, NY. AUDIOVISUAL MATERIAL IS USEFUL IN MENTAL HEALTH EDUCATION. TYPES OF MATERIALS INCLUDE FILMS, FILMSTRIPS, DISCUSSION PICTURES, PLAYS, AND TAPE RECORDERS. IN USING THESE MATERIALS THE LEADER SHOULD BE FULLY FAMILIAR WITH THE PARTICIPATING GROUP, CAREFULLY PREVIEW THE MATERIALS, IDENTIFY THE MAIN CONCEPTS, PROBLEMS, OR FACTS ON WHICH THE GROUP SHOULD FOCUS, PLAN THE TOTAL LEARNING SITUATION IN WHICH THE MATERIALS WILL BE USED, AND BE PREPARED FOR A WIDE VARIETY OF REACTIONS. CAREFUL USE OF CERTAIN AUDIOVISUAL MATERIALS AT ALL LEVELS OF EDUCATION CAN HELP STUDENTS TO UNDERSTAND THE PROBLEMS AND ATTITUDES IN INTERGROUP AND INTERCULTURAL RELATIONS. FILMS, COMMUNITY STUDIES, RECORDINGS, AND ROLE-PLAYING HAVE BEEN SUCCESSFULLY USED. INTER-GROUP EDUCATION GIVES STUDENTS UNDERSTANDING OF, AND POSITIVE APPRECIATION FOR ALL CULTURAL GROUPS. ED002012 HUMAN RELATIONS AND AUDIOVISUAL MATERIALS. 1960-09-00 73 N/A 1965 2016-11-22

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No Community Responsibility Desegregation Litigation Desegregation Methods Integration Readiness Majority Attitudes Parent Attitudes Racial Integration School Desegregation School Role Southern Schools Georgia (Atlanta) Georgia (Atlanta) Southern Regional Council, Atlanta, GA. IN RESPONSE TO THE SUPREME COURT'S CALL FOR ACTION IN REGARD TO INTEGRATION, CERTAIN QUESTIONS WERE ANSWERED. THESE INCLUDED--(1) THE END OF LEGAL SEGREGATION IN THE SCHOOLS WAS NOT A SHARP BREAK WITH THE PAST, SINCE IT WAS AN OUTGROWTH OF THE TREND IN RACE RELATIONS DATING FROM THE END OF WORLD WAR II. (2) RACE RELATIONS WERE NOT UNIFORM THROUGHOUT THE SOUTH BECAUSE, CONTRARY TO POPULAR BELIEF, THE SOUTH WAS NOT IN AGREEMENT, EVEN IN RACIAL ATTITUDES. (3) RECENT POPULATION CHANGES DID HAVE A BEARING ON SCHOOL INTEGRATION, BECAUSE BETWEEN 1940 AND 1950 ONE MILLION NEGROES LEFT THE SOUTH, LIFTING MANY OF THE PSYCHOLOGICAL ROADBLOCKS TO INTEGRATION. THE ROLE OF PARENTS AND TEACHERS WAS QUESTIONED, BOTH SHOULD WORK TOGETHER TO PLAN FOR THE BETTER EDUCATION OF CHILDREN. THE ROLE OF DISCUSSION GROUPS SHOULD BE AIMED AT REACHING INFORMED AGREEMENTS BETWEEN PEOPLE OF BOTH RACES. OTHER THINGS THAT THE COMMUNITY COULD DO INCLUDED CREATING, THROUGH RELIGIOUS GROUPS, SOUND PARENTAL ATTITUDES TOWARD SCHOOL INTEGRATION AND RELIEVING RACIAL TENSION BY DEVELOPING A HEALTH CLIMATE OF OPINION WITHIN CIVIC GROUPS AND ORGANIZATIONS. ED002013 ANSWERS FOR ACTION--SCHOOLS IN THE SOUTH. 32 N/A 1965 2016-11-22

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No Administrative Problems Civil Rights Community Attitudes Community Leaders De Jure Segregation Desegregation Effects Integration Studies School Desegregation Social Discrimination Louisiana (New Orleans) Louisiana (New Orleans) Commission on Civil Rights, Washington, DC. A CRISIS INVOLVING CONFLICT BETWEEN LOCAL, STATE, AND FEDERAL POWERS ON THE DECISION OF DESEGREGATION RESULTED IN CLOSURE OF PUBLIC SCHOOLS, HARASSMENT OF CITIZENS, UNCHECKED VIOLENCE, UNJUST TREATMENT OF CITIZENS, AND GENERAL DISORDER OF THE COMMUNITY. RECOMMENDATIONS OF THIS BOARD TO AVOID SITUATIONS AS ENCOUNTERED IN NEW ORLEANS INCLUDE-- A CLARIFICATION OF CIVIL RIGHTS STATUTES, PROTECTION OF SCHOOL BOARD CAPACITY TO ACT, PROTECTION OF INNOCENT PARTIES, POSSIBLE LEGISLATIVE ACTION DECISIONS, AND CAREFUL STUDY OF ADMINISTRATIVE DECISION ON DESEGREGATION. ED002014 THE NEW ORLEANS SCHOOL CRISIS. 1961-00-00 83 N/A 1965 2016-11-22

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No Acculturation Cultural Enrichment Delinquency Prevention Enrichment Activities Essays Program Development Self Concept Student Development Teacher Education WASHINGTON, BENNETTA B. DISTRICT OF COLUMBIA District of Columbia METHODS BY WHICH CULTURAL ENRICHMENT PROGRAMS CAN HELP TO ELIMINATE JUVENILE DELINQUENCY ARE DISCUSSED. IT IS STRESSED THAT CULTURE IS A SET OF VALUES, RATHER THAN A SERIES OF CONCEPTS. IF CULTURE IS TO BE TRANSMITTED TO STUDENTS, TEACHERS MUST LIVE ITS VALUES. ATTENDING CONCERTS AND PLAYS IS NOT SUFFICIENT. ONLY IN THE BROAD SETTING OF A TOTAL SCHOOL PROGRAM CAN SUCH VALUES BE FORTIFIED AND DEVELOPED. FLEXIBILITY OF TEACHER-TRAINING INSTITUTIONS AND CERTIFICATION REQUIREMENTS SHOULD BE INVESTIGATED, SINCE THE TEACHER IS IN THE MOST STRATEGIC POSITION TO CHANNEL CULTURAL CONFLICT INTO GROWTH. INTEGRITY AND KNOWLEDGE OF SELF ARE POINTED OUT AS THE MOST CRUCIAL AREAS OF CONCERN FOR TEACHERS WORKING WITH CULTURALLY DIFFERENT YOUTH. THIS PAPER WAS PRESENTED TO THE EDUCATIONAL CONFERENCE, SCHOOL PROGRAM FOR DELINQUENCY PREVENTION AND CONTROL, (WASHINGTON, OCTOBER 30, 1963). ED002015 CULTURAL ENRICHMENT PROGRAMS. 1963-10-30 12 N/A 1965 2016-11-22

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No Biracial Committees Board of Education Role Court Litigation Desegregation Effects Desegregation Methods History School Desegregation Segregationist Organizations HOLDEN, ANNA New York (New York) New York (New York) Congress of Racial Equality, New York, NY. ON SEPTEMBER 23, 1955, PARENTS AND GUARDIANS OF 21 NEGRO CHILDREN WHO WERE REFUSED ADMISSION TO NEIGHBORHOOD PUBLIC SCHOOLS FILED SUIT. EARLY IN 1956, COMMUNITY ORGANIZATIONS SPONSORED A DESEGREGATION WORKSHOP. PARTICIPANTS REPORTED THAT THE COMMUNITY SEEMED POSITIVELY ORIENTED TOWARD THE SUPREME COURT DECISION OF 1954, BUT THAT THERE WAS NO ACTIVE MOVEMENT TOWARD DESEGREGATION. THE SCHOOL CASE WAS HEARD BY A FEDERAL THREE-JUDGE COURT WHICH GAVE THE SCHOOL BOARD UNTIL THE FALL TERM OF THE COURT TO PRESENT A DESEGREGATION PLAN. THE PLAN ADOPTED BY THE SCHOOL BOARD WAS FOR PARTIAL DESEGREGATION OF THE FIRST GRADE. ON FEBRUARY 20, 1957, THE FEDERAL DISTRICT COURT ACCEPTED THE PLAN WITH THE CHANGE THAT THE BOARD WAS ORDERED TO BRING A COMPLETE PLAN FOR DESEGREGATION OF ALL GRADES BY DECEMBER 1957. INCREASED OPPOSITION TO SCHOOL DESEGREGATION APPEARED IN THE SUMMER OF 1957. SUCH GROUPS AS THE PARENTS PREFERNCE COMMITTEE, WHITE CITIZENS COUNCIL, KU KLUX KLAN, AND KIWANIS CLUB OPPOSED DESEGREGATION BY ADOPTING NEW PLANS AND HOLDING RALLIES. ON AUGUST 27, 1957, 13 NEGRO PARENTS REGISTERED THEIR FIRST-GRADE CHILDREN. WHEN NEIGHBORHOOD SCHOOLS OPENED ON SEPTEMBER 9, 1957, VIOLENCE BROKE OUT. ACTIONS IN EARLY SEPTEMBER INCLUDED THROWING ROCKS AND BOTTLES AT NEGROES, BURNING A NEGRO'S CAR, HANGING A NEGRO IN EFFIGY, CROSS BURNING, AND DYNAMITING A SCHOOL. VIOLENT SEGREGATIONISTS WERE ARRESTED, AND SCHOOL OFFICIALS ANNOUNCED THE CRISIS OVER ON SEPTEMBER 12. THE FEDERAL DISTRICT COURT HEARD THE PLAN FOR VOLUNTARY INTEGRATION PRESENTED BY THE SCHOOL BOARD IN JANUARY 1958. THE PLAN WAS DISAPPROVED, AND A NEW HEARING WAS SCHEDULED FOR APRIL 14 TO CONSIDER A MORE SUITABLE PLAN. THE SCHOOL BOARD AT THAT TIME PRESENTED A GRADE-A-YEAR DESEGREGATION PLAN. ED002016 CHRONOLOGY OF EVENTS (SEPTEMBER 23, 1955, TO APRIL 14, 1958) NASHVILLE SCHOOL DESEGREGATION. 8 N/A 1965 2016-11-22

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No Administrator Role Black Students Ethnic Grouping Open Enrollment Puerto Ricans Special Programs Student Needs Student Placement Teacher Role Workshops New York (New York) New York (New York) New York City Board of Education, Brooklyn, NY. THE SELECTION OF PARTICIPATING SCHOOLS WAS BASED ON WHETHER THE ELEMENTARY SCHOOL'S ENROLLMENT CONSISTED OF 90 PERCENT NEGRO AND/OR PUERTO RICAN, OR 90 PERCENT ANY OTHER ETHNIC GROUP, AND WHETHER THESE ELEMENTARY SCHOOLS FED INTO JUNIOR HIGH SCHOOLS. SCHOOLS WITH A 95 PERCENT OR LARGER ETHNIC GROUP WERE USED IN THE STUDY. TO ACQUAINT AND ORIENT THE STAFF, CONFERENCES FOR ASSISTANT SUPERINTENDENTS WERE HELD. TEACHERS PARTICIPATED IN INSERVICE COURSES AND WORKSHOPS, AND LIAISON WITH LAY GROUPS WAS MAINTAINED. PROCEDURES USED IN THE "SENDING" SCHOOLS INCLUDED PRINCIPALS DISCUSSING THE PURPOSES AND PROCEDURES OF THE PROGRAM WITH THE STAFF AND STRESSING THE DECISION OF PARENTS TO TRANSFER THEIR CHILDREN TO A SCHOOL HAVING A MORE VARIED ETHNIC POPULATION DISTRIBUTION. THE PROCEDURES USED IN THE "RECEIVING" SCHOOLS WERE SIMILAR IN THAT THE PRINCIPALS HELD CONFERENCES WITH THEIR STAFFS TO PREPARE THEM FOR THE CHILDREN TO BE TRANSFERRED AND ACQUAINTED THEM WITH THE PURPOSES OF THE OPEN ENROLLMENT PROGRAM. PRINCIPALS WERE CAUTIONED TO AVOID PLACING INCOMING PUPILS IN CLASS STRICTLY ON THE BASIS OF SCHOLASTIC ACHIEVEMENT OR IQ LEVEL. GUIDANCE COUNSELORS, SCHOOL-COMMUNITY COORDINATORS, AND READING CONSULTANTS WORKED WITH PRINCIPALS TO HELP TEACHERS MEET THE NEEDS OF THE INCOMING PUPILS. TRANSFERRED PUPILS WERE EXPECTED TO REMAIN AT THE NEW SCHOOL FOR AT LEAST 1 YEAR. GRAPHS AND TABLES WERE GIVEN. ED002017 THE OPEN ENROLLMENT PROGRAM IN THE NEW YORK CITY PUBLIC SCHOOLS. PROGRESS REPORT -- 9/1960-9/1963. 1963-09-00 44 N/A 1965 2016-11-22

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No Black Attitudes Black Leadership Civil Rights Desegregation Effects Desegregation Methods School Desegregation KNOWLES, LAURENCE W. KENTUCKY Kentucky (Louisville) Kentucky (Jefferson County) United States (South) DISTRICT OF COLUMBIA District of Columbia Kentucky Kentucky (Louisville) Commission on Civil Rights, Washington, DC. DESEGREGATION OF KENTUCKY SCHOOLS BEGAN IN 1955 WITH A FEW SCATTERED DISTRICTS. THE MAJOR STEP CAME IN 1956, WHEN THE PUBLIC SCHOOLS OF LOUISVILLE WERE OPENED TO ALL CHILDREN WITHOUT REGARD TO RACE. SINCE 1956, THERE HAS BEEN STEADY, ALTHOUGH MEASURED, PROGRESS IN SCHOOL DESEGREGATION. IN 1962 ABOUT HALF OF KENTUCKY'S NEGRO STUDENTS ATTENDED ALL-NEGRO SCHOOLS. NO OFFICIAL ACTION MAINTAINS SEGREGATION. WHERE THERE HAS BEEN OFFICIAL ACTION, THE PATTERNS OF SEGREGATION RANGE THE WHOLE BREADTH OF THE SEGREGATION-DESEGREGATION SPECTRUM. THE POLICIES OF LOUISVILLE AND JEFFERSON COUNTY ARE CONSIDERED SEPARATELY IN THE REPORT, BECAUSE THEY CONTAIN A MAJOR PORTION OF THE NEGRO POPULATION IN KENTUCKY. THERE ARE SEVERAL DIFFERENT PATTERNS OF DESEGREGATION FOLLOWED IN KENTUCKY SCHOOL DISTRICTS. SOME DISTRICTS HAVE SEGREGATED THEIR HIGH SCHOOLS BUT STILL MAINTAIN THEIR SEGREGATED ELEMENTARY SCHOOL SYSTEMS. OTHERS HAVE DESEGREGATED THEIR ELEMENTARY SCHOOLS, BUT SEND NEGRO HIGH SCHOOL STUDENTS TO A PUBLIC NEGRO BOARDING SCHOOL. STILL OTHER PLANS MAINTAIN SEPARATE SYSTEMS FOR NEGROES AND WHITES, BUT ALLOW NEGROES TO TRANSFER TO A WHITE SCHOOL. A FEW DISTRICTS FORBID ANY NEGRO CHILD TO ATTEND SCHOOL WITH A WHITE CHILD. WHILE MOST COMMUNITIES HAVE MOVED FROM A FIRM RESISTANCE TO AN ACCEPTANCE OF DESEGREGATION AS INEVITABLE, SEGREGATION STILL EXISTS. THE PROBLEM REMAINS OF FINDING SOMEONE TO INITIATE DESEGREGATION ACTIVITY. THE LOCAL SCHOOL ADMINISTRATORS, NEGRO PARENTS AND COMMUNITY LEADERS, AND NATIONAL ORGANIZATIONS FOR SECURING NEGRO RIGHTS HAVE FAILED TO ASSUME THIS LEADERSHIP ROLE. ED002018 CIVIL RIGHTS U.S.A. PUBLIC SCHOOL--SOUTHERN STATES, 1962, KENTUCKY. 1962-07-00 56 N/A 1965 2016-11-22

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No Civil Rights Desegregation Effects Desegregation Methods Regional Schools School Desegregation FOSTER, G.W., JR. WYATT, EUGENE G. TENNESSEE United States (South) Tennessee (Knoxville) Tennessee (Chattanooga) Tennessee (Memphis) DISTRICT OF COLUMBIA Tennessee (Nashville) District of Columbia Tennessee Tennessee (Chattanooga) Tennessee (Memphis) Tennessee (Nashville) Commission on Civil Rights, Washington, DC. TENNESSEE DESEGREGATION BEGAN SOON AFTER THE SUPREME COURT SCHOOL SEGREGATION DECISION IN 1954. THERE WERE SOME INSTANCES OF COMMUNITY VIOLENCE WHICH ATTRACTED NATIONAL ATTENTION, BUT THE COURT-ORDERED DESEGREGATION ACTUALLY TOOK PLACE IN EACH INSTANCE, DESPITE SCATTERED DISORDERS. DESEGREGATION EXPERIENCE IN TENNESSEE HAS BEEN UNEVEN BECAUSE OF EXTREME VARIETY OF CONDITIONS. THE WESTERN PART OF THE STATE IS SOUTHERN-ORIENTED, MANY WESTERN COMMUNITIES HAVE LARGE NEGRO POPULATIONS. MIDDLE TENNESSEE, ALTHOUGH RATHER HEAVILY POPULATED BY NEGROES, IS SUBSTANTIALLY LESS SOUTHERN IN ITS OUTLOOK. EAST TENNESSEE HAS FEWER NEGROES, BUT THE MOUNTAIN ENVIRONMENT HAS MADE DESEGREGATION DIFFICULT. THE CITIES OF MEMPHIS, NASHVILLE, CHATTANOOGA, AND KNOXVILLE, AND THE COUNTIES OF DAVIDSON, HUMPHREYS, WILSON, AND KNOX ARE DISCUSSED IN THE REPORT IN REGARD TO THE SCHOOL DESEGREGATION PATTERNS OF THEIR PARTICULAR LOCALITIES. THE NASHVILLE CITY SCHOOL SYSTEM EMPLOYED USE OF THE GRADE-A-YEAR PLAN, BEGINNING IN THE FIRST GRADE, AND HAS BECOME A MODEL OF DESEGREGATION FOR MANY OTHER SYSTEMS OVER THE COUNTRY, DESPITE SEVERAL DEMONSTRATIONS AND VIOLENT ACTIONS ACCOMPANYING THE PROCESS. THE STORY OF DESEGREGATION IN MEMPHIS IS TREATED SEPARATELY AND MORE EXTENSIVELY IN THE REPORT. MEMPHIS, BY 1962, HAD BROKEN SHARPLY WITH MANY CHARACTERISTICS OF ITS LONG PAST AND HAD ACHIEVED DESEGREGATION IN AN ORDERLY MANNER WHICH GAVE ITS CITIZENS, NEGRO AND WHITE, REASON FOR PRIDE. ED002019 CIVIL RIGHTS U.S.A. PUBLIC SCHOOLS--SOUTHERN STATES, 1962, TENNESSEE. 1962-08-00 154 N/A 1965 2016-11-22

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No Economic Progress Employment Opportunities Employment Problems History Individual Characteristics Migrant Problems Population Growth Puerto Ricans Social Discrimination STERNAU, HERBERT New York (New York) NEW YORK PUERTO RICO New York New York (New York) Puerto Rico PUERTO RICO WAS DISCOVERED BY CHRISTOPHER COLUMBUS IN 1493. THE PROCESS OF COLONIZATION BEGAN IN 1508, WITH THE ARRIVAL OF PONCE DE LEON AND HIS SPANISH SOLDIERS. PUERTO RICO WAS GOVERNED BY SPAIN FOR ABOUT 400 YEARS, AND THE GREAT MASS OF PEOPLE REMAINED POVERTY-STRICKEN, UNDERNOURISHED, AND ILLITERATE. THE ISLAND WAS CEDED TO THE UNITED STATES IN 1898, U.S. CITIZENSHIP WAS EXTENDED TO PUERTO RICANS IN 1917. MOST PUERTO RICANS REGARD 1940 AS THE BEGINNING OF THE ISLAND'S MODERN ERA, FOR IN THAT YEAR A NEW POLITICAL PARTY CAME INTO POWER, AND THE STRUGGLE FOR PROGRESS BEGAN. ON JULY 25, 1952, PUERTO RICO BECAME COMMONWEALTH OR FREE STATE. AS NEITHER AN INDEPENDENT NATION NOR A U.S. STATE, PUERTO RICO IS SELF-GOVERNING IN LOCAL AFFAIRS WHILE PRESERVING ECONOMIC AND POLITICAL TIES BENEFICIAL BOTH TO THE UNITED STATES AND TO THE ISLAND. THE ISLAND'S TWO MAJOR PROBLEMS ARE OVERPOPULATION AND LACK OF NATURAL RESOURCES. SINCE 1940, GREAT STRIDES HAVE BEEN MADE IN IMPROVING ALL FACETS OF PURETO RICAN LIFE. INCREASE IN TOTAL NET INCOME, RISE IN AVERAGE FAMILY INCOME, DEVELOPMENT OF A MIDDLE CLASS, DECREASE IN DEATH AND BIRTH RATES, INCREASED LIFE EXPECTANCY, ADVANCE IN PUBLIC HEALTH, A DOUBLING OF SCHOOL ENROLLMENT, PUBLIC HOUSING AND SLUM CLEARANCE PROGRAMS, AND RURAL SETTLEMENT ARE EXAMPLES OF THE GREAT PROGRESS MADE SINCE 1940. SINCE PUERTO RICANS ARE AMERICAN CITIZENS, THERE IS NO RESTRICTION ON MOVEMENT BETWEEN THE ISLAND AND THE MAINLAND. AN EXPANDING LABOR MARKET ATTRACTS THOUSANDS OF PUERTO RICANS TO THE U.S. EACH YEAR FOR INDUSTRIAL, AGRICULTURAL, AND PROFESSIONAL JOBS. PROBLEMS FACED BY MIGRANTS INCLUDE GENERAL ADJUSTMENT, PREJUDICE AND DISCRIMINATION, THE LANGUAGE BARRIER, HOUSING, AND DEPENDENCY ON PUBLIC ASSISTANCE. ED002020 PUERTO RICO AND THE PUERTO RICANS. 1958-02-00 36 N/A 1965 2016-11-22

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No Child Development Human Relations Programs Inservice Teacher Education Institutes (Training Programs) Program Evaluation Summer Programs Workshops BIRNBAUM, MAX WOLCOTT, LEON B. NEW JERSEY New Jersey THE MOST EFFECTIVE MEDIUM FOR INSERVICE EDUCATION OF TEACHERS IS THE SUMMER WORKSHOP. THE COURSE WAS AN INSTITUTE INVOLVING AN INSTRUCTOR-COORDINATOR AS WELL AS SPECIALISTS. THE AREAS COVERED WERE ANTHROPOLOGY, SOCIOLOGY, CHILD STUDY, HUMAN DEVELOPMENT, PSYCHOLOGY, SOCIAL PSYCHOLOGY, PSYCHIATRY, AND CURRICULUM DEVELOPMENT. THE AREA OF CHILD STUDY EMPHASIZED THE CHILD IN HIS TOTAL SOCIAL SETTING. THE USE OF SOCIOMETRIC TECHNIQUES AFFORDED AN EFFECTIVE WAY OF STUDYING THE STRUCTURE AND DYNAMICS OF CHILDREN'S GROUPS, AS WELL AS STUDYING THE BEHAVIOR OF CHILDREN. OTHER WAYS OF STUDYING CHILD DEVELOPMENT INCLUDED ANECDOTAL RECORDS, THE USE OF NONDIRECTIVE INTERVIEWS, AND THE STUDY OF FAMILY AND COMMUNITY BACKGROUNDS. PROBLEMS INVOLVED IN CONDUCTING THE INSTITUTE-TYPE COURSE IN HUMAN RELATIONS INCLUDED THE PROPER USE OF PERSONNEL, PERMISSIVENESS IN THE CLASS SITUATION, THE USE OF CONSULTANTS, AND THE DISCOVERY OF THE MAJOR NEEDS OF THE GROUP. EVALUATION OF THE SUMMER WORKSHOP SHOWED THAT THE GENERAL MORALE AND REACTIVE BEHAVIOR OF THE PARTICIPANTS APPEARED TO BE SUPERIOR TO THAT ENCOUNTERED IN TRADITIONAL COURSES. BACK IN THE CLASSROOM, THE TEACHERS WHO HAD PARTICIPATED IN THE WORKSHOP FELT THAT THEIR PROBLEM CHILDREN OVERCAME SOME OF THEIR PROBLEMS, THAT THEIR CLASSROOMS BECAME MORE PERMISSIVE, AND THAT THEY COULD ADAPT LITERATURE TO DEALING WITH PROBLEMS IN HUMAN RELATIONS. THIS ARTICLE IS A REPRINT FROM "THE JOURNAL OF EDUCATIONAL SOCIOLOGY," VOLUME 23, NUMBER 2, PAGES 78-96, OCTOBER, 1949. ED002021 HUMAN RELATIONS EDUCATION FOR TEACHERS THROUGH THE INSTITUTE TYPE COURSE. 1949-10-00 20 N/A 1965 2016-11-22

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No Behavior Patterns Economically Disadvantaged Family Characteristics Family Role Individual Characteristics Low Income Groups Urban Areas Values LEWIS, HYLAN DISTRICT OF COLUMBIA District of Columbia THE POVERTY SYNDROME IS A COMBINATION OF MANY NEGATIVE FACTORS, AMONG WHICH ARE LOW INCOME AND ABSENCE OF FAMILY LIFE. THE EROSION OF FAMILY LIFE IN MANY POOR FAMILIES IS DUE LESS TO A LACK OF RECOGNITION AND AFFIRMATION OF SO-CALLED MIDDLE-CLASS VALUES, THAN TO THE INABILITY TO SUPPORT THESE VALUES. BEHAVIOR OF THE BULK OF POOR FAMILIES APPEARS AS PRAGMATIC ADJUSTMENT TO EXTERNAL AND INTERNAL STRESSES AND DEPRIVATIONS, EXPERIENCED IN THE QUEST FOR ESSENTIALLY COMMON VALUES. LIFE CHANCES AND ACTUAL BEHAVIOR OF THE POOR SHOULD NOT BE CONFUSED WITH THEIR VALUES AND PREFERENCES. THIS PAPER WAS PRESENTED TO THE HOWARD UNIVERSITY MEDICAL SCHOOL STUDENTS, APRIL 28,1964. ED002022 THE CONTEMPORARY POVERTY SYNDROME. 1964-04-00 26 N/A 1965 2016-11-23

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No Administrative Policy Black Students Civil Rights Court Litigation De Facto Segregation Elementary Schools Equal Education Teacher Effectiveness Transfer Policy KAPLAN, JOHN Illinois (Chicago) ILLINOIS New York (New Rochelle) Illinois Illinois (Chicago) New York Commission on Civil Rights, Washington, DC. THE PROBLEM IN THE NEW ROCHELLE COMMUNITY WAS ONE THAT ALLOWED SEGREGATED SCHOOLS TO EXIST THROUGH THE "NEIGHBORHOOD SCHOOL" POLICY, WHERE CHILDREN WERE FORCED TO ATTEND THE SCHOOL IN THEIR NEIGHBORHOOD. THE COMPLAINT ALSO STATED THAT THE LINCOLN ELEMENTARY SCHOOL, UNDER QUESTION, WAS ATTENDED ONLY BY NEGRO CHILDREN, THAT THE TEACHING WAS INFERIOR, THAT THE CURRICULUM WAS INFERIOR, AND THAT THE CHILDREN, AS A RESULT OF THE EXISTING SITUATION, WERE RECEIVING AN EDUCATION BELOW THAT OF THE REST OF THE ELEMENTARY SCHOOL CHILDREN. AFTER THE HEARING, THE JUDGE DECIDED IN FAVOR OF THE NEGRO CASE. HE CLAIMED THAT THE SCHOOL BOARD WAS RESPONSIBLE FOR GERRYMANDERING THE LINCOLN DISTRICT SO THAT WHITE CHILDREN WOULD BE SENT TO THE OTHER ELEMENTARY SCHOOLS. THE PLAN THAT JUDGE KAUFMAN ACCEPTED WOULD ALLOW ANY PUPIL ATTENDING THE LINCOLN ELEMENTARY SCHOOL TO TRANSFER TO ANY OTHER ELEMENTARY SCHOOL IN NEW ROCHELLE. STIPULATIONS INCLUDED THAT THERE BE A PLACE WAITING FOR THE CHILD WHO WISHED TO TRANSFER, THAT HE BE RECOMMENDED TO TRANSFER, AND THAT PERMISSION BE GRANTED ON A YEARLY BASIS. AN APPEAL WAS GRANTED IN FAVOR OF THE ORIGINAL DECISION. THE OUTCOME OF THE PLAN SHOWED NO ADMINISTRATIVE CHAOS, AS WAS EXPECTED, BUT RATHER AN INCREASE IN STIMULATION OF THE CHILDREN WHO DID TRANSFER. THE PERCENTAGE OF NEGROES IN LINCOLN DROPPED FROM 94 TO 88. ED002023 CIVIL RIGHTS U.S.A. PUBLIC SCHOOLS CITIES IN THE NORTH AND WEST 1962--NEW ROCHELLE, A REPORT TO THE U.S. COMMISSION ON CIVIL RIGHTS. 1962-08-00 103 N/A 1965 2016-11-22

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No De Facto Segregation Desegregation Methods Integration Studies Racial Balance Racial Segregation School Desegregation School Policy Statistical Data HANSEN, CARL F. DISTRICT OF COLUMBIA District of Columbia District of Columbia Public Schools, Washington, DC. IT IS HELD THAT DEFACTO SEGREGATION AND INTEGRATION HAVE NO PRACTICAL DEFINITIONS. RACIAL BALANCE ALONE DOES NOT OFFER AN ACCURATE DEFINITION OF SEGREGATION. STATISTICS WERE PRESENTED ON THE DEGREE OF RACIAL SEGREGATION IN THE DISTRICT. THE INFLUX OF NEW PUPILS FROM OUTSIDE THE DISTRICT WAS CONSIDERED. SCHOOL POLICIES AND PRACTICES IN RELATION TO RACE INCLUDED DISCUSSION OF ASSIGNMENT OF PUPILS, ASSIGNMENT OF TEACHERS AND SCHOOL OFFICERS, MANAGEMENT OF INSTRUCTION, DISTRIBUTION OF RESOURCES, AND PROGRAMS TO BROADEN CULTURAL OPPORTUNITIES. PREVIOUS METHODS USED IN ATTEMPTS TO END RACIAL IMBALANCE IN WASHINGTON SCHOOLS WERE EVALUATED. THESE INCLUDED THE OPEN-SCHOOL POLICY AND BUSING OF CHILDREN, BOUNDARY CHANGES FOR ACHIEVING BETTER RACIAL BALANCE, SITE SELECTION FOR BIRACIAL SCHOOL MEMBERSHIP, EDUCATIONAL PARKS, AND THE NEIGHBORHOOD SCHOOL IDEA. A 14-POINT PROGRAM FOR MEETING THE PROBLEMS OF DEFACTO SEGREGATION WAS PROPOSED. ED002024 RESPONSE TO THE WASHINGTON URBAN LEAGUE REPORT ENTITLED "INTEGRATION AND THE WASHINGTON PUBLIC SCHOOLS." 1964-09-01 41 N/A 1965 2016-11-22

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No Behavior Patterns Community Attitudes Conferences Cultural Differences Disadvantaged Economically Disadvantaged Environmental Influences Individual Differences Low Income Groups Lower Class Values LEWIS, HYLAN DISTRICT OF COLUMBIA District of Columbia THE CONCEPT OF A DISTINCT LOWER CLASS OR CULTURE IS OFTEN DETRIMENTAL TO THE STUDY AND COUNSELING OF LOWER-CLASS FAMILIES. CONFUSION ABOUT THE MEANING OF CLASS AND CULTURE IS DANGEROUS WITHIN THE SCIENTIFIC DISCIPLINES AND IN POPULAR THINKING. BY CLASSIFYING BROADLY, THE WIDE RANGES OF BEHAVIOR WITHIN CERTAIN GROUPS OR INDIVIDUALS ARE OVERLOOKED OR UNDERESTIMATED. PREOCCUPATIONS WITH CULTURE AND CLASS DIVERT CONSIDERATION FROM ACTUAL FORCES AFFECTING THESE GROUPS. RESEARCH SHOWS THAT LOW-INCOME PARENTS TEND TO SHOW GREATER CONFORMITY TO MIDDLE-CLASS STANDARDS IN WHAT THEY SAY THEY WANT THAN IN THEIR ACTUAL BEHAVIOR. BEHAVIOR OF THE BULK OF POOR FAMILIES APPEARS TO BE PRAGMATIC ADJUSTMENT TO EXTERNAL AND INTERNAL STRESSES AND DEPRIVATIONS, EXPERIENCED IN THE QUEST FOR ESSENTIALLY COMMON VALUES. FOCUS ON EFFORT SHOULD BE ON BACKGROUND CONDITIONS AND ON PRECIPITANTS OF DEVIANT BEHAVIOR RATHER THAN ON PRESUMABLY DIFFERENT CLASS OR CULTURAL VALUES. THE PLANNER AND PRACTITIONER SHOULD ACT IN TERMS OF INDIVIDUALS, FAMILIES, AND GROUPS WITHIN THE CLASS, RATHER THAN IN TERMS OF THE CLASS ITSELF. THIS PAPER WAS PRESENTED TO THE CONFERENCE ON LOWER CLASS CULTURE, NEW YORK CITY, JUNE 27-29, 1963. ED002025 CULTURE, CLASS, AND BEHAVIOR OF LOW-INCOME FAMILIES. 1963-07-00 47 N/A 1965 2016-11-22

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No Administrative Policy Facility Improvement Housing Low Income Groups Low Rent Housing Physical Characteristics Slum Environment Union Members Unions CROSBY, ALEXANDER L. Pennsylvania (Pittsburgh) Pennsylvania (Pittsburgh) United Steelworkers of America (AFL-CIO), Pittsburgh, PA. THE ROLE OF THE UNION MEMBER IN REGARD TO HOUSING PROBLEMS WAS PRESENTED. DESPITE THE CLAIMS OF EXPERTS, AN INDIVIDUAL CANNOT AFFORD A HOUSE COSTING THREE TIMES HIS ANNUAL INCOME, THERE IS NO PLACE IN THE COUNTRY WHERE HE CAN BUY A NEW, STANDARD HOUSE WITH THREE BEDROOMS FOR $7,680. THEREFORE, BECAUSE NEW HOUSES ARE SO EXPENSIVE, MOST PEOPLE LIVE IN SECONDHAND DWELLINGS. AN ANSWER TO THE HOUSING PROBLEM OF LOW-INCOME FAMILIES IS LOW-RENT PUBLIC HOUSING, USUALLY BUILT WITH FEDERAL AID, BUT SLUMS ARE INCREASING FASTER THAN THE SUPPLY OF THIS HOUSING. LOCAL HOUSING AUTHORITIES ARE RUN BY BOARDS OF FIVE OR SIX COMMISSIONERS, GENERALLY APPOINTED BY MAYORS. THE COMMISSIONERS MAKE ALL MAJOR DECISIONS REGARDING HOUSING. TO GAIN NEEDED FACILITIES, LOCAL UNIONS SHOULD BE REPRESENTED ON EVERY LOCAL HOUSING AUTHORITY. ONE WAY TO PROVIDE DECENT HOUSING FOR FAMILIES UPROOTED BY SLUM CLEARANCE IS TO BUILD LOW-RENT HOUSING AND MIDDLE-INCOME HOUSING. THE HOUSING SHOULD GO ON VACANT OR SEMIVACANT LAND AND SHOULD BE BUILT BEFORE THE SLUMS ARE TORN DOWN. PLANNING COMMISSIONS SHOULD DEAL WITH HOUSING FACILITIES, BUT THEY ARE IMPEDED BY LACK OF IMAGINATION, LACK OF STAFF, LACK OF PLANS, AND LACK OF MONEY TO CARRY OUT PLANS. TO HELP DEVELOP THE BEST PLANS AND TO SEE THAT BUILDING CODES ARE ENFORCED, LOCAL UNIONS SHOULD ORGANIZE AND ASSERT POWER AT THE LOCAL LEVEL. ED002026 HOUSING IN YOUR TOWN, WHAT CAN YOU DO ABOUT IT. 1960-03-00 24 N/A 1965 2016-11-22

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No Educational Change High Schools Instructional Program Divisions Junior High Schools School Organization School Planning New York (New York) New York (New York) New York City Public Schools, Brooklyn, NY. ARGUMENTS ARE PRESENTED IN FAVOR OF THE RECENT PROPOSAL BY THE AUTHOR THAT THE NEW YORK CITY SCHOOL SYSTEM CHANGE ITS PRESENT ORGANIZATION OF JUNIOR AND SENIOR HIGH SCHOOLS TO INCLUDE THE SIXTH, SEVENTH, AND EIGHTH GRADES IN JUNIOR HIGH SCHOOL AND GRADES 9 THRU 12 IN THE COMPREHENSIVE SENIOR HIGH SCHOOL. IT IS HELD THAT THE PLAN WOULD BE MUCH MORE EFFECTIVE IN MEETING THE OVERALL NEEDS OF THE SCHOOL SYSTEM AT THE ELEMENTARY, MIDDLE, AND SENIOR LEVELS. ENDORSEMENT OF THE PROPOSAL BY THE CITIZENS COMMITTEE FOR CHILDREN IS PRESENTED IN A SECOND ARTICLE. ED002027 MEMORANDUM--ADVANTAGES OF ESTABLISHMENT OF A FOUR YEAR HIGH SCHOOL POLICY AND ADVANTAGES OF THE COMPREHENSIVE HIGH SCHOOL. 1965-03-00 15 N/A 1965 2016-11-22

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No Community Attitudes Educational Problems Illiteracy Public Schools Rural Environment School Closing Social Bias Socioeconomic Influences Voter Registration PEEPLES, EDWARD H., JR. Virginia (Prince Edward County) Pennsylvania (Philadelphia) VIRGINIA Pennsylvania (Philadelphia) Virginia Pennsylvania Univ., Philadelphia. Government Studies Center. ATTEMPTS TO ANSWER THE FOLLOWING QUESTIONS ABOUT THE SCHOOL SITUATION IN PRINCE EDWARD COUNTY, VIRGINIA, WERE PRESENTED. WHY WERE PUBLIC SCHOOLS CLOSED AND HOW DID THE CLOSING COME ABOUT. WHAT KIND OF LOCALITY WAS THIS WHICH WOULD RESORT TO SUCH AN EXTRAORDINARY MEASURE. WHAT GENERALLY WERE THE ATTITUDES AND ARGUMENTS UNDERLYING THE ISSUE. WHAT HAS HAPPENED TO THE COUNTY'S PEOPLE AND ITS SCHOOLS. AND WHAT CAN WE EXPECT TO HAPPEN IN THE FUTURE PUBLIC EDUCATION IN THIS VIRGINIA COUNTY. BEGINNING WITH A DETAILED HISTORICAL, POLITICAL, AND SOCIOECONOMIC ANALYSIS OF EDWARD COUNTY, THE STUDY EXAMINED EACH OF THESE QUESTIONS IN DEPTH. AS A RESULT OF THE SCHOOL CLOSING, A LARGER NEGRO VOTER REGISTRATION WAS DISCERNIBLE. THERE WERE ONLY 900 NEGROES REGISTERED IN THE COUNTY IN 1961, BUT IN 1962 THE NUMBER WAS 1,126. ALSO, AS A RESULT OF THE SCHOOL CLOSING, AN EXTENSIVE AND RAPIDLY GROWING ILLITERACY WAS APPARENT. AN ESTIMATED ONE OUT OF FOUR IN THE COUNTY WOULD BE ILLITERATE, USING THE UNITED STATES OFFICE OF EDUCATION DEFINITION OF ILLITERACY AS THE STANDARD. ANOTHER ALARMING ASPECT OF THE SCHOOL CLOSING WAS THE DECLINE IN PHYSICAL AND MENTAL HEALTH OF THE RURAL INHABITANTS OF THE COUNTY THROUGH IGNORANCE AND NEGLECT. THE DIFFICULTY OF REESTABLISHING A SCHOOL SYSTEM, WHEN AND IF THE PUBLIC SCHOOL WERE REOPENED ON A DESEGREGATED BASIS, WAS ENORMOUS. PERSONNEL TEACHING, ADMINISTRATIVE, AND CUSTODIAL, WOULD HAVE TO BE RECRUITED. BOOKS AND SUPPLIES SHOULD BE PROVIDED, AND A TRANSPORTATION SYSTEM SHOULD BE SET UP. THE PROBLEMS OF REOPENING WERE SERIOUS, BUT THE RESULT OF REMAINING CLOSED WOULD BE CALAMITOUS. A BIBLIOGRAPHY WAS INCLUDED. ED002028 A PERSPECTIVE OF THE PRINCE EDWARD SCHOOL ISSUE. 1963-00-00 87 N/A 1965 2016-11-22

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No Behavior Patterns Family Income Individual Characteristics Low Income Groups Parent Aspiration Parent Child Relationship Parent Responsibility Parent Role JEFFERS, CAMILLE LEWIS, HYLAN DISTRICT OF COLUMBIA District of Columbia THE PURPOSE WAS TO DRAW SOME RELATIONSHIP BETWEEN POVERTY AND BEHAVIOR, SPECIFICALLY ANALYZING THE DIRECT AND INDIRECT EFFECTS OF INADEQUATE INCOME ON LOW-INCOME MOTHERS' CHILD-REARING PRIORITIES AND ON RELATIONSHIPS BETWEEN PARENTS. LOW-INCOME MOTHERS SHOW CONSIDERABLE SATISFACTION WITH THE CHILD-REARING ROLE, BUT FEEL THEMSELVES LEAST ADEQUATE TO PROVIDE FOR THE CHILDREN THE THINGS THAT THEY ARE MOST CONCERNED ABOUT--THE CHILDREN'S PRESENT AND FUTURE LIFE POSITIONS. DEFINITION OF THE HUSBAND AND FATHER AS GOOD OR BAD IS RELATED DIRCTLY TO THE AMOUNT AND FLOW OF INCOME, AND ESPECIALLY TO THE WAY IN WHICH THE AVAILABLE INCOME IS HANDLED. THE INSTABILITY OF MANY LOW-INCOME FAMILIES IS DUE LESS TO LACK OF RECOGNITION OF, AND AFFIRMATION OF, SO-CALLED MIDDLE-CLASS VALUES THAN TO THE FINANCIAL CAPABILITY TO SUPPORT THESE VALUES AND TO AFFORD THE TASTES AND WISHES THAT BIND THE POOR INEXTRICABLY TO THE LARGER SOCIETY. ED002029 POVERTY AND THE BEHAVIOR OF LOW-INCOME FAMILIES. 1964-03-19 19 N/A 1965 2016-11-22

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No Equal Opportunities (Jobs) Guidance Programs Intergroup Education Resource Materials School Counseling Student Interests New York (New York) New York (New York) New York State Committee for Human Rights, New York. THE EFFECTIVE GUIDANCE PROGRAM IS COMMITTED TO THE PRINCIPLE THAT ALL PEOPLE ARE ETHNICALLY EQUAL, THOUGH PERSONALLY AND CULTURALLY DIFFERENT. IT INTERRELATES THE NEEDS AND ABILITIES OF THE INDIVIDUAL WITH THE SOCIAL SITUATION OF WHICH HE IS A PART. ONE OF THE BASIC NEEDS OF STUDENTS IS PREPARATION FOR ENTERING THE JOB WORLD. OFTEN, HOWEVER, STUDENTS LOWER THEIR VOCATIONAL SIGHTS BECAUSE OF LIMITED KNOWLEDGE OF EXPANDING OPPORTUNITIES. GUIDANCE COUNSELORS SHOULD PRESENT THE CHANGING PICTURE OF INCREASING EMPLOYMENT OPPORTUNITIES BASED ON MERIT AND THEREBY ENCOURAGE THE STUDENT TO CHOOSE A CAREER IN ACCORDANCE WITH HIS TRUE INTEREST AND APTITUDES. THERE ARE FOUR MAJOR GOALS FOR THE GUIDANCE WORKER IN FULFILLING HIS RESPONSIBILITY. FIRST, HE MUST ACCEPT RESPONSIBILITY TO HELP ALL STUDENTS REALIZE THEIR FULL POTENTIAL. INSERVICE TEACHER TRAINING, INTERCULTURAL EXTRACURRICULAR ACTIVITIES, FUNDAMENTAL AND REMEDIAL INSTRUCTION IN BASIC SKILLS, AND CURRICULUM DEVELOPMENT ARE SEVERAL SUGGESTED PROGRAMS FOR IMPLEMENTING SUCH A GOAL. BECOMING WELL INFORMED ON THE BEHAVIORAL AND SOCIAL SCIENCES AS THEY RELATE TO GUIDANCE PROGRAMS IS THE SECOND MAJOR GOAL. TO KNOW THE CHANGING JOB WORLD AND ITS OCCUPATIONAL NEEDS AND EXPECTATIONS IS ANOTHER GUIDANCE OBJECTIVE. AFTER ACQUIRING SUCH KNOWLEDGE, THE GUIDANCE WORKER MUST USE THE INFORMATION IMAGINATIVELY IN ASSISTING THE STUDENT TO DETERMINE HIS VOCATIONAL GOALS. FINALLY, THE GUIDANCE COUNSELOR MUST SEEK TO UTILIZE COMMUNITY RESOURCES FOR COOPERATIVE PLANNING TO PROVIDE GREATER OPPORTUNITIES FOR THOSE WHO HAVE BEEN LIMITED BECAUSE OF SOCIAL AND ECONOMIC GROUPINGS. ED002030 EXPANDING OPPORTUNITIES THROUGH GUIDANCE. 1961-00-00 7 N/A 1965 2016-11-22

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No Black Leadership Civil Rights Community Support Desegregation Methods Integration Studies Public Facilities Racial Integration Racial Relations School Desegregation WATTERS, PAT Georgia (Atlanta) Georgia (Atlanta) Southern Regional Council, Atlanta, GA. BRUNSWICK, GEORGIA, IS A COASTAL CITY OF THE DEEP SOUTH. IT IS 174 MILES FROM ALBANY WHERE THOUSANDS OF NEGROES MARCHED TO JAIL IN THE SUMMER OF 1962 PROTESTING INTOLERABLE CONDITIONS. AT THE SAME TIME BRUNSWICK WAS QUIETLY NEGOTIATING THE DESEGREGATION OF ITS LUNCH COUNTERS. WHILE RACIAL TENSION BROKE OUT IN OTHER NEIGHBORING COMMUNITIES, BRUNSWICK ALSO SUCCEEDED IN DESEGREGATING CITY AND COUNTY RECREATIONAL FACILITIES, NEGOTIATING THE FIRST VOLUNTARY SCHOOL DESEGREGATION IN THE DEEP SOUTH, AND MAKING HEADWAY ON CIVIL RIGHTS LAW COMPLIANCE, INCLUDING HOSPITAL DESEGREGATION. RACIAL RAPPROCHEMENTS WERE ACHIEVED IN BRUNSWICK BEFORE THE SUMMER OF 1964 WITHOUT A SINGLE STREET DEMONSTRATION OR BOYCOTT, AND WITHOUT A LAW SUIT INSTIGATED BY NEGROES. BRUNSWICK'S SUCCESS IN RECOUNCILING IDEAS AND ISSUES HAS BEEN SPECIFICALLY ATTRIBUTABLE TO THREE FACTORS. FIRST, THERE HAVE BEEN A REALISTIC RECOGNITION, ON BOTH SIDES, OF ENMITIES AND PREJUDICES AND AN UNSHAKABLE DESIRE TO AVOID NOTORIETY IN RACE RELATIONS. THE EXISTENCE OF A BIRACIAL COMMITTEE THROUGH WHICH CHANGE MIGHT BE EFFECTIVELY AND ACCEPTABLY CHANNELED IS A SECOND IMPORTANT FACTOR. FINALLY, THE PUSHING OF ASPIRATIONS BY THE REV. JULIUS CAESAR HOPE AND ASSOCIATED NEGRO LEADERS THROUGH A CONCERTED STRATEGY HAS KEPT DEMONSTRATIONS, BOYCOTTS, COURT SUITS, AND THE LIKE FROM BEING EMPLOYED AND HAS, AT THE SAME TIME, KEPT THESE EFFECTIVE WEAPONS POISED AND READY FOR USE IF THE NEED ARISES. ED002031 SPECIAL REPORT--SOUTHERN REGIONAL COUNCIL. 1964-09-00 94 N/A 1965 2016-11-22

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No Civil Rights Community Support Desegregation Methods Integration Studies Public Facilities Racial Integration Racial Relations School Desegregation Social Bias MUSE, BENJAMIN Southern Regional Council, Atlanta, GA. IT IS REPORTED THAT LOUISVILLE, KENTUCKY, HAS MADE NOTABLE PROGRESS IN THE ELIMINATION OF RACE DISCRIMINATION WITH A MINIMUM OF TURMOIL AND WITH THE APPROVAL OF A SUBSTANTIAL MAJORITY OF ITS CITIZENS OF BOTH RACES. OF ITS FOUR MAIN DESEGREGATION HURDLES--PUBLIC SCHOOLS, PUBLIC ACCOMMODATIONS, EMPLOYMENT, AND HOUSING--THE FIRST TWO HAVE BEEN PRACTICALLY SURMOUNTED. THE THIRD IS BEING APPROACHED WITH SOME VISIBLE SUCCESS, AND THE FOURTH IS THE OBJECT OF AN INTENSIVE, IMAGINATIVE, AND HOPEFUL EFFORT. THE SITUATION IN LOUISVILLE HAS MANY SHORTCOMINGS FROM THE STANDPOINT OF HUMAN UNDERSTANDING AND INTERRACIAL JUSTICE. RACE PREJUDICE IS STILL PRESENT, IN VARYING DEGRESS, AMONG A MAJORITY OF THE WHITE POPULATION. IT IS VIEWED BY THE COMMUNITY LEADERSHIP AS AN EVIL TO BE COMBATED, AND IT IS BEING COMBATED STEADILY AND WITH INCREASING EFFECTIVENESS. BASIC IN THE LOUISVILLE EFFORT IS AN AWARENESS THAT THIS SOCIAL CHANGE CANNOT BE ACCOMPLISHED BY A FEW DRAMATIC STEPS, BUT DEMANDS A MASSIVE AND CONTINUOUS UNDERTAKING, WITH THE DEDICATED EFFORTS OF MANY GROUPS AND INDIVIDUALS. SECTIONS ON GENERAL BACKGROUND AND CHRONOLOGY, SCHOOL DESEGREGATION, THE SIT-INS AND THE LOUISVILLE POLICE, PLACES OF PUBLIC ACCOMMODATION, THE HUMAN RELATIONS COMMISSION, EMPLOYMENT, HOUSING, AND FUTURE PLANNING ARE INCLUDED. ED002032 LOUISVILLE. 1964-05-00 45 N/A 1965 8/17/2004 22:27:53 DISA1965

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No Advisory Committees Black Leadership Civil Rights Community Involvement Community Support Integration Studies Methods Public Facilities Racial Integration Racial Relations WATTERS, PAT NORTH CAROLINA North Carolina (Charlotte) Georgia (Atlanta) Georgia (Atlanta) North Carolina North Carolina (Charlotte) Southern Regional Council, Atlanta, GA. A COMBINATION OF SOCIAL CONSCIOUSNESS, CIVIC PRIDE, AND ECONOMIC CONSIDERATIONS MOVED CHARLOTTE, N.C., IN THE SPRING AND EARLY SUMMER OF 1963 TO DESEGREGATE VOLUNTARILY ITS LEADING HOTELS AND MOTELS, 90 PERCENT OF ITS RESTAURANTS, AND ITS FIRST-CLASS MOVIE THEATERS. PREVIOUSLY THE CITY HAD DESEGREGATED ITS AUDITORIUM AND COLISEUM, LUNCH COUNTERS, ITS SCHOOLS, LIBRARIES, BUSES, BUS DRIVERS, POLICE DEPARTMENT, PARKS AND SWIMMING POOLS, THE MEDICAL ASSOCIATION, ITS COLLEGES AND HOSPITALS, AND ITS MINISTERIAL ASSOCIATION. THREE CENTRAL FACTS STAND OUT TO FORM THE PATTERN IN CHARLOTTE'S RACE RELATIONS PROGRESS. ONE IS THE ABILITY OF THE CITY'S LEADERSHIP, OR POWER STRUCTURE, TO APPRAISE RACIAL PRESSURES, TO MAKE DECISIONS ABOUT WHAT THE CITY MUST DO, AND TO ACT UPON THEM. THE WISE, INSIGHTFUL, AND PROMPT ACTIONS OF THE MAYOR ILLUSTRATE THIS FACT. SECOND IS THE CONSTANT PRESSURE FROM NEGRO LEADERS. THE ORIENTATION OF NEGRO LEADERSHIP IN CHARLOTTE IS TOWARD GETTING RESULTS RATHER THAN MERELY PROTESTING DESPAIR. A CAREFULLY PLANNED STRATEGY EMERGED FROM THE RESEARCH EFFORTS OF NEGRO LEADERS. THIRD IS THE EXISTENCE OF THE MAYOR'S COMMITTEE ON HUMAN RELATIONS AS AN INSTRUMENT FOR CHANNELING THE PRESSURED DECISIONS OF THE BUSINESS LEARDERSHIP INTO ACCEPTABLE ACTION. ED002033 CHARLOTTE. 1964-05-00 91 N/A 1965 2016-11-22

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No Ancillary School Services Disadvantaged Youth Educational Finance Educational Improvement Educational Quality Equal Education Financial Support Public Schools New York (Brooklyn) New York (New York) New York City Board of Education, Brooklyn, NY. TO COMPENSATE FOR THE LEARNING DISADVANTAGES SUFFERED BY MANY OF THE MINORITY GROUP CHILDREN AND TO AID THEM IN OVERCOMING THE OBSTACLES AND INEQUITIES WHICH HAMPER THEIR PROGRESS, A WIDE VARIETY OF SPECIAL SERVICES HAVE BEEN ESTABLISHED IN THE NEW YORK CITY SCHOOLS. DURING THE 1963-64 SCHOOL YEAR, ALMOST $49,000,000 WAS EXPANDED ON 420,000 PUPILS IN MINORITY GROUP AREAS AT ALL LEVELS OF THE SCHOOL SYSTEM FOR ADDITIONAL PERSONNEL, TEXTBOOKS, AND INSTRUCTIONAL MATERIALS TO PROVIDE THE SPECIAL SERVICES NEEDED TO OVERCOME THE LEARNING DISADVANTAGES CAUSED BY SOCIAL AND ECONOMIC DEPRIVATION. AN ANNUAL AVERAGE EXPENDITURE OF $117 MORE PER PUPIL THAN THE ORDINARY ANNUAL PER PUPIL ALLOTMENT IS REPRESENTED. AS IS INDICATED IN THE SECTION ON "LOOKING TO THE FUTURE" MORE REMAINS TO BE DONE WHICH WILL REQUIRE SUBSTANTIAL BUDGETARY INCREASES. THE FACTS AND FIGURES BRIEFLY DESCRIBE THE ADDITIONAL SERVICES AND PERSONNEL PROVIDED IN THE SCHOOLS AND INDICATE SOME OF THE NEEDS TO BE MET WHEN SUFFICIENT FUNDS BECOME AVAILABLE. ED002034 TOWARD QUALITY AND EQUALITY IN EDUCATION--ADDITIONAL SERVICES PROVIDED FOR OUR PUPILS IN MINORITY AREAS. 1964-05-00 4 N/A 1965 2016-11-22

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No Administrative Problems Community Planning Educational Planning Educational Principles Environmental Influences Equal Opportunities (Jobs) Essays Urban Renewal Urban Schools SLAYTON, WILLIAM L. DISTRICT OF COLUMBIA District of Columbia PROBLEMS OF SCHOOL ADMINISTRATORS IN THE SLUM SCHOOLS AND PROBLEMS OF URBAN RENEWAL IN THE REBUILDING OF OUR CITIES WILL NOT BE SOLVED UNLESS AND UNTIL WE CAN DEAL SUCCESSFULLY WITH THE "LACK OF CONVICTION" CHARACTERISTIC OF THE NEGRO COMMUNITY. THE MATTER IS NOT ONE OF BETTER EDUCATION AND BETTER HOUSING--IT IS ONE OF OPPORTUNITY FOR JOBS, FOR CHOICES IN HOUSING, AND FOR FULL PARTICIPATION IN AMERICAN LIFE. CONTINUING FAILURE TO RESOLVE THE LACK OF OPPORTUNITY WILL MEAN THE INCREASING BIFURCATION OF URBAN SOCIETY IN AMERICA BETWEEN CITY AND SUBURB, NEGRO AND WHITE, THE HAVES AND THE HAVENOTS. THE FEDERAL GOVERNMENT IS STRIVING TO COORDINATE ITS APPROACH TO HELP THE CITIES, THE CITIES SHOULD COORDINATE THEIR OWN EFFORTS. WE ALL MUST BE INVOLVED IN THE CLEARING OF THE SLUMS, THE PROVISION OF DECENT HOUSING, THE DEVELOPMENT OF PUBLIC FACILITIES, AND EDUCATION FOR URBAN LIVING. ADVANCED PLANNING OF SCHOOLS AND COMPREHENSIVE COMMUNITY PLANNING IS NEEDED. THIS ARTICLE IS A REPRINT FROM "SCHOOL LIFE," JUNE, 1962. ED002035 THE INFLUENCE OF URBAN RENEWAL ON EDUCATION. 1962-00-00 4 N/A 1965 2016-11-22

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No Ability Grouping Ancillary School Services Community Involvement Community Relations Educational Facilities Design Educational Improvement Preschool Education Primary Education Research Committees Resource Materials School Desegregation School Planning Social Agencies Special Programs Teacher Recruitment New York (New York) New York (New York) New York City Public Schools, Brooklyn, NY. A DESCRIPTION OF THE MORE EFFECTIVE SCHOOLS PROGRAM IS PRESENTED. THE PROGRAM PROVIDES EDUCATION FOR 3- OR 4-YEAR-OLD CHILDREN. PREKINDERGARTEN CLASSES SHOULD HAVE 15 CHILDREN, AND OTHER GRADES A MAXIMUM OF 22 CHILDREN. THESE CLASSES SHOULD BE HETEROGENEOUSLY GROUPED, AND INDIVIDUALIZED INSTRUCTION SHOULD BE PROVIDED THROUGH FLEXIBLE GROUPING. PROVISION SHOULD BE MADE TO MEET THE NEEDS OF CHILDREN WITH PHYSICAL, EMOTIONAL, AND SOCIAL PROBLEMS THOUGH THE TEACHER, GUIDANCE WORKER, AND A MEDICAL TEAM. EFFORTS SHOULD BE MADE TO OVERCOME THE EFFECTS OF PUPIL AND FAMILY MOBILITY THROUGH CLOSER COOPERATION WITH THE DEPARTMENT OF HOUSING, THE DEPARTMENT OF WELFARE, AND OTHER SOCIAL AGENCIES. CONCERN FOR PERSONNEL SHOULD INVOLVE RECRUITING A STAFF WHICH IS ENTHUSIASTIC, ABLE, AND COMMITTED TO THE PROGRAM. IN ORDER THAT TEACHERS HAVE TIME TO CONCENTRATE ON INSTRUCTION, THEY SHOULD HAVE A DAILY UNASSIGNED PREPARATION PERIOD WITH RELIEF FROM ALL NONTEACHING DUTIES. THE SCHOOL PLANT SHOULD BE PUT TO MAXIMUM USE--FOR A FULL SCHOOL DAY, ON WEEKENDS, AND DURING THE SUMMER MONTHS. SCHOOLS SHOULD ALSO BE LOCATED TO ACHIEVE MAXIMUM INTEGRATION. EACH SCHOOL SHOULD HAVE A COMMUNITY RELATIONS EXPERT TO PROMOTE GOOD HUMAN RELATIONS AMONG THE CHILDREN, THE STAFF, AND THE COMMUNITY. CONTINUED COMMUNITY INVOLVEMENT SHOULD INCLUDE PARENT ASSOCIATIONS, PARENT WORKSHOPS, AND COMMUNITY ORGANIZATIONS. ED002036 REPORT OF JOINT PLANNING COMMITTEE FOR MORE EFFECTIVE SCHOOLS TO THE SUPERINTENDENT OF SCHOOLS. 1964-05-15 26 N/A 1965 2016-11-22

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No Educational Improvement Educational Planning Educational Quality Feeder Patterns Integrated Curriculum Intergroup Education Minority Groups Teacher Education Teacher Placement New York (New York) New York (New York) New York City Board of Education, Brooklyn, NY. THE STEPS TAKEN TO IMPROVE INTEGRATED EDUCATION FOR CHILDREN IN NEW YORK CITY INCLUDED SENDING EIGHTH-GRADE PUPILS TO 10 JUNIOR HIGH SCHOOLS, CHANGING NEW COMMUNITY ZONING PLANS, CHANGING THE FEEDER PATTERNS IN THREE SETS OF JUNIOR HIGH SCHOOLS, CLOSING THE GIRLS HIGH SCHOOL IN BROOKLYN, CONTINUING THE FREE CHOICE TRANSFER PLAN, REDESIGNING THE FOUR OF THE FIVE PROJECTED HIGH SCHOOLS WHICH ARE TO BECOME COMPREHENSIVE HIGH SCHOOLS, ESTABLISHING A PROFESSIONAL COMMITTEE ON SECONDARY EDUCATION, CONTINUING PLANS FOR THE FIRST URBAN EDUCATIONAL PARK, AND CONTINUING PLANS TO IMPROVE THE RECRUITMENT AND ADVANCEMENT OF MINORITY GROUP TEACHERS. THE STEPS BEING UNDERTAKEN TO IMPROVE THE QUALITY OF EDUCATION INCLUDED MOVING 5,804 FIFTH-GRADE PUPILS TO JUNIOR HIGH SCHOOLS, ORGANIZING FIVE EDUCATIONAL COMPLEXES, PROVIDING FOR ADDITIONAL PERSONNEL AND SUPPLIES, TRANSFERRING EIGHTH-GRADE PUPILS TO SENIOR HIGH SCHOOL FOR THE NINTH GRADE, FOSTERING COOPERATION BETWEEN THE SCHOOL SYSTEM AND THE LOCAL SCHOOL FOR THE NINTH GRADE, FOSTERING COOPERATION BETWEEN THE SCHOOL SYSTEM AND THE LOCAL TEACHER-TRAINING INSTITUTIONS, PROVIDING FOR THE EMOTIONALLY DISTURBED AND MALADJUSTED PUPILS, ARRANGING SUMMER ORIENTATION FOR TEACHERS, AND ELIMINATING GROUP INTELLIGENCE TESTING. ED002037 ACTION TOWARD QUALITY INTEGRATED EDUCATION. 1964-05-28 26 N/A 1965 2016-11-22

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No Administrators Curriculum Development Curriculum Guides Intergroup Education Program Development Public Schools Teacher Education DISTRICT OF COLUMBIA District of Columbia District of Columbia Public Schools, Washington, DC. THE AIM OF INTERGROUP EDUCATION IS TO DEVELOP A CONSCIOUSNESS AND APPRECIATION OF THE DIGNITY, CONTRIBUTIONS, AND BASIC UNITY OF ALL ETHNIC, RELIGIOUS, SOCIAL, AND ECONOMIC GROUPS WHICH ENRICH THE AMERICAN WAY OF LIFE. SCHOOL PERSONNEL AT ALL LEVELS HAVE A RESPONSIBILITY TO PROMOTE A PROGRAM OF INTERGROUP RELATIONS. THE CENTRAL ADMINISTRATIVE STAFF CAN GIVE STATUS TO THE PROGRAM, ENLIST SUPPORT OF THE BOARD OF EDUCATION, INITIATE INSERVICE AGENCIES IN THE INTERGROUP EDUCATIONAL PROGRAM. INDIVIDUAL SCHOOL PRINCIPALS SHOULD BE AWARE OF POSSIBLE AREAS OF INTERGROUP TENSION WITHIN THE SCHOOL, SEEK OPPORTUNITIES FOR INTERGROUP EXPERIENCES WITH OTHER SCHOOLS, AND ORGANIZE BUILDING ACTIVITIES THAT RESULT IN A DEMOCRATIC APPROACH TO THE IMPROVEMENT OF HUMAN RELATIONS. CRITICAL EXAMINATION OF TEXTBOOKS AND THEIR TREATMENT OF INTERGROUP RELATIONS IS AN IMPORTANT SERVICE TO THE PROGRAM WHICH CAN BE PERFORMED BY DIRECTORS AND DEPARTMENT HEADS. OF COURSE, THE REAL SUCCESS OF INTERGROUP EDUCATION IS FOUND IN THE CLASSROOM, WHERE THE TEACHER HAS THE MAJOR RESPONSIBILITY OF FOSTERING A DEMOCRATIC CLIMATE. CURRICULUM PLANNING IS AN ESSENTIAL ASPECT OF INTERGROUP EDUCATION. PRESENTED ARE GENERAL PRINCIPLES FOR CURRICULUM AT THE ELEMENTARY, SECONDARY, AND TEACHER COLLEGE LEVELS. SUGGESTIONS FOR SECONDARY SCHOOLS ARE OUTLINED UNDER THE FOLLOWING SUBJECT HEADINGS--ENGLISH, SOCIAL STUDIES, SCIENCE, MATHEMATICS, FOREIGN LANGUAGES, FINE ARTS, INDUSTRIAL ARTS, HOME ECONOMICS, AND BUSINESS EDUCATION. ALSO INCLUDED ARE A LIST OF FUNCTIONAL AGENCIES IN INTERGROUP EDUCATION AND AN ANNOTATED BIBLIOGRAPHY. ED002038 HANDBOOK ON INTERGROUP EDUCATION. 1953-00-00 23 N/A 1965 2016-11-22

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No Educational Improvement Educational Opportunities Educational Quality Poverty Prevention School Construction School Expansion Special Programs Unemployment New York (Brooklyn) New York (New York) New York City Board of Education, Brooklyn, NY. NOTING THAT THE WELFARE OF INDIVIDUAL CITIZENS AS WELL AS THE WELFARE OF THE CITY, STATE, AND NATION DEMANDS THAT THE VICIOUS CYCLE OF INSUFFICIENT EDUCATIONAL OPPORTUNITIES, UNEMPLOYMENT, AND POVERTY BE BROKEN, THE BOARD OF EDUCATION OF NEW YORK CITY PROPOSED A 5-YEAR EMERGENCY PROGRAM FOR QUALITY EDUCATION. THE PROGRAM INCLUDES PLANS FOR THE ELIMINATION OF PART-TIME INSTRUCTION, THE REDUCTION OF CLASS SIZE, AND A GENERAL EXPANSION OF EDUCATIONAL IMPROVEMENTS. SPECIFIC AREAS OF NEED DEMANDING GREATEST EXPANSION ARE A 5-YEAR BASIC SCHOOL CONSTRUCTION PROGRAM, ADDITIONAL SPACE FOR HIGH SCHOOL PUPILS ON SPECIAL SCHEDULES, ADDITIONAL SPACE FOR REDUCTION IN CLASS SIZE, ADDITIONAL SPACE FOR EXPANSION OF THE "MOST EFFECTIVE SCHOOLS" PROGRAM, ADDITIONAL SPACE FOR EXPANSION OF THE PREKINDERGARTEN PROGRAM, AND ADDITIONAL SPACE FOR GUIDANCE AND AUXILIARY SCIENCES. A PARELLEL EXPANSION IS PLANNED IN OPERATING EXPENSE BUDGETS. ED002039 A FIVE-YEAR CRASH PROGRAM FOR QUALITY EDUCATION--AN ATTACK ON UNEMPLOYMENT AND POVERTY THROUGH IMPROVED EDUCATIONAL OPPORTUNITY. 1964-10-22 19 N/A 1965 2016-11-22

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No Community Cooperation Equal Protection Human Relations Law Enforcement News Media Press Opinion Racial Attitudes Social Bias Social Problems New York (New York) United States (South) New York (New York) B'nai B'rith, New York, NY. Anti-Defamation League. National Council of Churches of Christ, New York, NY. United Presbyterian Church in the U.S.A., Philadelphia, PA. ARTICLES FROM NEWSPAPERS IN ARKANSAS, DELAWARE, FLORIDA, GEORGIA, KENTUCKY, MISSISSIPPI, NORTH CAROLINA, SOUTH CAROLINA, TENNESSEE, TEXAS, AND VIRGINIA ARE PRESENTED. THESE ARTICLES PROTEST AGAINST VIOLENCE IN THE SOUTH. THE MAJOR ARGUMENTS ARE THAT--UNITED STATES' NATIONAL ESTEEM AT HOME AND ABROAD IS BEING LESSENED. UNITED STATES LAW COURTS ARE BEING MADE INEFFECTIVE, COMMUNITIES ARE BEING CONSIDERED DISREPUTABLE BECAUSE OF THE ACTIONS OF A FEW MEMBERS, AND THE SAFETY OF AMERICAN CITIZENS IS BEING THREATENED. WAYS OF COMBATING VIOLENCE ARE INCREASED LAW ENFORCEMENT, INCREASED COURT PUNISHMENTS, AND INCREASED COMMUNITY EFFORTS. ED002040 THE SOUTH SPEAKS OUT FOR LAW AND ORDER--A ROUNDUP OF SOUTHERN PRESS OPINION. 1958-06-00 39 N/A 1965 2016-11-22

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No Civil Rights Constitutional History Court Litigation Desegregation Litigation Equal Education Equal Protection Integration Studies Legal Problems Racial Segregation Supreme Court Litigation Tokenism HARTMAN, PAUL Michigan (Detroit) Michigan (Detroit) Wayne State Univ., Detroit, MI. Law School. THE 1954 SUPREME COURT DECISION IN "BROWN VERSUS BOARD OF EDUCATION," DECLARING RACIAL SEGREGATION IN PUBLIC SCHOOLS DISCRIMINATORY AND IN VIOLATION OF THE EQUAL PROTECTION CLAUSE OF THE FOURTEENTH AMENDMENT, IS A LANDMARK IN AMERICAN LEGAL AND POLITICAL HISTORY. IT IS INFERRED FROM THE 1954 DECISION THAT THE RIGHT TO BE FREE FROM DISCRIMINATION WAS A "PERSONAL" AND "PRESENT" RIGHT OF THE INDIVIDUAL. HOWEVER, THE SECOND BROWN DECISION IN 1955 OPENED THE DOOR TO DESEGREGATION PLANS UNDER WHICH THE ACHIEVEMENT OF EQUAL TREATMENT COULD BE POSTPONED. THE SUPREME COURT GAVE THE LOWER COURTS THE RESPONSIBILITY OF REQUIRING SCHOOL DISTRICTS TO MAKE A PROMPT AND REASONABLE START TOWARD DESEGREGATION BUT STATED THAT ADDITIONAL TIME MIGHT BE NECESSARY TO CARRY OUT THE RULING. BY THIS DECISION THE SUPREME COURT ADOPTED THE POSITION THAT A PERSON WHOSE RIGHT TO EQUAL PROTECTION HAS BEEN DISREGARDED BY AN AGENCY OF THE STATE IS NOT NECESSARILY ENTITLED TO IMMEDIATE RELIEF. THE SUPREME COURT IN THESE DECISIONS DID NOT INDICATE HOW LONG A DEFERMENT OF DESEGREGATION WAS REASONABLE, BUT VARIOUS LOWER COURTS HAVE APPROVED PLANS REQUIRING MANY YEARS. ONE FEDERAL DISTRICT COURT JUDGE STATED THAT, IN PLANS FOR THE TRANSITION TO DESEGREGATED SCHOOLS, SOME INDIVIDUAL RIGHTS WOULD HAVE TO BE SUBORDINATED FOR THE GOOD OF THE MANY. YET THIS CONCEPT OF SACRIFICE DOES NOT RESOLVE THE INCONSISTENCY OF ACKNOWLEDGING THE EXISTENCE OF A RIGHT AS PERSONAL AND PRESENT AND STILL REFUSING ITS ENFORCEMENT. THIS ARTICLE IS A REPRINT FROM "WAYNE LAW REVIEW," VOLUME 9, NUMBER 3, SPRING, 1963. ED002041 THE RIGHT TO EQUAL EDUCATION OPPORTUNITIES AS A PERSONAL AND PRESENT RIGHT. 1963-00-00 1 N/A 1965 2016-11-22

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No Cultural Exchange Desegregation Effects Educational Improvement Legal Problems Racial Differences Racial Relations Racial Segregation Religious Conflict Science Education Social Discrimination Supreme Court Litigation MASTON, T.B. Tennessee (Nashville) Tennessee (Nashville) Christian Life Commission of the Southern Baptist Convention, Nashville, TN. THE SUPREME COURT DECISION OF 1954 REPRESENTED A CULMINATION OF TRENDS--POLITICAL, SOCIAL, AND RELIGIOUS. IN ADDITION TO THE LEGAL BACKGROUND AND CONTROVERSY OVER SEGREGATION, MANY OTHER FORCES AND FACTORS CONTRIBUTED TO THE MOVE TOWARD ELIMINATING DISCRIMINATION. THE SCIENCES, BOTH NATURAL AND SOCIAL, HAVE HELPED TO UNDERMINE THE OLD CONCEPTS CONCERNING RACE. THE IMPROVEMENT IN THE CULTURAL AND EDUCATIONAL LEVEL OF THE AMERICAN NEGRO HAS RESULTED IN A DEEPENING AWARENESS OF RIGHTS AND A GREATER PRIDE IN RACE. THE FACT THAT THE UNITED STATES HAS BECOME A WORLD POWER, ALONG WITH THE THREAT OF COMMUNISM, HAS ALSO CONTRIBUTED TO A GREATER COLOR CONSCIOUSNESS. FINALLY, THE MESSAGE OF THE CHURCH HAS BEEN A MAJOR FACTOR IN CHANGING THE RACIAL PATTERN. AS CHRISTIANS, CHURCH MEMBERS HAVE AS A FIRST RESPONSIBILITY TO ACCEPT THE SUPREME COURT DECISION AS THE LAW OF THE LAND. THEY SHOULD ATTEMPT TO CREATE AN ATMOSPHERE THAT WILL MAKE IT POSSIBLE FOR OFFICIALS TO COMPLY WITH THE LAW, AND THEY SHOULD RECOGNIZE THE SERIOUS DIFFICULTIES FACED BY MANY COMMUNITIES. INTEGRATION IS A CHRISTIAN PROBLEM, AND CHURCHES SHOULD BE FAITHFUL IN PROCLAIMING THE PRINCIPLES THAT APPLY TO THE PROBLEM. ED002042 INTEGRATION. 1956-00-00 15 N/A 1965 2016-11-22

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No Citizen Participation City Officials Community Influence Community Leaders Court Litigation Human Relations Programs Private Schools School Closing School Desegregation State Officials Transfer Students Tutoring REIF, JANE RICHMOND Virginia Council on Human Rights, Richmond. THE SCHOOL CRISIS IN NORFOLK, VIRGINIA, LASTED 5 MONTHS DURING WHICH TIME 10,000 CHILDREN WERE DENIED EDUCATION BECAUSE OF CLOSED SCHOOLS. FEWER THAN 4,500 STUDENTS WENT TO MAKE-SHIFT TUTORING GROUPS, 1,600 OF THEM TRANSFERRED TO SCHOOLS OUTSIDE THE CITY. SCHOOL CLOSING DISRUPTED FAMILY LIFE, WEAKENED COMMUNITY RELATIONS, AND HURT BUSINESS. THE MOST SIGNIFICANT FAILURE IN THE NORFOLK SCHOOL CRISIS WAS THAT OF ESTABLISHED LEADERSHIP. VIRGINIA'S GOVERNOR HAD MADE IT CLEAR IN HIS GUBERNATORIAL CAMPAIGN THAT PUBLIC SCHOOLS WOULD BE CLOSED BEFORE THEY WOULD BE ALLOWED TO OPEN AS INTEGRATED INSTITUTIONS. YET MOST PEOPLE WERE RELUCTANT TO FACE THE FACT THAT INTEGRATION WAS UPON THEM AND THAT THE STATE POLICY REPRESENTED AN IMPENDING DANGER TO PUBLIC EDUCATION. IN THE SUMMER OF 1958, BEFORE THE CRISIS IN THE FALL, A HANDFUL OF MEN AND WOMEN, WHO LATER FORMED THE NORFOLK COMMITTEE FOR PUBLIC EDUCATION, WENT TO THE MAYOR TO DISCUSS THE COMING SCHOOL SITUATION. ALTHOUGH GREETED WITH ACCEPTANCE AND GOOD WILL, THESE PEOPLE WERE TOLD THAT IT WAS NOT YET TIME FOR THE APPEARANCE OF A PUBLIC EDUCATION GROUP. EVEN THOUGH THEY HAD NEVER INTENDED TO ACCEPT FULL RESPONSIBILITY FOR THE MOVEMENT, THE RANK AND FILE, MIDDLE-CLASS MEMBERS OF THE NORFOLK COMMITTEE FOR PUBLIC EDUCATION BECAME THE LEADERS, WHILE THE ELECTED POWER STRUCTURE SAT IN SILENCE. BACKED BY THE LEGAL DECISIONS OF THE FEDERAL COURT, THE TEACHERS WHO REFUSED TO JOIN THE SEGREGATIONIST PRIVATE SCHOOL MOVEMENT AND THE MINISTERS AND BUSINESSMEN WHO SPOKE OUT SUCCEEDED IN OPENING THE SCHOOLS IN FEBRUARY 1959. ED002043 CRISIS IN NORFOLK. 32 N/A 1965 2016-11-22

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No Communication Problems Communication (Thought Transfer) Community Support Cultural Awareness Democratic Values Desegregation Effects Desegregation Methods Integration Readiness Racial Relations School Desegregation Supreme Court Litigation VALIEN, BONITA H. New York (New York) New York (New York) B'nai B'rith, New York, NY. Anti-Defamation League. FOR SEVERAL YEARS PRIOR TO THE 1954 SUPREME COURT DECISION, MEMBERS OF ST. LOUIS SOCIAL INSTITUTIONS AND AGENCIES, BOTH PRIVATE AND PUBLIC, SOUGHT TO INCORPORATE THE PRINCIPLES OF AMERICAN DEMOCRACY INTO THEIR PLANNING. PLANNING WAS AIMED AT FOSTERING A CLIMATE FAVORABLE TO ST. LOUIS' ACCEPTANCE OF THE SCHOOL DESEGREGATION DECISION. THESE ORGANIZATIONS SOUGHT TO BRING TO THE PROGRAM A WIDE RANGE OF SKILLS AND ABILITIES IN ORDER TO BUILD COMMUNICATION LINES BETWEEN PERSONS OF BOTH RACES. A REVIEW OF EXPERIENCES IN OTHER LOCALITIES, COMPARED TO THOSE OF ST. LOUIS, INDICATED THAT RAPID DESEGREGATION SHORTENS THE PERIOD OF ANXIETY AND STRESS AND GAINS GENERAL COMMUNITY ACCEPTANCE IN LESS TIME. ED002044 THE ST. LOUIS STORY--A STUDY OF DESEGREGATION. 1956-00-00 74 N/A 1965 2016-11-22

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No Administrative Policy Board of Education Role De Facto Segregation Employment Practices Equal Education School Desegregation State Aid State Legislation California (Sacramento) California (Sacramento) California State Dept. of Education, Sacramento. CALIFORNIA, BY LAW AND CUSTOM, HAS HISTORICALLY OPERATED ON THE DEMOCRATIC PRINCIPLE OF EQUALITY OF EDUCATION OPPORTUNITY. HOWEVER, PRIMARILY BECAUSE OF RESIDENTIAL SEGREGATION, DE FACTO SEGREGATION DOES EXIST AND HAS BEEN CHALLENGED WITH THE LEGAL AUTHORITY AND MORAL LEADERSHIP OF THE STATE. THE CALIFORNIA EDUCATION CODE PROVIDES FOR THE ESTABLISHMENT, WHEN NECESSARY, OF A COMMISSION TO ASSIST LOCAL SCHOOL DISTRICTS IN PROBLEMS OF DISCRIMINATION. THE EDUCATION CODE ALSO DECLARES THAT EMPLOYMENT OF TEACHERS BY SCHOOL DISTRICTS SHALL BE ON THE BASIS OF QUALIFICATIONS, NO QUESTION RELATING TO POLITICAL OR RELIGIOUS OPINIONS OR RACE, COLOR, OR MARITAL STATUS SHALL BE ASKED OF CANDIDATES FOR EMPLOYMENT. OTHER SECTIONS OF THE EDUCATION CODE PROHIBIT DISCRIMINATORY PRACTICES IN THE AREAS OF STUDENT SCHOLARSHIPS, TEXTBOOKS AND OTHER INSTRUCTIONAL MATERIALS, ATHLETIC EVENTS, MEMBERSHIP IN STUDENT ORGANIZATIONS, AND STUDENT HOUSING. UNDER THE CALIFORNIA ADMINISTRATIVE CODE, IT IS THE POLICY OF THE STATE BOARD OF EDUCATION THAT AGENCIES RESPONSIBLE FOR ASSIGNMENT OF PUPILS OR ESTABLISHMENT OF SCHOOL CENTERS SHALL EXERT EVERY EFFORT TO ELIMINATE SEGREGATION. THIS CODE ALSO INCLUDES POLICY OF NONDISCRIMINATION IN THE ESTABLISHMENT OF SCHOOL ATTENDANCE AREAS AND PRACTICES, IN THE APPROVING OF SCHOOL SITES, AND IN THE FORMATION OF UNIFIED SCHOOL DISTRICTS. ED002045 CALIFORNIA LAWS AND POLICIES RELATING TO EQUAL OPPORTUNITIES IN EDUCATION. 1962-06-00 23 N/A 1965 2016-11-22

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No Civil Rights Court Litigation Desegregation Effects Integration Studies School Desegregation Tokenism WRIGHT, HARRY K. TEXAS Texas (Houston) Texas (Austin) United States (South) Texas Texas (Austin) Texas (Houston) Commission on Civil Rights, Washington, DC. SINCE THE 1954 SUPREME COURT DESEGREGATION CASE, SMALL COMMUNITIES IN SOUTHERN AND WESTERN PARTS OF TEXAS VOLUNTARILY DESEGREGATED THEIR SMALL NUMBERS OF NEGROES INTO WHITE SCHOOLS, PRINCIPALLY FOR FINANCIAL REASONS. THE LARGE CITIES BEGAN TO DESEGREGATE ALSO. DESPITE THE GOVERNOR'S INTENTION TO SLOW DOWN INTEGRATION, THERE WERE 60 DISTRICTS OPEN IN THE 1955-56 SCHOOL YEAR WITH BIRACIAL CLASSES. IN THE EASTERN PARTS OF THE STATE, WHERE THERE IS A LARGE NEGRO POPULATION, DESEGREGATION HAS BEEN MORE DIFFICULT. IN 1957, AN INCIDENT OF COMMUNITY VIOLENCE IN MANSFIELD, TEXAS, SLOWED THE DESEGREGATION EFFORTS THROUGHOUT THE STATE. NOT UNTIL 1962 COULD THE EFFORTS BE RESUMED AT A FASTER PACE. DESEGREGATION IN EAST TEXAS STILL MUST USUALLY BE FORCED BY LITIGATION. HOUSTON, THE LARGEST CITY IN ALL OF THE FORMER CONFEDERATE STATES, IS LOOKED TO FOR LEADERSHIP IN PUBLIC SCHOOL DESEGREGATION. HOUSTON BEGAN INTEGRATION WITH EASE IN 1960 BUT HAS MOVED SLOWLY SINCE THEN. THERE HAS BEEN A NOTICEABLE LACK OF NEGRO LEADERSHIP IN THE STRUGGLE FOR NONDISCRIMINATORY EDUCATION. THERE IS STILL MUCH SEGREGATION IN COMMUNITY HOUSING, THUS A CERTAIN AMOUNT OF SEGREGATION IN THE SCHOOLS IS MAINTAINED. ED002046 CIVIL RIGHTS U.S.A., PUBLIC SCHOOLS--SOUTHERN STATES, 1963, TEXAS. 1963-00-00 85 N/A 1965 2016-11-22

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No Court Litigation Equal Protection Federal Courts Government Role School Desegregation State Legislation States Powers Supreme Courts LEFLAR, ROBERT A. Georgia (Atlanta) GEORGIA Georgia Georgia (Atlanta) PRESENTED WERE ANSWERS TO QUESTIONS THAT AROSE WHEN THE SUPREME COURT MADE THE DECISION ON THE INTEGRATION OF SCHOOLS. THE DECISION APPLIED TO ALL STATE-SUPPORTED EDUCATIONAL INSTITUTIONS. THE AUTHORITY OF STATE LAWS WAS QUESTIONED, BUT NO STATE LAW REQUIRING OR PERMITTING SEGREGATION IN PUBLIC SCHOOLS WAS NOW VALID. THE RESPONSIBILITY FOR INITIATING SPECIFIC PLANS FOR COMPLIANCE WITH THE SUPREME COURT'S DECISION WAS IN THE HANDS OF THE OFFICIALS OF EACH SCHOOL DISTRICT. WHETHER CONGRESS COULD SUPERSEDE THE DECISION WAS QUESTIONED, THE ANSWER WAS THAT IT COULD NOT LAWFULLY SET ASIDE THE CONSTITUTIONAL REQUIREMENT, BUT IT COULD ENACT IMPLEMENTING STATUTES WHICH COULD SUPERSEDE IN WHOLE OR IN PART THE AUTHORITY GIVEN TO FEDERAL DISTRICT COURTS. ED002047 WHAT THE SUPREME COURT SAID.... 12 N/A 1965 2016-11-22

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No Court Litigation Equal Education Equal Protection History Moral Issues Political Issues School Desegregation Southern Citizens Georgia (Atlanta) Georgia (Atlanta) Southern Regional Council, Atlanta, GA. THE ATTEMPT IS MADE TO PUT INTO PERSPECTIVE THE MORAL, LEGAL, AND POLITICAL ISSUES OF SCHOOL DESEGREGATION FOR THE PRIVATE CITIZEN OF THE SOUTH WHO IS STILL IN SEARCH OF THE MORAL AND SOCIAL VALUES DEMANDED BY THE RACIAL PROBLEM. THIRTY QUESTIONS ARE RAISED AND DISCUSSED. SOME OF THE TOPICS INCLUDED WERE--THE SUPREME COURT RULINGS AND THEIR IMPLICATIONS, THE "STATE RIGHTS" ISSUE, THE CIVIL RIGHTS ISSUE, THE STATE OF DESEGREGATION IN SCHOOLS, THE REQUIREMENTS OF A GOOD DESEGREGATION PLAN, "TOKEN DESEGREGATION," THE "SOLID" SOUTH, SCHOOL DESEGREGATION RESULTS, "EXTREMIST" INVOLVEMENT, THE EFFECT OF RACIAL ISSUES ON UNITED STATES INTERNATIONAL RELATIONS, AND THE WAYS THAT THE INDIVIDUAL CAN HELP IN HIS COMMUNITY. THE COURT DECISIONS OF BROWN VERSUS TOPEKA, COOPERA VERSUS AARON, AND JAMES VERSUS ALMOND, SUGGESTIONS FOR FURTHER READING, AND A MAP OF THE COUNTIES WHICH HAD BEEN DESEGREGATED BY 1960 ARE ALSO INCLUDED. ED002048 SCHOOL DESEGREGATION--THE FIRST SIX YEARS. 1960-05-00 37 N/A 1965 2016-11-22

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No Black Organizations De Facto Segregation Disadvantaged Housing Discrimination Neighborhood Schools Northern Schools Racial Balance Statistical Data GIBSON, MORGAN AND OTHERS Wisconsin (Milwaukee) Wisconsin (Milwaukee) National Association for the Advancement of Colored People, Milwaukee, WI. Wisconsin Conference. ALTHOUGH SEGREGATION IS LEGALLY WRONG, IT IS STILL MAINTAINED IN A DE FACTO SENSE BY DISCRIMINATORY HOUSING. A GROUP OF MILWAUKEE SOCIAL SCIENTISTS STATED THAT THIS DE FACTO SEGREGATION IN THE URBAN AREAS HURTS EDUCATION IN THESE WAS--(1) IT UNDERMINES THE MORALE OF ONE GROUP WHILE PERPETUATING THE PREJUDICE OF THE OTHER, (2) SCHOOLS IN MINORITY AREAS ARE ALMOST INVARIABLY IN POOR CONDITION AND WITH THE LEAST EXPERIENCED STAFFS, AND (3) THE NEGRO CHILD LOSES HIS ASPIRATIONS FROM A FEELING OF BEING CUT OFF FROM SOCIETY AND SET APART WITH FEW OPPORTUNITIES. IT HAS BEEN SHOWN THAT WHITE GIRLS WHO ATTENDED AN INTEGRATED SCHOOL WERE MORE OPEN AND LESS CATEGORICAL IN THEIR ATTITUDES TOWARDS NEGROES THAN GIRLS FROM ALL-WHITE SCHOOLS. A STATISTICAL ESTIMATE SHOWS MANY SCHOOLS IN MILWAUKEE TO HAVE A HEAVY RACIAL IMBALANCE. THESE SEGREGATED SCHOOLS HAVE CAUSED A GREAT DEAL OF RETARDATION AND DROPOUT AMONG NONWHITE STUDENTS. MILWAUKEE MAINTAINS SUCH POLICIES AS NEIGHBORHOOD SCHOOLS, SCHOOL BUILDING PLANS, ZONING, HIRING NEGROES ONLY FOR PREDOMINANTLY NEGRO SCHOOLS, AND SEGREGATED TRANSFERS WHICH INCREASE THE AMOUNT OF DE FACTO SEGREGATION. THE NAACP DEMANDS THAT ACTION BE TAKEN TO INTEGRATE THE MILWAUKEE SCHOOLS. SOME POLICIES WHICH COULD BE USED ARE REZONING TO ACHIEVE INTEGRATION, REORGANIZING THE SCHOOLS TO EXTEND AREAS REACHED BY THEM, CHANGING FEEDER PATTERNS OF ELEMENTARY TO SECONDARY SCHOOLS, AND CAREFULLY SELECTING SITES OF NEW SCHOOLS. ED002049 DE FACTO SCHOOL SEGREGATION IN MILWAUKEE. 1963-12-00 77 N/A 1965 2016-11-22

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No Desegregation Methods Educational Planning Educational Quality Resource Materials School Organization Secondary Education New York (New York) New York (New York) New York City Public Schools, Brooklyn, NY. RECOMMENDATIONS WERE DIVIDED INTO SUGGESTIONS FOR IMMEDIATE ACTION AND ACTION FOR LONG-RANGE EFFECT. THE SUGGESTIONS FOR IMMEDIATE ACTION INCLUDED RETAINING THE 6-3-3 ORGANIZATION OF THE SCHOOL, EXPERIMENTING WITH THE COMPREHENSIVE HIGH SCHOOL, AND SETTING UP TWO EXPERIMENTAL 4-4-4 COMPLEXES. INTEGRATION PLANS INCLUDED REVIEWING ZONES AND CHANGING FEEDER PATTERNS, STRENGTHENING FREE CHOICE AND OPEN ENROLLMENT PROGRAMS, DEVELOPING SPECIAL SCHOOLS, AND ESTABLISHING AFTER-SCHOOL AND SUMMER PROGRAMS FOR ENRICHMENT. PLANS FOR VOCATIONAL EDUCATION INCLUDED EXPERIMENTING WITH TWO-PERIOD AND THREE-PERIOD SHOP PROGRAMS, DEVELOPING SHORT OCCUPATIONAL COURSES FOR POTENTIAL DROPOUTS, EXPANDING THE WORK-EXPERIENCE PROGRAM TO MAKE VOCATIONAL SCHOOLS AVAILABLE AFTER SCHOOL FOR PREEMPLOYMENT TRAINING OF UNEMPLOYED PERSONS, ESTABLISHING A "SKILL CENTER" FOR OUT-OF-SCHOOL YOUTH, AND PROVIDING SPECIAL, EDUCATIONAL, AND VOCATIONAL COUNSELING FOR DISADVANTAGED STUDENTS. THE LONG-RANGE PROGRAMS INCLUDED CONSTRUCTING NEW HIGH SCHOOLS, EVALUATING THE 6-3-3, 4-4-4, 4-3-4 SCHOOL ORGANIZATIONS, AND ESTABLISHING PROGRAMS TO PROVIDE FLEXIBILITY FOR STUDENT TRANSFERS BETWEEN ACADEMIC AND VOCATIONAL HIGH SCHOOLS IN THE 11TH AND 12TH GRADES. ED002050 TOWARD QUALITY SECONDARY EDUCATION--RECOMMENDATIONS ON THE REORGANIZATION OF THE NEW YORK CITY HIGH SCHOOLS. 1964-12-00 24 N/A 1965 2016-11-22

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No Civil Rights Integration Studies Intergroup Relations Questionnaires Research Projects Resource Materials Social Change Social Discrimination ROSE, PETER I. Massachusetts (Northampton) MASSACHUSETTS Massachusetts IN APRIL 1961, QUESTIONNAIRES WERE MAILED TO MEMBERS OF MANY ACADEMIC AND PROFESSIONAL ORGANIZATIONS TO DISCOVER RESEARCH IN THE FIELD OF INTERGROUP RELATIONS. APPROXIMATELY 200 PERSONS WROTE OF RESEARCH UNDERTAKEN. ABSTRACTS OF THE REPORTED RESEARCH ARE PRESENTED UNDER ONE OF THREE HEADINGS--COMPLETED, CURRENT, AND PLANNED. COMPLETED AND CURRENT STUDIES IN THE GENERAL AREA OF PREJUDICE AND DISCRIMINATION INCLUDE--MEASUREMENT OF STEREOTYPING, EMOTION IN PREJUDICE, EVALUATIONAL REACTIONS TO ACCEPTED-ENGLISH SPEECH, MINORITY GROUP IDENTIFICATION, PROPAGANDA EFFECTS ON THE PREJUDICED PERSONALITY, THE FUNCTIONS OF STEREOTYPES IN BEHAVIOR, RACE AWARENESS AMONG PREADOLESCENT BOYS, RACIAL ETHNOCENTRISM, AND NEGROES WHO ARE PREJUDICED TOWARD CATHOLICS, PROTESTANTS AND JEWS. AMONG THE MORE SPECIFIC STUDIES IN RACIAL, RELIGIOUS, AND ETHNIC RELATIONS ARE SUCH STUDIES AS ASSIMILATION OF THE SPOKANE INDIANS, JEWISH-GENTILE COURTSHIP, THE JEWS OF MIDDLETOWN, REACTIONS TO TEMPLE BOMBING, THE SELF-IMAGE OF THE AMERICAN JEW, CRISIS IN A FLOODED UNITED STATES-MEXICAN BORDERTOWN, AND ASSIMILATION IN AMERICA--THEORY AND REALITY. SOME OF THE PLANNED RESEARCH PROJECTS WHICH PROPOSE TO LESSEN GAPS IN KNOWLEDGE INCLUDE FEED-BACK OF SOCIAL SCIENCE DATA INTO LOCAL COMMUNITIES, RACIAL RELATIONS AMONG ALCOHOLICS AND DRUG ADDICTS, AND SOURCES OF SOCIAL RESISTANCE TO DESEGREGATION. THIS ARTICLE IS PUBLISHED IN THE "RESEARCH BULLETIN ON INTERGROUP RELATION," JANUARY, 1962. ED002051 RESEARCH BULLETIN ON INTERGROUP RELATIONS. 1962-01-00 30 N/A 1965 2016-11-22

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No Disadvantaged Youth Educational Responsibility Equal Education Essays Higher Education Northern Schools Scholarship Funds Special Programs BUTLER, BROADUS N. DISTRICT OF COLUMBIA District of Columbia National Scholarship Service and Fund for Negro Students, New York, NY. MUCH OF THE BLAME FOR THE CONDITION OF NEGROES AND OTHERS IN LOWER SOCIOECONOMIC CONDITIONS IN THE UNITED STATES IS LAID UPON THE EDUCATORS IN THE NORTH WHO HAVE SYSTEMATICALLY DEPRIVED NEGROES OF EQUAL EDUCATIONAL OPPORTUNITIES. IF THE CULTURALLY DISADVANTAGED MASSES ARE TO BE KEPT FROM MULTIPLYING BEYOND THE ABILITY OF THE UNITED STATES TO CARE FOR THEM, NORTHERN COLLEGES AND UNIVERSITIES MUST ACCEPT THE RESPONSIBILITY TO PROVIDE OPPORTUNITIES FOR EDUCATION FOR THOSE WHO ARE WILLING AND ABLE TO RISE ABOVE THEIR ENVIRONMENTS. ATTENTION IS GIVEN TO THE HIGHLY SUCCESSFUL PROGRAM OF THE NATIONAL SCHOLARSHIP SERVICE (NSS) AND THE FUND FOR NEGRO STUDENTS (FNS) WHEREBY STUDENTS WHO WOULD NOT OTHERWISE HAVE GONE TO COLLEGE HAVE BEEN ENABLED TO DO SO. STUDENTS WERE PROMISED THAT, IF THEY WOULD WORK HARD ENOUGH IN HIGH SCHOOL TO WIN A SCHOLARSHIP OF SOME SORT, THE NSS AND FNS WOULD PROVIDE SUPPLEMENTARY FUNDS TO MEET ALL OF THEIR EXPENSES. THE PROGRAM WAS DESIGNED NOT TO PATERNALIZE BUT TO GIVE THEM A REALISTIC CHALLENGE AND TO COUNSEL THEM WITH AN INSPIRATION WHICH ATTACHED EDUCATION TO A MEANINGFUL PERSONAL PURPOSE. ED002052 A MESSAGE TO NORTHERN EDUCATORS. 1964-00-00 16 N/A 1965 2016-11-22

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No Desegregation Methods Educational Planning Educational Quality Integration Studies Intergroup Relations Public Schools School Desegregation Special Programs New York (New York) New York (New York) New York City Board of Education, Brooklyn, NY. IN ORDER TO PREPARE PUPILS TO PARTICIPATE FULLY, REGARDLESS OF ENVIRONMENTAL HANDICAP, IN ECONOMIC, SOCIAL, AND POLITICAL LIFE, SCHOOLS SHOULD MAKE IMPROVEMENTS IN THE PROBLEM OF DESEGREGATION. SPECIFIC PLANS UNDERTAKEN BY NEW YORK CITY REQUIRED THE STUDY OF CERTAIN ASPECTS OF EDUCATION--ELEMENTARY SCHOOL COMMUNITY ZONING, JUNIOR HIGH SCHOOL FEEDER PATTERN CHANGES, SCHOOL ASSIGNMENT CHANGE FOR RELIEF OF OVERCROWDING AND FOR BETTER INTEGRATION IN SCHOOL STAFFS, FURTHER EXPANSION OF THE CENTRAL ZONING UNIT, EXPANSION OF THE HUMAN RELATIONS UNIT, STAFF ORIENTATION AND TRAINING, AND COMMUNITY PARTICIPATION AND SUPPORT. PLANS FOR IMPROVING THE QUALITY OF EDUCATION SHOULD CONTAIN SUCH SUGGESTIONS AS ELIMINATION OF GROUP INTELLIGENCE TESTS, REDUCTION OF CLASS SIZE, BETTERMENT OF KINDERGARTEN AND PREKINDERGARTEN PROGRAMS, AND IMPROVEMENT OF RECRUITMENT AND PROMOTION PROGRAMS FOR NEGRO AND PUERTO RICAN TEACHERS AND SUPERVISORS. ED002053 PLAN FOR BETTER EDUCATION THROUGH INTEGATION. 1964-01-29 14 N/A 1965 2016-11-22

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No Advisory Committees Community Involvement Curriculum Development Desegregation Methods Elementary Schools Equal Education Intergroup Relations Junior High Schools Program Guides School Desegregation Special Programs New York (New York) New York (New York) New York City Board of Education, Brooklyn, NY. ABOUT 45 RECOMMENDATIONS IN SIX GENERAL AREAS OF CONCERN RESULTED FROM A REPORT BY THE COMMISSION ON INTEGRATION. THE IMPLEMENTATION OF THESE RECOMMENDATIONS FOCUSED ALMOST EXCLUSIVELY ON ELEMENTARY AND JUNIOR HIGH SCHOOLS. THE CHILDREN CONSIDERED IN THE INTEGRATION STUDY WERE NEGROES AND PUERTO RICANS, ALTHOUGH NO DISTINCTION IS MADE IN THE REPORT AMONG UNDERPRIVILEGED CHILDREN OF DIFFERENT ETHNIC GROUPS. THE FIRST GENERAL AREA OF CONCERN INCLUDED EDUCATIONAL STANDARDS AND CURRICULUM. THE RECOMMENDATION OF RAISING THE LEVEL OF ACADEMIC ACHIEVEMENT WAS CARRIED OUT THROUGH READING PROGRAMS, A SCHOOL LIBRARY, AUDIOVISUAL INSTRUCTIONAL AIDS, PARENT-SCHOOL RELATIONS, AND SPECIAL ATTENTION TO STUDENT ATTENDANCE AND HEALTH. THE ESTABLISHMENT OF PROGRAMS FOR EXCEPTIONAL CHILDREN WAS ANOTHER RECOMMENDATION. SPECIAL OPPORTUNITY AND ADJUSTMENT CLASSES FOR BOTH INTELLECTUALLY GIFTED AND MENTALLY RETARDED CHILDREN WERE IMPLEMENTED. THE SECOND GENERAL HEADING OF RECOMMENDATIONS INCLUDED GUIDANCE, EDUCATION STIMULATIONS, AND PLACEMENT. ALL-DAY NEIGHBORHOOD SCHOOLS, THE DEMONSTRATION GUIDANCE PROGRAM, AND THE HIGHER HORIZONS PROJECT WERE AMONG THE SPECIFIC PROGRAMS INITIATED. OTHER RECOMMENDATIONS CONCERNED TEACHER ASSIGNMENTS AND PERSONNEL, SCHOOL ZONING, SITE SELECTION AND MAINTENANCE OF THE SCHOOL BUILDING, AND COMMUNITY RELATIONS. THE LATTER AREA INVOLVED THE ESTABLISHMENT OF--A CENTRALIZED COMMUNITY RELATIONS UNIT TO COORDINATE WORK WITH PROFESSIONAL PERSONNEL, CIVIC GROUPS, AND PRIVATE AGENCIES, NEIGHBORHOOD COUNCILS TO HELP STIMULATE A FAVORABLE CLIMATE FOR INTEGRATION, AND A PUBLIC INFORMATION UNIT TO INFORM THE PUBLIC OF THE WORK OF THE SCHOOL SYSTEM AND TO SECURE COMMUNITY GOODWILL RESULTING IN A BETTER EDUCATION FOR ALL CHILDREN. ED002054 TOWARD GREATER OPPORTUNITY--A PROGRESS REPORT FROM THE SUPERINTENDENT OF SCHOOLS TO THE BOARD OF EDUCATION DEALING WITH IMPLEMENTATION OF RECOMMENDATIONS OF THE COMMISSION ON INTEGRATION. 1960-06-00 196 N/A 1965 2016-11-22

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No Attitude Change Board of Education Role Community Involvement Desegregation Effects Educational Policy Individual Characteristics Integration Studies Intergroup Relations School Desegregation DODSON, DAN W. New York (New York) New York (New York) FIVE STUDIES ON INTEGRATION PROBLEMS WERE UNDERTAKEN AT THE CENTER FOR HUMAN RELATIONS STUDIES OF NEW YORK UNIVERSITY. ONE, BY ROSNER, STUDIED WHETHER A MAJORITY OF YOUTHS, WHEN PLACED IN SETTINGS IN WHICH THEY WERE THE MINORITY, ASSUMED CHARACTERISTICS WHICH WERE ROUGHLY DESCRIBED AS MINORITY BEHAVIOR. IN SPITE OF THE GENERAL CULTURAL VALUES WHICH GIVE WHITE PEOPLE STATUS AS WHITE, THERE WAS EVIDENCE THAT BEING A MINORITY PERSON IN A SITUATION WHERE RACE WAS IMPORTANT HAD ITS IMPACT UPON PERSONALITY. SELF PERCEPTIONS, ATTITUDES, AND BEHAVIORS TENDED TO REVERSE. SCHOOL BOARDS AND SUPERINTENDENTS OF SCHOOLS SHOULD NOT ASK PEOPLE IF THEY WANT TO INTEGRATE, INSTEAD THEY SHOULD MAKE A FIRM STATEMENT OF POLICY AND NOT EQUIVOCATE. THEY SHOULD NOT ALLOW THEMSELVES TO BE PUT ON THE DEFENSIVE ABOUT ALLOWING INTEGRATION IN THE SCHOOLS, THEY SHOULD PLAN WITH AND NOT FOR THE MINORITY GROUPS. COMMUNITY RESOURCES SHOULD BE MOBILIZED TO CREATE A CLIMATE CONDUCIVE TO GOOD INTERGROUP RELATIONS. THIS ARTICLE IS PUBLISHED IN THE "JOURNAL OF EDUCATIONAL SOCIOLOGY," VOLUME 28, NUMBER 2, OCTOBER 1954. ED002055 TOWARD INTEGRATION. 1954-10-00 1 N/A 1965 2016-11-22

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No Advisory Committees Civil Rights Housing Discrimination Housing Opportunities Racial Segregation Residential Patterns Suburban Housing DISTRICT OF COLUMBIA District of Columbia Commission on Civil Rights, Washington, DC. THE COMMISSION ON CIVIL RIGHTS HAS FOUND THAT HOUSING IS THE ONE COMMODITY IN THE AMERICAN MARKET THAT IS NOT FREELY AVAILABLE ON EQUAL TERMS TO EVERYONE WHO CAN AFFORD TO PAY. TO A LARGE EXTENT, THE WASHINGTON, D.C., METROPOLITAN AREA IS RACIALLY SEGREGATED IN ITS HOUSING PATTERN, WITH DISCRIMINATION AS THE PRINCIPAL CONTRIBUTING FACTOR. THE PERCENTAGE OF NEGROES IN THE DISTRICT OF COLUMBIA HAS INCREASED GREATLY IN RECENT YEARS. AN OVERALL EXPANSION OF HOUSING OPPORTUNITIES FOR NEGROES HAS OCCURRED IN THE DISTRICT, BUT SEGREGATION CONTINUES. WASHINGTON SUBURBS HAVE EXPERIENCED A SUBSTANTIAL DECREASE IN THE PERCENTAGE OF NEGRO POPULATION. LACK OF SUBURBAN HOUSING AVAILABLE TO NEGROES HAS BEEN A SIGNIFICANT FACTOR RESPONSIBLE FOR THE DECREASE. EXPERIENCE IN THE WASHINGTON METROPOLITAN AREA SUPPORTS THE CONCLUSION THAT IT IS THE REAL ESTATE BROKERS, BUILDERS, AND MORTGAGE FINANCING INSTITUTIONS THAT TRANSLATE PREJUDICE INTO DISCRIMINATORY ACTION. ON COMPLETION OF THE STUDY ON RACE AND HOUSING IN THE WASHINGTON AREA, THE COMMISSION RECOMMENDS THAT THE D.C. BOARD OF COMMISSIONERS ISSUE AND IMPLEMENT AN APPROPRIATE REGULATION PROHIBITING DISCRIMINATION ON THE BASES OF RACE, COLOR, RELIGION, OR NATIONALITY IN THE SALE, RENTAL, OR FINANCING OF HOUSING ACCOMMODATIONS WITHIN THE DISTRICT. FURTHER RECOMMENDATIONS INCLUDE THE FOLLOWING--THAT THE NATIONAL CAPITAL REGIONAL PLANNING COUNCIL ESTABLISH A STANDING COMMITTEE ON MINORITY HOUSING PROBLEMS, THAT THE U.S. CONGRESS AUTHORIZE THE ESTABLISHMENT OF A CENTRAL RELOCATION SERVICE FOR WASHINGTON, D.C., TO SERVE ALL PERSONS FORCED OUT OF DWELLINGS BECAUSE OF GOVERNMENT ACTION, THAT THE PRESIDENT REQUEST THE DEPARTMENT OF JUSTICE TO INVESTIGATE ACTS OF MEMBERS OF HOUSING AND HOME FINANCE INDUSTRY IN THE WASHINGTON AREA. ED002056 CIVIL RIGHTS, U.S.A.--HOUSING IN WASHINGTON, D.C. 45 N/A 1965 2016-11-22

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No Biracial Committees Black Organizations Equal Education Equal Opportunities (Jobs) Integration Studies Law Enforcement News Media Public Facilities School Desegregation Social Discrimination Southern Community Tokenism MUSE, BENJAMIN National Association Advancement Colored People Georgia (Atlanta) TENNESSEE Tennessee (Memphis) Georgia (Atlanta) Tennessee Tennessee (Memphis) Southern Regional Council, Atlanta, GA. IN VIEW OF ITS HEAVY NEGRO POPULATION AND ITS DEEP SOUTH LOCATION, THE PROGRESS OF MEMPHIS TOWARD THE ELIMINATION OF RACE DISCRIMINATION IS REMARKABLE. CONSPICUOUS, THOUGH STILL TOKEN, STRIDES TOWARD DESEGREGATION AND EQUALITY IN SCHOOLS AND EMPLOYMENT HAVE BEEN MADE. GREATER PROGRESS HAS BEEN SEEN IN THE DESEGREGATION OF PUBLIC ACCOMMODATIONS. A DOZEN NEGROES SIT ON OFFICIAL BOARDS OR HOLD OTHER RESPONSIBLE POSITIONS IN THE CITY GOVERNMENT. SEVERAL BASIC FACTORS CONTRIBUTE TO THE FORWARD MOMENTUM OF DESEGREGATION IN MEMPHIS. THE LARGE NEGRO VOTE TENDS TO LIBERALIZE ALL DECISIONS BY PUBLIC OFFICIALS IN MATTERS AFFECTING NEGROES. THE HIGH CALIBER OF LEADERS IN THE WHITE COMMUNITY WHO ARE ACTIVE IN THE MOVEMENT IS ANOTHER POSITIVE FORCE. ANOTHER MAJOR FACTOR IS THE STRONG UNITY WITHIN THE NEGRO COMMUNITY. THE MEMPHIS BRANCH OF THE NAACP BOASTS THE LARGEST MEMBERSHIP IN ANY SOUTHERN CITY. PERHAPS THE STRONGEST ELEMENT OF UNITY IN MEMPHIS IS THE COMMITTEE ON COMMUNITY RELATIONS. THIS BIRACIAL AGENCY INCLUDES STRONG REPRESENTATIONS FROM THE CHAMBER OF COMMERCE, CHURCHES, BUSINESS AND PROFESSIONAL GROUPS, CIVIC ORGANIZATIONS, THE URBAN LEAGUE, AND THE NAACP. A RIGID POLICE FORCE POLICY LARGELY AND FAVORABLY IDENTIFIED WITH THE CIVIL RIGHTS ADVANCE AND TWO LOCAL NEWSPAPERS WHICH FOLLOW A POLICY OF COOPERATION AND ENCOURAGEMENT IN THE CAMPAIGN ARE OTHER POSITIVE FACTORS. ED002057 MEMPHIS. 49 N/A 1965 2016-11-22

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No Attitude Change Black Culture Black Education Black Stereotypes Curriculum Development High Schools Mental Health Self Concept Student Improvement PICKENS, WILLIAM G. CONNECTICUT HARTFORD DISTRICT OF COLUMBIA Connecticut District of Columbia Howard Univ., Washington, DC. CULTURAL TRAINING IS BASICALLY IMPORTANT TO GOOD SOCIAL AND EDUCATIONAL ADJUSTMENT. THE NEGRO HAS BEEN DEPRIVED OF HIS OWN CULTURAL HERITAGE, AND HIS BACKGROUND HAS BEEN OMITTED AND DISTORTED BY THE WHITE SOCIETY. CONSEQUENTLY, THE NEGROES' SELF-ESTEEM HAS BEEN LOWERED WHILE WHITES HAVE ACCRUED AN UNFOUNDED SENSE OF SUPERIORITY. BOTH OF THESE CONDITIONS ARE DAMAGING TO THE MENTAL HEALTH OF THE COUNTRY. CURRICULUM CHANGES SHOULD BE ENCOURAGED WHICH SIMPLY TEACH THE TRUTH. TEACHERS OF BOTH RACES MUST STRIVE NOT TO STEREOTYPE GROUPS. THIS ARTICLE WAS PUBLISHED IN THE "JOURNAL OF NEGRO EDUCATION," VOLUME 39, NUMBER 2, SPRING 1965. ED002058 TEACHING NEGRO CULTURE IN HIGH SCHOOLS - IS IT WORTHWHILE. 1965-00-00 1 N/A 1965 2016-11-23

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No Equal Education Faculty Integration Integration Studies Neighborhood Schools Open Enrollment Racial Balance School Construction School Desegregation School Zoning Illinois (Chicago) New York (New York) NEW YORK ALLEN REPORT ILLINOIS Illinois Illinois (Chicago) New York New York (New York) AN EVALUATION OF PAST AND PRESENT PROGRAMS FOR ETHNIC DESEGREGATION, ACCOMPLISHED THROUGH PUBLIC SCHOOLS, AND PROPOSALS FOR FURTHER STEPS TO THAT END ARE PRESENTED. IN 1954, STEPS WERE TAKEN TO ANALYZE THE RACIAL MIXTURE OF THE SCHOOLS, BY 1958 A COMMITTEE RECOMMENDED ZONING, SITE SELECTION AND CONSTRUCTION, AND PUPIL REDISTRIBUTION TO IMPROVE RACIAL BALANCE. ONLY THE FIRST TWO WERE IMPLEMENTED IN SOME WAY. IN 1963 AN OPEN ENROLLMENT PROGRAM ALLOWED CHILDREN FROM CROWDED SEGREGATED SCHOOLS TO TRAVEL BY BUS TO LESS CROWDED MIXED SCHOOLS, HOWEVER, OPEN ENROLLMENT HAS HAD NO SIGNIFICANT EFFECT ON THE EXTENT OF DE FACTO SEGREGATION. THE SCHOOL BOARD MADE ABOUT 100 CHANGES IN ZONING BUT PERMITTED MORE THAN 600 EXCEPTIONS FOR HIGH SCHOOL ATTENDANCE. DESPITE THESE EFFORTS, SEGREGATION, CITY WIDE, HAS NOT BEEN REDUCED. PLANNED EFFORTS INCLUDE A FREE CHOICE TRANSFER POLICY, GREATER INTEGRATION OF JUNIOR HIGH SCHOOLS, AND THE PAIRING OF ELEMENTARY SCHOOLS FOR RACIAL MIXTURE. IT WAS RECOMMENDED THAT LARGE HIGH SCHOOLS BE PLANNED FOR THE WHITE NEIGHBORHOODS SOON TO BE INTEGRATED. THESE SCHOOLS WOULD USE OPEN ENROLLMENT PROGRAMS AND WOULD ABSORB NINTH-GRADE STUDENTS FROM JUNIOR HIGH SCHOOLS. TO EXTEND THE PROCESS TO LOWER GRADES, NEW MIDDLE SCHOOLS FOR GRADES 5-8, FED BY ELEMENTARY SCHOOLS OF DIFFERENT RACES, WOULD REPLACE JUNIOR HIGH SCHOOLS. PRIMARY SCHOOLS INCLUDING PREKINDERGARTEN THROUGH GRADE 4 WOULD BE ORGANIZED ON A SMALL NEIGHBORHOOD BASIS AND USE OF NONGRADED ORGANIZATION. WHERE POSSIBLE, EDUCATIONAL COMPLEXES OR PRIMARY AND MIDDLE SCHOOLS WOULD BE FORMED. EQUAL OPPORTUNITIES FOR STAFF ADVANCEMENT AND RECRUITMENT ARE ESSENTIAL, AND TEACHERS SHOULD BE TRAINED ESPECIALLY FOR URBAN SCHOOLS. THIS ARTICLE WAS PUBLISHED IN "INTEGRATED EDUCATION," VOLUME 2, SEPTEMBER 1964. ED002059 THE ALLEN REPORT ON NEW YORK CITY SCHOOLS. 1964-09-00 1 N/A 1965 2016-11-22

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No Black Organizations Community Involvement Educational Quality Interviews Parent Attitudes Racial Balance School Boycotts RIVERA, RAMON J. AND OTHERS ILLINOIS Illinois (Chicago) Illinois Illinois (Chicago) INTERVIEWS WERE CONDUCTED TO FIND WHY NEGROES WHO HAD BEEN PROBOYCOTT IN OCTOBER CHANGED TO ANTIBOYCOTT STAND 4 MONTHS LATER. THOSE WHO CHANGED TENDED TO BE WELL-EDUCATED PEOPLE WHO HAD NOT MADE THEIR DECISION EASILY. THEY STRESSED THE QUALITY OF EDUCATION RATHER THAN RACIAL BALANCE IN THE SCHOOLS. THIS ARTICLE WAS PUBLISHED IN "INTEGRATED EDUCATION," VOLUME 2, ISSUE 10, MAY 1964. ED002060 FREEDOM DAY II IN CHICAGO. 1964-05-00 1 N/A 1965 2016-11-22

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No Community Attitudes Desegregation Effects Disadvantaged Youth Equal Education Integration Studies Neighborhood Schools Research Opportunities School Desegregation LANDERS, JACOB ILLINOIS Illinois (Chicago) Illinois Illinois (Chicago) PAIRING OF SCHOOLS IN NEW YORK CITY ILLUSTRATES THAT CITY'S COMMITMENT TO THE IDEA OF ACTUAL INTEGRATION. THE PROGRAM BROADENS THE CONCEPT OF THE NEIGHBORHOOD SCHOOL INTO A COMMUNITY SCHOOL. THERE SEEM TO EXIST AT PRESENT IN PROGRAMS FOR DISADVANTAGED CHILDREN CERTAIN TENDENCIES WHICH HAVE ADVERSE CONSEQUENCES. FIRST IS THE STEREOTYPING OF ETHNIC GROUPS INTO A KIND OF HOMOGENIZED UNITY. SECOND IS A SUBSTITUTION OF SPECIAL PROGRAMS OF EDUCATION FOR THE FEW INSTEAD OF SOUND PROGRAMS OF EDUCATION FOR ALL. A THIRD TENDENCY HAS BEEN TO CREATE A "CULT OF DISADVANTAGED" IN WHICH THE STRENGTHS OF THE DISADVANTAGED ARE MAGNIFIED AND THE REAL PROBLEMS MINIMIZED. FOURTH, THERE HAS BEEN TOO MUCH EMPHASIS ON DIAGNOSIS OF PROBLEMS AND NOT ENOUGH EFFORT PLACED ON PROGRAMS OF IMPROVEMENT AND REMEDIATION. FIFTH, FAILURES OF THE DISADVANTAGED HAVE BEEN DEFINED IN TERMS WHICH HAVE LITTLE MEANING FOR THE SOLUTION TO THEIR PROBLEMS. SIXTH, THERE HAS BEEN A TENDENCY FOR THE SCHOOL TO ASSUME TOO MUCH OF THE BURDEN OF PREPARING YOUTH FOR LIFE WITHOUT CALLING ON THE REST OF THE COMMUNITY. FINALLY, THE SCHOOL HAS NOT TAKEN ADVANTAGE OF CIVIL RIGHTS PROTESTS AND THE REORIENTING EFFECT ON THE COMMUNITY. THIS ARTICLE WAS PUBLISHED IN "INTEGRATED EDUCATION," ISSUE 10, MAY 1964. ED002061 PERSPECTIVES ON SCHOOL INTEGRATION. 1964-05-00 1 N/A 1965 2016-11-22

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No Black Achievement Community Attitudes Desegregation Effects Middle Class Parents Northern Schools Open Enrollment Social Bias MONTGOMERY, CLARE SWANSON, BERT NEW YORK New York THE COMMUNITY STUDIED WAS HOMOGENEOUS, NORTHERN, PREDOMINATLY, WHITE-COLLAR, UPPER MIDDLE CLASS, AND WHITE. THE MAJOR CONSEQUENCES OF OPEN ENROLLMENT PROGRAM WERE THE FOLLOWING--(1) AN INTERNAL EFFECT UPON THE SCHOOLS WAS THAT STUDENTS WERE PLACED IN THE TRACK SYSTEM AND CLASSIFIED BY ACHIEVEMENT AND INTELLIGENCE TEST SCORES AND NEGRO STUDENTS FOUND THEMSELVES IN THE LOWER TRACK, AND (2) THE EXTERNAL IMPACT ON THE COMMUNITY WAS THAT THERE WAS CONSIDERABLE RESISTANCE AND LATENT HOSTILITY TO THE PROGRAM AND SEVERAL FAMILIES TRANSFERRED THEIR CHILDREN TO PRIVATE SCHOOLS. THIS ARTICLE WAS PUBLISHED IN "INTEGRATED EDUCATION," VOLUME 2, ISSUE 10, AUGUST 1964. ED002062 WHITE CITIZEN RESPONSE TO OPEN ENROLLMENT. 1964-08-00 1 N/A 1965 2016-11-22

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No Community Planning De Facto Segregation Desegregation Methods Educational Quality Equal Education Neighborhood Schools School Desegregation School Zoning BLACKMAN, ALLAN ILLINOIS Illinois (Chicago) CALIFORNIA California (Berkeley) California California (Berkeley) Illinois Illinois (Chicago) NEIGHBORHOOD SCHOOLS HAVE LONG BEEN A PART OF COMMUNITY PLANNING, HOWEVER, A PRIMARY NEGATIVE CONSEQUENCE OF THESE SCHOOLS IS SEGREGATION. THE SCHOOLS IN THE LOW ECONOMIC AREAS ARE SLIGHTED, AND THE CHILD IN THESE SCHOOLS IS SURROUNDED WITH PUPILS WHO HAVE THE SAME PROBLEMS HE HAS, THUS PROVIDING LITTLE MOTIVATION FOR IMPROVEMENT. SOME ALTERNATIVES FOR NEIGHBORHOOD SCHOOLS ARE--REZONING FOR LARGER NEIGHBORHOODS, COMBINING TWO SCHOOL DISTRICTS, BUILDING EDUCATIONAL PARKS AND CITYWIDE SCHOOLS, CLOSING SLUM SCHOOLS, CAREFULLY LOCATING NEW SCHOOLS FOR FUTURE POPULATION GROWTH, BUSING CHILDREN OR OTHER TRANSPORTATION PLANS AND USING OPEN ENROLLMENT. THIS ARTICLE WAS PUBLISHED IN "INTEGRATED EDUCATION," VOLUME 2, ISSUE 10, MARCH 1964. ED002063 PLANNING AND THE NEIGHBORHOOD SCHOOL. 1964-03-00 1 N/A 1965 2016-11-23

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No Curriculum Development Desegregation Methods Faculty Integration Intergroup Relations Open Enrollment Program Guides Racial Balance School Desegregation ILLINOIS Illinois (Chicago) PENNSYLVANIA Illinois Illinois (Chicago) Pennsylvania IN PART I, GUIDELINES FOR FULLER INTEGRATION OF THE ELEMENTARY AND SECONDARY PUBLIC SCHOOLS ARE GIVEN. THE PURPOSES OF DESEGREGATION AND IMPROVED QUALITY EDUCATION ARE INDEPENDENT AND SHOULD BE PURSUED SIMULTANEOUSLY. EACH SCHOOL SHOULD ENROLL PUPILS FROM VARIED BACKGROUNDS BY ELIMINATING NEIGHBORHOOD SCHOOLS, DEVELOPING A SYSTEM OF THREE SCHOOLS OF 4 YEARS EACH, USING OPEN ENROLLMENT, ZONING FOR RACIAL BALANCE, IMPROVING OLD FACILITIES, CONSTRUCTING SUCH NEW FACILITIES AS EDUCATIONAL PARKS, USING SCHOOL TEXTS AND MATERIALS WHICH PRESENT A TRUE PICTURE OF RACE RELATIONS, AND USING CURRICULAR AND EXTRACURRICULAR ACTIVITIES WHICH PROVIDE SHARING EXPERIENCES BETWEEN PUPILS OF VARIED BACKGROUNDS. TEACHERS SHOULD BE TRAINED IN INTERCULTURAL EDUCATION, AND BOARDS OF EDUCATION SHOULD PROVIDE EQUAL OPPORTUNITIES IN TEACHER EMPLOYMENT. PART II IS DIRECTED AT INSTITUTIONS OF HIGHER LEARNING. EVERY COLLEGE AND UNIVERSITY SHOULD TAKE AFFIRMATIVE STEPS TO RECRUIT BOTH TEACHERS AND STUDENTS OF DIFFERENT RACES. THEY SHOULD STRIVE TO AVOID DISCRIMINATORY PRACTICES IN DORMITORIES AND OTHER HOUSING FACILITIES, IN FRATERNITIES AND OTHER ORGANIZATIONS, AND IN HEALTH, RECREATION, AND PLACEMENT SERVICES. TEACHER TRAINING SHOULD INCLUDE COURSES IN HUMAN RELATIONS AND INTERCULTURAL EDUCATION. THIS ARTICLE WAS PUBLISHED IN "INTEGRATION EDUCATION," VOLUME 2, ISSUE 10, JUNE 1964. ED002064 PENNSYLVANIA'S AFFIRMATIVE POLICY. 1964-06-00 1 N/A 1965 2016-11-22

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No Community Cooperation Community Organizations Desegregation Methods Human Relations Programs Integration Readiness School Desegregation Special Programs Missouri (Saint Louis) Missouri (Saint Louis) Saint Louis Public Schools, MO. SOME OF THE FACTORS THAT HELPED ST. LOUIS' SCHOOLS TO INTEGRATE ARE PRESENTED. INCLUDED WERE ACTIVITIES OF KEY CIVIC AND RELIGIOUS ORGANIZATIONS AND SOCIAL AGENCIES, WHICH WORKED TO CHANGE THE PATTERN OF SEGREGATION. ANOTHER FACTOR WAS THE FINE QUALITY OF THE RELATIONS BETWEEN NEGROES AND WHITES ON THE SCHOOL'S PROFESSIONAL STAFF. THE SCHOOL SYSTEM'S PROGRAM OF EDUCATION IN HUMAN RELATIONS ESTABLISHED AN ATMOSPHERE THAT WAS CONDUCIVE TO INTEGRATION. INTEGRATION WAS CARRIED OUT OVER A NUMBER OF YEARS, AND DEPENDED UPON THE ACCOMPLISHMENT OF EACH PRECEDING STEP. THE STEPS OF ACCOMPLISHMENT WERE COLLEGE INTEGRATION, INTEGRATION OF SPECIAL SCHOOLS FOR EXCEPTIONAL CHILDREN, INTEGRATION OF THE GENERAL HIGH SCHOOLS, INTEGRATION OF THE ADULT EDUCATION PROGRAM, INTEGRATION OF THE REGULAR ELEMENTARY SCHOOLS, AND INTEGRATION OF THE TECHNICAL HIGH SCHOOLS. ED002065 DESEGREGATION OF THE ST. LOUIS PUBLIC SCHOOLS. 1965-09-00 71 N/A 1965 2016-11-22

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No Comparative Analysis Dropout Characteristics Employment Patterns High School Graduates Labor Market Out of School Youth Statistical Analysis Unemployment Unskilled Workers Youth Employment PLUNKETT, MARGARET L. DISTRICT OF COLUMBIA District of Columbia Department of Labor, Washington, DC. THE TRENDS INDICATE THAT ABOUT 7.5 MILLION OF THE 26 MILLION YOUNG PEOPLE ENTERING THE LABOR FORCE DURING THE 1960'S WILL NOT HAVE COMPLETED HIGH SCHOOL AND THAT 2.5 MILLION WILL NOT HAVE COMPLETED EVEN THE EIGHTH GRADE. THE UNEMPLOYMENT RATE OF 16- AND 17-YEAR-OLDS WAS THE HIGHEST AMONG ALL AGE GROUPS AND RANGED FROM 11 TO 24 PERCENT DURING THE 1950'S. SIXTY-ONE PERCENT OF THE SCHOOL DROPOUTS WERE OF THIS AGE. ONLY 40 PERCENT OF THE DROPOUTS CONTINUED PAST THE EIGHTH GRADE. OVER 80 PERCENT WERE GRADE-RETARDED BY AT LEAST 1 YEAR, AND 50 PERCENT WERE GRADE-RETARDED BY AT LEAST 2 YEARS. TWENTY PERCENT, HOWEVER, DROPPED OUT IN THE 12TH GRADE WHEN THEY WERE PRESUMABLY WITHIN REACH OF GRADUATION. ABOUT THREE-FOURTHS OF THE GRADUATES AND TWO-THIRDS OF THE DROPOUTS HAD IQ'S IN THE NORMAL RANGE, BUT 31 PERCENT WERE BELOW NORMAL WHILE 6 PERCENT WERE ABOVE. MAJOR REASONS FOR DROPPING OUT FOR BOTH BOYS AND GIRLS WERE ADVERSE SCHOOL EXPERIENCES AND THE ACCEPTANCE OF A JOB. 27 PERCENT OF THE GIRLS WERE MARRIED. AT THE TIME OF THE STUDIES, 15 PERCENT MORE DROPOUTS WERE MARRIED THAN GRADUATES. ABOUT THREE-FOURTHS OF THE MALES FOUND JOBS QUICKLY. HOWEVER, 10 PERCENT OF THE MALE DROPOUTS AS COMPARED WITH 5 PERCENT OF THE MALE GRADUATES HAD TO JOB HUNT FOR 14 WEEKS OR LONGER. THE MAJORITY OF THE MALES WERE EMPLOYED IN SKILLED, SEMISKILLED, AND UNSKILLED WORK. ALMOST 50 PERCENT OF THE GRADUATES WORKED IN THE SKILLED AND SEMISKILLED FIELDS AS COMPARED WITH 36 PERCENT OF THE DROPOUTS. EIGHTEEN PERCENT OF THE GRADUATES AND 35 PERCENT OF THE DROPOUTS WERE EMPLOYED IN UNSKILLED JOBS. SEVENTY-TWO PERCENT OF THE FEMALE GRADUATES WERE EMPLOYED IN OFFICE WORK, WHILE 37 PERCENT OF THE FEMALE DROPOUTS WORKED IN UNSKILLED JOBS. FEMALES TENDED TO EARN LESS THAN MALES, AND GRADUATES AVERAGED FROM $10 TO $30 MORE PER WEEK. THE AVERAGE UNEMPLOYMENT RATE WAS OVER 20 PERCENT FOR BOY DROPOUTS AS COMPARED WITH ABOUT 6 PERCENT FOR GRADUATE MEN AND WOMEN. FEMALE DROPOUTS HAD HIGHER UNEMPLOYMENT RATES. ED002066 FROM SCHOOL TO WORK--HIGHLIGHTS FROM A STUDY ON THE EARLY EMPLOYMENT EXPERIENCE OF YOUTH IN SEVEN COMMUNITIES, 1952-57. 1960-03-00 15 N/A 1965 2016-11-22

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No Advisory Committees Black Students Boards of Education Educational Quality Human Relations Open Enrollment Program Guides Puerto Ricans School Desegregation Special Programs Teacher Recruitment New York (Brooklyn) New York (New York) New York City Public Schools, Brooklyn, NY. THE ADVISORY COMMITTEE ON HUMAN RELATIONS AND COMMUNITY TENSION RECOMMENDED PROPOSALS TO INTEGRATE NEW YORK CITY'S PUBLIC SCHOOLS. SPECIFIC RECOMMENDATIONS INCLUDED--(1) COMPREHENSIVE 4-YEAR HIGH SCHOOLS AND MIDDLE SCHOOLS FOR GRADES 5 THROUGH 8 SHOULD BE DEVELOPED. (2) PRIMARY UNITS EXTENDING FROM PREKINDERGARTEN CLASSES THROUGH THE FOURTH GRADE SHOULD REPLACE EXISTING ELEMENTARY SCHOOLS. (3) EDUCATIONAL COMPLEXES SHOULD BE FORMED NEAR THE MIDDLE SCHOOLS, CONSISTING OF FROM TWO TO SIX PRIMARY UNITS. (4) EVENTUALLY, EDUCATIONAL PARKS, CONSISTING OF NEWLY DEVELOPED STRUCTURES ON CLEARED SITES, SHOULD REPLACE SINGLE MIDDLE SCHOOLS AND THE EDUCATIONAL COMPLEXES. (5) FACILITIES SHOULD BE EQUALIZED IN EVERY WAY SO THAT THE PUERTO RICAN AND NEGRO SCHOOLS IN THE CITY WILL NOT CONTINUE TO BE OLDER, MORE OVERCROWDED, AND IN GREATER NEED OF INSTALLATION OF ESSENTIAL FACILITIES THAN OTHER SCHOOLS. BOARD PROGRAMS TO IMPROVE RECRUITMENT AND ADVANCEMENT OF MINORITY GROUP TEACHERS AND OTHER PERSONNEL WOULD BE INTENSIFIED, RELATIONS BETWEEN THE SYSTEM AND LOCAL TEACHER TRAINING INSTITUTIONS MUST BE GREATLY STRENGTHENED. PREPRIMARY PROGRAMS OF INSTRUCTION SHOULD BE INTRODUCED ON A CITYWIDE BASIS, SERVING CHILDREN AS YOUNG AS 3 YEARS OF AGE. SPECIAL SCHOOLS AND PROGRAMS, PARTICULARLY THOSE FOR MALADJUSTED AND RETARDED STUDENTS, SHOULD BE STUDIED INDEPENDENTLY, AND THE FINDINGS SHOULD BE MADE PUBLIC. A STRONGER POLICY FOR RETAINING MORE SUCH STUDENTS SHOULD BE PURSUED. ADDITIONAL ACTION TOWARD INTEGRATED EDUCATION INCLUDED SUGGESTIONS FOR AN OPEN ENROLLMENT-FREE CHOICE TRANSFER PROGRAM, EXTENTION OF THE MORE EFFECTIVE SCHOOLS PROGRAM, AND SPECIAL MATERIALS OF INSTRUCTION NEEDED FOR TEACHING GOOD HUMAN RELATIONS AND INTERCULTURAL EDUCATION. SPECIAL COLLEGE PROGRAMS FOR THE DISADVANTAGED SHOULD BE DEVELOPED. ED002067 BLUEPRINT FOR FURTHER ACTION TOWARD QUALITY INTEGRATED EDUCATION--RECOMMENDATIONS OF THE SUPERINTENDENT OF SCHOOLS TO THE BOARD OF EDUCATION. 1965-03-05 139 N/A 1965 2016-11-22

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No Administrative Policy Demography History School Desegregation School Districts Teacher Placement Transfer Students OSTHEIMER, GEORGE F. INDIANA Indiana (Indianapolis) Indiana Indiana (Indianapolis) IN 1847 THE CITIZENS OF INDIANAPOLIS VOTED TO ESTABLISH A SYSTEM OF FREE PUBLIC SCHOOLS. AN ACT OF 1867 ESTABLISHED SEPARATE SCHOOLS FOR NEGRO AND WHITE PUPILS. THE LEGALITY OF THIS SEPARATE SCHOOLS PROCEDURE WAS TESTED AND UPHELD SEVERAL TIMES BY COURT DECISIONS. ON MARCH 8, 1949, THE INDIANA GENERAL ASSEMBLY PASSED A BILL OUTLAWING SEGREGATION IN SCHOOLS OF THE STATE. FOR 4 YEARS, SCHOOL ASSIGNMENTS FOR ELEMENTARY SCHOOLS WERE BASED ON RESIDENTIAL AREAS, HIGH SCHOOLS FOLLOWED ELEMENTARY SCHOOL DISTRICTS. IN 1952, DEFINITE SCHOOL BOUNDARIES WERE ESTABLISHED WITHOUT REGARD TO RACE. UNDER THE PRESENT POLICY, NO TRANSFERS ARE ISSUED TO ATTEND SCHOOLS OUTSIDE A STUDENT'S DISTRICT UNLESS THE STUDENT PREFERRING A TRANSFER COMPLETES AND FILES A SPECIFIC FORM AND MEETS ONE OF THE PARTICULAR CONDITIONS APPROVED IN THE OFFICIAL TRANSFER POLICY. TEACHERS IN THE INDIANAPOLIS SCHOOL SYSTEM ARE HIRED ON THE BASES OF TRAINING, EXPERIENCE, AND REFERENCES, NOT ON THE BASES OF RACE, CREED, OR POLITICS. PROMOTIONS TO ADMINISTRATIVE AND SUPERVISORY POSITIONS ARE MADE ON THE BASIS OF MERIT AND, GENERALLY, FROM THE RANKS OF THE INDIANAPOLIS STAFF. SINCE 1949 THERE HAS BEEN A STEADY GROWTH IN THE NUMBER OF NEGRO TEACHERS ON THE STAFF. AS OF SEPTEMBER 1963, THERE WERE 136 NEGRO TEACHERS IN 27 SCHOOLS, MOST OF WHICH ENROLL PUPILS OF BOTH RACES. THERE ARE SOME SCHOOLS WHERE NEGRO TEACHERS ARE TEACHING ALL-WHITE CLASSES. ALTHOUGH THERE HAS BEEN NO OVERT ATTEMPT TO ADJUST THE RATIO OF NEGRO TO WHITE TEACHERS, STATISTICS REVEAL THAT THE PERCENTAGES ARE IN LINE WITH CENSUS FIGURES FOR THE WHOLE CITY POPULATION. ED002068 A REPORT ON RACIAL INTEGRATION IN THE INDIANAPOLIS PUBLIC SCHOOLS. 1964-01-28 17 N/A 1965 2016-11-22

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No Black Attitudes Black Stereotypes Black Students Desegregation Effects Desegregation Methods Integration Studies Performance Factors Self Concept Student Improvement SMITH, CHARLES U. FLORIDA GEORGIA Florida (Coral Gables) Florida Georgia THE SUBCULTURE IS EXTREMELY SIGNIFICANT IN THE CHILD'S STATE OF PREPAREDNESS FOR LEARNING AT THE TIME OF ENTRY INTO SCHOOL. HIS SELF-CONCEPT, LEVEL OF ASPIRATION, MOTIVATION, AND OVERALL APPRECIATION OF THE EDUCATIONAL PROCESS AND ITS GOALS ARE PRODUCTS OF HIS ENVIRONMENT. THE SUBCULTURE OF THE NEGRO HAS BEEN, AND STILL IS, CHARACTERIZED BY RESTRICTION, FEAR, ANXIETY, POVERTY, ILLITERACY, AND APATHY TOWARD EDUCATION. WHEN NEGRO CHILDREN, TYPICAL PRODUCTS OF THE NEGRO SUBCULTURE, ARE SUDDENLY THRUST INTO THE INTEGRATED SCHOOL SITUATION, THEY WILL EXPERIENCE FEELINGS WHICH TEND TO BE DETRIMENTAL TO THEIR PERFORMANCE. SOCIAL THREAT OR REJECTION AND ISOLATION OF THE NEGRO CHILD BY HIS WHITE PEERS IN SCHOOL MAY BE SIGNIFICANT FACTORS IN THE LOWERED PERFORMANCE OF NEGROES. EVIDENCE INDICATES THAT NEGRO STUDENTS HAVE FEELINGS OF INTELLECTUAL INFERIORITY WHICH ARISE FROM AN AWARENESS OF THE WHITE GROUP'S STEREOTYPE OF NEGROES. THUS, THE BELIEF IN THE LOW PROBABILITY OF SUCCESS WHEN IN COMPETITION WITH WHITES WOULD TEND TO REDUCE EFFORT. THE FEELING THAT HARM OR PAIN OR DISAPPROVAL WILL RESULT AS A CONSEQUENCE OF FAILURE IS ANOTHER TYPE OF SITUATIONAL EVENT WHICH WOULD ALSO TEND TO REDUCE EFFORT. EMPHASIZING POSITIVE ATTITUDES AND ASPECTS, ORGANIZING ACTIVE CAMPAIGNS FOR RAISING FUNDS, ATTITUDES AND STANDARDS, AVOIDING UNCONSCIOUS PREJUDICE BY PUSHING INTERRACIAL CONTACTS, REASSESSING TESTING METHODS, AND SUPPORTING CIVIL RIGHTS ACT ARE ACTIVE WAYS IN WHICH EDUCATIONAL ADMINISTRATORS AND POLICY-MAKERS CAN FACILITATE THE PROCESS OF SCHOOL DESEGREGATION. THIS PAPER WAS PRESENTED AT THE FLORIDA AND SOUTH GEORGIA INSTITUTE FOR SUPERINTENDENTS AND BOARD MEMBERS ON THE CIVIL RIGHTS ACT OF 1964, FLORIDA, FEBRUARY 24-26, 1965. ED002069 THE EFFECT OF DESEGREGATION ON THE NEGRO STUDENT. 1965-02-00 12 N/A 1965 2016-11-22

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No Black Attitudes De Facto Segregation Equal Education Equal Opportunities (Jobs) Essays Housing Opportunities Social Discrimination Urban Problems SILBERMAN, CHARLES E. NEW YORK New York (New York) New York New York (New York) A SOLUTION TO THE NEGRO PROBLEM DEMANDS DIFFICULT AND HEROIC DECISIONS ON THE PART OF CIVIC AND POLITICAL LEADERS AND CHANGES IN THE BEHAVIOR OF AMERICANS FROM EVERY WALK OF LIFE--TEACHERS AND STUDENTS, TRADE-UNION LEADERS AND MEMBERS, AND EMPLOYERS AND EMPLOYEES. CURRENT ACTION BEING TAKEN AND FUTURE ACTIONS WHICH NEED TO BE TAKEN ARE DISCUSSED. THE SHAME OF SLAVERY, THE VISUAL DIFFERENCES IN RACE, AND THE LACK OF EDUCATION AND TRAINING IN NEW TECHNOLOGICALLY DEMANDING TIMES HAVE MADE THE PROBLEMS OF THE NEGRO DIFFICULT AND SELF-PERPETUATING. TOO MANY NEGROES ARE UNABLE OR UNWILLING TO COMPETE IN AN INTEGRATED SOCIETY. CHARITABLE AND SOCIAL-WELFARE PROGRAMS ORGANIZED, STAFFED, AND SUPPORTED BY NEGROES ARE LIKELY TO HAVE A MUCH GREATER IMPACT ON NEGRO BEHAVIOR THAN PROGRAMS ADMINISTERED BY GOVERNMENT OR BY PRIVATE WHITE AGENCIES, BOTH OF WHICH TEND TO BE VIEWED WITH SUSPICION AND HOSTILITY. TO PENETRATE THE ENVIRONMENTAL AND CULTURAL CURTAIN THAT KEEPS THE NEGRO CHILD FROM LEARNING, THE SCHOOL SHOULD TAKE ON A COMPREHENSIVE SET OF FUNCTIONS THAT LIE OUTSIDE ITS NORMAL SPHERE. THE NEGRO CHILD NEEDS THE SAME KIND OF EDUCATION THE WHITE CHILD NEEDS--AN EDUCATION THAT GIVES HIM THE INTELLECTUAL DISCIPLINE AND DEPTH OF UNDERSTANDING THAT WILL ENABLE HIM TO MEET NEW CONDITIONS AS THEY ARISE. A NEW PRIDE IS SELF SHOULD BE DEVELOPED TO HELP RAISE NEGRO ASPIRATIONS AND ACHIEVEMENTS. THIS ARTICLE IS A REPRINT FROM "FORTUNE MAGAZINE," MARCH 1962. ED002070 THE CITY AND THE NEGRO. 1962-03-00 10 N/A 1965 2016-11-22

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No Blacks Board of Education Policy Bus Transportation Enrollment Trends Ethnic Distribution Migration Patterns Open Enrollment Population Trends Puerto Ricans School Desegregation Urban Schools New York (Brooklyn) New York (New York) New York City Public Schools, Brooklyn, NY. THE STATISTICAL GUIDE FOR NEW YORK CITY SHOWS THAT, BETWEEN 1950 AND 1960, THERE WAS A NET LOSS OF WHITES WHO MOVED OUT OF THE CITY, AND A NET GAIN OF NONWHITES AND PUERTO RICANS WHO MOVED INTO THE CITY. THIS CHANGE IN ETHNIC COMPOSITION HAS CONTINUED INTO THE 1960'S AND HAS BEEN INCREASINGLY REFLECTED IN THE ETHNIC CHARACTER OF THE CHILD POPULATION ATTENDING PUBLIC SCHOOLS. DESPITE A SHIFTING POPULATION WITHIN THE CITY AND MIGRATION TO POINTS OUTSIDE THE CITY, THE NUMBER AND PERCENTAGE OF INTEGRATED SCHOOLS AND THE PUPILS IN THESE SCHOOLS HAVE INCREASED. THE INCREASE IS LARGELY ATTRIBUTED TO SEVERAL PROGRAMS OF THE BOARD OF EDUCATION FOR IMPLEMENTING ITS INTEGRATION POLICY. THESE INCLUDE OPEN ENROLLMENT POLICY, FREE CHOICE TRANSFER PROGRAMS, CAREFUL SITE SELECTION FOR NEW SCHOOLS, AND REZONING OF EXISTING SCHOOLS. WHILE INTEGRATED SCHOOLS HAVE INCREASED IN NUMBER, SCHOOLS OF PREDOMINANTLY NEGRO AND/OR PUERTO RICAN STUDENTS HAVE ALSO INCREASED. THE DEVELOPMENT OF HOUSING PROJECTS FOR LARGE FAMILIES IN GHETTO AREAS HAS SUBSTANTIALLY CONTRIBUTED TO THIS INCREASE. THE NUMBER OF PREDOMINANTLY WHITE SCHOOLS HAS DECREASED DURING THIS SAME PERIOD. THE FACT THAT NEW YORK CITY PARENTS HAVE THE OPTION OF CHOICE AMONG PUBLIC, PRIVATE, AND PAROCHIAL SCHOOLS, AND BECAUSE THE PRIVATE AND PAROCHIAL SCHOOLS ARE OVERWHELMINGLY WHITE, THE LARGE FRACTION OF NEGROES AND PUERTO RICANS IN PUBLIC SCHOOLS FAR EXCEEDS THEIR ACTUAL REPRESENTATION IN THE CITY AT LARGE. ED002071 ETHNIC DISTRIBUTION OF PUPILS IN THE PUBLIC SCHOOLS OF NEW YORK CITY 1965-03-24 17 N/A 1965 2016-11-22

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No Comparative Analysis Curriculum Development De Facto Segregation Disadvantaged Youth Educational Improvement Educational Quality Racial Balance Special Programs Rochester City School District, NY. A COMPARATIVE STUDY OF SCHOOLS WITH THE HIGHEST PERCENTAGE OF NONWHITES WAS CONDUCTED TO DETERMINE IF THE QUALITY OF EDUCATION IN RACIALLY IMBALANCED SCHOOLS WAS EQUAL TO THE QUALTIY OF EDUCATION IN OTHER CITY SCHOOLS. IT WAS FOUND THAT THE CITY WAS MAKING A DETERMINED EFFORT TO PROVIDE A HIGH QUALITY OF EDUCATION TO THE IMBALANCED SCHOOLS BY THE REDUCTION OF CLASS SIZE, APPOINTMENT OF EXPERIENCED TEACHERS, INSERVICE EDUCATION, A BUILDING PROGRAM TO PROVIDE ADDITIONAL FACILITIES IN THESE AREAS, THE USE OF TRANSPORTABLE SCHOOL UNITS, AND ALLOCATION OF SUPPLIES AND SPECIAL SERVICES ON A MATHEMATICAL BASIS. IN ADDITION, THE CITY HAS PREPARED A MAJOR RESEARCH PROPOSAL WHICH SEEKS TO DETERMINE THE MOST EFFECTIVE MEANS OF EDUCATING CULTURALLY DISADVANTAGED CHILDREN TO DEVELOP NEW INSTRUCTIONAL SOLUTIONS TO PROVIDE ADEQUATELY FOR THEIR EDUCATION. A PROGRAM HAS BEEN DEVISED TO WEAVE NEGRO CULTURE AND HISTORY INTO THE CURRICULUM. MODIFIED FIRST GRADES HAVE BEEN INITIATED FOR THOSE PUPILS WHO MIGHT REQUIRE TWO YEARS TO SUCCEED IN THE FIRST GRADE. SPECIAL ATTENTION HAS BEEN GIVEN TO READING. NEW READERS DESIGNED FOR POTENTIAL DROPOUTS, SLOW LEARNERS, AND RELUCTANT AND RETARDED READERS HAVE BEEN DEVELOPED. TECHNIQUES UNDER CONSIDERATION TO ACHIEVE RACIAL BALANCE ARE THE REDRAWING OF DISTRICT BOUNDARY LINES, THE USE OF VARIOUS OPEN ENROLLMENT PLANS, THE CONSIDERATION OF RACIAL BALANCE AS A FACTOR IN SELECTING NEW SCHOOL SITES, AND THE IMPLEMENTATION OF A JUNIOR HIGH SCHOOL PLAN OF ORGANIZATION. ED002072 RACIAL IMBALANCE IN THE ROCHESTER PUBLIC SCHOOLS--REPORT TO THE COMMISSIONER OF EDUCATION. 1963-09-00 51 N/A 1965 8/17/2004 22:28:55 DISA1965

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No Black Attitudes Civil Rights Community Problems Democratic Values Demonstrations (Civil) Racial Segregation Social Change THOMPSON, DANIEL C. Pennsylvania (Philadelphia) PENNSYLVANIA Pennsylvania Pennsylvania (Philadelphia) SOCIAL CONTROLS SUPPORTING THE BIRACIAL SYSTEM IN THE UNITED STATES ARE PRIMARILY LEGAL AND ARE OFTEN IN CONFLICT WITH THE PREVAILING MORAL AND RELIGIOUS PRECEPTS. THE NEGRO PROTEST IS NOT ONLY AGAINST WIDESPREAD DEPRIVATIONS, BUT ALSO AGAINST RELATIVE DEPRIVATIONS OR BARRIERS DESIGNED TO PREVENT THEM FROM ENJOYING CERTAIN RIGHTS AND PRIVILEGES THAT ARE REGARDED AS ETHICALLY, MORALLY, AND SOCIALLY LEGITIMATE FOR OTHER AMERICANS, NEGROES HAVE NEVER ACCEPTED THEIR SUBORDINATE SOCIAL STATUS AS MORALLY, ETHICALLY, OR LEGALLY JUST. CONSEQUENTLY, DESPITE THE PRESENT DANGER OF RETALIATION FROM WHITE SUPREMACISTS AND THE THREAT OF A WHITE "BACKLASH," THEY HAVE ALWAYS REGISTERED THEIR PROTEST. AS A RULE, THE NEGRO PROTEST HAS BEEN DIRECTED AGAINST CUSTOMS AND LAWS DESIGNED TO PLACE UNUSUAL LIMITS ON THEIR FREEDOM, TO PREVENT THEM FROM GAINING RECOGNITION AND STATUS, AND TO SUBJECT THEM TO INDIGNITIES AND REJECTION. THE NEGRO PROTEST IS A REAFFIRMATION OF THE FAITH NEGROES HAVE IN THE DEMOCRATIC PROCESS. THIS ARTICLE IS A PEPRINT FROM THE ANNALS OF AMERICAN ACADEMY OF POLITICAL AND SOCIAL SCIENCE, VOLUME 357, JANUARY 1965. ED002073 THE RISE OF THE NEGRO PROTEST. 1965-01-00 1 N/A 1965 2016-11-22

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No Bus Transportation Desegregation Methods Opinions Overpopulation Public Schools School Desegregation Surveys Missouri (Saint Louis) Missouri (Saint Louis) Saint Louis Board of Education, MO. PRESENTED IS A REPORT ON WHAT ST. LOUIS, MISSOURI, AND 15 OTHER CITIES HAVING MORE THAN A 300,000 POPULATION ARE DOING WITH RESPECT TO THE USE OF BUS TRANSPORTATION IN RELIEVING OVERCROWDEDNESS RELATIVE TO THE PROCESS OF DESEGREGATION AND INTEGRATION OF THE PUBLIC SCHOOLS. THE REPORT CONTAINS FOUR SECTIONS--(1) BRIEF OVERVIEW OF THE PROBLEM OF BUS TRANSPORTATION IN ST. LOUIS INDICATES ITS SCOPE, MAGNITUDE, AND COST, AND OUTLINES THE POPULATION SHIFTS WHICH HAVE BEEN PRINCIPALLY RESPONSIBLE FOR THE SITUATION. BUS TRANSPORTATION IS INDICATED TO BE ONE OF THE MEASURES OF LAST RESORT IN AN EMERGENCY PROGRAM. (2) A RESUME OF PRACTICES BEING FOLLOWED IN THE DAY-BY-DAY OPERATION OF THE PROGRAM INCLUDES THE SUPERVISION AND CONDUCT OF CHILDREN WHILE LOADING AND UNLOADING BUSES AND WHILE ON THE BUSES, ON THE PLAYGROUND, IN THE CLASSROOM, AND IN THE LUNCH ROOM. (3) A DIGEST OF THE THINKING AND VIEWPOINTS OF TEACHERS, PRINCIPALS, PARENTS, AND CITIZENS INTERVIEWED INCLUDES OPINIONS ON ADMINISTRATIVE ARRANGEMENTS, MAINTENANCE OF DEMOCRATIC INTERGROUP RELATIONS, AND ORGANIZATION FOR INSTRUCTIONAL PURPOSES. (4) A LISTING OF SUGGESTIONS AND RECOMMENDATIONS IS BASED LARGELY ON OTHER LOCAL AND NATIONAL ACTIONS WHICH EMPHASIZE THE OBJECTIVES OF INSTRUCTIONAL EFFICIENCY AND DEMOCRATIC HUMAN RELATIONS. DATA WERE COLLECTED BY VISITS TO OTHER CITIES AND THROUGH CORRESPONDENCE. ED002074 STUDY OF BUS TRANSPORTATION FOR RELIEF OF OVERCROWDEDNESS IN THE ST. LOUIS SCHOOLS. 1962-05-28 44 N/A 1965 2016-11-22

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No Board of Education Role De Facto Segregation Educational Problems History Public Schools Racial Segregation Statistical Data COOK, JUNEROUS Illinois (Chicago) Illinois (Chicago) Chicago Urban League, IL. PROOF IS PRESENTED THAT RACIAL SEGREGATION IS INCREASING RATHER THAN DECREASING IN THE CHICAGO PUBLIC SCHOOLS. THE SITUATION IS CREDITED TO A SCHOOL BOARD AND AN ADMINISTRATION THAT HAVE SHUNNED OR SUBVERTED THE RECOMMENDATIONS OF ITS OWN SELECTED EXPERTS, CONTINUED PAST PROCEDURES THAT FOSTER SEGREGATION, AND FAILED TO ADOPT ANY VIABLE PLAN FOR THE PROMOTION OF INTEGRATION. A DETAILED HISTORY OF CITY AND STATE LEGISLATION, PUBLIC CONTROVERSY, AND SCHOOL BOARD ACTIONS IS PRESENTED. STATISTICAL TABLES AND DATA PRESENT AN ANALYSIS OF PUBLIC SCHOOL ENROLLMENT, RACIAL RATIOS, OVERALL SEGREGATION, SEGREGATION BY RACIAL DESIGNATION, RECENT CHANGES IN RACIAL DESIGNATION, AND PUPIL SEGREGATION. ED002075 PUBLIC SCHOOL SEGREGATION--CITY OF CHICAGO, 1963-64 AND 1964-65. 1965-05-00 32 N/A 1965 2016-11-22

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No Community Programs De Facto Segregation Equal Education Equal Opportunities (Jobs) Housing Opportunities Intergroup Relations Interpersonal Relationship School Desegregation Special Programs City University of New York Queens College PRINCETON PLAN Rochester City School District, NY. THE SURVEY LISTS ROCHESTER SCHOOL AND COMMUNITY PROGRAMS DESIGNED TO ELIMINATE THE PROBLEMS AND CAUSES OF DE FACTO SEGREGATION. INCLUDED ARE--(1) PRESCHOOL PROGRAMS TO DEVELOP INTERRACIAL ATTITUDES, (2) NEGRO TEACHER RECRUITMENT, AND THE UPGRADING OF HOUSING CONDITIONS COMMENSURATE WITH ECONOMIC, EDUCATIONAL, AND CULTURAL LEVELS, (3) PROGRAMS AND CURRICULUM DEVELOPED TO BUILD PUPIL PRIDE IN NEGRO CULTURE AND HISTORY, (4) SUMMER PROGRAMS TO UPGRADE CHILDREN'S INTEREST IN READING, (5) PROGRAMS TO ENCOURAGE ACCEPTANCE OF OTHERS AND GOOD INTERPERSONAL RELATIONSHIPS, FOR EXAMPLE SCHOOL-TO-SCHOOL, PUPIL-TO-PUPIL, AND PARENT-TO-PARENT EXPERIENCES, (6) INSERVICE COURSES FOR TEACHERS, IN DYNAMICS OF COMMUNITY CHANGE, DEALING WITH THE CULTURALLY DIFFERENT CHILD, AND OTHER RELATED COURSES, (7) A TEACHER TRAINING PLAN AT QUEENS COLLEGE CALLED "BUILDING RESOURCES FOR INSTRUCTION OF DISADVANTAGED GROUPS IN EDUCATION," (8) DISCUSSION OF TWO PROPOSED PLANS FOR EQUALIZING RACIAL IMBALANCE, THE OPEN ENROLLMENT AND THE PRINCETON PLAN, AND (9) A TREATMENT OF THE PROBLEMS OF PUPIL TRANSPORTATION BASED ON LOCAL CONDITIONS AND PAST EXPERIENCE IN OTHER NEW YORK AREAS. COMMUNITY ATTITUDES ARE ALSO DISCUSSED. ED002076 CLIFFS TO CLIMB. 1963-00-00 20 N/A 1965 2016-11-22

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No Advisory Committees Boards of Education Evaluation Methods School Desegregation Study Guides Armstrong Law Illinois (Chicago) Illinois (Chicago) Chicago Public Schools, IL. AS AN AID TO CAREFUL, THOUGHTFUL READING OF THE REPORT, THIS GUIDE WAS PREPARED. SINCE THE REPORT INDICATED THAT THE SCHOOLS HAVE A RESPONSIBILITY TO ASSIST INDIVIDUALS AND GROUPS TO UNDERSTAND THE PROBLEMS PRESENTED, PREPARATION OF THE GUIDE WAS MADE IN THE FORM OF QUESTIONS TO ACCOMPANY EACH SECTION OF THE REPORT. SPECIAL READINGS ON THE ARMSTRONG BILL ARE INCLUDED IN THE SUPPLEMENT, AS WELL AS REFERENCE READINGS AND SUPPLEMENTARY ACTIVITIES. ED002077 A GUIDE TO THE STUDY OF THE REPORT TO THE BOARD OF EDUCATION BY THE ADVISORY PANEL ON INTEGRATION IN THE PUBLIC SCHOOLS. 1964-04-06 15 N/A 1965 2016-11-22

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No Administrator Role Biracial Committees City Government Communications Community Leaders Community Role Guides Intergroup Relations Leaders Guides Police Community Relationship Urban Planning Urban Problems SCHERMER, GEORGE New York (New York) New York (New York) B'nai B'rith, New York, NY. Anti-Defamation League. THE CITIES OF THE UNITED STATES ARE BEING FACED WITH URGENT PROBLEMS AND TENSIONS THAT WILL NOT BE SOLVED BY SIMPLE SOLUTIONS OR FORMULAS. THERE IS A GREAT NEED FOR DEDICATED LEADERS REPRESENTING ALL RACIAL, RELIGIOUS, CIVIC, BUSINESS, AND POLITICAL GROUPS TO REASON TOGETHER, TO COMMUNICATE, TO UNDERSTAND EACH OTHER, TO FORMULATE ACTION PLANS, AND, WITH PATIENCE AND FIRMNESS, TO PERSUADE THE CITIZENRY TO COOPERATE FOR A BETTER COMMUNITY. THE STEPS TOWARD EFFECTIVE INTERRACIAL RELATIONS BEGIN WITH THE CITY ADMINISTRATION. THE CITY SHOULD HAVE A POLICY THAT IS CLEARLY AND PUBLICLY STATED. ALL THE UNITS OF GOVERNMENT SHOULD HAVE A JOINT RESPONSIBILITY. NEXT IN IMPORTANCE TO RESPONSIBLE GOVERNMENT IS COMMUNICATION AMONG THE VARYING FORCES, INSTITUTIONS, AND CIVIC LEADERS ABOUT RACE RELATIONS, AND COMMUNICATION AMONG CITIZENS OF ALL RACIAL, ETHNIC, AND RELIGIOUS GROUPS. IF COMMUNICATION DOES NOT EXIST NO CONSTRUCTIVE PROGRAMS ARE POSSIBLE. COMMUNICATION REQUIRES SPONSORSHIP AND APPROVAL OF THE RESPECTED AND AUTHORITATIVE COMMUNITY LEADERS. IT ALSO REQUIRES AN ORGANIZATIONAL STRUCTURE, IN THE FORM OF AN AGENCY OR COMMITTEE, TO KEEP THE COMMUNICATIVE PROCESS GOING. THE "AGENCY" SHOULD BE GOVERNED BY A BOARD OR COMMISSION OF MANAGEABLE NUMBERS AND SHOULD INVOLVE LARGE NUMBERS OF PEOPLE FROM ALL ETHNIC, BUSINESS, RELIGIOUS, AND RACIAL GROUPS IN ITS PROGRAM ACTIVITY. ALMOST ALL AGENCIES FOR RACE RELATIONS SHOULD INVOLVE SUCH PRINCIPAL ELEMENTS IN THE SCOPE OF THEIR PROGRAM AS PUBLIC SCHOOL EDUCATION, ECONOMIC OPPORTUNITY, HOUSING AND RESIDENTIAL DESEGREGATION, COMMUNITY RELATIONS, MUNICIPAL POLICY AND PRACTICES, AND PUBLIC ACCOMODATION. ED002078 GUIDELINES--A MANUAL FOR BI-RACIAL COMMITTEES. 1964-00-00 96 N/A 1965 2016-11-22

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No Ancillary School Services Day Schools Emotional Disturbances Handicapped Children Hospital Schools Rehabilitation Special Programs Student Teacher Relationship New York (New York) New York (New York) New York City Board of Education, Brooklyn, NY. THE "600" SCHOOLS ARE DESIGNED TO EDUCATE EMOTIONALLY DISTURBED AND SOCIALLY MALADJUSTED CHILDREN WHO ARE RECOMMENDED FOR SPECIAL PROGRAMS BECAUSE THEY ARE UNABLE TO PROFIT FROM INSTRUCTION IN A NORMAL SCHOOL SETTING, WHERE THEY MAKE IT DIFFICULT FOR OTHER CHILDREN TO RECEIVE INSTRUCTION. THE "600" SCHOOLS STRIVE TO REHABILITATE SUCH CHILDREN BY--PROVIDING A THERAPEUTIC ENVIRONMENT WITH INTERPERSONAL RELATIONSHIPS BETWEEN PUPILS AND SCHOOL PERSONNEL, PROVIDING AN ENVIRONMENT WITH ACTIVITIES TO PREPARE THE PUPIL FOR REENTERING A REGUALR SCHOOL, AND GUIDING AND MOTIVATING THE CHILD THROUGH SELF-KNOWLEDGE AND SELF-REALIZATION. THE TERM "600" SCHOOL INCLUDES SEVERAL TYPES OF SCHOOLS, EACH OF WHICH SERVES TO MEET A DIFFERENT COMBINATION OF SPECIAL NEEDS. THE DAY SCHOOLS ARE AIMED AT REHABILITATION OF STUDENTS WHO HAVE WITHDRAWN FROM REGULAR SCHOOLS BECAUSE OF SERIOUS BEHAVIOR PROBLEMS. INSTITUTIONAL SCHOOLS ARE ATTENDED BY DELINQUENT OR EMOTIONALLY DISTURBED STUDENT PLACED BY COURT ORDER OR SOCIAL AGENCY REFERRAL. THIRTEEN TREATMENT CENTERS, FOR ADMINISTRATIVE AND ORGANIZATIONAL PURPOSES, ARE ATTACHED AS ANNEXES TO EITHER INSTITUTIONAL OR DAY SCHOOLS. THERE ARE TWO REMAND CENTERS WHICH SERVE AS TEMPORARY SHELTER FOR CHILDREN WHO HAVE BEEN ASSIGNED TO THEM BY COURTS AND ARE WAITING DISPOSITION OF THEIR CASES. A FINAL CATEGORY IS THE HOSPITAL SCHOOL WHICH SERVES PREADOLESCENT CHILDREN ADMITTED TO A PSYCHIATRIC HOSPITAL FOR OBSERVATION AND DIAGNOSTIC EVALUATION. MAJOR RECOMMENDATIONS FOR THE "600" SCHOOLS, TO BE IMPLEMENTED DURING THE 1965-66 SCHOOL YEAR, INCLUDE EXPANDING EXISTING SERVICES FOR EMOTIONALLY DISTURBED AND SOCIALLY MALADJUSTED CHILDREN IN REGULAR SCHOOLS, STRENGTHENING THE TOTAL INSTRUCTIONAL PROGRAM, STRENGTHENING PROFESSIONAL COMPETENCE OF SCHOOL PERSONNEL, A ACCELERATING DAY SCHOOL PROGRAMS, AND ESTABLISHING AN ADVISORY COORDINATING COMMITTEE. ED002079 "600" SCHOOLS, YESTERDAY, TODAY, AND TOMORROW. 1965-02-00 62 N/A 1965 2016-11-22

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No Attitude Change Bibliographies Books Childrens Literature Cultural Background Cultural Education Cultural Enrichment Individual Differences Interpersonal Relationship Textbook Content New York (New York) New York (New York) B'nai B'rith, New York, NY. Anti-Defamation League. A BIBLIOGRAPHY GEARED TO HELP CHILDREN GAIN INSIGHTS INTO THE LOYALTIES OF CHILDREN FROM OTHER CULTURAL, RACIAL, RELIGIOUS, NATIONAL, AND ETHNIC BACKGROUNDS IS PRESENTED. AN EFFORT WAS MADE TO SELECT BOOKS WHICH MEET THE FOLLOWING STANDARDS--RANK HIGH IN LITERARY QUALITY, APPEAL TO CHILDREN, STRESS LIKENESSES BETWEEN CHILDREN, PRESENT DIFFERENCES, RECOUNT THE HISTORY, FOLKLORE, AND CUSTOMS OF VARIOUS CULTURES, DEPICT ACCURATELY AND SYMPATHETICALLY PEOPLE OF MANY DIFFERENT GROUPS, PORTRAY THE LIVES OF DEDICATED MEN AND WOMEN REGARDLESS OF RACE, RELIGION, OR NATIONALITY, HIGHLIGHT PEACEFUL WAYS OF SETTLING DISPUTES, AND INCOPORATE SOUND ETHNICAL VALUES WITHOUT MORALIZING. BOOKS LISTED IN THE BIBLIOGRAPHY ARE GROUPED UNDER THE FOLLOWING HEADINGS--NEIGHBORS AT HOME, NEIGHBORS ABROAD, BROTHERS ALL, HEROES OF PEACE AND SERVICE, DOORWAYS TO THE PAST, FOLKLORE, FAIRY TALES, LEGENDS, AND STORIES, SONGS, GAMES AND FOODS AROUND THE WORLD, HOLIDAYS AND HOLY DAYS, AND THE WORLD'S CHILDREN AT WORSHIP. WITHIN THE SEPARATE GROUPS, BOOKS ARE GRADED AS STORIES FOR YOUNG CHILDREN (AGES 6 TO 8), MIDDLE YEARS (8 TO 11 OR 12), AND OLDER BOYS AND GIRLS (AGES 11 OR 12 TO 14 OR 15). ED002080 BOOKS FOR FRIENDSHIP, A LIST OF BOOKS RECOMMENDED FOR CHILDREN. 1962-00-00 63 N/A 1965 2016-11-22

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No Black Students Community Action Freedom Schools Social Change Special Classes Student Improvement Summer Programs ZINN, HOWARD MISSISSIPPI NEW MEDIA Mississippi FOR 8 WEEKS IN THE SUMMER OF 1964, MORE THAN 2,000 NEGRO YOUNGSTERS, AVERAGING 15 YEARS OF AGE BUT RANGING FROM 6 TO 26 AND OLDER, WENT TO FREEDOM SCHOOLS IN MISSISSIPPI. THE STUDENTS WERE TAUGHT BY TEACHERS WHO MET NO OFFICIAL QUALIFICATIONS. THEY ASSEMBLED IN CHURCH BASEMENTS OR ON THE STREETS. THEY CAME AND WENT WITHOUT ATTENDANCE RECORDS, GRADES, OR EXAMINATIONS. IT WAS AN EXPERIMENT THAT CANNOT BE ASSESSED IN TERMS OF "SUCCESS" OR "FAILURE" IN THE USUAL SENSE, BUT IT WAS A VENTURE WHICH DESERVES CLOSE ATTENTION BY ALL AMERICANS INTERESTED IN THE RELATIONSHIP BETWEEN EDUCATION AND SOCIAL CHANGE. BECAUSE THERE WERE NO ATTENDANCE REQUIREMENTS, NO EFFORT WAS MADE TO TEACH AN ORGANIZED OUTLINE OF NEGRO HISTORY OR AMERICAN GOVERNMENT. EACH DAY'S ACTIVITIES VARIED. ROLE PLAYING WAS USED TO PRESENT BARRY GOLDWATER'S STAND ON THE CIVIL RIGHTS BILL AND THE VIEW OF THOSE WHO OPPOSED HIS POSITION. OFTEN THE TEACHER WOULD BEGIN CLASS BY READING AN EDITORIAL ON SOMETHING THE GOVERNOR HAD SAID, AND DISCUSSION FOLLOWED FOR THE REST OF THE PERIOD. ONE TEACHER SPENT A WHOLE HOUR DISCUSSING THE WORD "SKEPTICAL" AND TELLING STUDENTS TO THINK FOR THEMSELVES, NOT TAKING THE TEACHER'S WORK FOR EVERYTHING. THE FREEDOM SCHOOLS PRESENT A CHALLENGE TO AMERICAN EDUCATION BY SUGGESTING THAT AN ENTIRE SCHOOL SYSTEM CAN BE CREATED IN A COMMUNITY OUTSIDE THE OFFICIAL ORDER. THE EXPERIMENT SHOWS HOW TEACHERS WERE SELECTED, NOT BY ANY MECHANICAL SET OF REQUIREMENTS, BUT ON THE BASES OF GENERAL INTELLIGENCE, ENTHUSIASM, AND SOCIAL CONSCIENCE. THEY TAUGHT NOT FROM TEXTBOOKS, BUT FROM LIFE, TRYING TO LINK THE DAILY HEADLINES WITH THE BEST OF MAN'S INTELLECTUAL TRADITION. THIS ARTICLE WAS PUBLISHED IN "CURRENT", JANUARY 1965. ED002081 EDUCATION WITHOUT SCHOOLS IN THE SOUTH. 1965-01-00 1 N/A 1965 2016-11-22

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No Advisory Committees Board of Education Policy Community Attitudes Program Evaluation School Desegregation School Resegregation Special Programs Missouri (Saint Louis) Missouri (Saint Louis) Saint Louis Board of Education, MO. THE ST. LOUIS CITIZENS ADVISORY COMMITTEE WAS GIVEN THE TASK OF INVESTIGATING WHETHER OR NOT THE BOARD OF EDUCATION OF THE ST. LOUIS PUBLIC SCHOOLS HAD BEEN ENGAGED IN ANY POLICIES, PROCEDURES, OR PRACTICES WHICH MIGHT CAUSE RESEGREGATION IN THE SCHOOLS. DURING THE INVESTIGATION, THE COMMITTEE KEPT IN MIND THE TRUISM THAT THE SCHOOL, AS A UNIT ORGANIZATION WITH A PUBLICLY KNOWN POLICY, IS THE MOST VISIBLE AND VULNERABLE AGENCY IN THE COMMUNITY AND, THEREFORE, SUFFERS THE BRUNT OF COMMUNITY TENSION, UNREST, AND DISCOURAGEMENT. THE ADVISORY COMMITTEE'S INVESTIGATION WAS CENTERED AROUND AN EVALUATION OF 136 CRITICISMS AND ALLEGATIONS BROUGHT AGAINST THE SCHOOL BOARD BY CERTAIN COMMUNITY GROUPS AND INDIVIDUALS. THESE CRITICISMS WERE CATEGORIZED UNDER SEVERAL GENERAL HEADINGS, INCLUDING STUDENTS TRANSFERS, OPEN ENROLLMENT POLICY, TEACHER DISTRIBUTION, SCHOOL BOUNDARIES, BUSSING, COURSE OFFERINGS, PLANT FACILITIES, AND THE RELATIONSHIP BETWEEN THE BOARD OF EDUCATION AND SCHOOL ADMINISTRATIONS. PRINCIPLES EVOLVING FROM THE EVALUATION WERE--WHEN CONSIDERING STUDENT TRANSFER REQUESTS, EVERY CONSIDERATION MUST BE GIVEN TO FURTHER INTEGRATION, TEACHERS MUST BE HIRED AND ALLOCATED ACCORDING TO EDUCATION, ABILITY, AND ADAPTABILITY CONCERNING TEACHING, NOT THE BASIS OF RACE, INTEGRATION MUST BE FOSTERED AMONG TRANSPORTEES AND RECEIVING SCHOOLS WHEN BUSSING IS CONSIDERED, THE STUDENT SHOULD NEVER BE PLACED AT A DISADVANTAGE BECAUSE OF THE AGE OR CURRICULUM OF HIS SCHOOL, AND THE RELATIONSHIP BETWEEN THE BOARD OF EDUCATION AND ADMINISTRATION IS DEFINED BY LAW. THE COMMITTEE REPORT CONCLUDED THAT, WHILE SOME RESEGREGATION DID TAKE PLACE, IT WAS NOT THROUGH THE DELIBERATE INTENT OF THE BOARD OF EDUCATION. ED002082 FROM THE CITIZENS ADVISORY COMMITTEE TO THE ST. LOUIS BOARD OF EDUCATION--A FINAL REPORT. 1963-01-20 8 N/A 1965 2016-11-22

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No Advisory Committees Disadvantaged Educational Needs Educational Problems Equal Education Racial Balance School Community Relationship School Districts California (Sausalito) California California State Dept. of Education, Sacramento. RACIAL IMBALANCE IN THE SAUSALITO SCHOOL DISTRICT HAS LEGAL SOCIAL, ETHICAL, AND EDUCATIONAL IMPLICATIONS. THE SCHOOL POPULATION COMES FROM THREE MAJOR COMMUNITIES WITHIN THE DISTRICT. THE SCHOOLS MUST COPE WITH THE DISCONTINUITY OF A PUPIL ENROLLMENT PATTERN CAUSED BY THE CONSTANT TURNOVER OF PERSONNEL AT THE MILITARY INSTALLATIONS IN THE AREA. THE SITUATION IN MARINE CITY IS DIFFERENT, THE STUDENTS ARE GENERALLY NONWHITE AND AT THE LOWER END OF THE SOIOECONOMIC SCALE. THE SAUSALITO COMMUNITY CONSISTS MAINLY OF PROFESSIONAL PEOPLE, MEMBERS OF LEISURE GROUPS, ARTIST GROUPS, OR BUSINESS EXECUTIVES. MOREOVER, WHILE THE PERCENTAGE OF STUDENTS FROM MARINE CITY IS INCREASING, THAT FROM SAUSALITO IS DECREASING AND, FROM ALL APPEARANCE, WILL CONTINUE TO DO SO. CONSEQUENTLY, IT IS FELT THAT AN IDEAL ETHNIC BALANCE IN EACH SCHOOL IS NOT FEASIBLE. THE SITUATION WAS NOT CREATED OR HELPED ALONG BY ANY CONSCIOUS OR DELIBERATE ACTS. RESOLUTION OF THE PROBLEMS WILL REQUIRE FACILITIES AND RESOURCES FROM OUTSIDE THE LOCAL DISTRICT. A DETERIORATION IN SCHOOL-COMMUNITY COMMUNICATIONS HAS DEVELOPED OVER A LONG PERIOD OF TIME, CONTRIBUTING TO THE ALIENATION OF THE SCHOOLS FROM SUBSTANTIAL SEGMENTS OF THE COMMUNITIES WITHIN THE DISTRICT. IT IS RECOMMENDED THAT A CITIZENS' ADVISORY COMMITTEE BE APPOINTED TO MAKE A THOROUGH STUDY OF THE EDUCATIONAL NEEDS OF THE DISTRICT AND THAT AN INTERSCHOOL FACULTY COMMITTEE MAKE A STUDY OF CURRENT SCHOOL TESTING, PUPIL CLASS ASSIGNMENTS, AND CURRICULUM PRACTICES. ED002083 REPORT TO THE BOARD OF TRUSTEES, SAUSALITO SCHOOL DISTRICT, ON ETHNIC PROBLEMS IN THE SAUSALITO SCHOOL DISTRICT. 1964-07-00 21 N/A 1965 2016-11-22

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No Community Involvement Desegregation Methods Northern Schools Open Enrollment School Desegregation School Planning Special Programs New Jersey (Morristown) NEW JERSEY New Jersey THE MORRISTOWN SCHOOL DISTRICT HAD FOUR ELEMENTARY SCHOOLS, GRADES K-8, AND A SINGLE HIGH SCHOOL. THERE WERE NO JUNIOR HIGH SCHOOLS. ONE ELEMENTARY SCHOOL, LAFAYETTE, HAD 95 PERCENT NEGRO POPULATION, AND THE OTHER THREE HAD FEWER THAN 10 PERCENT NEGROES EACH. THE EDUCATION AT LAFAYETTE SCHOOL WAS GENERALLY ACCEPTED AS INFERIOR TO THE OTHER SCHOOLS. THE PLAN FOR SCHOOL DESEGREGATION INVOLVED THE CONVERSION OF LAFAYETTE INTO A BADLY NEEDED JUNIOR HIGH SCHOOL FOR SEVENTH- AND EIGHTH-GRADE STUDENTS. AN OPEN ENROLLMENT PLAN WITH ADJUSTMENTS FOR OVERCROWDING WOULD BE USED FOR DISTRIBUTING STUDENTS IN THE THREE ELEMENTARY SCHOOLS. BUS SERVICE WOULD BE PROVIDED FOR STUDENTS TRAVELING LONG DISTANCES. AN EFFORT WAS MADE IN MORRISTOWN TO PUT THE ISSUE BEFORE THE DISTRICT'S CITIZENS BEFORE A DECISION WAS MADE. ALTHOUGH THERE WAS SOME OPPOSITION, THE PLAN WAS DECIDED UPON AND CARRIED OUT. LAFAYETTE TEACHERS WERE ARBITRARILY DISTRIBUTED IN THE ELEMENTARY SCHOOLS, AND SEVENTH- AND EIGHTH-GRADE TEACHERS MOVED TO THE JUNIOR HIGH SCHOOL. INSERVICE PROGRAMS PROVIDED TECHNICAL ASSISTANCE AND CONSULTATION FOR PERSONNEL INVOLVED IN THE CHANGE. DESEGREGATION WAS ACHIEVED SUCCESSFULLY WITH NO MAJOR SOCIAL PROBLEMS AND IN AN ATMOSPHERE IN WHICH MINOR ADMINISTRATIVE PROBLEMS COULD BE SMOOTHLY SOLVED. MORRISTOWN ALSO INITIATED A PRESCHOOL PROGRAM TO PROVIDE ENRICHMENT EXPERIENCES FOR DEPRIVED CHILDREN AND THEIR PARENTS, SO THAT THE CHILDREN MIGHT BETTER COMMUNICATE AND RELATE WITH OTHER CHILDREN WHEN THEY ENTERED KINDERGARTEN. THE PROGRAM INCLUDED STORY HOURS, PICTURE STUDY, OBSERVATION ROOM, TRAINING IN PERSONAL CLEANLINESS, AND ADULT EDUCATION. THIS ARTICLE IS A REPRINT FROM "SCHOOL MANAGEMENT," FEBRUARY 1962. ED002084 WHAT MORRISTOWN, NEW JERSEY, IS DOING ABOUT DESEGREGATION. 1962-02-00 6 N/A 1965 2016-11-22

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No Attitude Change Behavior Patterns Group Behavior Intergroup Relations Parent Attitudes Self Concept Social Bias ROSNER, JOSEPH NEW YORK New York (New York) New York New York (New York) A STUDY TO INVESTIGATE THE ATTITUDES TOWARD SELF, COLOR, AND RACIAL ROLE OF SELECTED WHITE BOYS IN TWO DIFFERENT INSTITUTIONS IS PRESENTED. ONE GROUP OF CHILDREN CONSISTED OF A MINORITY OF WHITES IN AN INSTITUTIONAL SETTING, AND THE OTHER WAS A MAJORITY GROUP OF WHITE CHILDREN. THE RESEARCH EXPLORED WHETHER GROUP BEHAVIOR WAS BASED ON GROUP STATUS AND THE ROLE PLAYED, AND WHETHER WHITE BOYS IN A MINORITY GROUP BEHAVED DIFFERENTLY FROM WHITE BOYS WHO WERE IN A MAJORITY, OR WHETHER THE TOTAL CULTURAL BACKGROUND WAS SO STRONG THAT THEY CONTINUED TO ACT AS IF THEY WERE IN THE MAJORITY IN ALL CASES. THE CHILDREN WERE 12-YEAR-OLD BOYS OF VARIED BACKGROUNDS BROUGHT TOGETHER IN AN INSTITUTION FOR EMOTIONALLY DISTURBED BOYS. THE CHILDREN WERE GIVEN THE TRAGER-YARROW SOCIAL EPISODES TEST AND HAD INTERVIEWS IMMEDIATELY AFTERWARDS. PARENTS WERE INTERVIEWED AT HOME. COUNSELORS, COTTAGE PARENTS, AND CASEWORKERS WERE INTERVIEWED IN ORDER TO COMPLETE THE STUDY OF EACH CHILD. THE STUDY INDICATED THAT THE WHITE CHILDREN IN BOTH INSTITUTIONS WERE ALMOST UNANIMOUSLY PREJUDICED AGAINST NEGROES. ACTIONS COULD BE INFLUENCED EITHER BY THE BEHAVIOR OF THE MAJORITY OF CHILDREN WHERE THE AUTHORITY WAS PERMISSIVE, OR THE BEHAVIOR OF THE AUTHORITY WHERE THE AUTHORITY WAS NOT PERMISSIVE. IN BOTH INSTITUTIONS THE CHILDREN WHO WERE BOTH PREJUDICED AND DISCRIMINATING CAME FROM HOMES WHERE PREJUDICE ON THE PART OF AT LEAST ONE PARENT WAS USUALLY OVERT. THIS ARTICLE WAS PUBLISHED IN THE "JOURNAL OF EDUCATIONAL SOCIOLOGY," VOLUME 28, NUMBER 2, OCTOBER 1954. ED002085 WHEN WHITE CHILDREN ARE IN THE MINORITY. 1954-10-00 1 N/A 1965 2016-11-22

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No Black Education Board of Education Role Case Studies Community Attitudes De Facto Segregation Equal Education Open Enrollment Racial Balance School Desegregation School Zoning Urban Education TILLMAN, JAMES A., JR. DISTRICT OF COLUMBIA Minnesota (Minneapolis) MINNESOTA District of Columbia Minnesota Minnesota (Minneapolis) Howard Univ., Washington, DC. IT IS THE RESPONSIBILITY OF THE LOCAL GOVERNMENT TO PROVIDE EDUCATION WHICH ENABLES CHILDREN TO ADJUST NORMALLY TO AMERICAN DEMOCRACY. THIS CANNOT BE DONE IN A SCHOOL SYSTEM THAT IS RACIALLY IMBALANCED. THE MINNEAPOLIS HUMAN RELATIONS TASK FORCE FEELS THAT THE BOARD OF EDUCATION MUST NOT WAIT FOR A SOUND COMMUNITY BUT MUST TAKE POSITIVE STEPS TO PRODUCE ONE BY CREATING RACIAL BALANCE. SOME AREAS OF MINNEAPOLIS HAVE SHOWN A 30 PERCENT INCREASE IN THE CONCENTRATION OF NEGROES FROM 1950-60. THE SCHOOL SYSTEM SHOULD HAVE A COLOR-CONSCIOUSNESS WHICH SOME SCHOOL SYSTEMS IN THE NORTH AND WEST HAVE ADAPTED INTO THE OPERATIONAL TECHNIQUES OF SPLIT SCHOOL BUILDING USE BY GRADES, PERMISSIVE BUSSING, OPEN ENROLLMENT, AND REDISTRICTING AND/OR SCHOOL RELOCATION. THIS ARTICLE WAS PUBLISHED IN THE "JOURNAL OF NEGRO EDUCATION," VOLUME 33, NUMBER 4, FALL 1964. ED002086 THE CASE AGAINST DE FACTO SEGREGATION EDUCATION IN THE NORTH AND WEST--A CONTEMPORARY CASE STUDY. 1964-00-00 1 N/A 1965 2016-11-22

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No Career Opportunities Community Attitudes Comparative Analysis Educational Experience Equal Education Extracurricular Activities Flexible Progression Intelligence Quotient Minority Groups Racial Discrimination Racial Segregation School Desegregation Secondary School Students Social Discrimination Socioeconomic Status Track System (Education) HICKERSON, NATHANIEL CALIFORNIA DISTRICT OF COLUMBIA California District of Columbia THE PURPOSE OF THIS STUDY WAS TO LEARN WHETHER NEGRO AND NON-NEGRO STUDENTS RECEIVE SIMILAR KINDS OF FORMAL AND INFORMAL EDUCATIONAL EXPERIENCES. THE SAMPLE CONSISTED OF MEXICAN-AMERICAN AND FILIPINO-AMERICANS IN THE SAME HIGH SCHOOL. USE WAS MADE OF STUDENT RECORDS INCLUDING CURRICULUM TRACK, IQ SCORE, AND PARENTS' OCCUPATIONS. THE LARGE MAJORITY OF NEGRO STUDENTS WAS IN NONCOLLEGE-PREPARATORY FIELDS, ALTHOUGH THERE WAS NO CORRELATION BETWEEN THIS FACT AND THEIR IQ RATINGS. FILIPINO STUDENTS, WHO HAD ONLY A SLIGHTLY HIGHER IQ RATING THAN NEGROES, BUT A LOWER IQ RATING THAN WHITES, WERE ALMOST ENTIRELY IN COLLEGE-PREPARATORY CLASSES. THIS REFLECTS THE COMMUNITY SITUATION IN WHICH THERE ARE NO PROFESSIONAL NEGROES AMONG A NEGRO GROUP OF 5,000. THE COMMUNITY AS WELL AS THE SCHOOL DOES NOT ENCOURAGE NEGROES TO IMPROVE THEIR SOCIOECONOMIC STANDING. THERE IS NO PROHIBITION IN THE HIGH SCHOOL AGAINST NEGRO STUDENTS' PARTICIPATING IN INTERSCHOLASTIC SWIMMING, TENNIS, OR GOLF HOWEVER, NEGROES ARE BARRED FROM THE COMMUNITY COUNTRY CLUB. NEGRO STUDENTS RARELY PARTICIPATE IN HIGH SOCIAL CLUBS AND IN GENERAL SOCIAL AFFAIRS OF THE COMMUNITY. THIS ARTICLE WAS PUBLISHED IN THE JOURNAL OF NEGRO EDUCATION, VOLUME XXXIV, NUMBER 2, SPRING, 1965. ED002087 SOME ASPECTS OF SCHOOL INTEGRATION IN A CALIFORNIA HIGH SCHOOL. 1965-00-00 1 N/A 1965 2016-11-22

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No Black Attitudes Black Education Black Youth Child Rearing Disadvantaged Fatherless Family Lower Class Mother Attitudes Parent Child Relationship Parent Conferences Parent Education Parent Teacher Cooperation Positive Reinforcement Socioeconomic Influences KAMII, CONSTANCE RADIN, NORMA THE LOWER-CLASS NEGRO MOTHER HAS A DIFFICULT LIFE AND SEES HERSELF AS A SUFFERING MATRIARCH WHO CONFINES HER LIFE TO HER HOME, DEIFIES HER OWN WISDOM, FEELS NO ROOTS IN SOCIETY, AND WHO IS RESPONSIBLE FOR THE REARING OF CHILDREN WITHOUT A STABLE HUSBAND OR A FRIENDLY SOCIETY. SHE FEELS THAT SHE MUST SUPPRESS HER CHILDREN'S INTERNAL IMPULSES AND MUST SHIELD THEM FROM THE OUTSIDE WORLD. CHILDREN ARE SEEN AS OBJECTS TO BE CAREFULLY PROTECTED WHEN YOUNG AND HELPLESS, AND CONTROLLED, SHIELDED, AND SUPPRESSED WHEN THEY ARE OLDER. EFFORTS SHOULD BE MADE TO TEACH THE LOWER-CLASS NEGRO MOTHER HOW TO ACHIEVE HER GOALS, WHICH LARGELY COINCIDE WITH THOSE OF MIDDLE-CLASS EDUCATORS. TO COMPENSATE FOR THE SUPPRESSIVE HOME ENVIRONMENT AND TO ALLOW SELF-EXPRESSION, A RELATIVELY NONAUTHORITARIAN SETTING IN THE EARLY GRADES IS NEEDED. SCHOOLS SHOULD ENCOURAGE VERBAL COMMUNICATIONS BETWEEN PARENT AND CHILD AND SHOULD STRESS THE IMPORTANCE OF INNER CONTROL FOR ACADEMIC AND EMPLOYMENT SUCCESS. THIS REQUIRES THAT THE MOTHER AND TEACHER LISTEN TO THE CHILD, SHOW HIM ALTERNATIVE WAYS OF RESPONDING TO EXTERNAL SITUATIONS AND INTERNAL IMPULSES, AND LET HIM MAKE JUDGMENTS ABOUT APPROPRIATE RESPONSES. DESIRABLE DEHAVIOR SHOULD BE CONTINUALLY REINFORCED. SCHOOLS SHOULD ENCOURAGE DISADVANTAGED MOTHERS TO PARTICIPATE IN SOCIETY AT LARGE, THEREBY INCREASING CONTACT WITH OTHER CLASSES AND OTHER VIEWPOINTS. SMALL, INFORMAL DISCUSSION GROUPS COMPOSED OF TEACHERS AND PARENTS HAVE BEEN EFFECTIVE IN BRINGING PARENTS AND EDUCATORS CLOSER TOGETHER. THIS ARTICLE WAS PUBLISHED IN THE JOURNAL OF NEGRO EDUCATION, VOLUME XXXIV, NUMBER 2, SPRING, 1965. ED002088 THE CHILD-REARING ATTITUDES OF DISADVANTAGED NEGRO MOTHERS AND SOME EDUCATIONAL IMPLICATIONS. 1965-00-00 1 N/A 1965 8/17/2004 22:29:21 DISA1965

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No Audiovisual Instruction Disadvantaged Disadvantaged Youth Instructional Materials Language Acquisition Language Arts Peer Teaching Positive Reinforcement Programed Instruction Reading Skills Speech Skills Teacher Attitudes Teaching Methods NEWTON, EUNICE S. THE VERBAL ENVIRONMENT OF THE FIRST YEARS OF LIFE IS CRUCIAL IN THE LANGUAGE DEVELOPMENT OF THE INDIVIDUAL. THERE IS A CLOSE INTERRELATEDNESS AMONG LANGUAGE ARTS. SPEAKING, WRITING, LISTENING, AND READING PERFORM RECIPROCAL FUNCTIONS IN THE COMMUNICATIVE CYCLE. THEREFORE, THERE IS A NEED TO REINFORCE LANGUAGE ARTS IN ALL GRADES AND IN ALL SUBJECTS. THE CRUX OF THE DISADVANTAGED YOUTH'S PROBLEMS IS HIS VERBAL INEPTNESS RESULTING FROM LITTLE VERBAL ENCOURAGEMENT IN THE HOME. LANGUAGE PROGRAMS FOR THESE CHILDREN SHOULD BEGIN IN NURSERY SCHOOL AND CONTINUE SYSTEMATICALLY THROUGHOUT THE SCHOOL YEARS. SPECIAL EMPHASIS SHOULD BE PLACED ON READING WITH EXPERIENCING AS A BASIC ACTIVITY. MANY AND VARIED AUDIOVISUAL MATERIALS SHOULD BE UTILIZED. THE TEACHER SHOULD SERVE AS AN EXAMPLE AND SEEK TO INVOLVE THE STUDENTS IN THE TEACHING-LEARNING PROCESS. USE SHOULD BE MADE OF PROGRAMED LEARNING MACHINES AND PROGRAMED MATERIALS, TEXTBOOKS, GEARED TO DISADVANTAGED CHILDREN'S EXPERIENCES, AND PEER TEACHING. THIS ARTICLE IS A REPRINT FROM THE JOURNAL OF NEGRO EDUCATION, VOLUME XXXIV, NUMBER 2, SPRING 1965. ED002089 PLANNING FOR THE LANGUAGE DEVELOPMENT OF DISADVANTAGED CHILDREN AND YOUTH. 1965-00-00 1 N/A 1965 8/17/2004 22:29:22 DISA1965

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No American History Black History Book Reviews Civil Rights Cultural Awareness Curriculum Development History History Textbooks Racial Discrimination Racial Relations Social Bias STAMPP, KENNETH M. AND OTHERS Illinois (Chicago) Illinois (Chicago) IN THE MIDST OF THIS CIVIL RIGHTS REVOLUTION, HISTORIANS AND EDUCATORS HAVE A CLEAR RESPONSIBILITY TO SEE TO IT THAT THE ROLE OF NEGROES IN AMERICAN LIFE IS TAUGHT FULLY AND ACCURATELY. HISTORICAL DISTORTIONS HELP PERPETUATE AND INTENSIFY PATTERNS OF RACIAL DISCRIMINATION. THIS APPLIES NOT ONLY TO INACCURATE HISTORY, BUT ALSO TO THE KIND OF HISTORY THAT REINFORCES NOTIONS AMONG WHITES OF THEIR SUPERIORTY AND AMONG NEGROES OF THEIR INFERIORITY. THE GREATEST DEFECT IN TEXTBOOKS IS THE VIRTUAL OMISSION OF THE NEGRO. ALL THE TEXTS PLAY DOWN OR IGNORE THE LONG HISTORY OF VIOLENCE BETWEEN NEGROES AND WHITES, SUGGESTING THAT RACIAL CONTACTS HAVE BEEN DISTINGUISHED BY A PROGRESSIVE HARMONY. THE TONE OF A TEXTBOOK IS ALMOST AS IMPORTANT AS ANYTHING IT ACTUALLY STATES. A MINIMALLY FULL AND ACCURATE TEXTBOOK ACCOUNT SHOULD INCLUDE THE MODERN CIVIL RIGHTS REVOLUTION WHICH SEEMS TO BE ONE OF THE MAJOR HISTORICAL EVENTS OF THE MID-TWENTIETH CENTURY. ATTACHED ARE CRITICAL REVIEWS OF THE TWO-ADOPTED TEXTBOOKS USED IN GRADE 5, THREE STATE-ADOPTED TEXTS USED IN GRADE 8, AND TWO HIGH SCHOOL TEXTBOOKS WHICH ARE REPORTED TO BE MOST WIDELY USED IN CALIFORNIA. ED002090 THE NEGRO IN AMERICAN HISTORY TEXTBOOKS. 1964-10-00 1 N/A 1965 2016-11-22

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No Attitude Change Civil Rights Community Influence De Facto Segregation Educational Policy Equal Education Middle Class Standards Racial Attitudes School Desegregation School Personnel Social Bias RECORD, WILSON Illinois (Carbondale) ILLINOIS Illinois MORE THAN IN ALMOST ANY OTHER PROFESSIONAL GROUP, THE ATTITUDES OF SCHOOL PERSONNEL ARE INFLUENCED BY COMMUNITY FACTORS. GENERAL ATTITUDES OF WHITE PUBLICS WILL CERTAINLY BY SIGNIFICANT FOR SPECIFIC ATTITUDES OF SCHOOL PERSONNEL TOWARD INTEGRATION. MOST SCHOOL PERSONNEL ARE MEMBERS OF THE MIDDLE CLASS. THEIR CLASS VALUES AND STATUS CONCERNS ENTER INTO THEIR CONFRONTATION WITH WITH INTEGRATION ISSUES. OF MAJOR CONCERN IS SCHOOL PRINCIPALS', TEACHERS', AND COUNSELORS' LACK OF ENCOUNTER WITH MEMBERS OF RACIAL AND ETHNIC MINORITIES AS EQUAL AND AS PARTICIPANTS IN SHAPING THE ACTIVITIES OF THE SCHOOL. THE ATTITUDES OF SCHOOL PERSONNEL ARE NOT EASILY CHANGED, BUT THEY ARE NOT IRRETRIEVABLY FIXED. TO FACILITATE INTEGRATION IN PUBLIC SCHOOLS, EDUCATORS SHOULD IDENTIFY THOSE ATTITUDES WHICH ARE DETRIMENTAL TO PUBLIC PRINCIPLES OF EQUAL EDUCATIONAL OPPORTUNITIES AND SEEK TO MODIFY THEM. AN ANALYSIS IS PRESENTED OF THE SPECIFIC ATTITUDES AND TYPES OF INDIVIDUALS FOUND AMONG SCHOOL PERSONNEL-SCHOOL BOARD MEMBERS, TEACHERS, ADMINISTRATORS, AND COUNSELORS. ED002091 CHANGING ATTITUDES OF SCHOOL PERSONNEL. 1964-05-00 1 N/A 1965 2016-11-22

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No Blacks Intelligence Interviews Questionnaires Racial Characteristics School Desegregation School Involvement Surveys AGGER, ROBERT E. DE BERRY, CLYDE OREGON PORTLAND Oregon FACTS ABOUT RACE AND THE SCHOOLS IN PORTLAND, OREGON, ARE PRESENTED. QUESTIONS WERE ASKED OF WHITE AND NEGRO RESIDENTS. ANSWERS GIVEN BY NEGROES INDICATE THAT THE NEGRO FEELS THAT HE IS EQUAL TO THE WHITE, THAT HE SHOULD LIVE IN INTEGRATED RATHER THAN SEGREGATED NEIGHBORHOODS, AND THAT NEGRO CHILDREN SHOULD ATTEND PREDOMINANTLY WHITE SCHOOLS. SLIGHTLY MORE THAN ONE-HALF OF THE NEGROES EARNED LESS THAN $4,000 PER YEAR AND ONLY 10 PERCENT ATTENDED COLLEGE. NEGRO INVOLVEMENT IN SCHOOL AFFAIRS COMPARED FAVORABLY WITH THAT OF WHITE CITIZENS. HOWEVER, THE NEGRO FEELS HE WOULD LIKE TO BE MORE INFLUENTIAL. ANSWERS GIVEN BY WHITES INDICATED THAT 72 PERCENT REGARD NEGROES AS EQUAL TO WHITE IN INTELLIGENCE, BUT ONLY 50 PERCENT WANT INTEGRATED HOUSING. AS AGE INCREASED, WHITE CITIZEN PREJUDICE TOWARD NEGROES STEADILY INCREASED. WHITE CITIZENS WITH PRESCHOOL-AGE CHILDREN WERE THE LEAST PREJUDICED, AND THOSE WITH CHILDREN IN ALL-WHITE SCHOOLS WERE THE MOST PREJUDICED. ED002092 SCHOOL AND RACE IN PORTLAND. 1965-00-00 1 N/A 1965 2016-11-22

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No Ability Grouping Ability Identification Achievement Tests Disadvantaged Youth Dropouts Early Experience Flexible Progression Grouping (Instructional Purposes) Intelligence Tests Low Income Groups Track System (Education) BLACKE, EVIAS, JR. DISTRICT OF COLUMBIA Illinois (Chicago) ILLINOIS District of Columbia Illinois Illinois (Chicago) THE FOUR AREAS PRESENTED ARE GROUP AND INDIVIDUAL INTELLIGENCE TESTS, ACHIEVEMENT TESTS, EDUCATIONAL GROUPING PROCEDURES, AND FACTORS ASSOCIATED WITH LOW INCOME. A TRACK SYSTEM, OR ANY SYSTEM OF GROUPING, SHOULD PROMOTE RATHER THAN HINDER THE ACHIEVEMENT OF BOTH THE LOW-INCOME GROUPS AND THE HIGHER-INCOME GROUPS. THE PRESENT TRACK SYSTEM IN WASHINGTON, D.C., HAS MORE CHILDREN OF THE LOWER-INCOME GROUPS IN THE LOWER TRACKS. EVALUATION SHOWS THAT CHILDREN IN LOW-INCOME AREAS ARE NOT LESS INTELLIGENT AND THAT THEIR SUPPOSED LOWER INTELLIGENCE IS NOT THE REASON FOR THEIR BEING IN THE LOWER PART OF A TRACK SYSTEM. RATHER THEIR NEIGHBORHOOD IS SUCH THAT CHILDREN OF LOW-INCOME FAMILIES ARE NOT AMALGAMATED INTO THE SCHOOL COMMUNITY. THESE SCHOOLS DO NOT CONTEND WITH THE INHERENT DIFFERENCES OF THESE CHILDREN THAT THEIR EXPERIENCES PRIOR TO SCHOOL ARE POOR EMOTIONALLY, SOCIALLY, AND INTELLECTUALLY. INSTEAD, THESE SCHOOLS UNDERESTIMATE THE CHILDREN'S BASIC POTENTIAL AND OFFER LESS THAN CONTINUED OPTIMUM LEARNING CONDITIONS AND EXPERIENCES. IN DEVELOPING TRACKING SYSTEMS, CERTAIN FACTORS SHOULD BE CONSIDERED. THESE INCLUDE A REFLECTION OF INCOME DIFFERENCES IN THE NEIGHBORHOODS, A COMPARISON OF DIFFERENT TRACK SYSTEMS ALREADY OPERATING SUCCESSFULLY, AND A STUDY OF THE DROPOUT RATES IN THE TRACKS IN DIFFERENT INCOME AREAS IN THE CITY. ED002093 THE TRACK SYSTEM IN WASHINGTON, D.C. 1965-00-00 1 N/A 1965 2016-11-22

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No Achievement Rating Black Achievement Civil Rights Court Litigation De Jure Segregation Discriminatory Legislation Equal Education Racial Distribution School Attendance Legislation School Segregation Transfer Students SWEENEY, GEORGE C. Massachusetts (Springfield) Iowa Tests of Basic Skills MASSACHUSETTS Massachusetts Iowa Tests of Basic Skills CONCLUSIONS OF JUDGE SWEENEY'S REVIEW OF THE SPRINGFIELD, MASSACHUSETTS, RULING ARE PRESENTED. THERE WAS NO DELIBERATE INTENTION OF THE SCHOOL AUTHORITIES TO SEGREGATE THE SCHOOLS. SEGREGATION RESULTED FROM A RIGID ADHERENCE TO THE NEIGHBORHOOD PLAN OF SCHOOL ATTENDANCE, WHICH HAD BEEN IN EFFECT SINCE THE LATTER PART OF THE NINETEENTH CENTURY IN SPRINGFIELD. THE SCHOOLS WITH A MAJORITY OF NEGRO STUDENTS RANKED LOWEST IN ACHIEVEMENT RATING BASED ON THE IOWA TEST OF BASIC SKILLS. WHEN STUDENTS TRANSFERRED FROM THESE SCHOOLS, THEY HAD DIFFICULTY KEEPING UP WITH OTHER STUDENTS. HE ALSO STATED THAT RACIAL CONCENTRATION WAS AN EDUCATIONAL AS WELL AS A CONSTITUTIONAL PROBLEM. THEREFORE, THE SCHOOL SYSTEM SHOULD PRESENT A PLAN TO ELIMINATE AS MUCH RACIAL CONCENTRATION IN ITS ELEMENTARY AND JUNIOR HIGH SCHOOLS AS POSSIBLE. ED002094 THE SPRINGFIELD RULING. 1965-00-00 1 N/A 1965 2016-11-22

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No Black Education Civil Rights Court Litigation De Facto Segregation De Jure Segregation Disadvantaged Schools Elementary Schools Equal Education Equal Protection Neighborhood Schools Racial Distribution Reading Achievement School Segregation Socioeconomic Status ZAVATT, JOSEPH C. NEW YORK Manhasset Union Free School District NY New York PLAINTIFFS COMPLAINED THAT THE VALLEY SCHOOL, ONE OF THE ELEMENTARY SCHOOLS IN MANHASSET, NEW YORK, WAS SEGREGATED. NEGROES IN THE VALLEY AREA LIVED AT A LOW SOCIOECONOMIC LEVEL. TYPICALLY, THEIR CHILDREN WERE FROM 2 TO 3 YEARS BEHIND THE NORMS IN READING ACHIEVEMENT. EXCERPTS FROM THE COURT CASE, R. BLOCKER VERSUS THE BOARD OF EDUCATION OF MANHASSET, INVOLVE THE BASIC CONTENTION THAT SEGREGATED SCHOOLS, WHETHER DE JURE OR DE FACTO, ARE INFERIOR AND DEPRIVE CHILDREN OF MINORITY GROUPS OF EQUAL EDUCATIONAL OPPORTUNITIES. THE DEFENDANTS ARGUED THAT MINORITY SCHOOLS ARE NOT INFERIOR AND THAT SCHOOLS SHOULD NOT BE RESPONSIBLE FOR THE ACCIDENTAL PATTERN OF HOUSING WHICH LED TO THE ETHNIC IMBALANCE. LEGAL PRECEDENTS WERE PRESENTED. THE DEFENSE DEFENDED THE NEIGHBORHOOD SCHOOL POLICY CONTENDING THAT A HOMOGENEOUS STUDENT BODY AFFORDS A GREATER OPPORTUNITY FOR OPTIMUM BENEFITS TO THE STUDENTS BECAUSE EDUCATIONAL PROGRAMS CAN BE DESIGNED TO MEET THEIR PARTICULAR NEEDS. THE TEACHING STAFF DID NOT SUPPORT THIS VIEW. THE DOCTRINE SET BY THE COURT INCLUDED THAT, BY MAINTAINING AND PERPETUATING A SEGREGATED SCHOOL SYSTEM, THE DEFENDANT BOARD TRANSGRESSED THE PROHIBITIONS OF THE EQUAL PROTECTION CLAUSE OF THE FOURTEENTH AMENDMENT. HOWEVER, THE COURT DID NOT HOLD THAT THE CONSTITUTION REQUIRES A COMPULSIVE DISTRIBUTION OF SCHOOL CHILDREN ON THE BASIS OF RACE IN ORDER TO ACHIEVE A PROPORTIONAL REPRESENTATION OF WHITE AND NEGRO CHILDREN IN EACH ELEMENTARY SCHOOL WITHIN A SCHOOL DISTRICT. ED002095 THE MANHASSET RULING. 1 N/A 1965 2016-11-22

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No Board of Education Policy Board of Education Role Civil Rights Community Action De Facto Segregation Demonstrations (Civil) Racial Discrimination Racial Relations School Boycotts School Community Relationship School Desegregation School Segregation PASNICK, RAYMOND ILLINOIS Illinois (Chicago) Illinois Illinois (Chicago) THE WRITER, A MEMBER OF THE CHICAGO BOARD OF EDUCATION, ACCUSES THE BOARD OF DELIBERATELY IMPOSING CONDITIONS AND POLICIES WHICH HAVE SERVED TO KEEP THE TWO RACES IN THE SCHOOL SYSTEM APART AND TO DISCRIMINATE AGAINST LARGE SEGMENTS OF THE RACIAL MINORITY. HE HOLDS THAT THERE IS A CLEAR NECESSITY TO DEMONSTRATE THIS BOARD'S SINCERITY BY IMMEDIATE, AFFIRMATIVE ACTION. TIME AND ENERGIES NEED TO BE USED IN THIS PUBLIC SERVICE BEFORE CONDITIONS GET WORSE AND THE PATIENCE OF THE VICTIMS RUNS OUT. UNDER THE SYSTEM OF PUBLIC BOARD RESPONSIBLIILITY IN RUNNING THE SCHOOLS, MOST OF THE RACE RELATIONS ISSUES IN CHICAGO'S EDUCATIONAL COMPLEX COULD BE SETTLED BY ACTION OF THE BOARD MEMBERS. THE BOARD SHOULD MAKE A NEW START BY ARRANGING A CONFERENCE WITH ALL CONCERNED TO RESOLVE THE CRISIS WITH COOPERATION AND GOOD WILL. WRITTEN DURING THE TIME OF A SCHOOL BOYCOTT (FEBRUARY 1964), THE ARTICLE CONCLUDES THAT DEMONSTRATIONS AND SCHOOL BOYCOTTS ARE A DIRECT REACTION TO OUR FAILURE AND LAGGARDNESS TO MEET THE ISSUE SQUARELY. ED002096 CHICAGO'S SCHOOL CRISIS. 1964-00-00 1 N/A 1965 2016-11-22

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No Black Population Trends Board of Education Policy De Facto Segregation Desegregation Methods Housing Discrimination Intergroup Relations School Desegregation HALEY, FRED T. WASHINGTON Washington (Tacoma) Washington THE CHAIRMAN OF THE TACOMA, WASHINGTON, BOARD OF EDUCATION PRESENTS HIS VIEWS ON THE PROBLEMS TO BE FACED BY THE CITY OF TACOMA IN THE AREA OF DE FACTO SEGREGATION. TACOMA'S POPULATION FROM 1950 TO 1960 INCREASED 3 PERCENT. VIRTUALLY THE ENTIRE INCREASE WAS NONWHITE. IT IS HELD THAT THE MAGNITUDE OF THE EXPLOSIVE GROWTH OF THE NEGRO POPULATION IS CERTAIN TO MAKE THE PROBLEMS OF INTERGROUP RELATIONS EVEN MORE DIFFICULT IN THE COMING YEARS. IN 1960 THE CITY WAS 5.6 PERCENT NEGRO. ELEVEN PERCENT OF THE CHILDREN UNDER 5 YEARS OLD WERE NEGRO. GIVEN NO LEGAL RESTRAINT IN HOUSING DISCRIMINATION, A FAR GREATER PORTION OF TACOMA MAY SOON BE TURNED INTO A HUGE ISLAND, NEGRO IN POPULATION. A RECENT SURVEY SHOWED CONCRETE EVIDENCE OF DE FACTO SEGREGATION IN THE SCHOOLS. SPECIFIC SUGGESTIONS TO BE CARRIED OUT DURING THE FOLLOWING SCHOOL YEAR AND GENERAL POLICY STATEMENTS ARE STATED. ED002097 TACOMA FACES SCHOOL SEGREGATION. 1964-00-00 1 N/A 1965 2016-11-22

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No Black Organizations Board of Education Policy Civil Rights Community Support Desegregation Methods Equal Education History School Desegregation MEEK, SYLVIA Pennsylvania (Philadelphia) Congress of Racial Equality National Association Advancement Colored People PENNSYLVANIA Pennsylvania Pennsylvania (Philadelphia) IT IS SUGGESTED THAT PHILADELPHIA HAS NOW ENTERED THE SECOND PHASE OF THE INTEGRATION MOVEMENT. NOW THAT THE SCHOOL BOARD AND A RESPONSIBLE SEGMENT OF THE COMMUNITY ARE FOR INTEGRATION, THE ACT OF INTEGRATION IS OF PARAMOUNT IMPORTANCE. A BRIEF HISTORY OF THE CIVIL RIGHTS MOVEMENT IN PHILADELPHIA IS OUTLINED. ONE PART OF THE MOVEMENT DEALT WITH THE BROAD ISSUES OF PUBLIC EDUCATION, THE METHOD OF SCHOOL BOARD SELECTION AND TAXING POWER. THE OTHER PART DEALT WITH THE SO-CALLED NARROW ISSUES, SEGREGATION AND DISCRIMINATION. THROUGH THE EFFORTS OF THE NAACP, CORE, AND INTERESTED CITIZENS, DEMANDS FOR INTEGRATION AND EQUAL OPPORTUNITY IN THE PUBLIC SCHOOLS BROUGHT ABOUT THE ESTABLISHMENT OF A COMMISSION ON INTEGRATION. EVENTUALLY THE COMMISSION HELPED TO ENCOURAGE GREATER PUBLIC AWARENESS AND SUPPORT FOR INTEGRATION, AND TO INVOLVE MORE COMMUNITY GROUPS IN THE ISSUE. ED002098 PHILADELPHIA WORKS FOR INTEGRATION. 1964-00-00 1 N/A 1965 2016-11-22

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No Achievement Educational Planning Educational Problems Equal Education History Performance Factors School Construction School Desegregation New York (New York) NEW YORK New York New York (New York) A REVIEW OF THE PROBLEMS AND PROGRESS OF INTEGRATION IN THE NEW YORK CITY SCHOOL SYSTEM SINCE 1955 IS PRESENTED. THE NUMBER OF SCHOOLS HOUSING A MAJORITY OF NEGRO AND PUERTO RICAN STUDENTS HAS INCREASED AT ALL LEVELS OF EDUCATION. THE BASIC FACT THAT THE PUBLIC EDUCATION ASSOCIATION STUDY UNCOVERED REGARDING ACHIEVEMENT DATA WAS THAT THE LONGER THE NEGRO AND PUERTO RICAN STUDENTS CONTINUED IN SCHOOL, THE LOWER THEIR ACHIEVEMENT LEVELS FELL. FACTORS RESPONSIBLE FOR THIS ARE NOT CLEAR. A MAJOR UNSOLVED PROBLEM IS THE RELUCTANCE OF NEW TEACHERS TO ACCEPT APPOINTMENTS OR ASSIGNMENTS IN SCHOOLS THEY REGARD AS DIFFICULT. STUDY OF THE PRESENT NEW BUILDING PROGRAM INDICATES THAT, UNLESS AND UNTIL THERE IS AN EXTENSIVE UPGRADING OF MINORITY SCHOOL FACILITIES, THERE CAN BE NO PROGRESS TOWARD EQUALITY IN SCHOOL FACILITIES. IT IS RECOMMENDED THAT THE BOARD PREPARE A MASTER PLAN OF DESEGREGATION AND ASSUME FULL RESPONSIBLITY FOR THE ASSIGNMENT OF PUPILS AND TEACHERS FOR THE EXECUTION OF THE MASTER PLAN. SPECIFIC RECOMMENDATIONS WERE MADE IN THE AREAS OF ACADEMIC ACHIEVEMENT, PHYSICAL FACILITIES, SCHOOL STAFFING AND PERSONNEL, ZONING AND INTEGRATION, EDUCATION STIMULATION PROGRAM, AND SCHOOL-COMMUNITY RELATIONS. ED002099 A DECADE OF NEW YORK CHANGES. 1964-00-00 1 N/A 1965 2016-11-22

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No Board of Education Role Desegregation Effects Equal Education History Racial Balance School Community Relationship School Desegregation HOLMGREN, EDWARD MARYLAND Maryland (Baltimore) Maryland Maryland (Baltimore) THE HISTORY OF INTEGRATION IN THE BALTIMORE PUBLIC SCHOOLS IS PRESENTED. RACIAL IMBALANCE IN THE SCHOOLS WAS REGARDED AS EDUCATIONALLY UNDESIRABLE. A BRIEF FLURRY OF PROTEST OCCURRED WHEN THE FIRST NEGRO CHILDREN WERE TRANSPORTED TO WHITE SCHOOLS. THIS WAS FOLLOWED BY AN ABORTIVE ATTEMPT TO STRIP THE SCHOOL BOARD OF ITS AUTONOMY AND PLACE ITS BUDGET AND SPENDING PREROGATIVES BACK IN THE CITY COUNCIL. COMMUNITY SUPPORT OF THE SCHOOL BOARD PREVENTED THIS THREAT FROM BECOMING A REALITY. ED002100 BALTIMORE BEGINS TO INTEGRATE SCHOOLS. 1964-00-00 1 N/A 1965 2016-11-22

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No Ability Grouping Black Achievement Comparative Analysis De Facto Segregation Individual Differences Racial Segregation Residential Patterns School Districts CALIFORNIA California (Berkeley) California California (Berkeley) UNDER PRESSURE FROM CORE, THE BERKELEY SUPERINTENDENT OF SCHOOLS ESTABLISHED A CITIZENS' COMMITTEE TO INVESTIGATE AND PRESENT FACTS REGARDING THE EXTENT AND THE EFFECTS OF SCHOOL DE FACTO SEGREGATION IN PUBLIC SCHOOLS. IT WAS FOUND THAT THE HOUSING PATTERN AND THE BOUNDARY LINES OF THE SCHOOLS HAD RESULTED IN THE ENROLLMENT OF 79 PERCENT OF THE STUDENTS IN SEGREGATED ELEMENTARY SCHOOLS, TWO SEGREGATED JUNIOR HIGH SCHOOLS, ONE INTEGRATED JUNIOR HIGH SCHOOL. THERE IS ONLY ONE SENIOR HIGH SCHOOL. STRIKING DIFFERENCES IN ACHIEVEMENT WERE FOUND BETWEEN WHITE AND MINORITY GROUP STUDENTS. THE SCHOOLS DID NOT DIFFER IN CLASS CHARACTERISTICS OR TURNOVER. CULTURAL DIFFERENCES IN THE HOMES WERE PARTLY RESPONSIBLE. ABILITY GROUPING IS A COMMON PRACTICE IN THE JUNIOR HIGH SCHOOLS AND HIGH SCHOOL. AT WILLARD, THE ONLY JUNIOR HIGH SCHOOL WHERE THE PERCENTAGE OF NEGROES APPROXIMATES THE CITYWIDE PERCENTAGE, ABILITY GROUPING RESULTS IN RACIAL SEGREGATION. THE WHITE STUDENTS ARE USUALLY IN THE HIGH-ABILITY GROUPS, WHILE THE NEGRO STUDENTS ARE USUALLY IN THE LOW-ABILITY GROUPS. ED002101 SCHOOL SEGREGATION IN BERKELEY. 1964-05-00 1 N/A 1965 2016-11-22

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No Academically Gifted Advanced Placement Educational Strategies Flexible Progression Higher Education Public Schools Special Programs Student Needs LINDVALL, C.M. AND OTHERS Pennsylvania (Pittsburgh) Pennsylvania (Pittsburgh) Pennsylvania State Univ., University Park. Inst. for Research on Human Resources. FLEXIBLE PROGRESSION PROVIDES FOR A MAXIMUM FLEXIBILITY IN THE WAY STUDENTS PROGRESS THROUGH THE SCHOOL PROGRAM. THE FIRST TYPE OF FLEXIBLE PROGRESSION, WITHIN THE ELEMENTARY AND HIGH SCHOOL STRUCTURE, WAS USED IN THE PITTSBURGH SCHOOL SYSTEM. SIX SEVENTH-GRADE STUDENTS WHO EXCELLED IN THE USE OF THE ENGLISH LANGUAGE WERE PERMITTED TO TAKE THE NINTH-GRADE COURSE AT THE NEARBY HIGH SCHOOL. THESE SIX STUDENTS RECEIVED AN A IN THE NINTH-GRADE COURSE. THE SECOND TYPE OF FLEXIBLE PROGRESSION, FROM HIGH SCHOOL TO COLLEGE, CONSISTS OF THREE KINDS. THE FIRST WAS EARLY ADMISSION TO COLLEGE WHEREBY SELECTED STUDENTS SKIPPED THEIR SENIOR YEAR OF HIGH SCHOOL TO ENTER COLLEGE AS FRESHMEN. THE STUDENTS WERE ENTHUSIASTIC AT THE OPPORTUNITY TO TAKE COURSE WORK THAT WAS MORE CHALLENGING AND TO BE IN CLASSES WITH A MORE ACADEMIC ATMOSPHERE. NOT ONLY WAS THEIR SCHOLASTIC PERFORMANCE EXCELLENT BUT THEY WERE VERY SUCCESSFUL IN ADJUSTING TO THE NONACADEMIC SIDE OF COLLEGE LIFE. THE SECOND KIND WAS PART-TIME COLLEGE STUDY, WHEREBY THE HIGH SCHOOL STUDENT ATTENDED COLLEGE EACH DAY FOR ONE CLASS. AGAIN THE RESPONSE, ENTHUSIASM, AND SUCCESS OF THE PARTICIPATING STUDENTS SHOWED THIS PROGRAM TO BE WORTHWHILE. THE THIRD KIND, THE ADVANCED PLACEMENT PROGRAM, ALLOWED STUDENTS TO HAVE ADVANCED PLACEMENT IN COLLEGE AND CREDIT FOR COLLEGE COURSES. THE LAST TYPE OF FLEXIBLE PROGRESSION, THAT WITHIN HIGHER EDUCATION, CONSISTS OF TWO KINDS. THE FIRST OFFERED FLEXIBILITY WITHIN THE UNDERGRADUATE LIBERAL ARTS PROGRAM. STUDENTS WERE ENCOURAGED TO MOVE INTO MANY FIELDS OF STUDY WITHIN THE LIBERAL ARTS PROGRAM. THE SECOND OFFERED FLEXIBILITY BETWEEN LIBERAL AND AND PROFESSIONAL OR GRADUATE PROGRAMS. STUDENTS COULD MOVE BETWEEN LIBERAL AND PROFESSIONAL EDUCATION. ED002102 MEETING THE NEEDS OF THE ABLE STUDENT THROUGH PROVISIONS FOR FLEXIBLE PROGRESSION. 1962-00-00 40 N/A 1965 2016-11-22

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No Demonstration Centers Educational Planning Gifted Inservice Teacher Education Instructional Materials Program Development Program Guides State Aid Summer Programs Teaching Methods JACKSON, DAVID M. ROGGE, WILLIAM M. Illinois (Urbana) Illinois (Urbana) Illinois Univ., Urbana. Coll. of Education. A PATTERN FOR INSERVICE EDUCATION TO SUPPORT PROGRAM DEVELOPMENT FOR GIFTED CHILDREN IS DESCRIBED. THE PATTERN INCLUDES THE STATE OF ILLINOIS PLAN OF WHICH IT IS A PART, THE APPROACH EMPLOYED, AND THE OPERATIONAL PLANS FOR A 1965 SUMMER INSTITUTE. IN 1963-65 ILLINOIS APPROPRIATED $6,750,000 TO IMPLEMENT ITS PLAN FOR PROGRAM DEVELOPMENT FOR GIFTED CHILDREN. SCHOOL DISTRICTS ENROLLING ABOUT 60 PERCENT OF THE STATE'S PUBLIC SCHOOL PUPILS ARE RECEIVING REIMBURSEMENT FOR THE CURRENT SCHOOL YEAR. TO DATE, 27 DEMONSTRATION CENTERS HAVE BEEN ESTABLISHED THEY PROVIDE DEMONSTRATIONS OF MANY APPROACHES TO THE EDUCATION OF GIFTED CHILDREN. THE STATE HAS SUPPORTED SUMMER INSTITUTES, INSERVICE INSTITUTES, AND ACADEMIC-YEAR INSTITUTES. BASIC FEATURES OF THE SUMMER INSTITUTES AT THE UNIVERSITY OF ILLINOIS FOR DEMONSTRATION CENTER PERSONNEL ARE THAT FACULTY SHOULD PURSUE SELF-ASSESSMENT OF PRACTICES, MODELS OF GOALS SHOULD BE PROVIDED, FACULTY SHOULD BE ABLE TO PRACTICE WHILE STILL IN THE INSERVICE PROGRAM, AND FACULTY SHOULD BE ABLE TO CONTINUE THE PROCESSES OF SELF-ASSESSMENT AFTER THE PROGRAM ENDS. THE ACTIVITIES OF THE 1965 SUMMER INSTITUTE WILL TRAIN TEACHERS TO DEMONSTRATE THE USE OF NEW MATERIALS AND TECHNIQUES APPROPRIATE FOR THE GIFTED. DEMONSTRATION CENTER DIRECTORS, SUPERVISORS, AND CONSULTANTS WILL BE TRAINED IN WAYS OF DISSEMINATING NEW MATERIALS AND TECHNIQUES THROUGH THE ESTABLISHMENT OF DEMONSTRATION CENTERS AND INSERVICE TRAINING PROGRAMS. ED002103 INSERVICE EDUCATION - AN INTEGRAL PART OF THE ILLINOIS PLAN FOR PROGRAM DEVELOPMENT FOR GIFTED CHILDREN. 1965-04-00 15 N/A 1965 2016-11-22

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No Enrichment Activities Gifted Instructional Materials Secondary School Students Skill Development Student Needs Teaching Methods CARTER, C. DOUGLAS NORTH CAROLINA CULLOWHEE North Carolina ENRICHMENT PROGRAMS FOR GIFTED SECONDARY SCHOOL STUDENTS IN VARIOUS AREAS OF THE CURRICULUM ARE DESCRIBED. THE PROGRAMS ARE GEARED TO (1) MEET THE SPECIAL NEED OF EXCEPTIONALLY TALENTED CHILDREN, (2) PROVIDE ENRICHMENT FOR ALL CHILDREN, (3) DEVELOP THE SKILLS OF THINKING, ORGANIZATION, DISCRIMINATING JUDGMENT, AND CREATIVE WRITING, AND (4) DEVELOP THE ABILITY TO ENGAGE PROFITABLY AND PURPOSEFULLY IN GROUP ACTIVITY. THE SUBJECTS COVERED ARE PHYSICS, BIOLOGY, CHEMISTRY, MATHEMATICS, ENGLISH, FRENCH, SOCIAL STUDIES, AND HISTORY. INCLUDED FOR EACH SUBJECT ARE THE BELIEFS UNDERLYING THE PROGRAM, THE TYPE OF ENRICHMENT, THE COURSE OUTLINE, TEACHING METHODS, INSTRUCTIONAL MATERIALS, AND A BIBLIOGRAPHY OF RELEVANT PUBLISHED AND UNPUBLISHED MATERIALS. SPECIFIC METHODS, SUPPLEMENTARY ACTIVITIES, AND MATERIALS ARE INCLUDED. THE BIOLOGY PROGRAM USES FILMS AND FILMSTRIPS, DEMONSTRATION SPECIMENS, MODELS, CHARTS, AND PROJECTION SLIDES. THE ENRICHED COURSE IN PHYSICS USES A COLLEGE TEXTBOOK AND COLLEGE LEVEL REFERENCES, AND EMPHASIZES REASONING AND RESEARCH RATHER THAN MEMORIZATION. THE MATHEMATICS PROGRAM CONSISTS OF ENRICHMENT AND ADVANCED PLACEMENT, AND IT UTILIZES VARIED ASSIGNMENTS, GROUPING OF ABLER STUDENTS, PROJECTS, SPECIAL ACTIVITIES, AND PROBLEM STUDY. THE ADVANCED PLACEMENT ENGLISH PROGRAM USES MANY REFERENCE MATERIALS AND SUCH VISUAL AIDS AS FILMSTRIPS, FILMS, AND RECORDINGS. TEACHING METHODS STRESSED IN SOCIAL STUDIES ARE--(1) ANALYSIS, INTERPRETATION, AND CRITICISM THROUGH COMPARISON OF HISTORICAL ACCOUNTS AND DOCUMENTARY MATERIAL, (2) FREQUENT ORAL AND WRITTEN REPORTS, (3) DIVISION OF WEEKLY CLASS TIME INTO THREE DISCUSSIONS AND TWO STUDY PERIODS, AND (4) RESEARCH PAPERS. ED002104 THE CHALLENGE...PROGRAMS FOR THE GIFTED IN THE SECONDARY SCHOOL. 1960-00-00 49 N/A 1965 2016-11-22

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No Administrator Guides Costs Educational Facilities Educational Facilities Design Educational Facilities Improvement Educational Technology High Schools School Construction School Planning CLINCY, EVANS New York (New York) MASSACHUSETTS Massachusetts New York (New York) Educational Facilities Labs., Inc., New York, NY. A REPORT DESIGNED TO ACQUAINT SCHOOL ADMINISTRATORS WITH A NEW DEVELOPMENT IN SCHOOL PLANNING AND DESIGN IS PRESENTED. IT ATTEMPTS TO SHOW WHY THE SCHOOL WAS DESIGNED AS IT WAS, HOW IT WAS DESIGNED AND BUILT, THE EDUCATIONAL BASIS OF THE DESIGN, AND THE RELATION OF THE SCHOOL TO THE PROGRAM FOR WHICH IT WAS PLANNED. SUCH TOPICS AS THE COMMUNITY BACKGROUND, REASONS FOR BUILDING THE NEW HIGH SCHOOL, CLASS ORGANIZATION, THE UNIQUE HOUSE PLAN OF THE SCHOOL, THE BUILDINGS THAT CONSTITUTE THE SCHOOL PLANT, AND COST INFORMATION ARE BRIEFLY DISCUSSED. NEWTON SOUTH IS DESIGNED TO HOUSE A PROGRAM OF VARYING CLASS SIZES. ACCOMODATIONS FOR LARGE GROUP INSTRUCTION WILL ENABLE THE CONTINUATION OF THE NEWTON PLAN STUDIES OF THE PRESENT HIGH SCHOOL, AND MORE ROOM AND MORE APPROPRIATE FACILITIES WILL MAKE SMALL GROUP INSTRUCTION MORE FEASIBLE THAN IT WAS IN THE OLD SCHOOL. THE STUDENT BODY WILL BE DIVIDED AMONG THREE HOUSES SITUATED IN THREE SEPERATE BUILDINGS, WITH ABOUT 500 STUDENTS PER HOUSE. EACH HOUSE WILL HAVE ITS OWN HOUSEMASTER, USUALLY AN EXPERIENCED TEACHER, AND ITS OWN FULL-TIME GUIDANCE COUNSELOR. THEY WILL FORM THE NUCLEUS OF THE STAFF. THE SCHOOL, CONSISTING OF SIX TWO-STORY BUILDINGS GROUPED AROUND A LIBRARY, CONTAINS 214,798 SQUARE FEET OF SPACE AND WILL COST $14.16 PER SQUARE FOOT AND $2,028 PER PUPIL AT THE DESIGNED LOAD OF 1,500 STUDENTS. ED002105 PROFILES OF SIGNIFICANT SCHOOLS, NEWTON SOUTH HIGH SCHOOL, NEWTON, MASSACHUSETTS. 1960-02-00 32 N/A 1965 2016-11-22

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No Course Organization Curriculum Guides Kindergarten Nursery Schools Preschool Education Program Development Skill Development Student Needs Teaching Methods SPIVEY, LENORE W. Florida (Largo) Florida Community Service Foundation, Largo, FL. GENERAL POINTERS ON A NURSERY SCHOOL AND KINDERGARTEN PROGRAM FOR YOUNG CHILDREN ARE GIVEN. SUBJECTS DEALT WITH ARE--CHARACTERISTICS OF 2- TO 5-YEAR-OLDS, DISCIPLINE PROBLEMS, THE CURRICULUM AND THE TEACHER'S RELATIONSHIP TO IT, SCHEDULING, SUBJECT AREAS OF ART, MUSIC, LANGUAGE, DRAMATIC PLAY, NATURE, AND OUTDOOR PLAY, SANITATION AND SAFETY, ROUTINE ACTIVITIES, AND HOME-SCHOOL RELATIONSHIPS. THE NEEDS OF CHILDREN AT THE VARIOUS AGE LEVELS ARE DISCUSSED. THE TEACHER CAN SATISFY THESE NEEDS AND DEVELOP CERTAIN SKILLS AND HABITS THROUGH THE USE OF SPECIFIC TEACHING TECHNIQUES AND THE INCLUSION OF RELEVANT EXPERIENCES AND ACTIVITIES. SPECIFIC DIRECTIONS AND CURRICULAR SUGGESTIONS ARE GIVEN IN EACH OF THE SUBJECT MATTER AREAS. THE AIM OF ART EDUCATION FOR THE PRESCHOOLER IS TO STIMULATE CREATIVITY. DIRECTIONS ARE GIVEN ON THE USE OF DIFFERENT MEDIA AND HOW THEY CAN BE MADE INEXPENSIVELY BY THE TEACHER. RECOMMENDED BOOKS, RECORDS, AND INSTRUMENTS ARE SUGGESTED FOR USE IN MUSICAL ACTIVITIES. THE ACTIVITIES OF TALKING, LISTENING, LOOKING UP INFORMATION, DRAMATIC PLAY, AND READING ARE DISCUSSED. SUGGESTED BOOKS ARE LISTED. CHILDREN ARE EXPOSED TO THE RUDIMENTS OF SCIENCE BY TAKING NATURE WALKS, PLANTING THINGS, AND CARING FOR ANIMALS. SUGGESTIONS ARE GIVEN ON HOW TO ORGANIZE NATURE AND SCIENCE EXPERIENCES. ED002106 LET'S HAVE A GOOD NURSERY-KINDERGARTEN. 11 N/A 1965 2016-11-22

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No Advanced Students Elementary School Students Independent Study Mathematical Concepts Mathematics Materials Probability Statistical Analysis Study Guides CATE, CLARENCE C. AND OTHERS California (San Diego) California (San Diego) San Diego County Dept. of Education, CA. A BOOKLET DESIGNED FOR ELEMENTARY SCHOOL STUDENTS TO BE USED INDEPENDENTLY FROM AND IN ADDITION TO THE REGULAR CLASSROOM CURRICULUM IN MATHEMATICS IS PRESENTED. ELEMENTARY USES AND CONCEPTS OF PROBABILITY AND STATISTICS ARE EXAMINED. PERMUTATION, COMBINATION, AND PREDICTABILITY ARE PRESENTED IN THE SECTION ON PROBABILITY. THE MEANING OF STATISTICS, THE CONCEPTS OF DATA AND GROUPING, MEASURES OF CENTRAL TENDENCY, AND THE CONCEPT OF RANGE ARE GIVEN IN THE SECTION ON STATISTICS. BOTH SECTIONS INCLUDE PRACTICAL APPLICATIONS AND PROBLEMS. THE TEACHER SHOULD IDENTIFY POTENTIAL USERS, ORIENT THEM TO THE AREAS TO BE EXPLORED, AND STIMULATE AND MAINTAIN THEIR INTEREST IN SUSTAINED INDEPENDENT EFFORT. ED002107 PROBABILITY AND STATISTICS. 1961-00-00 72 N/A 1965 2016-11-23

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No Ability Grouping Acceleration Advanced Placement Cluster Grouping Gifted Secondary School Students Special Programs Student Improvement California (Los Angeles) California (Los Angeles) Los Angeles City Schools, CA. THE PROGRAM IS DESIGNED TO ENHANCE THE STUDENT'S INTELLECTUAL DEVELOPMENT, CIVIC RESPONSIBILITY, ECONOMIC COMPETENCE, CREATIVITY, SENSE OF VALUES, FACILITY IN HUMAN RELATIONS, AND HEALTH. THE GIFTED STUDENTS ARE GENERALLY APPROACHED IN THREE MAIN WAYS WITHIN THE EDUCATIONAL SETTING. IN ABILITY GROUPING, GIFTED STUDENTS ARE PLACED TOGETHER IN HONORS CLASSES OR IN ACADEMICALLY ENRICHED CLASSES IF THEY FAIL TO QUALIFY FOR HONORS CLASSES. WHEN SUFFICIENT NUMBERS ARE NOT AVAILABLE FOR SEPERATE CLASSES, THEY MAY BE CLUSTERED OR PLACED TOGETHER IN A REGULAR CLASS AND GIVEN SPECIAL PROJECTS OF HONOR QUALITY OR ACADEMIC ENRICHMENT. THE THIRD WAY IS TO ACCELERATE THE STUDENTS BY HAVING THEM SKIP A SEMESTER IN JUNIOR HIGH SCHOOL AND/OR SENIOR HIGH SCHOOL. THEY MIGHT ALSO BE PLACED IN SPECIAL ACCELERATED PROGRAMS IN MATHEMATICS OR LANGUAGES. BRIEF DESCRIPTIONS ARE GIVEN FOR--THE SUMMER SCHOOL HONORS PROGRAM, THE CRITERIA FOR SELECTING HONORS STUDENTS, AND THE METHOD, MEANING, AND RECORDING OF GRADES. OTHER ASPECTS OF THE PROGRAM INCLUDE ADVANCED STANDING GRANTED BY CERTAIN UNIVERSITIES TO THOSE WHO HAVE COMPLETED HONORS COURSES, EMPHASIS ON THE IMPORTANCE OF HOMEWORK IN THE PROGRAM, AND INSERVICE TRAINING FOR TEACHERS. ED002108 PROGRAM FOR INTELLECTUALLY GIFTED IN JUNIOR AND SENIOR HIGH SCHOOLS. 1962-00-00 10 N/A 1965 2016-11-22

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No Bibliographies Book Reviews Cognitive Processes Disadvantaged Educational Improvement Mental Retardation DEUTSCH, CYNTHIA DISTRICT OF COLUMBIA District of Columbia RECENT EMPHASIS HAS BEEN PLACED ON THE COGNITIVE PROCESSES AND THE PRESENT, RATHER THAN ABSENT, SKILLS OF THOSE DEFICIENT IN INTELLECTUAL PERFORMANCE. LITERATURE ON THE MENTALLY RETARDED, ON THE SOCIALLY DISADVANTAGED, AND ON THE RELATIONSHIP OF SOCIAL CONDITIONS TO INTELLECTUAL AND LANGUAGE DEVELOPMENT IS COVERED. THE MONUMENTAL WORK OF THE PAST 6 YEARS IN THE FIELD OF MENTAL RETARDATION, AND THE BOOK THAT PROBABLY HAS MOST INFLUENCED THE DEVELOPMENT OF THE FIELD, IS "MENTAL SUBNORMALITY" BY MASLAND, SARASON, AND GLADWIN (1958). AMONG MORE RECENT BOOKS ARE "HANDBOOK OF MENTAL DEFICIENCY" EDITED BY ELLIS (1963), "MENTAL RETARDATION" BY ROTHSTEIN (1961) AND "EDUCATING EXCEPTIONAL CHILDREN" BY KIRK (1962). PROPER EDUCATIONAL PLANNING CAN OVERCOME THE DEFICIENCIES OF THE CHILDREN FROM DISADVANTAGED CIRCUMSTANCES. THE EMPHASIS HAS BEEN ON EARLY COMPENSATION FOR THE DEFICIENCIES IN HOME ENVIRONMENT. THE BOOKS DISCUSSED ARE "INTELLIGENCE AND EXPERIENCE" BY HUNT (1961), "THE PROCESS OF EDUCATION" BY BRUNER (1960), "EDUCATION IN DEPRESSED AREAS" BY PASSOW (1963), "THE SCHOOL DROPOUT," EDITED BY SCHRIEBER (1964), AND "INTEGRATING THE URBAN SCHOOL", EDITED BY KLOPF AND LASTER (1963). A REVIEW OF STUDIES CONDUCTED ON THE RELATIONSHIP OF SOCIAL CONDITIONS TO INTELLECTUAL AND LANGUAGE DEVELOPMENT IS PRESENTED. THE EMPHASIS ON EDUCATIONAL PLANNING FOR DISADVANTAGED CHILDREN SHOW THAT THE MAJOR EMPHASIS IN EDUCATIONAL PROGRAMING HAS BEEN TO INITIATE PROGRAMS BEFORE THE GAP BETWEEN THESE CHILDREN AND THEIR MORE ADVANTAGED PEERS WIDENS BEYOND REACH. INCLUDED ARE A BIBLIOGRAPHY AND ADDITIONAL REFERENCES. ED002109 EDUCATION FOR DISADVANTAGED GROUPS. 1965-04-00 7 N/A 1965 2016-11-22

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No Audiovisual Aids Audiovisual Instruction Broadcast Television Closed Circuit Television Cooperative Programs High Schools Learning Resources Centers Teacher Effectiveness Teaching Methods CLEAVES, PAUL C. AND OTHERS MASSACHUSETTS Massachusetts (Weymouth) Massachusetts THE INSTRUCTIONAL MATERIALS CENTER IS LOCATED IN THE LOCAL HIGH SCHOOL AND SUPPLIES ALL SCHOOLS IN THE AREA. AUDIOVISUAL EQUIPMENT ORDERS, AFTER SELECTIONS ARE MADE BY THE CLASSROOM TEACHER, ARE PROCESSED BY THE CENTER, CONFIRMED AND DELIVERED BY TRUCK THREE TIMES EACH WEEK. EACH SCHOOL HAS A BUILDING COORDINATOR WHO CHECKS THE ORDERS INTO THE BUILDING, CHANNELS THEM TO THE REQUESTING TEACHER, AND RETURNS THEM FOR PICK-UP ACCORDING TO SCHEDULE. COORDINATORS PARTICIPATE IN CITYWIDE WORKSHOPS DEVOTED TO LEARNING ABOUT AND CREATING PROJECTED MATERIALS. THESE TEACHERS ALSO TRAIN OTHERS IN THE USE OF MATERIALS AND EQUIPMENT, INFORM THEIR COLLEAGUES OF NEW MATERIALS AND TECHNIQUES, AND ORGANIZE AND TRAIN STUDENT ASSISTANTS. THE HIGH SCHOOL OPERATES ITS OWN CLOSED CIRCUIT TELEVISION CHANNEL, AND THE ELEMENTARY SCHOOLS ENJOY THE SERVICE OF OPEN CIRCUIT EDUCATIONAL TELEVISION. A CORRELATED TEACHER'S PROGRAM FOR EACH LEVEL INSURES MAXIMUM EFFECTIVENESS IN THE CLASSROOM AND SERVES TO DEMONSTRATE OTHER POTENTIALS FOR INSERVICE TRAINING PROGRAMS. EQUIPMENT PERMANENTLY LOCATED IN ALL SCHOOLS INCLUDES SOUND-ON-FILM PROJECTORS, OPAQUE PROJECTORS, TAPE RECORDERS, RECORD PLAYERS, PROJECTION SCREENS, AND ROOMS WITH LIGHT CONTROL. THE OVERHEAD PROJECTOR HAS BEEN USED TO INTRODUCE MODERN ARITHMETIC TO PARENTS, WHILE THE TAPE RECORDER HAS PROVED USEFUL IN TEACHING READING AND MUSIC. IN A UNIT ON COMMUNICATION THE OPAQUE PROJECTOR WAS USED FOR ENLARGING NEWS STORIES, THE TAPE RECORDER FOR RECORDING AND ANALYZING STUDENT SPEECHES, THE FILMSTRIP PROJECTOR FOR SHOWING A FILM ON A NEWSPAPER, AND THE TELETRAINER FOR TEACHING GOOD SPEAKING AND LISTENING TECHNIQUES. STUDENT READING SPEED AND COMPREHENSION HAS SHOWN IMPROVEMENT THROUGH THE USE OF ACCELERATING DEVICES, AND SENTENCE DIAGRAMING HAS BEEN INTRODUCED BY USING THE OVERHEAD PROJECTOR. THIS ARTICLE WAS A REPRINT FROM THE "GRADE TEACHER" MAGAZINE, JUNE 1964. ED002110 COORDINATED AV. 1964-06-00 24 N/A 1965 2016-11-22

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No Delinquency Delinquent Behavior Disadvantaged Youth Identification Program Development Research Projects Urban Youth Youth Programs DEUTSCHER, IRWIN AND OTHERS New York (Syracuse) New York (Syracuse) Syracuse Univ., NY. Youth Development Center. THE YOUTH DEVELOPMENT CENTER, BEGUN IN 1958, CONSISTS OF SCHOLARS WHO ARE WORKING TOGETHER ON THE PROBLEMS FACED BY YOUNG PEOPLE GROWING UP IN A CITY, AND WHO ARE SEEKING WAYS TO ELIMINATE OR REDUCE THOSE PROBLEMS. THE YOUTH DEVELOPMENT CENTER IS A RESEARCH-EDUCATION-DEMONSTRATION ORGANIZATION WHOSE RESEARCH IS DIRECTED AT GAINING A BETTER UNDERSTANDING OF PATTERNS OF GROWING UP AND OF PROCESSES RELATED TO DELINQUENT CAREERS. THE CENTER REALIZES THAT THE URBAN PROBLEM OF HIGH RATES OF DELINQUENCY IS INEXTRICABLY TIED TO URBAN PROBLEMS OF POVERTY, DEPENDENCY, AND RACE. RESEARCH DONE DURING THE YEARS 1958-1963 ENABLED THE STAFF TO LEARN ABOUT DELINQUENT BEHAVIOR, FAMILY STRUCTURE, MOBILITY PATTERNS AND FAMILY GOALS, SCHOOL PROGRAMS AND WORK OPPORTUNITIES, HOUSING, COURT PROCEDURES, SOCIAL RELATIONSHIPS, PERSONALITY DEVELOPMENT, AND THE MEANING OF POVERTY. DURING THE COMING YEARS, THE CENTER IS HOPEFUL THAT THE EVIDENCE AVAILABLE FROM CURRENT STUDIES WILL BE INFLUENCING--THE LOCATION, DESIGN AND ADMINISTRATION OF PUBLIC HOUSING POLICIES, THE POLICIES OF URBAN RENEWAL, THE STRUCTURE OF SCHOOL CLASSROOM GROUPINGS, THE FOCUS OF EDUCATIONAL PROGRAMS FOR THE CULTURALLY DEPRIVED AND VOCATIONALLY HANDICAPPED, AND THE ORGANIZATION OF LOWER-CLASS COMMUNITY LIFE. A SELECTED BIBLIOGRAPHY OF STAFF WRITINGS IS PRESENTED AND SOURCES OF FINANCIAL SUPPORT FOR THE CENTER ARE SHOWN. ED002111 THE FIRST FIVE YEARS. 1963-00-00 97 N/A 1965 2016-11-22

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No Administrative Policy Community Action Delinquency Prevention Disadvantaged Youth Educational Programs Employment Programs Improvement Programs Skill Development ADDINGTON, HAROLD E. AND OTHERS New York (Syracuse) New York (Syracuse) Mayor's Commission for Youth, Inc., Syracuse, NY. A PROPOSAL WAS MADE TO PREVENT AND CONTROL JUVENILE DELINQUENCY BY OPENING OPPORTUNITIES AND DEVELOPING COMPETENCE AMONG DISADVANTAGED YOUTH. THE TOTAL COMMUNITY WAS MOBILIZED TO DEVELOP A PROGRAM TO ATTACK THE PROBLEM AT ALL LEVELS THEY WORKED FOR 18 MONTHS TO PLAN A SERIES OF CREATIVE ACTION PROGRAMS IN EDUCATION, EMPLOYMENT, AND COMMUNITY SERVICES. THE PROGRAMS WERE DESIGNED TO BUILD ON INHERENT STRENGTHS AND TALENTS OF YOUNG PEOPLE FROM LOW-INCOME AREAS, TO ENABLE THEM TO BREAK DOWN THE ENVIROMENTAL BARRIERS, AND TO GIVE THEM THE SKILLS TO DEVELOP INTO RESPONSIBLE, SELF-RELIANT, AND COMPETENT ADULTS. AN EDUCATIONAL PROGRAM, INCLUDING CORRECTIVE READING, GUIDANCE, CURRICULUM INNOVATION, USE OF NEW MATERIALS, AND EMPHASIS ON VOCATIONAL EDUCATION, WAS EVOLVED. IT WAS DESIGNED TO STRENGTHEN THE SCHOOL'S PART IN THE LIVES OF THE YOUNGSTERS. AN EMPLOYMENT PROGRAM, THE YOUTH JOB CENTER, WAS OUTLINED TO CONSIST OF EXPLORATORY WORK PROGRAMS AND ON-THE-JOB TRAINING. A NEIGHBORHOOD HELP CENTER WAS DESIGNED TO SEEK OUT YOUNGSTERS WHO WOULD NOT BE LIKELY TO APPEAR IN ANY FORMAL SETTING. GROUP HOMES WERE TO BE ESTABLISHED FOR YOUNG PEOPLE WHO FIND IT DIFFICULT OR IMPOSSIBLE TO LIVE IN THEIR OWN HOMES. A PROPOSAL WAS MADE TO ASSIST NEIGHBORHOOD RESIDENTS TO SET UP THEIR OWN NEIGHBORHOOD IMPROVEMENT GROUPS. THROUGH THESE GROUPS, THE ADULTS OF THE AREA COULD IDENTIFY THEIR OWN COMMUNITY PROBLEMS, DEVELOP SOLUTIONS, AND CONVEY TO THE OUTER COMMUNITY THEIR OWN INTERPRETATION OF THE PROBLEMS. A PLAN HAS ALSO BEEN DEVELOPED FOR EVALUATING THE PROGRAMS AS THEY ARE PUT INTO ACTION. INCLUDED IN THE REPORT IS A STATEMENT MADE BY THE MAYOR OF SYRACUSE BEFORE THE EDUCATION AND LABOR COMMITTEE OF THE HOUSE OF REPRESENTATIVES IN APRIL 1964. ED002112 SYRACUSE ACTION FOR YOUTH. 1964-04-00 62 N/A 1965 2016-11-22

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No Educational Improvement Educational Technology Programed Instruction Systems Approach Teaching Methods CORRIGAN, ROBERT E. California (Anaheim) CALIFORNIA California California (Anaheim) PROGRAMED INSTRUCTION IS SEEN AS A COMPLETE SYSTEM OF TEACHING ORGANIZED AND DESIGNED TO MEET THE SPECIFIC OBJECTIVE OF EFFICIENT INDIVIDUAL LEARNING. ITS METHODS PROVIDE THE MEANS FOR RESOLVING THE BROAD SCOPE OF INSTRUCTIONAL REQUIREMENTS WHICH INCLUDE THE NEED FOR BOTH INDIVIDUAL AND GROUP INSTRUCTION. THE SYSTEMS APPROACH CONCEPT, ORIGINALLY RELATED TO WEAPONS SYSTEMS, IS APPLIED TO PROGRAMED INSTRUCTION. IT REQUIRES DEFINING THE JOB OF EACH PERSON WORKING TOGETHER TO ACHIEVE A COMMON GOAL. DETAILING HIS TASKS, SPECIFYING PERFORMANCE REQUIREMENTS, AND STATING THE NECESSARY INTERACTIONS AND COMMUNICATIONS TO BE CARRIED OUT BETWEEN GROUPS. THREE SCOPES OF ACTIVITY, PERFORMED BY INDEPENDENT GROUPS ARE DEFINED AND ANALYZED. THEY ARE--THE CURRICULUM DIRECTOR AND THE PROGRAMER, WHO ANALYZE AND DEVELOP INSTRUCTIONAL MATERIALS, THE TEACHERS AND STUDENTS WHO CARRY OUT THE METHODS AND PROCEDURES IN THE INSTRUCTIONAL PROCESS, AND THE ADMINISTRATIVE, SUPERVISORY, AND PARENTAL GROUPS WHO, OPERATING OUTSIDE THE IMMEDIATE INSTRUCTIONAL ENVIRONMENT, DIRECTLY OR INDIRECTLY INFLUENCE THE QUALITY OF INSTRUCTION AND INDIVIDUAL LEARNING. IN ADDITION TO POSTULATING SYSTEM REQUIREMENTS, EXAMPLES OF THEIR APPLICATION TO ACCOMPLISH OPTIMAL DESIGN OF INSTRUCTIONAL SEQUENCES IN EXISTING INSTRUCTIONAL ENVIRONMENTS ARE GIVEN. THIS ADDRESS WAS PRESENTED TO THE NATIONAL SOCIETY FOR PROGRAMED INSTRUCTION (SAN ANTONIO, MARCH 27, 1963) ED002113 PROGRAMED INSTRUCTION AS A SYSTEMS APPROACH TO EDUCATION. 1963-03-00 17 N/A 1965 2016-11-22

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No Ability Grouping Group Reading Individual Reading Programed Instruction Reading Instruction Teacher Effectiveness Teaching Methods ROTHWELL, KENNETH S. ILLINOIS Illinois (Champaign) Illinois Illinois (Champaign) READING IS A HIGHLY INDIVIDUALIZED MATTER, AND EACH CHILD DIFFERS FROM EVERY OTHER IN HIS ABILITY TO READ. THE UNDERSTANDING TEACHER OF ANY GROUP OF CHILDREN RECOGNIZES THE WIDE DIFFERENCES IN READING ABILITY AND WORKS TO HELP EACH CHILD SUCCEED IN TERMS OF HIS CAPACITY. ONE OF THE MOST WIDELY USED METHODS OF TEACHING READING INVOLVES DIVIDING THE CLASS INTO THREE GROUPS BASED ON ABILITY. THIS PLAN, HOWEVER, OFTEN NEGATIVELY AFFECTS THE CHILDREN, ESPECIALLY THOSE IN THE "POOR" GROUP. SOME TEACHERS DIVIDE THEIR CLASSES INTO FIVE OR MORE GROUPS. IN THESE SITUATIONS THE GROUPS ARE ORGANIZED, NOT ON THE BASIS OF ABILITY, BUT ON THE BASIS OF A PURPOSE, A PROBLEM, OR A SPECIFIC NEED. SUCH A METHOD KEEPS THE GROUPS FLEXIBLE RATHER THAN FIXED. TEACHERS INTERESTED IN AN EVEN MORE PERSONALIZED METHOD ARE MOVING FROM USE OF MANY SMALL GROUPS TO AN INDIVIDUALIZED READING PROGRAM. CHILDREN BEING TAUGHT BY THIS METHOD ARE ENCOURAGED TO SELECT BOOKS FROM THEIR SCHOOL OR CLASSROOM LIBRARY. THEY WILL GENERALLY REJECT BOOKS THAT ARE TOO HARD, TOO EASY, OR LACKING IN APPEAL. THE PROGRAM ALSO INCLUDES READING QUIETLY AS INDIVIDUALS, READING TO EACH OTHER, LISTENING TO A STORY, OR READING POETRY ALOUD. THE INDIVIDUALIZED METHOD SHOULD NOT PRECLUDE ALL THE SHARED GROUP AND CLASS READING EXPERIENCES. ED002114 PROGRAMMED LEARNING, A BACK DOOR TO EMPIRICISM IN ENGLISH STUDIES. 1962-01-00 6 N/A 1965 2016-11-22

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No Beginning Teachers Preservice Teacher Education Self Evaluation Student Teaching Supervisory Methods Teacher Placement Work Study Programs LEWIS, CLAUDIA WINSOR, CHARLOTTE B. New York (New York) New York (New York) Bank Street Coll. of Education, New York, NY. AN ATTEMPT TO REDUCE THE PERIOD OF STUDENT TEACHING BY A SUPERVISED WORK-STUDY PLAN WAS PRESENTED. THE PURPOSES WERE TO EXERIMENT WITH A PLAN WHICH INVOLVED INSERVICE SUPERVISION FOR BEGINNING TEACHERS WITH A RELATIVE REDUCTION OF PRESERVICE TRAINING, TO EVALUATE THE RESULTS, AND TO GRADUALLY INTRODUCE CHANGES INTO THE TOTAL PROGRAM. AT THE END OF HER SEMESTER OF SUPERVISION, THE STUDENT INDICATED HOW WELL SHE HAD UNDERSTOOD THE PROFESSION OF TEACHING BY A SELF-EVALUATIVE STATEMENT. SUCH PROBLEMS AS JOB PLACEMENT FOR THOSE STUDENTS WHO ENTER IN SEPTEMBER AND ARE READY TO TEACH IN FEBRUARY WERE ALSO GIVEN. THIS ARTICLE WAS REPRINTED FROM "EDUCATIONAL LEADERSHIP", VOLUME 17, NUMBER 3, DECEMBER 1959. ED002115 SUPERVISING THE BEGINNING TEACHER. 1959-12-00 5 N/A 1965 2016-11-22

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No Class Size Enrollment Trends Independent Study Student Teacher Ratio Teacher Effectiveness HATCH, WINSLOW DISTRICT OF COLUMBIA District of Columbia IT IS THE CONSENSUS OF RESEARCH REPORTS THAT THE CRITICAL VARIABLE IN TEACHING EFFECTIVENESS IN HIGHER EDUCATION IS THE QUALITY OF THE TEACHING AND OF THE SUBSEQUENT LEARNING, NOT CLASS SIZE. OF THE VARIOUS METHODS USED TO OBTAIN QUALITY TEACHING, PROBLEM-ORIENTED APPROACHES TO TEACHING PRODUCED MORE AND BETTER LEARNING THAN ANY OTHER METHOD. PROBLEM-ORIENTED APPROACHES INCLUDE NOT ONLY PROBLEM SOLVING, BUT ALSO THE SOCRATIC METHOD, USE OF CASE STUDIES, INDEPENDENT STUDY, AND TUTORIAL INSTRUCTION. ALTHOUGH CLASS SIZE IS NOT THE MOST CRITICAL FACTOR IN HIGHER EDUCATION, TRENDS SHOW THAT CLASSES WILL BE LARGER AND THAT THE STUDENT-FACULTY RATIO WILL INCREASE. THIS TREND IS BASED ON SUCH FACTORS AS ENROLLMENT PRESSURES AVAILABLE STAFF AND ECONOMIC, SOCIAL, AND POLITICAL PRESSURE. THE INDEPENDENT STUDY METHOD CAN BE USED IN THESE INCREASINGLY LARGE CLASSES. LARGE CLASSES, COMBINING MANY DIFFERENT ELEMENTS OF OPINION, PERSONALITY, AND EXPERIENCE CAN BE THE VEHICLE FOR SPARKING THE STUDENTS' INTEREST AND FOR LEADING HIM TO DO INDEPENDENT STUDY. THE EXPERIENCE IN LARGE CLASS DISCUSSIONS OR LECTURES WOULD BE FOLLOWED BY SMALLER MEETINGS, CONFERENCES, OR TUTORIALS. THIS ARTICLE WAS REPRINTED FROM "JUNIOR COLLEGE JOURNAL", VOLUME 32, NUMBER 1, SEPTEMBER 1961. ED002116 RESEARCH IN CLASS SIZE IN RELATIONSHIP TO EFFECTIVE TEACHING. 1961-09-00 7 N/A 1965 2016-11-22

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No Course Organization Mass Media Program Development Secondary Education Speech Communication Teacher Education Teacher Improvement Urban Teaching NEW YORK New York (Syracuse) New York New York (Syracuse) A "NEW BREED" OF TEACHER IS NEEDED TO MEET URBAN SCHOOL REQUIREMENTS DEVELOPING AS A RESULT OF THE INCREASED NUMBERS OF CULTURALLY AND EDUCATIONALLY DISADVANTAGED CHILDREN. ONE PROGRAM INSTITUTED TO TRAIN TEACHERS FOR THIS ROLE IS DESCRIBED. THE PROGRAM IS OPEN TO GRADUATES OF LIBERAL ARTS AND TEACHER PREPARATION PROGRAMS WHO FEEL THEY HAVE THE PERSONALITY ATTRIBUTES AND MOTIVATION REQUIRED. GRADUATE ACADEMIC STUDY AT SYRACUSE UNIVERSITY IS COMBINED WITH A PAID INTERNSHIP EXPERIENCE IN THE SYRACUSE PUBLIC SCHOOL SYSTEM. MANY RESOURCES AND FACILITIES ARE PROVIDED THE TRAINEE. PHOTOGRAPHIC ILLUSTRATIONS SHOW SOME OF PROJECTS AND PERSONNEL. TUITION AND FEES ARE $1,800. INTERNS ARE ABLE TO EARN UP TO $2,450. ED002117 URBAN TEACHER PREPARATION PROGRAM. 17 N/A 1965 2016-11-22

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No Communication Skills Course Organization Curriculum Guides Mass Media Program Development Secondary Education Speech Communication Speech Curriculum Colorado (Denver) Colorado (Denver) Colorado State Dept. of Education, Denver. COMMUNICATION -- THE PROCESSES OF SPEAKING, THINKING, WRITING, READING, AND LISTENING -- REPRESENTS A MAJOR PART OF THE MEANS AND GOALS OF THE EDUCATIONAL PROCESS. COURSES IN SPEECH AND DRAMATICS SHOULD BE BASIC TO A STUDENT'S PROGRAM. THE COMPONENTS OF ANY GOOD SPEECH PROGRAM INCLUDE BODILY ACTION, DISCUSSION, DEBATE, LISTENING, ORAL INTERPRETATION, PARLIAMENTARY PROCEDURE, PUBLIC SPEAKING, VOICE, AND DICTION. RADIO AND TELEVISION SHOULD BE EMPHASIZED SO THAT THE STUDENT CAN DEVELOP SKILLS IN PRESENTING HIS IDEAS, IN EVALUATING THE IDEAS OF OTHERS, IN RESEARCHING AND ORGANIZING NEW MATERIAL, AND IN UNDERSTANDING THE BASICS OF TOTAL SPEECH PERSONALITY. COURSES IN DRAMATICS DEVELOP THE STUDENT AS A CRITICAL VIEWER OF DRAMA, COMPLEMENT HIS WORK IN SUCH COURSES AS HISTORY, LITERATURE, AND PSYCHOLOGY, STIMULATE HIS CREATIVE ABILITIES AND IMAGINATION, AND BUILD HIS SELF-CONFIDENCE. INCLUDED IS A GUIDE FOR PROGRAMS AT THE HIGH SCHOOL LEVEL. A DETAILED OUTLINE IS GIVEN INCLUDING GENERAL AND SPECIFIC OBJECTIVES, SUBJECT MATTER, PROCEDURES, ACTIVITIES, AND A BIBLIOGRAPHY. ED002118 SPEECH AND DRAMA, A GUIDE FOR SECONDARY SCHOOLS IN COLORADO. 1963-09-00 36 N/A 1965 2016-11-22

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No Educational Improvement Educational Planning Educational Trends High Schools Instructional Innovation School Community Relationship Illinois (Chicago) Illinois (Chicago) Chicago Public Schools, IL. POPULATION TRENDS AND BUILDING NEEDS, ORGANIZATION, EDUCATIONAL PROGRAMS, SUMMER SCHOOL, COCURRICULAR LEARNING OPPORTUNITIES, SPECIAL EDUCATION FOR THE HANDICAPPED AND MALADJUSTED, NONCLASSROOM PROFESSIONAL SERVICES, SCHOOL-COMMUNITY RELATIONS, AND THE REALITIES OF THE EDUCATIONAL CHALLENGE ARE DISCUSSED AND EVALUATED WITH RESPECT TO CURRENT MAJOR EDUCATION TRENDS. MAJOR FINDINGS INDICATE THAT--IMPROVED WAYS OF TEACHING AND LEARNING ARE BEING DEVELOPED IN THE SCHOOLS, NEW APPROACHES TO LEARNING ARE CONCERNED WITH RECENT RESEARCH INTO THE NATURE OF THE HUMAN MIND, THE NATURE AND STRUCTURE OF THE MAJOR DISCIPLINES, AND THE NEW TOOLS AND TECHNIQUES OF INSTRUCTION, THERE IS INCREASED RIGOR AND INSISTENCE UPON MASTERY OF ACADEMIC SUBJECTS, RECENT DEVELOPMENTS IN SCHOOL STAFFING AND TEAM TEACHING MORE FULLY UTILIZE THE PROFESSIONAL COMPETENCIES OF SCHOOL FACULTIES, AND INNOVATIONS INCLUDE PROGRAMED INSTRUCTION, TELEVISION TEACHING, AND LANGUAGE LABORATORIES. ED002119 HIGH SCHOOL EDUCATION IN THE CHICAGO PUBLIC SCHOOLS, STUDY REPORT NUMBER SEVEN, 1964 SERIES. 1964-08-00 86 N/A 1965 2016-11-22

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No Administrator Guides Advanced Programs After School Programs Gifted Grade 7 Grade 8 Humanities Instruction PHILLIPI, WOODROW L. AND OTHERS INDIANA Indiana Indiana County Public Schools, PA. A TENTATIVE OUTLINE OF A 1963 PROGRAM IN THE HUMANITIES FOR ACADEMICALLY TALENTED SEVENTH-AND EIGHTH-GRADE CHILDREN TO BE HELD FOR 1 1/2 HOURS EACH SATURDAY MORNING THROUGHOUT THE SCHOOL YEAR IS PRESENTED. ONLY THE TOP ONE PERCENT OF THE STUDENTS OF THE NINE PARTICIPATING SCHOOL DISTRICTS ARE ELIGIBLE TO PARTICIPATE. PARTICIPANTS ARE TO BE NOMINATED BY THEIR TEACHERS AND MUST PASS A COMPREHENSIVE EXAMINATION BEFORE ENTERING THE PROGRAM. CONTINUED PARTICIPATION IS ALLOWED ONLY IF THE STUDENT DEMONSTRATES A SERIOUSNESS OF PURPOSE AND ATTENDS REGULARLY. INSTRUCTORS ARE TO BE CHOSEN FROM THE FACULTY OF INDIANA STATE COLLEGE WHERE THE PROGRAMS WOULD BE PRESENTED. INDIVIDUAL PROGRAMS WOULD CENTER ABOUT SUCH SUBJECTS AS MUSIC, ART, POETRY, HISTORY, PHILOSOPHY, GEOGRAPHY, LOGIC, LANGUAGES, ANTHROPOLOGY, POLITICAL SCIENCE, ECONOMICS, AND PSYCHOLOGY. ALSO INCLUDED ARE SAMPLE FORMS TO BE USED, AN OUTLINE OF THE TENTATIVE PROGRAM, AND A SHORT DESCRIPTION OF THE ADMINISTRATIVE ORGANIZATION. ED002120 HUMANITIES PROGRAM FOR SECONDARY SCHOOL STUDENTS, A PROGRAM FOR GIFTED 7TH AND 8TH GRADE STUDENTS. 19 N/A 1965 2016-11-22

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No Art Activities Art Education Course Organization Curriculum Guides Design Crafts Teaching Methods California (Los Angeles) California (Los Angeles) Los Angeles City Schools, CA. DESIGN AND CRAFTMANSHIP ARE INSEPARABLE, AND IN AN ART PROGRAM, AREAS OF CRAFT SHOULD BE TAUGHT WITH SERIOUS ATTENTION TO HIGH STANDARDS OF DESIGN. DESIGN CRAFT IS A COURSE DEMANDING TEACHER VERSATILITY. PLANNING SHOULD BE GEARED TO HELP TEACHERS SUPPLEMENT THEIR SPECIALIZED KNOWLEDGE AND TO ASSURE THE WIDEST POSSIBLE APPLICATION OF DESIGN CRAFT LEARNINGS. PART I DEALS WITH BASIC COMPONENTS OF THE COURSE, ESTABLISHES THE HISTORICAL AND PHILOSOPHICAL GUIDELINES, EXPLAINS FUNDAMENTAL DESIGN CONCEPTS TO BE USED BY TEACHERS IN PLANNING THE COURSE, AND DISCUSSES TEACHER RESPONSIBILITIES. PART II PRESENTS SELECTED EXPERIENCES, WHICH SHOULD BE INTERPRETED AND MODIFIED BY INDIVIDUAL TEACHERS. AN INDEX OF DESIGN CRAFT EXPERIENCES INCLUDES SECTIONS ON ENAMELING, JEWELRY, MOSAICS, PLASTICS, PRINTMAKING, SCULPTURE, AND TEXTILES. ED002121 DESIGN CRAFT, INSTRUCTIONAL GUIDE. 1965-00-00 97 N/A 1965 2016-11-22

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No Administrative Policy Ancillary School Services Educational Legislation Mental Retardation Program Evaluation Special Classes Special Education MCGAHAN, F.E. GALENA PARK Galena Park Public Schools, TX. IN THE GALENA PARK PROGRAM A HANDICAPPED CHILD IS PLACED IN SPECIAL CLASSES AND A RAPID LEARNING CHILD IS GIVEN CURRICULUM ENRICHMENT. COOPERATION IS REQUIRED AMONG THE PERSONNEL, THE SCHOOL COUNSELOR, THE VISITING TEACHER, THE NURSE, THE SPECIAL EDUCATION TEACHER, THE SCHOOL PSYCHOLOGIST, THE REMEDIAL TEACHER, AND THE ATTENDANCE SUPERVISOR. THE MOST VITAL ASPECT OF THE PROGRAM IS THE PLACEMENT OF THE CHILD IN THE CLASSES WHICH WILL ENABLE HIM TO DEVELOP HIS MAXIMAL POTENTIAL AND, EVENTUALLY, TO WORK SUCCESSFULLY AT A JOB IN THE COMMUNITY. WHEN THIS OCCURS, A HIGH SCHOOL DIPLOMA MAY BE GRANTED, ACCOMPANIED WITH THE STATEMENT THAT THE DIPLOMA IS ISSUED UNDER THE AUSPICES OF SPECIAL EDUCATION. ED002122 LEGAL AND ADMINISTRATIVE ASPECTS OF EDUCATING THE MENTALLY RETARDED CHILD. 4 N/A 1965 2016-11-22

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No Ancillary School Services Curriculum Development Educational Facilities Improvement Emotional Disturbances Handicapped Children Homebound Mental Retardation Physical Disabilities Program Improvement Slow Learners Special Education Specialists Student Development Student Needs Visual Impairments MCGAHAN, R.E. GALENA PARK Galena Park Public Schools, TX. PROVISIONS ARE MADE UNDER TEXAS'S STATE LAW FOR MEETING THE VARIOUS NEEDS OF THE MENTALLY RETARDED, THE ORTHOPEDICALLY HANDICAPPED, THE HOME-BOUND, AND THE ORAL-AURAL, OR VISUAL-HANDICAPPED. THE GENERAL AIM OF THE GALENA PARK SCHOOLS IS TO PREPARE THE PUPIL PHYSICALLY, MENTALLY, SOCIALLY, AND MORALLY TO TAKE HIS PLACE IN AN EVER-CHANGING, COMPLEX SOCIETY. A CHILD WHO IS EXPERIENCING DIFFICULTY IN ANY OF THESE AREAS IS ASSISTED BY PROPERLY TRAINED PERSONNEL, WHO ARE EQUIPPED WITH ADEQUATE FACILITIES. DISCUSSED ARE THE PROGRESS AND NEEDED EXTENSIONS OF THE PRESENT PROGRAM, AS WELL AS SEVERAL OTHER PHASES OF THE SPECIAL SERVICES DESIGNED TO GIVE AID OR ASSISTANCE TO THE EMOTIONALLY DISTURBED AND THE SLOW LEARNING CHILD. TRANSITIONAL CLASSES FOR THESE CHILDREN ARE A MAJOR PORTION OF THE PROGRAM. A MAXIMUM ENROLLMENT OF 18 PUPILS PER CLASS ALLOWS THE TEACHER TO PROVIDE SPECIAL EDUCATION TO MEET EACH CHILD'S NEEDS. ED002123 THE GALENA PARK PLAN FOR MEETING THE NEEDS OF THE PUPIL IN DIFFICULTY, 1961-1962. 1962-00-00 10 N/A 1965 2016-11-22

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No Arithmetic Division Elementary School Students Grade 5 Grade 6 Independent Study Mental Computation Subtraction Supplementary Reading Materials Textbooks BEATTY, LESLIE S. AND OTHERS California (San Diego) California (San Diego) San Diego County Dept. of Education, CA. A BOOKLET DESIGNED FOR ELEMENTARY SCHOOL STUDENTS TO BE USED INDEPENDENTLY FROM AND IN ADDITION TO THE REGULAR CLASSROOM CURRICULUM IN MATHEMATICS IS PRESENTED. THE FIFTH- OR SIXTH-GRADE STUDENT IS GIVEN PRACTICE IN WORKING PROBLEMS IN SUBTRACTION AND DIVISION. SHORT CUTS AND HINTS ARE PRESENTED THROUGH EXAMPLES, SAMPLE PROBLEMS, AND ANSWERS. THE TEACHER IDENTIFIES POTENTIAL USERS, ORIENTS THEM TO THE AREA TO BE EXPLORED, AND STIMULATES AND MAINTAINS THEIR INTEREST IN SUSTAINED INDEPENDENT EFFORT. ED002124 MENTAL ARITHMETIC IN SUBTRACTION AND DIVISION. 1961-00-00 48 N/A 1965 2016-11-22

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No Classification Classroom Communication Cognitive Processes Communication Skills Conferences Language Research Measurement Techniques Mental Retardation Research Projects Slow Learners Speech Improvement COPELAND, ROSS H. SCHIEFELBUSCH, R.L. KANSAS Kansas A REPORT OF A CONFERENCE ON RESEARCH IN SPEECH AND HEARING FOR MENTALLY RETARDED CHILDREN IS PRESENTED. THE MAIN AREAS INCLUDED ARE THEORETICAL APPROACHES TO LANGUAGE AND COMMUNICATION, PROCEDURES FOR MEASURING LANGUAGE, AND SPECIAL METHODS FOR TREATMENT. SPECIFIC REPORTS GIVEN ARE--"PSYCHOLINGUISTICS IN THE STUDY OF MENTAL RETARDATION" BY JOHN B. CARROLL, "REFERENTIAL PROCESSES OF SPEAKERS AND LISTENERS" BY SEYMOUR ROSENBERG, "THE RELEVANCE OF ANIMAL RESERACH" BY JACK MICHAEL, "THE DEVELOPMENT OF COMMUNICATION SKILLS" BY R.L. SCHIEFELBUSCH, "LANGUAGE AND MENTAL RETARDATION--EMPIRICAL AND CONCEPTUAL CONSIDERATIONS" BY THOMAS E. JORDAN, "CONFERENCE ON PLANNING RESEARCH ON THE MENTALLY RETARDED CHILD" BY JOSEPH M. WEPMAN, "PROCEDURES FOR MEASURING OR EVALUATING LANGUAGE" BY JOSEPH E. SPRADLIN, "ISSUES FOR SPEECH AND LANGUAGE TRAINING OF THE MENTALLY RETARDED" BY BERNARD B. SCHLANGER, "LANGUAGE TRAINING FOR MENTALLY RETARDED CHILDREN" BY SYLVIA O. RICHARDSON, AND "THE SLOW LEARNER, GROUPING PATTERNS, AND CLASSROOM COMMUNICATION" BY ELIZABETH MONROE DREWS. ED002125 RESEARCH IN SPEECH AND HEARING FOR MENTALLY RETARDED CHILDREN. 1963-12-00 276 N/A 1965 2016-11-22

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No Digital Computers Educational Technology Individualized Programs Programed Instruction Teaching Machines BITZER, D. AND OTHERS Illinois (Urbana) PROGRAMED LOGIC FOR AUTOMATIC TEACHING OPERATION (PLATO) Illinois (Urbana) Illinois Univ., Urbana. Coordinated Science Lab. PLATO (PROGRAMED LOGIC FOR AUTOMATIC TEACHING OPERATION) IS A DEVICE FOR TEACHING A NUMBER OF STUDENTS INDIVIDUALLY BY MEANS OF A SINGLE, CENTRAL PURPOSE, DIGITAL COMPUTER. THE GENERAL ORGANIZATION OF EQUIPMENT CONSISTS OF A KEYSET FOR STUDENT RESPONSES, THE COMPUTER, STORAGE DEVICE (ELECTRIC BLACKBOARD), SLIDE SELECTOR (ELECTRICAL BOOK), AND TV DISPLAY. THE CENTRAL ELEMENT OF THE TEACHING MACHINE IS ILLIAC, A MEDIUM-SPEED, GENERAL PURPOSE, DIGITAL COMPUTER. THE STUDENT COMMUNICATES TO THE MACHINE BY MEANS OF A KEYSET WHICH ALLOWS HIM TO SUBMIT ANSWERS TO THE MACHINE'S QUESTIONS, AND CONTROLS THE MACHINE'S PRESENTATION OF MATERIALS. THE MACHINE COMMUNICATES TO THE STUDENT BY MEANS OF A CLOSED CIRCUIT TELEVISION IN TWO MODES--AN ELECTRONIC BOOK IN WHICH INSTRUCTIONAL MATERIAL IS ON A SET OF SLIDES, AND AN ELECTRONIC BLACKBOARD. THE LOGIC BY WHICH INSTRUCTION TAKES PLACE IS DETERMINED BY THE PROGRAMS WITHIN ILLIAC. THE CURRENT LOGIC REQUIRES THE STUDENT TO GO THROUGH A FIXED "MAIN" SEQUENCE OF SLIDES, ANSWERING CORRECTLY EACH QUESTION POSED IN THE COURSE OF THIS SEQUENCE. HE MAY AVAIL HIMSELF OF SUPPLEMENTARY MATERIALS IN QUESTIONS HE FINDS TROUBLESOME. IMPORTANT FEATURES ARE--EACH STUDENT MAY GO THROUGH THE MATERIAL IN A MANNER AND AT A SPEED OF HIS OWN CHOOSING, THE MACHINE ACCEPTS AND DISPLAYS CONSTRUCTED ANSWERS, AS WELL AS THE MORE RESTRICTIVE ANSWERS TO MULTIPLE CHOICE QUESTIONS, AND THE EQUIPMENT AND THE PROGRAMED LOGIC APPEAR TO BE SUFFICIENTLY VERSATILE SO THAT ONE CAN CHANGE FROM ONE SUBJECT TO ANOTHER BY SIMPLY REPLACING SLIDES. TEACHING STUDIES HAVE SHOWN THAT PLATO IS GENERALLY EFFECTIVE AS A TEACHING DEVICE. ED002126 PLATO--AN AUTOMATED TEACHING DEVICE. 1961-08-00 4 N/A 1965 2016-11-22

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No Academic Standards Conferences Educational Television Instructional Improvement Programed Instruction Student Teachers Teacher Education Teacher Qualifications Teacher Recruitment Teacher Selection Teaching Machines LARSON, CARL A. California (Sacramento) California (Sacramento) California Council on Teacher Education, Sacramento. THE FALL 1960 CONFERENCE OF CALIFORNIA COUNCIL ON TEACHER EDUCATION INCLUDED THREE SESSIONS. THE FIRST SESSION CONSISTED OF THE "PROGRESS REPORT OF THE STATE CENTRAL COORDINATING COMMITTEE ON CREDENTIAL REVISION" BY FRED SCHRUPP AND THE "PROPOSED POLICY STATEMENT ON TEACHER EDUCATION OF THE CALIFORNIA TEACHERS ASSOCIATION" BY CHARLES HAMILTON. INCLUDED WERE 11 COMMITTEE REPORTS DEALING WITH TEACHER RECRUITMENT AND SELECTION, SOCIAL FOUNDATIONS IN TEACHER EDUCATION, ACCREDITATION PROCEDURES, TELEVISION AND TEACHER EDUCATION, INSERVICE EDUCATION, IMPROVEMENT OF INSTRUCTION IN TEACHER EDUCATION, COLLEGE AND UNIVERSITY FACULTY PROCUREMENT, AND TEACHER ASSESSMENT AND RESEARCH. THE SECOND SESSION DELVED INTO THE USE AND THEORY OF TEACHING MACHINES AND PROGRAMED LEARNING. THE SPECIFIC REPORTS GIVEN WERE "TYPES OF TEACHING MACHINES" BY SIDNEY C. EBOCH, "AUTO-INSTRUCTION" BY EVAN R. KEISLAR, "SHALL WE MECHANIZE THE CLASSROOM" BY FRED T. TYLER, "SOME OBSERVATIONS OF THE THEORY OF TEACHING MACHINES" BY FATHER JOHN O'FARRELL, AND "COMMENTS ON THE THEORY OF TEACHING MACHINES" BY ELI M. BOWER. THE THIRD SESSION CONSISTED OF TWO REPORTS - "LEGAL ASPECTS ON THE SELECTION AND SCREENING OF CREDENTIAL CANDIDATES" BY ORVILLE NORDBERG AND "THE MASTER PLAN OF HIGHER EDUCATION--IMPLICATION FOR TEACHER EDUCATION" BY MRS. W.W. WOOD. ED002127 CALIFORNIA COUNCIL ON TEACHER EDUCATION. 1960-10-00 89 N/A 1965 2016-11-22

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No Educational Objectives Educational Technology History Labor Force Development Program Development Programed Instruction Research Opportunities Staff Development Surveys Teacher Education Teacher Role Teachers COOK, DONALD A. MECHNER, FRANCIS New York (New York) New York (New York) Basic Systems, Inc., New York, NY. A BRIEF HISTORIC SURVEY WHICH PLACES PROGRAMED INSTRUCTION IN THE PROPER PERSPECTIVE RELATIVE TO BEHAVIORAL TECHNOLOGY AS A WHOLE IS PRESENTED. BEHAVIORAL TECHNOLOGY IS THE APPLICATION OF LEARNING THEORY TO PRACTICAL PROBLEMS OF TRAINING AND EDUCATION. THE APPLICATION OF BEHAVIORAL TECHNOLOGY TO THE TEACHING OF CERTAIN VERBAL AND INTELLECTUAL SKILLS IS KNOWN AS "PROGRAMED INSTRUCTION." THE MAIN POINTS IN DEVELOPING A PROGRAM ARE--STAFF PERSONNEL INCLUDING SUBJECT MATTER EXPERTS, BEHAVIOR ANALYSTS, PROGRAMERS, PROJECT ADMINISTRATORS, TEST SUBJECTS, PROGRAM EDITORS, TYPISTS, DRAFTSMEN, AND ILLUSTRATORS, THE SPECIFICATION OF OBJECTIVES, BEHAVIORAL ANALYSIS, FRAME WRITING AND TESTING, AND THE ECONOMICS OF PROGRAM PRODUCTION. BEHAVIORAL TECHNOLOGY SUGGESTS MANY GENERAL APPROACHES TO A MANPOWER DEVELOPMENT PROGRAM. CURRENT ACTIVITY IN THE FIELD INCLUDES--PROGRAMED INSTRUCTION IN INDUSTRY FOR MAINTENANCE PERSONNEL, TECHNICAL SALES REPRESENTATIVES, ENGINEERS, AND COMPUTER PROGRAMERS, PROGRAMED INSTRUCTION IN THE MILITARY, THE DEVELOPMENT OF EDUCATIONAL PROGRAMS FOR THE SCHOOLS, PROGRAMED INSTRUCTION FOR POST-GRADUATE MEDICAL EDUCATION, AND PROGRAMED INSTRUCTION IN UNDERDEVELOPED AREAS. ISSUES IN THE USE AND FUTURE DEVELOPMENT OF PROGRAMED INSTRUCTION INCLUDE THE ROLE OF THE TEACHER, THE DEGREE OF DETERIORATION IN EDUCATIONAL OBJECTIVES, PROGRAMED INSTRUCTION AND TEACHER TRAINING, ADMINISTRATIVE PROBLEMS, CENTRALIZATION OF CONTROL OF EDUCATION, QUALITY CONTROL, AND SOME PSEUDO-PROBLEMS. AREAS FOR RESEARCH INCLUDE LITERACY, TASK ANALYSIS, BEHAVIORAL ANALYSIS TECHNIQUES, EVALUATION TECHNIQUES, THE TRAINING OF PROGRAM PRODUCTION TEAMS AND PROJECT MANAGERS, SCIENCE, MANIPULATIVE AND MECHANICAL SKILLS, AND SOCIAL PROBLEMS OF IMPLEMENTATION AND INSTALLATION, AND THE TEACHING OF LANGUAGES, SCIENCE, MANIPULATIVE AND MECHANICAL SKILLS, AND SOCIAL INTERACTION SKILLS. ED002128 BEHAVIORAL TECHNOLOGY AND MANPOWER DEVELOPMENT. 1963-12-00 55 N/A 1965 2016-11-22

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No Adjustment (to Environment) Career Planning Community Action Community Programs Community Resources Disadvantaged Youth Early Experience Guidance Personnel Guidance Programs Objectives Parent Participation Poverty Specialists Student Attitudes Student Needs GUIDANCE OBJECTIVES TO BE INCLUDED IN A COMMUNITY ACTION PROGRAM COMBATING PROVERTY ARE PRESENTED. THE OBJECTIVES INCLUDE EARLY ADJUSTMENT OF STUDENTS, EARLY IDENTIFICATION AND INTERPRETATION OF ABILITIES, EDUCATIONAL AND CAREER PLANS BASED ON ABILITIES AND SKILLS, PARENT UNDERSTANDING OF OPPORTUNITIES, ENCOURAGEMENT OF REALISTIC GOALS IN LINE WITH POTENTIAL, HEALTHY SCHOOL ATTITUDES, TEACHER UNDERSTANDING OF EACH STUDENT, CONTINUOUS REVISIONS OF PROGRAMS TO MEET STUDENT NEEDS, AND UTILIZATION OF COMMUNITY RESOURCES AND GUIDANCE SERVICES. GUIDANCE SERVICES SHOULD BE PROVIDED FOR PRESCHOOLERS, ADULTS, AND SCHOOL-AGE YOUTHS, AND SHOULD BE OFFERED IN AN ACCESSIBLE LOCATION. A YEAR-ROUND PROFESSIONAL STAFF WITH EACH MEMBER HOLDING AT LEAST A MASTER'S DEGREE, NONPROFESSIONAL PEOPLE, AND VOLUNTEERS ARE NECESSARY. COMMUNITY PROGRAMS WHICH OFFER INTENSIVE EDUCATIONAL SERVICES TO THE DISADVANTAGED ARE ILLUSTRATED. THEY INCLUDE--THE EARLY SCHOOL ADMISSIONS PROJECT IN BALTIMORE, MARYLAND, NEW YORK CITY PRESCHOOL PROGRAM, THE DOOLITTLE PROJECT IN CHICAGO, ILLINOIS, AND ADVENTURE IN HUMAN RELATIONS IN WILMINGTON, DELAWARE, NEW YORK CITY'S HIGHER HORIZONS PROGRAM, THE PROJECT ABLE IN NEW YORK STATE, THE TALENT PRESERVATION OF THE JUNIOR HIGH SCHOOLS PROGRAM IN HOUSTON, TEXAS, THE MACFARLAND-ROOSEVELT GUIDANCE PROJECT IN WASHINGTON, D.C., THE CARROLLTON SCHOOL PROJECT IN BALTIMORE, MARYLAND, THE DUNBAR VOCATIONAL HIGH SCHOOL PROGRAM IN CHICAGO, ILLINOIS, THE SYRACUSE ACTION FOR YOUTH PROGRAM IN SYRACUSE, NEW YORK, THE ACTION FOR APPALACHIAN YOUTH PROGRAM IN CHARLESTON, WEST VIRGINIA, AND A FUTURE FOR JIMMY PROGRAM IN WASHINGTON, D.C. ED002129 THE ROLE OF GUIDANCE SERVICES IN COMMUNITY ACTION PROGRAMS COMBATING POVERTY. 27 N/A 1965 8/17/2004 22:30:47 DISA1965

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No Auxiliary Laborers Community Relations Employment Opportunities Indigenous Personnel Labor Problems Labor Utilization Low Income Groups Nonprofessional Personnel Social Services Work Attitudes OTIS, JACK DISTRICT OF COLUMBIA District of Columbia A SIGNIFICANT EXPANSION OF AUXILIARY PERSONNEL WILL BE CAUSED BY THE SOCIAL WORK MANPOWER SHORTAGE, THE ELIMINATION OF ROUTINE BLUE AND WHITE COLLAR JOBS BY AUTOMATION AND CYBERNATION, THE INCREASE IN NEW WORKERS IN A DECLINING LABOR MARKET FOR THE UNSKILLED AND THE SEMI-SKILLED, THE GROWTH OF FEDERAL PROGRAMS WHICH FUND THE ESTABLISHMENT OF NEW POSITIONS IN HUMAN SERVICES, AND THE SPREAD OF AN OUTREACH AND SELF-HELP MOVEMENT ON BEHALF OF THE POOR. SOME OF THESE DEVELOPMENTS WILL SUSTAIN AND STRENGTHEN SOCIAL WORK OTHERS WILL POSE NEW STRAINS FOR IT. AUXILIARY WORKERS ARE DESCRIBED IN THREE GROUPS. A NONPROFESSIONAL PERFORMS ROUTINE DUTIES. THE SUBPROFESSIONAL PERFORMS TASKS THAT ARE REALLOCATIONS OF THE PROFESSIONAL ROLE. THE NEW CAREER OR INDEPENDENT WORKER INVOLVES SOCIAL AGENCIES IN THE WAR ON POVERTY. HE LINKS THE POOR WITH THE SERVICES IN THE COMMUNITY. HE IS A PEER OF THE CLIENT AND THUS ACCEPTABLE TO THE CLIENT. WHILE PROFESSIONALS HAVE DIFFICULTY SHARING ATTITUDES OF THE POOR, THE INDIGENOUS LINKER, AS ONE OF THE POOR, CAN OBTAIN INFORMATION AND COOPERATION FROM HIS PEERS. THE RELATIONSHIP OF THE NEW CAREER WORKER BETWEEN HIS PROFESSIONAL SUPERVISORS AND HIS CLIENTS IS DELICATE. HE SHOULD NOT BECOME PROFESSIONAL BUT REMAIN A PEER WITHIN HIS OWN GROUP. HIS MAIN ROLE IS TO BRING RAPPORT BETWEEN THE CLIENT AND THE ORGANIZATION. THE USE OF LOW-INCOME INDIGENOUS PERSONS IN ASSISTING THEIR MORE HELPLESS PEERS IS SUCCESSFUL IN IN EXPERIMENTAL PROGRAMS. IT PRESENTS AN EXCITING FUTURE FOR SOCIAL SERVICE AND FOR EMPLOYMENT OPPORTUNITIES FOR SOME OF THE POOR. ED002130 PROBLEMS AND PROMISE IN THE USE OF INDIGENOUS PERSONNEL. 1965-01-00 19 N/A 1965 2016-11-22

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No Community Relations Educational Improvement Instructional Improvement Law Schools Legal Aid Legal Education Poverty Programs Textbook Evaluation Textbook Preparation PAULSEN, CONRAD G. NEW YORK New York (New York) New York New York (New York) TEACHERS IN ANY SUBJECT AREA SHOULD BE AWARE OF THE CONCERNS OF THE POOR, PARTICULARLY IN LAW. FAMILY LAW HAS BECOME HARSH UPON THE POOR. LEADING CASEBOOKS CONTAIN LITTLE ABOUT THE LAW OF NEGLECT, ABOUT FAMILY COURT ORDERS OF PROTECTION, OR ABOUT RULES APPLICABLE TO THE PROGRAM OF AID TO DEPENDENT CHILDREN. CRIMINAL LAW AND PROPERTY LAW PRESENT SIMILAR PROBLEMS. FUNDAMENTALLY, LAW FACULTIES USE CASEBOOKS AND TEXTBOOKS AS SOURCES OF INFORMATION. UNTIL THESE ITEMS ARE INTRODUCED INTO TEXTBOOK FORM, THE LAG IN INSTRUCTION IS LIKELY TO CONTINUE. SOME INSTRUCTIONAL CONTRIBUTIONS MADE BY LAW SCHOOLS ARE DESCRIBED. LEGAL RESEARCH IS DONE IN THE LAW SCHOOLS. THROUGH THE RESEARCH EFFORTS AND THE KNOWLEDGE OF LAW FACULTIES, CONTRIBUTIONS CAN BE MADE TOWARD CHANGING RULES OF LAW TO BENEFIT THE POOR. LAW FACULTIES, STUDENTS, AND LAWYERS CAN ASSIST IN TRAINING LAY PERSONS TO ASSIST IN SERVICES REQUIRING ADVOCACY AND ADVICE. BETTER COMMUNICATION BETWEEN THOSE WHO GIVE LEGAL HELP AND THOSE WHO NEED IT WILL IMPROVE COMMUNITY RELATIONS. A NEW FEELING OF CONCERN HAS BEEN AWAKENED IN THE LEGAL FIELD BY THE WAR ON POVERTY. NEW OPPORTUNITIES EXIST THROUGH LEGAL SERVICES ESTABLISHED TO HELP THE POOR. LAW SCHOOLS ARE RECOGNIZING THE NEED TO TRAIN STUDENTS AND THE NEED TO PARTICIPATE IN THE GROWING FIELD OF LEGAL AID TO THE POOR. ED002131 THE LAW SCHOOLS AND THE WAR ON POVERTY. 15 N/A 1965 2016-11-22

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No American History Curriculum Guides Economics Resource Units Secondary Education Student Needs Study Guides New York (New York) New York (New York) New York City Board of Education, Brooklyn, NY. THE COURSES ARE DESIGNED TO AFFORD A MEANINGFUL SET OF EXPERIENCES RELATED TO THE ABILITIES AND INTERESTS OF THE NON-COLLEGE-ORIENTED HIGH SCHOOL PUPILS. CENTRAL CONCEPTS ARE POINTS OF EMPHASIS. CONTENT IS ORGANIZED AROUND A NUMBER OF KEY IDEAS, WITH AN INDICATION OF RELATED ILLUSTRATIVE DATA. AMERICAN HISTORY IS ORGANIZED INTO FOUR UNITS. THE FIRST UNIT DESCRIBES THE GROWTH OF DEMOCRACY FROM ITS ORIGINS TO THE PRESENT, FOCUSING ON THE PERSONALITIES OF GREAT AMERICAN LEADERS. THE SECOND UNIT PROVIDES A DETAILED ANALYSIS OF THE FUNCTIONING OF THE GOVERNMENT. IN THE THIRD UNIT AN EXAMINATION IS MADE OF THE AMERICAN PEOPLE AND THEIR SOCIAL, ECONOMIC, AND CULTURAL DEVELOPMENT. THE FOURTH UNIT TRACES THE DEVELOPMENT OF AMERICAN POLICY AND LEADERSHIP IN WORLD AFFAIRS. IN ECONOMICS, THE COURSE OF STUDY COVERS SIX UNITS, INCLUDING MATERIAL ON CONSUMPTION, STANDARDS OF LIVING, BUSINESS, THE WORKER, GOVERNMENT, AND A CONCLUDING COMPARISON OF OUR ECONOMIC SYSTEM WITH THAT OF THE SOVIET UNION. AN EFFORT IS MADE TO CONCENTRATE ON PROBLEMS AND INFORMATION WITH PRACTICAL AND DIRECT RELEVANCE TO THE EXPERIENCES AND NEEDS OF THE STUDENT. ED002132 AMERICAN HISTORY AND ECONOMICS (NON-REGENTS). 1963-06-00 113 N/A 1965 2016-11-22

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No Basic Skills Curriculum Guides Mathematical Concepts Remedial Programs Secondary Education Slow Learners Teaching Methods Illinois (Chicago) Illinois (Chicago) Chicago Board of Education, IL. A SPECIAL COURSE DESIGNED TO MEET THE NEEDS OF STUDENTS WHO ENTER HIGH SCHOOL WITH ACHIEVEMENT IN MATHEMATICS BELOW THE SIXTH-GRADE LEVEL IS PRESENTED. AFTER COMPLETION, THE STUDENTS WILL BE QUALIFIED TO TAKE THE ESSENTIAL MATHEMATICS COURSE DESIGNED FOR STUDENTS WHO ARE NOT PLANNING TO ENTER COLLEGE. THE BASIC CONCEPTS, UNDERSTANDINGS, AND SKILLS OF ARITHMETIC WILL BE TAUGHT, INCLUDING A THOROUGH REVIEW OF THE PLACE SYSTEM OF DECIMAL NOTATION AND A THOROUGH MASTERY OF THE BASIC FACTS. UNITS COVERED ARE FRACTIONS, DECIMALS, PERCENT, PRACTICAL APPLICATIONS OF MATHEMATICS, AND UNITS OF MEASUREMENT. EACH UNIT CONTAINS AN INTRODUCTION FOR THE TEACHER AND PROBLEMS FOR THE STUDENTS. A BIBLIOGRAPHY IS ALSO INCLUDED. ED002133 BASIC MATHEMATICS II FOR THE SECONDARY SCHOOLS. 1961-00-00 165 N/A 1965 2016-11-22

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No Advanced Placement Advanced Placement Programs Calculus College Preparation Course Organization Gifted Mathematics Instruction Secondary Education Teaching Guides BRANT, VINCENT GERARDI, WILLIAM Maryland (Towson) Maryland Baltimore County Public Schools, Towson, MD. THE COURSE IS INTENDED TO GO BEYOND THE REQUIREMENTS OF THE ADVANCED PLACEMENT PROGRAM IN MATHEMATICS AS DESIGNED BY THE COLLEGE ENTRANCE EXAMINATION BOARD. THE ADVANCED PLACEMENT PROGRAM CONSISTS OF A 1-YEAR COURSE COMBINING ANALYTIC GEOMETRY AND CALCULUS. PRESUPPOSED HERE ARE--A SEMESTER COURSE IN ANALYTIC GEOMETRY AND A THOROUGH KNOWLEDGE OF ALGEBRA, TRIGONOMETRY, AND ELEMENTARY ANALYSIS. A STUDY OF FUNCTIONS, INCLUDING POLYNOMIAL, POWER, EXPONENTIAL, LOGARITHMIC, CIRCULAR, AND INVERSE CIRCULAR FUNCTIONS, IS DESIRABLE. THE COURSE IS DESIGNED FOR THOSE STUDENTS WHO DESIRE TO MAJOR IN MATHEMATICAL OR SCIENTIFIC FIELDS. STUDENTS SELECTED TO PARTICIPATE SHOULD BE CHARACTERIZED BY HIGH MATHEMATICAL ABILITY, INTEREST, AND EXCELLENT PERFORMANCE. UNITS INCLUDE THE RATE OF CHANGE OF A FUNCTION, DERIVATIVES OF ALGEBRAIC FUNCTIONS, INTEGRATION, TRANSCENDENTAL FUNCTIONS, TECHNIQUES OF INTEGRATION, POLAR COORDINATES, PLANE ANALYTIC GEOMETRY VECTORS AND PARAMETRIC EQUATIONS, AND SOLID GEOMETRY AND VECTORS. ED002134 A TENTATIVE GUIDE, DIFFERENTIAL AND INTEGRAL CALCULUS. 1963-09-00 61 N/A 1965 2016-11-22

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No Curriculum Guides Foreign Culture Grade 7 History Instruction Instructional Materials Resource Units Russian Social Studies Teaching Methods California (Pasadena) RUSSIA California (Pasadena) Russia Columbia Univ., New York, NY. Teachers College. A REPORT OF THE 10TH ANNUAL MEETING OF THE NATIONAL CONFERENCE GUIDE TO EDUCATE SEVENTH GRADERS ABOUT RUSSIA INCLUDED THE HISTORY, GEOGRAPHY, CULTURE, IDEOLOGY, AND AIMS OF THE U.S.S.R. OPPORTUNITIES TO STUDY ORIGINAL DOCUMENTS AND TO USE THE INDUCTIVE METHOD WERE SUGGESTED. A CHRONOLOGICAL TABLE AND SUMMARIES OF EVENTS IN RUSSIAN HISTORY WERE INCLUDED IN THE HISTORICAL SECTION. THE FIRST UNIT INITIATED STUDENTS INTO THE STUDY THROUGH THE USE OF TWO FILMS, ONE ON THE HISTORY OF RUSSIA AND ONE ON RUSSIA TODAY. THE HISTORY OF RUSSIA WAS THE TOPIC OF THE SEDOND UNIT, INCLUDING A CHRONOLOGICAL OUTLINE, RESOURCES FOR THE CHRONOLOGICAL DEVELOPMENT OF RUSSIAN HISTORY, AND PROBLEMS AND TOPICS FOR REPORTS. THE THIRD UNIT, OFFERING SUGGESTIONS FOR THE USE OF PRIMARY SOURCE MATERIAL, EXPLAINED HOW TO USE A HISTORICAL DOCUMENT, HOW TO USE EXCERPTS FROM ORIGINAL SOURCES, AND ALSO INCLUDED QUOTATIONS FOR STUDY. STUDY MEMBERS DISCUSSED THE QUESTION, "WHAT DOES AUTOMATION MEAN FOR EDUCATIONAL ADMINISTRATION AND FOR THE PROFESSIONAL COMPOSED OF STUDY GUIDES, AUDIOVISUAL MATERIALS, AND BIBLIOGRAPHIES. ED002135 RESOURCE GUIDE FOR THE STUDY OF RUSSIA, AN ENRICHMENT UNIT IN THE SOCIAL STUDIES FOR JUNIOR HIGH SCHOOL STUDENTS. 1965-00-00 221 N/A 1965 2016-11-22

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No Administrator Role Automation Conferences Educational Change Educational Improvement Educational Methods Educational Needs Educational Technology School Administration Specialists COLUMBIA National Conference of Professors of Educational Administration. A REPORT OF THE TENTH ANNUAL MEETING OF THE NATIONAL CONFERENCE OF PROFESSORS OF EDUCATIONAL ADMINISTRATION (NCPEA), WHICH WAS HELD TO DISCUSS AUTOMATION AND ITS IMPLICATIONS FOR THE PREPARATION OF SCHOOL ADMINISTRATORS, IS PRESENTED. THE CONFERENCE WAS UNDERTAKEN BECAUSE THE NCPEA BELIEVED THAT AUTOMATION IS SYMBOLIC OF VAST CHANGES AT WORK IN AMERICAN LIFE, EDUCATION HAS A RESPONSIBILITY FOR UNDERSTANDING AND RECKONING WITH THESE CHANGES, AND AUTOMATION HAS IMPORTANT IMPLICATIONS FOR EDUCATIONAL LEADERSHIP AND A DEEP SIGNIFICANCE FOR THE PROFESSIONAL PREPARATION OF ADMINISTRATORS. THREE SPECIALISTS PRESENTED PAPERS AT THE CONFERENCE. AUTOMATION WAS DEFINED BY R.W.BOLTZ, THE IMPLICATIONS OF AUTOMATION FOR PUBLIC ADMINISTRATION WAS EXPLAINED BY HERMAN LIMBERG, AND THE IMPLICATIONS OF AUTOMATION FOR SCHOOLS WAS PRESENTED BY JOHN H. FISHER. AFTER CONSIDERATION OF THE PAPERS, A PANEL OF NCPEA MEMBERS DISCUSXSED THE QUESTION, "WHAT DOES AUTOMATION MEAN FOR EDUCATIONAL ADMINISTRATION AND FOR THE PROFEESIONAL PREPARATION OF ADMINISTRATORS." COMMENTS WERE MADE ON CURRENT ORGANIZATION AND ADMINISTRATIVE PATTERNS AND ON PROGRAMS FOR PREPARING SCHOOL ADMINISTRATORS. CONFERENCE OF PROFESSORS OF EDUCATIONAL ADMINISTRATION (10TH, FAYETTEVILLE, AUGUST 26-31, 1956). ED002136 AUTOMATION, ITS MEANING FOR EDUCATIONAL ADMINISTRATION. 1957-00-00 63 N/A 1965 2016-11-22

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No Curriculum Guides Educational Media Grade 7 Teaching Methods Units of Study World Geography Pennsylvania (Pittsburgh) Pennsylvania (Pittsburgh) Pittsburgh Board of Public Education, PA. A SEVENTH-GRADE WORLD GEOGRAPHY COURSE FOR MIDDLE TRACK STUDENTS IS PRESENTED. GENERALIZATIONS FOR EACH UNIT, ALONG WITH SUGGESTIONS FOR TEACHING AND LISTS OF AUDIOVISUAL AIDS, ARE INCLUDED. STUDENTS ARE ENCOURAGED TO DERIVE GENERAL GEOGRAPHIC AND ECONOMIC PRINCIPLES FROM THEIR STUDY OF THE SPECIFIC. TEN UNITS FOR STUDY ENCOMPASS THE CONTINENTS. ED002137 WORLD GEOGRAPHY COURSE OF STUDY, GRADE 7. 1963-03-00 38 N/A 1965 2016-11-22

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No Biology Course Organization Curriculum Guides Grade 10 Instructional Materials Resource Units Teaching Methods California (Los Angeles) California (Los Angeles) Los Angeles City Schools, CA. RESOURCE MATERIALS TO BE USED IN CONJUCTION WITH THE GRADE 10 BIOLOGY I COURSE OUTLINE FOR THE SENIOR HIGH SCHOOL ARE PRESENTED. A GREATER AMOUNT OF MATERIAL IS INCLUDED THAN COULD BE USED IN THE ALLOTED TIME FOR THE COURSE. THE TEACHERS CAN USE THEIR OWN DISCRETION IN CHOOSING THE MATERIALS TO BE COVERED, AND THEY CAN ADAPT THESE MATERIALS TO THE PARTICULAR ABILITIES OF EACH CLASS. EACH UNIT CONTAINS DIRECTIONS ON USE, A CONTENT OUTLINE, A TEXTBOOK REFERENCE SUMMARY, A MASTER MATERIALS LIST, AND ESTIMATED TEACHING TIME. THE FOUR UNITS PRESENTED ARE--(1) "FOUNDATIONS OF LIFE," AN OVERVIEW, CHEMICAL BACKGROUND, ORIGIN OF LIFE, AND MODERN CONCEPT OF A CELL, (2) "VARIETY OF LIFE," BASIS FOR ORGANIZATION, ORGANIZATION OF LIVING THINGS, VARIETY IN ANIMALS, AND VARIETY IN PLANTS, (3)"DISTRIBUTION OF LIFE," AND (4) "CHANGE AND CONTINUITY OF LIFE," THE CONTINUITY OF LIFE, PATTERNS IN HEREDITY, AND CHANGES IN LIVING THINGS. CHARTS AND DRAWINGS ARE INCLUDED. ED002138 BIOLOGY 1, RESOURCE UNIT, UNIT ONE--FOUNDATIONS OF LIFE. 1963-00-00 478 N/A 1965 2016-11-22

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No Curriculum Development Demonstration Centers Educational Planning Educational Programs Gifted Guidance Programs Identification Program Evaluation Public Schools School Community Relationship Teaching Methods Illinois (Chicago) Illinois (Chicago) Chicago Public Schools, IL. THE GROWTH OF THE PROGRAM FOR THE GIFTED IN ALL OF CHICAGO'S PUBLIC SCHOOLS IS ANALYZED WITH RESPECT TO SPECIAL METHODS, CURRICULUMS, CULTURAL DEMONSTRATION CENTERS, GUIDANCE SERVICES, SCHOOL-COMMUNITY COOPERATION, TEACHERS, AND PROGRESS IN PROVIDING FOR THE GIFTED. IT IS INDICATED THAT A WELL-DEFINED, COMPREHENSIVE PLAN OF EDUCATION FOR THE GIFTED HAS EVOLVED IN THE CHICAGO PUBLIC SCHOOLS, THAT IDENTIFICATION AND SELECTION PROCEDURES ARE BROADLY CONCEIVED AND WELL-ORGANIZED, THAT CURRICULUM ADAPTATION HAS TAKEN PLACE, THAT AN IMPROVED, ARTICULATED ADMINISTRATIVE STRUCTURE HAS FACILITATED THE PROGRAM, AND THAT COMMUNITY AND PARENTAL COOPERATION HAS BEEN SECURED. SPECIFIC RECOMMENDATIONS AT ALL LEVELS OF EDUCATION AND AT ALL ADMINISTRATIVE AND TEACHING LEVELS WERE MADE ON THE BASIS OF THE FINDINGS AND CURRENT TRENDS IN EDUCATION. ED002139 PROGRAM OF EDUCATION FOR THE GIFTED. 1964-08-00 86 N/A 1965 2016-11-22

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No Elementary Education Evaluation Methods Parent Responsibility Program Development School Organization Student Needs Teacher Effectiveness Teacher Role Teaching Guides Team Teaching Maryland (Baltimore) Maryland (Baltimore) Maryland State Dept. of Education, Baltimore. TEAM TEACHING ATTEMPTS TO SPREAD TEACHER COMPETENCE TO AS MANY CHILDREN AS POSSIBLE, TO INSURE MORE EFFECTIVE TEACHING THROUGH A VARIETY OF METHODS OF GROUPING, AND TO UTILIZE INTERESTS AND TALENTS OF EACH TEACHER TO THE FULLEST EXTENT. ORGANIZATIONAL PATTERNS SHOULD VARY FROM SCHOOL TO SCHOOL, ACCORDING TO THE NEED AND INTERESTS OF THAT SCHOOL. THE MEMBERS OF THE TEAM INCLUDE--THE PRINCIPAL, WHO EXERCISES THE LEADERSHIP ROLE IN INITIATING, STIMULATING, SUPPORTING, AND EVALUATING THE PROGRAM, THE SENIOR TEACHER, WHO FUNCTIONS AS A LEADER COORDINATOR, A RESOURCE PERSON, AND A TEACHER, THE TEAM MEMBERS WHO SHARE COMMON CONCERNS AND PRACTICES TO PROVIDE BETTER LEARNING OPPORTUNITIES FOR ALL THE CHILDREN AND ASSUME RESPONSIBILITIES OUTLINED BY THE TEACHER, AND THE RESOURCE STAFF WHO SUPPLEMENTS AND ENRICHES EFFORTS BY ASSISTING WITH MATERIALS IN THEIR FIELD (ART, LIBRARY, MUSIC, AND PHYSICAL EDUCATION). PARENTS SHOULD BE ACQUAINTED WITH THE VARIOUS ASPECTS OF TEAM TEACHING PRINCIPLES AND ORGANIZATION. PLANNING SHOULD BE DONE BY THE SENIOR TEACHER, IN COOPERATION WITH THE PRINCIPAL AND THE TEAM MEMBERS. A CERTAIN AMOUNT OF RECORDKEEPING IS NECESSARY, AND EVALUATIONS OF THE PROGRAM MADE TO DETERMINE EFFECTIVENESS. ED002140 A HANDBOOK OF TEAM TEACHING IN THE ELEMENTARY SCHOOLS. 1963-07-00 21 N/A 1965 2016-11-22

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No Bibliographies Creative Activities Curriculum Guides Educational Improvement Enrichment Activities Gifted Identification Language Programs Learning Experience Mathematics Research Projects Sciences Social Studies Special Programs Teaching Methods PILCH, MARY M. Minnesota (Saint Paul) Minnesota (Saint Paul) Minnesota State Dept. of Education, St. Paul. DIRECTED TOWARD PARENTS, EDUCATORS, AND OTHERS, THE BIBLIOGRAPHY AIMS TO IMPROVE THE OVERALL EDUCATIONAL PROGRAM FOR TALENTED YOUTH. ITS DIVISIONS INCLUDE BASIC REFERENCES, ADMINISTRATION OF PROGRAMS FOR THE GIFTED, IDENTIFICATION OF THE GIFTED, LANGUAGE ARTS FOR THE GIFTED, THE LEARNING PROCESS, MATHEMATICS EDUCATION FOR THE GIFTED, MODERN FOREIGN LANGUAGE EDUCATION FOR THE GIFTED, PARENTS AND THEIR GIFTED CHILDREN, RESEARCH ON THE GIFTED, SCIENCE EDUCATION, SOCIAL STUDIES EDUCATION FOR THE GIFTED, AND TEACHING TECHNIQUES. THERE ARE FOUR SUPPLEMENTS DATED 1961, 1962, 1963, AND 1964, WHICH ARE NEARLY IDENTICAL IN CONTENT AND FORMAT. ED002141 BIBLIOGRAPHY ON THE EDUCATION OF THE GIFTED. 1960-11-00 49 N/A 1965 2016-11-23

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No Adjustment (to Environment) Identification Neurological Impairments Special Classes Statistical Data Student Characteristics Student Placement MCGAHAN, F.E. GALENA PARK Galena Park Public Schools, TX. GALENA PARK'S PROGRAM FOR EARLY DETECTION AND INDIVIDUAL PROGRAMING FOR CHILDREN WITH SUSPECTED SCHOOL ADJUSTMENT DIFFICULTIES HAS IDENTIFIED MAJOR PROBLEM AREAS INTO WHICH SUCH CHILDREN USUALLY FALL. APPROXIMATELY 10 PERCENT OF THE CHILDREN EXAMINED ARE THOSE WHOSE MOTOR COORDINATION IS DELAYED OR FAULTY. SUCH CHILDREN ARE THE MOST LIKELY TO BE UNABLE TO RESPOND FAVORABLY IN THE LEARNING SITUATION. ABOUT FIVE PERCENT OF THE CHILDREN ARE UNABLE TO TAKE DIRECTIONS. APPROXIMATELY FIVE PERCENT ARE UNABLE TO UNDERSTAND AND TO EXPRESS THEMSELVES IN WRITTEN AND SPOKEN WORD. (MEDICAL HISTORY IS OFTEN SIGNIFICANT IN THESE CASES.) APPROXIMATELY TWO PERCENT ARE RESTLESS AND HYPERACTIVE. THE OVERLY ANXIOUS CHILD OFTEN DISPLAYS A HISTORY OF VARIOUS TYPES OF TRAUMA WHICH CAUSE DIFFICULTIES IN ADJUSTING TO THE LEARNING SITUATION. PSYCHOLOGICAL DISORDERS ARE HIGHLY CORRELATED WITH THE MAJOR PHYSIOLOGICALLY AND SOCIALLY DETERMINED CAUSATIONS. WHEN APPROPRIATE TEACHING METHODS ARE APPLIED, AND WHEN AN EFFORT IS MADE TO UNDERSTAND THE CAUSATIVE FACTORS INVOLVED, ABOUT 65 PERCENT OF THESE CHILDREN CAN BE MOVED FROM SPECIAL CLASSES INTO REGULAR CLASSES. ED002142 CHILDREN WHO EXPERIENCE SIGNIFICANT SCHOOL ADJUSTMENT PROBLEMS. 6 N/A 1965 2016-11-22

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No Educational Media Identification Minimal Brain Dysfunction Perceptual Handicaps Program Development Program Evaluation Special Classes Student Placement Teaching Methods MCGAHAN, F.E. GALENA PARK Galena Park Public Schools, TX. THE PROTOCOL FOR THE INCLUSION OF THE PERCEPTUALLY HANDICAPPED AND/OR MINIMALLY BRAIN-INJURED CHILD IN THE GALENA PARK SCHOOLS IS HEREIN DESCRIBED. SUCH CHILDREN USUALLY BEHAVE WITH A SIGNIFICANT DEGREE OF HYPERACTIVITY, DISSOCIATION, AND HAVE A SHORT ATTENTION SPAN. SPECIFIC DATA (INCLUDING MEDICAL HISTORY, PSYCHOLOGICAL TESTS RESULTS, SCHOOL HISTORY, THE RECORD OF THE PLACEMENT COMMITTEE DECISION, AND THE PARENT REQUEST FOR THE CHILD'S PLACEMENT IN THESE CLASSES) MUST BE PRESENT BEFORE A CHILD CAN BE PLACED IN A CLASS. EFFORT IS MADE TO DETECT CHILDREN EARLY VIA AN ANNUAL PRESCHOOL CLINIC. SPECIALIZED EQUIPMENT AND INSTRUCTIONAL AIDS ARE PROVIDED TO PRESENT THE BEST POSSIBLE LEARNING SITUATION. INSTRUCTION IS BOTH INDIVIDUAL AND IN SMALL GROUPS WITH THE GOAL OF PLACING THE CHILD IN A REGULAR CLASSROOM AS SOON AS HE IS ABLE TO PERFORM ADEQUATELY. TEACHING METHODS EMPLOYED ARE THOSE RECOMMENDED BY LEADERS IN THE FIELD AS WELL AS ONES DEVELOPED BY INDIVIDUAL INSTRUCTORS. PROGNOSIS FOR PLACING THE PUPILS IN REGULAR CLASSES IS GOOD AT ABOUT 50 PERCENT LEVEL. TEACHER AND PARENT CONSULTATIONS ARE HELD SEVERAL TIMES PER YEAR, CONSULTATION INCLUDES EXPLANATION OF THE GRADING PROCEDURES. RESULTS OF THE PROGRAM ARE REPORTED TO BE SATISFACTORY. ED002143 ADMINISTRATIVE ASPECTS FOR IDENTIFYING AND PROGRAMING FOR THE MINIMALLY BRAIN-INJURED AND/OR PERCEPTUALLY HANDICAPPED CHILD IN THE EDUCATIVE PROCESS. 5 N/A 1965 2016-11-22

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No American History Communism Curriculum Guides Democracy Economics European History Geography High Schools Legal Education Secondary Education Social Studies Sociology Teaching Methods United States Government (Course) United States History Units of Study World History World Problems LIBBER, THEODORE PENN, JOSEPH E. DISTRICT OF COLUMBIA District of Columbia District of Columbia Public Schools, Washington, DC. REQUIRED AND ELECTIVE SOCIAL STUDIES COURSES FOR GRADES 10 THROUGH 12 ARE LISTED AND DESCRIBED TO ENABLE TEACHERS TO GAIN A BROAD UNDERSTANDING OF THE ENTIRE SENIOR HIGH SCHOOL SOCIAL STUDIES CURRICULUM. THE TEACHER SHOULD DEVELOP ENTHUSIASM, RETAIN RESPECT FOR SCHOLARSHIP, AND INTERPRET THE PRINCIPLES AND CONTENT OF EACH SUBJECT AREA. EACH COURSE CONTAINS A BRIEF OVERVIEW AND OUTLINE, AIMS, AND TEACHING SUGGESTIONS. THE COURSES INCLUDED ARE MODERN EUROPEAN HISTORY, WORLD HISTORY, AMERICAN HISTORY, ECONOMICS, WORLD PROBLEMS, DEMOCRACY AND COMMUNISM, AND LAW. ED002144 SOCIAL STUDIES CURRICULUM FOR SENIOR HIGH SCHOOLS. 1964-00-00 89 N/A 1965 2016-11-22

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No Curriculum Development Emotional Disturbances Guidance Programs Institutional Schools Rehabilitation Programs School Administration Social Adjustment Terminal Education Vocational Education Youth Programs SPEVACK, HARRY New York (Brooklyn) New York (New York) New York City Board of Education, Brooklyn, NY. ABSTRACT NOT AVAILABLE. ED002145 THE "600" SCHOOLS, SCHOOLS FOR THE GUIDANCE AND REHABILITATION OF EMOTIONALLY DISTURBED AND SOCIALLY MALADJUSTED YOUTH. 1961-09-00 7 N/A 1965 2016-11-22

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No Advantaged Child Rearing Disadvantaged Early Experience Educational Policy Family Characteristics Intellectual Development Intelligence Quotient Maturity (Individuals) Performance Factors Preschool Education Social Differences Social Psychology SMILANSKY, M. SMILANSKY, S. California (Los Angeles) CALIFORNIA California California (Los Angeles) MEANS OF EDUCATING CULTURALLY DISADVANTAGED CHILDREN WERE EXAMINED. THE RESEARCH, EXPERIMENTATION, AND ADAPTATION WERE GUIDED BY SIX BASIC PROPOSITIONS. THEY WERE--THAT ABILITIES AND SKILLS WERE SOCIALLY DETERMINED, THAT THERE WAS A WIDE AND DEEP SOCIOECONOMIC AND CULTURAL GAP BETWEEN THE "ADVANTAGED" AND THE "DISADVANTAGED" CHILD, THAT IT WAS POSSIBLE TO USE STRATEGIC APPROACHES IN THE ABSENCE OF AN INCLUSIVE THEORY, THAT PRESCHOOL YEARS WERE THE MOST IMPORTANT FOR NOURISHING INTELLECTUAL ABILITY AND ASSURING SCHOLASTIC SUCCESS, THAT ABILITY ARRESTED OR IMPOVERISHED AT AN EARLY STAGE OF DEVELOPMENT CAN MAKE LATER GAINS, AND THAT IN A CHANGING AND HETEROGENEOUS SOCIETY EDUCATIONAL PROGRAMS SHOULD BE DETERMINED BY THE RESULTS OF RESEARCH AND EXPERIMENTATION. THE APPROACHES CONSISTED OF FIVE STEPS. THE FIRST STEP WAS DIAGNOSIS AND EVALUATION. THE SECOND STEP WAS THE DEVELOPMENT AND IMPLEMENTATION OF NEW POLICIES. THE THIRD STEP WAS TO VISIT THE HOMES OF THE SELECTED CHILDREN IN ORDER TO INTERVIEW, TO OBSERVE, AND TO FIND CLUES IN FAMILY-BACKGROUND VARIABLES AND CHILD-REARING PRACTICES WHICH MIGHT EXPLAIN THE DIFFERENCES OF PERFORMANCE AMONG THE CHILDREN. THE FOURTH STEP WAS TO DESIGN AN EXPERIMENTAL TEACHING PROGRAM TO BE CARRIED OUT IN KINDERGARTEN. THE FIFTH STEP WAS A RETURN TO THE REPERTOIRE OF THE FIRST. RESUTLS SHOWED THAT THE IQ OF CULTURALLY DISADVANTAGED CHILDREN CAN BE RAISED AND MAINTAINED AT THAT LEVEL. PRESCHOOL PROGRAMS ASSURE MORE CHANGE THAN LATER ENDEAVORS. ED002146 BASES FOR INTELLECTUAL ADVANCEMENT OF CULTURALLY DISADVANTAGED CHILDREN. 1965-07-00 58 N/A 1965 2016-11-22

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No Child Development Curriculum Guides Day Care Centers Educational Philosophy Elementary Education Instructional Materials Language Acquisition Learning Experience Preschool Education Science Education Teaching Methods California (Sacramento) California (Sacramento) California State Dept. of Education, Sacramento. CALIFORNIA CHILD CARE CENTERS WERE ESTABLISHED IN 1943 TO SUPPLY SERVICES TO CHILDREN OF WORKING MOTHERS. THE CHILD CARE PROGRAM PROVIDES, WITHIN NURSERY AND SCHOOLAGE CENTERS, CARE AND EDUCATIONAL SUPERVISION FOR PRESCHOOL AND ELEMENTARY SCHOOL AGE CHILDREN. THE PHILOSOPHY OF THE CHILD CENTER PROGRAM IS BASED UPON THE BELIEF THAT EACH CHILD DESERVES AN OPPORTUNITY FOR TOTAL AND FULL DEVELOPMENT. THOSE RESPONSIBLE FOR THE PROGRAM ARE CHALLENGED TO CREATE AN ENVIRONMENT WHICH FOSTERS THE PHYSICAL, MENTAL, EMOTIONAL, AND SOCIAL DEVELOPMENT OF ALL THE CHILDREN IN THE CENTERS. OBJECTIVES OF THE PROGRAM INCLUDE FOSTERING AND PROTECTING THE CHILD'S PHYSICAL HEALTH, PROMOTING EMOTIONAL STABILITY, ENCOURAGING THE DEVELOPMENT OF SELF-IDENTITY, CREATING AN ENVIRONMENT IN WHICH EACH CHILD MAY PARTICIPATE AS AN INDIVIDUAL WITHIN THE GROUP, PROVIDING SOCIAL EXPERIENCES WHICH WILL STIMULATE A SENSE OF PERSONAL RESPONSIBILITY AND AN AWARENESS OF THE RIGHTS OF OTHERS, PROVIDING A WIDE RANGE OF CREATIVE EXPERIENCES, ENCOURAGING THE DEVELOPMENT OF LANGUAGE AND CONCEPTUAL SKILLS, HELPING THE CHILD DEVELOP HABITS WHICH LEAD TO EFFECTIVE LEARNING, OOFFERING A VARIETY OF EXPERIENCES THAT WILL SATISFY AND STIMULATE THE CHILD'S CURIOSITY ABOUT THE WORLD AROUND HIM, AND HELPING PARENTS ACHIEVE INCREASED UNDERSTANDING OF CHILDREN AND OF THEIR PARENTAL ROLE. SPECIFIC AREAS OF LEARNING, TEACHING METHODS AND PROCEDURES, MATERIALS AND EQUIPMENT, AND EDUCATIONAL VALUES ARE DELINEATED. TWO APPENDIXES DISCUSS THE CONTINUITY OF LANGUAGE DEVELOPMENT AND SCIENCE EDUCATION. A BIBLIOGRAPHY IS INCLUDED. ED002147 CURRICULUM GUIDE, CHILD CARE CENTERS. 1964-00-00 36 N/A 1965 2016-11-22

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No Child Development Centers Disadvantaged Early Admission Health Education Language Acquisition Parent Participation Poverty Preschool Education Self Concept Sensory Experience JONES, EDGAR L. EARLY SCHOOL ADMISSIONS PROJECT MARYLAND Maryland (Baltimore) Maryland Maryland (Baltimore) CHILDREN FROM LOW-INCOME FAMILIES IN SUBSTANDARD OR OVERCROWDED INNER CITY DWELLINGS IN BALTIMORE WERE SELECTED FOR AN EXPERIMENTAL PRESCHOOL PROGRAM BECAUSE THEY TYPIFIED THE CULTURALLY DISADVANTAGED YOUNGSTERS WHO COULD BE EXPECTED TO SUFFER FAILURE OR FRUSTRATION UPON PUBLIC SCHOOL ENTRY AT THE AGES OF FIVE OR SIX. CENTERS WERE OPENED IN 1963. DEVELOPMENT OF A POSITIVE SELF-CONCEPT WAS ONE OF THE MAJOR GOALS OF THIS EARLY ADMISSION PROGRAM. THE LIMITED EXPERIENCE AND VOCABULARIES WHICH YOUNGSTERS BROUGHT TO THE CENTERS REFLECTED THE PAUCITY OF PARENTAL CONTRIBUTIONS TO EARLY EDUCATION. A SENSORY-RICH ENVIRONMENT WAS PROVIDED TO AROUSE INTEREST, TO STIMULATE THINKING, AND TO PROVOKE QUESTIONS. THE TEACHERS WORKED TO STRENGTHEN THE PUPILS' VOCABULARY AND ENUNCIATION, THEIR DESCRIPTIVE POWERS, THEIR CONCEPTS OF COMPARISONS, THEIR ABILITY TO COUNT, THEIR AWARENESS OF A WIDER WORD, AND THEIR CAPACITY TO DISTINGUISH. POSTURE, BEHAVIOR, PERSONAL CLEANLINESS, AND SANITARY LIVING WERE STRESSED. TO INTRODUCE ORDERLINESS INTO PREVIOUSLY DISORGANIZED LIVES, A KEY TRAINING DEVICE WAS TEACHING YOUNGSTERS TO PUT THINGS BACK INTO PROPER PLACES. MATHERIALS AND EQUIPMENT WERE INTRODUCED GRADUALLY THROUGHOUT THE YEAR SO THAT YOUNGSTERS WITH FEW POSSESSIONS AT HOME WERE NOT OVERWHELMED BY AND SATIATED WITH TOO MUCH AT ONE TIME. THE SNACK AND LUNCH PERIODS WERE USED TO TEACH DESIRABLE EATING HABITS AND THE BENEFITS OF BALANCED DIETS. A VARIETY OF FOODS WERE SERVED AND CHILDREN WERE INSTRUCTED ON THE USE OF EATING UTENSILS. THE STAFF LISTED MEALS AS A MAJOR CONCERN BECAUSE MANY OF THE CHILDREN OFTEN REFUSED ANYTHING NEW AND PREFERRED TO SUBSIST ON SANDWICHES OR MILK. PARENTS WERE OCCASIONALLY INVITED TO JOIN THE CHILDREN FOR LUNCH AND OBSERVE THE PREPARATION AND SERVING OF THE MEAL AND GOOD EATING HABITS. THIS ARTICLE WAS PUBLISHED IN THE "SOUTHERN EDUCATION REPORT", JULY-AUGUST 1965. ED002148 EARLY SCHOOL ADMISSION PROJECT. 1965-00-00 1 N/A 1965 2016-11-22

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No Animals Biology Educational Facilities Science Instruction Sequential Approach Zoos California (San Diego) California (San Diego) San Diego County Dept. of Education, CA. A BROCHURE GEARED TO HELP TEACHERS AND STUDENTS IN THE SAN DIEGO AREA TAKE FULL ADVANTAGE OF THE EDUCATIONAL RESOURCES OF THE SAN DIEGO ZOO IS PRESENTED. THE EDUCATION DEPARTMENT OF THE ZOO EMPLOYS TWO FULL-TIME TEACHERS AND A DRIVER-GUIDE. THE PROGRAM OFFERED IS BRIEFLY DESCRIBED--(1) IN "PRESCHOOL AND FIRST GRADE," INTRODUCTIONS ARE MADE TO SEVERAL SMALL ANIMALS IN EACH SHORT SESSION WHICH TAKES PLACE IN THE CHILDREN'S ZOO. IN "SECOND GRADE," CHILDREN LEARN ABOUT THE ANIMALS FROM AROUND THE WORLD. IN "FOURTH, FIFTH, AND SIXTH GRADES," THE "ZOO LADY" COMES TO SCHOOLS IN HER TRAVELING ZOO-BUS WITH HER SLIDES AND ANIMALS TO LECTURE ON THE ANIMALS OF NORTH, SOUTH, AND CENTRAL AMERICA. IN "JUNIOR AND SENIOR HIGH SCHOOL," THE ZOO SERVES SCIENCE AND ART TEACHERS AND HAS A WORK EXPLORATORY PROGRAM THAT PROVIDES OPPORTUNITIES FOR SENIOR HIGH SCHOOL STUDENTS INTERESTED IN VETERINARY MEDICINE, HUMAN MEDICINE, MEDICAL TECHNOLOGY, AND MEDICINE. IN "COLLEGE AND POST-GRADUATE WORK," THE ZOO'S CURATORS LECTURE ORGANIZED COLLEGE GROUPS, AND IN "TEACHING SEMINARS AND ORIENTATION DAY," TWO SEMINARS ARE HELD EACH YEAR FOR TEACHERS. THE ZOO INVITES ALL TEACHERS TO A MORNING OF TOURS AND A BRIEF DESCRIPTION OF THEIR EDUCATIONAL SERVICES. SPECIAL CLASSES ARE PROVIDED FOR TEACHING HANDICAPPED CHILDREN. SUPPORT FOR THE PROGRAM COMES FROM THE EARNED INCOME OF THE ZOO, APPROPRIATIONS FROM THE COUNTY BOARD OF SUPERVISORS, AND PRIVATE DONATIONS. ED002149 SAN DIEGO ZOO EDUCATIONAL PROGRAM. 1964-06-00 12 N/A 1965 2016-11-22

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No College Students Delinquent Behavior Dropout Prevention Dropouts Employment Experience Family Characteristics Followup Studies Student Behavior Surveys Welfare Youth Opportunities MILLER, S.M. AND OTHERS New York (Syracuse) New York (Syracuse) Syracuse Univ., NY. Youth Development Center. A SURVEY ON YOUNG PEOPLE WHO LEFT THE SYRACUSE SCHOOLS DURING THE SCHOOL YEAR 1959-60 WITHOUT HAVING GRADUATED IS PRESENTED. AN INITIAL PERSPECTIVE OF THE SCHOOL DROPOUT WAS SOUGHT. THIS INCLUDED WHO HE IS, HIS BEHAVIOR IN SCHOOL, HIS JOB EXPERIENCE AFTER LEAVING SCHOOL, RELATIONSHIP OF DELINQUENCY TO THE DROPOUT, AND FAMILY BACKGROUND AND WELFARE EXPERIENCE. SOURCES USED WERE--SCHOOL RECORDS, NEW YORK STATE EMPLOYMENT RECORDS, COUNTY WELFARE DEPARTMENT RECORDS, WORK PERMITS FILED WITH THE BOARD OF EDUCATION, ARMED FORCES EXAMINATION STATION RECORDS, THE REGISTRY OF JUVENILE OFFENDERS, AND THE IDENTIFICATION BUREAU OF THE POLICE DEPARTMENT. THE DROPOUT RATE IN SYRACUSE IS SMALL (54 OF EVERY 1,000 STUDENTS ENROLLED). THE MEAN IQ OF DROPOUTS STUDIED WAS 92.8, INDICATING THAT THEY WERE CAPABLE OF DOING THE ACADEMIC WORK REQUIRED. ONLY 27 PERCENT OF THE DROPOUTS STUDIED HAD ANY CONTACT WITH LAW-ENFORCING AGENCIES, AND THE MAJORITY OF THE OFFENSES COMMITTED WERE NOT SERIOUS, INDICATING THAT THE DROPOUT DOES NOT AUTOMATICALLY BECOME A SOCIAL PROBLEM IN TERMS OF REPEATED DELINQUENCIES AND ANTISOCIAL ACTS. MEMBERS OF THE GROUP, AS A WHOLE, WERE FOUND TO BE 16 OR 17 YEARS OLD UPON LEAVING SCHOOL, MOST LEFT DURING THE FIRST 3 YEARS OF HIGH SCHOOL. ALMOST FOUR-FIFTHS OF THEM WERE AT LEAST 1 YEAR RETARDED IN SCHOOL WORK. MORE THAN 40 PERCENT OF THE FAMILIES OF THE DROPOUTS CAME FROM RELATIVELY POOR FAMILIES, THIS FACT IS SUPPORTED BY EVIDENCE THAT MOST OF THE PARENTS HAD LOW PRESTIGE AND LOW-SKILLED JOBS. BOYS WERE MORE LIKELY TO LEAVE SCHOOL BEFORE GRADUATION THAN GIRLS, BOYS WERE OLDER THAN GIRLS WHEN LEAVING SCHOOL, AND BOYS WERE MORE RETARDED IN GRADE LEVEL THAN GIRLS. ED002150 THE SCHOOL DROPOUT PROBLEM--SYRACUSE. 1960-00-00 31 N/A 1965 2016-11-22

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No Adolescents Case Studies Day Care Disadvantaged Ghettos Individual Needs Language Skills Lower Class Preschool Education Skill Development Study Skills Teacher Effectiveness New York (New York) HARLEM ACTION GROUP NEW YORK New York (Harlem) New York New York (New York) A DESCRIPTION IS GIVEN OF A NEW APPROACH TO EDUCATION IN THE GHETTO, WHICH INVOLVES CHILDREN FROM THE LOWEST SOCIOECONOMIC GROUP OF SOCIETY, AND WHICH DEALS WITH CHILDREN AT THEIR MOST CRITICAL AGES. CAREFULLY SELECTED METHODS FOR EACH AGE GROUP ARE EMPLOYED. THE PROGRAM IS DESIGNED TO FIT THE EDUCATIONAL NEEDS OF PRESCHOOLERS, CHILDREN BETWEEN THE AGES OF 7 AND 9, AND HIGH SCHOOL ADOLESCENTS. THE GOAL OF THE PRESCHOOL CURRICULUM IS TO GIVE CHILDREN AN OPPORTUNITY TO FEEL THEMSELVES SUCCESSFUL AND LEARNING MEMBERS OF A CLASSROOM GROUP. THEY ARE TAUGHT TO PARTICIPATE IN A GROUP, TO FOLLOW INSTRUCTIONS, TO NOTICE DIFFERENCES AND SIMILARITIES, AND TO BECOME AWARE OF THE WORLD ABOUT THEM. SMALL CLASSES ASSURE INDIVIDUAL ATTENTION AND INSTRUCTION FOR EACH CHILD. THREE MAJOR FUNCTIONS ARE SERVED BY THE PRESCHOOL PROGRAMS FOR CHILDREN BETWEEN THE AGES OF 3 AND 6--THE MOTHER IS RELIEVED OF SUPERVISION, ENABLING HER TO SECURE EMPLOYMENT OR TO OBTAIN JOB OR LITERACY TRAINING, THE DEPRIVED CHILD IS INTRODUCED TO ELEMENTARY LITERACY AND CONCEPTUAL SKILLS, AND THE CHILD EXPERIENCES POSITIVE EMOTIONAL GROWTH FROM A SECURE AND RECEPTIVE ENVIRONMENT. THE 7 AND 9 AGE GROUP MEETS IN THE AFTERNOON. THESE CHILDREN ARE EXPOSED TO SPECIFIC CULTURAL INSTITUTIONS, THEIR SELF-CONFIDENCE IS DEVELOPED, AND THEIR SKILLS IN LITERACY AND SPEECH ARE EXPANDED. THE TEENAGE GROUP FUNCTIONS IN THE ROLE OF ASSISTANT TEACHERS IN THE PRESCHOOL AND DAY CARE PROGRAMS, RESULTING IN GROWTH IN THEIR OWN EDUCATIONAL INTEREST. THREE PRESCHOOL CASE STUDIES ARE PRESENTED. A SHORT SKETCH OF EACH STAFF MEMBER GIVES HIS EDUCATIONAL BACKGROUND, PREVIOUS EMPLOYMENT, PERSONALITY CHARACTERISTICS, AND EFFECTIVENESS IN THE PROGRAM. ED002151 THE HARLEM ACTION GROUP PRESCHOOL AND DAY CARE PROGRAM. 36 N/A 1965 2016-11-22

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No Advanced Students Arithmetic Elementary Education Elementary School Students Grade 3 Grade 4 Home Study Independent Study Mathematical Applications Mathematics Curriculum Student Interests Study Guides MANN, WILLIAM AND OTHERS California (San Diego) California (San Diego) San Diego County Dept. of Education, CA. A BOOKLET FOR ELEMENTARY SCHOOL STUDENTS TO BE USED INDEPENDENTLY FROM AND IN ADDITION TO THE REGULAR CLASSROOM CURRICULUM IN MATHEMATICS IS PRESENTED. THIRD- AND FOURTH-GRADE STUDENTS CAN GAIN ADDITIONAL INSIGHTS INTO THE CONCEPTS OF SCALES, UNITS OF MEASURE, AGE, DATES, TIME, HEIGHT, TEMPERATURE, AND MONEY. EMPHASIS IS PUT ON THE PHYSICAL AND PRACTICAL APPLICATION OF RECENTLY LEARNED ARITHMETIC OPERATIONS. THE TEACHER SHOULD IDENTIFY POTENTIAL STUDENTS, ORIENT THEM TO THE AREA TO BE EXPLORED, AND STIMULATE AND MAINTAIN THEIR INTEREST IN SUSTAINED INDEPENDENT EFFORT. ED002152 WE LEARN TO MEASURE, WE MEASURE TO LEARN. 1961-00-00 50 N/A 1965 2016-11-23

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No Behavior Patterns Child Development Child Rearing Environmental Influences Infant Behavior Psychoeducational Methods Responses Socialization GEWIRTZ, HAVA B. GEWIRTZ, J.L. Maryland (Silver Spring) ISRAEL MARYLAND Maryland (Bethesda) Israel Maryland AN ATTEMPT TO ASSESS STIMULUS CONDITIONS IN THE ENVIRONMENT OF THE INFANT IN THE FIRST YEAR OF LIFE AND THE IMPACT OF THESE STIMULI ON HIS ADAPTIVE AND SOCIAL BEHAVIORS WAS PRESENTED. INFANTS WERE OBSERVED IN FOUR CHILD-REARING ENVIRONMENTS--RESIDENTIAL, KIBBUTZ, SINGLE-CHILD FAMILY, AND MULTIPLE-CHILD FAMILY. UNDER THEORETICAL ORIENTATION, THESE DIFFERENCES WOULD IMPLY DIFFERENT OUTCOMES, FOR INSTANCE IN PATTERNS OF SOCIAL OR ATTACHMENT BEHAVIORS. THE METHOD OF SURVEYING AND OBSERVING THESE FOUR DIFFERENT ENVIRONMENTS WAS EXPLAINED. POSSIBLE DIFFERENCES AMONG THE ENVIRONMENTS THAT MIGHT ACCOUNT FOR DIFFERENCES IN INFANT SOCIAL BEHAVIORS HAVE AT LEAST TWO OVERLAPPING TRENDS. THE FIRST TREND WAS THAT OF ENVIRONMENTAL RICHNESS IN THE SIMPLE SENSE OF AVAILABILITY OF STIMULI. THE SECOND TREND WAS THAT OF TYPES OF LEARNING THAT COULD OCCUR DIFFERENTIALLY IN THE CHILD-REARING ENVIRONMENTS, DEPENDING ON THE SEQUENCE AND TIMING RELATIONSHIPS OCCURRING BETWEEN STIMULI PROVIDED AND BEHAVIORS. IT WAS EXPECTED THAT THIS ANALYSIS WOULD BE USEFUL FOR UNDERSTANDING THE PSYCHOLOGICAL PROCESSES UNDERLYING CHILD DEVELOPMENT. TABLES WERE INCLUDED. ED002153 STIMULUS CONDITIONS, INFANT BEHAVIORS, AND SOCIAL LEARNING IN FOUR ISRAELI CHILD-REARING ENVIRONMENTS--A PRELIMINARY REPORT ILLUSTRATING DIFFERENCES IN ENVIRONMENT AND BEHAVIOR BETWEEN THE "ONLY" AND THE "YOUNGEST" CHILD. 1965-00-00 22 N/A 1965 2016-11-22

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No Grade 4 Social Studies Student Interests Teaching Guides Teaching Methods HARVARD BOSTON SUMMER PROGRAM CAMBRIDGE MASSACHUSETTS PERU Massachusetts Peru A SOCIAL STUDIES TOPIC ON PERU FOR FOURTH-GRADE CHILDREN IS GIVEN. THE UNIT WILL BE PRESENTED BY CREATING SITUATIONS THAT PROVOKE THE CHILDREN'S INQUIRIES. THE UNIT WILL ENABLE THE CHILDREN TO COMPARE AND CONTRAST LIFE IN PERU WITH THEIR OWN EXPERIENCES AND WILL DEVELOP GENERAL CONCEPTIONS ABOUT LIFE (FOR EXAMPLE, THAT PEOPLE MUST ADAPT TO THE PHYSICAL HABITAT IN WHICH THEY LIVE). ED002154 1965 HARVARD-BOSTON SUMMER PROGRAM, SOCIAL STUDIES - TEAM C, PERU. 1965-00-00 3 N/A 1965 2016-11-22

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No Curriculum Guides Elementary Education Mathematics Curriculum Modern Mathematics Teaching Methods Units of Study CAMBRIDGE MASSACHUSETTS HARVARD BOSTON SUMMER PROGRAM Massachusetts THE CURRICULUM CONSISTS OF FOUR MAJOR TOPICS--EQUATIONS, FUNCTIONS, GRAPHING, AND SIGNED NUMBERS. EACH TOPIC CAN BE INITIATED INDEPENDENTLY AND BUILT CUMULATIVELY THROUGHOUT THE ELEMENTARY SCHOOL GRADES. THE TOPICS ARE DEVELOPED LARGELY THROUGH GAMES AND/OR LESSONS DESIGNED TO HELP PUPILS DISCOVER "SECRET" PATTERNS OR DEVELOP TENTATIVE HYPOTHESES. "NEW MATH" VOCABULARY IS KEPT TO A MINIMUM. THE INTENTION IS NOT TO TEACH ARITHMETIC PER SE, BUT TO INCORPORATE IT INTO THE CURRICULUM TO GIVE PUPILS ARITHMETIC PRACTICE IN AN INTERESTING, LIFE CONTEXT. ED002155 1965 HARVARD-BOSTON SUMMER PROGRAM, MATHEMATICS CURRICULUM REVISED UNIT OUTLINE. 1965-00-00 2 N/A 1965 2016-11-22

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No Community Involvement Conferences Educational Planning Program Development Research Opportunities Talent Talent Development LUCITO, LEONARD J. OWENSBY, NONA E. TENNESSEE Tennessee (Nashville) Tennessee Tennessee (Nashville) THE GOALS OF THE CONFERENCE WERE TO AROUSE THE INTEREST OF COMMUNITIES IN TENNESSEE AND THE MID-SOUTH IN THE ACADEMICALLY TALENTED, TO INFORM BOTH PROFESSIONAL AND LAY PEOPLE ABOUT CURRENT THEORY AND PRACTICES IN THIS AREA OF EDUCATION, TO SUGGEST SPECIFIC PILOT PROJECTS FOR LAY GROUPS SUBJECT TO THE APPROVAL OF THEIR BOARDS OF EDUCATION, AND TO ENCOURAGE LONG-RANGE PROGRAMS FOR DEVELOPING THE ACADEMIC POTENTIAL OF TALENTED CHILDREN. FIFTEEN MAJOR SPEECHES WERE PRESENTED AND WERE CATEGORIZED AS FOLLOWS--KEYNOTE ("EDUCATION FOR EXCELLENCE," BY EDWARD MCCARDY, AND "THE CHALLENGE OF EXCELLENCE,"BY ALFRED I. DAVIES), CHARACTERISTICS AND IDENTIFICATION ("NATURE AND NEEDS OF THE GIFTED," BY WILLARD ABRAHAM, "CREATIVITY," BY LAURENCE DERIDDER, AND "IDENTIFICATION AND TESTING," BY ERNEST MCDANIEL), EDUCATION ASPECTS ("MOTIVATION AND GUIDANCE," BY JOHN D. GREEN, "TEACHING THE GIFTED," BY WALTER BARBE, AND "CURRICULUM FOR THE GIFTED," BY VIRGIL S. WARD), PROGRAMS (" A NATIONAL LOOK AT PROGRAMS FOR THE ACADEMICALLY TALENTED," BY J. NED BRYAN, "SOME PROGRAMS FOR THE ACADEMICALLY TALENTED IN TENNESSEE," BY VERNON JOHNSON, AND "THE SUPERINTENDENT AND THE COMMUNITY IN PROGRAMS FOR THE ACADEMICALLY TALENTED," BY E. C. STIMBERT), PROBLEMS ("SPECIAL PROBLEMS OF PARENTS OF GIFTED," BY WILLARD ABRAHAM, "WHAT THE COMMUNITY CAN DO TO HELP," BY WALTER BARBE, "PROBLEMS IN INITIATING AND CONTINUING PROGRAMS FOR THE GIFTED," BY LEONARD J. LUCITO), AND IMPRESSIONS ("IMPRESSIONS OF THE CONFERENCE," BY JAMES G. HUGHES). ED002156 THE ACADEMICALLY TALENTED, TENNESSEE CONFERENCE (5TH, MEMPHIS, MARCH 22, 23, AND 24, 1962). 1962-03-00 92 N/A 1965 2016-11-22

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No Curriculum Guides Grade 10 Language Arts Skill Development Teaching Methods Units of Study PAXTON, EVELYN AND OTHERS California (Los Angeles) California (Los Angeles) Los Angeles City Schools, CA. COMPOSITION, LITERATURE, AND LANGUAGE EXPERIENCES, ADAPTABLE FOR STUDENTS OF ALL ABILITY LEVELS, ARE SUGGESTED. TEACHERS SHOULD DETERMINE THE LEVELS OF THEIR OWN STUDENTS, REINFORCE THEIR PAST ACHIEVEMENTS, AND IMPROVE AND CONTINUE THESE ACHIEVEMENTS. UNIFYING CONCEPTS FOR EACH UNIT, WITH THE TYPE OF LITERATURE RECOMMENDED TO REINFORCE AND ILLUSTRATE THE LEARNINGS, ARE--PERCEIVING SOME OF LIFE'S PROBLEMS (SHORT STORIES), EVALUATING THE EXPERIENCE OF OTHERS (BIOGRAPHICAL MATERIAL), EXPLORING EMOTIONAL RESPONSES TO LIFE (NARRATIVE POETRY), FOCUSING ON CHARACTERS IN CONFLICT (PLAYS), IDENTIFYING FORCES THAT MOLD CHARACTERS (NOVELS AND NOVELETTES), EXTENDING IMAGINATIVE INSIGHT (LYRIC POETRY), INVESTIGATING THE WORLD OF THOUGHT (ESSAYS, ARTICLES, AND EDITORIALS), AND GAINING PERSPECTIVE ON CONTEMPORARY LIFE (MASS MEDIA). QUESTIONS TO GUIDE READING, WRITING, AND SPEAKING SUGGESTIONS TO INCREASE MOTIVATION, OBJECTIVES TO EMPHASIZE, AND EVALUATION EXPERIENCES ARE GIVEN FOR EACH UNIT. PLANS ARE GIVEN FOR DEVELOPING WRITING SKILLS IN TOPIC SENTENCES, PARAGRAPHS, AND SHORT THEMES. TO GUIDE INDIVIDUAL READING, A PROGRAM OF LIBRARY TRIPS AND ORAL EXPERIENCES SHOULD BE PROVIDED. A LIST OF USEFUL BOOKS AND ARTICLES ON ASPECTS OF THE INDIVIDUAL READING PROGRAM IS INCLUDED. PANEL DISCUSSIONS, SINGLE PARAGRAPH BOOK REPORTS, AND SHARING PERIODS ARE USEFUL IN EVALUATION OF THE INDIVIDUAL READING PROGRAM. ED002157 TENTH-GRADE ENGLISH, AN INSTRUCTIONAL GUIDE. 1963-00-00 118 N/A 1965 2016-11-22

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No Creative Expression Disadvantaged Youth Learning Processes Student Needs Teacher Effectiveness Teaching Methods Urban Teaching FANTINI, MARIO WEINSTEIN, GERALD URBAN TEACHER PREPARATION PROGRAM New York (Syracuse) New York (Syracuse) Syracuse Univ., NY. THERE ARE MANY DIFFERENT METHODS OF TEACHING AND MANY DIFFERENT METHODS OF LEARNING. FOR MAXIMUM LEARNING, TEACHING STYLES AND LEARNING STYLES SHOULD BE CONGRUENT, THIS IS ESPECIALLY TRUE WITH THE DISADVANTAGED LEARNER. THE DISADVANTAGED CHILD COMES TO SCHOOL WITH A CERTAIN PERSONALITY, WITH CERTAIN NEEDS, AND WITH CERTAIN BUILT-IN MECHANISMS. HE INTERACTS WITH HIS CLASSROOM ENVIRONMENT IN A NUMBER OF WAYS. BASICALLY, THE ENVIRONMENT EITHER SATISFIES HIS PERSONALITY NEEDS OR HIS PERSONALITY COMES INTO CONFLICT WITH THE ENVIRONMENT. AS THE CHILD INTERACTS WITH HIS ENVIRONMENT, HE DEVELOPS A MECHANISM FOR LEARNING AS SHAPED BY HIS EXPERIENCE. THIS MECHANISM MAY BE EITHER STATIC OR DYNAMIC, DEPENDING ON HIS INTERACTION. TEACHING STYLES ARE ALSO SHAPED BY THE ENVIRONMENT AND PERSONALITY. ONE OF THE MOST EFFECTIVE TEACHING STYLES FOR THE DISADVANTAGED CHILD IS TO MAINTAIN DISCIPLINE WHILE ENCOURAGING EXPRESSION. A CHILD SHOULD PROGRESS FROM CONCRETE EXPERIENCES TO ABSTRACT PRINCIPLES. HOWEVER, TEACHERS OF DISADVANTAGED SHOULD NOT ASSUME THAT ONE TEACHING STYLE WILL FIT ALL SITUATIONS. FLEXIBILITY ENABLES THE URBAN TEACHER TO MEET VARYING CLASSES SUCCESSFULLY AND TO MATCH TEACHING TO THE CHILD'S LEARNING STYLE. ED002158 MATCHING TEACHING AND LEARNING STYLES FOR THE DISADVANTAGED. 2 N/A 1965 2016-11-22

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No Course Organization Critical Thinking Grade 12 Language Arts Teaching Guides Teaching Methods Writing Skills ADAMS, DOROTHY AND OTHERS California (Los Angeles) California (Los Angeles) Los Angeles City Schools, CA. AN INSTRUCTIONAL GUIDE WHICH DEVELOPS THE SKILL NEEDED TO ACQUIRE IDEAS AND TO COMMUNICATE THEM CLEARLY AND EFFECTIVELY IN ACCEPTABLE WRITTEN ENGLISH IS PRESENTED. AN OUTLINE OF THE COURSE INCLUDES WRITING LESSONS IN DESCRIPTION, REPORTING, EXTENDED DEFINITON, CLASSIFICATION AND DIVISION, COMPARISON AND CONTRAST, INTERPRETING EXPERIENCE OR THE PERSONAL ESSAY, LITERARY CRITIQUE, ANALYSIS OF A CONTROVERSIAL ISSUE, ASSERTION AND LOGIC PERSUASION, AND INVESTIGATION AND REPORT. EACH OF THESE LESSONS IS GIVEN WITH A LIST OF SKILLS TO BE TAUGHT AND EXAMPLES OF TOPICS. EVALUATION OF THE STUDENT INVOLVES HIS IMPROVEMENT IN THE COMMAND OF WRITTEN EXPRESSION AND GROWTH IN CRITICAL THINKING. AN EXAMPLE OF THE STUDENT'S CORRECTED COMPOSITION AND THE METHODS OF CORRECTION ARE GIVEN. RECOMMENDED COMPOSITION PRACTICES AND POLICIES ARE LISTED FOR EXTENDED LEARNING EXPERIENCES. A FEW SAMPLE LESSONS AND A STUDENT CHECK LIST FOR EVALUATING AND REVISING HIS PAPER ARE ALSO INCLUDED. ED002159 ADVANCED COMPOSITION, 12TH GRADE, AN INSTRUCTIONAL GUIDE. 1963-00-00 53 N/A 1965 2016-11-22

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No Adjustment (to Environment) Curriculum Guides Grade 7 Grade 8 Group Counseling Self Concept Student Improvement Teaching Methods HOFFMAN, WAYNE Illinois (Chicago) Illinois (Chicago) Chicago Board of Education, IL. THE DISTINGUISHING CHARACTERISTIC OF GROUP GUIDANCE IS THE OPPORTUNITY IT PROVIDES FOR THE INTERACTION OF THE GROUP IN MATTERS OF CURRENT AND PERSONAL CONCERN TO THE PUPILS AND FOR THEIR INTERNALIZATION OF IDEAS, INFORMATION, ATTITUDES, AND VALUES. THE PUPIL IS HIS OWN ULTIMATE SUBJECT OF STUDY, AND HE MUST BE AN ACTIVE PARTICIPANT IN THE PROCESS. A CLASS-SIZED GROUP IS OPTIMUM FOR THESE ACTIVITIES AND ALLOWS FOR THE IMPARTING OF SPECIFIC INFORMATION THROUGH DISCUSSIONS, MOVIES, AND SPEAKERS. EACH PUPIL SHOULD DEVELOP REALISTIC IMAGES ABOUT HIMSELF AND THE OPPORTUNITIES OPEN TO HIM, AND SHOULD FORMULATE, PLAN FOR, AND ACHIEVE WORTHY AND REALISTIC GOALS WITH EVER-INCREASING SELF-DIRECTION. THE FOUR UNITS COVERED ARE "GETTING THE MOST OUT OF SCHOOL" (LOOKING AT MY SCHOOL, AND GETTING THE MOST OUT OF LEARNING), "GETTING TO KNOW OURSELVES AND OTHERS" (DETERMINING OUR PERSONAL CHARACTERISTICS, EXPLORING OUR PROBLEMS AS TEENAGERS, MAKING AND KEEPING FRIENDS, AND LIVING WITH ADULTS), "DISCOVERING MORE ABOUT OURSELVES" (EXPLORING OUR INTERESTS, AND DISCOVERING OUR ABILITIES), "DISCOVERING OPPORTUNITIES FOR SELF-DEVELOPMENT" (DISCOVERING EDUCATIONAL OPPORTUNITIES, DISCOVERING VOCATIONAL OPPORTUNITIES, AND PARTICIPATING IN COMMUNITY LIVING). BIBLIOGRAPHIES ARE INCLUDED AT THE END OF EACH SECTION. ED002160 GROUP GUIDANCE FOR UPPER ELEMENTARY GRADES, SEVEN AND EIGHT. 1963-00-00 124 N/A 1965 2016-11-22

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No Administrator Role Community Role Comparative Analysis Decision Making Skills Educational Policy Leadership Power Structure Social Environment Social Structure KIMBROUGH, RALPH B. Florida (Gainesville) Florida Florida Univ., Gainesville. Coll. of Education. FACTORS OF THE COMMUNITY POWER STRUCTURE WHICH AFFECTED DECISION-MAKING ON EDUCATIONAL POLICIES IN TWO LOCAL DISTRICTS OF FLORIDA, BEACH COUNTY AND RIVER COUNTY, ARE PRESENTED. THE COUNTIES WERE MATCHED ON CERTAIN FACTORS OF SOCIAL CLIMATE, BUT DIFFERED WIDELY IN LOCAL FINANCIAL EFFORT. IT WAS FOUND THAT NO GROUP MADE ALL THE DECISIONS IN RIVER COUNTY, WHILE THE RULING ECONOMIC DOMINANTS USUALLY MADE THE DECISIONS IN BEACH COUNTY. IN BEACH COUNTY, BUSINESSMEN DOMINATED THE POWER STRUCTURE, WHILE IN RIVER COUNTY PROFESSIONALS HELD THE MOST POWER. ELECTED OFFICIALS HAD HIGHER STATUS IN THE POWER STRUCTURE IN RIVER COUNTY THAN IN BEACH COUNTY, AND THE SUPERINTENDENT OF SCHOOLS IN RIVER COUNTY WAS VASTLY MORE POWERFUL THAN HIS COUNTERPART IN BEACH COUNTY. INTERVIEWS AND THE FLORIDA SCALE OF CIVIC BELIEFS WERE THE PRIMARY DATA-GATHERING TECHNIQUES USED. ED002161 INFORMAL COUNTY LEADERSHIP STRUCTURE AND CONTROLS AFFECTING EDUCATIONAL POLICY DECISION-MAKING. 1964-00-00 211 N/A 1965 2016-11-22

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No Elementary Education Mathematical Concepts Mathematics Instruction Mathematics Materials Primary Education Teaching Guides Teaching Methods HULL, WILLIAM P. Massachusetts (Boston) Cuisenaire Materials Massachusetts (Boston) National Association of Independent Schools, Boston, MA. CUISENAIRE RODS ARE COLORED, RECTANGULAR PIECES OF WOOD ONE UNIT WIDE AND ANY NUMBER OF UNITS LONG. THE COLOR OF THE ROD DEPENDS UPON ITS LENGTH. RODS CAN BE USED IN KINDERGARTEN THROUGH HIGH SCHOOL, BUT ARE PARTICULARILY HELPFUL IN THE EARLY GRADES. THE RODS CAN BE USED TO TEACH CHILDREN SUCH CONCEPTS AS "PLUS,""MINUS,""EQUALS," MULTIPLICATION, AND FACTORS. WAYS OF USING THE RODS TO TEACH THE BASIC MATHEMATICAL CONCEPTS ARE DESCRIBED. ED002162 AN INTRODUCTION TO THE CUISENAIRE RODS, AN APPROACH TO THE TEACHING OF ELEMENTARY MATHEMATICS. 1962-05-00 21 N/A 1965 2016-11-22

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No Biological Sciences Critical Thinking Curriculum Guides Instructional Materials Junior High Schools Physical Sciences Science Education Teaching Methods Units of Study California (Los Angeles) California (Los Angeles) Los Angeles City Schools, CA. THE PURPOSE OF THIS NATURAL AND PHYSICAL SCIENCE COURSE IS TO INSTILL IN THE PUPILS AN UNDERSTANDING OF THE PURPOSES AND METHODS OF SCIENCE RATHER THAN TO IMPART A CERTAIN BODY OF FACTS. EMPHASIS IS PLACED UPON CLASSROOM DEMONSTRATION AND EXPERIMENTATION SO THAT THE PUPIL WILL LEARN TO THINK CRITICALLY AND TO DEVELOP A QUESTIONING MIND. CONTINUITY OF THE THREE-SEMESTER PROGRAM CENTERS ABOUT THOSE ASPECTS OF CONTENT COMMON TO ALL THE SCIENCES--SCIENCE AS THE DISCOVERY OF NEW FACTS BY MEANS OF OBSERVATION AND EXPERIMENTATION, SCIENCE AS A METHOD BY WHICH MAN ATTEMPTS TO DEFINE PATTERNS DESCRIBING THE WORLD, AND SCIENCE AS IT SEEKS ORDER THROUGH CLASSIFICATION SCHEMES WHICH ILLUSTRATE THE RELATIONSHIPS IN NATURE. EACH UNIT INCLUDES INTRODUCTORY MATERIAL, CONCEPTS TO BE DEVELOPED, AND AN OUTLINE OF CONTENT. UNITS COVERED IN THE EIGHTH GRADE INCLUDE WAYS OF THE SCIENTIST, BUILDING BLOCKS OF THE UNIVERSE, AN INTRODUCTION TO LIVING THINGS, MAN AND SPACE, OUR CHANGING EARTH, AND INTERRELATIONSHIPS OF LIVING THINGS. THE UNITS FOR THE NINTH GRADE ARE ENERGY, METEOROLOGY, AND FRONTIERS OF SCIENCE (OCEANOGRAPHY). INCLUDED ARE METHODS FOR EVALUATING THE ACHIEVEMENTS OF THE CLASS, SUGGESTIONS FOR PROVIDING A CLASSROOM LABORATORY EXPERIENCE, DISCUSSIONS OF AUDIOVISUAL MATERIALS AND THEIR USES, AND SAFETY REGULATIONS TO BE OBSERVED IN THE LABORATORY AND CLASSROOM. ED002163 JUNIOR HIGH SCHOOL, GENERAL SCIENCE, COURSE OF STUDY. 1963-00-00 60 N/A 1965 2016-11-22

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No Curriculum Guides Grade 7 Grade 8 Grade 9 Instructional Programs Language Arts Lesson Plans Reading Development Skill Development Teaching Methods Units of Study New York (Brooklyn) New York (New York) New York City Board of Education, Brooklyn, NY. LANGUAGE ARTS TEACHERS ENDEAVOR TO LAY A GENERAL FOUNDATION IN READING AS A PART OF THE COMMUNICATION PROGRAM. EACH SUBJECT AREA, HOWEVER, HAS PARTICULAR READING PROBLEMS WHICH MUST BE FACED BY THE TEACHER IN DEVELOPING AN INSTRUCTIONAL PROGRAM. SUGGESTIONS ARE OFFERED TO JUNIOR HIGH SCHOOL TEACHERS FOR IMPROVING INSTRUCTION BY GIVING SPECIFIC ATTENTION TO READING PROBLEMS PECULIAR TO EACH OF THE SUBJECT FIELDS. ATTENTION IS GIVEN TO READING SKILLS, LESSONS, AND ADDITIONAL NARRATIVE INFORMATION IN SOCIAL STUDIES, SCIENCE, MATHEMATICS, INDUSTRIAL ARTS, AND LANGUAGE ARTS. THESE ARE DEVISED TO ASSIST THE SUBJECT SPECIALIST IN GIVING INSTRUCTION IN THOSE READING SKILLS BASIC TO MASTERY OF THE CONTENT OF THE SUBJECT. THE LESSONS IN EACH SUBJECT AREA ARE INTENDED FOR STUDENTS READING AT OR ABOUT GRADE LEVEL. EACH SKILL LESSON IN THE BODY OF THE MANUAL BEGINS WITH A "PROBLEM" APPROACH. FOR EXAMPLE, IF A TEACHER RECOGNIZES THAT STUDENTS CANNOT EXTRACT MEANING FROM GIVEN PRINTED MATERIALS BECAUSE THE VOCABULARY IS TOO DIFFICULT, THEN INSTRUCTION IS GIVEN IN THE USE OF CONTEXTUAL CLUES TO DETERMINE WORD MEANING. AS INDICATED IN EACH LESSON, THE STATED "PROBLEM" IS THE ONLY APPROACH OF MOTIVATION TO THE LESSON. AFTER THE PROBLEM IS IDENTIFIED, DIRECT INSTRUCTION IN THE SKILL IS GIVEN. EACH LESSON PLAN IS DIVIDED INTO TWO COLUMNS. COLUMN I DESCRIBES THE PROCEDURES NECESSARY FOR GIVING INSTRUCTION IN A SPECIFIC READING SKILL. COLUMN II GIVES DETAILED EXAMPLES THAT ILLUSTRATE THE DEVELOPMENT OF THE PROCEDURES. THE LANGUAGE ARTS READING LESSONS IN THE APPENDIX ARE INTENDED FOR INSTRUCTING THE FUNCTIONAL NON-READER. ED002164 READING IN THE SUBJECT AREAS, GRADES 7-8-9. 1964-06-00 126 N/A 1965 2016-11-22

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No Academically Gifted American History Curriculum Guides Grade 11 Student Interests United States Government (Course) Units of Study Illinois (Chicago) Illinois (Chicago) Chicago Board of Education, IL. A CURRICULUM GUIDE FOR HISTORY AND GOVERNMENT AT THE 11TH GRADE LEVEL IS PRESENTED. SPECIAL PROVISION IS MADE FOR THE STUDY OF AMERICAN DOCUMENTS, INCLUDING THE DECLARATION OF INDEPENDENCE, THE CONSTITUTION OF THE UNITED STATES, THE CONSTITUTION OF THE STATE OF ILLINOIS, AND THE CODE OF THE FLAG. THE CURRICULUM CONSISTS OF 11 UNITS BEGINNING WITH THE "EUROPEAN BACKGROUND AND THE COLONIAL EXPERIENCE" AND ENDING WITH PRESIDENT KENNEDY'S INAUGURAL ADDRESS IN THE UNIT CALLED THE "THE UNITED STATES IN THE WORLD TODAY.". EACH UNIT CONSISTS OF FOUR INTEGRATED APPROACHES TO TEACHING THE SUBJECT MATTER. "OUTLINES OF CONTENT" AND "UNDERSTANDINGS, ATTITUDES, APPRECIATIONS, AND SKILLS" PROVIDE THE BASIC STRUCTURE, POINTS OF EMPHASIS, GOALS, CONCEPTS, AND DIRECTION OF THE UNIT. ALSO WITHIN EACH UNIT ARE "SUGGESTED LEARNING EXPERIENCES" WHICH ARE DESIGNED FOR ALL STUDENTS, THE DEGREE OF DIFFICULTY OF MATERIAL DEPENDING UPON THE STUDENT'S ABILITY AND INTEREST. SOME LEARNING EXPERIENCES ARE PARTICULARLY SUITED TO STUDENTS OF HIGH ABILITY AND ARE SO DESIGNATED. THE LAST PART OF EACH UNIT IS A BIBLIOGRAPHY, DIFFERENTIATED SO THAT THE STUDENT WHOSE READING ACHIEVEMENT IS VERY LOW MAY HAVE MATERIALS AVAILABLE TO READ AT HIS APPROPRIATE LEVEL. READING EXPERIENCES FOR ALL ARE VARIED AND INVOLVE SUCH ACTIVITIES AS EVALUATION, JUDGEMENT, IMAGINATION, AND PROBLEM-SOLUTIONS. SECTIONS ON AUDIOVISUAL AIDS ARE ALSO INCLUDED IN THE BIBLIOGRAPHY. ED002165 BOARD OF EDUCATION OF THE CITY OF CHICAGO. 1962-00-00 155 N/A 1965 2016-11-22

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No Academically Gifted Black Students Curriculum Development Educational Technology Program Guides Puerto Ricans Special Programs Talent Development MITTERLING, PHILIP I. Pennsylvania (Pittsburgh) JACKSON Colorado (Boulder) PUERTO RICO MISSISSIPPI PENNSYLVANIA Colorado (Boulder) Mississippi Pennsylvania Pennsylvania (Pittsburgh) Puerto Rico Inter-Univ. Committee on the Superior Student, Boulder, CO. PROGRAMS DESIGNED TO ENHANCE THE EDUCATIONAL EXPERIENCES OF THE GIFTED STUDENT AND TO DEVELOP HIS TALENTS MAXIMALLY ARE OCCURING WITH INCREASING FREQUENCY THROUGHOUT THE EDUCATIONAL SYSTEMS OF THE UNITED STATES. THIS COLLECTION OF ARTICLES PROVIDES THE DESCRIPTIONS OF MANY SUCH PROGRAMS FOR BOTH ELEMENTARY AND SECONDARY SCHOOLS. CARNEGIE INSTITUTE OF TECHNOLOGY HAS DEVELOPED PROGRAMS IN ENGLISH, SOCIAL STUDIES, MATH, AND GIFTED STUDENTS IN MANY OF THE HIGH SCHOOLS IN THE PITTSBURGH AREA. ALSO DESCRIBED IS A CURRICULUM CONTINUITY PROGRAM DEVELOPED IN THE PITTSBURGH ELEMENTARY SCHOOLS WHICH PROVIDES FOR CONTINUOUS LEARNING EXPERIENCES THROUGH WHICH ABLE STUDENTS CAN PROGRESS, EACH AT HIS OWN PACE. PUERTO RICO BEGAN A NEW HIGH SCHOOL PROGRAM IN 1960 WHICH PROVIDES A GENERAL EDUCATION OF HIGH QUALITY BY--COMBINING RESOURCES, AND INTRODUCING SUCH NEW MEDIA AS T.V. AND TEACHING MACHINES. JACKSON STATE COLLEGE IN MISSISSIPPI HAS DEVELOPED A PROGRAM FOR SELECTED NEGRO HIGH SCHOOL STUDENTS WHICH OPERATES ON SATURDAYS. EACH GROUP OF 36 STUDENTS ATTENDS FOR 1 YEAR. ED002166 THE SUPERIOR STUDENT. 1963-11-00 72 N/A 1965 2016-11-22

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No Career Opportunities Course Organization Curriculum Guides Family Financial Resources Grade 7 Grade 8 Grade 9 Home Economics Education Simulation Teaching Methods New York (Brooklyn) New York (New York) New York City Board of Education, Brooklyn, NY. A BROAD INTERPRETATION OF HOME ECONOMICS IS PRESENTED. THIS MAKES POSSIBLE THE ADAPTATION OF MATERIALS TO VARIOUS SITUATIONS AND PREPARES YOUNG PEOPLE FROM DIVERSE BACKGROUNDS FOR A SATISFYING HOME LIFE. THE BASIC PHILOSOPHY IS TO INTEGRATE HUMAN AND MATERIAL RESOURCES AND TO FOCUS THEM ON FAMILY LIVING. THE ACTIVITIES AND PROCEDURES SUGGESTED PROVIDE MANY OPPORTUNITIES FOR PUPILS TO PRACTICE GROUP LIVING IN A SETTING WHICH SIMULATES THAT OF A HOME. THE AREA OF CAREERS DERIVED FROM A STUDY OF HOME ECONOMICS IS ALSO INCLUDED. TECHNOLOGICAL AND SOCIAL CHANGES HAVE AFFECTED THE TRADITIONAL ROLE OF THE HOMEMAKER. THE EMPHASIS HAS MOVED FROM PRODUCTION TO THAT OF THE WISE SELECTION OF GOODS AND SERVICES AND TO THE IMPORTANCE OF GOOD INTERPERSONAL RELATIONSHIPS. THE COURSES, PRESENTED IN OUTLINE FORM WITH CONTENT, SUGGESTED ACTIVITIES, AND PROCEDURES, INCLUDE FOODS AND HOME EXPERIENCES, CLOTHING AND HOME EXPERIENCES, CLOTHING ACCESSORIES AND PERSONAL DEVELOPMENT, CHILD CARE AND HOME CARE OF THE SICK, AND HOME ACCESSORIES. ED002167 HOME ECONOMICS, GRADES 7-8-9. 174 N/A 1965 2016-11-22

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No Adjustment (to Environment) Community Involvement Cooperative Programs Counseling Delinquency Prevention Special Programs Volunteers Welfare Agencies MOORE, ARTHUR E. AND OTHERS CHILD AND FAMILY PROTECTIVE SERVICES CALIFORNIA California (Oakland) California California (Oakland) A 50 PERCENT REDUCTION IN DELINQUENCY WAS NOTED AS A RESULT OF A COMMUNITY-WIDE EFFORT KNOWN AS CHILD AND FAMILY PROTECTIVE SERVICES, WHEREBY CHILDREN AND FAMILIES ARE HELPED BEFORE PROBLEMS OR OFFENSES ARE SERIOUS ENOUGH TO WARRANT COURT ACTION. PROGRAMS ARE ESTABLISHED JOINTLY BY THE LOCAL SCHOOL DISTRICT, AND THE JUVENILE COURT. THE JUVENILE COURT FUNCTIONS AS A COMMUNITY AID IN LOCAL EFFORTS TO PREVENT NEGLECT AND DELINQUENCY. STAFF MEMBERS OF THE COURT ARE ASSIGNED TO ADVISE, ASSIST, AND DO PROTECTIVE CASEWORK. THE MAJOR CONCERN OF THE EFFORT IS THE ADEQUATE EMOTIONAL AND SOCIAL ADJUSTMENT OF THE CHILD IN HIS FAMILY, SCHOOL, AND NEIGHBORHOOD. SOURCES OF REFERRAL ARE PARENTS, SCHOOLS, POLICE, COMMUNITY INDIVIDUALS, JUVENILE COURT, AND SOCIAL WELFARE AGENCIES. ACCEPTANCE OF ASSISTANCE IS ENTIRELY VOLUNTARY. COMPUTATIONS ARE PRESENTED SHOWING THE EFFECTIVENESS OF PROTECTIVE SERVICES IN EACH COMMUNITY OF OAKLAND COUNTY, AND THE REDUCTION OF JUVENILE COURT CASES FOR THE YEARS PRIOR TO THE SERVICES AND FOR THE YEARS OF 1960 AND 1961. A TABULATION IS ALSO SHOWN ON THE PROTECTIVE SERVICES RENDERED IN 15 COMMUNITIES OF THE COUNTY AND CONSEQUENT REDUCTION OF TOTAL JUVENILE COURT CASES. THE NUMBER OF CASES COMING TO THE ATTENTION OF THE COURT HAS DECLINED, WHILE MORE PROTECTIVE CASES WERE HANDLED IN THE COMMUNITIES WITHOUT COURT PROCESS. ED002168 HOW TO CUT DELINQUENCY IN HALF, THE STORY OF PREVENTION IN OAKLAND COUNTY, MICHIGAN. 1962-00-00 4 N/A 1965 2016-11-22

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No Audiovisual Aids Conferences Educational Media Educational Technology Instructional Innovation Learning Processes Learning Theories IOWA DISTRICT OF COLUMBIA Iowa (Milford) Lake Okoboji Educational Media Leadership Conf District of Columbia Iowa National Education Association, Washington, DC. Iowa Univ., Iowa City. A REPORT OF A CONFERENCE HELD TO ANALYZE LEARNING THEORY AS IT RELATES TO NEW MEDIA AND THE LEARNER IS PRESENTED. THE INVITATIONAL CONFERENCE WAS ATTENDED BY REPRESENTATIVES FROM PUBLIC SCHOOLS, UNIVERSITIES, STATE DEPARTMENTS OF EDUCATION, EDUCATIONAL AGENCIES, AND INDUSTRY. THE KNOWLEDGE EXPLOSION COUPLED WITH THE CURRENT REVOLUTION IN EDUCATIONAL TECHNOLOGY REQUIRED EDUCATORS TO REEXAMINE TODAY'S TEACHING PRACTICES. THE CONFERENCE DIRECTED ITS ATTENTION TO THESE PROBLEMS. THE OUTCOME OF THE CONFERENCE WAS FIVE COMMITTEE REPORTS. THE FIRST COMMITTEE DEALT WITH LEARNING OBJECTIVES. THIS COMMITTEE WAS PRIMARILY INTERESTED IN IDENTIFYING TASK OBJECTIVES BY APPLYING THE OPERATIONAL PRINCIPLES TO BEHAVIORAL GOALS. THE SECOND COMMITTEE DEALT WITH CONTENT CHARACTERISTICS AND LOOKED AT THE SELECTION AND ARRANGEMENT OF CONTENT. THE THIRD COMMITTEE DEALT WITH TEACHER-LEARNER CHARACTERISTICS. THE FOURTH COMMITTEE DEALT WITH MEDIA CHARACTERISTICS. THIS COMMITTEE REVIEWED SUCH MEDIA AS EDUCATIONAL TELEVISION (OPEN CIRCUIT), LANGUAGE LABORATORIES (WITH AUDIO-ACTIVE-RECORD FACILITIES), AND EDUCATIONAL CLASSROOM FILMS (COLOR/SOUND AND SPECIAL SUBJECT MATTER). THE FIFTH COMMITTEE DEALT WITH THE PHYSICAL ENVIRONMENT. IT FELT THAT THE FUNCTIONAL USE OF MEDIA IS FACILITATED BY PROVISION OF OPTIMUM ENVIRONMENTAL CONDITIONS, AND EDUCATIONAL SPACE SHOULD HAVE AN ATMOSPHERE CONDUCIVE TO THE TEACHING-LEARNING PROCESS. ED002169 AUDIOVISUAL LEADERSHIP CONFERENCE (9TH, LAKE OKOBOJI, 1963) SUMMARY REPORT. 1963-00-00 82 N/A 1965 2016-11-22

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No Creative Expression Creative Thinking Creativity Research Educational Media Instructional Innovation Instructional Materials TORRANCE, E. PAUL CALIFORNIA MINNESOTA California (San Diego) Minnesota (Minneapolis) California California (San Diego) Minnesota Minnesota (Minneapolis) TYPES OF INSTRUCTIONAL MEDIA WHICH CAN ENCOURAGE CREATIVE BEHAVIOR ARE PRESENTED. AT CERTAIN GRADE LEVELS THERE ARE DISCONTINUITIES IN CREATIVE DEVELOPMENT ACCOMPANIED BY LOSS OF INTEREST IN LEARNING. SOME DISCONTINUITIES CAN BE DECREASED OR ELIMINATED BY GUIDED, PLANNED EXPERIENCES IN CREATIVE THINKING. THESE IN TURN CAN BE TRANSLATED INTO INSTRUCTIONAL MATERIALS IN THE FORM OF AUDIOTAPES, TEACHER'S MANUALS, AND EXERCISES. AUDIOTAPES, FILMS, AND OTHER MATERIALS SHOULD BE DEVELOPED TO ENGAGE CHILDREN IN SEQUENCES OF CREATIVE THINKING ACTIVITIES, LEADING TO INCREASINGLY HIGH STAGES OF THINKING. TEXTBOOKS, AND OTHER MATERIALS CAN BE REDESIGNED SO AS TO DEVELOP RESEARCH CONCEPTS AND SKILLS IN YOUNG CHILDREN THAT WILL BECOME TOOLS IN THEIR THINKING THROUGHOUT THEIR LIVES. HONESTY AND REALISM IN PRESENTING THE LIVES OF CREATIVE PEOPLE IS HELPFUL TO CHILDREN'S CREATIVE DEVELOPMENT. KNOWLEDGE CAN BE PRESENTED AS INCOMPLETE, AND STUDENTS CAN BE ASKED PROVOCATIVE QUESTIONS WHICH WILL ENGAGE MORE OF THEIR CREATIVE POTENTIAL. ELABORATION AS WELL AS ORIGINALITY SHOULD BE ENCOURAGED. INSTRUCTION FOR DIFFERENT TYPES OF LEARNERS SHOULD BE INDIVIDUALIZED THROUGH DIFFERENTIATED CURRICULUM MATERIALS. TO KEEP TEXTBOOKS FLEXIBLE AND, SIMULTANEOUSLY, TO DEVELOP CREATIVE SKILLS, LABORATORY MANUALS OR WORKBOOKS SHOULD BE SEPARATE. INSERVICE EDUCATION MATERIALS SHOULD BE DEVELOPED FOR ENCOURAGING CLASSROOM CREATIVITY. ED002170 IMPLICATION OF CREATIVITY RESEARCH FINDINGS FOR INSTRUCTIONAL MEDIA. 27 N/A 1965 2016-11-22

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No College Students Comparative Analysis Feedback Negative Reinforcement Positive Reinforcement Programed Instruction Teaching Machines Teaching Methods MELARAGNO, RALPH J. California (Santa Monica) California System Development Corp., Santa Monica, CA. AN EXPERIMENT TO COMPARE SPACED NEGATIVE REINFORCEMENT, MASSED NEGATIVE REINFORCEMENT, AND POSITIVE REINFORCEMENT IN AUTOMATED TEACHING IS DESCRIBED. THREE GROUPS OF COLLEGE FRESHMEN WERE USED IN THE STUDY. EACH GROUP WAS GIVEN INSTRUCTIONAL MATERIAL CONTAINING AMBIGUOUS IMFORMATION INTERSPERSED AMONG MEANINGFUL INFORMATION. ONE GROUP RECEIVED A "CORRECT" SIGNAL REGARDLESS OF THE RESPONSE MADE. ANOTHER GROUP RECEIVED SOME INCORRECT SIGNALS, AND THE THIRD GROUP RECEIVED A SERIES OF "INCORRECT" SIGNALS. A CRITERION TEST WAS GIVEN TO THE THREE GROUPS. TEST RESULTS WERE EVALUATED. THE STUDENTS WHO RECEIVED NO OR FEW NEGATIVE RESPONSES LEARNED MORE THAN THOSE WHO RECEIVED MANY NEGATIVE REPONSES. SOME NEGATIVE SIGNALS MAY BE BENEFICIAL TO THE LEARNING PROCESS. TO MANY NEGATIVE SIGNALS HAD AN ADVERSE EFFECT UPON THE LEARNER. IMPLICATIONS FOR TEACHING MACHINE DESIGN AND BIBIOGRAPHY ARE INCLUDED. ED002171 RESULTS OF EXPERIMENT ON NEGATIVE REINFORCEMENT IN AUTOMATED TEACHING. 1960-04-00 11 N/A 1965 2016-11-22

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No College Students Educational Testing Essays Evaluation Methods Factor Analysis Scoring Writing Skills DIEDERICH, PAUL B. AND OTHERS New Jersey (Princeton) Scholastic Aptitude Test New Jersey SAT (College Admission Test) Educational Testing Service, Princeton, NJ. UNFAVORABLE RESULTS IN GRADING ESSAYS, PARTICULARLY THE COLLEGE ENTRANCE EXAMINATION BOARD GENERAL COMPOSITION TEST, LED TO THE STUDY. IT WAS EXPECTED THAT PROGRESS IN OBJECTIVE EVALUATION OF ESSAYS WOULD BE MADE, BY MEANS OF A FACTOR ANALYSIS OF THE JUDGMENTS OF A DIVERSE GROUP OF COMPETENT READERS IN AN UNSTRUCTURED SITUATION. IT WAS HOPED THAT SOME QUALITIES AMENABLE TO OBJECTIVE TESTING WOULD EVOLVE AND THAT MORE PRECISE OBSERVATION OF THE REMAINING QUALITIES COULD LEAD TOWARD CLOSER AGREEMENT IN SCORING ESSAYS. ABOUT 600 SHORT PAPERS WERE SECURED FROM FRESHMEN IN THREE COLLEGES REQUIRING THE COLLEGE ENTRANCE EXAMINATION BOARD TESTS. TEN REPRESENTATIVES KNOWN TO BE CONCERNED WITH STUDENT WRITING, FROM EACH OF FIVE FIELDS, PARTICIPATED AS READERS. THE READERS USED THEIR OWN JUDGMENTS AS TO WHAT CONSTITUTES WRITING ABILITY, SORTED THE PAPERS INTO PILES ACCORDING TO MERIT, AND WROTE BRIEF COMMENTS ON LIKES OR DISLIKES ABOUT THE PAPER. CLASSIFICATION OF COMMENTS AND DEVELOPMENT OF THE DATA RESULTED IN 55 CATEGORIES OF COMMENTS WHICH WERE IN TURN REDUCED TO FIVE FACTORS--IDEAS, FORM, FLAVOR, MECHANICS, AND WORKING. FACTOR ANALYSIS WAS APPLIED. IT IS CONCLUDED THAT THE TASK OF READERS MAY BE SIMPLIFED BY RESTRICTING ATTENTION TO IDEAS, FORM, AND FLAVOR. MECHANICS AND WORKING CAN BE MEASURED MORE RELIABLY AND SYSTEMATICALLY BY OBJECTIVE TESTS. ADDITIONAL STUDIES ARE NEEDED TO PRODUCE MORE PRECISE OBSERVATIONS OF THESE FACTORS TO LEAD TO PROGRESS TOWARD AGREEMENT ON COMMON STANDARDS. ED002172 FACTORS IN JUDGMENTS OF WRITING ABILITY. 1961-08-00 99 N/A 1965 2016-11-22

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No Conferences Consultants Demonstration Centers Gifted Inservice Teacher Education Learning Resources Centers Organizational Change Program Guides Program Improvement Special Programs WILKINS, GEORGE T. Illinois (Springfield) Illinois Illinois State Office of the Superintendent of Public Instruction, Springfield. AT THE END OF THE FIRST YEAR OF STUDY PROJECTS FOR GIFTED STUDENTS, 1960-61, PERSONS IN CHARGE OF EACH OF THE PROJECTS SUBMITTED RECOMMENDATIONS FOR THEIR OWN AND OTHER SCHOOL DISTRICTS. THREE PRIME RECOMMENDATIONS WERE MADE THAT DIRECTLY OR INDIRECTLY DEAL WITH THE PROCESS OF EDUCATION. FIRST, INSERVICE TRAINING WAS STRESSED. USE OF SPECIALIZED CONSULTANTS, THE ESTABLISHMENT OF DEMONSTRATION CLASSES TO SERVE AS MODELS, PROVISION FOR WORKSHOPS, RELASED TIME FOR TEACHER PLANNING AND COMMUNICATION, AND ACTION RESEARCH PROJECTS WERE AMONG THE SUGGESTIONS FOR IMPROVEMENT OF INSERVICE PROGRAMS. SECOND, ORGANIZATIONAL CHANGES WERE DEMANDED. THESE INCLUDED A MORE FLEXIBLE CURRICULUM TO PROVIDE FOR INDIVIDUAL DIFFERENCES, THE EXPANSION OF COUNSELING AND GUIDANCE SERVICES, GIVING RELEASED TIME TO STUDENTS FOR SPECIAL PURPOSES, AND NEW GROUPING PRACTICES FOR GIFTED STUDENTS. THIRD, PLEAS FOR ADDITIONAL RESOURCES SUCH AS EQUIPMENT, SUPPLIES, AND A REGIONAL CURRICULUM CENTER WERE MADE. AT THE GOVERNOR'S CONFERENCE ON DEVELOPING THE TALENTS OF ILLINOIS YOUTH, THE COORDINATOR OF THE SPECIAL STUDY PROJECT FOR GIFTED CHILDREN OUTLINED FOUR PROPOSALS FOR DEVELOPING THE PROGRAM BASED ON THE INDIVIDUAL SCHOOL DISTRICT RECOMMENDATIONS. PARTIAL REIMBURSEMENT TO SCHOOL DISTRICTS FOR PERSONNEL TO SERVE AS CONSULTANTS AND FOR BOOKS AND REFERENCE MATERIALS WAS THE FIRST PROPOSAL. A SERIES OF DEMONSTRATION CENTERS IN LOCAL PUPLIC SCHOOLS, A SMALL NUMBER OF EXPERIMENTAL PROJECTS TO ADVANCE KNOWLEDGE OF GIFTED PROGRAMS, AND A COMPETENT STATE STAFF TO OPERATE THESE TWO PLANS WERE THE FINAL PROPOSALS. THIS ARTICLE WAS PUBLISHED IN THE "ILLINOIS JOURNAL OF EDUCATION," VOLUME 53, NUMBER A, SEPTEMBER 1962. ED002173 PROJECTS FOR GIFTED CHILDREN, A PRELIMINARY REPORT OF THE SPECIAL STUDY. 1962-09-00 51 N/A 1965 2016-11-22

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No Bibliographies Educational Television State Programs Teacher Education Teacher Effectiveness Teaching Methods DEWEY, RICHARD H. California (San Jose) CALIFORNIA California (Redwood City) California California (San Jose) Ampex Corp., Redwood City, CA. A SELECTED BIBLIOGRAPHY ON INSTRUCTIONAL TELEVISION HAS BEEN PREPARED, WITH AN ANNOTATION FOR EACH ENTRY. ENTRIES INCLUDE "TELEVISION FOR CALIFORNIA SCHOOLS,""TELEVISION IN TEACHER EDUCATION,""TEACH WITH TELEVISION,""IN-SERVICE EDUCATION BY TELEVISION,""THE USE OF CLOSED CIRCUIT TELEVISION TO IMPROVE TEACHER EFFECTIVENESS,""TEACHING BY TV IN WASHINGTON, D.C., PUBLIC SCHOOLS,""EDUCATIONAL TELEVISION IN IOWA,""TELEVISION FOR CALIFORNIA STATE COLLEGES,""CHICAGO'S TV COLLEGE,""ATTITUDES TOWARD EDUCATIONAL TELEVISION," AND "THE SCHENECTADY EXPERIMENT." ED002174 SELECTED BIBLIOGRAPHY ON INSTRUCTIONAL TELEVISION. 1963-00-00 12 N/A 1965 2016-11-22

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No Audiovisual Centers Educational Technology Educational Television Instructional Innovation Instructional Materials Programed Instruction Teacher Effectiveness Teaching Machines Teaching Methods HORNBECK, RALPH W. California (Pasadena) California (Pasadena) Pasadena City Unified School District, CA. LISTENING-VIEWING CENTERS ARE BEING USED IN SCHOOLS THROUGHOUT THE UNITED STATES. THEY ARE EFFECTIVE IN IMPROVING INSTRUCTION AND INCREASING TEACHER EFFICIENCY. LANGUAGE LABORATORIES MEET THE DEMAND FOR PERSON-TO-PERSON COMMUNICATIONS. THEY PERMIT ALL STUDENTS TO PARTICIPATE AT THE SAME TIME WITHOUT INTERFERENCE FROM OTHERS, THUS THEY INCREASE EFFECTIVE PARTICIPATION. PROGRAMED LEARNING AND TEACHING MACHINES ARE DESIGNED TO INDIVIDUALIZE AND TO AID THE TEACHER. THEY ARE SELF-CORRECTIVE, ALLOW FOR INDIVIDUAL PACING, FREE THE TEACHER FOR MORE CREATIVE TEACHING, AND, IN SOME OF THE MORE SOPHISTICATED TYPES, PREVENT CHEATING AND CAN PROVIDE A RECORD OF ERRORS AND DATA FOR SUBSEQUENT ANALYSIS AND STATISTICAL STUDY. EDUCATIONAL TELEVISION IS AN IMPORTANT INFLUENCE IN TODAY'S CLASSROOM. IT PERMITS MANY AUTHORITIES AND MASTER TEACHERS TO VISIT THE CLASSROOMS, AND IT PERMITS STUDENTS TO WITNESS VIVID PRESENTATIONS WITHIN THEIR OWN ROOM THAT THEY COULD NOT OTHERWISE SEE. IT IS BEING USED IN MANY CURRICULAR AREAS. AUDIOVISUAL TECHNIQUES HAVE MADE A TREMENDOUS IMPACT ON MODERN EDUCATION. THEIR PRIMARY FUNCTION IS TO PROVIDE EXPERIENCES WHEREBY A STUDENT CAN BUILD UP A STOREHOUSE OF MEANINGS. AUDIOVISUAL MATERIALS MAKE MEANINGS MORE EXACT, MORE CONCRETE, AND MORE VALID. ADVANCES IN TECHNOLOGY, PARTICULARLY IN THE AUTOMATION OF MECHANICAL PROCESSES, HAVE BOTH ELIMINATED OLD JOBS AND CREATED NEW ONES. CURRICULUM AND TEACHING METHODS HAVE RESPONDED WITH ADDITIONS AND CHANGES TO MEET THE NEED. ONE TECHNOLOGICAL DEVICE THAT HAS BEEN DESIGNED TO IMPLEMENT THE TEACHING OF BUSINESS SUBJECTS IS THE SECRETARIAL LABORATORY. TECHNOLOGY HAS ALSO INFLUENCED THE APPROACHES TO MUSIC AND READING. ED002175 TECHNOLOGICAL INNOVATION AND GOOD TEACHING, MORE EFFECTIVE INSTRUCTION THROUGH TECHNOLOGY. PASADENA SCHOOLS IN ACTION. 1965-04-00 8 N/A 1965 2016-11-22

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No Ability Identification Career Choice Followup Studies Grade 11 Human Resources Labor Utilization Questionnaires Statistical Data COOLEY, WILLIAM W. FLANAGAN, JOHN C. Pennsylvania (Pittsburgh) PROJECT TALENT Pennsylvania (Pittsburgh) Pittsburgh Univ., PA. School of Education. QUESTIONNAIRE FORMS WERE SENT TO 98,000 11TH-GRADE STUDENTS IN 1960, AND 45,199 COMPLETED FORMS WERE RETURNED. OF THOSE RESPONDENTS QUESTIONED, 91 PERCENT GRADUATED FROM HIGH SCHOOL AND 1 PERCENT EXPECTED TO GRADUATE LATER. AFTER GRADUATION 45.5 PERCENT DID NOT CONTINUE IN ANY TYPE OF SCHOOL, WHILE 38.5 PERCENT ENTERED COLLEGE. THERE WERE 7 PERCENT MORE BOYS THAN GIRLS IN COLLEGE. THE OTHER 16 PERCENT ENTERED TECHNICAL INSTITUTES, NURSING SCHOOL, BUSINESS SCHOOLS, AND THE ARMED FORCES. BY 1962, 77 PERCENT OF THESE 11TH GRADERS WHO ENROLLED IN COLLEGE REMAINED STUDENTS, AND 23 PERCENT HAD DROPPED OUT WITHIN THE FIRST 2 YEARS. A TOTAL OF 36 PERCENT OF THESE COLLEGE STUDENTS HELD JOBS--18 PERCENT FULL TIME AND 18 PERCENT PART TIME. THERE WERE 17 PERCENT OF THE 11TH-GRADE STUDENTS WHO WERE MARRIED. ONE YEAR LATER AFTER GRADUATION 21 PERCENT OF THE BOYS HAD BEEN OR WERE ON ACTIVE DUTY IN THE ARMED FORCES. LISTS OF CAREER CHOICES SHOW THE PERCENTILE OF STUDENTS CHOOSING VARIOUS CAREERS. ED002176 PROJECT TALENT--IDENTIFICATION, DEVELOPMENT AND UTILIZATION OF HUMAN TALENTS, REPORT OF THE ELEVENTH-GRADE FOLLOW-UP STUDY. 1965-04-00 120 N/A 1965 2016-11-23

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No Ability Identification Advisory Committees Aptitude Tests Career Choice Educational Testing Guidance Human Resources Measurement Instruments National Surveys Predictive Measurement FLANAGAN, JOHN C. PROJECT TALENT DISTRICT OF COLUMBIA District of Columbia Pittsburgh Univ., PA. A SURVEY, KNOWN AS PROJECT TALENT, IS TO BE A SERIES OF EXAMINATIONS ADMINISTERED TO 500,000 STUDENTS IN 1,000 SAMPLE SCHOOLS. IT AIMS AT MEASURING THE STUDENT'S PRESENT KNOWLEDGE AND HIS POTENTIAL APTITUDES AND ABILITIES. THE RESULTS OF THIS 1960 CENSUS WILL BE SCORED, ANALYZED, AND EVALUATED BY SPECIAL ELECTRONIC EQUIPMENT. THE PROJECT IS BEING FINANCED BY THE U.S. OFFICE OF EDUCATION AND UNDER THE JOINT ADMINISTRATION OF THE UNIVERSITY OF PITTSBURGH AND THE OFFICE OF EDUCATION. FOUR PANELS OF THE NATION'S LEADING SPECIALISTS IN GUIDANCE AND COUNSELING, EDUCATIONAL RESERACH, TESTING PROBLEMS, AND MANPOWER AND SOCIOLOGY WILL WORK WITH AN ADVISORY COUNCIL, WHICH IN TURN WILL WORK THROUGH REGIONAL DIRECTORS OF LOCAL SUPERINTENDENTS, WHO WILL ADMINISTER THE EXAMINATIONS. PROJECT TALENT WILL USE ONLY TESTED TYPES OF INSTRUMENTS. THE PROJECT AIMS TO ACQUIRE AN INVENTORY OF HUMAN RESOURCES, PROVIDE A SET OF STANDARDS FOR EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT, PROVIDE A COUNSELING GUIDE, AND PROVIDE A BETTER UNDERSTANDING OF CAREER CHOICES. A FOLLOWUP STUDY WILL SEEK TO ESTABLISH A BETTER UNDERSTANDING OF THE EDUCATIONAL EXPERIENCES WHICH PREPARE STUDENTS FOR THEIR LIFE WORK. ED002177 A NATIONAL INVENTORY OF APITUDES AND ABILITIES. 1959-11-00 8 N/A 1965 2016-11-22

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No Closed Circuit Television Costs Educational Planning Equipment Standards Program Development Resource Materials Specialists Television Lighting Television Research BRIER, JAMES California (Anaheim) CALIFORNIA California California (Anaheim) LIGHTING IS A VERY IMPORTANT ASPECT OF CLOSED-CIRUIT TELEVISION OPERATION. BETTER TELEVISION LIGHTING IS OBTAINED THROUGH CAREFUL PLANNING AND PURCHASING. SEVERAL IMPORTANT FACTS ABOUT THE PRACTICAL EDUCATIONAL APPLICATION OF LIGHTING IN A CLOSED-CIRCUIT TELEVISION STUDIO ARE PRESENTED. IN EARLY STAGES, LIGHTS WERE USED FOR PORTABLE ARRANGEMENTS. IT WAS REALIZED THAT MORE LIGHT WAS NEEDED FOR MORE FLEXIBILITY. NOW LIGHTS HAVING FROM 200 FOOT CANDLES TO 400 FOOT CANDLES OF GENERAL ILLUMINATION ARE USED FOR SPECIAL SHOTS. EVERY STUDIO HAS 5 GROVERLITE SENIORS FOR BACK LIGHTING, 4 SUPER KICKERS FOR GENERAL FILLING, AND 4 CINE KINGS FOR KEY LIGHTING. THE SELECTOR SWITCH HAS THREE SETTINGS OF 15, 115, AND 150 VOLTS. IT IS BETTER TO DETERMINE LIGHTING NEEDS AND USE THE SERVICES OF A SPECIALIST THAN TO ORDER LIGHTS FROM A CATALOGUE, AND IT IS MORE PRACTICAL AND SUCCESSFUL TO PURCHASE ADDITIONAL EQUIPMENT THAN TO ADJUST LIMITED NUMBERS OF LIGHTS. BUDGET LIMITS SHOULD BE ESTABLISHED SO THAT MONEY IS ALLOCATED TO ALLOW FOR ADEQUATE LIGHTING PROVISIONS. THIS ARTICLE WAS PUBLISHED IN THE "EDUCATIONAL SCREEN AND AUDIOVISUAL GUIDE," MARCH 1963. ED002178 BETTER CLOSED CIRUIT TELEVISION VIA BETTER LIGHTING. 1963-03-00 3 N/A 1965 2016-11-22

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No American History Current Events Curriculum Guides Grade 8 Social Studies Teaching Methods Units of Study Pennsylvania (Pittsburgh) Pennsylvania (Pittsburgh) Pittsburgh Board of Public Education, PA. INCLUDED IN THIS GUIDE ARE OVERVIEWS OF THE SOCIAL STUDIES CURRICULUM IN GRADES 5, 8, AND 11, WITH SUGGESTED TIME ALLOTMENTS FOR EACH UNIT. GENERAL OBJECTIVES AND SKILLS TO BE DEVELOPED, REINFORCED, AND EXTENDED FOR THE 8TH GRADE ARE LISTED. UNIT OUTLINES INDICATE THE MAJOR TOPICS TO BE DEVELOPED, THE CONTENT, AND SUGGESTED ACTIVITIES. SPECIFIC TEACHER REFERENCES AND AVAILABLE AUDIO-VISUAL AIDS ARE GIVEN AT THE END OF EACH UNIT. LISTED AT THE END OF THE GUIDE IS A GENERAL BIBLIOGRAPHY FOR TEACHERS AND MORE ABLE STUDENTS. AN OBSERVATION IS MADE THAT THE STUDY OF CURRENT EVENTS SHOULD BE USED CONTINUOUSLY IN THIS GRADE TO LINK THE PAST WITH THE PRESENT. ED002179 UNITED STATES HISTORY, GRADE 8. COURSE OF STUDY. 1963-04-00 37 N/A 1965 2016-11-22

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No Basic Skills Curriculum Guides High School Students Instructional Materials Language Arts Remedial Instruction Resource Units Skill Development Teaching Methods Illinois (Chicago) Illinois (Chicago) Chicago Board of Education, IL. THE COURSE HAS BEEN DEVELOPED TO PROVIDE REMEDIAL ASSISTANCE FOR THE HIGH SCHOOL STUDENT WHO IS SERIOUSLY HANDICAPPED IN THE LANGUAGE ARTS. BASED ON THE WORKSHOP PATTERN, THE PROGRAM, OFFERED IN THE FRESHMAN YEAR, IS THE EQUIVALENT OF A 2-YEAR COURSE. IT IS RECOMMENDED THAT THE STUDENT BE PROGRAMED FOR TWO PERIODS OF ENGLISH, WITH READING SKILLS TO BE STRESSED IN ONE CLASS PERIOD, AND WRITING AND SPEAKING SKILLS TO BE STRESSED IN THE OTHER. THE MATERIAL IS DIVIDED INTO TWO PARTS, ONE CONTAINING RESOURCE UNITS ON THE COURSE CONTENT, AND THE SECOND PRESENTING SEVERAL APPENDIXES INCLUDING TEACHING UNITS. THE RESOURCE UNITS ON THE COURSE CONTENT SERVE AS A SOURCE OF GENERAL INFORMATION FOR THE TEACHER. GENERAL GUIDELINES ARE PROVIDED TO AID THE TEACHER IN APPROACHING THE FUNDAMENTAL CONTENT OF THE COURSE REGARDLESS OF THE AVAILABLE TEXTBOOKS AND OTHER RESOURCES. INSTRUCTION IN READING, WRITING, SPEAKING, AND LISTENING SHOULD BE CLOSELY CORRELATED THROUGHOUT EACH SECTION OF THE COURSE. IN PART ONE, AN OVERVIEW OF EACH ASPECT OF THE PROGRAM PRECEDES THE TOTAL PRESENTATION. PART ONE IS ORGANIZED BY GOAL, CONTENT, PROCEDURE, AND ACTIVITIES. THE APPENDIXES IN THE SECOND PART INCLUDE DOLCH'S WORD LIST, THE MANUSCRIPT FORM OF WRITING, PROOFREADING SYMBOLS, AND SAMPLE TEACHING UNITS. ED002180 CHICAGO PUBLIC SCHOOLS, CHICAGO, ILLINOIS. 1962-00-00 235 N/A 1965 2016-11-22

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No Class Size Curriculum Evaluation Educational Experiments Educational Television Elementary Schools Group Instruction Instructional Improvement Teacher Effectiveness BARNES, MELVIN W. OKLAHOMA Oklahoma IN AN ATTEMPT TO IMPROVE THE QUALITY OF INSTRUCTION, SEVERAL VARIETIES OF EDUCATIONAL TELEVISION HAVE BEGUN IN OKLAHOMA CITY. IN FOUR LARGE ELEMENTARY SCHOOLS, HALF OF THE PUPILS' TIME HAS BEEN SPENT IN FAIRLY LARGE GROUPS AND THE OTHER HALF IN SMALLER, CONVENTIONAL-SIZE GROUPS. SMALL GROUPS WERE USED FOR TEACHING THE 3R'S. SCIENCE, ART, MUSIC, PHYSICAL EDUCATION, AND SAFETY WERE TAUGHT IN LARGE GROUPS. IN THE SECONDARY SCHOOLS, 7TH GRADE SCIENTIFIC GEOGRAPHY, 7TH GRADE LANGUAGE ARTS, AND HIGH SCHOOL CHEMISTRY WERE TAUGHT BY TELEVISION. RESULTS SHOWED THAT BETTER INTERACTION OCCURRED IN SMALL GROUPS THAN IN THE TYPICAL CONVENTIONAL CLASSROOMS. PRESENT DEMANDS ON THE SCHOOLS TO BECOME MORE EFFECTIVE AND MORE EFFICIENT DEMONSTRATE THE NEED FOR UPGRADING SUBJECT MATTER AND REORGANIZING THE CURRICULUM, ESPECIALLY IN MATHEMATICS, SCIENCE, FOREIGN LANGUAGE, AND THE LANGUAGE ARTS. ED002181 LARGE-GROUP INSTRUCTION IN TELEVISION. 1961-01-00 4 N/A 1965 2016-11-22

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No Academic Achievement Behavior Patterns Cultural Images Intelligence Differences Problem Solving School Attitudes School Role Sex Differences MINUCHIN, PATRICIA New York (New York) NEW YORK New York New York (New York) RESULTS OF INVESTIGATIONS INTO ACQUIRED VS. INHERENT DIFFERENCES BETWEEN BOYS AND GIRLS WERE PRESENTED. FINDING REVEALED THAT DIFFERENCES BETWEEN BOYS AND GIRLS WERE AFFECTED BY THE ATTITUDES OF THEIR SCHOOLS TOWARD THEM AND TOWARD EDUCATION IN GENERAL. SEX DIFFERENCES IN BASIC INTELLECTUAL CAPACITY, ACHIEVEMENT, AND PROBLEM-SOLVING ABILITY APPEARED TO BE RELATIVELY SLIGHT. GIRLS PRESENTED A STRONGER IMAGE OF POSITIVE IDENTIFICATION WITH THE SCHOOL AND INDICATED MORE CONCERN WITH ACHIEVING, BEING ACKNOWLEDGED, AND RECEIVING REWARD. GIRLS WERE MORE IMAGINATIVE, MORE WILLING TO SHARE FANTASIES AND TO EXPLORE AREAS OF PERSONAL CONCERN. ORIENTATION TOWARD DIFFERENT LIFE STAGES WAS GREATER FOR GIRLS, WHO WERE CONCERNED WITH THEIR TEEN-AGE OR ADULT SOCIAL SEX ROLES. AFFIRMATION OF SEX MEMBERSHIP WAS STRONG FOR BOTH GIRLS AND BOYS, ALTHOUGH GIRLS WERE MORE CENTRALLY CONCERNED WITH PEOPLE. FAMILY MATTERS CONCERNED GIRLS MORE, AND THEY PROJECTED AN ADULT WORLD IN WHICH THEY WERE MORE SECURE AND ACCEPTED. THE TRADITIONAL CULTURAL IMAGES OF MALENESS AND FEMALENESS WERE MOST CLEARLY EXPRESSED BY THE CHILDREN IN TRADITIONAL SCHOOLS. MODERN SCHOOLS TENDED TO MAKE FEWER ASSUMPTIONS THAT SKILLS, QUALITIES, AND ORIENTATIONS, TRADITIONALLY CONSIDERED SEX-LINKED AND SEX-APPROPRIATE, WERE NECESSARILY SO. A BIBLIOGRAPHY IS INCLUDED. THIS PAPER WAS PRESENTED TO THE NEW YORK STATE PSYCHOLOGICAL ASSOCIATION (NEW YORK, MAY 1963). ED002182 EMERGENT PATTERNS OF SEX DIFFERENCE IN A STUDY OF CHILDREN. 1963-04-00 25 N/A 1965 2016-11-22

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No Advanced Programs Course Organization Curriculum Guides English Curriculum Grammar High Schools Junior High Schools Literature Oral English Talent Unit Plan Writing (Composition) Rhode Island (Warwick) Rhode Island Warwick School District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No Acceleration Advanced Programs Biology Course Objectives Course Organization Curriculum Guides Educational Media Educational Trends Gifted High Schools Physical Sciences Science Instruction Unit Plan COKER, ROBERT AND OTHERS Rhode Island (Warwick) Rhode Island Warwick School District, RI. THE PRINCIPLES OF MODERN BIOLOGY SHOULD BE PRESENTED IN A DYNAMIC AND CHALLENGING WAY TO CAPABLE STUDENTS TO DEVELOP LASTING INTEREST IN THE SUBJECT AND TO PLACE EMPHASIS UPON THE ROLE OF THE PHYSICAL SCIENCES IN BIOLOGY IN ACCORD WITH NATIONWIDE TENDENCY. THE COURSE IS COMPLETE IN ITSELF BUT PROVIDES A BASIS FOR STUDENTS WHO ELECT ADVANCED WORK. OBJECTIVES ARE TO DEVELOP AN APPRECIATION OF THE DIFFERENCES OF LIVING ORGANISMS AS WELL AS THEIR BASIC SIMILARITIES, AN AWARENESS OF THE UNITY OF SCIENCE, A KNOWLEDGE OF THE IMPACT OF ENVIRONMENTAL FACTORS, A QUESTIONING ATTITUDE, AND AN ANALYTICAL ATTITUDE OF OBSERVATION TO DEVELOP INSIGHT. UNITS INCLUDE THE BIOLOGY OF CELLS (7 WEEKS), ANIMALS WITHOUT BACKBONES (7 WEEKS), ACTIVITIES OF VERTEBRATES (10 WEEKS), VIRUSES AND ORGANISMS WITHOUT EMBRYOS (4 WEEKS), ACTIVITIES OF EMBRYO-FORMING PLANTS (5 WEEKS), AND CONTINUITY OF LIFE (2 WEEKS). INSTRUCTIONAL AIDS ARE LISTED FOR EACH UNIT. REFERENCES ARE GIVEN FOR SOME UNITS. THERE ARE ALSO GENERAL REFERENCES. ED002184 BIOLOGY I, NEW APPROACHES AND OBJECTIVES. 1960-00-00 22 N/A 1965 2016-11-22

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No Ancillary School Services Comparative Analysis Curriculum Educational Objectives High Schools School Administration School Community Relationship School Counseling School Policy Secondary Education Surveys Teacher Qualifications Testing Programs Work Study Programs FLANAGAN, JOHN C. AND OTHERS Pennsylvania (Pittsburgh) PROJECT TALENT Pennsylvania (Pittsburgh) Pittsburgh Univ., PA. A COMPREHENSIVE SURVEY OF VARIOUS FACETS OF THE AMERICAN HIGH SCHOOL IS PRESENTED. MAIN AREAS ARE--(1) AN OVERALL PICTURE OF THE AMERICAN HIGH SCHOOL WHICH INCLUDES INFORMATION ON SUCH CARACTERISTICS AS SCHOOL PRACTICES, POLICY, SCHOOL PLANT, PRINCIPAL AND TEACHING STAFF, AND COMMUNITY CHARACTERISTICS. AS SCHOOL PRACTICES, POLICY, SCHOOL PLANT, PRINCIPAL AND TEACHING STAFF, AND COMMUNITY CHARACTERISTICS. (2) A GUIDANCE COUNSELING SERVICE PICTURE WHICH INCLUDES--RESULTS FROM A GUIDANCE QUESTIONNAIRE, AND AN EVALUATION OF COUNSELING AND GUIDANCE POLICIES AND PRACTICES, FACILITIES AVAILABLE, AND PROFESSIONAL PREPARATION OF THE STAFF. (3) A SYSTEM FOR CLASSIFYING PUBLIC HIGH SCHOOLS INTO GROUPS OF COMPARABLE SCHOOLS, WHICH INCLUDES COMPARISONS SHOWING THE MAJOR DIFFERENCES AMONG THE GROUPS. (4) THE USE OF TESTS WHICH INCLUDES RESULTS OF A SURVEY OF THE TYPES OF TESTS USED IN DIFFERENT TYPES OF SENIOR HIGH SCHOOLS AND THE PURPOSES FOR WHICH USED. (5) THE RELATIONSHIP OF SCHOOL AND COMMUNITY CHARACTERISTICS OF APTITUDE AND ACHIEVEMENT TESTS. AND (5) THE RELATION OF SCHOOL PRACTICES AND CHARACTERISTICS TO EDUCATIONAL OUTCOMES. ED002185 STUDIES OF THE AMERICAN HIGH SCHOOL. PROJECT TALENT MONOGRAPH SERIES, MONOGRAPH NUMBER 2. 1962-12-00 375 N/A 1965 2016-11-22

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No Bibliographies Course Organization Curriculum Guides Developmental Vocabulary History Instruction Individualized Instruction Learning Experience Modern History Secondary Education Teaching Methods Unit Plan Word Lists World History HERX, HARRY AND OTHERS Illinois (Chicago) Illinois (Chicago) Chicago Board of Education, IL. A MODERN WORLD HISTORY COURSE ON ASIA, AFRICA, THE MIDDLE EAST, THE SOUTH PACIFIC, EUROPE, AND THE WESTERN HEMISPHERE IS PRESENTED. IT STRESSES SOCIAL, ECONOMIC, INDUSTRIAL, INTELLECTUAL, AND POLITICAL MOVEMENTS. THE TIME PERIOD IS FROM THE EIGHTEENTH CENTURY TO THE PRESENT. GEOGRAPHICAL CONTENT, ESSENTIAL TO AN INTELLIGENT UNDERSTANDING OF HISTORY, IS INCLUDED. THE CURRICULUM IS DIVIDED INTO FIVE UNITS IN THE FIRST SEMESTER AND FOUR IN THE SECOND. EACH UNIT CONSISTS OF FIVE INTEGRATED APPROACHES TO TEACHING THE SUBJECT MATTER. THE "OUTLINE OF CONTENT" AND THE "UNDERSTANDINGS, ATTITUDES, APPRECIATIONS, AND SKILLS" SECTIONS PROVIDE THE BASIC STRUCTURE, POINTS OF EMPHASIS, GOALS, CONCEPTS, AND DIRECTION FOR THE UNIT. WITHIN EACH UNIT ARE "SUGGESTED LEARNING EXPERIENCES" WHICH ARE DESIGNED FOR ALL STUDENTS, THE DEGREE OF DIFFICULTY OF MATERIAL DEPENDING UPON THE INDIVIDUAL STUDENT'S ABILITY AND INTEREST. SOME LEARNING EXPERIENCES ARE PARTICULARLY SUITED TO AND DESIGNED FOR STUDENTS OF HIGH ABILITY. ALSO INCLUDED IS A DEVELOPMENTAL VOCABULARY. THE BIBLIOGRAPHY INCLUDES REFERENCES IN BIOGRAPHY, HISTORICAL FICTION, REFERENCE BOOKS, SOURCES AND DOCUMENTS, AND AUDIOVISUAL AIDS. READING MATERIALS FOR THE STUDENT WHOSE READING ACHIEVEMENT IS VERY LOW ARE INCLUDED. ED002186 MODERN WORLD HISTORY IN THE SECONDARY SCHOOL. 1962-00-00 142 N/A 1965 2016-11-22

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No Curriculum Enrichment Educational Resources Educational Trends Elementary Education Gifted Independent Study Library Facilities Library Materials Library Personnel School Libraries Slow Learners Statistical Studies ILLINOIS Illinois (Chicago) Illinois Illinois (Chicago) MORE THAN 10,000 CHILDREN ATTEND SCHOOLS WHERE THERE ARE NO SCHOOL LIBRARIES. SIXTY-SIX PERCENT OF THE ELEMENTARY SCHOOLS DO NOT HAVE A SCHOOL LIBRARY. EVEN SCHOOLS WITH CENTRALIZED LIBRARIES HAVE FEWER THAN FIVE BOOKS PER PUPIL, AND MANY ARE WITHOUT PROFESSIONALLY TRAINED LIBRARIANS. BECAUSE OF THESE STATISTICS A SPECIAL ISSUE ON ELEMENTARY SCHOOL LIBRARIES IS PRESENTED. THE NEED FOR GOOD SCHOOL LIBRARIES IS EVIDENT BECAUSE OF THE FUTURE ROLE OF OUR YOUNG PEOPLE. THE LIBRARY PROVIDES MATERIALS FOR VARYING NEEDS, INTERESTS, AND ABILITIES, AND ENCOURAGES THE STUDENT TO PURSUE INDEPENDENT STUDY AT HIS OWN PACE. IT PROVIDES HELP FOR THE SLOW READER AND CHALLENGES THE GIFTED. THE LIBRARIAN GUIDES IN THE USE OF REFERENCE RESOURCES AND TOOLS. ONE ARTICLE CONSIDERS THE ROLE OF THE LIBRARY IN THE ELEMENTARY SCHOOL PROGRAM FROM THE POINT OF VIEW OF THE CHANGING CURRICULUM. ANOTHER ARTICLE OFFERS AN OPPORTUNITY TO REVIEW SOME OF THE RESEARCH ON THE EVALUATION OF THE ELEMENTARY SCHOOL LIBRARY. A SPECIAL SECTION INCLUDES AN ARTICLE ON THE FUTURE TRENDS AND NEEDS OF THE LIBRARY AND ITS RESOURCES. THIS ARTICLE WAS PUBLISHED IN THE "ALA BULLETIN" FEBRUARY 1962. ED002187 THE ELEMENTARY SCHOOL LIBRARY. 1962-02-00 31 N/A 1965 2016-11-22

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No Beginning Reading Curriculum Development Diagnostic Tests Language Acquisition Language Arts Learning Experience Phonics Primary Education Story Telling Structural Analysis Summer Programs Teaching Guides Writing Skills CAMBRIDGE MASSACHUSETTS HARVARD BOSTON SUMMER PROGRAM Massachusetts PHONICS INSTRUCTION IS A BASIC SUBJECT IN THE PRIMARY SCHOOL CURRICULUM. THE HARVARD-BOSTON SUMMER PROGRAM BEGINS WITH A DIAGNOSTIC TEST TO DETERMINE JUST WHAT SKILLS SHOULD BE TAUGHT. THE PROGRAM IS BASED ON THE CONCEPT THAT PHONICS IS THE SPOKEN WORD, THUS IT IS SUGGESTED THAT A LITERARY APPROACH BE USED IN WHICH THERE ARE A VARIETY OF WRITING AND ORAL ACTIVITIES. THE BASIC COMMON SOUND FOR SINGLE LETTERS SHOULD BE TAUGHT FIRST, THEN SKILLS SHOULD BE TAUGHT AS NEEDED. CONSONANT LETTERS CAN BE TAUGHT FOR AUDITORY CONTRAST. VOWEL SOUNDS CAN BE TAUGHT IN PAIRS OR GROUPS FOR CONTRAST. BLENDS, COMBINATIONS, PREFIXES AND SUFFIXES, SYLLABIFICATION, AND BASIC SPELLING RULES CAN BE TAUGHT AS THEY BECOME EVIDENT IN FOLKLORE TALES, AND AS THEY ARE EXPRESSED IN SUCH ACTIVITIES AS RECITATION, SINGING, DRAWING, DISCUSSION, AND THE CHILD'S CONSTRUCTIVE USE OF BASIC SOUND-LETTER RELATIONSHIPS. ED002188 THE USE OF FOLKLORE IN DEVELOPING PHONIC SKILLS AND FAMILIARITY WITH WORD MEANINGS AND CONTEXTS. LANGUAGE ARTS, TEAM A. 1965-00-00 15 N/A 1965 2016-11-22

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No Books Discussion Folk Culture Language Acquisition Language Arts Learning Experience Primary Education Story Telling Student Motivation Summer Programs Teaching Guides Teaching Methods MASSACHUSETTS CAMBRIDGE HARVARD BOSTON SUMMER PROGRAM Massachusetts SAMPLE QUESTIONS FOR TWO FOLKTALES, "MOLLY WHUPPIE" AND "THE FISHERMAN AND HIS WIFE," ARE POSED. THE QUESTIONS ARE DELIBERATELY WORDED TO EVOKE DISCUSSION, DISAGREEMENT, AND EVEN ARGUMENT. THE PURPOSE IS TO FOSTER INDIVIDUAL REACTION AND LIVELY DISCUSSION. THE QUESTIONS ARE DIVIDED INTO CATEGORIES ONLY FOR CONVENIENCE. EACH STORY IS CONSIDERED AS TO CHARACTERIZATION, PLOT, MOTIVATION, MORAL CONSIDERATIONS, THEME, SETTING, PERSONAL INVOLVEMENT, ANALOGIES, LANGUAGE, DICTION, STYLE, POINT OF VIEW, AND STRUCTURE. ED002189 1965 HARVARD-BOSTON SUMMER PROGRAM. LANGUAGE ARTS, TEAMS B AND C. 1965-00-00 10 N/A 1965 2016-11-22

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No Curriculum Guides Elementary Education Games Learning Experience Material Development Mathematical Concepts Mathematics Curriculum Number Concepts Questioning Techniques Summer Programs Teaching Methods HARVARD BOSTON SUMMER PROGRAM CAMBRIDGE MASSACHUSETTS Massachusetts THE PROGRAM ATTEMPTS TO TEACH NEW MATHEMATICAL CONCEPTS TO ELEMENTARY SCHOOL CHILDREN WITHOUT THE BURDEN OF LEARNING A COMPLETELY NEW VOCABULARY. THE PROGRAM WILL SEEK A HIGH DEGREE OF PUPIL INVOLVEMENT BROUGHT ABOUT BY FOSTERING A SPIRIT OF INQUIRY AND INVESTIGATION. THE ABSENCE OF "ANSWERS" FROM AN AUTHORITY WILL BE NOTED THROUGHOUT THE PROGRAM. FIVE GAMES ARE EMPLOYED TO DEVELOP THE CONCEPTS OF NUMBER LINES, EQUATIONS, FUNCTIONS, GRAPHING, AND SIGNED NUMBERS. ED002190 MATHEMATICS CURRICULUM. 1965-00-00 16 N/A 1965 2016-11-22

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No Arithmetic Bibliographies Educational Change Elementary School Teachers Games Mathematics Curriculum Mathematics Materials Summer Programs Teaching Guides Textbooks HARVARD BOSTON SUMMER PROGRAM MASSACHUSETTS CAMBRIDGE Massachusetts A BIBLIOGRAPHY OF BOOKS, PAMPHLETS, AND MAGAZINES WHICH WILL ASSIST THE ELEMENTARY SCHOOL TEACHER IN BUILDING A BACKGROUND FOR UNDERSTANDING THE CHANGES IN ELEMENTARY SCHOOL MATHEMATICS IS PRESENTED. NUMBER LINES, FRACTIONS, AND FUNDAMENTAL CONCEPTS ARE IMPORTANT TOPICS IN MANY OF THE PUBLICATIONS. A LISTING OF NINE PROGRAMS FOR TEACHING NEW MATHEMATICS AT THE ELEMENTARY LEVEL INCLUDES PUBLICATIONS AND MATERIALS AVAILABLE FROM EACH PROGRAM. THIRTY-EIGHT PUBLISHERS OF ARITHMETIC TEXTBOOKS ARE INCLUDED IN THE BIBLIOGRAPHY. ED002191 SECTION I--SELECTED BIBLIOGRAPHY IN MATHEMATICS--SECTION II--NEW MATHEMATICS PROGRAMS FOR THE ELEMENTARY LEVEL--SECTION III--LIST OF PUBLISHERS OF COMMERCIAL ARITHMETIC TEXTBOOKS (TITLE SUPPLIED). 1965-00-00 10 N/A 1965 2016-11-23

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No Administrator Role Community Involvement Community Resources Compensatory Education De Facto Segregation Educational Facilities Improvement Enrichment Activities Faculty Integration Grouping (Instructional Purposes) Instructional Materials Integration Studies School Desegregation Teacher Attitudes BUCKHEIMER, ARNOLD BUCKHEIMER, NAOMI Greenburgh School District NY NEW YORK New York GREENBURGH DISTRICT 8 IS LOCATED 25 MILES NORTH OF NEW YORK CITY IN WESTCHESTER COUNTY, WITH A POPULATION OF 12,000, 2,500 ARE SCHOOL PUPILS. RACIAL POPULATION IS 35 PERCENT NEGRO, 65 PERCENT WHITE. A WIDE RANGE OF RELIGIONS, NATIONALITIES, EDUCATIONAL LEVELS, AND ECONOMIC LEVELS IS EVIDENT IN THE COMMUNITY. THE FIRST NEGRO MEMBER OF A SCHOOL BOARD IN NEW YORK STATE WAS FROM GREENBURGH, AND WITH HIS ENCOURAGEMENT NEGROES BEGAN TO WORK FOR IMPROVEMENT IN SCHOOLS. AN ADMINISTRATOR WAS CHOSEN WHO WAS PERSONALLY COMMITTED TO DESEGREGATING THE SCHOOLS, COMMUNITY GROUPS ASSISTED IN ESTABLISHING RECREATION PROGRAMS WHICH BROUGHT TOGETHER YOUNGSTERS OF BOTH RACES. WITH THE INFLUX OF SUBSTANTIAL NUMBERS OF WHITE CHILDREN INTO THE SYSTEM, EFFORTS TO IMPROVE THE SCHOOLS GRADUALLY BEGAN TO MEET WITH SUCCESS. IN 1951, WAYS WERE SOUGHT TO END DE FACTO SEGREGATION. THE PRINCETON PLAN WAS ADOPTED. IT WAS FOUND THAT THE GREATEST SINGLE PROBLEM INVOLVED IN INTEGRATION WAS TO CHANGE ATTITUDES AND FEELINGS OF TEACHERS. EDUCATIONAL CONSULTANTS WERE SENT IN BY UNIVERSITIES IN THE METROPOLITAN AREA, PSYCHOLOGISTS AND GUIDANCE EXPERTS WERE HIRED, AND BALANCED CLASSES WERE SET UP. A STUDY TEAM OF PROFESSORS OF EDUCATION FROM NEW YORK UNIVERSITY EVALUATED PROGRESS AND MADE RECOMMENDATIONS. IT WAS FOUND THAT NEGRO CHILDREN WERE BEHIND WHITE YOUNGSTERS IN IQ, IN ACHIEVEMENT, AND IN RELATIVE GAIN FROM YEAR TO YEAR. TO OVERCOME THIS LAG, RECOMMENDATIONS WERE MADE TO ENRICH LEARNING EXPERIENCES, TO MAKE GREATER USE OF PHYSICAL AND HUMAN RESOURCES IN THE COMMUNITY, AND SECURE MORE AND BETTER INSTRUCTIONAL MATERIALS. MONETARY SUPPORT WAS GIVEN UNDER PROJECT ABLE. SPECIFIC PROCEDURES SUGGESTED TO ACHIEVE TRUE INTERGRATION ARE HETEROGENEOUS GROUPING, EARLY REMEDIATION TO LESSEN CULTURAL GAPS, HIGH SCHOOL GROUPING ACCORDING TO POTENTIAL, AND REEVALUATION OF THE CURRICULUM. ED002192 EQUALITY THROUGH INTEGRATION, A REPORT ON GREENBURGH SCHOOL DISTRICT NUMBER 8. 67 N/A 1965 2016-11-22

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No Administrator Guides Community Action Compensatory Education Educational Needs Financial Support Health Needs Heterogeneous Grouping Inservice Teacher Education Parent Participation Poverty Programs Preschool Education Small Classes Staff Role New York (Albany) New York (Albany) New York State Education Dept., Albany. ADMINISTRATORS ARE ADVISED TO BRING TOGETHER VOLUNTARY AND GOVERNMENT AGENCIES IN WELFARE, HEALTH, HOUSING, EDUCATION, AND EMPLOYMENT AS PARTICIPANTS IN DEVELOPING A COMMUNITY ACTION PROGRAM. AFTER ASSEMBLING ALL AVAILABLE INFORMATION ON THE POVERTY PROBLEM, THEY SHOULD DEVELOP A SET OF PROPOSALS TO ATTACK THE CAUSES OF POVERTY, CHOOSE A SPECIFIC AREA FOR THE PROGRAM, FORM A LOCAL COMMUNITY ACTION ORGANIZATION, AND GET TECHNICAL HELP IF NECESSARY. GUIDELINES ARE GIVEN ON FACTORS TO BE CONSIDERED IN ASSESSING LOCAL NEEDS AND SELECTING A PRIORITY LIST OF PROJECTS. ASPECTS OF THE PROGRAM FOR WHICH FEDERAL MONEY IS AVAILABLE ARE LISTED. THE GOVERNMENT WILL PAY UP TO 90 PERCENT OF THE COST OF PROGRAMS FOR THE FIRST 2 YEARS. STANDARDS TO BE MET ARE CONSIDERED UNDER THE FOLLOWING HEADINGS--EVIDENCE OF HEALTH AND SAFETY PROVISIONS FOR CHILDREN, EVIDENCE OF CAREFULLY SELECTED SUPERVISORY, TEACHING, CLERICAL, AND CUSTODIAL STAFF, SELECTION OF CHILDREN BASED ON THE HETEROGENEOUS CULTURAL GROUPING, EVIDENCE OF NEED, AGES, PHYSICAL MATURITY, AND FREEDOM FROM SEVERE PHYSICAL HANDICAPS, SMALL CLASSES AND LOW TEACHER-PUPIL RATIONS, A CHILDREN'S PROGRAM WHICH CONSISTS OF COMPENSATORY EDUCATION AND ENRICHMENT AND IS SUITABLE TO AGE LEVEL, A PROGRAM WHICH INVOLVES PARENTS AND INTERPRETS THE NURSERY SCHOOL AS A SUPPLEMENT TO THE HOME IN THE CHILD'S EDUCATION, PROBLEM-ORIENTED PLANS FOR INSERVICE EDUCATION, SUITABLE AND ADEQUATE EQUIPMENT AND FACILITIES, AND CAREFUL BUDGETING. ED002193 GUIDES FOR SCHOOL ADMINISTRATORS IN PREPARING APPLICATIONS FOR FUNDS FOR PROGRAMS FOR THREE AND FOUR YEAR OLD CHILDREN UNDER THE ECONOMIC OPPORTUNITY ACT, TITLE II-A. 1965-04-00 15 N/A 1965 2016-11-22

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No Child Development Centers Compensatory Education Minority Group Teachers Paraprofessional Personnel Preschool Education Resource Materials Staff Role Teacher Recruitment Teacher Supervision Teaching Guides DISTRICT OF COLUMBIA PROJECT HEAD START District of Columbia Office of Economic Opportunity, Washington, DC. THE GUIDELINES FOR THE SOURCES, RECRUITMENT, TRAINING, AND TYPE OF STAFF NEEDED FOR CHILD DEVELOPMENT CENTERS SUGGEST FOUR WAYS OF SECURING THE NEEDED STAFF--(1) PAID PROFESSIONALS, (2) PROFESSIONAL AND NONPROFESSIONAL VOLUNTEERS, (3) NEIGHBORHOOD RESIDENTS, ESPECIALLY PARENTS OF PARTICIPATING CHILDREN, AND (4) PROFESSIONAL WORKERS BORROWED FROM STAFFS OF PRIVATE AND PUBLIC COMMUNITY AGENCIES. THERE SHOULD BE A TEACHER IN CHARGE OF EACH GROUP OF 15 CHILDREN. SHE SHOULD BE A GRADUATE OF A 4-YEAR COLLEGE PROGRAM WITH A MAJOR IN NURSERY EDUCATION, NURSERY-KINDERGARTEN EDUCATION, OR EARLY CHILDHOOD EDUCATION. RECRUITMENT EFFORTS SUGGESTED INCLUDE USING EVERY SOURCE THAT CAN PROVIDE NAMES OF PEOPLE WITH THE DESIRED QUALIFICATIONS, AND USING THE NEW MEDIA TO PUBLICIZE JOB OPPORTUNITIES. ONE WAY A COMMUNITY CAN IMPROVE THE QUALITY OF ITS STAFF IS TO MAKE SURE THAT ALL TEACHERS WHO NEED IT GET HELP, SUPERVISION, AND TRAINING ON THE JOB. EVERY CLASS SHOULD HAVE AT LEAST ONE ASSISTANT TEACHER IN ADDITION TO THE TEACHER. TWO ASSISTANTS ARE NEEDED IN A FULL-DAY PROGRAM. THE TEACHERS'S ROLE EXTENDS BEYOND THAT OF THE NORMAL KINDERGARTEN. SHE WORKS WITH THE FAMILY AS WELL AS THE CHILD AND USES TECHNIQUES USUALLY ASSOCIATED WITH SOCIAL WORK, HEALTH, PARENT EDUCATION, AND NUTRITION. ALTHOUGH THE TEACHER TAKES THE INITIAL STEPS IN THESE AREAS, PROFESSIONAL HELP IS PROVIDED TO FOLLOW THROUGH. ED002194 THE STAFF FOR A CHILD DEVELOPMENT CENTER, PROJECT HEADSTART. 16 N/A 1965 2016-11-22

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No Child Development Centers Compensatory Education Curriculum Guides Disadvantaged Youth Preschool Education Staff Role Student Adjustment Student Development Student Improvement Teaching Methods DISTRICT OF COLUMBIA PROJECT HEADSTART District of Columbia Office of Economic Opportunity, Washington, DC. THE OBJECTIVES OF THE CHILD DEVELOPMENT CENTER PROGRAMS ARE TO HELP DISADVANTAGED PRESCHOOL CHILDREN LEARN TO WORK AND PLAY INDEPENDENTLY, TO RELATE WELL TO OTHER CHILDREN, TO DEVELOP SELF-IDENTITY, TO REALIZE OPPORTUNITIES TO STRIVE AND TO SUCCEED, TO BROADEN LANGUAGE SKILLS, TO BE CURIOUS, TO STRENGTHEN PHYSICAL SKILLS, TO DEVELOP CREATIVITY, AND TO CHANNEL DESTRUCTIVE IMPULSES CONSTRUCTIVELY. DEVELOPMENTAL PROBLEMS WITH DISADVANTAGED CHILDREN ARE OFTEN CAUSED BY LACK OF HOME STIMULATION AND MOTIVATION. SUGGESTIONS ARE GIVEN FOR THE ORGANIZATION OF SPACE AND EQUIPMENT. THEY CONSIDER PLACES FOR QUIET TIMES, AREAS FOR ACTIVE PHYSICAL WORK, LARGE AND SMALL AREAS, AND OPEN AND CONTAINED AREAS. THE CURRICULUM DEALS NOT ONLY WITH THE SUBJECT MATTER TO BE TAUGHT, BUT ALSO WITH THE METHODS TO BE TAUGHT, BUT ALSO WITH THE METHODS TO BE USED AND THE FLEXIBILITY TO BE ENCOURAGED. TEACHERS ARE ADVISED TO TEACH ON THE CHILD'S LEVEL, TO BE SENSITIVE TO CHILDREN'S IMMEDIATE INTERESTS RATHER THAN TO ADHERE STRICTLY TO A PRECONCEIVED PATTERN, AND TO RECOGNIZE THE IMPORTANCE OF CAREFULLY CHOSEN AND STURDY MATERIALS. CHILDREN ARE STIMULATED MUCH MORE BY ABSTRACT TOYS THAN BY THOSE THAT RESEMBLE TOO CLOSELY A SPECIFIC OBJECT. THE IMPORTANCE OF PROPER SCHEDULING IS STRESSED. SAMPLE SCHEDULES CONTAIN ALTERNATE PERIODS OF WORK AND PLAY, QUIET GROUP ACTIVITIES, AND OUTDOOR PLAY. EFFECTIVE TEACHING METHODS ARE GIVEN FOR THE DEVELOPMENT OF LANGUAGE SKILLS, CURIOSITY, A POSITIVE SELF-IMAGE, AND DISCIPLINE. STAFF PROFESSIONALISM CAN BE DEVELOPED THROUGH KEEPING RECORDS ABOUT THE CHILDREN AND USING THESE FOR EVALUATION PURPOSES, AND BY HAVING STAFF MEETINGS AND WORKSHOPS IN WHICH TEACHING TECHNIQUES AND PROBLEMS ARE DISCUSSED. ED002195 DAILY PROGRAM 1, FOR A CHILD DEVELOPMENT CENTER. PROJECT HEADSTART. 33 N/A 1965 2016-11-22

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No Child Development Centers Compensatory Education Disadvantaged Youth Family Influence Parent Education Parent Participation Poverty Programs Preschool Education PROJECT HEAD START DISTRICT OF COLUMBIA District of Columbia Office of Economic Opportunity, Washington, DC. THE FAMILY IS FUNDAMENTAL TO THE CHILD'S DEVELOPMENT AND PARENTAL COOPERATION IN THE EDUCATION OF CHILDREN IS IMPORTANT. HOW TO INVOLVE PARENTS IN CHILD DEVELOPMENT CENTERS, BENEFICIAL TYPES OF PARENT PARTICIPATION, PRECAUTIONS TO BE TAKEN TO ASSURE THE SAFETY AND PROTECTION OF THE CHILDREN, AND SUPPLEMENTARY PARENT PROGRAMS ARE DISCUSSED. THE TEACHER SHOULD VISIT THE HOMES SOON AFTER THE CHILDREN ARE ACCEPTED FOR THE CENTER, AND SHOULD INVITE MOTHERS TO ACCOMPANY THEIR CHILDREN TO SCHOOL. INVOLVEMENT OF PARENTS FROM POVERTY AREAS IN PRESCHOOL PROGRAMS MAY REQUIRE SUCH SPECIAL EFFORTS AS DIRECT PERSONAL CONTACT BY CLERGYMEN OR NEIGHBORHOOD MERCHANTS. PROFESSIONAL STAFF MEMBERS MAY USE INFLUENTIAL PARENTS OR COMMUNITY LEADERS TO EXPLAIN THE PROGRAM TO PARENTS. SOME WAYS IN WHICH COOPERATION CAN BE OBTAINED ARE INDIVIDUAL CONFERENCES, PARENT MEETINGS, AND SPECIAL COMMITTEES. CENTERS SHOULD GIVE PARENTS SOME FORMAL VOICE IN ESTABLISHING AND OPERATING POLICIES AND PROGRAMS, AND IN DECISION MAKING. ALL PARENTS MAY PARTICIPATE IN THE PROGRAM AS PART- OR FULL-TIME EMPLOYEES OR AS VOLUNTEERS, EFFORTS SHOULD BE MADE TO UTILIZE AND CAPITALIZE ON THE SKILLS, TALENTS, AND UNUSUAL EXPERIENCES OF PARENTS. ADDITIONAL PLANNED INSTRUCTION MAY BE DESIREABLE TO SUPPLEMENT PROGRAMS IN WHICH PARENTS PARTICIPATE, EXAMPLES ARE WORK-STUDY PERIODS, GUEST LECTURES, FILMS, REPORTS, AND DISCUSSIONS ON ASSIGNED READINGS. ED002196 PARENTS ARE NEEDED, SUGGESTIONS ON PARENT PARTICIPATION IN CHILD DEVELOPMENT CENTERS. PROJECT HEADSTART. 16 N/A 1965 2016-11-22

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No Administrator Guides Child Development Centers Compensatory Education Disadvantaged Youth Educational Equipment Equipment Utilization Instructional Materials Poverty Programs Preschool Education Teaching Guides PROJECT HEAD START DISTRICT OF COLUMBIA District of Columbia Office of Economic Opportunity, Washington, DC. A GUIDELINE FOR ADMINISTRATORS AND TEACHING IN CHILD DEVELOPMENT CENTERS FOR NURSERY SCHOOL AGE CHILDREN IS PRESENTED. IT LISTS EQUIPMENT AND SUPPLIES FOR A CLASS UNIT OF 15 CHILDREN. MANY OF THE ITEMS CAN BE MADE OR FOUND BY VOLUNTEERS. IDEAS FOR IMPROVISING AND FOR MAKING THE BEST USE OF EXISTING MATERIAL ARE INCLUDED. THE SUGGESTED EQUIPMENT AND SUPPLIES ARE LISTED ACCORDING TO THE TYPE OF ACTIVITY INVOLVED. SUCH ACTIVITIES AS INDOOR BLOCKBUILDING, HOUSEHOLD AND DRAMATIC PLAY, TABLE ACTIVITIES, ART ACTIVITIES, WOODWORK ACTIVITIES, MUSIC ACTIVITIES, SCIENCE PROJECTS, INDOOR AND OUTDOOR WATER PLAY, AND LITERATURE ACTIVITIES ARE MENTIONED. SUCH GENERAL EQUIPMENT AND SUPPLIES AS FURNITURE, AUDIOVISUAL AIDS, FOOD SERVICE FOR CENTERS WITH A FULL-DAY PROGRAM, PERMANENT FACILITIES, AND OUTDOOR EQUIPMENT ARE ALSO DESCRIBED. INEXPENSIVE PLAY MATERIALS FOR MOST OF THE ACTIVITY AREAS ARE LISTED. DIRECTIONS FOR MAKING PUPPETS ARE GIVEN. ED002197 EQUIPMENT AND SUPPLIES, GUIDELINES FOR ADMINISTRATORS AND TEACHERS IN CHILD DEVELOPMENT CENTERS. PROJECT HEADSTART. 16 N/A 1965 2016-11-22

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No Academic Achievement Academic Aptitude Achievement Rating High School Students Individualized Programs Interest Inventories Personality Studies Student Attitudes Student Development Student Motivation Talent Identification FLANAGAN, JOHN C. AND OTHERS PENNSYLVANIA Pennsylvania (Pittsburgh) Pennsylvania Pennsylvania (Pittsburgh) Pittsburgh Univ., PA. THE STEPS IN PLANNING AND CARRYING OUT THE INITIAL PROJECT ARE OUTLINED. THE PROJECT IS AIMED AT PROVIDING A SOUND FACTUAL BASIS WHICH WOULD ASSIST PARENTS, TEACHERS, AND SCHOOL ADMINISTRATORS IN HELPING EACH INDIVIDUAL TO REALIZE HIS GREATEST POTENTIAL. TESTS WERE DEVISED TO ANALYZE APTITUDE, ACHIEVEMENT, INTEREST, AND PERSONALITY. THE 2-DAY TEST BATTERY INCLUDED QUESTIONNAIRES ON STUDENT BACKGROUND AND LIFE HISTORY. THERE WERE ALSO MEASURES OF MOTIVATIONS, LEVELS OF VOCATIONAL AND ECONOMIC ASPIRATION, VALUE SYSTEMS, AND PERSONAL PLANS. THE TESTS WERE ADMINISTERED TO APPROXIMATELY 440,000 HIGH SCHOOL STUDENTS FROM A RANDOM SAMPLING OF ALL SECONDARY SCHOOLS IN THE UNITED STATES. A FOLLOWUP STUDY WILL BE MADE APPROXIMATELY ONE YEAR AFTER THESE STUDENTS GRADUATE. RESULTS EXPECTED ARE--A SET OF STANDARDS FOR EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT, A COMPREHENSIVE COUNSELING GUIDE, INCREASED UNDERSTANDING OF HOW YOUNG PEOPLE CHOOSE THEIR LIFE WORK, AND A BETTER UNDERSTANDING OF THE EDUCATIONAL EXPERIENCES THAT PREPARE STUDENTS FOR THEIR LIFE WORK. ED002198 DESIGNING THE STUDY. PROJECT TALENT MONOGRAPH SERIES, MONOGRAPH NUMBER 1. 1960-12-00 448 N/A 1965 2016-11-22

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No Curriculum Development Dropout Characteristics Dropout Research Guidance Programs Information Processing School Holding Power School Organization SCHRIEBER, DANIEL AND OTHERS DISTRICT OF COLUMBIA District of Columbia National Education Association, Washington, DC. ALTHOUGH THE DROPOUT PROBLEM IS ONE OF GREAT CONCERN AT BOTH LOCAL AND NATIONAL LEVELS, IT IS READILY APPARENT THAT THE PROBLEM IS NOT THE SAME EVERYWHERE IN THE COUNTRY. DROPOUT RATES VARY CONSIDERABLY FROM ONE COMMUNITY TO ANOTHER, AND EVEN DIFFER BETWEEN HIGH SCHOOLS IN THE SAME SCHOOL SYSTEM. LIMITATIONS IN PREVIOUS STUDIES OF THE PROBLEM HAVE BEEN IN TERMINOLOGY, RESEARCH INITIATION, DATA DETERMINATION, DATA COLLECTION, AND DATA INTERPRETATION. THE NEA DROPOUT STUDY WAS PERCEIVED AS A SIGNIFICANT GUIDANCE TOOL AND AS A RELIABLE ANNUAL INDEX AGAINST WHICH RENEWAL OR EXTENDED GUIDANCE EFFORTS MIGHT BE REVIEWED. IT WAS ALSO SEEN AS A TOOL FOR THE ACQUISITION OF PERTINENT DATA ON PUPIL NEEDS TO WHICH SCHOOL GUIDANCE SERVICES COULD ADDRESS THEMSELVES, AND FOR THE ESTABLISHMENT OF EFFECTIVE EARLY IDENTIFICATION PROCEDURES. INTERPRETATION OF RESULTS MAY LEAD TO CHANGES IN SCHOOL ORGANIZATION AND CURRICULUM DEVELOPMENT. THE STUDY SHOULD PROVIDE POSSIBILITIES FOR STANDARDIZING DROPOUT STUDIES IN AMERICAN SCHOOLS BY AIDING IN POLICY DEVELOPMENT, PROGRAM PLANNING, AND GUIDANCE AND COUNSELING. THE GUIDANCE FORM FOR DROPOUTS AND POTENTIAL DROPOUTS SHOULD REQUEST EASILY ACCESSIBLE INFORMATION, REQUIRE EXACT ANSWERS, INCLUDE A BUILT-IN SYSTEM OF DOUBLE-CHECKING RESPONSES, AND BE ECONOMICALLY FEASIBLE TO REPRODUCE. ALL INFORMATION GATHERED SHOULD LEND ITSELF TO COMPARABILITY. METHODS OF COMBINING DROPOUT DATA FOR ANALYSIS AND CALCULATING RATES OF PUPIL MOBILITY ARE PRESENTED. NUMBEROUS TABLES AND CHARTS ARE INCLUDED. ED002199 DROPOUT STUDIES, DESIGN AND CONDUCT. 1965-00-00 61 N/A 1965 2016-11-22

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No English Instruction Flexible Scheduling Grouping (Instructional Purposes) High School Students Seminars Teaching Methods Team Teaching Writing Skills DIESMAN, FLORENCE M. WASHINGTON PULLMAN Washington COMMENTS ARE MADE ON VARIOUS FORMS OF TEAM TEACHING. AT FERRIS HIGH SCHOOL, SPOKANE, A TEAM OF FOUR INSTRUCTORS TAUGHT ENGLISH TO 526 SOPHOMORES, IN LECTURE GROUPS OF ABOUT 250 EACH. THE DAY WAS DIVIDED INTO 26 15-MINUTE MODULES. CLASS LECTURES, SEMINARS, STUDY PERIODS, LABORATORIES WERE ALL COMPOSED OF VARIOUS COMBINATIONS OF THESE MODULES. LECTURES USUALLY LASTED 45 MINUTES, DISCUSSIONS 30 MINUTES. EVERY STUDENT HAD A 45-MINUTE WRITING LAB EACH WEEK. SEMINARS GROUPED 14-19 STUDENTS AROUND A TABLE IN A ROOM ESPECIALLY DESIGNED FOR SMALL GROUPS. STUDENT GROUPING WAS HOMOGENEOUS, BASED ON TEST DATA, PREVIOUS ACHIEVEMENT, AND TEACHER RECOMMENDATION. A STUDENT WAS MOVED TO ANOTHER MODULE WHEN HIS WORK IMPROVED OR THE TEACHER DECIDED HE WOULD BENEFIT MORE FROM ANOTHER SEMINAR SESSION. THE PURPOSE OF THE SEMINAR WAS TO APPLY THE MATERIALS DISCUSSED IN THE LECTURE AND TO PLAN THE STUDENT'S NEXT WRITING ASSIGNMENTS. WORLD HISTORY, GEOMETRY, AND ENGLISH WERE ALL PRESENTED BY THE TEAM TEACHING METHOD, LECTURES, SEMINARS, STUDY SESSIONS, OR LIBRARY WORK. NO BELLS WERE RUNG, TEACHERS DISMISSED STUDENTS AT THE END OF THEIR MODULE. THE BROOMFIELD HIGH SCHOOL IN COLORADO WAS CONSTRUCTED FOR THE MODULATED PROGRAM. THE LARGEST LECTURE GROUP CONTAINED MORE THAN 150 STUDENTS, WITH A 1 HOUR 15 MINUTE MODULE SCHEDULED FOR SCIENCE. SPECIAL FACILITIES FOR TEAM TEACHING WERE AT LAKEWOOD HIGH SCHOOL IN COLORADO. EACH ROOM WAS A TRIAD AND WAS USED AS ONE ROOM OR THREE BY PULLING DIVIDERS. A "PROGRAM BY CHOICE" AT ARVADA WEST HIGH SCHOOL IN JEFFERSON COUNTY, COLORADO, WAS PLANNED TO ACCOMODATE THE VARIOUS ABILITIES AND INTERESTS OF 800 HIGH SCHOOL STUDENTS. TWELVE UPGRADED ENGLISH COURSES WERE OFFERED, EACH LASTING 9 WEEKS. THE CHIEF VALUE OF TEAM WORK IS THAT TEACHERS PLAN TOGETHER, FORMULATE SPECIFIC GOALS, SHARE ACHIEVEMENTS, AND EVALUATE SUCCESSES OR FAILURES. THIS ARTICLE WAS PUBLISHED IN THE "ENGLISH JOURNAL" VOLUME 53, NUMBER 8, NOVEMBER 1964. ED002200 TEAM TEACHING HAS MANY FORMS. 1964-11-00 7 N/A 1965 2016-11-22

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No Child Welfare Childhood Needs Community Action Disadvantaged Disadvantaged Youth Educational Research Handicapped Children Health Programs Legislation Mental Retardation Parent Child Relationship Physical Disabilities Socioeconomic Influences Welfare Services OETTINGER, KATHERINE B. DISTRICT OF COLUMBIA District of Columbia Department of Health, Education, and Welfare, Washington, DC. PROGRESS IS BEING MADE TOWARD ERASING THE DISADVANTAGES OF THE MENTALLY RETARDED. MUCH PROGRESS HAS BEEN MADE IN RECOGNIZING THE HEALTH NEEDS OF THE RETARDED CHILD THROUGH SUBSTANTIAL LEGISLATION SPONSORED BY MANY BRANCHES OF GOVERNMENT, ACTION PROGRAMS STEMMING FROM BOTH PUBLIC AND VOLUNTARY SOURCES, AND A MOUNTING RESEARCH EFFORT. IN AN EFFORT TO GET AT CAUSATION OF MENTAL RETARDATION, THE 1,663 MATERNAL AND CHILD HEALTH AND MENTAL RETARDATION PLANNING AMENDMENTS AUTHORIZED GRANTS AS WELL AS AN APPROPRIATION, ADMINISTERED BY THE CHILDREN'S BUREAU, TO HELP STATE AND LOCAL HEALTH DEPARTMENTS PROVIDE PROGRAMS OF COMPREHENSIVE MATERNITY AND INFANT CARE FOR WOMEN. THE CHILDREN'S BUREAU THROUGH ITS PARTNERSHIP WITH THE STATES IS WORKING TOWARD THE RECOGNITION OF ALL THE NEEDS OF THE CHILD IN A PROGRAM OF CHILD WELFARE SERVICES. IT IS TRYING TO MAKE THE WHOLE SPECTRUM OF CHILD WELFARE SERVICES AVAILABLE TO THE CHILD IN HIS HOME IN ORDER TO DETERMINE WHETHER THE CHILD'S PROBLEM IS MENTAL RETARDATION OR CULTURAL DEPRIVATION. THE BUREAU IS ALSO ENCOURAGING INSTITUTIONS OF HIGHER LEARNING AND OTHER NONPROFIT ORGANIZATIONS TO UNDERTAKE PROJECTS WHICH MAY ADD NEW DIMENSIONS TO THE KINDS OF SERVICES WHICH COULD BE PROVIDED IN THE FORSEEABLE FUTURE. MANY OF THE ACCELERATED PROGRAMS OF THE BUREAU ARE DISCUSSED. THE BUREAU IS ALSO INTERESTED IN HEALTH AND WELFARE BEYOND THE NATIONAL BORDERS AND HAS DEVELOPED A RESEARCH PROGRAM TO THIS EXTENT. ED002201 THE DISADVANTAGED CHILDREN AND YOUTH OF AMERICA. 1965-06-00 16 N/A 1965 2016-11-22

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No Academic Achievement Biology College Instruction Comparative Analysis Conventional Instruction Educational Television Lecture Method Science Instruction Student Attitudes WOODWARD, JOHN C. Florida (Coral Gables) Florida Miami Univ., Coral Gables, FL. Univ. Coll. TO DETERMINE WHICH TEACHING METHOD WAS MORE EFFECTIVE, STUDENT ATTITUDE AND STUDENT ACHIEVEMENT WERE COMPARED BETWEEN TELEVISION (TV) LECTURES AND DIRECT CLASS LECTURES GIVEN BY THE SAME INSTRUCTOR AND COVERING THE SAME MATERIAL. THE LECTURE GROUP (126 STUDENTS) HAD SIGNIFICANTLY GREATER NUMBERS OF UPPERCLASSMEN, AND MORE OF THE STUDENTS PLANNED TO STUDY EDUCATION THAN BUSINESS ADMINISTRATION IN LATER EDUCATION. THE TV GROUP (543) HAD MORE MALES. THERE WERE NO SIGNIFICANT DIFFERENCES IN OTHER FACTORS. TO TEST DIFFERENCE IN ATTITUDE, AN ATTITUDE SCALE WAS DEVELOPED. FORMS WERE FILLED OUT BY THE STUDENTS AND ANALYZED BY A COMPUTER. ACHIEVEMENT WAS EVALUATED BY COMPARISONS OF SCORES ON A MIDTERM EXAM. THE MEAN ACHIEVEMENT FOR THE DIRECT LECTURE GROUP WAS HIGHER WITH A STUDENT'S RATIO ANALYSIS INDICATING SIGNIFICANT DIFFERENCE (.001 LEVEL). A FINAL EXAMINATION OF 100 QUESTIONS WAS ALSO ANALYZED. AGAIN, THE MEAN DIFFERENCE WAS SIGNIFICANTLY DIFFERENT AND FAVORED THE DIRECT LECTURE GROUP. THE DIRECT LECTURE METHOD WAS SIGNIFICANLY SUPERIOR TO TV. AS A RESULT, BIOLOGY CLASSES (FALL OF 1964) WERE TAUGHT BY DIRECT LECTURE METHOD WITH TV USED ONLY FOR SPECIAL DEMONSTRATIONS. ED002202 ATTITUDE AND ACHIEVEMENT COMPARISONS FOR DIRECT AND TELEVISION CLASSES IN BIOLOGICAL SCIENCE - REPORT 3. 1964-06-00 30 N/A 1965 2016-11-22

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No Autoinstructional Aids Computer Assisted Instruction Computer Oriented Programs Educational Technology Equipment Utilization Laboratories School Districts Teaching Machines SILBERMAN, HARRY F. California (Santa Monica) California System Development Corp., Santa Monica, CA. THE COMPUTER SYSTEM CONCEPT WILL BE DEVELOPED IN TWO WAYS--FIRST, A DESCRIPTION WILL BE MADE OF THE SMALL COMPUTER-BASED TEACHING MACHINE WHICH IS BEING USED AS A RESEARCH TOOL, SECOND, A DESCRIPTION WILL BE MADE OF THE LARGE COMPUTER LABORATORY FOR AUTOMATED SCHOOL SYSTEMS WHICH ARE BEING DEVELOPED. THE FIRST MACHINE CONSISTS OF THREE ELEMENTS-- A BENDIX G-15 COMPUTER, A LARGE RANDOM ACCESS SLIDE PROJECTOR, AND AN ELECTRIC TYPEWRITER. THE STUDENT SITS IN FRONT OF THE TYPEWRITER AND READS INSTRUCTIONAL ITEMS WHICH ARE DISPLAYED BY REAR-VIEW PROJECTION FROM 35 MM SLIDES IN THE RANDOM ACCESS PROJECTOR. HE THEN ENTERS HIS MULTIPLE CHOICE ANSWER ON THE TYPEWRITER. ANSWERS ARE RECORDED AND EVALUATED IN THE COMPUTER. FEEDBACK IS SUPPLIED BY A TYPEWRITER PRINTOUT. THE COMPUTER DERTERMINES WHICH SLIDE TO PRESENT NEXT AND SELECTS THAT SLIDE FROM THE PROJECTOR, THEN THE CYCLE IS REPEATED. THE DECISION CRITERIA GOVERNING SLIDE SELECTION ARE PREPROGRAMED BY THE PERSON DESIGNING THE LESSON. THE COMPUTER MAY BE PROGRAMED TO SELECT DIFFERENT SLIDE SEQUENCES IN RESPONSE TO A VARIETY OF STUDENT BEHAVIOR. BECAUSE OF SOME LIMITATIONS OF THE MACHINE, A MUCH ENLARGED FACILITY CALLED CLASS (COMPUTER-BASED LABORATORY FOR AUTOMATED SCHOOL SYSTEMS) IS BEING INSTALLED. THE CONTROL UNIT FOR THE CLASS FACILITY IS A LARGE PHILCO 2000 GENERAL-PURPOSE DIGITAL COMPUTER. THE CLASSROOM WHICH IS CONTROLLED BY THIS MACHINE CONTAINS 22 DISPLAY UNITS, 22 RESPONSE DEVICES, AND MONITORING EQUIPMENT FOR THE TEACHER. CLASS ALSO HAS SPECIAL ROOMS FOR SIMULATING THE COUNSELING AND ADMINISTRATIVE FUNCTIONS IN A SCHOOL. CENTRAL RECORDING APPARATUS, ONE-WAY WINDOWS, AND CLOSED-CIRCUIT TELEVISION PROVIDE FOR CLASSROOM OBSERVATION. EACH STUDENT HAS A DISPLAY UNIT AND A RESPONSE DEVICE. THE COMPUTER RECORDS AND ANALYZES ANSWERS, AND THEN DETERMINES WHAT ITEM THE STUDENT SHOULD SEE NEXT. THE CLASS FACILITY CAN BE USED AS A GROUP MODE. THIS PAPER WAS PRESENTED TO THE NATIONAL CONVENTION OF THE DEPARTMENT OF AUDIOVISUAL INSTRUCTION OF THE NEA (MIAMI, APRIL 25, 1961). ED002203 THE COMPUTER CONCEPT OF SELF-INSTRUCTIONAL DEVICES. 1961-05-00 5 N/A 1965 2016-11-22

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No Career Choice Educational Improvement Educational Planning Educational Technology Systems Approach STEWART, DONALD NATIONAL SCIENCE FOUNDATION TECHNIQUES IN EDUCATION MUST BE DEVELOPED WHICH ARE IN KEEPING WITH TECHNOLOGICAL ADVANCE. A DOCTRINE OF "CONCURRENCY" IS NECESSARY SO THAT EDUCATION WILL COINCIDE WITH NEW DEVELOPMENTS IN SOCIETY. A SYSTEM APPROACH IN EDUCATION CAN DO THIS BY PROVIDING A CONCEPTUAL FRAMEWORK FOR PLANNING, ORDERLY CONSIDERATION OF FUNCTIONS AND RESOURCES, AND A PHASED AND ORDERED SEQUENCE LEADING TO THE ACCOMPLISHMENT OF SPECIFIED AND OPERATIONALLY DEFINED ACHIEVEMENTS. A SYSTEMS APPROACH SHOULD PROVIDE A WAY TO CHECK RELATION OF PERFORMANCE TO FACTORS REQUIRED BY ECONOMY. THE LATTER REQUIRES SOME NATIONAL CONTROL OF THE TRAINING AND EDUCATION DEVELOPED THROUGH THE SYSTEM. THE PROPOSED SUBSYSTEMS TO THE OVERALL SYSTEM WILL ELIMINATE SUCH EXISTING PROBLEMS AS SURPLUS SKILLED UNEMPLOYMENT, BALANCE OF UNEMPLOYMENT THROUGHOUT THE COUNTRY, AND DISPARITY IN ACHIEVEMENT CAUSED BY INDIVIDUAL DIFFERENCES. FROM ESTABLISHED SKILL AND PROGNOSIS OF FUTURE EMPLOYMENT NEEDS, AN ASSESSMENT CAN BE MADE OF THE PROBABLE CONTENT TO BE TAUGHT. CORRESPONDING CURRICULUM CHANGES MUST KEEP PACE WITH THE PREDICTED NEEDS AND CAN BE COMPUTER DIAGNOSED. A SPECIFIC TRAINING PERIOD WILL RELY ON COMPUTER ANALYSIS OF THE FUNCTIONS A STUDENT IS DIRECTED TOWARD. A PARTICULAR STUDENT'S QUALIFICATIONS WILL BE COMPUTER ASSESSED TO NARROW FIELDS FOR HIS CHOICE OF CAREER. A BIBLIOGRAPHY IS INCLUDED. ED002204 A SYSTEM APPROACH FOR EDUCATION. 1963-07-00 17 N/A 1965 2016-11-22

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No Equipment Utilization Instructional Materials Programed Instruction Resource Materials Teaching Guides Teaching Machines RYAN, WILLIAM F. New York (Albany) New York (Albany) New York State Education Dept., Albany. A HANDBOOK TO GUIDE AND DIRECT EDUCATORS IN NEW YORK STATE IN UNDERSTANDING, SELECTING, UTILIZING, AND EVALUATING TEACHING MACHINES AND PROGRAMED LEARNING MATERIALS IS PRESENTED. THE FOLLOWING AREAS ARE INCLUDED--(1) ADMINISTRATION, GUIDELINES FOR THE ADMINISTRATION IN ACHIEVING THE GOAL OF EFFECTIVE, MEANINGFUL USE OF PROGRAMED INSTRUCTION, (2) PROGRAMS AND PROGRAMING, PREPARATION FOR THE INTRODUCTION OF PROGRAMING INTO A SCHOOL DISTRICT, RESPONSIBILITY FOR PROGRAM SELECTION, AND THE SELECTION OF PROGRAMS FOR CLASSROOM USE, (3) TEACHING MACHINES AND PROGRAMED TEXTS, THE CHARACTERISTICS, EDUCATIONAL STANDARDS, PROGRAM AND FRAME EVALUATION, TECHNICAL STANDARDS OF PROGRAMED TEXTS AND TEACHING MACHINES, AND THE TESTING OF PROGRAMS BEFORE CLASSROOM USE, (4) UTILIZATION IN THE CLASSROOM, THE UTILIZATION OF PROGRAMED MATERIAL, PREPARATION BEFORE USING THE PROGRAM, PRINCIPLES OF USE OF THE PROGRAM, AND FOLLOWUP ACTIVITIES AFTER USING THE PROGRAM. ALSO GIVEN ARE DEFINITIONS OF PROGRAMED INSTRUCTION AND TEACHING MACHINES, SELECTED READING INCLUDING A BIBLIOGRAPHY, A BIBLIOGRAPHY OF MEDIA, AND SUPPLEMENTARY REFERENCES, A GLOSSARY OF TERMS AND THE TECHNOLOGICAL DEVELOPMENT PROJECT (TDP) GLOSSARY, A DIRECTORY OF PUBLISHERS AND MANUFACTURERS, AND APPENDIXES. ED002205 A HANDBOOK OF PROGRAMED LEARNING INFORMATION. 1964-04-00 9 N/A 1965 2016-11-22

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No Disadvantaged Youth Language Arts Material Development Reading Difficulty Reading Level Resource Materials Vocabulary Development Writing Exercises OLSEN, JAMES NEW YORK New York (New York) New York New York (New York) GUIDELINES FOR WRITING DIRECTIONS AND FOR WRITING EXERCISES FOR THE DISADVANTAGED WHO ARE ON THE LOWEST READING LEVEL ARE PRESENTED. SENTENCE AND LANGUAGE STUCTURE SHOULD BE SIMPLE, BRIEF, AND CONVERSATIONAL. DIRECTIONS SHOULD BE CONSIDERED A PART OF THE TEXT AND SHOULD BE ON THE SAME READING LEVEL. DIRECTIONS SHOULD BE CONSIDERED A PART OF THE TEXT AND SHOULD BE ON THE SAME READING LEVEL. DIRECTIONS SHOULD BE SPECIFIC AND AUTHORITATIVE, THEY SHOULD BE ILLUSTRATED BY EXAMPLES. RULES ARE PRESENTED TO HELP AVOID TROUBLE AREAS IN EXERCISE CONSTRUCTION AND TO DEVELOP PROFICIENCY IN THE WRITING OF DIFFERENT KINDS OF EXERCISES. EXERCISES HAVE AN IMPORTANT FUNCTION IN HELPING YOUNG ADULTS OVERCOME NEGATIVE SELF-IMAGES. SAMPLE STYLES ARE GIVEN OF VOCABULARY EXERCISES AND OF READING COMPREHENSION EXERCISES. THIS PAPER WAS PRESENTED TO THE CONFERENCE ON CURRICULUM AND TEACHING IN DEPRESSED URBAN AREAS (4TH, NEW YORK CITY, JUNE 21-JULY 2, 1965). ED002206 SOME SUGGESTED GUIDLINES FOR WRITING MATERIALS FOR THE DISADVANTAGED. 1965-07-00 9 N/A 1965 2016-11-22

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No Elementary School Students Foreign Culture Independent Study Mathematical Concepts Monetary Systems Study Guides HARVEY, LOIS F. AND OTHERS California (San Diego) California (San Diego) San Diego County Dept. of Education, CA. A BOOKLET DESIGNED FOR ELEMENTARY SCHOOL STUDENTS TO BE USED INDEPENDENTLY FROM AND IN ADDITION TO THE REGULAR CLASSROOM CURRICULUM IN MATHEMATICS IS PRESENTED. THE OPERATIONS OF ADDITION, SUBTRACTION, MULTIPLICATION, AND DIVISION ARE GIVEN PRACTICAL IMPORTANCE BY THEIR APPLICATION IN THE USE OF MONEY AND FOREIGN MONEY EXCHANGE. THE GUATEMALAN, MEXICAN, AND ENGLISH SYSTEMS OF MONEY ARE EXPLAINED AND COMPARED WITH THAT OF THE UNITED STATES. THE TEACHER SHOULD IDENTIFY POTENTIAL USERS, ORIENT THEM TO THE AREA TO BE EXPLORED, AND STIMULATE AND MAINTAIN THEIR INTEREST IN SUSTAINED INDEPENDENT EFFORT. ED002207 WE TRAVEL WITH MONEY--INDEPENDENT LEARNING BOOKLET. 1961-00-00 50 N/A 1965 2016-11-22

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No City Government Curriculum Development Grade 4 Grade 5 Social Studies Teaching Guides Teaching Methods MASSACHUSETTS CAMBRIDGE Massachusetts A STUDY UNIT ON THE CITY WILL ALLOW THE STUDENT TO DISCOVER WHAT A CITY HAS TO OFFER AND HOW TO MAKE THE MAXIMUM USE OF IT. THE STUDENT SHOULD BE ABLE TO SEE HIS CULTURE, AND HIMSELF AS AN INDIVIDUAL, AS A PART OF THE WHOLE CITY. IN PRESENTING THE UNIT CONTENT, EFFORTS SHOULD BE MADE TO UTILIZE THE KNOWLEDGE AND EXPERIENCE OF THE STUDENT IN ORDER TO MOTIVATE HIS INQUIRY. CONTENT AREAS INCLUDE FOOD, RECREATION, PROTECTION, HABITAT, AND OCCUPATION. ACTIVITIES WHICH STRESS STUDENT INQUIRY, SELF-INSTRUCTION, AND SELF-EVALUATION ARE INTERVIEWING RESIDENTS OF THE SCHOOL NEIGHBORHOOD, WORKING WITH MAPS AND AERIAL PHOTOGRAPHS, MAKING FIELD TRIPS, GIVING ORAL AND WRITTEN REPORTS, AND ROLEPLAYING. ED002208 SOCIAL STUDIES TEAM B, PROPOSAL FOR A UNIT ON THE CITY (GRADES 4-5). 1965-00-00 6 N/A 1965 2016-11-22

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No Biology Curriculum Guides Grade 10 Independent Study Instructional Materials Problem Solving Skill Development Teaching Methods Units of Study KOPEF, RUTH California (Los Angeles) California (Los Angeles) Los Angeles City Schools, CA. A TENTH-GRADE BIOLOGY CURRICULUM GUIDE IS PRESENTED. THE FOUR UNITS OF STUDY ARE FOUNDATIONS OF LIFE, VARIETY OF LIFE, DISTRIBUTION OF LIFE, AND CONTINUITY OF LIFE. ALSO INCLUDED ARE AN OUTLINE COURSE OF STUDY, A STATEMENT OF COURSE OBJECTIVES, SAFETY RULES AND REGULATIONS, A DESCRIPTION OF FIVE TEACHING METHODS (CLASS DISCUSSION, THE DEMONSTRATION, AND LABORATORY, THE FIELD TRIP, AND THE CASE STUDY), EVALUATION METHODS, AUDIOVISUAL MATERIALS, AND A SUPPLEMENT FOR TEACHING THE SLOW LEARNER. THE COURSE AIMS TO PROVIDE THE STUDENT WITH BASIC CONCEPTS PERTAINING TO HIS ENVIRONMENT AND TO AID HIM IN DEVELOPING SKILLS IN PROBLEM SOLVING WHICH ARE HELPFUL IN DAILY LIFE. EMPHASIS IS PLACED UPON PROVIDING OPPORTUNITIES FOR THE STUDENT TO CONDUCT INDEPENDENT WORK THROUGH ACTIVE PARTICIPATION IN LABORATORY INVESTIGATIONS. ED002209 BIOLOGY 1, OUTLINE COURSE OF STUDY, SENIOR HIGH SCHOOLS. 1963-00-00 84 N/A 1965 2016-11-22

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No American History Citizenship Curriculum Guides Instructional Improvement Secondary Education Talent Development Teaching Methods Units of Study MATHIS, JAMES L. Texas (Houston) Texas (Houston) Houston Independent School District, TX. TO PROVIDE MEANINGFUL INSTRUCTION, THE FOLLOWING OBJECTIVES ARE GIVEN--TO ACQUAINT THE STUDENT WITH PRINCIPAL EVENTS IN THE HISTORY OF THE UNITED STATES, TO DEVELOP APPRECIATION OF BASIC DEMOCRATIC PRACTICES, TO PROMOTE A DESIRE FOR GOOD CITIZENSHIP, TO INFORM STUDENTS OF THE BASIC RIGHTS GUARANTEED BY THE CONSTITUTION, TO OUTLINE A PROJECT OF STUDY, AND TO SUGGEST LEARNING ACTIVITIES APPROPRIATE TO THE INTERESTS AND ABILITIES OF STUDENTS INVOLVED IN THE PROGRAM. NINE UNITS OF STUDY, PRIMARILY ON A CHRONOLOGICAL BASIS, ARE--INTRODUCTION TO HISTORY, STUDY OF MAPS AND GLOBES (1 WEEK), DISCOVERY, EXPLORATION, AND COLONIZATION OF THE NEW WORLD (4 WEEKS), THE BEGINNING OF A NEW NATION (9 WEEKS), THE GROWTH OF OUR NATION (4 WEEKS), ADVANCEMENTS IN THE UNITED STATES,1800-1950 (4 WEEKS), THE UNITED STATES BECOMES A WORLD POWER (4 WEEKS), AND CITIZENSHIP (2 WEEKS). EACH IS OUTLINED ACCORDING TO CONTENT, SUGGESTED TEACHER PROCEDURES, AND MATERIALS. SUPPLEMENTAL LISTS OF STUDENT REFERENCES AND AUDIOVISUAL AIDS ARE INCLUDED. AN APPENDIX SUGGESTS SPECIAL STUDENT PROJECTS, FIELD TRIPS, AND DISPLAY AND USE OF THE FLAG. ASSIGNMENTS SHOULD BE DEFINITE, LIMITED, CLEARLY OUTLINED IN A STEP-BY-STEP PROCEDURE, AND CREATE DESIRE FOR ACHIEVEMENT. FOR THE TEACHER'S BENEFIT, THERE ARE EXPLANATIONS ABOUT REASONS FOR STUDYING HISTORY, TEXTBOOK REFERENCES, SUPPLEMENTARY READINGS, STUDENT PROJECTS, FIELD TRIPS, CLASS DISCUSSIONS, BULLETIN-BOARD DISPLAYS, A CLASS SCRAPBOOK, AND AUDIOVISUAL MATERIALS. EIGHT CURRICULUM BULLETINS ARE LISTED. ED002210 AMERICAN HISTORY-LEVEL IV FOR USE IN TALENT PRESERVATION PROJECT SECONDARY SCHOOLS. 1963-00-00 59 N/A 1965 2016-11-22

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No Curriculum Guides Human Relations Integrated Curriculum Primary Education Social Studies Student Adjustment Student Needs Units of Study Pennsylvania (Pittsburgh) Pennsylvania (Pittsburgh) Pittsburgh Board of Public Education, PA. THE SOCIAL STUDIES PROGRAM FROM KINDERGARTEN THROUGH GRADE 3 SHOULD HELP MEET THE PHYSICAL, SOCIAL, EMOTIONAL, AND MENTAL NEEDS OF THIS AGE GROUP. INTEGRATED LEARNING WITH OTHER STUDIES AND THE VALUE OF CURRENT EVENTS IN THE PROGRAM ARE DISCUSSED. THE GOAL OF THE PROGRAM IS TO GIVE THE CHILD AN UNDERSTANDING OF HUMAN RELATIONS AND ADJUSTMENTS. IN ORDER TO REACH THIS GOAL, THE CURRICULUM IS DIVIDED INTO FOUR BROAD UNITS COVERING THE 4 YEARS--OUR FRIENDS AND HELPERS, FAMILIES AT SCHOOL AND HOME, MAN'S INTERDEPENDENCE, AND PITTSBURGH. IT IS SUGGESTED THAT THE SOCIAL STUDIES PROGRAM IS BEST CARRIED OUT THROUGH EXPERIENCE UNITS. METHODS OF IMPLEMENTING THE UNITS ARE GIVEN. BASIC CONCEPTS, SKILLS, VOCABULARY, AND ACTIVITIES FOR EACH GRADE LEVEL ARE INCLUDED. ALSO GIVEN ARE LISTS OF SUPPLEMENTARY BOOKS, AUDIOVISUAL AIDS, AND RECOMMENDED FIELD TRIPS. ED002211 SOCIAL STUDIES COURSE OF STUDY, KINDERGARTEN, GRADES 1, 2, AND 3. 1964-02-00 135 N/A 1965 2016-11-22

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No Cultural Background Cultural Differences Demography Economic Status Educational Problems Puerto Ricans Student Teacher Relationship New York (New York) New York (New York) New York City Board of Education, Brooklyn, NY. THE LARGE INFLUX OF PUERTO RICAN RESIDENTS INTO NEW YORK CITY HAS BEEN MOST DEEPLY FELT IN THE SCHOOL SYSTEM. PROBLEMS HAVE ARISEN BECAUSE AMERICAN TEACHERS FIND IT DIFFICULT TO COPE WITH THE CHALLENGE OF NEW CUSTOMS AND LANGUAGE PRESENTED BY THESE STUDENTS. TO HELP BROADEN THE UNDERSTANDING IN THIS NEW STUDENT-TEACHER RELATIONSHIP, INFORMATION ABOUT PUERTO RICAN LIFE, BOTH IN PUERTO RICO AND IN NEW YORK CITY, HAS BEEN GATHERED. THE FIRST SECTION IS ABOUT PUERTO RICO, AND GIVES AN HISTORICAL BACKGROUND, INSIGHT INTO THE COUNTRY'S ECONOMY AND ITS UNITED STATES DOMINATED POLITICS, AND INFORMATION ABOUT THE PUERTO RICAN'S PROBLEM IN THE UNITED STATES, REASONS FOR MIGRATING, AND THE TYPES OF MIGRANTS. ATTENTION IS GIVEN TO THEIR PROBLEMS OF ADJUSTMENT TO A NEW ENVIRONMENT INCLUDING HOUSING AND WORK FACILITIES. THE ECONOMIC STATUS OF THE IMMIGRANTS, THE TYPES OF NEIGHBORHOODS IN WHICH THEY LIVE, THE SCHOOLS THEY ATTEND, AND THE INTERACTION OF PUERTO RICAN AND AMERICAN CULTURES ARE ALSO DISCUSSED. ED002212 PUERTO RICAN PROFILES, RESOURCE MATERIALS FOR TEACHERS. 1964-07-07 96 N/A 1965 2016-11-22

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No Curriculum Development Educational Improvement Educational Methods Educational Programs Gifted Identification National Programs BRYAN, J. NED AND OTHERS DISTRICT OF COLUMBIA District of Columbia Department of Health, Education, and Welfare, Washington, DC. A GENERAL DISCUSSION OF VARIOUS PROGRAMS OF EDUCATION FOR THE GIFTED STUDENT AS THEY EXIST IN THE UNITED STATES TODAY IS PRESENTED. THE ACADEMICALLY TALENTED CONSIST OF THE TOP 20 PERCENT OF THE STUDENTS AS DEFINED BY THE INADEQUATE, BUT USEFUL, INTELLIGENCE QUOTIENT. THE "GIFTED" STUDENTS ARE THE TOP 4 PERCENT, AND THE "HIGHLY GIFTED" ARE THE TOP 0.1 PERCENT. OTHER CRITERIA USED IN IDENTIFYING THE GIFTED ARE ACHIEVEMENT AND TEACHER JUDGMENT. ALSO INCLUDED IS THE HISTORICAL PERSPECTIVE FROM WHICH THE CONSIDERATION ARISES, AS WELL AS CURRENT ACTIVITIES SUCH AS THAT OF THE COOPERATIVE RESEARCH PROGRAM. NATIONAL AND REGIONAL EFFORTS TO IMPROVE EDUCATION FOR THE GIFTED ARE QUITE NUMEROUS. INCLUDED ARE FEDERAL AND PROFESSIONAL ASSOCIATIONS AND UNIVERSITY EFFORTS TO IMPROVE THE CURRICULUM, THE NATIONAL DEFENSE EDUCATION ACT OF 1958 AND THE NATIONAL SCIENCE FOUNDATION EFFORTS TO INCREASE AND IMPROVE TEACHER TRAINING AND TEACHING METHODS, THE TALENT DEVELOPMENT PROJECT OF THE UNITED STATES OFFICE OF EDUCATION, NATIONAL AND REGIONAL NONGOVERNMENTAL ACTIVITIES FOR THE GIFTED STUDENT, AND THE NATIONAL MERIT SCHOLARSHIP PROGRAM. STATES SUCH AS CALIFORNIA, ILLINOIS, AND NORTH CAROLINA HAVE THEIR OWN AGENCIES. CITIES SUCH AS PORTLAND, OREGON, ST. LOUIS, MISSOURI, INDIANAPOLIS, INDIANA AND LOS ANGELES, CALIFORNIA, HAVE PERSONNEL WITH THEIR SYSTEM WHO CONCENTRATE ON PROGRAMS FOR THE INTELLECTUALLY SUPERIOR STUDENT. ED002213 EDUCATION FOR THE GIFTED. 1964-04-00 1 N/A 1965 2016-11-22

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No Community Involvement Gifted High Schools Mathematics Curriculum Mathematics Instruction Science Curriculum Science Instruction Seminars Student Projects INDIANA Indiana Indiana County Public Schools, PA. BEGINNING IN 1958, STUDENTS SHOWING EXCEPTIONAL PROMISE IN SCIENCE AND MATHEMATICS WERE GIVEN AN OPPORTUNITY TO PARTICIPATE IN A YEAR-ROUND SEMINAR. STUDENTS WERE CHOSEN ON THE BASIS OF THEIR INTEREST, ABILITIES, AND THEIR PERFORMANCE ON A WRITTEN TEST. THEY ENTERED THE PROGRAM AT THE END OF THEIR FRESHMAN YEAR AND COULD REMAIN IN IT THROUGHOUT HIGH SCHOOL AS LONG AS THEIR GENERAL SCHOOL PERFORMANCE, SEMINAR ATTENDANCE, AND SEMINAR QUIZ GRADES AND PERFORMANCE WERE SATISFACTORY. THE SEMINAR WAS A JOINT EFFORT BETWEEN THE INDIANA COUNTY SCHOOL DISTRICTS AND THE INDUSTRIES OF THE SURROUNDING AREA AND WAS A VOLUNTARY EXTRA-CURRICULAR ACTIVITY FOR ALL INVOLVED. SEMINAR SPEAKERS AND PROJECT SUPERVISORS WERE PROVIDED FROM THE VARIOUS INDUSTRIES PARTICIPATING. STUDENTS WERE EXPECTED TO BEGIN INDIVIDUAL PROJECTS NOT LATER THAN THE BEGINNING OF THEIR JUNIOR YEAR AND TO COMPLETE THEM DURING THAT YEAR OR THE SENIOR YEAR. THEY COULD THEN PRESENT THE PROJECT FORMALLY AT A PUBLIC DISPLAY, AND PRESENT IT DURING ONE OF THE SEMINAR PERIODS RESERVED FOR THAT PURPOSE. SEMINAR PARTICIPATION WAS LIMITED TO ABOUT 30 STUDENTS PER YEAR. A LIST OF SEMINAR TOPICS COVERED DURING THE FIRST 2 YEARS WAS INCLUDED. ED002214 SCIENCE AND MATHEMATICS SEMINAR, A PROGRAM FOR GIFTED SENIOR HIGH SCHOOL STUDENTS. 1964-00-00 22 N/A 1965 2016-11-22

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No Curriculum Development Educational Improvement Educational Methods Equipment Utilization Instructional Materials Public Schools Illinois (Chicago) Illinois (Chicago) Chicago Public Schools, IL. A GENERAL DISCUSSION OF METHODS AND MATERIALS UTILIZED IN UPDATING MOST DEPARTMENTS OF THE CHICAGO PUBLIC SCHOOLS FROM 1953 TO 1964 IS PRESENTED. EMPHASIS IS PLACED ON THE WAYS IN WHICH THE SCIENCE DEPARTMENTS OF BOTH THE ELEMENTARY AND SECONDARY SCHOOLS WERE IMPROVED. OTHER IMPROVEMENTS DISCUSSED INCLUDE THOSE FOR MATHEMATICS, FOREIGN LANGUAGE INSTRUCTION, PROGRAMED INSTRUCTION, LANGUAGE ARTS, AUDIOVISUAL SERVICES, AND EDUCATIONAL TELEVISION. SHORT COMMENTS ARE INCLUDED CONCERNING WAYS TO INCREASE TEACHER COMPREHENSION AND UTILIZATION OF THE NEW MATERIALS, TO PROVIDE MORE EFFICIENT METHODS OF STORAGE, AND TO FINANCE THE MATERIALS. ED002215 NEW EDUCATIONAL MATERIALS IN THE CHICAGO PUBLIC SCHOOLS. 1964-08-00 40 N/A 1965 2016-11-23

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No Curriculum Guides Family Life Family Planning Grade 12 Homemaking Skills Resource Materials Teaching Methods California (Los Angeles) California (Los Angeles) Los Angeles City Schools, CA. A 12TH-GRADE INSTRUCTIONAL GUIDE FOR HOME LIVING IS PRESENTED. THE PURPOSES ARE--TO DEVELOP SOME UNDERSTANDING OF THE RESPONSIBILITIES AND PROBLEMS OF ADULT FAMILY LIVING AND OF THE IMPORTANCE OF MATURITY IN THESE RELATIONSHIPS, TO EMPHASIZE FAMILY RELATIONSHIPS AND THE MANAGEMENT OF FAMILY RESOURCES, AND TO PROVIDE PRACTICE IN PLANNING, PREPARING, AND SERVING MEALS FOR OCCASIONS IMPORTANT TO THE YOUNG FAMILY. THE FOUR MAJOR AREAS INCLUDE--CONSIDERING FAMILY LIVING IN TERMS OF PERSONAL VALUES AND GOALS CONSIDERING THE WOMAN'S ROLE IN HOMEMAKING--PLANNING, PREPARING, AND SERVING MEALS FOR THE SPECIAL NEEDS OF YOUNG FAMILIES AND MANAGING FAMILY RESOURCES AND INTERESTS. EACH SUBJECT AREA CONTAINS THE MAJOR CONCEPTS INVOLVED, RESOURCE MATERIALS, EXAMPLES OF LEARNING EXPERIENCES, AND ANTICIPATED OUTCOMES. THE APPENDIX INCLUDES LISTINGS OF TEXTS, LIBRARY BOOKS, PHAMPHLETS, AND AUDIOVISUAL MATERIALS. ED002216 HOME LIVING, AND INSTRUCTIONAL GUIDE. 1964-00-00 46 N/A 1965 2016-11-22

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No Adjustment (to Environment) Ancillary School Services Delinquency Identification Preschool Evaluation Program Development School Administration MCGAHAN, F.E. TEXAS GALENA PARK Texas THE GALENA PARK SPECIAL PROGRAM IS AN EFFORT ON THE PART OF THE SCHOOL ADMINISTRATION TO DETECT, AT THE EARLIEST TIME, ANY STUDENT PROBLEM WHICH MAY LEAD TO DIFFICULTIES IN SCHOOL ADJUSTMENT. ALL PHASES OF PUPIL PERSONNEL SERVICES ARE PLACED UNDER ONE COORDINATOR TO EXPEDITE SERVICES TO THE CHILD IN DIFFICULTY. EARLY DETECTION OF POTENTIAL PROBLEM CHILDREN IS FACILITATED VIA A PRESCHOOL CLINIC. ALL CHILDREN WHO WILL BE ENTERING THE FIRST GRADE IN THE FALL VISIT THE SPRING CLINIC WITH ONE OR BOTH PARENTS. AN EFFORT IS MADE TO DETECT HEALTH PROBLEMS AS WELL AS TO ASSESS THE CHILD'S SOCIAL MATURATION. ALL FAMILIES CONCERNED ARE CONTACTED BY TELEPHONE, AND AN APPOINTMENT IS MADE AT THE RATE OF 15 TO 20 CHILDREN PER HALF HOUR. VISUAL SCREENING, AUDIOMETRIC EVALUATIONS, DENTAL EVALUATIONS, AND SOCIAL-EMOTIONAL-READINESS EVALUATIONS AND ASSESSMENTS ARE PERFORMED BY QUALIFIED PERSONNEL. AT LEAST 12 DIFFERENT STATIONS WITH AS MANY ATTENDANT PERSONNEL ARE REQUIRED FOR THE MOST EFFICIENT FUNCTIONING OF THE CLINIC. ONCE THE CHILD ENTERS THE FIRST GRADE HE MAY ADVANCE REGULARLY, PASS THROUGH SPECIAL TRANSITORY CLASSES, OR BE DETAINED A YEAR TO PERMIT MORE ADEQUATE ADJUSTMENT TO THE SCHOOL SITUATION. ED002217 EARLY DETECTION AND PROGRAMING FOR CHILDREN WITH SCHOOL ADJUSTMENT PROBLEMS. 1962-00-00 10 N/A 1965 2016-11-22

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No Black Students Community Organizations Compensatory Education Disadvantaged Youth Program Evaluation School Community Relationship Volunteers BRAZZIEL, WILLIAM F. VIRGINIA Virginia (Norfolk) Virginia Virginia (Norfolk) A CIVIC GROUP'S EFFORTS TO PROVIDE OPPORTUNITIES FOR CULTURALLY DISADVANTAGED CHILDREN ARE DESCRIBED AND THE RESULTS OF THE PROGRAM ARE EVALUATED. THE POOR ACADEMIC PERFORMANCE OF LOCAL NEGRO CHILDREN IN A STATE-WIDE TESTING PROGRAM STIMULATED ACTION AND RESULTED IN A GROUP COMPOSED OF PROFESSIONALS AND SEMIPROFESSIONALS FROM LOCAL, STATE, AND FEDERAL GOVERNMENT AGENCIES TEACHERS FROM THE LOCAL NEGRO COLLEGES PUBLIC SCHOOL TEACHERS AND PRINCIPALS MINISTERS CHURCH EDUCATION COMMITTEE CHAIRMEN AND HOUSEWIVES. THE GROUP IS SPONSORED BY NEGRO CIVIC ORGANIZATIONS AND A NEGRO NEWSPAPER. THE PROGRAM IS VARIED AND THE WORK IS CARRIED ON BY VOLUNTEERS. COMMITTEES SPONSOR SUCH VARIOUS ACTIVITIES AS REMEDIAL AND ENRICHMENT CLINICS, SUMMER SCHOOLS, INDIVIDUAL TUTORING, RECOGNITION OF MERITORIOUS SCHOOL ACHIEVEMENT, RESEARCH, EVALUATION, ADULT EDUCATION, ENCOURAGEMENT OF AESTHETIC ACTIVITY, AND AID TO GIFTED CHILDREN. FAVORABLE CHANGES HAVE BEEN WROUGHT. ONE OF THE MOST VISIBLE SUCCESSES IS THE DEGREE OF UNDERSTANDING OF CULTURAL DISADVANTAGEMENT WHICH HAS COME TO THE GENERAL POPULACE AND TO PUBLIC SCHOOL TEACHERS. PUBLIC SCHOOLS, THROUGH TEACHER AND PARENT ENLIGHTENMENT, ARE IMPROVING PROGRAMS BETTER ACHIEVEMENT SCORES HAVE RESULTED. TEACHER GROWTH IN SELF-KNOWLEDGE, IN COMPETENCE, AND IN SELF-TRAINING IS GRATIFYING. THE TUTORING AND HOME STUDY COMMITTEE IS HELPING STUDENTS TO TRANSFER TO INTEGRATED SCHOOLS. THE COMMITTEE OFTEN TAKES A PROGRAM TO THE HOMES OF NEEDY PEOPLE WHO DO NOT ENTER THE PROVIDED PROGRAMS. A PRESCHOOL PROGRAM PREPARES YOUNGSTERS FOR THE FIRST GRADE. THOUGH THE PROGRAM WAS DESIGNED FOR NEGRO CHILDREN, MANY WHITE CHILDREN JOIN. LONG-RANGE PROJECTS BY THE CITY ARE RESULTING FROM THE PROGRAMS OF THE CIVIC GROUP. ED002218 CIVIC GROUP EXPERIMENTS IN COMPENSATORY DEVELOPMENT OF CULTURALLY DISADVANTAGED CHILDREN. 1962-00-00 7 N/A 1965 2016-11-22

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No Audiovisual Aids Educational Technology Instructional Improvement Language Instruction Mathematics Instruction Science Instruction Teaching Methods ALLEN, WILLIAM H. California (Sacramento) California (Sacramento) California State Dept. of Education, Sacramento. WAYS OF IMPROVING INSTRUCTION THROUGH AUDIOVISUAL MEDIA ARE PRESENTED. AMERICAN EDUCATION HAS ENTERED AN ERA THAT HISTORIANS OF THE FUTURE COULD MARK AS THE BEGINNING OF A TECHNOLOGICAL REVOLUTION. NEW METHODS OF INSTRUCTION ARE ESSENTIAL, FOR TRADITIONAL METHODS DO NOT MEET PRESENT NEEDS. A WIDE VARIETY OF MEDIA SHOULD BE USED IN CLASSROOM INSTRUCTION TO MEET VARIOUS PURPOSES AND NEEDS. THE RIGHT TOOL SHOULD BE FOUND AND USED FOR THE RIGHT JOB. MEDIA DISCUSSED INCLUDE--SIMPLE NONPROJECTED MATERIALS (FLANNEL BOARD, MAGNETIC CHALK BOARD), SIMPLE PROJECTED MATERIALS (OPAQUE PROJECTORS, SLIDE PROJECTORS, TAPE RECORDERS, AND RECORD PLAYERS), AND A COMBINATION OF AUDIOVISUAL MEDIA (2" X 2" SLIDES AND TAPE RECORDINGS, OVERHEAD TRANSPARENCIES AND 2" X 2" SLIDES, AND MOVING PICTURES WITH SOUND). NEW DEVELOPMENTS RELATED TO CLASSROOM INSTRUCTION ARE THE 8MM MOTION PICTURE FILM WITH SOUND, TELEVISION, AND LANGUAGE LABORATORIES. OVERHEAD AND OPAQUE PROJECTORS ARE DISCUSSED IN TERMS OF--THEIR CHARACTERISTICS, NEW DEVELOPMENTS AND APPLICATIONS, AND THEIR USES IN MATHEMATICS, SCIENCE, AND MODERN FOREIGN LANGUAGES. BULLETIN BOARDS, CENTERS OF INTEREST, FLAT PICTURES, CHARTS, CLASSROOM LIBRARIES, FLANNEL BOARDS, AND CHALKBOARDS ARE DISCUSSED AS NONPROJECTED RESOURCES FOR USE IN THE TEACHING OF MATHEMATICS, SCIENCE, AND MODERN FOREIGN LANGUAGES IN THE CLASSROOM. LANGUAGE LABORATORIES ARE DISCUSSED INCLUDING THEIR FUNDAMENTALS, THEIR TYPES, THEIR CURRENT PATTERMS OF INSTALLATIONS, AND SOME GUIDELINES FOR PLANNING THEIR FACILITIES. A PRESENTATION ON INSTRUCTIONAL TELEVISION AND THE TEACHING MACHINE IS ALSO INCLUDED. ED002219 IMPROVING INSTRUCTION THROUGH ADUIOVISUAL MEDIA TECHNIQUES IN TEACHING MATHEMATICS, SCIENCE, AND MODERN FOREIGN LANGUAGES. 1963-00-00 76 N/A 1965 2016-11-22

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No Audiovisual Aids College Instruction Humanities Instructional Materials Program Evaluation Seminars Social Sciences DIAMOND, ROBERT M. Florida (Coral Gables) Florida Miami Univ., Coral Gables, FL. Univ. Coll. COLLEGE FRESHMAN COURSES IN THE HUMANITIES AND SOCIAL SCIENCE WERE SELECTED TO DETERMINE THE USEFULNESS OF AUDIOVISUAL MATERIALS IN SEMINARS AND TO DETERMINE WHETHER THE MATERIALS WOULD BE UTILIZED BY THE INSTRUCTORS. AN ATTEMPT WAS MADE TO DETERMINE THE MOST EFFECTIVE TYPE AND DESIGN OF MATERIALS. ANALYSIS WAS BASED ON INSTRUCTOR REACTION TO AUDIOVISUALLY EQUIPPED ROOMS SUPPLIED WITH SELECTED, ESPECIALLY DESIGNED AND PREPARED MATERIALS. THE INSTRUCTORS DECIDED WHICH MATERIALS WERE USED AND HOW AND WHEN THEY WERE USED. A LIAISON INSTRUCTOR WITHIN EACH DEPARTMENT WORKED WITH THE SEMINAR INSTRUCTORS, TELEVISION INSTRUCTORS, AND GRAPHIC STAFF IN THE PREPARATION OF THE MATERIALS. HE ALSO INTRODUCED AND EXPLAINED THE MATERIALS TO THE SEMINAR INSTRUCTORS. AT THE END OF THE SEMESTER, 11 STATEMENTS WERE GIVEN THE INSTRUCTORS TO BE ANSWERED ANONYMOUSLY. FACULTY REACTION WAS FAIRLY POSITIVE. MULTI-MEDIA INSTRUCTIONAL MATERIALS WERE EFFECTIVE TOOLS DURING SEMINAR DISCUSSION. EMPHASIS SHOULD BE PLACED ON THE CAREFUL PLANNING OF MATERIALS DESIGNED FOR MAXIMUM FLEXIBILITY. THE EQUIPMENT SHOULD BE EASY TO OPERATE, LIGHT, AND ACCESSIBLE. ED002220 THE USE OF MULTI-MEDIA INSTRUCTIONAL MATERIALS WITHIN THE SEMINAR, A FEASIBILITY STUDY. 1964-07-00 13 N/A 1965 2016-11-22

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No Audiovisual Aids Educational Change Educational Technology Information Dissemination Programed Instruction Teaching GOTKIN, LASSAR D. NATIONAL EDUCATION ASSOCIATION NEW YORK New York (New York) New York New York (New York) THE NATIONAL EDUCATION ASSOCIATION'S INFORMATION PROGRAM, AIMED AT VARIOUS SEGMENTS OF THE TEACHING PROFESSION, PLAYS AN IMPORTANT ROLE IN THE DISSEMINATION OF INFORMATION ON PROGRAMED INSTRUCTION. THE DEPARTMENT OF AUDIOVISUAL INSTRUCTION AND THE DIVISION OF AUDIOVISUAL INSTRUCTIONAL SERVICE HAVE BEEN PARTICULARLY ACTIVE IN THIS INFORMATION PROGRAM. IN THE PAST 40 YEARS MANY CHANGES HAVE TAKEN PLACE IN THE FIELD OF AUDIOVISUAL EDUCATION, AND TERMS SUCH AS "INSTRUCTIONAL TECHNOLOGY" AND "EDUCATIONAL MEDIA" ARE NOW USED INTERCHANGEABLY WITH IT. ALTHOUGH PROGRAMED INSTRUCTION HOLDS GREAT PROMISE FOR EDUCATION AND CERTAINLY CANNOT BE VIEWED AS JUST ANOTHER AUDIOVISUAL AID, IT IS BECOMING INCREASINGLY DIFFICULT IN SCHOOLS TO SEPARATE THIS PARTICULAR DEVELOPMENT FROM THE BROADER SPECTRUM OF INSTRUCTIONAL TECHNOLOGY. THE FUTURE OF INSTRUCTIONAL TECHNOLOGY IN THE SCHOOLS WILL DEPEND SIGNIFICANTLY ON THE RAPPORT AND DEGREE OF COMMUNICATION BETWEEN THE SCIENTISTS WHO ARE EXPANDING THE BOUNDARIES OF LEARNING THEORY AND THE EDUCATIONAL PRACTITIONERS WHO ARE PRACTICING THE ART OF TEACHING. ED002221 PROGRAMED INSTRUCTION AND THE TEACHING PROFESSION. 1963-10-00 1 N/A 1965 2016-11-22

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No Curriculum Development Educational Improvement Educational Technology Instructional Materials Media Research Media Specialists Teacher Education Teacher Improvement Teaching Methods HOBAN, CHARLES F., JR. MICHIGAN Michigan (Ann Arbor) Michigan Michigan (Ann Arbor) NEWER MEDIA RESEARCH ATTEMPTS TO PROVIDE INFORMATION WHICH CAN DEEPEN, BROADEN, AND EXTEND ADMINISTRATORS' AND TEACHERS' KNOWLEDGE OF THE USE OF NEW MEDIA. MEDIA RESEARCH HAS NOT BEEN AN EFFECTIVE INSTRUMENT FOR DEEPENING THE CAPACITY OF EDUCATIONAL POLICY-MAKERS FOR SOUND JUDGMENTS IN THIS AREA. DIFFICULTIES OF POLICY MAKING ARE THE ATTRIBUTION OF GREAT POWER TO THE MEDIA OF COMMUNICATION, AND THE IGNORANCE OR AVOIDANCE OF THE COMPLEXITY OF COMMUNICATION THAT LEADS TO OVEROPTIMISM ABOUT RESULTS TO BE OBTAINED WHEN NEW COMMUNICATIONS MEDIA ARE INTRODUCED INTO EDUCATION. LACK OF ADEQUATE KNOWLEDGE ABOUT TECHNOLOGICAL DEVICES HAMPERS JUDGMENT IN THE ACCEPTANCE, REJECTION, ADAPTION, OR IMAGINATIVE EXPERIMENTATION IN THE USES OF NEWER MEDIA IN EDUCATION. THE MAJOR DEVELOPMENTS EVIDENT IN NEWER MEDIA INVOLVE THE CONCEPTS OF NEWER MEDIA AS PRIMARY INSTRUMENTS OF INSTRUCTION, AND THE CONTROL OF LEARNING BY REMOTE CONTROL OF STIMULUS AND RESPONSE. SIGNIFICANT CONCEPTS OF NEWER MEDIA INCLUDE THE FOLLOWING--(1) TECHNOLOGY INVOLVES AN INTEGRATED COMPLEX OF IDEAS, ORGANIZATION, MANAGEMENT, AND MACHINES, (2) A SYSTEM IS AN ARRANGEMENT OF COMPONENTS SO THAT COMPATABILITY AND PURPOSEFUL PERFORMANCE ARE ACHIEVED BY ORGANIZATION AND ADJUSTMENT BETWEEN AND AMONG THE COMPONENTS, AND (3) INNOVATION INVOLVES THE HUMAN RECEPTION OF AND RESPONSE TO A NEW IDEA CARRIED OR ABOUT TO BE CARRIED INTO ACTION. INSTRUCTIONAL EFFICIENCY OF NEWER MEDIA DERIVES NOT SO MUCH FROM THE MEDIA THEMSELVES, AS FROM THE EFFECTIVE USE OF PSYCHOLOGICAL PRINCIPLES OF TEACHING AND LEARNING INCORPORATED INTO THE MEDIA. ED002222 RESEARCH IN NEW MEDIA IN EDUCATION. 1961-01-00 28 N/A 1965 2016-11-22

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No Educational Resources Grade 9 Instructional Improvement Instructional Materials Learning Processes Media Research Profiles Science Curriculum Student Research TWYFORD, LORAN C. AND OTHERS NEW YORK New York (Albany) New York New York (Albany) New York State Education Dept., Albany. A YEAR COURSE IN NINTH-GRADE SCIENCE WAS IMPROVED BY THE EVALUATION OF EACH LESSON USING A LEARNING PROFILE STUDENT RATING TECHNIQUE.THE PURPOSES OF THE STUDY WERE TO MAXIMIZE EFFICIENCY OF SCIENCE INSTRUCTION, TO MEASURE IMPROVEMENTS, TO TEST EFFECTIVENESS OF NEW MATERIALS, TO SUGGEST WAYS OF IMPROVING INSTRUCTION, TO EVALUATE ACTIVITIES ON A MINUTE-BY-MUNUTE BASIS, AND TO REFINE EVALUATION TECHNIQUES. A CONTROL CLASS WAS TAUGHT 18 CLASSROOM ACTIVITIES BY TRADITIONAL METHODS. EACH STUDENT RECORDED ON A FIVE-POINT SCALE THE DEGREE TO WHICH HE BELIEVED HE WAS LEARNING. THE LEARNING RESPONSES OF THE STUDENTS WERE PLOTTED IN GRAPHIC FORM. EDUCATIONAL COMMUNICATION EXPERTS EVALUATED THE LEARNING PROFILES AND SUGGESTED NEW MATERIALS AND METHODS. THESE WERE THEN USED IN THE EXPERIMENTAL GROUP. THE LEARNING PROFILE METHOD USED FOR EVALUATION BY THE EXPERIMENTAL GROUP WAS SIMILAR TO THAT USED BY THE CONTROL GROUP. STUDENTS MADE RATINGS, RATINGS WERE RECORDED, PICTURES WERE TAKEN OF CLASSROOM ACTIVITIES, A TAPE RECORDING WAS MADE, AND THE MATERIAL WAS PUT IN GRAPHIC FORM. BOTH EXPERIMENTAL AND CONTROL GROUPS WERE TESTED AFTER EACH UNIT THE TEST WAS COMPOSED OF VERBAL AND VISUAL ITEMS. AN ATLAS OF LEARNING PROFILES WAS PREPARED WHICH CONTAINED THE LEVEL OF LEARNING DURING EACH MINUTE OF THE COURSE, SUBJECT MATTER BEING TAUGHT, AND PHOTOGRAPHS OF CLASS ACTIVITIES. OVERALL LEARNING OF THE COURSE WAS INCREASED 4.8 PERCENT. THE LEARNING PROFILE TECHNIQUE WAS A PRACTICAL MEANS FOR ANALYZING INSTRUCTION AND WAS USABLE AT THE NINTH-GRADE LEVEL. CHARTS AND A BIBLIOGRAPHY WERE INCLUDED. ED002223 NEW MEDIA FOR IMPROVEMENT OF SCIENCE INSTRUCTION. 1964-04-00 531 N/A 1965 2016-11-22

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No Aptitude Background Career Choice Creativity Educational Experience High School Students Performance Personality Studies Research Student Interests Student Motivation Talent Identification Testing Programs FLANAGAN, JOHN C. Pennsylvania (Pittsburgh) Pennsylvania (Pittsburgh) Pittsburgh Univ., PA. AN INTENSIVE STUDY OF THE AMERICAN HIGH SCHOOL WAS MADE TO SURVEY AVAILABLE TALENT, IDENTIFY INTERESTS, APTITUDES, AND BACKGROUND FACTORS, DETERMINE EFFECTS OF LACK OF INTEREST AND MOTIVATION, IDENTIFY FACTORS AFFECTING VOCATIONAL CHOICE, IDENTIFY PREDICTORS OF CREATIVITY AND PRODUCTIVITY, DETERMINE THE EFFECTIVENESS OF VARIOUS TYPES OF EDUCATIONAL EXPERIENCE, AND STUDY PROCEDURES FOR REALIZING INDIVIDUAL POTENTIAL. IN THE SPRING OF 1960, A 2-DAY TEST BATTERY WAS GIVEN TO ABOUT 440,000 STUDENTS IN THE 9TH, 10TH, 11TH, AND 12TH GRADES IN 1,353 PUBLIC, PRIVATE, AND PAROCHIAL SCHOOLS IN ALL PARTS OF THE COUNTRY. THEY CONSTITUTED APPROXIMATELY 5 PERCENT OF THE POPULATION OF THE HIGH SCHOOLS IN THE UNITED STATES. INCLUDED IS DETAILED INFORMATION ABOUT THE ACHIEVEMENT, APTITUDE, INTERESTS, AND PERSONALITY CHARACTERISTICS OF THESE STUDENTS. MOST OF THE DATA PERTAINS TO STUDENTS WHO WERE IN GRADE 12 IN THE SPRING OF 1960. DETAILED TABLES ARE INCLUDED. ED002224 PROJECT TALENT, THE IDENTIFICATION DEVELOPMENT, AND UTILIZATION OF HUMAN TALENTS, THE AMERICAN HIGH SCHOOL STUDENT. 1964-00-00 692 N/A 1965 2016-11-22

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No Adjustment (to Environment) Child Psychology Childhood Attitudes Childhood Needs Curriculum Development Curriculum Guides Emotional Development Individual Characteristics Intermediate Grades Parent Teacher Cooperation Student Needs Student Teacher Relationship PAUKNER, LILLIAN AND OTHERS MADISON Wisconsin State Dept. of Public Instruction, Madison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No Bibliographies Biographies Books Childrens Literature Enrichment Activities Fables Fiction Instructional Materials Literature Guides Mythology Poetry Resource Materials PATTON, SALLY J. California (Pasadena) California (Pasadena) Pasadena City Unified School District, CA. PURPOSES WERE TO PROMOTE ENRICHMENT, TO DEVELOP CRITICAL THINKING, TO HELP THE STUDENT EXPLORE THE POTENTIALITIES OF LIFE, TO STIMULATE IMAGINATION, AND TO INCREASE VOCABULARY AND EXPRESSION. IN EACH CLASSROOM, AN ENVIRONMENT FOR LITERATURE SHOULD BE CREATED, AS A LITERARY CORNER WITH FREE BUT GUIDED SELECTION. THE CHILD SHOULD BE TAUGHT TO READ FOR LITERARY STYLE. SECTIONS ON SIX AREAS OF LITERATURE, WITH SAMPLE LESSONS, ARE GIVEN--MYTHS AND LEGENDS, USING "JASON AND THE GOLDEN FLEECE" AND THE "LEGEND OF SLEEPY HOLLOW," FAIRY TALES, FABLES AND FOLKLORE, INCLUDING "AESOP'S FABLES" AND "RIP VAN WINKLE," TRADITIONAL CLASSICS, USING "A CHRISTMAS CAROL" AND "TOM SAWYER" AS SAMPLE LESSONS, CONTEMPORARY CHILDREN'S CLASSICS, INCLUDING "THE WHEEL ON THE SCHOOL" AND "THE ISLAND OF THE BLUE DOLPHINS," BIOGRAPHIC SELECTIONS, INCLUDING "THE STORY OF ALBERT EINSTEIN" AND "GREAT AMERICAN HEROINES," POETRY, INCLUDING "SILVER,""THE RUNAWAY,""I HEAR AMERICA SINGING," AND "HIAWATHA." EACH UNIT IS FOLLOWED BY A BIBLIOGRAPHY AND AN AUDIOVISUAL MATERIALS LIST. ED002226 CHILDREN'S LITERATURE, A RESOURCE GUIDE FOR ENRICHING THE STUDY OF LITERATURE, GRADES 4-6. 138 N/A 1965 2016-11-22

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No Audiodisc Recordings Audiovisual Aids Classroom Research Cognitive Development Elementary Education Films Filmstrips Independent Study Learning Processes Map Skills Research Tools Small Group Instruction Social Studies Student Motivation HOERGER, JAMES W. WAYS OF USING AUDIOVISUAL MATERIALS AS RESEARCH TOOLS IN ELEMENTARY SCHOOL SOCIAL STUDIES CLASSES ARE DISCUSSED. INSTEAD OF USING FILMSTRIPS OR PHONOGRAPH RECORDS AS WHOLE CLASS LESSONS INDIVIDUALS OR SMALL GROUPS CAN WORK WITH THEN BY MEANS OF TABLE VIEWERS OR EARPHONES WITHOUT DISTURBING CLASSMATES ENGAGED IN OTHER ACTIVITIES. WHEN USING STILL PICTURES, MOTIVATING QUESTIONS BY THE TEACHER CAN LEAD THE CHILD TO INVOLVE HIMSELF IN THE PICTURE HE SEES, AND TO USE WHAT HE ALREADY KNOWS TO MAKE THE PICTURE YIELD MORE. FINDING, CHOOSING, OR MAKING PICTURES WHICH ILLUSTRATE A NEWLY LEARNED CONCEPT IS A FINE PRACTICE IN THINKING AS WELL AS A MEANS OF LEARNING THE SUBJECT AT HAND. BY TRACING OR PROJECTING A SIMPLE OUTLINE MAP AND PLOTTING INFORMATION GAINED, THE CHILD WILL LEARN TO ACQUIRE BETTER SKILLS IN MAPREADING. OPAQUE AND OVERHEAD PROJECTORS ARE VERY USEFUL FOR THIS WORK. THE USE OF RESOURCE PERSONS IS AN EXCELLENT STEP IN RESEARCH LEARNING, AND IS EASILY ADAPTED TO INDIVIDUAL, SMALL-GROUP, OR WHOLE-CLASS SITUATIONS. HISTORICAL EVENTS, BIOGRAPHIES, MUSIC, FOLK TALES OF OTHER LANDS, AND PHONOGRAPH RECORDS OFFER EXCELLENT POSSIBILITIES AS RESOURCE SOURCES. IN THE USE OF THE MOTION PICTURE, PUPIL INVOLVEMENT IN SUCH ACTIVITIES AS STUDYING CATALOGUES, DISCUSSING NEEDS, READING DESCRIPTIONS AND REVIEWS, AND CONSIDERING RENTAL COSTS AND SHIPPING TIME CONTRIBUTES TO AN INTERESTED AND RESPONSIBLE AUDIENCE. ED002227 STEPPING STONES IN LEARNING TO THINK. 1961-10-00 1 N/A 1965 8/17/2004 22:33:33 DISA1965

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No Administrator Attitudes Career Counseling Child Development Conferences Counseling Objectives Counselors Guidance Programs Post High School Guidance Program Development School Counseling Teacher Education DRURY, WILLIAM R. AND OTHERS COLUMBUS OHIO Ohio Ohio State Dept. of Education, Columbus. A REPORT OF A CONFERENCE DESIGNED TO PROMOTE PROFESSIONAL GROWTH, INTEREST, AND CHALLENGE WAS GIVEN. THE CONFERENCE, WITH OVER 1,000 IN ATTENDANCE, NOT ONLY EMPHASIZED THE SOFTHEARTED APPROACH TO COUNSELING BUT ALSO ACHIEVED STRONG PROFESSIONAL-MINDEDNESS THROUGH ITS WORKGROUP SESSIONS, BUSINESS MEETINGS, AND SYMPOSIUMS. THE WORKGROUP TOPIC "THE ROLE OF GUIDANCE AS SEEN BY ADMINISTRATION" WAS CONCERNED WITH THE EXPECTED DUTIES OF COUNSELORS. "VOCATIONAL EDUCATION FOR THE NEW TOMORROW" WAS CONCERNED WITH THE NEED TO EDUCATE TEACHERS FOR THE VOCATIONAL FIELD. "GUIDANCE IN THE ELEMENTARY SCHOOL" EMPHASIZED THAT THE ELEMENTARY COUNSELOR BECOMES KNOWLEDGEABLE THROUGH THE SCIENTIFIC STUDY OF GROWTH AND DEVELOPMENT, CHILD STUDY PROCEDURES, AND COUNSELING AND PRACTICUM. "POST HIGH SCHOOL GUIDANCE FOR TOMORROW" DISCUSSED AN EXTENSION OF GUIDANCE AND COUNSELING SERVICES BEYOND THE HIGH SCHOOL. "PRESSURE ON COUNSELORS TODAY AND TOMMOROW" EMPHASIZED THE NEEDS FOR MASTERY OF TECHNIQUES AND KNOWLEDGE IN THE COUNSELING FIELD. ED002228 GUIDANCE TODAY FOR A NEW TOMORROW, ALL OHIO GUIDANCE CONFERENCE (12TH, SEPTEMBER 25-26, 1964). 1964-09-00 103 N/A 1965 2016-11-22

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No Academic Achievement Behavior Patterns Child Development Disadvantaged Youth Elementary School Students Growth Patterns High Achievement Individual Development Parent Child Relationship Peer Relationship Personality Development Psychological Studies Slum Environment Social Development Socioeconomic Influences New York (New York) NEW YORK New York New York (New York) Columbia Univ., New York, NY. Inst. of Urban Studies. SUCCESSFUL ELEMENTARY SCHOOL PUPILS FROM LOW-INCOME HOUSEHOLDS IN DEPRESSED NEIGHBORHOODS OF THE URBAN NORTH ARE COMPARED WITH AVERAGE AND FAILING PUPILS FROM IDENTICAL SETTINGS. THE AIM OF THE 3 YEAR PROJECT IS TO DOCUMENT DIFFERENT PATTERNS OF PERSONAL AND SOCIAL DEVELOPMENT AND TO RELATE THESE PATTERNS TO SCHOLASTIC PERFORMANCE. EMPHASIS IS ON DIFFERENCES IN THE PERSONAL AND INTERPERSONAL SITUATIONS THAT MOLD THE HIGHLY MOTIVATED IN CONTRAST TO THE AVERAGE AND THE FAILING STUDENT. DURING THE 1ST YEAR OF THE PROJECT, A STUDY WAS MADE OF THE ACADEMIC AND SCHOOL ENVIRONMENT TO ASCERTAIN AND IDENTIFY THE VARIOUS ABILITIES OF EACH PUPIL. DURING THE 2D YEAR, A GROUP OF RELATIVELY SUCCESSFUL STUDENTS WILL BE SELECTED COMPARISONS OF HOME AND PEER GROUP AFFILIATION WILL BE MADE BETWEEN THESE STUDENTS AND THE AVERAGE AND FAILING STUDENTS. DURING THE 3D YEAR AN INTENSIVE STUDY WILL BE MADE OF CHILDREN WHO SUCCEED ACADEMICALLY AND THOSE WHO DO NOT. AN ATTEMPT WILL BE MADE TO MEASURE THE INDIVIDUAL'S DESIRE TO SUCCEED ACADEMICALLY. ETHNIC COMPOSITION, GRADE LEVEL SUBJECT ACHIEVEMENT, IQ SCORES, CLASSROOM OBSERVATIONS, HOME AND BACKGROUND INFORMATION AND HOME INTERVIEWS ARE DEPICTED IN TABLES. FINDINGS SHOW THAT ONE ENCOURAGING ADULT FIGURE IN A CHILD'S BACKGROUND IS ESSENTIAL FOR SUCCESS IN SCHOOL. PARENTS USUALLY REALIZE THE IMPORTANCE OF EDUCATION BUT ARE VAGUE AS TO HOW IT CAN HELP THE CHILD AFTER HE GRADUATES FROM HIGH SCHOOL. BEHAVIOR IS A MORE IMPORTANT CONSIDERATION FOR ACADEMIC SUCCESS THAN ABILITY. ED002229 THE SUCCESSFUL URBAN SLUM CHILD, A PSYCHOLOGICAL STUDY OF PERSONALITY AND ACADEMIC SUCCESS IN DEPRIVED CHILDREN. 1965-03-00 23 N/A 1965 2016-11-22

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No Acceleration Advanced Placement Counselors Creative Expression Curriculum Development Demonstration Programs Enrichment Activities Gifted Individual Development Problem Solving Special Classes Specialists Teaching Methods PLOWMAN, PAUL D. California (Sacramento) CALIFORNIA PROJECT TALENT California California (Sacramento) MANY PROGRAMS FOR GIFTED CHILDREN ARE BEING DEVELOPED WHICH FOCUS ON INDIVIDUAL LEARNING NEEDS, ESTABLISH DIFFERENTIAL TECHNIQUES, DESCRIBE HEIGHTENED GOALS OF ACHIEVEMENT, AND EMPHASIZE PERSONAL DEVELOPMENT TOWARD EXCELLENCE. INCREASED ENROLLMENT FOR GIFTED CHILD PROGRAMS WAS NOTED DURING THE PAST YEAR. THE MOST FREQUENTLY USED TYPES OF PROGRAMS WERE ENRICHMENT IN THE REGULAR CLASSROOM, SPECIAL CLASSES, ADVANCED CLASSES, ACCELERATION, SPECIAL COUNSELING, AND INSTRUCTION OUTSIDE THE REGULAR CLASSROOM. MOST ELEMENTARY SCHOOL GIFTED CHILDREN ARE IN PROGRAMS INVOLVING ENRICHMENT OF THE REGULAR CURRICULUM, AND MOST HIGH SCHOOL STUDENTS ARE IN SPECIAL CLASSES. ANY PROGRAM FOR GIFTED STUDENTS SHOULD INVOLVE CONSIDERATION OF TWO DIMENSIONS--SEQUENCE OR PLANNING OF THE TOTAL CURRICULUM DEVELOPMENT, AND SCOPE OR EXPLORATION OF DEPTH OF ALL ASPECTS OF THE CURRICULUM. FOUR TYPES OF EDUCATIONAL PROGRAMS FOR GIFTED PUPILS WILL BE DEMONSTRATED IN CALIFORNIA DURING THE NEXT 3 YEARS. ALL ARE PREDICATED UPON A BELIEF IN INDIVIDUAL DIFFERENCES, THE DEVELOPMENT OF ADEQUATE CASE STUDY TECHNIQUES WILL FORM THE FOUNDATION FOR CURRICULUM PLANNING AND DEVELOPMENT. THE ENRICHMENT DEMONSTRATION WILL FOCUS ON SCIENTIFIC INVESTIGATION, CRITICAL APPRECIATION, AND CREATIVE EXPRESSION IN THE ELEMENTARY SCHOOLS. THE ACCELERATION DEMONSTRATION OFFERS ACCELERATION WITHOUT GRADE-SKIPPING. THE PUPIL IS CHOSEN ON THE BASIS OF GENERAL MATURITY AS WELL AS GIFTEDNESS AND TAKES PART IN A SUMMER SESSION AFTER THE SECOND GRADE. AN ENRICHED THIRD-GRADE PROGRAM IS OFFERED, AND, DURING HIS SUBSEQUENT FOURTH AND FIFTH YEARS, HIS PROGRESS IS CHECKED PERIODICALLY. THE SPECIAL CLASS DEMONSTRATION IS USEFUL FOR PUPILS WHO HAVE UNUSUAL INTELLECTUAL CURIOSITY, WHO DELIGHT IN LEARNING, AND WHO HAVE UNUSUAL PERSISTENCE AND AN AWARENESS OF THEIR UNIQUE ABILITIES. THE FOCUS IS ON PROBLEM SOLVING IN THE AREAS OF SCIENCE AND MATHEMATICS. THIS ARTICLE IS PUBLISHED IN "CALIFORNIA EDUCATION", VOLUME I, NUMBER 5, JANUARY 1964. ED002230 RECENT DEVELOPMENTS IN EDUCATION FOR GIFTED PUPILS IN CALIFORNIA. 1964-01-00 1 N/A 1965 2016-11-22

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No Administrator Attitudes Educational Facilities Design Independent Study Instructional Materials Learning Laboratories Library Facilities Library Services Library Standards School Libraries Secondary Schools Study Facilities Team Teaching ELLSWORTH, RALPH F. New York (New York) New York (New York) Educational Facilities Labs., Inc., New York, NY. EXISTING SCHOOL LIBRARY PROBLEMS ARE EXPLORED TO AID IN PLANNING FOR THE KINDS OF LIBRARY FACILITIES THAT COMPRISE CURRENT AND FUTURE NEEDS. BASIC TO ALL PROBLEMS ARE THE ATTITUDES OF THE SCHOOL ADMINISTRATOR AND LIBRARIAN. THESE TWO MUST LEARN TO UNDERSTAND THE ROLE OF THE LIBRARY MUTUALLY. ONE AREA OF NECESSARY AGREEMENT IS LIBRARY CONTENT. THE AUTHORS RECOMMEND THAT A LIBRARY SHOULD CONTAIN ALL KINDS OF CARRIERS OF KNOWLEDGE (BOOKS, AUDIOVISUAL MEDIA, FILMS TAPES, RECORDERS, TEACHING MACHINES), AND THUS BECOME A KIND OF TEACHING LABORATORY AMPLIFYING AND EXTENDING OTHER METHODS OF EDUCATION. A LIBRARY CAN FUNCTION BEST IN A SYSTEM USING A FORM OF TEAM TEACHING WHICH ENABLES STUDENTS AND TEACHERS TO HAVE TIME TO USE THE LIBRARY. THE CONCEPT OF A SCHOOL LIBRARY BEGINS WITH DEFINITIONS OF THE KINDS OF STUDENT AND TEACHER ACTIVITIES IT IS EXPECTED TO HOUSE. THEN THE LIBRARY IS ORGANIZED ACCORDING TO MATERIALS, STAFF, AND PHYSICAL SETTING. THE PHYSICAL CONTENTS AND LAYOUT, INCLUDING A VARIETY OF ARRANGEMENTS, ENVIRONMENTAL ELEMENTS IN PLANNING, AND A GALLERY OF PROTOTYPE ARCHITECTURAL DESIGNS, OFFER SOUCES AND IDEAS FOR THE PHYSICAL PLANT. PHOTOGRAPHIC ILLUSTRATIONS AND ARCHITECTURAL SKETCHES SUPPLEMENT THE TEXT. ED002231 THE SCHOOL LIBRARY, FACILITIES FOR INDEPENDENT STUDY IN THE SECONDARY SCHOOL. 1963-00-00 143 N/A 1965 2016-11-22

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No Academically Gifted Acceleration Advanced Students Audiovisual Aids Classroom Design Course Organization Curriculum Guides Enrichment Gifted Grade 7 Instructional Materials Mathematics Instruction Talent Teaching Guides Teaching Methods Unit Plan HORN, R.A. COLUMBUS Cleveland Public Schools, OH. Ohio State Dept. of Education, Columbus. MATERIALS FOR BOTH ENRICHED AND ACCELERATED MATHEMATICS COURSES ARE GIVEN. THE PRESENTATION OF THE MATERIALS IS INTENDED FOR EASY ADAPTATION OF MODIFICATION TO MEET THE NEEDS OF MOST MATHEMATICS CLASSES. SUGGESTIONS AND SUPPLEMENTARY REFERENCES IN EACH UNIT ARE OFFERED AS AIDS TO THE MATHEMATICS TEACHER IN REGULAR OR ACCELERATED CLASS. UNITS COVERED INCLUDE--LINES, ANGLES, NUMBER SYSTEM, POLYGONS, COMMON AND DECIMAL FRACTIONS, PERCENTAGE, MEASUREMENTS, GRAPHS, RATIOS, APPLIED GEOMETRY, POLYHEDRONS, SETS, EQUATIONS, INEQUALITIES, GENERAL NUMBERS, AND APPLIED PERCENTAGE, AND REVIEW--MONEY, INTEREST, INSURANCE, TAXES. THE COURSE OUTLINE IS PRESENTED WITH LESSON OBJECTIVES AND SUGGESTIONS. WHEN APPLICABLE, SUGGESTIONS FOR FILMS AND FILMSTRIPS, EVALUATION SUBJECTS, SUPPLEMENTARY REFERENCES, AND NEW VOCABULARY TERMS ARE GIVEN. A COMPLETE VOCABULARY LIST AND BIBLIOGRAPHY ARE INCLUDED. APPENDIXES LIST SAMPLE PROBLEMS, FREE AND INEXPENSIVE TEACHING AIDS, FILMS AND FILMSTRIPS, AND SUGGESTIONS FOR CLASSROOM ARRANGEMENT. ED002232 SEVENTH GRADE MATHEMATICS FOR THE ACADEMICALLY TALENTED, TEACHERS' GUIDE. 1963-00-00 129 N/A 1965 2016-11-22

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No Child Care Clothing Instruction Curriculum Guides Eating Habits Family Life Foods Instruction Grade 7 Grade 8 Home Economics Education Home Management Homemaking Skills Hygiene Nutrition Instruction Self Concept Textiles Instruction Unit Plan Illinois (Chicago) Illinois (Chicago) Chicago Public Schools, IL. THE OVERALL IDEA HELD IS THAT THE FUNCTION OF HOME ECONOMICS IS TO HELP STUDENTS IDENTIFY AND DEVELOP THOSE FUNDAMENTAL COMPETENCIES THAT WILL BE EFFECTIVE IN THEIR PERSONAL AND FAMILY LIVING. A STRUCTURE AND FRAMEWORK UPON WHICH A TEACHER MAY ESTABLISH AN EFFECTIVE HOMEMAKING PROGRAM FOR 7TH- AND 8TH-GRADE GIRLS AND, AT THE SAME TIME, MAKE THE BEST POSSIBLE USE OF THE LIMITED TIME AVAILABLE IS PRESENTED. THE COURSES HAVE BEEN DIVIDED INTO FOUR BROAD UNITS -- GENERAL SURVEY, FOODS, CLOTHING, AND FAMILY LIVING. THESE HAVE BEEN MADE FLEXIBLE TO ADAPT TO DIFFERENT SITUATIONS. EVERY EFFORT SHOULD BE MADE TO PROVIDE MAXIMUM OPPORTUNITY FOR THIS TRAINING BECAUSE, FOR MANY STUDENTS, THESE COURSES MAY BE THE ONLY FORMAL TRAINING FOR THEIR FUTURE ROLES AS FAMILY MEMBER, HOMEMAKER, AND MOTHER. UNDERSTANDINGS, SKILLS, ATTITUDES, AND APPRECIATIONS FOR EACH UNIT ARE LISTED. GENERALIZATIONS, VOCABULARY SUGGESTIONS, AND RESOURCE MATERIALS ARE INCLUDED. ED002233 CURRICULUM GUIDE FOR HOMEMAKING, GRADES 7 AND 8. 1963-00-00 306 N/A 1965 2016-11-22

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No Academically Gifted Acceleration Advanced Placement College Preparation College School Cooperation Developmental Programs Experimental Programs High School Students Secondary Education RUNQUIST, OLAF Minnesota (Saint Paul) Minnesota (Saint Paul) Hamline Univ., St. Paul, Minn. AN ACCELERATED PROGRAM FOR SUPERIOR HIGH SCHOOL STUDENTS WAS DESCRIBED. THE EXPERIMENTAL PROGRAM WAS OFFERED TO STUDENTS WHO HAD COMPLETED 3 YEARS IN THE ST. PAUL DEVELOPMENTAL PROGRAM. THEY WERE ENROLLED IN REGULAR SCIENCE OR MATH COURSES AT HAMLINE UNIVERSITY WHILE STILL COMPLETING THEIR FINAL YEAR AT THEIR RESPECTIVE SCHOOLS. THE PURPOSES OF THE EXPERIMENT WERE TO DETERMINE IF SELECTED HIGH SCHOOL STUDENTS COULD COMPLETE AND RECEIVE CREDIT FOR SUCH A COLLEGE COURSE WHILE MAINTAINING OTHER HIGH SCHOOL ACTIVITIES SATISFACTORILY, TO DETERMINE IF SUCH A PROGRAM WOULD BE ADVANTAGEOUS TO THE STUDENTS IN THEIR COLLEGE WORK, AND TO DETERMINE THE EFFECT OF THE PLAN ON OTHER HIGH SCHOOL STUDENTS NOT INVOLVED. THE MAJORITY OF THE STUDENTS COMPLETED THEIR COURSES SUCCESSFULLY. SIGNIFICANT DECISIONS AFFECTING THEIR FUTURE EDUCATIONAL PLANS RESULTED. THE PROGRAM APPARENTLY HAD NO EFFECT ON NONPARTICIPATING HIGH SCHOOL STUDENTS. ED002234 THE HAMLINE UNIVERSITY CLASS PLAN FOR ST. PAUL DEVELOPMENTAL PROGRAM STUDENTS, A REPORT OF A THREE-YEAR EXPERIMENT IN COLLEGE CLASSES FOR TALENTED HIGH SCHOOL STUDENTS IN MATHEMATICS AND SCIENCES. 1962-00-00 42 N/A 1965 2016-11-22

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No Academically Gifted Conferences Developmental Programs High Schools Honors Curriculum Secondary Education Talent Illinois (Evanston) Illinois Northwestern Univ., Evanston, IL. DESCRIPTIONS OF 18 DIFFERENT HIGH SCHOOLS ACROSS THE COUNTRY WHICH ARE PLANNING OR HAD IN OPERATION PROGRAMS FOR SUPERIOR AND TALENTED STUDENTS AS OF JULY 1960 ARE INCLUDED. THE STATES INVOLVED ARE CALIFORNIA, CONNECTICUT, FLORIDA, GEORGIA, IDAHO, KENTUCKY, MASSACHUSETTS, OREGON, SOUTH CAROLINA, VERMONT, AND WASHINGTON. DESCRIPTIONS OF THE COMMUNITY AND SETTING OF THE SCHOOLS, PERSONNEL INVOLVED, COST OF THE PROGRAM, THE PRESENT GUIDANCE PROGRAM, THE EXISTING SUPERIOR STUDENT PROGRAM, AND THE PROPOSED SUPERIOR STUDENT PROGRAM FOR 1960-61 ARE INCLUDED FOR EACH SCHOOL. ED002235 INTER-REGIONAL CONFERENCE, SUPERIOR AND TALENTED STUDENT PROJECT, PROPOSED ACTION PROGRAMS FOR 1960-61. 1960-00-00 70 N/A 1965 2016-11-22

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No Audiovisual Instruction Educational Technology Educational Television Graphic Arts Production Techniques Teaching Methods Television BRETZ, RUDY TELEVISION RESEARCH EVANSTON A NEW METHOD FOR EDUCATIONAL TELEVISION UTILIZES TWO CAMERAS AND ONE CREW MEMBER. A STUDIO-TYPE CAMERA, EQUIPPED WITH AN ELECTRONIC VIEWFINDER, FOCUS KNOB, FLEXIBLE THREE-CASTOR DOLLY, AND ZOOM LENS, FOLLOWS THE INSTRUCTOR AND COVERS HIS ACTIONS AND DEMONSTRATIONS. A SECOND CAMERA IS FIXED AND UNATTENDED. IT IS A SMALL INDUSTRIAL TYPE CAMERA WITHOUT VIEWFINDER OR FOCUS CONTROLS. THIS CAMERA IS POSITIONED DIRECTLY ABOVE THE INSTRUCTOR'S PODIUM OR DEMONSTRATION TABLE. ITS VALUE CONSISTS OF ITS ABILITY TO COMBINE ALL THE FUNCTIONS OF OTHER VISUAL AIDS. THE INSTRUCTOR CAN USE PHOTOGRAPHS OR ANY OTHER GRAPHIC MATERIALS. HE CAN WRITE AND DRAW IN NORMAL WRITING AND DRAWING SIZE ON A CONVENIENT HORIZONTAL SURFACE IN FRONT OF HIM. HE CAN SHOW OBJECTS AND MANIPULATE CUTOUTS IN THE FASHION OF THE FLANNELBOARD. HE DOES NOT HAVE TO MAKE SLIDES OR PREPARE VISUALS IN ANY PARTICULAR SIZE FOR THE TELEVISION CAMERA. A LARGE PICTURE CAN BE SHOWN IN ITS ENTIRELY AND THEN THE ZOOM CAMERA CAN PICK UP ITS DETAILS. THE CAMERMAN HANDLES ALL THE FUNCTIONS OF AUDIO AND VIDEO OPERATION HE MAKES SURE THAT WHATEVER THE INSTRUCTOR SHOWS, SAYS, AND DOES IS CLEARLY PERCEPTIBLE TO THE VIEWER. NO STUDIO OR CONTROL ROOM IS REQUIRED, SINCE ALL CONTROLS ARE IN THE ROOM NO REHEARSALS OR ADDITIONAL STUDIO LIGHTING ARE NECESSARY. EQUIPMENT COSTS RANGE FROM $5,130 TO $13,935. SINCE A VARIETY OF EQUIPMENT IS ADAPTABLE FOR THIS PROGRAM, THE TOTAL COST SHOULD FALL CLOSER TO THE MINIMUM AMOUNT. ED002236 ONE MAN PRODUCTION -- INSTRUCTOR, TWO CAMERAS, AND CAMERAMAN PRODUCE BETTER ITV. 13 N/A 1965 2016-11-22

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No Ability Achievement Gains Achievement Rating College Students Comparative Analysis Conventional Instruction Study Facilities Study Habits Teaching Machines BORG, WALTER CRAGUN, JOHN UTAH Utah (Logan) Utah RESEARCH DETERMINED WHETHER STUDENTS WHO USED A TEACHING MACHINE MADE GREATER ACHIEVEMENT GAINS THAN STUDENTS WHO SPENT AN EQUAL AMOUNT OF TIME STUDYING BY CONVENTIONAL METHODS, WHETHER THE TEACHING MACHINE COMPENSATED FOR ABILITY DIFFERENCES IN STUDENTS, AND WHETHER THE TEACHING MACHINE COMPENSATED FOR POOR STUDY HABITS. SUBJECTS CONSISTED OF 103 UNIVERSITY STUDENTS. THEY WERE SPLIT INTO A CONTROL AND AN EXPERIMENTAL GROUP. PRETESTS TO DETERMINE INITIAL KNOWLEDGE AND FINAL TESTS TO DETERMINE KNOWLEDGE AT THE END OF THE EXPERIMENT WERE ADMINISTERED. STUDY HABITS WERE MEASURED BY THE BROWN-HOLZMAN SURVEY OF STUDY HABITS, AND VERBAL INTELLIGENCE WAS MEASURED BY THE VERBAL SCORE FROM SCHOOL AND COLLEGE ABILITY TEST. BOTH GROUPS WERE INITIALLY COMPARABLE ON ALL MEASURES. SEVEN CHAPTERS FROM THE TEXTBOOK WERE PROGRAMED FOR USE IN THE TEACHING MACHINE, AND WERE COVERED AT THE RATE OF ONE CHAPTER A WEEK. RESULTS INDICATED THAT THE TEACHING MACHINE WAS A VALUABLE STUDY AID. STUDENTS OF BOTH HIGH AND LOW ABILITY PERFORMED BETTER WHEN USING THE MACHINE. LOWER ABILITY STUDENTS PROFITED MORE. THIS PAPER WAS PRESENTED TO THE AMERICAN PSYCHOLOGICAL ASSOCIATION (1961). ED002237 THE TEACHING MACHINE AS A STUDY AID. 1961-00-00 5 N/A 1965 2016-11-22

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No Curriculum Development Educational Facilities Educational Technology Educational Television Mass Media Program Costs Television Television Curriculum Television Teachers IVEY, JOHN E. AND OTHERS INDIANA LAFAYETTE Indiana STARTING IN FEBRUARY 1961, THE MIDWEST PROGRAM ON AIRBORNE TELEVISION INSTRUCTION (MPATI) TRANSMITTED COURSES IN FOREIGN LANGUAGES, SCIENCE, ARITHMETIC, ART, THE HUMANITIES, MUSIC, SOCIAL STUDIES, AND INTERNATIONAL RELATIONS TO 18 SCHOOLS IN THE MIDWEST. THE AIRBORNE TELECAST OPERATED OVER NORTH CENTRAL INDIANA AND TRANSMITTED COURSES OVER AN AREA 150 TO 200 MILES IN RADIUS ENCOMPASSING PARTS OF THE SIX STATES OF ILLINOIS, INDIANA, KENTUCKY, MICHIGAN, OHIO, AND WISCONSIN. AREA COORDINATORS AND COMMITTEES CONSISTING OF SCHOOL AND UNIVERSITY EDUCATORS AND ADMINISTRATORS, EDUCATIONAL TELEVISION REPRESENTATIVES, AND LAY LEADERS PROVIDE LIAISON BETWEEN MPATI AND COLLEGES AND SCHOOLS PARTICIPATING IN THE PROGRAM. SELECTED TELEVISION TEACHERS PREPARE THE COURSES FOR AIRBORNE TELEVISION. THE RECORDING WORK IS COMPLETED AT DESIGNATED EDUCATIONAL TELEVISION STATIONS. A SECTION ON SPECIAL INFORMATION FOR SCHOOLS GIVES ADVICE ABOUT THE TYPE OF EQUIPMENT NECESSARY, EQUIPMENT AND ROOM COSTS, AND HOW TO PARTICIPATE IN THE PROGRAM. A ROSTER OF THE PARTICIPANTS IN THE PLANNING AND DEVELOPMENT OF MPATI IS INCLUDED. ED002238 MIDWEST PROGRAM ON AIRBORNE TELEVISION INSTRUCTION -- A REGIONAL EXPLORATION IN EDUCATION. 28 N/A 1965 2016-11-22

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No Educational Technology Feedback Kindergarten Children Motivation Techniques Number Concepts Number Systems Positive Reinforcement Preschool Children Programed Instruction Reinforcement Rewards Socialization ALTER, MILLICENT AND OTHERS New York (New York) New York (New York) Columbia Univ., New York, NY. Center for Programed Instruction. A DESIGNED PROGRAM FOR PRESCHOOL AND KINDERGARTEN CHILDREN WHO HAVE NOT YET LEARNED TO READ AND WRITE WAS DESCRIBED. IT DEALT WITH NUMBER CONCEPTS AND NUMERALS AND USED A MULTIPLE CHOICE PICTORIAL FORMAT. IN THE TYPICAL PROGRAMED INSTRUCTION SITUATION, THE STUDENT READ A FRAME AND MADE A RESPONSE. WHEN HE MADE THE CORRECT RESPONSE, HE WAS INFORMED THAT HE WAS RIGHT. "BEING RIGHT" MAY BE THOUGHT OF AS A SECONDARY REINFORCER. FOR YOUNG CHILDREN WHO HAVE NOT YET BECOME "SOCIALIZED" TO THE EXTENT THAT OLDER STUDENTS HAVE, "BEING RIGHT" MIGHT NOT SERVE AS A POTENT OR EVEN EFFECTIVE REINFORCER. IN VIEW OF THIS, A COMPARISON OF THE EFFECTIVENESS OF CONFIRMATION ALONE WITH CONFIRMATION PLUS THE RECEIPT OF TRINKETS WHICH ARE LIKELY TO APPEAL TO YOUNG CHILDREN WAS MADE. IT WAS HYPOTHESIZED THAT, IN 5- AND 6-YEAR-OLD CHILDREN, CONFIRMATION WOULD NOT BE AS EFFECTIVE TO REINFORCE AS CONFIRMATION PLUS TRINKETS. TWO EXPERIMENTAL GROUPS WERE FORMED, BOTH OF WHICH WORKED THROUGH A PRELITERATE PROGRAM DESIGNED TO TEACH NUMBER CONCEPTS AND NUMBERALS. ONE RECEIVED SIMPLE CONFIRMATION OF CORRECT RESPONSES, WHILE THE OTHER RECEIVED CONFIRMATION PLUS REINFORCEMENT WITH TRINKETS. NO SIGNIFICANT DIFFERENCES WERE FOUND BETWEEN THE TWO GROUPS. ED002239 THE EFFECTIVENESS OF CONFIRMATION PLUS TRINKET REINFORCERS IN YOUNG CHILDREN. 1 N/A 1965 2016-11-22

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No Bibliographies Cognitive Development Disadvantaged Educational Research Educationally Disadvantaged Environmental Influences Family Environment Language Acquisition Mental Retardation Personality Development Racial Factors Reference Materials School Role Socioeconomic Influences SILVERMAN, SUSAN B. ILLINOIS MINNESOTA Illinois (Chicago) Minnesota (Minneapolis) Illinois Illinois (Chicago) Minnesota Minnesota (Minneapolis) A SUMMARY OF THE EMPIRICAL RESEARCH RELEVANT TO THE PROBLEMS OF EDUCATIONAL AND CULTURAL DEPRIVATION IS PRESENTED IN AN ANNOTATED BIBLIOGRAPHY. THE HYPOTHESIS, METHODS, SAMPLING, FINDINGS, AND CONCLUSIONS ARE CONTAINED IN EACH REFERENCE. EACH IS CLASSIFIED AS TO HOME ENVIRONMENT, SIBLINGS AND PEER GROUP, INTRODUCTION TO SCHOOL, SCHOOL PROGRAMS AND PERSONNEL, LANGUAGE AND COGNITION, PERSONALITY AND LEARNING, SOCIALIZATION AND MOTIVATION, INTELLIGENCE, APTITUDES, ABILITIES, AND SCHOOL ACHIEVEMENT. DATES OF BIBLIOGRAPHIC ENTRIES RANGE FROM 1930 TO 1964 WITH MOST OF THE ARTICLES WRITTEN SINCE 1950. IN ALL, 114 ARTICLES ARE INCLUDED. SOME OF RESEARCH FINDINGS ARE THAT-- THE CULTURALLY DEPRIVED WERE HANDICAPPED BY LANGUAGE RETARDATION, GIRLS TENDED TO BE MORE MATURE THAN BOYS, BOYS WERE MORE LIKELY TO DROP OUT OF SCHOOL THAN GIRLS, ENVIRONMENT WAS OF GREAT IMPORTANCE IN THE FIRST FEW YEARS OF LIFE, RURAL CHILDREN DEVELOPED BETTER PERCEPTUAL DISCRIMINATION THAN URBAN CHILDREN, PERFORMANCE WAS INFLUENCED BY ANXIETY, RACE, AND ETHNIC ORIGIN, ATTITUDES DIFFERED ACCORDING TO AGE, AND ATHLETIC SKILL WAS CONSIDERED A STATUS SYMBOL. ED002240 SELECTED ANNOTATED BIBLIOGRAPHY OF RESEARCH RELEVANT TO EDUCATION AND CULTURAL DEPRIVATION. 1964-07-00 68 N/A 1965 2016-11-22

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No Covert Response Educational Technology Learning Activities Linear Programing Overt Response Programed Instruction Speech Communication Writing Exercises Written Language DRISKILL, WALTER E. AND OTHERS Lackland Air Force Base TX Lackland Military Training Center, Lackland AFB, TX. SEVERAL STUDIES ON THE QUESTION OF OVERT VERSUS COVERT RESPONSES WERE REVIEWED. OF THE 10 STUDIES DISCUSSED, FIVE SUPPORTED THE POSITION OF OVERT RESPONSE. THE OTHERS SHOWED NO SIGNIFICANT DIFFERENCES BETWEEN RESPONSE MODES EXCEPT THAT LEARNING EFFICIENCY WAS LOWER IN THE OVERT RESPONSE CONDITION IN COMPARISON WITH THE COVERT AND READING CONDITIONS. A STUDY CONCERNED WITH THE QUESTION OF OVERT AND COVERT RESPONSE IN TERMS OF DEGREES OF WRITTEN ACTIVITY WAS DESCRIBED. THE EFFECTS OF COVERT ACTIVITY UPON RETENTION, TIME COMPARISONS FOR EACH MODE PRESENTED, AND EFFECTS OF LOOKING AT CONFIRMATION RESPONSES BEFORE RESPONDING WERE INVESTIGATED. THE STUDY USED A 208-FRAME LINEAR PROGRAM ON COUNTERINSURGENCY (COIN). ALL CUES WERE REMOVED AFTER THE INITIAL RESPONSE. FOUR TREATMENT GROUPS WERE USED. THE BOOKLET GROUP STUDENTS HAD NO OPPORTUNITY TO LOOK AT THE CORRECT RESPONSES. THE ANSWER SHEET GROUP STUDENTS COULD LOOK AT THE CONFIRMING RESPONSE. THE CRITERION FRAMES GROUP STUDENTS WROTE RESPONSES IN CRITERION FRAMES ONLY. THE COVERT GROUP STUDENTS WERE NOT REQUIRED TO MAKE ANY WRITTEN RESPONSE. IMMEDIATE AND DELAYED RETENTION TESTS WERE ADMINISTERED, AND THERE WAS NO SIGNIFICANT DIFFERENCE IN THE MEAN SCORES ON THESE TESTS. RESULTS INDICATED THAT THE DEGREE OF STUDENT ACTIVITY WAS UNIMPORTANT. LEARNING LEVELS FOR VARIOUS DEGREES OF WRITTEN ACTIVITY WERE NOT SIGNIFICANTLY DIFFERENT. LIMITED MOTOR ACTIVITY WAS MORE EFFICIENT THAN WRITTEN ACTIVITY IN TERMS OF TRAINING TIME AND ACHIEVEMENT. ED002241 SOME EFFECTS OF DIFFERING DEGREES OF WRITTEN ACTIVITY IN A LINEAR PROGRAMED INSTRUCTION PACKAGE. 1963-05-00 25 N/A 1965 2016-11-22

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No Ancillary School Services Financial Support Gifted Instructional Improvement State Action State Aid State Legislation Talent Development Youth Programs JACKSON, DAVID M. ILLINOIS Illinois (Urbana) Illinois Illinois (Urbana) THE STATE OF ILLINOIS PLAN TO IMPROVE PUBLIC SCHOOL SERVICES TO GIFTED CHILDREN WAS DESCRIBED. IN THE PERIOD FROM 1959 TO 1963, A SPECIAL STUDY PROJECT WAS OPERATED WITH STATE SUPPORT. IT ASSISTED THE GENERAL ASSEMBLY IN DETERMINING WHETHER LEGISLATION WAS NEEDED AND ASSISTED THE SCHOOL DISTRICTS IN PROVIDING FOR GIFTED CHILDREN. A SERIES OF PRINCIPLES FOR STATE ACTION AND A SERIES OF TENTATIVE RECOMMENDATIONS WERE FORMULATED--(1) GIFTED CHILDREN EXIST WITHIN ALL LEVELS OF SOCIETY, WITHIN ALL RACIAL AND ETHNIC GROUPS, AND IN EVERY KIND OF HOME. (2) A STATE PLAN MUST TAKE INTO ACCOUNT THE WAYS IN WHICH INNOVATION OCCURS IN SCHOOLS. (3) THE GENERAL ASSEMBLY SHOULD DELEGATE MAJOR RESPONSIBILITY FOR THE OPERATION OF SCHOOLS TO THE LOCAL BOARDS OF EDUCATION, WHICH WOULD ASSIST AND ENCOURAGE LOCAL SCHOOL DISTRICTS. (4) STUDY AND EXPERIMENTATION SHOULD CONTINUE WITH STATE SUPPORT SO THAT IMPROVEMENT MAY BE CONTINUOUS AND RESPONSIVE TO NEW SCIENTIFIC FINDINGS. THE GOVERNOR OF ILLINOIS SPONSORED CONFERENCES ON DEVELOPING THE TALENTS OF ALL ILLINOIS YOUTH, MADE PROVISION IN HIS BUDGET FOR FUNDS NEEDED TO IMPLEMENT THE STATE PLAN, AND RECOMMENDED ENACTMENT OF THE PROGRAM. THE SCHOOL PROBLEMS COMMISSION WAS EFFECTIVE IN SEEKING AND EXAMINING EVIDENCE IN THE AREA OF GIFTED CHILDREN, AND IN SECURING FAVORABLE LEGISLATIVE ACTION ON A COMPREHENSIVE STATE PLAN TO MEET SOME OF THE MAJOR PROBLEMS. REIMBURSEMENT TO SCHOOL DISTRICTS WAS APPROPRIATED AT $4 MILLION. REIMBURSEMENT IS PROVIDED FOR ANY DISTRICT WHICH SUBMITS AN APPROVED PLAN FOR IMPROVING THE DISTRICT'S SERVICES TO GIFTED CHILDREN. ED002242 A STATE PLAN TO IMPROVE PUBLIC SCHOOL SERVICES TO GIFTED CHILDREN. 1965-03-00 14 N/A 1965 2016-11-22

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No Audiovisual Aids Curriculum Enrichment Elementary Education Enrichment Activities Guides Music Activities Music Education Resource Materials Teaching Guides Teaching Methods ANDRESS, BARBARA AND OTHERS Arizona (Phoenix) Arizona (Phoenix) Arizona State Dept. of Public Instruction, Phoenix. A CURRICULUM FOR MUSIC IN GRADES ONE THROUGH EIGHT IS PRESENTED. INCLUDED ARE THE TYPES OF MUSICAL EXPERIENCES AND ACTIVITIES THAT SHOULD BE AVAILABLE TO CHILDREN IN THESE GRADES, TEACHING TECHNIQUES, FILMS AND FILMSTRIPS, AND REFERENCE MATERIALS. THE OBJECTIVES OF THE MUSIC CURRICULUM ARE THE FOLLOWING--TO PROVIDE OPPORTUNITIES FOR CHILDREN TO PARTICIPATE IN MUSICAL ACTIVITIES THROUGH WHICH THEY CAN DISCOVER THEIR MUSICAL INTERESTS AND DEVELOP THEIR MUSICAL POTENTIALITIES TO PRESENT MUSIC AS A VALID SUBJECT AREA TO USE MUSIC TO ENHANCE THE CLASSROOM ENVIRONMENT FOR LEARNING IN TERMS OF ITS ENRICHMENT AND RELAXATION POTENTIALITIES AND TO HELP EACH CHILD DEVELOP AN APPRECIATION FOR AND A LOVE OF MUSIC AND SOME SKILL IN INTERPRETING ITS WRITTEN SYMBOLS. NO SPECIFIC UNIT AREAS ARE LISTED. INSTEAD, THE GUIDE IS DIVIDED INTO THREE SECTIONS--ONE FOR THE PRIMARY GRADES, ONE FOR THE INTERMEDIATE GRADES, AND ONE FOR THE UPPER GRADES. DIFFERENT ACTIVITIES AND PRACTICES ARE SUGGESTED IN THE AREAS OF SINGING, LISTENING, INSTRUMENTS, AND MOVEMENT FOR EACH OF THE DIVISIONS. EMPHASIS IN EACH AREA IS TO BE GIVEN TO USING MUSIC NOTATION, RELATING MUSIC TO OTHER SUBJECT AREAS, AND MOTIVATING CREATIVE RESPONSES. TYPICAL ACTIVITIES MIGHT INCLUDE SINGING MANY SONGS BY ROTE AND BY USING MUSICAL NOTATION, LISTENING TO LIVE AND RECORDED MUSIC, MOVING THE BODY EXPRESSIVELY TO MUSIC, PLAYING CLASSROOM MELODY AND PERCUSSION INSTRUMENTS, AND COMPOSING SIMPLE MELODIES FOR SINGING OR PLAYING ON AN INSTRUMENT. ENRICHMENT ACTIVITIES SUGGESTED FOR CHILDREN WITH SPECIAL INTERESTS IN MUSIC ARE ORCHESTRA, BAND, CHORUS, ENSEMBLES, AND PRIVATE INSTRUCTION. ED002243 A GUIDE FOR TEACHING MUSIC IN ARIZONA ELEMENTARY SCHOOLS. 1964-09-00 56 N/A 1965 2016-11-22

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No Comparative Analysis Grade 8 Intermode Differences Junior High School Students Learning Processes Programed Instruction Programed Instructional Materials Responses Student Behavior Student Reaction Teaching Machines Teaching Methods Textbooks EIGEN, LEWIS D. AND OTHERS Columbia Univ., New York, NY. Center for Programed Instruction. A COMPARISON IS MADE BETWEEN THE TEACHING MACHINE AND HORIZONTAL AND VERTICAL TEXT FORMATS. A TEACHING MACHINE PRESENTS AN ORDERED SEQUENCE OF INSTRUCTION TO THE LEARNER, ONE FRAME AT A TIME. AFTER RESPONDING TO A STIMULUS FRAME, THE LEARNER'S ANSWER IS IMMEDIATELY CONFIRMED OR CORRECTED. THE LEARNER PROCEEDS TO THE NEXT FRAME AND IS PREVENTED FROM CHANGING HIS PREVIOUS ANSWERS OR GOING BACK IN THE PROGRAM. IN A HORIZONTAL PROGRAMED TEXT, SUCCEEDING FRAMES APPEAR ON ALTERNATE PAGES. ANSWERS ARE WRITTEN EITHER IN THE BOOKLET OR ON SEPERATE ANSWER SHEETS. BY TURNING THE PAGE, THE LEARNER RECEIVES THE CORRECT RESPONSE WITH THE NEXT STIMULUS FRAME. MUCH PAGE TURNING IS REQUIRED. VERTICAL PROGRAMED TEXTS ARE READ FROM THE TOP OF THE PAGE TO THE BOTTOM. A MASK OR SLIDER IS USED. THE LEARNER EXPOSES ONE FRAME AT A TIME, TOGETHER WITH THE ANSWER TO THE PRECEDING FRAME, BY MOVING THE SLIDER DOWN THE PAGE. AS EACH NEW FRAME IS EXPOSED, THE LEARNER WRITES HIS ANSWER EITHER IN THE BOOK OR ON A SEPERATE ANSWER SHEET. LITTLE PAGE TURNING IS REQUIRED. SEVENTY-SEVEN 8TH GRADERS FROM HANOVER, N.H., WITH IQ'S RANGING FROM 73-142 (118 MEAN) WERE ASSIGNED TO DIFFERENT MODES OF PRESENTATION. THE 65-FRAME PROGRAM USED WAS DESIGNED TO TEACH THE DIFFERENCE BETWEEN NUMBERS AND NUMERALS. IT WAS FOUND THAT INTERMODE DIFFERENCES IN LEARNING WERE NOT STATISTICALLY SIGNIFICANT. SUBJECTS USING THE PROGRAMED TEXTS COMPLETED THE PROGRAM IN LESS TIME THAN DID SUBJECTS WHO USED THE MACHINES. IT WAS RECOMMENDED THAT THE INTERACTION BETWEEN IQ AND PRESENTATION MODE BE STUDIED MORE CLOSELY AND THAT, EXCEPT FOR PROGRAMS CONSISTING MAINLY OF COPYING FRAMES, THE VERTICAL-PROGRAMED TEXT FORMAT BE USED. ED002244 A COMPARISON OF THREE MODES OF PRESENTING A PROGRAMED INSTRUCTION SEQUENCE. 1962-00-00 40 N/A 1965 8/17/2004 22:34:00 DISA1965

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No Curriculum Guides Elementary Education Grade Charts Kindergarten School Districts Teaching Guides California (Los Angeles) California (Los Angeles) Los Angeles City Schools, CA. THE INSTRUCTIONAL PROGRAM GRADE CHARTS OUTLINE THE SUBJECT MATTER OF EACH GRADE (KINDERGARTEN THROUGH GRADE 6) FOR CONVENIENT REFERENCE BY THE TEACHER. THE GRADE CHARTS ARE NOT DESIGNED AS SUBSTITUTES FOR THE MORE COMPLETE COURSES OF STUDY. HOWEVER THE STATEMENTS OF UNDERLYING PHILOSOPHY FOR EACH SUBJECT (SOCIAL STUDIES, MATHEMATICS, SCIENCE, READING, ORAL ENGLISH, WRITTEN ENGLISH, SPELLING, HANDWRITING, SPANISH, MUSIC, ART, PRACTICAL ARTS, HEALTH, PHYSICAL EDUCATION, AND SAFETY) AND THE OVERVIEW OF THE CONTENT FOR EACH GRADE LEVEL HELP TO PROVIDE A BROAD OUTLINE OF THE INSTRUCTIONAL PROGRAM IN THE LOS ANGELES CITY ELEMENTARY SCHOOLS. ED002245 INSTRUCTIONAL PROGRAM GRADE CHARTS, TO ACCOMPANY COURSE OF STUDY FOR ELEMENTARY SCHOOLS. 1964-00-00 105 N/A 1965 2016-11-22

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No Educational Philosophy Educational Programs Educational Technology Educational Television Film Production Film Production Specialists Library Personnel Library Services Media Specialists Specialization WHITENACK, CAROLYN I. AND OTHERS LAFAYETTE INDIANA Indiana IN "EDUCATION FOR LIBRARIANSHIP RE NEW MEDIA," CAROLYN I. WHITENACK GIVES A BRIEF OUTLINE OF LIBRARY EDUCATION AND STATES THE PHILOSOPHY, STANDARDS, AND PATTERNS OF CURRICULUM RELATING TO EDUCATIONAL MEDIA AT THE GRADUATE AND UNDERGRADUATE LEVELS. JOHN M. MORIARTY DISCUSSES "EDUCATION AND TRAINING OF THE FILM PRODUCTION SPECIALIST." ONLY A DOZEN UNIVERSITIES OFFER SPECIALIZATION IN FILM PRODUCTION. THE CONCERNS OF THE FACULTY AND MOST STUDENTS IN CINEMA SCHOOLS ARE FOR THE ENTERTAINING OR ADVERTISING EFFECTS OF FILM FOR THE ARTISTIC AND EMOTIONAL IMPACTS, RATHER THAN FOR THE "PEDESTRIAN,""BREAD AND BUTTER" LESSONS NEEDED BY THE STUDENTS. FACED WITH THIS SITUATION, AMERICAN SCHOOLMEN HAVE NOT MADE FILM PRODUCTION A COMMON EDUCATIONAL SPECIALIZATION INTEGRATED CLOSELY WITH NORMAL CLASSROOM PEDAGOGY. THE 8 MM. DEVELOPMENT MAY PROVE THE BASE FOR TEACHER SPECIALIZATION IN MOTION PICTURE PRODUCTION BECAUSE OF THE LOW COST OF 8 MM. FILM AND EQUIPMENT AND THE EASE OF OPERATIONS. WARREN F. SEIBERT DISCUSSES "THE PREPARATION OF THE EDUCATIONAL TELEVISION SPECIALIST." ONLY 113 COLLEGES AND UNIVERSITIES GRANT DEGREES IN SOME PHASE OF RADIO-TELEVISION BROADCASTING, AND ONLY 21 INSTITUTIONS REPORT A PROGRAM LEADING TO THE PH.D. CAMERAMEN, TECHNICIANS, FLOOR MANAGERS, AND FILM LIBRARIANS CAN PERFORM WELL WITHOUT DELVING INTO THE PHILOSOPHIES OF MASS MEDIA AND TEACHING-LEARNING PROCESSES. ELABORATE UPGRADING AND UPDATING PROCEDURES DO NOT EXIST. HOWEVER, THE NATIONAL ASSOCIATION OF EDUCATIONAL BROADCASTERS DOES PRESENT OPPORTUNITIES FOR CONTINUING IMPROVEMENT. THE TELEVISION SPECIALIST SHOULD BE CONVERSANT WITH THE PROCEDURES AND PRACTICES OF EDUCATORS. ETV PERSONNEL SHOULD KNOW THE USES AND EFFECTS OF THEIR MEDIUM. THE ETV SPECIALIST SHOULD HAVE THE ABILITIES OF A DIPLOMAT, A COUNSELOR, AND A WISE CONSULTANT IN HIS PLACE BETWEEN MESSAGE-BEARERS AND RECEIVERS. ED002246 TRENDS AND IDEAS COMMON TO LIBRARIANSHIP, TELEVISION AND FILM PRODUCTION EDUCATION, SUMMARY. 13 N/A 1965 2016-11-22

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No Closed Circuit Television Communication (Thought Transfer) Educational Change Educational Technology Educational Television Mass Media Programing (Broadcast) State Action State Programs KALMBACH, R. LYNN KNIGHT W.R. SOUTH CAROLINA COLUMBIA South Carolina SOUTH CAROLINA WAS A STATE SLOW IN DEVELOPMENT, 49TH IN PER CAPITA INCOME AND 47TH IN ILLITERACY. HOWEVER, EDUCATIONAL INADEQUACIES HAVE BEEN RECOGNIZED AND COOPERATIVE EFFORTS WERE MADE TO UPLIFT THE PEOPLE EDUCATIONALLY, ECONOMICALLY, AND SOCIALLY. PART I DESCRIBED THE NEED TO MAKE CHANGES IN THE EDUCATIONAL PROCESS. THE CLOSED-CIRCUIT APPROACH TO EDUCATIONAL TELEVISION (ETV) WAS ADOPTED. THE COOPERATION OF SUBJECTS IN FIVE CLASSROOMS AT A COST OF 460,000. IN 1963, 155 PUBLIC HIGH SCHOOLS, EIGHT COLLEGES, AND THE STATE UNIVERSITY WITH ITS FIVE EXTENSION CENTERS WERE INVOLVED AT A COST OF $1,295,000. BASIC ETV POLICIES INCLUDED THE USE OF TEAMWORK TEACHING, CONCENTRATION UPON BASIC SUBJECTS, THE PRODUCTION AND PRESERVATION OF COURSES ON VIDEO TAPE, AND THE USE OF THE FINEST QUALITY TECHNICAL EQUIPMENT. EDUCATOR ACCEPTANCE HAS INCREASED. THE LEGISLATURE HAS WHOLEHEARTEDLY BACKED THE PROGRAM WHICH IS PLANNED TO CONTINUE UNTIL ALL SCHOOLS, INCLUDING PRIVATE SCHOOLS AND INDEPENDENT COLLEGES, CAN HAVE ETV. IMPORTANT PARALLEL SERVICES WERE TEACHER TRAINING, ADULT EDUCATION, AND COMMUNITY USE OF SIX CHANNEL SYSTEM OPERATING FROM 8 A.M. TO 10 P.M. PART II DESCRIBED IN DETAIL THE REQUIREMENTS, THE TRANSMISSION FACILITIES, AND THE DEVELOPMENTAL EFFORTS OF THE AREA TELEPHONE COMPANIES TO PROVIDE A PRACTICAL AND HIGHLY RELIABLE NETWORK. THE COSTS WERE COMPARATIVELY LOW--$14 PER PUPIL ABOVE PREVIOUS COSTS. EIGHT MAPS SHOWED CABLE SYSTEMS AND STATIONS. ED002247 THE SOUTH CAROLINA ETV STORY, PARTS 1 AND 2. 12 N/A 1965 2016-11-22

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No Audiovisual Aids Film Production Films Instructional Films Illinois (Chicago) Illinois (Chicago) Bell and Howell Co., Lincolnwood, IL. THE PREPARATION OF A MAGNETIC-SOUND TRACK FOR 16 MM. MOTION PICTURE FILMS IS DESCRIBED. IN SCRIPT PREPARATION, THE SCRIPT SHOULD BE WRITTEN IN NARRATIVE FORM TO INCLUDE ALL SHOTS NEEDED AND TO SUPPLEMENT AND GIVE INFORMATION NOT IN THE FILM. LANGUAGE SHOULD BE KEPT SIMPLE, AND UNAVOIDABLE TECHNICAL TERMS SHOULD BE EXPLAINED. IN REWRITING THE NARRATIVE, EDITED PICTURES AND TIME LENGTHS OF EACH SCENE SHOULD BE PROJECTED. SCRIPTS SHOULD BE WRITTEN IN SECTIONS SO THAT A SUITABLE RESTING SPOT CAN BE CHOSEN SINCE NARRATORS TIRE AND BECOME TENSE. IN RECORDING PREPARATION, TRAIL RECORDINGS SHOULD BE MADE TO CHECK EQUIPMENT, MICROPHONE PLACEMENTS, ACOUSTICS, AND BACKGROUND NOISES. RECORDING SHOULD TAKE PLACE IN THE SAME SETTING AND AT ONE SITTING BECAUSE ACOUSTICS CHANGE FROM TIME TO TIME. WHEN USING THE MICROPHONE, THE SPEAKER SHOULD STAY AT THE SAME LOCATION BY THE MICROPHONE, THE READING RATE SHOULD BE PACED, AND COPY SHOULD BE REWRITTEN TO AVOID SLOWING OR HURRYING. A PERSONABLE VOICE SHOULD BE SELECTED. FOR LIP SYNCHRONIZATION, CAMERA, TAPE-RECORDER, AND MAGNETIC-RECORDING PROJECTOR SHOULD BE FITTED WITH SYNCHRONOUS MOTORS. BACKGROUND MUSIC WHICH SUPPLEMENTS THE STORY SHOULD BE USED TO INDICATE CHANGE OF TIME, MOOD, OR PLACE. DISTORTION FACTORS AND SOURCES OF OUTSIDE INTERFERENCE SHOULD BE ELIMINATED. FULL-TRACK, SINGLE-PERFORATED FILM SHOULD BE OPERATED AT 24 FRAMES PER SECOND TO OBTAIN THE BEST SOUND TRACK RESULTS. ED002248 TEACHING AND TRAINING WITH MOTION PICTURES (MAGNETIC SOUND). 11 N/A 1965 2016-11-22

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No Audiolingual Methods Classroom Techniques Curriculum Guides Elementary Education French Language Instruction Listening Skills Primary Education Structural Analysis Teaching Guides Vocabulary Development BROWN, MARY A. AND OTHERS Illinois (Chicago) Illinois (Chicago) Chicago Board of Education, IL. MAJOR EMPHASIS IN FOREIGN LANGUAGE TEACHING IS PLACED UPON LISTENING AND SPEAKING SKILLS. READING AND WRITING SHOULD BE INTRODUCED TO THE STUDENT ONLY AFTER HE HAS HAD STRONG AUDIOLINGUAL EXPERIENCES. FRENCH IS TAUGHT DAILY IN A WELL-ORGANIZED, CONTINUOUS PROGRAM WHICH EMPHASIZES DIALOGUE AND VARIOUS DRILLS AND EXERCISES WHICH ARE USED TO FACILITATE THE LEARNING OF LANGUAGE STRUCTURE AND VOCABULARY. USAGE IS EMPHASIZED RATHER THAN ANALYSIS. THROUGH THE DEVELOPMENT OF LANGUAGE SKILLS, CULTURE IS EXPERIENCED BY THE CHILD. THE TEACHING GUIDE IS DIVIDED INTO TWO AGE GROUPS--KINDERGARTEN THROUGH SECOND GRADE AND THIRD GRADE THROUGH SIXTH GRADE. SAMPLE LESSONS, DIALOG MATERIAL, SUGGESTED ACTIVITIES, TEACHING APPROACHES, SONGS, READING READINESS, UTILIZATION OF FOREIGN LANGUAGE FILMS, AND TESTING PROCEDURES ARE DISCUSSED IN SEQUENCE OF GRADE LEVEL. ALSO INCLUDED ARE LISTS OF FRENCH NAMES, CLASSROOM EXPRESSIONS, RESOURCES FOR TEACHING FRENCH, AND VOCABULARY WORDS. ED002249 CURRICULUM GUIDE FOR FRENCH--FOR THE KINDERGARTEN AND GRADES 1-6. 1963-00-00 245 N/A 1965 2016-11-22

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No Career Planning Educational Counseling Guidance Guidance Programs Guides High Schools Instructional Materials Junior High Schools Objectives Program Guides Self Concept NELL, MARCELLA PAULSEN, BLANCHE B. Illinois (Chicago) Illinois (Chicago) Chicago Board of Education, IL. AN OVERVIEW OF THE COUNSELING PHILOSOPHY, ORGANIZATION, AND SERVICES NOW IN OPERATION IN THE UPPER GRADES OF THE CHICAGO SCHOOL SYSTEM IS PROVIDED. THE PURPOSE OF THE PROGRAM IS TO ASSIST EACH STUDENT TO DEVELOP REALISTIC IDEAS AND IMAGES ABOUT HIMSELF, TO LEARN ABOUT THE OPPORTUNITIES FOR HIMSELF IN THE WORLD, AND TO HELP HIM FORMULATE, PLAN FOR, AND ACHIEVE WORTHY AND REALISTIC GOALS WITH EVER-INCREASING SELF-DIRECTION. EVERY STUDENT IN GRADES 7 THROUGH 12 IS PART OF THE LONGITUDINAL GUIDANCE PROGRAM INVOLVING CONTINUOUS COUNSELING WITH THE SAME COUNSELOR AS LONG AS HE REMAINS IN THE SAME SCHOOL. THE PRINCIPLES AND GOALS OF COUNSELING RECEIVE VARYING EMPHASIS AT DIFFERENT GRADE LEVELS. A GUIDE OUTLINE FOR COUNSELORS EMPHASIZING SERVICES AND ACTIVITIES FOR GRADE LEVELS IS PRESENTED. THE FOLLOWING BASIC SERVICES ARE PROVIDED AND DISCUSSED--ARTICULATION AND ORIENTATION, IDENTIFICATION AND EXPLORATION OF INDIVIDUALS, DISSEMINATION OF OCCUPATIONAL AND EDUCATIONAL INFORMATION, COUNSELING, PARENT CONFERENCES, PLACEMENT ACTIVITIES, REFERRAL SERVICES, FOLLOWUP AND EVALUATION ACTIVITIES, AND MAINTENANCE OF A SYSTEM OF RECORDS. ALSO DISCUSSED IN DETAIL ARE BASIC TECHNIQUES FOR GUIDANCE AND RESOURCES FOR A GUIDANCE PROGRAM. THE APPENDIX INCLUDES SPECIFIC INFORMATION ABOUT PUBLICATIONS, EMPLOYMENT AND AGE CERTIFICATES, AND FORMS AND STANDARDS FOR USE IN PREPARING AND EVALUATING OCCUPATIONAL LITERATURE. ED002250 HANDBOOK FOR COUNSELORS, GRADES 7 THROUGH 12. 1963-00-00 149 N/A 1965 2016-11-22

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No Carrels Citizen Participation Community Organizations Educational Facilities Individual Development Individual Differences Individualized Instruction Learning Resources Centers Nongraded Instructional Grouping School Organization Systems Approach EISMAN, EDWARD A CITIZENS COMMITTEE FROM THE BASSETT UNIFIED SCHOOL DISTRICT FELT THAT A CHILD'S INDIVIDUAL CAPACITIES SHOULD BE DEVELOPED AND HIS SENSE OF INDIVIDUAL RESPONSIBILITY SHOULD BE FOSTERED. SINCE MANY CRITICISMS OF EDUCATION WERE RELATED TO DIFFICULTIES ORGANIZATIONAL IN NATURE, THE COMMITTEE INVESTIGATED SCHOOL ORGANIZATIONS DESIGNED SPECIFICALLY TO MEET INDIVIDUAL DIFFERENCES. THE COMMITTEE ADOPTED THE RATIONALE OF THE CONTINUOUS DEVELOPMENT SCHOOL, WHICH STATES THAT LEARNING IS AN INDIVIDUAL MATTER AND THAT IT SUFFERS WHEN EXTERNAL AGENCIES IMPOSE RESTRICTIONS UPON THE LEARNING PROCESSES. THE PROGRAM ELIMINATES SUCH ARTIFICIAL BARRIERS AS GRADE LEVELS AND TIME SCHEDULES THAT INTERFERE WITH MAXIMUM LEARNING. THIS IS ACCOMPLISHED THROUGH AN INDIVIDUAL APPROACH TO EDUCATION IN WHICH THE MAJOR RESPONSIBILITY FOR LEARNING IS WITH THE STUDENT. THE BASSETT HIGH SCHOOL IS PLANNED TO MEET THESE GOALS. THE CORE OF THE SCHOOL IS THE INSTRUCTIONAL MATERIALS CENTER. IMMEDIATELY ADJACENT TO THIS CENTER ARE THE STUDY UNITS, EACH UNIT CONTAINS STUDIO OFFICES AND A LARGE AREA MADE UP OF INDIVIDUAL STUDY STATIONS CALLED CARRELS. ASSIGNMENT TO EACH UNIT IS ON THE BASIS OF ONE PROFESSIONAL TEACHER AND ONE TEACHER AIDE FOR EVERY 60 STUDENTS. EACH CHILD PARTICIPATES IN A TESTING PROGRAM AND DEVELOPS CERTAIN SEMESTER OR YEAR OBJECTIVES. HE IS PROVIDED WITH A PROBLEM THAT IS A PREPARED SEQUENCE OF ACTIVITIES TO ASSIST HIM IN REACHING THESE OBJECTIVES. THE HOME BASE OF THE STUDENT IS HIS CARREL. EACH DAY THE STUDENT FILLS OUT A CARD INDICATING HIS PROGRESS IN IN HIS PROGRAM AND WHETHER OR NOT HELP IS NEEDED. THE PROGRAM INVOLVES A SYSTEMS APPROACH TO EDUCATION IN THAT IT ANALYZES THE ESSENTIAL CONCEPTS RELATIVE TO A SPECIFIED EDUCATIONAL GOAL AND THEN PROVIDES THOSE EXPERIENCES WHICH ARE APPROPRIATE TO THE DEVELOPMENT OF THE CONCEPTS. ED002251 THE BASSET CONTINUOUS PROGRESS HIGH SCHOOL. 6 N/A 1965 8/17/2004 22:34:12 DISA1965

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No Attendance Records Automation Computer Oriented Programs Computers Data Processing Educational Finance Electromechanical Aids Programed Instruction School Administration School Schedules Student Records TONDOW, MURRAY Illinois (Chicago) Illinois (Chicago) Illinois Teachers Coll., Chicago-North. EDUCATION HAS BEEN SLOW IN FULLY UTILIZING ELECTRONIC DATA PROCESSING EQUIPMENT (EDP). EDUCATOR CONFIDENCE IN THE EDP HAS GROWN, HOWEVER, AS A RESULT OF THE SUCCESS OF ELECTRONIC DATA PROCESSING IN SCIENCE, INDUSTRY, AND OTHER PROFESSIONS. THE DEVELOPMENT OF SOLID STATE TRANSISTORIZED COMPUTERS HAS MADE POWERFUL DESK-SIZE COMPUTERS A REALITY AND WITHIN THE BUDGET OF MANY SCHOOL DISTRICTS. FUNDS ARE AVAILABLE FOR DEVELOPING ELECTRONIC DATA PROCESSING INSTALLATIONS AND HIRING APPROPRIATE PERSONNEL TO OPERATE SUCH FACILITIES AS A RESULT OF THE NATIONAL DEFENSE EDUCATION ACT. ONE OF THE SERIOUS DRAWBACKS A SCHOOL FACES WHEN CONSIDERING A COMPUTER IS THE PROBLEM OF PROGRAMING THE MACHINE. AREAS FOR EDP INCLUDE SCHOOL ACCOUNTING, SCHEDULING, REPORTING, AND STUDENT RECORDS. ADEQUATE USAGE OF EDR IS DIFFICULT BECAUSE OF SUCH PROBLEMS AS FINANCES, THE QUESTION OF WHETHER TO BUY OR RENT EQUIPMENT, COMMUNICATION DIFFICULTIES, LEGAL PROBLEMS, INERTIA OF EDUCATOR ATTITUDES, THE FEAR OF DEHUMANIZING EDUCATION, LACK OF TRAINED PERSONNEL, THE STATE OF COMPUTER DEVELOPMENT WHICH DESIGNS MACHINES BEFORE CONSIDERING SPECIFIC PROBLEMS TO BE SOLVED, AND TRAINING AND STAFFING CONSIDERATIONS. AN EXAMPLE OF AN AUTOMATED PUPIL ATTENDANCE PROGRAM IS PRESENTED. POINTS OF DESCRIPTION IN THE PROGRAM INCLUDE PURPOSES, PARAMETERS, HISTORICAL ASPECTS, PROCEDURES, AND ADDITIONAL IMPLICATIONS. ED002252 ELECTRONIC DATA PROCESSING EDUCATION. 1961-08-00 24 N/A 1965 2016-11-22

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No Concept Formation Elementary School Students Grade 5 Grade 6 Independent Study Mathematics Curriculum Sequential Learning Student Motivation Study Guides JOHNSON, RONALD E. AND OTHERS California (San Diego) California (San Diego) San Diego County Dept. of Education, CA. A BOOKLET DESIGNED FOR ELEMENTARY SCHOOL STUDENTS TO BE USED INDEPENDENTLY FROM AND IN ADDITION TO THE REGULAR CLASSROOM CURRICULUM IN MATHEMATICS IS GIVEN. THE FIFTH- OR SIXTH-GRADE STUDENT IS PRESENTED WITH A DISCUSSION OF THE APPLICATIONS OF THE SLIDE RULE AND WITH A BACKGROUND REVIEW OF NECESSARY CONCEPTS. THE CONCEPTS OF THE SLIDE RULE ARE EXAMINED. NUMBER SCALES, EXPONENTS, LOGARITHMS, DECIMAL POINT ESTIMATION, AND PROCEDURES USED TO MULTIPLY AND DIVIDE ON THE SLIDE RULE ARE PRESENTED IN LOGICAL SEQUENCE. THE TEACHER SHOULD IDENTIFY POTENTIAL USERS, ORIENT THEM TO THE AREA TO BE EXPLORED, AND STIMULATE AND MAINTAIN THEIR INTEREST IN SUSTAINED INDEPENDENT EFFORT. ED002253 UNDERSTANDING THE SLIDE RULE. 1961-00-00 72 N/A 1965 2016-11-22

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No Ability Grouping Curriculum Development Educational Programs High School Students Mild Mental Retardation On the Job Training Practical Arts Social Adjustment Specialists MCGAHAN, F.E. GALENA PARK TEXAS Texas Galena Park Public Schools, TX. A BRIEF OUTLINE OF THE PROPOSED PROGRAM FOR TRAINING THE EDUCABLE MENTALLY RETARDED CHILD INCLUDES ON-THE-JOB TRAINING FOR WORK COMMENSURATE WITH THE CHILD'S ABILITIES, PREPARATION BEGINS AT AGE 16 WHEN THE STUDENT ENTERS HIGH SCHOOL. HOUSEHOLD ART, PERSONAL GROOMING, AND ARTS AND CRAFTS ARE HEAVILY WEIGHTED IN THE CURRICULUMS FOR THE GIRLS. SHOP ARTS AND CRAFTS, AND PERSONAL GROOMING ARE EMPHASIZED FOR THE BOYS. THREE SPECIAL TEACHERS ARE INVOLVED--ONE EMPHASIZES THE ACADEMIC PHASE AND COUNSELING, ONE EMPHASIZES PREVOCATIONAL ASPECTS AND ATTITUDES FOR SUCCESSFUL WORK RECORD, AND ONE EMPHASIZES HOUSEHOLD ARTS, PERSONALITY DEVELOPMENT, AND PERSONAL GROOMING. ANY OF THE TEACHERS MAY SUPERVISE ON-THE-JOB TRAINING. OTHER PERSONNEL AND FACILITIES ARE UTILIZED WHEN DEEMED NECESSARY. THE HIGH SCHOOL DIPLOMA IS GRANTED ON THE BASIS OF SUCCESSFUL JOB TRAINING EXPERIENCE OR THE ABILITY TO HOLD A JOB. ED002254 ON-THE-JOB TRAINING PROGRAM AS PLANNED BY THE GALENA PARK SCHOOLS FOR THE EDUCABLE MENTALLY RETARDED CHILD. 1961-09-00 2 N/A 1965 2016-11-22

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No Curriculum Enrichment English Instruction Honors Curriculum Independent Study Individual Instruction Lesson Plans Motivation Techniques Teaching Guides United States History California (Pasadena) California (Pasadena) Pasadena City Unified School District, CA. AN ATTEMPT TO ENRICH THE CURRICULUM, TO INDIVIDUALIZE INSTRUCTION, AND TO INCREASE MOTIVATION IS PRESENTED. BOTH VERTICAL AND HORIZONTAL TYPES OF ENRICHMENT ARE APPLIED. TEACHERS OF ENGLISH AND U.S. HISTORY SHOULD STRESS CONCEPTS, MEANINGS, AND RELATIONSHIPS. THEY SHOULD ALSO INTRODUCE MORE INDEPENDENT STUDY AND HELP STUDENTS COMMUNICATE INTELLIGENTLY AND EFFECTIVELY IN WRITING WHAT THEY HAVE LEARNED. THE HONORS ENGLISH PROGRAM 3A-3B SHOULD STRESS EXTENSIVE AND INTENSIVE READING, EFFECTIVE SPEECH, AND INVESTIGATION AND RESEARCH SKILLS. UNUSUALLY HIGH STANDARDS OF ACCOMPLISHMENT SHOULD BE MAINTAINED. THE HONORS HISTORY PROGRAM AB SHOULD STRESS A KNOWLEDGE OF MAJOR DOCUMENTS, A FAMILIARITY WITH THE ESSAY EXAMINATION, AN ABILITY TO USE AND INTERPRET MAPS, AND A FACILITY FOR NOTETAKING. ALSO IMPORTANT ARE AN ABILITY TO DEAL WITH LIMITED TOPICS IN A RESEARCH PAPER, A HABIT OF INDEPENDENT READING, AND A COMPUNCTION FOR CITING SOURCES AND GIVING CREDIT. THE DETAILED LESSON PLANS INCLUDE GENERAL SKILLS, MAJOR ASSIGNMENTS, AND MAJOR CONCEPTS. A LIST OF AUDIOVISUAL AIDS AND BIBLIOGRAPHY FOR TEACHERS AND STUDENTS ARE ALSO GIVEN. ED002255 TEACHING HONORS ENGLISH 3A-3B, AND U.S. HISTORY AB--A PILOT PROJECT, WORKING DRAFT. 1963-00-00 94 N/A 1965 2016-11-22

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No Educational Technology Educational Television Feedback Patterned Responses Performance Factors Programed Instruction Reinforcement Social Sciences Student Teacher Relationship WOODWARD, JOHN C. Florida (Coral Gables) Florida Miami Univ., Coral Gables, FL. Univ. Coll. ONE OF THE PROBLEMS OF TELEVISION TEACHING IS IN THE AREA OF STUDENT INSTRUCTOR INTERACTION. THE INSTRUCTOR HAS NO WAY OF KNOWING WHETHER OR NOT ANY LEARNING IS TAKING PLACE OR IF THE STUDENTS ARE LISTENING. A FEEDBACK SYSTEM HAS BEEN DEVELOPED TO ENABLE A STUDENT TO INDICATE HIS RESPONSE TO A TV LECTURER'S QUESTION BY PUSHING ONE OF FIVE BUTTONS AT STUDENT STATIONS IN THE TV LECTURE AREA. VIA A READ-OUT DEVICE THE INSTRUCTOR EVALUATES THE STUDENT RESPONSES AND ANSWERS, THEN HE ELABORATES HIS DISCUSSION OR HE CONTINUES LECTURING. CHART RECORDERS KEEP A PERMANENT RECORD FOR LATER ANALYSIS. AN EARLIER STUDY INDICATED THAT THIS FEEDBACK SYSTEM COULD BE EFFECTIVE IN THE HUMANITIES. THIS STUDY FOLLOWS SIMILAR LINES USING THE SOCIAL SCIENCE AREA. THE EXPERIMENTAL GROUP OF 100 STUDENTS SELECTED AT RANDOM RESPONDED TO QUESTIONS PRESENTED BY THE TV LECTURER BY PUSHING ONE OF FIVE BUTTONS LOCATED AT A STUDENT STATION IN THE CLASSROOM. CONTROL GROUPS IN OTHER ROOMS RECEIVED THE SAME LECTURE AT THE SAME TIME BUT DID NOT HAVE FEEDBACK EQUIPMENT. A FINAL EXAMINATION WAS CONDUCTED 9 WEEKS AFTER THE CONCLUSION OF THE LECTURES TO TEST BOTH FEEDBACK AND RETENTION. RESULTS SHOW THAT THE EXPERIMENTAL GROUP DID SIGNIFICANTLY BETTER ON THE NONFEEDBACK QUESTIONS, THE CONTROL GROUP DEMONSTRATED NO DIFFERENCE IN PERFORMANCE ON FEEDBACK AND NONFEEDBACK QUESTIONS, AND THE TWO GROUPS DID NOT DIFFER WITH RESPECT TO PERFORMANCE. ED002257 THE EFFECT OF IMMEDIATE FEEDBACK ON LEARNING IN SOCIAL SCIENCE - REPORT 8. 1964-09-00 9 N/A 1965 2016-11-22

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No Administrator Guides Bibliographies Catalogs Consultants Educational Objectives Glossaries Instructional Materials Program Evaluation Programed Instruction Programed Instructional Materials Teaching Machines Textbooks RYAN, WILLIAM F. New York (Albany) New York (Albany) New York State Education Dept., Albany. A HANDBOOK TO GUIDE AND DIRECT EDUCATORS IN NEW YORK STATE IN UNDERSTANDING, SELECTING, UTILIZING, AND EVALUATING TEACHING MACHINES AND PROGRAMED LEARNING MATERIALS IS PRESENTED. PROGRAMED INSTRUCTION IS DEFINED AS THE UTILIZATION OF PROGRAMED MATERIALS IN ACHIEVING EDUCATIONAL OBJECTIVES. TEACHING MACHINES ARE DEFINED AS DEVICES THAT HOUSE, DISPLAY, AND PRESENT INSTRUCTIONAL PROGRAMS. A SELECTED BIBLIOGRAPHY IS REPRESENTATIVE OF THE SEVERAL TEXTS, RESEARCH MATERIALS, AND PROGRAMING LITERATURE AVAILABLE. FILMS, FILMSTRIPS, AND RESEARCH AND REVIEW JOURNALS ARE INCLUDED. THE ADMINISTRATION SHOULD GUIDE AND UNIFY THE EFFORTS OF AN EDUCATIONAL SYSTEM IN ACHIEVING EFFECTIVE USE OF PROGRAMED INSTRUCTION. THE ENTIRE SPECTRUM, FROM SELECTION OF MATERIALS THROUGH FINAL EVALUATION, RESTS IN THE DECISIONS, ASSISTANCE, AND GUIDANCE PROVIDED BY THE ADMINISTRATOR. THE GENERAL STEPS TO BE TAKEN IN THE INTRODUCTION OF PROGRAMING INTO A SCHOOL DISTRICT INCLUDE--READING AS MUCH AVAILABLE LITERATURE AS POSSIBLE, UTILIZING QUALIFIED CONSULTANTS, VISITING EDUCATIONAL SITUATIONS WHERE PROGRAMED INSTRUCTION IS IN USE, AND ALLOWING TRAINED PERSONNEL TO EXPERIMENT, INVESTIGATE, AND USE PROGRAMED INSTRUCTION WITHIN THE FRAMEWORK OF THE DISTRICT. TEACHING MACHINES AND PROGRAMED TEXTS ARE DISCUSSED AS TO CHARACTERISTICS, EDUCATIONAL STANDARDS, PROGRAM AND FRAME EVALUATION, TECHNICAL STANDARDS, AND TESTING. IN THE UTILIZATION OF TEACHING MACHINES IN THE CLASSROOM, THE TEACHER SHOULD GIVE ATTENTION TO PREPARATORY STEPS, PRINCIPLES OF USE, AND FOLLOWUP ACTIVITIES. THE GLOSSARY IS COMPOSED OF TERMS USED IN THE FIELD OF PROGRAMED INSTRUCTION AND TEACHING MACHINES. A DIRECTORY OF PUBLISHERS AND MANUFACTURERS AND AN INTERIM REPORT ON PROGRAMED INSTRUCTION AND TEACHING MACHINES ARE INCLUDED. ED002258 A HANDBOOK OF PROGRAMED LEARNING INFORMATION. 1964-04-00 65 N/A 1965 2016-11-22

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No Concept Formation Division Elementary School Students Fractions Grade 5 Grade 6 Independent Study Mathematics Instruction Problem Solving Student Motivation Study Guides BEATTY, LESLIE California (San Diego) California (San Diego) San Diego County Dept. of Education, CA. A BOOKLET DESIGNED FOR ELEMENTARY SCHOOL STUDENTS TO BE USED INDEPENDENTLY FROM AND IN ADDITION TO THE REGULAR CLASSROOM CURRICULUM IN MATHEMATICS IS PRESENTED. THE PURPOSE IS TO TEACH THE FIFTH- OR SIXTH-GRADE STUDENT TO USE GOOD JUDGMENT AND REASONING IN LOCATING THE DECIMAL POINT. A DISCUSSION OF THE PURPOSE AND IMPORTANCE OF BEING ABLE, QUICKLY AND ACCURATELY, TO ESTIMATE VALUES INTRODUCES THE STUDENT TO THE TOPIC. SAMPLE PROBLEMS, ANSWERS, AND EXAMPLES ARE PRESENTED. AN EXAMPLE OF THE MENTAL METHOD USED IN THIS BOOKLET IS--".24 IS ALMOST 1/4. ONE-FOURTH X 4.1 IS ABOUT 1, .948 IS ABOUT 1. THE POINT IS PLACED CORRECTLY." THE TEACHER SHOULD IDENTIFY POTENTIAL USERS, ORIENT THEM TO THE AREA TO BE EXPLORED, AND STIMULATE AND MAINTAIN THEIR INTEREST IN SUSTAINED INDEPENDENT EFFORT. ED002259 ESTIMATION, THE DECIMAL POINT IN DIVISION. 1961-00-00 34 N/A 1965 2016-11-23

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No Administrator Guides Advisory Committees Curriculum Development High Schools Innovation Junior High Schools Science Curriculum Science Laboratories Scientific Attitudes Teacher Improvement California (Sacramento) California (Sacramento) California State Dept. of Education, Sacramento. GUIDELINES FOR THOSE WHO ARE RESPONSIBLE FOR AND DIRECTLY CONCERNED WITH THE IMPROVEMENT OF SCIENCE INSTRUCTION ARE PRESENTED. PROBLEM AREAS RELATIVE TO SCIENCE INSTRUCTION IN GRADES 7-12 ARE--IDENTIFICATION OF ESSENTIAL IDEAS EMPHASIZED IN MODERNIZED COURSES, DELINEATION OF THE LABORATORY AS CENTRAL IN SCIENCE LEARNING AND INVESTIGATION PRACTICE, ENCOURAGEMENT OF THE PROFESSIONAL ADVANCEMENT OF TEACHERS, EXPLORATION OF MULTITRACK COURSES OR SECTIONS, AND INVESTIGATION OF THE PLACE OF SCIENCE IN THE COMPREHENSIVE HIGH SCHOOL. SPECIFIC SUBJECT MATTER AREAS ARE DISCUSSED, ALONG WITH DESCRIPTIONS OF ONGOING NATIONWIDE CURRICULUM DEVELOPMENTS IN SCIENCE COURSES. RECOMMENDATIONS ARE MADE REGARDING TIME ALLOTMENTS FOR SCIENCE COURSES, TEACHER TRAINING AND ASSIGNMENT, AND EQUIPMENT AND RESOURCES AVAILABLE FOR SCIENCE INSTRUCTION. SUGGESTED SEQUENCES FOR A 6-YEAR SCIENCE PROGRAM, GRADES 7-12 FOR NINE TRACKS, ARE ARRANGED IN CHART FORM WITH AN ANALYSIS GIVEN OF EACH. ED002260 SCIENCE CURRICULUM DEVELOPMENT IN THE SECONDARY SCHOOLS, REPORT OF THE STATEWIDE ADVISORY COMMITTEE ON SCIENCE INSTRUCTION IN THE HIGH SCHOOL. 1964-04-00 72 N/A 1965 2016-11-22

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No College Programs Educational Resources Instructional Improvement Programed Instruction Resource Centers Systems Approach Teaching Methods HUNTER, ARMAND L. MICHIGAN Michigan (East Lansing) Michigan THE QUESTION OF ESTABLISHING SYSTEMS AND PROCEDURES WHEREBY INSTITUTIONS CAN TEACH MORE STUDENTS FASTER AND MORE EFFICIENTLY IS POSED. THE SOLUTION IS THAT OF DEVELOPING A NEW CONCEPT IN THE DESIGN OF A "SYSTEMS" APPROACH TO THE PROGRAMING AND UTILIZATION OF INSTRUCTIONAL AND LEARNING RESOURCES. THE VALUE AND PURPOSE ASPECTS OF THE "SYSTEMS" CONCEPT, THE METHODS OF IMPLEMENTATION AND UTILIZATION WHICH MAY BE REQUIRED TO EARN EDUCATIONAL ACCEPTANCE AND SUPPORT, AND A DESIGN FOR ITS ESTABLISHMENT ARE PRESENTED. THE TASK AND FUNCTION OF A UNIVERSITY IS THAT OF WELDING TOGETHER IMAGINATION AND EXPERIENCE. THE NEW TECHNOLOGY CAN REALIZE AND FULFILL THE NATURE OF THIS LEARNING EXPERIENCE BY DETERMINING THE CHARACTER, NATURE, AND QUALITY OF THE EDUCATIONAL EXPERIENCE REQUIRED, AND THEN BY SELECTING AND DESIGNING A COMBINATION OF THE RESOURCES WHICH WILL PRODUCE THE DESIRED RESULTS. THE "SYSTEMS" PLAN IS--DETERMINATION OF TEACHING-LEARNING PURPOSES AND GOALS, SELECTION OF METHODS, MEDIA, AND MATERIALS, AND CREATIVE USE OF THESE RESOURCES IN THEIR APPLICATION WITHIN THE LEARNING EXPERIENCE. A METHOD OF IMPLEMENTING THIS SYSTEMS PLAN WITHIN THE STRUCTURE OF THE EDUCATIONAL INSTITUTION IS THROUGH AN ORGANIZATIONAL OR ADMINISTRATIVE STRUCTURE WHICH COULD BE PROVIDED BY A "LEARNING AND INSTRUCTIONAL RESOURCE CENTER." THIS CENTER WOULD COORDINATE ALL RESOURCES AVAILABLE IN THE TEACHING AND LEARNING PROCESS. ED002261 A "SYSTEMS" APPROACH TO THE COORDINATION OF INSTRUCTION AND LEARNING RESOURCES. 12 N/A 1965 2016-11-22

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No Disadvantaged Youth Educational Facilities Educational Finance Educational Improvement Educational Objectives Equal Education Middle Class Systems Approach Teacher Education Teacher Placement Teacher Recruitment MARBURGER, CARL L. Michigan (Detroit) Michigan (Detroit) Detroit Public Schools, MI. EDUCATION MUST BE THOUGHT OF IN ITS TOTAL CONTEXT. ADDITIONAL COMPENSATION MUST CONTINUE TO BE PLANNED FOR THE DISADVANTAGED, AND THE PROPER KINDS OF COMPENSATION MUST BE PLANNED FOR THE MIDDLE CLASS. IF TOTAL EDUCATION FOR ALL YOUTH IS TO BE PROVIDED, A MOST CRITICAL NEED IS FACILITIES. OTHER NEEDS INCLUDE--RECRUITMENT, TRAINING, AND JOB PLACEMENT OF TEACHING PERSONNEL AND A BASIC OVERHAUL OF THE INSTITUTION ITSELF. MONEY COULD SOLVE MOST OF THE INSTITUTIONAL PROBLEMS OF THE POOR, THE DISADVANTAGED, AND THE ADVANTAGED. EXCLUSIVE OF FACILITIES, ABOUT $1,000 PER CHILD PER YEAR IS NEEDED. THE GENERAL EMPHASIS OF MONEY SHOULD BE PLACED ON THE EARLY YEARS. ED002262 LET'S MAKE A DIFFERENCE. 1965-07-00 10 N/A 1965 2016-11-22

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No Building Design Educational Environment Educational Facilities Educational Facilities Design Elementary Schools Learning Experience Learning Processes Profiles Program Evaluation Self Concept WEINSTOCK, RUTH New York (New York) New York (Scarsdale) New York New York (New York) Educational Facilities Labs., Inc., New York, NY. THE DESIGN OF THE HEATHCOTE ELEMENTARY SCHOOL WAS INVESTIGATED IN TERMS OF THE SCHOOL'S EDUCATIONAL PROGRAM, ARCHITECTURAL INNOVATIONS IN DESIGN, AND SPECIAL FEATURES OF INTEREST. THE PLANNERS OF HEATHCOTE WERE COMMITTED TO TWO FUNDAMENTAL PRINCIPLES OF EDUCATION--ONE DEALING WITH THE CONDITIONS UNDER WHICH CHILDREN LEARN BEST, THE OTHER DEALING WITH THE PROCESS OF LEARNING. THE BUILDING'S DESIGN, FROM ITS PHYSICAL ATTRACTIVENESS TO THE QUANTITY AND ARRANGEMENT OF ITS FACILITIES, FLOWED FROM THESE TWO EDUCATIONAL PRINCIPLES. THE PHYSICAL SPECIFICATIONS DEVELOPED BY THE PLANNERS WERE BROADLY THESE--A BEAUTIFUL PLANT ATTRACTIVE TO THE EYE AND PLEASING TO ALL THE SENSES, THE ELIMINATION OF INSTITUTIONALISM, THE CREATION OF SEPARATE SMALL EDUCATIONAL NEIGHBORHOODS FOR DIFFERENT GROUPS ENABLING THE CHILD TO HAVE A SENSE OF IDENTITY WITH HIS OWN GROUP OF ROOMS, THE ARRANGEMENT OF THE FLOW OF SPACE WITHIN THE CLASSROOM, FROM BUILDING TO BUILDING, AND FROM INDOORS TO OUTDOORS, IN ORDER TO ALLOW MAXIMUM FREEDOM OF MOVEMENT AND A MINIMUM NUMBER OF RULES, THE PROVISION FOR AMPLE SPACES, WITH SUCH FLUIDITY AND VARIETY WHICH WOULD BE ADAPTABLE TO THE GREATEST RANGE OF ACTIVITIES, THE USE OF INTERIOR FURNISHINGS AND EQUIPMENT WHICH EXABLE CHILDREN TO CONTROL THEMSELVES, AND THE USE OF THE OUTDOORS AS A RESOURCE CENTER THAT COULD BE INCORPORATED, AS MUCH AS POSSIBLE, INTO THE SCHOOL ITSELF. THESE DIRECTIVES WERE USED BY THE ARCHITECTS WHO DESIGNED THE SCHOOL. THE BUILDING WAS DECENTRALIZED WITH CENTRAL CORE AND SEPARATED CLUSTERS OF CLASSROOM. ED002263 PROFILES OF SIGNIFICANT SCHOOLS--HEATHCOTE ELEMENTARY SCHOOL, SCARSDALE, NEW YORK. 1960-09-00 30 N/A 1965 2016-11-22

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No Autoinstructional Aids Educational Media Educational Technology Programed Instruction Teaching Machines KLEIN, CHARLES WAYNE, ELLIS THE ROLE OF THE TEACHING MACHINE IS COMPARED WITH THE ROLE OF THE PROGRAMED TEXTBOOK. THE TEACHING MACHINE IS USED FOR INDIVIDUAL INSTRUCTION, CONTAINS AND PRESENTS PROGRAM CONTENT IN STEPS, PROVIDES A MEANS WHEREBY THE STUDENT MAY RESPOND TO THE PROGRAM, PROVIDES THE STUDENT WITH IMMEDIATE INFORMATION OF SOME KIND CONCERNING HIS RESPONSE THAT CAN ACT AS A PSYCHOLOGICAL REINFORCEMENT, PRESENTS THE FRAMES OF THE PROGRAM INDIVIDUALLY, PRESENTS THE PROGRAM IN A PREDETERMINED SEQUENCE, AND IS CHEATPROOF. SOME ASPECTS OF MACHINES IN COMPARISON TO PROGRAMED TEXTBOOKS ARE--ATTENTION IS DIRECTED AND CONTROLLED TO A GREATER DEGREE THAN IS POSSIBLE WITH A BOOK, THE PRESENTATION AND SEQUENCE OF MATERIALS ARE CONTROLLED, CHEATING IS ELIMINATED, THE COST OF OPERATION IS LESS BECAUSE THE PROGRAMS ARE REUSABLE AND SEVERAL STUDENTS CAN WORK ON THE SAME PROGRAM AT THE SAME TIME, AND STUDENTS ENJOY WORKING WITH TEACHING MACHINES. THE USER OF A TEACHING MACHINE SHOULD CONSIDER AVAILABILITY OF PROGRAMED MATERIALS, RELIABILITY OF THE MACHINE, AND OPERATIONAL EASE. THE USE OF TEACHING MACHINES IN THE SCHOOL REQUIRES CONSIDERATIONS OF SCHEDULING, STORAGE, MAINTENANCE, REPLACEMENT, AND TRAINING FOR PROPER UTILIZATION. PROGRAMED INSTRUCTION ALLOWS TEACHERS MORE TIME FOR INDIVIDUAL NEEDS AND IMPROVES THE QUALITY OF INSTRUCTION. A TABLE ILLUSTRATES SEVERAL KINDS OF SCHOOL UTILIZATION OF THE MACHINE AND MATERIALS. ED002265 THE TEACHING MACHINE. 9 N/A 1965 8/17/2004 22:34:32 DISA1965

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No Autoinstructional Aids Educational Technology Educational Television Programed Instruction Units of Study BASKIN, SAM FERRER, TERRY General Academic Simulation Program PROGRAMED LOGIC FOR AUTOMATED TEACHING OPERATION (PLATO) Graduate Engineering Education System TEACHING MACHINES, COMPUTERS, AND APPROPRIATE BUILDING DESIGNS AND FACILITIES IN HIGHER EDUCATION INSTITUTIONS ARE PRESENTED. THE PLATO PROGRAM (PROGRAMED LOGIC FOR AUTOMATIC TEACHING OPERATION) ALLOWS 1,000 STUDENTS TO SIMULTANEOUSLY STUDY EIGHT DIFFERENT LESSONS. EACH OF THE STUDENTS IS PLUGGED INTO THE MOTHER COMPUTER AND HAS A DIALOGUE WITH THE COMPUTER THROUGH TWO SETS OF ELECTRONIC KEYS--ONE TO ANSWER QUESTIONS, AND ONE TO TELL THE MACHINE TO CONTINUE, REVERSE, OR JUDGE HIS ANSWER. THE GASP PROGRAMS (GENERAL ACADEMIC SIMULATION PROGRAMS) MAKE UP ENTIRE COURSE SCHEDULES. TEACHING MACHINES, FILMS, RECORDERS, AND AUTOMATED LIBRARIES ARE ADDITIONAL MEDIA THAT ALLOW STUDENTS TO PROCEED AT THEIR OWN PACE AND ACCORDING TO THEIR OWN INTERESTS. THE GENESYS PROGRAM (GRADUATE ENGINEERING EDUCATION SYSTEM) IS ONE OF THE NEWEST TELEVISION NETWORKS. IT IS DESIGNED TO OFFER GRADUATE COURSES TO ENGINEERS. THE TELERAMA "SYSTEM" IS DESIGNED TO FILL INDIVIDUAL NEED, IT IS HOUSED IN AN AUDITORIUM WIRED FOR TELEVISION AND OTHER AUDIAL DEVICES. BUILT INTO AN ARM REST OF EACH SEAT IN THE AUDITORIUM IS A MULTIPLE-CHOICE RESPONDER UNIT WHEREBY THE STUDENT REACTS TO WHAT HE IS BEING TAUGHT. MULTIPLE OPTION TELEVISION ELIMINATES THE NECESSITY FOR A LARGE TECHNICAL STAFF. THE INSTRUCTOR HAS TWO VIDICON CAMERAS, ONE FACING HIM AND ONE OVERHEAD, WHICH HE CONTROLS HIMSELF WHILE PRESENTING HIS MATERIAL. COMPUTER-CONTROLLED LIBRARIES HANDLE BOOK INDEXING, CHECKOUTS, RETURNS, CIRCULATION CONTROL, AND CATALOG LISTING. NEW BUILDINGS WIRED FOR SIGHT AND SOUND ARE THE OPERATION GROUNDS FOR THESE EXPERIMENTS. ED002266 NO. 4 - TEACHING MACHINES, COMPUTERS, TV IN OUR CHANGING COLLEGES. 2 N/A 1965 2016-11-22

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No Educational Technology Nongraded Instructional Grouping Reading Rural Areas Teacher Attitudes Teacher Role Teaching Methods Telephone Instruction Workshops JESSER, DAVID L. Nevada (Carson City) WESTERN STATES SMALL SCHOOLS PROJECT Nevada Nevada State Dept. of Education, Carson City. THE WESTERN STATES SMALL SCHOOLS PROJECT (WSSSP) IS A MULTISTATE COOPERATIVE ENDEAVOR TO IDENTIFY AND DEFINE WAYS OF STRENGTHENING THE EDUCATIONAL PROGRAMS IN SMALL SCHOOLS WHICH CANNOT BE CONSOLIDATED. SUMMER WORKSHOPS ARE HELD IN EACH STATE. A SUMMARY AND REPORT OF SEVERAL WSSSP SUMMER WORKSHOPS IS INCLUDED. THE WORKSHOP SCHEDULE CONSISTS OF LECTURES BY SPECIAL CONSULTANTS, DISCUSSIONS, AND EVENING EXCHANGE MEETINGS FOR THE GROUPS INVOLVED. "A TEACHER'S PHILOSOPHY OF EDUCATION," BY MARIE YORK, SUMMARIZES IDEALS FOR TEACHER PERFORMANCE. DISCUSSED ARE SUCH TOPICS AS PARENT CONFERENCES, THE METHOD PROBLEM, GROUPING, ADAPTING METHODS TO ABILITIES, REMEDIAL TEACHING, AUTOMATION, AND INDIVIDUAL STUDY CENTERS. "THE TELEPHONE AS A TEACHING TOOL" DESCRIBES THE LIMITED USE OF THE TELEPHONE IN THE NEVADA SCHOOLS CURRICULUM AND EXPLAINS PLANS TO INCREASE ITS USE. THE SPEAKER-PHONE CAN BE A METHOD TO BRING OUTSIDERS TO THE SMALL, ISOLATED SCHOOL. "THE NON-GRADED HIGH SCHOOL," BY B. FRANK BROWN, SUGGESTS FIVE CONTINUOUS LEARNING GROUPS FROM KINDERGARTEN THROUGH THE NONGRADED COLLEGE. EDUCATION SHOULD BE EXPERIMENTAL, FLEXIBLE, AND UNRESTRAINED IN ORDER TO DEVELOP A FORM COMPATIBLE WITH NEEDS. "THE LANGUAGE EXPERIENCE APPROACH TO READING," BY JAMES HALCOMB, DESCRIBES ONE STAFF'S EFFORTS TO IMPROVE THE TEACHING OF READING. CHILDREN ARE GIVEN EQUAL OPPORTUNITY TO RESPOND TO QUESTIONS WHICH ASK FOR DIVERGENT RESPONSES. THE QUESTION "WHY" CAN EVOKE A CHILD'S EXPERIENCES WHICH, IN TURN, CAN MOTIVATE HIM IN HIS THINKING, TALKING, WRITING, AND READING. "IMPROVEMENT OF PERSONNEL UTILIZATION," BY M. DELBERT LOBB, EMPHASIZES THE NEED FOR TEACHERS TO APPLY NEW TEACHING METHODS AND MATERIALS WHICH CAN ELIMINATE THE TIME-LAG BETWEEN DISCOVERY AND PRACTICE. ED002267 WESTERN STATES SMALL SCHOOLS PROJECT, SUMMER WORKSHOP 1963. 1963-00-00 58 N/A 1965 2016-11-22

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No Audiovisual Aids Conferences Educational Improvement Educational Planning Educational Technology Elementary Education Instructional Materials School Expansion Teacher Effectiveness METZ, MARIE H. AND OTHERS Colorado (Denver) Colorado (Denver) Denver Univ., CO. School of Education. IMPROVEMENTS IN AUDIOVISUAL MACHINES HAVE PRODUCED SUCH EFFECTIVE ELECTRONIC MATERIALS AS PROJECTORS, FILMS AND FILMSTRIPS, SLIDES, TRANPARENCIES, VISUAL TAPES, RECORDINGS, BROADCAST AND CLOSED CIRCUIT TELEVISION, LANGUAGE LABORATORIES, AND TEACHING MACHINES. THE UTILIZATION OF LANGUAGE LABORATORIES IN TEACHING FOREIGN LANGUAGES SEEMS TO AID STUDENTS IN READING, VOCABULARY, AND GRAMMAR MORE THAN IN READING COMPREHENSION AND SPEAKING ABILITY. THE SCHOOL CURRICULUM SHOULD BE REVISED TO ADAPT TO THE CHANGES OF SOCIETY AND TO NEW TECHNOLOGICAL ADVANCES. INSTRUCTIONAL MATERIALS CAN CONTROL THE CURRICULUM AND CUT UNNECESSARY AND REPETITIOUS DRILL BY TEACHING SOME SKILLS MORE EFFECTIVELY. HOWEVER, PROBLEMS OF CONFORMITY AND BOREDOM MAY RESULT FROM THE OF TECHNOLOGY IN INSTRUCTION. USERS OF TECHNOLOGICAL MEDIA IN ELEMENTARY SCHOOLS SHOULD BE CAUTIONED AS TO WHETHER IT WILL IMPROVE A CHILD'S WAY OF THINKING AND DEVELOPING. SPECIAL ATTENTION SHOULD BE GIVEN TO PROPER SELECTION AND TRAINING OF THE STAFF, MORE FLEXIBLE INSTRUCTIONAL PROCEDURES, ESTABLISHMENT OF SPECIFIC GOALS, CORRECT ALLOCATION OF FINANCES, AND BALANCED PROGRAM CURRICULUM. PLANNING FOR THE TECHNOLOGICAL CHANGES IN BUILDING DESIGN, CONSTRUCTION, AND STAFFING SHOULD BE FLEXIBLE AND ADAPTABLE, IT SHOULD INCLUDE THE ENTIRE RESOURCES OF THE COMMUNITY. DEFINITIVE EDUCATIONAL SPECIFICATIONS SHOULD BE DEVELOPED, AND THESE SHOULD BE RELATED TO NEW MEDIA IN THE LEARNING PROCESS AND TO COST ANALYSIS. PARTICIPANTS IN THE WORK CONFERENCE ARE LISTED. THIS REPORT WAS PRESENTED TO THE WORK CONFERENCE IN CURRICULUM, INSTRUCTION, AND ADMINISTRATION, (DENVER, JULY 3-21, 1961). ED002268 THE CHALLENGE OF TECHNOLOGY IN PLANNING FOR EDUCATION. 1961-08-00 82 N/A 1965 2016-11-22

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No Educational Change Educational Improvement Educational Problems Program Development Rural Schools School Community Relationship School District Reorganization School Districts School Expansion Suburban Schools FITCH, GEORGE E. New York (Hartsdale) NEW YORK New York Greenburgh School District, Hartsdale, NY. PROBLEMS OF THE GREENBURGH SCHOOL DISTRICT 8 THAT HAVE RESULTED FROM ITS TRANSITION FROM A RURAL TO A SUBURBAN COMMUNITY ARE DISCUSSED. THE COMMUNITY IS ATTEMPTING TO PROVIDE THE BEST EDUCATIONAL INSTRUCTION AND FACILITIES TO THE CHILDREN OF THE DISTRICT. A LARGE SITE CONTAINS--A NEW ELEMENTARY SCHOOL AND A SENIOR HIGH SCHOOL, ADMINISTRATIVE OFFICES, AND AREAS FOR ATHLETIC FIELDS, NATURE STUDY, FIELD TRIPS, AND COMMUNITY USES. SCHOOLS ARE ORGANIZED ON A GRADE BASIS, THE NEIGHBORHOOD SCHOOL CONCEPT IS ELIMINATED. EACH HAS A PRINCIPAL AND A SECRETARY. PSYCHOLOGISTS, THERAPISTS, AND OTHER SPECIAL TEACHERS ARE AVAILABLE IN THE SYSTEM. EACH CLASS IS LIMITED TO 25 STUDENTS, THE CLASSES ARE OF A HETEROGENEOUS NATURE HAVING IN-CLASS GROUPING. THE SECONDARY PROGRAM IS DESIGNED TO MEET THE NEEDS OF ACADEMIC, COLLEGE-PREPARATORY, PREVOCATIONAL, AND TERMINATION EDUCATION STUDENTS. THE SALARY SCHEDULE FOR TEACHERS COMPARES FAVORABLY WITH OTHER LOCAL SALARY SCHEDULES. IT PROVIDES INCENTIVES FOR TEACHERS TO INCREASE THEIR ACADEMIC, PROFESSIONAL PREPARATION, AND TO CONTINUE TO TEACH IN THE DISTRICT. THE UNITY OF THE PARENT-TEACHER ASSOCIATION WITH THE SCHOOLS IS AN AID IN GETTING COMMUNITY APPROVAL OF SCHOOL BUDGETS AND REFERENDUMS. ED002269 THESE ARE YOUR SCHOOLS, GREENBURGH SCHOOL DISTRICT 8. 8 N/A 1965 2016-11-22

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No Achievement Gains Comparative Analysis English Instruction Grade 8 Language Arts Listening Skills Methods Research Reading Skills Tape Recordings Teaching Methods KRANER, ROBERT E. New York (Huntington) New York Educational Developmental Labs., Inc., Huntington, NY. A COMPARISON OF THE EFFECTS OF THE TWO METHODS OF LISTENING AND READING INSTRUCTION WHEN USED IN THE LANGUAGE ARTS PROGRAM AT THE EIGHTH-GRADE LEVEL AS RELATED TO LISTENING, READING, STUDY SKILLS, AND ENGLISH ACHIEVEMENT WAS PRESENTED. ONE HUNDRED FIFTY-SEVEN STUDENTS ENROLLED IN SIX REGULARLY SCHEDULED ENGLISH CLASSES WERE ASSIGNED BY CLASSES TO ONE OF THE TWO PRINCIPAL GROUPS. TWO TEACHERS WERE USED IN THE STUDY. OF THE FOUR CLASSES BEING INSTRUCTED BY ONE TEACHER, TWO WERE SELECTED FOR PART OF THE EXPERIMENTAL GROUP USING A TABLE OF RANDOM NUMBERS, AND THE REMAINING TWO CLASSES WERE ASSIGNED TO THE CONTROL GROUP. OF THE TWO CLASSES BEING INSTRUCTED BY THE OTHER TEACHER, ONE WAS SELECTED FOR PART OF THE EXPERIMENTAL GROUP USING A TABLE OF RANDOM NUMBERS, AND THE REMAINING CLASS WAS ASSIGNED TO THE CONTROL GROUP. DURING ONE SCHOOL YEAR, STUDENTS IN THE EXPERIMENTAL GROUP RECEIVED LISTENING AND READING INSTRUCTION THROUGH THE "LISTEN AND READ PROGRAM" DURING THE ENGLISH PERIOD. THIS INSTRUCTION INCLUDED THE FIRST 25 TAPES OF THE 30-TAPE SERIES. STUDENTS IN THE CONTROL GROUP WERE PRESENTED WITH TEACHER LESSONS COMPOSED OF THE SAME BASIC CONCEPTS AS THOSE FOUND IN THE FIRST 25 TAPES IN THE "LISTEN AND READ PROGRAM," BUT DIFFERED WITH RESPECT TO ACTUAL MATERIALS AND MODE OF PRESENTATION. STUDENTS WERE TESTED FOR GAIN IN ACHIEVEMENT IN LISTENING, READING, STUDY SKILLS, AND TEACHER-PRESENTED INSTRUCTION IN ALL AREAS MEASURED, AND IT WAS SUPERIOR TO TEACHER-PRESENTED INSTRUCTION IN A NUMBER OF AREAS. ED002270 A COMPARISON OF TWO METHODS OF LISTENING INSTRUCTION. 1964-09-00 19 N/A 1965 2016-11-22

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No Core Curriculum Educational Change Educational Problems Group Instruction Program Development Scheduling Teaching Methods Time Blocks MORGER, GENEVIEVE Michigan (Detroit) MICHIGAN Michigan Michigan (Detroit) BLOCK-TIME TEACHING INVOLVES INSTRUCTING A GROUP OF PUPILS FOR TWO OR MORE PERIODS A DAY IN TWO OR MORE SUBJECT AREAS. THIS ENABLES TEACHERS TO KNOW THEIR PUPILS BETTER. CERTAIN FACTORS, HOWEVER, ARE OBSTACLES TO ACHIEVING THE GOALS OF BLOCK-TIME TEACHING. THESE INCLUDE SUCH FACTORS AS SCHOOL ADMINISTRATORS WHO ARE NONCOMMUNICATIVE OR WHOSE PROGRAM SCHEDULING IS INADEQUATE, LACK OF MATERIALS, PUPILS WHOSE WIDE RANGE OF INTERESTS AND ABILITIES MAKES IT DIFFICULT TO MEET INDIVIDUAL NEEDS, SUBJECT MATTER WHICH IS DIFFICULT TO CORRELATE, AND THE TEACHERS THEMSELVES. EDUCATORS WHO ARE CONCERNED ABOUT THE NEED FOR A MOVE TOWARD CORE APPROACHES SHOULD FIND WAYS TO CHANGE THE EDUCATIONAL ENVIRONMENT. THIS ARTICLE WAS PUBLISHED IN "TEACHING CORE," VOLUME 12, NUMBER 2, NOVEMBER 1963. ED002271 WHAT ARE THE BLOCKS IN BLOCK-TIME TEACHING. 1963-11-00 3 N/A 1965 2016-11-22

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No Behavior Patterns Classroom Environment Emotional Adjustment Grade 6 Grade 7 Measurement Techniques Problem Solving Student Placement Testing Underachievement MOLEN, R.L. VANDER Michigan (Detroit) MICHIGAN Michigan Michigan (Detroit) SOME CASES OF EMOTIONAL MALADJUSTMENT AND UNDERACHIEVEMENT HAVE BEEN A RESULT OF POOR STUDENT PLACEMENT WITH CERTAIN TYPES OF TEACHERS. IF STUDENTS AND TEACHERS COULD BE TESTED THROUGH THE USE OF A FLEXIBILITY-RIGIDITY SCORE, THEIR BEHAVIORAL CHARACTERISTICS COULD BE MATCHED AND THE CLASSROOM ENVIRONMENT IMPROVED. FLEXIBILITY, IN A CLASSROOM ENVIRONMENT, IS THE ABILITY TO ADJUST RAPIDLY TO CHANGING CONDITIONS, RIGIDITY IS A FORM OF NEGATIVE TRANSFER. EXPERIMENTAL TESTS COULD BE ADMINISTERED TO SIXTH-GRADE STUDENTS AND SEVENTH-GRADE TEACHERS TO PROPERLY PLACE THE STUDENTS IN THE SEVENTH GRADE. THE TESTS WOULD UTILIZE SUBJECT MATTER RULES TO SOLVE PROBLEMS, AND NORMS OF FLEXIBILITY-RIGIDITY WOULD BE ESTABLISHED. SOME OF THE PROBLEMS ON THE TESTS COULD BE SOLVED IF THE RULES WERE NOT APPLIED, THE PERSONS WHO DID APPLY RULES TO THESE PROBLEMS WOULD BE EXHIBITING RIGID BEHAVIOR AN EXPERIMENTAL CLASSROOM COULD BE ESTABLISHED. THE UPPER AND LOWER 20 PERCENT OF THE PUPILS, AS MEASURED BY THE FLEXIBILITY-RIGIDITY NORMS, WOULD BE ASSIGNED TO THE TEACHER RECEIVING CORRESPONDING SCORES. A PROGNOSTIC INSTRUMENT WOULD BE DEVELOPED AS A RESULT OF THE PROPOSED EXPERIMENT. PUPIL PLACEMENT WOULD BECOME MORE LOGICAL, AND CASES OF UNDERACHIEVEMENT AND/OR EMOTIONAL MALADJUSTMENT WOULD BE CORRECTED. A BIBLIOGRAPHY OF REFERENCES IS GIVEN. THIS ARTICLE WAS PUBLISHED IN "TEACHING CORE," VOLUME 12, NUMBER 2, NOVEMBER 1963. ED002272 STUDENT PLACEMENT BY MEANS OF A FLEXIBILITY RIGIDITY SCORE -- A DESIGN. 1963-11-00 4 N/A 1965 2016-11-22

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No Accident Prevention City Officials Civics Community Action Grade 8 Learning Activities Research Committees School Safety Student Participation Traffic Accidents LONG, SADIE MICHIGAN Michigan (Detroit) Michigan Michigan (Detroit) A TRAFFIC ACCIDENT MOTIVATED A GROUP OF EIGHTH-GRADE CIVICS STUDENTS TO FORM DIFFERENT COMMITTEES TO OBTAIN A TRAFFIC GUARD FOR THEIR SCHOOL. COMMITTEES WERE FORMED TO CONTACT THE POLICE DEPARTMENT BY LETTER AND INTERVIEW, TO TAKE PICTURES OF THE STREET CORNER AND MAKE CHARTS SHOWING ITS DANGER, TO DO RESEARCH ON CONSTITUTIONAL RIGHTS OF CITIZENS, AND TO CONDUCT HOUSE-TO-HOUSE INTERVIEWS WITH REFERENCE TO ACCIDENTS ENCOUNTERED IN THE NEIGHBORHOOD. THE STUDENTS ESTABLISHED THE FACT THAT THIS WAS A GROUP EFFORT TO PREVENT ACCIDENTS. STUDENTS WERE INSTRUCTED IN INTERVIEWING, LETTER WRITING, AND METHODS OF RESEARCH AND DATA COLLECTING. STUDENTS LEARNED TO SPEAK BEFORE GROUPS AND IMPROVED THEIR MANNER OF WRITING LETTERS. GROUPS LEARNED TO ORGANIZE THEMSELVES AND TO WORK WITH OTHERS. THIS ARTICLE WAS PUBLISHED IN "TEACHING CORE," VOLUME 12, NUMBER 2, NOVEMBER 1963. ED002273 A CORE PROBLEM ON SAFETY, TEACHING CORE. 1963-11-00 3 N/A 1965 2016-11-22

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No College Instruction Comparative Analysis Feedback Humanities Learning Activities Teaching Methods Television Teachers WOODWARD, JOHN C. Florida (Coral Gables) Florida Miami Univ., Coral Gables, FL. Univ. Coll. THE LACK OF COMMUNICATION BETWEEN THE EDUCATIONAL TELEVISION LECTURER AND THE STUDENTS WAS CONSIDERED. A FEEDBACK SYSTEM WAS DEVELOPED TO ENABLE A STUDENT TO INDICATE HIS RESPONSE TO A TV LECTURER'S QUESTION BY PUSHING ONE OF FIVE BUTTONS AT STUDENT STATIONS IN THE TV LECTURE AREA. VIA A READ-OUT DEVICE THE INSTRUCTOR EVALUATED THE STUDENT RESPONSES AND ANSWERS, THEN HE ELABORATED HIS DISCUSSION OR HE CONTINUED LECTURING. CHART REORDERS KEPT A PERMANENT RECORD FOR LATER ANALYSIS. AN EXPERIMENTAL GROUP OF 102 STUDENTS, SELECTED AT RANDOM, ATTENDED TV LECTURES IN THE HUMANITIES. THE EXPERIMENTAL GROUP AND CONTROL GROUP A WERE GIVEN TV LECTURES WITH FEEDBACK, A THIRD GROUP, CONTROL GROUP B, WAS GIVEN THE SAME TV LECTURE AT A DIFFERENT TIME WITH NO FEEDBACK. AFTER NINE LECTURES, A TEST ON LECTURE FEEDBACK MATERIAL AND ON OUTSIDE READING MATERIAL WAS ADMINISTERED TO EACH GROUP. THE EXPERIMENTAL GROUP AND THE CONTROL GROUP A DID SIGNIFICANTLY BETTER ON TESTS. LEARNING WAS ENHANCED TO A SIGNIFICANT DEGREE UNDER THE EXPERIMENTAL FEEDBACK CONDITIONS TESTED. ED002274 THE EFFECT OF IMMEDIATE FEEDBACK ON LEARNING IN HUMANITIES, REPORT 7. 1964-06-00 8 N/A 1965 2016-11-22

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No Case Studies Comparative Analysis Instructional Innovation National Surveys Program Evaluation Programed Instruction Public Schools Teacher Attitudes Teaching Machines A SURVEY OF SCHOOLS BOTH USING AND NOT USING PROGRAMED MATERIALS WAS PRESENTED. A QUESTIONNAIRE WAS SENT TO 14,000 SCHOOL SYSTEMS. ANSWERS WERE RETURNED FORM 1,671 SCHOOL SYSTEMS WHO DID NOT USE PROGRAMED MATERIALS AND 209 SCHOOL SYSTEMS WHO DID. OF THOSE WHO DID NOT USE PROGRAMED INSTRUCTION, 84 PERCENT REPORTED FAMILIARITY WITH SUCH TERMS AS PROGRAMED INSTRUCTION, TEACHING MACHINES, AND PROGRAMED LEARNING. THIS FAMILIARITY WITH TERMS INDICATED THE IMPACT OF THIS NEW FIELD UPON EDUCATION. SAMPLE PROGRAMS WERE USED BY BOTH USER AND NONUSER SCHOOL SYSTEMS. TEACHERS AND CURRICULUM COORDINATORS WERE RESPONSIBLE FOR INITIATING MOST PROGRAMS. THE MAJOR USE OF THE PROGRAMS WAS AT THE JUNIOR AND SENIOR HIGH SCHOOL LEVELS. A GOOD PERCENTAGE OF THE USERS EMPLOYED PROGRAMED MATERIALS WITHOUT ANY MACHINE. SOME SCHOOLS ALLOWED ONLY A FEW STUDENTS TO PARTICIPATE IN PROGRAMED INSTRUCTION, OTHERS USED IT AS AN INTEGRAL PART OF THE CURRICULUM. THE TEACHER'S ROLE RANGED FROM BEING AN ACTIVE SUPPLEMENTARY SOURCE TO BEING ONLY A PROCTOR. EVALUATIONS FROM THE SCHOOL SYSTEMS OF PROGRAM CONTENT WERE FAVORABLE. CASE STUDIES OF DIFFERENT SCHOOL SYSTEMS INCLUDED A LARGE METROPOLITAN SCHOOL SYSTEM WHICH WAS A PIONEER IN THE FIELD OF PROGRAMED LEARNING, SMALLER, URBAN SYSTEMS, AND A RURAL SCHOOL SYSTEM. THEY SHOWED INDIVIDUAL APPROACHES TO THE USE OF PROGRAMED MATERIALS. THE SCHOOL SYSTEMS INCLUDED DENVER, COLORADO, MANHASSET, LONG ISLAND, FARMINGDALE, NEW YORK, AND ULSTER COUNTY, NEW YORK. ED002275 SCHOOL USAGE OF PROGRAMED INSTRUCTION. 27 N/A 1965 8/17/2004 22:34:48 DISA1965

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No Concept Formation Disadvantaged Youth Learning Processes Role Playing Teacher Effectiveness Teaching Methods FANTINE, MARIO D. WEINSTEIN, GERALD New York (Syracuse) New York (Syracuse) Ford Foundation, New York, NY. Syracuse City School District, NY. Syracuse Univ., NY. THE LEARNING STYLE OF DISADVANTAGED CHILDREN IS THE INDUCTIVE, RATHER THAN THE DEDUCTIVE, DISCOVERY METHOD OF LEARNING. BY STARTING WITH A PARTICULAR CONCRETE ITEM WITHIN THE CHILD'S FRAME OF REFERENCE, IT BECOMES EASIER FOR HIM TO MAKE GENERALIZATIONS. THROUGH SKILLFUL QUESTIONING, THE TEACHER CAN HELP THE CHILD SEARCH OUT AND UNDERSTAND AN ABSTRACT CONCEPT. AS THE TEACHER PURSUES A CONCEPT IN QUESTIONING, HE CAN JUDGE RESPONSE, EXPLAIN SOURCES OF DIFFICULTY, AND ISOLATE GAPS IN THE EXPERIENTIAL BACKGROUND OF THE LEARNERS. THE INDUCTIVE APPROACH TO LEARNING IS BEST FOR THE DISADVANTAGED CHILD BECAUSE HIS MENTAL STYLE IS MORE CONCRETE AND PROBLEM-CENTERED THAN ABSTRACT-CENTERED, MORE PHYSICAL AND VISUAL THAN AURAL, AND MORE GAME AND ACTION-CENTERED THAN TEST-CENTERED. ONE EXAMPLE OF THE INDUCTIVE APPROACH IS ROLE PLAYING IN WHICH A CHILD BECOMES PHYSICALLY AND MENTALLY INVOLVED IN A SITUATION. THIS TEACHING METHOD DRAWS ABSTRACT GENERALIZATIONS FROM THE CHILD'S SPECIFIC FRAME OF REFERENCE, FROM HIS ACTION, AND FROM HIS INDIVIDUAL STYLE OF EXPRESSION. DIFFICULTIES OF THE INDUCTIVE APPROACH LIE WITH THE PROBLEMS OF STRUCTURING AND ANTICIPATING RESPONSES, AND THE LENGTH OF TIME IT TAKES TO MAKE A SPECIFIC POINT. ADVANTAGES OF THE METHOD ARE THAT IT CAN TEACH DISADVANTAGED CHILDREN TO THINK AND LEARN EFFECTIVELY. ED002276 ONE LUMP--INDUCTIVELY, THE RELEVANCE OF THE INDUCTIVE APPROACH TO DISADVANTAGED LEARNING. URBAN TEACHER PREPARATION PROGRAM. 3 N/A 1965 2016-11-22

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No Audiolingual Methods Classroom Techniques Educational Technology Language Arts Language Instruction Language Laboratories Methods Research Modern Languages Teaching Methods FASTUCA, JOANNA LAUDA, B.G. Pennsylvania (McMurray) Pennsylvania Peters Township School District, McMurray, PA. TECHNIQUES AND PRACTICAL SUGGESTIONS RELATED TO MODERN METHODS OF OF MODERN LANGUAGE INSTRUCTION ARE GIVEN. THE MODERN METHOD TO FOREIGN LANGUAGE TEACHING IS BASED ON THE PREMISE THAT FOREIGN LANGUAGE SHOULD BE TAUGHT AS A NATIVE ONE IS LEARNED, THROUGH A PROGRESSION FROM LISTENING AND IMITATION TO CONVERSATION, TO READING, AND THEN TO WRITING. LANGUAGE SHOULD NOT BE CONSIDERED AN EXERCISE IN PROBLEM SOLVING RATHER IT SHOULD BE CONCERNED WITH THE FORMATION AND PERFORMANCE OF HABITS. A CLASS IS A SESSION IN WHICH BOOKS ARE NOT USED AND DETAILED EXPLANATIONS OF STRUCTURE ARE AVOIDED. ALL SENTENCES ARE MODELED BY THE TEACHER IN CORRECT SPEECH PATTERNS. WHILE PRACTICING THE TARGET LANGUAGE, THE STUDENTS NEVER USE ENGLISH, AND ENGLISH IS SELDOM USED BY THE TEACHER. AFTER THE STUDENTS HAVE BEEN SATURATED WITH THE SOUND AND FEEL OF THE LANGUAGE, AND HAVE A FIRM FOUNDATION OF BASIC VOCABULARY, THEY MAY THEN PROCEED TO THE STRUCTURAL PHASE OF THE LANGUAGE. UNDER THIS SYSTEM, STUDENTS ADVANCE BY LEVELS (RATHER THAN GRADES) OF STRUCTURED AND SEQUENTIAL LANGUAGE EXPERIENCES THAT REQUIRE MASTERY OF BASIC PRESCRIBED MATERIALS AND SKILLS. THE DIALOG IS A VALUABLE TECHNIQUE FOR INTRODUCING NEW MATERIAL. THE STUDENTS CAN LEARN MEANINGFUL CONTENT MATERIAL WHICH WILL SERVE AS A BASIS FOR VOCABULARY AND STRUCTURE DRILLS. THERE ARE A VARIETY OF PRACTICE DRILLS, AND THEY SHOULD BE CONDUCTED IN CHORAL RESPONSE UNTIL THE TEACHER FEELS THAT AN AUTOMATIC RESPONSE HAS BEEN SET UP IN THE MIND OF EACH STUDENT. THE LANGUAGE LABORATORY IS AN ESSENTIAL PART OF THE AUDIOLINGUAL METHOD. A LANGUAGE LABORATORY SHOULD BE DIRECTED BY A RESPONSIBLE PERSON WHO SUPERVISES THE ACTIVITIES OF BOTH LEARNERS AND MACHINES. ED002277 MODERN METHODS FOR MODERN LANGUAGE INSTRUCTION. 11 N/A 1965 2016-11-22

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No Comparative Analysis Gifted Grade 11 Learning Activities Material Development Methods Research Set Theory Teaching Methods ENTWISLE, DORIS R. Maryland (Baltimore) Maryland (Baltimore) Johns Hopkins Univ., Baltimore, MD. TWO REPLICATIONS OF AN EXPERIMENT WERE CARRIED OUT WITH GIFTED (MEAN VERBAL IQ -- 127) 11TH GRADE STUDENTS IN A LARGE HIGH SCHOOL. THE MAIN PURPOSE WAS TO EXPLORE WHETHER "SET-LEARNING" MIGHT BE A MECHANISM OF LEARNING EMPLOYED TO A MARKED DEGREE BY GIFTED SECONDARY STUDENTS. CONTROL AND EXPERIMENTAL GROUPS WERE THE TWO TOP-ABILITY CLASSES IN TWO SUCCESSIVE 11TH GRADES. SEX REPRESENTATION AND IQ LEVELS WERE MATCHED. A TEST ON THE STATES-OF-ORIGIN OF U.S. SENATORS WAS THE CRITERION OF LEARNING. THE PRETEST LISTED 5 STATES FOLLOWING EACH SENATOR'S NAME. ALL SUBJECTS WERE GIVEN THE 96-ITEM TEST INITIALLY (PRETEST). FOLLOWING PRETESTING, THE EXPERIMENTAL GROUP WAS TRAINED ON PAIRS OF SENATORS FROM ONLY 12 STATES. TWO TRAINING SESSIONS WERE GIVEN TO THE EXPERIMENTAL GROUP. A POST-TEST WAS THEN ADMINISTERED WHICH WAS IDENTICAL WITH THE PRETEST EXCEPT THAT THE PARTY AFFILIATIONS OF THE SENATORS WERE ADDED. IT WAS HYPOTHESIZED THAT STUDENTS IN THE EXPERIMENTAL GROUP WOULD LEARN MORE MATERIAL SIMILAR TO THE TYPE USED IN TRAINING, GIRLS WOULD MANIFEST SET-LEARNING TO A GREATER DEGREE THAN BOYS, AND SUBJECTS IN THE CONTROL GROUP WOULD TEND TO LEARN MATERIALS FOR WHICH THEY WERE UNTRAINED TO A STATISTICALLY SIGNIFICANT DEGREE, ALTHOUGH THE AMOUNT OF LEARNING WAS SMALL BY PRACTICAL STANDARDS. SET-LEARNING WAS NOT INDUCED IN BOYS BY THE PRESENT EXPERIMENT. IT DID NOT SEEM LIKELY FROM THIS EXPERIMENT THAT SET-LEARNING, VIEWED AS A SPECIAL LEARNING MECHANISM ESPECIALLY TYPICAL OF GIFTED STUDENTS, HAS GREAT PRACTICAL IMPORTANCE. FURTHER EXPLORATION OF THE SIGNIFICANCE OF SEX DIFFERENTIAL WAS INDICATED. ED002278 SET-LEARNING IN GIFTED HIGH-SCHOOL STUDENTS. 1961-00-00 21 N/A 1965 2016-11-22

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No Communications Costs Educational Technology Educational Television Equipment Utilization Teaching Methods Television Research Texas (Galveston) PHONOSCOPE COMMUNICATIONS SYSTEM Texas Galveston Public Schools, TX. THE PHONOSCOPE IS A COMBINED SMALL TELEVISION CAMERA AND 21-INCH TELEVISION RECEIVER BUILT INTO ONE PORTABLE INSTRUMENT. THE TWO-WAY AUDIO AND VIDEO COMMUNICATIONS SYSTEM MAKES POSSIBLE COMMUNICATION BETWEEN INDIVIDUALS LOCATED AT DIFFERENT SCHOOLS, AND BETWEEN CLASSES IN DIFFERENT SCHOOLS. CLASSES IN DIFFERENT SCHOOLS MAY HAVE DEBATES, AND DISCUSSIONS OR THE CLASSES MAY JOIN TOGETHER TO SHARE LEARNING EXPERIENCES, INTERVIEW RESOURCE PERSONS, AND COMPARE WORK PROJECTS. THE PHONOSCOPE COMMUNICATIONS SYSTEMS CAN ALSO BE USED TO PROVIDE INSERVICE EDUCATION FOR TEACHERS AND TO BRING LEARNING EXPERIENCES TO THE CLASSROOM FOR THE BENEFIT OF AN INDIVIDUAL STUDENT OR FOR THE WHOLE CLASS. PHONOSCOPE COMMUNICATIONS SYSTEMS CAN SOLVE SUCH PROBLEMS OF EDUCATIONAL TELEVISION AS THE HIGH COST OF INSTALLATION AND OPERATION OF EDUCATIONAL TELEVISION FACILITIES, THE NEED TO HAVE TRAINED TECHNICAL PERSONNEL ASSIST IN THE EDUCATIONAL APPLICATIONS OF TELEVISION, THE LIMITATIONS OF ONE-WAY COMMUNICATION IN PACING A PRESENTATION, AND THE RIGIDITY IN SCHEDULING THE USE OF TELEVISION FACILITIES. ED002279 GALVESTON PHONOSCOPE EXPERIMENT. 1960-00-00 8 N/A 1965 2016-11-22

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No Audiovisual Instruction Comparative Analysis Educational Technology Instructional Films Responses Teacher Education Teaching Methods BAKER, EVA L. POPHAM, W. JAMES California (Santa Rosa) CALIFORNIA California THE REPORT OF A STUDY CONDUCTED TO DETERMINE WHETHER EMBELLISHED VISUAL SEGMENTS OF AN INSTRUCTIONAL PROGRAM WOULD HAVE MORE IMPACT ON THE LEARNER IN HIS EFFECTIVE RESPONSE TO THE TOTAL STIMULUS SITUATION WAS PRESENTED. THE PROGRAM USED IN THE STUDY DEALT WITH THE TOPIC OF BEHAVIORAL OBJECTIVES. IT WAS DESIGNED TO TEACH PRESERVICE AND INSERVICE TEACHERS TO IDENTIFY PROPERLY STATED INSTRUCTIONAL OBJECTIVES AND TO CONVERT NONBEHAVIORAL OBJECTIVES INTO THESE SPECIFIC TERMS. THE PROGRAM CONSISTED OF A TAPE-RECORDED NARRATION OF 25 MINUTES WHICH WAS ACCOMPANIED BY 36 2" BY 2" SLIDES. ONE SET OF SLIDES WAS PREPARED IN CARTOON FORM WITH COLOR AND INCLUDED HUMOROUS ILLUSTRATIONS IN ADDITION TO THE VERBAL CONTENT. THE OTHER SET CONSISTED OF THE SAME VERBAL MATERIAL BUT WITHOUT ADDITIONAL EMBELLISHMENTS. THE CRITERION MEASURES USED WERE--THE INSTRUCTIONAL OBJECTIVES PREFERENCES LIST (IOPL) WHICH MEASURED THE EXTENT TO WHICH THE STUDENT VALUED BEHAVIORALLY STATED OBJECTIVES THE STUDENTS' RESPONSES ON AN ANONYMOUSLY COMPLETED QUESTIONAIRE WHICH REQUIRED RATING THE STYLE OF PRESENTATION IN TERMS OF LEARNING, INTEREST, AND ENJOYMENT AND TWO TESTS OF KNOWLEDGE OF BEHAVIORAL OBJECTIVES. EACH GROUP WAS ASKED TO COMPLETE THE IOPL AND THE TWO KNOWLEDGE EXAMINATIONS. THE PROGRAM WAS THEN PRESENTED. HALF OF THE SUBJECTS SAW SLIDES WHICH CONTAINED PRINTED TITLES ONLY. THE OTHER HALF SAW THE EMBELLISHED VERSION. THE SAME TAPED NARRATION WAS PLAYED FOR ALL GROUPS. THE IOPL WAS ADMINISTERED AGAIN. THE RESULTS OF THE EXPERIMENT SHOWED THAT THE KNOWLEDGE ACQUIRED BY PLAIN AND EMBELLISHED SEQUENCES WAS NOT SUBSTANTIAL, BUT RESPONSES TO EFFECTIVE MEASURES SIGNIFICANTLY FAVORED THE USE OF THE EMBELLISHED MATERIALS. THIS PAPER WAS PRESENTED TO THE CALIFORNIA EDUCATIONAL RESEARCH ASSOCIATION (SANTA ROSA, MARCH 12, 1965). ED002280 VALUE OF PICTORIAL "EMBELLISHMENTS" IN A TAPE-SLIDE INSTRUCTIONAL PROGRAM. 1965-03-00 4 N/A 1965 2016-11-22

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No Disadvantaged Youth Instructional Innovation Instructional Materials Learning Experience Low Achievement Material Development Program Development Student Needs BRAZZIEL, WILLIAM F. VIRGINIA Virginia (Norfolk) Virginia Virginia (Norfolk) CULTURALLY DISADVANTAGED CHILDREN CAN LEARN WELL WHEN THEY ARE OFFERED A REALISTIC CURRICULUM AND REALISTIC MATERIALS OF INSTRUCTION. EDUCATIONAL DEMANDS FROM PRESCHOOL THROUGH ADULT EDUCATION REQUIRE DIFFERENT INSTRUCTIONAL MATERIALS TO PROPERLY EDUCATE LOW ACHIEVERS REGARDLESS OF THEIR BACKGROUNDS. PUBLISHERS SHOULD AID THE COMMUNITY IN THEIR EFFORTS TO MEET THE NEEDS OF THESE CHILDREN. AREAS FOR INNOVATION AND REFORM ARE DISCUSSED. PRESCHOOL KITS FOR DRUGSTORE AND SUPERMARKET RETAIL SALES ARE NEEDED. THEY WOULD CONTAIN MANUALS FOR PARENTS AND READINESS BOOKLETS AND MATERIALS FOR CHILDREN. URBAN SCENCES, RURAL THEMES, MINORITY GROUP CHARACTERS, AND MODERN LIVING ACTIVITIES SHOULD BE THE SUBJECT MATTER OF EARLY GRADE READERS. EIGHT- AND 9-YEAR READING PROGRAMS, INSTEAD OF THE USUAL 6-YEAR PROGRAMS, SHOULD BE DEVELOPED FOR DISADVANTAGED CHILDREN. SCIENCE AND MATHEMATICS BOOKS SHOULD ALSO BE GRADED MORE REALISTICALLY. CONTEMPORARY ACHIEVERS, INCLUDING THOSE OF MINORITY GROUPS, SHOULD BE THE SUBJECT OF SOCIAL STUDIES TEXTBOOKS. NEW MATERIALS ARE NEEDED FOR DROPOUTS AND ADULT RETRAINING. THE SUBJECT MATTER SHOULD BE RELATED TO THE TRADE BEING STUDIED AND TO THE PROBLEMS LIKELY TO BESET THESE GROUPS. THE UNDER-EDUCATED CAN BE DEVELOPED THROUGH WELL PLANNED PROGRAMS. PUBLISHERS, EDUCATORS, AND SPECIALISTS SHOULD BE RESPONSIBLE FOR PROVIDING TEACHING MATERIALS AND TEXTBOOKS TO MEET THE NEEDS OF THESE GROUPS. THIS PAPER WAS PRESENTED TO THE CONFERENCE OF THE AMERICAN TEXTBOOK PUBLISHERS INSTITUTE AND THE AMERICAN TEXTBOOK PUBLISHERS COUNCIL (NEW YORK CITY, APRIL 8-9, 1964). ED002281 INSTRUCTIONAL MATERIALS FOR LOW ACHIEVERS. 1964-04-00 5 N/A 1965 2016-11-22

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No Conferences Educational Media Educational Opportunities Educational Planning Educational Technology Information Dissemination Methods Research Research Opportunities Research Projects EDLING, JACK V. California (Sacramento) California (Sacramento) Sacramento State Univ. Foundation, CA. A REPORT OF THE WESTERN REGIONAL CONFERENCE ON EDUCATIONAL MEDIA RESEARCH HELD AT SACRAMENTO, CALIFORNIA, APRIL 20-22, 1960, WAS PRESENTED. THE CONFERENCE WAS HELD TO REVIEW AND HELP CHART FUTURE DIRECTIONS IN RESEARCH, EXPERIMENTATION, AND THE DISSEMINATION OF INFORMATION RELATIVE TO NEW INSTRUCTIONAL MEDIA. THE CONFERENCE HAD FOUR PURPOSES--TO PROVIDE CURRENT INFORMATION REGARDING TITLE VII POLICIES AND PROCEDURES AND TO STIMULATE ADDITIONAL INTEREST IN THE OPPORTUNITIES AVAILABLE UNDER TITLE VII OF THE NATIONAL DEFENSE EDUCATION ACT TO PROVIDE AN OCCASION FOR EXCHANGING INFORMATION REGARDING CURRENT TITLE VII PROJECTS AND OTHER RESEARCH IN THE USE OF MOTION PICTURE, TELEVISION, RADIO, OR OTHER NEW MEDIA TO IDENTIFY AREAS OF NEEDED RESEARCH INVOLVING THE USE OF NEW TECHNICAL DEVELOPMENTS IN COMMUNICATION AND TO EXPLORE METHODS FOR EFFECTIVE DISSEMINATION OF RESEARCH FINDINGS AND FOR THE RELATED IMPLEMENTATION OF BETTER METHODS OF INSTRUCTION INVOLVING THE USE OF THE NEW MEDIA. REPORTS ON NEW MEDIA INCLUDED "OPPORTUNITIES UNDER TITLE VII" BY C. WALTER STONE, "CURRENT NEW MEDIA RESEARCH -- TITLE VII" BY C. WALTER STONE, "GENERAL STATUS" BY WILLIAM H. ALLEN, "CRITIQUE OF RESEARCH" BY LESTER F. BECK, "TELEVISION" BY C. R. CARPENTER, "TEACHING MACHINES" BY ARTHUR A. LUMSDAINE, "DIRECTION FOR THEORY IN AUDIOVISUAL COMMUNICATION" BY JAMES D. FINN, "NEEDED NEW MEDIA RESEARCH" BY C. R. CARPENTER, "LARGER RESEARCH PATTERNS" BY WILLIAM H. ALLEN, AND "GENERAL ISSUES" BY LESTER F. BECK. RECOMMENDATIONS OF THE CONFERENCE INCLUDED IMPLEMENTING NEEDED RESEARCH, BUILDING DISSEMINATION PRACTICES AT STATE AND REGIONAL LEVELS, TRANSLATING RESEARCH INTO PRACTICE, AND GUIDING THE IMPACT OF TECHNOLOGY ON MODERN EDUCATION. ED002282 THE NEW MEDIA IN EDUCATION. A REPORT OF THE WESTERN REGIONAL CONFERENCE ON EDUCATIONAL MEDIA RESEARCH. 108 N/A 1965 2016-11-22

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No Adult Education Adult Programs Basic Skills Economically Disadvantaged Skill Development Specialists Teacher Effectiveness Unemployment Vocational Education BRAZZIEL, WILLIAM F. Virginia (Norfolk) VIRGINIA Virginia Virginia (Norfolk) TECHNICAL EDUCATION OF THE ADULT HARD-CORE UNEMPLOYED OFTEN FAILS BECAUSE OF PERSONAL PROBLEMS AND BASIC EDUCATION AND CULTURAL LACKS. A BROAD CONCEPT OF EDUCATION IS ESSENTIAL TO PROGRAMS FOR DEVELOPMENT OF TECHNICAL SKILLS. A COLLEGE PROJECT DESIGNED TO MEET THESE REQUIREMENTS IS PRESENTED. A COMBINATION OF BASIC AND TECHNICAL EDUCATION WITH THE TREATMENT OF THE WHOLE ADULT WAS FUNDAMENTAL TO THE PROGRAM AND PROVED TO BE AN EFFECTIVE APPROACH. THE EXPERIMENT BEGAN WITH THE SELECTION OF VERY NEEDY PEOPLE WHO DID NOT UNDERSTAND OR SEE THE USUAL ADVERTISING MEDIA. MANY, DESPITE PERSONAL CONTACT, REJECTED THE PROGRAM. THESE PEOPLE WERE AMONG THE MOST IGNORANT AND IN THE SEVEREST FINANCIAL DIFFICULTIES. THE STAFF CONSISTED OF SPECIALISTS IN READING, LANGUAGE ARTS, MATHEMATICS, AND GUIDANCE. A SOCIAL WORKER HELPED SOLVE PERSONAL PROBLEMS. TECHNICAL WORK WAS USED SUCCESSFULLY AS A TEACHING VEHICLE TO ACHIEVE BASIC SKILLS. THE STAFF WORKED WITH THE STUDENTS ON SPECIAL PROJECTS SUCH AS PUBLISHING A PAPER AND ATTENDING CULTURAL AND ATHLETIC EVENTS. WHOLE FAMILY OUTINGS WERE ORGANIZED. THE GUIDANCE STAFF HELD SESSIONS ON BUDGETING, FINANCING, CHILD CARE, AND FAMILY PLANNING. RESULTS WERE FAVORABLE. A TECHNICAL SKILL WAS LEARNED BY 90 MEN WHO INCREASED READING AND NUMBER ABILITY BY AN AVERAGE OF 3 YEARS. ALMOST ALL FOUND JOBS. THE MOST INSOLUBLE PROBLEMS WERE THOSE OF MEN IN EXTREMELY BAD FINANCIAL CONDITIONS. FOR SUCCESS IN SUCH PROGRAMS, MEANS MUST BE FOUND TO EASE THE FINANCIAL STRAINS DURING TRAINING SO THAT THESE FAMILIES WILL NOT REMAIN PERMANENT WELFARE CASES. THIS PAPER WAS PRESENTED TO THE NATIONAL ASSOCIATION OF PUBLIC SCHOOL ADULT EDUCATORS (SAN FRANCISCO, OCTOBER 1964). ED002283 WORKING WITH STUDENTS INSIDE AND OUTSIDE THE CLASSROOM IN ADULT BASIC EDUCATION PROGRAMS. 1964-10-00 7 N/A 1965 2016-11-22

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No Design Educational Equipment Educational Quality Equipment Standards Instructional Materials Research Opportunities LEVERENZ, HUMBOLDT W. TOWNSLEY, MALCOM G. Technological Development Project BELL AND HOWELL DISTRICT OF COLUMBIA District of Columbia University of Southern California, Los Angeles. School of Education. National Education Association, Washington, DC. TWO VIEWS ON THE DESIGN OF INSTRUCTION EQUIPMENT ARE PRESENTED. ONE IS BY H. W. LEVERENZ OF THE RADIO CORPORATION OF AMERICA, AND THE OTHER IS BY MALCOLM TOWNSLEY OF THE BELL AND HOWELL COMPANY. EACH WAS ASKED TO WRITE ON TWO QUESTIONS--(1) HOW HAS INSTRUCTIONAL EQUIPMENT BEEN DESIGNED IN THE PAST, AND (2) HOW SHOULD IT BE DESIGNED IN THE FUTURE. LEVERENZ DEALS PRIMARILY WITH SOME OF THE BASIC HUMAN FACTORS INVOLVED IN THE DESIGN PROCESS OF INSTRUCTIONAL EQUIPMENT. TOWNSLEY DEALS PRIMARILY WITH THE PROBLEMS OF ECONOMICS AND ORGANIZATION AS THEY AFFECT THE DESIGN PROCESS. LEVERENZ'S RECOMMENDATION IS THAT AN AGENCY OUTSIDE THE INSTRUCTIONAL, SCIENTIFIC, AND ENGINEERING PROFESSIONS SHOULD BE THE PRIME MOVER IN ESTABLISHING SEVERAL TEAMS OF CAREFULLY SELECTED TEACHERS AND DESIGNERS DEVOTED TO IMPROVING THE DESIGN AND USE OF INSTRUCTIONAL EQUIPMENT. THE COMMON OBJECTIVE SHOULD BE ONE OF INCREASING THE QUALITY AND QUANTITY OF CULTURAL INFORMATION ACQUIRED BY THE LEARNER. TOWNSLEY SUGGESTS THE NECESSITY FOR CLOSER CONTACT BETWEEN THE EDUCATIONAL RESEARCHER AND THE MANUFACTURER OF INSTRUCTIONAL EQUIPMENT. THIS WOULD HELP THE MANUFACTURER TO KNOW WHAT THE EDUCATOR WANTS AND NEEDS. A BIBLIOGRAPHY RELATING TO THE PSYCHOLOGICAL PRINCIPLES INVOLVED IN THE DESIGN OF TRAINING EQUIPMENT IS INCLUDED. ED002284 THE DESIGN OF INSTRUCTIONAL EQUIPMENT, TWO VIEWS. OCCASIONAL PAPER NUMBER 8. 1962-12-00 58 N/A 1965 2016-11-22

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No Black Achievement Black Influences Black Stereotypes Material Development Self Concept Social Change Textbook Content Textbook Evaluation JOHNSON, EDWINA C. Illinois (Chicago) ILLINOIS Illinois Illinois (Chicago) THE MEANING OF INTEGRATION AND SOME CHANGES WHICH SHOULD OCCUR IN AMERICAN LIFE ARE EXAMINED. THE DEFAMATION OF THE NEGRO IN THE PRINTED WORD, NOVELS, MOTION PICTURES, AND PARTICULARLY IN SCHOOL TEXTBOOKS IS ILLUSTRATED. MANY TEXTBOOKS OMIT NEGRO CONTRIBUTIONS TO AMERICAN LIFE AND NULLIFY CHILDREN'S ASPIRATIONS BY RELEGATING NEGROES TO A PASSIVE ROLE IN LIFE. BOOKER T. WASHINGTON, GEORGE WASHINGTON CARVER, JACKIE ROBINSON, AND RALPH BUNCHE ARE USUALLY THE ONLY NEGROES MENTIONED IN TEXTBOOKS. EDUCATORS SHOULD NOT ONLY DEVELOP SUPPLEMENTARY MATERIALS, BUT SHOULD ALSO USE THEIR POWER AND POSITIONS TO GET THE TRUTH WRITTEN INTO TEXTBOOKS. THIS ARTICLE WAS PUBLISHED IN "INTEGRATED EDUCATION", ISSUE 13, FEBRUARY 1965. ED002285 INTEGRATION IS NOT THE ISSUE. 1965-02-00 3 N/A 1965 2016-11-23

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No Black Students Black Teachers Board of Education Policy Demography Desegregation Methods Educational Legislation Educational Quality Employment Practices Racial Segregation School Policy Social Discrimination PENNSYLVANIA Pennsylvania (Chester) Pennsylvania THE VERBATIM FINDINGS OF FACT, CONCLUSIONS OF LAW, AND DECISION OF THE PENNSYLVANIA HUMAN RELATIONS COMMISSION WITH ITS FINAL ORDER IN THE CHESTER SCHOOL DISTRICT CASE, WERE REPORTED. THE AREAS STUDIED WERE--SCHOOL BOUNDARIES, POPULATION FACTORS, CLASS SIZE, ADMINISTRATION, FACULTY RECRUITMENT, TEXTBOOK USE, ORIGIN OF THE SEGREGATED SCHOOL SUSTEM, AND PROPOSALS FOR DESEGREGATION, BUSING, AND OTHER FACTORS DIRECTLY OR INDIRECTLY RELATED TO THE SEPARATION OF THE RACES AND THE DIFFERENCES IN THE QUALITY OF EDUCATION OF NEGRO AND WHITE PUPILS. THE UNLAWFUL DISCRIMINATORY PRACTICES DEPRIVED NEGROES IN CHESTER OF THEIR CIVIL RIGHTS. THE SCHOOL DISTRICT WAS CHARGED WITH ASSIGNING ONLY NEGRO TEACHERS AND CLERKS TO ALL-NEGRO SCHOOLS, MAINTAINING SEGREGATED ALL-NEGRO SCHOOLS WITHIN THE SCHOOL SYSTEM, ESTABLISHING SCHOOL ZONES CONFINING THE NEGRO TO ALL-NEGRO SCHOOOS, FAILING TO PROVIDE ENOUGH KINDERGARTENS TO ACCOMMODATE NEGRO CHILDREN IN CHESTER, PERPETUATING THE INFERIOR PHYSICAL CONDITION OF ALL-NEGRO SCHOOL BUILDINGS, AND FAILING TO ADOPT ANY PLAN UNDER WHICH THE SCHOOLS IT ADMINISTERS WOULD BE COMPLETELY DESEGREGATED WITHIN A REASONABLE TIME. THESE CHARGES OF DISCRIMINATION WERE UPHELD. CHARGES THAT TEXTBOOKS USED DID NOT ADEQUATELY PORTRAY THE CONTRIBUTIONS OF THE NEGRO TO AMERICAN HISTORY, AND THAT NO NEGRO SUPERVISORS OR ADMINISTRATORS HAD BEEN APPOINTED WERE DISMISSED. THE CHESTER SCHOOL DISTRICT, THROUGH ITS SCHOOL BOARD, OFFICERS, AGENTS, AND EMPLOYEES, WAS TO TAKE SPECIFIED STEPS TO CORRECT THE UNLAWFUL PRACTICES WITH WHICH IT WAS CHARGED. THIS ARTICLE WAS PUBLISHED IN "INTEGRATED EDUCATION," ISSUE 13, FEBRUARY 1965. ED002286 THE CHESTER CASE. 1965-02-00 12 N/A 1965 2016-11-22

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No Bibliographies Black Achievement Black History Black Stereotypes Essays History Racial Characteristics Textbook Evaluation Textbook Publications MEYER, HOWARD N. MICHIGAN Michigan (Detroit) Michigan Michigan (Detroit) A GENERAL ESSAY ON THE NATURE AND SCOPE OF THE NEGRO HISTORY MOVEMENT AND A REVIEW OF PUBLICATIONS DEALING WITH THE HISTORY OF THE NEGROES ARE PRESENTED. THE PUBLICATIONS INCLUDE--"THE STRUGGLE FOR FREEDOM AND RIGHTS--BASIC FACTS ABOUT THE NEGRO IN AMERICAN HISTORY" BY THE PUBLIC SCHOOLS OF THE DISTRICT OF COLUMBIA AND "THE NEGRO IN AMERICAN HISTORY" BY THE BOARD OF EDUCATION, CITY OF NEW YORK. THE NEGRO HISTORY MOVEMENT IS CONCERNED WITH THE CONTRIBUTIONS OF INDIVIDUAL NEGROES THROUGHOUT HISTORY, THE EFFECTS OF PAST OPPRESSIONS INVOLVING BOTH NEGROES AND WHITES, THE STORY OF THE STRUGGLE FOR EQUALITY, THE NATURE OF THE AFRICAN HERITAGE, AND THE FULL EXTENT TO WHICH HISTORY HAS BEEN DISTORTED OR SUPPRESSED IN ORDER TO CREATE AND PRESERVE RACISM. THIS ARTICLE WAS PUBLISHED IN"INTEGRATED EDUCATION," ISSUE 13, FEBRUARY 1965. ED002287 TOKENS OF TRUTH. 1965-02-00 7 N/A 1965 2016-11-22

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No Boards of Education Community Centers Construction Needs Cultural Centers Educational Opportunities Educational Planning Enrichment Activities Resource Teachers Special Programs SEITZER, ROBERT H. NEW JERSEY New Jersey (East Orange) New Jersey THE EAST ORANGE, NEW JERSEY, SCHOOL BOARD MADE A PROPOSAL FOR AN EAST ORANGE EDUCATION PLAZA TO PROVIDE SUPERIOR EDUCATIONAL OPPORTUNITIES FOR ALL CHILDREN FROM KINDERGARTEN THROUGH JUNIOR COLLEGE. TO BE CONSTRUCTED IN AT LEAST SEVEN STAGES, THE PLAZA WOULD FURNISH YEAR-ROUND EDUCATION AND WOULD BECOME A CULTURAL, RECREATIONAL, AND ENRICHMENT CENTER FOR THE WHOLE COMMUNITY. ALL SCHOOL CHILDREN IN THE CITY WOULD BE BROUGHT TO A CENTRAL LOCATION WHERE LARGE BUILDINGS HOUSING 3,000 OR MORE PUPILS WOULD BE ORGANIZED AS MANY SMALL SCHOOLS. SPECIALIZED TEACHERS, SPECIAL RESOURCES, AND A PROGRAM TO MEET THE NEEDS OF ALL STUDENTS, NONE OF WHICH COULD BE PROVIDED ADEQUATELY IN ISOLATED SCHOOLS, WOULD BE POSSIBLE IN THE PLAZA. THE TIMETABLE FOR THE VARIOUS PHASES IS PRESENTED. LONG-RANGE PLANNING TO PROVIDE DEFINITE SOLUTIONS FOR EAST ORANGE'S SCHOOL NEEDS IS DISCUSSED AS A MEANS TO PREVENT HAPHAZARD ADDING, RENOVATING, AND MODERNIZING. THIS ARTICLE WAS PUBLISHED IN "INTEGRATED EDUCATION," ISSUE 13, FEBRUARY 1965. ED002288 THE EAST ORANGE EDUCATION PLAZA. 1965-02-00 3 N/A 1965 2016-11-22

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No Educational Television Information Utilization Instructional Programs Program Evaluation Questionnaires Statistical Analysis Teacher Attitudes Television Surveys HARSH, J. RICHARD California (Los Angeles) CALIFORNIA California California (Los Angeles) Educational Testing Service, Los Angeles, CA. A 10-ITEM, MULTIPLE-CHOICE QUESTIONNAIRE WAS DESIGNED TO SURVEY THE USE OF AND TEACHER REACTION TO EDUCATIONAL TELEVISION (ETV) IN EIGHT COUNTIES PARTICIPATING IN THE REGIONAL ETV AREA OF SOUTHERN CALIFORNIA. THE 3,860 TEACHER RESPONSES WERE PROCESSED THROUGH DATA PROCESSING EQUIPMENT, AND WERE CONVERTED INTO PERCENTAGE OF RESPONSE FOR EACH ITEM IN EACH COUNTY. OVER 700 WRITTEN COMMENTS AND SUGGESTIONS, REPRESENTING ONE-FIFTH OF THE TOTAL RESPONDENTS, WERE SUMMARIZED ACCORDING TO SUGGESTIONS AND EVALUATIONS ON THE CONTENT OF THE PROGRAMS AND THE TEACHER GUIDE MATERIALS. PROGRAMS SURVEYED INCLUDED ELEMENTARY SPANISH, MATHEMATICS, MUSIC, AND A PROGRAM CALLED "LIVING IN THE WEST." TABLES CONTAINED INFORMATION ON THE GRADES WHICH USED THE PROGRAMS, THE NUMBER OF YEARS THE PROGRAMS WERE USED, AND THE AMOUNT OF TIME THE PROGRAMS WERE USED. ED002289 REGIONAL EDUCATIONAL TELEVISION SURVEY, 1963-64. 1965-01-00 35 N/A 1965 2016-11-22

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No Disadvantaged Youth Language Arts Learning Experience Reading Skills Scoring Secondary Education Skill Development Student Interests Teaching Methods MCCREARY, EUGENE California (Berkeley) CALIFORNIA CULTURAL EXPERIENCE California California (Berkeley) TEACHING PRACTICES USED SUCCESSFULLY AT THE SECONDARY LEVEL WITH CULTURALLY DEPRIVED CHILDREN ARE PRESENTED. STUDENTS SHOULD BE PROVIDED WITH OPPORTUNITIES THAT ALLOW FOR PARTICIPATION, ACHIEVEMENT, AND SUCCESS. THIS CAN BE DONE BY DIVERSIFYING LEARNING EXPERIENCES SO THAT STUDENTS OF ALL INTERESTS CAN DO THINGS THEY LIKE AND CAN DO WELL, BY DIVERSIFYING EVALUATION DEVICES, BY PROVIDING FOR MAXIMUM PARTICIPATION OF STUDENTS IN SCHOOL OPERATIONS, AND BY PUBLICIZING ALL KINDS OF STUDENT LIFE AND INTERESTS. MARKING POLICIES SHOULD MINIMIZE THE FEELING OF REJECTION CAUSED BY SOME GRADING PRACTICES. READING AND LANGUAGE SKILLS SHOULD BE DEVELOPED BY PROVIDING PERIODICAL EXCERCISES AND CLASS ACTIVITIES. LIBRARY USAGE, RESEARCH TECHNIQUES, AND ORAL AND WRITTEN LANGUAGE USAGE SHOULD ALSO BE PROVIDED. THE WORK SHOULD BE SUITED TO THE ABILITIES, SKILLS, AND RESOURCES OF THE STUDENTS. THE LEARNING SHOULD BE MADE RELEVANT TO THE LIFE EXPERIENCES, CIRCUMSTANCES, NEEDS, AND ASPIRATIONS OF THE STUDENTS. THE LEARNING EXPERIENCES SHOULD BE KEPT REALISTIC, IMMEDIATE, AND VIVID. THIS CAN BE DONE BY PROVIDING MODELS OF WORK AFTER WHICH STUDENTS COULD PATTERN THEIR OWN PERFORMANCE USING VARIED AUDIOVISUAL DEVICES ILLUSTRATING ABSTRACTIONS WITH ANECDOTES USING BOOKS DEALING WITH REAL PEOPLE IN REAL SITUATIONS AND HAVING GUEST LECTURERS, FIELD TRIPS, DEMONSTRATIONS, AND EXPERIMENTS. INTEGRATION AND INTERCULTURAL RESPECT SHOULD BE PROMOTED. THIS ARTICLE WAS PUBLISHED IN "INTEGRATED EDUCATION," ISSUE 13, FEBRUARY 1965. ED002290 TEACHING THE CULTURALLY DIFFERENT. 1965-02-00 9 N/A 1965 2016-11-22

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No Cultural Enrichment Disadvantaged Youth Enrichment Activities Junior High Schools Parent Participation School Counseling Talent Talent Identification PRESSMAN, HARVEY MASSACHUSETTS Massachusetts Tufts Univ., Medford, MA. Lincoln Filene Center for Citizenship and Public Affairs. A PROPOSAL FOR AN ENRICHMENT PROGRAM FOR ACADEMICALLY TALENTED JUNIOR HIGH SCHOOL STUDENTS FROM LOW-INCOME FAMILIES IN CERTAIN AREAS OF BOSTON IS PRESENTED. BASIC ASSUMPTIONS ARE THAT THERE IS AND OBVIOUS AND PRESSING NEED TO GIVE EXTRA HELP TO THE ABLE STUDENT FROM A DISADVANTAGED BACKGROUND, AND THAT A RELATIVELY BRIEF ENRICHMENT EXPERIENCE FOR SUCH STUDENTS CAN PRODUCE SUBSTANTIAL RESULTS IN TERMS OF FUTURE EDUCATIONAL OPPORTUNITIES. SOME SPECIFIC OBJECTIVES ARE TO IDENTIFY ACADEMICALLY TALENTED JUNIOR HIGH SCHOOL STUDENTS IN THE DISTRICTS INVOLVED TO PROVIDE SUPPLEMENTARY EDUCATIONAL, CULTURAL, AND RECREATIONAL EXPERIENCES FOR THESE STUDENTS AND TO PROVIDE EACH STUDENT WITH USEFUL GUIDANCE INFORMATION ABOUT HIS IMMEDIATE EDUCATIONAL CHOICES, SPECIAL OPPORTUNITIES FOR FUTURE EDUCATIONAL ASSISTANCE, AND PART-TIME EARNING OPPORTUNITIES. THE PROGRAM BEGAN DURING THE SPRING SEMESTER OF THE SCHOOL YEAR 1964-65, AND WILL RUN FOR 14 TO 16 MONTHS THEREAFTER. IT INVOLVES 75 JUNIOR HIGH SCHOOL STUDENTS WHO ARE PREDOMINANTLY BOYS. THE PROGRAM PROVIDES SUCH SERVICES TO STUDENTS AND PARENTS AS AN EVALUATION AND ASSESSMENT OF ACADEMIC TALENT THAT IS BASED ON SCHOOL RECORDS AND THAT IS FOLLOWED BY A SERIES OF TESTS A FULL INTRODUCTION AND ORIENTATION TO THE PROJECT FOR THE SELECTED STUDENTS AND THEIR PARENTS AND A SERIES OF MOTIVATIONAL INITIAL EXPERIENCES THAT INCLUDE RECREATIONAL EXPOSURES, GENERAL GUIDANCE SESSIONS, DISCUSSION MEETINGS WITH "HERO" FIGURES, AND INTRODUCTORY STUDENT-PARENT MEETINGS. PERSONNEL INCLUDE A DIRECTOR, A PART-TIME ASSOCIATE DIRECTOR, A HALF-TIME SECRETARY, FIVE EXPERIENCED TEACHERS, AND SEVEN AFTER-SCHOOL GUIDANCE PEOPLE. PRELIMINARY BUDGET ESTIMATES TOTAL $84,185. ED002291 ENRICHMENT PROGRAM FOR ACADEMICALLY TALENTED JUNIOR HIGH SCHOOL STUDENTS FROM LOW INCOME FAMILIES. 1964-11-00 8 N/A 1965 2016-11-22

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No Audiolingual Methods Comparative Analysis German Instructional Materials Language Instruction Language Laboratories Methods Research Program Development Secondary Education Teaching Methods MATKOVICK, EDWARD Bellevue Public Schools, WA. DIRECTED TOWARD THE INITIATION OF A FOREIGN LANGUAGE PROGRAM IN A SPECIFIC SCHOOL SYSTEM, TRADITIONAL AND AUDIO-ORAL METHODS OF TEACHING GERMAN ARE COMPARED. A DESCRIPTION OF A PILOT CLASS IN AUDIO-ORAL, BEGINNING GERMAN IS GIVEN. SUCH ASPECTS AS PHONOLOGY, CONTINUED ORAL DRILL, CLASS ACTIVITIES WHICH DEMAND INSTANTANEOUS RESPONSES IN GERMAN, GRAMMATICAL APPROACHES, THE ROLE OF TESTING, AND THE USE OF THE LANGUAGE LABORATORY ARE DISCUSSED. THE STUDENTS IN THIS CLASS THOUGHT, WROTE, AND SPOKE LIVELY GERMAN, WITH A MINIMUM REGARD TO GRADES. REACTIONS TO THE TRADITIONAL GERMAN CLASS, TAUGHT SIMULTANEOUSLY BY THE SAME INSTRUCTOR ARE THAT LEARNING WAS SLOWER, SPEAKING AND WRITING WERE STILTED, MANY WRITTEN ASSIGNMENTS WERE GIVEN, AND MUCH CONCERN EXISTED OVER GRADES. IN PLANNING FOR AUDIO-ORAL FOREIGN LANGUAGE CLASSES, LABORATORY ACTIVITIES SHOULD BE GEARED DIRECTLY INTO CLASS ACTIVITIES AND SHOULD BECOME AN INTEGRAL PART OF A SYSTEMATIC, PUPIL ACHIEVEMENT, TESTING DEVICE. IN EACH SCHOOL, A LABORATORY COMMITTEE SHOULD BE FORMED AND CONSIST OF THE LABORATORY DIRECTOR, TEACHERS, AND AUDIOVISUAL DEPARTMENT AND CURRICULUM DEPARTMENT REPRESENTATIVES. THE SCHOOL SYSTEM LANGUAGE DIRECTOR AND THE COMMITTEE SHOULD PLAN THE BUDGET, SCHEDULING, MAINTENANCE TRAINING, AND SELECTION AND CREATION OF PROGRAMED MATERIALS. AN ANNOTATED BIBLIOGRAPHY OF AUDIO-ORAL MATERIALS FOR FIRST-YEAR LEVEL JUNIOR AND SENIOR HIGH SCHOOL COURSES IN FRENCH, GERMAN, AND SPANISH IS INCLUDED. ED002292 INITIATING THE AUDIO-ORAL TEACHING OF FOREIGN LANGUAGES ON THE JUNIOR AND SENIOR HIGH SCHOOL LEVELS IN THE BELLEVUE PUBLIC SCHOOLS. 1961-09-00 17 N/A 1965 8/17/2004 22:35:15 DISA1965

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No Adult Education Educational Television Equipment Standards Information Utilization Instructional Programs Parochial Schools Program Development Program Evaluation Public Schools Television Surveys LENIHAN, KENNETH J. AND OTHERS New York (Albany) New York (Albany) New York State Education Dept., Albany. A SURVEY WAS TAKEN OF THE AUDIENCE OF THE REGENTS EDUCATIONAL TELEVISION PROJECTS PROGRAMS. RESULTS INDICATED THAT "TIME FOR SCIENCE" WAS THE MOST POPULAR TELEVISION PROGRAM, WITH "TELL ME A STORY" IN SECOND PLACE. ONLY 19 PERCENT OF THE HIGH SCHOOLS USED THE PROGRAMS COMPARED TO 45 PERCENT OF THE ELEMENTARY SCHOOLS. PAROCHIAL SCHOOLS MADE THE GREATEST USE OF TELEVISION, WITH MOST CLASSES WATCHING FROM TWO TO FIVE PROGRAMS EACH WEEK. REASONS FOR NOT USING THE PROGRAMS INCLUDED POOR RECEPTION AND LACK OF SETS. MANY SETS WERE SHARED BY 20 TO 30 TEACHERS, WHILE ALMOST ONE-THIRD OF THE SCHOOLS WERE WITHOUT ANY SETS. THE HIGH SCHOOL BELL SCHEDULE WAS CONSIDERED AN OBSTACLE TO VIEWING IN THE UPPER GRADES. IT WAS SUGGESTED THAT PROGRAM SCHEDULES BE ANNOUNCED FAR ENOUGH IN ADVANCE SO THAT CLASS SCHEDULES IN HIGH SCHOOLS COULD BE MADE TO COINCIDE, THAT PROGRAMS BE REPEATED DURING THE DAY, AFTERNOON, AND EARLY EVENING SO HOMEWORK ASSIGNMENTS COULD BE MADE AND THAT PROGRAMS BE FILMED AND DISTRIBUTED FOR USE AT THE TEACHER'S DISCRETION. IN THE SCHOOLS WHERE PRINCIPALS HAD SOME TRAINING IN AUDIOVISUAL TECHNIQUES, GREATER USE WAS MADE OF THE PROGRAMS. "TEACHING READING" AND "SCIENCE FOR TEACHERS" WERE THE MOST POPULAR OFFERINGS AMONG TEACHERS. PART OF THE ADULT HOME-AUDIENCE THAT VIEWED THE CLASSROOM PROGRAMS WAS CHILD-ORIENTED. MANY ADULTS USED THE PROGRAMS TO AMUSE PRESCHOOL CHILDREN AND TO KEEP UP WITH WHAT WAS HAPPENING IN THE SCHOOLS OTHERS USED THE PROGRAMS FOR SELF-IMPROVEMENT AND TENDED TO FOLLOW-UP BY OBTAINING MATERIALS FOR SELF-EDUCATION. ED002293 UTILIZATION OF THE REGENTS EDUCATIONAL TELEVISION BROADCAST PROGRAMS. 232 N/A 1965 2016-11-22

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No Educational Technology Educational Television Inservice Teacher Education Study Guides Teaching Methods California (San Jose) CALIFORNIA California California (San Jose) EDUCATIONAL TELEVISION MAY SOLVE THE PROBLEMS OF TEACHER INSERVICE TRAINING. IN SAN JOSE, CALIFORNIA, 21 SCHOOL DISTRICTS HAVE COOPERATED IN PRODUCING A TEACHER INSERVICE PROGRAM. THE TELEVISION CENTER OF THE STATE COLLEGE PRODUCES AND DIRECTS THE TELECASTS. A COMMERCIAL TELEVISION STATION DONATES ITS FACILITIES AND AIR TIME. A PERMANENT TELEVISION COORDINATING COUNCIL DETERMINES THE PROGRAM FROM DISTRICT REQUESTS AND PUBLISHES SCHEDULES. TELEVISION TEACHERS FROM THE COLLEGE PREPARE 30-MINUTE PROGRAMS AND A STUDY GUIDE FOR THE VIEWERS. THE TELECASTS ARE PRESENTED TO THE TEACHERS IN THE SAME WAY A TEACHER WOULD PRESENT THE MATERIAL TO HER STUDENTS THUS THE TEACHERS LEARN BOTH SUBJECT MATTER AND TEACHING TECHNIQUES. TELECASTS ARE SHOWN ONCE A WEEK. AFTERWARDS, TEACHERS CONDUCT WORKSHOPS. THE LOCAL TELEVISION STATION PREPARES KINESCOPES OF THE TRAINING PROGRAMS FOR TEACHERS WHO MISS THE TELECASTS. THE FILMS ARE AVAILABLE FOR THE ORIENTATION OF NEW TEACHERS, FOR CURRICULUM STUDY GROUPS, AND FOR REVIEW. ADVANTAGES OF EDUCATIONAL TELEVISION ARE THAT TELEVISION IS A CONVENIENT MEDIUM, IT MAKES THE RESOURCES OF INSERVICE TRAINING AVAILABLE, IT GIVES EVERY TEACHER ACCESS TO SPECIALISTS, AND IT COSTS LESS THAN 10 DOLLARS PER TEACHER PER YEAR INCLUDING THE PRODUCTION OF KINESCOPE RECORDINGS AND STUDY GUIDES. THIS ARTICLE WAS PUBLISHED IN "SCHOOL MANAGEMENT," NOVEMBER 1961. ED002294 HOW TELEVISION CAN TRAIN YOUR TEACHERS. 1961-12-00 3 N/A 1965 2016-11-22

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No Curriculum Development Group Instruction Individual Instruction Physical Education Scheduling School Community Relationship Student Teacher Relationship Teacher Role Team Teaching Workshops COLLINS, JAMES W. AND OTHERS CALIFORNIA California (Rancho Cordova) California EXPERIMENT IN STAFF UTILIZATION WERE DISCUSSED. CHANGES IN THE METHODS OF INSTRUCTION AND THE CURRICULUM WERE BASED UPON A DESIRE TO PRODUCE A BETTER TEACHING-LEARNING SITUATION, TO STIMULATE STUDENTS TO COMMIT THEMSELVES FOR THEIR OWN IMPROVEMENT, TO MEET THE CHALLENGES SOCIETY THRUSTS UPON THE MODERN SCHOOL, AND TO EQUIP STUDENTS TO MEET THEIR DAILY PROBLEMS. EXPERIMENTS WERE MADE IN THE AREAS OF LARGE GROUP INSTRUCTION, IN THE USE OF TEAM TEACHING, IN BACK-TO-SCHOOL SCHEDULING, IN A COMBINATION OF ENGLISH-SOCIAL SCIENCE INSTRUCTORS AND ENGLISH-SOCIAL SCIENCE CURRICULUM, IN THE USE OF TEACHERS' AIDS, AND IN COEDUCATIONAL PHYSICAL EDUCATION. REQUESTS FROM THE TEACHING STAFF AT THE END OF THE EXPERIMENTAL YEAR PROMPTED THE ARRANGEMENT OF SUMMER WORKSHOPS FOR DEPARTMENT PERSONNEL TO PLAN A NEW CURRICULUM AND A NEW APPROACH. ONE OF THE RESULTS OF THE WORKSHOP WAS THE COMBINING OF THE ENGLISH AND SOCIAL SCIENCE DEPARTMENTS INTO A DEPARTMENT OF UNIFIED STUDIES. A 4-YEAR UNIFIED STUDIES PROGRAM WAS ESTABLISHED. IT CONSISTED OF A SINGLE COURSE OF STUDY INVOLVING BASIC CONCEPTS AND MATERIALS FROM HISTORY AND LITERATURE. FIVE MEMBER TEAMS CONDUCTED THE PROGRAM ON A GRADE LEVEL BASIS, AND A PLANNING COUNCIL OF TEACHERS FACILITATED STAFF ASSIGNMENTS. STUDENTS WHO NEEDED SPECIAL ATTENTION WERE PUT IN REMEDIAL SECTIONS OUTSTANDING STUDENTS WERE GIVEN SELF-DIRECTED STUDY PROGRAMS. BY UNIFYING SUBJECT MATTER AND BY TEACHING CONCEPTS, STUDENTS WERE PLACED IN A MORE CHALLENGING SITUATION. OTHER INNOVATIONS IN STAFF UTILIZATION INCLUDED TEAM TEACHING IN SCIENCE, MATH, AND HOME ECONOMICS, USE OF TEACHERS' AIDES AND LAY READERS, AND EXPERIMENTS IN PHYSICAL EDUCATION TAUGHT BY TEAMS OF MEN AND WOMEN INSTRUCTORS. THIS ARTICLE WAS PUBLISHED IN THE "JOURNAL OF SECONDARY EDUCATION," VOLUME 40, NUMBER 2, FEBRUARY 1965. ED002295 THE CORDOVA PLAN. 1965-02-00 3 N/A 1965 2016-11-22

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No Educational Technology Individual Instruction Programed Instruction Systems Approach Teacher Employment Teacher Role FINN, JAMES D. CALIFORNIA UNIVERSITY OF SOUTHERN CALIFORNIA California (Los Angeles) California California (Los Angeles) A TEACHER SHORTAGE, LARGE CLASSES, AND NEED FOR QUALITY INSTRUCTION FORCED EDUCATION INTO MASS INSTRUCTIONAL TECHNOLOGY. INSTRUCTIONAL TECHNOLOGY IS GOVERNED BY SUCH SYSTEMS AS TELEVISION AND FILMS WHICH CAN REACH MORE STUDENTS WITH FEWER TEACHERS. THERE IS A TREND TOWARD INDIVIDUAL INSTRUCTION UTILIZING TEACHING MACHINES. IF A COMBINATION OF INSTRUCTIONAL TECHNOLOGY AND INDIVIDUAL INSTRUCTION IS FORMED, THE TEACHER AND THE SCHOOL SYSTEM COULD BE ELIMINATED. FUTURE DEVELOPMENTS OF INSTRUCTIONAL TECHNOLOGY COULD BE--TEACHING MACHINE PROGRAMS MOVING FROM THE VERBAL TYPE PROGRAM TO THE AUDIOVISUAL-BRANCHING TYPE PROGRAM, IN WHICH THE STUDENT CAN SELECT ADDITIONAL MATERIAL FOR FURTHER EXPLANATION IF THE MACHINE INFORMS HIM OF THIS NEED, AIRPLANES CARRYING MULTIPLE TELEVISION TRANSMITTERS TO BROADCAST SIGNALS OVER GREATER DISTANCES THAN CONVENTIONAL TOWER TRANSMISSION SYSTEMS. THIS CURRENT TECHNOLOGICAL TREND SHOULD BE CONTROLLED SO THAT THE PROPER OBJECTIVES MAY BE SERVED WITH THE HUMAN BEING REMAINING CENTRAL IN THE PROCESS. THE CONCEPT OF NEGATIVE ENTROPY WILL THEN HOLD, "THE EDUCATIONAL SYSTEM WILL BECOME HIGHLY ORGANIZED AND LESS RANDOM IN NATURE." THIS ARTICLE WAS PUBLISHED IN THE "PHI DELTA KAPPAN" JUNE 1960. ED002296 TECHNOLOGY AND THE INSTRUCTIONAL PROCESS. 1960-06-00 9 N/A 1965 2016-11-22

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No Ancillary School Services Community Schools Counseling Services Curriculum Development School Administration School Community Relationship School Schedules COMMUNITY SCHOOLS ARE DISCUSSED WITH SPECIFIC REFERENCES GIVEN TO PRELIMINARY PLANNING AND COORDINATION, PARTICIPANTS, ORGANIZATION OF PROGRAM, STAFF, EDUCATIONAL PROGRAMS, SERVICES, AFTER-SCHOOL PROGRAMS, BEFORE-SCHOOL PROGRAMS, AND SCHOOL LUNCH AND BREAKFAST PROGRAMS. THE COMMUNITY SCHOOL EXTABLISHES A CLOSE WORKING RELATIONSHIP BETWEEN THE SCHOOL AND ALL PHASES OF THE COMMUNITY. A WIDE RANGE OF PROGRAMS SHOULD FUNCTION TO SERVE AS MANY INTEREST GROUPS AS POSSIBLE RATHER THAN FOCUSING INSTRUCTION ON SELECTED AREAS. EACH PROGRAM SHOULD BE DESIGNED SO THAT IT REMAINS FLEXIBLE AND RECEPTIVE TO CHANGE OR MODIFICATION WHEN NECESSARY. CERTIFIED INSTRUCTORS AND TRAINED SUBPROFESSIONALS SHOULD STAFF THE SCHOOLS TO ENSURE PROFESSIONAL SUPERVISION. EDUCATIONAL PROGRAMS WHICH SHOULD BE CONSIDERED INCLUDE TUTORING, AFTER-HOURS STUDY CENTERS, AFTER-SCHOOL REMEDIAL PROGRAMS, HEALTH SERVICES, SUMMER SCHOOL, WORK-STUDY PROGRAMS, RECREATIONAL ACTIVITIES, AND ADULT EDUCATION. GUIDANCE AND COUNSELING SERVICES SHOULD BE EXTENDED FROM THE REGULAR HIGH SCHOOL PROGRAM INTO ELEMENTARY AND ADULT EDUCATION AREAS. LOW STUDENT-COUNSELOR RATIOS OF 10 TO 1 SHOULD BE ATTEMPTED. AFTER-SCHOOL PROGRAMS SHOULD FOCUS MAINLY UPON REMEDIAL, ENRICHMENT, OR VOCATIONAL ACTIVITIES. MUSIC INSTRUCTION AND REMEDIAL LANGUAGE ACTIVITIES SHOULD BE CONDUCTED DURING THE HOURS BEFORE SCHOOL, FOR THE APPROACH HAS PROVED POPULAR. HOT LUNCH PROGRAMS SHOULD BE ESTABLISHED IN ALL RURAL AND MOST URBAN EDUCATIONAL PROJECTS WHICH ARE NOT CONDUCTED DURING THE SCHOOL YEAR. PROJECTS WHICH PROVIDE A HOT BREAKFAST TO CHILDREN ENROLLED IN SUMMER OR REGULAR SCHOOL PROGRAMS SHOULD BE DETERMINED BY SURVEYS INDICATING NEED AND PARENTAL ENDORSEMENT. A MID-MORNING SNACK SHOULD BE PROVIDED FOR PRESCHOOL OR ELEMENTARY CHILDREN. ED002297 COMMUNITY SCHOOLS. 6 N/A 1965 8/17/2004 22:35:24 DISA1965

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No Audiovisual Aids Bibliographies Cultural Influences Curriculum Guides Educational Research Instructional Materials Preschool Education Social Influences DISTRICT OF COLUMBIA District of Columbia Department of Health, Education, and Welfare, Washington, DC. INCLUDED ARE BIBLIOGRAPHIC COMPILATIONS. A BIBLIOGRAPHY OF PRESCHOOL PROGRAMS LISTS RESOURCE MATERIAL THAT CAN BE USED IN DEVELOPING SUCH PROGRAMS. THERE ARE 21 ENTRIES. A SELECTED BIBLIOGRAPHY OF PRESCHOOL PROGRAMS LISTS MATERIALS PERTAINING TO SOCIAL FACTORS RELATED TO LEARNING. THERE ARE 58 ENTRIES. A BIBLIOGRAPHY OF EDUCATION FOR YOUNG CHILDREN LISTS SELECTED REFERENCES THAT REPRESENT DEVELOPMENTS IN EDUCATIONAL PROGRAMS FROM NURSERY SCHOOL THROUGH PRIMARY GRADES. BOOKS, PAMPHLETS, PORTFOLIOS, BULLETINS, PERIODICAL SELECTIONS, CURRICULUM GUIDES, HANDBOOKS FOR PARENTS, FILMS, AND SLIDES ARE INCLUDED. ADDITIONAL SOURCES FOR RESEARCH MATERIALS ARE THE "REVIEW OF EDUCATIONAL RESEARCH,""THE EDUCATION INDEX,""CHILD DEVELOPMENT MONOGRAPHS,""READERS' GUIDE TO PERIODICAL LITERATURE,"" ENCYCLOPEDIA OF EDUCATION RESEARCH--1960," AND "INDEX TO AMERICAN DOCTORAL DISSERTATIONS--1961." DATES OF ENTRIES RANGE FROM 1945 TO 1963. MOST ENTRIES ARE FROM THE LATE 1950'S AND EARLY 1960'S. ED002298 BIBLIOGRAPHY - PRE-SCHOOL PROGRAMS. 23 N/A 1965 2016-11-22

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No Audiolingual Methods French German Language Instruction Language Learning Levels Language Programs Spanish Teaching Guides Penfield Central School District, NY. THE AIMS, AREAS OF STUDY, SPECIFIC TEACHING PROCEDURES, ASSIGNMENTS, AND METHODS OF EVALUATION OF INSTRUCTION IN FRENCH, GERMAN, AND SPANISH IN GRADES 7 THROUGH 12 ARE PRESENTED. THE COURSE OF STUDY MAY BE PRESENTED AS A 6-YEAR SEQUENCE, A 4-YEAR SEQUENCE, AN ALTERNATE PROGRAM, OR AN ADVANCED LEVEL PROGRAM. A SUGGESTED SUMMARY FOR EACH GRADE PRESENTS GUIDES FOR THE DEVELOPMENT OF UNDERSTANDING, SPEAKING, READING, AND WRITING OF THE FOREIGN LANGUAGE. PUPILS ARE PERMITTED TO PROGRESS TO SUCCEEDING PHASES OF EACH SKILL AS THEY SHOW PROFICIENCY. THE THREE BASIC TYPES OF BENEFITS THAT SHOULD BE DERIVED BY STUDENTS OF FOREIGN LANGUAGES ARE LINGUISTIC, CULTURAL, AND HUMANISTIC. THE QUALITY OF LEARNING IS ENHANCED BY MAKING THE MATERIAL AS INTERESTING AND MEANINGFUL TO THE LEARNER AS POSSIBLE. METHODS SUGGESTED FOR TEACHING A FOREIGN LANGUAGE INCLUDE THE AUDIOLINGUAL METHOD, ORAL DEVICES, STUDY OF VOCABULARY, READING, COMPOSITION, GRAMMAR, TRANSLATION, BACKGROUND STUDY OF A LANGUAGE, AND WRITTEN ASSIGNMENTS. THE BASES FOR TEACHING SHOULD INCLUDE A PRIMARILY ORAL APPROACH, ACTIVE TEACHING, USE OF THE FOREIGN LANGUAGE IN THE CLASSROOM, CONSTANT PRACTICE, AND CAREFUL ATTENTION TO INDIVIDUAL DIFFICULTIES. THE USE OF LANGUAGE ORAL METHODS OF TESTING ARE RECOMMENDED. PROFESSIONAL ORGANIZATIONS AND QUOTES AND COMMENTS ARE APPENDED. A BIBLIOGRPAHY IS INCLUDED. ED002299 MODERN FOREIGN LANGUAGE (MFL) CURRICULUM GUIDE AND COURSES OF STUDY, GRADES 7-12. 1964-01-00 23 N/A 1965 8/17/2004 22:35:28 DISA1965

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No Children Counseling Disadvantaged Dropout Characteristics Family School Relationship Lower Class Students KAPLAN, BERNARD A. AND OTHERS New York (Albany) New York (Albany) New York State Education Dept., Albany. CHILDREN FROM CULTURALLY DISADVANTAGED BACKGROUNDS REQUIRE SPECIAL ATTENTION FROM COUNSELORS AND OTHER SCHOOL PERSONNEL. PUBLIC SCHOOLS OFTEN REFLECT A MIDDLE-CLASS ORIENTATION AND VALUE STRUCTURE. AS A RESULT, A LARGE PROPORTION OF THE SCHOOL'S ACTIVITIES, EXPECTATIONS, AND STANDARDS ARE PARTIALLY ALIEN TO THOSE OF MOST OF ITS DISADVANTAGED PUPILS. THE COUNSELOR MAY HAVE TO REEXAMINE HIS APPROACH IN THE LIGHT OF THE NEEDS OF THE DISADVANTAGED CHILD. CHARACTERISTICS OF CHILDREN FROM LOW SOCIOECONOMIC BACKGROUNDS WHICH THE COUNSELOR CAN USE AS GENERAL BACKGROUND MATERIAL IN COUNSELING INCLUDE--INADEQUATE SELF-IMAGE, ONE OR MORE YEARS BEHIND AGE-GROUP IN SCHOOL, FREQUENT TARDINESS, ABSENTEEISM OR TRUANCY, INABILITY TO COMMUNICATE ADEQUATELY EITHER IN WRITING OR IN SPEAKING, A LACK OF KNOWLEDGE OF OR FEELING FOR SCHOOL ROUTINE, RETARDATION IN READING, POOR PERFORMANCE ON TESTS, AND HOSTILITY TO AUTHORITY. A COUNSELOR CAN BEGIN TO EXPLORE THE PROBLEMS OF DISADVANTAGED STUDENTS BY READING THE LITERATURE, CONSULTING WITH OTHERS ENGAGED IN THE WORK, AND VISITING OTHER SPECIAL PROGRAMS. THE COUNSELOR CAN IDENTIFY DISADVANTAGED CHILDREN THROUGH CASE STUDIES OF PUPILS ABSENT FOR LONG PERIODS, IDENTIFICATION OF POTENTIAL DROPOUTS, AND HOME VISITS. THE RESPONSIBILITIES OF THE COUNSELOR INCLUDE DEVELOPING HOME-SCHOOL RELATIONSHIPS AND REMEDIAL AND TUTORIAL SERVICES, EXPANDING EDUCATIONAL AND VOCATIONAL HORIZONS, WORKING WITH OTHER STAFF MEMBERS, DEVELOPING COMMUNITY RELATIONSHIPS, AND WORKING TOWARD A POSITIVE COUNSELING RELATIONSHIP. A HEIGHTENED CONCERN FOR THE DISADVANTAGED CHILD CAN HELP THE SCHOOL TO PROVIDE A MORE POSITIVE INFLUENCE FOR PUPILS AND THEIR PARENTS SO THAT MORE PUPILS WILL REMAIN IN SCHOOL TO GRADUATE AND TO TAKE ADVANTAGE OF THEIR POTENTIALTIES. ED002300 GUIDANCE FOR EDUCATIONALLY DISADVANTAGED PUPILS. 1965-00-00 34 N/A 1965 2016-11-22

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No Enrichment Activities Field Trips Grade 5 Grade 6 Grade 7 Group Experience Rural Schools Summer Programs California (Tulare) California Tulare City Elementary Schools, CA. A PROGRAM DEMONSTRATING THE VALUES TO BE GAINED BY 60 RURAL PUPILS ENGAGED IN A 5-WEEK SUMMER SESSION WAS PRESENTED. THE BOYS AND GIRLS SEPARATELY PARTICIPATED IN A 10-DAY TRIP TO CAREFULLY SELECTED AREAS OF ARTISTIC, SCIENTIFIC, OR HISTORIC INTEREST IN CALIFORNIA. THE PURPOSES WERE TO CONTRIBUTE TO THE INTELLECTUAL, EMOTIONAL, AND SOCIAL DEVELOPMENT OF CHILDREN IN A RURAL ENVIRONMENT, TO IMPROVE THE ONGOING INSTRUCTIONAL PROGRAM IN THE SCHOOL DISTRICT BY UPGRADING LEVELS OF INTEREST, MOTIVATION, AND PARTICIPATION IN THE LEARNING PROCESS, TO INTRODUCE CHILDREN TO POSSIBILITIES FOR VOCATIONAL AND AVOCATIONAL EXPLORATION, AND TO PROVIDE WHOLESOME EXPERIENCES IN GROUP LIVING. PRIOR TO THE LONG TRIP, PUPILS STUDIED FILMS AND MATERIALS AS A PREVIEW OF THE JOURNEY. WHILE THE GIRLS WERE ON THE TRIP, THE BOYS REMAINED AT SCHOOL TAKING LOCAL TRIPS AND DOING ADDITIONAL READING AND RESEARCH. ACTIVITIES WERE REVERSED FOR THE SECOND JOURNEY. THE LAST WEEK WAS DEVOTED TO EVALUATION AND ORGANIZATION OF MATERIALS FOR REPORTS TO BE PRESENTED DURING THE COMING YEAR. TRAVEL WAS BY BUS, PUPILS OFTEN CAMPED IN STATE PARKS OR LODGED IN SCHOOL GYMNASIUMS, AND OFTEN PREPARED THEIR OWN MEALS. THEY WERE ACCOMPANIED BY A MASTER TEACHER WHO WAS JOINED ON VARIOUS PARTS OF THE JOURNEY BY EXPERT RESOURCE PERSONS. ED002301 WIDENING HORIZONS FOR FIFTH, SIXTH AND SEVENTH GRADE PUPILS THROUGH EXTENDED TRAVEL THROUGHOUT THE STATE. 1965-00-00 4 N/A 1965 2016-11-22

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No Counselors Dropout Programs Guidance High School Students Motivation Summer Schools HICKMAN, RALPH D. California (Santa Ana) CALIFORNIA California California (Santa Ana) A SPECIAL SUMMER SCHOOL PROGRAM FOR 60 SELECTED HIGH SCHOOL DROPOUTS WAS CONDUCTED BY A COUNTY SCHOOLS OFFICE. A MAJOR PURPOSE WAS TO PREPARE THESE DROPOUTS, ATTITUDINALLY AND EDUCATIONALLY, TO REENTER A REGULAR SCHOOL PROGRAM. THE THREE COUNSELORS WERE ASSIGNED 20 STUDENTS EACH. THE STUDENTS WERE REQUIRED TO ATTEND DAILY CLASSES IN MATHEMATICS, ENGLISH, READING, COUNSELING, AND ACTIVITIES. PARENT CONFERENCES WERE AN INTEGRAL PART OF THE TOTAL PROGRAM. THE CURRICULUM INCORPORATED AN ANALYTICAL APPROACH TOWARD PROBLEM-SOLVING WHICH ALLOWED THE STUDENT TO REALIZE A CERTAIN AMOUNT OF SUCCESS IN HIS WORK EACH DAY. FOLLOWUP STUDIES INCLUDING MONTHLY INTERVIEWS CONDUCTED SINCE THE FIRST PROGRAM IN 1964 OFFERED PROOF THAT A SIMILAR PROGRAM WOULD BE OFFERED IN 1965 TO ANOTHER GROUP OF DROPOUTS. SUCCESSFUL PRACTICES EMPLOYED IN THE SPECIAL SUMMER SCHOOL HAVE BEEN EMULATED BY OTHER SCHOOLS AS PREVENTIVE MEASURES. THIS ARTICLE WAS PUBLISHED IN CALIFORNIA EDUCATION, VOLUME 2, NUMBER 4, DECEMBER 1964. ED002302 THE DROPOUTS DID COME BACK, A SPECIAL SUMMER GUIDANCE SCHOOL PROGRAM. 1964-12-00 1 N/A 1965 2016-11-22

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No Closed Circuit Television Educational Technology Educational Television Federal Programs Television BYSTROM, JOHN W. THE GROWTH AND PROGRESS OF EDUCATIONAL TELEVISION IS DESCRIBED. GRANTS FOR THE CONSTRUCTION OF NONCOMMERCIAL TELEVISION (TV) BROADCASTING STATIONS (EDUCATIONAL TV FACILITIES ACT), GRANTS OF SURPLUS PROPERTY UNDER THE NATIONAL DEFENSE EDUCATION ACT HAVE AIDED THE GROWTH OF EDUCATIONAL TV. GREATER USE IS MADE OF EDUCATIONAL TV BECAUSE OF GREATER USE OF ULTRA HIGH FREQUENCY (UHF) AND CHANNEL RESERVATIONS FOR EDUCATION MADE BY THE FEDERAL COMMUICATIONS COMMISSION (FCC). THE FOUR TYPES OF TV SERVICES WHICH ARE USED FOR EDUCATION ARE THE BROADCAST STATION, INSTRUCTIONAL TV FIXED SERVICE OPERATING FOR PARTICULAR RECEIVERS RATHER THAN FOR THE ENTIRE COMMUNITY, THE CABLE DISTRIBUTION SYSTEM PROVIDING FOR CLOSED CIRCUIT TV, AND THE TRANSMISSION OF SIGNALS FROM AN AIRPLANE TO A GROUND RECEIVING INSTITUTION. AN EXAMPLE OF THIS LAST SERVICE IS THE MIDWEST PROGRAM FOR AIRBORNE TELEVISION INSTRUCTION, INC. (MPATI). THE EDUCATIONAL TV FACILITIES ACT IS BASED ON LOCAL CONTROL. THIS LOCAL CONTROL CAN BE A COOPERATIVE VENTURE WITH BOTH CORPORATIONS AND ASSOCIATIONS TAKING PART. MOST SMALL SCHOOL SYSTEMS PROFIT FROM EDUCATIONAL TV WHICH MAKES POSSIBLE EFFECTIVE INSTRUCTIONAL METHODS, A GREATER RANGE OF CURRICULUM CHOICE, AND AN INCREASE IN THE AUTONOMY OF SCHOOL ADMINISTRATORS WHO ARE IN CONTROL OF THE USE OF EDUCATIONAL TV. COST OF EDUCATIONAL TV SYSTEMS VARIES CONSIDERABLY ACCORDING TO TYPE OF SERVICE AND AMOUNT OF USE. THIS ARTICLE WAS PUBLISHED IN THE SCHOOL BOARD JOURNAL, JUNE 1964. ED002303 FEDERAL PROGRAMS FOR EDUCATIONAL TELEVISION. 1964-06-00 1 N/A 1965 8/17/2004 22:35:34 DISA1965

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No English Instruction High School Students Leaders Rotation Plans Team Teaching ELKINS, WILLIAM R. STEVENS, MARTIN KENTUCKY Kentucky (Louisville) Kentucky Kentucky (Louisville) A TEAM-TEACHING EXPERIMENT IN HIGH SCHOOL ENGLISH AND OBSERVATIONS IN THE PROBLEMS ENCOUNTERED BY PLANNERS WERE PRESENTED. ALSO PROMOTION OF MORE EFFECTIVE ABILITY GROUPING AND THE IMPROVEMENT AND ECONOMIZING OF INSTRUCTION WERE EXPLORED. THE CLASSES IN THE STUDY WERE A JUNIOR AND A SENIOR ENGLISH CLASS. EACH HAD 80 STUDENTS, AND EACH WAS COMPOSED OF ONE CLASS OF ADVANCED STUDENTS AND TWO CLASSES OF AVERAGE STUDENTS. OUT OF NECESSITY, 20 LOW-ABILITY STUDENTS WERE PLACED IN THE SENIOR GROUP. PERSONNEL INCLUDED A CONSULTANT AND A TEAM LEADER FROM THE STATE UNIVERSITY, TWO HIGH SCHOOL TEACHERS, A CLERK, AND THREE PRACTICE TEACHERS. FOUR MAJOR PLANS WERE DEVISED FOR TRIAL. CLASSROOM ROTATION ENABLED EACH TEACHER TO KNOW EACH STUDENT. PAPERS WERE DISTRIBUTED RANDOMLY TO TEACHERS FOR GRADING, DISCUSSION AMONG TEACHERS ENABLED THE GRADING SYSTEM TO BE STANDARDIZED. UNIT ROTATION ENABLED UTILIZATION OF STAFF POTENTIAL, EACH TEACHER CONCENTRATED ON ONE AREA OF INTEREST AND TAUGHT THE SAME MATERIAL TO THREE DIFFERENT 1-HOUR CLASSES. IN THE LABORATORY ROTATION PLAN, EACH CLASS WAS DIVIDED INTO A GROUP OF 50 WHO RECEIVED ENRICHMENT MATERIAL AND THREE GROUPS OF 10 COMPOSED OF POORER WRITERS WHO RECEIVED REMEDIAL WORK. ONE SENIOR SEMINAR WAS FOR THE MOST ADVANCED STUDENTS. TEACHERS OPERATED ON A SCHEDULE WHICH ALLOWED TIME FOR ANALYTICAL OBSERVATION AND FOR SUPERVISION OF PRACTICE TEACHERS. THE LEAD-LECTURE PLAN USED LARGE GROUP LECTURES WHICH SERVED AS A SPRINGBOARD FOR SMALL DISCUSSION GROUPS ARRANGED ACCORDING TO ABILITY. THE LEAD-LECTURE PLAN WAS CONSIDERED THE BEST AND THE LABORATORY PLAN SECOND. TEAM TEACHING WAS PROVED TO BE AN INSTRUMENT WHICH PROVIDES FOR SUITABLE LEVELS OF TEACHING WITHIN A SPECIALITY. THIS ARTICLE WAS PUBLISHED IN THE "ENGLISH JOURNAL," VOLUME 53, NUMBER 3, MARCH 1964. ED002304 DESIGNS FOR TEAM TEACHING IN ENGLISH. 1964-03-00 1 N/A 1965 2016-11-22

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No Curriculum Development Experimental Programs Teacher Education Teacher Recruitment Teaching Methods MURPHY, JUDITH VON STOEPHASIUS, RENATA FUND FOR THE ADVANCEMENT OF EDUCATION New York (New York) New York (New York) Fund for the Advancement of Education, New York, NY. IN THE 50'S PUBLIC CONCERN ABOUT AMERICAN EDUCATION, THE INFLUENCE OF SPUTNIK I, AND THE NATIONAL DEFENSE EDUCATION ACT OF 1958 BROUGHT ABOUT MAJOR EDUCATIONAL RESULTS. IN TUNE WITH THESE EVENTS AND ATTITUDES, THE FUND FOR THE ADVANCEMENT OF EDUCATION WAS CREATED IN APRIL 1951 FOR THE PURPOSE OF EXPERIMENTING AND PIONEERING IN EDUCATION. RECRUITMENT AND TRAINING WERE CONCENTRATED UPON TO SECURE MORE AND BETTER TEACHERS. ON-THE-JOB TRAINING AND 5-YEAR COLLEGE PROGRAMS WERE EMPHASIZED. SEVERAL THOUSAND TEACHERS WERE DRAWN INTO THE PROFESSION. THE FUND EXPLORED MORE EFFICIENT USES OF TEACHERS. NONPROFESSIONALS WERE USED TO SAVE TEACHERS' TIME. TEAM TEACHING WAS FOSTERED. SUCH TECHNOLOGICAL INNOVATIONS AS TELEVISION, TAPE, AND TEACHING MACHINES WERE SPONSORED, WITH TELEVISION RECEIVING THE MOST ATTENTION. THE FUND UNDERTOOK PILOT STUDIES AND DEMONSTRATIONS TO NEEDY STUDENTS AT THE COLLEGE LEVEL, AND OF INTEGRATION. CURRICULUM REFORM WAS STUDIED. SPECIAL ATTENTION WAS GIVEN TO THE EDUCATION OF THE EXCEPTIONAL CHILD. CLOSER INTEGRATION OF HIGH SCHOOL AND COLLEGE CURRICULUMS WAS SOUGHT, INCLUDING ADMISSION WITH ADVANCED STANDING, COURSE UPDATING IN SCIENCE, AND STUDY GRANTS TO REVISE COLLEGE COURSES. PROGRAMS WERE INAUGURATED TO INCREASE FACULTY SALARIES AND TO SOLVE THE MANAGEMENT AND FINANCING PROBLEMS OF COLLEGES AND UNIVERSITIES. A LIST OF SELECTED FUND AND FUND-SUPPORTED PUBLICATIONS WAS INCLUDED. ED002305 DECADE OF EXPERIMENT, THE FUND FOR THE ADVANCEMENT OF EDUCATION 1951-61. 1961-00-00 109 N/A 1965 2016-11-22

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No Branching Computer Assisted Instruction Programed Instruction Teaching Machines COULSON, JOHN E. AND OTHERS California (Santa Monica) California System Development Corp., Santa Monica, CA. A STUDY ON THE EFFECTIVENESS OF USING BOTH THE STUDENT'S ERRORS ON TRAINING ITEMS AND HIS OWN EVALUATION OF HIS LEARNING PROGRESS WAS PRESENTED. TWO GROUPS OF 15 HIGH SCHOOL STUDENTS WERE GIVEN AUTOMATED INSTRUCTION ON LOGIC BY MEANS OF A FLEXIBLE SEQUENCE, COMPUTER-CONTROLLED AUTO-INSTRUCTIONAL DEVICE. ONE GROUP WAS DESIGNATED THE FIXED-SEQUENCE GROUP, AND THE OTHER WAS TERMED THE BRANCHING GROUP. EVERY MEMBER OF THE FIXED-SEQUENCE GROUP, AND THE OTHER WAS TERMED THE BRANCHING GROUP. EVERY MEMBER OF THE FIXED-SEQUENCE GROUP RECEIVED THE IDENTICAL SEQUENCE OF 233 INSTRUCTIONAL ITEMS. EACH STUDENT IN THE BRANCHING GROUP WAS GIVEN A DIFFERENT NUMBER AND SEQUENCE OF ITEMS, DEPENDING ON HIS PERFORMANCE IN RESPONDING TO CERTAIN ITEMS DURING THE LESSON, AND ON THE STUDENT'S SELF-EVALUATION OF HIS OWN PROGRESS. AT THE CONCLUSION OF THE LESSON A WRITTEN CRITERION TEST WAS GIVEN COVERING THE MATERIAL IN THE LESSON. THIS TEST WAS THE SAME FOR ALL MEMBERS OF BOTH GROUPS. THE AUTO-INSTRUCTIONAL DEVICE USED CONSISTED OF A GENERAL PURPOSE DIGITAL COMPUTER COUPLED TO A RANDOM-ACCESS SLIDE PROJECTOR AND AN ELECTRIC TYPEWRITER. THE 345 INSTRUCTIONAL ITEMS ON LOGIC INCLUDED SIMPLE AND COMPOUND STATEMENTS, LOGICAL CONNECTIVES, AND SIX ARGUMENT FORMS. MEMBERS OF THE BRANCHING GROUP AVERAGED 8.9 POINTS ON THE CRITERION TEST, AND REQUIRED AN AVERAGE OF 13.3 MINUTES LESS TRAINING TIME. THE DIFFERENCE IN CRITERION PERFORMANCE WAS SIGNIFICANT AT THE .05 LEVEL. THE DIFFERENCE IN TRAINING TIME DID NOT REACH SIGNIFICANCE. THE CORRELATION BETWEEN APTITUDE SCORE AND POST-TRAINING SCORE WAS NOT SIGNIFICANT FOR EITHER NOR FOR THE TWO GROUPS COMBINED. ED002306 EFFECTS OF BRANCHING IN A COMPUTER-CONTROLLED AUTO-INSTRUCTIONAL DEVICE. 1961-05-12 8 N/A 1965 2016-11-22

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No Enrichment High School Students Intellectual Experience Seminars Student Evaluation FERNANDEZ, GEORGE New York (New Paltz) New York Ulster County Board of Cooperative Educational Services, New Paltz, NY. A PROGRAM OF INTELLECTUAL ENRICHMENT FOR SUPERIOR HIGH SCHOOL SENIORS WAS BEGUN IN 1960 BY THE SIX CENTRAL SCHOOLS OF ULSTER COUNTY, NEW YORK. ON SATURDAY MORNINGS DURING THE SCHOOL YEAR, 12 SEMINARS ARE CONDUCTED BY ACKNOWLEDGED AUTHORITIES AND NATIONALLY PROMINENT LECTURERS, WITH TOPICS VARYING FROM THE HUMANITIES TO THE ARTS AND SCIENCES. SESSIONS ARE OF 2-HOUR DURATION, FOLLOWED BY A QUESTION-AND-ANSWER PERIOD BETWEEN LECTURER AND STUDENTS. STUDENT PARTICIPANTS ARE CHOSEN ON THE BASIS OF ACADEMIC RECORDS AND ON RECOMMENDATION OF HIGH SCHOOL PRINCIPALS. SINCE STUDENT EVALUATIONS PROVIDE A CONTINUAL LINK OF REACTIONS AND OFFER THE COORDINATOR THE OPPORTUNITY TO MAKE CHANGES WHEN NECESSARY, PARTICIPANTS ARE ASKED TO GIVE THEIR OPINIONS OF THE PROGRAMS AT THE END OF THE SCHOOL YEAR. MOST STUDENTS FEEL THAT PROGRAMS SHOULD BE CONTINUED, THAT NO PERSONAL SOCIAL PROBLEMS ARE CREATED BY THEIR ATTENDANCE, THAT THEY FIND THEMSELVES DOING EXTRA READING ON SUBJECTS DISCUSSED, THAT EXPERIENCES AND KNOWLEDGE GAINED JUSTIFY THE GIVING UP OF CERTAIN SATURDAY SOCIAL FUNCTIONS, AND THAT THERE IS NO INTERFERENCE WITH THEIR HOMEWORK SCHEDULES. ATTENDANCE REPORTS ON EACH STUDENT, TOGETHER WITH REACTIONS AND APPRAISALS OF THE STUDENT GROUP, ARE INCLUDED. NAMES OF SPEAKERS AND TOPICS SINCE THE INCEPTION OF THE PROGRAM ARE LISTED. ED002307 SURVEY OF PARTICIPATING STUDENTS, THEIR REACTIONS AND APPRAISALS, 1963-1964 SENIOR SEMINAR. 1964-00-00 37 N/A 1965 2016-11-22

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No Educational Television Student Participation Student Teacher Relationship Teaching Machines CORRIGAN, ROBERT E. California (Garden Grove) CALIFORNIA California STATEMENTS ARE PRESENTED ON HOW QUALITY EDUCATION CAN BE PROVIDED FOR THE INDIVIDUAL STUDENT WITHIN AN EVER-EXPANDING MASS EDUCATIONAL SYSTEM. THE ABILITY TO PROVIDE THE BEST EDUCATION GREATLY DEPENDS ON THE MEANS OR METHODS EMPLOYED, THE RESOURCES AVAILABLE, AND THE EFFICIENT UTILIZATION OF BOTH. NEW METHODS AND TECHNIQUES CAN MORE EFFICIENTLY OPTIMIZE THE SKILLS OF AVAILABLE QUALIFIED PERSONNEL. THE MEDIUM OF INSTRUCTIONAL TELEVISION IS GAINING ACCEPTANCE AS A PRIMARY MEANS FOR RESOLVING THE EDUCATIONAL NEEDS OF A GROWING POPULATION. ADVANTAGES OF TELEVISION ARE THE ABILITY TO PROJECT THE IMAGE AND SPEECH OF ONE OR MORE INDIVIDUALS INTO MANY SEPARATE LOCATIONS AT ONE TIME, AND THE ABILITY TO USE MANY SOURCES OF AUDIOVISUAL MATERIALS TO PROVIDE RICHER AND MORE COMPREHENSIVE INSTRUCTIONAL AND LEARNING EXPERIENCES. OBJECTIONS TO TELEVISION INSTRUCTION ARE THAT IT IS A ONE-WAY COMMUNICATION SYSTEM, THAT STUDENTS DO NOT PARTICIPATE ACTIVELY OR DIRECTLY IN THE LEARNING SITUATION, THAT TEACHERS CANNOT INTERACT WITH EACH STUDENT, AND THAT INSTRUCTORS CANNOT MONITOR OR CONTROL THE ONGOING LEARNING OR TEACHING PROCESS. THE SOLUTION MAY BE IN AUTO-INSTRUCTION. THE TERM DOES NOT REFER TO DEVICES BUT TO A METHOD OF TEACHING AND/OR LEARNING WHICH OPTIMIZES THE ABILITY OF AN INSTRUCTOR TO MORE EFFICIENTLY CARRY ON THE TEACHING PROCESS. A CONCISE DESCRIPTION OF PRINCIPLES OF THE TELETEST SYSTEM AND EQUIPMENT NEED ARE INCLUDED. ED002308 EDUCATIONAL TELEVISION--EXTRACT FROM HEARINGS BEFORE A SUBCOMMITTEE OF THE COMMITTEE ON INTERSTATE AND FOREIGN COMMERCE, HOUSE OF REPRESENTATIVES, 87TH CONGRESS. 1965-03-00 1 N/A 1965 2016-11-22

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No Atomic Theory Data Analysis Experiments Science Curriculum Student Projects Florida (Fort Lauderdale) FLORIDA Florida THE PRINCIPLES OF ATOMIC STRUCTURE WHICH ARE STRESSED ARE THAT ATOMS ARE MADE UP OF A NUCLEUS WITH A POSITIVE CHARGE, SURROUNDED BY ELECTRONS WITH A NEGATIVE CHARGE, AND THAT THERE IS NO CHANGE IN THE ATOM WHEN THE POSITIVE AND NEGATIVE CHARGES ARE EQUAL. EXPERIMENTS ILLUSTRATE THAT CURRENT ELECTRICITY IS ACTUALLY ELECTRONS IN MOTION, THAT THERE IS A DIFFERENCE BETWEEN INSULATORS AND CONDUCTORS, AND THAT MATERIAL MAY BE CONDUCTIVE IN ONE STATE AND NONCONDUCTIVE IN ANOTHER STATE. STUDENTS ARE ENCOURAGED TO RECORD ALL RESULTS AND OBSERVATIONS AND TO HAVE PROPER SCIENTIFIC EVIDENCE FOR ALL STATEMENTS. ED002309 NOVA SCIENCE UNIT 15, FUNDAMENTAL PARTICLES 4. 1964-00-00 6 N/A 1965 2016-11-22

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No High Schools Science Curriculum Science Experiments Scientific Methodology Student Research Teaching Guides Units of Study Nova High School FL FLORIDA Florida (Fort Lauderdale) Florida DIRECTIONS FOR CONDUCTING A SERIES OF SCIENCE EXPERIMENTS ARE PRESENTED. THE EXPERIMENTS CONCERN THE STUDY OF HEAT AND MOLECULAR MOTION, HEAT EXCHANGE IN A MIXTURE, SPECIFIC HEAT, HEAT AND SIZE, EXPANSION OF LIQUID, EXPANSION OF AIR, HEAT OF FUSION OF ICE, HEAT OF VAPORIZATION OF WATER, LIGHT AND SOUND, LAW OF REFLECTION, PLANE MIRROR IMAGES, REGULAR VERSUS DIFFUSE REFLECTION, REFRACTION, CONVEX LENSES, LAW OF INVERSE SQUARES, DISPERSION OF LIGHT, AND LINES OF FORCE. PERTINENT QUESTIONS TO GUIDE OBSERVATIONS ARE GIVEN FOR EACH EXPERIMENT. A LIST OF EXPERIMENTS WHICH INVOLVE RESEARCH ON THE PART OF THE STUDENT IS INCLUDED. THE STUDENT IS TO LOOK UP THE MEANING OF THE TERMS AND THEN DEVISE AN EXPERIMENT TO DEVELOP HIS THINKING ALONG SUCH LINES. THE SUBJECT-TERMS TO BE RESEARCHED ARE--A SOLENOID, A VOLTAIC CELL, AN ELECTROMAGNET, A SIMPLE SERIES CIRCUIT, A SIMPLE PARALLEL CIRCUIT, AND ELECTRONIC METERS, VOLTMETER, AND AMMETER. ED002310 ORGANIZATION 6, NOVA SCIENCE UNIT 7. 1964-00-00 18 N/A 1965 2016-11-22

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No Biology Data Collection High Schools Science Curriculum Science Instruction Self Expression Student Evaluation Teaching Guides Units of Study Worksheets Nova High School FL Florida (Fort Lauderdale) Florida THE USE OF DATA SHEETS IS ENCOURAGED IN THE UNITS ON CLASSIFICATION. EACH STUDENT IS INSTRUCTED TO CLASSIFY TYPES OF LEAVES ACCORDING TO THEIR SIMILARITIES AND DISSIMILARITIES, AND THEN TO EXCHANGE LEAVES WITH ANOTHER STUDENT IN ORDER TO NOTICE IF INFORMATION ON A NEW SET OF LEAVES WOULD FIT ON THE SAME DATA SHEET. PLANTS ARE NEXT TO BE CLASSIFIED ACCORDING TO THEIR STRUCTURE. DETERMINATIONS ARE TO BE MADE AS TO WHETHER STRUCTURE AS A CLASSIFICATION BASIS IS MORE USEFUL THAN CLASSIFICATION BY LIFE PROCESSES AND ENVIRONMENT. A SPECIAL KEY IS TO BE DEVISED FOR PLANTS, FOLLOWING THE EXAMPLE OF THE KEY INCLUDED IN THE GUIDE FOR ANIMALS. AFTER SETTING UP THEIR OWN SYSTEMS OF CLASSIFICATION, STUDENTS ARE REQUESTED TO RESEARCH TO DETERMINE THE METHODS OF CLASSIFICATION USED BY ZOOLOGISTS. RESEARCH FINDINGS SHOULD BE PRESENTED IN ACCEPTABLE FORM. SELF-EXPRESSION IS ENCOURAGED ON STUDENT EVALUATION OF THE LINNAEUS CLASSIFICATION. THEIR OPINION IS SOUGHT AS TO WHETHER AN UP-TO-DATE KEY WOULD BENEFIT WORKING BIOLOGISTS TODAY. ED002311 ORGANIZATION IV, NOVA SCIENCE UNIT 5. 1964-00-00 5 N/A 1965 2016-11-22

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No Data Collection High Schools Physics Quantum Mechanics Science Curriculum Science Experiments Science Instruction Teaching Guides Units of Study Nova High School FL FLORIDA Florida (Fort Lauderdale) Florida THE MAJOR CONCEPT OF THE UNIT IS THAT SOMETHING MUST BE DONE TO PARTICLES IN ORDER TO STUDY THEM. ATOMS ARE COMPOSED OF TWO KINDS OF CHARGED PARTICLES--PROTONS AND ELECTRONS. ANY DIFFERENCE IN THEIR NUMBERS RESULTS IN A CHARGED BODY. IF ENOUGH CHARGED BODIES ARE PRODUCED, THEY WILL AFFECT CHARGE DETECTORS. CONCLUSIONS CAN BE DRAWN FROM THE RESULTS. STUDENTS ARE ENCOURAGED TO BUILD SIMPLE DEVICES FOR USE IN DETECTING THE PRESENCE OR ABSENCE OF ELECTRONS. EXPERIMENTS ARE PERFORMED ON NONCONDUCTORS, WITH BALLOONS OR BY BOILING, TO DETERMINE THE CHANGE, AND STUDENTS ARE LED TO NOTICE RELAIONSHIPS BETWEEN THE EXPERIMENTS AND TO PERFORM OTHER EXPERIMENTS. A SIMPLE ELECTRON ACCELERATOR IS USED IN THE CLASSROOM. THE SPRINKLING OF SALT INTO A FLAME, THE USE OF A SPECTROSCOPE, AND THE EXAMINATION OF FLOUROCENE IN A TEST TUBE MAKE STUDENTS AWARE THAT EACH COLOR OF LIGHT IS A SPECIAL ENERGY OF LIGHT. THE STUDY OF ENERGY CHANGES IN THE POSITION OF ELECTRONS IS CALLED QUANTUM MECHANICS. THE RECORDING OF DATA IN ALL EXPERIMENTS IS STRESSED. ED002312 NOVA SCIENCE UNIT 14. 1964-00-00 11 N/A 1965 2016-11-22

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No Data Analysis Physics Science Experiments Scientific Methodology Student Research Teaching Guides Worksheets Florida (Fort Lauderdale) FLORIDA Nova High School FL Florida A SERIES OF EXPERIMENTS TO BE PERFORMED WITH SMALL APPARATUS BY STUDENTS IS PRESENTED. PREPARATION OF DATA SHEETS AND ANALYSIS OF FINDINGS ARE ENCOURAGED. IN THE CATEGORY OF MATTER AND MOLECULES, THE CONCEPT TO BE DEVELOPED IS THE DETERMINATION OF WHETHER THERE ARE EMPTY SPACES IN AIR AND IN LIQUIDS. EXPERIMENTS WITH INERTIA, THE LAW OF SPRINGS, DENSITY, COHESION-ADHESION, SURFACE TENSION, CAPILLARY ACTION, VISCOSITY, AND DIFFUSION ARE OUTLINED. TO STUDY BEHAVIOR OF FLUIDS, DIRECTIONS ARE GIVEN FOR EXPERIMENTS ON THE ARCHIMEDES PRINCIPLE, LAW OF FLOTATION, SPECIFIC GRAVITY, AIR PRESSURE, BAROMETER, SIPHON, AND MODEL WATER PUMP. FOR THE STUDY OF THE MECHANICS OF SOLIDS, THE STUDENT IS ENCOURAGED TO GENERATE HIS OWN RESEARCH PROJECTS IN ORDER TO BEST LEARN THE THEORY AND METHOD OF OPERATION. A MINIMUM OF INSTRUCTION SHOULD BE GIVEN BY THE TEACHER FOR THIS UNIT. THE EXPERIMENTS INVOLVE THE "RESOLUTION OF FORCES USING A RESOLUTION OF FORCES BOARD," AND THE MOVEMENTS OF FORCES USING A METER STICK, A PIVOT POINT, THE INCLINED PLANE, SIMPLE AND COMPOUND PULLEYS, FEATHER AND COIN DEMONSTRATIONS, AND THE PENDULUM. ED002313 ORGANIZATION 5, NOVA SCIENCE UNIT 6. 1964-00-00 18 N/A 1965 2016-11-22

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No Cable Television Closed Circuit Television Conferences Directories Educational Facilities Educational Television Questionnaires Television Research Television Surveys CAMPION, LEE E. AND OTHERS California (Los Angeles) DISTRICT OF COLUMBIA CALIFORNIA California California (Los Angeles) District of Columbia National Education Association, Washington, DC. THE PURPOSE OF THIS STUDY WAS TO LOCATE CLOSED-CIRCUIT TELEVISION (CCTV) INSTALLATIONS IN EDUCATIONAL INSTITUTIONS ACROSS THE UNITED STATES, COMPILE A DIRECTORY OF THESE INSTITUTIONS, DESCRIBE THE EQUIPMENT AND FACILITIES IN USE, LOCATE PATTERNS OF UTILIZATION OF CCTV SYSTEMS, AND DESCRIBE THE DEVELOPMENTAL PROCESS OF THIS NEW FORM OF EDUCATIONAL INSTRUMENTATION. THE METHODOLOGY INVOLVED LOCATING CCTV INSTALLATIONS IN EDUCATIONAL INSTITUTIONS, PREPARING A QUESTIONNAIRE ENTITLED "CLOSED CIRCUIT TELEVISION DATA FORM," CONDUCTING A COOPERATIVE STUDY TO DETERMINE THE POTENTIAL NUMBER OF SCHOOLS RECEIVING EDUCATIONAL TELEVISION SYSTEMS, VISITING VARIOUS CCTV INSTALLATIONS, AND ATTENDING A NUMBER OF CONFERENCES ON EDUCATIONAL TELEVISION. THE FINDINGS OF THE STUDY WERE SUMMARIZED IN THE AREAS OF FACILITIES AND EQUIPMENT AND UTILIZATION. THESE CCTV SYSTEMS RANGED FROM A SINGLE CAMERA-RECEIVER INSTALLATION TO A STATEWIDE NETWORK, ALTHOUGH MOST SYSTEMS OPERATED WITHIN A SINGLE BUILDING OR INSTITUTION. CCTV HAS DEVELOPED ABOUT TWICE AS RAPIDLY IN INSTITUTIONS OF HIGHER EDUCATION THAN IN INSTITUTIONS OF ELEMENTARY AND SECONDARY EDUCATION. THE NUMBER OF INSTALLATIONS AND INSTITUTIONS HAVING CCTV SYSTEMS INCREASED SHARPLY, THIS WAS LARGELY DUE TO THE NATIONAL DEFENSE EDUCATION ACT OF 1958 (NDEA). CCTV ASSISTED EDUCATORS IN MANY WAYS, ALTHOUGH CCTV WAS USED MAINLY AS A SYSTEM OF COMMUNICATION OR AS AN AUDIOVISUAL TOOL. CCTV FACILITIES WERE AN INTEGRAL PART OF MANY SCHOOLS AND INSTITUTIONS OF HIGHER EDUCATION WHERE THE USE OF INSTRUCTIONAL TECHNOLOGY WAS IN OPERATION. ED002314 A DIRECTORY OF CLOSED-CIRCUIT INSTALLATIONS IN AMERICAN EDUCATION WITH A PATTERN OF GROWTH. STUDIES IN THE GROWTH OF INSTRUCTION TECHNOLOGY, II. 1963-05-00 159 N/A 1965 2016-11-22

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No Administrative Policy Administrators Professional Associations Program Administration School Desegregation School Planning WEINBERG, MEYER NEW YORK New York THE COMPLETE TEXT OF "THE INTEGRATION CRISIS," ISSUED BY THE COUNCIL OF SUPERVISORY ASSOCIATION (CSA), IS PRESENTED. THE COUNCIL STATES ITS OPPOSITION TO CERTAIN POLICIES ADOPTED BY THE SUPERINTENDENT OF NEW YORK CITY SCHOOLS, ITS APPROVAL OF OTHERS, AND ITS PROPOSALS FOR BETTER EDUCATION FOR ALL STUDENTS. THE COUNCIL OPPOSES JOINT ZONING AND EXTENSIVE BUSING OF ELEMENTARY AND JUNIOR HIGH SCHOOL PUPILS. IT FEELS THAT THE CONCEPT OF THE NEIGHBORHOOD SCHOOL IS SOUND, FREE CHOICE OF SCHOOLS SHOULD BE ALLOWED, AND TRANSPORTATION SHOULD BE PROVIDED FOR CHILDREN WHOSE PARENTS WANT THEM TO BE EDUCATED IN OTHER SCHOOLS. THE COUNCIL OPPOSES THE DECISION TO DISCARD GROUP INTELLIGENCE TESTS BECAUSE OF THEIR ALLEGED UNFAIRNESS TO CULTURALLY DEPRIVED CHILDREN--HOWEVER, THE TESTS CAN BE VERY USEFUL IF USED IN CONJUNCTION WITH OTHER FACTORS. THE COUNCIL PROPOSES THAT ALL GROUPS CURRENTLY INVOLVED IN THE STRUGGLE FOR INTEGRATION AND BETTER EDUCATION SHOULD UNITE TO ACHIEVE GOALS, THE VARIOUS PROFESSIONAL ASSOCIATIONS OF EDUCATORS SHOULD MERGE FORCES, AND A CONCERTED EFFORT TO ACHIEVE AN OPERATING BUDGET OF $1,000 PER PUPIL PER SCHOOL YEAR SHOULD BE SET AS THE IMMEDIATE GOAL. EXCELLENCE IN EDUCATION FOR ALL STUDENTS CAN BE ACHIEVED BY VOLUNTARY PUBLIC NURSERY SCHOOL PROGRAMS, REDUCED CLASS SIZE, A GREATLY EXPANDED GUIDANCE PROGRAM, INSERVICE DEVELOPMENT IN HUMAN RELATIONS, AN ACCELERATED PROGRAM OF SCHOOL CONSTRUCTION AND MAINTENANCE, GREATER EXPERIMENTATION WITH NEW EDUCATIONAL APPROACHES, AN INTENSIFIED HIGH SCHOOL PLACEMENT PROGRAM, NEW AND BETTER CURRICULUM MATERIALS, AND FEDERAL SUPPORT FOR DEPRIVED NEIGHBORHOODS. ED002315 ADMINISTRATORS ON SCHOOL INTEGRATION. 1964-00-00 1 N/A 1965 2016-11-22

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No Academic Achievement Bibliographies Desegregation Effects Disadvantaged Youth Educational Objectives Integration Studies School Desegregation Student Characteristics LESSER, GERALD S. AND OTHERS CAMBRIDGE MASSACHUSETTS Massachusetts AN EXPANDED VERSION OF TESTIMONY GIVEN ON MARCH 21, 1964, BEFORE THE MASSACHUSETTS STATE ADVISORY COMMISSION TO THE U.S. COMMISSION ON CIVIL RIGHTS IS GIVEN. THE EFFECTS OF SCHOOL SEGREGATION AND DESEGREGATION UPON BOTH NEGRO AND WHITE CHILDREN ARE DISCUSSED. THE AIMS OF EDUCATION INCLUDE THE ACQUISITION OF ACADEMIC SKILLS, THE DEVELOPMENT OF A POSITIVE SELF-CONCEPT, AND THE CREATION OF A STRONG MOTIVATION TO LEARN. FOR EACH AIM, THE RESULTS OF STUDIES AND PROGRAMS ARE INCLUDED. THEY SHOW THE DIFFERENCES BETWEEN NEGRO AND WHITE CHILDREN IN TYPICAL SEGREGATED SCHOOL SETTINGS AND THE DEGREE TO WHICH RACIAL BALANCING OF NEGRO AND WHITE GROUPS APPEARS TO CORRECT OR REDUCE THE DAMAGE TO BOTH NEGRO AND WHITE CHILDREN. SEGREGATED SCHOOLS PROVIDE LIMITED OPPORTUNITY FOR CHILDREN TO DEVELOP TO CAPACITY, THEY ARE HARMFUL TO BOTH NEGRO AND WHITE CHILDREN. RACIALLY BALANCED CONDITIONS ARE AN EFFECTIVE FORCE IN CORRECTING THESE DAMAGING EFFECTS, FOR THEY PROVIDE AN OPPORTUNITY FOR ASSOCIATION AMONG DIVERSE GROUPS. A BIBLIOGRAPHY OF REFERENCES IS INCLUDED. ED002316 SOME EFFECTS OF SEGREGATION AND DESEGREGATION. 1964-00-00 1 N/A 1965 2016-11-22

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No Bibliographies Disadvantaged Youth Integration Studies Publications Reading Materials School Desegregation SMITH, BENJAMIN F. NORTH CAROLINA North Carolina (Durham) North Carolina North Carolina (Durham) A VARIETY OF BOOKS, MAGAZINE ARTICLES, AND MONOGRAPHS DEALING WITH PUBLIC SCHOOL INTEGRATION ARE REVIEWED. THE TITLES AND AUTHORS ARE "THE NEGRO AND THE SCHOOLS" BY HARRY S. ASHMORE, "DESEGREGATION--RESISTANCE AND READINESS" BY MELVIN M. TUMIN, "PREJUDICE AND YOUR CHILD" BY KENNETH B. CLARK, "PSYCHIATRIC ASPECTS OF SCHOOL DESEGREGATION, A MONOGRAPH, BY THE COMMITTEE ON SOCIAL ISSUES OF THE GROUP FOR THE ADVANCEMENT OF PSYCHIATRY, "THEY LEARN WHAT THEY LIVE--PREJUDICE IN YOUNG CHILDREN" BY H.M. TRAGER AND M.R. YARROW, "THE SOUTH AND THE SOUTHERNER" BY RALPH E. MEGILL IN THE DECEMBER 1963 ISSUE OF THE NATIONAL EDUCATION JOURNAL, "LITTLE ROCK, U.S.A." BY WILSON RECORD, "IT HAS HAPPENED HERE" BY V.T. BLOSSOM, "MIRACLE OF SOCIAL ADJUSTMENT--DESEGREGATION IN THE WASHINGTON, D.C. SCHOOLS" BY CARL F. HANSEN, "CHRISTIANS IN SOCIAL CRISIS" BY E.Q. CAMPBELL AND T.F.PETTIGREW, "PLAN FOR INTEGRATION" AND "PROGRESS TOWARD INTEGRATION, SEPTEMBER 1-NOVEMBER 30,1963" AND "PLANS FOR THE IMMEDIATE FUTURE" BY THE NEW YORK CITY BOARD OF EDUCATION, "EDUCATION IN DEPRESSED AREAS" EDITED BY HARRY A. PASSOW, "THE ST. LOUIS STORY--A STUDY OF DESEGREGATION" BY BONITA H. VALIEN, "ACTION PATTERNS IN SCHOOL DESEGREGATION" BY HERBERT WEY AND JOHN CORY, "HOW NOT TO INTEGRATE THE SCHOOLS" BY INGE L. GIBEL, "SEGREGATION LITIGATION AND THE SCHOOLS," PART I--"THE NEW ROCHELLE EXPERIENCE" BY JOHN KAPLAN, "LEGAL TRENDS IN DE FACTO SEGREGATION--THE MEANING FOR OHIO'S PUBLIC SCHOOLS," BY THE OHIO CIVIL RIGHTS COMMISSION, "DESEGREGATION AND THE LAW--THE MEANING AND EFFECT OF THE SCHOOL DESEGREGATION CASES" BY ALBERT P. BLAUSTEIN AND CLEARANCE (SIC) C. FERGUSON, AND "FIFTY-EIGHT LONELY MEN--SOUTHERN JUDGES AND SCHOOL DESEGREGATION" BY J.W. PELTASON. ED002317 WHAT TO READ ON PUBLIC INTEGRATION. 1964-00-00 1 N/A 1965 2016-11-22

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No Catholic Schools Equal Opportunities (Jobs) Faculty Integration Integration Studies Parochial Schools Racial Identification Racial Relations School Desegregation MEYER, ALBERT ILLINOIS Illinois (Chicago) Illinois Illinois (Chicago) IN A LETTER TO ALL CHICAGO ARCHDIOCESE ROMAN CATHOLIC PARISH SCHOOLS, ALBERT CARDINAL MEYER QUOTES A PLEDGE, MADE BY THE CHICAGO CONFERENCE ON RACE AND RELIGION, FOR FAIR EMPLOYMENT PRACTICES IN CHURCH-RELATED INSTITUTIONS. HE STATES THE REGULATIONS TO IMPLEMENT THIS PLEDGE. FAIR EMPLOYMENT REGULATIONS FOR LAY TEACHERS AND MINIMUM QUALIFICATIONS FOR ALL NEWLY EMPLOYED LAY TEACHERS ARE LISTED. PARISH SCHOOLS SHOULD OBEY THE REGULATIONS AND COOPERATE IN ADVANCING RACIAL HARMONY. ED002318 INTEGRATION IN CHURCH SCHOOLS. 1964-00-00 1 N/A 1965 2016-11-22

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No Academic Achievement American Indians Demography Educationally Disadvantaged Employment Opportunities Language Handicaps Mexican Americans Minority Groups Puerto Ricans Statistical Data Summer Programs Illinois (Chicago) ILLINOIS Illinois Illinois (Chicago) EDUCATIONAL DEPRIVATION AMONG AMERICAN INDIANS, PUERTO RICANS, AND MEXICAN-AMERICANS IS CONSIDERED. THE AVERAGE EDUCATIONAL ATTAINMENT OF THE RESERVATION INDIAN IS FAR BELOW THAT OF THE WHITE AMERICAN. INDIANS OVER 25 YEARS OF AGE AVERAGE ABOUT HALF AS MANY YEARS OF SCHOOLING AS THE WHITE POPULATION OF THE SAME AGE. A HANDICAP WHICH AFFECTS INDIAN EMPLOYMENT POTENTIAL IS THE LANGUAGE BARRIER, SINCE TRIBAL LANGUAGES ARE COMMONLY SPOKEN ON THE RESERVATIONS. INDIANS LIVING IN URBAN AREAS HAVE A HIGHER EDUCATIONAL STATUS THAN THOSE LIVING IN RURAL AREAS. THOSE WHO LIVE ON RESERVATIONS TEND TO BE EDUCATED AMONG THEIR THEIR OWN KIND, WHICH LIMITS THE EFFECTIVENESS OF THEIR SCHOOLING. THE BUREAU OF INDIAN AFFAIRS OFFERS A SUMMER PROGRAM WHICH PROVIDES WORK EXPERIENCE, EXTRA ACADEMIC CLASSES, AND OFF-RESERVATION EXCURSIONS TO BROADEN THE HORIZONS OF THESE CHILDREN. THE MEDIAN YEARS OF SCHOOLING COMPLETED BY PUERTO RICANS IS 2 TO 3 YEARS LOWER THAN COMPARABLE MEDIANS FOR THE ENTIRE POPULATION AND ABOUT THE SAME AS THOSE FOR NONWHITES. PUERTO RICANS BORN ON THE MAINLAND ACHIEVE MORE EDUCATIONALLY THAN IMMIGRANTS. IN NEW YORK, WHERE MANY PUERTO RICANS LIVE, THE EDUCATIONAL DISADVANTAGE IS GREAT. WHEREAS 24 PERCENT OF NEW YORKERS 25 YEARS OF AGE OR OVER COMPLETED HIGH SCHOOL AND 18 PERCENT ATTENDED COLLEGE, THE FIGURES FOR PUERTO RICANS ARE 10 PERCENT AND 3 PERCENT, RESPECTIVELY. THE EDUCATIONAL LEVEL OF MOST MEXICAN IMMIGRANTS IS LOW. ONE OUT OF EVERY FOUR PEOPLE 14 YEARS OF AGE OR OVER DOES NOT ATTEND SCHOOL. THE EDUCATIONAL ATTAINMENT OF NATIVE-BORN MEXICAN AMERICANS IS GREATER, NEVERTHELESS, THESE CHILDREN ARE DEPRIVED IN COMPARISON WITH THE REST OF THE POPULATION. LIKE NEGROES, THEY SUFFER FROM DE FACTO SEGREGATED SCHOOLS. THESE ARE EXTRACTS FROM U.S. DEPARTMENT OF LABOR, REPORT ON MANPOWER REQUIREMENTS, RESOURCES, UTILIZATION, AND TRAINING, MARCH 1964. ED002319 EDUCATIONAL DEPRIVATION IN THREE MINORITIES. 1964-03-00 1 N/A 1965 2016-11-22

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No Ability Grouping Curriculum Development Curriculum Enrichment Educational Opportunities Experimental Curriculum Experimental Programs Flexible Progression Special Programs Teaching Programs Track System (Education) HANSEN, CARL F. DISTRICT OF COLUMBIA District of Columbia THE TRACK SYSTEM, ORGANIZED TO GIVE EVERY PUPIL A CHANCE FOR MAXIMUM SELF-FULFILLMENT, IS DISCUSSED. ABILITY GROUPING IS USED, SO IT IS BEST TO BE AWARE OF IT AND SYSTEMATIZE IT. SPECIAL PROVISION SHOULD BE MADE FOR ALL EDUCABLE PUPILS WHO DEVIATE WIDELY FROM THE NORM EITHER AS GIFTED OR SLOW. THE TRACK SYSTEM IMPROVES UPON THE ABILITY GROUPING PROCEDURES IT SUPERSEDED. IT ALLOWS FOR CONTINUITY, EMPHASIS UPON COUNSELING, A CHANCE FOR ACADEMIC SUCCESS FOR EVERY PUPIL, BETTER TEACHABILITY IN CLASS STRUCTURE, EMPHASIS UPON SPECIALIZATION IN TEACHER TRAINING, CURRICULUM DEVELOPMENT, AND FLEXIBILITY IN PUPIL PROGRAMING. THE TRACK SYSTEM STIMULATES THE ESTABLISHMENT AND MAINTENANCE OF HIGH ACADEMIC STANDARDS. IT ALSO PROVIDES A CONTINUOUS EDUCATIONAL OPPORTUNITY FOR THOSE WHO CANNOT ACHIEVE AT STANDARD LEVELS AND CONTRIBUTES SIGNIFICANTLY TO A REDUCTION IN THE DROPOUT RATE. THE PROBLEMS OF THE TRACK SYSTEM ARE THOSE OF OPERATION AND RESOURCES RATHER THAN THOSE OF WEAKNESS IN PRINCIPLE. THIS ARTICLE WAS PUBLISHED IN INTEGRATED EDUCATION, ISSUE 9, JUNE 1964. ED002320 A DEFENSE OF THE TRACK SYSTEM. 1964-00-00 1 N/A 1965 2016-11-22

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No Bibliographies Civil War (United States) Reading Materials Reconstruction Era Social Studies Teaching Guides United States History Units of Study FLORIDA Florida (Fort Lauderdale) Nova High School FL Florida Broward County Schools, Fort Lauderdale, FL. A SOCIAL STUDIES UNIT ON THE CIVIL WAR IS PRESENTED. INCLUDED ARE ITS OUTCOME, THE ISSUES WHICH WERE LEFT TO POSTWAR SETTLEMENT, AND THE ATTEMPT OF THE NORTH TO IMPOSE ITS VERSION OF RECONSTRUCTION UPON THE SOUTH. THE HISTORY STUDENT IS ENCOURAGED TO SEE THE 16-YEAR PERIOD OF CIVIL WAR AND RECONSTRUCTION IN PERSPECTIVE AND TO REALIZE THAT THE POLITICAL, MILITARY, SOCIAL, RELIGIOUS, AND ECONOMIC HAPPENING OF THE ERA ARE INTERRELATED. STUDENTS SHOULD UNDERSTAND THAT THE NATION LOST ITS ABILITY TO RESOLVE SECTIONAL DIFFERENCES BY COMPROMISE, THAT WARS RAISE MANY MORE ISSUES THAN THEY SOLVE, AND THAT THE UNSETTLED WAR ISSUES WERE FINALLY RESOLVED BY COMPROMISE. THERE ARE EIGHT ASSIGNMENTS IN THE UNIT, EACH ASSIGNMENT HAS SPECIFIC OBJECTIVES, REQUIRED AND OPTIONAL READING ASSIGNMENTS, STUDY GUIDE QUESTIONS, VOCABULARY, WORDS TO DEFINE OR IDENTIFY, SPECIAL INSTRUCTIONS, AND DEPTH OPPORTUNITIES. APPENDED ARE AN EXCERPT FROM "LINCOLN AND THE ROAD TO WAR" WHICH PRESENTS A CRITICAL ANALYSIS OF LINCOLN'S DECISION TO SEND PROVISIONS TO REINFORCE FOR SUMTER, THE TEXT OF THE EMANCIPATION PROCLAMATION, A MAP DEPICTING RECONSTRUCTION IN THE SOUTH, AN EXCERPT FROM "THE ROAD TO REUNION" WHICH PRESENTS THE POST WAR BITTERNESS OF THE SOUTH TOWARD THE NORTH, AND A BIBLIOGRAPHY OF RELATED BOOKS AND FILMSTRIPS. ED002321 CIVIL WAR AND THE RECONSTRUCTION OF THE SOUTH. 1965-00-00 25 N/A 1965 2016-11-22

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No Administrator Attitudes Data Analysis Data Collection Education Service Centers Educational Improvement Program Development Responses Superintendents Supplementary Education WALLENDER, MARTHA LEE New York (Albany) New York (Albany) New York State Education Dept., Albany. THE REACTIONS OF 11 SUPERINTENDENTS OF SCHOOLS TO THE IDEA OF A SUPPLEMENTARY EDUCATION CENTER WERE PRESENTED. SUPERINTENDENTS WERE ASKED TO COMMENT ON THEIR PRESENT COOPERATIVE ARRANGEMENTS. REACTIONS WERE OBTAINED ON SUCH TOPICS AS REFERENCE SERVICE, INSTRUCTIONAL MATERIALS LIBRARY, BOOK EXAMINATION CENTER, CENTRALIZED CATALOGING AND PROCESSING, INSERVICE TEACHER EDUCATION, CURRICULUM MATERIALS CENTER, AND MATERIALS PRODUCTION SERVICE. WAYS IN WHICH THE STATE EDUCATION DEPARTMENT MIGHT HELP DISTRICTS INTERESTED IN PLANNING SUPPLEMENTARY EDUCATION CENTERS WERE THAT THE STATE ASSUME A MAXIMUM ADVISORY ROLE, PROVIDE STAFF CONSULTANTS, DEFINE THE SIZE OF REGIONS TO BE SERVED, PROVIDE AN INFORMATION SERVICE, AND IMPROVE PUBLIC RELATIONS. THE TYPES OF INFORMATION NEEDED IN PLANNING FOR SUPPLEMENTARY EDUCATION CENTERS INCLUDED NAMES OF CONSULTANTS, LOCATIONS OF EXISTING MODELS, DESCRIPTIONS OF POSSIBLE SERVICES, MATERIALS ON HOW TO ORGANIZE AND OPERATE A CENTER, CRITERIA FOR AID, OBJECTIVES OF LEGISLATION, AND FINANCIAL INFORMATION. SUPERINTENDENTS INTERVIEWED EXPRESSED WILLINGNESS TO PARTICIPATE IN PRELIMINARY INVESTIGATIONS AND COOPERATIVE PLANNING FOR A CENTER. ED002322 SUMMARY OF REACTIONS OF SUPPERINTENDENTS OF SCHOOLS IN SCHENECTADY COUNTY TO THE IDEA OF A SUPPLEMENTARY EDUCATION CENTER. 1965-05-11 27 N/A 1965 2016-11-22

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No Agricultural Laborers Braceros Data Analysis Farm Labor Foreign Workers Labor Market Labor Problems Labor Supply Migrant Workers Wages DISTRICT OF COLUMBIA District of Columbia Department of Labor, Washington, DC. PART ONE OF THE REPORT CONSISTED OF AN ANALYSIS OF TRENDS BETWEEN 1960 AND 1961 IN WAGES OF UNITED STATES FARM WORKERS IN MAJOR AREAS USING MEXICAN NATIONALS. THE DATA WERE DERIVED FROM PREVAILING-WAGE REPORTS RECEIVED BY THE BUREAU OF EMPLOYMENT SECURITY FROM AFFILIATED STATE EMPLOYMENT SECURITY AGENCIES. THE SURVEY RATES WERE USED BY THE SECRETARY OF LABOR IN DETERMINING THE RATE TO BE PAID TO FOREIGN WORKERS DOING SIMILAR WORK IN THE SAME AREA. IN 1961, APPROXIMATELY 291,000 MEXICAN CONTRACT WORKERS WERE USED IN 24 STATES, ABOUT 97 PERCENT OF WHOM WORKED IN ARIZONA, ARKANSAS, CALIFORNIA, COLORADO, MICHIGAN, NEW MEXICO, AND TEXAS. WAGE RATES ROSE ALMOST THREE PERCENT IN THE AREAS ANALYZED, WITH CALIFORNIA LEADING IN THE RATE RISE. TOTAL SEASONAL HIRED WORKER EMPLOYMENT WAS DOWN. IN TEXAS, RATES ROSE SLIGHTLY, IN ARIZONA, RATES DROPPED SLIGHTLY, MAINLY DUE TO A DROP OF NEARLY FOUR PERCENT IN THE RATES PAID IN THE LETTUCE HARVEST. IN ARKANSAS RATES DECLINED BECAUSE A DROP IN COTTON CHOPPING RATES MORE THAN OFFSET A RISE IN COTTON PICKING RATES. IN NEW MEXICO, RATES FOR PREHARVEST ACTIVITIES ROSE. IN COLORADO AND MICHIGAN WAGE ADVANCES WERE LARGELY THE RESULT OF INCREASES IN SUGAR BEET CULTIVATION RATES. BASED ON THE RATE FINDINGS, AN ADVERSE EFFECT DETERMINATION WAS ISSUED BY THE BUREAU OF EMPLOYMENT SECURITY. THIS PROVIDED THAT THE EMPLOYMENT OF MEXICAN NATIONALS AT HOURLY RATES IN 22 STATES COULD NOT BE AUTHORIZED BELOW CERTAIN RATES, RANGING FROM 60 CENTS TO ONE DOLLAR, DEPENDING UPON THE STATE. PART TWO OF THE REPORT CONSISTED OF PREVAILING-WAGE DETERMINATIONS ISSUED DURING 1961 FOR THE SEVEN MAJOR STATES EMPLOYING MEXICAN NATIONALS. ED002323 FARM LABOR MARKET DEVELOPMENT. 1962-04-00 39 N/A 1965 2016-11-22

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No Biology Chemistry Educational Objectives Geography Laboratory Equipment Models Physics Science Curriculum Scientific Concepts Scientific Methodology Units of Study Florida (Fort Lauderdale) Nova High School FL Florida Broward County Schools, Fort Lauderdale, FL. THE SCIENCE PROGRAM AT NOVA HIGH SCHOOL IS STRUCTURED TO MEET THE NEEDS OF A SCIENTIFIC SOCIETY. THE JUNIOR HIGH PROGRAM EMPHASIZES THE ACCUMLATION, TABULATION, AND ANALYSIS OF DATA. THE SENIOR HIGH PROGRAM MAKES USE OF THESE PROCESSES IN THE INVESTIGATION OF VARIOUS SUBJECT AREAS. THE UNITS COMPOSING THE HIGH SCHOOL CURRICULUM ARE DESCRIBED. UNIT 1 DEALS WITH SUCH SIMPLE LABORATORY EQUIPMENT AS THE RULER, BALANCE, GRADUATED CYLINDER, AND BUNSEN BURNER. UNIT 2 FOCUSES ON THE SIMPLIFICATION OF MATERIAL INTO BASIC PARTS AND THE CONCEPT OF ELEMENTS. UNIT 3 DEALS WITH THE SIMILARITIES OF THE REACTIONS OF THE HALOGENS WITH THE ALKALI METALS OF LITHIUM, SODIUM, POTASSIUM, AND HYDROGEN. THE PERIODIC TABLE IS PRESENTED. UNITS 4 AND 5 DEAL WITH THE ORGANIZATION OF BIOLOGY. SAMPLES OF PLANTS AND ANIMAL LIFE ARE GATHERED AND THEIR DIFFERENCES AND SIMILARITIES ARE STUDIED. THESE ARE THE BASIS FOR A SORTING PROCESS WHICH LEADS TO CLASSIFICATION. UNIT 4 DEALS WITH COLLECTING AND GROSS SORTING UNIT 5 DEALS WITH STRUCTURAL DIFFERENCES. UNITS 6 AND 7 ARE CONCERNED WITH THE ORGANIZATION OF PHYSICS. A SERIES OF EXPERIMENTS ON HEAT, ELECTRICITY, MAGNETISM, SOUND AND LIGHT, AND MECHANICS ARE GIVEN. UNITS 8-11 FOCUS ON THE SCIENTISTS' SEARCH FOR THE BEGINNINGS OF THE UNIVERSE. THE THEORIES OF THE FORMATION OF THE EARTH, OCEANS, AND THE ATMOSPHERE ARE STUDIED. UNITS 12 THROUGH 17 DEAL WITH THE FUNDAMENTAL PARTICLES OF SCIENCE. UNITS 18 THROUGH 20 FOCUS ON THE SEARCH FOR REASON MODELS ARE USED TO MAKE REASON OUT OF WHAT SEEMS TO BE CHAOS. UNITS 21 THROUGH 24 DEAL WITH EXPLANATIONS BASED ON PROBABILITY AND STATISTICS. UNITS 25 THROUGH 38 CONCENTRATE ON THE CONCEPTS OF TIME, SPACE, AND MATTER. ED002324 SCIENCE AT NOVA. 1965-00-00 4 N/A 1965 2016-11-22

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No Data Processing Educational Environment Educational Facilities Educational Facilities Design Experimental Curriculum Experimental Schools Flexible Progression High Schools Instructional Materials School Organization Team Teaching Trimester System WHITING, RICHARD AND OTHERS Nova High School FL Florida (Fort Lauderdale) Florida Broward County Schools, Fort Lauderdale, FL. NOVA IS AN EXPERIMENTAL, 6-YEAR JUNIOR-SENIOR HIGH SCHOOL. ASPECTS OF THE PROGRAM INCLUDE THE TRIMESTER SYSTEM, THE CONTINUOUS PROGRESS CURRICULUM, TEAM TEACHING, A CLASS SCHEDULE OF FOUR 70-MINUTE PERIODS PER WEEK, THE USE OF DATA-PROCESSING EQUIPMENT, AND MODERN INSTRUCTIONAL AIDS. NOVA IS ORGANIZED CAMPUS-STYLE WITH INDIVIDUAL BUILDINGS DEVOTED TO LANGUAGE ARTS, SCIENCE, MATHEMATICS, AND TECHNICAL SCIENCE CLUSTERED AROUND A MULTIPURPOSE PATIO AREA. PERIPHERAL BUILDINGS HOUSE THE ADMINISTRATION, BOYS' AND GIRLS' FIELDHOUSES, AND A GYMNASIUM. THE COST OF CONSTRUCTION APPROXIMATES 2-3/4 MILLION DOLLARS. FEATURES OF THE PHYSICAL PLANT INCLUDE MULTI-PURPOSE CLASSROOMS, CONVERTIBLE-SPACE LECTURE HALLS, CONFERENCE STUDY AREAS, SPECIAL PURPOSE ROOMS, FLEXIBLE SCIENCE LABORATORIES, A TELEVISION CONTROL CENTER, LUNCH FACILITIES, HOME-SCIENCE LABORATORY, AND A CENTER FOR PREPARATION OF VISUAL AIDS. THE LIBRARY SERVICES ARE DECENTRALIZED AND ONE RESOURCE CENTER IS PLACED IN EACH OF THREE BUILDINGS. EACH OF THE CENTERS HOUSES MATERIALS PERTINENT TO THE SUBJECT AREA TAUGHT IN ITS BUILDING. THE AUDIOVISUAL TELEVISION SYSTEM HAS AS ITS CORE THE TV CONTROL CENTER AND STUDIO AREA LOCATED IN THE SCIENCE BUILDING. FROM THIS FACILITY INSTRUCTIONAL MATERIAL FLOWS TO FOUR MAIN LISTENING AND VIEWING AREAS. A LEARNING LABORATORY PROVIDES FOR REINFORCEMENT IN THE TEACHING OF LANGUAGES. ENROLLMENT IS LISTED AT 1,777 STUDENTS. THERE ARE 64 INSTRUCTORS, 5 COORDINATORS, 1 INTERN-PRINCIPAL, AND 2 ADMINISTRATORS. CRITERIA FOR ADMISSION INCLUDE A WILLINGNESS TO WORK DILIGENTLY AND ATTEND REGULARLY. THE LOWER SCHOOL OF THE HIGH SCHOOL IS SCHEDULED TO OPEN IN SEPTEMBER 1965. THE MIDDLE SCHOOL IS EXPECTED TO OPEN WITHIN 3 TO 5 YEARS. THE UNIVERSITY PHASE IS SCHEDULED TO OPEN IN 1967. A DIAGRAM OF THE CAMPUS IS INCLUDED. ED002325 NOVA, A BRIEF ..... 1965-00-00 12 N/A 1965 2016-11-22

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No Audiovisual Aids Instructional Materials Language Laboratories Material Development Models Performance Teaching Guides Teaching Machines HUGHES, JOHN P. New Jersey (Jersey City) New Jersey (Jersey City) Universal Electronics Labs. Corp., Hackensack, NJ. THE LANGUAGE LABORATORY IS ESSENTIALLY AN AUDIOVISUAL AID WHICH NOT ONLY STORES INFORMATION, BUT ALLOWS THE STUDENT TO CONTROL RATE OF PRESENTATION, CONTINUALLY EVALUATES THE STUDENT'S PERFORMANCE, AND APPRAISES HIS ACHIEVEMENT. THE EFFECTIVE PERFORMANCE OF A TEACHING MACHINE DEPENDS HEAVILY ON THE ORGANIZATION OF MATERIAL STORED IN IT, WHICH IN TURN DEPENDS ON THE SKILL OF THE TEACHER WHO DOES THE PROGRAMING. THE MACHINE MECHANICALLY STORES, DISTRIBUTES, AND CORRECTS THE COURSE MATERIAL BUT IT IS THE TEACHER WHO PROVIDES THE MATERIAL. FOREIGN LANGUAGE MATERIAL USED IN LABORATORY TAPES SHOULD BE RECORDED BY A NATIVE SPEAKER, THEREBY GIVING THE STUDENT A PERFECT MODEL TO IMITATE. WHEN PRONUNCIATION IS BEING TAUGHT, THE LEARNING CYCLE SHOULD BE COMPOSED OF THE READING BY A NATIVE SPEAKER IN THE FOREIGN LANGUAGE, THE STUDENT'S IMITATION, AND THE EVALUATION OF STUDENT'S IMITATION. IN THE TEACHING OF GRAMMATICAL STRUCTURE, THE LEARNING CYCLE SHOULD BE COMPOSED OF THE READING OF MATERIAL, THE QUESTIONS ON MATERIAL, THE STUDENT'S ANSWER, AND THE VERIFICATION OR DENIAL. TO PROPERLY PREPARE MATERIAL FOR THE LANGUAGE LABORATORY, THE INSTRUCTOR IS URGED TO BECOME ACQUAINTED WITH THE PRINCIPLES OF MODERN LINGUISTICS AND TO REALIZE THAT THE EXERCISES IN MOST TEXTBOOKS GENERALLY PROVE UNSUITABLE FOR THE LABORATORY. THE GENERAL PRACTICE OF TODAY IS TO MAKE ONE OF THE FIVE LANGUAGE CLASSES EACH WEEK A LABORATORY CLASS, WITH COMPULSORY LABORATORY ATTENDANCE. OCCASIONAL BREAKS DURING THE LABORATORY CLASS ARE DESIRABLE. RECORDED LESSONS CAN BE DESIGNED FOR A FULL PERIOD OR HALF PERIOD, ALLOWING TIME FOR A COMPLETE REPEAT OR TEACHER COMMENT. SAMPLE LESSONS FOR EACH ARE INCLUDED. ED002326 HOW TO USE A LANGUAGE LABORATORY. 6 N/A 1965 2016-11-22

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No Experimental Schools Research School Construction Teacher Aides Team Teaching Florida (Fort Lauderdale) Nova High School FL Florida Broward County Schools, Fort Lauderdale, FL. NOVA HIGH SCHOOL OPENED IN SEPTEMBER 1963 AS A UNIT OF THE SOUTH FLORIDA EDUCATIONAL CENTER. IT IS EXPERIMENTAL IN CONCEPT, BUT NOT IN CURRICULUM. ITS CONSTRUCTION, FEATURES, EQUIPMENT, TEACHING AIDS, AND INSTRUCTIONAL METHODS HAVE BEEN TESTED AND PROVED IN OTHER SCHOOL SYSTEMS. ITS PHILOSOPHY REPRESENTS A RETURN TO FUNDAMENTAL EDUCATION, BUT ITS PURPOSE IS TO UTILIZE SCIENTIFIC METHODS OF LEARNING IN A SCIENTIFIC AGE, WITH THE GOAL OF PROVIDING THE BEST POSSIBLE EDUCATION AT THE LOWEST PRACTICAL COST. ALL STUDENTS ARE REQUIRED TO TAKE ENGLISH, PHYSICAL EDUCATION, MATHEMATICS, SCIENCE, FOREIGN LANGUAGE, SOCIAL SCIENCE AND TECHNICAL SCIENCE EACH SCHOOL YEAR. INDEPENDENT RESEARCH IS ENCOURAGED. AN HOUR IS PROVIDED EACH DAY FOR RESEARCH OR ACTIVITIES. AS EACH SUBJECT IS MASTERED, THE STUDENT PROCEEDS TO THE NEXT LEVEL. SPEED OF ADVANCEMENT DEPENDS ON CAPABILITY AND INTEREST. NO STUDENT CAN FAIL, AND OUTSTANDING STUDENTS MAY BE GRADUATED AFTER 2 1/3 YEARS ABOVE THE NINTH-GRADE LEVEL. A TRIMESTER SYSTEM IS IN OPERATION WITH 220 DAYS IN A SCHOOL YEAR, AND WITH 70-MINUTE CLASS PERIODS. PARENT AND STUDENT REACTIONS TO THE NOVA PROGRAM ARE FAVORABLE. STUDENTS ARE ACCEPTED ON A VOLUNTARY BASIS. TEACHER AIDES RELIEVE TEACHERS OF NONTEACHING CHORES TEAM TEACHING IS UTILIZED IN SELECTED AREAS. SUCH INNOVATIONS AS MULTIPURPOSE CLASSROOMS, CLOSED-CIRCUIT TELEVISION, RESOURCE CENTERS, AND AIR-CONDITIONING ARE FINANCED BY THE OMISSION OF SUCH TRADITIONAL AND EXPENSIVE FACILITIES AS A LARGE AUDITORIUM, A CAFETERIA WITH KITCHEN, AND A SPECTATOR-SIZED GYMNASIUM. ED002327 NOVA HIGH SCHOOL. 1965-05-00 4 N/A 1965 2016-11-22

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No Building Design Educational Environment High Schools Independent Study School Role Team Teaching New York (New York) New York (New York) Educational Facilities Labs., Inc., New York, NY. AMERICAN HIGH SCHOOLS ARE CHANGING THEIR TEACHING METHODS AND THEIR BUILDING DESIGNS. TEACHERS WILL WORK IN TEAMS, AND STUDENTS WILL RECEIVE MORE INDIVIDUALIZED FORMS OF INSTRUCTION. STUDENTS WILL ASSUME MUCH OF THE RESPONSIBILITY FOR THEIR LEARNING THROUGH THE USE OF WELL-STOCKED LIBRARIES AND INDEPENDENT STUDY SPACES. HIGH SCHOOLS WILL OPERATE THROUGHOUT THE YEAR AS EDUCATIONAL AND RECREATIONAL COMMUNITY CENTERS FOR PERSONS OF ALL AGES. THE SCHOOLS WILL BE DESIGNED TO PROVIDE AN ENVIRONMENT MORE AMENABLE FOR GROWTH FOR BOTH STUDENTS AND TEACHERS. A MORE NATURAL RELATIONSHIP WILL EXIST BETWEEN THE VARIOUS SCHOOL PARTS. SCHOOLS WILL USE MACHINE ASSISTANCE FOR ADMINISTRATIVE WORK AND CLERICAL CHORES. PROGRAMED LEARNING MACHINES, TELEVISION, AUTOMATED TESTING, AND AUDIOVISUAL DEVICES WILL BE USED AS TEACHING AIDS. EQUIPMENT COSTS WILL COMPRISE A LARGER PORTION OF THE SCHOOL BUDGET. IN THE LONG RUN, MORE USEFUL AND ECONOMICAL SCHOOLS SHOULD RESULT. ED002328 PROFILES OF SIGNIFICANT SCHOOLS--HIGH SCHOOLS 1962, A STATUS REPORT ON EDUCATIONAL CHANGE AND ARCHITECTURAL CONSEQUENCE. 1962-00-00 88 N/A 1965 2016-11-22

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No Family Health Grade 6 Health Education Hygiene Public Health Teacher Responsibility California (Fresno) California (Fresno) Fresno County Schools, CA. INCLUDED ARE A UNIT ENTITLED "THE CLASSROOM TEACHER AND THE SCHOOL HEALTH PROGRAM," A UNIT ENTITLED "HANDBOOK OF HEALTH ACTIVITIES," AND A SECTION CONTAINING 37 KITS. THE RESPONSIBILITIES OF THE CLASSROOM TEACHER IN CONDUCTING THE SCHOOL HEALTH PROGRAM INCLUDE--HELPING TO MAINTAIN A HEALTHFUL CLASSROOM ENVIRONMENT, INCORPORATING DESIRABLE HEALTH EXPERIENCES AND INCIDENTAL HEALTH TEACHING IN THE DAILY ROUTINE, OBSERVING DEVIATIONS FROM OPTIMUM HEALTH AND BEHAVIOR TO ASSIST IN SCREENING CHILDREN IN NEED OF MEDICAL, DENTAL, OR PSYCHOLOGICAL EXAMINATIONS, ENCOURAGING THE CORRECTION OF REMEDIAL DEFECTS, SCREENING VISION ANNUALLY, MEASURING AND WEIGHING STUDENTS ONCE A SEMESTER, ADMINISTERING FIRST AID FOR MINOR NEEDS, REFERRING TO THE PRINCIPAL ALL STUDENTS WITH HEALTH PROBLEMS, MAINTAINING AN ACCURATE CUMULATIVE RECORD CARD FOR EACH CHILD, AND USING THE LUNCH PROGRAM AS A LABORATORY FOR FUNCTIONAL HEALTH EDUCATION. SUGGESTED ACTIVITIES, RESOURCE MATERIALS, AND AUDIOVISUAL MATERIALS WHICH ENRICH THE HEALTH EDUCATION OF PUPILS ARE PRESENTED. ACTIVITIES COORDINATE WITH THE TEACHERS' RESPONSIBILITIES AND COVER REST, GROOMING, FRESH AIR AND VENTILATION, VISION, HEARING, NUTRITION, FAMILY HEALTH, COMMUNITY HEALTH, COMMUNITY HEALTH SERVICES, MENTAL HEALTH, SAFETY, AND EFFECTS OF ALCOHOLIC BEVERAGES. THE KIT SECTION CONTAINS LOOSE LEAF PAGES TO HELP THE TEACHER GAIN BETTER INSIGHT INTO THE ACTIVITIES IN THE HANDBOOK. PLAYS, POSTER SUGGESTIONS, GAMES, PERSONAL RECORD CHARTS, AND BICYCLE SAFETY RULES ARE AMONG THE ITEMS INCLUDED. A SOURCE LIST OF HEALTH EDUCATION MATERIALS IS PROVIDED. ED002329 HEALTH EDUCATION, GRADE 6. 1957-00-00 97 N/A 1965 2016-11-22

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No Computer Oriented Programs Demonstration Programs Pretests Posttests Systems Approach Teaching Machines New York Inst. of Tech., New York. PROJECT ULTRA, UNLIMITED TRAINING FOR ALL, IS FOUNDED ON THE ASSUMPTION THAT THROUGH A SYSTEMS APPROACH TO EDUCATION, A MODEL EDUCATIONAL SYSTEM WILL EVOLVE WHICH CAN BE IMPLEMENTED ON A MASS BASIS. THE INVENTORY AND POTENTIAL OF EACH INDIVIDUAL IN A HETEROGENEOUS POPULATION WOULD BE MATCHED TO HIS SUBSEQUENT CAREER ENVIRONMENT. THE DOOR TO EDUCATIONAL ESCALATION WOULD NEVER BE CLOSED. IT SHOULD PROVIDE THE METHODOLOGIES AND RESOUCES TO DEVELOP HUMAN TALENT IN AN OPTIMAL WAY WITH A HIGH PROBABILITY OF ATTAINMENT. A PRIME OBJECTIVE IS TO EXTEND THE RANGE OF COLLEGE OPPORTUNITY TO STUDENTS, WHO, UNDER CONVENTIONAL EDUCATIONAL PRACTICES, WOULD BE DEPRIVED OF THIS EDUCATIONAL POSSIBILITY. SEVERAL PROGRAMS ARE RELATED TO PROJECT ULTRA THROUGH A COMPUTER-ORIENTED INFORMATION CENTER--THE DIAGNOSTIC EXAMINATIONS CENTER, WHERE A SERIES OF ACHIEVEMENT EXAMINATIONS ARE ADMINISTERED TO PLACE STUDENTS, THE INSTITUTIONAL OFF-CAMPUS PROGRAM, WHICH IS COMPOSED OF INDUSTRIALLY RELATED INSTITUTIONS, AND THE SELF-ORGANIZING COMPUTER-BASED EXPERIMENTAL PROGRAMS, WHICH ALLOW FOR INDIVIDUALIZED OPTIMAL REQUIREMENTS WHILE DISPENSING WITH ARBITRARY TIME LIMITATIONS. ED002330 EDUCATIONAL ESCALATION THROUGH SYSTEMS ANALYSIS, PROJECT ULTRA. 28 N/A 1965 8/17/2004 22:36:54 DISA1965

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No College Curriculum Educational Television Student Attitudes Television Curriculum BLANE, LINDA MARLIN Florida (Coral Gables) Florida Miami Univ., Coral Gables, FL. Univ. Coll. AN OPINIONAIRE DESIGNED TO ASSESS STUDENT ATTITUDES TOWARD HUMANITIES, NATURAL SCIENCE, AND SOCIAL SCIENCE WAS ADMINISTERED IN A BEGINNING-LEVEL HUMANITIES SECTION DURING THE FIRST WEEK OF THE SECOND SEMESTER. THE PURPOSE OF THE STUDY WAS TO DETERMINE IF A RELATIONSHIP EXISTED BETWEEN THE NUMBER OF HOURS OF TELEVISION INSTRUCTION A STUDENT HAS COMPLETED AND HIS ATTITUDES TOWARD THE THREE ABOVE-MENTIONED DEPARTMENTS IN THE COLLEGE. THERE WAS NO STRAIGHTFORWARD RELATIONSHIP BETWEEN TELEVISION HOURS AND ATTITUDES TOWARD COURSES. HOWEVER, IT IS POSSIBLE THAT A SPECIAL COURSE COMBINATION IN INTERACTION WITH THE NUMBER OF HOURS OF COMPLETED TELEVISION INSTRUCTION RESULTS IN DIFFERENTIAL ATTITUDES TOWARD COURSES. FURTHER STUDY IS NEEDED TO CONFIRM THE EXISTENCE OF A RELATIONSHIP BETWEEN THE NUMBER OF HOURS OF TELEVISION INSTRUCTION THE STUDENT HAS COMPLETED AND HIS ATTITUDES TOWARD HUMANITIES, NATURAL SCIENCE, AND SOCIAL SCIENCE. NUMEROUS TABLES ARE INCLUDED. ED002331 THE RELATIONSHIP BETWEEN THE NUMBER OF HOURS OF TELEVISION INSTRUCTION AND STUDENT ATTITUDES TOWARD HUMANITIES, NATURAL SCIENCE, AND SOCIAL SCIENCE IN UNIVERSITY COLLEGE. 1965-01-00 34 N/A 1965 2016-11-22

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No Books Elementary Schools Health Education Health Materials Instructional Materials Public Health Arizona (Phoenix) Arizona (Phoenix) Arizona State Dept. of Public Instruction, Phoenix. HEALTH EDUCATION AIMS TO INFLUENCE THE ATTITUDES AND BEHAVIOR OF STUDENTS SO THAT THEY WILL ASSUME MORE RESPONSIBILITY FOR THEIR OWN HEALTH, THE HEALTH OF THEIR FAMILIES, AND THE HEALTH OF THE COMMUNITY. SUGGESTIONS AND CHARTS ARE GIVEN ABOUT THE AREAS WHICH SHOULD BE COVERED FOR GRADES 1 THROUGH 8. A DETAILED OUTLINE IS PRESENTED WHICH TREATS--THE AREAS OF THE BODY, HUMAN GROWTH, COMMUNITY HEALTH, SAFETY AND FIRST AID, AND ALCOHOL, NARCOTICS, AND TOBACCO. SEPARATE GUIDES ARE GIVEN FOR THE PRIMARY, INTERMEDIATE, AND UPPER GRADES. STUDENT CONCEPTS ARE DISCUSSED IN EACH GRADE OF EACH SEPARATE AREA OF HEALTH, SUGGESTED ACTIVITIES ARE PRESENTED. IN GRADES 1 THROUGH 3, FOR EXAMPLE, GAMES, POEMS, AND EXERCISES ARE OUTLINED. THE LONG-RANGE GOAL OF HEALTH EDUCATION IS THE ATTAINMENT OF DESIRABLE, WHOLESOME, AND EFFECTIVE WAYS OF INDIVIDUAL LIVING THROUGH CONSTANT COMMUNICATION BETWEEN THE HOME AND SCHOOL. A LIST OF BOOKS FOR CHILDREN AND TEACHERS IS INCLUDED. LOCAL SOURCES OF TEACHING HELPS AND MATERIALS AVAILABLE FOR TEACHERS ARE GIVEN. ED002332 HEALTH GUIDE FOR ELEMENTARY SCHOOLS OF ARIZONA. 27 N/A 1965 2016-11-22

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No Classroom Research Curriculum Research Material Development Methods Research Secondary Schools RIOUX, J. WILLIAM Jefferson County Public Schools, Lakewood, CO. THE PROJECT IS DESIGNED TO ENCOURAGE AND DIRECT TEACHERS IN THE USE OF UNCOMPLICATED SCIENTIFIC RESEARCH, RELATED TO CLASSWORK, FOR THE PURPOSE OF IMPROVING INSTRUCTION. TEACHERS IN JEFFERSON COUNTY SECONDARY SCHOOLS WERE SELECTED AT RANDOM TO CONSTITUTE AN EXPERIMENTAL GROUP. THEY PLANNED INDIVIDUAL RESEARCH PROJECTS WITH THE AID OF THE SUPERVISOR. PROJECT AREAS WERE TESTING, CURRICULUM, USE OF MATERIAL, AND USE OF PERSONNEL. THE IMPORTANT ELEMENT WAS CONSIDERED TO BE TEACHER INVOLVEMENT IN THE ACTIVITY. THE CONTROL GROUP WAS PICKED FROM TEACHERS IN JEFFERSON COUNTY IN TERMS OF FACTORS WHICH MATCHED THEM WITH THE EXPERIMENTAL GROUP. SUPERVISORY PERSONNEL AND RESOURCE PERSONNEL ATTENDED ORIENTATION ACTIVITIES TO FAMILIARIZE THEMSELVES WITH THE PROJECTS. SUPERVISORS WORKED CLOSELY WITH PROJECT TEACHERS AND INVESTIGATED THEIR PROGRESS. A GROUP OF 15 PROJECTS WERE SELECTED BY A SCREENING COMMITTEE TO RECEIVE OPERATING FUNDS FROM THE FELS FOUNDATION. AFTER THE 1ST YEAR SEVERAL IMPROVEMENTS IN THE PROGRAM WERE MADE. MORE CAREFUL SCREENING BY ADMINISTRATIVE GROUPS PROVIDED OPPORTUNITIES FOR MORE PARTICIPANTS. IT WAS CLEAR TO THE DIRECTOR OF RESEARCH THAT TEACHERS WERE IN NEED OF MORE GUIDANCE IN TERMS OF RESEARCH PROCEDURES, PROBLEM SOLVING, AND THE NATURE OF REPORTS ON PROJECTS. THE PERSONAL CONTACT WITH TEACHERS WAS INCREASED AND MORE WRITTEN GUIDELINES WERE ESTABLISHED. ED002333 THE IMPROVEMENT OF TEACHING THROUGH THE UTILIZATION OF CLASSROOM RESEARCH IN SECONDARY SCHOOLS, REPORT OF A STUDY. 1962-07-00 160 N/A 1965 8/17/2004 22:36:59 DISA1965

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No Atomic Theory Chemistry Enrichment Science Instruction Secondary Education Florida (Fort Lauderdale) Nova High School FL Florida Broward County Schools, Fort Lauderdale, FL. THE ORGANIZATION OF THE NATURE OF SCIENCE IS EMPHASIZED THROUGH A FOCUS ON CHEMICAL REACTIONS. SIMILARITIES OF THE REACTIONS OF THE HALOGENS WITH THE ALKALI METALS OF LITHIUM, SODIUM, POTASSIUM, AND HYDROGEN ARE INTRODUCED TO THE STUDENT. STUDENTS ARE INTRODUCED TO THE PERIODIC TABLE OF ELEMENTS WHICH EMPHASIZES THE ORGANIZATION OF CHEMICAL ELEMENTS INTO GROUPS SHARING LIKE PROPERTIES. CONCEPTS OF THE ATOMIC THEORY ARE DISCUSSED IN RELATION TO THE PERIODIC TABLE OF ELEMENTS. THE CONCEPTS INCLUDE THE STRUCTURE OF AN ATOM, POSITIVE NEGATIVE CHARGES, ELECTRONS, PROTONS, NEUTRONS, MASS, NUCLEUS, ATOM PARTICLES, SIZE, ATOMIC NUMBER, AND MASS NUMBER. ED002334 ORGANIZATION II, NOVA SCIENCE UNIT 3. 1964-00-00 9 N/A 1965 2016-11-22

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No Curriculum Guides Laboratory Equipment Measurement Science Instruction Secondary Education Florida (Fort Lauderdale) Nova High School FL Florida Broward County Schools, Fort Lauderdale, FL. A SCIENCE UNIT ON MEASUREMENT IS PRESENTED. INCLUDED ARE AN INTRODUCTION TO THE METRIC SYSTEM AND SOME TOOLS OF MEASUREMENT. STUDENTS ARE GIVEN A HOMEMADE SYSTEM OF MEASUREMENT WHICH UTILIZES A GRAIN OF RICE AS ITS BASIC UNIT. THE STUDENTS ARE GIVEN EXPERIENCES WITH THE METRIC SYSTEM. THROUGH THESE EXPERIENCES, THE STUDENTS SEE THE NEED FOR STANDARDS OF MEASUREMENT. THROUGH LABORATORY WORK AND EXPERIMENTS, THE STUDENTS LEARN TO USE SUCH SIMPLE LABORATORY EQUIPMENT AS THE RULER, GRADUATED CYLINDER, AND BUNSEN BURNER. DATA SHEETS ARE USED FOR RECORDING INFORMATION. ED002335 NOVA SCIENCE UNIT 1. MEASUREMENT. 1964-00-00 21 N/A 1965 2016-11-22

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No Economic Climate Education Navajo Occupations Arizona (Window Rock) Arizona Navajo Tribe Public Relations and Information Dept., Window Rock, AZ. A STUDY OF NAVAJO AMERICAN INDIANS IS PRESENTED. INCLUDED ARE THE TRIBE'S HISTORY, RESOURCES, ECONOMIC SITUATION, AND WAYS TO IMPROVE IT. THE NAVAJOS ARE DIFFERENT FROM OTHER AMERICAN INDIAN TRIBES IN THAT THEY ARE RAPIDLY INCREASING, THEY HAVE INCREASED THE SIZE OF THEIR RESERVATION, THEY STILL LIVE IN ISOLATION AND IN A PRIMITIVE FASHION, AND THEY STILL SPEAK THEIR NATIVE TONGUE. UNTIL WORLD WAR II, DESPITE PRESIDENTIAL ORDERS WHICH GAVE THEM MORE LAND, THEY STILL DID NOT HAVE ENOUGH AND KEPT TO THEIR OLD WAYS OF EKING OUT LIVINGS FROM SHEEP RAISING, MELON AND SQUASH CULTURE, RUG WEAVING, SILVERSMITHING, AND PART-TIME FARM AND RAILROAD WORK OFF THE RESERVATION. AT THE END OF THE WAR AND AFTER CONTRIBUTING TO THE WAR EFFORT, THE LIVES OF THE NAVAJOS WERE CHANGED BY THE DISCOVERY OF OIL ON THEIR LAND AND THE PAYMENT BY DRILLING COMPANIES OF HUGE SUMS FOR THE LEGAL RIGHTS, AND BY THE VOTING OF FEDERAL FUNDS FOR THE REHABILITATION OF NAVAJOS AND HOPIS. A REVOLUTION WAS CREATED IN EDUCATION WHEN UNIVERSAL SCHOOLING WAS ACHIEVED AND IN HEALTH SERVICES WHEN THE U.S. PUPLIC HEALTH SERVICE INTERVENED. SUGGESTIONS FOR IMPROVING THE LIFE OF THE PEOPLE RESTS ON THE EXPLOITATION OF THEIR ECONOMIC POTENTIALITY. THEIR INCREASING POPULATION MAY BECOME A POOL OF VALUABLE MANPOWER. THE TOURIST INDUSTRY SHOULD BE DEVELOPED, BECAUSE THEIR SPECTACULAR SCENERY WOULD ATTRACT MILLIONS AND MAKE MOTELS, RESTAURANTS, AND SHOPS VERY PROFITABLE VENTURES. VAST COAL DEPOSITS CAN BE DEVELOPED TO PROVIDE TRIBAL INCOME AND A BASIS FOR A FIRM ECONOMY. IF A PENDING GOVERNMENT DAM AND IRRIGATION PROJECT MATERIALIZES, THERE WILL BE 100-ACRE FARMS FOR 1,200 FAMILIES AND MANY ALLIED SERVICE INDUSTRIES. INDUSTRIAL DEVELOPMENT AND MANAGEMENT ASSISTANCE IS BADLY NEEDED. ED002336 THE NAVAJOS. 1964-04-00 6 N/A 1965 2016-11-22

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No Consultants Reinforcement Secondary Education Talent WOLFE, ARTHUR B. Florida (Fort Lauderdale) Florida Broward County Schools, Fort Lauderdale, FL. AN ACADEMIC TEAMS PROGRAM TO PROVIDE OPPORTUNITIES FOR DEVELOPING OPTIMUM LEARNING POTENTIAL AND FOR FULFILLING DESIRES OF TALENTED STUDENTS IS PROPOSED. THE PROGRAM WILL BE INITIATED THROUGH A SERIES OF DISCUSSIONS WITH STUDENTS, FACULTY, PARENTS, AND CONSULTANTS, THE AREA OF CONCENTRATION FOR THE SELECTED TEAMS OF STUDENTS WILL BE IN THE FIELD OF CURRENT AFFAIRS. THERE WILL BE THREE JUNIOR ACADEMIC TEAMS, EACH NOT TO EXCEED 10 MEMBERS. PARTICIPANTS WILL BE CHOSEN BY COMPETITIVE SELECTION. THE CRITERIA FOR SELECTION WILL BE SET UP BY AN ADVISORY COMMITTEE. THERE WILL BE ONE FACULTY-MEMBER SPONSOR TO EACH TEAM. TOPICS THAT ARE RELATIVE TO CURRENT AFFAIRS AND THAT ARE SELECTED FOR STUDY AND DISCUSSION BY INDIVIDUAL TEAMS WILL REPRESENT AN AREA OF CONCENTRATION FOR A PREDETERMINED PERIOD OF TIME. STUDENT PARTICIPANTS WILL RECEIVE INSTRUCTION IN THE TECHNIQUES OF CONDUCTING RESEARCH, DOCUMENTING INFORMATION, AND ORGANIZING MATERIALS. THEY WILL ENCOUNTER PROBLEM-SOLVING SITUATIONS THAT REQUIRE MAXIMUM SKILLS, AND THAT PROVIDE TRAINING AND EXPERIENCE FOR ROLES IN ADULT SOCIETY. CONSULTANTS WILL BE INVITED TO MEET WITH THE GROUPS WHEN NECESSARY TO PROVIDE TRAINING IN GROUP DYNAMICS, SPEECH, AND RESEARCH PROCEDURES. A SENIOR ACADEMIC TEAM WILL BE FORMED, AND SENIOR TEAM MEMBERS LOST THROUGH GRADUATION WILL BE REPLACED BY OUTSTANDING MEMBERS OF THE JUNIOR TEAMS. ED002337 NOVA ACADEMIC TEAMS PROGRAM. 1964-02-01 11 N/A 1965 2016-11-22

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No Audiolingual Methods Films Language Instruction Programed Instruction Teaching Guides NEWMARK, GERALD California (Santa Monica) California System Development Corp., Santa Monica, CA. A PROPOSED PROJECT IS DESCRIBED THAT AIMS AT IMPROVING LANGUAGE INSTRUCTION METHODS AND AUGMENTING THE CAPABILITIES OF SCHOOLS FOR TEACHING FOREIGN LANGUAGE EFFECTIVELY, EVEN WHERE A SHORTAGE OF SKILLED LANGUAGE TEACHERS EXISTS. IT IS PROPOSED THAT THESE GOALS BE ACHIEVED THROUGH THE DEVELOPMENT OF AN AUDIO-LINGUAL-VISUAL COURSE, UTILIZING DRAMATIC MOTION PICTURES AND PROGRAMED LEARNING MATERIALS AS PRINCIPLE INSTRUMENTS OF INSTRUCTION. THESE MATERIALS WILL BE DESIGNED--TO INSTILL IN STUDENTS A POSITIVE ATTITUDE TOWARD LEARNING A FOREIGN LANGUAGE, TO DEVELOP STUDENT CONFIDENCE IN HIMSELF REGARDING HIS ABILITY, TO MAKE POSSIBLE INDIVIDUAL AND GROUP SELF-INSTRUCTION PROGRAMS, ENABLING MORE PUPILS TO STUDY FOREIGN LANGUAGE, TO FACILITATE IMPLEMENTATION OF THE AUDIOLINGUAL APPROACH AND ACHIEVEMENT OF AUDIOLINGUAL TEACHING OBJECTIVES IN COURSES CONDUCTED BY TEACHERS HAVING LIMITED FOREIGN LANGUAGE COMPETENCY, TO TAKE OVER PART OF THE TEACHING FUNCTION, ENABLING QUALIFIED TEACHERS TO MAKE THEIR SKILLS AVAILABLE TO A LARGER NUMBER OF STUDENTS, AND TO MAKE POSSIBLE NEW APPROACHES TO THE USE OF TELEVISION IN FOREIGN LANGUAGE INSTRUCTION. THE PRINCIPLE ELEMENTS IN THE SYSTEM WILL BE MOTION PICTURES, PROGRAMED LEARNING MATERIALS, AND QUALIFIED TEACHERS. EACH WILL FUNCTION IN THE MANNER IN WHICH IT IS BEST SUITED TO CONTRIBUTE TO THE LEARNING PROCESS. ED002338 A NEW DESIGN FOR TEACHING FOREIGN LANGUAGES USING DRAMATIC MOTION PICTURES AND PROGRAMED LEARNING MATERIALS. 1962-11-09 36 N/A 1965 2016-11-22

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No Agricultural Laborers Community Cooperation Employer Employee Relationship Migrants Social Welfare New York (Albany) New York (Albany) New York State Interdepartmental Committee on Farm and Food Processing Labor, Albany. SEVEN NEW YORK STATE DEPARTMENTS WORK TOGETHER TO SEE THAT THE MIGRANT IS TREATED FAIRLY AND HUMANELY IN THE AREAS OF HEALTH, HOUSING, CHILD CARE, EDUCATION, LABOR CONDITIONS, SAFETY, AND EMPLOYER-EMPLOYEE RELATIONS. AN INTERDEPARTMENTAL COMMITTEE GUIDES THE EFFORTS OF THE DEPARTMENTS. THE AGENCIES WORK WITH A BODY OF STATE LAW WHICH IS UPDATED AND IMPROVED FROM YEAR TO YEAR. SUPPLEMENTING THESE SERVICES IS THE WORK OF THE GOVERNOR'S ADVISORY COUNCIL, REPRESENTING GROWERS, RELIGIOUS GROUPS, CIVIC GROUPS, AND PRIVATE GROUPS. THESE GROUPS DRAW ON THE STATE GOVERNMENT FOR HELP AND, IN TURN, ASSIST THE STATE DEPARTMENT IN ATTUNING THEIR EFFORTS TO LOCAL CONDITIONS. SUCCESSFUL PROGRAMS ARE DESCRIBED. CHILD CARE CENTERS ARE LARGELY SUPPORTED BY THE STATE. CHILDREN OF MIGRANT WORKERS ATTEND SPECIAL SUMMER SCHOOLS. PERMITS TO OPERATE CAMPS ARE REQUIRED. SPECIALLY TRAINED HEALTH EDUCATORS WORK IN THE CAMPS. GROWERS, CONTRACTORS, AND TRANSPORTERS REGISTER WITH THE STATE WHEN FIVE OR MORE WORKERS ARE INVOLVED. INDIVIDUAL WORK RECORDS ARE KEPT BY THE EMPLOYERS AND ARE AVAILABLE FOR INSPECTION. MIGRANT WORKERS ARE FURNISHED PAY STATEMENTS. CHILD LABOR LAWS ARE ENFORCED. WELFARE ASSISTANCE COVERS FOOD, CLOTHING, HOUSEHOLD INCIDENTALS, AND MEDICAL CARE. MEDICAL CARE INCLUDED MEDICAL AND SURGICAL TREATMENT, DENTAL AND NURSING CARE, AND DRUGS. ED002339 MIGRANT FARM LABOR IN NEW YORK STATE. 1961-00-00 16 N/A 1965 2016-11-22

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No Academic Achievement Motivation Personality Change Research Secondary Education CATTELL, RAYMOND B. SEALY, A. PHILIP Illinois (Urbana) ILLINOIS Illinois Illinois (Urbana) Illinois Univ., Urbana. EXPLORED WERE THE RELATION OF CHANGES IN PERSONALITY TO CHANGES IN ACHIEVEMENT OVER A 1-YEAR PERIOD, THE RELATIONSHIP OF PERSONALITY AND MOTIVATION, AND MEASURES OF INTRAFAMILIAL ATTITUDES IN OBJECTIVE TESTS AS BASES FOR DISCOVERING THE PREDICTIVE POWER OF FAMILY ATTITUDES WITH REGARD TO THE CHILD'S SCHOOL PERFORMANCE. CHILDREN WERE STUDIES FROM SEVENTH THROUGH NINTH GRADES AND FROM EIGHTH THROUGH NINTH GRADES. SUCCESSIVE ANNUAL CROSS SECTIONAL STUDIES WERE CONDUCTED THAT PERMITTED STATIC, ABSOLUTE, AND DEVELOPMENTAL ANALYSES. THE CHILDREN WERE TESTED ON SCHOOL ACHIEVEMENT, INTELLIGENCE, PERSONALITY FACTORS, MOTIVATION FACTORS, CONFIRMED FINDS OF EARLIER STUDIES ON THE IMPORTANCE OF SELF-SENTIMENT AND SUPEREGO DEVELOPMENT IN LONG-TERM GOAL STRIVING AND ON THE INTERRUPTING EFFECT OF DISSATISFIED SENSUAL AND OTHER DRIVES. A SECOND ANALYSIS, EVALUATING THE NORMAL DEGREE OF FLUCTUATION AND CHANGE IN TRAITS AND PERFORMANCES OVER A YEAR PERIOD, FOUND RISES IN INTELLIGENCE, SUPEREGO STRENGTH, PARMIA, AND SELF-SENTIMENT. MORE FLUCTUATION WAS FOUND IN PERSONALITY TRAITS THAN IN ABILITIES AND APTITUDES. SPECIFIC CONNECTIONS WERE FOUND BETWEEN ACHIEVEMENT AND SUCH TRAITS AS SUPEREGO STRENGTH, SELF-SENTIMENT STRENGTH, SEX-ERG-TENSION, AND NARCISSISM. HYPOTHESES SUGGESTED FOR FURTHER STUDY WERE--THAT BY 14 OR 15 YEARS OF AGE THE CORRELATION BETWEEN INTELLIGENCE AND ACHIEVEMENT INCREMENT BECOMES TRIVIAL, AND THE INDIVIDUAL DIFFERENCES IN PERSONALITY AND MOTIVATION ASSUME THE MAJOR ROLE IN DETERMINING ACHIEVEMENT INCREMENTS, AND THAT ACHIEVEMENT INCREMENTS FROM YEAR TO YEAR ARE STRONLY DETERMINED BY MOTIVATION FACTOR LEVELS RELATIVE TO ABILITY AND PERSONALITY MEASURES. ED002340 THE GENERAL RELATIONS OF CHANGES IN PERSONALITY AND INTEREST IN CHANGES IN SCHOOL PERFORMANCE, AN EXPLORATORY STUDY. 1965-00-00 88 N/A 1965 2016-11-22

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No Factor Analysis Migration Overpopulation Rural Youth Urban Areas WILBER, GEORGE L. DISTRICT OF COLUMBIA District of Columbia National Committee for Children and Youth, Washington, DC. THE TENDENCY FOR YOUNG AMERICANS TO ACHIEVE INDEPENDENCE, COMBINED WITH THE LONG-ESTABLISHED TREND OF RURAL-TO-URBAN MIGRATION, PROVIDES A BASE FOR THE MIGRATION OF RURAL YOUTH. THE BASE IS BROADENED BY THE PROCESSES OF CHANGE WHICH HAVE MADE THIS COUNTRY INCREASINGLY URBAN. THERE ARE FOUR FACTORS INVOLVED IN THE MIGRATION OF RURAL YOUTH TO CITIES EACH YEAR--(1) THE MOTIVES AND ASPIRATIONS OF RURAL YOUTH ARE INSTRUMENTAL TO DECISIONS TO MIGRATE. MIGRATION IS INNOVATIVE WHEN A PERSON MOVES TO ACHIEVE SOMETHING NEW, IT IS CONSERVATIVE WHEN THE OBJECTIVE IS TO RETAIN WHAT HE HAS. (2) OVERPOPULATION IN THE HOME COMMUNITY MAY SERVE AS A PROPELLING FORCE FOR RURAL YOUTH, PARTICULARLY THOSE WHO ARE URBAN-ORIENTED. (3) SOCIAL AND ECONOMIC FACTORS INFLUENCE THE MIGRATION OF RURAL YOUTH. FOREMOST ARE EMPLOYMENT, INDUSTRIALIZATION, TECHNOLOGY, THE BUSINESS CYCLE, AND STATUS-ASPIRATION. (4) THE FAVORABLE OR UNFAVORABLE REACTIONS OF YOUTH TO THEIR FAMILIES AND COMMUNITIES CAN EASILY INFLUENCE THEIR DECISION TO MOVE. WHEN A DECISION IS CALLED FOR TO MIGRATE TO A CITY OR TO REMAIN IN A RURAL AREA, THE RURAL YOUTH IS A VICTIM OF CIRCUMSTANCES. LEGALLY HE MAKES HIS OWN CHOICE, IN REALITY HE IS REACTING TO A MULTITUDE OF INFLUENCES ABOUT WHICH HE CAN DO LITTLE. THE RURAL YOUTH, LIVING IN AN ECONOMICALLY DEPRESSED AND ISOLATED COMMUNITY AND HAVING PARENTS WHO HAVE INSTILLED THE DESIRE TO ACHIEVE OBJECTIVES WHICH CAN BE SATISFIED ONLY IN AN URBAN CENTER, IS ALMOST CERTAIN TO MIGRATE. IF HE HAS BEEN ADEQUATELY EQUIPPED AND PREPARED THROUGHOUT HIS EARLY YEARS FOR SUCH AN EVENTUALITY, THERE IS NO PROBLEM EITHER FOR HIM OR HIS FAMILY. ONLY WHEN HIS AMBITIONS OUTRUN HIS ABILITIES AND EXISTING OPPORTUNITIES IS HE LIKELY TO ENCOUNTER ADJUSTMENT PROBLEMS. ED002341 FACTORS RELATED TO THE MIGRATION OF RURAL YOUTH TO URBAN AREAS. 1963-09-00 9 N/A 1965 2016-11-22

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No Behavior Children Elementary Education Physiology Testing FRENCH, JOSEPH L. GREER, DONALD R. COLUMBIA Missouri Univ., Columbia. ANXIETY IN THE TESTING SITUATION ARISES OUT OF THE EVALUATIVE NATURE OF THE TESTING PROCEDURE. ANXIETY IS A FACTOR IN PERFORMANCE. THE STUDY INVOLVED 152 FIRST GRADES WITH IQ'S BETWEEN 100 AND 125. ALL SUBJECTS WERE GIVEN THE TEST ANXIETY SCALE FOR CHILDREN AND THE GENERAL ANXIETY SCALE FOR CHILDREN, AFTER WHICH THEY WERE DIVIDED INTO FOUR GROUPS. THE PICTORIAL TEST OF INTELLIGENCE (P.T.I.) WAS ADMINISTERED TO EACH GROUP, INCLUDING A PICTURE VOCABULARY, FORM DISCRIMINATION, INFORMATION AND COMPREHENSION, SIMILARITIES, SIZES AND NUMBERS, AND IMMEDIATE RECALL. THE APPARATUS USED TO RECORD PHYSIOLOGICAL BEHAVIOR IN TERMS OF SKIN RESISTANCE WAS A LAFAYETTE MULTIPURPOSE POLYGRAPHY RECORDER. ALL TESTS WERE GIVEN TO ALL SUBJECTS BY THE SAME EXAMINER AND WERE GIVEN IN TESTING ROOMS IN THE SCHOOLS WHERE THE SUBJECTS WERE ENROLLED. FINDINGS SHOW THAT TEST ITEMS ARRANGEMENT WILL NOT BE A CRITICAL FACTOR IN THE BEHAVIOR OF SIMILAR GROUPS OF FIRST-GRADE CHILDREN RESPONDING TO SIMILAR TASKS, BUT MAY BE A FACTOR FOR SOME INDIVIDUALS WITHIN THE GROUPS. ED002342 EFFECT OF TEST ITEMS ARRANGEMENT ON THE PHYSIOLOGICAL AND PSYCHOLOGICAL BEHAVIOR IN PRIMARY SCHOOL CHILDREN. 1964-00-00 111 N/A 1965 2016-11-22

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No Educational Facilities High Schools Two Year Colleges Universities Florida (Fort Lauderdale) SOUTH FLORIDA EDUCATION CENTER Florida Nova Univ., Fort Lauderdale, FL. THE SOUTH FLORIDA EDUCATION CENTER (SFEC) WAS ORGANIZED BY 50 CITIZENS IN 1961 TO DESIGN, CREATE, AND DEMONSTRATE A QUALITY OF EDUCATION, FROM EARLY CHILDHOOD THROUGH GRADUATE STUDY, WHICH WILL BECOME A PROTOTYPE FOR BROWARD COUNTY, THE STATE, AND THE NATION. THIS PROTOTYPE WILL EXHIBIT A PATTERN OF EDUCATION WHICH WILL PLACE THE MAJOR EMPHASIS OF LEARNING WITHIN THE AREAS OF COMMUNICATIONS, MATHEMATICS, AND SCIENCE. THE ROLE OF THE ARTS, HUMANITIES, SOCIAL AND NATURAL SCIENCES, AND PHYSICAL TRAINING WILL BE DIRECTLY RELATED TO SCIENTIFIC STUDIES. THE ELEMENTARY SCHOOL, HIGH SCHOOL, AND JUNIOR COLLEGE AT THE CENTER ARE SUPPORTED WITH PUBLIC FUNDS. THE UNIVERSITY WILL BE PRIVATELY ENDOWED. THE ELEMENTARY SCHOOL IS SCHEDULED TO OPEN IN 1966, IT HAS OVER 3,000 APPLICATIONS FOR ADMISSION AND A CAPACITY OF 750 STUDENTS. NOVA HIGH SCHOOL OPENED IN SEPTEMBER 1963 AND HAS AN ENROLLMENT OF 2,000 STUDENTS. IN ITS 1ST YEAR OF OPERATION, IT WAS CITED AS A SCHOOL OF THE MONTH AND IT WAS FEATURED ON A TELEVISION SHOW FOR THE EXCELLENCE OF ITS PROGRAM AND SCHOOL FACILITIES. THE JUNIOR COLLEGE OF BROWARD COUNTY IS RECOGNIZED AS ONE OF THE LEADING JUNIOR COLLEGES IN THE NATION IN BOTH ITS COLLEGE PARALLEL AND TECHNOLOGICAL PROGRAMS. THE JUNIOR COLLEGE HAS AN ENROLLMENT OF 3,200 STUDENTS. THE UNIVERSITY WILL BE TECHNICALLY ORIENTED. IT IS PLANNED AS A GRADUATE INSTITUTION DURING ITS INITIAL STAGES, IT WILL BROADEN ITS PROGRAM TO INCLUDE AN UNDERGRADUATE DIVISION BY 1970, WHICH WILL PROVIDE THE CONNECTING LINK BETWEEN THE JUNIOR COLLEGE, THE HIGH SCHOOL, AND THE UNIVERSITY. ED002343 THE SOUTH FLORIDA EDUCATION CENTER. 7 N/A 1965 2016-11-22

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No Elementary Education Experimental Schools Inservice Teacher Education Services Teacher Education TEITELBAUM, DEENA New York (New York) New York (New York) New York City Board of Education, Brooklyn, NY. DURING 1959-60 SCHOOL YEAR, TEACHER-TRAINING CONSULTANTS IN THE PUBLIC ELEMENTARY SCHOOLS OF NEW YORK CITY WERE UTILIZED FOR THE DEVELOPMENT OF AN EXPERIMENTAL ORIENTATION AND INSERVICE TRAINING PROGRAM, DESIGNED TO PROVIDE INTENSIVE HELP FOR NEWLY APPOINTED TEACHERS IN SELECTED SPECIAL SERVICE SCHOOLS. EACH OF THE 17 CONSULTANTS WORKED IN A CLUSTER OF THREE SCHOOLS. AN EVALUATION WAS MADE OF THE EFFECTIVENESS OF THE EXPERIMENTAL PROGRAM IN MEETING THE NEEDS OF NEWLY APPOINTED TEACHERS AND THE SCHOOLS IN WHICH THEY SERVED. SITUATIONS IN WHICH THE SERVICES OF A TEACHING-TRAINING CONSULTANT WERE AVAILABLE WERE COMPARED WITH SITUATIONS IN WHICH NO CONSULTANT SERVICES WERE PROVIDED. THERE WERE 40 EXPERIMENTAL SCHOOLS AND 40 CONTROL SCHOOLS. THE SCHOOLS WERE PAIRED WITH RESPECT TO SIZE OF PUPIL POPULATION, THE MEAN INTELLIGENCE QUOTIENT AND READING GRADE OF THE SIXTH GRADE PUPIL POPULATION AND THE ECONOMIC STATUS OF THE PUPIL POPULATION. EXPERIMENTAL AND CONTROL TEACHERS WERE SELECTED BY THE DIRECTOR OF THE PROGRAM AND ASSIGNED TO CONSULTANTS. THEY WERE PAIRED IN RESPECT TO AGE, SEX, TRAINING, RANK ON LICENSING EXAMINATION, AND GRADE LEVEL OF ASSIGNMENT. WHILE TEACHERS IN THE EXPERIMENTAL SCHOOLS RECEIVED HELP ON MORE OCCASIONS THAN DID TEACHERS IN CONTROL SCHOOLS, THERE WAS NO SIGNIFICANT DIFFERENCE IN THE NUMBER OF TIMES IN WHICH HELP WAS GIVEN. BOTH GROUPS OF TEACHERS REPORTED THAT GENERAL METHODOLOGY, SUBJECT MATTER, INSTRUCTION AID, PLANNING, AND CLASSROOM MANAGEMENT RECEIVED THE MOST ATTENTION, MORALE, PROFESSIONAL ATTITUDE, AND STAFF RELATIONS RECEIVED THE LEAST ATTENTION. EXPERIMENTAL TEACHERS EXPRESSED MORE CONFIDENCE THAN DID CONTROL TEACHERS IN THEIR ABILITIES TO TEACH. PRINCIPALS REPORTED THAT EXPERIMENTAL TEACHERS SHOWED GREATER PROFESSIONAL GROWTH THAN DID CONTROL TEACHERS. ED002344 AN EVALUATION OF AN EXPERIMENTAL PROGRAM OF ASSISTANCE FOR NEWLY APPOINTED TEACHERS IN SPECIAL SERVICE ELEMENTARY SCHOOLS. 1961-06-00 118 N/A 1965 2016-11-22

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No Closed Circuit Television General Science Grade 9 Lecture Method Mathematics Research TWYFORD, LORAN C., JR. AND OTHERS New York (Albany) New York (Albany) New York State Education Dept., Albany. STUDIES ON NINTH GRADE GENERAL SCIENCE AND MATHEMATICS ARE INCLUDED--(1) "A COMPARISON OF THE RELATIVE EFFECTIVENESS OF FOUR METHODS OF TEACHING NINTH GRADE GENERAL SCIENCE," BY RALPH SMITH AND HILDRETH H. MCASHAN. METHODS EMPLOYED ARE NORMAL INSTRUCTION TEACHER LECTURE, INDEPENDENT DIRECTED STUDY, AND INDEPENDENT DIRECTED STUDY PLUS TEACHER LECTURE. THE THREE EXPERIMENTAL METHODS WERE AS EFFECTIVE AS THE NORMAL METHOD, WITH THE LECTURE METHOD CONSIDERED BEST. (2) "STUDY OF NEW MEDIA SUGGESTIONS FOR IMPROVING TELEVISED SCIENCE INSTRUCTION," BY CATHERINE M. BAILEY AND HILDRETH H. MCASHAN. DATA REVEALED NO SIGNIFICANT LEARNING INCREASES IN EXPERIMENTAL GROUPS INVOLVING IMPROVED INSTRUCTION, CLOSED CIRCUIT INSTRUCTION PLUS CLASSWORK, AND CLOSED CIRCUIT TELEVISION FOR ENTIRE CLASS PERIODS, (3) "STUDY OF TRANSFERABILITY OF SUGGESTIONS FOR IMPROVEMENT OF SCIENCE INSTRUCTION," BY SHARON W. MILLER AND ROBERT M. BROWN. TEACHER INTERVIEWS REVEALED GENERAL APPROVAL OF THE SUGGESTIONS FOR IMPROVING INSTRUCTION. (4) "DEVELOPMENT OF A METHOD FOR MEASURING SOURCES OF LEARNING," BY SHARON W. MILLER AND ROBERT M. BROWN. MOST OF THE LEARNING WAS DERIVED FROM THE TEACHER'S PRESENTATION. (5) "METHOD FOR INCREASING LEARNING, UTILIZING LEARNING PROFILE FINDINGS," BY JOHN G. CHURCH, SHARON W. MILLER, AND ROBERT M. BROWN. THE NEW MEDIA ARE MORE USEFUL IN TEACHING A GREATER AMOUNT OF MATERIAL THAN IN TEACHING A SPECIFIED AMOUNT BETTER. ED002345 NEW MEDIA STUDIES FOR IMPROVEMENT OF SCIENCE AND MATHEMATICS INSTRUCTION. 1964-06-00 127 N/A 1965 2016-11-22

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No College Libraries Films Independent Study Instructional Materials Language Laboratories BRUBAKER, CHARLES WILLIAM MASSACHUSETTS CAMBRIDGE Massachusetts THE USE OF THE LANGUAGE LABORATORY HAS GIVEN MANY THOUSANDS OF INDIVIDUALS GOOD LISTENING AND SPEAKING PRACTICE AND HAS BECOME AN EFFECTIVE LEARNING TOOL. THE BASIC PIECE OF EQUIPMENT OF THE LANGUAGE LABORATORY IS THE TAPE RECORDER-AND-PLAYBACK, DESIGNED TO BE USED WITH AUDIOPASSIVE STUDY, AUDIOACTIVE STUDY, AUDIOACTIVE-COMPARATIVE STUDY, AND INDIVIDUAL STUDY. SUCH COMPONENTS AS MICROPHONES, HEADPHONES, AND STUDENT TAPE RECORDERS ARE ADDED AS USAGE STUDY FUNCTIONS INCREASE. VISUAL COMPONENTS MAY THEN BE ADDED TO ALLOW THE STUDENT TO SEE WHAT HE IS TALKING ABOUT. THE TWO BASIC TYPES OF LANGUAGE LABORATORIES ARE THE REGULAR CLASS-ASSIGNED LABORATORY AND THE INDEPENDENT STUDY FACILITY. AN INSTRUCTOR'S CONSOLE ENABLES THE TEACHER TO DIRECT PROGRAMS, DIVIDE THE CLASS INTO GROUPS, MONITOR STUDENT RESPONSES, COMMUNICATE WITH ANY STUDENT TO CORRECT OR TO HELP HIM, RECORD RESPONSES, AND MAKE OR DUPLICATE MASTER TAPES. THIS ELECTRONIC SYSTEM SUGGESTS THAT INDIVIDUALS USING THESE RESOURCES NEED NOT BE IN THE SAME ROOM OR EVEN IN THE SAME BUILDING. FACIAL EXPRESSIONS, GESTURES, AND LANGUAGE ENVIRONMENT ARE SIGNIFICANT COMPONENTS OF "LANGUAGE" WHICH COMMUNICATE FEELING AND THOUGHT AND INVOLVE VISUAL COMPONENTS. MASTER TAPES FOR LANGUAGE LEARNING HAVE BEEN COORDINATED ON FILM. COLLEGE LIBRARIES OF THE FUTURE MAY FOLLOW THE DIRECTION TAKEN BY LANGUAGE LABORATORIES AND BECOME A NUMBER OF ELECTRONICALLY RELATED LEARNING CENTERS, EACH SERVING A PARTICULAR DIVISION CONVENIENTLY, AND EACH HAVING ACCESS TO MATERIALS STORED AT OTHER CENTERS. THIS PAPER WAS PRESENTED AT THE SUMMER WORKSHOP PROGRAM, MIT, 1962. ED002346 LANGUAGE LABORATORIES. 1962-00-00 8 N/A 1965 2016-11-22

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No Course Objectives Creative Thinking Critical Thinking Educational Television Inservice Teacher Education Lesson Plans Productive Thinking Student Teacher Relationship WIGREN, HAROLD E. DISTRICT OF COLUMBIA District of Columbia METHODS TO IMPROVE THE USES OF EDUCATIONAL TELEVISION ARE DISCUSSED. TELEVISION SHOULD IMPLEMENT EDUCATIONAL OBJECTIVES, CHARACTERISTICS OF 2- TO 5-YEAR-OLDS, DISCIPLINE PROBLEMS, THE CURRICULUM AND THE TEACHER'S RELATIONSHIP TO IT, SCHEDULING, MEDIUM, FOR EACH HAS A ROLE IN THE OVERALL INSTRUCTIONAL SITUATION. OUTDOOR PLAY, SANITATION AND SAFETY, ROUTINE ACTIVITIES, AND SOLO PERFORMANCE BY AN ACTOR, PERFORMER, OR MASTER TEACHER. TEACHERS SHOULD BE INVOLVED IN PLANNING, ANALYZING, AND EVALUATING THE PROGRAM. PROGRAM QUALITY AND NOT QUANTITY SHOULD BE CONSIDERED. EMPHASIS SHOULD BE PLACED ON THE DEVELOPMENT OF CRITICAL THINKING ON THE PART OF THE LEARNER RATHER THAN ON THE TRANSMISSION OF FACTUAL PRESENTATION OF SUBJECT MATTER. THE VERSATILITY OF TELEVISION SHOULD BE USED TO FOCUS ON THE LEARNERS AS WELL AS ON THE TEACHER, AND TO DEVELOP CREATIVE EXPRESSION FOR THE LEARNER THEMSELVES. INVOLVEMENT, PARTICIPATION, AND INTERACTION ARE ESSENTIAL INGREDIENTS IN THE USE OF EDUCATIONAL TELEVISION. WHILE TELEVISION CAN BE EFFECTIVELY USED IN IMPROVING LEARNING IN THE CLASSROOM, IT CAN ALSO BE UTILIZED IN IMPROVING COMPETENCIES OF TEACHERS. ITS POTENTIALITIES FOR INSERVICE EDUCATION INCLUDE--INTRODUCING NEW DEVELOPMENTS, NEW METHODS, AND NEW MATERIALS AND PROVIDING INTERVIEWS WITH VISITING CONSULTANTS. THIS PAPER WAS PRESENTED TO THE MEETING OF THE GEORGIA AUDIO-VISUAL EDUCATION AFFILIATE (ATLANTA, MARCH 22, 1963). ED002347 THE EFFECT OF THE NEW INSTRUCTIONAL MEDIA ON THE ROLE OF THE CLASSROOM TEACHER. 1963-03-22 14 N/A 1965 2016-11-22

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No Black Attitudes Black Education Black Housing Black Population Trends Black Teachers Employment Problems Ethnic Groups Social Bias Social Discrimination California (Los Angeles) California (Los Angeles) Community Relations Educational Foundation, Los Angeles, CA. BASIC PROBLEMS OF POPULATION GROWTH, HOUSING SEGREGATION, SUBSTANDARD HOUSING, DWELLING UNIT POPULATION DENSITY, EDUCATION, EMPLOYMENT, AND THE ATTITUDE OF THE NEGRO ARE PRESENTED. THE INCREASE IN NONWHITE POPULATION IN LOS ANGELES COUNTY BETWEEN 1950 AND 1960 WAS 113.7 PERCENT. MOST NONWHITES, 93.7 PERCENT, LIVE IN THE CENTRAL DISTRICT, THEY LIVE IN SUBSTANDARD HOUSING THAT COSTS MORE THAN THE WHITE POPULATION PAYS FOR STANDARD HOUSING. PATTERNS OF MINORITY GROUP GROWTH AND POPULATION DENSITY ARE SHOWN. THERE IS NO DE JURE SCHOOL DESEGREGATION IN LOS ANGELES COUNTY, BUT THE PATTERNS OF HOUSING HAVE RESULTED IN A HIGH DEGREE OF DE FACTO SEGREGATION. RELATIVELY FEW NEGRO TEACHERS WERE HIRED PRIOR TO 1960. THE NEGRO IS CONFRONTED WITH THE TRADITIONAL PATTERN OF DISCRIMINATION IN EMPLOYMENT. NEGROES OFTEN WORK IN POSITIONS FOR WHICH THEY ARE OVER QUALIFIED BY EDUCATION. NEGRO STUDENTS WHO ARE CONVINCED THAT EDUCATION WILL NOT PROVIDE THEM WITH EQUALITY, BECOME INSUFFICIENTLY MOTIVATED TO CONTINUE SCHOOLING. THE RESENTMENTS AND GRIEVANCES AGAINST INJUSTICES HAVE BEEN BROUGHT OUT IN THE OPEN IN THE LOS ANGELES AREA, PARTLY THROUGH A MEETING ON JUNE 6, 1963, BETWEEN NEGRO AND CAUCASIAN LEADERS. REMARKS OF SPOKESMEN FROM THE NEGRO COMMUNITY SERVE AS A GAUGE OF THE NEGRO TEMPER AND MOOD, AND AS A GUIDE FOR REMEDYING THE SPECIFIC GRIEVENCES WHICH THEY FEEL MOST DEEPLY. EFFORT ON THE PART OF ALL SEGMENTS OF THE COMMUNITY ARE REQUIRED TO SOLVE THESE PROBLEMS. ED002348 THE NEGRO IN LOS ANGELES COUNTY. 1965-11-00 22 N/A 1965 2016-11-22

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No Community Health Services Health Services Medical Services Migrant Health Services Migrant Workers California (Berkeley) CLINICS *AGRICULTURAL LABORERS California (Berkeley) California State Dept. of Public Health, Berkeley. FIELD INTERVIEWS WERE HELD WITH COMMUNITY LEADERS AND WITH SEVERAL HUNDRED WORKERS' FAMILIES. THE ACQUIRED INFORMATION SUPPLEMENTED A SURVEY OF PAST AND PRESENT CONDITIONS AND ASSISTED IN FORMULATING RECOMMENDATIONS FOR ACTION TO MEET THE ACUTE HEALTH NEEDS OF CALIFORNIA'S SEASONAL AGRICULTURAL WORKERS. THE HEALTH PROBLEM CAN BE MET BY LOCAL COMMUNITIES IF STATE AND FEDERAL GOVERNMENTS PROVIDE ADEQUATE SUPPORT. HEALTH AND MEDICAL FACILITIES ARE NEITHER ACCESSIBLE NOR AVAILABLE IN AREAS WHERE AGRICULTURAL FAMILIES LIVE AND WORK. IT IS RECOMMENDED THAT THE STATE OF CALIFORNIA MAKE FUNDS AVAILABLE TO COUNTIES DESIRING THE DECENTRALIZATION AND EXTENSION OF LOCAL HEALTH AND MEDICAL CARE SERVICES FOR SEASONAL AGRICULTURAL WORKERS AND THEIR FAMILIES THROUGH SUCH MEANS AS--(1) DEVELOPMENT OF FIELD CLINICS STAFFED BY LOCAL PERSONNEL, (2) PROVISION OF PRENATAL CARE FOR MOTHERS AND TREATMENT FOR SICK CHILDREN IN EXISTING CHILD HEALTH CONFERENCE CLINICS, (3) EXPANSION OF FIELD NURSING STAFFS FOR CLINICS, HOME NURSING, HEALTH EDUCATION, AND LIAISON WITH EXISTING TREATMENT FACILITIES, (4) USE OF UNOCCUPIED BEDS IN RURAL PRIVATE HOSPITALS AND DISTRICT HOSPITALS FOR COUNTY PATIENTS AT COUNTY EXPENSE, (5) PROVISION OF TRANSPORTATION TO CENTRAL FACILITIES FOR BOTH INPATIENT AND OUTPATIENT HOSPITAL CARE, (6) AND IMPROVEMENT OF SANITATION IN HOUSING AND IN THE FIELD. OTHER RECOMMENDATIONS WERE THAT RESIDENCY REQUIREMENTS BE ABOLISHED IN COUNTY HOSPITALS AND THAT CONSIDERATION BE GIVEN TO THE FEASIBILITY OF PREPAYMENT HEALTH PLANS FOR DOMESTIC SEASONAL AGRICULTURAL WORKERS AND THEIR FAMILIES SIMILAR TO THOSE PLANS REQUIRED BY LAW FOR FOREIGN CONTRACT WORKERS. TABLES, MAPS, AND A BIBLIOGRAPHY WERE INCLUDED. ED002349 HEALTH CONDITIONS AND SERVICES FOR DOMESTIC SEASONAL AGRICULTURAL WORKERS AND THEIR FAMILIES IN CALIFORNIA. 1960-10-01 39 N/A 1965 2016-11-22

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No Discriminatory Legislation Ethnic Groups Japanese American Culture Social Bias Social Discrimination Social Influences KUMAMOTO, ALAN California (Los Angeles) California (Los Angeles) Community Relations Educational Foundation, Los Angeles, CA. JAPANESE-AMERICANS HAVE HAD A HISTORICAL BACKGROUND OF DIFFICULTY WITHIN CALIFORNIA. EARLY DISCRIMINATORY LEGISLATION AGAINST JAPANESE-AMERICANS HAD FORCED THEM INTO THEIR OWN COMMUNITY AND THUS HAD FORCED THEM TO RETAIN THEIR CULTURE. WORLD WAR II RELOCATION OF THE JAPANESE-AMERICANS HAD CAUSED UPHEAVAL IN FAMILY AND COMMUNITY LIVING. THESE ADVERSE FACTORS HAVE BEEN FAIRLY WELL OVERCOME. THERE HAVE BEEN FOUR GENERATIONS OF JAPANESE-AMERICANS THAT HAVE LIVED IN LOS ANGELES. THE ISSEI, NISEI, AND SANSEI ARE THREE OF THESE GENERATIONS. THEIR VARYING EXPERIENCES, ATTITUDES, PROBLEMS, AND ACTIVITIES WERE OUTLINED. THE YONSEI, A FOURTH GENERATION, HAS BEEN ABLE TO MEET NEW SITUATIONS. AS PEOPLE AND CITIZENS, THIS SUBGROUP OF JAPANESE-AMERICANS IS AN INTEGRAL, THOUGH DISTINCTIVE, PART OF THE LOS ANGELES COMMUNITY. THERE HAS BEEN A NOTICEABLE DEGREE OF CONCENTRATION OF JAPANESE-AMERICANS IN TWO AREAS OF LOS ANGELES. THIS CONCENTRATION HAS BEEN DISPERSED ON A BLOCK BY BLOCK CONFIGURATION RATHER THAN THROUGHOUT A GENERAL AREA. THE TRADITIONAL ACTIVITIES OF JAPANESE-AMERICANS HAVE BEEN ACCEPTED BY A MAJORITY OF THE COMMUNITY WHICH HAS SHOWN INTEREST IN JUDO, KARATE, FLOWER ARRANGEMENTS, MUSIC, AND TEA CEREMONIES. JAPANESE-AMERICANS HAVE HAD THEIR OWN NEWSPAPERS, RADIO, THEATRE, SPORTS EVENTS, AND COMMUNITY ORGANIZATIONS. THE JAPANESE HAVE HAD A TRADITIONAL RESPECT FOR EDUCATION. ED002350 THE JAPANESE AMERICAN IN THE LOS ANGELES COMMUNITY--COMMUNITY INTELLIGENCE BULLETIN, NO. 4. 1963-11-00 9 N/A 1965 2016-11-22

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No Community Planning Farm Labor Health Services Housing Needs Job Placement Migrant Programs Migrant Workers Planned Communities PEERY, A.B. Texas (San Antonio) TEXAS Texas Texas (San Antonio) Bishops Committee for the Spanish Speaking, San Antonio, TX. A DEMONSTRATION PROJECT FOR MIGRATORY FARM LABORERS HOME-BASED IN SOUTH TEXAS IS PROPOSED. THE PURPOSE IS TO DESIGN A PLANNED COMMUNITY CONTAINING HOUSING, HEALTH FACILITIES, ORIENTATION AND EDUCATIONAL FACILITIES, JOB-PLACEMENT FACILITIES, AND SOCIAL, RECREATIONAL, AND COMMERCIAL FACILITIES. THE PLANNED COMMUNITY WOULD PROVIDE SAFE, SANITARY, AND DECENT SHELTER, IT WOULD PROVIDE OPPORTUNITIES TO IMPLEMENT STABILIZING JOB-PLACEMENT PRACTICES. SOCIAL AGENCIES AND TEACHERS WOULD HAVE A BASE FROM WHICH TO BEGIN THE WORK OF ORIENTATION AND EDUCATION TO ENABLE THE MIGRANT TO FIND A PRODUCTIVE AND STABLE PLACE IN THE ECONOMIC AND SOCIAL LIFE OF THE COMMUNITY. A NEIGHBORHOOD OF HOUSES WOULD FORM A COMMUNITY TO FIT THE NEEDS OF THE MIGRATORY FARM LABOR FAMILY. JOB-PLACEMENT FACILITIES WOULD FORM AN IMPORTANT PART OF THE COMMUNITY CONCEPT. HEALTH FACILITIES OF AT LEAST A MINIMAL NATUE SHOULD BE PROVIDED. SPACE FOR CHEST X-RAY. INOCULATION, MATERNITY CARE, AND CONSULTATION IS ESSENTIAL TO BEGIN TO REVERSE THE HIGH INCIDENCE AMONG MIGRANTS OF TUBERCULOSIS AND OTHER RESPIRATORY DISEASES, INFANT MORTALITY, AND PARASITIC INFESTATION. SPACE FOR THE EDUCATION AND ORIENTATION OF MIGRANTS SHOULD CONTAIN ROOM FOR A LANGUAGE PROGRAM. SOCIAL, RECREATIONAL, AND COMMERCIAL FACILITIES WOULD GROW AS THE COMMUNITY BECOMES MORE STABLE. THE SELECTION OF THE SITE FOR THE PROJECT DEPENDS UPON SPONSORSHIP AND AVAILABILITY OF FINANCING. ANALYSIS SHOULD BE MADE OF INDIVIDUAL AND COLLECTIVE NEEDS OF MIGRANTS, OF SUITABLE AND AVAILABLE SITES FOR THE PROJECT, AND OF METHODS OF FINANCING. A PROGRAM SHOULD BE DRAFTED WHICH CONTAINS THE CHOICE OF THE SPONSOR, THE CHOICE OF SITE, THE BUDGET, THE METHOD OF FINANCING, AND THE DESIGN AND PLANNING CRITERIA FOR DEVELOPMENT. DESIGN SHOULD INCLUDE NEIGHBORHOOD AND SITE PLANS, BUILDING DESIGNS, OUTLINE SPECIFICATIONS OF CONSTRUCTION TECHNIQUES, AND COST ESTIMATES. GRAPHS INTERPRETING STATISTICS AND LETTERS OF EXPRESSIONS OF INTEREST AND COOPERATION FROM COMMUNITY LEADERS ARE INCLUDED. ED002351 A PLANNED COMMUNITY FOR MIGRATORY FARM WORKERS--A PROPOSAL FOR A DEMONSTRATION PROJECT. 1962-01-00 31 N/A 1965 2016-11-22

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No Counseling Services Disabilities Educational Legislation Educationally Disadvantaged Federal Legislation Gifted Handicapped Children Health Services Migrant Education Pilot Projects Remedial Programs Slow Learners Special Education State Legislation Teacher Education Oregon State Dept. of Education, Salem. IN THE PAST THE ECONOMY CONTAINED EMPLOYMENT OPPORTUNITY FOR THOSE WHOSE NEEDS WERE NOT MET BY THE SCHOOL, BUT TODAY NEW TOOLS AND TECHNIQUES OF PRODUCTION ARE ELIMINATING THIS CHOICE. SPECIAL PROGRAMS SUGGESTED HAVE TWO MAIN AREAS OF CONCERN, PREVENTIVE PROGRAMS WHICH RECOGNIZE SPECIAL NEEDS IN ADVANCE AND PROVIDE NECESSARY ASSISTANCE SO THAT CHILDREN CAN BECOME PRODUCTIVE CITIZENS, AND REMEDIAL PROGRAMS OF A CORRECTIVE NATURE FOR CHILDREN WHO DID NOT RECEIVE THE NECESSARY PREVENTIVE SERVICES OR DID NOT PROFIT FROM THEM. FIVE BROAD CATEGORIES OF SPECIALIZED PROGRAMS ARE DEFINED--THE NEEDS IN PROGRAMING AND PERSONNEL ARE DISCUSSED WHERE RELEVANT AND PAST AND FUTURE LEGISLATION, EITHER STATE OR FEDERAL, IS CONSIDERED. AREAS ARE--(1) SPECIAL EDUCATION, WHICH COVERS CHILDREN WHO ARE MENTALLY, PHYSICALLY, OR EMOTIONALLY UNABLE TO PROFIT FROM THE REGULAR SCHOOL PROGRAM, AND GIFTED CHILDREN IN THE TOP THREE TO FIVE PERCENT OF THE SCHOOL POPULATION, (2) PROGRAMS FOR THE EDUCATIONALLY DISADVANTAGED, (3) PROGRAMS FOR THE CHILDREN OF MIGRANT FARM WORKERS, (4) REMEDIAL PROGRAMS, PARTICULARLY IN READING, AND (5) PROGRAMS FOR SLOW LEARNERS, RELUCTANT LEARNERS, AND DROPOUTS. TWENTY-FOUR RECOMMENDATIONS ARE ADVANCE TO FACILITATE EXPANSION AND PROPER OPERATION. LOCAL EFFORT IS NEEDED IN ADDITION TO STATE AND FEDERAL PARTICIPATION. COMMUNICATION AND COORDINATION WITH OTHER COMMUNITY AGENCIES SHOULD BE INCREASED AND SCHOOL SOCIAL WORKERS SHOULD BE AVAILABLE TO MAINTAIN LIAISON. EXPERIMENTATION IS NEEDED TO DETERMINE THE POTENTIAL OF APPROACHES WHICH INVOLVE WORKING WITH OR SUBSTITUTING FOR PARENTS. MENTAL HEALTH SERVICES SHOULD BE EXPANDED. IF POSSIBLE, REGIONAL DISTRICT PROGRAMS SHOULD BE ESTABLISHED. PILOT SCHOOLS SHOULD BE ESTABLISHED, AND STATE AND LOCAL FUNDS SHOULD BE ALLOCATED TO PROVIDE TEACHER TRAINING FOR THOSE WHO WORK WITH EDUCATIONALLY DISADVANTAGED CHILDREN. COUNSELOR SERVICE SHOULD BE EXPANDED. ED002352 PROGRAMS FOR CHILDREN WHOSE BASIC EDUCATIONAL NEEDS REQUIRE SPECIALIZED ADDITIONAL ATTENTION AND SERVICES. 1967-00-00 23 N/A 1965 8/17/2004 22:37:31 DISA1965

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No Autoinstructional Aids Fixed Sequence Programed Instruction Programed Instructional Materials Textbook Research MELARAGNO, RALPH J. AND OTHERS California (Santa Monica) California System Development Corp., Santa Monica, CA. HYPOTHESES RELATED TO PROCEDURES PERMITTING STUDENTS TO BRANCH AT THEIR OWN OPTION WERE TESTED. THE FIRST HYPOTHESIS WAS THAT A FIXED-SEQUENCE PROGRAM WOULD BE LESS EFFECTIVE THAN THE SAME ITEMS CAST AS STATEMENTS IN TEXTBOOK FORMAT THROUGH WHICH THE STUDENT COULD SKIP AT HIS OWN OPTION. THE SECOND HYPOTHESIS WAS THAT PERFORMANCE ON A PROGRAM WHICH ALLOWED THE STUDENT TO REVIEW PREVIOUS MATERIALS, ONE ITEM AT A TIME, WOULD ALSO EXCEED PERFORMANCE ON A FIXED-SEQUENCE PROGRAM. SUBJECTS FROM JUNIOR AND SENIOR HIGH SCHOOL CLASSES WERE RANDOMLY GROUPED. THE FIXED-SEQUENCE GROUP WAS GIVEN, IN A FIXED-SEQUENCE, 61 TEACHING ITEMS ON CARDS THAT WERE IN A LOOSE-LEAF BINDER. THEY WERE TO GIVE A COVERT RESPONSE TO EACH ITEM AND COMPARE ANSWERS WITH THE CORRECT ANSWER. THE BACK-BRANCHING GROUP WAS GIVEN THE SAME ITEMS IN A FIXED-SEQUENCE, THE GROUP WAS PERMITTED TO REVIEW EARLIER MATERIAL BY LOOKING BACK, ONE ITEM AT A TIME. THE TEXTBOOK GROUP WAS GIVEN A TYPEWRITTEN TEXT OF THE SAME MATERIALS IN STATEMENT AND PARAGRAPH FORM. THERE WERE NO LIMITATIONS TO THE MANNER OF USE. MASTER OF THE TOPICS WAS TESTED WITH 24 FREE-RESPONSE AND 24 MULTIPLE-CHOICE QUESTIONS. HALF OF THE QUESTIONS WERE SIMILAR TO THE TRAINING MATERIALS AND HALF WERE ON SITUATIONS WHICH REQUIRED APPLICATION OR TRANSFER OF LEARNING. COMPARISON OF THE SCORES FOR THE TEXTBOOK AND THE FIXED-SEQUENCE GROUPS CONFIRMED THAT THE TEXTBOOK METHOD, WHICH PERMITTED FREEDOM IN BRANCHING, WAS BETTER. THE HYPOTHESIS THAT THE BACK-BRANCHING METHOD WOULD BE SUPERIOR TO THE FIXED-SEQUENCE METHOD WAS NOT CONFIRMED. ED002353 A COMPARISON OF FIXED SEQUENCE AND OPTIONAL BRANCHING AUTIOINSTRUCTIONAL METHODS. 1960-11-19 10 N/A 1965 2016-11-22

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No Economic Progress Economic Status Employment Level Ethnic Groups Ethnic Status Labor Utilization Unemployment KESSLER, MATTHEW A. DISTRICT OF COLUMBIA District of Columbia THE GRADUAL MOVEMENT OF NONWHITE WORKERS, 90 PERCENT OF WHOM ARE NEGROES, INTO HIGHER SKILLED AND BETTER PAYING JOBS HAS CONTINUED SINCE THE MID-1950'S. DESPITE THESE GAINS, LARGE GAPS EXIST BETWEEN WHITE AND NONWHITE WORKERS AS MEASURED BY SUCH INDICATORS OF SOCIAL AND ECONOMIC WELL-BEING AS OCCUPATIONAL SHIFTS, MANPOWER UTILIZATION, INCOME, AND EDUCATIONAL ATTAINMENT. NONWHITES ARE CONCENTRATED IN LESS SKILLED JOBS AND ARE SUBJECT TO MORE UNEMPLOYMENT THAN WHITES. THE JOBLESS RATES OF NONWHITES ARE AT LEAST ONE AND ONE-HALF TIMES HIGHER THAN FOR WHITES IN EVERY AGE-SEX GROUP, THE RATES ARE THREE TIMES AS HIGH FOR SOME AGE GROUPS. UNEMPLOYMENT BEARS DISPROPORTIONATELY ON THE NONWHITE WORKER WHATEVER HIS INDUSTRY OR OCCUPATION. ONCE OUT OF A JOB, THE NONWHITE TENDS TO REMAIN JOBLESS FOR A LONGER PERIOD. NONWHITE FAMILIES HAVE FAILED TO KEEP PACE WITH THE RISE IN AVERAGE INCOME. DURING THE PAST TWO DECADES, NONWHITES HAVE NARROWED THE EDUCATIONAL GAP BETWEEN THEMSELVES AND WHITE PERSONS. HOWEVER, SINCE THE MID-1950'S, DIFFERENCES IN THE LEVEL OF EDUCATIONAL ATTAINMENT BETWEEN WHITES AND NONWHITES HAVE REMAINED ESSENTIALLY UNCHANGED. TABLES AND CHARTS ARE INCLUDED. ED002354 ECONOMIC STATUS OF NONWHITE WORKERS, 1955-62. 1963-07-00 6 N/A 1965 2016-11-22

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No Community Problems Disadvantaged Health Education Medical Services Migrant Education Migrant Problems Maryland (College Park) Maryland (College Park) Governor's Committee on Migratory Labor, College Park, MD. PROBLEMS, PROGRESS, AND ACTIVITIES OF THE AGENCIES AND ORGANIZATIONS OF THE MARYLAND GOVERNOR'S COMMITTEE FOR MIGRATORY LABOR ARE PRESENTED. EFFECTIVE HEALTH EDUCATION SHOULD BE DEVELOPED TO HELP MIGRANTS ACHIEVE BETTER HEALTH CONDITIONS THROUGH THEIR OWN ACTIVITIES AND EFFORTS. HOUSING AND LIVING CONDITIONS ARE IMPROVING UNDER REGULATIONS ADOPTED IN 1959. AREAS OF CONCERN IN HEALTH AND HOUSING ARE THAT CAMPS NEED TO BE PREPARED FOR OPENING AT AN EARLIER DATE BECAUSE PREOCCUPANCY TAKES PLACE, UNSCHEDULED FREEWHEELERS MOVE IN THE CAMPS AND CREATE OVERCROWDING, PROVIDED SPACE IS OVERCROWDED AND ABUSED, AND A MINORITY OF GROWERS CIRCUMVENT RULES. RESIDENCE RESTRICTIONS EXCLUDE MIGRANTS FROM SOME OF THE MOST ESSENTIAL PUBLIC WELFARE ASSISTANCE. CARE OF MIGRANTS CAUSES FINANCIAL LOSSES TO HOSPITALS DURING FARM LABOR SEASONS. SUMMER SCHOOLS FOR MIGRANT CHILDREN ARE BEING CONSIDERED, A LARGE SHARE OF THE COST HAS TO COME FROM STATE OR FEDERAL FUNDS. LITTLE CAN BE DONE FOR THE EDUCATION OF MIGRANT CHILDREN UNTIL PUBLIC INTEREST IS AROUSED AND SUPPORT IS DEVELOPED. MOTOR VEHICLE ACCIDENTS OF MIGRANTS ARE NEGLIGIBLE IN RELATION TO THE TOTAL ACCIDENT PROBLEM. CRIMINAL OFFENCES AS A RESULT OF WORKER'S BEHAVIOR REQUIRE MUCH TIME FROM BOTH STATE AND LOCAL DEPARTMENTS. DECREASE IN CRIME IS ATTRIBUTED TO POLICE EFFORTS AT PATROLLING CAMPS AND OTHER GATHERING PLACES. THERE ARE NO INSTANCES OF TRANSPORT, PURCHASE, OR USE OF NARCOTICS BY MIGRANTS. TABLES ACCOMPANY SECTIONS OF THE REPORT SHOWING SCHOOL ENROLLMENT, MIGRANT RECRUITMENT ACCORDING TO AGE, SEX, AND RACE (NATIVE AND PUERTO RICAN), ECONOMIC LOSS BY HOSPITALS CARING FOR MIGRANTS, AND CRIME AND ACCIDENT STATISTICS. ED002355 CONCERN FOR AGRICULTURAL MIGRANTS IN MARYLAND. 1964-02-01 21 N/A 1965 2016-11-22

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No Cultural Context Cultural Enrichment Curriculum Development Disadvantaged Guidance Programs Preschool Education DEUTSCH, MARTIN NEW YORK INSTITUTE FOR DEVELOPMENTAL STUDIES NEW YORK MEDICAL COLLEGE New York (New York) New York New York (New York) CHILDREN WHO LIVE IN SOCIAL, ECONOMIC, OR EDUCATIONAL IMPOVERISHMENT ARE HINDERED IN THEIR ABILITY TO DEVELOP PROPERLY. ONE APPROACH, TO CORRECT DISABILITIES AND FACILITATE INTELLECTUAL GROWTH, IS TO START INSTRUCTION AT AN EARLIER AGE THAN THAT OF KINDERGARTEN. IN THE PRESCHOOL CLASSES, THE CHILDREN WOULD RECEIVE CULTURAL ENRICHMENT AND SOCIAL AND INTELLECTUAL EXPERIENCES THAT ARE PREREQUISITE FOR THE KINDERGARTEN PROGRAM. ANOTHER WAY TO COMBAT DEPRIVATION IS FOR THE SCHOOL TO DEVELOP CURRICULA CONSISTENT WITH THE CHILDREN'S ENVIRONMENTAL EXPERIENCES. THE ROUTINE AND STRUCTURAL ACTIVITY LACKING IN THE HOME SHOULD BE FOUND IN THE SCHOOL. THIS CURRICULA SHOULD BEGIN IN THE PRESCHOOL YEARS AND CONTINUE THROUGH THE REGULAR SCHOOL YEARS. ALSO, GUIDANCE PROGRAMS SHOULD BE DEVELOPED TO PROTECT THE CHILDREN FROM STRESS, TO CREATE A SUPPORTIVE ENVIRONMENT, AND TO RESOLVE EMOTIONAL CONFLICTS. ED002356 FACILITATING DEVELOPMENT IN THE PRESCHOOL CHILD--SOCIAL AND PSYCHOLOGICAL PERSPECTIVES. 1964-07-00 1 N/A 1965 2016-11-22

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No Child Development Centers Disadvantaged Health Services Medical Services Parent Participation Preschool Education Volunteers DISTRICT OF COLUMBIA PROJECT HEAD START District of Columbia Office of Economic Opportunity, Washington, DC. THE RECRUITMENT, SELECTION, ORIENTATION, AND EFFECTIVE USE OF VOLUNTEERS IN CHILD DEVELOPMENT CENTERS ARE DISCUSSED. VOLUNTEERS WITH PROFESSIONAL SKILLS CAN SERVE AS PHYSICIANS, NURSES, TEACHERS, AND SOCIAL WORKERS. LAY VOLUNTEERS CAN RELIEVE REGULAR STAFF MEMBERS OF ROUTINE DUTIES AND INCREASE THE EFFECTIVENESS OF PROFESSIONAL SERVICE. VOLUNTEERS FALL INTO TWO GROUPS, EACH OF WHICH SHOULD BE RECRUITED AND ORIENTED IN DIFFERENT WAYS. PARENTS OF CHILDREN ENROLLED IN THE CENTER AND OTHER RESIDENTS OF THE IMMEDIATE NEIGHBORHOOD COMPRISE THE FIRST GROUP, REPRESENTATIVES OF THE LARGER COMMUNITY COMPRISE THE SECOND GROUP. IN SELECTING VOLUNTEERS, PREFERENCE SHOULD BE GIVEN TO PARENTS, FOR THEIR PARTICIPATION WOULD STRENGTHEN THEIR IDENTIFICATION WITH THE CENTER AND ENCOURAGE THEM TO ADOPT TECHNIQUES TAUGHT THERE. WORD OF MOUTH IS AN EFFECTIVE RECRUITMENT TECHNIQUE FOR PARENTS AND NEIGHBORHOOD RESIDENTS, MASS MEDIA ARE ALSO USEFUL. EACH VOLUNTEER SHOULD BE INTERVIEWED. IF ACCEPTED, HE SHOULD ATTEND AT LEAST ONE ORIENTATION SESSION, SHOULD BE INTRODUCED TO SOME BASIC PRINCIPLES BEFORE BEGINNING WORK, SHOULD UNDERSTAND THE CENTER'S GOALS, AND SHOULD UNDERSTAND THE BROAD NATURE OF HIS DUTIES. GUIDELINES FOR EFFECTIVELY USING VOLUNTEER SERVICES ARE THAT THE NUMBER OF ADULTS IN A ROOM SHOULD BE SMALL, THE VOLUNTEER SHOULD BE PLACED IN A COMFORTABLE POSITION, THE DUTIES FOR INEXPERIENCED WORKERS SHOULD BE SIMPLE AND CAREFULLY EXPLAINED, AND THE VOLUNTEERS SHOULD ATTEND THE REGULAR MEETINGS OF THE PAID STAFF WHEN POSSIBLE. POSSIBLE PROBLEMS CONCERNING VOLUNTEERS INCLUDE PROFESSIONALS WHO MAY RESENT VOLUNTEER PARTICIPATION, LAY VOLUNTEERS WHO ARE SENSITIVE ABOUT THEIR AMATEUR STATUS, AND PARENT VOLUNTEERS WHO FIND IT DIFFICULT TO REMAIN NEUTRAL IN SITUATIONS INVOLVING THEIR OWN CHILDREN. ED002357 VOLUNTEERS IN THE CHILD DEVELOPMENT CENTER PROGRAM PROJECT--HEAD START. 1964-00-00 16 N/A 1965 2016-11-22

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No Disadvantaged Environment Disadvantaged Youth Federal Programs Health Programs Health Services Medical Services Psychological Services Social Services DISTRICT OF COLUMBIA PROJECT HEAD START District of Columbia Office of Economic Opportunity, Washington, DC. HEALTH SERVICES OF PROJECT HEAD START CHILD DEVELOPMENT CENTERS PROVIDE--A MEDICAL EVALUATION OF EACH CHILD INCLUDING MEDICAL HISTORY, DEVELOPMENTAL ASSESSMENT, AND PHYSICAL EXAMINATION, SCREENING TESTS FOR VISION, HEARING, SPEECH, AND TUBERCULOSIS, LABORATORY TESTS OF URINE FOR ALBUMIN AND TESTS OF SUGAR AND BLOOD FOR ANEMIA, DENTAL ASSESSMENT, COMPLETION OF IMMUNIZATIONS, AND FOLLOWUP SERVICES. RECORD KEEPING PROCEDURES INCLUDE USING A DATA ANALYSIS FORM AND A COMPLETE MEDICAL HISTORY AND PHYSICAL EXAMINATION FORM. THE STAFFS FOR THE MEDICAL PROGRAM SHOULD BE COMPOSED OF ADEQUATE PROFESSIONAL AND VOLUNTEER PERSONNEL. THE CENTER SHOULD HAVE, IN ADDITION TO A PHYSICIAN, A REGISTERED NURSE WHO IS PREFERABLY A PUBLIC HEALTH NURSE. THE SERVICES OF SUCH CONSULTANT SPECIALISTS AS DENTISTS, ORTHOPEDISTS, OPHTHALMOLOGISTS, OTOLARYNOLOGISTS, NEUROLOGISTS, PSYCHIATRISTS, AUDIOLOGISTS, AND PSYCHOLOGISTS SHOULD BE SECURED. PARENTS CAN SERVE AS VOLUNTEERS. PROJECT FUNDS ARE ALLOCATED FOR A PHYSICIAN'S SERVICE IF VOLUNTEER MEDICAL ASSISTANCE IS NOT AVAILABLE, AND FOR A NURSE'S SERVICES WHEN A PUBLIC HEALTH NURSE IS NOT AVAILABLE. PROJECT FUNDS ARE ALSO PROVIDED TO PAY FOR HEARING AIDS, MATERIALS FOR EYEGLASSES, LABORATORY-MATERIALS, OTHER MEDICAL AND DENTAL PERSONNEL, AND MEASLES VACCINE. THE HEALTH AND SAFETY OF BOTH CHILDREN AND STAFF MEMBERS ARE ASSURED THROUGH THE PHYSICAL ARRANGEMENT OF THE CENTER, THE KIND OF FURNISHINGS, AND THE VARIETY OF PLAY EQUIPMENT CHOSEN. ED002358 PROJECT HEAD START MEDICAL--A GUIDE FOR DIRECTION OF CHILD DEVELOPMENT CENTERS. 1966-00-00 32 N/A 1965 2016-11-22

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No Administrative Problems Budgets Community Action Federal Programs Financial Needs Preschool Education School Community Relationship New York (Albany) Economic Opportunity Act 1964 New York (Albany) Economic Opportunity Act 1964 New York State Education Dept., Albany. PURPOSES ARE TO HELP ADMINISTRATORS PREPARE APPLICATIONS FOR FUNDS UNDER THE ECONOMIC OPPORTUNITY ACT AND TO INDICATE NECESSARY STANDARDS TO ASSURE GOOD PROGRAMS FOR YOUNG CHILDREN. ADMINISTRATORS PREPARING APPLICATIONS SHOULD BEGIN BY BRINGING TOGETHER THE APPROPRIATE VOLUNTARY AND GOVERNMENT AGENCIES IN WELFARE, HEALTH, HOUSING, EDUCATION, AND EMPLOYMENT AS PARTICIPANTS IN DEVELOPING A COMMUNITY ACTION PROGRAM. LEADERS FROM THE AREAS IN WHICH THE PROGRAM WILL OPERATE SHOULD BE INCLUDED. ADMINISTRATORS CAN TELL WHAT IS NEEDED IN THEIR COMMUNITY BY CONSIDERING SUCH FACTORS AS--THE NUMBER OF LOW-INCOME FAMILIES, PARTICULARLY THOSE WITH CHILDREN, THE EXTENT OF PERSISTENT UNEMPLOYMENT AND UNDEREMPLOYMENT, THE NUMBER AND PROPORTION OF PEOPLE RECEIVING CASH OR OTHER ASSISTANCE ON A NEEDS BASIS FROM PUBLIC OR PRIVATE AGENCIES, SCHOOL DROPOUT RATES, MILITARY SERVICE REJECTION RATES, AND OTHER EVIDENCES OF LOW EDUCATIONAL ACHIEVEMENT, THE INCIDENCE OF DISEASE, DISABILITY, AND INFANT MORTALITY, HOUSING CONDITIONS, ADEQUACY OF COMMUNITY FACILITIES AND SERVICES, AND THE INCIDENCE OF CRIME AND JUVENILE DELINQUENCY. ADMINISTRATORS CAN EXPECT FINANCING FROM THE FEDERAL GOVERNMENT, WHICH WILL PAY UP TO 90 PERCENT OF THE COST OF COMMUNITY ACTION PROGRAMS IN THE FIRST 2 YEARS. ANSWERS TO QUESTIONS WHICH ADMINISTRATORS ASK CONCERNING THE PROGRAMS FOR 3- AND 4-YEAR-OLD CHILDREN SHOULD INCLUDE EVIDENCE OF HEALTH AND SAFETY PROVISIONS FOR CHILDREN, EVIDENCE OF CAREFULLY SELECTED STAFF MEMBERS TO WORK WITH CHILDREN, SELECTION OF CHILDREN, ORGANIZATION OF GROUPS, THE PROGRAM FOR CHILDREN, THE PROGRAM FOR PARENTS, PROBLEM-ORIENTED PLANS FOR INSERVICE EDUCATION, PLANS FOR EQUIPMENT AND FACILITIES, AND THE BUDGET. RECOMMENDATIONS ARE INCLUDED. ED002359 GUIDES FOR SCHOOL ADMINISTRATORS IN PREPARING APPLICATIONS FOR FUNDS FOR PROGRAMS FOR THREE AND FOUR YEAR OLD CHILDREN UNDER THE ECONOMIC OPPORTUNITY ACT, TITLE II-A ( THE ANTI-POVERTY ACT). 1965-04-00 17 N/A 1965 2016-11-22

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No Academic Achievement Disadvantaged Educationally Disadvantaged Student Teacher Relationship Teacher Effectiveness Teacher Orientation Teacher Qualifications GOLDBERG, MIRIAM L. New York (New York) NEW YORK New York New York (New York) ASSUMPTIONS PRESENTED ARE--THAT A PUPIL'S LEARNING IS MAINLY A FUNCTION OF THE KIND OF TEACHING TO WHICH HE IS EXPOSED, THAT THERE IS NO UNIVERSALLY GOOD TEACHER, BUT RATHER A VARIETY OF GOOD TEACHERS DIFFERENTIALLY SUITED BY TEMPERAMENT AND TRAINING TO TEACHING DIFFERENT GROUPS OF STUDENTS, AND THAT DISADVANTAGED CHILDREN REPRESENT A DESCRIBABLE PUPIL POPULATION IN NEED OF TEACHERS WHO ARE UNIQUELY GOOD FOR THEM. STUDIES ARE CITED WHICH IMPLY THAT VARIATIONS IN PUPIL ACHIEVEMENT ARE RELATED TO VARIATIONS IN TEACHER PERFORMANCE AND THAT THE SAME TEACHER MAY AFFECT DIFFERENT PUPILS DIFFERENTLY. A HYPOTHETICAL SUCCESSFUL TEACHER OF DISADVANTAGED PUPILS WOULD--RESPECT PUPILS AND BE RESPECTED BY THEM, BE FAMILIAR WITH PUPILS' ALIEN CULTURE AND UNDERSTAND RATHER THAN CONDEMN IT, BE AWARE OF PUPILS' FAMILY STRUCTURE, PHYSICAL ENVIRONMENT, ETHNIC GROUP MEMBERSHIP, AND LANGUAGE PROBLEMS, BUT NOT EXPECT A LOW LEVEL OF ACHIEVEMENT, SET HIGH BUT ATTAINABLE GOALS TO INSPIRE THE PUPILS AND TO GIVE THEM A SENSE OF THEIR OWN WORTH, ACCEPT TEST SCORES AS A FAIR AND VALID MEASURE OF THE CHILD'S PRESENT ACADEMIC ABILITY WHILE REJECTING THEM AS A MEASURE OF NATIVE INTELLIGENCE, AND THOROUGHLY KNOW THE SUBJECT MATTER. TO FIND TEACHERS APPROACHING THESE MODEL CHARACTERISTICS, SCHOOL ADMINISTRATION SHOULD--RECOGNIZE THAT DISADVANTAGED CHILDREN NEED UNIQUELY PREPARED TEACHERS, STUDY THE PERSONAL QUALITIES, KNOWLEDGE, AND SKILLS NEEDED FOR SUCCESSFUL TEACHING OF SLUM CHILDREN, DEVELOP AND TEST RECONSTRUCTED TEACHER EDUCATION PROGRAM, SCREEN CANDIDATES TO ELIMINATE THOSE WITHOUT THE DESIRED TRAITS, RAISE THE STANDARD OF THE DISADVANTAGED AREA TEACHER BY INVOKING ALL AVAILABLE REWARD SYSTEM, AND MAKE THE SCHOOLS MORE LIVABLE FOR THE TEACHER, THE TEACHING EXPERIENCE LESS FRUSTRATING, AND SUPERVISION MORE PROFESSIONAL. ED002360 ADAPTING TEACHER STYLE TO PUPIL DIFFERENCES--TEACHERS FOR DISADVANTAGED CHILDREN. 1964-00-00 1 N/A 1965 2016-11-22

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No Budgets Educational Equipment Educationally Disadvantaged Preschool Curriculum Preschool Education Preschool Learning STEWART, LUCILLE M. New York (Spring Valley) New York Ramapo Central School District 2, Spring Valley, NY. THE AIM OF AN EXPERIMENTAL PRESCHOOL PROGRAM FOR EDUCATIONALLY DEPRIVED CHILDREN WAS TO PREPARE THEM FOR REGULAR KINDERGARTEN CLASSES. ACTIVITIES AND EXPERIENCES WERE PROVIDED WHICH HELPED THE CHILDREN EXPRESS THEMSELVES VERBALLY AND BECOME AWARE OF THEIR ENVIRONMENT. THE BUDGET FOR A 6-WEEK PROGRAM, INCLUDING STAFF, PROGRAM SUPPLIES, AND TRANSPORTATION FOR FIELD TRIPS, WAS $4,800. KINDERGARTEN ROOMS IN A REGULAR SCHOOL BUILDING WERE USED. HOUSEWIVES MANNING CAR POOLS PROVIDED TRANSPORTATION TO AND FROM SCHOOL. THE STAFF CONSISTED OF A TEACHER-DIRECTOR, TWO TEACHERS, A SOCIAL WORKER, AND 10 HIGH SCHOOL STUDENTS. THE ORIGINAL POPULATION CONSISTED OF 42 4- AND 5-YEAR-OLDS DIVIDED INTO TWO GROUPS WHICH WERE BALANCED ACCORDING TO RACE AND SEX. ACTVITIES USED IN CARRYING OUT THE PROGRAM INCLUDED SHOW AND TELL, DRAMATICS, PUZZLES, PAPER CRAFT, CUTTING AND PASTING, STORY TELLING, LISTENING TO RECORDS, FINGER PAINTING, AND MUSICAL GAMES. AFTER 3 WEEKS THE PROGRAM WAS EVALUATED AND SEVERAL CHANGES WERE INSTITUTED TO EXTEND OPPORTUNITIES FOR FREE EXPRESSION, TO SET LIMITS IN ALL AREAS OF THE PROGRAM, TO MAKE GREATER USE OF PROJECTS STEMING FROM THE CHILD'S CULTURE, TO MAKE GREATER USE OF VISUAL AIDS, TO ENCOURAGE UNITY AS A CLASS GROUP, AND TO PROFIT BY THE STAFF'S AWARENESS OF SOME OF ITS SHORTCOMINGS, SUCH FIELD TRIPS AS BAKERY AND FIREHOUSE VISITS AND TRAIN RIDES WERE TAKEN. OPPORTUNITIES FOR PARENT CONTACT WERE USED TO ENCOURAGE THEIR UNDERSTANDING OF THE SCHOOL SITUATION. THE PARTICIPANTS DEVELOPED IN LEARNING TO RELATE TO THEIR PEERS, TO FOLLOW DIRECTIONS, TO DEVELOP BASIC SKILLS, TO LISTEN, AND TO CARRY OUT RESPONSIBILITIES. SUGGESTIONS FOR IMPROVEMENT INCLUDED SECURING A STAFF WITH EXTENSIVE KNOWLEDGE OF EARLY CHILDHOOD EDUCATION, HAVING ACCESS TO ADEQUATE INDOOR AND OUTDOOR FACILITIES AND EQUIPMENT, AND PREPARING AND PLANNING THE PROGRAM CAREFULLY. ED002361 EVALUATION OF EXPERIMENTAL PRESCHOOL PROGRAM FOR EDUCATIONALLY DEPRIVED CHILDREN (1964). 1964-00-00 25 N/A 1965 2016-11-22

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No Budgets Educational Equipment Operating Expenses Preschool Education New York (Albany) New York (Albany) New York State Education Dept., Albany. ENOUGH FUNDS SHOULD BE BUDGETED TO INSURE A QUALIFIED STAFF, ADEQUATE EQUIPMENT, AND THE BEST EDUCATIONAL PROGRAM THAT CAN BE PROVIDED FOR YOUNG CHILDREN. IN TERMS OF FACILITIES AND CIRCUMSTANCES, COSTS WILL VARY. THEREFORE, THE SAMPLE BUDGETS APPENDED ARE ONLY APPROXIMATE AND SUGGESTIVE. SAMPLE BUDGETS COVER MINIMUM INITIAL OPERATING EXPENSES FOR A PROGRAM FOR 3-YEAR-OLDS OR FOR A KINDERGARTEN FOR 4-YEAR-OLDS IN A SESSION OF APPROXIMATELY 180 DAYS THAT COINCIDES WITH THE PUBLIC SCHOOL CALENDAR. SUCH ITEMS AS SPACE, RENT, LIGHT, HEAT, TELEPHONE, TRANSPORTATION, INSURANCE, JANITORIAL SERVICE, AND HEALTH SUPERVISION ARE NOT INCLUDED IN THE BUDGETS. A TEACHER AND AN ASSISTANT TEACHER ARE INCLUDED. ITEMIZATION OF ESTIMATED EXPENDITURES FOR INITIAL INDOOR AND OUTDOOR EQUIPMENT, EXPENDABLE EDUCATIONAL SUPPLIES, AND SLEEPING AND FOOD SERVICE EQUIPMENT FOR A PROGRAM FOR 15 3-YEAR-OLDS IS GIVEN. ED002362 THE COST OF EQUIPPING AND OPERATING SCHOOLS FOR VERY YOUNG CHILDREN, THREE YEARS AND FOUR YEARS OF AGE, TENTATIVE SUGGESTIONS. 1965-02-00 14 N/A 1965 2016-11-22

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No Compensatory Education Counseling Services Disadvantaged Discipline Psychological Services School Administration School Community Relationship Social Services Team Teaching STEIN, RUDOLPH MORE EFFECTIVE SCHOOLS PROGRAM New York (New York) NEW YORK New York New York (New York) AN EXPLANATION OF THE MORE EFFECTIVE SCHOOLS PROGRAM OF 1964-1965, THE PERSONNEL AND TECHNIQUES USED, AND THE PROBLEMS ENCOUNTERED IS PRESENTED. THE PROJECT PROVIDES COMPENSATORY EDUCATION FOR DISADVANTAGED CHILDREN BY OFFERING GUIDANCE AND PSYCHOLOGICAL SERVICES, SUBJECT AND READING SPECIALISTS, SMALL CLASSES, EARLY CHILDHOOD EDUCATION, CULTURAL EXPERIENCES, AND ADEQUATE MATERIALS AND EQUIPMENT. CLASSES ARE LIMITED TO 15 CHILDREN IN NURSERY AND KINDERGARTEN GROUPS, AND TO 22 IN HIGHER GRADES. A TEAM OF FOUR TEACHERS IS RESPONSIBLE FOR EVERY THREE CLASSES. SPECIAL TEACHERS OF ART, SCIENCE, SPEECH, CORRECTIVE READING, LIBRARY, ENGLISH LANGUAGE ARTS, MUSIC, AND AUDIOVISUAL AIDS ARE PROVIDED FOR EACH SCHOOL, AS WELL AS THREE GUIDANCE COUNSELORS, ON PSYCHOLOGIST, AND TWO SOCIAL WORKERS. AN ADMINISTRATIVE ASSISTANT AND ASSISTANT PRINCIPALS ARE ASSIGNED TO EACH SCHOOL. A COMMUNITY RELATIONS COORDINATOR AND SOCIAL WORKERS VISIT HOMES AND WORK WITH PARENTS. EFFORTS ARE BEING MADE TO INTEGRATE THE SCHOOLS. ONE PROBLEM ENCOUNTERED INVOLVES DISCIPLINE FACTORS INHERENT IN MOVING GROUPS OF CHILDREN THROUGH THE HALLS. A SOLUTION IS SOUGHT BY MOVING THE CLASSES IN A CLUSTER TO REDUCE HALL TRAFFIC. ANOTHER POTENTIAL PROBLEMS STEMS FROM THE NATURE OF THE CLASS CHANGES, TEACHERS ARE UNFAMILIAR WITH SHARING THE RESPONSIBILITY FOR A CHILD'S EDUCATION. THIS PAPER WAS PRESENTED TO CONFERENCE ON CURRICULUM AND TEACHING IN DEPRESSED URBAN AREAS (4TH, COLUMBIA UNIVERSITY, JUNE 21- JULY 2, 1965). ED002363 P.S. 138K - A MORE EFFECTIVE SCHOOL--REFLECTIONS AND PERSPECTIVES - A HALF YEAR AFTERWARD. 1965-07-00 4 N/A 1965 2016-11-22

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No Elementary Schools Junior High Schools Resource Units Science Education Seminars FRIEDAN, BETTY POULES, LEE COMMUNITY RESOURCES POOL South Orangetown Central School District, Orangeburg, NY. THE SEMINARS PLANNED FOR THE 8-WEEK SPRING SESSION ARE LISTED, USING PROFESSIONAL RESOURCE PERSONS FROM THE COMMUNITY AS TEACHERS. THE ELECTION OF STUDENTS PERMITTED TO PARTICIPATE WAS MADE BY CLASSROOM TEACHERS, GUIDANCE COUNSELORS, AND ADMINISTRATORS. THE CONCERT SERIES CONTINUED WITH TWO CONERTS FOR ALL ELEMENTARY SCHOOLS AND A STRINGED INSTRUMENT CONCERT FOR THE JUNIOR HIGH SCHOOL. THE CONCERT SERIES WAS CLIMAXED BY A SUBURBAN SYMPHONY CONCERT IN THE HIGH SCHOOL. SEMINARS FOR JUNIOR AND SENIOR HIGH STUDENTS INCLUDED SURVEYS IN PHYSICS AND CHEMISTRY, CREATIVE WRITING IN JOURNALISM AND FICTION, A STUDY OF NATIONALISM IN THE CONTEMPORARY WORLD, AND ART WORKSHOPS. AN ADDITION TO THE PROGRAM WAS A TUESDAY AFTERNOON SEMINAR IN MODERN ECONOMICS. OFFERINGS FOR ELEMENTARY SCHOOL CHILDREN INCLUDED EARTH SCIENCE STUDIES, POETRY WRITING, ENRICHED STUDY OF THE RENAISSANCE, PAINTING, AND INSTRUCTION IN PLAYING THE RECORDER. ED002364 THE COMMUNITY RESOURCES POOL, SPRING SEMESTER, 1962. 1962-00-00 11 N/A 1965 2016-11-22

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No Creativity Resource Centers School Community Relationship Seminars MALLERY, DAVID Massachusetts (Boston) MASSACHUSETTS Massachusetts Massachusetts (Boston) National Association of Independent Schools, Boston, MA. OBSERVATIONS ARE PRESENTED ON A COMMUNITY PROJECT, STARTED IN 1958, TO EXPOSE CHILDREN TO CREATIVE WORK AND THUS ASSIST THEM TO DETERMINE CAREERS. YOUNG PEOPLE, AGES 10-18 AND RESPRESENTING 15 PERCENT OF THE SCHOOL POPULATION, WORK SATURDAY MORNINGS WITH PROFESSIONALS (SCIENTISTS, ARTISTS, HISTORIANS) WHO ARE ORGANIZED IN A COMMUNITY RESOURCES POOL. IN 1960, THE SEMINARS BECAME PART OF THE SCHOOL SYSTEM, THEY DEMONSTRATE HOW CAREFUL PLANNING AND COLLABORATION BETWEEN SCHOOL AND COMMUNITY CAN HAVE FRUITFUL RESULTS. SEMINAR SUCCESS DEPENDS UPON SUPERIOR LEADERS WITH ENTHUSIASM, A MORE IMPORTANT FACTOR THAN TEACHING KNOWLEDGE OR PERSONALITY TRAITS. THE PROGRAM'S CENTRAL VALUE IS THAT IT BRINGS THE YOUNG PEOPLE INTO A KIND OF REALITY MISSED IN SCHOOL, PARTICULARLY EFFECTIVE BECAUSE THE STUDENTS FEEL NO PRESSURE TO MAKE SCORES FOR THE RECORD. SPONTANEITY AND INTEREST ARE CONSISTENTLY PRESENT, DUE APPARENTLY, TO AN ATTITUDE OF EXPLORATION AND A SITUATION WHERE LEADER AND CHILDREN WORK TOGETHER. THE KIND OF IDENTIFICATION HAPPENING IN THE SEMINARS IS BEYOND PRICE IN ITS MEANING FOR YOUNG PEOPLE. ED002365 A COMMUNITY SCHOOL VENTURE--TOP PROFESSIONALS WORK WITH SCHOOL STUDENTS. 1963-02-00 58 N/A 1965 2016-11-22

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No Creativity Enrichment Activities Resource Centers School Community Relationship Seminars COMMUNITY RESOURCES POOL South Orangetown Central School District, Orangeburg, NY. A SATURDAY MORNING SEMINAR PROGRAM USED ROCKLAND COUNTY'S COMMUNITY RESOURCES POOL OF PROFESSIONALS TO TEACH SELECTED STUDENTS FROM GRADES 6-12 IN SCIENCE, ART, WRITING, SOCIAL SCIENCE, GOVERNMENT, LAW AND "CRITICAL THINKING" (LOGIC). IN ADDITION, THREE CONCERT-SEMINARS BY PROFESSIONAL MUSICIANS WERE HELD FOR THE ELEMENTARY SCHOOLS AND JUNIOR HIGH SCHOOLS. SELECTED HIGH SCHOOL STUDENTS PARTICIPATED IN A "HORIZONS OF MEDICINE" PROJECT CONDUCTED IN COOPERATION WITH COLUMBIA UNIVERSITY. THE EVALUATION WAS MADE AFTER 1 YEAR OF EXPERIMENTATION. REPORTS ARE INCLUDED FROM THE SCIENTISTS, THE WRITERS, THE SOCIAL SCIENTISTS, THE "CRITICAL THINKING" DISCUSSION LEADERS, THE ARTISTS, AND THE MUSICIANS. COMMENTS OF THE TEACHERS AND SUPERINTENDENT OF SCHOOLS AS WELL AS THOSE OF SELECTED STUDENTS ARE PROVIDED TO GIVE A MORE COMPLETE REACTION. A REPORT ON PARENT AND COMMUNITY REACTION IS RECORDED BY P.T.A. LEADERS. A SPARK OF EDUCATIONAL MOTIVATION WAS KINDLED IN SOME CASES. IN SPITE OF ATTACKS THROUGH UNFOUNDED RUMORS, THE COMMUNITY STOOD FIRM BEHIND THE PROGRAM. THE REPORT ATTEMPTS TO TELL WHAT DID HAPPEN IN THE SEMINARS AND RECORD REACTIONS TO IT RATHER THAT TO MAKE AN EVALUATION. ED002366 THE COMMUNITY RESOURCES POOL--A PILOT PROJECT IN THE ENRICHMENT OF PUPLIC EDUCATION, REPORT 1960-61. 1961-00-00 118 N/A 1965 2016-11-22

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No Community Involvement Community Organizations Curriculum Development Ethnic Groups Work Study Programs SHARP, HELEN F. WASHKOW, HENRY B. Maryland (Baltimore) Maryland (Baltimore) Baltimore City Public Schools, MD. HIGH SCHOOL STUDENTS ARE GIVEN THE OPPORTUNITY TO LEARN FIRST HAND HOW COMMUNITY ORGANIZATIONS OPERATE TO IMPROVE THE COMMUNITY. IN PREFERENCE TO CLASSROOM STUDY OF THE THEORETICAL ASPECTS OF SERVICE ORGANIZATIONS, THE SENIOR "CURRENT PROBLEMS" CLASSES WERE ARRANGED SO THAT STUDENTS HAD ONE AFTERNOON EACH WEEK TO DEVOTE TO WORK IN THE VARIOUS COMMUNITY AGENCIES PARTICIPATING IN THE PROGRAM. PARTICIPATING AGENCIES INCLUDED THE AMERICAN RED CROSS, THE ENOCH PRATT LIBRARY OF BALTIMORE, THE GIRL SCOUTS, THE GOODWILL INDUSTRIES, THE MARYLAND WORKSHOP FOR THE BLIND, THE HEALTH DEPARTMENT OF BALTIMORE, THE EASTERN COMMUNITY COUNCIL, AND THE BALTIMORE SAFETY COUNCIL. ALTHOUGH NO FORMAL EVALUATION STUDIES WERE PERFORMED, IT WAS OBVIOUS FROM THE REPORTS OF THE STUDENTS AND THE PARTICIPATING AGENCIES THAT THE STUDY HAD BEEN SUCCESSFUL. ED002367 CIVIC PARTICIPATION--BALTIMORE PLAN. 1953-01-00 18 N/A 1965 2016-11-22

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No Community Organizations Community Resources Elementary Schools Secondary Schools Seminars NEW YORK New York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No Disadvantaged Family Environment School Libraries LOWRIE, JEAN E. Illinois (Chicago) ILLINOIS Illinois Illinois (Chicago) THE SCHOOL LIBRARIAN SHOULD SERVE AS A CATALYTIC AGENT TO IMPROVE CONDITIONS IN CULTURALLY DISADVANTAGED SETTINGS. THE INDIVIDUAL SCHOOL LIBRARIAN SHOULD DETERMINE THE SPECIFIC NEEDS OF HER CLIENTELE AND PLAN A LIBRARY PROGRAM ACCORDINGLY. CONTAINED IN THE ISSUE ARE SUCH ARTICLES AS--"BROADENING THE EXPERIENCE OF THE CULTURALLY DISADVANTAGED,""FEDERAL LEGISLATION AND PROGRAMS FOR UNDERPRIVILEGED YOUNG PEOPLE,""SOCIOECONOMIC FACTORS IN LIBRARY SERVICE TO STUDENTS," AND "SCENES FROM NEW YORK CITY PUBLIC ELEMENTARY SCHOOL LIBRARIES." SPECIFIC PROGRAMS CURRENTLY UNDERWAY, SUCH AS THE HOUSTON TALENT PRESERVATION PROJECT, THE DETROIT GREAT CITIES SCHOOL IMPROVEMENT PROGRAM, AND THE OAKLAND INTERAGENCY PROJECT, ARE DISCUSSED. AN ANNOTATED BIBLIOGRAPHY IS INCLUDED. ED002369 ALA BULLETIN--PROVIDING SCHOOL LIBRARY SERVICES FOR CULTURALLY DISADVANTAGED. 1965-02-00 6 N/A 1965 2016-11-23

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No Academically Gifted After School Programs Art Activities Community Resources Disadvantaged Youth Music Activities School Community Programs Science Activities Seminars Social Sciences Writing Skills FRIEDAN, BETTY New York (Grandview) COMMUNITY RESOURCES POOL New York South Orangetown Central School District, Orangeburg, NY. IN OCTOBER, 1962, 250 STUDENTS IN 14 SEMINAR GROUPS, FIFTH GRADERS THROUGH HIGH SCHOOL SENIORS, BECAME SATURDAY "APPRENTICES" TO PROFESSIONAL RESOURCE PERSONS FROM THE COMMUNITY. STUDENTS WITH HIGH INTEREST AND POTENTIAL ATTENDED THE SEMINARS FOR 8 WEEKS IN THE FALL SEMESTER. A SECOND 8-WEEK SERIES WAS PRESENTED IN THE SPRING. THE PROGRAM WAS FINANCED THROUGH GRANTS AND LOCAL APPROPRIATIONS AMOUNTING TO $16,000. THE STUDENTS WORKED INTENSIVELY WITH SCIENTISTS, ARTISTS AND OTHER PROFESSIONALS, TACKLING REAL PROBLEMS IN THE FIELD. A DESCRIPTION OF THE SEMINARS OFFERED IS INCLUDED WITH THE BULLETIN. THERE WERE WORKSHOPS AND FIELD STUDY IN URBAN RENEWAL INCLUDED IN THE ART SEMINARS. THE SOCIAL SCIENCE SEMINARS CONSISTED OF THREE PROGRAMS IN LOCAL HISTORY, LOCAL GOVERNMENT, AND EMERGING SOUTHEAST ASIAN AND AFRICAN STUDIES. VARIOUS WRITING EXPERIMENTS IN POETRY, DRAMA, AND COMPOSITION WERE OFFERED. DISCOVERY AND CREATIVITY WERE THE BASES FOR FOUR OFFERINGS IN SCIENCE. THE MUSIC PROGRAM CONSISTED OF TWO SEMINARS IN HARP AND COMPOSITION AND VARIED ASSEMBLY PROGRAMS. ED002370 COMMUNITY RESOURCES POOL, SOUTH ORANGETOWN CENTRAL SCHOOL DISTRICT 1. 1962-00-00 11 N/A 1965 2016-11-22

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No After School Programs Community Resources Concerts Grade 5 Grade 6 School Community Programs Seminars South Orangetown Central School District NY South Orangetown Central School District, Orangeburg, NY. SATURDAY MORNING SEMINARS ARE CONDUCTED BY EXPERTS RANGING FROM A CERAMIST, CARTOONIST, ANTHROPOLOGIST, HISTORIAN, AND JAZZ PIANIST TO A CHEMIST, JOURNALIST, AND CHOREOGRAPHER. IN ADDITION TO THE SEMINARS, A SERIES OF CONCERTS IS AVAILABLE TO ALL SCHOOLS DURING ASSEMBLIES. COMMUNITY RESOURCES POOL MEMBERS ARE AVAILABLE FOR LECTURES IN THE CLASS-ROOM DURING THE SCHOOL DAY ON SUBJECTS INCLUDED IN THE SCHOOL CURRICULUM. ED002371 COMMUNITY RESOURCES POOL--FIFTH AND SIXTH GRADE SEMINARS, SPRING, 1965. 1965-00-00 6 N/A 1965 2016-11-22

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No Academically Gifted Elementary Schools Enrichment Activities Experimental Programs Homogeneous Grouping Measurement Instruments Resource Centers Student Development HOFFMAN, RUTH B. New York (Wantagh) New York Wantagh Public Schools, NY. RESEARCH WAS CONDUCTED TO FIND THE VALUE OF AN ENRICHED ELEMENTARY SCHOOL PROGRAM FOR A HOMOGENEOUS GROUPING OF MENTALLY SUPERIOR STUDENTS. STUDIES WERE CARRIED OUT WITH AN EXPERIMENTAL AND A CONTROL GROUP TO FIND DEVELOPMENT IN LEADERSHIP CAPACITY, INTERESTS, ABILITY TO DRAW CONCLUSIONS, ARTISTIC ABILITY, AND SOCIAL ADJUSTMENT. OBJECTIVE MEASUREMENTS, STATISTICAL ANALYSIS, RANKING PROCEDURE, AND QUALITATIVE OBSERVATIONS WERE USED TO ANALYZE DATA. THE MAJOR CONCLUSION IS THAT THE BENEFICIAL INFLUENCE OF THE PROGRAM IS NOT IDENTICAL FOR EACH CHILD. THE GENERALLY NEGATIVE FINDINGS COULD BE DUE TO THE MEASURING INSTRUMENTS EMPLOYED. SOME BENEFIT FROM THE PROGRAM WAS REVEALED AFTER 1 YEAR. THESE BENEFITS DID NOT SHOW UP, HOWEVER IN THE 2D AND 3D YEAR. THE DIFFERENCE BETWEEN THE EXPERIMENTAL AND CONTROL GROUPS, REVEALED BY THE INSTRUMENTS, APPEARED VERY SLIGHT. THERE IS A NEED FOR BETTER RESEARCH INSTRUMENTS AND SUBGROUPING OF THE MENTALLY SUPERIOR GROUP INTO CREATIVE AND NONCREATIVE, AND SUPERIOR AND BRIGHT. ED002372 EVALUATION OF ELEMENTARY SCHOOL ENRICHMENT CENTER PROGRAM (EXPERIMENTAL PROGRAM 94). 1962-08-01 103 N/A 1965 2016-11-22

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No Adult Education Adult Programs Curriculum Development Females Home Economics Education Home Management Human Relations Improvement Programs Males Migrant Education Units of Study BEAL, CATHERINE AND OTHERS UNITS ON MIGRANT ADULT EDUCATION, AND A UNIT ON ORGANIZING INFORMAL GROUPS OF MIGRANT WOMEN TO DISCUSS MAINTAINING AND IMPROVING THEIR TEMPORARY HOMES, ARE PRESENTED. THE GOALS OF THE UNIT ON EDUCATION FOR MIGRANT MEN ARE ECONOMIC INDEPENDENCE, BETTER HEALTH AND WELL-BEING, AND BETTER HANDLING OF RESPONSIBILITIES. THE MAIN DIVISIONS OF THE CURRICULUM, WHICH ARE OUTLINED IN DETAIL, INCLUDE THE CARE OF CAMPS, CARE OF TOOLS, CARPENTRY, BARBER INSTRUCTION, WISE MONEY USAGE, GOOD HEALTH PRACTICES, INCULCATION OF GOOD MORAL CHARACTER, AND COMMUNITY SERVICES. THE OVERALL OBJECTIVE OF THE UNIT IN HEALTH, NUTRITION, AND CLOTHING FOR MIGRANT FAMILIES IS TO CREATE A DESIRE IN THE ADULT WOMEN TO IMPROVE THEIR LIVING CONDITIONS THROUGH--A KNOWLEDGE OF MEAL PLANNING, PREPARATION, AND SERVING, PROPER SELECTION AND CARE OF CLOTHING, AND AN UNDERSTANDING OF THE BASIC HEALTH NEEDS AND PROBLEMS OF THE MEMBERS OF THE MIGRANT HOUSEHOLD AND INSTRUCTION IN CARING FOR THESE NEEDS. ONE UNIT CONCENTRATES ON THE SELECTION, CARE, AND LAUNDERING OF CLOTHING, ANOTHER UNIT OUTLINES THE BASIC HEALTH, SAFETY NEEDS, AND PROBLEMS OF THE MIGRANT FAMILY. DISCUSSED ARE THE PHYSICAL HEALTH, SAFETY EDUCATION, COMMON COURTESIES, AND THE SPECIFIC NEEDS OF OF DIFFERENT AGE GROUPS IN THE FAMILY WHICH REQUIRE THE MOTHER'S ATTENTION. A LIST OF HEALTH SERVICES, RELIGIOUS ORGANIZATIONS, AND OTHER SERVICES WHICH THE MIGRANT ADULT SHOULD BE AWARE OF ARE LISTED. ED002373 ADULT EDUCATION OF MIGRANT ADULTS. 1961-00-00 53 N/A 1965 8/17/2004 22:38:05 DISA1965

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No Academic Achievement Audiovisual Aids Instructional Materials Language Skills Mandarin Chinese Program Development Programed Instruction CARROLL, JOHN B. AUDIOINSTRUCTIONAL PROGRAMS CAMBRIDGE Language Testing Fund, Wellesley, MA. RESEARCH WAS UNDERTAKEN TO DETERMINE WHETHER SPOKEN AND WRITTEN FOREIGN LANGUAGE SKILLS COULD BE TAUGHT BY PROGRAMED SELF-INSTRUCTION USING THE MOST PRACTICAL AND WELL-DESIGNED AUDIOVISUAL TECHNIQUES AVAILABLE. THE PRESENTATION DEVICE, OR TEACHING MACHINE, WAS DESIGNED AND CONSTRUCTED TO SERVE THE SPECIAL REQUIREMENTS OF PROGRAMED SELF-INSTRUCTION IN SPOKEN AND WRITTEN FOREIGN LANGUAGES. THE MACHINE UTILIZED LOOPS OF 35MM FILMS AND STANDARD MAGNETIC TAPE AS THE INSTRUCTIONAL MEDIA. THE PROGRAM PRESENTED ALL THE PHONEMES OF MANDARIN CHINESE, THE ROMANIZATION TRANSCRIPTIONS FOR THESE PHONEMES, 159 VOCABULARY ITEMS, 35 GRAMMAR POINTS, AND 50 CHINESE CHARACTERS. TWO EXPERIMENTS WERE CONDUCTED WHICH MEASURED LANGUAGE APTITUDE, PROGRAM PERFORMANCE, AND CRITERION PERFORMANCE. THE RESULTS SUGGESTED THAT THE STRUCTURE OF THE PROGRAM ALLOWED FOR EFFICIENT LEARNING FOR HIGH APITUDE STUDENTS, BUT DEMANDED MUCH TIME AND ATTENTION FROM LOW APTITUDE STUDENTS. STUDENTS SEEMED TO PROGRESS TWICE AS FAST AS THEY WOULD UNDER CONVENTIONAL INTENSIVE CLASSROOM INSTRUCTION. THE RATE OF LEARNING WAS HIGHLY CORRELATED WITH APTITUDE FOR LEARNING A FOREIGN LANGUAGE. THE COST OF USING PROGRAMED SELF-INSTRUCTION WAS HIGH. RECOMMENDATIONS INCLUDED REFINEMENT OF PROGRAMING TECHNIQUES, PARTIAL MECHANIZATION OF THE PRODUCTION OF PROGRAMS, AND SIMPLIFICATION AND REFINEMENT OF AUDIOVISUAL TEACHING MACHINES. REFERENCES WERE LISTED, AND TABLES AND FIGURES OF THE EXPERIMENTS WERE GIVEN. ED002374 PROGRAMED SELF-INSTRUCTION IN MANDARIN CHINESE, OBSERVATIONS OF STUDENT PROGRESS WITH AN AUTOMATED AUDIO-VISUAL INSTRUCTIONAL DEVICE. 1963-00-00 102 N/A 1965 2016-11-22

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No Disadvantaged Elementary School Students Middle Class Culture Profiles Reading Programs Rural Areas Special Programs KAPLAN, BERNARD A. NEW YORK New York (New York) PROJECT ABLE New York New York (New York) BRIEF DESCRIPTIONS ARE GIVEN OF PROGRAMS FOR CULTURALLY DEPRIVED IN THE COMMUNITIES OF BEDFORD, GREENBURG, KINGSTON, AND OPPENHEIM-EPHRATAH. IN THE FIRST THREE, SPECIAL PROGRAMS ARE BENEFITING ELEMENTARY GRADE PUPILS IN MIDDLE-CLASS COMMUNITIES. IN THE FOURTH, A RURAL COMMUNITY, ABOVE AVERAGE STUDENTS WITH LOW READING LEVELS ARE SELECTED FOR AN AUGMENTED PROGRAM. GOALS AND PROGRAMS ARE BRIEFLY LISTED. ED002375 NEW YORK STATE PROJECT ABLE--PART II. 1961-11-00 1 N/A 1965 2016-11-22

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No Disadvantaged Youth Educational Objectives Equal Education Financial Services Integration Studies Junior High Schools Scholarship Funds Talent Identification Talent Utilization Workshops PLAUT, RICHARD L. NEW YORK PROJECT ABLE New York (New York) New York New York (New York) A PAPER PRESENTED TO A WORKSHOP FOR PERSONNEL FROM THE 16 PROJECT ABLE CITIES ENLARGES UPON THE THEME THAT TO CREATE GENUINE EQUALITY OF EDUCATIONAL OPPORTUNITY, EDUCATIONAL OFFERINGS HAVE TO BE UNEQUAL. ATTEMPTS TO CARRY OUT EQUAL OPPORTUNITY IN EDUCATION INCLUDE THE EFFORTS OF THE NEW YORK CITY COMMISSION ON INTEGRATION WHOSE SUCCESS AT A CITY JUNIOR HIGH SCHOOL LED TO THE HIGHER HORIZONS PREVENTIVE PROGRAM IN NEW YORK CITY SCHOOLS. CONSULTATION AND TECHNICAL ASSISTANCE ABOUT WHAT IS BEING LEARNED IN NEW YORK CITY IS OFFERED TO OTHER COMMUNITIES THROUGH COMMUNITY TALENT SEARCH (CTS), SPONSORED BY THE NATIONAL SCHOLARSHIP SERVICE AND FUND FOR NEGRO STUDENTS (NSSFNS). RESULTS HAVE BEEN MANY, WITH PROJECTS SPREADING TO OTHER STATES AND COMMUNITIES. PUBLISHED ARTICLES IN POPULAR MAGAZINES HAVE DESCRIBED THE BENEFICIAL PROGRAMS. PERHAPS 250,000 DEPRIVED CHILDREN ARE NOW BENEFITING FROM SPECIAL SERVICES. THERE ARE EIGHT TO TEN MILLION DISADVANTAGED CHILDREN, ILLUSTRATING THE NECESSARY SCOPE OF THE PROGRAMS. A NATIONAL TALENT FOUNDATION, SIMILAR TO THE NATIONAL SCIENCE FOUNDATION, SHOULD BE ESTABLISHED TO ENABLE STUDENTS OF PROMISE TO CONTINUE STUDYING AT THE COLLEGE LEVEL. THESE ARE THE YOUNG PEOPLE WHO ATTAIN ONLY AVERAGE ACHIEVEMENT BECAUSE OF DEFICIENCIES RESULTING FROM CULTURAL AND ECONOMIC HANDICAPS. ED002376 FROM BONFIRE TO PRAIRIE FIRE. 1962-00-00 3 N/A 1965 2016-11-22

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No Academic Achievement Black Students Disadvantaged Youth Human Relations Self Concept Student Motivation Talent Identification Talent Utilization Teacher Attitudes SHEPARD, SAMUEL JR. NEW YORK New York (New York) MISSOURI Missouri (Saint Louis) Missouri Missouri (Saint Louis) New York New York (New York) "OPERATION MOTIVATION" WAS STARTED IN 1957 AND SERVES 23 ELEMENTARY SCHOOLS WITH 16,000 CHILDREN, APPROXIMATELY 95 PERCENT OF WHOM ARE NEGRO. ITS PURPOSE IS TO RAISE ACADEMIC ACHIEVEMENT THROUGH MOTIVATION RATHER THAN ALTERED CURRICULA OR INSTRUCTIONAL TECHNIQUES. APPROACHES UNDERTAKEN BY THE PROGRAM INCLUDE CONVINCING THE TEACHERS THAT HIGHER ACHIEVEMENT IS POSSIBLE, PERSUADING PARENTS TO RISE ABOVE PAST RACIAL DISCRIMINATION, APPEALING TO THE SENSE OF PRIDE OF PUPILS, AND APPEALING TO COMMUNITY AGENCIES TO JOIN IN THE CAMPAIGN. FOR THE FIRST TIME, PUPILS ENTERING HIGH SCHOOL HAVE REACHED OR EXCEEDED NATIONAL NORMS IN READING AND LANGUAGE AND HAVE JUST MISSED THE NATIONAL NORM IN ARITHMETIC BY 1 MONTH. ED002377 THE BANNEKER PROGRAM IN ST. LOUIS. 1962-02-00 1 N/A 1965 2016-11-23

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No Demonstration Programs Education Service Centers Educational Programs Program Development Regional Cooperation Regional Programs Schematic Studies HAVILAND, DAVID S. NEW YORK New York Rensselaer Polytechnic Inst., Troy, NY. AS THE SIZE AND SCOPE OF THE EDUCATION ENDEAVOR CONTINUES TO GROW, THE SINGLE SCHOOL OR DISTRICT IS FINDING IT MORE DIFFICULT TO MAINTAIN AN OUTSTANDING EDUCATIONAL PROGRAM ON ITS OWN. THE COMPLEX NEEDS OF SOCIETY DEMAND COMPLEX PROGRAMS WHICH THE SCHOOL CANNOT AFFORD. FOR THIS REASON, AND AS AN ATTEMPT TO CUT DOWN WASTE AND DUPLICATION OF EFFORT IN THE SCHOOL, COOPERATIVE REGIONAL PROVISION OF PROGRAMS AND SERVICES IS BECOMING NECESSARY. THE POSSIBILITIES FOR REGIONAL PROVISION OF PROGRAMS AND SERVICES ARE EXPLORED. THE REPORT--CONCENTRATES ON REGIONAL PROVISION OF SERVICES, EXPLAINING HOW THE REGIONAL SERVICE CENTER MIGHT BE SET UP, HOW IT OPERATES, THE ROLE IT CAN PLAY, AND THE PROBLEMS FACED IN IMPLEMENTING IT, IDENTIFIES THE VARIOUS SERVICE COMPONENTS THAT MIGHT GO INTO A CENTER, EXPLAINING THEIR OPERATION AND IMPLICATIONS FOR FACILITIES, AND ILLUSTRATES THE REGIONAL APPROACH BY MEANS OF A SCHEMATIC STUDY BASED ON A HYPOTHETICAL REGION AND PRESENTS A BUILDING PROGRAM AND RELATIONSHIP DIAGRAMS. AN APPENDIX, A LIST OF CONSULTANTS AND VISITS, A BIBLIOGRAPHY, AND A COMPONENTS INDEX ARE INCLUDED. ED002378 REGIONAL EDUCATION SERVICE CENTERS. 1965-07-00 242 N/A 1965 2016-11-22

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No Conformity Creative Thinking Creativity Research Grade 5 Group Membership Peer Groups Social Psychology Task Performance YAMAMOTO, KAORU Ohio (Kent) Ohio Kent State Univ., OH. THE PEER-CONFORMING BEHAVIOR OF HIGH CREATIVE FIFTH-GRADE PUPILS GROUPS DEVIATED LEAST WITH NEUTRALS. INFORMATION SCORES SHOWED CONTROLLED, SMALL-GROUP SITUATION, IN RELATIONSHIP TO THE NATURE OF THE TASK PRESENTED, THE SOCIOMETRIC COMPOSITION OF THE GROUP, AND ANY INTERACTION OF THESE VARIABLES. SUBJECTS OF THE STUDY WERE FIFTH-GRADE PUPILS IN A LARGE, SUBURBAN, PUBLIC SCHOOL DISTRICT. THEY WERE GIVEN TESTS OF CREATIVE THINKING AND INTELLIGENCE. THEY WERE ALSO GIVEN A SOCIOMETRIC NOMINATION FORM. ON THE BASIS OF THEIR SCORES ON THE CREATIVITY TESTS, TWO GROUPS OF TARGET SUBJECTS WERE IDENTIFIED. THESE SUBJECTS BELONGED TO THE TOP AND BOTTOM TENTHS ON CREATIVE THINKING. WITHIN EACH LEVEL OF CREATIVE THINKING, EXPERIMENTAL TARGET SUBJECTS WERE RANDOMLY ASSIGNED TO SIX COMBINATIONS OF THE TWO VARIABLES WHICH WERE--VISUAL PERCEPTION AND INFORMATION TASKS, AND FRIEND, NEUTRAL, AND NON-FRIEND GROUP COMPOSITIONS. EXPERIMENTAL SUBJECTS REPONDED UNDER A GROUP PRESSURE SITUATION. CONTROL TARGET SUBJECTS RESPONDED TO THE SAME TASKS WITHOUT GROUP PRESSURE. THE EVIDENCE INDICATED THAT THE CREATIVITY LEVEL OF THE CHILDREN, THE SOCIOMETRIC COMPOSITION OF THE TEST GROUP, AND THE TYPE OF TASKS WERE ASSOCIATED WITH FIFTH-GRADERS' PEER-CONFORMING BEHAVIORS IN A SMALL GROUP SITUATION WHEN THESE VARIABLES WERE LOOKED AT IN THEIR INTERACTION. PUPILS' SCORE ON PERCEPTION TASKS INDICATED THAT THE CREATIVITY BY GROUP COMPOSTION EFFECTS WERE SIGNIFICANT. HIGH CREATIVE SUBJECTS DEVIATED MOST WHEN THEY WERE WITH NON-FRIENDS, LOW CREATIVE SUBJECTS DEVIATED MOST WHEN THEY WERE WITH FRIENDS. BOTH GROUPS DEVEIATED LEAST WITH NEUTRALS. INFORMATION SCORES SHOWED THAT HIGH CREATIVE SUBJECTS DEVIATED MORE THAN LOW CREATIVE SUBJECTS. ED002379 CREATIVE THINKING ABILITIES AND PEER CONFORMITY IN FIFTH-GRADE CHILDREN. 1965-03-00 234 N/A 1965 2016-11-22

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No Guides Instructional Materials Parent Participation Parent School Relationship Speech Habits Speech Improvement Speech Therapy OGG, HELEN LOREE California (San Diego) California (San Diego) San Diego City Schools, CA. A MANUAL, TO PROVIDE PARENTS WITH AN UNDERSTANDING OF THE WORK OF THE SPEECH TEACHER AND WITH METHODS TO CORRECT THE POOR SPEECH HABITS OF THEIR CHILDREN IS PRESENTED. AREAS INCLUDE THE ORGANS OF SPEECH, WHERE THEY SHOULD BE PLACED TO MAKE EACH SOUND, AND HOW THEY SHOULD OR SHOULD NOT MOVE. EASY DIRECTIONS ARE GIVEN FOR PRODUCING THE MOST TROUBLESOME SOUNDS OF SPEECH, SUCH AS S-Z, R-L, T-D, AND TH. SUGGESTIONS ON HOW TO HELP THE CHILD MAKE THE SOUND, TOGETHER WITH PRACTICE MATERIAL AND POEMS FOR EACH TROUBLESOME SOUND ARE INCLUDED. PARENTS AND THE SPEECH TEACHER SHOULD BE AWARE THAT CORRECTION MAY SOMETIMES BECOME A FORM OF HARMFUL "NAGGING." IT IS SUGGESTED THAT THE CHILD AND PARENT HAVE A SHORT PRACTICE PERIOD AFTER SCHOOL OR DURING THE EVENING. THIS REGULAR PRACTICE, TOGETHER WITH OCCASIONAL REMINDERS, HELPS A CHILD WITH MINOR SPEECH PROBLEMS TO SPEAK CLEARLY AND CORRECTLY. A DIAGRAM SHOWING THE ORGANS OF SPEECH IS INCLUDED. ED002380 A MANUAL ON SPEECH THERAPY FOR PARENTS' USE WITH CHILDREN WHO HAVE MINOR SPEECH PROBLEMS. 1963-00-00 24 N/A 1965 2016-11-22

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No Automation Branching Computer Assisted Instruction Data Processing Educational Television Linear Programing Newsletters Programed Instruction TONDOW, MURRAY COLORADO Midwest Program on Airborne Television Instruction Colorado (Denver) Colorado Colorado (Denver) PAPERS ON THE PRESENT AND FUTURE USE OF TECHNOLOGY IN EDUCATION IS PRESENTED. HARRY F. SILBERMAN, IN "EVALUATIVE CRITERIA FOR AUTOMATED TEACHING PROGRAMS," PRESENTS COMMENTS, CRITERIA, AND TABLES ON AUTOMATED TEACHING PROGRAMS. HE DESCRIBES EXPERIMENTS ON THE EFFECTIVENESS OF BRANCHING AND FIXED SEQUENCE PROGRAMS, ON A FOLLOWUP EXPERIMENT USING A DIGITAL COMPUTER AS A CONTROL UNIT TO PERMIT A MORE COMPLEX FORM OF BRANCHING, ON INTERACTIONS BETWEEN MEASUREMENTS OF INDIVIDUAL DIFFERENCES AND METHOD VARIABLES, AND ON DIFFERENT METHODS OF REPEATING ITEMS FOR REVIEW PURPOSES. LEON HIBBS, IN "INSTRUCTIONAL TELEVISION AND MPATI" EXPLAINS THAT MIDWEST PROGRAM AIRBORNE TELEVISION INSTRUCTION (MPATI) IS A REGIONAL EXPERIMENT TO OFFER IMPROVED QUALITY OF INSTRUCTION AT LOW COST TO SCHOOLS WHICH ARE DEFICIENT IN FACILITIES AND INSTRUCTIONAL COMPETENCE. SOME OF THE TECHNICAL AIMS ARE TO TEST THE PRACTICALITY OF TRANSMITTING A TELEVISION SIGNAL FROM A HIGHFLYING AIRCRAFT AND TO DETERMINE IF IT IS POSSIBLE TO DOUBLE THE NUMBER OF TELEVISION CHANNELS. MURRAY TONDOW, IN "EDUCATIONAL DATA PROCESSING," COMMENTS ON ASPECTS OF DATA PROCESSING THAT PRIMARILY RELATE TO THE LEARNING PROCESS AS DIFFERENTIATED FROM THE STRUCTURE AND FORM OF EDUCATION. LAUNOR F. CARTER, IN "AUTOMATION AND EDUCATION," DISCUSSES THE GENERAL ASPECTS OF INTRODUCING AUTOMATION TECHNIQUES INTO THE EDUCATIONAL SYSTEM. THESE PAPERS WERE PRESENTED AT THE AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE, DENVER, DECEMBER, 1961, AND ARE PUBLISHED BY "EDUCATIONAL DATA PROCESSING NEWSLETTER," CHICAGO. ED002381 TECHNOLOGY IN EDUCATION. 1961-12-00 51 N/A 1965 2016-11-22

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No Administrative Problems Programed Instruction Programed Instructional Materials Programing Problems Scheduling Teacher Education Teacher Role Textbooks DISTRICT OF COLUMBIA District of Columbia CONFERENCE GROUPS MET TO CLARIFY POSITIONS AND UNDERSCORE PROBLEMS ON PROGRAMED INSTRUCTION. PROGRAMED INSTRUCTION SHOULD DEVELOP AN IMAGE THAT CONNOTES A PHILOSOPHY OF EDUCATION WITH ATTENTION TO THE SPECIFICS OF CONTENT, SHAPING, AND PROGRAM SELECTION AND USE. THE POPULAR APPEAL OF PROGRAMED INSTRUCTION MAY GO BEYOND PRESENT PRACTICE AND FOCUS ON THE ASSUMPTIONS THAT IT MAKES ABOUT LEARNING AND INSTRUCTION--IF THE STUDENT DOES NOT LEARN, IT IS THE INSTRUCTION THAT IS AT FAULT, THE INDIVIDUAL PERFORMER IS UNIQUE AND SHOULD RECEIVE INSTRUCTION FITTED TO HIM, LEARNING IS FACILITATED BY CONTINUOUS KNOWLEDGE OF PROGRESS, THE STUDENT'S OVERT BEHAVIOR PROVIDES THE BASIS OR FEEDBACK BY WHICH PROGRESS IS ESTIMATED, AND WHATEVER IS LEARNED SHOULD BE ANALYZED FOR SOME BASIC ORDERLINESS. THE CONFERENCE GROUPS PRESENTED THEIR CONCERNS FOR PROGRAMED INSTRUCTION IN QUESTION FORM. QUESTIONS DEALING WITH EVALUATION WERE--WHAT ARE THE OBJECTIVES OF THE PROGRAM FOR STUDENTS IN BEHAVIORAL TERMS AND FOR TEACHERS IN OVERALL INSTRUCTIONAL TERMS, WHAT SHOULD A COMMERCIAL PROGRAM HAVE WHENEVER POSSIBLE, AND FOR WHAT PURPOSES SHOULD THE BODY OF THE PROGRAM BE EXAMINED. QUESTIONS PERTAINING TO ADMINISTRATIVE PROBLEMS CONCERNED SCHEDULING, TRAINING OF TEACHERS, COSTS, ORIENTATION OF STAFF, CHILDREN AND PARENTS, BUILDING SPACE, ADVANTAGES AND DISADVANTAGES OF MACHINE DEVICES, AND REPORTS OF PUPIL ACHIEVEMENT. OTHER QUESTIONS FOCUSED ON TEACHER ROLE AND PUPIL ROLE. SEVERAL GROUPS NOTED THAT PROGRAMING WOULD TAKE DIFFERENT FORMS IN DIFFERENT SUBJECT FIELDS AS WELL AS WITHIN SUBJECTS. A LIST OF 14 QUESTIONS PRESENTED CRITERIA FOR RESEARCH. ED002382 SOME FEEDBACK FROM DISCUSSION GROUPS-NATIONAL CONFERENCE ON THE SELECTION AND USE OF PROGRAMED INSTRUCTION, JUNE 26, 27, 28, 1963. 1963-06-00 4 N/A 1965 2016-11-22

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No Communication Skills Language Arts Listening Listening Skills Speech Communication Speech Skills Tape Recorders Teacher Qualifications Virginia (Arlington) Virginia (Arlington) Arlington County Public Schools, VA. APPROXIMATELY 90 PERCENT OF THE WORLD'S COMMUNICATION IS ORAL. LISTENING AND SPEAKING SKILLS ARE THUS ESSENTIAL FOR THE EFFECTIVENESS OF INTERCHANGE OF IDEAS. THESE SKILLS CAN BE TAUGHT BOTH OVERTLY AND COVERTLY BY THE TEACHER WHO IS FAMILIAR WITH THEM. THESE SKILLS CAN OFTEN BE TAUGHT IN CONJUNCTION WITH OTHER ACTIVITIES AND WITH SUCH DIRECTLY RELATED ACTIVITIES AS SOCIAL COURTESIES, CONVERSATION, TELEPHONING, DISCUSSIONS (INTERVIEWING, ROUND TABLE, PANELS, FORUMS, SYMPOSIA, PARLIAMENTARY PROCEDURES, AND DEBATES), TALKS AND REPORTS, STORYTELLING, ORAL READING, AND CHORAL SPEAKING. ALSO USED PROFITABLY ARE SUCH INTERRELATED ACTIVITIES AS MAKING USE OF THE TAPE RECORDER, OR GROUP BOOK REPORTS. INSTRUCTION IN VOICE AND ARTICULATION REQUIRES THAT THE TEACHER BE ABLE TO PERFORM WELL THE SKILLS WHICH HE IS ENDEAVORING TO IMPART TO HIS STUDENTS. EVALUATION IS THE PROCESS OF ANALYZING WHAT HAS BEEN DONE TO DETERMINE WHETHER THE ACTIVITIES UNDERTAKEN HAVE ACCOMPLISHED WHAT THE STUDENTS AND TEACHER INTENDED. A CATEGORIZED BIBLIOGRAPHY IS INTENDED. ED002383 SECTION ON ORAL COMMUNICATION OF THE TENTATIVE INSTRUCTONAL GUIDE FOR LANGUAGE ARTS, KINDERGARTEN THROUGH GRADE SIX. 1961-08-00 72 N/A 1965 2016-11-22

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No Interest Inventories Measurement Instruments Personality Assessment Student Interests Two Year Colleges Values Vocational Interests RONNING, ROYCE R. AND OTHERS California (Berkeley) California (Berkeley) California Univ., Berkeley. RESEARCH IS DIRECTED TOWARD FINDING A METHOD TO IMPROVE EXISTING INSTRUMENTS FOR MEASUREMENT OF NONCOGNITIVE PROCESSES BY USE OF AN EQUISECTION TECHNIQUE TO DEVELOP SCALES OF CURRENT EDUCATIONAL-VOCATIONAL INTERESTS. FACTOR STRUCTURE DEVELOPED WAS MODIFICATION OF COTTLES' INTEREST ITEMS AND WAS BASED ON EMPIRICALLY OR RATIONALLY DEVELOPED KEYS. INTERVAL SCALING, USING THE TECHNIQUE OF GARDNER AND THOMPSON, WAS ATTEMPTED. TO TEST THE SUCCESS OF THESE APPROACHES, THE FOLLOWING WERE SOUGHT--STABILITY OF THE FACTOR STRUCTURE AND SIMILARITY FOR TWO INDEPENDENT SAMPLES, SIMILARITY OF THE FACTOR STRUCTURE BY AN EQUISECTION TECHNIQUE TO PAIRED COMPARISON TECHNIQUE, DIFFERENCES OF FACTOR STRUCTURE BETWEEN ITEM CATEGORIES, AND WAYS INFORMATION FROM DISPARATE AREAS CAN BE UTILIZED. JUNIOR COLLEGE STUDENTS WERE USED AS SUBJECTS. COMPUTATIONAL FORMULAE DEVELOPED BY BOX WERE USED. WILKS' STATISTIC WAS USED. RESULTS SUBSTANTIATE THE HYPOTHESIS THAT INTERESTS CAN BE MEASURED BY EQUISECTION PROCEDURE WITH RESULTING SCALES HAVING QUITE SATISFACTORY TEST-RETEST RELIABILITY. MEASUREMENT TESTS USING SUCH SCALES WILL BE AMENABLE TO A WIDER VARIETY OF ANALYSIS THAN SCORES FROM OTHER TYPES OF INTEREST SCALES. THE RELIABILITY OF THE SCALES HAS IMPORTANT IMPLICATIONS FOR THE DEVELOPMENT OF SCALES OF NONCOGNITIVE ATTRIBUTES OTHER THAN INTEREST. MANY EXISTING SCALES CAN BE REDUCED IN LENGTH BY USING THIS MEASUREMENT INSTRUMENT. DESPITE THE ENCOURAGING RESULTS FROM THIS INITIAL EFFORT, MUCH REMAINS TO BE DONE BEFORE IT WILL BE AVAILABLE FOR DISTRIBUTION AS A RESEARCH TOOL. REVISIONS MADE FROM THIS STUDY WILL NEED ADDITIONAL SAMPLES IN TERMS OF SEX, AGE, AND EDUCATIONAL AND ABILITY LEVELS. COMPLETE ANALYSIS TABLES AND AN APPENDIX ACCOMPANY THE TEXT. ED002384 APPLICATION OF MULTIDIMENSIONAL AND SCALE ANALYSIS TO INTEREST MEASUREMENT. 1963-00-00 157 N/A 1965 2016-11-22

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No Family Characteristics Family (Sociological Unit) Rural Family Rural Population Rural Youth COPP, JAMES H. DISTRICT OF COLUMBIA District of Columbia National Committee for Children and Youth, Washington, DC. FAMILY BACKGROUNDS OF RURAL YOUTH ARE DISCUSSED. THE BACKGROUND PROVIDED BY THE FAMILY HAS IMPLICATIONS FOR THE ADJUSTMENT OF RURAL YOUTH IN AN URBANIZED, HIGHLY TECHNICAL SOCIETY. THE BASIC ECOLOGICAL CONDITIONS OF RURAL AREAS INFLUENCE THE RATE OF SOCIAL CHANGE, THE IMPORTANCE OF THE FAMILY AS A SOCIAL UNIT, AND THE ORIENTATION TOWARD LEGAL REGULATIONS. RURAL FAMILIES TEND TO BE LOWER IN INCOME AND EDUCATIONAL ACHIEVEMENT THAN URBAN FAMILIES. IT IS NECESSARY TO MAKE DISTINCTIONS AMONG RURAL FAMILIES TO BRING OUT IMPORTANT FAMILY BACKGROUND FACTORS OF RURAL YOUTH. DISTINCTIONS SHOULD BE MADE ON THE BASIS OF RESIDENCE, SOCIAL CLASS, AND RACE. COMMERCIAL FARM FAMILIES ARE SUCCESSFUL IN AGRICULTURE, LEVEL OF ASPIRATION IS HIGH AND EDUCATION IS VALUED. SUBSISTENCE FARM FAMILIES ARE NOT SUCCESSFUL IN AGRICULTURE, FOR THEY HAVE NOT ADOPTED THE BUSINESS ORIENTATION TO FARMING. LEVEL OF ASPIRATION IS LOW, EDUCATION IS NOT VALUED, AND DROPOUTS ARE COMMON. IN THE COMPUTER FAMILY, THE FATHER IS AWAY FROM THE HOME DURING MOST OF THE CHILDREN'S WAKING HOURS, SUCH HOMES TEND TO BE MOTHER-CENTERED AND MAY SOCIALIZE CHILDREN FOR LOWER MIDDLE CLASS POSITIONS. THE NONWHITE FAMILY IS AN OUTCAST FAMILY AMONG A WHITE MAJORITY. THE PRESSURES ON AND THE ISOLATION OF THESE OUTCAST PEOPLE OFTEN LEAD TO UNDERACHIEVEMENT AND FAILURE. ED002385 FAMILY BACKGROUND OF RURAL YOUTH. 1963-09-00 7 N/A 1965 2016-11-22

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No Computers Mathematics Programing Sciences Secondary Education SHANAHAN, R. PENNSYLVANIA Pennsylvania (Altoona) Pennsylvania General Electric Co., Schenectady, NY. News Bureau. A HIGH SCHOOL IN ALTOONA, PENNSYLVANIA, IS USING AN ELECTRONIC COMPUTER TO TEACH COMPUTER PROGRAMING AND OPERATION AS PART OF THE THE REGULAR SCIENCE MATHEMATICS PROGRAM. NO DRASTIC CHANGES HAVE BEEN NECESSARY IN COURSE SCHEDULING OR TEACHING PERSONNEL. THE COMPUTER PERMITS MORE TIME TO BE SPENT ON THEORIES AND PRINCIPLES AND LESS TIME ON CALCULATIONS. STUDENT AND TEACHER ACCEPTANCE OF THE COMPUTER AND COMPUTER-ORIENTED SUBJECTS HAVE BEEN ENTHUSIASTIC. IF COMPUTER STUDIES ARE INTRODUCED EARLY IN HIGH SCHOOL, THE PROGRAMING COURSES CAN BE INCORPORATED DIRECTLY INTO TEXT MATERIAL. A MINIMUM OF 3 YEARS OF INSTRUCTION IS NECESSARY FOR A STUDENT TO GAIN A WORKING KNOWLEDGE OF THE COMPUTER. AS A RESULT OF COMPUTER INSTRUCTIONS, STUDENTS SHOULD DO BETTER ON COLLEGE BOARD MATH AND SCIENCE EXAMS, THERE SHOULD BE A REDUCTION OF THE NUMBER OF SCHOOL DROPOUTS, AND MORE STUDENTS SHOULD BE MOTIVATED TO GO TO COLLEGE. A FACT SHEET OF ADDITIONAL INFORMATION IS INCLUDED. ED002386 COMPUTER PROGRAMING - SECONDARY SCHOOL, ALTOONA, PENNSYLVANIA. 1965-07-00 14 N/A 1965 2016-11-22

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No Agricultural Laborers Employment Practices Farm Labor Housing Labor Problems LENHART, MARGOT WAKEMAN California (Fresno) California (Sacramento) CALIFORNIA California California (Fresno) California (Sacramento) California State Dept. of Employment, Sacramento. THE ADMINISTRATION OF THE FARM PLACEMENT SERVICE WHICH INCLUDED ORGANIZATION, STAFF, OFFICES, ASSOCIATES AND ADVISORS, AND MEETINGS WAS PRESENTED. AT THE STATE LEVEL, THERE WAS A RISE IN OVERALL CROP PRODUCTION AND A DECREASE IN TOTAL CROPLAND HARVEST. AT THE LOCAL LEVEL, URBAN ENCROACHMENT CHANGED THE NATURE OF PRODUCTION IN SOME AREAS AND INITIATED THE DEVELOPMENT OF NEW CROPLANDS IN SOME PREVIOUSLY UNUSED AREAS. TABLES SHOWED COMPARISONS FOR SPECIFIC CROPS AND RECENT TRENDS FOR MAJOR CROP GROUPS. LABOR SAVING THROUGH MACHINES, DEVICES, AND METHODS FACILITATED THE PERFORMANCE OF FARM TASKS. EMPLOYMENT TRENDS OF WORKERS WERE TABULATED. THERE WAS DECLINE OF ONE PERCENT IN AVERAGE EMPLOYMENT IN CALIFORNIA AGRICULTURE BETWEEN 1961 AND 1962. TABLES ILLUSTRATED THE AVERAGE NUMBER AND TYPES OF WORKERS ON FARMS BY MONTHS, THE PEAK EMPLOYMENT AND SEASON IN WHICH IT OCCURRED FOR SELECTED CROPS, AND THE PEAK EMPLOYMENT OF MEN, WOMEN, AND YOUTHS ON FARMS. THE APPLICANT FILE SERVED AS A RECRUITMENT SOURCE FOR FARM WORKERS. BLACKBOARDS, WINDOW CARDS, GATE POSTERS, NEWSPAPERS, RADIO, AND TELEVISION WERE USED AS THE RECRUITMENT MEDIA. THE NUMBER OF MIGRANTS DECLINED FROM THE PREVIOUS YEAR. ON THE INTRASTATE LEVEL, AGRICULTURAL CLEARANCE PLACEMENTS WERE 10 PERCENT LESS THAN IN 1961. ON THE INTERSTATE LEVEL, CALIFORNIA EXTENDED 124 ORDERS TO 11 STATES FOR WORKERS. CALIFORNIA CONTINUED TO PROMOTE PREPLANNED MIGRATION FOR BOTH INTERSTATE AND INTRASTATE MIGRANT GROUPS UNDER THE ANNUAL WORKER PLAN. LACK OF ADEQUATE HOUSING FOR FARM FAMILIES PREVENTED USE OF MANY AVAILABLE MIGRANT WORKERS. CALIFORNIA WAGES FOLLOWED THE LONGTERM UPWARD TREND. ON MAY 1, 1962 THE AGRICULTURAL WORKER BECAME ELIGIBLE TO FILE A DISABILITY INSURANCE CLAIM WHEN HE BECAME ILL, INJURED, OR HOSPITALIZED FROM CAUSES NOT RELATED TO HIS WORK. THE FARM PLACEMENT SERVICE CONTINUED TO ACT AS AGENT FOR THE U.S. SECRETARY OF LABOR IN CARRYING OUT CERTAIN PROVISIONS OF LAWS WHICH GOVERNED THE USE OF FOREIGN WORKERS IN CALIFORNIA AGRICULTURE. ED002387 ANNUAL FARM LABOR REPORT - 1962. 1963-05-00 44 N/A 1965 2016-11-22

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No Curriculum Development Educational Experiments Educational Facilities Secondary Education Team Teaching HIERS, NAN FLORIDA Florida (Fort Lauderdale) Florida Broward County Schools, Fort Lauderdale, FL. THE NOVA HIGH SCHOOL IS AN EDUCATIONAL EXPERIMENT TO MAKE LEARNING AND ACHIEVEMENT INTERESTING, CHALLENGING, AND EXCITING TO THE STUDENT. THE PROGRAM IS BASED ON THE CONCEPT OF INDIVIDUAL PROGRESS WITH EMPHASIS ON QUALITY EDUCATION. FEATURES OF THE SCHOOL ENVIRONMENT INCLUDE AIR-CONDITIONING, CARPETING, MULTIPURPOSE CLASSROOMS, INDIVIDUAL STUDY CARRELS, A COMPLETE WEATHER STATION, AND LABORATORIES FOR ADVANCED SCIENCES. STUDENTS ARE MADE AWARE THAT RESPONSIBILITY FOR LEARNING IS THEIR OWN AND THAT THE DISCOVERY OF KNOWLEDGE COMES THROUGH THE PROCESS OF INQUIRY. CURRICULUMS, LECTURES, LESSONS, AND ACTIVITIES ARE PLANNED TO ENCOURAGE EACH STUDENT TO ASSUME MAJOR RESPONSIBILITY FOR HIS OWN LEARNING AND PROGRESS. INSTRUCTORS ARE HIGHLY TRAINED AND IMAGINATIVE, THEY ARE PROVIDED WITH TEACHER AIDS AND CLERICAL HELP. TEAM TEACHING IS DONE IN SELECTED AREAS. EACH INSTRUCTOR JOINS THE STUDENT AS AN INTELLECTUAL PEER, AND BECOMES A SEEKER IN THE ADVENTURE OF LEARNING. THE CURRICULUM EMPHASIZES MASTERY OF TOOL SKILLS. MATERIALS AND ACTIVITIES ALLOW FOR A WIDE RANGE OF LEARNING LEVELS. IN ADDITION TO REQUIRED COURSES, A WIDE RANGE OF ELECTIVES IS OFFERED INCLUDING ARCHITECTURAL DRAWING AND BIOCHEMISTRY. A TRIMESTER SCHEDULE OF 11 MONTHS IS IN OPERATION. FEATURES OF THIS ORGANIZATION INCLUDE UNGRADED CLASSES, FLEXIBLE GROUPING, INDEPENDENT STUDY TIME, AND 70-MINUTE PERIODS. AUTOMATION FEATURES INCLUDE CLOSED-CIRCUIT TELEVISION, A FOREIGN LANGUAGE LABORATORY, A READING LABORATORY WITH READING MACHINES, AN OVERHEAD PROJECTOR AND SCREEN AT EACH TEACHING STATION, A DATA PROCESSING CENTER, AND TWO SOUND-EQUIPPED LECTURE HALLS. ED002388 A SHORT DESCRIPTION OF THE PLAN OF NOVA HIGH SCHOOL. 1963-00-00 17 N/A 1965 2016-11-22

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No Eye Movements Photography Reading Reading Comprehension Reading Skills New York (Huntington) New York Educational Developmental Labs., Inc., Huntington, NY. EYE-MOVEMENT PHOTOGRAPHY PROVIDES THE TEACHER OF READING, THE READING DIAGNOSTICIAN, AND THE VISION SPECIALIST WITH AN OBJECTIVE AND PRACTICAL MEANS FOR MEASURING THE WAY A PERSON HAS LEARNED TO USE HIS EYES IN READING WITH ANY FUNCTIONAL OR INTERPRETIVE DIFFICULTIES IN EFFECT. EYE MOVEMENTS ARE NEITHER THE CAUSE NOR THE EFFECT OF POOR READING, HOWEVER, SINCE THEY ARE INVOLUNTARY IN NATURE, THEY REVEAL MUCH VALUABLE INFORMATION ABOUT THE OVERALL EFFICIENCY AND ORGANIZATION OF THE READER, REFLECTING THE SKILLS, ABILITIES, AND HABITS HE HAS FORMED OVER THE YEARS. EYE MOVEMENTS ARE THE END PRODUCTS OF THE READER'S FUNCTIONAL, PERCEPTUAL, AND ORGANIZATIONAL DEVELOPMENT. INFORMATION FROM READING GRAPHS, COMBINED WITH STANDARDIZED TEST SCORES, PROVIDES MORE COMPLETE INSIGHT INTO THE READER'S DEVELOPMENT. THE TEACHER OF READING USES A READING GRAPH AS A DIRECT MEASURE OF THE DEVELOPMENT OF SUCH FUNCTIONAL SKILLS AS COORDINATION, MOBILITY, AND DIRECTIONAL ATTACK, AND AS A MEASURE OF OVERALL EFFICIENCY IN READING. THE GRAPH ALSO PROVIDES A RELIABLE MEASUREMENT OF THE IMPROVEMENT AND GROWTH IN READING AS THE STUDENT IMPROVES FUNCTIONALLY, ACQUIRES MORE EFFICIENT READING ATTACK SKILLS, GROWS IN HIS ABILITY TO PAY ATTENTION, PERCEIVES MORE ACCURATELY, ORGANIZES HIS IDEAS IN A MORE SEQUENTIAL MANNER, IMPROVES IN HIS VOCABULARY, AND ENLARGES THE FUND OF INFORMATION THROUGH WHICH HE INTERPRETS. GRAPHS ARE EMPLOYED TO MEASURE--FIXATIONS, THE NUMBER OF STOPS THE EYE MAKES IN READING A LINE OF PRINT, REGRESSIONS, ANY REVERSE EYE MOVEMENTS, SPANS OF RECOGNITION, THE WORDS OR PARTS OF WORDS PERCEIVED AT EACH EYE STOP, RE-READINGS, RETURNING TO A PREVIOUSLY READ SENTENCE, PARAGRAPH, OR PAGE, DURATIONS OF FIXATIONS, AVERAGE LENGTH OF TIME THE READER STOPS HIS EYES WHILE PERCEIVING AND ASSIMILATING THE MATERIAL, AND COMPREHENSION OF WHAT WAS READ. ED002389 THE READING EYE AND EYE MOVEMENT PHOTOGRAPHY. 1962-12-00 4 N/A 1965 2016-11-22

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No Catholics Disadvantaged Mexican Americans Occupations Puerto Ricans Spanish WISCONSIN Wisconsin (Milwaukee) Wisconsin Wisconsin (Milwaukee) Bishops Committee for the Spanish Speaking, San Antonio, TX. A REPORT OF A CONFERENCE ON THE ASPECTS OF THE PROBLEMS OF SPANISH SPEAKING MIGRANTS AND RESIDENTS OF MEXICAN, PUERTO RICAN, AND CUBAN ORIGIN ARE PRESENTED. AMONG THE LIST OF THE CHAPTER TITLES AND THE ADDRESSES PRESENTED UNDER EACH HEADING ARE--(1) LATIN AMERICAN IDEOLOGY--"CULTURAL DIFFERENCES OF THE SPANISH SPEAKING AND ANGLO COMMUNITIES,""THE SPANISH SPEAKING IN THE US.S. TODAY,""THE SPIRITUAL PROBLEMS OF THE SPANISH SPEAKING,""THE SPANISH-SPEAKING PERSON AND THE CHRISTIAN COMMUNITY,""COLORADO FEDERATION OF LATIN AMERICAN ORGANIZATIONS,""EDUCATIONAL OPPORTUNITIES FOR THE LATIN AMERICANS,""THE LATIN AMERICAN UNIVERSITY STUDENTS IN THE UNITED STATES," (2) U.S. CITIZENS OF MEXICAN ORIGIN--"THE PERSON OF MEXICAN ORIGIN IN THE SOUTH,""THE PERSON OF MEXICAN ORIGIN IN THE MIDWEST,""THE PERSON OF MEXICAN ORIGIN IN THE WEST," (3) PUERTO RICANS--"CONDITIONS AFFECTING MIGRATION FROM PUERTO RICO,""THE PUERTO RICANS IN URBAN INDUSTRIALIZED AREAS,""THE PUERTO RICANS IN SEASONAL ARGRICULTURAL WORK," (4) CUBANS--"THE CUBAN REFUGEES IN MIAMI,""RECEPTION AND ASSIMILATION INTO THE AMERICAN COMMUNITY," (5)VISEROS AND COMMUTERS--"VISEROS OR THE PASSPORT MEXICAN PROGRAM,""COMMUTERS OR THE BORDER CROSSER," (6) CURSILLO MOVEMENT (A DIOCESAN MOVEMENT TO PROMOTE CHRISTIANITY BY MEANS OF CONFERENCES, PRAYERS, AND SACRIFICES)--"BRIEF HISTORY OF THE CURSILLO MOVEMENT,""CURSILLO MOVEMENT IN THE EAST,""CURSILLO MOVEMENT IN THE MIDWEST,""CURSILLO MOVEMENT IN THE WEST," (7) CREDIT UNIONS--"NEW HORIZONS FOR LOW INCOME GROUPS,""SPANISH-SPEAKING CREDIT UNION PROJECTS," (8) HUMAN RELATIONS--"GIVING A SENSE OF BELONGING TO THE NEWCOMER," (9) ACTION PROGRAMS--"RURAL DEVELOPMENT PROGRAM,""PLANNED NATIONAL SURVEY ON DEPRIVATION OF CIVIL RIGHTS,""ACTION ON THE PARISH LEVEL FOR THE LAY APOSTOLATE." ED002390 PROCEEDINGS OF THE ELEVENTH CONFERENCE OF THE NCCSS. 1962-05-00 104 N/A 1965 2016-11-22

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No Educational Media Films Learning Projection Equipment Vision ASH, PHILIP JASPEN, NATHAN Pennsylvania (Philadelphia) Pennsylvania (Philadelphia) Pennsylvania State Univ., University Park. AN EXPERIMENT DESIGNED TO DISCOVER WHETHER THERE WERE DIFFERENCES IN LEARNING WHICH COULD BE ATTRIBUTED TO DIFFERENCES IN ROOM ILLUMINATION, VIEWING ANGLE, AND DISTANCE FROM THE SCREEN AS THEY RELATED TO THE CABINET-TYPE PROJECTOR WAS PRESENTED. PARTICIPANTS WERE 721 TRAINEES AT THE GREAT LAKES NAVAL TRAINING STATION. THE TASK CHOSEN WAS THE ASSEMBLY OF THE BREECH BLOCK OF AN ANTIAIRCRAFT GUN. ALTHOUGH MOST NAVY TRAINEES COULD NOT PERFORM THE TASK WITHOUT INSTRUCTION, THEY LEARNED THE ASSEMBLY IN A FEW MINUTES WITH AN APPROPRIATE FILM. HALF OF THE TRAINEES SAW THE SAME FILM UNDER DARKENED ROOM CONDITIONS. A TEST ROOM WAS SET UP WITH 50 SEATING POSITIONS AT VARYING ANGLES OF VIEW AND AT VARYING DISTANCES FROM THE SCREEN. FOLLOWING A FILM SHOWING, THE TRAINEES WERE TESTED ON THEIR ABILITY TO ASSEMBLE BREECH BLOCKS. THE EVIDENCE INDICATED THAT PERFORMANCE WAS BETTER UNDER CONDITIONS OF DAYLIGHT IN THE OPTIMUM VIEWING AREA. OPTIMUM VIEWING CONDITIONS WERE WITHIN 30 DEGREES OF THE CENTER LINE. OPTIMUM VIEWING POSITIONS WERE WITHIN 12 SCREEN WIDTHS OF THE SCREEN. THE FOREGOING FACTORS SHOULD BE TAKEN INTO CONSIDERATION IN TRAINING SITUATIONS WHEN TRAINEES PRACTICE A SKILL DURING A A FILM SHOWING. ED002391 OPTIMUM PHYSICAL VIEWING CONDITIONS FOR A REAR PROJECTION DAYLIGHT SCREEN. 1953-10-12 19 N/A 1965 2016-11-22

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No Audiovisual Aids Curriculum Evaluation Elementary Schools Science Curriculum Science Programs Teaching Guides Units of Study Pennsylvania (Ardmore) Pennsylvania Lower Merion Township School District, Ardmore, PA. AFTER AN EVALUATION MADE BY THE TEACHERS OF KINDERGARTEN THROUGH GRADE 6, THE FOLLOWING AREAS OF CLARIFICATION, REWRITING, OR ADDITIONS WERE INDICATED--THE PURPOSE AND USE OF THE SCIENCE GUIDE, EVALUATION OF THE UNITS BY GRADES, ADDITIONAL MATERIALS FOR THE UNITS, A REWRITING OF PARTICULAR UNITS, HEALTH UNITS FOR GRADES 1 THROUGH 5, THE USE OF TEXTBOOKS, AND THE CENTRAL ROLE OF THE TEACHER. THE REMAINDER OF THE DOCUMENT CONSISTS OF UNITS OF STUDY. KINDERGARTEN UNITS INCLUDE--HEALTH, SCIENCE, AND SAFETY THROUGH A KINDERGARTEN CHILD'S DAY. RESOURCES, FILMS, FILMSTRIPS, AND A BIBLIOGRAPHY ARE GIVEN FOR THE TEACHER'S USE. FIRST GRADE UNITS INCLUDE--SEASONS, PLANTS AND ANIMALS, SOUND, WEATHER, THE SOLAR SYSTEM, AND FOOD AND NUTRITION. THIRD-GRADE UNITS LISTED ARE--SEEDS, ANIMAL WAYS, AIR MAGNETS, ELECTRICITY, AND HEALTH. THE UNITS FOR FOURTH GRADE ARE--EARTH'S ROCKY CRUST, PLANTS, WATER, MACHINES, OUR SOLAR SYSTEM, AND FIRST AID AND SAFETY. FIFTH-GRADE UNITS INCLUDE--WEATHER, ANCIENT PLANTS AND ANIMALS, MATTER, HEAT, ANIMALS, AND DISEASE CONTROL AND PREVENTION. THE SIXTH-GRADE UNITS INCLUDED ARE--ATOMIC ENERGY, ELECTRICITY, THE UNIVERSE, AVIATION, AND THE HUMAN BODY. NO ADDITIONS WERE MADE TO THE KINDERGARTEN UNIT. IN THE FIRST, SECOND, AND THIRD GRADES NO UNITS WERE CHANGED, BUT A HEALTH UNIT WAS ADDED. ALL FOURTH-GRADE UNITS WERE BROADENED AND A NEW HEALTH UNIT ON FIRST AID WAS INCLUDED. FIFTH-GRADE UNITS WERE ENLARGED WITH A NEW UNIT WRITTEN FOR MATTER AND ENERGY AND A NEW HEALTH UNIT. SIXTH-GRADE UNITS WERE REVISED AND BROADENED, A NEW UNIT ON THE UNIVERSE WAS WRITTEN, AND A HEALTH UNIT WAS REVISED TO INCLUDE ALL THE MAJOR SYSTEMS OF THE BODY. ED002392 A SCIENCE PROGRAM FOR THE ELEMENTARY SCHOOLS OF LOWER MERION SCHOOL DISTRICT. 1962-09-00 256 N/A 1965 2016-11-22

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No Adult Education Dropout Characteristics Individualized Instruction On the Job Training Parent Child Relationship Reading Readiness Urban Education Michigan (Flint) Michigan Flint Board of Education, MI. THE POTENTIAL DROPOUT CAN BE IDENTIFIED IN KINDERGARTEN. HIS BACKGROUND, ENVIRONMENT, AND ATTITUDE PROPHESY HIS FAILURE. CHARACTERISTICS OF POTENTIAL DROPOUTS INCLUDE LACK OF INTEREST, SEVERE RETARDATION IN READING, AND WITHDRAWAL TENDENCIES. MORE THAN 600 HOMES WERE VISITED BY FOUR TRAINED SOCIAL WORKERS. OBJECTIVES WERE TO OBTAIN PERMISSION TO PLACE EACH PUPIL IN THE PROGRAM AND TO GAIN INSIGHT INTO THE FAMILIES, THEIR GOALS FOR THEIR CHILDREN, THE VALUES THEY PLACE ON EDUCATION, AND POSSIBLE WAYS OF UPGRADING THE FAMILY THROUGH EFFORTS IN ADULT EDUCATION. A SKELETON OF THE PROGRAM INCLUDED HIGHLY INDIVIDUALIZED, FLEXIBLE INSTRUCTION, INDIVIDUAL PROGRAMS, A DAY-BY-DAY MEANINGFUL INTEGRATION OF SUBJECTS AND TRANSFER-TO-LIFE SITUATIONS, AND THE USE OF A VISUAL, CONCRETE, DIRECT APPROACH. ANOTHER FACET WAS THE SUBSIDIZED JOB EXPERIENCE. ITS MAJOR OBJECTIVE WAS A SUCCESSFUL, ORGANIZED, AND SUPERVISED WORK EXPERIENCE FOR EACH STUDENT, DESIGNED TO ACCOMPLISH THE OBJECTIVES OF ON-THE-JOB SKILL DEVELOPMENT. ED002393 THE PERSONALIZED CURRICULUM PROGRAM. 1964-01-00 17 N/A 1965 2016-11-22

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No Curriculum Development Health Programs Inservice Teacher Education Instructional Materials Preschool Education School Community Programs Urban Education Workshops Michigan (Flint) Michigan Flint Board of Education, MI. DESIGNED TO HELP THE INNER-CITY CHILD BECOME A MORE EFFECTIVE CITIZEN, BOTH EDUCATIONALLY AND SOCIALLY, THROUGH THE USE OF ADDITIONAL HUMAN AND MATERIAL RESOURCES AND A REALISTIC CURRICULUM, THE PROGRAM INVOLVED RAISING AND IMPROVING STUDENT SELF-IMAGE AND PERFORMANCE. THE PROGRAM CONCENTRATED IN SIX MAJOR AREAS--A PREKINDERGARTEN PROGRAM, INSERVICE TEACHER TRAINING, A HEALTH PROGRAM, CURRICULUM DEVELOPMENT, ENRICHMENT THROUGH THE COMMUNITY-SCHOOL PROGRAM, AND THE DEVELOPMENT OF INSTRUCTIONAL MATERIALS. TEACHERS WERE PAID PARTIAL TUITION FEES TO TAKE SPECIFIC COURSES DESIGNED TO UPGRADE INSTRUCTION AND DEVELOP AN UNDERSTANDING OF THE NEEDS OF THE URBAN CHILD. WORKSHOPS WERE SCHEDULED AND FUNDS PROVIDED FOR CONSULTANTS, SPECIAL CONFERENCES AND VISITATIONS WERE ARRANGED FOR STAFF ATTENDANCE. ED002394 BETTER TOMORROW FOR THE URBAN CHILD. 1964-09-00 7 N/A 1965 2016-11-22

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No Achievement Home Study Instructional Materials Parent Child Relationship Parent Participation Parent School Relationship Parent Teacher Cooperation Student Attitudes Underachievement Michigan (Flint) Michigan Flint Public Schools, MI. THE PURPOSE WAS TO RAISE THE ACHIEVEMENT LEVEL OF UNDERACHIEVING STUDENTS. PARENTS AND TEACHERS WORKED TOGETHER TO IMPROVE CHILDREN'S ATTITUDES TOWARDS SCHOOL. OBJECTIVES WERE TO AWAKEN INTEREST IN PARENTS, HELP TEACHERS DISCOVER UNDERLYING CAUSES OF UNDERACHIEVEMENT AND UPDATE MATERIALS. A DESCRIPTION INCLUDED TEACHERS' AND PARENTS' DEVELOPING PLANS, HOME STUDY ASSIGNMENTS, A READING INCENTIVES PROGRAM, DICTIONARIES FOR HOME STUDY, A READ-ALOUD PROGRAM, NEW MATERIALS FOR TEACHERS AND PUPILS, AND PROVISION OF CLERICAL HELP FOR TEACHERS. RESULTS SHOWED INCREASED INTEREST OF TEACHERS AND PARENTS, AND HIGHER ACHIEVEMENT OF PUPILS. ED002395 SCHOOL AND HOME--FOCUS ON ACHIEVEMENT--A PLAN TO RAISE THE ACHIEVEMENT LEVEL OF UNDERACHIEVING ELEMENTARY CHILDREN. 1963-04-00 11 N/A 1965 2016-11-22

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No Adult Education Curriculum Development Graduate Study Health Services Playground Activities Recreational Activities Social Services Urban Education Workshops BRIGGS, LARRY AND OTHERS Michigan (Flint) Mott Camp MI Mott Foundation Michigan Flint Public Schools, MI. ONE-PAGE REPORTS ARE PRESENTED, SUMMARIZING EACH OF THE PROJECTS IN THE MOTT PROGRAM FOR THE FLINT PUBLIC SCHOOLS--WORKSHOPS AND VISITATIONS, ADULT EDUCATION, GRADUATE TRAINING, YOUTH PROGRAMS, THE MOTT CAMP, RECREATION, A BETTER TOMORROW FOR THE URBAN CHILD, THE PERSONALIZED CURRICULUM PROGRAM, MEDICAL-DENTAL HEALTH, INTERUNIVERSITY CLINICAL PREPARATION, ECONOMICS, AND LEADERSHIP. A STATEMENT OF PHILOSOPHY, STAFFING AND FACILITIES, STATISTICS, AND PROJECTIONS FOR THE FUTURE ACCOMPANY EACH REPORT. ONE PROGRAM REVIEWED IS THE TOT LOTS. A VARIETY OF EXPERIENCES IN VARIOUS AREAS ARE OFFERED 4- TO 8-YEAR-OLDS THROUGH SUPERVISED PLAY. THE ATTEMPT IS MADE TO RELATE PLAY ACTIVITIES TO PLANNED LEARNING EXPERIENCES--SELF-EXPRESSION, COOPERATION, SHARING, SELF-CONFIDENCE, AND SKILLS IN MANY AREAS. THE TOT LOTS ARE STAFFED BY A FULL-TIME DIRECTOR DURING THE SUMMER, 4 ASSISTANTS, AND 122 LEADERS. FIFTY-FOUR CHILDREN MEET IN EACH OF 52 ELEMENTARY SCHOOLS AND PRIMARY UNITS. THE PHILOSPHICAL PURPOSE OF THE MOTT FOUNDATION IS TO INCREASE THE STRENGTH AND CHARACTER OF ALL MEMBERS OF THE FLINT COMMUNITY. THE EFFORT IS BEING MADE TO IMPROVE THE EDUCATION, RECREATION, PHYSICAL FITNESS, CHILDREN'S HEALTH, THE UNDERSTANDING OF BASIC ECONOMICS, SOCIAL SERVICES, SPIRITUAL VALUES, SELF-RELIANCE AND USEFUL LIVING. ED002396 MOTT FOUNDATION PROJECTS MOTT PROGRAM--FLINT PUBLIC SCHOOLS, SUMMARY REPORTS JULY 1, 1964 TO JUNE 30, 1965. 1965-07-00 55 N/A 1965 2016-11-22

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No Administration Administrators Adult Education Community Schools Curriculum Evaluation Educational Facilities Parent School Relationship Michigan (Flint) Mott Foundation Michigan Flint Board of Education, MI. QUESTIONS ARE RAISED CONCERNING THE RELATIONSHIP BETWEEN THE MOTT FOUNDATION PROGRAM, THE FLINT BOARD OF EDUCATION, THE COST OF THE PROGRAM, AND THE ADMINISTRATION OF THE COMMUNITY SCHOOL PROGRAM. QUESTIONS PERTAINING TO THE COMMUNITY SCHOOL DIRECTOR RANGE FROM HIS ROLE TO HIS ON-THE-JOB TRAINING. QUESTIONS PERTAINING TO ADULT EDUCATION AND THE YOUTH ENRICHMENT PROGRAM FOCUS ON THE NUMBER OF COURSES OFFERED, COURSE ACCREDITATION, RECRUITMENT OF ADULT EDUCATION TEACHERS, AND THE NUMBER OF STUDENTS NEEDED BEFORE A COURSE MAY BE OFFERED. IN THE AREA OF ARCHITECTURE, QUESTIONS WERE ASKED ABOUT THE COSTS OF SCHOOL CONSTRUCTION PER-SQUARE-FOOT, THE SIZE OF THE GYMNASIUM, AND HOW MANY SCHOOLS HAD BEEN DESIGNED AND BUILT AS COMMUNITY SCHOOLS. QUESTIONS PERTAINING TO EFFECTS OF THE PROGRAM WERE CONCERNED WITH THE CURRICULUM, THE ACTIVITIES, PUBLIC SUPPORT, AND THE RELATIONSHIP BETWEEN PARENTS AND STAFF. GENERAL QUESTIONS PERTAINING TO FLINT WERE ASKED, SUCH AS ITS POPULATION AND AREA. ED002397 ANSWERS TO QUESTIONS MOST FREQUENTLY ASKED BY VISITORS TO FLINT'S COMMUNITY SCHOOLS. 1965-02-04 16 N/A 1965 2016-11-22

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No Academically Gifted Child Development Nongraded Instructional Grouping Parent Teacher Conferences Reading Programs Reading Readiness Slow Learners Michigan (Flint) Michigan Flint Public Schools, MI. AN UNGRADED 3- OR 4-YEAR READING PROGRAM INCORPORATES THE PHILOSOPHY THAT CONTINUOUS PROGRESS AND GROWTH SHOULD RECEIVE MAJOR EMPHASIS. PUPILS ARE PLACED IN ACHIEVEMENT GROUPS BASED ON READINESS FOR AND GROWTH IN READING RATHER THAN ON IQ PERFORMANCE. EACH CHILD PROGRESSES CONTINUOUSLY THROUGH 10 READING LEVELS ACCORDING TO HIS INDIVIDUAL GROWTH. THE PROGRAM CAN BE EXTENDED OVER A LONGER PERIOD OF TIME FOR THE SLOW LEARNER, OR IT CAN PROVIDE GREATER CHALLENGE FOR THE SUPERIOR READER. AN INDIVIDUAL RECORD IS KEPT FOR EACH CHILD SHOWING THE BOOKS HE HAS SUCCESSFULLY COMPLETED AND THE DATE OF COMPLETION. PROGRESS REPORTS ARE SENT TO PARENTS AT THE END OF THE 12TH, 24TH, AND 36TH WEEKS OF THE SCHOOL YEAR, TO KEEP THE PARENTS INFORMED OF THE LEVEL AT WHICH THE CHILD IS WORKING. AT LEAST TWO PARENT-TEACHER CONFERENCES ARE HELD EACH YEAR TO SUPPLEMENT THE WRITTEN REPORT AND TO PROVIDE A CLOSER WORKING RELATIONSHIP BETWEEN TEACHER AND PARENT. A CHART SHOWS THE SIGNIFICANT GROWTH CHARACTERISTICS WHICH AFFECT THE SELECTION OF CONTENT MATERIALS. RESEARCH OFFERS CONVINCING EVIDENCE THAT VARIATIONS IN MENTAL, PHYSICAL, AND EMOTIONAL DEVELOPMENT OF CHILDREN CORRELATE CLOSELY WITH VARIATIONS IN READING PROGRESS. EACH READING LEVEL IS OUTLINED IN TERMS OF AIMS, BOOKS AND MATERIALS, REQUIREMENTS FOR MOVING TO THE NEXT LEVEL, AND WAYS IN WHICH THE PARENT CAN HELP CONTRIBUTE TO THE CHILD'S GROWTH. ED002398 AN ADMINISTRATIVE AND INSTRUCTIONAL READING GUIDE FOR THE PRIMARY CYCLE (THE UNGRADED PRIMARY PLAN). 1961-09-00 51 N/A 1965 2016-11-22

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No Advanced Placement Elementary Education Home Management Individual Differences Mental Retardation Physical Disabilities Reading Achievement Reading Centers Work Experience Michigan (Flint) Mott Foundation Michigan Flint Board of Education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No Community Programs Fine Arts Interviews Music Education Public Relations Teaching BATES, GUY J. AND OTHERS Michigan (Flint) Mott Foundation Michigan Flint Board of Education, MI. DAY BY DAY REPORTS BY DIFFERENT VISITORS TO THE FLINT COMMUNITY SCHOOLS DURING 1962 ARE PRESENTED ALONG WITH PRESS CLIPPINGS, INTERVIEWS, AND PICTURES RELEVANT TO EACH VISIT. TWO MARCH VISITORS, AN OFFICIAL OF THE UNITED ARAB REPUBLIC AND AN ASSOCIATE PROFESSOR OF THE UNIVERSITY OF MICHIGAN, BOTH SPOKE TO TO A GROUP OF FLINT CITIZENS ENROLLED IN THE MOTT PROGRAM COURSE, "THE MIDDLE EAST--PROBLEMS AND PROGRESS." REVIEWED ALSO IS THE 10TH ANNUAL CHILDREN'S THEATRE WORKSHOP SPONSORED BY THE SPEECH AND DRAMA DEPARTMENT OF THE MOTT PROGRAM. MISS RITA CHRISTE, ASSISTANT PROFESSOR OF SPEECH AT NORTHWESTERN UNIVERSITY, CONDUCTED SESSIONS IN CREATIVE DRAMATICS, FORMAL SCRIPTED PLAYS, AND PUPPET THEATRE. ED002400 A DAY-BY-DAY REPORT ON VISITS TO THE FLINT COMMUNITY SCHOOLS DURING 1962. 1962-00-00 58 N/A 1965 2016-11-22

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No Delinquency Dropouts Family Programs Poverty Racial Segregation School Community Programs TOTTEN, W. FRED GRADUATE TRAINING PROGRAM IN COMMUNITY EDUC Michigan (Flint) Michigan Office of Education (DHEW), Washington, DC. THE COMMUNITY SCHOOL IS DESIGNED TO HELP PEOPLE LEARN HOW TO SOLVE THEIR OWN PROBLEMS, IT IS THE CENTER OF SERVICE FOR ALL THE PEOPLE OF A COMMUNITY REGARDLESS OF AGE, RACE, RELIGION, ETHNIC BACKGROUND, OR SOCIOECONOMIC CIRCUMSTANCES. SCHOOL FACILITIES AND SCHOOL PERSONNEL ARE AVAILABLE FOR SERVICE TO PEOPLE AT ALL TIMES OF THE DAY ON ALL DAYS OF THE YEARS. THE SCHOOL DAY IS COMPOSED OF SEVERAL SEGMENTS BEGINNING EARLY IN THE MORNING AND EXTENDING INTO THE NIGHT AS LONG AS NEEDED. THE SCHOOL IS IN OPERATION FOR EDUCATIONAL, RECREATIONAL, AND SOCIAL PURPOSES ON SATURDAY AND SUNDAY. PEOPLE WHO USE THE SCHOOL FACILITIES FOR EDUCATIONAL OR RELATED PURPOSES ARE CONSIDERED MEMBERS OF THE STUDENT BODY. THE CURRICULUM IS DESIGNED TO DEVELOP PEOPLE INTELLECTUALLY, CULTURALLY, AESTHETICALLY, PHYSICALLY, EMOTIONALLY, SOCIALLY, MORALLY, AND ECONOMICALLY. THE COMMUNITY SCHOOL PROGRAM INFLUENCES DELINQUENCY, SCHOOL DROPOUTS, POVERTY, AND RACIAL SEGREGATION. IMPORTANT MEASURES IN PREVENTING AND CONTROLLING DELINQUENCY INCLUDE--RELATED HOME, PARENT, AND FAMILY PROGRAMS, RELATED COMMUNITY EFFORTS, MAINTENANCE OF PHYSICAL AND MENTAL HEALTH FACTORS, PROGRAMS AND ACTIVITIES FOR CHILDREN, AND PROGRAMS AND ACTIVITIES FOR TEENAGERS. INSTRUCTIONAL AIDS, JOB PLACEMENTS, TUTORING, AND BIG-BROTHER PROGRAMS ENCOURAGE THE POTENTIAL DROPOUT TO REMAIN IN SCHOOL. THE COMMUNITY SCHOOL HELPS TO REDUCE POVERTY BY PROVIDING ACTIVITIES AND PROGRAMS WHICH MAKE POSSIBLE THE OBTAINING OF SUCH NECESSITIES AS FOOD, SHELTER, CLOTHING AND MEDICINE. THE COMMUNITY SCHOOL PROGRAM DESIGNS AND IMPLEMENTS SUCH ACTIVITIES AS PLANNING COMMITTEES AND URBAN RENEWAL FOR THE PURPOSE OF BRINGING ABOUT BETTER UNDERSTANDING AMONG MEN OF DIFFERENT RACIAL AND SOCIOECONOMIC GROUPS. ED002401 IMPACT OF THE COMMUNITY SCHOOL ON PREVENTION AND CONTROL OF DELINQUENCY, SCHOOL DROPOUTS, POVERTY, RACIAL SEGREGATION. 1964-06-01 60 N/A 1965 2016-11-22

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No Administrators After School Programs Community Programs Community Schools Counseling Health Programs School Readiness Summer Programs MOTT FOUNDATION Michigan (Flint) Michigan Flint Board of Education, MI. THE BETTER TOMORROW FOR THE URBAN CHILD PROGRAM (BTU) ATTEMPTS TO HELP INNER-CITY CHILDREN BECOME MORE EFFECTIVE CITIZENS, BOTH EDUCATIONALLY AND SOCIALLY, THROUGH THE USE OF ADDITIONAL HUMAN AND MATERIAL RESOURCES. THE GOALS ARE TO RAISE THE LEVEL OF SCHOOL READINESS, TO DEVELOP A GREATER MOTIVATION FOR LEARNING, AND TO IMPROVE STUDENT SELF-IMAGE AND PERFORMANCE. INVOLVED ARE A PREKINDERGARTEN PROGRAM, INSERVICE TRAINING, A HEALTH PROGRAM, CURRICULUM DEVELOPMENT, ENRICHMENT THROUGH THE COMMUNITY-SCHOOL PROGRAM, AND THE IMPROVEMENT OF INSTRUCTIONAL MATERIALS. THE COMMUNITY SCHOOL DIRECTOR IS RESPONSIBLE FOR AFTER-SCHOOL ACTIVITIES. SERVING AS A PART-TIME TEACHER IN MOST SCHOOLS, HE BEGINS HIS DAY AT NOON AND CONTINUES THROUGH THE EVENING HOURS. HE IS INVOLVED WITH THE AREAS OF JUVENILE DELINQUENCY, ADULT EDUCATION, AREA IMPROVEMENT, ENRICHMENT COURSES, RETRAINING FOR JOB UPGRADING, INTERRACIAL HARMONY, AND RECREATION AND SERVICE ORGANIZATIONS FOR STUDENTS AND ADULTS. THE PERSONALIZED CURRICULUM PROGRAM ENCOURAGES STUDENTS TO REMAIN IN SCHOOL, INTRODUCES THEM TO EMPLOYMENT OPPORTUNITIES AND IMPROVES THEIR BASIC ACADEMIC SKILLS. THE REGIONAL COUNSELING TEAM (THE PRINCIPAL, DEANS OF STUDENTS AND COUNSELING, VISITING TEACHERS, THE NURSE COUNSELOR, POLICE COUNSELOR AND THE COMMUNITY SCHOOL DIRECTOR) UNITE THEIR ABILITIES TO HELP STUDENTS HAVING ACADEMIC, PERSONAL OR SOCIAL PROBLEMS. THE STEPPING STONE PROGRAM ENCOURAGES INFORMAL DISCUSSIONS AMONG GIRLS FROM THE FIFTH GRADE THROUGH SENIOR HIGH SCHOOL. THE POLICE SCHOOL LIASON PROGRAM ATTEMPTS TO DETECT AND PREVENT CRIME AND TO IDENTIFY AND HELP STUDENTS WITH SPECIAL ACADEMIC, HEALTH, SOCIAL OR MORAL PROBLEMS. OTHER PROGRAMS DESCRIBED ARE THE BIG BROTHER PROGRAM, THE MOTT SUMMER CAMP, THE SCHOOL HEALTH AND SAFETY PROGRAM, AND THE PHYSICAL FITNESS PROGRAM. GENERAL DESCRIPTIVE STATISTICAL DATA OF FLINT, MICHIGAN, ARE APPENDED. ED002402 MOTT PROGRAM SUMMARIES (TITLE SUPPLIED). 1964-00-00 23 N/A 1965 2016-11-22

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No Breakfast Programs Dental Clinics Elementary Schools Health Safety School Safety MICHIGAN GRADUATE TRAINING PROGRAM IN COMMUNITY EDUC Michigan (Flint) Michigan INVOLVING INDIVIDUALS AS WELL AS ORGANIZATIONS, THE PROGRAM AIMED AT THE OPTIMUM HEALTH OF ALL CHILDREN, AND IMPROVEMENT OF HEALTH AND SAFETY STANDARDS WITHIN THE COMMUNITY. EACH OF THE CHILDREN WAS URGED TO HAVE A SUCCESSFUL VACCINATION FOR SMALL POX, THE DPT SERIES AND BOOSTER, THE POLIO SERIES, AND CORRECTIONS OF ALL DENTAL DEFECTS AND CORRECTABLE PHYSICAL DEFECTS SUCH AS VISION, HEARING AND TONSILS. EVERY OPPORTUNITY WAS GIVEN TO THE PARENTS OF THE FLINT SCHOOL CHILDREN TO AID IN THE HEALTH PROGRAM, THEY WERE RESPONSIVE. THOSE WHO WERE FINANCIALLY ABLE PAID FOR THEIR CHILDREN'S CARE, THOSE WHO COULD NOT WERE GIVEN AID. IN THE CHIDREN'S DENTAL CLINIC, AFTER A CHILD WAS REFERRED AND ELIGIBILITY WAS DETERMINED, THE CHILD RECEIVED ONE COMPLETE MOUTH REHABILITATION, REGARDLESS OF COST. THE OBJECTIVE WAS TO MAKE PARENTS AWARE OF THE IMPORTANCE OF EARLY DENTAL CARE. ONE ELEMENTARY SCHOOL, DURANT-TUURI-MOTT, SERVED ESPECIALLY ATYPICAL CHILDREN, THOSE WHO WERE EDUCABLE BUT HAD ORTHOPEDIC OR CARDIAC DISORDERS, IMPAIRED HEARING OR VISION REQUIRING SPECIAL EDUCATION PLANNING OR PHYSICAL TRAINING. EDUCABLE CHILDREN OF SCHOOL AGE WHO COULD NOT ATTEND SCHOOL FOR PHYSICAL REASONS WERE VISITED AT HOME BY A HOMEBOUND TEACHER WHO HELPED THEM WITH THEIR SCHOOL WORK. THE SAFETY PROGRAM CONSISTED OF TRAFFIC SAFETY, BICYCLE SAFETY, DRIVER EDUCATION, A JUNIOR FIRE MARSHAL PROGRAM, AND PTA SAFETY CHAIRMAN. THE BREAKFAST PROGRAM IN SOME AREAS PROVIDED NUTRITIOUS FOOD FOR CHLDREN WHO SHOWED A LOSS OR NO GAIN IN WEIGHT. THEY WERE REFERRED BY THEIR TEACHERS OR PRINCIPALS, AND WERE GIVEN ATTENTION ONLY AFTER THE MOTHER WAS CONTACTED AND REQUESTED TO TO ASSIST IN PREPARING THE BREAKFASTS. ED002403 THE SCHOOL HEALTH AND SAFETY PROGRAM. 1963-00-00 2 N/A 1965 2016-11-22

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No Agricultural Laborers Migrant Education Migrant Housing Migrant Workers Migrants Transportation Welfare Services MITCHELL, JAMES P. WASHINGTON District of Columbia District of Columbia Washington Department of Labor, Washington, DC. THE OBJECTIVES OF THE PRESIDENT'S COMMITTEE ON MIGRATORY LABOR ARE TO BRING ABOUT IMPROVED CONDITIONS FOR MIGRATORY WORKERS TO MIGRATE BY STABILIZING AGRICULTURAL EMPLOYMENT. EFFORTS HAVE BEEN DIRECTED TOWARD RESOLVING PROBLEMS OF CAMP HOUSING, SAFE TRANSPORTATION, ADEQUATE EDUCATION AND HEALTH SERVICES, EXTENSION OF LABOR LAWS TO AGRICULTURAL WORKERS, AND GREATER EMPLOYMENT OPPORTUNITIES. MODEST PROGRESS HAS BEEN MADE. MIGRANT WORKERS ARE COVERED BY OLD-AGE AND SURVIVORS AND DISABILITY INSURANCE. REGULATIONS EXIST GOVERNING THE INTERSTATE TRANSPORTATION OF MIGRANT WORKERS. MIGRATORY LABOR COMMITTEES HAVE BEEN FORMED IN 21 STATES. HOUSING HAS BEEN IMPROVED. PROGRAMS HAVE HELPED TO PROVIDE MORE CONTINUOUS EMPLOYMENT. STATE ACTION IS RECOMMENDED IN SUCH AREAS AS WORKMEN'S COMPENSATION LAWS, SAFETY REGULATIONS, FUNDS FOR EDUCATION AND HEALTH SERVICES, PROVISION FOR ADULT EDUCATION, ELIMINATION OF RESIDENCE REQUIREMENTS FOR STATE WELFARE PROGRAMS, AND EMPLOYER EDUCATION. FEDERAL ACTION IS RECOMMENDED TO PASS LEGISLATION TO PROTECT MIGRANTS FROM UNSCRUPULOUS PRACTICES OF LABOR CONTRACTORS, TO PROVIDE ADEQUATE INTERSTATE COMMERCE COMMISSION STAFF TO ENFORCE REGULATIONS, TO REVIEW FOREIGN LABOR IMPORT PROGRAMS, TO ELIMINATE RESIDENCE REQUIREMENTS FOR RECEIPT OF FEDERAL FUNDS, AND TO CONTINUE ACTION TO PROVIDE HEALTH SERVICES AND ADEQUATE HOUSING FOR MIGRANTS. LISTS OF RESEARCH PROJECTS AND PROGRAMS ARE INCLUDED. ED002404 REPORT TO THE PRESIDENT ON DOMESTIC MIGRATORY FARM LABOR. 1960-00-00 25 N/A 1965 2016-11-22

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No Audiovisual Aids Educational Television Films Physics Science Instruction Secondary Education WITTICH, W.A. AND OTHERS WISCONSIN MADISON WISCONSIN PHYSICS FILM EVALUATION PROJECT Wisconsin A PROGRAM DESIGNED TO DEVELOP AND TEACH A HIGH SCHOOL PHYSICS COURSE VIA TELEVISION WAS PRESENTED. A FACULTY MAMBER OF THE UNIVERSITY OF CALIFORNIA HEADED THE PROGRAM. THE FIRST 1-YEAR COURSE WAS BEGUN IN SEPTEMBER 1956, CONSISTING OF 162 DAILY HALF-HOUR LESSONS, TELECAST TO 26 LOCAL CLASSES. DURING THE TELECASTS, PHOTOGRAPHY WAS ACCOMPLISHED WITH A MOTION PICTURE CAMERA ARRANGEMENT. AT THE CLOSE OF EACH DAY'S TELEVISION TEACHING, A COMPLETE 16-MM SOUND MOTION PICTURE RECORD OF THE LESSON WAS AVAILABLE, THUS BRINGING THE TWO MEDIA INTO INTERPLAY. THE RESULTING FILMS WERE LABELED TELE-FILMS, OR T-FILMS. FOLLOWING THE VIEWING OF THE FIRST FILMS, PLANNING WAS INITIATED TO EVALUATE THE SCHOOL PHYSICS STUDY SITUATIONS. CONTROL AND EXPERIMENTAL GROUPS WERE SET UP. PHYSICS TEACHERS AGREED THAT THE FILMS OFFERED EXCELLENT LABORATORY DEMONSTRATIONS AND EXPERIMENTAL GROUPS WERE SET UP. PHYSICS TEACHERS AGREED THAT THE FILMS OFFERED EXCELLENT LABORATORY DEMONSTRATIONS AND EXPERIMENTS NOT POSSIBLE IN THE ORDINARY HIGH SCHOOL LABORATORY, AND THAT THE CONTENT OF THE LESSONS WAS EXCELLENT. MANY TEACHERS DISAPPROVED OF GIVING UP ALMOST ALL OF THEIR CLASS TIME TO THE FILMS, AND OTHERS FELT THAT FILM A DAY DID NOT PROVIDE ENOUGH VARIETY OR FLEXIBILITY IN THE PROGRAM. STUDENTS FELT THAT THE DEMONSTRATIONS WERE EXCELLENT, BUT THAT THE PACE WAS TOO FAST, THE MATHEMATICS TOO ADVANCED, AND THAT THEY HAD NO TIME IN SCHOOL FOR PRACTICE OR EXPERIMENTAL WORK. CONTROL STUDENTS EXPRESSED A HIGHER INTEREST IN SCIENCE THAN THE T-FILM STUDENTS, AND ANTICIPATED GOING TO SCIENCE CLASS MORE. INTELLIGENCE HAD A POSITIVE INFLUENCE ON THE STUDENTS' INTEREST IN SCIENCE. THE HIGHER THE INTELLIGENCE, THE MORE INTEREST IN SCIENCE WAS EXPRESSED. GRAPHS AND CHARTS WERE INCLUDED. ED002405 THE WISCONSIN PHYSICS FILM EVALUATION PROJECT. 32 N/A 1965 2016-11-22

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No Children Disadvantaged Youth Migrant Workers Special Education Youth LATTIMORE, H.M. Kansas Univ., Lawrence. Kansas Council for Children and Youth. NOTES BASED ON A 25-REFERENCE BIBLIOGRAPHY WHICH CONTAINED STUDIES ON MIGRANT FAMILIES AND PILOT PROJECTS ESTABLISHED TO AID MIGRANTS WERE PRESENTED. ONE STUDY FOUND THAT THE EDUCATIONAL EXPERIENCES OF MIGRANT CHILDREN INCLUDED RETARDATION AND FRUSTRATION. MIGRANT CHILDREN ENTERED SCHOOL LATE, WERE SLOW AND UNCERTAIN, HAD LANGUAGE DIFFICULTIES, AND BY THEIR SECOND YEAR WERE RETARDED BECAUSE THEY HAD BEEN HELD BACK IN THE FIRST GRADE. SOME LOCAL SCHOOL AUTHORITIES FAILED TO PROVIDE ADEQUATE EDUCATIONAL OPPORTUNITIES FOR MIGRANT CHILDREN BECAUSE THEY LACKED KNOWLEDGE OF THEIR SPECIAL CHARACTERISTICS AND NEEDS. STEPS TO ENCOURAGE COMMUNITY MIGRANTS INCLUDED PUBLISHING STORIES ABOUT LOCAL PROGRAMS, DIRECTING ATTENTION TO NEEDS IN THE COMMUNITY, FINDING OUT HOW OTHER COMMUNITIES WORK WITH MIGRANTS, STUDYING ARTICLES ABOUT MIGRANTS, FINDING PEOPLE AND AGENCIES WHO CAN HELP, AND DEVELOPING A GUIDE SHEET FOR STARTING A COMMUNITY PROGRAM. TRENDS IN PROGRAMS FOR MIGRANT WORKERS INCLUDED AN EMPHASIS ON EDUCATIONAL ACTIVITIES AND ON SCHOOL ENTRANCE AND ATTENDANCE. STATE EDUCATION DEPARTMENTS AND STATE UNIVERSITIES HELPED IN THE EDUCATION OF MIGRANT CHILDREN. ALSO, PROGRAMS TO PROVIDE COMMUNITY HEALTH SERVICES FOR MIGRANTS WERE STARTED BY CHURCH GROUPS OR OTHER AGENCIES HAVING A FIRST-HAND KNOWLEDGE OF THEIR HEALTH NEEDS. EDUCATIONAL OPPORTUNITIES FOR CHILDREN OF MIGRANT WORKERS CAN BE IMPROVED BY DEVELOPING SPECIAL PROGRAMS AND UPGRADED SYSTEMS, OFFERING SPECIALIZED TEACHER TRAINING PROGRAMS, PROVIDING BETTER FACILITIES AND DAY CARE CENTERS, CALLING CONFERENCES, PROMOTING STUDIES, AND ENACTING LEGISLATION. ED002406 PART TIME CITIZENS, NOTES FOR INTERDEPARTMENTAL CONFERENCE ON MIGRANTS IN KANSAS. 1962-06-29 22 N/A 1965 8/17/2004 22:38:58 DISA1965

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No Agriculture Housing Migration Rural Areas Soil Conservation FREEMAN, ORVILLE L. COLORADO Colorado MIGRATION FROM FARMS CAN BE STOPPED. FARM LIFE CAN BE IMPROVED THROUGH DECENT HOUSING, THROUGH HEALTH, EDUCATION, AND PUBLIC SERVICES, AND THROUGH A COMBINATION OF PART-TIME EMPLOYMENT WITH PART-TIME AGRICULTURE. RURAL EMPLOYMENT CAN BE PROVIDED BY ENTERPRISES DEVELOPING RECREATIONAL RESOURCES AND SOIL AND WATER RESOURCES. ASSISTANCE PROGRAMS ARE AVAILABLE FROM THE FEDERAL GOVERNMENT AND FROM STATE AND LOCAL GOVERNMENTS. THROUGH THE MOBILIZATION OF SUCH SERVICES AS THE FOREST SERVICE, THE BUREAU OF LAND MANAGEMENT, THE BUREAU OF INDIAN AFFAIRS, AND THE SOIL CONSERVATION SERVICE, UNIFIED PROGRAMS FOR THE WISE USE OF PUBLIC AND PRIVATE LAND HAVE BEEN WORKED OUT. THE UNITED STATES DEPARTMENT OF AGRICULTURE CAN ENTER INTO AGREEMENTS WITH FARMERS AND RANCHERS TO CARRY OUT LONG-RANGE CONSERVATION PLANS, TO ASSIST STATE AND LOCAL AGENCIES TO CARRY OUT LAND USE PLANS THROUGH FEDERAL LOANS, TO SHARE IN THE COST OF LAND PURCHASES, TO ASSIST IN THE FINANCING OF RESERVOIRS FOR MUNICIPAL OR INDUSTRIAL USES, AND TO ASSIST INDIVIDUAL FARMERS TO DEVELOP OUTDOOR RECREATION FACILITIES. ED002407 AGRICULTURAL-REGIONAL LAND AND PEOPLE CONFERENCE. (TITLE SUPPLIED). 1962-10-08 11 N/A 1965 2016-11-22

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No Demography Disadvantaged Employment Practices Farm Labor Migrant Workers Statistical Data LENHART, MARGOT W. California (Sacramento) California (Sacramento) California State Dept. of Employment, Sacramento. STATISTICAL TRENDS AND GOVERNMENT PROGRAMS IN DIFFERENT AREAS TO AID DIFFERENT TYPES OF FARMERS WERE PRESENTED. BETWEEN 1960 AND 1961, CALIFORNIA'S OVERALL CROP PRODUCTION ROSE BY ALMOST ONE PERCENT, WHILE TOTAL ACREAGE HARVESTED AND VALUE OF PRODUCTION DECLINED SLIGHTLY. FARMING UNDERWENT SIGNIFICANT CHANGES IN MANY COMMUNITIES. MORE MACHINES AND LABORSAVING DEVICES PLUS BETTER METHODS AND MATERIALS CONTINUED TO CHANGE MANPOWER NEEDS FOR, AND THE NATURE AND PERFORMANCE OF, MANY FARM JOBS. WHILE LABOR SAVING WAS PROGRESSING, CHANGES IN ACREAGE, PRODUCTION, CONDITIONS, DISPOSITION, SEASON, RATE OF MARKETING, AND SIMILAR FACTORS OFTEN CAUSED A NET INCREASE IN LABOR NEEDS. THE MONTHLY AVERAGE OF TOTAL FARM EMPLOYMENT IN CALIFORNIA DECLINED BY 13,400, MORE THAN HALF OF WHICH REFLECTED THE AVERAGE USE OF 7,700 FEWER CONTRACT FOREIGN WORKERS, 6,900 FEWER FARM FAMILY AND HIRED YEAR-ROUND WORKERS, BUT 1,200 MORE DOMESTIC SEASONAL WORKERS. THE NUMBER OF FARMERS AND UNPAID FAMILY WORKERS CONTINUED TO DECREASE AS HOLDINGS WERE CONSOLIDATED, AND LAND CLOSE TO EXPANDING URBAN AREAS WAS DIVERTED TO NONAGRICULTURAL USE. A NEW REGISTRATION POLICY WAS PUT INTO EFFECT, WHEREBY ALL FARM JOB APPLICANTS, DAY-HAUL OR TRANSIENT WORKERS, WERE TO BE REGISTERED, THE AIM OF THE PROGRAM WAS TO IMPROVE THE REFERRAL AND SELECTION PROCESS. IN THE AREA OF YOUTH FARM WORK, THE DEPARTMENT OF EMPLOYMENT SET UP PILOT PROGRAMS TO UTILIZE ORGANIZED GROUPS OF YOUTH NOT USUALLY IN THE FARM LABOR MARKET. UNDER THE PROGRAM A TOTAL OF 23 OFFICES REPORTED 5,334 PLACEMENTS OF YOUTH IN THE SPECIALIZED PROGRAMS. NATIONAL, STATE, AND LOCAL INTEREST CONTINUED TO FOCUS ON RAISING STANDARDS FOR MIGRANT LIFE AND WORK. NONOCCUPATIONAL DISABILITY INSURANCE WAS EXTENDED TO FARM WORKERS INCLUDING MIGRANTS. FUNDS WERE VOTED TO SUPPLEMENT LOCAL HEALTH BUDGETS IN SOME COUNTIES. THE INDUSTRIAL WELFARE COMMISSION ESTABLISHED A MINIMUM WAGE AND SPECIFIED EMPLOYMENT CONDITIONS FOR WOMEN AND MINORS WORKING IN AGRICULTURE. ED002408 CALIFORNIA, ANNUAL FARM LABOR REPORT, 1961. 1961-00-00 40 N/A 1965 2016-11-22

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No Labor Legislation Labor Problems Migrant Children Migrant Housing Migrant Welfare Services SIMPSON, RAY AND OTHERS Colorado (Denver) Colorado (Denver) Colorado State General Assembly, Denver. Legislative Council. DEVELOPMENTS, FROM 1950 THROUGH 1960, ARE TRACED CONCERNING MIGRATORY LABOR IN COLORADO IN THE AREAS OF EMPLOYMENT, WAGE RATES, MINIMUM WAGE LEGISLATION, EMPLOYMENT OF MEXICAN NATIONALS, EDUCATION, HEALTH, HOUSING, SANITATION, WELFARE, UNEMPLOYMENT COMPENSATION, WORKMEN'S COMPENSATION COVERAGE, AND THE LICENSING AND REGULATION OF LABOR CONTRACTORS AND CREW LEADERS. FUNDING AND ENFORCEMENT OF REGULATIONS ARE THE MAJOR OBSTACLES TO FULFILLMENT OF GOALS FOR IMPROVING THE LIVING, TRAVELING, AND WORKING CONDITIONS OF THE MIGRANT. INTERSTATE PROGRAMS HAVE TO BE WORKED OUT BEFORE THE PROGRAM WITHIN A STATE CAN FUNCTION AT ITS BEST. FIELD STUDIES AND REGIONAL MEETINGS ARE PLANNED TO PROVIDE ADDITIONAL INFORMATION TOWARD SOLUTION OF PROBLEMS INVOLVED. IT WAS RECOMMENDED THAT THE PRESENT SUMMER SCHOOL PROGRAM FOR MIGRANT CHILDREN BE EXPANDED, THAT FINANCING CONTINUE TO BE DRAWN FROM THE CONTINGENCY FUND OF THE PUBLIC SCHOOL FOUNDATION, THAT STATUTES WHICH AUTHORIZED THE STATE BOARD OF HEALTH TO PERFORM SPECIFIC FUNCTIONS AND PROMULGATE RULES AND REGULATIONS, ESPECIALLY WITH RESPECT TO LABOR CAMPS AND SANITATION, BE REVISED TO GIVE ADEQUATE REGULATORY AND ENFORCEMENT POWERS, AND THAT THE EMPLOYMENT OF MEXICAN NATIONALS BE STUDIED FURTHER, WITH GREATER EFFORT DIRECTED AT EMPLOYING DOMESTIC INTERSTATE AND INTRASTATE MIGRANTS WHENEVER POSSIBLE. LEGISLATIVE DEVELOPMENTS ARE APPENDED, BILL BY BILL. TABLES SHOW WAGES PAID, AND WELFARE EXPENDITURES. ED002409 MIGRATORY LABOR IN COLORADO. PROGRESS REPORT. 1960-12-00 28 N/A 1965 2016-11-22

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No Migrant Children Migrant Workers Occupations Salaries Socioeconomic Background METZLER, WILLIAM H. SARGENT, FREDERIC O. TEXAS Texas (College Station) Texas A SURVEY ON THE INCOME OF MIGRATORY WORKERS LOCATED IN SOUTH TEXAS DURING THE WINTER OF 1956-57 WAS PRESENTED. IN 446 HOUSEHOLDS SURVEYED, THERE WERE 1,334 WORKERS, APPROXIMATELY HALF OF THESE WERE HOUSEHOLD HEADS OR THEIR WIVES. WORKING WIVES WERE A LITTLE MORE THAN HALF AS NUMEROUS AS WORKING HUSBANDS. MOST OF THE HUSBANDS WERE 45 TO 54 YEARS OF AGE. MOST OF THE WORKING WIVES WERE 25 TO 34 YEARS OF AGE. SCHOOL CHILDREN CONSTITUTED ONE-FIFTH OF THE WORKERS, ONE-THIRD OF THE CHILDREN WERE UNDER 14 YEARS OF AGE. MOST OF THE WORKERS WERE UNDEREMPLOYED, THEY AVERAGED 131 DAYS OF WORK DURING 1956. HOUSEHOLD HEADS AVERAGED 174 DAYS OF WORK. THE UNEMPLOYMENT RATE AT THE HOME BASE WAS TWICE AS GREAT AS WHEN THE WORKERS WERE ON THE ROAD. EARNINGS AVERAGED $781 PER WORKER AND $1,145 PER MALE HEADS OF HOUSEHOLD. EARNINGS AVERAGED $2,208 PER FAMILY, THIS VARIED CLOSELY WITH THE SIZE OF THE FAMILY WORK FORCE. TRENDS TOWARD AN IMPROVED SITUATION FOR MIGRATORY WORKERS INCLUDED THE PERMANENT MOVEMENT OF MIGRATORY WORKERS TO OTHER STATES AND REDUCTION OF LABOR SURPLUSES AT THE HOME BASE DURING THE WINTER, THE DEVELOPMENT OF ANNUAL WORKERS' PLANS WHICH CORRELATED MOVEMENT OF THE WORKERS WITH LOCAL LABOR NEEDS DURING THE SEASON, THE DEVELOPMENT OF BETTER MEANS OF SCHOOL ATTENDANCE ADMINISTRATION TO REDUCE THE LOSS IN EDUCATIONAL ADVANTAGES, AND THE MORE CAREFUL REGULATION OF TRANSPORTATION, HOUSING, AND SANITATION TO MAKE THE LIVING AND WORKING CONDITIONS OF MIGRATORY WORKERS CONFORM TO ACCEPTABLE MINIMUM STANDARDS. ED002411 INCOMES OF MIGRATORY AGRICULTURAL WORKERS. 1960-00-00 5 N/A 1965 2016-11-22

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No Demography Employment Patterns Enrollment Marital Status Race Rural Youth Urban Youth BEEGLE, J. ALLAN DISTRICT OF COLUMBIA District of Columbia National Committee for Children and Youth, Washington, DC. RURAL YOUTH, DEFINED AS THOSE AGED 15 TO 24, COMPRISE AN IMPORTANT PORTION OF THE U.S. POPULATION. THEY NUMBER 7.5 MILLION PERSONS, WITH 5.7 MILLION RESIDING IN RURAL-NONFARM AREAS AND 1.8 MILLION RESIDING IN RURAL-FARM AREAS. RURAL-NONFARM AND RURAL-FARM YOUTH IN THESE AGES FORM A LARGER PERCENTAGE OF THEIR RESPECTIVE TOTAL POPULATION THAN URBAN YOUTH. RURAL YOUTH AGED 15 TO 19 ARE MORE NUMEROUS THAN THOSE AGED 20 TO 24, BECAUSE OF OUT-MIGRATION. RURAL YOUTH ARE MORE CONCENTRATED IN THE SOUTH THAN IN ANY OTHER REGION. OF THE 7.5 MILLION RURAL YOUTH, APPROXIMATELY 925,000 ARE NONWHITES NONWHITES REPRESENT SLIGHTLY MORE THAN 11 PERCENT OF THE RURAL-NONFARM YOUTH BUT NEARLY 15 PERCENT OF RURAL-FARM YOUTH. SEX RATIOS OF MALES PER 100 FEMALES ARE HIGH IN RURAL POPULATIONS. AMONG RURAL-NONFARM YOUTH AGED 15 TO 24, THE SEX RATIO IS 113 TO SIX, AMONG RURAL-FARM YOUTH OF THESE AGES, THE SEX RATIO IS 120 TO FOUR. THESE HIGH RATIOS ARE ASSOCIATED WITH THE HIGH RATE OF OUT-MIGRATION OF FEMALES FROM RURAL AREAS, AND WITH THE LOCATION OF MILITARY BASES AND PENAL INSTITUTIONS IN RURAL AREAS. THE AGE GROUP UNDER CONSIDERATION COVERS THE PERIOD IN WHICH MOST MARRIAGES OCCUR IN THE UNITED STATES. APPROXIMATELY ONE IN EVERY SIX OR SEVEN FEMALES AGED 15 TO 19 IN RURAL AREAS IS MARRIED WHEREAS ONLY ONE IN 25 OR 30 MALES OF THIS AGE IS MARRIED. AT EACH AGE BETWEEN 14 AND 24, LOWER PROPORTIONS OF RURAL THAN URBAN YOUTH ARE ENROLLED IN SCHOOL. THE AGE 15 TO 24 IS THE ONE IN WHICH MOST YOUTHS ENTER THE LABOR FORCE. FOR URBAN MALES 14 TO 15 YEARS OLD, THE PERCENTAGE IN THE LABOR FORCE RANGES FROM 12 TO 23 PERCENT, FOR RURAL MALES, THE COMPARABLE RANGE IN PERCENTAGE IS FROM 77 TO 91. THE RURAL-NONFARM POPULATION WILL KEEP PACE WITH URBAN GROWTH, THE RURAL-FARM PORTION WILL DECLINE. ED002412 SOME DEMOGRAPHIC CHARACTERISTICS OF RURAL YOUTH. 1963-09-00 11 N/A 1965 2016-11-22

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No Educational Technology Poverty Poverty Programs Programed Instruction Teaching Machines THERE ARE THREE CIRCUMSTANCES IN WHICH THE EDUCATOR MAY DECIDE THAT PROGRAMS SHOULD BE PRESENTED BY MACHINE RATHER THAN IN BOOK FORMAT--(1) WHEN THE PROGRAM REQUIRES PRESENTATION OF A WIDER RANGE OF STIMULI THAN IS POSSIBLE IN MORE CONVENTIONAL FORMATS, (2) WHEN THERE IS NEED FOR MORE CONTROL OVER STUDENT PERFORMANCE THAN IS POSSIBLE IN BOOK FORMAT, AND (3)WHEN REPEATED USE OF A TEACHING MACHINE MAY RESULT IN SAVINGS IN COST. RESEARCH ON THE EFFECTIVENESS OF PROGRAMED INSTRUCTION INDICATES--(1) A GOOD PROGRAM IS ONE IN WHICH THE TRAINING OBJECTIVES AND THE CHARACTERISTICS OF THE STUDENTS FOR WHOM THE PROGRAM IS INTENDED ARE EXPLICITLY STATED, (2) THE PROGRAM SHOULD HAVE BEEN TESTED ON REPRESENTATIVE STUDENTS FROM THE INTENDED POPULATION AND REVISED TO TAKE INTO ACCOUNT TRYOUT DATA, AND (3) LEARNING FROM A GOOD PROGRAM SHOULD COMPARE FAVORABLY WITH LEARNING FROM CONVENTIONAL TEACHING SITUATIONS. THE USES TO WHICH PROGRAMED INSTRUCTION CAN BE PUT IN EDUCATIONAL ACTIVITIES IN POVERTY-STRICKEN REGIONS INVOLVE EXPANSION OF EDUCATIONAL OPPORTUNITY, INCREASED INDIVIDUALIZATION OF INSTRUCTION, AND MORE EFFECTIVE USE OF TEACHERS. EDUCATION AGENCIES CAN DEVELOP PROGRAMS TO ANSWER LOCAL NEEDS AND APPLY THE TECHNIQUES OF PROGRAM DEVELOPMENT TO PRODUCE OTHER TEACHING MATERIALS. IN THE SELECTION OF SELF-INSTRUCTIONAL PROGRAMS, THE TEACHER OR SELECTION COMMITTEE SHOULD FIRST STATE AS EXPLICITLY AS POSSIBLE THE OUTCOMES DESIRED FROM THE PROGRAM. THE EVALUATOR SHOULD THEN SURVEY THE TITLES OF PROGRAMS AVAILABLE IN THE CHOSEN SUBJECT AREA. EVALUATION SHOULD PROVIDE INFORMATION AND APPROPRIATENESS OF CONTENT, PROGRAM EFFECTIVENESS, AND USABILITY. ED002413 SOME APPLICATIONS OF PROGRAMED INSTRUCTION FOR ALLEVIATION OF POVERTY. 1964-00-00 16 N/A 1965 8/17/2004 22:39:09 DISA1965

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No Agricultural Laborers Automation Employment Potential Migrants Public Relations METZLER, WILLIAM H. DISTRICT OF COLUMBIA District of Columbia PROBLEMS OF THE MIGRANTS INCLUDE THEIR LACK OF DESIRE TO LEARN NEW SKILLS AND TO ADJUST TO NEW SITUATIONS, THEIR NEED TO MIGRATE TO FIND EMPLOYMENT DURING CERTAIN OFF-SEASONS, THEIR LACK OF TRAINING FOR MANY KINDS OF JOBS, THEIR PREJUDICED ATTITUDE TOWARD JOBS MAINLY PERFORMED BY FOREIGN OR COLORED WORKERS, THEIR TENDENCY TO LEAVE A JOB WHEN UNDESIRABLE CONDITIONS OCCUR, THEIR LACK OF PRIVATE AND ADEQUATE TOILET FACILITIES IN THE FIELDS, THEIR HABIT OF WORKING SPORADICALLY, AND THEIR PREFERENCE NOT TO SETTLE. THE FOUR BROAD CATEGORIES OF MIGRANTS INCLUDE (1) THE NONCONFORMING ROVER WHO AVOIDS BEING TIED DOWN TO A JOB AND ENJOYS FREEDOM TO MOVE ABOUT WHENEVER HE PLEASES, (2) THE SKID-ROW INDIVIDUAL WHO IS USUALLY A SINGLE MAN WITHOUT A FAMILY, (3) THE SEASONAL WORKER WHO MOVES FROM PLACE TO PLACE, AND (4) THE FUTURE-ORIENTED PERSON WHO IS SEEKING RESPONSIBILITY AND A PERMANENT JOB. SOLUTIONS TO THE PROBLEMS OF THESE MIGRANTS SHOULD INCLUDE AN EDUCATIONAL PROGRAM STRESSING VERSATILITY, RETRAINING, STABILIZATION, AND PUBLIC RELATIONS. LABOR CONTRACTORS SHOULD GIVE JOB PREFERENCE TO LOCAL PEOPLE, TEACHERS SHOULD TRY TO RAISE THE GOALS OF THE CHILDREN OF MIGRANT PARENTS. THIS PAPER WAS PRESENTED TO THE ANNUAL CONFERENCE ON FAMILIES WHO FOLLOW THE CROPS (3RD, VISALIA, MARCH 2, 1962). ED002414 CHARACTERISTICS OF FARM WORKERS AS RELATED TO STABILIZATION OF THE WORK FORCE. 1962-03-02 5 N/A 1965 2016-11-22

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No Education Employment Opportunities Industrial Structure Population Trends Rural Areas Rural Economics BACHMURA, F.T. SOUTHERN, J.H. DISTRICT OF COLUMBIA District of Columbia National Committee for Children and Youth, Washington, DC. AN ECONOMIC APPROACH TO RURALITY IS PRESENTED. THERE HAS BEEN A STEADY REDUCTION IN THE IMPORTANCE OF AGRICULTURAL EMPLOYMENT. MANY RURAL AREAS ARE DISADVANTAGED. ECONOMIC DIFFICULTIES CONTRIBUTE TO OUTMIGRATION AND POPULATION LOSSES IN RURAL AREAS AND ARE REFLECTED IN HIGHER PERCAPITA COSTS FOR LOCAL GOVERNMENTAL EXPENDITURE. OUTMIGRATION HAS REDUCED THE PROPORTION OF THE RURAL POPULATION IN THE PRODUCTIVE AGES AND HAS INCREASED THE PROPORTION IN THE DEPENDENT AGE CLASSIFICATIONS. OPPORTUNITIES FOR FEMALE LABOR FORCE PARTICIPATION AND FOR FULL-YEAR EMPLOYMENT ARE REDUCED. LOWER LEVELS OF EDUCATION AMONG RURAL PERSONS HINDER ECONOMIC WELL-BEING IN RURAL AREAS. ALTHOUGH AGRICULTURAL EMPLOYMENT IN RURAL AREAS IS HIGH, MANUFACTURING EMPLOYMENT FOR BOTH THE RURAL-FARM AND THE RURAL-NONFARM POPULATION IS ALSO HIGH. MUCH NONAGRICULTURAL EMPLOYMENT IN RURAL AREAS IS IN LOW LABOR PRODUCTIVITY INDUSTRIES. THERE IS MUCH UNDEREMPLOYMENT. POLICIES DESIGNED TO CORRECT UNDEREMPLOYMENT EMPHASIZE THE POPULATION FACTOR PARTICULARLY AND OUTMIGRATION. INCREASING CAPITAL INVESTMENT FOR INDUSTRY LOCATED IN RURAL AND SMALL-TOWN AREAS REPRESENTS AN AN ALTERNATIVE POLICY. THE LATTER ALTERNATIVE INVOLVES MOVEMENT OF CAPITAL. CAPITAL AVAILABILITY IN RURAL AREAS IS UNFAVORABLE ACCORDING TO SUCH MEASURES AS VOLUME OF COMMERCIAL BANK DEPOSITS PER CAPITA, THE PROPORTION OF CURRENT PUBLIC EXPENDITURES FINANCED THROUGH FUNDING OPERATIONS, AND THE AVAILABILITY OF THE RESOURCES OF OTHER FINANCIAL SOURCES. NEW CAPITAL EXPENDITURES IN MANUFACTURING PROCEED MORE SLOWLY IN THE MORE RURAL COUNTIES. THE URBAN LOCATION OF NONAGRICULTURAL WEALTH EXAGGERATES THE ADVERSE CAPITAL AVAILABILITY. THE GEOGRAPHICAL AVAILABILITY OF INHERITED WEALTH IS ALSO ADVERSELY SITUATED. IF UNCHANGED, THESE IMPERFECTIONS IN THE CAPITAL MARKET WILL SERVE TO PERPETUATE THE ECONOMIC DISADVANTAGES CONFRONTING RURAL COMMUNITIES. A NUMBER OF FEDERAL PROGRAMS PROVIDE MEANS WHEREBY PERSONS IN RURAL AREAS CAN IMPROVE LOCAL ECONOMIC SITUATIONS. ED002415 ECONOMIC BASES AND POTENTIALS OF RURAL COMMUNITIES. 1963-09-00 12 N/A 1965 2016-11-22

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No Biology Curriculum Guides Laboratory Experiments Secondary Education Teaching Guides Florida (Fort Lauderdale) Florida Broward County Schools, Fort Lauderdale, FL. A SCIENCE UNIT ON ORGANIZATION IS PRESENTED. THE OBSERVATION AND CATEGORIZATION OF LIVING THINGS ARE EMPHASIZED. STUDENTS ARE REQUIRED TO GATHER SPECIMENS OF PLANT AND ANIMAL LIFE AND TO LOOK FOR DIFFERENCES AND SIMILARITIES AMONG THEM. THIS COLLECTING AND GROSS SORTING OF SPECIMENS ARE ENCOURAGED THROUGH LABORATORY EXERCISES. DATA SHEETS ARE USED AS A MEANS OF RECORDING AND ORGANIZING INFORMATION. ED002417 ORGANIZATION III, NOVA SCIENCE UNIT 4. 11 N/A 1965 2016-11-22

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No Educational Discrimination Human Relations Preschool Teachers Teacher Attitudes Teacher Education HOUGH, JOHN B. COLUMBUS OHIO Ohio RESEARCH, DESIGNED TO STUDY THE EFFECTIVENESS OF PROGRAMED HUMAN RELATIONS TRAINING IN IMPROVING THE HUMAN RELATIONS SKILLS OF PRESERVICE TEACHERS AND TO STUDY THE EFFECTS OF DOGMATISM ON THE LEARNING OF HUMAN RELATIONS SKILLS, IS PRESENTED. TWO HUNDRED AND THIRTY PRESERVICE TEACHERS CONSTITUTED THE SUBJECTS. MATCHED STUDY GROUPS WERE TESTED BOTH BEFORE AND AFTER INSTRUCTION TO ASSESS HUMAN RELATIONS SKILLS. IT WAS CONCLUDED THAT THE HUMAN DEVELOPMENT INSTITUTE (HDI) GENERAL RELATIONSHIP IMPROVEMENT PROGRAM CAN TEACH HUMAN RELATIONS SKILLS TO PRESERVICE TEACHERS, ESPECIALLY WHEN INSTRUCTIONAL SESSIONS ARE SPACED 1 WEEK APART, AND THAT HIGHLY DOGMATIC SUBJECTS WITH RELATIVELY CLOSED BELIEF-DISBELIEF SYSTEMS MAKE LESS GAIN IN HUMAN RELATIONS SKILLS THAN OTHERS, PARTICULARLY IN THE AREA OF EMPATHIC UNDERSTANDING. THIS PAPER WAS PRESENTED AT THE ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION, CHICAGO, FEBRUARY, 1965. ED002418 THE DOGMATISM FACTOR IN HUMAN RELATIONS TRAINING OF PRESERVICE TEACHERS. 1965-00-00 20 N/A 1965 2016-11-22

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No Achievement Aspiration Blacks Community Relations Educationally Disadvantaged Intelligence GREEN, ROBERT L. AND OTHERS Michigan (East Lansing) Michigan Michigan State Univ., East Lansing. Bureau of Educational Research. THE MAJOR OBJECTIVE OF THE STUDY WAS TO DETERMINE THE GENERAL EFFECTS OF CLOSED PUBLIC SCHOOLS ON THE SOCIOLOGICAL ENVIRONMENT OF A NEGRO POPULATION. A SECONDARY OBJECTIVE WAS TO EXPLORE THOSE FACTORS WHICH RESULT FROM EDUCATIONAL AND SOCIAL DEPRIVATION. EXTENSIVE BACKGROUND INFORMATION WAS ACQUIRED ON BOTH THE ADULT AND NON-ADULT NEGRO MEMBERS OF THE COMMUNITY. THE INFORMATION WAS INTEGRATED WITH SUBSEQUENT INTERVIEW AND TEST RESPONSES. MAJOR FINDINGS WERE THAT CHILDREN'S ACADEMIC ACHIEVEMENT WAS SEVERELY RETARDED, THE INTELLIGENCE SCORES OF CHILREN WERE DEPRESSED FROM 15 TO 30 POINTS, COMMUNICATION BETWEEN NEGROES AND WHITES WAS REDUCED TO A MINIMAL LEVEL, SHORT-TERM REMEDIAL PROGRAMS WERE PARTIALLY EFFECTIVE BUT NOT ADEQUATE SUBSTITUTES FOR CONTINUED EDUCATION, AND INTERIM SCHOOLING WAS RELATED TO CHILDREN'S LOW OCCUPATIONAL AND EDUCATIONAL ASPIRATION LEVEL. THE PERMANENCE OF EFFECTS ON ACHIEVEMENT AND I.Q. SHOULD BE INVESTIGATED, WITH PARTICULAR OBSERVATION OF EFFECTS OF DEPRIVATION DURING EARLY SCHOOL YEARS. OTHER PERMANENT EFFECTS TO BE STUDIED SHOULD INCLUDE READING-READINESS, CREATIVITY, AND SELF-CONCEPT. AN APPENDIX IS INCLUDED. ED002419 THE EDUCATIONAL STATUS OF CHILDREN IN A DISTRICT WITHOUT PUBLIC SCHOOLS. 1964-00-00 305 N/A 1965 2016-11-22

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No Arithmetic Curriculum Guides Grade 3 History Human Relations Language Arts EVANS, MARY C. AND OTHERS A STUDY GUIDE FOR 8- AND 9-YEAR-OLD SPANISH-SPEAKING CHILDREN IS PRESENTED. OBJECTIVES INCLUDE THE DEVELOPMENT OF CIVIC RESPONSIBILITY, THE FULL REALIZATION OF INDIVIDUAL CAPACITIES, SUCCESSFUL HUMAN RELATIONSHIPS, AND ECONOMIC EFFICIENCY. THE STUDY IS DESIGNED TO MEET THE NEEDS, INTERESTS, AND ABILITIES OF THE STUDENTS FOR WHICH IT IS GEARED. ACTIVITIES ENCOURAGE GROUP AND INDIVIDUAL PARTICIPATION AND INITIATIVE. ENRICHMENT ACTIVITIES INCLUDE DRAMATIC PLAYS, ART WORK, FIELD TRIPS, RELATED LIBRARY READING, SCRAP BOOKS, GUEST SPEAKERS, MAP INTERPRETATION, STORY WRITING AND TELLING, DEVELOPMENT OF A SENSE OF CHRONOLOGY AND TIME, RECOGNITION OF COMMUNITY RESPONSIBILITY, ALPHABETIZING, STAMP COLLECTING, SORTING OBJECTS, PREPARATION OF WEIGHTS AND MEASUREMENTS, AND WRITING AND ADDRESSING LETTERS. SUPPLEMENTARY ACTIVITIES ARE PRESENTED FOR CORRELATION OF ACTIVITIES CHILDREN ENJOY CARRYING ON THROUGHOUT SUCH A STUDY AS THEY RELATE TO VARIOUS SUBJECT MATTER FIELDS OUTSIDE THE CLUSTER OF SUBJECTS COMMONLY THOUGHT OF AS THE SOCIAL STUDIES. THE SUBJECT MATTER FIELDS FOR WHICH THE ACTIVITIES ARE PRESENTED INCLUDE ARITHMETIC, ART, LANGUAGE ARTS, MUSIC, PHYSICAL EDUCATION, AND SCIENCE. A BIBLIOGRAPHY IS INCLUDED. ED002420 A STUDY OF HOW THE MAIL IS CARRIED, A CURRICULUM UNIT FOR THIRD GRADE. 40 N/A 1965 8/17/2004 22:39:18 DISA1965

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No Educational Media Films Learning Repetitive Film Showings Teaching Methods MCTAVISH, C.L. AND OTHERS Pennsylvania (Philadelphia) Pennsylvania (Philadelphia) Pennsylvania State Univ., University Park. A DETERMINATION OF THE INCREMENT IN LEARNING ATTRIBUTABLE SOLELY TO ONE, TWO, AND THREE REPETITIONS OF A FILM OVER AND ABOVE A SINGLE SHOWING WAS INVESTIGATED. THE SUBJECTS WERE 319 COLLEGE FRESHMEN WHO WERE DIVIDED INTO FOUR GROUPS AND WHO WERE SHOWN FOUR GENERAL SCIENCE FILMS. EACH GROUP SAW ONE OF THE FILMS ONCE, A SECOND FILM TWICE, A THIRD FILM THREE TIMES, AND A FOURTH FILM FOUR TIMES. NO TWO GROUPS SAW THE SAME FILM THE SAME NUMBER OF TIMES. MULTIPLE-CHOICE OBJECTIVE TESTS WERE PREPARED FOR EACH FILM AND WERE GIVEN DURING THE NEXT CLASS PERIOD AFTER THE FILM WAS SHOWN. THE DIFFERENCE BETWEEN THE PRETEST AND POST-TEST SCORES WAS HIGHLY SIGNIFICANT IN EACH CASE, INDICATING THAT EVERY GROUP LEARNED FROM EVERY FILM. SEEING A FILM TWO TIMES RESULTED IN A SUBSTANTIAL INCREASE IN LEARNING. THE THIRD SHOWING DID NOT SIGNIFICANTLY INCREASE THE LEARNING EFFECTED BY TWO SHOWINGS. FOUR SHOWINGS BROUGHT ABOUT A SMALLER GAIN, AND IN TWO CASES A SLIGHT DECREASE, OVER THREE SHOWINGS. THE OPTIMUM NUMBER FOR THE TYPE OF FACTUAL FILMS USED IN THE STUDY WAS TWO SHOWINGS. ED002421 EFFECT OF REPETITIVE FILM SHOWINGS ON LEARNING. 1949-11-00 8 N/A 1965 2016-11-22

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No Audiovisual Aids Educational Media Equipment Learning Research SMITH, KINSLEY R. VANORMER, E.B. Pennsylvania State Univ., University Park. A REPORT ON INSTRUCTIONAL SOUND MOTION PICTURES IS PRESENTED. THE FIRST SECTION OF THE REPORT INVOLVES THE AREA OF PSYCHOLOGICAL LEARNING PRINCIPLES AND THEIR RELATIONSHIPS TO LEARNING FROM FILMS. THE LEARNING PRINCIPLES INVESTIGATED ARE--THE GREATER THE MOTIVATION, THE GREATER THE LEARNING, THE INDIVIDUAL LEARNS ONLY BY HIS OWN ACTIVITY, AND THE MORE ACTIVE THE MENTAL OR PHYSICAL LEARNING BEHAVIOR, THE GREATER THE LEARNING, THE LEARNER ACQUIRES AND REPEATS THOSE ACTIONS WHICH LEAD TO SUCCESS IN A SITUATION, WHICH SATISFY THE MOTIVATING CONDITIONS, OR WHICH ARE PERCEIVED AS MEANS TO DESIRED ENDS, AND THE CHARACTERISTICS OF THE LEARNER AFFECT HIS ABILITY TO LEARN. THE SECOND SECTION INVOLVES FILM CHARACTERISTICS, THEIR EFFECTS ON LEARNING, AND PROPOSED INVESTIGATIONS TO DETERMINE THE RELATIVE EFFECTIVENESS OF SUCH FILM VARIABLES AS COLOR, MUSIC, VOICE CHARACTERISTICS, EMOTIONAL TONE, AND HUMOR UNDER VARIOUS CONDITIONS OF LEARNING. THE LAST THREE SECTIONS INVOLVE THE DEVELOPMENT OF NEW EQUIPMENT AND PROCEDURES FOR TESTING INSTRUCTIONAL FILMS, THE RESEARCH ON METHODS OF UTILIZING FILMS IN INSTRUCTION, AND THE REVIEWS OF PERTINENT LITERATURE AND THEORETICAL SYSTEMS. ED002422 LEARNING THEORIES AND INSTRUCTIONAL FILM RESEARCH. 1949-06-00 13 N/A 1965 8/17/2004 22:39:22 DISA1965

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No Audiovisual Instruction Instructional Films Secondary Education Visual Learning VANDERMEER, A.W. Pennsylvania (Philadelphia) Pennsylvania (Philadelphia) Pennsylvania State Univ., University Park. EXPERIMENTS WERE CONDUCTED TO DISCOVER WHETHER INSTRUCTIONAL FILMS IN COLOR WERE MORE EFFECTIVE THAN BLACK AND WHITE VERSIONS OF THE SAME FILMS. IN ONE EXPERIMENT, COLOR AND BLACK AND WHITE VERSIONS OF FIVE INSTRUCTIONAL FILMS WERE SHOWN TO 500 NINTH- AND 10-GRADE STUDENTS, HALF THE STUDENTS SEEING THE COLOR FILMS AND THE OTHER HALF SEEING THE BLACK AND WHITE. THE SUBJECTS WERE TESTED IMMEDIATELY AFTER THE FILM SHOWINGS AND AGAIN 6 WEEKS LATER. WHEN THE DATA WERE ANALYZED, PROCEDURES WERE USED TO EQUATE THE CLASSES. IN A SECOND EXPERIMENT, CONDUCTED A YEAR AFTER THE FIRST, FOUR OF THE FIVE FILMS USED IN THE FIRST EXPERIMENT WERE AGAIN USED. THE POPULATION CONSISTED OF 199 HIGH SCHOOL STUDENTS. AN ALTERNATION TECHNIQUE WAS USED TO EQUATE THE DIFFERENCES IN LEARNER CHARACTERISTICS. RESULTS IN BOTH STUDIES WERE ESSENTIALLY THE SAME. BOTH TYPES OF FILMS PRODUCED THE SAME AMOUNT OF LEARNING. INFORMATION PRESENTED IN THE COLOR FILMS WAS RETAINED LONGER. COLOR FILMS WERE PREFERRED TO BLACK AND WHITE FILMS. THE USE OF COLOR IN THE INSTRUCTIONAL FILMS WAS NOT JUSTIFIED IN TERMS OF GREATER LEARNING BY THE VIEWERS. A POSSIBLE LIMITATION IN THE EXPERIMENT WAS THAT COLOR WAS NOT A CUE FOR LEARNING. SUCH OTHER CUES IN THE FILMS AS SHAPE, CONTRAST, TEXTURE, AND INFORMATION IN THE COMMENTARY PROVIDED EQUALLY IMPORTANT LEARNING CUES. ED002423 RELATIVE EFFECTIVENESS OF COLOR AND BLACK AND WHITE IN INSTRUCTIONAL FILMS. 1952-06-00 24 N/A 1965 2016-11-22

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No Broadcast Television Educational Television Mass Instruction Regional Programs SCHWARZWALDER, JOHN C. AND OTHERS NEBRASKA SOUTH DAKOTA NORTH DAKOTA IOWA WISCONSIN Minnesota (Saint Paul) Iowa Minnesota (Saint Paul) Nebraska North Dakota South Dakota Wisconsin Twin City Area Educational TV Corp., St. Paul, Minn. A DETERMINATION OF THE FEASIBILITY AND DESIRABILITY OF A SIX-STATE EDUCATIONAL TELEVISION NETWORK IN THE STATES OF IOWA, NEBRASKA, MINNESOTA, NORTH DAKOTA, SOUTH DAKOTA, AND WISCONSIN WAS CONDUCTED. IT WAS FOUND THAT A SIX-STATE, EDUCATIONAL TELEVISION NETWORK WAS POSSIBLE FROM A TECHNICAL VIEWPOINT. THE NETWORK WOULD USE ONLY EDUCATIONAL STATIONS ALREADY ON THE AIR AND ADDITIONAL VHF RESERVED CHANNELS ALREADY ALLOCATED TO EDUCATION BY THE FCC. IT WOULD SERVE ALMOST THREE-QUARTERS OF THE PEOPLE WITHIN THE SIX STATES. EDUCATIONAL TELEVISION COULD PROVIDE TEACHERS FOR FOR SUBJECTS NOT BEING TAUGHT IN RURAL AND OTHER SCHOOLS UNABLE TO HAVE QUALIFIED TEACHERS IN THOSE SUBJECTS. IT COULD BRING CULTURAL AND VOCATIONAL PROGRAMS TO AREAS FAR DISTANT FROM THEIR SOURCE. THE CAPITAL COST OF ESTABLISHING A NETWORK WOULD BE APPROXIMATELY $2,000,000. THE OPERATING COSTS, ON THE BASIS OF A 25-HOUR WEEK, WOULD BE APPROXIMATELY $500,000 PER YEAR, OR AN AVERAGE OF LESS THAN $100,000 PER STATE. AN ADMINISTRATIVE PLAN WOULD BE DEVISED TO AVOID LEGAL OBJECTIONS TO THE USE OF THE NETWORK'S PUBLIC OR PRIVATE SCHOOLS, COLLEGES OR UNIVERSITIES. ED002424 UPPER MIDWEST SIX-STATE EDUCATIONAL TELEVISION NETWORK SURVEY, IOWA, MINNESOTA, NEBRASKA, NORTH DAKOTA, SOUTH DAKOTA, WISCONSIN. 1960-03-31 186 N/A 1965 2016-11-22

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No Algebra Arithmetic Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Mathematics Instruction Sequential Approach CICIARELLI, V LEONARD, JOSEPH New York (Syracuse) New York (Syracuse) Syracuse City School District, NY. A SEQUENTIAL MATHEMATICS PROGRAM BEGINNING WITH THE BASIC FUNDAMENTALS ON THE FOURTH GRADE LEVEL IS PRESENTED. INCLUDED ARE AN UNDERSTANDING OF OUR NUMBER SYSTEM, AND THE BASIC OPERATIONS OF WORKING WITH WHOLE NUMBERS--ADDITION, SUBTRACTION, MULTIPLICATION, AND DIVISION. COMMON FRACTIONS ARE TAUGHT IN THE FIFTH, SIXTH, AND SEVENTH GRADES. A FRACTION IS DEFINED AS A PART OF A WHOLE OBJECT OR GROUP. A GRAPHIC ILLUSTRATION AND A NUMBER LINE ARE USED. EQUIVALENT AND REGROUPING FRACTIONS ARE TAUGHT AS WELL AS THE BASIC OPERATIONS. THE USE OF COMPARISONS, RATIOS, AND PROPORTIONS ARE TAUGHT IN THE SEVENTH GRADE, AND PERCENTS AND DECIMAL FRACTIONS IN THE SIXTH AND SEVENTH. PROBLEM SOLVING AND GEOMETRY ARE COVERED IN THE SEVENTH GRADE. UNITS OF MEASUREMENT AND OPERATIONS ARE TAUGHT IN THE FIFTH THROUGH THE SEVENTH GRADES. ALEGEBRAIC SYMBOLS ARE INTRODUCED IN THE EIGHTH GRADE, AND SIMPLE EQUATIONS, EQUATIONS INVOLVING TWO OR MORE OPERATIONS TO REACH A SOLUTION, DIRECTED NUMBERS, AND GRAPHING ARE STUDIED. THE NINTH GRADE INCLUDES THE LANGUAGE OF STATISTICS, AN INSURANCE UNIT USING PERCENTAGES AND STATISTICS, AND AN INTRODUCTION TO SET THEORY. A DIAGNOSTIC TEST IN MATHEMATICS, CONSTRUCTED IN ANTICIPATION OF AN UPGRADED SITUATION IN THE SEVENTH GRADE, IS INCLUDED. THE PRIMARY PURPOSE IS TO LOCATE THE APPROPRIATE ACHIEVEMENT LEVELS OF THE SEQUENTIAL MATH PROGRAM ON WHICH A CHILD IS OPERATING. ED002425 S.M.P. SEQUENTIAL MATHEMATICS PROGRAM. 1964-09-00 21 N/A 1965 2016-11-22

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No Agricultural Laborers Disadvantaged Health Programs CALIFORNIA California A PROGRAM INSTITUTED IN 1961 TO IMPROVE THE HEALTH OF DOMESTIC SEASONAL AGRICULTURAL WORKERS IN CALIFORNIA AND THEIR FAMILIES WAS GIVEN. IT SOUGHT TO HELP LOCAL HEALTH AGENCIES BY PROVIDING--TECHNICAL ASSISTANCE TO COUNTIES TRYING TO DEVELOP FACILITIES AND SERVICES, EARLY DEVELOPMENT OF POLICIES AND PROCEDURES FOR USE OF STATE FUNDS BY LOCAL AGENCIES, A STUDY OF THE DEVELOPMENT AND EXTENSION OF HEALTH INSURANCE FOR FARM WORKERS' FAMILIES, A STUDY OF MATTERS PERTAINING TO ELIGIBILITY RESTRICTIONS ON HEALTH SERVICES FOR FARM WORKERS, AND COORDINATION OF INTRA- AND INTER-STATE EFFORTS TO MEET THE HEALTH NEEDS OF MIGRATORY WORKERS. IN 1961 THE BUDGET OF THE FARM WORKERS HEALTH SERVICE WAS $108,670. IT INCLUDED--A PERMANENT STAFF OF A DOCTOR AND A SECRETARY, AND A TEMPORARY STAFF OF AN ADMINISTRATIVE ASSISTANT, A SOCIOLOGY CONSULTANT, TWO MEDICAL STUDENTS, AND A PHOTOGRAPHER. SEVERAL COUNTIES EXTENDED ALREADY EXISTING PROGRAMS USING COUNTY FUNDS, OTHERS EXPANDED PROGRAMS USING STATE FUNDS. A THREE-WAY HEALTH PREPAYMENT PLAN FINANCED BY FARM WORKERS, EMPLOYERS, AND COUNTY FUNDS WAS PROPOSED FOR A TRAIL PROGRAM IN 1962. SEVERAL STUDIES WERE CONDUCTED, AND TECHNICAL ASSISTANCE WAS RENDERED BY THE BUREAU OF HEALTH EDUCATION. MANY ADDITIONAL COORDINATION AND LIAISON ACTIVITIES WERE NOTED. THE PROGRAM WAS TO BE CONTINUED AND EXPANDED IN 1962. IN ADDITION TO CONTINUING TECHNICAL ASSISTANCE AND HELP IN CONDUCTING STUDIES, THE HEALTH DEPARTMENT HOPED TO STIMULATE A NUTRITION EDUCATION PROGRAM FOR THE FARM WORKERS' FAMILIES AND A DENTAL EMERGENCY CARE PROGRAM. ED002426 1961 ACTIVITIES IN CALIFORNIA DIRECTED TOWARD THE IMPROVEMENT OF HEALTH AMONG DOMESTIC SEASONAL AGRICULTURAL WORKERS AND THEIR FAMILIES. 1961-00-00 8 N/A 1965 2016-11-22

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No Administrator Guides Audiovisual Aids Educational Opportunities Electronic Classrooms CROSSMAN, DAVID M. New York (Albany) New York (Albany) New York State Education Dept., Albany. GUIDES TO AID ADMINISTRATORS IN THE SELECTION AND INSTALLATION OF ELECTRONIC CLASSROOMS ARE PRESENTED. ADVANTAGES OF AN ELECTRONIC CLASSROOM ARE THAT A VARIETY OF MATERIALS CAN BE USED, SPEECH PATTERNS CAN BE RECORDED FOR SUBSEQUENT EVALUATION, RECORDED LESSONS CAN BE USED AGAIN AND AGAIN, PROGRESS OF INDIVIDUAL STUDENTS CAN BE MONITORED WITHOUT DISTURBING OTHER STUDENTS,OPTIMUM TEACHERS CAN SUPPLY CLASSES WITH LIVE OR RECORDED MATERIALS ON AN INDIVIDUAL BASIS, ALLOWING EACH STUDENT TO RESPOND INDEPENDENTLY. WHILE THE GREATEST USEFULNESS OF THE ELECTRONIC CLASSROOM IS IN THE TEACHING OF A MODERN FOREIGN LANGUAGE, IT IS ALSO SUITABLE FOR TEACHING AN ELEMENTARY COURSE IN CHAUCER, FOR LEARNING MUSIC APPRECIATION AND ORAL INTERPRETATION, AND FOR DRILL PURPOSES IN THE TEACHING OF SHORTHAND AND OTHER BUSINESS SKILLS. MOST ELECTRONIC CLASSROOM INSTALLATIONS ARE EITHER OF THE LISTEN-RESPOND TYPE, THE LISTEN-RESPOND AUDIO-ACTIVE TYPE, OR THE LISTEN-RESPOND-RECORD TYPE. A GREAT VARIETY OF RECORDED MATERIAL IS AVAILABLE, MUCH IS COORDINATED WITH TEXTBOOKS. THE PURCHASING OF A CLASSROOM INVOLVES INITIAL MEETINGS OF FACULTY AND ADMINISTRATIVE OFFICERS, CONSULTANT ASSISTANCE, ACCUMLATION OF VENDOR INFORMATION, VISITS TO SCHOOLS WITH ELECTRONIC CLASSROOM FACILITIES, WRITING SPECIFICATIONS, ADVERTISEMENTS FOR BIDS, BID OPENINGS, AWARDS OF CONTRACT, INSTALLATION, INSPECTION BY A QUALIFIED TECHNICIAN, FACULTY TRAINING, AND PAYMENT TO THE VENDOR. RECOMMENDED SPECIFICATIONS FOR EQUIPMENT FOR BOTH TEACHERS AND STUDENTS AND APPENDIXES ARE INCLUDED. ED002427 THE ELECTRONIC CLASSROOM--A GUIDE FOR PLANNING. 1964-09-00 60 N/A 1965 2016-11-22

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No Disadvantaged Dropout Programs Study Centers Unwed Mothers Vocational Education SUMMARIES OF PROGRAMS DESIGNED TO IMPROVE THE EDUCATION OF THE CULTURALLY DEPRIVED ARE PRESENTED. IN NEW YORK STATE, A COMPREHENSIVE GENERAL-PURPOSE ALLOTMENT OF FINANCIAL AID IS PROVIDED FOR CITY SCHOOLS. ALSO IN NEW YORK, PROGRAMS ARE BEING CONDUCTED THAT OFFER PREEMPLOYMENT INSTRUCTION FOR POTENTIAL DROPOUTS, THAT OFFER DEMONSTRATION PROJECTS TO IMPROVE EDUCATION FOR CULTURALLY DISADVANTAGED PUPILS, AND THAT HELP MALADJUSTED CHILDREN THROUGH IDENTIFICATION AND PREVENTION PROCEDURES. IN WEST VIRGINIA, THERE IS A PROGRAM THAT PROVIDES EDUCATION FOR UNEMPLOYED DROPOUTS DURING THE SUMMER MONTHS. THE PROGRAM IS MANDATORY. IN MICHIGAN, PROGRAMS ARE BEING CONDUCTED THAT USE PUBLICATIONS TO ASSIST IN IDENTIFYING AND HELPING POTENTIAL DROPOUTS, THAT USE TEXTBOOKS WHICH PORTRAY MINORITY GROUPS IN THEIR PROPER HISTORICAL PERSPECTIVE, AND THAT PREPARE PUPILS FOR WORK. IN CHICAGO, PROGRAMS ARE BEING CONDUCTED THAT OFFER DROPOUTS ON-THE-JOB TRAINING IN A DEPARTMENT STORE, THAT INCREASE THE EFFECTIVENESS OF CULTURALLY DEPRIVED THROUGH EDUCATION PROGRAMS, THAT UTILIZE EXPERIMENTAL VOLUNTARY SUMMER SCHOOLS TO EMPHASIZE INDIVIDUAL NEEDS, AND THAT EMPHASIZE VOCATIONAL EDUCATION. IN DELAWARE, THERE IS A PROGRAM THAT STRESSES A HUMAN RELATIONS APPROACH TO MEET THE NEEDS OF CHANGING NEIGHBORHOODS. IN BALTIMORE, MARYLAND, A PROGRAM IS BEING CONDUCTED THAT USES SCHOOL-STUDY CENTERS TO PROVIDE QUIET SPACE FOR STUDY. IN SAN FRANCISCO, A PROGRAM IS BEING CONDUCTED TO MOTIVATE YOUTHS TO DEVELOP VOCATIONAL INTERESTS WHILE DOING PAID WORK. IN PHILADELPHIA, THERE IS A PROGRAM GEARED TO HELP UNWED MOTHERS. IN TEXAS, PROGRAMS ARE BEING CONDUCTED THAT UPGRADE JOBS FOR DROPOUTS BETWEEN THE AGES OF 16 TO 20 AND THAT MEET THE NEEDS OF POTENTIAL DROPOUTS. ED002428 PROGRAMS DESIGNED TO IMPROVE EDUCATIONAL SERVICES TO CULTURALLY DEPRIVED. 1962-00-00 12 N/A 1965 8/17/2004 22:39:31 DISA1965

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No Academic Achievement Educational Retardation Educational Status Comparison Enrollment Rural Youth Urban Youth NAM, CHARLES B. POWERS, MARY G. DISTRICT OF COLUMBIA District of Columbia National Committee for Children and Youth, Washington, DC. FACTORS ASSOCIATED WITH DIFFERENCES IN THE EDUCATIONAL STATUS OF RURAL AND URBAN YOUTH ARE EXPLORED. TOPICS DISCUSSED INCLUDE EDUCATIONAL ATTAINMENT, ENROLLMENT RATES, PATTERNS OF SCHOOL RETARDATION, FACTORS RELATED TO SCHOOL ENROLLMENT, AND RETARDATION AND FUTURE EDUCATIONAL PROSPECTS OF RURAL YOUTH. THE RELATIVE EFFECTS OF REGION, AGE, SEX, COLOR, EDUCATION OF ADULTS, AND SOCIOECONOMIC STATUS ARE EXAMINED. THE ANALYSIS IS LARGELY BASED ON 1960 CENSUS DATA AND SAMPLE SURVEYS TAKEN BY THE BUREAU OF THE CENSUS IN RECENT YEARS. THE RURAL ADULT POPULATION LAGGED BEHIND THE URBAN ADULT POPULATION IN EDUCATIONAL ATTAINMENT. MUCH OF THE DIFFERENCE CAN BE ACCOUNTED FOR BY THE EDUCATIONAL SELECTIVITY OF MIGRATION AND PAST DIFFERENCES BETWEEN RURAL AND URBAN SCHOOL SYSTEMS WHICH RESULT IN A MORE POORLY EDUCATED OLDER POPULATION IN RURAL AREAS. ENROLLMENT RATES OF RURAL YOUTHS ARE APPROXIMATELY EQUAL TO THOSE OF URBAN YOUTHS AT THE COMPULSORY AGES AND LEVELS OF ATTENDANCE. MORE URBAN YOUTHS ARE ENROLLED IN NONCOMPULSORY KINDERGARTEN AND COLLEGE LEVELS. THE SITUATION FOR NONWHITES IS NOT AS GOOD AS FOR WHITES, IN ANY AREA THOUGH BOTH GROUPS SHOWED SOME IMPROVEMENT BETWEEN 1950 AND 1960. RURAL YOUTHS TEND TO BE MORE RETARDED IN SCHOOL THAN URBAN YOUTHS, NONWHITES TEND TO BE MORE RETARDED IN SCHOOL THAN WHITES. THE SAME FACTORS APPEAR TO BE ASSOCIATED WITH SCHOOL RETARDATION AS WITH SCHOOL DROPOUTS. FAMILY AND COMMUNITY EDUCATION AND SOCIOECONOMIC LEVELS ARE GOOD INDICATORS OF THE SCHOLASTIC ATTAINMENT OF YOUTH. ED002429 EDUCATIONAL STATUS OF RURAL YOUTH. 1963-09-00 11 N/A 1965 2016-11-22

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No Administrative Organization Agricultural Laborers Farm Labor Labor Problems Research Projects State Programs SALTER, RICHARD H. Arizona (Phoenix) Arizona (Phoenix) Arizona State Employment Security Commission, Phoenix. THE ORGANIZATION OF THE FARM PLACEMENT PROGRAM IS DESCRIBED. INCLUDED ARE THE ADMINISTRATIVE ORGANIZATIONS, THE LOCAL LEVELS, THE STATE FARM LABOR ADVISORY COMMITTEE, AND THE PLANNING AND OPERATING METHODS USED BY FARM PLACEMENT PERSONNEL IN MEETING FARM LABOR NEEDS. MAJOR CROP ACTIVITIES ARE RELATED TO COTTON AND VEGETABLES. THE LABOR FORCE IS MAINLY COMPOSED OF RESIDENT AND OUT-OF-STATE LABOR. MONTHS OF ACTIVITY ARE FROM JULY THROUGH NOVEMBER. THE PACKAGING OF COTTON AND VEGETABLES IS NOW MECHANIZED, THESE CROPS WERE FORMERLY PACKAGED BY HAND. THE RECRUITMENT AND PLACEMENT OF FARM LABOR IS DISCUSSED IN TERMS OF TRANSPORTATION, WAGES, HOUSING, INDIANS, YOUTH, THE AREA REDEVELOPMENT PROGRAM, MEXICAN NATIONALS, THE ANNUAL WORKER PLAN, AND WAGE REPORTS. THE WAGE FINDING PROGRAM IS IMPROVED OVER THE PAST YEAR BECAUSE OF A BETTER UNDERSTANDING OF THE MECHANICS INVOLVED AND BECAUSE OF THE ADDITION OF A FIELD STAFF. AGRICULTURAL RESEARCH PROJECTS CONDUCTED DURING THE YEAR ARE LISTED. TABLES WHICH REFLECT LABOR NEEDS, METHODS OF LABOR RECRUITMENT, AND RECORDS OF ACCOMPLISHMENT ARE INCLUDED. A COPY OF THE ARIZONA FARM LABOR BULLETIN AND A DESCRIPTION OF MARICOPA COUNTY'S INVOLUNTARY DAY HAUL PROGRAM ARE ALSO INCLUDED. ED002430 ARIZONA FARM LABOR REPORT. 1964-00-00 22 N/A 1965 2016-11-22

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No Administrative Organization Labor Conditions Seasonal Employment State Programs DALRYMPLE, DANIEL M. AND OTHERS New York (Albany) New York (Albany) New York State Interdepartmental Committee on Farm and Food Processing Labor, Albany. NEW YORK STATE'S PROGRAM OF AID FOR ITS INTERSTATE AGRICULTURAL WORKERS IS PRESENTED. NEW YORK IS ONE OF THE MAJOR AGRICULTURAL STATES. THOUSANDS OF SEASONAL WORKERS ARE REQUIRED TO SUPPLEMENT INDIVIDUAL FARMERS, THEIR FAMILIES, AND REGULAR EMPLOYEES OF FRUIT AND VEGETABLE PROCESSING PLANTS. THE SEASONAL WORKER IS A KEY FIGURE IN THE STATE'S AGRICULTURAL ECONOMY. THUS THE NEW YORK STATE INTERDEPARTMENTAL COMMITTEE ON FARM AND FOOD PROCESSING LABOR WAS ORGANIZED. THE COMMITTEE IS DRAWN FROM SEVEN STATE DEPARTMENTS, THEIR COMBINED RESOURCES PROVIDE SERVICES FOR SEASONAL WORKERS IN THE FIELDS OF HEALTH, HOUSING, CHILD CARE, EDUCATION, WORKING CONDITIONS, AND SAFETY. LOCAL WELFARE AND HEALTH AUTHORITIES, CIVIC GROUPS, AND SOCIAL SERVICE AGENCIES POOL THEIR RESOURCES FOR EFFECTIVE WORK AT THE LOCAL LEVEL. THEY DRAW ON THE STATE GOVERNMENT FOR HELP AND IN TURN ASSIST THE VARIOUS STATE AGENCIES IN ATTUNING THEIR EFFORTS TO LOCAL CONDITIONS. THE JOINT LEGISLATIVE COMMITTEE ON MIGRANT LABOR GIVES AID IN INTRODUCING OR UP-DATING LAWS AFFECTING THE SEASONAL WORKERS. HEALTHFUL CONDITIONS IN FARM LABOR CAMPS ARE INSURED THROUGH INSPECTIONS OF HEALTH AND HOUSING FACILITIES, INTRODUCTION OF A SANITARY CODE COVERING HOUSING, FIRE HAZARDS, BATHING AND TOILET FACILITIES, FOOD HANDLING AND FOOD STORAGE FACILITIES, WATER SUPPLY AND SEWAGE DISPOSAL, IMMUNIZATIONS, AND HEALTH AND MATERNITY CLINICS. THE CHILD-CARE PROGRAM HAS CENTERS TO CARE FOR CHILDREN FROM INFANCY TO 14 YEARS OF AGE WHILE THEIR PARENTS ARE WORKING IN THE FIELDS. LOCAL SCHOOL DISTRICTS CONDUCT SUMMER SCHOOLS FOR THE CHILDREN OF SEASONAL WORKERS DURING JULY AND AUGUST. THE STATE LABOR DEPARTMENT HANDLES THE JOB PLACEMENT OF MANY SEASONAL WORKERS AND IS AUTHORIZED TO SUPERVISE CERTAIN WORKING CONDITIONS. SEASONAL FARM WORKERS WHOSE MOTOR VEHICLES ARE REGISTERED IN ANOTHER STATE ARE NOT REQUIRED TO OBTAIN NEW YORK LICENSE PLATES FOR THE PERIOD FROM JUNE THROUGH NOVEMBER PROVIDED THEIR HOME STATE REGISTRATION IS VALID. ED002431 A HELPING HAND, SEASONAL FARM LABOR IN NEW YORK STATE. 1963-00-00 11 N/A 1965 2016-11-22

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No Economically Disadvantaged Federal Programs Rural Areas Rural Economics GRAHAM, FRANK P. AND OTHERS New York (New York) New York (New York) National Sharecroppers Fund, New York, NY. RURAL POVERTY WAS DEEPENED RATHER THAN AMELIORATED BY A REVOLUTION IN SOUTHERN AGRICULTURE. THERE WERE 3.4 MILLION SOUTHERN FARMERS IN 1935, THIS NUMBER DECREASED TO LESS THAN 1.6 MILLION IN 1962. AVERAGE YEARLY EARNINGS WERE LESS THAN $2,500. THE RURAL AREAS DEVELOPMENT PROGRAM HAS TRIED TO ATTRACT INDUSTRY TO COUNTY OR MULTI-COUNTY AREAS IN WHICH SURPLUS AGRICULTURAL LABOR COULD BE EMPLOYED. SUCH AGENCIES AS THE SOIL CONSERVATION SERVICE, THE EXTENSION SERVICE, AND THE EMPLOYMENT SERVICE HAVE COOPERATED WITH LOCAL DEVELOPMENT COMMITTEES. THE AREA REDEVELOPMENT ADMINISTRATION HAS CARRIED OUT THE DEPRESSED AREAS PROGRAM, AREAS WERE CLASSIFIED ACCORDING TO THE UNEMPLOYMENT RATE AND, IF RURAL, ACCORDING TO FAMILY INCOME. LOANS HAVE BEEN AVAILABLE FOR PRIVATE PROJECTS WHICH WOULD BENEFIT THE ECONOMY, AND FOR PUBLIC WORKS. A BETTER LIFE FOR FARM FAMILIES SHOULD INCLUDE IMPROVEMENTS IN THE AREAS OF ECONOMIC OPPORTUNITY, EDUCATION, ORGANIZATION, AND CIVIL RIGHTS. ED002432 A BETTER LIFE FOR FARM FAMILIES, NATIONAL SHARECROPPERS FOUNDATION, SOUTHERN RURAL CONFERENCE, BRICKS, NOVEMBER 14-16, 1962. 1962-11-00 17 N/A 1965 2016-11-22

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No Elementary School Teachers Inservice Teacher Education Mathematics Instruction WEAVER, J. FRED Massachusetts (Boston) MASSACHUSETTS Massachusetts Massachusetts (Boston) A PROGRAM PROVIDING INSERVICE TRAINING FOR ELEMENTARY SCHOOL TEACHERS USING MODERN MATHEMATICS TEXTBOOKS WAS PRESENTED. FOR A PERIOD OF 13 WEEKS, ONE-HALF HOUR LECTURES WERE GIVEN VIA TELEVISION 1 DAY A WEEK AFTER SCHOOL HOURS. THE PUBLIC SCHOOLS, A LOCAL TELEVISION STATION, A STATE COLLEGE, AND A TEAM REPRESENTING THE NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS COOPERATED. THE MAIN BODY OF THE PROJECT CONSISTED OF A SET OF KINESCOPES WHICH WERE DEVOTED TO MATHEMATICS CONTENT AND TEACHING SUGGESTIONS. LESSON NOTES WERE DISTRIBUTED PRIOR TO EACH TELECAST. A DISCUSSION PERIOD FOLLOWED EACH TELECAST. SINCE THE TELECASTS WERE RECORDED, THE PROJECT DIRECTOR AND LECTURER COULD VISIT WITH GROUPS OF TEACHERS AND ANSWER QUESTIONS DURING THE REVIEW AND DISCUSSION PERIOD. AT THE CLOSE OF THE PROJECT, TEACHERS SUBMITTED EVALUATION SHEETS. DIFFICULTIES EXPRESSED BY TEACHERS WERE THAT THEY DID NOT UNDERSTAND THE SUBJECT MATTER CLEARLY, THE TEXTBOOK MATERIALS WERE NOT AVAILABLE SO APPLICATION WAS DIFFICULT, AND THE LESSON NOTES DID NOT GIVE ENOUGH SUGGESTIONS REGARDING IMPLICATIONS FOR THEIR OWN CLASSROOM INSTRUCTION. NEVERTHELESS, THE PROGRAM INCREASED TEACHER AWARENESS OF CHANGES TAKING PLACE IN MATHEMATICS. MORE TEACHERS SUBMITTED REQUESTS TO TAKE SUMMER COURSES IN MATHEMATICS. THE VISITING TEAM STATED THAT THE PERSONALITY OF THE TELEVISION INSTRUCTOR WAS A STRONG FACTOR, HER PERSONAL CONTACTS ADDED TO THE INSTRUCTIONAL VALUE. THE TEAM RECOMMENDED THAT CLASSROOM INSTRUCTION METHODS AND MATHEMATICS CONTENT SHOULD BE DEVELOPED SEPARATELY IN PARALLEL SERIES, FOLLOW UP DISCUSSIONS AND GUIDELINE NOTES SHOULD BE USED, AND STRONG SUPPORT FROM SCHOOL PRINCIPALS SHOULD BE OBTAINED. THIS ARTICLE IS PUBLISHED IN THE "ARITHMETIC TEACHER," OCTOBER, 1963. ED002433 FOUNDATIONS OF MATHEMATICS FOR ELEMENTARY SCHOOLS--AN INSERVICE PROJECT. 1963-10-00 1 N/A 1965 2016-11-22

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No Audiovisual Aids Educational Technology Instructional Films Learning Motivation Music Music Techniques ZUCKERMAN, JOHN V. Pennsylvania State Univ., University Park. THE POSSIBLE IMFORMATIONAL, EMOTIONAL, AND CONCEPTUAL AND INTEGRATIVE FUNCTIONS OF FILM MUSIC WERE PRESENTED. A LIST OF TECHNIQUES FOR ACHIEVING THOSE FUNCTIONS AND CRITIQUES OF THOSE TECHNIQUES AS USED IN MOTION PICTURES WERE INCLUDED. TYPES OF INFORMATIONAL FUNCTIONS OF MUSIC EXPLAINED AND ILLUSTRATED WERE--DELINEATION OF PERSONALITY OR CHARACTER OF FILM ACTORS, PROVISION OF SUBJECTIVE EVALUATION FOR AN OBJECTIVE IMAGE, EMPHASIS FOR ACTION, TELLING A STORY, RECALLING PAST EVENTS, AND FORETELLING THE FUTURE. EMOTIONAL FUNCTIONS OF MUSIC WERE TO ESTABLISH ATMOSPHERE OR MOOD, TO ADD TO THE EMOTIONAL TONE OR MOOD OF INCIDENTS, OR TO POINT UP DRAMATIC OR COMIC HIGHLIGHTS OF THE FILM. CONCEPTUAL AND INTEGRATIVE FUNCTIONS WERE THE UNIFICATION OF DRAMATIC MATERIAL, THE ASSOCIATION OF IDEAS, THE CONNECTION OF DIALOGUE SEQUENCES, AND ACCOMPANIMENT FOR SEQUENCES OF SILENT ACTION. EXAMPLES OF GOOD AND POOR USES OF MUSICAL DEVICES BY COMPOSERS AND DIRECTORS TO ACHIEVE INTENDED EFFECTS WERE--TEMPO AND RHYTHM, CUEING AND ACCENTUATION, TONE COLORING, THEMATIC STRUCTURE, LENGTH, AND DEVELOPMENT, VOLUME AND INTENSITY, STYLE AND MUSICAL SCHOOLS OF COMPOSTITION, AND INTEGRATION OF MUSIC, SOUND EFFECTS, SPEECH, AND VISUAL IMAGE. POSSIBLE USES OF MUSIC IN INSTRUCTIONAL FILMS WERE THAT--MUSIC COULD PROVIDE PERCEPTUAL DIRECTION BY OVERCOMING PREVIOUS DISTRACTIONS, MUSIC COULD BE A MOTIVATIONAL AID IF THE LEARNER RECOGNIZED AN ASSOCIATION INTENDED BY THE MUSIC AND TOOK PRIDE IN CORRECT PERFORMANCE, FAMILIAR MUSIC COULD PROVIDE CLUES FOR INFERENTIAL THINKING BY ASSOCIATION WITH A NEW EXPERIENCE NOT PREVIOUSLY RELATED TO FAMILIAR ONES, MUSIC COULD PROVIDE MEMORY REINFORCEMENT BY ASSOCIATING THE FAMILIAR WITH THE UNFAMILIAR, AND MUSIC REGARDED HIGHLY BY THE AUDIENCE COULD SECURE FAVORABLE ATTITUDES TOWARD THE MATERIAL OF FILMS. A REVIEW OF THE FUNCTIONS OF FILM MUSIC WITHIN THE CONTEXT OF LEARNING PRINCIPLES WAS INCLUDED. ED002434 MUSIC IN MOTION PICTURES--REVIEW OF LITERATURE WITH IMPLICATIONS FOR INSTRUCTIONAL FILMS. 1949-05-00 20 N/A 1965 8/17/2004 22:39:41 DISA1965

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No Academic Achievement Audiovisual Aids College Instruction Feedback Instructional Films Learning Motivation Retention (Psychology) Teaching Methods Test Construction Test Results HIBSCH, RICHARD S. INSTRUCTIONAL FILM RESEARCH PROGRAM Pennsylvania State Univ., University Park. THE EFFECT OF KNOWLEDGE OF RESULTS ON HIGHLY MOTIVATED SUBJECTS IN A REALISTIC TRAINING SITUATION WITH HIGHLY MEANINGFUL AND RELEVANT LEARNING MATERIAL WAS INVESTIGATED. THE PURPOSE OF THE STUDY WAS TO DISCOVER HOW KNOWLEDGE OF RESULTS COULD BE APPLIED TO IMPROVE LEARNING FROM FILMS. SUBJECTS WERE MIDSHIPMEN OF THE NROTC UNIT AT PENNSYLVANIA STATE COLLEGE. THEY WERE DIVIDED INTO MATCHED GROUPS IN TERMS OF SEMESTER STANDING IN NROTC. KNOWLEDGE OF RESULTS WAS DEFINED AS THE PRESENTATION, IN A NUMBER OF WAYS, OF INFORMATION TO A LEARNER THAT HIS CHOICE OF ANSWER TO A TEST QUESTION WAS EITHER CORRECT OR INCORRECT. USED IN THE STUDY WERE TWO CONTROL AND FOUR EXPERIMENTAL METHODS AND SIX FILMED PRESENTATIONS. KNOWLEDGE OF RESULTS FACILITATED LEARNING. IN MOST CASES THE MORE MEANING THAT WAS EXPLICITLY GIVEN AS THE CORRECT ANSWER, THE MORE IT AIDED LEARNING. IT WAS BETTER TO PROVIDE THE STUDENT WITH A STATEMENT OF THE QUESTION ALONG WITH THE ANSWER THAN TO GIVE ONLY THE NUMBER OR LETTER OF THE ANSWER. MILITARY INSTRUCTORS IMPROVED THEIR TEACHING BY USING TESTS TO TEACH AS WELL AS TO EVALUATE TRAINEES. AFTER THE ANSWER IN THE CONTEXT OF THE QUESTION, THE INSTRUCTORS SHOWED AN INSTRUCTIONAL FILM A SECOND TIME. THE SHOWING AIDED RETENTION OF THE MATERIAL AND REASSURED THE TRAINEE. ED002435 THE EFFECTS OF KNOWLEDGE OF TEST RESULTS ON LEARNING OF MEANINGFUL MATERIAL. 1952-09-00 29 N/A 1965 2016-11-22

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No Audiovisual Aids Automation Campuses Class Size Classrooms College Buildings College Libraries College Planning Dormitories Educational Equipment Educational Facilities Educational Improvement Educational Television Independent Study Laboratories Student Teacher Ratio New York (New York) New York (New York) Educational Facilities Labs., Inc., New York, NY. INFORMATION ON THE CURRENT STATUS OF THE COLLEGE CLASSROOM, LABORATORY, LIBRARY, DORMITORY, AND CAMPUS IS PRESENTED. A DISCUSSION OF CLASSROOMS BY MEL ELFIN EMPHASIZES THAT THE NEW CLASSROOM BUILDINGS AND LECTURE HALLS SHOULD ENABLE FEWER TEACHERS TO TEACHER MORE STUDENTS. THIS CAN BE ACHIEVED ONLY IN LARGE TEACHING AREAS OR IN SMALL AREAS WHICH ARE LINKED ELECTRONICALLY. NEW CLASSROOM BUILDINGS SHOULD ACCOMODATE AND ENCOURAGE INDEPENDENT STUDY AND INCLUDE SPACES FOR TRADITIONAL SMALL GROUP AND SEMINAR INSTRUCTION. EXAMPLES ARE GIVEN OF WHAT IS HAPPENING AT VARIOUS COLLEGES TO FURTHER THESE AIMS. A DISCUSSION OF LABORATORIES BY BERNARD ASBELL EMPHASIZES FLEXIBILITY WHICH CAN BE ATTAINED BY NONPERMANENT PARTITIONS AND EXPOSED, WELL-MOUNTED UTILITY FEED LINES. FLEXIBILITY INCLUDES EXPANDABILITY ALLOWANCE FOR CHANGES IN RELATIVE DEMAND FOR CERTAIN SUBJECTS, PROVISIONS FOR EACH DISCIPLINE OF SERVICES IT DOES NOT PRESENTLY NEED, BUT MIGHT NEED IN THE FUTURE, AND AVAILABILITY OF LABORATORIES FOR ALL DEPARTMENTS. A DISCUSSION OF LIBRARIES BY ALVIN TOFFLER EMPHASIZES THE PROBLEMS LIBRARIES FACE IN HOUSING EVER-EXPANDING COLLECTIONS AND IN ACCOMMODATING ALL THE NEW TECHNOLOGICAL DEVICES THAT HAVE BECOME A PART OF THE MODERN LIBRARY. AUTOMATIC INFORMATION RETRIEVAL, MICROFILMING, READING MACHINES, TEACHING MACHINES, ELECTRONIC CARRELS, CLOSED-CIRCUIT TELEVISION, TAPE RECORDERS, AND MOTION PICTURE SCREENS ARE REVOLUTIONIZING THE CONCEPT OF THE LIBRARY. A DISCUSSION OF DORMITORIES BY MARGARET FARMER STATES THAT IN ADDITION TO UNITS NEEDED TO HOUSE EXPANDING ENROLLMENTS, NEW UNITS ARE NEEDED TO CLEAN UP A BACKLOG OF UNSATISFACTORY HOUSING. HOUSE PLAN, CORE PLANS, AND OTHER ARRANGEMENTS WHICH PROVIDE MORE PLEASANT PHYSICAL SURROUNDINGS AND FURTHER EDUCATIONAL OBJECTIVES BY PROVIDING LIVE OR ELECTRONIC AIDS TO LEARNING ARE REPORTED. A DISCUSSION ON CAMPUS PLANNING BY JAMES J. MORISSEAU EMPHASIZES THEATER, MUSEUMS, RECITAL HALLS, HEALTH CENTERS, COLLEGE UNIONS, AND RESEARCH FACILITIES,. THIS DOCUMENT IS ALSO AVAILABLE FROM EDUCATIONAL FACILITIES LABORATORIES, 477 MADISON AVE., NEW YORK, NEW YORK. ED002436 BRICKS AND MORTARBOARDS, A REPORT ON COLLEGE PLANNING AND BUILDING. 1964-00-00 168 N/A 1965 2016-11-22

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No Beginning Teachers Career Choice Geographic Location Graduate Surveys Mobility Persistence Teacher Distribution BOSWORTH, BEN G. APPALACHIA NORTH CAROLINA BOONE North Carolina STUDENT TEACHERS FROM THE 1962-63 GRADUATING CLASS WERE FOLLOWED UP 1 YEAR AFTER GRADUATION. OF THE 535 STUDENT TEACHERS, 83 PERCENT LISTED HOME ADDRESSES WITHIN THE COOPERATING SCHOOL DISTRICTS. AFTER GRADUATION, 74 PERCENT BEGAN TEACHING IN PUBLIC SCHOOLS, 54 PERCENT RETURING TO THE COOPERATING SCHOOL DISTRICTS IN WHICH THEY HAD TAUGHT. OF THE 124 INDIVIDUALS WHO DID NOT GO IMMEDIATELY INTO TEACHING, EIGHT WENT INTO MILITARY SERVICE, 52 CONTINUED THEIR EDUCATION, ONE TAUGHT IN AN INDUSTRIAL CENTER, AND INFORMATION WAS NOT AVAILABLE FOR 13. FIFTY-FIVE SOUGHT OTHER OCCUPATIONS. ED002437 THE 1962-63 STUDENT TEACHING PROGRAM AT APPALACHIAN STATE TEACHERS COLLEGE, AND ITS RELATIONSHIP TO COOPERATING SCHOOL DISTRICTS. 1963-00-00 7 N/A 1965 2016-11-22

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No Academic Aspiration After School Programs Community Resources Compensatory Education Disadvantaged Youth Educational Facilities Enrichment Inservice Teacher Education Parent Education Parent School Relationship Pilot Projects Preschool Education Remedial Instruction School Counseling Socialization Student Characteristics Student Needs LAWRENCE, PAUL F. AND OTHERS California (Sacramento) California (Sacramento) California State Dept. of Education, Sacramento. THE MCATEER ACT ESTABLISHED A 2-YEAR PILOT PROJECT IN COMPENSATORY EDUCATION TO AID DISADVANTAGED CHILDREN, THOSE WHO, ALTHOUGH POTENTIALLY CAPABLE OF COMPLETING THE PROGRAM OFFERED BY THE PUBLIC SCHOOLS, ARE HINDERED FROM DOING SO BY CULTURAL AND SOCIOECONOMIC HANDICAPS. THIRTY-TWO SCHOOL DISTRICTS ARE INVOLVED. GOALS ARE TO DEMONSTRATE TO PUPILS A CLOSE RELATIONSHIP BETWEEN THE CLASSROOM AND LIFE, TO PROVIDE INTENSIVE REMEDIAL AND ENRICHMENT EXPERIENCES NECESSARY FOR ACADEMIC AND SOCIAL SUCCESS, TO AROUSE ASPIRATIONS WHICH ENABLE A PUPIL TO ESTABLISH CONSTRUCTIVE AND POSITIVE GOALS, AND TO PROVIDE FOR INSERVICE SENSITIVITY TRAINING FOR SCHOOL PERSONNEL IN ORDER TO FAMILIARIZE THEM WITH THE CHARACTERISTICS, NEEDS, AND POTENTIAL OF SOCIALLY AND ECONOMICALLY DEPRIVED CHILDREN. ALSO USED ARE SMALL CLASSES, REMEDIAL INSTRUCTION, ENRICHMENT EXPERIENCES, PARENT-SCHOOL COOPERATION, INTENSIFICATION AND EXTENSION OF GUIDANCE AND COUNSELING SERVICES, COMMUNITY RESOURCES, FLEXIBLE CLASS ARRANGEMENTS, STAFF ORIENTATION, PRESCHOOL AND PARENT EDUCATION, LANGUAGE SKILLS EMPHASIS, EXTRA LIBRARY FACILITIES, AND AFTER-SCHOOL TUTORING AND STUDY PROGRAMS. NARRATIVE REPORTS OF PARTICIPATING DISTRICTS GIVE PURPOSES, ACTIVITIES, RESULTS, AND EVALUATIONS. PROJECT DIRECTORS ALSO GIVE EVALUATIONS. DATA ANALYSIS IS MADE IN TERMS OF OUTCOMES WITH CHILDREN, HOME, COMMUNITY, AND SCHOOL PERSONNEL. COST IS DESCRIBED. THE GENERAL APPRAISAL INDICATES THAT THE MOST ENCOURAGING AND SIGNIFICANT IMMEDIATE DEVELOPMENT IS A RENEWED ENTHUSIAM AND A PERCEPTIBLE CHANGE IN ATTITUDES TOWARD THE DISADVANTAGED CHILD. ED002438 PROGRESS REPORT ON COMPENSATORY EDUCATIONAL PROGRAMS IN CALIFORNIA. 1965-01-00 55 N/A 1965 2016-11-22

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No Community Action Community Programs Curriculum Development Disadvantaged Youth Educational Improvement Mathematics Curriculum Parent School Relationship School Community Relationship Study Centers Teacher Effectiveness Work Study Programs BROWN, KENNETH E. CHARACTERISTICS OF PUPILS IN POVERTY AREAS INCLUDE LOW ACHIEVEMENT, UNPREDICTABLE AND UNORGANIZED BEHAVIOR, AND LITTLE PARENT MOTIVATION. THE POVERTY CHILD NEEDS TO HAVE HIS MATHEMATICAL POTENTIAL DEVELOPED TO COPE WITH A SCIENTIFIC WORLD. THE SCHOOL MATHEMATICS STUDY GROUP FURNISHES EXPERIENCE AND INFORMATION ABOUT THE EDUCATION OF MIDDLE GROUP STUDENTS WHICH MAY HAVE SIGNIFICANCE FOR THE MATHEMATICAL EDUCATION OF THE POVERTY CHILD. SUGGESTIONS TO STIMULATE PROGRAMS FOR THE EDUCATION OF THE POVERTY CHILD INCLUDE ESTABLISHMENT OF COMMUNITY COMMITTEES ON MATHEMATICS EDUCATION FOR THE POVERTY CHILD, ESTABLISHMENT OF CENTERS FOR THE STUDY OF HIS NEEDS, INVESTIGATION OF EFFECTIVE METHODS OF TEACHING THE POVERTY CHILD, ESTABLISHMENT OF LOCAL COMMITTEES TO LOCATE PROMISING PRACTICES FOR IMPROVING HIS EDUCATION, COOPERATION BETWEEN THE LOCAL COLLEGE AND THE COMMUNITY IN A PILOT STUDY PROJECT ON TEACHING THE POVERTY CHILD, STUDY OF THE EFFECTIVENESS OF THE USE OF TEACHER ASSISTANTS IN CLASSES OF THESE CHILDREN, STUDY OF MEANS OF COMMUNICATING WITH PARENTS OF THE LOW ECONOMIC GROUP, PROVISION OF PART-TIME EDUCATION WITH WORK EXPERIENCE FOR THE POVERTY CHILD, AND ESTABLISHMENT OF SUMMER CAMPS TO PROVIDE RECREATIONAL ACTIVITIES. ED002439 COMMUNITY ACTION PROGRAMS FOR IMPROVING MATHEMATICS EDUCATION OF PUPILS IN POVERTY AREAS. 1964-09-00 9 N/A 1965 8/17/2004 22:39:50 DISA1965

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No Behavior Problems Child Rearing Comparative Analysis Economically Disadvantaged Family Characteristics Family Life Family Relationship Marital Instability Middle Class CHILMAN, CATHERINE S. DISTRICT OF COLUMBIA District of Columbia STUDIES ON THE POOR'S PATTERNS OF CHILD-REARING AND FAMILY RELATIONSHIPS ARE SUMMARIZED AND COMPARED WITH STUDIES ON IDEAL PATTERNS OF CHILD-READING AND LIFE. EDUCATIONALLY ACHIEVING FAMILIES GIVE THE CHILD FREEDOM WITHIN CONSISTENT LIMITS AND A WIDE RANGE OF PARENT-GUIDED EXPERIENCES. VERY POOR FAMILIES LIMIT FREEDOM FOR EXPLORATION AND HAVE A FEAR AND DISTRUST OF THE UNKNOWN. EMOTIONALLY HEALTHY MIDDLE-CLASS FAMILIES RESPECT THE CHILD AS AN INDIVIDUAL WHOSE BEHAVIOR HAS MILTIPLE CAUSES. COMMUNICATION BETWEEN PARENT AND CHILD IS ENCOURAGED. VERY POOR FAMILIES REGARD MISBEHAVIOR IN TERMS OF CONCRETE PRAGMATIC OUTCOMES, REASONS FOR BEHAVIOR ARE NOT COMSIDERED. VERBAL COMMUNICATION IS LIMITED. MIDDLE-CLASS FAMILIES TEND TO USE DEMOCRATIC CHILD-REARING METHODS WITH MILD, REASONABLE, AND CONSISTENT DISCIPLINE. THE ATTITUDES AND BEHAVIOR OF THE VERY POOR, MORE THAN THOSE OF THE MIDDLE CLASS, TEND TO BE ANTITHETICAL TO A STABLE, PERSONALLY FULFILLING MARRAGE. SUCH ATTITUDES AND BEHAVIOR PLAY AN IMPORTANT PART IN THE HIGH RATE OF SEPARATION, DIVORCE, DESERTION, AND ILLEGITIMACY FOUND AMONG THE VERY POOR. A STABLE, HAPPY MARITAL ADJUSTMENT OF THE PARENTS IS IMPORTANT TO THE PSYCHOLOGICAL, SOCIAL, AND EDUCATIONAL WELL-BEING OF THE CHILD DURING CHILDHOOD, ADOLESCENCE, AND THE PERIOD WHEN HE ESTABLISHES HIS OWN FAMILY. ASSOCIATED OUTCOMES OF BEHAVIOR MALFUNCTIONING INCLUDE DIFFICULTIES IN OBTAINING AND HOLDING A JOB, IN PARTICIPATING IN COMMUNITY ACTIVITIES, AND IN MANAGING HOMES ADEQUATELY. THIS ARTICLE IS A REPRINT FROM THE "WELFARE IN REVIEW," JANUARY 1965. ED002440 CHILD-REARING AND FAMILY RELATIONSHIP PATTERNS OF THE VERY POOR. 1965-01-00 1 N/A 1965 2016-11-22

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No Dropout Prevention Dropout Rate Dropouts Elementary Schools Motivation Techniques School Counseling School Holding Power Secondary Schools Student Needs CANNADAY, FRANK W. Arkansas (Little Rock) Arkansas (Little Rock) Arkansas State Dept. of Education, Little Rock. A STUDY OF DROPOUTS IN ARKANSAS PUBLIC ELEMENTARY AND SECONDARY SCHOOLS, 1940-41 THROUGH 1960-61 IS PRESENTED. TABLES SHOWING THE NUMBER OF PUPILS LEAVING PUBLIC SCHOOLS OF THE UNITED STATES AS COMPARED TO THE NUMBER LEAVING ARKANSAS PUBLIC SCHOOLS BEFORE GRADUATION ARE GIVEN. THE TREND OF THE ARKANSAS SCHOOLS INDICATES INCREASED HOLDING POWER OF SCHOOLS BUT LEAVES MUCH TO BE DESIRED IN REDUCING THE RATE OF DROPOUTS IN THE SEVENTH THROUGH TWELFTH GRADES. LACK OF MOTIVATION AND LACK OF SUFFICIENT FUNDS ARE SERIOUS DETERRENTS TO CONTINUED EDUCATION BY CAPABLE YOUTHS. REASONS FOR LEAVING SCHOOL AS GIVEN BY DROPOUTS INCLUDE WORK, DISLIKE OF SCHOOL, MARRIAGE, AND FAILURE OF COURSES. REASONS GIVEN BY SCHOOL COUNSELORS INCLUDE FAILURE, RETARDATION, HOME CIRCUMSTANCES, MARRIAGE, FEELINGS OF REJECTION, AND TEACHER CONFLICTS. A PUPIL WHO IS 2 YEARS BEHIND IN SCHOOL BY THE TIME HE REACHES THE SEVENTH GRADE IS UNLIKELY TO FINISH THE 10TH GRADE. A PUPIL RETARDED BY AS MUCH AS 3 YEARS IS NOT LIKELY TO ENTER THE NINTH GRADE. DROPOUTS DO NOT TAKE PART IN EXTRACURRICULAR ACTIVITIES BECAUSE OF LACK OF MONEY OR REJECTION BY CLASSMATES. SCHOOL HOLDING POWER AND EDUCATIONAL PROGRAMS TO FIT THE NEEDS OF POTENTIAL DROPOUTS SHOULD BE EMPHASIZED. GUIDANCE AND COUNSELING SERVICES SHOULD BE GIVEN TO THE POTENTIAL DROPOUT AS EARLY AS POSSIBLE. EACH PUPIL SHOULD BE TESTED EARLY AND REGULARLY AND RESULTING INFORMATION SHOULD BE MADE AVAILABLE TO CLASSROOM TEACHERS. REMEDIAL MEASURES INCLUDE ALLOWING PUPILS TO WORK WITHIN THEIR CAPACITY, OFFERING REMEDIAL ASSISTANCE WHEN NEEDED, MAKING THE SUBJECT MATTER INTERESTING AND MEANINGFUL, AND TEACHING PARENTS TO COOPERATE WITH THE SCHOOL TO PROVIDE GOOD PARENTAL AND SCHOOL GUIDANCE. ED002441 A STUDY OF DROP-OUTS IN ARKANSAS, PUBLIC ELEMENTARY AND SECONDARY SCHOOLS 1940-41--1960-61. 1962-00-00 19 N/A 1965 2016-11-22

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No Academic Failure Adjustment (to Environment) Community Cooperation Dropout Prevention Dropouts Family Problems Marriage Mental Retardation Negative Attitudes Poverty Pregnancy Role Conflict School Attitudes LEE, BEATRICE C. DISTRICT OF COLUMBIA District of Columbia National Education Association, Washington, DC. A DROPOUT IS A PUPIL WHO LEAVES A SCHOOL BEFORE GRADUATION OR BEFORE THE COMPLETION OF A PROGRAM OF STUDIES, AND WHO DOES NOT TRANSFER TO ANOTHER SCHOOL. TABLES SHOW THE NUMBER OF PUPILS IN SCHOOLS FROM GRADE 5 THROUGH COLLEGE ENTRANCE FROM 1924 TO 1962, AND FROM GRADE 9 THROUGH GRADUATION FROM 1928 TO 1962. ANOTHER TABLE SHOWS PUBLIC SCHOOL NINTH GRADE ENROLLMENT IN 1958 AND THE PERCENT GRADUATING IN 1962 BY STATE. SOME OF THE REASONS FOR LEAVING SCHOOL INCLUDE FINANCIAL NEEDS, DISLIKE OF SCHOOL, HOME CIRCUMSTANCES, MARRIAGE, PREGNANCY, FEELING OF REJECTION, FAILURE AND RETARDATION, CONFLICTS WITH TEACHERS, AND FREQUENT CHANGES OF SCHOOLS. EARLY SCHOOL DROPOUT CAN BE REDUCED BY--IMPROVING THE EXTRACURRICULAR PROGRAM, PROVIDING PART-TIME EMPLOYMENT, IMPROVING THE INSTRUCTIONAL PROGRAM, ASSISTING WITH EDUCATIONAL CHOICES, REDUCING SIZE OF CLASSES, AND COOPERATING IN COMMUNITY, EDUCATIONAL, SOCIAL, AND RECREATIONAL PROGRAMS. A LIST OF REFERENCES OF PUBLIC SCHOOL PROGRAMS WHICH ARE TAKING MEASURES TO KEEP CHILDREN IN SCHOOL IS INCLUDED. ED002442 SCHOOL DROPOUTS. 1963-04-00 20 N/A 1965 2016-11-22

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No Adult Education Adult Programs Compensatory Education Developmental Programs Disadvantaged Youth Educational Improvement Parent Aspiration Parent Background Remedial Programs BRAZZIEL, WILLIAM F. NEW YORK New York (Albany) New York New York (Albany) COMPENSATORY AND DEVELOPMENTAL EDUCATION IS EMPHASIZED AS THE MAJOR MOVING FORCE IN THE DEVELOPMENT OF THE DISADVANTAGED. THE DEVELOPMENT OF DISADVANTAGED PEOPLE IS NECESSARY FOR THE CONTINUED GROWTH OF THEIR COMMUNITIES, PROGRAMS SHOULD BE DEVELOPED WHICH INVOLVE DISADVANTAGED CHILDREN AT EVERY STAGE OF THEIR GROWTH AND DEVELOPMENT. TO THAT END, ADULT EDUCATION PROGRAMS TO PROMOTE FAMILY PLANNING, PRENATAL AND POSTNATAL CARE, AND THE PROVISION OF A BETTER HOME ENVIRONMENT ARE BEING ADJUSTED TO MEET COMPENSATORY EDUCATION NEEDS. GAPS BETWEEN PARENTAL DESIRES AND ABILITIES TO PROVIDE DEVELOPMENTAL EXPERIENCES IN THE EARLY YEARS ARE BEING FILLED WITH NEW PROGRAMS IN EARLY CHILDHOOD EDUCATION. IN ELEMENTARY SCHOOLS, AGE-GRADE DECREMENTS IN SCHOOL ACHIEVEMENTS WHICH DISCOURAGE DISADVANTAGED CHILDREN ARE BEING REPLACED WITH UPGRADED SCHOOLS, JUNIOR PRIMARIES, FLUID GROUPING, AND STRONG READING READINESS PROGRAMS. AFTER SCHOOL HOURS, MANY SCHOOLS ARE BEING KEPT OPEN FOR TUTORING, ENRICHMENT, AND PARENT DISCUSSIONS. THERE IS HEAVY EMPHASIS ON FIELD TRIPS, LOWERED CLASS ENROLLMENT, THE UTILIZATION OF PEACE CORPS RETURNEES AND PEACE CORPS TYPE VOLUNTEERS, THE UTILIZATION OF NEW MATERIALS ON INTERGROUP EDUCATION, AND CONCENTRATED READING INSTRUCTION. IN HIGH SCHOOLS, EDUCATION FOR THE VOCATIONALLY ORIENTED IS BEING TIED MORE CLOSELY TO PREPARATION FOR EMPLOYMENT, COLLEGES ARE INFORMING IMPOVERISHED BUT ACADEMICALLY ABLE YOUNGSTERS ABOUT THE INCREASING SOURCES OF SUPPORT FOR COLLEGE ATTENDANCE AND ARE WORKING WITH THEM TO DEVELOP THEIR COMPETENCIES FOR HIGH LEARNING. ED002443 EDUCATING THE DISADVANTAGED--TRENDS AND PROSPECTS. 1965-02-00 12 N/A 1965 2016-11-22

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No Compensatory Education Disadvantaged Youth Educational Improvement Family Environment Poverty Social Discrimination Teacher Recruitment SINGER, LEON AND OTHERS A LARGE NUMBER OF NEW JERSEY PUBLIC SCHOOL PUPILS ARE AFFECTED BY ENVIRONMENTAL FACTORS WHICH LIMIT THEIR ASPIRATIONS AND THEIR ACHIEVEMENTS IN THE PROCESS OF EDUCATION. THREE FACTORS AFFECTING THE DISADVANTAGED CHILD ARE THAT HIS FAMILY IS ECONOMICALLY POOR, HIS HOME LIFE PROVIDES LITTLE IF ANY STIMULATION TO HIS INTELLECTUAL GROWTH, AND HE AND HIS FAMILY SUFFER FROM RACIAL, ETHNIC, OR OTHER FORMS OF SOCIAL DISCRIMINATION. RECOMMENDATIONS FOR THE EDUCATION OF DISADVANTAGED CHILDREN INCLUDE--SCHOOL SYSTEMS WITH MANY DISADVANTAGED CHILDREN SHOULD HAVE SPECIAL TEACHERS AND TEAMS, CLASS SIZE IN THESE SCHOOLS SHOULD BE UNDER 20 PUPILS, EFFORTS SHOULD BE MADE TO ELIMINATE DE FACTO SCHOOL SEGREGATION. PRESCHOOL ENRICHMENT, VOCATIONAL ORIENTATION, AND GUIDANCE PROGRAMS SHOULD BE DEVELOPED, HIGH SCHOOL WORK-STUDY PROGRAMS SHOULD BE DEVELOPED, SPECIAL MATERIALS AND TEXTBOOKS APPROPRIATE FOR DISADVANTAGED CHILDREN SHOULD BE DEVELOPED, AND SCHOOLS SHOULD BE CAUTIOUS IN USING STANDARDIZED TESTS WITH DISADVANTAGED CHILDREN. RECOMMENDATIONS FOR THE RECRUITMENT AND PREPARATION OF TEACHERS FOR THE DISADVANTAGED ARE THAT--THE TEACHING PROFESSION SHOULD MAKE EFFORTS TO CHANGE THE ATTITUDES OF ITS OWN MEMBERS AND THE PUBLIC SO THAT THE BEST TEACHERS ARE ENCOURAGED AND ENABLED TO TEACH IN SCHOOLS WHICH HAVE A CONCENTRATION OF DISADVANTAGED CHILDREN, THAT TEACHERS' COLLEGES SHOULD DEVELOP SPECIAL PROGRAMS FOR THE IDENTIFICATION AND TRAINING OF TEACHERS TO WORK WITH THE DISADVANTAGED, INCLUDING AN OFF-CAMPUS LABORATORY SCHOOL IN AN AREA HAVING A CONCENTRATION OF DISADVANTAGED CHILDREN, AND THAT NEW TEACHERS PREPARED TO TEACH DISADVANTAGED CHILREN SHOULD BE ASSIGNED TO SCHOOLS IN TEAMS. ED002444 THE DISADVANTAGED CHILD--A PROGRAM FOR ACTION. 1964-00-00 40 N/A 1965 8/17/2004 22:39:58 DISA1965

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No Academic Achievement High School Students Intelligence Tests Males Motivation Techniques Student Motivation Teacher Attitudes Underachievement KOLB, DAVID A. CAMBRIDGE Harvard Univ., Cambridge, MA. THE EFFECT OF A TRAINING PROGRAM IN ACHIEVEMENT MOTIVATION ON THE OF EDUCATION FOR THE ACADEMICALLY TALENTED STUDENT. AMONG PRESENTED. TWENTY BOYS WITH IQ'S ABOVE 120 AND SCHOOL GRADES BELOW C RECEIVED THE TRAINING PROGRAM IN ADDITION TO AN ACADEMIC SUMMER SCHOOL PROGRAM. THEY WERE COMPARED TO A CONTROL GROUP OF 37 SIMILAR BOYS WHO RECEIVED ONLY THE ACADEMIC PROGRAM. A 6-MONTH FOLLOWUP REVEALED NO SIGNIFICANT DIFFERENCES BETWEEN THE GROUPS IN IMPROVEMENT IN SCHOOL GRADE AVERAGE. IN A 1 1/2-YEAR FOLLOWUP, THE TOTAL GRADE AVERAGE OF EXPERIMENTAL SUBJECTS IMPROVED SIGNIFICANTLY MORE THAN THAT OF CONTROLS. LARGE SOCIAL CLASS DIFFERENCES WERE FOUND. THE GRADES OF HIGH SOCIAL CLASS EXPERIMENTALS IMPROVED SIGNIFICANTLY MORE THAN THOSE OF HIGH CONTROLS, WHILE LOW EXPERIMENTALS DID NOT INCREASE MORE THAN LOW CONTROLS. IN THE EXPERIMENTAL GROUP, IMPROVEMENT IN SCHOOL GRADES WAS SIGNIFICANTLY CORRELATED WITH PARTICIPATION VARIABLES. ONE OF THE GAMES USED TO HELP THESE BOYS WAS THE RACE GAME. IT CONSISTED OF A MINIATURE RACE TRACK AROUND WHICH SMALL ELECTRIC CARS COULD BE DRIVEN. THE BOYS, CONTROLLING THE SPEED OF THEIR CARS, RACED AGAINST EACH OTHER. THE BOY WITH THE FASTEST TIME WAS THE WINNER. AS THEY RACED THE BOYS WERE ASKED TO KEEP IN MIND THE CHARACTERISTICS OF THE ACHIEVING PERSONALITY IN RELATION TO THE RACE--PERSONAL RESPONSIBILITY (HOW INVOLVED I AM IN THE RACE), MODERATE RISK-TAKING (HOW MUCH OF THE TIME DID I TAKE TOO MUCH OF RISK), AND ABILITY TO USE KNOWLEDGE OF RESULTS (HOW WELL DID I USE MY PRACTICE TRIALS TO JUDGE MY ABILITY). ED002445 PATHWAYS TO PROGRESS, A RESEARCH MONOGRAPH FROM OHIO'S PROGRAMS 53 N/A 1965 2016-11-22

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No Educational Improvement Educational Psychology Mental Health Programs Teacher Attitudes New York (New York) New York (New York) Bank Street Coll. of Education, New York, NY. THE PROJECT DESCRIBED WAS DESIGNED TO PROMOTE INTERRELATION OF EDUCATIONAL CHANGE AND SOCIOLOGICAL STUDY OF THE COMMUNITY AND SCHOOL. LOCATION OF THE PROJECT WAS CHOSEN BY A DETERMINATION OF SIZE, POPULATION, ORGANIZATION, AND COST. A TOWN OF 36,000 INHABITANTS IN MIDDLE SOCIOECONOMIC STATUS WAS CHOSEN. THE BOARD OF EDUCATION HAD A HIGH BUDGET AND WAS INDEPENDENT OF GOVERNMENT. KNOWLEDGE OF STRUCTURE AND OPERATION OF THE SCHOOL SYSTEM WAS DEVELOPED TO PERMIT SMOOTH FUNCTIONING. THE ULTIMATE GOAL WAS AN IMPROVED SCHOOL IN TERMS OF MENTAL HEALTH. TOPICS DISCUSSED IN GROUP PARTICIPATION WERE LEARNING AS RELATED TO CHILD INTEREST, RESPONSIVENESS, AND ATTITUDE TOWARD MARKS. THE RESPONSES WERE SOMEWHAT QUESTIONING AND PROBING, AND THE TEACHERS PARTIALLY ENACTED THE PROPOSALS. A SECTION OF THE REPORT WAS DEVOTED TO ANALYSIS, INCLUDING BASIC GOALS. MAJOR AREAS EVALUATED WERE ORIENTATION TO CHILDREN, TEACHING FUNCTION AND METHODS, AUTHORITY ROLE, AND ORIENTATION TO PROFESSION. TERMINATION OF THE FIELD ACTION HAD THREE MAJOR GOALS--A REASSESSMENT OF THE STYLE OF WORK WITH TEACHERS, PURSUIT OF COMPLEX QUESTIONS UNANSWERED IN THE FIRST PHASES, AND A COMPLETION OF THE ANALYSIS OF ALL CHANGES WHICH HAD TAKEN PLACE. ALL ANSWERS OFFERED ARE TENTATIVE AND ARE BUT BASIC EXPLORATIONS INTO WHAT MAKES AND BLOCKS CHANGE PROCESS IN A MENTAL HEALTH-ORIENTED PROGRAM WITH AN EDUCATIONAL SETTING. THE IMMEDIATE PUPROSE WAS TO FACILITATE SMOOTHER RUNNING OF SIMILAR FUTURE PROJECTS. ED002446 EDUCATIONAL CHANGE PROCESS IN A FIELD PROJECT, INTERIM REPORT. 1963-02-07 23 N/A 1965 2016-11-22

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No Closed Circuit Television Experimental Programs Grade 6 Science Instruction California (Los Angeles) California (Los Angeles) Lennox School District, Los Angeles, CA. AN EXPERIMENTAL COURSE IN LABORATORY SCIENCE BY MEANS OF CLOSED-CIRCUIT TELEVISION WAS DESCRIBED. IT INVOLVED ALL SIXTH GRADES OF THE LENNOX SCHOOL DISTRICT. THE PURPOSE OF THE PROGRAM WAS TO DETERMINE WHETHER SIXTH-GRADE PUPILS COULD LEARN A COURSE IN LABORATORY SCIENCE AS WELL BY TELEVISION AS BY THE ACTUAL PERFORMANCE OF THE EXPERIMENTS. OF THE 150 PUPILS IN THE EXPERIMENTAL GROUP, 75 WERE MATCHED WITH 75 STUDENTS IN THE CONTROL GROUP WHICH WAS TAUGHT CONVENTIONALLY. ACHIEVEMENT TESTS WERE TO BE GIVEN TO BOTH GROUPS AT THE END OF THE EXPERIMENT. ALL PUPILS FOLLOWED THE SAME COURSE OF INSTRUCTION. THE TELEVISION PUPILS READ AND DISCUSSED WITH THEIR TEACHERS THE BACKGROUND OF THE EXPERIMENT TO BE VIEWED, VIEWED THE PERFORMANCE, AND COMPLETED WRITTEN WORK ON THE LESSON. THE TEACHER HELPED WHEN NECESSARY. THE PROCEDURE WAS THE SAME FOR THE LABORATORY PUPILS EXCEPT THAT THEY PERFORMED THE EXPERIMENTS THEMSELVES. THE EXPERIMENT WAS NOT COMPLETED WHEN THE ARTICLE WAS WRITTEN, AND RESULTS WERE NOT GIVEN. POSSIBILITIES FOR USING THE CLOSED-CIRCUIT SYSTEM IN THE DISTRICT INCLUDED SHOWING MOTION PICTURE FILMS ON THE TELEVISION SETS IN THE CLASSROOMS, PRESENTING RESOURCE PEOPLE AND PROGRAMS WHICH COULD ONLY BE PRESENTED IN A SINGLE CLASS, AND CONDUCTING TEACHERS MEETINGS AND INSERVICE TRAINING PROGRAMS. THIS ARTICLE IS PUBLISHED IN THE "LENNOX DISTRICT LETTER," VOLUME 5, ISSUE 1, JANUARY 1961. ED002447 TV INSTRUCTION BEGINS. 1961-01-00 1 N/A 1965 2016-11-22

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No Academic Ability Dropout Characteristics Dropout Research Motivation PECK, HUGH I. Kanawha County Schools, Charleston, WV. FACTORS CONTRIBUTING TO HIGH SCHOOL DROPOUTS WERE INVESTIGATED. IQ AND PREVIOUS GRADE WERE EXAMINED, 23.8 PERCENT OF THE DROPOUTS QUESTIONED INDICATED LACK OF INTEREST AS THE PRIMARY REASON FOR LEAVING SCHOOL. ANOTHER 13.4 PERCENT INDICATED PARENTAL LACK OF INTEREST, WHILE 15.3 PERCENT INDICATED DISCOURAGEMENT THROUGH COURSE FAILURE. NINE CHARACTERISTICS STUDIED WERE--SEX, EDUCATION AND OCCUPATION OF FATHER, SOCIOECONOMIC STATUS OF THE FAMILY, SCHOLASTIC APTITUDE, READING LEVEL, ARITHMETIC LEVEL, YEARS RETAINED, DAYS ABSENT TO GRADE SIX. IT WAS FOUND THAT TWO PERIODS WHEN DROPOUTS ARE HEAVIEST ARE THE SUMMER MONTHS AND JANUARY. THE LARGEST NUMBER OF DROPOUTS ARE 16 YEARS OF AGE. MORE BOYS THAN GIRLS DROP OUT OF SCHOOL. SCHOLASTIC APTITUDE IS LOWER IN THE DROPOUT THAN IN THE PERSISTER. REASONS FOR DROPPING OUT WERE RELATED TO HOME SITUATIONS, WHICH WERE MORE UNFORTUNATE THAN THOSE OF THE PERSISTER. OCCUPATIONAL CLASSIFICATION OF THE FATHER EMERGED AS A SIGNIFICANT FACTOR, AS FEW DROPOUTS CAME FROM FAMILIES WHERE THE FATHERS WERE CLASSIFIED AS PROFESSIONAL, SALES OR SERVICE. IDENTIFICATION OF A SCHOOL DROPOUT AS EARLY AS HIS SEVENTH GRADE SEEMS POSSIBLE. RESULTS INDICATE THAT HE WILL MOST LIKELY BE A BOY OF BELOW AVERAGE INTELLIGENCE, WITH READING AND MATH ACHIEVEMENT WELL BELOW AVERAGE. HE WILL HAVE BEEN DETAINED ONE OR MORE YEARS AND HAVE A POOR ATTENDANCE RECORD. HIS FATHER WILL HAVE BELOW AN EIGHTH-GRADE EDUCATION AND/OR BE UNEMPLOYED, ON WELFARE AND/OR OF UNSKILLED OCCUPATION. ED002448 THE KANAWHA COUNTY SCHOOL DROPOUT PROBLEM, 1962-63. 1963-07-00 33 N/A 1965 8/17/2004 22:40:04 DISA1965

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No Educational Resources Rural Schools Teacher Responsibility NAPA Napa County Schools, CA. TEACHERS AND LOCAL BOARDS OF NAPA COUNTY'S RURAL SCHOOLS ARE PLACED IN THE POSITION OF PROVIDING EDUCATIONAL LEADERSHIP TO THE COMMUNITIES WHICH LACK GUIDANCE SCHOOL ADMINISTRATORS. RESOURCES AVAILABLE FROM THE COUNTY SUPERINTENDENT AND MATERIALS AVAILABLE FROM LOCAL SCHOOLS ARE LISTED. THE SUPERINTENDENT PROVIDES A COUNTY CONSULTANT TO AID IN CURRICULUM DEVELOPMENT. PSYCHOLOGICAL SERVICES ARE PROVIDED BY A COUNTY PSYCHOLOGIST WHO MAKES REGULAR VISITS TO THE SCHOOLS. A NURSE HELPS WITH HEALTH RECORDS. THE TEACHER IS PROVIDED WITH A BASIC COURSE OF STUDY AND TEACHING GUIDES. AUDIOVISUAL AND LIBRARY LOAN MATERIALS ARE AVAILABLE ON REQUEST. RECORDS ARE THE RESPONSIBILITY OF THE LOCAL SCHOOL BOARDS. MOST SCHOOL SUPPLIES ARE ORDERED THROUGH THE SUPERINTENDENT OF COUNTY SCHOOLS. A CUMULATIVE RECORD WITH GRADES, PERSONAL DATA, ACHIEVEMENT TEST SCORES, HEALTH RECORDS, AND INTERVIEWS SHOULD BE KEPT FOR EACH PUPIL. IN MULTIGRADE SCHOOLS BROAD AREAS OF EXPERIENCE SHOULD BE PLANNED, AND SUBJECTS SHOULD BE COMBINED WHENEVER POSSIBLE. AREAS IN WHICH SEVERAL GRADES CAN WORK TOGETHER INCLUDE--LANGUAGE, ART, MUSIC, SOCIAL STUDIES, SCIENCE AND HEALTH AND PHYSICAL EDUCATION. THE TEACHER IS GIVEN RESPONSIBILITY FOR DISCIPLINARY ACTIONS SUCH AS SUSPENSIONS AND EXPULSIONS. ED002449 RURAL TEACHER'S GUIDE. 1964-03-00 41 N/A 1965 2016-11-22

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No Disadvantaged Youth Inservice Teacher Education Primary Education Rural Youth Secondary Education Vocational Education West Virginia (Kanawha County) West Virginia Kanawha County Schools, Charleston, WV. THE SCHOOLS HAVE NEGLECTED TO PROVIDE FOR A SIGNIFICANT PERCENT OF THE RURAL CULTURALLY DEPRIVED STUDENTS BY NOT OFFERING A STRONG VOCATIONAL PROGRAM. SELECTED SCHOOLS WILL BEGIN A SERIES OF PROGRAMS. CONTROL GROUPS WILL BE MAINTAINED UNDER TRADITIONAL LEARNING EXPERIENCES FOR PURPOSES OF EDUCATION. PROGRAMS WILL BE INITIATED FOR PRESCHOOL THROUGH ADULT AGE-GROUPS. THE PRESCHOOL EDUCATION WILL ATTEMPT TO PREPARE DISADVANTAGED CHILDREN FOR SCHOOL SITUATIONS THROUGH DEVELOPMENT OF VERBAL SKILLS AND BEHAVIOR SKILLS SUCH AS SELF-CARE AND SHARING. ACTIVITIES WILL INCLUDE ORAL EXPRESSION, BEGINNING READING, COOPERATIVE PLAY, MUSIC, AND FIELD TRIPS FOR CULTURAL ENRICHMENT. THE PRIMARY PROGRAM WILL EMPHASIZE COMMUNICATION SKILLS, PARTICULARLY READING. MATERIALS WILL RELATE TO THE EXPERIENCES OF CHILDREN. INSTRUCTION WILL BE ACCOMPLISHED IN GROUPS, WITH ADDITIONAL INDIVIDUAL INSTRUCTION. THE INTERMEDIATE DIVISION WILL EMPHASIZE WRITING AS WELL AS READING. SUBJECTS SHOULD RELATE TO COMMUNITY LIFE AND INDIVIDUAL STUDENT INTERESTS. GUIDANCE IS ESPECIALLY IMPORTANT DURING THIS PERIOD TO PREVENT DROPOUTS. EMPHASIS IN THE SENIOR DIVISION WILL CONCERN THE PLACE OF THE INDIVIDUAL IN A CHANGING SOCIETY. THE STUDENT SHOULD REALIZE HIS POTENTIAL AND CONTINUE THE PROCESS OF VOCATIONAL TRAINING AND JOB EXPERIENCE. AN ADULT EDUCATION PROGRAM WILL PROVIDE VOCATIONAL TRAINING FOR OLDER YOUTHS AND ADULTS AND WILL INCLUDE COOPERATIVE WORK EXPERIENCE. INSERVICE PREPARATION IS NECESSARY FOR TEACHERS AT EACH LEVEL OF THE PROGRAM. ED002450 AN EDUCATION PROPOSAL FOR RURAL, NON-FARM YOUTH IN KANAWHA COUNTY, WEST VIRGINIA. 1963-00-00 132 N/A 1965 2016-11-22

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No Educational Environment Improvement Programs Student Reaction Teacher Attitudes CLAYTON, THOMAS E. AND OTHERS New York (Syracuse) Madison Junior High School NY New York (Syracuse) Syracuse Univ., NY. School of Education. OVER A PERIOD OF 2 YEARS, A DRAMATIC TRANSFORMATION HAS OCCURRED IN THE LEARNING CLIMATE OF THE SCHOOL. THE TENSION AND HOSTILITY, PRESENT IN MANY OF THE CLASSES OBSERVED IN 1961, HAVE LARGELY DISAPPEARED. WITH A MINIMUM OF STRUCTURAL CHANGES, THE PHYSICAL FACILITIES HAVE BEEN GREATLY IMPROVED. BRIGHT COLORS, LARGE BULLETIN BOARDS, AND DISPLAYS OF ART WORK AND PHOTOGRAPHY HAVE IMPROVED THE GENERAL APPEARANCE. THE LIBRARY HAS BEEN RELOCATED AND A MULTIPURPOSE CAFETERIA AUDITORIUM ADDED. TEACHER-MORALE HAS RISEN APPRECIABLY, AS THE DEVELOPING PROGRAM HAS CHALLENGED AND PROVIDED AN AVENUE FOR CREATIVITY AND PROFESSIONAL GROWTH. MANY NEGRO TEACHERS HAVE BEEN ADDED TO THE STAFF SO THAT IT IS MORE BALANCED RACIALLY, AND 10 FULL-TIME SPECIALISTS HAVE MADE THE LOAD OF THE CLASSROOM TEACHER MUCH EASIER. STUDENT ATTITUDES HAVE ALSO GREATLY IMPROVED. INCREASED INDIVIDUAL ATTENTION AND A MORE CREATIVE TEACHER-APPROACH, IN ADDITION TO INCREASED RESPONSIBILITY AND A SENSE OF PARTICIPATION IN THE EFFORT TO IMPROVE MADISON JUNIOR HIGH, HAVE CONTRIBUTED TO A REAL SENSE OF INVOLVEMENT ON THE PART OF THE STUDENTS. THERE IS STILL MUCH TO BE DONE, HOWEVER. THE PLAY AREA ADJACENT TO THE SCHOOL NEEDS TO BE GREATLY ENLARGED. THE PROBLEMS OF ORDERLY CONDUCT WILL CONTINUE TO BE CRITICAL UNTIL THE MUSIC ROOM, THE LIBRARY, THE GYM, THE CAFETERIA, CORRIDORS, AND CLASSROOMS ARE ACCOUSTICALLY RECREATED. HOWEVER, THE VISITING TEAM WHICH DEVELOPED THE ORIGINAL SURVEY IN 1961 IS IMPRESSED ESPECIALLY WITH THE PROGRESS MADE IN THE LAST FEW MONTHS, AND IS CONFIDENT THE PRESENT RATE AND DIRECTION OF CHANGE WILL CONTINUE. ED002451 FOLLOW-UP ANALYSIS OF MADISON JUNIOR HIGH SCHOOL. 1963-06-01 9 N/A 1965 2016-11-22

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No Academic Ability Dropout Characteristics Dropouts Motivation Role Conflict Rural Youth Unemployment MILLER, LEONARD M. DISTRICT OF COLUMBIA District of Columbia National Committee for Children and Youth, Washington, DC. DATA, FROM A 1962 NATIONWIDE SURVEY AND FROM STUDIES IN VARIOUS STATES, WERE GIVEN. THE ECONOMIC PLIGHT OF SCHOOL DROPOUTS AND SOME FACTORS RELATED TO DROPPING OUT OF SCHOOL WERE PRESENTED. IN OCTOBER, 1962, THE RATE OF UNEMPLOYMENT WAS ABOUT 29 PERCENT FOR 1962 DROPOUTS, AS COMPARED WITH ABOUT 15 PERCENT FOR JUNE HIGH SCHOOL GRADUATES. COMPARED WITH GRADUATES, DROPOUTS WERE CONCENTRATED IN FARM AND NONFARM LABORING JOBS AND FEW WERE CRAFTSMEN OR WHITE-COLLAR WORKERS. THE PROPORTION OF NONFARM WORKERS WHO WORKED ONLY PART-TIME BECAUSE OF ECONOMIC REASONS WAS 16 PERCENT FOR 1961 DROPOUTS, COMPARED WITH FOUR PERCENT 1961 GRADUATES. UNEMPLOYMENT FOR NONWHITE GRADUATES WAS HIGHER THAN FOR WHITE GRADUATES, UNEMPLOYMENT FOR DROPOUTS WAS EVEN GREATER THOUGH EQUAL FOR WHITE AND NONWHITE YOUTH. SCHOOL SIZE WAS NOT CLEARLY RELATED TO DROPOUT RATES, BUT FAMILY CHARACTERISTICS WERE CLOSELY RELATED TO DROPPING OUT OF SCHOOL. GREATER PROPORTIONS OF DROPOUTS CAME FROM LOW STATUS AND LOW INCOME FAMILIES, MOST OF THIER PARENTS FAILED TO COMPLETE HIGH SCHOOL, AND MOST DROPOUTS WERE FROM BROKEN HOMES. RETARDATION IN SCHOOL WAS CLOSELY LINKED TO DROPPING OUT OF SCHOOL. STUDENTS RETARDED A YEAR OF MORE WHEN THEY ENTERED NINTH GRADE WERE LIKELY TO WITHDRAW BEFORE GRADUATION. IN AN IOWA INVESTIGATION, SIX MAJOR TYPES OF PREDISPOSING FACTORS ASSOCIATED WITH DROPPING OUT OF SCHOOL INCLUDED DIFFICULT SCHOOL PROGRAMS, LACK OF ACCEPTANCE, DISRUPTIVE HOME SITUATION, FINANCIAL NEEDS, INADEQUATE SCHOOL PROGRAMS, AND ENGAGEMENT OR MARRIAGE. IN A LOUISIANA STUDY, LACK OF INTEREST OR MOTIVATION WAS THE KEY FACTOR GIVEN BY YOUTH FOR DROPPING OUT OF SCHOOL. MOST OF THESE YOUTH FELT THAT NOTHING WOULD HAVE KEPT THEM IN SCHOOL. FOR MANY DROPOUTS IN RURAL AREAS, CONFLICTS IN NORMS FOR BEHAVIOR BETWEEN SCHOOL AND HOME CONTRIBUTED TO FEELING OF INSECURITY AND ALIENATION FROM SCHOOL. ED002452 CHARACTERISTICS OF RURAL DROPOUTS. 1963-09-00 19 N/A 1965 2016-11-22

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No Educational Improvement Federal Aid Health Programs Recreational Programs Self Help Programs Student Volunteers Welfare APPALACHIAN VOLUNTEERS KENTUCKY Kentucky COLLEGE STUDENT VOLUNTEERS WORKING IN THE ISOLATED AREAS OF EASTERN KENTUCKY HAVE INSTITUTED A PROGRAM DESIGNED TO AID IN THE WAR ON POVERTY. THE APPALACHIAN VOLUNTEERS WERE INITIALLY SUPPORTED BY A GRANT FROM THE AREA REDEVELOPMENT ADMINISTRATION AND BY CONTRIBUTIONS, FROM PRIVATE CORPORATIONS AND FOUNDATIONS, OF MONEY AND MATERIALS. GROUNDWORK HAS BEEN LAID FOR VOLUNTEER PROGRAMS IN EDUCATION, HEALTH, RECREATION, AND WELFARE FOR ADULTS AS WELL AS CHILDREN. A PRIMARY GOAL WAS TO INVOLVE LOCAL CITIZENS IN SELF-HELP. MEMBERSHIP IN THE VOLUNTEERS IS OPEN TO ALL STUDENTS OF ALL EDUCATIONAL INSTITUTIONS, AND HIGH SCHOOL STUDENTS WITHIN THE COMMUNITY ARE THUS ABLE TO BE DIRECTLY INVOLVED. ADULT PARTICIPATION INCLUDES PHYSICAL LABOR, THE PREPARATION OF MEALS, AND THE PROVISION OF SHELTER FOR THE STUDENT VOLUNTEERS. THE REMOTE, DILAPIDATED, ONE- AND TWO-ROOM SCHOOLS OF THE AREA ARE PHYSICALLY RENOVATED AND TRANSFORMED INTO COMMUNITY CENTERS. AN ENRICHMENT PROGRAM INCLUDES PROGRAMS IN READING, ARITHMETIC, AND COMMUNICATION, THE PREPARATION OF SPECIAL MATERIALS DESIGNED TO DEVELOP SKILLS, AND PROVISION FOR A TUTORING SERVICE. HEALTH AND RECREATION PROGRAMS, INCLUDING PROVISIONS FOR HOT LUNCHES AND IMPROVEMENT OF EXISTING WATER SUPPLIES, ARE DEVELOPED. CLASSES IN LITERACY, DOMESTIC SKILLS, HEALTH, AND SANITATION IMPROVEMENT ARE SET UP FOR ADULTS OF THE COMMUNITY. ED002453 APPALACHIAN VOLUNTEERS. 1964-03-30 24 N/A 1965 2016-11-22

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No Beginning Teachers Curriculum Development Disadvantaged Youth Individualized Instruction Remedial Instruction Secondary Education Teacher Improvement COGAN, LEE R. AND OTHERS New York (Flushing) BRIDGE Project New York (New York) City Univ. of New York, Flushing, NY. Queens Coll. REPORTS ON PROCEDURES USED TO DISCOVER WHAT MODIFICATIONS WOULD MORE EFFECTIVELY PREPARE TEACHERS FOR WORK IN SECONDARY SCHOOLS IN CULTURALLY DISADVANTAGED AREAS WERE PRESENTED. A STUDY OF THE PROBLEMS OF BEGINNING TEACHERS IN A DEPRESSED-AREA JUNIOR HIGH SCHOOL SHOWED THAT PROBLEMS AROSE FROM THE TEACHERS' LACK OF UNDERSTANDING OF LOWER CLASS CULTURE, FROM THEIR LACK OF COURSES APPROPRIATE TO THE ABILITIES AND NEEDS OF THE CHILDREN, FROM THEIR LACK OF INDIVIDUALIZATION OF INSTRUCTION, AND FROM THE STRAINS OF FUNCTIONING UNDER SCHOOL CONDITIONS. THE CREATION OF A SMALL SCHOOL-WITHIN-A-SCHOOL IN WHICH THREE TEACHERS AND A COORDINATOR WORKED WITH THREE CLASSES OF CHILDREN FOR 3 YEARS PRODUCED MORE GROWTH IN INTELLIGENCE AND ACHIEVEMENT THAN THE USUAL PUPIL-TEACHER ASSIGNMENTS IN JUNIOR HIGH SCHOOL. THE REPORTED DECLINE IN IQ SCORES AMONG SLUM CHILDREN WAS FOUND TO BE AN ILLUSION CREATED BY THE USE OF AN UNSUITABLE TEST IN THE SIXTH GRADE. A CULTURE-FAIR GROUP INTELLIGENCE TEST PREDICTED GROWTH IN SCHOOL ACHIEVEMENT BETTER THAN THE CURRENTLY USED GROUP INTELLIGENCE TESTS, AND WAS THEREFORE A MORE ACCURATE INDICATION OF THE POTENTIAL OF DISADVANTAGED CHILDREN. THE INTELLECTUAL FUNCTIONING OF SLUM CHILDREN WAS FOUND NOT TO DIFFER FUNDAMENTALLY FROM THAT OF POPULATIONS ON WHICH TESTS HAVE BEEN STANDARDIZED. TEACHER WHO ADMINISTERED PERSONALITY TESTS TO THEIR STUDENTS REPORTED GREAT IMMATURITY. AN EXPLORATION OF ADAPTIONS OF CURRICULUM AND TEACHING METHODS NEEDED TO IMPROVE INSTRUCTIONAL EFFECTIVENESS DISCLOSED SUCH NEEDS AS CLARITY OF STRUCTURE, REMEDIAL WORK, MEANINGFUL REPETITION, AND DIAGNOSIS AND INDIVIDUALIZATION AS PART OF CLASSROOM PROCEDURES. STUDIES ON THE EFFECTIVENESS OF SENDING UNDERGRADUATES TO WORK WITH SLUM CHILDREN IN AFTER-SCHOOL CENTERS INDICATED THAT THIS DEVELOPED GREATER UNDERSTANDING AND MORE FAVORABLE ATTITUDES. ED002454 THE PREPARATION OF TEACHERS FOR SCHOOLS IN CULTURALLY DEPRIVED NEIGHBORHOODS (THE BRIDGE PROJECT). 1965-00-00 418 N/A 1965 2016-11-22

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No Curriculum Evaluation Disadvantaged Youth Educational Improvement Educational Objectives Individualized Instruction Multisensory Learning FANTINI, MARIO D. WEINSTEIN, GERALD New York (Syracuse) New York (Syracuse) Syracuse City School District, NY. THE PRESENT PURPOSE OF OUR SCHOOLS IS TO HELP ALL CHILDREN ASSUME MATURE ADULT ROLES, EQUIPPED WITH THOSE ACADEMIC AND VOCATIONAL SKILLS, UNDERSTANDINGS, AND ATTITUDES WHICH WILL GIVE THEM SOCIAL MOBILITY, TO FULLY DEVELOP THEIR INDIVIDUAL POTENTIALITIES, AND TO EFFECTIVELY CONTRIBUTE TO THE IMPROVEMENT OF OUR DEMOCRATIC SOCIETY. THE PROCESS HAS REMAINED NEARLY THE SAME FOR 100 YEARS WITH NO BASIC CHANGES IN ORGANIZATION, TEACHING, OR CURRICULUM. ONE PRODUCT, TODAY'S DISADVANTAGED YOUTH, IS BEHIND IN ACHIEVEMENT, UNSKILLED, AND UNEMPLOYED. HE COMPILES THE HIGHEST CRIME RATES AND IS IMMOBILE IN OUR SLUM GHETTOS. HE HAS ONE OF THE HIGHEST DROPOUT RATES AND IS THE MOST ALIENATED FROM SOCIETY. CLEARLY THERE IS A HUGE GAP BETWEEN PURPOSE AND PRODUCT. CHANGING THE PURPOSE SHIFTS THE RESPONSIBILITY AND OFFERS NO CURE TO THE PROBLEM ITSELF. REHABILITATING THE PRODUCT TO CONFORM TO THE PROCESS THROUGH EXTRA GUIDANCE AND INTENSIVE REMEDIATION HAS BEEN THE BASIS OF MOST RECENT ACTION, BUT AGAIN AVOIDS THE REAL ISSUE. THE MAIN FAULT OF THE CONVENTIONAL PROCESS, PARTICULARLY IN THE URBAN SCHOOLS, IS THAT IT REMAINS MIDDLE-CLASS ORIENTED AND COMMON-SENSE BASED. THE TREMENDOUS ADVANCES IN OUR KNOWLEDGE OF THE LEARNING PROCESS AND IN THE BEHAVIORAL SCIENCES HAVE NOT BEEN UTILIZED. A SUMMARY OUTLINE IS GIVEN OF THE CRITICAL AREAS OF PROCESS CHANGE. THE CURRICULUM SHOULD BE FOCUSED ON INTELLECTUAL DEVELOPMENT THROUGH A VARIETY OF MEANS. IT SHOULD BE MORE PRAGMATIC, EXPERIMENTIAL, AND IMMEDIATE. IT SHOULD HAVE AN UNGRADED ORGANIZATION, BE INDIVIDUALIZED, AND BE GROWTH-DIRECTED. MATERIALS SHOULD REFLECT MORE NEARLY REAL LIFE SITUATIONS, BE MULTISENSORY, AND BE MULTICULTURAL. ED002456 THE URBAN SCHOOL--PURPOSE-PROCESS-PRODUCT. 1964-09-14 8 N/A 1965 2016-11-22

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No Junior High Schools Potential Dropouts Prevocational Education State Aid Work Experience FANTINI, MARIO D. MADISON AREA PROJECT New York (Syracuse) PROJECT STEP New York (Syracuse) Syracuse City School District, NY. STEP IS A STATE-SPONSORED EXPERIMENTAL PROJECT DESIGNED TO HELP PUPILS NOW 15 YEARS OF AGE WHO HAVE BEEN IDENTIFIED AS POTENTIAL DROPOUTS AND TO PUT IN EFFECT A PROGRAM OF INSTRUCTION AND SCHOOL SUPERVISED WORK-EXPERIENCE THAT WILL DEVELOP THOSE HABITS, ATTITUDES, AND SKILLS WHICH WILL ENABLE THE PUPILS TO OBTAIN SUITABLE EMPLOYMENT WHEN THEY LEAVE SCHOOL, OR, IN SOME CASES, REKINDLE THE SPARK FOR EDUCATION. THE CURRICULUM WILL INCLUDE GROUP AND INDIVIDUAL MEETINGS WITH THE TEACHER-COORDINATOR TO CONSIDER THE LABOR MARKET AND EMPLOYEE RESPONSIBILITIES, AND MATHEMATICS, SOCIAL STUDIES, AND ENGLISH FROM THE NORMAL SCHOOL CURRICULUM WILL BE STUDIED. THE WORK-EXPERIENCE PART OF THE PROGRAM WILL CONSIST OF 15 HOURS OF EMPLOYMENT PER WEEK. CONCENTRATION WILL BE ON PRIVATE ESTABLISHMENTS, AND EMPLOYERS WILL FURNISH A SERIES OF PLANNED EXPERIENCES. THE STUDENTS' PROGRESS WILL BE REPORTED TO THE COORDINATOR THROUGH WRITTEN FORMS AND CONSULTATION. A PSYCHIATRIC TEAM WILL BE UTILIZED TO MAXIMIZE THE EFFECT OF THE PROGRAM ON THE STUDENTS. A DIAGRAM OF THE ALTERNATIVES AVAILABLE TO A STUDENT WHO HAS COMPLETED THE PROGRAM IS INCLUDED. IN THE SELECTION PROCESS STUDENTS WILL BE REFERRED BY ALL JUNIOR HIGH SCHOOL GUIDANCE COUNSELORS, AND PARENT INTERVIEWS WILL BE REQUIRED FOR ALL WHO ENTER THE PROGRAM. APPENDED ARE CHARTS WHICH SHOW THE RELATIONSHIP OF STEP TO THE MADISON AREA PROJECT AND TO THE OVERALL PROGRAM DEALING WITH THE DROPOUT. ED002457 A SCHOOL-TO-EMPLOYMENT PROGRAM FOR THE SYRACUSE PUBLIC SCHOOL SYSTEM, 1963-64. 1964-00-00 20 N/A 1965 2016-11-22

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No Disadvantaged Youth Elementary Education Language Arts Mathematics Personality Development Secondary Education Sequential Approach Social Studies MADISON AREA PROJECT New York (Syracuse) New York (Syracuse) AN EXPERIMENTAL PROGRAM ORIENTED TOWARD THE EDUCATION OF CULTURALLY DISADVANTAGED YOUTH IS DESIGNED TO--(1) INCREASE ACADEMIC ACHIEVEMENT LEVEL, (2) INCREASE THE ACQUISITION OF CULTURALLY APPROVED SOCIAL SKILLS, (3) MOTIVATE STUDENTS TO EXCEL IN ACADEMIC AND NONACADEMIC SHOOL-ORIENTED PURSUITS, (4) CHANGE, FOR EACH STUDENT, THOSE VALUES WHICH MAY RETARD HIS SOCIAL MOBILITY, (5) DEVELOP POSITIVE VOCATIONAL ATTITUDES, SKILLS, AND SELF-CONCEPTS, (6) DEVELOP A CONSISTENT PROGRAM OF PUBLIC RELATIONS TO BOTH INFORM AND INVOLVE THE COMMUNITY , AND (7) EVALUATE THE PROGRAM. EXTRA PERSONNEL HAVE BEEN PROVIDED IN MADISON AREA PROJECT SCHOOLS, AND OTHER EXPERTS ARE AVAILABLE AS RESOURCE PEOPLE. A SEQUENTIAL APPROACH TO CURRICULUM HAS BEEN DEVELOPED IN LANGUAGE ARTS, MATHEMATICS, SCIENCE, READING, AND SOCIAL STUDIES, EVENTUALLY GRADES 1-9 WILL BE UPGRADED. A SOCIAL STUDIES UNIT ON CIVIL RIGHTS AND LITERATURE UNIT ON FAMOUS AMERICANS DESIGNED TO REFLECT THE CONTRIBUTIONS OF THE AMERICAN NEGRO HAVE BEEN DEVELOPED. SCHEDULING MAKES POSSIBLE FACULTY PLANNING SESSIONS AND ENRICHMENT ACTIVITIES, SUMMER SCHOOL EMPHASIZING LANGUAGE ARTS AND MATHEMATICS WAS HELD. REMEDIAL READING CLINICS WERE INCLUDED, AND SCHOOL VOLUNTEERS FREED TEACHERS FROM ROUTINE CLERICAL WORK. THE WORLD OF WORK PROGRAM PROVIDED WORK EXPERIENCE AND VOCATIONAL GUIDANCE FOR POTENTIAL DROPOUTS. PERSONALITY DEVELOPMENT WAS EMPHASIZED. A LEARNING CARAVAN BROUGHT INFORMATION TO PARENTS AND HELPED STRENGTHEN SCHOOL-HOME PARTNERSHIPS. CLOSED CIRCUIT TELEVISION WAS USED, AND A CURRICULUM MATERIALS DEVELOPMENT CENTER WAS ESTABLISHED. ED002458 MADISON AREA PROJECT, SYRACUSE ACTION FOR YOUTH. 1964-00-00 4 N/A 1965 2016-11-22

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No Achievement Tests Group Testing Intelligence Tests Program Evaluation Student Attitudes Student Development Teacher Attitudes MARBURGER, CARL L. RASSCHAERT, WILLIAM M. DETROIT GREAT CITIES PROJECT MICHIGAN Michigan (Detroit) Michigan Michigan (Detroit) A GUIDE TO ASSIST PROJECT DIRECTORS IN THEIR EFFORTS TO DEVELOP INCREASINGLY MORE SYSTEMATIC AND THOROUGH EVALUATION DESIGNS FOR GREAT CITIES SCHOOL IMPROVEMENT PROGRAMS IS PRESENTED. THE TESTS, QUESTIONNAIRES, AND OTHER INSTRUMENTS AS WELL AS METHODS OF DATA TREATMENT ARE LISTED ACCORDING TO THE MAJOR EVALUATION AREAS. THREE BASIC AREAS ARE TO BE EVALUATED. THE FIRST, PUPIL ACHIEVEMENT, SHOULD BE EVALUATED THROUGH GROUP TESTING OF INTELLIGENCE AND OF BASIC SKILLS IN READING, VOCABULARY, LANGUAGE ARTS, ARITHMETIC, AND SOCIAL STUDIES. CASE STUDIES OF SELECTED STUDENTS AND ANALYSIS OF THE SCHOOL'S HOLDING POWER SHOULD ALSO BE USED TO DETERMINE PUPIL ACHIEVEMENT. THE SECOND AREA TO BE EVALUATED IS ATTITUDE CHANGE OF PUPILS TOWARD SUBJECTS, TEACHERS, SCHOOL AND ADMINISTRATION, LEARNING, ASPIRATIONS, PEERS, AND LOWER-CLASS STATUS. CHANGES IN THE ATTITUDES OF PARENTS AND TEACHERS TOWARD EACH OTHER AND TOWARD WORKING WITH THE SCHOOL AND NEIGHBORHOOD SHOULD BE DETERMINED. POSITIVE OR NEGATIVE CHANGES IN PUPIL BEHAVIOR SHOULD BE STRESSED, IN ADDITION TO PARENT AND TEACHER INVOLVEMENT IN PROEECT ACTIVITIES. LESS IMPORTANT AREAS WHICH SHOULD ALSO BE EVALUATED ARE--SCHOOL COSTS, PROJECT STAFF, ACHIEVEMENT, TEACHING MATERIALS AND TECHNIQUES, SCHOOL-COMMUNITY RELATIONS, HEALTH SERVICES, AND IMPLICATIONS FOR A CITYWIDE EDUCATIONAL PROGRAM. ED002459 A PLAN FOR EVALUATING MAJOR ACTIVITIES IN GREAT CITIES SCHOOL IMPROVEMENT PROGRAMS. 1962-07-00 30 N/A 1965 2016-11-22

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No Administrator Role Curriculum Development Educational Objectives Integrated Curriculum School Organization Teacher Role RASSCHAERT, WILLIAM M. DETROIT GREAT CITIES PROJECT Michigan (Detroit) MICHIGAN Michigan Michigan (Detroit) REMARKS BASED ON AN ABSTRACT OF LITERATURE RELATED TO PURPOSE ORGANIZATION IN SECONDARY SCHOOLS STRESS THE NEED FOR EVALUATING HIGH SCHOOL CURRICULA IN TERMS OF THE GENERAL PURPOSES OF AMERICAN EDUCATION AND THE SPECIFIC PURPOSES OF A PARTICULAR SCHOOL. MAJOR NEEDS OF YOUTH IN A DEMOCRATIC SOCIETY ARE LISTED, ALTHOUGH THE NEEDS THEMSELVES ARE UNIFORM, THE PROGRAMS TO MEET THEM SHOULD BE VARIED. PROGRAMS TO MEET NEEDS FOR VOCATIONAL SKILLS, LEISURE TIME ACTIVITIES, AND APPRECIATIONS, SHOULD BE BASED ON INDIVIDUAL NEEDS AND TALENTS, WHEREAS THE NEEDS FOR COMPETENCE AND UNDERSTANDING IN CITIZENSHIP, FAMILY LIFE, HEALTH, AND PHYSICAL FITNESS REQUIRE SIMILAR EXPERIENCES FOR ALL CHILDREN. GENERAL EDUCATION ANSWERS THE EMPHASIS ON CITIZENSHIP AND OTHER COMMON NEEDS. ILLUSTRATIONS ARE GIVEN OF THE KIND OF INSITUTIONAL STRUCTURE THAT MIGHT BE EVOLVED FROM PURPOSE ORGANIZATION. ADMINISTRATORS AND COUNSELORS COULD LEAD TEACHERS AND DEPARTMENT HEADS IN ACHIEVING THE SCHOOL'S MAJOR PURPOSES WITHOUT DISTURBING THE EXISTING DEPARTMENTAL ORGANIZATION IN A LARGE SCHOOL. DEPARTMENTALIZATION, ALTHOUGH NOT CONSIDERED DETRIMENTAL TO SCHOOL FUNCTIONING, IS FELT BY THE AUTHOR TO NEED MORE DIRECT RELATIONSHIP TO ACHIEVEMENT OF THE PURPOSES FOR WHICH THE SCHOOL IS ORGANIZED. ALONG WITH PURPOSE-ORGANIZED DEPARTMENTS, THERE SHOULD BE SUCH SERVICE DEPARTMENTS AS GUIDANCE AND CURRICULUM IMPROVEMENT. A FINAL CHANGE SUGGESTED BY THE EVOLUTION OF PURPOSE ORGANIZATION IS A NEW SCHEDULE PATTERN, INVOLVING INTEGRATED COURSES AND MODIFICATION OF TIME SCHEDULES TO INCLUDE THREE OR FOUR LENGTHS OF PERIODS. ED002460 A RATIONALE FOR CHANGING EDUCATION IN AN INNER-CITY HIGH SCHOOL, AN ABSTRACT OF LITERATURE RELATED TO PURPOSE ORGANIZATION IN SECONDARY SCHOOLS. 1962-02-00 33 N/A 1965 2016-11-22

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No Cognitive Development Compensatory Education Curriculum Development Disadvantaged Youth Educational Environment Reading Instruction GOLDBERG, MIRIAM L. SELF CONCEPT CULTURAL CONTEXT COLUMBUS OHIO Ohio PROCEDURES TO HELP THE TEACHER OF DISADVANTAGED CHILDREN RECONSTITUTE THE MODELS OF LEARNERS AND CLASSROOMS TO WHICH SHE IS ACCUSTOMED ARE PRESENTED. THESE PROCEDURES ALSO HELP TO ELIMINATE THE EDUCATIONAL RETARDATION OF DISADVANTAGED CHILDREN. SEVEN PROCEDURES WERE DISCUSSED--(1) "CONTACT WITH THE CULTURAL MAINSTREAM"--ON THE ASSUMPTION THAT SCHOOL EXPERIENCES WOULD LACK MEANING IF NOT TIED IN WITH THE CULTURAL MAINSTREAM, SCHOOLS FOCUSED ON COMPENSATORY CULTURAL EXPERIENCES THROUGH VISITS AND FIELD TRIPS--THE EVIDENCE DOES NOT SUPPORT CARRYOVER FROM CULTURAL EXPOSURE TO IMPROVED ACADEMIC ACHIEVEMENT, (2) "MOTIVATIONAL APPROACHES"--EXAMPLES ARE GIVEN OF MASSIVE COMMUNITY ACTION, ATTEMPTS TO REACH STUDENTS THROUGH THEIR EXISTING STRENGTHS RATHER THAN EMPHASIZING A SINGLE RIGHT ANSWER, AND THE USE OF MATERIALS WHICH DERIVE FROM AND DEAL WITH THE REAL LIFE OF THE LEARNERS, (3) "COMPENSATING FOR COGNITIVE DEFICIENCIES"--LEARNING ENVIRONMENTS ARE CREATED THAT COMPENSATE FOR THE CHILD'S RESTRICTED ENVIRONMENT, (4) "LANGUAGE DEVELOPMENT," (5) "ENHANCING THE SELF-CONCEPT"--SCHOOLS SHOULD EXPLORE CHANNELS THROUGH WHICH DISADVANTAGED CHILDREN CAN LEARN TO APPRECIATE THEMSELVES, (6) "READING"--SEVERAL NEW APPROACHES DESCRIBED ARE THE FROSTIG PROGRAM, THE ACCELERATED PROGRESSIVE CHOICE READING METHOD, THE STRUCTURAL READING SERIES, AND THE INITIAL TEACHING ALPHABET, AND (7) "INDIVIDUAL INSTRUCTION THAT WILL ACCOMODATE MANY ABILITY LEVELS IN ONE CLASSROOM"--A PREPARED ENVIRONMENT WOULD BE CREATED FOR EACH GRADE LEVEL AND FOR EACH SUBJECT AREA--PUPILS COULD USE THEIR OWN PACE-GRADED, SELF-TEACHING MATERIALS THAT COVER A WIDE RANGE IN BOTH SKILL AND CONTENT LEVELS. ED002461 METHODS AND MATERIALS FOR EDUCATIONALLY DISADVANTAGED YOUTH. 1964-10-00 43 N/A 1965 2016-11-22

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No Bibliotherapy Developmental Reading Elementary Education Inservice Teacher Education Reading Programs Secondary Education Special Classes MCNEIL, SHIRLEY A. RASSCHAERT, WILLIAM M. MICHIGAN DETROIT GREAT CITIES READING Michigan (Detroit) Michigan Michigan (Detroit) SCHOOL ACTIVITIES WHICH DESCRIBE SPECIFIC STEPS AND PROCEDURES AIMED AT IMPROVING READING ACHIEVEMENT OF PUPILS IN THE SEVEN DETROIT GREAT CITIES PROJECT EXPERIMENTAL SCHOOLS ARE PRESENTED. EACH PUPIL SHOULD BE HELPED TO FORM A BETTER SELF-IMAGE SO THAT HIS MOTIVATION AND SELF-DIRECTION CAN BE IMPROVED. ALSO, THE CHILD SHOULD BE ENCOURAGED TO READ FOR PLEASURE. THE APPROACH TO BIBLIOTHERAPY CAN BE USED, IN WHICH THE MESSAGE OF THE MATERIALS REINFORCES POSITIVE ATTITUDES TOWARD READING AND SELF. AT ONE JUNIOR HIGH SCHOOL THE COACHING TEACHER CONDUCTS DEVELOPMENTAL READING CLASSES IN ALL SEVENTH-GRADE HOMEROOMS. REGULAR TEACHERS ARE PRESENT TO LEARN THE TECHNIQUES. MORE INSERVICE TRAINING SHOULD BE CONDUCTED SINCE FEW JUNIOR HIGH SCHOOL TEACHERS HAVE HAD READING COURSES. IN THE OTHER JUNIOR HIGH SCHOOL THE ASSISTANCE OF THE READING CONSULTANT HAS BEEN SOUGHT, AND ALL MATERIALS ARE BEING EVALUATED FOR THEIR USE IN DEVELOPING READING. A READING CLUB HAS BEEN ORGANIZED, CLASSROOM LIBRARIES ARE BEING ENLARGED, AND POCKET BOOKS WILL BE SOLD. PROGRAMS IN THE FOUR ELEMENTARY SCHOOLS INCLUDE A PHONICS SURVEY TO DISCOVER SPECIFIC WEAKNESSES IN READING SKILLS, AFTER SCHOOL AND SUMMER ACTIVITIES, INSERVICE TRAINING AND WORKSHOPS WITH THE ASSISTANCE OF THE READING CONSULTANT, DEVELOPMENT AND USE OF NEW MATERIALS, ENRICHMENT EXPERIENCES, AND IMPROVED LIBRARY ACTIVITIES. THE HIGH SCHOOL HAS DEVELOPED AN EXPERIMENTAL PROGRAM FOR COLLEGE PREPARATORY SOPHOMORES, AND A COMMUNICATION SKILLS COURSE FOR GENERAL CURRICULUM STUDENTS. TESTS WILL BE ADMINISTERED TO DETERMINE READING LEVEL, ON THE BASIS OF WHICH STUDENTS WILL BE ASSIGNED TO SPECIAL CLASSES. PAPERBACK CLASSROOM LIBRARIES HAVE STIMULATED INTEREST IN READING. ED002462 READING IMPROVEMENT IN THE DETROIT GREAT CITIES PROJECT SCHOOLS. 1963-04-08 21 N/A 1965 2016-11-22

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No Curriculum Evaluation Disadvantaged Preservice Teacher Education Schools of Education Student Teaching Teacher Certification Teacher Education Teacher Interns BERTOLAET, FREDERICK USDAN, MICHAEL Illinois (Chicago) Illinois (Chicago) Great Cities Research Council, Chicago, IL. THREE TASK FORCES, COMPOSED OF SCHOOL, COLLEGE, AND UNIVERSITY STAFF MEMBERS, WERE CREATED TO DO THE INITIAL WORK NEEDED TO DEVELOP TEACHER EDUCATION PROGRAMS IN SELECTED CITIES. THE FIRST GROUP SOUGHT TO DEFINE DESIRABLE BEHAVIOR CHARACTERISTICS FOR TEACHERS OF CULTURALLY DEPRIVED STUDENTS. IMPORTANT CHARACTERISTICS ARE--WARMTH, UNDERSTANDING OF COURSE CONTENT CONCEPTS, ORDERLINESS AND CONSISTENCY OF PRESENTATION, ABILITY TO SOLVE UNIQUE PROBLEMS, AND AN UNDERSTANDING OF LOWER-CLASS FAMILIES AND THE PROBLEMS THEY FACE. IN ADDITION THE TEACHER SHOULD BE COMMITTED TO HER ASSIGNMENT AND BE FREE FROM BIAS OR PREJUDICE. THE SECOND TASK FORCE WAS CHARGED WITH DEVELOPMENT OF CURRICULUM CONTENT AND EXPERIENCES WHICH COULD ELICIT BEHAVIOR DESCRIBED BY TASK FORCE NUMBER ONE. THE EDUCATIONAL SEQUENCE SHOULD BEGIN WITH A 4-YEAR LIBERAL EDUCATION GEARED TO PROBLEMS OF LIVING IN THE PRESENT CENTURY, FOLLOWED BY A YEAR'S "INTERNSHIP" IN AN URBAN SCHOOL WHERE THE TEACHER WOULD WORK WITH COLLEAGUES IN THE SCHOOL AND STUDY SPECIFIC PROBLEMS OF URBAN EDUCATION THROUGH EXPERIENCE AND SEMINAR COURSES AT THE UNIVERSITY. INSERVICE TRAINING THROUGH CONFERENCES AND GROUP WORK WOULD CONTINUE SUCH EDUCATION. THE THIRD GROUP IS ATTEMPTING TO ESTABLISH SYSTEMS OF EVALUATING THE TRAINING PROGRAMS DESCRIBED BY GROUP TWO. SOME OF THE INSTRUMENTS USE STANDARDIZED TESTS AND INTERVIEWS WHILE OTHERS ARE COMPLEX TEACHER- AND STUDENT-RATINGS. MANY AREAS OF MEASUREMENT STILL DO NOT HAVE INSTRUMENTS CONSTRUCTED FOR THEM. ED002463 DEVELOPMENT OF SCHOOL-UNIVERSITY PROGRAMS FOR THE PRESERVICE EDUCATION OF TEACHERS FOR THE DISADVANTAGED THROUGH TEACHER EDUCATION CENTERS. 1965-00-00 330 N/A 1965 2016-11-22

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No Boards of Education Citizen Participation Educational Facilities Design School Funds Teacher Education Urban Problems Urban Programs Vocational Education CALKINS, HUGH AND OTHERS Ohio (Cleveland) Ohio (Cleveland) Greater Cleveland Associated Foundation, OH. RECOMMENDATIONS INCLUDED REALIZATION OF CITIZEN RESPONSIBILITY FOR THE QUALITY OF SCHOOL BOARDS AND FOR THE MEANS OF FINDING THE MOST QUALIFIED BOARD CANDIDATES, SPECIAL ATTENTION TO THE DESIGN OF THE NEW CITY OF CLEVELAND SCHOOL BUILDINGS TO REALIZE GREATEST LONG TERM VALUE FROM THE RECENTLY APPROVED BOND ISSUE, AND MAJOR IMPROVEMENT IN OPPORTUNITIES FOR VOCATIONAL EDUCATION. ALSO INCLUDED WERE RECOMMENDATIONS FOR SUBSTANTIAL PARTICIPATION BY UNIVERSITIES AND COLLEGES IN TEACHER EDUCATION AND RESEARCH, PROVISION FOR QUALITY LIBRARIES IN THE MANY ELEMENTARY SCHOOLS WHICH STILL LACKED SUCH FACILITIES, AND A DECISION BY GREATER CLEVELANDERS TO RELY PRINCIPALLY ON LOCAL TAX SOURCES TO RAISE ADDITIONAL REVENUE FOR THEIR PUBLIC SCHOOLS. ED002464 A PLAN FOR ACTION BY CITIZENS IN EDUCATION, GOALS FOR GREATER CLEVELAND'S ELEMENTARY AND SECONDARY SCHOOLS BY 1970. 1962-11-00 66 N/A 1965 2016-11-22

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No Bibliographies Black Culture Black History Blacks Human Relations Racial Relations RITCHIE, HARRY E. AND OTHERS Ohio (Cleveland) Ohio (Cleveland) Cleveland Public Schools, OH. Community Action for Youth, Cleveland, OH. AN ANNOTATED BIBLIOGRAPHY ON THE NEGRO IN AMERICA IS PRESENTED. THE BOOKS ARE CHIEFLY FICTION, BIOGRAPHY, AND COLLECTIONS OF ESSAYS, WITH A FEW VOLUMES GIVING HISTORICAL BACKGROUND. DIVISIONS INCLUDE BOOKS FOR THE ELEMENTARY, JUNIOR HIGH, AND SENIOR HIGH SCHOOL. SOME EMPHASIZE SOCIAL AND MORAL VALUES. ED002465 SELECTED BIBLIOGRAPHY ON HUMAN RELATIONS. 1964-00-00 58 N/A 1965 2016-11-22

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No Community Health Services Cultural Influences Disadvantaged Economic Status Economically Disadvantaged Health Services Human Living Income Migrant Health Services SUCHMAN, EDWARD A. Pennsylvania (Pittsburgh) Pennsylvania (Pittsburgh) THE SOCIAL AND MEDICAL PROBLEM TODAY HAS SHIFTED FROM PROVIDING FOR THE EMERGENCY MEDICAL NEEDS OF THE INDIGENT SICK TO RAISING THE LEVEL OF LOWER CLASS PARTICIPATION IN THE BENEFITS OF MODERN MEDICINE. GREATER ATTENTION IS BEING FOCUSED ON MEDICAL DEPRIVATION SUFFERED BY LARGE SEGMENTS OF THE POPULATION WHO DO NOT SHARE EQUALLY IN MEDICAL PROGRESS. AN ANALYSIS WAS MADE OF FACTORS AFFECTING THE SEEKING OF MEDICAL CARE IN A SAMPLE OF 1,883 ADULTS OVER 21 YEARS OF AGE LIVING IN A CERTAIN HEALTH DISTRICT OF NEW YORK CITY TO DETERMINE HOW DIFFERNCES IN SOCIAL ORGANIZATION AMONG CULTURAL SUBGROUPS CAN LEAD TO DIFFERING HEALTH ORIENTATIONS AND MEDICAL BEHAVIOR. MANY FACTORS WERE DISCOVERED WHICH ENHANCE THE EXISTENCE OF MEDICAL DEPRIVATION. CULTURAL VALUES WERE FOUND TO AFFECT BOTH THE PERCEPTION AND INTERPRETATION OF SYMPTOMS AND THE SEEKING OF MEDICAL TREATMENT. THE SOCIAL STRUCTURE OF URBAN SLUMS MAKES IT DIFFICULT FOR THE LOW INCOME INDIVIDUAL TO RELINQUISH HIS JOB AND RESPONSIBILITIES AND ACCEPT THE DEPENDENT ROLE OF PATIENT. ON THE PSYCHOLOGICAL LEVEL, MEDICAL DEPRIVATION IS CHARACTERIZED BY NARROW HEALTH HORIZONS, A LOW LEVEL OF ASPIRATION CONCERNING PREVENTIVE CARE, AND A LOW LEVEL OF EXPECTATION OF AVOIDING DISEASE. FINANCIALLY, LOWER INCOME GROUPS ARE LESS ABLE TO AFFORD MEDICAL CARE AND THEREFORE ARE RELUCTANT TO SEEK TREATMENT. SOLVING THE PROBLEM OF MEDICAL DEPRIVATION WILL INVOLVE CHANGING VALUES OF BOTH THE LOWER INCOME AND PUBLIC HEALTH GROUPS. THE ASPIRATIONS OF THE MEDICALLY DEPRIVED SHOULD BE BROADENED, AND MEDICINE AND PUBLIC HEALTH SHOULD ACTIVELY REACH OUT AND BRING SERVICES TO THE LOW INCOME POPULATION. THIS PAPER WAS PRESENTED TO THE AMERICAN ORTHOPSYCHIATRIC ASSOCIATION, NEW YORK, MARCH 18, 1965. ED002466 MEDICAL "DEPRIVATION." 1965-03-18 17 N/A 1965 2016-11-22

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No Behavioral Science Research Curriculum Research Educationally Disadvantaged Research Resource Centers Social Sciences Urban Education PASSOW, A. HARRY New York (New York) New York (New York) Columbia Univ., New York, NY. Teachers College. THE PURPOSE OF AN URBAN EDUCATION RESOURCES AND CONSULTATION CENTER WOULD BE TO IMPROVE THE EDUCATIONAL PROGRAM OF INNER-CITY SCHOOLS BY MAKING AVAILABLE INFORMATION AND ASSISTANCE ON CURRICULUM AND INSTRUCTION, INCLUDING MATERIALS, CONTENT, TEACHING TECHNIQUES, AND EVALUATION PROCEDURES. SUCH TOPICS AS ADMINISTRATION, FINANCE, AND ORGANIZATION WOULD BE CONSIDERED ONLY IF THEY AFFECTED TEACHING AND LEARNING. ONE OF THE BASIC SERVICES THE CENTER WOULD PERFORM WOULD BE THE ANALYSIS OF RESEARCH ON BEHAVIORAL AND SOCIAL SCIENCES IN TERMS OF ITS MEANING FOR EDUCATIONAL PRACTICE, PARTICULARLY WITH REFERENCE TO THE EDUCATIONALLY DISADVANTAGED. CONSULTANT SERVICES WOULD BE PROVIDED FOR SCHOOLS AND SCHOOL SYSTEMS INTERESTED IN OPERATING PROGRAMS FOR DISADVANTAGED CHILDREN. IN ADDITION TO CONSULTANTS ON THE CENTER'S STAFF, A LIST WOULD BE MAINTAINED OF SPECIALISTS AVAILABLE FOR PARTICULAR ASSIGNMENTS. THE CENTER WOULD BE A LINK BETWEEN SCHOOLS TESTING PARTICULAR IDEAS AND PROGRAMS AND WOULD FACILITATE COOPERATIVE EFFORTS BEYOND THE REACH OF ANY SINGLE SCHOOL. IT WOULD LOCATE SCHOOLS AND COMMUNITIES WHERE PILOT PROGRAMS ARE IN PROGRESS AND WHERE INTERESTING IDEAS ARE BEING TESTED. A MATERIALS RESOURCES LIBRARY WOULD BE ESTABLISHED, WHERE INTERESTED PARTIES COULD STUDY AND TRY OUT VARIOUS TYPES OF EDUCATIONAL RESOURCES. MATERIALS, REPORTS, AND PROPOSALS WOULD BE COLLECTED FROM SCHOOLS, SCHOOL SYSTEMS, AND UNIVERSITIES, AND WOULD BE ABSTRACTED FOR EASY RETRIEVAL. EFFORTS WOULD BE MADE TO DISSEMINATE FINDINGS FROM CENTER ACTIVITIES THROUGH PUBLICATION, AUDIOVISUAL MATERIALS, CONFERENCES, CLASSES, AND SEMINARS. ED002467 ELEMENTS OF A PROPOSAL FOR AN "URBAN EDUCATION RESOURCES AND CONSULTANT CENTER." 8 N/A 1965 2016-11-22

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No Counseling Dropout Characteristics Dropout Programs Dropouts Family School Relationship Parent Student Relationship Rehabilitation Counseling School Counseling Self Concept Student Attitudes Vocational Education TURPEAU, ANN B. AND OTHERS DISTRICT OF COLUMBIA District of Columbia Washington Urban League, Inc., Washington, DC. A PROJECT TO DEVELOP A PROGRAM OF REHABILITATION THAT WOULD GUIDE SCHOOL DROPOUTS BACK TO SCHOOL OR INTO A LEARNING SITUATION THAT WOULD PROVIDE THEM WITH BASIC EDUCATIONAL AND JOB SKILLS WAS DESCRIBED. THE PROCEDURES OF THE PROJECT INCLUDED--DEVELOPING A PILOT PROGRAM FOR THE REHABILITATION OF DROPOUTS, RENTING AN OFFICE, HIRING ADMINISTRATORS, COUNSELORS, AND CASEWORKERS, FORMULATING AND TESTING INTERVIEW FORMS, LOCATING AND INTERVIEWING DROPOUTS, HOLDING FOLLOWUP MEETINGS WITH COUNSELORS AND THE CASEWORKER, AND COLLECTING, ANALYZING, AND RECOMMENDING FOR REVISION THE FINDINGS OF THE 3-MONTH PILOT PROGRAM. THE PROGRAM WAS BASED ON FOUR ASSUMPTIONS--EACH YEAR A MILLION BOYS AND GIRLS DROP OUT OF SCHOOL, THERE SHOULD BE AN EARLY IDENTIFICATION OF POTENTIAL DROPOUTS AND THE INITIATION OF STEPS BY SCHOOLS AND OTHER COMMUNITY AGENCIES TO PREVENT DROPOUTS, WHEN A PUPIL DROPS OUT OF SCHOOL, A REHABILITATION AGENCY WORKING IN CONCERT WITH THE PUBLIC SCHOOLS SHOULD TAKE THE INITIATIVE IN RECRUITING THE DROPOUT INTO A CONTINUOUS PROGRAM OF GUIDANCE AND COUNSELING, AND A GOOD RELATIONSHIP BETWEEN A DROPOUT AND COMPETENT COUNSELOR SHOULD BE ESTABLISHED TO HELP THE DROPOUT DEVELOP HIGH ASPIRATIONS AND A POSITIVE SELF-CONCEPT. CHARACTERISTICS OF DROPOUTS WERE DETERMINED PERSONAL CHARACTERISTICS INCLUDED AGE, SEX, MARITAL STATUS, NUMBER OF CHILDREN, AND THE SUPPORT OF SUCH CHILDREN. HOME CHARACTERISTICS INCLUDED FAMILY SIZE, MOBILITY, SUPPORT, AND HEALTH CONDITIONS. EDUCATIONAL CHARACTERISTICS INCLUDED LAST GRADE COMPLETED IN SCHOOL, REASONS FOR LEAVING SCHOOL, AND GENERAL ATTITUDE TOWARD SCHOOL. DELINQUENT CHARACTERISTICS INCLUDED INVOLVEMENT WITH POLICE AND INCARCERATIONS. MOST DROPOUTS WANTED EITHER TO RETURN TO SCHOOL OR TO OBTAIN JOB TRAINING. ED002468 A PROGRAM FOR THE REHABILITATION OF DROPOUTS, A PLANNING PROJECT. 38 N/A 1965 2016-11-22

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No Audiovisual Instruction Disadvantaged Field Trips Grade 5 Motivation Reading Ability Reading Development Science Education Science Instruction Teaching Guides Vocabulary Development BRODY, LARRY AND OTHERS New York (New York) New York (New York) Mobilization for Youth, Inc., New York, NY. SIX FIFTH-GRADE SCIENCE UNITS ARE PRESENTED--SOUND AND LIGHT IN COMMUNICATION, LIVING THINGS, WEATHER, EARTH AND ITS RESOURCES, MOTION AND FOREIGN TRANSPORTATION, AND ELECTROMAGNETS. THE INTEREST LEVEL IS APPROPRIATE FOR FIFTH-GRADERS, BUT THREE READING ABILITY LEVELS, GRADES 1, 3, AND 5, ARE PROVIDED. THE TEACHER IS THUS ENABLED TO MOTIVATE CHILDREN THROUGH INTEREST-AROUSING FIELD TRIPS, SCIENCE EXPERIMENTS, OR DEMONSTRATIONS, AND THEN PROVIDE THEM WITH READING MATERIAL DESIGNED TO FIT BOTH INTEREST AND ABILITY. THE MANUAL IS AN EXPLORATORY EFFORT, DESIGNED BOTH TO IMPROVE LEARNING OF FIFTH-GRADE PUPILS IN THE CURRICULAR AREAS OF SCIENCE AND READING, AND TO ILLUSTRATE TO TEACHERS HOW THEY MAY CONSTRUCT AND ADAPT MATERIALS TO MEET THE EMERGING NEEDS OF DISADVANTAGED CHILDREN. A LIST OF WORDS DERIVING FROM SCIENCE CONTENT AND SUPPLEMENTARY NEEDS IS PROVIDED FOR PURPOSES OF PRETEACHING. SUCH VOCABULARY SHOULD BE TAUGHT CONCRETELY, USING SCIENCE EXPERIMENT MATERIAL. DRILL SHEETS IN LANGUAGE ARTS AND READING SKILLS ARE TO BE USED AFTER PUPILS HAVE READ APPROPRIATE SELECTIONS AND SEEK TO EVALUATE THE EXTENT TO WHICH ESSENTIAL READING SKILLS HAVE BEEN MASTERED. SCIENCE DRILL SHEETS TEST LEARNING OF CONTENT. A BIBLIOGRAPHY AND A LIST OF USEFUL AUDIOVISUAL MATERIALS ARE APPENDED. ED002469 WHAT MAKES THINGS GO, TEACHER'S GUIDE. 1964-00-00 47 N/A 1965 2016-11-22

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No Class Organization Grouping (Instructional Purposes) High Schools Individualized Instruction Nongraded Instructional Grouping Remedial Instruction School Organization Teacher Role BROWN, B. FRANK MASSACHUSETTS FLORIDA Massachusetts (Boston) Florida Massachusetts Massachusetts (Boston) DESCRIBED IS THE REORGANIZATION OF A FLORIDA HIGH SCHOOL FROM A GRADED TO A NONGRADED PHASED CURRICULUM DEVELOPED AROUND STUDENTS' ACHIEVEMENT LEVELS, RATHER THAN THEIR CHRONOLOGICAL AGES. CLASSROOM WORK ACCOMPANYING VARIOUS ACHIEVEMENT PHASES IS DESCRIBED. REMEDIAL WORK IS EMPHASIZED IN THE FIRST PHASE, BASIC SKILLS IN THE SECOND, AVERAGE LEVELS OF COURSE CONTENT IN THE THIRD, THE SAME MATERIAL IN THE FOURTH BUT WITH COVERAGE QUALITY REACHING A DEEPER LEVEL, AND COLLEGE LEVEL COURSES IN THE FIFTH, WITH STUDENTS ASSUMING COMPLETE RESPONSIBILITY FOR THEIR EDUCATIONS. AN ADDITIONAL PHASE ALLOWS CAPABLE AND INTERESTED STUDENTS TO DO INDEPENDENT STUDY AND RESEARCH IN AREAS OF SPECIAL INTEREST UNDER THE GUIDANCE OF A FACULTY MEMBER. PHILOSPHY UNDERLYING THE PHASED CURRICULUM PROVIDES FOR STUDENT LEARNING ACCORDING TO INDIVIDUAL CAPABILITIES, WITH ABILITIES CONSIDERED SEPARATELY IN RELATION TO EACH SUBJECT. STUDENTS ADVANCE TO A HIGHER PHASE ONLY WHEN THEY ARE WILLING AND READY. THE EFFECT OF PHASING ON DIFFERENT AREAS OF THE CURRICULUM IS DISCUSSED. TRAINING IN READING IS CONSIDERED AS MUCH A HIGH SCHOOL AS AN ELEMENTARY SCHOOL CONCERN. IN THE PHASED CURRICULUM, INTENSIVE REMEDIAL WORK IN DAILY READING LABORATORIES INCREASES PROFICIENCY. STUDENTS WITH POOR MATHEMATICAL BACKGROUNDS ARE SCHEDULED FOR INCREASED TIME IN SMALL CLASSES. THE NEW ROLE OF THE TEACHER IN THE NONGRADED ORGANIZATION IS EXPLAINED. TEACHER PRESENTATION OF MATERIALS OCCUPIES ONLY 20 PERCENT OF CLASS TIME, WITH THE REMAINDER DIVIDED BETWEEN SMALL GROUP DISCUSSIONS AND INDIVIDUAL PROJECTS SPARKED BY TEACHER QUESTIONS AND SUGGESTIONS. THIS ARTICLE IS A REPRINT FROM THE "ATLANTIC MONTHLY," NOVEMBER 1964. ED002470 AN ANSWER TO DROPOUTS, THE NONGRADED HIGH SCHOOL. 1964-11-00 1 N/A 1965 2016-11-22

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No Attitude Measures Black Attitudes Black Students Black Teachers Class Activities Educational Games Minority Group Teachers Responses BIBER, BARBARA LEWIS, CLAUDIA New York (New York) NEW YORK New York New York (New York) CHILDREN'S ATTITUDES TOWARD ADULTS WERE STUDIED IN A HARLEM PUBLIC SCHOOL. UNDER THE CONDITIONS OF A GAME, 51 NEGRO CHILDREN WERE TESTED. THE FIRST PART WAS "LET'S SEE IF ANY OF THESE TEACHERS REMIND YOU OF YOUR OWN TEACHER," AS THE CHILD GLANCED THROUGH PICTURES. BOTH PLEASANT AND UNPLEASANT, OF NEGRO AND WHITE TEACHERS. THE SECOND PART WAS "NOW YOU CAN CHOOSE THE ONES YOU WOULD LIKE TO HAVE FOR YOUR TEACHER." ANSWERS SHOWED TRENDS OF FEELINGS, BUT NOT ENOUGH CHILDREN WERE TESTED TO ALLOW DEFINITE CONCLUSIONS. FINDINGS ARE SUGGESTED AS POSSIBLE TRENDS FOR FURTHER EXPLORATION. THE ARTICLE WAS PUBLISHED FOR THE PURPOSE OF THE GROUNDWORK IT REPRESENTS. THE EXPERIMENT ITSELF WAS FOR TWO DIRECT PURPOSES--WHETHER CHILDREN WOULD BE INFLUENCED BY COLOR OR BY THE PLEASANT-UNPLEASANT ASPECT OF THE PICTURES WHEN ASKED TO PICK OUT THOSE THAT REMINDED THEM OF THEIR TEACHERS, AND HOW MUCH OF THE COLOR FACTOR WOULD ENTER IN AT ALL WHEN THEY WERE ASKED TO CHOOSE THE PICTURES THEY LIKED. RESEARCH WAS PROPOSED IN THE AREA OF PERCEPTION OF THE COLOR FACTOR. ED002471 REACTIONS OF NEGRO CHILDREN TOWARD NEGRO AND WHITE TEACHERS. 8 N/A 1965 2016-11-22

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No Cultural Awareness Cultural Exchange Disadvantaged Youth Music Activities Music Education Puerto Ricans Resource Materials Singing Teaching Guides TRANSUE, MIRIAM L. New York (New York) New York (New York) Puerto Rico Commonwealth, New York, NY. Dept. of Labor. ENGLISH AND PUERTO RICAN LYRICS, INCLUDING MUSIC, OF 14 PUERTO RICAN CHRISTMAS SONGS ARE PRESENTED. THE SONGS CAN BE TAUGHT IN ELEMENTARY OR SECONDARY SCHOOLS. FOLK SONGS, FOLK DANCES, PRAISES OF THE CHRIST CHILD AND OF THE THREE WISE KINGS, AND RETELLINGS OF THE CHRISTMAS STORY CONSTITUTE THE REPERTOIRE. BACKGROUND INFORMATION AND THE MEANINGS OF UNFAMILIAR WORDS ARE GIVEN. THE BOOK IS A USEFUL RESOURCE FOR SCHOOLS WITH LARGE NUMBERS OF PUERTO RICAN CHILDREN, FOR IT ENABLES THE SCHOOL TO TEACH THESE CHILDREN AND THEIR CLASSMATES OF OTHER ETHNIC GROUPS THE CONTRIBUTION OF PUERTO RICO TO THE MUSICAL HERITAGE OF THE AMERICAS. ED002472 CHRISTMAS SONGS OF PUERTO RICO. 1957-10-00 11 N/A 1965 2016-11-22

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No Economic Climate Educational Trends Educationally Disadvantaged Labor Force Development Poverty Retraining Services Skilled Workers Unemployment MYRDAL, GUNNAR THERE IS A WIDENING AVAILABILITY OF GOOD EDUCATION, WHILE THE SELF-MADE MAN IS BECOMING RARER. TECHNOLOGICAL CHANGE IN ALL PRODUCTION REQUIRES MEN OF SPECIAL SKILLS AND HIGH EDUCATION, UNSKILLED LABOR IS NOW IN LOW DEMAND. TO AID THE UNEMPLOYED, MOBILIZATION OF THEIR PRODUCTIVE POWER AND FULFILLMENT OF THEIR NEEDS MUST BE PERFORMED AT THE SAME TIME. EXPANSION AND STRUCTURAL UNEMPLOYMENT MUST BE EXAMINED. SERVICES FOR THE OLD, FOR YOUTH, FOR TEACHERS, AND FOR RESEARCH SHOULD BE ESTABLISHED. EDUCATION AND TRAINING OF THE LABOR FORCE MUST BE ADJUSTED TO THE NEEDS OF OUR SOCIETY. ADULT WORKERS MUST BE RETRAINED. ED002474 POVERTY IN PLENTY, THE MATRIX. 19 N/A 1965 8/17/2004 22:41:25 DISA1965

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No Disadvantaged Early Experience Fatherless Family Grade 1 Grade 5 Intelligence Differences Intelligence Tests Racial Differences Social Influences BROWN, BERT DEUTSCH, MARTIN Lorge Thorndike Intelligence Tests NEW YORK New York (New York) New York New York (New York) Lorge Thorndike Intelligence Tests THE INTELLECTUAL TEST DIFFERENCES BETWEEN NEGRO AND WHITE FIRST- AND FIFTH-GRADERS OF DIFFERENT SOCIAL CLASSES WERE CONSIDERED. THE LORGE-THORNDIKE, LEVEL I, PRIMARY BATTERY WAS USED FOR FIRST GRADERS, AND LEVEL III FOR FIFTH GRADERS. IT WAS CONCLUDED THAT RACE INFLUENCE TENDS TO BECOME MORE MANIFEST AND CRUCIAL AS THE SOCIAL CLASS LEVEL INCREASES. THE HYPOTHESIS USED WAS THAT INCREASED PARTICIPATION IN THE CULTURAL MAINSTREAM TENDS TO INCREASE INTELLIGENCE LEVEL. THE ABSENCE OF A FATHER IN THE HOME ADVERSELY INFLUENCES THE CHILD'S INTELLIGENCE. THE CHILDREN WHO HAVE HAD PRESCHOOL EXPERIENCE SCORE SIGNIFICANTLY HIGHER THAN THOSE WHO HAVE NOT. DEPRIVATIONAL INFLUENCES HAVE A CUMULATIVE IMPACT. IN SUMMATION, THE NEGRO GROUP SHOWS GREATER DEPRIVATION THAT THE WHITE GROUP. TABLES ARE USED TO GIVE DETAILS, AND REFERENCES ARE OFFERED. ED002475 SOME DATA ON SOCIAL INFLUENCES IN NEGRO-WHITE INTELLIGENCE. 21 N/A 1965 2016-11-22

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No American History Black History Black Influences Citizenship Responsibility Cultural Awareness Curriculum Guides Grade 11 Self Concept Social Studies PENN, JOSEPH E. AND OTHERS DISTRICT OF COLUMBIA District of Columbia District of Columbia Public Schools, Washington, DC. A SUPPLEMENT TO THE REGULAR ELEVENTH GRADE AMERICAN HISTORY TEXT BOOK IS GIVEN. THE STORY OF THE NEGRO IN AMERICAN HISTORY AND AN ELUCIDATION OF HIS CONTRIBUTIONS TO OUR SOCIETY ARE PRESENTED, THUS AN ATTEMPT IS MADE TO PROVIDE A RESPECTED SELF-IMAGE TO ALL STUDENTS AND TO EMPHASIZE THEIR RESPONSIBILITIES AS AMERICAN CITIZENS. THE AMERICAN NEGRO ROLE, FROM THE PERIOD OF EXPLORATION AND COLONIZATION TO THE SOCIAL REVOLUTION OF TODAY, IS COVERED. A CHRONOLOGY OF SIGNIFICANT EVENTS AND A LIST OF DISTINGUISHED NEGROES IS GIVEN. A BIBLIOGRAPHY IS INCLUDED AT THE END OF EACH CHAPTER. ED002476 THE NEGRO IN AMERICAN HISTORY, A CURRICULUM RESOURCE BULLETIN FOR SECONDARY SCHOOLS. 1964-00-00 129 N/A 1965 2016-11-23

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No Disadvantaged Youth Elementary Education Individual Instruction Individual Reading Individualized Programs Learning Processes Psychoeducational Methods Reading Instruction Reading Programs Self Directed Classrooms Teacher Role Teaching Methods COHEN, S. ALAN NEW YORK MOBILIZATION FOR YOUTH New York (New York) New York New York (New York) INCLUDED ARE CASE DESCRIPTIONS OF TWO RETARDED READERS WHOSE ORAL READING SCORES WERE TWO GRADE LEVELS ABOVE PLACEMENT, A DESCRIPTION OF CLASSROOM TEACHNIQUE THAT TEACHES WITH A 25 TO 1 PUPIL-TEACHER RATIO, AND A DISCUSSION OF THE PSYCHOSOCIAL IMPLICATIONS OF DIFFERENTIATING INSTRUCTION TO MEET INDIVIDUAL NEEDS. CLASSROOM ACTIVITIES SHOULD BE ADJUSTED TO MEET INDIVIDUAL NEEDS SO THAT THE CONTENT OF LEARNING IS TAILORED TO INDIVIDUAL NEEDS, THE LEVEL OF CONTENT IS ADJUSTED TO INDIVIDUAL NEEDS, LEARNING SPEED DIFFERS FROM PERSON TO PERSON, AND THE FREQUENCY OF RESPONSE IS MAXIMIZED FOR EACH INDIVIDUAL SO THAT MAXIMUM LEARNING CAN BE EXPECTED AND CHILDREN CAN CONTINUOUSLY RESPOND TO TEACHING STIMULI. THE SELF-DIRECTED CLASSROOM IS CONSIDERED THE WAY TO MEET INDIVIDUAL NEEDS IN A LARGE CLASSROOM. INDIVIDUALIZED INSTRUCTION INVOLVES FIVE MAJOR EFFORTS BY THE TEACHER--SHE SHOULD OPERATE AS A LEARNING SPECIALIST BY ISOLATING SPECIFIC OPERATIONS TO BE TAUGHT, SHE SHOULD DEVELOP A CORE READING PROGRAM FOR ALL PUPILS IN WHICH EACH CAN MOVE AT HIS OWN PACE, SHE SHOULD DEVELOP SELF-TEACHING, SELF-CORRECTING LEARNING SEGMENTS, AND TEAM LEARNING TECHNIQUES THAT INCREASE THE LEARNER'S ROLE, INCREASE FREQUENCY OF RESPONSE, AND DECREASE DIRECT TEACHER INTERVENTION, SHE SHOULD BE TRAINED IN DIAGNOSIS AND TREATMENT OF LEARNING NEEDS, AND SHE SHOULD KNOW THE MATERIALS AVAILABLE IN READING, LANGUAGE ARTS, MATHEMATICS, AND SCIENCE, AND SHOULD BE ABLE TO DEVELOP NEW MATERIALS TO SOLVE NEW PROBLEMS. WHEN INDIVIDUAL SELF INSTRUCTION OR SMALL TEAM LEARNING IS PRACTICED, CERTAIN DESIRABLE PSYCHOSOCIAL BENEFITS ARE OBTAINED IN ADDITION TO THE EDUCATIONAL ONES--SOCIAL RESPONSIBILITY, PERSONAL RESPONSIBILITY, SOCIAL-PERSONAL DEVELOPMENT, INTRINSIC RATHER THAN EXTRINSIC REWARDS AND SATISFACTIONS, POSITIVE REINFORCEMENTS, FRUSTRATION TOLERANCE, AND CONTROL OF DESTINY. ED002477 A PSYCHOLOGY OF TEACHING READING TO INDIVIDUALS. 16 N/A 1965 2016-11-22

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No Academic Aptitude Achievement Gains Child Development Disadvantaged Youth Elementary School Students Reading Achievement School Desegregation Student Mobility JUSTMAN, JOSEPH New York (New York) NEW YORK New York New York (New York) CHANGES IN ACADEMIC APTITUDE AND ACHIEVEMENT TEST SCORES OF PUPILS ATTENDING PUBLIC SCHOOLS IN DISADVANTAGED AREAS IN NEW YORK CITY WERE INVESTIGATED. AN ATTEMPT WAS MADE TO DETERMINE WHETHER VARYING DEGREES OF MOBILITY WERE ASSOCIATED WITH VARIATION IN CHANGES IN TEST SCORES. THE CUMULATIVE RECORD CARDS OF SIXTH-GRADE PUPILS WERE EXAMINED TO IDENTIFY PUPILS WHO MET SUCH CRITERIA AS HAVING ENTERED THE NEW YORK CITY SCHOOLS FOR THE FIRST TIME IN EITHER KINDERGARTEN OR FIRST GRADE AND HAVING UNINTERRUPTED ATTENDANCE IN THE REGULAR GRADES OF THE SCHOOLS. DATA COLLECTED CONCERNING THE NUMBER OF TIMES EACH PUPIL HAD BEEN ADMITTED TO A DIFFERENT SCHOOL IN THE CITY MADE IT POSSIBLE TO RECOGNIZE MOBILE PUPILS. PUPILS LIVING IN DISADVANTAGED AREAS DID NOT SHOW A DECLINE IN ACADEMIC APTITUDE OR READING TEST SCORES FROM THE THIRD TO THE SIXTH GRADE. DISADVANTAGED CHILDREN WHO HAD ATTENDED A SINGLE SCHOOL DURING THE SIX ELEMENTARY SCHOOL GRADES SHOWED IMPROVEMENT FROM THE THIRD TO THE SIXTH GRADES. DISADVANTAGED CHILDREN WHO ATTENDED MORE THAN ONE SCHOOL DURING THE SIX ELEMENTARY SCHOOL GRADES, HOWEVER, SHOWED A LACK OF IMPROVEMENT. ATTENDANCE IN FOUR OR MORE SCHOOLS DURING THE ELEMENTARY GRADES MARKEDLY AFFECTED PERFORMANCE. IN MANY CASES PUPILS SHOULD NOT HAVE BEEN TRANSFERRED TO PROVIDE BETTER ETHNIC BALANCE IN A SCHOOL. IT WOULD HAVE BEEN EDUCATIONALLY SOUNDER TO HAVE PROVIDED FUNDS FOR THE TRANSPORTATION OF MOBILE PUPILS SO THEY COULD HAVE REMAINED IN THE SCHOOL WHICH THEY ORIGINALLY ENTERED AND RECEIVED AN UNINTERRUPTED EDUCATIONAL EXPERIENCE RATHER THAN TO HAVE INCREASED THE DEGREE OF MOBILITY TO FOSTER OTHER EDUCATIONAL AND SOCIAL VALUES. THIS PAPER WAS PRESENTED TO THE CONFERENCE ON CURRICULUM AND TEACHING IN DEPRESSED URBAN AREAS (4TH, COLUMBIA UNIVERSITY, JUNE 21-JULY 2, 1965). ED002478 STABILITY OF ACADEMIC APTITUDE AND READING TEST SCORES OF MOBILE AND NON-MOBILE DISADVANTAGED CHILDREN. 1965-07-00 12 N/A 1965 2016-11-22

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No Black Youth Compensatory Education Disadvantaged Youth Elementary Education Environmental Influences Minority Group Children Puerto Ricans Reading Difficulty Remedial Programs Remedial Reading Special Education Testing Problems Visual Perception COHEN, S. ALAN NEW YORK MOBILIZATION FOR YOUTH New York (New York) New York New York (New York) READING DISABILITIES ARE DIVIDED INTO THREE CATEGORIES--THOSE CAUSED BY PERCEPTUAL FACTORS, THOSE CAUSED BY PSYCHOSOCIAL FACTORS, AND THOSE CAUSED BY PSYCHOEDUCATIONAL FACTORS. POOR DEVELOPMENT OF VISUAL PERCEPTION CONSTITUTES A DISPROPORTIONATE PERCENTAGE OF LEARNING DISABILITY AMONG NEGROES AND PUERTO RICANS IN CENTRAL CITIES. EARLY CHILDHOOD PROGRAMS IN VISUAL PERCEPTION DEVELOPMENT SHOULD BE DEVELOPED. THE PSYCHOSOCIAL ENVIRONMENT OF DISADVANTAGED YOUNGSTERS BREEDS LETHARGY AND AGGRESSION. SUCH STUDENTS LACK THE TRAINING THAT MAKES A MIDDLE-CLASS CHILD ENJOY FINISHING A PROJECT AND THAT BUILDS UP FRUSTRATION TOLERANCE. THEY ARE EASILY DEFEATED AND, WITHOUT MIDDLE-CLASS MODELS TO EMULATE, THEIR ASPIRATIONS ARE LOW. SCHOOL REPRESENTS TO THEM A VALUE SYSTEM THAT THREATENS THEM, OR THAT BORES THEM WITH ITS DETACHMENT FROM THEIR REALITY. PSYCHOEDUCATIONAL FACTORS HAVE BECOME APPARENT THROUGH EXPERIMENTAL TESTING OF DISADVANTAGED CHILDREN. THE RELIABILITY OF STANDARDIZED TESTS IS LOW, BUT SCHOOL READING ABILITY CAN BE MEASURED WITH TESTS DESIGNED SPECIFICALLY FOR THE DISADVANTAGED POPULATION. DISADVANTAGED NEGRO AND PUERTO RICAN CHILDREN HAVE TROUBLE MOVING FROM THE PRINTED WORD TO THE HEARD OR SPOKEN WORD TO THE EXPERIENCE. THEY LACK TRAINING IN RECOGNIZING SIMILARITIES AND DIFFERENCES, STRUCTURE AND NO STRUCTURE, ORGANIZATION AND DISORGANIZATION. THEY LACK CONCEPTS OF TIME OR CHRONOLOGY. THEY LACK CONCEPTS FOR WORDS, AND WHEN THEY ARE FAMILIAR WITH A CONCEPT, THEY LACK THE WORDS THAT SYMBOLIZE IT. THESE CHILDREN NEED TO BE TAUGHT WHAT THEY HAVE NOT LEARNED TO DO, THEY NEED TO BE TAUGHT THE ALPHABET, TO HEAR SOUNDS IN WORDS, AND TO ASSOCIATE SOUNDS WITH PHONOGRAMS. TEACHERS SHOULD PRESENT, SEQUENTIALLY AND THOROUGHLY, EVERY FINE, SPECIFIC BEHAVIOR NECESSARY FOR CHILDREN TO BE ABLE TO READ. ED002479 DIAGNOSIS AND TREATMENT OF READING DIFFICULTIES IN PUERTO RICAN AND NEGRO COMMUNITIES. 1964-12-00 7 N/A 1965 2016-11-22

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No After School Education Compensatory Education Disadvantaged Elementary School Students Identification Junior High School Students Models Parent Education Potential Dropouts Problem Solving Reading Centers Reading Difficulties Remedial Programs Remedial Reading Special Education Summer Programs Tutoring GIBBONS, MARILYN New York (New York) NEW YORK New York New York (New York) THE HOMEWORK HELPER PROGRAM INVOLVES APPROXIMATELY 250 ACADEMICALLY SUPERIOR HIGH SCHOOL STUDENTS WHO ARE TUTORING APPROXIMATELY 600 FOURTH- AND FIFTH-GRADE RETARDED READERS. THE PURPOSES ARE TO PROVIDE MODELS SO THAT THE ELEMENTARY SCHOOL CHILDREN CAN IDENTIFY WITH SUCCESSFUL STUDENTS, TO GIVE THE CHILDREN HELP WITH BASIC SKILLS, TO ENCOURAGE HIGH SCHOOL STUDENTS TO REMAIN IN SCHOOL, AND TO MOTIVATE HIGH SCHOOL STUDENTS TOWARD GREATER ACADEMIC ACHIEVEMENT SO THAT THEY TOO CAN BECOME TUTORS. THE JUNIOR HIGH SCHOOL READING CLINIC PROGRAM IS ORIENTED TOWARD THE PUPIL RATHER THAN TOWARD THE CURRICULUM. ITS AIMS ARE TO MOTIVATE THE CHILDREN TOWARD LEARNING, TO UTILIZE MATERIALS OF INTEREST AND OF RELEVANCE TO THE CHILDREN, AND TO TEACH THE CHILDREN THE SKILLS THEY NEED. IN A SUMMER PROGRAM FOR RETARDED READERS, SIX CLINICIANS SEE 240 CHILDREN, GROUPED IN FOURS, TWICE WEEKLY FOR 7 WEEKS. INTEREST, ENTHUSIASM, AND ATTENDANCE ARE HIGH. THE MEDIAN READING GAIN IN THE 7 WEEKS IS .9 ON A SCALE OF -1.1 TO 3.3. ALONG WITH THE REGULAR PROGRAM OF REMEDIAL READING SERVICE, TWO SPECIAL PROJECTS HAVE BEEN TRIED OUT ON A PILOT STUDY BASIS. ONE IS A WORKSHOP IN PROBLEM-SOLVING TEACHNIQUES. THE OTHER, "SUPPLEMENTARY TEACHING ASSISTANCE IN READING," INVITES THE PARENTS OF CHILDREN IN THE CLINIC TO ATTEND A SERIES OF LESSONS, DEMONSTRATIONS, AND DISCUSSION PERIODS FOCUSED ON THE READING INSTRUCTION THEIR CHILDREN ARE RECEIVING. ED002480 SESSION--MEETING THE CHALLENGE OF THE CULTURALLY DEPRIVED PUPIL, JUNIOR HIGH SCHOOL, ANNUAL MEETINGS INTERNATIONAL READING ASSOCIATION, APRIL 29-MAY 2, 1964. 1965-07-00 7 N/A 1965 2016-11-22

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No Behavioral Science Research Child Development Childhood Attitudes Classroom Communication Cognitive Development Disadvantaged Educational Research Emotional Development Enrichment Activities Environmental Influences Individual Development Language Acquisition Prevention Remedial Instruction FREEDMAN, ALFRED M. New York (New York) New York (New York) New York Medical Coll., NY. THE RELATIONSHIP BETWEEN A CHILD'S SOCIAL ENVIRONMENTS AND HIS DEVELOPMENT WAS STUDIED. A MAIN AREA OF CONCERN WAS CULTURAL DISADVANTAGE AMONG CHILDREN FROM LOWER SOCIOECONOMIC BACKGROUNDS. THESE CHILDREN NOT ONLY FELL BEHIND IN BASIC SCHOLASTIC GROWTH, BUT ALSO RESPONDED MINIMALLY TO THE FUNCTION OF THE SCHOOL. THE BASIC PHILOSPHY OF THE INSTITUTE WAS THAT THESE NEGATIVE CONDITIONS WERE CORRECTIBLE. WHILE THE PRACTICAL AIM WAS TO SAVE LOST POTENTIAL, KNOWLEDGE WAS ALSO GAINED ABOUT THE DEVELOPMENT OF COGNITION, LEARNING, EMOTIONAL MATURITY, AND SELF-GROWTH. TECHNIQUES USED TO COMBAT NEGATIVE ATTITUDES OF CHILDREN INCLUDED EARLY ENRICHMENT TO PREVENT IMPROPER LEARNING AND SOCIAL DISABILITIES, AND REMEDIATION TO HELP OVERCOME DISABILITIES THAT HAD ALREADY DEVELOPED. OTHER AREAS OF RESEARCH INCLUDED THE RELATIONSHIP OF DIFFERENT ENVIRONMENT TO LANGUAGE, CLASSROOM COMMUNICATION BETWEEN CHILDREN OF VARIOUS SOCIOECONOMIC STRATA, AND THE EFFECTS OF VARIOUS PSYCHO-PHARMACOLOGICAL AGENTS CHILDREN'S LEARNING. ED002481 THE INSTITUTE FOR DEVELOPMENTAL STUDIES, DESCRIPTIVE STATEMENT, 1958-1960. 1960-00-00 11 N/A 1965 2016-11-22

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No Community Action Conferences Cultural Enrichment Curriculum Development Delinquency Prevention Delinquent Rehabilitation Demonstration Programs Disadvantaged Environment Family School Relationship Inservice Teacher Education Instructional Innovation Preschool Education Reading Instruction Remedial Programs School Community Relationship Self Concept Work Study Programs DISTRICT OF COLUMBIA District of Columbia AFTER PRELIMINARY COMMENTS BY THE SECRETARY OF HEALTH, EDUCATION, AND WELFARE AND THE COMMISSIONER OF EDUCATION, THE FIRST WORKING SESSION FOCUSED ON TWO TYPES OF SCHOOL IMPROVEMENT PROGRAMS. PREVENTION WAS EMPHASIZED IN ALL DETROIT PROJECTS, SUCH AS PRESCHOOL, SCHOOL-HOME INVOLVEMENT, READING INSTRUCTION, CURRICULAR MODIFICATION, CULTURAL ENRICHMENT, AND REMEDIAL PROGRAMS, TO CORRECT ENVIRONMENTAL DEFICIENCIES OF DISADVANTAGED YOUTH. THE HIGHER HORIZONS PROGRAM IN NEW YORK PLACED SPECIAL EMPHASIS ON RAISING THE SELF-IMAGE OF THE PUPIL. THE SECOND WORKING SESSION FOCUSED ON PROGRESS AND THE PROSPECT OF MEETING PROBLEMS OF JUVENILE DELINQUENCY THROUGH REMEDIAL EDUCATION PROGRAMS, INSERVICE TEACHER EDUCATION, CULTURAL ENRICHMENT PROGRAMS, SCHOOL-COMMUNITY RELATIONS, AND WORK-EDUCATION PROGRAMS. IN THE FOURTH SESSION, EDUCATIONAL INNOVATIONS AND PILOT ACTION PROGRAMS WERE PRESENTED INCLUDING DEMONSTRATION PROJECTS FROM NEW YORK'S MOBILIZATION FOR YOUTH, CLEVELAND'S COMMUNITY ACTION FOR YOUTH, AND NEW HAVEN'S COMMUNITY PROGRESS, INC. THE FIFTH SESSION HAD AS ITS SUBJECT "DELINQUENCY PROJECT EDUCATION ACTION PROGRAMS" AND "TENTATIVE EDUCATION ACTION PLANS." PROGRAMS IN CHARLESTON, CHICAGO, LOS ANGELES, AND MINNEAPOLIS WERE CONSIDERED. SUGGESTIONS AND RECOMMENDATIONS WERE INCLUDED. ED002482 PRELIMINARY REPORT CONFERENCE ON SCHOOL PROGRAMS FOR JUVENILE DELINQUENCY PREVENTION AND CONTROL, WASHINGTON, OCTOBER 30-31, 1963. 1963-10-00 31 N/A 1965 2016-11-22

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No Audiovisual Aids Bibliographies Educational Media English Instruction Language Arts Non English Speaking Programed Instructional Materials Reference Materials Teaching Guides Teaching Methods Textbooks Workbooks CARRINO, ELNORA New York (Albany) New York (Albany) New York State Education Dept., Albany. THE BIBLIOGRAPHY, ON AIDS FOR TEACHING ENGLISH TO STUDENTS WITH A FOREIGN LANGUAGE BACKGROUND, CONTAINED FOUR TYPES OF MATERIALS WITH VERY BRIEF ANNOTATIONS RELATING TO CONTENT OR TARGET POPULATION. ALL WERE PUBLISHED BETWEEN 1936 AND 1962. GENERAL REFERENCES FOR THE TEACHER ON CONTENT AND TECHNIQUE DEALT WITH SUCH SUBJECTS AS TEACHING METHODS, ENGLISH STRUCTURE, TESTING, CULTURAL FACTORS, INTONATION, PHONETICS, PRONUNCIATION, AND STUDY MATERIALS FOR PUERTO RICAN PUPILS. THE SUBJECT MATTER OF THE SECOND CATEGORY, STUDENT TEXTBOOKS AND WORKBOOKS, INCLUDED WORD STUDY, MISTAKES IN USAGE, CONVERSATIONAL ENGLISH, IDIOMS, DIALOGUES, VERB FORMS, GRAMMAR, VOCABULARY, FREQUENTLY USED WORDS, LITERATURE, AND SPEECH IMPROVEMENT. A LIST OF ENGLISH LANGUAGE PROGRAMS AND TEXTS WITH ACCOMPANYING AUDIOVISUAL AIDS CONTAINED SUCH AIDS AS RECORDS, TAPES, FILMS, AND FILMSTRIPS. ALSO INCLUDED WAS A LIST OF PRONUNCIATION DICTIONARIES. ED002483 AIDS FOR TEACHING ENGLISH TO STUDENTS WITH A FOREIGN LANGUAGE BACKGROUND. 1961-00-00 5 N/A 1965 2016-11-22

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No Academic Achievement Academic Aptitude After School Programs Behavior Development Child Development Compensatory Education Demonstration Programs Disadvantaged Educational Environment Extended School Day Hygiene Reading Achievement Summer Programs Teacher Attitudes Verbal Development SEXTON, PATRICIA AND OTHERS New York (New York) NEW YORK New York New York (New York) THE PROGRAM WAS DEVISED TO DEMONSTRATE A WORKABLE PLAN FOR EXTENDED USE OF SCHOOL BUILDINGS, AND TO EMPHASIZE THE ROLE OF THE SCHOOL IN CREATING A WHOLESOME ENVIRONMENT FOR CHILDREN. GOALS INCLUDED--(1) A SCHOOL DAY THAT PROVIDES FOR EDUCATIONAL, EMOTIONAL, AND PHYSICAL DEVELOPMENT OF CHILDREN, (2) EXTENSION OF THE SCHOOL DAY INTO A SPECIAL AFTER-SCHOOL PROGRAM FOR CHILDREN WHO NEED ADDITIONAL INSTRUCTION, (3) EXTENSION OF THE SCHOOL YEAR TO INCLUDE A SUMMER PROGRAM, AND (4) INSTITUTION AND DEVELOPMENT OF CLOSER HOME-SCHOOL-NEIGHBORHOOD RELATIONSHIPS. RECENT INTEREST IN THE EDUCATION OF THE DISADVANTAGED PROMPTED AN ASSESSMENT OF THE PROGRAM. THREE SCHOOLS WERE SELECTED AND EXPERIMENTAL AND CONTROL GROUPS CHOSE. NO SIGNIFICANT DIFFERENCES BETWEEN THE TWO GROUPS WERE FOUND IN READING ACHIEVEMENT, SCHOLASTIC APTITUDE, ACADEMIC ACHIEVEMENT, AND VERBAL FLUENCY. A FOLLOWUP OF PERFORMANCE IN JUNIOR HIGH SCHOOL SHOWED HIGHER GRADES IN HYGIENE AND HIGHER BEHAVIORAL GRADES FOR THE EXPERIMENTAL GROUP. IN THE AREAS OF PERSONAL AND SOCIAL DEVELOPMENT, TEACHERS INDICATED MORE POSITIVE CHANGE IN SOME BEHAVIOR AREAS FOR EXPERIMENTAL CHILDREN, WHO WERE FOUND TO PARTICIPATE MORE FREELY IN GROUP DISCUSSIONS. TEACHERS' ATTITUDES WERE FOUND TO BE POSITIVE TOWARD TEACHING AND TOWARD THE DISADVANTAGED CILD. MEASURING INSTRUMENTS AND DETAILED RESPONSES TO QUESTIONNAIRES ARE INCLUDED IN THE APPENDIXES. ED002484 AN ASSESSMENT OF THE ALL DAY NEIGHBORHOOD SCHOOL PROGRAM FOR CULTURALLY DEPRIVED CHILDREN. 1965-02-28 236 N/A 1965 2016-11-22

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No Budgets Cost Estimates Delinquency Prevention Delinquent Rehabilitation Demonstration Programs Program Costs Program Development Services Youth Opportunities New York (New York) MOBILIZATION FOR YOUTH New York (New York) Mobilization for Youth, Inc., New York, NY. A BUDGET IS PRESENTED AS A SUPPLEMENT TO THE PROPOSAL SUBMITTED BY MOBILIZATION FOR YOUTH FOR A DEMONSTRATION PROJECT FOR THE PREVENTION AND CONTROL OF JUVENILE DELINQUENCY. BUDGETARY ESTIMATES FOR STAFF AND OTHER EXPENSES ARE SHOWN FOR EACH PROGRAM FOR THE FIRST 2 YEARS OF THE DEMONSTRATION. ESTIMATES FOR THE 1ST YEAR REFLECT AS A DEDUCTION THE AMOUNT OF ANTICIPATED ACCRUALS WHICH MAY BE REALIZED BY UNFILLED POSITIONS. THE ASSUMPTION IS MADE THAT MOST POSITIONS WILL BE FILLED BY THE END OF THE 1ST YEAR AND NO SUCH DEDUCTION IS MADE FOR THE 2D YEAR. SALARIES FOR POSITIONS IN PROGRAMS OTHER THAN EDUCATION AND RESEARCH ARE BUDGETED, WITH A FEW EXCEPTIONS, AT THE 4TH STEP OF AN EIGHT-STEP SALARY SCALE APPROVED BY THE BOARD OF DIRECTORS. EXPERIENCED PERSONNEL MAY THUS BE EMPLOYED AT SALARIES WITHIN THE RANGE SHOWN IN THE BUDGET FOR EACH POSITION. SALARIES FOR POSITIONS APPLICABLE TO EDUCATION PROGRAMS ARE DETERMINED IN ACCORDANCE WITH POLICIES OF THE BOARD OF EDUCATION, WHILE SALARIES FOR THE RESEARCH STAFF ARE DETERMINED IN ACCORDANCE WITH POLICIES OF COLUMBIA UNIVERSITY. THE ESTIMATED COST FOR THE 1ST YEAR OF THE DEMONSTRATION IS $4,047,154, FOR THE 2D YEAR $4,815,261. FOR THE 3D YEAR $4,900,000. FOR THE 4TH YEAR $4,985,000, AND FOR THE 5TH YEAR $5,070,000. ESTIMATED COST FOR 3 MONTHS PRIOR TO STARTING DATE OF DEMONSTRATION IS $239,430. ED002485 A PROPOSAL FOR THE PREVENTION AND CONTROL OF DELINQUENCY BY EXPANDING OPPORTUNITIES, BUDGET SUPPLEMENT. 1961-12-09 47 N/A 1965 2016-11-22

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No Clinics Community Health Services Community Involvement Community Programs Consultation Programs Disadvantaged Youth Mental Health Programs Rural Areas Services Student Needs MARIANI, EUGENE L. AND OTHERS New Mexico (Santa Fe) DISTRICT OF COLUMBIA NEW MEXICO District of Columbia New Mexico National Committee for Children and Youth, Washington, DC. RURAL AREAS HAVE UNTAPPED POTENTIAL IN THE ROLE OF DEMONSTRATING, EXPERIMENTING, AND PIONEERING NEW GOALS, PHILOSOPHIES, AND METHODS IN THE MENTAL HEALTH FIELD. GOALS IN DEVELOPING SERVICES ARE TO EXTRACT FROM CLINICAL MODELS THOSE THERAPEUTIC INGREDIENTS THAT CAN BE USED BY ALL RELEVANT MENTAL HEALTH PROFESSIONS AND, IF POSSIBLE, BY ANY EXISTING COMMUNITY RESOURCES. AN ILLUSTRATIVE DISCUSSION IS BASED ON NEW MEXICO'S PROGRAM IN COMMUNITY MENTAL HEALTH CONSULTATION, THE AIM OF WHICH IS TO PROVIDE EXPERT MENTAL HEALTH CONSULTATION TO ONGOING COMMUNITY SERVICES, TO PARTICIPATE IN PROFESSIONAL AND PUBLIC EDUCATION, AND TO CONDUCT COMMUNITY ORGANIZATION ACTIVITIES. RURAL COMMUNITY EXPECTATIONS ABOUT SPECIFIC PROFESSIONAL PRACTICES ARE AMBIGUOUS. THEREFORE, MENTAL HEALTH PROGRAMS SHOULD ENCOURAGE COMMUNITY PARTICIPATION, SHOULD BE UNDERSTOOD BY THE COMMUNITY, AND SHOULD AVOID TOO MUCH SPECIALIZED HELP. HELPING TROUBLED PEOPLE IN RURAL COMMUNITIES IS A DIRECT PROCESS WHICH IMPLIES THAT TO HAVE AN IMPACT ON YOUTH, PROGRAM CONSULTANTS SHOULD WORK WITH THOSE WHO WORK WITH YOUTH. THEY SHOULD EMPHASIZE SIMPLICITY, FLEXIBILITY, AND WARMTH. THE READINESS OF THE RURAL COMMUNITY TO ACCEPT INNOVATION IS ANOTHER FACTOR THAT SHOULD ENHANCE THE CHANCES OF SUCCESS OF A WELL-PLANNED MENTAL HEALTH PROGRAM. THE COMMUNITY CONSULTANT APPROACH IS ILLUSTRATED BY TWO PROJECTS-- THE LAS CRUCES, NEW MEXICO PROJECT, WHERE NONPROFESSIONAL COMMUNITY PROJECT LEADERS WERE TRAINED, AND A RURAL PROJECT IN EASTERN NEW MEXICO, WHICH CONCENTRATED ON PROVIDING SERVICES TO SMALL, WIDELY SEPARATED COMMUNITIES. A STUDENT EXCHANGE PROGRAM SHOULD BE CONDUCTED BETWEEN RURAL AND URBAN YOUTH. THE RURAL YOUTH WOULD OBTAIN A MORALE BOOST FROM KNOWING THAT SOMEONE WAS LIVING IN HIS COMMUNITY TO GAIN A SPECIAL EXPERIENCE, AND HE WOULD ADJUST BETTER IF HE LATER MOVED TO AN URBAN SETTING. ED002486 DEVELOPMENT OF SERVICES FOR MEETING MENTAL HEALTH NEEDS AMONG RURAL CHILDREN AND YOUTH. 1963-09-00 6 N/A 1965 2016-11-22

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No Audiovisual Aids Audiovisual Instruction Costs Educational Television Expenditures Language Laboratories Program Costs Salaries Statistical Analysis A REPORT OF A SURVEY ON THE COST OF AUDIOVISUAL INSTRUCTION IN THE NATION'S PUBLIC ELEMENTARY AND SECONDARY SCHOOLS DURING 1962-63 AND 1963-64 WAS PRESENTED. INCLUDED WERE THE TOTAL EXPENDITURES FOR AUDIOVISUAL INSTRUCTION AND SPECIFIC EXPENDITURES FOR AUDIOVISUAL SALARIES, AUDIOVISUAL EQUIPMENT, AND FILM RENTALS. MEDIANS WERE COMPUTED FOR (1) THE NATION AS A WHOLE, (2) THE NATION DIVIDED INTO NINE GEOGRAPHIC REGIONS, (3) SUCH CATEGORIES OF GENERAL EDUCATIONAL EXPENDITURE AS PROJECTORS AND FILMS, FILM PURCHASES AND RENTALS, FILM STRIPS, RECORDS AND RECORD PLAYERS, OVERHEAD PROJECTORS, LANGUAGE LABORATORIES, AND TELEVISION RECEIVERS, AND (4) A FULL- OR PART-TIME AUDIOVISUAL DIRECTOR. NATIONAL AUDIOVISUAL EXPENDITURES WERE $97.6 MILLION IN 1963-63 AND $111.1 MILLION IN 1963-64. THE LARGEST ITEM OF EXPENDITURE WAS SALARIES, THE SECOND LARGEST WAS LANGUAGE LABORATORIES. SURVEY RESULTS INDICATED THAT 80 PERCENT OF THE SCHOOLS RENTED FILMS, 70 PERCENT OF THE SCHOOLS USED RECORD PLAYERS, AND 25 PERCENT OF THE DISTRICTS PURCHASED TELEVISION EQUIPMENT. THE GREATEST INCREASE IN THE USE OF AN AUDIOVISUAL AID WAS WITH THE OVERHEAD PROJECTOR. THIS ARTICLE IS PUBLISHED IN "SCHOOL MANAGEMENT," JUNE 1964. ED002487 THE COST OF AUDIOVISUAL INSTRUCTION. 1964-06-00 1 N/A 1965 8/17/2004 22:41:48 DISA1965

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No Classes (Groups of Students) Educational Change Educational Technology Individual Needs Nongraded Instructional Grouping Pacing Program Evaluation Programed Instruction Self Contained Classrooms Teaching Machines Teaching Methods SCHRAMM, WILBUR New York (New York) New York (New York) Fund for the Advancement of Education, New York, NY. THE PAST, PRESENT, AND FUTURE USE OF PROGRAMED INSTRUCTION IN EDUCATION IS DISCUSSED. IN 1962 MORE THAN 100 PROGRAMS WERE AVAILABLE TO SCHOOLS, BUT QUANTITY WAS NOT MATCHED BY QUALITY. THERE WAS NO CONCERTED EFFORT TO TRAIN TEACHERS IN THE EXPERT USE OF PROGRAMS, NOR ANY GENERAL MOVEMENT OF TEACHERS COLLEGES TO USE PROGRAMED INSTRUCTION. PROGRAMED INSTRUCTION CAN PLAY AN IMPORTANT ROLE IN MEETING THREE CHALLENGES IN CONTEMPORARY EDUCATION--IT CAN MEET THE CHALLENGE OF THE INDIVIDUAL STUDENT'S APTITUDE AND READINESS BECAUSE OF ITS ABILITY TO FIT ITS PACE TO THE STUDENT'S PACE, IT CAN EASE THE CHALLENGE OF THE TRADITIONAL STRUCTURE OF EDUCATION WITH ITS EMPHASIS ON THE SELF-CONTAINED CLASSROOM AND REGULAR ANNUAL PROGRESSION THROUGH THE GRADES BY HAVING PROGRAMS SUBSTITUTE AT TIMES FOR THE TEACHERS WHO ARE NOT AVAILABLE, AND IT CAN MEET THE CHALLENGE OF THE EDUCATIONAL EXPLOSION IN UNDERDEVELOPED COUNTRIES WITH TEACHER SHORTAGES. IF PROGRAMED INSTRUCTION IS TO SUCCEED, MORE EFFORT SHOULD BE EXPENDED ON EXPERIMENTATION, MORE RESEARCH SHOULD BE DIRECTED AT THE LARGER IMPLICATIONS AND THEORETICAL PROBLEMS, SCHOOLS SHOULD USE PROGRAMS MORE IMAGINATIVELY, TEACHERS SHOULD BE TRAINED TO USE PROGRAMS EXPERTLY, THE SKILLS AND UNDERSTANDINGS OF PROGRAMED INSTRUCTION SHOULD BE SHARED WITH THE DEVELOPING NATIONS, AND ADEQUATE CHANNELS OF INFORMATION SHOULD BE ESTABLISHED AMONG INTERESTED PARTIES. ED002488 PROGRAMED INSTRUCTION, TODAY AND TOMORROW. 1962-11-00 78 N/A 1965 2016-11-22

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No Audiovisual Instruction Broadcast Television Educational Technology Educational Television Federal Aid Mass Media National Programs Program Evaluation DISTRICT OF COLUMBIA District of Columbia AN OVERVIEW OF EDUCATIONAL TELEVISION (ETV) TO 1964 BY THE FEDERAL COMMUNICATION COMMISSION (FCC) IS PRESENTED. ONLY EDUCATIONAL TELEVISION THAT IS TELECAST OVER COMMERCIAL CHANNELS (OTHER THAN CLOSED CIRCUIT TELEVISION) IS REVIEWED. ETV BEGAN IN 1952 WHEN THE FCC RESERVED 242 CHANNEL ASSIGNMENTS FOR NONCOMMERCIAL EDUCATIONAL USE. ETV CHANNEL RESERVATIONS HAVE SINCE INCREASED TO OVER 350, AND A FURTHER INCREASE TO ABOUT 700 IS IN PROSPECT. THE FCC SAID THE FINANCING OF ETV CAN BE DONE THROUGH ENDOWMENTS AND THE USUAL SOURCES OF FUNDS FOR PUBLIC AND PRIVATE EDUCATION. COSTS OF OPERATIONS COULD BE MET THROUGH COOPERATIVE PROGRAMING AND FINANCING AMONG SEVERAL EDUCATIONAL ORGANIZATIONS IN LARGE COMMUNICATIONS. SINCE MAY 1962 GRANTS HAVE BEEN AUTHORIZED FOR CONSTRUCTION OF NONCOMMERCIAL STATIONS WITH A CEILING OF 1 MILLION DOLLARS FOR ANY ONE STATE. THE GRANTS ARE MADE THROUGH THE SECRETARY OF HEALTH, EDUCATION, AND WELFARE. SOME OF THE RULES GOVERNING ETV ARE THAT--(1) ONLY NONPROFESSIONAL EDUCATIONAL ORGANIZATIONS MAY BE LICENSED TO OPERATE AS NONCOMMERCIAL ETV, (2) THE ACCREDITATIONS OF EDUCATIONAL ORGANIZATIONS ARE CONSIDERED, (3) ETV PROGRAMS MAY BE EDUCATIONAL CULTURAL, ENTERTAINMENT, OR AUGMENTATIVE TO SCHOOL COURSES, (4) ETV STATIONS MAY NOT TRANSMIT PROGRAMS FOR WHICH MONEY OR OTHER CONSIDERATIONS ARE RECEIVED, (5) THERE IS NO MINIMUM OF HOURS OF BROADCASTING REQUIRED, AND (6) ETV IS SUBJECT, IN OTHER RESPECTS, TO THE SAME TECHNICAL RULES GOVERNING COMMERCIAL TELEVISION. ED002489 EDUCATIONAL TELEVISION IN 1964, AN OVERVIEW BY THE FEDERAL COMMUNICATIONS COMMISSION. 1964-02-00 1 N/A 1965 2016-11-22

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No Automation Curriculum Research Data Processing Educational Technology Instructional Materials Interdisciplinary Approach Measurement Operations Research Research Methodology Scientific Methodology Systems Analysis ACKOFF, RUSSELL OHIO Ohio (Cleveland) Ohio Ohio (Cleveland) SUCH QUESTIONS AS WHY AND HOW OPERATIONS RESEARCH (OR) AND SYSTEMS ANALYSIS ORIGINATED, WHAT THEY ARE, AND WHAT CONTRIBUTIONS THEY MIGHT MAKE TO INSTRUCTIONAL MEDIA PROGRAMS ARE ANSWERED. "OR" ORIGINATED AT THE OUTBREAK OF WORLD WAR II WHEN MILITARY ORGANIZATIONS, WHICH HAD BEEN DEVELOPING THEIR TECHNOLOGY FASTER THAN IT COULD BE ABSORBED INTO TACTICS AND STRATEGY, BEGAN APPLYING SCIENCE TO EXECUTIVE-TYPE PROBLEMS. THE POTENTIALITIES OF COMPUTERS AS A NEW MANAGEMENT TOOL WERE REALIZED. THERE ARE ABOUT 10,000 "OR" WORKERS IN THE WORLD. "OR" IS RESEARCH ON PROBLEMS DEALING WITH THE CONTROL OF ORGANIZED (MAN-MACHINE) SYSTEMS TO PRODUCE ANSWERS THAT BEST SERVE THE OBJECTIVES OF THE ORGANIZATION AS A WHOLE. THE RESEARCH IS PERFORMED BY INTERDISCIPLINARY TEAMS USING SCIENTIFIC METHODS. BECAUSE THE "OR" WORKER CAN OBSERVE BUT NOT MANIPULATE THE SYSTEM HE STUDIES, HE CONSTRUCTS MODELS ON WHICH TO CONDUCT HIS RESEARCH. THE STAGES OF AN "OR" PROJECT CONSIST OF FORMULATING THE PROBLEM, CONSTRUCTING THE MODEL, DISCOVERING A SOLUTION, TESTING THE MODEL, AND EVALUATING, CONTROLLING, AND IMPLEMENTING THE SOLUTION. "OR" CAN ADVANCE EDUCATIONAL-MEDIA RESEARCH BY DEVELOPING MEASURES OF THE EFFECTIVENESS OF EDUCATION TO FACILITATE CURRICULUM EVALUATION AND MODIFICATION. THE OBJECTIVES OF EDUCATIONAL EFFORTS SHOULD BE DEFINED IN A MEANINGFUL AND MEASURABLE WAY SO THAT TESTS CAN BE DEVELOPED. A STUDY IS CITED IN WHICH MEANS WERE DEVELOPED TO MEASURE THE AMOUNTS OF INFORMATION, INSTRUCTION, AND MOTIVATION COMMUNICATED BY A GIVEN MESSAGE AND TO MEASURE THEIR VALUE TO THE SENDER AND RECEIVER. SIMILAR MEASURES SHOULD BE DEVELOPED BY EDUCATORS AND OPERATIONS RESEARCHERS WORKING TOGETHER TO GAUGE THE EFFECTIVENESS OF PARTICULAR TEACHING METHODS AND MEDIA. ED002490 THE DEVELOPMENT AND NATURE OF OPERATIONS RESEARCH AND ITS RELEVANCE TO EDUCATIONAL-MEDIA RESEARCH. 1964-04-00 22 N/A 1965 2016-11-22

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No Closed Circuit Television Educational Administration Educational Facilities Educational Technology Educational Television Mass Media Program Costs LAPIN, STANLEY NEW YORK New York (Bronx) New York New York (New York) THE SATISFACTION OF THE BASIC REQUIREMENTS OF EDUCATIONAL TELEVISION BY THE ESTABLISHMENT OF THE INSTRUCTIONAL TV FIXED SERVICE WAS DISCUSSED. THE BASIC REQUIREMENTS OF EDUCATIONAL TELEVISION WERE THAT THE COST PER STUDENT OR PER STUDENT HOUR OF INSTRUCTION HAD TO BE ECONOMICAL, THAT A VERY LARGE NUMBER OF STUDENTS HAD TO BE SERVED, THAT THE SYSTEM HAD TO BE CAPABLE OF TEACHING SUBJECTS SIMULTANEOUSLY, AND THAT THE SYSTEM HAD TO BE LOCALLY CONTROLLED. THE ONLY PREVIOUSLY AVAILABLE METHODS FOR DISTRIBUTING INSTRUCTIONAL TELEVISION MATERIAL TO MANY SCHOOLS INVOLVED STANDARD TELEVISION BROADCASTING CHANNELS OR INTERCONNECTING CABLE FACILITIES, NEITHER OF WHICH WAS SATISFACTORY. BASED ON THE SUCCESS OF THE PLAINEDGE, NEW YORK SCHOOL DISTRICT DEMONSTRATION SYSTEM, WHICH WAS AN ON-AIR CLOSED-CIRCUIT SYSTEM INTERCONNECTING THE DISTRICT'S HIGH SCHOOL, JUNIOR HIGH SCHOOL, AND ELEMENTARY SCHOOLS, THE FCC ESTABLISHED AN INSTRUCTIONAL TV FIXED SERVICE. THE TV FIXED SERVICE PERMITTED THE OPERATION OF LOW-POWER TELEVISION BROADCASTING SYSTEMS IN THE 2500 TO 2690 MEGACYCLE FREQUENCY RANGE. A DESCRIPTION OF THE PLAINEDGE SYSTEM INDICATED HOW A TYPICAL INSTALLATION OPERATED. STUDIES SHOWED HOW SUCH SYSTEMS COULD FILL THE INSTRUCTIONAL TELEVISION REQUIREMENTS OF SMALL, MEDIUM, AND LARGE SCHOOL DISTRICTS AS WELL AS COLLEGES AND UNIVERSITIES. A SINGLE CHANNEL SYSTEM SERVING ALL PUBLIC SCHOOLS IN A VERY LARGE CITY COULD COST 2 DOLLARS PER PUPIL, WITH AN ADDITIONAL CHANNEL BRINGING THE COST UP 25 CENTS PER PUPIL. ONLY A CONSIDERATION OF SUCH FACTORS AS SIZE AND TERRAIN OF AN AREA, LOCATION AND NUMBER OF SCHOOLS, AND CHANNEL REQUIREMENTS COULD PROVIDE COST INFORMATION FOR SCHOOL DISTRICTS. THIS PAPER WAS PRESENTED TO THE CONFERENCE ON EDUCATIONAL TELEVISION (3RD, BRONX, AUGUST 21, 1963). ED002491 ON-AIR, CLOSED-CIRCUIT INSTRUCTIONAL TELEVISION, THE 2500 MEGACYCLE BAND. 1963-08-21 1 N/A 1965 2016-11-22

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No Agricultural Laborers Bibliographies Economically Disadvantaged Educationally Disadvantaged Health Services Labor Legislation Migrant Children Migrant Education Migrant Employment Migrant Housing Migrant Problems Migrant Programs Migrant Workers JORGENSON, JANET M. AND OTHERS Iowa (Grinnell) Iowa Grinnell Coll., IA. FIELD STUDIES WERE CONDUCTED IN 1960 IN THE LOWER RIO GRANDE VALLEY OF TEXAS AND IN IOWA TO AUGMENT INFORMATION ON MIGRATORY WORKERS. FACULTY-STUDENT TEAM FIELD TRIPS FOUND MANY FACTORS TO CONSIDER IN PROVIDING A CONSTRUCTIVE APPROACH TO THE PROBLEMS OF THE MIGRANT WORKER. CHILDREN OF THE MIGRANTS ARE NOT GETTING THE EDUCATION THEY NEED TO BREAK OUT OF THE MIGRANT PATTERN. PREVENTIVE HEALTH CARE LACKS INCENTIVE BECAUSE OF POOR LIVING CONDITIONS. POVERTY PREVENTS CURATIVE MEDICINE. THE MIGRANT SUFFERS FROM PREJUDICE AND DISCRIMINATION. CONSTANT STRAIN TO EARN A LIVING IS THE MAIN CONTRIBUTING FACTOR TO THE PLIGHT OF THE MIGRANT. WAGE INCREASES MIGHT BE DIFFICULT IF FARM ORGANIZATIONS AND GROWERS' ASSOCIATIONS SHOULD OPPOSE LEGISLATION WHICH WOULD INCLUDE FARMERS UNDER THE FAIR LABOR PRACTICES ACT. WAYS TO BETTER THE SITUATION OF THE MIGRANT INCLUDE THE WORK SCHEDULE SYSTEM OF THE ANNUAL WORKERS PLAN, THE WORK OF CHURCH ASSOCIATIONS, AND LEGISLATION. THE PROGRAM IN MUSCATINE, IOWA, ILLUSTRATES HOW COOPERATION BETWEEN INDUSTRY, CHURCH, AND COMMUNITY CAN RESULT IN A COMPARATIVELY SUCCESSFUL MIGRANT COMMUNITY. CROP DIVERSIFICATION COMBINED WITH INDUSTRIAL JOBS WOULD FORM CONTINUOUS EMPLOYMENT OPPORTUNITIES FOR MIGRANTS. REGIONAL PLANNING CAN CONTRIBUTE TO STABLE COMMUNITIES. AN ANNOTATED BIBLIOGRAPHY COMPILED ACCORDING TO GENERAL STUDIES, CIVIL RIGHTS AND LEGAL STATUS, HOUSING AND COMMUNITY RELATIONS, HEALTH AND SAFETY, EDUCATION AND CHILD LABOR, ACTIVITIES OF PRIVATE AGENCIES, STATE PROGRAMS, AND NEWSLETTERS AND PERIODICAL BULLETINS IN INCLUDED. ED002492 MIGRATORY AGRICULTURAL WORKERS IN THE UNITED STATES. 1960-00-00 81 N/A 1965 2016-11-22

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No Agricultural Laborers Agricultural Safety Braceros Educational Needs Farm Labor Government Role Health Needs Housing Needs Labor Demands Labor Legislation Labor Market Labor Problems Labor Standards Low Income Minimum Wage Poverty State Action Unemployment Insurance COBEY, JAMES A. AND OTHERS California (Sacramento) California (Sacramento) California State Legislature, Sacramento. Senate. CALIFORNIA FARM LABOR PROBLEMS INCLUDE LIMITED WORK OPPORTUNITY, LOW EARNINGS, LITTLE ECONOMIC SECURITY, POOR HEALTH, HOUSING, AND EDUCATION, AND UNSAFE WORKING CONDITIONS. REPRESENTATIVES OF ORGANIZED LABOR RECOMMEND ESTABLISHING A STATE MINIMUM WAGE LAW TO COVER ALL EMPLOYEES, INCLUDING AGRICULTURAL WORKERS, AND ALSO EXTENDING FEDERAL STATUS TO COVER FARM EMPLOYEES. LITTLE SUPPORT IS RECEIVED FOR INCLUDING FARM EMPLOYEES IN A STATE MINIMUM WAGE LAW. DIFFICULTIES IN THE AGRICULTURAL EXTENSION OF UNEMPLOYMENT INSURANCE INCLUDE ADMINISTRATIVE PROBLEMS, THE RISK FACTOR IN SEASONAL EMPLOYMENT, AND ADDED EXPENSE TO FARM EMPLOYERS. LONG-TERM RECOGNITION OF THE HEALTH PROBLEM OF SEASONAL FARM WORKERS HAS NOT LED TO SIGNIFICANT REMEDIATION. CONSISTENCY OF FINDINGS, REPEATED RECOMMENDATIONS, AND LACK OF ACTION ARE NOTED. A SUMMARY OF HEALTH RECOMMENDATIONS MADE BY CALIFORNIA GROUPS FROM 1915 TO 1960 IS PRESENTED IN A TABLE. ACTIONS TAKEN FROM 1961 TO 1962 ARE LISTED. ADEQUATE HOUSING CAN BE ACHIEVED BY ATTACKING THE CAUSES OF THE PROBLEM WHICH ARE THE NEED FOR ADEQUATE PAY AND MAXIMUM EMPLOYMENT OPPORTUNITY. PUBLIC WELFARE PROGRAMS CAN RELIEVE CONDITIONS, BUT THEY HAVE LIMITED ABILITY TO STRIKE AT THE CAUSES OF THE PROBLEM. FEDERAL AND STATE LAWS AND ADMINISTRATIVE REGULATIONS FOR LABOR HAVE NOT PREVENTED A WAVE OF DISPUTES IN CALIFORNIA AGRICULTURE. THERE IS A NEED FOR A DIFFERENT METHOD OF GOVERNMENTAL HANDLING OF FARM LABOR STRIFE. APPENDIXES ARE INCLUDED. ED002493 REPORT OF THE SENATE FACT FINDING COMMITTEE ON LABOR AND WELFARE, CALIFORNIA'S FARM LABOR PROBLEMS, PART II. 1963-00-00 127 N/A 1965 2016-11-22

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No Adjustment (to Environment) Community Recreation Programs Community Resources Recreation Finances Recreation Legislation Recreational Facilities Recreational Programs Rural Youth PRENDERGAST, JOSEPH DISTRICT OF COLUMBIA District of Columbia National Committee for Children and Youth, Washington, DC. RURAL YOUTH WHO ARE MOVING TO URBAN AREAS ARE NOT PREPARED TO PARTICIPATE IN URBAN TYPES OF RECREATION PROGRAMS. THE RECREATION SKILLS OF THOSE WHO HAVE LEFT THE FARM BUT ARE STILL IN RURAL SETTINGS DO NOT MATCH THE URBAN OPPORTUNITIES REACHING OUT TO THEM. THOSE STILL ON THE FARMS ARE GETTING RECREATION IDEAS THROUGH MASS MEDIA WITHOUT FINDING LOCAL OPPORTUNITIES OF EXPRESSING THEM. MUCH IS BEING ACCOMPLISHED IN SOME RURAL COMMUNITIES THROUGH PRIVATE AND PUBLIC RECREATION AGENCIES, BUT MORE NEEDS TO BE DONE. COUNTIES ARE AN IMPORTANT FACTOR IN RURAL RECREATION BECAUSE IN MANY CASES THEY ARE THE ONLY UNITS WITH ENOUGH PEOPLE AND TAX RESOURCES TO PROVIDE A VARIETY OF RECREATIONAL SERVICES. HOWEVER, MANY COUNTIES TRYING TO HELP RURAL YOUTH HAVE SERIOUS FISCAL AND ADMINISTRATIVE PROBLEMS. STATES ARE NOT PLAYING THE IMPORTANT ROLE THEY SHOULD. THE FEDERAL GOVERNMENT HAS BEGUN TO PROVIDE LEADERSHIP, COUNSEL, AND FINANCIAL AID. IN 1963 THE RECREATION ADVISORY COUNCIL ENDORSED THE CREATION OF A SYSTEM OF NATIONAL RECREATION AREAS AND SET SELECTION CRITERIA. A LAND AND WATER CONSERVATION FUND BILL PROMOTES OUTDOOR RECREATION OPPORTUNITIES. A FEDERAL LAND POLICY PERMITS STATE AND LOCAL GOVERNMENTS TO LEASE NEW PARKS OR RECREATION AREAS FROM THE FEDERAL GOVERMENT. THE HOUSING ACT OF 1961 PROMOTES THE ACQUISITION OF PERMANENT OPEN SPACE LAND FOR PARK AND RECREATION PURPOSES. THE BUREAU OF OUTDOOR RECREATION COORDINATES FEDERAL OUTDOOR RECREATION ACTIVITIES. THE DEPARTMENT OF AGRICULTURE, IN TRYING TO CREATE NEW ECONOMIC OPPORTUNITY AND TO UPDATE WASTEFUL AND OUTMODED PATTERNS OF FARM USE IN RURAL AMERICA, IS GIVING AN IMPORTANT ROLE TO RECREATIONAL FACILITIES. RECOMMENDATIONS ARE MADE FOR LOCAL STUDIES TO DETERMINE STATUS OF AND NEED FOR RECREATION IN THE RURAL COMMUNITY, FOR PILOT PROJECTS TO SHOW WHAT CAN BE DONE WITH RURAL RESOURCES, AND FOR THE COOPERATION OF PRIVATE ENTERPRISE AND ALL LEVELS OF GOVERNMENT TO PROVIDE MORE RECREATIONAL LAND, SERVICES, AND LEADERSHIP FOR RURAL YOUTH. ED002494 RECREATION PROBLEMS OF RURAL YOUTH IN A CHANGING ENVIRONMENT. 1963-09-00 14 N/A 1965 2016-11-22

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No Adjustment (to Environment) Comparative Analysis Economically Disadvantaged Elementary School Students Self Contained Classrooms Statistical Analysis Student Adjustment Team Teaching LAMBERT, PHILIP AND OTHERS OHIO TOLEDO Ohio THE EFFECTS OF TEAM TEACHING AND SELF-CONTAINED CLASSES ON PUPIL ADJUSTMENT WERE COMPARED. THE STUDY WAS CONDUCTED OVER A PERIOD OF 2 SCHOOL YEARS, THE SAMPLE WAS COMPOSED OF ELEMENTARY PUPILS FROM TWO SCHOOLS IN AN ECONOMICALLY DEPRESSED AREA. PUPILS WERE RANDOMLY ASSIGNED AT ONE SCHOOL TO EITHER A TEAM ORGANIZATION OR A SELF-CONTAINED CLASSROOM. THE OTHER SCHOOL SERVED AS A SECOND CONTROL AND CONTINUED THE SELF-CONTAINED CLASSROOM APPROACH. THE SECOND CONTROL WAS INCLUDED TO DETECT POSSIBLE CONTAMINATION OF VARIABLES AND TO LEND GREATER POWER TO THE STATISTICAL ANALYSES. THE TWO DIFFERENT CLASSROOM ORGANIZATIONS PRODUCED ONLY MINOR DIFFERENCES IN ADJUSTMENT. IN THE 1ST YEAR, THE GROUP IN TEAM TEACHING MADE LOWER GAINS IN ADJUSTMENT THAN THE GROUPS IN THE SELF-CONTAINED CLASSROOMS. THIS DIFFERENCE DID NOT PERSIST IN THE 2D YEAR. IT WAS CONCLUDED THAT EITHER THERE WERE NO ORGANIZATIONAL EFFECTS ON PUPIL ADJUSTMENT, OR THE PERSONALITY SCALES OF THE MEASURING INSTRUMENT WERE NOT SENSITIVE TO SUCH DIFFERENCES IN ADJUSTMENT. BACKGROUND REFERENCES AND NOTES WERE INCLUDED. THIS ARTICLE IS PUBLISHED IN THE "JOURNAL OF EDUCATIONAL RESEARCH," VOLUME 58, NUMBER 7, MARCH 1965. ED002495 A COMPARISON OF PUPIL ADJUSTMENT IN TEAM AND SELF-CONTAINED ORGANIZATIONS. 1965-03-00 1 N/A 1965 2016-11-22

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No Audiovisual Centers Closed Circuit Television Educational Television Elementary Schools Evaluation Methods Grade 4 Grade 5 Instructional Improvement Program Guides Resource Teachers Self Contained Classrooms Television Curriculum California (Anaheim) California (Anaheim) Anaheim City School District, CA. THE TELEVISION GUIDE FOR THE ANAHEIM PLAN IS PRESENTED. INSTRUCTION IS PROVIDED BY MEANS OF CLOSED-CIRCUIT TELEVISION IN THE ELEMENTARY SCHOOL SUBJECTS OF SOCIAL STUDIES, SCIENCE, CONVERSATIONAL SPANISH, AND ARITHMETIC. REGULAR CLASSROOM TEACHERS AND AUDIOVISUAL RESOURCE TEACHERS PRESENT CAREFULLY PLANNED AND THOROUGH PREPARATORY AND FOLLOWUP LESSONS. THE TELEVISED LESSONS ARE RECEIVED BY THE PUPILS IN THE FOURTH AND FIFTH GRADES. AT SEVEN OF THE PARTICIPATING SCHOOLS, THE TELEVISED LESSONS ARE RECEIVED IN SELF-CONTAINED CLASSROOMS. AT FIVE SCHOOLS, AN AUDIOVISUAL RESOURCE ROOM IS ESTABLISHED AND ORGANIZED ACCORDING TO A REDEPLOYMENT AND RESOURCE ROOM PLAN. IMPROVEMENTS EXPECTED FROM THE TEACHING OF THE PROPOSED SUBJECTS INCLUDE--(1) FULLER REALIZATION OF CURRICULUM SCOPE AND SEQUENCE IN ACTUAL INSTRUCTIONAL PRACTICES, (2) THE CAPACITY TO PRESENT CERTAIN CONCEPTS, PRINCIPLES, AND TECHNIQUES MORE ADEQUATELY BY VISUAL MEANS AND TO MAKE THEM MORE MEANINGFUL TO MANY PUPILS, (3) THE ESTABLISHMENT OF UNUSUALLY SMALL CLASSES AND GREATER OPPORTUNITIES FOR RESEARCH AND STUDY ACTIVITIES, (4) REDUCTION IN TEACHER LOAD, (5) BENEFITS OF MASTER TEACHING, AND (6) BETTER USE OF VISUAL AIDS AND INSTRUCTIONAL MATERIALS. THE GUIDE CONSIDERS EVALUATION PROCEDURES, CHARACTERISTICS OF GOOD EDUCATIONAL TELEVISION, PRINCIPLES OF EDUCATION THAT APPLY TO TELEVISION, RESPONSIBILITIES OF THE STUDIO AND CLASSROOM TEACHERS, USE OF THE TELELESSON CLASS PERIOD, USE OF METHODS TO HELP CHILDREN GET THE MOST FROM EDUCATIONAL TELEVISION, USE OF TELELESSON GUIDE, AND PLANNING A TELELESSON. EFFECTIVE LESSON TECHNIQUES INCLUDE--(1) USE OF CAMERA ON AIDS AS WELL AS ON PEOPLE, (2) USE OF CLOSEUP CAMERA SHOTS TO DIRECT ATTENTION, (3) USE OF QUESTIONS, SUGGESTIONS, AND DIRECTIONS TO DEVELOP PUPIL PARTICIPATION, (4) USE OF CLEAR AND EXACT DEMONSTRATIONS, (5) USE OF COMMUNITY PEOPLE AS RESOURCES, AND (6) USE OF MEANS TO STIMULATE PUPILS TO EXPLORE ON THEIR OWN. ED002496 EDUCATIONAL TELEVISION PROJECT GUIDE. 1960-00-00 72 N/A 1965 2016-11-22

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No Instructional Materials Learning Activities Patterned Responses Programed Instruction Teaching Machines Teaching Methods MORELLO, TED A PROGRAM CONSISTS OF INSTRUCTIONAL MATERIAL DESIGNED TO LEAD A PUPIL ALMOST UNAIDED AND WITHOUT ERROR TO A PRESELECTED LEVEL OF LEARNING BY WHAT AMOUNTS TO A PAVLOVIAN STIMULUS-RESPONSE-TOWARD PATTERN. BEHIND ANY PROGRAM LIES THE THEORY THAT THE MATERIAL MUST START WITH SOMETHING FAMILIAR TO THE STUDENT AND PROGRESS WITH INCREASING DIFFICULTY THROUGH STEPS SO SMALL THAT THE STUDENT CAN MOVE FORWARD ALONE WITH REASONABLE ASSURANCE OF RESPONDING CORRECTLY. A TEACHING MACHINE MAY RANGE FROM A DEVICE LITTLE MORE SOPHISTICATED THAN THE TRADITIONAL STUDENT WORK BOOK TO A COMPLEX MECHANICAL AND/OR ELECTRONIC TUTOR THAT PRESENTS WRITTEN AND AUDIOVISUAL MATERIAL. PROGRAMED TEACHING IS EFFECTIVE. PROGRAMED TEACHING MUST ALSO BE EFFICIENT, MATERIAL SHOULD BE PREPARED THAT WILL GUIDE A PUPIL IN THE DESIRED DIRECTION WITHOUT MEANINGLESS DEPARTURES. A SOUND PROGRAM IS ONE THAT HAS BEEN PREPARED METICULOUSLY AND TESTED REGULARLY. PROGRAMING FALLS INTO TWO BROAD CATEGORIES--LINEAR IN WHICH THE STUDENT IS GUIDED STEP BY STEP TOWARD A CORRECT RESPONSE AND IS EVEN PROMPTED WITH THINLY VEILED HINTS, AND BRANCHING IN WHICH THE STUDENT WHO RESPONDS WITH THE RIGHT ANSWER MOVES ALONG THE TRUNK ROUTE TO THE NEXT QUESTION, IF HE IS WRONG HE IS DETOURED OVER REMEDIAL MATERIAL. PROGRAMS ARE VALUABLE BECAUSE THEY CAN LIBERATE TEACHERS FROM THE DRUDGERY OF PURELY MECHANICAL INSTRUCTION. THIS ARTICLE IS PUBLISHED IN, "THE WORLD OF TEACHING MACHINE," 1961. ED002497 WHICH IS IT. NEW WORLD OF TEACHING MACHINES OR BRAVE NEW TEACHING MACHINES. 1961-00-00 1 N/A 1965 8/17/2004 22:42:04 DISA1965

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No Clinics Handicapped Children Health Services Physical Disabilities Program Development Rural Areas Rural Youth Services Student Needs BAGLEY, R.B. DISTRICT OF COLUMBIA ALABAMA Alabama (Montgomery) Alabama District of Columbia National Committee for Children and Youth, Washington, DC. THE HISTORY, CLIENTELE, RESPONSIBILITIES, AND NEEDS OF THE STATE CRIPPLED CHILDREN'S SERVICE ARE DESCRIBED. THE AGENCY, DESIGNED TO HELP WITH MEDICAL, EDUCATIONAL, AND SOCIAL PROBLEMS OF CRIPPLED CHILDREN, TRIES SIMULTANEOUSLY TO AID THE CHILDREN IN REDUCING THEIR HANDICAPS, IN ADVANCING EDUCATIONALLY DURING PHYSICAL REHABILITATION, AND IN ADJUSTING EMOTIONALLY TO HANDICAPS, FAMILY, AND COMMUNITY RELATONS. THE CRIPPLED CHILDREN'S SERVICE PROGRAMS WERE AT FIRST MAINLY ORTHOPEDIC BUT NOW SERVE ALMOST ALL HANDICAPPING CONDITIONS. PROGRAMS VARY FROM STATE TO STATE. STATE AND VOLUNTEER AGENCIES COOPERATE IN TRYING TO HELP AS MANY CHILDREN AS POSSIBLE WITHOUT DUPLICATION OF SERVICES. ILLUSTRATIVE OF THE SERVICE'S FUNCTIONS, THE ALABAMA SOCIETY FOR CRIPPLED CHILDREN AND ADULTS FURNISHES TRANSPORTATION TO HOSPITAL CENTERS AND TO CLINICS. EACH COUNTY HAS A LOCAL UNIT THAT PLANS JOINTLY WITH THE SERVICE STAFF. LOCAL GROUPS ASSIST IN BUYING WHEELCHAIRS AND OTHER HOME EQUIPMENT NEEDED BY THE SEVERELY HANDICAPPED. THE CLINICS AND HOSPITAL CENTERS HAVE BECOME MORE ACCESSIBLE TO RURAL CHILDREN. ITINERANT CLINICS SERVE MOST RURAL COUNTIES. SOME TYPES OF CONDITIONS ARE TREATED ONLY IN LARGER CENTERS BECAUSE OF THE AVAILABILITY OF SPECIALISTS AND THE NUMBER OF CHILDREN INVOLVED. NEEDS IN ALABAMA, WHICH TYPIFY THE NEEDS OF OTHER STATES, ARE FOR ADDITIONAL NURSES, PHYSICAL THERAPISTS, AND MEDICAL SOCIAL WORKERS, FOR MORE CAMPING AND RECREATIONAL FACILITIES FOR THE HANDICAPPED, FOR MORE WORKSHOPS FOR THE SEVERELY HANDICAPPED, AND FOR THE ESTABLISHMENT OF CLINICS TO SERVE THE MULTIPLE HANDICAPPED CHILD IN ORDER TO ELIMINATE THE NECESSITY FOR ONE CHILD TO ATTEND SEVERAL CLINICS. ED002498 SERVING CHILDREN WITH HANDICAPS IN A RURAL STATE. 4 N/A 1965 2016-11-22

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No Algebra Comparative Analysis English Group Instruction Instructional Improvement Team Teaching World Geography BJELKE, JOAN GEORGIADES, WILLIAM California (Los Angeles) CALIFORNIA California California (Los Angeles) A FOUR-PERIOD BLOCK PROGRAM CONSISTED OF ENGLISH, ALGEBRA, AND WORLD GEOGRAPHY. THE PROGRAM INCLUDED LARGE GROUP LECTURES, SMALL GROUP DISCUSSIONS, INDEPENDENT STUDY, AND A SUPERVISED STUDY HALL. PUPIL PERFORMANCE IN ENGLISH IN THIS SCHEMA AND PUPIL PERFORMANCE IN ENGLISH IN A REGULAR-SIZED CLASS WAS COMPARED. TEACHER REACTION AND STUDENT REACTION TO THIS TYPE OF INSTRUCTION WERE ALSO COMPARED. AN EXPERIMENTAL GROUP OF 38 STUDENTS FROM THE BLOCK PROGRAM WAS MATCHED WITH 38 PUPILS FROM REGULAR CLASSES. CRITERIA INCLUDED SEX, AGE, EIGHTH-GRADE VERBAL SCORES, AND ENGLISH TEST SCORES. AN AVERAGE INCREASE OF 3.00 IN CONTROL GROUP AND OF 3.45 IN THE EXPERIMENTAL GROUP INDICATED THAT THE EXPERIMENTAL GROUP DID ONE-SIXTH BETTER. HOWEVER STATISTICAL ANALYSIS, "T"-RATIO, SHOWED THAT THE DIFFERENCE WAS NOT SIGNIFICANT. TEACHERS FOUND MANY ADVANTAGES, STUDENTS RECEIVED MORE INDIVIDUAL ATTENTION, FACILITIES AND EQUIPMENT RECEIVED MAXIMUM USE, AND TIME FOR PARENT CONSULTATION AND STUDENT DIAGNOSIS INCREASED. STUDENTS IN THE BLOCK PROGRAM FELT CHALLENGED TO WORK HARDER, MADE GREATER PROGRESS IN LEARNING PROCEDURES, AND LIKED THE SMALL DISCUSSION GROUPS. SOME SUGGESTED IMPROVEMENTS WERE TO CONDUCT A PARENT AND FACULTY PRECOURSE ORIENTATION PROGRAM AND TO LEARN MORE ABOUT TEAM TEACHING. ED002499 AN EXPERIMENT IN FLEXIBLE SCHEDULING IN TEAM TEACHING. 1964-03-00 1 N/A 1965 2016-11-22

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No Folk Culture Health Housing Mexican Americans Spanish Urban Culture ORTIZ, MARTIN California (Los Angeles) California (Los Angeles) Community Relations Educational Foundation, Los Angeles, CA. LOS ANGELES RANKS SECOND TO MEXICO CITY IN THE POPULATION CONCENTRATION OF PERSONS OF MEXICAN DESCENT. THUS SPANISH-SPEAKING AMERICANS IN THE LOS ANGELES REGION REPRESENT A SIGNIFICANT AND IMPORTANT SEGMENT OF THE TOTAL POPULATION. THE DIFFERENT CULTURAL BACKGROUND OF THE MEXICAN-AMERICAN REQUIRES SPECIAL TREATMENT IN THE SCHOOLS. SCHOOL ADMINISTRATORS SHOULD RECOGNIZE THE EDUCATIONAL IMPLEMENTATIONS NECESSARY TO THE ACCULTURATION PROCESS, WHICH WOULD RESULT IN A MORE DYNAMIC AND FUNCTIONAL CURRICULA. AN INCREASING NUMBER OF MEXICAN-AMERICANS IS EVIDENT IN THE PROFESSIONS, MANY ARE LEADERS IN THE FIELDS OF BUSINESS AND GOVERNMENT. HOWEVER, THE GREAT PREPONDERANCE OF MEXICAN-AMERICANS ARE IN THE LOWEST ECONOMIC STRATA. THERE IS A RECOGNITION OF MEXICAN-AMERICAN EMPLOYMENT PROBLEMS AND A BEGINNING OF COMMUNITY EFFORT TO ALLEVIATE THEM. MUCH OF THE HOUSING OCCUPIED BY MEXICAN-AMERICANS IS SEGREGATED AND SUBSTANDARD. THE POPULATION IN SEGREGATED AREAS IS INCREASING IN DENSITY WITH RESULTING BEHAVIORAL AND HEALTH PROBLEMS. HEALTH SERVICES ARE FRAGMENTED. THE EFFECTIVENESS OF THESE SERVICES IS HINDERED BY LANGUAGE BARRIERS, IMPATIENCE, INDIFFERENCE, HOSTILITY, AND LACK OF UNDERSTANDING. THOUGH GREAT STRIDES HAVE BEEN MADE, PARTICULARY WITHIN THE PAST 10 YEARS, SERIOUS LAGS EXIST IN THE UTILIZATION OF THE MEXICAN-AMERICAN POTENTIAL. ED002500 THE MEXICAN AMERICAN IN THE LOS ANGELES COMMUNITY. 1963-11-00 11 N/A 1965 2016-11-22

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No Clubs Cooking Instruction Home Economics Education Homemaking Skills Sewing Instruction Welfare Agencies EDGINGTON, ROYAL H. Colorado (Fort Collins) COLORADO Colorado THE ORGANIZATION OF A HOMEMAKER'S CLUB FOR MOTHERS UNDER AID TO DEPENDENT CHILDREN WAS PRESENTED. THE CLUB WAS SPONSORED BY THE LARIMER COUNTY DEPARTMENT OF PUBLIC WELFARE. PERSONNEL FROM THE DEPARTMENT ASSISTED IN EVALUATING A PAST FAILURE OF A HOMEMAKER'S CLUB AND IN FORMULATING PLANS FOR A SECOND CLUB. A DISCUSSION OF THE FAILURE OF THE FIRST CLUB AIDED IN PLANNING FOR THE REORGANIZATION OF THE HOMEMAKER'S CLUB. SOME DECISIONS REACHED WERE THAT A PUBLIC MEETING PLACE WAS NEEDED, TRANSPORTATION OF MEMBERS SHOULD BE PROVIDED, AND BABY SITTERS SHOULD BE AVAILABLE AT THE MEETING PLACE. IT WAS NECESSARY TO PROMOTE SOCIAL RELAXATION AMONG THE MEMBERS, TO DEVELOP COHESIVENESS WITHIN THE GROUP, AND TO PROVIDE SUBJECT MATTER OF INTEREST TO THE GROUP. A QUESTIONNAIRE PREPARED FOR AND GIVEN TO MEMBERS SHOWED THAT THE ASSUMPTIONS WERE CORRECT REGARDING PLACE, TRANSPORTATIONS, AND BABY SITTERS. THE PREFERRED MEETING TIME WAS FROM 1 TO 3.30 P.M. ON WEDNESDAYS ONCE A MONTH. THE DESIRED PROJECTS WERE IN SEWING, FOOD DEMONSTRATIONS, AND HOME PROJECTS. THE FIRST MEETING OF THE SECOND CLUB WAS A SUCCESS. AGENDA, AND QUESTIONNAIRES AND ANSWERS WERE APPENDED. ED002501 DEVELOPMENT OF A HOMEMAKER'S CLUB, LARIMER COUNTY, FORT COLLINS, COLORADO. 1963-00-00 26 N/A 1965 2016-11-22

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No Construction Costs Educational Facilities Educational Facilities Design School Construction FEATHERSTONE, RICHARD L. LEU, DONALD J. New York (New York) New York (New York) Educational Facilities Labs., Inc., New York, NY. A DESCRIPTION OF THE HOLLAND HIGH SCHOOL IN MICHIGAN IS GIVEN. INDIVIDUAL STUDENT NEEDS, TECHNOLOGICAL EQUIPMENT, AND COLLEGE PREPARATORY CURRICULUM WERE EMPHASIZED BY THE CONSULTANT AND THE ARCHITECT WHO DESIGNED THE BUILDING. THE CAMPUS WAS OF A DECENTRALIZED PLAN WITH FOUR SMALL SCHOOLS ADJOINING A COMMON UNIT FOR SCIENCE AND BUSINESS INSTRUCTION. FLEXIBILITY AND EXPANSION SPACE WERE INTEGRAL PARTS OF THE BUILDING DESIGN. A FIELD HOUSE AND VOCATIONAL FACILITIES WERE AVAILABLE FOR COMMUNITY USE. THE COST WAS GIVEN IN MAJOR UNITS, AND THEN WAS BROKEN DOWN INTO BUILDING SUPPLY ITEMS INCLUDING FURNITURE AND EQUIPMENT, SITE AND SITE DEVELOPMENT, AND INSURANCE. THE COST PER PUPIL WAS $2,028 WHICH FAVORABLY COMPARED WITH COSTS OF OTHER SCHOOLS. CAPACITY OF THE SCHOOL WAS 1,500. THE CITIZENS OF THE HIGH SCHOOL COMMUNITY FELT THAT THE DESIGN WAS ADEQUATE TO MEET THE GROWTH DEMANDS FOR QUALITY EDUCATION. PHOTOGRAPHS AND ARCHITECT'S SKETCHES WERE INCLUDED. ED002502 PROFILES OF SIGNIFICANT SCHOOLS. 1962-09-00 26 N/A 1965 2016-11-22

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No Audiovisual Aids Closed Circuit Television Educational Television Programed Instruction HANEY, JOHN B. Air Force Academy CO Colorado (Colorado Springs) Colorado (Colorado Springs) Air Force Academy, Colorado Springs, CO. THE AIR FORCE ACADEMY, INSTRUCTIONAL, CLOSED-CIRCUIT TELEVISION SYSTEM CENTERS ON THE INSTRUCTOR. HIS TEACHING DESK CONSISTS OF THREE PARTS--(1) A LARGE FLAT SURFACE WITH A TURNTABLE FOR ROTATING WRITING SURFACES AND VISUAL MATERIALS, (2) A SLANTED SHELF FOR HOLDING LECTURE NOTES WITH TWO, 8-INCH TELEVISION CONTROL PANEL FORWARD AND BELOW IT, AND (3) A SMALLER FLAT SURFACE FOR HOLDING BOOKS AND MISCELLANEOUS ITEMS. VARIOUS TYPES OF VISUAL MATERIALS CAN BE PLACED ON THE TURNTABLE, ALLOWING THE INSTRUCTOR TO SHOW DIAGRAMS, CHARTS, PICTURES, AND TEXTS WITHOUT HAVING THEM MADE INTO SLIDES OR TRANSPARENCIES. AN OVERHEAD PICKUP CAMERA IS ALSO USED. DURING HIS TELEVISED PRESENTATION, THE INSTRUCTOR MAY SHOW SHORT CONCEPT FILMS AND PORTIONS OF LONG FILMS WHICH WOULD BE IMPRACTICAL IN A REGULAR CLASSROOM SITUATION. ADVANTAGES OF THE INSTRUCTOR-CENTERED TELEVISION SYSTEM ARE THAT THE "BREAK-EVEN" POINT IN COST IS REDUCED TO ABOUT 48 STUDENTS AND THAT THE INSTRUCTOR RETAINS ALL OF HIS TRADITIONAL PREROGATIVES AND RESPONSIBILITIES. ELEMENTS OF INSTRUCTION INCLUDE (1) THE SELECTION, ORGANIZATION, AND PRESENTATION OF MATERIALS, AND (2) THE DIRECTION OF STUDENT ACTIVITY TO FACILITATE LEARNING. TELEVISION, WHILE AN EFFECTIVE MEANS OF INFORMATION PRESENTATION, IS NOT THE TOTAL MEANS OF INSTRUCTION. THE USE OF TELEVISION WITH THE CLASSROOM COMMUNICATION SYSTEM ALLOWS THE INSTRUCTOR TO PROGRAM HIS MATERIAL TO INCLUDE QUESTIONS AND PROBLEMS. STUDENT RESPONSES MAY BE EITHER WRITTEN OR ORAL AND MAY BE ELECTRONICALLY RECORDED FOR AUTOMATIC DATA PROCESSING. EQUIPMENT INFORMATION, ANSWERS TO QUESTIONS FREQUENTLY ASKED ABOUT THE SYSTEM, AND A SPECIMEN PROGRAM ARE INCLUDED. ED002503 INSTRUCTION-CENTERED TELEVISION AT THE UNITED STATES AIR FORCE ACADEMY, A DESCRIPTION AND PRELIMINARY REPORT. 1962-10-00 30 N/A 1965 2016-11-22

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No Audiolingual Methods English Instruction Mexican Americans Spanish VARNER, CARL L. AND OTHERS California (El Centro) California Imperial County Schools, El Centro, CA. LESSON PLANS WERE DEVELOPED UNDER A PILOT PROJECT INCORPORATING THE AUDIOLINGUAL APPROACH TO LEARNING WITH EMPHASIS ON INCREASING FACILITY IN THE USE OF ORAL ENGLISH. AN ORAL TEST GIVEN AT THE END OF THE 1ST YEAR SHOWED THAT THE MAJORITY OF PUPILS PARTICIPATING LEARNED A BASIC VOCABULARY OF OVER 200 WORDS. GENERAL SUGGESTIONS TO TEACHERS OF PRESCHOOL ENGLISH CLASSES ARE TO BUILD CONFIDENCE THROUGH REPETITION AND DRILL, TO KEEP ACCENT NATURAL, AND TO FOLLOW THE SEQUENCE OF LISTENING, WHOLE GROUP RECITATION, SMALLER GROUP REPETITION, AND, FINALLY, INDIVIDUAL RECITATION. FIVE SUGGESTED LESSON PLANS PER WEEK FOR 26 WEEKS ARE INCLUDED, IN ADDITION TO VOCABULARY AND EXERCISES TO BE EMPHASIZED DAILY. ED002504 TEACHING ENGLISH AS A SECOND LANGUAGE TO PUPILS OF FOREIGN BORN, MEXICAN HERITAGE, LESSON PLANS. 1964-00-00 257 N/A 1965 2016-11-23

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No Cultural Awareness Cultural Exchange Cultural Influences English Spanish Culture CAMPA, ARTHUR L. THERE ARE MANY POINTS OF CONTACT WHERE THE SPANISH AND ANGLO-AMERICAN SOUTHWESTERN CULTURES NOT ONLY ACCEPT EACH OTHER, BUT RECOGNIZE VIRTUALLY INTRINSIC VALUES. IN CASES WHERE THE TWO CULTURES ARE APART THEY ARE NOT INIMICAL EXCEPT AMONG INDIVIDUALS WHO HAVE LOST THE VALUES OF BOTH CULTURES. THE PROBLEM IS HOW TO BRING THE CULTURAL POLES TOGETHER. THE STARTING POINT IS FOR BOTH CULTURES TO KNOW AND UNDERSTAND THEMSELVES. THEY WILL THEN BE IN A POSITION TO KNOW EACH OTHER AND ACHIEVE MUTUAL UNDERSTANDING AND ACCULTURATION. BEFORE CULTURES CAN REACH APPROXIMATION THEY MUST BE AT THE SAME LEVEL. IN THIS CASE, THERE IS A GREAT DIFFERENCE BETWEEN A SPANISH FOLK CULTURE AND AN ANGLO COMPLETE SOCIETY. A DRAWING TOGETHER OF THE TWO CULTURES IS SIMPLER IN RURAL AREAS THAN IN URBAN SOCIETY, WHICH ENFORCES STANDARDS OF FINANCIAL SUCCESS, CLEANLINESS, STATUS, EFFICIENCY, THOROUGHNESS, SPEED, CIVIC MINDEDNESS, MATERIALISM, AND GROWTH AND CHANGE WHICH ARE DIFFICULT FOR THE NON-AMERICAN TO ADAPT TO. THE CONFIGURATIONS OF URBAN SOCIETY WITH ALL VIRTUES AND DEFECTS SHOULD BE UNDERSTOOD, FOLLOWED BY AN ANALYSIS OF FOLK CULTURE. EVENTUALLY, MUTUAL ACCEPTANCE THROUGH KNOWLEDGE AND UNDERSTANDING MAY BE ACHIEVED. THIS PAPER WAS PREPARED FOR AND DELIVERED AT THE BILINGUAL-MIGRANT EDUCATION WORKSHOP, JULY 18, 1963. ED002505 CULTURAL VARIATIONS IN THE CULTURES OF THE SOUTHWEST. 1963-00-00 18 N/A 1965 8/17/2004 22:42:18 DISA1965

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No Language Instruction Mexican Americans Parent Child Relationship Parent Education Parent Participation Preschool Children Second Languages MCDONALD, CHRISTINA California (Pico Rivera) California El Rancho Unified School District, Pico Rivera, CA. AT THE HEART OF THE EDUCATIONAL AND SOCIAL STATUS PROBLEMS OF THE MEXICAN-AMERICAN CHILD IS HIS CRITICAL NEED FOR THE OPPORTUNITY TO COME TO SCHOOL WITH HIS PARENTS AT THE AGE OF 3 TO PARTICIPATE IN A CAREFULLY PLANNED PROGRAM FOR HIS EARLY CHILDHOOD EDUCATION, ACCOMPANIED BY A PLAN FOR THE EDUCATION OF HIS PARENTS. DEVELOPMENT OF COMPETENCY IN THE USE OF THE ENGLISH LANGUAGE AT AN EARLY AGE IS VERY IMPORTANT. COMMUNICATION SKILLS DEVELOP IN A CHRONOLOGICAL PATTERN WHICH BEGINS IN INFANCY. FROM 4 TO 6 YEARS OF AGE, THE RATE OF GROWTH IN THE FUNCTIONAL USE OF LANGUAGE INCREASES RAPIDLY. THE MEXICAN-AMERICAN CHILD NEEDS TO HEAR ENGLISH SPOKEN WELL, HE ACQUIRES SKILL AND VOCABULARY BY LISTENING AND IMITATING. IF HE IS TO HAVE SUCCESS IN HIS INITIAL EXPERIENCE WITH SCHOOL, HE MUST HAVE AN ADEQUATE BACKGROUND. THROUGH THIS PRESCHOOL PROGRAM THE CHILD WILL ALSO HAVE OPPORTUNITIES FOR SENSORY EXPERIENCES IN ART, MUSIC, SCIENCE, PHYSICAL ACTIVITY, SOCIAL LIVING, AND LITERATURE. HE WILL LEARN GOOD HEALTH HABITS, SECURITY IN THE SCHOOL SITUATION, AND A RESPECT FOR HIS CULTURAL HERITAGE. THE PARENT PROGRAM WILL PROMOTE INTEREST AND COOPERATION WITH THE SCHOOL, INCREASE PARENTAL UNDERSTANDING OF THE DEVELOPMENTAL TASKS OF CHILDHOOD, AND TEACH VARIOUS HOMEMAKING SKILLS. THE OPERATIONAL ORGANIZATION AND THE DAILY PROGRAM ARE APPENDED. ED002506 A TENTATIVE PROGRAM FOR COMBINING THE EDUCATION OF PRESCHOOL MEXICAN-AMERICAN CHILDREN WITH PARENT EDUCATION. 1964-00-00 6 N/A 1965 2016-11-22

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No Cultural Differences Disadvantaged Economically Disadvantaged Mexican Americans Minority Groups Puerto Ricans Socioeconomic Status Spanish Americans Spanish Speaking United States History SAMORA, JULIAN AND OTHERS DISTRICT OF COLUMBIA District of Columbia A PILOT STUDY TRACED THE HISTORY AND BACKGROUND OF SPANISH SPEAKING PEOPLE IN THE UNITED STATES AND DISCUSSED THEIR PRESENT POSITION IN AMERICAN SOCIETY IN TERMS OF EDUCATION, HOUSING, EMPLOYMENT, ADMINISTRATION OF JUSTICE, VOTING, PUBLIC ACCOMMODATIONS, AND HEALTH. DISCRIMINATION AND THE DEPRIVATION OF CIVIL RIGHTS WERE EMPHASIZED. SOURCES FOR STUDY WERE BOOKS, ARTICLES, U.S. CENSUS REPORTS, CENSUS TRACT DATA, QUESTIONNAIRES, AND INTERVIEWS. ACCORDING TO THE 1960 CENSUS, 4,320,724 SPANISH SPEAKING PEOPLE LIVED IN THE UNITED STATES. OF THE TOTAL, 3,465,000 LIVED IN ARIZONA, CALIFORNIA, COLORADO, NEW MEXICO, AND TEXAS. IN THE 1950'S THEIR HISTORY WAS DIFFERENT FROM OTHER IMMIGRANT GROUPS, BECAUSE SPANISH AMERICANS AND PUERTO RICANS WERE CONQUERED PEOPLE UPON WHOM THE CULTURE OF THE CONQUERORS WAS SUPERIMPOSED. THEIR TRADITION OF PASSIVE SUBSERVIENCE TO AUTHORITY WAS THE BASIC DIFFICULTY IN THEIR ASSIMILATION TO AMERICAN SOCIETY. FACTORS COMPLICATING THE ASSIMILATION PROCESS WERE LANGUAGE DIFFICULTIES, SKIN COLOR, HEALTH DIFFERENCES, AND LOW SOCIOECONOMIC STATUS. THEIR EDUCATION, HOUSING, EMPLOYMENT, HEALTH, INCOME, AND OCCUPATION CONDITIONS WERE POORER THAN OTHER NONWHITES AND MUCH POORER THAN THE WHITES. BASED ON THE FINDINGS IN THE STUDY, RECOMMENDATIONS WERE MADE FOR THE FOLLOWING--(1) A NATIONAL AGENCY TO HELP SPANISH SPEAKING PEOPLE SOLVE THEIR PROBLEMS, (2) MORE FIELD WORKERS FOR SPANISH SPEAKING LOCAL ORGANIZATIONS, (3) NONCOMPETITIVE SCHOLARSHIPS AT THE JUNIOR AND SENIOR HIGH SCHOOL LEVELS, (4) AN ATTACK ON THE MINORITY PROBLEM THROUGH PROGRAMS COMBATTING PREJUDICE, DISCRIMINATION, AND EXPLOITATION, (5) MORE DETAILED RESEARCH STUDIES COVERING A LARGER NUMBER OF SPANISH SPEAKING PEOPLE IN EVERY ASPECT OF THEIR LIVES, AND (6) A CENTER FOR RESEARCH TO COORDINATE KNOWLEDGE AND PROGRAMS ON MINORITY GROUPS. ED002507 THE SPANISH SPEAKING PEOPLE IN THE UNITED STATES. 1962-00-00 10 N/A 1965 2016-11-22

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No Curriculum Guides English (Second Language) Inservice Teacher Education Language Instruction Linguistics Special Classes Teaching Guides MAGLIETTO, LOIS B. A SURVEY ON WHERE MOST OF THE NON-ENGLISH SPEAKING CHILDREN IN THE 50 STATES WERE ATTENDING SCHOOL AND BY WHOM THEY WERE BEING EDUCATED WAS REPORTED. OF THE 50 STATES, 38 SAID THEY HAD PROBLEMS IN EDUCATING THE NON-ENGLISH SPEAKING CHILDREN IN THEIR PUBLIC SCHOOLS, 10 OF THESE WERE EDUCATING THE MAJORITY OF NON-ENGLISH SPEAKING PUPILS IN THE UNITED STATES AT THAT TIME. A TOTAL OF 28 STATES REPORTED NO PROBLEMS WITH THEIR NON-ENGLISH SPEAKING PUPILS. IN 11 STATES, SPECIALLY TRAINED TEACHERS OF ENGLISH AS A SECOND LANGUAGE WERE EMPLOYED, AND ONLY IN SOME SCHOOLS IN THOSE STATES. IN 10 STATES, THE CLASSROOM TEACHERS WERE GIVEN SPECIAL INSERVICE TRAINING IN SECOND LANGUAGE TEACHING, BUT THE TRAINING WAS NOT STATE-WIDE. IN 38 STATES, CLASSROOM TEACHERS WITH NO SPECIAL TRAINING IN ENGLISH AS A FOREIGN LANGUAGE WERE TEACHING NON-ENGLISH SPEAKING CHILDREN IN SOME CLASSES. IN 32 STATES, 77 COLLEGES AND UNIVERSITIES OFFERED COURSES IN LINGUISTICS AND THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE. IN 14 STATES, CURRICULUM GUIDES, HANDBOOKS FOR TEACHERS, AND BULLETINS ON TEACHING NON-ENGLISH SPEAKING CHILDREN WERE PUBLISHED. MANY RESPONDENTS REPORTED THAT THE ESTABLISHMENT OF SPECIAL CLASSES HAD BEEN RECOMMENDED REPEATEDLY, BUT THAT NOTHING HAD BEEN DONE. SOME STATES FELT THEY MET THE PROBLEM THROUGH THE UNGRADED PRIMARY SYSTEM, IN MANY CITIES, TEACHERS WERE TRAINED ON THE JOB BY PRINCIPALS AND FELLOW TEACHERS IN THE FIELD OF TEACHING THE NON-ENGLISH SPEAKING. MANY TEACHERS HAD TO ACCEPT THESE JOBS AS FIRST ASSIGNMENT BUT SOUGHT OTHER POSITIONS AS SOON AS THEY COULD. IT WAS CONCLUDED THAT ONLY A FEW STATES WERE DOING ALL THEY COULD TO EDUCATE NON-ENGLISH SPEAKING CHILDREN, AND THAT ONLY A FEW (15 STATES) HAD ANY FUTURE PLANS. ED002508 "WHERE ARE THEY.""HOW ARE THEY EDUCATED." TEACHING THE NON-ENGLISH SPEAKING CHILDREN IN OUR PUBLIC SCHOOLS. 1964-01-00 18 N/A 1965 8/17/2004 22:42:23 DISA1965

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No Cultural Influences Folk Culture Mexican Americans Social Structure Spanish Americans SAUNDERS, LYLE COLORADO Colorado (Alamosa) Colorado THE BACKGROUND AND CHARACTERISTICS OF THE SPANISH SPEAKING PEOPLE OF THE SOUTHWEST ARE DISCUSSED. THE SPANISH SPEAKING PEOPLE ARE A HETEROGENEOUS GROUP COMPOSED OF SPANISH-AMERICANS, MEXICAN-AMERICANS, AND MEXICANS INTERMIXED WITH INDIANS. THE SOUTHWEST WAS SETTLED BY THEM DURING THE 16TH AND 17TH CENTURIES. HERE THEY WERE ISOLATED UNTIL THE 19TH CENTURY. A FOLK CULTURE WAS DEVELOPED WHICH IS NOW BEING INFLUENCED BY ANGLO CULTURAL ELEMENTS OF EDUCATION, MOBILITY, AND URBANIZATION. SPANISH-SPEAKING PEOPLE ARE DIVIDED INTO STRONG CLASS OR STATUS SYSTEMS. THESE RANGE FROM VILLAGE LOWER CLASS IN WHICH NO OR LITTLE ENGLISH IS SPOKEN TO UPPER CLASS IN WHICH BOTH ENGLISH AND SPANISH ARE SPOKEN. ACCULTURATION HAS BEEN SLOW BECAUSE OF VOLUNTARY AND IMPOSED SEGREGATION AND BECAUSE OF CULTURAL REINFORCEMENT FROM MEXICO. A SIMPLE TECHNOLOGY, SUBSISTENCE ECONOMY WITH LITTLE IMPORTANCE PLACED UPON WORK, SLOW RATE OF SOCIAL CHANGE, SMALL POPULATION AGGREGATIONS, LIMITED EDUCATION, FAMILY SOLIDARITY, ORIENTATION TOWARD THE PRESENT TIME RATHER THAN THE FUTURE, AND INDIVIDUALISM FOR PERSONAL WORTH RATHER THAN COMPETITIVE GAINS CHARACTERIZE THESE PEOPLE. ED002509 THE SPANISH-SPEAKING PEOPLE OF THE SOUTHWEST. 1958-00-00 8 N/A 1965 2016-11-22

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No American Indians Audiovisual Aids Bibliographies Cultural Influences Ethnic Groups Instructional Materials Language Instruction Language Laboratories Teaching Methods SIZEMORE, MAMIE Arizona (Phoenix) Arizona (Phoenix) Arizona State Dept. of Public Instruction, Phoenix. A BIBLIOGRAPHY FOR TEACHERS OF ENGLISH AS A SECOND LANGUAGE, COMPILED BY A CLASSROOM SPECIALIST IN THE DIVISION OF INDIAN EDUCATION IN ARIZONA, WAS PRESENTED. THE MATERIAL WAS ALSO RELEVANT FOR OTHER ETHNIC GROUPS. INCLUDED WERE PUBLICATIONS ON INSTRUCTIONAL MATERIALS, TEACHING TECHNIQUES, LANGUAGE LABORATORIES, ADULT EDUCATION, SECONDARY EDUCATION, TESTING, AUDIOVISUAL AIDS, CORE PROGRAMS, CULTURAL FACTORS, AND LINGUISTIC SCIENCE. THE CITATIONS INCLUDED A FEW BRIEF ANNOTATIONS. THE ENTRIES WERE WRITTEN BETWEEN 1932 AND 1960, WITH THE MAJORITY PUBLISHED IN THE 50'S. INCLUDED WERE BOOKS, MAGAZINE ARTICLES, MANUALS, AND BIBLIOGRAPHIES. ED002510 BIBLIOGRAPHY FOR TEACHERS OF ENGLISH AS A SECOND LANGUAGE. 1960-00-00 9 N/A 1965 2016-11-22

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No American Indians Language Instruction Language Skills Pattern Drills (Language) Speech Education Teaching Guides SIZEMORE, MAMIE Arizona (Phoenix) Arizona (Phoenix) Arizona State Dept. of Public Instruction, Phoenix. THE OBJECTIVES OF SECOND LANGUAGE TEACHING, AND SPECIFIC DIRECTIONS FOR PRESENTING AND DRILLING STRUCTURES BY THE USE OF CERTAIN GESTURES, WERE PRESENTED. RECOMMENDATIONS FOR CONCENTRATING EFFORTS ON THE ESSENTIALS OF LANGUAGE LEARNING REVOLVED AROUND AN EMPHASIS ON THE TEACHING OF THE LANGUAGE ITSELF RATHER THAN ABOUT ITS HISTORY, VOCABULARY, LITERATURE, LITERARY FORMS, AND WRITING SYSTEM. THE BASIS OF LEARNING A LANGUAGE WAS DEFINED AS THE ABILITY TO RESPOND TO SITUATIONS BY SAYING APPROPRIATE THINGS IN IT, TO UNDERSTAND WHAT OTHERS SAY IN IT, AND, ULTIMATELY, TO READ AND WRITE IT. PATTERNS OF PRONUNCIATION AND OF HEARING AND GRAMMAR PATTERNS WERE SAID TO CONSTITUTE THE REAL DIFFICULTIES OF THE BEGINNING LANGUAGE LEARNER. TO TEACH THEM, THE TEACHER WAS ADVISED TO EMPHASIZE CONSTANT DRILL AND TO UTILIZE ONLY ENOUGH VOCABULARY TO MAKE SUCH DRILL POSSIBLE. SPECIFIC GESTURES WERE SUGGESTED TO INDICATE NUMBER AND GENDER OF ALL PRONOUNS AND TO INDICATE "THIS" AND "THAT." USES OF THE GESTURES IN THE TEACHING SITUATION FOR GENERAL PRESENTATION AND DRILLING, FOR REINFORCEMENT OF CONCEPTS, FOR IMITATING OR COPYING THE TEACHER'S ACTIONS AND SENTENCE PATTERNS, WERE ELABORATED UPON AND WERE APPLIED IN SOME EXAMPLES. GESTURES WERE ALSO RECOMMENDED BECAUSE THEY ENABLED PRESENTATION TO BE UNDERSTOOD WITHOUT EXPLANATION, ENSURED THE UNDIVIDED ATTENTION OF THE CLASS, ENABLED THE TEACHER TO ORGANIZE STUDENTS' SPEECH ACTIVITY DURING DRILL WHILE REMAINING SILENT, AND FACILITATED THE ELIMINATION OF TIME-CONSUMING DIRECTIONS ONCE THEY WERE WELL-KNOWN BY THE CLASS. ED002511 OBJECTIVES AND PROCESSES OF SECOND LANGUAGE LEARNING. 13 N/A 1965 2016-11-22

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No Black Students Dialects English Language Laboratories Pattern Drills (Language) Speech Education Speech Habits LIN, SAN-SU C. New York (New York) Claflin College SC SOUTH CAROLINA New York (New York) South Carolina Columbia Univ., New York, NY. Teachers College. THE EXTENT TO WHICH PATTERN PRACTICE TECHNIQUES HELPED NEGRO STUDENTS WHO NEEDED TO MASTER STANDARD ENGLISH AS A SECOND LANGUAGE WAS INVESTIGATED. MATERIALS AND PROCEDURES TO IMPLEMENT SUCH TECHNIQUES WERE WORKED OUT. THE SUBJECTS ATTENDED CLAFLIN COLLEGE, AN ALL-NEGRO 4-YEAR COLLEGE IN SOUTH CAROLINA. APPROXIMATELY 65 TO 70 FRESHMEN WERE PLACED IN FOUR PROJECT SECTIONS. IN THE STUDY'S 1ST YEAR SUCH PRACTICE MATERIALS AS 60 LANGUAGE LABORATORY LESSONS RECORDED ON TAPES AND THE METHODS AND PROCEDURES FOR THEIR USE WERE DEVELOPED. IN THE 2D YEAR, EVALUATIVE MEASURES, INCLUDING A LOCAL GRAMMAR TEST AND A CHECKLIST FOR EVALUATING ESSAY TESTS AND INTERVIEWS, WERE DEVELOPED. IN THE 3D YEAR, A FINAL EVALUATION WAS CONDUCTED BY DIVIDING THE PROJECT SECTIONS INTO TWO CONTROL AND TWO EXPERIMENTAL CLASSES. STUDY LIMITATIONS WERE THAT--(1) COLLEGE STUDENTS RESISTED DRILL TECHNIQUES, (2) FRESHMEN ADJUSMENT TO PATTERN PRACTICE WAS HINDERED BY ADJUSTMENT TO COLLEGE SITUATION, (3) THE STAFF HAD TO RELY ON ITS LIMITED FACILITIES RATHER THAN COMMUNITY RESOURCES, AND (4) THE STAFF HAD A HIGH TURNOVER RATE DURING THE PROJECT. WITH THE HELP OF PATTERN PRACTICE, MANY STUDENTS ESTABLISHED GREATER CONTROL IN THE USE OF STANDARD PATTERNS OF ENGLISH, HOWEVER, DIFFERENT MOODS OR SITUATIONS ELICITED DIFFERENT SETS OF SPEECH PATTERNS. THE STUDENTS BECAME ALERT TO DIFFERENCES BETWEEN ACCEPTABLE AND UNACCEPTABLE USAGES FOR THE FIRST TIME. THEY ACQUIRED GREATER SELF-CONFIDENCE AND DETERMINATION FOR IMPROVEMENT IN THEIR DIALECTS, AND BROUGHT AN AWARENESS OF THE DIALECT PROBLEM TO THEIR COMMUNITIES. THE EXPERIMENTAL GROUP GAINED MORE IN READING AFTER A YEAR OF PATTERN PRACTICE THAN DID THE CONTROL GROUP, ALTHOUGH READING WAS STRESSED MORE IN THE CONTROL GROUP. ED002512 PATTERN PRACTICE IN THE TEACHING OF STANDARD ENGLISH TO STUDENTS WITH A NON-STANDARD DIALECT. 1965-00-00 228 N/A 1965 2016-11-22

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No Audiolingual Methods Bilingual Students Career Opportunities Community Relations Cultural Differences Cultural Enrichment Disadvantaged Dropout Characteristics English Health Services Kindergarten Mexican Americans School Counseling Spanish EIDE, CARLA NANCE, AFTON D. Decoto Elementary School District, Union City, CA. REPORTS INCLUDE--PROVIDING A KINDERGARTEN PROGRAM THAT IS FLEXIBLE AND MEETS A WIDE RANGE OF INTERESTS AND NEEDS, GUIDING SPANISH-SPEAKING CHILDREN AND YOUTH THROUGH ACHIEVING BETTER UNDERSTANDING, USING STANDARDIZED TESTS OF INTELLIGENCE AND ACHIEVEMENT WITH SPANISH-SPEAKING PUPILS TO OBTAIN THE MOST VALID RESULTS, HELPING CHILDREN TO READ BY ARRANGING SPECIAL CLASSES TO PROVIDE MANY EXPERIENCES AND MOTIVATIONAL ACTIVITIES, TEACHING ENGLISH AS A SECOND LANGUAGE USING THE AUDIOLINGUAL METHOD AND FOLLOWING THE SEQUENCE OF UNDERSTANDING, SPEAKING, READING, AND WRITING, USING THE AUDIOLINGUAL METHOD OF LISTEN AND RESPOND TO TEACH ENGLISH AS A SECOND LANGUAGE, REPORTING PUPIL PROGRESS TO PARENTS BY MEANS OF REPORT CARDS, ACHIEVEMENT GRADING, AND ABILITY GRADING, GAINING THE CONFIDENCE OF PARENTS AND PUPILS THROUGH AN UNDERSTANDING OF SUCH PROBLEMS AS ECONOMIC NEEDS, SOCIAL AND CULTURAL DIFFICULTIES, AND DIFFERENCES AMONG MEXICAN-AMERICAN FAMILIES, PROVIDING FOR HEALTH NEEDS THROUGH THE ESTABLISHMENT OF GOOD RAPPORT WITH MEMBERS OF THE MEXICAN-AMERICAN COMMUNITY, IN ORDER TO BREAK DOWN BARRIERS TO THE EFFICIENT PERFORMANCE OF FUNCTIONS, BUILDING GOOD CITIZENSHIP BY REALISTICALLY TEACHING CHILDREN THE VALUES AND EXPECTATIONS OF THEIR NEW CULTURE AS IT RELATES TO EMPLOYMENT, HELPING SPANISH-SPEAKING YOUTH TAKE ADVANTAGE OF OPPORTUNITIES FOR HIGHER EDUCATION THROUGH EARLY IDENTIFICATION OF DROPOUTS, SMALL CLASSES, TO PROVIDE A SUCCESSFUL EDUCATIONAL EXPERIENCE THROUGH WHICH SPANISH-SPEAKING CHILDREN COULD TAKE ADVANTAGE OF THEIR OWN ABILITIES. ED002513 CONFERENCE ON THE EDUCATION OF SPANISH-SPEAKING CHILDREN AND YOUTH. 1963-04-00 1 N/A 1965 8/17/2004 22:42:31 DISA1965

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No Drills (Practice) English Evaluation Methods Language Ability Language Instruction Language Skills Preschool Education GREENWOOD, LOUISE AND OTHERS Texas (Austin) Texas (Austin) Texas Education Agency, Austin. A PROGRAM TO PREPARE NON-ENGLISH SPEAKING CHILDREN FOR ENTRY INTO THE FIRST GRADE IS PRESENTED. ONE OF THE FIRST TASKS OF THE TEACHER IS TO ANALYZE THE CHILD TO DISCOVER AREAS OF WEAKNESS IN EXPERIENCES, SO THAT SHE WILL BE ABLE TO SUPPLY SOME OF THE MISSING LEARNING EXPERIENCES. THE WORDS THAT ARE TAUGHT TO THE NON-ENGLISH SPEAKING CHILD ARE CONTENT WORDS THAT HAVE CONCRETE MEANINGS AND THAT CAN BE SEEN. THESE WORDS ARE ORGANIZED UNDER CATEGORIES OF USE AND SHOULD BE INCORPORATED WHENEVER USEFUL AND APPROPRIATE TO UNITS UNDER STUDY. DRILLS AND ACTIVITIES FOR REINFORCING LANGUAGE LEARNING INCLUDE REPETITION DRILL, SUBSTITUTION DRILL, CONVERSATIONS, SHORT TALKS, ROLE-PLAYING, AND SOCIODRAMA. THE INSTRUCTIONAL FORMAT OF EACH UNIT OF STUDY SHOULD BE ARRANGED IN A SEQUENCE OF INTRODUCING CONTENT WORDS, ESTABLISHING BASIC DIALOGUE, SUPPLEMENTING VOCABULARY, ADAPTING BASIC DIALOGUE TO PERSONAL SITUATIONS, AND STRUCTURING DRILLS TO TEACH BASIC GRAMMATICAL PATTERNS, INSTRUCTIONAL AIDS ARE GIVEN FOR IMPROVING ENGLISH PRONUNCIATION AND ENGLISH LANGUAGE PATTERNS. CORRECTED RHYTHMS AND TONES IN THE ENGLISH LANGUAGE STRUCTURE ARE DESCRIBED. AN ELIGIBILITY TEST IS SUGGESTED FOR PROSPECTIVE ENROLLEES, THE TEACHER ASKS THE CHILD QUESTIONS TO BE ANSWERED ORALLY. IF HE CANNOT ANSWER 75 PERCENT, HE IS ACCEPTABLE FOR THE PROGRAM. ACTIVITIES AND MATERIALS INCLUDE POEMS, SONGS, SINGING GAMES, GAMES FOR ESTABLISHING THE SOUND SYSTEM, FINGER PLAYS, AND ART ACTIVITIES. A SUGGESTED CHECKLIST FOR USE BY THE TEACHER IN EVALUATING INSTRUCTION IS PRESENTED IN ADDITION TO A FORM TO BE USED BY THE LOCAL DISTRICT FOR CHARTING PROGRESS OF PUPILS. ED002514 PRESCHOOL INSTRUCTIONAL PROGRAM FOR NON-ENGLISH SPEAKING CHILDREN. 69 N/A 1965 2016-11-22

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No Bilingual Students English English (Second Language) Mexican Americans Primary Education Spanish Teaching Guides MCCANNE, ROY Colorado (Denver) Colorado (Denver) Colorado State Dept. of Education, Denver. A MEANS OF ADAPTING THE TEACHING OF ENGLISH LANGUAGE ARTS TO THE SPECIAL NEEDS OF STUDENTS FROM SPANISH-SPEAKING HOMES IS PRESENTED. THE MODIFIED TESL (TEACHING ENGLISH AS A SECOND LANGUAGE) APPROACH ASSUMES THAT CHILDREN HAVE NO COMMAND OF ENGLISH AT SCHOOL ENTRANCE. THE READINESS ACTIVITY IS LARGELY AURAL-ORAL WITH EMPHASIS ON LISTENING AND SPEAKING TO BUILD ORAL VOCABULARY, ON HABITUAL PATTERNS OF ENGLISH SENTENCE STRUCTURE, AND ON CORRECT PRONUNCIATION. WRITTEN MATERIALS DESIGNED FOR AURAL-ORAL PRACTICE CONTINUE THE DEVELOPMENT OF COMPREHENSION IN ENGLISH WITH A MINIMUM OF DIRECT TRANSLATION FROM SPANISH. INDEPENDENT ORAL VOCABULARY GROWS THROUGH SCHOOL ACTIVITIES CONDUCTED IN ENGLISH, THE USE OF CONTEXT CLUES, STRUCTURAL ANALYSIS, AND DICTIONARY SKILLS DEVELOP WHEN SUFFICIENT COMMAND OF ORAL AND WRITTEN ENGLISH IS ESTABLISHED. A LIST OF PRIMARY GRADE MATERIALS FOR CLASSROOM USE BY SPANISH-SPEAKING PUPILS INCLUDES THE "WE LEARN ENGLISH" SERIES BY FAYE BUMPASS AND "AMERICAN ENGLISH FOR ALL THE WORLD" BY GONZALES WHEELER. PRIMARY GRADE LEVEL MANUALS FOR TEACHERS OF INDIAN CHILDREN ARE LISTED, A BIBLIOGRAPHY OF TEACHERS MANUALS AND PROFESSIONAL MATERIALS ON THE TEACHING OF ENGLISH AS A SECOND LANGUAGE IS INCLUDED. ED002515 A MODIFIED "TESL" APPROACH OF TEACHING ENGLISH READING TO SPANISH-SPEAKING PUPILS. 1964-02-00 5 N/A 1965 2016-11-22

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No Basic Vocabulary Bilingual Students Classroom Environment Early Experience Language Acquisition Mexican Americans Newsletters Preschool Education Second Languages Spanish Speaking Textbooks BLOSSOM, GRACE WEBB, MARY M. CALIFORNIA California THE RELATIONSHIP BETWEEN A CHILD'S LANGUAGE DEVELOPMENT AND A STIMULATING CLASSROOM ENVIRONMENT IS DISCUSSED. A PROGRAM FOR NON-ENGLISH SPEAKING PRESCHOOL CHILDREN ENABLES THESE CHILDREN TO UNDERSTAND AND COMMUNICATE WITH THEIR TEACHERS IN THE FIRST GRADE. THE PROGRAM CONSISTS OF 400 BASIC ENGLISH WORDS TAUGHT IN A 6- OR 8-WEEK PERIOD IMMEDIATELY PRECEDING ENTRY INTO THE FIRST GRADE. A LIST AND DISCUSSION OF EFFECTIVE CHILDREN'S BOOKS FOR BILINGUAL STUDENTS IS PRESENTED. THE CAREERS FOR YOUTH ORGANIZATION PROGRAM COMBATS THE DROPOUT PROBLEM AMONG CHILDREN FROM THE LOW ECONOMIC AREA IN PHOENIX, ARIZONA. THIS PROGRAM MOTIVATES MEXICAN-AMERICANS, NEGROES, AND ANGLO-AMERICANS. ENGINEERS, NURSES, AND LAWYERS VISIT THE STUDENTS, STUDENTS VISIT FACTORIES, HOSPITALS, AND THE COURTHOUSE. FUNDS ARE SUPPLIED TO THOSE WHO CANNOT AFFORD TO BUY BOOKS. REAL EXPERIENCES PROVIDE MORE UNDERSTANDING OF THE ENGLISH WORDS THAN DO PICTURES OR DESCRIPTIONS. BILINGUAL CHILDREN MUST BECOME INVOLVED IN SUCH REAL EXPERIENCES AS WASHING HANDS AND CONVERSING ABOUT THEIR EXPERIENCES. ED002516 OPENING THE DOOR, THE TEACHING OF ENGLISH AS A SECOND LANGUAGE. 1963-05-00 9 N/A 1965 2016-11-22

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No Bilingual Students English (Second Language) Language Instruction Language Patterns Mexicans Pattern Drills (Language) Spanish Spanish Culture Teaching Guides Arizona (Tucson) Arizona (Tucson) Tucson Public Schools, AZ. A HANDBOOK OF ENGLISH SEQUENTIAL PATTERN DRILLS FOR TEACHING ENGLISH GRAMMAR TO SPANISH SPEAKING STUDENTS IS PRESENTED. EACH SECTION CONTAINS TEACHERS' NOTES, STUDENTS' LISTS, AND WORKSHEETS. THE FOUR MAJOR FORM-CLASSES OF WORDS ARE STUDIED--THE NOUN, THE ADJECTIVE, THE VERB, AND THE ADVERB. DRILLS ARE USED TO TEACH WHEN THEY OCCUR, THEIR SIGNAL WORDS OR MARKERS, THE STRUCTURE WORDS WHICH RELATE THEM TO ONE ANOTHER, HOW THEY ARE FORMED, HOW THEY MAY CHANGE FORM, HOW THEY DIFFER FROM OTHER FORM-CLASS WORDS, AND HOW THEY MAY BE EXPANDED. THE TEACHERS' NOTES CONTAIN SOME SUGGESTIONS FOR RELATING THE GRAMMATICAL RULES TO THOSE IN SPANISH. THE BIBLIOGRAPHY LISTS BOOKS UNDER THE TOPICS OF GENERAL CULTURE, MEXICAN-AMERICAN, LANGUAGE, AND SPEECH. ED002517 ENGLISH SEQUENTIAL PATTERN DRILLS FOR SPANISH SPEAKING STUDENTS. 175 N/A 1965 2016-11-23

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No Delinquent Rehabilitation Dropouts Educationally Disadvantaged Ethnic Grouping Family Problems High School Students Low Achievement Parent Background Participation Peer Relationship Potential Dropouts Remedial Instruction Retraining Socioeconomic Status Urban Environment DENTLER, ROBERT A. NEW YORK New York (New York) New York New York (New York) THE PROBLEM OF THE HIGH SCHOOL DROPOUT IS PRESENTED. GOVERNMENT AND MASS MEDIA HAVE INVESTIGATED POTENTIAL DROPOUTS AND ENCOURAGED DROPOUTS TO RETURN TO SCHOOL. IN RECENT YEARS VOLUNTARY WITHDRAWAL OF STUDENTS FROM HIGH SCHOOL HAS DECLINED FROM 70 PERCENT IN 1920 TO 25 PERCENT 1960. A LEVELING OFF AT 15 PERCENT SHOULD OCCUR BY 1975. RECURRENT ATTRIBUTES COMMON TO HIGH SCHOOL DROPOUTS ARE LOW SCHOOL ACHIEVEMENT, LOW SOCIO-ECONOMIC STATUS, EDUCATIONALLY DISADVANTAGED PARENTS, INFREQUENT EXTRA-CURRICULAR ACTIVITIES WITH PEERS, ETHNIC MINORITY GROUP AFFILIATION, GENERAL DISINTEREST, AND MARITAL AND FAMILY DISORGANIZATION. REMEDIATION AND RETRAINING ARE SOLUTIONS FOR THE DROPOUT. EXCELLENCE SHOULD BE STRIVED FOR IN THE FIRST THREE GRADES FOR THE EDUCATIONALLY DISADVANTAGED. THIS EARLY EDUCATION, RATHER THAN LATER REHABILITATION, WILL PREPARE DISADVANTAGED STUDENTS FOR SOCIAL AND EDUCATIONAL ACCOMMODATION TO THE RAPID CHANGES THAT LIE AHEAD IN URBAN SOCIETY. THIS ARTICLE WAS PUBLISHED IN THE "TEACHERS COLLEGE RECORD," VOLUME 65, NUMBER 6, MARCH 1964. ED002518 DROPOUTS, AUTOMATION AND THE CITIES. 1964-03-00 9 N/A 1965 2016-11-22

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No Audiovisual Aids Educational Technology Language Instruction Language Laboratories Language Skills Russian Vocabulary Development GROSSLIGHT, J.H. KALE, S.V. Pennsylvania State Univ., University Park. THE EFFECTS OF A NUMBER OF VARIABLES BASIC TO THE LEARNING OF FOREIGN LANGUAGE VOCABULARY WERE REPORTED. THE LANGUAGE SELECTED FOR LEARNING WAS RUSSIAN. SUBJECTS IN THE FIRST EXPERIMENT WERE 409 STUDENTS FROM AN INTRODUCTORY PSYCHOLOGY COURSE. FROM AN ENGLISH-RUSSIAN DICTIONARY, A PRELIMINARY LIST OF COMMON VERBS WAS SELECTED WHICH REPRESENTED AN ACTION WHICH COULD BE FILMED USING EASILY OBTAINED OBJECTS OR PERSONS. A LIST OF NOUNS WAS COMPILED WHICH MET THE CRITERION OF RELATIVELY EASY FILM ABILITY AND WHICH COULD SERVE, GRAMMATICALLY SPEAKING, AS SUBJECTS OR OBJECTS OF THE WORDS IN THE VERB LIST. THERE WERE FIVE FILM VERSIONS USED IN FILMS FOR BOTH THE VERB LIST AND THE NOUN LIST. THE FIVE FILM VERSIONS WERE EITHER TITLE WORDS ONLY, STILL PICTURES, SILENT MOTION PICTURES, SOUND MOTION PICTURES, AND SOUND MOTION PICTURES WITH STUDENT PARTICIPATION. SUBJECTS IN THE SECOND STUDY WERE 538 PSYCHOLOGY STUDENTS WHO WERE DIVIDED INTO GROUPS AND WERE PRESENTED ONE OF A GROUP OF FILMS EMPHASIZING--EITHER RANDOM OR SERIAL PRESENTATION OF WORDS, SOUND OR NO SOUND, STILL PICTURES OR MOTION PICTURES, AND PICTURES ONLY OR PICTURES PLUS ENGLISH WORDS, IN ALL POSSIBLE COMBINATIONS. RESULTS WERE THAT--PICTURES OF AN OBJECT OR ACT WERE A LEARNING AID, LEARNING WAS NOT AFFECTED BY WHETHER THE PICTURES WERE MOVING OR STILL, PRONUNCIATION OF THE WORDS BY THE NARRATOR OR LEARNER INHIBITED THE LEARNING TO WRITE THEM, WOMEN APPEARED SUPERIOR TO MEN IN LEARNING FOREIGN VOCABULARY, FILMS WERE A CONVENIENT METHOD FOR REPETITIVE PRESENTATION OF NEW WORDS, AND SERIAL ORDER OF PRESENTATION RESULTED IN GREATER LEARNING THAN RANDOM PRESENTATION, BUT WHEN THE STIMULUS WORDS WERE REPRODUCED IN A DIFFERENT ORDER, RANDOM PRESENTATION RESULTED IN LESS FORGETTING. A TECHNICAL APPENDIX IS INCLUDED. ED002519 EXPLORATORY STUDIES IN THE USE OF PICTURES AND SOUND FOR TEACHING FOREIGN LANGUAGE VOCABULARY. 1955-08-00 59 N/A 1965 8/17/2004 22:42:40 DISA1965

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No Adjustment (to Environment) Background Beginning Reading Bibliographies Class Size Intellectual Development Kindergarten Prediction Reading Achievement Reading Readiness School Entrance Age New York (Albany) New York (Albany) New York State Education Dept., Albany. A BIBLIOGRAPHY OF RESEARCH STUDIES ON KINDERGARTEN EDUCATION REPORTED BETWEEN 1923 AND 1964 IS DIVIDED INTO FOUR ANNOTATED SECTIONS. THE FIRST LISTING DEALS WITH VALUES IN KINDERGARTEN EDUCATION--AS A FACTOR IN ADJUSTMENT, ACHIEVEMENT, AND PROGRESS IN ELEMENTARY SCHOOL, AS A FACTOR IN READING ACHIEVEMENT AND IN PREDICTION OF READING SUCCESS. CONSIDERED IN THE SECOND GROUP ARE ENTRANCE AGE AND CLASS SIZE AS FACTORS IN KINDERGARTEN EDUCATION. RESEARCH ON BEGINNING READING WITH IMPLICATION FOR KINDERGARTEN EDUCATION IS REVIEWED NEXT AND IS SUBDIVIDED INTO THE AGE OF BEGINNING READING, READING ACTIVITIES, AND SUCH READING FACTORS AS EXPERIENCE AND INFORMATIONAL BACKGROUND, MENTAL AGE, READINESS, AND VISUAL DEVELOPMENT. THE FINAL SECTION CONTAINS RELEVANT RECENT RESEARCH ON INTELLECTUAL DEVELOPMENT AND LEARNING. THE MATERIAL IS REPORTED IN PROFESSIONAL JOURNALS OR IN GOVERNMENT PUBLICATIONS AND IS ANNOTATED. ED002521 RESEARCH STUDIES ON KINDERGARTEN EDUCATION. 1964-00-00 32 N/A 1965 2016-11-22

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No Audiovisual Aids Educational Television Extension Education Spanish Textbooks Massachusetts (Boston) MASSACHUSETTS Massachusetts Massachusetts (Boston) A TELEVISION COURSE IN ELEMENTARY SPANISH IS DESCRIBED. GIVEN MAINLY IN SPANISH, IT BUILDS FROM ZERO KNOWLEDGE AND TEACHES A SMALL HIGH-UTILITY VOCABULARY. INTAKE OF VOCABULARY AND STRUCTURE IS GENTLY GRADED IN SENTENCES MADE UNDERSTANDABLE BY MEANS OF PICTURE-SITUATIONS. THE TELEVISION SERIES CONSISTS OF 24 PROGRAMS OF 30 MINUTES EACH, TO BE SHOWN ONCE A WEEK WITH AS MANY REPEATS AS DESIRED. THE PROGRAM DESIGN CONSISTS OF THE FILM LESSON OF THE WEEK, LIVE APPLICATION OF VOCABULARY AND STRUCTURE, AND ONE OR MORE EARLIER FILM LESSONS AS REVIEW WITH SOMETIMES A PREVIEW OF THE NEXT LESSON TO COME. THE RELATION OF THE PROGRAM TO THE TEXT, "SPANISH THROUGH PICTURES," IS EXPLAINED. A FILM LESSON PRESENTS A CHAIN OF ABOUT 30 RELATED SENTENCES PICTORIALLY EXPLAINED. THE FIRST TWELVE LESSONS FOLLOW THE POCKET BOOK SELF-TEACHING TEXT AND DEVELOP THE PICTORIAL INTERPRETATION MORE FULLY. AFTER THE FIRST 12 LESSONS, ORIGINAL SEQUENCES ARE GIVEN, WHICH MAKE FOR ACTIVE MASTERY OF THE VOCABULARY AND STRUCTURE CONTAINED IN THE BOOK BY APPLYING IT IN A RANGE OF NEW SITUATIONS WHICH HOLD THE STUDENT'S INTEREST. THE LESSON PROCEDURE IS ANALYZED, AND INFORMATION IS GIVEN ON THE KINDS OF STUDY AIDS ASSOCIATED WITH THE COURSE, SUCH AS THE TEXTBOOK, WORKBOOKS, RECORDINGS, AND FILMSTRIPS. ED002522 SPANISH THROUGH TELEVISION. 3 N/A 1965 2016-11-22

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No Community Schools Elementary Schools School Community Relationship Special Programs Youth Programs BATES, GUY J. AND OTHERS MICHIGAN Michigan (Flint) Michigan THE PUBLIC ELEMENTARY SCHOOL HAD BECOME THE IDEAL CENTER FOR COMMUNITY EDUCATION IN FLINT. IT WAS THE PRACTICAL PLACE FOR CARRYING THE CONSTANTLY CHANGING ACTIVITIES AND PROGRAMS OF THE COMMUNITY. THE APPROACH USED TO FACILITATE HUMAN UNDERSTANDING AND INTERACTION INCLUDED, FIRST, GETTING THE PEOPLE INTO THE SCHOOLS, WHERE THEY BECAME INTERESTED. NEXT THEY BECAME INVOLVED IN SCHOOL-COMMUNITY AFFAIRS AND ACTIVITIES, AND FINALLY, AS RESPONSIBLE CITIZENS, THEY BECAME INFORMED ABOUT LOCAL ISSUES AND COMMUNITY PROBLEMS. SOME OF THE PROGRAMS DESCRIBED INCLUDED THE COMMUNITY RECREATION PROGRAM WHICH INVOLVED BASEBALL, BASKETBALL, FOOTBALL, AND GYMNASTICS. ALSO DESCRIBED WERE THE PROGRAMS SERVING YOUTH, INCLUDING THE MOTT CAMP, CLUBS FOR TEENAGE GIRLS, AND THE BIG BROTHER PROGRAM. ED002523 THE FLINT COMMUNITY SCHOOL PROGRAM, AN OVERVIEW. 1963-03-00 41 N/A 1965 2016-11-23

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No Ancillary School Services Community Relations Extension Education Nursery Schools Vocational Education Michigan (Detroit) Michigan (Detroit) Detroit Public Schools, MI. THE PUBLIC SCHOOL SYSTEM OPERATED PROGRAMS EXTENDING FROM NURSERY SCHOOL THROUGH THE HIGH SCHOOL AND ADULT PROGRAMS. IT COOPERATED CLOSELY WITH COLLEGES AND UNIVERSITIES IN THE PRESERVICE AND INSERVICE EDUCATION OF SCHOOL PERSONNEL AND WITH PUBLIC AND NONPUBLIC AGENCIES IN MANY COMMUNITY ENTERPRISES. THE PROJECTED PROGRAMS WERE ORGANIZED TO SUPPLEMENT SCHOOLING AND TO DEVELOP COMMUNITY SCHOOL REINFORCEMENT IN POVERTY AREAS OF THE CITY, TO PROVIDE WORK EXPERIENCE TO HIGH SCHOOL PUPILS WHICH WILL ENABLE THEM TO CONTINUE IN SCHOOL AND CONTRIBUTE TO THEIR EMPLOYABILITY WHEN THEY COMPLETE SCHOOLING, AND TO PROVIDE ADULT LITERACY AND VOCATIONAL TRAINING OR RETRAINING PROGRAMS. THE SPECIAL SERVICE INCLUDED AFTER-SCHOOL ACTIVITIES OF REMEDIAL HELP FOR CHILDREN AND YOUTH, EXTENDED USE OF THE SCHOOL LIBRARY, ADULT EDUCATION ACTIVITIES, AND COMMUNITY AGENCY ACTIVITIES. ED002524 A SUMMARY OF THE EXTENDED SCHOOL PROGRAM. 3 N/A 1965 2016-11-22

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No Child Care Community Programs Health Education Pediatrics Michigan (Flint) MICHIGAN MOTT FOUNDATION Michigan Flint Board of Education, MI. THE C.S. MOTT FOUNDATION CHILDREN'S HEALTH CENTER WAS BUILT TO SERVE CHILDREN OF THOSE BORDERLINE FAMILIES WHOSE INCOMES PROHIBIT PRIVATE MEDICAL CARE YET MAKE THEM INELIGIBLE FOR DIRECT RELIEF OF ANY KIND. THE NEED FOR SUCH A CENTER WAS PROVED BY THE CHILDREN'S 18,000 VISITS ANNUALLY FOR HEALTH CARE. WHILE PROVIDING CARE FOR CHILDREN WAS THE MAIN FUNCTION OF THE HEALTH CENTER, IT ALSO SERVED AS A PEDIATRICS TRAINING GROUND FOR INTERNS, RESIDENTS, AND STUDENTS OF THREE NURSING SCHOOLS. IN ADDITION, IT OFFERED COMMUNITY PROGRAMS OF HEALTH EDUCATION. OPERATING UNDER THE FLINT BOARD OF EDUCATION, THE HEALTH CENTER SERVED SEVERAL GROUPS AND IN TURN WAS BENEFITED BY THE COOPERATION OF STILL OTHER ORGANIZATIONS, SUCH AS THE COUNTRY MEDICAL AND DENTAL SOCIETIES AND OFFICAL AND VOLUNTARY AGENCIES OF THE COMMUNITY. SOME OF THE STAFF INCLUDED PEDIATRIC NURSES, PHYSIOTHERAPISTS, HOMEBOUND TEACHERS, STUDENT NURSES, MEDICAL SOCIAL WORKER, DENTAL HYGIENIST, X-RAY TECHNICIAN, AND A REGISTERED NURSE. ED002525 THE MOTT FOUNDATION CHILDREN'S HEALTH CENTER--THE WORLD OF STEPHEN SHAKER. 11 N/A 1965 2016-11-22

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No Community Schools Elementary Schools Gymnasiums Playgrounds Public Libraries BATES, GUY J. AND OTHERS Mott Foundation Michigan (Flint) Michigan Chicago Univ., IL. Industrial Relations Center. Flint Board of Education, MI. IN FLINT THE EFFECTIVENESS AND SCOPE OF COMMUNITY USE OF THE SCHOOL WAS DIRECTLY RELATED TO ITS FACILITIES AND THEIR AVAILABILITY. THUS THE CONCEPT OF A COMMUNITY SCHOOL PROGRAM HAD A PRONOUNCED EFFECT ON THE ARCHITECTURAL PLANNING OF ELEMENTARY SCHOOLS IN FLINT. FLINT'S FIRST COMMUNITY SCHOOL CONTAINED THE FOLLOWING FACILITIES NOT USUALLY FOUND IN ELEMENTARY SCHOOLS--A COMMUNITY ROOM THE SIZE OF A REGULAR CLASSROOM AND EQUIPPED WITH A SMALL KITCHEN, A LARGE GYMNASIUM, TWO AND ONE-HALF TO FIVE TIMES THE SIZE OF THE ALL-PURPOSE ROOM USUALLY FOUND IN ELEMENTARY SCHOOLS, AND PROVIDED WITH LOCKER AND SHOWER ROOMS AS WELL AS LAVATORIES WHICH COULD BE REACHED FROM THE PLAYGROUND, AN AUDITORIUM SEATING FROM 200 TO 300 AND CONTAINING A REGULAR STAGE, WORKSHOP, AND STORAGE AREA, AND A LIGHTED PLAYGROUND AND HARD-SURFACED BASKETBALL COURT. THE NEW ELEMENTARY SCHOOLS WERE PLANNED SO THAT A FAIRLY DISTINCTIVE SEPARATION WAS MADE BETWEEN THE COMMUNITY AREA AND THE REGULAR SCHOOL AREA. THIS MADE IT POSSIBLE TO CUT OFF ONE FROM THE OTHER WITH CORRIDOR GATES, THEREBY MAKING FOR EASIER SUPERVISION WHEN THE TOTAL BUILDING WAS NOT IN USE. ED002526 DESIGNING, CONSTRUCTING AND FINANCING FACILITIES FOR A COMMUNITY SCHOOL. 11 N/A 1965 2016-11-22

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No Disadvantaged Youth Elementary Education Special Education Workbooks Writing (Composition) ROJAS, PAULINE M. AND OTHERS Florida (Dade County) Florida Dade County Public Schools, Miami, FL. THE BOOKLET PROVIDES WRITING ACTIVITIES TO REINFORCE ORAL EXPRESSION AND READING, WHICH ARE EMPHASIZED IN A LANGUAGE ARTS COURSE FOR NONENGLISH SPEAKING AND CULTURALLY DISADVANTAGED FIRST-GRADE PUPILS. THE BOOKLET IS USED IN CONJUNCTION WITH THE TEACHERS' MANUAL WHICH TELLS HOW THE VARIOUS EXERCISES ARE TO BE DONE. EXERCISES USE THE VOCABULARY IN THE "NAT THE RAT" BOOKLET, WHICH TELLS THE STORY OF A RAT AND HIS FRIENDS IN LANGUAGE WHICH REFLECTS THE NATURAL FORMS OF CHILDREN'S SPEECH. EACH EXERCISE GIVES DRILL AND PRACTICE IN A CERTAIN LETTER, SOUND, WORD, OR GROUP OF WORDS. THE OBJECT OF THE EXERCISE IS REPEATED OVER AND OVER AGAIN. AMUSING AND HELPFUL PICTURES ACCOMPANY THE TEXT AND GIVE THE CHILD FURTHER HELP WITH THE WORDS IN QUESTION. HELP WITH PENNMANSHIP IS PROVIDED BY RULED LINES WITH INCOMPLETED SENTENCES WRITTEN IN LARGE PRINT SO THAT THE CHILD CAN COPY THE MODELS WHEN HE FILLS IN THE BLANKS. THE TEACHERS' MANUAL FOR "NAT THE RAT" PROVIDES HELP IN UNDERSTANDING MORE FULLY THE OBJECTIVES AND METHODS OF THE COURSE AND OF A SERIES OF SIMILAR COURSES FOR DIFFERENT GRADE LEVELS. ED002527 MIAMI LINGUISTIC READERS. NAT THE RAT, MY SEATWORK BOOKLET. 1965-00-00 49 N/A 1965 2016-11-22

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No Elementary Education Grade 1 Reading Special Education Speech Workbooks Writing (Composition) ROJAS, PAULINE M. Florida (Dade County) Florida Dade County Public Schools, Miami, FL. THE MANUAL DEALS WITH LANGUAGE, READING, AND WRITING ACTIVITIES FOR NONENGLISH SPEAKING AND CULTURALLY DISADVANTAGED FIRST GRADE PUPILS. OBJECTIVES ARE TO PROVIDE PRACTICE ON A SEQUENCE OF BASIC FEATURES OF THE ENGLISH LANGUAGE WHICH THE CHILD MUST MASTER IF HE IS TO LEARN TO UNDERSTAND, SPEAK, READ, AND WRITE STANDARD ENGLISH, AND TO DO THIS IN A WAY THAT MEETS THE SPECIAL NEEDS OF THE GROUP FOR WHICH IT IS DESIGNED. THE COURSE HAS NO SPECIFIC UNITS AS SUCH, BUT IS BASED ON A BOOKLET ENTITLED "NAT THE RAT," A STORY DESIGNED TO TEACH READING AND TO DEVELOP A LOVE OF BOOKS. THE TEACHERS' MANUAL DESCRIBES ACTIVITIES FOR LANGUAGE, READING, AND WRITING PRACTICE. PUPILS ARE SUPPOSED TO PRACTICE LISTENING TO AND SPEAKING THE CONTENT TO BE READ BEFORE THEY READ IT. THE ORAL AND READING PRACTICE IS LATER REINFORCED BY WRITING. LANGUAGE PRACTICE TECHNIQUES ARE DESCRIBED. FIRST A SENTENCE IS MODELED BY THE TEACHER, THEN IT IS REPEATED FIRST BY THE WHOLE GROUP, THEN BY A SMALL GROUP, AND FINALLY BY AN INDIVIDUAL. IN THE NEXT STEP, THE TEACHER SIGNALS, AND FIRST THE WHOLE GROUP, THEN A SMALL GROUP, AND FINALLY AN INDIVIDUAL PRONOUNCES THE SENTENCE WITHOUT A MODEL. THE LAST STAGE OCCURS WHEN THE TEACHER GUIDES INDIVIDUAL PUPILS IN RESPONDING TO COMMUNICATION SITUATIONS. READING AND WRITING TECHNIQUES ARE DEALT WITH IN INDIVIDUAL SECTIONS. RESOURCE MATERIALS ARE--PUPILS' BOOKS, WHICH CORRESPOND TO THE PREPRIMERS, PRIMERS, AND READERS OF OTHER DEVELOPMENTAL READING SERIES, "BIG BOOKS," WHICH PROVIDE CHARTS FOR INDUCING LANGUAGE PRACTICE AND FOR FOCUSING ON READING PROBLEMS NEEDING SPECIAL ATTENTION, SEATWORK BOOKLETS, WHICH PROVIDE WRITING ACTIVITIES TO REINFORCE ORAL EXPRESSION AND READING, AND THE TEACHERS' MANUALS. ED002528 MIAMI LINGUISTIC READERS, LEVEL TWO. NAT THE RAT, TEACHERS' MANUAL. 1965-07-00 75 N/A 1965 2016-11-22

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No Audiolingual Methods Counseling Elementary Education Second Language Learning Teacher Education BELL, PAUL W. AND OTHERS Florida (Miami) Florida (Miami) Dade County Public Schools, Miami, FL. NONENGLISH SPEAKING STUDENTS ARE HELPED TO DEVELOP A SUFFICIENT COMMAND OF ENLGISH WHICH WILL ENABLE THEM TO PARTICIPATE IN THE REGULAR SCHOOL PROGRAM AT THEIR GRADE LEVEL. THESE PUPILS ARE CLASSIFIED INTO THREE CATEGORIES AND ARE ASSIGNED TO ORIENTATION CLASSES ON THE BASIS OF THEIR COMMAND OF ENGLISH. A TEAM OF ONE CERTIFIED TEACHER AND TWO CUBAN REFUGEE TEACHER AIDES IS ASSIGNED TO TWO CLASSES WITH A TOTAL OF 60 PUPILS. EXCEPT FOR SPANISH CLASSES, ALL INSTRUCTION IS GIVEN IN ENGLISH. DETAILS ARE GIVEN ABOUT INITIAL GRADE PLACEMENT, SCHEDULING, TEXTBOOKS, STANDARDS, CREDITS, GROUPING, TYPES OF PROGRAMS, THE MECHANICS OF REPORT CARD GRADING AND PROGRESS REPORTS, SCHOOL ORGANIZATION, GUIDANCE, LIBRARY SERVICES, EVALUATION, PROMOTION, AND GUIDELINES FOR THE CLASSIFICATION AND RECLASSIFICATION OF NONENGLISH SPEAKING PUPILS FOR ENGLISH PROFICIENCY. AUDIOLINGUAL TEACHING TECHNIQUES AND SPECIAL MATERIALS ARE USED TO TEACH ENGLISH. THE TEXTBOOKS USED TEACH THE BASIC FEATURES OF ENGLISH PRONUNCIATION AND GRAMMAR THROUGH PRACTICE. IN EACH UNIT OF THE BOOKS, LISTENING-SPEAKING ACTIVITIES ARE FOLLOWED BY THE READING AND WRITING OF THE SAME PATTERNS. VOCABULARY IS PRACTICED ORALLY. SUPPLEMENTARY TEACHING MATERIALS ARE SUGGESTED. TECHING QUALIFICATIONS AND RESPONSIBILITIES OF THE TEACHERS AND AIDES ARE LISTED. ALL ORIENTATION TEACHERS ATTEND INSERVICE TRAINING PROGRAMS. ED002529 PLANNING FOR NONENGLISH SPEAKING PUPILS. 1963-00-00 34 N/A 1965 2016-11-22

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No Community Organizations Compensatory Education Disadvantaged Youth Poverty Areas Teacher Education MARGURBER, CARL L. Michigan (Detroit) MICHIGAN Michigan Michigan (Detroit) THE NEED FOR COMPENSATORY EDUCATION IN AND THE NECESSITY OF PROVIDING OUTSTANDING TEACHERS AND COMMUNITY WORKERS FOR DEPRESSED AREAS ARE DISCUSSED. DISADVANTAGED YOUTH ARE CHARACERIZED BY THEIR NONPURPOSEFUL ACTIVITY, INDIFFERENCE TO RESPONSIBLITY, POOR HEALTH HABITS, POOR COMMUNICATION SKILLS AND READING HABITS, LIMITED EXPERIENCES AND CONTACTS IN THE AREAS UPON WHICH SCHOOL PROGRAMS ARE BUILT, AND A FAILURE SYNDROME RESULTING FROM THE APATHY ENGENDERED BY THEIR ENVIRONMENT. SUCH TRAITS LEAD TO LOW ACHIEVEMENT RATES, BEHAVIOR DIFFICULTIES, POOR ATTENDANCE, AND HIGH DROPOUT RATES. COMPENSATORY EDUCATION IS A MAJOR WAY IN WHICH SCHOOLS CAN HELP DEPRIVED YOUTH. COMPENSATORY PROGRAMS ARE COSTLY, IN MANY CITIES FINANCIAL AID HAS BEEN GIVEN TO SCHOOLS WITH HIGH NUMBERS OF DISADVANTAGED CHILDREN. A PROGRAM IS DEPENDENT FOR SUCCESS ON TEACHERS, VOLUNTEER WORKERS, AND COMMUNITY WORKERS, WHO COMMIT THEIR TIME, ENERGY, EXPERTISE, AND SPECIAL SKILLS, WHO UNDERSTAND THE NEEDS AND PROBLEMS OF DISADVANTAGED YOUTH, AND WHO ACCEPT THESE PEOPLE. SCHOOLS SHOULD IMPROVE THEIR SELECTION PROCEDURES TO WEED OUT THE HOSTILE OR THE IMCOMPETENT TEACHER. THE BROADENING OF PRESERVICE AND INSERVICE TRAINING PROGRAMS WOULD PROVIDE A BETTER INTELLECTUAL AND EXPERIENTIAL BASE FOR THE TEACHERS OF THE DISADVANTAGED AND WOULD BRIDGE THE GAP BETWEEN THE THEORY OF THE UNIVERSITY AND THE REALITY OF THE SLUM CLASSROOM. TEACHING IN THE INNER CITY SHOULD BE REWARDING ENOUGH TO ATTRACT THE BEST TEACHERS. THE FIVE YEAR TEACHER TRAINING CURRICULUM IS ESSENTIAL. IN ADDITION TO EXCELLENT TEACHERS AND TO SCHOOL-BASED COMMUNITY WORKERS WHO PROVIDE LIAISON BETWEEN THE SCHOOL AND THE PARENTS AND COMMUNITY, SCHOOLS WITH DISADVANTAGED YOUTH NEED PSYCHOLOGISTS, SPEECH AND HEARING TECHNICIANS, ATTENDANCE OFFICERS, NURSES AND DOCTORS, AND VISITING TEACHERS OR SCHOOL SOCIAL WORKERS. ED002530 THE ROLE OF TEACHERS AND COMMUNITY WORKERS IN DEPRESSED AREAS. 1964-10-00 15 N/A 1965 2016-11-22

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No Compensatory Education Disadvantaged Youth Special Education Teaching Methods Vocational Education PASSOW, A. HARRY PRESENTED IS AN EDUCATIONAL PROGRAM FOR DISADVANTAGED YOUTH WHICH WILL INSURE MEANINGFUL GROWTH, GIVE A SENSE OF ACHIEVEMENT AND ATTAINMENT, HELP CHILDREN ACCEPT AND FACE THEIR LIMITATIONS AND DEVELOP THEIR STRENGTHS, AND INSTILL HEALTHY ATTITUDES TOWARD SCHOOL AND SOCIETY. CURRICULUM CHANGES RATHER THAN ADMINISTRATIVE ARRANGEMENTS, ARE ADVOCATED. CONSIDERATIONS FOR CURRICULUM PLANNERS SHOULD BE ANALYSES OF SOCIETY, THE NATURE OF THE LEARNERS, AND THE NATURE OF KNOWLEDGE IN SELECTING AND ORGANIZING EDUCATIONAL EXPERIENCES. CONTENT AND METHODOLOGY ARE CLOSELY RELATED. THE PRESCHOOL ENRICHMENT CURRICULUM IS AN EXAMPLE OF INSTRUCTIONAL CONTENT THAT OVERCOMES DEFICIENCIES IN EXPERIENCE AND KNOWLEDGE. READINESS PROGRAMS FOCUS ON DISCRIMINATION-TRAINING, MOTOR-COORDINATION, AND COGNITIVE TRAINING WHICH TAKE THE CHILD'S DEVELOPMENTAL LEVEL INTO ACCOUNT. RECOMMENDATIONS ARE MADE FOR CONTENT IN SPECIFIC SKILL AND SUBJECT AREAS. READING IMPROVEMENT PROGRAMS SHOULD BE DESIGNED FOR URBAN CHILDREN BY DEALING WITH SETTINGS, VOCABULARY, AND EXPERIENCES OF CITY DWELLERS. LITERATURE FROM DIFFERENT RACIAL, ETHNIC, AND NATIONAL GROUPS COULD BE INTRODUCED TO STUDENTS SO THAT THE RICHNESS OF DIFFERENT CULTURES CAN BE APPRECIATED. LITERATURE CAN HELP CHILDREN BRING THEIR FEELING ABOUT THEMSELVES INTO PERSPECTIVE. WRITING, FIELD TRIPS, DRAMATIC PLAY, ROLE PLAYING, AND ART WORK CAN PROVIDE THE CONTENT FOR EXPERIENCE-CENTERED ACTIVITIES. MATHEMATICS PROGRAMS SHOULD PROVIDE FOR DIFFERENT RATES OF PROGRESS RATHER THAN FOR DIFFERENT OBJECTIVES. SCIENCE PROGRAMS CAN BE SUPPLEMENTED BY MATERIALS TO HELP THE CHILD UNDERSTAND EACH UNIT'S VOCABULARY. THE SUBJECT MATTER OF SOCIAL STUDIES, INTERGROUP RELATIONS, AND CITIZENSHIP EDUCATION CAN BE DERIVED FROM THE URBAN WORLD. THERE IS NEED FOR REEXAMINATION OF VOCATIONAL EDUCATION PROGRAMS, FOR CURRENT METHODS AND EQUIPMENT ARE OFTEN OBSOLETE, TEACHERS ARE UNFAMILIAR WITH NEW TECHNIQUES AND SKILLS, AND TRAINING IS NOT GEARED TO MANPOWER NEEDS. ED002531 INSTRUCTIONAL CONTENT FOR DEPRESSED URBAN CENTERS, PROBLEMS AND APPROACHES. 1964-10-00 26 N/A 1965 8/17/2004 22:42:58 DISA1965

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No Disadvantaged Discipline Food Housing Parents Poverty SCHORR, ALVIN L. DISTRICT OF COLUMBIA District of Columbia TWO OBSERVATIONS ARE MADE ABOUT ATTITUDE AND BEHAVIOR--THAT ATTITUDES ASSOCIATED WITH THE CULTURE OF POVERTY ARE A REALISTIC RESPONSE TO THE FACTS OF POVERTY, AND THAT SOME PEOPLE TAKE A STATIC VIEW OF POOR PEOPLE'S ATTITUDES SO THAT THEY CAN REMAIN UNMOVED OR FEEL SUPERIOR. FOOD AFFECTS ATTITUDE AND BEHAVIOR. LACK OF IT CAUSES DEPRESSION, WEARINESS, AND INERTIA. POOR PEOPLE THEN PROJECT THE BLAME FOR THEIR CONDITION ON OTHERS. POOR HOUSING AFFECTS THESE PEOPLE BY MAKING THEM DEPRESSED, PESSIMISTIC, PASSIVE, AND UNHEALTHY. IN THE HOME THE YOUNG PEOPLE LACK PARENTAL CONTROL AND DISCIPLINE. A BIBLIOGRAPHY IS INCLUDED. ED002532 THE NONCULTURE OF POVERTY. 1964-03-00 10 N/A 1965 2016-11-22

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No Counseling Emotional Development Grade 1 Health Services Primary Education Social Development MCGAHAN, F.E. GALENA PARK ILLINOIS Illinois DURING A 5-YEAR PERIOD, A FIRST GRADE CLINIC IDENTIFIED, AT THE START OF EACH SCHOOL YEAR, CHILDREN WITH DEVIATIONS IN BEHAVIOR, SOCIAL AND EMOTIONAL ADJUSTMENT, AND MENTAL MATURATION THAT MIGHT BLOCK OR RETARD SUCCESS IN SCHOOL. THESE CHILDREN WERE REFERRED FOR FURTHER DIAGNOSTIC EVALUATIONS. THE PROGRAM WAS FIRST TRIED IN ONE CLASSROOM. A 3-YEAR STUDY OF THE GROUP SHOWED THAT MUCH CORRECTION RESULTED FROM EARLY IDENTIFICATION OF PROGRESS BLOCKS. THE PLAN WAS NEXT TRIED IN 30 SECTIONS OF FIRST GRADERS IN A LARGE SCHOOL SYSTEM. IN 6 1/2 DAYS 839 CHILDREN WERE SEEN. IN THE EARLIER CLINICS, PHYSICAL AND EMOTIONAL FACTORS WERE THE MAIN CONCERN, AS THE TECHNIQUES AND PROCEDURES BECAME MORE FAMILIAR, INTELLECTUAL ASSESSMENTS WERE INSTITUTED. PERSONNEL INVOLVED IN THE CLINIC INCLUDED THE NURSE, A VISITING TEACHER, A SPEECH CORRECTIONIST, THE SCHOOL PSYCHOLOGIST, A PARENT, THE LOCAL SCHOOL ADMINISTRATION, AND THE CLASSROOM TEACHER. CLINIC OPERATION WAS DIVIDED INTO TWO PHASES--FIRST, THE PLANNING AND PRELIMINARY ACTIVITIES CONDUCTED BY THE NURSE, WHO MADE ARRANGEMENTS FOR FACILITIES AND PERSONNEL, AND BY THE PSYCHOLOGIST, WHO PREPARED THE CHILDREN PSYCHOLOGICALLY FOR THE EXPERIENCE, AND SECOND, THE CONDUCTING OF THE MAIN CLINIC, WHICH INCLUDED HEALTH, DENTAL, SPEECH, PERSONALITY AND MENTAL MATURATION CHECKS. INTELLECTUAL EVALUATIONS WERE CHECKED AGAINST THE RESULTS OF A READING READINESS TEST AND AGAINST TEACHER EVALUATIONS AT THE END OF THE FIRST GRADE. CLINIC RATINGS TENDED TO BE MORE CONSERVATIVE THAN THE OTHER RATINGS. REASONS WERE THAT THE READINESS TEST MEASURED THE INTELLECTUAL COMPONENT WHEREAS THE CLINIC SCREENED FOR ALL TYPES OF BLOCKS TO SCHOOL SUCCESS, AND THAT THE TEACHER EVALUATIONS WERE MADE AFTER PHYSICAL AND PSYCHOLOGICAL DIFFICULTIES HAD ALREADY BEEN IDENTIFIED AND TREATED. ED002533 THE FIRST GRADE CLINIC--A MEDIUM FOR EARLY IDENTIFICATION OF PHYSICAL, SOCIAL, EMOTIONAL, AND MENTAL DEVELOPMENT FACTOR THAT MAY TEND TO BLOCK OR IMPEDE SCHOOL PROGRESS. 1959-04-00 13 N/A 1965 2016-11-22

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No Adjustment (to Environment) Community Cooperation Delinquency Prevention Measurement Prediction KVARACEUS, WILLIAM C. DISTRICT OF COLUMBIA District of Columbia A COMMUNITY CAN BE SUCCESSFUL IN AN EFFORT TO PREVENT AND CONTROL JUVENILE DELINQUENCY ONLY IF THE FOLLOWING ARE OPERATIVE--A POSITIVE COMMUNITY ATTITUDE, A KNOWLEDGE OF THE DELINQUENCY PHENOMENON, EARLY IDENTIFICATION OF THE PREDELINQUENT AND DELINQUENT, EARLY REFERRAL FOR STUDY AND DIAGNOSIS, AND TREATMENT THROUGH COORDINATION OF COMMUNITY RESOURCES. A DISCUSSION OF THE METHODOLOGY AND TECHNIQUES USED BY THE COMMUNITY WORKER IN THE PROCESS OF EARLY IDENTIFICATION OF THE PREDELINQUENT IS PRESENTED. AT LEAST SEVEN INSTRUMENTS OR METHODS ARE AVAILABLE FOR THE PREDICTION OF DELINQUENT BEHAVIOR, NONE IS HELD TO BE INFALLIBLE. PREDICTION METHODOLOGY IS GENERALLY BASED ON SEVERAL PREMISES--TYPES OF BEHAVIOR ARE CONTINUOUS, A "FACTOR MODALITY" IS PRESENT IN ALL DELINQUENTS, STIMULUS VARIABLES IN CLASS AND SUBCULTURE ARE INOPERATIVE, AND THE SUBJECT'S SITUATION IN LIFE WILL REMAIN CONSTANT. THESE PREMISES RARELY HOLD TRUE FOR LONG, EVEN IF THEY DID, SEVERAL PROBLEMS IN TEST CONSTRUCTION AND VALIDATION WOULD STILL BE PRESENT. VALIDATION DESIGN IS EXPENSIVE AND DIFFICULT. THE TYPE OF DELINQUENT BEING IDENTIFIED MUST BE SPECIFIED--NEUROTIC, SOCIALIZED, OR UNSOCIALIZED. LOCAL VARIABLES MUST BE ACCOUNTED FOR. THE MECHANICS OF ADMINISTERING THE TEST MUST OVERCOME THE PROBLEMS INHERENT IN TESTING THE TYPE OF PERSON WHO IS A POSSIBLE DELINQUENT. ED002534 MEASUREMENT AND PREDICTION OF MALADJUSTIVE BEHAVIOR. 13 N/A 1965 2016-11-22

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No Bibliographies Blacks Disadvantaged Youth Migrant Education Puerto Ricans Social Influences DISTRICT OF COLUMBIA District of Columbia ANNOTATIONS ON BOOKS ABOUT DISADVANTAGED YOUTH ARE GIVEN. INCLUDED ARE SUCH SUBJECTS AS PUERTO RICAN LINGUAL AND NONLINGUAL MEASURES, APPROACHES TO COMBAT JUVENILE DELINQUENCY, THE URBAN PROBLEMS OF NEGROES SETTLING OUTSIDE THE SOUTH, THE SCHOOLS' OBLIGATIONS AND SERVICES TO MEET THE PROBLEMS OF DISADVANTAGED CHILDREN, CULTURALLY DEPRIVED NEGROES, THE NEGRO IN HARLEM, RACIAL PROBLEMS IN THE UNITED STATES, MOHAMMEDAN MOVEMENT AMONG NEGROES, LANGUAGE AND SOCIAL CLASS, THE TEACHER'S ROLE, SCHOOL-RELATED WORK-STUDY PROGRAMS FOR SECONDARY STUDENTS, COMPREHENSION AND EXPRESSION OF NEGRO AND WHITE CHILDREN--(SOUTHERN AND NORTHERN), THE URBAN NEGRO IN THE SOUTH, FORCES INFLUENCING SCHOOLS IN LARGE CITIES, THE ROLE OF THE SCHOOLS IN THE IMPROVEMENT OF SLUM CONDITIONS, NEGRO CONCEPTIONS OF WHITE PEOPLE, SOCIAL CLASS INFLUENCES UPON LEARNING, SPECIAL PROBLEMS IN MINORITY GROUP EDUCATION, THE NEGRO COMMUNITY IN CHICAGO, CULTURAL LEARNING AS IT BEARS UPON LEARNING AND PROBLEM SOLVING, OCCUPATIONAL ASPIRATION AND SOCIAL CLASS, THE NEGRO IN THE UNITED STATES, THE NEGRO MIDDLE CLASS, INFLUENCE OF SOCIAL CLASS ON OCCUPATIONAL CHOICES OF CHILDREN, THE NEGRO POTENTIAL, CULTURAL VALUES INFLUENCING THE CHILD IN THE CLASSROOM, CLASS VALUES, FACTORS INFLUENCING THE EDUCATIONAL ASPIRATIONS OF ADOLESCENTS, INADEQUACIES OF EDUCATION IN THE SLUMS, INTEGRATION IN NORTHERN SCHOOLS, INFLUENCES ON THE EDUCATIONAL ASPIRATIONS OF BOYS OF THE "WORKING CLASS," CULTURAL INFLUENCES SHAPING THE ROLE OF THE CHILD, CLASS STATUS AND POWER, EFFECT OF SELECTIVE MIGRATION ON NEGRO INTELLIGENCE, THE LIBRARY'S ROLE IN THE WAR ON POVERTY, THE DIRECTIONS IN WHICH THE SCHOOLS OF BIG CITIES ARE MOVING, PROJECTS FOR JUVENILE DELINQUENTS, THE ELEMENTARY AND SECONDARY SCHOOL CLASS AS A SOCIAL SYSTEM, EDUCATION IN THE URBAN SLUMS, AND THE MIGRANT CHILD. ED002535 SELECTED BIBLIOGRAPHY FOR DISADVANTAGED YOUTH. 11 N/A 1965 2016-11-22

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No Disadvantaged Youth Educational Programs Measurement Secondary Schools Special Education Teaching Methods Tutoring HOSTETLER, JAMES S. AND OTHERS DISTRICT OF COLUMBIA District of Columbia Health and Welfare Council of the National Capital Area, Washington, DC. THE PLAN FOR THE SYMPOSIUM WAS DEVELOPED AFTER DISCUSSIONS TO DETERMINE AREAS OF INFORMATION THAT WOULD AID ALL TUTORS, TO DETERMINE WHETHER LARGE SCALE TRAINING WAS FEASIBLE OR ADVISABLE, AND TO DETERMINE HOW THE SYMPOSIUM COULD SERVE AS A PILOT FOR FUTURE TRAINING AND ORIENTATION BY THE OFFICE OF TUTORING SERVICES. THE SYMPOSIUM WAS DEVOTED TO TUTORING AND INFORMATION REGARDING SCHOOLS, CHARACTERISTICS OF THE UNDERPRIVILEGED, AND RELATIONS BETWEEN THE TWO. THE PROGRAM CONSISTED OF THE FOLLOWING SPEECHES--"THE ROLE OF TEACHERS AND COMMUNITY WORKERS IN DEPRESSED AREAS" BY D. CARL MARBURGER, "EDUCATIONAL LEADERSHIP FOR THE IMPROVEMENT OF URBAN SCHOOLS AND COMMUNITY AGENCIES" BY DR. DANIEL SCHREIBER, WHO DISCUSSED PROBLEMS OF DROPOUTS, RESPONSIBILITIES OF AND CHALLENGES TO EDUCATION IN THE CONTEMPORARY SOCIETY, EXAMPLES OF SUCCESSFUL PRESCHOOL PROGRAMS, EFFORTS TO IMPROVE READING ACHIEVEMENT, STAFFING OF INNER CITY SCHOOLS, AND PLACEMENT AND PREDICTIVE TESTING, AND "TUTORING THE DISADVANTAGED CHILD" BY DR. FRANK RIESSMAN, WHO CONSIDERED THE ROLE OF THE TUTOR, THE SPECIALIZED KNOWLEDGE HE MUST HAVE OF THE DISADVANTAGED CHILD'S ENVIRONMENT AND LEARNING STYLE, AND ILLUSTRATIONS OF EFFECTIVE TEACHING STYLES AND TECHNIQUES. TOPICS FOR A PANEL DISCUSSION ON THE FOUR DIMENSIONS OF TUTORING WERE--"UNDERSTANDING THE SCHOOL FRAMEWORK" BY DR. IRENE HYPPS, "PERSPECTIVES ON THE TUTOR IN THE TUTORING RELATIONSHIP" BY DR. H.A. MEYERSBURG, "WHAT IS SUCCESS" BY DR. DAVID IWAMOTO, AND "BRINGING EXCITEMENT TO THE LEARNING EXPERIENCE" BY DR. ARTHUR PEARL. ED002536 PROCEEDINGS OF THE TUTOR ORIENTATION SYMPOSIUM, GEORGETOWN UNIVERSITY, OCTOBER 15, 16, AND 17, 1964 (TITLE SUPPLIED). 1964-10-00 92 N/A 1965 2016-11-22

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No Demonstrations (Educational) Filmstrips Physical Education Projection Equipment Tutors HARBY, S.F. PENNSYLVANIA Pennsylvania (Philadelphia) Pennsylvania Pennsylvania (Philadelphia) Pennsylvania State Univ., University Park. EQUIPMENT USING A TRANSLUCENT SCREEN AND REAR PROJECTION HAS MADE IT POSSIBLE TO PROJECT MOTION PICTURES IN DAYLIGHT (DAYLIGHT PROJECTION). FILMS CAN BE SHOWN REPEATEDLY WHEN FORMED INTO A FILM LOOP (CONTINUOUS LOOP PROJECTION). DAYLIGHT PROJECTION AND CONTINUOUS LOOP PROJECTION WERE USED TO INVESTIGATE THE FOLLOWING QUESTIONS--(1) ARE FILM LOOP DEMONSTRATIONS PROJECTED IN DAYLIGHT AS EFFECTIVE AS DEMONSTRATIONS BY A LIVE INSTRUCTOR, (2) ARE DEMONSTRATIONS MORE EFFECTIVE WHEN INTERSPERSED WITH PRACTICE, AND (3) IS COACHING OF THE INDIVIDUAL DURING PRACTICE MORE EFFECTIVE THAN NO COACHING. THE EXPERIMENT WAS DIVIDED INTO SUBSTUDIES. IN EACH, THE TASK TO BE LEARNED WAS A SERIES OF FOUR TUMBLING SKILLS, EACH OF DIFFERENT LEVELS OF DIFFICULTY. PHYSICAL EDUCATION CLASSES AT THE PENNSYLVANIA STATE COLLEGE SERVED AS THE EXPERIMENTAL POPULATION. IN THE FIRST STUDY, FOUR DIFFERENT TEACHING PRECEDURES WERE USED TO STUDY VARIABLES OF MASSED VERSUS INTERSPERSED SHOWINGS AND MOVIES VERSUS LIVE INSTRUCTORS. IN THE SECOND STUDY, FOUR DIFFERENT TEACHING PROCEDURES WERE USED TO STUDY THE EFFECT OF COACHING DURING PRACTICE AND OF REGULATED INTERSPERSION OF MOVIE DEMONSTRATIONS AND PRACTICE VERSUS FREE CHOICE OF THE LEARNER TO VIEW THE FILMS AS HE WISHES. THE RESULTS OF TESTING 100 MEN INDICATED THAT--(1) FILM DEMONSTRATIONS PROJECTED BY MEANS OF FILM LOOPS IN DAYLIGHT PROVED AS EFFECTIVE AS LIVE INSTRUCTOR'S DEMONSTRATION. (2) DEMONSTRATIONS INTERSPERSED WITH PRACTICE WERE NOT MORE EFFECTIVE. (3) COACHING OF THE INDIVIDUAL DURING PRACTICE WAS SIGNIFICANTLY SUPERIOR TO NOT COACHING. (4) DAYLIGHT PROJECTION OF FILM LOOPS WAS A PRACTICAL WAY OF PROVIDING ON-THE-SPOT FILM DEMONSTRATIONS IN PERCEPTUAL-MOTOR TRAINING. ED002537 EVALUATION OF A PROCEDURE FOR USING DAYLIGHT PROJECTION OF FILM LOOPS IN TEACHING SKILLS. 1952-05-00 13 N/A 1965 2016-11-22

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No Health Conditions Housing Migrant Housing Migrant Workers Urban Areas MIRENGOFF, WILLIAM SHOSTACK, ALBERT FLORIDA Florida Department of Labor, Washington, DC. Florida State Industrial Commission, Miami. AT THE PEAK OF THE 1955-56 WINTER SEASON, 1,300 FAMILIES AND 5,600 SINGLE MIGRANT WORKERS WERE LIVING IN DADE COUNTY'S URBAN AREAS AND 71 LABOR CAMPS. MOST LIVED IN OVERCROWDED QUARTERS, BUT THE UNITS WERE SOUNDLY CONSTRUCTED. WATER AND SEWAGE WERE ADEQUATE, BUT THERE WERE MANY STRUCTURAL DEFICIENCIES, INCLUDING LACK OF SCREENS AND LACK OF ADEQUATE BATHING, LAUNDRY, AND TOILET FACILITIES. NOT ENOUGH KITCHEN EQUIPMENT, BEDS, MATTRESSES, OR BLANKETS WERE PROVIDED. FIRE HAZARDS WERE NOTED IN 14 PERCENT OF THE CAMPS. FEW CAMPS PROVIDED HEALTH, RECREATION, CHILD CARE, OR RELIGIOUS FACILITIES. DESPITE MANY FLAWS, THE QUALITY OF MIGRATORY LABOR HOUSING HAD BEEN IMPROVED OVER THE YEARS. CAMPS ACCOMMODATING TEN OR MORE PEOPLE WERE REGULATED BY THE FLORIDA STATE SANITARY CODE, AND COUNTY HEALTH REGULATIONS SUPPLEMENTED THE CODE. THE DADE COUNTY HEALTH DEPARTMENT STARTED A 3-YEAR EDUCATION AND ENFORCEMENT PROGRAM IN 1953, CAMPS WERE INSPECTED AND VIOLATIONS WERE BROUGHT TO THE MANAGEMENT'S ATTENTION. IMPROVEMENT WAS ALSO FACILITATED BY PRESS PUBLICITY AND THE FLORIDA INDUSTRIAL COMMISSION'S POLICY OF FILLING JOB ORDERS ONLY IF HOUSING WAS SATISFACTORY. NOT ENOUGH NEW HOUSING WAS BUILT BECAUSE OF INCREASED CONSTRUCTION AND LAND COSTS, ZONING RESTRICTIONS, AND THE GROWERS' RELUCTANCE TO INVEST IN PERMANENT FACILITIES WHEN THEY DID NOT OWN THE FARMLANDS. RAPID TAX AMORTIZATION, LOW INTEREST LOANS, HOUSING OPERATED BY LOCAL PUBLIC HOUSING AUTHORITIES, LIBERAL ZONING, AND POOLING ARRANGEMENTS WERE SUGGESTED AS WAYS TO STIMULATE CONSTRUCTION. OTHER RECOMMENDATIONS FOR THE SOLUTION OF HOUSING PROBLEMS WERE ENFORCEMENT AND REVIEW OF HEALTH AND BUILDING REGULATIONS, INITIATION OF EDUCATIONAL PROGRAMS TO MAKE GROWERS AND WORKERS MORE AWARE OF THEIR RESPONSIBILITIES IN HOUSING MATTERS, AND PROVISION OF HEALTH, DAY CARE, RECREATION, AND RELIGIOUS SERVICES OR FACILITIES. ED002538 HOUSING FOR FLORIDA'S MIGRANTS, A SURVEY OF MIGRATORY FARM LABOR HOUSING IN DADE COUNTY. 1958-08-00 29 N/A 1965 2016-11-22

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No Education Migration Rural Population Spanish Spanish Culture Urban Education BARRETT, DONALD N. SAMORA, JULIAN INDIANA University of Notre Dame IN Indiana National Committee for Children and Youth, Washington, DC. THE ANALYSIS DEALS WITH--DEMOGRAPHIC, HISTORICAL, AND CULTURAL BACKGROUND FACTORS, AND THE HOUSING, FAMILY LIFE, AND EDUCATIONAL AND ECONOMIC PARTICIPATION OF SPANISH SURNAME, NON-PUERTO RICAN PEOPLE IN FIVE SOUTHWESTERN STATES. CONCLUSIONS ARE BASED ON AN EXAMINATION OF EXISTING LITERATURE, A SURVEY OF EXPERT OPINION, FIELD CHECKS OF SELECTED ASPECTS, AND A DEMOGRAPHIC INVESTIGATION. THERE ARE OVER 3.5 MILLION SPANISH-SPEAKING PEOPLE IN THE UNITED STATES. SINCE 1940 THEY HAVE CHANGED FROM A PREDOMINANTLY RURAL POPULATION TO AN OVERWHELMINGLY URBAN GROUP, TO A FAR GREATER EXTENT THAN OTHER WHITE AND NONWHITE GROUPS. THEY EXHIBIT DISTINCTIVE CULTURAL TRAITS THAT ENCOURAGE RESIDENTIAL AND SOCIAL SEGREGATION. OVER HALF OF THEM ARE UNDER 20 YEARS OLD. EVIDENCE SHOWS THAT--THE HOUSING OF SPANIARDS IS MUCH POORER THAN THAT OF OTHER WHITE AND NONWHITE GROUPS, YET SPANIARDS PAY HIGHER RENT FOR UNITS OF COMPARABLE VALUE, THE RATES OF FERTILITY, MORBIDITY, MORTALITY, AND BROKEN FAMILIES AMONG SPANIARDS ARE HIGH, EDUCATIONAL ACHIEVEMENT IS LOWER THAN FOR OTHER WHITE OR NONWHITE, WITH 25 TO 50 PERCENT OF THE SPANIARDS HAVING 4 YEARS OR LESS OF FORMAL EDUCATION, INCOME IS LOW, AND UNEMPLOYMENT IS HIGH, AND MANY SPANISH-SPEAKING PEOPLE ARE MIGRANT LABORERS, WHICH PRESUPPOSES LITTLE EDUCATION, CHILD LABOR, AND POOR FAMILY CONDITIONS FOR YOUTH. RECOMMENDATIONS TO IMPROVE THE SITUATION OF SPANISH YOUTH INCLUDE BETTER OPPORTUNITIES TO LEARN ENGLISH IN SCHOOLS, EFFECTIVE LEADERSHIP THAT CAN OVERCOME NEGATIVE COMMUNITY AND SCHOOL ATTITUDES TOWARD A LOWER-CLASS, SEEMINGLY FOREIGN ETHNIC GROUPS, BETTER VOCATIONAL COUNSELING, APPRENTICESHIP, AND JOB TRAINING, PREVENTION OF EMPLOYMENT DISCRIMINATION, BETTER ENFORCEMENT OF HOUSING, SLUM, AND SANITATION LAWS OF ALL CITIES, AND GREATER EFFORTS TO REDUCE THE DROPOUT RATES BY PROVIDING MORE MOTIVATION FOR EDUCATION. ED002539 THE MOVEMENT OF SPANISH YOUTH FROM RURAL TO URBAN SETTINGS. 1963-09-00 20 N/A 1965 2016-11-22

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No Adult Education Adult Programs Career Choice Career Planning Counseling Parent Attitudes Rural Youth MAWBY, RUSSELL G. MICHIGAN Michigan (East Lansing) Michigan National Committee for Children and Youth, Washington, DC. THE ROLE OF PARENTS IN THE OCCUPATIONAL CHOICES OF RURAL YOUTH IS DISCUSSED. CONCLUSIONS ARE BASED ON INFORMATION GATHERED FROM NINE PREVIOUS STUDIES AND FROM A LIMITED SURVEY OF ADULT EDUCATION PROGRAM. CONSIDERATION IS GIVEN TO PARENTAL ROLES INFLUENCES IN VOCATIONAL CHOICE OF RURAL INHABITANTS, TO PROGRAMS TO IMPROVE PARENTAL ROLES IN OCCUPATIONAL CHOICE OF RURAL YOUTH, AND TO IMPLICATIONS FOR FUTURE ACTION. EDUCATIONAL AND OCCUPATIONAL COUNSELING OF RURAL PARENTS IS LESS EFFECTIVE THAN THAT OF URBAN PARENTS, THERE ARE FEW ADULT EDUCATION PROGRAMS TO IMPROVE THIS FUNCTION. HELPFUL PROGRAMS INCLUDE HOME VISITS OF A 4-H CLUB AGENT WITH INTERESTED FARM FAMILIES TO DISCUSS OCCUPATIONAL PLANS, JOINT MEETINGS OF PARENTS AND YOUTH IN RURAL COMMUNITIES TO PROVIDE INFORMATION ON COLLEGE OPPORTUNITIES, A PARENTS' NIGHT IN 4-H CLUBS TO PRESENT CAREER INFORMATION, AND A TELEVISION SERIES TO PROVIDE CAREER INFORMATION FOR PARENTS OF RURAL YOUTH. CONCERN FOR THE SPECIAL CAREER PROBLEMS OF RURAL YOUTH, AS REFLECTED IN ACTION PROGRAMS, IS LIMITED. SOCIOECONOMIC STATUS OF THE FAMILY IS RELATED POSITIVELY TO LEVELS OF ASPIRATION, THEREFORE, RURAL PARENTS' ASPIRATIONS FOR THEIR CHILDREN ARE LOW. MOTHERS' EDUCATIONAL AND OCCUPATIONAL ASPIRATIONS FOR THEIR CHILDREN ARE HIGHER THAN ARE FATHERS'. RECOMMENDATIONS ARE MADE FOR ADULT EDUCATION PROGRAMS TO IMPROVE THE OCCUPATIONAL AND EDUCATIONAL COUNSELING FUNCTIONS OF RURAL PARENTS. RURAL AND PROFESSIONAL LEADERS SHOULD BE MADE AWARE OF THE DISADVANTAGED SITUATION OF RURAL YOUTH IN COMPETITION FOR JOBS BEFORE SUCCESSFUL PROGRAMS CAN BE IMPLEMENTED. ONCE THE NEED IS REALIZED, PROGRAMS CAN BE DESIGNED TO HELP RURAL PARENTS APPRECIATE THE VALUE OF EDUCATION AND THE IMPORTANCE OF THEIR COUNSELING ROLE. MAXIMUM EFFECTIVENESS DEPENDS ON THE STIMULATION OF COMMUNITY AS WELL AS OF INDIVIDUAL PARENTAL RESPONSE. ED002540 ADULT EDUCATION PROGRAMS AND PARENTS' ROLES IN CAREER PLANS OF RURAL YOUTH. 1963-09-00 9 N/A 1965 2016-11-22

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No Demography Geography Mental Health Clinics Psychiatric Hospitals Rural Youth MCCARTY, CAROL L. AND OTHERS Maryland (Bethesda) MARYLAND Maryland National Committee for Children and Youth, Washington, DC. THE DESCRIPTION OF THE NUMBER AND KIND OF MENTAL HEALTH CLINIC SERVICES IN RURAL AREAS WAS BASED ON REPORTS RECEIVED FROM 1,537 OUTPATIENT PSYCHIATRIC CLINICS IN THE UNITED STATES AS OF APRIL 1961. ASPECTS OF CLINIC SERVICES FOR CHILDREN AND YOUTH EXAMINED WERE GEOGRAPHIC LOCATION, CLINIC CHARACTERISTICS, PROFESSIONAL MAN-HOURS AVAILABLE PER WEEK, AND PATIENT-LOAD FOR 1961. RURAL CLINICS SERVING CHILDREN AND YOUTH WERE CONFINED TO A SMALL AREA, MOST IN THE NORTHEAST. THE SOUTH HAD THE GREATEST NUMBER OF RURAL CHILDREN BUT RANKED SECOND IN NUMBER OF CLINICS. IN THE WHOLE COUNTRY, 4,400 CHILDREN, REPRESENTING TWO PERCENT OF ALL CLINIC PATIENTS UNDER 18 WERE SERVED IN A TOTAL OF 50 CLINICS, REPRESENTING FOUR PERCENT OF THE 1,185 CLINICS SERVING YOUNG PEOPLE IN THE UNITED STATES. STATE AGENCIES AND INSTITUTIONS WERE MOSTLY RESPONSIBLE FOR CLINIC ADMINISTRATION. DIRECT SERVICE TO PATIENTS WAS THE MAIN FUNCTION OF ALMOST ALL OF THE CLINICS, MENTAL HEALTH CONSULTATION TO OTHER AGENCIES OR PROFESSIONALS WAS THE SECOND FUNCTION. MOST RURAL CLINICS WERE OPEN TO ALL CHILDREN AND YOUTH. THE MOST FREQUENT SOURCE OF REFERRAL WAS THE CHILD'S SCHOOL. MOST CLINIC SERVICE WAS BRIEF, OFTEN CONSISTING SOLELY OF PSYCHOLOGICAL EVALUATION. PROFESSIONAL MAN-HOURS OF SERVICE WERE AVERAGE OF 8 MAN-HOURS PER WEEK FOR EACH 100,000 RURAL CHILDREN. DESPITE THE PROBABLE ELIGIBILITY OF RURAL CHILDREN FOR SERVICE IN NEARBY URBAN FACILITIES, URBAN RESOURCES WERE FOUND TO BE INADEQUATE ALSO. DATA INDICATED THAT ADMISSION RATES TO MENTAL HEALTH CLINICS WERE MUCH LOWER FOR RURAL THAN FOR URBAN CHILDREN. ED002541 RURAL MENTAL HEALTH SERVICES FOR CHILDREN AND YOUTH, OUTPATIENT PSYCHIATRIC CLINICS. 1963-09-00 18 N/A 1965 2016-11-22

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No Counseling Dropouts Family Environment Job Application Vocational Education West Virginia (Mercer County) WEST VIRGINIA West Virginia THE BOYS WHO HAD UNDERGONE THE VOCATIONAL TRAINING PROGRAM IN MERCER COUNTY WERE FOLLOWED UP. LACK OF READING ABILITY AT GRADE LEVEL CASUED MOST DROPOUTS. A PROGRAM OF PRACTICAL JOB PREPARATION ON THE BASIS OF INTEREST WAS PROVIDED, AND THE PLAN WAS QUITE SUCCESSFUL. A FACTOR WHICH LED TO SOME UNEMPLOYMENT AFTER TRAINING WAS THAT SOME OF THE BOYS WERE NOT YET 18 AND THEREFORE NOT OLD ENOUGH TO WORK. MANY DID NOT RECEIVE HOME ENCOURAGEMENT AFTER TRAINING, AND SOME DID NOT SEEK EMPLOYMENT. ED002542 THE BOLD NEW VENTURE PLUS TWO YEARS. 4 N/A 1965 2016-11-22

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No Disadvantaged Youth Dropouts Press Opinion Radio SCHREIBER, DANIEL DISTRICT OF COLUMBIA District of Columbia NEWS ITEMS AND SPOT ANNOUNCEMENTS FOR BROADCASTERS ARE PRESENTED. TITLES INCLUDE--"SCHOOL DROPOUTS--A MILLION DROPOUTS IN 1963,""SCHOOL DROPOUTS--THE PRESIDENT SPEAKS,""SCHOOL DROPOUTS--SUMMER'S HARVEST,""SCHOOL DROPOUTS--GUIDANCE IS CHEAPER,""SCHOOL DROPOUTS--IMPORTANT FACTS,""SCHOOL DROPOUTS--A SHOCKING LOSS,""SCHOOL DROPOUTS--PARENTS TAKE NOTE,""SCHOOL DROPOUTS--A CLOSING DOOR,""SCHOOL DROPOUTS--LAST HIRED, FIRST FIRED,""SCHOOL DROPOUTS--DROPOUTS ANONYMOUS,""SCHOOL DROPOUTS--COMMUNITY ACTION,""SCHOOL DROPOUTS--A DROPOUT IS A DROPOUT IS A DROPOUT,""SCHOOL DROPOUTS--FEWER AND SMARTER,""SCHOOL DROPOUTS--ONE MILLION HIGH SCHOOL DROPOUTS--THEY WON'T BE GOING BACK,""SCHOOL DROPOUTS--UNEMPLOYMENT HIGH FOR DROPOUTS,""SCHOOL DROPOUTS--BIG-CITY SCHOOLS TACKLE THE DROPOUT PROBLEM,""SCHOOL DROPOUTS--TWO STRIKES,""SCHOOL DROPOUTS--FOUR OUT OF TEN,""SCHOOL DROPOUTS--GUIDANCE CAN HELP," AND "STAY IN SCHOOL." ALL NEWS ITEMS ARE FROM THE NATIONAL EDUCATION ASSOCIATION PROJECT ON SCHOOL DROPOUTS. ED002543 PROJECT, SCHOOL DROPOUTS. 1963-08-00 15 N/A 1965 2016-11-22

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No Disadvantaged Youth Dropouts Remedial Instruction Secondary Education Vocational Education New York (Albany) New York (Albany) New York State Education Dept., Albany. THE OBJECTIVES OF PROJECT REENTRY, CONDUCTED DURING THE SUMMER OF 1963 AND 1964, WERE TO GUIDE POTENTIAL AND ACTUAL DROPOUTS BACK TO SECONDARY SCHOOL THROUGH COUNSELING AND TO PROVIDE A MEANINGFUL SCHOOL PROGRAM FOR THOSE WHO RETURNED. STATISTICAL INFORMATION FOR NEW YORK STATE INDICATED THAT 953 ACTUAL AND 722 POTENTIAL DROPOUTS WERE CONTACTED AND THAT 19 AND 85 PERCENT RESPECTIVELY RETURNED TO SCHOOL IN SEPTEMBER. LOCAL EFFORTS AND RESULTS FOR EACH REENTRY DISTRICT WERE LISTED. MISCELLANEOUS NOTES FROM REENTRY DISTRICT REPORTS WERE CATEGORIZED ACCORDING TO ORGANIZATION OF THE PROJECT, HOW CONTACTS WERE MADE, THE CONTENT OF CONTACTS, TRANSFER OF INFORMATION, SPECIAL ATTENTION GIVEN TO THE RETURNEES, OBERVATIONS, AND RECOMMENDATIONS. REENTRY COUNSELORS WERE PRIMARILY RESPONSIBLE FOR CONTACTING STUDENTS. THEY WERE AIDED BY PRINCIPALS AND OTHER COUNSELORS. INTERVIEW OUTLINES WERE DEVELOPED IN SOME DISTRICTS. BEFORE SCHOOL OPENED, REMINDER LETTERS WERE SENT TO PUPILS CONTACTED DURING THE SUMMER. A LIST OF RETURNEES WHO SEEMED LIKELY TO REQUIRE ATTENTION WAS SENT TO THE ATTENDANCE OFFICE OF THE SCHOOL INVOLVED. CONTACTS WERE MADE BY LETTER, THROUGH HOME OR SCHOOL VISITS, AND BY TELEPHONE. DURING CONTACTS, COUNSELORS TRIED TO ARRANGE FOR PUPILS TO RETURN TO DAY OR EVENING SCHOOL, TO VISIT EMPLOYMENT OFFICES, OR TO CONTACT SPECIFIC COMMUNITY AGENCIES IF NECESSARY. COUNSELORS TRIED TO BUILD PROGRAMS THAT ALLOWED FOR PART-TIME EMPLOYMENT. RECOMMENDATIONS FOR IMPROVING THE PROGRAM INCLUDED THE NEED FOR MORE INFORMATION ON THE ALTERNATIVES PUPILS CAN BE OFFERED, THE INCLUSION OF THE ENTIRE SCHOOL STAFF IN PLANNING, CONTINUATION OF THE PROGRAM THROUGHOUT THE SCHOOL YEAR, A WIDENING OF CURRICULUM TO INCLUDE MORE COURSES SUITED TO THE NEEDS AND ABILITIES OF POTENTIAL DROPOUTS, WORK-STUDY PROGRAMS FOR RETURNEES, AND MORE VOCATIONAL EDUCATION AND REMEDIAL PROGRAMS. ED002544 PROJECT REENTRY, INTERIM REPORT. 1964-00-00 9 N/A 1965 2016-11-22

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No Disadvantaged Disadvantaged Youth Language Skills Motivation Techniques Reading Skills PIVNICK, ISADORE NEW YORK New York (New York) New York New York (New York) THE STRENGTHENING OF READING AND LANGUAGE SKILLS, THE PROMOTING OF CLOSER RELATIONS WITH NEIGHBORHOOD AND PARENTS, AND THE HELPING OF YOUTHS IN GETTING JOBS AND COLLEGE PLACEMENT ARE THE GOALS OF A PILOT PROJECT IN A CULTURALLY DEPRIVED AREA. INVOLVED IN THE PROJECT ARE TWO ELEMENTARY SCHOOLS, ONE JUNIOR HIGH SCHOOL, AND THREE HIGH SCHOOLS, TEACHERS ASSIGNED TO THE PROJECT ASSIST BY TEACHING SMALL GROUPS, BY DEMONSTRATING GOOD TEACHING TECHNIQUES, BY PREPARING MATERIALS FOR TEACHERS, AND BY SEEKING NEW METHODS AND MATERIALS FOR USE BY CHILDREN WHO ARE EDUCATIONALLY RETARDED. TEACHERS AT THE ELEMENTARY GRADES ARE ENCOURAGED TO MAKE HOME VISITS. A CORPS OF TEACHERS AT THE JUNIOR HIGH SCHOOL LEVEL WORK WITH A SELECT GROUP OF YOUNGSTERS WHO ARE OF AVERAGE INTELLIGENCE, BUT RETARDED AT LEAST 2 YEARS IN VARIOUS SUBJECT SKILLS. TEACHERS DISCUSS THE CHILDREN WITH WHOM THEY WORK AND PREPARE MATERIALS TOGETHER TO ATTACK CERTAIN WEAKNESSES. IN ADDITION, TWO COUNSELORS MAKE HOME VISITS AND WORK WITH THE TEACHERS. THIS CLOSE COMMUNICATION HAS RESULTED IN A UPGRADED PROGRAM. HIGH SCHOOL STUDENTS ARE TAKING READING CLASSES IN ADDITION TO THE REGULAR ENGLISH COURSES. TEACHERS OF SUBJECTS OTHER THAN ENGLISH ARE INVITED TO TEACH READING. INSERVICE AT-THE-SITE IS CONDUCTED FOR TEACHERS WHO VOLUNEER TO WORK IN THE PROGRAM. CONTROLLED READERS, TACHISTOSCOPES, READING ACCELERATORS, LISTENING CENTERS, AND INDIVIDUAL PREVIEWERS ARE SOME OF THE MOTIVATIONAL DEVICES USED TO ENCOURAGE CHILDREN TO READ BETTER AND FASTER. VOCATIONAL COUNSELORS PREPARE MATERIALS ON GETTING A JOB AND FULFILLING THE REQUIREMENTS NECESSARY FOR SECURING A JOB. OTHER MOTIVATIONAL TECHNIQUES INCLUDE FIELD TRIPS, VISITS TO THE COMMUNITY AND EXPOSURE TO SUCH CULTURAL ENRICHMENT AS THE OPERA. THIS ARTICLE WAS PUBLISHED IN THE "CTS BULLETIN," FEBRUARY 1962. ED002545 THE "NEW LOOK" IN SAN FRANCISCO. 1962-02-00 2 N/A 1965 2016-11-22

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No Aspiration Black Education Environment Hostility Rejection (Psychology) Teachers PROCTOR, SAMUEL D. ILLINOIS Illinois (Chicago) Illinois Illinois (Chicago) CONDITIONS THAT ENGENDER FUTILITY AND HOSTILITY AMONG NEGROES CAN BE REVERSED BY COMPETENT, DEDICATED TEACHERS. FACTORS LEADING TO NEGRO ATTITUDES OF DEFEAT ARE ANALYZED. EXPERIENCE OF REJECTION AND AWARENESS OF BEING DIFFERENT AND INFERIOR ARE AMONG THE FIRST REALIZATIONS OF THE NEGRO. FROM REJECTION GROWS FEAR OF WHITE INSTITUTIONS AND OF COMPETITION WITH WHITE PEOPLE. THE FEAR CRYSTALLIZES INTO HOSTILITY, WHICH SOMETIMES EXPRESSES ITSELF IN VIOLENCE, BUT JUST AS OFTEN LEADS TO DEFEAT, RESIGNATION, AND A FEELING OF FUTILITY. TO OVERCOME THE DEFEATISM THAT PREVENTS MANY NEGROES FROM TRYING TO SURMOUNT OBSTACLES IN THEIR ENVIRONMENT, TEACHERS SHOULD DEVELOP A SENSE OF DEDICATION, LEARN TO ESTABLISH EMPATHY WITH AND UNDERSTAND DEPRIVED MINORITY CHILDREN, AND CORRECT NEGRO ATTITUDES OF REJECTION BY FULLY ACCEPTING THEM. ACCEPTANCE DOES NOT COME FROM DESEGREGATION ALONE, FOR CHANGING HABITS OF WITHDRAWN SUSPICION AND CAUTION IN ALL INTERRACIAL CONTACTS TAKES TIME. BEFORE HOLDING NEGRO STUDENTS RESPONSIBLE FOR ACHIEVEMENT LEVELS ON A PAR WITH ADVANTAGED CHILDREN, TEACHERS SHOULD GIVE THEM EXTRA ATTENTION AND REMEDIAL WORK AND SHOULD NEUTRALIZE THE ENVIRONMENT OF THEIR STUDENT WORLD. PROMISING PROGRAMS INCLUDE A NEW INSTITUTE OF HUMAN RELATIONS AT THE UNIVERSITY OF WISCONSIN, AN EFFORT BY A MAJOR FOUNDATION TO STRENGTHEN NEGRO COLLEGE PLACEMENT PROGRAMS, AND THE COMMITMENT OF CHURCH RESOURCES TO PLAY AN ACTIVE ROLE. TEACHER EDUCATION PROGRAMS, TO BE SUCCESSFUL, SHOULD BE BASED ON A BELIEF IN THE EQUALITY OF OF HUMAN BEINGS. ED002546 REVERSING THE SPIRAL TOWARD FUTILITY. 1965-02-00 13 N/A 1965 2016-11-22

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No Achievement Disadvantaged Youth Dropouts Employment Opportunities School Community Relationship EMPLOYMENT PROSPECTS OF SCHOOL DROPOUTS ARE SIGNIFICANTLY LOWER THAN FOR HIGH SCHOOL GRADUATES. REASONS FOR DROPPING OUT OF SCHOOL AS DETERMINED FROM TEACHERS, DROPOUTS, AND RECORDS INCLUDE LOW ACADEMIC APTITUDE, RETARDED EMOTIONAL MATURITY AND SOCIAL ADJUSTMENT, LACK OF INTEREST, ECONOMIC REASONS, AND MARRIAGE AND PREGNANCY. ON THE AVERAGE, DROPOUTS ARE RATED AT THE LOWER END OF INTELLIGENCE SCALE AND SCORE LOWER IN SCHOOL ACHIEVEMENT. CHARACTERISTICS OF POTENTIAL DROPOUTS INCLUDE FAILURE TO ACHIEVE IN REGULAR SCHOOL WORK, AN AGE OF 16 YEARS OR MORE, OW READING ABILITY, GRADE LEVEL PLACEMENT 2 OR MORE YEARS BELOW AVERAGE FOR GRADE, IRREGULAR ATTENDANCE, AND FREQUENT TARDINESS. THE POTENTIAL DROPOUT CAN BE DESCRIBED AND IDENTIFIED WITH A FAIR DEGREE OF ACCURACY AT LEAST 5 YEARS BEFORE THE DROPOUT OCCURS. THE NUMBER OF DROPOUTS CAN BE REDUCED BY APPROPRIATELY DESIGNED SCHOOL-COMMUNITY PROGRAMS. SUCCESSFUL PROGRAMS USUALLY INCLUDE--A COMMUNITY-WIDE EFFORT INVOLVING SCHOOL, STUDENTS, PARENTS, AND WELFARE AGENTS, DIRECT CONTACT AND INVOLVEMENT OF PARENTS, A LONG-RANGE PROGRAM BEGINNING IN THE ELEMENTARY SCHOOL AND CONTINUING THROUGH THE SECONDARY SCHOOL, FLEXIBLE PROGRAMS TO MEET NEEDS OF THE POTENTIAL DROPOUT, A HIGHER THAN NORMAL RATIO OF INSTRUCTIONAL STAFF, A FULLY STAFFED PUPIL PERSONNEL TEAM WHICH INCLUDES COUNSELORS, PSYCHOLOGISTS, SOCIAL WORKERS, AND HEALTH WORKERS, PROVISIONS FOR WORK EXPERIENCES, AND A CONCENTRATED EFFORT TO DEVELOP THE VALUES AND ATTITUDES FROM WHICH THE STUDENT DERIVES THE MOTIVATION TO STAY IN SCHOOL AND PREPARE FOR WORK. OFFICE OF EDUCATION PROGRAMS AND ACTIVITIES RELATED TO SCHOOL DROPOUTS AND YOUTH EMPLOYMENT INCLUDE GRANT-IN-AID AND CONTRACT PROGRAMS, PROFESSIONAL PROGRAMS AND PROFESSIONAL LEADERSHIP AND SERVICES. OTHER AGENCIES HAVE SPONSORED PROGRAMS AND ACTIVITIES RELATED TO THE HOLDING POWER OF SCHOOLS, RECLAMATION OF DROPOUTS, AND YOUTH EMPLOYMENT. ED002547 BACKGROUND PAPER ON DROPOUTS AND YOUTH EMPLOYMENT. 1963-08-00 24 N/A 1965 8/17/2004 22:43:25 DISA1965

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No Delinquency Educational Experience Instructional Materials Intelligence Truancy ERICKSON, MAYNARD L. AND OTHERS Utah (Provo) Utah Brigham Young Univ., Provo, UT. AN INSTRUCTOR'S GUIDE OF QUESTIONS AND DISCUSSIONS BASED ON TAPED EXCERPTS IS OUTLINED. THE OBJECTIVE IS TO PROVIDE INSIGHT AND UNDERSTANDING OF THE DELINQUENT'S PERCEPTIONS OF SCHOOLS, SCHOOL TEACHERS, AND SCHOOL ASSOCIATES. MATERIALS ARE PRESENTED TO EXPOSE TRAINEES TO AN ORIENTATION TOWARD THE DELINQUENT AND HIS BEHAVIOR IN THE SCHOOL SETTING. THESE MATERIALS INCLUDE A REVIEW OF LITERATURE WHICH CAN BE USED TO PROVIDE INFORMATION FOR TRAINEES PRIOR TO THE BEGINNING OF TRAINING SESSIONS, A TAPE OF EXCERPTS TAKEN FROM GROUP DISCUSSIONS BY DELINQUENTS, AND SOME INTRODUCTORY MATERIAL AND TRANSCRIPTS OF THE ACTUAL EXCERPTS THEMSELVES. THE REVIEW OF LITERATURE INVESTIGATES THE POSSIBLE RELATIONSHIP BETWEEN SCHOOL EXPERIENCE AND DELINQUENCY. THE EVIDENCE SUGGESTS THAT THE SCHOOL PROBLEMS OF BOTH DELINQUENTS AND SCHOOL DROPOUTS ARE THE SAME. THEY ARE BOTH ACADEMIC OR SCHOLASTIC MISFITS, BECAUSE OF INTELLECTUAL DEFICIENCY, OR BECAUSE OF THE FAILURE OF THE ENVIRONMENT TO OFFER ADEQUATE, SATISFYING SITUATIONS. OFTEN, A TEACHER USES AN IQ SCORE AS AN INDEX OF WHAT TO EXPECT FROM A PUPIL. THIS CONTRIBUTES TO THE LABELING OF THE CHILD AS DUMB AND INCORRECTLY EXPLAINS HIS POOR READING, WRITING, SPELLING, OR MATHEMATICAL ABILITY AS BEING CAUSED BY LOW IQ. POSSIBLE REACTIONS TO UNSATISFYING SCHOOL EXPERIENCES, BEHAVIORAL REACTIONS TO THE LACK OF SKILLS AND OPPORTUNITIES TO MAKE SCHOOL SATISFYING, THE IMPLICATION OF SOCIOECONOMIC AND ETHNIC STATUS TO THE PROBLEM, AND THE IMPLICATIONS OF PEER GROUPS ON THE PROBLEM ARE REVIEWED. CONCLUSIONS ARE THAT THE CHILD'S BASIC ATTITUDES AND BELIEFS SHOULD BE CONSIDERED, THE REWARD SYSTEM OF THE SCHOOL SHOULD BE CONSIDERED, AND THE IMPORTANCE OF PEER INFLUENCE IN CURRICULUM MODIFICATIONS AND SCHOOL POLICY SHOULD BE CONSIDERED. A GENERAL INTRODUCTION TO TAPED EXCERPT MATERIAL ALONG WITH SIX TAPED EXCERPTS AND RELATED QUESTIONS ARE PRESENTED. ED002548 SCHOOL EXPERIENCES AND DELINQUENCY, CURRICULUM MATERIALS. 1964-00-00 68 N/A 1965 2016-11-22

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No Disadvantaged Youth Environment Poverty Salaries Special Education ORNATI, OSCAR DISTRICT OF COLUMBIA District of Columbia SUGGESTIONS FOR STRATEGIES TO WIN THE WAR ON POVERTY ARE BASED ON AN UNDERSTANDING OF WHAT POVERTY IS, HOW IT IS TO BE FOUGHT, AND THE MEANING OF LOSING THE WAR. THERE HAVE BEEN MANY DEFINITIONS OF POVERTY, FOR INDIVIDUALS DIFFER IN THEIR VALUES AND THEIR IDEAS OF NEED. SUBJECTIVE ESTIMATES OF NEED DEPEND ON WHETHER THE ESTIMATOR IS RICH OR POOR, THRIFTY OR LAX, MATERIALISTIC OR IDEALISTIC. FROM SUCH DIFFERENCES STEM VARIED ESTIMATES OF THE NUMBER OF POOR IN THE UNITED STATES WHICH RANGE BETWEEN 20 TO 70 MILLION. DISAGREEMENT ALSO ARISES ON WHETHER THERE ARE MORE OR LESS POOR NOW THAN FORMERLY. THE POOR MAY ALSO BE DEFINED AS CONSTITUTING SOME PART OF THE BOTTOM OF THE INCOME DISTRIBUTION, BUT INCOME DISTRIBUTION IS A DERIVED ASPECT OF POVERTY RATHER THAN ITS CAUSE. TO PLAN AND CARRY OUT POLICIES EFFECTIVELY, PEOPLE WITH HIGH CHANCES OF BEING POOR SHOULD BE IDENTIFIED. IN ONE STUDY, A MEASURE WAS DEVELOPED SHOWING THE RELATIONSHIP BETWEEN POSSESSION OF A GIVEN CHARACTERISTIC AND THE LIKELIHOOD OF HAVING AN INCOME BELOW A CERTAIN LEVEL. IT WAS FOUND THAT THE POSIBILITY THAT A PERSON POSSESSING ONE OF THE CHARACTERISTICS STUDIED WOULD BE POOR INCREASED IN THE PERIOD FROM 1947 TO 1964. EXPANSION OR CONTRACTION IN THE ECONOMY HAD LITTLE EFFECT ON THE RISK OF POVERTY. POLICIES AIMED AT ECONOMIC IMPROVEMENT OF THE TOTAL SOCIETY, WHICH PRESUPPOSE THAT THE POOR WILL ALSO BE HELPED, ARE INEFFECTIVE IN IMPROVING THE LOT OF THE POOR. BECAUSE POOR PEOPLE LACK THE PERSONAL ASSETS WHICH PRODUCE INCOME, WHAT IS REQUIRED TO HELP THEM IS AN INVESTMENT IN HUMAN CAPITAL. POVERTY CAN ONLY BE ELIMINATED BY PAYING ATTENTION TO EDUCATION, CIVIL RIGHTS, HEALTH, HOUSING, JOB RETAINING, SLUM ABATEMENT, AND OTHER EFFORTS TO ENRICH HUMAN BEINGS. THIS PAPER WAS PRESENTED TO THE POVERTY IN PLENTY SEMINAR (DISTRICT OF COLUMBIA, JANUARY 1964). ED002549 THE STRATEGY AND POLITICAL ECONOMY OF THE WAR AGAINST POVERTY. 1964-01-00 8 N/A 1965 2016-11-22

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No Art Education Children Disadvantaged Economically Disadvantaged Socioeconomic Background MCFEE, JUNE K. THERE ARE CULTURAL DIFFERENCES IN THE CHILDREN OF THE ECONOMICALLY DEPRIVED IN THE UNITED STATES. ART EDUCATION CAN HELP THESE CHILDREN DEAL WITH THEIR ENVIRONMENT. EXAMPLES OF ETHNIC DIVERSITY ARE GIVEN IN REPORTS ON THE CHARACTERISTICS OF SPANISH SPEAKING PEOPLE (MEXICAN-AMERICANS, PUERTO RICANS, AND FILIPINOS), NEGROES, AND AMERICAN INDIANS. EACH OF THESE SEGMENTS OF THE POPULATION HAS CERTAIN TRAITS WHICH WOULD BE NOTICEABLE IN THE ARTISTIC VALUES AND PREDILECTIONS OF THEIR CHILDREN. ART EDUCATORS SHOULD LEARN ABOUT THE VARYING CULTURAL FACTORS AND HOW TO ACCOMMODATE THEM IN THE ART CURRICULUM. AN EXAMPLE WOULD BE THE FUTILITY OF TRYING TO TEACH A SPANISH CHILD TO CONFORM TO AMERICAN STANDARDS OF SUBDUED, MIXED COLORS WHEN HIS ARTISTIC HERITAGE DEMANDS THE BRILLIANT USE OF FULL INTENSITY COLORS. SUGGESTIONS FOR IMPROVING ART EDUCATION FOR DEPRIVED CHILDREN ARE GIVEN. ART TEACHERS SHOULD HELP THE CHILDREN MAINTAIN THEIR PAST CULTURE AND CREATE ART WORK THAT HAS PERSONAL MEANING. CHILDREN SHOULD BE HELPED TO IMPROVE THEIR ENVIRONMENTS NOT ONLY THROUGH AESTHETIC AND CULTURAL MEANS. BUT ALSO THROUGH ORDER, CLEANLINESS, AND GOOD SANITATION PRACTICES. DEVELOPMENT OF CREATIVE ABILITIES WOULD PROVIDE CONSTRUCTIVE NEW WAYS FOR THESE CHILDREN TO BREAK OUT OF THE LIMITATIONS IMPOSED ON THEM, WAYS IN WHICH TO SEEK OUT REMOTE POSSIBILITIES, NEW WAYS TO SEE THEIR PRESENT SITUATION, AND WAYS TO TOLERATE A GREAT DEAL OF FAILURE AS A MEANS OF FINDING A WORKABLE OUTLET FOR THEIR ABILITIES. THE TEACHER SHOULD UNDERSTAND AND RESPECT THE ART INFLUENCE IN THE CHILDRENS' BACKGROUNDS TO HELP THEM DEVELOP A SENSE OF INDIVIDUAL WORTH. THE CHILDREN SHOULD BE MADE INCREASINGLY INDEPENDENT FROM MASS MEDIA SO THAT THE DISTORTIONS OF CERTAIN ADVERTISING DIRECTED TOWARD THE AFFLUENT SOCIETY DO NOT MAKE THEM FEEL MORE REJECTED AND DEPRIVED. ED002550 ART FOR THE ECONOMICALLY AND SOCIALLY DEPRIVED. 1964-09-00 26 N/A 1965 8/17/2004 22:43:29 DISA1965

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No Adolescents Blacks Disadvantaged Objectives School Desegregation GOTTLIEB, DAVID Michigan (East Lansing) MICHIGAN Michigan RESEARCH FINDINGS ON THE PERCEPTIONS, ASPIRATIONS, AND VALUES OF NEGRO AND WHITE HIGH SCHOOL STUDENTS ARE REPORTED. DATA ARE BASED ON A QUESTIONNAIRE ADMINISTERED TO FOUR GROUPS, INCLUDING (1) ALL STUDENTS FROM AN URBAN AND A RURAL NEGRO SEGREGATED SOUTHERN HIGH SCHOOL, (2) ALL STUDENTS FROM A WHITE SEGREGATED HIGH SCHOOL IN EACH OF THE SAME TWO COMMUNITIES, (3) A 25 PERCENT RANDOM SAMPLE OF NEGRO AND WHITE STUDENTS IN AN INTERRACIAL HIGH SCHOOL IN A LARGE, MIDWESTERN, INDUSTRIAL COMMUNITY, AND (4) A 25 PERCENT RANDOM SAMPLE OF NEGRO STUDENTS IN AN ALL-NEGRO HIGH SCHOOL IN A LARGE NORTHERN CITY. AMONG THE FINDINGS ARE THE FOLLOWING--AT EVERY STATUS LEVEL, NEGRO PARENTS HAVE LESS EDUCATION THAN WHITE PARENTS OF SIMILAR BACKGROUNDS. FOR BOTH RACES, EDUCATIONAL ACHIEVEMENT IS LOWEST FOR RURAL YOUTH. MORE NEGROES COME FROM BROKEN HOMES AT EACH CLASS LEVEL THAN DO WHITES. THE LOWER THE CLASS BACKGROUND OF WHITE YOUTH, THE LOWER ARE THEIR MOBILITY ASPIRATIONS. OVER 80 PERCENT OF THE NEGRO STUDENTS AT EACH CLASS LEVEL, HOWEVER, WANT TO GO TO COLLEGE. UNLIKE THE WHITES, NEGRO FEMALES ARE MORE LIKELY TO WANT A COLLEGE EDUCATION THAN NEGRO MALES. MORE NEGROES FROM SOUTHERN SEGREGATED SCHOOLS WANT TO ATTEND COLLEGE THAN THOSE FROM NORTHERN SCHOOLS. EXPECTATIONS IN TERMS OF OCCUPATIONAL PLACEMENT ARE LOWER FOR NEGROES. NEGROES AT SOUTHERN SEGREGATED SCHOOLS MATCH EXPECTATIONS WITH ASPIRATIONS MORE THAN DO THOSE IN NORTHERN SCHOOLS NEGRO YOUTH ARE LESS LIKELY THAN WHITE YOUTH TO PERCEIVE GOAL CONSENSUS BETWEEN THEMSELVES AND TEACHERS. POSITIVE PERCEPTIONS ARE FOUND WHERE NEGRO STUDENTS REFER TO NEGRO TEACHERS. EDUCATORS SHOULD MOVE FROM THE CONCEPT OF THE INTERRACIAL SCHOOL TO A TOTALLY INTEGRATED ONE, BOTH SOCIALLY AND ACADEMICALLY, EVEN THOUGH MANY SEGREGATED NEGRO SCHOOLS ARE SUPERIOR TO INTERRACIAL NORTHERN ONES. DISADVANTAGED NEGROES AND WHITES DO NOT SEE GOAL CONSENSUS BETWEEN CLASSROOM ACTIVITIES AND THEIR OWN ENDS. THUS, EDUCATIONAL EMPHASIS SHOULD BE ON IMMEDIATE BENEFITS OF EDUCATION RATHER THAN ON LONG RANGE PLANS. MORE SYSTEMATIC AND REALISTIC RESEARCH WITH DISADVANTAGED CHILDREN SHOULD BE CONDUCTED. ED002551 GOAL ASPIRATIONS AND GOAL FULFILLMENTS--DIFFERENCES BETWEEN DEPRIVED AND AFFLUENT AMERICAN ADOLESCENTS. 1964-03-00 19 N/A 1965 2016-11-22

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No Dropouts Grade 7 Identification Reading Socioeconomic Status GRIFFIN, EDWARD Quincy Public Schools, IL. Southern Illinois Univ., Carbondale. FACTORS USED TO IDENTIFY POTENTIAL DROPOUTS AMONG INCOMING SEVENTH-GRADERS ARE PRESENTED. THESE INCLUDE SOCIOECONOMIC STATUS DETERMINED FROM THE OCCUPATION OF THE FATHER AND THE AREA OF RESIDENCE, INTELLIGENCE TEST SCORES OBTAINED FROM CUMULATIVE RECORDS, SCHOOL ACHIEVEMENT AVERAGED FROM FIFTH- AND SIXTH-GRADE MARKS, READING ACHIEVEMENT BASED ON SIXTH-GRADE READING GRADE PLACEMENT, AND SCHOOL AND SOCIAL ADJUSTMENT DETERMINED FROM SCORES ON A RATING SHEET GRADING AGGRESSIVE AND WITHDRAWAL TENDENCIES. RESULTS FROM THE ABOVE FACTORS ARE TALLIED ON A ROSTER WORKSHEET AND TOTALS OF FACTOR SCORES ARE MADE. IN EACH OF THESE FACTORS, THE "1" SCORE IS DESIRABLE AND THE "5" SCORE IS CRITICAL. A DISTRIBUTION OF THESE SCORES ARE MADE WITH CONSIDERATION GIVEN TO MISSING SCORES. CUTOFF POINTS ARE ESTABLISHED FOR FIRST, SECOND, AND THIRD PRIORITY DROPOUT-PRONE STUDENTS. CASES OF RETARDATION AND OVERAGE ARE GIVEN CONSIDERATION IN THE PLACEMENT OF A STUDENT IN EITHER FIRST OR SECOND PRIORITY DROPOUT-PRONE CATEGORIES. SUCH SUBJECTIVE INFORMATION AS TEACHER COMMENTS ON CONFIDENTIAL INFORMATION BLANKS IS ALSO CONSIDERED IN CASES WHERE THE POINT SCORE IS ON THE BORDERLINE. THE PERCENTAGES OF SEVENTH-GRADE STUDENTS IDENTIFIED IN EACH CATEGORY ARE LISTED. ED002552 IDENTIFICATION OF SCHOOL DROPOUTS, AN ABSTRACT. 3 N/A 1965 8/17/2004 22:43:33 DISA1965

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No Agricultural Laborers Farm Labor Food Standards Labor Legislation Migrants New York (Albany) New York (Albany) New York State Interdepartmental Committee on Farm and Food Processing Labor, Albany. NUMEROUS PROVISIONS HAVE BEEN MADE BY NEW YORK STATE TO ASSIST AND TO PROTECT FARMERS, THEIR WORKERS, AND THE PUBLIC. SPECIAL SERVICES AND LAWS SHOW THE NATURE OF THIS ASSISTANCE WITH REGARD TO THE ADMINISTRATION AND SUPERVISION OF MIGRANT CHILD CARE PROGRAMS, EDUCATION OF MIGRANT CHILDREN, SANITARY REGULATIONS FOR FARM LABOR CAMPS, FARM LABOR REGISTRATION, OPERATION OF LABOR CAMP COMMISSARIES, CHILD LABOR, PAYMENT OF WAGES, TRANSPORTATION, AND SOCIAL WELFARE. THE JOINT LEGISLATIVE COMMITTEE IS MAKING A STUDY OF THE ADMINISTRATION OF THE MIGRANT LABOR LAWS AND IS CONSIDERING RECOMMENDATIONS FOR FUTURE LEGISLATION. DURING THE HARVESTING SEASON, THE COMMITTEE ENDEAVORS TO DETERMINE HOW LEGISLATION IS RECEIVED BY THOSE AFFECTED AND WHETHER OR NOT IT ACCOMPLISHES ITS OBJECTIVES. ED002553 SUMMARY OF RULES, REGULATIONS AND LAWS THAT AFFECT SEASONAL FARM AND FOOD PROCESSING WORKERS AND THEIR EMPLOYERS IN NEW YORK STATE. 1963-00-00 19 N/A 1965 2016-11-22

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No Agricultural Laborers Braceros Health Needs Migrant Housing Migrants DOUGLASS, M.R. AND OTHERS Colorado (Denver) Colorado (Denver) Colorado State General Assembly, Denver. Legislative Council. CONDITIONS AND PROBLEMS RELATING TO THE EMPLOYMENT OF SEASONAL FARM WORKERS AND MIGRANTS IN COLORADO ARE PRESENTED. THE FIVE MAJOR SEASONAL FARM LABOR STATE EMPLOYMENT AREAS ARE SURVEYED ACCORDING TO (1) THE ORGANIZATION OF THE SEASONAL FARM LABOR (4) TRENDS IN AGRICULTURAL ACREAGE, PRODUCTION, AND TECHNOLOGICAL CHANGE, (5) COMMUNITY ATTITUDES AND PROGRAMS, (6) STATE AND FEDERAL LEGISLATION, AND (7) THE COMPOSITION, ATTITUDES, AND PROBLEMS OF THE SEASONAL FARM LABOR FORCE. THE LEGISLATIVE COUNCIL MIGRATORY LABOR COMMITTEE RECOMMENDS THAT--(1) THE STATE DEPARTMENT OF HEALTH SHOULD EXTEND ITS INSPECTION OF SANITARY FACILITIES AND WATER SUPPLIES AT MIGRANT HOUSING FACILITIES, AND THE HEALTH DEPARTMENT SHOULD INITIATE AN EDUCATION PROGRAM TO ASSIST THE SPONSORS OF MIGRANT LABOR CAMPS TO IMPROVE FACILITIES, (2) THE STATE EMPLOYMENT DEPARTMENT SHOULD REFUSE TO REFER SEASONAL FARM WORKERS TO GROWERS WHOSE HOUSING DOES NOT MEET STANDARDS, (3) THE STATE EMPLOYMENT DEPARTMENT SHOULD EXPAND ITS PARTICIPATION IN THE ANNUAL WORKER PLAN, RECRUIT LOCAL WORKERS AND INTERSTATE MIGRANTS TO THE FULLEST EXTENT, AND EXPAND EFFORTS IN THE EFFECTIVE UTILIZATION AND REALLOCATION OF INTERSTATE SEASONAL FARM WORKERS, AND (4) THE STATE EDUCATION DEPARTMENT AND LOCAL SCHOOL DISTRICTS SHOULD EXPAND THE SUCCESSFUL OPERATION OF MIGRANT SUMMER SCHOOL PROGRAMS. ED002554 MIGRATORY LABOR IN COLORADO. 1962-12-00 255 N/A 1965 2016-11-22

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No Audiovisual Aids Films Instructional Films Learning Students Teaching Methods RADLOW, ROBERT Pennsylvania State Univ., University Park. THE RELATIONSHIP OF VARIOUS MENTAL ABILITIES TO LEARNING FROM FILMS WAS STUDIED TO TEST WHETHER INSTRUCTIONAL FILMS SHOULD BE PREPARED WITH AUDIENCE CHARACTERISTICS CLEARLY DEFINED AND WHETHER FILMS MAY BENEFIT PERSONS WITH CERTAIN MENTAL ABILITIES OR DEFICIENCIES. MEASURES OF FACTUAL LEARNING FROM TWO SOUND MOTION PICTURES WERE OBTAINED FOR A GROUP OF BASIC TRAINEES AT INDIANTOWN GAP MILITARY RESERVATION. VARIOUS ABILITIES WERE MEASURED TO GET ACCURATE DESCRIPTIONS OF THE SUBJECTS. A CONTROL GROUP WHICH DID NOT SEE THE FILMS WAS GIVEN THE SAME INFORMATIONAL TESTS ON THE INSTRUCTIONAL FILMS AS THE EXPERIMENTAL GROUP. HIGH VERBAL COMPREHENSION, GENERAL REASONING, AND SPATIAL ORIENTATION WERE CHARACTERISTICS OF SUPERIOR FILM LEARNERS. PERCEPTUAL SPEED WAS NOT A USEFUL PREDICTOR OF LEARNING. THE LOW RELIABILITY OF SCORES IN THE STUDY LIMITED THE MAGNITUDE OF THE CORRELATIONS THAT COULD BE OBTAINED BETWEEN THOSE GAINS AND THE ABILITIES MEASURED. VERBAL COMPREHENSION WAS NOT ALWAYS THE BEST PREDICTOR OF FILM-LEARNING. THE ABILITY WHICH WAS THE BEST PREDICTOR OF FILM-LEARNING DEPENDED UPON THE SPECIFIC FILM AND UPON HOW LEARNING FROM THE FILM WAS MEASURED. SEVERAL ABILITY MEASURES SHOULD HAVE BEEN USED IN SELECTING TRAINEES. ED002555 THE RELATION OF SOME MEASURES OF ABILITY TO MEASURES OF LEARNING FROM SOUND MOTION PICTURES. 1955-09-00 16 N/A 1965 8/17/2004 22:43:38 DISA1965

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No Administration Audiovisual Aids Budgets Educational Finance Educational Television WENTWORTH, JOHN W. NEW JERSEY New Jersey (Camden) New Jersey COST FACTORS INVOLVED IN EDUCATIONAL TELEVISION PROGRAMS ARE ANALYZED. BASIC ASSUMPTIONS UNDERLYING THE ANALYSIS ARE--(1) TELEVISION IS TO BE USED AS A MAJOR RESOURCE IN THE EDUCATIONAL PROCESS, (2) FOR PURPOSES OF ANALYSIS, A TELEVISION COURSE CONSISTS OF A SERIES OF 144 HALF-HOUR PROGRAMS, PRESENTED FOUR TIMES WEEKLY THROUGHOUT A 36-WEEK SCHOOL YEAR, (3) PROGRAMS ORIGINATE FROM STUDIOS SPECIFICALLY DESIGNED TO FACILITATE INSTRUCTIONAL PROGRAMS, AND PROFESSIONAL PRODUCTION TECHNIQUES COMPARABLE TO THOSE USED IN COMMERCIAL TELEVISION BROADCASTING ARE USED, AND (4) THE TOTAL LEVEL OF TELEVISION TEACHING ACTIVITY IS LARGE ENOUGH TO PROVIDE EFFICIENT LOADS FOR THE STUDIOS AND TELEVISION TAPE MACHINES, AND ALL FACILITIES OPERATE ON A 40-HOUR WEEK AND A 50-WEEK YEAR. STUDIO OPERATING COSTS ARE SUBDIVIDED ACCORDING TO WHETHER THE STUDIOS ARE EQUIPPED WITH VIDICON OR IMAGE ORTHICON CAMERA EQUIPMENT. CAPITAL INVESTMENTS, ANNUAL EXPENSES, AND STUDIO EFFICIENCY ARE TREATED SEPARATELY. THE EQUIPMENT INVESTMENT FOR A VIDICON CAMERA SETUP IS $60,000, WHEREAS THE INVESTMENT WITH IMAGE ORTHICON CAMERAS IS $92,000. TOTAL ANNUAL EXPENSES FOR THE FORMER IS $47,000, FOR THE LATTER IT IS $58,000. PRODUCTION COSTS PER COURSE WOULD BE $19,950 AND $21,280 RESPECTIVELY. THE COST PER PROGRAM WOULD BE $138 FOR VIDICON AND $148 FOR IMAGE ORTHICON. CAPITAL INVESTMENT IN A PAIR OF TV TAPE MACHINES IS $90,000, FOR A PAIR OF ECONOMY MODEL TV TAPE MACHINES, $60,000. ED002556 A SIMLIFIED ANALYSIS OF COST FACTORS IN THE PRODUCTION AND RECORDING OF INSTUCTIONAL TELEVISION PROGRAMS. 1961-08-00 9 N/A 1965 2016-11-22

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No Audiovisual Aids Educational Technology Programed Instruction Speech Education Teaching Methods PERRIN, DON CALIFORNIA California (Los Angeles) California California (Los Angeles) A GENERALIZED DISCUSSION OF INSTRUCTIONAL TECHNOLOGY AND A REVIEW OF SPECIFIC METHODS, MATERIALS, AND EQUIPMENT THAT APPLY TO TEACHING, PARTICULARLY SPEECH TEACHING, ARE PRESENTED. INSTRUCTIONAL TECHNOLOGY IS THE COMBINATION OF SCIENCE AND ENGINEERING TO SOLVE AN EDUCATIONAL PROBLEM. IT INVOLVES NEW METHODS OF ORGANIZING AND PRESENTING INFORMATION, AND NEW OR REVISED TECHNIQUES, MATERIALS, AND EQUIPMENT TO SERVE SPECIFIC LEARNING NEEDS. CAREFUL ANALYSIS OF LEARNING OBJECTIVES AND THE SUBJECT MATTER TO BE TAUGHT IS NECESSARY FOR OPTIMUM PROGRAMING. NEW CONCEPTS OF ADMINISTRATION ARE NEEDED TO OVERCOME THE LACK OF PROPER TRAINING, PROGRAMING, AND MAINTENANCE OF TECHNOLOGICAL AIDS BY INDIVIDUAL SCHOOLS. THE SYSTEMS APPROACH, IN WHICH ALL MATERIALS RELEVANT TO A PARTICULAR LESSON UNIT ARE PACKAGED TOGETHER, IS ONE SOLUTION TO SUCH PROBLEMS. THE PRESENT TREND IN TEACHING METHODS TOWARD THE FUSION OF SMALL GROUP, LARGE GROUP, AND CONVENTIONAL CLASSROOM INSTRUCTION INTO AN INSTRUCTIONAL SYSTEM HAS BEEN INFLUENCED BY INSTRUCTIONAL TECHNOLOGY. TUTORIAL OR LABORATORY SITUATIONS ARE GEARED TOWARD SPECIFIC LEARNING NEEDS OF INDIVIDUAL STUDENTS, ALLOW BEHAVIOR TO BE SHAPED WITHIN CLOSER LIMITS THAN IS POSSIBLE WITH GROUP TEACHING, AND GIVE THE STUDENT IMMEDIATE KNOWLEDGE OF RESULTS. STUDENTS CAN MASTER THE MATERIAL AT THEIR OWN RATES. TAPE RECORDERS AID IN LEARNING SPOKEN LANGUAGE AND PRONUNCIATION. A TREND IN MATERIALS, BROUGHT ABOUT BY THE NEW TECHNOLOGY, IS TOWARDS INCREASED USE OF PREPARED MATERIALS THAT ARE INTEGRATED WITH CURRICULUM AND LESSON PLANS. STUDENTS WORK WITH THE MATERIALS INDIVIDUALLY OR IN SMALL GROUPS. TEXTBOOKS ARE BEING SUPPLEMENTED WITH SUCH MATERIALS AS WORKBOOKS, PROGRAMED TEXTS, FILMS, FILMSTRIPS, AND RECORDINGS. THE TREND IN EQUIPMENT IS TOWARD PERMANENT INSTALLATION. USE OF EQUIPMENT AND MATERIALS IS DETERMINED BY THEIR AVAILABILITY, ACCESSIBILITY, AND SIMPLICITY OF USE. ED002557 TECHNOLOGY AND ITS APPLICATION TO SPEECH EDUCATION--AN OVERVIEW. 1963-05-00 16 N/A 1965 2016-11-22

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No Achievement Grade 1 Physical Sciences Programed Instruction Teaching Machines DEISLER, EVAN R. MCNEIL, JOHN D. California (Los Angeles) CALIFORNIA California California (Los Angeles) A STUDY OF THE DEVELOPMENT OF AN AUTOINSTRUCTIONAL PROGRAM IN PHYSICAL SCIENCE FOR FIRST-GRADE PUPILS WAS DESCRIBED. OBJECTIVES WERE TO DETERMINE THE EXTENT TO WHICH FIRST-GRADE CHILDREN COULD LEARN ABSTRACT CONCEPTS OF MOLECULAR THEORY AND USE THEM TO EXPLAIN EVAPORATION AND CONDENSATION, AND TO DISCOVER THE EFFICACY OF THE AUTOINSTRUCTIONAL METHOD USING A TEACHING MACHINE CALLED THE VIDEOSONIC TUTOR. IN THE FIRST PHASE OF THE STUDY, A 400-ITEM PROGRAM ON MOLECULAR THEORY WAS ADMINISTERED TO SIX PUPILS FOR 12 SESSIONS EACH. CONTROL GROUPS WERE MATCHED WITH THE EXPERIMENTAL GROUPS. RESULTS INDICATED THAT CHILDREN MAINLY LEARN SIMPLE RELATIONSHIPS. NO DIFFERENCES IN TRANSFER ABILITY WERE FOUND BETWEEN EXPERIMENTAL AND CONTROL GROUPS. ON THE BASIS OF THE FINDINGS, PROGRAM REVISIONS WERE MADE IN THE SECOND PHASE, AND THIS NEW PROGRAM WAS PRESENTED UNDER MORE HIGHLY STANDARDIZED CONDITIONS. ON A POST-TEST, CHILDREN SHOWED BETTER LEARNING THAN IN THE FIRST PHASE, BUT ABILITY TO GENERALIZE WAS STILL POOR. IN THE THIRD PHASE, ITEMS WERE REVISED AGAIN AND, IN ADDITION, A SPECIAL SET OF INSTRUCTIONS FOR THE PHYSICAL OPERATION OF THE VIDEOSONIC TUTOR WAS PROGRAMED. THE EXPERIMENTAL GROUP SCORED MUCH HIGHER ON A POST-TEST THAN DID THE CONTROL GROUP. TENTATIVE CONCLUSIONS WERE THAT (1) FIRST-GRADERS CAN LEARN ABSTRACT CONCEPTS OF MOLECULAR THEORY AND CAN USE THEM TO EXPLAIN PHYSICAL PHENOMENA OF EVAPORATION AND CONDENSATION, WITH ONE EXCEPTION--THE SUBJECTS' INTERESTS WERE HELD BY THE VIDEOSONIC TUTOR FOR A 3-WEEK PERIOD, (2) THE USE OF STILL PICTURES IN THE VIDEOSONIC TUTOR DID NOT MAKE IT IMPOSSIBLE TO TEACH CONCEPTS INVOLVING MOTION, (3) MOST OF THE SUBJECTS COULD USE PREVIOUSLY UNFAMILAR TERMS IN ADDITION TO THEIR OWN WORDS IN DEALING WITH NEW SITUATIONS, BUT SOME HESITATED IN VERBALIZING THE TERMS, AND (4) THE USE OF EARPHONES ELIMINATED DISTRACTIONS. ED002558 VIDEOSONIC AUTO-INSTRUCTIONAL PROGRAM FOR TEACHING MOLECULAR THEORY IN THE LOWER ELEMENTARY GRADES--AN INTERIM REPORT OF PROGRESS AND PRELIMINARY FINDINGS. 1960-07-00 16 N/A 1965 2016-11-22

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No Autoinstructional Aids Digital Computers Educational Technology Teaching Machines KOPSTEIN, FELIX F. SHILLESTAD, ISABEL J. WRIGHT PATTERSON AIR FORCE BASE OHIO Ohio Aeronautical Systems Div., Wright-Patterson AFB, OH. THE STATE OF THE ART OF AUTOINSTRUCTION AND TEACHING DEVICES IS SUMMARIZED, AND INSTRUCTIONAL DEVICES DEVELOPED THROUGH APRIL 1961 ARE CATALOGED WITH THE AIM OF SUGGESTING POSSIBLE APPLICATIONS TO LOCAL TRAINING OR EDUCATIONAL PROBLEMS. IN THE FIRST SECTION, AN OVERVIEW OF AUTOINSTRUCTION IS PRESENTED. THE INSTRUCTIONAL PRESENTATION IS AIMED AT THE INDIVIDUAL STUDENT. IT INVOLVES A CLOSED LOOP WITH FEEDBACK CONTROL OVER THE LEARNING PROCESS, PROVIDES CONSTANT TESTING OF THE PROFICIENCY BEING ATTAINED BY THE LEARNER, AND ALLOW FOR MODIFICATION ON THE BASIS OF STUDENT ERRORS. ALTHOUGH IT IS NOT A NEW CONCEPT, ITS NOVELTY DERIVES FROM THE SYSTEMATIC APPLICATION OF LEARNING PRINCIPLES. PRACTICAL BENEFITS ARE PRESENTED UNDER THE CATEGORIES OF EFFICIENCY, ECONOMY, AND FLEXIBILITY OF OPERATION. SUCH SPECIALIZED TERMINOLOGY AS PROGRAMING, LINEAR AND BRANCHING TECHNIQUES, FRAMES, AND TYPES OF RESPONSES ARE DEFINED. THE PROGRAMING FORMATS INVOLVED IN THE MAJOR SCHOOLS OF THOUGHT (THE PRESSEY, SKINNER, CROWDER, AND PASK FORMATS) ARE DISCUSSED. EVALUATION CRITERIA ARE DIVIDED INTO FOUR ASPECTS CONSIDERING THE LEVEL OF PROFICIENCY TO BE EXPECTED, THE COMPOSITION OF THE GROUP FOR WHICH THE EFFICACY OF THE PROGRAM IS DEMONSTRATED, THE AMOUNT OF TIME REQUIRED TO ACHIEVE THE SPECIFIED LEVEL OF PROFICIENCY, AND THE COST PER STUDENT-HOUR. AMONG THE CONSIDERED FUTURE DIRECTIONS OF PROGRAMING ARE THE CONTINUED EMPHASIS ON VERBAL OR SYMBOLIC TYPES OF LEARNING ALONG WITH APPLICATION OF THE TECHNIQUES TO MOTOR SKILLS, AND THE GREATER ROLE TO BE PLAYED BY DIGITAL COMPUTERS. IN THE SECOND SECTION AUTOINSTRUCTIONAL DEVICES OF MAJOR IMPORTANCE AS OF 1961 ARE CATALOGED AND DESCRIBED. THESE INCLUDE SKINNER MACHINES, PRESSEY MACHINES, CROWDER TECHNIQUE, SELF-ORGANIZING SYSTEMS, AUDIOVISUAL MACHINES, DIGITAL COMPUTERS AS TEACHING MACHINES, AND MISCELLANEOUS DEVICES. A LIST OF TEACHING MACHINE PATENTS IS GIVEN. ED002559 A SURVEY OF AUTOINSTRUCTIONAL DEVICES. 1961-04-00 123 N/A 1965 2016-11-22

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No Audiovisual Aids Curriculum Guides Kindergarten Language Arts Primary Education ALLISON, GERTRUDE AND OTHERS New York (Syracuse) New York (Syracuse) Syracuse City School District, NY. GOALS OF THE LANGUAGE ARTS CURRICULUM FOR KINDERGARTEN CHILDREN ARE--(1) TO DEVELOP A MEANINGFUL VOCABULARY OF BASIC WORDS, (2) TO TEACH THE CHILD TO LISTEN, (3) TO ENCOURAGE APPRECIATION OF THE WRITTEN WORD, DRAMATIC EXPERIENCES, AND STORIES, POEMS, AND MUSIC, AND (4) TO ENCOURAGE GOOD SPEECH HABITS. THE UNIT AREAS OF THE LANGUAGE ARTS COURSE ARE TAUGHT SIMULTANEOUSLY THROUGHOUT THE YEAR RATHER THAN IN SEQUENCE. THE DAILY PROGRAM INCLUDES LISTENING ACTIVITIES AND THE CONTRIBUTION OF MUSIC TO LISTENING SKILLS, OBSERVING, SPEAKING, WRITING, AND SUCH ASPECTS OF LITERATURE AS STORY TELLING, POETRY, CHORAL SPEAKING, AND INTERPRETATION OF DRAMATIC EXPERIENCE. INSTRUCTIONAL SUGGESTIONS FOR THE TEACHER INCLUDE (1) ESTABLISHING A PLEASANT CLASSROOM ATMOSPHERE THAT ENCOURAGES THE SHY CHILD, (2) PROVIDING A MODEL OF SPEECH FOR THE CHILDREN TO IMITATE, (3) BALANCING SPEAKING AND LISTENING ACTIVITIES, (4) USING APPROPRIATE AND DESCRIPTIVE WORDS TO ENRICH THE CHILDREN'S VOCABULARY, (5) BEING AWARE OF HOME AND NEIGHBORHOOD BACKGROUNDS IN RELATION TO LANGUAGE HEARD IN THE HOME, (6) BEING INTERESTED IN THINGS THAT INTEREST THE CHILDREN, (7) ENLARGING THE CHILDREN'S FRAME OF REFERENCE BY PROVIDING NEW AND VARIEDMATERIALS A EXPERIENCES, AND (8) BEING ALERT TO INDIVIDUAL SPEECH PROBLEMS. CLASSROOM PARTICIPATION, INFORMALITY, AND THE USE OF SPONTANEOUS SITUATION, INFORMALITY, AND THE USE OF SPONTANEOUS SITUATIONS AS THEY OCCUR ARE IMPORTANT ASPECTS OF INSTRUCTION. A VARIETY OF MATERIALS AND RELATED ACTIVITIES STIMULATE THE CHILD'S CURIOSITY AND ACCELERATE HIS LEARNING IN THE LANGUAGE ARTS. OPPORTUNITIES FOR CONVERSATION, EXPLANATION OF WORK, AND DISCUSSION OF PROPOSED ACTIVITY ARE IMPORTANT. SUGGESTED ART MEDIA INCLUDE PAINT, CRAYONS, CHALK, PAPER WORK, AND MODELING MATERIALS. BLOCK BUILDING, TOOLS AND WOODWORKING, AND SUCH AUDIOVISUAL AIDS AS FLANNEL BOARD, FILMS, AND FILMSTRIPS CONTRIBUTE TO LANGUAGE ARTS. THROUGH THE USE OF SUCH MATERIALS AS LOTTO, PUZZLES, AND PARQUETRY BLOCKS, CHILDREN LEARN TO MATCH PICTURES, SIGNS, AND COLORS, AND TO USE THE NAMES OF OBJECTS. BIBLIOGRAPHIES FOR TEACHERS AND CHILDREN, AND LISTS OF FILMS, FILMSTRIPS, AND RECORDS ARE INCLUDED. ED002560 LANGUAGE ARTS IN THE KINDERGARTEN. 1959-11-00 42 N/A 1965 2016-11-22

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No Academic Achievement College Students Educational Media Educational Television Teaching Methods Television Research SCHRAMM, WILBUR California (Stanford) CALIFORNIA California California (Stanford) TELEVISED INSTRUCTION WAS FOUND TO BE AS EFFECTIVE AS CLASSROOM INSTRUCTION WHEN RESULTS WERE MEASURED BY FINAL EXAMINATIONS OR BY STANDARDIZED TESTS. STUDENT ATTITUDES TOWARD INSTRUCTIONAL TELEVISION WERE VARIED, GRADE SCHOOL STUDENTS THOUGHT THEY LEARNED MORE FROM TELEVISED CLASSES, BUT HIGH SCHOOL AND COLLEGE STUDENTS WERE DOUBTFUL. COLLEGE STUDENTS WERE GENERALLY LESS ENTHUSIASTIC THAN HIGH SCHOOL STUDENTS. ATTITUDES OF COLLEGE STUDENTS DEPENDED PARTIALLY ON THE SUBJECT INVOLVED. MOST TELEVISION TEACHERS FAVORED THE MEDIUM, WHERAS THOSE WHO DID NOT TEACH TENDED TO BE SUSPICIOUS AND RESISTANT. TEACHER ATTITUDES VARIED WITH THE SUBJECT INVOLVED. WHEN VIEWING CONDITIONS WERE EQUALLY SATISFACTORY, CLASS SIZE HAD NO EFFECT ON LEARNING FROM TELEVISION. MOST STUDIES FOUND NO SIGNIFICANT DIFFERENCES IN RETENTION OF SUBJECT MATTER WHETHER THE TEACHING WAS FACE-TO-FACE OR BY TELEVISION. A NOVELTY EFFECT WAS PRESENT IN MOST OF THE STUDIES, BUT IT WAS NOT ALWAYS FAVORABLE. SUCH INTANGIBLE LOSSES THROUGH TELEVISED TEACHING AS LACK OF SOCIAL INTERACTION AND LACK OF CONCERN FOR INDIVIDUAL DIFFERENCES WERE FOUND, BUT TELEVISION STUDENTS DID WELL IN TESTS OF CRITICAL THINKING, PROBLEM SOLVING, AND OTHER NONROTE ASPECTS OF LEARNING. RESEARCH ON THE RELATION OF FORMS OF TELEVISED TEACHING TO LEARNING HAS REINFORCED THE BELIEF THAT GOOD TEACHING IS THE SAME ON TELEVISION, FILM, OR THE LECTURE PLATFORM. ED002561 WHAT WE KNOW ABOUT LEARNING FROM INSTRUCTIONAL TELEVISION. 35 N/A 1965 2016-11-22

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No Career Choice Employment Qualifications Objectives Occupational Information Occupations FOLGER, JOHN K. NAM, CHARLES B. Florida (Tallahassee) Florida Florida State Univ., Tallahassee. SOCIAL, DEMOGRAPHIC, AND ECONOMIC FACTORS AFFECTING SCHOOL ENROLLMENT, RETARDATION, DROPOUT, AND COLLEGE ATTENDANCE WERE INVESTIGATED. FACTORS AFFECTING THE LEVEL OF EDUCATIONAL ATTAINMENT, INCLUDING THE RELATION OF EDUCATION TO OCCUPATION, WERE ALSO CONSIDERED. PROCEDURES INVOLVED ANALYSIS OF STATISTICAL DATA FROM CENSUS MATERIALS. CHANGES IN ENROLLMENT RATES, 1900-60, WERE STUDIED. TRENDS IN GRADE RETARDATION INDICATE A VERY SUBSTANTIAL DECLINE. BECAUSE OF COMPULSORY ATTENDANCE, FACTORS SUCH AS EDUCATIONAL CHOICE, ECONOMIC STATUS, AND SATISFACTORY SCHOOL ACHIEVEMENT AFFECT ONLY ENROLLMENT PATTERNS OF LATE HIGH SCHOOL AND COLLEGE LEVELS. FACTORS CONSIDERED WHICH MAY AFFECT THE EDUCATIONAL ATTAINMENT LEVEL ARE SEX, AGE, RACE, ETHNIC GROUPINGS, RELIGION, GEOGRAPHIC REGIONS, URBAN AS OPPOSED TO RURAL AREAS, AND SOCIOECONOMIC LEVEL. EDUCATIONAL ATTAINMENT WITHIN THE BROAD OCCUPATIONAL CATEGORIES OF THE CENSUS HAD INCREASED SUBSTANTIALLY FOR MOST OCCUPATIONS IN THE LAST TWO DECADES. THE DATA ALSO INDICATE THAT THERE HAS BEEN A DECLINE IN THE STRENGTH OF THE RELATIONSHIP BETWEEN EDUCATIONAL ATTAINMENT AND OCCUPATION, AND THAT THIS DECLINE IS LIKELY TO CONTINUE. ED002562 A STUDY OF EDUCATION AND THE SOCIAL STRUCTURE. 1965-00-00 115 N/A 1965 2016-11-22

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No Gifted Individualized Programs Junior High School Students Residential Institutions Underachievement MCCALLISTER, RALPH AND OTHERS North Carolina (Raleigh) North Carolina (Rougemont) North Carolina North Carolina (Raleigh) Learning Inst. of North Carolina, Rougemont. North Carolina State Dept. of Public Instruction, Raleigh. STUDENTS INVOLVED WOULD BE UNDERACHIEVING JUNIOR HIGH SCHOOL STUDENTS. THEY WOULD BE CHOSEN TO PARTICIPATE ON THE BASIS OF ESTIMATED POTENTIAL. THREE OBJECTIVES ARE TO RAISE THE STUDENT'S WORK TO THE LEVEL OF HIS REGULAR SCHOOL, TO HELP HIM OVERCOME HIS SPECIAL PROBLEMS IN BASIC LEARNING SKILLS, AND TO HELP HIM JUDGE WHAT HE MIGHT BECOME AND ACHIEVE. TEACHERS WOULD BE EXCEPTIONALLY GIFTED. INSTRUCTION WOULD BE INDIVIDUAL AND WOULD EMPHASIZE PROGRAMED CURRICULUM MATERIALS, AND OTHER NEW TECHNIQUES. MECHANICAL DEVICES MIGHT BE USED. ALSO EVERY EFFORT TO MAINTAIN A FRIENDLY, CONSIDERATE ATMOSPHERE WOULD BE MADE. COUNSELORS WOULD BE USED IN ADDITION TO ONE TEACHER FROM THE LOCAL SCHOOL, WHO WOULD ACCOMPANY EVERY SEVEN STUDENTS, WOULD BE TRAINED TO USE NEW TECHNIQUES, AND WOULD PARTICIPATE IN COURSES DESIGNED TO HELP HIM UNDERSTAND AND WORK MORE EFFECTIVELY WITH THE PROBLEMS OF UNDERACHIEVEMENT, DEPRIVATION, AND ALIENATION AMONG STUDENTS. ED002563 PROGRAM AND RESEARCH DESIGN FOR A REMEDIAL RESIDENTIAL SCHOOL FOR UNDERACHIEVERS. 1964-12-00 161 N/A 1965 2016-11-22

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No Disadvantaged Discrimination Learning Intergroup Relations Social Discrimination Teacher Attitudes SNYDER, CLINTON A. OHIO COLUMBUS Ohio DISCRIMINATION IN THE SCHOOLS CAN ASSUME MANY FORMS. ONE KIND OF PREJUDICE INVOLVING THE ATTITUDES HELD TOWARD LOWER SOCIOECONOMIC CLASSES MAY BE TERMED "SITUATIONAL BIAS." IT IS DEFINED AS AN EVENT WHEREIN A PERSON, PERSONS, OR AN AGENCY DOES NOT HAVE FACILITIES AVAILABLE TO COUNTERACT THE ABSENCE OR PRESENCE OF A QUALITY OR ATTRIBUTE WHICH RESTRICTS OR RESTRAINS ONE'S PARTICIPATION IN AN ACTIVITY ACCESSIBLE TO OTHERS NOT SO CHARACTERIZED. THIS ARTICLE WAS PUBLISHED IN "THEORY INTO PRACTICE - INTERGROUP RELATIONS EDUCATION," VOLUME 2, JUNE 1963. ED002564 SITUATIONAL BIAS, A SPECIAL FORM OF DISCRIMINATION. 1963-06-00 7 N/A 1965 2016-11-22

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No Intergroup Relations Social Bias Social Discrimination Stereotypes Teacher Education RINEHART, JAMES W. OHIO COLUMBUS Ohio DISCUSSED IS THE NATURE OF STEREOTYPES AND THEIR RELATIONSHIPS TO PREJUDICE AND DISCRIMINATORY BEHAVIOR. STEREOTYPES ARE DEFINED AS SETS OF BELIEFS, USUALLY STATED IN THE FORM OF CATEGORICAL GENERALIZATIONS, WHICH PEOPLE HOLD ABOUT MEMBERS OF THEIR OWN OBJECTIVE FACTS. THERE IS HIGH AGREEMENT ON THE TRAITS USED TO DESCRIBE PARTICULAR MINORITY GROUPS, FOR EXAMPLE, JEWS ARE SHREWD OR MERCENARY. PEOPLE OF DIVERSE ETHNIC AND NATIONAL ORIGINS TEND TO STEREOTYPE MEMBERS OF PARTICULAR GROUPS, SUCH AS NEGROES, IN SIMILAR TERMS. MEMBERS OF MINORITY GROUPS FREQUENTLY STEREOTYPE THEMSELVES IN MUCH THE SAME MANNER AS OTHERS STEREOTYPE THEM. IT IS POINTED OUT THAT STEREOTYPES, LIKE LANGUAGES, ARE LEARNED IN INTERACTION WITH OTHERS AND UNDERGO A DEVELOPMENTAL PROCESS. THE BASIC SOURCES OF STEREOTYPE DIFFUSION ARE PARENTS, RELATIVES, EDUCATORS, AND PLAYMATES. SCHOOL SHOULD ESTABLISH A COMPREHENSIVE PROGRAM OF INTERCULTURAL EDUCATION. TEACHERS CAN DISCOURAGE STEREOTYPES BY INCREASING AWARENESS IN THEIR STUDENTS OF THE KINDS AND DEGREES OF GROUP DIFFERENCES. THIS ARTICLE WAS PUBLISHED IN "THEORY INTO PARACTICE - INTERGROUP RELATIONS EDUCATION," VOLUME 2, JUNE 1963. ED002565 THE MEANING OF STEREOTYPES. 1963-06-00 8 N/A 1965 2016-11-22

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No College Students Educational Research Intergroup Relations Scientific Methodology LEFTON, MARK COLUMBUS OHIO Ohio THE USE OF THE SCIENTIFIC METHOD IS OFFERED AS THE MOST PRODUCTIVE WAY OF PROMOTING BETTER PRACTICE IN INTERGROUP EDUCATION. THE TRIAL AND ERROR METHOD CAN BE USED, BUT THE SCIENTIFIC "WHY" SHOULD BE RAISED TO DETERMINE THE REASON FOR A SPECIFIC TECHNIQUE'S SUCCESS. THE FIRST STEP TOWARD ACHIEVING A SCIENTIFIC APPROACH TO THE PROGRAMING AND EVALUATING OF INTERGROUP RELATIONS EDUCATION IS TO CONVERT DIFFICULTIES INTO PROBLEMS. FOR EXAMPLE RATHER THAN TO ASK "HOW CAN WE REDUCE PREJUDICE AMONG STUDENTS.", THE QUESTION SHOULD BE CHANGED TO "ARE MOVIES FAVORABLE TO RACIAL MINORITIES EFFECTIVE IN REDUCING RACE PREJUDICE.". SUCH A RESEARCH APPROACH PERMITS THE STEP-BY-STEP EVALUATION OF TECHNIQUES USED TO ACCOMPLISH LONG-RANGE GOALS. THIS ARTICLE WAS PUBLISHED IN "THEORY INTO PRACTICE- - INTERGROUP RELATIONS EDUCATION," VOLUME 2, JUNE 1963. ED002566 ON RESEARCH AND INTERGROUP RELATIONS. 1963-06-00 6 N/A 1965 2016-11-22

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No Curriculum Research Human Resources Intergroup Relations Secondary Education Teaching Methods SOBEL, MORTON J. COLUMBUS OHIO Ohio PRESENTED IS A WIDERANGING DISCUSSION OF RESOURCES AVAILABLE TO EDUCATORS CONCERED WITH IMPROVING INTERGROUP-RELATIONS EDUCATION. AUDIOVISUAL MATERIALS ARE AVAILABLE AS WELL AS RECORDINGS AND FILMSTRIPS. AUDIENCE PARTICIPATION TECHNIQUES SUCH AS ROLE-PLAYING OR THE "RUMOR CLINIC" ARE DESCRIBED. BOOKS AVAILABLE FOR ADMINISTRATORS AND STAFF ARE "INTERGROUP EDUCATION IN KINDERGARTEN-PRIMARY GRADES,""TEACHING AND LEARNING THE DEMOCRATIC WAY,""THE JIM CROW SCHOOL--NORTH AND WEST," AND "CHALLENGE TO AMERICA." BOOK LISTS GIVEN ARE "READING LADDERS FOR HUMAN RELATIONS" AND "ABOUT ONE HUNDRED BOOKS--A GATEWAY TO BETTER INTERGROUP UNDERSTANDING." SPECIFIC MATERIALS FOR ELEMENTARY SCHOOL CHILDREN MENTION INCLUDED FILMS, CHORAL READINGS, AND BOOKS. SPECIFIC MATERIALS FOR SECONDARY SCHOOL PUPILS ARE INCLUDED ALSO. PERIODICALS, RESEARCH BULLETINS, AND NAMES OF ORGANIZATIONS WHICH CAN SUPPLY MATERIALS RELEVANT TO INTERGROUP RELATIONS ARE LISTED. THIS ARTICLE WAS PUBLISHED IN "THEORY INTO PRACTICE-INTERGROUP RELATIONS EDUCATION," VOLUME 2, JUNE 1963. ED002567 TIP ON BOOKS--RESOURCE MATERIALS ON INTERGROUP RELATIONS EDUCATION. 1963-06-00 9 N/A 1965 2016-11-22

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No Discipline Staff Utilization Student Reaction Teacher Attitudes Team Teaching Test Results KIRKPATRICK, LAURENCE SHAMBEC, LILLIAN Centinela Valley Union High School District, Hawthorne, CA. AN EVALUATIVE STUDY OF STAFF UTILIZATION PATTERNS WAS UNDERTAKEN WITH FOUR MAJOR GOALS--TO MEASURE STUDENT PROGRESS UNDER VARIOUS TEAM PATTERNS, TO DETERMINE STUDENT AND TEACHER REACTION TO NEW DESIGNS AND PARTICULAR ASPECTS OF TEAM TEACHING, TO ESTABLISH CRITERIA FOR MORE DEFINITIVE EVALUATIVE PROCEDURES, AND TO ESTABLISH STRONGER, MORE WORKABLE TEAM PROGRAMS THROUGH RESEARCH FINDINGS. THE ULTIMATE AIM WAS TO PROVIDE LEARNING OPPORTUNITIES FOR YOUTH THROUGH THE DISCOVERY AND APPLICATION OF THE BEST METHODS OF INSTRUCTION. LIMITATIONS INCLUDED DISPARITY BETWEEN STUDENT TEACHER RATIOS WITH TEAM TEACHING, TO ESTABLISH CRITERIA FOR MORE DEFINITIVE EVALUATIVE PROCEDURES, AND TO ESTABLISH STRONGER, MORE WORKABLE TEAM PROGRAMS THROUGH RESEARCH FINDINGS. THE ULTIMATE AIM WAS TO PROVIDE LEARNING OPPORTUNITIES FOR YOUTH THROUGH THE DISCOVERY AND APPLICATION OF THE BEST METHODS OF INSTRUCTION. LIMITATIONS INCLUDED DISPARITY BETWEEN STUDENT TEACHER RATIOS WITH TEAM AND CONTROL GROUPS, NECESSITY FOR BETTER CONTROL CONDITIONS BY ELIMINATING THE TEACHER VARIABLE, AND QUESTIONABLENESS OF SOME DATA BECAUSE TESTS HAD BEEN ADMINISTERED UNDER VARYING CONDITIONS. IMPRESSIONS WERE BORNE OUT BY TEST RESULTS, STUDENT QUESTIONNAIRES, AND TEACHER QUESTIONNAIRES. MEASURED PROFICIENCY OF TEAM TEACHING GROUPS WAS GENERALLY BETTER THAN THAT ATTAINED BY CONTROL GROUPS. ELIMINATING 1 OR 2 DAYS A WEEK FROM CONVENTIONAL STUDENT PROGRAMS HAD NO DELETERIOUS EFFECT ON MEASURED GROUP PROFICIENCY. DISCIPLINE PROBLEMS WERE MINIMIZED. STUDENTS ENJOYED THE CHANCE TO PARTICIPATE IN SMALL GROUPS. AND PRAISED THE PROGRAM IN ITS PREPARATION FOR COLLEGE, ENCOURAGEMENTS OF CREATIVITY AND INDEPENDENCE AND THE HIGH LEVEL OF TEACHER PLANNING AND PREPARATION. TEACHERS SHOWED ENTHUSIASM FOR THE PROGRAM AND FELT THAT THE MORE RESPONSIBLE STUDENTS PROFIT BEST FROM TEAM PROGRAMS. THEY LISTED FLEXIBILITY OF SCHEDULE, QUALITY OF WORK ACCOMPLISHED, AND IMPROVEMENT IN CLASSROOM CLIMATE AS THE MOST POPULAR FEATURES OF TEAM TEACHING, EVEN THOUGH TEAMS DIFFERED IN SUBJECT MATTER, STUDENT LEVEL, SIZE, PURPOSE, METHODS AND PLANS, IT WAS SHOWN THAT INDIVIDUAL STRUCTURE OF EACH TEAM HAD LITTLE BEARING ON EVENTUAL RESULTS. PROFICIENCY TESTS SHOW ADEQUATE OR HIGHER SCORES, STUDENTS AND TEACHERS WERE WELL SATISFIED. ED002568 AN EVALUATION OF STAFF UTILIZATION PROJECTS IN THE CENTINELA VALLEY UNION HIGH SCHOOL DISTRICT. 1963-00-00 121 N/A 1965 8/17/2004 22:43:59 DISA1965

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No Academic Achievement Elementary Education Self Contained Classrooms Student Adjustment Teacher Education Team Teaching LAMBERT, PHILIP AND OTHERS MADISON Wisconsin Univ., Madison. EXPLORED ARE TEACHING AND LEARNING RELATIONSHIPS OR FORMS OF CLASSROOM INTERACTION IN THE TEAM TEACHING ARRANGEMENT, AND THE DIFFERENCES BETWEEN THESE AND TRADITIONAL CLASSROOM INTERACTION WITH RESPECT TO STUDENT ADJUSTMENT AND STUDENT ACHIEVEMENT. AN ATTEMPT WAS MADE TO IMPROVE THE SOPHISTICATION OF EDUCATIONAL RESEARCH INSTRUMENTS. A 2-YEAR TEAM TEACHING PROGRAM INVOLVING AN ENTIRE ELEMENTARY SCHOOL FORMED THE BASIS OF STUDY. CONCLUSIONS WERE THAT SIGNIFICANT DIFFERENCES IN CLASSROOM INTERACTION AND IN STUDENT ACHIEVEMENT EXIST BETWEEN THE TEAM AND SELF-CONTAINED ORGANIZATIONS, BUT NO SIGNIFICANT DIFFERENCES WERE FOUND IN PERSONAL AND SOCIAL ADJUSTMENT, IN TEACHER AWARENESS OF STUDENT CHARACTERISTICS, IN ABSENTEEISM, IN THE FREQUENCY OF DISCIPLINE INFRACTIONS, AND IN CHANGES IN THE SOCIAL STRUCTURE WITHIN THE CLASSES ORGANIZED ON A TEAM-TEACHING BASIS AND THOSE ORGANIZED ON A SELF-CONTAINED BASIS. MAJOR EMPHASIS WAS PLACED ON THE METHODOLOGY OF RESEARCH AND THE ANALYSIS OF DATA. EXTENSIVE TABLES ARE INCLUDED. ED002569 CLASSROOM INTERACTION, PUPIL ACHIEVEMENT AND ADJUSTMENT IN TEAM TEACHING AS COMPARED WITH THE SELF-CONTAINED CLASSROOM. 1964-00-00 272 N/A 1965 2016-11-22

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No Black Influences Intergroup Relations Minority Groups Religious Differences Religious Factors Social Studies Textbooks HARRIS, JUDAH J. COLUMBUS OHIO Ohio RESULTS OF SURVEYS OF SOCIAL STUDIES TEXTBOOKS USED IN PUBLIC ELEMENTARY AND SECONDARY SCHOOLS AND PAROCHIAL SCHOOLS ARE PRESENTED. IN SECONDARY TEXTBOOKS, FOCUS WAS ON THE ATTENTION GIVEN TO THE TREATMENT OF JOBS, OF AMERICAN NEGROES, OF IMMIGRANTS, AND OF MINORITIES UNDER NAZISM. IT WAS FOUND THAT (1) ANCIENT HEBREW HISTORY, TO THE EXCLUSION OF LATER JEWISH HISTORY, IS EMPHASIZED, (2) NEGRO POSITIONS IN CONTEMPORARY SOCIETY ARE LARGELY IGNORED, (3) IMMIGRANT GROUPS RECEIVE CONSIDERABLE ATTENTION, AND (4) THE TREATMENT OF MINORITY GROUPS BY THE NAZIS IS INADEQUATELY COVERED. ELEMENTARY TEXTBOOKS DISCUSS IN DETAIL CIVILIZATION AND RELIGIONS NOW EXTINCT. IN THE RELATION OF PROTESTANTISM TO CATHOLICISM, AND CHRISTIANITY TO JUDAISM, PREFERENCE IS GIVEN TO PROTESTANTISM AND CHRISTIANITY. THE HISTORY OF RELIGIOUS CONFLICTS AND PERSECUTIONS IS IGNORED ALTOGETHER IN MANY BOOKS. THE CONTRIBUTIONS OF PRESENT-DAY RELIGIONS TO EUROPEAN CIVILIZATIONS IS GIVEN MUCH ATTENTION, AS ARE CONTRIBUTIONS OF RELIGIOUS GROUPS AND MISSIONARIES TO SETTLEMENT, EXPLORATION, AND EDUCATION IN EARLY AMERICA. IT IS CONCLUDED THAT ELEMENTARY SCHOOL TEXTBOOKS LEAVE THE IMPRESSION THAT PRESENT-DAY RELIGION IS NOT A SIGNIFICANT FORCE IN OUR SOCIETY. IT IS CONCLUDED THAT, IN SOCIAL STUDIES CURRICULUM MATERIALS USED IN CATHOLIC SCHOOLS, THE CONTENT TREATING OTHER RELIGIOUS AND ETHNIC GROUPS IS INADEQUATE. SOME EMPHASIS IS PLACED ON THE EQUALITY OF JUDEO-CHRISTIAN TRADITIONS, BUT MORE FACTUAL DATA SHOULD BE INCLUDED. GENERALLY, THE CONTENT IS SENSITIVE TO GROUP FEELINGS. RECOMMENDATIONS INCLUDE THAT SCHOOL OFFICIALS WHO SELECT TEXTBOOKS SHOULD BE ALERT TO THE PREJUDICIAL ASPECTS OF TEXT CONTENT. THIS ARTICLE WAS PUBLISHED IN "THEORY INTO PRACTICE-INTERGROUP RELATION EDUCATION," VOLUME 2, JUNE 1963. ED002570 INTERGROUP RELATIONS IN SOCIAL-STUDIES TEXTBOOKS. 1963-06-00 8 N/A 1965 2016-11-22

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No Children Intergroup Relations Racial Attitudes Racial Discrimination Racial Integration MORLAND, J. KENNETH COLUMBUS OHIO Ohio IT IS HELD THAT IN A SENSE, AMERICAN SOCIETY EDUCATES FOR PREJUDICE. NEGROES AND WHITES DEVELOP A BIAS FOR THE WHITE RACE AT AN EARLY AGE. PREFERENCE FOR THE WHITE RACE WAS EVIDENT AMONG YOUNG CHILDREN WHEN THE MAJORITY OF 253 NEGRO CHILDREN IN MASSACHUSETTES AND ARKANSAS WERE ASKED TO CHOOSE BETWEEN A WHITE AND A COLORED DOLL. CHILDREN PREFERRED THE WHITE DOLLS. IN LYNCHBURG, VIRGINIA, NEGRO AND WHITE CHILDREN CHOSE WHITE PLAYMATES WHEN TESTED WITH A SERIES OF PHOTOGRAPHS. PREFERENCE FOR WHITES ON THE PART OF NEGRO CHILDREN INDICATES A NEGATIVE ATTITUDE TOWARD RACIAL SELF-IDENTIFICATION AND SELF-CONCEPT. THIS ARTICLE WAS PUBLISHED IN "THEORY INTO PRACTICE-INTERGROUP RELATIONS EDUCATION," VOLUME 2, JUNE 1963. ED002571 THE DEVELOPMENT OF RACIAL BIAS IN YOUNG CHILDREN. 1963-06-00 8 N/A 1965 2016-11-22

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No Cooperative Programs Coordination Enrichment Secondary Education Student Needs Team Teaching GULDSETH, HILDA AND OTHERES Bellevue Public Schools, WA. AN EVALUATION IS GIVEN OF SUCCESSFUL SECONDARY-LEVEL TEAM TEACHING PROGRAMS IN AMERICAN HISTORY, AMERICAN LITERATURE AND COMPOSITION. PROVISIONS WERE MADE FOR LARGE GROUP INSTRUCTION, SMALL GROUP DISCUSSION, AND INDEPENDENT STUDY WITHIN A 2-HOUR TIME BLOCK. TEACHERS HANDLED TOPICS AND SUPERVISED ACTIVITIES UPON WHICH THEY HAD MUTUALLY AGREED IN COOPERATIVE PLANNING SESSIONS. NINETY-SIX PUPILS, RANGING IN IQ FROM 87 TO 141, PARTICIPATED. IT WAS BELIEVED THAT A TEAM TEACHING APPROACH WOULD AVOID SEGREGATION OF STUDENTS INTO ARTIFICIAL ABILITY GROUPINGS WHICH LEND THEMSELVES TO DIFFERENTIATED INSTRUCTIONAL ATTITUDES. JOINT PLANNING FOR BOTH DAILY AND WEEKLY OBJECTIVES PROVIDED GREATER SHARING OF IDEAS INVOLVING PRESENTATION AS WELL AS SELECTION. BY POOLING SPECIAL AREAS OF INTERESTS AND SKILLS, THE TEAM PRESENTED A MORE VARIED AND STIMULATING PROGRAM THAN ONE TEACHER IN A TRADITIONAL CLASSROOM COULD DO. CURRICULUM WAS STRENGTHENED BY A MORE CHALLENGING PROGRAM AND GREATER LEARNING BY STUDENTS RESULTED FROM THE GREATER ATTENTION GIVEN TO THE UNIQUE NEEDS OF INDIVIDUAL STUDENTS. FACILITIES WERE USED MORE EFFECTIVELY AS A CONSEQUENCE OF THE FLEXIBILITY OF THE PROGRAM. EXPERIENCE DEMONSTRATED THAT THE APPROACH IS FUNDAMENTALLY SOUND, BUT IT IS NO PANACEA FOR ALL INSTRUCTIONAL LEARNING PROBLEMS. SAMPLE ASSIGNMENTS AND SAMPLE TEAM-TEACHING OUTLINES ARE SHOWN. ED002572 A REPORT ON TEAM TEACHING AMERICAN HISTORY AND LITERATURE, SAMMAMISH SENIOR HIGH SCHOOL. 1963-01-00 35 N/A 1965 8/17/2004 22:44:05 DISA1965

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No Ability Child Development Community Role Emotional Problems Mental Health Programs Preschool Education School Readiness NEWTON, M.R. AND OTHERS SOUTH CAROLINA South Carolina (Sumter) South Carolina GOALS WERE DEVELOPED TO BE CARRIED OUT OVER A 5-YEAR PERIOD. FIRST, CHILDREN WOULD BE EVALUATED IN THE SPRING, PRIOR TO SCHOOL ENTRY IN THE FALL, AND A PREDICTION OF THEIR ABILITY TO COPE WITH SCHOOL WOULD BE MADE. THE STAFF WOULD MAKE APPROPRIATE INTERVENTIONS DESIGNED TO HELP THE CHILD DURING THE EARLY SCHOOL YEARS, EFFECTIVENESS WOULD BE EVALUATED. THE GOALS WERE DESIGNED TO USE MENTAL HEALTH RESOURCES AT NEEDED TIMES, TO DEVELOP MEANS OF IDENTIFICATION OF EMOTIONAL PROBLEMS, TO IDENTIFY VARIABLES RELATED TO ABILITY TO ADAPT TO STRESS, AND TO IDENTIFY THE SIGNIFICANT VARIABLES ON WHICH HIGHLY SKILLED MENTAL HEALTH PROFESSIONALS MAKE JUDGMENTS. THREE DEMONSTRATION AND THREE NONDEMONSTRATION SCHOOLS INVOLVING 515 CHILDREN WERE SELECTED. INTERVENTION FOCUSED ON SCHOOL ENTRY AND THE NEEDS OF CHILDREN. INTERVENTIONS FOR SPECIFIC CHILDREN BEGAN AS TEAMS WERE REQUIRED TO LIST AT LEAST THREE RESOURCES FOR OR STRENGTHS WITHIN THE CHILD OR FAMILY WHICH WERE ALREADY PROMOTING SCHOOL READINESS. THE CHECK-UP PROCESS STIMULATED NEW COMMUNITY AND SCHOOL RESOURCES FOR CHILDREN ENTERING SCHOOL. A CONTINUING CONSULTATION PROGRAM FOR PARENTS AND TEACHERS WAS INSTITUTED. CONCLUSIONS INCLUDED EVIDENCE THAT PARENTS AND SCHOOLS WERE RECEPTIVE TO THIS FORM OF PROGRAM, THAT PROFESSIONAL MENTAL HEALTH TEAMS COULD PROVIDE MEANINGFUL DATA IN A BRIEF SPACE OF TIME, AND THAT THE "CRISIS MODEL" OF THERAPY WAS EFFECTIVE. A BIBLIOGRAPHY WAS INCLUDED. THIS PAPER WAS PRESENTED TO THE AMERICAN ORTHOPSYCHIATRIC ASSOCIATION (42D, SUMTER, MARCH 1965). ED002573 CRISES INTERVENTION IN PRESCHOOL AND EARLY SCHOOL YEARS. THE SUMTER CHILD STUDY PROJECT. 1965-03-00 13 N/A 1965 2016-11-22

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No Cultural Differences Curriculum Development Inservice Teacher Education Preschool Education Summer Schools Teaching Methods North Carolina (Raleigh) NORTH CAROLINA North Carolina North Carolina (Raleigh) THE PURPOSE IS TO PROVIDE PRESCHOOL SUMMER READINESS PROGRAMS AND PRIMARY GRADE SCHOOL EXPERIENCE, TO ENHANCE THE EDUCATIONAL SUCCESS OF CULTURALLY DISADVANTAGED CHILDREN. APPROXIMATELY 100 SUMMER READINESS PROGRAMS WERE IN OPERATION IN PROJECT SCHOOLS IN THE SUMMER OF 1965, AND HAVE BEEN FOLLOWED BY TEAMS OF THREE PRIMARY TEACHERS ENGAGED IN CURRICULAR, METHODOLOGICAL, AND ORGANIZATIONAL DEVELOPMENT AND IMPROVEMENT. EACH TEAM IS ASSISTED BY A NONPROFESSIONAL TEACHER AID AND A PART-TIME CONSULTANT. THE PROGRAM IS BEING FINANCED BY A $2 MILLION STATE BOARD OF EDUCATION APPROPRIATION, WITH A LIKE GRANT FROM THE FORD FOUNDATION. THREE HUNDRED ELEMENTARY SCHOOLS WILL BE INVOLVED WITH THE PROGRAM BY 1966-67. CONSTANT EVALUATIVE AND RESEARCH ACTIVITY IS TAKING PLACE. ED002574 GENERAL DESCRIPTION OF THE COMPREHENSIVE SCHOOL IMPROVEMENT PROJECT, NORTH CAROLINA. 1965-00-00 2 N/A 1965 2016-11-22

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No Methods Motivation Remedial Instruction Teacher Recruitment Underachievement DAVIS, CHESTER Tennessee (Nashville) TENNESSEE Tennessee Tennessee (Nashville) PROBLEMS OF UNDERACHIEVEMENT WERE STUDIED. THE PROJECT WAS ENVISIONED IN 1963 WHEN THE GOVERNOR LEARNED THAT FEWER THAN 80 PERCENT OF THE YOUNG PEOPLE IN THE STATE FROM 14 TO 17 YEARS OF AGE WERE IN SCHOOL. HE PROPOSED THAT AN EXPERIMENTAL SCHOOL BE ESTABLISHED TO DISCOVER WHY IQ SCORES OFTEN SHOWED ABILITY NOT REFLECTED BY SCHOOL PERFORMANCE. FINANCING WAS ARRANGED ON A STATE, FEDERAL, AND PRIVATE BASIS. SUPERVISION WAS VESTED IN THE LEARNING INSTITUTE OF NORTH CAROLINA, AN AGENCY CREATED TO SUPERVISE A VARITY OF EDUCATIONAL EXPERIMENTS. IN 1964 FOUR SESSIONS WERE HELD WITH DIFFERENT STUDENTS AND DIFFERENT VISITING TEACHERS. STUDENTS WERE EIGHTH-GRADE BOYS. SELECTION OF THE 350 STUDENTS INCLUDED--(1) YOUNGSTERS WITH IQ SCORES OF AVERAGE OR BETTER, BUT AT LEAST TWO GRADES BEHIND THEIR AGE GROUP IN ACADEMIC PERFORMANCE, (2) AND BOYS WHOSE TEST SCORES INDICATED BETTER THAN AVERAGE INTELLIGENCE AND THE POTENTIAL FOR BETTER THAN AVERAGE ACADEMIC PERFORMANCE, BUT WHOSE GRADES BELIED THE PROMISE OF BOTH. THE SCHOOL WAS RESIDENTIAL, NO FEES WERE CHARGED. ONE TECHNIQUE USED WAS TO ASSIGN EACH STUDENT TO A PROJECT OF HIS OWN CHOICE. EVEN WITH NEW METHODS OF INSTRUCTION, STUDENTS KEPT ABREAST OF THEIR REGULAR SCHOOL WORK. THERE WERE NO GRADES AND NO REPORT CARDS, BUT A FULL REPORT ON EACH STUDENT WAS SENT TO HIS HOME. THE SCHOOL, OPERATING IN A SOUTHERN SETTING, WAS BIRACIAL. CONCLUSIONS WERE THAT OUTSIDE INTERFERENCE AND DESEGREGATION IN A SOUTHERN SCHOOL WERE NOT PROBLEMS (1) FEW DISCIPLINE PROBLEMS WERE ENCOUNTERED, (2) THE CONCEPT THAT UNDERACHIEVERS DO NOT CARE WAS UNJUSTIFIED, AND (3) THE CHILDREN ENJOYED THE BENEFITS. ED002575 NORTH CAROLINA ADVANCEMENT SCHOOL, A NEW APPROACH TO THE STUDENT WHO CAN DO...BUT DOESN'T. 1965-08-00 6 N/A 1965 2016-11-22

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No Audiovisual Aids Classes (Groups of Students) Curriculum Development Disadvantaged Inservice Teacher Education Nongraded Instructional Grouping Preschool Education NORTH CAROLINA North Carolina (Raleigh) North Carolina North Carolina (Raleigh) North Carolina State Dept. of Public Instruction, Raleigh. THE STATEWIDE PROJECT IS DIRECTED TOWARD IMPROVING THE TEACHING AND LEARNING OF READING, WRITING AND ARITHMETIC IN THE PRIMARY GRADES. INVOLVED WILL BE BETTER TEACHER ORIENTATION, REORGANIZATION OF THE SCHOOL DAY, REDEPLOYMENT OF STAFF MEMBERS, REDESIGN OF THE CURRICULUM, USE OF TELEVISION, AND EVALUATIVE RESEARCH. A SUMMER READINESS PROGRAM FOR PRESCHOOL CULTURALLY DISADVANTAGED CHILDREN ATTEMPTS TO PREPARE THEM TO MAKE BETTER ACADEMIC AND CULTURAL ADJUSTMENT TO SCHOOL. THE REGULAR SCHOOL PROGRAM WILL BE ORGANIZED IN GROUPS OF 90 CHILDREN TTO BE TAUGHT AND SUPERVISED BY THREE TEACHERS, A TEACHER AIDE OR AIDES, AND IN SOME CASES A TEACHER INTERN. THE CLASSES WILL BE CONDUCTED IN GRADED, NONGRADED, AND UNGRADED STRUCTURES. THE STAFF WORKING WITH THE CONSULTANTS WILL SEEK TO DEVELOP NEW CURRICULA AND TEACHING METHODOLOGY, INSERVICE EDUCATION WILL BE PROVIDED FOR UNIT TEAMS. SEMINARS, USE OF TELEVISION, AND TEACHER EXCHANGES BETWEEN SCHOOLS WILL AID IN THE DEVELOPMENT OF TEACHER EDUCATION. LOCAL SCHOOL SUPERINTENDENTS AND BOARDS OF EDUCATION WILL APPLY TO THE STATE SUPERINTENDENT OF PUBLIC INSTRUCTION FOR PROGRAM FUNDING. SOME CRITERIA FOR SELECTION ARE (1) UNITS LOCATED IN COMMUNITIES HAVING PUBLIC AFFAIRS GRANTS FROM THE NORTH CAROLINA FUND, (2) UNITS HAVING CONSISTENT RECORDS OF STUDENT RETARDATION AND DROPOUT, BUT REFLECTING POTENTIAL FOR IMPROVEMENT, AND (3) PROPOSALS WHICH ARE DISTINCTIVE WITH RESPECT TO METHODS, MEDIA, AND EXPERIMENTAL VALUE. THE POLICIES AND PROCEDURES FOR PROJECT ADMINISTRATION AND SUPERVISION, AND APPLICATION FORM SAMPLES ARE INCLUDED. ED002576 NORTH CAROLINA COMPREHENSIVE SCHOOL IMPROVEMENT PROJECT, PROGRAM POLICIES AND PROCEDURES. 1965-02-00 22 N/A 1965 2016-11-22

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No Blacks Civil Rights Propaganda Symbolic Language Testing Worksheets BYRD, C. AND OTHERS CAMBRIDGE MASSACHUSETTS Massachusetts THE STUDENT SHOULD BE ABLE TO EXPRESS THE PURPOSE OF SYMBOLS AND USE WORDS IN SPEAKING AND WRITING A PARAGRAPH USING DIFFERENT FORMS OF WORDS OF DIFFERENT SHADES OF MEANING AND LEVELS OF DIFFICULTY. HE SHOULD BE ABLE TO ADD PREFIXES, SUFFIXES, AND OTHER AFFIXES TO A LIST OF ROOT WORDS AND UNDERSTAND WORDS AND THEIR ORIGINS. GIVEN A PARAGRAPH, THE STUDENT SHOULD BE ABLE TO IDENTIFY WORDS WHICH INFLUENCE FEELINGS, BE ABLE TO DEMONSTRATE HIS ABILITY TO FIND AND USE RESOURCE MATERIALS BY INDEPENDENT USE OF THE LIBRARY, AND BE ABLE TO SPEAK AND WRITE ABOUT HIS INVOLVEMENT IN CURRENT AFFAIRS. IN THE EVALUATION OF THE UNIT, CERTAIN PROCEDURES ARE FOLLOWED. A DIAGNOSTIC TEST IS GIVEN AT THE BEGINNING TO DETERMINE WHERE THE STUDENTS STAND IN RELATIONSHIP TO THE SKILLS AND CONTENT MATTER. STUDENTS ARE FORMED INTO THREE GROUPS, BY TEST SCORES. THE TEST IS TO BE GIVEN AGAIN AT THE CONCLUSION OF THE 4-WEEK TEACHING PERIOD TO DETERMINE THE STUDENTS' GROWTH IN THE AREAS CONCERNED. WORKSHEETS, CARTOONS, INFORMATION SHEETS, AND QUIZZES COVER SUCH SUBJECTS, AS NAACP, KU KLUX KLAN, CIVIL RIGHTS ORGANIZATIONS, AND PROMINENT NEGROES. ED002577 THE POWER OF WORDS WITH EMPHASIS ON THE CIVIL RIGHTS CRISIS--UNIT FOR TEAM ONE, CROTON SCHOOL. SUMMER 1964. 1964-00-00 38 N/A 1965 2016-11-22

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No Attitudes Childhood Attitudes Educational Facilities Improvement Parent Role Principals GIBBS, MARY E. NORTH CAROLINA North Carolina (Raleigh) North Carolina North Carolina (Raleigh) North Carolina State Dept. of Public Instruction, Raleigh. THE PROGRESS REPORT FOR 1964-65 WAS PRESENTED IN QUESTION-ANSWER FORM. PROVISIONS MADE FOR TEACHERS TO BECOME BETTER ACQUAINTED WITH STUDENTS INCLUDED MENTAL MATURITY TESTS GIVEN AT THE OPENING OF SCHOOL AND CONFERENCES HELD WITH PARENTS BY ONE OR MORE TEAM MEMBERS. THE PRINCIPAL MET WITH PARENTS OF CHILDREN IN SUMMER READINESS PROGRAMS DURING THE SUMMER. PARENTS MET WITH SCHOOL PERSONNEL ONE NIGHT DURING THE 1ST WEEK OF SCHOOL. IN REGARD TO MATERIALS, IT WAS ASKED WHETHER THERE WERE INNOVATIONS IN THE USE OF AUDIOVISUAL AIDS, TELEVISION, AND PROGRAMED MATERIALS. THE THE OVERHEAD PROJECTOR, TEACHER-PRODUCED RECORDINGS,AND PROGRAMED RECORDINGS WERE USED. TENTATIVE FINDINGS SHOWED THAT CHILDREN WERE ABLE TO MAKE MORE THAN 1 YEAR'S PROGRESS. THE MAJORITY OF CHILDREN MADE SATISFACTORY ACHIEVEMENT, DEVELOPED GREATER INDEPENDENCE, AND WERE HIGHLY MOTIVATED. THERE WERE FEWER DISCIPLINE PROBLEMS, AND CHILDREN DEVELOPED LISTENING HABITS. ED002578 COMPREHENSIVE SCHOOL IMPROVEMENT PROJECT--PROGRESS REPORT, 1945-65. 1965-00-00 4 N/A 1965 2016-11-22

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No Adult Education Adult Programs Community Attitudes Economic Factors Poverty Programs Rural Areas CIACCIO, JACK POPULATION TRENDS APPALACHIA BACKGROUND INFORMATION IN IDENTIFYING EDUCATIONAL PROGRAMS NEEDED FOR THOSE LIVING IN POVERTY IN THE APPALACHIAN REGION IS PROVIDED. THE REGION INCLUDES 10 STATES AND 15.3 MILLION PEOPLE, IS RURAL, AND POSSESSES POOR RESOURCES. UNEMPLOYMENT IS HIGH, WHILE INCOME AND EDUCATIONAL ATTAINMENT ARE LOW. SCHOOLS ARE POORLY EQUIPPED, CLASSES ARE LARGE, AND TEACHER QUALITY IS POOR. EDUCATIONAL EXPENDITURES HAVE LAGGED BY 50 PERCENT OF THE AVERAGE UNITED STATES FIGURE, BECAUSE OF LOW INCOMES AND INADEQUATE EFFORTS. OUTMIGRATION HAS BEEN HEAVY, AND THE DECREASED SCHOOL ENROLLMENT HAS LED TO A RELUCTANCE TO REPLACE, EQUIP, OR MAINTAIN ALREADY INADEQUATE SCHOOL FACILITIES. OUTMIGRATION SHOULD BE ENCOURAGED, TO REACH GREATER EQUILIBRIUM BETWEEN POPULATION AND RESOURCES. IT REMAINS A PROBLEM, HOWEVER, TO TRAIN AND EDUCATE THE MIGRANTS TO SUCCEED AND COMPETE IN OUTSIDE COMMUNITIES. A MAJOR HIGHWAY PROGRAM IS NEEDED TO FACILITATE SCHOOL CONSOLIDATIONS AND TO INCREASE AND EXTEND THE PEOPLE'S PERCEPTION OF THE OUTER WORLD. ADULT EDUCATION PROGRAMS ARE NEEDED, BOTH TO INCREASE INCOME POTENTIAL AND TO RAISE THE EDUCATIONAL ASPIRATIONS OF CHILDREN. THE PEOPLE ARE EAGER FOR SELF-IMPROVEMENT AND EDUCATION. THE SOLUTION LIES NOT SO MUCH IN PROBLEMS OF CULTURAL INTEGRATION BUT IN ECONOMIC DEVELOPMENT WHICH COMES WITH EDUCATION. UNSUCCESSFUL EFFORTS HAVE BEEN MADE AT THE COUNTY AND STATE LEVELS TO IMPROVE RESOURCES AND TO ATTEMPT COORDINATION. IN RECENT YEARS, THERE HAS BEEN MARKED GROWTH OF INTEREST IN IMPROVING CONDITIONS. SPECIAL EDUCATIONAL AND TRAINING PROGRAMS INCLUDE THE PRESIDENT'S APPALACHIAN REGIONAL COMMISSION, EASTERN KENTUCKY REGIONAL PLANNING COMMISSION, EASTERN KENTUCKY EMERGENCY PROGRAM, APPALACHIAN VOLUNTEERS, ADULT EDUCATION, WEST VIRGINIA PROGRAMS, AND FEDERAL EDUCATION PROGRAMS. ED002579 EDUCATION IN APPALACHIA. 1964-06-00 42 N/A 1965 2016-11-22

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No Community Development Community Programs Compensatory Education Guidance Health Recreation REISER, EMANUEL DISTRICT OF COLUMBIA District of Columbia TO COMBAT POVERTY IN THE OZARKS, A TOTAL COMMUNITY ACTION PROGRAM IS RECOMMENDED. IT INVOLVES A COMMUNITY EDUCATIONAL DEVELOPMENT SECTION SETTING UP A CURRICULUM INVOLVING PROBLEMS OF EDUCATION, HEALTH, COMMUNITY, WELFARE, RECREATION, AND ECONOMIC OPPORTUNITIES. KEY LEADERS SHOULD CONFER OFTEN ABOUT PROBLEMS IN THEIR COUNTIES. A REVITALIZED EDUCATIONAL COMMUNITY ACTION PROGRAM WOULD REVAMP THE EDUCATION SYSTEM STARTING WITH NURSERY SCHOOL. ELEMENTARY AND HIGH SCHOOL WOULD BE AFFECTED. POST HIGH SCHOOL EDUCATION WOULD BE SET UP. SPECIAL REMEDIAL AND NONCURRICULUM PROGRAMS WOULD BE SET UP. THESE WOULD INVOLVE NURSERY SCHOOL, GUIDANCE AND COUNSELING, RECREATION OPPORTUNITIES AND CENTERS AND COULD BE MADE AVAILABLE FOR TUTORIAL AND REMEDIAL SUMMERTIME PROGRAMS. ED002580 POSITION PAPER ON THE OZARKS. 1964-06-00 21 N/A 1965 2016-11-23

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No Bus Transportation Community Action Integrated Activities Racial Relations School Desegregation BEETLE, DAVID H. WAXMAN, SINAI M. New York (Hartsdale) New York Greenburgh School District, Hartsdale, NY. THE GREENBURGH SCHOOL DISTRICT NO. 8 WAS ONE OF THE FIRST AREAS IN THE NATION TO BEGIN THE PRACTICE OF BUSSING PUPILS AROUND TO ELIMINATE SEGREGATED SCHOOLS. THIS MIXED RURAL AND SUBURBAN DISTRICT HAD DEVELOPED A BRILLANT EXAMPLE OF INTEGRATED EDUCATION BEFORE IT FELT THE STRENGTH OF COURT DECISIONS OR STATE EDUCATION DEPARTMENTS. THE STAGE WAS SET FOR BALANCED SCHOOLS IN 1932 WHEN A NEGRO MINISTER WON AN ELECTION FOR A SCHOOL BOARD POSITION. AT THAT TIME THERE WAS AN ELEMENTARY SCHOOL IN A LOW-INCOME AREA WHICH WAS ALMOST 99 PERCENT NEGRO AND ANOTHER SCHOOL IN A MIDDLE-CLASS RURAL AREA WHICH WAS ALMOST ALL WHITE. BY 1950, THE NEGRO SCHOOL WAS HALF EMPTY AND THE PREDOMINANTLY WHITE ONE PACKED TO THE DOORS. THE ALTERNATIVE TO A COSTLY BUILDING PROGRAM WAS SOME RESHUFFLING OF PUPILS. DESPITE THREATS, SEVERE CRITICISM, AND GREAT TENSION, AND BACKED BY HEAVY SUPPORTING ACTION BY A COMMUNITY CITIZENS COMMITTEE, A PLAN OF COMPLETE SCHOOL INTEGRATION WAS ADOPTED. DURING HIS PUBLIC SCHOOL CAREER, A GREENBURGH YOUNGSTER ATTENDS FIVE SCHOOLS, ACCORDING TO WHAT IS CALLED THE "PRINCETON PLAN." HE STARTS WITH ALL OTHER CHILDREN OF THE SAME AGE IN ONE KINDERGARTEN AND THEN ATTENDS SEPARATE SCHOOLS FOR ALL CHILDREN IN GRADES 1-2, 3-4, AND 5-6. HE THEN MOVES TO A COMPLETELY INTEGRATED JUNIOR-SENIOR HIGH SCHOOL.EACH SCHOOL BUILDING REPRESENTS A CROSS SECTION OF THE ENTIRE DISTRICT, DISTRICT, WITH A VERY STABLE STUDENT RATIO OF 36 PERCENT NEGRO AND 64 PERCENT WHITE. THE TEACHING STAFF IS BETWEEN 18 AND 19 PERCENT NEGRO. A BIRACIAL READER SERIES, INTERRACIAL COMMITTEES TO PLAN EXTRACURRICULAR ACTIVITIES ON THE SECONDARY LEVEL, AND LIBRARY INTERRACIAL READING AND AUDIOVISUAL MATERIALS ARE PART OF THE INTEGRATION PROGRAM. ED002581 ARTICLES FROM THE DAILY PRESS--UTICA, NEW YORK. 1963-11-00 6 N/A 1965 2016-11-22

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No Environmental Influences Learning Experience Nongraded Instructional Grouping Primary Education Teacher Role Team Teaching BLEVINS, ROBERT AND OTHERS North Carolina (Raleigh) NORTH CAROLINA North Carolina North Carolina (Raleigh) IMPROVEMENT OF THE TEACHING OF READING, WRITING, AND ARITHMETIC IN THE PRIMARY GRADES WAS SOUGHT. GOALS INCLUDED CREATING WARM, INVITING, AND ENJOYABLE EXPERIENCES, DEVELOPING DESIRABLE HABITS, SKILLS AND ATTITUDES, AND PROVIDING THE ENVIRONMENT AND LEARNING EXPERIENCES THAT WILL MEET THE INDIVIDUAL NEEDS OF CHILDREN FROM VARIED BACKGROUNDS. ALSO IMPORTANT WERE HELPING THE CHILD DEVELOP A SENSE OF INDEPENDENCE AND SELF-RELIANCE, AND HAVING THE TEACHERS RECOGNIZE AND USE MORE EFFECTIVELY THE TRADITIONAL AND NEWER TEACHING METHODS, MATERIALS, EQUIPMENT, AND COMMUNITY RESOURCES. THE POSSIBILITIES THAT TEAM TEACHING AND THE NONGRADED APPROACH OFFERED INCLUDED THE USE OF BOTH HETEROGENEOUS AND HOMOGENEOUS GROUPINGS, DAILY INSTRUCTION IN READING AND ARITHMETIC, TEACHER TEAMS, AND THE USE OF LARGE AND SMALL GROUPS. THE GOALS OF THE NONGRADED PRIMARY PROGRAM WERE TO PROVIDE A PROGRAM FOR GROUPING YOUNG CHILDREN WHICH WAS FLEXIBLE ENOUGH TO ALLOW EACH CHILD TO PROCEED IN HIS LEARNING AT A RATE EQUAL TO HIS PHYSICAL, MENTAL AND EMOTIONAL MATURITY, TO CHALLENGE THE ABLE OR GIFTED LEARNERS, TO ELIMINATE THE FEAR OF FAILURE IN YOUNG CHILDREN, AND TO LIMIT THE RANGE OF LEVELS OF WORK WHICH INDIVIDUAL TEACHERS HAD TO COPE WITH IN A CLASS OF APPROXIMATELY 30 CHILDREN. ED002582 REPORT OF THE FIRST WORKSHOP ON TEAM TEACHING FOR THE COMPREHENSIVE IMPROVEMENT FIRST YEAR PROGRAM. 1964-08-00 11 N/A 1965 2016-11-22

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No Dropouts Intelligence Parent Attitudes Poverty Rural Areas MILLER, LEONARD M. DISTRICT OF COLUMBIA District of Columbia National Committee for Children and Youth, Washington, DC. DATA FROM A 1962 NATIONWIDE SURVEY AND FROM STUDIES IN VARIOUS STATES DESCRIBE THE ECONOMIC SITUATION OF SCHOOL DROPOUTS AND LIST FACTORS RELATED TO DROPPING OUT OF SCHOOL. THE RATE OF UNEMPLOYMENT FOR SCHOOL DROPOUTS WAS TWICE AS HIGH AS FOR HIGH SCHOOL GRADUATES. DROPOUTS WERE CONCENTRATED IN FARM AND NONFARM LABORING JOBS, A FEW WERE CRAFTSMEN OR WHITE-COLLAR WORKERS. THE PROPORTION OF NONFARM WORKERS WHO WORKED ONLY PART-TIME BECAUSE OF ECONOMIC REASONS WAS 16 PERCENT FOR DROPOUTS COMPARED WITH 4 PERCENT FOR GRADUATES. UNEMPLOYMENT FOR NONWHITE GRADUATES WAS HIGHER THAN FOR WHITE GRADUATES. FINDINGS FROM VARIOUS STATE STUDIES SHOWED THAT FAMILY CHARACTERISTICS WERE CLOSELY RELATED TO DROPPING OUT OF SCHOOL GREATER PROPORTIONS OF DROPOUTS CAME FROM FAMILIES OF LOW STATUS AND LOW INCOME, FROM FAMILIES WHERE PARENTS FAILED TO COMPLETE HIGH SCHOOL, AND FROM BROKEN FAMILIES. RETARDATION IN SCHOOL IS CLOSELY LINKED TO DROPPING OUT OF SCHOOL. STUDENTS RETARDED A YEAR OR MORE WHEN THEY ENTER NINTH GRADE ARE LIKELY TO WITHDRAW BEFORE GRADUATION. IN AN IOWA INVESTIGATION, SIX TYPES OF PREDISPOSING FACTORS ASSOCIATED WITH DROPPING OUT OF SCHOOL INCLUDED DIFFICULT SCHOOL PROGRAMS, LACK OF ACCEPTANCE, DISRUPTIVE HOME SITUATIONS, FINANCIAL NEEDS, INADEQUATE SCHOOL PROGRAMS AND ENGAGEMENT OR MARRIAGE. IN A LOUISIANA STUDY, LACK OF INTEREST OR MOTIVATION WAS THE KEY FACTOR FOR DROPPING OUT OF SCHOOL. MOST OF THE YOUTH WHO DROPPED OUT FELT THAT NOTHING WOULD HAVE KEPT THEM IN SCHOOL. FOR MANY DROPOUTS IN RURAL AREAS OF LOUISIANA, CONFLICT IN NORMS OF BEHAVIOR BETWEEN SCHOOL AND HONE CONTRIBUTED TO FEELINGS OF INSECURTIY AND ALIENATION FROM SCHOOL AND THE CONSEQUENT DROPPING OUT OF SCHOOL AS A MEANS OF RESOLVING THESE CONFLICTS. ED002583 CHARACTERISTICS OF RURAL DROPOUTS. 1963-09-00 11 N/A 1965 2016-11-22

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No Community Cooperation Disadvantaged Team Teaching MCKELPIN, JOSEPH P. North Carolina (Durham) North Carolina (Durham) North Carolina Coll., Durham. Bureau of Educational Research. A PROGRAM DESIGNED TO COUNTERACT PROBLEMS BROUGHT ABOUT BY CULTURAL LAGS IN THE BACKGROUNDS OF CHILDREN OF MINORITY GROUPS IS PRESENTED. SEVEN TEAMS, REPRESENTING A WIDE RANGE OF SITUATIONS AND COMPOSED OF AN ADMINISTRATOR AND TWO TEACHERS, ATTENDED MEETINGS FOR THREE WEEKS. OBJECTIVES WERE--IDENTIFICATION AND CLARIFICATION OF CONCEPTS OF CULTURALLY DISADVANTAGED LEARNERS, SELECTION AND CLARIFICATION OF SOME OF THE BASIC PROBLEMS, TECHNIQUES, AND ISSUES IN EDUCATING THE CULTURALLY DISADVANTAGED, ASSIGNMENT OF PRIORITIES TO THE IDENTIFIED PROBLEMS FOR SCHOOL TEAM ACTION PROGRAMS, DEVELOPMENT OF PROPOSED SOLUTIONS AND COURSES OF ACTION BY THE SCHOOL TEAMS, AND CONSIDERATION OF TYPES OF ACTION THAT MIGHT BE UNDERTAKEN BY COMMUNITY AGENCIES. TWO LECTURES ON EACH AREA WERE FOLLOWED BY DISCUSSION. INDIVIDUAL TEAM PROBLEMS PERTAINING TO EACH TOPIC WERE PRESENTED. PLANNED PROCEDURES WERE DEVELOPED FOR APPLICATION IN THE SCHOOLS. FOLLOWUP VISITS AND A FUTURE CONFERENCE ARE ANTICIPATED. ED002584 SCHOOLS AND CULTURALLY DISADVANTAGED LEARNERS, A REPORT OF THE INSTITUTE ON THE EDUCATION OF CULTURALLY DISADVANTAGED LEARNERS. 1964-07-00 53 N/A 1965 2016-11-22

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No Dropout Programs Dropouts Rural Schools School Holding Power Work Study Programs MOORE, JAMES W. NEW YORK New York (Albany) New York New York (Albany) National Committee for Children and Youth, Washington, DC. INFORMATION RELEVANT TO THE PROBLEM OF EARLY SCHOOL LEARNING WAS PRESENTED. A MAJORITY OF THE 89 SCHOOLS IN THE HOLDING POWER PROJECT OF THE BUREAU OF GUIDANCE IN THE NEW YORK STATE EDUCATION DEPARTMENT WERE RURAL. HOLDING POWER WAS DEFINED AS THE RATIO OF THE NUMBER OF GRADUATES IN A SECONDARY SCHOOL CLASS TO THE POTENTIAL NUMBER OF GRADUATES IN THAT CLASS. POTENTIAL DROPOUTS WERE IDENTIFIED AND ASSISTED TO STAY IN SCHOOL, 15,000 STUDENTS WERE STUDIED FROM SEVENTH GRADE THROUGH GRADUATION. SMALL SCHOOLS AND RURAL SCHOOLS RETAINED FEWER STUDENTS, PROPORTIONATELY, THROUGH GRADUATION THAN DID SUBURBAN SCHOOLS, BUT RETAINED THE SAME PERCENTAGE AS LARGE CITY SCHOOLS. THERE WAS A HIGH CORRELATION BETWEEN THE PARENTS' SOCIOECONOMIC STATUS AND THE SCHOOL'S HOLDING POWER, AND THERE WAS A LINK BETWEEN STATUS, COMMUNITY TYPE, AND SCHOOL SIZE. A TECHNIQUE PREDICTED EARLY SCHOOL LEAVERS BY REQUIRING THE ANNUAL RATING OF ALL PUPILS ON A SCALE WHOSE ITEMS WERE ASSOCIATED WITH EARLY SCHOOL LEAVING. EFFORTS TO IMPROVE SCHOOL HOLDING POWER INVOLVED ENHANCING THE VALUES OF EDUCATION FOR BOTH STUDENTS AND THEIR PARENTS. RECOMMENDATIONS TO FIGURE THE RETENTION RATE OF RECENT GRADUATING CLASSES AND TO STUDY THE REASONS FOR DROPPING OUT INCLUDED--DEVELOPING AND KEEPING A RECORD OF PERTINENT INFORMATION FOR EACH STUDENT, IDENTIFYING POTENTIAL DROPOUTS, PINPOINTING DROPOUTS' POTENTIALITIES IN NONPROMOTED STUDENTS AND THOSE WHOSE MARKS DROPPED, ARRANGING AND COORDINATING STAFF EFFORTS TO AID RETENTION, INVOLVING POTENTIAL DROPOUTS' PARENTS IN RETENTION EFFORTS, AND CONSIDERING FOR POTENTIAL DROPOUTS SCHOOL PROGRAM ADJUSTMENT, WORK-STUDY PROGRAMS, COUNSELING, SUMMER CONTACTS BY SCHOOL PERSONNEL, AND EXTRACURRICULAR ACTIVITIES. ED002585 PROGRAMS OF RURAL SCHOOLS TO REDUCE THE INCIDENCE OF DROPOUTS. 1963-09-00 14 N/A 1965 2016-11-22

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No Computer Assisted Instruction Elementary Education Intelligence Kindergarten Children Language Arts Reading Instruction MARTIN, JOHN H. Edison Responsive Environment New York (New York) New York (New York) Responsive Environments Corp., New York, NY. OBJECTIVES WERE TO DETERMINE WHETHER A TECHNOLOGICAL DEVICE COULD TEACH 5-YEAR-OLDS TO READ, OVER WHAT INTELLIGENCE RANGES THE INSTRUMENT WOULD BE EFFECTIVE, WHETHER NEGRO CHILDREN FROM A RECENTLY CLOSED SEGREGATED SCHOOL WOULD RESPOND, AND WHETHER THE DEVICE COULD TEACH MENTALLY RETARDED CHILDREN. SUBJECTS WERE 22 KINDERGARTEN PUPILS FROM ONE SCHOOL AND A CONTROL GROUP OF 22 PUPILS MATCHED ACCORDING TO AGE, SEX, RACE, INTELLIGENCE, LEFT AND RIGHT HANDEDNESS, HEARING, VISION, LANGUAGE MATURITY, AND SOCIOECONOMIC STATUS. THE DEVICE USED WAS THE EDISON RESPONSIVE ENVIRONMENT INSTRUMENT, A COMPUTERIZED TYPEWRITER THAT REPRODUCES SEVERAL HUMAN SENSORY RESPONSES. THE INSTRUMENTS WERE HOUSED IN BOOTHS WHICH PROVIDED ISOLATION FROM DISTRACTION AND WERE MONITORED BY TRAINED PERSONNEL. SUBJECTS CAME VOLUNTARILY FOR 30-MINUTE SESSIONS OVER A 5-MONTH PERIOD, THE ACTUAL TIME AT THE E.R.E. RANGING FROM 22 TO 36 HOURS. EVIDENCE INDICATED THAT 20 KINDERGARTEN AND MENTALLY RETARDED CHILDREN (TWO SUBJECTS DROPPED OUT) LEARNED TO READ SIGNIFICANTLY BETTER THROUGH USE OF THE E.R.E. THAN 20 CHILDREN MATCHED IN NUMEROUS WAYS WHO WERE TAUGHT BY ENRICHED CONVENTIONAL READING METHODS. SCORES OF SLOWER CHILDREN WERE AS SIGNIFICANTLY SUPERIOR AS THOSE OF MORE INTELLIGENT CHILDREN. THERE WERE NO OBSERVED SEX OR RACIAL DIFFERENCES. IT WAS FELT THAT IF THE EXPERIMENT HAD CONTINUED, THE DIFFERENCES BETWEEN THE EXPERIMENTAL AND CONTROL GROUPS WOULD HAVE BEEN GREATER. IMPLICATIONS FOR FURTHER RESEARCH INCLUDED THE SUGGESTION FOR EXPLOITATION OF THE E.R.E. AS A MULTI-SENSORY METHOD OF TEACHING, FOR USING THE MACHINE WITH VERY YOUNG CHILDREN, AND FOR USING THE DEVICE TO TEACH READING QUICKLY AND EARLY ON THE ASSUMPTION THAT LEARNING TO READ WELL RESULTS FROM EARLY SUCCESS FOLLOWED BY EXTENSIVE READING. ED002586 FREEPORT PUBLIC SCHOOLS EXPERIMENT ON EARLY READING USING THE EDISON RESPONSIVE ENVIRONMENT INSTRUMENT. 1964-00-00 8 N/A 1965 2016-11-22

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No Grade 1 Overhead Projectors Reading Reading Interests Story Reading Vocabulary Development STORY, GEORGE O. AND OTHERS Oriskany Public Schools, NY. AN EXPERIMENTAL FIRST-GRADE READING PROGRAM EMPHASIZING UNINTERRUPTED STORY READING WAS REPORTED. SUBJECTS CONSISTED OF ONE OF THREE UNSELECTED FIRST GRADES IN AN ELEMENTARY SCHOOL. INSTEAD OF USING WORKBOOKS AND HAVING SUCH FORMAL TESTS AS VOCABULARY LISTS AND END-OF-BOOK TESTS, PUPILS READ A NEW STORY EVERY MORNING, REPEATED IT IN THE AFTERNOON AND AT HOME IN THE EVENING FOR THEIR PARENTS, WHO WERE INSTRUCTED TO LISTEN TO THEIR CHILDREN FOR AT LEAST 10 MINUTES A DAY. THE INITIAL READING WAS SUPPLEMENTED THROUGH USE OF THE OVERHEAD PROJECTOR AND TRANSPARENCIES OF THE READING BOOKS. STORY CONTINUITY WAS NOT BROKEN NOR WERE NEW WORDS ANALYZED WHILE READING PROGRESSED. NEW WORDS WERE SUPPLIED BY THE TEACHER DURING THE FIRST READING, WHICH WAS A CHORAL READING. THE READING MATERIALS CONSISTED OF 10 PREPRIMERS, SIX PRIMERS, FOUR FIRST-GRADE BOOKS, THREE EARLY SECOND-GRADE BOOKS, AND 10 SUPPLEMENTARY BOOKS AT VARYING LEVELS. TITLES AND PUBLISHERS OF ALL THE MATERIALS WERE LISTED. ALTHOUGH THE EXPERIMENT WAS NOT CONTROLLED, CERTAIN OBSERVATIONS WERE WARRANTED. PUPIL AND PARENT INTEREST WAS HIGH. THIRD-GRADE TEACHERS REPORTED THAT THEIR CLASSES (THE FIRST PARTICIPANTS IN THE EXPERIMENTAL PROGRAM) WERE SIGNIFICANTLY ADVANCED IN READING INTEREST AND ABILITY. ALTHOUGH RESULTS OF THE BOND-CLYMER-HOYT DEVELOPMENTAL READING TESTS DID NOT SHOW SIGNIFICANT DIFFERENCES BETWEEN THE EXPERIMENTAL AND REGULAR CLASSES, THE EXPERIMENTAL CLASSES SCORED SLIGHTLY HIGHER. THE GENERAL INCREASE OF INTEREST IN THE PROGRAM APPEARED TO INFLUENCE POSITIVELY THE RESULTS IN ALL CLASSES. ED002587 AN INTEREST APPROACH TO READING. 12 N/A 1965 8/17/2004 22:44:30 DISA1965

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No Autoinstructional Aids Kindergarten Programed Instruction Reading Speech Skills KEISLAR, EVAN R. MCNEIL, JOHN D. California (Los Angeles) California (Los Angeles) California Univ., Los Angeles. AN ATTEMPT WAS MADE TO DETERMINE WHETHER THERE EXISTS ANY RELATIONSHIP BETWEEN ORAL RESPONSE IN LEARNING TO READ AND ACHIEVEMENT IN RECOGNITION AND UNDERSTANDING OF WRITTEN WORDS AND SENTENCES. THE TECHNIQUE OF PROGRAMED INSTRUCTION WAS CHOSEN FOR AND EXPERIMENT WITH 182 KINDERGARTEN CHILDREN. THREE ASPECTS WERE INVESTIGATED--AN EXPERIMENTAL PHASE, A FOLLOWUP OF THE LEARNERS' PROGRESS, AND AN APPLICATION OF THE AUTOINSTRUCTIONAL PROGRAM IN THE KINDERGARTEN. ORAL RESPONSE BY BEGINNING READERS FACILITATED THE RECOGNITION AND COMPREHENSION OF PRINTED WORDS AND SENTENCES. THE ORAL RESPONSE WAS OF SIGNIFICANT VALUE EVEN THOUGH THE POST-TEST CALLED FOR SILENT READING. IT WAS CONCLUDED THAT THE ACT OF VOCALIZATION DURING INSTRUCTION WAS AN AID TO THE BEGINNING READER. FOLLOWUP STUDY RESULTS SUGGESTED THAT INFERIORITY OF BOYS IN LEARNING TO READ MAY BE ATTRIBUTABLE TO SOCIAL INFLUENCES IN THE CLASSROOM. THE PRINCIPLE FINDING WAS DOCUMENTATION OF THE GREAT RANGE IN INDIVIDUAL READING PROGRESS. ED002588 ORAL AND NON-ORAL METHODS OF TEACHING READING BY AN AUTO-INSTRUCTIONAL DEVICE. 1963-06-00 198 N/A 1965 2016-11-22

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No Autoinstructional Aids Individual Instruction Pacing Programed Instruction Reading Programs Remedial Programs COHEN, S. ALAN NEW YORK New York (New York) New York New York (New York) A MODEL READING APPROACH TO INCREASE THE QUALITY AND QUANTITY OF READING INSTRUCTION IN THE CLASSROOM IS PRESENTED. THE CRITERIA OF GOOD TEACHING METHODOLOGY ARE THAT PROGRAMS SHOULD MEET INDIVIDUAL STUDENT NEEDS, THAT A PROGRAM'S LEVEL OF CONTENT SHOULD BE TAILORED TO THE INDIVIDUAL STUDENT'S LEVEL OF CAPACITY AND ACHIEVEMENT, THAT THE SPEED OF TEACHING SHOULD BE MATCHED TO THE INDIVIDUAL'S LEARNING RATE, AND THAT A PROGRAM SHOULD INTENSIFY LEARNING BY MAINTAINING A HIGH FREQUENCY OF STUDENT RESPONSE. PROGRAMS CAN MEET THESE CRITERIA BETTER THAN CAN TRADITIONAL METHODS IF THEY HAVE ENOUGH FLEXIBILITY TO ALLOW FOR ADJUSTMENT TO INDIVIDUAL LEVELS OF CONTENT AND SPEEDS OF TEACHING. PROGRAMERS SHOULD ANALYZE THE SPECIFIC OPERATIONS INVOLVED IN READING, SHOULD PROGRAM A NUMBER OF SELF-INSTRUCTING PACKAGES FOR EACH OPERATION, AND SHOULD OFFER THEM TO THE TEACHER TO MATCH INDIVIDUAL STUDENTS' NEEDS. BY BUILDING PLATEAUS, BRANCHES, AND ACCELERATION INTO THE PROGRAMS AND BY PROVIDING A NUMBER OF SHORT PACKAGES FOR EACH SPECIFIC OPERATION, PROGRAMERS CAN PROVIDE FOR INDIVIDUAL LEVELS AND SPEEDS. A HYPOTHETICAL INDIVIDUALIZED, MULTIPROGRAMED, SELF-INSTRUCTIONAL READING CENTER IS DESCRIBED. EACH STUDENT, ON THE BASIS OF A DETAILED DIAGNOSIS, WOULD BEGIN A CORE PROGRAM AT HIS APPROPRIATE NEED LEVEL. SEATED ALONE OR WITH SMALL GROUPS WITH SIMILAR NEEDS, HE WOULD PROCEED AT HIS OWN PACE AT SKILL STATIONS IN A LEARNING CENTER. SUPPLEMENTING THE CORE PROGRAM WOULD BE BRANCHES FOR REMEDIAL WORK, EXTRA INSTRUCTION, ENRICHMENT, AND ACCELERATION. THE TEACHING METHODS WOULD BE VERY VARIED. THE TEACHER WOULD MATCH MATERIALS AND TECHNIQUES TO INDIVIDUAL NEEDS. THIS ARTICLE WAS PUBLISHED IN "PROGRAMED INSTRUCTION," VOLUME 3, NUMBER 7, APRIL 1964. ED002589 INDIVIDUALIZED READING AND PROGRAMED INSTRUCTION. 1964-04-00 4 N/A 1965 2016-11-22

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No Language Acquisition Language Enrichment Language Handicaps Language Programs Primary Education Speech Communication Speech Skills Verbal Development FRAZIER, ALEXANDER COLUMBUS Ohio State Univ., Columbus. Center for School Experimentation. SEVERAL BASES FOR STRENGTHENING THE LANGUAGE DEVELOPMENT PROGRAM IN PRIMARY GRADES WERE CONSIDERED. FROM RECENT STUDIES THAT HAVE RECORDED AND ANALYZED ACTUAL SPEECH SAMPLES OF PRESCHOOL AND SCHOOL CHILDREN, THREE ASSUMPTIONS CONCERNING CHILDREN'S LANGUAGE WERE MADE. FIRST, BY THE AGE OF THREE, MOST CHILDREN HAVE LEARNED THE BASIC STRUCTURE OF THE LANGUAGE. WHILE THEY MAY OMIT LESS ESSENTIAL WORDS, THEY USUALLY INCLUDE KEY TERMS IN THEIR STATEMENTS. SECOND, BY THE TIME THEY COME TO SCHOOL, MOST CHILDREN HAVE LEARNED TO USE MOST OF THE STRUCTURAL ELEMENTS OF THE LANGUAGE AND ARE BEGINNING TO TALK IN COMPLEX SENTENCES. THIRD, EVEN CHILDREN FROM POOR BACKGROUNDS ARE NOT AS NONVERBAL AS ONCE WAS THOUGHT. THEY DIFFER IN COMPLEXITY OF LANGUAGE BUT ARE NOT "LANGUAGELESS." IN ORDER TO PROVIDE A STRONGER PROGRAM OF ORAL LANGUAGE DEVELOPMENT, THREE SUGGESTIONS WERE PROPOSED. ONE SUGGESTION WAS TO BROADEN THE ELEMENTARY CLASSROOM EXPERIENCE, TO INCLUDE MORE OPPORTUNITIES FOR TALKING. A SECOND SUGGESTION WAS TO STIMULATE FULLNESS IN ORAL RESPONSES TO QUESTIONS AND DISCUSSIONS, TO ENCOURAGE GROWTH OF VERBAL CONTENT. A THRID SUGGESTION WAS TO GUIDE THE THINKING OF CHILDREN TOWARD THE DEVELOPMENT OF FINER SHADES OF MEANING AND GREATER PRECISION IN LANGUAGE USE. A BIBLIOGRAPHY WAS INCLUDED. ED002590 A PROGRAM FOR POORLY LANGUAGED CHILDREN. 1963-10-00 11 N/A 1965 2016-11-22

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No Comprehension Curriculum Development Elementary Education Individual Reading Intellectual Development Phonics Pronunciation Reading Comprehension Reading Instruction Reading Skills Skill Development Speech Skills Structural Analysis Study Habits Study Skills Teacher Effectiveness Word Recognition WARDEBERG, HELEN L. New York (Albany) New York (Albany) New York State Education Dept., Albany. CONTAINED IN THE GUIDE IS INFORMATION ON THE BASIC SKILLS TO BE INCLUDED IN ANY INSTRUCTIONAL PROGRAM IN READING, ON THE DEVELOPMENT OF A GUIDED PROGRAM FOR INDIVIDUAL AND PERSONAL READING, AND ON THE EVALUATION OF A READING PROGRAM. THE OBJECTIVE IS TO HELP EACH CHILD BECOME AS EFFICIENT AND DIVERSIFIED A READER AS HIS ABILITIES PERMIT. NO LESSON PLANS OR LISTS OF ACTIVITIES ARE GIVEN. RATHER, THE EMPHASIS IS ON THE UNDERSTANDING OF THE SKILLS TO BE TAUGHT AND VARIOUS WAYS IN WHICH THEY CAN BE BUILT. VOCABULARY SKILLS NECESSARY TO MASTER IN A READING PROGRAM ARE WORD RECOGNITION, WORD ANALYSIS, PHONICS (THE ABILITY TO ASSOCIATE LETTERS AND GROUPS OF LETTERS WITH THE SOUNDS THEY REPRESENT, AND TO SYNTHESIZE THE SOUNDS INTO WORDS), STRUCTURAL ANALYSIS (THE ATTEMPT TO FIND IN AN UNKNOWN WORD STRUCTURAL ELEMENTS THAT CAN HELP DERIVE MEANING), DICTIONARY SKILLS, AND PRONUNCIATION ABILITY. THE COMPREHENSION SKILLS OF UNDERSTANDING, INTERPRETING, AND APPRECIATING SHOULD ALSO BE DEVELOPED. THE STUDY SKILLS EMPHASIZED ARE LOCATING INFORMATION TO BE READ, READING PICTORIAL MATERIALS, ORGANIZING MATERIAL READ FOR RECALL, AND ADAPTING TECHNIQUES TO SITUATIONS SPECIFIC TO EACH CONTENT FIELD. THE PLACE OF ORAL READING SKILLS IN THE INSTRUCTIONAL PROGRAM, IN AUDIENCE SITUATIONS, AND IN CONTENT FIELDS IS DESCRIBED. THROUGHOUT THE CHAPTER THE READER IS REFERRED TO OTHER PUBLICATIONS FOR SPECIFIC TEACHING METHODS AND MATERIALS. IN ADDITION TO TEACHING THE BASIC SKILLS, TEACHERS SHOULD HELP THEIR PUPILS DEVELOP THE HABIT OF PERSONAL AND INDIVIDUAL READING. IF THE PROPER READING MATERIALS AND PLANNED READING EXPERIENCES ARE CHOSEN FROM CURRENT MATERIALS, CLASSICS, TRADE BOOKS, AND INFORMATIONAL BOOKS, A LIFELONG HABIT OF DISCRIMINATING READING WILL BE ESTABLISHED. ED002591 THE TEACHING OF READING. 1965-01-00 137 N/A 1965 2016-11-22

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No Achievement Gains Admission Criteria Class Organization Developmental Reading Elementary Education Reading Achievement Reading Centers Reading Improvement Remedial Reading Testing Programs STACK, THELMA D. Wisconsin (Milwaukee) Wisconsin (Milwaukee) Milwaukee Public Schools, WI. ELEMENTARY READING CENTERS FOR THE YEAR 1962-63 SERVED MORE STUDENTS OF AVERAGE ABILITY THAN STUDENTS OF HIGH OR LOW ABILITY. AVERAGE READING GAIN PER STUDENT WAS NOTED AS APPROXIMATELY 1 YEAR. NAMES OF INTELLIGENCE TESTS AND ACHIEVEMENT TESTS (BOTH SILENT AND ORAL READING) AND THE NUMBER OF TIMES THEY WERE USED ARE GIVEN. STUDENTS CAME FROM SCHOOLS WITH AN 8TH GRADE TOP AS WELL AS SCHOOLS WITH A 6TH-GRADE TOP. THE AVERAGE NUMBER OF MONTHS IN THE CENTER WAS 7.5 MONTHS FOR THOSE STUDENTS FROM THE 8TH-GRADE TOP SCHOOLS, AND 8.5 MONTHS FOR CHILDREN FROM THE 6TH-GRADE TOP SCHOOLS. THE ADDITIONAL LENGTH OF TIME FOR THE CHILDREN IN THE 6TH-GRADE TOP SCHOOLS MAY BE A FACTOR IN THEIR GAIN BEING COMPARABLE TO THAT OF CHILDREN IN THE 8TH-GRADE TOP SCHOOLS. ENROLLMENT OF CLASSES WAS USUALLY BELOW 50, AND IN SOME CASES WAS BETWEEN 35 AND 40. TEACHER, PARENT, AND STUDENT COMMENTS ON THE EFFECTIVENESS OF THE PROGRAM ARE INCLUDED. A SPECIAL HANDBOOK PREPARED FOR USE OF READING CENTER TEACHERS, ADMINISTRATORS, AND OTHER INTERESTED PERSONNEL IS GIVEN. TESTING AND TEACHERS' JUDGMENTS DETERMINE WHICH CHILDREN ARE ELIGIBLE FOR REMEDIAL HELP, AND THOSE CHILDREN ELIGIBLE ARE INVITED, RATHER THAN ASSIGNED, TO A READING CENTER. UPON ATTAINMENT IN READING COMMENSURATE WITH THEIR MENTAL AGES, PUPILS ARE EXCUSED FROM FURTHER ATTENDANCE IN THE READING CENTER, BUT CAREFUL OBSERVATION OF THEM CONTINUES IN THE CLASSROOM TO SEE THAT ACHIEVEMENT IS MAINTAINED. THE TESTING PROGRAM, ADMISSION POLICIES, ORGANIZATION OF CLASSES, AND EVALUATION OF PUPIL PROGRESS ARE EXPLAINED. TESTS USED WERE--LORGE THORNDIKE AND CALIFORNIA TEST OF MENTAL MATURITY FOR INTELLIGENCE, GILMORE AND GATES FOR ORAL READING, AND IOWA BASIC SKILLS, CALIFORNIA, AND GATES READING SURVEY FOR SILENT READING. SUGGESTED REMEDIAL AIDS INCLUDE MCCALL-CRABBE STANDARD TEST BOOK, PRACTICE READERS, AND READERS DIGEST SKILL BUILDERS. ED002592 ELEMENTARY SCHOOL READING CENTERS, SUMMARY REPORT. 1963-07-00 9 N/A 1965 2016-11-22

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No Evaluation Methods Intermediate Grades Psychometrics Psychomotor Skills Reading Comprehension Reading Programs Reading Rate Reading Skills Reading Tests Teaching Methods Test Construction Testing HARRIS, THEODORE L. AND OTHERS MADISON Wisconsin Univ., Madison. School of Education. METHODS OF TESTING, EVALUATING, AND TEACHING READING IN THE FOURTH, FIFTH AND SIXTH GRADES ARE DESCRIBED. CONSTRUCTION AND DESIGN OF EXPERIMENTAL TESTS OF VARIABILITY IN READING SPEED ARE DISCUSSED. DESIGN WAS BASED ON THE RATIONALE THAT A MEANINGFUL READING-TIME SCORE DIRECTLY RELATED TO THE SUBJECT'S PURPOSE FOR READING. WHILE READING SPEED MAY BE DIRECTLY EXPRESSED IN TIME UNITS ALONE, ATTENTION WAS FOCUSED UPON A DERIVED RATE OF READING SCORE IN RELATION TO DEGREE OF COMPREHENSION AND IN SOME CASES TO A SPECIFIED PURPOSE FOR READING. WORDS-PER-MINUTE SCORING WAS NOT GIVEN PREFERENCE, AS EYE-MOVEMENT PHOTOGRAPHY HAS SHOWN THAT THE FOCUS OF ATTENTION IN RAPID READING IS UPON KEY WORDS WITHIN THOUGHT UNITS, SUGGESTING THAT THE ACT OF READING IS ONE OF SELECTION OF WORDS WHICH ADVANCE CONTINUITY OF IDEAS. MULTIPLE CHOICE WAS THE MOST USUAL TECHNIQUE USED FOR MEASURING COMPREHENSION. PASSAGE CONTENT, STYLE, FAMILIARITY, STRUCTURE AND SENTENCE COMPLEXITY WERE CONSIDERED SIGNFICANT AND AMENABLE TO EXPERIMENTAL CONTROL. PSYCHOLOGICAL TENSION WAS MEASURED WITH A GIBSON 8 CHANNEL POLYGRAPH. GALVANIC SKIN RESPONSE, MUSCLE TENSION, HANDWRITING SPEED, AND LEGIBILITY OF WRITING WERE ALSO CONSIDERED. A SIGNIFICANTLY GREATER PORTION OF CHILDREN SHOWED LOWER LEVELS OF TENSION IN READING TASKS THAN IN SUBSEQUENT RECALL TASKS. INDIVIDUAL VARIABILITY INDICES OF THE RELATIVE ADJUSTMENT OF READING TIME FOR THE THREE READING PURPOSES ARE NOT DIFFERENT FROM ONE INTERMEDIATE GRADE LEVEL TO ANOTHER. READING TIME IN SECONDS OR READING RATE IN WORDS-PER-MINUTE, HOWEVER, DOES CHANGE SIGNIFICANTLY DURING THIS PERIOD, IF CHILDREN BECOME MORE EFFICIENT IN LATER GRADES, BUT THEY DO NOT INCREASE IN ADJUSTMENT OF READING SPEED TO SPECIFIC PURPOSES. ED002593 EXPERIMENTAL DEVELOPMENT OF VARIABILITY IN READING RATE IN GRADES FOUR, FIVE AND SIX. 1965-00-00 246 N/A 1965 2016-11-22

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No Auditory Perception Curriculum Guides Experience Charts Eye Movements Interpretive Skills Kindergarten Children Memorization Readiness Reading Readiness Teaching Methods Visual Discrimination CANZANO, MARLENE AND OTHERS California (San Jose) California (San Jose) San Jose City Board of Education, CA. READING READINESS IN YOUNG CHILDREN IS INFLUENCED BY SEVERAL FACTORS. PHYSICAL FACTORS OF VISUAL AND AUDITORY ACUITY, MOTOR COORDINATION, AND GENERAL GOOD HEALTH CONTRIBUTE TO READINESS. SOCIALLY, THE CHILD MUST BE SELF-RELIANT, COOPERATIVE, AND ABLE TO SHARE WITH OTHERS, HAVE GOOD LISTENING HABITS, AND BE ABLE TO ASSUME RESPONSIBILITY. MENTAL MATURITY PLAYS ANOTHER IMPORTANT ROLE IN PREPARING TO READ. THE CHILD SHOULD HAVE A MENTAL AGE OF ABOUT 6 1/2 YEARS, SHOULD BE EMOTIONALLY SECURE, AND SHOULD HAVE A GOOD MENORY SPAN AND SPEECH HABITS. THE ENVIRONMENTAL FACTORS WHICH INFLUENCE READING READINESS ARE GOOD PRESCHOOL INSTRUCTION, ENRICHMENT EXPERIENCES AND SATISFACTORY HOME AND SCHOOL CONDITIONS. THE ACQUIRING OF READING READINESS IS A PROCESS WHICH MUST BE DEVELOPED BY THE TEACHER. LESSON SUGGESTIONS TO DEVELOP SKILLS IN THE FOLLOWING AREAS ARE PRESENTED AS TEACHER GUIDES--LEFT TO RIGHT EYE MOVEMENT, INTERPRETATION OF PICTURES, CLASSIFICATION OF RELATIONSHIPS, IDENTIFICATION OF SOUNDS AND INITIAL CONSONANTS, VISUAL DISCRIMINATION OF LIKENESSES AND DIFFERENCES IN SHAPE, DIRECTION, DETAIL, PAIRS ARRANGEMENT, LETTERS, AND WORDS, MEMORY GAMES, AND THE BUILDING OF COLOR VOCABULARY. THE EXPERIENCE CHART IS DISCUSSED AS AN EFFECTIVE MEANS OF DEVELOPING LANGUAGE SKILLS. THE CHART CONSISTS OF SHORT SENTENCES DICTATED ORALLY BY THE CLASS AND WRITTEN BY THE TEACHER ON THE BOARD OR A CHART. THE SENTENCES GO TOGETHER TO RECORD A GROUPWIDE EXPERIENCE. THE DEVELOPMENT OF NUMBER-READINESS THROUGH PLANNED AND INCIDENTAL EXPERIENCES IS ALSO DISCUSSED IN THE TEACHERS' GUIDE. ED002594 READING READINESS IN THE KINDERGARTEN. 1964-00-00 55 N/A 1965 2016-11-22

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No Comparative Analysis Group Reading Individual Reading Learning Processes Reading Instruction Reading Processes Reading Programs Reading Skills Teaching Methods DOLCH, EDWARD W. ILLINOIS Illinois (Champaign) Illinois Illinois (Champaign) THE INDIVIDUALIZED METHOD OF TEACHING READING IS BEING USED IN SCHOOLS THROUGHOUT THE COUNTRY, AND MORE AND MORE SCHOOLS ARE BEGINNING TO TRY IT. THE MONOGRAPH WAS PREPARED TO HELP THOSE INTERESTED IN INDIVIDUALIZED READING TO UNDERSTAND THE METHOD, THE PROBLEMS WHICH MAY ARISE, AND HOW IT COMPARES, IN DETAIL, WITH THE METHOD OF GROUP READING. INDIVIDUALIZED READING IMPLIES THAT THE CHILDREN ARE SEATED AT THEIR DESKS IN A CLASSROOM, EACH WITH A DIFFERENT BOOK HE HAS SELECTED. EACH CHILD RECEIVES INDIVIDUAL HELP FROM THE TEACHER AND PARTICIPATES IN SHARING WHAT HE HAS LEARNED WITH THE OTHER CHILDREN. THE INDIVIDUALIZED METHOD ASSUMES THAT "SPECIAL NEED" GROUPS WILL BE USED TO LEARN CERTAIN SKILLS SUCH AS PHONICS. PROBLEMS DISCUSSED INCLUDE TEACHER CONTROL OVER THE CLASS, CLASS SIZE, AND THE SUPPLY OF ENOUGH BOOKS TO SUPPORT THE PROGRAM. THERE ARE NO CLEAR SOLUTIONS, BUT SATISFACTORY RESULTS HAVE BEEN ACHIEVED THROUGH INGENUITY AND RESOURCEFULNESS. EXPERIMENTS TO MEASURE THE COMPARATIVE VALUE OF INDIVIDUALIZED READING TO GROUP READING HAVE NOT LED TO A DECISIVE CONCLUSION BECAUSE OF THE DIFFICULTY IN COMPARING EQUAL TEACHERS WORKING EQUALLY HARD, CHILDREN OF EQUAL BACKGROUND AND INTELLIGENCE, EQUAL TIME AND EMPHASIS, AND EQUAL CLASS SIZES. SUCH RESULTS AS THE GROWTH OF CHILDREN'S ENTHUSIASMS FOR READING BECAUSE OF THE INDIVIDUALIZED METHOD ARE MEASURED. IT SEEMS LIKELY THAT BOTH METHODS WILL TAKE A PLACE IN THE REPERTORY OF A SKILLED READING TEACHER. THIS ARTICLE WAS REPRINTED FROM "ELEMENTARY ENGLISH," DECEMBER 1961. ED002595 INDIVIDUALIZED READING VS. GROUP READING. 1961-12-00 19 N/A 1965 2016-11-22

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No Curriculum Enrichment Curriculum Guides Developmental Reading Reading Programs Reading Skills Sequential Approach Study Guides Teaching Guides FAUSTMAN, MARION AND OTHERS California (Carmichael) California San Juan Unified School District, Carmichael, CA. METHODS AND SKILLS TO BE DEVELOPED IN THE READING PROGRAMS FOR GRADES 1 THROUGH 12 ARE TESTED. ELEVEN BASIC SKILLS ARE CONSIDERED, INCLUDING READING FOR A PURPOSE AND FOLLOWING A SEQUENCE OF EVENTS. PHONETICS AND WORD ANALYSIS FOR KINDERGARTEN INCLUDE CONSONANTS, RHYMES, VOWELS, AND LANGUAGE ACTIVITIES. SUCH SKILLS, IN ADDITION TO WRITING, SIMPLE OUTLINING, AND READING COMPREHENSION, SHOULD BE REINFORCED IN THE FIRST AND SECOND GRADES. READING SKILLS SHOULD BE EXTENDED IN THE THIRD GRADE TO INCLUDE ACCENTS AND SYLLABIFICATION. AN OVERVIEW FOR THE FOURTH THROUGH SIXTH GRADES INCLUDES REINFORCEMENT OF PREVIOUSLY LEARNED SKILLS AND THE INTRODUCTION OF DICTIONARY USAGE, HISTORY OF THE LANGUAGE, AND LETTER-WRITING. IN THE SEVENTH AND EIGHTH GRADES, STUDENTS SHOULD BE ENCOURAGED TO READ THOUGHTFULLY, LISTEN INTELLIGENTLY, EXPRESS THEMSELVES EFFECTIVELY, AND THINK CRITICALLY. INDIVIDUAL READING IS STRESSED AND DIAGNOSTIC CHART READING METHODS ARE INCLUDED. A COORDINATED PROGRAM FOR THE ACADEMICALLY ABLE STUDENT INCLUDED ACTIVITIES, GAMES, AND METHODS TO HELP EXTEND READING EXPERIENCES. TWO BIBLIOGRAPHIES ARE APPENDED--ONE FOR THE TEACHER'S USE, AND ONE TO BE DISTRIBUTED TO PUPILS. ED002596 READING DEVELOPMENT AND ENRICHMENT GUIDE. 1964-00-00 132 N/A 1965 2016-11-22

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No Aspiration Background Counseling Services Disadvantaged Disadvantaged Youth Field Trips Home Visits Intelligence Junior High School Students National Norms Parent Attitudes Student Attitudes Suburban Youth Underachievement Urban Youth GRAVES, MARIAN F. New York (White Plains) New York White Plains Public Schools, NY. TWO RESEARCH PROJECTS CONCERNING CHILDREN FROM LOW SOCIOECONOMIC OR CULTURALLY DIFFERENT BACKGROUNDS WERE REPORTED. THE FIRST PROJECT STUDIED THE EDUCATIONAL AND VOCATIONAL ASPIRATIONS OF JUNIOR HIGH SCHOOL PUPILS FROM TWO SOCIOECONOMIC GROUPS. IT WAS QUESTIONED WHETHER CULTURALLY DEPRIVED CHILDREN IN A SUBURBAN AREA COMPARED WITH CULTURALLY DEPRIVED CHILDREN FROM A LARGE URBAN AREA. THE PROCEDURE INVOLVED PUPILS FROM FOUR RESIDENTIAL AREAS IN WHITE PLAINS. STRUCTURED INTERVIEW FORMS DEALING WITH EDUCATIONAL AND VOCATIONAL ASPIRATIONS WERE ADMINISTERED TO THE SUBJECTS AND THEIR PARENTS. CERTIFIED COUNSELORS INTERVIEWED ALL THE PARTICIPATING PARENTS AND PUPILS, AND DATA FROM THE SCHOOL RECORD OF EACH PUPIL WERE RECORDED. INFORMATION GATHERED WAS CODED AND PUNCHED ON IBM CARDS, AND ANALYZED. THE FOUR RESIDENTIAL AREAS INCLUDED 13 OLDER AREAS AND A NEW PRIVATE HOUSING DEVELOPMENT. CONCLUSIONS SHOWED THAT CHILDREN FROM LOW SOCIOECONOMIC HOUSING PROJECTS WERE NOT SIMILAR TO THOSE DESCRIBED IN LARGE URBAN AREAS. THEY WANTED EDUCATION AND THEIR PARENTS WANTED THEM TO HAVE AS MUCH AS POSSIBLE. THEIR INTELLIGENCE WAS EQUAL TO THE NATIONAL NORM, THUS A SPECIAL ACADEMIC PROGRAM SHOULD BE PLANNED WHICH WOULD BE GEARED FOR THE "NATIONAL NORM" PUPIL AND NOT THE "LOCAL NORM" PUPIL. THE SECOND PROJECT CONCERNED THE USE OF EXTENSIVE AND INTENSIVE COUNSELING WITH A GROUP OF JUNIOR HIGH SCHOOL PUPILS FROM LOW SOCIOECONOMIC OR CULTURALLY DIFFERENT BACKGROUNDS. THREE STAFF MEMBERS WORKED WITH EIGHTH-GRADE CHILDREN. THEY MADE AT LEAST ONE VISIT TO THE HOME OF EACH PUPIL AS PART OF THE STUDY AND ALSO STUDIED THE CHILD'S RECORD AT THE BEGINNING OF THE PROJECT TO WATCH FOR CHANGES IN GRADES AND ATTITUDES. THE PUPILS, PARENTS, AND TEACHERS WERE INVOLVED IN THE FINAL EVALUATION. THE COUNSELING ACTIVITIES INCLUDED INDIVIDUAL INTERVIEWS, GROUP DISCUSSIONS, HOME VISITS, ORGANIZED STUDY GROUPS, AND EDUCATIONAL, VOCATIONAL, AND CULTURAL TRIPS. EVALUATION SHOWED THAT THESE UNDERACHIEVING STUDENTS IMPROVED DURING THIS PERIOD OF EXTRA HELP AND COUNSELING. ED002597 REPORT OF TWO RESEARCH PROJECTS WITH CHILDREN FROM LOW SOCIOECONOMIC OR CULTURALLY DIFFERENT BACKGROUNDS. 1961-10-00 15 N/A 1965 2016-11-22

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No Disadvantaged Lower Class Students Measurement Instruments Predictive Measurement Reading Achievement Reading Readiness Tests Reading Skills Socioeconomic Influences Test Construction Test Results FELDMANN, SHIRLEY WEINER, MAY New York (Brooklyn) NEW YORK New York New York (New York) A READING PROGNOSIS TEST TO MEASURE FUTURE ABILITY, BASED ON PRESENT SKILLS AND KNOWLEDGE, OF CHILDREN FROM DIFFERENT SOCIOECONOMIC LEVELS WAS CONDUCTED. IT SOUGHT TO AVOID TWO MAJOR SHORTCOMINGS OF STANDARDIZED READING READINESS TESTS (1) THAT CHILDREN OF LOW SOCIOECONOMIC LEVEL WERE INCLUDED IN THE NORMS AND THEREFORE SCORES OF THESE CHILDREN WERE NOT ONLY AT THE LOW END OF THE SCALE BUT WERE CLUSTERED AMONG A FEW NUMBERS, AND (2) THAT NO CLEAR DIFFERENTIATION AMONG UNDERLYING SKILLS WAS GIVEN. A SAMPLE OF CHILDREN WAS DRAWN, WITH EQUAL NUMBERS FROM LOWER AND MIDDLE SOCIOECONOMIC LEVELS. THE TEST WAS CONSTRUCTED TO YIELD SCORES IN THREE AREAS, ALL CONTAINING SUBAREAS. TWO OF THESE, PERCEPTUAL DISCRIMINATION AND LANGUAGE, WERE DESIGNED TO MEASURE SKILLS NECESSARY TO BOTH BEGINNING AND ADVANCED READING. THE THIRD AREA, BEGINNING READING SKILLS, WAS DESIGNED TO MEASURE THE CHILD'S PRESENT STATUS. THREE STUDIES WERE UNDERTAKEN. IN EACH CASE, LATER IN THE SCHOOL YEAR A READING ACHIEVEMENT TEST WAS USED AS A VALIDITY CRITERION. NORMAL VARIABILITY WAS FOUND IN ALL SOCIOECONOMIC GROUPS. IT WAS CONCLUDED THAT POTENTIALLY POOR READERS CAN BE IDENTIFIED BEFORE FORMAL TRAINING IN READING TAKES PLACE AND THAT THEIR SKILL DEFICIENCIES CAN BE ASCERTAINED. TABLES GIVING TEST SCORES AND INTERCORRELATIONS WERE INCLUDED. ED002599 MEASUREMENT OF READING SKILLS IN LOWER SOCIOECONOMIC STATUS CHILDREN. 1963-00-00 15 N/A 1965 2016-11-22

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No Comparative Analysis Elementary Education Grade 1 Instructional Materials Middle Class Reading Achievement Reading Materials Reading Readiness FRY, EDWARD NEW JERSEY New Jersey A STUDY TO DETERMINE IF READING READINESS MATERIALS ARE NECESSARY IN THE FIRST GRADE REVEALS THAT THEY ARE NOT. THE EXPERIMENT WAS CONDUCTED IN PUBLIC SCHOOLS OF A SUBURBAN MIDDLE CLASS COMMUNITY IN NEW JERSEY. TESTS WERE ADMINISTERED IN SEPTEMBER TO ALL PUPILS OF THE FIRST GRADE. NO READING INSTRUCTION HAD BEEN GIVEN IN KINDERGARTEN AND NO PUBLISHED READING READINESS MATERIALS WERE USED. PUPILS IN THE READINESS GROUP WERE GIVEN READINESS WORKBOOKS AND READING INSTRUCTION IN PREPRIMERS AND PRIMERS. PUPILS IN THE NONREADINESS GROUP WERE GIVEN READING INSTRUCTION IN PREPRIMERS AND PRIMERS OF A DIFFERENT, BUT COMPARABLE, SERIES. EACH CLASS IN BOTH GROUPS WAS DIVIDED INTO THREE SEPARATE READING GROUPS. WHEN TESTS WERE ADMINISTERED IN DECEMBER, NONREADINESS GROUPS WERE DEFINITELY AHEAD IN PROGRESS, UNDOUBTEDLY BECAUSE MORE TIME WAS SPENT TEACHING READING. TABLES SHOWING RESULTS OF TESTING ACCOMPANY THE TEXT. ED002600 ARE READING READINESS MATERIALS NECESSARY IN THE FIRST GRADE. 1965-02-00 7 N/A 1965 2016-11-23

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No Classification Developmental Reading Diagnostic Tests Instructional Program Divisions Language Arts Reading Comprehension Reading Skills Reading Tests Sequential Learning BYRD, CHARLENE H. New York (Syracuse) New York (Syracuse) Syracuse City School District, NY. PRESENTED IS AN EXPERIMENTAL OUTLINE OF A PROGRAM DESIGNED TO TEACH BASIC SKILLS NEEDED FOR WORD-RECOGNITION AND UNDERSTANDING, IN ADDITION TO OTHER ASPECTS OF TOTAL READING SKILL. PART I PRESENTS COMPONENTS OF SEQUENTIAL LEARNING IN READING SKILLS, CONSISTING OF WORD PERCEPTION, WORD IDENTIFICATION, WORD MEANING, COMPREHENSION, CRITICAL READING AND GOOD STUDY HABITS. EACH SKILL IS PRESENTED IN ITS RESPECTIVE SECTION, AND BASIC SKILLS CONTRIBUTING TO THAT SKILL ARE OUTLINED. IN PART II, SKILLS ARE PRESENTED IN THE ORDER IN WHICH THEY SHOULD BE TAUGHT. A SEQUENTIAL OUTLINE IS PRESENTED COVERING SKILLS TO BE ATTAINED BEFORE GRADE ONE THROUGH THE SEVENTH GRADE. SPECIFIC TEACHING TECHNIQUES ARE SUGGESTED REGARDING EACH OF THE PARTICULAR SKILLS TO BE REVIEWED AT EACH GRADE LEVEL. PART III PRESENTS AN INFORMAL TEACHER-MADE DIAGNOSTIC TEST DESIGNED TO TEST THE DEGREE OF STUDENT ACHIEVEMENT WITH EACH SKILL. THE TEST IS DESIGNED TO SUPPLEMENT THE IOWA BASIC SKILLS TEST, USED ONLY TO TEST VOCABULARY AND READING COMPREHENSION. ED002601 A PROGRAM OF SEQUENTIAL LEARNING IN READING SKILLS. 60 N/A 1965 2016-11-22

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No Disadvantaged Handicapped Children Language Skills Mental Retardation Parent Child Relationship Reading Development Reading Instruction Reading Skills Student Teachers Teaching Methods ALTMAN, PAULINE Maryland (Baltimore) Maryland (Baltimore) Morgan State Coll., Baltimore, MD. THE CENTER ATTEMPTS TO ADAPT METHODS AND MATERIALS TO PREVAILING CIRCUMSTANCES, TO ASCERTAIN AND UTILIZE ALREADY AVAILABLE READING AND LANGUAGE RESPONSES OF CHILDREN (MEAGER AS THEY MAY BE), AND TO LEAD CHILDREN THROUGH CAREFULLY PACED RESPONSES WHICH EVOKE APPROVAL AND SUBSEQUENT PROGRESS. THE READING SPECIALIST DEMONSTRATES APPROPRIATE TECHNIQUES, AND STUDENT TEACHERS ARE LATER PROVIDED AN OPPORTUNITY FOR WORKING WITH CHILDREN, EMULATING TECHNIQUES, EXPERIMENTING WITH THEIR OWN CREATIVE APPROACHES, AND EVALUATING CHILDREN'S RESPONSES. TEN "RETARDED READERS" TAUGHT IN THE CENTER HAVE COMPLETED THE THIRD GRADE. OTHER THAN THE 1/2 HOUR DAILY OF WORK IN PHONICS, THE CHILDREN ENGAGE IN A VARIETY OF PLANNED SENSORY AND LINGUISTIC EXPERIENCES. CERTAIN EVIRONMENTAL FACTORS IN THE HOME CREATE PROBLEMS AND DEFICIENCIES AMONG CULTURALLY DEPRIVED CHILDREN. FOR EXAMPLE, PARENTS MAY SPEAK ONLY IN CONCRETE TERMS. THUS THE CHILD IS UNABLE TO THINK AND SPEAK ABSTRACTLY. THE TEACHER CAN HELP THE CHILD DEVELOP BY USING VARIED TYPES OF QUESTIONS AND WRITTEN MATERIALS WHICH AID CLASSIFICATION AND RELATIONSHIP PERCEPTION. ED002602 MORGAN STATE COLLEGE, INSTITUTE FOR TEACHERS OF DISADVANTAGED YOUTH, THE READING CENTER. 10 N/A 1965 2016-11-22

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No Demonstration Programs Diagnostic Tests Individualized Programs Instructional Materials Library Facilities Motivation Techniques Personnel Selection Program Development Reading Centers Remedial Reading Student Needs CUTTS, WARREN G. DISTRICT OF COLUMBIA District of Columbia WHENEVER IT BECOMES NECESSARY FOR A PUPIL TO RECEIVE EXTRA HELP OUTSIDE THE REGULAR CLASSROOM, HE IS INVOLVED IN REMEDIAL READING. REMEDIAL INSTRUCTION IS MORE HIGHLY INDIVIDUALIZED THAN REGULAR READING INSTRUCTION, AND IS TAILORED TO INDIVIDUAL NEEDS ON THE BASIS OF DIAGNOSTIC TESTING. MOTIVATION IS IMPORTANT TO ALL REMEDIAL INSTRUCTION, FOR PUPILS HAVE USUALLY EXPERIENCED YEARS OF FAILURE AND FRUSTRATION BEFORE BEING REFERRED FOR REMEDIAL WORK. SUCH FACTORS AS INTELLECT, CONSTITUTION, ENVIRONMENT, EMOTION, AND EDUCATION, ARE RECOGNIZED AS CAUSATIVE IN RELATION TO READING FAILURE. REMEDIAL INSTRUCTION SHOULD NOT BE ATTEMPED WITHOUT SOME FORM OF DIAGNOSTIC TESTING. RESULTS OF DIAGNOSTIC TESTS SHOULD BE REGARDED AS TENTATIVE AND SUBJECT TO REVISION AS THE INSTRUCTIONAL PROGRAM PROGRESSES. DEVELOPMENT OF AN ADEQUATE REMEDIAL READING PROGRAM DEPENDS UPON SUITABLE FACILITIES AND PERSONNEL. REMEDIAL READING TEACHERS SHOULD BE SUCCESSFUL CLASSROOM TEACHERS OF READING AT THE LEVEL ON WHICH THEY ARE TO WORK WITH REMEDIAL CASES. THEY SHOULD HAVE UNIVERSITY TRAINING FOR READING SPECIALISTS OR SHOULD SERVE AN INTERNSHIP IN A READING CLINIC. THE READING CENTER SHOULD HAVE A DIRECTOR, FULL-TIME PSYCHOLOGIST, ASSISTANT TO THE DIRECTOR, AND TWO FULL-TIME SECRETARIES. THE CLINIC TEACHERS SHOULD BE FAMILIAR WITH BOTH GROUP AND PLAY-THERAPY TECHNIQUES. INSTRUCTION SHOULD BE HIGHLY INDIVIDUALIZED. THE READING CENTER AND EACH READING CLINIC SHOULD BE EQUIPPED WITH LARGE QUANTITIES OF READING MATERIALS OF EVERY DESCRIPTION ON EVERY INSTRUCTIONAL LEVEL AND IN EVERY AREA OF INTEREST. THE MAIN LIBRARY AND MATERIALS LABORATORY SHOULD BE LOCATED IN A READING CENTER. EACH CLINIC SHOULD BE EQUIPPED WITH A 16MM SOUND PROJECTOR, AT LEAST TWO FILM STRIP PROJECTORS, AND AT LEAST FOUR TAPE RECORDERS. DETAILED DESCRIPTIONS TO ASSIST IN PLANNING THE DESIGN OF THE READING CENTER ARE INCLUDED. ED002603 A MODEL PROGRAM FOR REMEDIAL READING. 20 N/A 1965 2016-11-22

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No Adjustment (to Environment) Art Appreciation Auditory Discrimination Bibliographies Classroom Techniques Curriculum Guides Independent Reading Instructional Materials Language Ability Number Concepts Psychomotor Skills Reading Interests Reading Readiness Units of Study Visual Discrimination AYERS, DOROTHY AND OTHERS Illinois (East Chicago) INDIANA Indiana OBJECTIVES ARE TO DEVELOP VISUAL AND AUDITORY DISCRIMINATION, MOTOR COORDINATION, SOCIAL ADJUSTMENTS, LANGUAGE FACILITY, FAMILIARITY WITH AND ACCEPTANCE OF CLASSROOM PROCEDURE, INTEREST IN READING, INDEPENDENT THINKING, NUMBER AWARENESS, AND APPRECIATION OF ART AND MUSIC. UNIT AREAS FOLLOW THE OUTLINE OF OBJECTIVES AND ARE TAUGHT AS PART OF THE DAILY PROGRAM RATHER THAN IN A SPECIFIC CHRONOLOGICAL SEQUENCE. TEACHING METHODS ARE ADAPTED TO INDIVIDUAL DIFFERENCES IN THE CLASSROOM. A PLEASANT AND INTERESTING CLASSROOM ATMOSPHERE STIMULATES THE DESIRE TO LEARN. ALTHOUGH ALL CHILDREN ARE CREATIVE, DIFFERENT FORMS OF EXPRESSION AND MEDIA WORK BEST WITH DIFFERENT CHILDREN, AND THE TEACHER'S AWARENESS OF THE SUITABILITY OF VARIOUS MATERIALS AND TECHNIQUES MAKES THE LEARNING PROCESS MORE EFFECTIVE. CHILDREN SHOULD BE GIVEN TASKS SUITED TO THEIR CAPABILITIES, THEIR UNDERSTANDINGS, AND THEIR INTERESTS. THEY SHOULD BE GIVEN THE OPPORTUNITY FOR INDEPENDENT STUDY. SUGGESTED ACTIVITIES FOR DEVELOPING ABILITIES NEEDED FOR SUCCESS IN BEGINNING READING INCLUDE STORY TELLING, FIELD TRIPS, ACTION GAMES, DRAMATIZATIONS, LIBRARY VISITS, AND GROUP DISCUSSIONS. A LIST OF COMMERCIAL AIDS WHICH MAY BE USED AS SOURCES FOR IDEAS OR ACTIVITIES IN VISUAL DISCRIMINATION, NUMBER AWARENESS, AND MUSIC IS PRESENTED. A BIBLIOGRAPHY OF APPROXIMATELY 70 ENTRIES IS INCLUDED. ED002604 TENTATIVE READING READINESS CURRICULUM FOR EAST CHICAGO PUBLIC SCHOOLS. 1962-06-00 58 N/A 1965 2016-11-22

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No Individualized Instruction Intermediate Grades Migrant Education Migrant Youth Primary Education Summer Programs Summer Schools LEBARON, WALTER A. RUEF, WERNER H. NEW YORK New York (Albany) New York New York (Albany) ALTHOUGH THERE WAS A DECREASE IN MIGRANT LABOR, THE NUMBER OF MIGRANT CHILDREN ATTENDING 6-WEEK SCHOOL PROGRAMS IN 1962 INCREASED OVER THE PREVIOUS YEAR. THE SUMMER SCHOOL CENTERS WERE SPONSORED BY THE PUBLIC SCHOOLS AND WERE REIMBURSED BY THE STATE. THE 1961 MIGRANT SCHOOLS WERE GUIDED BY A BASIC PHILOSOPHY WHICH STRESSED THE NEED FOR AN INTENSE INDIVIDUALIZED EDUCATION, AND WERE DESIGNED TO BRING THESE CHILDREN NEARER TO THE AGE-GRADE LEVEL THEY COULD BE EXPECTED TO ACHIEVE IN THE NORMAL SCHOOL PROGRAM. PRIMARY AND INTERMEDIATE INSTRUCTIONAL AGE GROUPS WERE IN EACH SCHOOL. THE GROUPS AVERAGED FROM 10 TO 15 PUPILS. TEACHER-ASSISTANTS WERE PROVIDED TO ALLEVIATE PROBLEMS BASED ON WIDE RANGE OF ABILITY. EMPHASIS WAS PLACED ON--BASIC SKILLS, HEALTH, PROGRAMS IN ART, MUSIC, PHYSICAL EDUCATION, AND GOOD CITIZENSHIP, TRIPS, AND COMMUNITY RELATIONS. SEVERAL CENTERS INITIATED A CHILD CARE CENTER. RECOMMENDATIONS CONCERNED YEARLY RECRUITMENT OF STUDENTS, DEVELOPMENT OF SUITABLE MATERIALS AND ACTIVITIES, CONTINUOUS CONTACT WITH RELATED COMMUNITY AGENCIES, AND STAFF ORIENTATION. A DAILY CLASS SCHEDULE AND A BUDGET WERE INCLUDED IN THE REPORT. ED002605 REPORT OF THE 1961 SUMMER SCHOOL PROGRAM FOR CHILDREN OF MIGRANT PARENTS. 1962-01-00 3 N/A 1965 2016-11-22

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No Compensatory Education Curriculum Development Instructional Improvement Migrant Children Migrant Education Resource Materials Teacher Workshops GOODWIN, PEGGIE AND OTHERS Arizona (Tempe) Arizona Arizona State Univ., Tempe. Coll. of Education. ARTICLES PREPARED FOR AN EDUCATION WORKSHOP ON TEACHING THE MIGRANT CHILD ARE PRESENTED. THEY INCLUDE "WHEN THE MIGRANT CHILD COMES TO SCHOOL" BY P. GOODWIN, "THE PROBLEMS OF THE MIGRANT CHILD" BY M. BELL, "PROBLEMS CREATED BY THE MIGRANT" BY J. TOLMAN, "THE SOCIOLOGICAL MEXICAN AMERICAN MINORITY" BY A. MCDOWELL, "PROBLEMS OF MIGRANTS" BY P. KUKULSKI, "PROBLEMS MIGRANT PEOPLE FACE," BY E. JOHNSON, "CULTURAL CHARACTERISTICS OF THE MIGRANT CHILD" BY A. KUKULSKI, "PLACEMENT OF THE BILINGUAL CHILD" BY R. OUILLETTE, "THE MIGRANT FAMILY AND THE SCHOOL" BY R. BAXTER, "TEACHER ATTITUDE" BY I. MURPHY, "SCHOOL NEEDS FOR THE BEGINNING MIGRANT CHILD" BY C. COOPER, "A CURRICULUM WAITING FOR THE MIGRANT CHILD" BY F. DAVENPORT, "LET'S ADJUST THE CURRICULUM TO THE CHILD" BY L. FRENCH,"CURRICULUM CHANGES IN THE FIRST GRADE" BY P. STANTON, "ADAPTING THE CURRICULUM TO THE MIGRANT CHILD" BY I. KELLER, "ADJUSTMENT IN READING FOR THE MIGRANT CHILD" BY D. NICHOLS, "LEARNING TO LISTEN" BY A. CLARKE, "PHONICS" BY H. OLSON, "A CLIMATE FOR BECOMING" BY L. BYARS, "HELP HIM IMPROVE HIS SELF CONCEPT" BY D. RHODES, "THE FEELINGS OF NOT BELONGING--A PROBLEM OF THE MIGRANT CHILD" BY C. ANDERSON, "LACK OF COMMUNITY INTEREST IN PROBLEMS OF THE MIGRANT" BY B. ANDERSON, "HEALTH PROBLEMS OF THE MIGRANT PEOPLE" BY C. JUDY, "HEALTH PROBLEMS OF THE MIGRANT" BY H. ROOSEN, " THE MIGRANT AND HIS HEALTH PROBLEMS" BY V. RAMSEY, " MIGRANT HOUSING AND SANITATION" BY R. BILLINGSLEY, "THE GENERAL MUSIC PROGRAM AND HOW IT AFFECTS THE MIGRANT CHILD" BY C. COOR, "PRACTICAL HOME ECONOMICS FOR CULTURALLY DEPRIVED GIRLS" BY M. BELCHER, "INTEGRATION OF MIGRANT CHILDREN WITH RESIDENT CHILDREN THROUGH TEAM TEACHING" BY A. HOLLINGSHEAD, "ADJUSTMENT OF THE MIGRANT CHILD THROUGH DRAMA" BY C. LORENZ, "TEAM TEACHING--ANIMATE AND INANIMATE" BY M. ROBINSON, "ADAPTING THE KINDERGARTEN PROGRAM FOR THE MIGRANT CHILD" BY G. BUTLER, "DROPOUTS" BY W. HAWKS, "HOMEWORK AND THE MIGRANT" BY P. ARAGON, "CURRICULUM NEEDS FOR THE MIGRANT CHILD" BY W. TOLMAN, "INTERGROUP RELATIONSHIP IN THE CLASSROOM" BY P. GRANGER, AND "REMEDIAL READING TECHNIQUES" BY R. LAUMAN. ED002606 EDUCATION OF MIGRANT CHILDREN. 186 N/A 1965 2016-11-22

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No Compensatory Education Day Care Educationally Disadvantaged Equal Education Mexican Americans Migrant Children Migrant Education Summer Programs Summer Schools Ohio (Cleveland) Ohio (Cleveland) Elizabeth S. Magee Education and Research Foundation, Inc., Cleveland, OH. PRESENTED WERE PROBLEMS OF OHIO MIGRANT WORKERS, MOSTLY TEXANS OF MEXICAN BACKGROUND, WHOSE CHILDREN WERE DEFICIENT IN EDUCATIONAL GROWTH. THE GROWTH OF THE SUMMER SCHOOL PROGRAM BEGAN IN 1957 WITH AN INVESTIGATION THAT POINTED OUT THE NEED OF SUCH SCHOOLS FOR MIGRANT CHILDREN. IN 1958, TWO SUMMER SCHOOL CLASSES WERE HELD, IN 1959, THE TWO CLASSES WERE CONTINUED, IN 1960, NINE CLASSES WERE HELD, AND IN 1961, 27 CLASSES WERE HELD. THE GROWTH OF DAY-CARE CENTERS, WHICH WERE SIMILAR TO THE GROWTH OF THE SUMMER SCHOOL CLASSES, BEGAN IN 1957 WHEN 35 CHILDREN WERE CARED FOR IN THE FIRST DAY-CARE CENTER FINANCED BY UNITED STATES CHILDREN'S BUREAU FUNDS. QUOTES FROM SEVEN REPORTS ON SUMMER SCHOOLS AND DAY-CARE CENTERS FOR MIGRANT CHILDREN INDICATED THAT THOUGH THE PROGRAMS WERE NEEDED AND WERE LIKED, IT WAS BECOMING EXCEEDINGLY DIFFICULT TO PROVIDE OPPORTUNITIES BECAUSE OF THE INCREASING MOBILITY OF THE FARM LABORER. ED002607 HOW OHIO HELPS MIGRANT CHILDREN. 1961-00-00 4 N/A 1965 2016-11-22

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No Community Involvement Day Care Educational Research Inservice Teacher Education Migrant Health Services Migrant Welfare Services Migrant Workers Self Help Programs Summer Schools KARRAKER, CYRUS H. Pennsylvania (Lewisburg) PENNSYLVANIA Pennsylvania ACCOMPLISHMENTS IN THE WELFARE OF AGRICULTURAL SEASONAL WORKERS ARE REPORTED. PARTICULAR ATTENTION IS PAID TO SUCH SERVICES FOR MIGRANT CHILDREN AS DAY CARE CENTERS. SUCH CENTERS ARE PROVIDED FROM PRIVATE FUNDS, ARE USUALLY CHURCH SPONSORED, AND ARE LARGELY STAFFED BY VOLUNTEERS. STATE-OPERATED CENTERS ARE RECOMMENDED. COLORADO WAS CONE OF THE FIRST STATES TO SET UP SUMMER SCHOOLS FOR THE SEASONAL WORKERS. FROM ONE SUMMER SCHOOL IN 1955, SEVEN SPECIAL TERM PROJECTS WERE OPERATING IN 1960 UNDER FUNDS PROVIDED BY THE STATE. A MIGRANT EDUCATIONAL RESEARCH PROGRAM AND INSERVICE EDUCATION FOR TEACHERS OF MIGRANT CHILDREN ARE ADDITIONAL ACTIVITIES OF THE COLORADO PROGRAM. CALIFORNIA SPARINGLY USES PUBLIC FUNDS FOR WORKERS. CHURCHES AND VOLUNTEER PROGRAMS USUALLY PROVIDE EDUCATIONAL SERVICES. PROGRESS IS BEING MADE IN EXTENDING HEALTH SERVICES TO MIGRANT LABORERS IN BOTH COLORADO AND CALIFORNIA. GROWING COOPERATION OF CIVIC LEADERS, STATE OFFICALS, AND GROWERS IS RESULTING IN ACHIEVEMENT IN HEALTH AND PUBLIC WELFARE. CITIZENS' COMMITTEES ARE ACTIVELY SUPPORTING AND INITIATING PROGRAMS. SELF-HELP HOUSING PROGRAM IN PUERTO RICO IS GIVEN AS ONE UPON WHICH TO BASE EXPERIENCE. ED002608 AGRICULTURAL SEASONAL LABORERS OF COLORADO AND CALIFORNIA. 1961-00-00 16 N/A 1965 2016-11-22

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No Bibliographies Demography Factor Analysis Migrant Children Migration Patterns School Planning LINDSEY, HERBERT H. AND OTHERS Wisconsin (Milwaukee) Wisconsin (Milwaukee) Wisconsin Univ., Milwaukee. Cooperative Educational Research and Services. USEFUL MEANS OF ANTICIPATING THE MOVEMENTS OF MIGRANT CHILDREN INCLUDE ANALYSIS OF CROPS, THE HARVESTING OF WHICH REQUIRES OUT-OF-STATE WORKERS, DISTRIBUTIONAL MAPS OF CROP ACREAGE, NORMAL TIME SCHEDULES FOR CROPS, AND INFORMATION ON AGRICULTURAL DEVELOPMENTS. SUCH INFORMATION ASSISTS IN THE PLANNING OF SCHOOL PROGRAMS. IN WISCONSIN, MOST MIGRANT CHILDREN ARE CONCENTRATED IN THE CHERRY AND CUCUMBER PRODUCING AREAS. ALTHOUGH THERE ARE FEWER MIGRANT CHILDREN IN THE VEGETABLE PRODUCING AREAS, THEY STAY IN THE STATE LONGER. THERE ARE 37 LOCALITIES WHICH RECEIVE 25 OR MORE MIGRANT CHILDREN EACH YEAR, THERE ARE 10 GENERAL AREAS THAT RECEIVE 75 OR MORE CHILDREN. SUCH INFORMATION PROVIDES SCHOOL OFFICIALS WITH AN IDEA OF THE NUMBER OF MIGRANT CHILDREN FOR WHOM EDUCATIONAL OPPORTUNITIES NEED TO BE PROVIDED. A SIGNIFICANT CHARACTERISTIC TO BE CONSIDERED IN THE PLANNING OF EDUCATIONAL PROGRAMS IS THAT THE MAJORITY OF MIGRANT CHILDREN ARE SPANISH-SPEAKING. TABLES, MAPS, AND CHARTS ACCOMPANY THE TEXT. EMPLOYMENT RECORD FORMS, TABULATION FORMS FOR CHILDREN UNDER 16 YEARS OF AGE, AND TABLES SHOWING AVERAGE DISTRIBUTION OF CROPS AND UTILIZATION OF OUT-OF-STATE WORKERS ARE APPENDED. A BIBLIOGRAPHY IS INCLUDED. ED002609 SPATIAL AND TEMPORAL PATTERNS OF THE MOVEMENT OF SEASONAL AGRICULTURAL MIGRANT CHILDREN INTO WISCONSIN, EDUCATIONAL PROGRAMS FOR CHILDREN OF MIGRATORY AGRICULTURAL WORKERS IN WISCONSIN, REPORT 2. 1962-03-00 53 N/A 1965 2016-11-22

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No Church Programs Enrichment Activities Migrant Programs Migrant Welfare Services Social Services State Programs Welfare Agencies Colorado Migrant Council MIGRANTS WERE AIDED BY THE COLORADO MIGRANT MINISTRY, WHICH WITH PUBLIC SCHOOL OFFICALS AND HEALTH AND WELFARE AGENCY PERSONNEL, HELPED TO DETERMINE LEGISLATIVE NEEDS, AND PROVIDED DIRECT SERVICES TO MIGRANTS IN THREE AREAS OF COLORADO. IN ROCKY FORD, A SPANISH-SPEAKING EDUCATED HUSBAND-WIFE-DAUGHTER TEAM WORKED WITH VARIOUS GROUPS WHO LED ACTIVITIES, STORIES, CRAFTS, SWIM TRIPS, REMEDIAL READING, GAMES, SPORTS, INSTRUMENTAL MUSIC INSTRUCTION, SINGING, AND HOUSEHOLD SKILLS. IN FORT LUPTON, A STAFF OF SEVEN ORGANIZED--A CHILDREN'S PROGRAM TO DEVELOP MOTOR AND SOCIAL SKILLS, AN INFORMAL TEENAGE CLUB GROUP WHICH DID ITS OWN PLANNING AND FINANCING, A MOTOR MECHANICS CLASS, A RELIGIOUS CONCERNS PROGRAM THAT UTILIZED THE SERVICES OF A SPANISH-SPEAKING SEMINARY STUDENT, A HOME ECONOMICS COURSE IN MEAL PREPARATION, NUTRITION, AND SEWING, AND ADULT PROGRAMS. IN PALISADE, A STAFF OF EIGHT ORGANIZED A CHILDREN'S PROGRAM STRESSING MORAL VALUES WITH PLAY ACTIVITIES, A BOYS' CLUB AND A GIRLS' CLUB, A LARGE PLAY HOUSE, A PARK PROGRAM OF RECREATION, A TEEN RECREATION PROGRAM, A VOCATIONAL EDUCATION PROGRAM, A WOODWORKING GROUP, ADULT PROGRAMS, AND CHILD CARE PROGRAMS. ED002610 COLORADO MIGRANT MINISTRY. ANNUAL REPORT, 1961. 1961-11-10 5 N/A 1965 2016-11-22

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No Disadvantaged Youth Educational Improvement Migrant Children Migrant Education Parent Attitudes Services Statistical Analysis Surveys NANCE, AFTON D. California (Sacramento) California (Sacramento) California State Dept. of Education, Sacramento. ENROLLMENT, ATTENDANCE, CLASS SIZE, NUMBER OF TEACHERS EMPLOYED, ADEQUACY OF FACILITIES, AND PROBLEMS RELATED TO THE EDUCATION OF CHILDREN OF MIGRANT WORKERS WERE THE CONCERNS OF A 1961 SURVEY OF SCHOOLS SERVING CHILDREN OF SEASONAL FARM WORKERS. QUESTIONNAIRES WERE SENT TO THE SUPERINTENDENTS OF 105 CALIFORNIA DISTRICTS ENROLLING THE MOST MIGRANT CHILDREN IN THE STATE. THE DATA PRESENTED WERE BASED ON RESPONSES TO 80 QUESTIONNAIRES. RESULTS INDICATED SOME OF THE PROBLEMS INVOLVED IN PROVIDING A HIGH QUALITY EDUCATIONAL PROGRAM. THE SCHOOLS REPORTING EMPLOYED 6.6 PERCENT MORE TEACHERS WHO WERE NOT FULLY QUALIFIED THAN THE REST OF THE STATE. INADEQUATE SCHOOL HOUSING WAS REPORTED BY 25 PERCENT OF THE DISTRICTS. OF THE TOTAL NUMBER OF RESPONDENTS, 27 PERCENT MAINTAINED HALF-DAY SESSIONS FOR ONE OR MORE CLASSROOMS, THERE WAS 8.6 PERCENT IN THE STATE AS A WHOLE. DURING THE PERIOD OF HIGH ENROLLMENT, CLASS SIZE IN 87 PERCENT OF THE DISTRICT WAS OVER 25. THE PROBLEMS ARISING FROM ADVERSE ECONOMIC AND SOCIAL CONDITIONS AFFECTING THE CHILDREN WERE MAINLY UNCHANGED FROM PREVIOUS YEARS. RESPONDENTS MENTIONED THE DETRIMENTAL EFFECTS OF POOR PHYSICAL AND MENTAL HEALTH, OF SPORADIC ATTENDANCE, OF CONSTANT ADJUSTMENT OF NEW TEACHERS AND CLASSMATES, AND OF GENERAL INSECURITY AND FRUSTRATION. LOW PARENTAL MORALE WAS CONSIDERED A SERIOUS PROBLEM BY MANY OF THE RESPONDENTS, A SITUATION WHICH COULD BE ALLEVIATED BY ALLOCATION OF FUNDS TO PERMIT SCHOOL DISTRICTS OR COUNTY OFFICES TO EMPLOY SOCIAL SERVICE WORKERS TO SERVE THE ADULT MIGRANTS. OTHER RECOMMENDATIONS WERE FOR A FEDERAL PROGRAM PROVIDING HEALTH AND WELFARE SERVICES TO FAMILIES ENGAGED IN INTERSTATE COMMERCE, SUMMER SCHOOL OPPORTUNITIES AND SPECIAL PLANS FOR PUPIL RECRUITMENT, AND THE START OF A STUDY ON THE TEACHING OF ENGLISH TO MIGRANT CHILDREN. ED002611 MIGRANT CHILDREN IN CALIFORNIA SCHOOLS, A 1961 SURVEY OF SCHOOLS SERVING CHILDREN OF SEASONAL FARM WORKERS. 1961-10-00 25 N/A 1965 2016-11-22

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No Child Labor Day Care Centers Disadvantaged Elementary Schools Migrant Children Migrant Education Services Summer Programs MANN, FRANK A. AND OTHERS Pennsylvania (Lewisburg) Pennsylvania Bucknell Univ., Lewisburg, PA. A SCHOOL FOR CHILDREN OF MIGRATORY AGRICULTURAL WORKERS, CONDUCTED DURING THE SUMMER MONTHS IN FIVE PENNSYLVANIA COUNTIES IN 1960, PROVIDED TRANSPORTATION, BREAKFAST, LUNCH, SNACKS, AND AN ELEMENTARY SCHOOL PROGRAM. THE PROGRAM WAS ORGANIZED TO HELP MIGRANT CHILDREN OVERCOME ACADEMIC RETARDATION BECAUSE OF IRREGULAR SCHOOL ATTENDANCE AND TO HELP THEM ACHIEVE A MORE SATISFACTORY ADJUSTMENT TO FURTHER SCHOOL EXPERIENCES. THE SCHOOL HAS HELPED 105 CHILDREN MAKE INTELLECTUAL, SOCIAL, EMOTIONAL, AND PHYSICAL GAINS. CHILD LABOR HAS BEEN EFFECTIVELY REDUCED BECAUSE OF ATTENDANCE AT THE SCHOOL. THE SCHOOL WAS FINANCED BY CONTRIBUTIONS FROM PRIVATE ORGANIZATION, FOUNDATIONS, BUSINESSES, CHURCHES, AND INDIVIDUALS. RECOMMENDATIONS INCLUDED FINANCING SUMMER SCHOOLS AND OTHER PROGRAMS FOR THE CULTURALLY DEPRIVED, USING FEDERAL AND STATE LEGISLATION TO FINANCE THESE PROGRAMS, ARRANGING THE SUMMER SCHOOLS FOR MIGRANT CHILDREN ON A FLEXIBLE BASIS TO MEET THE IMPORTANT NEEDS OF THIS GROUP, AND PROVIDING INSTRUCTIONAL SERVICES TO SCHOOL AGE CHILDREN IN CHILD CARE CENTERS. ED002612 REPORT ON SCHOOLS FOR MIGRANT CHILDREN, SUMMER 1960. 1960-00-00 7 N/A 1965 2016-11-22

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No Community Involvement Health Education Migrant Children Migrant Health Services Services Kansas (Topeka) Kansas Kansas State Dept. of Health, Topeka. THE SPREAD OF HEALTH AND DAY CARE SERVICES FOR MIGRANT CHILDREN IN KANSAS IN 1963 WAS DESCRIBED. IN ADDITION TO A GENERAL TREATMENT OF THE SUBJECT, PROGRAMS IN EACH COUNTY WERE DESCRIBED SEPARATELY BECAUSE OF LOCAL VARIATION, ALTHOUGH THEY WERE ALL VERY SIMILAR. MONEY WAS APPROPRIATED BY THE KANSAS LEGISLATURE IN 1963 TO THE KANSAS STATE DEPARTMENT OF HEALTH FOR CONTINUATION OF THE DAY CARE CENTER AND HEALTH PROGRAM AT HOLCOMB, KANSAS. THE IDEA OF DAY CARE AND ASSOCIATED HEALTH SERVICES WAS ADOPTED IN NEIGHBORING COUNTIES OF KEARNY, GRANT, AND WICHITA. IN KEARNY COUNTY, THE PUBLIC HEALTH NURSE, WHO SERVED AS A VOLUNTEER WORKER IN THE HOLCOMB PROGRAM THE PREVIOUS YEAR, ASSISTED COMMUNITY GROUPS IN DEVELOPING A DAY CARE CENTER AND HEALTH PROGRAM. THE DIVISION OF MATERNAL AND CHILD HEALTH ARRANGED WITH LOCAL AND DISTRICT HEALTH OFFICES TO EXTEND HEALTH SERVICES TO WICHITA AND KEARNY COUNTIES, AND TO BEGIN A HEALTH SURVEY IN GRANT COUNTY. IN WYANDOTTE COUNTY, A HEALTH SURVEY WAS INITIATED BY THE LOCAL HEALTH DEPARTMENT, AND A DAY CARE CENTER WAS CONDUCTED BY LOCAL CHURCH GROUPS. THE CENTERS AT LEOTI, IN WICHITA COUNTY, AND AT ULYSSES, IN GRANT COUNTY, OFFERED CARE IN THE MORNING ONLY. TWO SPANISH-SPEAKING STAFF WORKERS ASSISTED THE COMMUNITY GROUPS IN COORDINATING AND INTERPRETING THE PROGRAM TO MIGRANT FAMILIES, AND WORKED DIRECTLY WITH HEALTH PERSONNEL AS INTERPRETERS ON HEALTH MATTERS. HEALTH SERVICES WERE PROVIDED BY STATE, LOCAL, AND DISTRICT HEALTH OFFICES AND LOCAL PHYSICIANS, DENTISTS, AND NURSES. THEY INCLUDED A MEDICAL RECORD FOR EACH CHILD IN THE CENTER, A MEDICAL HISTORY, A COMPLETE PHYSICAL EXAMINATION, SCREENING PROGRAMS (VISION, HEARING, DENTAL), TUBERCULIN TESTING, HEMOGLOBIN DETERMINATIONS, AND IMMUNIZATIONS. REFERRAL WAS MADE LOCALLY TO PRIVATE PHYSICIANS AND DENTISTS FOR NECESSARY TREATMENT AND TO THE FAMILIES' HOME STATE WHEN TREATMENT COULD NOT BE COMPLETED IN KANSAS. ED002613 A REPORT ON HEALTH AND DAY CARE SERVICES FOR CHILDREN OF MIGRANT WORKERS, KANSAS - 1963. 1963-00-00 17 N/A 1965 2016-11-22

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No Compensatory Education Day Care Centers Education Service Centers Elementary Education Migrant Children Migrant Education State Programs Summer Programs Summer Schools Supplementary Education LEBARON, WALTER A. RUEF, WERNER H. New York (Albany) New York (Albany) New York State Education Dept., Albany. SUMMER SCHOOL PROGRAMS CONDUCTED IN SEVERAL CENTERS FOR CHILDREN OF MIGRANT PARENTS IN NEW YORK STATE WERE DESCRIBED. ATTENDANCE WAS EXCELLENT THROUGHOUT THE 6-WEEK PERIOD. A CHILD CARE CENTER AND TRANSPORTATION WERE PROVIDED. THE BUDGET FOR THE SEVERAL CENTERS VARIED WITH SIZE, PROGRAM, AND SPECIFIC PROBLEMS, EMPHASIS WAS PLACED UPON BASIC SKILLS IN LANGUAGE ARTS AND ARITHMETIC. PROGRAMS IN ART, CRAFTS, MUSIC, PHYSICAL EDUCATION, AND HEALTH EDUCATION AND HABITS WERE TAUGHT BY THE SCHOOL NURSE. INCREASED EFFORT TO PROMOTE GOOD CITIZENSHIP AND THE ABILITY TO GET ALONG WITH OTHERS WAS MADE. TRIPS, ASSEMBLIES, SWIMMING INSTRUCTION, AND OTHER ACTIVITIES STRENGTHENED THE SEVERAL PROGRAMS. A CLOSE RELATIONSHIP AMONG PARENTS, GROWERS, AND THE PUBLIC, HELPED TO PROMOTE THE PROGRAM. CONTINUING CONCERNS OF THE SUMMER SCHOOLS FOR MIGRANT CHILDREN INCLUDE--DEVELOPMENT OF A PHILOSOPHY FOR ELEMENTARY SUMMER SCHOOLS FOR MIGRANTS, RECRUITMENT OF STUDENTS EARLY ENOUGH TO ASSURE A NEAR QUOTA ON OPENING DAY, DEVELOPMENT OF SUITABLE MATERIALS, EXPERIENCES AND ACTIVITIES, CONTINUOUS CONTACT WITH GROWERS, CREW LEADERS, PARENTS, AND INTERESTED AGENCIES, TO MAINTAIN INTEREST IN THE SCHOOLS, DISCOVERY OF INDIVIDUAL NEEDS AS EARLY AS POSSIBLE AND PROVISIONS FOR THEM, EFFECTIVE INTEGRATION OF SCHOOLS AND CHILD CARE CENTER, IMPROVED COMMUNICATIONS BETWEEN MIGRANT SCHOOLS, EFFECTIVE FOLLOWUP OF MIGRANT STUDENTS WHEN THE REGULAR SCHOOLS OPEN. ED002614 REPORT OF THE 1962 SUMMER SCHOOL PROGRAM FOR CHILDREN OF MIGRANT PARENTS. 1963-02-00 3 N/A 1965 2016-11-22

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No Educational Needs Educationally Disadvantaged Migrant Children Migrant Education Pilot Projects Public Education State Programs PETRIE, RONALD G. Oregon State Dept. of Education, Salem. A PILOT PROGRAM FOR EDUCATING MIGRANT CHILDREN WAS AUTHORIZED BY THE OREGON LEGISLATURE TO STUDY PROBLEMS OF MIGRANT EDUCATION DURING THE REGULAR SCHOOL YEAR. A QUESTIONNAIRE WAS FORMULATED TO INTERVIEW MIGRANTS IN ORDER TO PICTURE PROBLEMS FACING LOCAL SCHOOL DISTRICTS. AN ANALYSIS WAS COMPUTED AND INFORMATION WAS DIVIDED INTO "ANGLO" AND "SPANISH-SPEAKING" CATEGORIES. MIGRANTS ATTENDED 81 SCHOOLS. APPROXIMATELY ONE-THIRD OF THE ELIGIBLE MIGRANTS ATTENDED SCHOOL AND ABOUT TWICE AS MANY WERE ANGLO AS SPANISH-SPEAKING. FINDINGS INDICATED SCHOOLS RECEIVED SUPPORT ON A PROPORTIONAL BASIS, MOST OF THE CHILDREN ARRIVED IN THE SPRING AND LEFT IN THE FALL, MOST WERE IN A LOWER GRADE THAN IS NORMAL FOR THEIR AGE, THERE WAS A SEVERE DROPOUT RATE AFTER THE FIFTH GRADE, CHILDREN NEEDED SPECIAL HELP IN LANGUAGE ARTS, ARITHMETIC, HEALTH, AND SOCIAL DEVELOPMENT, EXTRA TEACHERS HAD TO BE HIRED TO HANDLE THE INFLUX OF MIGRANTS, TRUANCY, BUT NOT DISCIPLINE, WAS A PROBLEM, AND A PRESCHOOL PROGRAM WAS NEEDED. EVERY CHILD HAS A RIGHT TO EDUCATION AND THEREFORE STEPS SHOULD BE TAKEN TO OVERCOME THE EDUCATIONAL HANDICAPS OF MIGRANT CHILDREN. MANY MIGRANT CHILDREN WILL LEAVE THE MIGRANT STREAM BECAUSE OF MECHANIZATION IN THE FIELD OF AGRICULTURE AND A DESIRE FOR SOMETHING BETTER IN LIFE. FOR MOST JOBS WHICH THEY ASPIRE TO PERFORM, SOME FORM OF EDUCATION WILL BE IMPERATIVE. AT PRESENT, THERE IS A LARGE GAP BETWEEN WHAT IS NEEDED AND WHAT IS BEING DONE FOR MIGRANT CHILDREN. ED002615 MIGRANT CHILDREN IN OREGON PUBLIC SCHOOLS. 1960-04-00 53 N/A 1965 8/17/2004 22:45:16 DISA1965

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No Community Relations Curriculum Development Educational Administration Educational Opportunities Educationally Disadvantaged Leadership Migrant Children Migrant Education National Programs Parent Education Teacher Education Workshops STOCKBURGER, CASSANDRA Missouri (Saint Louis) MISSOURI Missouri Missouri (Saint Louis) National Committee on the Education of Migrant Children, Washington, DC. EDUCATORS FROM STATE DEPARTMENTS OF EDUCATION FACED WITH PROBLEMS OF EDUCATION FOR MIGRANT CHILDREN MET AT THE NATIONAL WORKSHOP OF MIGRANT CHILDREN TO SHARE EXPERIENCES AND SUGGESTIONS. A MAJOR CONCERN WAS TO EVALUATE EXISTING PROGRAMS AND TO SEEK WAYS OF RELATING THESE SEPARATE PROGRAMS TO THE TOTAL EDUCATIONAL EXPERIENCE OF THE CHILD AS HE MOVES FROM STATE TO STATE. WORKSHOP MEMBERS OUTLINED, AS A SUGGESTED GUIDE TO THOSE STATES PLANNING EDUCATION PROGRAMS FOR MIGRANT CHILDREN, THE TYPE OF PROGRAM WHICH THEY CONSIDERED ESSENTIAL IF THE EDUCATIONAL NEEDS OF MIGRANT CHILDREN ARE TO BE ADEQUATELY MET. COMMITTEE REPORTS COVERED THE FOLLOWING BASIC AREAS OF CONCERN--FUNDAMENTAL PRINCIPLES ACCEPTABLE IN CREATING EDUCATIONAL OPPORTUNITIES FOR MIGRATORY CHILDREN, CURRICULUM GOALS, CONTENT, AND METHODS, THE TEACHER OF MIGRANT CHILDREN, PARENT EDUCATION, THE ORGANIZATION AND ADMINISTRATION OF MIGRANT SCHOOL PROGRAMS, RESPONSIBILITY FOR LEADERSHIP, AND COMMUNITY RELATIONS. CONCERN WAS EXPRESSED THAT THE EDUCATION OF MIGRANT CHILDREN WAS A JOB THAT COULD NOT BE ACCOMPLISHED BY THE EDUCATOR ALONE. IT INVOLVED TO A GREAT DEGREE THE ACCEPTANCE, BY THE COMMUNITY, OF THE IDEA THAT MIGRANT CHILDREN ARE AS IMPORTANT AS ANY OTHER CHILDREN AND THAT BECAUSE OF THEIR DEPRIVATION THERE IS AN ADDED RESPONSIBILITY TO SEE THAT THEY HAVE AN OPPORTUNITY TO BECOME USEFUL AND PRODUCTIVE CITIZENS. ONE OF THE BARRIERS TO PROVIDING EDUCATION FOR MIGRANT CHILDREN WAS THAT OF RELATING EDUCATION TO THE TRADITIONAL TIME PATTERN. EDUCATORS SHOULD BE FLEXIBLE IN THEIR THINKING AND CREATIVE IN THEIR PLANNING IN ORDER TO DEVELOP AN EFFECTIVE EDUCATIONAL PROGRAM INDEPENDENT OF THESE TRADITIONAL TIME PATTERNS. CARE SHOULD BE TAKEN THAT ANY NEW PATTERNS WHICH ARE DEVELOPED DO NOT RESULT IN THE FURTHER SEGREGATION OF MIGRANT CHILDREN. ED002616 REPORT OF THE NATIONAL WORKSHOP ON THE EDUCATION OF MIGRANT CHILDREN, ST. LOUIS, MISSOURI. 1964-05-00 48 N/A 1965 2016-11-22

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No Elementary Education Emotional Problems Employment Language Arts Mexican Americans Motivation Preschool Education Remedial Reading Secondary Education Spanish Americans Spanish Speaking Special Education Arizona (Phoenix) Arizona (Phoenix) Arizona State Employment Service, Phoenix. A SERIES OF SPEECHES DELIVERED AT A SEMINAR ON EDUCATIONAL INNOVATIONS FOR THE SPANISH-SPEAKING CHILD IS PRESENTED. REPRESENTATIVE SPEECHES ARE DISCUSSED. THE LATIN-AMERICAN IN THE SOUTHWEST IS A CONGLOMERATION OF MANY CULTURES AND PEOPLES. HE COMPOSES THE NEWEST IMMIGRANT AND THE OLDEST SETTLER, THE HAUGHTY SPANIARD AND THE STOLID INDIAN. HIS LOYALTY TO HIS COUNTRY IS UNQUESTIONED, YET HE IS OFTEN EXCLUDED FROM PARTICIPATION IN THE LARGER SOCIETY. POLITICAL PRESSURE IS A MEANS TO HELP THE LATIN-AMERICAN WHOSE RESOURCES CAN GREATLY CONTRIBUTE TO THE SOCIETY AND CULTURE AROUND HIM. A PRESCHOOL PROGRAM FOR NON-ENGLISH-SPEAKING CHILDREN CAME INTO BEING AS A RESULT OF CONCERN ABOUT CHILDREN WHO ENTERED THE FIRST GRADE WITHOUT KNOWLEDGE OF ENGLISH AND WHO CONSEQUENTLY DEVELOPED EMOTIONAL PROBLEMS, DID POORLY THROUGHOUT SCHOOL, AND BECAME DROPOUTS. TO ENABLE NON-ENGLISH-SPEAKING STUDENTS TO COMMUNICATE WITH TEACHERS UPON ENTERING SCHOOL, A PROGRAM OF 120 HOURS OF INSTRUCTION WAS ORGANIZED, IT STRESSED A 400 BASIC WORD VOCABULARY. DENVER PUBLIC SCHOOLS HAVE MANY PROGRAMS UNDERWAY TO IMPROVE EDUCATIONAL OPPORTUNITIES FOR BILINGUAL CHILDREN WITHOUT NECESSITATING SEGREGATION. THE PROGRAMS EMPHASIZE THE EXCEPTIONAL CHILD, READING AND SPEAKING IMPROVEMENT, SUMMER SCHOOL, AND TEACHER WORKSHOPS. OTHER TOPICS PRESENTED INCLUDE THE MEXICAN-AMERICAN STUDENT AND PARENT, THE TEACHING OF ENGLISH TO SPANISH-SPEAKING PUPILS, DROPOUTS, SPECIAL BILINGUAL PROGRAMS, AN ANALYSIS OF DATA ON SPANISH-SPEAKING PEOPLE, AND MOTIVATION TO BE STRESSED IN AREAS OF EDUCATION AND EMPLOYMENT. ED002617 MEXICAN-AMERICAN SEMINAR. 1963-01-00 31 N/A 1965 2016-11-22

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No Agricultural Laborers Community Involvement Disadvantaged Environment Educational Opportunities Farm Labor Labor Problems Migrant Children Migrant Workers Non English Speaking Social Values Socialization Spanish Americans A YEARLY INCREASE OF MIGRATORY WORKERS TO OREGON RESULTED IN HIGHER WAGES IN THE AREA. IN 1957 THE SPANISH SPEAKING LABORERS IN OREGON NUMBERED 11,000 TO 12,000, 10 PERCENT OF WHOM WERE PERMANENT RESIDENTS. RECRUITMENT WAS CARRIED OUT BY CONTRACTORS. THEY OPERATED THROUGH SUBCONTRACTORS WHO IN TURN ACTED AS CONTACT MEN IN STRATEGIC LOCATIONS THROUGHOUT AREAS OF THE RIO GRANDE. USUALLY THERE WERE VERBAL ARGREEMENTS RATHER THAN WRITTEN CONTRACTS. WAGES EQUALLED THOSE PREVAILING IN THE AREA OF WORK. AVERAGE WEEKLY FAMILY EARNINGS WERE $40, AND EXPENSES WERE $28.50. MAJOR PROBLEMS RELATED TO THE MIGRANT WORKERS WERE IN THE AREAS OF UNSATISFACTORY RECRUITMENT PRACTICES, LANGUAGE HANDICAPS, POOR WORKING CONDITIONS, POOR HOUSING AND SANITATION, LACK OF HEALTH SERVICES AND CONSEQUENT DESEASE AND ILLNESS, UNSAFE TRANSPORTATION, POOR EDUCATIONAL AND CHILD CARE PROGRAMS, THE SAME WORKING CONDITIONS AND HOURS FOR WOMEN AND MINORS AS FOR MEN, AND NEGATIVE COMMUNITY ATTITUDES. THE FOLLOWING CONCLUSIONS WERE MADE--CHILDREN SUFFER THE MOST UNDER THE SOCIAL SYSTEM OF THE MIGRANT LABORERS, BECAUSE THEIR ONLY SOURCE OF EXPERIENCE AND LEARNING IS A DISTORTED PATTERN OF LIFE. UNDER THE PRESENT SYSTEM OF WORKING RELATIONSHIPS, CONTRACTORS, SUBCONTRACTORS, AND CREW LEADERS ARE A NEGATIVE FACTOR IN THE OUTLOOK AND FUTURE OF THE SPANISH-SPEAKING MIGRANT LABORER. BECAUSE THEY CONTRIBUTE TO THE ECONOMIC WEALTH OF THE COUNTIES THEY WORK IN, MIGRANT WORKERS SHOULD BE AT LEAST PARTIALLY PROTECTED BY EXISTING AGENCIES. MANY OF THE MIGRANTS ARE CITIZENS, AND MANY ARE OREGON RESIDENTS. THEY SHOULD BE ENCOURAGED TO PARTICIPATE IN THEIR GOVERNMENT AND COMMUNITY LIFE. ED002618 "VAMONOS PAL NORTE" (LET'S GO NORTH), A SOCIAL PROFILE OF THE SPANISH SPEAKING MIGRATORY FARM LABORER. 27 N/A 1965 8/17/2004 22:45:21 DISA1965

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No Compensatory Education Equal Education Migrant Children Motivation Parent Aspiration Peer Acceptance Social Discrimination Student Needs Summer Programs Transient Children GULMON, LYNN MIGRANT CHILDREN ARE DEPRIVED IN THE AREAS OF EDUCATION, OPPORTUNITY, ACCEPTANCE BY PEERS, DESIRE TO ATTEND SCHOOL, AND PARENTAL CONCERN ABOUT EDUCATION. SCHOOLS OFTEN HAVE TO FIND THE MIGRANT CHILDREN WHO DO NOT WANT TO ATTEND SCHOOL. WHEN THEY DO ATTEND SCHOOL, THEY ARE REJECTED BY LOCAL CHILDREN. BECAUSE MIGRANT FAMILIES MOVE ABOUT AS CROPS DEMAND, CHILDREN ARE NEVER IN ONE AREA LONG ENOUGH TO ESTABLISH IDENTITY WITH A SCHOOL OR TO ESTABLISH ACCEPTANCE AMONG PEERS. A SPECIAL SUMMER SCHOOL SESSION WAS HELD TO MEET THE NEEDS OF MIGRANT CHILDREN. CHILDREN WERE DIVIDED INTO FIVE CLASS SECTIONS ACCORDING TO AGE AND ACHIEVEMENT LEVEL. IN ADDITION TO FORMAL STUDIES, CHILDREN WERE GIVEN LUNCH AND BREAKFAST, SHOWER BATHS THREE TIMES A WEEK, SHAMPOOS ONCE A WEEK, AND BUS TRANSPORTATION TO AND FROM SCHOOL. THE MIGRANT CHILDREN WERE UNABLE TO WORK BY THEMSELVES OR IN GROUPS. THEY HAD POOR ATTENTION SPANS AND LACKED KNOWLEDGE OF HOW TO PLAY. THEY HAD VERY LITTLE TRAINING IN OBEDIENCE. GREAT PATIENCE WAS REQUIRED OF TEACHERS WHO WORKED WITH THEM. THE FUTURE IS DIM FOR MANY BECAUSE EDUCATIONAL OPPORTUNITY HAS COME TOO LATE. REGULAR SCHOOL ATTENDANCE, TRUST IN TEACHERS, AND A FEELING OF BEING WANTED ARE IMPORTANT NEEDS. THOUGH PROGRESS IS SLOW, PARTICULARLY IN SUBJECT MATTER AREAS, SOME IS BEING MADE IN AREAS OF CLEANLINESS AND NUTRITION. ED002619 THE HAVE-NOTS. 12 N/A 1965 8/17/2004 22:45:24 DISA1965

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No Agricultural Trends Community Programs Conferences Farm Labor Labor Problems Migrant Children Migrant Education Migrant Housing Migrant Problems Migrant Programs Migrant Welfare Services Workers Compensation MACGREGOR, HELEN R. AND OTHERS California (Sacramento) California (Sacramento) California's Advisory Committee on Children and Youth, Sacramento. THE SELECTED PRESENTATIONS WERE--"THE CONTINUING INTEREST OF THE GOVERNOR'S ADVISORY COMMITTEE ON CHILDREN AND YOUTH, IN THE FARM WORKER'S CHILDREN" BY HELEN MCGREGOR, "THE PURPOSE OF THIS CONFERENCE" BY MRS. HUBERT WYCKOFF, "TRENDS IN CALIFORNIA AGRICULTURE, EFFECTS ON FARM WORKERS" BY DANIEL G. ALDRICH, JR., "CHARACTERISTICS OF FARM WORKERS AS RELATED TO STABILIZATION OF THE WORK FORCE" BY WILLIAM H. METZLER, "HOUSING FOR FARM LABOR, OLD PROBLEM, NEW SOLUTION" BY LOWELL NELSON, "MIGRANT CHILDREN IN CALIFORNIA SCHOOLS" BY HELEN HEFFERNAN, "PLANNING FOR RURAL CALIFORNIA" BY ELTON R. ANDREWS, "CALIFORNIA DEPARTMENT OF EMPLOYMENT MOVES TO IMPROVE SERVICES TO AGRICULTURAL MIGRANT" BY MARGOT WAKEMAN LENHAR, "CALIFORNIA'S DISABILITY INSURANCE PROGRAM FOR FARM WORKERS" BY ARTHUR W. SAWYER, "NEW FARM LABOR HEALTH SERVICE" BY BRUCE JESSUP, AND "NEW MINIMUM WAGE AND WORKING CONDITION REGULATIONS AS THEY APPLY TO WOMEN AND MINORS EMPLOYED IN FARM WORK" BY BEATRICE L. CHRISTENSEN. THERE WERE SIX STUDY GROUPS WHOSE DELIBERATIONS WERE REPORTED. THEIR AREAS OF INTEREST INCLUDED EDUCATION, HEALTH, CHILD CARE, HOUSING, EMPLOYMENT, AND COMMUNITY DEVELOPMENT. ED002620 THIRD ANNUAL CONFERENCE ON FAMILIES WHO FOLLOW THE CROPS (VISALIA, MARCH 1-2, 1962). 1962-03-00 38 N/A 1965 2016-11-22

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No Educational Quality Educational Status Comparison Elementary Education Rural Education Rural Schools School Districts Statistical Surveys COCKERILLE, CLARA E. DISTRICT OF COLUMBIA District of Columbia National Committee for Children and Youth, Washington, DC. INFORMATION FROM TWO RECENT SURVEYS DESCRIBES RURAL EDUCATION IN THE MID-1950'S AND IDENTIFIES SOME OF THE PROBLEMS OF ELEMENTARY EDUCATION IN THESE AREAS. FINDINGS INCLUDE A DISPROPORTIONATE NUMBER OF BEGINNING TEACHERS, SMALL STAFFS, LOWER SALARIES, LOWER ANNUAL EXPENDITURES PER PUPIL, GREATER DEPENDENCE ON STATE OR FEDERAL FUNDS, AND LOWER FAMILY INCOMES. THE ONE-TEACHER SCHOOLS ARE DECLINING. THOSE TEACHERS STILL IN ONE-ROOM SCHOOLS ARE MAINLY OLDER, MARRIED, AND FEMALE. THESE TEACHERS ARE NOT AS WELL EDUCATED OR WELL PAID AS MOST OTHER TEACHERS AND FREQUENTLY DO NOT MEET MINIMUM REQUIREMENTS. THE FACILITIES OF THE ONE-TEACHER SCHOOLS INCLUDE SUCH INADEQUACIES AS POOR CONSTRUCTION, LACK OF ADEQUATE SANITATION AND SAFETY DEVICES, AND LACK OF EQUIPMENT RELATED TO CURRICULUM AND INSTRUCTION. CERTAIN BASIC OBJECTIVES AND STANDARDS USED TO EXAMINE THE ORGANIZATION AND CURRICULUM OF ELEMENTARY SCHOOLS ARE PRESENTED. SUCH MAJOR PROBLEMS FACING RURAL EDUCATION AS RECRUITING AND EDUCATING A SUFFICIENT NUMBER OF TEACHERS, PROVIDING ADEQUATE INSTRUCTIONAL MATERIALS, PROVIDING AUXILIARY AND HEALTHFUL SCHOOL PLANTS AND RELATED PHYSICAL FACILITIES ARE IDENTIFIED. THREE WAYS OF RESOLVING THESE PROBLEMS ARE CONSOLIDATION, DEVELOPMENT OF THE INTERMEDIATE UNIT, AND IMPROVED LOCAL PROGRAMS. ED002621 RURAL EDUCATION SYSTEMS--ELEMENTARY EDUCATION. 1962-09-00 8 N/A 1965 2016-11-22

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No Acculturation Community Surveys Demography Group Dynamics Group Status Integration Studies Mexican Americans Research Projects Social Discrimination Socioeconomic Status BROOM, LEONARD SHEVKY, ESHREF California (Los Angeles) CALIFORNIA California California (Los Angeles) AN ANALYTIC EMPIRICAL APPROACH TO THE STUDY OF MEXICANS IN THE UNITED STATES IS PRESENTED. MEXICAN-AMERICANS FORM AN IMPORTANT ETHNIC GROUP BY VIRTUE OF NUMBERS, REGIONAL CONCENTRATION, SOCIAL POSITION, AND DYNAMIC CHARACTER. FINDINGS SHOULD BE AMENABLE TO COMPARATIVE TREATMENT WITH OTHER STATUS AND ETHNIC GROUPS. THE APPROACH INVOLVES A SERIES OF RESEARCH TASKS. THE FIRST SET CENTERS ON DIFFERENTIATING THE POPULATION WITH REGARD TO ITS SOURCES AND MIGRATION HISTORY. GEOGRAPHIC ORIGINS AND PRIOR OCCUPATIONAL AND STATUS CHARACTERISTICS, WITH SPECIAL REFERENCE TO THE DEGREE OF INDUSTRIALIZATION AND URBANIZATION IN MEXICO AND ACCULTURATION TO HISPANIC NORMS, ARE CONSIDERED. RELATED ARE THE NATURE AND CONSEQUENCES OF INTERNAL MIGRATIONS, BOTH IN MEXICO AND IN THE UNITED STATES. THE SECOND FOCUS INVOLVES THE DIFFERENTIATION OF THE POPULATION ACCORDING TO ITS CURRENT SOCIOECONOMIC STATUS, URBANIZATION, AND ACCULTURATION TO AMERICAN NORMS. OBJECTIVE INDICES SHOULD BE APPROPRIATE TO THE RANGE OF VARIATION FOUND IN THE POPULATION STUDIED. THE THIRD TASK IS A DETERMINATION OF THE WAYS IN WHICH ESTABLISHED DIFFERENTIALS OPERATE TO PRODUCE VARYING MODES OF CULTURAL AND INSTITUTIONAL ISOLATION OR FUNCTIONAL INTEGRATION. THREE PATTERNS OF DEVELOPMENT ARE POSSIBLE IN THE FUTURE--THE CONTINUED ISOLATION OF RELATIVELY SMALL HOMOGENEOUS GROUPS MARGINAL TO BUT DEPENEDENT ON URBAN CENTERS, THE EMERGENCE OF AN INTEGRATED ETHNIC COMMUNITY, OR THE INCORPORATION OF THE MEXICAN-AMERICAN POPULATION INTO THE GENERAL SOCIETY. ED002622 MEXICANS IN THE UNITED STATES--A PROBLEM IN SOCIAL DIFFERENTIATION. 8 N/A 1965 2016-11-22

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No Advisory Committees Community Programs Compensatory Education Demonstration Programs Migrant Children Migrant Education Migrant Programs Program Development State Programs Summer Programs Volunteers GATLIN, CURTIS New Jersey State Dept. of Labor and Industry, Trenton. A MIGRANT EDUCATION DEMONSTRATION PROJECT WAS UNDERTAKEN TO MARSHAL PUBLIC AND PRIVATE RESOURCES OF THE STATE TO PROVIDE MORE DAYS OF SCHOOLING IN NEW JERSEY FOR MIGRANTS. AIMS INCLUDED ESTABLISHING PUBLIC SUPPORT THROUGH STATE AND LOCAL CITIZENS' COMMITTEES, CONDUCTING SURVEYS TO CHECK POTENTIAL AND ACTUAL ENROLLMENT OF MIGRANT CHILDREN IN LOCAL SCHOOLS, DETERMINING LOCATIONS FOR ADDITIONAL SUMMER SCHOOLS, SECURING FUNDS TO ENLARGE SUMMER SCHOL FACILITIES, AND DEVELOPING A LONG-RANGE PROGRAM TO MEET CONTINUING NEEDS. A CITIZENS' ADVISORY COMMITTEE ON MIGRANT EDUCATION WAS SET UP WITH REPRESENTATIVES OF 19 ORGANIZATIONS IN THE STATE. VOLUNTEER WORKERS VISITED MIGRANT CAMPS TO LEARN HOW MANY SCHOOL-AGE MIGRANTS ARRIVED DURING THE SCHOOL TERM SO THAT EFFORTS COULD BE MADE TO IMPLEMENT A SUMMER SCHOOL PROGRAM. NAMES OF OFFICERS AND REPRESENTATIVES OF PARTICIPATING ORGANIZATIONS OF THE ADVISORY COMMITTEE WERE INCLUDED. ED002623 THE EDUCATION OF MIGRANT CHILDREN IN NEW JERSEY. 1960-06-00 5 N/A 1965 8/17/2004 22:45:56 DISA1965

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No Behavior Development Citizenship Disadvantaged Youth Health Education Home Economics Instructional Materials Migrant Children Teaching Guides KRADEL, SARA F. THOMPSON, JAMES N. NEW BRUNSWICK Canada New Jersey State Dept. of Education, Trenton. PROGRAMS ARE DIVIDED INTO THREE CATEGORIES--CHILDREN UP TO 10, CHILDREN 10 TO 16 (17 FOR BOYS), AND ADULTS. EACH CATEGORY CONSIDERS BOYS AND GIRLS SPEARATELY. THE OBJECTIVES OF THE COURSES FOR GIRLS AND WOMEN ARE TO HELP THEM ACHIEVE SATISFACTION THROUGH MAKING THE MOST OF WHAT THEY HAVE ON HAND, TO HELP THEM BECOME BETTER CITIZENS BY LEARNING ABOUT THE COMMUNITY AND RESOURCES THAT ARE AVAILABLE FOR THEIR USE, TO DEVELOP SKILLS THAT WILL LEAD TO BETTER HABITS OF HEALTH AND LIVING, AND TO ENCOURAGE DEVELOPMENT OF HABITS AND ATTITUDES THAT WILL ENABLE THEM TO BECOME BETTER HOME AND COMMUNITY MEMBERS. OBJECTIVES OF THE COURSES FOR BOYS AND MEN ARE SIMILAR TO THE ABOVE, BUT THEY INCLUDE--THE DEVELOPMENT OF RESOURCEFULNESS IN SELECTING, BUYING, AND USING MATERIALS AND SERVICES, THE DEVELOPMENT OF SAFE WORKING HABITS, THE EXPLORATION OF COMMUNITY RESOURCES FOR EDUCATIONAL AND VOCATIONAL GUIDANCE, AND THE DEVELOPMENT OF SELF-CONFIDENCE. UNITS FOR THE GIRLS ARE ON HOUSEKEEPING, COOKING, SEWING, GARDENING, MONEY MANAGEMENT, PRENATAL CARE, AND CHILD CARE. UNITS FOR BOYS AND MEN ARE ON HOME MECHANICS, SAFETY, AND FIRST AID. MINIMUM EQUIPMENT, MATERIALS, CONSTRUCTION PLANS, AND REFERENCE MATERIALS ARE SUGGESTED FOR EACH AREA. ED002624 A TEACHERS GUIDE--HOMEMAKING EDUCATION FOR MIGRATORY FARM CHILDREN. 1961-07-00 49 N/A 1965 2016-11-22

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No Boards of Education Educational Finance Ethnic Distribution Migration Patterns Rural Education School Support State Aid HORNBOSTEL, VICTOR O. DISTRICT OF COLUMBIA District of Columbia National Committee for Children and Youth, Washington, DC. SPARSITY OF POPULATION, A MIGRATORY POPULATION, AND AN ETHNIC POPULATION INFLUENCE THE RISING COSTS OF RURAL EDUCATION. AN IMPORTANT GOAL IN FINANCING RURAL EDUCATION IS TO PROVIDE LOCAL SCHOOL BOARDS WITH THE FLEXIBILITY NECESSARY TO MEET ANY FINANCIAL NEEDS THAT ARISE. LOCAL SCHOOL SUPPORT COMES MAINLY FROM PROPERTY TAX, STATE SCHOOL SUPPORT FROM REVENUE ON SALES AND INCOME TAXES, AND FEDERAL SUPPORT FROM INCOME TAX REVENUE. STATES ALLOCATE SUPPORT TO LOCAL SCHOOLS BY GRANTING A GIVEN AMOUNT PER PUPIL OR PER CLASSROOM FOR ALL SCHOOL PURPOSES, BY BASING THE GRANT ON THE WEALTH OF THE LOCAL SCHOOL DISTRICT, AND BY BASING THE GRANT ON A FIXED SUM FOR ALL SCHOOL DISTRICTS. STATE AID SYSTEMS CONSIST OF VARIOUS COMBINATIONS OF THESE PRINCIPLES. ADJUSTMENT IN STATE AID FOR SPARSITY OF SCHOOL POPULATION, AID FOR TRANSPORTATION, AND AID FOR BUILDINGS CAN ALL BE ACCOMMODATED WITHIN THIS FRAMEWORK. LOCAL SCHOOL BOARDS SHOULD HAVE THE DECISION-MAKING POWER IN REGARD TO THE SCHOOL PROGRAM BACKED BY THE PROMISE OF SUFFICIENT FINANCIAL SUPPORT TO PUT THE PROGRAM INTO PRACTICE. ED002625 SPECIAL PROBLEMS IN FINANCING RURAL EDUCATION. 1963-09-00 12 N/A 1965 2016-11-22

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No Day Care Centers Demography Demonstration Programs Disadvantaged Youth Migrant Children Migrant Health Services Migrant Welfare Services Services Summer Schools HORTING, RUTH G. AND OTHERS Pennsylvania (Harrisburg) Pennsylvania Pennsylvania State Dept. of Public Welfare, Harrisburg. DEVELOPMENTS BETWEEN 1954 AND 1961 IN MIGRANT CHILD CARE CENTERS AND SERVICES IN PENNSYLVANIA WERE GIVEN. BEFORE 1954 THE PENNSYLVANIA CITIZENS COMMITTEE FOR MIGRATORY LABOR URGED THE DEPARTMENT OF LABOR AND INDUSTRY AND THE DEPARTMENT OF PUBLIC WELFARE TO ESTABLISH CHILD CARE CENTERS FOR THE CHILDREN OF MIGRANT WORKERS IN POTTER COUNTY, THE TWO DEPARTMENTS JOINTLY FINANCED AND OPERATED A DAY CARE DEMONSTRATION PROJECT WHICH CARED FOR 49 CHILDREN. DAY CARE CENTERS INCREASED, THE RESPONSIBILITY FOR OPERATING THEM CHANGED HANDS. IN 1956, AFTER A BRIEF PERIOD UNDER THE DIRECTION OF THE DEPARTMENT OF PUBLIC WELFARE, THE RESPONSIBILITY FOR OPERATING ALL DAY CARE CENTERS FOR MIGRANT CHILDREN IN THE STATE WAS ACCEPTED BY THE CHILD DEVELOPMENT DEPARTMENT OF THE COLLEGE OF HOME ECONOMICS OF PENNSYLVANIA STATE UNIVERSITY. DAY CARE CENTERS WERE ESTABLISHED IN OTHER COUNTIES, AND A PROGRAM OF HEALTH AND WELFARE SERVICES FOR THE MIGRATORY FARM WORKERS AND THEIR CHILDREN WAS PUT INTO OPERATION. THE GOVERNOR'S COMMITTEE ON MIGRATORY LABOR WAS ORGANIZED TO ASSURE SATISFACTORY CONDITIONS OF HOUSING, SANITATION, HEALTH, AND WELFARE FOR ALL MIGRATORY WORKERS IN PENNSYLVANIA. CHANGES AND ADDITIONS TO THE PROGRAMS OF CHILD CARE AND SOCIAL SERVICES OCCURRED. ADMINISTRATION OF THE CHILD CARE CENTER IN ULYSSES, POTTER COUNTY, WAS TAKEN OVER BY THE COUNTY COMMISSIONERS AND THE LOCAL MIGRANT COMMITTEE IN THE FALL OF 1959. NEW CHILD CARE CENTERS WERE ORGANIZED FOR SNYDER, CHESTER, AND LANCASTER COUNTIES. OF A TOTAL OF 750 MIGRANT CHILDREN IN ALL COUNTIES, 52 PERCENT WERE REACHED BY PUBLIC PROGRAMS. SUMMER SCHOOL WAS PROVIDED FOR 50 CHILDREN, DAY CARE SERVICES FOR 153 CHILDREN, AND SOCIAL AND HEALTH SERVICES FOR 195 CHILDREN. ED002626 REACHING FOR TOMORROW--PENNSYLVANIA MIGRANT CHILD CARE CENTERS AND SERVICES. 1960-00-00 10 N/A 1965 2016-11-22

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No Day Care Centers Immunization Programs Migrant Children Migrant Health Services Physical Examinations Program Development Program Evaluation SCHLOESSER, PATRICIA AND OTHERS Kansas (Topeka) Kansas Kansas State Dept. of Health, Topeka. PLANNING AND ORGANIZATION, HEALTH SERVICES FOR CHILDREN, AND EVALUATION OF THE PROGRAM WERE PRESENTED. THE KANSAS BOARD OF HEALTH, THE DEPARTMENT OF SOCIAL WELFARE, THE KANSAS COUNCIL OF CHURCHES, AND THE KANSAS STATE UNIVERSITY CHILD DEVELOPMENT STAFF COMBINED RESOURCES TO CARRY OUT THE PROGRAM. THE TWO STATE AGENCIES PROVIDED THE HEALTH SERVICES AND PROFESSIONAL STAFF, THE COMMUNITY, REPRESENTED BY THE COUNCIL OF CHURCHES, PROVIDED BUILDING SPACE, EQUIPMENT, AND VOLUNTEER STAFF, AND THE UNIVERSITY ADMINISTERED THE DAY CARE CENTER. ADMISSION PHYSICAL EXAMINATIONS WERE GIVEN. DIFFICULTY WAS FOUND IN CONTACTING PARENTS FOR FULL MEDICAL CASE HISTORIES. THE IMMUNIZATION PROGRAM WAS NOT COMPLETED BACAUSE OF LACK OF PARENTAL SIGNATURES, AND BECAUSE OF THE DIFFICULTY OF CONTACTING PARENTS WHO WORKED IN THE FIELDS. THE CHILDREN WERE CLEAN AND IN GOOD HEALTH. A FEW CHRONIC OR SERIOUS AILMENTS WERE REFERRED FOR CONTINUED MEDICAL TREATMENT. LOCAL PHYSICIANS TREATED IMMEDIATE MEDICAL NEEDS. OUT OF 65 CHILDREN, SEVEN SIGNIFICANT MEDICAL CONDITIONS WERE NOTED. ACUTE INFECTIONS OR PARASITIC DESEASE WERE NOT A MAJOR PROBLEM. SUGGESTIONS FOR IMPROVEMENT OF THE PROGRAM WERE--TO HAVE EARLIER DENTAL INSPECTION, TO OBTAIN CONSENT SLIPS FOR IMMUNIZATION WHEN THE PROGRAM COORDINATOR VISITED THE FAMILY CONCERNING THE ENROLLMENT OF CHILDREN IN THE DAY CARE PROGRAM. TO HAVE A PARENT PRESENT FOR EXAMINATION OF 2- TO 5-YEAR-OLDS, TO PROVIDE HOMEMAKER SERVICES FOR THE MOTHER, AND TO USE TELEVISION PROGRAMS AS A MEDIUM FOR ADULT EDUCATION. ED002627 THE ROLE OF THE HEALTH DEPARTMENT IN PROVIDING DAY CARE AND HEALTH SERVICES FOR CHILDREN OF MIGRANTS. 1962-06-00 16 N/A 1965 2016-11-22

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No Educational Problems Educational Retardation Educationally Disadvantaged Enrichment Migrant Children Motivation Parent Background Social Bias Summer Schools Colorado (Denver) Colorado (Denver) Colorado State Dept. of Education, Denver. EDUCATIONAL PROBLEMS OF MIGRANT CHILDREN HAVE RESULTED BECAUSE THEIR SCHOOLING IS DISRUPTED AS THEIR FAMILIES MOVE ABOUT THE COUNTY, BECAUSE THEIR VALUES OF EDUCATION ARE DOWN-GRADED, BECAUSE THEIR PARENTS HAD LITTLE SCHOOLING, BECAUSE THEY ARE UNWELCOME AT SOME SCHOOLS, AND BECAUSE THEY ARE EDUCATIONALLY RETARDED. IN SPECIAL SUMMER SCHOOLS, MIGRANT CHILDREN OFTEN MAKE GAINS IN 6 WEEKS EQUIVALENT TO SEVERAL MONTHS IN REGULAR SCHOOL. SOCIAL LEARNING IS RAPID AND BEHAVIORAL PATTERNS ARE IMPROVED. HEALTH, WHICH IS USUALLY POOR, IS IMPROVED THROUGH EXAMINATIONS AND FOLLOWUPS BY DOCTORS, NURSES, AND DENTISTS, AND THROUGH THE TEACHING OF HEALTH HABITS. ATTITUDES OF BOTH STUDENTS AND PARENTS IMPROVE. SCHOOL RECORDS ARE CARRIED WITH THE CHILDREN TO THEIR NEXT SCHOOL. DURING THE REGULAR TERM, MIGRANT CHILDREN ARE ACCOMMODATED WITHOUT EXCESSIVE DIFFICULTY IN DISTRICTS WHICH DO NOT NORMALLY HAVE MANY MIGRANTS. CHILDREN WHO RETURN TO THEIR HOME-SCHOOL IN MIDFALL USUALLY HAVE MISSED SO MUCH THAT THEY CANNOT MAKE UP THE BASIC LEARNING DURING THE REMAINDER OF THE YEAR. THERE ARE LESS ENROLLMENTS IN LATE SPRING THAN IN THE FALL. PROBLEMS PECULIAR TO EDUCATING MIGRANT CHILDREN INCLUDE LOCATING THEM, PERSUADING THEM TO ATTEND SCHOOL, MAINTAINING ATTENDANCE, CARING FOR THEIR WELFARE NEEDS, PROVIDING TRANSPORTATION, MEETING INDIVIDUAL SCHOLASTIC NEEDS, AND PROVIDING SUMMER SCHOOLS. ED002628 EDUCATING MIGRANT CHILDREN IN COLORADO. 1961-01-00 11 N/A 1965 2016-11-22

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No Adjustment (to Environment) Culture Conflict Family Characteristics Family Life Fathers Rural Family Rural Urban Differences Spanish Culture Urban Culture VALDEZ, BERNARD FAMILY PATTERNS AND ROLES OF SPANISH-AMERICANS AND IMPLICATIONS OF TRANSFERENCE OF FOLK CULTURE TO AN URBAN SETTING ARE ANALYZED. STRONG FAMILY COHESIVENESS IS CREATED BY ISOLATION, LACK OF MOBILITY, AN AGRARIAN ECONOMY, AND THE PUEBLO INDIAN INFLUENCE OF SMALL VILLAGES. BLOOD KINSHIPS ARE SOUGHT OUT AND MAINTAINED, AND ARE EXTENDED BY A SYSTEM OF GODPARENTS WHOSE RELATIONSHIPS OF LOVE AND CARE ARE EQUAL TO THOSE OF THE IMMEDIATE FAMILY. THE RURAL SOCIETY IS PATERNALISTIC, WITH THE FATHER HEADING THE FAMILY AND EDUCATING AND DISCIPLINING THE MALE CHILDREN, WHILE THE MOTHER IS SOLELY RESPONSIBLE FOR DOMESTIC DUTIES, EDUCATING THE DAUGHTERS AND CLOSELY SUPERVISING AND SHIELDING THEM. WHEN SUCH A FAMILY MOVES TO AN URBAN SETTING, ITS BELIEFS AND MORES ARE SHATTERED. THE FATHER, WHO IS USED TO BEING THE DOMINANT MALE AND CHIEF PROVIDER, CANNOT COMPETE SUCCESSFULLY IN AN INDUSTRIALIZED SOCIETY AND IS SOON FRUSTRATED, CONFUSED, AND DEMORALIZED BY FEMALE SOCIAL WORKERS, IMPERSONAL INSTITUTIONS, AND THE NECESSITY OF ACCEPTING WELFARE. THE MOTHER MUST ASSUME RESPONSIBILITIES FORMERLY THE PROVINCE OF HER HUSBAND, AND THE REVERSAL OF THEIR ROLES CREATES DISSENSION. SIMILAR CONFLICTS OF TRANSITION AND ADJUSTMENT ARE ENCOUNTERED BY THE CHILDREN. THEY ARE EXPOSED TO A DIFFERENT SET OF VALUES IN SCHOOL, ARE SOMETIMES DISCRIMINATED AGAINST, AND BECOME ASHAMED OF THEIR HOME AND PARENTS. MALE CHILDREN, WHO HAVE BEEN ALLOWED GREAT FREEDOM IN THEIR AGRARIAN SETTING, ARE SUBJECTED TO MANY TEMPTATIONS OF CITY LIFE, AND FEMALES, FORMERLY CLOSELY SUPERVISED, ARE LEFT ALONE WHILE THEIR PARENTS ARE WORKING. IT IS EMPHASIZED THAT WHEN THE PARENTS CAN BRIDGE THE CULTURAL TRANSITION AND HOLD THEIR MARRIAGE TOGETHER, THE CHILDREN USUALLY SUCCEED IN MAKING THE ADJUSTMENT ALSO. THE CHARGE IS MADE THAT SOCIAL AGENCIES SHOULD THEREFORE CONCENTRATE ON STRENGTHENING FAMILY LIFE OF SPANISH-AMERICANS RATHER THAN DEVOTING ALL THEIR ATTENTION TO DETENTION, CORRECTION, AND REHABILITATION. ED002629 IMPLICATIONS OF SPANISH-AMERICAN CULTURE ON FAMILY LIFE. 3 N/A 1965 8/17/2004 22:46:06 DISA1965

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No Disadvantaged Early Experience Family Environment Inservice Teacher Education Language Handicaps Migrant Children Migrant Education Racial Segregation School Entrance Age School Holding Power Statistical Analysis Surveys Teacher Effectiveness Transient Children CURRENT, TOM INFANTE, MARK M. Oregon State Bureau of Labor, Salem. RESULTS OF A SURVEY OF 337 MIGRANT CHILDREN IN THREE COUNTIES IN OREGON WERE GIVEN. BETWEEN 60 AND 70 PERCENT OF THE CHILDREN ON WHOM DATA WERE COLLECTED WERE BEHIND THEIR PROPER GRADE LEVEL, 40 TO 50 PERCENT ATTENDED MORE THAN ONE SCHOOL THE PREVIOUS YEAR. AN ANALYSIS WAS MADE OF SUCH PROBLEMS FACING MIGRANT CHILDREN AS PRESCHOOL MENTAL CONDITIONING BASED ON THE PECULIAR CIRCUMSTANCES OF THE FAMILY EXISTENCE, LANGUAGE AND CULTURAL PROBLEMS IN SCHOOL LIFE, SEGREGATION, THE FEELING OF NOT BELONGING, GREAT MOBILITY, WHICH LEADS TO STARTING SCHOOL LATE, LEAVING EARLY, AND BEING ABSENT THROUGHOUT THE TERM, ADJUSTMENT TO NEW PLACES AND NEW CHILDREN, AND THE LACK OF SPECIAL QUALIFICATIONS OF TEACHERS OF MIGRANT CHILDREN. ALSO DISCUSSED WERE THE LIMITATIONS WITHIN WHICH TEACHERS OF MIGRANT CHILDREN HAD TO WORK. THESE INCLUDED--THE LACK OF INFORMATION ON THE CHILDRENS' PREVIOUS SCHOOL BACKGROUNDS, THE LACK OF TIME NECESSARY TO GIVE MIGRANT CHILDREN SPECIAL ATTENTION AND YET NOT HOLD BACK THE REST OF THE CLASS, AND THE ADMINISTRATIVE PROBLEMS OF PLANNING, RECORD KEEPING, AND SHORTAGES OF FUNDS. SUGGESTIONS FOR SOLUTION WERE TEACHER EDUCATION COURSES AND INSERVICE WORKSHOPS ON PROBLEMS OF UNDERPRIVILEGED CHILDREN, DEVELOPMENT OF PROGRESS REPORT CARDS TO BE TAKEN FROM SCHOOL TO SCHOOL BY MIGRANT CHILDREN, TEACHER VISITATION TO MIGRANT FAMILIES TO ENCOURAGE SCHOOL ATTENDANCE AND TO PROVIDE LIAISON WITH THE COMMUNITY, BETTER ENFORCEMENT OF SCHOOL ATTENDANCE LAWS, AND THE CREATION OF A SPECIAL SUPERVISOR AND STAFF WITHIN THE STATE DEPARTMENT OF EDUCATION TO RESEARCH PROBLEMS AND NEEDS OF MIGRANT CHILDREN. ED002630 THE EDUCATION OF THE MIGRANT CHILD. 1958-08-00 20 N/A 1965 8/17/2004 22:46:08 DISA1965

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No Basic Skills Compensatory Education Curriculum Guides Elementary Education Individualized Instruction Instructional Materials Migrant Children Reading Materials Texas (Austin) Texas (Austin) Texas Education Agency, Austin. CURRICULAR GUIDES TO THE TEACHING OF READING TO MIGRANT CHILDREN IN GRADES 1 THROUGH 6 ARE PRESENTED. OBJECTIVES ARE TO TEACH SUCH ESSENTIAL SKILLS IN WORD RECOGNITION AS CONTEXTUAL CLUES, WORD FORM CLUES, PHONETIC ANALYSIS, AND STRUCTURAL ANALYSIS. THE TEACHING OF SUCH COGNITIVE SKILLS AS APPREHENDING THE MAIN IDEA, FINDING SUPPORTING DETAILS, DETERMINING SEQUENCE, FOLLOWING DIRECTIONS, DRAWING INFERENCES, FOLLOWING SEQUENCE IN EVENTS AND STORIES, USING REFERENCE MATERIAL, AND REACTING TO MATERIAL READ IS EMPHASIZED. THE CURRICULUM IS TO BE DEVELOPED ALONG ORGANIZED LINES, STARTING WITH READING READINESS, AND PROGRESSING TO WORD RECOGNITION, COMPREHENSION, PURPOSEFUL READING AT A DEFINITE RATE BASED ON THE PURPOSE, VOCABULARY DEVELOPMENT, ACQUISITION OF STUDY SKILLS, AND ORAL INTERPRETATION. RATHER THAN FORCE CHILDREN TO FIT A PARTICULAR PATTERN, TEACHERS ARE ENCOURAGED TO FIT THE INSTRUCTION TO THE CHILDREN AND TO BE GUIDED BY THE INDIVIDUAL'S RATE OF LEARNING, STAGE OF DEVELOPMENT, AND CULTURAL AND EXPERIENTIAL BACKGROUND. PROGRAMS ARE TO BE DEVELOPMENTAL AND PROGRESS IN ORDERLY STEPS OF GROWTH. A DEVELOPMENTAL OUTLINE FOR TEACHING A READING LESSON INCLUDES THE FOLLOWING STEPS--BUILDING READINESS TO READ THE GIVEN SELECTION, GUIDING SILENT READING, DEVELOPING WORD-RECOGNITION TECHNIQUES, REREADING THE SELECTION FOR SUCH SPECIFIC PURPOSES AS FINDING THE MAIN IDEAS, FINDING DETAILS, OR LOCATING INFORMATION, AND PROVIDING FOLLOWUP ACTIVITIES TO EXTEND THE IDEAS GAINED WHILE READING. A VARIETY OF INSTRUCTIONAL MATERIALS SHOULD BE USED IN ADDITION TO BASAL AND SUPPLEMENTARY READERS. THE USE OF LIBRARY BOOKS, LITERATURE, CONTENT TYPE MATERIAL, MAGAZINES, AND NEWSPAPERS IS ENCOURAGED. BECAUSE OVERAGE PUPILS MAY NOT RESPOND WELL TO SUGGESTED TEXTS, TEACHERS ARE ADVISED TO SUBSTITUTE SUCH UNCONVENTIONAL MATERIAL AS COMIC BOOKS AND WALT DISNEY BOOKS WHEN NECESSARY. ED002631 READING SUPPLEMENT TO CURRICULUM GUIDE FOR TEXAS MIGRATORY CHILDREN. 1963-12-00 75 N/A 1965 2016-11-22

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No Elementary School Students English (Second Language) Grouping (Instructional Purposes) Inservice Teacher Education Instructional Materials Motivation Techniques Self Expression Special Education Speech Communication Summer Schools Teacher Improvement Teaching Methods NANCE, AFTON D. California (Sacramento) California (Sacramento) California State Dept. of Education, Sacramento. RECOMMENDATIONS ON TEACHING ENGLISH AS A SECOND LANGUAGE INCLUDE--CREATING A CLASSROOM ATMOSPHERE THAT ENCOURAGES NON-ENGLISH-SPEAKING CHILDREN TO BE WILLING AND ANXIOUS TO LEARN, PLACING THE CHILDREN IN CLASSROOMS WITH CHILDREN OF THEIR OWN AGE AND SIZE, HELPING THE PARENTS TO UNDERSTAND THE SCHOOL'S AIMS AND THE IMPORTANCE OF REGULAR ATTENDANCE, TREATING THE CHILD'S CULTURE RESPECTFULLY, ENCOURAGING THE CHILDREN TO SPEAK ENGLISH, BUT ALSO ALLOWING THEM TO SPEAK THEIR NATIVE TONGUE, EMPHASIZING EXPERIENCES IN UNDERSTANDING AND SPEAKING RATHER THAN IN READING AND WRITING, PLANNING A SEQUENCE OF LANGUAGE DEVELOPMENT EXTENDING THROUGH ELEMENTARY AND SECONDARY SCHOOLS, PROVIDING INSERVICE EDUCATION OPPORTUNITIES FOR TEACHERS OF SUCH CHILDREN, ESTABLISHING SUMMER SCHOOLS FOR PRESCHOOL CHILDREN, AND CONDUCTING EXPERIMENTS AND DEVELOPING MATERIALS TO IMPROVE ENGLISH TEACHING FOR NONNATIVES. ED002632 TEACHING ENGLISH AS A SECOND LANGUAGE TO ELEMENTARY SCHOOL PUPILS. 1962-03-00 7 N/A 1965 2016-11-22

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No Community Planning Community Services Educational Opportunities Group Membership Housing Opportunities Migrant Education Migrant Programs Migrant Workers Migrants Mobile Educational Services Seasonal Employment Transportation KURLAND, N. MIGRANT WORKERS ARE NEITHER PART OF ANY COMMUNITY THEY VISIT NOR DO THEY REMAIN TOGETHER LONG ENOUGH ON THE ROAD TO FORM THEIR OWN COMMUNITIES. THERE EXISTS A TOTAL LACK OF ADEQUATE SERVICES AVAILABLE TO THESE PEOPLE WHILE ENROUTE NORTHWARD FROM HOME BASES IN SOUTH CALIFORNIA, FLORIDA, AND SOUTH TEXAS. THE PROPOSED SOLUTION SUGGESTS THAT SIX MIGRANT COMMUNITIES BE ORGANIZED DURING THE 6 MONTHS WHEN THEY ARE AT THEIR HOME BASES. SINCE THE MIGRANTS ARE RELUCTANT TO REMAIN WITH AN ORGANIZED GROUP, SUGGESTED INDUCEMENTS TO OVERCOME SUCH RELUCTANCE INCLUDE A WORK PLAN ORGANIZED FOR A FULL SEASON'S EMPLOYMENT, THE OPPORTUNITY TO SELECT THEIR OWN CREW LEADER, AND THE OPPORTUNITY TO RELATE TO AND PARTICIPATE IN A FAIRLY STABLE COMMUNITY BOTH AT THEIR HOME-BASE AND DURING THE MIGRATORY SEASON. FREE OR REDUCED COST TRANSPORTATION AND THE GUARANTEE OF A FULL RANGE OF COMPREHENSIVE AND UNINTERRUPTED COMMUNITY SERVICES OFFERED BY EXCEPTIONALLY WELL QUALIFIED COMMUNITY SERVICE WORKERS WHO WOULD ACCOMPANY AND LIVE WITHIN THE MIGRANT COMMUNITY THROUGHOUT THE YEAR WOULD BE OFFERED. SPECIAL HOUSING, EDUCATION, OTHER COMPONENTS OF COMMUNITY ACTION PROGRAMS SUPPORTED BY THE ECONOMIC OPPORTUNITY ACT AT THE HOME BASE AND WAY-STATION COMMUNITIES WOULD BE MADE AVAILABLE. THE TEAM OF MOBILE COMMUNITY SERVICE WORKERS MIGHT INCLUDE MASTER TEACHERS, SPECIAL REMEDIAL TEACHERS, DOCTORS, NURSES, WELFARE WORKERS AND FAMILY COUNSELORS, VOCATIONAL TEACHERS, EDUCATIONAL COUNSELORS AND SCHOOL SOCIAL WORKERS, RECREATIONAL DIRECTORS, COMMUNITY RESOURCE SPECIALISTS, DAY-CARE ATTENDANTS, LAWYERS, COMMUNITY ORGANIZATION SPECIALISTS, AND ADMINISTRATORS. ED002633 TRAVELING COMMUNITIES WITH MOBILE COMMUNITY SERVICES--A POSSIBLE NEW APPROACH TO THE MIGRANT PROBLEM. 1964-09-00 10 N/A 1965 8/17/2004 22:46:13 DISA1965

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No Citizenship Community Attitudes Conferences Curriculum Guides Instructional Materials Migrant Education Migrant Problems Research Projects State Programs Summer Programs Workshops POTTS, ALFRED M. Colorado (Denver) MIGRANT EDUCATION RESEARCH PROJECT Colorado (Denver) Colorado State Dept. of Education, Denver. PURPOSES WERE TO CLARIFY THE PROBLEMS OF MIGRANTS, TO STUDY THEIR NEEDS, AND TO PROVIDE PROGRAMS TO ASSIST THEM IN ACHIEVING MORE ADEQUATE CITIZENSHIP. IN ADDITION TO CONFERENCES BETWEEN STATE DEPARTMENT AND MIGRANT SCHOOL PEOPLE, A 1-DAY CONFERENCE FOR SUPERVISORS OF MIGRANT PROGRAMS WAS HELD, IN WHICH NEW RECORD FORMS AND NEW STATE AID FORMULAS WERE STUDIED. A 4-WEEK WORKSHOP WAS HELD FOR INSERVICE EDUCATION OF TEACHERS WORKING WITH MIGRANT CHILDREN. INFORMATION WAS PROVIDED BY RESEARCH STUDIES, CURRICULUM MATERIALS AND METHODS WERE DEVELOPED. SPECIAL-TERM SUMMER SCHOOLS WERE OPERATED IN AREAS OF MIGRANT CONCENTRATION AND WERE FINANCED BY THE STATE PUBLIC SCHOOL FUND. THE AVERAGE DAILY COST PER CHILD WAS $3.09, COMPARED TO $2.25 IN REGULAR PUBLIC SCHOO. LOCAL DISTRICTS PAID FOR BUILDINGS AND FOR ADMINISTRATIVE AND SUPERVISORY PERSONNEL ABOVE THE LEVEL OF PRINCIPAL. THE PROGRAM INCLUDED GRADES 1 THROUGH 6. AN ELEMENTARY CONSULTANT PROVIDED BY THE STATE DEPARTMENT OF EDUCATION SERVED AS LIAISON BETWEEN SCHOOLS. TO IMPLEMENT THE SUMMER SCHOOL PROGRAM, EXPERIMENTAL KINDERGARTENS WERE STARTED. ALTHOUGH THE KINDERGARTENS WERE SUCCESSFUL, THEY WERE HANDICAPPED BY THE LACK OF TEACHERS TRAINED FOR KINDERGARTEN WORK. A CURRICULUM WORKSHOP RESULTED IN THE PUBLICATION OF A 300-PAGE GUIDE, "LEARNING ON THE MOVE," WHICH PRESENTED PROBLEMS OF MIGRANT EDUCATION, MEANS OF RESOLUTION, AND MATERIALS DESIGNED FOR CLASSROOM USE. PHYSICAL EDUCATION PROGRAMS WERE USED MORE FOR SOCIALIZATION THAN FOR PHYSICAL DEVELOPMENT. SCHOOL HEALTH PROGRAMS WERE COORDINATED WITH HEALTH PROGRAMS IN LABOR CAMPS. SCHOOL LUNCHES WERE PROVIDED AND SCHOOL BUS ROUTES WERE DEVELOPED FOR ALL MIGRANT SCHOOLS. ED002634 THE COLORADO MIGRANT EDUCATION PROGRAM OF 1959, RESOURCE REPORT NUMBER 3. 1960-00-00 16 N/A 1965 2016-11-22

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No Academic Achievement Dropout Prevention Educational Research Educationally Disadvantaged Equal Education Intergroup Relations Minority Groups Motivation Techniques Spanish Culture Statistical Analysis Status SAMORA, JULIAN COLUMBUS OHIO Ohio THE EDUCATIONAL SITUATION OF SPANISH-SPEAKING PERSONS OF THE SOUTHWEST IS DISCUSSED. IN 10 OUT OF THE 15 TEXAS METROPOLITAN AREAS, 40 PERCENT OR MORE OF THE SPANISH POPULATION HAS EXPERIENCED LESS THAN 4 YEARS OF SCHOOLING, IN EIGHT OUT OF 10 CALIFORNIA METROPOLITAN AREAS, 20 PERCENT OR MORE ARE IN THE SAME CATEGORY. PERCENTAGES RISE AS ONE PROCEEDS NORTH IN TEXAS, CALIFORNIA, ARIZONA, AND NEW MEXICO. TWO REASONS FOR SUCH A SITUATION ARE OFFERED--DEFAULT OF THE SCHOOL SYSTEM IN PROVIDING EQUALITY OF OPPORTUNITY IN EDUCATION FOR ETHNIC GROUPS, AND LACK OF MOTIVATION FOR CONTINUING EDUCATION ON THE PART OF THE SPANISH-SPEAKING. IT IS HELD THAT EDUCATIONAL CURRICULA SHOULD RECOGNIZE TO A MUCH GREATER EXTENT THE CUTLURAL HERITAGE OF SPANISH-SPEAKING STUDENTS. A BASIC APPROACH TO BARRIERS AND INEQUALITIES CONTRIBUTING TO EARLY DROPOUT SHOULD BE DEVELOPED. THIS ARTICLE WAS PUBLISHED IN "THEORY INTO PRACTICE," VOLUME 2, JUNE 1963. ED002635 THE EDUCATIONAL STATUS OF A MINORITY. 1963-06-00 1 N/A 1965 2016-11-22

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No Curriculum Development Data Collection Educational Facilities Educational Policy Migrant Children Migrant Education School Responsibility Student Motivation Student Needs Summer Programs Colorado (Denver) Colorado (Denver) Colorado State Dept. of Education, Denver. PURPOSES, DEFINITIONS, OBLIGATIONS, AND PRACTICES IN THE EDUCATION PROGRAM FOR AGRICULTURAL MIGRATORY CHILDREN ARE CLARIFIED IN A POLICY STATEMENT. COLORADO LAW PROVIDES EDUCATIONAL FACILITIES FOR MIGRANT CHILDREN TO DEVELOP THEIR POTENTIALITIES AND CAPACITIES. A MIGRANT CHILD IS DEFINED BY THE MIGRANT CHILDREN EDUCATIONAL ACT. COMMON USAGE AND PRACTICE ARE UTILIZED IN ELABORATING UPON THE DEFINITION TO DETERMINE TIME PERIODS DURING WHICH MIGRANT STATUS IS MAINTAINED AND SITUATIONS WHERE CHILDREN ARE CONSIDERED MIGRANT EVEN WHEN RESIDING IN THEIR HOME DISTRICTS. REQUIRED RECORDS ARE KEPT ON EACH MIGRANT CHILD RECEIVED IN A SCHOOL DISTRICT DURING REGULAR OR SUMMER TERMS, THE SCHOOLS' RESPONSIBILITIES TO MIGRANT CHILDREN ARE SPECIFIED IN THE MIGRANT CHILDREN EDUCATIONAL ACT AS THE OPERATION OF A SPECIAL SUMMER TERM FOR THEM, THE PERSUASION RATHER THAN COERCION OF MIGRANT CHILDREN TO ATTEND THE SCHOOLS, AND THE ADVANCEMENT OF A CURRICULUM THAT ADJUSTS LEARNING TO THE CHILDREN'S INDIVIDUAL NEEDS AND INTERESTS, THAT EMPHASIZES HEALTH KNOWLEDGE AND CHARACTER DEVELOPMENT, AND THAT ENCOURAGES THE PARENTS TO ENROLL THE CHILDREN AND THE CHILDREN TO REMAIN IN SCHOOL. ED002636 POLICY STATEMENT RELATING TO THE EDUCATION OF MIGRANT CHILDREN. 1962-01-00 3 N/A 1965 2016-11-22

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No Background Community Role Conferences Educational Finance History Migrant Children Migrant Health Services Migrant Problems State Aid State Programs Statistical Analysis GORDON, CYRUS AND OTHERS New York (Pleasantville) New York National Committee on the Education of Migrant Children, New York, NY. THE ROLE OF FEDERAL, STATE, AND PRIVATE AGENCIES IN HELPING MIGRANT CHILDREN WAS DISCUSSED. BACKGROUND INFORMATION GIVEN BY NORMAN THOMAS AND FAY BENNETT EMPHASIZED SURVEY RESULTS. IN 1961 THERE WERE BETWEEN 350,000 AND 450,000 CHILDREN OF DOMESTIC MIGRANT WORKERS IN AMERICA. IN 1959 75,000 OF THE 500,000 MIGRANT WORKERS IN THE UNITED STATES WERE BETWEEN 14 AND 17 YEARS OF AGE. OF THE TOTAL NUMBER OF MIGRANT CHILDREN, 59 PERCENT WERE BEHIND IN SCHOOL. SINCE THESE CHILDREN WERE NOT RESIDENTS OF THE STATE WHERE THEIR PARENTS WORKED, THEY DID NOT HAVE TO OBEY COMPULSORY ATTENDANCE LAWS. THEIR ATTENDANCE WAS DISCOURAGED BY SCHOOL BOARDS WHO FELT THAT THEY LOWERED SCHOOL STANDARDS. THEY FACED PERSONAL OBSTACLES BECAUSE OF THEIR LANGUAGE HANDICAPS AND BECAUSE OF THEIR PARENTS' LOW EDUCATIONAL LEVEL. THEIR PARENTS DISCOURAGED THEIR SCHOOL ATTENDANCE BECAUSE THEIR EARNINGS WERE NEEDED AT HOME. COMMUNITY AND STATE ROLES WERE EXPLAINED BY ALFRED POTTS, 2D, CHARLES YERSAK, CHRISTINE SHACK, AND W.H. REUF. THE EDUCATIONAL PROGRAM FOR MIGRANT CHILDREN IN NEW JERSEY CONSISTED OF ELEMENTARY EDUCATION SIMILAR TO THE PUBLIC SCHOOL OFFERINGS, WITH MATERIAL ADAPTED TO MIGRANT CHILDREN'S OWN EXPERIENCE. IN NEW YORK STATE, ONLY $33,000 OF $40,000 APPROPRIATED FOR MIGRANT EDUCATION WAS EXPANDED. THE COLORADO LEGISLATURE APPROPRIATED 10 PERCENT MORE THAN THE DEPARTMENT OF EDUCATION REQUESTED FOR MIGRANT EDUCATION. THE FEDERAL GOVERNMENT'S ROLE WAS EXPLAINED BY VERA PRATT. THE MIGRANT EDUCATION BILL PROVIDED A THREE-POINT FEDERAL AID TO STATES TO PROVIDE MEDICAL CARE FOR MIGRANT FAMILIES. ANOTHER SENATE PROPOSAL EXTENDED THE CHILD LABOR PROTECTIONS TO MIGRANT CHILDREN. WAYS IN WHICH PRIVATE ORGANIZATIONS CAN HELP WERE EXPLAINED BY EDITH LOWRY AND MICHAEL MUNK. THEY CAN AROUSE PUBLIC OPINION, INFLUENCE GOVERNMENTAL ACTION, IMPLEMENT NEW LEGISLATION, AND INITIATE PILOT PROGRAMS AND DEMONSTRATION PROJECTS. ED002637 "MIGRANT CHILDREN--THE CHALLENGE AND OUR RESPONSE"--REPORT OF THE MIGRANT CHILDREN'S FUND CONFERENCE (JULY 1961). 1961-07-00 4 N/A 1965 2016-11-22

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No Disadvantaged Migrant Education Migrant Workers Special Education Summer Schools HEFFERNAN, HELEN AND OTHERS California (Sacramento) California (Sacramento) California State Dept. of Education, Sacramento. SPECIAL FEATURES OF FIVE SUMMER SCHOOL PROGRAMS FOR CHILDREN OF MIGRANT WORKERS WERE PRESENTED. THE CERES ELEMENTARY SCHOOL DISTRICT GAVE JUNIOR HIGH SCHOOL LEVEL WOODWORKING CLASSES TO FIFTH- AND SIXTH-GRADE GIRLS. INSTRUCTION IN COOKING AND SEWING WAS ENTHUSIASTICALLY RECEIVED BY THIRD- AND FOURTH-GRADE GIRLS BUT DID NOT APPEAL TO OLDER GIRLS. A PREHIGH SCHOOL PERSONAL TYPING COURSE WAS GIVEN TO OLDER BOYS AND GIRLS. INSTRUMENTAL MUSIC CLASSES INCLUDED REGULAR BAND INSTRUCTION AND PIANO LESSONS. REMEDIAL AND GRADE LEVEL WORK WAS ALSO OFFERED. THE EARLIMART ELEMENTARY SCHOOL DISTRICT PROGRAM HAD A CLUB OR ACTIVITY PERIOD OF 45 MINUTES THAT WAS SCHEDULED DAILY FOR ALL CHILDREN. CLUBS WERE DEVOTED TO BOOKS, SCIENCE, MATHEMATICS, CRAFTS, SPANISH, FRENCH, AND MUSIC. THE SUMMER SCHOOL CULMINATED WITH A PROGRAM FOR PARENTS AND AN EXHIBIT OF THE STUDENTS' WORK. THE IMPERIAL UNIFIED SCHOOL DISTRICT HELD CLASSES IN CONVERSATIONAL ENGLISH FOR 25 CHILDREN BETWEEN 6 AND 11 YEARS OF AGE. THE PROGRAM WAS DESIGNED TO BROADEN ORAL VOCABULARY, BUT IT ALSO AIMED AT STRENGTHENING LISTENING SKILLS, ENCOURAGING THE SHARING OF EXPERIENCES AND IDEAS, AND GIVING OPPORTUNITIES FOR MUSICAL AND ARTISTIC EXPRESSION. THE THREE DISTRICTS OF COALINGA-HURON, WESTSIDE, AND OIL KING COOPERATIVELY SPONSORED A 5-WEEK PROGRAM. PUPILS IN THE ELEMENTARY SCHOOL SUMMER PROGRAM WERE ALLOWED TO SWIM IN THE HIGH SCHOOL POOL THAT WAS MADE AVAILABLE AND STAFFED BY THE RECREATION DEPARTMENT. RESOURCES FROM THE VARIOUS SCHOOLS WERE UTILIZED IN THE SCIENCE PROGRAM SO THAT THE CHILDREN HAD ACCESS TO ALL TYPES OF AUDIOVISUAL MATERIALS, EQUIPMENT FOR EXPERIMENTS, AND BOOKS. THE SANGER UNION SCHOOL DISTRICT OFFERED CLASSES IN READING COMPREHENSION AND SPEED-READING, INSTRUMENTAL MUSIC, NEW MATH, SWIMMING, THE EMERGING NATIONS OF AFRICA, VOCAL MUSIC, ARTS AND CRAFTS, SCIENCE, AND ENGLISH. ED002638 PROMISING PRACTICES IN SUMMER SCHOOLS SERVING THE CHILDREN OF SEASONAL AGRICULTURAL WORKERS, 1963. 1964-03-00 6 N/A 1965 2016-11-22

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No Child Labor Disadvantaged Educationally Disadvantaged Labor Legislation Migrant Children Migrant Education Migrant Problems Migrant Workers HERMAN, HENRY AND OTHERS DISTRICT OF COLUMBIA District of Columbia National Committee on the Education of Migrant Children, Washington, DC. FACT SHEETS PUBLISHED BY THE NATIONAL COMMITTEE ON THE EDUCATION OF MIGRANT CHILDREN DEAL WITH CHILD LABOR PROVISIONS UNDER FEDERAL LAW, THE STATUS OF SENATE BILLS AFFECTING MIGRATORY LABOR, THE ORIGIN, PURPOSE, AND ACTIVITIES OF THE COMMITTEE, A COMPOSITE PORTRAIT OF MIGRANT WORKERS AND CHILDREN, AND AN EXAMPLE OF A NEWSLETTER ON THE EDUCATION OF MIGRANT CHILDREN. FEDERAL LAW SPECIFIES THAT CHILDREN UNDER 16 YEARS OF AGE ARE NOT ALLOWED TO WORK DURING SCHOOL HOURS. FINDINGS FROM INVESTIGATIONS BY THE WAGE AND HOUR AND PUBLIC CONTRACTS DIVISIONS IN 1963 WERE THAT 2,277 FARMS VIOLATED THE LAW, WITH 6,926 CHILDREN UNDER 16 WERE FOUND WORKING DURING SCHOOL HOURS. MUCH SCHOOL GRADE RETARDATION WAS FOUND AMONG CHILDREN WHO WERE ILLEGALLY EMPLOYED. THE SIX BILLS BEFORE THE SENATE IN 1963 THAT AFFECTED MIGRATORY LABOR DEALT WITH EDUCATION, DAYCARE, CHILD-LABOR, CREW LEADER REGISTRATION, ESTABLISHING A NATIONAL ADVISORY COUNCIL ON MIGRATORY LABOR, AND THE IMPROVEMENT OF SANITARY FACILITIES. THE NATIONAL COMMITTEE ON THE EDUCATION OF MIGRANT CHILDREN WAS ESTABLISHED IN 1963 THROUGH THE MERGER OF THE MIGRANT CHILDREN'S FUND AND THE NATIONAL CHILD LABOR COMMITTEE. ITS GOAL IS TO EXPAND EDUCATIONAL OPPORTUNITIES FOR MIGRANT CHILDREN AT EVERY LEVEL. IT HAS CONDUCTED A NATIONWIDE SURVEY OF OPPORTUNITY AND NEED, HAS ESTABLISHED A CLEARINGHOUSE OF SPECIALIZED RESOURCE MATERIALS, HAS HELD INTERSTATE AND INTRASTATE CONFERENCES, AND HAS AN EXPANDING PUBLICATIONS PROGRAM. THE GREATEST AREAS OF NEGLECT OF CHILDREN ARE FELT TO BE IN THE FIELD OF EDUCATION. FEW STATES TRY TO ENROLL AND RETAIN MIGRANT CHILDREN IN SCHOOL, AND FEW HAVE SPECIAL EDUCATIONAL PROGRAMS FOR THEM. THE INABILITIES OF SCHOOLS AND COMMUNITIES TO HELP MIGRANT CHILDREN WITHOUT EXTRA PERSONNEL AND RESOURCES AND UNSETTLING EFFECTS PRODUCED BY RETARDED MIGRANT CHILDREN IN OVERCROWDED CLASSROOMS ARE SOME FACTORS THAT HAVE PRODUCED FEELINGS OF LOCAL AND STATE INDIFFERENCE TO THE EDUCATIONAL NEEDS OF MIGRANT CHILDREN. ED002639 NATIONAL COMMITTEE ON THE "EDUCATION OF MIGRANT CHILDREN"--FACT SHEETS. 1963-06-00 13 N/A 1965 2016-11-22

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No Disadvantaged Educational Finance Migrant Children Migrant Education Migrant Welfare Services Parent School Relationship Summer Schools REUF, WERNER H. AND OTHERS New York (Albany) New York (Albany) New York State Education Dept., Albany. AIMS OF THE SUMMER SCHOOL PROGRAM FOR CHILDREN OF MIGRANT WORKERS WERE TO TEACH THE CHILDREN BASIC ACADEMIC SKILLS AND TO OFFER THEM HEALTH SERVICES WHICH THEY WOULD NOT OTHERWISE OBTAIN. DURING 1964, THE 9TH YEAR OF THE PROGRAM, 13 SCHOOLS ENROLLED 400 CHILDREN FROM 5 TO 14 YEARS OF AGE. CHILD CARE UNITS WERE LOCATED IN 10 SCHOOLS. SCHOOLS WERE STATE-FINANCED ON THE BASIS OF $3,000 FOR THE FIRST CLASS OF AT LEAST 10 STUDENTS AND $2,000 FOR EACH ADDITIONAL CLASS OF 10 OR MORE. A TYPICAL BUDGET FOR A TWO CLASS CENTER INCLUDED $3,290 FOR SUCH PERSONNEL AS CLASSROOM TEACHERS, SUPERVISORS, A TEACHER'S AIDE, MUSIC AND ART TEACHERS, A PHYSICIAN, A NURSE, CAFETERIA HELP, AND A CUSTODIAN. SOCIAL SECURITY AND RETIREMENT, TRANSPORTATION, FOOD, INSTRUCTIONAL SUPPLIES, AND SCHOOL SERVICES AND UTILITIES COMPLETED THE BUDGET WHICH TOTALED $4,830. CURRICULUM EMPHASIS WAS ON LANGUAGE ARTS AND ARITHMETIC, BUT ART, CRAFTS, MUSIC, RECREATION, AND HEALTH WERE ALSO INCLUDED. SUCH SUPPLEMENTARY ACTIVITIES AS SWIMMING, ASSEMBLIES, AND TRIPS WERE ADDED. PUBLICITY EFFORTS TO ACQUAINT PARENTS AND THE PUBLIC WITH THE PROGRAM INCLUDED EVENING OPEN HOUSES IN THE SCHOOLS. THE HEALTH PROGRAM CONSISTED OF MEDICAL EXAMINATIONS, THE PROVISION OF LUNCHES AND SNACKS, AND THE TEACHING OF CLEANLINESS, DENTAL CARE, AND PROPER DIET. SUGGESTIONS FOR IMPROVEMENT INCLUDED PREDICTION OF ARRIVAL OF MIGRANT PUPILS, ADJUSTMENT OF THE SUMMER SESSION TO COINCIDE WITH MIGRANT RESIDENCE DATES, INCLUSION OF BOTH GROUP AND INDIVIDUAL INSTRUCTION, DETERMINATION OF PUPILS' INDIVIDUAL NEEDS, USE OF IMAGINATION AND ORIGINALITY IN DEVELOPMENT OF MATERIALS AND EXPERIENCES PARTICULARLY SUITED TO MIGRANT CHILDREN, ESTABLISHMENT OF MORE CHILD CARE CENTERS, AND IMPROVEMENT OF CONTACTS WITH PARENTS, GROWERS, AND CREW LEADERS. REQUESTS WERE RECEIVED FOR MIGRANT SCHOOLS IN NEW AREAS IN 1965, AND IT WAS EXPECTED THAT 18 TO 20 SCHOOLS WOULD BE IN OPERATION. ED002640 REPORT OF THE 1964 SUMMER SCHOOL PROGRAM FOR CHILDREN OF MIGRANT WORKERS. 1965-02-00 11 N/A 1965 2016-11-22

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No Curriculum Development Disadvantaged Educationally Disadvantaged Migrant Children Migrant Education Migrant Problems Special Education POTTS, ALFRED M. AND OTHERS Colorado (Denver) Colorado (Denver) Colorado State Dept. of Education, Denver. STATEMENTS OF FACTS AND IMPRESSIONS GAINED BY TEACHERS AND PRINCIPALS INVOLVED IN COLORADO'S SPECIAL TERMS FOR MIGRATORY CHILDREN ARE COMPILED. TWO FACTS STAND OUT IN ALL THE REPORTS. ONE IS THE GREAT NEED FOR HUMAN UNDERSTANDING ON THE PART OF ALL WHO WORK WITH MIGRANT CHILDREN, THE SECOND IS THE DIFFICULTY IN DEVELOPING COMPREHENSION AND RETENTION AMONG THE MIGRANT CHILDREN. THE REPORTS OF THE FIVE SCHOOLS WHICH HELD THE SPECIAL TERMS INCLUDE METHODS OF PLANNING AND PREPARATION, REGISTRATION AND PLACEMENT, OBJECTIVES AND RESULTS, CURRICULUM CONTENT, METHODS OF INSTRUCTION, MATERIALS, DAILY SCHEDULES, AND LUNCH PROGRAMS. ED002641 THE TEACHERS SAY - REPORTS FROM THE 1959 COLORADO SCHOOLS FOR MIGRATORY CHILDREN, RESOURCES REPORT LRS-2. 1959-00-00 83 N/A 1965 2016-11-22

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No Disadvantaged Living Standards Migrant Adult Education Migrant Education Migrant Problems Vocational Education Texas (Austin) Texas (Austin) Texas Education Agency, Austin. TEXAS HAS THE LARGEST NUMBER OF MIGRANT WORKERS OF ANY STATE. MIGRATION BEGINS IN MARCH AND ENDS BY DECEMBER. THE PRINCIPAL COUNTIES WHERE MIGRANTS ARE SEASONALLY EMPLOYED, AND THE NUMBER OF EMPLOYED WORKERS, ARE DEPICTED. LOW BASIC EDUCATION LEVELS, LANGUAGE PROBLEMS, AND LOW ECONOMIC LEVELS ARE FACTORS THAT INDICATE THE NEED TO FORMULATE EDUCATIONAL PROGRAMS FOR MIGRANT WORKERS. MIGRANT WORKERS HAVE A LIMITED RANGE OF SALABLE KNOWLEDGE AND SKILLS, THEY USUALLY POSSESS KNOWLEDGE OF ONLY ONE VOCATIONAL FIELD, WHICH IS AGRICULTURE. SUCH SCIENTIFIC ADVANCES AS THE INTRODUCTION OF WIDESPREAD USE OF POWER EQUIPMENT ON FARMS GREATLY INFLUENCE LABOR NEEDS, SEASONS OF EMPLOYMENT, AND SKILL REQUIREMENTS. LIMITED HOMEMAKING KNOWLEDGE AND SKILLS CONTRIBUTE TO LOW LIVING STANDARDS AND POOR HEALTH. EDUCATIONAL PROGRAMS ARE NEEDED FOR MIGRANT WORKERS. THESE INCLUDE BASIC EDUCATION COURSES IN ENGLISH AND ARITHMETIC, CITIZENSHIP AND SAFETY COURSES, COURSES IN HOMEMAKING, CHILD CARE AND DEVELOPMENT, AND SANITATION METHODS, AND OCCUPATIONAL TRAINING. THE APPENDIX CONTAINS MAPS THAT SHOW THE MIGRATION OF TEXAS FARM WORKERS FROM JANUARY 1955 THROUGH DECEMBER 1955. ED002642 REPORT ON THE EDUCATIONAL NEEDS OF MIGRANT WORKERS. 33 N/A 1965 2016-11-22

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No Disadvantaged Health Conditions Housing Deficiencies Living Standards Migrant Children Migrant Education Migrant Housing Migrant Problems GULMON, LYNN Colorado (Rocky Ford) Colorado THE HOUSING, WORK, HEALTH, AND SCHOOLING CONDITIONS OF COLORADO MIGRANT WORKERS AND THEIR CHILDREN WERE PRESENTED. HOUSING CONDITIONS FOR DOMESTIC LABORERS WERE VERY POOR. THERE WERE NO WELLS, NO REFRIGERATION, NO RUNNING WATER, NO STOVES OTHER THAN WOODBURNING OR COAL ONES, AND NO SCREENS ON DOORS AND WINDOWS. IT WAS SUGGESTED THAT MIGRANT WORKERS RECEIVE GUARENTEED WAGES AND PART PAY WHEN UNABLE TO WORK BECAUSE OF WEATHER CONDITIONS. IMPROVEMENT WAS NEEDED IN TERMS OF CLEANLINESS, LICE PREVENTION, AND EYE AND EAR CARE, NEVERTHELESS, THE HEALTH OF COLORADO MIGRANT CHILDREN WAS GENERALLY GOOD. SCHOOL PERSONNEL WENT TO THE HOMES OF MIGRANTS AND TRIED TO PERSUADE PARENTS TO SEND THEIR CHILDREN TO SCHOOL. OF THE FAMILIES CONTACTED, 37 FAMILIES ENTERED A TOTAL OF 100 CHILDREN. THE OTHER FAMILIES WOULD NOT ALLOW THEIR CHILDREN TO ENROLL, BECAUSE THE YOUNSTERS HAD TO WORK IN THE FIELDS. THE SCHOOL SESSION WAS 6 WEEKS LONG. EVERY MINITE OF THE DAY WAS A LEARNING SESSION. ED002643 DEAR FELLOW AMERICANS. 1961-00-00 11 N/A 1965 2016-11-22

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No Child Labor Disadvantaged Health Conditions Housing Deficiencies Migrant Children Migrant Education Migrant Housing Migrant Problems Residence Requirements WALLS, FOREST Washington (Olympia) Washington Washington State Legislative Council, Olympia. PRESENT MIGRANT LABOR PROBLEMS AND SOLUTIONS WHICH HAVE BEEN PROPOSED ARE PRESENTED. THE FIRST PROBLEM AREA IS PROVIDING EDUCATION FOR MIGRANT CHILDREN. THIS IS HINDERED BY THE PROBLEM OF SECURING COMPLIANCE WITH MINIMUM EDUCATION LAWS AND BY LAWS PROHIBITING EMPLOYMENT OF CHILDREN DURING SCHOOL HOURS. A SECOND PROBLEM AREA IS THAT OF CHILD LABOR. MOST LAWS PROHIBIT CHILD LABOR, EXCEPT FOR FARM WORK, WHILE SCHOOL IS IN SESSION. SOME STATES PROVIDE CHILD DAY-CARE CENTERS IN THE MIGRANT CAMPS TO HELP ALLEVIATE THE PROBLEM OF YOUNG CHILDREN WORKING IN THE FIELDS. STATE AND COMMUNITY FUNDS ARE USED. THE THIRD PROBLEM AREA IS THAT OF HEALTH WHICH INCLUDES POOR HOUSING AND THE INABILITY TO MAINTAIN SANITARY CONDITIONS. LOW INTEREST LOANS TO CAMP OPERATORS, GREATER PUBLIC INTEREST, AND THE ENCOURAGEMENT OF CHURCH AND CIVIC COMMUNITY GROUPS ARE SUGGESTIONS FOR IMPROVING HOUSING PROBLEMS. A FOURTH PROBLEM AREA IS THAT OF RESIDENCE REQUIREMENTS FOR PUBLIC ASSISTANCE. RESIDENTS OF ONE STATE ARE PREVENTED FROM MOVING INTO A STATE OFFERING BETTER ASSISTANCE. OTHER PROBLEM AREAS INCLUDE DAY CARE CENTERS, TRANSPORTATION, HEALTH SERVICES, HEALTH EDUCATION, PUBLIC ASSISTANCE, AND WORKMEN'SCOMPENSATION. ED002644 PROBLEMS OF MIGRANT LABOR. 1961-05-00 20 N/A 1965 2016-11-22

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No Curriculum Development Disadvantaged Health Services Migrant Education Migrant Workers School Community Relationship School Funds Summer Schools LEBARON, WALTER A. RUEF, WERNER H. New York (Albany) New York (Albany) New York State Education Dept., Albany. SUMMER SCHOOLS OF NEW YORK COUNTIES SERVED MIGRANT CHILDREN RANGING FROM 5 TO 14 YEARS OF AGE. THE BUDGET FOR THESE SCHOOLS WAS ALLOCATED BY THE STATE, THE AMOUNT OF THE SCHOOL CENTER BUDGETS VARIED WITH THEIR SIZE, PROGRAM, AND SPECIFIC NEEDS. A TYPICAL BUDGET GUIDE FOR A TWO CLASS CENTER WAS GIVEN. FOUR CENTERS OPERATED STATE SPONSORED CHILD CARE UNITS WHICH ALLOWED THE OLDER CHILDREN TO ATTEND SCHOOL WHILE THE YOUNGER ONES WERE BEING CARED FOR AT THE UNITS. THE CENTERS OPERATED FOR 6 WEEKS, THE DATES COINCIDED WITH THE ARRIVAL AND DEPARTURE OF THE MIGRANT FAMILIES. THE PROGRAMS OF THE SCHOOLS STRESSED READING, WRITING, SPELLING, AND ARITHMETIC. EMPHASIS WAS PLACED ON GOOD HEALTH HABITS. THE NURSE GAVE ASSISTANCE TO ALL CHILDREN AND ARRANGED INNOCULATIONS. THE GROWING CONCERNS OF EDUCATION FOR MIGRANT CHILDREN WERE LISTED. THESE INCLUDED--THE ADJUSTMENT OF THE PROGRAM TO MEET THE EDUCATIONAL NEEDS OF MIGRANT CHILDREN, THE DEVELOPMENT OF TEACHING MATERIALS, REAL EXPERIENCES, AND SCHOOL ACTIVITIES TO STRENGTHEN THE PROGRAM, AND THE DEVELOPMENT OF LIAISON WITH GROWERS, CREW LEADERS, PARENTS, AND INTERESTED LOCAL, STATE, AND NATIONAL AGENCIES AIMED AT FURTHERING THE BEST INTERESTS OF THE MIGRANT PUPILS. ED002645 REPORT OF THE 1963 SUMMER SCHOOL PROGRAM FOR CHILDREN OF MIGRANT PARENTS. 1964-01-00 6 N/A 1965 2016-11-22

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No Child Labor Day Care Centers Disadvantaged Educational Needs Federal Legislation Labor Legislation Legislation Rural Education Rural Youth School Funds State Legislation AMOS, WILLIAM E. DISTRICT OF COLUMBIA District of Columbia National Committee for Children and Youth, Washington, DC. FEDERAL AND STATE LEGISLATION ON CHILD LABOR STANDARDS AND SCHOOL ATTENDANCE ARE DISCUSSED. OFTEN THESE LAWS DO NOT RECOGNIZE THE DIFFERENCES IN EDUCATIONAL NEEDS BETWEEN URBAN AND RURAL AREAS. DATA ARE PRESENTED ON THE DEGREE OF UNEMPLOYMENT AND ON THE CAUSE OF YOUTH ENEMPLOYMENT. RURAL YOUTH, BOTH IN THEIR ORIGINAL HOMES AND IN THE CITIES TO WHICH THEY MIGRATE AS THEY MOVE OUT OF AGRICULTURE, CONSTITUTE AN EXCESSIVE PROPORTION BOTH OF UNDEREMPLOYED AND UNDEREDUCATED YOUTH. RECENT AND PENDING CHANGES IN THE CHILD LABOR LAWS ARE DISCUSSED. ONE RECENT CHANGE IS THE MIGRANT HEALTH ACT WHICH WILL ALLEVIATE THE IMMEDIATE AND CRITICAL HEALTH PROBLEMS. SEVERAL BILLS HAVE BEEN INTRODUCED IN THE 88TH CONGRESS. ONE BILL IS DESIGNED TO PROVIDE THE STATES WITH FINANCIAL ASSISTANCE TO IMPROVE THE EDUCATIONAL OPPORTUNITIES OF MIGRANT WORKERS AND THEIR CHILDREN. A SECOND IS DESIGNED TO ESTABLISH DAY-CARE SERVICES FOR CHILDREN OF MIGRATORY FARM WORKERS, AND WOULD AUTHORIZE $750,000 FOR MATCHING GRANTS TO STATES TO ESTABLISH AND OPERATE DAY-CARE CENTERS FOR MIGRANT CHILDREN. A THIRD IS DESIGNED TO REGULATE THE EMPLOYMENT OF CHILDREN IN AGRICULTURE. THIS MEASURE WOULD CLOSE THE GAP EXISTING UNDER FEDERAL LAWS WHICH DO NOT REGULATE THE EMPLOYMENT OF CHILDREN WHEN SCHOOL IS NOT IS SESSION. ED002646 CHILD LABOR STANDARDS AND SCHOOL ATTENDANCE LAWS AS THEY RELATE TO RURAL YOUTH. 1963-09-00 8 N/A 1965 2016-11-22

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No Check Lists Diagnostic Teaching Diagnostic Tests Literary Discrimination Migrant Education Reading Skills Skill Development Speed Reading Study Skills Vocabulary Word Recognition MCCANNE, ROY Colorado (Boulder) Colorado (Boulder) Colorado State Dept. of Education, Denver. A CHECKLIST WHICH DETERMINES AREAS OF SPECIFIC NEED IN READING SKILLS IS PRESENTED. ONCE SKILL ACHIEVEMENT AND NEEDS HAVE BEEN DETERMINED, WRITTEN AND ORAL WORK CAN BE PREPARED TO TEACH THE NEEDED SKILLS TO STUDENTS IN GROUPS OR INDIVIDUALLY. NEW WORK SHOULD BE EVALUATED AT PUPIL-TEACHER CONFERENCES, AND NEW SKILLS SHOULD BE RECORDED ON THE CHECKLIST. WHEN THE MIGRATORY PUPIL LEAVES A SCHOOL, A COMMENT COULD BE PUT ON HIS REPORT CARD INDICATING NEW SKILLS, OR THE CHECKLIST ITSELF MIGHT BE SENT TO THE NEXT SCHOOL. WHILE THE CHECKLIST IS NOT A DIAGNOSTIC INSTRUMENT FOR USE WITH CHILDREN, IT IS AN INSTRUMENT FOR TEACHER USE IN PLANNING AND EVALUATING A READING PROGRAM. THE CHILD'S READING LEVEL AND SKILLS HE HAS LEARNED MAY BE DETERMINED BY ORAL READING INVENTORIES, PHONETIC INVENTORIES, VOCABULARY AND COMPREHENSION TESTS, ASSESSMENTS OF INTERESTS AND READINESS, AND TRYOUTS OF READING MATERIALS. THE TEACHER IS ABLE TO NOTE SKILLS WHICH SHOULD BE TAUGHT, ALTHOUGH EVERY SKILL ON THE CHECKLIST WILL NOT BE APPROPRIATE FOR EACH CHILD. SKILLS ARE LISTED IN THE GENERAL ORDER OF INTRODUCTION TO PUPILS, BUT THE LIST IS ARBITRARY AND FLEXIBLE AND SHOULD NOT BE CONSIDERED DEFINITIVE OR EXHAUSTIVE. THE CHECKLIST IS DIVIDED INTO SKILLS IN WORD RECOGNITION, VOCABULARY BUILDING, COMPREHENSION, INTERPRETATION, LITERARY DISCRIMINATION AND APPRECIATION, ORGANIZATION, STUDY, SPEED READING, AND ORAL READING. ED002647 USE OF A CHECKLIST OF READING SKILLS WITH MIGRATORY CHILDREN. 1963-06-00 7 N/A 1965 2016-11-22

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No Disadvantaged Educationally Disadvantaged Handicapped Children Mental Retardation Migrant Education School Funds Special Programs HANEY, GEORGE E. DISTRICT OF COLUMBIA District of Columbia CHILDREN OF MIGRANT WORKERS ENTER SCHOOL LATE, HAVE POOR ATTENDANCE PATTERNS, SHOW SLOW PROGRESS, AND DROP OUT EARLY. THEY ARE THE MOST EDUCATIONALLY DEPRIVED GROUP OF CHILDREN IN THE COUNTRY. THESE CHILDREN HAVE BECOME A CRITICAL NATIONAL PROBLEM, SINCE LACK OF AN ELEMENTARY EDUCATION CAN CONDEMN THEM TO A LIFE OF IGNORANCE, POVERTY, AND DEPENDENCE. RETARDATION IS RELATED TO A LACK OF OPPORTUNITY FOR SCHOOL ATTENDANCE AND NOT TO A LACK OF ABILITY OR INTELLIGENCE. PROVIDING FOR THE EDUCATION OF MIGRANT CHILDREN DURING THE ACADEMIC YEAR CREATES SUCH PROBLEMS AS SCHOOL FINANCE, TRANSFER RECORDS, GRADE PLACEMENT, AND PROVISION OF TEACHERS AND SCHOOL FACILITIES. POOR ATTENDANCE AFTER ENROLLMENT IS A PRODUCT OF THE PARENTS' LACK OF EDUCATION AND INDIFFERENCE TOWARD IT, THE NEED FOR SCHOOL-AGED CHILDREN TO REMAIN AT HOME TO CARE FOR YOUNGER CHILDREN, THE NEED FOR THE EARNINGS OF CHILDREN, AND THE LANGUAGE BARRIER IN CERTAIN AREAS. VARIATIONS IN SCHOOL DISTRICTS AND STATES IN TEXTBOOKS, CURRICULUMS, AND PROGRAMS MAKE IT DIFFICULT TO PROVIDE MIGRANT CHILDREN WITH A CONTINUOUS AND SEQUENTIAL EDUCATIONAL PROGRAM. THE USE OF SHORT-TERM UNITS IN BASIC SKILLS HAS BEEN PROPOSED TO PROVIDE A MORE CONTINUOUS PROGRAM OF STUDY AND TO AVOID DUPLICATIONS AND OMISSIONS IN THE EDUCATIONAL PROGRAMS. IN STATES WHERE SUMMER PROGRAMS HAVE BEEN DEVELOPED, REMARKABLE GAINS IN ACHIEVEMENT HAVE BEEN NOTED. PROGRESSIVE LEADERSHIP IS BEING EXERCISED AT THE LOCAL, STATE, AND FEDERAL LEVELS TO IMPROVE EDUCATION FOR MIGRATORY CHILDREN. RESEARCH AND STUDY ARE BEING STIMULATED BY INCREASED PUBLIC AWARENESS OF THE PROBLEM. ORGANIZATION AND COORDINATION OF EDUCATIONAL SERVICES ARE NECESSARY AT LOCAL AND STATE LEVELS TO PROVIDE ADDITIONAL OPPORTUNITIES FOR THE CHILDREN. ED002648 PROBLEMS AND TRENDS IN MIGRANT EDUCATION. 1963-07-00 3 N/A 1965 2016-11-22

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No Curriculum Development Disadvantaged Migrant Education School Funds Summer Schools PETRIE, RONALD G. Oregon State Dept. of Education, Salem. THE MIGRANT EDUCATION PROGRAM CONSISTS OF THE REGULAR SCHOOL YEAR AND SPECIAL PROGRAMS DURING THE SUMMER. THE PILOT SUMMER SCHOOL PROGRAMS HELD IN 1961 AND 1962 AND THE PROGRAM DURING THE REGULAR 1961-62 SCHOOL YEAR ARE DISCUSSED. OBJECTIVES ARE TO SUPPLEMENT THE REGULAR SCHOOL PROGRAM, TO ANSWER QUESTIONS CONCERNING EFFECTIVE METHODS, MATERIALS, AND APPROACHES FOR INSTRUCTION, AND TO COLLECT AND REPORT DATA RELATING TO CONTINUATION OF SUCH PROGRAMS. THE SUMMER SCHOOL PROGRAMS ARE EFFECTIVE IN OVERCOMING EDUCATIONAL DEFICIENCIES. THE YEARLY INCREASE IN ATTENDANCE INDICATES THAT THE MIGRANTS ARE INTERESTED IN HAVING THEIR CHILDREN ACQUIRE AN EDUCATION. SUMMER SCHOOL PROGRAMS SHOULD BECOME A PERMANENT PART OF THE MIGRANT EDUCATION PROGRAM, THE PRESENT APPROPRIATION OF $50,000 SHOULD BE INCREASED TO $60,000 IN THE 1963-65 BIENNIUM TO ALLOW FOR EXPANSION OF PRESENT PROGRAMS AND THE ADDITION OF NEW SCHOOLS. THE REGULAR SCHOOL YEAR PROGRAM IS GEARED TO MEET THE NEEDS OF MIGRANT CHILDREN. CHILDREN BENEFIT FROM SPECIAL PROGRAMS WHICH EMPLOY EXTRA TEACHERS IN ORDER TO KEEP THE CLASS LOADS EQUITABLE AND ALLOW FOR MORE INDIVIDUAL INSTRUCTION FOR ALL CHILDREN. THERE IS NEED FOR A WORKSHOP TO DEVELOP A GUIDE FOR MIGRANT EDUCATION AND FOR REGIONAL INSERVICE PROGRAMS TO BE CONDUCTED ANNUALLY FOR TEACHERS OF MIGRANT CHILDREN. THE FORMULA FOR DISTRIBUTION OF FUNDS IS EQUITABLE REIMBURSEMENT OF COSTS OF MIGRANT EDUCATION. PROPOSED LAW CHANGES AND A REPORT OF A SUMMER SCHOOL PROGRAM ARE APPENDED. ED002649 THE EDUCATION OF MIGRANT CHILDREN IN OREGON. 1962-00-00 14 N/A 1965 8/17/2004 22:46:42 DISA1965

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No Bilingual Students Child Labor Disadvantaged Handicapped Children Labor Legislation Mental Retardation Migrant Education Spanish Speaking New York (New York) New York (New York) National Committee on the Education of Migrant Children, Washington, DC. A SURVEY CONDUCTED TO SECURE INFORMATION ON CONDITIONS AFFECTING MIGRANT CHILDREN IS PRESENTED. A FIVE-PART QUESTIONNAIRE DELINEATES THE NUMBER OF MIGRANT CHILDREN IN A GIVEN STATE, THEIR PARTICIPATION IN REGULAR AND SUMMER TERMS, AND NEEDS AND PROBLEMS CONNECTED WITH THEIR CLASSROOM ATTENDANCE. THE QUESTIONNAIRE HAS BEEN SENT TO DEPARTMENTS OF EDUCATION IN 48 STATES, AND TO CHURCH AGENCIES, GOVERNORS' COMMITTEES AND CITIZENS' COMMITTEES IN 10 STATES. FEW AGENCIES KNOW HOW MANY CHILDREN ENTER OR LEAVE THE STATE, AND FEW KEEP STATISTICS ON SCHOOL PROGRESS. MOST RESPONDENTS RECOGNIZE THAT MIGRANT CHILDREN ARE RETARDED, BUT ARE UNSURE OF, OR INDIFFERENT TO, THE MEANS TO IMPROVE EDUCATIONAL OPPORTUNITIES FOR THIS DISADVANTADED GROUP. THE MIGRANT CHILD IS DISADVANTAGED IN MANY WAYS. MOVING FROM DISTRICT TO DISTRICT, HE IS FREQUENTLY UNTOUCHED BY ATTENDANCE LAWS, UNWELCOMED IN THE CLASSROOM WHERE HIS PRESENCE CREATES MANY AND DIFFICULT PROBLEMS FOR THE TEACHER, AND IGNORED BY HIS CLASSMATES BECAUSE OF HIS LACK OF SOCIAL AWARENESS COMPARABLE TO THEIR OWN. OFTEN SPANISH-SPEAKING, HE FINDS FEW BILINGUAL TEACHERS WHEN HE TRAVELS AND SELDOM ENCOUNTERS A COUNSELOR TO ENCOURAGE OR MOTIVATE HIM TOWARD AN EDUCATION. RETARDED IN GRADE FROM 2 TO 3 YEARS, A RETARDATION INCREASING WITH HIS AGE, THE MIGRANT CHILD BECOMES AN EARLY SCHOOL DROPOUT. UNPROTECTED BY CHILD LABOR LAWS, HE TAKES HIS PLACE BESIDE HIS PARENTS, WORKING TO ADD TO THE FAMILY INCOME AND BECOMING IN TIME ANOTHER CIPHER IN HEALTH AND WELFARE STATISTICS. BECAUSE OF THE ESCALATING SOCIAL, ECONOMIC, AND HUMAN COSTS REPRESENTED BY THE UNEDUCATED MIGRANT CHILD, WAYS NEED TO BE FOUND QUICKLY TO PROVIDE HIM WITH THE BASIC EDUCATIONAL SKILLS NECESSARY IN A RAPIDLY CHANGING NATION. ED002650 THE SCHOOL AND THE MIGRANT CHILD--A SURVEY INTERPRETED. 1963-10-00 6 N/A 1965 2016-11-22

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No Curriculum Development Disadvantaged Educationally Disadvantaged Immigrants Migrant Education Migrant Workers School Funds POTTS, ALFRED M. Texas Education Agency, Austin. THE SIX MIGRANT AREAS IN TEXAS, AND THE NUMBER OF MIGRANTS IN THESE AREAS, ARE DISCUSSED. THE TYPES OF MIGRANTS ARE--HOMEBASE MIGRANTS, IN-MIGRANTS, EMBRYONIC MIGRANTS, AND OUT-MIGRANTS. BUILDINGS, FACILITIES, AND FINANCIAL AID FOR MIGRANT SCHOOLS ARE INADEQUATELY USED. REPRESENTATIVE SCHOOL PROGRAMS FOR MIGRANTS ARE PRESENTED AS EVIDENCE OF STATEWIDE EDUCATION EFFORTS. AID IS NEEDED FOR MIGRANT SCHOOLS. MAJOR NEEDS IN PLANNING FOR THE EDUCATION OF MIGRANT CHILDREN INCLUDE WHAT TO TEACH, HOW TO TEACH IT, MATERIALS FOR TEACHING, FINANCES, AND ADEQUATE SPACE. TWO PRACTICES WHICH COULD BE HELPFUL IN WORKING TOWARD A TEXAS PROGRAM OF MIGRANT EDUCATION ARE--A FLEXIBLE STATE AID PROGRAM WITH POSITIVE ENCOURAGEMENT, AND A FREE AND CREATIVE ATTITUDE TOWARD ATTENDANCE, PARENTAL EDUCATION, CALENDAR, CENSUS, AND RECORDS. A PROPOSED REVISION OF THE MIGRATORY FORMULA WILL OFFER SOME FINANCIAL AID, HOWEVER, A REMEDIAL PROGRAM SHOULD ALSO BE PROVIDED. ADDITIONAL LAWS, RULES, AND REGULATIONS ARE NEEDED FOR MIGRANT EDUCATION. WORKING CONTRACTS WITH STATE AND NATIONAL AGENCIES, LIAISON BETWEEN INTRASTATE REGIONS, AND ADVISORY AND GUIDANCE COMMITTEES SHOULD BE CONSIDERED AS EFFECTIVE PRACTICES. SUCH PROCEDURES AS VISITS, LETTERS, AND QUESTIONNAIRES USED TO LOCATE MIGRANTS IN SCHOOLS ARE EXPLAINED AND EXAMPLES ARE SHOWN. ED002651 EDUCATION FOR MIGRANT CHILDREN. 1962-12-00 95 N/A 1965 8/17/2004 22:46:46 DISA1965

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No Curriculum Development Disadvantaged Educational Programs Language Acquisition Migrant Education Spanish Speaking Special Education Vocational Education Texas (Austin) Texas (Austin) Texas Education Agency, Austin. A SPECIAL CURRICULUM IS ENVISIONED WHICH WOULD INCLUDE AN 8-HOUR SCHOOL DAY FOR 6 MONTHS OF THE YEAR. EMPHASIS WOULD BE PLACED ON ENGLISH, MATHEMATICS, AND SOCIAL STUDIES. STUDENT PROGRESS WOULD BE DETERMINED BY STANDARIZED TESTS, OR TESTS DESIGNED FOR THE SPECIAL CURRICULUM. GRADE PLACEMENT WOULD BE USED IN SOCIAL STUDIES, SCIENCE, PHYSICAL EDUCATION, ART, MUSIC, AND INDUSTRIAL ARTS. LANGUAGE ARTS AND MATHEMATICS, HOWEVER, WOULD NOT BE TIED TO GRADE LEVEL. THE MAJOR PORTION OF THE MIGRANT CHILD'S SCHOOL DAY WOULD BE SPENT LEARNING LANGUAGE SKILLS. THERE WOULD BE LEVELS OF LEARNING IN ENGLISH. THE LEVELS INCLUDE GETTING ACQUAINTED IN AN ENGLISH LANGUAGE ENVIRONMENT, SHOWING GROWTH IN SPEAKING ENGLISH AND GETTING READY TO READ AND WRITE, AND INCREASING ORAL LANGUAGE POWER AND LEARNING TO READ AND WRITE. FUNDAMENTAL MATHEMATICS NEEDS WOULD BE PROVIDED FOR MIGRANT CHILDREN THROUGH A BALANCED MATHEMATICS PROGRAM. THE SOCIAL STUDIES PROGRAM WOULD INCLUDE AN APPRECIATION OF CITIZENSHIP IN DEMOCRATIC NATIONS, AN APPRECIATION OF INDIVIDUAL RIGHTS, AND AN UNDERSTANDING OF WAYS TO IMPROVE STANDARDS OF LIVING. SUGGESTED PLANS FOR SCIENCE, PHYSICAL EDUCATION, HEALTH EDUCATION, MUSIC, INDUSTRIAL ARTS, GENERAL SHOP, OCCUPATIONAL TRAINING IN AGRICULTURE, HOMEMAKING EDUCATION, OCCUPATIONAL TRAINING IN INDUSTRY, AND OCCUPATIONAL TRAINING IN DISTRIBUTION ARE INCLUDED. DAILY AND YEARLY SCHEDULING OF CLASS TIME, AND SUBJECTS TO BE INCLUDED IN GRADES 1 THROUGH 8, ARE DISCUSSED. ED002652 PROPOSED CURRICULUM PROGRAM FOR TEXAS MIGRATORY CHILDREN. 1963-04-00 35 N/A 1965 2016-11-22

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No Disadvantaged Educationally Disadvantaged Handicapped Children Mental Retardation Migrant Education School Funds Social Status Socioeconomic Status Summer Schools MCCANNE, ROY Colorado (Denver) Colorado (Denver) Colorado State Dept. of Education, Denver. THE NEED FOR SUMMER SCHOOLS FOR MIGRANT CHILDREN IS ACUTE, FOR THEY CANNOT RECEIVE A COORDINATED, CONTINUOUS EDUCATION UNDER THE CONDITIONS OF THEIR LIVES. MOST MIGRANT CHILDREN SUFFER FROM SUCH HANDICAPS AS LOW INCOME, LOW SOCIAL POSITION, LANGUAGE BARRIERS, AND HEALTH AND NUTRITION PROBLEMS WHICH MAKE IT DIFFICULT FOR THEM TO PROFIT FROM SCHOOL WHEN THEY DO ATTEND. SINCE AUTOMATION IS INCREASING THE NEED FOR SKILLED LABOR, MIGRANT CHILDREN MUST BE TAUGHT TO READ, WRITE, AND CALCULATE TO THE POINT WHERE THEY CAN HOLD SKILLED JOBS. EDUCATING DISADVANTAGED CHILDREN CAN BE DONE, BUT MORE TIME, EFFORT, AND MONEY THAN HAS BEEN AVAILABLE WILL BE REQUIRED. SUMMER SCHOOLS FOR MIGRANT CHILDREN ARE A BENEFIT TO LOCAL AREAS, FOR THE STATE FINANCES THEM AND THE REGULAR INCOME OF STATE PERSONNEL IS THUS SUPPLEMENTED AT NO COST TO THE LOCAL SCHOOL BOARD. SCHOOLS ARE VOLUNTARY, OLDER CHILDREN WISHING TO WORK MAY DO SO. IT HAS BEEN FOUND THAT IN COMMUNITIES WHERE SUMMER SCHOOLS ARE AVAILABLE, A MORE STABLE GROUP OF WORKERS RETURN YEAR AFTER YEAR. TEACHERS WORKING WITH THE SUMMER PROGRAM HAVE THE OPPORTUNITY TO TRY NEW TECHNIQUES AND MATERIALS WITH THE ADVICE OF THE STATE CONSULTANT. A CAPSULE REPORT ON THE COLORADO MIGRANT EDUCATION PROGRAM SINCE THE PASSAGE OF THE MIGRANT CHILDREN'S ACT IN 1961 SHOWS THE NUMBER OF CHILDREN ATTENDING SUMMER SCHOOL AND REGULAR SCHOOL SESSIONS, THE DAYS IN ATTENDANCE, AND THE COST TO THE STATE. AN ANALYSIS OF SCHOOL RECORDS OF 391 FALL TERM MIGRANT CHILDREN SHOWS AVERAGE RETARDATION IN ACTUAL GRADE PLACEMENT TO BE 1.3 YEARS. ED002653 NOTES ON THE NEED FOR SUMMER SCHOOLS FOR MIGRANT CHILDREN. 1964-03-00 4 N/A 1965 2016-11-22

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No Curriculum Disadvantaged Handicapped Children Mental Retardation Migrant Education Migrant Welfare Services Nutrition School Activities Summer Programs ANDREWS, CARL AND OTHERS THE USE OF AN ALL-PURPOSE ROOM FOR A SUMMER PROGRAM CREATED A HAPPIER ATMOSPHERE FOR CHILDREN, GAVE EACH CHILD THE OPPORTUNITY TO PROCEED TO A NEW ACTIVITY WHEN READY, AND ENABLED EACH TEACHER TO SUPERVISE A GREATER NUMBER OF ACTIVITIES. ACTIVITIES WERE RELATED TO SUCH FAMILIAR IDEAS AS THE OUT-OF-DOORS, TRAVEL PATTERNS, AND FAMILIES, SO THAT PHYSICAL ACTIVITY AND MOTIVATION FOR READING, WRITING, AND ARITHMETIC COULD BE PROVIDED. THE CHILDREN WERE EXPOSED TO NEW PLACES AND JOB OPPORTUNITIES. A MID-MORNING SNACK WAS PROVIDED, AND A WELL-BALANCED LUNCH ALLOWED CHILDREN TO TRY UNFAMILIAR FOODS. THE TEACHERS WERE ABLE TO GIVE INSTRUCTION IN TABLE SETTING AND MEAL PREPARATION, SINCE THE EATING AREA WAS IN THE SAME MULTIPURPOSE ROOM. AN ENROLLMENT AND ATTENDANCE CHART SHOWED 81 PERCENT ATTENDANCE FOR THE SESSION, A WEIGHT AND HEIGHT CHART INDICATED THAT ALL THE CHILDREN MADE GAINS. EXPERIENCES INCLUDED THE MAKING OF HAND PUPPETS, TIN CAN SPIN REELS, AND COLLAPSIBLE CLOTHES TREES. ED002654 MIGRANT SCHOOL. 1962-00-00 10 N/A 1965 8/17/2004 22:46:51 DISA1965

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No Disadvantaged Economically Disadvantaged Handicapped Children Income Living Standards Mental Retardation Migrant Children Migrant Education Migrant Welfare Services Migrant Workers Migrant Youth School Community Relationship WYCKOFF, FLORENCE R. District of Columbia District of Columbia National Committee for Children and Youth, Washington, DC. A MIGRANT CHILD IS DEFINED AS A MEMBER OF A FAMILY OF AGRICULTURAL WORKERS WHO MUST TRAVEL A GREAT DISTANCE TO WORK. THE WORKERS FOLLOW A SEASONAL COURSE, OFTEN THROUGH SEVERAL STATES, AND RETURN HOME AFTER THE CROP SEASON IS OVER. THERE ARE ABOUT 415,000 MIGRANT CHILDREN UNDER 14 YEARS OF AGE IN THE UNITED STATES. IN 1960 THE MIGRANT FARM WORKER EARNED AN AVERAGE OF $19.00 PER WEEK. FORCED BY ECONOMIC NECESSITY TO TRAVEL, THE MIGRANT CHILD MOVES FROM SCHOOL TO SCHOOL. HE FALLS BEHIND IN HIS SCHOOL STUDIES AND THUS FALLS BELOW HIS NORMAL GRADE LEVEL. EXTREME MOBILITY COUPLED WITH LOW INCOME PRODUCES A SERIES OF HANDICAPS FOR THE MIGRANT CHILD. POOR HEALTH, POOR NUTRITION, POOR HOUSING, NOT ENOUGH TIME IN SCHOOL, AND COMMUNITY REJECTION ALL AFFECT HIM. SETTLEMENT AT HOME BASE, WHERE RELATIONSHIPS TO AN ESTABLISHED COMMUNITY CAN OCCUR, IS ENCOURAGED. STABILITY IN THE CHILD'S FAMILY CAN BE HELPED BY INTRODUCING AN ORDERLY SYSTEM INTO THE PRESENT CHAOTIC SITUATION IN DEMAND AND SUPPLY OF FARM LABOR. THIS REQUIRES GIVING THE FARM WORKER STEADY WORK, AND GIVING THE FARMER A DEPENDABLE SUPPLY OF LABOR WHEN AND WHERE HE NEEDS TI. EFFORTS SHOULD BE MADE TO ADAPT COMMUNITY SERVICES TO MEET THE SPECIALIZED NEEDS OF THE MIGRANT CHILD. COMMUNICATION BETWEEN FARMERS, FARM WORKERS, AND OPERATING PERSONNEL IN PUBLIC AND PRIVATE AGENCIES SHOULD BE ESTABLISHED TO AVOID FRICTION AND TO AVOID WASTING EFFORTS REGARDING THE NEEDS OF THE MIGRANT CHILDREN. A COOPERATIVE EFFORT SHOULD BE MADE TO UP-GRADE THE SKILLS AND LIVING CONDITIONS OF MIGRATORY FARM WORKERS AND THEIR CHILDREN. ED002655 MIGRANT CHILDREN AND YOUTH. 1963-09-00 10 N/A 1965 2016-11-22

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No Anglo Americans Cultural Background Cultural Differences Cultural Influences Cultural Traits Mexican Americans Spanish Speaking CAMPA, ARTHUR L. THE PHILOSOPHY THAT GUIDES SOCIETY IS DETERMINED TO SOME EXTENT BY THE INTERPRETATION GIVEN TO THE PRESENT, PAST, AND FUTURE. NEW MEXICO IS INHABITED BY TWO GROUPS OF PEOPLE WITH A DIFFERENT UNDERSTANDING OF LIFE WHO ARE BOTH STRIVING TO LIVE PEACEFULLY WITH EACH OTHER. THEIR DIFFERENCES COMPLEMENT EACH OTHER. BOTH THE ANGLOS AND THE MEXICANOS MAY BE CLASSED AS ROMANTICS, BUT IN DIFFERENT TIME RELATIONSHIPS. THE ANGLOS' ROMANTICISM IS BASED UPON THE FUTURE, THE PRESENT BEING A PREPARATION FOR THAT FUTURE. THE PAST IS GONE. MEN OF VISION ARE PRODUCED BY THIS PHILOSOPHY. HOPE IS PRESENT DURING TEMPORARY DISSATISFACTION. ALL ACTIVITIES ARE WELL PLANNED IN ADVANCE AS A CARRYOVER FROM ORGANIZED INDUSTRY AND TIME SCHEDULES. URBANIZED ANGLOS FIND LITTLE IN COMMON WITH IMPOVERISHED MEXICANOS. THE MEXICANO, OR MESTIZO, A RACIAL AMALGAMATION OF RESIGNED, STOLID INDIANS AND LIGHTHEARTED SPANIARDS, HAS BASED HIS ROMANTICISM ON THE REALITY OF THE PRESENT AND ITS RELATION TO THE PAST. THE FUTURE IS ATTACKED WITH A FATALISM, AN INDEFINITE TERM, "MANANA," WHICH EXPRESSES A REMOTENESS MISSING FROM "TOMORROW." HE LIVES AN IMPROVISED, SPONTANEOUS EXISTENCE. HE NEVER PUTS OFF FOR TOMORROW WHAT CAN BE ENJOYED ONLY TODAY. HE IS NOT LAZY, BUT HE WORKS ONLY ENOUGH TO SUPPORT HIS MEAGER NEEDS. ED002656 MANANA IS TODAY. 6 N/A 1965 8/17/2004 22:46:54 DISA1965

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No Anglo Americans Curriculum Development Educational Facilities Educational Programs Educational Retardation Handicapped Children Mental Retardation Migrant Education School Community Relationship School Funds Spanish Speaking Summer Schools PETRIE, RONALD G. Oregon State Dept. of Education, Salem. A PILOT PROGRAM STUDIED PROBLEMS INVOLVED IN EDUCATING MIGRANT CHILDREN, RECOMMENDED EDUCATIONAL PROGRAMS, AND IMPLEMENTED EXPERIMENTAL SUMMER SCHOOLS. TECHNIQUES USED TO ARRIVE AT CONCLUSIONS PERTAINING TO BOTH REGULAR AND SUMMER SCHOOL NEEDS FOR ANGLO AND SPANISH-SPEAKING MIGRANTS INCLUDED A SURVEY, A QUESTIONNAIRE WITH INTERVIEWS, AN ANALYSIS OF QUESTIONS, AND AN ANALYSIS OF INFORMATION COLLECTED BY SCHOOL DISTRICTS. THE MIGRANT CHILDREN WERE EDUCATIONALLY RETARDED. SCHOOLS WERE NOT FINANCIALLY ABLE TO MEET THE PROBLEM OF MIGRANT EDUCATION. ADMINISTRATORS AND TEACHERS WERE NOT PREPARED TO MEET THE SPECIAL NEEDS OF THE MIGRANT CHILD. MANY SCHOOL DISTRICTS HAD INADEQUATE FACILITIES FOR A LARGE INFLUX OF MIGRANT CHILDREN. THE SCHOOL DISTRICTS RECEIVED VERY LITTLE STATE MONEY TOWARD THE INCREASED COSTS OF MIGRANT EDUCATION. MANY SCHOOLS HAD BEEN NEGLIGENT IN ENFORCING ATTENDANCE LAWS BECAUSE OF THE LACK OF FUNDS AND FACILITIES TO PROVIDE AN ADEQUATE PROGRAM. INSTRUCTIONAL PROGRAMS FOR MIGRANTS WITHIN THE SCHOOL DISTRICT NEED TO BE DEVELOPED TO ACHIEVE ADEQUATE EDUCATION PROGRAMS. EVERY SCHOOL AFFECTED BY MIGRANT CHILDREN NEEDS A STAFF SKILLED IN THE TECHNIQUES OF ANALYZING THE EDUCATIONAL PROBLEMS OF THE MIGRANT CHILD. ATTENDANCE LAWS ALREADY ESTABLISHED SHOULD BE ENFORCED IN ACCORDANCE WITH THE PRESCRIBED REGULATIONS OF SCHOOL STANDARDS. A PERMANENT PROGRAM TO PROVIDE AN INCENTIVE FOR THE EDUCATION OF MIGRANT CHILDREN DURING THE REGULAR SCHOOL YEAR SHOULD BE ESTABLISHED, TO FOCUS ATTENTION ON THE COMMUNITY RESPONSIBILITY FOR MEETING THE NEEDS OF MIGRANT CHILDREN, AND TO PROVIDE MONEY FOR THE IMPROVEMENT OF THE INSTRUCTIONAL PROGRAM. ED002657 OREGON PILOT PROGRAM FOR THE EDUCATION OF MIGRANT CHILDREN. 1960-00-00 44 N/A 1965 8/17/2004 22:46:56 DISA1965

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No Disadvantaged Discovery Learning Educationally Disadvantaged Field Trips Migrant Children Migrant Education School Organization School Personnel Teacher Qualifications POTTS, ALFRED M. Colorado (Denver) Colorado (Denver) THE EDUCATIVE PROCESS SHOULD AID THE MIGRANT CHILDREN TO LIVE A FULLER LIFE IN RELATION TO THEIR POTENTIAL AND SHOULD CONTAIN BROADER AND LESS RESTRICTIVE PATTERNS OF CULTURAL EXPECTANCIES. ALTHOUGH ACADEMIC KNOWLEDGE IS ESSENTIAL, A MORE PROMINENT PLACE MUST BE ASSIGNED TO AREAS OF KNOWLEDGE RELATED TO COMPREHENSION OF CULTURALLY INSPIRED RESPONSES. PRACTICES TO PROMOTE THE KIND OF LEARNING THAT RELATES TO CULTURAL EXPECTANCIES AND TO PROMOTE THE ABILITIES TO RESPOND ADEQUATELY IN HUMAN INTERRELATIONSHIPS SHOULD BE UTILIZED. CLASS SIZE SHOULD BE REDUCED TO 15, THEREFORE ALLOWING FOR INDIVIDUALIZATION. TEACHERS SHOULD BE COMPETENT IN ALL SUBJECTS WITHIN A RANGE OF AT LEAST TWO GRADES ABOVE AND BELOW THE ASSIGNED GRADE. TOTAL DEPARTMENTALIZATION SHOULD BE AVOIDED AT LEAST INTO SEVENTH-GRADE. IN ORDER TO DEVELOP THE WILL TO CONTINUE EDUCATION, A SELF-CONTAINED CLASSROOM IS RECOMMENDED. ANOTHER PRACTICE IS EXPERIENTIAL LEARNING, IN WHICH CHILDREN ARE HELPED TO UNDERSTAND CERTAIN MEANINGS AND CONCEPTS BY ENLISTING THEIR ACTIVE PARTICIPATION IN DEMONSTRATIONS OF THE CONCEPT BEING LEARNED, FOR EXAMPLE, FIELD TRIPS. ED002659 EDUCATION OF THE MIGRANT CHILD. 1962-07-00 9 N/A 1965 2016-11-22

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No Day Care Day Care Centers Disadvantaged Federal Programs Lunch Programs Migrant Education Migrant Welfare Services Migrant Workers School Funds School Personnel NAYLOR, NAOMI L. Pennsylvania State Univ., University Park. Coll. of Human Development. A DESCRIPTION OF A MIGRANT DAY CARE PROGRAM WAS GIVEN. A TOTAL OF 180 PRESCHOOL AND SCHOOL AGE CHILDREN WERE ENROLLED IN SIX DAY CARE CENTERS. SOME FINANCIAL AID, EQUIPMENT, MATERIALS, AND ADVISORY HELP WERE GIVEN TO TWO OTHER CENTERS ENROLLING 40 MORE CHILDREN. FUNDS FOR THE OPERATION OF THE CENTERS WERE FEDERAL FUNDS, ALLOCATED TO PROVIDE PROTECTIVE CARE FOR CHILDREN BY THE PENNSYLVANIA DEPARTMENT OF PUBLIC WELFARE. PRIVATE FUNDS RAISED BY SEVERAL COMMUNITY AND CHURCH GROUPS ENABLED THE CENTERS TO PROVIDE EDUCATIONAL INSTRUCTION AS WELL AS PROTECTIVE CARE. STAFFS INCLUDED DIRECTORS AND TEACHERS EXPERIENCED IN NURSERY OR ELEMENTARY EDUCATION, COLLEGE STUDENTS, COMMUNITY MEMBERS, AND VOLUNTEERS. A SOCIAL WORKER WAS ATTACHED TO EACH CENTER BY THE DEPARTMENT OF PUBLIC WELFARE. THE CENTERS WERE OPEN FROM 8 A.M. TO 5 P.M. 5 DAYS A WEEK. THE PROGRAM PROVIDED BREAKFAST AND A HOT MIDDAY MEAL, HEALTH AND EDUCATIONAL INSTRUCTION, AND TRAINING IN SUCH SIMPLE SKILLS AS SEWING, COOKING, AND USING TOOLS. FIELD TRIPS, MUSIC, ART, AND RECREATION WERE ALSO INCLUDED. BECAUSE OF THEIR LIMITED EXPERIENCES AND ACADEMIC RETARDATION, SCHOOL AGE CHILDREN WERE GIVEN A PRACTICAL, CONCRETE PROGRAM EMPHASIZING THE BASIC SKILLS OF READING, WRITING, AND ARITHMETIC THROUGH METHODS CLOSE TO THEIR ABILITIES AND INTERESTS. THE CHILDREN ATTENDED THE CENTERS UNTIL LOCAL PUBLIC SCHOOLS OPENED IN SEPTEMBER, THEY WERE THEN ENROLLED IN THE REGULAR SCHOOLS. THE PROGRAM WAS CONSIDERED VERY SUCCESSFUL, AND EXAMPLES WERE CITED OF THE ADJUSTMENT AND PROGRESS MADE BY SOME OF THE CHILDREN. THE DAY CARE CENTER STAFF ALSO GAINED FROM THEIR EXPERIENCES IN WORKING WITH MIGRANT CHILDREN. ED002660 PENNSYLVANIA MIGRANT DAY CARE PROGRAM AND PARTICIPATING AGENCIES. 1961-00-00 8 N/A 1965 8/17/2004 22:47:00 DISA1965

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No Disadvantaged Handicapped Children Information Dissemination Language Handicaps Living Standards Mental Retardation Migrant Education Migrant Workers Parent Child Relationship Spanish Americans Summer Schools WILLOUGHBY, DIKE AND OTHERS Washington (Olympia) Washington Washington Office of the State Superintendent of Public Instruction, Olympia. EDUCATIONAL OBSTACLES FOR MIGRANT CHILDREN INCLUDED FREQUENT MOVEMENT FROM STATE TO STATE, PARENTAL INDIFFERENCE, ADJUSTMENT TO NEW SITUATIONS, PLACEMENT TESTS, LOW INCOME, POOR HOUSING, INADEQUATE SANITATION, MEAGER MEDICAL FACILITIES, SOCIAL DISCRIMINATION, RELUCTANCE OF SCHOOLS TO EXPAND FACILITIES ON A TEMPORARY BASIS, LACK OF CLOTHING AND FOOD, LACK OF SCHOOL APPROPRIATIONS, AND LANGUAGE BARRIERS. A SUMMER SCHOOL PILOT PROJECT WAS SET UP FOR SPANISH AMERICANS AND FOR CANADIAN INDIANS. CLASSES FOR THE MOST SEVERELY HANDICAPPED WERE HELD. PERSONAL INVITATIONS, RADIO BROADCASTS, NEWSPAPERS, TEACHER CONTACTS, AND BUS TRANSPORTATION WERE EMPLOYED AS MEANS OF INDUCING ATTENDANCE. BASIC INSTRUCTION WAS GIVEN IN LANGUAGE ARTS AND ARITHMETIC. LITTLE ATTENTION WAS GIVEN TO HEALTH BECAUSE OF A LACK OF TIME. THOUGH VALUABLE GAINS WERE MADE BY THOSE WHO ATTENDED THE SUMMER SCHOOL, THE PERIOD WAS TOO SHORT AND THOSE MOST IN NEED OF HELP DID NOT ATTEND. SPECIALLY-TRAINED TEACHERS WERE NEEDED TO GIVE ENOUGH INDIVIDUALIZED ATTENTION AND TO OVERCOME THE LANGUAGE BARRIER. PHOTOGRAPHS DEPICTING ACTIVITIES DURING THE PROGRAM WERE INCLUDED. ED002661 SUMMER SCHOOL FOR MIGRANT CHILDREN. 1964-00-00 17 N/A 1965 2016-11-22

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No Compensatory Education Educational Retardation Experimental Programs Handicapped Children Mental Retardation Migrant Education Parent School Relationship School Community Relationship Special Programs Student Improvement Summer Schools KORNELY, LESTER J. MADISON A 4-WEEK SUMMER SCHOOL PILOT PROGRAM WAS CONDUCTED TO DETERMINE WHETHER SUCH A PROGRAM COULD HELP MIGRANT CHILDREN OVERCOME THE EDUCATIONAL LOSSES THEY SUFFERED AS A RESULT OF FREQUENT SHIFTING OF JOB LOCATIONS. VISITS WERE MADE TO MIGRANT WORKER'S CAMPS TO ENROLL PUPILS. ENROLLED WERE 22 CHILDREN FROM 7 TO 14 YEARS OF AGE. OF THE 22, NINE HAD NEVER ATTENDED SCHOOL AND COULD NOT SPEAK ENGLISH, THE REST HAD HAD FROM 1 TO 5 YEARS OF SCHOOL ATTENDANCE. ACHIEVEMENT TESTS SHOWED THAT THE CHILDREN WERE 2 YEARS BELOW INDICATED GRADE LEVEL. THE SCHOOL SCHEDULE WAS FLEXIBLE, THE SCHOOL PROGRAM PROVIDED FOR INDIVIDUAL DIFFERENCES. MUSIC, GAMES, AND VISUAL MATERIALS WERE EXTENSIVELY USED. CHILDREN WHO ATTENDED THE SCHOOL FOR ONLY 2 WEEKS SHOWED ACHIEVEMENT AND IMPROVEMENT IN BEHAVIOR. CHILDREN WHO ATTENDED THE SCHOOL FOR THE FULL 4 WEEKS MADE THE GREATEST GAINS IN ARITHMETIC. THE CHILDREN WERE RETARDED ONLY IN THE EDUCATIONAL SENSE OF THE WORD. MIGRANT PARENTS WELCOMED THE SUMMER SCHOOL. CHILDREN WERE ENTHUSIASTIC. EMPLOYERS REACTED FAVORABLY AND CONTRIBUTED TIME, MONEY, AND TRANSPORTATION TO HELP INSURE THE SUCCESS OF THE PROJECT. COMMUNITY OPINION WAS GENERALLY FAVORABLE. THERE WAS SOME RESENTMENT, HOWEVER, THAT THE SUMMER SCHOOL WAS PROVIDED FOR MIGRANT CHILDREN AND NOT FOR THE LOCAL CHILDREN. ED002662 EDUCATION ON THE MOVE--REPORT OF A 1960 DEMONSTRATION SUMMER SCHOOL FOR MIGRANT CHILDREN IN NANITOWOC COUNTY, WISCONSIN. 1960-00-00 11 N/A 1965 2016-11-22

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No Disadvantaged Health Services Migrant Education Migrant Welfare Services Nutrition Summer Schools Teacher Aides MCLAUGHLEN, HUGH W. New Jersey State Dept. of Education, Trenton. THE HISTORY OF SUMMER SCHOOLS FOR MIGRANT CHILDREN IN NEW JERSEY IS BRIEFLY PRESENTED. DURING 16 YEARS OF OPERATION, THE SCHOOLS HAVE BEEN CONDUCTED FOR OVER 2,000 CHILDREN. SPECIAL SERVICES INCLUDE CARE OF PUPILS FROM 2 TO 15 YEARS OF AGE, HOT LUNCHES, DENTAL CARE, HEALTH SERVICES, AND A NURSE ON DUTY AT ALL TIMES. ALL TEACHERS, FULLY CERTIFIED, ARE ASSISTED BY COLLEGE STUDENTS. THIS ARTICLE WAS PUBLISHED IN THE "NEW JERSEY STATE DEPARTMENT OF EDUCATION, NEWSLETTER," VOLUME 9, NUMBER 1, SEPTEMBER 1963. ED002663 SCHOOLS FOR MIGRANT CHILDREN. 1963-09-00 4 N/A 1965 8/17/2004 22:47:05 DISA1965

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No Farm Labor Federal Programs Labor Problems Living Standards Migrant Education Migrant Housing Migrant Problems Migrant Welfare Services Migrant Workers School Community Relationship HEATHERSHAW Florida (Gainesville) Florida DURING THE DEPRESSION OF THE 1930'S RECOGNITION WAS GIVEN TO THE PLIGHT OF MIGRATORY WORKERS. AS A RESULT OF THE STUDIES OF SEVERAL GOVERNMENTAL AGENCIES, A FARM LABOR CAMP PROGRAM WAS DEVELOPED TO PROVIDE HOUSING, MEDICAL CARE, CHILD CARE, AND COMMUNITY ACTIVITIES FOR SEASONAL FARM WORKERS. DURING WORLD WAR II THE DEMAND FOR SEASONAL FARM WORKERS INCREASED, BUT LIVING CONDITIONS DID NOT IMPROVE. AFTER THE WAR THE FARM LABOR PROGRAM GAINED GREATER IMPORTANCE. EFFORTS WERE MADE TO STIMULATE PUBLIC AND PRIVATE INTERESTS AND PROVIDE STATE AND FEDERAL LEGISLATION BUT LITTLE PROGRESS WAS MADE. IN 1950 LEGISLATIVE ACTION HELPED MIGRATORY CHILDREN GET OUT OF THE FIELDS AND INTO SCHOOL. A PRESIDENTIAL COMMISSION COLLECTED INFORMATION CONCERNING MIGRANTS AND PREPARED A REPORT TO AID IN DEVELOPING GOALS AND PROGRAMS. ALTHOUGH INTEREST WAS AROUSED IN THE PROBLEMS OF MIGRATORY WORKERS AND THEIR CHILDREN, LITTLE ACTION WAS TAKEN UNTIL THE CREATION OF THE PRESIDENT'S COMMITTEE ON MIGRATORY LABOR IN 1954. TO IMPLEMENT THE COMMITTEE, THE WORKING GROUP WAS ORGANIZED AS A PLANNING, COORDINATING, AND REVIEWING BODY TO DEVELOP GUIDES FOR PROGRAM EMPHASIS. A LIST OF THESE GUIDES AND THE SUBCOMMITTEES WHICH WERE FORMED WAS INCLUDED. RESULTS OF THE WORKING GROUP ACTIVITIES WERE GRATIFYING. HOWEVER, THESE ACTIVITIES CANNOT REMEDY THE SITUATION UNTIL STATE GOVERNMENTS ADOPT AND ENFORCE THEM. TEAMWORK BY FEDERAL, STATE, AND COMMUNITY AGENCIES HAS BEEN IMPORTANT IN ATTAINING THE PRESIDENT'S OBJECTIVES. A SUMMARY OF THE PROBLEMS IN THE FIELDS OF TRANSPORTATION, REST CAMPS, HOUSING, LOAN FACILITIES, HEALTH AND AND WELFARE, AND EDUCATION WHICH THE PRESIDENTIAL COMMITTEE ACTED UPON WAS INCLUDED. ED002664 HISTORY OF FEDERAL INTEREST IN MIGRANT EDUCATION. 1958-06-00 11 N/A 1965 2016-11-22

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No Audiovisual Aids Bibliographies Educational Technology Programed Instruction Programed Instructional Materials Teaching Machines VAN HOOFT, GORDON E. New York (Albany) New York (Albany) New York State Education Dept., Albany. INCLUDED IN THE ANNOTATED BIBLIOGRAPHY ARE BOOKS, MAGAZINE ARTICLES, AND BIBLIOGRAPHIES RELATED TO THE SUBJECTS OF PROGRAMED LEARNING, REPORTS ON RELEVANT RESEARCH STUDIES, LISTS OF TEACHING MACHINES, PUBLICATIONS ON LEARNING THEORY AND THE PSYCHOLOGY OF LEARNING SOURCES OF PROGRAMED MATERIALS, PERIODICALS SPECIALLY DEVOTED TO PROGRAMED INSTRUCTION AND TEACHING MACHINES, AND AUDIOVISUAL MATERIALS WHICH PRESENT TEACHING MACHINES AND PROGRAMED LEARNING. ALL MATERIAL WAS WRITTEN BETWEEN 1950 AND 1962. BECAUSE NEW MATERIALS FOR USE IN PROGRAMED INSTRUCTION APPEAR FREQUENTLY AND MATERIALS AVAILABLE AT A SPECIFIC TIME ARE SOMETIMES SUBSEQUENTLY REVISED OR WITHDRAWN FROM THE MARKET, SOME SOURCES MENTIONED MAY NO LONGER BE CURRENT. ED002665 SELECTED READING ON PROGRAMED LEARNING, A BIBLIOGRAPHY. 1963-00-00 69 N/A 1965 2016-11-23

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No Audiovisual Aids Curriculum Evaluation Disadvantaged Handicapped Children Health Services Living Standards Lunch Programs Mental Retardation Migrant Education Migrant Welfare Services Nutrition Parent School Relationship Special Schools Student Improvement Tutoring POTTS, ALFRED M. Colorado (Fort Lupton) Colorado Fort Lupton School District, CO. MANY CHANGES HAVE OCCURRED IN MIGRANT CHILDREN OVER THE 5 YEARS THE SPECIAL SCHOOL HAS BEEN IN OPERATION. MOST NOTABLE IS THAT THE CHILDREN ARE MUCH CLEANER AND BETTER BEHAVED. THE CHILDREN ARE ISSUED COMBS, TOOTHBRUSHES, TOWELS, AND SOAP. STUDENTS SHOWER THREE TIMES EACH WEEK AND PERFORM A DAILY ROUTINE OF BRUSHING TEETH AND COMBING HAIR. MILK AND GRAHAM CRACKERS ARE SERVED DURING THE EARLY MORNING AND A COMPLETE MEAL IS SERVED AT NOON. THE CURRICULUM EMPHASIZES READING, HEALTH, SPELLING, WRITING, AND SOCIAL LIVING. MUSIC AND CRAFTS ARE NOT PRESENTED, SINCE THESE ACTIVITIES ARE AVAILABLE IN THE CAMP. ATTENDANCE IS THE MAJOR PROBLEM. REPEATEDLY MENTIONED TEACHER COMMENTS WERE ATTENDANCE PROBLEMS, RETARDATION AND NEED FOR INDIVIDUAL TUTORING, USE OF AUDIOVISUAL MATERIALS AS HELPFUL TEACHING TECHNIQUES, AND NEED FOR INFORMING THE PARENTS ABOUT THE SCHOOL PROGRAM. GRAPHS SHOW ATTENDANCE, NATIONALITY, HOME BASE, NUMBER ENROLLED BY AGE, AND FORMER SCHOOL EXPERIENCE. ED002666 SPECIAL SCHOOL FOR MIGRANT CHILDREN. 1961-08-00 14 N/A 1965 2016-11-22

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No Attendance Disadvantaged Information Dissemination Instructional Materials Migrant Education Migrant Workers School Activities School Funds School Personnel Student Improvement Student Teachers Summer Schools JONGEWARD, RAY E. AND OTHERS Washington (Olympia) Washington Washington Office of the State Superintendent of Public Instruction, Olympia. THE SUMMER SCHOOL PILOT PROGRAM FOR CHILDREN OF MIGRATORY WORKERS ATTEMPTED TO DEVELOP INSTRUCTIONAL TECHNIQUES RELATED TO THE SPECIFIC LEARNING DIFFICULTIES OF MIGRANT CHILDREN, TO HELP MIGRANT CHILDREN OVERCOME EDUCATIONAL DEFICIENCIES, AND TO DETERMINE THE FEASIBILITY OF PROVIDING SUMMER SCHOOL OPPORTUNITIES FOR MIGRANT CHILDREN. THE COST, FINANCED BY THE STATE AND THE LOCAL SCHOOL DISTRICT, WAS APPROXIMATELY $1,160 FOR 32 STUDENTS FOR A 6-WEEK PERIOD. TRANSPROTATION WAS INCLUDED. SUCCESS WAS CREDITED TO AN ENTHUSIASTIC AND UNDERSTANDING TEACHER WHO VISITED WITH THE ASSISTANT TEACHERS, INTERESTING INSTRUCTIONAL MATERIALS, A VARIETY OF ACTIVITIES, AND PROVISION OF TRANSPORTATION. IMPROVED ATTITUDES TO LEARNING AND TO SCHOOL WERE APPARENT IN PUPILS AND IN PARENTS. IT WAS CONCLUDED THAT MIGRATORY WORKERS WILL TAKE ADVANTAGE OF SUMMER SCHOOLS AND CHILDREN WILL ATTEND REGULARLY. HOWEVER, A PLANNED INFORMATION PROGRAM THAT UTILIZES THE NATIVE TONGUE IS NECESSARY. IT WAS RECOMMENDED THAT THE PROGRAM BE CONTINUED, THAT ADDITIONAL SUMMER PILOT PROGRAMS BE ESTABLISHED, THAT APPROXIMATELY $10,000 BE BUDGETED FOR SUMMER SCHOOLS DURING 1963-65, THAT SCHOOL DISTRICTS EXPLORE THE POSSIBILITY OF ESTABLISHING LABORATORY EXPERIENCES FOR STUDENT TEACHERS IN THE SUMMER SCHOOL PROGRAMS, AND THAT MORE DETAILED ENROLLMENT AND ATTENDANCE RECORDS BE ACQUIRED TO UNDERSTAND THE NATURE AND EXTENT OF THE EDUCATIONAL NEEDS OF MIGRANT CHILDREN IN WASHINGTON SCHOOLS. PHOTOGRAPHIC ILLUSTRATIONS AND A BIBLIOGRAPHY ACCOMPANY THE REPORT. ED002667 MIGRANT CHILDREN SUMMER SCHOOL PILOT PROGRAM. 1962-10-00 22 N/A 1965 2016-11-22

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No Academic Achievement Bibliographies Programed Instruction Programed Instructional Materials Student Attitudes FLINT, LANNING L. HATCH, RICHARD S. California (Goleta) California STUDENT PERFORMANCE VARIABLES UNDER AUTOMATED, CONVENTIONAL, AND A COMBINATION OF AUTOMATED AND CONVENTIONAL CONDITIONS OF INSTRUCTION WERE INVESTIGATED. RECOMMENDATIONS FOR THE INTEGRATION OF PROGRAMED MATERIAL INTO THE CLASSROOM WERE SOUGHT. THREE GROUPS OF JUNIOR COLLEGE STUDENTS WERE USED IN THE EXPERIMENT. THE GROUPS WERE CHOSEN AT RANDOM. ONE GROUP HAD TWICE AS MUCH INSTRUCTION TIME PER WEEK AND THIS INSTRUCTION WAS EVENLY DIVIDED BETWEEN LECTURES AND PROGRAMED MATERIAL. ANOTHER GROUP HAD ONLY LECTURES. THE THIRD GROUP HAD ONLY PROGRAMED MATERIAL. CRITERION TESTS, PSYCHOLOGICAL TESTS, AND AN INTERVIEW WERE USED FOR EVALUATING ACHIEVEMENT. THE GROUP THAT RECEIVED LECTURES AND PROGRAMED INSTRUCTION SHOWED THE GREATEST ACHIEVEMENT. THE OTHER TWO GROUPS SHOWED ABOUT EQUAL ACHIEVEMENT. DIFFERENCES IN PROGRESS RATES WERE ATTRIBUTED TO PERSONALITY DIFFERENCES. THERE WAS NO EVIDENCE OF TIME SAVING WITH THE PROGRAMED MATERIALS. TEST RESULTS WERE PRESENTED IN TWO TABLES. A BIBLIOGRAPHY AND AN APPENDIX OF STUDENT ATTITUDES TOWARD TEACHING MACHINES WERE INCLUDED. ED002668 PROGRAMED LEARNING--A COMPARATIVE EVALUATION OF STUDENT PERFORMANCE VARIABLES UNDER COMBINATIONS OF CONVENTIONAL AND AUTOMATED INSTRUCTION. 1962-03-00 8 N/A 1965 2016-11-22

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No High Schools Laboratory Equipment Language Instruction Language Laboratories School Administration REPORTS FROM SEVERAL SCHOOL DISTRICTS ON THE USE OF AND PLANNING OF LANGUAGE LABORATORIES ARE PRESENTED. LABORATORIES SHOULD BE ARRANGED FOR FLEXIBLE USE. THE AVERAGE HIGH SCHOOL STUDENT CAN USE A LAB PROFITABLY FOR 20 TO 25 MINUTES. THERE ARE THREE DIFFERENT TYPES OF LANGUAGE LABORATORIES THAT ARE DESCRIBED. THE SATELLITE LAB IS DIVIDED BY A GLASS PARTITION. THE REGULAR CLASS WORK TAKES PLACE ON ONE SIDE WHILE LANGUAGE LAB IS CONDUCTED ON THE OTHER SIDE. THE PERIMETER LAB HAS CLASSROOM WALLS LINED WITH PLYWOOD BOOTHS, THE CENTER OF THE ROOM IS UNDISTURBED. PERIMETER LABS HAVE AN ECONOMIC ADVANTAGE IN THAT THEY CAN BE INSTALLED FOR EACH LANGUAGE CLASSROOM FOR LESS MONEY THAN A CONVENTIONAL LANGUAGE LAB. THE MOBILE LAB CARRIES THE PERIMETER LAB IDEA ONE STEP FURTHER IN THAT CONDUIT IS INSTALLED ALONG CLASSROOM WALLS WITH JACKS INTO WHICH STUDENT CAN PLUG EARPHONES. THE RESULT IS A COMPLETELY MOBILE LAB THAT CAN BE MOVED FROM ROOM TO ROOM. A MOVABLE CONSOLE STORES THE HEADSETS AND MATERIALS TO CONDUCT A LESSON. PRIVACY OF BOOTHS IS LACKING, BUT HEADSETS AND MIKES AFFORD A SENSE OF ISOLATION. THE ARRANGEMENT ALLOWS TWO ROOMS TO BE OUTFITTED FOR THE PRICE OF ONE. WAYS OF MAKING OPTIMUM USE OF LANGUAGE LABS INCLUDE SIMPLIFYING WIRING SYSTEMS, PROVIDING FOR PUPIL PRIVACY, PURCHASING ELECTRONIC EQUIPMENT, AND OVERCOMING MECHANICAL AND PHYSICAL PROBLEMS. THIS ARTICLE WAS PUBLISHED IN "SCHOOL MANAGEMENT," APRIL 1963. ED002669 LANGUAGE LABS--AN UPDATED REPORT. 1963-04-00 1 N/A 1965 8/17/2004 22:47:15 DISA1965

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No Curriculum Evaluation Curriculum Research Experimental Programs High Schools Motivation Potential Dropouts Programed Instruction Secondary School Curriculum Student Attitudes Team Teaching Underachievement Vocational Education FELDMAN, M. AND OTHERS California (San Francisco) Richmond Plan ROSENBERG FOUNDATION California (San Francisco) Cogswell Polytechnical Coll., San Francisco, CA. THE PURPOSE OF AN EXPERIMENTAL PLAN FOR TRAINING TECHNICALLY ORIENTED STUDENTS IN THE LAST 2 YEARS OF HIGH SCHOOL IS TO MOTIVATE UNDERACHIEVERS, POTENTIAL DROPOUTS, AND PROBLEM STUDENTS WITH MECHANICAL APTITUDES SO THAT THEY CAN REALIZE CONCRETE GOALS LEADING EITHER TO EMPLOYMENT OR TO CONTINUED EDUCATION. THE PROGRAM IS COMPOSED OF A 2-YEAR SEQUENCE OF ENGLISH, PHYSICS, CHEMISTRY, MATHEMATICS THROUGH TRIGONOMETRY, AND TECHNICAL LABORATORY (AN INTEGRATED SHOP COURSE INCLUDING DRAFTING). HISTORY, SOCIAL STUDIES, AND PHYSICAL EDUCATION ARE TAKEN IN CONJUNCTION WITH OTHER STUDENTS. TECHNIQUES UTILIZED ARE (1) TEAM TEACHING BY TEACHERS TRAINED IN SUMMER WORKSHOPS AND WHO CONFER WEEKLY TO REVIEW, EVALUATE, AND PLAN, (2) PROGRAMED INSTRUCTION FOR ENGLISH AND MATHEMATICS, (3) CORRELATION OF ACADEMIC SUBJECTS TO THE TECHNOLOGICAL LABORATORIES, AND (4) CONTINUOUS THEORY-APPLICATION METHODS. THE PROGRAM IS FINANCED BY THE ROSENBERG FOUNDATION. A 3-YEAR GRANT OF $185,000 ALLOWS COGSWELL POLYTECHNICAL COLLEGE, A 2-YEAR TECHNICAL INSTITUE, TO DEVELOP THE CURRICULUM COMPLETELY AND TO EXTEND IT TO 10 HIGH SCHOOLS AND TO TWO PUBLIC JUNIOR COLLEGES WHO WILL REVISE THEIR CURRICULUMS TO ADAPT TO THE NEEDS OF GRADUATES OF THE EXPERIMENTAL HIGH SCHOOLS. APPENDED IS A PAMPHLET THAT DESCRIBES THE PREPARATION OF CURRICULUM MATERIALS AND AN INSTRUCTIONAL PROGRAM, EMPHASIZING THE SPECIFICATION OF OBJECTIVES, THE PREPARATION OF REQUIREMENTS, EVALUATIVE PROCEDURES, CONTENT OUTLINES, COURSE SEQUENCES, AND TEACHING METHODS. ED002670 THE RICHMOND PLAN--THE PRE-TECHNICIAN PREPARATORY PROGRAM. 1962-00-00 18 N/A 1965 2016-11-22

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No Counseling Services Elementary Education Newsletters Residential Programs School Counseling School Personnel Self Concept Underachievement Vocational Education MCANDREW, GORDON L. CARNEGIE CORPORATION North Carolina (Winston Salem) North Carolina (Winston Salem) North Carolina Advancement School, Winston-Salem. THE NORTH CAROLINA ADVANCEMENT SCHOOL, A RESIDENTIAL SCHOOL FOR UNDERACHIEVING EIGHTH-GRADE STUDENTS OF AVERAGE OR ABOVE AVERAGE POTENTIAL, TRIES TO CORRECT EDUCATIONAL DEFICIENCIES, TO EQUIP STUDENTS WITH SKILLS AND ATTITUDES NEEDED TO APPRAISE THEMSELVES, AND TO JUDGE THEIR CHANCES FOR FUTURE SCHOOLING AND OCCUPATIONAL SUCCESS. ANOTHER AIM IS TO DISCOVER, USE, AND EVALUATE NEW TEACHING METHODS THAT CAN BE ADAPTED FOR USE IN REGULAR CLASSROOMS. FINANCIAL SUPPORT IS PROVIDED BY THE CARNEGIE CORPORATION, THE U.S. OFFICE OF EDUCATION AND THE BOARD OF EDUCATION OF THE STATE OF NORTH CAROLINA. THE SCHEDULE CONSISTS OF FOUR 11-WEEK SESSIONS PER YEAR. STUDENTS ARE NOMINATED BY THEIR PRINCIPALS AND/OR SUPERINTENDENTS. IN EACH QUARTER THERE ARE 350 STUDENTS AND 50 TEACHERS. ROOM, BOARD, AND TUITION FOR STUDENTS AND ROOM AND BOARD FOR TEACHERS ARE FREE. EMPHASIS IN THE CURRICULUM IS ON READING, WRITING, SPEAKING, ARITHMETIC, AND STUDY SKILLS, BUT THE STANDARD EIGHTH-GRADE SUBJECTS ARE ALSO TAUGHT. STAFF WORK IS SUPPLEMENTED BY A TUTORIAL PROGRAM CONDUCTED BY VOLUNTEER AREA COLLEGE STUDENTS. CLASSES RANGE FROM LARGE LECTURES TO INDIVIDUAL TUTORING SESSIONS. A FULL PROGRAM OF RECREATION AND EXTRA-CURRICULAR ACTIVITIES IS PROVIDED. THERE IS A PERMANENT STAFF OF 30 PROFESSIONALS, ASSISTED BY THE 50 PARTICIPATING TEACHERS IN RESIDENCE WHO ARE SELECTED FROM THE SAME SCHOOLS AS THE STUDENTS. LIAISON BETWEEN THE ADVANCEMENT SCHOOL AND THE SENDING SCHOOLS IS PROVIDED BY THE INSERVICE EDUCATION TEACHERS. FOLLOWUP ACTIVITIES ARE SPECIALLY DESIGNED COUNSELING PROGRAMS IN THE HOME SCHOOLS AND SUCH PUBLICITY EFFORTS AS NEWSLETTERS. ED002671 NORTH CAROLINA ADVANCEMENT SCHOOL. 11 N/A 1965 2016-11-22

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No College Admission Continuous Progress Plan Curriculum Development Experimental Programs High School Students High Schools School Funds School Schedules Trimester System New York (Albany) New York (Albany) New York State Education Dept., Albany. EDUCATIONAL, SOCIAL, AND ECONOMIC IMPACTS OF RESCHEDULING THE SCHOOL YEAR WERE INVESTIGATED SO THAT, WITH THE PROVISION OF THE SAME NUMBER OF INSTRUCTIONAL HOURS AS ARE INCLUDED IN THE 13 YEAR SYSTEM, STUDENTS CAN COMPLETE THEIR SCHOOLING IN 11 OR 12 YEARS. THE EXPERIMENTAL DESIGN INCLUDED (1) A RURAL TOWN, A SUBURBAN COMMUNITY, A SMALL CITY, AND A LARGE CITY, (2) SUCH ORGANIZATIONAL PATTERNS AS CONTINUOUS MODULES, THREE TRACKS, AND TRIMESTERS, AND THE SERVICES OF A FULL-TIME DIRECTOR. CONCEPTS OF EXTENDED YEAR DESIGNS WERE TESTED ON DIFFERENT TYPES OF SCHOOL SYSTEMS. ASSISTANCE WAS GIVEN TO MODIFY CURRICULUM AND TEACHING METHODS TO CONFORM TO NEW TIME BLOCKS. THE MAJOR PORTION OF THE FUNDS SUPPLIED FOR THE RESCHEDULING OF THE SCHOOL-YEAR PROJECT WAS USED TO REIMBURSE SCHOOL DISTRICTS FOR EXPENSES INCURRED BY THE PROJECT. POTENTIAL SCHOOL REORGANIZATIONS PLANS AND THEIR FINANCIAL IMPACT WERE DESCRIBED. THE CONTINUOUS PROGRESS PLAN FOR GRADES 1 TO 6 IS BASED ON ADDING EXTRA DAYS TO THE SCHOOL YEAR, AS IS THE EXTENDED KINDERGARTEN TO GRADE 12 PLAN, EXCEPT THAT THE FORMER SAVES 1 YEAR IN 6, WHEREAS THE LATTER SAVES 1 YEAR IN 13 BUT PROVIDES GREATER LEARNING THROUGH THE EXTRA DAYS. IN THE MODIFIED SUMMER SCHOOL PLAN, REGULAR SECONDARY COURSES ARE COMPLETED IN SUMMER SCHOOL, THUS ADVANCING GRADUATION. THE TRIMESTER PLAN DIVIDES THE YEAR INTO THIRDS, WITH STUDENTS COMPLETING A NORMAL YEAR'S WORK IN TWO TRIMESTERS. IN THE QUADRIMESTER PLAN, A YEAR'S WORK IS COMPLETED IN THREE QUADRIMSTERS. ADDITIONAL STUDIES COMPARED THE LENGTH OF THE SCHOOL YEAR IN THE UNITED STATES WITH THOSE IN OTHER COUNTRIES AND SURVEYED COLLEGES AND HIGH SCHOOLS TO DISCOVER EXPERIENCES WITH AND REACTIONS TO RESCHEDULING. IT WAS FOUND THAT MANY COLLEGES ARE FLEXIBLE ABOUT ADMITTING QUALIFIED HIGH SCHOOL STUDENTS DURING THE SCHOOL YEAR, AND THAT MANY HIGH SCHOOLS HAVE TAKEN STEPS TO ALLOW INTERESTED HIGH SCHOOL STUDENTS TO ENTER COLLEGES DURING THE YEAR WHEN THERE ARE OPENINGS. ED002672 A PRELIMINARY LEGISLATIVE REPORT ON THE RESCHEDULING OF THE SCHOOL YEAR. 1965-02-00 20 N/A 1965 2016-11-22

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No Administrator Attitudes Educational Improvement Educational Media Educational Objectives Grouping (Instructional Purposes) High Schools Team Teaching IVINS, WILSON New Mexico (Albuquerque) New Mexico (Albuquerque) A REPORT OF A SURVEY-STUDY ON TEAM TEACHING PROCEDURES IN PUBLIC SECONDARY SCHOOLS IN ARIZONA, COLORADO, AND NEW MEXICO IS PRESENTED. CURRENT PRACTICES WERE EVALUATED WHEN THERE WAS EVIDENCE OF A GENERAL AGREEMENT OR DISAGREEMENT WITH COMMONLY ACCEPTED PRINCIPLES OF SECONDARY EDUCATION. A POLL OF 440 SCHOOLS ENROLLING MORE THAN 150 STUDENTS SHOWED THAT 105 OF THE SCHOOLS WERE USING OR HAD USED TEAM TEACHING. PRINCIPALS OF THESE SCHOOLS WERE ASKED TO COMPLETE A CHECKLIST, THERE WERE EIGHTY-EIGHT RESPONDENTS. THE MAJOR FINDINGS INCLUDED--AT LEAST ONE-FOURTH OF ALL SECONDARY SCHOOLS IN THE AREA ENROLLING 150 OR MORE STUDENTS HAD USED OR WERE USING TEAM TEACHING, THERE WAS NO AGREEMENT ON A SINGLE DEFINITION OF TEAM TEACHING, THE PRIMARY OBJECTIVES OF TEAM TEACHING WERE BETTER USE OF TEACHERS AND IMPROVEMENT OF EDUCATIONAL QUALITY, MOST TEACHING TEAMS WERE IN THE BASIC SUBJECTS, THE ORGANIZATION OF TEAM TEACHING WAS USUALLY INFORMAL, STUDENT GROUPING WAS USED IN ONLY A MINORITY OF THE SCHOOLS, THE SCHOOLS USED A WIDE VARIETY AND GOOD SUPPLY OF SMALL GROUP INSTRUCTION, AND THERE HAD BEEN LITTLE SYSTEMATIC EFFORT TO COMPARE THE ACHIEVEMENT OF STUDENTS UNDER TEAM TEACHING WITH THOSE UNDER CONVENTIONAL TEACHING METHODS. REACTIONS OF PRINCIPALS TOWARD TEAM TEACHING RANGED FROM INDIFFERENCE TO ENTHUSIASM. THIS ARTICLE WAS PUBLISHED IN THE "NASSP BULLETIN," MARCH 1964. ED002673 TEAM TEACHING IN SOUTHWESTERN SECONDARY SCHOOLS. 1964-03-00 1 N/A 1965 2016-11-22

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No Educational Improvement Educational Research Elementary Education Experimental Programs Legislation Research Methodology Research Problems Research Projects School Administration School Funds Secondary Education State Programs DI LORENZO, LOUIS T. SALTER, RUTH New York (Albany) New York (Albany) New York State Education Dept., Albany. REPORTED IN AN EVALUATION OF A PROGRAM OF STATE AID FOR EXPERIMENTAL PROGRAMS WAS AN OVERVIEW OF THE LEGISLATION AND ADMINISTRATION GOVERNING SUCH PROGRAMS. A PURPOSE OF THE FINANCIAL AID TO LOCAL SCHOOL DISTRICTS WILLING TO EXPERIMENT WITH INNOVATIONS TO IMPROVE INSTRUCTIONAL QUALITY WAS TO PROMOTE THE SCIENTIFIC METHOD IN ATTACKING TEACHING AND LEARNING PROBLEMS. THROUGH THE SEVENTH YEAR OF OPERATION, 74 PROJECTS WERE UNDERTAKEN WITH 166 DISTRICTS PARTICIPATING A TOTAL OF 227 TIMES. WHILE LOCAL DISTRICTS INVESTED $1,000,000, THE STATE EDUCATION DEPARTMENT CONTRIBUTED $1,500,000. THE ORIGINAL LEGISLATION RELATED TO SCIENCE AND MATHEMATICS, BUT THE COVERAGE WAS BROADENED IN LATER YEARS. ADDITIONAL CHANGES WERE LIBERALIZATION OF RESOURCES AND STATE-AID PAYMENTS. PROGRAM EVALUATION WAS BASED ON THE EXTENT OF SCHOOL DISTRICT PARTICIPATION, THE EMERGENCE OF NEW IDEAS, THE ABILITY OF LOCAL SCHOOL DISTRICTS TO CONDUCT RESEARCH, AND THE DISSEMINATION OF FINDINGS. THE GROWTH IN NUMBERS OF DISTRICTS, TEACHERS, AND PUPILS INVOLVED WAS GREAT, BUT EXPERIMENTATION WAS LIMITED TO WEALTHIER DISTRICTS, THOSE WITH LARGE ENROLLMENTS, AND THOSE CLOSE TO COLLEGES. THROUGH THE PROJECTS, ALMOST ALL OF THE NEW INSTRUCTIONAL APPROACHES AT THE ELEMENTARY AND SECONDARY LEVELS WERE INTRODUCED. THE ABILITY OF LOCAL SCHOOL DISTRICTS TO CONDUCT RESEARCH WAS QUESTIONED BECAUSE ALMOST ONE THIRD OF THE PROJECTS WERE NOT COMPLETED, OUTSIDE CONSULTANTS WERE HEAVILY RELIED ON, AND THERE WAS GREAT TURNOVER AMONG PERSONNEL. ALTHOUGH THE PROJECTS WERE PUBLICIZED THROUGH JOURNAL ARTICLES, NEWSPAPERS, CONFERENCES, AND RESPONSES TO INQUIRIES, NO SYSTEMATIC MEANS FOR REPORTING AND MAKING AVAILABLE THE FINDINGS WERE DEVISED. RECOMMENDATIONS WERE MADE FOR INVOLVEMENT OF A MORE REPRESENTATIVE GROUP OF DISTRICTS, EXPANSION OF TOPICS FOR INVESTIGATION, BETTER DISSEMINATION OF FINDINGS, MORE DEFINITIVE STATEMENTS OF OBJECTIVES AND METHODOLOGY, GREATER CONTROL OF THE TEACHER VARIABLE, CONSIDERATION IN THE EXPERIMENTS OF CLASSIFICATIONS OF PUPILS WITHIN GROUPS, AND THE RECRUITMENT OF SPECIALISTS TRAINED IN EDUCATION RESEARCH. ED002674 EXPERIMENTATION AND INNOVATION--A SEVEN-YEAR REPORT. 1965-05-00 73 N/A 1965 2016-11-22

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No Audiovisual Aids Cognitive Processes Elementary Education Language Instruction Language Skills Listening Skills Reading Instruction Spelling Vocabulary Development Writing Skills KENDRICK, WILLIAM NIELSEN, WILHELMINE California (San Diego) California (San Diego) San Diego County Dept. of Education, CA. A METHOD OF TEACHING READING IN THE PRIMARY GRADES IS PRESENTED. SKILLS OF LISTENING, SPEAKING, WRITING, AND READING ARE INCLUDED. THE LANGUAGE AND THINKING OF THE INDIVIDUAL CHILD, BASED UPON HIS OWN EXPERIENCE, IS THE BASIS FOR ALL SKILL DEVELOPMENT. THE PATTERN OF INSTRUCTION COMPRISES THE FOLLOWING SEQUENCE, ALTHOUGH STRICT ADHERENCE TO THIS ORDER IS NOT DEMANDED OF ALL STUDENTS--INITIALLY, THE CHILD EXPRESSES HIS EXPERIENCE IN SUCH GRAPHIC FORMS AS DRAWINGS OR PAINTINGS, HE NEXT SPEAKS TO THE TEACHER OR OTHER STUDENTS ABOUT THE EXPERIENCE WHICH HE HAS PORTRAYED GRAPHICALLY, THEN HE DICTATES HIS STORY ABOUT THE PICTURE TO THE TEACHER IN HIS OWN WORDS AND THE TEACHER WRITES DOWN HIS WORDS UNDER THE PICTURE, THE CHILD BEGINS TO COPY HIS OWN DICTATING FROM THE TEACHER AND GRADUALLY WRITES HIS OWN STORIES MORE INDEPENDENTLY, AFTER HE HAS WRITTEN HIS OWN STORY IN HIS OWN WORDS, HE READS HIS STORY TO THE CLASS, GRADUALLY, COMMERCIALLY PREPARED BOOKS ARE INTRODUCED AS READING MATERIAL AND THE CHILD UNDERSTANDS THAT HE CAN READ WHAT OTHERS HAVE WRITTEN TO GET IDEAS ABOUT WHICH HE MIGHT LATER SPEAK OR WRITE. UNDERSTANDING OF THE ALPHABET, PHONETIC ANALYSIS, CONFIGURATION ANALYSIS, STRUCTURAL ANALYSIS, AND SPELLING SKILLS ARE ALL INTRODUCED IN THE WRITING PROGRAM FIRST AND LATER REINFORCED IN THE READING PROGRAM. CONTROL OF VOCABULARY RESTS IN THE LANGUAGE OF THE INDIVIDUAL CHILD AS HE SPEAKS, LISTENS, WRITES, AND READS RATHER THAN IN PRESCRIBED FORMULAS. IN THIS APPROACH THE LANGUAGE ARTS ARE TAUGHT AS AN INTEGRATED PROGRAM SO THAT THE DEVELOPMENT OF SKILLS IN ONE AREA RELATES TO AND REINFORCES THE DEVELOPMENT OF THE OTHER LANGUAGE ARTS SKILLS. A LIST OF REFERENCE MATERIALS AND AUDIOVISUAL MATERIALS IS INCLUDED. ED002675 EXPERIENCE APPROACH TO LANGUAGE ARTS--AN OVERVIEW. LANGUAGE ARTS SERIES. 1964-10-00 54 N/A 1965 2016-11-22

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No Boards of Education Educational Needs Educational Objectives Educational Philosophy Educational Research School Administration Social Change Social Environment Specialists MELBO, IRVING R. California (Los Angeles) California (Los Angeles) THE SIGNIFICANCE OF THE EMERGING ENVIRONMENT FOR THE FUTURE OF PUBLIC EDUCATION IN CALIFORNIA IS CONSIDERED. CERTAIN WORLD REVOLUTIONS HAVE AFFECTED CONTEMPORARY LIFE. THE INDUSTRIAL REVOLUTION BROUGHT WITH IT INCREASED PRODUCTIVITY, RESEARCH, HIGHER STANDARDS OF LIVING, LONGER LIFE SPANS, AND CATEGORIZATION OF NATIONS INTO HAVES AND HAVE NOTS. THE SCIENTIFIC REVOLUTION WAS MARKED BY GREAT PROGRESS AND DISCOVERIES IN ALL SCIENTIFIC RESEARCH FIELDS. THE EDUCATION REVOLUTION, OR KNOWLEDGE EXPLOSION, LED TO AN EMPHASIS ON THE DEVELOPMENT OF AN EDUCATED, RATHER THAN A MERELY LITERATE, POPULATION. WITH AN EDUCATED CITIZENRY BECOMING THE MEANS OF SURVIVAL, EDUCATION IS BECOMING THE KEYSTONE OF NATIONAL POLICY. THE PROVISION OF AN EDUCATION ADEQUATE FOR THE NEEDS OF TOMORROW'S ADULTS IS A WIDESPREAD PROBLEM. THE ECONOMIC REVOLUTION IS THE MOVEMENT OF THE HAVE-NOT NATIONS INTO THE CATEGORY OF THE HAVES. THE CULTURAL REVOLUTION HAS BROUGHT ABOUT THE DOMINANCE OF WESTERN CULTURE AND THE DISAPPEARANCE OF EASTERN CULTURE AS A STRONG FORCE. IMPLICATIONS OF THE EMERGING ENVIRONMENT, FOR THE COUNTY BOARDS AND THE COUNTY SUPERINTENDENTS OF SCHOOLS THAT FORM THE INTERMEDIATE UNIT OF ADMINISTRATION IN CALIFORNIA PUBLIC EDUCATION, ARE ANALYZED. EXPANSION OF THE CONCEPT OF COUNTY SERVICE TO ALL DISTRICTS IS URGED. THE INTERMEDIATE UNIT CAN BEST HANDLE NEW SERVICE AREAS BY BECOMING A CENTER FOR RESEARCH ON EDUCATIONAL CONTENT AND METHOD, A CENTER FOR ORGANIZED INNOVATION IN EDUCATION, AND A POWER CENTER FOR LOCAL PLANNING. THE EMERGING ENVIRONMENT REQUIRES THE USE OF SPECIALIST TEAMS IN EDUCATION. SPECIALISTS COULD BE SHARED BY VARIOUS SCHOOLS OR DISTRICTS. SCHOOL BOARDS SHOULD CONCERN THEMSELVES WITH QUALITY CONTROL OF SUCH ASPECTS OF EDUCATION AS ORGANIZATION, PROGRAM, AND PRODUCT. THE RESOURCES OF LOCAL SCHOOL BOARDS AND THE COUNTY AND STATE SCHOOL BOARD ASSOCIATION SHOULD BE REDIRECTED TOWARD MAJOR PLANNING AND POLICY DEVELOPMENT. ED002676 OPERATION EMERGENCE. 1960-05-00 26 N/A 1965 2016-11-22

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No American Indians Economically Disadvantaged Health Services Living Standards Migrant Welfare Services Migrants Physical Disabilities Rural Areas WALLACE, HELEN M. California (Berkeley) California (Berkeley) THE HEALTH STATUS AND HEALTH NEEDS OF MOTHERS AND CHILDREN IN THE UNITED STATES AND OF RURAL MOTHERS AND CHILDREN IN PARTICULAR ARE SUMMARIZED. SUGGESTIONS ARE GIVEN FOR IMPROVING HEALTH SERVICES. ILLUSTRATIVE DATA RATHER THAN A COMPLETE REVIEW OF PERTINENT LITERATURE ARE PRESENTED. MORTALITY RATES AMONG CHILDREN, YOUTH, AND PREGNANT WOMEN IN RURAL AREAS ARE HIGHER THAN ARE THOSE IN URBAN AREAS. THE QUALITY OF HOSPITAL CARE OF MOTHERS AND CHILDREN IS POORER IN RURAL AREAS. THE AMOUNTS OF MEDICAL AND OF PREVENTIVE HEALTH CARE FOR CHILDREN IN RURAL FARM FAMILIES ARE LOWER THAN FOR URBAN FAMILIES. PREVENTIVE DENTAL HEALTH MEASURES ARE FOUND LESS OFTEN IN RURAL AREAS. THERE IS NEED FOR INCREASED SAFETY EDUCATION AMONG FARMERS, FOR THE ACCIDENT RATE IN FARMING IS THE THIRD HIGHEST OF ALL MAJOR INDUSTRIES. DIETS OF SOME ADOLESCENTS, PARTICULARLY GIRLS, AND OF SOME PREGNANT WOMEN ARE INADEQUATE WHEN MEASURED BY RECOMMENDED STANDARDS. DEVELOPMENT AMONG THE STATES OF SERVICES FOR HANDICAPPED CHILDREN IN UNEVEN, AND URBAN HANDICAPPED CHILDREN ARE SERVICED BETTER THAN RURAL HANDICAPPED CHILDREN. SPECIAL PROBLEMS RELATED TO MIGRANT CHILDREN ARE POOR HOUSING, LACK OF ADEQUATE HEALTH OR SANITATION FACILITIES, NO DAY CARE PROGRAMS, LACK OF SUPERVISION WHILE PARENTS ARE WORKING, HUNGER, AND LACK OF KNOWLEDGE ABOUT HOW TO SECURE PROPER CARE. SPECIAL HEALTH PROBLEMS ASSOCIATED WITH AMERICAN INDIAN MOTHERS AND CHILDREN ARE TUBERCULOSIS, VENERAL DISEASES, TRACHOMA, VISION AND HEARING IMPAIRMENT, ANEMIA, AND, AMONG CERTAIN TRIBES, CONGENITAL HIP DISLOCATION. HEALTH SERVICES NEED TO INCREASE TO KEEP UP WITH INCREASING BIRTH RATES. SUGGESTIONS GIVEN FOR IMPROVING HEALTH SERVICES TO RURAL MOTHERS AND CHILDREN ARE--MORE FUNDS, MORE TRAINED PERSONNEL, AND CONTINUATION OF SOUND PLANNING AT STATE AND REGIONAL LEVELS. ED002677 THE HEALTH OF CHILDREN AND YOUTH IN RURAL AREAS. 1963-09-00 16 N/A 1965 2016-11-22

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No Audiovisual Aids Educational Media Educational Television Films French Language Instruction Massachusetts (Boston) Massachusetts (Boston) AN EARLY MORNING TELEVISION COURSE IN ELEMENTARY FRENCH IS DESCRIBED. THE COURSE IS CONDUCTED PRIMARILY IN FRENCH AND BUILDS FROM ZERO KNOWLEDGE, TEACHING A SMALL HIGH-UTILITY VOCABULARY. INTAKE OF VOCABULARY AND STRUCTURE IS GENTLY GRADED IN SENTENCES MADE UNDERSTANDABLE BY MEANS OF PICTURE-SITUATIONS. EACH LESSON CONSISTS OF THE FILM LESSON OF THE WEEK, LIVE APPLICATION OF VOCABULARY AND STRUCTURE, AND ONE OR MORE EARLIER FILM LESSONS AS REVIEW. THE RELATION OF THE PROGRAM TO THE TEXT, "FRENCH THROUGH PICTURES," IS EXPLAINED. EACH FILM LESSON PRESENTS A CHAIN OF TWENTY TO THIRTY RELATED SENTENCES PICTORIALLY EXPLAINED. THE FIRST TWELVE LESSONS FOLLOW THE POCKET BOOK SELF-TEACHING TEXT EXACTLY, EXCEPT THAT THEY DEVELOP THE PICTORIAL INTERPRETATION MORE FULLY. AFTER THE FIRST TWELVE LESSONS, ORIGINAL SEQUENCES ARE USED, THEY ENABLE MASTERY OF THE VOCABULARY AND STRUCTURE CONTAINED IN THE BOOK BY APPLYING THEM IN A RANGE OF NEW SITUATIONS WHICH HOLD THE STUDENT'S INTEREST. LESSON PROCEDURE IS ALSO DESCRIBED, AS WELL AS A LISTING AND DESCRIPTION OF SUCH AIDS TO STUDY AS THE SELF-HELP POCKET BOOK, RECORDINGS OF THE PARENT TEXT SPACED FOR SENTENCE-BY-SENTENCE IMITATION OF A NATIVE VOICE SPEECH MODEL, FILMSTRIPS FOR CLASSROOM USE, AND A PACKAGED FILM COURSE. ED002678 FRENCH THROUGH TELEVISION. 3 N/A 1965 2016-11-22

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No Academically Gifted English Grade 9 Group Instruction Grouping (Instructional Purposes) Heterogeneous Grouping Homogeneous Grouping Peer Relationship Self Concept Vocabulary Skills DREWS, ELIZABETH M. Michigan (East Lansing) Michigan Michigan State Univ., East Lansing. Coll. of Education. A STUDY WAS MADE TO DETERMINE THE EFFECT OF HETEROGENEOUS AND HOMOGENEOUS GROUPING IN NINTH-GRADE ENGLISH CLASSES. ON THE BASES OF IQ AND READING LANGUAGE SKILLS, STUDENTS WERE GROUPED AT THREE ABILITY LEVELS AND PLACE IN HETEROGENEOUS, HOMOGENEOUS SUPERIOR, HOMOGENEOUS SLOW, AND HOMOGENEOUS AVERAGE CLASSES. TEACHER VARIABLES WERE REDUCED BY HAVING THE SAME TEACHER ASSIGNED TO A HETEROGENEOUS CLASS AND A HOMOGENEOUS CLASS. RESULTS WERE DISCUSSED IN REFERENCE TO ASSESSMENT MEASURES, CLASS DISCUSSION, TEACHER RATINGS, PEER RATINGS, SELF-CONCEPT, AND ATTITUDE TOWARD THE EXPERIMENTAL ENGLISH CLASS AND SCHOOL. PLACEMENT IN HOMOGENEOUS CLASSES DID NOT SIGNIFICANTLY CHANGE THE RELATIVE ACHIEVEMENT STATUS OF ANY GROUP AS MEASURED BY STANDARDIZED TESTS. IN CLASS DISCUSSIONS, THE LEVEL OF VOCABULARY AND PATTERNS OF PARTICIPATION DIFFERED WITH ABILITY LEVEL AND TYPE OF GROUPING. SUPERIOR STUDENTS PARTICIPATED THE MOST IN HETEROGENEOUS CLASSES. THE LEVEL OF WORDS IN HETEROGENEOUS CLASSES WAS HIGH, SHOWING THE DOMINANCE OF SUPERIOR STUDENTS. SLOW STUDENTS PARTICIPATED MORE IN HOMOGENEOUS CLASSES. TEACHER RATINGS INCLUDED GENERAL EVALUATION OF PERFORMANCE, SIX INTELLECTUAL RATINGS AND ONE SOCIAL RATING, AND COURSE GRADE. ALL RATINGS SHOWED THAT IN HETEROGENEOUS CLASSES, SUPERIOR AND AVERAGE STUDENTS WERE VIEWED AS VERY DIFFERENT FROM SLOW STUDENTS, IN HOMOGENEOUS CLASSES, WHILE SUPERIOR STUDENTS WERE STILL RATED HIGHEST, THE DISTINCTION BETWEEN AVERAGE AND SLOW STUDENTS DISAPPEARED. IN HETEROGENEOUS CLASSES, SUPERIOR STUDENTS WERE CHOSEN MOST OFTEN IN PEER RATINGS ON INTELLECTUAL AND SOCIAL ITEMS, IN HOMOGENEOUS CLASSES AT LEAST SOME SLOW OR AVERAGE STUDENTS WERE NONIMATED. IN HETEROGENEOUS CLASSES SELF-CONCEPTS CONFORMED CLOSELY TO TRUE ABILITY LEVELS, IN HOMOGENEOUS CLASSES, ALL GROUPS SAW THEMSELVES AS CLOSE TO AVERAGE. ED002679 STUDENT ABILITIES, GROUPING PATTERNS, AND CLASSROOM INTERACTION. 1963-12-00 300 N/A 1965 2016-11-22

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No Career Counseling Economic Opportunities Employment Opportunities Employment Services Information Dissemination Migrant Workers Spanish Speaking Vocational Education WAGNER, JOHN A. Texas (San Antonio) Texas (San Antonio) Bishops Committee for the Spanish Speaking, San Antonio, TX. A PILOT PROJECT IN SOUTHCENTRAL TEXAS CONDUCTED BY THE BISHOPS' COMMITTEE FOR THE SPANISH-SPEAKING (BCSS) IS AIMED AT IMPROVING THE ECONOMIC CONDITION OF THE MIGRANT. OBJECTIVES ARE TO PROVIDE COUNSEL FOR THE MIGRANT BEFORE HE BEGINS HIS ANNUAL MIGRATION, TO HELP WORKERS LEAVING THE MIGRANT STREAM TO MAKE ORDERLY TRANSITION TO INDUSTRIAL EMPLOYMENT, TO DEVELOP OPPORTUNITIES FOR VARIOUS TRAINING PROGRAMS, TO ESTABLISH A GOOD WORKING CLIMATE BETWEEN THE BCSS OFFICE AND THE MIGRANTS, AND TO ASSIST WITH INDIVIDUAL PROBLEMS. SOCIOLOGY STUDENTS AT A LOCAL UNIVERSITY ASSISTED IN INTERVIEWING MIGRANTS, AND IN COMPILING AND ANALYZING THE DATA FROM THE THOUSANDS OF MIGRANTS. WAYS IN WHICH INDIVIDUALS AND ORGANIZATIONS CAN PARTICIPATE ARE LISTED--INDIVIDUALS AND EMPLOYERS CAN ADVISE EMPLOYEES AND PERSONNEL OF THE SERVICE, CHURCHES CAN HELP MIGRATORY WORKERS IN THEIR COMMUNITIES, SCHOOLS CAN GIVE GUIDANCE AND VOCATIONAL TRAINING, COLLEGES AND UNIVERSITIES CAN OFFER TO SOCIOLOGY STUDENTS COURSES PERTAINING TO MIGRANTS, CIVIC ORGANIZATIONS CAN INFORM THEIR MEMBERS ABOUT THE PROBLEMS OF MIGRANTS AND ABOUT THE BCSS, NEWSPAPERS, RADIO AND TV CAN INFORM THE PUBLIC, AND COMMUNITIES CAN DEVELOP ACTION THAT WOULD BE BENEFICIAL TO ALL CONCERNED. PHOTOGRAPHS OF THE PROJECT, AN EMPLOYMENT REFERRAL SERVICE MANUAL, RECOMMENDATIONS FOR JOB CANDIDATES, AND A SUMMARY OF AN EMPLOYMENT OPPORTUNITIES QUESTIONNAIRE ARE INCLUDED. ED002680 MERRILL TRUST FUND TO IMPROVE THE EMPLOYMENT OPPORTUNITIES OF THE MIGRANT FARM WORKERS OF MEXICAN ORIGIN. 28 N/A 1965 2016-11-22

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No Employment Opportunities Employment Services Farm Labor Labor Problems Migrant Workers Spanish Speaking ROSE, A. THOMAS MADISON Wisconsin State Employment Service, Madison. A SERIES OF CHARTS RELATED TO MIGRATORY WORKERS IN WISCONSIN IS PRESENTED. THE TABLES DEPICT THE SEASONAL AGRICULTURAL AND FOOD PROCESSING EMPLOYMENT TIMETABLE OF MAJOR CROP ACTIVITIES, UTILIZATION OF MIGRANT WORKERS IN SUCH ACTIVITIES, MIGRANT WORKERS REGISTERED BY DISTRICT OFFICES, STATE OF RESIDENCE, STATE OF LAST EMPLOYMENT, AND STATE OF NEXT EMPLOYMENT, NUMBER OF SCHEDULED WORKERS REPORTING AND FAILING TO REPORT, AND CHARACTERISTICS OF MIGRANT WORKERS. THE SEASONAL LABOR FORCE BEGINS IN MAY AND CONTINUES THROUGH THE SUMMER. SPANISH-SPEAKING WORKERS IN FAMILY GROUPS MAKE UP THE BULK OF THE SEASONAL MIGRATORY LABOR FORCE. THEY MIGRATE LONG DISTANCES AND USUALLY COME FROM PREVIOUS EMPLOYMENT BEFORE ENTERING WISCONSIN. COOPERATION IS NEEDED FROM EMPLOYMENT SERVICE AGENCIES TO BRING WORKERS AND EMPLOYERS TOGETHER. THERE IS NO GUARANTEE THAT THOSE WHO MAKE PRESEASON COMMITMENTS WILL KEEP THEM, BUT RELIABILITY IS BETTER THAN EXPECTED. ALL SEASON WORKERS ARE REQUIRED TO REGISTER. WORKERS USUALLY TRAVEL IN SINGLE FAMILY UNITS OR CREWS. ED002681 MIGRATORY LABOR IN WISCONSIN AGRICULTURE. 1962-04-00 13 N/A 1965 2016-11-22

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No Employment Opportunities Employment Services Farm Labor Labor Problems Migrant Workers ANNUAL WORKER PLAN DISTRICT OF COLUMBIA District of Columbia Department of Labor, Washington, DC. DEPICTED ARE 12 CHARTS OF MAJOR CROP PRODUCTION CENTERS IN THE UNITED STATES WHICH DEMAND THE LABOR OF MIGRATORY FARM WORKERS THROUGHOUT THE YEAR. EACH CHART ILLUSTRATES THE AREAS OF AGRICULTURAL MIGRANT LABOR DEMAND FOR ONE MONTH OF THE YEAR. THE PURPOSE IS TO ACQUAINT THE PUBLIC WITH THE COMPLEXITY OF PLACING AND SCHEDULING MIGRATORY WORKERS UNDER THE ANNUAL WORKER PLAN, WHICH FURNISHES EMPLOYERS WITH EXPERIENCED LABOR FORCES WHEN NEEDED AND PROVIDES CONTINUITY OF WORK FOR LABORERS. CROPS USING LARGE NUMBERS OF FARM WORKERS INCLUDE APPLES, BERRIES, CHERRIES, CITRUS, NUTS, PEACHES, FRUITS, BEANS, CORN, PEAS, POTATOES, TOMATOES, VEGETABLES, COTTON, HAY, SMALL GRAIN, SPECIALTY CROPS, SUGAR BEETS, SUGARCANE, AND TOBACCO. AGRICULTURAL WORKERS SHOULD CONTACT LOCAL STATE EMPLOYMENT SERVICES BEFORE TRAVELING TO AREAS OF DEMAND UNLESS THEY HAVE SPECIFIC JOBS AWAITING THEM. ED002682 MAJOR AGRICULTURAL MIGRANT LABOR DEMAND AREAS. 1961-00-00 14 N/A 1965 2016-11-22

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No Employment Opportunities Farm Labor Labor Problems Living Standards Migrant Workers Puerto Ricans NYSTROM, PAUL E. AND OTHERS Maryland (College Park) Maryland (College Park) Governor's Committee on Migratory Labor, College Park, MD. THE VEGETABLE AND FRUIT INDUSTRIES OF MARYLAND HAVE LONG BEEN DEPENDENT UPON MIGRATORY LABOR FOR THE SEASONAL LABOR REQUIRED IN HARVESTING AND PROCESSING OPERATIONS. THIS LABOR FORCE COMES TO THE STATE IN THE SPRING OR SUMMER, IS EMPLOYED IN VARIOUS CAMPS IN MARYLAND AND STATES IN THE NORTH, AND MIGRATES SOUTH FOLLOWING THE HARVEST OF LATE SNAPBEANS AND SWEET POTATOES IN THE FALL. MOST MIGRANTS COME FROM FLORIDA AND OTHER SOUTHERN STATES. MOST MIGRANTS ARE RECRUITED, TRANSPORTED, AND MANAGED BY CREW LEADERS WHO SERVE AS THIER CONTACT WITH EMPLOYERS. SOME LIVE IN CENTRAL CAMPS COOPERATIVELY OWNED AND OPERATED BY GROWERS' ASSOCIATIONS, OTHERS CAMP ON FARMS OR AT PROCESSING PLANTS. MOST MIGRANTS ARE NATIVES OF THE SOUTHERN STATES, BUT SOME COME FROM PUERTO RICO OR OTHER OFFSHORE ISLANDS. PROGRAMS HAVE BEEN ORGANIZED AND SUPERVISED TO HELP IN TRANSPORTING DAY WORKERS FROM CITIES AND TOWNS TO THE FARMS. MANY CHANGES HAVING A PRONOUNCED EFFECT UPON THE LABOR MOVEMENT HAVE OCCURED IN MARYLAND AGRICULTURE. IT IS NOT POSSIBLE TO PREDICT THE ULTIMATE EFFECT OF INCREASED MECHANIZATION UPON THE NEED FOR MIGRANT LABOR. IT IS POSSIBLE THAT THE NEED WILL NOT BE DIMINISHED AND THAT THE ULTIMATE EFFECT WILL BE FOR GREATER ACREAGES AND FOR A RATHER CONSTANT SUPPLY OF LABOR. ED002683 PROGRESS IN MEETING PROBLEMS OF MIGRATORY LABOR IN MARYLAND, FOURTH ANNUAL REPORT. 1963-01-00 37 N/A 1965 2016-11-22

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No Farm Labor Health Services Labor Problems Living Standards Migrant Education Migrant Workers State Programs Summer Schools NYSTROM, PAUL E. AND OTHERS Maryland (College Park) Maryland (College Park) Governor's Committee on Migratory Labor, College Park, MD. NUMEROUS CHANGES IN MARYLAND AGRICULTURE HAD A PRONOUNCED EFFECT UPON THE LABOR MOVEMENT. AMONG THEM WERE--CROP YIELDS, CROP PRICES AND THE RESULTANT EFFECT UPON CROP ACREAGE, MECHANIZATION OF TILLAGE, THINNINGS, AND HARVEST PROCEDURES. DESPITE INCREASED MECHANIZATION, GREATER ACREAGES MIGHT DEMAND A RATHER CONSTANT SUPPLY OF LABOR. PROBLEMS IN ENFORCEMENT OF HOUSING AND SANITATION REGULATIONS WERE THAT SOME WORKERS WERE ALLOWED TO OCCUPY UNAPPROVED QUARTERS, WORKERS ARRIVED AT THE CAMPS BEFORE THE STATED DATE OF ARRIVAL WHEN CAMPS WERE NOT READY FOR OCCUPANCY, AND MIGRANTS WERE FOUND OCCUPYING CAMPS AND BUILDINGS WITHOUT THE OWNERS' BEING AWARE OF SUCH OCCUPANCY. COMPLIANCE WITH HOUSING REGULATIONS BY EMPLOYERS HAS GENERALLY BEEN GOOD. LOCAL HEALTH DEPARTMENT SERVICES, INCLUDING MATERNAL AND CHILD HEALTH, AND CHEST X-RAYS, WERE AVAILABLE TO MIGRANT WORKERS TEMPORARILY LOCATED IN THE STATE. HOWEVER, OBTAINING BETTER UTILIZATION OF LOCAL HEALTH SERVICES WAS A PROBLEM. BOTH THE INTERSTATE COMMERCE COMMISSION AND STATE TRANSPORTATION LAWS WERE EFFECTIVE IN DEALING WITH MIGRANT TRANSPORTATION. WITH DECREASING NUMBERS OF MIGRANTS ENTERING MARYLAND EACH YEAR, THERE WAS A CONCOMITANT DECREASE IN THE NUMBER OF SCHOOLAGE MIGRANT YOUTH. CHANGES IN THE AGRICULTURAL PATTERN RESULTED IN NO MIGRANT YOUTHS ENTERING THE STATE BEFORE THE END OF THE SCHOOL YEAR. EDUCATIONAL AUTHORITIES FELT NO ACUTE NEED FOR SPECIAL SCHOOL PROGRAMS DURING THE SUMMER FOR CHILDREN OF MIGRANTS, SINCE THE RESIDENCE OF ANY SPECIFIC GROUP WAS QUITE SHORT BECAUSE OF THE DECLINE IN NUMBERS. YOUTH PROGRAMS INSTITUTED FOR MIGRANT FAMILIES WERE SUCCESSFUL. A COPY OF THE MARYLAND STATE DEPARTMENT OF HEALTH REGULATIONS IS APPENDED. ED002684 PROGRESS IN MEETING PROBLEMS OF MIGRATORY LABOR IN MARYLAND, THIRD ANNUAL REPORT. 1962-04-00 15 N/A 1965 2016-11-22

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No Bilingualism Blacks Day Care Educationally Disadvantaged Handicapped Children Health Programs Living Standards Lunch Programs Mental Retardation Migrant Education Migrant Workers Puerto Ricans Spanish Speaking State Programs YERSAK, CHARLES G. NEW JERSEY New Jersey New Jersey State Dept. of Labor and Industry, Trenton. A GRADUAL REDUCTION IN MIGRANT LABOR HAS OCCURRED IN NEW JERSEY BECAUSE OF MECHANIZATION AND URBANIZATION. THIS REDUCTION IS REFLECTED IN FEWER ACTIVE CAMPS THAT HOUSE WORKERS. THE TREND IS AWAY FROM THE USE OF FRAME BUILDINGS AND NEW CAMPS BEING BUILT ARE CONSTRUCTED OF CINDER BLOCK. THE MIGRANT FORCE IS LARGELY COMPOSED OF NEGROES FROM THE SOUTH AND PUERTO RICANS. NEW JERSEY HAS ATTEMPED TO DEAL WITH THE PROBLEMS OF MIGRANT WORKERS BY DECREASING THE HEALTH HAZARDS RESULTING FROM POISONOUS PESTICIDES, FROM INADEQUATE WATER SUPPLIES FOR BATHING, HANDWASHING, AND LAUNDRY, AND FROM POOR HEATING AND COOKING FACILITIES. THE REVISED MIGRANT LABOR CODE HAS ATTEMPED TO STIMULATE THE RECRUITMENT OF A STABLE AND EFFICIENT LABOR FORCE AND HAS PLACED REGISTRATION REQUIREMENTS UPON CREW LEADERS. MOST FARMERS HAVE COOPERATED WITH THE REQUIREMENTS OF THE CODE. THE EDUCATIONAL PROGRAM FOR MIGRANTS HAS BEEN EXPANDED TO INCLUDE DAY-CARE CENTERS AND A 6-WEEK SUMMER EDUCATIONAL PROGRAM. THE CURRICULUM OF THE SUMMER PROGRAM IS GEARED TO MEET THE NEEDS OF MIGRANT CHILDREN BY PROVIDING, SMALL, UNGRADED CLASSES, SCHOOL BUS TRANSPORTATION, CERTIFIED TEACHERS, HOT LUNCHES, AND A NURSE-SUPERVISED HEALTH PROGRAM. THERE IS A NEED FOR MORE BILINGUAL TEACHERS TO WORK WITH THE LARGE GROUP OF SPANISH-SPEAKING CHILDREN. THESE CHILDREN NEED TO BE BROUGHT TO THEIR GRADE LEVEL, FOR MOST ARE 1 OR 2 YEARS BEHIND IN SCHOOLING. MANY PUBLIC AND PRIVATE AGENCIES HAVE MADE CONTRIBUTIONS TO THE EDUCATIONAL PROGRAM. ED002685 BUREAU OF MIGRANT LABOR REPORT. 1961-00-00 6 N/A 1965 2016-11-22

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No Day Care Farm Labor Labor Problems Living Standards Migrant Education Migrant Problems Migrant Workers Spanish Americans Summer Schools Unemployment METZLER, WILLIAM H. SARGENT, FREDERIC O. DISTRICT OF COLUMBIA District of Columbia Department of Agriculture, Washington, DC. THE SPANISH-AMERICANS OF SOUTHERN TEXAS PROVIDE ONE OF THE LARGEST RESERVOIRS OF SEASONAL FARM LABOR WHOSE RATE OF MOVEMENT IS AFFECTED BY ECONOMIC CONDITIONS OF THE UNITED STATES AND MEXICO. RECRUITMENT OF WORKERS HAS BECOME HIGHLY ORGANIZED. SINCE MIGRATORY WORKERS HAVE BEEN SO IMPORTANT TO THE UNITED STATES ECONOMY AND HAVE DERIVED SO LITTLE BENEFIT, THE STUDY ATTEMPTED TO ASCERTAIN WHETHER STANDARDS COULD BE IMPROVED AND WHETHER MIGRATION COULD BE REDUCED OR ELIMINATED. DURING JANUARY AND FEBRUARY OF 1957 THE MIGRATORY LABOR FORCE OF SIX SOUTHERN TEXAS CITIES WAS SURVEYED BY SPANISH-AMERICAN UNIVERSITY STUDENTS OR GRADUATES TO GAIN INFORMATION ABOUT CHARACTERISTICS, MIGRATION PATTERNS, METHODS OF OBTAINING WORK, AND EARNINGS. THE ANNUAL MOVEMENT OF MIGRATORY FARM WORKERS FROM SOUTHERN TEXAS TO SEASONAL WORK IN MORE THAN 30 STATES IS A PART OF THE AGRICULTURAL ECONOMY, FLUCTUATIONS OCCUR ACCORDING TO NEED OF LABORERS. LARGE COMPANIES AND SMALL OPERATORS WHO NEEDED SEASONAL LABORERS INITIATED THE MOVEMENT. FORMERLY, MIGRANTS NEEDED A CREW LEADER TO MAKE JOB CONTACTS, BUT THEY NOW TEND TO TRAVEL IN FAMILY GROUPS IN THEIR OWN CARS AND MAKE THEIR OWN WORK ARRANGEMENTS. THEIR UMEMPLOYMENT RATE, THOUGH ALWAYS HIGH, IS TWICE AS GREAT AS WHEN THEY ARE ON ROAD AS IT IS WHEN THEY ARE AT THE HOME BASE. TO HELP ALLEVIATE PROBLEMS, FAMILIES SHOULD MOVE TO AREAS WHERE WORK EXISTS, PLANS SHOULD BE DEVELOPED TO CORRELATE MOVEMENT WITH LOCAL NEEDS, DAY-CARE CENTERS AND SUMMER SCHOOLS SHOULD BE PROVIDED FOR CHILDREN, AND TRANSPORTATION, HOUSING, AND SANITATION SHOULD BE IMPROVED. ED002686 MIGRATORY FARMWORKERS IN THE MIDCONTINENT STREAMS, PRODUCTION RESEARCH REPORT NUMBER 41. 1960-12-00 34 N/A 1965 2016-11-22

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No Adult Education American Indians Blacks Career Counseling Economically Disadvantaged Educational Needs Employment Opportunities Employment Patterns Employment Problems Mexican Americans Minority Groups Poverty State Legislation State Programs Vocational Education HELER, EDWARD MCNULTY, EMMETT T. Arizona (Tucson) Arizona (Tucson) Arizona State Employment Security Commission, Phoenix. POVERTY IS LINKED TO THE OPPORTUNITY FOR AND THE AVAILABILITY OF EMPLOYMENT. THE IMPOVERISHED LACK THE SKILLS, EDUCATION, FLEXIBILITY, AND MOBILITY REQUIRED FOR EMPLOYMENT. THIS IS ESPECIALLY TRUE OF ARIZONA'S MINORITY GROUPS--INDIANS, NEGROES, AND MEXICAN-AMERICANS. COMPETITION FOR JOBS NOT REQUIRING EXTENSIVE EDUCATION, AND THE FLOOD OF THE POSTWAR BABY BOOM ARE TWO FACTORS DECREASING OPPORTUNITY FOR EMPLOYMENT. OCCUPATIONAL SHIFTS IN THE ECONOMY FROM AGRICULTURE AND MINING TO MORE DIVERSIFICATION AND MANUFACTURING HAVE CAUSED A NEED FOR MORE SKILLS, KNOWLEDGE, AND ABILITIES. VOCATIONAL PREPARATION IS INSUFFICIENT, SPECIALIZED EDUCATION AND TECHNICAL TRAINING ARE NEEDED. ARIZONA HAS ATTEMPED TO DEAL WITH THE PROBLEMS OF POVERTY AND UNEMPLOYMENT BY CONDUCTING STUDIES, APPOINTING GROUPS TO WORK ON PROBLEMS OF MANPOWER RESOURCE DEVELOPMENT, CORRELATING SCHOOL CURRICULUM TO NEEDS, CONDUCTING EVENING AND EXTENSION COURSES AS WELL AS ADULT EDUCATION COURSES, DEVELOPING APPRENTICESHIP AND ON-THE-JOB TRAINING PROGRAMS, IMPROVING COUNSELORS' AND VOCATIONAL INSTRUCTORS' KNOWLEDGE, COOPERATING WITH INDUSTRY ADVISORY COMMITTEES, PASSING LAWS TO DEAL WITH SUCH PROBLEMS, DEVELOPING NEW EMPLOYMENT OPPORTUNITIES, AND PROVIDING REMEDIAL EDUCATION. A PARTNERSHIP BETWEEN THE PUBLIC AND PRIVATE GROUPS AT STATE, COUNTY, AND LOCAL LEVELS IN SOLVING THE POVERTY PROBLEM IS NEEDED. THIS PAPER WAS PRESENTED AT THE NATIONAL CONFERENCE ON POVERTY IN THE SOUTHWEST, JANUARY 25, 26, 1965. ED002687 MEETING TODAY'S CHALLENGE FOR EMPLOYMENT. 1965-01-00 12 N/A 1965 2016-11-22

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No Braceros Community Services Income Legislation Migrant Education Migrant Employment Migrant Welfare Services Migrant Workers MCALLISTER, BARD AND OTHERS California (Sacramento) California (Sacramento) California's Advisory Committee on Children and Youth, Sacramento. A CONFERENCE WAS HELD TO EXAMINE THE REALITIES OF PROBLEMS OF MIGRANT WORKERS FROM THE POINTS OF VIEW OF THE GROWER, THE WORKER, THE CONSUMER, AND THE STATE OF CALIFORNIA. THE TREND HAS BEEN TOWARD MECHANIZING AGRICULTURE, CEASING THE IMPORTATION OF BRACEROS AND OTHER FOREIGN LABOR, AND RECRUITING MANY NEW FAMILIES TO AGRICULTURE FOR DOMESTIC WORK. THE PROBLEMS OF TEMPORARY EMPLOYMENT INVOLVE A LOW INCOME, THE LACK OF STABLE, PERMANENT HOMES, AND A LACK OF COMMUNICATION BETWEEN CREWS AND EMPLOYERS. THE FEDERAL GOVERNMENT AND STATE GOVERNMENTS CAN TAKE RESPONSIBILITY FOR IMPROVING CONDITIONS THROUGH LEGISLATION AND OTHER MEANS. REARRANGING AND STRENGTHENING MIGRATORY ROUTES AND TAKING STEPS TO ASSURE FARM WORKERS OF THEIR FAIR SHARE OF THE NATIONAL PROSPERITY SHOULD BE UNDERTAKEN. EFFORTS TO IMPROVE HOUSING, SANITATION, HEALTH, WAGES, EDUCATION, FRINGE BENEFITS, LIVING STANDARD, AND THE INCENTIVE GAP BETWEEN AGRICULTURE AND INDUSTRY ARE NEEDED. SUGGESTED MEASURES FOR IMPROVEMENT INCLUDE PROVISION OF A COMMUNITY DEVELOPMENT WORKER TO HELP CITIZENS ORGANIZE NEIGHBORHOOD COUNCILS FOR SELF-IMPROVEMENT, A VOTER REGISTRATION CAMPAIGN, AND THE REDIRECTION OF EXISTING RESOURCES BY PUBLIC AND PRIVATE AGENCIES INTO COMMUNITY DEVELOPMENT PROGRAM. ED002688 FOURTH ANNUAL CONFERENCE ON FAMILIES WHO FOLLOW THE CROPS (BAKERSFIELD, FEBRUARY 27-28, 1964). 1964-02-00 53 N/A 1965 2016-11-22

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No Farm Labor Income Labor Problems Labor Supply Legislation Migrant Housing CALL, DAVID Michigan (East Lansing) Michigan Michigan State Univ., East Lansing. THE NUMBER OF HIRED FARM WORKERS IS DECREASING WITH THE INCREASED USE OF LABORSAVING FARM MACHINERY AND TECHNOLOGY WHICH ALLOWS GREATER OUTPUT PER WORKER. THE LOW WAGE SCALE PREVALENT IN AGRICULTURE IS THE MAJOR CAUSE OF THE FARM LABOR PROBLEM. WAGE RATES ARE DIFFICULT TO MEASURE ACCURATELY BECAUSE OF A GREAT DIVERSITY IN METHODS OF PAYMENT AND THE DIFFICULTY IN PLACING VALUE ON SUCH FURNISHED PERQUISITES AS HOUSES, ROOMS, AND MEALS. A FACTOR AFFECTING WAGE RATES IS THE RELATIVE UNPRODUCTIVITY OF FARM LABOR AS COMPARED TO INDUSTRIAL LABOR, THIS IS PARTLY BECAUSE JOBS ARE NOT MECHANIZED AND THE PRODUCTS ARE OF RELATIVELY LOW VALUE. ANOTHER FACTOR IS THE SUFFICIENCY OF THE FARM LABOR SUPPLY FOR THE DEMANDS MADE UPON IT, THIS MEANS THAT HIGHER WAGE RATES ARE NOT NECESSARY TO ATTRACT WORKERS. FARM LABOR MAY BE DIVIDED INTO FOUR GROUPS--RELATIVELY PERMANENT HIRED LABOR, LOCAL SEASONAL WORKERS, NONLOCAL SEASONAL WORKERS, AND FOREIGN LABOR. UNIONIZATION OF WORKERS HAS BEEN AIMED PRINCIPALLY AT LOCAL SEASONAL AND NONFOREIGN MIGRANT WORKERS. UNIONIZATION OF FARMERS REFERS PRIMARILY TO JOINING TOGETHER OF FARM OWNERS AND OPERATORS IN TRADE UNIONS TO BARGAIN WITH BUYERS OF AGRICULTURAL PRODUCTS. THE PRINCIPAL LABOR ORGANIZATIONS INVOLVED AND SOME CURRENT LAWS RELATING TO FARM LABOR ARE CITED. ACTIVITIES TO HELP SOLVE THE FARM LABOR PROBLEM CAN BE DIVIDED INTO TWO BROAD GROUPS--THOSE DEALING WITH THE WAGE PROBLEM AND THOSE SEEKING TO PROVIDE REGULATIONS AND OTHER ADMINISTRATIVE RULINGS WHICH WILL AFFECT FARM LABOR. ED002689 AGRICULTURAL LABOR--THE PROBLEM, ATTEMPTS AT ORGANIZATION, CURRENT LAWS, AND WHAT ARE THE ISSUES. 1961-05-00 2 N/A 1965 2016-11-22

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No American Indians Blacks Child Labor Federal Legislation Health Needs Health Services Income Labor Legislation Living Standards Migrant Employment Migrant Welfare Services Migrant Workers Minority Groups Spanish Americans California (San Francisco) California (San Francisco) Council of State Governments, Chicago, IL. THE MIGRATORY FARM LABOR FORCE IN THE UNITED STATES IS GENERALLY COMPOSED OF UNDEREMPLOYED WORKERS WHO ARE PRIMARILY FROM THE NEGRO, SPANISH-AMERICAN, AND INDIAN MINORITY GROUPS OF RURAL AREAS. THESE WORKERS MIGRATE IN SEARCH OF EMPLOYMENT BECAUSE OF THEIR LOW EARNING POTENTIAL IN THEIR HOME AREAS. ALTHOUGH THEY HELP SATISFY THE CRITICAL DEMAND FOR SHORT-TERM SEASONAL LABOR, PROBLEMS ARISE BECAUSE COMMUNITIES REQUIRING THEIR SERVICES CANNOT MEET THEIR NEEDS FOR SCHOOLS, HOSPITALS, CHURCHES, RECREATIONAL AREAS, AND HOMES, THESE PROBLEMS ARE FURTHER COMPOUNDED BY MOBILITY, WHICH ADDS TO EXPENSES AND REDUCES INCOME WHILE CONTRIBUTING TO ILLITERACY, POOR WORKING CONDITIONS, INADEQUATE HOUSING, AND LACK OF SANITATION. MIGRANTS DO NOT HAVE THE PROTECTION OF FEDERAL MINIMUM WAGE LAWS NOR THE BENEFITS OF WORKMEN'S COMPENSATION THOUGH SOME STATES ARE MOVING TOWARD EXTENSION OF COVERAGE. TROUBLE IN SECURING PROPER RETURNS FROM CREW LEADERS AND SOME FARM EMPLOYERS HAS LED TO A LACK OF SOCIAL SECURITY PROTECTION. MINIMUM AGE FOR CHILD LABOR VARIES FROM STATE TO STATE, THE LOWEST AGE BEING 12. SEVERAL STATES AND THE INTERSTATE COMMERCE COMMISSION HAVE TRANSPORTATION LAWS. MORE ARE NEEDED. MIGRANTS HAVE MANY HEALTH PROBLEMS ASSOCIATED WITH LOW-INCOME GROUPS, HIGH INCIDENCE OF DISEASE, AND HIGH INFANT AND FETAL MORTALITY RATES. MORE HEALTH EDUCATION AND PREVENTIVE SERVICES ARE NEEDED, HEALTH RECORDS SHOULD BE CARRIED. HOUSING AND SANITATION HAVE BEEN IMPROVED, BUT ARE STILL BELOW ACCEPTABLE STANDARDS. MIGRANTS HAVE LESS ACCESS THAN PERMANENT RESIDENTS TO FEDERAL HEALTH CARE. ILLITERACY IS HIGH BECAUSE FEW GO BEYOND AN ELEMENTARY SCHOOL EDUCATION. RECORDS, APPROPRIATE PROGRAMS, AND PUBLIC RESPONSIBILITY ARE NEEDED TO INCREASE THE STANDARDS OF MIGRATORY LABORERS. ED002690 MIGRATORY LABOR IN THE WEST, BACKGROUND INFORMATION FOR THE WESTERN INTERSTATE CONFERENCE ON MIGRATORY LABOR. 1960-04-00 14 N/A 1965 2016-11-22

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No Gifted Orthographic Symbols Preschool Children Reading Readiness Typewriting Writing (Composition) Written Language MOORE, OMAR K. Minnesota (Minneapolis) Minnesota (Minneapolis) EXPERIMENTAL TECHNIQUES ARE PRESENTED WHICH SHOW THAT IT IS POSSIBLE FOR PRESCHOOL CHILDREN TO LEARN, IN A RELATIVELY SHORT TIME, WHAT ORDINARILY ARE CONSIDERED TO BE ADVANCED SKILLS. PRESCHOOL CHILDREN OF 2 AND 3 YEARS OF AGE CAN LEARN TO TYPE ON AN ELECTRIC TYPEWRITER, TO PRINT, TO READ, AND TO TAKE DICTATION. THE CAPACITY TO LEARN THESE SKILLS AT AN EARLY AGE IS NOT UNIQUE TO GIFTED CHILDREN. SOME OF THE THEORETICAL TOPICS ON WHICH WORK IS BEING DONE, ESPECIALLY THOSE THAT PERTAIN DIRECTLY TO THE EXPERIMENTAL TECHNIQUES, INCLUDE--DEONTIC LOGIC, WHICH IS THE FORMAL ANALYSIS OF NORMATIVE RELATIONS, THE LOGIC OF ENTAILMENT, WHICH IS THE FORMAL ANALYSIS OF STRONG IMPLICATION AND RELEVANCE, THE FORMAL ANALYSIS OF INTERACTIONAL RELATIONS, THE FORMAL ANALYSIS OF THE STRUCTURE OF PROBLEMS, AND THE FORMAL ANALYSIS OF THE STRUCTURE OF ENVIRONMENTS. THE FOUR STAGES WHICH HAVE BEEN DEVELOPED FOR PERMITTING CHILDREN TO LEARN ORTHOGRAPHIC SYMBOLS ARE--THE BASIC READING AND WRITING STAGE WHICH IS COMPRISED OF LEARNING STEPS IN TYPING, PRINTING, AND READING, THE DICTATION STAGE, THE COMPOSITION STAGE, AND THE DIALOGUE STAGE. THE TEACHER'S ROLE IS TO RESPOND IMMEDIATELY TO THE CHILD'S RESPONSES. THE TIME LIMIT IS ONE HOUR PER SESSION PER DAY. CHILDREN LEARN QUICKLY WITHIN THE CONTEXT OF A RESPONSIVE ENVIRONMENT. SOME CHILDREN ARE ANNOYED AT HAVING TO STOP AT THE TIME LIMIT, OTHERS CAN LEARN FOR ONLY 30 MINUTES OF THE SESSION. A BIBLIOGRAPHY IS INCLUDED. THIS PAPER WAS TO BE PUBLISHED IN THE PROCEEDINGS OF THE THIRD MINNESOTA CONFERENCE ON GIFTED CHILDREN, OCTOBER 1960. ED002691 ORTHOGRAPHIC SYMBOLS AND THE PRESCHOOL CHILD--A NEW APPROACH. 1960-10-00 21 N/A 1965 2016-11-22

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No Farm Labor Labor Problems Living Standards Migrant Housing Migrant Welfare Services Puerto Ricans Spanish Speaking CHARTIER, WALTER J. WATTS, FRED New Jersey State Dept. of Labor and Industry, Trenton. FARMING IN NEW JERSEY IN 1963 WAS VARIED, VITAL, AND GEOGRAPHICALLY CONCENTRATED. A CONSTANT READY MARKET WAS INSURED BECAUSE OF LOCATION. AGRICULTURAL ACREAGE DECREASED BECAUSE OF URBANIZATION, INDUSTRIALIZATION, AND HIGHWAY DEVELOPMENT, CROP ACREAGE YIELDS INCREASED. THE TREND WAS TOWARD ALMOST TOTAL MECHANIZATION BECAUSE OF INTENSE CULTIVATION, NEW FERTILIZERS, AND NEW FARMING METHODS. MANAGEMENT IMPROVED IN QUALITY. FAMILY AND YEAR-ROUND WORK FORCES WERE RELATIVELY STABLE WHILE GREAT CHANGES OCCURRED IN SEASONAL WORKERS WHO WERE ENGAGED FROM APRIL THROUGH NOVEMBER AND CAME FROM PUERTO RICO, THE SOUTHERN UNITED STATES, PHILADELPHIA, AND THE WEST INDIES. CREW LEADERS MADE WORK ARRANGEMENTS THROUGH THE ANNUAL WORKER PLAN. WAGES VARIED. WORKERS SHIFTED FROM CROP TO CROP. MECHANIZATION CAUSED A REDUCTION OF REGULAR HIRED FARM WORKERS. TRAINING CLASSES WERE HELD TO FILL THE SHORTAGE OF QUALIFIED TRACTOR OPERATORS. ENGLISH WAS TAUGHT TO IMPROVE UNDERSTANDING. LEGAL REGULATIONS HAVE HELPED REDUCE ABUSES RELATED TO HOUSING, NONPAYMENT OF WAGES, ILLEGAL DEDUCTIONS, AND DESERTIONS OF THE CREW LEADER. CAMPS WITH HOUSING UNFIT FOR HABITATION HAVE BEEN ELIMINATED, AND GREATER EMPHASIS WAS PLACED ON REQUIREMENTS FOR SAFEGUARDING COOKING AND HEATING FACILITIES. ED002692 NEW JERSEY FARM LABOR REPORT, 1963. 1964-01-00 27 N/A 1965 8/17/2004 22:47:55 DISA1965

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No Day Care Day Care Centers Farm Labor Inservice Education Labor Problems Migrant Education Migrant Housing Migrant Welfare Services Migrant Workers School Funds Summer Schools Volunteers BINGHAM, SALLY ANNUAL WORKER PLAN COLUMBUS Governor's Commission on Migratory Labor, Columbus, OH. OHIO HAS BECOME A HIGHLY INDUSTRIALIZED STATE WITH INSUFFICIENT QUALIFIED LOCAL FARM WORKERS TO MEET HARVEST DEMANDS. MIGRANT WORKERS HAVE FILLED THAT NEED, DOING MOSTLY "STOOP WORK" AND WORKING IN FOOD PROCESSING PLANTS. THE ANNUAL WORKER PLAN HAS PROVIDED FOR MORE EFFICIENT SCHEDULING OF MIGRANTS. CONSTRUCTIVE PROGRAMS HAVE BEEN DEVELOPED FOR MIGRANTS AND THEIR FAMILIES BY THE GOVERNOR AND HIS COMMITTEE ON MIGRANT LABOR. IN EDUCATION, PRIVATELY FINANCED SUMMER SCHOOLS HAVE BEEN ORGANIZED. RESULTS INCLUDE GREATER CITIZEN INTEREST IN MIGRANTS, LARGER ENROLLMENT AND CLASS ATTENDANCE, EFFECTIVE VOLUNTEER HELP, PROVISIONS FOR PROPER CLOTHING TO INCREASE ENROLLMENT, TEACHER ORIENTATION FOR ONE WEEK PRIOR TO THE 6-WEEK COURSE, AND THE SETTING UP OF STANDARDS FOR CLASSES AND TEACHERS. IN EMPLOYMENT AND TRANSPORTATION, A MORE PERSONAL RELATIONSHIP BETWEEN GROWER AND MIGRANT WAS FOUND TO BE NECESSARY TO IMPROVE RECRUITING METHODS, AND GREATER USE HAD TO BE MADE OF THE ANNUAL WORKER PLAN FOR SCHEDULING MIGRANT WORKERS. NEEDED REFORM MEASURES INCLUDED REDUCED TRUCK LICENSE FEES, PROVISIONS FOR REST CAMPS, IMPROVED REGULATIONS AND LAWS. IN HOUSING, HEALTH, AND SANITATION, IMPROVEMENTS WERE MADE IN INSPECTION METHODS, IN WATER SUPPLY SAFETY PROVISIONS, IN TOILET FACILITIES, IN GARBAGE DISPOSAL, IN ELECTION OF CAMP SITES, IN HOUSING REPAIRS, IN CLINIC AND NURSE PROVISIONS, AND IN MORE FREQUENT USE OF HEALTH RECORD CARDS. THE OHIO LEGISLATURE IN 1959 STUDIED COST REIMBURSEMENT IN SCHOOLS, APPROPRIATIONS FOR OTHER EXPENSES, AND THE GENERAL MIGRANT LABOR SITUATION. CONCERNS OF PUBLIC WELFARE AGENCIES ENCOMPASSED PROVISIONS FOR SURPLUS FOODS, RELIEF FUNDS, DAY CARE CENTERS, ACTIVITIES FOR OLDER CHILDREN, AND A SOCIAL WORKER. ED002693 MIGRATORY LABOR IN OHIO. 1960-07-00 17 N/A 1965 2016-11-22

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No Audiovisual Aids Curriculum Evaluation Curriculum Guides Educational Needs Field Trips Inservice Education Instructional Materials Migrant Education Orientation Materials Reading Teaching Methods Units of Study PONDER, EDDIE G. AND OTHERS Great Cities Program Wisconsin (Milwaukee) Wisconsin (Milwaukee) Milwaukee Public Schools, WI. A 3-YEAR STUDY OF THE ORIENTATION OF IMMIGRANT TRANSIENT CHILDREN WAS INITIATED IN SEPTEMBER, 1960. PART ONE GIVES AN OVERVIEW OF THE PROJECT FOR THE SCHOOL YEAR 1961-61. IT REVIEWS THE ORGANIZATION OF THE ORIENTATION CLASSES, THE INSERVICE PROGRAM, COMMUNITY ORIENTATION, AND REPORTS OF SPECIAL SERVICES GIVEN TO THE PROJECT CLASSES. PART TWO CONTAINS EXAMPLES OF CURRICULUM UNITS THAT PROVED SUCCESSFUL IN ORIENTING THE INMIGRANT TRANSIENT CHILDREN TO THE SCHOOL AND THE COMMUNITY. INCLUDED FOR EACH UNIT ARE LISTS OF BOOKS, FILMS, AND INSTRUCTIONAL MATERIALS WHICH WERE FOUND HELPFUL. THE CURRICULUM IS DETERMINED BY THE ACADEMIC, SOCIAL, AND EMOTIONAL NEEDS OF THE CHILDREN ENROLLED. THE MOST COMMON ACADEMIC NEED IS THE ABILITY TO READ AND WRITE AT A LEVEL COMMENSURATE WITH PUPIL AGE AND INTEREST. SMALL GROUP OR INDIVIDUAL INSTRUCTION IS MOST EFFECTIVE. THE UNIT APPROACH IN SOCIAL STUDIES, HEALTH, AND SCIENCE PROVIDES GROUP EXPERIENCE. FIELD TRIPS INTO THE COMMUNITY PROVIDE BASES FOR UNIT STUDY AND AND CAN BECOME THE CORE FOR THE CURRICULUM THROUGH WHICH BASIC SKILLS, UNDERSTANDINGS, AND ATTITUDES CAN BE TAUGHT. SOCIAL BEHAVIOR UNITS DEVELOP IMPORTANT EVERYDAY LIVING COURTESIES INVOLVED IN EATING BREAKFAST, ATTENDING A BIRTHDAY PARTY, OR GIVING A TEA PARTY FOR PARENTS. DETAILED HANDLING OF SUCH UNITS IS GIVEN AND THE SCHEDULES POINT OUT OPPORTUNITIES FOR INTEGRATION OF THE SEVERAL CONTENT AREAS. SECTIONS ARE DEVOTED TO DEVELOPMENT OF CLASSROOM CLIMATE AND METHODS BY WHICH A TEACHER PLANS THE SCHOOL DAY. BOTH ARE IMPORTANT PHASES OF THE EDUCATIONAL PROGRAM FOR ORIENTATION CLASSES. ED002694 ORIENTATION CLASSES FOR IN-MIGRANT TRANSIENT CHILDREN. A FIRST REPORT, PART II. 1961-12-00 36 N/A 1965 2016-11-22

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No Citizenship Educational Media Family Relationship Family School Relationship Kindergarten Social Studies Student Attitudes Student Development Units of Study REED, DOYLE AND OTHERS California (Woodland) California Yolo County Schools, Woodland, CA. OBJECTIVES OF THE SOCIAL STUDIES CURRICULUM FOR KINDERGARTENERS WERE TO DEVELOP ATTITUDES OF COOPERATION, CREATIVITY, SCIENTIFIC ATTITUDE, RESPONSIBILITY, SOCIAL CONCERN, AND SELF RESPECT. SKILLS TO BE DEVELOPED INCLUDED--SOLVING PROBLEMS, USING RESEARCH TECHNIQUES, UTILIZING REFERENCE AND COMMUNICATION SKILLS, INTERPRETING CARTOONS, CHARTS, PICTURES, GRAPHS, AND TABLES, DEVELOPING A SENSE OF TIME AND CHRONOLOGY, INTERPRETING MAPS AND GLOBES, OBSERVING ACCURATELY, AND PARTICIPATING IN GROUP ACTIVITIES. THE UNIT AREAS OF THE COURSE WERE BASED ON THE IMMEDIATE ENVIRONMENT WITH EMPHASIS ON THE RELATIONSHIPS BETWEEN THE HOME, THE SCHOOL, AND THE NEIGHBORHOOD. THE UNIT ON THE HOME DEALT WITH HOW THE FAMILY MEMBERS ARE RELATED, HOW THE FAMILY WORKS AND PLAYS TOGETHER IN THE HOME, AND THE CONTRIBUTIONS OF EACH MEMBER TO THE WELFARE OF THE WHOLE FAMILY. THROUGH AN UNDERSTANDING OF THE SCHOOL AND THE INTERRELATIONSHIPS OF THE INDIVIDUALS IN IT, THE SCHOOL UNIT WAS TO TEACH THE CHILD THE MEANING OF GOOD CITIZENSHIP. IN THE FINAL UNIT, THE NEIGHBORHOOD, THE EMPHASIS WAS ON THE ACTIVITIES PERFORMED THAT ARE NECESSARY FOR LIVING TOGETHER AND ON THE RESPONSIBILITIES OF THE INDIVIDUAL TO THE NEIGHBORHOOD COMMUNITY. TEACHERS WERE TO PROVIDE THE CHILDREN WITH LEARNING EXPERIENCES THAT DRAMATIZE THE CONCEPTS BEING TAUGHT. TO ENGENDER INTEREST IN THE SUBJECT MATTER OF EACH UNIT, SUCH INTRODUCTORY ACTIVITIES AS VIEWING FILMS, COLLECTING PICTURES TO BE DISPLAYED IN THE CLASSROOM, AND STORY TELLING WERE SUGGESTED. EXAMPLES OF DEVELOPMENTAL ACTIVITIES, WHICH PROVIDED FOR THE ASSIMILATION OF THE GENERALIZATIONS AND THE DEVELOPMENT OF THE SKILLS AND ATTITUDES OF THE UNIT, WERE--DRAWING PICTURES, DRAMATIZING POEMS DOING FINGER-PLAYS, SINGING, TAKING FIELD TRIPS, AND ACTING OUT A SITUATION IN THE FAMILY, THE SCHOOL, OR THE NEIGHBORHOOD. SPECIFIC SONGS, POEMS, BOOKS, RECORDS, FILMS, AND OTHER TEACHING AIDS WERE LISTED. ED002695 SOCIAL STUDIES TEACHING UNITS FOR YOLO COUNTY, KINDERGARTEN THROUGH GRADE EIGHT. 1964-06-00 18 N/A 1965 2016-11-22

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No Farm Labor Housing Income Labor Problems Migrant Workers Rural Population Rural Youth BEATTY, WILLIAM C. AND OTHERS Rosenberg Foundation California (Fresno County) California (Fresno) California California (Fresno) PROBLEMS REGARDING FARM LABORERS IN FRESNO COUNTY, CALIFORNIA, SOLUTIONS TO THEIR PROBLEMS, AND THEIR FUTURE NEEDS WERE STUDIED. RESEARCH TEAMS UTILIZED WELFARE DEPARTMENT RECORDS TO ANALYZE THE CHARACTERISTICS AND COMPOSITION OF PARTICULAR GROUPS OF LABORERS. APPROPRIATE LITERATURE WAS STUDIED, WORKERS WERE INTERVIEWED AND OBSERVED IN VARIOUS SITUATION, REPRESENTATIVES OF GROWERS, LABOR CONTRACTORS, EMPLOYMENT SERVICES, AND OTHER AGENCIES WORKING WITH FARM LABORERS WERE ALSO INTERVIEWED. MAJOR FINDINGS DEALT WITH CHARACTERISTICS OF THE LABORERS, THEIR FUTURE NEEDS, PATTERNS OF EMPLOYMENT, HOUISING, INCOME, AND LAW ENFORCEMENT. MOST FARM LABORERS WERE PERMANENT STATE AND COUNTY RESIDENTS AND NO LONGER MIGRANT. ALTHOUGH FARMS WERE BEING INCREASINGLY MECHANIZED, A CHEAP LABOR SUPPLY PROLONGED THE REALIZATION OF FULL MECHANIZATION. THE USE OF CONTRACT LABOR INCREASED GREATLY. FEW LABORERS WERE COVERED BY SOCIAL SECURITY BECAUSE CONTRACTORS DID NOT SEND IN PAYROLL TAXES. THERE WAS LITTLE LARGE-SCALE PROVISION OF FREE HOUSING BY RANCHERS. SINGLE MEN IN THE DAY-HAUL PATTERN OF WORK USUALLY LIVED IN INEXPENSIVE BOARDING HOUSES. MORE AND MORE FAMILY GROUPS OF FARM WORKERS MOVED INTO URBAN FRINGE SLUM HOUSING. AVERAGE FAMILY INCOME WAS $1,990, WITH 83 PERCENT OF THE FAMILIES EARNING $3,000 PER YEAR OR LESS. A SERIOUS SHORTAGE OF LAW ENFORCEMENT PERSONNEL WAS REPORTED IN RURAL AREAS, AND LAWLESSNESS WAS PREVALENT IN RURAL AND IN URBAN SLUM AREAS. RECOMMENDATIONS MADE FOR FURTHER STUDIES INCLUDED STUDIES OF A SCHOOL PROGRAM AIMED AT CHANGING VALUE-ATTITUDE SYSTEMS OF FARM WORKERS' CHILDREN, A STUDY OF THE EFFECTS OF A RANCH OPERATION IN WHICH GROUP MEMBERS WITH ADVANCED TRAINING AND EDUCATION RETURNED TO LIVE WITH THEIR ORIGINAL GROUP AS LEADERS, AND A PILOT PROGRAM OF EDUCATIONAL SCHOLARSHIPS. STEPS SHOULD BE TAKEN TO IMPROVE THE INCOME, HOUSING, EDUCATION, POLICE AND FIRE PROTECTION, AND HEALTH SERVICES TO FARM LABORERS AND THEIR FAMILIES. ED002696 A PRELIMINARY REPORT ON A STUDY OF FARM LABORERS IN FRESNO COUNTY FROM JANUARY 1, 1959 TO JULY 1, 1959. 1959-07-00 145 N/A 1965 2016-11-22

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No Autoinstructional Aids Educational Media Educational Technology Programed Instruction Teaching Machines PORTER, DOUGLAS CAMBRIDGE A PORTION OF THE LITERATURE CONCERNING MECHANICAL TEACHING MACHINES OR DEVICES, WHICH ALLEGEDLY INCREASE THE EFFICIENCY AND EFFECTIVENESS OF TEACHING OPERATIONS BY MAKING USE OF CERTAIN PSYCHOLOGICAL PRINCIPLES AND TEACHER LABORSAVING FEATURES, IS REVIEWED. A CLASSIFICATION IS MADE OF MECHANICAL TEACHING AIDS AND DEVICES, SUGGESTING THAT THE STIMULUS DEVICES AND RESPONSE DEVICES ARE ONLY TEACHING AIDS, WHILE THE STIMULUS-RESPONSE DEVICES ARE TEACHING DEVICES. THIS REVIEW IS CONCERNED WITH ONE OF THE THREE TYPES OF STIMULUS-RESPONSE DEVICE--THE IMMEDIATE REINFORCERS WHICH TRY TO ALTER THE COURSE OF LEARNING BY AUTOMATICALLY PRESENTING THE STUDENT WITH A "REWARD" OR REINFORCEMENT IMMEDIATELY AFTER HE HAS MADE A CORRECT RESPONSE. THOSE DEVICES DISCUSSED ARE THE PRESSEY MULTIPLE-CHOICE DEVICE, PUNCHBOARD DEVICES, CHEMICAL PAPER, THE SKINNER DEVICE, AND OTHER MISCELLANEOUS DEVICES. ALSO GIVEN ARE THE THEORETICAL ISSUES OF REINFORCEMENT, TRANSFER, AND CURRICULUM, EXPERIMENTAL WORK ON TEACHING DEVICES, AND LITERATURE ENDORSEMENTS. NEWER TYPES OF TEACHING DEVICES HAVE NOT BEEN ACCEPTED AS ESSENTIAL. HOWEVER, THEY SHOULD BE JUDGED IN TERMS OF THEIR EFFECTIVENESS AS SUCH OTHER TEACHING DEVICES AS BOOKS, BLACKBOARDS, PENCILS, AND PAPERS. INCREASED USE OF STIMULUS-RESPONSE TEACHING DEVICES, WHICH PROVIDE FOR PRACTICE OF SKILLS, CAN PLACE MECHANICAL TEACHING DEVICES IN A MORE PROMINENT CLASSROOM ROLE. AN INDEX TO LITERATURE ON TEACHING DEVICES AND A BIBLIOGRAPHY ARE INCLUDED. THIS ARTICLE WAS PUBLISHED IN THE "HARVARD EDUCATIONAL REVIEW," VOLUME 27, NUMBER 2, 1957. ED002697 A CRITICAL REVIEW OF A PORTION OF THE LITERATURE ON TEACHING DEVICES. 1957-00-00 1 N/A 1965 2016-11-22

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No Educational Media Educational Technology Educational Television Instructional Films Instructional Improvement Principals Teaching Machines FINN, JAMES D. California (Los Angeles) California (Los Angeles) PRESSURES ON SCHOOL ADMINISTRATORS EMANATE FROM SUCH SOURCES AS TELEVISION, TEACHING MACHINES, AND FILMS. THE ADMINISTRATOR SHOULD BE AWARE OF THE PROMISES OF THE FUTURE AND THE BEST OF THE PAST, WHICH CAN GUIDE HIM IN LEADERSHIP. IN THE YEARS TO COME, ADMINISTRATIVE OPERATIONS, THEORY, AND ATTITUDES WILL HAVE TO CHANGE RADICALLY. TOO MANY TEACHERS CONSIDER NEW TEACHING DEVICES AS BEING UNRELATED TO EACH OTHER AND OF NO SIGNIFICANCE IN INSTRUCTION. CHANGES IN ADMINISTRATIVE PATTERNS ARE NEEDED IN THE LOGISTICS OF INSTRUCTION WITH TRAINED PERSONNEL TO SUPPORT THIS INSTRUCTION. THE REVISION OF THE SCHOOL BUDGET IS AN ESSENTIAL BUT DIFFICULT PART OF THESE CHANGES. THE SCHOOL PRINCIPAL HAS A KEY LEADERSHIP ROLE AND GREAT CURRICULUM RESPONSIBILITIES. THE PRINCIPAL SHOULD ACQUIRE THE FUNCTIONAL KNOWLEDGE OF ALL ELEMENTS OF TECHNOLOGICAL CHANGE. ADEQUATE INSTRUCTIONAL SUPPORT AND HIGH CALIBER SERVICE SHOULD BE PROVIDED FOR TEACHERS IN ORDER TO ACQUAINT THEM WITH THE USEFULNESS OF TECHNOLOGICAL CHANGES. THIS ARTICLE WAS PUBLISHED IN "NEW DIMENSIONS OF INSTRUCTION," VOLUME 7, NUMBER 4, 1961. ED002698 THE CROFT PROFESSIONAL GROWTH PROGRAM. 1960-00-00 8 N/A 1965 2016-11-22

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No Career Choice Career Counseling Farmers Occupational Information Rural Youth Vocational Education HALLER, ARCHIBALD O. Michigan (Lansing) Michigan EDUCATIONAL AND OCCUPATIONAL ALTERNATIVES OPEN TO FARM BOYS AND GIRLS, THE FACTORS INFLUENCING THEIR JOB CHOICE, THE EFFECTS OF THEIR CHOICES ON THEIR JOB PERFORMANCE, AND WAYS OF IMPROVING THEIR CHOICES ARE DISCUSSED. INFORMATION IS BASED ON PERTINENT LITERATURE IN THE FIELD. THE ORGANIZATION OF THE OCCUPATIONAL STRUCTURE IS SUCH THAT THE MORE COMPLEX JOBS REQUIRE MORE PREPARATION, ALLOW GREATER CONTRIBUTIONS TO SOCIETY, AND ARE MORE REWARDING FINANCIALLY. THE SCHOOLS TEND TO TRAIN PEOPLE TO HOLD POSITIONS IN THIS STRUCTURE. THE LOWER POSITIONS ARE DISAPPEARING, AND MORE JOBS ARE OPENING UP ON HIGHER LEVELS. MOST FARM YOUTH HAVE TO WORK WITHIN THIS SYSTEM, AND THOSE WHO ARE POORLY EDUCATED, BUT DO NOT FARM, USUALLY ENTER THE LOWEST LEVEL JOBS. FARMING DOES NOT AUTOMATICALLY PROVIDE AN ESCAPE FROM THE SITUATION BECAUSE THE EDUCATIONAL REQUIREMENTS FOR SUCCESS ARE THE SAME AS NONFARMING REQUIREMENTS. THE PLAN TO BE A FARMER IS THE MAIN DETERMINANT OF THE LOW NONFARM ACHIEVEMENT LEVEL OF FARM-REARED BOYS. THOSE PLANNING TO BE FARMERS HAVE LOWER EDUCATIONAL AND OCCUPATIONAL GOALS THAN DO OTHERS. MANY LOW ACHIEVERS ARE PERSONS WHO HAVE PLANNED TO FARM BUT HAVE FAILED TO PREPARE FOR NONFARM WORK. NOT ENOUGH FARMS ARE AVAILABLE FOR BOYS WHO PLAN TO FARM. PROMISING WAYS TO EQUALIZE THE OCCUPATIONAL ACHIEVEMENT LEVELS OF FARM AND NONFARM YOUTH INVOLVE WORKING WITH THE FARM BOY'S PLAN REGARDING FARMING. SCHOOL COUNSELING MAKES BOYS LESS SURE OF BEING FARMERS AND MAKES THEM MORE ATTENTIVE TO NONFARM WORK REQUIREMENTS. PROCEDURES TO MAKE FARM YOUTH MORE EFFECTIVE IN NONFARM WORK WILL ALSO MAKE THEM BETTER FARMERS IF THEY FINALLY CHOOSE THAT VOCATION. ED002699 EDUCATIONAL AND OCCUPATIONAL CHOICES OF FARM YOUTH. 1963-09-00 15 N/A 1965 2016-11-22

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No Audiovisual Aids Educational Technology Instructional Films Kinescope Recordings Teacher Effectiveness Teaching Methods STOVER, ROBERT E. TEAR, DANIEL G. Pennsylvania (Philadelphia) Pennsylvania (Philadelphia) Pennsylvania State Univ., University Park. RESEARCH WAS CONDUCTED TO DETERMINE THE EFFECTIVENESS OF KINESCOPES OVER CONVENTIONAL TRAINING FILMS FOR TRAINING AND TO DETERMINE TO WHAT EXTENT THE CHARACTERISTICS OF A GOOD FILM HAD BEEN INCORPORTATED IN THE KINESCOPES. THIS INFORMATION WAS IMPORTANT TO THE FURTHER USE OF A SERIES OF TELEVISION PROGRAMS THAT HAD BEEN TELECAST TO THE NAVAL RESERVE AND THAT WERE RECORDED ON FILM. A PANEL OF 12 NAVAL RESERVE OFFICERS RATED TWO KINESCOPES BY USING A RATING FORM, AND THEY DETERMINED THE EFFECTIVENESS OF OF EACH PART OF EACH FILM IN COMMUNICATING INFORMATION BY USING A FILM ANALYZER. THE TWO KINESCOPES WERE RATED TO BE AT LEAST AS EFFECTIVE IN THE COMMUNICATION OF INFORMATION AS THE AVERAGE TRAINING FILMS THAT HAD BEEN STUDIED. A PANEL OF OFFICERS GAVE EACH OF THE KINESCOPES A RATED SCORE ABOVE THE MEAN RATED SCORE OF THE CONVENTIONAL FILMS WHICH HAD BEEN STUDIED. RATINGS OF LEARNING FROM INDIVIDUAL SEQUENCES SHOWED THAT THE TWO KINESCOPES WERE EFFECTIVE IN THAT RESPECT. IT WAS RECOMMENDED THAT KINESCOPE RECORDINGS BE USED AS TRAINING FILMS. THE RESEARCH WAS LIMITED BY THE FACT THAT IT WAS CONDUCTED IN A BRIEF TIME PERIOD USING RAPID EVALUATION TECHNIQUES THAT MIGHT NOT HAVE BEEN AS RELIABLE AS TECHNIQUES USUALLY EMPLOYED IN SIMILAR CIRCUMSTANCES. ED002700 EVALUATION OF TWO KINESCOPES. 1953-10-12 23 N/A 1965 2016-11-22

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No Audiovisual Aids Educational Technology Instructional Films Teacher Effectiveness Teaching Methods NORTHROP, DEAN S. Florida (Orlando) Florida (Orlando) Naval Training Device Center, Orlando, FL. Pennsylvania State Univ., University Park. PURPOSES OF THE EXPERIMENT WERE TO DISCOVER WHETHER THE ADDITION OF AUDITORY AND VISUAL OUTLINES TO INSTRUCTIONAL FILMS WOULD INCREASE LEARNING, TO DETERMINE THE EFFECTS OF ADDING OUTLINE MATERIAL TO FILMS WITH DIFFERENT DEGREES OF INTRINSIC ORGANIZATION, TO DETERMINE THE EFFECTS OF INCREASING THE AMOUNT OF DETAIL IN THE OUTLINES, AND TO DETERMINE WHETHER THE SUBJECT'S INTELLIGENCE AFFECTED THE INCREASE OF LEARNING WHEN OUTLINE MATERIAL WAS ADDED. THREE TYPES OF FILM WERE SELECTED--A "DISCRETE ITEM" OR RELATIVELY UNORGANIZED TYPE, A "LOGICALLY DEVELOPED" TYPE, IN WHICH A LOGICAL OR SYSTEMATIC CONTENT DICTATED THE ORGANIZATION, AND A "CHRONOLOGICALLY DEVELOPED" TYPE, WHICH UTILIZED THE DRAMATIC OR STORY FORM OF FILM TREATMENT. THREE VERSIONS OF EACH OF THE THREE TYPES OF FILM WERE PREPARED--A "NO OUTLINE" VERSION, A "MAIN-POINT OUTLINE" VERSIONS, AND A "DETAILED OUTLINE" VERSION. EACH OF THE NINE VERSIONS WAS VIEWED BY AN AUDIENCE OF NAVAL RECRUITS WHO WERE GIVEN INFORMATION TESTS ON THE FILMS IMMEDIATELY AFTER VIEWING. CONTROL GROUPS WHO TOOK THE TESTS ON FILM ESTABLISHED THAT THE ORIGINAL LEVEL OF KNOWLEDGE OF THE SUBJECT MATTER IN THE FILMS WAS LOW. THE DIFFERENTIAL EFFECTS OF INTELLIGENCE WERE STUDIED BY DIVIDING EACH OF THE NINE EXPERIMENTAL GROUPS INTO ABOVE-AVERAGE AND BELOW-AVERAGE SEGMENTS AND COMPARING MEAN FILM TEST SCORES BETWEEN MATCHED SEGMENTS. FILM LEARNING WAS SIGNIFICANTLY INCREASED BY THE ADDITION OF AUDIO AND VISUAL OUTLINE MATERIAL FOR THE FILM OF THE TYPE WHICH WAS NOT INHERENTLY WELL ORGANIZED. THE ADDITION OF OUTLINE MATERIAL TO A DRAMATIC STORY-TYPE FILM TENDED TO DECREASE LEARNING. A MAIN POINT OUTLINE INCREASED LEARNING AS MUCH AS A HIGHLY DETAILED OUTLINE. LESS INTELLIGENT SUBJECTS INCREASED THEIR LEARNING MORE THAN HIGHLY INTELLIGENT SUBJECTS WHEN OUTLINE MATERIAL WAS ADDED. IT WAS SUGGESTED THAT FILM PRODUCERS INCREASE THE POTENTIAL EFFECTIVENESS OF THEIR FILMS BY ADDING ORGANIZATIONAL TITLES AND COMMENTARY ON THE MAIN POINTS OF THE FILM. HOWEVER, THEY SHOULD NOT USE THE TECHNIQUE WITH DRAMATIC FILMS. ED002701 EFFECTS ON LEARNING OF THE PROMINENCE OF ORGANIZATIONAL OUTLINES IN INSTRUCTIONAL FILMS. 1952-10-00 26 N/A 1965 2016-11-22

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No Parent Child Relationship School Administration School Policy Secondary School Students Secondary School Teachers Secondary Schools Student Behavior IWAMOTO, DAVID LEE, BEATRICE C. DISTRICT OF COLUMBIA District of Columbia National Education Association, Washington, DC. REALIZING THAT UNRULY AND UNSOCIAL CONDUCT BY SCHOOL STUDENTS MAY IMPEDE THE EDUCATIONAL PROCESS AND MAY CREATE MANY PROBLEMS FOR STUDENTS AND TEACHERS, THE NEA RESEARCH DIVISION, IN 1964, SENT A QUESTIONNAIRE TO 1,219 TEACHERS OF 380 SCHOOL DISTRICTS. DATA PRESENTED IN THE REPORT ARE BASED ON A RETURN OF 1,125 QUESTIONNAIRES, OR 92.3 PERCENT OF THOSE MAILED. OBJECTIVES OF THE STUDY WERE TO ASCERTAIN WHETHER SECONDARY SCHOOL TEACHERS HAVE A VOICE IN DETERMINING SCHOOL POLICY ON DISCIPLINE AND WHETHER TEACHERS THINK THEY HAVE ENOUGH AUTHORITY TO MAINTAIN DISCIPLINE, TO DETERMINE THE EXTENT OF MISBEHAVIOR IN SECONDARY SCHOOLS, AND TO DETERMINE WHAT FACTORS TEACHERS BELIEVE ARE RESPONSIBLE FOR STUDENT MISBEHAVIOR. THE GENERAL BEHAVIOR LEVEL IN MOST CLASSES WAS RATED AS EXCELLENT OR GOOD. PRACTICALLY ALL CLASSES OF ABOVE AVERAGE ABILITY WERE REPORTED AS EXCELLENT OR GOOD IN BEHAVIOR, WHILE LESS THAN HALF OF THE BELOW-ABILITY CLASSES WERE CONSIDERED WELL-BEHAVED. BEST BEHAVED GROUPS WERE THOSE IN COCURRICULAR ACTIVITIES AND FOREIGN LANGUAGE CLASSES, WHILE LEAST BEHAVED GROUPS WERE IN SUCH LARGE GROUP ACTIVITIES AS MUSIC, PHYSICAL EDUCATION, AND STUDY HALLS. MORE THAN HALF THE TEACHERS REPORTED THAT THEY HAD AN IMPORTANT VOICE IN DETERMINING POLICIES GOVERNING DISCIPLINE IN THEIR SCHOOL, WHILE A MAJORITY REPORTED THAT THEY HAD ALL THE RIGHTS AND AUTHORITY NEEDED TO MAINTAIN EFFECTIVE CONTROL OVER STUDENTS. NINE TYPES OF STUDENT MISBEHAVIOR WERE LISTED, AND NEARLY ONE-THIRD OF TEACHERS REPORTED THAT LACK OF RESPONSIBILITY FOR ASSIGNMENTS, DUTIES, OR COMMITMENTS WAS WIDESPREAD. TEACHER OPINION ASSIGNED MAJOR RESPONSIBILITY FOR MISBEHAVIOR TO IRRESPONSIBLE PARENTS, UNSATISFACTORY HOME CONDITIONS, AND LACK OF HOME TRAINING IN MORAL AND SPIRITUAL VALUES. FINDINGS ON EACH QUESTION ARE PRESENTED IN DETAIL AND A SAMPLE OF THE FOUR-PAGE QUESTIONNAIRE IS INCLUDED. ED002702 STUDENT BEHAVIOR IN SECONDARY SCHOOLS, 1964. 1965-08-00 38 N/A 1965 2016-11-22

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No Ancillary School Services Blindness Braille Career Counseling Counseling Services Curriculum Development Curriculum Evaluation Educational Media Handicapped Children School Activities Student Adjustment Tape Recordings Visual Impairments SIMCHES, RAPHAEL F. AND OTHERS New York (Albany) New York (Albany) New York State Education Dept., Albany. ADAPTATIONS IN CURRICULUM, EVALUATION PROCEDURES, STUDENT ACTIVITIES, SCHOOL SERVICES, AND COMMUNITY RESOURCES FOR BLIND CHILDREN ATTENDING SCHOOL WITH SIGHTED STUDENTS IN JUNIOR AND SENIOR HIGH SCHOOLS ARE DISCUSSED. CURRICULUM OBJECTIVES ARE THE SAME FOR BLIND AND SIGHTED STUDENTS. SUCH SPECIAL DEVICES AS BRAILLE TEXTBOOKS AND RECORDINGS ARE USED BY BLIND STUDENTS SO THAT THEY CAN FOLLOW THE CURRICULUM. BLIND STUDENTS RECEIVE HELP FROM THE REGULAR SCHOOL STAFF, THEY RECEIVE INDIVIDUAL AID FROM RESOURCE PERSONNEL TO ENABLE THEM TO DEVELOP SPECIAL SKILLS, TO USE SPECIAL EQUIPMENT, AND TO GRASP DIFFICULT CONCEPTS. THE RATIONALE BEHIND MIXING BLIND AND SIGHTED STUDENTS IS THAT THE CHILDREN SHOULD BE HELPED TO ADJUST TO THE REAL WORLD WHERE EVERYONE IS NOT BLIND AND WHERE EXPERIENCES INCLUDE FAILURE, PITY, AND REGRESSION AS WELL AS ACCEPTANCE, SUCCESS, AND GROWTH. EVALUATION STANDARDS ARE THE SAME FOR BLIND AS FOR SIGHTED STUDENTS, ONLY THE MECHANICS OF EXAMINATIONS DIFFER. THEY MAY BE TRANSCRIBED INTO BRAILLE OR READ TO THE STUDENT BY A PROCTOR. THE SAME SCHOOL SERVICES ARE AVAILABLE FOR ALL STUDENTS, INCLUDING THE BLIND. COUNSELORS HELP STUDENTS IN EDUCATIONAL AND VOCATIONAL PLANNING AND IN PERSONAL AND SOCIAL DEVELOPMENT AND ADJUSTMENT. BECAUSE OF THE LIMITATIONS ON PARTICIPATION IN STUDENT ACTIVITIES THAT BLINDNESS IMPOSES, SPECIAL EFFORTS ARE MADE TO ACQUAINT BLIND STUDENTS WITH EXTRACURRICULAR ACTIVITIES AVAILABLE TO THEM AND TO DRAW THEM INTO THE SOCIAL LIFE OF THE SCHOOL THROUGH CLUBS, DEBATES, ASSEMBLY PROGRAMS, TALENT SHOWS, PUBLIC SPEAKING, AND SIMILAR ACTIVITIES. MANY GENERAL COMMUNITY AGENCIES WORK WITH BLIND PEOPLE. RECREATION AND PARTICIPATION IN COMMUNITY ACTIVITY PROGRAMS MAY OFTEN BE ARRANGED, AS WELL AS INSTRUCTION IN SPECIALIZED SUBJECTS. PRIVATE AGENCIES FOR THE BLIND IN LARGE COMMUNITIES PROVIDE AID IN THE DEVELOPMENT OF COMPENSATORY SKILLS. ED002703 BLIND STUDENTS IN JUNIOR AND SENIOR HIGH SCHOOLS--A PICTORIAL STORY OF BLIND STUDENTS ATTENDING SCHOOL WITH SIGHTED STUDENTS. 1964-08-00 32 N/A 1965 2016-11-22

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No Curriculum Development Educational Television Information Dissemination Inservice Teacher Education Team Teaching Telecourses HALL, JOE THE DEVELOPMENT AND FUTURE POSSIBILITIES OF EDUCATIONAL TELEVISION IN THE SCHOOL AND IN THE COMMUNITY ARE REVIEWED FROM A SCHOOL SUPERINTENDENT'S STANDPOINT. THE RESULTS OF AN EDUCATIONAL TELEVISION PROJECT INSTITUTED TO SOLVE THE PROBLEMS CAUSED BY AN OVERSIZE SCHOOL POPULATION AND THE NATIONAL TEACHER SHORTAGE SHOW THAT TELEVISION STUDENTS IN LARGE CLASSES ACHIEVE AS WELL OR BETTER THAN NONTELEVISION GROUPS. ELEMENTARY SCHOOLS IN THE PROJECT ARE ORGANIZED SO THAT HALF OF THE PUPILS WORK IN SMALL CLASSES FOR HALF OF THE DAY WHILE THE OTHER HALF ARE IN LARGE CLASSES. JUNIOR HIGH SCHOOLS IN THE PROJECT USE TELEVISION FOR UNITED STATES HISTORY, CIVICS, AND SCIENCE. SENIOR HIGH SCHOOLS USE TELEVISION FOR ENGLISH, BIOLOGY, AND AMERICAN HISTORY. IN THE SECONDARY SCHOOLS, TEACHING TEAMS, ARE ASSISTED BY A TEACHER AIDE. IN MANY JUNIOR AND SENIOR HIGH SCHOOLS, TELEVISION SUPPORTS AN EXTENDED SCHOOL DAY BY RELIEVING THE LOAD ON SCHOOL FACILITIES THAT OCCURS AT PEAK PERIODS WHEN THE TOTAL STUDENT BODY IS PRESENT. TELEVISION IS ALSO USED IN THE SCHOOL SYSTEM FOR INSERVICE TRAINING PROGRAMS, FACULTY MEETINGS, AND PRESENTATIONS OF GENERAL INFORMATION ABOUT SCHOOL PROGRAMS TO THE GENERAL PUBLIC. IMPROVEMENTS FOR THE FUTURE EFFECTIVENESS OF EDUCATIONAL TELEVISION INVOLVE PHYSICAL FACILITIES FOR TRANSMISSION AND UTILIZATION, MATERIALS FOR GREATER PROGRAM IMPACT, CURRICULUM PLANNING FOR WIDER ACCEPTANCE AND GREATER GOAL ACHIEVING EFFICIENCY, PERSONNEL IDENTIFICATION, AND TRAINING BOTH IN IN THE STUDIO AND UTILIZATION AREA. TELEVISION CAN PROVIDE COMMUNITY SERVICES IN THAT IT CAN RAISE THE COMMUNITY'S CULTURAL LEVEL BY PROVIDING QUALITY PROGRAMS IN THE ARTS, PROVIDE ACCURATE INFORMATION IN DEPTH, EXPAND ITS FUNCTION OF OFFERING CREDIT AND NONCREDIT TELECOURSES, AND OFFER PRESCHOOL PROGRAMS FOR YOUNGSTERS. ED002704 ETV--A MAJOR RESOURCE. 17 N/A 1965 8/17/2004 22:48:15 DISA1965

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No Audiovisual Aids Building Design Educational Facilities Educational Facilities Design Educational Technology School Buildings School Schedules FARMER, MARGARET New York (New York) New York (New York) Educational Facilities Labs., Inc., New York, NY. THE SPECIFICATIONS AND OPERATION OF BOULDER CITY'S DIVISIBLE AUDITORIUM ARE PRESENTED. IN 1956, WITH THE THREAT OF A SHARP ENROLLMENT INCREASE, CONSULTANTS WERE BROUGHT IN TO BOULDER CITY TO DEVELOP SPECIFICATIONS FOR A PROPOSED NEW BUILDING. THE POTENTIAL NEED FOR MORE INSTRUCTIONAL SPACE HAD TO BE RECONCILED WITH THE EXISTING NEED FOR AN AUDITORIUM. THE BUILDING HAD TO HAVE AUDITORIUM-ASSEMBLY SPACE AND LARGE-GROUP INSTRUCTION SPACES AND ALSO HAD TO HAVE A UTILIZATION FACTOR HIGH ENOUGH SO THAT THE BUILDING COULD ACT AS A HEDGE AGAINST FUTURE BULGES IN ENROLLMENT. BEGINNING WITH A CONVENTIONAL AUDITORIUM, THE PLANNERS DESIGNED A WEDGE-SHAPED SEATING AREA DIVIDED FIRST BY AN AUDIOVISUAL CORE BISECTING THE WIDE END OF THE WEDGE, AND THEN BY TWO MOVEABLE PARTITIONS SEPARATING THE REAR ALCOVES ON EITHER SIDE OF THE AUDIOVISUAL CORE FROM THE MAIN SEATING AREA AT THE FRONT OF THE AUDITORIUM. BECAUSE THE NEW FACILITY CAN BE DIVIDED AT WILL AND AT ONCE, IT LENDS ITSELF TO TYPES OF INSTRUCTION FOR WHICH A STANDARD AUDITORIUM WOULD BE TOO LARGE, A STANDARD CLASSROOM TOO SMALL. THE PARTIAL SUBDIVISIONS CREATED BY A PERMANENT SPILT-LEVEL CORE WIH AUDIOVISUAL WORKSHOP ABOVE AND LOBBY BELOW IS COMPLETED BY TWO OPERABLE WALLS, WHICH BLOCK SOUND SO EFFECTIVELY THAT ALL THREE SUBDIVISIONS CAN BE USED AT THE SAME TIME. THE RESULTING FLEXIBILITY BOOSTS THE UTILIZATION OF THE BUILDING FROM THE 10 PERCENT WHICH IS USUAL FOR A HIGH SCHOOL AUDITORIUM, TO A POTENTIAL APPROACHING 100 PERCENT. ED002705 A DIVISIBLE AUDITORIUM--BOULDER CITY, NEVADA. 24 N/A 1965 2016-11-22

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No Audiovisual Aids Educational Technology Laboratory Equipment Language Laboratories Microphones Projection Equipment Tape Recorders Television PATTERSON, PIERCE E. AND OTHERS California (Los Angeles) California (Los Angeles) Audio-Visual Education Association of California, Los Angeles. RECOMMENDED STANDARDS FOR AUDIOVISUAL EQUIPMENT WERE PRESENTED SEPARATELY FOR GRADES KINDERGARTEN THROUGH SIX, AND FOR JUNIOR AND SENIOR HIGH SCHOOLS. THE ELEMENTARY SCHOOL EQUIPMENT CONSIDERED WAS THE FOLLOWING--CLASSROOM LIGHT CONTROL, MOTION PICTURE PROJECTOR WITH MOBILE STAND AND SPARE REELS, COMBINATION 2 INCH X 2 INCH SLIDE AND FILMSTRIP PROJECTOR, LOW-POWER FILMSTRIP PROJECTOR, SCREENS, PLAYBACKS, 2-SPEED DUAL TRACK TAPE RECORDER, JUNCTION BOX AND HEADPHONES OVERHEAD PROJECTOR WITH MOBILE STAND, TRACK TAPE RECORDER, JUNCTION BOX AND HEADPHONES, OVERHEAD PROJECTOR WITH MOBILE STAND, PUBLIC ADDRESS SYSTEM WITH TURNTABLE, MICROPHONE, PORTABLE POWER MEGAPHONE, CAMERA, RADIO, TELEVISION WITH MOBILE STAND, OPAQUE PROJECTOR WITH MOBILE STAND, MICROPROJECTOR, DRY MOUNT PRESS, 3 1/4 INCH X 4 INCH OVERHEAD SLIDE WITH MOBILE STAND, AND TACHISTOSCOPE AND/OR TACHISTOSCOPE ATTACHMENTS AND SPECIAL READING EQUIPMENT. THE JUNIOR AND SENIOR HIGH SCHOOL EQUIPMENT WAS PRIMARILY THE SAME, EXCEPT THAT IT INCLUDED A LANGUAGE LABORATORY AND DID NOT INCLUDE A LOW POWER FILMSTRIP PROJECTOR, JUNCTION BOX, PORTABLE POWER MEGAPHONE, CAMERA, OR DRY MOUNT PRESS. ED002706 AUDIOVISUAL EQUIPMENT STANDARDS. 1961-00-00 25 N/A 1965 2016-11-22

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No Elementary Education Kindergarten Mathematics Mathematics Curriculum Mathematics Education Remedial Instruction Teaching Guides Teaching Methods CREWSON, WALTER AND OTHERS New York (Albany) New York (Albany) New York State Education Dept., Albany. OBJECTIVES OF A PROPOSED MATHEMATICS PROGRAM FOR KINDERGARTEN THROUGH SIXTH GRADE ARE THE ACQUISITION OF A THOROUGH KNOWLEDGE OF THE NUMBER SYSTEM, OF INFORMATION ABOUT AND UNDERSTANDING OF MATHEMATICAL OPERATIONS, OF AUTOMATIC RECALL OF BASIC NUMBER FACTS SO THAT THE CONCEPTS LEARNED CAN BE TRANSFERRED TO OTHER SITUATIONS, AND OF THE ABILITY TO REASON IN EXPLORING LOGICAL AND ILLOGICAL RELATIONSHIPS. EMPHASIS IS ON CONTINUITY WITHIN AND BETWEEN GRADES. THE FOLLOWING UNIT AREAS ARE THE SAME FOR EACH GRADE, THE DIFFERENCES LIE IN THE COMPLEXITY OF DEVELOPMENT--NUMBER AND NUMERATION, CONSISTING OF COUNTING, READING, AND WRITING, LANGUAGE AND SYMBOLS, OPERATIONS ON WHOLE NUMBERS, OPERATIONS ON FRACTIONS, PROBLEM SOLVING, AND GEOMETRY AND MEASUREMENT. THE IDEAS TO BE DEVELOPED WITHIN EACH CATEGORY AT EACH GRADE LEVEL ARE EXPLAINED. TEACHERS ARE ADVISED TO START THE LEARNING PROCESS BY WORKING WITH OBJECTS, THEN TO PROCEED TO PICTURES, AND FINALLY TO WORK WITH NUMBERS. BY USING A VARIETY OF SUCH PHYSICAL MATERIALS AS COOKIES, BOXES, AND STICKS, THE TEACHER HELPS THE CHILD DEVELOP MEANINGS FOR NUMBERS AND OPERATIONS BEFORE REACHING THE ABSTRACT OR SYMBOLIC LEVEL. IN ADDITION TO THE LECTURING METHOD, THE USE OF GUIDED DISCOVERY IS EMPHASIZED TO REINFORCE LEARNING AND TO FOSTER AN ATTITUDE OF INQUIRY. THE USE OF DIRECT NUMBER SENTENCES ONLY IN THE INITIAL STAGES OF WORKING WITH VERBAL PROBLEM-SOLVING IS ADVOCATED OVER THE USE OF INDIRECT NUMBER SENTENCES. THE INTRODUCTION OF NEW IDEAS SHOULD BEGIN WITH REVIEWS OF PREVIOUSLY LEARNED MATERIAL. ALTHOUGH THE SYLLABUS IS MAINLY FOR THE AVERAGE CHILD, THE TEACHER IS ADVISED TO MODIFY IT ACCORDING TO INDIVIDUAL DIFFERENCES. A SUGGESTION GIVEN FOR REMEDIAL TEACHING IS TO ENCOURAGE THE CHILD TO THINK ALOUD WHILE WORKING. ED002707 MATHEMATICS K-6--A PROPOSED PROGRAM. 1963-10-00 54 N/A 1965 2016-11-22

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No Individual Development Social Development Social Experience Social Mobility Social Relations Student Development BECK, MADELINE H. PRICE, CHARLOTTE M. Florida (Daytona Beach) Florida Volusia County Schools, De Land, FL. A STUDY WAS PRESENTED THAT HELPED STUDENTS ACQUIRE SOCIAL AMENITIES, LEARN TO CONVERSE WELL, AND BECOME MORE RESPONSIBLE AND COOPERATIVE IN ACHIEVING GOALS FOR THE GROUP. UPON REVIEW OF THE SITUATION AT THE DAYTONA BEACH ENRICHMENT CENTER, IT WAS DECIDED THAT THE PERIOD THAT WOULD MOST BENEFIT FROM ATTENTION TO THESE SKILLS WAS THE LUNCH PERIOD. ACCORDINGLY, A PROGRAM OF CONVERSATIONAL DINING WAS PLANNED. TO PROVIDE AN ATMOSPHERE CONDUCIVE TO GOOD MANNERS, COLORFUL PLASTIC PLACE MATS WERE PURCHASED BY THE PARENT'S ASSOCIATION, THE CHILDREN PROVIDED A CENTERPIECE FOR EACH TABLE, CHAIRS AND TABLE SETTINGS WERE ARRANGED AHEAD OF TIME, EMPTY LUNCH BOXES WERE KEPT ON THE FLOOR BESIDE THE CHAIRS, AND ATTRACTIVE BULLETIN BOARDS WERE DESIGNED. FILMS ON GOOD MANNERS WERE SHOWN. SEATING CHARTS WERE PREPARED AND THE CHILDREN CHANGED FROM TABLE TO TABLE DURING THE COURSE OF THE YEAR. MOST OF THE CHILDREN HAD NOT HAD ANY EXPERIENCE IN CARRYING ON A GOOD CONVERSATION, MANY THOUGHT THAT THE ACCEPTED WAY TO EAT WAS IN SILENCE. FREQUENT TOPICS OF CONVERSATION INCLUDED EVENTS AND HOBBIES. AT THE END OF THE SCHOOL YEAR A QUESTIONNAIRE ADMINISTERED TO THE CHILDREN PARTICIPATING IN THE PROGRAM INDICATED THAT 80 PERCENT WERE IN FAVOR OF THE PROGRAM, OLDER CHILDREN WHO WANTED TO SIT WITH FRIENDS DID NOT FAVOR THE PROGRAM. THE CHILDREN LIKED BECOMING ACQUAINTED WITH MORE CHILDREN, APPRECIATED THE ATMOSPHERE, FELT THAT THEIR MANNER AND CONVERSATION IMPROVED, AND FELT THAT THEY LEARNED TO LISTEN TO OTHERS AND TO INCLUDE OTHERS IN THE CONVERSATION. THE PROGRAM FACILITATED GROWTH, INTELLECTUAL STIMULATION, CREATIVE LEADERSHIP ABILITIES, AND SELF-CONFIDENCE. ED002708 CONVERSATIONAL DINING--PLANS FOR SCHOOL IMPROVEMENT 1963-64. 7 N/A 1965 2016-11-22

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No Achievement Aspiration Audiovisual Aids Curriculum Nongraded Instructional Grouping Secondary School Curriculum Student Development Student Teacher Relationship Teacher Role COFFIN, MARGARET AND OTHERS Melbourne High School, FL. THE PURPOSES, CURRICULUM STRUCTURE, TEACHER'S ROLE, AND TYPES OF PROGRAMS IN ENGLISH, SCIENCE, MATHEMATICS, AND HISTORY IN A NONGRADED HIGH SCHOOL ARE DESCRIBED. THE PURPOSE OF THE NONGRADED ORGANIZATION IS TO SHIFT THE RESPONSIBILITY FOR LEARNING FROM THE SCHOOL TO THE STUDENT. COURSES ARE SELECTED BY THE STUDENTS, WHO ARE ADVISED TO CHOOSE COURSES IN LINE WITH THEIR ACHIEVEMENTS AND ASPIRATIONS. THE CURRICULAR STRUCTURE IS BASED ON FIVE PHASES, OR RANGES OF ACHIEVEMENT LEVELS, TO ACCOMMODATE THE VERY SLOW, AVERAGE, SUPERIOR, AND EXCEPTIONAL STUDENTS. IN THE FIRST ACHIEVEMENT PHASE, SPECIAL ASSISTANCE IS GIVEN IN SMALL CLASSES. IN THE SECOND PHASE, BASIC SKILLS ARE EMPHASIZED. THE THIRD PHASE PROVIDES LEARNING EXPERIENCES FOR AVERAGE STUDENTS. THE FOURTH PHASE DEALS WITH THE SAME AREAS BUT IN GREATER DEPTH. IN THE FIFTH PHASE, STUDENT ASSUME COMPLETE RESPONSIBILITY FOR THEIR LEARNING AND TAKE COLLEGE LEVEL COURSES. IN AN ADDITIONAL PHASE, CLASSES ARE NONGRADED, IN STILL ANOTHER, STUDENTS ARE PERMITTED TO RESEARCH AN AREA OF SPECIAL INTEREST FOR 1 TO 3 HOURS A DAY UNDER THE SUPERVISION OF A FACULTY MEMBER. THE TEACHER'S ROLE IS TO LEAD STUDENTS TO ACTS OF DISCOVERY THAT CONSTITUTE LEARNING. SUCH PASSIVE LEARNING EXPERIENCES AS LECTURE OCCUPY A MAXIMUM OF 20 PERCENT OF THE TIME, THE BALANCE BEING DIVIDED BETWEEN GROUP DISCUSSIONS AND INDIVIDUAL RESEARCH ON QUESTIONS PROPOSED BY THE TEACHER. FACILITIES AND EQUIPMENT PROVIDE OPPORTUNITIES FOR FLEXIBLE TEACHING. TECHNOLOGICAL DEVICES LIKE OVERHEAD PROJECTORS, AMPLIFYING SYSTEMS, TAPE RECORDERS, AND HEADPHONES FACILITATE LARGE CLASSES. ED002709 SPACE AGE PROGRAMING--CURRICULUM PROSPECTUS NO. 4, THE NONGRADED PROGRAM. 12 N/A 1965 8/17/2004 22:48:24 DISA1965

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No Academic Ability Academically Gifted Counseling Services Curriculum Development Curriculum Evaluation Gifted Instructional Materials Research Opportunities Secondary School Students Teacher Effectiveness Teacher Workshops COUNCE, D. SHELBY Tennessee (Memphis) Tennessee (Memphis) North Central Association of Colleges and Schools, Chicago, IL. THE GOALS OF THE SUPERIOR AND TALENTED STUDENT (STS) PROJECT FOR SECONDARY SCHOOL STUDENTS IN MEMPHIS, TENNESSEE WERE--TO PROVIDE CHALLENGING COURSES AND PROGRAMS EMPHASIZING QUALITY OF INSTRUCTION AND SCHOLARSHIP, TO DEVELOP INSTRUCTIONAL OPPORTUNITIES, STUDENT RESPONSIBILITY, INDEPENDENT STUDY, AND MOTIVATION FOR RESEARCH, TO ENCOURAGE THE DEVELOPMENT OF LEADERSHIP THROUGH HOMOGENEOUS GROUPING, TO PROVIDE MANY RESOURCE MATERIALS AND PERSONNEL, TO CHALLENGE STUDENTS TO WORK AT THEIR HIGHEST POTENTIAL, AND TO DEVELOP SPECIAL PROGRAMS TO STRENGTHEN THE ACADEMIC PROGRAM OF SCHOOLS. AN INTENSIVE PROGRAM OF INSTRUCTION IN SPECIFIC SUBJECTS FOR SUPERIOR STUDENTS WAS ESTABLISHED. STUDENTS WERE GROUPED AT FOUR LEVELS THAT INCLUDED BASIC, STANDARD, ADVANCED, AND ADVANCED PLACEMENT. THE MEMPHIS BOARD OF EDUCATION PROVIDED SUPPORT BY APPROVING GENERAL INSTRUCTIONAL PROCEDURES THAT CONSIDERED ABILITY LEVELS AND TALENT IN INDIVIDUAL SUBJECTS, BY PURCHASING THE NECESSARY SUPPLIES AND EQUIPMENT, AND BY PROVIDING TEACHER TRAINING AND INSERVICE EDUCATION. THE PLANNING AND OPERATING OF THE CURRICULUM WERE JOINT EFFORTS OF THE TEACHERS INVOLVED AND THE DIVISION OF SECONDARY EDUCATION. PUBLIC RELATIONS PLAYED A LARGE ROLE IN COMMUNITY INTEREST AND ACCEPTANCE. EVALUATIVE PROCESSES INDICATED THAT REACTIONS FROM PARTICIPATING SCHOOLS WERE FAVORABLE, PARTICIPATING STUDENTS BECAME MORE INTERESTED AND MOTIVATED, IDENTIFICATION PROCEDURES RECEIVED MAJOR EMPHASIS, CURRICULUM CONTENT FOR STS STUDENTS WAS INCREASED IN DEPTH, AND MATERIALS FOR CLASSROOM AND ENRICHMENT USE WERE ADEQUATE. SUGGESTIONS FOR IMPROVEMENT INCLUDED WORKSHOPS FOR TEACHERS IN THE STS PROGRAM, MORE CULTURAL ENRICHMENT AT CERTAIN SCHOOLS, MORE EMPHASIS ON CREATIVITY IN STS CLASSES, BETTER AND EARLIER IDENTIFICATION PROCEDURES, MORE GUIDANCE AND COUNSELING SERVICES, AND NEW CURRICULUM MATERIALS TO ALLOW STUDENTS TO DO MORE RESEARCH AND INDEPENDENT STUDY. ED002710 THE MEMPHIS STORY--MOBILIZING A LARGE SCHOOL SYSTEM AND A COMMUNITY FOR THE SUPERIOR AND TALENTED STUDENT PROJECT. 68 N/A 1965 2016-11-22

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No Audiovisual Aids Educational Facilities Design School Construction School Schedules School Space Team Teaching CLINCHY, EVANS New York (New York) New York (New York) Educational Facilities Labs., Inc., New York, NY. THE SCHOOLS CONSIDERED WERE 10 REPRESENTATIVE EXAMPLES OF RECENT AND PLANNED ELEMENTARY AND JUNIOR HIGH SCHOOLS DESIGNED TO HOUSE TEAM TEACHING PROGRAMS. DISCUSSED WERE THE CONCEPTS OF TEAM TEACHING, THE DEMANDS IT PLACES ON SCHOOL CONSTRUCTION AND ORGANIZATION, AND METHODS BY WHICH THESE CONCEPTS AND DEMANDS WERE SATISFIED IN THE 10 SCHOOLS. GENERAL CONSIDERATIONS FOR TEAM TEACHING WERE SUGGESTED. ALL TEAM PROGRAMS INVOLVED MOVEMENT, INCLUDING THE FORMING AND DISPERSING OF LARGE AND SMALL GROUPS. BUILDINGS SHOULD MAKE SUCH GROUPING AND MOVEMENT NATURAL AND EASY, WHILE AVOIDING CHAOS. TEAM PROGRAMS GRAVITATED TOWARD A NONGRADED ORGANIZATION, WITH GREATER EMPHASIS ON INDIVIDUAL STUDY. THIS TENDENCY INDICATED THE NEED FOR THE ENLARGEMENT OF THE SCHOOL LIBRARY INTO A CENTRAL INSTRUCTIONAL RESOURCE CENTER WITH AN INCREASINGLY WIDE RANGE OF MATERIALS. THE INCREASED AMOUNT OF COOPERATIVE PLANNING AND PREPARATION WHICH A TEAM PROGRAM INVOLVES DEMANDED SPECIAL TEAM HEADQUARTERS SPACE AND SPECIAL TEACHER WORKROOMS. TEAM PROGRAMS SEEMED TO BE MOVING TOWARD INCREASED USE OF AUDIOVISUAL AIDS AND TEACHING MACHINES, AND TEAM SCHOOLS SHOULD BE DESIGNED WITH SUCH DEVICES IN MIND. ED002711 PROFILES OF SIGNIFICANT SCHOOLS--SCHOOLS FOR TEAM TEACHING. 1961-02-00 66 N/A 1965 2016-11-22

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No American History Curriculum Guides Educational Media History History Instruction United States History JENSEN, GERALD L. California (El Centro) California A GROUP OF EXERCISES IN HISTORY CONNECTED WITH THE JENSEN TUTOR PROGRAM IS PRESENTED. THE PROGRAM OBJECTIVES ARE NOT EXPLAINED, HOWEVER, PROCEDURES TO BE USED IN ANSWERING QUESTIONS ABOUT THE CONTENT OF THE ASSIGNMENTS ARE OUTLINED. THE CHAPTER IS BASED ON CHAPTER 7 OF "RISE OF THE AMERICAN NATION" BY TODD AND CURTI. FOUR ASSIGNMENTS ARE GIVEN--OVERVIEW AND FIRST READING, STUDY FOR DETAIL, ORGANIZATION, AND APPLICATION AND INTERPRETATION. ED002712 THE COLONIES WIN THEIR INDEPENDENCE. 8 N/A 1965 2016-11-22

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No Audiovisual Aids Educational Media Educational Technology Educational Television DALE, EDGAR COLUMBUS AN ANALYSIS OF WHAT EDUCATIONAL TELEVISION IS AND HOW IT CAN BE USED IS PRESENTED. IT MAY BE CONSIDERED AS A VEHICLE FOR CONVEYING A MESSAGE AND AS AN EDUCATIONAL TOOL. IT CAN BE A SUPPLEMENT FOR BOOKS AS WELL AS A MOTIVATOR FOR USING BOOKS AND FOR LEARNING. IT CAN ENLARGE ONE'S RANGE OF EXPERIENCE IN A LOW-POWERED, SLOWLY PACED, INFORMAL MANNER. (OTHER VISUAL MEDIA MAY BE USED IN CONJUNCTION WITH TELEVISION.) THE PRINCIPLE DISADVANTAGE OF TELEVISION IS THAT IT CANNOT BE REPEATED, KEY POINTS MUST BE EMPHASIZED IN SOME OTHER WAY. MANY PROGRAMS ARE PROVIDED BY THE EDUCATIONAL TELEVISION AND RADIO CENTER. IT IS SUGGESTED THAT LOCAL TEACHERS DEVELOP THEIR OWN LIVE PROGRAMS. ED002713 TELEVISION AND OTHER MEDIA. 1953-00-00 1 N/A 1965 2016-11-22

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No Academic Education Curriculum Development Curriculum Evaluation Curriculum Research Educational Change Elementary Education Elementary Schools Instructional Improvement Instructional Programs Secondary Schools Teaching Methods BRICKELL, HENRY M. New York (Albany) New York (Albany) New York State Education Dept., Albany. THE STUDY OF THE DYNAMICS OF EDUCATIONAL CHANGE IN THE ELEMENTARY AND SECONDARY SCHOOLS OF NEW YORK STATE AND THE PROPOSED ORGANIZATION TO IMPROVE THE PROCESS OF EDUCATIONAL CHANGE WAS BASED ON VISITS TO SCHOOL SYSTEMS IN NEW YORK CITY AND THIRTY AREAS OUTSIDE THE CITY TO DISCOVER HOW THEY MADE DECISIONS ABOUT INSTRUCTIONAL CHANGE. ACTIVE, WELL-FINANCED SUBURBAN SCHOOL SYSTEMS WERE SELECTED. ADDITIONALLY, VISITS WERE MADE TO COLLEGES, PROFESSIONAL ASSOCIATIONS, AND CITIZENS' ORGANIZATIONS. THE FINDINGS INDICATED THAT THE PACE AND DIRECTION OF CHANGE WERE GREATLY AFFECTED BY THE LAUNCHING OF THE SOVIET SPUTNIK, BUT THAT SCHOOLS AS STRUCTURED INSTITUTIONS REMAINED STABLE. THE PROCESS OF CHANGE WITHIN LOCAL SCHOOLS AND THE ROLE OF OUTSIDE INSTITUTIONS AND ORGANIZATIONS WERE ANALYZED. THE MAIN CONCLUSION OF THE STUDY WAS THAT THE THREE PHASES OF INSTRUCTIONAL CHANGE--THE DESIGN, EVALUATION, AND DISSEMINATION OF INNOVATIONS--WERE NOT THE SAME. THE IDEAL CIRCUMSTANCES FOR EACH PHASE WERE WRONG FOR THE OTHERS, IDEALLY, THE CIRCUMSTANCES FOR THE DESIGN OF AN IMPROVED INSTRUCTIONAL APPROACH WOULD BE ARTIFICIAL, ENRICHED, AND FREE, THOSE FOR THE EVALUATION WOULD BE CONTROLLED, CLOSELY OBSERVED, AND UNFREE, AND THOSE FOR THE DISSEMINATION OF CHANGE THROUGH DEMONSTRATION WOULD BE ORDINARY, UNENRICHED, AND NORMAL. ANOTHER OBSTACLE TO EDUCATIONAL IMPROVEMENT WAS THE FAILURE TO SUPPORT ADEQUATELY THE BASIC RESEARCH WHICH SHOULD PRECEDE THE DESIGN PHASE. THE SOLUTION RECOMMENDED BY THE INVESTIGATORS WAS FOR THE STATES TO STIMULATE NATIONAL ACTION TO SUPPORT BASIC RESEARCH AND FOR FEDERAL GOVERNMENT TO STIMULATE STATE ACTION TO SUPPORT PROGRAM DESIGN AND EVALUATION THROUGH FIELD TESTING. ED002714 ORGANIZING NEW YORK STATE FOR EDUCATIONAL CHANGE. 1961-12-00 109 N/A 1965 2016-11-22

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No African Culture Black Students Consultants Foreign Students Human Resources Institutes (Training Programs) Seminars Summer Programs ATKINS, NEIL P. AND OTHERS BEDFORD Fox Lane School, Bedford, NY. THE OBJECTIVES OF THE AFRICA INSTITUTE, A 3 1/2-WEEK SUMMER PROGRAM HELD AT A PRIVATE SECONDARY SCHOOL, WERE TO DEVELOP AN UNDERSTANDING OF A NON-WESTERN CULTURE, OF THE PROBLEMS OF EVOLVING NATIONS, OF THEIR ARTISTIC CONTRIBUTIONS, AND OF ONESELF IN RELATION TO OTHER CULTURES, AND TO IMPROVE RESEARCH SKILLS, CRITICAL THINKING, AND INDEPENDENCE IN STUDY. PARTICIPANTS WERE 64 HETEROGENEOUS STUDENTS SELECTED BECAUSE OF THEIR INTEREST AND ABILITY IN THE PROBLEMS OF AFRICAN STUDIES. THE SCHOOL FACULTY AND VISITING SPECIALISTS CONSTITUTED THE STAFF. CONSULTANTS INCLUDED U.N. MEMBERS, A GOVERNMENT REPRESENTATIVE, HISTORIANS, ANTHROPOLOGISTS, AND MUSICOLOGISTS, AS WELL AS FOUR AFRICAN STUDENTS WHO WERE RESIDENCE. THE DAILY SCHEDULE INCLUDED MEETINGS BETWEEN STUDENT TEAMS AND STAFF MEMBERS, INDIVIDUAL WORK BY STUDENTS ON VARIOUS ART MEDIA RELATED TO AFRICAN CULTURE, LECTURES BY VISITING SPECIALISTS, SEMINARS WHERE STUDENTS AND TEACHERS DISCUSSED THE LECTURE TOPIC, AUDIOVISUAL PRESENTATIONS, INDIVIDUAL READING, AND DISCUSSIONS WITH AFRICAN STUDENTS. THE PROGRAM WAS CONSIDERED SUCCESSFUL BY THE FACULTY, AND STUDENT INTEREST AND ENTHUSIASM WERE HIGH. PLANS WERE CONSEQUENTLY MADE FOR AN ASIAN INSTITUTE FOR THE SUMMER OF 1965 AND FOR A LATIN INSTITUTE IN THE SUMMER OF 1966. ED002715 AFRICA INSTITUTE. 1964-07-00 34 N/A 1965 2016-11-22

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No Family Relationship Home Economics Home Economics Education Parent Child Relationship Parent Education Preschool Children Social Psychology Team Teaching LAWSON, DOROTHY S. New York (Schenectady) New York Schenectady City School District, NY. THE HOME AND FAMILY LIVING PROGRAM DESCRIBED CONSISTS OF AN ELECTIVE COURSE IN SOCIAL PSYCHOLOGY OFFERED AT THE TWO SCHENECTADY, NEW YORK, HIGH SCHOOLS. THE SUBJECT MATTER OF THE COURSE IS FAMILY LIFE, AND IT DEALS WITH SUCH ASPECTS AS CHILD GROWTH AND DEVELOPMENT, FAMILY RELATIONSHIPS AND MANAGEMENT, AND SELF-CONTROL AND UNDERSTANDING. ITS UNIQUE FEATURE IS THE PROVISION OF THE LIVING LABORATORY THROUGH INTERACTION OF TEACHERS, HIGH SCHOOL PUPILS, PREKINDERGARTNERS, AND PREKINDERGARTNERS' PARENTS. THE ORIGINAL STAFF, WHICH HAS SINCE BEEN EXPANDED, CONSISTED OF A SOCIAL PSYCHOLOGY TEACHER, A PREKINDERGARTEN SPECIALIST, AND A TEACHER WHO CONDUCTED THE PARENTS' GROUP. TEAM TEACHING AND STAFF COOPERATION ARE STILL MAJOR FACTORS, WITH DAILY JOINT PLANNING AND EVALUATION, WHICH HAVE RESULTED IN THE RELATION OF IDEAS FROM ONE SITUATION TO CIRCUMSTANCES IN ANOTHER. FACILITIES FOR THE PROGRAM ARE PROVIDED IN THE TWO SCHOOLS INVOLVED BY--MAKING AVAILABLE A PREKINDERGARTEN ROOM, A RESIDENTIALLY-FURNISHED CLASSROOM, AND TWO ALL-PURPOSE CLASSROOMS IN ONE SCHOOL, AND RENOVATING THE EXISTING STRUCTURE TO PROVIDE A SOCIAL PSYCHOLOGY CLASSROOM, A PREKINDERGARTEN ROOM, AND TWO HOME ECONOMICS CLASSROOMS IN THE OTHER SCHOOL. BOTH SCHOOLS CONTAIN PRESCHOOL PLAY AREAS AND APPROPRIATE OUTDOOR EQUIPMENT. THE PROGRAM WAS SO SUCCESSFUL IN THE FIRST SCHOOL IN WHICH IT WAS TRIED THAT ONE CLASS WAS STARTED IN THE OTHER HIGH SCHOOL, AND IN MIDYEAR ANOTHER SECTION WAS ADDED BECAUSE OF STUDENT REQUESTS. THE NEXT FALL FIVE CLASSES IN THE FAMILY LIVING PROGRAM WERE ORGANIZED. THOSE CONNECTED WITH THE PROGRAM FEEL THAT IT HAS MATURED THE PARTICIPATING HIGH SCHOOL STUDENTS AND HAS GIVEN THEM A REALISTIC INSIGHT INTO THEIR PROBLEMS AND GOALS. ED002716 UNDERSTANDING THROUGH INTERACTION--HOME AND FAMILY LIVING PROGRAM. 25 N/A 1965 2016-11-22

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No Bibliographies Programed Instruction Programed Instructional Materials Teaching Machines EDGAR, RILLA J. LEAVITT, JEROME E. Oregon State Dept. of Education, Salem. A COMPILATION OF AVAILABLE SOURCE MATERIAL ON PROGRAMED LEARNING, TEACHING MACHINES, AND EXPERIMENTAL WORK IN THESE AREAS IS PROVIDED. PART 1 PROVIDES A BIBLIOGRAPHY OF TWO SECTIONS--MATERIAL PUBLISHED IN THE YEARS 1956 THROUGH MAY 1961, AND MATERIAL PUBLISHED BEFORE 1956. PART 2 LISTS THE EXPERIMENTAL WORK AND TEACHING MACHINE PROGRAMS. PART 3, LISTS AVAILABLE TEACHING MACHINES AND THEIR MANUFACTURERS. ED002717 PROGRAMED LEARNING AND TEACHING MACHINES. 1961-06-00 43 N/A 1965 8/17/2004 22:48:38 DISA1965

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No Audiodisc Recordings Audiotape Recordings Laboratory Equipment Language Instruction Language Laboratories Second Language Instruction Sound Tracks Speech Skills Tape Recorders FREEMAN, MARGARET Z. BUKA, MAGDA CAMBRIDGE Massachusetts Inst. of Tech., Cambridge. A PREVIOUSLY REPORTED SERIES OF SOUND QUALITY EXPERIMENTS WAS CONTINUED AND INCLUDED AN ANALYSIS OF ALL DATA OBTAINED. THE TESTS WERE CONDUCTED TO DETERMINE THE EFFECT OF THE SOUND QUALITY OF LANGUAGE LABORATORY EQUIPMENT ON THE LEARNING OF FOREIGN LANGUAGES. ATTENTION WAS FOCUSED ON THE FREQUENCY RESPONSE CHARACTERISTICS OF THE SOUND RECORDING AND REPRODUCING EQUIPMENT AND THEIR CONTRIBUTION TO THE RECOGNITION ASPECT OF LEARNING. THE EFFECTS OF THESE CHARACTERISTICS ON PRONUNCIATION WERE ALSO STUDIED, BUT THE RESULTS WERE LESS CONSISTENT. EQUIPMENT, RECORDINGS AND PROCEDURES USED WERE DISCUSSED. DETAILED TABLES OF RESULTS ARE EXPLAINED. THIS ARTICLE WAS PUBLISHED IN THE "INTERNATIONAL JOURNAL OF AMERICAN LINGUISTICS, VOLUME 28, NUMBER 1, JANUARY 1962. ED002718 LANGUAGE LEARNING AND FREQUENCY RESPONSE 2. 1962-01-00 18 N/A 1965 2016-11-22

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No Audiovisual Aids Audiovisual Instruction Educational Research Educational Technology Mass Media Student Attitudes Student Characteristics EDLING, JACK V. NEWER MEDIA SHOULD PLAY A FAR MORE SIGNIFICANT ROLE THAN HAS BEEN ALLOWED IN PLANNED CHANGE. THE PRESENT PUBLISHED CONSENSUS OF THE EFFECTS OF EDUCATIONAL MEDIA UNDERESTIMATES ITS POTENTIAL PERSUASIVE EFFECTS. RESEARCH NEEDED TO REALIZE THE POTENTIALITIES OF NEWER MEDIA IS OUTLINED. LEARNER CHARACTERISTICS WHICH ARE RELEVANT AND SIGNIFICANT FOR COMMUNICATION PURPOSES SHOULD BE ASSESSED. THE PROBLEM OF REINFORCEMENT OF EFFECT SHOULD BE STUDIED. THE DEGREE OF ATTITUDE CHANGE SHOULD BE RESEARCHED. AFTER TECHNIQUES HAVE BEEN DEVELOPED WHICH MODIFY VERBAL BEHAVIOR, LARGE-SCALE STUDIES SHOULD BE UNDERTAKEN TO DETERMINE THE RELATIONSHIP BETWEEN THE VERBAL BEHAVIOR AND OVERT BEHAVIOR. ED002719 ROLE OF NEWER MEDIA IN PLANNED CHANGE. 1963-11-00 33 N/A 1965 8/17/2004 22:48:41 DISA1965

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No Audio Equipment Audiotape Recordings Broadcast Reception Equipment Educational Technology Mass Media Radio Tape Recorders ADKINS, GALE R. TEXAS Texas Kansas Univ., Lawrence. AN INVESTIGATION OF THREE FACTORS EXPECTED TO AFFECT THE USE OF RADIO AND RECORDINGS IN THE CLASSROOM IS PRESENTED. THESE ARE--THE AVAILABILITY OF CERTAIN ITEMS OF AUDIO EQUIPMENT, TEACHER PREFERENCES REGARDING THE CLASSROOM USE OF RADIO BROADCASTS, TAPE RECORDINGS, AND DISC RECORDINGS, AND THE DIFFICULTIES EXPERIENCED IN THE USE OF RADIO IN THE CLASSROOM. A TOTAL OF 2,240 POSTCARD QUESTIONNAIRES WAS DISTRIBUTED IN TEXAS PUBLIC SCHOOL TEACHERS OF GRADES ONE THROUGH NINE. THE PERCENTAGE OF RETURN WAS 58.6 PERCENT. TWO BIASES WERE INTRODUCED, IN THAT TEACHERS WITH ACCESS TO SOUND EQUIPMENT AND TEACHERS VERY INTERESTED IN THE USE OF RADIO AND RECORDINGS WERE MORE LIKELY TO RETURN THE QUESTIONNAIRE THAN THOSE WITHOUT THE AVAILABILITY AND WITHOUT THE INTEREST. OF THE RESPONDENTS, 18.18 PERCENT REPORTED NO RADIO RECEIVERS, TAPE RECORDERS, TRANSCRIPTION PLAYERS, OR TELEVISION RECEIVERS AVAILABLE FOR THEIR CLASSROOM USE, 81.75 PERCENT REPORTED THE AVAILABILITY OF EITHER RADIO OR PLAYBACK EQUIPMENT OR BOTH, AND 48.81 PERCENT REPORTED BOTH RADIOS AND TAPE RECORDER AVAILABLE. OF THOSE WHO HAD ONLY ONE KIND OF EQUIPMENT, THE GREATEST NUMBER HAD TAPE RECORDERS, OF THOSE WITH MORE THAN ONE KIND, THE MOST COMMON SELECTION CONSISTED OF RADIO AND TAPE RECORDER. THE GREATEST NUMBER OF RESPONDENTS PREFERRED TAPE RECORDINGS AS THE MEANS OF BRINGING RADIO PROBRAMS TO THE CLASSROOM. OF THE REPORTED DIFFICULTIES IN USING RADIO BROADCASTS, 74.24 PERCENT WERE DIFFICULTIES RELATING TO THE MEDIUM AND ITS USE AS OPPOSED TO DIFFICULTIES RELATING TO THE CONTENT AND NATURE OF PROGRAMS. SOME CONCLUSIONS WERE THAT--EFFORTS TO PROVIDE CLASSROOM EQUIPMENT SHOULD BE CONTINUED AND INTENSIFIED, RADIO BROADCASTS AND RECORDINGS USED IN COMBINATION ARE A PRACTICAL MEANS OF REACHING A LARGE MAJORITY OF PUBLIC SCHOOL CLASSROOMS, TEACHERS WILL BE MORE INCLINED TO USE AUDIO PROGRAMS IF THEY ARE PROVIDED ON RECORDINGS RATHER THAN AS RADIO BRAODCASTS, GREATER CARE IN SCHEDULING BROADCASTS WILL NOT BE ENOUGH TO SWAY THE PREFERENCES OF MANY WHO PREFER RECORDINGS TO BROADCASTS, AND, IN SEEKING TO IMPROVE THE UTILIZATION OF AUDIO PROGRAMS ATTENTION SHOULD BE FOCUSED ON THE CHARACTERISTICS OF RADIO AS A MEDIUM OF TRANSMITTING INSTRUCTIONAL MATERIAL TO THE CLASSROOM. ED002720 A STUDY OF CERTAIN FACTORS THAT INFLUENCE THE USE OF RADIO BROADCASTS AND RECORDINGS IN PUBLIC SCHOOL CLASSROOMS. 1959-00-00 35 N/A 1965 2016-11-22

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No Audiovisual Aids Classrooms Curriculum Discovery Processes Educational Change Science Curriculum Science Education Science Instruction Self Contained Classrooms Teacher Role Teaching Methods Television SHERBURNE, E.G., JR. DISTRICT OF COLUMBIA District of Columbia THE REVOLUTION IN THE ORGANIZATION AND STRUCTURE OF THE SUBJECT MATTER OF SCIENCE AS TAUGHT IN THE SCHOOLS MUST NOW BE MATCHED TO ANOTHER REVOLUTION IN EDUCATION--THE TECHNOLOGICAL CLASSROOM. CURRICULUM REVISION MUST BE MADE WITH A VISION OF WHERE THE CLASSROOM MAY BE HEADED IN THE FUTURE. THE TRADITIONAL, THE TRANSITIONAL, AND THE TECHNOLOGICAL CLASSROOMS ARE LOOKED AT TO PERCEIVE THE CHANGE TAKING PLACE IN THE EDUCATIONAL SETTING. THE TRADITIONAL CLASSROOM WITH ITS CURRICULUM IS TEACHER-ORIENTED AND SELF-CONTAINED. THE TEACHER IS THE CHANNEL OF COMMUNICATION BETWEEN THE MAKERS OF THE CURRICULUM AND THE STUDENT. SOME TEACHERS MAY ALLOW CONSIDERABLE EXPERIMENTATION BY PUPILS, OTHERS MAY USE SUCH AUDIOVISUAL AIDS AS TELEVISION FOR ENRICHMENT PURPOSES. IN THE TRANSITIONAL CLASSROOM, THE TELEVISION SET AND PROGRAMED INSTRUCTIONAL DEVICES ARE EVIDENT. SUCH A CLASSROOM IS NO LONGER COMPLETELY SELF-CONTAINED. HERE AN IMPORTANT SEGMENT OF ONE OR MORE SUBJECTS IS TAUGHT ON A PREDETERMINED BASIS IN SOME WAY OTHER THAN BY THE TRADITIONAL CLASSROOM EXCHANGE. THE PORTION OF THE CURRICULUM SO TAUGHT IS SUBSTANTIAL, AND THE USE OF THE TECHNIQUE IS PREDETERMINED AND NOT AT THE OPTION OF THE TEACHER. CURRICULUM MAKERS MUST PROVIDE MATERIALS TO BE USED IN CONJUNCTION WITH THE TEACHER, NOT BY THE TEACHER. THE TECHNOLOGICAL CLASSROOM OF THE FUTURE WILL BE A COMPLEX OF TEACHING TECHNIQUES OF GREAT DIVERSITY AND FLEXIBILITY. EMPHASIS WILL BE ON DISCOVERY TEACHING, OR AN ATTEMPT TO HELP PUPILS UNDERSTAND THE INTELLECTUAL MEANS THROUGH WHICH NEW KNOWLEDGE IS DISCOVERED. PREDICTIONS ARE THAT THE ONE CLASSROOM TO WHICH THE CHILD IS RESTRICTED WILL VANISH, AND WORKROOMS EQUIPPED WITH TOOLS OF THE TRADE IN EACH SUBJECT WILL DEVELOP. "SCIENCE AND ITV" AND "PROGRAMED INSTRUCTION AND THE EMERGING EDUCATIONAL TECHNOLOGY" WERE TWO OF THE ACCOMPANYING ARTICLES PUBLISHED IN SCIENCE EDUCATION NEWS, OCTOBER 1962. ED002721 SCIENCE CURRICULUM REVISION AND THE TECHNOLOGICAL CLASSROOM. 1961-12-00 8 N/A 1965 2016-11-22

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No Immigrants Inservice Teacher Education Migrant Education Migrant Workers Orientation Preschool Education School Community Programs Transient Children PONDER, EDDIE G. AND OTHERS Great Cities Program Wisconsin (Milwaukee) Wisconsin (Milwaukee) Milwaukee Public Schools, WI. A THREE-YEAR STUDY OF THE ORIENTATION OF INMIGRANT TRANSIENT CHILDREN WAS INITIATED IN SEPTEMBER, 1960. SECOND REPORT, 1961-62, SUPPLEMENTS THE FIRST YEAR'S REPORT AND INCLUDES OBSERVATIONS BY PERSONNEL. ELIGIBILITY FOR PLACEMENT AND TRANSFER PROCEDURES IN ORIENTATION CLASSES ARE DESCRIBED FOR ELEMENTARY, JUNIOR, AND SENIOR HIGH SCHOOL STUDENTS. STUDENTS ARE GENERALLY THOSE WITH CULTURALLY DIFFERENT BACKGROUNDS AND LANGUAGE BARRIERS, THOSE WHO HAVE COME FROM OUT-OF-STATE WITHOUT SCHOOL RECORDS, AND THOSE WHO HAVE MOVED FREQUENTLY WITHIN THE CITY AND SHOW ADJUSTMENT AND EDUCATIONAL DIFFICULTIES. PROGRAMING OF INSTRUCTION IS ACCORDING TO INDIVIDUAL NEEDS. WHEN A STUDENT IS PLACED IN A REGULAR CLASS, THERE IS PERIODIC FOLLOWUP. OBSERVATION OF CHILDREN ENROLLED IN THE ORIENTATION CLASSES SHOWS FAVORABLE RESULTS IN ADJUSTMENT, BEHAVIOR, ATTITUDE, AND ACHIEVEMENT. TEACHERS SHOW A BETTER UNDERSTANDING OF SPECIAL SERVICE PERSONNEL, SUCH AS THE SCHOOL SOCIAL WORKER AND PSYCHOLOGIST. THE SCHEDULE OF THE PRESCHOOL WORKSHOP AND INSERVICE EDUCATION PROGRAM IS GIVEN. MONTHLY MEETINGS OF PROJECT PERSONNEL FOCUS ON CASE STUDIES, CURRICULUM PLANNING, TEACHING TECHNIQUES, AND GROUP PLANNING ACTIVITIES. SCHOOL-COMMUNITY ORIENTATION IS CONTINUED, TO HELP PEOPLE IN THE COMMUNITY TO BE AWARE OF THE NEEDS OF THE CULTURALLY DIFFERENT. REPORTS OF WELFARE COUNSELING AND PSYCHOLOGICAL AND HEALTH SERVICES SHOW THAT GOOD WORKING RELATIONSHIPS AMONG ALL INDIVIDUALS INVOLVED PRODUCE ENCOURAGING RESULTS. ED002722 ORIENTATION CLASSES FOR IN-MIGRANT TRANSIENT CHILDREN, SECOND REPORT. 1962-12-00 26 N/A 1965 2016-11-22

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No Audiovisual Aids Audiovisual Instruction Concept Teaching Educational Media Teaching Methods SEKERAK, ROBERT M. California (Pomona) California USING TRIGONOMETRY AS AN EXAMPLE, A REPORT ON THE USE OF THE OVERHEAD TRANSPARENCY PROJECTOR AS AN AUDIOVISUAL AID IN CONCEPT BUILDING IS PRESENTED. SOME ADVANTAGES OVER THE CONVENTIONAL CHALKBOARD METHOD ARE--(1) OVERLAYS MAY BE SO ATTACHED THAT ANY PROBLEMS OR DIAGRAM PROCEEDS FROM THE SIMPLE TO THE COMPLEX BEFORE THE STUDENT'S EYES. (2) FACING THE CLASS, THE INSTRUCTOR CAN BE MORE CERTAIN OF APPROPRIATE TEMPO, THERE IS NO LONG DELAY WHILE THE INSTRUCTOR WRITES ON THE BLACKBOARD. (3) EXTRANEOUS MATERIAL PREVIOUSLY APPLIED IS EASILY COVERED SO THAT ALL ATTENTION IS CONCENTRATED ON THE IDEA UNDER DISCUSSION. (4) A LIGHT IS FOCUSED ON THE SCREEN, WHICH IS A PSYCHOLOGICAL AID IN FOCUSING ATTENTION. (5) OVERLAYS, PROPERLY ATTACHED, MAKE POSSIBLE INSTANT AND COMPLETE REVIEW OF ALL OR ANY PART OF ANY LESSON. (6) INSTRUCTOR TIME SPENT IN LESSON PREPARATION IS DECREASED. OVERHEAD PROJECTION METHODS AID IN CONCEPT BUILDING BUT DO NOT SUBSTITUTE FOR STUDENT ABILITY AND EFFORT. ABSTRACT THINKING SHOULD BE DEVELOPED ONCE CONCEPTS HAVE BEEN BUILT THROUGH AUDIOVISUAL METHODS, AND CARE SHOULD BE TAKEN TO AVOID COMPLETE DEPENDENCE ON PHYSICAL AIDS. THIS ARTICLE WAS PUBLISHED IN "TEACHING TOOLS," 1958. ED002723 HOW OVERHEAD PROJECTION IMPROVES INSTRUCTION. 1953-00-00 1 N/A 1965 2016-11-22

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No Autoinstructional Aids Branching Educational Technology Programed Instruction Programed Instructional Materials Responses Teaching Machines COULSON, JOHN E. SILBERMAN, HARRY F. A TEACHING MACHINE PRESENTS A SERIES OF PROBLEM MATERIALS TO A STUDENT, REQUIRES AN OVERT BEHAVIORAL RESPONSE, AND PROVIDES RESULTS OF THE BEHAVIOR IMMEDIATELY FOLLOWING THE RESPONSE. THERE WERE EIGHT GROUPS OF 10 JUNIOR COLLEGE STUDENTS WHO WERE EXPERIMENTALLY TRAINED WITH MANUALLY CONTROLLED TEACHING MACHINES, EACH GROUP WAS TAUGHT WITH A DIFFERENT MODE OF TEACHING MACHINE OPERATION. THE THREE INDEPENDENT VARIABLES WERE STUDENT RESPONSE MODE, SIZE OF STEPS BETWEEN SUCCESSIVE ITEMS, AND SEQUENCING (BRANCHING) PROCEDURE. A WRITTEN CRITERION TEST WAS GIVEN TO THE EXPERIMENTAL GROUPS IMMEDIATELY AFTER THE TRAINING SESSIONS AND AGAIN 3 WEEKS LATER. THE SAME CRITERION TEST WAS GIVEN TO A CONTROL GROUP WHO CAME FROM THE SAME SCHOOL CLASSES AS THE EXPERIMENTAL GROUPS BUT WHO HAD NO TRAINING ON THE CONCEPTS TAUGHT TO THE EXPERIMENTAL GROUPS. DEPENDENT VARIABLES WERE THE REQUIRED TEACHING MACHINE TRAINING TIME AND SCORES ON THE CRITERION TEST. SCORES ON A PRETEST WERE USED AS A CONTROL VARIABLE. RESULTS WERE THAT THE USE OF THE MACHINE LED TO SIGNIFICANT LEARNING BY THE EXPERIMENTAL GROUPS, THE MULTIPLE-CHOICE RESPONSE MODE TOOK LESS TIME THAN THE CONSTRUCTED RESPONSE MODE, SMALL ITEMS REQUIRED MORE TRAINING TIME, BUT YIELDED HIGHER TEST SCORES, AND BRANCHING CONDITIONS REQUIRED LESS TRAINING THAN NONBRANCHING, BUT WERE NOT OBTAINED ON THE TOTAL CRITERION TEST AMONG EXPERIMENTAL GROUPS. TABLES DELINEATED THE DIFFERENT TEST SCORES. THIS ARTICLE WAS PUBLISHED IN THE "JOURNAL OF EDUCATIONAL PSYCHOLOGY," VOLUME 51, NUMBER 3, 1960. ED002724 EFFECTS OF THREE VARIABLES IN A TEACHING MACHINE. 1959-09-00 1 N/A 1965 8/17/2004 22:48:50 DISA1965

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No Desegregation Methods Elementary Education Elementary Schools Intergroup Relations Junior High Schools School Desegregation Youth Opportunities BUCHHEIMER, ARNOLD BUCHHEIMER, NAOMI New York (Hartsdale) New York B'nai B'rith, New York, NY. Anti-Defamation League. THE DESEGREGATION AND EVENTUAL TRUE INTEGRATION OF A RACIALLY MIXED SCHOOL DISTRICT IN WESTCHESTER COUNTY, N.Y., WERE TRACED. IN 1951, FOUR PLANS WERE SUBMITTED TO THE BOARD OF EDUCATION, EACH DESIGNED TO ALLEVIATE OVERCROWDING AND PROVIDE FOR DESEGREGATION. THE PLAN ADOPTED WAS THE PRINCETON PLAN, UNDER WHICH EVERY CHILD IN THE DISTRICT WOULD ATTEND KINDERGARTEN THROUGH THIRD GRADE IN THE FORMERLY ALL-NEGRO SCHOOL AND WOULD ATTEND THE "WHITE" SCHOOL FROM GRADES FOUR THROUGH SIX. THE JUNIOR HIGH SCHOOL WOULD BE ATTENDED BY ALL THE STUDENTS IN THE DISTRICT. IN 1957, A STUDY TEAM OF PROFESSORS OF ELEMENTARY EDUCATION FROM NEW YORK UNIVERSITY WAS CALLED IN TO EVALUATE THE PROGRESS BEING MADE BY CHILDREN IN HETEROGENEOUS CLASSES. THE REPORT DESCRIBES AND ANALYZES SOME OF THE POSITIVE CHANGES BASED ON RECOMMENDATIONS OF THE STUDY TEAM. THESE CHANGES INCLUDE--THE USE OF PROJECT ABLE FUNDS TO IMPROVE LANGUAGE SKILLS OF ENTERING KINDERGARTEN STUDENTS, A STAFF CHOSEN FOR ITS COMMITMENT TO INTEGRATION, NEW BIRACIAL INSTRUCTIONAL MATERIALS FOR EVERY GRADE LEVEL, ADDITIONAL INSERVICE TRAINING FOR ALL TEACHERS, A GREATER EMPHASIS ON INDIVIDUALIZATION OF INSTRUCTION IN EACH CLASSROOM, EVALUATION AND REVISION OF THE CURRICULUM, ENCOURAGEMENT OF ACADEMIC EXCELLENCE FOR ALL PUPILS, MORE COMMUNICATION BETWEEN PARENTS AND TEACHER, AND A CONTINUATION OF HETEROGENEOUS GROUPING. OTHER ISSUES DISCUSSED WERE--THE SERVICES PROVIDED BY SPECIALIZED PERSONNEL, THE ATTITUDES OF TEACHERS, ADMINISTRATORS, STUDENTS, AND PARENTS, THE TEACHING METHODS AND PHILOSOPHIES USED, THE STIMULATION OF ACTIVE LEARNING BY GREATER PROVISION FOR THE CULTURAL DIFFERENCES AND OPPORTUNITIES OF CHILDREN IN THE INSTRUCTIONAL PROGRAM, AND THE PROCEDURES THAT GREENBURGH STAFF FEEL ARE TRANSFERABLE TO OTHER SCHOOL SYSTEMS TRYING TO ACHIEVE TRUE INTEGRATION. ED002725 EQUALITY THROUGH INTEGRATION, A REPORT ON GREENBURGH SCHOOL DISTRICT NUMBER 8. 1963-00-00 71 N/A 1965 2016-11-22

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No Language Guides Language Instruction Language Skills Modern Languages Spanish RAYMOND, JOSEPH California (Santa Cruz) California Santa Cruz City Schools, CA. A COLLECTION OF MATERIALS IS PRESENTED TO AID STUDENTS IN LEARNING SPANISH. SPANISH IS PRESENTED IN UNITS RANGING FROM PROVERBS, RIDDLES, SONGS, ANECDOTES, SHORT-SHORT STORIES, TO SKITS FOR QUICK ASSIMILATION, EASY RETENTION, AND NORMAL UNCOMPLICATED CONVERSATION. SKILLS SOUGHT FOR ARE ABILITY TO UNDERSTAND, SPEAK, AND WRITE SPANISH. THE SYSTEMATIC USE OF THE MASTER TAPE OF THE TEXT IS ESSENTIAL. STUDENTS HEAR THE SELF-CONTAINED UNITS ON TAPE WHILE THE INSTRUCTOR PRESENTS CLARIFYING AND REINFORCING GESTURES OR PROPS. STUDENTS REPEAT CHORALLY AND INDIVIDUALLY ALL NEW MATERIALS UPON HEARING THEM, WITHOUT SEEING THE BOOK. STUDENTS ANSWER "PREGUNTAS" AND COMPLETE THE "EJERCICIOS," ACT OUT THE SKITS, OR ORALLY SUMMARIZE UNITS IN THEIR OWN WORDS, WRITTEN SUMMARIES ARE REQUIRED IN A SUBSEQUENT COURSE. STUDENTS WRITE FROM "DICTADES" IN CLASS AND THUS ASSOCIATE WRITTEN SYMBOLS WITH THE SPOKEN WORD. AFTER ACQUIRING MORE AURAL-ORAL SKILLS, STUDENTS BEGIN TO READ IN SPANISH. THIS SKILL EVOLVES AS A LOGICAL BY-PRODUCT OF THE PREVIOUSLY ACQUIRED SKILLS--UNDERSTANDING, SPEAKING, AND WRITING. ED002726 I ANIMATE. 1961-00-00 28 N/A 1965 2016-11-22

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No Acceleration Guides Remedial Instruction Scheduling Secondary Schools Summer Programs Summer Schools PARKER, ROBERT E. New York (Albany) New York (Albany) New York State Education Dept., Albany. REGULATIONS, SCHEDULES, AND SUGGESTED ADMINISTRATIVE PROCEDURES FOR SECONDAY LEVEL SUMMER SCHOOLS ARE INCLUDED IN AN ADMINISTRATIVE HANDBOOK. SPECIFIC ENTRIES DEAL WITH SUCH TOPICS AS PURPOSES OF THE SUMMER SCHOOLS, REQUIREMENTS FOR APPROVAL OF A SCHOOL, REGIONAL COOPERATION, CONSERVATION OF TALENT PROGRAMS, VARIOUS REQUIREMENTS AND CREDIT FACTORS, EXAMINATIONS, FEES AND TUITION, AND SPECIAL COURSE INFORMATION. THE PURPOSES OF REGISTERED SUMMER SECONDARY SCHOOLS ARE ENRICHMENT, REMEDIAL EDUCATION, ACCELERATION, THE SATISFACTION OF SPECIAL COLLEGE ENTRANCE REQUIREMENTS, AND THE COMPLETION OF HIGH SCHOOL COURSES FOR VETERANS. BETWEEN 1950 AND 1964 SUMMER HIGH SCHOOL ENROLLMENTS INCREASED FROM 56,030 TO 260,941. AN INNOVATION STARTED IN 1958 WAS THE PROVISION BY BOARDS OF EDUCATION OF SUMMER INSTRUCTION TO AREA OR REGIONAL SUMMER SCHOOLS WHICH ARE COOPERATIVELY PLANNED. ANOTHER RECENT DEVELOPMENT WAS THE CONSERVATION OF TALENT PROGRAMS WHICH RECRUIT AND INSTRUCT STUDENTS WITH SPECIAL TALENTS IN ART, MUSIC, DRAMATICS, OR THE PRACTICIAL ARTS. THE SUBJECT AREAS DISCUSSED IN THE HANDBOOK WERE DRIVER EDUCATION, MUSIC, BUSINESS, AND DISTRIBUTIVE EDUCATION. THE COURSES OFFERED IN SUMMER SECONDARY SCHOOLS INCLUDE ALL THE GENERAL ACADEMIC AREAS PLUS BUSINESS, MUSIC, ART, AND INDUSTRIAL ARTS. IN 1964, 45 CREDIT COURSES WERE LOCALLY DEVELOPED, EVALUATED, AND APPROVED, AND WERE ADDED TO THE CREDIT OPPORTUNITIES AVAILABLE STATEWIDE. NONCREDIT COURSES WERE ALSO PROVIDED, A TOTAL OF 315 BEING OFFERED IN 1964. ED002727 ADMINISTRATIVE HANDBOOK ON SUMMER SECONDARY SCHOOLS. 1965-03-00 32 N/A 1965 2016-11-22

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No Audiovisual Aids Films Pacing Programed Instruction Science Instruction Verbal Learning Visual Learning GROPPER, GEORGE L. Pennsylvania (Pittsburgh) Pennsylvania (Pittsburgh) American Institutes for Research in the Behavioral Sciences, Pittsburgh, PA. SEVERAL CONCLUSIONS FROM RESEARCH ON VISUALS ARE DISCUSSED. THE PARTICULAR STUDIES ON WHICH THESE CONCLUSIONS ARE BASED ARE TWO MULTIVARIATE EXPERIMENTS WHICH USED PROGRAMED SCIENCE DEMONSTRATIONS PRESENTED OVER TELEVISION AND PROGRAMED VERBAL MATERIALS ON THE SAME SCIENCE PRINCIPLES BUT PRESENTED IN SELF-PACED BOOKLETS. THE LEVEL OF THE PRESENTATIONS WAS DESIGNED FOR EIGHTH GRADERS. THE CONCLUSIONS ARE--(1) IT IS FEASIBLE TO BRING STUDENT RESPONSES UNDER CONTROL OF VISUAL PRESENTATIONS. (2) THIS KIND OF CONTROL IS BETTER ESTABLISHED BY HAVING STUDENTS ACTIVELY PRACTICING RESPONSES TO FEATURES OF THE PRESENTATION RATHER THAN PASSIVELY WATCHING THE PRESENTATION. (3) IF VISUAL PRESENTATIONS ARE USED AS A MEANS OF TEACHING CONCEPTS, IT IS PREFERABLE TO HAVE THE VISUAL PRESENTATION PRECEDE A VERBAL PRESENTATION. (4) WHEN THE VISUAL PRESENTATION DESIGNED TO TEACH CONCEPTS DOES PRECEDE THE VERBAL PRESENTATION, IT IS PREFERABLE THAT STUDENTS SELECT RESPONSES FROM AMONG PICTORIAL OPTIONS RATHER THAN FROM VERBAL OPTIONS. IN OTHER WORDS, CONCEPT ACQUISITION IS BETTER IF STUDENTS RESPOND FIRST TO CONCRETE SITUATIONS AND THEN TO MORE ABSTRACT TREATMENT OF THE SAME PHENOMENA. (5) IT IS POSSIBLE TO INTEGRATE FIXED-PACED VISUAL PRESENTATION, WHETHER ON FILM OR TELEVISION, WITH SELF-PACED PROGRAMED VERBAL MATERIAL IF THE FIXED-PACED DEMONSTRATIONS AND THE SELF-PACED VERBAL PROGRAMS WHICH FOLLOW THEM ARE BROKEN DOWN INTO SEGMENTS. THIS PAPER WAS PRESENTED TO THE DAVI CONVENTION (MILWAUKEE, APRIL 1965). ED002728 ON INTEGRATING VISUAL AND VERBAL PROGRAMED INSTRUCTION. 1965-04-00 5 N/A 1965 2016-11-22

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No Educational Media Educational Technology Electronic Equipment Learning Theories Teaching Methods Television MCLUHAN, MARSHALL THE ELECTRONIC AGE BRINGS WITH IT NEW PATTERNS FOR TEACHING AND LEARNING. EDUCATORS AND LAYMEN NEED TO ORIENT THEMSELVES TO BE ABLE TO GRASP AND BENEFIT FROM THE NEW TECHNIQUES. THE BEGINNINGS OF THE EXPLOSION IN LEARNING ARE TRACED, STARTING WITH THE PRINTING PRESS. PRINTED BOOKS ALTERED PATTERNS OF STUDY MAKING IT POSSIBLE TO READ WIDELY WITHOUT HAVING TO MEMORIZE. PRINTED BOOKS ENABLED THE DEVELOPMENT OF THE CLASSROOM IN WHICH ALL STUDENTS HAD ACCESS TO THE SAME DATA AND TEXTS. TODAY A SIMILAR REVOLUTION IS TAKING PLACE. THE TECHNOLOGICAL EXPLOSION IN LEARNING CREATES A NEW FRAME OF REFERENCE. THE NEW ELECTRONIC STRUCTURES OF TEACHING AND LEARNING ARE BASICALLY A RETURN TO THE OLD SOCRATIC DIALOGUE, OR TO THE FUSION OF TEACHING AND LEARNING FUNCTIONS. THE PRESENCE OF ELECTRONIC INFORMATION STRUCTURES NOW DOMINATING SOCIAL AND POLITICAL THOUGHT AND FEELING MAKES THE EDUCATION ADJUSTMENT INEVITABLE. ANY NEW MEDIUM BOMBARDS OLDER MEDIA AND AWARENESS, AND THE PROCESS IS GOING ON TODAY IN THAT THE ONE-THING-AT-A-TIME PHILOSOPHY OF PRINT AND MECHANISM IS GRADUALLY BEING REPLACED BY THE ALL-AT-ONCE OF THE INCLUSIVE "FIELD" OF ELECTRICITY. BOOKS AND FILMS STATE THINGS FLATLY AND FULLY BUT SUGGEST MUCH LESS THAN THE ELECTRIC MEDIA. TELEVISION, ON THE OTHER HAND, STATES LESS THAN IT SUGGESTS AND DEALS WITH EXPERIENCE IN DEPTH. IT GIVES LIGHT THROUGH A SUBJECT RATHER THAN ON A SUBJECT, THE VIEWER, OR STUDENT, HAS TO COMPLETE THE IMAGE HIMSELF TO SEE WHAT IS ON THE OTHER SIDE. ED002729 NEW MEDIA AND THE NEW EDUCATION. 1960-01-00 15 N/A 1965 8/17/2004 22:48:59 DISA1965

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No Broadcast Reception Equipment Broadcast Television Closed Circuit Television Educational Technology Educational Television Equipment Instructional Programs Teaching Methods Air Univ. Library, Maxwell AFB, AL. TV Center. THE BACKGROUND, USE, ORGANIZATION, EQUIPMENT, CAPABILITIES, PLANNING, AND PREPARATION FOR STUDIO TELECASTS, AND THE EVALUATION OF THE TV CENTER AT AIR UNIVERSITY WERE GIVEN. THE TV CENTER WAS ORGANIZED UNDER THE AIR UNIVERSITY (AU) LIBRARY TO PRODUCE AND DIRECT THE TELECASTS FOR THE THREE AU SCHOOLS EQUIPPED TO RECEIVE THEM. TELEVISION WAS USED TO ENHANCE INSTRUCTIONAL TECHNIQUES, TO IMPROVE SEMINAR PROGRAMS, TO INCREASE THE EFFECTIVENESS OF EVALUATION, TO AID IN EXTRA-CURRICULAR ACTIVITIES, TO TRAIN EFFECTIVE SPEAKERS, AND TO PROVIDE GUEST SPEAKERS. RESPONSIBILITY FOR INSTRUCTION AND INSTRUCTORS RESTED WITH THE INDIVIDUAL SCHOOLS. THE PRODUCTION AND TECHNICAL STAFF ASSISTED AND ADVISED FACULTY MEMBERS IN PREPARING PROGRAM FORMATS AND SCRIPTS, IN CONDUCTING REHEARSALS, AND IN EVALUATING THE COMPLETED PROGRAM. STUDIO EQUIPMENT, CONTROL ROOM EQUIPMENT, AND RECEIVING EQUIPMENT WERE DESCRIBED AND THEIR CAPABILITIES WERE ANALYZED. THE FIRST STEP IN PLANNING FOR STUDIO TELECASTS CONSISTED OF SCHEDULING A SCRIPT CONFERENCE WITH THE TV CENTER AT LEAST 90 DAYS BEFORE THE TELECAST, AT WHICH TIME A RESUME OF THE PRESENTATION AND AN OUTLINE OF PROPOSED METHODOLOGY WERE PRESENTED AND VISUAL AIDS WERE PLANNED. THE NEXT STEP WAS REHEARSALS, WHICH WERE FOLLOWED BY THE PERFORMANCE OF THE ACTUAL TELECAST AND FINALLY THE PREPARATION OF A PROGRAM CRITIQUE. OBSERVATIONS FROM STAFF VISITS TO SCHOOLS USING CLOSED-CIRCUIT TELEVISION AND EXCERPTS FROM PERTINENT EXPERIMENTAL FINDINGS WERE INCLUDED. SELECTED REFERENCES FOLLOWED THE TEXT. ED002730 PROGRAM PLANNING GUIDE FOR INSTRUCTIONAL TELEVISION. 1961-00-00 31 N/A 1965 8/17/2004 22:49:01 DISA1965

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No Classroom Environment Educational Facilities Improvement Elementary Education Institutional Cooperation Secondary Education State Programs Teacher Education Oregon State Dept. of Education, Salem. THE OREGON PROGRAM IS A 4-YEAR STATEWIDE SCHOOL IMPROVEMENT AND TEACHER EDUCATION PROGRAM. IT IS A THREE-WAY COOPERATIVE ALIGNMENT AMONG OREGON'S LOCAL SCHOOLS, COLLEGES, AND THE STATE DEPARTMENT OF EDUCATION TO ACHIEVE EDUCATIONAL PROGRESS BY IMPROVING CLASSROOM ENVIRONMENT THROUGH THE STUDY AND REFINEMENT OF MATERIALS, STAFF UTILIZATION, AND INSERVICE TRAINING, THE SHARED RESPONSIBILITY FOR TEACHER EDUCATION BY LOCAL SCHOOLS, AND THE PLACEMENT OF INTERNS IN IMPROVED CLASSROOM ENVIRONMENT UNDER THE SUPERVISION OF BOTH LOCAL AND COLLEGE PERSONNEL. NINE COLLEGES AND UNIVERSITIES WHICH PREPARE OVER 75 PERCENT OF ALL NEW OREGON-EDUCATED TEACHERS AND 18 SCHOOL DISTRICTS WHICH ENROLL OVER 50 PERCENT OF THE PUPILS IN OREGON ARE INVOLVED IN THE PROGRAM. TO IMPROVE CLASSROOM ENVIRONMENT, THE PROGRAM HAS EMPHASIZED COOPERATIVE EFFORT AMONG EDUCATION AGENCIES, TEAM TEACHING AND FLEXIBLE SCHEDULING, TEACHER AIDES, AN INTERNSHIP PROGRAM, IMPROVED TEACHER EDUCATION, TECHNOLOGICAL AIDS, AND MODERN FACILITIES FOR MODERN TECHNIQUES. ALL SCHOOL DISTRICTS WITH LARGE ENOUGH STUDENT ENROLLMENTS ARE BEING DEVELOPED INTO LABORATORIES FOR TEACHER PREPARATION. THE MAJOR PROBLEM AREAS IDENTIFIED BY THE OREGON PROGRAM ARE--CLARIFICATION OF EDUCATIONAL GOALS, VOCATIONAL EDUCATION, PROVIDING PROGRAMS FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS, TEACHER EDUCATION, CONDUCTING EFFECTIVE INSERVICE EDUCATION PROGRAMS FOR TEACHERS, CHURCH-STATE RELATIONSHIPS, DELINEATION OF THE COMMUNITY COLLEGE'S PLACE IN OREGON EDUCATION, CLARIFICATION OF THE ROLES OF ADMINISTRATIVE AGENCIES INVOLVED IN SCHOOL GOVERNMENT, OBTAINING AND ADMINISTERING FUNDS TO FINANCE PUBLIC EDUCATION, PROVIDING A PROGRAM OF RESEARCH AND DEVELOPMENT, AND ANALYZING PUBLIC REACTION TO THE EDUCATION ENTERPRISE. ED002731 THE OREGON PROGRAM--A DESIGN FOR THE IMPROVEMENT OF EDUCATION, 1964-65 ANNUAL REPORT. 1965-00-00 99 N/A 1965 8/17/2004 22:49:02 DISA1965

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No Art Materials Audiovisual Aids Creativity Educational Television Enrichment Activities Grade 9 Humanities Music Education PROJECT CUE New York (Albany) New York (Albany) New York State Education Dept., Albany. THE AIMS OF PROJECT CUE (CULTURE, UNDERSTANDING, AND ENRICHMENT), WERE TO INTEGRATE ARTS MATERIALS INTO THE ONGOING SECONDARY CURRICULUM TO SHOW STUDENTS THE INTERRELATIONSHIPS OF THE ARTS AND THE OTHER DISCIPLINES, TO BRING THE ARTS AND HUMANITIES TO ALL STUDENTS, TO DEMONSTRATE THE FEASIBILITY OF THE PACKAGE CONCEPT IN INTRODUCING NEW IDEAS AND MATERIALS INTO THE CURRICULUM, AND TO PROVE THAT SUCH ENRICHMENT COULD BE ADDED WITHOUT LOSS OF CORE CONTENT ALREADY BEING TAUGHT. ORIGINAL PARTICIPANTS WERE 13 SCHOOLS CHOSEN ON THE BASIS OF GEOGRAPHIC LOCATION, TYPE, AND NEED. THE NINTH GRADE WAS CHOSEN BECAUSE IT IS THE LAST YEAR OF COMPULSORY SCHOOLING, AND FUNDING AND LOGISTIC PROBLEMS NECESSITATED STARTING WITH A LIMITED GROUP. COMPONENTS WERE THE PACKAGES OF MEDIA, LESSON GUIDES FOR ARTS INTEGRATION SUGGESTIONS IN EVERY AREA, PERMANENT AND TRAVELING EXHIBITS OF ARTS MATERIAL, PERFORMANCES OF VARIOUS CULTURAL PROGRAMS BY PROFESSIONAL GROUPS, A TELEVISION PROGRAM PROMOTING UNDERSTANDING OF EASTERN CULTURES, AID TO COMMUNITIES TO UTILIZE THEIR ARTS RESOURCES, AND MEETINGS, CONSULTATIONS, EVALUATION SHEETS, AND NEWSLETTERS. PROBLEMS ENCOUNTERED WERE HESITANCY BY SUBJECT MATTER TEACHERS TO ACCEPT THE NEW ROLE OF THE ARTS IN THE CURRICULUM AND BY ART AND MUSIC TEACHERS TO ACCEPT THEIR NEW ROLE. BECAUSE OF LACK OF FAMILIARITY WITH OTHER SUBJECTS, ART AND MUSIC TEACHERS FAILED TO SEE THE RELATION OF SUCH SUBJECT MATTER TO THE ARTS. MANY TEACHERS FEARED THAT THEY WOULD BE JUDGED BY THEIR STUDENTS' PERFORMANCES. RESULTS WERE ENCOURAGING. STUDENT INTEREST AND INVOLVEMENT WERE HIGH, CREATIVITY WAS STIMULATED, STUDENTS BECAME ENTHUSIASTIC ABOUT CULTURAL ENTERTAINMENTS. NEW TEACHING TECHNIQUES WERE STIMULATED. RECOMMENDATIONS WERE MADE FOR CUE TO BECOME AN ONGOING PROJECT OF THE NEW YORK STATE EDUCATION DEPARTMENT AND A CENTER FOR EDUCATIONAL ARTS AND HUMANITIES INFORMATION IN THE COUNTRY. ED002732 PROJECT CUE. 1964-02-00 22 N/A 1965 2016-11-22

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No Enrichment Activities Individual Needs Maturation Nongraded Instructional Grouping Primary Education Reading Ability CRAIGEN, EVA AND OTHERS Oregon (Milwaukie) Oregon Milwaukie Elementary School District, OR. BASED ON THE BELIEF THAT CHILDREN MATURE AT DIFFERENT RATES OF SPEED AND SHOULD HAVE SCHOOLS GEARED TO THEIR INDIVIDUAL NEEDS AND DIFFERENCES, THE MILWAUKIE, OREGON, ELEMENTARY SCHOOLS INSTITUTED A NONGRADED PRIMARY SYSTEM. IN THE NONGRADED PROGRAM, THE PRIMARY IS DIVIDED INTO NINE LEVELS RATHER THAN THREE GRADES. THE WORK OF THE FIRST THROUGH THIRD GRADES IS COVERED IN THE FIRST EIGHT LEVELS, AND THE NINTH LEVEL IS DEVOTED TO ENRICHMENT. BECAUSE CHILDREN ADVANCE TO THE NEXT LEVEL ONLY WHEN THEY ARE INDIVIDUALLY READY, THE POSSIBILITIES OF FAILURE AND UNNECESSARY REPETITION ARE AVOIDED. PLACEMENT IN FIRST YEAR IS DETERMINED BY READINESS TESTS AND TEACHER JUDGEMENTS. PROGRESS IS REPORTED THROUGH PARENT-TEACHER CONFERENCES AND REPORT CARDS. CLASSROOMS ARE EXCHANGED AT VARIOUS TIMES FOR STORY TELLING OR OTHER ACTIVITIES, CLASSES OF TWO AND THREE LEVELS ARE GROUPED FOR SUCH ACTIVITIES AS MUSIC, SO THAT CHILDREN MIX WITH OTHER CHILDREN AND TEACHERS AT ALL LEVELS. IF THE PRIMARY PROGRAM IS COMPLETED BY A CHILD IN 2 YEARS, HE IS MOVED TO FOURTH GRADE ONLY IF HIS SOCIAL, EMOTIONAL, AND PHYSICAL MATURITY ARE EQUAL TO HIS ACADEMIC PROGRESS. OTHERWISE AN ENRICHMENT PROGRAM IS INDIVIDUALIZED FOR HIM. THE TOTAL PRIMARY EXPERIENCES OF CHILDREN IN NONGRADED SCHOOLS ARE THE SAME AS THOSE FOR CHILDREN IN GRADED SCHOOLS, BUT THE TIME SCHEDULE IS LESS RIGID. THE PROGRAM IS BASED ON READING, THEREFORE LEVEL ADVANCEMENT IS THE RESULT OF MASTERY OF READING SKILLS. IF THE CHILD HAS PROBLEMS IN ARITHMETIC HE WILL GET INDIVIDUALIZED HELP WITH THEM AT HIS NEW LEVEL. THE TEXT IS ACCOMPANIED BY CHARTS SHOWING RANGES IN MENTAL AGES, GROWTH, AND COMPARISONS OF TRADITIONAL AND NONGRADED ORGANIZATION. ED002733 THE NONGRADED PROGRAM. 17 N/A 1965 2016-11-22

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No Demonstrations (Educational) Educational Television Foods Instruction Home Economics Education Lecture Method Nutrition Instruction Production Techniques Television Teachers KEISER, MARJORIE SANEHOLTZ, BETTY J. OHIO Ohio (Kent) Ohio DEMONSTRATION OF FOOD HANDLING TECHNIQUES WAS AS EFFECTIVE AS THE FOOD LABORATRY APPROACH IN TEACHING HOME ECONOMICS. THEREFORE, INSTRUCTIONAL TELEVISION (ITV) COULD SOLVE THE PROBLEM OF CLASSES TOO LARGE TO USE FOOD LABORATORIES. ACCORDINGLY, THE HOME ECONOMICS AND TELEVISION DEPARTMENTS OF A UNIVERSITY COMBINED TO HELP THE LECTURER-DEMONSTRATOR MAKE THE TRANSITION FROM CLASSROOM TO ITV. CLOSEUP-CAMERA VIEWS OF TECHNIQUES AND PRODUCTS, NOT OF THE DEMONSTRATOR, WERE USED. IN THIS WAY THE SUBJECT MATTER DID NOT BECOME DATED AND FILMS COULD BE USED REPEATEDLY. FACTORS TO BE ELIMINATED WERE TOO MUCH MOTION, DISTRACTIONS FROM OBJECTS BEING BROUGHT IN AND OUT, AND TOO MUCH TIME TAKEN TO HANDLE OBJECTS. SUCH PROBLEMS WERE SOLVED BY USING A LONG TABLE ON WHICH SEVERAL DEMONSTRATIONS WERE DISPLAYED. THE DEMONSTRATOR, FOLLOWED BY THE CAMERA, MOVED FROM SETUP TO SETUP. OTHER PROBLEM AREAS CONCERNED PLANNING THE TEXTURE OF PRODUCTS FOR PHOTOGRAPHIC QUALITY, KEEPING FLAT ARRANGEMENTS FROM LOSING IDENTITY, CREATING NECESSARY CONTRASTS BETWEEN FOOD AND BACKGROUND, AND SAVING TIME AND MONEY BY USING PHOTOGRAPHS AND COMMERICAL CHARTS. A TECHNICAL-COORDINATOR REPRESENTING THE HOME ECONOMICS DEPARTMENT WAS NEEDED AS A PART OF THE TECHNICAL CREW. ITV ENRICHED THE COURSE AND ECONOMICALLY SERVED MORE STUDENTS WITH, IN EFFECT, INDIVIDUALIZED INSTRUCTION. SIX REFERENCE BOOKS WERE CITED. THIS ARTICLE WAS PUBLISHED IN THE "JOURNAL OF HOME ECONOMICS" VOLUME 56, NUMBER 5, MAY 1964. ED002734 ITV CRIES FOR THE CREATIVE APPROACH, A CHALLENGE TO HOME ECONOMICS TECHNIQUES. 1964-05-00 1 N/A 1965 2016-11-22

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No Educational Objectives Laboratory Equipment Language Aids Language Guides Language Instruction Language Laboratories Language Skills Tape Recordings STACK, EDWARD Villanova University PA PENNSYLVANIA Pennsylvania Minnesota Mining and Mfg. Co., St. Paul. Magnetic Products Div. CRITERIA FOR LANGUAGE TEACHING ARE FORMULATED. COMPLETE LESSONS ARE DESIGNED TO COMPLEMENT LABORATORY OR TEXTBOOK LEARNING. DRILLS FOR BUILDING LANGUAGE SKILLS ARE INCLUDED. LABORATORY PROGRAMS MUST BE CAREFULLY PLANNED. TAPES PROFESSIONALLY MADE TO GO WITH TEXTBOOKS ACHIEVE MORE THAN DO REGULAR LESSON TAPES. ED002735 A BEGINNING AUDIOLINGUAL GUIDE. 20 N/A 1965 2016-11-22

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No Building Design Building Innovation Class Size Educational Equipment Educational Objectives Educational Television Instructional Improvement Learning Activities Resource Centers School Buildings Teaching Methods THARP, CHARLES D. LEARNING AND INSTRUCTIONAL RESOURCES CENTER Florida (Coral Gables) Florida Miami Univ., Coral Gables, FL. A DESCRIPTION OF THE INCEPTION, OBJECTIVES, OPERATION, EQUIPMENT, AND PERSONNEL OF THE LEARNING AND INSTRUCTIONAL RESOURCES CENTER OF THE UNIVERSITY OF MIAMI IS GIVEN. FACULTY COMMITTEES WERE APPOINTED AT THE UNIVERSITY OF MIAMI TO WORK OUT THE PHILOSOPHY OF A NEW DIVISION WITHIN THE UNIVERSITY WHICH WOULD MEET THE PROBLEMS OF THE INADEQUACY OF CLASSROOM SPACE, THE NEED FOR BETTER AND MORE EFFICIENT TEACHING METHODS, THE FAILURE OF HIGHER EDUCATION TO UTILIZE ADEQUATELY TECHNOLOGICAL RESOURCES, AND THE NEED FOR PROFESSIONAL COMMUNICATION SPECIALISTS TO IDENTIFY WITH ACCEPTED EDUCATIONAL VALUES. THE OUTGROWTH OF FACULTY DELIBERATIONS WAS THE LEARNING AND INSTRUCTIONAL RESOURCES CENTER. THE CENTER WAS BUILT IN AN OCTAGONAL SHAPE, EIGHT 300-SEAT CLASSROOMS WERE PLACED AROUND A CENTRAL CORE CONTAINING PROJECTION EQUIPMENT. WEDGE-SHAPED CLASSROOMS WERE DESIGNED TO ALLOW STUDENTS' EYES TO FOLLOW A NATURAL FOCUS TO THE APEX, WHERE THE PROJECTION SCREEN, THE LECTURER'S PODIUM, AND THE DEMONSTRATION TABLE WERE LOCATED. CLASSROOMS WERE EQUIPPED WITH THE LATEST LIGHTING, PROJECTION FACILITIES, TEACHING AIDS, LANGUAGE TRANSLATION FACILITIES, ELECTRONIC POINTERS, AND AUDIOVISUAL EQUIPMENT AND MATERIALS. THE DESIGN AND CONCENTRATION OF EQUIPMENT IN THE CENTER PROVIDED A CHALLENGE FOR THE SOLUTION OF PROBLEMS PLAGUING EDUCATIONAL TELEVISION. AN ELECTRONIC FEEDBACK SYSTEM WAS INSTITUTED TO AID IN RESEARCHING QUESTIONS ABOUT THE MEDIUM. AN EASILY OPERATED AND CONCEALED RESPONSE STATION WAS INSTALLED AT EACH SEAL. CHART RECORDERS KEPT A PERMANENT RECORD OF CLASS RESPONSES FOR ANALYSIS AFTER A LECTURE. THE CHARTS WERE COMPARED WITH THE ORIGINAL LECTURE DELIVERY BY SIMULTANEOUS PLAYBACK WITH A RECORDED VIDEOTAPE. THIS PAPER WAS PRESENTED TO THE ASSOCIATION OF HIGHER EDUCATION (18TH, CHICAGO, MARCH 1963). ED002736 LEARNING AND INSTRUCTIONAL RESOURCES CENTER. 1963-03-00 21 N/A 1965 2016-11-22

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No Community Centers Family Programs Family (Sociological Unit) Neighborhood Improvement Research Opportunities Self Help Programs Social Services Welfare Agencies Welfare Services CRAINE, MARION, K. AND OTHERS NEW YORK New York (New York) New York New York (New York) National Federation of Settlements and Neighborhood Centers, Chicago, IL. SEVERAL CURRENT OR RECENTLY COMPLETED PROJECTS AND DEMONSTRATION PROGRAMS CONDUCTED BY SETTLEMENTS AND NEIGHBORHOOD CENTERS, WHICH SERVICE FAMILIES, ARE REVIEWED. INCLUDED ARE THREE PAPERS, FOUR DETAILED ACCOUNTS OF SPECIFIC PROGRAMS, AND BRIEF REPORTS OF PROJECTS. THE MAJOR PAPERS INCLUDE THE FOLLOWING--"THE MULTI-PROBLEM FAMILY--A CHALLENGE TO THE PROFESSION," BY MARION K. CRAINE--"SOME THEORETICAL AND METHODOLOGICAL PROBLEMS IN SERVING THE MULTI-PROBLEM FAMILY," BY LEONARD SCHNEIDERMAN, AND "RESEARCH OPPORTUNITIES FOR NEIGHBORHOOD CENTERS AND OTHER AGENCIES," BY JOSEPH C. LAGEY. THE SPECIAL PROGRAMS OR PROJECTS REPORTS ARE--"FAMILY CONSULTANT SERVICE IN SYRACUSE PUBLIC HOUSING," BY JANET E. WEINANDY, "HELPING THE POOR HOUSEKEEPING FAMILY IN PUBLIC HOUSING - FRIENDS NEIGHBORHOOD GUIDE, PHILADELPHIA," BY MILDRED W. GUINESSY, "GUIDING AND DOCUMENTING THE WORK OF UNITED NEIGHBORHOOD HOUSES PRE-TEEN DELINQUENCY PREVENTION PROJECT," BY GOODWIN P. GARFIELD, "USE OF VOLUNTEER CASE AIDES IN SUPPORTIVE WORK WITH FAMILIES," BY PATRICIA MURRAY, "NEIGHBORHOOD DEVELOPMENT - A SELF-HELP DEVELOPMENTAL PROGRAM," BY MARCELEETE H. WOMACK, AND REPORTS OF PROJECTS IN 12 INDIVIDUAL NEIGHBORHOOD CENTERS OR SETTLEMENT HOUSES. REPORTS ON SERVICE TO CLIENTELE AND THE ORGANIZATION OF SERVICE TO HELP FAMILIES ARE DISCUSSED. A SUMMARY AND AN ADVANCE BIBLIOGRAPHY ARE INCLUDED. ED002737 NEIGHBORHOOD CENTERS SERVE THE TROUBLED FAMILY, CONFERENCE ON SERVICES TO FAMILIES (CHICAGO, MARCH 1964). 1964-03-00 121 N/A 1965 2016-11-22

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No Audiovisual Aids Bibliographies Catalogs Educational Improvement Innovation Mass Media Media Research Periodicals GUSS, CAROLYN RUFSVOLD, MARGARET I. American Library Association, Chicago, IL. A 1960 REPORT, ENTITLED "SOURCES OF INFORMATION ABOUT NEWER EDUCATIONAL MEDIA FOR ELEMENTARY AND SECONDARY EDUCATION (1950-60)," HAS BEEN UPDATED, AND CONTAINS REVISIONS OF AND ADDITIONS TO THE ORIGINAL ANNOTATED CATALOGS AND LIST THROUGH FEBRUARY 1, 1961. PERIODICALS LISTING NEWER MEDIA, PERIODICALS REVIEWING NEW MEDIA, AND PROFESSIONAL ORGANIZATIONS CONCERNED WITH NEW MEDIA ARE LISTED. FOLLOWING IS A SELECTED BIBLIOGRAPHY WHICH INCLUDES LITERATURE AND RESEARCH RELATED TO SUCH BIBLIOGRAPHIC CONTROL PRACTICES, PROBLEMS, AND POSSIBILITIES AS MASS COMMUNICATION AND EDUCATION, AUDIOVISUAL MATERIALS IN THE SCHOOL, BIBLIOGRAPHY AND DOCUMENTATION, BIBLIOGRAPHIC CONTROL AS RELATED TO AUDIOVISUAL MATERIALS, AND CATALOGING CODES. THE APPENDIX CONTAINS NEWER MEDIA CATALOGS. ED002738 GUIDES TO NEWER EDUCATIONAL MEDIA--FILMS, FILMSTRIPS, PHONORECORDS, RADIO, SLIDES, AND TELEVISION. 1961-00-00 81 N/A 1965 8/17/2004 22:49:37 DISA1965

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No Class Size Educational Television Experimental Programs Experimental Teaching Learning Processes Telecourses Television Curriculum Television Teachers Ford Foundation, New York, NY. Fund for the Advancement of Education, New York, NY. THE NATIONAL PROGRAM IN THE USE OF TELEVISION IN THE PUBLIC SCHOOLS WAS AN EFFORT TO DETERMINE THE FEASIBILITY OF USING TELEVISED INSTRUCTION AS A MAJOR RESOURCE IN THE TEACHING OF LARGE CLASSES. IT WAS ALSO CONCERNED WITH--THE KIND AND AMOUNT OF OTHER SERVICES NEEDED TO SET UP OPTIMUM CONDITIONS FOR LEARNING, SCHEDULING AND SCHOOL BUILDING PROBLEMS INVOLVED, THE BUDGETARY IMPLICATIONS OF SAVINGS IN TIME, SPACE, AND OTHER COSTS, THE BEST WAYS TO DEVELOP TEACHER TALENT FOR TELEVISION AND FOR LARGE CLASS SITUATIONS, AND HOW TO DEVELOP THE BEST POSSIBLE TELEVISED PROGRAMS. NEARLY 40,000 STUDENTS IN MORE THAN 200 ELEMENTARY, JUNIOR HIGH, AND HIGH SCHOOLS, RECEIVED PART OF THEIR DAILY INSTRUCTION OVER TELEVISION IN LARGE CLASSES DURING THE FIRST YEAR OF THE EXPERIMENT. PROCEDURES AND RESULTS ARE DESCRIBED, BUT THE EMPHASIS OF THE REPORT IS ON THE 2D YEAR, DURING WHICH ALL OF THE PARTICIPATING SCHOOLS EXCEPT ONE CONTINUED IN THE PROGRAM AND MOST OF THEM EXPANDED THEIR PARTICIPATION. NEW SUBJECTS WERE ADDED TO THE LIST OF TELEVISED COURSES IN MANY SCHOOLS SYSTEMS. THE ORIGINAL COURSES WERE REVISED IN LIGHT OF EXPERIENCES OF THE 1ST YEAR. COURSE CONTENT WAS CHANGED TO CAPITALIZE ON THE STRENGTHS OF VISUAL PRESENTATION. SINCE IT WAS DEMONSTRATED THAT THERE WAS NO SINGLE IDEAL PATTERN, SEVERAL SCHOOL SYSTEMS TRIED VARIATIONS IN LENGTH AND FREQUENCY OF THE TELECASTS IN THE 2D YEAR. TEST RESULTS SHOWED FOR THE 2D CONSECUTIVE YEAR THAT STUDENTS WHO RECEIVED PART OF THEIR INSTRUCTION OVER TELEVISION IN LARGE CLASSES USUALLY DID AS WELL AS, AND IN MANY CASES SIGNIFICANTLY BETTER THEN, STUDENTS TAUGHT BY CONVENTIONAL METHODS IN SMALL CLASSES. OUT OF 141 DIFFERENT COMPARISONS, IN WHICH THE PERFORMANCE OF 43,105 TELEVISION STUDENTS WAS MATCHED AGAINST THAT OF 26,092 CONTROL STUDENTS OF EQUAL ABILITY, 97 COMPARISONS FAVORED THE TELEVISION STUDENTS AND 44 FAVORED THE CONTROL STUDENTS. MANY OTHER ADVANTAGES OF TELEVISED INSTRUCTION WERE SUPPORTED BY THE EVIDENCE. ED002739 THE NATIONAL PROGRAM IN THE USE OF TELEVISION IN THE PUBLIC SCHOOLS--A REPORT ON THE SECOND YEAR 1958-59. 1960-06-00 123 N/A 1965 8/17/2004 22:49:39 DISA1965

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Yes Adolescents Cognitive Development Cognitive Processes Critical Thinking Logical Thinking ENNIS, ROBERT H. PAULUS, DIETER New York State Univ. of New York, Ithaca. Coll. of Agriculture at Cornell Univ. THIS STUDY DEALT WITH THE CONCEPT OF DEDUCTIVE LOGIC AND ITS USE BY ADOLESCENTS, AGES 10-18. TWO EMPIRICAL QUESTIONS OF CONCERN IN THIS STUDY WERE (1) THAT OF READINESS FOR MASTERY OF LOGIC AND (2) THAT OF THE NATURAL-CULTURAL DEVELOPMENT OF MASTERY OF LOGIC. TWO DEDUCTION TESTS WERE DEVELOPED, ONE FOR EACH OF THE TYPES OF LOGIC TREATED. THEY WERE THE CORNELL CONDITIONAL-REASONING TEST, FORM X, AND THE CORNELL CLASS-REASONING TEST, FORM X. THE TESTING OF 803 SUBJECTS LED TO (1) THE SPECIFICATION OF A SET OF PRINCIPLES OF TWO MAJOR TYPES OF LOGIC, CONDITIONAL LOGIC AND CLASS LOGIC, (2) TWO LOGIC TESTS, (3) A THEORY OF OPERATIONAL DEFINITIONS, AND (4) AN ANALYSIS OF PIAGET'S CONCEPTION OF LOGIC. (GD) ED003818 DEDUCTIVE REASONING IN ADOLESCENCE--CRITICAL THINKING READINESS IN GRADES 1-12, PHASE 1. 1965-00-00 314 N/A 1965 2020-01-29

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Yes Chinese Dialects Foochow Language Guides CHEN, LEO NORMAN, JERRY California California (San Francisco) San Francisco State Coll., CA. THIS TEXT IS WRITTEN WITH CHINESE IDEOGRAPHS. FOR THE GLOSSARY TO THE TEXT SEE ED 010 341. (GC) ED010342 AN INTRODUCTION TO THE FOOCHOW DIALECT, CHINESE VERSION. 1965-00-00 79 N/A 1965 2020-02-12

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Yes Computational Linguistics Grammar Linguistic Theory Mandarin Chinese Programing Transformational Generative Grammar MEYERS, L.F. YANG, J. SAMPLE OUTPUT SENTENCES OF VARIOUS COMIT AND SNOBOL PROGRAMS FOR TESTING A CHINESE GENERATIVE GRAMMAR ARE PRESENTED. THE GRAMMAR CHOSEN FOR EXPERIMENTATION IS A PRELIMINARY VERSION OF A TRANSFORMATIONAL GRAMMAR. ALL OF THE COMIT PROGRAMS AND ONE OF THE SNOBOL PROGRAMS USE A LINEARIZED REPRESENTATION OF TREE STRUCTURES, WITH ADDITIONAL NUMERICAL SUBSCRIPTS FOR EASIER IDENTIFICATION OF CORRESPONDING PARENTHESES. A SNOBOL PROGRAM USES INSTEAD A LIST OF NODE NUMBERS, TOGETHER WITH IMMEDIATE ANCESTORS AND DESCENDANTS. A SET OF SUBROUTINES NOW BEING WRITTEN IN COMIT USES MODIFIED POLISH NOTATION, IN WHICH A SUBSCRIPT GIVES THE NUMBER OF NODES IMMEDIATELY DOMINATED BY A GIVEN ONE. ONE SUCCESSFUL COMIT PROGRAM FOR THE PHRASE STRUCTURE OF THE GRAMMAR IS ALSO EXTENDED TO A FEW TRANSFORMATION RULES, WHICH INVOLVE EMBEDDING. THIS ARTICLE APPEARS IN THE OHIO STATE UNIVERSITY RESEARCH FOUNDATION PROJECT ON LINGUISTIC ANALYSIS, REPORT NUMBER 10. (IT) ED010685 CHINESE GRAMMARS AND THE COMPUTER AT THE OHIO STATE UNIVERSITY. PRELIMINARY REPORT. 1965-05-00 13 N/A 1965 2018-11-22

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Yes Graduate Study Preservice Teacher Education Scholarships Georgia (Atlanta) Georgia State Dept. of Education, Atlanta. A SCHOLARSHIP PROGRAM FOR PROSPECTIVE TEACHERS IN GEORGIA IS OPEN TO HIGH SCHOOL STUDENTS IN THE UPPER 20 PERCENT OF THEIR GRADUATING CLASSES AND TO COLLEGE STUDENTS IN UNDERGRADUATE TEACHER EDUCATION PROGRAMS WHO HAVE HAD AND CONTINUE TO MAINTAIN A "B" AVERAGE. SCHOLARSHIPS OF UP TO $5,800 ANNUALLY IN ACCREDITED GEORGIA COLLEGES ARE BASED ON NEED AND TUITION COSTS. RECIPIENTS ARE OBLIGATED TO TEACH IN GEORGIA SCHOOLS FOR 3 TO 5 YEARS, DEPENDING ON THE AMOUNT OF SCHOLARSHIP AID RECEIVED. OTHERWISE, THE SCHOLARSHIP IS TREATED AS A LOAN TO BE REPAID WITH INTEREST. SCHOLARSHIP RECIPIENTS MAY ALSO RECEIVE ASSISTANCE FOR UP TO FOUR QUARTERS OF GRADUATE STUDY LEADING TO THE MASTER'S DEGREE IN EDUCATION, AND TO FIFTH-YEAR CERTIFICATION LIMITED TO 25 STUDENTS PER YEAR. (RP) ED011003 POLICIES, STATE TEACHER SCHOLARSHIP PROGRAM. 1965-08-00 4 N/A 1965 2018-11-15

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Yes Ancillary School Services Data Disadvantaged Youth Education Service Centers Educational Legislation Educational Research Elementary Schools Federal Aid Federal Legislation Federal Programs Instructional Materials Library Services School Districts Secondary Schools State Departments of Education Supplementary Education Tables (Data) Elementary and Secondary Education Act Congress of the U.S., Washington, DC. Senate Committee on Labor and Public Welfare. THIS COMMITTEE REPORT CONTAINS THE PRESIDENT'S 1965 EDUCATION AND STATE OF THE UNION MESSAGES, THE TEXT OF THE 1965 ELEMENTARY AND SECONDARY EDUCATION ACT (ESEA) TO IMPROVE EDUCATIONAL QUALITY AND OPPORTUNITIES, AND A SECTION-BY-SECTION ANALYSIS OF THE ESEA. THE TITLES OF THE ACT PROVIDE FINANCIAL ASSISTANCE FOR (1) LOCAL EDUCATIONAL AGENCIES TO EDUCATE CHILDREN FROM LOW INCOME FAMILIES, (2) SCHOOL LIBRARY RESOURCES AND INSTRUCTIONAL MATERIALS, (3) SUPPLEMENTARY EDUCATIONAL CENTERS AND SERVICES, (4) EDUCATIONAL RESEARCH AND TRAINING, AND (5) THE STRENGTHENING OF STATE DEPARTMENTS OF EDUCATION. ALSO INCLUDED IN THE REPORT ARE FACT SHEETS CONTAINING BACKGROUND DATA AND PROPOSALS FOR EACH OF THE TITLES, RELEVANT CHARTS, A LIST OF POSSIBLE ESEA PROGRAMS, AND THE AMENDED TEXTS OF PUBLIC LAWS 874 AND 815. PUBLIC LAW 874 IS CONCERNED WITH FINANCIAL ASSISTANCE FOR LOCAL EDUCATIONAL AGENCIES IN AREAS AFFECTED BY FEDERAL ACTIVITIES AND PUBLIC LAW 815 DEALS WITH THE CONSTRUCTION OF SCHOOL FACILITIES IN THESE AREAS. (LB) ED018492 ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965, BACKGROUND MATERIAL WITH RELATED PRESIDENTIAL RECOMMENDATIONS. 1965-01-26 213 N/A 1965 2019-12-10

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Yes Property Accounting Property Appraisal Two Year Colleges THOMSON, JACK California California (Bakersfield) A COMPLETE PROPERTY APPRAISAL SERVES AS A BASIS FOR CONTROL, INSURANCE AND VALUE ESTIMATE. A PROFESSIONAL APPRAISAL FIRM SHOULD PERFORM THIS FUNCTION BECAUSE (1) IT IS FAMILIAR WITH PROPER METHODS, (2) IT CAN PREPARE THE REPORT WITH MINIMUM CONFUSION AND INTERRRUPTION OF THE COLLEGE OPERATION, (3) USE OF ITS PRICING LIBRARY REDUCES TIME NEEDED AND INCREASES EFFICIENCY, (4) IT WILL PROVIDE CONSISTENCY AND UNIFORMITY, AND (5) THE FINISHED REPORT IS MOST USEFUL TO THE CLIENT. BUILDING APPRAISAL PRESENTS PROBLEMS WHICH VARY WITH THE AGE OF THE CONSTRUCTION. FIRE INSURANCE APPRAISAL PRESENTS PROBLEMS WHICH VARY WITH THE AGE OF THE CONSTRUCTION. FIRE INSURANCE APPRAISAL VALUES INCLUDE (1) NEW REPLACEMENT COST, (2) NEW REPLACEMENT INSURABLE COST, (3) SOUND OR DEPRECIATED VALUE, AND SOUND INSURABLE VALUE. A PROPERTY CONTROL SYSTEM IS THE BEST METHOD OF CONTROLLING MOVEMENT, ACCOUNTING FOR ASSETS, AND DETERMINING NEEDS FOR REPLACEMENT AND ADDITION. USE OF ELECTRONIC DATA PROCESSING EQUIPMENT FACILITATES THE PROCESS. THIS ARTICLE IS PUBLISHED IN "COLLEGE AND UNIVERSITY BUSINESS," VOLUME 39, NUMBER 1, JULY 1965. (WO) ED020711 PROPERTY APPRAISAL PROVIDES CONTROL, INSURANCE BASIS, AND VALUE ESTIMATE. 1965-07-00 3 N/A 1965 2018-11-22

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Yes Behavioral Science Research Computer Assisted Instruction Conferences Discovery Learning Discrimination Learning Educational Trends English Instruction Experimental Teaching Industrial Education Learning Processes Learning Theories Mathematics Instruction Problem Solving Programed Instruction Programed Instructional Materials Reading Instruction Science Instruction Second Language Learning Sequential Approach Teaching Machines Glaser, Robert, Ed. National Education Association, Washington, DC. This collection of 17 papers relating behavioral science theory to the process of experimental education grew out of a 1963 National Education Association symposium on research in programed instruction. Perspectives and the technology of programing are described in this updated and supplemental successor to the source book, "Teaching Machines and Programmed Learning" (TMPL-I). Cast in the form of individually authored review chapters, its aim is to update with information on new research and to integrate that information with past efforts. It reviews the past 10 years and present objectives, programing variables and techniques, computer-based instructional systems, adaptive teaching systems, the effectiveness of instructional programs, and programing for classroom instruction. A section on technology and subject matter examines programing on mathematics and logic, science education, reading and related verbal learning, English, and instruction in a second language. The implementation of programed instruction in schools, industry, and federal government agencies is discussed. Indications of the future point to a firm and continuing base for instructional design in the behavioral sciences. This compilation, containing over 1000 research references, is indexed by both author and subject. (AW) ED028638 Teaching Machines and Programed Learning. II, Data and Directions. 1965-00-00 Carnegie Corp. of New York, NY. 839 Department of Audiovisual Instruction, NEA, 1201 Sixteenth Street, N.W., Washington, D.C. 20036 ($11.50) N/A 1965 2019-12-10

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Yes Building Plans Environmental Influences Facility Planning Facility Requirements Furniture Design Guidance Centers Secondary Schools Storage Ontario Dept. of Education, Toronto. School Planning and Building Research Section. Facility requirements outlined include a location accessible to students and staff; specific furniture design for a guidance information center and counseling rooms; furniture for storing equipment and records; and how to avoid planning faults. Photographs are included of some of the furnishings, and sketches show building floor plans of guidance units for three different school sizes. (Photographs may reproduce poorly.) (MLF) ED085903 Suggestions for Guidance Centres for Secondary Schools. 1965-00-00 16 Ontario Government Publications Centre, Macdonald Block, Queen's Park, Toronto, Ontario M7A 1N8 (Canada) ($1.50, payable to Treasurer of Ontario) N/A 1965 2018-12-06

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Yes Audiovisual Instruction College Students Concept Teaching Cues Higher Education Media Research Responses Anderson, Richard C. Guthrie, John T. Reports - Research Illinois Univ., Urbana. Training Research Lab. Though previous studies had suggested a link between the rate of concept learning and instructional formats in which instances of concepts were held constant or grouped together, a 1964 study by Richard Anderson questioned the conclusion, suggesting that previous studies had been confounded by other irrelevant attributes that changed from trial to trial. The study was replicated to test certain anomalies. Via video screen, 50 undergraduate volunteers were delivered stimuli consisting of seven attributes: number, color, form, shading, vertical or horizontal bar, border, and field orientation. Subjects were given five tasks involving the learning of one pair of concepts. Five treatments differed in terms of the sequence of stimuli used to present the training. Results showed that: (1) when adjacent trials contained the same relevant cue, learning was maximized; and (2) the effects of alternate and constant series are conditional upon the number of stimulus attributes that change from trial to trial. (EMH) ED131829 Stimulus Sequence and Concept Learning. Experiment II. Monograph Number 2. 1965-03-00 16 N/A 1965 2019-05-30

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Yes Associative Learning College Students Higher Education Individual Characteristics Prediction Verbal Learning Silverstein, Albert Reports - Research Theorists have argued that the relatedness of words depends upon the degree to which they are associatively connected. Hierarchies of association have been established using two experimental methods: (1) the procedural method, and (2) the repetitions method. Since the results of the two methods have proven to be somewhat inconsistent, a study was designed which examined the relationship between the two methods by presenting a list of 20 stimulus words three times in different random orders to 96 college student subjects. Tabulations were kept for the frequency with which associations given on the first trial were repeated in subsequent trials. It was hypothesized that the frequency would increase as the cultural frequency of the association increased. In general, it was found that cultural frequencies do predict the index of repetition of associates, and hence, they represent individual association hierarchies. (EMH) ED131832 The Prediction of Individual Association Hierarchies from Cultural Frequencies. Pre-Publication Draft. 1965-00-00 23 N/A 1965 2019-11-14

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Yes Administration Carrels Class Organization Educational Objectives Grading Individualized Instruction Mathematics Organization Problems Programed Instructional Materials Rural Areas Secondary Education Small Schools Teacher Aides Goodman, Darril Reports - Descriptive New Mexico Western States Small Schools Project, Santa Fe. In an effort to resolve the small school problems of limited math offerings, small classes, scheduling, and teacher overload, a secondary teacher from Quemado, New Mexico (a rural area) initiated use of five different programmed mathematics courses in one class period. Objectives were to: increase math offerings; decrease scheduling problems; increase motivation; provide for individual differences; meet requirements re: modern math and examining bodies; limit heavy grading duties; promote student development in formula solving, graph reading and construction, math nomenclature, etc.; and increase teacher time for individualized and/or group instruction. Employing a teacher's aide, a grading system built upon point accumulation, and student carrels, programmed courses in basic math, beginning and advanced algebra, plane geometry, and trigonometry were offered twice daily in two 45 minute periods. Results indicated: high student interest at the beginning of the year with a gradual slow down, particularly among the slower students; difficulty in getting all students to work at a rate commensurate with their ability; most teacher attention directed at slow students; increased teaching demands; and increased course completion by graduating seniors (the appendices presents a 1959-65 breakdown of course completion, the grading system, and a student's evaluation of programmed instruction). (JC) ED133095 Programmed Mathematics, Quemado [New Mexico] High School. 1965-11-00 Ford Foundation, New York, NY. 9 N/A 1965 2019-05-16