This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Mary T. Keith, Larry J. Greathouse, Washington National Student Education Association, B. Eugene Griessman, Timothy G. Plax, Andrew Yiannakis, Jean M. Civikly, Francis McKinley, Janet Krause, and Washington Department of the Interior.
(1969). Planned Change in Low-Income Rural Areas: An Evaluation of Concerted Services in Training and Education. Center Research Monograph No. 2. An 11-semester research team conducted an evaluation of the Concerted Services in Training and Education (CSTE) pilot projects in Arkansas, Minnesota, and New Mexico. CSTE is a direct action program which attempts to stimulate area development through coordination of services and programs at local and national levels. Using an evaluative model consisting of environmental, resource, process, and product evaluation, data were gathered and analyzed from on-site evaluations and a survey of 855 community leaders and agency directors, graduates, trainees, and control groups. The team found substantial evidence that CSTE is attaining satisfactory performance on all objectives. Some expansion of local industry occurred and several small industries located in the pilot areas, but the overall increase in local employment was not great. In its present form CSTE appears to lend itself to rural counties that are conspicuously lagging in economic development. Though low income people have been helped by the training programs, a need still exists to attract wider participation of these people, not only into the training program, but also into the planning process. Related documents in this issue are VT 011 403-404 and VT 011 474-475. [More] Descriptors: Economic Development, Educational Programs, Labor Force Development, Low Income Groups
(1970). [Las Cruces Bilingual Education Project, Evaluation Report: 1969-70.]. The Las Cruces Elementary School Bilingual Program, designed to increase achievement levels of K-6 pupils, is located in 2 elementary schools through support from titles III and VII of the Elementary and Secondary Education Act. The project emphasizes the cultural and linguistic heritage of the Las Cruces, New Mexico, area; the structure of the Spanish and English languages; bilingual-bicultural interaction; and the establishment of optimal learning climates in school, home, and community. The experimental design includes the following program components: (1) affective learning environment, (2) culturally centered curriculum, (3) Spanish-English instruction, (4) language experience and individualized reading, (5) differentiated staffing and team teaching, (6) bilingual aides, (7) career-training opportunities, (8) parental involvement, and (9) teacher in-service training. The research design provides data for measuring pupil self-concept, intellectual gain, and academic achievement. Measures of parent participation and attitude toward education are also included. Behavioral objectives are identified, along with the instructional procedures needed to ensure measurable products. [More] Descriptors: Academic Achievement, Annual Reports, Attitudes, Behavioral Objectives
(1970). Who Should Control Indian Education? A History, Three Case Studies, Recommendations. Conducted in 1967 by the Far West Laboratory for Educational Research and Development at the request of the National Indian Youth Council, this 1-year study was made on American Indians at the following sites; Loneman, South Dakota; Ponca City, Oklahoma; Crow Agency, Montana; Fort Berthold, North Dakota; Nondalton, Alaska; South Nek Nek, Alaska; Mescalero Apache Reservation, New Mexico; Papago Indian Reservation, Arizona; Seattle, Washington; and Indian boarding schools. The report describes the state of education available to American Indian children, presents 3 case studies, and offers a set of recommendations for improvement. Collection of base-line data included obtaining information on school administration, curriculum and teaching methods, student achievement, attitudes of teachers and administrators, and unique characteristics of the schools attended by the Indian children. Conclusions were that education provided for Indian children is a failure and has not succeeded in preparing them to be productive citizens in the larger society. In addition to the study activities, 3 pilot projects were developed at various sites: (1) educational materials libraries in Head Start schools, (2) a tutoring program for junior high students, and (3) a nonprofit organization for community development. [More] Descriptors: Administration, American Indians, Attitudes, Civil Rights
(1967). A Preliminary Appraisal of Concerted Services in Training and Education in Rural Areas. Occasional Paper No. 1. In order to gather information on which to base decisions regarding the continuation of the Concerted Services in Training and Education in Rural Areas, a preliminary appraisal was made of three pilot projects located in Arkansas, New Mexico, and Minnesota. Overall impressions and reactions to attainment of objectives were made, and some major ones include: (1) Marked progress has been made toward developing general operational patterns for concentrating all agencies and resources on the occupational education problems, (2) Definite progress has been made in identifying existing and potential employment opportunities and organizing occupational education programs for youth and adults, (3) Vocational couseling services are needed in rural areas, (4) A crucial problem is the extent to which resources other than governmental agencies may be tapped to provide educational, guidance, and other services, (5) The projects have fostered closer working relations among federal and state agencies operating in the counties, and (6) Although the conceptualization and implementation of the project is of vital importance, the ultimate success rests with the county coordinator. Related documents in this issue are VT 011 403 and VT 011 474-476. [More] Descriptors: Educational Needs, Educational Programs, Federal Programs, Objectives
(1974). The Effects of Information Exposure Activities on Attitudinal Changes Among Co-Culturals: Some Preliminary Findings. To examine the effect of various activities and interactions on the attitudes of members of co-cultures toward each other was the purpose of this study. The research was conducted in two stages. In the first stage, semantic differential scales were developed for the measurement of attitudes toward co-cultures. Each of five sets of scales was used to measure perceptions of a different cultural group: black, Chicano, native American, Anglo, and Filipino. The data were collected from 89 students enrolled in basic speech communication courses at the University of New Mexico. The students were randomly selected and instructed to indicate their feelings about each cultural group as accurately as they could for each scale. The findings indicated that similar factor structures were found when measuring the perceptions of co-cultures together or separately. In the second stage, attitudinal changes across activities and cultures were measured. A group of six Anglo and six Chicano subjects engaged in a series of four co-cultural activities, and subjects also responded individually to attitude scales. The findings indicated that there is no difference in the effects of certain co-cultural information activities on attitude changes toward other cultures. [More] Descriptors: Attitudes, Communication (Thought Transfer), Cultural Differences, Cultural Influences
(1970). New Teachers: New Education. Student Impact Occasional Paper. Nine innovative programs, using different kinds of internship, are described by the students taking part in them. The Elementary Education Intern Program at Brigham Young University uses gradual immersion in school activities rather than a sudden plunge. The Sausalito Teacher Education Project is an experimental on-site teacher preparation program sponsored by San Francisco State College to train teachers to be more effective in multi-ethnic, inner city classrooms. The University of Wisconsin at Milwaukee is developing a program to increase the responsibility and involvement of students. Northwestern University student teachers have been living and teaching at the Navajo Rough Rock Demonstration School in Arizona to gain insight into another culture. Excerpts from logs detail the experiences of two interns from Antioch-Putney Graduate School of Education in schools in Montgomery Co., Md., and Washington, D.C. At New Mexico State University a co-operative program in teacher education enabling students to learn on the job is now in its fifth year. In Kanawha Co., W. Va., seven colleges and universities cooperate with the school system in teacher education programs. The University of Washington's Tri-University Project has developed a prototype for elementary education, while Wayne State University prepares students for the inner city by giving them greater classroom responsibility. [More] Descriptors: American Indians, Cooperating Teachers, Cooperative Programs, Education Courses
(1969). Oral Language and Aural Associative Learning of Third and Fifth Grade Pupils. Measures of oral language, verbal associative learning, and nonverbal IQ were collected from a mixed unilingual and bilingual random sample of 66 third- and fifth-grade pupils in Las Cruces, New Mexico. Correlational techniques were employed to determine whether, and to what extent, relationships existed between verbal associative learning skill and several measures of oral language. The Cattell Culture Fair Intelligence Test and the Verbal Paired-Associates Test were administered. At both grade levels significant zero order correlations were found between the associative learning measure and the following language measures: mean length of response, mean of the five longest responses, standard deviation of response length, number of different words, and structural complexity score. Standard deviation of response length, the language measure most highly correlated with associative learning, was also significantly correlated with the IQ measure; however, these two measures correlated significantly when IQ was held constant. It was concluded that there is a relationship between oral language development and verbal associative learning. Tables and references are included. [More] Descriptors: Bilingual Students, Grade 3, Grade 5, Language Acquisition
(1973). Canonical Relationships Among Psychosocial Factors and Sport Preference. The purpose of this study was to investigate whether sport preference is a random phenomenon or a phenomenon related to specific factors in the background and environment of the participant. In addition, the study explored the feasibility of forming a framework for the systematic analysis of this phenomenon by interrelating findings from independent investigators. A questionnaire was administered to 411 male and female participants in a voluntary sports program at the University of New Mexico in the spring of 1972. The data were treated by means of cannonical correlation, a multivariate procedure which handles a large array of variables in sets rather than individually. It was concluded that preference for specific sports is contingent upon a number of background and environmental factors being present and possibly interacting. Furthermore, this study revealed that by showing how a number of variables interrelate in a manner which permits the linking of these results at a higher theoretical level, a framework can be generated which may aid the systematic analysis of this phenomenon at both practical and theoretical levels. [More] Descriptors: Environmental Influences, Environmental Research, Physical Activities, Physical Education
(1969). Sustained Primary Program for Bilingual Students. The Sustained Primary Program for Bilingual Students is an ESEA/Title III program which emphasizes understanding and appreciating the Spanish, Mexican, Anglo heritage of the Mesilia Valley and southwestern New Mexico, discovering the structure of the language, recognizing how learning occurs, identifying the methodology and strategy needed to create the best learning climate, and exploring ways of expanding the learning environment into the home and community. This 12-month program includes 200 instructional days and short vacation periods. Teachers and pupils remain together from kindergarten through grade 3, and advancement is continuous and nongraded. The language experience approach to reading is incorporated in the culturally centered curriculum. Bilingual instructional aides assist the master teachers, and parent participation is encouraged. Statistical data for the project's first year (1966-67), comparing program children with control groups on the California Test of Mental Maturity, the Metropolitan Reading Readiness Test, and other measures, indicate that dual language instruction enhanced school achievement. Tables and references are included. [More] Descriptors: Bilingual Education, Bilingual Students, Bilingual Teacher Aides, Cultural Interrelationships
(1968). Review of Educational Activities, Bureau of Indian Affairs, Part I. The document reports an audit review made of educational activities within the Bureau of Indian Affairs (BIA) area offices in Anadarko and Muskogee, Oklahoma; Gallup, New Mexico; Juneau, Alaska; and Phonenix, Arizona. The field work, completed in 1967, was designed to (1) compile financial information to correlate with measures of output, (2) identify and determine reasons for differences in unit costs between geographical areas and accounting periods, (3) assess reliability of the BIA's financial records, and (4) appraise the effectiveness of the BIA's financial information in meeting management needs. Available information used included the fiscal years 1960 through 1965. The review principally focused upon effectiveness of the financial information system, feeding costs, guidance and dormitory operation costs, school bus and biannual transportation costs, plant operations and maintenance costs, and laundry expenses incurred by BIA schools. Also reviewed were assistance to Indian pupils in non-Federal schools; school management, instruction, and program direction; and summer programs and adult education programs. Recommendations for improvement in financial management by the BIA are included in the report, as well as 22 trend charts and schedules with narrative designed to focus on principal results of the review. [More] Descriptors: Accountability, American Indians, Boarding Schools, Bus Transportation
(1968). The Direction of Migrant Education as Revealed by Site Visits in Selected Counties of Six States. Field workers initially observed selected migrant programs in 30 counties in Arizona, California, Georgia, Florida, New Mexico, and Texas during a two-week period in early 1968. A two-day conference was then held, during which recommendations were made as to future direction in migrant education. Major strengths of the observed programs included a high percentage of bilingual staffs, assimilation of migrant children into school activities, and good vocational programs. Major weaknesses included a shortage of qualified teachers, a lack of an adequate definition of the migrant child, and generally inadequate materials. It was also observed that methods of recruitment of migrant school-aged children into schools varied both within and between states. In addition, very few examples of curriculum modification were observed, resulting in teachers relying primarily upon relating textbook materials to experiences of the migrant child. Recommendations included an improvement in transfer records, the development of multi-county projects in migrant education, the initiation of continuous inservice training programs for teachers, and an increase in supplemental services especially at the Federal level. [Not available in hard copy due to marginal legibility of original document.] [More] Descriptors: Bilingual Teachers, Curriculum Evaluation, Educational Programs, Inservice Education
(1971). Training Nonprofessional Community Project Leaders. Dona Ana Mental Health Services (DAMHS) in Las Cruces, New Mexico, has completed a five year demonstration project intended "to explore the effectiveness of a special method of selecting, assigning, training, and giving consultation to nonprofessional mental health workers as they and the community develop special mental health services." These DAMHS nonprofessionals, called mental health project leaders, were second career people who had some skills relating to DAMHS jobs but were not qualified mental health workers. Trainee selection, training techniques, the role and selection of consultants, functions of mental health nonprofessionals, and approaches to developing community projects, were expected to change–and did undergo change–in response to what trainees and projects seemed to need at different points in time. Similarly, trainee reactions to DAMHS methods varied greatly from one phase to another. At the close of the project, a 24 hour crisis center, an alcoholism project, a juvenile program, and a day care center for emotionally disturbed and retarded children, were in operation. Nonprofessionals had relative success in establishing community projects, recruiting volunteers, and attracting responsible citizens to serve on boards. Descriptors: Attitudes, Bibliographies, Community Programs, Consultants
(1967). Student Government; Organization and Function in Married-Student Housing Areas of Selected Colleges and Universities. This study, conducted in 12 institutions in Colorado, Wyoming, Utah, Idaho, Montana, New Mexico, and Arizona, investigated the form and function of student government in college and university family housing areas; examined pertinent literature, legislative action, and litigation; sought problems common to students in family housing that could be approached or solved through student government; and analyzed questionnaire data on 659 married students, their needs, and the operational status of student government organization affecting student housing residents. Among the major conclusions were these: (1) the mayor-council plan is the most successful form of self-government structure for married student housing areas; (2) married students are not generally considered as influential in campus affairs as unmarried students, and feel that they are not given an adequate voice in determining housing policies; (3) they are generally satisfied with physical facilities and housing rules and regulations, but there are complaints in some institutions of lack of enforcement; (4) problems are most often related to parking, traffic control, and housing maintenance. Numerous policy and other recommendations were made. Descriptors: Attitudes, College Housing, College Students, Doctoral Dissertations
(1974). Effects of Ethnicity and Socioeconomic Status on Learning Achievement of Ninth- and Eleventh-Grade Students. The study attempted to determine whether any significant differences of educational achievement, as measured by a standard test of academic performance, existed between groups and subgroups within 2 high school levels of varied ethnicity and socioeconomic status. The study was conducted at Hot Springs High School, Truth or Consequences (New Mexico). All 9th and 11th grade students enrolled for 1970-71 were involved. Students with Spanish surnames were classified as Mexican Americans; all others as Anglos. Three hypotheses concerning the effects of ethnicity, socioeconomic status, and interaction between ethnicity and socioeconomic status were formulated and tested by analysis of variance. The only significant difference found was that for ethnicity at the 11th grade level. Lack of significant difference for socioeconomic status was attributed to the cohesiveness of the sample grades, smallness of the county population, and absence of racial or social barriers in the community setting. Recommendations included replication with expansion to cover one or more school districts, including both urban and rural areas; assessment of educational goals and procedures and immediate revision of curricula to motivate and retain the low socioeconomic student, especially the Mexican American; and efforts to identify and modify, if practicable, such socioeconomic factors as self-concept. [More] Descriptors: Academic Achievement, Anglo Americans, Comparative Analysis, Curriculum Development
(1970). Teacher Education Programs. This document contains 66 one-paragraph summaries of reports on innovative programs in teacher education submitted to the Council on Teacher Education of the Association for Supervision and Curriculum Development by its state liaison members. Each description includes an address from which further information may be obtained. Programs are listed by state (the number of programs in each state is indicated in parentheses): Alabama (4); Colorado (1); Florida (12); Hawaii (1); Idaho (1); Indiana (8); Iowa (2); Maryland (5); Montana (2); Nebraska (1); Nevada (4); New Mexico (4); New York (1); North Carolina (1); Ohio (23); Oklahoma (2); Pennsylvania (13); Texas (2); Utah (1); Wisconsin (1). The following illustrate the variety of programs reported : a university's international student teaching program; a university/school district tutorial reading program; a school district's cooperative teaching program planned by school board, faculty, and parents; a county program of aerospace laboratory experience for elementary personnel to develop classroom demonstration skills; a university program to unite preservice and inservice education into a continuing education program; a graduate elementary education program; a college cooperative program in preparation of clinical teachers in special education; a university team approach to teacher education. [More] Descriptors: Educational Innovation, Teacher Education