This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Washington National Education Association, Austin. Extension Teaching and Field Service Bureau. Texas Univ., JOHN K. TUEL, Martin Burlingame, Washington Office of Education (DHEW), Kathleen Yost Ritter, Washington American Association of Colleges for Teacher Education, William M. Hales, Maurice A. East, and J. Lawrence McConville.
(1965). AN INTERDISCIPLINARY APPROACH IN THE IDENTIFICATION OF MENTALLY RETARDED INDIAN CHILDREN. PILOT STUDY. A 1-YEAR PILOT STUDY SCREENED 1,200 NAVAJO INDIAN CHILDREN ENROLLED IN INDIAN BOARDING SCHOOLS OF SAN JUAN AND SHIPROCK, NEW MEXICO. A TEACHER REFERRAL FORM USED FOR INITIAL SCREENING LOCATED 56 CHILDREN BETWEEN THE AGES OF 7 AND 14. INDIVIDUAL BEHAVIOR PROFILES WERE PREPARED FROM PSYCHOLOGICAL AND MEDICAL EVALUATIONS AND SOCIAL HISTORIES. THIRTY-FIVE CHILDREN WERE JUDGED TO BE EDUCABLE MENTALLY RETARDED, AND 15 CHILDREN WHO HAD OTHER HANDICAPPING CONDITIONS NOT RELATED TO MENTAL RETARDATION WERE REFERRED TO OTHER AGENCIES. THREE CHILDREN WHO WERE DIAGNOSED AS BEING SEVERELY RETARDED, BRAIN INJURED, AND EMOTIONALLY DISTURBED WERE REFERRED TO A RESIDENTIAL HOSPITAL. THE REMAINING THREE WERE CONSIDERED NORMAL CHILDREN AND INAPPROPRIATE REFERRALS. PLANS WERE MADE FOR FOUR SPECIAL CLASSES OF 10 CHILDREN EACH TO BEGIN IN SEPTEMBER 1965. TEACHERS WERE TO RECEIVE SPECIAL TRAINING. RECOMMENDATIONS BASED ON THE STUDY ARE MADE. AN APPENDIX CONTAINS THE TEACHER REFERRAL FORM, SOCIAL HISTORY OUTLINE, STAFF DIRECTORY, STANFORD ACHIEVEMENT TEST DATA, ESTIMATED COST OF STUDY, AND THE DIAGNOSTIC SUMMARY AND INSTRUCTIONAL CLASSIFICATION FOR TWO OF THE CHILDREN. [More] Descriptors: American Indians, Children, Diagnostic Tests, Educationally Disadvantaged
(1968). Excellence in Teacher Education. 1968 Distinguished Achievement Awards of the American Association of Colleges for Teacher Education. The University of Maryland received the distinguished achievement award for its development and implementation of the Teacher Education Center concept as a unified approach to the study of teaching and supervision. Recognition awards were also given to (1) The University of New Mexico for its New Elementary Teacher Education Program combining the teaching of methods courses and actual laboratory experiences in a modular approach; (2) Western Michigan University for its Master's Degree Program for the Teaching of Culturally and Educationally Deprived Children and Youth; (3) San Francisco State College for its Sausalito Teacher Education Project (STEP) to prepare teachers for an ever-changing society; (4) Saint Olaf College for its Perspectives on Teaching Program. Special recognition was given to Ohio University for A Case Study of Ohio University International Education Projects in South Vietnam, Western Nigeria, and Northern Nigeria; Towson State College, Coppin State College, and Morgan State College, Maryland, for their consortium of theory and practice in the inner city; Knox College, Illinois, for its Summer Institute for Cooperating Teachers; Chadron State College, Nebraska, for A Program of Innovative Approaches; and Stout State University, Wisconsin, for The American Industry Teacher Education Program. (The announcement booklet contains brief descriptions of award-winning programs and of the 92 other entries.) [More] Descriptors: College School Cooperation, Disadvantaged Youth, Elementary School Teachers, Field Experience Programs
(1970). Political Scientists and Teacher Education: An Inservice Program in International Affairs. To introduce the inservice program the author argues in favor of involving discipline-oriented professors and professional associations in the teaching of their discipline in the secondary schools, but also discusses the problems to be avoided in such involvement. The inservice program described is being carried out by the Center for Teaching International Relations (CTIR), an organizational unit of the Graduate School of International Studies, Denver University (DU). (Other CTIR programs are also listed.) The inservice programs take three forms: 1) extended inservice institutes at DU, offering graduate credit, at which participants develop classroom-oriented materials in international affairs; 2) 3-day regional institutes throughout Colorado, Wyoming, and New Mexico, at which participants are introduced to CTIR classroom materials; and, 3) 2 to 3 day national institutes. The short-term institutes use "Rowan and Martin's 'Laugh-In' format" as a planning model. "The objective was to provide the participant with ideas, materials, and even units which were ready for the classroom." (A typical schedule of these is included and described.) Institute staff members were primarily discipline-oriented professors who generally lacked formal secondary teaching experience. [More] Descriptors: College Faculty, Inservice Teacher Education, Institutes (Training Programs), International Education
(1965). GUIDANCE RESEARCH IN ACTION, GROUP COUNSELING WITH PARENTS, MONOGRAPH 2. THE SECOND PHASE OF A 3-YEAR STUDY TO DEFINE AN OBJECTIVE FOR GUIDANCE SERVICES IS PRIMARILY CONCERNED WITH THE INCLUSION OF TEACHERS IN GROUP COUNSELING AND THE CONTINUED DEVELOPMENT OF GROUP COUNSELING WITH PARENTS. THE 22 PARTICIPATING SCHOOLS FROM SIX SCHOOL DISTRICTS IN CALIFORNIA AND NEW MEXICO INCLUDED K-12 FROM ALL SOCIOECONOMIC LEVELS. TO FACILITATE BOTH THE RESEARCH PROCEDURE AND THE DATA PROCESSING, 10 DATA-COLLECTION INSTRUMENTS WERE DEVELOPED, REFINED, AND USED WITH INDIVIDUALS, GROUPS, AND SCHOOLS. A WIDE VARIETY OF DATA RANGING FROM EXPRESSION OF ATTITUDE TO RATINGS OF OVERT BEHAVIOR WAS COLLECTED AND STORED ON PUNCH CARDS. THE ANALYSIS OF THESE DATA WAS CONDUCTED ACCORDING TO THE PATTERN SET BY THE SPECIFIC MAJOR HYPOTHESES REGARDING CORRELATIONS OF THE PERCEPTIONS OF STUDENTS, TEACHERS, AND PARENTS CONCERNING APTITUDES, VOCATIONAL INTERESTS, AND STUDENT SCHOLASTIC PERFORMANCE AS WELL AS THE RELATIONSHIP OF EDUCATIONAL ATTITUDES, COMMUNITY ATTITUDES, AND PARENTAL PARTICIPATION IN THE STUDY. ELEVEN VARIABLES WERE CONSIDERED IN THE HYPOTHESES. ONE MAJOR HYPOTHESIS WAS CONCERNED WITH THE EFFECTS COUNSELING WITH PARENTS AND TEACHERS HAS ON STUDENTS. THE PRELIMINARY FINDINGS, ALTHOUGH PRIMARILY ACTUARIAL IN NATURE AND NOT COMPLETE, PROVIDE SOME INDICATION THAT THE GROUP APPROACH IS FEASIBLE FROM BOTH THE POINT OF VIEW OF THE PUPIL PERSONNEL SPECIALIST AND THE DEGREE OF PARENT PARTICIPATION. [More] Descriptors: Bibliographies, Community Attitudes, Counseling, Counselor Role
(1968). A Study of Vocational Education as a Factor in Selecting a Community for a Manufacturing Plant Site. The purpose of the study was to determine the factors considered by industrialists as they select communities in which to locate their new manufacturing plants, and to place the relative importance upon vocational-technical education as a factor in the plant site selection process. The three populations consisted of 113 companies of varying sizes who manufactured different products, a group of 93 companies who returned answers to questions, and of a group of 191 companies which answered a second questionnaire. All three populations were from Colorado, New Mexico, Arizona, Nevada, Idaho, Utah, and Wyoming. Of the 27 site selection factors submitted by the manufacturing industry, vocational-technical education ranked in the middle in degree of importance. The clothing, metal fabrication and plating, and electronic-electrical-refrigeration manufacturers rated vocational-technical education as more significant than did other types of manufacturers. Of the ones who investigated this type of education, 70 percent looked for brochures and catalogs as a means of evaluating vocational-technical education. Descriptors: Community Education, Cultural Influences, Decision Making, Doctoral Dissertations
(1969). The Evaluation of Guidance-Counseling Service in Office of Education Region VII and the Development of an Effective Guidance-Counseling Program for Adult Basic Education Students: Report for Fiscal Years 1969-70. The Office of Education Guidance and Counseling Project for Adult Basic Education in Region VII includes five state programs, each run somewhat autonomously, in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas, for which joint training preparations were made. In Phase I of the Project the central staff gathered statistical data on students, classes, and teachers from the individual states and summarized this data, and also drew together descriptive material on the guidance functions of various personnel in each state; in Phase II each state outlined a proposed guidance and counseling program which would be effective at the local level. During the first year (Fiscal Year 1969) a Guidance and Counseling Master Unit was prepared, using audiovisual and printed material. Summer training workshops for counselors, and the establishment of large and small pilot centers in each state, are now part of the project. A questionnaire has been designed to be administered to guidance personnel and to adult basic education students, in order to attempt to pinpoint elements which increase the likelihood of student success in adult basic education programs. (Questionnaire is included.) [More] Descriptors: Adult Basic Education, Adult Counseling, Guidance, Guidance Personnel
(1970). Technological In-Migration and Curricular Change; Educational Politics in Albuquerque, 1945-1965. The impact of a large in-migration of scientists and technicians on the educational policies of the Albuquerque, New Mexico, public school system from 1945 to 1965 was investigated for the purpose of analyzing the educational politics of a system related to an increasing tempo of demands for a more academic curriculum. A case study design which relied heavily on historical methodology was employed to explore the articulation, processing, and implementation of demands. Collection and analysis of documents and interviews were the major research methods used. The pre-Sputnik era (1945-57) featured educational demands by "technocrats" which produced no educational response. The Sputnik era (1957-58) legitimized those demands and resulted in greater curricular emphasis on science, math, and college preparatory programs. The post-Sputnik calm (1959-62) resulted in a reduction in political activity, educational demands, and curricular responses since demands had been substantially met during the previous period. The period of reaction (1963-65) emphasized compensatory and vocational education for the disadvantaged, and this was supported even by the technocrats. [More] Descriptors: College Preparation, Curriculum Development, Educational Change, Educational Demand
(1971). The Impact of Five Rural Concentrated Employment Programs. This report delineates and analyzes the impact of the rural Concentrated Employment Programs (CEP) operating in Arkansas, Maine, Minnesota, New Mexico, and Tennessee. First funded in fiscal year 1967, the CEP's were designed as an efficient and effective system for providing coordinated manpower services to the disadvantaged. At the end of 1967, there were 19 CEP's, two of which were located in rural areas. Presently, there are 80 CEP's, 13 of which are rural. These rural CEP's have cumulatively enrolled over 40,000 participants and had, in 1 year, over $70 million obligated for provision of their services. Specifically, this report (1) contains a detailed analysis of the cultural, social and economic characteristics of the rural CEP's, (2) analyzes the strategy and structure of the CEP's within this environment, (3) delineates and analyzes the impact of the CEP on its participants, the rural employers, other agencies and social-political forces in the rural environment, (4) analyzes the observed impact, and (5) contains the recommended modifications of the rural CEP model. Descriptors: Disadvantaged, Employment Programs, Job Training, Labor Force Development
(1974). The Comparison of Two Methods of Instruction in Teaching the Wechsler Intelligence Scale for Children. The purpose of the study was to determine if there were any differences in learning between graduate students taught to understand, administer, and score the Wechsler Intelligence Scale for Children (WISC) by an independent study method as compared to those taught by a more traditional instructional procedure. The subjects were those students enrolled in two sections of an individual intelligence testing course in the fall of 1973 at the University of New Mexico. The scores on two outcome measures–a cognitive examination and a performance examination–were compared and an analysis of covariance procedure indicated no significant differences between the groups on both measures. The range of scores on both examinations (cognitive and performance) was larger for the experimental, or independent study, group. The number of WISC tests administered by the experimental group correlated significantly with both cognitive examination scores and performance examination averages. A significant correlation was obtained between the number of protocols handed in for evaluation and the cognitive examination scores of the experimental group. [More] Descriptors: Classroom Environment, Comparative Analysis, Graduate Students, Independent Study
(1974). Community Development Services in the Community Junior College. A survey was conducted through the Mountain-Plains Community College Leadership Program of the University of Colorado to: (1) ascertain the value of various activities that might be useful as part of a community development program; (2) determine the extent of community development services now being provided and the extent to which they should be rendered; (3) discover the priority that community development services should be assigned among the various community junior college responsibilities; and (4) determine any special attributes necessary for community development specialists. Questionnaires were sent to 155 presidents for chief executive officers in charge of community junior colleges in Arizona, Colorado, Iowa, Kansas, Missouri, Montana, Nebraska, New Mexico, North Dakota, South Dakota, Utah, and Wyoming. A small nationwide sample of community junior college administrators that have responsibility for community services was also used in determining attributes needed by community development specialists. Questionnaires were also sent to 409 community/junior college trustees and 273 private citizens. Replies were received from 56 percent of the presidents or chief executive officers, 43 percent of the trustees, 57 percent of the private citizens, and 65 percent in the nationwide sample. Survey results are provided, as related to the four objectives above, in both narrative and tabular formats. The result support the concepts of community development services as a legitimate and significant function of the community/junior college. [More] Descriptors: College Role, Community Colleges, Community Development, Leadership Qualities
(1975). Ethnic Studies Curricula and Related Institutional Entities at Southwestern Colleges and Universities. Bulletin of the Cross-Cultural Southwest Ethnic Study Center, October 1975, Special Issue. This publication contains the results of a survey of two- and four-year colleges and universities in the U.S. Southwest designed to provide detailed information concerning the status of ethnic studies curricula. The Cross-Cultural Southwest Ethnic Study Center (CCSWESC) of the University of Texas at El Paso conducted the survey to promote interinstitutional communication and cooperation between and among CCSWESC and analogous entities on other campuses. A two-page questionnaire was mailed to administrative officers of most junior and senior colleges in California, Nevada, Utah, Colorado, Arizona, New Mexico, Texas, and Oklahoma. Nearly 100 institutions of the approximately 150 responses indicated a program or activity relevant to the areas surveyed. Survey results include the following: nomenclature of the ethnic curricula; academic levels involved; the regional and minority concerns treated; the manner in which faculty for such programs are distributed among the various teaching departments; and names, characteristics, and activities of related research centers, departments, divisions, committees, offices, and other institutional entities having an interest in minority concerns and interethnic relationships. [More] Descriptors: American Indian Culture, Asian Americans, Bilingual Education, Black Studies
(1971). The Secretary's Regional Conferences on Vocational Education, Dallas Summary, 1971. This Region VI conference called by the Secretary of Health, Education, and Welfare, brought together 240 participants from New Mexico, Texas, Oklahoma, Arkansas and Louisiana to discuss how career education needs of youth and adults and the needs of the economy are being met, to determine the role of vocational education in the process, and to identify methods of redirecting education in the 1970's so that secondary students will be prepared for immediate employment or further education. Some major concerns expressed by the participants were: (1) Adequate and realistic occupational guidance and counseling, (2) Educational objectives that are more occupationally oriented, (3) Need for making and keeping programs relevant to current needs of students and the economy, (4) Need for updating and improving teacher education programs, (5) Utilizing school facilities for 12 months and lengthening the school day, and (6) Greater utilization of private schools in occupational training programs. Summaries of conference activities are included. Other regional conference reports are available as VT 013 385-013 386, VT014 205-VT014 210, and VT 014 228 in this issue. [More] Descriptors: Agency Cooperation, Career Education, Career Planning, Conference Reports
(1972). Teacher Separation and Retention in Bureau of Indian Affairs Schools. Final Report. Factors that differentiate between first-year teachers who remain for a second year and those who resign after 1 year of employment with the Bureau of Indian Affairs (BIA) schools were investigated in this 1969-70 study of BIA teachers working from the BIA area office in Gallup, New Mexico (n=78), and Aberdeen, South Dakota (n=49). Data were collected by means of questionnaires and structured interviews. Analysis of questionnaire and interview data focused on isolating items, such as recruitment procedures, that discriminated between teachers who resigned and those who remained. Additional analyses isolated personal, sociological, and ecological variables related to teacher mobility. Findings included (1) that the BIA schools had a teacher separation rate of 36%; (2) that those individuals who had the most incongruency in areas related to their work environments were most likely to terminate employment, and (3) that termination of employment was also related to dominant career patterns. Copies of the instruments are appended. A related document is ED 047 857. [More] Descriptors: American Indians, Cultural Awareness, Employment Patterns, Faculty Mobility
(1973). High Spots in State School Legislation, January 1-August 31, 1973. This publication describes the 1973 legislative goals of state education associations throughout the U.S. and briefly summarizes educational legislation enacted from January through August 1973. Additional information on 1972 legislation is included for a few states where legislative sessions either ran late or resumed activities after September 1972. Altogether, information is presented for 42 of the 49 states whose legislatures met during 1973. The Kentucky legislature did not meet, and information was not available from Alabama, Louisiana, Mississippi, Missouri, New Mexico, South Carolina, and Vermont. Information included in this report was furnished mainly by state education associations affiliated with the National Education Association. Most of the report consists of state-by-state listings of association goals and relevant legislation for each of 18 topical categories, including school finance, salaries, tenure and contracts, certification, leaves of absence, negotations, retirement, miscellaneous teacher legislation, textbooks and curriculum, pupil transportation, exceptional children, miscellaneous pupil legislation, school buildings, district reorganization, local school administration, state school administration, higher education, and miscellaneous general legislation. [More] Descriptors: Curriculum, Educational Administration, Educational Facilities, Educational Finance
(1970). Ethnic Isolation of Mexican Americans in the Public Schools of the Southwest. Mexican American Education Study. Demographic characteristics and ethnic isolation of Mexican American students and staff in the Southwest are examined in terms of size and distribution of Mexican American enrollment, ethnic isolation of Mexican American pupils (by school and district), size and assignment of school staff, and school district administrators and school board members. Three basic findings were derived from this study: that (1) Mexican American public school pupils are severely isolated by school district and by schools within individual districts; (2) Mexican Americans are underrepresented on school and district professional staffs and boards of education; and (3) the majority of Mexican American staff and school board members are found in predominately Mexican American schools or districts. It was also found that (1) a considerable proportion of Mexican American students in the Southwest attend ethnically imbalanced schools; (2) the extent of ethnic imbalance does not differ sharply among New Mexico, Texas, California, Colorado, and Arizona schools; (3) 4 of the largest districts in the Southwest (Los Angeles, Denver, Albuquerque, and Tucson) account for a significant percentage of Mexican American students who are in schools having disproportionately high Mexican American enrollments; (4) although these large districts account for much of the imbalance, ethnic imbalance is not necessarily contingent on district size; and (5) the extent of imbalance is not influenced by the ethnic composition of the district. Included are 16 tables and 12 figures. [More] Descriptors: Administrators, Boards of Education, Civil Rights, Cultural Isolation