Il II "0 AA 000 381 Sep 69 RIEDEC69 LEVEL AUTHOR Decrow, Rogered.0 Grabowski, Stanleym.,Ed

DEPARTMENT OF HEALTH,EDUCATION, AND WELFARE bOEFURM 6000, 2/69 OFFICE OF EDUCATION ERIC REI-VRTRE5UME ERIC ACC. NO, YES 0 NOEa LA I S DOCUMENTCOPYR IGH TED? Lry El CH ACC, NO. P.A.PUBL. DATE I SSUE ERICREPRODUCTION RELEASE? YES 0 NO OF AVAILAB1 LI TY INI il II "0 AA 000 381 Sep 69 RIEDEC69 LEVEL AUTHOR DeCrow, RogerEd.0 Grabowski, StanleyM.,Ed. TITLE 1969 Annual Register. Research and Investigationin Adult Education;

SOURCE CODEINSTITUTION(SOURCE Clearinghouse on AdultEducation. QPX84920 Syracuse Univ., N.Y. ERIC

SP. AG, CODESPONSORING AGENCY - GRANT NO, EDRS PRICE CONTRACT NO. 0.75;7.60 BUREAU NO, R EPORT NO.

AVAI LABI LI TY

JOURNAL CITATION

DESCRIPTIVE NOTE 150p. _

DESCRIPTORS *Arnotated Bibliographies;Adult *Research; *Investigations;*Adult Education; Educational Environment; Learning; ProgramPlanning; Program Administration; groups; ManagementDevelopment; Job Teaching Methods;Personnel; Disadvantaged Professional ContinuingEducation; Training; Institutions;Comparative Education; Womens Education !DENTE FI ERS

ABSTRACT of research orinvestigation in adult An annotatedbibliography includes 490 items dated 1968 or 1969. They coveradult learningcharacteristics, education, mostly instructional methods, and administration,learning environments, program planning education and instructional devices,personnel and staffing, curriculum materials continuing education of particular groups, programareas,professional and technical occupational training, management andsupervisory development,labor education, in adult education.Included institutional sponsors,and international perspectives of the documents, anorder blank for the is an author index, anote on availability listing of otherpublications of the ERIC ERIC DocumentReproduction Service, and a Clearinghouse on AdultEducation. (eb)

GPO 8 RESE RCHA1L INVESTIGATION ill A ULT BM]Airi 1969 ANNUALREGISTER

LERIC]CLEARINGHOUSE ON ADULT EDUCATION

ADULT EDUCATION ASSOCIATION U.S. DEPA1MEN1 OF HEALTH, EDUCATION 8, WELFARE

OFFICE OF EDUCATION OF THEU.S.A.

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING II.POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. ERIC CLEARINGHOUSE ON ADULT EDUCATION

107 RONEY LANE j SYRACUSE, NEW YORK 13210

SPONSORED BY SYRACUSE UNIVERSITY AND THE EDUCATIONAL RESOURCESINFORMATION CENTER OF THE U. S. OFFICE OF EDUCATION

ROGER DeCROW. DIRECTOR

This publication was prepared pursuant to a contractwith tht Office of Education, U.S. Departmentof Health, Education and Welfare. Contractors undertakingsuch projects under Government sponsorship are encouraged to express freely their judgment inprofessional and technical mAtters. Points of view or opinionsdo not, therefore, necessartly represent official Office of Education position orpolicy. EDUCMION & WELFARE U.S. DEARTMENT OF HEALTH, OFFICE Of EDUCATION

REPRODUCED EXACTLY ASRECEIVED FROM THE THIS DOCUMENT HAS BEEN POINTS OF VIEW OR OPINIONS PERSON OR ORGANIZATIONORIGINATING T. REPRESENT OFFICIAL OFFICEOF EDUCLPON STATED DO NOT NECESSARILY POSITION OR POLICY.

RESEARCH AND INVESEGAM IN ADULT EDISCATON

1969 ANNUAL REGISTER

ROGER DECROW AND STANLEY M.GRABOWSKI EDITORS

LEIC Clearinghouseon AdultEducation

Adult EducationAssociation oftheU.S.A. ABSTRACT

An annotated bibliography includes490 items of researchor investigation in adult education,mostly dated 1968or 1969. They cover adult learningcharacteristics, program planning and administration, learning environments,instructional methods, curriculum materials and instructionaldevices, personnel and staffing, education of particulargroups, program areas, professional and technical continuingeducation, management andsupervisory development, labor education,occupational training, institutional sponsors, and internationalperspectives in adult education. Included is an author index,a note on availability of the documents,an order blank for the ERIC Document Reproduc- tion Service, and a listingof other publications of the ERIC Clearinghouse on Adult Education.

TABLE OF CONTENTS

Introducdon

Subject Index iii

Abstracts 1

Author Index 131 Note on Availabirity 136 ERIC/AE Publications 138 EDRS Order Blank 140 INTRODUCTION

Bulk of material and financial exigenciesin the sponsoring agency dictate a small edition of this 1969Register, but we are pleased that the fourteen year continuity of theseries has not been broken. And, of course, copies willalways be available from the ERICDocument Reproduc- tion Service.

You will notice that theRegister is this year divided into moresections than usual. The four digit numbers refer tosections and the three digit numbers to particular items. We have not shirked the stooplabor of providing copious and captioned crossreferences. Sections which may appear from the Table of Contents to have noentries, do, however, have cross references to relevant items inother sections. An author index is pro-

vided.

Since the Register no longer appears asthe Summer issue of AdultEduca- tion, we think Fall a bettertime to bring it out. ERIC/AE is on a campaign to produce a register ofadult education dissertations fromthe years 1963-1967,which may account for the largernumber of dissertations noted this year. We are also beginning to tapthe flow of master's data theses. We include some importantbibliographies and a wide range of collecting "investigations". Finally, research effort in adulteducation is unquestionably growing, asthe educational problems ofAmerican adults mount to crisis. Thus, the Register has grown toformidable bulk.

We are grateful to Roy Inghamof Florida State Universityand James Draper of the Ontario Institute forStudies in Education for commentary onthe general procedures used in theRegister. We thank the researcherswho have supplied copies of their reportsand urge all who produceuseful documents (whether research or not) to forward twocopies to ERIC/AE.

Those who struggle to assemble anypart of the literature ofadult educa-

tion will recognize a revolutionaryimprovement in accessibility of reports, for many, perhaps most,of the items in theEgAilIaare available in microfiche or hard copyreproduction from ERIC or fromthe Federal Clearinghouse for Scientific andTechnical Information. We have done our best to give a source for the others, which are, for the most part, published in standard journals and books. Please read carefully the note on availability of documents, for ERIC/AE cannot supply copies. Do ask our advice, however, as a last resort, should you have some harrowing difficulty in obtaining a particular document.

Many documents in this Register have been reported in Research in Education (RIE), the monthly catalog of ERIC Documents submitted by the 19 Clearinghouses. RIE is available from the Superintendent of Documents, U.S.Government Printing Office, Washington, D.C. 20402, for $21.00 per year ($26.25 outside the United States).

A new companion service to RIE, covering over 250 educational journals, current Index to Journals in Education is published by CCM Information Corporation, 909 Third Avenue, New York, New York 10022 (subscription for 12 issues $34.00). Both of these catalogs should be scanned regularly to be informed of reports of research and investigation. Roger DeCrow, Director ERIC/AE 107 Roney Lane Syracuse, New York 13210

ii SUBJECT INDEX

SECTION SUBJECT ITEM NUMBER

0000 INFORMATION SOURCES 0040 Information Service - Related Fields 1

0100 PHILOSOPHY 2

0150 LEGISLATION 3

0175 FINANCE 4to 5

0250 STUDIES AND PLANNING - LOCAL LEVEL 6to 8

0350 STUDIES AND PLANNING - NATIONAL LEVEL 9

0500 HISTORY 10 to 12 0530 History-Foreign

0550 BIOGRAPHY 0580 Biography-Foreign

0900 ADULT EDUCATION AS A FIELD OF STUDY 13 to 14 0950 Adult Education Research 15 to 17 1990 Reviews, Bibliographies, Information Sources 18 to 22

1100 ADULT LEARNING CHARACTERISTICS 1120 Mental Perceptual Abilities 23 to 28 1160 Psychological, Personality Factors 39 to 58 1200 Age Differences 59 to 64 1300 Participation Patternc of Adalts 65 to 68

1500 PROGRAM PLANNING AND ADMINISTRATION 1510 Assessing Educational Needs 1550 Determination of Objectives 69 1600 Recruitment 70 to 71 1650 Selection, Prediction of Success 72 to 83 1700 Retention 84 to 88 1750 Counseling, Guidance 89 to 93 1800 Student Aid and Services 94 1850 Administrative Practices 95 to 100 1890 Relations with Governing,Advisory Groups 101 to 105

2200 LEARNING ENVIRONMENTS 2210 Community Education andDevelopment 106 to 116 2230 Rural Communities 117 to 124 2240 Urban Environmunt 125 2300 Residential Education 126 to 128

2600 INSTRUCTIONAL METHODS 129 to 134 2630 Teaching Styles and Techniques 135 to 148 2730 Lecture 2740 Personal Contact, Visits 2780 Programmed Instruction 149 to 154 2800 CorrespondenceStudy 155 to 157

iii SECTION SUBJECT ITEM NUMBER

2900 Discussion 158 to 162 2920 Human Relations, Laboratory Training 163 to 186 2950 Simulation, Gaming 187 to 189 3000 Conferences, Institutes, Workshops 190 to 191 3050 Demonstration 192 to 193 3060 Travel Study 194 to 196 3120 Multi-Media Methods 197 to 198 3150 Audio-Visual 199 to 200 3200 Educational Television 201 to 205a

3400 CURRICULUM MATERIALS 206 to 207

3500 INSTRUCTIONAL DEVICES 208 to 211

3600 LEARNING FACILITIES

3800 PERSONNEL AND STAFFING 3820 Personnel Policies and Practices 212 to 218 3900 Staff Training 4000 Teachers, Leaders, Change Agents 219 to 233 4100 Administrators 234 to 238

4300 EVALUATION

4600 EDUCATION OF PARTICULAR GROUPS 4620 Age Groups 4625 Young Adults 239 to 241 4630 Middle-Aged 242 to 244 4635 Older Adults 245 to 252 4655 Education of Women 253 to 266 4680 Education of Men 267 4700 Aptitude Groups 4710 Low Aptitude 268 4730 High Aptitude 4750 Disadvantaged Groups 4760 Economic Disadvantagement - General 269 4800 Negro 4825 Spanish Speaking 270 4850 American Indians 271 to 272 4870 Migrant Workers 273 5000 Mental Disability 274

5200 PROGRAM AREAS 5230 Adult Basic Education 275 to 291 5280 Literacy Education-Foreign 292 to 293 5400 Higher Education-Academic Programs 294 to 295 5500 Community Services and Programs 296 to 307 5550 Community Development Programs-Foreign 308 to 314

5700 PROFECSIONAL, TECHNICAL CONTINUING EDUCATION 315 to 316 5750 Engineering, Architecture 317 to 320 5800 Life Sciences 321 5850 Medicine and Health 322 to 324 5900 Education 325 to 326 5950 Law 327 6000 Religion 328 to 330

iv SECTION SUBJECT ITEM NUMBER

6050 Public Administration 331 to 332 6100 Other Professions 333 to 334

6200 MANAGEMENT AND SUPERVISORY DEVELOPMENT 335 to 352

6300 LABOR EDUCATION 353 to 355

6500 OCCUPATIONAL TRAINING 356 to 372 6550 Unskilled, Disadvantaged 373 to 399 6600 Clerical, Sales 400 to 402 6650 Service 403 to 405 6700 Agriculture, Home Economics 406 to 420 6750 Assembly, Maintenance 421 to 428 6800 Structural Work 429 6850 Other Occupations 430 to 449

7000 HOME, FAMILY, PARENT EDUCATION 450 to 461

7050 ARTS, CRAFTS, RECREATION 462

7150 CROSS CULTURAL EDUCATION 463 to 464

7500 INSTITUTIONAL SPONSORS 7510 Colleges and Universities 465 to 469 7600 Cooperative and Rural Extension 7700 junior Colleges 470 7800 Public Schools 471 to 474 7900 Business and Industry 475 8000 Armed Forces 476 to 479 8050 Unions 8100 Religious Organizations 480 to 481 8200 Libraries, Museums 8250 Proprietary Schools 8500 Federal Government 482 8550 Correctional Institutions

9000 INTERNATIONAL PERSPECTIVE IN ADPLT EDUCATION 9020 International and Comparative Studies 9040 Developing Nations 9350 Canada 9400 Latin America 484 9500 Europe 9520 Great Britain 9530 Scandinavia 485 9540 Germany 9570 Yugoslavia 9650 Near East 9700 Africa 486 9800 Asia 487 to 488 9950 Australia, New Zealand 489 to 490 r-

0000 INFORMATION SOURCES

0040 Information Services-Related Fields

1. HANDBOOK OF INFORMATION SOURCES IN MUCATIONAND THE BEHAVIORAL SCIENCES. Gates, Jesse L. and Altman, James W. American Institute for Researchin Behavioral Sciences. May 1968. 185p. EDRS Order Number ED 020 447;price in microfiche $0.75, in hard copy$9.35. Detailed descriptions of guides and directories,multidisciplinary information centers, specialized information centers,data repositories, and abstracting and indexing services.

361 !)ee also: 360 vocational, industrial trainingtrends in CIRF Abstracts; Great Britain, Ministry of Technology, R &D Abstracts; 479 HumRRO bibliography.

0100 PHILOSOPHY LIT- 2. ON BEHALF OF ADULT EDUCATION, AHISTORICAL EXAMINATION OF THE SUPPORTING ERATURE. Notes and essays on education for adults,56. Cotton, Webster E. Center for the Study of LiberalEducation for Adults, Boston. 1968. 90p. EDRS Order Number ED 023 945; price inmicrofiche $0.50, in hardy coRy $4.60.

See also: 9 a study of adult education in the UnitedStates; 481 adult education philosophy of Anglican Church of Canada.

0150 LEGISLATION AD- 3. OPENING THE DOORS: JOB TRAINING PROGRAMS. A REPORT TO THE COMMITTEE ON MINISTRATION OF TRAINING PROGRAMS. PART ONE -RECOMMENDATIONS AND SUMMARY FINDINGS. Greenleigh Associates Inc., New York. February 1968. 161p. As a result of a study of manpower programswhich revealed waste, inefficiency, and duplication, 25 recommendations aremade for statutory administrative is changes. The formation of a single agencyfor administering the programs not desirable. Funding of new programs should.beincorporated into the exist- by ing administrative framework. Rather than stripping away existing programs should be encouraged. legislative action,delegation of programs by agreement A national manpower policy,both long-range and immediate,should encompass various populations and types oftraining. Sufficient funds should be allotted to make significant inroadsinto the problems. The time period for funding should be longer than twelvemonths and the process simplified. Grants for planning, flexible utilization offunds, regional boundaries, programreports, evaluation, staff training, and thequality of training should begiven attention.

276 Federal Adult See also: 6550 Occupational Training-Unskilled ,Disadvantaged; basic education programs in Missouri; 315 implications of IndustrialTraining Act for British engineeringindustry.

0175 FINANCE HIGHER EDUCATION. 4. AHISTORICAL ANALYSIS OF THE G.I.BILL AND ITS RELATIONSHIP TO Olson, Keith W. Syracuse University, Research Institute, Office of Education, Washington, D. C. Bureau of Research, 1968. 23p. EDRS Order Number ED 024 330; price in microfiche $0.25, in hard copy $1.25. Designed as a redard to servicemen and to lessen the economiceffects of de- mobilization, the Bill made a great impact upon higher edut;ation. (1) It provided equality of opportunity unparalleled in history. (2) Veterans demonstrated that far more youth could benefit from education thanhad done so. (3) Veterans helped to alter thc balance between public and privateenroll- ments. (4) Popular attention and the success of the Bill forced a re-examination of the objectives of higher education. (5) The married student became an accepted part of academic life. (6) Increased federal aid was made possible, especially for construction, scholarships and 2 more G.I. Bills. The number who attended college under the Bill far exceeded expectationsand some educators feared the influx would lower educational standards. This proved to be another of many erroneous assumptions.

5. THE RELATIONSHIP OF ADULT EDUCATION PROGRAMDEVELOPMENT IN MICHIGAN TO STATE FISCAL POLICY. Anttonen, Elmar Soini. Michigan State University. Ed.D. Thesis. 1967. 186p. University Microfilms, Order Number 67-1,595; price in microfilm $3.00, in Xerography $8.60. This study dealt with the participation of the publicschool districts of Michigan in adult education programs End with changes since the end of the state financial aid to these programs in 1959. Adult education enrollments increased sharply during the period of state financial aid. Since the dis- continuation of this aid, enrollments have decreased. Program supervision was being done by personneldevoting less than 1/4 of their time to it. Pro- grams were financed mainlyby student fees; local public school districts furnished 30% of total program funds. Adult education programs in Michigan have never served over 5.6% of theadult population. Over 72% of all courses and 70% of all enrollments were in urban districts withpopulations of 25,000 or more. Sixty percent of the cities under 25,000 offered noadult education programs; 11% of rural fourthclass districts conducted such programs.

See also: 9 study of Federal role in adult education; 472 public school adult education in Nebraska.

0250 STUDIES AND PLANNING-LOCAL LEVEL

6. PROGRAM INVENTORY AND WORKBOOK; MASSACHUSETTSADULT EDUCATION PLANNING CONFER- ENCE. (PROVINCETOWN, April 9-10,1968). Massachusetts State Advisory Council on Education, Boston,1968. 60p. Available from the Massachusetts State Ad- visory Council on Education, Boston, Massachusetts. This document presents an overview of adulteducation in Massachusetts, including the limiting of the number of Statedepartments; the effects of reorganiza- tion of education in 1965; the creation of theAdvisory Council; the duties of the local school committees; and theconfusion of meanings attached to the term "Department of Education." The problems are communication, coordination, control, curriculum, and compatibility of programs.

7. EDUCATION AND TRAINING SURVEY, CITY OF BEVERLY,COMMONWEALTH OF MASSACHUSETTS. Shively, Harold E. North Shore Community College, Beverly,Massachusetts. December 1967. 82p. EDRS Order Number ED 017 257; pricein microfiche $0.50, in hard copy $4.20. 8. GUELPH ADULT PARTICIPATION PATTERNS; FIRST REPORT OF THE CITY OFGUELPH PART- ICIPATION SURVEY. Blackburn,Donald J. Guelph University (Ontario) 37p. August 1968. EDRS Order Number ED 023 985; price in microfiche$0.25, price in hard copy $1.95. In this survey of adults randomly chosen from the October 1967voters' list for Guelph, Ontario, information was gathered on individual and socioeconomiccharacteristics (including age, sex, marital and family status, income,education, occupation, and ethnic background); attitudes toward Guelph as a place to live and toward existing University of Guelph extension services; leisure activities (sports, entertainment, organizational membership, church attendance, reading and others); and educational preferences, attitudes, and participation patterns.

See also: 297 urban programs of Baltimorearea universities; 344 management development in Long Island industries; 364 vocational education needs in Goshen County, Wyoming; 367 finance of vocational education in Birmingham school'system; 400 clerical training in firms of Boston area; 466 history of adult education in three St. Louis universities.

0350 STUDIES AND PLANNING-NATIONAL LEVEL

9. A STUDY OF ADULT EDUCATION IN THE UNITED STATES. CSLEARESEARCH REPORTS. Liveright, A.A. Center for the Study of Liberal Education for Adults, Brook- line, Massachusetts. 147p. 1968. EDRS Order Number ED 021 201; price in microfiche $0.75; price in hard copy $7.45. Based on information gathered in 1965 and 1966 for the UnitedStates Office of Education, this study of adult education in the United Statesbegins with a definition of terms and of underlying educational philosophy, thenreviews the history of American adult education, current patterns ofparticipation, the adult education profession (including research and the training ofadult educators), the nature and scope of Federal activities and policies,the present state of adult education activities by the mass mediaand other non-Federal groups and institutions, and areas of concernin the changing field of adult education. Recommendations for action are set forth in such areas asdata reporting, research design, information dissemination,innovation and experimen- tation, interagency cooperation and program coordinationwithin the Federal government, and the recruitment, development, andtraining of qualified personnel. (The document includes tables and chapter references.)

See also: 3 recommendations on job training programs; 155 correspondence study; 216 industrial training directors; 220 national conference on adult Jewish education; 242 labor market for men, 45-59 years of age; 243 industrial em- ploymentof retired military; 289 library service to illiterates; 321 postdoctoral training in clinical psychology; 342 corporation training in labor relations; 348 management training of chief sales executives; 351 management training for overseas; 356 educational levels of adult workers; 358 transfer of military skills to civilian life; 374, 378, 379 manpower retraining; 418 wage earning home economics course development; 440 training in correctional institutions; 469 history of university extension; 477 history of army educational programs; 482 education in federal R & D labs, 483 history of educational television.

0500 HISTORY 10. APPRENTICE IN GRAY: ADULT EDUCATION IN THECONFEDERACY. Puder, William H. Paper presented at the National Seminar onAdult Education Research(Toronto, February 9-11, 1969). February 1969. 26p. EDRS Order Number ED 026 600; price in microfiche $0.25, price in hard copy$1.40. An exploration was made of several types ofadult education within the Confed- erate States of America during 1861-65,and the socioeconomic and culturalback- ground factors. The following activities wereidentified; apprenticeship training; extension training of army physicians throughdiscussion groups, lectures, and an information-reporting network;religious instruction of civiliansthrough newspapers and special lecturers;and adult basic education forilliterates in the army and on the home front. Results of this study support thecontention that adult education tends to develop in responseto a social crisis or other urgent need.

Ph.D.Thesis. 11. THE AMERICAN LYCEUM. Stoddard, Paul Wakelee. Yale University. 1967. 295p. University Microfilms Order Number 67-2,980;price in microfilm $3.80; price in Xerography $13.30. This is a historical study of the greatlecture movement which played animpor- tant part in United States history,particularly in New England, aroundthe period 1825-1850.

CHAUTAUQUA. 12. THE LIFE CYCLE OF AN ADULTEDUCATION ENTERPRISE -- THE SWARTHMORE Office of FINAL REPORT. Dillavou, George J. Chicago University, United States Education, Washington, D.C., Bureau ofResearch. March 1968. 22p. EDRS Order Number ED 024 787; price in microfilm$0.25, price in hard copy $1.20. A study of the Swarthmore Chautauqua as anadult education enterprise was conducted by investigating documents from manysources. Several tape recorded personal interviews were used to add tothe documntation, and visits weremade to towns where the Chautauqua played forthe purpose of reading the reviewsand talking to persons who attendedthe Chautauqua. Changes in the special climate reflected in the of the United States broughtabout by World War I were soon fortunes of circuit Chautauqua. It rose to its peak inattendence and profits in the early 1920's and began todecline as a marked influence onAmerican life brought by 1925. The availability of other formsof education and entertainment about a decline in attendance andticket sales, andby 1926, the Swarthmore Chautauqua was in decline.

4 GI Bill: 9 adult education See also: 2 literature of liberal adulteducation; in the United States; 127 residential education; 155 correspondence study; 344 management development inLong Island industries; 354 labor education in Great Britain and the UnitedStates; 367 vocational education inBirmingham school system; 370 vocational educationin ten countries; 466 university adult education in St. Louis; 468 American Institute of SacredLiterature; education in 469 university extension,1900-1965; 472 public school adult 476 Com- Nebraska; 473, 474 immigrant-education inNew York City schools; 477 mission on Implications ofArmied Forces Educational Programs,1945-1948; education in twentieth century; army educational programs; 480 Protestant adult 483 educational television.

0530 HISTORY-FOREIGN in Nigeria; See: 296 Antigonish movement, NovaScotia; 313 university extension 413.agricultural education in Yugoslavia; 485 folk high schools inSweden; 490 bibliography in Australianadult education, 1935-1965.

.-4- 0550 BIOGRAPHY

0580 Biography-Foreign

See: 484 Amanda Labarca, Chile

0900 ADULT EDUCATION AS A FIELD OF ACADEMIC STUDY

13. MEETING USERS' NEEDS- WHERE ADULTEDUCATION AND INFORMATION SCIENCE INTERACT. Shearman, John. Paper presented at the National Seminar on Adult Education Research (Toronto, February 9-11, 1969). 1969. 13p. EDRS Order Number ED 025 735; price in microfiche $0.25, in hard copy $.75. Adult education and information science can be viewed as aspects of the endea- vor to communicate collective human knowledge and experience. Where self- learners "need to know" intersects with information science skills in meeting user needs, dynamic interaction may take place. Information systems research has been concerned with determining what is meant by satisfying user needs, clarifying what those needs are, and building systems that meet those needs.

14. A STUDY OF PERCEPTUAL AND ATTITUDINAL CHANGE WITHIN A COURSE ON ADULT EDUCA- TION METHODS. Menlo, Allen. Paper presented at the National Seminar on Adult Education Research (Toronto, February 9-11, 1969). 1969. 20p. EDRS Order Number ED 025 734; price in microfiche $0.25; price in hard copy $1.10. A study was made of personal changes in graduate students who took a 15-week university course in adult education methodology. Course objectives were to help class members (1) to see themselves as able to aid other adults in their learning, and decision-making, and (2) to perceive other adults as having the potential desire to take responsibility for their own learning. Learning events involved the total group, ad hoc subunits, permanent "home-based" groups, permanent out of class triads, individual outside reading of distributed articles and self-chosen books, individual and small group consultation, and ad hoc work committees. Gains in positive self-perception and in readiness to share leadership with others were significant; the influence of self-perception on changes in readiness to share leadership were not.significant.

See also: 3900 Staff Training; 4000 Teachers, Leaders, Change Agents; 4100 Ad- ministrators; 9 study of adult education in the United States; 95 review of principles of adult education administration; 322 model for studying professionalism with implications for adult education.

0950 ADULT EDUCATION RESEARCH

15. EDUCATING THE ADULT EDUCATOR: PART 2. TAXONOMY OF NEEDED RESEARCH: REPORT FROM THE ADULT RE-EDUCATION PROJECT. Kreitlow, Burton W. Wisconsin University, United States Department of Health, Education and Welfare, Cooperative Research Project Office of Education. May 1968. 27p. EDRS Order Number ED 023 031; price in microfiche $0.25, hard copy $1.45. Established a framework for classifying areas of needed research in the field of adult education. The framework is based on application--learning, teaching, social change, guidance, and other activities. Some of the needs identified are tied to 4 specific discipline or an applied field, while others are associated with certain program areas. 16. HISTORY AND SOCIAL SCIENCE: COMPLEMENTARY APPROACHES TO ADULT EDUCATION RESEARCH. Carlson, Robert A. Paper presented at the Rational Seminaron Adult Education Research (Toronto, February 9-11, 1969). February 1969. 7p. EDRS Order Number ED 025 719; price in microfiche $0.25, in hard copy $.45. Expresses the view that interpretive, humanistic adult education history should be oriented toward "the unique, the particular, and the individual," with statistical analysis and other scientific methodology confined to social science studies.

17. EVALUATION RESEARCH IN ADULT EDUCATION. .Brunner, Edmond de S. 6p. In Centro Sociale, International Issue; v14 n76-78 p97-102, 1967. Early evaluation research was based on records of enrollment, attendance, and course attrition. The number of course completers passing examinations or tests, the number of prospective registrants, and relationships between participation and the socioeconomic and personal characteristics of participants, became in turn important means of evaluation. The need for initial statements of program objectives has also been recognized. Moreover, discrepancies have long been noted between student and educator objectives, but participant satisfaction scales such as the Stanton and Lazersfeld program analyzer can help avoid such discrepancies. More elaborate techniques such as participant observers or extension studies of diffusion and adoption can a.lso be used.

See also: 287 researcher's role in innovative process in an adult basic education program.

0990 R:esearch Reviews, Bibliographies, Information Sources

18. ABSTRACTS OF PAPERS PRESENTED TO THE NATIONAL SEMINAR ON ADULT EDUCATION RESEARCH, FEBRUARY 11-13, 1968 IN CHICAGO. ERIC Clearinghouse on Adult Educa- tion, Syracuse, New York. September 1968. 30p. EDRS Order Number ED 024 001; price in microfiche $0.25, in hard copy $1.60. Abstracts are presented of 23 research papers on attitude changes resulting from supervisory training; nonparticipation in vocatiOnal retraining; methods and techniques (including mass media, small group discussion, correspondence study, and the use of programed instruction for health personnel and in human relations training); preferred adult educational methods among potential participants; adoption of new agricultural practices; dental health instruction and counseling; information systems development; program administration; attitudes and performance of extension agents; information needs and information seeking; faculty attitudes toward programs of continuing higher education; regional planning; homemaking education; effects of structure and sequence on adult learning; and professional career patterns. Basic adult education information sources, current information sources, and other publications of the ERIC,Clearinghouse on Adult Education are also listed.

19. RESEARCH AND INVESTIGATIONS IN ADULT EDUCATION; 1968 ANNUAL REGISTER. DeCrow, Roger, Ed., and Grabowski, Stanley, Ed. ERIC Clearinghouse on Adult Education; Syracuse, New York. Adult Education Association of U.S.A., Washington, D. C. 1968. 90p. EDRS Order Number ED 023 993; price in microfiche $0.50, in hard copy $4.60.

20. ADULT EDUCATION RESEARCH. Basic information sources, Number 1. ERIC Clear- inghouse on Adult Education, Syracuse, New York.January 1968, 4p. EDRS Order Number ED 018 704, price in microfiche $0.25, in hard copy $.30. Basic references and bibliographicssources on adult education research are

-6- presented. AND UNIVERSITYEXTENSION, CON- BIBLIOGRAPHY OF RESEARCHIN ADULT EDUCATION 21. SEPTEMBER 1966-JUNE1968. Joint Office DUCTED AT T1-EUNIVERSITY OF WISCONSIN, Development in AdultEducation andUniversity Extension. of Study,Research and EDRS Order NumberED 026 555,price in Wisconsin University. 1968. 17p. microfiche $0.25, inhard copy $0.95. of 130 Universityof Wisconsingraduate A classifiedbibliography is presented Cureiculum Departments ofAgricultural andExtension Education, theses from the Educational Admin- Agricultural Journalism,Rural Sociology, and Instruction, Disabilities, EducationalPolicy istration, EducationalPsychology, Behavioral Studies, and ArtEducation.

UNIVERSITY,1948-1966. Cornell DISSERTATIONS INEXtENSION EDUCATION, CORNELL 22. September 1966. 25p. University, ExtensionEducation Division. listed by yearcompleted and indexed The 264 doctoraland masters theses are under 10 generalheadings. 111 review ofresearch on 108 trends inresearch in foreigndevelopment; See also: nations; 163 conferenceand annota- education and socialchange in developing 165 review oflaboratory training re- ted abstracts onsensitivity training; and film since research ininstructional television search; 201 abstracts of service; Ministry of Technology,R & D Abstract 1950; 361 Great Britain, research ab- research abstracts,1966; 461 home economic 420 home economics 479 HumRRo biblio- stracts, 1967 onfamily relationsand child development; graphy.

1100 ADULT LEARNINGCHARACTERISTICS

1120 Mental, PerceptualAbilities Guilford, J. P. 1967. 538p. Available 23. THE NATURE OFHUMAN INTELLIGENCEt, York. from McGraw-HillBook Company, New Chapter 18 in THENATURE OF HUMAN INTELLECTUAL DECLINE. Guilford, J. P. 24. published byMcGraw-Hill BookCompany, INTELLIGENCE by J.P. Guildford, $0.25, ED 022 099,price in microfiche New York, 1967. 26p. EDRS Order Number in hard copy$1.40. ACQUIRED INTELLECTUALCHARACTERISTICS. GROWTH AND DECLINEOF NATURAL AND n1 25. 4p. In Journal ofGerontology; v21 Trembly, Dean, oneO'Connor, Johnson. p9-12 1966. vocabulary, tonal memory,pattern made of test scoresin English A study was for 33,283 malesfrom number memory, andinductive reasoning design memory, vocabulary showed arapid earlygrowth, below 10 to above60 years. Scores on growth. The four naturalintellectual then a graduallyslower but constant Each reached a plateau,and then declined. factors showedrapid early growth, maturity and adtfferent age ofdecline. aptitude showed adifferent age of and AND INTELLIGENCE. Carver, Ronald P. THE RELATIONSHIPBETWEEN LEARNING 26. St. Louis,Missouri. 4p. In Jour- DuBois, Philip H. Washington University, p133-6Fall 1967. nal of EducationalMeasurement; v4 n3 learning tests weregiven to 269 U.S. The GeneralClassification Test seven -7- Navy enlisted men. Two of the learning tests involved initial and final measures on programed instructionalmaterials; the others tested various kinds of verbal and nonverbal learning. Correlations between intelligence and residual gain scores and between verbal ability and verballearning were interpreted as negating the generalization that learningand intelligence are unrelated when a gain measure of learning is usA.

27. RELATIONSHIPS BETWEEN CONCEPT LEARNING AND SELECTED ABILITYTEST VARIABLES FOR AN ADULT POPULATION. REPORT FROM THE PROJECT ON SITUATIONAL VARIABLESAND EFFICIENCY OF CONCEPT LEARNING. Jonest Dorothy. Wisconsin University. May 1968. 65p. EDRS Order Number ED 024 331, kice in Microfiche $0.50, hard copy $3.35. A verbal concept-learning task was devised whichpermitted the externalizing and quantifying of behavior at 6 points in thelearning process.A pilot study evaluated the effects of 4 experimentalconditions on learning. One of the conditions, described as "postulates removed, nofeedback" was employed in the factor-analytic study. The learning task and 16 ability tests pur- porting to measure reasoning, memory, and verbal factors wereadministered to 102 college women. Major conclusions were (1) that the psychological constructs underlying the learning task are an ability tomake multiple discrim- inations and an ability to respond to stimulus items asrepresentatives of a class rather than as individual entities and(2) that the pattern of loadings on each task factor isevidence of an occurrence of learning. The type of learning is specific to the learning task and theabilities isolated by it.

28. THE RELATIONSHIP BETWEEN AGE AND INFORMATIONPROCESSING CAPACITY AND AGE AND CHANNEL CAPACITY OF ADULTS. Carpenter, William Lester. Florida State Univ- ersity. Ed.D.Thesis. 1967. 149p. University Microfilms Order Number 68- 7787, price in microfilm $3.00, in Xerography$7.00. This study sought to determine if there is achange in information processing and channel capacity as the human organism growsolder, and if this relationship is altered with a change in stimuluscomplexity and dimensionality of the stimulus presented. With the human organism considered as acommunica- tion system, the use of absolute judgments to measurejudgmental discrimination accuracy was extended to measurethe subjects over a 45 year age range and under simulated classroom conditions. Using visual stimuli, 74 subjects judged size of dark squares on a lightbackground in three tests and the location of the placement of a dot in a gridpattern in two tests. As predicted, performance declirad as age increased. In three of the five tests thisdecline was statisticallysignificant. (.05 level); in the other two tests thedecline was in thepredicted direction. Since the least complex tests werepresented first, it was assumed that this high-anxietystate masked the performance of the older subjects in the earlier tests,but as this state faded out older subjects reached their pea!: performancewhich was very little if any below that of the younger subjects.

ADULTS. 29. THE RELATIONSHIP BETWEEN AGE ANDINFORMATION PROCESSING CAPACITY OF Report Number 7. Carpenter, William L. North Carolina University. April 1968. 70p. EDRS Order Number ED 018 763, price:n microfiche $0.50, in hard copy $3.60. Change in information processing andchannel capacity with age was studied,and possible altering of this relationshipwith a change in complexity and dimensionality of the stimulus presented. Visual stimuli were projected on a screen to four groups ranging from 23 to68 years, in a simulated classroom. Perfor- mance declined as ageincreased in three of the five tests,containing the least complex stimulus situation. All subjects scored higher on themulti- dimensional stimulus presentations., Malesoutscored females in all tests. 16p. In 30. THE MEASUREMENT OF MEMORY INCLINICAL PRACTICE. Williams, Moyra. British Journal of Social and ClinicalPsychology; v7 pt 1, p19-34, February 1968. A battery of tests for the measurementof memory is presented forassessment of four memory functions, andtheir comparison by means of decile scores. These are: Digit Span, Nonverbal Learning(Rey-Davis test), Word Learning, and Delayed Recall.

31 THE FULFILLMENT OF PROMISE; 40-YEARFOLLOW-UP OF THE TERMAN GIFTED GROUP. Oden, Melita H. 91p. In Journal of Genetic PsychologyMonographs; v77 n1 p3-93, February 1968. The longitudinal Terman Study ofthe Gifted, begun in 1921-22, soughtto dis- cover the physical,.mental,and personality traits characteristicof intellec- tually superior children. A 1960 followup found that the Termansubjects had maintained their initial superiority inintelligence, health, and other areas., and had lived up to their abilities. Comparison of the most and least success- full of the gifted men gave evidencethat intellect and achievement arefar from perfectly correlated, and thatemotional stability and a compositeof the personality traits that generate a drive toachieve are also necessary.

Stratton, Albert J. 5p. In 32. VALIDITY OF THE SRA NON-VERBAL FORM FORADULTS. Psychological Reports; v22 1968. The WAIS and the Science ResearchAssociates Non-Verbal (SRA-NV) wereadministered to a sample of 100 subjects;20 from each of five age groups. Con- clusions are that the SRA-NV is aninadequate estimator of the criterion score and the SRA-NV's lack of age normsintroduces serious error in theintellectual assessment of persons past 35.

Carterette, 33. VISUAL AND AUDITORY INFORMATIONPROCESSING IN CHILDREN AND ADULTS. Edward C., and Jones, MargaretHubbard. U.S. Office of Education,Washington, D.C. Cooperative Research Program. 3p. In Science; v156 n3777 p986-8May 19, 1967. Children of tnree ages were comparedwith adults in a recognitionexperiment requiring continuous processing ofinformation. In adults, visual processing of information is at least asgood as auditory.

Horn, John L., and et. 34. AGE DIFFERENCES IN PRIMARYMENTAL ABILITY FACTORS. Cattell, Raymond B. 11p. In Journal of Gerontology; v21n1 p210-20 1968. Estimates of The theory of fluid andcrystallized intelligence was discussed. primary mental activities wereobtained for a sample in whichthe age groupings extended from the teens to ages40-61. These abilities were grouped aspri- markers for marily fluid, primarilycrystallized, a mixture of the two, or general visualization, speediness,carefulness, or fluencydimensions, PrimarY abilities classed as "primarilyfluid" showed a decline with agebeginning in showed im- the early twenties; primariesclassed 5S "primarily crystallized" the provement with age. Primary abilities which splittheir variance between fluid and crystallizeddimensions, and thus seeminglyallowed a subject to compensate for lack of one with asurplus of the other, neithersystematically declined nor systematically rose. The mean performance forgeneral visualization was greatest for ages 20-28and dropped off systematicallyfor the two age groupings oneither side. Trends for the speedinessand carefulness sub- measures werevariable; some showed slightdecline, others rose with age. Thumin, Fred J. 35. ABILITY SCORES AS RELATED 1N0 AGEAMONG MALE JOB APPLICANTS. 3p. Reprint from Journal of Gerontology,v23 n3 July 1968.

-9- The relationship between abilitytest performance andchronological age was studied among 186 male jobapplicants between the ages of19 and 56. Tests measured mental ability(Otis Self Administering Test ofMental Ability), numerical and verbal reasoning andword fluency (EmployeeAptitude Survey), (Reading Comprehension and vocabulary, readingspeed, and reading comprehension four Test, from Cooperative EnglishSeries). Participants were divided into homogeneous groups with mean ages24.8, 31.4, 37.7, and 45.1 years. With the significantly on exception of numerical reasoning,performance did not vary middle aged any of the tests as afunction of chronological age, nor were job applicants automaticallypenalized in timed tests. Barrett, COGNITIVE STYLE DIFFERENCESBETWEEN ENGINEERS AND COLLEGESTUDENTS. 36. Skills; v25, Gerald V. and Thornton, Carl L. 5p. In Perceptual and Motor p789-793, 1967. individuals as those who tend The description ofWitkin's field-independent subtle aspects from problems to be analytical, logical,and able lo extract description of engineering job for analysis bears aclose resemblance to the would be more field- functions. It was thereforehypothesized that engineers independent than Witkin'sstandardization sample. It was determined that independent, as 46 engineers and technicians weresignificantly more field standardization sample of measured by the rod-and-frametest, than Witkin's the obtained results are male college students. Alternate explanations for discussed, including intelligence,sampling and shift toadult status. Levy, C. MEMORY--1960-1964:MONOGRAPH SUPPLEMENT 5-V25. 37. THE PSYCHOLOGY OF 31p. 1967. Michael; And Others. Reprint from Perceptualand Motor Skills; v25, such aspects as retention, This bibliography contains760 items representing task difficulty, and the recall, interference, timefactors, intelligence, effects of physiologicaland emotional factors. NO. 21. ERIC ADULT LEARNINGCHARACTERISTICS. CURRENT INFORMATION SOURCES, 38. 49p. Clearinghouse on AdultEducation, Syracuse, NewYork. November 1968. microfiche $0.25, in hard copy$2.55. EDRS Order Number ED024 014, price in Eighty-two abstracts underthe following headings: (1) Mental and Perceptual and (3) General Biblio- fibilities, (2) Personalityand Social Role Factors, graphies.

Unskilled, Disadvantaged; 46 personality See also: 6550 Occupational Training - various ages; 64 effect of task of bright adults; 48MMPI and Otis scores at performance in two age complexity and stimulusduration on perceptual-motor 87 sym- 73 prediction of academicachievement in extensionstudents; groups; of messages in tomatology in army recruittraining; 114 selective perception 131 relating trainingmethods to learnercharacteristics; community programs; adult ed- 148 structure and sequencein learning tasks; 241 attitudes toward Spanish ucation of rural youth; 270 intelligence andsocial character of related to reading gain inliteracy American young adults; 278 intelligence 279 correlation of WAISand Ohio Literacy Test; 369 vocational program; 399 feasibility evening class students inEnglish further education; 398, of vocational trainingfor Group IV(low aptitude)enlisted men.

1160 Psychological, PersonalityFactors AbULT DEVELOPMENT, ABSTRACTS OF RESEARCH. Knox, Alan IL; 39. PSYCHOLOGICAL ASPECTS OF

-10- EDRS Order Number ED022 091, and others. Columbia University. 1967. 32p. price in microfiche$0.25, in hard copy$1.70. person.: The abstracts focus onthree aspects of adultdevelopment--physiology, ality and learning. BEHAVIOR IN YOUNG ADULTHOOD:A CON- SELF-CONCEPT METADIMENSIONSAND OCCUPATIONAL 40. Columbia University. TENT ANALYSIS OFLONGITUDINAL DATA. Bothwell, James Lowe. Order Number 67-14,027,price Ph.D.Thesis. 1967. 181p. University Microfilms in microfilm $3.00, inXerography $8.40. independence, reliability,and validity ofmetadimensional To explore the grade levels to obtain measures, 112boys were interviewed atthe 9th and 12th self-concept metadimen- self-concept data for ananalysis of nine structural, of positive or Self-referent sentences,defined as those indicative sions. The metadimen- negative evaluations, werewritten on cards forlater analysis. end other characteristics sion assessments werecorrelated with intelligence with 40 indices of occupa- assessed at both the 9thand 12th grades, as well as about 25 years of age. tional and other behaviorobtained when the subjects were abstraction, harmony,stability, Of the nine measures,six (clarity, self-esteem, idiosyncrasy) appeared relativelyindependent.

EGO DEVELOPMENT.Colley, Louise 41. THE RELATION OFRE-CREATION TO A THEORY OF University MicrofilmsOrder No. Annie. Wisconsin University. 1966. 211p. 66-9133, price in microfilm$3.00, in Xerography$9.70. Colley, Louise. RE-CREATIVE EXPERIENCE TOEGO STAGE DEVELOPMENT. 42. THE RELATION OF (Chicago, Paper presented atthe National Seminar onAdult Education Research Wellington College. 1968. February 11-13,1968.) Guelph University, Ontario $0.25, in hard copy $0.30. 4p. EDRS Order Number 018727, price in microfiche (Erik Erickson) to theexperiences The relationship ofego-stage development explored, using data from women adults identified asleading to re-creation was For the most part, egostage graduate students at theUniversity of Wisconsin. However, a scatis- development was not reflectedin re-creativeexperiences. association between egostage developmentand re-creative ically significant subjects when they werein a experience was found amongpsycho/ogically mature experience. Under these same positive, enthusiastic,creative mood before the re-creation was mostfrequently high. It was con- conditions, intensity of development in is to regress to alower stage of ego cluded that the tendency con- Maturity and positivedynamic precondition are obtaining re-creation. of progressiveadaption. tributing factors in gainingre-creation in experiences

Fay, FrancisAnderson, Wisconsin Univ- 43. EGO-STAGE DEVELOPMENTAND INTERACTION, University MicrofilmsOrder Number 67- ersity. Ph.D.Thesis. 1967. 226p. 100935, price inmicrofilm $3.00, inXerography $10.35. interaction in a study was to determinewhether, in the verbal The aim of the shown between adults in adult education, arelationship could be group of nine Ego-stage members' ego-stage profilesand their patterns ofparticipation. of basic agoidentity concernsusing Erikson's con- profiles were constructed that congruence ception of psychologicaldevelopment. The hypothesis asserted between individual and groupego-stage profileswould be or noncongruence categorized in terms ofwork and systematically reflectedin behavior patterns from categories ofin- Patterns of verbalinteraction were derived emotion. of work. Tape teraction data in theform of sixemotions and four levels provided data; theutterances were thenrated for recordings of interaction association emotionality. Twelve testsyielded wasures of work levels and feasibility of studyingthe which were statisticallyinsignificant, but the individual behavior wasdemonstrated. impact of egoidentity concerns on PROBLEM. Buehler, Charlotte. In 44. THE COURSE OF HUMANLIFE AS A PSYCHOLOGICAL Human Development; v11 n3p184-200. 1968. intentionality, generated Human life is seen as a processcharacterized by an preparing and building upself- in the care-self system. The phases are: determination, setting life goalsexperimentally andprogrammatically, and assessing success andfailure. Belasco, James Allan. TRAINING AS A CHANGE AGENT:A CONSTRUCTIVEEVALUATION. 45. University MicrofilmsOrder Cornell University.Ph.D.Thesis. 1967. 458p. Number 67-8755, price inmicrofilm $5.85, inXerography $20.70. given to A series of sixtwo-hour seminars inhandling problem employ2es was The Solomen Four GroupEval- front line non-academicuniversity supervisors. Criteria changes weresmall in uation Design andquestionnaires were used. with the relation to training alone,but some sharpchanges were associated produced when train- completion of the questionnairealone. More change was Research interviewingmade a ing was preceded byquestionnaire completion. and identification strong training impact onsupervisory morale, self concept, Analysis of all testsand measures showedthat indi- with the organization. of pre- viduals most likely to changeafter training had,in descending order high self-esteem,high author- dictive potency: high tolerance of ambiguity, and less experience. itarianism, high intelligence,female sex, younger age, Role expectations were thesingle best predictor ofchange. Southern, Mara L.and PERSONALITY CHARACTERISTICSOF VERY BRIGHT ADULTS. 46. Psychology; v75 June1968. Plant, Walter T. 8p. In Journal of Social Values (AVL) and five Personality characteristics asmeasured by the Study of (CPI) were obtained for72 scales from the CaliforniaPsychological Inventory who earned a scored ator members of Mensa, aninternational group of persons test designed for above the 98th percentile on astandardized intelligence theoretically, aesthetically,and independ- adults. Very bright adults are ently oriented andrelatively impulsive anduninhibited. POWERLESSNESS, CONFLICTINGNEEDS SOME ADULT ATTITUDESAFFECTING LEARNING; 47. v19 n2 p91-7 W 1969. AND ROLE TRANSITION. Zahn, Jane. In Adult Education aduit attitudes affect learning Several studies arereviewed illustratinghow and motivation. AGE. Thumin, Fred J. 4p. In 48. MMPI PROFILES AS AFUNCTION OF CHRONOLOGICAL 1968. Journal of PsychologicalReports; v22 p479-82 studied as a functionof chronological MMPI and Otis mentalability scores were into four groups, with age among176 job applicants. Subjects were divided 45.1 years, and the groupswere relatively mean ages of24.8, 31.4, 37.7, and Statistical analysisrevealed that well matched in termsof formal education. made by the various age there were no significantdifferences among the scores the Otis. groups on anyof the 13 basicscales of the MMPI or on OF POWERLESSNESS FORDIF- INFORMATION SEEKING, OPINIONLEADERSHIP, AND SENSE 49. the National Seminar on FERENT ISSUES. White, Shirley A. Paper presented at 1968) 1968. 6p. EDRS Adult Education Research(Chicago, February 11-12, hard copy $0.40. Order Number ED 017865, price inmicrofiche $0.25, in Nebraska in 1965 toexamine the relationshipof four inde- A study was made in gregariousness, and senseof pendent variables--opinionleadership, interest, seeking and the ratio ofinter- powerlessness--to the extentof information personal to mediated sources. -12- 50. A PROGRESS REPORT ON THE DEVELOPMENT OFA TEST OF CURIOSITY, Day, H. I. Paper presented at the National Seminar on Adult EducationResearch (Toronto, Febru- ary 9-11, 1969). February 1969. 22p. EDRS Order Number ED 026 610, pricein microfiche $0.25, in hard copy $1.20. A test of curiosity is being constructedfor a population of unselectedadults. The test of specific curiosity under constructionaims to identify the individual who reacts with positive affect towardsituations high in novelty and complexityand who tends to approach them with the purposeof exploring the stimulation, reducing uncertainty, and gaininginformation. Specific curiosity was conceptualized as a three-faced cube; face 1is the nature of stimulation(complexity, novelty, ambiguity); face 2 is the natureof the response (observation, questioning, thinking); and face 3 is interests(outdoors, mechanical, computa- tion, scientific, persuasive, artistic, literary,musical, social service, and clerical).

51. STATUS AND CONFORMING JUDGMENT. Long, Huey B. 8p. In Adult Education v18 n4 p239-46Summer 1968. Thirty-four employees of the Florida Forest Serviceparticipated in a study to determine if conforming judgmenttendencies of an employee were related to his employment status. Asch's vertical line test was presented toeach employee twice to measureconformity which included-- (1) a paper andpencil silent response, and (2) an oral responsein the presence of three subordinate or superior status employees. Results imply that lower status employeesconform with opinions of higher status employees,and that status is more important than other variables such as age and years ofservice.

AND UTILI- 52. ANOMIA AND COMMUNICATION BEHAVIOR: THE RELATIONSHIP BETWEEN ANOMIA ZATION OF THREE PUBLIC BUREAUCRACIES. Marsh, C. Paul, and others. In Rural Sociology v32 n4 p435-45 December 1967. Since highly anomic individuals are uncertain as to what behavior is approp- priatel they are probably less likely to usepublic bureaucracies. A negative association was found between anomia scores andextent of contact with the Agricultural Extension Service and betweenanomia and knowledge of area vocational schools. The relationships were in the hypothesizeddirection regardless of educational level, though the degree ofassociation was quite low in some categories. However, the data did not support thehypothesis of a negative relationship between anomia and contact withthe Employment Security Commission. Pre- sumably, the most anomic individuals are mostoften unemployed and thus more often require the assistance of theemployment service in filing forunemploy- ment benefits and in locatingemployment. This greater need may offset any greater tendency for more highlyanomic persons to avoid contact. OF ROTC CADETS. 53. FEAR OF FAILURE AND INDICES OFLEADERSHIP UTILIZED IN THE TRAINING Teevan, Richard C. and Dapra,Richard A. .Bucknell University,Lewisburg, Penn- sylvania. 1968. 18p. Clearinghouse for Federal Scientificand Technical Infor- Illation, Order Number AD-668-823,price in microfiche$0.65, in hard copy $3.00. A modified form of the ThematicApperception Test (TAT) was scored forfear of failure motivation (FF) by the HostilePress system. A leadership opinion questionnaire, and the subjects'leadership evaluations from ROTC camp wereused found as indices ofleadership traits. Significant negative correlations were between FF and the variables ofInitiative and Structure. FF individuals tended not to structure their ownroles or the roles of theirsubordinates, and did not show the ability to take necessaryactions on their own during summertraining. EDUCATION 54. SELF-EXPRESSIVE STYLES AMONG ADULTSENROLLED IN NONCREDIT CONTINUING -13- p514-22 COURSES. Griffith, Albert V., 9p. In Counseling Psychology; v14 n6 November 1967. Shaw's theory of self-expressivestyles was tested using the PreferenceAssoci- ation Survey and 132 subjects from tennoncredit continuing education courses for adults. Of 102 convergent and discriminantpredictions, 87 were confirmed. The results are evidence for the constructvalidity of the self-expressive styles (Interpretive, Promotional,Humanistic, and Technological)and of the theoretical network--reconciliation ofcontradictions. Comparisons are made between Shaw's self-expressive styles,Spranger's ideal types, andHolland's vocational types. Shaw's theory is a reconcilingposition with broadly gener- alizable constructs and emphasis onproaction in the tradition oftransactional social behaviorism. CONTINUING 55. WHY ADULTS LEARN; A STUDY OF THEMAJOR REASONS FOR BEGINNING AND in Education, A LEARNING PROJECT. Tough, Allen. Ontario Institute for Studies Toronto. 1968. 65p. Paper presented at the NationalSeminar on Adult Educa- tion Research (Tcronto, February9-11, 1969). EDRS Order Number ED 025 688, price in microfiche $0.50, in hard copy$3.35. In this study of 35 adults,the most important reason foradult learning is the desire to apply knowledge and skill. Commitment to an action goal camefirst; then the decision to learn certainknowledge and skills as one steptoward achieving the action goal. The second largest number ofadult learning projects began as a result of puzzlement,curiosity, or a question. Perceptions also in- of what behavior is appropriate ordesirable in a given situation were fluential. B.A. PROGRAM 56. LEARNING ORIENTATIONS OF ADULTSFOR ENROLLING IN THE PART-TIME AT THE UNIVERSITY OF GUELPH. Yadao, Fausto, Jr. and Warlow,G. L. Guelph Paper presented at the University (Ontario). Ontario Agricultural College. National Seminar on AdultEducation Research (Toronto,February 9-11, 1969). $0.25, September 1968. 9p. EDRS Order Number ED 025731, price in microfiche in hard copy $0.55. A study was made of therelationship of the relative scoresof respondents on personal eacn of fivelearning orientations(learning, desire for sociability, goal, societal goal, and needfulfillment) to 'selected personalcharacteristics (age, sex, marital and family status,occupation, income, residencelocation, religious preference), socialcharacteristics (number of organizational mem- berships, group subjects studied,subjects studied, subjects studiedindepend- ently, and hours devoted toindependent study and to study of groupsupjects), and levels of achievementmotivation. Subjects were adults in thepartime B.A. program at the Universityof Guelph. Conclusions: (1) age allows some prediction of learning and sociabilityorientations; (2) occupational status permits a limited prediction ofsociability, need fulfillment, andpersonal goal orientations; (3) religiouspreferenCe predicts desire forsociabil4ty orientation; (4) levels of achievementmotivation predict personal goal orientations. STUDENTS. 57. MOTIVATIONAL PATTERNS OF A SELECTGROUP OF ADULT EVENING COLLEGE Dooley, Bobby Joe and White, WilliamF. 2p. In, Journal of Educational Re- search; v62 n2 p65-6 October 1968. The motivational patterns of70 adult evening collegestudents were examined with measured the Motivational Analysis Test(MAT). Of the ten dynamic structures sig- by the MAT, only the Mating ERG(normal, heterosexual drive) proved to be a nificant variable in the motivational pattern, but CareerSentiment was observed to be a strong motive inthe evening student. -14- 58. ADULT EDUCATION, GENERAL PERSONAL ORIENTATIONSAND COMMUNITY INVOLVEMENT: A CROSS-NATIONAL RESEARCH PROJECT. Agger, Robert E. and others. Institute of comparative Experimental Research on Behavioral Systems,University of Oregon. 19e9. 45p. Project ATE (Attitudes TowardsEducation) is designed to assess how, towhat ex.";ent, and in what areas of communitypublic affairs people becomeinvolved --in England, Czechoslovakia, Yugoslavia,and the United States. In this first phase, the focus was on correlatingadult education with general personalorien- tations and community involvement in theUnited States, Czechoslovakia,and the Yugoslav republics of Bosnia and Slovenia. The principal findings were: (1) personal variables of modernism, creativity,tolerance, and social competence were all associatedwith discussion of local affairs inthe Czech and American but not in either of the Yugoslavsamples; (2) adult educationparticipation was associatedwith discussion of local affairs in some,if not all, formal education subgroups in the four samples.

31 fol- See also: 1300 Participation Patterns; 28 anxiety and per6eption by age; low up of Terman gifted group; 36 field independence in engineers; 38 abstracts on adult learningcharacteristics; 62 challenging and supportinginstructions in older persons; 63 achievement needs in young andold; 66 withdrawing tendencies and participation of high andlow educational attainment persons; 73 prediction of achievement inextension students; 81 psychological needs of 86 mo- manpower trainees; 85 attitudes about public schooladult education; tivations and incentive in basic combattraining; 130 methods preferences of rural adults; 158 neuroticism and acceptance ofchange in mental hospital attendants; 179 effect of sociability on typeand rate of interaction in small adults; groups; 233 personality of 4-H leaders; 240 ethical values of young 242 attitudes of men in pre-retirement years; 248 work attitudes and retire- 272 at- ment satisfaction; 252 conservatism in university students over65; titudes and participation of OjibwayIndians; 277 alienation in adult basic education students; 319 attitudes toward continuingeducation in engineers; 329 value orientations of clergymen; 392 delayed gratification inindustrial training; 395 MMPI and success in businessschool; 439 measures of confidence in dangerous situations; 463 subjective culture inAmericans and Greeks; 270 social character in SpanishAmerican young adults; 369 personality adjustment in vocational students inEnglish further education.

1200 Age Differences v22 59. AGE AND VERBAL CONDITIONING. Jawanda, J. S. In Psychological Reports; p815-6 1968. and sex through An experiment studiedconditioning of verbal behavior across age application of Taffel's technique of sentencecompletion. Best conditioning was observed for ages 21-25 and the poorestfor ages 56-60, with moderatelearning at ages 36,...,40. Sex was not significant. VERBAL-DISCRIMINATION LEARNING IN ELDERLY 60. INFORMATIVE FEEDBACK CONDITIONS AND SUBJECTS. Kausler, Donald H. and Lair, CharlesV. 2p. In Psychonomic Science; v10 n6 p193-4 February 25,1968. Verbal-discrimination learning wasinvestigated in elderly subjectsunder three different informative feedbackconditions: Right-Wrong (RW), Right-Nothing(RN), subjects, Group WN and Wrong-Nothing (WN). In contrast to studies with younger displayed a slower rate of acquisitionthan Groups RW and RN, with thelatter analysis indicatedthat two groups beingcomparable. A successive probability -15- 1 4. the slower rate under WNresulted from a perseveration of incorrectselections.

OLDER 61. EFFECTS OF CHALLENGING AND SUPPORTIVEINSTRUCTIONS ON VERBAL LEARNING IN 99p. Univ- PERSONS. Ross, Edith. Columbia University. Ph.D.Thesis. 1967. ersity Microfilms Order Number 67-14,087,price in microfilm $3.00, inXero- graphy $3.00. Men between 18 and 26 years of ageand in the 65-75 year range,matched for verbal ability and socioeconomic status, weregiven paired associatelearning tasks differing in difficultyunder neutral, supportive andchallenging instruc- decrement on the more dif- tions. Older persons revealed a greater performance ficult tasks than did the younger group;they did least well on theacquisition phase of learning under challenginginstructions and best under thesupportive found. treatment. No differential effects ofinstructions on relearning was The difference between young andold in number of trials needed tomaster the the material under the supportive condition wassignificantly smaller than under challenging one. The effects of feelings ofinadequacy aroused by the ego-in-. volving instructions on thedifficult task were discussed inrelation to their interference with the performance ofthe older persons.

OLDER 62. EFFECTS OF CHALLENGING AND SUPPORTIVEINSTRUCTIONS ON VERBAL LEARNING IN Psychology; v59 n4 p261-6 PERSONS. Ross, Edith. In Journal of Educational August 1968. INSTRUCTIONAL SETS 63. THE EFFECTS OF WORD FREQUENCY,NEED FOR ACHIEVEMENT, AND UPON WORD RECOGNITION THRESHOLDSOF YOUNG AND OLD SUBJECTS. Riegel, Ruth M. and Riegel, Klaus F. MichiganUniversity, Ann Arbor. Center for Human Growth and Development. 15 January 1963. 15p. EDRS Order Number ED 023 075,price in microfiche $0.25, in hard copy$0.85. Young (almost 16) and old(average age 70) subjects were assigned tothe control of one or two experiemtnal groups onthe basis of age, sex,vocabulary, and need for achievement scores. All participated in a testsession and two experimental sessions. Results indicate that: (1) Items that have been often experienced and are represented inthe storage system of a subject arerecognized faster than items that have beenexperienced less often. (2) For subjects with large accumulated repertoires, the effectsof experience with new itemswill be less marked than for subjects withsmaller repertoires. Theirrecognition thresh- olds for such new items are higherthan for young subjects. (3) There seem to be age differencesin long term need states asmeasured by the need for achievement subjects test. Old subjects seem to rearrangeitems at a lower speed than young and consequently have lower achievementtest scores. (4) Need-arousing instructions hinder the performance ofold subjects, but improve theperformance of confused young ones. Because of their large storage,old subjects seem to become rather than being supported bythis influence.

PERCEPTUAL-MOTOR PERFORMANCE 64. EFFECT OF TASK COMPLEXITY ANDSTIMULUS DURATION ON OF TWO DISPARATE AGE GROUPS. Tolin, P. and Simon, J. R. 8p. In Ergonomics; v11 n3 p283-90 May 1968. This study was concerned with twotask dimensions, complexityand stimulus dur- the onset ation. Groups aged 18 to 30 and 66 to87 made an unguided movement at of one stimulus light in afour-light display. Task complexity was varied by altering the number of responsealternatives (one or two) whileholding the dis- Old subjects reacted 30% slow- play constant. Two stimulus durations wereused. time were er and moved76% slower than young. Both reaction time and movement simple slower for the complex task thanfor the simple. The difference between and complex movement time wassignificantly greater for oldsubjects than for young. -16- See also; 1120 Mental, Perceptual Abilities: 4635 Education of Older Adults; 4655 Education of Women; 44 course of human life as a psychologicalproblem; 48 MMPI profiles as function of age; 153 programmed instruction with young and old adults; 279 age and Ohio Literacy Test.

1300 Participation Patterns of Adults Sjogren, 65. ADULT LEARNING IN RELATION TO PRIORADULT EDUCATION PARTICIPATION. Douglas and others. In Adult Education; v19 n1p3-10 Fall 1968. Adult subjects participated in twolearning experiments in which priorpartici- pation in an educational activity was anindependent variable. The findings suggested that recency of participationis related to higher learning perform- interpreted to be a function ance. The advantage of the recent participant was of the recent participant'sbroader background knowledge andhis "knowing how to learn". AT- 66. DIFFERENTIAL PARTICIPATION PATTERNS OFADULTS OF LOW AND HIGH EDUCATIONAL TAINMENT. Douglah, Mohammad. and Moss, Gwenna. 13p. In Adult Education; v18 n4 p247-59Summer 1968. The influence of positional andpsychological factors on the adulteducation participation of 274 adults of loweducational attainment (less than 12years) and high educational attainment(more than 12 years) were studied. Partici- pation among adults of low education wasrelated to age, employment status, income, family status, and withdrawingtendencies. Only the personality trait of social skills was significantlyrelated to participation among 128adults of educa- high education. It was concluded thatparticipation within high and low tional levels cannot be accounted forby a common set of factors.

STUDENTS 67. AN ANALYSIS OF SELECTED CHARACTERISTICSAND NEEDS OF ADULT UNDERGRADUATE ATTENDING MICHIGAN STATE UNIVERSITY,FALL TERM, 1966. Erickson, Mildred Brink- University Micro- meier. Michigan State University. Ph.D.Thesis. 1968. 233p. films Order No. 68-17,078, pricein microfilm $3.05, in Xerography$10.60. Information about the characteristicsand perceived needs of adultundergraduates, especially those at Michigan StateUniversity. Findings showed that there were more males returningfor undergraduate education;the females were older; more of the females were married,widowed, or divorced; the adults wereusually satisfied with their lives and jobs;they tended to come from smallpopulation areas and non-collegeparental backgrounds; their spousestended to have some college education, but more male spouseshad done graduate work; theytended to come from middleclass backgrounds. Some needs emphasized were:financial aid, curricular and academic improvement,special adult facilities, andimprovement in housing, counseling, enrollment,and registration.

10p. In 68. A SURVEY OF STUDENT ATTITUDES. Collie, Anne and Davis, Vivienne. Adult Education; v41 nl p139-47September 1968. Questionnaires distributed to adultparticipants in five education centerswithin char- an eight mileradius of Reading, England,collected information on student acteristics, transportation, classes,motivation for attendance, andattitudes toward general organization andadministration.

adults; 71 See also: 49 powerlessness related toinformation seeking in Nebraska past adult educationexperience and other factors; 73 psychological, biographical measures for prediction ofachievement in extensionstudents; 84 night

-17- interests in MarionCounty, Iowa; school dropouts in Toronto; 122 educational 156 universitycorrespond- 123 interests of adultsin five Michigan-Counties; 355 long-term ence study; 241 rural young adults; 272 Ojibway Indians; of household headsin Albany leadership program; 445 leisure preferences County, New York; 446 community culturalarts program.

1500 PROGRAM PLANNING ANDADMINISTRATION

1510 Assessing EducationalNeeds 5200 PROGRAM AREAS; 5700 PROFESSIONAL, 4600 EDUCATION OFPARTICULAR GROUPS; See: SUPERVISORY DEVELOPMENT; TECHNICAL CONTINUINGEDUCATION; 6200 MANAGEMENT, 234 educational needsof exten- 6500 OCCUPATIONALTRAINING: 15, 223, 224, 271 employment needsof Wisconsin sion, hospital andother adult educators; 421, 423 trainingneeds 280 reading diagnosis; 364, 365, 405, Indians; colleges, in schoolcustodial Wyoming,in Illinois junior in Goshen County, industry and the armedforces. programs, andin electronicstraining in Iowa

1550 Determination, Refinementof Objectives CONTINUING ADULTEDUCATIONAL SERVICES. 11 PLAN FOR IMPLEMENTINGA PROGRAM OF 69. Ed.D.Thesis. 1967. 342p. Dakin, William Robert. Arizona State University. price in-microfilm$4.40, in University Microfilms,Order Number 67-10,862, Xerography $15.55. the opinions of expertsin adult education, From analysis ofthe literature and noncredit, informal,continuing 14 basic steps forimplementing a program of adult educationalservices were derived. 189 civilian defensecommunity simu- See also: 132 systems approachto learning; problems in university programsfor women; 301 lation; 253 administrative to Extension programplanning; 316 systems approach model for Cooperative religious 449, 480 investigationof concepts in updating professionals; development at BirkbeckCollege; education; 465 recommendations on program in Birminghamschools; 423 forecast- 367 organization ofvocational education ing electronictraining needs.

1600 Recruitment of Participants PROGRESS REPORT OFA WORKERS' DECISIONS TOFOREGO RETRAINING, 70. SOME FACTORS IN 13p. Paper TORONTO. Abbey, David S. February 1968. STUDY IN METROPOLITAN (Chigago, FebruarY presented at the NationalSeminar on AdultEducation Research 017 813, price inmicrofiche $0.25, inhard 11-13, 1968). EDRS Order Number ED copy $.75. to Canadian ManpowerCen- workers wereinterviewed--27 applicants Two groups of who had accepted rejected retraining("refuser" sample), and 46 tres who had refusing were ("no-show" sample). Critical factors for but failed to appear sample, before training andlack of money. Of the "no-show" the length of time education as desire for higherincome, most sawthe additional few referred to about half wereunwilling to assurance ofregular or moredesirable employment, to desire toacquire skillsin move fromthe city for a job,and none referred demandbyemployers. -18- 71. PARTICIPATION IN ADULT EDUCATION AGENCIES AND PERSONAL INFLUENCE. Booth, Alan and Knox, Alan B. 1968. 20p. EDRS Order Number ED 023 984, price in microfiche $.25, in hard copy $1.10. The hypothesis that persons who have limited experience in adulteducation programs report personal influence in connection withdecisions to participate more often than persons who have more extensive experience was not clearlysupported. Participants were of higher education than non-participants; married,belonging to several voluntary organizations, middle-aged, female, andresidentially mo- bile. Sources of the influence were: face-to-face (40%); mass communicated source (29%). unknown (31%). However, a total of 74% of all the respondents had face-to-face contact.

See also: 97 recruitment, admission policies and practices in universityevening colleges; 459 characteristics of participants in low-income parent program.

1650 Selection, Prediction of Success

72. EVALUATING ADULTS FOR FURTHER STUDY. Allyn, Nathaniel C. 1969. 4p. Paper presented at the National Seminar on Adult Research(Toronto, February 9-11, 1969). EDRS Order Number ED 026 612, price in microfiche$0.25, in hard copy $0.30. The College-Level Examination Program(CLEP) provides examinations to evaluate the educational background of adults wishing to pursue collegelevel studies. Five multiple-choice tests assess general or liberal artsbackground as compared to two years of undergraduate education. The Subject Examinations are tied more closely to specific fields or subjects andinclude an optional essay portion. Both series are available through an institutionaladministration or one of 57 CLEP centers. Colleges are using the examination for admission,placement, and other purposes. Nearly 400 colleges and many other institutionsand agencies have indicated that they will award credit onthe basis of CLEP testing.

73. THE PREDICTION OF COLLEGE LEVEL ACADEMIC ACHIEVEMENTIN ADULT EXTENSION STUDENTS. Flahery, M. Josephine. Toronto University (Ontario). Ph.D.Thesis. 1968. 266p. University Microfilms. This study investigated cognitive and noncognitive factorsin the variance among 43 psychologicaland biographical measures on 296 adult university exten- cion students, and compared the factors as predictors ofacademic achievement. Vorbal and nonverbal intelligence, studyhabits and attitudes, persistance, learning orientation, age, sex, years since leavingschool, number of college subjects taken to date, and hours of study per week were amongthe variables considered. These were among the conclusions: (1) adults can be classified by learning orientations, especially need for acceptance and forrelief from boredom; (2) intellectual and educational ability was the bestpredictor of science and social science grades and overall averages; (3) study habits and attitudes were the best predictors of grades in humanities; (4) societal goal orientation was the best predictor of mathematics grades; (5) age was a predictor of science and mathematics grades for mixed groups and formales. (6) the predictive validity of some factors differed greatlyby sex.

74. THE ACADEMIC PERFORMANCE OF PART-TIME EVENINGDIVISION STUDENTS IN A FULL-TIME PROGRAM OF STUDY. Murphy, James T. 26p, EDRS Order Number ED 016 446, price in microfiche $0.25, in hard copy $1.40. Nassau College permitted students who wereinitially inadmissable for full- time status to transfer from a part-time, probationarystatus'after completion of three evening courses with a grade point average of at least2.3. To determine the effectiveness of this policy, records of 84 such transfer students were -19- maintained a GPA of 2.0 orhigher, and studied. Of these students, one-half withdrawals from the day program there was a meandecrease of .59 of the 25 academic difficulty, primarily prior to completion. Half were attributable to Academic difficulty, asshown by in liberal arts,sciences, and mathematics. administration, so- failure to earn a 2.0 average, wasgreatest among business arade point cial science and elementaryeducation majors. The distribution of for transfer to theday program averagesindicated that the minimum average should be raised to 2.5 for atleast 12 units of work.

TESTING ASSOCIATION(10th, 75. PROCEEDINGS OF THE ANNUALCONFERENCE OF THE MILITARY United States Air ForceHuman SAN ANTONIO, TEXAS,September 16-20, 1968). Clearing- Resources Laboratory, LacklandAFB, Texas. Odtober 1968. 287p. Order Number AD-679- house for Federal Scientificand Technical Information, 145, price in microfiche$.65, in hard copy $3.00. (1) testing of Project 100,000 This conference onmilitary testing centered on standards); and (2) papers personnel (potential rejecteesaccepted under new comparison of marginal dealing with specific aptitudeand proficiency tests, a performance, the and control Naval personnel onbiographical data and recruit of military services highschool testing program,the selection and training psychometric air crews and air wingtechnicians, an officermotivation study, Institute learning system,be- and feedback standardsin the Extension Courses for MOS code 67N40 havior change in OfficerCandidate School, factor scores similar data collection Helicopter repairmen, jobanalysis, data banks and alternative test andquestion- systems, a computer systemfor theiweighing of construction. naire items, and otheraspects of militarytesting anthtest EXPERIENCES IN THE ARMEDFORCES; A GUIDE TO THEEVALUATION OF EDUCATIONAL 76. EXAMINATION. FORMAL SERVICE SCHOOLCOURSES, CREDIT ANDADVANCED STANDING BY Education, Wasnington, D.C. Turner, Cornelius P.,Ed. American Council on Council on Education,1785 Massachusetts 1968. 523p. Available from American Avenue, N. W.,Washington, D.C. 20036. by the Air Force,Army, Coast This guide (1) listsresidential course offerings and (2) describesGeneral Guard, Marine Corps, Navyand Department 1.-R Defense, the College-LevelExamination Educational Development(GED) testing program and credit and advancestanding by Program (CLEP). Guidelines are furnished on and the evaluation of examination, the administrationof GED and CLEP tests, (1965-66) by United StatesArmed scores, togetherwith actual CLEP scores Forces Institutecandidates. TEST BATTERY. Bemis, Stephen E. 77. OCCUPATIONAL VALIDITY OFTHE GENERAL APTITUDE 1968. 5p. In Journal of AppliedPsychology; v52 n3 p240-4 Aptitude Test Battery Twenty years of occupationalvalidation on the General with (a) job proficiency (GATB) are summarized in termsof average validity longitudinal studies. and training criteriaand (b) concurrent and Shuford- EXAMINATION-66 ADMINISTEREDAS A CONFIDENCE TEST. 78. AIRMAN QUALIFYING Clearinghouse for Federal Massengill Corp., Lexington,Mass. May 1968. 51p. AD-677-2100 price inmicro- Scientific and TechnicalInformation, Order Number fiche $.65, in hard copy$3.00. readministered to basicairmen as Airman QualifyingExamination-66 (AQE-66) was of guessing areminimized). a validconfidence test (a testin which the effects testing and yielded data overand Airmen understood themethod of confidence There is no evidencethat confidence above that availablefrom choice testing. Wide individual differences were testing disrupted thetest-taking process. Observed patternsindi- observed in airmen'sability to evaluateinformation. about 1/4 of the itemsif AQE-66 had been cate that airmenwould be guessing on

-20- Administered as a choice test. Confidence test administration increased reliability of AQE-66.

79. AN ANALYSIS OF THE NAVY VOCATIONALINTEREST INVENTORY AS A PREDICTOR OF SCHOOL PERFORMANCE AND RATING ASSIGNMENT. Abrahams, Norman M. and others. U.S. Naval Personnel Researth Activity, San Diego,California. October 1968. 23p. Clearinghouse for Federal Scientific and TechnicalInformation, Order Number - AD-681-044,price in microfiche $.65, in hard copy$3.00. To evaluate noncognitive tests in classifyingrecruits, the Navy Vocational Interest Inventory (NVII) was validated against "A"school achievement and analyzed for its ability to differentiate men indifferent ratings. Analysis of the data indicated the NVII scales to beeffective in differentiating men in various schools, indicating its usefulness as aclassification instrument. The scales also contributed significantly to theprediction of "A" school achievement.

80. STRATEGIES FOR PREDICTING ADJUSTMENT OF AFQT CATEGORYIV NAVY AND MARINE CORPS. PERSONNEL. Plag, John A. and others. Navy Medical Neuropsychiatric Research Unit, San Diego, California. October 1968. 14p. Clearinghouse for Federal Scientific and Technical Information OrderNumber AD-681-012, price in microfiche $0.65, in hard copy $3.00. Three points summarize the studies for Category IV(low ability) Marines and sailors. First, Armed Forces Qualifying Test score is avalid predictor of an enlistee's performance. Category IV enlistees are inferior to average enlistees on a variety of measures.Second onany Category IV enlistees can render effective military service. Seventy-three percent of Marines and65% of sailors were found to be effective.Third, civilian educational achievement was related to military effectivenessand the most important predictor studied.

81. PSYCHOLOGICAL NEEDS AND VOCATIONAL MATURITY OFMANPOWER TRAINEES. Bartlett, Willis Edward. Ohio State University. Ph.D.Thesis. 1967. 149p. University Microfilms Order Number 68-2950, price inmicrofilm $3.00, in Xerography $7.00. A study was made of psychologicalneeds and vocational maturity of 158 trainees enrolled in nine skill areas in aManpower Development and Training Act center. Trainees were given the Vocational MaturityScale (VM) and 15 scales of the Adjective Check Listduring the first week of training. Records were obtained of age,last school grade completed, congruenceof occupational choice with skill area training, andwhether the individual continuedtraining after the first month. The VM scale seems related toachievement and dominance needs;vocational maturity differs among variousskill areas; in view of the great overlapping of psychologicalneeds scales from one skill area to another, a trainee's needs could apparentlybe met through his being inalmost any skill area; the VMscale is apparently related to thelast grade completed in school; trainees with psychologicalcharacteristics compatible with defer- ence to classroom activitiescontinue after the first month,while other trainees do not.

Vitola, 82. DEVELOPMENT AND STANDARDIZATION OFAIRMAN QUALIFYING EXAMINATION 66. Bart M. and Madden, Howard L. Personnel Res. Lab Lackland AirForce Base, Tech- Texas. August 1967. 24p. Clearinghouse for Federal Scientific and nical Information Order NumberAD-661-996, price in microfiche$0.65, in hard copy $3.00. This report describes thestandardization of the 1966 AirmanQualifying Exam- ination (AQE). Descriptive data and statisticalcharacteristics of AQE items -21- and subtests are presented, as well as intercorrelations among Project TALENT tests and AQE variables. The report was designed as a reference source to be used in Air Force recruiting and to provideinformation to counselors in the high school testing program.

83. AN ANALYSIS OF CERTAIN METHODS FOR INCREASING THEVALIDITY OF THE AIRMAN QUALIFYING EXAMINATION FOR THE CLASSIFICATION OF BASICAIRMEN. Tupes, Ernest Ca and others. Personnel Res. Lab., Lackland Air Force Base, Texas. August 1967. 21p. Clearinghouse for Federal Scientific and TechnicalInformation Order Number AD-661-997, price in microfiche$0.65, in hard copy $3.00. Assignment of enlistees is based on four aptitude composites,each derived by a summation of scores on subtests of the Airman QualifyingExamination. The present report describes a study designed to determinethe increase in validity for prediction of performance in technical training courseswhich might be obtained by the use of (1) aptitude compositesderived from optimally weighted subtests along with additional information,(2) separate aptitude composites derived for each course, (3) separate compositesderived for enlistees from different geographical areas, or(4) various combinations. Data from 46,000 enlistees and 88 technical coursesvereanalyzed. Both the addition of information to the aptitude composites andthe use of separate composites for each technical course significantlyincrease the validity of the selection system.

See also: 50 test of curiosity; 156 success in university correspondence study; 274 vocational assessment of retarded; 278, 282.predicting success in inner city literacy programs; 279 Ohio Literacy Test; 382, 387, 388 success in MDTA vocational training; 427 performance in avionics fundamentals course; 429 trainability tests for older adults; 439 measures of confidence in dangerous sitlations.

1700 Retention of Participants

84. A STUDY OF NIGHT SCHOOL DROP-OUTS, A SCHEDULE 10PROJECT. Alam, Mubarka Wright, E.N. Toronto Board of Education, Ontario. March 1968. 11Ip. EDRS Order Num- ber ED 018 769, price in microfiche $0.50, in hard copy$5.65. A study of night school stayins and dropouts used arandomly selected sample from Toronto evening classes. Differences between stayins and dropouts were not well enough defined to be used inselection procedures. The dropout was likely to be younger, unmarried or widowed, livealone or with parents, in clerical occupations, and in language, commercial, andclerical courses. The largest differences seemed to occur in matters involving therespondent per- sonally--whether he felt at home in the class, whetherhe got t,:1, know many students, and whether he found the course interesting oruseful. There was a marked tendency for stayins' friends to be stayins and dropouts'friends to be dropouts.

85. DIFFERENCES IN SOME INITIAL ATTITUDES OF STUDENTS WHOCOMPLETE AND STUDENTS WHO DROP OUT IN THE WELLESLEY, MASSACHUSETTS ADULTEDUCATION PROGRAM. FINAL REPORT. Hurkamp, Rosemary C. Boston University. United States Office of Education, Washington, D.C., Bureau of Research. 10 January 1968. 25p. EDRS Order Number ED 024 786, price in microfiche $0.25, inhard copy $1.35. An assumption underlying this study isthat the attitudes of students towards certain attitude objects, for example, age,number of children, size of class, location of school, etc., might be more importantthan the factual objects themselves. Data were gathered by administering aquestionnaire including attitude items and factual data items to 189 dropoutsfrom the Wellesley, Massachusetts

-22- that there are differences Adult Education Program. The primary conclusion was and of students who dropout in some initial attitudesof students who complete significant. of adult education programs,and that these differences are Bialek, PRELIMINARY STUDY OF MOTIVATIONAND INCENTIVES IN BASICCOMBAT TRAINING. 86. HumRRO. 1968. 18p. Hilton and McNeil, Michael. George WashingtonUniversity. Information. Order Number Clearinghouse for FederalScientific and Technical AD-670-744, price in microfiche$0.65, in hard copy $3.00. reward values, 43 possibleincentives were ratedby To measure subjective Nineteen in- trainees on a seven-pointscale, from most to leastattractive. incentives were reliable and oflow variability. The ten most attractive Recognition (Peer and/orSocial), centives were categorizedinto three classes: incentives and the Material Reward, or Autonomy(Freedom). The ten specific the effectiveness categories of Recognition andAutonomy may be varied to measure of variations in BasicCombat Training. Clum, George A. CHANGES IN SELF-REPORTEDSYMPTOMATOLOGY DURING RECRUITTRAINING. 87. Unit, San and others. United States Navy MedicalNeuropsychiatric Research THE APA ANNUAL CONVENTION(76th), Diego, California. Published in PROCEEDINGS OF Scientific and TechnicalInformation 1968. 5p. Clearinghouse for Federal $0.65, in hard coRy $3.00. Order Number AD-679-748, pricein microfiche symptomatology during This study analyzed changesin physical and emotional Medical Index were a Marinerecruit training period. Scores on the Cornell training but declinedsteadily.. This decline in symp- high at the beginning of in sub- toms was not due torepeated testing butreflected an actual decrease recruits with higheducational level jective distress. Older, more intelligent stable on symptoms and positive attitudestoward the Marine Corps were more acknowledged. Potter, POWER AND AFFECTIVITY INTHE SOCIALIZATION OFAIR FORCE ROTC CADETS. 88. Campus Environment Helen R. New Mexico University. Report on "Influence of a 1968. 41p. Clearing- on StudentCommitment to a ParamilitaryOrganization". Order Number AD-676-235, house for Federal Scientificand Technical Information price in microfiche$0.65, in hard copy $3.00. ROTC cadets become com- This study examineddifferences in the extent to which mitted to a favorable attitudetoward service in the AirForce and to an active socializa- role in ROTC. Commitment was postulated toresult from anticipatory It was tion whereby cadets canadopt behavior suiting the roleof an officer. susceptibility to ROTC hypothesized that adoptiondepends on power (a cadet's influence during his firstsemester) and on affectivity(initial favorable attitude toward the AirForce). Power affected commitment morethan affectivity remain in ROTC, did. Cadets initially scoring high on power weremore likely to their affectivi- achieve high rank, increase socialinvolvement, and increase in ty during four years. 380 attrilion and success See also: 323 persistence of nursesin basic training; in inner city job training; 392 preference for delayedgratification related to industrial training program.

1750 Counseling, Guidance CALIFORNIA JUNIOR COLLEGES. 89. A SURVEY OF EVENINGCOLLEGE COUNSELING SERVICES IN 15p. EDRS Ryska, John W. Fresno City College,California. January 1968. Order Number ED 020 736, pricein microfiche $0.25, inhard copy $0.85.

-23- for counsel- respondents includedinadequate opportunities Problems cited by Most adequate records and backgroundinformation on students. ing and lack of job and fi- highly vocation orientedwith greater family, of the students were The following pro- pressures thanthose experienced byday students. nancial the institutions characteristics were identified -(1) 40.5 percent of gram evening enrollments served medium city-suburban areas,(2) 35.5 percent had permitted counselors toteach even- greater than dayenrollments, (3) 95 percent for eveningstudents, (5) (4) 97 percent madecounseling available ing classes, with a mean salaryof $7.75, 57 percent paid theircounselors on an hourlybasis, services available forevening students. and (6) 46 percent madeindividual testing

GUIDANCE PROGRAM IN THELOS ANGELES CITYADULT SCHOOLS. 90. AN EVALUATION OF THE Los Angeles. Ed.D.Thesis. 1967. Stewart, Robert Miller. California University, price in microfilm$3.00, in 177p. University MicrofilmsOrder Number 67-9,035, Xerography $8.20. of the Los AngelesAdult Schools to This study evaluatedthe guidance program Findings includedthe pre- determine if services aremeeting clienteleneeds. vocational counseling;limited information ser- dominance of educational over status; little students' personal,social, and mental vices; inadequate data on personality, vocational interests,aptitudes, preferences, attention to student lack of suit- work experience; personnel shortages; out-of-school activities, or and experience among abouthalf of the guidancecounselors; able training and testing, vo- for followup services. Recommendations dealt with poor provision and administrators. cational guidance, andthe need forguidance-minded faculty EMPLOYERS' RATING AND JOBSATISFACTION THE EFFECTS OFON-THE-JOB COUNSELING ON 91. MDTA CLASSES DURING1967-1968. FINAL OF PERSONS TRAINEDIN SELECTED OKLAHOMA Stevenson, William W. Oklahoma StateUniversity. REPORT. Hoerner, Harry J. and 023 930, price inmicrofiche $0.75, September 1968. 136p. EDRS Order Number ED in hard copy$6.90. post-manpower train- study was to measurepossible effects of The purpose cf this of subjects occupational nature uponperception and behavior ing counseling of an Act classes. Oklahoma ManpowerDevelopment and Training from eight selected when means of Counseling did not bringabout a higher jobsatisfaction level counseled. Similarly, the em- their test scores weretested abainst those not not significantlydifferent. How- ployee performance ofcounseled subjects was found to affectthe subjectsobtaining bona ever, , thecounseling treatment was weeks it requiredsubjects to getsuch fide and legitimatejobs, the number of jobs, and the percentof time subjectsheld such jobs. Macdonald, Mairi S.John. 1969. INFORMAL HELPINGRELATIONSHIPS AMONGADULTS. 92. Adult EducationResearch (Toronto, 4p. Paper presented atthe National Seminar on ED 025 736, pricein microfiche$0.25, in February,9-11,1969). EDRS Order Number hard copy $0.30. adults informal helpingrelationship between An exploratorystudy examined the the persons theyselected as helpers. seeking assistancewith problems and

A STUDY OF PROBLEMSIN MEASURINGCROSSOVER, 93. THE MILITARY AS ATRAINER: Available from Jurkowitz, Eugene L. February 1968. llp. Weinstein, Paul A. and Madison, Wis- Research Association,Social Science Building, Industrial Relations Annual Winter Meetin , In Proceedin s ofthe Twentieth consin 53706($5.00). ington,1577 ecem er 967. Industrial RelationsResearch Association, Was training the transferableimpact of military manpower This study sought to measure occupations the greaterprob- hypotheses: (1) the more alike the by testing two in human capitalin ability that skillwould be transfered,and (2) investment increased postmilitarY individual earnings. military vocationaltraining Velds -24- The first hypothesis wasrejected and testing of the secondyielded two conclusions: (1) the difference between occupational groupsand the base group was nil, and(2) within an occupational group, income waspositively related to occupational crossover.

326 role of women personnel See also: 325 re-training of schoolpsychologists; administrators in universities; 358 transferability ofmilitary skills; 360 trends In vocational guidancerevealed in six years of CIRFabstracts.

1800 Student Aid and Services HOUSING AREAS 94. STUDENT GOVERNMENT; ORGANIZATIONAND FUNCTION IN MARRIED-STUDENT OF SELECTED COLLEGES ANDUNIVERSITIES. Tempel, Norman F. 'Wyoming University. Ed.D.Thesis. 1967. 181p.

education. See also: 4 history of GI Bill; 277 stipends in adult basic

1850 Administrative Policiesand Practices PRINCIPLES 95. ADMINISTRATIVE PROCESSES IN ADULTEDUCATION, A CRITIQUE OF EXISTING 27p. AND A METHOD FOR IMPROVINGTHEIR VALIDITY. Ingham, Roy J. February 1968. Paper presented at the NationalSeminar on Adult EducationResearch (Chicago, $0.25, February 11-13, 1968). EDRS Order Number ED 017814, 'price in microfiche in hard copy $1.45. administration and shows Reviews the literature onprinciples of adult education need for research on certainneglected administrative processes,formulating - principles about the humanrelations aspect of administration,and examining educa- more closely theextent to which the principlesapply to differing adult tion agencies. Clark, ADULT EDUCATION IN TRANSITION;A STUDY OF INSTITUTIONALINSECURITY. 96. California Press, 223 Burton R. 1968. 166p. Available from University of Fulton Street, Berkeley,California 94720. change was conduc- This study of educationaladministration and institutional adult schools have taken on ted during 1952-53. The general finding was that to the expressed interests a servicecharacter. Programs are highly adaptive closely related to their of students and community groups,and the schools are classes are initiated, thebasis clientele. Strong evidence lies in the way administrators, and the content for hiring and firingteachers, the duties of position of adult edu- of administrativedoctrines. The effects of the marginal cation, the purposes ofadult education since the1920's and their influence on that stem from state the adaptive behavior ofleadership, and operating oressures legislation and studentclientele, are the reasons forthis service orientation. DIVISIONS OF A SURVEY OF POLICIESAND PRACTICES IN VARIOUSEVENING COLLEGES AND 97. 99p. COLLEGES AND UNIVERSITIES INTHE UNITED STATES.Final Report. 1969. Research Com- Association of UniversityEvening Colleges, Norman,Oklahoma. mittee. and practices at 64 privateinsti- A survey was made ofevening program policies nine junior colleges. tutions, 26 state universities,eight state colleges, and divisions, schools, or Aspects considered wereadmission policies; titles of scheduling; fees; research; colleges; faculty recruitmentand responsibility;

-25- Findings in- and public relationsand studentrecruitment. general policies; , had flexibleadmission policies en- cluded thefollowing: most institutions part time degree take credit courses asspecial, nondegree, or abling adults to fees, for eveningstudents; 66 charged lower fees,and 53 the same students; 51 evening; full timefaculty full time facultyteaching in the had 50% or more deans or bydepartment chairmen; weregenerally hired byevening directors or reported did the scheduling;24 institutions evening directors ordeans generally 37 were in- either completed orin progress; adult educationresearch projects students partici- Bound and other typesof innovative programs; volved in Upward planning in 65institutions; 58%of pated at leastpartly in academic program evening programs;most used newspapers, institutions reportedadequate support for but few usedtelevision, forpublicity. Dalby, J. Philip. SCHEDULES OF LARGECOLLEGES ANDUNIVERSITIES. 98. EVENING CLASS 28p. EDRS Order College, Cleveland,Ohio. October 1967. Cuyahoga Community $0.25, in hard copy$1.50. Number ED 020 744,price in microfiche of the 4-year institutions indicatedthat (1) 73 percent Responses from 310 followed quartercalendars, semestercalendars, 21 percent colleges followed of calendars; (2) trimesters, and 1 percentused other types 5 percent were on followed followed the semesterplan, 9 percent 84 percent of the2-year colleges systems; the trimester or"other" calendar the quartercalendar, and 7 percent scheduled eveningclasses once perweek, (3) 62 percent ofthe 4-year colleges 4 percent threetimes per week. 33 percenttwice per week, and BETWEEN AN EVENINGCOLLEGE AND ITSPARENT 99. A STUDY INORGANIZATIONAL INTERACTION Social Research, Jacobson, MyrtleS. New School for INSTITUTION. FINAL REPORT. price 44p. EDRS Order-NumberED 020 572, New York, NewYork. January 15, 1968. $2.30. in microfiche$0.25, in hard copy. sub- ties and relationshipsof an educational This study analyzesthe structural program) and its parentcollegiate institution organization(evening degree (Brooklyn College). CALIFORNIA JUNIORCOL- ADMINISTRATIONPRACTICES IN 100. A SURVEY OFEVENING COLLEGE February 1968. 18p. Fresno CityCollege, California. LEGES. Ryska, John W. $1.10. in microfiche$0.25, in hard copy EDRS Order NumberED 019 924, price day and eveningadministrative to discoverdifferendes between The purpose was in the role ofthe eveningadminis- The findingsshowed the variations practices. to the trustees,(2) budget planning, trator in several areas --(1) his relation policy, (6) classsche- (4) facility planning,(5) counseling (3) faculty hiring, negotiations,(9) instructional payroll processing,(8) salary duling, (7) faculty (11) hiring ofclassified personnel, supervision, (10)curriculum coordination, Differences were (13) extra-classactivities. (12) campuspublications, and the eyening evening practicesbut also among shown, not onlybetween day and colleges themselves. 467 University ofIllinois Extension, 299 policies,administration of See also: college businessprograms. effects of AACSBstandards on evening

Governing, Advisory,Clientele Groups 1890 Relations with LEGISLATORS' PERCEPTION ASSOCIATED WITHNORTH CAROLINA AN EXPLORATIONOF FACTORS Watson. 101. EXTENSION SERVICE. Smith, George OF ME NORTHCAROLINA AGRICULTURAL 252p. University Carolina. Ed.D.Thesis. 1967. Duke University,Durham, North $11.50. price in microfilm$3.25, in Xerography Microfilms OrderNumber 68-3447,

-26- factors onlegislators' per- focused on theinfluence of personal This study of countyrepresented, Agricultural ExtensibnService. Concepts ceptions of the occupation, lengthof legis- degrees ofinvolvement withExtension, residence, business were theindependent variables. lative service,and size of farm or significant for at the following: (1) each variable was Findings included perception examined; as ten,of the 42elements of least two, and as many Service was thechief variable: involvement withthe Extension (2) degree of significant associations,and oc- business or farmsize, with seven (3) next came and concepts ofthe type of county cupations, withsix; (4) lengthof service generally the leastimportant. or districtrepresented were UNIVERSITY PROCEDURES, ANDMAKE-UP OF THE1967 COUNTY NOMINATION AND ELECTION April 102. Martin, John E. Missouri University. OF MISSOURIEXTENSION COUNCILS. $0.25, in hard ED 021 180,price in microfiche 1968. 49p. EDRS Order Number copy$2.10. procedures and make-upof County Univer- the nominationand election ob- A study of analyzed the methodsused and results sity of MissouriExtension Councils data were made bycounty size. No real tained by Councils. Summaries of the identified -- Seven methodsof holdingelections were differences werefound. of these,with and public meetingsand four variation mail-in ballot,polls, the usual The cost ofholding elections was most countiesusing only polls. predomin- other than mail. Council members were reason forusing some method high school orabove, and werein their first ately male, over40, had completed homemaking, (2)4-H predominated --(1) farming and Four interest groups civic or- term. (3) business,professional and and Home EconomicsClub organization, ganizations, and(4) schools andother.

SUPERVISORS' KNOWLEDGE OFCERTAIN ASPECTS THE RELATIONSHIP OFCOUNTY BOARDS OF 103. FINANCIAL SUPPORT IN EIGHTVIRGINIA OF THE COOPERATIVEEXTENSION SERVICE TO Rich, Nolan Neel. Virginia PolytechnicInstitute, Blacksburg. COUNTIES. Polytechnic Institute, M.S.Thesis. July 1967. 134p. Available from Virginia Blacksburg, Virginia 24061. Virginia county boards ofsupervisors, and oncertain This study focused on these attri- attributes of individualmembers, to determinethe relationship of Cooperative ExtensionServices. butes to county financialsupport for Virginia counties each werestudied: Within one extensiondistrict, two groups of four support of exten- the lowest, and one thehighest, level of financial one with related to the level sion work. None of the attributesstudied significantly correlation betweensupervisors' of financial support. There was no significant extension fiscalpolicies. knowledge of extension purposesand their knowledge of

PERCEPTIONS OF UNIVERSITYEXTENSION. Resource Report 4. 104. SMALL BUSINESSMEN'S September Douglah, Mohammad A.and Dopp, Arvid D. Wisconsin University. microfiche $0.25, inhard 1967. 4p. EDRS Order.Number ED026 564, price in copy$0.30. businessmen's knowledge ofuniversity A survey was madein Wisconsin, of small about Extension programs The businessmen appearedmost knowledgeable extension. and relationship offered through massmedia, less about localstaff affiliation the greatest extent'throughthe mass to the University. They participated to but also desired programs media, consideredtraditional programsimportant, their own needs. They also tended tohave favorable geared specifically to and the involve- attitudes toward Extension programs,personnel qualifications, marketing, University in problemsolving. Community improvement, ment of the Moreover, 51% were and business management wereamong program areasdesired. willing to pay a fee forsuch programs.

COOPERATIVE EXTENSIONSTAFF 105. A COMPARISON OF THE ATTITUDESOF THE MICHIGAN -27- TOWARD MARKETING, AGRICULTURAL POLICY, AND FARMORGANIZATION. Hadley, Herbert Harlan. Michigan State University. Ph.D.Thesis. 1967. 183p. University Microfilms Order Number 68-4144, price inmicrofilm $3.00, in Xerography$8.40. Comparisons were made of commercial farmers'and Extension agents' views ofthe general farm situation; the effects of governmentprice survorts on farm prices; the existing market structure and acceptable waysof bargaining for increased farm product prices; and views of thegeneral farm organizations and howthey should be organized and run.

See also: 121 community influentials and participationin Cooperative Extension; 305 area development leadership group inIowa Extension Service.

2200 LEARNING ENVIRONMENTS

2210 Community Education and Development Paper presented 106. HELPING COMMUNITIES LEARN HOW TO HELPEACH OTHER. Menlo, Allen. at the National Seminar on AdultEducation Research (Chicago, February11-13, price in micro- 1968). February 1968. 14p. EDRS Order Number ED 017 812, fiche $0.25, in hard copy $0.80. A test was made of the theorythat the relationships betweencommunities would be more productive as inter-communityacceptance, trust, andcooperativeness increased. Teams of leaders from each of 18suburban communities attended semi-monthly seminars, diagnosed changesneeded to gain citizen involvement, and planned strategies for change. Goals were defined as a moreadequate flow of information between communities, moreopportunities for training, andin- creased participation of citizens. An inter-community team assumedresponsi- bility for initiating movement towardthe regional goals. Citizens with a high level of participation developed morepositive perceptions of their own communities and increased their readinessto work with citizens fromother communities.

Colorado State Univ- 107. LEADERSHIP IN COMMUNITY DEVELOPMENT. Hughes, Robert G. price in ersity. M.Ed.Thesise June 1968. 81p. EDRS Order Number ED 023 947, microfiche $0.50, in hard copy$4.15. A study was made to determineclient system leadership expectationsin individual and group problem situations. A questionnaire was mailed to190 community leaders selected to attend meetings onsocial action. Respondents selected the group problemsolving approach for individualproblems and the key person approach for group problems. Data were also analyzed for age, sex,level of education, occupation, and acquaintancewith the Extension staff. It wasconcluded that client system leadership doesnot hold the "service"expectation stereo- type of Extension workers;rather community leaderschallenge the Extension worker to use more group and key personorientation.

DEVELOPMENT. 108. RESEARCH Oft-GWENT, METHODS, ANDTECHNIQUES IN EDUCATION FOR Spaulding, Seth. 16p. In Review of EducationalResearch; v38 n3 p277-92 June 1968. Based on data from 84 countries,this review summarizes trendsin research on curriculum development, social andcultural influences on children'slearning styles, inputs and outputs ofeducation systems, mass mediaand modern educational technology, effects ofliteracy programs, and literacyteaching techniques emerging nations tend and reading materials. Educational research efforts in to stress practical meansof teaching more students moreeffectively.

-28- EDUCATOR. Franklin,Richard. Paper pre- TOWARD THE STYLE OFTHE COMMUNITY CHANGE 109. Education Research(Toronto, February sented at the NationalSeminar on Adult Number 025 721,price in micro- 9-11, 1969). February 1969. 43p. EDRS Order fiche $0.25, in hard copy$2.25. client systems aredis- agents' styles ofinteraction with Implications of change information to (1) the instructor,who imparts cussed. Five styles aredefined: (2) the paterfamilias,who exer- clients and interactsonly with his agency; (3) the advocate, whochannels agency cises personal,paternalistic influence; clients servitor, who simplyperforms tasks for influence to theclient; (4) the who inter- (5) the communitychange educator, and implements agencydecisions; and acts effectivelywith both agency andclients. CONDENSED REPORT. Duval, Louise. OUTSTANDING FEATURES OFTHE INVENTORY(BAEQ). 110. February 1968. 28p. EDRS Carleton OpinionResearch Services,Ltd. (Canada). microfiche $0.25, inhard copy $1.50. Order Number ED 023957, price in Administration Agricultural Researchand Development This condensed report on regarding socioeconomic summarizes theprincipal hypotheses research in Canada toward changereveals a link change in a pilotregion. Examination of attitudes social integration,and resistance to between the economicsituation, degree of unions raises thequestion of part- Study of cooperativesand of forest change. Comparison ofpopulation to leader- icipation by membershipin decision making. and personal typesof leadership,associated ship types showsthe young, dynamic, integrated populations,as mostefficient. with sociable,informed, and socially Study of between privateand public life. Study of familylife reveals a gap specialized interestsinitially crystal- political and socialdependence exposes and now supportedby more formal means. ized in informalsocial situations Adams, Don andAdams, Janet. 21p. In Review EDUCATION AND SOCIALDEVELOPMENT. 111. p243-63 June 1968. of EducationalResearch; v38 n3 be- mainly in developingnations, on linkages A review ispresented of research, develop- societal changes innational and social tween educationalsystems and broad of educationand development(including ment. The studies dealwith generalities social aspects) and with theimpact of education on national andcross-national and urbanization development and nationalintegration, migration mobility, community relationship, rural social background,parent child and fertility.Such factors as attitudes, and purposes,types and levelsof and urbandifferences, educational varying results. education have beenassessed; with widely METHOD IN COMMUNITYDEVELOP- OF THE RELIABILITYOF THE SELF-STUDY 112. AN EVALUATION Ph.D.Thesis. 1967. Edward. Southern IllinoisUniversity. MENT. Knittel, Robert microfilm $3.25,in Order Number67-15,863, price in 250p. University Microfilms Xerography $11.25. development.is discussedand a pro- self study methodin community The concept of determine if theself study goals were gramconducted in 1956-57is examined to wasdetermined frompersonal inter- met. The impact ofthe self study program completed ten yearsafter theself-study, observations, views and questionnaires It was concludedthat and materialsfrom the program. and reviews of newspapers activities toward com- did have some effect onlong range the year long study Each self results were notreadily apparent. munity goals,although immediate extent it wasreached. study goal isdiscussed as to the Univ- Preston, James Dene. Mississippi State A TYPOLOGY OFCOMMUNITY LEADERSHIP. Order 113. 199p. University Microfilms ersity, State College. Ph.D.Thesis. 1967. $3.00, in Xerography$9.00. Number 67-9208,price in microfilm leadership structures;sought four dimensionsof community This study evaluated the overlap amongthree approaches operational measuresof eachdimension; compared

-29- to identifying community leaders;and constructed a communityleadership typology. Highly generalized leaders were broadlyinvolved in at least three interest areas; less generalized leaders werebroadly involved in two interest areas; limited scopeleaders were less broadly involved. Relatively small groupings of top leaders would have beenidentified regardless of approach; many leaders would have been identified only byall three methods or somecombination of two methods. In Journal of 114. WHAT DOES THE EYE SEE--THE EAR HEAR?Griessman, B. Eugene. 8p. Cooperative Extension; v6 n3 p135-42 Fall1968. In general, persons expose themselvesto, perceive, and remember messagesin a selective manner. The 1965 Mississippi investigationreported in this paper tends to bear out these conclusions. Community norms and attitudes seemsigni- ficantly related to the perception andretention of forest fire prevention messages. Payne, Raymond, Comp. and 115. THE COMMUNITY; A CLASSIFIED,ANNOTATED BIBLIOGRAPHY. Bailey, Wilfrid C., Comp. Georgia University. 1967. 146p. Available from Department of Sociology and Anthropology,University of Georgia, Athens, Georgia 30601 ($3.00). EDRS Order Number 002 747, price inmicrofiche $0.75, in hard copy $7.40. This is a classified retrospectivebibliography of 839 items on thecommunity (about 140 are annotated) from rural sociologyand agricultural economics departments and sections, agriculturalexperiment stations, extensionservices. and related_ agencies. SELECTED 116.. CURRENT SOCIOCULTURAL CHANGE LITERATURE;AN ANNOTATED CLASSIFICATION OF INTERDISCIPLINARY SOURCES. Knop, Edward and Aparicio,Kathryn. North Dakota Study of Cultural University. 1967. 282p. Available from the Center for the and Social Change, North DakotaUniversity, Grand Forks, 58202. A compendium of selectedinterdisciplinary sources on socioculturalchange, this publication contains over2,700 annotated items on changein institutional, structural, ideological, andpsychological dimensions of lifein advanced and transitional urban-industrial settings aswell as in folk-agrarian settings.

See also: 5500 COMMUNITY SERVICES ANDPROGRAMS; 5550 COMMUNITY DEVELOPMENT PROGRAMS- simulation; FOREIGN; 7000 HOME, FAMILY EDUCATION; 189 civil defense community 219 survey of U.S. programsand syllabuses for training overseast1eve1opment workers.

2230 Rural Communities TO STUDIES DEALING WITH APPALACHIAIN GENERAL 117. BIBLIOGRAPHY ON APPALACHIA; A GUIDE AND INCLUDING RURAL AND URBANWORKING CLASS ATTITUDES TOWARDRELIGION, EDUCATION, AND SOCIAL CHANGE. Nelsen, Hart M. and Nelsen,Anne K. Western Kentucky Univ- April 1967. ersity. United Presbyterian Church,Philadelphia, Pennsylvania. hard copy $3.90. 76p. EDRS Order Number ED 024 512,price in microfiche $0.50, in References concerning attitudestoward religion, education, andsocial change have been compiled for use indeveloping religious education programsin Appal- of sociology, achia. An attempt is made toconsolidate findings in the areas social stratification, and socialchange. Materials date from the early1900's to the middle 1960's. A PRELIMINARY 118. THE APPALACHIAN PRESBYTERIAN;SOME RURAL-URBAN DIFFERENCES.

-30- REPORT. Nelsen, Hart M. Western Kentucky University. United Presbyterian Church; Philadelphia, Pennsylvania. February 1968. 64p. EDRS Order Number 024 509, price in microfiche $0.50, in hard copy $3.30. Persons from rural, urban and metropolitan areas of Appalachia were interviewed for gathering information influencing religious education programs. Information, was obtained pertaining to family characteristics; attitudes toward education, welfare, and society; theological beliefs and church involvement; andattitudes toward Christian education and the church school program. Significant differences existed by area of residence.

119. A REGIONAL APPROACA TO THE WAR AGAINST POVERTY. Taylor, Theodore J. Texas Technological College, Lubbock. Department of Economics. March 1968. 140p. EDRS Order Number ED 027 479, price in microfiche $0.75, in hard copy $7.10. The purpose was to determine the extent of poverty in some rural areas of Texas, to evaluate the attitudes of local leaders toward the anti-poverty effort, and to prescribe remedial action. Much of the work was inconclusive; and in many cases the data were insufficient. Some conclusions were: (1) an annual census- type survey in the area, combined with an input-output analysis by the regional planning body, can eliminate the deficiency in reliable.data; (2) the most important form of poverty is the lack of education; (3) transportation facilities, racial discrimination, and lack of skills contribute to this lack; (4) poverty can as easily be identified by its effects as by its causes; (5) private char- itable groups are totally inadequate to the task of eliminating poverty.

120. MIGRATION OF RURAL YOUNG ADULTS IN NEBRASKA. Orr, John David. Nebraska Univer- sity. Ed.D.Thesis. 1967. 243p. University Microfilms Order Number 68-3798, price in microfilm $3.15, in Xerography $11.05.

121. THE INFLUENTIALS IN A SELECTED RURAL COUNTY; THEIR INHERENT CHARACTERISTICS AND INTERRELATIONSHIPS. Abbott, George Carlyle. Virginia Polytechnic Institute, Blacksburg. M.S.Thesis. August 1967. 139p. Available from Virginia Poly- technic Institute, Blacksburg, Virginia 24061. The reputational method was used in identifying influentials in a rural agricultural county. The 23 top influentials were aged 32 to 81; all but two were county natives. Farmers and retail merchants predominated. The 12 county wide influentials were older, had more associations with each other, and had held a larger number of formal positions than the local community influentials. All influentials were interrelated through organizations and business contacts and appeared to comprise a unitary structure in which each person possesses a complex of factors that contribute to his power. Past achievements were seen as one of the most important factors.

122. EDUCATION INTERESTS OF ADULTS IN MARION COUNTY, IOWA. Freeman, Richard Taylor. Iowa State University of Scienre and Technology. M.S.Thesis. 1967. 79p. Available from Iowa State University of Science and Technology, Ames, Iowa50012. An investigation was made of educational interests of adults in Marion County, Iowa; differences in interests by sex and other characteristics;participation in programs of the Cooperative Extension Service the previous five years;and priorities for future Extension programs.

123. INFORMATION SOURCE AND NEED HIERARCHIES OF AN ADULT POPULATION IN FIVEMICHIGAN COUNTIES. Reiger, Jon H. and Anderson, Robert C. Michigan State University, East Lansing Institute for Community Development. February 1968. 22p. Paper presented at the National Seminar on Adult Education Research(Chicago, February 11-13, 1968.). EDRS Order Number ED 017 809, price in microfiche$0.25, in hard copy $1.20.

-31- information sources and of five counties inMichigan, data on In a 1965 survey The population from a two percentsample of households. needs were obtained kinds of reading matter rely heavily on the massmedia and various was found to in certain cases. and on institutional sourcesand officials for all topic areas the highest level also on friends andrelatives and exhibited Young adults relied significant sources of need for newinformation. Adult education programs were clientele groups. in few topic areasand for only selective DIMENSIONOF CENTRALTEXAN ENGLISH. AN INVESTIGATIONOF THESTANDARD-NONSTANDARD 124. Bills, Garland. August 1968. 51p. PART OF THE FINALREPORT. Stolz, Walter and ED 026 130, pricein microfiche$0.25, in Texas University. EPRS Order Number hard copy $2.65.

methods preferred byresidents of ColumbiaCounty, See also: 130 adult education 269 to participationof rural youngadults; Wisconsin; 241 factors related 387 rural resi- rural poverty and surveyof programs forrural disadvantaged; dents in MDTA program.

2240 Urban Environment LISTING. Randolph, H. Helen. Center URBAN EDUCATIONBIBLIOGRAPHY; AN ANNOTATED 125. April 1968. 110p. Available from for Urban Education,New York, New York. Avenue, New York,New York 10016($1.00). Center for UrbanEducation, 105 Madison microfiche $0.50, inhard copy $5.60. EDRS Order NumberED 024 474, price brings togetherpublications concerning This annotatedreview of litehture 1964 through December1965. urban education,from September pat- Massachusetts; 8 adult participation See also: 7 educationalneeds in Beverly, 262 career 205 televisionin programs forurban poor; terns in Guelf,Ontario; 330 training differences betweensmall town and urban women; and educational suburban heads ofhousehold; urban clergy; 445 leisure use of programs for 459 characteristics.ofparents 450 urban middleclass knowledge ofpesticides; immigrant trainingin New York Cityschools in Project ENABLE; 474 history of

2300 Residential Education FOR LIFELONGLEARNING. CONTINUING EDUCATIONIN ACTION;RESIDENTIAL CENTERS 126. Available from JohnWiley & Sons, Inc.,605 Alford, Harold J. 1968. 162p. Third Avenue, NewYork, New York10016. centers emphasizingthose This book dealswith universitycontinuing education (Michigan State University,Columbia, Oxford, at ten pioneeringinstitutions and Dame, TheUniversity of Chicago, California PolytechnicState College, Notre Oklahoma, and NewHampshire) that came the Universities ofGeorgia, Nebraska, assistance of the W.K. KelloggFoundation. into being throughthe financial education centers,origins of the centers The role andbackground of continuing planning and design and financingof facilities, program described here, the research and staff (including special degreeprograms), the use of presentation approaches to programadministration training to improvecontinuing education, dis- trends in residentialcontinuing education are and finance,and anticipated cussed anddocumented. Chicago Univer- EDUCATION. Alford, Harold Judd. 127. A HISTORY OFRESIDENTIAL ADULT Photo- 442p. Available fromDepartment of sity. Ph.D.Thesis. December 1966. -32- eiuplication, The University ofChicago Library, SwiftHall, Chicago, Illinois, 60637. residential adult education,from This study traces indetail the development of schools to the mul- the idea which preceded theGrundtvig-Kold Danish folk high personal forces whichhave tiplicity of forms existingtoday, and the social and Programs in an agrar- helped shape its development invarious cultural settings. society are exemplified, ian society, an industrialsociety, and an expanding twentieth centuries, respectively, by the Danish movementof the nineteenth and in the form ofWorkers' British short-term residentialcolleges and antecedents Chautau- Educational Association workand other activities,and the rise of the American schools as theHighlander qua movement,Danebod, and such specialized at the University ofMinnesota Folk School. Residential centers and programs Kellogg Foundation and the University of Florida aredescribed, together with Programs at Oxford 4 undertakings at Michigan StateUniversity and elsewhere. and black Africa are re- University and in Canada,Denmark, Israel, Germany view are discussed.An viewed, and present trends,conditions, and points of (1851-1951) are included. appendix, 242 references and ahistorical overview DIRECTORY OF RESIDENTIALCON- 128. STUDIES AND TRAINING INCONTINUING EDUCATION; A STATES AND ABROAD, 1967-68. Chicago TINUING EDUCATION CENTERS IN THE UNITED 027 497, price in micro- University. August 1968. 156p. EDRS Order Number ED fiche $0.75, in hard copy$7.90. education centers in theUnited A descriptive list ofresidential continuing Also listed are in- States, Canada, andabroad known to be operatingin 1968. and New stitutions (39 in theUnited States and one eachin India, Jerusalem, Zealand) now constructing oracquiring continuingeducation centers of 3000 CONFERENCES, INSTITUTES,WORKSHOPS; 469 historical development See also: Sweden. university conferences andresidential centers; 485 folk high school in

2600 INSTRUCTIONAL METHODS INSTRUCTIONAL METHODS ANDTECHNIQUES; AN ANNOT- 129. TRAINING METHODOLOGY. PART3: Disease Center, Atlanta,Georgia. 1968. ATED BIBLIOGRAPHY. National Communicable $0.75, in hard copy 143p. EDRS Order Number ED 024880, price in microfiche $7.25. and train- One of a series ofbibliographies on mentalhealth inservice training abstracts (largely1960-68) on ing methodology, thispublication contains 346 correspondence study, lec- apprenticeship, coaching,programmed instruction, gaming, conferences, case tures, group discussion,meetings, simulation and training and organizationalde- method, role-playing,laboratory training, team techniques. velopment, and otherindividual and group methodsand instructional A subject index isincluded. Black- METHOD ORIENTATION OFADULTS FOR PARTICIPATIONIN EDUCATIVE ACTIVITIES. 130. Paper presented atthe burn, Donald J. andDouglah, Mohammad A. 1968. 22p. 1968). National Seminar on AdultEducation Research(Chicago, February 11-13, microfiche $0.25, in hard copy$1.20. EDRS Order Number ED017 859, price in adults for This study was undertakento determine themethod orientation of the subject areas, participation in educationactivities. For the majority of Adults preferring in- group methods werepreferred by the majority ofadults. relatively low educational dividual methods were morelikely to be older, with of individualorientation levels and family incomes,with the highest proportion appearing among women witheight years or less ofschooling.

-33- 131. RELATIONSHIPS BETWEEN TRAINING METHODS AND LEARNER CHARACTERISTICS.Tallmadge, G. K. In Journal of Educational Psychology; v59 nl p32-6 February 1968. To determine whether training effectiveness could be increased by employing training methods which differed as a function of trainee characteristics, study was designed involving a control and two experimental training methods and 16 measures of trainee aptitudes and interests. The experimental training methods were designed to reflect Gagne's(1965) Type 3 (Chaining) and Type 7 (Principle Learning) theoretical constructs. Large achievment differences resulted from the three methods. No interactions between training methods and learner characteristics were found. It was concluded that these negative findings resulted from the existence of interactions between subject matter content and training methods.

132. PSYCHOLOGICAL RESEARCH IN ADULT LEARNING. DuBois, Philip H., Ed. Washington University, St. Louis, Missouri. 1968. 71p. Clearinghouse for Federal Scien- tific and Technical Information Order Number AD-672-748, price in microfiche $.65, in hard copy $3.00. Topics were the systems approach to learning, computer assisted instruction, the role of simulation in training, programed instruction, educational technology in technical training, the learning of operational equipment as a criterion in training research, and the evaluation of a partially self-paced course.

133. PARTICIPATION IN PESTICIDE EDUCATION PROGRAMS AND CHANGES IN OPINION LEADERSHIP ACTIVITIES. Looby, Lawrence E. 1969. 20p. Paper presented at National Sem- inar on Adult Education Research (Toronto, February 9-11, 1969). EDRS Order Number ED 025 726, price in microfiche $0.25, in hard copy $1.10. A study was made to see if an educational program on pesticides wouldincrease the opinion leadership activities of pesticide dealers and the amount and quality of information they conveyed to their customers. Educational programs provided included workshops, classes, and conferences as well as bulletins, bro- chures, and radio and television programs. Participation did not appear to increase opinion leadership activities; however,the scale used did not measure actual effects of the activities. Nominations of the opinion leaders by their customers, who mentioned them as sources of information, seemed toconfirm the opinion leadership scale.

134. ROLE OF INFORMATION SOURCES AND COMMUNICATION CHANNELS IN ADOPTION OFIMPROVED PRACTICES BY FARMERS IN M.P. STATE, INDIA. Sharma, Devendra Kumar. Cornell University. Ph.D.Thesis. 1967. 265p. University Microfilms Order Number 67-16,368, price in microfilm $3.45, in Xerography$11.95. A study was made of information sources and channels whereby newideas about improved farming methods a'ee communicated to farmers in MadhyaPradesh, India. Of the five information sources, neighbors were named byall respondents, village level workers by 72%, chairmen of village panchayatsby 26%, and agricultural and university extension personnel by 20% and17%, respectively. Among seven means of communication,demonstrations led with 50%, followed by radio (38%), audiovisual aids (posters, films, exhibits), general meetings, andreading materials. Age, education, caste, and economic status werediscriminating factors, singly or in combination, in the use of all sources exceptneighbors and village local workers. Contacts between extension agentsand farmers had the greatest influence, and mass media the least influence onadoption

See also: 14 university course on adult education methodology; 360 trends in training methods and aids revealed in six years of CIRFAbstracts.

-34-

Ti 2630 Teaching Styles and Techniques

135. THE DISCOVERY METHOD; AN INTERNATIONAL EXPERIMENT IN RETRAINING. EMPLOYMENT OF OLDER WORKERS, 6. Organisation for Economic Co-operation and Development, Paris (France). 1969. 86p. Available from OECD Publications Center, Suite 1305, 1750 Pennsylvania Avenue, N.W.2 Washington, D.C. 20006, Order Number 24,941, ($3.00). Demonstration programs were used in training older workers in four member countries of the Organisation for Economic Co-operation and Development, using traditional methods and the discovery (discrimination learning) method. Overall findings seemed to indicate that the discovery method is useful if tuned to a given group and that, with appropriate training, a higher than usual training age gives no serious disadvantage.

136. INSTRUCTIONAL TECHNIQUES FOR TEACHING ADULT COLLEGE CREDIT COURSES. Dubois, Philip H., and others. Office of Education, Washington, D.C. Bureau of Re- search. Final Report. 31 December 1968. 48p. EDRS Order Number 027 494, price in microfiche $0.25, in hard copy $2.50. This study of adult students in elementary psychology classes atWashington University (St. Louis), compared the effectiveness of conventionalconditions, in which the instructor sets the stage and full participation in a programof class activities is explicitly or implicitly demanded, with that of permissive conditions, in which students may choose the degree of participation in activities established by the instructor. The correlation was positive between permissive conditions and achievement. There is some evidence that adultslearn better under conditons of "elective participation".

137. FACTORS RELATED TO THE EFFECTIVENESS OF TEACHERS OF SHORT-TERM ADULTVOCATIONAL COURSES. Jones, Charles Irving. Florida State University. Ed.D.Thesis. 1967. 190p. University Microfilms Order Number 67-11,161, price in microfilm$3.00, in Xerography $8.60. Data obtained from vocatioral teachers and adultstudents included measures of student verbal gain, manual gain, satisfaction, and persistence, and ofteachers' educational level, experience teaching adults, years of trade experience, age, mental ability, subject matter knowledge, teaching style, and number ofteach- ing techniques used. The teacher's mental ability, age, and teaching experience were not correlated with studentsatisfaction, persistence, and verbal and manual gain. Verbal and manual gain were correlated with teacher's subject knowledge. Teacher's educational level was negatively correlated with student satisfaction and years of trade experience was negativelycorrelated with persistence. Teaching styleand number of techniques used did not influence students. Student manual gain was positively correlated with verbalgain and negatively correlated with satisfaction and persistence.

138. A STUDY OF DIFFERENT STYLES OF EDUCATIONAL MATERIALS FOR ADULT NEWLITERATES. Cortright, Richard Watkins, The American University. Ed.D.Thesis. 1967. 194p. University Microfilms Order Number 67-12,036, price in microfilm$3.00, in Xer- ography $8.80. Three experiments tested the effectiveness of three teachingstyles -- the expository, the conversational, and the interrogative. The population comprised adults in adult basic education classes in two large Eastern cities. In each experiment three different expository passages, one each from three currentpub- lications for adult new literates, were rewritten in linguisticallycomparable conversational and interrogative styles. Equality in difficulty was also obtained. None of the three styles was significant in differentiatingthe comprehension of adult basic education students. The experiment did not support 3

-35- style is mosteffective. generalization thatthe conversational ACCOMPANY DIFFERINGLEADERSHIP PERCEPTION OF SELECTEDCONCEPTS THAT 139. CHANGES IN Ph.D.Thesis. Brian. Arizona StateUniversity. TREATMENTS. Callan, Laurence Grder Number 67-3196,price in microfilm 1967. 130p. University Microfilms $3.00, in Xerography$6.20. treatments onperception of non- made of effects oftwo leadership A study was authority, and cohesion as relating to conceptsof leaders, verbal stimuli Subject (28 YaquiIndian in the SemanticDifferential Scale. measured by changes Corps) were randomly as- members of theNeighborhood Youth and Mexican-American tasks and goalsand little autocratic group, withclosely specified signed to an interaction among democratic group,marked by emphasis on interaction, or a from the group. Stimuli youth and withthe leaders, withleadership evolving roles (doctor,judge, nurse, and consisted of colorslides on ten concepts or and cohesion. Perceptions ofnonverbal others) representingleaders, authority, leadership treatment,and the democratic stimuli can bechanged following a experimental designand other circumstances treawent ispreferable. However, the sole influence. created doubt whetherleadership was the IN TRAINING ANDSUPERVISORY PROGRAMS. STUDIES ON THEAFFECT OF PARTICIPATION 140. at the NationalSeminar on Adult Dimock, Hedley G.1969. 5p. Paper presented 1969). EDRS Order NumberED 023 Education Research(Toronto, February 9-11, $0.35. 984, price inmicrofiche $0.25,in hard copy used to evaluatethe effect of 28leader- This studydescribes the procedures The educational for young andmiddle-aged adults. ship development programs level of thelearners' divided into 4 groupsdepending on the experiences were focused on theirinterests participation and theextent to whichthe learning was rated on a subjectivebasis by theauthor. and experiences. These factors were series predicting successfulgroup leaders, a From a variety ofapproaches to discriminated successfulfrom unsuccessful of short questionsthat actually put together Three attitudequestionnaires were groupleaders wereselected. ranged from .70 to inventory and studiesof its reliability in a leadership ranged from .23 to.69. validity in eightfield situations .90. Studies of its partici- significant attitudechange than low High participation led to a more pation. SUBJECT INDIVIDUAL DIFFERENCES: THE EFFECTS OF STUDY OF TRAININGEQUIPMENT AND Sciences, 141. for Researchin the Behavioral MATTER VARIABLES. American Institute and Technical Clearinghouse forFederal Scientific Palo Alto,California. 70p. price in microfiche$0.65, in hard copy Information OrderNumber AD-671-842, $3.00. by usinginstructional methodsdif- if learningmight be enhanced To determine characteristics, two coursesweredeveloped, fering in desipaccording to learner For each. approach and theother a deductivemethod. one aninductive teaching interests, andpersonality variables were subject 28 measuresof aptitudes, styles, and sug- supported theexistence of learning obtained. Results strongly of en- based on learningstyles might be a way gest thatmultitrack instruction which interactedwith Those individualdifference measures hancing learning. indication thatlearning styles may method and content wereall noncognitive--an aptitude or abilitytraits. also be independentof specific Blaney, John P. AND EFFECT UPONLEARNING. KNOWLEDGE OFCONFERENCE OBJECTIVES 142. Education; v19 n2p98-106 W 1969. and McKie,Douglas. In Adult objectives determine whetherknowledge ofinstructional Research wasconducted to these objectives. assists participantsto attain in an adulteducation program provided with into three groups: group A was Participants wererandomly placed -36- behavioral instructional objectives; B with a generalorientation of the program; and C with a pretest. The presentation of behaviorally statedobjec- tives resulted in Group A doing significantlybetter on the criterion test at the .05 significant level.

Weiner, 143. TRAINING FOR VIGILANCE: REPEATED.SESSIONS WITH KNOWLEDGE OF RESULTS. E. L. Miami University. 10p. In Ergonomics; v11 n6 p547-56 November 1968. Two groups participated in a visualmonitoring test of 48 minute sessions on five consecutive days, with a followuptransfer session five weeks later, to examine differences between knowledge ofresults (KR) and no knowledge of results (NKR) over several training sessions andprolonging the interval before the transfer session. The KR group was provided with instantfeedback of correct responses, commissive errors,and missed signals. It was found that the KR group showed superior and.constantly improvingdetection performance, but the control group also showedalmost identical improvement. Commissive errors were significantly different in the first twotraining sessions, with KR studentsshowing more false alarms. Commissive errors did not increase ordecrease over time within sessions, or over the five trainingsessions. There was no significant difference in the followup treatment.

144. STUDIES ON TRAINING GROUND OBSERVERS TOESTIMATE RANGE TO AERIAL TARGETS. McCluskey, Michael R. and others. George Washington University,Washington, and Tech- D.C. HumRRO. May 1968. 65p. Clearinghouse on Federal Scientific nical Information Order Number.AD-669-963, price in microfiche$0.65, in hard copy $3.00. Six pilotstudies were conducted to determinethe effetts of training on range estimition performance for aerial targets. Several variations of training methods were used, including immediateknowledge of results after making anesti- mation, "paired associate' presentationof observed aircraft positionwith actual range jnformation,and the use of an obstructinfobject as a rangeestimation aid. Two variables that tended to influenceperformance were aircraft elevation and incoming-outgoing directions offlight.

Johnson, Kirk A. 145. TWO TRACK TRAINING FOR AVIONICSFUNDAMENTALS. FINAL REPORT. and Salop, Phyllis A. United States Naval PersonnelResearch Activity, San Diego, California. September 1968. 41p. Clearinghouse for .Federal Scientific and Technical Information Order NumberAD-678-348, price in microfiche$0.65, in hard copy $3.00. -An experimental two track training system wasevaluated against the conventional one track system. The conventional course lasted 16weeks. The two track system consisted of a regular track identical tothe conventional course, and anacceler- ated track lasting ten weeks. Students in the two track system madegrades roughly one point lower than those ofstudents in the one track system. This difference became about half a point insubsequent courses. The two track system reduced training time by 1.38 weeks perstudent.

RETENTION. 146. TASK COHERENCE, TRAINING TIME, ANDRETENTION INTERVAL EFFECTS ON SKILL Naylor, James C. and others. 8p. In Journal of Applied Psychology;v52 n5 1968. Amount of training, secondary taskcoherence (amount of taskorganization), and length of retention interval, each at twolevels, were evaluated in terms oflong term ski'l retention effects. The criterion task was composed of athree dimensional tracking task (primarytask) and a nine event monitoring task(secondary task). Retention loss varied,inversely with amountof training and with secondary task coherence(the latter only under the lesser level oftraining) for both tasks. Absolute retention levels varied directlywith the training and task coherence variables and inverselywith retention interval. From these and previous

-37- data, task coherence emerges as an importantvariable in task acquisitionand retention. VERBAL LABELS 147. SOME EFFECTS OF AMOUNT OF VERBALPRETRAINING AND AVAILABILITY OF UPON PERFORMANCE IN A DISCRIMINATIVEMOTOR TASK. Marshall, M. E. Carelton University, Ottowa. 13p. Reprint from Perceptual and MotorSkills, v26 p27-39 1968. in which The study randomly groupedcollege students into ten treatment groups, they were given three, six, nine,15 or 30 trials of relevant orirrelevant verbal pretraining prior to 21trials on a common discriminativemotor task. Relevant pretraining facilitated motorperformance significaltly,and increasing amounts of relevant pretrainingincreased the amount of specificproactive facilitation. Superior motor performance wasrelated to the subsequent correct recall of verbal pretraining responses. Groteleuschen, Arden. 148. EFFECTS OF STRUCTURE AND SEQUENCEON ADULT LEARNING. Seminar Columbia University. 1968. 20p. Paper presented at the National EDRS Order Number ED 017 on AdultEducation (Chicago, February 11-13,1968). 811, price in microfiche S0.25,in hard coRy $1.10. In this study on the effectsof structure and sequence onadult learning, adults unfamiliar with number bases andranging in age from 23 to 53 wererandomly assigned to four differentiallystructured introductory materialsand to three differentially sequenced learning taskconditions (random, partial orcomplete) within four intelligence and two sexcategories. Subjects were individually presented the base four task inpaired associate form afterthey had received appeared to the programed introductorymaterial. The introductory material have significantly positiveresults only with subjectshaving superior intelli- rapid mastery, gence. The completely sequencedlearning task resulted in more in- especially with less intelligentsubjects. Reliable differences among the telligence categories and betweenthe sexes were alsoobserved.

instructions in verbal learningof 61, 62 challenging versus suOportive See also: 394 behavior older adults; 109 leadership styles ofcommunity change agents; modification through socialreinforcement learninginJob Corps.

2730 Lecture programmed in- See: 11 history of Lyceummovement: 149 lecture-demonstration and struction in teaching accounting.

2740 Personal Contact,Visits relationships among adults; 455 work- See: 3050 DEMONSTRATION; 92 informal helping ing visits in homemakingeducation.

2780 Programmed Instruction

THE EFFECTIVENESS OF TWODIFFERENT USE5 OF ANAUTOINSTRUCTIONAL PROGRAM TO 149. Askins, TEACH THE USE OF THE AIR FORCEFISCAL ACCOUNT STRUCTUREAND CODES. 1967. 198p. Billy Earl. North Texas State University,Denton. Ed.D.Thesis. University Microfilms Order Number76-15,013t price in microfilm$3.00, in

-38- Xerography $9.00 The problem of tne study was the effectiveness of threeteaching techniques-- lecture-demonstration procedure supplemented with the programedtextbook, autoinstructional procedure using only the programed textbook,and the conventional lecture-demonstration procedure. Students taught with the lecture- demonstration procedure with the programed textbook made a significantly higher mean gain score than students taught either with theautoinstructional or conventional lecture-demonstrationprocedure. Students taught solely with the autoinstructional procedure required less time tocomplete the unit than students taught with the other two techniques. No significant differences were found among the retention loss scoresof the three groups nor between the student's mean gain score and his reading ability, generalintelligence, and educational level.

150. COMMUNICATION, COOPERATION, AND NEGOTIATION INCULTURALLY HETEROGENEOUS GROUPS. QUARTERLY REPORT. Fiedler, Fred E. and Triandis, Harry C. Illinois University. 31 January 1968. 19p. Clearinghouse for Federal Scientific and Technical Information Order Number AD-664-681, price in microfiche$.65, in hard copy $3.00, Studies concern the development of basic data onsemantic features and culturally significant behavior, the dynamics ofinteractions in negotiation and bargaining, the effect of task structure on group climateand group interaction, and relevant methodological issues. The two major studies concern a comparison of training by means of Culture Assimilatorsand essays, as well as a comparison of training materialsdeveloped by methods developed by Triandisand Osgood. The second study involved the development of anIran Culture Assimilator and a field experiment to evaluate its effect.

151. CROSS-CULTURAL TRAINING AS A MEANS FOR IMPROVINGSITUATIONAL FAVORABLENESS. Chemers Martin M. Illinois University, Group EffectivenessResearch Labor- atory. August 1968. 31p. Clearinghouse for Federal Scientific and Technical Information Order Number AD-676-234, price inmicrofiche $0.65, in hard copy $3.00. A field experiment was conducted in Iran to testthe effects of cross-cultural training materials on leader behavior andeffectiveness. Forty-eight Americans living in Teheran were administered eitherthe Culture Assimilator, a programed self-instructional training program for Iranianculture, or a.control training program on thephysical geography of the Middle East. Cultural training proved quite effective in changing behavior. Situational favorableness and cultural role expectations were significantdeterminants of leader effectivenessin culturally heterogeneous groups.

Rhodesia 152. PROGRAMMED LEARNING IN CENTRALAFRICAN CONTEXTS. Hawkridge, D. G. University College. 91p. EDRS Order Number ED 019 005,price in microfiche $0.50, in hard copy $4.65. Since 1964, the Programmed LearningCentre at the University College of Rhodesia has been investigating thepotentialities of programmed learning for Central Africa through a series ofcontrolled experiments using locally-written and published programs. Programs dealing with topics such assimple contours, how people learn, and the 1802 FactoryReform Act have been tested with generally favorable results. Other longer-term and less rigorouslycontrolled in-school trials o44' programs have given varyingresults. Much research is still in progress. The appendix contains a catalog ofholdings at the Programmed Learning Center.

-39- Neale, J. G. and others. 153. ADULT TRAINING: THE USE OF PROGRAMMEDINSTRUCTION. 9p. In Occupational Psychology,v42 nl p23-31 1968. instruction was used to teach Two experiments wereconducted in which programed factual information to youngand older adults. Trainee bus conductors were the one hour lesson and taught to read fare charts;tests were given after (under 30) the programed after experience on the busroute. For younger adults instruction proved superior toclassroom instruction; forthe older adults, In a second exper- classroom instruction wasbetter, but not significantly so. taught map reading for iment, women students atteachers training colleges were of teach- five hours during oneweek, in an effort toestimate the optimum length (under 35) did better ing session within thefive hours. The younger students (over 35) did better with one with 1/2 hour sessionsand the older students hour sessions. PROFES- RESEARCH ON THE USE OFPROGRAMMED INSTRUCTIONAMONG ADULT LEARNERS IN 154. Paper presented atthe SIONAL HEALTH FIELDS.Lysaught, Jerome P. 1968. 15p. 1968). National Seminar onAdult Education Research(Chicago, February 11-13, $0.25, in hard copy $.85. EDRS Order Number ED017 879, price in microfiche instructional materials ineduca- As part of an effort to*explore the use of self patients, three studies of pro- ting doctors, nurses,paramedical personnel, and In the allergy program, course gram utilizationand effectiveness weremade. and favorable completions, positive reactions,perception of practical value, would be welcomed byhealth prac- responses indicatedthat programed materials achievement showed that programedinstruction titioners. In the cancer program. taught effectively andbetter than traditional methods. and te'aching machine in See also: 132 programmedinstruction; 208 programmed text and'computer-aided Job Corps math programs; 275, 281 programmed instruction (programmed instruction in adult basiceducation; 464 Culture Assimilators instruction) in cross culturaltraining.

2800 Correspondence Study A STUDY OF WHAT IT IS,HOW IT CORRESPONDENCE INSTRUCTIONIN THE UNITED STATES; 155. MacKenzie, Ossian and others. 1968. FUNCTIONS, AND WHAT ITSPOTENTIAL MAY BE. Book Company, 3330 West42nd Street, New York, 276p. Available from McGraw-Hill New York 10036($6.95). United States, this book covers A definitive study ofcorrespondence study in the development, current practices,quality, fundamentalcharacter- its historical Types of sponsors istics, and present andpossible roles in Americaneducation. Federal government, private (the armed forces, the U.S.Armed Forces Institute, religious organizations,business home study schools,universities and colleges, Flexibility, economy, and industry, laborunions, and associations) arecovered. the method are noted. The authors feel,however, that and other advantages of problems correspondence instruction isnot presentlyfulfilling its potential; in course planning, in such areas asfinancing, staffing,public acceptance, and the reasons given. The administration, andfeedback and evaluation, are among cooperation among suppliers,specialized teacher train- systems approach, greater units, uniform instruction, cooperativefacilities and research ing, multimedia are cfted accrediting and programstandards, and a nationalexamining university implementation are made. as neededinnovations, and specificrecommendations for CORRESPONDENCE STUDY, ASTUDY TO TEST TWELVEHYPO- 156. VARIABLES ASSOCIATED WITH January 1968. 28p. EDRS Order THESES. Donehower, Grace M. Nevada University. -40- Number ED 016 925, price in microfiche$0.25, in hard copy $1.50. The purpose of this University of Nevada study wasto determine if relationships existedftbetween the degree of successin college level courses and such correspondence student variables as age, sex,achievement, completion, withdrawal, reason for enrolling, distance fromthe correspondence center, previous education, and the time elapsed betweenenrollment and the submission ofthe first assignment. Significant relationships were found betweencompletion rates and the variables of time lapse beforesubmission of the first lesson,distance from the center, previous education,and the reason for enrolling, andbetween the time required for course completionand the reason for enrolling,but not between completion time and distance orbetween achievement and the variables of age, sex, and course completiontime.-

Seafarers 157. MODERN TEACHING METHODS AND THEMERCHANT NAVY. Carver, Alfred. Education Service, London(England). National institute of Adult Education, London (England). 1967. 46p. Available from National Institute ofAdult Education, 35 Queen Anne Street, LondonW.1, England (7s.6d.). About 5% of British seafarers arepursuing correspondence study,largely in vocational subjects. An evaluative report has beenmade on correspondence offerings and programed instructionprovided by the Royal and MerchantNavies and the College of the Sea, aswell as on teaching at sea andthe uses of.tape recorders, films, slides, sciencekitc, reading materials, shipboardequipment, and other instructional aids.Recommendations cover the organizationof training, policies and practices ofthe College of the Sea, andinstructors and their preparation. 469 development of See also: 468 c/s in American Institute ofSacred Literature;. university c/s, 1900-1965; 477 c/s in Army training.

2900 Discussion ACCEPTANCE OF SELF 158. A STUDY OF TWO GROUPDISCUSSION PROCEDURES FOR CHANGING Ph.D.Thesis. AND OTHERS. Partin, James Jennings. Indiana University. 68-2340, price in microfilm 1967. 154p. University Microfilms Order Number $3.00, in Xerography $7.20. Primary purpose was todetermine the effects.of twotraining programs for mental hospital attendants; a secondary purposewas to.determinethe relationship between acceptance and neuroticism. The subjects were 39 adultattendant employees at a stateinstitution for the mentallyretarded. Treatment groups met twice weekly.for training indeveloping therapeutic interpersonalrelationships topics and on a one to onebasis and in groups. One group discussed prescribed the other chose its topics. Data were gathered at a pre-testand a post-test battery of tests, consisting ofthe Acceptance AttitudeScale (developed for Scale Questionnaire. the study), the FeyQuestionnaire, and the IPAT Neuroticism difficult to change The findings indicated thatacceptance of self was more significant at than acceptance of others. There were no differences of means the .20 level betweenexperimental and control groups. THE ADAPTIVE SOCIAL 159. THE EFFECT OF GROUP DISCUSSIONAS A LEARNING PROCEDURE ON Indiana University. BEHAVIOR OF EDUCABLE ADULTMENTAL RETARDATES. Curtis, Nels. Ed.D.Thesis. June 1967. 203p. University Microfilms OrderNumber 67-16,398, price in microfilm$3.00, in Xerography $9.25. behavior of educable, This study investigatedchanges in the adaptive social discussioh program in a mentally retarded adults whoparticipated in a_group

-41- state hospital and training center. It appears that theselective use of group discussion cando much to maintain andimprove the social adaptive behavior of educable, adult mentalretardates; and that groupcomposition (preferably homogeneous) is important tothe effectiveness of groupdis- adaptations of this cussion as a learning procedure. Recommendations included of lecture tech- procedure to the diagnosed needsof participants, minimal use other research niques, and avoidance ofabstraction. Lougitudinal studies and were alsoadvised. EDUCATION PROGRAM. 160. A STUDY OF DELAYED ACHIEVEMENTIN A SHORT-TERM ADULT 164p. Steffer ,Robert Wesley. Indiana University. Ph.D.Thesis. 1967. University Microfilms Order Number68-2365, price in microfilm$3.00, in Xerography $7.60. training program This study aimed at measuringthe results of a participation administered a test of delayed after one year. Two experimental groups were achievement twice; one received a15-minute treatment review onthe principles between the test administrations; of participation trainingin group discussion interval, receiving no the other took the test asecond time after a 15-minute of individ- treatment. The third group, an insidecontrol group, was composed the fourth and fifth groups were uals active ln churchadult education classes; active in adult education inside and outside groupscomposed of persons not representa- Those with training and somerandomly-selected, untrained groups. sig- tives of adult education groups wereinterviewed. Trained adults achieved nificantly higher scores on thedelayed achievement testthan non-trained adults; non-trained adults weresignificantly higher on thedelayed achievement test receiving the treatment- than non-trained adults;post-test scores of the group the group not receivingthe review differed significantlyfrom the scores of treatment-review. Hunter, PRERETIREMENT EDUCATION FORHOURLY-RATED EMPLOYEES. FINAL REPORT. 161. EDRS Order Numilr ED 024908, Woodrow W. Michigan University. June 1968. 127p. price in microfiche$0.50, in hard copy $6.45. methods for hourly ratedworkers To test preretirementeducational materials and discussion preretire- and to determine the effectsof participation in a group (aged ment education program, astudy was undertaken with88 automobile workers did not seem to 60 or more) and 54wives as volunteers. The discussion program retirement, health, or have changed workers'attitudes toward life in general, retirement steps. income, but it encouragedparticipants to take preparatory significantly more Wives in the experimental groupcompleted the program with retirement income, whilewives in favorable scores onhealth, self-appraisal and the control group had ahigher score on presentincome attitudes. GROUP METHODS WITHMOTHERS REACHING THE HARD-TO-REACH:THE USE OF PARTICIPANT 162. Wohlford, Paul and Stern,Harris OF CULTURALLY DISADVANTAGEDPRESCHOOL CHILDREN. annual meeting of theAmerican Miami University. Paper presented at the W. March 1968, 7p. Orthopsychiatric Association,Chicago, Illinois, March1968. $0.25, in hard copy$0.45. EDRS Order Number ED024 469, price in microfiche attended a day care program par- Thirteen Negro mothers ofpreschool children who devoted to ticipated in a series ofsix weekly meetings ledby an educator and coul0 expand theirchildren's (1) discussion and demonstrationof ways the mothers relationship. learning skills and(2) discussion of aspects ofthe mother-child concerned about theircompetency as In general, all ofthe mothers seemed quite it seems un- mothers; but because ofthe small extent ofthe program's impact, likely that it was veryeffective in modifyingthe mothers' behavior.

-42- 2920 Human Relations, Laboratory Training

163. PSYCHOLOGICAL RESEARCH & SENSITIVITYTRAINING, A COLLECTION OF ANNOTATED ABSTRACTS FOR 1967. Capling, R. G., Comp. Canadian Association for Adult Education, Toronto (Ontario). 1968. 45p. EDRS Order Number ED 022100, price in microfiche $0.25, in hard copy$2.35. The Canadian Commission on HumanRelations Training sponsored aconference in Toronto in April 1968 to focus onsix major concerns ofCanadian trainers-- trainer development, communication,research, theory and design(of training), public acceptance, and participantsatisfaction. This compilation and commentary of 90 items of 1967 research,gleaned from PSYCHOLOGICAL ABSTRACTS (subsections on developmental psychology, socialpsychology, physiological psychology, animal psychology, experimentalpsychology, personality, clinical psychology, educational psychology, andmilitary and personnelpsychology) was prepared. From these reports, it is concludedthat the sensitivity trainer can- unless he makes not fulfill his professional,ethical, and moral responsibility himself familiar with such information. A National Journal on HumanRelations Training should be set up to report fully onall relevant research.

PROCESS. 164. SENSITIVITY TRAINING: AN ANALYSIS OFTRAINER INTERVENTION AND GROUP Fiebert, ilartin S. 10p. Reprint from Psychological Reportsv22 p829-38 June 1968. This paper deals with some of thetheoretical and practicalconsiderations under lying sensitivity trainer behavior.

Dunnette, Marvin D. and others. 45p. 165. A SYMPOSIUM: LABORATORY TRAINING. In Industrial Relations; v8 nlp1-45 October 1968. discovering the major The main paper examinesdifficulties of organizations in problems of interpersonal behavior commonto them; considers whatlaboratory training advocates claim as theirbehavioral goals; reviewsresearch studies of the behavioral effects oflaboratory training; and offersguidelines for planning future research.

A METHOD. Golem- 166. THE "LABORATORY APPROACH" TOORGANIZATION CHANGE; SCHEMA OF biewski, Robert T. 12p. Reprinted from PublicAdministration Review; v27 n3 p211-21 September 1967. GROUP EFFECTIVENESS. 167. EFFECTS OF T-GROUP TRAINING ANDCOGNITIVE LEARNING ON SMALL University Mi- Tolela, Michele. Denver University. Ph.D.Thesis. 1968. 144p. crofilms Order Number 68-8639,price in microfilm $3.00, inXerography $6.80. A study was made to determinewhether learning achieved in aT-group experience is transferred to a problem-solvingsituation, and to identifypossible factors to T-group that enhance transfer oftraining. Experimental subjects were exposed subjects were not ex- training with or withouttheoretical lectures; control session in which all posed to T-group training. There was also a problem-solving behavioral.changes in trainees groups participated. T-group training does produce and such changes can be transferred to anothersituation; but the view that cog- It is possible, nitive learning enhances transferof training was notsupported. however, that the lectures werenot long enough tohave a measurable effect. FLEXIBILITY AND ATTITUDESTO- 168. EFFECTS OF HUMAN RELATIONSLABORATORY TRAINING ON Ph.D.Thesis. 1967. WARD SUPERVISION. Bringle, Ronald Royce. Oregon University. in microfilm $3.00, in 149p. University Microfilms OrderNumber 68-3973, price Xerography $7.00. relations laboratory on To assess the effects of athree-day residential human

-43- flexibility and supervisory attitudes, aninstrument constructed by Felker and Smith designed to further'operationalize' the construct of philosophic- mindedness was used to measure flexibility. Supervisory attitudes weremeasured by an instrument developed by ScientificMethods, Inc., entitled Managerial Values. It was hypothesized that flexibilitywould be increased by human relations training; also that 9/9attitudes toward supervision wouldbe increased. Both hypotheses were supported.

Valiquet, Michael I. 169. INDIVIDUAL CHANGE IN A MANAGEMENTDEVELOPMENT PROGRAM. 1968. 13p. In The journal of AppliedBehavioral Science; v4 n3 p313-25 A study was made of actual changedbehavior and attitudes on the job ofemployees of a large industrial concern one yearafter they had participated inlaboratory instru- training. A second purpose was to test thereliability of an evaluation ment developed by Miles andBunker and to add to the body ofnormative data on differential learning outcomes oflaboratory training. A sample of 60 experimental subjects and amatched-pair control group werechosen and data were by five collected by an 'open-endedperceived-change' questionnaire completed persons who workedclosely with each emplqyee. Co-workers rated the participants as improving significantlyin effective initiation andassertiveness, in relations, and capacity for collaboration andoperational skill in interpersonal in diagnostic awareness of selfand the ability to fulfillperceived needs.

PRODUCTIVITY 170. THE EFFECT OF A TEAM HUMAN RELATIONSTRAINING LABORATORY ON THE AND PERCEPTIONS OF A SELLINGGROUP. Zenger, John Hancock. University of Southern California. D.B.A.Thesis. 1967. 176p. University Microfilms Order Number 68-5887, price inmicrofilm $3.00, in Xerography$8.00. Objectives of this study were toestablish that the climate andbehavior in work groups can bechanged, assess the relationshipbetween productivity and perceptions in such groups, and evaluatethe use of team trainingin bringing about change relating to organizationalgoals. The two-year study usedexperimental supervisors and other man- and control groups of insuranceagents, together with to one control group to agerial personnel. Conventional training was applied three-day team counteract the Hawthorne effect. Experimental training included training laboratories and followupsessions involving agents,first-line managers, made before, during, and and their superiors. Measurements of productivity were at the end of theexperiment. Agents' incomes increased andthe organizational unit rose in overall companyrankings as a result oftraining; positive changes Gen- in perceptions of one'ssuperiors and one's peer groupalso were produced. contrib- eral conclusions includethe following: (1) theexplrimental procedures lowest uted to increasedproductivity; (2) traininglaboratories involving the level of the organizationhad greater impact thanthose with management only; positive change in (3) team training laboratoriesresulted in a geNeral overall perceptions.

THE INFLUENCE OF HUMPNRELATIONS LABORATORY TRAININGUPON THE PERCEIVED BE- 171 Krafft, Larry John. HAVIORAL CHANGES ON SF^,ONDARYSCHOOL SEMINAR INSTRUCTORS. University Microfilms Michigan State Univers)ty. Ph.D.Thesis. 1967. 185p. Order Number 68-4165, pricein microfilm $3.00, inXerography $3.40. teachers A study was made todetermine if the laboratorytraining method can help effective in their be more effective small groupseminar leaders, and be more selected from interaction with felloweducators. Two seminar instructors were and a similar control each of 17 secondary schools forthe laboratory training; the perceived be- group wasselected for no treatment. It was concluded that improved instruction in havioral changes of thelaboratory trained participants seminar classes and mide animpact on co-workers,teachers, and principals. TEACHER- 172. A STUDY OF THE EFFECTIVENESS OFSENSITIVITY TRAINING IN AN INSERVICE TRAINER PROGRAM IN HUMAN RELATIONS. Lee, Walter Sidney. California University. 67-14,312, price Ed.D.Thesis. 1967. 129p. University Microfilms Order Number in microfilm $3.00, in Xerography$6.20. To test the effectiveness ofsensitivity training in an in-serviceteacher-training program, this study compared two groupssubjected to different experimental treatments and a control group. Results showed that teachers whoreceived sensitivity training improved their scores onthe attitude inventory scaleand increased their self-esteem on the Q-sortinstrument significantly morethan those in the control group.

GROUPS. Davis, James 173. THE STRUCTURE OF POSITIVEINTERPERSONAL RELATIONS IN SMALL A. and Leinhardt, Samuel. Dartmouth College. August 1967. 54p. National Opinion Research Center, Chicago,Illinois. EDRS Order Number ED 024086, price in microfiche $0.25, in hard copy$2.80. The authors sought to testHomans' proposition that small groupsinevitably generate a social structure whichcombines subgroups (cliques) and aranking system.

Wood, 174. THE EFFECTS OF THREE STYLES OFTRAINING UPON SMALL GROUP EFFECTIVENESS. Roy V. and Goldberg, Alvin A. In The Speech Teacher v17 n3p238-45 September 1968. This study investigated effects ofthree styles of training(traditional, T- group, andinstrumented laboratory) upon groupsentiment, interaction, and productivity. The critic-teacher approach wasrepresented by an experienced train-. er's giving group criticismsand suggestions for improvement. In the second group a T grouptrainer questioned the subjects tostimulate self insight and questionnaire was sub- group awareness. In the instrumented training group a stituted for the trainer. Findings reveal that (1) instrumentedtraining groups rated highest in sentiment;(2) instrumented groups interacted at alevel nearly twice as high as in the other groupsconditions; (3) the activitylevel in the instrumented groups was equal to orhigher than the activity levelin the trainer led groups.

In Journal of Humanistic 175. TRAINING IN A NON-GROUP. Byrd, Richard E. 10p. Psychology v7 n1 p18-27 Spring 1967. Non-group training, in whichthe individual's growth isstressed, is compared to the classical T-group, in which groupproductivity is stressed. Goals, learning, new behavior,relationships, agenda, and trainerroles are analyzed for each. A review of pilot study findingsreveal that non-group traineesshow significant gains over T-groups in personalautonomy, holding values ofself actualizing spontaneous action, affirming aconstructive view - people, expressing feelings in of man, acceptance of agressions asnatural, risk taking,interdependence, and self-confidence; while T-group traineesshowed greater self-control, awareness of human behavior, acceptanceof others, and sensitivity toothers' feelings. both groups showed an increasedinsight into self and roles,functional flexibility, and relational facility.

MANAGERIAL TRAINING AND DEVELOPMENT. 176. EFFECTIVENESS OF T-GROUP EXPERIENCES IN Campbell, John P. and Dunnette,Marvin D. 32p. In Psychological Bulletinv70 n2 p73-104 August 1968. Research studies relating T-groupexperiences to the behavior ofindividuals in organizations are reviewed indepth. Attention is also devoted tosummarizing In addition, the stated objectives of themethod and its technologicalelements. speculation is offered about the natureand v : lity of implicitassumptions underlying T-group training. Examination of 'LirResearch literature leads to -45- the conclusion that while T-grouptraining seems to produce observable changes in behavior, the utility ofthese changes for the performanceof ind- dividuals in their organizationalroles remains to be demonstrated. More research has been devoted to T-grouptraining than to any othersingle management technique; however, the problems ofobservation and measurement areconsiderably more difficult inT-group research than in mostother areas. EFFECTIVENESS AND 177. THE IMPACT OF ORGANIZATIONALTRAINING LABORATORIES UPON THE INTERACTION OF ONGOING WORK GROUPS. Friedlander, Frank. 19p. In Personnel Psychology v20 n3 p289-307 Autumn1967. The impact upon four work groupswhich participated inorganizational training laboratory sessions was evaluatedin comparison with eightsimilar groups which each composed of did not participate. Criteria were six-factored dimensions, items gathered from earlierinterviews which group membersperceived as prob- three lems. Significant changes occurred intraining groups on the following dimensions--group effectiveness, mutualinfluence, and personal involvement. approachability, intragroup trust, or No significant changesoccurred in leader unit participating in the evaluation of groupmeetings. The rellvance of a work training as a total group, ratherthan each member participatingin a separate session, was discussed.

DEVELOPMENT. Friedlander, 178. A COMPARATIVE STUDY OFCONSULTING PROCESSES AND GROUP October-November- Frank. 23p. In Journal of AppliedBehavioral Science v4 n4 December 1968. . was ana- The impact of threeorganizational development consulting processes lyzed and compared in terms ofprelaboratory interactionbetween consultants and clients, interactionduring laboratory sessions,and postlaboratory inter- could be action. Results indicate that the successof the development programs much better explained bywhether there were prelaboratoryand post laboratory consultant activities than byuriations in trainer roleand behavior or by dif- The underlying cause for ferences in content andclimate of Training sessions. single laboratory the superiority of anintegrated development program over a of knowledge program seems tobe the consultant'sincreased acquisition and use wholly of the work group andits organizational context. Among programs relying Programs in which labora- on laboratorysessions, results weredisappointing. sessions resulted(six tory sessions wereessentially sensitivity training months later) in a greater senseof involvement bymembers of work groups but effectiveness and inter- had little or no impact onother group dimensions of conceptual, and analyticalhad no im- action. Laboratories which were active, minimum increazes in group pact on member involvementand trust and resulted in effectiveness. INTERACTION IN SMALL GROUPS. THE EFFECT OF SOCIABILITYON THE TYPE AND RATE OF 179. National Seminar on Adult Rose, Harold. 1969. 18p. Paper presented at the EDRS Order Number ED 025728, Education Research(Toronto, February 9-11, 1969. price in microfiche$0.25, in hard copy $1.00. personality vari- This study sought to determinethe effect of sociability, a individual in a group. able, on the kind and numberof statements made by an Subjects were 65 adult basiceducation workshop participantsfrom Alabama, Florida, Georgia, Mississippi,and Tennessee. They were divided into seven and race; group leaders were groups bystratified random sampling on age, sex, Data on inter- rotated to control the effectof differing leadershipstyles. obtained with the Reciprocal action, sociability, anddemographic factors were brief Category System, a scaleof social introversionand extraversion, and a significantly with questionnaire. All types of interactionbut one correlated (age, sex,race, adminis- interaction rate. None of thedemographic vaLlables

-46- trative experience, teaching experience,educational background) correlated significantly with interaction. Implications for research were noted. (In- cluded are ten references and fourillustrations.)

EVALUA- 180.. SENSITIVITY AND SELF-AWARENESS CHANGES: AN EMPIRICAL INVESTIGATION; TION STUDY OF UNIVERSITY STUDENTT-GROUP. Slocum, John W., Jr. 10p. In Train- ing and Development Journal v22 n9p38-47 September 1968. A human relations course similarto one used by the NationalTraining Labor- atories was offered, with thestudents themselves the center ofdiscussion and analysis, outside reading reflectingstudents' own attitudes andbehavior, small Two other groups, and skillexercises for self evaluation and groupdiscussion. courses were given,following the Harvard BusinessSchool case study method. Hypotheses were that if a trainingexperience is effective,participants will show increased sensitivity toothers and self, self-perceptionof sensitivity and self-awareness should beconsistent with other participants'evaluations, would tend to be and those higher on the sensitivityand self-awareness scales rated more accurately by their groupthan those lower on thescales. All three changes than hypotheses were supported. Students in the T group had greater students in the other two groups. LEARNING OUTCOMES OF A 181. A STUDY OF SOME EFFECTS OFA PROGRAMMED ORIENTATION ON Guelph Univ- HUMAN RELATIONS LABORATORY. Searle, Stanley H. and Warlow, G.L. Seminar on ersityOntario. August 1968. llp. Paper presented at the National EDRS Order Number ED Adult Education Research(Chicago, February 11-13, 1968). 017 817, price in microfiche$0.25, in hard copy $0.52. To test the effectiveness ofadvanced preparation in theHuman Relations Labor- atory program of the UnitedChurch of Canada, seven delegates to alaboratory held in June 1967 received a27-page programed orientation twoweeks prior to It was the laboratory. Another eight delegates served as.acontrol group. hypothesized that the test groupwould participate with morefunctional behav- included in the ior than the control group,would know more cognitive elements curriculum, possess more favorableattitudes to characteristics ofthe labora- participation and tory, and would havedeveloped greater skill in membership regarding attitudes interpersonal relationships. All hypotheses except the one design, readiness and learningset were rejected,due in part to the laboratory of individual delegates,and some characteristics of onesub-group. Bolman, Lee. [1968] 182. LABORATORY EDUCATION IN AUNIVERSITY EXECUTIVE PROGRAM. $0.25, in hard copy 45p. EDRS Order Number ED 026572, price in microfiche $2.35. of Four sessions of a programfor executives werestudied to compare the effects lecture-discussion approach toin- human relations(T-group) training versus a produced equal terpersonal relations inorganizations. Both types of programs change in participants'statedbeliefs about effectiveinterpersonal behavior. perceptions of them- Laboratory training showed greatereffects on participants' selves and on their behavior asanalyzed from tape recordingsof case-discussion that the participants haddifficulty meetings. There was, however, evidence transferring learning from theT-group to other parts ofthe program, and that there was considerable "fade-out"of the effects of thetraining. AN ORGANIZATIONAL CASE USING SENSITIVITY TRAININGAND THE LABORATORY METHOD: 183. Batchelder, Richard L. andHardy, STUDY IN THE DEVELOPMENT OFHUMAN RESOURCES. Christian`Association, New York,New York. James M. National Board of Young Mens 291 Broadway, New York,New York 1968. 120p. Available from Association Press, 10017. research findings into This is both an operationalguidebook which translates

-47- or

training and thelaboratory specific workingguidelines for using sensitivity experience of theYoung Mens method, and an evaluativeresearch report on the both adults andyouth. Christian Association indeveloping human resources among participants and their supervisors, Internal evaluations aretaken, not only from to the wholesensitivity training but also from personswho expressed opposition in the context ofpertinent researchfind- approach. Internal evidence, evaluated sciences, is interpreted astending to affirm ings from thesocial and behavioral the laboratorymethod in develop- the effectiveness ofsensitivity training and and organizations. ing knowledge ofoneself, others, and groups BEHAVIOR OF TEA- IN INTERACTIONANALYSIS ON THE VERBAL 184. THE EFFECTS OF TRAINING Ed W. Clark High Jeffs, George A. andothers. October 1968. 56p. CHERS. 023 621, price inmicrofiche School, Las Vegas,Nevada. EDRS Order Number ED $0.25, in hard copy$2.90. GROUPS OF ADULTLEARN- DEVELOPMENTAL COLLABORATIVEDIAGNOSIS IN SMALL 185. A STUDY OF 1968. 222p. Rominger, Roger Kyle, Indiana University. Ph.D.Thesis. ERS. price in microfilm$3.00, in University MicrofilmsOrder Number 68-13,689, Xerography $10.15. for small theory of developmentalcollaborative diagnosis The author developed a model, and identifiedpossible groups ofadult learners,constructed a procedural advantages of suchdiagnosis. others. 19p. In Journal SELF-DIRECTED CHANGE; TWOSTUDIES. Kolb, David A. and 186. October-November-December 1968. of AppliedBehavioral Science v4 n4 testing the effectivenessof a lew proce- These studies describetwo experiments self-analytic group andinvestigat- dure for self-directedbehavior change in a In both studies,graduate ing the effects ofvariations in the changetechnique. personal change goalsand worked to students in industrialmanagement selected Initial commitment to achieve them duringweekly or biweekly groupmeetings. significantly related tochange for subjectsin both experiments. the goal was projects was encour- where exchange offeedback about the The subjects in groups the significantly more changethan did subjectsin groups where aged reported encouraged to discussthe pro- projects were notdiscussed. Where subjects were individual's project inthe group during jects, the amount ofdiscussion of the significantly related toself-perceived change the second half ofthe semester was and to groupleaders' ratings ofchange.

2950 Simulation, Gaming Twelker, Paul A.and INSTRUCTIONAL USES OFSIMULATION--A SELECTEDBIBLIOGRAPHY. 187. Education, MonmouthNorthwest Wallen, Carl J. Oregon State Systemof Higher September 1967. 242p. EDRS Order Regional EducationalLab., Portland,Oregon. $1.00, in hard copy$12.20. Number ED 019 755,price in microfiche USING A QUESTIONNAIREFOR BEHAVIORAL BEHAVIORAL INSIGHTS ANDMANAGEMENT GAMING; 188. In Training andDevelopment FEEDBACK IN MANAGEMENTGI!NG. Fleming, John E. Journal v23 n2 p14-21February 1969. behavior in a computer- used to studyindividual and team A questionnaire was explored group ef- of mediumcomplexity. The first section scored management game making); organization, communication,leadership, decision fectiveness (formal of subgroups or The second dealt withinterpersonalrelationships (formation and cause ofconflict). Answers were cliques, types ofrelationships, frequency to*providefeedback concerningpercep- recorded on eachindividual's questionnaire tions and viewpoints of other team members. A comparative summary between teams was also made. Written comments by participants were generally favorable. Ques- tionnaire data appeared to be realistic, with characteristics of both consis- tency and variability within teams.

189. COMMUNITY INTERACTION GAME. Yates, Jules David. December 1967. 72p. Clearing- house for Federal Scientific and Technical Information Order Number AD-665-383, price in microfiche $.65, in hard copy $3.00. Describes an Office of Civil Defense research study on tiv process of adoption and diffusion in future strategy environments. The team tqas directed to "develop a human simulation experiment in the form of a game to be used as a device for gaining new insights about human behavior in crisis periods and as a training aid. The same procedure will attempt to further'synthesize research findlngs about the nature of community power structure in implementing civil defense programs and the likely effect of heightened international crisis on the expectations, attitudes, and behavior of people". A methodology was explored for simulating such behavior--namely, a game involving participants in interaction5 resulting from their own actions and decisions.

See also: 132 role of simulation in training

3000 Conferences, Institutes, Workshops

190. IN-DEPTH TEACHING IN EXTENSION. Lutz, Arlen E. and others. 6p. In Journal of Cooperative Extension v6 n2 p107-12 Summer 1968. To reach a wider audience of rural adults, extension services should stress indepth teaching of basic concepts. A study was made to.assess the value of new workshop-type programs for meeting the needs of Nebraska Extension Service clientele, using a sample of farmers, aged 21-69, who had attended during the winter of 1964-65. Tenants and part owners under 45, with a high school education or better and gross annual farm product sales of.over $10,000, were the largest proportion of the sample; 93% indicated that the workshop had dealt with their own interests clearly. Findings suggest that the workshop appeals to farmers above average in income, tenure, and education, but relatively young; that clientele systems are in a constant state of renewal; and that the success of the workshop method requires a team approach by county agents and specialists.

191. MEASURING THE EDUCATIONAL RELIANCE OF A SHORT-TERM TRAINING PROGRAM FOR TEACHERS. Johnson, Raymond L. and others. Paper presented at the National Seminar on Adult Education Research (Toronto, February 9-11, 1969.) February 1969. 17p. EDRS Order Number ED 025 723, price in microfiche $0.25, in hard copy $.95. A multiple time series design was used to test the effectiveness of short workshops for housewives recruited to teach basic reading to adults in bringing about changes in teacher attitudes and opinions. An attitude and opinion survey questionnaire comprising true-false items was given on three occasions, to all participants of a nine-hour workshop. All the participants answered the questionnaires at the beginning of the workshop but only the members of the experimental group answered them the second time after teaching a class. Sixteen of the 100 items showed significant shifts in responses between times one and two for the experimental group and fourteen for the control group, and virtually all the changes induced in the controls persisted at time three. However, the effects of the workshop were almost totally erased by the experiences-in the classroom.

-49- See also: 2300 RESIDENTIAL EDUCATION; 142 effect on learning of knowledge of conference objectives; 444 institutes for training workers with disadvantaged; 469 history of university conferences, institutes, shortcourses, 1900-1965.

3050 Demonstration

192. INFLUENCE OF AN EDUCATIONAL DEMONSTRATION PROGRAM ON DAIRYMEN'S ADOPTION OF FARM PRACTICES. Brown, Emory J. and Hartman, Joel. Paper presented at the National Seminar on Adult Education Research (Chicago Februarr11-13, 1968). 1968. 24p. EDRS Order Number 017 860, price in microfiche $0.25, in hard copy $1.30.

Pennsylvania State University and the Tennessee Valley Authority conducteda five year (1961-66) agricultural education project in two Pennsylvania ccunties. This paper reported the preliminary findings. Using the criterion of adoption of agricultural practices, they attempted to measure the influence of 17 demonstration dairy farms. Data on general agricultural technology, farm management skills, farm practice adoption, patterns of formal and informal activities, interpersonal visiting and communication, and attitudes, goals, and valueswere gathered by field surveys before and after the action program. Some of the findings indicated that those making the major change in recommended practiceswere dairymen other than the innovators or early adopters, that the greatest change took place among farmers who had the greatest potential. However, while the educational program did influence changes in adoption, most of the variancewas attributed to such far.tors as individual characteristics, relationships with other persons and org-nizations, level of farm technology, and varying cultural conditions in the two counOes.

193. FACTORS RELATED TO THE ADOPTION OF FARM PRACTICES. Lanham, Orville E. and Brown, Emory J. Paper presented at the National Seminar on Adult Education Research (Toronto, February 9-11, 1969). February 19A. 25p. EDRS Order Number ED 025 725, price in microfiche $0.255, in hard copy $1.35. Dairy farmers in two Pennsylvania counties were studied concerning their adoption of practices used on nearby demonstration farms. A total of 37 variables (including 11 "dummy variables") measured personal characteristics, economic structures of farms, communication sources, and formal and informal participation. Seven of the 37 variables accounted for 46% of the variance in adoption. Five of the seven variables (acreage farmed, farm equipment, participation in agricultural extension programs, participation in economic organizations, number of top twenty farmers talked to) were measures of formal participation, economic structure of farms, and communication sources. The farm equilaent index explained over 20% of variance, which indicates that some processes are more applicable to larger, highly mechanized farms. None of the static personality characteristics was significant.

See also: 6700 OCCUPATIONAL TRAINING-AGRICULTURE, HOME ECONOMICS; 452 volunteer study groups in home demonstration

3060 Travel Study

194. THE INFLUENCE OF FOREIGN VISITORS ON THE INTEREST OF CERTAIN ADULT MEMBERS OF A HOSTING COMMUNITY IN PARTICIPATING IN INTERNATIONALLY ORIENTED ACTIVITIES. Benne, Max Erwin. Michigan State University. Ed.D.Thesis. 1967. 145p. University Microfilms Order Number 67-10,507, price in microfilm $3.00, in Xerography $6.80.

-50- 3100 Educational Media Ohliger, John. 195. THE MASS MEDIA IN ADULT EDUCATION: A REVIEW OF RECENT LITERATURE. ERIC Clearinghouse on Adult Education. November 1968. 130p. EDRS Order Number ED 024 907, price in microfiche$0.75, in hard copy $6.60. This review of recent literature in the massmedia in adult educationoutlines the general trends in the uses of the massmedia, and examines individualmedia as well as their usein the various areas of adulteducation. The bibliography consists of 120 titles, most of whichhave abstracts. ANNOTATED 196. TRAINING METHODOLOGY. PART 4: AUDIOVISUALTHEORY, AIDS AND EQUIPMENT: AN BIBLIOGRAPHY. National Communicable Disease Center,Atlanta, Georgia; National Institute of Mental Health, Chevy Chase,Maryland. 1968. 124p. EDRS Order Num- ber ED 023 981, price in microfiche$0.50, in hard copy $6.30. A collection of 332 abstracts andannotations of documents onaudiovisual theory and methods, aids, facilities, andequipment, this publication is thefourth part of a bibliography on trainingmethodology in mental health inservicetraining. Television instruction and equipment,film instruction and equipment,graphic aids, videotape and sound recordings,multimedia instruction, programedinstruc- tions, computer assisted instruction,methodological research, and programadministration and evaluation are among thesubjects represented.

See also: 132 educational technology in training.

3120 Multi-Media Methods OF A MULTI- 197. AN EXPERIMENTAL STUDY DESIGNEDTO TEST THE RELATIVE EFFECTIVENESS MEDIA INSTRUCTIONAL SYSTEM. Scheier, Elaine. Paper presented at theNational Seminar on Adult Education Research(Toronto, February 9-11, 1969). 1969. 8p. EDRS Order Number ED 026 611,price in microfiche $0.25 in hard copy$0.50. A study compared the effectivenessof Learning 100 (L-100), amultimedia, multi- modal, multilevel communicationskills system, with that of a moreconventional reading program with functionalilliterates in a ghetto area inBrooklyn, New York. An experimental group(49 students) and a control group(47 students) were established; teachers were licensedand receiving inservice training. Student attendance records, reasons fordropout, cycle growth and placementat completion, and subjective evaluation by theteachers were collected. On the basis of the Metropolitan Achievement Test, a sevenmonth grade equivalent differencein favor of the L-100 students wasfound. Teachers found the programraised aspirational flexible; instruc- levels, was self-evaluative,maintained high interest, and was tional materials were ratedgood to outstanding; however,suggestions were made for more instruction inpersonal and business letterwriting. Pelton, Warren G. 198. REQUIREMENT SPECIFICATIONS FOR ADESIGN AND VERIFICATION UNIT. October 1968. 247p. and others. Technomics, Inc. Santa Monica, California. Clearinghouse for Federal Scientificand Technical InformationOrder Number AD- 677-479, price in microfiche$0.65, in hard copy $3.00. Final report (15 May- 15 October 1968). technology into Bureau A research and developmentactivity to introduce training of Medicine and Surgerytraining is recommended. Inittal research and development are centered onmultimedia instructional packages;self contained learning materials and their associated devices,designed using programed learningprinciples. training and A second stage of activitieSIncludes research in computer-managed computer assisted learning.

-51- 3150 Audio-Visual

199. DEVELOPMENT OF AN AUTOMATED PROGRAM FORTEACHING MILITARY JUSTICE TO MEN OF VARIOUS APTITUDE LEVELS. Showel, Morris. George Washington University,HumRRO. June 1968. 36p. Clearinghouse for Federal Scientific andTechnical Information Order Number AD-673-038, price in microfiche$0.35, in hard copy $3.00. To taach cognitive-type material to men ofwidely differing aptitudes, explora- tory work was conducted in militaryjustice, one of the more abstractsubjects in basic combat training. Objectives were identified andalternative tape and slide training programs developed--oneslow-paced (designed for low-aptitude men), the other fast-paced (for high-iptitudemen). The programs differed most in speed of presentation and amount ofrepetition. One group of trainees attended the slow program, and a comparable group,the fast program; both groups weremade up of trainees with asimilar distribution of AFQT scores. Both groups were tested immediately after the class to measurerecall and again four weeks later for retention. A comparable group of trainees wastested before attending any classes to measure entny-level knowledge. Men at all levels of aptitudelearned from the programs and tended toremember what they had learned. The programs did not have differential effectivenessfor men of different aptitudes. What- ever their aptitude,the trainees who took the fast programcwere morefavorable to it than trainees who took the slow programwere toward it.

AFFECTS 200. A STUDY TO DETERMINE HOW TELELECTUREAND REMOTE BLACKBOARD EQUIPMENT THE TEACHING-LEARNING SITUATION. Mocker, Donald W. January 1967. 16p. Avail- able from Extension EducationDepartment, University of Missouri, St.Louis 63121. The purpose of this study was todetermine how television equipment(remote black- boards, classroom projector screens,and a two way audio telelectureunit) can help the University of Missouri play afuller role in the community andconvert nonproductive hours spent in travel intoproductive hours spent in additional teaching and research. A traditional evening class control group, alive evening lecture group in St. Louis, and a remotelecture group were used. No significant differences were found among the groupsowposttest'scores, student reaction, or student attitudes toward the teacher orthe formatof the course.

3200 Educational Television

201. RESEARCH IN INSTRUCTIONAL TELEVISIONAND FILM. Reid, J. Christopher and McLennan, Donald W. U.S. Office of Education,Washington, D.C. 1967. U.S.Government Printing Office, Washington, D.C.20402, Order Number 0E-34041,$1.25. Abstracts of 350 experiments ininstructional television and instructionalfilm since 1950. Belson, W.A. 202. THE IMPACT OF TELEVISION, METHODSAND FINDINGS IN PROGRAM RESEARCH. Connelly Park- 1967. Available from Archon Books, TheShoe String Press, Inc., 60 way,Hamden, Connecticut 06514. Corporation in the Survey and testing techniquesused by the British Broadcasting years 1952-63indicate methodology for futureplanning research to answer the questionwhat people are watching andlistening--BBC used the method of having members of a national sample completediaries. The question of how comprehensible test center, showing are programmaterials was answered by bringingsubjects to a them a sample program, and testingcomprehension with specific writtenquestions. What learning and attitude changeresult from viewing was determinedby matching with the "stable correlatetechnique", viewers and nonviewersof a program and giving them written tests. Questions on the social'impacrofviewing were answered

-52- by interviewing regular viewers and nonviewers. References and a bibliography are given.

203. BROADCAST TV AS AN AID TO CONTINUING EDUCATION. TERMINAL PROGRESS REPORT. Merrill, Irving R. and Yaryan, Ruby B. California University, San Francisco Medical Cenfer. The National Heart Instittite. June 1968. 42p. EDRS Order Number ED 027 447, price in microfiche $0.25, in hard copy$2,20. The effect of massed versus distributed television presentations onattendance and learning in a voluntary situation were compared in field experiment involving 114 physicians in general practice. Physicians viewed videotape presentations in a local hospital over a period of four weeks, with three onehour sessions (distributed viewing) and a single three hour session(massed viewing). On the fifth week they completed a learning achievement test overtelevised instruction. Attendence was significantly greaterunder massed than under distributed viewing, especially when the sessions took place in the eveningrather than the morning. The presentations produced gains in learning achievement, and there was no significant difference inlearning between massed and distributed viewing.

204. OPEN CIRCUIT TELEVISION AND THE COMMUNITY COLLEGE. Long Beach College, California. [1968]. 8p. EDRS Order Number ED 025 249, price in microfiche$0.25, in hard copy $0.50. This report describes the setting, implementation, and findingsof an experiment in educational telecasting 17 one-hour lectures, a course forcollege credit in lower division health education. Over 2,000 students enrolled and an estimated 32,000 adults viewed the program each week. Findings included: (1) 72% were over 30; (2) 10% were under 21;(3) almost half completed the course; (4) 10% of those completing were teachers, 30% were homemakers,24% in full-time employment, and 70% married. The course reached an entirely different segment of the population from the typical junior college class, and the manyvisual aids not ordinarily used in classrooms accounted for the effectiveness ofthe course. It was estimated that the collegereceived over $200,000 worth of publicity in theform of promotional advertising time as a concomitant of theseries.

205. "OPERATION GAP-STOP". Mendelsohn, Harold and others. In Television Quarterly v7 n3 p39-52 Summer 1968. Operation Gap-Stop was designed to test the efficiency oftelevision in transmitting helpful information about day to day living tourban poor in public housing in Denver. A family serial was created which incorporatedeveryday problems. of the target audience; and as far as possible, members ofthe ethnic minorities were cast as actors. Commercials stressing community services were inserted. The program was aired on an educational channel at noonand was aimed at a female audience. About 19% (Yr'hose surveyed watched one or more of the programsbut there was a substantldl secondary audience of children, friends, andneighbors.

205aTHE CREATION AND DEVELOPMENT OF EDUCATIONAL TELEVISIONAS AN INSTITUTION OF ADULT EDUCATION. A CASE STUDY IN AMERICAN'HISTORY. Carlson, Robert Andrew. Wisconsin University. Ph.D.Thesis. 1968. 562p. University Microfilms Order Number 68- 7092, price in microfilm $7.15, in Xerography$25.45. This historical study analyzes the nationaldevelopment of educational television within the context of American political, social, economicand intellectual life of the 19501s and 1960's,

3400 CURRICULUM MATERIALS

-53- 206. DESIGN OF INSTRUCTION. TRAINING INFORMATION PAPER, 1. Jones, Sheila. British Department of Employment and Productivity, London (England). 1968. 3ip. Avail- able from H. M. Stationery Office, London, England (S.O. Code No.36-326-1, 2s9d). Research in psycholinguistics has included studies of the effect of sequences of words and operations within an instruction; effects of instructionand self-instruction on performance; and the presentation of complex interrelatedrules such as those found in legal documents and instructional manuals. Simple declarative sentences are easier to understand than more complex grammaticalforms. Moreover, verbal economy appears less important than unambiguous and explicitinstruction. In considering the actual choice of words, it is important to knowthe verbal preferences ("self-instructions") of those who must carry out aninstruction. For sequential instructions in a single sentence, important items ofinformation should be placed at the beginning or end of the instruction. For Dying complex instructions, visual graphs or "trees" and simple statements that proceedfrom generalities to specifics are better than continuous prose.

207. CONTINUING EDUCATION FILM SURVEY, A NATIONAL SURVEY OF 16MM FILMSPREPARED FOR THE 1968 NYAPSAE ANNUAL CONFERENCE. Campbell, Boyd P. and Williams, Harold A. New York State University, Albany. 1968. 23p. EDRS Order Number ED 019 615, price in microfiche $0.25, in hard copy $1.25. The New York Association for Public SchoolAdult Education sent a nationwide questionnaire to learn what adult education films havebeen developed in recent years for administration, public relations, andinterpretation of adult education, for the inservice training of teachers and adults,and as adult education curriculum aids. The annotated list of 162 16millimeter films covers the abovecategories, and includes films in the areas of citizenship,vocational education, family life, personal development, and general education. The sources, length, and subject matter of the films are indicated.

See also: 281 development of computer aided math andreading programs for adult basic education; 289 survey of library services forfunctionally illiterate.

3500 INSTRUCTIONAL DEVICES 13 January 208. TEACHING MACHINE STUDY. FINAL REPORT. EVCO,Albuquerque, New Mexicp. 1967. 42p. EDRS Order Number ED 019 004, price inmicrofiche $0.25, in hard copy $2.20. In an investigation of teachingmachines in the Job Corps mathematics program, existing Job Corps arithmetic material wasprepared for instruction by machine *ham and programed text, and field tested revisions weremade. In the initial test, the teaching machines were greatly preferred tothe programed text and showed slightly higher achievement gains. Improvements preceding the secondfield test included a revision of the text, improvement ofthe administrative aspects of the system, addition of remedial tutoring,and development of a new type of student response format for programed texts. This new format gave immediate peek- proof student feedback, immediate diagnosticfeedback to the instructor, and could be used directly as input data foritem-analysis. The second field test showed the learner-oriented programed text to be more effectivethan the teaching machines available. No compelling data suggested thewide-spread adoption of these machines in conservation centers.

DEGREES 209. AN INVESTIGATION OF THE EFFECTIVENESSOF TRAINING DEVICES WITH VARYING 173p. OF FIDELITY. Grunwald, Walter. Oklahoma University. Ph.D.Thesis. 1968. University Microfilms Order Number68-13,559, price in microfilm$3.00, in Xerography $8.00.

-54- A study was made of five training devices with varying degrees offidelity in the learning of a psychomotor task in which manipulative skill wasnot vital. The hypothesis was: an increase in fidelity may notproduce a corresponding increase in effectiveness, whereas ability to engage a learner inmeaningful physical and mental interaction may be more important than mereresemblance to the real equipment. Five homogeneous groups of Air Force students were randomlyassigned to training with either the actual equipment, a functional simulatordevice, a partly functional mock-up, a full-sized photograph, or a small illustrationof the equipment. All groups received identical instruction through aprogramed text and a tape recording. Results significantly favored the partly functionalmock-up and suggested that the effectiveness of training devices maydecrease when fidelity is increased beyond a certain optimum value.A model of this relationship was developed.

210. MAINTENANCE TRAINING MEDIA, AN ANNOTATED BIBLIOGRAPHY. Valverde, Horace H. Areospace Medical Research Laboratories, Wright Patterson AFB,Ohio. 1968. 109p. Clearinghouse for Federal Scientific and Technical InformationOrder Number AD-673- 371, price in microfiche $0.65, in hard copy $3.00. The annotated bibliography contains 200 references togovernment sponsored training media research and development reports from1950 through 1966. Each reference bears a DDC Accession Document (AD) number. Representative training media requirements, training aids (including graphics,motion pictures, and generalaids), trainers (electromechanical aids), and teachingmachines are described.

211. THE IMPORTANCE OF TRAINING REQUIREMENTS INFORMATIONIN THE DESIGN AND USE OF AVIATION TRAINING DEVICES. Prophet, Wallace W. George Washington University, Washington, D.C. December 1966. 11p. Available from George Washington University, Human Resources Research Office, 300 NorthWashington Street, Alexandria, Virginia, 22134. Paper presented at the Flight SafetyFoundation 16th Annual international Air Safety Seminar, Athens, Greace, November1963. Research is reported on determining the value ofpresent synthetic flighttraining and developing programs of instruction tomake optimum use of availabledevices used in army helicopter training. It was concluded that beneficialtraining can be accomplished in cruder devices that maylack in physical fidelity, buthave sufficient task fidelity for successful transferof training. Training devices should be constructed after analysis of trainingrequirements, based upon psychological rather than engineering needs; and synthetictraining programs should be tested for effectiveness, and provide an effective meansof reinforcing infrequently occurring behaviors.

See also: 132 educational technology in technicaltraining; 157 use of instructional . aids in British College of the Sea; 196 abstracts on audiovisual theoryand aids in industrial training; 200 telelecture and remote blackboardin university program; 275 learning laboratories in adult basiceducation; 281 computer aided . instruction in adult basic education; 435 training programmers for timesharing computers.

3600 LEARNING FACILITIES 1

See: 2300 RESIDENTIAL EDUCATION

3800 PERSONNEL AND STAFFING

-55- 3820 Personnel Policies and Practices

212. SOME ASPECTS OF TEACHER AND LEADERTRAINING AND RECRUITMENT FORHIGHER ADULT Division of Con- EDUCATION. Hackel, Alan S. Ohio State University, Columbus, Seminar tinuing Education. February 1968. 40p. Paper presented at the National on Adult EducationResearch (Chicago, February 11-13,1968). EDRS Order Number ED 018 759, price in microfiche$0.25, in hard copy $2.10. A synthesis of the current literaturerelated to the topic of teachersand leader training and recruitment. The personnel problem in higheradult education is examined from the stendpoint of the growthof the field, personnelneeds, the need for training, the aims of specialisttraining at this level, and presentpractices in training and recruitment. Implications for training of thevarious philosophies of adult education are examined aswell as existing professional preparation and internship programs. Finally, there is a section dealing with conclusions and recommendations. The document includes 25 references. EVENING INSTRUCTIONAL 213. A TEACHER RESOURCE ALLOCATIONDECISION MAKING PROCEDURE FOR AN PROGRAM OF A CALIFORNIA PUBLIC XJNIORCOLLEGE. Tayloe, Ralph Chester. California University, Los Angeles. Ed.D.Thesis. 1967. 129p. University Microfilms Order Number 67-11,708, price in microfilm$3.00, in Xerography $6.20. A study was made of the cyclical sequenceand detailed events neededto allocate teacher resources to evening division coursesat a California publicjunior col- allocation lege. Using data from interviews, a flowchart model was made of the major procedure. Sequential activities were described as apart of one of three segments of the total process: determining foundation courses; assignina resources to such courses;and controlling course enrollment. Findings: tl) foundation courses receive the teacher resources,and are generally the same as courses offered in the last similar semester;(2) foundation courses grow byadding specialized courses or new sections;(3) average relative instructor cost per student was 20.66 mills after six lowenrollment classes werecancelled; (4) at the end of the six:meek enrollmentperiod, 86% of total capacity wasin use, effective cost averaged 24 mills, anddepartmental costs ranged from17.75 to 45.87 mills per studenthour for each dollar of instructorcost. EDUCATION AMONG COMMUNITY 214. A STUDY OF PART-TIME INSTRUCTORSIN VOCATIONAL-TECHNICAL COLLEGES IN MICHIGAN. Messerschmidt, Dale Harvey. Michigan State University. 68-4191, price in Ph.D.Thesis. 1967. 135p. University Microfilms Order Number microfilm $3.00, in Xerography$6.40. To determine the practices usedby community colleges inMichigan to recruit, hire, and prepare part-time instructorsin vocational education, andto compare attitudes interviewed and on six selectedvariables, administrators at twelve colleges were the Minnesota Teacher AttitudeInventory and a personal datasheet administele.ed to in- instructors. Local business and industry werethe primary source of part-time included teach- structors. Topics which instructors wantedin inservice education and the philosophy ing methods, examination itemwriting ,lesson plan preparation, and course work in educa- of the community college. Length of teaching experience but no effect on the tion had an effect on theattitudes of part-time instructors attitudes of full-time instructors;the age at which part-timeand full-time in- attitude toward students. structors started teachinghad no effect on instructors' FEDERAL GOVERNMENT; 215. A STUDY OF SELECTED EMPLOYEEDEVELOPMENT SPECIALISTS IN THE THEIR BACKGROUND AND PERCEPTIONSOF THEIR ROLE ANDORGANIZATIONAL LOCATION. Ackerman, Leonard. George Washington University,Washirjton, D.C. Ed.D.Thesis, 1967. 158p. University Microfilms Order Number 68-5520, pricein microfilm $3.00, in Xerographyl$7.40.

-56- The purpose of this study was (1) to analyzeperceptions of Employee Development Specialists in the Federal Government concerningtheir present versus their ideal role and their present place in the organization versustheir rightful place; and (2) to compare their background with that ofpersonnel specialists in theFederal Government. The employee Development Specialists,relative to the other group, had more education; were more active inprofessional societies; identified more with their agency and work group thanwith the personnel field; showed moreeduca- tional interest and course enrollments;and were more concerned withteachit4 techniques, individual and group behavior, andcurrent management theoriesthan with procedural matters. Role descriptions by Employee DevelopmentSpecialists were quite varied. It was recommended that the CivilService Commission develop a meaningful roledescription for Employee DevelopmentSpecialists, establish educational and experiential standardsdirectly related to the demands ofthe role, and resolve the apparent conflictbetween these specialists and the personnel specialists.

216. THE QUALIPICATIONS AND EDUCA'IONAL NEEDSOF INDUSTRIAL TRAINING DIRECTORS, Gossage, Loyce Clyde. California University, Los Angeles. Ed.D.Thesis. 1967. 383p. University Microfilms Order Number 67-14,261,price in microfilm $4.90, in Xerography $17.35. This study investigated thehypothesis thatindustrial training directors perform educational duties forwhich they lack appropriate,organized instruction. Questionnaires were sent to 778 principaltraining directors, of whom 238 responded. Data were obtained on sizes of firmsrepresented, numbers of trainees served, employment standards fortraining directors, job titles oftraining directors and their immediate superiors,employment experience and trainingand development background, subordinate staff,major duties, educationalbackground, self-perceived educational needs, andthe educational and work backgrouniwhich the respondents considered desirable fortheir successors. Only a third had master's degrees in business or education. Assessing present and proposedtrain- ing activities and coordinating companytraining were named as the most important duties. Respondents tended to believe that certainduties could be learned only on the job;however, the greater the number oftrainees, the more likely a respondent was to prefer that his successorhave an advanced degree.

EVENING-DIVISION 217. PROCEDURES FOR THE SUPERVISION ANDEVALUATION OF NEW PART-TIME INSTRUCTORS IN CALIFORNIA JUNIOR COLLEGES. Heinberg, Sylvester. University of Southern California, Los Angeles. Ed.D.Thesis. 1967. 311p. University Micro- films Order Number 67-405, pricein microfilm $4.00, In Xerography$14.20. This study analyzed inservice programsby California Funior colleges fortraining part-time staff members of eveningdivisions. In the 63 reporting colleges,66.9% of evening divit;lon staffs werepart-time; and evening directors hadresponsibility for supervising and evaluatingthem. All but two of the directors hadmaster's degrees; only 14 had doctorates. The majority of directors hadtaught or administered in junior colleges; 30% hadbeen department heads. The major4ty of colleges were making wide use ofrecommended screening, selection, andorientation procedures, but few practiced recommendedsupervisory and evaluative procedures. Recommenda- tions include adequate releasedtime and funds for departmentheads to supervise divisions; joint res- new part-timeinstrucr,ors;.-control of the firowth of evening ponsibility by the evening director andthe vice-president for staffsupervision; and minimum criteria oi* educationand administrative experience forselecting future evening division directors. PERFORMANCE OF COOPERATIVE 218. AN ANALYSIS OF THE ASSOCIA:IONOF SELECTED FACTORS TO JOB Ph.D. EXTENSION AREA-SPECIALISTS. Woeste, John TheodJre. WisconsinUniversity. 67-6846, price in micro- lhesis. 1967. 329p. Univ7!rsity Microfilms Orkir Number film $4.25, in Xerography$14,85.

.57- and county agentsin Kentucky and The job pqrformanceof area-specialists measured; andrelationships between Indiana CooperativeExtension Services was organizational variableswereidentified. their job performanceand personal and work samplings perrespondent during one Data were collectedby 3E0 self-reported methods of fi- Relationships were notfound between week cycle, andby interviews. performance; thenumber ofrelationships nancing area-specialistwork and tLair job percentage of timespent in internalorganizational contacts; prescribed and the staff organizationalrelationships and the type of jobstipulated in prescribed and job and area-specialists'field of specialization coordination index value; understanding Among conclusions were: a needexists for greater performance. exists between areaspecial- of the duties ofthe field staff;insufficient contact specialization in decisionmaking existsin extension or- ists and county agents; percentage of timeperforming ganizations; professionalpersonnel spend a large in financing of areaspecialists work. routine tasks; andclientele can be involved

California juniorcolleges. See also: 89, 100 counselors in

3900 Staff Training 4100 ADMINIS- 4000 TEACHERS,LEADERS, CHANGEAGENTS; See: 0900 ACADEMIC STUDY; housewives training of YMCA staff; 191 training of TRATORS; 183 sensitivity 288 short-termtraining ofnonprofessionals for teachingadult basic education; in India; 310 extensioninservice training for teaching adultbasic education; extension of agriculture; 417 training 411 education aboutcredit for teachers agents in interviewing.

4000 Teachers, Leaders,Change Agents Trail, Thomas TECHNICIANS; A GUIDETO TRAININGPROGRAMS. EDUCATION OF DEVELOPMENT Fourth Avenue, 219. A. Praeger,Publishers, 111 F. 1968. 200p. Available from Frederick New York, NewYork 10003. interviews withtraining special- of 150 trainingsyllabuses and Based on a survey United States forde- concentrated on trainingconducted in the ists, this study religious voluntary, business,university, and velopment techniciansin government, tha techniciansbegin work overseas. agencies immediatelybefore or soon after EDUCATION. NATIONAL CONFERENCEON ADULT JEWISH 220. A CONTENT ANALYSISOF THE FIRST Ed.D.Thesis. 1967. 352p. University Feinstein, Sara. Columbia University. $16.00. price in microfilm$4.50, in Xerography Microfilms OrderNumber 68-5533, maintaining individual groupculture, this Based on a set ofpropositions for A limited Jewish educationpractitioners. study examined theoutlook of adult convened to problems, and a national conference was surveyrevealed needs and participants were Tape-recorded statementsby speakers and discuss the findings. for thesedata was con- subjected to contentanalysis and aclassification system tend to be awareof individual It was concludedthat the practitioners structed. single-minded attitude ontransmission of the participant needsand do not hold a dominant than ex- single variable wasfar less cultural heritage. Knowledge as a content was greatlymodified by theten- pected. A strong tendencyto emphasize There was less knowledge to increaseidentification andcommitment. dency to use in a,pluralisticsociety, emphasis on thefunction of adultJewish education

AND PERFORMANCEAS MEASURES OFPROBLEM-SOLVING THERLATIONSHIP BETWEEN DOGMATISM Funk, C. 221. EDUCATORS (COUNTYEXTENSIONAGENTS). ABILITY AMONGPROFESSIONAL ADULT

-58- the Na- Dennis and Carter, G. J., Jr. February 1968. 29p. Paper presented at February 11-13 , 1968.) tional Seminar on Adult EducationResearch (Chicago, $1.55. EDRS Order Number ED 017850, price in microfiche$0.25, in hard copy performance as measuresof To determine the relationshipbetween dogmatism and problem solving ability in extensionagents, a study wasmade of agents and questionnaires and their supervisors in five states. Agents responded to mailed the supervisors returned performanceratings. Open-mindedness was measured on the Rokeach Dogmatism Scale andperformance by ratings bythe supervisors using between dog- Lawshe Kephart PersonnelComparison System. An inverse relationship associated with middle- matism and performance wasindicated. It was most strongly rela- aged agents, and those withless than a Master's degree. A slight positive tionship was shown between ageand dogmatism, and a strongnegative association that agents between level of education anddogmatism. Analysis also suggested agents high indogmatism low in dogmatism were ratedhigher in performance than regardless of the degree ofdoviatism of the supervisor. AGRICULTURAL EXTENSIONPERSONNEL 222. A STUDY OF ROLE PERCEPTIONAND PERFORMANCE AMONG British Columbia University,Vancouver. IN NOVA SCOTIA. Morehouse, Ralph Ernest. M.S.Thesis. April 1968. 141p. examined and an attemptmade to The roles of agriculturalextension workers are find out who determinestheir identify the various activitiesof the workers, to Agricultural represen- programs, andwhether they are meetingtheir objectives. needs they and tatives and subject matterspecialists base their programs on representatives tend todetermine groups of farmersidentify, while home economics representatives want programsbased on needs their own programs. The agricultural favor province-wide programs. These in their area; thesubject matter specialists high-income farmers, and rate representatives and specialistsdeal mainly with further education; thehome economists withlow-income inservice training above equally. farmers and non-farm groupsrate inservice trainingand further education the job are seen as: job security, freedomin program The favorable aspects of night meetings, planning, job satisfaction,and prestige. Administration policies, the debit side. The workers want and lack of opportunityto specialize, appear on evaluation, and program to increase theiractivities in public relations, program individual attention, anddemonstrations as planning. They view farm visits, and commercial sources,newspapers, the most effectivemethods of communication; telephone calls, andcircular letters as theleast effective. AGENTS IN IDENTIFICATION OF PROFESSIONALTRAINING NEEDS OFAGRICULTURAL EXTENSION 223. Williams, WESTERN NIGERIA AS ABASIS FOR DEVELOPING ACOLLEGE TRAINING CURRICULUM. 1967. 185p. University Saudiq Kolawole Taiwo. Cornell University. Ph.D.Thesis. $3.00, in Xerography$8.40. Microfilms Order Number67-3797, price in microfilm professional training needsof extension agentsin Western This study identified Behaviors extracted Nigeria as the basis for acurriculum at the collegelevel. elements which wereclassified from critical incidentsrepresented 95 behavioral teaching learning situations;planning, into five categories: creating appropriate demonstrating interpersonal re- organizing and implementingextension programs; working with groups ofclientele; lationships in extensionand outside agencies; co-workers and clientele. It was found that and organizingtraining programs for aspects of the extensioneducational extension agents requiretraining in specific process, behavioralsciences and agriculturaltechnology. Pletsch, Douglas H. February 1969. 224. COMMUNICATION CONCEPTS FORADULT EDUCATORS. National Seminar on AdultEducation Research(Toronto, 15p. Paper presented at the February 9-11,1969). communication concepts by theadult educator The methodology usedin the study of effective training programs. Four in agrculture isexplained, to develop more (1) determination ofanticipated stages clarifyprocedural aspects of thestudy:

-59- behavioral requirements for future competencein communication ofsocial change, through assessment of technical andeconomic trends in society; (2) identification (3) ofcommunication concepts by reviewingliterature and a screening process; objectives definition of most important concepts; (4) suggestion of educational Twelve intellectual behavior re- useful in increasing competencyin communication. groupings are listed, quirements for adult agriculturaleducators, and 31 concept provide including an example of the concept"persuasion". General objectives to listed a basis for morespecific teaching objectives andlearning experiences are and an illustration given. CONCEPTS RELEVANT TO THE 225. AN IDENTIFICATION OF CRITICALBEHAVIOR AND RELATED MAJOR Findlay, E. Weldon. TRAINING OF PROFESSIONAL LEADERSIN EXTENSION EDUCATION. February 1969. 21p. Paper presented at the NationalSeminar on Adult Education Research (Toronto, February 9-11,1969). EDRS Order Number ED025 720, price in microfiche $0.25, in hard copy$1.15. New York State to A study was made of CooperativeExtension Service workers in The identify curriculum content fortraining leaders in extensioneducation. critical incident method was used todiscover behavior patternscharacteristic identified and linked tobe- of extension agents. A structure of concepts was havioral categories. Key behavior was groupedwithin seven major categories; preconditioned or set behavior;programing ;mobilizing resourcesand facilitating action; coordinating action andactivities; providingvoluntary'leadership; in- regulating pro- fluencing clientele evaluation andadoption of innovations; and the headings of the system grams and activities. Concepts were identified under eval- and its development, planningchange, managing change,and influencing the uation and adoption ofinnovations. PERCEIVED BY EXTENSION 226. THE ROLE OF EXTENSION AGENT-FARMMANAGEMENT IN VIRGINIA AS Institute, AGENTS-AGRICULTURE. Scyphers, Evans Reece, Jr. Virginia Polytechnic Blacksburg. M.S.Thesis. May 1967. 111p. Extension Agent-Farm Manage- This study, in Virginia,investigated the role of the Agents-Agriculture (EAA). ment (EAFM) as perceivedby themselves and Extension in role perception) was The central hypothesis(there is no significant difference accepted because only 4 of 28activities examined showed anysignificant differences Respondents felt in the way the two groups ratedpresent and suggestedpriority. that more assistance should begiven by the EAFMs in 22 ofthe 28 activities ex- performance if role amined. It is evident that theEAFMs must change their present expectations of these agents are tobe fulfilled. Schroeder, Many THE ROLE OF THE DISTRICTEXTENSION HOME ECONOMIST INKANSAS. 227. Available from Library, Doris. Kansas State University. M.S.Thesis. 1968. 10Ip. Kansas State University, Manhattan,Kansas 66504. studied by collectingrole The role of the districtextension home economist was Extension perceptions from the homeeconomics personnel in theKansas Cooperative Questionnaires collected from countyextension economists,district home Service. "given" and "ideal- economists, and district extensionsupervisors,rated importance extension home economists. ly should be given" to fifteenfunctions of the district existed with the five mostimpor- Some agreement among Abethree respondent groups (3) coordinat- tant functions being: (1) keeping up to date,(2) training agents, profes- ing county work withspecialists, (4) programing,and (5) counseling on should be given There was high agreementbetween emphasis that sional problems. respondent groups, with the and that was being given tofunctions as perceived by They felt more emphasisshould district extension homeeconomists least satisfied. Age, experience, be given to keeping up todate and evaluating staffperformance. degree of completion of an extensioneducation course orinduction training ,and urbanization of the countyseemed to be importantfactors in the ranking process.

-60- 228. A STUDY OF PROGRAM LEADERSHIP AMONG EXTENSION SPECIALISTS DIRECTEDTOWARD LEARN- ING WHAT FACTORS AUGMENT AND DETER LEADERSHIP EXPRESSION. Michaelsen, Leon Claude. Cornell University. Ed.D.Thesis. 1957. 170p. University Microfilms Order Num- ber 67-13,920, price in microfilm $3.00, in Xerography$7.80. To identify factors which facilitate leadership expression inrural extension specialists, questionnaires were sent to specialists in ten stateswho devoted 50% or more of their time to extension work in production, management,and resource use, and marketing. Evaluations were secured from supervisors and agents familiar with the specialists' work. Results included the following: (1) specialists aged 45-55 exercised more leadership than older or youngerspecialists; (2) those supervised by extension personnel exercised more leadership thanthose supervised by university department personnel;(3) specialists exercised greater leadership if they thought that such leadership was regardedfavorably by administrators, would be accepted by others, and received supportivefeedback from important others in their professional world;(4) despite the importance of leadership in most position descriptions, leadership tended to bedeemphasized by tradition, operating procedures, and official attitudes.

229. A CRITICAL INCIDENT STUDY OF THE PROFESSIONAL ADULT EDUCATOR(EXTENSION AGRICUL- TURAL AGENT). Kohl, Fred E. and Carter, G. L., dr. 1968. 20p. Paper presented at the National Seminar on Adult Education Research(Chicago, February 11-13, 1968). EDRS Order Number ED 017 863, price in microfiche$0.25, in hard copy $1.10. The critical incident technique was used to determine jobrequirements of Idaho agricultural agents. Job requirements were developed by categorizingthe critical behaviors in five major areas--group development, program development,counseling clients, interpersonal relations, and maintaining theorganization. Social skills were used more than technical skillsin critical areas of the job. Agents felt less effective in social situations when they did notinitiate action. They de- pended on individual contacts for getting results andworked through available social systems. Specialized agents felt they were more effective,found their job more satisfying, and worked moreclosely with public agencies than generalized agents. Agents witn high grade point averages saw moreof their actions as critical, devoted more timle to program planning, and were moreeffective in counseling clients. High supervisory ratings were given to agents whoworked primarily with adult clientele in traditional agricultural areas.

230. COMMUNICATION CONCEPTS FOR DEVELOPING INCREASED COMPETENCEAMONG COOPERATIVE EX- TENSION AND VOCATIONAL AGRICULTURAL EDUCATORS INIMPLEMENTING EDUCATIONAL CHANGE: Final Report. McCormick, Robert W. and others. Ohio State University. U.S. Office of Education, Washington. Bureau of Research. February 1968. 105p. EDRS Order . Number ED 018 770, price in microfiche$0.50, in hard copy $5.35. The study identified major communication conceptsneeded by adult educators in agriculture. Concepts were identified from the literatureand from communication specialists. Twenty-seven concepts, classified as most important, wereapplied through situational analysis of critical incidents ofadult educators in agriculture. This process identified the relevance of the conceptto the intellectual behavior requirements of the change agent. In addition, the relation of the major concept to other communication concepts wasdescribed and the concept was defined. Suggested educational objectives were identified foreducational programs for adult educators.

231. ACCEPTANCE AND IMPLEMENTATION OF THE FOUR-HPROJECT LEADER SYSTEM BY THE IOWA COUNTY EXTENSION STAFF. Fink, Varlyn David. Iowa State University. M.S.Thesis. May 1967. 103p. Available from Photoduplication Service, IowaState University Library, Ames, Iowa 50010.

The county extension field staff in Iowa were studied.todetermine the extent they -61- leader system, (2) (1) understood the purpose andprocedure of the 4-H project (3) considered the project leadersystem of value to thetotal 4-H program. would plan to implement theproject leader system in the nexttwo years, and (4) desired assistance withimplementing the system.

Johnson, Jimmy P. andSollie, Carleton R. 232. TRAINING AS PERCEIVED BY FOUR-HLEADERS. 1968. 7p. In Journal of CooperativeExtension v6 n3 p164-70 Fall asked to A 25% random sample ofvolunteer adult 4-H leadersin Mississippi were chosen were ob- rank 25 training needs inorder of importance. The top two needs awards. taining and keeping parentcooperation and gaininginformation concerning placed on these trainingneeds was further eximinedin re- The importance leaders at- lation to three respondentcharacteristics: (1) number of training sessions tended, (2) number of years as aleader, and (3) race. A different ranking of needs resulted from eachexamination.

Alexander) Frank D. In Journal of Cooperative 233. THE FERSONALITY OF 4-HLEADERS. Extension v7 n2 p104-14 Summer1969. voluntary 4-H leaders in Personality characteristics wereassessed for first year compared to their counterpartsin the Nev York State. Male and female leaders were the 16 per- general public as well as toeach other. Differences existed in 10 of traits are de- sonality traits between the sexes. It is questioned whether some who scored in extremede- sirable in models for youth,especially those of leaders lax, submissive, sen- grees in thetraits of conventional,aloof, glum, dependent, sitive, and tense. 105 exten- 0900 ACADEMIC STUDY; 3820 PERSONNEL POLICIESAND PRACTICES; See also: community developers; sion agents' views on farmpolicies; 109 leadership styles of training of teachers inadult basic education; 286, 287, 288 background, needs, development technicians; 314 Canadian volunteers 309 role of foreign community 371 indus- 334 biographical data onlecturers in senior warcolleges; in Jamaica; in home trial trainers in Florida; 453, 454, 456, 457 various nonprofessionals and parent education.

4100 Administrators OF HOSPITAL EDUCATION. Hole, 234. THE FUNCTIONS ANDPREPARATIONAL NEEDS OF DIRECTORS 1968. 223p. University Floyd Marvin. Arizona State University. Ed.D.Thesis. $3.00, in Xerography$10.15. Microfilms Order Number68-15,001, price in microfilm needs of directors ofhospital ,To determine thefunctions.and the preparational to propose educa- education, to identify problemsencountered by these directors, training directors tional recommendations, andto improvepreparational programs, and competency. responded to a questionnaire containingstatements of functions ten operational areas: Functions were ranked byimportance in the following programdevelopment; instructionalservices; organizational; program purposes; management; pro- staff personnel;facilities; business student personnel services; state- and research. To ascertain theknowledge needed, competency gram evaluation; in financial supports pro- ments were similarlyranked. Major problems were seen materials, studentpersonnel services, or- grams, staff,facilities, equipment and ganization, and research. OF COUNTY EXTENSIONCHAIRMEN. LEADER BEHAVIOR AND ITSRELATION TO INNOVATIVENESS 235. 1967. 141p. University Mehta, Ratan Chand. Ohio State University. Ph.D.Thesis. microfilm $3.00, inXerography $6.80. Microfilms Order Number68-3027, price in chairmen ih Ohio leader behavior of thecounty extension agent To analyze the innovations, sixty chairmenwho and relate it to theiradoption of programming

-62- had occupied that position for three or more years in the same county consti- tuted the respondent group. The paired comparison technique was used for ranking degree of innovativeness, and the Forced-choice Leader Behavior Description Ques- tionnaire to categorize leader behavior dimensions of "initiating structure"and "consideration". Agent chairmen with above average leadership on the "initiating structure" and "consideration" dimensions were more innovative. Age, amount of formal education, tenure, number of dependents, participation inin-service workshops, and recency of assuming the position of Chairman were notsignificantly related to innovativeness. Recent participation in graduate courses, and self-perceived role as innovator were positively correlated with innovation.

236. THE ADMINISTRATIVE FUNCTIONS OF THE COUNTY EXTENSION DIRECTOR IN KANSAS. Van Meter, Earl Leroy. Kansas State University. M.S.Thesis. 1968. 100p. EDRS Order Number ED 028 337, price in microfiche $0.50, in hard copy $5.10. To clarify the administrative functions of the Kansas county extensiondirector, respondents (all county directors, professional co-workers, extension council executive board members, and selected state extension administrators)indicated how important they perceived selected administrative duties to be by scoring them on a five point scale. There was more agreement among the respondents on the administrative functions of the county extension director than wasanticipated. The age variable showed more relationship to the ranking of importancethan did any other; sex was the next mostimportant.

237. AN ANALYSIS OF THE EXPRESSED TRAINING NEEDS OF THE COUNTYEXTENSION DIRECTOR IN KANSAS. Van Meter, E. L. June 1968. 60p. County extension directors, agents, executive board members andstate extension administrators indicated areas of training they felt were mostimportant in contributing to effectiveness of the county extension director. Nine training needs were ranked in the following order: (1) extension organization and administration, (2) program planning and development,(3) communications, (4) effective thinking: (5) technical knowledge, (6) human development, (7) the'educational process, (8) social systems, and (9) research. The rank order varied among respondents, but all agreed that organization and administration was the mostimportant area. Ex- ecutive board members and county directors placed heavyemphasis on technical knowledge, and county extension agents, on program planningand communication. Ol- der extension agents placed more importance on technicalknowledge than younger agents. The state administrators only placed the educational processhigh in the ranking.

238. CORRELATES OF ADMINISTRATIVE PROFESSIONAL LEADERSHIP IN THENORTH CAROLINA AGRI- CULTURAL EXTENSION SERVICE. Shearon, Ronald W. February 1969. 28p. Paper presented at the National Seminar on Adult Education Research(Toronto, February 9-11, 1959). EDRS Order Number ED 025 729, price in microfiche $0.25, in hard copy $1.50. This study analyzed variance in county extension chairmen's(CEC) conformity to an administrative performam:e leadership (APO concept of their role. Relationships between APL and agent morale and performance, CEC attributes, andCEC relationships with agents, were assessed. Results were reexamined afteradjusting for effects of sex, level of education, tenure,and career utisfaction. Major findings were: (1) CEC conformity to an APL role concept appeared related to agentmorale and performance; (2) chairmen who considered the APL concept veryimportant had higher APL scores; (3) personal characteristics of agentshad essentially no effect on coefficients for measures (managerial support, equality, supportin conflict situations) of CEC-agent relationships. Findings suggest that, where they provide agents with managerial support, minimize status distinctions,and support agents in conflict situations, CEC are more likely to negotiate certainobstacles (agent resistance and limited time) and conform more closely to the APLrole concept.

-63- AND PRACTICES; 95 review 0900 ACADEMIC STUDY; 3820 PERSONNEL POLICIES See also: administrator inCalifornia of administrativeprinciples; 100 role of evening of basic educationcenters. junior colleges; 285 behavior of directors

4300 EVALUATION PERSONALITY FACTORS; ABILITIES: 1160 PSYCHOLOGICAL, See: 1100 MENTAL PERCEPTUAL TRAINING-UNSKILLED DISADVAN- 2600-3200 INSTRUCTIONALMETHODS; 6550 OCCUPATIONAL methods. TAGED; 17 Commentary onevaluation research

4600 EDUCATION OF PARTICULARGROUPS

4620 Age Groups 1200 AGE DIFFERENCES(in learning); 153 1120 MENTAL, PERCEPTUALABILITIES: See: and over 30. programmed instructionwith groups under

4625 Young Adults BIBLIO- IN TRANSITIONFROM SCHOOL TO WORK;AN ANNOTATED 239. WORKER ADJUSTMENT--YOUTH Garbin, A.P. and others. Ohio GRAPHY OF RECENTLITERATURE. BIBLIOGRAPHY 2. EDRS Order NumberED 021 070, pricein microfiche State University. 1968. 143p. $0.75, in hard copy$7.25. FACTORS OF YOUNGADULTS AND THEIREX- RELATIONSHIPS BETWEENCERTAIN BACKGROUND 240. Johnstone, WilliamMilton, PRESSED ATTITUDESTOWARD SELECTEDETHICAL VALUES. 162p. University Microfilms University of Pittsburgh. Ph.D.Thesis. 1967. microfilm $3.00, inXerography $7.60. Order Number67-12,391, price in such as sex, marital between characteristicsof young adults The relationship occupational level, income level, age,educational background, status, parenthood, influence on theethical values participation werestudied as to their and church Young adults inProtestant congre- of marital fidelity,honesty, and goodwill. to a personaldata sheet andattitude gations in WesternPennsylvania, responded in between single andmarried adults and sexes inventory. Differences were found cnurch part- Goodwill was higher amongparents, with respect to maritalfidelity. differ- influence on thisvalue or on honesty. A significant icipation having no students groupsconcerning honesty,with college enceexisted among occupational between the age No significantdifferences were shown having the lowest score. values; betweenmarried groups, 19-27 years,and 28-36, inregard to any ethical relative to maritalfidelity and young adultswith children andthose without, references to honesty;between incomelevel and honesty; betweenthe sexes, with toward all threeethical values. educational backgroundand attitudes PARTICIPATION IN BACKGROUND FACTORSAND THEIRRELATIONSHIP TO 241. A STUDY OF SELECTED OF YOUNG ADULTS TnWARD PARTICIPATIONIN ADULTEDUCATIONAL ACTIVITIES AND ATTITUDES Wisconsin University. Ph.D.Thesis. FROM RURAL AREAS. Waldron, MarkWoodsworth. Order Number 68-7137,price in microfilm 1967. 227p. University Microfilms $6.75, in Xerography$23.85. of characteristicsof young adults This study wasmade to determinethe relationship in adult educationand to theirattitudes in rural Wisconsinto their participation be participation andattitudes proved to to suchparticipation. Adult education

-64- related to intelligence, academic achievement,level of education, and socioeconomic status; while graduation fromreorganized districts correlated favor- ably, but not significantly, with higherparticipation. Lack of money and the self-impression of not being the studious type werethe chief barriers to participation. Interest was strongest in vocational, technical,and business subject areas, and in regular high schooland university courses.

See also: 6550 OCCUPATIONAL TRAINING-UNSKILLED,DISADVANTAGED; 40 longitudinal study of self concept and occupational behaviorin young adults; 120 migration of rural youth in Nebraska; 270 relationship of social characterand dogmatism among Spanish American young adults; 231, 232, 233 leaders in 4-H programs.

4630 Middle-Aged MARKET OF THE COHORT 242. THE PRE-RETIREMENT YEARS: A LONGITUDINAL STUDY OF THE LABOR OF MEN 45-59 YEARS OF AGE. VOL. I. Parnes, Herbert S. and others. Ohio State University. October 1968. '303p. EDRS Order Number 026 525, pricein microfiche $1.25, in hard copy$15.25. Part of the National LongitudinalSurveys which will also examine thelabor market experience overa 5-yearperiod, this first report analyzes alarge number of economic, social, andpsychological variables. It seeks to describe and explain variations in the labor marketposition of the males who werebetween the ages of 45-59 at thetime of the initial interview inmid 1966. Data were derived from personal interviews with amulti-stage probability sample of5,043 males in the civilian noninstitutionalpopulation. Some conclusions were: (1) There is hardly a dimension of labormarket behavior in which black menand white men do not differ,although these differences disappearin some caces when occupation is controlled, and (2) The presenceof health problems is related tolow labor force participation, highunemployment, low commitment to work,high pro- pensity to retire, low rates of pay andrelatively more dissatisfactionwith current job. PERSONNEL. 243. INDUSTRIAL POLICIES AND PRACTICES INTHE EMPLOYMENT OF RETIRED MILITARY Jensen, Alvin Carl. George Washington University, Washington,D.C. Ed.D.Thesis. 1967. 246p. University Microfilms Order Number67-15,932, price in microfilm $3.20, in Xerography $11.25. A study was made of the policiesand practices of 750 of thelargest United States Corporations in employing retiredmciltary personnel.Age, education, and military experience was examined. Findings indicated: (1) industry lacks separate policies on employment ofmilitary retirees; (2) militaryrank played no significant role in the employment of militaryretirees; (3) industries did notactively recruit military retirees but would welcomeapplicants; (4) the largest numberof job openings were in the middle Atlanticand north central states;(5) excessive starting salary sought was the reason mostoften given for not hiring;(6) college education was preferred for professionaljobs and high school educationfor the skills with two to and trades; (7) retirementbenefits were available to all employees 15 years' service; (8) a needexists to translate military joband school experience into usuable andneeded civilian equivalents.

Fullerton, Leroy Robert. George Washing- 244. AN ANALYSIS OF THE ARMY OFFICERSTUDENT. University Microfilms ton University, Washington,D.C. Ed.D.Thesis. 1967. 155p. Order Number 67-15,930, pricein microfilm $3.00, inXerography $7.20. second career for retired This study evaluated highereducation in establishing a recently Army officers. Primary sources of data wereArmy officer students and -65- retired officers. These were among the conclusions: (1) high response to the survey showed interest in highereducation; (2) 94% of students and 68% of retirees have baccalaureate degrees; (3) most students areseeking master's and doctoral degrees; (4) advancement in rank is correlatedwith educational attainment; (5) military schooling for students,based on rank and longevity, is very high; (6) academic education and professional education areclosely interrelated; (7) reported incomes of retirees are over $10,000 for the majority;(8) direct application, service friends, resumes, and contacts on thejob were used by retirees to find positions; (9) counseling service isinadequate; (10) there are opportunities in the Army for virtually every careerofficer to continue; (11) satisfaction, challenge, and prestige rank with financialconsiderations in the choice of new careers; (12) restrictions imposed by the DualCompensation Act have a damaging effect.

See also: 480 review of studies of middle age as basis forreligious education programs.

4635 Older Adults

245. EDUCATION FOR AGING. Current Information Sources, Number 14. ERIC Clearinghouse on Adult Education. February 1968. 20p. EDRS Order Number ED 019 564, price in microfiche $0.25, in hard copy$1.10. This bibliography of recent(1964-67) annotations and abstracts is divided into sections relating to the characteristics andlearning abilities of older adults, training programs, and retirement andpreretirement education.

246. THE EDUCATIONAL INTERESTS AND NEEDS OFOLDER ADULTS IN SELECTED PRESBYTERIAN CHURCHES. Mills, Beatrice Marie. Ed.D.Thesis. 1968. 232p. University Micro- films Order Number 68-17,282, price inmicrofilm $3.00, in Xerography$10.60. The study attempted to identify educationalneeds of Presbyterian church members over 65 years, todiscover how ministers identify these interestsand needs, and to suggest implications for Christianreligious educat4on. Of the adults, 30% identified an educational need, most commonlyBible study, discussion groups on current events and needs of older persons, groupsinging, and seeing a play in the church. Of the ministers 59% tried to identify theneeds of older adults, most frequently through personal inquiry. The ministers perceived the educationalin- terests of older adults to include recreationand hobbies, Bible study, a theology of aging and retirement, and training in groupdiscussion methods. It was concluded that older adults need to understandthe concept of developmental tasks as it relates to later life, to improve verbalcommunication skills, and to cultivate an increased awareness ofthe necessity of thoughtfulness and respect fordiversity within the church.

247. POST-RETIREMENT ACTIVITY AND ADJUSTMENT TO'OCCUPATIONAL RETIREMENT; A RE-EXAMINATION WITHIN A FRAMEWORK OF ROLE AND SELF THEORY. Janovy, David Lee. Nebraska University. price in Ph.D.Thesis. 1967. 242p. University MicrofilmsArder Number 67-10,665, microfilm $3.15, in Xerography$11.05. In this study of the relationshipbetween activity after retirement andpersonal adjustment to occupational retirement,the importance of activity was seen asde- pendent on perceptions of the retirementrole and on self-concepts. Subjects were divided into two categroies: those who viewed retirement in terms ofwork-related values; and those who viewedretirement in terms of leisure. It was predicted that good adjustment would be highlyrelated to "instrumental-service" activityin the former group, and to "expressive-pleasure"activity in the latter group. The theoretical position received moderatesupport,

-66- FUTURE TIME 248. THE RELATIONSHIP OF WORK VALUES TOSATISFACTION WITH RETIREMENT AND 1967. PERSPECTIVE. Halpern, Doryan. Columbia University, New York. Ph.D.Thesis. University Microfilms Order Number67-14,049, price in microfilm$3.00, in Xerog- raphy $4.80. This study tested two hypotheses: (1) the importance attached to the intrinsic aspects of work is negativelyrelated to retirement satisfaction,maximum extension anticipated in the fut- of future time perspective(FTP), and the number of events ure; (2)retirement satisfaction is positivelyrelated to FTP maximum length and events anticipated. Subjects were 65 white male retireeswhose physical and mental health appeared normal andwhose retirement income wasadequate. Findings supported the first hypothesis but not thesecond.

MEMBER COUNTRIES. 249. JOB REDESIGN FOR OLDER WORKERS:PILOT STUDY AND SURVEY IN EIGHT and Marbech, G. Social Affairs Division, Organisationfor Economic Co-operation Development, Paris, (France). 1968. 71p. Available from OECD Publications Center, Suite 1305, 1750 PennsylvaniaAvenue, Northwest, Washington D.C. 20006, ($1.20). A survey of the member statesof the Organisation forEconomic Cooperation and Development (OECD) revealed manyexamples of job redesign. Job redesign should humid atmos-. consider physical exertion, posturaland static work demands, dusty or phere, loss of manual dexterity,and loss of visual acuity inthe aging worker's include mechanization or automa- situation. Compensation for these problems can from environmental tion, sitting position,modification of work rate, protection stress, less reliance on only one sense,and minimum training to readjustto new lack of concern skills. The sparsity of answers tothe OECD questionnaire shows for the older worker.

EVALUATION OF WORK EXPERIENCEAND TRAINING OF OLDER WORKERS. A REPORT PREPARED FOR 250. In- THE NATIONAL COUNCIL ON THEAGING. Somers, Gerald G. Wisconsin University. dustrial Relations ResearchInstitute. 1967. 84p. the Because their age makes older persons(50+) questionable investment risks, the Work Experience and author here considers methodsin cost-benefit analysis of train- Training Program of the EconomicOpportunity Act. He discusses obstacles to of the relationship of ing welfare recipients,points up need for fuller treatment train- income incentives totraining, outlines characteristicsof public assistance imparting of new ees, and showsthat vocational rehabilitationcosts more than the analysis such as-lack of control groupsand skills. He points out faults in cost cost-benefit model of olderwork- absence of adequate data. For construction of a (1) universe which might be er participationbetter information is needed on served, (2) cost for particularaspects of the program,(3) periods of employment and after and unemployment and specificincome for periods prior to,during, participation, and (4) length oftime in program. Appendix shows methodology of Ford Foundation Project. Hunter, Woodrow W. Michigan 251. A LONGITUDINAL STUDY OFPRERETIREMENT EDUCATION. 1968. 128p. University. Welfare Administration,Washington, D.C. (DHEW). EDRS Order Number ED 024 869,price in microfiche$0.75, in hard copy $6.50. two groups had a group In a longitudinal study ofpreretirement education, one of male, discussion program for 10mtekly sessions. Volunteer participants were hourly-rated workers, 60-68 yearsold, employed in the Detroit areaautomobile management) assembly plants. Discussion centered on workand retirement, money relationships with family and physical and mental health,living arrangements, Data were collected by friends, legal issues, freetime, and community programs. 12 months, and 18 to 24 interviews with all subjectsbefore 1-etirement, six to reduced retirement dissatis- months after retirement. The preretirement education family faction and health worries,and encouraged participationin activities with and friends.

-67- Paper presented at 252. THE OLDER ADULT AS A UNIVERSITYSTUDENT. Kauffman, Earl. the National Seminar onAdult Education Research(Toronto, February 9-11, 1969. in microfiche $0.25, in hard 1969. 31p. EDRS Order Number ED 025 732, price copy $1.65. Characteristics and performance of DonovanScholars (56 men and 127 women over65) at the University of Kentucky werestudied. Findings include: (1) most Scholars were high schoolgraduates with at least some college;(2) most grades were fair to excellent; (3) English, art,history, education, and philosophy werethe most popular courses; (4) Donovans werecomparable to regular students onfive personality measures and significantlydifferent on eight others; (5) DonovanScholars were more conformingand conservative than younger students,with much more commitment to religious values;(6) on the whole, they were very wellaccepted by professors. learning); See also: 1100 MENTAL, PERCEPTUAL ABILITIES; 1200 AGE DIFFERENCES (in 135 discovery method forretraining older workers; 161 discussion in preretirement education; 429 trainability tests for olderworkers.

4655 Education of Women REEDUCATION OF 253. PROBLEMS OF ADMINISTRATIVE CHANGEIN SELECTED PROGRAMS FOR THE 1967. 325p. WOMEN. Addis, Margaret Emily. Harvard University. Ed.D.Thesis. University Microfilms Order Number67-9845, price in microfilm$4.20, in Xerography $14.65. to find Nine educational institutions werestudied through visits and interviews out their problems in thecreation of programs for thereeducation of women. Though no problems were common toall, they were in the five major areasof resources, curriculumand instruction, administrativeattitudes, faculty reactions, and student diversity, characteristics,and impact on undergraduates. Problems which could be inferred includedpersonnel, objectives and expectations,and procedural techniques. A lack of sustained interest inthe program at the initiating level seemed a reliable predictor ofsubsequent problems and itappeared that execution of plans should remain withthose who did the originalplanning.

Jabury, Donald 254. IDENTITY DIFFUSION AS A FUNCTION OFSEX-ROLES IN ADULT WOMEN. University Micro- Eugene. Michigan State University. Ph.D.Thesis. 1967. 137p. films Order Number 68-7905, pricein microfilm $3.00, in Xerography$6.60. ADULT EDUCATION. 255. THE SOCIAL ROLES OF MARRIEDMIDDLE-AGED WOMEN WITH IMPLICATIONS FOR Canaday, Martha Helen. Ed.D.Thesis. 1966. 116p. University Microfilms Order Number 67-5900, price inmicrofilm $3.000 in Xerography$5.80. A questionnaire was completedby parents and prospectivestudents to assess women's role performance in four areas-wife,homemaker, mother, and individual person. The wife and homemaker roles were mosteasily perceived by all familymembers. The mother role was next and theindividual-person score was lowest. There was essentially no difference in thefeelings of satisfaction for thewomen's role per- which showed formance among the respondents. The only intra-family agreement score between the wife-husband a significantrelationship to demographic factors was role satisfaction score and thehusband's occupation. The consistently low scores devoted to family care in the individual-personrole suggested that in the years these women neglecteddevaloping personal interests. Adult education programs to the needs of women could make a significantcontribution by orienting programs in this age group.

EXTENSION STUDIES 256. INTERESTS AND INFORMATION SOURCES OF TIOGA COUNTY HOMEMAKERS. -68- NO. 38. Brown, Emory J. and others. Pennsylvania State University. September 1968. 12p. EDRS Order Number ED 024 873, priclin microfiche $0.25, in hard copy $0.70. In telephone intJrviews withhousewives in Tioga County, Pennsylvcnia,it was found that 28% of the women kept record booksof income and expenses, 40%preferred a store, 34% zt bank loan for credit sources,22% planned household repairs, orremodel- inc with the t:niz)ing year, and 84% were notplanning to buy any appliances or fur- nishings in the coming year. Participation in Extension activities,and watching television programs, attending meetings, andreading newspaper articles were generally low, with mo4.if.irtt, e children under21 most active. They were most interested in education and Lt:4-.Y:lYs for theirchildren, interior decorating, anddiet- ing, and showed a slight irst inattending meetings on these subjects; women with more education, children wrieY. 21,and white collar or skilledlaborer husbands had more interests. Newslet. ;-'s and newspapers werefavored means of gaining information. SOCIO-ECONOMIC LEVELS 257. THE NEED FOR ADULT EDUCATION OFMARRIED WOV:11 IN THE LOWER M.A.Thesis. IN VANCOUVER. Webster, Daisy. British Columbia Univers,zy, Vancouver. $0.50, in May 1968. 104p. EDRS Order Number ED 026569, price in microfiche hard copy $5.30. married women of lowersocioeconomic A study was made ofthe educational needs of in status in three inner city areasof Vancouver. Reasons for nonparticipation aged 15-44, with one adult education were alsosought. The majority were married, 8, but only 1/3 hadcompleted high to four children. Most had gone beyond Grade high school gradu- Most of the participantsin continuing education were school. costs, feelings ates. Tuition fees, lack of child carefacilities, transportation programs weremajor reasons of academic inadequacy,and fear of institutionalized appeared between needsperceived by for nonparticipation. A conflict of priorities Resource persons resource personneland needs perceived by therespondents. stressed education forfuture stressed organizationalobjectives; most of the women Both groups saw needs inthe areas of culturailorientation, family employment. Program relationships, nutrition and homemanagement, citizenshipand employment: that their prior- success requiresthat these married womenshare in planning, and ities be reflected in thecurriculum. Schissell, Robert Frances. DIFFERENTIAL INTERESTCHARACTERISTICS OF CAREERWOMEN. 258. Order Number 67-15,992, Nebraska University. 1967. 152p. University Microfilms price in microfilm$3.00, in Xerography $7.40. between 200 career womenand A study was made of careerorientation differences lie along a bipolarinterest con- 200 noncareer women. The two groups appeared to toward the pole of "things" tinuum of "things" versus"people", with career women and noncareer women towardthat of "people".

AND EXPERIENCES OF MARRIEDWOMEN STUDENTS AT LANSING 259. CHARACTERISTICS, PERCEPTIONS, Ed.D. COMMUNITY COLLEGE 1965. Hunt, Beverly English. Michigan State University. Number 67-7551, pricein micro- Thesis. 1967. 152p. University Microfilms Order film $3.00, in Xerography$7.20. College, their reasons for To describe married womenstudents at Lansing Community attitudes of family andfriends going to college, problemsfaced, and perceptions of gathered through ques- toward the dual role ofstudent and homemaker, data were About 25% of women students were tionnaires, interviews, and official records. 25. Mar- Of the married students,70% were part time and 68% were over married. their riage and lack of money werezhe major reasons givenfor not continuing postponing education untilthe children wdre education. Women with children were not single ones on grade point averages. Further grown. Married students surpassed Time was the main problemc4ted. educational and/or vocationalgoals predominated.

-69- Friends and families were generally encouraging; husbands (especially those with some college) and mothers of students were most so. The amount of education in the families of younger women was greater than for older women. Felt needs included more counseling services, day classes in longerblocks of time, and more parking and child care facilities.

260. ATTITUDES AND CHARACTERISTICS OF THE ADULT COED AT SELECTED UNIVERSITIES. Lantz.' Joanne. American Personnel and Guidance Association, Washington, D.C. April 1968. 7p. Speech presented at the American Personnel and GuidanceAssociation Convention, Detroit, Michigan, April 7-11, 1968. EDRS Order Nmber ED 022 211, price in microfiche $0.25, in hard copy$0.45. A random sample of all women 25 years of age or older,enrolled for the fall 1966 semester at three mid-western universities, weremailed the Adult Coed Attitude Inventory. The inventory gathered information on age, marital status, employment, extracurricular activities, families andfamily attitudes toward the return of the women to school, school services found to behelpful, academic programs, financial status, and potential employment. The last part of the questionnaire was a projective design to assess howthe subjects viewed themsleves and their role, and how they compared themselves with other women.

261 SPECIAL REPORT ON WOMEN AND GRADUATE STUDY. Taylor, Jean Anne M. U.S.Department of Health, Education, and Welfare, Washington, D.C. 1968. 101p. United States Printing Office ($.75).

262. JUNIOR COLLEGE: AN ATTRACTION TO WOMEN. Shoulders, Betty. 1968. 20p. EDRS Order Number ED 023 373, price in microfiche$0.25, in hard copy $1.10. Questionnaires were sent toselected women over 22 ytars old at two small-town and two metropolitan colleges. The replies showed: (1) motives were the samein large or small towns, (2) motives did differ according to age,(3) most women as- pired to a bachelor's degree. (4) of the small-town women, 64% wanted to teach, while only 19% of the metropolitan women were interestedin teaching ,19% in business or secretarial courses, and therest in miscellaneous fields, and(6) 64% from small towns and 75% from larger cities planned on full-timeemployment. The study includes comments by the respondents on their difficultiesin resuming their education, their perceptions of the junior college , and theirpersonal feelings.

263. EDUCATIONAL RETRAINING REQUIREMENTS OF THE OLDER FEMALELABOR POOL RETURNEE. Kaufman, Charles Wesley. Arizona University Ed.D.Thesis. 1967. 358p. University Microfilms Order Number 67-12,209, price in microfilm$4.60, in Xerography $16.20. A questionnaire and interview survey of employerneeds showed favorable attitudes toward employing mature females and provided alist of occupations available pre- sently and five years hence. Results of a similar investigation of maturewomen's needs and attitudes included the following: (1) the majority were interested in returning to work; (2) occupation desired varieddirectly with community social status; (3) monetary need was the prime motive atall levels, but at higher social levels boredom was also an important factor;(4) higher social groups were already well trained and need only retraining, whilelower groups need complete vocational training. Data on mature women were analyzed by afive-category socioeconomic scale.

264. IMPLICATIONS OF WOMEN'S WORK PATTERNS FORVOCATIONAL AND TECHNICAL EDUCATION. AN ANNOTATED BIBLIOGRAPHY. BIBLIOGRAPHY SERIES. No 1. Lee, Sylvia L. and others. Ohio State University. October 1967. 37p, Avallable from Center for Vocational and Technical Education, Ohio StateUniversity, 980 Kinnear Road, Columbus, Ohio 43212. This annotated bibliography focuses onthe educational implications ofwomen's labor force participation. Entries areorganized in eight sections: Status of

-70- Legisla- Women; Education of Womenfor Employment; LaborForce Participation; Vocational Guidance; Research; tion Pertaining toWomen in the Labor Force; Bibliographies; and PresentationAppropriate for Students andthe Lay Public. Wilensky, Harold L. 14p. In 265. WOMEN'S WORK: ECONOMIC GROWTH,IDEOLOGY, STRUCTURE. Industrial Relations; v7 n3p235-48 May 1968. less An analysis of 34 nationsclassified by feministideology (strongly or opportunities for womenrevealed strongly egalitarian), percapita income, and job force participationby women in the richestcountries that nonagricultural labor have the varies somewhat by ideologybut that the mostindustricalized countries in the United States,the highest rates. Despite women in many career areas it is still rare in anyindustrial nation to find Soviet Union, and elsewhere, motivated to work women in positionsof great authority. Women are increasingly ambivalent feelings, theytend to seek but, because oflong weekly schedules and fields. Barring shorter, more flexiblehours and to entertraditionally feminine traditional division oflabor by radical changes in family andeconomic life, the by women. sex will persistalong with slowly risinglabor force participation McNally, Gertrude B. 15p. In Indus- 266. PATTERNS OF FEMALE LABORFORCE ACTIVITY. trial Relations v7 n3p204-18 May 1968. married and mature(ages 45-64) Labor force participationby women, especially shifted markedly women, hasincreased greatly since1947. Job opportunities have proportion of women with someindepend- from blue collar towhite collar, and the income bring increasesin the ent income has risenby half. Prosperity and high such variables as age, race,family female labor force, partlyin accordance with of jobs employing women,and pos- status, education,husband's income, availability in numbers in thelabor force, mainly in sible earnings. Women are still gaining and light industrial occupa- professional, managerial,sales, service, clerical, Studies of incomedifferentials be- tions where they arealready well established. action under Title VII ofthe Civil tween men and womenwithin occupations, and is still a seriousproblem. Rights Act, suggest thatjob discrimination by sex 42 relation of re-creationto ego 7000 HOME, FAMILY,PARENT EDUCATION; 41, See also: 49 attitudes toward womenworking; stage developmentin women graduatestudents; pre-school children; 191 training 162 group methods withmothers of. disadvantaged teaching in adult basiceducation; 416 interests,information of housewives for Labarca, educator sources andadoption in farm families; 484 biography-of Amanda to the women ofChile.

4680 Education of Men UNDERGRADUATES AT WAYNESTATE UNIVERSITY, 267. MEN-IN-TRANSITION, A STUDYOF ADULT MALE 1967. 47p. EDRS Order 1967. Schlossberg, Nancy K. Wayne State University. $0.25, in hard Copy $2.45. Number ED 023 014,price in microfiche questionnaire returned bymale students 35 Data were collectedby means of (1) a interviews with eight menwhich and over enrolled asundergraduates; (2) group change and stressesinvolved; and (3) adiscussion between explored the reasons for with eight men of the role ofcounselors and educators in working two panels of student work- The adult male returningto college isabout 40, a part-time adults. business probably in liberal arts or,if not that, in education or ing for a degree, college attend- Reassessment of academicrequirements to encourage administration. centers should beestablished. ance by adultsis needed. Separate adult counseling 4700 Aptitude Groups

4710 Low Aptitude 1. TRAINING METHODSFOR GROUP IVPERSONNEL. THE DEVELOPMENTAND EVALUATION OF 268. TRAINING METHODSDEVELOPMENT SCHOOL(TMDS). ORIENTATION ANDIMPLEMENTATION OF THE Research Activity,San Diego,California. Steinemann, John H. U.S. Naval Personnel Scientific andTechnical Information, October 1968. 26p. Clearinghouse for Federal microfiche $0.65,in hard copy$3.00. Order NumberAD-679-174, price in of Group IV(low ability) continuing Navy research onthe Trainability As part of School (TMDS) wasinitiated, personnel, anexperimental TrainingMethods Development alternative trainingcontent andmethods for with research controls,for evaluating were the complete rangeof Group IV scores, such personnel. Trainees, representing basic hand tools,electronic equipment, taught soldering, gaugeand dial reading, in verbal andmathematical abilities. practical mathematics,despite limitations to involveminimizing reliance Successful training ofmarginal personnel appears and capitalizing onother importantaptitudinal on aptitudesknown to be limited, and experimentalvariables. 5230 ADULT BASICEDUCATION; 6550 OCCUPA- 4750-4870 DISADVANTAGEDGROUPS; See also: 199 automated programsfor teaching TIONAL TRAINING-UNSKILLED,DISADVANTAGED; military justice tolow and highaptitude men.

4730 High Aptitude characteristics of very Terman gifted group; 46 personality See: 31 follow-up of bright adults(Mensa members).

4750 Disadvantaged Groups

4760 EconomicDisadvantagement-General Tweeten,,Luther G. Oklahoma State INCIDENCE, CAUSESAND CURES. 269. RURAL POVERTY: Washington, D.C. July 1968, 106p. National ScienceFoundation, University. microfiche $0.50, in hard copy$5.40. EDRS Order Number ED 022 596, price in of rural investigate thefollowing four aspects This research wasconducted to past public of rural poverty;(2) description of poverty; (1) the dimensions the strengths the disadvantaged;(3) an outline of programs toraise incomes of for efforts to and (4) discussionof priorities and weaknessesof past programs; interaction betweeneconomic Special attention wasgiven to the alleviate poverty. of poverty; con- factors in thediscussion of the causes and social-psychological discussed; and AGeneral Theory ofEconomic ventional theoriesof poverty were Stagnation waspresented. DISAD- 6550 OCCUPATIONALTRAINING-UNSKILLED, 5230 ADULT BASICEDUCATION; Appalachia; See also: PARENT EDUCATION: 117 bibliography on VANTAGED: 7000 HOME, FAMILY, approach Presbyterians inAppalachia; 119 regional 118 backgroundinformation on 205 tele- 125 urbaneducation bibliography; to war onpoverty in ruralTexas; 307 legal servicesto poor in NewHaven. vision in educationof urban poor;

4800 Negro -72- TRAINING-UNSKILLED, DISADVAN- See: 5230 ADULT BASIC EDUCATION: 6550 OCCUPATIONAL differences TAGED; 7000 HOME, FAMILY, PARENT EDUCATION; 242 labor market in behavior by race.

4825 Spanish Speaking AMONG SPANISH AMERICANYOUNG THE RELATIONSHIP OFSOCIAL CHARACTER AND DOGMATISM 270. New ADULTS IN THREE SELECTEDINSTITUTIONS IN NEW MEXICO. Orr, Rodney Gerry. Order Mexico State University. Ed.D.Thesis. 1967. 166p, University Microfilms Number 67-11,763 ,pricein microfilm $3.00, inXerography $7.80. Spanish The purpose of this study wasto investigate thesocial character of The sample consisted of American young adults enrolledin job training courses. educational institution, eighteen to twenty-four yearolds in a rural vocational technical vocational institution,and an Office of Economic a metropolitan town) spon- Opportunity neighborhoodimprovement project(large town and small differences in social 'z;har- sored by a university. There were some pronounced slight tendency to- acter but not dogmatism amongthe young adults; there was a definite tendency tcward ward inner-directednessin social character and a closed-mindedness in dogmatism. No significant changesoccurred in the social character or dogmatism of asample after a two monthbasic education orientation course. TRAINING-UNSKILLED, DISAD- See also: 5230 ADULT BASIC EDUCATION: 6550 OCCUPATIONAL VANTAGED; 7000 HOME, FAMILY, PARENTEDUCATION.

4850 American Indians Wisconsin State EMPLOYABILITY FACTORS ANDNEEDS OF WISCONSIN TRIBALINDIANS. 271. 021 684, price in Employment Service,Madison. 1968. 43p. EDRS Order Number ED microfiche $0.25, in hard copy$2.25. of Wisconsin tribalIndians as they relate toemployment General characteristics pertaining to: factors and needs areoutlined. Surveys yielded information statistics; primaryoccupations;.industrial employment; residence; employment sta- educational level and schoolstatus; educationallevel and income; marital tus; education andtraining desires; andmobility. OF ADULT OJIBWAYINDIANS IN 272. SELECTED FACTORS ASSOCIATEDWITH THE PARTICIPATION Wisconsin University. Ph.D.Thesis. FORMAL VOLUNTARYORGANIZATIONS.'Hannin, Daniel. Number 67-954, price inmicrofilm $3.00, 1967. 218p. University Microfilms Order in Xerography$9.90. objectives, sponsorship,formal This study coveredcharacteristics, organizational participation meeting procedures, valueconcepts, and otherfactors associated with Indians in Ontario. Subject centered in voluntaryorganizations by adult Ojibway real life Indian situationsphrased in the third person interview questions, and aged Findings included thefollowing: (1) respondents of both sexes, were used. formed the main 41 to 50, married,and having five to eight yearsof schooling, participants; (2) adults fnamhouseholds engaged inseasonal labor, who group of regularly, tended not toparti- did not attend adulteducation courses or church considered adult education cipate in voluntaryorganizations; (3) participants of the organizationalobjectives, while nonpartici- activities the most important meeting religious activities; and(4) attitudes toward formal pants also stressed relationships in or- procedures, change,planning, education, time,and secondary ganizations were significantlyrelated to participation.

-73- 283 problems of teach- See also: 139 leadership styles inNeighborhood Youth Corps; vocational training program ing English to AmericanIndians; 393 evaluation of for Indians.

4870 Migrant Workers Rapton, DOMESTIC MIGRATORY FARMWORKERSPERSONAL AND ECONOMICCHARACTERISTICS. 273. September 1967. Avra and others. U.S.Department of Agriculture,Washington, D.C. $0.25, in hard _copy$1.90. 36p. EDRS Order Number ED 019 175,price in microfiche contrasts of migratory Work experience, personalcharacteristics, trends, and 1962 through 1966 with farmworkers in the United States arepresented for the years emphasis on 1965.

5000 Mental Disability

OF THE ADULT RETARDEDFOR SOCIAL AND VOCATIONALADJUST- 274. THE PREDICTIVE ASSESSMENT COb, Henry V. and MENT: A REVIEW OF RESEARCH.PART 1, ANNOTATED BIBLIOGRAPHY. EDRS Order Number ED014 171, others. South Dakota University. 1966. 161p. price in microfiche$0.75, in hard copy $8.15.

See also: 159 group discussion witheducable mental retardates.

5200 PROGRAM AREAS

5230 Adult Basic Education New York State ADULT BASIC EDUCATION, NEWYORK STATE: A TWO YEAR STUDY,1965-67. 275. 1968. 76p. Education Department, AlbanyBureau of Basic ContinuingEducation. $0.50, in hard copy $3.90. EDRS Order Number ED 027463, price in microfiche studied to ascertainwhether The New York State adultbasic education program was effectiveness of programs;esti- the target population wasbeing reached, compare and phy- mate time needed byindividuals to attainliteracy, learn if sociological operating costs. Data were sical variables affectacademic growth, and determine two forms of theStanford obtained from registrationand test forms, including programed instruction Achievement Test. Results included: (1) students receiving laboratories held only had the best attendance;(2) the three special learning reading levels demonstration centers; (3) enrollments at the 0-4 were successful as attendance, showed thatthe target populationis being reached;(4) age, class level, and a schedule of6-9 class hours weeklycorrelated significantly with reading achievement, but sex did not; (5) 80.2% ofoperating costs were directly related to instruction.

Arkansas 276. AN ANALYSIS OF ADULT BASIC EDUCATIONIN MISSOURI. Kirk, William Donald. University. Ed.D.Thesis. 1968. 106p. University Microfilms Order Number 68-9665 price in microfilm $3.00, in Xerography$5.40. A study was made of the expenditure ofFederal funds in Missouri schools, agencies in adult basic education programs according tosuch factors as school size, assessed valuation, classification, andgeographical location; and major characteristics of the adult students. The 44 institutions duringthe 1966-67 fiscal year had 4,266 enrollees, and 750 studentsreceived their eighth-grade diplomas. Of the enrollees, 31% were aged 36-50;57% were female; 62% white; 62%married; 36%

-74- time or part time; 56%earned heads of households;50% employed, either full earned under $2,000 a year; under $2,000 a year;25% of the enrollees' families enrolled 68% resided in urban areas;93% had less than a Grade6 education; 51% were their reason for participa- in Grades 7 and 8;and 63% gave "self-improvement" as tion. The high dropout rate was amajor problem. BASIC EDUCATION IN A DESCRIPTION ANDANALYSIS OFSECECTED CHARACTERISTICS IN ADULT 277. Florida State University. HILLSBOROUGH COUNTY, FLORIDA. Dutton, Marion Donnie. (Available soon). Ph.D.Thesis. December 1967. 183p. University Microfilms. with participants in astipend versus To identify thecharacteristics associated in Florida and withalienation, data a nonstipendadult basic education program Of the 101 indepen- by a questionnaire andthe alienation scale. were obtained and 19 to dent variables, 55 weresignificantly related totype of participation (1) partici- degree of alienation. Findings supported thefollowing conclusions; from those in theother program; pants in the stipend programdiffer significantly high degree of alienationdiffer (2) adult basic educationparticipants showing a significantly from thoseshowing little alienation;(3) low income, undereducated for students have problems butdo not make extensive useof agencies available about adult classes from many solving these problems;and (4) the students learn sources. OF READING ACHIEVEMENTAND AN INVESTIGATION OF ADULTNEGRO ILLITERACY; PREDICTION 278. OF CITY CORE ADULTNEGRO DESCRIPTION OF EDUCATIONALCHARACTERISTICS OF A SAMPLE 1967. 153p. University Micro- ILLITERATES. Berke, Norman Daniel. Ed.D.Thesis. $3.00, in Xerography $7.20. films Order Number 67-11,507,price in microfilm adult Negro il- A study was made ofvariables predictingreading achievement in characteristics of 42 suchadults in the Buffaloinner literates and of educational (WAIS). the Subjects were tested withthe Wechsler AdultIntelligence Scale city. (DE), and an Exper- Leiter Adult IntelligenceScale (LAIS), theDavid-Eells Games instruction, each subject wasgiven a ience Inventory(EI). After 200 hours of (Primary Level). Findings in- form of the StanfordAchievement Tests in Reading significantly with EIFunctional Knowledge, cluded: (1) reading gains correlated EI Utilitarian Books, and DEAnalogies; (2) tests forillitei.ate DE Probabilities, samples for simple, with uncomplicateddirections, several adults should be visually ineffective visual each series of items,and no time limit;(3) all subjects showed skills; (4) higherachievers came fromsmaller families, and auditory discrimination of achievers' where there was reading;(5) a greater percentage and from families (6) reading com- mothers and sisterscould read than couldthose of low achievers; prehension level was not agood indication ofreading potential.

CORRELATION WITH THEWECHSLER ADULT FURTHER VALIDATION OFTHE OHIO LITERACY TEST: 279. Zung, William W. K.and Gianturco, INTELLIGENCE SCALE ANDGRADE ACHIEVED IN SCHOOL. Psychology v24 n2 April1968. Judith. 2p. In Journal of Clinical Wechsler Adult In- Literacy Test's (OLT) correlation.with the To test the Ohio received both tests (WAIS), the scores of 493patients who had telligence Scale not corre- Administration Hospital werestudied. The OLT scores do at Veterans Verbal IQ, indica- with age, and correlatehighest with the WAIS late significantly intelligence. ting that the OLT is areliable and rapid meansof estimating verbal Indiana University. ERIC Clear- READING DIAGNOSIS ANDREMEDIATION. Strang ,Ruth. 280. Association, Newark,Delaware. Office of inhouse on Reading; International Reading Research. 1968. 204p. EDRS Order Education (DHEW)Washington, D.C. Bureau of $1.00, hard copy notavailable from EDRS. Number ED 025 402,price in microfiche evaluation of the researchlitera- This Monographincludes anextensive review and background for understandingreading diag- ture and offersteachers and clinicians

-.75- nosis, the correlates and causes of reading disabilities, diagnostic techniques, and remediation.

281. THE DEVELOPMENT OF PRE-VOCATIONAL EDUCATION LITERACY COURSESFOR USE WITH COM- PUTER-ASSISTED INSTRUCTION OF DISADVANTAGED YOUTHS AND ADULTS. FINAL REPORT. Hankin, Edward K. and others. Florida State University. June 1967. 179p. EDRS Order Number ED 024 763,, price in microfiche $0.75, in hard copy$9.05. The purpose of this project was to develop computer assisted courses in arithmetic and reading for disadvantaged adults and youths to serve as prerequisitesto entering vocational training. Because of budgetary cuts, the project was termin- ated before its completion. Lessons in counting, addition, and subtraction were written and tested. The pilot tests showed the arithmetic lessons to be effective. The findings showed that, in general, computer assisted instruction canbe used in pre-vocational literacy training for disadvantaged youths and adults.

282. A LITERACY PROGRAM FOR ADULT CITY CORE ILLITERATES: AN INVESTIGATION OF EXPERI- ENTIAL FACTORS...; THE DEVELOPMENT OF AN INSTRUMENT TO PREDICTSUCCESS...; AND A

STUDY OF THE INITIAL TEACHING ALPHABET... . FINAL REPORT. Brown, Don A. and New- man, Anabel P. U.S.Office. of Education, Bureau of Research, Washington, D.C. October 1968. 199p. EDRS Order Number ED 026 619, price in microfiche$1.00, in hard copy $10.05. This study involving 207 adult city-core illiterates fromBuffalo and Niagara Falls, New York, reading below third grade level, examined(a) educational characteristics and abilities of adult illiterates; (b) a study of the use of i.t.a. with adult- centered materials paced to adult learning ratesand providing training for teachers; and (c) identification of variablespredictive of reading gain. Standard- ized tests and tests of potential which were used showedthe subjects lacking a number of skills helpful to efficient and effective test taking.They usually had a low level of general information, as well as low skills level. Visual acuity was often inadequate. Gains by the experimental group were not significantly greaterthan those of the control group; however, the child-orientedstandardized testing instruments were considered inadequate. A relatively higher level of communication in the background and reading-oriented present family situations werethe most valuable predictive variables. Recommendations are included concerning combination research programs, linguistic analysis, recruitment, adultmaterials, teaching training, readability formula for adults, a materials study,methodology, and testing.

283. THE STUDY OF THE PROBLEMS OF TEACHING ENGLISH TOAMERICAN INDIANS, REPORT AND RE-- COMMENDATIONS. Ohannessian, Sirarpi. Center for Applied Linguistics, Washington, D.C. July 1967. 46p. EDRS Order Number ED 014 727, price in microfiche$0.25, in hard copy $2.40. The purpose of the study was to assess the learningand teaching of English in ele mentary and secondary BIA schools as well as inadult education programs and selected public schools enrolling Anerican Indian students.

284. LITERACY TRAINING AND JOB PLACEMENT OF HARD-COREUNEMPLOYED NEGROES IN DETROIT. Patten, Thomas H., Jr. and Clark, Gerald E. Jr. 22p. In The Journal of Human Resources v2 n1 p25-36 Winter 1968. In 1965 a study conducted to test the relativeeffectiveness of the use of the initial teaching alphabet and traditional orthographicapproaches to reading among 53 functionally illiterate, unemployed (largelyNegroes) in Detroit, found differences in the appropriateness of the two mediums.A followup study in spring of 1966 was conducted to determine job placement and generalsocial adjustment of the participants; six had obtained jobs and many of the remainder werecontinuing in the literacy thaining programs. It was also found that extended joblessnessstill existed

-76- and achievement of literacy and jobplacement remain distant goals forthe hard- core unemployed. BASIC 285. FIELD STUDY OF THE PERCEPTIONS OFDIRECTORS' LEADER BEHAVIOR IN ILLINOIS EDUCATION CENTERS. StottF, Michael J. Illinois State Office of theSuperintend- August ent of Public Instruction,Springfield. Department of Adult Education. 1968. 57p. EDRS Order Number ED 027 480, pricein microfiche $0.25, in hard copy $2.95. This statewide study involving 11adult basic education centers soughtinformation on the behavior offull time directors of adult basiceducation. The Leader Be- havior Description Questionnaire wasadministered to all teachers andadministra- On all tors in the centers. Twelve dimensions of leaderbehavior were measured. director but three variables, teachers anddirectors bhsically agreed on how a does behave. On directors' self descriptions, mean scoresshowed ideal leader behavior to be scaled higher than realleader behavior. Significant differences appeared on eight variables when variance wasanalyzed using the self descriptions. Teacher expectations of directors'leader behavior tested for significance onten variables. Teachers' standards, then, for leaderbehavior were consistently higher than teachers'perceptions of the directcrs' actualleader behavior. AND NEED 286. THE ADULT BASIC EDUCATION TEACHER INONTARIO: HIS BACKGROUND, PROBLEMS, University of Toronto, FOR CONTINUING PROFESSIONALEDUCATION. Brooke, W. Michael. (Ontario). M.A.Thesis. 1968. 120p. and tne need for con- A study explored teacherbackgrounds, problems on the job, tinuing education of teachers in OntarioManpower Retraining Centres. Data were drawn from a questionnaire sent to110 teachers. Among the findings: the greatest the same problem was in aiding slow learners andstudents of differing abilities in classroom; the teachers had difficultylocating resource literatureand persons; a The need was expressed for continuingtraining in techniques andmethodologies. typical adult basic education teacherentered from the formal school system, was than more likely to have acertificate than a degree, hadbeen in the field for less three years, and teaches Englishand mathematics to grades 7and 8 in which he has between 10 and 19 students.

A COMPARATIVE STUDY. 287. THE RESEARCHER'S ROLE IN THEDIFFUSION OF AN INNOVATION: Education Martin, Margaret R. Paper presented at theNational Seminar hor Adult 733, Research (Toronto, February 9-11,1969). 1969. 13p. EDRS Order Number ED 025 price in microfiche $0.25, in hard copy$0.75. This study used a diffusion modelin an attempt to understandthe role of the researcher in the evaluation of aneducational innovation in a schoolsetting., The Learning Laboratory for AdultBasic Education at the RochambeauSchool in White Plains, and the Brevoort CommunityCenter in Bedford-Stuyvesant,Broollyn, were developed by studied. Both programs used a multimediabasic education system projects appeared to perceive a commercialfirm. Agencies and teachers in the two the research coordinator asbeing ,in addition to a professionalin research teacher training design and methodology, a communicatorin the program planning and phases, rather than a change agent.Although knowledge level andother factors the researcher was ex- might contribute to differencesin content and objectives, Teacher pected to transmit efficientlyboth research and nonresearchinformation. the adoption of training and experience also seemedto affect communicationand innovation. FOR A MEASUREMENT OF THEEDUCATIONAL RELEVANCE OF ASHORT-TERM TRAINING PROGRAM 288. Laubach ADULT LITERACY TEACHERS. FINAL REPORT. Laubach, Robert S. and others. D.C., Literacy, Inc., Syracuse, NewYork. U.S.Office of Education, Washington, 6120 price in micro- Bureau of Research. June 1968. 27p. EDRS Order Number ED 027

-77- fiche $0.25, in hard copy $1.45. The study was undertaken to evaluatethe relevance of short courses for teachers in literacy programs. Two short courses were organized for nonprofessionalABE teachers. Teachers in each course were divided in half to form anexperimental group and a control group. Experimental groups completed an attitude and opinion survey about ABE students afterhaving actually taught ABE students; control groups did not. A multiple-time series design was used to measure change overtime since this design permitted the measurement of transition rateswhich showed shifts among responses when the same adultsresponded to the same questionnaire item on two different occasions. The study demonstrated that: (1) training programs can be evaluated by studying changes over time of the attitudes ofnonprofessional ABE teachers, and (2) the particular training courses were only qualified successes since they did not induce permanent change.

289. PUBLIC LIBRARY SERVICES FOR THE FUNCTIONALLY ILLITERATE;A SURVEY OF PRACTICE. Hiatt, Peter, Ed. and Drennan, Henry, Ed. American Library Association, Chicago, Illinois. 1967. 65p. EDRS Order Number ED 025 266, price in microfiche$0.50, in hard copy $3.35. This document described projects designed to helppublic library serve the culturally disadvantaged in general and the functionally illiterateadult specifically. Examples of activities for the functionally illiterate and alist of people actively involved in such programs are given.

290. TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES, UNITEDSTATES ACTIVITIES--1967. Wineberg, Ruth E., Ed. Center for Applied Linguistics,Washington, D.C. WiTril 1968. 15p. EDRS Order Number ED 018 788, price in microfiche$0.25, in hard copy $0.85.

291. THE TEACHING OF ENGLISH AS A SECOND OR FOREIGN LANGUAGE,BRITISH ACTIVITIES 1967/68. British Council, London (England) April 1968. 15p. EDRS Order Number ED 018 789, price in microfiche $0.25, in hard copy $.85.

See also: 5280 LITERACY TRAINING-FOREIGN; 5550 COMMUNITY DEVELOPMENT PROGRAMS-FOREIGN; 6550 OCCUPATIONAL TRAINING-UNSKILLED, DISADVANTAGED; 10 Literacy education in the Confederacy, 1861-1865; 75 testing in Project 100,000; 124 nonstandard elements of Central Texas English; 138 experiment on teaching styles in adult basic education; 179 effect of personality factor "sociability" inABE workshops; 191 training housewives as teachers of ABE; 195 review and bibliography on mass media in adult education; 197 experimental evaluation of Learning 100, amultimedia reading program; 208 investigation of teaching machines andprogrammed texts in Job Corps math programs; 458 ABE for Head Start parents; 477 literacy in military education since World War I; 473, 474history of immigrant education in New York City schools.

5280 Literacy Education-Foreign

292. RESEARCH AND EXPERIMENTS IN FUNCTIONAL LITERACY ININDIA: A SELECTED ANNOTATED BIBLIOGRAPHY. Indian Adult Education Association, New Delhi. 1967. 38p. In this annotated bibliography are 31 itemsdealing with educational attitudes, participation, and motivation; instructional media,methods, and materials; volunteer teachers; program planning and finance;edvcational needs and interests; regional programs; and national and internationalJeminars.

293. THE.EFFECT OF LITERACY TRAINING ON MODERNIZATIONVARIABLES. Herzog, William Adam,

-78- Jr. Michigan State University. Ph.D.Thesis. 1968. 101p. University Micro- films Order Number 68-7900, price in microfilm $3.00, in Xerography $5.20. The present research was a field experiment exploring the relationship ofliteracy to certain modernization variables. Data were collected in five rural communities in Minas Gerais, Brazil. The communities were matched on population, literacy rate, distance to an urban center, community institutional development, and exter- nal contact. Four communities were randomly chosen for literacy education programs; the fifth was the control group. Analysis of variance between illiterate enrollees and illiterate nonenrollees in the four treatment communities was based onthe variables of empathy, achievement motivation, cosmopolitanism, mass media exposure, and political knowledge. No significant differences were found for either males or females. Hypotheses predicting an association between literacy program enrollment and training and increases in the five variables were not supported.

See also: 5550 COMMUNITY DEVELOPMENT PROGRAMS-FOREIGNs 290, 291 English as second language; 486 bibliography on African adult education.

5400 Adult Higher Education-Academic Programs

294. TRENDS IN ADULT READING. Miller, Justin H. December 1966. 15p. EDRS Order Number ED 015 080, price in microfiche $0.25, in hard copy$0.85. Trends evident in adult reading during the 1960sin the areas of administration, programs, teaching techniques, researchprojects, and methods of promotion of reading programs are discussed.

295. CURRENT PRACTICES IN COLLEGE AND ADULT DEVELOPMENTAL READING PROGRAMS. Geerlofs, Marjorie White and Kling, Martin, International Reading Association, Newark, Delaware. In Journal of Reading v11 n7 p517-20, 569-75 April 1968.

See also: 5700 PROFESSIONAL, TECHNICAL CONTINUING EDUCATION; 6200 MANAGEMENT, SUPER- VISORY DEVELOPMENT; 7510 COLLEGES AND UNIVERSITIES; 7700 JUNIOR COLLEGES; 74 performance of part-time evening students in Nassau College; 136 instructional techniques for adult students in psychology course; 260 characteristics of adult coed; 261 women in graduate study; 267 male undergraduates at Wayne State; 467 effects of AACSB standards on evening business programs.

5500 Community Services and Programs

296. THE PRESENT STATUS OF THE ANTIGONISH MOVEMENTPINNOVA SCOTIA. Sowder, Ellie Mae. George Peabody College for Teachers, Nashville, Tennessee. Ph.D.Thesis. 1967. 116p. University Microfilms Order Number 67-2898, price in microfilm$3.00, in XerograpKy $5.80. A case study is presented of the Antigonish Movementin Nova Scotia. Originally founded to combat poverty and exploitation, it hasfunctioned since 1929 under the extension department of St. Francis Xavier University. The Movement brought education to working people and introduced group learning into adulteducation. It has had a strong influence in linking adult education with thecooperative movement, and has contributed to leadership training with itsemphasis on group action. Primacy of the individual, social reform througheducation, and fundamental change in social and economic institutions are among itsguiding principles. The early study groups and conferences, the "kitchenmeetings", neighborhood short courses, leadership short courses, the rise of credit unionsand various types of coopera-

-79- tives, and (mainly since1957) the people's School TV series and thesocial leadership diploma course at theCoady International Institute represent some major stages, programs, andaccomplishments.

AN INVENTORY OF 297. URBAN AFFAIRS ACTIVITIES SPONSORED BYCOLLEGES AND UNIVERSITIES: CURRICULA, RESEARCH, AND EXTENSION IN THEBALTIMORE REGION. Regional Planning Council, Baltimore, Maryland. Johns Hopkins University. November 1967. 48p. Clearinghouse for Federal Scientific &Technical Information Order NumberPB-177- 806, price in microfiche $0.65, inhard copy $3.00. Twenty institutions of higherlearning in the Baltimore Regionreport activities in urban affairs. About 350 activities were reported,including consultative services from Johns Hopkins. Over 100 research projectsdealing with urban problems were reported.

TENNESSEE. 298. IMPLEMENTATION OF TITLE I OF THEHIGHER EDUCATION ACT OF 1965 IN Welch, Franklin Weldon. Florida State University. Ph.D.Thesis. 1967. 226p. University Microfilms Order Number68-7804, price in microfilm$3.00, in Xerography $10.35. The purpose of this study was toanalyze the operation of Title I ofthe Higher Education Act of 1965 in Tennessee. The program followed the statephilosophy the naming of and the "Regulations". Problems restricting implementation were: the University of Tennessee as thestate agency, the limited functionof the advisory council system, state agencyemphasis upon research, manpowershortages at institutions and the agency, problemsin communication, and inexperience. Signi- ficant relationships were foundbetween amount of funds receivedand planning with persons outsidehigher education, populationdensity, and number of participants.

PHASE II REPORT. 299. EXTENSION AND PUBLIC SERVICE IN THEUNIVERSITY OF ILLINOIS. price in Illinois University. August 1968. 36p. EDRS Order Number ED 023 347, microfiche $0.25, in hard copy$1.90. Deals with recommendations forexpanding extension and publicservice functions of the University of Illinois. To be effective, the universityneeds a master and explicit plan in which the four essentialingredients must be (1) broad, strong policy commitments by the topadministration and the faculties,(2) the organizational machinery to carry it out,including close cooperation withthe faculty, to har- (3) policy and program improvements areessential, especially with regard urban needs, and nessing the services of thecooperative extension service for evaluated (4) continuous administrative refinementshould be made in the light of experience.

COMMUNITY COLLEGES IN THE STATE OFPENNSYLVANIA. Morton, 300. COMMUNITY SERVICES OF THE Ed.D.Thesis. April 1966. Paul Wesley. Lehigh University, Bethlehem,Pennsylvania. 66-11,828, price in microfilm$3.00, in 147p. University Microfilms Order Number Xerography $7.00. To identify elements of acommunity service program, todefine the scope of a col- community, and to make recommendations onservices in Pennsylvania community colleges in Florida, leges, interviews were heldwith personnel of public two-year Com- Michigan, and New York and inHarrisburg, Philadelphia, andBucks County. development and munity services were noncreditactivities aimed at human resource workshops, adult education, desirable socioeconomic conditionsand included seminars, The community and other activities of acultural, economic, andeducational nature. The served by the college wasdefined as a relativelylimited geographic area. Pennsylvania colleges in thestudy were not performingcommunity service to any curriculums and ac- significant extent but wereconcerned with college-transfer creditation by the Middle StatesAssociation.

-.80- RESOURCE 301. A MODEL FOR COOPERATIVE EXTENSIONPROGRAM DETERMINATION IN COMMUNITY 1968. DEVELOPMENT. Preston, James Clarence. Cornell University. Ed.D.Thesis. $3.00, in 177p. University Microfilms Order Number68-4635, price in microfilm Xerography $8.20. A study was made to develop aCooperative Extension program responsedetermination Sub-objectives were model for community resource developmentat the state level. to define the concept of community resourcedevelopment, provide a basis foridenti- fying clients, indicate problemsin the public decision sphere,determine the information needed, and identify keyelements needed to create a suitableeducational potential program. Key factors included the general natureof public problems; clientele; limitations in legislation;the philosophy, objectives, andpolicies funds; and the for such a program; requirements ofknowledge base, staffing, and appropriate organizational structurefor program development.

COLLEGES. Beaudoin, 302. A SURVEY OF THE COMMUNITY SERVICEFUNCTION IN SELECTED JUNIOR $0.25, in Adrien P. 1968. 8p. EDRS Order Number ED 025 254,price in microfiche hard copy $0.50. Returns from 53 of 88 junior collegessurveyed concerning their communi4service programs showed thefollowing: (1) community servicefunctions are typically the responsibility of an executive officerwho reports to the president orother college administrator; (2) categories of communityservice programs are instructional and other (adult education, non-credit programs,institutes, seminars, workshops, (exhibi- short courses), cultural(lectures, concerts, and films), informational tions, speakers, and publicevents), and other, (3) the nature ofthese programs occupa- is service to a population notdirectly served by university-parallel or tional degree programs. DISTRICTS, 1966-67. 303. A SURVEY OF COMMUNITY SERVICESIN CALIFORNIA JUNIOR COLLEGE Keim, William A. and others. California Junior College Association,Sacramento, $0.25, California. 1967. 25p. EDRS Order Number ED 018207, price in microfiche in hard copy $1.35. A 27-item questionnaire was sentto junior colleges infive types of distiicts to determine the extent of their communityservices.

Nankin, Joseph Nathan. 304. SELECTED URBAN PROBLEMS AND THEPUBLIC COMMUNITY COLLEGE, University Microfilms Order Num- Columbia University. Ed.D.Thesis. 1967. 271p. ber 68-8980, price in microfilm$3.50, in Xerography $12.40. This study posed some urbanproblems (housing, employment,and education) affect- the problems and ing junior colleges, and suggestedhow these colleges might act on visits at whether, in fact, they were doing so. Questionnaires, interviews, and 21 colleges were used, andcorrespondence on problems of the28 largest United of States metropolitan areas. The newness of somecommunity colleges, a deluge student applications, lack ofcommunity response, and lack offacilities and/or The author felt chat poor money were amongthe reasons for lack ofinvolvement. Re- overall planning and conservativeattitudes were alsc an inhibitingfactor. institutional commendations pertained to employingpersonnel for long range planning, orientec program research, and other purposes,and to such matters as community education, and ,4se of col- planning and placement,developental education, parent lege facilities by deprived groups. OF THE lEMBERS nc SOCIAL INTERACTION ANWPERSONALAND SOCIAL CHARACTERISTICS 305. Ion F.,"42te Univez: AREA DEVELOPMENT LEADERSHIPGROUP. Lind, Marvin Burdett. Number 68-5962, price iv% Pn.a.Thesis. 1967. 166p. University Microfilms Order microfilm $3.00, in Xerography$7.80. development leadership The orientation, interactionand characteristcs of an area

-81- group in Iowa wereanalyzed. Objectives were to determine theextent of communication of selected social systemelements by the state staff tothe leader- insti- ship group; perceptions of leadershipmembers' role; members' attitudes on tutional changes and on the effectthe group would have on the outcomeof the activity; the systematic linkagerepresented by members and member characteristics as compared with those of poweractors in other Iowa studies. Knowledge of stated goals and objectives and areasocioeconomic conditions, views onleadership leader- group roles, andbeliefs about institutional changesand the impact of the ship group were similar for the area groupand state staff members. Influence and was significantlyrelated to group members'organizational participation their contacts throughout the area. PILOT PROGRAM IN 306. CIVIL DEFENSE ADULT EDUCATION, ACASE STUDY OF AN EXPERIMENTAL Ed.D. FLORIDA. Culbertson, Millicent Kicklighter. Florida State University. Number 68-345, price inmicro- Thesis. 1967. 198p. University Microfilms Order film $3.00, in Xerography$9.00. A study of the FloridaPilot Program in Civil DefenseAdult Education was conducted from the viewpoint of aparticipant observer and fromdata from official of the program records. An instrument to gauge the extentto which the objectives Some were achieved was sentto the 66 counties. Replies were received from 56. of the implications of the successof the program were theincrease of interest and action in survival plans,requests by adults for theCivil Defense Class, discussions of civil defense, motivationto learn about civildefense, emphasis on teaching civildefense at the elementary andsecondany school level.

RESEARCH REPORT ON DIXWELL LEGALRIGHTS ASSOCIATION, NEWHAVEN, CONNECTICUT, 307. 001 sprice SUMMER, 1967. Hunter, David E. 1967. 29p. EDRS Order Number ED 023 in microfiche $0.25, in hard copy$1.55. A 1967 study of the DixwellLegal Rights Association,New Haven, Connecticut, as- personnel and of sessed the goals of the DLRA(training of legal service agency nonprofessional neighborhood workers,legal rights education ofthe poor, social Its militancy change) and their realization. DLRA services were highlyrespected. of all the legal and had produced results unattainedby other organizations, and Perhaps its greatest social agencies it was mostin contact with the ghetto poor. contribution to ghetto self-help wasthe example of itsworkers--undereducated neighbors' rights. A ghetto residents activelypromoting their own and their vital function was to remedyproblems arising from existinginstitutional struc- size, and the use of tures. Successes were attributed todirect financing, small ghetto residents. 2230 RURAL COMMUNITIES; 2240 See also: 2210 COMMUNITY EDUCATION ANDDEVELOPMENT; 5550 COMMUNITY DEVELOPMENT URBAN ENVIRONMENT; 4650-4870 DISADVANTAGED GROUPS; PROGRAMS-FOREIGN; 189 civil defense communitysimulation.

5550 Community DevelopmentPrograms-Foreign STATISTICAL BULLETIN. SPRING 1968 GENERAL 308. INTERNATIONAL COMMUNITY DEVELOPMENT New York, New York. Spring 1968. EDITION. Community Development Foundation, Development Foundation, 345 East46th Street, 227p. Available from Community New York, New York 10017. Development StatisticalBulletin describes its report- The International Community Devel- ing system based on theInternational StandardClassification of Community briefly opment Activities and aspecial project registrationand progress form; summarizes overall internationaldata; and presents statistics onprograms.

-82- ASSISTANCE TO COMMUNITYDEVELOPMENT AND 309. ADMINISTRATIVE PROBLEMS OF TECHNICAL Syracuse University. D.P.A. AGRICULTURAL EXTENSION. Safa-Isfahani, Manouchehr. Number 68-5488, price inmicro- Thesis. 1967. 365p. University Microfilms Order film $4.70, in Xerography$16.45. devel- Administrative problems ofUnited States technicalassistance to community Pakistan, Iran, Thailand, opment and agriculturalextension in the Philippines, emphasis on field problemsand on the views of localadminis- and Nigeria, with development was trators, field technicians,and people. The concept of community provide con- too vague, and the conceptof agricultural extensiontoo general , to regard to structive guidelines. Confusion existed betweenthe two programs with and the training offront-line roles, organizations,planning of related activities, technicians in developingnations should workers. Foreign community development extension techniciansshould be basically administrativeinnovators; agricultural specialized services inmodern- be innovative specialistswho can work with other controls on use of aidshould not izing agricultural scienceand technology; and hinder local initiative orthe development ofindigenous institutions. SERVICES AN EVALUATION OF THEIN-SERVICE PROGRAMSORGANIZED BY THE EXTENSION 310. Ahmad, Dabir. DEPARTMENTS OF NORTHERN ZONEIN INDIA DURING THEPERIOD (1961-1965). University Microfilms Order University of Arkansas. Ed.D.Thesis. 1967. 176p. Number 67-8708, pricein microfilm $3.00, inXerography $8.20. of the Northern Zone(India) The survey of extensionservices of the Departments Extension Service Programsfor the SecondarySchools Educa- of the Directorate of determined, tion explored kinds ofservices performed, howneeds of teachers were summarized. It and how the servicescould be improved. Related literature was employed techniques such asworkshops, was found thatin-service teacher education demonstration lessons, study seminars, school visits,evening courses, lectures, groups,exhibitions and library service. Sanwal, R.D. 15p. In Journal 311. AGRICULTURAL EXTENSION IN AKUMAONESE VILLAGE. of Development Studiesvl n4 p384-98 July 1965. government to introducechemical This case study evaluatedattempts by the Indian Japanese method of paddyculti- fertilizers, an improvedvariety of seed, and the rejected be- vation, to a villagein the region of Kumaon. The innovations were also because of cause theyappeared burdensome andeconomicaly infeasible, but and the sexual divisionof labor. attitudes connected withhabitual motor responses VOLUME III, PART 1. HIGH- HIGHER EDUCATION ANDDEVELOPMENT IN SOUTH-EASTASIA. 312. International DEVELOPMENT. Hunter, Guy. Paris (France). LEVEL MANPOWER FOR Available from United Association of Universities,Paris (France). 1967. 182p. Organization, Place deFontenoy, National EducationalScientific and Cultural Paris-7e, France.($3.50, 18s. or 12.5f). high-level manpower inthe This report is in twosections: (1) major comments on and four compara- whole region, a summaryof conclusionsreached in each country, Thailand, Malaya,Singapore, Sabah, tive tables; and(2) detailed studies on Burna, Sarawak, Indonesia, Cambodia,South Viet Nam, andthe Philippines.

A PROGRAM OFUNIVERSITY EXTENSIONAIMED AT SERVING 313. CONTINUING EDUCATION--NSUKKA: Doyle, Louis A. THE PRACTICAL ANDINTELECTUAL NEEDS OF ADEVELOPING NATION. 026 577, price inmicrofiche $0.50, inhard [1968]. 66p. EDRS Order Number ED copy$3.40. particularly as it relatesto the A history of extensioneducation in Nigeria, implications and reflectionsfor University of Nigeria(Nsukka), is given with other programs inNigeria and other areasof Africa.

-83- 314. THE CANADIAN VOLUNTEER PROGRAM IN JAMAICA. Schlesinger, Benjamin and Sio, Arnold A. 12p. In Adult Leadership v17 n4 p173-74+ October 1968. In a study of the Canadian University Service Overseas volunteer program in Jamaica, emphasis was on roles and experiences of volunteers as seen against goals and structure of the program. Major findings were: skills, knowledge, and attitudes were major aspects of the volunteer's role; self-development and the desire to serve were the main motives; living arrangements were crucially significant to the type of social relations; lack of equipmentand the definition of assignments were major problem areas; satisfactions were largely related to personal relationships growth, knowledge gains, and the furtherance of skills. Although orientation was considered useful, area training appeared to be quite inadequate.

See also: 2210 COMMUNITY EDUCATION AND DEVELOPMENT: 2230 RURAL COMMUNITIES; 2240 URBAN ENVIRONMENT; 5280 LITERACY TRAINING-FOREIGN; 5500 COMMUNITY SERVICES AND PROGRAMS: 7150 CROSS CULTURAL TRAINING; 9000-9950 INTERNATIONAL AND FOREIGN ADULT EDUCATION; 108 research on training for development specialists; 116 annotated bibliography on sociocultural change literature; 134 information sources and adoption by farmers in India; 152 programmed learning in central Africa.

5700 PROFESSIONAL, TECHNICAL CONTINUING EDUCATION

315. SOME IMPLICATIONS OF THE INDUSTRIAL TRAINING ACT OF 1964, WITH PARTICULAR REFERENCE TO THE ENGINEERING INDUSTRY. Stretch, J. A. Manchester University, Manchester (England). M.S.Thesis. October 1967. 253p. Available from Institute of Science and Technology, Sackville Street, Manchester 1, England. A study was made in England to determine whether practices in industry were con- sistent with the Industrial Training Act. A case study of a medium-sized engineering firm showed that the firm was concerned with avoiding training expenses but not with improving the training or the supply of trained personnel, and thus was not entitled to training grants. Visits to other firms revealed similar defici- encies. The grant polciy itself worked against the objectives of the Act by re- warding the quantity, not quality, of trainees.

316. A SYSTEMS APPROACH TO UPDATING PROFESSIONAL PERSONNEL. Cohen, David M. and Dubin, Samuel S. Paper presented at the National Seminar on Adult Education Research (Toronto, February 9-11, 1969). February 1969. 12p. EDRS Order Number ED 025 718, price in microfiche $0.25, in hard copy $0.70. Professional updating processes can be visualized as a system enabling both educators and professionals to enhance individual competence. The systems analysis model given here represents updating practices both pictorially and mathematically.

5750 Engineering, Architecture

317. OBSOLESCENCE AND UPDATING OF ENGINEERS' AND SCIENTISTS' SKILLS. FINAL REVISED REPORT. Norgren, Paul H. and Warner, Aaron W. November 1966. 164p. EDRS Order Number ED 015 324, price in microfiche $0.75, in hard copy $8.30. Interviews were conducted in technology-oriented firms and in technical universities and_governmental units concerned with the obsolescence problem. Data indicated four subareas of the problem for which remedial measures are difficult to find -- (1) Motivating professional personnel whose skills have become outdated, (2) determining dispostion of obsolescent personnel when reductions in work force are necessary, (3) identifying and updating competent projectleaders, systems engineers,

-84- and other professionals, and (4) assessing the updating needed by technical managers.

318. ON THE OBSOLESCENCE AND RETRAINING OF ENGINEERING PERSONNEL; A QUANTIFICATION OF THE PROBLEM AND SOME RECOMMENDATIONS. Zelikoff, Steven B. In Training and De- velopment Journal; v23 n5 p3-14 May 1969. In order to assess the skill obsolescence and retraining needs of engineering personnel, curriculums in five engineering institutions were analyzed for the period 1935-65. These were the major conclusions: (1) all specializations replaced out- moded teaching material with new bodies of knowledge; (2) a long trend (1935-60) toward greater specialization was being reversed; (3) undergraduates Were being introduced earlier to areas of concentration; (4) recent breakthroughs in mathematics and physics were greatly altering existing programs; (5) relatively little effort has been directed to providing retraining specifically for engineering personnel. Recommendations were made for higher teaching standards, more Federal research and support, greater involvement in continuing education by engineering schools, professional bodies, and employers, and other changes.

319. A PROJECTIVE STUDY OF ATTITUDES TOWARD CONTINUING EDUCATION. Rubin, Irwin M. and Morgan, Homer G. 8p. Reprinted from Journal of Applied Psychology v51 n6 p453-60 1967. A projective instrument measuring attitudes toward continuing education described a hypothetical research and developmentengineer as having (1) obtained an M.S. degree in a continuing education program, (2) completed seven courses, or(3) completed only one course since receiving his B.S. The three versions were randomly given to 312 engineers in a government research and development center. Re- search and development engineers did not perceive any significant differencebe- tween obtaining a degree or taking several courses in a continuing education program. However, obtaining a degree or taking several courses were both seen as having more positive attributes than taking only one course, were perceived as beingassociated with more management potential, higher ambition, and greater professionalism, and as keeping an engineer more up to date. Motivational and other implications of the study were noted.

320. READING COMPREHENSION AS A FACTOR IN COMMUNICATION WITH ENGINEERS. Sacks, George A. and Sacks, Florence. Paper presented at International Reading Association conference, Boston, Massachusetts. April 24-27, 1968. April 1968. 22p. EDRS Order Number ED 025 383, price in microfiche $0.25, in hard copy $1.20.

See also: 36 cognitive style differences between engineers and collegestudents; 357 educational adjustment of engineers in German steel industry.

5800 Life Sciences

321. POSTDOCTORAL TRAINING IN CLINICAL PSYCHOLOGY; A SURVEY. Weiner, Irving B. In American Psychologist v23 n5 p374-7 May 1968. A survey of postdoctoral training programs in clinical psychology(a) designed for psychologists with the Ph.D. degree from an APA-approved doctoral program,(b) administered principally by psychologists, and (c) focused primarily oneducation for advanced professional corn petence rather than on inservice or on the jobtraining.

5850 Medicine and Health

-85- 322. INSTITUTIONAL CONSTRAINTS ON PROFESSIONALISM, THE CASE OF THE MENTAL HEALTH PRO- FESSIONS. Spray, S. Lee. Paper presented at a National Seminar on Adult Education Research (Chicago, February 11-13, 1968). February 1968. 38p. EDRS Order Number ED 017 878, price in microfiche $0.25, in hard copy $2.00. As part of a larger study of careers in the mental health field being made at the University of Chicago, this investigation studied(1) a model for studying professional behavior, (2) extent to which professional, ideological, and institutional factors influence professional functions, and (3) implications forunderstanding professional adult educators.

323. ELEMENTS CONTRIBUTING TO THE PERSISTENCE OF REGISTERED NURSES WHO COMPLETED BAC- CALAUREATE REQUIREMENTS AT INDIANA UNIVERSITY AS A SUPPLEMENT TO THE BASIC NURSING PROGRAM. Perry, Lucy C. 20p. In Adult Education v18 n4 p272-91 Summer 1968. The records of 115 registered nurses completing baccalaureate degree requirementsin nursing at Indiana University 1963-65 were studied to determine what elements were present in the nurses who persisted in completingdegree requirements.

324. PUBLIC HEALTH PROFESSIONALS AND CONTINUING EDUCATION: A SURVEY OF INTERESTS AND NEEDS IN CONTINUING EDUCATION IN THE WEST. SUMMARY REPORT. Parlette, Nicholas and others. June 1968. 30p. EDRS Order Number ED 023 041, price in microfiche $0.25, in hard copy $1.60. A study of continuing education needs and interests was made during 1966-67. Data were obtained on age, sex, education and training,experience, hierarchical position, type of employing agency, and other characteristics of 1,355 professional public health workers in the western states, on preferences for 78 course types and for newly proposed methods. General problem areas, and skills in community and organizational problem-solving, were the major concerns; multidisciplinary courses were favored over single discipline courses; andtelevision and videotapes were supported, but not teaching machines. Participants were older, had more experience and higher positions, more advanced degrees, and were more likely to belong tothe APHA or a state association. However, 66% of full-time professionals lacked a degree in public health.

See also: 6850 OCCUPATIONAL TRAINING-MISCELLANEOUS (Health Occupations); 203 television in continuing education of physicians; 234 functions, educational needs of directors of hospital education.

5900 Education

325. CHANGING THE BEHAVIOR OF SCHOOL PSYCHOLOGISTS: A TRAINING RATIONALE AND METHOD. Barclay, James R. California State College, Hayward. October 1968. 299p. EDRS Order Number ED 024 993, price in microfiche $1.25, in hard copy$15.05. This report is concerned with the re-training of 30 existing schoolpsychologists. It is based on the need for more effective school psychologypractice, the emergence of a new social learning approach toschool problems, and the development of television techniques for immediate learning.

326. THE FUTURE ROLE OF THE HIGHEST RANKING WOMAN STUDENT PERSONNELADMINISTRATOR IN THE COLLEGE OR UNIVERSITY AND A SUGGESTED TRAINING PROGRAM. Haller, Lola Marie. Michigan State University. Ed.D.Thesis. 1967. 147p. University Microfilms Order Number 68-4146, price in microfilm $3.00 in Xerography$7.00. This study sought to define the future role of the highest ranking womanstudent personnel administrator in a college or university arid to suggest anappropriate training program. See also: 0900 ACADEMIC STUDY IN ADULT EDUCATION; 4000 TEACHERS, LEADERS, CHANGE AGENTS; 4100 ADMINISTRATORS; 14 attitudinal change in a course on adult education methods; 171, 172, 184 laboratory and sensitivity training in teacher education.

5950 Law

327. RELATIONSHIP BETWEEN THE CAREER CHANGES OF LAWYERS AND THEIR PARTICIPATION IN CON-

TINUING LEGAL EDUCATION, Taylor,Edward Bunker. Nebraska University. Ph.D.Thesis. 1967. 181p. University Microfilms Order Number 67-10,682, price in microfilm $3.00, in Xerography $8.40. Data for a study of the relationship between career changes of lawyers and their participation in adult education were collected from questionnaires returned by 615 members of the Nebraska Bar Association, 51 personal interviews and studies of work histories to classify lawyers as changeable or relatively stable in their careers. Lawyers who attended the largest number of adult education activities were law school graduates, below 35 years of age, and earning $40,000 or more per year. Most lawyers were admitted to the bar and experienced special life events between the ages of 25 and 29, and experienced career changes between 30 and 34 years of age. "Change" lawyers participated in adult education, including legal seminars, at the start of their professional careers, during changes, and when they experienced special life events. Lawyers' participation in adult education increased steadily with the length of their professional careers.

See also: 199 automated programs for teaching military justice in army basic training.

6000 Religion

328. CONTINUING EDUCATION FOR MINISTERS; A PILOT EVALUATION OF THREE PROGRAMS. McCune, Shirley D. and Mills, Edgar W. 1967. 89p. EDRS Order Number ED 024 870, price in microfilm $0.50, in hard copy $4.55. Three continuing education programs for Protestant clergyman were studied to assess program impact, gain understanding of the occupational rolesand educational needs, and develop hypotheses and evaluation techniques. Behavior changes were toward a greater orientation to people and a liberalization ofideas and feelings. Educational needs pertained mainly to perspective on one's ministry, stronger occupational identity, and the study of rapid social change; regional, age, and program format variations were more significantthan denominational differences.

329. THE VALUE ORIENTATIONS AND THE EDUCATIONAL PARTICIPATION OF CLERGYMEN. PROGRESS REPORT. Klever ,Gerald L. Februany 1969. 13p. Paper presented at the National Seminar on Adult Education Research (Toronto, February 9-11, 1969). EDRS Order Number ED 025 724, price in microfiche $0.25, in hard copy $0.75. This study investigated the relationship between the value orientations and the adult education participation of clergymen, and the relationship of participation, value orientation and religious tradition. The Leisure Activity Survey and a revision of the Differential Values Inventory were administered to ministers, priests, and rabbis. Only one component of participation,(Cultural) was significantly related to value orientations. Four participation components (Periodical Reading- Instructional, Instructional-Hobby, Cultural, Mass Media) were sig-ificantly related to religious tradition alone. Extent of educational participation was sig-

-87- nificantly related to valueorientations but not to religioustradition. CLERGYMEN: A PRE- 330. RELATIONSHIPS AMONG THE ACTIVITIESAND ATTITUDES OF CHRISTIAN National Council of Churches LIMINARY REPORT. Winter, J. Alan and Mills,Edgar W. price in of Christ, New York. August 1968. 39p. EDRS Order Number 023 987, microfiche $0.25, in hard copy$2.05. Training for Metro- Three urban training programs forclergy sponsor Research on RTMM has politan Ministry (RTMM), a projectof the National Council ofChurches. the at- two main objectives: to increase understandingof the relationships among titudes, skills, and activities ofclergymen, and to identifychanges in these Results of a questionnaire aspects after training. The first goal is discussed. whom were young, white, with attitude scales administeredto 183 clergymen, most of behavior; those with well-educated, and Protestant,indicated two main patterns of frequently with officials little time for congreg ationaladministrative work confer 10% and private citizens in regardto social problems, andthose who spend over traditional social of their time on congregationaladministrative work and regard A third group reaction or congregation-orientedactivity as most important. important aspect garded denominational orinterdenominational work as the most most closely related tohis own of the ministry. A clergyman's activities seem ideas of Christian mission andindividual secular action.

6050 Public Administration FLORIDA MUNICIPAL OFFICIALS. 331. EDUCATION INTERESTS ANDBEHAVIOR OF EAST CENTRAL EDRS Order Number Long, Huey, B. Florida State University. March 1968. 45p. ED 018 765, price inmicrofiche $0.25, in hard copy$2.35. 36 appointed of- Mailed questionnaires gatheredinformation from 25 elected and ficials in seven Floridacounties about theirinterests and behavior in continu- organizations ing education. Elected officials preferredactivities provided by little because of the lack other than educationalinstitutions but participated activities provided by of courses they wanted. Appointed officials preferred because of lack of time. educational institutions butdid not participate much higher academic achieve- Those who did participate weregenerally younger, with a activities than ment rate, and with morerecent involvement inother educational most wanted were fiscalpolicy, the non participants. Among the subjects of study management, public relations,personnel management, policyadministration, and community planning. Mosher, PROFESSIONAL EDUCATION ANDTHE PUBLIC SERVICE; ANEXPLORATORY STUDY. 332. and Develop- California University,Berkeley, Center for Research Frederick C. EU 023 971.' ment in Higher Education. April 1968. 170p. EDRS Order Number in microfiche $0.751 inhard copy $8.60. education with the This study was designed to assesslinkages of prtfessional professions and to setforth public service, to highlightproblems among different rising in to guide futureresearch. Professionalism is rapidly hypotheses of profes- American society, governmentat all levels leads in the employment professional in education sionals, and administrativeleadership is growing more education and and experience. An increasingly directtie between professional the inhibi- careers, the lowprestige of governmentemployment, notably among men, against politics and govern- tion of liberal arts inprofessional curriculums, bias problems of ment in professionalfaculties, and limited attentionto the special administration in government agencies are amongthe other trendssuggested.

-88- 6100 Other Professions

333. A COMPARISON OF BEHAVIOR STYLES BETWEEN ENTERING AND GRADUATING STUDENTS IN OF- FICER CANDIDATE SCHOOL. Petersen, Peter Barron. George Washington Un'versity. M.B.A.Thesis. February 1967. 153p. University Microfilms Order Number M-1282, price in microfilm $3.00, in Xerography $7.20. In a comparison of the behavioral styles between entering and graduating students in an arm officer candidate school, the instrument used is the Job Analysis and Interest Measurement. There is a significant difference between entering and graduating students in four comparisons established by four hypotheses. Enter- ing students place a higher value on approval from others. Graduating students as compared with entering students tend to be more self-assertive, are more likely to be persuasive leaders, and are more prone to like supervisory activities.

334. EDUCATION FOR POLICY ROLES: AN ANALYSIS OF LECTURERS AND READING MATERIALS AT SELECTED WAR COLLEGES. Crawford, Elisabeth T. Bureau of Social Science Research, Inc., Washington, D.C. Presented at the Annual Meeting of the American Sociologi- cal Association. August, 1967. 17p. Clearinghouse for Federal Scientific and Technical Information Order Number AD-669-840, price in microfiche $0.65, in hard copy $3.00. Ihalyses of biographical data on the 851 lecturers at three senior service (war) colleges in 1964-65 and the topics of their lectures provide the basis for a discussion of how these institutions perform the function of educating higher military officers for policy roles.

See also: 53, 88 studies of ROTC training

6200 MANAGEMENT AND SUPERVISORY DEVELOPMENT

335. THE MANAGERIAL GRID; KEY ORIENTATIONS FOR ACHIEVING PRODUCTION THROUGH PEOPLE. Blake, Robert R. and Mouton, Jane S. Jaunuary 1968. 351p. Available from Gulf Publishing Company, Box 2608, Houston Texas 77001. The Managerial Grid arranges a concern for production on the horizontal axis and a concern for people on the vertical axis of a coordinate system:1,1 shows minimum concern for production and people; 9,1 shows major production emphasis and minimum human considerations; 1,9 shows maximum concern for friendly working unditions and minimum production emphasis; 5,5 shows adequate production and satisfactory morale; and 9,9 shows major concern for people and production. Most American managers are 5,5, but the ideal, the 9,9 Management, encourages teamwork and mutual respect, learns from mistakes, has a sense of directed commitment, and does not use facades. A study of 716 members of one organization showed that career accomplishment is consistently related to managerial style; the greater a career accomplishment, the more likely that the approach is9,9 and 9,1.

336. ROLE TRANSITION IN CAREER DEVELOPMENT. Moment, David. Harvard University, Cambridge, Massachusetts. September 1967. 23p. EDRS Order Number ED 018 807, price in microfiche $0,25, in hard copy $1.25. Role transition in adult career development is presented in terms of the technical,

social ,and directive role elements found in two studies of managerial behavior and career development. The individual's life space is the basic formulation of this idea. That is, major changes in the configuration of the individual's interpersonal network constitute role transition. Technical, social, and directive

-89- role performance are three dimensions ofmanagerial behavior. The manner in which the individual resolves potential conflict amongthese three roles, either by integration, polarization, or withdrawal,is related to his overalleffective- ness in the job.

THE CASE OF 337. A PROGRAM OF ENTREPRENEURIAL EDUCATION FORECONOMIC DEVELOPMENT: Ph.D. NORTHEAST BRAZIL. Burke, John Miles. California University, Los Angeles. Thesis. 1968. 255p. University Microfilms Order Number 68-8769,price in microfilm $3.30, in Xerography $11.50. A cross-cultuPal comparative analysis wasmade of managerial education programsin the United States and Brazil and anentrepreneurial education program wasdesigned for underdeveloped Northeast Brazil. A research model based on three components-- the educational program, the businessenvironment, and the manager-entrepreneurs-- was developed. A survey questionnaire was administeredto managert and latent entrepreneurs in Sao Paulo and Los Angeles;and data were collected onindividuals and the business environment in NortheastBrazil. Managers in Los Angeles and Sao Paulo were very similar to eachother but differed greatly from latententre- preneurs in Northeast Brazil. The business environments of LosAngeles and Sao Paulo differed moderately, but both werequite different from that of Northeast Brazil. Differences between managerial education inLos Angeles and in Sao Paulo were generallyadministrative.

338. THE DEVELOPMENT AND UTILIZATION OFMANAGERIAL TAL6T: A CASE STUDY OF MANUFACTUR- ING MANAGERS IN COLUMBUS, OHIO. Kreider, Leonard Emil. Ohio State University, Columbus, Ph.D.Thesis. 1968. 334p. Clearinghouse for Federal Scientific and Technical Information Order Number PB-178-3511price in microfiche $0.65, in hard copy $3.00. Mobility and educational developmentpatterns were studied for Columbus area man- and agers, largely atlower and middle levels. The diversity of labor mobility educational patterns in the sample could bereduced by dividing the manufacturing managers intosubcategories according to seven departmental areasof work. The managers wererelatively low on the occupational,employer, and geographic dimen-. sions of mobility. Employer shifts were complex, involvingat least two of these dimensions; and many shifts were inoccupation only. The majority reached their positions only after a number of yearsin nonmanagerial work, andremained employed within their departmental areas. Most felt that a collegeeducation provides adequate preparation, and it isapparent that many positions canbe filled by persons without college training. Although experience seems todevelop human relations sub- skills and knowledge about technicalrequirements and the individual company, generally the stitution of experience for.formaleducation does not appear to be case.

TRAINING INFORMATION PAPER 2. Warr, Peter 339. IDENTIFYING SUPERVISORY TRAINING NEEDS. V. and Bird, Michael W. British Department of Employmentand Productivity, London (TD4), Department of (England). 1968. 30p. Available from Training Division Employment and Productivity, 168 RegentStreet, London W.L..(3s). Tradning by exception is proposed as analternative, or supplemental,method to This job analysis as a means ofdetermining training requirements formanagement. involves studying through interview orcritical incident reports onlythose aspects inter- of the job which interfemwith its smooth operation. To explore this method, England, to col- views were held with foremenin the steel industry inSheffield, Problems identified in- lect biographical, task,and job difficulty information. cluded lack of knowledge of thejob as a major difficulty,followed by relations with subordinates and otherdepartments in the company, behaviorand attitude of superiors, overall structure ofthe organization, and lack ofconfidence.

-90- 340. [MANAGERIAL AND SUPERVISORY EDUCATIONAL NEEDS INBUSINESS AND INDUSTRY IN PENNSYLVANIA]. Pennsylvania State University, University Park. 1968. 704p. EDRS Order Number ED 025 701, price inmicrofiche $2.75, in hard copy$35.30. This document presents self-perceivedneeds of managers and supervisors in the following Pennsylvania industries: chemical, rubber, and plastic products;banking; apparel, textile, and leather; construction;department stores; electrical machinery; fabricated metal products; insurance;machinery (except electrical); transportation equipment; gas and electricalutilities; petroleum refining; primary metals; professional, scientific, andcontrolling instruments; railroads; stone, clay and glass products; telephone andtelegraph; and transportation.

341. A STUDY OF THE CONTINUING EDUCATION NEEDSAND INTERESTS OF MANAGERS AND PRO- FESSIONAL PEOPLE IN SOUTH-CENTRAL OREGON. Easton, Edison E. Oregon State System of Higher Education. November 1968. 57p. EDRS Order Number ED 026 590, Price in microfiche $0.25, in hard copy$2.95. Questionnaires were sent to determine educationalneeds of supervisors, managers, administrators, and professional people in south-central Oregon. Answers, based on 171 usablequestionnaires, cannot be assumed representative,but some patterns emerged. Subject areas of greatest interest werehuman relations, management and organization, psychology and motivation,writing, supervision and leadership, speech, data processing, accounting, invtments,personnel and manpower, labor relations. Winter was preferred for programs and 3/4 werewilling to drive only 1-20 miles round trip once a week for 8-10weeks. The seminar discussion approach was preferred. Those with over twoyears' college education favored faculty members over instructors from business orthe professions. Those from larger organizations favored two or three day conferencesand expected time off with payand their tuition to be paid.

342. CORPORATION TRAINING IN LABOR RELATIONS;A SURVEY OF 14 LARGE CORPORATIONS. Brinker, Paul A. 4p. In Training and Development Journalv22 n7 p32-35 July 1968. A survey was made of laborrelations training among 14 of thelargest corporations in the United States. The training programs can beclassified into five types. The first type, training of labor specialists, is exemplifiedby a one-month General Electric program for employeerelations managers or candidates forsuch positions. Executive development training,including, but not exclusively in, labor relations is conducted atWestern Electric in an annual22-week program. Top and middle management trainingin labor relations is given atMartin-Marietta, American Smelting, and AlliedChemical, while broader training forsimilar personnel is given in integratedsessions at.American Airlines andWestern Electric and in plant manager conferences atOlin Mathieson. Finally, a 20 to 40-hour program Telephone and Telegraph, a at Martin-Marietta, a40-week program at International ten-session program at W.R.Grace,consultation sessions at AlliedChemical and Nat- tional Lead, and a Singer programusing an AFL-CIO handbookprovide training for foremen. COLLEGE OF SAN 343. A STUDY OF THE BUSINESS ANDINDUSTRIAL MANAGEMENT PROGRAMS AT 29p. EDRS Order MATEO. Pearce, Frank C. San Mateo College, California. 1968. Number ED 020 740, price inmicrofilm $0.25, in hard copy$1.55. This survey correlates goals,characteristics, and job status ofstudents in the college's business management andindustrial management programs tolearn if the curriculums meet their needs.

SELECTED INDUSTRIES ON LONG ISLAND. HOFSTRA 344. MANAGEMENT DEVELOPMENT PROGRAMS IN UNIVERSITY YEARBOOK OF BUSINESS,SERIES 4, VOL 3. Sugden, Virginia M.,Ed. 1967. 419p. Available from Hofstra University,Hempstead, New York 11550.

-91- This study traces the development of management development programs inindus- tries in Long Island together with the scope of these programs. Chapters 2 and 3 survey the origins of management development in AmericanIndustry, and describe the managerial programs offered by four Long Island colleges. Subsequent chapters provide a detailed analysis of programs offered by public utilities,communications, banking, insurance, hospitals, department stores, and the selection ofpartici- pants, levels of management served, training and developmentpatterns in specific industries, and costs.

345. TOP MANAGEMENT EDUCATION, AN EVALUATION STUDY. Jerkedal, Ake. Swedish Coundil for Personnel Administration, Stockholm, Sweden. R-50. 1967. 241p. Available from The Swedish Council for Personnel Administration ,Sturegatan58, Box 5157, Stockholm 5, Sweden. EDRS Order Number ED 026 553, price in microfiche$1.00, in hard copy $12.15. A study of management education was carried out to determineattitude change and relationships between training objectives and trainingevaluation, initial stand-, ing and change, and initial standing and background factors. A questionnaire and semantic differential scales measured initial attitudes andchange. Question- naires also determined background information, reasons fortaking the course, policy of organizations and relation to the participants,interests, and knowledge and job experience. Raven's progressive matrices measured intellectualab- ility, and Rubenowitz's flexibility-rigidity scale measuredresistance to change. Results showed some meaningful relationships between initialattitudes and background variables, a negative correlation between initial scores andchange, and some change and background covariancerequiring more verification. Change related to reasons for course attendance, suggesting thatparticipants should be motivated before beginning the course and that study should bemade of the motivation necessary to compel participants to take courses.

346. INTERNATIONAL STUDY OF MARKETING EDUCATION. Liander, Bertil, Editor. Marketing Science Institute, Philadelphia, Penna. August 1967. 641p. EDRS Order Number 022 110, price in microfiche $2.75, in hard copy $32.15. The International Marketing Federation surveyed IMFcountries to determine current trends in marketing education. This volume presents the findings of the survey of 21 countries--Argentina, Australia ,Canada, Denmark,Finland, France, Greece, Ireland, Italy, Japan, Netherlands, New Zealand, Norway,Philippines, South Africa, Switzerland, Sweden, United Arab Republic, United States,United Kingdom, and West Germany. For each there is a brief discussion of the basiceducational system followed by listings of the institutions offering business,management, and marketing education and descriptions of courses offered at alllevels. Reference is made to current trends in education, particularly withreSpect to marketing. There is a chapter on marketing education in developingcountries, A summary chapter and a table of sociostatistical data for allcountries provide comparative analyses of the findings.

347. COMPARISON OF PERFORMANCE OF SALES TRAININGGRADUATES AND NONGRADUATES. Harris, Ward A. and Vincent, Norman L. 6p. In Journal of Applied Psychology v51n5 p436-41 1967. To determine if a life insurance salestraining course has a favorable effect on sales agents' performance, graduates werecompared with an equal number of nongraduates. While the groups performed about the same duringthe year the sales training was begun, the trained group producedsignificantly more first-year life insurance premiums, on significantly larger lifepolicies, during the year training was completed. In addition to the sales training, two otherpossible reasons for these results are discussed--higher interest factorin the graduate group and the possibility of a regression phenomenon in the nongraduate group.

-92- 348. A STUDY OF THE EDUCATION AND FORMAL MANAGEMENT TRAINING OF CHIEF SALESEXECUTIVES OF LARGE INDUSTRIAL GOODS FIRMS. Vizza, Robert F. New York University, New York, New York. Ph.D.Thesis. 1967. 272p. University Microfilms Order Number 68-5377, price in microfilm $3.50, in Xerography $12.40. To determine the educational background of chief sales executives, andtheir superiors, in large industrial firms, and their opinions on educational requirements for sales executives of the 1980's, respondents were surveyedand five hypotheses tested. Most sales executives of large industrial firms held a baccalaureate degree; most of those with graduate degrees had majored inbusiness administration. Respondents tended to have little graduate education or formal management training, and a preference for professional education asopposed to liberal arts.

349. AN EMPIRICAL INVESTIGATION OF THE EFFECTIVENESS OF EXECUTIVE DEVELOPMENTPROGRAMS AS PERCEIVED BY PARTICIPATING MARKETING AND SALES EXECUTIVES. Trickett, Wilson L. Michigan State University. Ph.D.Thesis. 1967. 122p. University Microfilms Order Number 68-4228, price in microfilm $3.00, in Xerography$6.00. A study of the effectiveness of executive development programs formarketing and sales executives tested three hypotheses: (1) participation results in benefits as perceived by the participants;(2) academically oriented programs have advantages over company programs as perceived by participants; and(3) program benefits as seen by participants are enduring. The hypotheses were basically sub- stantiated. Three features of the more successful programs were: (1) participants had both, the desire and the capacity todevelop; (2) the best qualified instructors were university faculty with a business or businessconsulting background; (3) the curriculum fitted executives' daily employmentneeds, used the best learning techniques, and involved discussion among participantsand with faculty.

350. IN-SERVICE TRAINING AND DEVELOPMENT PROGRAMS FOR ACCOUNTANTS INBUSINESS AND INDUSTRY. Adams, Hobart Warren. Indiana University. D.B.A.Thesis. 1967. 313p. University Microfilms Order Number 67-11,682, price in microfilm$4.05 in Xerography $13.20. A survey was made of inservice training for accountants in 53business firms. Program philosophy, selection of trainees and instructors, programcontent, instructional program content, instructional programs, andevaluation procedures were examined.

351. PREDEPARTURE TRAINING FOR OVERSEAS; A STUDY OF AMERICANMANAGER TRAINING FOR OVER- SEAS TRANSFER. Ivancevich, John M. In Training Deve1opment Journal v23 n2p36-40 February 1969. A questionnaire explored predeparture training procedures oflarge U.S. corporations and surveyed the opinions of foreign operations managers(FOM) and overseas American managers (OAM) regardingthe value of such training. Few organizations have any systematic training. Respondents (both FOM and OAM) adknowledged the value of training in the host nation's language,living conditions, and economics, but OAM emphasized language training more than FOM. Recommendations based on this study include:(1) host nation's language, living conditions, economics, and customs should be given top priority;(2) sufficient training time and more qualified instructors are needed; (3) OAM wives shouldparticipate in training; and, (4) adequate evaluation techniques should bedeveloped.

352. WHITE-COLOR TRAINING TAKES MANY FORMS; SHARP ANDOUGHTON STUDY SHOWS EXTENT OF WHITE-COLLAR TRAINING. Quackenboss, Thomas C. In Training and Development Jour- nal v23 n4 p16-26 April 1969.

-93- The following areas of white collar industrialtraining were studied: management supervisory training, data processing training, salestraining, and orientation and safety training. Of 800 organizations studied, one half had theirtrain- ing prograll centralized under full time training officials.The formal training programs which received their boost inWorld War II led to the acceptance of the greater productivity of this method in preference toapprenticeship programs. Most organizations stressed five areas of management: communication, human relations, decision making, planning and problem solving; threefourths used inhouse resources because they were less expensive and tailored tothe organization's needs. However, outside training made available qualifiedpersonnel outside the organization, involvement and sharing of views withpeople from other industries, removal from day to day operational pressures, andexploitation of university faculty and othel. experts.

See also: 133 educational program for pesticide dealers; 188 behavioral feedback in management gaming; 358 transfer of military skills to civilian occupations; 371 educational programs in Florida companies; 467 effects fo AACSB standards on evening business programs.

6300 LABOR EDUCATION

353. THE IMPACT OF THE UNION LEADERSHIP ACADEMY UPON THEBEHAVIOR AND ATTITUDES OF UNION MEMBERS; A CASE STUDY IN LONG TERM LABOR EDUCATION. RESEARCH REPORT NO. 1. Keddie, Wells H. and Ryan, Richard E. Pennsylvania State University, Department of Labor Studies. January 1969. 109p. Paper presented at the National Seminar on Adult Education Research(Toronto, February 9-112 1969). Behavioral and attitudinal changes in the Lehigh Valley UnionLeadership Academy (ULA) were studied. Subjects were a group of new enrollees, a control group of unionists exposed to two or fewer ULA courses, and a subsequent groupof dropouts. The E.tudy group gained in union committees membership,in attendance at meetings, level of positions held, and political activities;and surpassed tne comparison group in nonpolitical community affairsparticipation. Exposure to the ULA program was related to behavior changes inincreased union and community (especially political) activity, butself-perception, job satisfaction, perception of the worker's role in society, and otherattitudes were relatively unaffected.

354. THE TRADE UNION IN THE ECONOMY AS A FACTOR IN THEDIFFERENTIAL DEVELOPMENT OF WORKERS' EDUCATION IN GREAT BRITAIN AND THE UNITED STATES. Robinson, James William. Duke University. Ph.D.Thesis. '1967. 220p. University Microfilms Order Number 68-3441, price in microfilm $3.00, inXerography $9.90. This study sought to determine why British and Americanlabor education programs have differed; how present divergences differ fromthose of the past; and to what extent the characteristics of unions and ofindustrial relations explain the differences. Judicial and legislative restrictions led toBritish labor unions' involvement in partisan political activity earlyin their development; and because of reliance on economicand political pressures by the unions,British labor education was general, and lacked union participation. In the United States, reliance on collective bargaining within aregulated industrial relations system let to emphasis on union functions in laboreducation. Since World War II, British unions have been devoting more resources tolabor education and have provided training in bargaining and administration to secureimproved economic benefits. However, American labor education hasshifted its attention from economic to social concerns and now includes moresocial science instruction, often by non-union organizations.

-94- Applebaum, 355. AN ANALYSIS OF PARTICIPANTS IN ALONG-TERM ADULT EDUCATION PROGRAM. Leon and Roberts, Higdon C., Jr. est 1968. 40p. EDRS Order Number ED 018 768, price in microfiche $0.25, in hard copy $2.10. The study investigated personalcharacteristics and social factors ofsuccessful participants and dropouts in the UnionLeadership Program (ULP), athree-year adult education program sponsored by Ohio StateUniversity. Successful participants were older, identified withthe working class (dropoutsidentified with the middle class), exhibited concentration of birthsin Midwestern states otherthan Ohio and owned their own homes(dropoutsexhibited a concentration of birthsin the South and tended to rent), were unionmembers for a longer period oftime, and were significantly more active in unionand political activities.

6500 OCCUPATIONAL TRAINING Ann R. Pennsyl- 356. CURRENT OCCUPATIONS AND PAST TRAININGOF ADULT WORKERS. Miller, vania University. September 1967. 116p. Clearinghouse for Federal Scientific and Technical Information Order NumberPB-177-866, price in microfiche$.65, in hard copy $3.00. In April 1963, slightly overhalf the labor force had eithercompleted three The or more years ofcollege or had some type of formaloccupational training. proportion without training tended to behigher among older than among younger generally workers. The relationship between collegemajors and current occupations seems quite close, but asworkers become older they move intomanagerial activities and out of the occupation for whichtheir training prepared them. The relationship between training and current occupationis more difficult to interpretfor those whose formal education stopped before thecompletion of three years ofcollege. occupations Exceptwhere licensing requirements arequite rigid, none of the 31 studied had as much as 60% of theirworkers with training directlyin the occupation pursued, and most had considerablyless than half. Nevertheless, a relatively high proportion of workers in many ofthese occupations had had someformal train- in Kraft, Richard 357. TECHNOLOGICAL CHANGE AND THE NEED FOREDUCATIONAL ADJUSTMENT. Univer- Horst Paul. California University, Berkeley. Ph.D.Thesis. 1967. 161p. sity Microfilms Order Number 68-5752,price in microfilm $3.00, inXerography $7.60. Case studies were made in 1966 inGerman industry and technicaluniversities to test hypotheses about the adjustmentof technical highereducation to technological change, and to collectinformation on occupational andeducational relationships. Theoretical aspects of manpower forecasting werediscussed, including conversionof occupational structures required byeducational qualifications. The views of in- obtained, and the dustrial officers, employers, andacademic staff members were shortage of earnings of 8,806 engineersinvestigated. Findings showed neither a underutilization of highly engineers or technicians in theelectrical industry nor educated manpower, but data suggestfuture shortages unless thesystem of tech- Contrary to the opinion nical education better reflectsthe wishes of industry. in industry, most academicstaff members felt thathigher technical education should stress a broad intellectualfoundation. The rate of monetary return was higher at the technician than thediploma level. More flexible educational re- functions, and ex- quirements, better differentiationof engineer and technician tensive, long-range research wererecommended. SKILLS AND EXPERIENCE 358. AN EXAMINATION OF THETRANSFERABILITY OF CERTAIN MILITARY Ph.D. TO CIVILIAN OCCUPATIONS. Richardson, Robert Brooks. CornellUniversity. and Technical Infor- Thesis. 1967. 282p. Clearinghouse for Federal Scientific iaation Order Number PB-177-372, pricein microfiche $0.65, in hard copy$3.00. -95- The typical separatee from the armed forcesmakes the transition to civilian employment with ease. A small proportion (those who heldnontechnical positions in the military) encounter some difficulty. A need exists to provide guidance and job information before exit from activeduty.,, A latent skill from service as an officer ismanagerial and administrative proficiency. Formal education interacts with skills and occupations and isoften the main determinant in qualifying ex-servicemen for civilian employment.

359. VOCATIONAL AND TECHNICAL EDUCATION; ACOMPARATIVE STUDY OF PRESENT PRACTICE AND FUTURE TRENDS IN TEN COUNTRIES. MONOGRAPHS ON EDUCATION, 6. Warren, Hugh. United Nation Educational, Scientific and CulturalOrganization, Paris (France). International Institute of Educational Planning. 1967. 220p. Available from Sales Section, Publishing Services, UnitedNations, New York, New York 10017. ($4.00). This study presents a review of theeducational systems in the United States and nine European countries. Some of the trends common to the 10countries are the emphasis toward integration of vocationaleducation into the general secondary education system, the possibility of studenttransfer fram technician-training establishments to the technological facultiesof universities without having to comply with the traditional universityrequirements of higher secondaryeducation and the growing cooperation betweenindustry and education. Specimen programs of study for vocational and technical educationin the ten countries areincluded in the appendixes.

International Labour Office, 360. TRENDS IN TRAINING--SIX YEARS OF CIRFABSTRACTS. Geneva (Switzerland). '114p. In Training for Progress v6 n2-4p1-110 1967. EDRS Order Number ED 022 052, pricein microfiche $0.50, in hard copy $5.80. This issue of "Training for Progress", abulletin published four times annually, surveys the principallines of thought and action in vocationaleducation as seen through "CIRFAbstracts". An introductory editorial describesthe development of "CIRF Abstracts" from its emergencein 1961. The following chapter headings are indicative of the developmentdescribed: (1) "Economic, Social, and Technical Aspects," (2) "Systems andOrganization of Education and Training", (3) "Vocational Orientation, Guidance andSelection", (4) "Supervisors and Tech- nicians", (5) "Teaching and InstructingStaff", (6) "Training Methods andTeach- ing Aids". A bibliography of 539 abstracts isincluded.

(England). 361. R & D ABSTRACTS. Great Britain. Ministry of Technology, Orpington TIL Report Centre. Semimonthly. This guide to available researchand development reports fromthe'United Kingdom andelsewhere presents abstracts andannotations analyzed under 22 broadscient- ific and technological categories, such asaeronautics, agriculture, behavioral and social sciences, biological andmedical sciences, earth sciencesand oceano- graphy, mechnaical, industrial, civil, andmarine engineering, militarysciences, and nuclear science and technology. The journal is published by theMinistry of Technology, TIL Reports Centre,'StationSquare, St. Mary Cray, Orpington,Kent, England. Yearly subscriptions 12 pounds;individual copies 10 shillings. AND RELATED 362. MICROFICHE COLLECTION OF DOCUMENTSREPORTED IN ABSTRACTS OF RESEARCH MATERIALS IN VOCATIONAL AND TECHNICALEDUCATION, WINTER 1967. Ohio State Univ- EDRS Order ersity, Columbus. Center for VocationalEducation. 1967. 7;311p. Number ED 015 348, price in microfiche$26.25, hard copy not available from EDRS. Documents announced in the winter 1967 issue of "Abstracts of Research and Related Materials in Vocational and Technical Education" are included in this microfiche set.

-96- 363. ANALYTICAL STUDY OF COOPERATIVE EDUCATION IN THEUNITED STATES AND DEVELOPMENT OF A PROPOSED PLAN FOR IRAN. Farahbakhshian, Ebrahim. Colorado State College. Ed.D.Thesis. 1967. 218p. University Microfilms Order Number68-419, price in microfilm$3.00, in Xerography $9.90.

Dodge, Larry 364. A SURVEY OF VOCATIONAL-TECHNICAL EDUCATIONNEEDS IN GOSHEN COUNTY. EDRS Order Number D. Eastern Wyoming College, Torrington. August 1967. 77p. ED 016 470, price in microfiche $0.50, in hard copy$3.95. To determine the vocational-educational needs ofGoshen County, questionnaires were sent to high schoolstudents, employers in business andindustry, and selected county adults. Results indicated need for programs for automechanics, medical and laboratory technicians, and nurse'saides, representatives of businesses gave the occupationalcategory of their current employees,their preferences in educationalbackground, and their prediction ofhiring needs.

ARRANGE- 365. THE ILLINOIS VALLEY COMMUNITY COLLEGEOCCUPATIONAL SURVEY, A COOPERATIVE MENT PROGRAM UNDER TITLE II OF THE HIGHEREDUCATION ACT OF 1965. Northern Illinois University, De Kalb. 1967. 133p. EDRS Order Number ED 020 715, pricein microfiche $0.75, in hard copy $6.75. To determine the relation betweenoccupational categories and recommendedtrain- ing, questionnaire returns representemployers, interviews cover professionals and the executives, and consultant reports covercritical occupations. Certain kinds of training can be applied to severalindustries, while other kinds have only specialized use. Employers in each industrial group listedthe preferred training for various jobs. The special reports coverthe fields of chemical technology, office work, food service,health service, metal working, andthe electrical/electronics industry. Manpower needs, training conditions,and trends, are summarized. GRADUATES 366. SURVEY OF PRESENT METHODS OF FOLLOW-UPOF PUBLIC POST SECONDARY SCHOOL IN COOPERATIVE AND PREPARATORYVOCATIONAL PROGRAMS AND DEVELOPMENTOF A FOLLOW-UP. . 221p. Goff, Maurice L. Wyoming University, Laramie. Ed.D.Thesis. JanuarY 1968. Available from the Library, Universityof Wyoming, Laramie, Wyoming82071 To assess followup procedures forgraduates of public post secondaryvocational programs, and to develop aneffective procedure, fifty statedirectors provided names of localadministrators using systematic followups,and gave suggestions for developing a proceudre. Followups were almost exclusivelyconducted at the local level; the most common method was toget data from studentsbefore gradua- the tion; a procedurewhich could provide accurateinformation was used by 51.5% of limit- administrators. The study revealed neglect inevaluation and ascertained ations in constructing followupdevices. VOCATIONAL- 367. A PLAN OF ORGANIZATION, ADMINISTRATION,AND ELEMENTS OF FINANCE FOR TECHNICAL ADULT EDUCATION, BIRMINGHAM CITYSCHOOL SYSTEM. Shelton, John Alton. Number.. Alabama University. Ed.D.Thesis. 1968. 256p. University Microfilms Order 68-15,511, price in microfilm$3.30, in Xerography $11.70. To formulate a plan of organizationfor vocational educationand adult education in the Birmingham schools, thisstudy entailed an extensiveliterature review several Birmingham schools; a on vocationaleducation; a historical review of in three out- survey of existing programs;and an evaluative survey of programs standing Florida and Georgia programs PROGRAMS.' Crab- 368. THE STRUCTURE OF RELATEDINSTRUCTION IN WISCONSIN APPRENTICESHIP 1967. 283p. tree, James Stephen. Wisconsin University, Madison. Ph.D.Thesis. University Microfilms Order Number67-16,918, price in microfilm$3.65, in Xerography $12.85. -97- A study was made ofenrollment patterns, curricula, instructionalstaff, instructional costs, and instruction forapprentices in Wisconsin vocationalschools. Findings included: (1) 406 programs were offered in 79 trades at37 vocational schools; (2) apprenticeshipenrollments ranged from 0.8% to6.9% of vocational school enrollments; (3) enrollment wasflexible, and instructionstressed individual rather than group orientation;(4) trades taught by circuitfaculty had standardized state curricula, but not coursestaught by resident faculty;(5) in years circuit teachers surpassed resident teachersin tenure and degrees, and of teaching and related experience;(6) instructional costs, averagingabout $207 per apprentice, were highest whereenrollments were smallest. EVENING CLASS 369. AN EDUCATIONAL AND SOCIOLOGICALSTUDY OF PART-TIME VOCATIONAL STUDENTS AT A COLLEGE OF FURTHEREDUCATION. Hughes, Edward. Cardiff University (Wales). B.Sc.Thesis. 140p. Available from UniversityCollegeLibrary, Cardiff University, Cardiff, Wales. school and Test of intelligence, personalityadjustment, and attitudes toward British exlminations were given to vocationalevening class students attending a intelligent than college of further education. Continuation students were more those resuming after a lapse oftime, and those attendingacademic classes were Attitudes more favorabletoward school than similar studentsin technical classes. toward school correlated all measuresbut intelligence amongcontinuation students No differ- as a group, butonly with social adjustment forstudents as a whole. ences were found by sex orparental employment history;and examination performances were notrelated to attitude or parentalemployment. Students from salaried homes were less favorabletoward school than those from wageearning intelligent than secondarymodern homes. Former grammer school students were more school graduates. College examination performance wasnot related to attitude, adjustment, or intelligence.

Lauwerys, 370. INDUSTRY AND VOCATIONAL TRAINING;NATIONAL AND HISTORICAL STUDIES. Joseph A., Ed. and Scanlon,David G., Ed. 1968. 147p. Section II of THE WORLD and YEAR BOOK OF EDUCATION,1968; 1968. 147p. Available from Harcourt, Brace World, Ind., 757 Third Avenue, NewYork, New York 10017. PRESENT SCOPE 371. ADULT EDUCATION ACTIVITIES OFFLORIDA'S BUSINESSES AND INDUSTRIES, Dunnovan L. Florida AND ANTICIpATED CHANGE. Schroeder, Wayne L. and Sapienza, 78p. EDRS Order State University, Tallahassee,School of Education. March 1968. Number ED 024866 price in microfiche$0.50, in hard copy $4.00. sent to Floridacompanies A questionnaire to'study company education programs was conducted in 55% of the employing at least 200 peolile. Training programs were Training di- firms, with an additional 12%expecting to develop such programs. rectors were employed in morethan half of the firms butthey were more often prepared in subject matterthan in teaching adults. All employee levels were 11% included in 71% of the firmshaving programs. Attendance was compulsory for attend- and voluntary in 34%, while45% had a mixture ofvoluntary and compulsory education outside the company,but ance. Tuition refunds were used to encourage Chief purposes were company programs werefree to employees in 79% ofthe firms. old employees, althoughcontent to orient new employees,and to upgrade or retrain On the job training, of courses was managerialoriented in 77% of thefirms. classes, and conferences werethe favorite methods ofinstruction.

PROGRAM. Rosen, Ned A. and 372. MOTIVATIONAL CONSTRAINTS INAN INDUSTRIAL RETRAINING Automation and Employment, sponsor. 1967. . others. The American Foundation on 15p. In Personnel Psychologyv18 nl Spring 1965. of a 1959-60 corporateretraining program forblue This is a followup study on Job collar employees, designedto assessthe long range impact of the program

-98- satisfactions of retrained employees. There was little change in satisfaction except for the retrainees, and socialpsychological factors influenced retraining decisions in different ways for differentpeople. Poorly educated, older and high seniority workers were less likely to volunteer forretraining. Younger workers with low educational backgrounds were likely tovolunteer, despite average levels of satisfaction with original promotion prospects,and below average confidence in ability to learn.

See also: 2600-3250 INSTRUCTIONAL METHODS; 3500 INSTRUCTIONAL DEVICES; 4620-4635 AGE GROUPS; 4655 EDUCATION OF WOMEN; 5230 ADULT BASIC EDUCATION; 51 relation of conformity to job status; 52 anomia and use of vocationalschools; 75 conference on military testing; 77 validity of GATB; 82, 83 Airman Qualifying Exmination; 93 crossover of military skills to civilianoccupations; 129, 196 annotated bibliographies on instructionalmethods, audiovisual theoryand. aids; 135 discoveny method in training older workers; 137 effectiveness of vocational teachers; 206 effective verbal instructions in trainingmaterials; 214 part-time vocational teachers injunior colleges; 479 HumRRO bibliography. .

6550 Unskilled, Disadvantaged

373. EDUCATION AND POVERTY. Ribich, Thomas I. Princeton University, New Jersey. Ph.D.Thesis. 1967. 268p. University Microfilms Order Number 68-2513,price in microfilm $3.45, in Xerography$12.15. This study focused on the measurement ofincome gains from the education of poor persons. Several kinds of education (job retraining,dropout prevention, com- pensatory education, preschool programs,increased expenditures per pupil) were examined in terms of efficiency(average cost versus average returns). Major conclusions: (1) vocational training shows a higher payoffthan conventional education; (2) benefit-cost ratios do notjustify emphasis on early school or preschool years; (3) benefit-cost ratiosrise from adding expenditures toschool districts that are now spending relativelylittle; (4) general education probably results in bigger second generationeffects, greater psychological returns,and more intangible benefitsthan vocational education. Chapter 9 In 374. OUR EXPERIENCE WITH RETRAINING AND RELOCATION. Somers, Gerald G. TOWARD A MANPOWER POLICY, Edited by Robert A. Gordon. Johri Wiley, New York 1967. $1.65. 31p. EDRS Order Number ED 023 944, price inmicrofiche $0.25, in hard copy Although government retraining and relocation programs are nowan integral partof the economy, there must be researchevaluation of each to establish manpower policies. A few detailed evaluations have beenmade of Federal programs--a 1962 survey of employers in WestVirginia who had hired trainees, a1964 nationwide questionnaire survey of the American Societyof Training Directors, and aquestionnaire to 1,000 employers in Wisconsin todetermine their attitudes toward the apprenticeship form ofon the job training. The evaluations indicate thatthe programs improve theeconomic status of. trainees. However, much more extensive and sophisticated benefit-costanalyses will be required todetermine whether the programs aresignificant in reducing unemploymentand poverty. Presumabley economic benefits and costs of relocationallowances aid the individual,but the extent of their usefulness as a socialinvestment remains to be established. Studies must be cumulative in their designand results.

375. CONTRIBUTIONS AND COSTS OF MANPOWER DEVELOPMENT AND TRAINING. POLICY PAPERS IN HUMAN RESOURCES AND INDUSTRIAL RELATIONS, NO.5. Mangum, Garth L. Michigan Univ- ersity, Ann Arbor. December 1967. 95p. EDRS Order Number ED 021 949, price in microfiche $0.50, in hard copy $4.85.Also available from Publications Office -99- Museums Annex, AnnArbor, Michigan Institute of Labor andIndustrial Relations, 48104. ($2.00). have six congressional intent andexperience, MDTA programs As the result of unemployed, (2) re- (1) facilitatingemployment of the identifiable objectives: shortages, (5) up- ducing poverty, (3)lessening inflation,(4) meeting labor traditional institutions. The extent grading the labor force,and (6) revamping achieved is examinedand estimates ofthe over- to which eachobjective has been studies for com- before turning to areview of cost-benefit all costs are made appraisal are clearly parison with previousconclusions. The results of the favorable. and FOR THE "WAR ONPOVERTY". Besen, Stanley M. 376. COST-EFFECTIVENESS ANALYSIS edited by Thomas Chapter 10 inCost-Effectiveness Analysis, others. 1967. 15p. New York A. Praeger,Publisher, New York, A. Goldman. Available from Frederick 10003. highways and other programs--investment ineducation and in Two anti-poverty through an increase increase earningsand employment public facilities--should expenditures have areturn at There is evidencethat training in production. both private forms of capitalinvestment; the return has least equal to other costs to consider. and there are directand opportunity and social components, benefits accruing retraining program from1958-61 the "net In a Massachusetts Virginia showed about $3300 per worker; asimilar study in West to society" were the NeighborhoodYouth about $4000 perworker. The Job Corps and net returns of other training programs, judged properly bystudying returns to Corps cannot be New highwayshave differ significantlyfrom others. since these two programs increase in land and employment, newindustry, and an benefits in real output in highway construc- There are manyquestions relating tocost analysis values. Until programs canbe evaluatedeffec- tion which cannotbe answeredadequately. be made; programsshould be di- tively, large financialcommitments should not versified and evaluationshould be set up. New York, Somers, Gerald G.,Ed. Ford Foundation, 377. RETRAINING THEUNEMPLOYED. Press, Box 1379, Available fram Universityof Wisconsin York. 1968. 350p. Madison, Wisconsin 53701 ($10.00). for unemployed evaluate the effectivenessof retraining programs Case histories useful employment. by their success inplacing workers in workers, judging them programswhere analyses and otherevaluations of specific Through cost benefit the labor market,in- the personalcharacteristics of trainees, such factors as widely, conclusions and proceduralarrangements varied stitutional placement, of retraining programsin have been drawn asto the economicand other benefits general. REPORT NO. 8. MDTA TRAINING ONEARNINGS. MANPOWER EVALUATION 378. THE INFLUENCE OF Manpower Administration. of Labor,Washington, D.C. United States Department in microfiche$0.25, EDRS Order NumberED 026 542, price December 1968. 40p. Administration, U.S.Dept. Also available fromthe Manpower in hard copy$2.10. 20210. Constittition Avenue, N.W.,Washington, D.C. of Labor, 14thStreet and Manpower Develop- than 100,000 personswho completed Accumulated data on more and who were training during1965 and 1966 ment and TrainingAct institutional the finding used. The results reaffirm employed followingtheir training were earnings general upward shiftin overall hourly of an earlierstudy which showed a differ- pretraining earningslevels, but with following training ascompared with Some of thefindings were:(1) Overall., ing impact uponvarious component groups. training com- employed graduates were$1.73 per hour after median earnings for (2) Family heads before training - anincrease of 20 percent, pared with $1.44 as awhole, (3) Non- advance in earningsthan the trainee group showed a greater earnings gains, comparedwith the group as a white family headsalso had greater

-100- whole, and (4) Over one of every four traineesmoved laterally within the same earnings level, while one of eveny sixretrogressed to a lower earnings many of these,however, represented displaced workerswho of necessity had to learn new skills. Administra- 379. JOB TRAINING: RESEARCH REPORT NO. 4.American Society for Personnel tion; Manpower Research Council, Milwaukee,Wisconsin. 1967. 10p. EDRS Order Number ED 025 635, price in microfiche$0.25, in hard copy $0.60. This document contains a summary of a surveyof 930 companies employing4,375,665 persons. The survey deals with in.plant andoutside agency job training programs. Some of the findings were:(1) Respondents feel that there are numerousinstitu- tions in the community to provideskill training, but 60 percent feelthat this training falls short of needs,(2) Participants expressed greatwillingness to serve on advisoryboards, (3) About 50 percent felttheir universities lack adequate vocational training facilitiesand recommended public highschool and in- plant training as the solution,(4) Over 85 percent are in favor ofpublic technical colleges on a 2-year basis,(5) 17 percent have establishedtraining pro- gragrams with a view toattracting minority workers and 50percent felt their pro- Administration has not grams were successful,(6) Manpower Development Training help find qualified employees for 80percent of the respondents,and (7) Only 19 percent have employed persons trained inJob Corps centers, and ofthat group, 60 percent regard the experience assatisfactory.

A STUDY OF FACTORS RELATEDTO 380. INNER-CITY NEGRO YOUTH IN A JOB TRAININGPROJECT: ATTRITION AND JOB SUCCESS. FINAL REPORT. Gurin, Gerald. Michigan University, EDRS Order Number ED Ann Arbor. Survey Research Center. December 1968. 155p. 026 530, price in microfiche$0.75 sin hard copy $7.85. Results of a study of an experimentaljob training project forunderemployed "functionally illiterate" inner-city Negroyouth are reported. The project included basic education, vocationaltraining, and counseling. The study focused on individualfactors related to success, usingdata derived from questionnaires and interviews with trainees,their mothers, job supervisors,and project staff. A secondary focus was on thetraining program itself andreactions of the train- most signi- ees. Among the conclusions were: (1) Skill training is clearly the ficant aspect even when heavy emphasisis placed on other things,(2) Basic education must focus around content thatis clearly job-related,(3) The counselor's personal interest may be more importantthan the more formalsocializing func- regular tions, and (4) While the post-trainingemployment of completers was more than that of dropouts, there were nosignificant wage differences. REPRINT SERIES, NO 381. TIME TRENDS IN THE BENEFITS FROMRETRAINING IN CONNECTICUT. Winter 1967. 15p. Avail- 103. Borus, Michael E. Michigan State University. able from School of Labor andIndustrial Relations, MichiganState University, East Lansing, Michigan 48823. Information on participants whoretrained between November,1962 and April 1963, A was collected byinterviews and questionnaires, andby earnings histories. basic regression was used to explainearnings in each year from1962-66, considering such variables as sex, maritalstatus, job status ofnontrainees, age, educa- of training course, tion, aumber of dependents,extrapolated 1960 earnings, length and training status. Benefits continued to accrue foreach of the five years following the courses with an averagegain in earnings of$5,834. The average gain for the five year period wasonly influenced by age,with greatest increases become signifi- among traineesbetween 30 and 35. This influence of age did not cant until the third yearfollowing the courses,illustrating the limitations of benefit-cost analyses which focus onshort term gains.

382. VARIABLES RELATED TO MDTA TRAINEEEMPLOYMENT SUCCESS IN MINNESOTA. Pucel, David -101- !1

J. Minnesota Research Coordinating Unit in OccupationalEducation, Minneapolis; Office of Education (DHEW), Washington, D.C. ,sponsors. February 1968. 36p. EDRS Order Number ED 022 043, price in microfiche$0.25, in hard copy $1.90. To determine if descriptive data abouttrainees being gathered by the employment service, such as personal information and General Aptitude TestBattery scores, are effective predictors of successin MDTA. An attempt was also made at isola- ting attitudes and skill development duringthe training program which mightbe related to success in the occupation. Multiple regression equations weredeveloped for each group using 22 personal and trainingrelated variables and 15 in-school instructor rating variables. Each equation predicted the criterion(Oost-training employment status) above the .01 level of significance fortheir respective groups. However, no equation predicted well in all of thethree groups. The findings imply systematic differences between persons who succeedand those who do not.

383. HOW FARE MDTA EX-TRAINEES?AN EIGHTEEN MONTHS FOLLOW-UP STUDY OFFIVE HUNDRED SUCH PERSONS. London ,H.H. Missouri University, Columbia. Office of Manpower Policy, Evaluation, and Research (DOL), Washington,D.C. December 1967. 219p. Available from Clearinghouse for Federal Scientificand Technical Education, Springfield, Virginia 22151, Order Number FB177626, price in microfiche$0.65, in hard copy $3.00. This study examined the socioeconomiccharacteristics of ex-trainees, the socioeconomic changes that occurred after training,the long- and short-range effectiveness of the MDTA program, and how these maybe improved. Followup interviews were held at 6-, 12-, and18-month intervals and employers ratedperformince. Some findings were: (l) 21.4 percent were receiving some welfare for an average of 14.8 months some time during the18 months preceding training,(2) Pretraining work history was both erratic and irregular,(3) Personal service, semiskilled, skilled, and unskilled, in that order, togetherwith clerical, accounted for the majority of post-training jobs, and(4) Neither the type of job nor the wages received seemed to have any bearing on attitudetoward the job, and most liked their work. 0E0. Buehler, 384. JOB-RELATED BEHAVIOR RATING SCALE. REPORT OF A PRELIMINARY STUDY FOR Roy E. In training Development Journal v23 n3p14-20 March 1969. This study was done (1) to test a procedurefor determining job-relatedbehaviors (excluding technical skills) required for job retention,and (2) to test a procedure for constructing a rating scale forprogressive acquisition of specificjob retention behavior by vocational trainees at aJob Corps Center. Criteria used in the scale were obtained from employersin the community. Item validation data were derived from thebehavioral statements of job supervisors. Other data for establishing reliability of scale ratings camefrom Job Corps staff members. Three rating categories were used: (1) essential; (2) desirable but notessential; (3) unimportant. It was decided that whenever atrainee's ratings are "always" for all appropriate behavior and "never" forinappropriate behavior, he isready for graduation and job placement.

..385. AN EVALUATION OF THE MANPOWERDEVELOPMENT AND TRAINING PROGRAM INTHE LINCOLN, NEBRASKA PUBLIC SCHOOLS. Grell, Darrell Dean. Nebraska University, Teachers College, Lincoln. Ed.D.Thesis. 1967. 151p. University Microfilms Order Number 67-15,986, price in microfilm$3.00, in Xerography $7.20. This study evaluated the effectivenessof the Manpower Developmentand Training Program (MDTA) of the LincolnPublic Schools during its firstthree years. The sample consisted of students inthe clerical, practical nursing,and dental assis- tant programs, and employers ofMDTA graduates. Findings included the following: (1) Manpower graduates become satisfactoryemployees; (2) the Lincoln programs have a higher percentage of employedgraduates, and a larger percentageof satis- satisfied with fied employers, than reportedin national studies; (3) graduates were that program the courses and consider their training valuable; (4)respondents felt -102- (5) length was satisfactory andthat the number of absencesallowed was fair; students spend over seven hours aweek in study outside theclassroom; (6) employers named dependability as theoutstanding trait of graduates.

Langdon :Charles Watson. Alabama Vniv- 386. MANPOWER DEVELOPMENT TRAINING INALABAMA. Number 67-13,244, ersity. Ph.D.Thesis. 1967. 364p. University Microfilms Order price in microfilm $4.65, inXerography $16.45. Training Act as'a- This study aims at evaluation ofthe Manpower and Development Federal framework tool for reducing unemnloyment;examination of the Alabama and Alabama for implementation of MDTA;and the survey of theresults of retraining in half months there during the first three years. During the first forty and one This state also shows were 6,000enrollees in Alabama, and 275,000in the nation. (65.1% to a smallerpercentage of enrollees(73.7% and 76.2%), and "graduates" 74.0%).

CONDUCTED BY TUSKEGEE INSTITUTE. Johnson 387. FOLLOW-UP OF MDTA E AND D PROJECT May1967. Louise A. Bureau of Social Science Research,Inc., Washington, D.C. $0.50, in hard copy $5.10. 100p. EDRS Order Number ED 016 084,price in microfiche ANALYSIS OF MULTIPLE 388. HIGH SCHOOL DROPOUTS ACHIEVEMENTAND TRAINING SUCCESS; AN Education v46 nl p45-50 FACTORS. Roberts, Tommy L. 6p. In Peabody Journal of July 1968. training success of high A stucy war., made of factorsin the achievement and school dropouts enrolled in aFederally supported manpowerdevelopment program. background, family The background factors studied(cultural background, home training suc- mobility, sex, age, race) did notshow any significant influence on However, race, age and sextend to cess andacademic and vocationalachievement. influence significantly theholding power of the program. AN EXPERIMENTALAPPRAISAL. 389. THE REHABILITATION OF SCHOOLDROPOUTS IN OKLAHOMA CITY; Oklahoma.State University,Still- FINAL REPORT. Hornbostel, Victor O. tnd others. $0.751 in hard water. I96p. EDRS Order Number ED 021979, price in microfiche copy $9.90. school dropouts who hadbeen out of The subjects wereunemployed or under-employed subjects who received a school for at least 1 year.Comparisons were made among who received only voca- combination of vocational andacademic training, subjects and subjedts who re- tional training, subjects whoreceived only academic training, (1) During the first year ceived little or no training. Findings included: and the vocational groups covered by the followup period,the academic-vocational exceeded the control groupin proportions enteringthe labor market, in average earnings, and (2) By theend number of weeks of employment,and in average annual differences on of second year offollowup, however, there werefewer significant each of these variables. THE VOCA- A COMPARATIVE ANALYSIS OFTHE IMPACT OF VARIOUSTYPES OF CURRICULA ON 390. Office of Manpower TIONAL SUCCESS OF SCHOOLDROPOUTS. Boggs, Gerald Eugene. May 1967. 114p. EDRS Policy, Evaluation andResearch(DOL), Washington, D.C. $5.80. Order Number ED 022 062,price in microfiche$0.50, in hard copy differences in four groupsof The purpose was toinvestigate vocational success Oklahoma City. An ex post subjects at the School DropoutRehabilitation Program in vocation, or facto design involvedsubjects in threecurriculums (combination, ratio of subjectsentering academic) and a control group. Results were: (1) The greater for thevocational group than the labor market tosubjects not entering was (2) The ratios of employed tounemployed were greater for for the control group, (3) Combination, the combination and vocational groupsthan for the control group, the control group, vocational, and academic groups wereemployed more day5 than

-103- and (4) The combination and vocational groups were employed more days than the academic group.

391. A DESIGN FOR ACTION RESEARCH AT PROJECT TRY. FINAL REPORT. Rosenberg, Sidney tnd Adkins, Winthrop R. Training Resources for Youth Inc., Brooklyn, New York. 1967.132p EDRS Order Number ED 018 524, price in microfiche $0.75, in hard copy $6.70. This report outlines a demonstration-research training program for disadvantaged out-of-school, unemployed, or underemployed males from the predominantly Negro area of Brooklyn. The program offers trade training, lifeskills education, recreation, job placement and general posttraining followup. Program personnel are drawn largely from the community. The program seeks to develop a new curriculum and to determine its effectiveness. A multifaceted action research design is described in detail and various operational problems in conducting the research are discussed. A "life skills curriculum model" which exemplifies an experience- centered approach to curriculum development, is presented in the appendix.

392. RELATION BETWEEN PREFERENCE FOR DELAYED GRATIFICATION AND BEHAVIOR IN AN INDUS- TRIAL TRAINING PROGRAM. Cochran, George Clark. Stanford University, California. Ed.D.Thes,is. 1967. 78p. University Microfilms Order Number 67-11,081, price in microfilm $3.00, in Xerography $4.20. Relationships were studied between delayed gratification pattern (DGP) and desirable behaviors (completion, attendance, punctuality) in a Manpower Trailling program in aircraft assembly. Subjects were unemployed trainees, aged 18-26. Two questions and a DGP index were used. Trainees who dropped out were to report the reason(s). Dropouts who complied were FGC (For Good Cause); those who did not were NFGC (Not For Good Cause). Three categories of completers were established: Those absent and/or tardy at least once; those neither absent nor tardy, andhigh completers (upper 10%) neither absent nor tardy. Findings included the following: (1) DGP scores were significantly related to responses tothe two questions, FGC versus NFGC status, and NFGC dropouts versuscompleters; (2) completers who were neither absent nor tardy averaged higher on DGP than those absent and/ortardy; (3) high completers averaged slightly lower on DGP than the total of completers who were neither absent nor tardy; (4) when questionnaires werestratified by question responses, average DGP scores ranged from lower to higheraccording to performance, with significant differences between NFGC dropoutsand all higher performance levels.

393. AN EVALUATION OF INSTITUTIONAL VOCATIONAL TRAINING RECEIVEDBY AMERICAN INDIANS THROUGH THE MUSKOGEE, OKLAHOMA AREA OFFICE OF THE BUREAU OF INDIANAFFAIRS. Blume, Paul R. Oklahoma State University, Stillwater. May 1968. 261p. University Micro- films. Of tht 670 Indians who received adult vocational training,information was obtained for 220 from school files and by mailed questionnaire. Some trainee characteristics were: (1) The average trainee was better educated than the averageIndian, (2) The employment and income levels were low, (3) There was a fairly high non- completion rate among the trainees, and (4) There was someindication that the questionnaire response rate was partially affected by the culturaland historical background of the trainees. Conclusions were: (1) Completion of training results in an average increase in income of $1,929,(2) The average increase in employment was about 3 and one halfmonths of additional employment, and (3) The social benefit cost ratio was found to bq 2.39.

394. A SOCIAL REINFORCEMENT EXPERIMENT IN AN OPEN SOCIALSYSTEM. Buehler, Roy E. and. others. Litton Industries, Inc., College Park Maryland,Educational System Div- ision. Office of Economic Opportunity, Washington, D.C. October 1967. 94p. Clearinghouse for Federal Scientific & Technical InformationOrder Number PB-l77- 474, price in microfiche $0.65,in hard copy $3.00. -104- The object of the study was to test abehavior modification approach to behavior training, in a Job CorpsCenter for men. The model for this approach is derived from recent research in socialreinforcement learning, as applied tobe- havior training in institutional settings. STATUS AND DEMO- 395. THE RELATIONSHIP BETWEEN SUCCESSIN BUSINESS SCHOOL, EMPLOYMENT GRAPHIC AND PSYCHOMETRIC VARIABLES FORRAMSEY COUNTY WELFARE DEPARTMENT,WORK AND Department, TRAINING PROJECT PARTICIPANTS. Wasson, John B. Ramsey County Welfare St. Paul, Minnesota, Work andTraining Project TR-6. July 1967. 18p. EDRS Order Number ED 022 127 Price in microfiche$0.25, in hard copy $1.00. training at To aid the rehabilitation of welfarerecipients, participants completed private business schools. Their average absences permonth correlated with age, while grade average did not correlatewith any variables. Typing speed correlated with years of education completed,reading comprehension IQ on theArmy Classifica- tion Test, and four of the scales ofthe Minnesota MultiphasicPersonality Inven- with tory (MMPI). Terminal employment statuscorrelated significantly with age, three of the interest scales ofthe Kuder Preference Record,with the numbers sub- Monthly test of the Minnesota ClericalTest, and with the K scale ofthe MMPI. salary correlated with two of theKuder scales, with thenumbers subtest of the Minnesota Clerical Test and with fourMMPI scales. There was a negative correlation between employment status andtyping speed.

Campbell, Ralph. In 396. EMPLOYING THE DISADVANTAGED: INLAND STEEL'S EXPERIENCE. Issues in Industrial Society vlnl p30-41 1969. TRAINING FOR GROUP 397. A SECOND INVESTIGATION OF THEFEASIBILITY OF NAVY COMMISSARYMAN Activity, San Diego, IV PERSONNEL. Hooprich, Eugene A. Naval Personnel Research California. 1968. 29p. Clearinghouse for Federal Scientificand Technical Information Order Number AD-671-186, pricein microfiche $0.65, in hard copy$3.00. To determine the feasibility of NavyClass A Commissaryman Schooltraining for Mental Group IV personnel, theachievement of Group IV personnel wascompared with that of regular personnel. Although theGroup IV personnel completed theCommissarY- the man training,their achievement tended to besignificantly less than that of regular students in the same class. However, the achievement wassimilar when e- valuated by actual job performiimce measures. Statistical analyses of pretraining variables and course achievementcriteria also were performed.

GROUP IV PERSONNEL. 398. FEASIBILITY OF EQUIPMENT OPERATORCLASS "A" SCHOOL TRAINING FOR Standlee, Lloyd S. and Saylor,John.C. U.S. Naval Personnel ResearchActivity, San and Diego, California. March 1968. 20p. Clearinghouse for Federal Scientific Technical Information Order Number4D-670-213, price in microfiche$0.65, in hard copy$3.00. The performance of Group IVpersonnel was compared with that ofregular personnel in failed the course, the Equipment Operator School. None of the Group IV trainees though their scores were lower,especially on written tests. The area causing Group IV trainees the most difficulty wasmathematics. No major changes are required to enable Group IV personnel tocomplete the Equipment OperatorClass "A" School, though the mathematics mightbe reduced if this appearswarranted with respect to the math actuallyrequired on the job. Stand- FEASIBILITY OF STEELWORKER CLASS."A"SCHOOL TRAINING FOR GROUP IVPERSONNEL. 399. Activity, San lee, Lloyd S. and Saylor, JohnC. U.S. Naval Personnel Research Scientific and Diego, California. August 1968. 21p. Clearinghouse for Federal $0.659 in hard Technical Information Order NumberAD-675-777, price in microfiche copy$3.00. in The performance of Group IVpersonnel was compared withthat of regular recruits

-105- two classes of the Steelworker School. All the Group IV trainees completed the training. Group IV achievement scores were lower than those ofthe regular trainees in all areas of instruction. Differenceswere greater in academic than in practical areas. Mathematics caused the Group IV trainees the most difficulty. No major changes are required to emble Group TV personnel to attendthe Steelworker School, although the mathematics might be reduced.

See also: 4710 LOW APTITUDE GROUPS; 4750-4870 DISADVANTAGED GROUPS; 5230 ADULT BASIC EDUCATION: 3 advisory report on federal manpower programs; 70, 811 91, 139, 270 recruitment, counseling, leadership styles in various MDTA programs; 80, 268 studies of Group IV low aptitude military trainees; 274 predictive assessment of adult mentally retarded.

6600 Clerical, Sales Occupations

400. ANALYSIS OF IN-COMPANY AND OUT-OF-COMPANY EDUCATIONAL AND TRAININGPRACTICES FOR CLERICAL WORKERS OF LEADING FIRMS IN THE GREATER BOSTON AREA. (VOLUMES 1and 11). Tedesco, Eleanor Hollis. Michigan State University, East Lansing. Ed.D.Thesist 1967. 673p. University Microfilms Order Number 68-4226, price in microfilm $8.55, in Xerography $30.40. This study was concerned with company training for clerical workers amongfirms in the Boston area, descriptions of training programs that thesecompanies provide and ones conducted by out-of-company agencies. Findings include: companies prefer to train their own clerical workers; large companies have manytraining opportunities; there is a gap between training provided by schools andthe clerical training required for on-the-job performance; technological changes indicate a need for training in data processing and technical secretarial skills;and valid evidence concerning the value of training programs is lacking.

401. A CRITICAL ANALYSIS AND AN EVALUATION OF THE SECRETARIAL PROGRAMS INTHE UNIVER- SITY COLLEGE OF THE UNIVERSITY OF CINCINNATI. Bright, Don Emerson. Cincinnati University. Ph.D.Thesis. 1967. 311p. University MicroFilms Order Number 67- 15,943, price in microfilm $4.00, in Xerography $14.20.

402. GUIDELINES FOR ESTABLISHING POST-SECONDARY DISTRIBUTIVE EDUCATION PROGRAMSIN OHIO. Lucas, Stephen Rodney. Ohio State University, Columbus. Ph.D.Thesis. 1967. 170p. University Microfilms Order Number 68-3018, price in microfilm$3.00, in Xerography $7.801 A study was made in Ohio a postsecondary distributiveeducation midmanagement program which received agreement from statesuperviosrs, teacher educators, instructors of distributive education, and from employers. A questionnaire with 39 con- troversial questions showed substantial agreement within and among groups. Agree- ment ranged from 87.2% to 97.4% in each of the four groups on25 of the 39 items. Six of the other 14 received majority agreement in three groupsand eight received majority agreement in two groups. Recommendations included an advisory committee, consultation by the state department of public instruction, aregional need survey, use of educational institutions ofvarious types, and associate degree, operation on a cooperative basis involving workexperience, curriculum planning for specific employment areas, and participation in the Distributive EducationClubs of America.

6650 Service Occupatiws

-l06,- 403. ROLE LEARNING FOR POLICE RECRIUTS;SOME PROBLEMS IN THE PROCESS OF PREPARATION FOR THE UNCERTAINTIES OF POLICE WORK. McNamara, John Harold. California Univ- ersity, Los Angeles. Ph.D.Thesis. 1967. 315p. University Microfilms Order Num- ber 67-11,263, price in microfilm $4.05, in Xerography $14.20. The recruit training program of the New York City Police Department was studied to identify problems pertaining to the legality of police actions, prestige of police, interpersonal methods effective in police work, and organizational factors in the department. Many gains from training disappear in the field, where conditions are often at variance with trainingcontent. The "semi-military" model for the Police ' Academy and the department is inappropriate for many levels of duty, and that the use of negative sanctions and close supervision hinderdevelopment of self-direct- ing, autonomous policemen. Contradictions between formal and informal organizations in the department were also a hindrance. Problems of police inactivity, organiza-. tional loyalty, and innovation were linked to problems in training.

404. DEVELOPMENT OF MULTI-MEDIA PROGRAMMED INSTRUCTIONAL MATERIALS FOR THE TRAINING OF LAW ENFORCEMENT OFFICERS. INITIAL CURRICULUM STUDY. Green, Ralph and Schaeffer, Geraldine. New Jersey State Department of Education, Trenton. Division of Voca- tional Education. 1967. 87p. EDRS Order Number ED 025 645, price in microfiche $0.50, in hard copy $4.45. A literature review was completed on police functions, police training, basic police training curriculums, professional police journals, and curriculum textbooks. Chapter titles are "Description of the Distribution of Police Training", "The Basic Police Training Curricula", "The Evaluation of Curricula".

405. AN ANALYSIS OF THE CUSTODIAL TRAINING PROGRAMS IN INDIANA SCHOOL CORPORATIONS. Wargo, John George, Jr. Indiana University. Ed.D.Thesis. 1967. 126p. Univer- sity Microfilms Order Number 68-4757, price in microfilm $3.00, in Xerography$6.20. Custodial training programs were surveyed and analyzed in Indiana to determine number employed, assess attitudes of school administrators toward training of custodians, locate school corporations with custodial handbooks, and ascertain opinions of administrators regarding custodial services.

6700 Agriculture, H7me Economics

406. AN ECONOMIC STUDY OF THE INVESTMENT EFFECTS OF EDUCATION IN AGRICULTURE.FINAL REPORT. Persons, Edgar A. and others. Minnesota University, St. Paul. EDRS Order Number ED 021 989, price in microfiche $0.75, in hard copy $8.85. To determine benefit-cost ratio of the educational program for participantsand the sponsoring community, data were collected from farmers enrolled in farmbusiness management education in 1959-65. Farmers participating were younger, better educated, and more affluent than the average farmer. Farmer's labor earnings and farm sales increased rapidly during the first three years of instruction,declined for the fourth, fifth, and.sixth years and then increased rapidly in subsequent years. The benefit-cost ratio for individual farmer participants was4.20:1. The community benefit-cost ratio when icnreased business activity wasmeasured by increased farm sales was 9.00:1.

407 THE DEVELOPMENT OF A MODEL DESIGN TO ASSESS INSTRUCTION INFARM MAMAGEMENT IN TERMS OF ECONOM,C RETURNS AND THE UNDERSTANDING OF ECONOMICPRINCIPLES. Rolloff, John August. 155p. University Microfilms Order Number 67-6364, price inmicrofilm $300, in Xerography $7.80. The records of farm operators in farm business analysis programsin 5 Ohio schools werestudied to test a model for determining the influenceof the farm business

-107- analysis phase of vocational agricultureinstruction in farm management. Economic returns were measured asratios between 1965 programinputs and outputs determined by change in netfarm income between 1964and 1965. In pilottrial the test group showed: (1) an improved mean change in test scores, (2) increased economic efficiency inthe farm business, (3) a positiveassocia- principles and changes tion between understanding ofprofit maximizing economic income for each in economic efficiency, and(4) a $53.16 increase in net farm $1.00 expended byfarmers on instruction. OF THE INVEST- 408. INVESTMENTS IN EDUCATION FOR FARMERS;SUMMARY OF AN ECONOMIC STUDY Minnesota MENT EFFECTS OF EDUCATION INAGRICULTURE. Persons, Edgar A. and others. 951, price University, St. Paul. January 1968. 54p. EDRS Order Number ED 021 in microfiche $0.25, in hard copy$2.80. instructional program To examine the relationshipsbetween costs and benefits, an in farm business from 1959-65 wasconsidered as the educationalinvestment, and A bene- benefits were assessed by examiningbusiness records of enrolled farmers. fit-cost analysis revealed: (1) A farmer can realize about$4 of labor earnings for each dollar of investmentin educational programs,(2) Where the benefits to earnings and the the community were calculated as anaggregate rise in farm labor cost included the aggregatecost borne by the communitythe ratio was approximately activity the ratio 2:1; where the cost included farmsales as a measure of business observable in educational was 9:1,(3) Diminishing mirginal return effects were investments, (4) Over the 6-yearperiod the cost effectivenessof the educational program was not constant. EDUCATION PRO- A STUDY OF FACTORS ASSOCIATEDWITH OUTCOMES OF MDTA AGRICULTURAL 409. Harold R. JECTS IN THE SOMERSET AREA. FINAL REPORT. Gough, Lowell A. and Rowe, Kentucky Research CoordinatingUnit, Lexington; KentuckyState Department of 130, price in micro- Education. January 1968. 25p. EDRS Order Number ED 021 fiche$0.25, in hard copy $1.35. courses wereevaluated Three Manpower Developmentand Training Act agricultural to determine whether they are agood investment for trainingfarm workers to pro- Approximately 97 percent offormer vide products for a diversified farm market. trainees, but only general program trainees, 90 percentof the farm hand program the type of job for 5 percent of the gardener programtrainees were employed in which they were trained. The annual gross income ofthe trainees before entering all incomes reported by em- the program averaged$700 and the weighted average of approximately $2,500 per ployed trainees after 3 months,6 months, and 1 year was within 3 years of the year. The cost of MDTA farmergeneral program is realizable training. (Title supplied). Mayer, 410. EVALUATING THE UNIT APPROACH--FARMAND HOME DEVELOPMENT. Extension Ralph E. and Rieck, Robert E. June 1967. In Journal of Cooperative v5 n2 Summer 1967. personal contact, family The 1954 Federal ExtensionAppropriation Bill authorized a The FHD agent worked with unit approach called Farmand Home Development,(FHD). considered family goals, the farmer and his wife in aneducational porgram which Data col- economic implications of farmadjustment, and productionalternatives. cooperat- lected in 1964 from 36Wisconsin counties that hadcarried FHD indicated ing famiLes showed moreimprovement in the decisionmaking process, developed keener ability toanalyze greater technical interestin farming, and displayed a FHD typical farm decisionsthan did the controlfamilies. the economic aspects of made families also generally madegreater financial gainsthan the average gain by all Wisconsin farm families. REPORT NO. 2, SURVEY OF 411. EDUCATION REGARDING CREDIT FORAGRICULTURAL PRODUCTION. TEACHERS OF AGRICULTURE. Phipps, Lloyd J. and others. Illinois University,

-108- EDRS Order Number Urbana, Division of figriculturalEducation. May 1967. 19p. ED 018 638, price in microfiche$0.25, in hard copy $1.05. Agriculture teachers who hadreceived 3 days of intensiveinstruction in farm management and randomlyselected teachers with more than1 year of experience identified study areas related to the useof agricultural productioncredit and school and adult pro- educational references and teachingaids being used in high for teaching grams. The purpose of the survey was todevelop instructional units agricultural production credit.

1964-1966. Warmbrod, 412. SUMMARIES OF STUDIES IN AGRICULTURALEDUCATION, CENTRAL REGION, EDRS Order Number ED 015338, J. Robert. Illinois University. July 1967. 82p. price in microfiche$0.50, in hard copy $4.20. Cornell University. Ph. 413. AGRICULTURAL EDUCATION IN YUGOSLAVIA. Buila, Theodore. 68-15,709, price in D.Thesis. 1968. 324p. University Microfilms Order Number microfilm $4.15, in Xerography$14.65. A study was made ofagricultural education and manpowerdevelopment in Yugoslavia. (1780-1918), the emergence of upper The rise of elementaryagricultural education covered. level and extension instruction(1918-40), and postwar expansion were employed in Major findings included: (1) 80% of the 1961 and 1966 graduates were within 25 kilometers agricultural occupations;(2) over 72% of graduates resided often expressed of their childhood homes;(3) occupational dissatisfaction was most facilities, shortage of in terms of lack of modernequipment, limited recreational modern housing, and lowsalary; (4) occupational prospectsfor agricultural grad- developing programs to servethe uates were uncertain. Among the key issues are adult- new generation ofprivate farmers, continuedimprovement of formal and agent programs, oriented programs, establishingagricultural teacher and extension and forming an occupationalplacement program for graduates. Bruce, R.L. 414. A STUDY OF RESEARCH UTILIZATIONPROCESSES IN BRITISH AGRICULTURE. Cornell Proj-621. New York State University,Ithaca. College of Agriculture at Seminar on AdultEducation February 1969. 14p. Paper presented at the National 717, price in Research (Toronto, February 9-11,1969). EDRS Order Number ED 025 microfiche $0.25, in hard copy $0.80. agricultural research findings To develop a model fordescribing processes by which decision) were used. are put intopractice. three categories(events, Process, and activated by both supplyand Data suggested theexistence of information efforts demand; the existence of separate processeswas neitherproved nor disproved. All narra- Supply-activated aspects ofresearch utilization needbetter analysis. relationships within the process. tions are now beingflow-charted for study of Collection of comparable data inother countries is alsoplanned. VIRGINIA AND FARMOPERATORS' A STUDY OF UNIT I FARMMANAGEMENT SCHOOLS IN SOUTHEAST 415. Taylor, Eugene W. Vir- ADOPTION OF SELECTED FARMMANAGEMENT PRACTICES TAUGHT. 91p. Available from ginia Polytechnic Institute,Blacksburg. M.S.Thesis. 1968. Virginia Polytechnic Institute,Blacksburg, Virginia 24061. Southeastern Virginia in terms To evaluate the Extension FarmManagement Schools in record keeping, budgeting of adoption of 11 practicesrelating to fertilizer use, Majorfindings were: and labor management,fifty-eight interviews wereconducted. (2) the 30-39 age (1) over 43% of the farm operatorsadopted all 11 nractices; higher educa- group had thehighest rate of adoption;(3) adoptiOn increased with Extension had the highest tion; (4) farmers with the mostfrequent contact with to the 501-600 adoption ratios; (5) adoptionincreased along with farm size up bore little or acre range,then decreased; (6)memberIhip in farm organizations the minagement schools wereof de- no relationship toadoption; (7) 84% felt that

-109- finite value.

416. PRACTICES ADOPTED, INTERESTS, AND INFORMATIONSOURCES OF FARMERS AND THEIR WIVES IN TIOGA COUNTY. EXTENSION STUDIES NO. 37. Brown, Emory J. and others. Pennsylvania State University, University Park. College of Agriculture. Septem- ber 1968 19p. EDRS Order Number ED 024 874, price inmicrofiche $0,25, in hard copy $1.05. Farm families were interviewed to determine the useof recommended practices, interests of the farmers and their wives, and sourcesof information. Dairy farming was the major enterprise for3/4 of the farmers. No extension recommendations were used by lb% but 20% used seven or more ofthe nine recommendations. Farmers were most interested in learning aboutfertilizer, dairy herd management, milkmarket- ing, and soil conservation; newsletters, visitsfrom the county agent, weekly newspapers, and farm magazines werethe most popular sources. High participation in Extension correlated with a larger herd, a larger farm, an older farmer,better farm business records, and a wife whoparticipated. Farmers' wives were most interested in interior decorating and educationalopportunities and careers for children. Wives preferred a newsletter and newspapersfor information and were almost all very low Extension participators.

MAKING 417. THE COMPUTER AND LINEAR PROGRAMMINGAS IMPORTANT INSTRUMENTS FOR DECISION ASSISTANCE FOR FARMERS. Harter, Walter George. Ohio State University, Columbus. Ph.D.Thesis. 1967. 186p. University Microfilms Order Number68-8832, price in microfilm $3.00, in Xerography$8.60. This was a study to determine ifindividual linear programs could be made for a group of farmers withvaried organizational problems; if extensionagents could be trained to collect data for linear programing;and whether the results would be acceptable to farm managers. Extension agents received training in datacollec- tion, then interviewed farmers who wereassumed to have complete farm records, were planning changes, and would cooperate.After a few farms had been programed and the results reported, the farmers werepresented with two or more solutions. The first (Income over variableexpenses) was based on the current farmorganization; a modifiedmatrix included one or more activitiesconcerning special organizational questions asked by the farmers. Findings on the value of linearprograming, on agents as programers andinterviewer-counselors, and on the acceptanceof programing tended to be affirmative. NRCUVT SERIES, 418. NATIONAL SURVEY OF WAGE EARNINGHOME ECONOMICS COURSE DEVELOPMENT. Coordinating Unit, NO.4. Joern, Judith B. Nebraska Occupational Needs Research in microfiche Lincoln. October 1968. 19p. EDRS Order Number ED 023 915, price $0.25, in hard copy $1.05. State supervisors of home economicseducation were surveyed to determinethe extent to which home economics wageearning programs have beendeveloped. Most states had home economics wageearning programs, with food andclothing service areas predominant. The bulk of the courses werefound at the secondary and adult levels. In many states the areas of child care,institutional and home management, and health related occupations arebeing developed. Approximately 150 home economics wage earning courses wereoffered at the secondary level,post-high and adult level during 1964-65;nearly 1,300 courses were offeredin 1967-68. SPECIAL GROUPS; COUNTY 419. FEES FOR HOME ECONOMICSLEADER TRAINING AND TEACHING OF SPECIAL REPORT, NO. 16. HOME ECONOMICS DIVISIONS, NEWYORK COOPERATIVE EXTENSION. Alexander, Frank D. and Engelbrecht,Walda M. New York State University,Ithaca, EDRS Order Num- College of Agriculture at CornellUniversity. August 1968. 26p. ber ED 021 200, price in microfiche$0.25, in hard copy $1.40. To determine the fee practicesof county home economicsdivisions with regard to

-110- leader training and teaching of special interest groups, questionnaires were received from 52 home economics divisions. Of this number, 23 divisions had a fee policy and 24 others lacking such a policy gave eight classes of reasons for not having one. Data were obtained on sources of fees, collection, duration of fee policies, length of regular training classes, class attendance, special interest classes, agents' evaluations (largely favorable) of the effects of fee policies, and members complaints (apparently very few) about fees for special interest classes.

420. HOME ECONOMICS RESEARCH ABSTRACTS--1966. HOME ECONOMICS EDUCATION. Mather, Mary E., Ed. American Home Economics Assn., Washington, D.C. 1967. 92p. EDRS Order Number ED 021 058, price in microfiche $0.50, in hard copy $4.70. 111 abstracts of master's and doctoral research in home economics education, completed in 1966 are classified according to (1) administration, (2) program planning- secondary, college, and adult, (3) evaluation-secondary, college, and adult, (4) methods and materials, (5) teacher education ,and (6) miscellaneous. Available for $1.50 from American Home Economics Associe,ion,1600 Twentieth Street N.W., Washington, D.C. 20009.

See also: 2230 RURAL COMMUNITIES; 7000 HOME, FAMILY, PARENT EDUCATION; 7600 COOPERA- TIVE AND RURAL EXTENSION.

6750 Assembly, Maintenance Occupations

421. ELECTRONIC TECHNICIAN PERSONNEL AND TRAINING NEEDS OF IOWA INDUSTRIES. Weede, Gary Dean. Iowa State University of Science and Technology. 1967. 38p. EDRS Order Number ED 020 314, price in microfiche $0.25, in hard copy $2.00.

422. R&D: WHAT INDUSTRY CAN LEARN FROM RESEARCH IN ARMY ELECTRONICS AND ELECTRICAL MAIN- TENANCE TRAINING. McClelTtnd, W. A. 8p. In Training in Business and Industry v6 nl p36-40 January 1969. Functional context training (FCT) concentrates on better maintenance through struc- turing of the troubleshooting process. FCT attempts to improve the congruence of instructional materials, training, and equipment, and implies modification of the personnel and training subsystem for the effective use of personnel and money. It entails establishing a maintenance oriented context ,following a whole-to-part sequence, and presenting a graded series of job-related tasks. Contributions to job performance, transfer of training ,cost reduction, and the development of training programs and materials have come from several HumRRO projects. With adequate systems analysis and assessment of training needs, the FCT approach is also relevant to industrial training.

423. COLLECTED PAPERS PREPARED UNDER WORK UNIT FORECAST; DEVELOPMENT OF.A METHOD OF FORECASTING TRAINING DEMANDS IMPOSED BY NEW ELECTRONIC WEAPON SYSTEMS. McClelland, William A. and others. George Washington University, Washington, D.C. HumPRO. 1968. 43p. Clearinghouse for Federal Scientific and Technical Information Order Number AD-673-026, price in microfiche $1.65, in hard copy $3.00. Research in the electronics maintenance is discussed in this publication. The forecasting of training requirements for new weapons systems, task analysis for an experimental weapon system training program, the use of low-cost electronics maintenance into the functions of planning and execution are among the topicstreated.

425. A PERFORMANCE-ORIENTED ELECTRONICS TECHNICIAN TRAINING PROGRAM. IV. FLEET FOLLOW- UP EVALUATION OF GRADUATES OF ALL CLASSES. Steinemann, John H. and others. U.S. Naval Personnel Research Activity, San Diego, California. Octobpr 1967. 37p. Clearinghouse for Federal Scientific & Technical InformationOrder Number AD-666-565, price in microfiche $0.65, in hardcopy $3.00. A study was made of the job proficiency of the graduates ofan experimental job oriented training course for electronics technicians, designed to train lower aptitude personnel. The majority in both groups could work on equipment with only limited supervision and summary ratings for bothgroups on 35 job tasks were within the 75-100 percent range of successful, unsupervised task completion.

426. AN EXPERIMENT IN BASIC AIRBORNE ELECTRONICS TRAINING. PART 5: EVALUATION OF THE REVISED COURSES. Baldwin, Robert O. and Johnson, Kirk A. Naval Personnel Re- search Activity, San Diego, California. June 1968. 21p. Clearinghouse for . Federal Scientific and Technical Information Order Number AD-671-185, price in microfiche $0.65, in hard copy $3.00. This is the fifth in a serieson shortened versions of the Avionics Fundamentals and Aviation Electronics Technician R (Radar) Courses. Students in the 8.5 week version of the course did just as wellas students in the original 10.8 week version of the course. Students in the 16 week version of the Avionics Funda- mentals course were found to be slightly inferior to students in the original 19 week version.

427. PREDICTION TABLES FOR AVIONICS FUNDAMENTALS COURSE, CLASS A. Baldwin, Robert O. and Johnson, Kirk. Naval Personnel Research Activity, San Diego, California. 1968. 32p. Clearinghouse for Federal Scientific & Technical Information Order Number AD-665-288, price in microfiche $0.65, in hardcopy $3.00.

428. AN EVALUATION OF A TRAINING PROGRAM IN INDUSTRY. White, Stroller Tod.Minnesota University, Minneapolis. Ph.D.Thesis. June 1967. 149p. University Microfilms Order Number 67-14,666, price in microfilm $3.00 in Xerography $7.00. This study investigated the extent to which the Analytic Trouble Shooting Program (ATS) trained troubleshooters inan automobile assembly plant (1) to use information about a problem to determine the cause of that problem and (2) to antici- pate and prevent problems.

6800 Structural Work Occupations

429. SELECTING THE OLDER TRAINEE, A PILOT STUDY OF TRAINABILITY TESTS. Downs, Sylvia. Industrial Training Research Unit, Cambridge (England). 8p. In NIIP Bulletin, p19-26 May 1968. To determine the predictability of a trainability test in carpentry and welding. trainees over a broad age range completeda trainability test following a short period of instruction similar to that used in trainingcourses. Those with good test scores succeeded in the course; most youngermen whose test scores were poor also succeeded in training; and older men withpoor test scores were not successful.

6850 Other Occupations

430. SURVEY OF POTENTIAL FOR TRAINING, RETRAINING, AND EDUCATION OF HEALTH SERVICES PERSONNEL, PUBLIC LAW 89-785, APRIL 1, 1967. Ad Hoc Committee-Council of Teaching Hospitals of the Association of American Medical Colleges. [1968]. 99p. EDRS Ord- er Number ED 027 451, price in microfiche $0.50, in hard copy $5.05. Veterans Administration hospitals were asked to report their potential for health

-112- local Veterans services manpower training. Information appropriate to any Administration hospital settingis tabulated for 36professional and 80 non- skill, pre- professional probable training areas,with details such as target number of trainees per requisites, course length, sourceof academic education, needs, space and additional facilities,staff needs, equipment course with present and needs, tuition or stipend pertrainee, certificate ordegree at end of course, source of recruitment. IN-SERVICE TRAINING PROGRAMS. 431. A PICTORIAL ATTITUDE TESTFOR THE EVALUATION OF 14p. In Journal Stoer, Leopold. California State Departmentof Mental Hygiene. v31 n6 p74-87 December1967. of Projective Techniquesand Personality Assessment HEALTH FOR STAFF IN RESI- ANNOTATED BIBLIOGRAPHY ONINSERVICE TRAINING IN MENTAL 432. Chase, Maryland, DENTIAL INSTITUTIONS. National Institute ofMental Health, Chevy EDRS Order Number Community Mental Health CentersStaffing Branch. 1968. 46p. ED 023 990, price inmicrofiche $0.25, inhard copy $2.40. inservice Annotated bibliography ofperiodical literaturethrough August, 1967 mental health training forpersonnel in residentialinstitutions. Brewer, Donald IN-SERVICE TRAINING FORPROBATION, PAROLE AND CORRECTIONALPERSONNEL. 433. Institute of Government. D. and Blair, CarolAnn. Georgia University, Athens, microfiche $0.50, February 1968. 128p. EDRS Order Number ED025 687, price in in hard copy$6.50. system revealed an average age A profile of employeesin the Georgia correctional service, under half withrelated of 46, a mean salary of$5,135, relatively brief of 11 years of school,heavy work loads, limited op- work experience, an average Provisions for the portunities, and heavy concentrationsin metropolitan centers. education has been proposed training were highlyinadequate. A systematic plan of training institutes, andformal higher educa- for technical on-the-job training, and other training resources tion. It is proposed thatuniversity, governmental, implementation include contentand of the state be mobilized. Phases of program self-improvement, improvedsalaries methods development, directtraining, employee and evaluation, joint and advancement opportunities, anintern program, research planning, and several categoriesof training projectpersonnel. POST-TRAINING PERFORMANCEEVALU- FACTOR ANALYSIS OF AVIATIONTRAINING MEASURES AND 434. Naval Aerospace MedicalInsti- ATIONS. Booth, Richard F. andBerkshire, James R. Clearinghouse for FederalScienti- tute, Pensacola, Florida. October 1968. 18p. AD-681-794, price inmicrofich $0.65, fic and TechnicalInformation Order Number in hard copy $3.00. structure of navalair training measuresto the performance To relate the factor post-training criteria werede- in operationalsquadrons, five of Marine pilots junior officers for veloped; four wereCommanding Officer(C.O.) nominations of assignments, and thefifth was a generalsatisfactory/unsatisia hypothetical spedial Academic factory C.O. evaluationof each juniorofficer's squadron performance. comprehension factors werefound in separate ability, flying skill,and systems loaded on a analyses for jet andhelicopter pilots. The four C.O.nominations were unrelated to training measuresin single nomination factorthat was essentially criterion, however , wasdirectly either sample. The satisfactory/unsatisfactory and inversely relatedto the per- related to a jet pilot'soverall flying skill formance of a helicopterpilot early in flight.

ESTABLISHING A PROGRAMTO TRAIN COMPUTERPROGRAMMERS UTILIZING 435. THE FEASIBILITY OF DATA-COMMUNICATIONS TRANSMISSIONTERMINALS. A TIME-SHARING SYSTEMAND REMOTE Ed.D.Thesis. 1968. 182p. Hardwick, Arthur Lee. Oklahoma State University. price in microfilm$3.00 in Xerography University MicrofilmsOrder Number 66-8416, $8.40. -113- 436. COLLECTED PAPERS PREPARED UNDER WORK PROJECTLIFT: ARMY AVIATION HELICOPTER PILOT TRAINING. George Washington University. HumRRO. June 1968. 828p. Clearinghouse for Federal Scientific andTechnical Information Order Number AD-673-936, price in microfiche$0.65, in hard copy $3.00. Results of studies to develop moreefficient methods for Armyhelicopter pilot training we discussed. PUBLIC 437. ON-THE-JOB TRAINING PROGRAM FORLIBRARY AIDES WORKING IN QUEENS BOROUGH LIBRARY, Jamaica, New York. 30p. EDRS Order Number ED 022 522,price in microfiche $0.25, in hard copy $1.60. College graduates or undergraduatescalled Library Aides, are trainedfor work with the Operation Head Start programthrough an individual on-the-jobmethod of instruction. Young, Elma 438. SURVEY OF LIBRARY PERSONNEL IN SIERRACOLLEGE EMPLOYMENT AREA. Sierra College, Rocklin, California. 15 April 1968. 14p. EDRS Order Number ED 020 716, price in microfiche$0.25, in hard copy $0.80. A survey of libraries in theemployment area of the college wasmade to determine needs for library technicians. EFFECTIVE- 439. BACKGROUND AND SITUATIONAL CONFIDENCE;THEIR RELATION TO PERFORMANCE HumRRO. NESS. Boyles, Wiley R. George Washington University,Washington ,D.C. June 1968. 19p. Clearinghouse for Federal Scientificand Technical Information Order Number AD-674-943, price inmicrofiche $0.65, in hard copy$3.00. Inventories to measure confidence indangerous situations were given topotential based on Army aviation warrant officers. These paper-and-pencil inventories are conceptualization of aclinical-experimental fractional anticipatory response reactions to the psychological stressesof combat. Military performances of the nen were subjectedto longitudinal analysis todetermine the relationship of scores on theseinventories to various criterion performances. Relationships Inventory and the Situa- of scores on twoinventories--the Background Activities tional Confidence Inventory--to peerratings, attrition during flighttraining, and accident information, arepresented. BEI% OFFERED IN STATE ANDFEDERAL PENAL 440. RELATIONSHIP BETWEEN TRAINING PROGRAMS INSTITUTIONS AND THE UNFILLED JOBOPENINGS IN THE MAJOR OCCUPATIONSIN THE UNITED STATES. Torrence, John Thomas. June 1967. 47p. Available from Interlibrary Loan Service, University Libraries,Kansas State College of Pittsburg,Pittsburg, Kansas 66762 ($4.80). The 285 institutions whichresponded accounted for over225,000 of the 230,000 inmate population in the UnitedStates. The 107 nonrespondinginstitutions were Comparison of un- small and it was assumed that theyhave no training programs. filled job openings and penal institutiontraining areas revealedthat only 20 unfilled job openings out of 99 institutional training programswere related to that training programs on the nationallevel, Among the conclusions drawn were rather were organized to meetthe service and maintenanceneeds of the institution the wide variety of than the post-release opportunitiesof the inmate, andthat that names assigned tothe various courses in thetraining programs indicated liaison between the various stateemployment agencies and theinstitutions was limited. BULLETIN 8. Col- TRAINING NEEDS IN CORRECTIONALINSTITUTIONS. MANPOWER RESEARCH 441. Manpower lins, Joseph W., Jr. andWeisberg, Richard. United States Office of EDRS Order Policy, Evaluation, and Research,Washington, D.C. April 1966. 22p. Also available Number ED 025 601, price inmicrofiche $0.25, in hard copy$1.20. Street and Constitu- from Manpower Administration,U.S.Department of Labor, 14th -114- tion Avenue, N.W., Washington, D.C.20210. inmates in correctional This report presents ananalysis of the training needs of prison in- institutions. The bulletin presents a profileof characteristics of Although mates and analyzes some ofthe handicaps they face in the job market. of them more than100,000 persons leave Federal andState prisons each year, few receive the kind of trainingin prison which would enablethem to compete suc- State cessfully for jobs. At least one-third of allreleases from Federal and in this correctional institutions return asprisoners. Specific topics covered imprisonment, the trainingand.edu- report include: the kinds of jobs held before experience of cation available in correctionalinstitutions, and the employment releases. Rehabilitation Research Foundation,Elmore, 442. THE DRAPER E&D PROJECT. FINALREPORT. EDRS Order Number ED023 Alabama. Draper Correction Center. August 1968. 249p. 142, price in microfiche$1.00, in hard copy $12.55. training The Draper Project demonstratedthe feasibility ofoperating a manpower are not program in acorrectional setting. However, education and training per se successful social adjust- enough to effect the broad changesin inmates required for transplanted. ment. A regular free-world manpower programshould not be simply unique social Prisoners are a special group ofdisadvantaged persons; prisons are contingent upon:(a) in- institutions, Successful implementation of a program is management; (c) effective stitutional attitude;(b) strong support of correctional development, and flexibility;and (e) agencycoordination; (d) staff training, effective public relations. Sullivan, Clyde E, and 443. RESTORATION OF YOUTH THROUGHTRAINING, A FINAL REPORT. Island, New York. April 1967. Mandell, Wallace. Wakoff Research Center, Staten $1.75, in hard copy$20.55. 409p. EDRS Order Number ED 016138, price in microfiche and to evaluate theirsub- To provide vocationaltraining for young jail inmates assigned to an experimental sequent performance uponrelease, inmates were randomly ordinary jail routine, andthe and a control group. The control group followed experimental group receiveddata-processing machine training,remedial reading and job placement instruction, individual counseling,post=jail supportive service, favored the for- Differences betweenexperimental and control groups assistance. addicted to (1) non-return to jail,12) non-return to jail even if mer group in evidenced by drugs, (3) new job opportunities uponrelease, (4) social mobility as labor jobs, (6) increasein jobs job level, (5) reductionin incidence of physical training was available with promotion potential,(7) increase in jobs where job and (8) increased tenurewith firms hiring inmates uponrelease. TRAINING PROGRAMS FORWORK AN INVESTIGATION OF THEEFFECTS OF SPECIAL IN-SERVICE 444. Ponder, Ed- WITH DISADVANTAGED CHILDRENAS VIEWED BY DIRECTORSAND PARTICIPANTS. 285p. University Microfilms ward Gene. Columbia University. Ed.D.Thesis. 1967. Order Number 68-2437, price inmicrofilm $3.70, in Xerography$12.85. from preschool throughgrade A followup study oftwelve NDEA Institute programs, (including T groups), The formal classsessions and/or seminars six, was made. Respondents seem to coordinated with practicum, werehelpful to participants. work in evidence carry-over fromthe institute experiencesinto their subsequent they are: class- six areas. Based upon a frequency count,in descending order, sociopsYchological characteristics room procedures,parent-community relations, and organizational structureof schools, of disadvantagedchildren, administrative However, respondentshad dif- materials of instruction,and inserviceeducation. techniques and experiences. ficulty in transmittingtheir newly acquired

6900 LIBERAL EDUCATION -115- Kimball, 445. LEISURE AND EDUCATION FOR LEISURE: ASTUDY OF AN EMERGING PRIORITY. 1967. 220p. Kenneth Robie. New York State University,Albany. Ed.D.Thesis. University Microfilms Order Number68-5271, price in microfilm$3.00, in Xerography $9.90. Survey res- A literature survey confirmedleisure as a growing socialforce. pondents (185 heads of householdsin Albany County, NewYork) were largely married men with 12 or more yearsof education; 58% werein professional,managerial, clerical, or sales positions. Play activities werepreferred by 57% to enter- the home, tainment, making or fulfillmentactivities. The group indicated that school, and church, in that order, areassuming or should assumemajor roles in statement that "educa- preparation for leisure. Respondents were divided on the tion for leisure has become asimportant as education forwork", with stronger The home was found reactions coming from those whodisagreed with the statement. lacking in preparing youth forleisure, and intensified effortsby educative agencies were urged. ACTIVITIES CON- 446. FACTORS AFFECTING PARTICIPATION BYADULTS IN COMMUNITY EDUCATIONAL CERNED WITH THE CULTURAL ARTS. Warlum, Michael Frank. Wisconsin University. Number 67-6844, price in Ph.D.Thesis. 1967. 157p. University Microfilms Order microfilm $3.00, in Xerography$7.20. in The study seeks todescribe factors which are relatedto adult participation considerable volunteer effort. a community-widecultural arts project involving The re- With one exception, the nullhypotheses tested failed to berejected. jected hypothesis, dealing withnationality, showed a significantdifference. greater aptness to People of the ethnic groupemphasized by the festival showed participate than people who were notof this ethnic group.

Arnold; Hubert Merrell. AN EXPERIMENTAL PUBLICEDUCATION PROGRAM IN MENTALHEALTH. 447. 68-2259, price in Ph.D.Thesis. 1967. 128p. University Microfilms Order Number microfilm $3.00, in Xerography$6.20. This study was made of anexperimental adult education programand its effect on the general public's knowledgeof and attitudes towardmental illness and related involvement, and concepts. The program was based on freedomof expression, active in the educational pro- voluntary participation. Experimental subjects took part treatment. gram, a session aweek for three weeks. The control group received no low levels High knowledge levels were notrelated to positive attitudes, nor were related to negative attitudes. The experimental programsignificantly increased knowledge levels without increasingpositive attitudes.

ADULT EXPERIENCE; A KEY TOCHRISTIAN DISCIPLESHIP. PUTTING IMMEDIACY AND EMO- 448. Thede, Gaius TIONAL CONTENT INTO A CHRISTIANTHEOLOGY SPECIFICALLY FORADULTS. Th.D.Thesis. 490p. Wendt. Pacific School of Religion,Berkely, California. University Microfilms Order Number66-4471, price in microfilm$6.25, in Xerography $22.05. Al- The first problem of aChristian educator in reachingadults is motivation. the basic though educational psychologyshows little beyond self-realization as motive of man, the Christianview makes it clear thatGod's own motivation, agape (self-giving love), is also meant for manand is the only adequatemotivation. involvement for any know- Philosophers like Polanyi nowrecognize the necessity of greater personal ledge. Religious knowledge demands morecomplete commitment and theology" risk, making decision moredifficult. We propose a Christian"commitment the basis, as the contentof Christian adult education. We can approach adults on life lived; the Christian not of intellectual acuity, but of a "maturity" due to "introducer"; and the educator's role is not as God-substitutebut as bystanding Fatherhood of God. basic content can be "existentialtheology", centering on the

-116- 49. A COMPARATIVE STUDY OF THE THEOLOGICAL CONCEPTS OF THE 1964-65 ADULT PARISH EDUCATION CURRICULUM OF THE LUTERAN CHURCH IN AMERICA AND THE ADULT AUGSBURG UNIFORM SERIES. Sperling, Gordon James. New York University. Ph.D.Thesis. 1967. 161p. University Microfilms Order Number 67-11,129, price in microfilm

$3.00, in Xerography $7.60. . This research aimed at analyzing the theological concepcs in the adult sections of the Lutheran Church Parish Education Curriculum series, evaluating them in terms of the theology of the Lutheran church, and comparing them withthe Augsburg Uniform Lesson Curriculum Series for adults.

See also: 5400 ADULT HIGHER EDUCATION-ACADEMIC PROGRAMS; 7050 ARTS, CRAFTS, RFCREA- TION; 7150 CROSS CULTURAL EDUCATION; 2 historical review of literature cf liberal adult education; 11 history of Lyceum; 12 history of Chautauqua; 58 cross cultural study of adult attitudes and participation in publicaffairs; 194 influence of foreign visitors on host community; 195 mass media in liberal education programs; 354 workers education in Britain compared to labor education in U.S.; 481 adult education philosophy of the Anglican Church of Canada; 485 folk high schools in Sweden; 489 role of WEA in administrition of adult education in New Zealand.

7000 HOME, FAMILY, PARENT EDUCATION

450. A STUDY OF THE KNOWLEDGE AND ATTITUDES OF THE MIDDLE AND UPPER-MIDDLEINCOME CLASS URBAN DWELLER TOWARD CHEMICAL PESTICIDES. Bush, Madge Morgan. Virginia Polytechnic Institute, Blacksburg. M.S.Thesis. November 1988. 133p. A study was made of middle income urban dwellers to determine theirknowledge and attitude toward pesticides.The sample scored approximately 70% on the knowledge questions and approximately 30% on questions pertaining togovernment regulations. General attitude was more favorable than that toward government regulation of pesticides. Mean educational level was 12.5 years. Mean age was 49.7. Extension programs on pesticides should emphasizethe role of government regulation. Ex- tension programs should be tailored to appeal to the high educational leveland broad special interest activities of this urban audience.

451. CHANGE AND PROGRESS, A COMPARATIVE STUDY: HOUSING PROJECT SURVEY1964-1966, St. Louis, Missouri.. Hunter ,Starley. Missouri University. [1967]*. 48p. MRS Order Number ED 023 979, pirice in microfiche $0.25, in hard copy$2.50. A survey was made of sample populations in a public housing projectin St. Louis, to find family characteristics, homemaking practices, and the effectsof extension classes in home management and family economics, clothing, and food andnutrition. Participants in the homemaking classes had a higher proportion of two parentfam- ilies, were between 30 and 59 years of age, had incomes of$2,000 or moro, had two full time or one or two part time workers, had larger families, spent morefor fond but did not have higher quality diets, and knew of Medicareand educational

a .4 recreational facilities. The most effective means of spreading information about extension classes had been flyers and leaflets, followedby television, newspapers, and the Housing Digest.

452. VOLUNTEER STUDY GROUPS; CHARACTERISTICS AND EDUCATIONAL FUNCTIONS;HOME DEMONSTRA- TION UNITS IN ONONDAGA COUNTY. EXTENSION STUDYNO.18. Alexander, Frank D. Cornell University, College of Agriculture. October 1968. 204p. EDRS Order Number ED 026 558, price in microfiche $1 .00,in hard copy$10.30. The study aimed at describing the characteristics of asample ofhome demonstra-

-117- tion units in Onondaga County; testing the effectiveness of the teaching of a selectei project; relating characteristics of the units to the learning of the participants; comparing characteristics of project leaders, trainedteachers, and members of the unit; and indicating the leaders' preparation forteaching the project. Information was collected through interviews, pre- and posttests, and lesson reports from project leaders. Covariance of analysis was used to cor- relate learning and characteristics of the units as derived frompersonal characteristics of members, and only one of nine categories was significant atthe .05 level.

453. EVALUATION OF SELECTED ASPECTS OF THE HOMEMAKING SERVICE PROGRAM IN THECITY OF ROCHESTER, NEW YORK. Alexander, Frank D. New York State University, Ithaca, College of Home Economics at Cornell University. October 1968. 147p. EDRS Order Number ED 023 050, price in microfiche $0.75, in hard copy$7.45. To describe the characteristics of teaching homemakers and of the women with whom they worked; to indicate the influence of training on theteaching homemakers; and to show the training program input, data were collectedthrough a variety of other methods. Of the fourteen teaching homemakers, eleven were Negroes and three Puerto Ricans. The mean age was 37.4, schooling ranged from 5 to 14, and one half lived in homes owned by their families. Ten women were married, three divorced or separated, and one single. Stated also are the occupations of husbands and wives, mobility, participation, and family income. Recommendations include longer and unbroken periods, more group teaching ,super- visionof teaching homemakers, survey of participants' interests,and greater attention to training in methodology.

454. EVALUATION OF FAMILY SERVICE PROGRAM, HOME ECONOMICS DIVISION OFCOOPERATIVE EXTENSION, CLINTON COUNTY, NEW YORK. Supplement to Extension Study Number 15. Alexander, Frank K. New York State University, Ithaca. College of Home Economics at Cornell University. February 1968. 35p. EDRS Order Number ED 017 836, price in microfiche $0.25, in hard copy $1.85. Combined data on third and fourth cycle lessons of the FamilyService Program were used to study the characteristics of the participantsand to evaluate the teaching.% Place of residence, home ownership, age, educational level,marital status, family composition, employment, mobility, income andparticipation were among characteristics discussed. Both groups had a larger percentage of urbanparticipants, fewer women from owner families, a lower median age,and a greater number of persons per household than the average county orrural populations. The high ratings of lessons indicated satisfaction and test scoresshow gains in knowledge.

455. AN IDENTIFICATION OF LFFECTIVE METHODS TO EMPLOY INCONDUCTING AN EDUCATIONAL PRO- GRAM TO REACH AND TEACH LOW-INCOME YOUNG HOMEMAKERS INRURAL AREAS. Priester, Jeanne. Auburn University, Alabama. February 1968. 12p. Paper presented at the National Seminar on Adult Education Research(Chicago, February 11-13, 1968). EDRS Order Number ED 017 889, price inmicrofiche $0.25, in hard copy$0.70. Nonprofessional assistants conducted programs for low incomehomemakers in five Alabama counties, supervised by the county home economist. The working visit, a one-to-one teaching method inthe homemakers' home, taught by telling,showing, and repeating a skill. A second method utilized small informal groupswhich met according to individual plans and needs. A low-reading-level newsletter was published for use in both methods. Daily logs were kept of each homemaker. Person- alized informal learning experiences helpeddeprived young homemakers raise their level of living, encouraged mothers and families to grow outof the relief cycle, and raised self esteem and aspirations.

456. INTERDISCIPLINARY APPROACH TO PREPARING HOME ECONOMICSLEADERS FOR EMERGING PRO- GRAMS SERVING DISADVANTAGED YOUTH AND ADULTS.FINAL REPORT. APPENDIX B. Garrett,

-118- Pauline Gillette. Missouri University. May 1967. 108p. EDRS Order Number ED 016 833, price in microfiche $0.50, in hard copy $5.50.

457. A PARENT EDUCATION APPROACH TO PROVISION OF EARLY STIMULATION FOR THE CULTURALLY DISADVANTAGED. FINAL REPORT. Gordon, Ira J. Florida University. 30 November 1967 118p, EDRS Order Number ED 017 339, price in microfiche $0.50, in haa copy $6.00.

458. HEAD START PARENTS' ADULT BASIC EDUCATION PROJECT, NEW YORK CITY..Final Report. Drescher, Ruth. New York State Education Department, Bureau of Basic Continuing Education. U.S. Office of Education, Division of Adult Education Programs. March 1968. 57p. EDRS Order Number ED 018 761, price in microfiche $0.25, in hard copy $2.95. A 100-hour education project attempted to raise the educational level of parents of Head Start children. No registrants read beyond eighth grade level, most were non English speaking, and 38 percent were native born. Social livingand communication skills were taught through films and teacher-prepared and commercial materials. A pilot study in which a bilingual teacher taught reading simultan- eously in English and Spanish seemed to facilitate learning. The gains in reading and arithmetic, measured by pre and post tests, were estimated at two school months. Teachers noted improved behavior of children whose parents attended the classes.

459. CHARACTERISTICS OF THE PARENTS SERVED. Rosenblatt, Aaron and Wiggins, Lee M. 9p. In Social Casework v48 n10 p639-47 December 1967. Characteristics of participants in Project ENABLE (Education and Neighborhood Ac- tion for Better Living Environment) were compared with those of heads of families applying to agencies of the Family Service Association of America (FSAA) and members in a parent education project supported by the National Institute of Mental Health (NIMH). An analysis of race, education, income, employment, occupations, and family status showed that Projeft ENABLE participants differed substantially from the FSAA and NIMH groups. When 72 characteristics of Project ENABLE participants were compared with those of nonattenders and refusers, differences tended to be small, with the largest differences occurring on items classified as voluntary activities and personal attitudes. Except for race, size of city, and education, Project ENABLE dropouts and regular attenders differed by no more than 5% on background characteristics; but greater differences were found on voluntary activities and Personal attitudes. Project ENABLE was reaching a relatively deprived client group, was able to recruit group members on a broad basis, but was relatively unsuccessful in retaining Negroes, Mexican-Americans, and persons with under 12 yearsoLschooling.

460. AN APPROACH FOR WORKING WITH MOTHERS OF DISADVANTAGED PRESCHOOL CHILDREN. Karnes, Merle B. and others. Illinois University. 18p. EDRS Order Number ED 017 335, price in microfiche $0.25, in hard copy $1.00.

461. FAMILY RELATIONS AND CHILD DEVELOPMENT; HOME ECONOMICS RESEARCH ABSTRACTS 1967. Purcell, Mary Lou, Ed. American Home Economics Association, Washington, D.C. 1968. 71p. EDRS Order Number ED 026 502, price in microfiche $0.50, in hard copy $3.65. Also available from the American Home Economics Association, 1600 12th Street, N.W., Washington, D.C. 20009 ($1.75). These 115abstracts of Family Relations and Child Development research, completed in 1967, were submitted by 34 graduate schools. Child development abstracts have been classified under the topics (1) Infant and Young Child, (2) Elementary School Age Child, (3) Adolescents, and (4) Miscellaneous. Family relations abstracts are categorized under the topics: (1) Adolescents, (2) Adults, (3) Family and Parent- Child Interaction, and (4) Program Development.

-119- 5230 ADULT See also: 4655 EDUCATION OF WOMEN; 4750-4870 DISADVANTAGED GROUPS; BASIC EDUCATION; 5500 COMMUNITY SERVICES AND PROGRAMS; 6700 OCCUPATIONAL TRAINING-AGRICULTURE, HOME ECONOMICS; 205 television in education of urban 251 pre- poor; 162 group methods with mothers ofdisadvantaged children; retirement education; 255 social roles of middle-aged women; 256 interests and information sources of housewivesin Tioga County, Pennsylvania.

7050 ARTS, CRAFTS, RECREATION U.S. Department of the Inter- 462. INDEX OF SELECTED OUTDOOR RECREATIONLITERATURE. price in ior, Washington, D.C. August 1967. 156p. EDRS Order Number 020 905, microfiche $0.75. Hard copy available from GovernmentPrinting Office ($0.75). Indexed are 991 periodicals, reports,books, and other publicationscontaining information pertinent to outdoorrecreation which were received by theDepart- ment of the Interior Libraryduring 1966.

7150 CROSS CULTURAL EDUCATION Triandis, Harry C. andVassilious, 463.A COMPARATIVE ANALYSISOF SUBJECTIVE CULTURE. Clearinghouse for Federal Vasso. Illinois University. October 1967. 72p. Scientific and Technical InformationOrder Number AD-663-889, price inmicrofiche Institute of . $0.65, in hard copy $3.70L prepared in cooperation with Athenian Anthropos, Athens (Greece), A review of the results obtainedwhen a variety of new techniquesfor the analysis of the way a person perceiveshis social environment is appliedto the comparison of two cultural groups reveals somebasic similarities in the obtainedresults. The analysis of subjective cultureis likely to help in theunderstanding of transcultural conflict, as well as inthe development of theoryconcerning interpersonal attitudes, interpersonalbehavior, and conflict resolution.

INTERACTION 464. THE SIGNIFICANCE OF ROLE BEHAVIORDIFFERENTIATION FOR CROSS-CULTURAL TRAINING. Foa, Uriel G. and Chemers, Martin M. In International Journal of Psychology v2 n1 p45-57 1967. A theoretical analysis of roledistinction development within andbetween social systems in traditional andmodern cultures leads to thehypothesis that the former emphasizes role distinction within the samesystem while the latteremphasizes the distinction betweencomparable roles in different systems. This hypothesis is tested by a content study of acultural training program(Cultural Assimilator) individuals in which seeks to better performanceand interpersonal relations of heterocultural task groups. The program consisted of 55problem episodes in which the trainees sought to discoverthe causes of conflict. These "critical incidents" have been described by personswith cross cultural experience or gathered from literature on theculture being considered. The results confirm the hypotheses and indicate that roledistinction constitutes a crucialelement in cross culturaltraining. 194 influ- See also: 150, 151 use of programmed instruction"Culture Assimilator"; develop- ence of foreignvisitors on host community; 219 education of foreign 351 training man- ment technicians; 314 Canadian volunteer prograRin Jamaica; agers for overseasduty.

7500 INSTITUTIONAL SPONSORS -120- 7510 Colleges and Universities

465. REPORT OF THE ACADEMIC ADVISORY COMMITTEE ON B1RKBECK COLLEGE. Birkbeck College, London (England). May 1967. 102p. Available from Birkbeck College, Malet Street, London W.C.1., England. Birkbeck College, a non-residential School of the Universityof London, provides part-time education in arts and sciences, at firstdegree and graduate levels. Its departments and courses, student body, academic staff,facilities, and government were examined, together with future demandsfrom mature students, the role of Birkbeck College in meeting these demands, andguidelines for expanding its physical plant. It was concluded that demand will increase,that Birkbeck should continue to serve such students,and that changes should be made in facilities, undergraduate course offerings, postgraduatestudy and research, and administrative organization. Included are a historical review, eightappendixes and 43 tables.

466. THE DEVELOPMENT OF THE ADULT EDUCATION PROGRAMS INTHREE SELECTED INSTITUTIONS IN ST. LOUIS, MISSOURI: A COMPARISON. Berdraw, John Richard. Indiana University. Ph D.Thesis. 1968. 242p. University Microfilms Order Number 68-11,385,price in microfilm $3.15, in Xerography$11.05. Growth patterns of adult programs in three universities werecompared with regard to origin, purpose, expansion, support, studentand teacher personnel, and determination of programs. Conclusions were: (1) programs in all three institutions evolved from community needs; (2) WashingtonUniversity had a wider range of progras because of its range ofdisciplines and staff; (3) the financial de- ficiencies of each institution influenced programdevelopment, course offerings, tuition fees, and course enrollment; (4) financialassistance and programing provided by state and federal legislation influencedthem periodically; (5) stable class attendance aided in the growth and development;(5) based on present trends, adult education in the St. Louis area willeventually surpass the combined enrollments in all other branches of education.

467. EFFECTS OF THE 1965 REVISION OF UNDERGRADUATESTANDARDS OF THE AMERICAN ASSOCIA- TION OF COLLEGIATE SCHOOLS OF BUSINESS ONEVENING COLLEGES. Barton, William David, Jr. Tennessee University. Ed.D.Thesis. 1967. 225p. University Microfilms Order Number 68-3727, price in microfilm$3.00, in Xerography $10.15. The purposes were to determine the impact ofthe 1965 revised standards for the accreditation of undergraduate programs of theAmerican Association of Collegiate Schools of Business (AACSB) upon evening college programs,and delineate implications for evening colleges. AACSB revised standards had little effect onevening programs of nine institutions;only two of the 25 institutions filed aflight plan with the AACSB; 14 madeconsiderable use of regular full-timefaculty in their evening programs prior to the revision ofstandards; four of the case-study schools reported an institutional commitment to theaccreditation of each of their professional programs; and four felt that AACSBaffiliation was vitals

468. THE AMERICAN INSTITUTE OF SACRED LITERATURE;A HISTORICAL ANALYSIS OF AN ADULT EDUCATION INSTITUTION. Beck, Kenneth N. June 1968. 365p. Available from Depart- ment of Photoduplication, theUniversity of Chicago Library, SwiftHall, Chicago, Illinois 60637. A history of the American Institute ofSacred Literature, from its beginningin 1880 as a correspondence school of Hebrewunder William Rainey Harper until its dissolution at the University of ChicagoDivinity School in 1948.

469. AN HISTORICAL ANALYSIS OF THE DEVELOPMENTOF SELECTED AREAS OF UNIVERSITY EXTEN- SION PROGRAMS IN THE UNITED STATES,1900-1965, AS RELATED IN PROFESSIONALLITER- University, Washington,D. C. ATURE. Jessup, Michael Nile. George Washington -121- Ed.D.Thesis. June 1967. 189p. University Microfilms Order Number 67-15,933, price in microfilm $3.00, in Xerography $8.60.

The historical development of credit and noncreditcourses, correFpondence study, and conferences, institutes, and shortcourses in extension programs.

See also: 5400 ADULT HIGHER EDUCATION-ACADEMIC PROGRAMS; 5700 PROFESSIONAL, TEUNICAL CONTINUING EDUCATION: 6200 MANAGEMENT AND SUPERVISORY DEVELOPMENT; 7600 COOPER- ATIVE AND RURAL EXTENSION; 4 history of GI Bill; 54, 56, 57, 67 characteristics, motives, learning styles of vairlous studentgroups; 72 College Level Exam Program; 73 predicting success of extension students; 88 ROTC; 94 student government in married student housing; 97 survey of evening college administrative practices; 98 quarter versus semester system; 99 organizational structure of evening degree program at Brooklyn College; 126, 127, 128 history, directory of residential centers; 136 teaching style in credit courses; 155 national study of correspondence study; 156 correspondence study completion rates; 180, 182 laboratory and sensitivity training; 200 telelecture and remote blackboard in Missouri Extension; 212 literature reviewon teacher training and recruitment; 244 army officer as student; 252 older adult as student; 253 administrative problems in programs forwomen; 260 characteristics of adult coed; 261 women and graduate study; 267 adult male'undergraduates at Wayne State; 296 present state of Antigonish movement; 297 university urban affairs prognams in Baltimore; 298 Title Iin Tennessee; 299 planning study, Illinois Extension; 312 higher education and development in South-East Asia; 313 university extension in Nigeria; 355 Ohio State labor educationprogram; 357 effect of change in German steel industry on technical universities; 369 characteristics of part-time students ina British college of further education; 387 MDTA program at Tuskegee; 401 secretarial programs, University of Cincinnati; 482 relations of universities with federal R & D labs.

7600 COOPERATIVE AND RURAL EXTENSION

See: 1890 RELATIONS WITH GOVERNING, ADVISORY, CLIENTELE GROUPS (Extension rolepercep- tion studies); 2230 RURAL COMMUNITIES; 3050 DEMONSTRATION METHOD; 4000 TEA- CHERS, LEADERS, CHANGE AGENTS (nine Extension staff studies); 4100 ADMINISTRATORS (four studies of Extension staff); 6700 OCCUPATIONAL TRAINING-AGRICULTURE, HOME ECONOMICS; 7000 HOME, FAMILY, RARENT EDUCATION (seven Extension stucie0; 21 degree research in adult education and Extension, University of Wisconsin; 22 Cor- nell Extension dissertations, 1948-1966; 52 anomia related to contact with Ex.:en- sion; 133 programs for pesticide dealers; 190 in-depth teaching (workshops) in Extension; 218 job performance of Extension area specialists; 241 participation patterns of rural young adults; 256 interests, information sources of rural homemakers; 301 model for community resource development at state level; 305 characteristics and interaction inarea redevelopment leadership group; 309 administrative problems of technical assistance to agricultural extension in developing nations; 311 Extension in Kumaonese (India) village; 362 microfiche collection of documents in vocational education.

7700 JUNIOR COLLEGES

470. AN EVALUATION OF THE EFFECTIVENESS OF THE JORDAN AND LAKEWOOD EXTENSION CAMPUS PROGRAMS OF LONG BEACH CITY COLLEGE. Jones, Richard L. 7 June 1968. 51p. EDRS Order Number ED 022 457, price in microfiche $0.25, in hardcopy $2.65. The effectiveness of instruction at the Jordan and Lakewood Extension Campuses

-122- of Long Beach City College was examinedby questionnaire and interview. The extension students and evening graduates wereall asked how many classes they were taking, why they wereattending, and where they heard of the program;the extension students were also asked what other coursesthey would like to see offered and the evening graduates were asked whatsubjects were most helpful, how they rated course quality, what comments orcriticisms they had, and whether they planned to continue.

See also: 74 performance of evening students infull-time study; 89 counseling in California junior colleges; 100 administrative practices inCalifornia; 204 credit course by television in health; 213 procedures for teacher resource allocation; 214 part-time vocational instructorsin Michigan; 217 supervision, evaluation of new part-time instructors; 259, 262 women in junior college; 300, 302, 303 community services; 304 urban problems and juniorcollege; 343 business and management programs; 364 vocational education needs,Goshen County, Wyoming; 365 occupational survey, Illinois; 402 guidelines for postsecondary distributive education in Ohio.

7800 PUBLIC SCHOOLS Syracuse 471. PUBLIC SCHOOL ADULT EDUCATION.CURRENT INFORMATION SOURCES, NO.19. University, New York. August 1968. 27p. ERIC Clearinghouse on AdultEducation, National Association for PublicSchool Adult Education Clearinghouse,Washington, $1.45. D.C. EDRS Order Number ED 023 992, pricein microfiche $0.25, in hard copy This annotated bibliography contains36 indexed and abstracted entries,dated 1965-1968, and arranged under thefollowing headings: 1) program administration, 2) training programs, 3) program descriptionsand guides, 4) participants,5) statistics and data, 6) historical studies,and 7) other studies and reports.

Lightbody, James 472. PUBLIC SCHOOL ADULT EDUCATION IN SELECTEDNEBRASKA SCHOOLS. 277p. Univ- Edgar. Nebraska University Teachers' College. Ed.D.Thesis. 1967. ersity Microfilms Order Number 67-9833,price in microfilm $3.60, inXerography $12.60. This study surveyed public school adult educationin Nebraska--the rationales for adult education in Nebraska, theplace of adult education in thepublic schools, the role of boards of education andschool administrators, and the partplayed by the state and Federal governments. Findings included: (1) public schools should be providing adult education andshould be comprehensive; (2) schoolsuperinten- dents must actively support adulteducation; (3) the Federal governmenthas given public adult education support;(4) despite some noteworthy programs,public school adult educai"in in Nebraskahas not kept pace with nationaltrends and (5) Nebraska has not been recogniz( (4 anintegral part of the school systems; provides no financial aid to adulteducation.

Berrol, Selma Cantor. City 473. IMMIGRANTS AT SCHOOL: NEW YORK CITY, 1898-1914. University of New York, New York. Ph.D.Thesis. 1967, 438p. University Micro- films Order Number 67-12,555,price in microfilm $5.60, inXerography $19.80.

The objectives were to find whatchanges were made in the educationalstructure . of the city under the pressureof Jewish and Italian immigrants,and to determine if there were any clues sixty years agoto the New York Cityschools of today. change; Part II The period selected was 1898-1914. Part I gives the background for innovations and their deals with the changes themselves;and Part III evaluates the high schools, implications. Among the innovations werethe growth of kindergartens, and vocational schools; thestart of after schoolrecreational programs, and of

-123- summer schools; the attempt to open the school to all children; the inclusion of subjects such as physical education and manual training; and the use of schools as social service agencies.

474. THE IMMIGRANT AND THE SCHOOL IN NEW YORK CITY; A PROGRAM FOR CITIZENSHIP. Farrell, John Joseph. Stanford University. Ed.D.Thesis. 1967. 196p. University Micro- films Order Number 68-6514, price in microfilm $3.00, in Xerography $9.00. A study was made of immigrant education in New York City during the years 1895- 1915 and its impact on American education. Citizenship education grew from a narrowly conceived course in 1900 to a total concept of public education by 1915, and changed further during and after World War I to meet the desire for national unity and the need for self-understanding. Teachers were often ineffective because of cultural bias and inadequatc training and understanding. Parochial schools were important in transmitting national cultures; the Federal govenment, immigrant associations, churches, voluntany agencies and individuals greatly aided in Ameri- canization. Immigrant education caused major changes in public education, including health programs, social studies programs, and new democratic teaching methods. The study concludes with an investigation of the Puerto Rican educational problem in New York City today.

See also: 4625 YOUNG ADULTS; 4750-4870 DISADVANTAGED GROUPS; 5230 ADULT BASIC EDUCATION; 6500-6850 OCCUPATIONAL TRAINING; 5 program development related to state fiscal policy in Michigan; 76 evaluation of armed forces educational experience; 84, 85 dropout studies in Toronto and Wellesley, Massachusetts; 90 evaluation of Los Angeles guidance program; 96 institutional arrangements in California in 1952; 137 effectiveness of teachers in adult vocational education; 207 national survey of 16mm films; 306 civil defense program; 310 secondarY extension in India; 411 education about credit for agriculture teachers...

7900 BUSINESS AND INDUSTRY

475. A YEARNING FOR LEARNING -- WHILE EARNING! A STUDY OF INDUSTRIAL EVENING EDUCATION IN NORTHERN ILLINOIS. Axford, Roger W. and Schultz, Robert W. In Training Devel- opment Journal v23 n3 p10-3 March 1969. Responses by members of the Illinois Training Directors Association were analyzed.- Of this group, 20 companies had, and 23 lacked training programs. Findings included: (1) companies prefer to offer training to employees only; (2) most courses are in technical subjects, first-line supervision, basic communications, and mathematics; (3) the two largest problems are finding teachers and a shortage of courses; (4) most companies find the evening program instruction good and the cost low, with support coming from top management and employees interested in .comprehensive courses.

See also: 4635 OLDER ADULTS; 4650 EDUCATION OF WOMEN; 5700 PROFESSIONAL, TECHNICAL CONTINUING EDUCATION; 6200 MANAGEMENT AND SUPERVISORY DEVELOPMENT; 6500-6850 OCCUPATIONAL TRAINING; .:0 annotated bibliography on maintenance training media; 216 qualifications, educational needs of training directors; 243 policies in employment of retired military; 249 job redesign for older workers, studies in eightcountries; 263 retraining of older female labor pool; 264 women's work patterns and vocational education needs, annotated bibliography; 266 patterns of female labor force activity; 315 Industrial Training Act and British engineering firm; 317 updating engineering skills.

8000 Armed Forces

-124- 476. A STUDY OF THE COMMISSION ON IMPLICAfIONS OFARMED SERVICES EDUCATIONAL PROGRAMS, 1945-1948. Price, Herbert Hamilton, Jr. Rutgers, The State Univer7 sity. Ed.D.Thesis. 1968. 173p. University Microfilms Order Number 68-8646,ftice in microfilm $300, in Xerography$8.00. In 1945, the Amdrican Council onEducation created the Commission on Implications of Armed Forces Educational Programs tostudy the armed forces education ofWorld War II and its effects on civilianeducation worthy of adaptation andexperimen- tation in peacetime civilian education have beenexplored. Significant events and issues considered by the Commission wereexplored, and the development of the Commission were reviewed. Specific aspects of its work(including merits and weaknesses of the intensive "G.I.Method",accelerated programs, program supervision and evaluation, language and areatraining, use of visual aids,integration of subject matter, and differencesbetween special Army and Navyprograms) were discussed in detail.

477. HISTORY OF THE ARMY GENERAL EDUCATIONALDEVELOPMENT PROGRAM; ORIGIN, SIGNIFICANCE, AND IMPLICATIONS. Strehlow, Louis Harold. George Washington University,Washington, D C. Ed.D.Thesis. 1967. 209p. University Microfilms Order Number67-15,939, p-ice in microfilm $3.00, in Xerography$9.45. Adult education in the armed forces fromprior to World War I to 1967 arereported. Previous to, and during, World War I, civilianwelfare groups provided recreation and entertainment for soldiers. The army began taking responsibilityfor soldier morale by establishing a Morale Divisionin 1941 and organized the Unitedstates Armed Forces Institute. Literacy training was conducted duringWorld War II. The Army Education Program provided correspondence courses,leisure time activities, counseling, and foreign language training. The present GED program, establishedin 1956, conducts off duty educational programs(elementary through graduate level courses) under civilian educators. The presenteducational level of Army personnel is the highest in history; theeducational opportunities for soldierswill be considered one of the outstanding adulteducation innovations of the century. McDonald, Robert 478. RETENTION OF MILITARY SKILLS ACQUIRED INBASIC COMBAT TRAINING. December 1967. 18p. D. George Washington University,Washington, D.C. HumRRO. Clearinghouse for Federal Scientific &Technical information Order NumberAD-663- 785, price in microfiche $0.65, inhard copy $3.00. Performance data were collected inthe three general basic combattraining (BCT) proficiency areas (rifle marksmanship,physical combat fitness, end ofcycle tests) from independent groups of soldiersduring BCT, duringAdvanced Individual Train- ing (AIT), and combat support training(CST), and for permanent party personnelin the Army six to 12 months. Results indicated a general performancedecrement over the one year period sampled. While these decrements werestatistically significant, the percentage decrements fromthe BCT level were relativelysmall and their significance is open to question.

30 JUNE 1968. 479. HUMAN RESOURCES RESEARCH OFFICEBIBLIOGRAPHY OF PUBLICATIONS AS OF 295p. George Washington University,Alexandria, Virginia. HumRRO. September 1968. EDRS Order Number ED 027 472, pricein microfiche $1.25, in hard copy$14.85. publications from the A bibliography provides completeinformation about research items; key Human Resources Research Office(HumRRO). It includes abstracts for many indicating items word out of context indexing; author indexes; and AD numbers, available through the Clearinghousefor Federal Scientific andTechnical Information.

1700 RETENTION OF PARTICIPANTS; See also: 1650 SELECTION, PREDICTION OFSUCCESS; 2600-3200 INSTRUCTIONAL METHODS; 6100 PROFESSIONAL, TECHNICALEDUCATION-OTHER (military officers); 6500-6850 OCCUPATIONAL TRAINING; 10 army education in 53 in- Confederacy; 26 relation of intelligenceand learning in enlisted men; military to civilianskills; dices of leadership in ROTC; 93 measuring crossover of

-125- 244 retired officers as university students; 268 training methods for Group IV (low aptitude) trainees; 439 measurement of confidence in dangerous situations.

8050 Unions

See: 6300 LABOR EDUCATION

8100 Religious Organizations

480. ADULT RELIGIOUS EDUCATION-THE QUEST FOR "HOLY INSECURITY". Shaw, Robert Clyde. Wisconsin University. Ph.D.Thesis. 1967. 275p. University Microfilms Order Number 67-12,475, price in microfilm $3.35, in Xerography $11.70. The purpose is to examine adult education policies of Protestant churches and to suggest adult education implementation. Included are a historical review of religious education in the twentieth century, an examination of research concerned with the learning potentiality of the middle-aged adult, and an overview of how the adult learns. Based on a questionnaire, a section examined the basic problems of adult education in the church. An effort is made to clarify educational assumptions and definitions before delineating the educational objective of religious adult education. A comparison of the views of various educators, philosophers, and psychologists is made and illustrative paradigms are offered. The "crisis" of middle age is an opportune time for religious educational efforts.

481. THE PHILOSOPHy OF ADULT EDUCATION OF THE ANGLICAN CHURCH OF CANADA. Peel, Donald Naylor. Indiana University. Ph.D.Thesis. 1967. 563p. University Microfilms Order Number 68-2342, price in microfilm $7.15, in Xerography $24.45. The adult education philosophy of the Anglican Church of Canada was analyzed in terms of basic principles, cultural factors, concepts of maturity and of authority,

characteristics of adult learners, teaching and leadership, group learning, and pat- , terns of educational practice. Comparisons of Anglican positions were made with those in other philosophies of education. These were among the conclusions: (1) Anglican philosophy is essentialist-perennialist but has many progressivist- reconstructionist features; (2) the approach is reality-centered, incorporating learner needs and Church requirements; (3) the leader is depicted as dominating the planning of educational experiences; (4) the most serious lacks are a systematic statement of educational philosophy, a clear plan for church adult education, and an effective conCept of authority.

See also: 6000 PROFESSIONAL CONTINUING EDUCATION-RELIGION; 10 religious education in Confederacy; 117 Appalachianattitudes toward religion, education and social change, bibliography; 118 rural-urban differences in Appalachian Presbyterians; 181 evaluation of human relations laboratory in United Church of Canada; 220 national conference of adult Jewish education; 240 ethical attitudes of young adult Protestants; 246 educational interests of o1der Presbyterian adults; 448 Christian theology especially for adults; 449 concepts in Lutheran adult education.

8200 Libraries, Museums

See: 289 survey of library service to functionally illiterate; 437 training aides in Queens Borough Public Library.

-126- 8250 Proprietary Schools

See: 2800 CORRESPENDENCE STUDY: 395 business school program for welfare recipients.

8500 Federal Government

482. EDUCATION AND THE FEDERAL LABORATORIES: AN ASSESSMENT OF FEDERAL LABORATORY . EDUCATIONAL ACTIVITIES AND THEIR PRESENT AND POTENTIAL RELATIONSHIPS WITH UNIVER- SITIES. Federal Council for Sciffice and Technology, Washington, D.C. Committee on Federal Laboratories. March 1968. 90p. Clearinghouse for Federal Scientific and Technical Information Order Number PB-178-018, price in microfiche$0.65, in hard copy $3.00. This study investigates the use of Federal research facilities foradvanced education and training (1) tu detcrmine how well Federal laboratories are.doingin continuing educational efforts, (2) to make recommendations for improvements,and (3) to explore the potential of Federal agencies in contributing more broadly to the educational activities of the Nation. Nine recommendations are made for extending collaborative relationships between government laboratories and universities,including stronger incentives and greater flexibility on the part ofFederal laboratories in making their staffs and facilities available for teachingand research by students and faculty.

See also: 0150 LEGISLATION; 0175 FINPNCE; 5230 ADULT BASIC EDUCATIO; 6050 PROFESSIONAL, TECHNICAL CONTINUING EDUCATION-PUBLIC ADMINISTRATION: 6550 OCCUPA- TIONAL TRAINING-UNSKILLED, DISADVANTAGED; 8000 ARMED FORCES; 215 background and role of Federal employee development specialists.

8550 Correctional Institutions

See: 6850 OCCUPATIONAL TRAINING.

9000 INTERNATIONAL PERSPECTIVE IN ADULT EDUCATION

9020 International and Comparative Studies

See: 58 personal orientations and public affairs educationin U.S. and Eastern European countries; 128 international directory of residential centers; 265 women's work in 34 nations classified by feminist ideology; 337 managerial training.in Sao Paulo and Los Angeles; 346 marketing education in 21 countries; 354 differential development of workers' education in Britain and laboreducati.in in U.S.; 359 vocational education in ten countries; 370 national and historical studies of industry and vocational training in 12 countries.

9040 Developing Nations

See: 2210 COMMUNITY EDUCATION AND DEVELOPMENT; 5280 LITERACY TRAINING; 5550 COM- MUNITY DEVELOPMENT PROGRAMS; 108 research trends in education for development; 111 research review on educational systems and socialchange; 308 International Community Development Statistical Bulletin.

-127- 9350 Canada

See: 50 Ontario Institute test of curiosity; 56 learning orientations of Guelph part-time B.A. students; 70 motivating adults for manpower teining; 110 attitudes toward social change in rural area; 163 conference and abstracts on sensitivity training; 181 effects of programmed pretraining on laboratorytraining; 222 role perceptions and performance of agricultural extension agentsin Nova Scotia; 257 educational needs of married, lower income in Vancouver; 272 participation of Ojibway Indians in voluntary agencies; 286 adult basic education teachers in Ontario; 296 present state of Antigonish movement; 314 Cana- dian volunteers in Jamaica; 481 adult education philosophy of AnglicanChurch.

9400 Latin America

484. AMANDA LABARCA H., EDUCATOR TO THE WOMEN OF CHILE; THE WORKAND WRITINGS OF AMANDA LABARCA H. IN THE FIELD OF EDUCATION IN CHILE; THEIR VALUE IN THEPROCRESS OF EDUCATION IN CHILE, Paul, Catherine Manny, New York University, New York. Ph.D. Thesis. 1967. 210p. University Microfilms Order Number 67-11,120, pricein microfilm $3.00, in Xerography $9.45. This thesis reviews the life of Amanda Labarca, her educationalwork and writings. She can be classified as a positivist, integralist, andscientific humanist. Her contributions include: primary school textbooks; propagation of theeducational philosophy of John Dewey; creation of the Seasonal Schools, which helpedraise the national cultural level, especially among women; arousal ofcitizen interests in educational reforms; the Experimental School and its influence onsecondary education; successes in women's rights and welfare(probably her foremast achievement); the impact of her association with the University ofChile; and service rendered to the Chilean government and the UnitedNations. Her "History of Education in Chile" is generally considered her most important book.

See also: 293 literacy training in Brazil; 314 Canadian volunteers in Jamaica; . 337 management education in Sao Paulo and Los Angeles; 370 history of craft and industrial training in Brazil/industrial training inVenezuela.

9500 Europe

See: 58 personal orientations and public affairsinvolvement in United States, Czecho- slovakia and Yugoslavia; 135 retraining older workers in OECD Countries; 249 job redesign for older workers in OECD countries; 359 vocational education in U.S. and nine European nations; 370 national and historical studies of industrial education in France, Netherlands, West Germany,Great Britaln, USSR.

9520 Great Britain

See: 68 student attitudes in Reading adulteducation centers; 157 correspondence study and audio visual aids in Merchant Navy; 202 BBC research, 1952-1963; 315 effects of Industrial Training Act on aManchester engineering firm; 339 identifying supervisony training needs; 361 Ministry of Technology R & 0 Ab- stracts; 369 vocational evening students in acollege of further education; 414 research use in British agriculture; 429 trainability tests for older workers; 465 Birkbeck College advisory committee report.

-128 9530 Scandanavia

485. FOLK HIGH SCHOOLS IN SWEDEN. Fleisher, Frederic. The Swedish Institute for Cultural Relations with Foreign Countries, Halmstad(Sweden). 1968. 112p. Available from The Swedish Institute, Hallandspostens Boktryckeri,Halmstad, Sweden. In this document on Swedish folk high schools, thehistory, philosophy, types of programs, backgrounds of past and present students,adjustment to a changing society, and the implications for the future, are presented.

See also :345 evaluation of management education.

9540 Germany

See: 357 Technological change and adjustment of technicaluniversities.

9570 Yugoslavia

See: 413 agricultural education

9650 Near East

See: 150 programmed instruction in cross culturaltraining, Iran; 363 cooperative education in Iran.

9700 Africa

486. ADULT EDUCATION IN AFRICA. Current Information Sources, Number 12. ERIC Clearing- house on Adult Education, Syracuse, New York. February 1968. 19p. EDRS Order Number ED 019 565, price in microfiche $0.25, in hard copy$1.05 Twenty-three abstracts and annotations of recent(1962-67) publications on adult education in Africa.

See also: 152 programmed learning in Central Africa; 223 educational needs of extension agentr4\in Nigeria; 309 problems of technical assistance toNigeria; 313 universitiextension in Nigeria.

9800 Asia

487. THE ROLE OF EDUCATION IN THE SOCIAL ANDECONOMIC DEVELOPMENT OF JAPAN. Japanese National Commission for Unesco, Tokyo. February 1966. 437p. Available from Ministry of Education, Tokyo, Japan. Emphasis in this study of Japanese education since1868 was on interactions between industrialization and education, the development of a nationalschool system, the rise of vocational education, the foundation anddirection of economic and educational development, and case studies ofmodernization and education in Hokkaido, Nagasaki, and Okayama.

488. ADULT EDUCATION IN ASIA, AUSTRALIA, AND NEWZEALAND. Current Information Sources, February Number 13. ERTC Clearinghouse on Adult Education,Syracuse, New York. 1968. 34p. EDRS Order Number ED 018 705, price inmicrofiche $0.25, in hard copy $1.80. The 45 abstracts in this bibliography coverthe period 1963-67.

See also: 134 adoption practices of Indian farmers; 292 bibliography of literacy research in India; 311 agricultural extension in aKumaonese (India) village; 312 high level manpower developmentin South-East Asia; 370 industrial training in China,industrial education inJapan since 1872.

9950 Australia, New Zealand

489. CHANGES IN THE ADMINISTRATION OF ADULT EDUCATION INNEW ZEALAND, 1946-1962. Power, Hilton M. 21p. In The Journal of Educational Administration v6nl p52-68 May 1968.

Crew, Vernon. National 490. BIBLIOGRAPHY OF AUSTRALIAN ADULT EDUCATION,1835-1965. 1968.. Library of Australia, Canberra;Australian Association of AdultEducation. hard copy $5.50. 114p. EDRS Order Number ED 023 024,price in microfiche $0.50, in

See alio: 488 bibliography on adult educationin Australia, New Zealand. AUTHOR INDEX

(References are to item numbers)

142 )bey, David S. 70 Blaney, John P. 393 )bott, George Carlyle 121 Blume, Paul R. 390 wahams, Norman M. 79 Boggs, Gerald Eugene 182 :kerman, Leonard 215 Bolman, Lee 71 lams, Don 111 Booth, Alan 434 Jams, Hobart Warner 350 Booth, Richard E. 381 lams, Janet 111 Borus, Michael E. 40 idis, Margaret Emily 253 Bothwell, James Lowe 439 ikins, Winthrop R. 391 Boyles, Wiley R. 433 ;ger, Robert E. 58 Brewer, Donald D. 401 mad, Dabir 310 Bright, Don Emerson 168 84 Bringle, Ronald Royce lan, Mubarka 342 lexander, Frank D. 233,419 Brinker, Paul A. 291 452, 453,454 British Council, London 286 lford, Harold Judd 126,127 Brooke, W. Michael 282 llyn, Nathaniel C. 72 Brown, Don A. 256,416 1 Brown, Emory J. 192, 193, ltman, James W. 414 merican Institute for Research. Bruce R. L. 17 in the Behavioral Sciences 141 Brunner, Edmund DeS. 44 merican Society for Buehler, Cnarlotte 384,394 Personnel Administration 379 Buehler, Roy E. 413 nderson, Robert C. 123 Buila, Theodore 337 nttPnen, Elmer Soini 5 Burke, John Miles 355 Bush, Madge Morgan 450 pplebaum, Leon 175 paricio, Kathryn 116 Byrd, Richard E. rnold, Hubert Merrell 447 139 skins, Billy Earl 149 Callon, Lawrence Brian 207 ssociation of University Campbell, Boyd P. 176 Evening Colleges 97 Campbell, John P. Campbell, Ralph 396 255 115 Canaday, Martha Helen alley, Wilfrid C. 163 aldwin, Robert O. 426,427 Capling, R. G. 16,205A arclay, James R. 325 Carlson, Robert Andrew 28, 29 Carrett, Gerald V. 36 Carpenter, William L. 221,229 artlett, Willis Edward 81 Carter, G. L., Jr. 33 ;arton, William David, Jr. 467 Carterette, Edward C. 157 ;atchilder, Richard L. .183 Carver, Alfred 26 3eaudoin, Adrien P. 302 Carver, Ronald P. 34 ieck, Kenneth N. 468 Cattell, Raymond B. 151,464 3edrow, John Richard 466 Chemers, Martin M. 45 Chicago University 128 3elasco, James Alan 96 202 Clark, Burton R. 3elson, W. A. 284 77 Clark, Gerald E., Jr. 3emis, Stephen E. 87 194 Clum, George A. 3enne, Max Erwin 274 278 Cobb, Henry V. 3erke, Norman Daniel 392 3erkshire, James R. 434 Cochran, George Clark 316 3errol, Selma Cantor 473 Cohen, David M. 41, 42 Besen, Stanley M. 376 Colley, Louise Annie 86 Collie, Anne 68 Bialek, Hilton 441 Bills, Garland 124 Collins, Joseph W., Jr. 465 Community DevelopmentFoundation 308 Birkbeck College 22 339 Cornell University Bird ,Michael W. 138 Blackburn, Donald J. 8,130 Cortright, Richard Watkins 2 Blair, Carol Ann 433 Cotton, Webster E. Blake, Robert R. 335

-131- Duncil of Teaching Hospitals Associa- Gates, Jesse L. 1 tion of wierican Medical Colleges 430 Geerlofs, Marjorie White 295 rabtree, James Stephen 368 George Washington Univerisity 436, 479 rawford, Elisabeth T. 334 Gianturco, Judith 279 rew, Vernon 490 Goff, Maurice L. 366 ulbertson, Millicent Kicklighter 306 Goldberg, Alvin A. 174 Golembiewski ,Robert T. 166 akin, William Robert 69 Gordon, Ira J. 457 - alby, J. Philip 98 Gossage, Loyce Clyde 216 apra, Richard A. 53 Gough, Lowell A. 409 avis, James A. 173 Grabowski, Stanley 19 avis, Vivienne 68 Green, Ralph 404 ay, H. I. 50 Greenleigh Associates, Inc. 3 eCrow, Roger 19 Grell, Darrell Dean 385 illavow, George J. 12 Griessman, B. Eugene 114 imock, Medley G. 140 Griffith, Albert V. 54 odge, Larry D. 364 Groteleuschen3 Arden 148 ollins, Curtin Nels 159 Grunwald, Walter 209 onehower, Grace M. 156 Guilford, J. P. 23, 24 ooley, Bobby Joe 57 Gurin, Gerald 380 opp, Arvid D. 104 ouglah, Mohammad A. 66,104,130 Hackel, Alan S. 212 owns, Sylvia 429 Hadley, Herber Harlan 105 oyle, Louis A. 313 Haller, Lola Marie 326 rennan, Henry 289 Halpern, Doryan 248 rescher, Ruth 458 Hankin, Edward K. 281 ubin, Samuel S. 316 Rankin, Joseph Nathan 304 11 Bois, Philip H. 26,132,136 Hannin, Daniel 272 lunnette, Marvin D. 165,176 Hardwick, Arthur Lee 435 utton, Marion Donnie 277 Hardy, James H. 183 luval, Louise 110 Harris, Ward A. 347 Harter, Walter George 417 :aston, Edison E. 341 Hartman, Joel 192 :RIC/AE 18,20,38,245,486,488 Hawkridge, D. G. 152 :rickson, Mildred Brinkmeier 67 Heinberg, Sylvester 217 :VCO 208 Herzog,William Adam, Jr. 293 'arahbakhsian, Ebrahim 263 Hiatt, Peter 289 'arrell, John Joseph 474 Hoerner, Harry J. 91 'ay, Francis Anderson 43 Hole, Floyd Marvin 234 'ederal Council for Science and Hooprich, Eugene A. 397 Technology 482 Horn, John L. 34 'einstein, Sara 220 Hornbostel, Victor O. 389 'iebert, Martin S. 164 Hughes, Edward 369 'iedler, Fred E. 150 Hughes, Robert G. 107 'indlay, E. Weldon 225 Hurkamp, Rosemary C. 85 'ink, Varlyn David 231 Hunt, Beverly English 259 laherty, M. Josephine 73 Hunter, David E. 307 :leisher, Frederic 485 Hunter, Guy 312 =leming, John E. 188 Hunter, Starley 451 =oa, Vriel G. 464 Hunter, Woodrow 161 ,251 =ranklin, Richard 109 =reeman, Richard Taylor 122 =riedlander, Frank 177, 178 Illinois University 299 =ullerton ,Leroy Robert 244 Indian Adult Education Association 292 =unk, C. Dennis 221 Ingham, Joy J. 95 International Labour Office 360 3arbin, A. P. 239 Ivancevich, John M. 351 larrett, Pauline Gillette 456

-132- Jabury, Donald Eugene 254 London, H. H. 383 Jacobson, Myrtle S. 99 Long Beach City College 204 Jadao, Fausto, Jr. 56 Long, Huey B. 51, 331 Janovy, David Lee 247 Looby, Lawrence 133 Japanese National Commission Lucas, Stephen Rodney 402 for UNESCO 487 Lutz, Arlen E. 190 Jawanda, J. S. 59 Lysaught, Jerome H. 154 Jeffs, George A. 184 Jensen, Alvin Carl 243 Macdonald, Mairi St. John 92 Jerkedal, Ake 345 MacKenzie, Ossian 155 Jessup, Michael Hyle 469 MacLennan, Donald W. 201 Joern, Judith B. 418 Madden, Howard L. 82 Johnson, Kirk A. 145, 426, 427 Mandell, Wallace 443 Johnson, Jimmy P. 232 Mangum, Gorth L. 375 Johnson. Louise A. 387 Marbach, G. 249, Johnson, Raymond L. 191 Marsh, C. Paul 52 Johnstone, William Milton 240 Marshall, M. E. 147 Jones, Charles Irving 137 Martin, John E. 102 Jones, Dorothy L. 27 Martin, Margaret R. 287 Jones, Margaret Hibbard 33 Mather, Mary E. 420 Jones, Richard L. 470 Massachusetts State Advisory Council Jones, Sheila 206 on Education 6 Jurkowitz, Eugene I. 93 Mayer, Ralph E. 410 McClelland, W. A. 422, 423 Karnes, Merle B. 460 McCluskey, Michael R. 144 Kauffman, Earl 252 McCormick, Robert W. 230 Kaufman, Charles Wesley 263 McCune, Shirley D. 328 Kausler, Donald H. 60 McDonald, Robert D. 478 Keddie, Wells H. 353 McKie?, Douglas 142 Keit% William 303 McNally, Gertrude B. 266 Kimball, Kenneth Robie 445 McNamara, John Harold 403 Kirk, William Donald 276 McNeil, Michael 86 Klever, Gerald L. 329 Mehta, Ratan Chand 235 Kling, Martin 295 Mendelsohn, Harold 205 Knittel, Robert Edward 112 Menlo, Aillen 14, 106 Knop, Edward 116 Merrill, Irving R. 203 Knox, Alan B. 39, 71 Messerschmidt, Dale Harvey 214 Kohl, Fred E. 229 Michaelsen, Leon Claude 228 Kolb, David A. 186 Miller, Ann R. 356 Krafft, Larry John 171 Miller, Justin H. 294 Kraft, Richard Horst Paul 357 Mills, Beatrice Marie 246 Kreider, Leonard Emil 338 Mills, Edgar W. 328, 330 Kreitiow, Burton W. 15 Ministry of Technology, Great Britain 361 Lair, Charles V. 60 Mocker, Donald W. 200 LanOon, Charles Watson 386 Moment, David 336 Lanham, Orville E. 193 Morehouse, Ralph Ernest 222 Lantz, Joanne 260 Morgan, Homer G. 319 Laubach, Robert S. 280 Morton, Paul Wesley 300 Lauwenys, Joseph A. 370 Mosher, Frederick C. 332 Lee, Sylvia L. 264 Moss, Gwenna 66 Lee, Walter Sidney 172 Moulton, Jane S. 335 Leinhardt, Samuel 173 Murphy, James T. 74 Levy, C. Michael 37 Liander, Bertil 346 NAEC 471 Lightbody, James Edgar 472 National Communicable Disease Lind, Marvin Burdett 305 Center 129, 196 Liveright, A. A. 9 National Institute for Mental Health 432 -133- Naylor, James C. 146 Reid, Christopher 201 373 Neale, J. G. 153 Ribich, Thomas I. 103 Nelsen, Anne K. 117 Rich, Nolan Neel 358 Nelsen, Hart M. 117, 118 Richardson, RobertBrooks 410 Newman, Anabel P. 282 Rieck, Robert E. 63 New York State Education Riegel, Klaus F. 63 Department 275 Riegel, Ruth M. 123 Norgren, Paul H. 317 Rieger, Jon H. 355 Northern Illinois University 365 Roberts, Higdon C. Jr. Roberts, Tommy L. 388 354 O'Connor, Johnson 25 Robinson, James William -407 Oden, Melita H. 31 Rolloff, John August 185 Ohannessian, Sirarpi 283 Rominger, Roger Kyle 179 Ohio State University 362 Rose, Harold 372 Ohliger, John 195 Rosen, Ned A. 391 Olson, Keith W. 4 Rosenberg, Sidney 459 Organization for Economic Roslnb1att, Aaron 61, 62 Cooperation and Development 135 Ross, Edith 409 orr, John David 120 Rowe, Harold R. 319 Orr, Rodney Gerry 270 Rubin, Irwin M. 353 Oxford, Roger W. 475 Ryan, Richard E. Ryska, John W. 89, 100 Parlette, Nicholas 324 320 Parnes, Herbert S. 242 Sacks, Florence 320 Patten, Thomas H., Jr. 284 Sacks, George A. 309 Paul, Catherine Manny 484 Safa-Ishfahani, Manoucherhr. 145 Payne, Raymond .115 Salop, Phyllis, A. 311 Pearce, Frank C. 343 Sanrval, R. D. 371 Peel, Donald Naylor 481 Sapienza, Dunnovan L. 379, 398 Peiton, Warren G. 198 Saylor, John C. 370 Pennsylvania State University 340 Scanlon, David G. 404 Perry, Lucy C. 323 Schaeffer, Geraldine 197 Persons, Edgar A. 406, 408 Scheier, Elaine 258 Peterson, Peter Barron 333 Schissell, Robert F. 314 Phipps, Lloyd J. 411 Schlesinger, Benjamin 267 Plag, John A. 80 Schlossberg, Nancy K. 227 Plant, Walter T. 46 Schroeder, Mary Doris 371 Pletsch, Douglas H. 224 Schroeder, Wayne L. 475 Ponder, Edward Gene 444 Schultz,Robert W. 226 Portin, James Jennings 158 Scyphers, Evans Reece,Jr. 181 Potter, Helen R. 88 Searle, Stanley H. 134 489 Sharma, Devendra Kumar Power, Hilton M. 480 Preston, James Clarence 301 Shaw, Robert Clyde 13 Preston, James gene 113 Shearman, John 238 Price, Herbert Hamilton, Jr. 476 Shearon, Ronald W. 367 Priester, Jeanne 455 Shelton, John Alton 7 Prophet, Wallace W. 211 Shively, Harold E. 262 Pucel, David J. 382 Shoulders, Betty 199 10 Showel, Morria Puder, Willlam H. 78 Purcell, Mary Lou 461 Shuford-Mossengill Corporation Simon, J. R. 64 314 Quackenboss, Thomas C. 352 Sio, Arnold A. 65 Queens Borough Public Library 437 Sjogren, Douglas Slocum, John W., Jr. 180 101 Randolph, H. Helen 125 Smith, George Watson 232 Rapton,Avra 273 Sollie, Carlton R. 250, 374, 377 Regional Planning Counce1 297 Somers, Gerald G. 46 Rehabilitation Research Founda- Southern, Mara L. tion 442

-134- Sowder, Ellie Mae 296 Vizza, Robert F. 348 Spaulding, Seth 108 Sperling, Gordon James 449 Waldron, Mark Woodsworth 241 Spray,4. Lee 322 Wallen, Carl J. 187 Standle'e, Lloyd S. 379, 398 Wargo, John George, Jr. 405 Steffer, Robert Wesley 160 Warlow, G. L. 56, 181 Steinemann, John H. 268, 425 Warlum, Michael Frank 446 Stern, Harris W. 162 Warmbrod, J. Robert 412 317 Stevenson, William W. 91 Warner, Aaron W. Stewart, Robert Miller 90 Warr, Peter V. 339 359 Stoddard, Paul Wakelee 11 Warren, Hugh Stoer, Leopold 431 Wasson, John B. 395 257 St61z,-Wall.er 124 Webster, Daisy Stotts, Michael J. 285 Weede, Gary Dean 421 Strang ,Ruth 280 Weiner, E. L. 143 Stratton, Albert J. 32 Weiner, Irving B. 321 Strehlow, Louis Harold 477 Weinstein, Paul A. 93 Stretch, J. A. 315 Weisberg, Richard 441 Sugden, Virginia M. 344 Welch, Franklin Weldoo 298 Sullivan, Clyde E. 443 White, Shirley A. 49 White, Stroller Tod 428 Tallmadge, G. K. 131 White, William F. 25 Tayloe, Ralph Chester 213 Wiggtns, Lee M. 459 Taylor, Edward Bunker 327 Wilensky, Harold L. 265 Taylor, Eugene W. 415 Williams, Harold A. 207 Taylor, Jean Anne M. 261 Williams, Mura 30 Taylor, Theodore J. 119 Williams, Sandiq Kolawole Taiwo 223 Tedesco, Eleanor Hollis 400 Wineberg, Ruth E., Ed. 290 330 Teevan, Richard C. 53 Winter, J. Alan Tempel, Norman F. 94 Wisconsin State Employment Service 271 Thede, Gaius Wendt 448 Wisconsin University 21 Thornton, Carl L. 36 Woesl.e, John Theodore 218 162 Thumin, Fred J. 35, 48 Wohlford, Paul 174 Tolela, Michele 167 Wood, Roy V. 84 Tobin, P. 64 Wright, E. N. Torrence, John Thomas 440 203 Tough, Allen 55 Yaryan, Ruby B. Trail, Thomas F. 219 Yates, Jules David 189 438 Trembly, Dean 25 Young, Elma L. Triandis, Harry C. 150, 463 Trickett, Wilson L. 349 Zahn, Jane 47 318 Tupes, Ernest C. 83 Zelikoff, Steven B. Turner, Cornelius P., Ed. 76 Zenger, John Hancock 170 Tweeten, Luther G. 269 Zung, William W. K. 279 Twelker, Paul A. 187

U.S.Air Force Human Resources Laboratory 75 U.S.Department of the Inter- ior 462 U.S.Department of Labor 378

Valiquet, Michael I. 169 Valverde, Horace H. 210 Van Meter, Earl Leroy 236, 237 Vassilious, Vasso 463 Vincent, Norman L. 347 Vitola, Bart M. 82

-135- NOTE ON AVAILABILITY

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-136- Send to: University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106

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-137- ERIC Clearinghouse on Adult Education

PUBLICATIONS

EDRS Order Microfiche Hard Copy Number Price Price

BASIC INFORMATION SOURCES

Adult Education Research, BIS-2 ED 018 704 $0.25 $0.30 Evening College Education, 1967, BIS-1 ED 014 023 0.25 1.55

CURRENT INFORMATION SOURCES

Adult Basic Education, CIS-3 ED 014 024 0.25 1.25 Adult Basic Education, CIS-18 ED 018 745 0.25 2.30 Adult Education in Africa, CIS-12 ED 019 565 0.25 1.05 . Adult Education in Asia, Australia and New Zealand, CIS-13 ED 018 705 0.25 . 1.80 Adult Learning Characteristics, CIS-21 ED 024 014 0.25 2.55 Community Education for Adults, CIS-2 ED 014 025 0.25 1.15 Community Education for Adults, CIS-16 ED 016 175 0.25 1.50 Continuing Education for Women, CIS-22 ED 028 340 0.50 4.10 Continuing Education in the Professions, CIS-4 ED 014 026 0.25 0.70 Cooperative Extension, CIS-20 ED 024 002 0.50 3.30 Counseling and Personnel Services in Adult Education, CIS-23 Education for Aging ,CIS-14 ED 019 564 0.25 1.10 Higher Adult Education, CIS-1 ED 014 031 0.25 1.40 Higher Adult Education, CIS-11 ED 016 928 0.25 1.50 Human Relations--Training andResearch, 1.20 CIS-10 ED 016 1F9 0.25 Management Development, CIS-5 ED 013 430 0.25 0.95 Management Development, CIS-17 ED 016 927 0.25 1.25 Methods and Techniques in Adult Training, 1.15 CIS-7 ED 013 429 0.25 Programmed Instruction in Adult Education, 1.35 CIS-15 ED 015 432 0.25 Public School Adult Education, CIS-9 ED 016 154 0.25 0.90 Public School Adult Education,CIS-19 ED 023 992 0.25 1.45 Television and Radio in Adult Education, 1.15 CIS-6 ED 014 032 0.25 Training of Adult Education Personnel, CIS-8ED 014 670 0.25 1.55

LITERATURE REVIEWS

Adult Education and the Disadvantaged Adult, By Darrel Anderson and John 6.65 A. Niemi ED 029 160 0.50 Adult Education in Germany: Bibliography 2.55 By Armin L. Schadt ED 029 167 0.25 Cross Cultural Interaction Skills: A Digest of Recent Training Literature, 4.00 By Roger DeCrow ED 029 159 0.50

-138- PUBLICATIONS

EDRS Order Microfiche Hard Copy Number Price Price

The Mass Me, la in Adult Education: A review of Recent Literature, By John Ohliger ED 024 907 $0.75 $6.60

OTHER

Abstracts of Papers Presented to the National Seminar on Adult Education Research, 1968 ED 024 001 0.25 1.60 Abstracts of Papers Presented to the National Seminar on Adult Education Research, 1969 ED 030 003 0.25 2.40 Adult Education Information Services: Es- tablishment of a Prototype System for a National Adult Education Library. 3 Parts. (Library of Continuing Education 20.95 Of Syracuse University) ED 020 489 1.75 Adult Education Periodical Holdings ED 014 022 0.25 1.05 A Model Information System forthe Adult Education Profession, By Roger DeCrow ED 015 412 0.25 1.25 Research and Investigations in AdultEduca- tion (Summer, 1967 Issue of Adult 3.40 Education) ED 012 877 0 50 , .[1;nplF.:1 EDRS ORDER BLANK .L1.?L6...1...ItS..1.17. TT r3 FOLLOW INSTRUCTIONS ON REVERSESIDE.TYPE OR 21..A:.1. =Fin RC PRINT ONLY. CUSTOMER FORMS AND VOUCHERS DOCUMENT REPRODUCTION SERVICE MUST BE SUPPLIED COMPLETELY FILLED OUT. OFERATEO FOR THE U S OFFICE 4936 FAIRMONT AVENUE IMPORTANT USE ED NUMBERS OF EDUCATION ET THE BETHESDA, MARYLAND 20014 NATIONAL CASH REGISTER COMPANY EDRS IN MICROFICHE OR HARUCOPY NO, TO ORDER SELECTED ERIC DOCUMENTS ...... DOCUMENT CHECK NUMBER PRICE - TOTAL CHE CK NUMBER PRICE -TOTAL ITEM x - Em DOCUMENT xEACH PRICE NUMBER Or COPIES EACH PRICE NUMBE'R Mr*l HCOr COPIES Mr* HC I 1 1 I I 1 16 1 I I ' ED I 1 1 1 I 1 I 1 I 1 17 1 1 'ED 1 1 - 1 I 1 I 1 i 1 1 1 a 1 I 9 ED I I I 1 I 1 I 19 I I 1 I ED 1 1 I 1 I I 1 I 1 20 I 1 5 1 ED 1 I I I I I I I 1 .21 , I I 6 ED 1 I 1 I I I 22 I 1 I I 1 7 ED 1 1 1 I I i i 1 1 I 23 ED 1 1 1 1 I I I 1 1 I 24 1 1 I I I ED I 1 1 1 1 i I I 25 1 i I I ' u ED I 1 °-..-*"-----"----.'= I 1 1 I 1 I @ I 26 I 1 ,... ''ED 1 I I s 1 I 1 i 27 1 I I I /2 ED I 1 I i 1 1 SUBTOTAl 1 METHOD OF PAYMENT 1 /3 ED 1 1 I 0 CHECK, COUPON, MONEY ADD: SALES TAX . 1 I ORDER OR CASH $ (OR 25% EXPORT CHG.) I 1 4 ED I I 1 I CHARGE (OVER $5,00 ONLY) ADD! 50t HANDL1NGCHG 1 0 1 I 0 DEPOSIT ACCT. NO. IC ED I i -...... ,.1.0.. 0PURCH. ORD. NO. 1 1 GRANDTOTAL w SUB-TOTAL$ I 0 TAX EXEMPTION _zc.) , I ).4:c ,A.1, . C I.... I' *SEE IMPORTANT CURRENT MICROFICHECOST ORDERED BY (DATE) CONVERSION INSTRUCTIONS ON REVERSE SIDE. . TITLE OR DEPT._ ..._ (2 LIZT ADD1TIONAL ITEMS ON A SEPARATESHEET w X AND ATTACH HERETO. BILL TO, ...... wares*A. - ADDRESS ..... CITY. STATE_...... --__.ZIPawairlwi t1.1monsareNalM FREE INFORMATION CHECKLIST PLEASE COMPLETE RETURN SHIPPINGLABEL BELOW SUMMARY LIST OF ERICDOCtJMENT COLLECTIONS AND/OR 3 THIS SPACE FOR EDRS USE ONLY USOE INDEX AND ABSTRACTPUBLICATIONS. j APPLICATION FOR STANDING ORDER TOSYSTEMATICALLY MF HC RECEIVE ALL,DOCUMENTS IN ERICMICROFICHE LIBRARY. CK CU MO CA DATE SHIPPED OPNDEPPOVCHR 3DATA ON MICROFICHE READERS. DATER EC (Iv ED...... TAX XMP MIN FOR DOCUMENTS OF ONE OR 3SUBSCRIPTION FORMS FOR ONLY APPROVED SY HELD FOR MORE OF THE ERIC CLEARINGHOUSES CIRCLED BELOW: CODESHIP TO CLEARINGHOUSE COOK CLEARINGHOUSE ADULT EDUCATION AcJUNIOR COLLESES Jc COuNsCLING AND PERSONNEL sIERVICES CS LIERART AND INFOPIMATION SCIENCES LI AL DisAcIVANTADED UpLINOUISTICS PIEI EARLy C1411.014000 EDUCATION PO READIN EDUCATIONAL AOMINISTRATION Ca RURAL EDUCATION ANDIINIALL SCHOOLS RC/ EDUCATIONAL FACILITIES CP SCHOOL PERSONNEL SP 1 EDUCATIONAL AuEDIA AND TECHNOLOGY VA CIENCE EDUCATION SE CACEPTIONAL cHILOREN KC VOCATIONAL AND ENOLtsH, TEACHIN or. TE TECNNIEM. EDUCATION VT Art ENTION ...... VL poREIEN LANEUAIII.TEACNIN OP, ORDER NO..-- 4no A . ERIC CLEARINGHOUSE ON ADULT EDUCATION ,==mmob NATIONAL ADVISORY BOARD

Chairman: Emily Quinn Texander N. Charters, Professor of Education Vice President North Carolina State University for Continuing Education Raleigh, North Carolina27607 Syracuse University Syracuse, New York 13210 Wilson B. Thiede Professor of Adult Education Laurence Devlin University of Wisconsin Graduate Student Madison, Wisconsin 53706 University of Chicago Chicago, Illinois 60653 Secretary. Roger DeCrow, Director S. E. Hand ERIC Clearinghouse on Adult Director of Continuing Education Education Florida State University 107 Roney Lane Tallahassee, Florida32306 Syracuse, New York13210