DOCUMENT RESUME ED r`35 645 TE 001 687 ATT."1-10 Evertts, Eldonna T. T rn T Final Mecl-nical peport on t!-e Institute for State Sunervisors of English and reading. SPO5 AnENCv 9ational Council of Teachers of English, Champaign, T11.: Office of Education (D9EW), Washington, D.C. DuP--'19 ro 0Eq-0-8-081161-2321(049) DT1P nAmp go "Or"7 93/n. FORS P?TCF rT)D9 Price MF-T,7.90 PC-T2r.75 DECETDTOP5 Composition (Literary) ,English Instruction, * English Programs, *Institutes (Training Programs), Language, Lanauage Arts, Literature, Program Content, Program Descriptions, *Program Evaluation, Peadina Instruction, Rhetoric, Supervisors TDENmIFT7Es *NDEA Institute State Supervisors English Reading ABTEACm The evaluations of five 1-week NDFA Institutes for State Supervisors of English and Eeadiag, held during 1968-69, are contained in this report. mhe individual institutes discussed are (1) "New Content in English Programs" at Urbana, Tllinois, (2) "Literature ana School Programs" at Tallahassee, Florida, (3) "Language andSchoolPrograms"atAustin, mexas, (4) "Composition, Rhetoric, andSchoolPrograms"atSeattle, Washington, and (5) "Ianauaae andSchoolPrograms"atSturbridge, Massachusetts. Evaluation topics include the selection of institute participants, +he physical facilities available, the orientation ofinstitute staff and participants, the relationship between staff andparticipants, Participant evaluation of the institute, "intriguing" aspects ofthe institute, and relations with administrative offices. Final conclusions evaluate the five institutes as a group. Appendices, Which comprise half of the report, contain several lettersand memoranda, questionnaires, news releases, application forms,and directories of Participants, quests, and staff members. (LK) Lri 44' U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFARE 1, *CI OFFICE OF EDUCATION Lt1 Fr% THIS DOCUMENT HLS BEEN REPRODUCED EXACTLY AS RECEIVEDFROM THE PERSON OR ORGANIZATION CO ORIGINATING IT.POINTS Of VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT Cl OFFICIAL OFFICE OF EDUCATION Lila POSITION OR POLICY. FINAL TECHNICAL REPORT ON THEINSTITUTEFOR STATE SUPERVISORS OF ENGLISH AND READING AT: UNIVERSITY OF ILLINOIS URBANA,ILLINOIS DATES: OCTOBER14, 1968 TO MAY 9, 1969 SUBMITTED BY: ELDONNA L. EVERTTS 2/ 3 SPECIAL NDEA INSTITUTE FOR STATE SUPERVISORS OF ENGLISH AND READING Table of Ccntents Page I. Introduction 3 II. Evaluations 8 A. General Evaluation 10 B. Urbana Institute 20 C. Tallahassee Institute 69 D. Austin institute 103 E. Seattle Institute 140 F. Sturbridge In itute 179 III. Conclusions 246 IV. Appendixes 262 4 INTRODUCTION "There is nothing permanent exceptchange."1English and reading must be re-examined against a backdrop of a world rapidly changing. Modern technology has affected communication; ours is a tim of oralthinking and living. Rapidly we slide from decade to decade, each decadebring- ing changes. A re-examination of educational philosophy, the c:Irrent subject matter upheaval in English and reading, and recentresearch become a must for all those engaged in educating andconsulting with teachers and youth. The objective of the NDEA Institute for which thisevaluation is written owes its beginning in part tothe idea of a changing subject in a chang- ing world. To strengthen the diverse professionalqualifications of state supervisors of English and reading and toacquaint them with current changes was the major purpose of theInstitute. Further, it must be noted that in 1966, the Associationof State English and Read- ing Specialists was organized on a permanent basis. They, then, requested an Institute to aid themacademically and professionally. This request was a spring board for the plannersof this Institute. To achieve this objective, five one-weeksessions were held during the academic year, 1968-1969, in various sections of the UnitedStates: the University of Illinois, Florida, Texas,Washington, and Connecticut. Urbana, Illinois: October 14-18, 1968 Tallahassee, Florida: December 9-13, 1968 Austin, Texas:February 3-7, 1969 Seattle, Washington: March 3-7, 1969 Sturbridge, Massachusetts:May 5-9, 1969 During the series of Institutes new content inEnglish programs, litera- ture, language, composition and rhetoric,and reading were the principal topics explored in the lecture and practicum sessions. Course instruct- ors, practicumlecturers, and consultants, who are recognized scholars and educators, reviewed recent research andscholarship in English and reading and the implication of this research andknowledge as it relates to the content of English and tothe theory and practice of curriculum development and supervision. New curriculum materials developed in 1 Reraclitus (Floruit 513 B. C.) 5 curriculum centers and regional laboratories and neweducational media were studied. The concerns and problems that arise asstate super- visors fulfill their leadership rolesreceived special attention. The Institute included classes in the content areas, apracticum, group discussion, and individual conferences. This report must vary from the usual summaryin-as-much as it contains evaluations of five distinct Institutes which comprisethe total program. The format of reporting the evaluationis the same for each of the five one-week Institutes even tothe including of a separate appendix for each. The final conclusions evaluate theentire program. Prior to reporting on the design of eachInstitute, a description of those features of the program which apply toall five Institutes will be presented. included in the final appendices areselected letters, memoranda, questionnaires, and other materials. It is impossible to include all types of correspondencebecause of the volume. The National Council of Teachers ofEnglish cosponsored this program. Among its contributions were providingsecretarial assistance, released time for the director, typing, mailing,duplication and other services. Because of their close affiliation with NCTE,the many esteemed national scholars were willing to serve in variouscapacities at the Institutes. Fortunate indeed was it that Robert Hogan,Executive Secretary, consented to be the associate director.Visits to the curriculum library ofthe National Council of Teachers of English, thelargest special collection of books on the t,aching of English, was afeature of the first insti- tute. An ideal site for the first Institute wasUrbana. Here the facilities of the sponsority; University wereavailable. The library of the Uni- versity of Illinois, the third largest inthe United States, was visited by many participants.The Illini Union provided an appropriatesetting for the formal presentations andthe informal exchange of ideas among participants, staff members, andconsiltants. Members of the faculty appeared on the program and attended aninformal reception during the Institute. The first Institute centered on"New Content in English Programs" and noted in particular the elementary andsecondary school curriculum. At this time a special analysis wasmade of recent seminars, meetings, and publications which are influencingcurriculum instruction. The second Institute was held inTallahassee, Florida. The subject for the week was "Literature andSchool Programs." During the week, the participants not only heardlectures on children's literature, literature for adolescents, and the worldof literature for adults, but they also read a number of literaryselectixis and discussed these 6 literary works in terms of contentand literary style with the course instructor. Ways to make the literaryworks more relevant to the student of today were discussed. These included not only methods of presentation such as the useand production of films in the classroom, but also the selectionswhich would be most advantageous to usein the classroom. The facilities of the library atthe Florida University campus were usedby the participants. The local director, a resident of Tallahassee, arranged for theparticipants to visit the Gulf of Mexico and see the historic fortof the area enroute. "Language and School Programs," was afocus for the third Institute held in Austin. Here the participants lookedintensively at the con- tributions of linguistics to educationand the need for teachers to re-evaluate the language programscurrently found in the schools. Faculty members from the Universityof Texas were on the program and helped the participants to understandthe many varieties of language use which are tobe found in the schools, and how programsmust be developed which encompass thesedifferences. Seattle was the site of thefourth Institute on "Composition,Rhetoric, and School Programs." It was in Seattle that theparticipants heard many points of viewwhich provided many opportunitiesfor understanding divergent thinking presented by scholarsin the area of composition and rhetoric. Principal attention was given tothe lack of emperical evidence for programs in composition,but the consultants who were close to the classroom offered manyvaluable contributions based upon their practical experience. The fifth Institute inSturbridge, Massachusetts on "Languageand School Programs," was very well attended. Attention was given to vocabulary, word study, selection ofmaterials, word analysis, and otherphases of reading instruction, as well as tothe implication of dialectdifferences for the instruction of reading inthe classrooms of today. At this Institute, as well as in allof the preceding Institutes, there wastime for relaxation and an opportunity tobecome acquainted with the geo- graphical area in which the Institute washeld.