DOCUMENT RESUME

ED 074 089 TM 002 452 AUTHOR Stivers, Patricia E. TITLE Paper and Symposia Abstracts. American Educational Research Association Annual-Meeting, 1973. INSTITUTION American Educational Research Association, Washington, D.C.. PUB DATE Feb 73 NOTE 183p.; Abstracts of papers presented andsymposia held at annual meeting of the American Educational Research Association (New Orleans, La., February 25-March 1,1973) ERRS PRICE ME-0.6 5 BC-6.58 DESCRIPTORS *Abstracts; *Conference Reports; *Educational. Research; Speeches; Symposia; TechnicalReports JESTRACT Abstracts of papers and symposia accepted for presentation at the 1973 AERA Annual Meeting comprisethis volume. Also included are a divisional program listing, topicindex, indices of individual paper titles and symposia sessiontitles, and author index. Abstracts-appear in the-chronological order ofpresentation consistent with the listing of sessions in theprogram. (KM) III 1 Iil li li 1 III iiIii 01 1 H 1 I NI i1111111 1 1111111111tiMi w Paper and Symposia Abstracts AERA Annual Meeting 1973

Division Abstract Editors

A Thornton A. Liechty

B Kenneth Henson, Jane Angell

C Carmen Estes 0 Thomas E. Hutchinson

E John Horan

F David Allmendinger

G Judith Torney

H Ray Forbes

American Educational Research Association 1126 Sixteenth St, NW, Washington, DC 20036 202/223-9485

Q--.) 1973, AE RA FOREWORD

Abstracts of papers and symposia accepted for presentationat the 1973 AERA Annual Meeting comprise this volume. The formatof the 1973 Abstracts has been redesigned as a companiondocument to the Annual Meeting Program. Abstractsappear in the chronological order of presentation consistent with thelistingofsessionsin the Program; symposia and experimental sessions have been identifiedthroughout; all others are paper session abstracts. Al] indices refer to chronologicalsession numbers, not to page numbers. All abstracts submittedin compliance with the July15, 1972 deadline for proposals are included, and a reasonable effort hasbeen made to incorporate late submissions. Some abstracts have been edited inthe interests of clarity or brevity where this seemed necessary andcould be done without altering the substance. Appreciation is here extended-to each division editor for the efforts contributed to this volume, and to Sally K. Craig for her assistance inthe production of this work,

Patricia E. Stivers Director of Publications American Educational ResearchAssociation

ii TABLE OF CONTENTS

Foreword

Divisional Program listing iv

Abstracts 1

Topic index 151 index of Individual Paper Titles 154

Index of Symposia Session Titles 164

Author Index 166

iii DIVISIONAL PROGRAM LISTING

Division A 35.08 Response in State Educational Fin,11 CU Systtnis to Serrano vs. Priest Connect icut Massachuse I t %, Minnesota, anti %Pi wino 13.07 Evitonmental Stress and Educational Response 36.02 Multi-Disciplinary Symposium on the Posse-de Er 13.08 Cooperative Accountability Projectfor State and fects onYear-round Education on Community, Local Educational Agencies School, Family and Child 13.10 Administrator Preparation- -State of the Art: Uni- 36,05 A- Report on the Study ofthe Professorshipin versity Program Responsiveness to the 1970's Educational Administration 15.04 Administering Federal Educational Programs 37.06 State and Federal Governance of Education 15,10 Individually guided instruction: Research and Find- 3Y.07 Teacher Negotiations: Problems and Processes ings 37.08 The Analysis ofEducational Policy: A Pr 15.27 Survey Feedback in Educational Organization De- Report velopment

15,28 TheImpactofEvaluation onFederalDecision Maki ng Division B

17,05 Economics of Education: Equilization, Production, 14.06 Improving Education Through the Use of Com- and Impact puters: Strategies for National Change 17.08 Administrative Decision Making 14.10 Innovanon: Implementation and Evaluation 7,0,07 School Community Interaction 17,14 Four Provocative Research Reports from 1972 on 20.10 Research on Political and Social-Psychological Vari- Mathematics Education K-12 ables Effecting the Administration of Organizational 17.19 Change Curriculum Decision Making- Theory and Practice 17.20 25.15 Assessing Change in Education The Open Curriculum: Recent Research 19.03 26.15 Non-public Schools: Contributions to Theories of PublicBelief,Communication,andCurriculum Educational Organization Change 19.04 26.20 Violent Teenage Gangs in Urban School Large Scale Evaluation Models 27.16 The University and Its Environment: An Environ- 19.09 Curriculum Development: Modes and Measures mental Information Delivery System 24,02 Multiple Publics, Priorities, Schools, Universities, 27.17 Potpourri Some Ar1vocate and Adversary Positions 28.1G Assessing the Tasks of Public Education 25.04 Computer Based Instructional Design 28,17 Towards a Programmatic Production System for 26_05 Strategies for Curricular Planning: Toward Defini- Educational Administration tion in the Curriculum Field 28.18 The Governance of Higher Education 26.07 Achieving Situational Teaching of Toreoretic Knowl- edge: Problems and Prospects 29.21 Satellite Academies Prograth 27.06 Conceptual Approaches to Curriculum Design and 29.23 Big City Educational Governance: The Metropolitan Evaluation Toronto Two tiered Experiment 27.09 Teacher - Pupil-Behavior in the Classroom Setting 25.19 The Student-Institution Interface 28,01 Reorganizing for Learning: An Experiment in Multi- 32.01 The Uses of Simulation in Educational Administra- Un it instruction tion 28.02 Toward a Mankind Curriculum 32.02 Contrasts in the Process of Planed Change of the School's Instructional Organization 28.14 Within Course: Evaluation 32.04 Policy Analysis as a Focus for Training Programs In 33.01 Curriculum Evaluation: Perspectives from the Users Education Administration and.Doers of Ev:luation 33.03 32.0G DevelopingEffectiveEducationalOrganizations: Curriculum Study: Concepts, Goals and Involvement Concepts, realities, and Strategies for Change 34.02 The Social Purposes of Education: Ctxrciulum and 32.11 Decision Making in American Education Social Needs 34.03 34.04 Black Educators in Educational Administration Evaluating Evaluation in Early Childhood Education Programs 35.05 Collegiate Placement and Credit Policies: Issues And 34.20 Experiences The Elementary School Environment 35.02 Innovative Approaches to Curriculum Research 35.07 Organizational Structure St Climate:Effe on Leadership 35,03 Pre-Service Teacher Education Evaluation

iv. 35.04 The Curriculum: Morals and Values 15.19 Teaching E I fectiveness 36.01 Theories of Higher Education 15.24 Teaching Strategies for Handicapped 36,07 CurriculumDecisions:The Conceptual and the 15.25 Readability and Reading Materials Practical Division C 19.01 Teaching Competency: Can it he A 19.05 Race and Attitudes 2.02 Studies in Pupil Control 19.06 Mathematics Learning 3.01 New Directions in Teaching Educational Psychology 19.07 Program and Product Development

3.04 Children's Performance in Piagetian Tasks: I 19.08 Artificial Intelligence 4.01 New Course Development Techniques 19.19 Academic Games and Programmed instruction 4.02 Current Research on Basic Processes in Reading 20.21 Student Characteristics 4.03 Defining Teaching Competency; Emerging Values it 20.23 Studies of E4docable Mentally Retarded the Developmental Period of an Assessment Ap- proach to Competency-Based Teacher Education 20.24 Associative Learning 4.07 Children's Verbal Learning 20.26 The National Evaluation of Follow Through: A Two Year Report 4.08 Children's Performance in Piagetian Tasks: II 24.06 Pad OrmanCe -Based Teacher Education: Issuesrid 4.09 Identificationof SelectedLearner Characteristics Strategies and their Implications for Personalization of Instruc- tion 25.01 Research, Development, and Evaluation Reading to a System of Individually Guided Motivation AssessingInterpersonal Functioning inthe Class- room: Towards a Technology of Preferred Teaching 25.02 Problem Solving Measurement and Training Pro- Behavior cedures 6.04 Learning in Young Children 25.03 Accountability: Problems and Possibilities 6.06 Language Behavior 25.07 Humanistic Teacher Education 6.07 Learning from Text 25.08 Prediction of School Achievement 25.11 Feedback and Reinforcement 6.08 Reeding: I 26.01 6.11 Cognitive Style Do Teachers Make' a Difference? What does the Research St- 8.01 Issues in Implementing a Competency-Based Pro- 26.06 gram for Teacher Preparation Indiv:dualization in Instruction 26,08 8.02 Maximizing Effectiveness of Human Resources in Evaluation by Observation Techniques Individualized Instruction 26.09 Student Motives, Attitudes and Achievement 8.07 Teacher-Student Learning and Performance 26.10 Computer Applications in Instruction 8.08 Creativity 26.21 'New DevelopmentsinMastery Learning and its 8.09 Reading: II Measurement 8.21 Conceptual Bases for Video Playback in Teacher 26.22 The Pleistocene Epoch of Experimental Research Education and Development Training Models 10.01 Factors Relating to Correspondence and other Non- 27.02 Trends in Readability Research Traditional Instruction 27.05 Structural Variables that Account for the Difficulty_ 10.06 Teaching and Student Achievement Level of Word Problem Exercises in Mathematics 10.07 Recall dl Prose 27.08 Uses of the Coping Analysis Schedule for Educa- tional Settings (Cases) haResearch and Teacher- 10.08 Education of the Gifted Training 10.09 Reading: Ill 27.10 Adapting Instruction to Individual Differences 13.15 Effects of Expectancy 28.04 Psychological ProcessesinCreative Thinking and 13,19 Teachers and Students Problem Solving 14.09 A Plan for the Comprehensive Evaluation College 28.05 Computer-Assisted Instruction: Teaching 25.1 2 Al fective Learning 14.11 Problem- olvi ng 28,13 ProjectPrime(Programmed Reentry into Main- 15.16 Clinical Judgment and Problem Solving stream Education) 15.17 Adaptive!Models for Instruction 28.26 Learning in the Young Child 15_18 of Report theLiterature Search Subcommittee, 29.11 Student Attitudes and Values NCR E (National Conferenceon Research in English), Phase I of a Study of Teacher Effectiveness 29.12 Children's Comprehension of Text in the Language Arts 29,13 Rimini and the Schools

V 29.15 Classroom Observation 14.13 Selected Research Reports 32,07 Student Teaching 15.06 The Application of a Model for the Evaluation of 32.10 Protocol Materials in Teacher Education-AProduct Educational Products Dissemination Session 15.07 Statistics: Data Analysis 33.05 Mathematics Concept Learning Among Prospective 16.09 Studies of Teaching E lementary School Teachers 15.12 Abstract-Concrete Dimension of Culture Fair Con- 33,07 The White Researcher in the Black Community: A cept Formation and Problem Solving Assessment failernma 17,07 Statistics 33.08 Factors in Instructional Effectiveness 17.10 Student Ratings of Instruction 33.10 Teaching and the Open Classroom 17.11 34.05 Research Methodology I Schools Without Paliure: Case Studios ofour School 17.12 Problems in Evaluation Systems Which have Experimented with theGlasser Approach 17.22 Performance Testing 34.09 Working Modal of a Comp -A y -based Teacher 19.20 Repeated Testing: Interpreting the Results Education System 19.21 Evaluation of Innovations 34,11 Research-Based Models for Training Teachers of 19,24 Handicapped Children Test Development II 34.14 20.11 Methodological Problems Microteaching I: Studies Relating to Supervisorand Teacher Behavior 20.12 Research Studies Involving It3 Testing 34.17 Verbal Learning 20.13 Statistics: Anova 35.09 The PreSchool Child 20.14 Prediction and Measurement 35.16 Employer -Based Career Education 25.14 Measurement Methodology I 35.18 Microteaching II 25.17 Statistics: Multivariate Procedures 35.20 Race and LanguageI 26.14 Selected Papers II Theoretical Issues 26,17 Measurement: Validation of Tests 35.22 Teaching Mentally Retarded Children 26,18 Maine Assessment of Educational Progress 36,08 Interactive Psychological Research and Curriculum 27,12 The National Test-Equating Study in Reading Development in Reading 27.16 Measurement Methodology II 36.13 Adjunct Questions and Learning from Text 29_22 Research Methodology II 3614 Instructional Media 29.24 Data Collection Problems and Techniques inRe- 36.16 Achievement and the Disadvantaged search and Evaluation Studies 36.17 Race and Language I Division E 36.20 Test Performance 2.06 Career Development 37.05 Research:Implications and Learning Rules and Concepts Direction 37.09 Perspectives on Learning from Discourse 2,08 Counselor Discriminative Stimuli: EmpiricalInvti- gatiOn and Application to Counselor Training Division D 4,10 People, Programs and Organizations: The Effective 2.05 Ingredients of Human Resource Development Recent Developments in Factor AnalyticMethod- 6,13 ology: New Insights On the Problems of-Small Student Reactions to Community Colleges andthe Sample Generalizability, Longitudinal Data,Trans- Attrition Problem formation, and Factor Scores 6,16 Research on Occupational Classification 3.07 Test Development I 8,13 Alternative Explanations for Individual Differences 3.08 Measurement in Social Behavior of Preschoolers Criterion-Referenced Evaluation Using Time-Series 8.15 Career Development of Women Designs and Item Examinee Sampling 10,10 The National Logitudinal Study of the HighSchool 4.17 Selected Papers I Class of 1972 4,18 10 1 5 The StructureofConcept Attainment Abilities The Ethnic Variable in Counseling: ThreeExper- Project: Final Report and Critique imental Studies 10_17 Models of Bias for Using Tests in Selection 13_01 Research in Counseling: Future Directions 13.09 The Systematic DesignofEducationalResearch 13.06 Homosexuality: Out of the Educational Closet Training 14_03 Computer Simulation of Client Behavior 14_02 Measurement: Criterion-Referenced Testing 15.03 The Self-Concept and Affective Education

vi 15.08 Career Development and Decision Making Research 34.10 The Distaff Factor: Are Educational R Sr D Efiert5 15.11 Occupational Types and Occupational Prestige - ftilelng or Hindering Women 15.13 Race as a Factor in Level at Understanding Between 34.18 Multidisciplinary Training for Educational R & 0: Counselor and Client State of the Art 17.06 Sex-role Development and Sexism 35.11 Appalachian Consciousness in the 20th Century 19.22 The Pupil Personnel Service Staff and School Innova- 35.12 Culture, Schools andtheStateof Educational lion Research 19.25 Career Development in Young Children 35,15 Politics of Educational Innovation: Towards A Re- search Agenda 29.01 CriticalResearch needsinCommunity Mental 35.17 Health,RehabilitationCounselingandCollege The SocialContextinTeacher Education and Co onset ing Attitudes 36.10 Student/Teacher Interaction in the Classroom Division F 3611 The Results of Using Four Research Methodologies in the Evaluation of an Experimental Program 3.02 Perspectives on Female Education 36.18 The Family" a Social Context for Education 3.03 From Emerson to Dewey 36.19 Contrasts 01 the Traditional and the Experimentdi in 5.01 Urban Educational History Current School Programs 7.01 Equality of Educational Opportunity: Ethnic Per- 37.01 spect Ives Talking to the Man- In the City Junior College: A Micro-Ethnography of Communication Behavior 7.02 Learning in Public Places 37.04 The High School Context and Student Attitudes 9.01 Adolescence and Social Reform inHistorical Per- spective 14.07 Doing History: Some Notes-Toward A Pedagogy Division H 14.0E Youth Movements in Comparative Perspective 2,04 New Models for Redire-7ting Evaluation Endeavors 16.01 Elites and EdOcation in Western Europe 3.10 Project Evaluation as an Accountability Component 16.02 Film and Contemporary History 3.11 Studies Designed to Improve School Achievemept Division G 4.12 Strategies of Implementation of Innovations 4.19 . Macro-Systems Evaluation Models and Concepts 20.06 EducationResearch, SocialScience, and Public Polley 4.20 State Wide Assessment 24.01 Social Context of Early Childhood Education 6.10 Adoption and Change in Long Term Program Evalua- tion 24.03 Social Perceptions of Black Students 6.17 Change Oriented Research in Higher Education 25.09 The College and University Context and Student/ Faculty Attitudes 6.18 Technical Developments in Evaluation and-Assess- ment 25.10 The Political Context of School Policy 8.12 The Development and Management of a Pilot Project 26.93 Some Reflections on Educational Research for a Reading Assessment System 27.01 Educational Innovation 8.16 Assessment of Teacher Education and Research 27.04 Schools, Society and Mastery Learning Education Programs 27.07 A Two-Level Model of Teacher Socialization: The 8.17 Local Applications of National Assessment Principles Concept and Some Evidence and Findings 28.07 Educational Sociology: Tool for Action or Tool for 8.18 Expanding Evaluation Concepts: Applications and Thought? Reflections 28_09 American Indians and Educational Programs: Plural- 8.22 The Development and Implementation of an Exper- ism or Deracination ienced Based Model for Training Evaluation Special- ists 29.01 Social Evaluation of Educational Experiments 14.01 29.10 Community involvement in School Decision Making: The Measurement of Change in Personality_ Charac- What it Means and How We Do It teristics as Educational Outcomes 14.04 33.09 Research Methodology in Native American Educa- Models and Programs for Evaluation of Individual Instruction tional Settings 14,14 Instrument -Developments 33.13 The Social Context of Special Education forInput and Output Assessment 34.07 Chicano Self-Concept, Values and Classroom inter- 16.01 action Recommendations and Sympathetic Suggestions for Future Product Development Effortsin Teacher 34.08 Social Organizatkil of h High School Education

VII 15,02 Large City Evaluation Efforts 19.12 Applications ofthe CSE Evaluation Model to a 15.05 Instructional Systrrns: Evaluative Research Variety of Educational Programs 17.01 The National Test-Equating Study in Learning 19.14 Behavioral Effectiveness of Children in the Class- 17:02 Cast Effectiveness Analysis irl'Educatic room; Concept, Application, and Implications101 Regular and Head Start - Follow Through Classrooms 19.70 Contribution of Evaluation to School System Plan- ning 19.18 Evaluation of Affective Factors in Education

viii ABSTRACTS

2.02 STUDIES IN PUPIL CONTROL (C) A Comparison of Classroom Human Relations Problems: Diagnostic Tendencies of Elementary and Secondary Teachers Social Exchange in the Elementary School Classroom: The Problem ARTHUR BLUMBERG and ROGER H. PERRY, Syracuse University of Teacher Legitimation of Social Power RALPH W. LARKIN, Center for Urban Education This study investigates the differences in the way elementary and secondary teachers diagnose their human relations problems with their A study of teacher leadership styles and classroom climates in 75 students.The evidencesuggeststhatsecondaryschoolteachers elementary school classrooms showed that teacher task and expressive generally diagnose their teacher-pupil human relation problems as more orientations powerfully influenced classroom morale. Teacher authori- attributable to the character of their interaction with their pupils than tarianism had no effect, calling into question interpretations of previous do elementary school teachers, Elementary school teachers do not seem studies of teacher leadership. Teacher power orientation showed strong tolocatethe sourceoftheir human relations problems intheir negative relationships to peer influences and peer group centrality, interaction with students. An inference that can be made from these Combinations of teacher leadership modes based on task, expressive, findings is that secondary school teachers perceive their teacher-pupil and power orientations were strong influences on classroom climates. relations in ari adult-adult orientation, while elementary teachers see Teachers legitimated their power through satisfaction of task and their teacher-pupil relations as parent-child focused. socio-erestional needs of the students. Non-legitimation of power leads to alienated er rebellious classrooms. The Relationships among Pupil Control Ideology, Observed Leader Behavior, and Ltiscipline Referrals 0f Public Secondary School Teachers Change in Classroom Behavior from Fall to Winter for High and Low Control Teachers JON S. FERGUSON and CECIL G. fv1ISKEL, University of Kansas ROBERT S. SOAR, RUTH M. SOAR and MARJORIE RAU:151-A, the study of relationships between teacher- University of Florida The rationale for professed control ideology and their leader behavior, as observed by In order to identify constellations of behavior related to teacher their pupils, was constructed from findings and conceptual assertions of control style, and change in these during the year, 17 K-2 teachers Halpin, Winer, and Willovver. Student discipline referral sheets were selected to vary in control style were observed at the beginning of content-analyzedaccordingtomisbehaviorcategories,Significant ideological differences in leader behavior quartiles were not found. school, late October, and during the winter. Four observation instru- Significant differences, however, were found between ideology quartiles ments, a rating device and a classroom description were used. AM/ with and for Initiating Structure between leader behavior and open, verbal repeated measures showed less convergent teaching, direction and misbehavior. The effective teacher-leader appears to achieve a delicate criticism for low control teachers, and more differentiation, exploration fusion of command and support. Comparable results to Halpin's study of ideas, and acceptance. Strong teacher control, pupii negative affect, were obtained: and application of previous learning decreased for- both groups while teacher acceptance increased. Two interactions were significant, Relationships between Measures of Creativity and Pupil Control Ideology Perceived Supervisory Style and Teaching Confidence GERALD HALPIN, University of Montana, and RONALD CURTIS OSBURN, DANIEL L. MERRITT, Indiana State University, GOLDENBERG, University of Georgia and JOHN W. SANDERS, Westmar College of Iowa In order to investigate the relationships between verbal creative This study used Blumberg's Supervisory Model as the basis of an thinking abilities, the creative personality, and pupil control ideologies, examination of relationships between perceived supervisory style of the Torrance Tests of Creative Thinking, Verbal Form B, the What Kind cooperating teachers and expressed teaching confidence of preservice of Person Are You? Test, and the Pupil Control Ideology Form were teachers. St udents classified their supervisors into four groups and were administered to 99 college students who plan to become teachers, The asked to rate their teaching confidence in relation to significant others creative thinking measures of verbal fluency, verbal flexibility, and and class size. The data indicated that supervisory style was related to verbaloriginality and the creativepersonalitymeasure correlated teaching confidence. Supervisory style was also related to changes in negatively (significant at the .01 level) with pupil control ideology. The expressedteachingconfidencethatoccurred during the student more creative potential teachers were more humanistic in their pupil teaching semester. The impact of each supervisory style is discussed. control orientations. Suggestions for training cooperating teachers are listed. 2,04 NEW MODELS FOR REDIRECTING EVALUATION year and providing an opportunity for long-term Letting, docurnenta. ENDEAVORS (H, SYMPOSIUM) ben, and evaluation ofalternativestopresentschoolpractices. Experimental projects are designed and MARVIN C. ALKIN, UCLA, Organizer operated by local agencies involving a total school program for 2,000to 5,000 students in grades K.12. A comprehensive evaluation of An increasingly popular point of each project is required to provide view in evaluation suggests that (1) complete documentation of theproject including its political, evaluation "theories" aren't "theories"in the common usage (Scientifi- social, and educational history; (2) cally acceptable) sense of the word, a detailed study of the project's but rather modes, guidelines and total:mpact; and 131 identificationof methodologies. Consequently, successfulcurricular and a fruitful approach for edvancing the instructional components which are generalizable flew would be through strengthening to other settings. and further developingits "An Accounting Model for Evaluation," methodological and technological Joseph Comptois. The U.S. theoreticfoundations. And, in Congress has passed legislation whichcalls upon the General Account- particular, because educational evaluation is a young, emerging field, ing Office (GAO) to review andanalyze the results of governmental still in its developmental stages, its maturation process can benefit front programs and activities carried on underexisting law, including the the experiences, technologies andmodels currently being advanced and making of cost benefit studies, practiced in different disciplines. when ordered by either Congressor GAO, or when requested bythe committee ofthe House of The objective of this symposiumisto report on several widely Representatives or Senate. GAO is presentlyexpanding its capability to varying approaches to evaluationefforts which have their origins in make assessments of the results offederal programs. The systems variousfields outside education, andwhich might be applied to analysis group; Division of Financial andGeneral Management Studies, strengthen educational evaluationendeavors as well as bring to the is involved in that effort and this forefront several promising approaches presentation includes a description of presently in use but not widely its activities. The specific provisionsof federal legielations that require applied.Representing these alternate approaches the Office of Education to to evaluation, a report annually to the Congresson the multi-level evaluation model,an accountability model, an adversary results and effectiveness of all model, a sociological model and federal education programs underits an ontological model are introduced.A jurisdiction are described, final presentation will draw elementsfrom various methodologies. "A New Eclectic Model for theRedirection of Evaluation Efforts." "An Ontological Evaluation Model,"John B. Peper,,School District Marvin C. Alkia and Jacemeline B. ofPhiladelphia. Kosecoff. The development ofan Evaluation models imply orassume theories of eclectic model based upon major elements organizatiop, behavior, and decisionmaking. and deficiencies noted in the Seldom does an evaluation abre:e presentotions is described. The emphasis model specify these assumptions, of the discussion is on As a result, program evaluators often the oliciwing aspects: (1) consideration choose mechanistic models and their of the decision context as the resultant information is either symptomatic deficiency underlying theneed for the "level" distinctions inadequate or inappropriate formost of the client's purposes. The made by Budding; (2) an understandingof management systems and Ontological Evaluation Model proposedin this paper is based on a managerial lines of authority as essentialelements in the administrative developmental assumption, namely, thathe mans in purposeful groups, structuring of evaluations; (3) recognitionof the distinction between organizations, reenact a cycle of developmentvery much akin to the the stages of program development ontology of a single individual. An educational and the relative importance of program is a special case formative and summative evaluation for of human organizational development. each; and (41 the inherent Program evaluation from this differences among the -requisites formacro and micro project and contextual premise, therefore, takesorganizational development as its program evaluat ions structural analog. Reference is madein the presentation to applications in which the model has been used and to which its ueeseems most efficient. 2.05 RECENT DEVELOPMENTS INFACTOR ANALYTIC "An Adversary Model for Evaluation,"Marilyn Kourilsky. A new model for METHODOLOGY: NEW INSIGHTS ON TI'iPROBLEMS evaluation, applicable toavariety of decision-making OF SMALL SAMPLE GENERALIZABILITY,GEN ERALIZ- situations, the adversary evaluationmodel, is discussed. Attention has been given recently to the ABILITY, LONGITUDINAL DATA,TRANSFORMATION, two alternative forms that the decision AND FACTOR SCORES (O,SYMPOSIUM maker/advisor relationships should take.One school of thought argues for the single recommendation or "expert advice approach"; the other mints to its weakness and A. RALPH HAKSTIAN, University ofAlberta, Organizer neread, suggests an advocacy-typemodel. The adversary of evaluation is discussed and the assumptions underlying Three of the most difficult problems this model are identified and over the many years that comoared to those assumptionsof factoranalytic methodology has been employed single-recommendation have been those models.Currentendeavorspertainingto concerned with factorial invarianceand generalizability, transforma- advocacy and suggestions for implementingthe adversary model are offered. tion, and estimation of factorscores. More recently, attention has been given to Factor analyzing longitudinal "The Study of Educational Evaluation data. Atpresent,all in Social Context," C. Wayne four problems require enu- e work, butrecent developments have provided Gordon. Educational evaluation, developedlargely within the tradition Procedures that come close to representingadequate solutions. of psychometry, has derived bothadvantages and disadvantages which inhere in the frames of reference, It is the objective of the presentsympoeium to have these problems methodology, tools, and values ofthe fields of psychology and delineated, recent thinking on themdierussed, and solutions presented. educational measurement. Some of the The implications of these solutions disadvantages of the current study ofevaluation may be minimized by for the everyday practice of factor the application of the framework, analysis will be stressed, and optimalstrategies for use with data will be methodologies, tools, and values of identified. other social sciences, such as sociology: Some of the limitations which itis hoped that the many members result from traditional approachesand current needs for the study of of AE RA that use factor evaluation are discussed. analysis will benefit from listeningto and participating in a discussion The Coercive and constrainingsources of the of the issues included, and that by gaps, disfunct ions, and limitationsas they relate to the emerging needs being exposed to the procedures discussed, will be more enlightenedusers of factor analysis. of the study of educational eveluetionare described. Recent Developments on the Small "A Multilevel Evaluation Model:Experimental Schools," David Sample Generalizability of Budding. Experimental Schools Factor Analytic Results. Robert M.Pruzek, State University of New is a small research project in theU.S. York, Albany. Despite recent advances Office of Education, supportingup to five comprehensive projects each in factoring methodology, there is still a serious barrier to confidentinterpretations of derived factors.

2 The most appealing contributions from psychometricians and statisti- future direction for research, Each of the four discussants will present a cians have been based exclusively on large sample assumptions. Most brief summary of the research that has been done in the area of career factoring applications use score matrices where the number di cases, n, development; Following the short individual presentations, the four is relatively small; in fact, p, the number of variables, is sometimes as discussants will talk about the implications, nature, and direction for large as n,. or even larger. The properties of two newly developed future research in the area of career development. This will be followed factoring methods 'A hich have been founded on the assumption that n by four small group discussions on career development research led by is small, perhaps r.ss than p, are examined. These methods are closely the discussants. related to prior.nal component analysis and Harris's (1962) version of Concern is being expressed by the major institutions of our society image analysis, respectively. The methods are studied analytically and and by individuals who are seeking solutions to he problems related to are employed far analysis of computer simulated data, with known career developmeut and career decision making. Educational institu- .factor structures. Results are discussed, several issues are considered in tions are trying to provide appropriate career information at every the context of general factor analytic applications, and implications for grade level. Governmental and private agencies are allocating large praCtice are noted. amounts of resources to provide solutions and information in the area Recent Developments on the Problem of Factor Analyzing Longi- of career development. tudinal Data. H. Swaminathan, University of Massachusetts. In longi- tudinal studies where a setoftests are administered to the same examinees on two or more occasions, itis often of interest to isolate 2.08 COUNSELOR DISCRIMINATIVE STIMULI: EMPIRICAL constructs that are stable over time or study how these constructs INVESTIGATION AND APPLICATION TO COUNSELOR TRAINING 7 change over time. Several factor analytic models have been proposed (E, SYMPOSIUM) recently for such studies. However, these are limited in that the models assume the constancy of either the factor scores (Harris, 1963; Rao, SHERILYN NYEandHAROLD HACKNEY,The University of 1965) or the factor pattern (Tucker, 1963) over occasions. The purpose Tennessee and Purdue University, Organizers. of this paperisto: (1) develop a model for kI ';42) occasions, (2) The objectives of the symposium are as follows: (11 to present a proVidea statisticallyefficientprocedurefor the estimation of counselor trainilg model based upon the learning of specified verbal parameters,. (3)developlargesample statisticaltestsfortesting respoese classes usto by the counselor as discriminative stimuli in the hypotheses, and (4) outline a procedure for studying the problem of interview; (2) to identify related empirical evidence supporting the factorial invariance over occasions. efficacy of discriminative stimuli with respect to both counselor and Recent Developments on the Oblique Transformation Problem, A. client behavior; (3)to demonstrate a systematic mode of training Ralph Hakstian, University of Alberta. A crucial issue in the conduct of counselors in verbal stimulus discriminative (sd) response; and (4) to a factor analysis centers around the transformation of the obtained formulate new ideas for research and training in specific verbal response factors to an optimally meaningful position. If the factors are allowed classes and styles, enhanced by questions and reactions from the to become somewhat correlated (oblique) in the process, usually clearer discussant and the audience, factorial solutions will result than if the condition of orthogonality is The firstpresentation, "Systematic Counselor 'Training:Use of imposed, Four current and prominent oblique transformation techni- Discriminative Stimuliin Predicting Counselor Behavior and Client quebiquartimin,directnblinlin,prornex, and the Harris-Kaiser Outcomes," will be given by William Cormier of the University of procedureare compared as to optimality of solution. Two newly Tennessee. The concept of counselor verbal response classes used as developed procedures, which fall into the category designated as Case stimulus discriminators in the interview will be introduced. Based on III by Harris and Kaiser (1964) are presented and included in the principles of learning and operant conditioning, the implications of comparison. The techniques are compared in light of their ability to verbal response classes far both counselor and client behavior are to be yield clear simple structures, over many data sets, some computer- discussed. A review of prior research related to the topic with specific simulated and some "real", varying widely in terms of number of reference to factor analytic studies of counselor verbal response modes variables and factors, factorial complexity, and clarity of the hyper- is included. Emphasis is on the primary value of utilizing a specified, planes. Results are discussed, and implications for practice are noted. systematic model of training counselors in verbal responses classes of Recent Developments on the Estimation of Factor Scores. Henry F. stimulus discriminators. The author concludes that training in specified Kaiser,UniversityofCalifornia,Berkeley. A particularly vexing verbal response classes and stylesisa method by which mrtain problem in many factor analytic applications has centered around the counselor behaviors can be systematically achieved, demonstrated, and estimation of scores on the newly derived constructs (factors). The fact operationally measured. Operationalizing counselor behavior in these that in common-factor analysis the derived factors are linear combina- terms provides for a research model of adaptable replication in order to tions of the unknowable common parts has made the estimation of generalize the ef fects of certain kinds of counselor behavior. This type such constructs imprecise, and several formulations have been proposed of training enables the counselor to assess his impact on the client. Use for this purpose, each differing in the kind of scores produced. With of counselor discriminations prevents the inadvertent introduction of Hareis's (1962) paper delineating the relationships between the various counselorbias. Both the counselor and researcher can investigate factor analytic models, new insights have been possible regarding the whether or not the counselor'sbehavior is contributing to the client's estimation of factor scores. Procedures are presented here by which the goals as opposed to supporting the counselor's particular theoretical user may obtain exact factor scores, that is, linear combinations of the bias. original variables, in the context of an overall factor analytic computer "The Effects of Counselor Minimal Verbal Stimulus, Restatement, program. Various Interpretive features of the procedures are discussed, and Probe on Client Verbal Behavior" will be presented by Mary and optimal analysis strategies are identified, Auerswald of the University of California at Berkeley. The author will introduce evidence from a recently completed research study in which two counselors were systematically trained to emit three specified _2.06 CAREER DEVELOPMENT RESEARCH: IMPLICATIONS AND counselor discriminative reSponSes; restatement, probe, and minimal DIRECTION (E, EXPERIMENTAL SYMPOSIUM) verbal stimulus. Using a content analySis of forty Interviews, the author GARY PRICE, St, John's University, Chairman will discuss the effects Of the three discriminative stimuli on the self referent and affect verbal behavior of the clients. She concludes that The objectives of the symposium are to summarize the most recent thethree discriminative stimulidifferentially effectclientverbal research findings in the area of career development and to Indicate behavior, Fred Barnabei of John Carroll University will discuss "The Effects 3.01 NEW DIRECTIONS IN TEACHING EDUCATIONAL of Counselor Reflection, Probe, and Confrontation on Client Verbal PSYCHOLOGY (C, SYMPOSIUM) Behavior." Evidence from a recently completed research study is presented,Inthe investigation four counselors were systematically trained to emit three counselor stimulus discriminators: DONALD J. TREFF INGER, University of Kansas and J. KENT reflection of DAVIS, Purdue University, Organizers feelings, probe, and confrontation. Utilizing a content analysis of20 counseling interviews, the author discusses the effectsof the three The objectives of this symposium are: to provide descriptions discriminative stimuli on self referent, affect and time orientation of of innovative instructional programs in educational psychology, client verbal behavior. The conclusion is that, of the three discrimina- to de- scribe the effects of such programs on student attitudes andlearning, to tive stimuli, the probe elicits the most self referent andaffective client examine thesimilarities and differences among several innovative statements while confrontation elicits the least. Time orientation (Verb instructional approaches, and to consider the opportunities for tense)is not significantly effected`by any of the three evalua- discriminative tion and research which are created through innovations in stimuli, The author also concludes that there is methods an inverse proportion and Content. between the number of counselor words spoken and the amount of self Theodore -A. Chandler, Kent State University, will referent and affective language emitted by the clients, present "Utiliza- tion of a Contract Approach in Graduate Educational The presentation by Harold Hackney, Purdue University,in "Use of Psychology Courses." Utilizing both cognitive and affective behavioral Counselor Discriminative Stimuli as an Intervention in Effecting Change objectives, students in a graduate in Client Outcomes" investigates the assumptions of leveleducational psychology course were past research permitted a wide range of structured options within the models and suggests areas of potential study relatedto the effects of confines of a contract negotiated between each student and the instructor, General counselordiscriminativestimulionclient outcomes, The author criteria for completion required a student to demonstrate involvement, conceptualizes client change both in terms of within the interview relevance to the student's needs and the course domain, changes (enabling outcomes) and outside the interview outcomes (client and evidence of problem solving. Specific criteria for each option indicated controlled change), While. enabling outcomes are a direct guidelines result of for satisfactory completion. A student-instructor-peer counselor 'discriminationswithintheinterview group evaluation setting, counselor procedure was outlined in the context of a mandated discriminative stimuli can also be implemented to assist the client in traditional grading system. managing the environmental contingencies outside the interview. These The rationale for developing a contract based counselor stimuli would influence the client to make self discrimina- upon previous course and instructor evaluations will be discussed in terms tions independent of continuous counselor reinforcement. Related of variability of students' skills and interests. In addition, student evaluations evidence on self control Procedures is includedas empirical support for of the contract will be-discussed as a possible function of student this position, The author concludes by identifying other character- discriminative istics. Implications for further innovations will be outlined. stimuli and client outcomes yet to be assessed, Meansby 'which Mary T. Littlejohn, Winthrop College, willpresent "A Mastery multiple sources of data on client controlled changescan be gathered are also investigated. Approach for Large Courses." A learning -formastery approach, rec- ommended by Bloom and based on key pointssuggested by Biehler, Sherilyn Nye of the University of Tennessee willpresent "The was usedinlargelecture sections ofundergraduate educational Training of Counselors in Discriminative Stimuli:Demonstration of a Systematic Model." Based on behavior modification psychology. Quizzes were composed of completion items;one or more principles of alternate forms could be taken until mastery was achieved performance objectives, social modeling, reinforcement schedules and or grades raised. Students also did short papers on readings immediate feedback, the author will discuss or projects &insets by a quadratic model by them, in order to add a less convergent dimension of learning and which the learning of specific discriminative stimuli as an can be accom- additional way of raising grades. Minimum mastery level plished. The suggestion is made that counselor discriminations was a C can and average on each quiz and two papers. Student evaluation of the should occur with respect to the self first, followed by a dyad, and approach has been enthusiastically positive. finally within a group, Following the overview of the training model Melvin L. Silberman and Jerome S. Allender, Temple University, and its specific uses, the training process for one verbalresponse class' used as a common counselor discriminative stimulus is demonstrated. will present "Facilitating Student-Directed Inquiry inan Introductory The author emphasizes the feasibility of this Course in Educational Psychology," The purpose of this presentationis type of training model in todiscuss an innovative approach to an introductory terms of translating theoretical notions into actual counseling perfor- educational psychology mance. course developed atthe Centerfor Student-Directed Donald Ward of Purdue University will summarize Learning at Temple University, The course is designedto enable the preceding Students to formulate problems of study concerning the presentations and present an overview of the teaching-learn- past and current research ing process, and. to seek resolutions to these problems through establishing the discriminative model as efficacious for both a counseling planned search of relevant information, The materials used by students performance and client outcomes. Pertinent, but yet unanswered issues allow for an open-ended-inquiry into three contentareas: the learning and questions concerning the effects of discriminativestimuli are environment, cognitive functioning, and the teachingprocess. The identified. Specifically, the author will presenta research model by facilities of a learning center especially created for thiscourse are used whichspecificverbalresponseclassescan be incorporatedinto systernatic counseling styles. to create an open environment for students. Instructors utilize three teaching styles to facilitate student- directed inquiry: teacher-guided, The nature of the symposium reflects both scientific and educa- group-planned, and individually-oriented. tional vaiue.Its scientific value lies in the presentation of empirical Research concerning the differentiol effects of these styles on student involvement andinquiry evidence Which supports the notion of the theoretical Modelpresented. will be discussed. Furthermore, the symposium presents anddemonstrates a training Donald Treffinger,University ofKansas, will model based on assumptions and systematic, empirical investigation present "On Self Directed Learning: When You Say Hello, Do They Write It designed to predict the Effects of the training in Their on both counselor and Notebooks?"LearnerControlled client Instruction(LCI)represents an behavior. The educational Importance Of the symposiumis approach In which the learner has considerable freedom, within enhanced since the training model under consideration a is based on broadlyeslef ince( domain, and inwhich heis expected to assume systematic learning principles rather than randomprocesses. responsibility for many decisions about the method andcontent of instruction. The' learner controls decisions concerning selectionof course objectives, planning and Implementation of course procedures,

4 and evaluation, The instructor serves as a "facilitator" rather than a young bright, average, and retarded children were administered 15 "knowledge dispenser.-Implementation of LCIingraduate and Piaget-type tasks, and school records provided CTMM and MAT scores. undergraduate educationalpsychology courseswillbe discussed. Factor analyses revealed orthogonal factors for conservation. CTMM Specific problems of "traditional" approaches, which LCI purports to and verbal qualitative tasks, identity, and MAT subtests. Mental age overcome, will be considered. Finally. several problems which have loaded high on the second factor, 1.0 loaded low on the last. been encountered in the utilization of LCI will be described, and Results suggest traditional assessments of intelligence and achievement possible solutions considered, should be supplemented with broader Piagetian measures. In the last decade, there have been many advances in our knowledge Scalability of Tasks: A Methodological Study of Conservation of the instructional process, which have been accompanied by similar on a Set of Equal Addition Tasks advances in educational technology and instructional product develop- ment. Many educational psychologists, as well as college faculty in MARY TREPANIER, RICHARD J. HOFMANN, Miami University, other areas, have been increasingly concerned with the improvement of Oxford, Ohio their own instructionalefforts with graduate and undergraduate students. For the most part, however, such efforts are reflections of The general objective of this study was to study Piaget's notion of the energy and imagination of individuals or small groups within an the sequential development of number conservation in 85 children institution. As a consequence, some have found the life of the averaging 5.9 years of age. The question addressed was to determine if a innovator a lonely one, lacking encouragement and useful-criticism; set of ten equal addition conservation of number tasks were sulable. A others, curious but lacking in confidence or specific skills, may have large coefficient of reproducibility912, was computed. Other indices beenunable toinitiate change. Thereis,therefore, aneed for computed suggest that the obtained coefficient was not artifactual. This communication among teachers and researchers who ore interested in study appears to validate Planet's contention that cognitive develop- instructional innovation and its effects. Symposia such as this may meet is sequential, suggesting that conservation of number on equal Provide increased opportunities for exchanges of information about addition tasks may be a single attribute of a whole scalable universe of new ideas and programs, as well as criticism and stimulation which will conservation. facilitatedevelopment, implementation,research, and evaluation: Consideration of the development, implementation, and evaluation of The Relationship of Logical Abilities in Children to innovations in methods and content may also provide valuable models Concept-Learning: Concept-Shift Performance in Terms for educators and researchers in other fields: of Piaget's Logical Operations

WILLIAM J. HOLDEN, University of Texas at Austin 3.02 PERSPECTIVES ON FEMALE EDUCATION (F, SYMPOSIUM) An attempt is made to integrate two areas that have each made contributions to an understanding of cognitive development: research JILL CONWAY, University of Toronto, Chairwoman based on Piaget's. theory and investigations employing concept-shift problems as a methodology for the study of the development of This symposium explores the historical events concerning women's mediational processes. Hypotheses concerning the relationship between access to education. The time span ranges between the 17th and the stages of development in understanding of logical relations of order and 20th centuries. Of particular concern here is the female in professional multiplicative classification and performance on intradimensional and work, assumptions about female temperament and behavior,the extradimensional shifts are presented. The result of a study involving relative place of the non literate woman, the social factors conditioning 217 Ss from 3.12 years of age supporting the relationship between female scholarship, attitudes of educational reformers in training the assessedstageofdevelopmentand concept-shiftperformance is female mind and the reasons for female acceptance of male defined reported. The implicationofthesefindingsforan account of educational goals.Related considerations will be made about the conceptual development that deals vvithlearning in relationship to the demographic and behavioral contours of women's lives. development of logical abilities is discussed.

The Development of Concepts of Nationality and Spatial 3.03 FROM EMERSON TO DEWEY (F) Relationships of Elementary School Age Children JOSEPH FEATHERSTONE Contributing Editor, The New Republic DAVID C. RAND, JOHN O. TowLER, Purdue University The similarities between Emerson and Dewey stage the context for The purpose of this study was a replication and extension of Piaget's their emerging differences. The focus of the analysis will rest on Dewey, research concerning the development of children's ideas of country and especially his 1903 centennial address in Chicago. Mr. Featherstone will nationality. An instrument composed of several subtests designed to offerhis theory of Dewey's significance based on this important measure different geographicalconcepts was administered to 392 statement. One ofthe important tenets of this theory lies in the subjects ranging in age from six to 12, and selected from 27 different connection between Dewey's "practical,- but essentially ahistorical, elementary schools in 16 different communities. Results indicate that views of education in history. children do follow the Piagetian stages, but significant differences were observed between expected and observed distributions of the various concepts.Detailed results and examples are presented along with 3.04 CHILDREN'S PERFORMANCE IN PIAGETIAN TASKS: 1 (C) implications for educational researchers and practitioners.

Relationships Among Piagetian, Achievement, and Intelligence The Acquisition of Conservation through the Observation of Assessments Conserving Models RHETA DEVRIES, sity of Illinois at Chicago Circle HAROLD COOK, Teachers College, Columbia University, FRANK B. MURRAY, University of Delaware The meaning of school achievement and psychometrically defined intelligence was explored in relation to intelligence and achievement as Nonconservingfirst -grade children acquiredthe ability to give defined by Piaget's developmental theory, One hundred forty-three conservation judgments and reasons on six conservation problems to which theyhad the opportunity to observe conserving children ch,mging society. The purpose ofthe study was to develop an respond. The ability transferred to 12 different problemson the same instrument to measure vocational and different concepts and was retained and present interests and preference. The after two weeks. Micronesian Occupational Preference Survey (MOPS) The performance of conservers who observed nonconservers' was constructed perfor- and administered to 6,269 junior high and highschool students in six mance was unaffected. 'A comparison between modeling techniques for districts. Results were examined for sex differences, districtdifferences, conservation induction and other training strategies ismade: and factorialstructure.Findings are discussed withreference' to manpower utilization issues raised by the rapid political, social, and economic changes taking place in Micronesia and the Pacific 3.07 TEST DEVELOPMENT I Basin.

Adapting Word Association for Use asan Evaluation Technique Development of a Signalling Evaluator of DrugAbuser Rehabilitation Success CONRAD G. KATZENMEYER, R&D Center for Cognit Learning, VICTOR G. HADIJOX, University of Southern California;MILTON University of Wisconsin; GENEVA DILUZIO, Bureau of D. JACOBSON. and RAMSAY W. SE LDEN, Universityof Virginia Educational Research, Kent State University In. two drugabuserehabilitationprograms,subjectswere This paper outlines one approach for adapting thewidely used word association administered personality evaluati ©n instrumentsand mood evaluation techniqueforuse as an evaluation measure_Inthis scales. The results indicated that the subjects withvariable mood approach, project participants are presented witha number of stimulus prof iles were likely to drop out of theprograms. The most effective words reflecting project objectives andare asked to give free assoCia- items from the scales were compiled, in sentence- completion form, into dons to these terms. Responses are scored either byhe nature of an instrument designed to monitor conveniently andeffectively the semantic content or by judgment of subjective quality and theresulting scores for pre and post administrations are statistically compared. likelihood of treatment success of rehabilitationsubjects. This instru- The ment can be used to render more efficient therehabilitation of technique has been successfully employed in several evaluationstudies, and has promise of providing the evaluator with adolescent drug abusers and consequently minimizethe interruptions of art instrument that has their academic careers. rapidly alterable stimuli.

The Measurement of Classroom EnvironmentalPress

WILLIAM J. WALKER, Alfred University; GEORGEG. STERN, Syracuse University 3.08 MEASUREMENT (0)

A preliminary analysisofa new instrument, the Classroom A Comparison of Ranking and Rating Methods by Environment Index (CEI), designedto measure the psycholdgical Multidimensional Matching environment (press) of the classroom, was conducted; The structure MA. LOURDES S. VILLANUEVA and PETERDUNN;RAN..1 MS essentially the same as other Syracuse Indexes, containing30 scales Education Research & Development Center, of ten items each, Three forms of the instrumentwere developed. The University of Hawaii third revision exhibited adequate reliabilityand homogeneity, and differentiated between classrooms, subjects, grades, and educational Ranking and rating methods of making directjudgments of pairwise levels. Six first-order and two second orderfactors were extracted. similarity are compared. Three dimensional configurations Eventually, the CEI will be used to examine of seven relationships between objects are derived under both judgment methodsacross two equivalent classroom press and student achievement. groups of 59 university students. Using Cliff's orthogonalrotation method of multidimensional matching, comparisonsare made between Measuring Reflection Impulsivity Accurately methods (Ranking vs. Rating for Groups 1 and 2) andbetween groups (Group 1vs. Group 2 for Ranking and Rating). The comparisons HAROLD I, AYABE; University of Hawaii between methods reveal that ranking and rating havehighly congruent configurations for both groups of subjects. Whilethe comparisons between groups Two hundred children, kindergarten throughfoul thlracie, were inboth methods are highly congruent, ranking tested with the Matching Familiar FiguresTest (MFF) and a new produced greater congruency for the third dimension. instrument, the Multi-Choice Conceptual TempoApparatus ( MCCTA). The MCCTA was more reliable and had higher negative correlations Use of Scaling Techniques in the Analysis between errors and latency than did the of Mode c MFF, The MCCTA did not Responding of Kindergarten Children correlate with both Schooland College Ability Test and the California Achievement Test on the verbal, numerical and total scores. MCCTA DENNIS HUNT and BIKKAR S. RANOHAWA, errors correlated positively with MIFF errors. High University of latency scorers on Saskatchewan the MCCTA also tended to delay theirresponse on the MFF, The author concludes that the MCCTA appears to be better than the MFF This study used Kruskel-Shepard scaling for the measurement of Conceptual Tempo. and Procrustes rotation procedures, to investigate the effect of dimensionaltraining on the mode of response of kindergarten childrento two -dimensional stimulus materials. Twenty-two kindergarten childrenwere used as Ss. The Vocational Interests and Manpower UtilizationIn Micronesia stimulus material consisted of five cardboard rectanglesvarying on two dimensions of color and size. From the five GERALD M, MEREDITH, University of Hawaii stimulus cards ten triads were formed and presented in the same random orderto the Ss for similarity judgments. After a period of training theprocedure was The imnact of modernization has placednew demands on the repeated. The methodology used in this study provedquite satisfactory educational system of Micronesia to meet themanpower needs of a with young children. Attitude Scale Evaluation: Ordering-Theoretic Method vs. room teachers, do not consider complex issues necessary in evaluation. Soa Ingram Analysis A more detailed conceptualization of objectives in terms Of the stimuli present in the conditions and a description of the response_ is presented GEORGE F. MADAUS, ELINOR M. WOODS and PETER W. in thispaper with examples from the New York State Rank of AI RASIAN, Boston College Objectives in Reading. Generic objectives, terminal objectives, course objectives, enabling objectives, and strategies for developing objective The study compared an ordering - theoretic method with scalogram generation rules are discussed. analysisinthe evaluation of an attitude scale. The attitude scale A Decision-Theoretic Approach to Criterion Referenced Evaluation. consisted of eight items measuring a progressive and traditional view of Ronald K. Harnbleton, Ph.D., University of Massachusetts. Testing is education (Kerlinger, 1967). The data were collected in a survey of seen as a decision-theoretic process in which different kinds of -decisions public school parents (N-176). The scalogram analysis revealed that the are made with norm-referenced versus criterion referenced testing items did not form an unidime-nsional scale. The ordering-theoretic usually representing fixethquota selection versus quota-free selection, In method identified a branched, nonlinear hierarchy and depicted the new individualized instructional curricula, the primary measurement logical relationships among the items. The results support the use of an problem is of the quota-free type, and is concerned with correctly ordering-theoretic method over scalogram analysis in the evaluation of locating each examinee's true score above or below a cut-off score attitude scales. whiCh specifies adesiredleVel of 'proficiency,i.e., mastery. This presentationwill frame the -decision-theoretical model forindivid- ualized curricula, Special consideration will be giver to-the tuve kinds of The Assessment of Anxiety about Teaching errors which may occur: (1) false positive errors, where th*e examinee's Using the Teaching Anxiety Scale true score is estimated to be above the cutting score, but is below, and 12) false negative errors, where the examinee's true score is estimated to JANE S. PARSONS, The University of Tdxas at Austin be below the cutting score: but is above. The practical implications of these errors to the successful operation of a curriculum will be defined The Teaching Anxiety Scale (TCHAS) is an easily administered, and suggestions given for compensating for them. machine seorable, self-report instrument designed to measure situation- The Validation of Criterion Referenced Items. Richard Rovinelli, specif ic(teaching) anxiety. The single factor structure, high stability Ph.D., Educational Coordinates. Criterionreferenced measurement (.95) and internal consistency (.87-.94), and manner used for con- (CRM) is based upon the definition of specific behavioral outcomes trolling acquiescent set are discussed. The TCH AS correlates signifi- exhibited under controlledconditions defined as a behavioral or cantly and positively with other measures of anxiety, but .76-.86 of performance objective. CRM requires the creation of test items which whatitmeasures reliably i5 unique_ TCHAS scores discriminated closely match the objective in terms of the behavior and conditions significantly between groups of preservice teachers rated most and least which they specify, The degree of relationship in the behavior and the anxious about teaching. TCHAS scores decreased significaiAly over two condition between the Objective and the associated test item is termed to four months of professional preservice education, though MAS their congruence. Traditional item analysis procedures do not estimate scores obtained concurrently remained unchanged. the congruence of test items, Several authors, including Dahl, Bormuth, and Hhaely, have suggested ways of measuring the congruence of An Observational Instrument Based on the Objectives of a objectives and items, but none have presented_ the details of a practical Special Educational Curriculum system for the empirical measurement of this congruence. This paper presents one approach to this problem and combines two criteria into WILLIAM W. SWAN, Rutland Center one measure of congruence. An Empirical Comparison of Criterion Referenced Data Collected The construction of a category-type observational instrument based by Mastery Testing versus Repeated Item-Examinee Sampling. peter E. on setsof similar behavioral components from mutually-exclusive Schriher, Ed,D Pennsylvania State University. New models of instruc- subsets of measurably stated objectives of a particular special education tionlikeIndividually Prescribed Instruction include the use of a treatment programisdescribed, Systematic Who-to-Whom Analysis posttest at the end of each set of objectives, i.e., unit, which is often Notation is an ill-process instrument employed unobtrusively, utilizing called a mastery test. The posttest contains items measuring objectives a who-to-whom format and the three-second rule. The observational which have been taught in the preceding few days. Repeated item- data are reported to teachers and supervisors in meaningful forms and examinee sampling on the same objectives throughout a semester can areusedto supplementteachers'impressions and otherclinical also be used to collect information valuable to teachers and adminis- judgmentsintheevaluationofprogress andinthe subsequent trators. The unit posttests provide a large amount of information on a modification of the treatment for each child participating in the Center small number of objectives. The item - examinee sampling procedure program. provides a small amount of uniform information across all objectives at many differenttimes during the semester. Both systems collect information about students on the same objectives using criterion 3.09 LRITERIUN-REFERENCED EVALUATION USING TIME. referenced measurement. SERIES DESIGNS AND ITEM - EXAMINEE SAMPLING (0, Issues in the Implementation of Criterion Referenced Evaluation. SYMPOSIUM) Paul D. Pinsky, Ph:D Stanford University,If criterion referenced evaluation is to be successfully implemented as an integral part of WILLIAM P. GORTH, University of Massachusetts, Amherst, Chairman classroom activities, a variety of functions must be performed. These functionsinclude:(1)definingthe objectives of the projector The Conceptualization of Objectives for Evaluation. Robert P. curriculum to be evaluated, (2) writing, typing, storing, and retrieving O'Reilly, Ph,0 New York State Education Department. Without items for criterion referenced measurement, (3) creating the evaluation clearly defined objectives, which contain a statement of the type of design,(4)constructing and duplicatingtherequiredtests,(5) behavior which is expected, the conditions under which the behavior is statistically analyzing the data, (6)reporting the results, and (7) to be demonstrated, and some standard for judging the adequacy of the interpreting the results. Training, resources, and management are neces- behavior, it is impossible to design an effective evaluation, However, the sary to perform these functions in a school environment. This paper conceptualizations of objectives, which have been designed for class- describes the requirements for en eValuation service that is an integral

7 part M the school's organization to support criterion referenced independent study and spbcific experiences in evaluation. vocational areas. The evaluation was conducted at the end of the program'sfirst year. The study is unique in that many of the teacherswere community people without trainingin education. These people were assistedby 3.10 PROJECT EVALUATION AS AN ACCOUNTABILITY(H) a professional staff. Data were collected throughstudents, using a social An Evaluative Study of the ROCK English science mode of interviewing. The results of the evaluationwere used in as a Second Language planningfuture Program in Spanish-English Bilingual Projects minicourses, independentstudy, and vocational programs for the community. A. R. RAMIREZ, Bilingual Education Project; PAULG. LIBERTY, JR., Measurement and Evaluation Center Operational Accountability

Bilingual education programs for Mexican-Americanpreschool and C. COLANTONI, O. DAVIS, LEINHARDT, S. LEINHARDT elementary grade pupils almost invariably include instructionin English as a second language (ESLI. While ESL Programs foryoung Spa.iish- The role of performance evaluation and testingin the development speaking children usually emphasize pronunciation drill,an alternative of an operational accountabilitysystem for urban public schools is approach de-emphasizes phonologicaldrillwhile concentrating on discussed. Management science techniquesand concepts and econo- teaching of word order. Results of several studies from bilingual metric methods are used to specifyan accountability system, determine projects replicate findings that experimentalgroups perform no better its data requirements, and evaluate alternativemeasures of systems than control groups on pronunciation, vocabulary, andcommunication performance. Empirical data; derived fromsurveys of administrative but score significarily higher on structure. Formalsyntactical drill to and teaching personnel in the Pittsburgh publicschool system and from learn new word order may be more importarit thanphonological the system's pupil and financial data files,are used in an examination of analyses in ESL instruction. structural relationships amongresource flows and the domains of administrative and teacher authority. Suchanalyses are shown to be An Evaluation of the Comprehensive Early Childhood Education prerequisite to the implementation of completeaccountability systems Network in public_ education.

PEIRCE A. HAMMONG and HARRY P. QUINN, PhiladelphiaBoard of Education 3.11 STUDIES DESIGNED TO IMPROVESCHOOL ACHIEVEMENT The Comprehensive Early Childhood EducationNetwork is designed (FR to encourage increased community support and influence in schoolsby providing information about existing earlychildhood programs to The Prediction of Achievement Means of Schoolsfrom community members and school staffs.Information dissemination, Non- School Factors through Criterion Scaling observation of ongoing programs, and project monitoringare planned 'THOMAS C. INNES and WM. H. CORMIER,University of Tennessee, and supervised by individual District Advisory Councils.Evaluation of Knoxville district objectives, evaluator's observations, interviews,and monitoring reports show that most informationis disseminated, community The adequacy of using a combination of criterion-scaled traininginplanning and observation non-school isneeded, there are parent variables to predict achievement score means turnover problems, plans are followed, and increased of schools is discussed. parental involve- Non-school data gathered on eighth-grade students men t exists. were criterion- scaled, using the total score of the MetropolitanAchievement Test. Eight non-school category scores and actual Assessing Teacher Behaviors with Infants in Clay Care achievement scores of selected schools were intercorrelated. A stepwiseregression analysis yielded a multiple correlation of .949 betweenpredicted and actual ALICE S. HONIG and J. RONALD LALLY,Syracuse University scores. Further steps, including a quasi cross-validationstudy, con- firmed the feasibility of the method. Results Both the rapid expansion of day care services suggested that the expected in the near technique could lead to a satisfactory accountability future and the special returning relationship, which model, could infants require for direct educators to focus efforts on non-school optimal development, heighten the importance of variables, and could evaluation techniques justify concentration on neglected goals. applicable to teachers ofinfants. The authors have constructeda checklist, "Assessing the Behaviors of Caregivers" (ABC),which is brief, easy to learn, reflects program goals in seven behavioralareas, has high The Use of Reinforcement Procedures To Increase inter -observer reliability, and isresponsivetoindividualteacher Completion of Homework Assignments differences. Analysis of 70 half-hours ofclassroom observations of 6°45 month-old infants in the Syracuse University Children's Center DANIEL E. FERRITOR, DAVID R. BUCKNO DT,and HARRIET indicates that the ABC checklist providesa practical, sensitive tech- DOSS WILLIS, CEMREL, Inc. nique for monitoring day care programs for young babies.

Work completed at home may increasea child's performance in Evaluation of Non-Traditional Instruction ina Southeastern school. In this study, reinforcement procedures Alaska Indian School were used to increase the number of completed homework assignmentsin preparation for the reading lesson on the following day. The participatingchildren were STANLEY L. BIPPUS,JAMES H, McELHINNEY,and RICHAhD C. from a second grade in an inner-city school. A KUNKEL, Ball State University reversal ABAB design was used. The study showed that reinforcement procedures didincrease the number of completed homework assignmentsfrom about B0% to The instructional program evaluationof a school which serves Hyda 80%. Also, reading rate increased anderror rate declined. The study and Thlinget Indians is reported. The school, locatedin southeastern showed that reinforcement can be important in increasingthe involve- Alaeka, has a nontraditional program of mini-courses,supplemented by ment of the home in the school. backgroundsofpersonsdoingthevaluing. Adele Thomas, City development, and four normals and our retardates classified as being jt University of New York, will discuss the problem of "Determining the telegraphic stage,Results showed no difference in performance Priorities among Competencies: Judgments of Classroom Teachers and between normals and retardates or holophrastic and telegraphic groups. School Supervisors." The question of which teaching behaviors are No clear preference by either group to either well-formed or telegraphic most valued by groups of teachers and administrators is dealt with here commands was revealed. as well as the problems of investigating and determining priorities among diverse groups. Two methods of determining priorities are Interest and Evaluative Meaning as Factors in the contrasted and the suggestion made that perhaps the priorities do not Acquisition of a Siuht Vocabulary differso much as do the languages different groups use to opera- GLENN C. HOLMAN, JR., University of Wisconsin, Madison t ional ize competencies. "Assessment and Context: The Case for Assessing the Environment Kindergarten Ss were assigned to three treatments. Group I learned as well as Teacher Competency," is the topic chosen by Carol K. Tittle, words that were self-selected; GroupIIlearned words selected by City the Universityof New York. While competency inteacher children in Group I, and Group IIIlearned words common to the education programs may be assessed primarily at Turner's Criterion vocabulary of young children. Group ISs scored significantly higher Level3,the ultimate research strategy involves the assessment at than the control group Ss, supporting the Ashton- Warner hypothesis, Criterion Level 1 (i.e,, where the teacher transacts with the environ- Group Iratings of evaluative meaning were in the direction predicted, ment over some time period and pupil attainment is measured). In the but did not reach significance. latter case, the Coleman study, and later analyses of it, indicate the importance of improving 'descriptors of environmental variables (home,Effects of Children's Expectations on Mastery of the Minimum community, school) as basic to sorting teacher effects from these other Distance Ptinciple variables.If competency at level 3 is demonstrated in a context, as is thecriterion competency assessment at level 1, we can hypothesize that CHE RYL J. GOWIE, State University of New York, Albany the greater the overlap or consistency in environments the greater the probability of a relationship being demonstrated between the assess- Materials were constructed with the verbs "promise- and "tell" so ments made at the two criterion levels, In order that competency-based that sentences were harmonious, neutral, or contrary to the expecta- teacher education programs begin eventually to relate the likelihood of tions of 20 children in each of three grades (k,1,2). These stimulus training to pupil performance, we need to be able to describe thematerials were administered to an independent experimental sample of context in which the competency assessments occur. This is essential if 25 children in each of the gradevwho heard the sentences and told we are to identify and describe salient; pOwerful, situational deter-which agentcarriedouttheaction. Type of word association minants of behavior. (syntagmatic or paradigmatic, measured on a 21-item test) and sex were "Measurement Techniques: What We Have and What We Need," will blocking variables, Main effects were grade (3), sex (2i, type of word be discussed by Patricia M, Kay, the City University of New York, The association(2),sentence type (2-promise ortell), andlevelof actual measurement of teaching behaviors within competency-based expectation (3). ANOVA and Scheffe comparisons were applied to the teacher education programs may take a variety of fol ms, ranging from data. paper and pencil tests, which might be termed performance tests of knowledge, throughsimulations, performance demonstrations and The Effect of Children's Expectations and Word Associations classroom observations. The discussion will address the questions of upon the Comprehension of Passive Sentences what the strengths and limitations of some available procedures are and what the specifications for future assessment development efforts might JAMES E. POWERS, State University of New York, Albany be. Differences between techniques devised for evaluative purposes and those intended for research will be explored. Arguments concerning This study examines the effect of expectation (children's judgments criterion referenced versus norm referenced measurement may become as to the probable actor within a given sentence) upon comprehension a non-issue in the development of competency based programs. of passive sentences, the relationship of syntactic comprehension to the Ultimately, competency assessments will define what is meant by paradigmatic-syntagmatic shift in word associations, and the effect of competent teacher, Given the fact that not all elements of a conceptionsex on each, Forty first-graders and 40 kindergartehers were blocked by of the competent teacher may be measured and that not all elements of sex and ward association (by a median -split). Repeated measures for pupil achievement (in a holistic sense) are easily measurable, in what sentences harmonious, neutral, and contrary to expectations were sense will performance assessment be valid? Richard L.:Turner of analyzed in factorial design employing grade, sex, word association and Indiana University will speak on "Evaluating the Validity of Assessedexpectations. Results of this study bear on effects of semantic features Performances: Methodological Problems." He will discuss the nature of upon children's comprehension of syntax. the evidence that may persuade others that teaching competencies that have been assessed are valid for the people being trained; and set forth Reversing Irreversible Sentences: Semantic Constraints some criteria which must be met for construct validation. upon Syntactic Comprehension SARA RA R A, HUTSON, SARA C. MOYER, and JAMES E. POWE RS, State University of New York, Albany 4.07 CHILDREN'S VERBAL LEARNING (C) Probable and improbable sentences (irreversible sentences reversed) were read in active and passive voiceto 240 kindergarteners and Children's Responses to Well-Formed and Telegriphic Commands first -graders, who acted them out with toys. Grade (2), sex (2), voice KENNETH F. RUDER, MICHAEL U. SMITH, HAROLD MURAL (2), and probability (2) were variables in a factorial design. Both voice Bureau of Child Research, University of Kansas and probability had significant effects upon comprehension. The effect of probability was slight in the active voice, but sizeable in the passive The purpose of the study was to investigate children's responses to voice. The effect of grade was most noticeable in the improbable commands which varied systematically in both syntactic structure and passive, Children at this age seem to depend upon semantic support content. Subjects consisted of four normal and four mentally retarded when they decode sentences in a relatively unfamiliar syntactic form. childrenclassifiedasbeingatthe holophrastic stage of language 4.()6 CHILDREN'S PERFORMANCE IN PIAGETIANTASKS: 11 (C) Metalinp listic Ability and Cognitive Performancein Children from Five to Seven A Conceptual Model for the Development of MapReading Skills MARJORIE H. HOLDEN and WA LTEP-H,MACGINITIE, Teachers College, Columbia University LOIS A. HE ILIN, Hunter College, University of Nevv York Theoretical studies suggest that Piaget's theory of spatial concept development awareness of words as units in served as a mode: for speech emerges between ages five andseven, well after the acquisition ordering spatial concepts_ Achievement on six Piagetian spatial tasks of grammatical speech, This study attempted was correlated with performance on six to determine if tests of map reading tasks in.kinder- word awareness followed a predicted order ofdifficulty and if the garten, 2rel-grade and 5th-grade subjects. Scalogramanalyses indicated'development of word awareness was related the scalabitity of both sets of measures. The findings to the acquisition of the generally confirm Piagetian operation of seriation. Age, itemtype, and their interaction the hypothesized model of relationships between spatial concepts and were allsignificant. The correlations between word map skills. While the data confirm the developmental awareness -and stage sequence of seriation were generally significant but low. spatial concepts, they also show that publishedinstructional sequences of map skills do not conform to thissequence, 4.09 IDENTIFICATION OF SELECTED LEARNER The Effects of Culture and Educationon the Acquisition of Formal CHARACTERISTICS AND THEIR IMPLICATION Operational Thinking FOR PERSONALIZATION OF INSTRUCTION(C, EXPERIMENTAL) CECILIA D. WOZNY, Keswick Hall Collegeof Education, and DAVID L. COX, Rutgers University, LAWRENCE M. KNOLLE, University ofPittsburgh, Chairman

Performances on four Piagetian tasks (balance bar, pendulum task, There is a growing body of empirical evidencewhich supports the floating bodies, and interpretation of proverbs) were used to assess the concept of adapting (personalizing) learning environmentsto accommo- effectsofculture and education ontheacquisitionofformal date individuals' learning characteristics (style).The adaptation of the operational thinking for three groups: American educatedsuburban environment includesallaspects of instruction, ia the learning youths, American educated Puerto Ricans, andPuerto Rican educated characteristics of the teacher (Harvey, Huntand Schroeder, 1961), Puerto Ricans. Results showed that, in general, the criterion for- formal choice of materials (PLAN), rate of learning(IPI), physical location of operations was met by ages 12 -13, 14.15, and 16-17 for the three learning (Parkway School Plan), social climate (openclassrooms), new groups,respectively. There were no appreciable sex differences. types of grouping (Bradley, 1971; Hunt, 1972). Thepurpose of this Cultural and educational variables thought to affect the development of experimental session was to lead participantsin experiences that would Puerto Rican students were discussed. aid them in understanding the conceptof adapting learning environ- ments to complement individuals' learning characteristics. The Effects of Selected Experienceson the Ability of Kindergarten Children to Use Conservation and the Transitive Property of Six Relations 4.12 STRATEGIES OF IMPLEMENTATION DOUGLAS T. OWENS, University of British Columbia OF INNOVATIONS (H, SYMPOSIUM)

MA) groups of kindergarten children had activitiesinvolving the STANLEY SOLES, Fordham Universityat Lincoln Center, Organizer transitive property of matching relations and lengthrelations, respec- tively. Both groups had activitiesinvolvingtransitivity of weight The change strategies used and theprocess of Implementation relations. A control group had instruction onlyon relations. Pretests of beyond initial installation of three large scaleinnovative programs will Matching Relations, Length Relations,Matching Relations Conserva-be discussed, Individually Prescribed Instruction (IPI)mainly intervenes tion, Length Relations Conservation, MatchingRelations Transitivity to change the instructional systemRobert 0, Scanlon, Director of and Length Relations Transitivitywere given. Posttests were given on Research for Better Schools, will describe theimplementation of IPI. the latter four. Analysis of covarianceon each posttest, using the sixThe Multiunit School (MUS -E) with IndividuallyGuided Education pretests as covariables, showed significant difference (p< .05)for (IGE) prefers an intervention of theorganizational structure (MUS-El treatment on Matching Relations Transitivity, Further analysis revealedas a way to change the instructional system (IGE). HerbertJ, that both treatment groups outperformed the control group, but did Klausmeier, Director of Wisconsin Research andDevelopment Center not perform differentially. for Cognitive Learning, will describe implementationof MUS -E and IGE.'Project Redesign is a statewide approachto educationii planning An Investigation of the Development of SelectedTopological at the local level with heavy emphasis on communityinvolvement as a Properties in the Representational Space of Young Children basic way to insure support forinnovations, Bernard F. Haake, Assistant Commissioner for New York, willdiscuss Project Design's J. LARRY MARTIN, Missouri Southern StateCollege implementation. Four questions pertaining to the implementation A test designed to investigate thenature of the child's conception of process are posed: (1) What are the basic assumptions of the model (2)What are the main space was given to 30 four-yearaald, and 30 eight-year-oldchildren. The phases of the strategy of changeor implementation (3) What are the purposeofthe studywaitotestPiaget's hypothesis thatthe roles of personnel involved in each phaseof the change (4) what four=yearold's representational spaceispredominantlytopological changesresultin the existingla)instructionalorganization,(b) while therepresentational space of the eight-year-oldisbasically organizational structure, and/or (c) communityinvolvement? Euclidean.Topologicalproperties investigatedinthe study were One major strategy toward the goal ofindividualized instruction is connectedness and openness and closedness ofcurves. Results favor Individually Prescribed Instruction (IPI) alongwith Computer Assisted Piaget'stheory asitpertains to the eight-year-old. However, this Instruction (CAI). Research for Better Schools (RBS)has carried out investigation yielded no evidence tosupport his assertion for four -year- olds. demonstrations and development in schools since 1905,and wide :cote fieldtestsinschools since 1967. IPIincludes program instruction

2 The Effect of Training in Structured Tutoring on a Parent's Entering the Post Alchemy Stage of Instructional Design Desire and Capability to Assist His Child in the Acquisition of Reading Skills HARVEY B. BLACK, Brigham Young University

JOHN C. WILKINSON. Brigham Young University Problems are enumerated which have hampered the use of the "systems" approach to instruction. Among these problems are some The utilization of parents as tutors of their own children provides an basic dissimilarities between the fields to Which that approach was avenue for parents to do what they have always desired: assisttheir originally successfully applied and the behavioral sciences, and the behavioral science conception of "systems approach.- In spite of these childrenin academic achievement. The study indicates that such a desire exists and that the development of tutoring skills will motivate Problems, a systematic information processing approach is defined, parents to spent time helping their children. The use of parents in this which promises to provide the researcher and the instructional designer way could reduce the cost of re -mediation and the problem of individual with effective new tools. The approach describes, in a series of 11 help to those who require it. assumptions, a model of the learner as a system composed of four main functions: the analytic, the algorithmic, the heuristic, and the decision function, The 11 assumptions are phrased as assumptions since they are Implications of the RAII System for Educational Researchers, will largely untested, though well supported by past research. For each Developers and Practitioners assumption, implications for the instructional design process are drawn.

GARRETT R. FOSTER and JACOB G. BEARD, Florida State Implications of a Micro-Theory of Learning and Teaching University Implications of implementing a system for analyzing the utilization GERALD W. FAUST, Brigham Young University ofinstructionalresourcesarediscussed.The systemtranslates established instructional_ theory into components and procedures of the. Theories of instruction are defined as being of two types: the instructional process, thus providing a vehicle for further development macro-theory which attempts to define optimal instructional sequence and testings of instructional theory. It also contributes to instructional for the greatest number of students at once, and the micro-theory improvement at the classroom level by providing.teachers with detailed, which determines for each student his best instructional sequence. The concrete procedures for developing instructional strategies which are approaches currently being tried in the developMent of a macro-theory consistent with theory. The system can be used to generate alternative are discussed and the problems inherent in implementing them are instructional strategies and provides the basic data for comparing the noted. An alternate approach, the direct development of a micro- cost effectiveness of the alternative strategies. theory,isdescribed as an immediate possibility, and the currently active TICCIT Project attempt to develop the techniques for Micro- theory building described. Using Group Performance to Interpret Individual Responses to Criterion Referenced Tests The Instructional Development Factory D. STEVVART LOW, Brigham Young University RONALD BESEL, SWRL, Los Alamitos, California The development eams of specialists used by the TICCIT (Time- The contention that interpretation of a student's performance on a InformationTelevision) criterion referenced test should be independent of the performance of SharedInteractiveComputerControlled Courseware Project include instructional psychologists, who act as his classmates is challenged; The Mastery Learning Test Model, which was developed for analyzing criterion referenced test data, is described. systems designers; authors, who formulate content material; instruc- An estimate of the proportion of students in an instructional group tional design technicians, who provide objectives and display format specifications; empirical design technicians, who perform validation which has achieved the referent objective is usable as a prior probability tryouts, and packaging specialists, who combine content and strategies ininterpreting individual responses. Considering instructional group performance enhances estimates of individual performance. Correla- into "hard copy." BeCause the "building blocks- of instruction receive tional data from a set of test items and a representative population of the focus, content and instructional strategies can be separated in the students are used to estimate the required item parameters. beginning, and the material moves through a station-to-station produc- tion development procedure. One overwhelming advantage ofthis process is that more units can be produced per time element than under conventional methods.

4.01 NEW COURSE DEVELOPMENT TECHNIQUES (C) 4.02 -CURRENT RESEARCH ON BASIC PROCESSES IN READING A Better Way to Cut the Pie: Instructional Behaviors and (C, SYMPOSIUM) Instructional Materials Characteristics M. DAVID .N1ERILL, Brigham'Young University GEORGE MARSH, California State College, Dominguez Hills, Organizer A two -way taskclassification scheme and a taxonomy of task variables which allow the standardizing of behavioral objectives and the Although reading is one of the most important human skills, only relation of instruction to those objectives in a predictable way are recently have psychologists and linguists begun to investigate the basic described. The two -way task classification separates the content of an processes underlying the acquisition, development, and use of this skill instructional task from the student behavior and provides a framework as a tool for learning from prose. In this symposium, four specialists for identifying complex cognitive behaviors in terms of a small number will summarize and evaluate current research in four areas of reading. of component behaviors which recur. The taxonomy of task ,variables Sarah Rundle is working in an educational research and develop. enumeratesa numberofvariables which may be used by both ment laboratory, which, in designing an elementary school reading researcher and developer to standardize their presentations according to prograni, found that much information needed to optimize reading certain qualitative and quantitative instructional display characteristics. instruction was either unavailable or buried in the general psychological research literature. She arid Morton Friedmanwill evaluate research on how the child develops into a more proficieet approach has the advantages of allowingtransfer to novel words. reader. therefore minimizing rote memory load. Dr. Mosberg will discuss research on reading It has a major disadvantage in comprehension with thatit puts a load on the child's information adult speakers of English as a native language, processing and cognitive and Dr. Hatch will abilities. discuss research on problems of adults reading English as a second The research discussed will language. Dr. Marsh and Or. Desberg will be concerned with procedures for discuss current research on training pre-readers in the following component skills in beginning reading. kinds of skills:Ill learning of invariant grapheme-phoneme "Current Research in Reading Information correspondences:la) discrimination of Processing" is the title of graphemes, (b)discrimination - ofphonemes,(c) the paper to be presented by SarahA. Rundle, Southwest Regional productionof phonemes, (d) coding of graphemesonto phonemes; (2) ability to Laboratory, and Morton P. Friedman, Universityof California at Los recombine elements in new combination:la) recombining phonemes Angeles. Cues available for word recognitioncan be classified as graphic (blending), (a) recognizingrecombinations of grapheme-phoneme pairs and contextual. Although use of contextualcues is a powerful tool in in new words; (3) learning reading, a survey of studies inciieates that variant grapheme-phoneme (g-p)corres ability to use these cues is poi,dences:(a) readily available learning conceptsofvariant g-p correspondences to young readers,Itis suggested, however, that conditioned by intro-word proficiency in the use of graphic information environment,lb)decoding by useof is antecedent toot fective morpho-phonemic rules, (c) decoding use of contextual cues. polysyllabic words by means of knowledge of lexical identity. Terminal performance in theuse of graphic information has two aspects. First, a large instant recognitionvocabulary must be acquired. Second, skills which enable rapid identificationof reafam'Iter words 4.03 DEFINING TEACHING COMPETENCY:EMERGING ISSUES must be available; Comparisons of goodand poor readers show the IN THE DEVELOPMENTAL expected differences on these PERIOD OF AN ASSESSMENT two aspects of %steed reccertition and APPROACH TO COMPETENCY-BASED suggest that the enroute skills are primarily of TEACHER EDUCATION a linguistic nattne. (C, SYMPOSIUM) Various instructional paths have beensuggested as the opiiine.oe route to proficiency in word recognition: Althougha large portion e` PATRICIA M. KAY, The City Universityof New York, Organizer decisions in the design of instructionalcomponents are the result of Competency.based teacher education educated guesswork, researchis accumulating which will provide seems to hold two closely ae related promises: the improvement empirical base for developing more effectiveinstructional programs. and increased relevancy of teacher training, and the increase in knoWledge Evelyn Hatch, University of Californiaat Los Angeles, will present a about which teaching behaviors Paper entitled "Current Research in Reading make a difference in pupil performance.Neither of these promises is a Second Language." likely to be fulfilled unless developing Since a Student's speed is usually greatlyreduced in reading a language programs are planned in all their other than his own, it has been claimed that his aspects to do so. performance shares the A key as to whether or not the promises characteristics which traditionallydistinguish "poor". from "good" of competency-based teachereducation aremetlies readers who-are reading their native language.To test this claim, the intheavailabilityof adequate literature on eye movernents, competency assessment procedures. On thisbasis, the Competency. subvocalizationeproofeeading tasks, word Based Teacher Education Project perception, comprehension and speed will bereviewed. at the City University of New York has, as a primary focus, to worktoward the collection, construction, Recent experiments have directly comparedthe student's perfor- and evaluation of assessmentprocedures. The -participating faculty has mance in reading his first and secondlanguages. To isolate factors begun to define those particularknowledges and skills Which which account for poorer performancein the second language, time for are word perception, semantic decoding, thought to be most essential forbeginning teachers in order that they transitional probabilities, and may facilitate pupil learning. articulation were investigated. Semanticdecoding accounted for two- This symposium is intended toproduce a critical view of the process thirds of the time differential; nosignificant difference was found for perception time: that is under way and to definesome of the major emerging issues which seem to he inherent in the Reduced speed in reading a second language competency-bate conception. Within is not due to the factors the meaning of competency -based teacher- which separate "good" and"poor" readers of English. The evidence education, a concern of the philosopher is with means and ends:what means will be used so achieve overwhelmingly suggests that a very differentfactor accounts forwhat ends and what are the logical poorer performance in reading a secondlanguage. and psychological connections among them,ElviraTarrofBrooklyn College will address "Current Research Trends in ProseLearning" is the subject to be the discussed. by Ludwig Mosberg, University "Philosophical Issues," including thenature of a society in relation to of Delaware, Over thepast the idea of competency and the idea of decade there has been a renewedinterest in research on prose learning, competency itself and where it Renewed interest in language and stands in a hierarchy of values. She willalso discuss the epistemological information processing has ledto a concern: knowing and ways of knowing related resurgence ofinterest to competency.based in information processing of prdsematerial: teacher education. There are three distinct trends in research on prose learning. The first James Stimson of the City College of concerns the semantic structure of New York will speak on the prose, its analysis and its effect on contributions educational sociologists information processing. The second might make to competency.based trend is the analysis of the logical teacher education, providing they structure of prose and the effects of accept the movement in general. organization of information on the There are three' areas to which acquisition and retention ofinformation, The third recent research educational sociology might contribute: trend has to do with the conditions a body of theory, findings from studies, endmethodology. In discussing external to the prose itself which "The Educational Sociologist's Role optimize information processing ofsuch material. The research in these in Competency-Based Teacher major trends is reviewed and Education," the case is made thatmajor contributions should come evaluated, and the contribution of this from the methodology of observing research to our present knowledge in thisarea assessed. people both individually and in "Current Research in Beginning Heading" groups. Included in the discussion will bea framework for viewing both will be discussed by thelevels of analysis (individual, small George Marsh and Peter Desberg,California State College. Various groups, classroom, school, neighborhood and community), and modes of approaches to teaching reading eachhave adherents who maximize analysis (from the highly advantages, minimize disadvantages, structured classroom observation techniqbesto less operational and and do the opposite for other systematic descriptions). approaches. The present discussion will concentrateon the cognitive skillsinvolved Values attached to specific teachingskills are likely to vary both in what has been called a- phonicapproach. This with the situation in whicha skill is to be der strated and with the

10 materials consistent with learning theory. One assumption is that in curriculum units within the foilovving grade complexity levels: Cumula- order to change education you must get learning theory into the way tive,divisional, -departmental and course. Analyses of the various instruction is organized and carried outIPI emphasizes instructional correlational measures were made in an attempt to inquire into the materials withlearning theory, thereby changing the instructional complexity ofthe cumulative GPA and itspotentialfor masking system. rlationships at the other levels, The results were somewhat inconsis- The strategy of implementation includes a series of major stages. In tent, but did appear to suggest the utility of less complex sub-criteria as early phases, RBS screens applicant LEA in line with criteria to assure measures of academic achievement. serious commitment of resources and of the staff and administrative time for necessary training to develop any new competencies needed. Loran -Range Prediction of Achievement With Prior Measures RBS has extensive experience with wide scale installation of IPI. During of tearnim Social Behavior, Sex and Intelligence 1970-71, IPI was being used in over 340 elementary schools in more WILLIAM KRYSPIN and JOHN FELOHUSEN, Purdue University; than 40 states for such subjects as math, reading, spelling, handwriting, JOHN THURSTON, University of WisconsinEau Claire sciences and social studies.

- Changes from using IPI chiefly affect the instructional system, It The purpose of this research was to determine whether sex, teacher may be used in connection with existing programs of the school. Major grades, standardized achievement test scores, intelligence test scores, changes in school organization and community involvement in decision and teacher ratings of children's classroom social behavior are long- making are not necessary in this innovation. Teacher acceptance, pupil range (eight yeari) predictors of academic achievement- Significant and achievement, and approval by parents sustain the support, high Rs were found for all criteria (teacher grades and ,standardized TheIndividuallyGuided Education(IGE) and the Multiunit achievement test scores) ranging from .64 to .86. Sex, teacher grades, Elementary School (MUS-E) combine a new instructional system and a and classroom social behavior were significant predictors of academic neworganizationalstructureintoonemodel. Prototypes were achievement. Intelligence and standardized achievement test scores developed by WRDCCL and CASEA and field tested in rural schools contributed little in prediction of teacher grades but they contributed and small towns, IGE provides a range of choices for' the child as to significantly in the prediction of achievement test scores, interest, need, method, and individual progress, As an alternative to the self-containedclassroom, the differentiatedstaffroles create new Prediction of Minimum Pass Level (MPL) from Field Test organizational structures. An Instruction and Research Team (I & R) Results Unit makes many ongoing decisions. Four Units within a school make a MUS-E. JACK I. H0FF141AN and LEROY WM. NATTRESS, JR., Natresources, Nationwide installation is underway, Three hundred schools were Inc. going multiunit in 1971-72. The four-phased strategy of implementa- MPL is one means of compensating for varying item difficulty where tion is awareness, installation, maintenance during the first year, and difficulty isconsideredoncriteriaexternalto an examination. refinement and institutionalization. Twenty-nine states have some Typically MPL values are assigned by a group of judges and not always MUS-E. More are added each quarter. In order to change education, the consistent. Using field test results to assess MPL values and expected organization of the school must be changed. The MUS-E changes the examinee performance are discussed. Means of determining the relation organization of the schools, provides curriculum planning, produces-bemeenfieldtestresults,committee-assigned MPL values,and new roles for lead teachers, and makes possible the implementation ofexaminee responses are considered along with ways of determining IGE. The effort is directed toward changing the instructional system by homogeneity. Results show committee judgments are not consistent also changing the organizational Setting, Community involvement varies with results obtained from either the field test or examinee responses, with the pattern of each LEA and MUS-E. and we conclude that additional information should be obtained from Project Redesign is basically a long range planning system for local the field test group. school districts, a network of regional and state offices. It provides for comprehensive systematic change with an emphasis on participation of The Advantageous Uses of Part-Whole Correlations for the the total community inthe planning process of basic needs-goals- Reduction of Standardized Test Batteries assessment. The community groups examine and redefine education in relation to 24 characteristics, systematically considering alternatives of CAMERON FINCHER, University of Georgia the entire system. Four prototype local districts, rural, small town, suburban, and To reduce the total testing time of an admissions test battery, urban, were selected for the initial implementation, One hundred and inter-correlations were run between subtests and total scores on the four additional districts were included in the implementation plan. The General Acheivement Tests (GAT) for a sample of 250 males and 250 role of the State Education Department is to encourage renewal of local females. Regression equations based on the correlations were then used districts through guidance, facilitation, and consultation. A regional to predict the total scores of 500 subjects in a cross-validation sample. network of consultation services and staff officeis provided. Each The correlations between predicted total scores and obtained total Redesign LEA has Steering Committees, Planning Groups, and Tasks scores for the three tests by sex ranged from +.91 to +.95. The test Forces to carry out priorities and report back. Since Redesign is abattery was then shortened by using subtests only. Reasons for the systematic planning tool, uniquely applied in each local district, results study and the implications of part-whole correlations for such uses are vary in line with needs, resources, goals and priorities, discussed.

4111 PREDICTION STUDIES -() and AERA) 4.17 SELECTED PAPERS I (D)

erential Relationships with Grade Criteria for Predi Computerized Analysis of Phonics Sk;115 at Varying Levels of Freshman Grade Complexity MILTON 0, JACOBSON, ROGER E. ISON, RAMSAY W. SELDEN ALAN L. SOCKLOFF Temple University and JEROME B. ZUTELL, JR., University of Virginia

Predictor-criterionrelationships for cognitive, non-cognitive and The project utilized computer programming to analyze phonic skills. ss-product variables were analyzed for criteria constructed for the The texts of several basal reading series were used as data inthe

13 development and refinement of a sophisticated program to analyze the score model. Dissertations accepted during 1965 and 1910in the internal consistency of the skills presented, andcompare the sequence College of Education, University of Maryland,were used.ECr of skill presentation with the actual initial occurrences of examples each of variablea contingencytable analysis, modes, and frequencies are the skills in the text. The program rarely requires manual input or reported. While most variables indicated stability of modeover time, human judgment, and can develop a presentation sequence simply by eight 'variables were of different modes in thetwo time periods. reading the text. This program can implement publishers'and educa- tors' effortsto pinpoint phonics skill sequences in their texts and facilitate text revision and/or rearrangement of the skillsequence_ 4.18 THE STRUCTURE' OF CONCEPT ATTAINMENT.ABILITIES PROJECT: FINAL REPORT AND CRITIQUE (0, SYMPOSIUM) The Effect of Perceptual Focus and Planar Orientation Sequence on Length Conservation Responses THOMAS A. ROMBERG, Wisconsin Research andDevelopment Center for Cognitive Learning, Chairman CHARLES PARISH, Ball State University and GRAYSON H. WHEATLEY, Perdue University CHESTER W. HARRIS, University of California, SantaBarbara, Organizer.

Effects of perceptual focus and sequences of planarorientation of The symposium presents a final report anda critique of the rods on length conservation responses werestudied.Group Wisconsin Research and Development Center for CognitiveLearning's administered tasks were designed (or usein the experiment. Analysis of project: "A Structure of Concept Attainment Abilities.It is designed variance revealedthatsubjects gave significantly more conserving to summarize the purposes, research methods, and, findingsof the responses when a three-rod apparatus was used than whena classical project and to present critiques of the project from threedilferent stimulus configuration was used. This significance carriedthrough to points of view. An evaluation of the research methodologyemployed to the operational level of length conservation. Theuse of three rods identify factors of cognitive abilities and measuresof concept attain appeared to help disengage subject focus from states and shiftthe focus ment in four subject matter fields and to relate cognitive abilitiesto to more relevant aspects of the perceptual field. Sexof examiner was concept attainment will be presented. An appraisal ofprocedures used significant. to analyze concept. attainment in these subject matterareas as a basis for developing achievement measures along with implicationsof the Post-Graduate Career Plans of College Seniors findings for curriculum design will be made. Ananalysis of the findings LEONARD L. BAIRD, Educational Testing Service will be made in terms of their relation to learningtheory and to hypotheses concerning instructional practices, The post - graduate vocational and educational plans of alarge The Purpose and the Scope of the Project national sample of college senioisvs :re related to their characteristics by means of zero-order and multiple regression.The criteria were level MARY Ft QUILLING, Wisconsin Research and Development of degree aspiration, planning to work, planninggraduate study in arts Center for Cognitive Learning or humanities, study in social science, study in science, study in law The purpose and the two main strands of the project school, and study are as follows: inmedical school. The results suggestedthe (1) the development and study of measures of importance of freshman plans; family, concept attainment in peer, and faculty encourage- mathematics, social studies, science, and languagearts at the fourth- ment; self-conceptions; confidence in personal academic capability; and fifth grade level, and the development and factor analysis ofa battery academic performance. This suggests that a logical and useful model of of cognitive abilities tests; and 12) the study of theinterrelationships of career choice could be developed. the two types of variables (concept attainmentmeasures and cognitive abilities tests). An Experimental Inquiry into the Relationshipof Cognitive Complexity and a Teacher Education Core Course Methodological Problems Encountered in the Project WALDEN B, CRABTREE and ISADORE NEWMAN, TheUniversity of CHESTER W. HARRIS, University of California, Santa Barbara Akron The methodological problems encountered in theproject and how they were solved are discussed. Methods included were: item and A 3 X 2 quasi-experimentaldesign, along with oblique and factor analysis of tests based on a completely crossed design, comparable orthogonal factor analysis, Kaiser's FactorMatching, and multiple common factorinterpretation strategy, and canonical variate and regression analysis, was employed to evaluatethe extent of change in interbattery factor analysis of two sets of variables, students' number of factor structures (cognitive'complexity), relation- ships among scores on dogmatism,philosophic-mindedness, and be- havioral Relations between Cognitive Abilities and Concept Attainment and semanticdifferentialscales.Thisstudytestedthe possibilities' of expanding cognitive complexityof students through a MARGARET L. HARRIS, Wisconsin Research and Development course in philosophy of education and clarified thenomological Center for Cognitive Learning network of the Scale of Philosophic Mindedness. The results obtained from the studies in thefirst strand, including evidence of replicability of findings, are summarized. Main A Comparison of Selected Variables from the 1965and 1970 emphasis is Doctoral Dissertations of the College of Education, on the findings of the project with respect to the study of the relations University of Maryland between the two sets of variables. The number of dimensionsand the character of the dimensions which are common to thetwo types of SYLVIA AUTON, University of Maryland variables are described.

A dissertation model lor evaluation of selectedcharacteristics of An Evaluation of the Multivariate Methodology of the Project doctoral students and their researchin education is presented. A HARRY H. HARMAN, Educational Testing Service research instrument composed of 25 variableswas developed to gather data from doctoral dissertations in education. Elevenvariables were Mr, Harman, and the two additional critics listed below will(save considered external to the research, e.g.,age, and 14 were internal, e.g., available a lengthy monograph reporting the details of theproject, and

14 will base their critique on it, as well as the papers prepared for theThe TIES ProjectBuilding A Research Data Base symposium. JAMES LINDSAY, Minnesota School Districts Data Processing An Evaluation of Test Development Procedures Used and Joint Board, and GERALD R. MARTIN, University of Minnesota Implications for Curriculum Design In 1967, 20 districts formed the Minnesota School Districts Data RALPH W. TYLER, Science Research Associates ProcessingJointBoard and established the TIES Project. Total Information for Educational Systems was the goal. The first services What Do the Findings Add to Our Knowledge about were provided during the 1969-70 school year. TIES now serves the Organization of Memory as Conceptual Structures information processing needs in administration, instruction, and re- BENTON J. UNDERWOOD, Northwestern University search for 29 districts with more than 300 schools enrolling approxi- mately 230,000 students. The information needs for the day - to-day The importance of the symposiumisthatit brings together a operation are also being met through TIES. The information require- summary of research methods employed and problems encountered in merits for long-range planning, evaluation, and program development anextensiveprojectthat to basisfor was designed provide a are being investigated and the research data base elements identified formulating a structure of concept attainment abilities, and a critique and collected. of the project from the point of view of a multivariete methodologist (Mr. Harman), an educational measurement and curriculum design expert(Mr. Tyler), and an expertinlearning and memory (Mr. A Formative-Summative Evaluation Design for a State-Sponsored Underwood). Their reports, as well as the reports by Mrs. Quilling, Mrs. Program of Educational Experimentation Harris, and Mr. Harris, should provide an understanding of how, TANYA WI_ KN IE FE L, North Carolina State Department of Public cognitive abilities and concept achievement are related and hypotheses Instruction for experimental instructional studies based on this model. North Carolina has sponsored a program for educational experi- Mentation at the local level. Nineteen varied projects were funded for a 4.19 MACRO-SYSTEMS EVALUATION MODELS AND CONCEPTS twO yearperiodtodevelop innovative solutions to educational problems. The evaluation, conducted by the state agency's Division of Research, identified two audiences in need of evaluation results: the A Self Renewal Model for Educational Systems state agency and the local decision makers. Two designs, one for the PAUL GEISERT, University of Wyoming total program and one for the local projects utilizing the concepts of formative and summative evaluation, were developed. The development The Self Renewal Model presents a plan of action relating to the Of the design, its implementation and implications are reviewed, development of programs within elementary, secondary, and university level educational systems. Based on a framework of evaluation and4.20 STATE WIDE ASSESSMENT (H) organizational theory, the model details the steps which should be taken by an educational system to maximize the probability of success The. Approach to the Design of the North Carolina Statewide while undergoing systematic change. The model will serve educators Assessment of Educational Progress who are interested in controlled change and educational accountability. JOHN N. PYECHA, Research Triangle Institute Hypothetical Concepts, Intervening Variables, and Observed Data in Program Development and Evaluation The strategies and problems involvedindesigning the North Carolina Assessment Program are described. After being given the GARY D. BORICH, The University of Texas mission statement and continuing objectives of the North Carolina State. Department of Public Instruction (NCDPI), the basic deci- While the logic of science serves as the methodological- framework sionmaking needs of state level educational planners were identified by for psychological research, its particular merit for educational evalua- the NCDPI/Research TriangleInstituteCRT!) design study team. tion has yet to filter into practical application. The logic of science Severalalternativeassessment plans were developed, costed, and providesa strategyforevaluatinglarge and complex. educational evaluated. This interative design process led to the development of a treatmentsthatis a useful guide toprogram development and statewide, educational assessment program for evaluating the effective- imp-ovement. This paper explicates a method of scientific inquiry ness of North Carolina's public elementary and secondary education applicable to the formative evaluation of educational programs and, in programs, including a special emphasis on Title I programs. so doing, illuminates an artificial distinction between the ways in which concepts are validated in science and education. The Promotion, Dissemination, and Utilization Plan for the North Carolina Statewide Assessment of Educational Progress The Development and Implementation of a Statewide Evaluation System .WILLIAM J. BROWN; JR. North C_ arolina State Department of Public InstructiOn JOHN A. KLIT, Illinois Division of Vocational and Technical Education, and TIM L. VVENTLING, University of Illinois Carefully conceived operational ,and analysis plant for state assess- ment may not be accepted or may have little impact, either at the state A system to evaluate the occupational programs of LEA's within the or local levels, unless the purposes of assessment are clear and diffusion state of Illinois has been fully developed and implemented. The Three and utilization of information is well planned, Equally important is the Phase System consists of a local evaluation and planning phase, a phase provision of technical assistance in interpreting the curriculum implica- during which the SEA monitors LEA planning docuMentS, and an tions of the assessment, This paper addresses the pre and post- assess. on-site visitation phase. Phase Three is applied to approximately 100 rent field work which was provided for local school administrators, LEA's each year, with educators, students, and business and industrial teacher groups, supervisors, and state agency personnel. In addition, it representatives comprising the on-site teams. The system has succeeded outlinesthemosteffectivemeansforreporting informationto in improving programs at both the state and local levels, educators, the lay public, and the legislature. Sampling and Analysis for the North Carolina Statewide of thinking. Relational thinkers tendto respond to situations in a mote Assessment of Educational Progress glottal fashion than do analytic !hinkers,are more field dependent. have GEORGE kt, DUNTEMAN Bed DAVID L. BAYLESS,Research a lower level of generality and use languageiiiismore concrete fashion Triangle Institute than do children who are analyticin conceptual organization, Attempts to build culturally fair tests by makingthem conterit-free actuatly The probability sample was atwo-stage stratified sample. The present the relational thinker witha mole dif hetet task. Some of the first-stage units were schools and the second-stageunits were students, literature on perceptual processessupports the idea that perceptual closure rather than verbal mediation Because certain subpOpulations were oversampled, thedata had to be may be an important elementIn weighted for analysis purposes. The analyses problem solving, These considerations concerned contrasting suggest that tests of cognitive . North Carolina and, itsvarious ,subpopulations with the nationon processes mcy be tree of social-cultural Leasin that they permit the free standardized aptitude and achievementtests. Contrasts between various use of perceptual processes in concrete probleinsolving situations, subpopulations defined by geographical region,type of community, Concept Formation Assessment andthe Concrete-Abstract Dimen- and socioeconomic status within North Carolina,were also made on sion. Grayson H. Wheatley, PurdueUniversity. A vier,/ of concept cognitive and norecognitive output measures. Inaddition, the relation- formation which synthesizes the viewsof Piaget wish the classical ship of various school process variablesto achievement measures was theory of concept formation is presented.A uninuesral three tests investigated. for elementary school children isdescribed. These tests vary along the concrete - abstract dimension.The hypothesis was thatyoung Thl Instrumentation and Data Collection Plan farthe North disadvantaged children wouldscore higher on the concrete form. The Carolina Statewide Assessment of Educational Progress tests used included film andpaper and pencil tests. The film test ROBERT C. EVANS, JR. and HENRY A. HELMS, presented transformations and attributedsituations via super 8 mm North Carolina movie film with subjects responding State Department of Public Instruction in an answer booklet. The tests were designed to be eulture fair and resultsindicate that disadvantaged children perform nearly as well Instrumentation included a standardized as do nondisadvantaged. The potential test of reading, mathe- use of such tests in measuring cognitive change matics, language arts, and career brought about. by awareness; an ability Measure: and intervention programs is discussed. three developmental instrumentsmeasuring background; school, and affective variables. The developmental Problem Solving Assessment and theConcrete-Abstract Dimension. instruments measured beyond John Feldhusen, Purdue University, intervening variables like SES and school The theoretical rationale and the attitude. A jury,represents resultingguidelines for tiVe of parents and educators, selected the development ofseveral new fOrms of the variables to be measured and problem solving tests are discussed. These concurred in the items. Testing Personnel whowere not classroom forms represent four levels of abstractness-concreteness. It was assumed that teachers collected the data. Training was provided disadvantaged children to insure standardize- would perform best on concrete forms while lion of test administration, and data transcription. advantaged children would Prior to analysis, perform best on more abstract forms. each data record received four comprehensive edits. The paper describes the four levels of test material developed, thedevelopmental and field work which has been done with them, andresults from several research, studies in which they were used. 4.21 THE TESTING OF BLACK STUDENTS (Seep. 150) These empirical results are interpreted in the light of theory and the results ofother studies,, 5.01 URBAN EDUCATIONAL HISTORY(F, SYMPOSIUM) MARVIN LAZE RSON, Universityof British Columbia, Chairman 6.01 ASSESSING INTERPERSONAL FUNCTIONINGIN THE. CLASSROOM: TOWARDS A TECHNOLOGY OFPREFERRED TEACHING BEHAVIOR (C,SyMPOSIUM) This symposium addresses itself particularlyto he central themes of current historic research in urban education. The discussion will begin DAVID N, ASPY, Northeast Louisiana University,rganize an analysis of what political and socialconsequences, if any, this research can hope to affect. The purpose of this symposium is tocontrast and synthesize three different approaches to research on the interpersonalfunctioning of the classroom teacher: (1) the teacher's causal orientation,(2) the teacher's 5.12 ABSTRACT-CONCRETE DIMENSIONOF CULTURE FAIR generallevels of interpersonalfunctioning, and (31the teacher's CONCEPT FORMATION AND PROBLEMSOLVING ASSESSMENT (D, SYMPOSIUM) responsd.repertoire. Each participant will present themethodologies used in assessing interpersonal functioning fromhis approach as well as research results, including implications for preferred leachingbehavior, G. A. HALE, Educational Testing Service, Chairman which can be drawn at the current state of theart. As therepresentativeofthecausalorientation approach The theory and rationaleforthe development of a series of to interpersonalfunctioning,Ralph H. Ojernann ofthe Educational assessment instruments for investigating problemsolving and concept Research Council of America, willpresent "Effects of an Increased formation with elementary school childrenare presented, The tests vary in representational mode along the Understanding and Appreciation of Behavior Dynamicsin Classroom concrete - abstract dimension. The Relationships," He will summarize several studies theoretical position for thedevelopment of the elects -of is based on the work of teaching behavior dynamics to teachers and children. Guilford, Piaget, and Bruneras well as on 0 large collection of empirical His viewpoint is that,inadditionto studies. These tests resulted from providing specificinstructionsinbehavior an attempt to build culture fair tests dynamics, the teacher must also provide a moderof of problem solving andconcept formation utilizing tine- psychometric causal orientation toward human behavior in the way in which heconducts his class and techniques. A degree of culture fairnesswas accomplished by reducing interacts daily with his students, When boththese conditions are Mei, the memory load and verbal mediationthrough the presentation of concrete relational situations. even the very young student gains skills which facilitate hisinteraction with his environment. Abstract versus Concrete Conceptual Processes. Ernest D, McDaniel, The topic chosen by David N. Aspy, Northeast Purdue University. Cohen (19681 hassuggested that many ,disadvan. Louisiana University, is"Assessing the Effects ofthe Teacher's Levels of Interpersonal taged children think in relationalterms as contrasted to analytic modes Functioning," Ha will present the development ofa reliable and valid

16 methodology for assessing the teacher's levels of functioning as well as allthreeofthe above requirements into measurement ofvisual highlights of research using this methodology. In general, his stateMent perceptual performance. is that student outcomes indices are significantly and positively related to the teacher's levels of interpersonal functioning. Therefore, preferred The Relationship between Reading Medium and Prose Writing teaching behavior must includetheutilizationofhighlevelsof BERNARD J. SHAPIRO, Boston University, and PHYLLIS P. interpersonal skills. SH AP I RO, Emmanuel College Daniel Kortoclivil, Northeast Louisiana University, will discuss the importance ofthe teacher's specific response repertoire in"'Deter- The purpose of this study was to investigate the of fect of two media mining Teacher's Contribution to the Interpersonal Ecology of theof reading instruction on children's ability to write original composi- Classroom." His thesis is that "what the teacher offers in the classroomtions, Six hundred and forty-eight first-and secondvaders fi 3.a. and s whatthe student gets:"therefore, assessment ofinstructional T.O. pupils) each wrote two compositions which were evaluated on functioning must focus on the presence or absence in the teacher's length, vocabulary level, content, and communication value. In both repertoire of such skills, as program development and physical and grades one and two, the essays of the i ,tm. sample were longer and at a psychological classroom management. Research methodologies andsomewhat higher vocabulary level,- Further, in terms of both the resultsin variedsettings(Career Education Programs, elementary Content and Communication scales, there were at both levels statisti- eiassrooms, and higher education) will be reviewed. cally significant differences in favor of the i,t,a, group. Flora N. Roebuck, of the National Consortium for Humanizing Education, will speak on "Response Surface Analysis: Predicting the A Comparison of the Effects of Rote, Principle, and Guided Intercepts of General Levels of Interpersonal Functioning and Cate. Discovery Strategies on Conceptualization in First-Grade gorical Measures of Specific Behaviors." Her thesis is that, in order to Children adequately assess and describe teaching behavior, the researcher must utilize data from both rating scales and categorical coding with the two GARY COOKE, University of Toledo kinds of data differentiated according to the level of abstraction at which the data collection occurs. That is, categorical coding yields a The purpose of the study was to assess the degree to which the characteristic pattern of the recurrence of specific behaviors, whereas of fects of three learning strategies influenced the conceptualization of a the rating scale yields a measure of the meaning of a totality of task.In addition, the study considered the effects of time on the behaviors,Adequate description ofinterpersonal behavior requires conceptual scores of subjects. Measures were taken initially, after one assessment of the interaction of both kinds of data, week, and after six weeks. Twenty-four boy 'girl pairs were matched by The question of preferred teaching behaviors is one of longstanding age and ICI and randomly assigned to three treatment groups. The three ooncern and importance to educational researchers and practitioners. treatments were rote, principle, and guided discovery. The results of the By providing an opportunity for contrasting and synthesizing these three treatments were compared by analysis of variance. Significant three current approaches to research on the interpersonal functioning differences were found between treatments (.01 level) and across time of the classroom teacher, this symposium will make a worthwhile intervals (.05 level). contribution to the eventual development of a technology of preferred teachingbehaviors. The Effect of Auditory Dimensional Preference on the Auditory Discrimination Performance of Children

6.04 LEARNING IN YOUNG CHILDREN (C) MICHAEL L, HANES, Indiana University

Attention and Reading Achievement in First.Grade Boys and Girls Forty preschool Ss, representing low and middle socioeconomic status (SEM levels, and 20 sixth-grade Ss were tested on a 24-item, JAMES E, TURN URE and S. JAY SAMUELS, University of Minnesota three-choice auditory discrimination task. Separate analyses of variance were performed on each of three dependent measures derived from the A behavior observation schedule was utilized to investigate sex discrimination performance, Level of responding was a function of age differences in classroom attentiveness, and the relationship of such for frequency and error scores, and a function of preferred dimension attentiveness to reading achievement among first-grade children, 74 for frequency and intensity scores. Dimensional preference was not boys and 58 girls. Girls were found to be significantly(p<.001) more significantly affected by either SES or age differences. Significantly attentive than boys, and to achieve higher word recognition scores to more Ss in all sample groups demonstrated a dimensional preference as .02). Further, word recognition was found to be significantly (p <.02) compared to the number of Ss exhibiting no preference. related to attentiveness for the group as a whole, with reading readiness controlled in a covariance analysis. This latter finding replicates results obtained by Lahaderne with sixtligraders, but demonstrates that the 6.06 LANGUAGE BEHAVIOR (C) relationshipobtains withbeginningreaders,before ahistoryof academic successfailure has been established. The Effect of Set on Preferred Representational Mode FREDERICK T. BAIL, University of Hawaii Visual Matching Skills in Prereaders

LYNN iIRRY, ROBERT ROSS, and ROBERT CALFEE,Stanford Incategorization tasks where symbolic and ikonic content were University juxtaposed as possible bases of categorization, previmis results had shown growth across early grade levels from predominant categoriza- Matching of synthetic "words" of two to five letters is carried out tion using pictures to a greater use of words. Increases were not due to with a high degree of accuracy under optimal testing conditions, Errors word knowledge, but were altered by the relative familiarity of the occur when children are unclear about the task, particularly (1) as to specific symbolic and ikonic categories. This replication with a different the meaning of same and different; (2) when order information is population extended those results by establishing a set for symbolic critical to a match, as in the example WAS-SAW, and (3) when memory categorizations through manipulation of task order, The effect of set usage is required. The display format, instructions, and nature of test was strongestfor young boys, a group with a traditionally high materials of most existing readiness and early education tests introduce incidenedof reading problems.

17 Do Error-Free Materials Maximize Learning? Indirect Review Effects Produced by Adjunct Questions MICHAEL S. USELMANN and MARGARET Al_ CLIFFORD, fV1ARJORIE J. BILLtNGTON and ERNST Z ROTH KOPF, Bell University of Iowa Laboratories, Murray Hill, New Jersey This experiment examined the etfacts of increasingfifth- and Can searching through memory toanswer a question improve the sixth-graders' responsibility for the avoidance of errors on vocabulary ability to answer other indirectly related questions? Cotlege tasks. Ss in one condition were asked to identify daily students and correct four (N = 120) read a 24-page text with two adjunct questions misdefined vocabulary words out of 20, prior to studying every tour the words, Ss pages. On a retention test, performance was facilitart.d on items which in the second condition were simply requested to study the meanings of had substantial elements in common with the adjunct the 20 words, each of which had been associated with questions, but an appropriate which could not be answered directly from material definition. The results suggest that increasing the S's in the adjunct responsibility forquestion. Facilitation was inversely related to minimizing errors (first condition) facilitates retention for amount of material be- sixth-graders, tween relevant text segments and adjunct questions. The findings while hindersitfor fifth-graders. The significant interaction sup- port the hypothesis that search through memory in atisweringa question .004) as Ss' Liking was in direct oppositionto the retention pattern. strengthens or makes more available related mnemonicrepresentations. These results are discussed in terms of developmentaltheories.

The Effects of Three Types of Repetition and the Amountof A Comparison of Idiosyncratic Study, Passive Readingand Inserted Chunked Information on the Acquisition and Retentionof Question Treatments in Learning from Text Structured Information HARRY DENZE L, Southern Illinois University, andJACK H. PHILIP H. WI NNE and WILLIAM E. HAUCK, Bucknell University HILLS R, Southwest Regional Laboratory forEducational Research and Development In a study of the effects of different types of repetitionon the learning of chunked information, 72 Ss were assignedto a replicated Limited evidence suggests that different kinds of insertedquestions design with, four types of repetition and three differentamounts of may be differentially effective in promoting learning from text. In this information as the independent variables. It was found thatimplicit but experiment, one of four groups inserted knowledge -levelquestions and not explicit repetition of a chunk's "concept" during thestudy trial is a second group inserted comprehension questions. Itwas argued that the most effective in maximizing learning. Interms of quantity of (1) in previous adjunct-question researchtreatment groups have been forcedto studyin a information learned per unit of time, no repetitionis most efficient. manner that would not obtain outside of The utility of various repetitive techniques anda cognitive interpreta- experimental conditions,(2)validcontrol groups havenot been tiOn 01 repetition is discussed, employed. In this 'experiment, adjunct groupswere permitted freedom to study, and two controls, idiosyncratic study andpassive reading, Linguistic Predictors of Properties of Set were run. Idiosyncratic study significantly (p. <001) outperformedthe other treatments. HENRY L. JANZEN, University of Alberta, Edmonton Incidental Learning of Categorical Text Items Induced by The present study was an attempt to clarify therelational Inc'Specific and General Search Directions predictable aspects of language behavior to Uznadze's (1966)properties of set. One hundred and eighty-six subjectswere given the Uznadze set PERM T. STURGES, California State University, Chico,and tasks and were asked to write an essay ofa biographical nature. Essays LAWRENCE T. ERASE, Bell Laboratories were keypunched and scoredby computer using Page's 11966) SCORETEXT program. Step-wise multiple-regression analysisidentified A 460-word prose story mentioned the propernames of 16 types of that linguistic codes which embody content thatis analytical and creatures. One hundred twenty-eight college undergraduatesread the abstract are indicative of individuals who excite quicklyin the Uznadxe text and underlined a specific class of items (e.g., largesea creatures) or settasks. Developing linguistic skills wasseen as a prime task of a general class (e.g., living creatures). Overt responseto the smaller number of items (but presumable evaluation of education in producing greater linguistic aid cognitivedifferentiation. text items against a more distinctive categorical criterion) increased recaU withoutincreas- ing reading time. Specific search producedespecially high recall if Ss were informed about the text structure before reading, butnot if the information was given after reading, The results have 6.07 LEARNING FROM TEXT (C) some implications for the use of learning Objectives.

Retroactive Interference and the MeaningfulLearning of Textual Material Instructional Objectives as Directions to Learners: Effect of Passage Length and Amount of Objective-Relevant R. PAUL STRATTON and MITCH STE IN, Universityof Kentucky Content R. KAPLAN and E, Z. ROTHKOPF, Bell Telephone Ausubel's notion of meaningful learning Laboratories, was tested with textual Piscataway and Murray Hill, New Jersey materialwhich was conductivetoretroactiveinterference(RI). Meaningful learning set was insured by providingintegrative compari- Two experiments investigated the effect ofpassage, length and sons between the original IOU and interpolated (IL)information which number of objective-relevant sentences on learning fromdiscourse and were inserted in the text or by having Ss takenotes and actively make on study time, The main findings were as follows: (1)the use of the comparisons. Compared to standardcontrols and treatment specific objectives as directions resulted in increasedperformance, (2) objec- controls, retention was superior for thesetwo group_ s on information tive-relevant learning varied inversely with numberof objective relevant which was conflicting or similar betweenthe 'OL and .IL passages. sentences andpassagelength,13) objective-relevantlearning was Further analyses indicated that improvementwas mostly due to a unrelated to the proportion of relevant sentencesto passage length, (4) reduction of response competition and, toa lesser degree, to an increase in response availability. specifically stated objectives resulted in more intentionallearning than generally stated objectives, (5) the number rather thanproportion of

18 objectives influenced learning, and 161 efficiency was inversely relater., other children in two different cognitive tasks. Significant differencesences to passage length and (Meetly related to number of objectives. were found between mothers of readers and nonreaders on a variety of dimensions such as negattim reinforcement, controlling and deer:live techniques, and manualinterference. Mothers ofnonreaders also 6.08 READING: I (C) encouraged children to complete the experimental tasks signficantly faster than the mothers of readers. A Comparison of the Effectiveness of Remediation of Non-Readers by Trained MexicanAmerican Aides and Early Identification of Children with High Certified Teachers Risk of Reading Failure REBA L. KEELE, Brigham Young University SEYMOUR FESHBACH, University of California, Los Angeles HOWARD ADELMAN, University of California, Riverside In a federally supported remedial program, three aides trained in the use of the Harrison structured tutoring model tutored non-reading Two alternative models for identifying kindergarten age children children for eight weeks for an average of 16 minutes per day compared with a high risk of becoming reading failures are compared, One model to one hour per day for the control group of comparable children, On a places primary emphasis on psychometric test procedures assessing comparison of gain scores, the tutored children's gains were significant linguistic and perceptual-motor skills related to reading readiness. The for sounding outletters, and decoding, Posttest comparisons for alternative strategy is based upon the kindergarten teacher's evaluation decoding and a sight work list of 139 words showed the tutored of the child's skills and behavior, with particular emphasis on the children were superior at the .01 level. The implication is that trained discrepancy between a child's specific competencies and those required nonprofessionals can do more 'to remediate basic attack skills than forsuccessinaparticularfirstirade classroom. Significant and certifiedteachers working with untrained aides in one-fourth the encouraging correlations were obtained between the various measures instructional time. taken in kindergarten and reading achievement test scores obtained at the end of first-grade. Models of Reading and Reading Disability 6.09 EVALUATION OF SCHOOL SYSTEMS IN TWENTY JOHN T. GUTHRIE, Kennedy Institute, Johns Hopkins University COUNTRIES: A PRESENTATION OF THE FINDINGS FROM THE lEA INTERNATIONAL SURVEY (AERA) Criterion referenced tests of phoneme-grapheme association skills were constructed and administered to disabled and normal readers. The TORSTEN H USE N, University of Stock holm, Chairman strength of subskills in the disabled group was virtually identical to the comparable subskills in the normals of similar reading level. Both of The objective is to inform AE RA members of some of the results of these groups were inferiorto normals matched on age who had the lEA survey in six subject areas: Science, Reading Comprehension, oampleteiy mastered each of these skills.Intercorrelations among Literature, English as a foreign language, French as a foreign language, subskills were high positive for the normals and were largely insignifi- and Civic Education. This survey was conducted atthreelevels cant for the disabled. A modelisforwarded which suggests that (10-year-olds, 14-year-olds and pre-university year) in twenty nations, interiacilitation among subskills is necessary for normal reading. four of which were developing nations.; The selection and construction of the various outcome measures will Factors of Predicted Learning Disorders and be described as well as an outline of the 500-odd input and process Their Interaction with Attentional and Perceptual factors of the school system on which data were collected. Some of the Training Procedures problems ofsampling and statistical analysis encountered will be described. The presentation will focus on the factors associated with JOHN T. FRIAR, University of California, Los Angeles between-nation, between-school, and between-student differences in achievement and how these were identified by multivariate analyses, Two factors of predicted learning disorders were investigated: 11) Torsren Husen, Institute for the Study of International Problems in inabilitytomaintainappropriate classroom behavior (13EH),(2) Education, will give the background to the !EA international survey perceptual discrimination deficit (PERC), Three groups of first-graders work and present the symposiasts. T. Neville Postlethweite, Inter- (BE H, PERC, normal control) were administered measures of impulse nationalInstitute for Educational Planning,inhispaper, "Major control, distractability, auditory discrimination, and visual discrimina- Findings of IEA's Research in Science, Reading Comprehension and tion. Results verified that BEN children were impulsive and -distrac- Literature," will discuss the factors associated with between-nation, table, while PE RC children lacked discrimination skills. Half of the between-school and between-student differences in Science, Reading BEH and PE RC groups received attentional &dining, while the other Comprehension and Literature.In addition to indicating the more half received perceptual training. Both groups then participated in a important teacher and school factors, he will also comment on the discriminationlearningexperiment Resultsshoweda significant relative importance of the home and the school. GROUP x TRAINING interaction and significant improvement for the Judith V.Torney,University BEH group with attentional training. ofIllinois,willpresent"Civic Education and Political Socialization." Dr, Torrey will discuss findings from the lEA study of Civic Education which pinpoints the effect of Teaching Styles of Mothers of "Successful" Readers and "Problem" Readers in the First-Grade school input variables (including variables such as teacher training, civicscurriculumpractices, and the teaching climate withinthe NORMA FESHBACH, University of California, Los Angeles classroom) upon political attitudes (affective civics outcomes) with ANTONIA BE RCOVICI, California State College, Dominguez Hills some reference to the role of cognitive civics outcomes upon there attitudes. Data were gathered from stratified samples of.14-year-old, The purpose ofthisstudy was to determine the relationship and 12th grades in the Federal Republic of Germany, Finland, Iran, between parental "teaching" behaviors and the child's relative success Ireland, Israel, Italy, the Netherlands, New Zealand, Sweden and the in reading in the first-grade. The experimental procedure entailed the U.S,A, observation of the behavior of 20 mothers of problem readers and 20 John B. Carroll, Educational Testing Service, will discuss "Factors mothers of successful readers, while instructing their own and two Accounting for Between-Student, Between-School, and Between-Nation

19 Differencesin Performance in French as a Foreign Language." Dr. evaluation by satisfying the needs of the morliii sponsors, local IiiiiM)11 Carroll will discuss the test instrument in assessing the foto skills of personnel, principals, teachels, and the mojeet administiater. The first Reading Comprehension, Listening Comprehension, Writing and Speak- local focus was the asmissnient ofthe copespoodenee hempen the ing, and comment on the relationships among these lour skillsin philosophy /strategies of the seven models and the lepiesentations that various countries. In particular, Dr, Carroll will examine the differential had been estabilshed in the Participating .xehools. hot tins reason, the pattern of prediction in different school systems to each of the four monitoringactivitiesand evaluationplocriduresemphasized con= skins, Mire Burerall, National Foundation for Educational Reseateli, corciance analysis teclunques. The second locus Of the local evaluation will present a paper entitled 'Factors Accounting for Between-Student, developed in response to the needs of classroom teachers WhO needed Between-School and Between Nation Differences in Performance in immediate feedback, in ordet to determine vvhetlen'the methods of the English as a Foreign Language." Dr. Burs:all will comment on the same model were producing positive effects. The analysis procedures erill types of results as did Dr. Carroll. sistedof . codifyingthe instructional evaluation proceduresinthe Harnid J. Nnah, Teachers College, Columbia University, will discuss classroom and the interpretation of -mastery (claire ion) serves for some "A Comparetive View of 20 National School Systems." On the basis of of the model sponsors, the IE A survey in six subject areas, Dr. Noah will describe some major Changes in School Management Personnel's Needs for Evaluation betvveen-country differences in terms of the differential patterns of Information. Edward K. Brown, School District Of Philadelphia. A factors predicting achievement, careful study of the kinds of requests for information made by school The ultimate arm of the lEA international surveys has been to go management personnel at different times during the history of major beyond a purely descriptive identification of the salient factors which funding periods was undertaken. From this investigation Mere appeared account for differences between educational systems across national to be at least three kinds of information school management personnel boundaries. Most of the studies conducted on between - school and perceived as being important: program specific, comprehensive, Maw, between-student differences have been confined to one national system mental. Program specific information is most (desired in the early stages only, and the generalizations derived have been valid only for that of project implementation, when management is interested in deter- particular socio-cultural pattern. The lEA project relates factors in the mining whether theproject components they have approved are social, economic and pedagogic domains which are characteristic of a consistentwiththespecificationofthe contractual agreements. series of national systems to cognitive and effective measures of output. Comprehensive program information, regarding the success of the These relationships are studied simultaneously at various age or grade program in meeting the specified goals,is most requested after the levels within some twenty countries or systems. An international program hasbeenoperationalfor more thanoneyear. School replication of multivariate analyses facilitates making generalizations management personnel want to have detailed program information to about strategic factors which account for differences between schools ascertain the impact of the program on specified target groups. In the and students. The findings are aimed at providing policy makers and last phase, school management personnel are mosi interested in judg- planners with a better knowledge base with which to make decisions mental information, They ask for recommendations and alternatives about school structure and curricula. which follow directly from the quantitative data (deductive judgments).

6.10 ADAPTATION AND CHANGE IN LONG TERM 6.11 COGNITIVE STYLE IC) PROGRAM EVALUATION (II, SYMPOSIUM! Concrete and Abstract Thinkers at Three Grade Levels EDWARD K. BROWN,School District of Philadelphia, Chairman and Their Performance with Complex Concepts

Evolution of a Bilingual Project Evaluation, Robert Offenherg, DEAN L. MEINKE, CAROLYN S. GEORGE. and School District of Philadelphia. The changes in information gathering JUDITH M. WILKINSON, The University of Toledo procedures and analysis designs which occurred during the first three years of a five year demonstration project, funded under ESEA, Title A pool of Ss was identified as abstract or concrete thinkers at grade VII,aredescribed. The projectassesses both process andpupil levels four, six, and eight. Ss were selected at random from this pool at performance outcomes. Within the general guidelines of the Office of each grade, for each sex, and were administered a test for performance Education's policy, the project has been free to modify and change its with complex concepts. A significant effect was found for grade level evaluation plans each year. As a result of forces wir:ain the community, where performance increased as af unction of grade level. Abstract increasing confidence in program procedures, and expressed needs of thinkers performed significantly better than concrete thinkers. There the funding agency for hard data, evaluation of pupil performance in was no significant effect found for sex of S. There were no significant project has tended to move from criterion-referent approaches, using effects found for any of the interactions, The results were interpreted the project-specific measuring devices, to more classical experimental in terms of their implications for classroom teachers and curriculum designs, using standardized, norm reference measures 01 pupil perfor- planning. mance. In contrast, evaluation of the implementation of the program has developed from gathering rigid quantitative data to the more open The Effects of the Analytic-Glohal and Reflection- approaches in which interviews are used extensively. The changes in the Impulsivity Cognitive Styles on the Acquisition ofSelected process evaluation were mandated by a need to know not only where Geometry Concepts discrepancies existed in the program, but also to know the underlying BARBARA NELSON, Wisconsin Research and Development Center problems, needs, and insights which led to the discrepancies, some of for Cognitive Learning vhich were improvements on the original plan. Relationship of the Follow Through Evaluation to Local Needs, Two ATI studies examined the effects of the analytic -global and Judy Goodwin, School District of Philadelphia. The discrepancies reflection-impulsivity cognitive styles on the acquisition of geometry between the comprehensive design for Follow Through evaluation and concepts presented inlessons containing or not containing verbal the program management's needs of the seven models in Philadelphia emphasis andinlessons requiring discovery or 'expository learning. are discussed. The national evaluation has focused on pupil perfor- Questions specifically related to the aptitude variables, treatments, and mance and achievement data. The local evaluation effort, conducted operations under investigation revealed differences between the analytic since 196B, has attempted to undergird the objectives of the national and global St in StudyI and between treatments in both studies.

20 Analytic Ss were superior to global, verbal emphasis was superior to no 2,000 to 5,000 students? An average of 272 students at each of 21" emphasis, and expository was superior to discovery. However, these community colleges completed aquestionnaire. Responses of the specific dependent measures failed to reveal an aptitude by treatment ozillege samples indicated that items concerning the social environ- interaction in either study- mentstudent relations with other students, student involvement in college activities, and student contact and rapport with faculty and Developing Mathematical Materials o Student's administration -were affected by college size. Cognitive Style JOHN C. PETERSON and ROBERT HANCOCK, Dropout Prediction at an Urban Community College Eastern Illinois University following Open Admissions NORMAN EAGLE, Bronx Community College of the City This study describes efforts to create instructional materials which University of New York will be cognitively appealing to students demonstrating aptitude for figurally oriented material. Ss were given a battery of tests designed to The purposeofthisstudy was toidentifyentryvariables measure t heir figural, semantic, and symbolic aptitudes. Ss then studied differentiating between drop-outs and -stay-ins" at an urban com- a short unit on network tracing, Criterion variables were scores on tests munity college, following the implementation of an open admissions of : immediate retention, retention after one week, and retention after policy. The variables investigated were: high school averages in English, four weeks. Group means for Ss with high figural aptitude were mathematics, science; years of high school mathematics; reading score; significantly higher than for Ss with low figural aptitudes. There were and semesters deficient (by pre-open admissions entrance standards) in no significant differences between either verbally or symbolically mathematics, science, and foreign language. Also considered were high oriented Ss and non-verbally or non-symbolically oriented Ss. school type, high school science background, remedial placements at the college, and "open-admissions status."' Analyses were performed Cognitive Style and Hypothesis Testing separately for seven curriculum areas and for allcombined. Only J. KENT DAVIS, Purdue University mathematics and type of high school proved effective predictors, and only for a few specific curriculum areas. "Open admissions" students The purposeofthis experiment was todetermine how an didnot show significantlyhigher drop -outratesthan "regular- individual's cognitive style infiuences hypothesis testing behavior. Three students. Non - cognitive variables are seen as having greater promise for hundred seventy-two Ss were administered the Hidden Figures Test as a the identification of the potential drop-out. measure of cognitive style, and 24, four-trial learning set problems. Ss received18 outcome problems(feedback) and six non-outcome Sex Differences on Factor Dimensions problems (no feedback). Comparison of analytic and global Ss indicated Related to Withdrawing from College that, in general, analytic Ss were more efficient in hypothesis testing JUDITH E. ALBINO, The University of Texas at Austin than were global Ss. There was also a tendency for global Ss to commit more errors Mon -classifiablehypotheses) than analytic Ss and to Responses to en SO -item problems inventory were factor analyzed in perseverate more than analytic Ss when a solution role changed. order to identify major areas of concern or dissatisfaction among 1,757 students voluntarily withdrawing from the University of Texas at An Analysis of Oral Reading Behavior of Austin. Factor scores on 11 problem dimensions were analyzed, and Reflective and Impulsive Beginning Readers univariate analyses and a multiple discriminant analysis were computed. JOYCE E. HOOD and JANET R, KENDALL, Males and females were found to differ significantly on six of the 11 The University of Iowa, and DORIS D. ROETTGER, dimensions, and the obtained separation on the discriminant function Drake University was also highly significant. The results are discussed in terms of motivational theory and the concept of a "motive to avoid success" in The oralreadingofimpulsive and reflectivefirst-graders was women. analyzed in order to better understand the reading process and its development. The children read orally the story in their reader beyond that which each had just studied. Impulsive children made more substitution errors and paid less attention to graphic cues. They were 6.76 RESEARCH ON OCCUPATIONAL CLASSIFICATION (E) also less likely to correct errors which were grammatically unacceptable with the following context. A comparison of Metropolitan Achieve- Differential Perception of Occupations with Increasing Age ment Test results showed that impulsive children were significantly KEITH J. EDWARDS, DEAN H. NAFZIGEF1, and lower in total reading than reflective children. Additional training for JOHN L. HOLLAND, Center for Social Organization of Schools, impulsive children in error correction strategies was suggested. The Johns Hopkins University

Intercorrelation matrices of the Vocational Preference Inventory 6,13 STUDENT REACTIONS TO COMMUNITY COLLEGES scales obtained from dab literature were examined by means of latent AND THE ATTRITION PROBLEM (E) root and factor analyses totestthehypothesisthat a person's perception of occupations becomes more differential with age. Data for Student Reactions to Community Colleges of Different Sizes males and females for elementary, high school, college, and employed adult groups were included. The results supported the differentiation PAMELA ROEL FS, Educational Testing Service hypothesis with a major increase in differentiation occurring between higi school and college. In addition, the factor analytic results of This study describes student perceptions and experiences incom- Cureton (1970), based upon occupational interest data from 16,000 munity colleges of different sizes, providing data on the following Male andfemale, junior and senior high school students, were questiOns:(1)are students' reactions to the intellectual and social interpreted in light of the differentiation hypotheses and foundto be environments of their colleges influenced by student body size? (2)are supportive. The implications for measurement and vocational develop- these environments optimal in community colleges with enrollments of ment are noted.

21 Cluster Analyses of the SVIB, MVII, and K oder 015as Cross-Cultural Research and Teacher Preparation Tests of an Occupational Classification in the Urban Setting SAMUEL T. HELMS and DEAN H. NAFZIGER, DAN LANDIS, University City Science Center, and Johns Hopkins University JOHN L. HAYMAN, JR., The Pennsylvania State Universrt

This pap& compares Holland's occupational categories with groups Problems of rapport in urban schools usually result fromlack of of occupations that result from the application of McQuitty's Iterative, overlap in the subjective cultures of teachers and students."Subjective Intercolumnar Correlational Analysis to the scales of the :3VI13, MVII, culture" refers to the manner in which a personperceives his social and K uder OIS for men and women. The results indicate that clusters of environment. Subjective cultures were measured and the lack ofoverlap occupations exist that are internally consistent, and these usually agree noted and related to classroom interaction and studentperformance. withthe groupsofoccupationsin Holland'sclassification. The Results indicated the existence of the hypothesizedgap in subjective hierarchical structure of the clusters follows the hexagonal ordering of adobes. E xperimental training programs, designedto improve the Holland's occupational categories thathas been suggested in other intercultural skills of inner-city teachers, are described. studies. in addition, the usefulness of all three letters in Holland's occupational classification was demonstrated. In-Service Training for Elementary Teachers: Increasing Student Achievement through a Joint Applying an Occupational Classification to a National University School District Project Representative Sample of Work Histories of Young Men and Women tv.ARciENE S. MATTLEMAN, NORMAN F. FURST, DEAN H. NAFZIGER, JOHN L. HOLLAND, PAULA E. PLOURDE, Temple University SAMUEL T. HELMS, and JAMES M. McPARTLAND, Johns Hopkins University This paper reports on an in-service training project forinner-city elementary teachers which was jointly sponsored by TempleUniversity Holland's occupational classification was appliedtothe work and the School District of Philadelphia. Its purposewas (I) the training histories of national representative samples of 5,225men and 5,159 of teachers in a school setting through graduatecourses, and (21 the women aged 14 to 24. It was found that the category ofa person's determination of whether the degree of implementationof program specifics on a daily basis results in changed earlier jobs forecasts the category of his later jobs and thecategory of teacher behavior and his occupational aspirations. These results were consistent formen and increased pupil performance. Specially devisedinstruments are de- women regardless of race, In addition, some support was found for the scribed, and findings asto the relationship among hypothesized hypothesis that the Holland occupational category foryoung men and implementation variables and hypothesized relationshipsamong these women is related to the oCCupational category of their parents, and that variables and student gains are presented. spouses tend to have the same occupational Jassification. 6.18 TECHNICAL DEVELOPMENTS IN EVALUATION AND ASSESSMENT 6.17 CHANGE ORIENTED RESEARCH INHIGHER EDUCATION (11) Predicting Mobility Using Personal and Geographic Characteristics and Its Use in the Needs Assessment An Open University for the Midlands: Why and for Whom? for Vocational Programs ROBERT 0. BROWN, University of Nebraska RICHARD A. GUSTAFSON, New England Resourcecenter for Occupational Education; Characteristics of potential students for a multi-media off-campus RICHARD E. WINSTE AD, MIT Department of Economies/NERCOE approach to college education were determined. Key questions focused on unique student characteristics and needs which would influence Three hundred randomly selected subjectswere interviewed con- course development. Responses from 4,000 adults and high school cerningtheirpersonalcharacteristics and the geographic areaof students were screened to develop a pool of "likely"clientele. This residence. These factorS, including occupation, age, educationlevel, and group proved to be significantly different froM an uninterestedgroup, measures of mobility, were analyzed using stepwise multiple regression butquite heterogeneousinageeducation, and interests. Results to isolate predictors of personal mobility. Multiple correlation coeffi- indicate that planners of a program modeled afterEngland's Open cients above .85 were obtained when eight independent variableswere University must attend to individual differences muchgreater than used. The most useful predictors of mobility were occupation,age, and those encountered in typical on-campus settings. education level.Results of this study will provide the planners of occupationaleducationprograms with knowledge aboutpersonal Correlates of Student Preference Ratings mobility which can be used in conjunction with laborsupply and demand when planning for additional vocational NORMA F. FURST and ALAN COHEN, Temple University: programs. BARAK ROSENSHINE. University of Illinois A Multi -Media System fur K.6 Career Education Programs Analysis of student responses in 1,200 undergraduateclasses to a MARLA PETERSON, Eastern Illinois University 40 -item Course Evaluation Questionnaire yielded the followingresults. None of the eight demographic variables correlated .2 or higher with Fifteenmulti -media packages of instructional materials any of 30 iterns on course and instructor. Variables correlating .4or (OCCUPACS) were developed in a laboratory school setting. Prototype higher withfivepreferencecriteriawere:clarityof instructor's materials which feature many types of concrete objects andmanipula= presentation, value of class, interest of subject matter, and instructor's lives were included in the packages. The objectives of the presentation emphasis ofstudent enjoymentofcourse. Variablescorrelating were to:(1) demonstrate how child development dataand career negligibly (.2orlower) with allcriteria were: teacher lecturing, development theory have been translated into instructional materials independent papers, class participation, and application necessary for for K-5 children. (2) describe how the ideas of childrenwere used in the final exam. development ofthe materials, and 131discuss how instructional

22 rria fiats can he designed so that the materials help leder.e the teacher 7.01 EQUALITY OF EDUCATIONAL OPPORTUNITY: anxiety thatis associated with the introduction of nevi" -ft-impanel ETHNIC PERSPECTIVES (F) approaches.

Ethnicity: Science, Being, and Educational Opportunity Assessment of Ethnic Interaction in a Desegregated /Integrated Urban Elementary School JAMES STEVE COUNELIS, University of San Francisco Using Photography as an Observational Research Device Ethnicity isa differentiating concept, one whose perameters are PETER B. GREGORY Eva Malian arid ResearchAnalysts unclear. This paper attempts to clarify theconcept at ethnicity by its reality, Play and lunch interactions of black, Asian and white ethnic groups The approach LISLT were assessed in a desegregated/integrated urban elementary school, involves integrating three elements. The first element is to delineate what science there is employing photooraphy as an observational tool. Assigned on ethnicity. The second play areas elementisto map the internal phenomenology of ethnicity from and lunch areas were randomly examined on a selected quota sample of autobiographical data. The last element classrooms (N 1591, Free choice areas, also selected isto survey the terrain of on a random basis, educational opportunity found in the ethnicity of students and their were observed on the school's total population (N e675), Of all the instructors, regardless of level of education. These observations made, excluding the library, some form of integration elements will be integrated by a systems understanding of education, educationbeing (total or partial) was taking place 85% of the observedinstances, construed to be both the transmission and the creation, ofknowledge. although white-black interaction accounted for only 3% of thetotal observations and Asian -black for 12%. Male and femalesegregation was found in 92% of all observations. Ethnicity and Equality of Educational Opportunity A Sociometric Analysis of Friendship, Leadership, RICHARD KOLM, Catholic University of America workship Patterns in a Desegregated/Integrated Elementar Urban School The relationship of learning to -general motivationalaspects and to self-concept is well recognized. The significance of personal NOELE KRENKEL, San Francisco Unified School District identity to the above conceptsismore complex. However,itisgenerally recognized that the development of personal The desired choice patterns of friendship, leadership, identity occurs through and classroom interaction with others, and that personal identity is workship of children attending a desegregated/integrated a basis of relations elementary with others, of role-learning, of role performing, urban school were determined. Utilizing quota sampling, and of the formation 159 children of larger social perspectives. This analySis of were examined on a three-choice, six-criteria, non-ranked sociornetric meaning of patterned social relations to the development of personalidentity leads to the test,Childrenwerenotaskedto make rejections. Cliques and postulate of cultural differentiation in attitudes towardlearning and in isolates/rejects were examined as to their ethnicmakeup. Ethnic learning patterns themselves. Itis assumed that culture, defined asa self-preference was examined, and the relationships betweenchildren's tool for survival and for adjustmentto situational conditions, develops sociometric position on workship questions andachievement were in each case unique and specific patterns oflearning and of attitudes investigated. White, black and Asian children didnot appear to have toward learning, been influenced by ethnic grouping infriendship, leadership and workship choices. A preponderance of ethnic self-preference was not Pluralism and Equality of Educational Opportunity: evident in any of the questions. Comparisons betweenworkship choices A Black Perspective and achievement did not appear significantexcept in the case of white EDGAR G. EPPS, The University of Chicago isolate children who were found to have achievementscores list months above grade level. Patterns of friendship, leadership,and workship In this paper sieeral definitions of choices were found to be dependent on sex, althoughopen classrooms --reel:4y of educational oppor- had more cross-sex choosing than standard classrooms. tunity are presenter, and iliecussed with re: met to theirimplications for black Americans. Inequality may be defined interms of degree of racial segregation,relative availabilityoffinancial and other educational Assessment of Ethnic Group Self-Concepts in a resources, relabel effectiveness of educational programs inencouraging Oesegregated/lotegrated Urban Elementary School cognitive growth and the development of positiveattitudes toward school and self, and availability of opportunities DAN CAFFERATA and NOELE KRENKEL,Sao Francisco to learn about and State University develop pride in one's own cultural heritage, It isargued that equality of educational opportunity implies muchmore than racial balance or equal facilities. The basic requirement In en assessment of the effects of schooldesegregation/integration is equal respect for different racial and cultural groups. This implies moving in an urban school, a pictorial semantic differentialinstrument which away from universalistic notions about curricula and centralized control of measures self-concept was given to a quota !mole ofintermediate school systems toward pluralistic programs and decentralized classes (4-6 grades). One hundred and fifty-nine. childrenrepresenting control. black, Asian and white ethnic groupswere sampled. Self-concept scores Recent Treqds in Anti-Egaliterian Social Research: across groups, grades, standard and open classrooms,were examined. A Consideration No significant differences were foundacross ethnic groups or grades of the Possible Deterrent Effects on Equal EducationalOpportunity for Minorities within the five concepts utilized on the instrument,All ethnic groups ranked the five concepts in the following order fromhigh to low: me Social researchers have too often assumed when I grow up; feelings about self; skin color; howchildren feel about away the issues of goals, the institutional structure of schools, end me; school, A significant difference was found at the .05 levelbetween some of the main reasons for public education. This can lead open and standard classrooms on the concept "How children feelabout to some of, the anti-equalitarian me"; open classrooms have a more positivemean value on this concept. conclusions inferable from the research of Armor,Banfield, Glazer, Herrnstein, Jensen, Moynihan, et. al., all of whomwrite as though there were a separation of the investigator and the investigated,hence denying the coterminous nature of the two. The uncriticalextension of

23 some current research premises and approaches seems likely to further mental guidelines, littlereal change williesult. The issues will be discourage perception of available alternatives and institutionalize the detailed, and state development strategies will be suggested. wry value premises and assumpt loos which have led to, or now sustain, In "Assessment Problems: Real or Imaginary?" by Thomas J.Quirk, existing difficulties in moving toward equal educational opportunity. Educational Testing -Service, die contention is that conveleneY-beserf teacherprerknationplaces new criticaldemands onthe Held of educational measurement. The spector of whether or not the field of 7.02 LEARNING IN PUBLIC PLACES IF measurement can meet these increased demands is raised. Such issuesas norm referencedversuscriterionreferenced instruments,use of The Zoo checklists,establishingcutoffpoints,reliability,aridvalidityarc HELEN L. HOROWITZ, Union College presented. Finally, the presenter suggests strategies designed toprotect the integrity of teacher education while promoting the growthof a This paper discusses the American zoo as an educational institution. worthwhile approach to the preparation of teachers, Zoos were established to shape the perceptions and understandings of "Monitoring and Management: Are New Strategies Needed?"is Americans and to influence their actions as well as to afford pleasure being presented by Thomas Dunn, University of Toledo. The manilla and recreation. Both unwittingly and by design, zoos have structured folders in the records room used by the advisoronce or twice a year will no longer serve as techniques for monitoring and managing the confrontation of Americans with wildness, establishing the termsin a which animalsand thereby manhave been viewed and compre- competency-based program, Withthereplacementof credits and hended.In analyzing the effect of a zoo, one must look at the courses by skills and competencies, new management problems arise. landscape design of the park, the architecture of the animal buildings, Self-pacing, flexible entry and exit points, individualizedprograms, and and the provisions for amusement and refreshment. a held-based emphasis all-suggest that unless special attention is given to systematic planning, monitoring and management, ournew programs The Museum are likely to become monsters that we cannot control. Strategies for the appropriateuseofmodern technology willbe presentedasan RICHARD RABINOVVITZ, Director of Education, alternative to what would otherwise be chaos. Old St urbridge Village, Mass. Hugh Baird, Brigham Young University, will present, "The Institu- tion: Building Bloc or Building Block?" Institutions of higher education This paperwilltreatthe museum as an agentof historical frequently are viewed as anachronistic institutions, wrought with rules, instruction.It will examine the intentions of various curators and the regulations, and policies that discourage any type of reform. Faculties ways in which these institutions consciously and unconsciously instruct and administrators often respond to proposed change by citing all of the public. Special reference will he made to the development of the the roadblocks, thus discouraging those who want, toattempt some- 17th century Puritan community as reconstructed in the Old Sturbridge thing different. University policies have frequently been made with Village, Massachusetts. a liberalarts program in mind, not recognizing the specific needs of professional programs such as teacher preparation, Grading, credit hours, semesters, "qualified" prolessdrs, and academic standards 8.01 ISSUES IN IMPLEMENTING A COMPETENCY are all - BASED Issues that confront the competency-based program developer, These PROGRAM FOR TEACHER PREPARATION IC, SYMPOSIUM) issues will be detailed in this presentation, along with solutions that have worked and suggested strategies that offer promise. Emphasis will SAM J, YARGER, Syracuse University, Organizer be given to program implementation within existing university policies. Donna S. Dolinsky,Universityof Toledo, willpresent, "The An undeniable thrust toward competency-based programs of teacher Student: Does He Have an Active Role?" Developers ofnew programs preparation exists. Many colleges and universities have committedoften prefer to work in their offices late at night assembling programs themselves to the development of programs designed to embrace this thatare educationally defensible, politically feasible, economically concept. In addition, the U.S. Office of Education, state departments sound, and certain of professional acceptance. The problem is, however, of education, AACTE and other professional groups have endorsed the that the program consumer, i.e.,the student, frequently does not concept of competency-based or performance based-teacher prepara- understand and therefore does not accept the concepts inherent in the tion. As with any innovative thrust, problems exist that threaten to innovation. In order to ensure a viable competency basedprogram, the inhibit and perhaps destroy this thrust before the children in America'sstudent must be an active participanu, from initial discussions through schools reap the benefits of its products, It was with this rationale that on-going implementation. The student must be aware and accepting of the symposium objectives were developed: 1)to create art under- the problems and the risks as well as of the potential payoff. Proven standing of five critical issues that arise in attempts to implement a methods for active student involvement will be presented as wellas competency -based program for teacher preparation; 2) to offer ap- strategiesforimproving conventional avenues of communication. proaches and/or strategies directed toward the resolution of these Actual student analyses will be offered to support theproposed issues; and 31 to stimulate teacher-educators to recognize and ascribe suggestions. importance to the operational problems of a competency-based teacher In light of the fact that there are numercais pressures being exerted preparation program. lUBOE, State Departments of Education, AACTE, etc.) in themove The symposium will be chaired by Kenneth Howey, University of toward competency-based or performance-based teacher preparation,it Minnesota. W. Robert Houston, University of Houston, will serve as the is only logical that we should explore the problems thathave already discussant, His role will be to synthesize the presentations, and also to emerged in initial implementation attempts. This wilt not onlyallow emphasize controversies in the presentations and suggest alternative new programs to benefit from the experiences of others, but it will also strategies, bring to the fore many of the issuesthat might otherwise be "Staff Devtlopment; Do We Really Have to Change?" will be overlooked. Innovation in education has a long, sad history of being presented by Sam J. Yarger, Syracuse University. Are there assumptions poorly planned, inadequately tested and consequently discardedthus underlyingcompetency basededucationwhichrequire teacher- branding potentially good ideas as failures. Teacher -educatorswho are educators to examine their position? Are there new roles and functions committedtothe concept of competency-based education must that educators must serve? This presentation claims that there are, and anticipate problems and plan for them if this thrust is not to suffer the suggests that unless they are carefully delineated and used as develop- same fate.

24 Because of the recentness of the movement towardcompetency- levels of student engagement in classroom learning.In the 1972 Teacher based programs, there exists a researchvacuum. Although the prtmary Feedback Workshop, all teachers receivedindividualized feedback from objectives of this symposium were not heuristicin nature, there can be no doubt that trained "feedbackers." Teacher strategies whichhad high and low the delineation of needed research areas will bea engagement impact on students were demi( ed. welcome spin -of f, The output of this symposium could wellbecome the basis for future reports at professional conferences. Developmental Aspects of Pattern Prediction Performances under Inductive versus InductiveDeductiveConditions

8,02 MAXIMIZING EFFECTIVENESS OF HUMANRESOURCES WILLIAM F. COX,JR, and HAROLD J.FLETCHER, IN INDIVIDUALIZED INSTRUCTION (C, SYMPOSIUM) Florida State University

ADRIAN VAN MONDE HANS, Brigham YoungUniversity, Organizer Twenty subjects in each of the 9-, 10-,11-, 12-, 13 -, and 14.year-old age groups followed either their own patternidentification sequence Since the inception of individualized instructionvarious techniques (inductive -deductive) or that of anme, sex, and 10 paired subject of individualizing have been implemented in thepublic schools, each (inductive)to predictthe 36 cellpatternidentities. Performance' with its own advantages and disadvantages.Piegrammed textbooks are generally improved with'ege. The expectedsuperiority in cell and not helpful to the nonreader; teaching machines oftenhad poor quality pattern predictions for the inductive-deductive conditionwas nonexis- instructional materials, and computers are neithercheap nor available tent. In fact, pattern predictions from inductiveonly subjects occurred to all. Volunteers suffered from lack of role definition,and aides found earlier, more often, and were more correctwith less information. their role to be alltoo often menial clerical tasks. As more federal Results suggeSi solution generation performancemay be hindered by monies have been allocated to the concept oftutoring, more programs solution verification activities. have developed in which tutorsare utilized in various ways. Tutorial models in which aides, volunteers, and peersare provided with training The Influence of Prior Information Concerning to allow them to become an integralpartof an individualized Course Aptitude on Verbal Participation instructional system show promise. There is stillmuch to be learned about the most effective use of humanresources in individualized ROBERT S. MEANS, West Chester State College, learning. The objectives of this symposiumare to1) explore research GLADYS H. MEANS, Cheyney State College,end BILLY F, Elsorn, Oklahoma State UniversitY about existing programs which use peers andparaprofessionals as individualizing elements in an instructionalsystem, 2) question people Seventy-two Ss in adolescent psychology involved in these programs about the strengthsand weaknesses of their were told they were being research and philosophy, and 3/ exploresuggestions related to the administered an aptitude test usedto predict course achievement Ss implementation of these programs as aidsto learning in existing were rank ordered by past grade pointaverage. The median break instructional systems. produced two groupshigh and low GPA. Bygroups, Ss were ranclonflY assigned to one of three treatments. Treatment The participants are uniquely qualifiedto examine these facets of I Ss were told their the topic. Louis Bright, Baylor University, has hadbroad national performances reflected high aptitude forcourse mastery. Treatment II Ss were toldtheir exposure to the entire concept of tutoring. His presentation,"Individ- scoresrevealedlittlecourse aptitude, while Treatmentill ualization with Aides," will focus on effectiveuse of the nonprofes- Ss were given no information, Resultsindicated no sional adult to expedite and individualize learningas it has been tried significant verbal participation differences fromtreatments, but GPA and interaction efforts were significant. nationally, Kenneth Weingarten, Human ResourcesResearch Organiza- tion, in "Adult Peers in Individualization," willexplore the research conducted at HumRRO in the use of peerinstructors in military 8.08 CREATIVITY (C) instruction, Grant V. Harrison, Brigham YoungUniversity, who is the developer of structured tutoring, will speakon -Student Peers as Human Resources" and discuss researchabout children and the The Interdependence of Creative Attitude and Creative Ability advantages and problems of implementation of thistype of instruc- tional system. THOMAS J. Rookey, Research for Better Schools,Inc., This symposium should be of special interest to educators who are and FRANCIS 1 REARDON, Pa. Dept. ofEducation concerned with making individualizationa real possibility in other than laboratory settings. Any researcher who is interested in the application This project studied pupil creativity interms of the interdependence of research findings to the improvement of education will find the of the affective and cognitive domains. Therelationships of the two research of these participants to be a model. facets were studied over the period ofafull school year with 945 fifth-grade pupils from a small urban district,Growth was apparent in both domains during the period of the study.Parallel testings of the 8.07 TEACHER-STUDENT LEARNINGAND PERFORMANCE (C) two domains correlated only slightly; this indicatedindependence. Most significantly, creative attitude served asa predictor of both attitude and Strategies for Developing Reciprocity Between ability while creative ability seemed onlyto predict itself. Educational Researchers and School Personnel

MAURICE D. FISHER, Stanford University Vicarious Influences on Children's CreatiVeBehavior

Several projects in the Teaching in Low BARRY J. ZIMMERMAN, University of Arizonaand Income Areas Program have Arizona Center for Educational Research & Development begun to develop procedures forcommunicating research results to participatingteachers,the rationalebeingthatresearchers must A model's influence on the creative behavior establish a positive relationship with personnel in of 120 fifth-grade low income schools in children was studied in four variations. Separate order to conduct research which can improve groups observed a teacher strategies. This model who was either high or lovv paper describes in the fluency or flexibility creativity teachers'reactionstoresultsofaprojectthat dimensions. High model fluency was foundto increase significantly concentrated upon identifying teacher strategieswhich produce high child fluency and flexibility measures ona parallel task. A marginally

25 significantincreaseinobserver fluency was noted on a stringent interestlevel on boys' and girls' reading comprehension. To assess generalization task. Contrary to predictions, increased model flexibility interests the children rated a series of pictures_ Later a clone procedure produced significantdecreasesinobserver fluency and flexibility Was employed in which children read paragraphs corresponding to each measures on both the parallel and stringent generalization tasks. of their three highest and lowest rated pictures. The measure of reading comprehension was the number of deletions correctly supplied by the The Effects of Multi-Age Multi -Grade Programming on subject, Results indicated that children comprehended more of high Students' VeThal and Non-Verbal Creative Functioning interest paragraphs with sex differences smaller in the high interest MARK I. ORERLANDER, Institute for Juvenile Research, and category_ DANIEL SOLOMON, Montgomery County Public-Schools The Span of the Effective Stimulus during Fixations Within the framework of a large scale evaluation project of a new in Reading educational environment, this study tested the- effects of Multi-Age GEORGE W. McCONKIE , Cornell University, and Multi-Grade grouping on students' divergent cognitive functioning. KEITH RAYNER, Massachusetts Institute of Technology Third, 4th, and Sth.graders from Multi-Grade classrooms were com- pared with control groups from adjacent schools (enrolled in homog- A computer based system has been devised for tracking a person's enous, self-contained classrooms). Verbal creativity scores (Uses Test). eye as he reads from text displayed on a cathode -ray tube, which and non-verbal creativity scores (Torrance, Figural Form A) served as permits dynamic changes of the display related to the point of fixation. the dependent variables. Results indicated that experimental subjects, This study investigated the effect of limiting the width of the area studyingin Multi-Grade settings, obtained higher fluency, flexibility, around the fixation point within which the subject could see the text and originality scores on both verbal and non-verbal measures. The he was reading, and beyond which were various forms of mutilated individual'sdivergent cognitive functioningis apparently enhanced text. The results suggest that during a fixation a reader picks up useful within a Multi-Grade school setting. information from an area at least 30 or 35 characters wide on the line from which he is reading. Convergent, Divergent, and Esthetic Ability and Bias in College Students: Their Relation to Personality and Preference for Major Subject and Instructional Method Articulation during Silent Reading MARTYN AS YCAS and CHARLES E. PASCAL, McGill University SEAN PETERS and SUSAN ROSEN, Rutgers University

Hudson lias observed that the bias of an individual's ability is a good Inthis attempttoreplicatePintner's (1913) study, a verbal predictor of personality and major subject choice. This study examined distractor was used to demonstrate that silent articulation is unneces- 209 college students tested for bias toward convergence, divergence, or sary for comprehension of written materials for most mature readers_ A esthetic sensitivity, as measured by the Revised Art Scale. Scores and repeated measures design allowed each of the 12 participants to serve as biases were relatedtopersonality variables, preference for major his own control. Although all comprehension scores were above chance subject, and evaluation of 16, different instructional methods. Bias of level, indicating that subjects could comprehend the material while cognitive ability proved to be a better predictor of personality and voicing an irrelevant distractor, a two-by-twelve analysis of variance subject choice than the variables taken singly. Students in different revealed that the subjects did comprehend the material significantly subjects preferred different instructional methods, as did students ofbetter when no articulated distractor was present, The practice effect different cognitive bias. was also analyzed.

Rapid Reading as A Function of 8.09 READING: II (C) Redundancy Reduction: Theory and Research PHIL L. NACKE, University of Kentucky Effect of Two Word Deletion Schemes upon the Comprehension of Five Levels of Telegraphic Prose This paper presents the theory and research related to rapid reading as a function of redundancy reduction. The linguistic motivation for CLESSEN J. MARTIN and CHARLES A. PANTALION, JR., Texas A&M University considering certain items of discourse as redundant on syntactic and semantic grounds is given, along with an algorithm for the deletion of redundant words from English prose. The implications of the deletion This study tested the feasibility of developing telegraphic prose procedures will be discussed particularly as they relate to further based on a subject deletion scheme, Five hundred and fifty subjects investigation of the rapid reading process and the practical applications were randomly assigned to one of 11 treatment conditions: five subject reduced versions of a passage, five computer reduced versions, and a for instruction_ Aspects of research in which the redundancy reduction procedure has been applied will be discussed. traditional version_ Subject and computer versions were reduced by 10, 20, 30,40, and 50%. Results showed subject reduced versions of 30 and 40% were equal to the traditional version on comprehension, The subject deletion scheme was superior to the computer deletion scheme 8.12 THE DEVELOPMENT AND MANAGEMENT OF A PILOT and reading times were less with increasing percentages of deletion. PROJECT FOR A READING ASSESSMENT SYSTEM (H, SYMPOSIUM) Influence of Interests on Sex Differences in Reading Comprehension MURIEL M. ABBOTT, Organizer

STEVEN R. ASHER and RICHARD A. MARKELL, The objectives of the symposium are to provide an example of the University of Illinois institution of a systems approach to the solving of an educational problem and to relate this approach to current measurement issues such Evidence exists that elementary age boys' reading performance is as criterion-referenced interpretation of test scores and individualiza- below that of girls. The present research evaluated the impact of tion of assessment, diagnosis and instruction. A pilot project in reading

26 assessmentwas developed and implemented. Itconsistedofan were collected through a longitudinal study of preschool integrated package, all components being interrelated children, The through be- sample was stratified with respect to sex,race and socioeconomic havioral objectives. The system included a set of behavioralobjectives, group. All the children were enrolled in a twoyear preschool program: instructional programs designed to lead to their achievement, a means some also participatedin an experimental curriculum focusing on of measuring the extent to which objectivesare achieved, and provision development of social skills- Data were collectedcontinuously over a for feedback to decision makers. Representativesof the test publisher two year period for each group using two basic kinds ofmeasure- discuss the design and production of the assessmentsystem: Represen- monis- those focusing on the social-emotional behaviors of thechild in tatives of the local educational agencies discussimplementation and various kinds of situations and those focusingon parent.child inter- function of the pilot project in the actual schoolsituations. Muriel M. Abbott, Harcourt Brace Jovanovich, inc., will actions. These measurements included both individualtesting of the discuss children and extensive observational ratings of the "Rationale Underlying a Test Publisher's Approach to Measurement children and their in oarents using time-sampling procedures. a Reading Assessment System." The point of view taken is that of a "Individual Differences producer of an educational service andproduct, in in Social Behavior ofPreschoolers as this case an Function of Age" is the topic of William instructional assessment system: Theoretical and practical H. Schmitt, Michigan State consider- University, A great deal of the variability in social-emotional bons that entered into the design of the productare discussed. These behavior includecriterion and normative methods of of preschool children can be explainedas a f unction of the child's age. score interpretation, A study of the maturational process provision for individualization of instruction and Was conducted using extensive assessment, planning observations of three- and fouryear old children's the recording, and processing of individual resultsso that they are peer-group behavior. Data were recorded for each child conducive both to sum-native and formative evaluationof individuals over a two year period for different variables relevant to the socialization process (e.g., and groups. The cooperative intereactionbetween the publisher and social involvement, participating local agencies is noted: verbalizations, physical interaction). Proportionsof a child's time spent invarying Barrie VVellens, Harcourt Brace Jovanovich, Iric forms ofbehaviorata given age were determined, will discuss "A Multivariate trend analyses were performed Publisher's Implementation of Criterion ReferencedMeasurement in a and logistic growth curves Reading Assessment System." Information is were fitted to the data. Definite patterns in social behavior emergedas a provided as to how the function of age. For example, amount of publisherimplemented therationale and design of the Reading associative play increased over time, while solitary play decreased as af unction of age. Similarly, Assessment System discussed in the first presentation: Thissection is amount of verbal interaction increased, while nonverbal interaction devoted to the delineation of specific steps involvedin the development (particularly that which was negative) decreased. of the set of behavioral objectives, construction ofitems to measure Initiations increased both in absolute amount and in relation to other them, and the production of the assessmentsystem based upon the types:of interaction. The second paper, "Individual Differences item pool. Decisions and steps in producing theseparate components of in Social Behavior of Preschoolers as a Function of Demographic Group" the system are described together with therationale for their use in this will he presented by Verde Scheilley, Michigan State University. particular assessment system, IA itention is givento the potential use of Differences in social development betweenchildren the system in other educational siteations.Innovative aspects of this areoftenexplainedinterms of system are stressed. differences in group membership basedon sex, race, and social class. The demographic subgroup to which Kenneth Carlson and George R. Zubulake, Wayne-Westland Com- an individual belongs could account for part of the observed variability between preschoolers munity Schools, Michigan vvill discuss"Classroom Management of the in theirsocialdevelopment. Datafor HBJ Reading Assessment System," and "Usesof Assessment Materials this study were obtained by for time sampled observations of Instructional Purposes." The chiefconcern hereiswith the children's behaviorina varietyof situations as well as from individual implementation and function of the ReadingAssessment System as an measures such as the Cincinnati Autonomy Test Battery. For determination of ongoing program in a particular educational situation,Reasons for differences between the various demographic variables, a multivariate participating in the pilot project are presentedas well as a discussion of analysis of variance was performed using a 2' factorial design (sex the classroom management of the systern andthe use of the assessment x race x social class): On certain variables(e.g.,levelof materials for instructional purposes. The pilotproject is related to the involvement), few differences were observed. On other variables, differences larger issue of evaluation as a practical educationaltool. among demographic groups were noted: Lower-class children, for example, showed Richard C. Benjamin, Lansing School District,Michigan, will discuss significantly more overt rejections than their middle-class "The Impact of Objective-ReferencedReading Assessment on Planning, peers, and physically Teaching and Evaluating in a RecentlyDesegregated Urban Setting:" aggressive behavior was found to be significantlygreater for lower-class How thepilot females than for middle-class'females, program isused by schoolstaff aspartofa comprehensive program evaluation plan is discussed.The focus is on the "Individual Differences in Social Behavior ofPreschoolers as a relationship of the pilot assessmentsystem to a comprehensive program Function of Parental Socializing Patterns"is the subject chosen by Jo evaluation plan and on the ability of the pilotprogram to meet the Lynn Cunningham, Michigan State University. Thefamily has tradi- tionally been viewed as a primary socializing influence. immediate and unique assessment needs generatedin arecently The preschool desegregated school situation. years area particularly critical period of time in thissocialization process.Inthis study, parental behavior was viewedboth' as an independent and a dependent variableinrelation to the behavior 8,13 ALTERNATIVE EXPLANATIONS FORINDIVIDUAL patterns of three- and four-year-oldchildren along avarietyof DIFFERENCES IN SOCIAL BEHAVIOR OFPRESCHOOLERS dimensions. Strong relationships were indicatedbetween parental and (E, SYMPOSIUM) child behaviors in areas of verbal communication,nonverbal communi- cation, interaction process, and affectivebehavior, Both individual ROBERT P. BOGER, Michigan State University,Organizer variables and sets of behaviors were compared,and consistent patterns were found for both. For example, highly verbal Several approaches to interpreting the etiology of parents tended to have social behavior highly verbal children; parents whose will be considered. The four points ofview to be presented are behavior patterns were char- interpretations based on acterized as passive tended to have children whosebehavior patterns (1) developmental patterns (i.e., age); (2) were characterized as passive; and parents who demonstrated demographic factors (i.e., sex, race, socioeconomic class):(3) family high levels influences of negative physical behavior tended to havechildren who demon- (e.g., parental interaction patterns); and (4)intervention strated high levels of negative physical behavior. (e.g., educational programs). Data consideringthese four approaches The fourth paper of the symposium,"Individual Differences in

27 Social Behavior of Preschoolers as a Function of Educational Interven- school, and the ability of Ss was used. Fairy children's test scores at the tion," will be presented by Joanne Lechtenwaliter, Michigan State thud and sixth grade levels were compared with children's test scores at University. -mential for changing human behavior is the basis of those same grade levels four years Inter (Total N :3201, Input of the Our CCILMit, system. New educational programs are developed with hem-based teacher education pingi ant resulted in a enaik act decreasein specific [joietor behavioral change which may he contradictory to Ss learning as measured by the louva Test ofBasic Skills atthe expectations based on such dimensions as age, demographic group, cr thirdlirede level, urging caution to educators. family background. The present study investigated the effects Of an experimental social skills curriculum. Implemented over a two year A Comparison of Suh)ec iv periodin an ongoing preschool program, this curriculum involved nd Objective Methods of Teacher Evaluation exposure to a series of situations focusing on development of a varied behavioralrepertoire andprovisionofappropriatemodelsina JAMES L. BURRY, ARLENE G. FINK,and controlled setting. Multivariate analyses of variance were used for STEPHEN P. KLEIN, Center for the Study of comparison of treatment groups as well as for changes during the course Evaluation, UCLA ofthetotalpreschool program. The magnitude of these changes exceeded the level which would be expected from maturation alone. In Two methods of teacher evaluation, principals ratifies and strident addition, children in the experimental program showed greater gains performance, were compared. Principals' jogs and student scores on than those in the regular program on such dimensions as response state-mandatedreadingtestswere ce` ected from 26 elementary variability, sharing, and level of social involvement. schools. Principals' ratings were quantified. The regression equation between pretest and posttest mean scores for each teacher's class was calculated and the extent to which each teacher's class fell above, at, or 1115 CAREER DEVELOPMENT OF WOMEN (E) below the expected level of mean performance was computed. The correlation between principals' ratings and regression residuals for each Women: Personal and Environmental Factors in Role teacher was analyzed to determine whether two different methods of Identification and Career Choice teacher evaluation yield different results. FELICE J. KA RMAN, University of California, Los Angeles The Development of an Instructional The intent of the study was to discern what differential factors Delivery System for External Studies in Higher Education influence a woman's concept of the appropriate life style for her future.uture. Using career aspirations as the differentiating factor, upper-class college JOHN L. YEAGER, University of Pittsburgh women were definedaseithertraditionallyor non-traditionally oriented, depending upon whether their career choices were in fields Recognition of that, segment -of the population to whom higher dominated by women or by men. Using the College Student Survey education is inaccessible is leading many universities to consider the developed by the Higher Education Project of the Center for the Study potential of initiating non-resident study programs. The characteristics of Evaluation at UCLA, data were examined pertaining to personality Of the delivery system implemented to transmit the instruction are of charjeteristics,attitudes,demographicfactorsandeducational primary considerationinthe design of such programs. since these experiences. Differences were apparent on some variables within all characteristics interact in delimiting student population, instructional these categories. methods, and program goals. This paper investigates the feasibility of various kinds of instructional delivery systems, with specific reference Some Structural Relationships within the Revised to the effectiveness of four different systems currently being pilot- SVIB for Women tested at the University of Pittsburgh. AUSTIN C. FRANK and BARBARA A. KIRK, University_ of California, Berkeley Identifying and Classifying Competencies for Performance-Based Teacher Training Component scores for the Basic Interest Scales (BIS) and theJERRY L. BROWN and JAMES R. OKEY, Occupational scales of the revised Strong Vocational Interest Blank for Indiana University Women (TW398) were separately developed and intercorrelated along with Standardized composite scores representing each of the 11 Groups Competency-based teacher training programs require clear state- of Occupational scales on the profile. The dimensionality and structure ments of objectives, sequenced according to the needs and interests of of the BIS are not identical with those of the Occupational scales, learners and according to instructional considerations. A classification although some similarities exist. Some profile Groups provide relatively system used to generate teaching competencies for teachers of varying good representations of BIS and/or Occupational scale components, but levels of skill and experience is discussed. The results ofa study in a range of high-level women's occupations seem poorly defined by the which pre- and in-service teachers, principals, superintendents, and BIS and their components. teacher trainers classified a set of competencies according to the time they should be learned in a teacher's career are reported. The study was designed to test the usefulness of the classification system and the 8,16 ASSESSMENT OF TEACHER EDUCATION AND competencies identified through its use. RESEARCH EDUCATION PROGRAMS (H)

The Effect of a Field-Based Teacher Education 8.17 LOCAL APPLICATIONS OF NATIONAL ASSESSMENT Program upon Pupil Learning PRINCIPLES AND FINDINGS (H) JEROME C. HARSTE, Indiana University Some Implications of the National Assessment Model and Data far Luca! Edemtien Theeffectof a field-based teacher education program upon elementaryschoolchildren'slearningina midwestern city was LARRY E, CONAWAY, Eduation Commission of the States, investigated. A pre. and posttest design controlling for the teacher, the National Assessment of Educational Progress

28 The National Assessment of Educational Progress is encouragingthe The synergistic evaluation model separates an educationalsystem interpretation ofits data to make it more useful for local educators, into four domains: (1) policy, (21 program development, (31instruc- and is facilitating the adaptation of NAEP procedures to state and local tion, and (4) feedback. Each of these domains contains both evaluative assessment programs. The Department of Utilization/Applications was and nonevaluative activities which, when combined within domains and formed in October 1971 to facilitate the use of technologydeveloped between domains, form the complete evaluation model. The model and data produced by the commission. The implications of the NAEP coversthe activitiesofpeople from various groups involvedin model and data for local education are discussed. educational systems: (1) students, 12) instructional staff, 13) adminis- trative staff,(4) educational specialists, (5) parents, and 16) other Application of the National Assessment of Educational citizens, Progress Philosophy in San Bernardino City Schools LEWIS A. BONNEY, Assistant Superintendent, Research Myths of Information Needs & Development, San Bernardino City Unified School District DONALD P. ELY, Syracuse University

The strategy underlying a school district's effort to becomemore Myths concerning information, information needs, and information responsive to student needs has proven congruent with NAEP's thrust use are systematically examined. Seven myths are considered in a for an objectives based curriculum accompanied by criterion referenced review ofliterature from curriculum development, policy research, assessment. The District's Board of Education identified eight broad evaluation, communication theory, and information science.Both goals of education, and a teacher task force established curriculum advocate and adversary positions. for each myth are presented.From objectives for grades three, six, nine, and twelve in each goal area. this examination, an analytical framework is derived for respondingto NAEP consultants assisted teachers in constructing criterion referenced important curriculum and policy Questions such as:If Who needs measures of the objectives. The NAEP matrix sampling model was used information?2)What information isneeded?3)Whereisthe to sample student and test items. St udent progress in each goal area was information available? 4) How can information be transmitted? B) What reportedtolay and professional groups forsettinginstructional does information do to people? priorities. Self- Instructional Units on Evaluation and Research Application of NAEP Writing Assessment Procedures in Montgomery County, Maryland JOHN W. WICK, and B, CLAUDE MATHIS, Northwestern University JAMES D. MORGAN, and M. ROBERTA KEITER, Montgomery County Public Schools This report describes the development and fieldtesting of self- The Montgomery County Public School System in Marylandhas instructional units on evaluation and research. The rationale forthe initiated a demonstration project which administers the releasedwriting creationof the unitsinvolves the need to introduce the person exercises from the National Assessment of Educational Progressto a untrained in statistics and measurement to a method of logic whichcan random sample of students aged 13 and 17. This project isunique in be used in decision-making relative to problems involvingevaluation terms of the application of NAEP exercises in a local school district. needs in education, The Ti units are presented, and problems associated The objectives of the project pertain to developing thecapability of with the project and the field test are discussed. selecting a random and representative sample of students, theprepara- tion of test booklets and manuals using criterion referencedtests, the What You Always Felt You Should Know about PERT, But Were Afraid to Find Out training of examiners, the training of scorers, the developmentof data processing capability for these tests, and the preparation ofreports for ANDREW R. WAGNER, Educational Testing Service the professional staff and for -the public_ The uses of PERT are explained for the administrator, researcher, task force leader, and others interested in project development and 8.18 EXPANDING EVALUATION CONCEPTS: APPLICATIONS management, A sophisticated knowledge of computers is not required, AND REFLECTIONS (11) PERT isbasically a manual process; the complexity ofa project determines if computerization is feasible. An illustration showshow to Meta-Evaluation Applied: The Evaluation of a initiate a PERT analysis and use the results in evaluat,;eg, reviewing,and Large Scale Evaluation System monitoring the activities of an operational project. P1LRT isapplicable for both large and small projects. TIM L. WENT LING, University of Illinois; JOHN A, KL IT, Illinois Division of Vocational and Technical Education 8.21 CONCEPTUAL BASES FOR VIDEO PLAYBACKIN An evaluation of a state-wide evaluation system for occupational TEACHER EDUCATION (C, SYMPOSIUM) education was conducted to:1) evaluate evaluation personnel, 2) evehiate procedures and instruments, and 3) evaluate impactof the FRANCES F, FULLER, The University of Texas at Austin, Organizer evaluation system on LEA's, Questionnaires were administeredto individuals involvedin or effected by the evaluation system. A follow-up of local schools was made to determine impact interms of Showing teachers video tapes of their teaching isnow a widespread change.Results were usedto make revisions, identify evaluation practice, but the conceptual base for such playbackis rarely explicit personnel needing remediation, and'assess the overall efficacy of the despite differing explanations of the process and effeels observed, The system. purposes of the symposium are: to specify divergent conceptualizations of video playback which flow from distinct theoreticalpositions, to The Synergistic Evaluation Model identify predictions of these divergent views, andto suggest critical experiments to test these hypotheSes. MICHAEL Q. HUNTER and DANIEL E, SCHOOLEY, Each view will be illustrated by procedures consistent Michigan Department of Education with that view. The four views and the procedure associatedwith each are:

29 behavior modification (microteaching); social psychological (attribu- research and theoretical literature between 1960 and 1972 about video tion); experiential (interpersonal process recall); eclectic dynamic (self playback, and other kinds of self confrontation in education and confrontation). psychology, suggests an eclectic dynamic view. Video play' k seems a Don Ronchi, University of Chicago, will present a paper entitled "A powerful placebo with potential for harm as well as he! change Social Psychological View: Attribution Theory and Video Playback." orocess includes stress; intense focus ofsell; identifie.n of dis. Researchinvideo playbacktypically has been conducted in the crepancies among experiencing, observation and goal; general activation frameworkofone of two basictheoreticalformulations, either of the system; increased realism: disruption of behavior: reassembly of traditional learning theory, incorporating the notion of feedback as behavior and changes in discrepancies, Interacting upon outcomes are reinforcement, orcognitive dissonance, as described by Festinger. characteristics of the subjr a, the performance, the feedback, the focus, Reinforcement theories subscribe to the law of effect. Dissonance the focuser, the feedback s tuation, the subsequent in vivo situation, theories follow something akin to a law of anti-effect, Behavioris and opportunities forelicitationassembly and continued use of perceived as dissonant from one's ideal only when it can be viewed as behaviors. Application requires a systems approach including various internally caused, i.e., not elicited by external forces. Reinforcement subject, treatment and context combinations for various outcomes. gives the individual a reason for his otherwise discrepant behavior and This system, Personalized Teacher Education, is described, therefore should not evoke the negative drive state presumed required for'ssonance reduction. The literature is reviewed to determine under what conditions reinforcement and dissonance models yield accurate predictions. Recent work on attribution theory, a viable alternative 8.22 THE DEVELOPMENT AND IMPLEMENTATION OF AN formulation, suggests unique predictions of effects of video rylayback. EXPERIENCED BASED MODEL FOR TRAINING EVALUATION Ongoing work designed to test these predictions is discussed. SPECIALISTS (H, SYMPOSIUM) "An E xperiential View of Video Playback: Interpersonal Process Recall"istobe presented by NormanI.Kagan, Micfergan State A Model far Graduate Eduction University= The objective of Interpersonal Process Recall is to increase ROBERT BARGAFI, Ohio State University awareness,especially awareness ofincongruities between what is perceived and felt on the one hand, and what the person had been A model for graduate education was designed which providesa willing or =able to acknowledge on the other hand. It is assumed that comprehensive framework for (1) conceptualizing the parameters ofa affect is a body state which is internal ai well as external, that affect is training program,(2)identifying and defining the operations of a reflectedinboth awareness and physiological activity, eed that training program, and (3) identifying and designing the procedures, individuals are able to use evidence of incongruity from sources such as policies, documents and instruments necessary in operating a training video and physiological feedback, program. The model is based upon a systematic review of many of the Procedures include:videotapinga counseling session;arecall problems now facing higher education and is designed to provide a basis playback session with a second counselor (the inquirer) whose function for the amelioration of these problems. Although itis being imple- is to facilitate the subject's self-analysis of his underlying thoughts and mented initially in the field of evaluation, the model is applicableto feelings, and generally to help the subject relive the original experience;other fields, simulation ofaffect through films engaging the viewer in .intense rejection, pseudo acceptance, seductiveness, guilt or affection; video- A Review of Major Development and Implementation Activities taping subjects during recall and/or simulation sessions; and simul- taneous observation by the person and the inquirer of the stimulus film, JACK SANDERS, Ohio State University the subject's response toit, and a graphic visual representation of cardiac and sweat activity. The following developments are reviewed as exemplars: (1) recruit- Frederick J. McDonald, Educational Testing Service, will speak on ment and selectionprocedures, including strategiesfor attracting "A Behavior Modification View of Video Playback: Microteaching."candidates from specific target populations and criteria for selection; Social learning theory is the theory that is applied through microteach- (b)the student handbook, which explicates admission policies and ing. The two critical sets of social learning variables mediated throughprocedures; (3) the project resource data bank, which provides storage microteachingarethose associated with modeling and feedback. and retrieval of information concerning consortium agencies, students, Microteachingis also a way of bringing specific 'teaching responses instructional materials; (4) the adjunct professor handbook, which under experimental and behavioral control, Thus in each microteaching details the role of consortium agency representatives; (5) the universe session, the learner emits teaching responses which are reinforced of evaluation competencies, which provide a. mechanism for generating through videotape feedback or are elicited by viewing teaching behavior studentprograms,(ordefining needed instructional development which is modeled in videotape presentation= activities, and for matching students with appropriate internships and The purpose of research using microteaching which mediates these jobs; and (6) selected instructional packages. variables is to determine the optimum combination of modeling and feedback which strengthens specific categories of teaching responses, The research investigates the parameters of these variables which are 9.111 ADOLESCENCE AND SOCIAL REFORM IN HISTORICAL most effective for eliciting desired teaching responses. Some inter-PERSPECTIVE (F) actions between type of response to be learned and type of treatment, MICHAEL. U. KATZ, Ontario Institute for Studies in Education modeling or feedback, have been found. Modeling has been found more effective than feedback when the modeling cues are highly discrimina- The 'three panelists will explore the significant intellectual and tive.Feedback appears mosteffective with easilyobserved and institutional factors which conditioned the education of the adolescent. reinforceable teaching behaviors. Several viewpoints will be presented, enveloying various correlations "An Eclectic Dynamic View of Video Playback: Self Confrontation between assumptions about child development and their translation in a Personalized Teacher Education program" is the topic of Francesintoinstitutionalforms. Demographic patterns willilluminatethe F. Fuller, The University of Texas at Austin. A psychodynamicview varied stresses and effects of institutional impact= Comparative patterns posits that persistence of behavior oblige requires modification ofa of 19th and 20th century activities in this sphere of education wilt more orless permanent, spontaneous behavior potential whichis explore many Other conditioning aspects of social structure and culture. partially outside the person's awareness and control. A reviewof thc

30 10.01 FACTORS RELATING TO CORRESPONDENCE AND OTHER proposed taxonomy for the use of test data in instruction, Considera- NON-TRADITIONAL INSTR UCTION (C,SYMPOSIUM) tion will be given to the impact of computers in thecollection, analysis, KIM L. SMART, United States Armed Forces Institute, Organizer and use of test data in the instructional context, "CALS (Computer Assisted Lessons) Research and Evaluation:An Emphasis on correspondence instruction, CAI (Computer Assisted Interim Report" will be presented by Clay V.Brittain, United States Instruction). MI (Computer Managed Instruction), and other forms of Armed Forces Institute. A procedural variable, theuse of computers to nontraditional instruction has prompted considerable research, Since score the students' assignments, is being studiedas it affects PerfOr the researchis diverse, often incorporatiog data from a myriad of mance on correspondence courses. The format usedis known as sources, a mutual exceange between researchers, theoreticians, and CALSComputer Assisted Lesson Service. Courseswere converted to practitionersisdesirat.:,,i, The symposium will incorporate research an objective type lesson format which the student respondedto using conducted on nontraditional instruction, potentially relevantprose an electronically read answer sheet. The computer scored the lessons learning research, and means of a-sessing the effects of instructional and printed comments to the student regarding the specific'answer techniques, as well as consideration of the practical import of the selected, Compared to the conventional course format,the CALS research. version positively affected lesson submissions, but hadno effect on "The Role of Readability" will be presented by George R. Klare, final examination scores. The effects of this procedureon completion rates have not, as of this time, been assessed. It is presumed that CALS Ohio University. A major concern in correspondence instructionis getting students to complete courses. One of the variables thatappears will be a viable factor, particularly for identifiable subjectmatter area to affect the probability of course completion is "readability level." courses, Readabilityistypically estimated by applying formulas which use "ComputerAided Authoring ofInstructional Materials" isthe counts of style elementsto arrive at scores predictive of reader topic of Lawrence M. Stolurow, SUNY at Stony Brook. Educational difficulty. Such scores are related to the comprehensibility of written technology has formulated quality control proceduresto be used in material, the speed with which it can be read, and its acceptability. developing and evaluating instructionalmaterials. These procedures .require a computer for their reliable and efficientuse. The problems In a recent study, the author analyzed 30 sets of USAF(course materials using an automated version of the Fiesch "Reading Ease" and approaches to their solution will be discussed. Computer aids inthe initial preparation of materials, in readability formula. Subsequently, USAFI officials founda rank .order their formative evaluation and in research and summative evaluation, will be described. Initially correlation of,B7 between the scores and course completion data develop- ment is aided by generators of which there are two types: code and (holding length, a criticalvariable, constant).It appears that this substance. Both will be described. The problem of coherence involved relationshiP, as well as others involving instructional material,may be summarized in the following way: in relating objectives, test items and instructional materialswill be analyzed, and the types of software and the kinds ofalgorithm_s used Reader actingReader actingReadability Level will be illustrated. The, general nature of the system architectureneeded produces to develop and manage the processing of instructional materials for Ability on Motivation on of Material nontraditional applications will be described.

Reader Performance 10,06 TEACHING AND STUDENT ACHIEVEMENT Lawrence T.Erase,BellLaboratories,willspeak on "Some (t) Correspondence between CorrespondenceintheLaboratory and The Influence of Sex of Student and Sex of Teacher Instructional Contexts." The importance of correspondence instruction on Students Achievement and Evaluation of the Teacher is sometimes underestimated, Surveys indicate that it is widely adopted, economical, and effective. It provides the primarysource of instruction CATHLEEN STASZ, SUSAN WEINBERG, and FREDERICKJ. in some countries le,g, the U.S.S.R.); itscosts amount to about MCDONALD, Educational Testing Service One-fifth the cost of resident instruction per student hour, and studies show that it teaches as well as or better than resident instruction. The relation between the congruence ofsex of student and sex of Instruction through formal correspondence courses isa special case teacher to the student's achievement and evaluationdf the teacher has oflearning from prose materials. Two major problemareas are not been established satisfactorily.Ina study of this relation, 24 discussed in this paper: first, how instructional materials mightbest be English and social studies teachers were randomlyassigned to classes constructed (structure), and second, given a structuredset of written composed of randomly assigned students. These teachers taughtthe materials, how study activities might be controlled throughvarious same two week course in their subject. Students' achievementwas adjunct aids (control). For both structure and control, the authorcites measured; students also rated their teachers. An analysis of covariance laboratoryresults on learning from prose, and how those results with aptitude as covariate showed no interaction effect in English provided inputs to the analysis and/or design of instructionalcorres- classes. There may be one for social studies classes, but it isconfounded pondence. by.a teacher-sex and aptitude interaction. The results forachievement and ratings were comparable. In his -The Use of Test Data in Nontraditional Instruction,"Robert L. Brennan of the State University of New York atStony Brook comments that evaluators often fail to appreciate that data gathered The Relation of Student Achievement and Student Ratings of from tests in nontraditional instructionis (and should be) used for Teachers several quite different evaluation purposes. This diversity ofpurposes DAVID POTTER, PAUL NALIN, and ANNE LEWANDOWSKI, often leads to confusion in the collection of meaningful data and the Educational Testing Service use of appropriate analytic techniques for analyzing Stith date. Theuse of two types of tests (criterion referenced and norm referenced tests), Two conflicting hypotheses are that students' ratings ofteachers the collection of two types of data (conventional right -wrong data and correlate with the students' achievement and that they donot. These confidence data), and the use of appropriate analytic techniqueS in the hypotheses are difficult to test under ordinary classroomconditions. evaluation of (1) student performance, (2) instructional effectiveness, Twelve English and 12 social studies teachers and (3) were randomly assigned test Items for nontraditional modes of teaching will be to classes to which 20 students had been randomly assigned. Each considered. The above topics will be considered in the context ofa taught the same two-weak course in his own subject area. Achievement

Q1 was measured at the end of the course; all students rated their teachers. hypothesis. ExperimentI demonstrated a teaching practice effect for No relation was found between achievement and ratingsin English inexperienced teachers. ExperimentIIreplicated this finding while classes:a modest one was found in social studies classes. employing slightly more experienced teachers indicating that the effect may be attributable to familiarization and interaction with specific Increasing Student Achievement by Teacher Incentive curriculum materials rather than solely a generalized "learning to RICHARD W. HisLoe, Bristol, Virginia School System, teach" phenomenon specific to inexperienced teachers. JOSEPH C. JOHNSON II, University of Connecticut, and Elaine A. Floss, University of Virginia 10.07 RECALL OF PROSE (C) This project utilized teacher incentive payments to increase student achievement gains in reading and to increase children's self-concepts Learning and Recall of Adjective -Noun Phrases within Prose and attitudes toward learning to read. Criterion referenced measures JOHN W. OSBORNE, University of Alberta indicated students achieved maximum or near maximum mastery of IPO's. Numbers of objectives mastered and percentages of mastery Redintegrative theory was extrapolated to the learning and recall of increased. Norm reference measures indicated average achievement of at' adjective-noun (A-N) phrases within prose. Although noun components least expected gains and from 20 to 180 percent more in most cases. were recalled more often than were the adjectival components or the Affective measures demonstrated program students developed positive whole phrases, they did not have the redintegrative power of the attitudes toward reading, instruction and testing, and task oriented adjectival components. The retrieval asymmetry found was in the work habits. These student achievements resulted in incentive bonus opposite direction to that reported for free and paired-associate recall payments from 5770 to 51,800, studies. Results did not support the extrapolation of redintegrative theory to cued recall within prose. The importance of adjectival components was attributed to their superiority to nouns in regard to Teachers' Attributions of Responsibility for Student Success cue function and susceptibility to learning. and Failure Following Informational Feedback: A Field Verification Loss of Retrieval Information in Prose Recall CAROLE AMES and RUSSELL AMES, Indiana University JEROME R. SEHULSTER, JOHN P. MCLAUGHLIN and JAMES H, CROUSE, University of Delaware The purpose of the study was to test the effects of motivational and informational factors on teachers' and observers' casual attributions for Input orders and output orders of four stories assembled into a student success or faoure in art instructional setting. Teachers taught a passage were syStematically varied to study the primary effect in prose lesson to a group of children and received informational feedback about free recall, Recall was high for all first input stories regardless of output their teaching behaviOr. They were asked to account for either a position and high for all first output stories regardless of input position. student'S success or failure by designating those factors which caused Recall for fourth input story was low with the interpolated recall of the student's performance. Observers, receiving the same information, even one story, The results imply that proactive interference may affect responded tothe same questionnaire. Support for a motivational the nature of retrieval cues in memory. In addition, output interference hypothesis was not found; however, the study demonstrates a differ- generated during the recall task may hinder recall. This interference ence in the information processing between participants and observers. seemed to affect recall of later input stories. Effects of Teachers' Cognitive Demand Styles on Pupil Learning The Effect of Subjective Organization on the Recall of Prose BRUCE R, DUNN, UniverSity of West Florida WILLIAM W. LYNCH, CAROLE AMES, CORINNE BARGER, STEPHEN HILLMAN, and SUSAN WISEHA FIT, Indiana University Equal numbers of males and females read prose passages and then organized conceptS taken from them using a Mandlor sorting task. Number of categories used in sorting affected recall only with female Two experiments were conducted to compare the effects of two subjects. Both sexestook significantly more time different experimentally-induced orientations toward lesson objectives insorting into increased categories, but did not differ in the amoont of time taken, on teacher cognitive demands and pupil learning. In each experiment 36 thus suggesting that the effect of categories on recall is sex limited. No Student teachers were assigned to one of two teaching conditions. Each evidence of clustering of sorting categories during recall was found. condition required the teacher to teach a lesson to a group of eight These results suggest that more complex forms of subjective organize= pupils. Both conditions used the same content but differed in that one tion need to be identifiad to test its effects on the recall of prose. group was oriented to teach for a recall objective, the other for concept mastery and transfer. Both experiments yielded differences between recall and concept conditions in teachers' cognitive demand styles and Is Organization of Prose Materials Related to Amount of in pupil learning. Recall? GERALD R. KISSLER and KENNETH E. LLOYD, Washington The Effect of Relevant Teaching Practice on the Elicitation State University of Student Achievement WILLIAM B. MOODY and R. BARKER BAUSELL, Previous studies have often found no relationship between organize. University of Delaware Lion of prose materials and amount of recall. The present study found a modestcorrelation(r .32)between physicalreorganization of Repeatedfailuresto discriminate between trained experienced scrambled sentences and a short answer essay test. It was easier to teachers and untrained inexperienced non-teachers give rise to the organize the related sentences, and recall was also significantly higher (p supposition that the behavior of teaching may be exempt from the < .01). Organization X Trials was found to be the best predictor of principle that relevant practice in a task facilitates subsequent per-amount of recall, which was interpreted as an interaction between formance in that task. Two experiments were carried out to test this organization and acquisition. Recall was higher with well-organized materials, but recall increased with successive presentations even when results of testing large numbers of gifted students with appropriately organization was held constant. difficult tests on several occasions are reported, The importance and implications of adequate testing for identifying the gifted and facilitat- The Effects of Prose Organization and Individual ing their educational development are discussed. Differences on Free Recall THOMAS Ci. JAMES and BOBBY R. BROWN, Florida State University 10.09 READING: III (C)

Pa zap? organized by concept names, concept attributes and by Experimental Research in ReadingSome Considerations randomizution were presented to students for study and recall, and in Regard to Design measuresofverbalcomprehension,verbalcreativity,associative JACQUELIN STITT and J. JAAP TUINMAN, memory, closure, and subjective organization were taken. The name Indiana University groupr.icalledmore correctstatementsthantheother groups; clustering by names was predominant for all groups, and unique Many experimental studies in reading involvemanipulation oftexts, patterns of correlations were obtained among cognitive factors and either in form or in content, Frequently the effect of this manipulation recallscores for each group. These results indicate that a highly is assessed by asking compreherision questioes. The relationshipamong organized passage and the use of a preferred recall strategy yield alternate texts and among texts and questions is often ambiguous. .'his superior recall, and that cognitive factors need to be considered in the paper dealswith a systematic analysis of relationships between design of instruction. independent and dependent variables in this type of study. A system for generating variable arrays is proposed which allows anticipation of difficulties in experimental designs requesting identical operationaliza- 10.08 EDUCATION OF THE GIFTED (C) tion of the dependent variable in the face of non-identical questions andtpr passages. Educational Facilitation for Mathematically and Scientifically Precocious Youth Making Decisions on the Passage Dependency of LYNN H. FOX and JULIAN C.-STANLEY, Reading_ Comprehension ItemsSome Useful Statistics The Johns Hopkins University J. JAAP TUINMAN and MARY E. HALPIN, This reportis on the articulation of individualized educational Indiana University programsformathematicallyandscientificallytalentedyouth. Emphasis is on exploring alternatives to regular high school matricula- A great number of items on standardized reading comprehension tion for junior high students with mathematical aptitude, interest,and tests can be answered without prior reading of the passagesupon which manifest achievement. Consideration is given to theuse of college level the items are based. This tends to invalidate such items. Theproportion tests in the educational planning process. The importance of individual of correct responses to an item without the passagepresent is often differences, such as sex,isexplored. The impact of generalized used as that item's passage dependency index. It is shown thatthis approaches for the enhancing of educational experience to improve the indexisambiguous. Additionalstatisticsare proposed which are cognitive and social-emotionaldevelopment ofthese studentsis derivable from routine item analysis data. Application of these statistics discussed. Implications for future research and flexible- educational to data for 5 widely used reading tests based on 1600 respondentsto planning for the gifted are presented. each test, is discussed.

The Three Year B.A.Who Will Choose Who Will Benefit? Dialect in Relation to Reading Achievement JOAN S. STARK, Goucher College MARILYN S. LUCAS and HARRY SINGER, University of California, Riverside Characteristics of students at d women's liberalarts college who have selected an entirely optional three year degree program are Significant relationships found between language background, I TPA, compared with cheracterisitics of students in thesame college class who and oralreading performance in 60 Mexican-American children in .rejected the acceleration option. The report focuses on traditional grades one to three suggest that: (1) the nature of the relationships academic predictors, socio-economic background, attitudes toward change with age, and (2) bilingual background becomesmore involved acceleration and towards the college climate, as wellas on academic as syntactical and meaning complexity of the reading task increases. achievement in college. Information about students whochoose to The data tend to support Chomsky's position in three theoretical accelerate their education and who benefit from the decisionhas viewpoints of the relationship between dialect and reading achievement. important implications for counseling and curricular change in view of current widespread emphasis on the Carnegie Commission recommenda- Phonological and Semantic Components of Words in tion for a time-compressed B.A. Beginning Reading

Discovering Cluantitative Precocity JANA M. LUCAS, Stanford University

DAME L P. KEATING and JULIAN C. STANLEY, A stage processing model of beginning reading The Johns Hopkins University was postulated to consist of three independent stages: visual coding, acoustic coding, and comprehension. Support for the model was obtained by testing the In order to discover those few students whoare operating at an independence of word components and prefamiliarization procedures. exceptionally high level of abilityin mathematics and quantitative An analysis of variance revealed comprehension to be significantly sciences early in their academic careers (sixth through eighth grades),it affected by semantic components of words (word familiarity is necessary to use higher level tests than and are normally administered in concreteness) and by a meaning-related prefamiliarization. Visualand school testing programs. Tests at age-in-grade levelare not usually acoustic coding were affected by phonological components of words appropriate because of their lack of ceiling for these students. The (the number of vowels and regularity of vowel pronunciation)and by a word rehearsal prefamiliarization. An analysis of pronunciation errors was contingent upon: (1)specific reading behaviors during reading indicated that visual coding is affected by lettercluster familiarity. period, or (2) reading a book. The experimental group demonstrated a significant increase in the percentage of students engaged in reading A Comparison of the Word Recognition Processes of Beginning behaviors during free choice class time over three observation periods. and Experienced Readers Non-Spanish and female experimental group subjects and the total EILEEN C. ROBINSON and WILLIAM B. GILLOOLY, experimental group read significantly more books during the treatment Rutgers University period. Spanish surname experimental group subjects and the total experimental group displayedsignificantlybetter summer school Past research has presented conflicting views on the word recogni- attendance. Culturally appropriate reinforcers for Spanish surname tion processes of beginning versus experienced readers. This incongruity subjects were not identified at a critical level of significance. However, was investigated by comparing the performance of these two groups on the potential for developing such reinforcers did evidence itself for the same word recognition task. A three-factor, repeated measures those few students who chose these specifically oriented reinforcers. design was employed to study the responses of first- and eighth .graders "The Ethnic Variable as a Factor in Social Modeling," presented by as theysearchedforwordsintwo differentprintconfigura- Louis A.J.M. de Visser of Loyola University of Los ADgeles, tionsnormal and mixed-case. Subjects at both grade levels circled investigated the relative effects of ethnic characteristics( Anglo and significantly fewer words in the mixed-case configuration. The results Mexican-American) of social models, counselors and students on the were interpreted as supporting the theory that beginning readers use the acquisition and performance of modeled behaviors. All social models, same feature scanning process as do experienced readers. counselors and subjects participating in the study were males, The subjects were eighth-grade students who had volunteered to receive specialcounseling.' The experimental treatment consisted of three 10.10 THE NATIONAL LONGITUDINAL STUDY OF THE HIGH consecutive counseling sessions during which video-tapes relative to SCHOOL CLASS OE 1072 (E, SYMPOSIUM) decision-making were presented and discussed. Evaluation procedures included questionnaires to assessrecall, and interviewstoassess HENRYS. OVER, Educational Testing Service, Chairman performance of the modeled behaviors. Anglo and Mexican-Ameriean social models and counselors were equally effective in promoting A summary of the experiences of the U.S. Office of Education and imitative behaviors. Anglo subjects engaged in a greater performance of the Educational Testing Service in conducting a national longitudinal the criterion behaviors than did Mexican-American subjects, but no study of the high school class of 1972 will be presented, The study differences for recall were found. The interaction of ethnic character. provides statistics of the experiences of a national sample of students as istics did not significantly affect the extent of the criterion behaviors. they move out of the American high school system. Information is "Counseling Low Socioeconomic Mexican - American Women," the ' being gathered on the post-secondary activities of high school graduates subject of a paper by Teresa Ramirez Boulette, Santa Barbara County as they enter the labor force, go to college, join the armed forces, get Mental Health Services, tested experimentally the therapeutic effective- married, go to a vocational school, or are unemployed. The Study was ness of two counseling strategies, Therapeutic Listening and Behavior undertaken in January of 1972 and is expected to continue until 197a Rehearsal, with low income Mexican American women. Attainment of or 1980. five client specific goals as. measured by the Goal Attainrnent Scale was defined as therapeutic effectiveness. Attendance in therapy was used as an additional dependent variable. The following hypotheses were 10.15 THE ETHNIC VARIABLE IN COUNSELING:THREE tested: (1) Exposure to Behavior Rehearsal would effect more favorable EXPERIMENTAL STUDIES (E, SYMPOSIUM) therapeutic outcomes interms ofclient-specificgoals and more frequent attendance at treatment; (21 Treatment attendance would be RAY E. HOSFORD, University of California, Santa Barbara, positively correlated to therapeutic outcomes; (31 Spanish would be Chairman more frequently preferred in counseling than English. The study also sought answers to five research questions concerned Three experimental studies which were designed to test behavioral with: (11 the client's ethnic, socioeconomic and personal character- counseling procedures with Mexican-American subjects are described. istics; problem areas presented at the intake interview; (3) problem The studies were implemented in field settings with three different age areas discussed during counseling; (4) the client's referral source, and levels: elementary, junior high and adult. Three different criterion (51 the utilization of available transportation and baby-sitting services. variables were promoted. These included increasing reading behaviors, The results of the study showed that Behavioral Rehearsal treatment learningdecisionmakingskillsandimprovingmarital and family procedures produced statistically significant differences in promoting relationships. The specific experimental treatments employed were more favorable therapeutic outcomes on one area of the five GAS culturally appropriate reinforcement menus, videotaped Anglo and scales. Considerable demographic data were obtained in answer to.the Mexican-American social models, and behavior rehearsaltherapeutic five research questions. These data were used to define more accurately listening respectively. the characteristics of this ethnic group. The symposium has both scientific and educational implications. The findings add to knowledge in the area of reinforcement and social learningtheoriesbyinvestigating a littleresearchedvariablein learningethnic characteristics. The fact that the studies took plate in 10.16 MATRIX SAMPLING METHODOLOGY (0 and MCME) actualfieldsettings and promoted desired educational and social outcomes increases their significance to both researchers and practi- A Note on Allocating Items to Suhtests in Multiple Matrix t ioners. Sampling Stephen Bowles of the University of California in Santa Barbara will DAVID M. SHOEMA KE R, Southwest Regional Laboratory presenta paperentitled"The EthnicVariableasaFactorin for Educational Research And Development Reinforcement," The subjects tested were 136 fourth-,fifth- and sixth .grade students enrolledin reading classes during a five week Investigatedempiricallythroughpost mortem itemexaminee summerschool.The experimental treatment was exposureto a sampling were the relative merits of two alternative procedures for reinforcement menu containing 17 different reinforcers. Reinforcement allocatingitems to subtestsinmultiple matrix sampling and the

34 feasibility of using the jackknife in approximating standard errors of dent" variance. Implications for measurement practice and statistical estimate.Theresultsindicateclearlythat a partiallybalanced theory are discussed. incomplete block design is preferable to random sampling in allocating items to subtests. The jackknife was found to better approximate standard errors of estimate in the latter item allocation procedure than 10.17 MODELS OF BIAS FOR USING TESTS IN (0, in-the former. These and other results are discussed in detail_ SYMPOSIUM)

Item - Examinee Sampling: Optimum Number of Items and GARY R. HANSON, Americen College Testing Program, Examinees Chairman MABEL LAI VINO MOY and ROBERT S. BARCIKOWSKI, Ohio University "Is Culture-Fairness Objective or Subjective?" will be discussed by Richard B. Darlington, Cornell University. The search for a satisfactory Using a computer-based Monte Carlo approach to generate item object ive definition of a culture-fair test is doomed to failure, except in responses, the results of this study indicate that, when item discrimina- the special case in which different cultural groups have the same mean tion indices are considered, item-examinee sampling procedures having scores on the criterion variable to be predicted by the test. In the the same number of observations have different standard errors ingeneral case, it can be shown that no test (except one with the rare estimating both test mean and test variance. With certain types of tests, quality of perfect validity) can meet all the criteria reasonably expected a single item-examinee sampling plan would not yield optimal, i.e., of a "culture fair"test. The search for an objective definition of culture-fairness must therefore be replaced by a subjective judgment of srnallest standard error, estimates of both a and u2. Thatis, one sampling plan would be needed to optimally estimate a and another to the degree of validity a testeris willing to sacrifice in order to select optimally estimate r,2, In addition, it was found that single exhaustion more or fewer members of certain cultural groups. Robert L. Linn, Educational Testing Service, will discuss "Fair Test of the item set was sufficient for estimating both tr and a'. Use in Selection." The implications of basing predictions for minority group members on regression equations derived for majority group The Matrix Test Analysis Program: A Measurement Heuristic members are considered in terms of (11 systematic over- or under- RICHARD W. DAVIS, Indiana University and prediction for minority group members, and (2) the proportions of WILLIAM E. LOADMAN, Ohio State University minority group students who are predicted to achieve among the top 25%, 50, or 75% of the study sample in comparison to the proportions A subject by item matrix of test responses is shown to be a useful actually doing so. Data from three previous studies in which SAT scores heuristic in criterion referenced and norm referenced test analysis, and were used to predict freshmen grades for white students and black in the teaching of measurement. The pattern of responses within the students at atotal of 22 institutions are used for three analyses. matrix provides indications of item interactions, weak deceptors, and Systematic errors of piediction when predictions for women are based conventional teststatistics. The strongvisual analogy between the on regression equations derived for men are also reported using data matrix and test parameters makes the matrix a useful teaching aid and from ten colleges. Darlington's (1971) recent proposal that the criterion analytical tool. variable be adjusted for cultural backgroundisreviewed and the implications of this proposal for test construction are considered. Nancy S. Cole, The American College Testing Program, will discuss Approximating Standardized Achievement Test Norms With a Theoretical Model Model for Fairness in Selection." Several models of test bias, or its converse fairness, examine bias from the point of view of the selecting DALE C. BRANDENBURG, University of Illinois and institution for which the greatest concern is selecting people who will ROBERT A. FORSYTH, University of Iowa be successful. Under these models fairnessisdefined as selecting students with comparable chances of success or some similar definition. Thisstudy was undertakento answer the following research However, when fairness is examined from the applicant's point of view question: Can standardized achievement test norms be better estimated a different definition emerges. To the applicant, fairness may require with a theoretical probability model other than the negative hyper-the guarantee ofequal opportunity ofselectionfor groups of geometric model? Ninety norms distributions from two standardized potentially successful applicants regardless of group membership based achievement test batteries (ITBS and ITED) were fitted by six models. on race, sex, or other characteristics. A model using this definition of

The results strongly supported the Pearson Type I model (four fairness is presented and its implications and possible applications are moments) as the best-fitting curve. It was concluded that this Type I discussed, model could provide a viable alternative to the negative hypergeometric Lloyd G. Humphreys, University of Illinois, will discuss "Fairness in model for use in approximating distributions when moment estimates Test Use with Individuals and Fairness in Selection." It is important to are obtained from multiple matrix sampling or item sampling pro- distinguish between the fairness of a test for individuals and the fairness cedures. of a selection program based on use of a test, It must be acknowledged at the outset that no statistical definition of fairness will ever be Further Studies Linear Prediction Following acceptedas completely satisfactory foreither ofthe two ways Matrix Sampling described above in which fairness of a test is used. With respect to the fairness of a test in use with individuals, the following definition is DAVID J. K LE INKE, Syracuse University suggested: Fairness requires that the standard error of estimate he'made OS small as possible end that the expected score of the individual be In a post mortem study, itis demonstrated that linear prediction is unbiased. With respect to the fairness of a selection program based on as effective as computing a negative hypergeometric distribution for use of a test or tests, the social costs of making errors of the two types estimating test norms following matrix sampling from a total test with a should be balanced against each other for each selection program and highly skewed score distribution, provided the same prediction coeffi- perhaps for different groups demographically defined as well, cient is used for all examinee groups. It is also demonstrated empirically and algebraically that using a coefficient unique to each examinee group produces distributions of predicted total test scores with "insuff 1-

35 10.20 MEASUREMENT OF CREATIVITY (1) and NCME) Theinterrelationshipssuggestthemultidimensional nature of oeativity assessment in the classroom setting. Development of Provisional Criteria for the Study of Scientific Creativity 13.01 RESEARCH IN COUNSELING: FUTURE DIRECTIONS NORMAN FREDERIKSEN, FRANKLIN R. EVANS, and WILLIAM C_ (E, EXPERIMENTAL SYMPOSIUM) WARD, Educational Testing Service N. KENNETH LAF LEUR, University of Viiginia Chairman A test of one aspect of scientific creativity, the ability to formulate hypotheses to account for research findings, was given to 400 college The focus of. the symposium will be the stimulation of counseling students, along with ability and personality measures. Scores for research. A conversational format and small group discussion will be quantity and quality of hypotheses were reliable and showed evidence utilized to achieve the symposium objectives. The objectives are: (1) to of construct validity. Both quantity and quality feedback had their presentvariedpositionsregardingthe directionsforresearchin major effect on the quantity of ideas. Development of measures of counseling, (2) to provide opportunities for audience interaction with other aspects of the research enterprise is underway, intended to lead to leading counseling research, rsin a small group setting, and (3)' to a set of criterion measures to be used in basic studies of scientific stimulate counseling research in the directions proposed. creativity and potentiallyin the selection and training of creative The members of the symposium panel are Richard Dustin of the scientists. University of Iowa, John D. Krumholtz of Stanford University, Norman Sprinthall of the University of Minnesota, and Carl E. Thoresen of Effects of Training on Rating Reliability as Estimated by Stanford University. N. Kenneth LaFleur of the University of Virginia Anova Procedures, for Fluency Tests of Creativity will serve as the panel chairman and discussion leader. CYNTHIA L. WILLIAMS, University of Pittsburgh The panel members will not present papers but rather present their views regarding counseling research directions, and interact with each Each test in the Divergent Production battery requires the examinee other in a conversational format during thefirst portion of the meeting. to produce a response, Since these responses must be evaluated, the The final portion of the symposium will be devoted to small audience factorofraterjudgment influences the reliability of scores. The group discussions led by the individual panel members. The small problem of scoring reliability is one which pervades the literature on groups willfocus on generating research projectsinthe direction creativity research, where either low estimates or no estimates have proposed by the specific panel member group leader. been reported when tests from the battery are used. The purpose of this study was to develop a training program for raters of some Divergent Production fluency factor tests and to evaluate this program. An 13.06' HOMOSEXUALITY: OUT OF THE EDUCATIONAL CLOSET experimental design was generated for the evaluation and the scoring (E, SYMPOSIUM) reliability was estimated through analysisof variance procedures. General principles for training raters and for analyzing the results of the WALTER M. MATHEWS, University of Mississippi, Chairman design will be discussed. The treatment that educators have generally given to homosexuality Multivariate Analysis of the Relationship Between IQ and reflects an unfortunate potpourri of prejudice and misinformation that Creativity is shared by a great portion of the public. Recently, there have been glimmers of enlightenment in educational circles, The purpose of this JOHN FOLLMAN, E.DWARD UPRICHARD, University of South symposium isto reflect some of the progress that is being made in Florida education in accepting gay men and women, to point to some of the WAYNE MALONE and RICHARD COOP, Pasco Comprehensive places where much more change is needed, and to describe the role that High School educators can play if they are truly concerned with all their students. In the background paper of the symposium, "Homosexuality: An The objective of this study was to conduct an intensive investigation of the relationship between Large Thorndike ID subtest and Torras. Educational Confrontation," Walter M. Mathews of the University of creativity subtest scores. Ss were 154 twelfth graders. First order partial Mississippi will discuss, the traditional approaches taken by educators toward homosexuality and the dilemma of sorting the gays from the correlations were about .50 between different sets of creativity subtests straights. with different ICIsubtestsportialledout. Canonical correlations between sets of creativity subtests vis a vis sets of ID subtests were Barbara Gittings, who is the Coordinator of the Task Force for Gay about .40, Multiple regression analyses indicated that different individ- Liberation of the American Library Association, will present a paper ual ID subtests accounted for small'amounts of creativity subtests' entitled: "Gay Lib in the Library." She will discuss the leadership that variance and combinations of ICI subtests accounted for larger but still the American Library Association has asserted in their educational battle for the sake of gay people and gay rights. Ms, Gittings will discuss small amounts of creativity subtests' variance, the problems created with both gay and straight readers of the Teacher Behavior Related to Pupil Creativity and Assessment traditional holdings concerning homosexuality that libraries have, and Stratagem the need for readily aveilable materials that treat homosexuality as a healthy and valid lifestyle, THOMAS J. ROOKEY, Research for Better Schools, Inc. Warren Blumenfeld is a Co-Coordinator of the National Gay Student FRANCIS J, REARDON, Pa. Dept. of Education Center, a clearinghouse thatis acting as a 'research and innovation center for gay student groups and individuals. He will present the In this study, the evaluation of pupil creativity was partitioned into results of the research into the psycho /social needs of gay students, and affective and cognitive components while teacher behavior was divided' discuss the ways in which the educational institutions of this country into classroom practices and teacher attitude. Nine hundred, fortyflve should be dealing with these needs. Ways in which teachers may be fifth grade pupils from a small city district were studied for one year, educated and sensitized to the special needs of gay' students will be The teacher attitude measure did not relate to creative ability and.described. Mr. Blumenfeld will also discuss the scope, of the Gay only unidirectionally to creative attitude. The teacher's classroom Student Movement. The title of his paper is "Homosexual Needs and practices related to creative ability but not creative attitude. Educational Responses,-

36 Ralph Blair, the Director of the Homosexual Community Counsel people to join forces to move into this "no man's land" of scientific ing Center, in New York City, will present the findings and conclusions inquiry_ of his study of the current and potential student personnel provisions which meet criteria of ethnographic knowledge bases, the professional commitments of counselors, and the pragmatics of college operations in addressing the special needs of homosexually interested students. The 13.08 COOPERATIVE ACCOUNTABILITY PROJECT FOR STATE study included the deans of students and directors of counseling at 95% AND LOCAL EDUCATIONAL AGENCIES (A, SYMPOSIUM) of the American universities which have over 10,000 students, as well as MICHAEL GRADY, Colorado, Department of Education, Organizer 210 self-acknowledged homosexual students from 81colleges and universities.Thetitleofthispaperis"Counseling and Student The Cooperative Accountability Project for SEA-LEA's is a three Personnel Services for Homosexual ly Interested College Students." yearundertaking funded underTitle- V ofthe Elementary and James Toy, one of two Program Assistants for Homosexuality at the Secondary Education Act of 1965. The project is designed to assist in University of Michigan, will present a paper entitled "Homosexuals one changing the nature of SEA-LEA roles as more state accountability Universities." He will discuss the homosexuality program that he and statutes are enacted. There are presently eight SEAs participating in the his female colleague have developed at the University of Michigan. project: Maryland, Florida, Oregon, Minnesota, Pennsylvania, Michigan, The educational importance of this symposium lies in the fact that Wisconsin and Colorado. Colorado is the state charged with administer- it openly considers an issue which has previously been ignored by most ing the project. professional organizations. Social attitudes toward homosexuality have Over the next three years five documents will be produced: (1) become more open, accepting, and free of stereotypical notions. Itis Legislative Mandates (to be completed by the Wisconsin SEA), (2) appropriate that educators at least keep pace with the changeeven if Criterion Standardsfor Accountability, (3)Accountability Models they choose not to support it. Identification,(4) SEA-LEA Role Expectations, and (5)Reporting Practices and Procedures. It is the objective of this symposium to share thepresent accountability thrust ofthe participating SEA's with reference to the five documents of the project, and through meaningful 13.07 ENVIRONMENTAL STRESS AND EDUCATIONAL interaction with a national cross-section of researchers to modify this RESPONSE (A, SYMPOSIUM) thrust, as appropriate. "The Challenge of Accountability for Effective SEA Administra- HOWARD E. WAKEFIELD, UWMSN, Organizer tion" will be presented by Donald D. Woodington of the Colorado Department of Education. Historically, the State Education Agency There are two objectives of the symposium. The first objective is to (SEA) has had a non-evaluative role in education. Decisions about the draw together from three fields of scholarship evidence about the link education process have been left to the local education agency (LEA), between individual work productivity in education and environmental the SEA servinginconsultative and leadership roles except for a stress, specifically, between the intensity of environmental stress and a secondary function in evaluation dealing with school accreditation. The depressed rate of educational progress. The second objective is to call to SEA's and LEA's in Colorado and other states are now faced with a the attention of the education profession the present state of this changing situation. Legislation has been enacted in at least 17 states important, yet little known or appreciated, field of inquiry. which requires state-wide evaluation of public school 'programs. This Four presentations will be made. The first presentation will be made legislation emphasizes evaluation of student performance in contrast to by William Loring of the National Institutes of Health, and is entitled the prior emphasis on provisions and prncesses. Both SEA and LEA "The Medical Evidence." Medical findings about physiologic adaptation roles will change dramatically in the near future. SEA's must develop to environmental stress will be reviewed. Children are leaving elemen- methods for collecting, analyzing and reporting LEA data on student tary school withphysicaldefectsthat have been caused by the performance and quality education to the publics served by the SEA classroom environment and that were preventable. The second presen- and LEA. The LEA's must organize their educational programs so that tation. will be made by Byron Bloomfield, Department of Environ- the process and product' evaluation, as well as cost analysis, can be mental Design, UWMSN. The titleis "The Role of Architectural performed. Design." The design profession is restricted inits application of the Arthur R. Olson, Colorado Department of Education, will present a medical findings by the attitudes of clients, both lay and professional. paperentitled"An Overviewofthe Cooperative Accountability The thirdpresentation, by Howard E. Wakefield, Department of Project." The following five documents will be produced over the next Educational Administration, UWMSN, is entitled "The Influence of three years, and will serve to assist LEA's and SE A's in performing their Educational Thought and Practice on the Classroom Environment."duties more effectively;(1)Legislative Mandates of Accountability The working conditions imposed on learners stem from managerial (Wisconsin Department of Education). This document will represent an matters rather than from a concern for the health of pupils. The fourth analysis of existing constitutional and legislative mandates and the legal presentation willbe made by William Wilkerson, Department of and administrativepolicies of states boards as they impact upon Administrationand Supervision,IndianaUniversity. Thetitle is accountability legislation. (2) Criterion Standards. The entire array of "Cost-Benefit and Educational Environments." Costs of the disabilities federal, state and localcriterion standards will be analyzed and a far outstrip the costs of adequately designed and controlled educational paradigm suggested as optimal for each level of concern. (3) Models environments. Identification.The elements,sequence,practices,resources,and This symposium has scientific and educational importance. There methods needed for an accountability model will be identified from an has been wide acceptance of the idea that hunger interferes with analysis of needs procedures. (4) Role Expectations. The various roles learning;however, an environment which insidiously and swiftly ofparticipantsinthe accountability system willbe reviewed in exhausts the precious energy store of alearneris attracting an perspective. (5) Reporting Practices and Procedures. The content and insufficient amount of scientific attention. This subject touches fields form of reporting accountability data will be discussed in terms of tlw of scholarship which are not normally in close communication with public's needs for the specific data. each other, e.g., child development, physiology, architectural design, "The Legislative Mandates Contained in Various State Education and educational administration. Conditions are not being corrected in Accountability Statutes" is the topic chosen by Archie A. Buchmiller, new facilities; awareness must, therefore, be increased. Educational Wisconsin Department of Education. The research for this document administration should take the initiative and ask medical and design has 'included a comparison of individual state accountability laws, and

37 their legislative mandates for SEA and LEA implementation. Thereport types of activities carried out by the author in conjunction with includes information on increased state aid to education other resulting from researchers: (1) a rational analysis, and (2)an empirical analysis. Some recent court decisions, the governance of education at the state and of the conclusions of these analyses wereas follows: (1) there is too local level, and goal objective setting in legislative andexecutive groups. much to communicate to trainees for the time Draftlegislation, sample acts, guidelines for implementing normally spent in a account- graduate program; (2) existing graduate programs donot train students ability legislation, and a complete bibliography have also been included. in many of the skills listed as essential; (3)existing graduate programs The document has been structured around thefollowing rubrics: need to be upgraded to cover the essentials, Current Status of Legislative and State Boards Mandates; or alternative strategies, Legislative such as apprenticeship programs for trainingcompetent researchers, Provisions; Basic Elements ofLegislative Control; Implementation short-term training and retrainingprocedures, institutes, and scif Criteria; and a Source of Information about EducationalAccount- ability_ contained, exportable, programmed materials, needto he developed, Recommendations concerning these implications will be made. MichaelJ. Grady, Jr., Colorado Department of Education, will "Apprenticeship Experience Related to Subsequent Research present a paper entitled "An Evaluation of Accountability Programs in Pro- ductivity," Arliss Roaden, Ohio State University, Colorado. Public Education in Colorado is serving This two phase study as a demonstration tested the relationship between research training project for the Cooperative Accountability Project, and postgraduate as well as for its productivity. Productivity is defined as the own accountability statute. An analysis of accountability average number of papers progress published on research, and/or the amount of moniesreceived from resulting from data gathered from the second annual accountability sources outside the university. The first phase of the study used report a group is discussed and summarized. Current ColoradoDepartment of of 4,000 members of the American Education Education programs, such as the School Improvement Process Research Association teams, (AERA). who were divided according to Whether theyhad or had not are described as they impact upon accountability in Colorado. Proposed been a research assistant. The results indicated SEA programs designed to assist the LEA implementation those who had been of account- research assistants were two and one-half timesas productive as those ability are highlighted in terms of the specific SEA-LEA needswhich who had not, The second phase, which analyzed the they satisfy. The analysis of accountability programs in Colorado research assistants also according to their assigned duties, showeda high positive correlation identifies the performance and process objectives found by LEA's to be between produciivity and conducting of researchas a graduate student. most promising, as well as those whose assessment has been determined "The Role of the Professional Association to be unsuccessful Or not cost effective. in Maintaining and , Upgrading Research Competencies," John E. Hopkins,Indiana Univer- sity, The results of a survey of the training offeredby professional associations conducted by and for the Task Forceon Training of the 13.09 THE SYSTEMATIC DESIGN OF EDUCATIONAL American Educational Research Association are reviewed.Some profes- sional associations are providing effective in-service RESEARCH TRAINING (0, SYMPOSIUM) opportunities for their members, but there is no single prescription fordoing so. Each RICHARD C. BOUTWELL, Bucknell University, Organizer association had to develop a comprehensive descriptionof the needs of its members. Nee the perimeters of needwere established, the The symposium will discuss departmental recruitmentand employ- association had to tailor a program. whichwas responsible to those ment placement of researchers, coursework essentials inresearch and needs and still within the association's capacityto support. Associations evaluation, apprenticeship experience relatedto subsequent produc- had to review (1) the objectives of the training, (2) thenature of the tivity, repackaging the educational diSsertation forimproved doctoral financing to be obtained,(3)the structure of the program to be training and knowledge dissemination, and inservicetraining: the role presented, (4) the type of content and the lengthof training to be of professional associations in upgrading researchcompetencies. One of of fared, (5) the location or locations at which itwas to be offered, and the outcomes from this symposium and discussion hopefullywill be the. similar matters. breakup of the tradition-bound and oftentimesnonempirical bases "The Ineffectual Dissertation in Education Remediationby Re- candidate training decision processes, which havevery little payoff for packaging,- Harvey B. Black, Brigham Young University.As much as the field of educational research. onethird of the doctoral effortis devoted to the production of a "Departmental Recruitment and EmploymentPlacement of Re- dissertation, It is assumed that this experienceprepares the candidate searchers:Background CharacteristicsAssociatedwithScientific for, scholarly writing. The evidence shows, however, thatcandidates are Careers," M. David Merrill, Brigham Young University,The recruitment poorly prepared. Most doctorates in educationnever publish a scholarly of researchers is usually not a well-definedactivity for most psychology paper. The dissertation itself is one of the least used and least esteemed or education departments because admittance intoa program depends of the available scholarly documents. A solutionis suggested by the on a number of related candidate attributes. There isno simple formula strategy successfully used in the Instructional Psychologyprogram of for deciding who is or who is not goingto be accepted for a doctoral Brigham Young University. This strategy involved consideringthe programin research. Because of universityrelated topics such as dissertation as a series of related scholarlyreports written in forms increasingly greater faculty time per candidate, andgrowing financial, required by certain publishers whowere identified by committee burdens for the department per candidate, theselection committee members. These reports might include a theoreticalpaper, a paper usually work many hours over a prospectivecandidate's application in reporting the analysis of original data, andan application-oriented order to accept only candidates, with highpredictive success in the paper. profession, There are some candidate characteristicswhich correlate quite highly with future success in both thenegative and positive directions. Anderson, Spotich, Rogers, andWorthen (19711 have 1110 ADMINISTRATOR PR EPARATIO klSTATEOF THE ART: identified 226 of these task characteristics relatedto research, UNIVERSITY PROGRAM RESPONSIVENESS TO THE1970'S CoursevvorkEssentialsinResearch andEvaluation; A Task (A, SYMPOSIUM) Analysis of Competencies Required in AgenciesConducting Outstand- RICHARD V. HATLEY, University of Kansas.Organizer ing Research and Evaluation Activities," BlaineR. Worthen, University of Colorado, Conclusions concerning the competencies, skills, and Much of the current professional literature knowledge which appear to be involved in conducting suggests that educational outstanding administrationhasundergone dramaticstructuraland functional research and evaluation activities in educational.and psychological changes, and that preparation programs foradministrators are in a settings are listed. The conclusions were derivedfrom two separtoe period of transition. However, publications ofnumerous organizations,

-38 for example, AASA, UCEA, AACTE, NSSE, and the Kellog Founda- Administration' will be presented by Ronald E. Mood, University of lion, indicate that the 1950's and 1960's were also transitional decades. New Mexico. A training program is proposed which consciously applies This observation prompts at least two alternative explanations. First, theoretical constructs drawn from socialization theory to the design of like society, educational institutions are in a constant state of flux and graduate programs in educational administration: The application of require different types of leadership competency over time; therefore,socialization theory directs the design of differential programs for administrator preparation programs must be ever-changing and respon- future administrators and future researchers. The model incorporates sive, not static. Second, desirable refinements and modifications inthe informal, and perhaps unwitting, 'earnings through .-experience" preparation programs have been identified through research over the into a more precise and comprehensive prescription, for program past 20 years, but universities have beenslow,to adopt the recom- development_ Program design based on socialization theory is suggested mendations. While agreeingthatthe second explanation may be as an effective means to erase the artificial separation of coursework disturbingly applicable, this symposium focuses on the possibility that from experience. the first is the more viable, or at least desirable, explanation. Richard V; Haney and Cecil G. Miskel, University of Kansas, will The objectives of the symposium are as follows:(1) to present discuss "A Systems Model as a Guide to Program Revision," Demand comparativelydifferentuniversities' program changesin terms of articulators for changing, and strengthening programs ineducational rationale, structure, content, strategies, and purposes; (2) tu consideradministration at the University of Kansas included faculty members, the applicability of a systemic framework for the assessment, modifica. students, recent graduates, representatives of administrator organiza- tion, and operation of programs; and (3) to provide a forum for the tions, and groups closely aligned with the state legislature. As a result of discussion of models, tools, and procedures uniquely adaptable to the activities over a two year period, the previous program was discarded university preparation of administrators of educational organizations. initsentirety, and a new one was adopted which reflectedan' "An Academic Field Model for the Preparation of Educational interdisciplinary leadership, and a decision-making rationale concep- Administrators"will be presented by Mark Hansen and Laurence tualized within a systemic framework. lannaccone, University of California, Riverside. The School of Educa- Application of an open systems model required information and tion and the Graduate School of Administration have created a joint decisions about- a multiplicity ofhistorical and projected program preparatory program for practitioners of educational administration. outputs, including degreed and non-degreed persons for a variety of This joint arrangement facilitates the integration of interdisciplinary administrative posts, research, services, and unanticipated by-products. bodies of theory, concepts, diagnostic and management skills which are Following output identification, a series ofretreats were held to drawn from and reflect upon the public, business, and educational consider throughput strategies and input needs: Throughputs were institutions as they come together to form the metropolitan com- delineatedinterms of a typology of subsystem dynamics. Five munity. - preparation components, with supporting rationale for each, were then Thepatternoflearning isdesignedto merge the academic developed: specialized administration study, education core, research, experience with the on-the-job needs of the practitioner. The vehicle experience, and cognate studies components with differentiation by for this is a series of learning contracts entered into by the student and academic level and career aspirations of individual students. Finally, a supervising professor which stipulates the nature of the on-the-job necessaryinputs were identified, internal and external constraints tasks to be performed, the conceptual frameworrk, diagnostic tools, and considered, specific courses developed and sequenced, and various management skills which will be employed, and the process which will evaluative feedback mechanisms were explored for continuous program be used to evaluate the outcome. The contracts draw upon an academic monitoring and assessment. base which takes into account previous training and education as well as individually prescribed coursework taken at the University. The recruitment program seeks a mix of people currentlyin 13.15 EFFECTS OF EXPECTANCY (C) administrative roles as well as ones without administrative, experience. In order to establish a balance between on-the-job experience and Elementary Social Studies Teachers' Differential Classroom university experience, an attempt is made to obtain released time for Interaction with Children as a Function of Differential the practicing administrators, and administrative tasks for those who Expectations of Pupil Achievement have had no formal manangement experience. JAN T. JETE 9, University of Wisconsin "Multi - Cultural Administrator Training and Institutional Change" is the subject to be discussed by Patrick D. Lynch, Pennsylvania State The purposes of the study were to determine whether fourth-grade University. He will describe the Penn State Multi-CultUral Administra- social studies teachers verbally interacted differently with pupils as a tor Program which has five basic premises: First; trainees from distinct function of differential expectations of pupil achievement and to cultural groups bring special knowledge and skills necessary to changing determine whether fourth-grade social studies teachers verbally inter- institutions. These knowledges and skills are peculiar to place and time acted differently with boys and girls, Data were collected using the and situation. The trainees are encouraged to use their. skills and Brophy-Good, dyadic observation system. Results revealed teachers knowledge to change federal,state, and localpublic and private differ significantly in their teaching behavior with respect to high and duringthetrainingprogram. An assumptionisthat institutions low expectation pupils. However, teachers did not discriminate dif- administrator behavior is more complex than theory-concept develop- ferentially between boys and girls. The findings of the study suggest ment and testing. Administrator behaviors demanded in multi-cultural thatteachersprobably do communicate differentialperformance settings require recognition and analysis. expectations to different pupils through their classroom behavior. A second premise is that group solidarity is essential for creating a critioal mass for change in an institution. Third, encouraging trainees to Formation of Teachers Expectations of Students' Academic keep cultural loyalties, integrity, and task involvement is an essential Performance part of the training process. Fourth, changing institutions to become responsive to clientsis the main goal of the training process. The SHERRY L. WILLIS, University of Texas aggregate model is the institutional change model. Clients' involvement ininstitutional changeisthe test of the trainees' skills and value The purpose of the study was to explore the formation of teachers' commitment. Finally, value commitments are recognized and made expectations of students' academic performance. First-grade teachers explicit, were interviewed or asked to respond to questionnaires concerning their "SocializationTheoryandProgram Designin Educational pupils, and ranked their students on expected academic perfbrmance at

39 three periods inthe schoolyear. Teachers rankings of expected explanation the present study was an attemptto condition first graders performance were highly stable over time. MetropolitanReadiness Test to believe or to not believe scores were significantly correlated with prior expectancy statements. The Conditioned= teacher rankings of to-Believe group showed lower performance expected performance. Many student behaviors under a low expectancy and characteristics were than the Conditioned-Not-to-Believe identified group, supporting the discrimina- ascorrelatingsignificantlywithteachers'rankings of expected academic performance. tive cue hypothesis. Failure to obtain otherexpected differences is discussed in terms of problems with design.

Teacher Expectancy anti StudentAchievement: A Research Review JANET HIDDE and BARAK ROSENSHINE, Conditions Moderating the Selt-F ulfilling ProphecyE University of Illinois at Urbana ELLEN 0. GAGNE, University of Wisconsin J. WILLIAM MOORE, WILLIAM E. HAUCK, The purpose of the review is to helpclarify some of the results and Bucknell University issues in the area of teacherexpectancy. The review is limited to those studies in which the independent variable was teacher expectancies Previous studies of the self-fulfilling prophecy about the aptitude or ability of hypothesis have students, and the dependent variab:e obtained mixed results. It is suggested that was a measure of student achievement one possible explanatiOn of or IQ (adjusted by regression these mixed results is the inadequacy of the when students were not randomly assigned hypothesis which fails to to groups). Two types of consider possible variables moderating the self-fulfillingprophecy studies are considered separately: those inwhich expectancies were effect. Two such variables, deduced fromdiscrimination learning and experimentallyinduced,- andthoseinwhich naturallyexisting cognitive dissonance considerations,are (1) the learner's past history of expectancies were selected as the independentvariable. success, and (2) feedback being received atpresent. The significant interaction obtained between expectancy,feedback, and ICI supports The Discriminative Cue Value of AdultMade Expectancy the hypothesis that feedback andpast history are moderating variables. Statements Results are discussed interms of classroom applications anda W. BARRY BIDDLE, J. WILLIAMMOORE, Bucknell discrimination learning explanation ofthe Pygmalion phenomenon, University, ELLEN D. GAGNE, Universityof Wisconsin, and WILLIAM E. HAUCK, Bucknell University

Previous research has shOwn that adultexpectation affects children's performance in interaction with the child'spast history of success and 13.19 TEACHERS AND STUDENTSIC) the present feedback being received. Ithas been proposed that the explanation of the interaction is thatan expectancy statement acts as a An Investigation of the Influence ofStudent havior on discriminative cue for increasing effort. Thepresent study was designed Teacher Behavior to test the explanation by giving childrendiscrimination training in which success feedback THOMAS M. SHERMAN, DONALD is given only following 3 highexpectancy S. BISK IN, Virginia statement and then only if performance ishigh. Results showing a Polytechnic Institute and State University,and significant Training x Expectancy interactionsupport the conclusion WILLIAM H. CORMIER, University ofTennessee that children can learn to increase effortfollowing an expectancy statement. The relationship between studentbehavior change and teacher reactions to the change was investigated.One fifth-grade teacher served Expectancy Statements in the Classroom as the subiva and two students in her classwere employed as teacher VIRGINIA M. MEANS, J. WILLIAM MOORE, change agents. In a multiple baseline design the students' disruptive Sucknell University, behavior was modified without the teacher's and ELLEN D. GAGNE, University ofWisconsin knowledge. The teacher's reactions toward the studentswas monitored on several dimensions In a previous study adult expectancy including: teacher behavior, teachingattitude. toward students, and the was found to interact with quality of teacher verbal statements. Results present feedback and past conditioning variablesin overachieving indicate student behavior students, The present study_ change had a profound influenceon the teacher's behavior. Implica- was designed to extend the finding of an tions are that students possess interaction to a classroom setting usingundarachievers. A significant potent reinforcing properties for teachers and that students should be trainedto be effective students. interaction between Expectancy and Feedbackwas obtained with the low expectancy-positive feedbackgroup performing at the highest level of all groups. Since a neutral statementgroup showed no performance Who Is the -Experienced" Teacher? increase it can be concluded that general teacher attention does not MYRON H. DEMBO, University of account for the interaction obtained. The results Southern California, and suggest an interpreta- LUTHER JENNINGS, Occidental r.ollege tion in terms of the reinforcing value ofadult approval under various expectancy conditions. The purpose of this studywas to determine the degree and type of differences in teaching competently betweena group of experienced The Effects of Conditioning ExpectancyStatements to Success teachers and college students withno formal training in education on and Failure Outcomes the following dimensions: abilityto effect achievement gainsin Mini-lessons. teaching methods, abilityto solve simulated teaching SUSAN S. BIDDLE, J. WILLIAM MOORE,VV. BARRY BIDDLE, Bucknell University problems, attitudes toward education,and knowledge in professional education and general academic achievement.No significant differences A previous study on the effects of were found between the groups in their abilityto effect achievement teacher expectancy on pupil gains. Differences were found between performance found an interaction of the two groups in their attitudes expectancy with present feedback toward educationand knowledgeofprofessional and past history of success. The resultswere explained in terms of a education. discriminative cue function for Implications are discussed for competency-basedteacher education expectancy statements. To validate the programs.

40 Conceptual Systems and Educational Environment: was 'observed, quantified, and the resultant data were subjected to Relationships between Teacher Conceptual Systems, multivariateandnonparametricanalyses.Resultsindicatedthat Student Conceptual Systems, and Classroom observational techniques used in this study had sufficient discriminative Environment as Perceived by Fifth- and Sixth-Grade strength to serve as a sensitive measure of the dependent variable and Students that instructional pace affects some aspects of "student attentiveness." MARK PHILLIPS, University of California/Santa Barbara, and ROBERT L. SINCLAIR, University of Massachusetts! 14.01 THE MEASUREMENT OF CHANGE IN PERSONALITY Amherst CHARACTERISTICS AS EDUCATIONAL OUTCOMES (H, SYMPOSIUM) This study found significant relationships between teacher concep- tual systems, student conceptual systems, and student perceptions of'JAMES L., CARPENTER, Chicago Public Schools, Organizer the classroom educational environment in selected elementary schools. Additionally, an overview of the f indings led to the tentative conclusion Personality characteristics have been defined and measured in the that the match or mismatch of student and teacher is more significant socialsciences Withvarying degrees of success, The precision of in determining student perceptions of the environment than isthe definition and the possibilities for valid, reliable, and efficient measure- teacher conceptual system per se, The study suggests that educators ment of personality characteristics in educational research and evaluaz invested with responsibility for training teachers and administratorslion will be the subjects of this seminar. Although surveys are often should devote far more attention to classroorn environment and to the clasidied as affective domain instruments and are an important part of matching of teacher-student conceptual systems. educational evaluations, in that a distinction may be made between (1) a person's attitudes about things external to himself, and (2) character- istics of his personality, this seminar will be concerned primarily with An Investigation of Relationships among Instructional Mode, the latter. Teacher Needs and Students' Personalities Because scholars in education have often been limited to measure- JOSEPH P. CARBONARI, University of Houston ment of personality characteristics based on self-report, the subset of personality measurements labeled "self-concept" has frequently been Hypotheses that student personality, teacher needs and instructional used, The measurement of self-concept will receive some particular modes are related were tested and supported: Five elementary schools,attention. The methods used to measure personality characteristics and 60 teachers and 150 fourth-grade students participated in this study.the uses to which the data may be put require ethical and legal Three instruments, Organizational Climate Description Questionnaire, consideration beyond that which may be necessary in cognitive skills, Edwards Personal Preference Schedule, and the Children's Personality and these will be explored. Experiences with the use of personality Questionnaire, were used to assess instructional mode, teacher needs measurements in evaluation programs in two large city school systems and student personality. Multiple discriminant techniques were used to will be shared, analyze the data. The magnitude of the relationships supported the Bertram B. Masia, Case-Western Reserve, will present "Contributions hypotheses tested and gave rise to the hypothesis that instructionalfrom Behavioral Sciences ofMk.-a:ures of Change in Non -Cognitive mode influences student personalities through the interaction of the Characteristics." He willgive an overview of the possibilitiesfor mode and teacher needs. measurement in this field, and will set the stage for the presentations and discussions which follow. Effects of Preparation Time on Vagueness in Self- Prompted Anthony and Louise Soares, University of Bridgeport, will present _Lecturing "Tests of Self-Concept as Measures of Personality Change,- They will JEROME ULMAN,Southern Illinois University, and speak on the theoretical bases and the validity of tests of self-concept, JACK H. HILLER,Southvvest Regional Laboratory for relationships to other variables such as social class, and measures that Educational Research and Development can be used in public schools. "LegalandEthicalConstraintsontheUseofMeasuresof In a previous experiment (Hiller,1971), manipulation of the amount Personality Characteristics" is the topic of Edward Wynne, University and quality of information provided lecturers was found to affect the of Illinois. Consideration will be given to methods which may be used proportion of vagueness terms in their lectures. A manipulation of without infringing on the rights of the individual or his family, the preparation time provided immediately before subjects lectured on appropriateness of sampling, consent which must be secured, the topics designated by the E failedto produce a difference inthe confidential nature of data secured, and the extent to which findings may be used in formative and summative evaluation. vaguenessproportions. This experiment was designed to testthe hypothesis that extent of preparation affects level of vagueness. Two "Tests That Measure Self-Concept and Experiences With Measures groups, of subjects were provided either five minutes or 11 minutes time of Self-Concept in the Chicago Schools" will be the topic discussed by to prepare lecture notes. Preparation time, number of note words, and a Roseann Cyrier, Chicago Public Schools. "Tests That Measure Sell- test of topic knowledge all yielded highly significant correlations with COncept"isalsothe title of aloose-leaf book thatiscontinually vagueness. updated as the result of an on-going survey of measures of self-concept. This search has resulted in the use of a test of self-concept, the results Effect of Instructional Pace on Student Attentiveness of which will be presented, Larry Barber, Chairman of the Louisville Public Schools' Depart- ROBERT P.ROBE, Southwest Regional Laboratory Educational ment of -Research and Evaluation, will speak on "E xperiencesin Research and Development, and TIMOTHY J. PETTIBONE, Louisville Public Schools with Measuring Personality Change in Educa- New Mexico State University tional Programs." In the Louisville Schools, Dr. Barber has used, among other measures, the Elementary School Personnel Questionnaire, the An observational study employing the Student Classroom Behavior Children's SchoolPersonnelQuestionnaire, and the High School Checklist (developed by the researcher) was conducted to .examine Personnel Questionnaire. objectively the effect of instructional pace on "student attentiveness." Most statements ofeducational goals stress both affective and Student behavior was video taped while lectures were presented in slow, cognitive goals. Even in programs aimed solely at achieving cognitive moderate, and fast instructional paces. Video taped student behavior goals, considerationsin the affective domain offer constraints, and

41 often educational programs are aimed at bringing about affective Development of a Piagetian-Based Written Tes domain changes, either as end products or as necessary preconditions A Criterion Referenced Approach for changes in cognitive skills. The educational evaluator is,therefore, becoming increasingly aware of the need formeasurementin the WILLIAM M. GRAY, University of Dayton affective domain. An attempt was made to develop and validatea Piagetian-based written test with successful use of the logic of specificPiagetian tasks 14.02 MEASUREMENT:CRITERION-REFERENCED (0) defined as the criterion. Ninety-six randomly selected nineto sixteen- year -olds, stratified by age, were individually presented the Piagetian An Index ofParallelForms of Criterion ReferencedTests tasks of pendulum, balance, and combinations, andgroup administered as aFunction of the Distributionof Test Scores a 36-item logically equivalent written test. Results indicatedthat a Piagetian-based written test was successfully constructed. LINDA K. JUNKER and DEBORAH M. STEWART, Discussion focused on future lines of research and the possible Wisconsin Research and Development Center uses of such a test. for Cognitive Learning

An iterative procedure (adapted from Gulliksen. 1950) for dividing 14.03 COMPUTERSIMULATION OF CLIENT BEHAVIOR (E) a test into parallel split-halves is validated for criterion referencedtests. The described technique is based on the applicationof statistics from Client 1: A Computer Program Which Simulates ClientBehavior in an Initial Interview an initialadministrationofitems.Validationiscarriedout by administering both forms to another group of students.A decision of THOMAS J. HUMMEL, WARREN F. SCHAFFER, CAROLEC. mastery or nonmastery is made for each student on both new forms. WIDICK. and JAMES W. LICHTENBERG, Universityof The coefficient of agreement in the mastery decision iscomputed for Minnesota criterion levels of 80, 85 and 90%. The discussion relatesthe resulting index to the distribution of test scores. The objective of this research wasto create a general computer program which simulatesclientbehaviorinaninitialcounseling AnApplication ofCriterion Referenced Testing interview. Through interaction with the counselor,a programmed client WALT KNIPE, Grand Forks (N.D.) School District: progresses toward the goal of verbalizing a specific problemstatement. ,JWARD KRAHMER, Resource Information Center, Client movement is a function of the simulated variables:threat value Grand Forks, North Dakota of counselor and client statements, strength of the relationship,and an index of counselor competence. The simulationproject is valuable as a Criterion referenced testing has received considerabletheoreticel, means of training and evaluation in counselor education and in studying but only limited practical, application. Grand Forks School Districthas counselor cognitive processes. It also providesan opportunity to test developed mathematics criterion referencedtests for grades three to the sufficiency of an explicit set of theoretical constructs forexplaining nine, The tests are keyed to a hierarchical set of approximately 50 client behavior. performance objectives and 40 individualizedcontracts per grade level. These tests were administered on a pre-post basisduring 1971-72. This study was designed to consider the following threeconcerns; (1) 14.04 MODELS AND PROGRAMS FOREVALUATION OF adoption experiences when using criterion referencedtesting,(2) INDIVIDUAL INSTRUCTION (H) research conclusions as a byproduct of this testing, and (3)attitudes of classroom teachers to this method as comparedto nationally formed A Formative Evaluation of Individualized Science, An tests, Data for the second concern indicate differentorders and grade Innovative Instructional System levels at which students learn specific skills in various schools. WILLIAM E. LOUE III, KATHLEEN 3. EWELL,and JOANNE B. STOLTE, Research for Better Schools Item Selected for Criterion Referenced Tests GLENN E. ROUDABUSH, CTB/McGraw-Hill A study is being conducted to evaluate and revisean innovative science program which was field tested in threeschools representative of urban, rural, and suburban populations. The objectives The desirable characteristics of criterion referencedtest items and of the study are to assess the program's actual performance of its stated objectives sets of items are described. ft two-stage item tryout and itemselection and to inform the program developerofinherent strengths and procedure are also described. The paper presents the results of usingthe weaknesses. A phase of the evaluation design is the examinationof the procedure as compared with traditional item selectionprocedures used Placement Tests. These were administeredon a in selecting items for norm referenced tests. Itwas found that the items prepost basis for analysis. Results to date have been utilized in selected from the same item pool by thetwo proCedures differ program revision and have provided evidence to support the need for formative markedly. A rationale for these differences is presentedand recommen- evaluation of innovative instructional 'systems, dations for appropriate uses of the two kinds of instrumentsare given.

PIC: A ProcessModel for IndividualizationofCurricula A Generalizability Theory Approach to CriterionReferenced Tests DORIS T. COIN, University of Pittsburgh

M, I. CHAS. E. VVOODSON, University of California An individualized process curriculum design and developmentmodel being used to develop extra-mural self-instructional The concept of average proportion of agreement courses at the over facets (times, University of Pittsburgh is described. The model emphasizes persons, items) is proposed to evaluate items and curriculum tests with dicotomous analysis skills, making it particularly suited to complex outcomes. Agreement over lacets !elm to the subjects, It is an some outcome, e.g., pass individualized structured-curriculum model incorporating or fail. The average proportion of agreement over,tImes within four addi- persons tional components: (11 content analysis procedures based is proposed as an index for selecting items. on structure of the discipline to focus on process; (2) samplingof all skill levels to

42 build independent learning capabilities; (3) procedures for systematic traditional educational institutions and, in a rather revolutionary way, application of research-based instructional strategies to instructional addresses the needs of a changing society. The computer plays a central design; and (4) procedures for incorporating independent inquiry into a role in the revolution. Leonard's "learning dome" stresses computer structured Model for instruction. potentialasameans of enabling children to main new kinds of intellectual experiences in a totally individualized, adaptive lean-line Individualizing Instruction: Do Aides Make a Difleren system. Levien's Jour-stage evolutionary framework, while less exciting, SABINA R. COHEN, Stanford University probably reflects more realistically some near-term goals. The education system seems to be on the brink of reaching his proposed first stage, The degree of individualization inclasses with and without paid widespread, supplementary use of the computer. teacher aides was studied. Pacing, grouping, and materials diversity were Given the needs and the goals of the visionaries, the question to be selected as dimensions of individualization to be investigated in four discussed in this symposium is; How might we get there from here? schools with aides and four schools without aides. Observers recorded Luskin and Anastasio have amply documented the hurdles to be thelevelofinstructional diversity and group sizes at the start of surmounted. Projections for acceptance of the computer in education three-minute observations on randomly selected students in 16 class- are pessimistically placed by Luskin at about 1957. The Bell Canada rooms. Findings indicated a significantly greater diversity of pacing and Report (1971) is somewhat more optimistic, but the hope of attaining materials and smaller group sizes in classes with paid aides. The study even the evolutionary goals of Levien will require extensive coordinated indicates that paid aides help teachers to individualize instruction. ef forts on a national scale. Itisclearthat there has been an accelerationinactivity on Assessing Student Performance educational uses of the computer. There are literally thousands of individual development efforts and numerous organizations involved in THOMAS J. QUIRK, Educational Testing Service some type of dissemination activity. In all this activity the one major conclusion is that itis limited to operation on a local, state or regional A method of computing a student development index (SDI) tolevel. While this mode of operations was essential during early growth indicate the progress of students at a given grade level within a school is ofeducationaluses ofthe computer, educational cdmputing has described, This index considers where the students are now as well as reached the stage where broader, more coherent national programs can where they were at an earlierpointintime, and represents a provide more effectiveand efficient growth. longitudinal measure of student performance. By studying the relation- If the use of the computer in instruction is to go beyond isolated ship between 5DIs, staff characteristics, program characteristics, schoolexamples of "the possible," a coordinated national effort with the policies and practices, and materials and facilities, one can developsupport of an informed public is essential. A number of strategies for hypotheses aboutvariablesthatseemto be relatedto student such national effort have been advanced by leaders in education and development so that these variables can be included in a plan for curriculum development. corrective action by the schools- Arthur Luehrmann, of Dartmouth College, will discuss the need for discipline-based centers for development and dissemination of innova- tivecurricula,Dr. Luehrmann ispresentlyDirectorofProject COMPUTE, which is providing support to authors of computer%oriented MOB IMPROVING EDUCATION THROUGH THE USE OF curricular materials in the field of environmental sciences. COMPUTERS: STRATEGIES FOR NATIONAL CHANGE Harold Mitzel, of Pennsylvania State University, will discuss the (R, SYMPOSIUM) needfornationalcurriculUm developmentcenters which would ROBERT J. SEIDEL, HumRFID, Organizer produce comprehensive materials and delivery systems to satisfy the needs of particular school environments. Joseph Dank, Director of the The purpose of the symposiums is to highlight development and North Carolina Educational Computing Service (NEEDS), will discuss disseminationstrategiesforfurtheringtheuseof computersin the need for a national organization to facilitate exchange of computer curricula. In particular, consideration will be given to those features programs and software for educational purposes. Dr, Dank has evolved which might contribute to viable national models. a unique user-oriented strategy for disseminating computer oriented The need for the computer and other technological innovations in curricularmaterialstothe 42 colleges and universities served by education has been documented in recent years by various prestigious NCECS. panels and Presidential Commissions (e.g., the McMurrin Report, 1970; Robert Seidel, Director of the Educational Technology Program at Proceedings of the Rand Conference, 1971; The Higher Education the Human Resources Research Organization, will present a framework Report, Carnegie Commission, 1972). The opinion of the McMurrin for considering 'alternative strategies on a national basis. Dr, Seidel is Commission can be summed up as an assertion that the state of principal investigator for a "Study of National Strategies for Developing American education is impeded, unresponsive and outmoded as a means and Disseminating Computer Oriented Curricular Materials." of answering the educational needs of today (1970, pp. 141-15). This Roger Levies, of the RAND Corporation, will discuss and critique assessment was recently echoedinThe Fourth Revolution (The the strategies presented. Dr. Levien has been-a leader in the planning Carnegie Commission on Higher Education, 1972). commission for the National Institutes of Education,

-The most obvious of these problems is the ever-expanding dimension ofhigher educationthe opening of educational opportunity to greater numbers of students; the lengthening list 14.07 DOING HISTORY: SOME NOTES TOWARD A of subjects to be taught; the growing variety of student interests PEDAGOGY IF) and objectives to be served; the increasing societal demands I:2 be satisfied; and the incessantinlargement oftheintellecttl Doing History: Some !Votes toward a Pedagogy domain. Something else is needed, and the new technology is STEPHEN NISSENBAUM, University of Massachusetts part of it." (p. This sessionillustrates the uses of historical documents in the There have been many visions to match or go beyond these stated examination of 18th and 19th century social structures. Professor needs.Illych's learning web concept foretells the disintegration of Nissenbaum possesses documents pertaining to witchcraft in18th

43 century Salem and the plight of Lizzy Borden in latter day FallRiver, identified by the Level 2 evaluation, and helping in correction Massachusetts, The discussion will cover the attitude of of such youth in these problems. The three sources for this evaluation informationwill be different New England towns and other implied social,arrangements. students, faculty members, and administrators, The session attempts to use documents, not All three will have as illustrations of historical inputs into each level of the evaluation matrix. problems, but as historical phenomena, The, evaluation plan, as described, would not be tiedto end-of course use only While Level 1 evaluation by students should bedone near the end of a course, Level 2 and Level 3 evaluation activities 14.08 YOUTH MOVEMENTS IN COMPARATIVE PERSPECTIVE (F) involving both students and faculty colleaguescould be conducted during the on-going process of instruction. Under this The American Youth Movement: Ideal and Reality, 18901945 plan the more diagnostic, searching, and specific levels of evaluationcan be carried on TAMARA HARAVEN, Clark University at times when they may be most beneficial: Any evaluationsystem which does not include an adjunct service thatcan effectively assist The paper discusses the ideological and culturalorigins of the faculty members in the analysis and improvementof their teaching American youth movement in the 1930's, by analyzing the relationship performance is an incomplete and possibly unethical system. between the "discovery" of adolescence at the end of the 19thcentury, In the more specific papers which are to follow thisoverview, the and the subsequent emergence of a youth culture: Adiscussion of the major cells of the matrix will be detailedmore fully, and specific social and political behavior of American youthorganizations explores examples of data to be collected and techniques for suchcollection will the relationship between ideals and realityin the emergence of a be given. Gerald Gillmore ofthe UniversityofIllinois, Urbana- distinct identity of youth and its recognition by society. Champaign, will discuss "Evaluation by Students for University-Wide Comparative Purposes," The importantfeatures ofthislevelof Conformity and Rebellion: Contrasting Styles of English evaluation will be developed, and data presented indicatingthat a very and German Youth, 1900.1933 short questionnaire which is valid, reliable, and general enoughto be JOHN GILLIS, Rutgers University applicable to all courses can be developed,- Thisinstrument would provide reliable ncirmed data about both the instructorand the content Youth movements appeared simultaneously in variousEuropean of a Course, mainly for use by campus-level administrators,but also as a countries at the beginning of the 20thcentury, Comparison of the help to students selecting courses and instructors. EnglishBoy Scouts andthevariouselementsof Lawrence the German Aleamoriof theUniversityofIllinois,Urbana- Jugendbewegung inthe period 1900.1930 shows that both were Champaign,,will represent "Evaluation by Studentsto Identify General reflectionsofadult attempts to extend middle-class socialization Instructional Problems." His paper will outline thedevelopment of sets processes to lower social strata as a means of control. The very different of questions aimed at gathering student informationon various teaching `forms which the two movements took were a reflection of theand course attributes for Level 2use. Statistical evidence of the contrasting middle.class experience of adolescence in thetwo countries, reliability of resulting instruments will bepresented and, because the Study of these two movements demonstrates the fallacy of attempting choice of attributes to be probedcan be made tofitthe specific to deal with so-called youth movements apart from adultpolitical and instructional situation, face validity should be high, social structures Barak Rosenshine of the University ofIllinois, Urbana-Champaign, will present"Faculty and AdministrativeInputstoInstructional Evaluation." This paper concentrates on inputsat Level 2, which would 14.09 A PLAN FOR THE COMPREHENSIVE EVALUATION OF be used primarily by department chairmenand individual instructors, COLLEGE TEACHING (C, SYMPOSIUM} Faculty input could include periodic colleaguereview of course H. RICHARD SMOCK, University of Illinois,Urbana- content, including the analysis of examinations,assignments given, Champaign, Organizer grading of papers' and helpfulness ofcomments, and stated course objectives. Administrative input could consistof comments by depart. Because of the increasing press to provide objective informationfor Mental and college adrninistrators related both to the competence that the the reward and the improvement of college teaching,itis instructor displays concerning administrative important to examine the issue from a variety of aspects of instruction, perspectives, involving including committee work directly relatedto teaching improvement, a number.of inputs that together comprise a comprehensive and feasible time spent devising new courses and revisingold ones, and reliability in instructional evaluation plan. Thepurpose here is to describe a 3 X 3 performing his teaching duties, matrix of inputs which could be used, andto present techniques for Keith Wharton of the University of Minnesota willpresent "Analyz. -information collection appropriate to each cell in thematrix. Issues ing and Improving Instructional Practices." such as the validity and reliability of informationagathering Methods of getting specific instruments feedback data from students and colleagues, will be developed and discussed, as will be and of providing assistance issues germane to the toimprove instruction willbe examined. Such data are usually analysis and improvement of specific instructional problems. collectedto clarify and explicate problems identified by Level 2 An overview carrying the same title as that ofthe sympoSiuM, evaluation. Student input to Level 3 evaluationmay take several forms. authored by Richard Smock and Terry Crooks ofthe University of For instance,iflectures were reviewed negatively atLevel 2, an Illinois,Urbana-Champaign, willbe presented by Terry Crooks. open.ended questionnaire about the lectures Functions which the evaluation of instruction, could be developed and should serve will be used. Alternatively, the faculty member could analyzed and described. In order to fulfill each of these engage in discussions functions, a 3 X withhisstudents concerningirnprov.iment of the lectures. The 3 evaluation matrix incorporating three distinct "levels"of evaluation important contributions to Level 3 evaluationwhich colleagues and activity and three sources of evaluation informationwill be proposed. evaluation specialists can make will be examinedin the course of the Level 1 data will be summary dataforuse in campus-wide Paper. camparisons. Level 2 data will be less general, and more pointed to The measurement of specific attributes specificteachingattributes and classroom of teaching has been probed activities common to a number of years, with encouraging results, and the particular teachingunits.Itwill be used for comparative purposes time has come to apply the knowledge gained in an overall plan thatcan contribute to within teaching units, but, more importantly, it willserve to identify the improvement of decision-makingattheuniversitylevel. The Problem areas in instruction and courses. Level 3 datawill be very importance of information thatcan assistin making decisions at specific feedback data aimed at pinpointingreasons for problems university, college; and departmental levels about facultysalaries and promotion is evident in much of the literature today. Evaluations which A Comparative Evaluation of an E xperimental Program for assistin identifying factors in a course that might need improvement, Preparation of School Principals in Terms of Placement and those thatcan provide diagnostic, analytic information about Acceptability specific problems for use in the process of course development and FRED A. SNYDER and LELAND D. MELVIN, Indiana State instructor improvement, are also receiving increased emphasis. The University pressforobjectiveinformation toassiststudentsincourse and instructor selection has a long history. It is both important and timely The study focuses upon preparation programs of graduate students that we plan a comprehensive system of evaluation which is feasible in who aspire to become school principals. The design of the study is terms of cost (both monetary and human) and profitable in terms of experimental with differing curriculum patterns for the principalship maximizing the educational impact of instruction. being the independent variable and potential placement of candidates the dependent variable. The method employed is unique inasmuch as controlled simulated interviews were utilized as a perceptual base for datacollection.Schoolofficials swingvideo recordingofthe 14.10 INNOVATION: IMPLEMENTATION AND EVALUATION (B) simulatedinterviewsindicatedtheirperceptionsofmatched pair candidates seeking principal positions and who had differing curricular Effectiveness of 4C Manpower Training Program for experiences. The method employed in the study could be adapted for Entry Participants sirnular purposes in other settings.

MARY ANN O'CONNELL, West Chester State College, and RUSSELL A. DUSEWICZ, Pennsylvania Department of Education 14.11 PROBLEM-SOLVING (C)

As part of the overall Pennsylvania 4.0 Manpower Training Program, Fluency and Originality as a Function of Group Size a course for Entry Level participants was developed. This course was designed to prepare individuals, with no prior experience, for eventual STEVEN V. OWEN, JOSEPH S. RENZULLI, and CAROLYN M. employment in the child care services field. A total of 35 participants CALLAHAN, University of Connecticut were enrolled in the initial two program years. Pre- and post-test data for both years, on a scale designed to measure basic knowledge of Although group creative productivity generally surpasses individual concepts and terminology in child development, yielded statistically productivity, there is little evidence pointing to an optimal group size. significant gains for each program year. This study investigated differencesinfluency and originality as a function of group size. Ss who were assigned randomly to groups of three, six, or 12 engaged in four problem solving tasks. Comparisons of An Interactive Network for the Introduction of Innovations group fluency and originality were done with one-way ANOVA's. in Education: Organization, Operation, and Impact Resultsindicatedthatas group sizeincreased, total fluency and HAROLD HARTY, JAMES M, MAHAN, Indiana University, originalityincreased: however,itwas also found thatthe mean and RAYMOND J. HANNAPEL, National Science Foundation contribution per person is inversely related to group size. Implications of this paradox are discussed. The concept, organization, and operation of an interactive network for curriculum change is described and data concerning the impact of Study of Kindergarten Pupils' Use of Logic in Problem Solving this collaborative activity upon instructional practice in public schools through SAPA andcollegesispresented. Specifically,the paper focuses on the MARY N. AYE RS and JERRY B. AYERS, following questions: (1) what were the characteristics of a prototype Tennessee Technological University modelforharnessingtheinnovative energies ofindividuals and institutions (public schools, state departments of education, colleges, This study was designed to: (1) to examine kindergarten (five-year- federal agencies); (2) how were participants prepared to serve in the old) pupils' ability to use logic in problem solving, and (2) to determine networks; (3) in what activities did participants engage; and (4) what the effects of Science: A Process Approach (SAPA) on logical thinking. was the network's impact on instructional practice (including pupil A sample of 40 children with 20 in each of two groups was used. One performance) in participating public schools and colleges? .group was given SAPA as part of thecurriculum, while the second group was not exposed to this program. Results obtained through use Assessment of Selected Innovative Educational Practices by of basic Piaget tasks indicated the rate of attainment of the conserva- Professional Educators tion skills is affected by the experience provided by SAPA. LAMAR MOODY, NEIL 0, AMOS, Mississippi State University The Effect of Immediate Environment on Children's Tendency 0 Reflect While Solving Problems Elementary,middle, andhighschoolteachers and principals indicatedtheir amount of agreement or disagreementastothe THOMAS M. EDWARDS, Boston University, and educational effectiveness of the innovative practices of nongiadedness, -AUDREY T. EDWARDS, Newtonville, Mass. team teaching, flexible scheduling, individualized instruction, and open. space classrooms, Significantly higher mean scores were obtained by Using the Matching Familiar Figures (MFF) test and other measures, elementary and middle school teachers experienced withthe,innova- Jerome Kagan has related the child's failure to solve complex problems tions than those inexperienced on all practices except individualized to his impulsiveness rather than to his IQ. Impulsive children respond instruction. Significantly higher scores were obtained by experienced too quickly and make errors. In the present study, urban sixth-graders high school teachers than by inexperienced teachers on team teaching, were found to be far more impulsive under Kagan's dialogue condition flexible scheduling, and behavioral objectives. Experienced teachers and than under any of four written test conditions. Likewise, suburban experienced principals did not differ significantly on any innovation. first-, third- and fit thlraders were far more impulsive under dialogue Significant differences were determined by t-tests. than under group written conditions. Adult-student dialogue serves to

45 discouragechildrenfromprocessinginformation sufficiently and investigation of adolescent thinking, was administered to 60 14-year- therefore from solving complex problems, older:. A non-linear hierarchy in which certain of the binary proposi- bons were necessary, but not sufficient prerequisites for mastery of other propositions, was identified. 14.13 SELECTED RESEARCH REPORTS (p)

Aligning Components of Intelligence and Learning 14.14 INSTRUMENT DEVELOPMENTS FOR INPUT Performance: A Proposed Rationale for Educational AND OUTPUT ASSESSMENT (H) Intervention GISELA V. LABOUViE. WAYNE R. FROHRING,and Validating a Goal Priority Instrument PAUL B. BALTES, West Virginia University; ERNEST R. HOUSE, University of Illinois L. R. GOULET, University of Illinois at Urbana-Champaign

A statewide goal priority instrument was validated. Public hearings The relationship between trial-to-trial changes infre,-,recall and eight intelligence and memory abilities was investigated in a sample of were held, the results summarized by citizens, and an instrument constructed on this summary. The instrument design was that of Stake 72collegestudents.Despiteidenticalacquisitioncurvesunder immediate and delayed recall, differences between the two groups in and Gooier, which suggests important variations in respondent publics, correlational pattern between recall performance and abilities were the scales employed, and the specificity of the staterner,.s. These striking. Under delayed recall, intelligence variables predicted recall variationswereconfirmed. A diverse group of respondents was performance best, particularly inlate trials: Memory variables were interviewed. The validity of the instrument was deemed to be high most predictive under immediate recall, especially' in early trials. These except that it did not detect an underlying dissatisfaction. Technical results point to the need of aligning components of abilities and and substantive results ofthe field test are discussed. Cautionis learning performance as a rationale for the modification of intellectual Suggested in gathering data from the general public. competence. Methodology Development for Advocate Team A Technique for Studying Presentation Variables Use for Input Evaluation in Mathematics Text DIANE L. REINHARD, Ohio State University ALAN W. HOLZ and ROBERT B. KANE, Evaluation Center Purdue University rilethdology for input evaluation, as defined by Daniel L. Stuf fle- : A technique for studying presentation variables in mathematics text beam: is relatively nonexistent. Advocate teams have recently become a was developed and investigated. The developed technique consisted of a popular means of generating and assessing alternative strategies for a set two dimensional category system for classifying messages in mathe- of objectives. This study was undertaken to develop and evaluate methodology for advocate team use in input evaluation. Steps taken matics text, procedures for applying these categories to codemessages in text passages, and a system for analyzing passages in terms of the included conducting a series of four case studies where advocateteams coded messages. The validity of the technique was investigated in both wereused,developmentofa conceptualization and exemplary descriptive and statistical manners. Within- and between-rater reliability operationized procedures for advocate team use, and an evaluation of estimates were determined for three groups of raters. The results the proposed methodology through written critiques and empirical indicate that the technique has potential for becomingan effective application; The methodology was revised, based on the evaluation means of studying presentation variables in mathematics text. results.

Estimating Latent Ability under the Logistic .Model for Ordered A Compilation of Preschool Children's Categories: An Investigation of Bias and Information Gain Word Frequency Counts MURRAY A. NEWMAN,SWRL DONALD KOLAKOVVSKI, University of Connecticut BRUCE E: BAILEY, University of Texas at Austin

A Fortran IV Program has been developed for the conditional A rank-ordered listing of the 1,000 most frequently used words is maximum likelihood estimation of the parameters of the logistic model presented. The percentage and cumulative percentage of I/language' for ordered response categories. The bias of the estimation procedure in production accounted for by individual words and groups of words are the recovery of a true score distribution is investigated, and resultson given. The data are based on eight preschool word frequency counts information gain are presented for dichotomous and multiple scoring of rangingindateofappearance from 1928 to 1971. One of the the same test items. The relative merits of the present formulationand advantages of this list is that it yields a more reliable frequency scaling several other psychometric models are also discussed. based on a total number of almost two million words. At the same time, the data are presentedinsuch a way that source studies An Ordering-Theoretic Analysis of a considered not suitable for a particular use may be omitted. Propositional Logic Game PETER W. AIRASIAN, Boston College; System for Objectives-Based EvaluationReading WILLIAM M. BART, University of Minnesota; (SOBE.F: Its Utility for Program Evaluation and BETTY JANE GREANEY, Boston College Instructional Management JUDY C. BORGERDING and RODNEY .W. SKAGER, Iniris study, an Ordering-theoretic method to determineitem UCLA hierarchies was applied to a propositional logic game. The data analytic Methodology, ordering theory,is a Boolean algebraic measurement The use of SOBER as a stratagem for program evaluation and model. A game of propositional logic, incorporating the 16 binary instructionalmanagementisprosposed. A totalof six decision propositions of -'rs' and 'q' used by Piaget and I nhelder (1958) in their categories crucial to instructional management and program evaluation

46 are explored. These are: instructional program evaluation, resourceformed, Directors were asked to provide organizational information and allocation, educational accountability, instruct ional management, curric- to rank 11 general bureau functions in priority. Principal component ular planning, and selection and guidance. The System's flexibility for analysts yielded five organizational and five functional dimensions. At treating with the range of problems frequently encountered in the sixleast 70% of the directors reported that their bureaus performed 11 decTiln categoriesisdemonstrated throughtheuseofconcrete specifiedii.- actionstonging fromtestconstructiontoenrollment examples. As a prototypic object ives.based evaluation system, SOBE-Rstudies. Structural analysis showed that the number of levels in the is capable of generating information and providing answers net always bureaus ranged from eight to one The directors assigcatri the highest obtainable through the use of other types of management systems. priorities to instructional and administrative research and the lowest to writing proposals and negotiating with funding agencies. The Development and Evaluation of a System for the Design of Instructional Plans and Resource Allocation Establishing and Maintaining the Instructional REESE PARKER, Florida State University Support of Inner-City Parents

A unitleveldesign component, based on Gagne's domains of FRED C. NIEDERMEYER and CONNIE GIGUERE,SVVRL learning, was developed and subjected to three formative evaluation sessions wherein teachers applieditto their own objectives. Their Various strategies were developed for We by inner-city schools in products and feedback were analyzedto determine whether the recruiting and training parents to administer instructional exercises at component met the goals of (1) identifying appropriate instruction for home in support of a school-based kindergarten reading curriculum, systematic sequencesofobjectives, and(2)delineating alternate Options included training parents in the home as well as at school. Four resource patternsfor that instruction. The following results were inner-city schools trained 61% of the parents from 10 classrooms, This obtained; Outputs produced meet component intrinsic criteria and are represented i) 22%' increase over previous studies, In order to maintain more specific, comprehensive, and defensible than outputs of teachers' subsequent parent participation, the effects of having parents sign and normal planning methods, with teachers perceiving that different and return materials used at home was investigated experimentally and was tosignificantly more effective use of resources would be abenefit of usingthe found increasethe numberoflessons reported component. completed at the end of the year.

Classroom by Classroom Analysis of the 15.01 RECOMMENDATIONS AND SYMPATHETIC SUGGESTIONSImpact of a Compensatory Education Program FOR FUTURE PRODUCT DEVELOPMENT EFFORTS IN FRED FORSTER and JAMES CARPENTER, TEACHER EDUCATION (H, EXPERIMENTAL) The Chicago Board of Education SUSAN S. KLEIN, Department of H.E.W., Organizer The objective of this study was to evaluate the impact of the Members of the recent National Center for Ethicational Research CO-PLUS project by organizing data to utilize the classroom as the and Development Specialist Panel on Instructional Personnel Develop- basic unit of analysis, The study employed classroom observations, a ment (more commonly known as teacher education) will present a variety of questionnaire responses from staff and pupils, achievement test scores, and related data. Questionnaire data were summarized using round table discussion on a set of topics, including: (1) the redundancV in developing products for teacher education, (2) distinctions between factor analysis and relationships between observations. Questionnaire depth and breadth of product development, (3) the evidence which is responses were identifiedusingmultiple regression and canonical correlation. The analysis indicated that significant relationships exist necessarytolabela teacher training product,(4)the need for a distinction between federallyfinanced development activities and between classroom behavior, staff and pupil attitudes, and achievement private publishing house activities in developing products for teacher test gains, and that the utilization of the classroom as the basic unit education, (5) the procedures which could be used in selecting products strengthens the analysis, to be developed and concommitant procedures for assessing successful development, (6) gaps which existin products needed for teacher Follow Through Evaluation in Philadelphia training programs, (7) the problem of articulation and relationships THOMAS McN AMA RA, School District of Philadelphia among teacher training programs, (8) the last ten years in developing teacher education products, (9) alternative strategies to implement the The regular malaise that manifests itself in the educational evalua- development of recommended teacher training products, (10) cost tion community regarding its methodology, its results,its identity, effectivenessoftrainingproducts,(11) exemplary developmental could well be caused by the difference between itsphilosophical practices inlabs and centers, and (12) barriers to diffusing these assumptions and those ofitsclients.Educational evaluationhas practices within and between labs and centers. inherited the positivist philosophical tradition through ties to American The discussion will focus upon general concerns and is designed to psychology. Its clients almost invariably hold the convictions of the provide ideas for labs, centers, and others involved in large-scale teacher philosophy of common sense, which is fundamentally opposed to training product development. positivism'sreductionof persons to "its, The moderate realist philosophical position is not reductionistic in this way. It is open to all methods ofscientificinvesitigation, both those approved and dis- 15.02 LARGE CITY EVALUATION EFFORTS (H) approved by the rigorous scientific tradition.

Organization and Function in Large City An Analysis of a Guaranteed Achievement Program Research Bureaus to Achieve Specific Educational Objectives, or CHARLES D. DZIUBAN and JOHN H. ARMSTRONG, Performance Contracting, Chicago Style Florida Technological University JAMES L CARPENTER, Chicago Pubiic Schools

The largest public schoOl research bureaus in the country were The components of an educational program, designed to ensure the studied with respect to organizational structures and functions per- attainment of specific objectives, are described. Program objectives meter-let] the introduction of a new individualized instructional system Affective and Cognitive Correlates of Classroom operating within the same constraints experienced by publicschool Achievement: Research for the Counselor staff, insurance that each child in theprogram would receive his fair ROBERT K, GABLE, ARTHUR D. ROBERTS, share ofinstruction, and insurance that children would bevalidly University of Connecticut measured on criterion and norm referenced tests. Theeffectiveness of the. program's components in attaining theseobjectives is discussed. Thisstudyexaminesthe Observations concerning the efficiency of performancecontracting as a relatiott5hos between Leenitive and Procedure for bringing about change also are presented. affective variables as predictors of classroom achievement.Final social studies grades were obtained and the OM tson.6 laserCritical- Thinking Appraisal, Cooperative English Test, JIM Scale, and Gable-Roberts Altitude Toward School Subjects measureswere administered to 431 15,03 THE SELF-CONCEPT AND AFFECTIVE 1 1 th-grade students. Correlational and multipleregression procedures EDUCATION (C) were employed. F,lificant relationships (P < .01) were found for both the cognitive arid aftective variables when correlatedwith course grades. Self-Concept Enhancement of Preschool Children Motivation toward education predicted grades nearlyas well as the cognitive variables. Empirical support for the counselor'sconsideration E. MICHELLE PARDEW, and RICHARD G. LANDRY, of affective variables In expla'ning students' The University of North Dakota classroom achievement is presented.

The major purpose of this study was to investigate the effectsof a Self-Concept Theory and Research: self-concept enhancement program on the self-concepts of four-year-old Implications for School Counselors children. Both the experiemental group (N.34) and thecontrol group (N.18) were pre- and post tested on the Thomas Self-ConceptValues DON E. HAMACHEK, Michigan State Universi Test (19 scales) and the Developmental Profile (6 scales).The control group displayed significant increases on three self-concept scales; the The primary objectives of this paperare to order, synthesize, and experimental group showed significant increases on fourteenscales. The integrate major research efforts and theoretical writingsof the past 30 experimental group was shown to have significantlymore changes in years which are relatedtoself .image growth, development, and self-concept scores than the control group. enhancement, and implications ofthis work for school counseling practices and programs. An intensive review oftheliteratureis supplemented by the author's previous A Multitrait-Multimethod Approach to The investigations and clinical experience. It is concluded that counselors Construct Validation of Self Acceptance can and should play leading roles in developing "failure reversal" programs forlow self-image youth LORETTA A_ SHEPARD, GENE V. GLASS, beset with emotional-social academic problems andhandicaps. Laboratory of Educational Research, University of Colorado 15.04 ADMINISTERING FEDERALEDUCATIONAL The semantic definition of self-acceptanceimplies a distinction from PROGRAMS (A, SYMPOSIUM) objective self-assessment. Acceptance of self shouldbe manifest in the affect associated with self-assessment. Self-acceptance DONALD K. SHARPES, U.S. Office of Education. should also be Organizer related to acceptance of others. Three constructs,self-acceptance (SA), self-assessment (SE), and acceptance of others (AD),were measured by each of seven methods, -including checklists, The principal objective of the symposium is to focus theattention of sentence completion, researchers on the problems end issues faced by federal, semantic differential, TAT and Cl sort. Subjectswere 137 high school state and local administrators in dealing_ with federal programs in education,partic- students and their parents, college students and olderadults. Corre- ularly teacher education, and on their administrativeroles. lations among tests were presented ina multitrait-multimethod matrix, An analysis of trends in organintional theory andpractice will aid The average correlation among measures of SAwas .54. The convergent in understanding conflicts in managing federalprojects. Some of the validitiesfor SE and AO were .41 and ,40, respectively. Thetwo elementsin the administrative role of suchmanagers include the self-constructs were well discriminated from AO. Theevidence for the problems in balancing intergovernmental andinterjurisdictional require-. discriminant validity of SA from SE was slight butwas corroborated by ments, the economics andpoliticsofeducational administration, their differential relationship to other variables. fi evaluation of projects managed at all levels, and theextent and scope of community participation, The Impact of Social Skill Training on the Don Davies willspeak on "Administering Federal Educational Affective Perceptions of Elementary School Children F'olicy.- Highlights of his discussion willcenter on planning for new education legislation, congressional and Office MARY ANN MacDOUGALL and of Management and Budget hearings and appropriation JEANNETTE A. BROWN, University of Virginia procedures,intergovernmental agency activities, and the coordination of relationshipswith profes- sional associators and with state and local officials. The study investigated the impact of systematic social skill training Carol McGary willdiscuss, in on the affectiveperceptions of his presentation, "Administering elementary school children. Two Federal` Programs in a State Agency, elementary school counselors interpreted the social those issues associated with skill training two coordinating the state's master plan with federally days per weekaver a seven month period. This intervention sponsored education was programs, the widening discrepancies betweenprogram and administra- observedto make asignificantlypositiveimpact on the social tive costs in the budget, and balancingstate, federal, and local financial acceptance among children. However, the increasedsocial acceptance and personnel resources. was accompanied by a significant decrease in the child's reported How does an administrator in a large metropolis self-perceptions. These apparently contradictory effectively cope findings may in fact with the on-going administration oflocal support the thesis that the more one learns about others, projects while seeking the less one is continuing federal support? Evelyn Carlson willing to attribute positive attitudes to one's self. will discuss these and related is' es in her presentation, "AdministeringFederal Programs in a

48 Big City." In her role as associate superintendent in Chicago, shewill validating such systems, This paper describes the characteristicsof describe problemsinimplementing federal guidelines, the role of Quality Assurance Systems and the proceduresrequired to develop community participants in educational decision-making, and the coordi- them for either new or existing instructionalprogiams. The develop- nation of programs funded by a variety of federal agencies. ment process includes an analysis of the instructionalprogram and Apart from an analysis of the particular rolemanagers of federal application of specific methods. programshave inadministeringfederaleducationalpolicy,this symposium will help to familiarize researchers and other educational An Evaluation Strategy for Instructional leaders with the special issues such managers face in implementingthe Product Development federal effort in education at federal, state, and school board level. ROBERT 1, BERG ER and Frank discussion of the advantages and disadvantages of categoricaland RALPH A. HANSON, SWRL blockgrantprograms,schoolboard decisionsregardingfederal programs, the influence of state plans and state legislative programs, willrevealthe impactof changeinthe performance of certain A number of strategies have been used andsuggested for use in evaluating the new educational programs and other. administrators of federal programs. An understanding of theinfluence's products being produced in research and development institutions. impinging on suchanadministrator,together witha deepening In many cases, the full impact of the use of these evaluation strategies perception of his distinct role in helping shape policyat different levels, on all persons and institutions in the educational community are not anticipated should encourage new research to the continuing developmentof by the user. This paper presents a highly operational evaluation educational administration training programs, and contributeto new strategy which theories of organizational dynamics. specifies the role of evaluation in educational productdevelopment. It considers the use of both formal and informal proceduresand the information they provide relative to the possibleconsequences for all concerned. 15.05 INSTRUCTIONAL SYSTEMS: EVALUATIVE. RESEARCH (H) An Example of the Application of the Assessment and Diagnostic Procedures of a Comprehensive A Conversational Access to Computerized Searches Accountability Plan of the ERIC System GARY L. MARCO, Educational Testing Service DAVID R, KNIE FE L, North Carolina State University The assessment and diagnostic procedures ofa comprehensive The National Center for Occupational Education INCOE),in accountability plan were applied to several elementaryschools from a 'cooperation with the North Carolina Science and Technologyand large midwestern state. Pretest and posttest WordKnowledge and Research Center (STRC), maintains the EducationalResources Infor- Reading scores from the Primary II MetropolitanAchievement Test mation Center (ERIC) files in computer accessible form, Thedevelop- administered in 1970-71 to third-graders were used. Thedata were ment of a conversational access to these files is described. Thesystem is used to compute Student Development Indices ISDIsl.The SDIs were relatedto not atrulyinteractive information retrieval system butone that school processvariables. Application of the diagnostic procedures resulted operates in a minimal (batch) cost environment. System utilizationis in the identification of the total andunique compared with a previous card reliant system. Cost comparisonsand a contributions of the process variables, individually and incombination. full description of the system and its interfaceare included. The implications of the assessment and diagnosis forcorrective action are discussed. A Management Model for Team Development of Self-Instructional Higher Educational Curricula on the StructuredCurriculum Model 15,06 THE APPLICATION OF A MODEL FOR THE JANE W. COHICK, University of Pittsburgh EVALUATION OF EDUCATIONAL PRODUCTS (1),SYMPOSIUM) BENJAMIN E. CARMICHAEL, The development of external studies programs in highereducation, -utilizing instructional design technology, is hypothesizedto require the Appalachia Educational Laboratory, Chairman interaction of faculty content experts and curriculumspecialists in a special type of development process. A model is proposedto include: A Model for the Evaluation of Educational Products. CharlesL. (1) delineation of individual roles, (2) specificationof the variables Bertram. Appalachia Educational Laboratory. A model forthe evalua- af fecting model implementation and team interaction,and (3) specifica- tion of educational products based on experience with thedevelopment tion of the steps involved in implementinga structured curriculum of three such products is described. Thepurpose of the evaluation model in the development of higher education packagedcourses. Model model is to indicate the flow of evaluation activityat products undergo utility and feasibility, as tested in the pilot developmentof external development. Evaluation is given Stufflebeam's definitionas the process studies courses at the University of Pittsburgh,are discussed. of delineating, obtaining, and providing useful informationfor judging decision alternatives, However, the examples given hereindicate that at Developing Quality Assurance Systems for Instructional least arevisionof existing evaluation modelsisneeded for the Programs evaluation of R & D products as they are developedand implemented, The model for evaluation includes three RALPH A. HANSON,SWRL stages: design and engineering, field testing, and operational testing: Thefirst stage begins with the identification of product goals, and is followed in orderby the writing Quality Assurance Systems provide simple, yet effective,empirically of structural and process specifications, distillationof criterion vari- based procedures and materials to satisfythe basic information- ables, and the searching out of operationalindicators of the variables. gathering and decision-making processes ofobjectives-based instruc- Both the Nod testing and operational testing stagesinclude collection tional programs. The development of these systems witha wide variety of base-linn data, a treatment, collection of treatmentdata, analysis and of programs and their use in a largenumber of school settings has synthesis, and feedback to appropriate recipients. Theappropriate indicated their value and applicability. At thesame time, generalizable recipientsduringfieldtesting are those responsiblefor product information has been obtained on the technologyof developing and development, and the primary recipients of evaluationinformation

49 resulting from operational testing are those responsiblefor product responsecurve, and maximum likelihood was employed diffusion. inthe estimation of the parameters. These analytical procedures The Evaluation of an Early Childhood Education Program. Brainard were applied to data concerned with the development of aggressive behaviorin W. Hines, Appalachia Educational Laboratory. The evaluationof AEL's children in grades one. two and three. The model was fitted Horne Oriented Preschool Education (HOPE) Program separately spanned a year for boys and girls and fit was obtained at the .05 levelin both of design and engineering and three years of field testingand program applications.Comparisonsoftheparameter estimatesleadto a development. During this time, both formative and summative evalua- meaningful characterization of the sex differences foundto be present. boo activities took place. These evaluation events took placeprior to the present model's construction, and contributedto the evaluation Analysis of Rank Data with Tied Values plan. Formative evaluation,intendedprimarilyforthe program (An Examination of the Rank Ordering of Eight development staff, was conducted by personnel within theprogram, Definitions of Integration by Graduating Seniors and consisted mainly of continuously gathered data on studentinterest in a Desegrated Northern School) and the effectiveness of specific techniques. Sommativeevaluation, intended for use by individuals in management, was conductedby a LEONARD A. MARASCUILO, University of separate evaluation team' over three one-year intervals and covered California, Berkeley; JAMES BAVERY, . program effectiveness measures as well as attitude surveys and cost Center for Research and Development in HigherEducation analysis surveys. The Application of the Evaluation Model to a RegionalEducational Techniques for extending Friedman's Analysis of Varianceon Ranks Agency. Erma! Stepp, Jr., Appalachia Educational Laboratory.A model to models in which tied observations are the rule andnot the exception for the evaluation of educational productsis being apolied in the are described. The presentation is based on data generatedon about 900 highschool evaluation of the Educational Cooperative Development Programof the students who were giveneightdefinitions of integration to read and rank order by assigning ranks Appalachia Educational Laboratory. The Laboratory isconducting a of one, two, three to the three definitions most like their own and three year (told test of a regional organizational managementstructure a rank of eight to the to increase the problem solving capabilities of school superintendents, definition least like their own. Planned andpost hoc analysis are made The evaluative effort is to ascertain the fit of the fieldentity with the across sex, race, social class and other indicators of political, social,and Educational Cooperative Development Program's design and effective- educational involvement. ness In institutional objectives. The general evaluation design for the Approximate Evaluation Techniques for the Cooperative includes conceptualization, model validation, and model Max Hierarchical Clustering ProCedure utilization corresponding to the stages of development inthe model for the evaluation of educational products. LAWRENCE HUBERT, The University of Wisconsin. The Application of the Evaluation Modelto a Career Education Product. Randolph R. MacDonald and Charles E.Kenoyer, Appalachia A technique for testing the hypothesis thata hierarchical sequence Educational Laboratory. Career decision-making,a recently initiated of partitions constructed by the max method could havebeen obtained program now inits design and engineering stage, is described. Early solely on the basis of "noise" is discussed. The evaluationprocedure interaction between the product developmentprocess and the evalua- involves comparing a rank-order goodness.of-fitmeasure (Goodman. Kruskaly tive process has served several purposes. Evaluationspecialists have statistic)tothe tabled, percentiles obtained from an contributed information to be used in program developmentas well as approximate cumulative permutation distribution of themeasure. One tentativeplansforsunsrnativeevaluation, Programactivitiesare of the rank orderings of the object pairs used in defining1, is derived influenced not only by ongoing evaluation but by anticipatedevaluative from the original similarity values between the objectsto be parti- procedures. This process leads to convergence towarda product that tioned; the second rank ordering of the object pairs isobtained from not only does what was intended but can be shown to dowhat was the partition hierarchy itself. intended, The activities overlap in time to a considerable degree,Before alloverallgoalsofthe program could be identified, some were The Use of Linear Models in the identified as essential and development of units tomeet these goals was Analysis of Categorical Data Collected begun. Some work was being dune on behavioralobjectives before in Educational Studies program goals were entirely established. JOHN L. VVASIK and JOSEPH J. DONAGHY, The discussants will be invited to react to theappropriateness of the North Carolina State University model. Dr. Desmond Cook, Director, Educational ProgramManagement Center, The Ohio State University, will consider themodel in terms of The statistical analysis of categorical data collectedin a variety of information which should be supplied to decision makers.Dr, Frank educational studies is discussed in the general linear modelframework. Chase will react in terms of the practicality ofproposed procedures and the degree to which the proposed model Distinctions between sampling plans used in the collection ofexperi- may be generalized to other R mental and/or survey data irra general linear models approach allow & 0 efforts. The anticipated outcome of the discussion for is a set of the analysis of categorical data according to whether the suggestions for alternatives to the evaluation model. hypotheses of interest deal with association between response differencesbetween factor levels, or association of responses within factor levels. Numerical examples for the educational research 15.07 STATISTICS: DATA ANALYSIS (D) literature are given 'which demonstratetheflexibilityofthis approach and emphasize the importance of stating and sequentially testing models of The Qualitative Logistic Response Curve interest. and Its Application to Developmental Data Interval Estimation of Correlation Coefficients WILLIAM H. SCHMIDT, MARYELLEN MoSWEENEY, from Explicitly Selected Samples WALTER G. HAPKIEVVICZ, Michigan State University ARLEN R. GULLICKSON, University of Minnesota; KENNETH D. HOPKINS, University of Colorado A methodologyforcharacterizingthefunctionalrelationship between a dichotomously scored criterion variable anda quantitative There is, at present, no analytically devised procedure forassessing independent variable is proposed, The modelwas given by the logistic the inferential characteristics ofhPearson product moment correla.

50 Lion coefficient which has been estimated from a sample in which there hehaviorwithregard .isexplicitselection on one of the variables, ThiS study employed to schooling and career development. The student's response pattern will be analyzed computer simulationto by race, sea, and personality investigateseveral approaches to interval type. estimation and hypothesis testing. The results of thiswork provide persons who use correlation coefficients corrected for explicitselection with (1) formulas for testing the hypotheses p 0, and (2) nomographs 15.09 STUDIES OF TEACHING (Di that can he used to set confidence intervalsabout the correlation coef f Counts. Student Teachers' Self-Analysis of Teaching Behavior LILLIAN R. DUNAY and HELEN F. ROBISON, 15.08 CAREER DEVELOPMENT AND DECISION The Bernard M. Baruch College, C.U.N.Y. MAKING RESEARCH (E) Analyses of teaching behavior, transcribedfrom video taped samples A Cqmparison of Experimental Group Guidanceand by elementary studentteachers,using a new instrument, Baruch Individual Counseling Methods to Facilitate College Behavior Analysis, were examined foraccuracy, reliability, quantifica- Students Vocational Development tion, and interpretation. The instrumenthelps the student to self- R. DOUGLAS SMITH, Appalachia Educational analyze and prescribe improvement for hisbehavior as to extent and patterns of teacher talk, distribution of pupil talk, Laboratory, and JOHN R. E VANS, Southern categories of teacher questions, kinds of responses teachers make Illinois University to students' verbalizations, and quality of teachers' non-verbal behavior.The data indicated that most students recognized the need to improve their The effects of three treatment procedureson college students' teaching and made specific appropriate recommendations for amelioration. vocational development were investigated.Treatment procedures in- cluded: I11 experimental guidance (subjects participated in a fitie week Teacher Behavior as a Measure of Teaching vocationalguidanceprogram),(2) individual counseling (subjects Effectiveness: Reinforcing and Questioning received individual counseling), and (3) control(subjects received no treatment). Evaluation of the relativeeffectiveness of treatments was THEODORE R, CROMACK, Johnson StateCollege based on measured vocational development andon student assessment of assistance received. Multiple linearregression techniques were used Pupil achievement and pupil satisfactionare related to questioning for all phases of the analysis. Theexperimental treatment was more and reinforcing behavior of teachers. Avideotape record of 20 teachers effective in increasing vocational developmentthan either the individual teaching a standardized lesson is usedto obtain the frequency of teacher counseling or control treatments, and the individualcounseling treat- behavior. Pupils are administered apretest and a posttest and complete ment was more effective than the controltreatment. No differences a rating scale for classification of teachers intomost and least effective. were found among groups in regard to individualcounselors, sex of The individual pupils' aptitudes are plottedagainst achievement and students, or in counseling assessments, ratings for various teachers totest for interaction with treatment of those teachers evidencing high and low frequencyof behaviors. Evaluation of a College Credit Course Designed to Facilitate Decision Making for CareerDevelopment Markov Chain Analysis of ClassroomInteraction Data JOHN R. EVANS, Southern IllinoisUniversity BARBARA M. HARTNETT, Lincoln College,and ROBERT 'B. RUMERY, Illinois State University The effects of an academic creditcourse designed to facilitate college students' vocational and educationaldevelopment were investi- Classroom interaction data matrices obtainedfrom a preservice gated. Ninetyix students attendedweekly large group information training project in techniques of achievingdivergent pupil responses presentations and small group discussionmeetings for a total of eight were compared using a statistical procedure outlinedby Darwin 11959). weeks. Evaluation of the course was based on measurement of students' The nrocedure interprets interactionsequences asrealizationsof vocational development across the period oftime the course was in Markov chains. Contrary to results ofan earlier study (Pena, 1972), effect, and on students' assessments of the various tasks in which they interaction matrices were found to satisfy thedependency assumptions were involved during the course. Thecourse was effective in facilitating for Markov chains. Significant differenceswere found between inter- measured vocational development. Students assessedcourse tasks action sequences for classes at differentlevels and between trained and positively, and indicated course relatedgrowth toward selection of untrained student teachers. Within-teachercomparisons were nonsignifi- academic majors and occupations, cant. Pena's conclusion that the tests are too powerfulis criticized on logical and methodological grounds. A Branching-Type Simulation Devicefor Studying Career Decision-Making The Development and Effectiveness ofInstruments ROBERT J. AMBROSINO, Albany MedicalCollege; and for the Measurement of Classroom Teacher Accurate STEVEN. J. KIDDER, Center for SocialOrganization Empathy, Warmth, and Genuineness of Schools, The Johns Hopkins University WALLACE V. EGGERT, and JOHN N. 1\400116, Simon Fraser University This paper describes a new branchingtype simulation device for analyzing the career decision-making behaviors of high school students. This study served to develop and test Each student confronts a sequence of instruments for the measure- decision-making points. Depend= ment of teacher accurate empathy, warmth, and ing on the sequence the student takes, he genuineness. Prelimi7 or she will handle numerous nary instruments developed realistic situations. These clecision=making were used by 15 teachers to code video points involve dealing with tapes of their classroom interaction over the people and situations the students a six week period. Pre- and might encounter in life. The post-tapes were collected, The study resulted in particular sequence followedis entirely up to each student The scales of empathy, warmth, and :genuineness with levels easily discriminatedby teachers response protocol represents a measure of the student'sdecision-making and which exhibited high inter-raterreliabilities, Pre- and post-tape

51 differences were minimal during the developmental process. Research is organizational structures on the interaction of children and adults. now in progress to determine the effectiveness of the revised scales as Erikson's characterization of the four crisis stages of childhood were teacher training instrurnents. synthesizedfor complementary"idealtype" teacher-learner toles. Observers were trained to record transcripts of a time sample of Course Evaluation Schedule: Development and pupil-adult interactions. The transcripts were analyzed and behaviors Cross-Validation categorized according to the frequency of the operational pupil and JON C. MARSHALL teacher behaviors. There were statistically significant differences be- tween differentiated staff and non-teamed schools with regard to two The purpose of this study was the development and cross-validation "ideal type" teacher categories (P = < .05) and two student categories .01), of a selection -type trivernoly for student evaluation of course instruc- IF tion. The pilot instrument was administered to 17 education classes containing 636 students. Analysis of variance and factor analysis results 15.11 OCCUPATIONAL TYPES AND OCCUPATIONAL indicate that 40 items from the inventory can be grouped into five PRESTIGE (E) scaleshavingwreliahilitiesof.943,.908,.860,.811, and .907 respectively. The final form of the inventory is reproduced for scoring Five Year Stability of Holland Occupational Types using an Optical Scann 100, The revised instrument was administered to JOHN G. CLAUDY, American Institutes for Research over 3,000 students taught by approximately 50 instructors. Analysis of these data is in progress. Holland has proposed a theory of vocational choice based on the assumption that most persons can he categorized into One of six types in accordance with their personality attributes. This paper reports the 15.10 INDIVIDUALLY GUIDED INSTRUCTION: results of an examination of occupational type stability rates for a large RESEARCH AND FINDINGS (A) sample fromthe generalpopulation. Project TALENT fiveyear follow-up data for former 12thiraders were used. Stated occupational The Dynamics of Instruction Systems: Feedback choices obtained five years apart were categorized into one of Holland's Control in Individually Paced Instruction types. Results included stability and change rates for each type for WILLIAM M. AMMENTORP, University of Minnesota; males and females. Baseline data are provided for use with future ROBERT MILLER, Northern Arizona University; studies. JON MORRIS, University of Minnesota Correlates of the Perception of Occupational Prestige Any attempt to adjust the pace of instruction to the individual student'scapacitytomaster academictasksresultsincomplex M. S. TSENG and C. I. RHODES, problemsofeducationalsystemdesign and management. These West Virginia University complexities are due to simultaneous variations in student and teacher Measures of the perception of occupational prestige and vocational behavior and areresistanttocontrol by traditional management techniques. This paper contains a mathematical model of one such maturity of 332 high school students representing grades 9 through 12 instruction system along with its associated feedback controls. Model were investigated together with variables age, intelligence, and father's simulation and control theory principles are used to design instruction occupation. Significant positive correlates of the perception of occupa- bonalprestigewere:vocational activities and management practices which reduce student waiting time maturity(p < .01),intelligence (p'.0001), and educational level associated with father's occupation and promote learning activity. The modelisvalidated using data collected in an elementary school 'pod.' (p < .01) for the male group IN = 162); vocational maturity (p < .001) and intelligence (p < .0001) for the female group = 170). Intelli- An Analysis of the Relationship of the Multiunit School gence correlated significantly with vocational maturity in both the male Organizational Structure and Individually Guided and female groups (p < .001). Sex differences were found between a Education to the Learning Climate of Pupils number of variables.

RICHARD GARDNER NELSON, University of Rhode Island Relationship of Major to Professional WorkOrientations .among Graduate Students in Educational Psychology A comparative study was conducted to investigate the relationship ofthemultiunit schoolorganizationalstructure and Individually LANA C. MALONE, KAREN D. DIETZ, and Guided Education to the learning climate of pupils. The responses of PAUL G. LIBERTY, JR., Measurement and 410 pupils in traditionally organized schools were compared to the Evaluation Center, The University of Texas at Austin. responses of 566 multiunit school pupils on several attitudinal Measures including self-concept as learners, attitudes toward instruction, other The presentstudyisconcerned with attemptingto examine pupils,teachers, administration,plant, community, and schoolin professionalwork - orientations andpersonalitycharacteristicsof general. Analysis of variance indicated that the multiunit school pupils graduate students majoringincounseling and school psychology. generally had a more positive attitude than the control pupils on all Forty-nine graduate students in a required -graduate course in psy- measures, with the exception of attitudes toward teacher and adminis- chometrics were asked to respond to the "I Favor" Questionnaire, an tration where no difference was found. instrument that assesses orientations and preferences of individuals toward Research vs. Service, Psychometric vs. Impressionistic, and 23 Differentiated Staffing and Non Teamed Organizational Structures otherdimensions. The scaleitems areofthebipolar, semantic as They Affect Elementary School Teacher-Pupil Interaction differential type. Respondents mark their answers along a seven point continuum. Analyses of variance were performed on the responses of THOMAS A. PETRIE, and RONALD E. HULL, State University three groups of students: Counseling (N = 23), School (N = 11), and CollegeFredonia; and INEZ N. PETRIE, Fredonia, N.Y. Other (N = 13). Significant (p < .10) differences were found on ten of the 25 variables. The results of the analyses are reported and the Erik Erikson's stages of man provided a theoretical guide to implications for graduate training programs are discussed. investigate differences between differentiated staff and non teamed 15.13 RACE AS A FACTOR IN LEVEL OF obtained to an op:imal set of weights which are based on theopinions UNDERSTANDING BETWEEN COUNSELOR AND CLIENT (E) of an expert panel. Individualdifferences on the measures are also analyzed with The Relationship of Race and Level of Understanding Between respect to the biographical and personality data collected on these Counselor and Client in the Initial Interview physicians. The educational implications of this model am: 111 that SEYMOUR BRYSON, Southern Illinois University training of medical students should place greater emphasison generat mg and testing diagnostic hypotheses: (2)that students should be The objectives of this study were to determine the relationship specificallytrainedintheuseofheuristics which optimize the between color (black and white) and level of understanding between utilization of data in problem solving; (3) that evaluation instruments counselor and client. Relationships between inter and intra color should focus on hypothesis generation and data utilization. Experi mental studies conducted to study the validity of these implications differences in understanding during an initial counseling interviewwere will be discussed. also investigated. Excerpts of the interview were utilized in stimulated Christine McGuire and Gordon Page of the Center for Educational recall sessions and three trained raters independently evaluatedthe Development, University of Illinois College of Medicine, will presenta degree of understanding. Results indicate that color isrelated to, paper on "Measuring Clinical Judgment with Clinical Simulations.'' The understandingincounseling.Blackcounselors understood black Illinois group has been working for several years on the development counselees best: white counselors understood white counselees best. and testing of a Overall, white counselors understood both white and black counselees series of simulated medical problems used for better than did black counselors. instruction and evaluation at various levels Cifprofessional training. Each problem begins with abrief introduction containing some information about the patient, including the chief complaint. The task of the problem solver is to gather information and to determinean 15.16 CLINICAL JUDGMENT AND PROBLEM appropriate management for the patient. The particular problems to be SOLVING (C, SYMPOSIUM) reported on in this symposium presented that task to the physicianin a booklet accompanied by a set of answer sheets and figures. In orderto LEE S. SHULMAN, Michigan State University, Chairman obtain an answer to a question, the examinee rubbed out anopaque overlay covering that section of the answer sheet corresponding to the This symposium will explore a number of researchapproaches question that he asked. Items were given weights ranging from high currently being employed in studies of medical problem 'solvingand positive to high ,negative depending upon their contribution to the judgment. A variety of methods and underlying theoretical frameworks solution of the problem, Subjects were scored for overallcompetence, are utilized in the approaches to be presented and discussed. Such proficiency in workup and management and attack strategy. Strong problem -solving tasks are viewed as paradigmatic ofa wide variety of emphasis was placed on proficiency (a kind of selective thoroughness) real life problems that are the objects of formal school instruction. The and less emphasis was placed on efficiency (reaching the solution inas objectivesofthe symposium are:(1)toclarifythe underlying few as possible steps). theoretical framework of each program of investigation andto indicate Fifteen of the physicians in the MSU study completeda slightly the relationship between the model of judgment selected andthe modified version of four patient management problems designed by Ms. methods of investigation employed; (2) to consider the relationshipof McGuire and her associates. These problems have been analyzed by the these studies of medical problem-solving and clinical judgmentto more methods developed by the MSU group and by the methods of the general psychological theories of decision making and problem solving: Illinois group just described. An interesting feature of this symposiumis (3) to indicate the implications of each investigation for the trainingof the opportunity to use the same set of data to compare and contrast medical students and allied health personnel. Each investigationhas two models of analyzing clinical judgment. significant practical implications for our understanding of thecontent The third paper in this symposium will be presented by Lee Lusted of the clinicalskillsto be taught. An important function of the of the University of Chicago. His topic is "Using Signal Detection symposium will be to explore the extent of commonality ineducational TheorytoTeachRadiographic Interpretation." Lusted has used implications among these varied investigations. receiver-operating characteristic (ROC) curves as a method to help Arthur Elstein, Sarah Sprafka, and Lee Shulman of Michigan State evaluate radiologists' diagnostic performance. These curves providea University willpresent apaper on "Analyzing MedicalInquiry naturaldistinction between the inherent detectability of asignal Processes." The earch conducted by this group has examined in fine (radiographic image) and the judgment of the observer (medical detail the metir problem solving and judgmental processes of a student, physician, array technician, etc.). His recent work has been relatively small sample of experienced physicians. Each subjectwas concerned with the use of signal detection theory in training para- administered an extensive battery of medical and non-medical problems medical personnel to screen x-rays. He will report on the use of signal as well as a number of personality scales. The battery included three detectionfeedbackto improve the performance oftechnologists, simulated medical cases in which actors played patient roles and the residents and staff radiologists. physician-subject interacted with and interrogated the actors and a set of four patient management problems which were slightly modified versions of four problems prepared by the University of Illinois research 15.17 ADAPTIVE MODELS FOR INSTRUCTION group also on this symposium. A model of medical judgment was (C, SYMPOSIUM) empirically developed from careful observation of these physicians in DUNCAN N. HANSEN, the pilot sample by working up cases in which actors were used. The Florida State University, Organizer model distinguishes between the processes of acquiring medically relevant data and interpreting these data to reach justified diagnostic The presentationwillprovidea synthesis ofrelatedresearch conclusions. It further draws attention to t11processes- of hypothesis literature for adaptive models in four categories: (1) drill and practice generation and hypothesis testing as central to medical judgment. The models, (2) concept acquisition models, (3) rule learning models, and assessment ofclinical judgment deriving from this model yields (4) regression-based learning prescriptive models. The presentation will quantitative scores which separate data acquisition from data utiliza-identify operational adaptive models in terms of their purpose, formal tion, evaluate the data used to generate and terminate diagnostic structure, and potential instructional payoff. The coherence among the hypotheses, and compare the subject's interpretation of the cues he adaptive models shouldprovide a paradigmforidentifying the multi- variaterequirements thatfunctionally relate student charac- instructional components will be stored in interrelated, cross-referenced teristics, instructional mode, task characteristics, instructional decision component pools. The components consist of rule statements, objec- processes, and the allocation of learning resources, The symposium will tives, examples, incomplete examples or problems, prompts, feedback, relate how each adaptive model can be developed through a conceptual, etc. Task characteristics such as difficulty, and trainee characteristics computer simulation, and empirical phases so as to optimize its rate of will be utilized to predict and specify an initial instructional strategy. development. Within-task performance measures, such as number of items correct and In, "The Nature of Adaptive Models," Duncan N. Hansen, Florida test item response latency, will be collected and utilized by the decision State University, proposes that the nature of adaptive models can be rules to update the instructional strategy. The model can be imple- reviewedin terms of the following objectives:CI)to provide a mentedintermsofinitialpresentation, review, and integrative fine-grained monitoring of each student's learning process;(2)to sequences. The model manipulates number of examples, type of provide a set of instructional decision rules that optimize the students' practice problem, level of prompting, rate of stimulus support fading, motivation and progress; (3) to provide a decision allocation procedureand amount and placement of review and integrative materials. that optimally assigns instructional media, materials, and incentive Harold Kribs arid Duncan N. Hansen, Florida State University, will rewards according to each student's characteristics and performance; speak on "Regression-Based Learning Prescriptive Models." The regres- (4) to provide prediction of performance and time odameters for both sion models utilize predictor variables such as aptitude, prior educa- highly successful and deficientstudents; and(5)toprovide for tional experience, trait curiosity, etc., as well as state indices such as scheduling of all instructional resources so as to lead to minimization of recent performance, error patterns, confidence level, latency pattern, cost. etc, to formulate an instructional prescription. Using least squares Each model will be characterized within a framework which allows techniques, any of the following can be predicted; media options, for a representation of student characteristics, learning task charac- difficulty level, redundancy level, remediation, content and sequence, teristics, a performance data base, selection of an appropriate model, instructional method, and laboratory tasks, The techniques for en. formalization ofindividualizedparameters, derivingofa learning compassing other models such as drill and practice within this model prescription, allocation of learning resources, evaluation of student will also be presented. The simulation of the model, as well as some progress, and evaluation of the models. The general presentation will empirical results, will be reviewed, conclude with a discussion of the inter-relationships of simpler and The presentations included in this symposium represent an inte- more complex models, gratedefforttoincorporate acomprehensive array of individual The presentation, "Drill and Practice Models," is by Bob Brown and difference variables into the decision processes for selecting instruc- Susan Taylor, Florida State University.Drill and practice may be tional strategies, alternative media, formulating prescriptions, predicting defined as a presentation of a series of items to which the student must mastery, etc. The educational world isstillat the 'intitial stages of respond for purposes of improving accuracy and increasing speed of investigating the potentialities of adaptive instructional models. The performance. In computer administered drill and practice the capability presentationwillpresentfour modelsthatareoperational and exists to adapt the type and amount of practice on the basis of student integrated. characteristics and prior performance. The general components of tie drill and practice model include the utilization of pretest scores, task characteristics, and student charac- teristics for construction of individualized prescriptions of items to be15.18 REPORT OF THE LITERATURE SEARCH presented within the drill sequence, Decisions are then made regarding SUBCOMMITTEE, NCRE (NATIONAL CONFERENCE ON the number and sequence of items, and criteria for predicting mastery RESEARCH IN ENGLISH), PHASE I OF A STUDY OF for each item. A knockout strategyis employed for presenting the TEACHER EFFECTIVENESS IN THE LANGUAGE ARTS items, in which a mastered item is dropped and replaced with a new (C, SYMPOSIUM) item. This procedure continues until all items have been mastered. ASARA W. LUNDSTEEN, University of California, similar process is employed for- review purposes. Pacing routines are Irvine, Organizer introducedviaa word by comprehension index which can be maximized. The objectives of the symposium are: dissemination of the state of "Concept Acquisition Models," presented by :Robert D. Tennyson, the art" in seven areas of research, including identification of certain Florida State University, will describe an adaptive instructional strategy teaching behaviors, differentiation of teacher from teacher according to for individualized concept teaching which is represented by a paradigm certain styles or patterns of behavior, and data from teaching styles that designed according to decisionprocesses that adjustinstructional can be identified by description of teacher-learner interaction. variables to individual differences and differential learning performance, What behaviors promote the productive teaching of English? The The basic variations of the strategy are of two functional classes; cooperative research committee of the NCRE posed this question and pre-task and within-task variables. Pre-task variables include individual asked for volunteers for a literature search to begin a five-phase study. trait difference and treatment variables; within-task variables provide The committee devised a literature search form for this purpose. One of for manipulation of such things as the number of examples, the degree the problems already noted is that research reports of experimental of prompting and difficulty, and the type of feedback/correctional methods tend to report only group procedures. Description of and process based on individual state criteria. The pre-task procedure adapts accounting for individual teaching behaviors are conspicuously lacking, the presentation to the learner's entering trait capabilities, while the The work of this subcommittee offers what little basis there is for the within-task presentation is self-modifying because adaption is to the committee's projected series of pilot studies. A variety of perspectives learner'scurrentresponsepattern and statelevels. An adaptive on this problem emerges from the different areas of the field of English. instructional strategy for teaching concepts according to a learner's Bernice E, Cullinan, New York University, will speak on "Children's error response pattern after an intermediate evaluation within the Literature."Clearly specified behaviorsforteachingliterature to instructional sequence is presented. children have not been subjected to research analysis. The primary PaulF.Merrill,FloridaStateUniversity,willpresent"Rule activities in the area have included analyzing the content of children's Learning," The Adaptive Instructional Model for rule learning utilizes literature,specifyingcurriculumcontentforliteratureprograms, linear regression techniques and heuristic decision rules in an iterative categorizingpupils' responsestoliteraryselections,identifying cybernetic process to select and sequence instructional components children's preferences in literature, measuring the effects of the use of into an idiosyncratic, instructional strategy .for each student: The literature on children's reeding, composition, and language abilities, and

54 describing teacher preparation and teaching practices. Research in_ linguistically controlled curriculum tasks, and teacher- pupil behavior teaching literature to children has been impeded by lack of precise effects due to linguistic manipulation. Analysis of the relationship of measurement and observation instruments, methods of assessing process linguistics and education generates recommendations for research, variables and a generalizable theory of instruction. Richard E. Hodges, University of Chicago, will speak on "Siseiling-, "Listening" will be the topic of Sara Lundsteen, University of As a part of the NCRE cooperative research project concerning teacher California, Irvine. Clearly specified behaviors for improving the listening behavior in the language arts, a literature survey was -fade to skills of children on the part of individual teachers are apparently locate studies describing the behaviors of teachers during spellinginstruction. unrecordedintheresearchliterature, Specific teaching actsare The search was limited to studies pilloried during the periodNovember unanalyzed. The primary research activities in the area have included 1966 to November 1971. Applying the selection criteria of thetotal auditory discrimination, barriersto effective listening, compressed project,ino studies were found that clearly specified teachingbehavior speech, correlations wiril scores from various listening tests and tests of during spelling instruction. Spelling studies generallycontinue to be other linguistic achievement (e.g reading) and mental ability, factor concerned with (1) the nature of the orthography, (2) learner variables, analyses of listenirvi skills (including critical listening), listenabeity of or )instructional method. While a comprehensive understanding of material(parallelng readability), and the construction of various what constitutes effective spelling instruction must take these factors instrumentsfirmeasuringlistening. The teaching of listeningis into account, teacher interaction with pupils during spellinginstruction represented mainly by a host of hortatory essays or by gross group also needs to 60 accounted for. The effect of teaching behaviorupon manipulation with (to date) no reported recording and analysisvia pupil achievementin video-tape spelling appears to be atleastone factor ofactualteaching behavior,listener behavior, or the warranting future study. interactionbetweenthe two.Severalhypotheses emerge asto "Implications of Research Studies in the Teaching of Writing" will productive possibilities for future research. be presented by Eileen Tway, Miami University, Oxford, Ohio. The A study entitled "Reading" will be presented by Robert Emansand search for studies of teaching behavior in the area of (elementary Sharon E. Fox, the Ohio State University, This study found that (1) school) writing revealed very few With documented evidence ofactual trained teachers display method prescriptions while untrained teachers teaching behaviors. Most studies were concerned more with methodsor do not, (2) teacher personality influences teaching behavior,and (3) approaches than with teaching behaviors involved in approaches. The teachers place children into reading ability groups according to some abundance of approach studies and the lack of studies on whatthe noncompetence based (but unspecified) criteria on learning potential, teacher does to implement a given approach no doubt reflectthe ease as teachers have difficulty gaugeing the ability levelof children with which the former can be undertaken compared to the difficulty of especially those they judge as of either high or low ability. In addition, the latter. There is an obvious need for criteria for analyzing whatthe teachers were found to be the predominant actors in the classroomas teacher does in teaching writing. Another difficulty faced by research- theyrestrictquantitatively and qualitativelytheparticipationof ersisthat of evaluating writing. Better measuring instrumentsare children. Teachers show very high rates of verbal behavior inearly needed to that researchers will know how much success has occurredas reading instruction. The potentials of child-child interactionare seldom a result of specific teaching behaviors, Finally,: there is a need for better recognized as a part of the learning situation, There is a need for future coordination of research ,efforts, so that the researchin teaching research to explore the visible attributes of children which teachersuse behavior and composition will have wider scope and broader implica- for judging their learning potential, and to explore the kind of in-service tions for the elementary school program. training needed to protmote the occurence of teaching behaviors which help children to learn, "Teaching Effectiveness in the Language Arts" is the topic of H. Alan Robinson, Hofstra University, During the past decade, interest "Speaking"willbe the in subjectof James T. Fleming, State teacher behavior has caused the proliferation of observation techniques University of New York at Albany. Very few studieswere found after a and studies on both teachers and students in their interaction in cooperative effort to search the literature for specific teacher a behaviors classroom. A number of studies (Flanders, Rosenshine, Medley, which focus on oral language and speaking. One etc.) source of difficulty in have been concerned with viewing pupil-teacher interaction during finding studies may be traceable to the overly restrictive or inappro- instructional sequences, but few have fracused on such interaction priate selectioncriteria.Before extending this component of the during the teaching-learning of specific languagearts lessons. Those project, some broad definitional problems shouldbe resolved. One that did, essentially in reading (Furst and Amidon, Harris, Browne): example is the notion of teaching behaviors which either should be provided interesting insights but did not establish relationships between changed or dropped. Other recommendations include shifting sub- interaction and pupil success. There appears to bea need for language sequent attention to search areas which are related tO oral languageand arts studies, such as a recent one by Frizzi, utilizing and interrelating speaking but which will yield more appropriate descriptive examples. Mitzel'sthreeclassificationsforcriteriaof teaching effectiveness An area of search which could receive attention profitablyis the (productmeasure of student growth; processsocial interaction of situational context of teacher behavior in relationto children's oral pupils and teachers; presagesuch predictors of teachingeffectiveness language and speaking. Some relatively recent sociolinguistic research is as teacher traits and successes on paper and pencil tests, etc.), a pertinent source for this search area, William ID, Page, University of Chicago, will presenta paper entitled "Teaching Linguistics to Elementary and Pre-School Children:Review of Research and Comment" 15.19 TEACHING EFFECTIVENESS (C) New knowledge about language and how it works isapparent in educational research and literature. Effects upon teacher-pupilinter- Measuring Teacher Effects on Pupil Achievement action in instruction are not yet clear, A search was undertaken forDONALD J, VELOMAN and JERE E, BROPHY, studies describingbehaviors of teachersinthe acts of teaching The University of Texas at Austin linguistics to elementary and preschool children. Onlyworthy studies reported between November 1966 and November 1971are treated, Four successive years of Metropolitan Achievement Test Guides, general directions, unsupported value-oriented studies, scores for and all second- and third-Grade pupils in a large Southwestern urban school studies treated in other sections of 'the cooperative literature search Systern were used to compute mean residual gain scores for 170 effort are excluded,, No studies surveyed perfectly fit thestringent teachers who taught during the three focal years. Alternate regression criteria. Selected,marginallyappropriatestudies arereportedto models were compared for precision in estimating the magnitude and represent research trends: linguistically controlled teacher behavior, consistency of teacher influence on pupil achievement. Consistencywas

5 examined across MAT subtests, pupil sex, and the three focal school behind such criteria as rapport, flexibility and personal adlusttent. The years. Thirty-one of the most consistent teachers were intensively data are discussed in light of their implications for accountobii studied with self- report instruments and classroom observations,

Low-Inference Observational Coding Measures 15.24 TEACHING STRATEGIES FOR HANDICAPPED and Teacher Effectiveness (C) JERE E. BROPHY and CAROLYN M. EVERTSON. The University of Texas at Austin Training of Perceptual Motor Skills in Minimally Brain Damaged Children Thirty-one second- and third-grade teachers were selected for study HILDA R. GLAZER and DAVID L. COX, because of their consistency across three years in producing gains on Rutgers University the Metropolitan Achievement Test in their students. The data consist ofscoresderivedfromarevised and expanded versionof the The pursuit rotor was utilized to train eye-motor coordination in Brophy-Good Dyadic Interaction Observation System, a classroom minimally brain damaged children. Thirty Ss, ages seven to ten, were interaction analysis instrument yielding a variety of measures derived matched on relevant variables and assigned to a control or experimental from low-inference, presence-absence coding of discrete teacher and group, the latter receiving eight daily sessions of practice on the pursuit student behaviors. Correlations between these behavioral measures and rotor. As measured by pre and posttests on the Bender. the frequency the measure of teacher success in producing student gains will be of errors decreased significantly for the experimental group, indicating presented and discussed. transfer from the tracing task to the copying of Bender figures. The evieliiece suggests that a program incorporating practice on gross motor High Inference Behavioral Ratings as Correlates tasks may improvecoordinationoffinervisual-motoractivities, of Teaching Effectiveness including drawing and writing. CAROLYN M. EVERTSON and JERE E. BROPHY, The University of Texas at Austin The Effectiveness of Textbook, Individualized, and Pictorial Instructional Formats for Hearing- Several high-inference ratings were made on a sample of 31 second- Impaired College Students and third-grade teachers selected for study because of their consistency HORACE N. REYNOLDS and RICHARD F. ROSEN, in producing student gains on the Metropolitan Achievement Test over Gallaudet College three successive years. Data consist of scales, checklists, and percent estimates filled out by coders after or during classroom observations of The purpose of this study was to compare Textbook (narrative), the selected teachers. Both intro- and inter-rater reliabilities will be Individualized, and Pictorial instructional formats in terms of informa- reported. High and low correlations between these measures and a tion comprehension and retention. Subjects were 52 hearing impaired measure of teacher effectiveness in producing pupil achievement gains college students randomly dividedintothree groups, each group will be presented and discussed. receiving one ofthe three formats. Subjects were given a pretest followed by asessionfor reading and studying the instructional packages. A posttesttoassess comprehension and retention was Personal Characteristics At.secia ed with administered on the following day. Results showed that the posttest Effective Teaching scores were significantly higher for the Pictorial format than for the ROBERT F. PECK and DONALD J. VELDMAN, narrative Textbook format. These results demonstrate the importance The University of Texas at Austin of the pictorial channel for presenting information to hearing impaired students. Objective scores and judges' ratings, both based on a complex personal assessment battery, were correlated with a pupilain criterion Aptitude-Treatment Interaction Research of teaching effectiveness and with a number of observationally derived with Learning-Disabled Children measuresofclassroomteachingbehavior. Twenty-sevenprimary JAMES E. YSSELDYKE, teachers were studied who had demonstrated consistent patterns of The Pennsylvania State University pupil gain over the previous three years, varying substantially in the degree of gain achieved. The relationships of the assessment based The efficacy of an aptitude x treatment interaction design for measures to the teaching effectiveness measures are described.In research seeking to identify differential educational payoff of prescrip- addition, the objective assessment scores and the judgmental ratings are tive programming based upon aptitude information is investigated. Four compared in their predictive power. ability measures and one achievement measure were administered to 126 first -grade children. Three curricular interventions were analyzed How Teachers View the Effective Teacher using ANCOVE in an ATI design. Curricular interventions did not JOSEPH R. JENKINS, New Mexico State University, and interact with aptitudes; results were due primarily to a Hawthorne R. BARKER BAUSELL, University of Delaware effect. Reasons for failure to obtain significant disordinal ATI's are discussed. In order to determine how teachers view various criteria of teacher Investigating Aptitude-Treatment Interactions effectiveness a surveyinstrument was constructedusingMitzel's categories(Product, Process and Presage)for teacher effectiveness,LESTER MANN and BARTON B, PROGER, criteria, Criteria, generated from each of the three categories, and Montgomery County Intermediate Unit, and numbering 16 were rated for impOrtance by a random sample (N = 2641 LAWRENCE H. CROSS, of Delaware teachers and principals_ Teachers and principals rating National Regional Resource Center of Pennsylvania correlatedhighly (.94) indicating consensus on important criteria. Process criteria were rated highest, followed by product and presage The success of ATI studies has been quite limited in a criterion criteria. Amount students learn was rated only as 11th in importance referenced measurement framework. One "aptitude" variab!1 of par-

56 ocular interest in Special Education has been auditory- visual modality from 676 children in grades K-6 and of 101 university students reveals preference. Some of the ATI literaturein this area is reviewed and meaningful and homogeneous subsets of items which act as reliable critiqued methodologically: The results, of this study are then discussed indicators of children who are poor readers. A developmental process, which indicate the fallacies of using standardized test data as the which can be ascribed to reading words, interacts with response choice, aptitude dimensions of ATI studies.Itis argued that more valid however, so that discriminating subsets of items vary across grade levels. aptitude information for ATI research will emerge from a composite ofAt any grade level, however, one or more subsets of items can be scored repetitive measurements of a CRM type. which selectively discriminate poor readers.

Readability and Its Effects on Reading Rate, 15.25 READABILITY AND READING MATERIALS (C) Subjective Judgments of Comprehensibility and Comprehension An Alternative to Readability Measures: ESTHER U. COKE, Bell Laboratories Judging the Difficulty of Childrens Trade Books Prose passages read aloud or silently were rated for pronounceahility DOUGLAS PORTER and HELEN M. POPP, and comprehensibility. The relationships of text-derived readability Harvard University indices to reading rate, comprehensibility ratings and comprehension- A set of 80 childrens' trade books was ranked by seven judges, andtest scores were explored. Reading ratein syllables per minute was the results compared to independent criterion data obtained from doze unrelated to readability. The high correlation between rate in words per versions of the books. Procedures were devised to make it possible for minute and readability was attributable to the syllable-rate constancy. the judges to rank order the entire set of 80 books without information Consequently, syllable rate appears to be the more prudent measure for and memory overload. Training procedures with an independent set of research relatingreadability torate. Comprehensibility ratings and 10 books took 90 minutes. Results correlated .86 with doze data and comprehension test scores were moderately correlated with the read- .96 with informal ranking of the books. Reliability of rankings was .98 ability indices. This finding underscores the need to isolate additional for the five competent judges. Results suggest further application to text -derived predictors of readability. educational practice and readability research. 15,26 THE TESTING OF BLACK STUDENTS (See p. 150) Comprehension Objectives Derived by Linguistic Analysis of Primary Level Reading Materials DAVID W. BESSEMER and LAILA FIEGE-KOLLMANN, 15.27 SURVEY FEEDBACK IN EDUCATIONAL Southwest Regional Laboratory for Educational ORGANIZATION DEVELOPMENT (A, SYMPOSIUM) Research and Development ROBERT J. COUGHLAN and ROBERT A. COOKE, Northwestern University, Organizers The stories in s beginning reading program were subjected to a detailedsyntactic analysis. New syntactic structures ofgradually Various approaches to organization development have been used to increasing complexity occurred at a fairly constant rate in successive increasetheeffectivenessofeducationalsystems. Contemporary stories. Relations between new structures and similar structures in prior change-producing interventions incorporate multiple approaches which stories can be used to define comprehension objectives in terms of range from person-changing to structural modification strategies. An discrimination between sentences differing by one new syntactic important component of many OD interventions is data or survey feature. With existing materials, a strategy for comprehension instruc- feedback, aprocess which involves the systematic collecting and tion can be based on new words and structures in each story. Pre-story reporting-backofinformationrelatedtovarious aspects ofthe instruction should insure understanding of features new to reading,organization's functioning. while post-story instruction can deal with more complex forms of The purpose of this symposium is to present selected applications of comprehension. survey feedback for organization development. Our specific objectives are:(1) to bring together recent theory and empirical research on Analysis and Improvement of Reading survey feedback in both educational and non -educational organizations; Comprehension with TaskOriented Prose (2) to focus on alternative approaches to the survey feedback process itself, including various means for collecting, presenting, and using the RICHARD KAMMANN, Bell Laboratories data; (3) to present some interventions which have employed survey feedback in conjunction with other OD components such as problem Open book tests of comprehension for an instructional text revealed solving, sensitivity training, and structural modifications; and (4) to a baseline error rate greater than 50% with over half the errors being provide for a discussion focusing on varying interpretations of the unique. Analysis of the errors located the difficulty in a large number survey feedback process. of implicit inferences needed to decode the multi- purpose instructions Richard A. Schmuck, University of Oregon, will discuss "Incor- forspecific tasks. The errorrate was cut by at leaSthalf when porating Survey Feedback Into OD Interventions." One meta -goal of inferential operations were reduced through the use of a flowchart organization development is to help the participants establish apprecia- format and extraneous information was reduced by customization. tion and skill for using objective data about themselves for organiza- Further studies of implicitlogical inferences are recommended to tional problem-solving and decision-making. The prominent method for clarify the mechanisms of reading comprehension. soliciting and sharing such data has been survey feedback. Since the mast poignant, and therefore most impactful, data seem to be revealed The Differential Measurement of Visual Reading Difficulty in -the midst of training through verbal, face-to-face conversation with PETER DUNN- RANKIN, University of Hawaii the consultant and one's colleagues, there is need for finding ways of incorporating survey feedback into the natural ebb and flow of OD This paper reports initial results in the development of an inventory training. This paper describes ways in which data from questionnaires, to measure visual reading difficulties, the Word Preference Inventoryinterviews, and observations can be employed at various' stages of (WP1)_ The subject chooses between pairs of stimulus pseudo-words, the training to move participants along. Examples of how data feedback one most like a given target word. An analysis of responses to the WPI actually has been incorporated into OD projects are also presented,

57 Each of these examples indicates how survey feedback can take its consequently, change within significant decision making sub-systems place as an integral and natural part of of alarger macrodesign for the larger organization. The data gathered in thesurvey and in the organizational development in schools, diagnostic interviews were dealt with by means of thesystematic Clayton P. Alderfer, Yale University, will discuss "A New Designfor problem solving approach. Survey Feedback." Survey feedback is a social technology without One of the design characteristics of this projectwas to develop much theory to offer alternative design strategies ca to explain why it within thestaffofthecollege the capacityforcontinuing the works when it does. The present study presents a theoretical discussion organization change effortwe wanted to buildin a Self- renewing analyzing and explaining the use of group methods in feedingback capacity. As a function ofthis design diagnosticdata to feature, the results of the organizations. A new designthe peergroup- organization development program arestill corning in. Thus, in this intergroup modelis presented and compared to the traditional family paper we will describe some of the major changes that havetaken place group model. Data evaluating one implementation ofthis design to date and some which are anticipated in the future. Finally,the showed that it was associated with senior officers ofa bank changing implications of this approach to organization developmentin education their attitudes toward the relevance of a diagnostic studyand their will be discussed. willingness to consider changing their own behavior. Changes in Albert F. Siepert and Rensis Likert, Rensis Likert organizational practice also followed the feedback. An Associates, Inc., explanatory will discuss "The Likert School Profile Meaturementsof the Human model forthe new design, derived from the generaltheoretical Organization."Large-scaleresearchinindustrialorganizations has considerations, was supported by data taken from the feedback shownthatLikeri's System 4 can achieve 20% sessions. to 40% better performance than average, and greater employee Robert A. Cooke and Robert J. Coughlan will discuss "Survey satisfaction, Special survey instruments have now been prepared, tested, and revisedfor Feedback andProblemSolvingwith ComplementaryCollective measuring the administrative system used byany school or school Decision Structures." Survey feedback and problemsolving processes system. These forms measure not only the administrative can be applied to increase the effectiveness of task-oriented structural system, but the leadershipstyles, the interactionprocesses, and theresulting approachestoeducationalorganization development. One suchmotivation and behavior. Forms are availablefor School Board approach involves the .superimposition of complementarycollective Members, Superintendents, Central Staffs, Principals,Teachers, Coun- decision structures over the existing authority decision frameworkof selors, Students, and Parents, the school. Collective decision structures potentially increase organiza- The school questionnaires are being usednow as organization tional flexibility and adaptability by providing forproblem identifica- development tools in providing feedback data in tion, solution generation, and change initiation various school systems at the faculty level,using the System 4 model asa guide, The forms contain "mirror-type" Survey feedback acts toinitiate collective decision processes by questions which measure the same behavioror reactions viewed from providing an objective base for problem andneed identification. different respondents, such as the level of supportive behavior Task-oriented problem solving sessions provide for as seen problem analysis and both by the superior and the subordinate.Discrepancy scores between solution generation; the collective decision configurationfacilitates the actual behavior and the System 4 model and innovation legitimation and implementation. This between the superior's paper presents aand subordinate's descriptions can yield insights theoretical model for survey feedbackproblem solvingcollective and motivation that resultin greater personal and organizationaleffectiveness in school decision interventions in educational systems. Factorshypothesized to environments. account for the effectiveness of collective decision processesare noted and the proposed change-supporting structure is analyzedin terms of primary structural dimensions. Coughlan and Cooke will also discuss "A SurveyFeedback and 15.28 THE IMPACT OF EVALUATION ON FEDERAL Collective Decision Intervention in Elementary Schools," Thispresenta- DECISION MAKING (A, SYMPOSIUM) tion reports on the results of an action-research project designed to MARVIN C, ALKIN, UCLA, Organizer assess the impact of survey feedback and problem solving on school effectiveness and teacher work attitudes, Twenty-four elementary Evaluation is becoming increasingly importantin the development schoolsinnorthwesternIllinois were randomly assigned tofour of federalsocialpolicies and in the management of federal social treatmentconditions: SF-PS which incorporates teacher collective programs. Evaluative findings are inteded for direct use in proving the decision structures; SF only; pretest-posttest controls; and posttest only quality offederally funded programs. Vet a review of evaluative controls, Elected faculty members were trained to lead the SF-PS experience suggests that evaluation results have sessions, provided a standardized survey questionnaire for not exerted significant feedback influence on program decisions. One reasonmay be that evaluation including inter-organizational comparisons, andassisted in establishing findings do not match the information needs of the decisionmakers or new structural configurations in the full treatment schools.Interview may not be relevant to the level of the decision maker who receives data and documentary evidence indicated that the OD treatment had its them. Moreover, evaluation results may be ambiguous, lacking greatesteffect on 'school organization clear structure,faculty problem implications for future programming, solving, and teacher work attitudes, To a lesser extent, the program Better knowledge of what kinds of evaluation have brought about changes in organizational tasks but did an impact on not increase the decision making, and under what conditions, is needed adoption of externally4generated to encourage innovations. Questionnaire data also more effective development of evaluation endeavors. The intent of this indicated that significant favorable changes occurred in the attitudes of symposium istoreview the decision-making utility of evaluative teachers toward various aspects of their work environment, information atthe federallevelin several situations, reflecting a Daniel M, Callahan and Dale G. Lake, State Universityof New York spectrum of perspectives. at Albany, will discuss "Changing a Community College,"During the "Comments on Evaluation Impact: A Federal Perspective" willbe 'academic year1970-71 a major organization change effort waspresented by John W. Evans of the U.S. Office of Education, During undertaken in a community college in the New York Statesystem. This the past few years there has been an encouraging increase in change effort represents a unique combination of three the use of organization evaluationinfederalprograms. In Congress and its governmental development techniques survey feedback, diagnostic vvor'sshops, and agencies this growing interestinevaluationis exemplified by the systematic problem solving. Survey feedbackwas aimedattotal mandating of evaluations in organization changethe data collected focused federally sponsored programs and the on organization -wide estrblishment of the Planning, Pragramming, Budgeting Systemwithin problems. The diagnostic workshops focusedon the problems and, allfederal departments and agencies, Nevertheless,we are stillin a developmental period with respect to the actual utilization of evalua- elitesbusiness,administrative,professional,intellectual,scientific- tion findings, We have not yet reached the point where one can inspect technicalin Western Europe since the latter part of the 18th century, a variety of important federal decisions and argue that they were made The emphasis will be upon comparative analysis; panelists will deal-with on the grounds of an empirical evaluation. There will always be cases in the national differences in the-corporate, social role, and ideological the federal government in which Congressional and political decisions orientations of elites during their transition to the modern industrial play both a contradictory and overwhelming role in federal decisions, context, Yet there- is a strong argument for emphasizing evaluative research in social programs, particularly when the results of social programs are not obvious, 16.02 FILM AND CONTEMPORARY HISTORY Ilene H. Bernstein of the University of Minnesota and Howard F. (F, SYMPOSIUM) Freeman of Ford University will discuss the topic:" "'Should Evaluation JOHN E TALBOTT, University of California, Researchers in Education Have an Inferiority Complex?" Evaluation Santa Barbara, Chairman has been received by social scientists and administrators alike as the criticalstep required for the identification and implementation of This discussion takes as its starting point the film produced by one action programs that are both effective and within the resources of the of the participants, Professor Seymour Drescher of the University of country, Very littleis known about the actual evaluation process, its Pittshurgh Ensuing commentary will take up considerations of the film management methodologies and itsimpact. A national survey was as an educational instrument, the specific situation of university youth conducted at Russell Sage Foundation by the authors of all federally in Paris, 1968; the literature related to the confrontations and the funded evauation studiesiiithe human resource area. Studies were experience in Paris vis -a -vis concurrent university upheavals. includedif they were initiated in fiscal 1970 and had a budgetary allotment of $10,000 or more, The findings of this survey will be described, Comparisons are made with respect to both process and 17.02 COST EFFECTIVENESS ANALYSIS impact evaluation between investigations in education and -those in IN EDUCATION (H, SYMPOSIUM) other fields such as health, income security, public safety, welfare, etc, In addition to comparing the characteristics of education studies. to DONALD D. ROGERS, University of Texas those of others, data on the organizational arrangements under which at Austin, Chairman the evaluation is carried out and the characteristics of the researchers are presented by field. Systems Analysis for Program Planning and Cost Effectiveness. John "The Impact of Evaluation on Title VII Federal Management "" will P. van Gigch, Richard E. Hill, California State University at Sacra- be discussed by, Marvin C, Alkin of UCLA. Each year over 50 billion mento. A systematic process of developing .programs and program dollars is being spent on education in the United States, the majority of alternatives which can be used to compare the value of the various these Monies emanating from agencies within the federal government. alternatives is outlined. The authors use their model as a basis to judge Parallelinj this growing concern with public education, evaluation is and debate the non-quantifiable merits of the program alternatives. The assuming anincreasinglyprominentroleinthe management of systems approach and cost effectiveness provide a practical met hdology federally-funded programs, However, little evidence is yet available to to the design af school programs. The cost effectiveness framework attest to 'the impact of evaluation on federal decision making. In order leads 'to the choice of district programs which satisfy the goals and to assess the utilization of evaluative information in situations involving objectives of all the participants in the educational process. federaldecisionmaking, the Center for the Study of Evaluation CostEffectiveness Analysisinthe Development of Mediated investigated a sample ofprojectsfunded under Title VII, ESEA Instructional Modules. Donald D.Rogers, University of Texas at (bilingual . education). This selection was based on the diversity of Austin. The desire to provide high quality instruction to an increasing projects funded under Title VII, and the requirements that each project number of students while maintaining or reducing costs has led to the be evaluated as well as provide for independent educatiohal accomplish- development of mediated instructional modules. A model whiCh is used ment aUdits. Relationships between the kinds of information and to predict the costs of using various alternate media to achieve the same formats of presentation found in evaluation and audit reports and their instructional objectives for the same student population in order to

utility for federal decision making will be discussed, . determine the least cost method of instruction is described. The model, Bayla F. White and Joseph S. Wholey of the Urban Institute have whichis designed primarily forhigher education, is based on the chosen . as their topic, "The -Role of Evaluation in Title I (ESEA) assumption of equal effectiveness for each alternative and focuses on Program Management," Not onlyisthe Title: IElementary and the developmental, operational, and revisions' costs of the instructional Secondary ,Education :program: the largestsingle source of federal modules.. support for elementary and secondary education, but itis also the DecisionLevels: A Neglected Factorin Cost-Benefit Analyses. grand-daddy of federal education evaluation activities. Evaluation of William J, Gephart, Phi Delta Kappa. Failure to consider decision levels programs funded by Title Iis required by statute at all three levels of other than those of the institution is the oversight most often apparent program administrationfederal, state and local. Each year, hundreds in writings on cost effectiveness. It is an oversight that is also observed of thousands of pages of " "evaluations "" are produced which describe, in some educational applications of the technique, Failure to recognize analyze or criticize Title I activities, The presenters will analyze the levels of decisions leads to the collection of inappropriate and inappli. impact of all this evaluation on the TitleI program, and go on to cable data. Until the differences in decision levels and the constraints discuss what kind of impact evaluation can and should have on Title I. these_levels impose on decisions are recognized, and until information- generating techniques are applied after decision settings are described, cost benefit analyses will lead educators in directions having unforeseen, 16.01 ELITES AND EDUCATION IN debilitating side effects, WESTERN EUROPE (F, SYMPOSIUM) Evaluation and Cost Effectiveness Analysis. John R. Bormuth, University'of Chicago. In order to perform a cost effectiveness analysis JOHN WEI55, Harvard University, Chairman of an instructional program, all the outcomes of instruction must be assessed. First, this requires the enumeration of all behaviors that can This symposium deals with recent research concerning the relation- be acquired as a result of exposure to instruction. Second, test items ships of higher education to the recruitment and formation of various must be constructedto evaluate these behaviors. The testitem

59 construction techniques must permit the derivation of items ina hypothesized that when male female pairs of children observeda mechanical and reproducible manner. However, a thttory oftest item male-female pair of models each child would probably shift his sex-tole constuct ion has not been developed sufficiently to perform such 6 task. behavior toward that of the like-sex model. Sixty children servedas Since cost effectiveness analysis requires such a theory, the practicaluse subjects. Theresultsdid not support the hypothesis. The data of cost effectiveness is Severely limited. supported the opposite effect; each child imitated the actions of the opposite-sex model. These results are explained in terms of identifica- tion, rather than modeling. theory. 17,05 ECONOMICS OF EDUCATION: EQUALIZATION, PRODUCTION, AND IMPACT (A) An Investigation of the Elements of Sexism in Public Schools A Longitudinal Study of Fiscal Equalization in Illinois MYRA SADKER, University of Wisconsin-Parkside G. A. HICKROD, f1. CHAUDHARI, J. HOU, The research objectives were to identify and analyze theprevalent and V. GARAGON forms of sexism in elementary and secondary shcodls. Themethod- ologyinvolvedcomprehensive analysisofthe psychological and Fiscal data was analyzed for a nine year time series (1963-1971)for educational literature pertinent to a thorough review ofsexism in all school districts inIllinois. Two hypotheses were tested relative to schools (originally conducted for a coauthored book, Sexism in School two different definitions of equalization, "permissible variance," and Society, to be published by Harper and Row, March, 1973).The and "fiscal neutrality." Support was given to the notion of increasing research disclosed the following major elements ofsex bias in public interdistrict equality relative to expenditures and tax effort. Support schools: (1) curricular materials, (2) staffing, (3) teacher-pupilverbal was also given to the hypothesis that grants-in-aid have done little to interaction patterns, (4) counseling, (5) segregated activities. A seriesof change the proportion of total funds available to the pourer students of studies demonstrating the loss of potential whichoccurs as females the state. proceed through school ware also reviewed.

Identification of an Educational Production Sex, Politics and Personality: Function By Experimental Means A Multi-Dimensional Study of College Students WILLIAM T. GARNER, Northwestern University J. GORDON NELSON, FRANK H. FARLEY, and WILLIAM C. KNIGHT, University of Eighthlrade students studied matrix algebra in three programmed Wisconsin, Madison lessons. Students were randomly assigned to three criterion perfor- mance levels. Student achievement, ability, time spent, and other Recent years have witnessed a marked increase in attentionto measures were obtained. Minimal variance criterion performance levels, psychological, physiological and demographic factors in humansex- analogous to production isoquants, were attained. A Cobb-Douglas uality. However, the study of individual differences andpersonality (log-linear) function was estimated by regression, with output (criterion sources of variance in sexual attitudes and behavior has not been levels) exogenous and time to mastery as dependent variable. Useof the extensively pursued. Two hundred undergraduate students (100 functionto predict time required for various student ability and males, 100 females matched on age and school year) living in dormitorieswere performance combinationsisillustrated. Costs and implications for administered measures of sexual attitude and behavior, individual equity/efficiency decisions in school management and finance are differences in stirrulation-seeking, personality, and politicalorientation discussed under various assumptions. (liberal-conservative). Factor analysis, using the Harris interpretation strategy, was applied to the data. Clear sexuality factors, with generally Accountability in Compensatory Education little contribution of the personality and political-orientationvariables, MAUREEN A. SIE, ALVIN R. VOELKNER, were obtained. ALLEN A. AHOLA, and DAVID L. DONOVAN, Michigan Department of Education 17.07 STATISTICS (0) This paperisa reportofanevaluation study conducted on Michigan's state funded compensatory education program. For the Survey of Some Useful Applications of Sign 1971.72 school year, the legislature appropriated $22,500,000 inan Test in Educational Research effort toraise the achievement levels of disadvantaged childrenin readingandmathematics.Approximately112,000kindergarten DARSHAN SACHDEVA, University of California through sixth grade pupils in 67 districts were servedunder the program. Pretest and posttest data were collected on every pupil, as The signtestis perhaps the simplest nonparametric procedure well as other related information. Statistical analyses identifiedsuc- comparable to the commonly used parametric t-test. This test is easily cessfuland unsuccessful programs among the districts andacross grades, applied which 'makes ituseful for preliminary analysis and for the and among schools and across grades. analysis of data of passing interest. A large variety of its applicationsto education research, usually not found in the standardtext books, is included in this presentation. In addition, the computing workis kept 17.06 SEX-ROLE DEVELOPMENT AND SEXISM (E) at an absolute minimum and a minimal use has been made of tables for significance testing, The Effects of Modeling on the Development of Sex-Role Behaviors in Children The Harmonic Mean and Kramer Unequal n Forms CANDACE S. GARRETT, Indiana University of the Tukey Statistic H. .1. KESELMAN, University of Manitoba; The purpose of this investigation was to examine the effects of LARRY E. TOOTHAKER, University of Oklahoma; modeling on sex-role developmentInfirst-gradechildren.It was M. SHOOTER, University of Manitoba

60 The harmonic mean and Kramer unequal n forms of the Tukey Combining seven elements (3x2x2T from the following sentenceA multiple comparisonstatistic were investigatedforthe empirical person may (1) accept, (2) reject or (3) take a neutral stance toward the probability of a Type I and Type II error. The Monte Carlo estimates (41 sell or (5) other at the (6) feeling or (7) opinion levelhypotheses were generated under conditions of assumption violations for varying predicted anincreaseinexpressionsofFeeling, an increasein numbers of treatment levels when the true magnitude of deviation from Confrontation, and a decrease in Double Message (Accept and Reject) the multiple comparison null hypothesis was considered. The Kramer statements. An administrative committee (audio tapes of 13 weekly procedureis recommended sinceitisless sensitive to assumption meetings) which had Organization Development (OD) interventions was violations. compared with one which had not. ANOVA results were not significant untilthe activitiesofthe OD consultants were considered. The An Index of Predictive Efficiency significance of this method of researching OD is discussed. DAVID J. KLEINKE, Syracuse University An Analytical Pragmatic Structure of Procedural An index that reflects the accuracy of selection associated with a Due Proms: A Framework for Inquiry into predictive validity of r is presented. Based on Sheppard's theorem on Administrative Decision Making median dichotomies,itisa measure of improvement over chance RONALD W. SEALEY and JAMES E. FISHER, assignment to "accept" (or "reject"), Because the index is a measure Southern Illinois University-Carbondale of the accuracy of this assignment, rather than of variance throughout the distribution, itis deemed to be a more appropriate measure than r2 The study describes the analytical pragmatic structure of concepts or indices based on r2 when the purpose of testingisselection. and applies this structure to thelegalconcept of procedural due Comparisons with other indices are made, and empirical data utilizing process. This structure consists of (1) form, (2) purpose, (31 content, non-normal distributions and other-than-median splits are presented. and (4) function. Conclusions of the study indicate that the structure of the concept of procedural due process, or any legal concept, is not An Empirical Comparison of the Accuracy of the same as the structure of scientific or moral concepts; parts of the Selected Multivariate Classification Rules structure of legal concepts change in accordance with changing social and political norms whereas other parts remain constant. The use of CARL 1 HUBERTY, University of Georgia; procedural due process in decision making does not guarantee errorless PAUL J. BLOMN1ERS, University of Iowa judgment nor does it guarantee a particular procedural requisite. This study involved two phases: (11 classification based on the Participative Decision Making and calibration sample, and (2) classification in a cross-validation setang. Perceptions of Organization: Refinement and Computer generated data were used. Results obtained from rules based Test of a Decisional-Deviation Index on probabilities of group membership were compared for accuracy when classifying in the discriminant space and in the predictor variable JAMES A. CONWAY, State University of spaces. In the first phase accuracy was greater in the predictor variables New York at Buffalo spaces, while the reverse was true in the second phase. In general, rules based onprobabilities of group membership were approximately Totesttherelationship betweenlevelsofparticipationand equally accurate, and more accurate than a rule related to a multiple organizational 'effectiveness, 166 secondary school teachers completed regression analysis. Other findings are also discussed. Likert's Profile of an 'Organization and an adaptation of Belasco- Alutto's Decisional Participation Scale. It was assumed that Equilibrium Estimation of Intervention Effects in Seasonal (participatingas much as desired)was the most satisfying state, Time-Series Saturation (participating more than desired) next, and Deprivation (less participation than desired) was least satisfying. This continuum of VICTOR VVILLSON, University of Colorado "Decisional-Deviation" correlated with perceived organizational effec- tivenessat21(significantat .0011. The "Decisional- Deviation" A model for the integrated moving averages process of order one, indicates that over-participation as well as the more IMA (1, 1), having a seasonal (cyclic) component is presented. The modification frequent decisional deprivation both detract from teacher satisfaction, model incorporates a .parameter for possible change inlevel of the process after intervention, following methods developed by Box and Tiao (1965), and Glass, Willson, and Gottmann (1972). Least'squares estimates and- associated significance tests for the parameters of the model (inparticular, the intervention parameter) are derived. The 17.10 STUDENT RATINGS OF INSTRUCTION (D) results of a computer study and an example from real data are given with analysis and interpretation of parameter estimates. Results of the Comparative Judgment Scaling of Student theoretical derivation are extended to other models IINIA (1, 11 with Course Ratings deterministic drift, multi-component models] , and limitations of the'PETER W. FREY and B. CLAUDE' MATHIS, model are noted, Northwestern University

An analysis of the literature on teacher evaluation resulted in the construction of a teacher evaluation questionnaire containing items 17.08 ADMINISTRATIVE DECISION MAKING (A) most frequently used in previous studies. A sample of undergraduates who had participated in more than one of a group of four under- Feelings, Confrontations and Double Messages: A graduate course experiences was selected and asked to respond to the Re-examination of the Effects of Organization instrument, A total of 679 responses were received. A factor analysis of Development Interventions of the Verbal Discussion these responses identified four evaluative factors: teacher's presenta- Processes of a Decision-Making Team in a School System tion, course difficulty, grading procedure, and teacher accessibility. JOHN C, CROFT, OISE; and ARNOLD J. FALUSI, Students were able to differentiate reliably among the four courses on York County Board of Education, Ontario, Canada, each of the factorial dimensions.

61 Factor Analysis of an Instructor Rating Scale 17,11 RESEARCH METHODOLOGYl- FRED (NIDLAK, ERNEST McDANIEL,and JOHN FE LDHUSEN, Purdue University Estimating Total -Test Score Distributions through Item-SamplingA New Theoretical Appoach Factoranalysis of teacher ratingscaleshas oftenidentified .RICHARD K, HILL, JR.. Virginia Polytechnic components whiCh(e6cIis on the instructor's respectiveroles as actor Institute and State University and interactor. A'-total of 208 Purdue Universityinstructors were rated by their students on theCourse-Instructor Evaluation form in an A model for multiple choice test-takingbehavior is proposed which attempt to: (1) determine the relationships betweenspecific and global is different from those presently used foritem sampling theory. A new items, and (2) determine the factorstructure of the scale with and theoryisdeveloped, which includes a newconcept to without the global items (the overallcourse and overall instructor facilitate. comprehension of item sampling theory,a "number-knowin" score ratings). The results showed lack of independencebetween specific and global distribution, A major advantage of the modelis that it accommodates ratings, andthrt...drelatively independent dimensions,actor, data from multidimensional interactor, and text-test as factors. tests. The relationships betweenthe proposed model and established theoryare shown. The advantages and disadvantages of the proposed theoryare compared to those of other Student Evaluation of Instruction: The Analysis techniques currently in use, of Discrepancies between Perceived and IdealConditions JAMES R. SANDERS, Indiana University; How Many Es Are There ?. -A Critical Analysis' MICHAEL LYNCH, Kansas State University of Problems Concerning Determination ofEvaluative Factors of Semantic Differential Scales Traditional method-.; offormally soliciting student reactions to PHILIP G. BASHOOK, University ofIllinois specifictiimensionsof classroom teaching have oftenyielded insufficient College of Medicine; STEPHEN F. FOSTE information. Explicit criteria for interpreting R, reported survey informa- The University of British Columbia tion have been missing. Furthermore, differencesin individual student's referent points have not been considered in analyses. A procedure for In measuring attitudes by Semantic the collection, analysis, interpretation,and reporting of sufficient Differential, bipolar adjective scales with high loadings on an evaluativefactor derived by Principal evaluative information about classroominstructionis presented. A Components Analysis are used typicallyas unidimensional attitude descriptive instrument was administeredtwice to students. The data, measures. Kornorita and Bass, using conventionalstatistical techniques, which were analyzed using a five-way nestedrepeated measures design, report the discovery of more thanone evaluatiVe (actor. This paper revealed differential real-ideal discrepancypatterns among instructors focuses on four considerations for and between classes within instructors. establishing evaluative factors: concept complexity, eigenvalue cutoff-criteria, eigenvalue plot, and conceptual analysis of scale groupings:Komorita's and Bass's data and Criterion Referenced Validity of Student new data from ratings of Ratings of Instructors six concepts of varying complexityare analysed and discussed. Specific recommendations-are made regarding DEAN TOUCI, JOHN FELDHUSEN, and determination of evaluative scalesin attitude research: JON HALSTEAD, Purdue University An Empirical Comparison of. Selected Two-Sample The purpose of this research was toassess the criterion referenced Hypothesis Testing Procedures Witich AreLocally Most validity of student ratings of instructors.A total of 480 undergraduates Powerful under Certain Conditions rated their instructors using a specialrating scale designed to parallel H. D. HOOVER and BARBARA FLAKE,University of Iowa the Flanders Interaction Analysis Categories.Expert observers also ratedtheinstructorsusingthe standard form ofthe Flanders The relative power of the Mann- Whitneystatistic, the t-statistic, the Categories, Mean student ratings for instructorswere correlated with median test, a test based on exceedances (A,8),and two special cases of expert observers' scares. Significant correlationswere found between (A,B), the Tukey quick test and ratings for (our categories. These results the revised Tukey quick test, was- were interpreted as revealing investigatedvia a Monte Carlo experiment, These some eriterion-referenced validity for student ratings. procedures were compared across four population probabilitymodels: uniform, beta, normal, and double exponential. A Comparison of Two Approaches in Factor Sample sizesof(5,5);(10,10), (20,20), (5,10), and (5,20) were Studies of Students Ratings of Courses and Instructors among those used. Results indicate the mediantest should be considered for distributionswhich contain D, W. CARVER, and PAUL G.LIBERTY.JR., outliers, The exceedances testscan be powerful alternatives to more Measurement and Evaluation Center, The Universityof standard procedures if the underlying distributionsare platykurtic. Texas at Austin

A Critique of the Statistical Analysis of Results oftwofactoranalysesof the 3,772 studentratingsof 0 ED Experiment in Performance Contracting engineering courses and instructors, obtainedby using alternative step factoring criteria, were comparedon the basis of six criteria. Results EDWARD F. O'CONNOR, EducationalTesting Service indicated that the ten factor solution obtainedby using a step criterion and STEPHEN KLEIN, University of California, of accounting (Or 70.75% of the totalvariance as opposed to a live Los Angeles factor solution containing only factorshaving an eigenvalue greater than 1.0 accounted for a higherpercentage of the total variance, The experimental students in the 050experiment were generally clarified factorstructure,provided more 'usefulinformationfor lower scoring and less affluent than controlstudents. OEO's statistical administrative decision-making, and supported theview that a 1.0 analysis used a variety of statistical proceduresto ddiust tor ithe initial eigenvalue step criterion is unnecessarilyrestrictive in certain situations. differences in the experimental groups. Areanalysis of the data using a chi-square technique demonstrates thattheadjustedposttest dif- ferences between the experimentalgroups were biased against the

62 performance contractors because the differences were riot independent are t he following: criterion-referenced assessment to meet the needs of of the pretest means. These biases are discussed in terms of differential individualized instruction versus norm-referenced assessment to satisfy growth rates, specification error, and errors of measurement. The informational needs; participation by educators, students, and the random assignmentofschoolstotheexperimental and control public-at-large; use of correlates of achievement; public and professional conditions would have avoided many of hese problems. informational campaigns, and reporting results. Each issue is considered in some detail.

17.12 PROBLEMS IN EVALUATION OA Methodology for Group Comparisons Derived from Objectives-Based instructional Programs Analysis Strategies for Some.Common Evaluation Paradigms DAN G. OZENNE,SVVRL

ANDREW C. PORTER, Michigan State University Methodology appropriate to the differentiation of individual differ- encesisinefficient where the comparisons of interest are between Four common summative evaluation designs are identified, all of groups. This paper suggeststhe use of multiple matrix sampling whichincludeinformation on experimental units priortotheir techniques as a more apppriate and efficient methodology for making receiving that which is being evaluated. For each of the four designs the between group comparisons. The conventional analysis of data derived following analysis options are considered: analysis of covariance using a from such techniques is extended from the prediction of population random covariate, analysis of variance of an index of response including distribution parameters to the generation of test norms. These norms gain scores as a special case, repeated measures analysis of variance, and provide a convenient and straightforward method for making between analysis of covariance using estimated true scores as the covariate. The group comparisons. The proposed methodology is illustrated through most appropriate analysis for each design is selected using the criteria of the use of the results from a simulation study, hypothesis tested, statistical power of the test, and assumptions made by the test. 17.14 FOUR PROVOCATIVE RESEARCH REPORTS A Problem in the Aggregation of Student FROM 1972 ON MATHEMATICS EDUCATION, K-12 Data to the Level of School (B, EXPERIMENTAL) J. WARD KEESLING, UCLA MARILYN N. SUYDAM, The Ohio State University, Chairman In many circumstances it is appropriate use the school as the unit of analysis. The variables measured on students must be aggregated to Discussants will offer brief presentations on each report to state form a mean for each school. However, the means derived from the a specific viewpoint. The audiencewillbe givenconcise, one-page students sampled in a school will tend to fluctuate around the true outlines of each study. The focus of the discussion will be on the mean forthe schoolinavvav determined by th'e within-school strengths and weaknesses of the research (design, etc.), the interpreta- correlations among student variables rather than by the between-school tion and applicability of the findings, and what the teacher and/or the correlations. A model is presented which circumvents this problem by researcher might do as a result of the study. The intent of the session is obtaining replitate measures for each variable. The model permits to get the audience involved in the discussion of research and to raise estimation of the true between- schools covariance matrix and measure- and answer questions relating to factors of concern in evaluating and ment error variances. An example employing real data is presented. interpretingresearch.Both mathematics educators and otherre- searchers need (1) to evaluate research more critically, and (2) to seek Undertaking Program Comparisons in to apply research in the classroom. Participants are D. H. Crawford, Educational Evaluation Queens University, Kingston, Ontario; Joseph N. Payne, University of JIM W, KUNETKA, LEON P. EDMONSTON, and Michigan, Ann Arbor, Michigan; and J. Fred Weaver, the University of MURRAY A. NEVVMAN, Southvvest Educational Wisconsin, Madison, Wisconsin. Development Laboratory

The notion of comparing in curriculum evaluation is discussed, and 17.19 CURRICULUM DECISION MAKINGTHEORY some approaches to making comparative judgments about program AND PRACTICE (B) effectiveness during the formative and summative evaluation stagesare examined. Sources of information provided by external and internal A Conception and Case Study of the Teacher program comparisons are described, and a model in which a policy as Choice Maker in Curriculum Development capturing procedure for predicting administrative decisions basedon F. MICHAEL CONNELLY, The Ontario comparison data is advanced. Evaluation methodologies appropriate to Institute for Studies in Education and comparative evaluation are discussed with support given to a matrix The University of Toronto sampling procedure for coMparison selection based upon programcosts, performance appraisals, and program spinoffs at different points in This paper presents a theoretical account of a two yearcase study of product development. eight deliberating teachers in curriculum development. A conception of the eclectic and problematic habits of mind required by intelligent Individualized Instruction and State Assessment: teacher deliberation and choice is presented. The conception of the The New Jersey Educational Assessment Program teacherroleisbased on theoretical considerations of the overall purpose of development, the teacher's role in development, and on In the fall of 1972, New Jersey initiated a program of statewide and empirical data obtained in the discourse of deliberating teachers. It is local educational needs assessment. This program will entail,atits ourbeliefthattheresultsofthisstudywill, have educational inception, statewide testing in the basic skills areas of reading and possibilities for the improvement of curriculum development, for the mathematics. The background and goals of the program are discussed. realization of effective teacher based curriculum planning, and for the Among the policy issues confronted in the development of the program inservice and preservice education of teachers.

63 Translating a Theoretical Curriculum Model to the utility of systemiC approaches for thinking about cuirir.iii into Instructional Decision Making development and change. EDITH B. BUCHANAN, University of California, Los Angeles 1720 THE OPEN CURRICULUM: This paper describes the process of translating curriculum theory RECENT RESEARCH (B) into a school program for young children. Itis an inquiry into the usefulness of a curriculum theory in the formulation of goals and the Personality Characteristics and Assumptions Held by Open and Traditional Teachers of the Poor establishmentof specificbehavioralcriteriatohe usedintheir evaluation. Curriculum theory taken from Goodlad's conceptual model ANTHONY J. courrA. provided the theoretical framework, The process of theory translation University of Connecticut was guided by John I. Goodlad in weekly sessions with the group of teachers responsible for the educational program in the Early Child- This study determined, first,ifsignificant differences existed in hood Phase of the University Elementary School, UCLA. personality characteristics and assumptions held about open education between open and traditional primary teachers; and, second, examined Curricular Decision Making in Selected the content and com-ruct validity of the Barth Scale using latent- School Systems partition analysis and factor. analysis techniques. The Edwards Personal Preference Schedule, the Thurstone Temperament Schedule and the GARY A. GRIFFIN. Teachers College, Barth Scale were administered to 60 open and traditional teachers, Columbia University rated high and low by a supervisor. Multivariate analyses of variance were employed. No significant differences in personality characteristics were A curriculum decision making questionnaire was formulated and found; open versus traditional teachers (p < .05) and high rated, open administered to 407 school-affiliated persons to determine if the levels versus low rated, open teachers (p < .051 differed significantlyin Of curricular decision making, as proposed by John 1, Goodlad, are assumptions. reflective of practice. Analysis of responses indicates that in the five school systems studied the societal and instructional level decisions are The Open Curriculum and Selection of made by persons at those organizational levels but that the institutional Qualified Staff: Instrument Validation level decisions are often made by persons at the other two levels or are not handled systematically by any identifiable person or agency. It was JOHN F. GREENE, University of Bridgeport, also determined that teachers participate extensively, often unilaterally, JOSEPH KE I LTY University of Bridgeport and in making curricular decisions. University of Massachusetts, and SHERRAN ROTHMAN, University of Massachusetts

Decision Making at the Institutional Levet The impact of open education on today's curriculum has been ROBERT M. McCLURE, National Education Association extensive. Of the many requests for research in this area, none is more important than instrument validation, This study examines the internal An analysis of data from two studies and reviews of selected structure of Barth's Assumptions about Learning and Knowledge scale literature are used to describe: problems of decision making at the and exploresitsrelationshiptoestablished"progressivism" and institutional level; those decisions now being made at inappropriate -traditionalism" scales and demographic variables. Barth's scale and levels according to criteria generated by the data; and alternative forms Education Scale VII were administered to 149 subjects. Item and factor of decision making, including change strategies.. Data selected for analysis yielded support for Barth's scale, As hypothesized, the scale inclusion pertain to the process of faculty adaptation of models for correlated significantly with Education Scale VII. No relationships were curriculardecision making; forms of organization promoting wide found with the demographic variables considered. teacherinvolvementindecisionmaking; teacher attitudes about participation; small group norms, levels of commitment, cohesion; and The Effects of an Open Experimental Program procedures, processes, and products typically used by facultygroups on the Attitudes and Self-Concept of Graduate Students embarking on institutional tasks. JOSEPH K El LTY, University of Bridgeport and University of Massachusetts, and JOHN F. GREENE, University Theory and Phenomena in Curriculum Research: of Bridgeport The Curriculum as a Social System IAN WESTBURY, University of Chicago, and The purpose of this study was to determine what effects on attitude and self -concept arose from participation in the Multiple Alternative W. LYNN McKINNEY, University of Rhode Island Program (MAP), an open experimental approach to graduate education. Six psychologically oriented instruments were administered to 86 graduate students to 2 x 2 ANOVA procedures with one within subject This paper argues that questions like "What is the curriculum?- and dimension (pre-post) were employed to test each Ho (a.. ,05). The -How can the curriculum be changed?- can be best answered if -the statisticallysignificantfindings indicate theat the MAP participants curriculum of the schoolis seen as a social institution and concep- developed a more favorable attitude toward higher education than a tualizedinterms suggested by the sociology of knowledge and organizational theory. Such a conceptualization is presented in this comparable control group of regular graduate students. No change was foundforreal paper and then used in an examination of the history of curriculum self-concept, teacher self-conceptas perceived by supervisor, progressivism, or traditionalism. change inthepublic schools of Gary, Indiana, 1940-1970. The theoretical approach to the analysis of the dynamics of curricular change in the system selected for the case study turns out to, be very A Comparison of Open and Traditional Education: robust. These results suggest that curriculum research should give more Conditions that Promote Self-Concept attention both to the exploration of curriculum change over time and P. TERENCE KOHLER, University of Connecticut The study tests hypotheses derived from the proposition that Open possessing much facevalidity,littlepsychometric informationis Education promotes self-concept. The Sear's Self-Concept Inventory, available about such assessment devices. Three separate studies were Yielding scores in six self -concept "areas,- was administered to 316 Ss, conductedtoprovide information about thevalidity,reliability, ages 9 to 12, from six suburban schools. The Walberg-Thomas Scalesadministration, and scoring of performance tests of teaching effective- rated each school as to degree of openness. No significant difference in ness. any of the six -areas" of self-concept was found between Ss in the Open and Traditional Groups. Significant differences in total self- concept were found between Open Males and Traditional Males, 19.01 TEACHING COMPETENCY: CAN IT BE ASSESSED? (C,. SYMPOSIUM) between Open Males and Open Females, and between Open Schools. No correlations were found between a school's openness and Ss' BEATRICE A. WARD, Far West Laboratory self-concept. for Educational Research and Development, Organizer Open Education: A . Pre-School Model? The objectives of this symposium are: (1) to identify and discuss DONALD L. THOMP. University of Con necticut varied approaches to the definition of teaching competency, (2)to The purpose Of this investigation was to study the differences in examine the procedures being used to assess competency under each definition, and (3) cognitive and social development of pre-school children enrolled in a to explore the feasibility of use and potential structured Montessori program and those in an open, child-centered contribution of each type of assessment procedure. program. The sample consisted of twenty children who attended the When it is determined that teaching is built upon various combina- Montessori for half a day and the child-centered program for the other tions ofobservable behaviors, assessment of teaching competency half a day, and twenty children who, attended only the Montessori moves beyond submission of a transcript of courses completed, How schoolfor a half day. The results indicated that neither group of competency is defined and assessed influences the content and design children made significant gains on the cognitive measures. On three of of preservice and inservice teacher training programsas well as the evaluation of the teacher himself. ninesocial development indices,thechildren who nttended the child-centered program made significant improvement LOB level). At the presenttime, many questions remain to be answered regarding whether teaching competency can be assessed, andif assessment is possible, how it should be conducted. The presentations 17.22 PERFORMANCE TESTING (17) in this symposium are intended to Present five diverseviews on this subject.Eachpresenterisengagedin competency-based teacher Application of Teaching Performance Testt education. The issues raised and the assessment proceduresproposed, Inservice and Preservice Teacher Education therefore, emerge from both theoretical and practical bases. W. JAMES ROMANI, UCLA John A. Masla and William Licata, Buffalo State Univeriity College, will propose "Model Lessons as Means for Diagnosing and Assessing Teacher educators have been plagued with the problem of devising Competency.- The steps toward assessment, reviewed in their presenta- tion include: useful instructional interventions, but often have been unable to assess (1) identification of the teaching variables thatcan be the quality of their efforts because of the unavailability of satisfactory expected to appear in a particular lesson, (2) development ofa system of interaction analysis for verifying the occurrence of the variables, and criterion measures, The application of teaching performance testsas (1) an instructional intervention, and as (2) a formative or summetive (3) preparation of profiles of teaching occurring in the lesson, Keeping evaluation criterion in connection with inservice and preservice teacher the assessment task within reasonable_limits is viewedas an important requirement for both the assessor and the teacher engaged in education programs is described, Applications of the performance test the . strategy to both types of programs are presented. This measurement assessment process. A Model lesson based upon questioning. discussion strategy has utility for preservice credential programs and inservice staff competencies is presented as an example of the application of this development enterprises. approach. Patricia Heffernan-Cabrera and William J. Tikunoff, University of Teaching Performance Tests as Dependent Southern California, will submit the view thatin order to effect Measures in Instructional Research significant change, competency based teacher trainingmust be con- gruent with and addressitselftothe philosophy ofthe young EVA BAKER, UCLA peoplethe humanistswho are its clientele. "A Humanistic View of The need for common measures in research on teaching is legend, Assessment and Competency Based Teacher Education:I Can Do It and the merits of teaching performance tests to meet this requirement Myself, Mother!" holds that men should place their faithin man are explored here. A regression study where teacher performance tests himself, Of the many powers of 'man exercised in cooperation with were used as dependent measures is described. Sixty-four subjects were others, self-criticism, the So'cratic power, is -regardedas the central power. Therefore, it given objective-based lessons to teach. During their lesson, they were is, proposed that meaningful and relevant pro- rated on the use of six instructional principles, Following instruction, cedures for assessing competencies include anad are largely determined learners were administered a short test of achievement and interest. by SELF-assessment. "To be able to ." is the goal, riot "to be able to prove . Step-wise regression analyses were conducted, and variables related to to others. Procedures for accomplishing this goal are to be discussed, the performance criteria described. Suggested modifications ofper- "A Positive-Negative Behavior index Based upon an Initiation- formance tests to enhance their suitability as dependent measuresare discussed. Response Chain- will be suggested by Roger Pankratz, Kansas State Teachers C011ege. Within this framework, teachers' acts of initiation and Psychometric Characteristics of Performance Tests response are observed and measured in relation to their objectives of of Teaching Effectiveness instruction, The potential is considered for defining positivnegativo teaching behaviors through use of:(1) availableI itert,ture, and (2) JASON M1LLMAN, Cornell University research investigations of behaviors that appear to be relatedto specific Categories of instructional object ives. Preliminary studies conducted at Teaching performance tests are measures which assess a teacher's Kansas State Teachers College are reviewed, and problems met and ability to accomplish prespecified instructional objectives. Although trend information obtained discussed

65 Wilford Weber, University of Houston, will focus on thecon- case in point, that notions set forth in the popular media are a more sequences for pupils of different kinds of teaching competencies in potent force for change than reliable research conclusions. "Let's See What the Kids .Think." He win present the view, that the most important competencies may be difficult to measure, particularly ifthese competencies are expected to have some relationship to the 19.04 LARGE SCALE EVALUATION MODELS (B) achievement of both cognitive and affective objectives of instruction. An assessment procedure whichis based upon asking -the teacher Evaluation of an Interuniversity trameee to create and use instruments which show that his pupils Program in Medical Education develop more positive attitudes about the trainee as a teacher as a result of interaction with him will be discussed. CHARLES W. DOHNER, THOMAS J. CULLEN, Beatrice A. Ward, Far West Laboratory for Educational Research PHI LIP WE INSTE IN University of Washington and Development, will comment that research on teacher performance resulting from training in the use of specified teaching skills can serve as The regionalization of the University of Washington Medical School an empirical base from which to build standards of performance. represents a beginning in addressing the problem of maldistribution of "Establishing a Standard of Performance" will review the advantages physician manpower inthe states concernedWashington, Alaska, and disadvantages ofusing such evidence, and question whether Montana, Idaho (WAMI). The WAMI experiment uses the faculties and standards of performance have any meaning in a co-operable act such as facilities available in the universities of these states to teach first year teaching. Procedures are proposed for obtaining samples of teaching medical students the first quarter of basic sciences. This paper addresses which can be compared with standard performance. Additional research itself to: f1) describing the philosophy, history, strategies, and activities- needed to establish the validity of this approach will be discussed. of the WAMI experiment, (2) identifying the questions that need to be The symposium will contribute to the resolution of the critical answered by the evaluation process; and (3) progress of the Program and curriculum evaluation to date. questions of identification and assessment of teaching competency in several ways. First, five distinctly different views as to how competency A Model of Curriculum Evaluation Applied to may be defined will be presented. Second, information will be provided a University Baccalaureate Program On several assessment procedures that are currently being tested. Third, a variety of research topics that warrant investigation if educational VIVIAN C. WOLF and CECILIA M, SMITH, researchers are to begin to answer questions about teaching competency Institutional Affiliation with University will be proposed, of Washington

A multi-variable curricular model is applied to a.total baccalaureate curriculum revision. The objectives of the evaluation, methods, and 19.03 PUBLIC BELIEF, COMMUNICATION, AND sources are given. The model can be used to examine how much CURRICULUM CHANGE (B, EXPERIMENTAL) additional power in decision making was gained by each set of variables LOUIS J. RUBIN, University of in the model. Illinois, Organizer

The proposed AER A experimental _session willdeal with the 19.05 RACE AND ATTITUDES (C) relationship between curriculum change and public belie). Theunder- lying rationale is based upon the thesis that the profession's failure to Perception of Racial Cues in Preschool Children: inform people about educational goals has resulted in (1)a dwindling A Neva Look confidence in the efficacy of the educational system, (2) a growing skepticism as to the usefulness of curriculum change. (3) a gullibility PHYLLIS A. KATZ. and SUE ROSENBERG BALK, with respect to innovative fads and market-place opportunism, and (4) City University of New York an increasing discontinuity between the teachings of the home and those of the school. The validated research evidence on the siibjcct is The prediction that young children would more readily learnto scant, and the intended formata debate designed to illuminate discriminate faces of their own race than another race was tested. One controversial points of viewshould provide important new clues to a hundred ninety-two black and white nursery and kindergarten Sswere promising area of research. administered a two-choice discrimination learning task employing either The sessionwilladdressitselfto two primary objectives:a brown, pink-tan, or green faces varying in shades. A doll choice task consideration of the public's will as a pressure force for curriculum was subsequently administered, assessing racial and gender preference. change and an exploration of alternative ways in which communication The major prediction was confirmed. Performance was related to can be used to achieve an educationally-informed publica public able stimulus condition, age, race of E and race of S. The doll choice task to distinguish between sound and unsound educational practices and appeared unrelated to learning performance, and did not elicit the one knowledgeable about contemporary goals in schooling, strong preference for Caucasian dolls typically obtained. Gender was a A study by the Communications ,Coalition for Educational Change, more predominant choice cue than skin color, utilizing a random-sampling, survey design, sought answers to the following four questions about the Dayton, Ohio school system: (1) The Effect of Motion Pictures Portraying What educational beliefs and aspirations do each of Dayton'( sub- Black Models on the Self.Concept of cultures have for their schools? (2) Through what communication Black Elementary School Children channels are these beliefs and aspirations derived? (3) Can each group's CHRIS DIMAS, Malcolm X College educational beliefs be altered through selected communication efforts? (4) If so, which communication procedures are most effective with each The objectiveofthis study was to determineitthere was group? significant difference in the self-concept among black students who The session's debate will center on the power of public belief and view motion pictures portraying black models and those who view expectationtoaffectcurriculum change and on the profession's white models. The subjects were grade four and six black students in responsibility for educating the public about education. It may be,as a inner-city schools. Analysis of the data support the followingcon- clusions: (1) experimental groups scored higher on Power, Grouping I The role of negative instances in the acquisition of the mathematical and GroupingIIConstructs than did controls;(2)experimental concepts of distributivity and homomorphism was examined. Two fourthgraders scored lower on Centrality. Itis concluded that black levels of instruction for distributivity (positive instances and positive students who view motion pictures portraying black models will andnegativeinstances)andthe 'samelevelsofinstructionfor indicate certain aspects of the self as`being more positive than will those homomorphism were crossed to form a 2 x 2 factorial design with 23 who view white models. undergraduate elementary education majors per cell. Criterion variables were number of correct responses, stimulus interval, and postfeedback The Effects of a Student Centered Special intervalduringtreatments and/orposttests. The resultsfordis- Curriculum Upon the Racial Attitudes of tributivityfavored atreatment containing negative instances. The Sixth Graders results for homomorphisms suggested a disordinal interaction between levels. Negative instances appear to have a significant role in mathe- JUDITH W. LESLIE, LARRY L, LESLIE, matical concept acquisition. The Pennsylvania State University. and DOUGLAS A. PENFIELD. Rutgers University An Experimental Study of Relationships Between Mastery of a Superordinate Mathematical Task and The purpose of this research was to appraise the effects of a Prior Experience with a Special Case comprehensive effort to improve racial attitudes of sixth-grade children. Experimentalsubjectsreceivedenrichedcurricula andmaterials, AARON D. BUCHANAN, Southvvest Regional tutored and interacted with black children and attempted to positively Laboratory for Educational Research and Development influencecontrol group subjects' racial attitudes_ The total group showed improvement on all four attitude measures, but there were no This study was designed to examine effects of prig experience with significant findings according to treatment or achievement. The net subordinate tasks upon mastery of a superordinate mathematical task in effects of curricular and material enrichment, interracial experience and circumstances where one of the suhtasksisa special case of the teaching about blacks, does not appear to outweigh the advantages of superordinate task, A 2 x 2 x 3 factorial experiment involving 72 peer influence as a mode for improving racial attitudes. elementary subjectswas conducted with three levels of prior experience and two orders for presenting subtasks examined in interaction with Attitude toward Education, Vocational Maturity, and aptitude. Results showed that increasing amounts of prior experience Control of Environment in Relation to Ninth -Grade with the special case led to a significant increase in the number of trials Achievement required to master the superordinate task. Presentation order and interactions with aptitude were generally not significant. MAR VIN SIEGE LMAN, City College of New York

A major finding of the Coleman Report was that pupil attitudes The Effects of Computer Programming were more strongly related to school achievement than all other on Performance in Mathematics measured variables. In the present study, attitude toward school and control of environment, noted in the Coleman Report, were examined STUART M I LNE R, University of Pittsburgh in relation to grades. A third attitude concerning vocational maturity was also evaluated. The sample included 394 ninth-grade maIes, mostly Computer programming, using the LOGO language, was taught to black, from low socioeconomic locations in New York City. Thirty-nine fifth-grade students to determine its effect on performance in mathe- outof 48 partialcorrelations, controllingforIQ, between pupil matics, In this. context, programming was used as a -means towards attitudes and grades, were statistically significant. The data generally learning conceptual aspects of mathematics. Tasks involved the genera- supported the Coleman Report. tion of sequences and the use of variables. A hypothesis that students couldlearnthe previously unknown concept of variable through programming was confirmed both statistically and observationally. An investigation was also made of the relationship between instructional 19.06 MATHEMATICS LEARNING (C) treatment in learning to program and initial ability. Results indicated that there were no significant effects due to instructional treatment or Mathematics Learning and the Sexes: A Review ability in either training or criterion phases. ELIZABETH FENNEMA, University of Wisconsin, Madison Some Factors Associated with Elementary-School Pupils' Performance on Examples Involving Two recent reviews of research concerned with the learning of Selected Variations of the Distributive Idea mathematics (Gionnon& Callahan, 1968; Suydam, 1969) have given J. FRED WEAVER, The University of Wisconsin- credence to the belief that boys perform better than do girls on tests of Madison, and MARILYN N. SUYDAM. The mathematical reasoning ability. This powerful conclusion is based on an Pennsylvania State University inadequate review of the literature which in reality shows little or no significant differences in mathematical ability between boys and girls until they reach high school. One important reason which has been The findings from administering a 20-item pilot instrument (parti- tioned into four 5-item Tests) to 242 pupils in grades 2-5, indicate that hypothesized forthis difference,i.e. differenceinspatial ability between the sexes, does not account for all of the differences found. performance is not independent of the distributive form involved in an example, nor of the context or format in which an example is cast. Negative Instances and the A cquisition Additional data will be collected from a wider sampling of pupils of the Mathematical Concepts of D istributivity (grades 4-6 or 7) using a revised instrument, seeking confirrnation or and Homomorphism rejection of conclusions suggested by the pilot data and leading to implicationsforinstruction pertaining to distributivity within the RICHARD J. SHUM AY, The Ohio State framework of elementary-school mathematics programs. University

67 19.07 PROGRAM AND PRODUCT DEVELOPMENT (C) objective. Revision was found significantly better than objectives, and objectives were significantly better than control. Research in a Nontraditional Setting: Development and Evaluation of an A ud i0=Self Instructional System RICHARD S. ANDRUL IS, The American College 19:)8 ARTIFICIAL INTELLIGENCE land SIG/RN1E). of Life Underwriters Artificial Intelligence Models for Human ProblemSolving The Cassette Review Program (CRP) is a series 01 audio tapes and response booklets 'that provides students with a method to review GERALD A_ GOLDIN and GEORGE F. LUGER. concepts in each course of the C.L.U. curriculum. The audio cassettes University of Pennsylvania provide information and questions, while the response booklets allow for a participative learning experience between the student and the Current research employing "artificial intelligence' or mechanical content material, This investigation used a _separate sample pretest- models for human problem-solving bears an important relationship to Posttest design for two courses of the C.L.U. curriculum. Randomly StructuralistPlagetiancognitivetheoty,utilizingthe fundamental selected students and teachers were administered knowledge tests on correspondence between conservation operations and symmetries. the CRP material.. I n addition, a questionnaire was included to obtain Behaviors of 35 adult subjects solving the "Tower of Hanoi" problem information on such aspects as relevancy and clarity of the material. are represented by successive paths within Nilsson's "state-space, Evaluation and analysis is now being completed. illustrating the decomposition into subproblems. The data analysis indicates significant invariance of operations across subproblems of Mathematics of Life Insurance Study isomorphic structure. Symmetry acquisition by a subject during Aid Development and Evaluation in a problem-solving corresponds to a mathematical "reduction" of the Nontraditional Setting state-space diagram. A natural distrinction emerges between (Piagetian) HAROLD F. RAHMLOW. The American College cognitive structures and (mechanical) strategies for proceeding_ within of Life Underwriters the state-space.

The emergence of nontraditional educational programs is creating 19.09 CURRICULUM DEVELOPMENT: MODES AND new problems and opportunities for persons engaged in educational MEASURES (B) research and development activities. A supplementary study aid has been developed in the content area of Mathematics of Life Insurance Stages in the Design and Formulation of a Composition Program for adult professionals who study independently or in group situations. It contains objectives, criterion items, expository material and adjunc- STAN LEY E. LEG UM 'and EDYS DUE LLMA LZ, Southwest tive. programmed materials. The final pre-publicaion_ evaluation was Regional Laboratory done on a pretest-posttest basis and evaluated for cognitive, affective and operational variables. In addition, an analysis was made of student The paper exemplifies the way in which theoretical and practical responses to items on the national C.L.U. examination. considerations interact in the architecture of an instructional product. The design and formulation of a primary level compositionprogram are The Learning BoothProduct Evaluation and traced from the description of a conceptual network for composition Research skills and the formulation of the set of instructional objectives basedon the interaction of the conceptual network with practical experience. NICHOLAS F. RAYDER, Far West Laboratory An Empirical Examination of Expected and Desired The Learning Booth, an eduational product developed and tested by Involvement in Curriculum Planning the Far West Laboratory, was designed to offer a young child (at kindergarten or first -grade level) an experience which enables the child GEORGE A. LETCHWORTH and MICHAEL LANGENBACH, to learnto solve problems and find answers independently Other University of Oklahoma training materials enable users to set up and operate a learning booth for The organizational relevance (teacher retention) of involvement in young children. This study evaluates the learning booth and the training curriculum planning was studiedas wellas discrepancy between program as educational products, then discusses performance on the teachers' expected and desired involvement. First-year Bureau of Indian learning booth as it relates to ethnicity, intelligence test scores and Affairs teachers indicated that they should have more involvement in future reading test performance. curriculum planning and the desire for involvement in curriculum planning and the desire for involvement increased as the schoolyear The Effects of Empirical Program Revision progressed. Surprisingly, however, the teachers who remained fora and Presentation of Objectives on Student second year And those who resigned after the first year did not differ in Performance their perceptionof "what exists" and "what should exist" in the ROBERT H. SULZEN, United States Army teachers' role in curriculum planning. The results have implicatior,s for Infantry School Fort Benning, Georgia existing normative statements regarding teacher involvement incur- riculum planning. The study was designed to test the -effectiveness of empirical program revision and the presentation of objectives before instructionStructuring a Fine Arts Instructional Program through systematic replication. The basic study was replicated nine EDYS (WE LLMA LZ and ROSEMARY ALLEN, Southwest times, Subjects were randomly assigned to four treatment groups. The Regional Laboratory for Educational Research and control group was given an unrevised program with a placebo objective; Development another group received the unrevised program and a specific objective; the third group was given an empirically revised program and a placebo The design of an instructional program requires analysisof the objective, and the last group received the ,revised program and specific subject matter into critical content and response categories. Thispaper

63 will identify organizational parameters derived from the analysis of the educational programming is felt to be dependent upon rational planning art subject area that may serve as structural classes for the analysis of systems that provide for the definition and evaluation of educational othersubjectareas as well. The paper willalso describe basic outcomes. architecture of an art program derived from this analysis. Planning-Evaluation in a Medium Size School District

19.10 CONTRIBUTION OF EVALUATION TO SCHOOL ROGER. M. GIROUX, Duluth (Minn.) Public Schools SYSTEM PLANNING (H) The rationale, operational framework and implementation case Cost Utility; -An Aid to Decision - Making study of a planning-evaluation model for a medium size school district are discussed. The system defines a management information function GRIST H, COSTA, Milwaukee Public Schools inthree components:planning,operations, and evaluation. The relationship between these componen:s is presented in both diagram A set of procedures were developed which assist in structuring tasks and narrative form. The skills needed by personnel and the objectives and objectives in a manner to permit rational-decision-making. The they are to attain are identified, A description is given of the computer model uses a jury of experts to rank various objectives and program based management tools particular to each component, processes in terms of their importance: Values are generated which The., purpose of the system isto provide timely and accurate relate to costs in the form of a utility-cost ratio. The model was tested information to educational managers which allows for discrimination in a small, midwestern urban school district. Various decision-makers between alternative courses of action at any time during program were interviewed to ascertain their perception of the- utility of the development or operation. The ultimate goal of the system is to relate model. The model is extremely practical in terms of ease of use and the benefits of a program to the costs through a well defined and _ ability to structure program components into a setting for decision- specified plan of operation. making.

Management of Organizational Conflict Resulting from 19.12 APPLICATIONS OF THE CSE EVALUATION MODEL Adoption of New Planning-Evaluation Strategies TO A VARIETY OF EDUCATIONAL PROGRAMS FREDERICK B. IGNATOVICH, Michigan State University (R. SYMPOSIUM)

The growing emphasis on planning and evaluation in educational A Case Study of a Statewide Assessment of Educational Priorities. institutions has resulted in rapid implementation of various strategies, Stephen P. Klein, UCLA. An evaluation was conducted to determine Participant-consultant observations were used to focus on the problems the specific educational objectives that each school district in the state of the_ implementation. Organizational conflicts were identified andof New Mexico considered most important, and to determine which of copingstrategies were developed by anexternalagent. Several these objectives were generally considered most important throughout organizational settings, loosl school district evaluations, administrative the state. A representative random sample of 27 of the state's 89 school team planning, development, and a process evaluation in a flexible districts were asked to develop what they considered to be important modular -high school, provided the experience base. Common conflict educational objectives in each of the following four areas: communica- areas, effective coping strategies, and implications for innovators are tion skills, mathematics, science, and social studies. Analysis indicated discussed. that some objectives in each area were chosen much-more frequently than others; There was a common core of objectives throughout the state. Although there were differences between districts in terms of Design and Use of an Information System to Support which objectives they felt were most important, there did not appear to School Planning-Evaluation be any significant differences among the kinds of raters within a district J. C. LASMAN IS, Copncil of the Great City Schools in terms of which objectives they felt were of the highest priority. Bakersfield: A Title III Evalaation, Joseph Dionne and James Cox, The Planning and Management Information System (PMIS) was CTB/McGraw:Hill. During the academic year 1969-1971 a program was designed to support large city school district managers in the areas of introduced into five schools in the Bakersfield City School District planning-evaluation, reports generation, and other management func- involving studentsingradesK.B. This newly developed program tions. The PM IS data base is comprehensive, It contains unaggregated emphasized changeinsevenareasofschool "life:(1)language data elements that are interrelated and longitudinal over time. The develonment, (2) mathematics, (3) pre-kindergarten, (4) staff develop- processing capability of PMIS allows non-data processing personnel to ment, (5) parent-involvement, (6) intergroup relations, and (7) auxiliary interact directly with the data base through an easy to use English-like services. CTI3/McGraw-H ill conducted an evaluation, providing informa- language while retaining direct -linkage to standard statistical analysis tion on the extent to which plans were carried out and the results of packages. PMIS makes evaluation an integral part of planning and these activities, For each area of program concern the evaluation team decision making and provides the powerful data base required by PPBS. and project staff jointly developed performanee criteria. Assessment devices were then selected, emphasizing a variety of different measuring techniques. Frequent progress reports were provided to the project staff Design and implementation of a Planning Process detailing implementation of the program as well as progress towards in a Large Urban School System program objectives. DAVID A, BENNETT, Milwaukee Public Schools Evaluatinga Campus Drug Education Program. JacquelineB. Kosecoff and Joseph A. VVingard, UCLA/ODE. The Drug Abuse The design, implementation, and acceptance strategies of a planning Education Act of 197d allocated a 58 million dollar expenditure for process for a large, urban school system are discussed. Interrelated drug education and prevention programs. Under this act, the United study documents comprise the vehicles for describing local school and- States Office of Education was authorized to support innovative college central office planning procedures. The planning design is built on a and university-based drug education projects.In1971, an under- program budget format and grounded in a management by objectives graduate Office of Drug Education (ODE) was established at UCLA and philosophy. Emphasis is placed on the experiences with and the practical funded at $43,000 per annum for a two year period. The UCLA ODE applicationoffamiliar planningdesigns. The efficacyoffuture project directed its efforts toward improving aspects of the university

69 experience which might lead .students to drug use. A variety of measures as a descriptive device to assist program development multifaceted programs were developed, including and a peer counseling understanding of the problems of individual children, course, drug workshops and symposia, and an administrative-student retreat. An evaluation team consisting of UCLA graduatestudents was contracted by the ODE project, Implementation andprogress informa- 19.18 EVALUATION OF AFFECTIVE FACTORS INEDUCATION (H) tion was provided to the student directors for themodification and improvement of ODE programs. Descriptions of student administrative Problems in the Evaluation of Affective Education: efficiency,staff interpersonalrelations, and outcome information A Case Study detailing results of ODE programs were reportedto USOE monitors. Evaluation of an Experimental Preschool for AmericanIndian BARBARA J. BRAN DES, Research for BetterSchools, Inc. Children. David Churchman. The Tribal American Preschoolwas established to find better ways to meet the educational,social, and Critical methodologicalissuesinthe design and evaluation of health needs of American Indian children in centralLos Angeles. programs rn affective education are discussed. The uncertainrelation- Ninety children were randomly assigned toone of three modes of ship between the short-term and long-range goalsof instructionis instruction. One used team teaching, another Montessorimethods, and problematic to evaluation in the traditional subjectmatter areas, but it the third is based directly on the cooperative aspect of tribalculture. is a much more serious predicament forevaluators of education in An implementation evaluation determined the extentto which impor- values and attitudes where little is known about the skillsessential to tant characteristics of each mode of instruction were actuallyinstalled, attainment of long-range goals. Procedures beingused for formative and recommended action to correct important discrepanciesbetween evaluation of an elementary school program inachievement behavior actual practice and the program plan. Progress evaluationprovided data are presented. These procedures illustrateways of handling the above which enabled teachers to Improve the extentto which objectives were problem by allowing for successive shaping of objectives, attained by each mode of instruction. Starting Point for Curricular Change: A Predisposition and Suitability Measure for ClientGroups WARREN LACEFIELD and HENRY P. COLE, 19.14 BEHAVIORAL EFFECTIVENESS OF CHILDRENIN THE University of Kentucky CLASSROOM; CONCEPT, APPLICATION, AND IMPLICATIONS FOR REGULAR AND HEAD START-FOLLOWTHROUGH CLASS- A reliable instrument was developed to assess the valueorientations ROOMS (H, SYMPOSIUM) of individuals toward four basic epistemologicaldimensions concerning the perceived nature of knowledge, the MARSHALL S. SWIFT, Hahnemann Medical College andHospital, learner and learning activity, Chairman and the purpose of schooling, Earlier researchhas shown these four dimensions discriminate between curriculum materialsand instructional roles designedfortraditional or process education approaches The Application of aBehavioralEffectiveness Measure to ina instruction. The study reports the development of Longitudinal Study. Marshall Swift, Hahnemann MedicalCollege and the instrument and Hospital. A Measurement of behavioral effectiveness in its preliminary use with various groups in determiningtheir predisposi a longitudinal tions toward using specific educational curricular study of children in urban classrooms is presented,The specific nature innovations. The instrument is seen as having utility in matching curriculum of behavioral difficulties from kindergartento third-grade, the stability innovations to client group needs and values. of behavior patterns over this fouryear period, the relation' between behavioraleffectiveness andtraditionalmeasuresof achievement Self-Concept of the Disadvantaged Child and Its success, and the use of behavioral effectiveness measuresas a means of assessing program impact are discussed. Attention is focused Modification through Compensatory Nursery School on: Ill the Experience degree to which children become more for less) effectivein coping with classroom demands over their first four years of school,(2) correlates KATHLEEN TUTA, University of Michigan; of effective behavior, (3) the degree to which predictionof later success. GEORGIA PITCHER BAKER, Purdue University might have been accomplished, and (4) therelevance of such data to programming for children. The effects of public nursery school educationon the self-concepts The Concept of Behavioral Effectiveness inthe Classroom, George of disadvantaged kindergarten and second-gradechildren were measured Spivack, Hahnemann Medical College and Hospital.The concept of by the Pictorial Self-Concept Scale. Four hundredand thirty-four behavioral effectiveness, and why itis important to understand and kindergarteners and 67 second-graders tookpart in the evaluation. The measure relative to what teachers do and the way classroomsare results were analyzed using two- and three-wayANOVAS. Nursery designed is discussed. Aspects covered include the following:(1) which school children had more positive attitudes towardthemselves than did --classroom behaviors relate to learning and how theyare organized; (2) nonnursery at kindergarten, but these gains werenot observable by the significance of classroom behavior as the firstthing that the second -grade. Since the nursery schooiprogram was successful, it was teacher sees, out of which teacher responsemay be designed; (2) the suggested that kindergarten and first -gradeprograms be reviewed for Possibility that such behaviors reflect response to the totaldemands of curricular changes in order to maintain the positiveeffects of nursery the academic situation, and thereforemay be more sensitive to school on disadvantaged children. classroom adjustment than achievement or otherproduct measures which may be influenced more by 1.0. andextra- classroom factors. The Cross-Cultural Attitude Inventory; BehavioralEffectiveness:, Implicationsforthe FollOThrough A Report on Item Analysis and Stability Programs. Milton Goldberg, School District of Philadelphia. Behavioral STEPHEN L. JACKSON, Education Service Center, effectiveness measures for, the Follow Through program are presented. Region XIII, Austin, Texas; and EARL McCAL LON Both the means of evaluating the impact of , the total program upon North Texas State University children, and thetechniqueareincludedinthe discussionfor determining differential impact among various programs. Attention is The Cross-Cultural Attitude Inventory consists paid to the relationship between child behaviorsand Follow Through of.grephic symbols of two cultures. Under each symbolare five faces for response choices, model descriptions. Discussion includes the possibleuse of the behavior illustrating the happy -sad dimension. The subjectindicates his feelings

70 for the two cultures by marking one face for each symbol. in order to Ways in which Student Teams and Academic analyze each of the items and to establish stability tar the two subtests, Games Atter Classroom Processes 313 subjects, averaged age seven years, eleven months, participated in the administration of the Inventory during the Fall of 1971, while 83 DAVID L. DeVR1ES and KEITH J. EDWARDS, participated in the test-retest phase. Results from this study indicate The Johns Hopkins University that the Inventory may be assumed to provide a gross measure of acculturation suitable for use with groups (not individuals), when The effects on classroom process of an academic game, student cautious interpretations are made, teams, and the game-team combination, were examined in seventh- grade mathematics classes. The study involved 115 students in a 2>: 2 Can Compensatory Education Improve the Self -Image of X 3 ranciomized block design, manipulating the academic task (game Culturally and Socially Different Children versus traditional quiz), level-of-reinforcement (team versus individual) and studentability(low, middle,high)Student ability did not E. M. HEFNER, Department of Education, significantly mediate the games and teams effects on process. The University of California, Irvine results indicate that games and teams created classroom processes conducivetolearning and thatthe games-teams combination is The following questions were investigated by studying students in potentially an even more effective classroom treatment_ three Title. I schools:(1)Can compensatOry education, asitis practiced, influence theself -esteem of minority or disadvantaged Economically Disadvantaged Parents Use Learning Games to students: (2) Does self-esteem improve with improved school achieve- Increase Reading Achievement of Their Children ment; (3) Are there differences in the self-esteem of majority and minority pupils. A sample of 313 subjects in grades four, five, and six BLANCHE E. CLEGG, University of Washington was selected. The Coocersmith SE IInventory was administered before and after a year's program, Achievement data were also available for the The objective of this project was to increase the reading achieve- same sample. Results indicate that compensatory education does not or ment of disadvantaged children through the intrinsic motivation in cannot alter the self-esteem of the disadvantaged or culturally-different learning games with a particular communication style. Eight specially pupil. constructed learning_ games were played at home by parent and child over an eight week' period. The games were based upon the current reading skill needs of each child. Subjects were second -graders from the Seattle central area where the residential section comprised about 90% Blacks.Reading achievement andI.0. increased significantly, The 19.19 ACADEMIC GAMES AND PROGRAMMED games appeared useful as tools for learning and as a technique for INSTRUCTION (C) involving the parent in the learning process.

Effects of Frame Order and Practice Distribution in a An Instructional Model for Using Simulations and Ga Programmed Text in the Classroom JAMES W. DYER & RAYMOND W, KULHAVY, STEVEN J. KIDDER, Center for Social Organizations of Arizona State University Schools, Johns Hopkins University

Undergraduates read a programmed text containing one experi- This paper presents the ideas of simulation and game theorists mental and three unrelated placebo sections_ Experimental frames were Coleman and Fletcher, relates them to the models of Bruner, Gagne and either massed or distributed over placebo sections, and in scrambled or Ausubel, and provides a synthesis in an instructional model with unscrambled order. There were no effects for practice distribution. an emphasis on Simulation and Games_ The author also reportson Unscrambled Ss performed better than Serambled Ss on the posttest. preliminary research with the instructional approach. This basic model These data were replicated by groups receiving 'only the experimental includes (1) determining student competence, (2) introducinga unit at section in either scrambled or unscrambled order. There were no broad conceptuallevel, and(3)defining new concepts, gaming differences due to program length or presence of the placebo sections. environment and types of decisions to be made. Then repetitive cycling Both this study and previous research were interpreted in terms of begins with a rourkf of decision-making, performance-feedback, and an learner characteristics rather than content sequencing effects. intensive analysis of decisions.

The Relationship between Stimulus and Response Prompts under Two Types of Programmed Presentations 19.20 REPEATED TESTING: INTERPRETING THE RESULTS JON I. YOUNG, University of Maine, RICHARD C. (0, SYMPOSIUM). BOUTWELL, Bucknell University, M. DAVID MERRILL, ERNEST LEWIS, Organizer; JOHN MOUW, Chairman and GERALD W. FAUST, Brigham Young University

Prompts in concept classification normally occur on the stimului, The content of this symposium is based on three research activities while in memorization tasks prompts customarily are given on the that have been in progress for the past three years. Two of these studies response. Opposite results have been obtained for thEse two tasks with dealt with the problems of using parallel tests, change scores obtained excessive prompting. English-Russian word pairs were used to compare on reliable tests, and the differences which are noted on tests of stable stimulus prompts (underlining the English word) with response prompts traits when repeated testing occurs over a relatively short time period of in contextual and non-contextual memorization tasks, The English- two to four months. The third study represented a follow-up of the Russian words were taken from Faust and Anderson (1967). Results other two with an eighteen month time interval between repeated showed stimulus prompts produced more correct response with the testingS. non-contextual presentation. Stimulus prompts were more effective Large difference scores were obtained in the series of studies when than response prompts in the contextual presentations. A significant the time interval between the first and second administration of an ID interaction between prompts and presentation was found. test was four months orless.However, the differences were not

71 observed when the time interval between repeated testings was eighteen raver periods, of four months or less were not present over the 'angel months. The results were observed both when the same form and when time interval of eighteen months. parallel forms of en 10 test were used. These results have important implications For individuals involved in performance contracting. Can large differences be found over a short period of time using parallel 19.21 EVALUATION OF INNOVATIONS (Dl tests, but the differences not be obvious a year later? If this does occur, short term performance contracts seem to be meaningless. The Semantic Structure of a Set of Semantic Scales Developed Sincelargenumbers ofschools haveestablishedcriteriafor for Use with Large City Pupils placement in academic counseling, a second to..ic to be discussed in JAMES E. AYRER and IRVIN J. FARBER, detail is the usability of the results obtained in a public school setting. The School District of Philadelphia The results of the three studies under consideration indicate that prior testing experience does affect test scores, Should academic counselors be concerned with the results? If they are concerned, what are some In a previous Semantic Differential, study, Ayrer end Farber (19721 reportedthe alternatives to the current practices? results of a factor analysis which utilized a matrix Another topic to be discussed is the need for parallel forms of a test sampling approach. Some problems were encountered (negative eigen- values). The current study did not involve matrix sampling, but the designed- to measure.a stable trait. The results to be discussed in this 4mposiurn would seem to indicate a need for parallel tests only when same basic results were obtained. This suggests matrix sampling may be nonverbal tests are used to assess 10. an efficient, reliable, and valid method of building a matrix for factor in summary, the overriding issues in this symposium will be concern analysis, The structure of the semantic space is virtually the same as about the effects of prior testing experiences. The implications of previously found (although the SES of the respondents differed), but is quite different from the classical EPA of Osgood and the findings of Di researchinthisarea%vitt be discussed and the audience will be Vesta (1966). encouraged to actively participate. R. Tony Eichelberger will discuss a study in which the effects of A Review of Several Testing Models for Individualized repeated i.O, testing were investigated to ascertain the necessity of Instruction Programs constructing and using alternate test forms. There were also.attempts made to describe selected individual characteristics of subjects who RONALD K. HAMBLETON, University of Massachusetts improvedthe most overthe repeatedtesting. One hundred and forty-five students were tested at one month intervals for three months. In order to monitor a student efficiently through an individualized Two forms of the Otis-Lennon Mental Abilities -Test were used in a instruction program it is apparent that more attention needi to be given counter-balanced design, The total group imoroved only from the first to the areas of testing and decision-making. It appears, from a review of tosecondtestingsession.Personsrepeatingthe same form did some ofthe best-known programs, that these areas areless well significantly better than persons taking alternate forms over the same developed than other major elements of the prograrns. Thispaper testing sessions, It appeared that the students did tend to remember reviews the testing models and decision-making strategies currently items from testing session one to testing session two, but this trend did beingused withinthe context of four prominent individualized not hold into testing session three. In general, the mean scores tended instruction programs. The most recent proposals and/or solutions to the to decrease from testing session two to testing session three, Persons major measurement problems that are common to theprograms are who appeared to improve must were from the upper class, or girls, or reported. had relatively high grade point averages. ErnestLewis will consider the question of whether score gains Controlled Multivariate Evaluation of Open and Traditional obtained upon repeated testing with an intelligence test result from a Education at the Junior High School Level practice effect, from students remembering specific items, or from a combination of both. The verbal and nonverbal batteries of an 1.0. test ALAN F. SEVVELL, DePaul University; and ALLAN W. were administered to 860 sixth-graders on three occasions with two DO ANSE I F, Matteson, Illinois School District 162 month and four month intervals between testingsessions. Some students received the same form of the test each time they were tested A year-long study to evaluate the relatiye educational outcomes of while others received alternate forms of the test, The results indicated open and traditional education is being conducted at the 0. W, Huth that the subjects did experience an increase in verbal mean 1.0. In the Lipper Grade Center, Matteson, Illinois. Midpoint analyses and evalua- nonverbal results, only groups retested with the same form of the-:test tions of the study are presented. The open - plan group includes 140 experienced significant mean gains. The verbal. mean gains appeared to randomly assigned 7th- and 8th- graders in a single, specially con- result from both a practice effect and students remembering specific structed classroom, An equal number of randomly assigned control items while the nonverbal results appeared to result from studentsstudents pursue the traditional departmental program. The open plan remembering specific items from one testing session to the next. Theteachers follow an interdisciplinary curriculum, Pretest, midpoint, and results of this study apparently indicate that the use of parallel forms posttest measures are presented in four areas; academic achievement, can control the effects of repeated testing only in the area of nonverbal personal growth, social development, and attitudes. assessment of I.O. Dr. James Hecht will discuss the relationship of test-wiseness ability The Development, Use and Importance of Instruments that Validly to1.0. and the usability of 1.0.:scores, Test-wiseness involves the and Reliably Assess the Degree to which Experimental Programs examinees ability to obtain a high score on a standardized achievement Are Implemented test as ia result of utilizing test-taking experience. Usability of 1.0. WARREN SOLOMON, DANIEL FE RR ITOR JOSEPH HAENN, scores refersto the value of 1,0. scores to educators in making and EDWIN MYERS, National Program on Early Childhood educational decisions. A primary reason for conducting the present Education, CEMREL, INC. investigation was to study the effects of repeated testing over an eighteen month interval, When 1.0, tests are administered over a short The objective of this study was to develop and test an instrument to term, temporary sources of variance may be, at least in part, responsible assess the fidelity of the experimental treatment in the evaluation of a fear the increase in In. Remembering specific items and practice effect preschool program being field tested in 36 classrooms, The instrument, provide plausible explanations for the short term gains. Gains foundwhich takes one day per class to administer and was deVeloped in a

72 manner to assure content validity and reliability, utilizes several data methods are in process of introduction in two New York State school gathering strategies. Use of the instrument revealed that the degree of systems: East Syracuse-Minoa and GuildtHiand. Pupil Personnel Service implementation vaned from classroom to classroom. Relationships activities have been significantly affected by the change. This paper will betweenlevelofimplementation andchild outcomes, uses, and describe some of 'the changes and discuss their long-term ,mplica- imphcatiOns of such instruments, and comparison of this instrument to tions. Among the points being made are: 111 Pupil Personnel ServiCe others are explored. Staff monitors all pupils rather than problem pupils; 121 PPSS reviews curriculum in terms of pupil progress toward the school defined end Stability of Semantic Factor Structure and Change in products. This involves setting goalsthatare desired and creating Connotative Meaning of Educational Concepts during environments that produce them rather than trying to see how pupils Teacher Training have developed and then maintaining environments to perpetuate what has been; 131 PPSS reports on pupil progress to school administrators; RICHARD J. STIGGINS, and JOE L. BYERS, 14) PPSS pilots the trouble-shooting when school Processes do not Michigan State University work; and (5) PPSS has a larger role than before to play in establishing school objectives. A series of eleven concepts, eight of which were presented ina Jack Bicknell, State University of New York at Fredonia will discuss teacher training course, were rated by 252 undergraduate education "An Analysis of Successes and Failures and What was Learned from majors on 15 semantic differential scales at the beginning and end of Them.' Delineating only success experiences of a program is of little the course in en attempt to assess changes in the factorstructure of value to others. Failures as well as successes must be dealt withas a semantic space and changesin the connotative meanings of the basis for generalizing recommendations for other programs with similar concepts. Scales selected to represent the traditional EPA structure objectives and similar problems, and recognized as clues for programs developed by Osgood were best explained by a four factor solution with differing objectives and/or differing problems. which deviated from the hypothesized structure. Thisstructure was found stable over time and factor scores for each orthogonalfactor demonstrated significant gains in directions consistent with the goals of teacher training.

19.23 MATRIX SAMPLING APPLICATION (D and NCME) 19.22 THE PUPIL PERSONNEL SERVICE STAFF AND SCHOOL INNOVATION (E, SYMPOSIUM) A Comparison of School Mean Achievement Scores ARTHUR R DE LONG, Grand Valley State College, with Two Estimates of the Same Scores Obtained by Chairman the Item-Sampling Technique LEONAR D S. CAHEN, Educational Testing Service; An attempt at innovation was and is still being made in two New THOMAS A., ROMBERG, University of Wisconsin; York School systems by instituting modern management techniques to WALTER ZWIRNER, University of Calgary implement school programming. This process of introducing thenew methods requires a more specific study of development as well as a The study examined the accuracy of estimating test means by the reappraisal of Pupil Personnel Staff Services because of the "ripple effect" of the changes. The purpose of this symposium item-sampling technique. The subjects were twelfth-graders from 35 was to review schools_ Half of the students in each school first took a complete the above both to help others who are planning such innovation and to 24-item mathematics test and then on the following day took an receive assistance in evaluating the present state of progress front those item - sampled version of the same test, A second random group of who may have suggestions to offer, students took only the item-sampled version. Taking the complete test "Derivation of Goal Statements and Their Impact upon Educational did riot influence the performance on the item-sampled version. The Evaluation,"isthetitle of the paper to be presented by Gerald estimated item-sampling means were close to the complete test means. Wohlferd, State Education Department, Albany, New York. Itis The mean differences diminished as afunction of the number of axiomatic that an evaluation demands a statement of goal, for without students tested, a goal there can be no judgment of progress or success. Goal statements spring from two major sources: experience or theory. Onesource has its foundation in the present. The other has its genesis in theenvisioned An Evaluation of Sampling Designs for future. The -formeris generally a comparison with the present. The School Testing Programs latter is a comparison to a position on a theoretical continuum. In this RICHARD M. JAEGER, University of South Florida paper the two bases upon which goal statements are formulatedare explored. The advantages, disadvantages and implications in relationto While School Systems most often use achievement test results for finding_ s of each type are discussed. individual appraisals, increasing attention to program evaluation and H. Weldon Frase, Grand Valley State College, Allendale,Michigan, accountability requiresthattestresults be usedfor institutional will present a paper entitled "The Development of Learners asa appraisals as well. When institutional test results are desiredthat is, Criterion of School Programming." Once the issue of whetherchange results for schools or school districtsnot all pupils_need be tested. Two should involve accommodating school program to learnersrather than alternative testing program designs are proposed, for situations where learners to school program Was raised, the nature of developing learners individual test results are desired for some subject areas orgrades, and had to be more fully understood. Furthermore, this understanding had institutionalresultsaredesiredfor others. Seventeen alternative to deal directly with those aspects of learners' development which the finite-population sampling procedures can be used with these designs. school program must accommodate. The methods and thelogic used to The efficiency of each procedureis evaluated using data from a achieve this understanding are delineated, medium-sized school district, and relative efficiencies are derived. Some "Pupil Personnel Service Activities and Problems When Modern sampling procedures are found toyieldacceptableprecisionfor Management Methods Are introduced in a School" is thetopic of the estimation of district -mean achievement with a sampling fraction of paper being presented by Charles M. Armstrong. Modernmanagement only five percent Item-Sampling as a Classroom Evaluation Technique with respect to each item. Coefficient alpha reliabilities were .56 lot Scale JOHN P. POGGIO and DOUGLAS R. I and :88 for Scale II when the test was given to 250 subjects, GLASSNAPP, University of Kansas Factor analysis produced subtests of self-concept relatedto Interest, Class Participation, Doing Assignments, Learning Math, and Remem- bering Math, The present research was initiated to invest dots' item-sampling as a procedure would yield a more accurate and stable index of student Integrational Deficits in Perceptual- achievement during formative evaluation when compared 10 indices arrived at by the traditional method of assessing pupil knoWledge and Visual-Motor Learning Disabilities: A understandings within the framework of multiple choice testing for Diagnostic Procedure student evaluation, Results have indicated that !tern samplingas a ABBY G. ROSENFIELD, Northeastern III. Univ. method for measuring classroom achievement provides no moreprecise information than tests of the same length constructed in the traditional Thirty subjects in grades one through five, matched for age, grade, manner,Itwas shown that item-sampling can be employed for and mental ability, and halt of whom had been diagnosed by the school classroom assessment without the fear that perhaps the procedure itself as haviinglearning disabilities, were administered an experimental would deter from some estimate of an individual's performance. The diagnostic test. The experimental test was designed to diagnose the research has demanastrated that item-sampling can provide feedback to presence of perceptual-visual-motor learning disabilities.It was hy- the instructor over a greater range of content objectives within the same pothesized that perceptual-visual-motor deficits are internationalin time limits that typically provide for a narrower sampling ofcourse nature. Diagnostic accuracy of the experimental procedure, in combina- related objectives by way of traditional test construction. Itwas also tionwith data from the EGY test(Kent, 1943), of 96,6% was shown that item-sampling, in addition to covering a greaterrange of Considered to support the hypothesis of integrational deficit and to content objectives, can do so with a fewer number of items per test indicate the possible development of a powerful new diagnostic tool wit hout losing predictive power. much needed by schools.

The Effects of Cluster Sampling A Model for Psychometrically Distinguishing Aptitude from Ability JANE WILLIAMS BERGSTEN, University at Iowa SUSAN E. WHITELY and RENE' V. TO estimate achievement levels of pupils in a given state or region, it DAMS, University of Minnesota would be administratively easier and less expensiveon a per pupil basis to sample and test entire, school systems, entire buildings or entire Itis now agreed that current ability measures reflecta complex classes of pupils rather than to sample and test pupils individually. The interaction of environment with genetic potential. This leadsto a basic use of any at theSe types of cluster samples, however, decreases the measurement problem since persons with the same measured ability precision of the estimates which can be made, based ona given number May vary widely in potential due to nonequivalent learning oppor- of pupils. This study measures the relative precision of the estimates for tunnies. A model which may hold some promise in psychometrically

20 different clutter sample designs using ITBS scores of fourthgrade distinguishingcbility(currentstatus)from aptitude (potential) is pupils in Iowa. presented. Data on a simple ability are analyzed according to the model to illustrate how some of the practical problems may be solved.

19.24 TEST DEVELOPMENT II(0) The Development of a Language Behavior Inventory for-Use with Severely Retarded Children The Development of a Measure to Evaluate he MACK L, BOWEN, Illinois State University Communication Skills of Young Children

MARGARP C. WANG, JIM MAXWELL, The purpose of this project was to develop an experimental language SUZANNA ROSE, and ELAINE COREY, inventory Mat would be useful as a research instrument in assessing Learning Research and Development Center, language behaviors of retarded children. The major theoretical basis for University of Pittsburgh this inventory was Gagne's (1965) types of learning hierarchy, The individually administered inventoryconsists of eight subtests car= The purpose of this study was to developan evaluation instrument to responding to five of Gagne's types of learning, The inventorywas assess young children's language communication skills, Two parallelsets administered to 160 severely retarded children (ID's from 36 to 55) of of Language Communication Skills Task' (LOST)were developed. Each six and one-half to ten years of age. Age and IQ were significantas taskwas developedtomeasure the effectiVeness ofthechild's sources of variance, and mean Subtest scores generally demonstrated communication skills as both a speaker and listener, The subjectswere linear progression with age. 112 children from an inner-city public elementary school.Two sets of measures were derived: Thefirstsetdealtwithcomenunicatitall measures and the second with the linguistic components. Detailed discussion of findings, procedures, and plans to revise and validate the 10.25 CAREER DEVELOPMENT IN YOUNG LOST are presented in the paper. CHILDREN (E)

Tile E mergence of Vocational Expectations in Pre.SchnI Children The Development of a Mathematics Self-Concept Test LISA K. BARCLAY, University of Kentucky GERALD KU LM, Purdue University Sixty-four kindergarten children were pretestedforabilityto A sap-concept test was developed for use in a mathematicscourse conserve liquid quantity and on an original picture test of vocations for prospective elementary teachers. A mastery learning approach was (choosing a man, a woman, or both as suitable for particular jobs). being tried in the course, The 27-item -test contains two scales that After random assignment to these treatment groups, including (11 measure (1) satisfaction, and (21 change in the way the subject feels reading books about women working, (2) generalcareer information withoutI eferrince to sex, and (3) a placebo cootrol, three 15 minuteThe Press Relations of a Local School District: sessions tookIflacfl.If was found that conservers mode sigoificantly An Analysis of the Emergence of School Issues more male and total choices than (11(1 non-cOnservors. girls made more female choices than did boys, and there was a significant treatmentJON B. MORRIS, University of Minnesota; effect favoring the hooks about women approach. CORNELIUS GUENTER, MOuncisview Public Schools

The Influence of Vocational Information on the Press coverage ot a suburban midwest school district )alyzeri as ti Career Development of Elementary School Children set of time series of observations including amount and quality of coverage. Possible shifts inthese series due to emeigence of con- SUZANNE HARKNESS, Pi ince William County School I troversial issues are analyzed statistically using the Integrated Moving System; JEANNEVE A. BROWN and MARY A. MacDOUGALL, Aver site time series model. Evidence of significant shifts to quantity but University of Virginia not quality of rePOrting was found'. Implications for school district relations with the press arc discussed. This study investigated the influence of a program of vocational information on the career development of upper elementary children. The study was conducted overasix-weeks periodinan urban The Revival of "Local Control" in Suburbia: Saint elementary school, Pm-post mean comparisons indicated that pupils made significant mean gains on an Occupational Knowledge Scale. In Unanticipated Consequences of Increased Participation addition, the study examined the relationships between seven wide-LOIS S STEINBERG, Office of Research and Evaluation pendent measures ofa pupil's vocational information and his CO Services, City College, CUNY vocationaldiscrimination,(2)prestigerankingofvocations,(3) accuracy of vocational perceptions, and (4) future vocational choice at This paper, the third based on a four year sociological field study of the initiation and at the conclusion of the program, school-community relationsin a factional suburb, analyzes conflict generated by the discrepancy between the perceived and actualnorms governing the school board-community relationship, A three year effort to develop board responsiveness followed a seven year period of 20.01 CRITICAL RESEARCH NEEDS IN COMMUNITY professional domination and suppression of dissent. Increased MENTAL HEALTH, REHABILITATION COUNSELING part icipa- don had the unanticipated consequence of raising expectations for AND COLLEGE COUNSELING (E, EXPERIMENTAL citizen influence in decision-making and creating public visibility of the SYMPOSIUM) decline in school board authority. Findings will be related to previous JAMES R, ENGELKES, Michigan -le University, Organizer research and theory on citizen participation and conflict resolution.

The purpose of this session is to explore the commonality and differences among counseling researchers in three settings: community The Parent-School Communications Questionnaire: mental health, rehabilitation agencies, and colleges. The objectives are A Measure of Boundary Permeability as follows:(1) to present varied positions on the background and WILLIAM K. WIENER, Lenoir Rhyne College; current status of researchinthe three settings, (2) to provide an ARTHUR BLUM BE R 0, Syracuse University opportunity for interaction with leading researchers in each of the three settings, and (3) to stimulate research on the pert of those attending the session, The Parent-School Communications Questionnaire (PSCO) is based Jerold Dr Bozarthofthe Univelity of -Arkansas will discuss upon Katz and Kahn's (1967) notion of a directly proportional relationship between the permeability rehabilitationcounseling, Steven J.Danish of Pennsylvania State of the boundaries and the University has chosen community mental health as his topic. John O. openness of a social system. The instrument is constructed to measure Crites, University of Maryland, will discuss college counseling. parental perceptions of five factors that seem heuristically to compose the social- psychological, boundaries of a school, and to elicit informa- tion about the degree and quality of interaction and influence of parents with personnel of their child's school, The results of the field test of the PSCO indicateitspotential as a tool to assist school 20.07 SCHOOL COMMUNITY INTERACTION (A) administrators in testing parental perceptions of the current status of their schools. The Community Action Agency and Educational Authority: A Theoretical Analysis of Inter.Organizational Politics HARRY H. STURGE, Brooklyn Collegeof The City University of New York, and HARLAND BLOLAND, New York University 20.11 METHODOLOGICAL PROBLEMS (D)

In recent years, much of the research in educational politics has Generalized Correction for Attenuation utilized systems analysis as a framework for investigation. In orderto ANNE PETERSEN and R. DAR HELL BOCK, provide some alternative schemata for inquiry, thisstudy joins the The University of Chicago socio-political concepts of Gamson (1968) and'Elloland (1973), andthe model of bureaucratic expansion developed by Holden (-1966), and A generalized correction for attenuation for multivariate data is presents a case analysis of the inter-organizational behavior manifested developed and demonstrated. The resulting estimate ofthe-- "true" during the implementation of Title I (ESEA) in one county, The covariance matrix, using the spectral decomposition of the observed authors found that inter-agency politics developed infour stages. and error covariance matrices, is shown to be the maximum likelihood During each stagethe community action agency and educational estimate, restricted in the case where the dimensionality of the space is authorities behaved differently along the dimension of trust, in their less than the number of variates, Two examples demonstrate the political styles, and in agency disposition to expand, usefulness of the correction. The Effect of Nonnormality in Tore -rson's three methods for Overall assessment yielded law restiits. In was Multidimensional Scaling Model recommended, however, that ntrrihnds Inliltirtrfivirinal vai lables assess men; aka be used. MICHAEL J. SUBKOVIAK, Univresity of [Ism- Madison

28.12 RESEARCH STUDIES INVOLVING ID TESTING When Tomerson'smultidimensionalscalingmodelisusedin OD AND NCME) conjunction with the method of tetrads, derived coordinates are based on data which is assumed to be distriheted normally, The object of this study was to dettnniine the amount of error rcontained in derived Stability of Verbal and Nonverbal ICI Scores for Spanish-Surname Students in Grades 1-11 coordinates when the normality assumption is violated. Torgerson coordinates were derived from varioes'cases of nonnormally distributed GLENN H. BRACHT, University of Minnesota data. Derived coordinates were then compared for accuracy to true KENNETH D. HOPKINS, University of Colorado coordinate values, which were known in each case. The Torgerson model produced highly accurate coordinates in all cases. Since a wide The long-term stability of verbal and nonvei bill10 serves was range of distributions was considered, the results appear to be quite studied forin sample of 140 Spanish-surname students. About 30-50.lv generalizable. of Spanish students do not speak English when they begin school. The California Test of Mental Maturity or the Lorge-Thoindike Intelligence Multidimensional Scaling of Classroom Interaction Data Tests were administered in grades 1, 2, 4, 7, 9, and 11. Itwas found that ROBERT E. RUMERY, Illinois State University; the stability of 10 scores for the Spanish surname students is BARBARA M. HARTNETT, Lincoln College highly similar to the stability pattern of a representative group of about 4,000 students from the school district. The use of Kruskal's nonmetric multidimensional scaling model for Comparisons of Learning Potential and Ill MP-sures analysisofclassroominteraction datais discussed. Four distance in Three Levels of Ability models are proposed which lead to multidimensional representation of singlesequences, sets of sequences, and behavior categories using MILTON BUDOFF and ELISHA Y. BABAD, symmetric and conditional proximity options of the model. Results of Hebrew University of Jerusalem application of the four models to-real data revealed that single sequence and sets of sequences were adequately represented in spaces oftwo or In learning potential (LP) tests, intelligence is measured by rraeated three dimensions. The dimensions were interpretable as classroom administrationsofreasoningtasks, withinterpolated trainingin climatevariables and/or affective or cognitive content ofverbal problem-relevant strategies. In a comparison of the differential sensi- behavior. Relative advantages of symmetric and conditional proximity tivity and validity of LP and IQ measures, subjects were divided into models are discussed. three 10 groups: bright normal, dull-to-average, and subnormal (EMS), In the first study, both low 10 groups gained more from the coaching The Degree and Nalture of the Relations Between than did the bright group. In the second study, the concurrent validity Traditional Psychometric and Piagetian of the LP test was equal to that of ICI in the entire sample and in the Developmental Measures of Mental Development bright group, but superior to 10 in the low, disadvantaged groups. WALTER ENNIS HATHAWAY, Jr,, Portland Public School System A Study of Selected Creative Thinking Tests in Conjunction with Measures of Intelligence The sample used in this study consisted of 104 school children from RUTH RICHARDS HOLTZ, Boston University a homogeneous middle class environment. All subjects yielded data on three occasions I,Illon 21traditional psychometric and 10 Selected Guilford, and Wallach and Kogan creative thinking tests Piagetian variables, as Well as on 10 scholastic achievement variableson were given to several companies of Naval recruits. All tests were timed. two occasions (I, II). Descriptive statistics, correlations, factor analysis, Results for 394 men were analyzed along with measures of intelligence. and stepwise multiple regression have been employed to analyze the Oblique factor analysis and convergent/discriminant validity arguments degree and nature of the relationship between the traditional psy. outlined (1) many similarities and a few differences between creative chometric and the Piagetian measures. The results of this study indicate thinking tests, and (2) a distinct creative thinking domain, only weakly. that there is a moderate, positive, and statistically significant relation- related tointelligence. Conclusions are modified by bivariate scatter ship between the traditional psychometric and the Piagetianmeasures of mental development. shapes. These suggest a necessary but not sutiicient predictor relation of (1)intelligence on all creative thinking scores, and of(2) some creativity scores on others; On the Assessment of Psychometric Adequacy in Correlation Matrices Expectancy and Race: Their Influences upon the CHARLES D. DZIUBAN, EDWIN SHIRKEY, Scoring of Individual Intelligence Tests Florida Technological University JOHN F. JACOBS, Kent State University; CARL A. DeGRAAF,Southern Illinois Univer Three techniques for assessing the adequacy of correlation matrices for factor analysis were applied to four examples from the literature. The purpose of this study was to investigate the influence of the The methods compared were:(1)inspection of the off diagonal variables of race (both subject and examiner) and expectancy upon the elements ofthe anti-image covariance matrix(S213-' Sr).(21 the scoring of individual intelligence tests. Sixteen black and sixteen white Measure of Sampling Adequacy (M.S.A.), and (3) Bartlett's Test of practicing psychologists evaluated video taped administrations of the Sphericity. 01thefour matrices usedforthe study, two were MSC given to one black and one white child. One-half of thecase comprised of eight variables and one each of fourteen and twenty. The histories suggested the child being evaluated was bright and the other sample sizes ranged f rria 50 to over 3,000. The results indicated that the half suggested the child was dull. Results indicateexpectancy affects

76 psychologists' judgment in the expected direction, but white and black are several valid reasons for analysis of an unequal wt data matrix. The psychologists evaluate white and black children in a similar manner. pi'esentstudyreviewedfourcategoriesofmethods fortreating unequal -nmatrices by ANOVA: Illunaltered data (least-squares Factorial Structure, Reliability, Validity, solution and unvveighted means solution); (2) data substitution (grand Effectiveness, and Efficiency of the Canadian mean method, cell mean method, Winer method, Sneriecor-Cochran Cognitive Abilities Test Re- Examined method): (3) data deletion, and (4) data clustering funroplicateci cell BIKKAR S. RANOHAWA, DENNIS HUNT and mean method, unreplicated random data clustering method, replicated SHIRLEY A. RAWLYK, University of Saskatchewan randomdataclusteringmethod).Themethods were compared iirically and theoretical problems with each are discussed. A random sampleof 270 first-gradechildren were given the Canadian Cognitive Abilities Test (CCAT) on two occasions within seven months, During the second administration the WISC was also Analysis of Variance through Full Rank Models 'administered. KR -20 reliabilities of the CCAT for the two administra- NEIL H. TIMM and JAMES E. CAR LSON, tions were repectively .83 and .74, The testretest reliability was .75. University of Pittsburgh The correlation coefficient of the VVISC 10's and the CCAT second administration IO's was .63. The efficiency and effectiveness indices of The rationale and theory of a lull rank model that can he employed the CCAT were also obtained. A factor analysis of the WISC and CCAT to analyze data obtained from standard eXperirnental designs employed subtests indicated that the two instruments measured different con- in the behavioral sciences is developed. A number of examples of the structs. Other useful item data were also obtained. model are discussed to illustrate the advantages of this model over the classical less than full rank model. The use of the model for balanced, unbalanced and missing data cases is also included. 20.13 ST fiSTICS: ANOVA (0) Optimum Sample Size and Number of Levels in The Effects of Variance Heterogeneity on the Random-Effects Analysis of Variance Selected Multiple Comparison Procedures ROBERT S. BARCIKOVVSKI, Ohio UniversitY JOHN F. HOWELL, Springfield (Mass.) Public Schools; PAUL A. GAMES; The Pennsylvania State University In most behavioral science research very little attention is ever given to the probability cif committing a Type II error,1.e., the probability of The robustness of three multiple comparison procedures (Multiple failing to reject a false null hypothesis. Recent publications by Cohen t-test,TukeyINSD-, and SheffeS-test), totheviolationofthe have led toinsight onthistopic for the fixed-effects analysis of homogeneous population variance assumption was investigated using variance and covariance, This paper prOvdes social scientists with some three different standard error estimates. These estimates were: (1) Mean insight in dealing with Type II error, and optimum sample size and Square Within (N1SW), (2) the standard error of the traditional r-test, number of levels in the random-effects analysis of variance, and (3)the standard error ofthe Fisher-Behrenst'statistic. The procedures lacked robustness to variance heterogeneity using the Mean Square Within standard error estimate for individual comparisons. The 20,14 PREDICTION AND MEASUREMENT (0) procedures did not lack robustness using the Fisher-Behrens standard error estimate for any comparisons. The universal use of the Fisher- Aspects of Social Responsibility Behrens estimate is recommended. PHILIP M. CLARK, STEVEN P. AMES, and KATHLEEN R. STOHRER, The Ohio State A Bonferonni Confidence Interval Procedure for University Non-Negative Variance Estimates GERALD J. SCHLUCK, The Florida State University An attempt was made to isolate various subcomponents of social responsibility andto explore personality attributesrelated toit. Estimation of variance components or intro -class correlation coef-Responses of 187 Ohio State University students to a 56-item Social ficients may include negative values. The statistician either changes the Responsibility Scale developed by Gough, McCloskey, and Wahl were lower limit to zero or includes the negative value. The first optiom factor analyzed. Eight factors accounted for 55% of the common changes the confidence coefficient and the second option includes variance,andthesewerenamed:involvementnon-involvement, - "impossible"parametervalues. A Bonferanni confidence interval ethnocentricitybroadworldview,leadershipfollowership,civic procedure is given for estimating variance components with known dutycivic non-responsibility, personal honorlack of internalized confidence coefficient not allowing negative variance estimates to be sense of principle, selfAisciplinelack of self-discipline, convention included. Three numerical examples are presented to compare the ality unconventionality, and belongingnessalienation. Resolts were technique with other commonly used procedures. discussed in terms of stability end change in the construct over time.

Unequal Cell Frequencies in Analysis of Variance: Developing Empirical Predictors of Effeztive A Review and ExtensiOn of Methodology for Multiple Leadership in Innovative Situations Using the Stepwise Missing Observations Regression Procedure BARTON B. PROGER, RAYMOND G. TAYLOR, Jr., CLINTON E. BOUTWELL, University of Massachusetts; PAUL A. GREEN, LAWRENCE H. rROSS, and RICHARD C. BOUTWELL, Bucknell University LESTER MANN, Pennsylvania Resources and Information Center for Special Education, and JOHN R. McGOWAN, The purpose of this study was to devise a predictive equation (tool) Southern Connecticut State College by which teacher leadership could be predicted in terms of personality characteristics through standardized measurement instruments, Four Many researchers assume that unequal cell frequencies in analysis of standardized. inventories were administered to 25 teachers. Expert variance (ANOVA) designs result from poor planning: However, there judges with a consensus of Objective predetermined criteria ,,,eluated these teachers as to instructional and administrative innovation and curricula and/or reduced the length of schooling from fourto threw interpersonal relationships leading to leadership, Using a factor analysis, years, The purpose of this paper is to report similarities and differences product moment correlations, and the stepwise regression model,a between three and four year graduates, Dependent variables include prediction equation was generated which resulted in a significancelevel scores on admissions tests, biographical information, personality tests, (d.f, 1, 24 p .05) hetvveen effective and noneffective teacher leaders, final exams inall required basic and clinical courses, and nationally standardized certification exams. Results indicate no major differences Defensiveness as a Coveriate onallvariables except exams inclinical sciences and Personality in the Assessment of SelfConcept Change -- measures, On both variables, three year graduates score sigmficantty BRUCE L. A RNEKLEV, Utah State University bet ter.

This study was undertaken to determine empirically theextent to Student Characteristics Associated with which changes (between pretest and posttest) in self reportscores used Success in a Mastery Learning Strategy to assess defensiveness were related to changes in self- report scores used SUSAN K. THRASH and WALTER G, HAPKIEWICZ, to assess self-concept, Data were drawn from a population of Navajo Michigan State University aciolescents.on independent sub-scales of the Tennessee Self concept Scale.Examinationofthedata by correlation andanalysisof A mastery learning strategy for teaching educational psychology covariance indicated that changes in self.report scores for defensiveness was evaluated over three successive terms; Preassessment datarevealed that and self-concept were interrelated and should be considered conjointly (1) while there were substantial individual differences in among students the evaluation of programs which are implementedto enhance in entry skills, their final examination performance self concept, was uniformly high, and (2) the strategy appeared to be particularly advantageous forthose students with weak backgrounds. An attitude scale constructed Prediction of Procrastination in a and validated lot use over the same period of time revealed Self- Pacing Instructional System that: (1) in general, students reacted favorablyto the strategy,(2) graduates DONALD D. ELY and JOHN D. HAMPTON, (primarily in-service teachers) were more resistantto the "new teaching Oklahoma State University technique" than undergraduates (p ' ,05), and (3) malesrated the' mastery strategy significantly higher than females (p ' .003). The objective 01 the study was to predict potentialprocrastinators in a self-pacinginstructional system. Seventy-five entering college Student Behavior underlying Faculty freshmen were randomly selected to participatein a large scale Judgments of Academic Performance individually paced progtarn, Those students (25) who procrastinated JONATHAN R. WARREN, Educational Test ing Service were classified as "no-start-procrastinators" (NSP); the remainder(52) were classified as "satisfactory progressists" (SP), This binary variable In an identification of the varieties of student behavior thatenter (NSP-vs-SP) was regressed via step-wise multiple regressionon the faculty judgments of academic performance, 311 facultymembers in following predictors: ACT scales, 'Nelson-Denny scales, SSHA scales, 15 colleges and universities described howa good student nd a poor Cooperative Algebra Test, Cooperative Trigonometry Test, high school student each differed from an ordinary student. inone of their classes. percentile rank, and "under-over" achievement. The multiple regression Content analysis of these descriptions identified about 100separate yielder( a multiple correlation of ,58. phrases that could he grouped into seven major categoriesand 18 subcategories. The frequency with which the different categorieswere Development of a Simple Readability Index used varied with the faculty member's field, sex, age, and orientationto for Joh Reading Material teaching and with the level of the class, JOHN 5; CAYLOR and THOMAS G. STR ICHT, Human Resources Research Organization An Alternative to Ability Grouping: Persomfity Grouping The FORCAST readabilityindexwasdeveloped and cross- JOHN P. POGGIO, University of Kansas validated on technical job reading materials and jobcandidates. Several structural properties of passages were relatedto passage readability This study attempted to broaden the perspective of homogeneous defined as the lowest measured reading grade level at which half the classroom grouping strategies through an examination ofa grouping readers met a standard doze criterion on the passage. The simple, single plan which matched both students and their teacherson the basis of Number variable FORCAST Index* (RGL = 20 1-syllable words, compatible levels of specific personality charccteristic5. Thefocus of 10 the study was to examine empiricall- the degree of relationshipthat correlates .0 with the Flesch and Dale-Chall Indices, has a cross validity existed between a series of noncognitive grouping criteria,defined as of .8 with the doze criterion, and yields an average absolute error about personality characteristics, and the cognitive outcomes ofclassroom half that of the two standard general readabilityindices studied. instruction in mathematics. It was found, in general, that personality grouping was feasible on the basis of certain specific personality characteristics, but more research is needed to study differentgroups, 2021 STUDENT CHARACTERISTICS (C) other content areas, and other iersonality grouping criteria.

Similarities and Differences Between Three Laboratory Team Leaders in a General Psychology Class and Four Year Medical Graduates WILLIAM J, GNAGEY and JUDITH GARRARD and G. WEBER, DAVID GI RMSCHE ID, Illinois State University University of Minnesota Medical School Three hundred and nineteen general psychology students In responding to national concerns about the need were for physicians, divided into 30 laboratory teams which met foran hour each week to some medical schools have revised the content oftheir traditional propose, carry Out, and write up two research studies with human

78 suhrects. They attended lectures on the other two days, Elected team The purpose of this study was to assess the attitudes of teachers 01 leaders were significantly Mt felon from their classmates in sex and EMR children in relation to current trends in the held through their achievement. Significantpositivecorrelations were Mimi- between responses to questions based on hypothetical, but realistic profiles 01 group cohesion and group rating of me laboratory vorn Method students. Thirty-six randomly selected teacher clusters in the field test IF .72. p. .01) mono total course evaluation and gro'sip rating of the networkofthe Curricuturn Research and Development Cennnin laboratory team method Ii , .45, p .05). and leaders' total quiz score Mental Retardation urine` randomly assigned one of nine profiles (total andleaders'ratingoftheirtearn mernnets contributionsIr - AU, N 288). Data were analyzed through chi square, correlational, and p, .05). ANOVA procedures. Results suggestthatteacher aptitudes are at vat lance with current trends. Implications concerning the tale of the school as a social institution are discussed. 20.23 STUDIES OF EDUCABLE MENTALLY RETARDED (C) 2024 ASSOCIATIVE LEARNING (C) Effects of Classification Exposure upon Numerical Stimulus Concreteness and Mode of Elaboration Achievement of Educable Mentally Retarded Children in Children's Learning KERRI L. FUNK and M. S. TSENG, West Virginia University FRANK W. WICKER arid CAROLYN M. EVERTSON, University of Texas at Austin Two groups of educable mentally retarded children were compared Pairedassociate learning of ciiiimen was investigated as a function as to their arithmetic and classification ;,formances attributable to the ofageflourvs.sevenyears), stimulus-type(linedrawing, color presence or absence of four and onehaweek's exposure to Massif ca- photograph, or object) and mode of elaboration (visual or verbal). lion tasks (taken from Infielder a id Piaget). The randomized block Photographs and objects were associated with more learning than pretest-posttest design was used. ANOVA revealed significantly greater drawings at both ages and with both types of mediational elaboration, mean gains for the experimental group on both arithmetic performance but it was suggested that differences among the three types of pictorial (p .05) and classification performance fp -z .01). The implication of stimuli decrease with age. A previously reported Age X Elaboration the findings in connection with implementing certain practices to allow interaction suggesting a relative disadvantage of visual elaboration for for the fullest development of classification behavior of the EMR are the younger children was not replicated. also discussed; Experimenter-Provided vs. Subject-Generated Non.Verbal Communication of Retarded Pupils. Learning Strategies: Which is Better? EVAN R, POVVELL and VIRGINIA C, DENNIS, STEPHEN KERST and JOEL R. LEVIN, Institute for Behavioral Research, Univers, , of Georgia Wisconsin Research and Development Center for Thirty EMR and 20 TMR pupils were observed interacting with Cognitive Learn ing classmates and 25 teachersin a Retardation Center. Multi modal Imagery and sentence mediators which linked the stimuli and communicative behavior was noted, with focus on interpersonal spatial responses of pictured paired associates were either provided by the distance as one index of relationship and affect between interacting experimenter or generated by fourth- and fifth-grade children. While partners. Empirical data collected on 1,400 dyads with the use of the both experimcnter-provided and subject-generated sentence and image DI AD showed that EMR pupils and TMR pupils communicate with mediators improved paired-associate recognition at acquisition and on a ear classmates at the same mean distance. TMR pupils interact with retest one week later, variability was greater in the subject-generated their teachers at closer range than with other TMR pupils, and EMR mediator groups. This finding suggests that mediator generation is a Pupils interact at more intimate distances with other EMR pupils than skill available to Some but not toall children of this age. Children with their teachers. Differences by sex and race were also presented. instructedtogenerate mediators transferred this strategy without furthur instruction to a new list given one week after acquisition. Anticipation of Cognitive Behavior of Mentally Retarded and Normal Children The Paired Associate Task and Levels of Learning CANDACE GARRETT, MELVYN I. SEMMEL, RICHARD PR AWAT, Oklahoma State University DOROTHY SEMMEL, and GAIL WI LCOVE, Indiana University Paired associate learning efficiency was assessed within eighth -grade samples identified by digit span and ID test performance as Level I, low The construct of anticipationinvolves the use of a previously SES learners, and Level II, high SES learners (N =80). Three levels of stimulus concreteness, defined by the Paivio norms, were manipulated formed concept to deduce characteristics of events which couldoccur. in a repeated measures design. Imagery Conditions constituted a highly This study was designed to determine how accurately selectedgroups of adults, including many future teachers, could anticipate which significant source of variance (H.-/ r Mod.-/ > Low-/ pairs). The pre- re-- dictedLearning Sponses to a set at questions EMR and normal children were most likely Level X Imagery Conditioos interaction was not obtained, nor did the high SES group significantly outperform the low. to give. The responsei to these questions were obtained from normative data collected on samples of EMR and normal children. The results Strategy scores derived from Ss reports correlated signifintly with PA learning only for low SES Ss. indicated that special education majors, students in special education courses, students with previous experience with BAIR children, and Elaborative Prompt Effects in Children's older students were better anticipators than their counterparts. NounPair Learning: A Two -Stage Analysis The Educable Mentally Retarded Child: DANIEL W. KEE and WILLIAM D. ROHVVER, jr Current Issues and Teacher Attitudes University of California, Berkeley I. LEON SMITH and SANDRA GREENBERG, The effects of aural and pictorial prompts in children's noun-pair Yeshiva University learning efficiency were estimated in terms of response and associative

79 teaming. A 20 item noun-pair learning task was administered aide organization and development of measures and scales and ofthe velually to 200 second- and third-grade children_ Indices of response analysis methods employed to address the evaluation questions, The learning(pictorial - identificationandfreeverbalrecall)revealed most recent results from these analyses are presenter and discussed. equivalent effects among promptconditions whereas measures of This discussion will include one, two, and possibly Mice yearproarani associative learning (multiple - choice pictorial-recognition tests) demoo- effects. Special attentionisgiven to the assessment ofOlt foremen strated substantial learning improvement as a function of aural and effectiveness of the various early education models. These insults are pictorialelaborativeprompts. This outcome was regarded as an interpreted within the context of a "national" vs "tercel" liamevvork, unequivocal identification of the 10(3(45 of elaborative prompt faciltta- The symposium will permit public discussion of an evalteition lion in noun-pair learning. conducted on a program which has now served 90,000 children in the U.S over a period of five years, and at a cost to excess of 5200 million. Pictorial and Verbalization Factors in the The scope and nature of the effort has parallels and continuity with Paired. Associate Learning of Unfamiliar Stimulus major evaluations of the recent past, notably the Equal Educational Terms Oprortunity Survey (Coleman et al., 1966) and the Westinghouse Ohm ROBERT E. DAVIDSON University of Wisconsin. and Universityevaluationof Head Start(Cicerellietat,1060). The SHERRY A. B. PERRY and PHOEBE K. BAKER, evaluation not only adds to our knowledge about the effectiveness of Univei sin/ of Oregon various compensatory education strategies, but also provides lessons on the conduct of large scale evaluation research. Verbalization and/or imagery processes facilitate paired- associate learning. The degree offacilitation seems to depend on how well sentences or images unitize the stimulus and response terms. Unfamiliar20.10 RESEARCH ON POLITICAL AND SOCIAL- or nonsense stimulus terms may not be able to play a tole in such pp/CHO LOGICAL VARIABLES EFFECTING THE processes unless they are "concretized.- A.tiat al of 64 third -grade pupils ADMINISTRATION OF ORGANIZATIONAL CHANGE 'earned ten paired associates with nonsense words serving as stimuli and (A, SYMPOSIUM) familiar nouns serving as responses (e.g., latuk-boat). In a balanced ROBERT G. OWENS, Brooklyn College, Organizer factorial design, Ss heard sentences about andtor saw pictures of the paired items. Sentences without concretized (pictured) stimuli impaired Thre,ugh the presentation and discussion of papers bya multi- learning, while sentences with pictures facilitated learning significantly. discirmary panel of psychologists, social scientists, and educationists, Perhaps a sentence serves to assure the triggering ol a compound image the ,ymposium will focus on the following principal objectives:(1) that unitizes the terms, exploration of methodological issues and problems in researchon the administration of organizational change, (2)critical examination of selected research methodologies and procedures witha view to their 20/6 THE NATIONAL EVALUATION OF FOLLOW potential usefulness for further research, (3)identification mil -dis- THROUGH: A TWO YEAR REPORT (C. SYMPOSIUM) cussion of ways and means that such researchmay be utilized for improving the practice of educational administration, and (4)identifica- MARIAN SHERMAN STEARNS, Stanf ord Research tion and discussion ofissues and problems encountered in Institute, Organizer inter- discplinary approaches to research on the administration of organiza- tional change in educational organizations. The symposiumwill be of The objective ofthe symposiumisto expose our professional interest primarily because it: (a) addresses a populararea of research in colleagues to the research methods and the preliminary findings of the which there is pressing need for improved research design,methods and National Follow Through Evaluation and to get a critical public review. procedures;(b)presents amulti disciplinaryperspective on The first SRI presentation will be made by Marian Sherman Stearns, the oroblem-area: and(c) addresses the problem of linking research in Stanford Research Institute. She will describe the changing roles and specific ways to improving administrative practice. theories of the Follow Through program from its original authorization "Conceptual Models for Research and Practice in the Administra- as a targeted (poverty) comprehensive services program under the tion of Change,"isthe subject of a paper by Robert G. Owens, Economic Opportunity Act amendments in 1967 through its evolu- Coordinator, Division of Specialized Program., School of Education, tion as a social experiment under the auspices of the US. Office of Brooklyn College, The City University of New York. Education. The conceptofFollow Through which guided actual Contemporary approaches to research and practice in the administration of organiza- evaluation is discussed. The policy questions to which the evaluation tional change tend to emphasize systematic aspects of the was addressed are elaborated. Follow Through process, isviewed inthe focusing on the orderly sequencing of such activities evaluation primarilyas an attempt as goal-setting, to discover which of several planning, and execution. This has given rise to efforts to identify and sponsored educational approaches or models implemented in primary describe overall strategies of organizational change and to explicate schools throughout the nation are most successful in terms of children's the activities that "go with" each of the various strategiesas tactics. These achievement, affect, and attendance, and in terms of parents' and strategies and tactics provide useful conceptual models for teachers' attitudes and behavior. both the practice of administration and the conduct of research in organizational The presentation by Philip Sorenson; Stanford Research Institute, change. A number of identifiable strategies and tactics oforganizational describes the longitudinal design (including reasons why the design does change, drawing upon various orientations to the task,are described not satisfy conventional standards for an experiment), data collection and their implications for both administrative practice and researchare and reduction logistics, and the nature of the data sets on which discussed. analyses have been based. The implications of the fact that themost Carl R. Steinhoff and Lloyd K, Bishop, Division ofEducational recent analyses were reported before the first evaluation cohort had Administration, School of Education, New YorkUniversity, will exited from the Follow Through program are discussed in the context present apaper entitled"Organizational Culture and Change in of conflicts between policy-oriented evaluation objectives andtheory- Doctoral Programs in Educational Administration." The findings oriented research questions. of a nation-wide study, sponsored by the University Council forEducational The third presentation, by John. Emrick, is concerned with the Administration, of the organizational culture of selectedpreparation develoament of evidence' to date of the impact of the Follow Through programs in educational administratie-1 are presented. One thousand program. Includedinthispresentationis adescriptionofthe students and professors in 41 institutions provided data in thissurvey research which explored certain perceptions held by the subjects A two- session, audienceinvolved program is ploposeci. The focal concerning aspects of the environmental oress in their institutions and concern of the first session is to determine in what way and to what selected individual personality characteristics of the respondents. The extent members of multiple publics served by our schools wish to relative congruence ofthe pert:eption of these aspects of the psy- participate in education decisiommaking. A second related concern is chological environment of these programs by (1) faculty members, (2) how such information about the values, needs and priorities of those full-time graduate students, and (3) pert-time graduate students are multiple publics relate to such concerns as teacher professionalism, discussed in terms of their implications for organizational change. community control, accountability, and student rights and responsi-. "'Complex Political and Social Psychological Variables that Effect bilities. Following presentation of data about the' educational values Change in Urban Schools," will be presented by Marcia Guttentag, and priorities of the multiple publics ofthe school district being Ph.D. Program in Psychology, Graduate Center, The City University of studied, and the areas in which people in that district desire to be New York. Community controlled and non-community controlled involved as decision-makers, the panel members will state advocat./ school districts in Harlem were studied. A variety of measures were adversary positrons concerning the implications of such data. used to determine the social and organizational climate in these schools: The focal concern of the second session is to determine how well The rise!Of school buildings by parents, the administrators' daily the university complements the public school in fulfilling the ecluca. schedules,the organizationalclimate and teacher-pupil interaction donel functions of society, and how, as those functions becorne more patternsin classrooms allindicated that the community controlled fully described, and the university's role becomes more clearly outlined, schools were strikingly different, The nature of these differences and the university-public school relationship can be more effectively and the political influences on the overall social climate in these schools will efficiently designed and implemented. Data will be reported on the be discussed, as well as the significance of this type of. research for perceived functions of Emma!, educational institutions In American further studies of large scale social system change in schools. society, the critical variables affecting university-public school relations, "Professionalism and Organizational Change,"isthe subjectof and the functionof consultation as an integrating factor In the Dennis J. Palumbo and Richard A. Styskal, Department or Political university-public school relationship. Science, Brooklyn College, The City University of New York, One criticism of professionals in public service is that they resist changing the occupational norms that would decrease their power even though it 24.03 SOCIAL PERCEPTIONS OF BLACK STUDENTS would benefittheir clients.In an examination of the relationship (G) betvv.-,orofessionalism and change, data were collected from ele- mentaryscr,,nol principals,localschool board members and lay Self-Esteem of Black and White Fifth -Grade Pupils members of community health planning.. Principals were slightly less as a Funrtion of Demographic Categorization inclinedthan school board members to accept change. The least professional of the three groups, community health members, were the JOAN S. BEERS, Pennsylvania Department of Education most negative about change, The mixed findings may result partially from the spurious relationship between professionalism and change. Interrelationships among pupil's self-esteem and school's rernal and socioeconomic compositions, pupil's sex, and pupil's socioeconomic Two additional variables were introduced totestthishypothesis: status were studied. Self esteem was measured by the Coppersmith amount of "turbulence" or dissatisfaction among clients and diversity Self-Esteem Inventory. Two 3 x 2 x 2 x 2 factorial analyses of variance of viewpoints within groups. Controlling for the former variable yielded were computed one for white Ss and one for black Si. Data were little difference; however, there was a strong positive relationship anafyzed for 2,753 white Ss and 550 black Ss from schools throughout between diversityof viewpoints and change, Consequently, group Pennsylvania, Main effects for both black and white Ss were sic-nil leant consensus is seen as a major variable in predicting acceptance of change. (p < .05)forschool's lacier and socioeconomic compositions and "Research Dilemmas in Testing Models for Organizational Change," pupil's socioeconomic status. Two two -way interactions were signifi- is the subject of a paper by Julian Roberts, Chairman, Department of cant for white Ss. Curricirtitm agoInstruction,FerkaufGraduateSchool,Yeshiva University.Studies eitherconcentrate onsituationalvariants or Expectations in Mixed Racial Groups of Children specifically relate to differences in interpersonal relationships involved. Difficulties are noted in setting up control groups, the timing of DORIS R. ENTVVISLE post-measurements, dilemmas caused by focusing on projected rather than desired outcomes, and use of varied intervention techniques. Research was undertaken on how status characteristics of adults and Attempts to derive conclusions are limited because many studies: (1) children affect adults' ability to raise a child's expectations for his own do not specify conditions under which a relationship between variables performance at school-like tasks. White adults are effective at raising is tested, (2) are based on information from one school or one school expectations of white children or black children in mixed racial work districtlimiting generalizability,(3)utilizevariables unique to the groups; black adults are effective with black Children but not with particular study and/or are non-theoretical, providing little framework 'white. These results, both consistent and inconsistent with previous for integrating findings from different Studies, (4) do not allow for findings, are interpreted in light of children's previous contact with differentiating among behavior patterns by providing limited alter- members of the opposite race. Unlike most research on desegregation natives- and involve one specified behavior, the only other being the effects,thisresearch examines both blackchildren's and white absence of the one observed, These studies rely on the participation of children's reactions to black adults. involvedpersonsratherthanobjective others, and often obtain information regarding twoormorevariablesfromthesame Is Nursing a Viable Career for Blacks? respondents, (A Study of Black and White Freshman Nursing Students) MICHAEL H. MILLER, Vanderbilt University

ithas been suggestedthat 24.02 MULTIPLE PUBLICS, _PRIORITIES, SCHOOLS, under4epresentation of blacksin AND UNIVERSITIES: SOME ADVOCATE AND ADVERSARY professional nursing results from insufficient black-nurse role models. This study of 331 black and white freshman nursing students in three POSITIONS (B) associate degree programs argues that blacks have similar interests in DENNIS D. GOOLER Syracuse University, Chairman nursing as whites: The results show that the black and white nursing

81 students exhibit few differences regarding their values, orientation. and (2) Teachersf ear that they will be evaluated in performance -based perception of nursing. The few observed differences were attributable programs on the basis of factors which are not within then controi. to socio-economic variation between races. Discrimination by schools They are willing to be evaluated on the basis of then class' of nursing, rather than a lack of role models, is suggested oom as the major behavior only to the extent to which they are allowed battier to blacks becoming registered nurses, to control that behavior; when that behavior is under the control of other factors(Pig-, administrative policy or other systemic constraints), teachers refuseto A Dialect Differentiation Measure for Nonstandard be held accountable for that behavior. At rs Black English apparent that before the organized teaching profession will support PBTE, two basicconditions CAROL W. PFAFP,SWRL must be satisfied. Research must be conductedin order to determine those patterns ofteacher behavior which are related to student A quantifiable, easily administered measure of nonstandardblack achievement, and teachers must be given the right to control theirown English (NBE) was developed for use with children four- to six-years- classroom behavior so as to use these behaviors effectively. old. The instrument consists of tasks designed to elicitspontaneous Robert Houston, Universityof Houston, willdiscuss ltrogrartt development in performance-based teacher education toteiance of linguistic leatures which characterize NBE. In a study of tror-s the point of black and Anglo children in schools serving lower and middleincome view of a teacher educator. Objectives lie at the heart ofper tot mance- based populations, the instrument successfully identified speakers of NBC teacher education; acentralconcern of these programsis The results compared favorably with repetition andstory telling tasks.. spec:. yang in advance precisely what a student is expectedto be able to The instrument is suitable for identifying pupilswho would benefit do at the end of the course. "Performance-based" refersto the way in which from instructional materials that circumvent learning difficultiesrelated teachers demonstrate teaching knowledge and skills.That to language differences, demonstration is observable (and their objectivesare to "write." " "do "describe," not "understand," "perceive," etc., whichare nonobserv- A Comparison of the Degree, the hature, and Some able). Furthermore, the emphasis on performance remindsus that of the Causes of Manifest Anxiety in Children from knowledge of content and teaching strategiesare not sufficient in Different SES and Racial Backgrounds teachingovert acting is important. Performance-basedteacher educa- tion programs may differ from traditional BRUCE J. YASGUR, The School District of Philadelphia programs in other respects (e,g., field-based, modularization, individualization),but the essential element- of a performance-based program is emphasis Lower-SES and black sixthgrade pupils manifested significantly on teaching the higher anxiety than did their middle-SES and white student what he needs to do as a teacher in orderto facilitate counterparts on the educational growth and change in students. General Anxiety Questionnaire. All subjectswere also given the GAO as Theodore Andrew, Associate in Teacher Education in a checklist, assessing their perceptions of the frequency of stressful the New York State Department of Education, will discuss performance-basedreitifi- stimuli in their environments. A sample was interviewed individually,to assess the children's perceptions of the Quality of stressful stimuli in cation. Analysis of the problems the state faces when itattempts to initiate a performance-based certificationsystem will be presented. their environments. Lower -SES, particularly black children,reported a far greater concern with physical harm than did their Distinctions will' be made between the problems ofperformance-based middle-SES, teachereducationprograms and particularly white, counterparts, who reportedmore concern with performance-basedcertification policies. Descriptions of various state approaches academic and social success, It was concluded that manifest anxietyin to on-going perform- lovver-SES children incorporates fear of real danger in ance-based certification policies will be included.Further discussion addition to will be directed toward some of the political anxiety. The anxiety manifested by middle,-SES childrenwas viewed as problems involved in being more related to parental and social expectations. placing certification of teachers on a performancebasis. Research strategies aimed at providing theknowledge base for successful implementation of performance-based teachereducation will bediscussedby David Potter, Educational Testing Service. The 24.06 PERFORMANCE-BASED TEACHER EDUCATION: development of reliable, objective, valid measures of teacherbehavior= ISSUES AND STRATEGIES (C,SYMPOSIUIV a performance-based teacher assessment systemwill be discussedas the central focus of this research strategy. Without sucha system we cannot DAVID A. POTTER. Educational Testing Service. Organizer hope to learn what patterns of teacher behaviorare related to student achievement; this knowledge is essential if performance-based This symposium is designed to provide teacher a forum for an informed and education istofulfillits promise. The second major point of the informative discussion of some of the problems facing performance- discussion will be the need to coordinate research,development, and basedteachereducationasviewed by representatives of -several progrars evaluation in PBTE. different segments of the educational community. Teachers, teacher Frederick J. McDonald, Educational Testing Service, will educators, educational administrators, state certification present a agencies, and plan for a National Commission on Research andDevelopment in educational researchers look at teacher education fromviewpoints that Performance-based Teac"Ar Education. The National are attimes- widely divergent, This symposium will Commission, a examine these project funded by the Rockefeller Brothers Foundation,can provide viewpoints, together with an approach to PBTE thatis responsive to the the centralized planning, coordinating, and facilitating needs of these different groups without sacrificing its effort necessary validity, to build the knowledge base that is so urgently needed if PBTEis to The viewpointoftheorganizedteachingprofessionwillbe become avalid approachtoteachereducation. Without sucha presented by Sandra Feldman, Assistant to the President of theUnited knowledge base, PBTE will meet with the opposition of Feleration of Teachers and LiFT's Committee the teaching on Performance-based professionandwillprovideslight .improvement ovbr Teacher Education. The UFT has recently taken traditional a formal position methods, butifthe movement is built upon a solid foundation of regarding PBTE. Although they support the movement, they are research" and development, we may at last be ableto train teachers to concerned because; (1) An adequate knowledge base upon which to teachthat is, we will he able to train them to act inways that produce build performance-based programs doesnot exist. A great deal of desired educational change in students. research will be needed in order to develop this knowledge base; until This symposium will provide the opportunity fora free and open adequateresearchhas been completed, and the knowledge base discussion among diverse segments of the educationalcommunity with accordinglystrengthened, organizedteachingwill oppose PBTE. regard to the performance-based teacher education andcertification

82 movement 'Baste obstacles to the movement will be discussed, as will esteem, and locus of ccintiol wire f)rainined its well as its effect on methods tor movog toward PBTE in ways that can :surmount these ackneveinent. A brief description of each of the testiatch !,ittlieS related obstacles. The central importance of the PBTE movemem in American to IGM will be presented to slinw the basis forthe motivational education today IS evidenced by the increasing number of teacher procedures which were subsequently developed. educzn ion or ogroms that are moving Inward a pre for mance base and by Dorothy A, Froyer, Hoists University, will present, "The Develop: the number of states which have either enacted legislation relevant tomeat of Individually Guided Wit Based un research, a system performance-based teacher education and/or certification or whose ofindividually guided motivation was cleveioped, consisting of an stateCertification agencies have made policy decisions which will integrated set of four mot wationaionstrucoonal procedures; Ill Adult- accomplish similar ends. Child Conferences to Encourage Independent Reading, (2) Teacher. Child Conferences for Goal Setting. (3) Guiding Children as Tutors, and

(4) Guiding Children Toward Self- Directed P rosociai Behavior.I n.set vice materials, 25.07 RESEARCH, DEVELOPMENT, AND EVALUATION fivefilms and a hook, were developed to teach these LEADING TO A SYSTEM OF INDIVIDUALLY GUIDED mocedutes. A description of the pioceduies and the in vice Male, iaK MOTIVATION (C, SYMPOSIUM) will he given, and a short segatent of one of the linos shown. Problems encounteredintranslatingresearchresultsinto usable classroom DOROTHY A, PRAYER, Hofstra ';itiversity, Organizer procedures wilt be delineated. Evaluation of the motivational pro- cedures indicated that the inservice materials were not self-contained, In 1963 theResearch and Development Center Program was and that a Centerconducted inservice program for iepiesentatiVeS froM established, One goal of this program was to improve the relationship local schools was necessary to insure successful implementation of IGM, between the production and utilization of knowledge (Boyan & Mason, This inservice program will also be described. 1968), To achieve this goal, R & D Centers were to(1) conduct basic Mary R. Quilling, Wisconsin R&D Center for Cognitive Learning, and applied research studies, and (2) conduct development activities will present, "The Evaluation ofIndividually Guided Motivation." designed to translate systematically research /,-)dings into educational Crucial to the development of an effective educational prod= is a materials or procedures, and field test the developed products (U.S. well.designed evaluation, This evaluation should be formulated to Department of Health, Education, and Welfare, 1963), answer relevant research questions as well as to provide information Although R & P Centers have carried out all of these activities concerning the effectiveness and usability of the product. In the case of research, development, and evaluationwith a large measure of success, the evaluation of independent reading conferences, for example, the few Center products have, infact, progressed through all of these field test was designed to determine the effect of the introduction of stages. Thisisunderstandable, since R & D Centers have beenin new, attractive .books on amount of reading, apart from the effect of operation less than eight years, It is of interest, however, to examine the conferences themselves. The long-term effect- of conferences was the relationship between the production and utilization of knowledge assessed by continuing conferences for some students, discontinuing in a case where research, development, and evaluation have been carried them for others, and comparing the performance of the two groups, out on a single Center product, Individually Guided Motivation (IGM). Each fieldtestrelated to IGM will be described, summarizing the Motivation is a majof concern of teachers, In some classrooms, few research questions posed and the formative information gathered in children are motivated to learn, and the result may be misbehavior and addition to the overall evaluative results. disruption of classroom activities. Even inclassrooms where most The symposium will provide information about motivational pro- children are motivated to learn and behave well, teachers can usually redures based on theory and research which have been translated into identify some children who are not paying attention to school Workor usable, effective classroom techniques, In addition, the symposium will achieving wellin any subject matter area, The need for effective describe the research, development, and evaluation processes which led procedures to increase motivation is acute. to these procedures, The objectives of this symposium are twofold: (1)to describe a system of individually guided motivation which has been developed to encourage the growth of positive motivation in children and meet the 25.02 PROBLEM SOLVING MEASUREMENT unique needs of each child, and (2)to describe the interaction of AND TRAINING PROCEDURES (C, EXPERIMENTAL) research, development, and evaluation in producing 1GM noting the problems encountered and deviations From thelinear research J. KENT DAVIS, Purdue University, Chairman development evaluation model. "Overview ofIndividually Guided Motivation," by HerbertJ. Thisdiscussionsessionhad as itsmain emphasis theoretical Klausmeier, Wisconsin R & D Center for Cognitive Learning, will conceptions andcriteriaforthe development of problem solving outline the theoretical background for IGM, including motivational measurement and training procedures, Recently there has been a wide principlesderivedfrom theresearchliteratureand instructional variety of contradictory approaches to measurement and training which guidelines presumed tocellthese principles into play. The unique emerged from research. Evaluation and synthesis of the completed capability of an R & D Center to translate this theory into tested researchisneededtoprovideguidelinesfor new research and motivational procedures will be desCribed. This opability results from development of problem solving measurement and training tasks. interdisciplinarystaffing, support personnel, and tram stable and extensive relationships with school systems, John P. Gaa, University of North Cerolina, will present, "The 25.03 ACCOUNTABILITY: PROBLEMS AND POSSIBILITIES Research Base of Individually Guided Motivation." A first version of (C, SYMPOSIUM) mos of several motivational procedures was compared with a control to RICHARD OBER, University of South Florida, Organizer determine whether the procedure was effective, Subsequently,more analytic research was carried out to refine the procedures. For example, The purpose of the-symposium is to take a comprehensive, indepth in the case of goal setting as a motivational technique, individual look into the general subject of "accountability" from the researcher's conferencei with and without goal setting were compared. Reinforce- point of view thatis,ina logical,- systematic fashion, to trace ment was given either for achievemeht or for goal-setting accuracy. accountabilityfromitsbasic,theoreticalfoundations thoughits Conferences' were held with elernthatary and high schoolage children. operational phases involving field research and implementation to the The effects of goal setting on attitude, goal setting accuracy, self- implications that are naturally and inherently raised for those whoare commissioned with the preparation and supervision of teachers. In inservice. education? (2) Whatisthe role of ,supeivisine In teacher keeping withthis basic purpose, it should be noted that the title accountability? 01 the individuat? (31 What is the roe of laboiatoryf selectedfor tit; symposium --"Accountability. Problems and Possi- limo experiences in the preparation of a teacher? (4) Whatis the nature bilittes"is purposely general in scope, but that the fourpapers, while of the internship as itis affected by the accountabdity MO VeMent ?15) they comfortably fit within the parameters of the tine,are not only How can a candidate for teaching be adequatelypi epared to ceily on a more specific in title (scope), but logically lead in text from oneto the olittinuons program of self improvement throughout his career? These other, each subsequent one building on the previous, andsimilarquestionsarediscussedinthelightoftheculieril "Teacher Competency: To Do What?," presentedby Donald accountability press. Or losky,Universityof SouthFlorida,willtreatthe theoretical underpinnings of accountability, particularly in thearea of specifying the competencies to be employed in the evatuation ofthe individual teacher's effectiveness. Contingencies and factors thatbear on and 25,04 COMPUTER BASED INSTRUCTIONAL DESIGN influencethe selectionof competencies are discussed, The point (B, SYMPOSIUM) stressed is that it is virtually impossible to prepare teachers adequately DAVID B. THOMAS, HUMRRO, Organizer to perform "competently"ifthose competencies are not properly delineated and clearly stated. In turn, unless accountabilitypolicies and The computer has been used to facilitate individualizedinstruction accompanying procedures are brought under reasonable control in this through the presentation of materials, the managingof students and way, we are leftin disarray with respect to the overriding intent of resources, and the recording of progress and achievement. Thepurpose accountabilityto hold a teacher responsible for his pupils' learning. of this symposium is to describe another use of the Such factors as research findings, school hoard opinions, computer, namely.a state computer -haledinstructionaldesign system. The presentation will boards of education policies, the "law of the land," generalpracticality, describe, from various material/plant resources, and time and space perspectives, computer assistance with the are discussed as they bear systematic development of instruction, the software which on competency/accountability decisions. supports the user's requirements, and implementations ofcomputer-based instruc- "Problems in Accountability and the Measurement of Pupils"will tional design processes. he the topic discussed by Robert Soar, University of Florida, Perhaps Withinthepastfiveyears,greatstrideshave been madein one of the most significant relevations of this paper is a recent finding time-sharing computer technology,individualizedinstruction, and of Soar which indicates that a sizeable number of nonlinearrelation- computer-based education, including computer-assisted andcomputer- ships between pre -post gain scores of pupils are foundwhen measured managed instruction, administration, and instructionalsimulation and by riewer, nonstandardized instruments (yet valid and reliable).When modeling, During the seine time period, similar strideshave been made instruments/procedures of this sort are used, the fit for pupilsat both in computer applications software which could support the the high and low ends of the scale tend to be thrown Instruc- seriously out of tional materials authoring, production, and evaluation line to the end that they exhibit difficulty in showing process. any significant The ideal system proposed is not a CAI system. The descriptionof a gain, while the average students seem to generate normal, expected oamputer-based materials authoring and production gains,Ithas also become fairly evident that a number of system rather than pupil a system in which a computer either presents materialsor manages characteristics tend to grow at a painfully slow rate so that itbecomes students or teachers will be given. almost impossible to realize an appreciable gain in the relativelyshort The application of a time-sharing computer for design, development, space of a year or two. One suggested resolution is to identify a production, evaluation and revision of instructional materialswill be reasonable, manageable number of pupil growth measures that have discussed by David Thomas. The discussion will focuson those aspects been found to be related to specific, measurable teacher behaviors and of computer technology which may be employed to aid in instructional to build accountability programs that are predicated moreon teacher resource preparation and the extensions which may be made to existing behavior than on pupil growth factors. applications to enhance the process, The systems approachto the "Assessing Product Measures Using Systematic Observation" will be design ofinstruction includes step_ sto identify tasks, hierarchical presented by Sam Wood, University of Missouri, This presentation is structures, and media, and steps to undergo formative and surnmarive rooted in several years of research designed to measure the behavior of evaluation and revision of the materials. Each activity in the described teacher and pupils using more than a single technique simultaneously, approach entails a large amount of manual searching, transcription,and eachassessinga differentdimensionoftheinteraction(multi- analysis of both verbal and numerical data. Automated aridinteractive dimensionality), One promising outcome ofthese findings is the approaches toallof possibility of measuring pupil growth by these procedures arepossible with existing means of observational computer technology, but have not been utilized in the educational systems. Not onlydoesthis technique reduce theamount of reliance materials development process. placed on paper-pencil instruments, but is farmore descriptive since it Dewey Kribs will discuss "Software for a Computer-BasedSystems assesses pupil behavior (growth) during the learningprocess, over a Approach," emphasizing the software functions which longer duration of time, and at several subsequent intervals rather are of special use than a to the instructional designer. Each step in the systems approach will single assessment, be described in terms of the software capabilities required. These include Furthermore, the notion of systeMatic observation tends to open up editing,storageof the parameters of growth measurement. Pupils such instructional design data astestitems, can be observed/assessed: objectives, strategies, and tasks as they behave and interact in a natural, relatively threat-free situation. iri,,tractlye search and analysis of instructional materials, 00 ,poise data collected inter- Finally,techniques ofthissort 'complement the whole spirit of actively during "on-line" tei- 'N! software functions, an self-evaluation and self-improvement as these relate to teacher com- ideal system will be descrii,..ete system is not currently petence and accountability since the teacher is given "handles" for available, general purpose sot:, controlling his behavior. istypically available on commercial systems will also beo red. Identification of these "Preparing Teachers to Teach in the Age of Accountability,"by software packages will facilitate implementation of computer-based Richard Ober, University of South Florida, will pulltogether the ideas systems atminimal cost when general-purpose computersystems, purportedinthepreviousthree. Itrelatesthebasicnotion of especially time-sharing systems, are accessible, accountability to the preparation and supervision of teachers within the - J. Howard Bryant will address the relationships between limits of accountability. The paper discusses such jobs, questions as:(1) training, and the functional personnel process. He will describe What competencies are the responsibility of preservice the .education? of concept of a cybernetic process which begins with activityand skill analysis and produces job description and performance evaluation The Effect of Humanistic Training in Helping Relationships information on the oneside, and training requirements, learning for Cooperating SeLondary School Teachers upon Selected objectives, on the other. The process is self - regenerating when imple- Perceptions of the Teachers and Their Student Teachers mented as a computer-based personnel and training subsystem. Dr. Bryant will present empirical data to illustrate how the process was JOHN MULLENNE X, West Virginia University developed and implemented for a large organization requiring highly skilled data processing specialists in a dynamic technological environs The results of this study suggested that prospective teachers who merit. participated in student teaching with cooperating teachers who were humanistically trained in helping relationships desired more praise and perceived more suggestion giving from their cooperating teachers than prospectiveteachers who participated in 25.07HUMANISTIC TEACHER EDUCATION (C) studentteachingwith cooperating teachers not so trained. A Humanistic Model for Teacher Education C. KENNETH MURRAY AND RONALD IANNONE, West Virginia University 25,08 PREDICTION OF SCHOOL ACHIEVEMENT (C)

Many' teacher-education institutions are producing human illiterate Multivariate Prediction of Early School Achievement - teachers who finditincreasinglydifficultto cope with a rising DAVID M. SHACK and STEVEN V. OWEN, generation of youth who are "tuned in" to human encounters, A new University of Connecticut teacher who is human and real needs to he bornone who can integrate the skills of teaching into his life style and help students grow not only While many studies have predicted elementary schoolachievement, intellectually, but also as human beings. It is within this framework that fewhaveinvestigatedbothcognitive and biographicalpredictors the West Virginia University Humanistic Teacher Education Model was simultaneously in a multiple regression format. The present study used developed.:A number of studies whose purpose was to research the both types of variables in predicting achievement over a 20 month span. existential and perceptual rationale underlying the humanistic orienta- Criterion variables consisted of Stanford Achievement Test subscores, tion of tile model have been done, and a composite Stanford score, collected at the end of the first grade. Shrunken R's ranged from .60 to .76. Sex of student was the only The Effect of Two Humanistic Models of Teacher Education upon biographical variable which consistently entered optimum prediction the Perceptions of Prospective Teachers batteries, Implications for "sex" as a moderator variable, and preventive ROBERT ZEGLER, West Virginia University programs for predicted low achievers are discussed,

The two time arrangements investigated in this study demonstrated Classroom Achievement as a Function a statistically significant effect upon the overall perceptions of the two of Student.Teacher Interaction groups of prospective teachers, This difference favored those prospec- tive teachers who participated in the intensive five week humanistic LARRY J. ALEXANDER, University of Arkansas, methods program prior to student teaching. ROBERT S. MEANS, West Chester State College, BILLY F. ELSOM, Oklahoma State University, and The Effect of a Humanistic Training Model on the Perceptions GLADYS H. MEANS, Cheyney State College of Elementary Teachers-in-Training Forty Ss enrolled in a graduate course in audio-visual techniques WILLIAM BINGMAN, Frostburg State College were rank ordered by past grade point average, The median break was Evidence was generated in this study which indicates that measuring used to form two groups. High GRA and Low GPA Ss within each overall perceptions may not be as important as the task of measuring group were randomly assigned to two treatments. Treatment I Es were and clarifying the individual needs of the prospective teacher prior to treatedpolitelyby the instructor, but with no personal interest= student teaching. Treatment II Ss were referred to by name, and the instructor initiated discussion with these Ss, A 2 x 2 ANOVA design was employed to analyze student performance on the first teacher-made achievement The Effect of Preservice Creativity Training in a Humanistic test. Results indicated significant differences on treatment and GPA, Program on Creative Abilities and Perceptions of but no significant interaction effect. Prospective Teachers and Their Pupils EDWARD WILSON, West Virginia University The Influence of Differential Feedback on Achievement of Old and New Materials Date analyses indicate that prospective teachers improved in fluency ROBERT S. MEANS, West C',ester State College. and flexibility during the training period and in originality and personal worth during_ student teaching. They and their pupils declined in BILLY F. ELSOM and RICHARD BEATTIE, Oklahoma Sia versify and GLADYS H. MEANS, Cheyney State College perceived relationships during student teaching. During this period the pupils also improved in fluency, flexibility. and originality. Subjects (N481 enrolledin an undergraduate educatiooal psy- The Effect of Field Participation and Humanistic Classroom chology course were rank ordered on cumulative grade point averi,es Experiences upon the Perceptions of Prospective Teachers (GPA's). They were divided into two equal groups and designated as High CPA or Low GPA Ss. Members within thase groups were then ROBERT BA RTOS, Hobart and William Smith Colleges randomly assigned to treatments. Treatment I Ss received delayed feedback concerning their performances on a class examination, while . The evidence: ofthis study shows significant trends toward a Treatment II Ss received immediate feedback. Analysis of later achieved concurrentarrangementofbothfield experiences and classroom scores on both old and new material indicated 110 significant differences experiences for prospective teacheri as a means of effecting perceptual on either treatment or interaction. In both analyses High GRA Ss change at an carlier period in the teacher education program. achieved significantly higher scores than did Low GPA Ss. The Effectivems of Five Selection Policy Variables data is primarily quantitative; in addition, a content analysisof joking in Predicting Academic Achievement in a Nursing School remarks of black and white faculty is presented. DOROTHY I. WHITE, St. John's Hospital, and LAURA D. HARCKHAM, Manhattan College The Effect of College Proximity upon Rates of College Attendance This study tested whether entrance variablesused by a nursing school can predict achievement the firstyear. Ss were 48 female VINCENT TINTO, Teachers College, Columbia University students. Five predictive variables were high school grade pointaverage, Scholastic Aptitude Total of Entrance Examination for Nurses(SAT), The results of a study to determine the effect of collegeproximity CEEB, number of academIc credits, and number of failures,all from upon rates of college attendance of over 19,000 high schoolgraduates high school records. Pearson r's were computed. The bestpredictor was in Illinois and North Carolina are given. Results ofcross-tahular and number of credits, .76. SAT, designed for prediction,proved to be multivariate dummy-variable regression analyses questionboth the inefficient. The academic credit variable may reflectmotivation, and assumption that college proximity per se is animportant factor in the other correlations may have been depressed bythe narrow range of collegegoing, and the bt.-ief that establishment of public juniorcolleges nursing school grade point average. will help equalize educational opportunity by providinghigher educa- tional access to able children of low status families. In bothstates, only persons of lower ability gained in attendance when living withina public junior college community, 25.09 THE COLLEGE AND UNIVERSITYCONTEXT AND STUDENT/FACULTY ATTITUDES (C) Undergraduates' Expectations and Perceptions isf a College Environment Prejudicial Attitudes of Danish Students:Some Educational Implications JOHN C. WEIDMAN and DAVID J, KRUS, University of Minnesota ERNEST A. CHAPLES, WILLIAM E.SEDLACEK and GLENWOOD C. BROOKS, Jr., Universityof Maryland Data from a survey of seniors in the College of Educationat the UniversityofMinnesota indicate This study examined the attitudes that the more conventional the of 274 white Danish university expectations of the student and the more extensive the interaction students toward blacks Inegers) and Mediterranean with foreign workers faculty, the more likely he is to view the college environment (sydlandsk fremmedarbeider) in a in an experimental study. Results of positive way. Findings are similar for both men and two-way analyses of variance (.05 level) and Sheffe women. Results are post hoc cornpori interpreted with respect to their contribution to the socialpsychology sons (.10 level) indicated that white Danes wereconsistently pro-black but had strong negative feelings toward of formal organizationsthe impact of participants' expectationson Mediterranean foreign workers. their perceptions of an organizational environment. Danish students felt toward Mediterraneansmuch as white American students felt toward blacks. The writers concludethat the concept of a culturally relevant outgroup appears generalizable across cultures. The 25.10 THE POLITICAL CONTEXT OF SCHOU POLICY findings appear useful to researchers andeducational planners. 6)

Young Black Radicals: Is Education Acting Personal and Institutional Characteristics as a Stimulant to Black Revolutionary Thinking? Affecting Teacher Mobility MICHAEL N. HALSTEAD and HARNISCHFEGEF1, Stanford Center for Research and PAUL R. DOMMERMUTH Development In Teaching

The major purposes of this -study were to identify This paper tested hypotheses concerning therelationship between the effects of personal characteristics of teachers and institutional educational levels of young blackmen and Women, their degree of characteristics or schools on teachermobility, The methodology involved multiple radicalism, and their degree of positive black identity.Data based on regression analyses of mobility measures on personal characteristic interview data from New Orleans, Louisianawas examined. The positive variables and on institutional characteristics with control for correlation found between high educational level,strong black identity, personal and radicalism indicate the need for major changes in characteristics. The data were derived from school and teacherrecords our conception of in two California School Districts over the black middle class as a photocopy image of thewhite middle class a four year period. Both personal and institutional characteristics were found community. These findings have important implicationsfor teacher to affect teacher training. mobility. Some policy implication% of these findingsare discussed.

Ambiguities in Race Relations: Blacks and Whites in Higher Education Teacher Characteristics and Collective Bargaining Militancy CHARLES B. KEELY.and The interpersonal problems of black professorsin white colleges and R. GREG EMERTON, Western Michigan University; universities are discussed. Prejudice and status dilemmalead to a social DIANE. L. KEE LY. Fordham University disjunction which is not mitigated by the jointparticipation of blacks and whites in common institutional settings.Evidence is presented An attempt to develop a predictive model of teacher militancyusing affirming the validity of this proposition. Ananthropological perspec- tive based on the work of Radcliffe-Brown leads the Automatic Interaction Detection technique is described. fly employ- to the following ing teacher background characteristics and attitudestoward teaching, hypothesis: blacks outside the area of black studiesengage in joking, the resulting model explains a significant amount of the while blacks in black studies engage in the functional variation in the alternatives of degree of teacher militancy in a medium size, midwesterncity with a formality and avoidance in order to prevent conflictand hostility with NEA affiliate as collective bargaining agent. hites due to disjunctive interests. The hypothesis is In addition to model confirmed. The development, the findings of this study seriously questionthe often assumed proposition that union militancy is inimical to the professional employed as predictors of performance under conditions of differing status of teachers, rates of infoimational feedback in a concept learning task, Resultant Achievement Motivation was found to be significantly positively related Relationships of Economic, Social, and Educational Attitudes to the to the rate of learning in a 100% feedback condition. No signifiCant Outcome of a School Bond Issue: An Investigation of Voter Values and relationships were found -in the 50% feedback condition. The findings Voting Action ofthis study bear directly upon achievement motivation theory and JAMES M. MAHAN, Indiana University suggest the necessity of modifying some traditional notions concerning the role of informational feedback in learning, Utilizing a school bond issue, relationships between expressed personal attitudes of yea voters, nay-voters, and non-voters and their Order and Scheduling Effects on Reinforcing overt (known) voting behavior were examined. Traditional emergent, On-Task Behavior in the Classroom politico-economic, and curriculum-facilities attitudes were surveyed, DAVID R. BUCKHOLDI and interrelationships identified, and predictive value relative to voting DANIEL E. FERRITOR, CEMREL, Inc. behavior discussed. Ramie!) conditional probabilities, omega squares, pointbisorial correlation coefficients,ttests,etc. were employed. The objective ofthis work was to investigate the differential Negative voters held more conservative attitudes than affirmative voters effects of fixed and variable reinforcement contingencies on student and non-voters. Responses to more specific attitudinal scales, and to attending behavior. A reversal design was used. In the first study_, a no selectedfacilities items, correlated more highly with actualpoll reinforcementcondition was compared with aprocedure where behavior. Predictiverelationships between expressed attitudes and children were reinforced in a standard order and then in a random voting behavior were judged tenuous. order.Inthesecondstudy,a no reinfoicementcondition was compared with both fixed and variable schedules of reinforcement. The The Role of Labor Unions in the Politics of School random reinforcement procedure produced the highest percentage of Decentralization in New York City and Detroit on-task behaviorinthefirst study, and the variable-interval was MARVIN R. PILO, Teachers College, Columbia University superior in the second. Feedback and Instruction: This paper is an exploratory comparative case study which examines A Review and Suggestions for Further Research and analyzes the behavior of labor unions, with emphasison teacher unions, as political actors in the implementation of school decentraliza- NORMAN C. HIGGINS, Arizona State University tion in New York City and Detroit. It also evaluates the effects of Much of the research on feedback in cognitive learning tasks is of school decentralization on those unions. With elite interviewsas its limited applicability in designing instructional products. Studies using primary source of data, the study finds almost complete success on the systematically designed instructional sequences to investigate feedback part of the teacher unions in protecting the traditional job security variables were reviewed. An analysis of the feedback literature relevant rightsofteachers under adecentralized school system, aresult to instructional situations suggests several variables whose further study achieved, in both cases, by extensive participation in the legislative and may contribute to the design of more effective instructional products. electoral arenas, These variables include: (1) the amount of information contained in the feedback stimulus,(2)frequency offeedback,(31 immediacy of feedback used, and (4) the interaction between feedback and incentives 2511 FEEDBACK AND REINFORCEMENT (C) for acceptable performance. Literature related to each class of feedback variables is reviewed and suggestions for future research described. Interaction between Reward Preference and Task Difficulty in a Computer Assisted Instruction Setting Incentives for School Achievement DAVID P. YENS, KAREN F. A. FOX, American Institutes for Research University of Delaware While reinforcement techniques are widely used to alter classroom behavior, their effect on achievement has not been as well documented. The interaction of an incentive variable (preference for reward) with Three hundred elementary school students received material incentives task difficulty was evaluated in a CAI environment. Elementary school for mastery of individually prescribed reading objectives during four students worked arithmetic problems preSented via computer terminals eight-week earning periods. Three incentive treatments were employed. with the expectation that if they did well they would receivea reward Analysis of pre- and post-treatment results on the California Achieve- of high or low rated preference or no reward at all. Four percentage ment Tests and en criterion-referenced reading tests indicates (1) that ranges of difficulty were used for the problems. Measures of persistence students achieved mastery of their objectives, and (2) that they made were time spent on the task and number of problems attempted. The significant gains on the standardized tests. Subsequent refinements of expected finding of an interaction was not supported, but limited treatments should provide a basis for assessing the relative effectiveness support was obtained forthe differentialmotivational value or :of the three incentivetreatments. incentive preferences.

Interactive Effects of Motivation and Rates of Feedback 25.14 MEASUREMENT METHODOLOGY I(Di in Concept Learning JAMES M, PETERSON and An Experimantal EvaIiiation of New FRANK H, FARLEY, Measures of Cognitive and Noncognitive Performance University of Wisconsin, Madison for Elementary School Children JOHN A. EMRICK,Stants,id Research Institute Resultant Achievement Motivation scores for 60 femalecollege students were computed from achievement motivation andtest anxiety Two experiments to develop psychometric and administrative data measures.TheseResultantAchievement Motivationscoreswere on instruments designated for a testing program with disadvantaged

87 elementary school children were undertaken. These itiStrUMentS tirOvide An experimentalsci elm! rigdevicedesignedtopti dna Ritmo measures of growth and development in such diverse areas as via hal academic faiturir in kindergarten children MI5 ild1111MS101 lidto i) If ()Up expressiveness (the ITPA and the Hertzig/Birchscoring of the PSII, of kindergarten children in Apt!. The prediction ofsuccess failure problem solving (Raven's Progressive Matrices), seit=esteem(Faces and made on the basis of the screening was correlated with the results of Coopersnuth), and achievement motivation (Gumpgookiesand Locus standardized reading reachness tests, as well as Standardized achieve- of Control).Roth exuerimeolS !omitted test-retest assessments of ment tests in firSt- and duirlinades, rind with chionotogtealage.I ho reliability, and factor tally balanced assessments of tester effects. The pOitit biSutial correlations between mediCted successthiluie andactual results are discussed with regard to tenability, validity, and suitability achievement in reading and arithmetic were significantat the .01 level. of these instruments within and across grade levels K-3. Correlations between age and actuOVHITIMIt WM 0 1101 significant.The efficiency was 100% and the of fect iveness was S2'":r, Effect of Diffelantially Motivating Instructions on the Predictive Validity of a Test Device BRUCE W. HALL, 25.113 ASSESSING CHANGE IN EDUCATION (A) T. SALVATORE TOCCO, and LARRY SCHWARTZ, University of South Florida Changes in Organizational Climate Associated with Development and Implementation of an Educational Research examined the hypothesis that predictive validity would be Management System greater for a test given under stress instructions than for a test given LEWIS A, BONNEY, under relax instructions. Ss were 254 educationstudents in a graduate San Bernardino City Unified School District measurement course and 117 education students in an undergraduate San Bernardino, California measurement course. Ss were randomly assigned to the instructional conditions, For the graduate and undergraduate data separately, a The development and implementation of a humanistic Educational Pearson r was commit& between pretest and final exam scores for each Management System in a large urban school district has been associated treatment group. On both graduate and utidergraduate levels, the with cli.monsttable changes in organizational climate. The Management difference between the r's was significant Ip < .05) in the predicted Systemishumanisticinthatteachers and principals selecttheir direction, suggesting the usefulness of a stress dimension for enhancing educational priorities based on student needs and mutually predictability. agree with supervisors regarding expected student learning. Itis systematic in that measurable objectives are identified and feedback is regularlycollected The Relationship of Aptitude Test School Means andSchool regarding program progress and results, Application ofthe Educational Socioeconomic Characteristics to Achievement Test School Means Management System in the District's 56 schools has coincided with DOUGLAS J. McRAE, CTB/McGraw-Hill statistically significant changes in each dimension of organizational climate measured by Likert's (1967) "Profile of OrganizationalCharac- When interpreting the results of a horm-referenced testingprogram, teristics." These changes in organizational climate remained intact the availability ofseveral expectations of test scoresisdesirable. during the second operational year. Toward this objective, academic aptitude test data (theShort Form Tea of Academic Aptitude) and school socioeconomicdata were The Effect of Technology on Organizational Task Structure collected from the participants in the 1970 standardizationof the DAIVD L. PAGNi, Cilifornia Achievement Tests, Multiple regressionanalyses were per. California State University, Fullerton formed to relate (1) the SFTAA schoolmeans, and (2) the school socioeconomic data to the CAT school means. Comparative resultswere Technology is viewed as a significant independent variable ofthe presented. The conclusion was that achievement test schoolmeans may organization, affecting the organizational task structure. Viewingthe classroom be predicted quite accurately from both aptitudetest school means and as theunitof observation, atechnologicalchange is school socioeconomic data introduced in the form of electroniccomputers to teach mathematics, Organizationaltask structureis definedin terms ofteacher-pupil Validation of a School Behavior Rating Scale interaction as it relates to the "work" of the organization.An attempt is made to measure changes in taskstructure corresponding to the ROSALYN A. RUBIN and PATRICIA H. KRUS, change in technology. University of Minnesota

The Profile of a School and Measurement A study was conducted to validate a school behavior rating scale on of a Multillistrict Organizational Change Program a sample of 1,153 elementary school children. Results :ndicate stable means and variances over grades kindergarten through fifth:grade anda FRED C. FEITLER, stable factor structure, Sex differences on behavior ratingsfavored Southern Tier Regional Office for Educational Planning females over males at all grade levels. School behavior ratingsobtained Elmira, New York by subjects for whom special action, suchas special placement or receipt ofspecial, services, had been taken by the schools were Modern organizationtheory andresearchfrom business and significantly lower than the mean score of those for whom no such industrypredictsthatschools which change toward the Likert- actions had been taken, participative group organizations will increase productivity.This paper reports interventions of a one year organization deVelopmentprogram carried out with 12 schools and the change resultsmeasured by the A Quick Screening Test to Predict Future Profile of a School. Pre- and post Profilemeans are compared, with Academic Failure in Kindergarten Children total means showing significant change in the desireddirection. Both the Profile, as a means of measuring organizational NANCY Z, SPARBERG, Loyola University, change, and the 0.D. strategy employed have direct implications for GLEN R. THOMPSON, Northeastern Illinois University, further research and and application to educational change programs, SAM M I KAE LIAN, Wilmette Public Schools

88 25.17 STATISTICS: MOLTIVAPIATE PROCEDURES (0) An Empirical Comparison of Two Path Coefficient Estimates PETER T. K. TAM, GLAALD J. SCHLUCK and Comparison of Algorithms for Common Factor F. J. KING, Fiat Ida State University Analysis Using Maximum-Likelihood Estimation MICHAEL PATRICK HAGERTY, Since the development of causal path analysis by Wright, both the Un !vim say of Mayiachmei is standardized and unstanderdizeo procedures in path coefficient esti mates have been advocated in the related literature, but the superiority Six algorithms for minimizing the function of the Ma ximum-Likeli- of one technique over the other has not boon demonstrated empirically hood criterion in the unrestricted common factor analysis model were or mathematically.Inthis study, the sampling properties of both compared for computational efficiency. Included in the six were two Weft scient estimates in a chain prediction model are compared undri new algorithms, a quasi- Newton by Powell (19711, and a pure Newton known conditions by Monte Carlo methods at systematically selected by Swaminathan (1972). Factor analysis is one of the more frequently parameter points which include _sample size and VarIE ,E,), The used statistical techniques in educational research. Maximum-Likeli- implications,interpretation, andproblemsofboth methods are hood has been demonstrated to he the superior method for parameter discussed with reference to the evaluation of learning hierarchies. estimationinfactoranalysis, althoughithas not yet come into common usage. The selection of a computationally efficient algorithm should greatly facilitate its usage. 25.19 THE STUDENT-INSTITUTION INTERFACE (A)

The Completion of Orthogonal Independent Cluster Solutions Black-White Student Interactions in an Urban Secondary School and Their Oblique Analogs in Factor Analysis rHi LIP A. CUSICK, Michigan Stela University RICHARD J. HOFMANN, Miami University, Oxford, Ohio This project was designed to explore the interracialinter tenons among students ina large,urban, secondary school.Usingthe A very general model for the computation of independent cluster methodology of participation-observation and interview, the researchers solutions in factor analysis is presented. The model is discussed as being developed a tentative explanation of how the students behave toward either orthogonal or oblique. Furthermore, itis demonstrated that for each other and explained how that behavior affects other facets of the every orthogonal independent cluster solution thereis an oblique organization. The study concluded that informal interracial interactions analog. Using three illustrative examples; certain generalities are made were virtually non-existent, that formal interactions occurred only in with respect to the class of independent cluster solutions which are highly structured classroom situations, that attempts atintegration generated by the orthomax criterion. A procedure is presented for were discouraged by other forces operating within the school, and that comparing the simple structure of an orthogonal independent cluster attempts to reduce potential race conflict consumed an enormous solution with the simple structure of its oblique analog, amount of organizational energy.

Multivariate Analysis of Repeated Measures with a Design Demographic and Social Accounting: A Followup on the on the Measures and on the SubjectsAn Example Withdrawals from Quebec Colleges and Universities L. D. MCLEAN, AVIGDOR FARINE, University of Montreal Ontario Institute for St tidies in Education and ANNE KEETON, Queen's University In order to study the reasons for not attending school, question- naires were sent to Quebec collage and university students who failed to An exact multivariate: analysis for troublesome repeated measures register in September 1971. The reasons for quit ting school do not differ designs has been described by 8ck and programmed by Finn. The significantly between the studied groups. The college study dealt with methodisapplied to digit span data from an actual experiment graduates as well as dropouts. The findings about the present situation involvingfirst-grade pupilsin an inner-city school and a suburban of graduates and the degree of their satisfaction in comparison with school in Canada. The repeated measures are first transformed by en those of drop-outs are very instructive. This study rs in the limits of orthogonalmatrix derived from the design on the measures; the demographic and social accounting, whose aim is to provide more resulting new variables aretreated as dependent variablesinthe information forinstitutions and students alike, and to record the multivariate analysis of variance employing the design on the subjects, feedback of college or university training: Inthise,..ample,Beck's method yelded more significantresults compared to conventional approximate analyses. Covariates may be Management Styles and Leadership Behavior Wnhin used. a Residence Life Program

A Techninue for Determining Reliable Clusters JAMES V, K. MOY, Wartburg College of Variables in Discriminant Analysis LOYDE W. HALES, Ohio University JAMES P. STEVENS, University of Cincinnati and The purpose of this study was to investigate the leadership behavior ROBERT S. BARCIKOWSKI, Ohio University ofResidenceLifestaffmembers, the management styles of the organization, and their relationship to each other: Staff members and A teststatisticusefulforidentifying of clusters variablesin studentswithintheResidenceLife Program atOhio University discriminant analysis which can be reliably differentiated in terms of comprised the sampleused.Staffperceptions on the POC were variable potency is described. The procedure for identifying the clusters significantly different for each mode of responding. When the staff was was tested an several data sets, and was illustrated on National Merit classified into four leadership behavior quadrants by the LBDQ, their file data. In the tatter data file, three clusters of variables, significantly perceptions of the organization "as itis" did not differ significantly differ°tin terms of variable potency, were found. The practical across quadrants, but perceptions of personal behavior and of what the importance of the procedure presented is thatit guards against the organization "should be" differed across quadrants. oanclusion that a given pair of variables are differentially potent unless the variables he in different clusters.

89 26.01 00 TEACHERS MAKE A DIFFERENCE? present for studying teacher performance is to investigate WHAT DOES THE RESEARCH SAY? (C, proximal, SYMPOSIUM) direct effects (e.g., teacher talks less, studentstalk retorel rather than MEREDITH D. GALL, distal effects, particularly performance on end-of-coursetests. Far West Laboratory for Educational Research and Development, Organizer 26.02 CONSTRAINTS AND PRESSURES ON The review and criticism of researchon leacher effectiveness is DEVELOPMENTAL CURRICULUM INNOVATION(B, SYMPOSIUM) addressed to the question, "Do teachers make a difference?" All HULDA GROBMAN, Brooklyn College, CUNY,Organizer concerned, the reviewer as wellasthe original researchers, seek knowledge about the relationships betweenteaching behavior and In recent years, the developmental educational outcomes. Naturally, there curriculum process, the produc- are disagreements about our tion of new curricula 'It, groups ratherthan by individual authors, using Present state of knowledge. One of the most successful and hardwork- experimental tryouts of preliminarymaterials and collecting feedback ing reviewers inthisfieldis Barak Rosenshine who has probably from such tryouts to be used for theimprovement of curriculum prior produced more reviews than any other individual.This symposium will to its release, has been widely use his work as the basis for considering alternative used io attempts to effect curriculum approaches to innovation. The well-knownnational critiquingresearch on teacher performance/student curriculum projectsSMSG, outcomes. The PSSC, CHEM Study, and BSCS havebeen followed by hundreds of speakers will seek to identify areas ofagreement and disagreement other projects in the United Statesand abroad, sponsored by such about which teacher variablesare associated with educational out various auspices as state and localgovernments, national scholarly comes, the extent to which one study replicatesanother, and some of groups, and groups within a unitersity. the pitfalls of research and the reviewingof research on this topic. While much attention has focusedon the products produced by Ned A. Flanders, Far West. Laboratory such for Educational Research and groups, only recently has there beena concern with the Development, will present a paper entitled"Knowledge about Teaching environment within which the projectoperates. Many of the criticisms Effectiveness." The presentation will developthe lc-Hawing points: (11 directed at the products reflect theconstraints and pressures under Research on teacher effectivenessand the reviewing of this research can which the project operated: Thougha number of recent studies have be criticized in terms ofpurpose. The first task is to state purposes in examined the political pressures instate and local curriculum efforts, conductingthis type of research andpurposes in reviewing it. (2) concern has been largely With a single projector single locality, and Different kinds ofresearch lead to different kinds ofknowledge. little attention has been given Correlational studies of teacher effectiveness pressures operating on other types of have inadequacies with projects or other types of pressuresoperating on these kinds of respect to the kind of knowledge they produce.(31 Areas of agreement projects. and disagreement with Rosenshine 's -r,viewsexist. Locating the original research reviewed and analyzing the Enough experience is now availableto permit a broad comparative procedures used to quantify view, considering a wide variety of variablesisimportaet. The hypothesis guiding constraints and pressures and the this work isthat different degrees and nature of these, combining the original research into different as they are reflected at different groupings will lead to levels and in different countries. A conclusions that are different from better understanding of thenature those Rosenshine identified. and degree of constraints and "Methodological Problems in Teacher pressures on innovation, as theyarc Performance Research," by exemplified in the developmental Robert Heath, Nomos Institute, curriculum projeet, may lead toa will make the argument that past better understanding of the innovethe research contains too many methodological process and to more effective flaws to be used to answer reactions to and manipulation of the question, "Do teachers make such constraints. It may also leadto a difference?" This research is best better prediction of the possibility reviewed for the light it sheds on methodological of success of innovative efforts, problems that arise in given the environment in which they conducting teacher are situated, In fact, it may be performance/studentoutcomestudies.Five that success of some projects is not highly problems are particularly troublesome; feasible, given the situational (11Itisdifficult, at times constraints of the parent system and/or impossible,to compare resultsacross studies on a given teaching target system, variable because operational One might consider the constraintsand pressures as a series of measurement of the variable differsso vectors acting on the target project, with much from one studyto a commonality among many thenext.(21 Posttreatment student of the, vectors, but with the achievement scores are usually adjusted direction and intensity of thevectors on a number of dependent varying. Illustrative of variables, such as intelligence or aptitude.Is this a legitimate practice? one such cluster of vectors isfunding, with source of funds, timing- of fund allocating, (3) There appear to bemany problems in obtaining valitl, reliable magnitude of funding, and measures of teaching behaviors that strings attached to funds, as variableshaving major impact on all are to be related to student projects. Organizational history, outcomes, (4) Past research was usually basedon a correlational design norms and traditional tangible and which creates difficult problems for intangible reward practices of thesystem of which the project is a part, data interpretation. is another. Nature of the target "What Are Legitimate StudentOutcomes?" will be presented by system, including teachers, parents, taxpayers (or foundation), students, school Meredith D. Gall, Far West Laboratoryfor Educational Research and and school system, and Development. In reviewing teacher political system, is a third. In all, thereare some dozen such areas in performance research, Barak Rosen- which rather basic constraints and shine only included studies inwhich student achievement was measured pressures may be identified. The by end eof training paper-and-pencil tests: identification of the possible However, the purpose of this vectors, their manifestation in a varietyof presentationis circumstances and the implications of to argue that the question, "Do teachersmake a this for innovation theory will difference ?" must be answered by provide the substance of thepresentations, taking a broader view of student Ellen Corcoran, University of New achievement. Given a broader definition,itis posSible to cite a number Hampshire, has been concerned of studies demonstrating teacher effects with curriculum innovation in NewYork City at the school level (in on student outcomes, such as conventional and alternative-school situations) amount of participation in diScussions,length and quality of response and at the schopl-system level, and also overseas (in Ghana(at school level. In the context of to questions, and interrupting the teacherduring independent study. It is also important to check the school and school system, herfoci are; (11 the relevance of the that the student outcome measuresare literature on innovation vis-avis appropriate for the teaching behaviorsbeing assessed. In one study curriculum development, and (21 the reviewed by Rosenshine, teacher extent to which constraints in a localsystem delimit the parameters of use of higher-cognitive questions was innovation in that system. inappropriately evaluated by studying itseffect on a student posttest measuring simple Myriam Krasilchik, Centro deTreinamento pare Professares de recall and comprehension, Thebest strategy at Citincias. University of Skt Paulo,isdirector of a major science curriculum project in Brazil and has been a consultant to other science development possible, or should the field consist of a series of separate curriculum projects in South and Central America. She is concerned approaches? with the kinds of constraints and pressures experienced in countries less There isin need to establish a common working language tor ttte highly developed than the United States and having nondemocratic curriculum field -a language which permits the symbolic control of the governments. While there are some unique aspects in such situations, technical alternatives for curriculum development or which recognizes a many of the apparent differences represent only variations in nature set of differing curriculum design processes and philosophies. and thxtree of the same problems faced in projects within the United States. Hulda Grobman, Brooklyn College, r;UNY wilt: Ili identify various 26,06 INDIVIDUALIZATION IN INSTRUCTION (C) kindsofconstraints and pressures, (2)note commonalities among projects and urovide an acrosso-oject, across- country view, identifying The Effects of Instructional Methods on Learning common and uncommon threads and (3) suggest alternative strategies LAWRENCE McNALLY, BOLES, Nassau County, New York for optimizing curriculum development in the face of these constraints. One hundred and eighty children were employed in a 3 (method) x 2 (tempo) x 2 (grade)x 2(list)factorial design to investigate the 26.05 STRATEGIES FOR CURRICULAR PLANNING: matching of learners' conceptual tempo with methods of presenting a TOWARD DEFINITION IN THE CURRICULUM FIELD free recall learning task. Although presenting equivalent information, (B, SYMPOSIUM) the methods (Part, Rehearsal, Standard), which are based on Compen- BRUCE R. JOYCE and GARY GRIFFIN, satory and Preferential Models, were structured so as to match the conceptual tempo characteristics of learners. Data analysis employed a Teachers College, Columbia University, Organizers multiple linear regression model with intelligence and sex included as predictor variables. Analysis revealed significant differences between The problem of creating definition in the field of curriculum has methods as well as grades; however, no interaction effects were present. been confounded because curriculum theorists have operated from Conceptual tempo was found to be orthogonal to intelligence. different frames of reference without constructing linguistic bridges for holding alternative conceptions of design and philosophic foundation. An Analysis of Aptitude as a Predictor of Achievement This question has not been resolved: Is the curriculum field evolving in an Individualized Mode of Instruction toward a set of differing design processes, each generated from a unique frame of reference, or is a unified, pluralistic field evolving? DONALD CAMPLESE, Bucknell University, MAURICE KALIN, This symposium willsystematically compare several frames of West Virjinia University, and ROGERS McAVOY, West reference for building curricula, explore the philosophic differences and Virginia University similarities, and examine the problem of developing bridge languages to frame the development of curricula and procedures for designing them. This study questions the traditional relationship between aptitude The primary objectives are to describe, compare; and contrast and achievement in an individualized mode of instruction. Measures sevdral frames of reference for curriculum development and to examine were taken on time in instruction, gain scores from pre- to post-tests, the problem of creating a language structure which will hold a pluralism and score on the American College Test Battery on 120 Sc in an open Of apprOachesto curricular thinking. Personalistic, social, subject- learning center. An individualized mode of instruction was used with centered, mental process -centered and cybernetic models of curriculum printed and mediated materials, An analysis of these data indicated that development will provide the substantive base for the symposium. time was a more significant prediction of gain than aptitude. As Ss The five presentations will each deal with one focus or frame of spent more time in this program, their gain scores increased. These reference for curriculum development. Each speaker will describe the results conflict with the literature on aptitude and achievement. essence of the model type and its variations. Each will use a series of concepts designed tofacilitate comparison of the approaches. The An Analysis of Personality Variables nature of object ives, approaches to the selection and organizatiOn of in Individual Modes of Instruction learning activities, the generation of assessment procedures, and the ROGERS McAVOY, West Virginia University, philosophic or psychological foundation of the approach willbe MAURICE KALIN, West Virginia University described. Carl Weinberg, University of California, Los Angeles, will discuss This study is based on the mastery learning model that assumes that "The Paradox of Planning Curriculums for Real People." His paper is an aptitude for learning a task is the amount of time Ss need to reach concerned with the humanistic approach, Millie Almy, University of criterion. In a.self-instructional mode, personality factors were found to California, Berkeley, will speak on "Teaching People to Think," the be more significant and account for more variation than did scholastic approach centered on cognitive development "Curriculum and the aptitude. Significant differences in time were found between high and Systems of the Disciplines" is the subject of Marion Price, University of low Ss on the WE. Ss differed on four basic personality character- Georgia. His is the discipline-centered approach. Bruce R. Joyce and istics. Marsha Weil, Teachers College, Columbia University, will speak on The Effect of Individual Goal-Setting Conferences "Programmed and Cybernetic Models," approaches centered around instructional systems. The last paper, "An Orientation to Different on Achievement, Attitude, and Locus of Control Positions," will be given by James B. MacDonald, University of North JOHN P. GAA, University of North Carolina Carolina, Greensboro, and will be concerned with curriculum and human interests. The study investigated the effect of weekly goal setting conferences The discussionwill revolve around these questions: (1) Do the on the achievement, attitude and locus of control orientation of high approaches employ significantly. differentproc-esses?(2) Do they school students. Subjects were blocked on sex and previous achievement express Objectives, means and assessment differently? (3) Do they and assigned to one of three treatment groups: the goal setting group require separate languages or can a common language be developed which received weekly individual goal setting conferences; the con- which unites them conceptually while permitting the use of their ference group which received weekly individual conferences, but set no separatestrengths?(4) Isapluralistic technology of curriculum goals; and the control group which received no conferences, but

91 received the same in-class instruction, Analyses of the data showed that becoMe the conteeualistic it arnevvol.k.lot (Jeweling teechte etfutaitem the goel setting droop had sig ifirantly higher 4ichievornent, significantly Programs, Reference is made to apploproate methodological , voaches more positive attitudes towards class, and a significantly more internal for understanding and intervening into cull Ural systt ms,. as well as to locus of control. relatedvalue-conflictandvalueentaiysisfactorsinsocialsysloro nt er vent in h.

26,07 ACHIEVING SITUATIONAL TEACHING OF How Can Pre-Service Education Programs Involving THEORETIC KNOWLEDGE: PROBLEMS AND PROSPECTS (6) Career Related Field Experiences Be Evaluated?

What Types of Field Based Learning Experiences do WILLIAM J. BRAMBLE, University of Kentucky Pre-service leachers Select? Methodological procedures arc posed for the cvalualooil of introduce HENRY P. COLE, University of Kentucky tory education courses mem porating ancillary field experiences. One key question has to do with how the releeadce of various lypes and Relevant early field experiences are widely proposed for pre-service varieties of field experiences can he evaluated from the standpoint of teachers as the means for application of theories learned in education Illtheir contribution to the professional development of the pie- courses. This study provides information about the range and variety of service teacher, and (2)their contribution of needed services and mreer related field experiences engaged in by pre-service teachers in a activities performed by pre - service teachers within sponsoring field wide range of regional institutions and schools as part of their early based agencies. Evaluation will be viewed as a decision making process course work in educational psychology, sociology and philosophy. The dependent upon multiple sources ofin( ormation from within and utility of various types of early field experiences and the student's outside the system under study. Formative and summative forms of preference for these are related to measured attitudes and traits such as evaluation will be discussed, degree of personal dogmatism, conceptualization of the nature of knowledge, academic achievement and degree of child centeredness.

What Valid Differences in Appropriate and Preferred EVALUATION BY OBSERVATION TECHNIQUES (C) Field Experiences for Pre-Service Teachers Can Be Inferred? DANIEL S. ARNOLD, University of Kentuckle The Differentiated Child Behavior Observational System SYLVIA ROSS and HERBERT ZIMILIES, This paper reviews the research relating to teacher personality, needs Bank Street College of Education structures and values, and from that review draws inferences relative to the types of profession-related, field-based experiences various pre- The Differentiated Child Behavior (OCR) Observational System has service teachers might he expected to prefer, profit from maximally, a two-fold purpose: first,itprovides a description and analysis of and need at a given point in their professional and personal rowth. The patterns of classroom interactions in educational programs and program intent of the paper is to provide insight into the optimal assignment impact on children's functioning; and second, it provides feedback to and electionofvariouskinds of teacher preparation students to supervisory staff so that analysis Of programs contributes to implemen- field-based experience so that maximum applicative and interpretive use tation of the in-service teacher training program. Findings in initial Of theoretic knowledge occurs. studies indicate the instruments are sensitive and appropriate to open as well as traditional classrOOms. Data has revealed significant differences Personality, Value Structure, and Preference among groups in predicted directions, and findings seem to pinpoint for Field Activities Among Pre-Service Teachers factors contributing to these differences.

DAVID L. LARIMORE and EDGAR L. SAGAN, Use of Observational Data for Formative Evaluation University of Kentucky of an Instructional Model MARGARET C. WANG, University of Pittsburgh Dimensions of personality and value structure were related to preferencesforfieldactivities among pre-service teachers. These This paper describes a study investigating the characteristics of dimensions included authoritarianism, traditionalism of educational teacher behavior under two different instructional management Models views, progressivism of educational views, child centeredness, institu- and their differential effects on students under an individualized early tional centeredness, situational knowledge or practical wisdom in learningprogram, The studyinvestigatedtheeffectiveness and teaching, and beliefs about the nature of knowledge, learniag, the feasibility of using observational techniques in classroom settings to learner, and the function of the school. The teaching-related activities obtain information about stir' stetlearning processes and autcomes were those encountered in self-selected field experiences of students in necessary for implementing an adaptive early education model, Dbser- an experience-based experimental teacher education program. The data totional data, records of student progress in the curricula, and lecoTds indicate that students with more progressive attitudes tend to exhibit a of student learning activities were collected systematically in order to wider range of involvement, spend more time, and perform better on characterize the classrasert behaviors of sit e,nets and teachers. situational knowledge tests. Observation as a Tool for EvaluatIon of Implementation Alternative Strategiei for Pre-Service Education Frograms GAEA LE IN HARDT, University of Pittsburg,- RICHARD T. LaBRECCIUE. University of Keinuclo This paper reports esults of an evaluation instrument and a training This paper conceptualizes a pre-service teacher education program program for its use. Emphasis is on the utility of the instrument in that provides for and justifies a wide range o' field experiences in which developing classroom daseriptions which provide feedback for teacher the needs of pre-service teachers and the human development needs trainers and cUrriculum developers. The study sought to identify that exist in the surrounding community Fire simultaneously met. It is teacher behaviors which are easify identified by nonspecialist observers, shown why the community rather thar. the schools per se should and which are significant in terms of an individualized instructional

92 model. Dhservations 'were made in 30 classrooms infive different variables(ID, mathematics achievement, reading achievement, and geographicalregions.Discussion ofthe observation instrument is sex). Scores were obtained by an adaptation of the S.M.S.G. attitude entered around the following: (1) feedback about areas of concern for scale ar.d through regularly scheduled standardized tests on the entire teacherstostatfresponsibleforteachertraining(2)evaluation population(n = 150) of one grade in a small school system.cores were information on implementation of the instructional models (3) pro-obtained each year for three consecutive years. All data has been vtding ernpnical data for comparing differences between classrooms. collected, and prelim nary analysis of the first two years data indicates that the variables investigated are helpful in predicting altitudes to a A-Developmental Study of Group Formation in Children greater extent than has been found generally. MURRAY S. EDELMAN and DONALD OMARK, Factors Affecting Student Acceptance or Rejection University of Chicago of a Foreign-Language Learning Program

This study of children's group formation employs Piaget's cognitive- CLARE BURSTALL, National Foundation for Educational developmental theory along with ethological concerts and methods Research, England. used inthe naturalistic study of the social behavior of animals.It represents the first application of ethological ideas to a study of the A longitudinal study of determinants of student acceptance or child's conception of his social world, and focuses on his conceptions of rejection of a foreign-language learning program has been undertaken the dominance relations within the class, and the effect his perceptions within the framework of a ten-year program of research into the ofothers have on his behavior when interacting with classmates. teaching of French at elementary level. Analysis of classroom observa- Subjects were 500publicschool -children, agedthree tonine. tion, interview and questionnaire data, indicates that factors deter- Preliminaryresults seem toindicate the usefulness of integratine mining student acceptance or rejection include: student's sex, socio- Piaget's work in development with ethological ideas of adaptation. economic status, employment expectations, attitudetowards and =tact with foreign peoples, parents' and teachers' attitudes and Student Learning Activities under an Individualized expectations, student's perception of the "good" teacher's character- Instructional Model istics, maturational factors, characteristics of the instructional materials and their mode of presentation, and structural aspects of the learning JOSEPH SHIMRON, University of Pittsburgh situation,

This studyinvestigatedtheeffectivenessof an observational The Interaction of Divergence and Convergence of Students technique developedtostudy oftheIndividually characteristics and Teachers with Personality and Instructional Variables Prescribed Instruction Program (IPI), and the extent to which IPI Affecting Educational Outcomes adapts to individual student differences. subjects for the study were students from a second grade IPI classroom of an inner-city public DAVID ZUSSMAN and CHARLES E. PASCAL, elementary school. The results of the study have been analyzed in terms McGill University of the following four basic topics: (1) the distribution of student time The purpose of this study was to explore the relationship between spent in different types of activities, (2) the sequential effects of the convergentAivergent abilities of students and a number of relevant different activities, (3) frequency and duration of activities, and (4) classroom variables. A sample of 525 tenth- and 11th grade high school qualitative aspects of the activities. students was tested for convergent and divergent abilities. In addition, measurements of classroom climate and levels of scholastic achievement for each student in each of his subject areas were obtained. Teachers 26.09 STUDENT MOTIVES, ATTITUDES AND ACHIEVEMENT administeredtheconvergent-divergenttests and made behavioral (C) juclgmants of each of their students along .1 number of dimensions. Results suggest that teachers tend to rate divergent students differently The Effect of Social and Cognitive Interaction than convergent students as a function 'heir own cognitive style, Strategies an Children's Motivation to Achieve in School ROBERT G. KOEP, University of Oregon Relationships Between Anxiety and Curiosity Processes in Complex Learning Situations: A Replication Study The purpose of this study was to determine whether achievement DARLENE L. HEINRICH and DUNCAN N. HANSEN, motivation can be taught by either of two approaches common to the Florida State University kindergarten. After being pre-tested for motivational levels, subjects were randomly placed in throe groups: (1) cognitivedirect teaching of An Optimal Degree of Arousal Model was used to investigate the relationships between anxiety an 4' components designed to enhance motivation, (2) Socialsocial inter- curiosity and their impact on learningmaterialsdifferinginlevelofintrinsicinterest.Results actionwithin self-selectedactivities,(3)Contra I continuation of regular activities. These represenatative groups consisted of 82 kinder- supported predictions that:1) inverse relationships existed between garten children. S,enificentnro,.vth in motivational level occurred in str,tes of anxiety and curiosity, 2) curiosity and anxiety levels fluctuate both cognitive and social groups as compared with the control group over time, and 3) curiosity and anxiety levels vary as a function of the (.05 level). Incorporation of motivational sequences into kindergarten material being learned. Students high in state anxiety while learning had curricula appears advisable. lower levels of performance on module and posttests.

The Relationship of Achievement and Attitudes Towards 26.10 COMPUTER APPLICATIONS IN INSTRUCTION (C) Mathematics in the Elementary School: A Longitudinal Study Design of an Educational Environment with a IAN BEATTIE, JOHN DEICHMANN, and Computer-Controlled Organ ERNEVT LEWIS, Southern Illinois University DAVID ASHTON, University of Utah

The purpose of this study was to investigate changes in attitude A developmental project was undertaken in 1971 to designa towards mathematics over time and their relationship to selected other responsive environment for music education allowing free exploration.

93 feedback, and free manipulation. Theenvironment consisted of a A new form of the Purdue Elementary ProblemSolving Inventory computer-controlled, electronic concert organ,a graphics scope, and a which presents rearlife problemsituations as three=dimensional models computer terminal, The computer allowedmany operations such as is described and developmental datais presented. Second and tomtit transposition, synthesis, and music editing.The graphics scope gave visual graders in an advantaged and a disadvantaged schoolwere given either feedbackofanalyzedmusic displayedingraphicalform. the model version or the original slideversion of the Inventory The Observations were made of 13 subjectsarranged in vaiiousbroupsaged model version was found to be an internallycon:1mm, ettuivalent form four to 12 years. Results of the projectwere discussed in terms of the of the original Inventory. The KR-20 forthe combined sample was .64 environmental learning model and its implications formusic education. for both the medial and the slideversions, Also, a coellicient of equivalencr for students taking both forms of The Design of Student-Controlled CAICourses I he Inventory was .73. RALPH E. GRUBB, IBM and Columbia University, Abilities Measured by the Purdue Elementary BRUCE L. HICKS, University of Illinois,and Problem-Solving Inventory PAULA L. KATZ, Hoist ra University STUART M. SPEE DIE, JOHN C.HOUTZ, SUSAN RINCzENBACH and JOHN F. FE LDHUSEN, Purdue University This session reviewed and summarized forthe instructional designer those critical concerns relating to the issue of control in computer- The puroos?s of the present investigation assisted instructional (CAI) programs. Three design was to factor analyze the languages were results of the administration of the Purdue Elementary proposed to describe the requisite variety ofcontrol patterns, the Problem Solving Inventory to 361 seCondraders, The Inventorywas designed to assess structure of the course, and the changesnecessary to modify the course twelve distinct skills involt,ad in human problemsolving, Tetrachoric and/or the creation of new programs. Aunique interactive approach intercorrelations were generated from theitem scores and a principal was also proposed for the rationalization andanalysis of course flow axis factor solution with varirnax andthen oblique rotations was decisions. Trends and benefits foundinthe application of these computed,Sixpsychologicalyinterpretablefactors techniques to the design of CAI courseswere also summarized. emerged, accounting for approximately 32percent of the total variance. These sixfactors correspoded to six of the The Concept of InstftutionalMemories forCourses hypothesized twelve skills involved in the test. Items representativeof these factors appeared to ERNST Z. ROTHKOPF, Bell Telephone Laboratories, assess the ability to sense that a problemexists, define the problem Inc. Murray Hill, New Jersey specifically, notice details, see implications,make remote associations, and select the best solution to-a problem. An institutional memory forcourses is a school record-keeping system with scientific and applieduses. The system continuously organizes and accumulates informationabout (1) student character. Problem Solving Ability of DisadvantagedChildren istics, (2) instructional transactions, (3)student performance, and (4) Under Four Test Modes cost training consumption of course-related skills. The records arc JOHN C. HOUTZ, SUSAN RINGENBACH, storedinthe school's computer in a form BARBARA LEWIS, and that allows convenient JOHN F. FELDHUSEN, Purdue University interrogation of the memory, Thememory is designed to foster the development of instructionalscience andtoaidineducational Four forms of a problem solving inventorywere administered to experimentation. It i3 also useful in (1)maintenance and improvement 410 second-and fourthayaders f rom different ethnicand socio-economic of course quality, (2) empiricaldetermination of the usefulness of backgrounds. Each form oresented thesame real-life problem situa- course objectives, and (3) as a social toolfor changing schooling procedures. tions, but made use of different modes ofitem representation. One form made us.: of 3=D models of the problemsituations; one form used slides of drawings of the situations; The Course Maintenance System: AnExample a third form used only the drawings of a Computer.Based Course Memory printed in an answer booklet; and the fourthform used only all-verbal descriptions of the situations. The hypothesistested was that Ss from MARTIN E. SMITH, Bell Laboratories lower SES backgrounds would perform beston the model form because ofa greater reliance on enactive or "Concrete" modesof thought, A computer-based system ofcourse documentation has been Significant SES differences were obtainedon all but the slide form. developed for a technical school in an industrial setting. Called a course These results tend to supportresearchthat audiovisual aidsof maintenance system,it continuously collects, stores, retrievesand "intermediate" stimulus loads producemost effective learning. summarizes data about student characteristics,instructional content, student achievement, instructional objectivesand transfer of training. Data are presented on requestto instructors and administrators in An Abstract Test of Problem-Solving Ability standardized printouts. These printoutsare characterized by detailed labeling, frequent use of interpretive BARBARA LEWIS. JOHN HOUTZ, SUSANRINGENBACH, and notes, and "starring" points of JOHN FELDHUSEN, Purdue University specialinterest, The CMS has been usedto introduce instructional innovations, assess instructional quality, and investigate relevance of This paper describes and evaluates course objectives to job demands, a new abstract form of the Purdue Elementary Problemolvinginventory. The new test parallels a shortened form ofthe originalInventory, but presents problems verbally,ratherthanthroughslides. Both forms were given 26.13 PURDUE PROBLEM SOLVINGTESTAD) to advantaged and disadvantaged second-andfourth graders, For the total Development of a Problem Solving sample, the slide version has a KR-20 of .64and the abstract version. Inventory Involving .72. Test.retest reliabilities of .69 Threedimensional Models of Problem and .70 were obtained for advantaged Situations students on the slide and on the abstract form, respectively. Thenew test seems promising from the standpointof reliability combined with SUSAN RINGENBACH, JOHN C.HOUTZ. BARBARA LEWIS, and ease of administration. JOHN F. FELDHUSEN, PurdueUniversity

94 2614 SELECTED PAPERS II(D) Research Design in the Arts: Suggested Approaches and an Illustration Student Membership Relations in the Classroom Group ELIZABETH A. N ICO L. Stanford University MARTIN FELSEN and ARTHUR BLUMBERG, Syracuse Univer sity A researchdesign whose procedures are drawn hoot aesthetic theories may provide an appropriate and rewarding approach for studies The development of an lost, mitten n measure the type and strength iiiart and literary edteunion. As an illustration, a study based on a of the loationship which a student has with les peers in the classroom theory of literary criticism is presented. Itis a description of student groupsituationisdescribed. jay Jackson (1959) developedthe response to narrative techniques nt fiction of high quality, It accepted conceptual framework for the scale, and treated various types of group the view that the ultimate in literary response is apprehension of the membership other than formal membership. Within the conceptual organic form of a work, and that sensitivity to autnols' techniques is a framework. two dimensions, Attmetmn Ind Acceptance, are employed necessaryprerequisite,Objective instruments successfully obtained within a Lewinem phase space. The resultant scale (PG RS) of 17 items descriptive data oo student response which were analyzed and evaluated was validated through several studies. A study was conductedit, 4.10110 published critiques. establish the reliability of the Instrument.

The Use of Multiple Matrix Sampling and the Pearson Type I Curve to Approximate Norms Distributions of 26.15 NON-PUBLIC SCHOOLS: CONTRIBUTIONS TO Standardized Achievement Tests THEORIES OF EDUCATIONAL ORGANIZATION (A)

DALE C. BRANDENBERG, University of Illinois and Searching for Models of Community Influence in Schools: ROBERT A. FORSYTH, University of Iowa An Examination of Public and Private Schools

Multiplematrix sampling (MMS) procedures wereutilizedto DAVID O. PORTER, Department of Health, Education and Welfare and the University of California, Riverside and dew' mine the necessary parameters ofaPearson Type I curve. Empirical norms distributions were approximated by both the Type I TEDDIE WOOD, University of California, Riverside model and the negative hypergeornetric model. Four existing ITED norms distributions, two subt.sts and two grades, were approximated The authors, sensing a grave lack of confidence in many large public by the MMS procedures, Two sampling designs for each test-grade school systems, have chosen in this paper to concentrate on community combination wete studied. Comparison of approximations obtained f or influence onschools. ney (1)explored thedifferencesinthe the Type I curve and the negative hypergeometric curve supported the consumer- supplier relationship in the public and private sectors, (2) use of the Type Icurve for determining test score distributions of large argued that new models for involving the public in the decisions and populations. operations of the professionals must be Found in order to provide the kind of educational services that will more nearly satisfy the public, and Research in Retrospect: Implications far the Future (3) presented models of community influence obtained from looking at private religious schools, private secular schools, and public schools, JAMES W. TRENT; JAMES W. KEESLING, where a close connection exists between payment (consumers) and ALFRED C. MARCUS and CLARE ROSE, service (suppliers) resulting in a greater choice in the types of schools University of California, Las Angeles parents want as opposed to the forcing of a single school system upon The Analytical Review Project, conducted by UCLA's Center. for the community. the Study of Evaluation under the auspices of the U.S, Office of Education, evaluated 20 major longitudinal studies of the impact of Finaubial Condition of Non-Public Schoeis: schools and colleges on students' cognitive, personal, and vocational Implications for Public Policy development.Thisprojectincluded a criticalappraisalofthe OTTO E. KRAUSHAAR. Harvard University methodology used in each study as well as the studies' findings. The convergence and divergence of findings are reported together with This paper updates and develops further dar,and analyses presented underlying methodological problems and recommended methodological in American Non-Public Schools.It presents a broad picture of the procedures for survey research particularly as they pertain to enhanced diversity in private schools, characterizes the chief differences between understanding of the relationship between student development and the private and public schools, and summarizes the role of the private educational process. school in the American educational system. The most recent financial information on non-public schools, and the consequences for these Educational Research and the Quality of Health Care: schools and for American public life should they not be aided are A Symbiotic Relationship described.In comparison to the pluralistic, state-supported school JACK E. THOMSON, The Medical College of Wisconsin systems of other countries, the paper predicts some of the impacts of state support to private education. Data were collected by nationwide Indices for quality of health care were developed for management of questionnaire and extensive interviewing of the spectrum of partici- selected patient problems in a hospital setting, Analysis of physician pantsparents, teachers, and studentsin the private schools. staff members' patterns of patient management with respect to these indices led to individualized educational effort for each physician staff The Politics of Alternative Models to the Public School System member. One year later, physicians' patterns of patient management JULIA VITULLO-MARTIN, University of Chicago and had changed, andvalu..'softhe indices for the hospital showed THOMAS W. VITULLO-MARTIN, Univ. of Calif., Riverside quantifiable improVement in the quality and efficiency of care. An educational researcher collaborated with a physician to interpret data Despite the recent 'resurgence of academic interest in non-public and formulate researchable questions, The collaboration suggests an schools, we continue to be relatively ignorant of the political and social important role for an educational researcher in the development and composition of these schools. Our recent study of the Chicago and Los implementation of criteria for quality of health care. Angeles Catholic school systems sought to redress this ignorance. The

95 study was divided into three sections. The first section gatheredand analyzed school data from central coefficient, and percent agreement)are reviewed conceit-nog their (diocesan) sources, thus providinga statistical description of the assumptions, formulation, and tables indicatingflume; ieal I unct toning. subsystem as a WhOl(L The secondsection Three of the fou, indices(excluding the contingency coeflicient) described and analyzed the internalpolitical structure of each sub- are system. The third section surveyed and compared by computing each for foursets of observati(Mal data. It was analyzed parental motivation found that Bur nStt's coefficient hed the highest with the following question at thebasis of thr survey: why do parents median and the initially send and ultimately smallest range, percent agreement thesecond highest median and the maintain their childreninnonpublic schools? second stateliest range, and Scott's pithe lowest median and the lergist range. It is hoped that authors will employthis information in thee Organizational Survival: practical application and interpretation of theseindices. A Comparative Case Study of Seven American 'Free Schools' The Effect of Selected Poor BRUCE. S, COOPER, University ofPennsylvania Item-Writing-Practices on Test Difficulty, Reliability and Validity: This paper contributes to theoriesof organizational survival by A Replication comparing the "clinical case histories"of seven representatide free schools. Of these, four have failed and CYNTHIA BOARD and DOUGLASFS, WHITNEY. three continue, Though they University of Iowa present an ideology which is anti.organizational in their attemptsto humanize education andpass on libertarian values,freeSchools Violations of four selected principles nonetheless confront the problemswhich any organization encounters:' of writing multiple Choice ehiyfly, they .face the problem of items were introduced intoan undergraduate religion course mid-term survival. The study shows that examination. Interaction effects between survival depends upon(1)accommodating to social and political the poor practices and course demands by society, (2) building achievement occurred for 1 of the 4 practices. Twoother flaws on organizational structure bureau- evidenced main effects (made the cratizing, (3) recruiting and tests more difficult). KR: values suppo-ting staff, (4) agreeing on goals, and were lower for the tests containing the (5) adapting to changing externaland internal situations. flawed items than for the "good" versions of the itemsinall four comparisons. Concurrent validity .(correlat ion of experimentaltest scores with the corresponding midterm of identical content) 26.16 RELIABILITY INVESTIGATIONS(0) was lower in all four cases.

An Assessment of the Kuder.RichardsonFormula (20) leliahility Estimate for Moderately Speeded Tests 26.17 MEASUREMENT VALIDATIONOF TESTS (0) FRANCES SWINEFORD, EducationalTesting Service Convergent Validity of the IPA) Children's Results obtained by the Kuder-Richardsonformula (20) adapted for Personality use with R-KW scoring are compared with Questionnaire and Teachers' Ratings of theAdjustment of Elemen three other reliability School Children formulas. Based on parallel tests administeredat the same sitting the KR 120) estimates are compared with alternate-form correlations and ELISE E. LESSING, MARK I,OBERLANDER, and with odd-even correlations adjusted bythe Spear man-Brown prophecy LINDA BARBERA. Institute for juvenileResearch formula. Comparisons are also made:tetween KR (20) estimates and alternate-form correlations obtainedf ,r tests administered after inter- The IPAT Children's PersonalityOuestionnarie was administered vals of six to ten months. Allthe results justify the use of the to two samples of white, middleclass, suburban school children. Both Kuder-Richardson procedure withteststhat show no more than samples were divided into well adjustedand maladjusted subgroups on moderate speededness, the basis of teacher ratings. The CPO Neuroticismscore correctly Confidence Interval Estimation of KR classified 68% and 78% of the pupils,while Lorge- Thorndike 10 score Some Monte Carlo Results correctly classified 73% and 68% in thetwo samples. Teacher ratings of pupils' maladjustment was foundto correlate more highly with the GARRETT K. MANDEVILLE, Universityof South Carolina pupils'ID scoresthan withtheirscores on CPO Neuroticism. Implications concerning the construct The suggestion is made thatno matter what information is available validity of teacher ratings of adjustment and the validity of the CPO on the reliability of measurements used inan experiment, that it be are discussed. supported by Intranet consistency reliabilityestimates derived from the data itself. Furthermore, assuminga manipulated independent variable, Equivalent Validity of a Completely ComputerizedMMPI these estimates should be obtained foreach experimental group and HAROLD P. O'NEIL, JR:, The since sample sizes will of ten bemodest, confidence intervals should be University of Texas at Austin, provided in addition to pointestimates. In this study the properties of ROBERT E. LUSHENE, VeteransAdministration Hospital, Minneapolis, and THOMAS DUNN, the usual ANOVA based estimationprucedure were investigated for University of Toledo tests which varied in length, item difficulty distributionand item interdependency. The sample sizewas taken to be 30. The results Sixty-three female college studentswere tested in a counterbalanced indicate that designwith in many practical situations,the ANOVA procedures computerized MMPI and groupbooklet mode of provide adequate estimation of thetrue KR-20. administration. State anxiety was measuredbefore and after each testing session. The computer-based MMPIscale scores were shown to FUur Indices forInvestigating Inter-Observer correlate as high with the bookletadministration scores as correlations Accuracy of Observational Instruments reported for comparisons between bookletand card form administra- tions or booklet-booklet administrations. WILLIAM W. SWAN, Rutland Center When compared tothe booklet version, the computer mode initiallyproduced relatively high Four indices for investigating inter-observer state anxiety levels. By the end of thetest, however, no difference in accuracy in observa- state anxiety levels between the tionalinstruments (contingency coefficient, Scott's two modes of administration was pi, Bernstein's found, A Study of the Validity of Se-Reported symposium relates the problems and triumphs encountered by the state and Observed Academic Growth Of Maine in attempting to implement the NAEP model. Specifically, approximately 2,000 11-year-olds were adniinisterecl JOHN T. POHLMANN and DONALD L, BEG NAEP Writing and Citizenship exercises. While Maine contracted for the Southern Illinois University, Carbondale professional services of agencies directly involved in providing services to NAEP, they introduced several modifications to the NAEP model in The relatioeship between self-reported and observed academic the interests of economy: growth was examined. Measures of self-reported and observed growth were obtained in three dements of academic behavior: simple cognitive, 1. Students were tested in groups only, Some of the exercises which complex cognitive, and affective. The subjects were 142 graduate wereoriginallyadministeredbyindividualinterview were students enrolled in three different statistical methods courses. The rewritten to group format. results indicated that self-reported growth was most directly related to 2. StateDepartmentpersonnelwereused to dotheactual growth in attitudes toward the subject matter of a course. Self-reported administrations insteadof the usual paidand trained and observedmeasuresofcognitivegrowth were foundtobe administrators used by NAEP. independent. 3. Outf.school 17-year nlds were excluded from the population, thus eliminating the need for costly door -tn -door searching for this group. The Internal Construct Validity of the Rosi Educational Philosophical Inventory (REPI) The fecal point of the symposium will be upon the methods used in Maine, how they duplicated the NAEP model, how they differed, and loauR ICE INVILLANO, The University of Connecticut the pros and cons of introducing variations into the model. In addition, wee of the results will be presented and discussed. The purpose of this study was to construct-validate the REPI. The Instrument Design and the Analysis Plan. J. P. Bailey. Jr Research judgmental data of 25 content specialists were examined. The response Triangle Institute. The student instrument, consisting of 23 Citizenship, data of 416 students were item analyzed and submitted to principal 7 Writing and 23 pupil background information questions, is discussed components analyses with orthogonal and oblique rotations. The items with emphasis on theroleofboth Maine State Uepartment of were generally representative of the content universe and 50 items Education personnel and AIR/RTI program designers. The Principal's .optimally discriminated among the subjects. Both the REPI defined and Questionnaire, consisting of eight questions, is examined to show how factor derived scales were reliable. Uncorrelated factors identified the it supplemented Department information on the sampled schools. The underlying philosophical dimensions, but could not be combined to fit anals sis plan is described, especially as to how it was decided upon in a the item grouping assumption of the REPI. A substantial amount of collaborative effort to make NAEP national and regional comparisons, testvariance was explained and factor invariance was demonstrated. pupil background/response comparisons, and analyses: leading to state Evidence pointed to the internal validity of the instrument. policy questions. Comparative Validation of a Direct and an Indirect Scoring of Open-Ended NAEP Exercises: Louise Diana, Westing- Measure of Academic Self-Confidence house Lea-ning Corporation. Hand scoring of open-ended exercises on a large scale creates special problems, The basic considerations which EDWARD A. KIRBY and JACK H. HILLER, must be met insoaring NAEP exercises are examined and related' Southern Illinois University, Carbondale specifically to the Maine study. The procedures which were used to train personnel for this task are discussed, Problems encountered in the Predictivevalidities were comparatively evaluatedfora direct actual scoring are used as examples to guide future work of this type. (SCAAS) and an indirect (ISCS) measure of academic self-confidence. The guidelines, procedures, and problems in holistic scoring of an essay Both instruments significantlypredicted a varietyofcriteriafor question are presented, discussed, and analyzed in detail. ninth-grade males(N-55).Predictionsforfemales(N-44) were The NAEP Sample Design, Data Collection Plan, and Data Analysis generally lower than for males, and the indirect measure was ineffec- Procedures. David L. Bayless, Research Triangle Institute. The steps tive. The two measures were found to share roughtly 36% common used in planning and designing the NAEP sample are described, and the variance, attenuated to 77% for males and 58% for females. The direct procedures used to collect the assessment data presented. The statistical measure generallypredictedbetterthantheindirect measure on procedures used to analyze the weighted survey data are outlined. The standardized abilitytests. These results reversed those found using important interrelationships between the instrument, scoring, sample college males, but corresponded to results for college females. design, data collection, data analysis and independent components of the assessment are stressed. Interpretation and Dissemination for the State of Maine. Edward 26.18 MAINE ASSESSMENT DF EDUCATIONAL Hinkley, Maine State Department of Education (N1SDE). The pro- PROGRESS (0..SYMPOSIUM) cedureswherebythestatisticalnarrativereportoftheMaine CARMEN J. FINLEY, American Institutes for Research, Organizer Assessment Project was translated and r.nterpreted into terms meaning- ful to the various interest groups within the state so that appropriate The National Assessment of Educational Progress has been in actions could be taken are discussed. Specific results and ensuing existence for over seven years and has been actively collecting data planned programmatic changes, as well as unforeseen happenings, are since 1969-70. The continuance of this national research project is used as examples of how the NAEP model was applied in Maine and dependent upon its usefulness.to a number of different audiences. One how it could be used in other states. very important audience consists of state departments of education. With interest in state assessment or testing programs at an all time high, many states are considering whether or riot the National Assessment 26.20 VIOLENT TEENAGE GANGS IN URBAN SCHOOL (A) model and/or materials are useful to them. The state of Maine last year chose to conduct a needs assessment Attitudes of Male Gang Members Related to patterned after National Assessment and used materials released by Innovative Education NAEP. In doing so, they faced and made decisions regarding exercises, sampling,administration,scoring,analysisandreporting.This ROBERT C. HUTCHINS The Pe:111S Ivania State University

97 This study ins g clattitudes of known male gang members making process. Particular emphasis towardsocializationagencies - ofour was placed on obseivatien of society. Theinvestigation leadership "hard core" membership examined whether an innovative highschool program such as the of the gang, approximately 17 Philadelphia Parkway School can be youths. A descriptive analysis ofthis important influencein urban effective in changing known male education is given, and operational gang memhers' attitudes toward education,the family, government, and conclusions are made based on tiara the self, rhis good's semantic differential analysis, scale was administered to 200 known male gang members. 50 ofwhom were students at the Parkway School. They were asked to judge seven concepts against a 12 scale 26.21 NEW DEVELOPMENTS hi-polar differential. Findings mdicate IN MASTERY LEARNING that an innovative high school AND ITS MEASUREMENT program can be effectivein changing known male gang members' (C, SYMPOSIUM) - attitudes. WARREN G. FINDLEY,University of Georgia, ORGANIZER

Violent Gang Membership and Nuclearand Mastery learning has bush thesubject of basic theoretical lions cot-ebbe- Companionship Family Structures (Carroll. Bloom) and publishedreviews of early experiments (Bloom, Block).Itis appropriate to review and evaluate second-- DONALD D. WARNER, The PennsylvaniaState University generation variations on the originalAherne, as well as criticisms model in practical operation. of the Utilizing participant-observermethodology, the role that the nuclear John B. Carroll, Educational Testing Service, will reviewpertinent and companionship familystructures play in violent gang membership research evidence on the importance was observed and studied. Data were of time in his originalmodel arr.' collected for one year, Hypotheses in learning generally, inschool and out. He will evaluate were developed that account for the data challenges to A framework, including the the basic concept of timeas a factor in his "Model of School oancepts of uncertainty absorption, rank and Learning," status hierarchy, and with particularreference to aptitudeas acconimondation, was constructed. The a measure of individual framework and data show that differences in rates of learning,the relation of time allowed family interaction patterns havea real effect on the gang participants of mastery, and the importance of to degree of the male child. Further, the time in the measurement of mastery, companionship family, a phenomenonran VV. George Gaines, Louisiana intrommon in the inner Gni, appears State University at New Orleans,will to play a significant role in this cie .cribe and evaluate studiesof the interactions within relationship model, This will include his the Carroll own experimental studies of the of quality of instruction interaction A Model for Constructive Influence and ability to understandinstruction in on Gang Behavior anthropolnoy units and othertopics and subjects from school through college elementary BERNARD GABBER, The PennsylvaniaState University levels. He will attempta synthesis indicating where the expectations of the model are supported and wherenot, and Through the crucial studies needed to settle use of participant observer methodology,the re- moot points, searcher gathered data on gangs and Benjamin S. Bloom. University the influence of outside adults as of Chicago, will report -findingson strategieshe has encountered and models and influencers of changeupon urban gangs and their teenage developed in culturally diffrpent situations with particular members. Two gangs were observedforsix months following an reference to international extensionof the informal seven-year period of concept. Different national interaction. In addition, official records perceptions of the goals of schoolingand were examined where useful, A model less formal provisions for for effective change emerges education present special problems,especially from data related to the in.themeasurement entry and role of adults and theireffectiveness and 'evaluationofoutcornes. Affective consequences of different mastery learning as change agents upon the violent behaviorof teenage gangs. strategies will rece V" special attention. James H. Block, University Evolutisa in Patterns of Territoriality of California at Santa Barbara, project his 1971 published will andLeadership summary of research on mastery in Philadelphia Gangs topic by topic; aptitude learning. and rate of learning, abilityto understand M / \RTIN RYDER andMARGARET A. RAMSEY, instruction, quality of instruction, perseverance time as a variable in Pennsylvania State University attaining, al fective consequences of school learning, Hewill stress Studiesof mastery learningin public school situationsinvolving Racism and other anti b=ackconcepts encourage the need for variously disadvantaged individuals: protective organization which the mentally handicapped, emotionally is referred to as a gang. From thevery disturbed, culturally deprived. beginning, the philosophical thread that governed the activitiesof the John B. Hills, Florida State gang was control of its socio-spatial University, will describe hisuse of realm. This study, using historical programmed arrangements ina coursein tests and measurements and anthropological- methodologies, studies this socio- spatial required of all undergraduate and develops a model of concept students in preservice teacher training,In the inner workings ofthe violent gang particular, he will describe simplified operation. It points to the concepts as they permit under- operation and reasons for gang activitiesand standing of oasic relations, statisticaland otherwise, In his offers options to school officians over 90% of these students attain program, for understanding these activitiesand a mastery tai'ored to correspondto cOnduct log education in inner cities. preservice needs and capabilities in tests and measurements,rather than more general or advanced mastery The appropriate after initial experience in Interaction Patterns and NormativeStructure of a an ongoing teaching situation. Violent Juvenile Gang and Its Relationship to School Warren G. Findley, Universityof Georgia, will discuss his model Achievement and Attendance in for an Inner City teaching descriptive and inferentialstatistics to predoctoral graduate students in a college of education. NATHANIEL KING, The PennsylvaniaState University He will report the results inhighly improved mastery on standard measures from use of parallel formsof midterm and final examinations This research investigated thestructure and normative patterns of to show gains from small studygroups, violent gang_ Participant-observer a tutoring and review sessions. He methodology was used to collect the will describe individual differencesin data School records and improving mastery under thegenerally powerful motivation newspaper accounts were also utilized:The to improve study centered onaviolent male gang, 13-19 mastery of statistics as a basictool of doctoral research. Data years of age operating in cycles of over five the inner city, their interaction the two-course .sequencenot only show more than 50% and normative patterns and decision= gaining from the reexaMination privilege, but also show asteady

98 increase in proportion attaining A-level mastery, from below 40% CI participants,techniques for adapting td individual differences will be approximately 80%, treated.

27.01 EDUCATIONAL INNOVATION (C) 26.22 THE PLEISTOCENE EPOCH OF EXPERIMENTAL RESEARCH AND DEVELOPMENT TRAINING MODELS Citizen Participation in Educational Innovation: (r,SYMPOSIUM) A Conceptual Model EVA L. BAKER and RICHARD A. McCANN, PAUL R. DOMN1ERMUTH, RONALD E. HULL, University of California, Los Angeles, Organizers THOMAS FETRIE and DAN BAUMAN. S.U.N. Fredonia

The objective of the symposium is to present and evaluate a range of This paper traces the development of a community-wide planning training models of potential utility in the transmission of research and council in the innovative attempts of a rural prototype school system in development skillsto the educational community. The symposium upstate New York. The goal is to fit the specific stages of development presenters represent agencies with strong commitments to research and into a larger, sociological frame of reference. At stake are theoretical development training. Because each training venture has a relatively issues which bear directly on such focal community matters as citizen short history,it ,should he instructive to contrast the instructional control of community affairs, and the operation of power structures in designalternatives,trainingsettingstargetpopulations, goals and community life. Sociologically, these issues may be compared with such outcomes of each. areas as health and mental health programs, ecological programs and the "A New Model for Training Evaluators" will be presented by Darrell setting of priorities in numerous related community areas. K. Root and Daniel L. Stuffiebeam, Ohio State University, The main features of a new model for training evaluators will be described, Those The Process of Educational Change at the School Level features are: (1) an operationally defined constituency in the form of a MICHAEL FULLAN, and GLENN EASTABROOK, national consortium of educational agencies that employ evaluation Ontario Institute for Studies in Education personnel; (2) a research- and evaluation-based universe of evaluation competencies that undergirds all facets of the pc?gram; (3) a recruit- This paper is based on a large-scale survey research project of parents, ment, selection, and placement system related directly to the resources , students,teachers, and principalsin 46 Ontario elementary end and needs of the consortium; (4) an advisement and student evaluatiOn secondary schools concerning the school's approach to educational system that :relates student knoWledge and skills to the universeof change. The principal hypothesis explored the relationships between evaluation competencies; and (5) instructional units encompassing field- organizational patterns and the change process. Data was gathered by and university-based study that are modular and based directly on the questionnaires on the adoption of specific innovations, evaluation competency universe, Results of operations will be de- means of reports of the adoption process and various aspects of the decision- scribed. The model is being developed by a ,consortium of agencies making, communication, and support structures focusing on the role of based at the Ohio State University Evaluation Center and is funded the users (parents, teachers, students) in the process of change. Several the OSE Research Foundation by the Research Training through ways in which the data will be fed back to the sample schools for the Branch; National Center for Educational Research and Development. purpose of working with them to derive implications of the findings for Bela H. Banathy, Far West Laboratory for Educational Research and their own situation are discussed. Developmeet, willpresent apaper entitled "The Far West R&D Training Consortium." The Far West Consortium is in its second year of operation in designing and developing systems for the training of Organizational Feedback as a Factor of Educational Change: educational R&D personnel through pre:professional, entry-professional An Application of Open Systems Theory and advanced graduate brograrns. This presentation will report on three MARK HANSON, University of California, Rit;erside key dimensions: (1) the end of 1972 state of development of the various systems of the Consortium with special emphasis on the training This study was conducted within the conceptual framework of open develupment, evaluation, and internship systems; (2) a reassessment and systems theory. It is a report on the effectiveness of the feedback process revision of the original design, in view of data which have emerged from of the high school as a mechanism of educational change, The feedback developmental and, implementation efforts (particular attention will be process serves as the sensing device which reports to the decision- given to an analysis of constraints);(3) program needs and their making center of the school regardieg the needs of the "market" as well priorities :41thin the context of along range programmatic effort. as the accreditation given toits product by the market. Without Among otherissues,specialconsiderationwillbe givento(1) external feedback, an organization operates in the dark with respect to dissemination and utilization, (2) long term continuing education, and the needs of the outside world and tends to associate change with doing (3) short term training programs. better what it is currently doing. The study concluded that the school Eva L, Baker, University of California, Los Angeles, will speak on districts examined paid scant attention to obtaining external feedback. "The Practictirn: A Departure in Development Training." An experi- Their decision-making centers were, therefore, relatively isolated from ment In training, the UCLA Practicum, constitutes a new response to the Institutions which they depend upon and which depend upon them. growing training needs in research and development. The practicum is focused on producing a repliaable structure for Instructional develop-Two Dimensions of School Autonomy as Determinants merit training, This requires that materials and procedures used by of School Output Emphasis trainees, grad_ uate leVel trainers, faculty and administrative staff; be documented and revised until desired competency levels are obtained. ROLAND J. LIE BERT, Florida State University Data from the first series of field tests will be reported, and analyses centeringon the effectiveness and practicalityof the diagnostic Itis often assumed that schools attain maximum academic and procedures, simulations and task sequence will be described. A critical professional quality if they have substantial autonomy from other public feature of the practicum is that tasks are practiced in the context of bodies, This paper presents a macro-level test of this propositiort, using real instructional development tasks. Because trainingis to be con comparativestate-widedataforallpublic K.12 schoolsInthe ducted for regular university students as well as university extension contiguous United States. Two dimensions of autonomy, are identified,

99 indicating both local and non-local penetration byexternal agencies or phrases, sentences, and paragraphs that need revision, andan evaluation publics. As predicted, school systems that areautonomous on either of the collected data indicates that these revisionsmay make the dimension have higher levels of student achievement andstaff profes- passages more readablethanthe originalpassages, Authors and sionalization, A third perforp;ance variable, non-curricularcommunity publishers can use this "field testing" procedure to locate andeliminate public selivce programming, is positively affectedoy the local penetra- tion dimension. syntactically and semantically confusing segments orthe text prior to publication, which will allow low and average ability readersto decode meaning more easily, Change in Liberal Arts Colleges towards a Typology of Innovations "Using Students' Writing Patterns to RepatternReading Material" is the title of the paper being presented by Fillmore CHE RYL ANN Or'ACINCH, Catonsville Community K, Peitz, New York College City Public Schools. Current research pointsto a developmental continuum of syntactic maturity in the learner. The The purpose of this study was to identify measurable research quantifies characteristics the type and number of transformations usedat various stages of of innovations in higher education and to examine the utility of these syntactic develooment. The transformations usedin reading material characteristics in distinguishing among innovations. Judgeswere asked constitute a significant factor in comprehension. The to rate 30 innovations on the degree of possession of 16 learner's "produc- identified tive level" in his own writing may be the best"receptive level" to be characteristics.From previousresearch, ate of adoption was included inhis reading material. This developmental calculated for each innovation. An analysisildi variance showed continuum of that syntactic maturity has been virtually ignored incurrent methodology three independent characteristics individually accounted for a signifi. concerning the teaching of reading. Mountingconcern, particularly at cant amount of variation inrates of adoption. Regression analysis the secondary level, with the reader's inabilityto deal with the many indicated that eight characteristics explained 77.06% of variation in concepts presented in reading material underscores theneed for the rates of adoption. Perceptions of the characteristics of innovationsdo direct and developmental training of the reader affect adoption rates. as he is asked to deal with increasing numbers of transformations.It points, too, to the necessityforpreparingmaterials which control the number of transformations to be read at independent andinstructional reading 77.02 TRENDS IN READABILITY RESEARCH-(C, SYMPOSIUM) levels, ALAN H. ROBINSON, Hufstra University, Organizer "Measuring Syntactic Complexity: A Formula"will be discussed by Alvin GranoWsky, Research for Better Schools,InC., Philadelphia, Pennsylvania. This presentation will The objectives of this symposium are (11to inform AE RA members cover theoretical and experimental of some current trends in readability research findings underlying the development ofa new formula for measuring based on psytholinguistic the syntactic complexity of reading insights and a nenerativetransformationalmodel of English grammar, materialsforprimary grade students. The need for the control of syntax (2) to question investigators involved in thisresearch in order to seek used in primary grade out alternative approaches to measuring the reading materials, and findings concerning thelanguage production of syntactic complexity of Children and its direction toward maturity will schooltexts, and (31 tohear discussion and suggestions about be diseussed. Findings concerning the actual potential of transformational the practical application of the alternativeapproaches for assessing, grammar theory in designating syntactic complexity will be examined, predicting, andcontrollingthe readabilitylevelsof as well as the instructional following criteria ultimately used to develop materials. These objectives will be of particularinterest to researchers the syntactic formula: frequency ofuseinthe language of children, research evidence, and curriculum developers, as wellaspublishers and writers of transformational grammar theory, and instructional materials, if individualization ofinstruction is to become a ,lexical count measure. An experimental study validating the syntactic formula viable, Four alternative approaches to readabilitymeasurement will be in predicting the included in this symposium. complexity of two reading passages for children ingrades two, three, and four will be included, Potential uses of the "Lexical Redundancy Factors Influencing Readability"will be formula, as well as areas discussed by Oliver Patterson. City Collegeof the City University of of needed research, will be discussed, New York. Recent research in readabilityhas made use of the doze deletion procedure to determine the comprehensibilityof written, textual materials, Readability researchers, whohave sought to deter- 27.05 STRUCTURAL VARIABLES THATACCOUNT FOR mine the stylistic factors that contribute to cloze fill-ins, have primarily THE DIFFICULTY LEVEL OF WORDPROBLEM EXERCISES examined vocabulary and sentence complexity.Intrasentence factors, IN MATHEMATICS (C,SYMPOSIUM) as well as lexical redundancy, have received littleemotion because MAX JERMAN, The Pennsylvania StateUniversity, Organizer many have viewed the sentence as the highest unit ofpossible analysis. When lexical redundancy and intrasentence factors are also considered One direction being taken by those interested determinants of a passage's readability, the validityof our current in doing research in problem solvingisto examine the variables in the structure of formulas may be greatly increased. Diversity oflanguage, diversity of the statement of the probleth itself. A basic assumptionof this approach is particular lexical classes, naturalness of language,and the subject matter that of passages, are important factors. until the structural variables whichaccount for a significant amount of the observed probability, in word problem "Using Students' Oral Reading Responsesto Revise Text for Lowe! exercises, have been identified and well defined, attemptsto design programs to teach Readability" will be discussed by Daniel R.Hittleman, Queens College of the City University of New York, High students how to solve problems will falter. Thestudies reported in this school subject matter texts symposium were done with students can be revised to an easier level of readability by ranging from grade 4 to college using as a basis the level, The structural variables examined oral reading responses of a randomly selected range from simple recall to portion of the student variables which Attempted to measure syntactic population for whom the texts are intended. complexity of the The oral reading analysis sentence structure of the problem statements can be made by means of an instrument which indicates themselves, Throughout whether the the studies there Is a remarkable consistency apparent reading errors are caused by the readers' in the set of general responsesto structural variables which do account for relative grammatical or semantic language features rather difficulty in word than the readers' problemsfor incorrect students ofdifferentages.Eventually teachers and analysis ofonly the phoneme/grapheme relationshipsin words. The use of this psycholinguistic curriculum writers may be able to use these variablesto prepare word technique gives evidence of the problem exercises of a predicted level of difficulty.

100 "LinguisticVariablesinVerbal Arithmetic Problems" willbe elements of a given sub-et tend to measure the same structure? (3) Does presented by Ed Beards lee, State College, Pennsylvania. In this study,-the order of appearance of t he variables that explained problem solving 12 linguistic variables which were found to be related to the linguisticdiffialty for sixth-graders (Loftus, 1970) differ from that of junior ability of a student and to the rated quality of his written discoursecollege students? (4) Which variables play the most important role for a were used to analyze verbal' arithmetic problems: Three forms of a selected subset of problems? (5) Does the order of importance of the verbal problem set in which the number of the words in the problem variables differ for selected subgroups of the sample? (6) What linear statements were systematically varied were administered to classes ofcombination of the original variablesismaximally correlated with students in Grades 4-8. Using regression analysis, those variables were what linear combination of variables conjectured to measure problem identified that accounted for a significant amount of the observed solvingdifficulty?(7)Based on multivariate analysis, predict the variance in the error rate. success or failure of any new problem. Blair Cook, Pennsylvania State University, will speak on "Arith- metic, Linguistic, and Algebraic Structural Variables that Contribute to Problem Solving Difficulty of Word Problems in Algebra." The study27.06 CONCEPTUAL APPROACHES TO CURRICULUM attempted to identify and define structural variables that seem toDESIGN AND EVALUATION (B) account for a significant amount of the variance in the observed probability correct for a set of elementary work problems in beginning Model for the Evaluation of an Innovative Program algebra solved by college students. Researchers have been moderately for Assessing and Instructing Four-andFive-Year-Old successfulin identifying variables such as the number of arithmetic Children operations, and the order of arithemetic Operations, which account for CLIVE C. BEATTIE, La Porte Community School Corporation a significant amount of the variance in the observed probability correct of word problems for elementary grade studeots. This model is designed to engage in formative evaluation and, after These samevariableswere testedinthe presentstudy with the improvements in the program have been made, engage in summative additional variables such as the number of words and the number of evaluation. It will assess the development in the cognitive, affective, and sentences in the problem, and algebraic variables such as the number of psycho-motor domains of four-and-live=year-old children. The data sign changes on a number or variable. The arithmetic, linguistic, and collected from these domains will be analyzed and the results used in algebraic variables were defined and then used in a stepwise linear designing an instructional program. The educational importance of this regression model. model is that itis described in terms of parents, teachers, and pupil "Predicting the Relative Difficulty of Problem Solving Exercises in Judgments and also in the developmental growth of the student in the Arithmetic" is the topic chosen by Max E. Jarman, Pennsylvania State cognitive, affective, and psycho-motor domains. University. The results of a series of studies, using linear regression models, seem to indicate that a smell, but manageable sot of variables, A Study of the Effects of Curriculum which strongly influence the difficulty of verbal problems, have been Engineering Systems defined in such a way as to pursue a test of their adequacy by using them in preparing exercises of a specified level of difficulty prior to GEORGE A. BEAUCHAMP:Northwestern University their solution by students. An investigation of the effects- of the installation of curriculum The objective of this study was to test these variables by preparing engineeringsystemsintwo Illinois schooldistrictsisdescribed. sets ''of verbal problem solving exercises having a predicted level ofTreatmenteffectswere the organized proceduresforcurriculum difficulty, in terms of la predicted probability correct, and to compare planning and implementation functions, the specific actions taken by the predicted level of difficulty with the actual performance of students teacher personnelin: execution of the procedures, and leadership in public school classrooms: A basic assumption of this approach is that actions. Treatmentsinthe two schooldistrictsvaried. Specific the structure ofthe arithmetic problem itself, to alarge measure, objectives were to observe the effects of the treatments upon: (1) determines its difficulty level: The study attempted to shed light on general teacher attitudes, (2) attitudes of teachers toward participation ways tocontroltherelativedifficultyofverbalproblem-solving in a curriculum system, and(3)actual behaviors of teachers as exercises in arithmetic, grades 4-9. participants in curriculum functions. Analysis of two years' data is Max Jerman and Sanford Mirman, Pennsylvania State University, discussed in light of the longitudinal design of the study. will present "Structural Variables in Problem Solving Exercises Solved by Piospective Elementary School Teachers." Three sections of a Curriculum Evaluation and Literary Criticism: methods course for perspective elementary school mathematics teachers The Explication of an Analogy were given aset of word problem exercises under different timed conditions: 20 minutes, one hour, and no time limb. EDWARD ,.12, KELLY, Syracuse University The present study attempted to determineifthe same setof variables which were found to contribute to the relative difficulty of This stlidy sought to discover the extent of the parallel between the problem solving exercises in Jerman's (1971) study using students in processes Itcurriculum evaluation and literary criticism in order to grades 4-9 would also account for a significant amount of the variance clarify 011,1 evaluation process. A consideration of both literatures in the relative difficulty of verbal problems for perspective elementary conhrmer!the presence of the analogy and allowed the development of teachers. In addition, the order of entry of the variables in the stepWise a concepl: of descriptive validity as well as the identification of three linear regression was examined to attempt to isolate the effect of differenttypes of descriptive data.I n addition, a process of judgment different time limits. and just:ficatien' was presented and a concept of publicly reasonable :1:n/eloped. literarydevices were Angelo Segalla, Golden West College, will speak on "Structural Van- judgmetu Lastly,sixtraditional introduced and their analogies in curriculum explained and exemplified. ables in Problem Solving Exercises Solved by Junior College Students. "" Thu purpose of . this study was toidentify structural variablesin arithmetic word problems that predict problem solving difficulty for Either/And Not Either/Or ri junior college students. The following questions were considered: Cl) In LOUISE L. TYLER and M. F RANCES KLEIN, what order or importance do the variables account for word problem solving difficultyfor junior college students? (2)into how many The Tyler-Klein Conceptual System synthesizes some aspect of the subsets can the original set of variables be broken down sa lhal all work of various curriculum workers as well as places curriculum in a

101 social-political context.It has been developed to further productive dialogue rather than rhetorical exchanges between 27,09 TEACHER- PUPIL BEHAVIOR IN THE various ideological CLASSROOM SETTING (B) positions. The work of such persons as Be Hack, Eisner,Good lad, Huebner, Krathwohl, MacDonald, Popham and Tylerare discussed and Dimensions of Reading Behavior among CompetentFifth Graders incorporated in an expanded system for curriculumdecision-making. Five sources from the social-political context affectingcurriculum EDMUND H. HENDERSON, University of Virginia, and BARBARA H. LONG, Goucher College decision-making are identified. This conceptual system shouldprovide direction for productiv" research into curriculum. Reading behavior of 123 achieving fifth gradersof both sexes was assessed using standardized tests, library records,self reports, and time diaries. These data along with measures ofself-other orientation, attitude, SES, Intelligence, and timespent at various activities were 27.08 USES OF THE COPING ANALYSIS SCHEDULE FOR submitted to a factoranalysis. Seven factors emerged: (1)"test EDUCATIONAL SETTINGS (CASES) IN RESEARCH competence," AND (2)"self-other distance,"(3)"biologicalsex,"(4) TEACHER - TRAINING SYMPOSIUM) "quantity and variety of reading," (5) "avidreader who conforms," (6) ROBERT L. SPAULDING, California State "fondness for reading with independence,"(7) "middle-class attach-: University_ ment to parents." San Jose, Organizer It was concluded that patterns ofindependent - reading as well as interest in reading involvedifferent life styies and are relatively independent of testcompetence. The coping Analysis Schedule for EducationalSettings (CASES) has been under development as an instrument tomeasure overt behavior of children and young adultsin schoolsettings since 1961. It has Teacher Verbal Behavior and Classroom Social undergone a series of field tests and been revisedmany times to make it Structure useful in educational research and teacher education, During the past FRANCES M. DAILY, University of Dayton,and seven years a number of validity studies have beencompleted anclit is JAMES A, PHILLIPS, JR., Kent State University now possible to report to the research communitythe various ways in which the CASES instrument has been found useful. The research analyzed fundamental differencesin classroom social The purpose of the symposium is to present four types of uses in structures as a function of teaching behavior, Theproblem was: (1) to which it has been effectively employed and providea forum for sharing devise a descriptive and quantitativemeasure of structural differences, information aboutreliability, validity,training of data collectors, and (2) to examine how structural differencesare related to teaching calculation of various behavioral coefficients from raw frequencies, behavior. Based on conceptual developmentsin classroom sociometrics, development of classroom treatments based on CASES categories, and an Index of Centrality-Diffusenesswas constructed to differentiate recent developments of matrix analysis using CASES and the Spaulding between social networks on a continuum. FlandersInteraction Analysis Teacher Activity Rating Schedule (STARS) in combination. data from 18 teachers were correlated with C-DIndices derived from Emphasis of the symposium is on the recently developed CASES sociometric data of their 576 pupils, Significantmultiple rs ranged Coefficients, based on combinations of categories, which have been between :51 and .86 for 11 socioquestions and 10Flanders categories. found to correlate significantly with academicachievement, Emphasis is alsb placed on teacher educatiOn,pre-service and in-service. Various techniquesused inteachingthe six suggested CASES treatment Pedagogical Frames and Teaching Process: schedules will be discussed. The sixtreatments designed which are using A Report from an Empirical Curriculum Project CASES categories are based onan aptitude by treatment interaction (ATI) assumption. Construct validationstudies of the CASES treat- ULF P. LUNDGREN, University of GOteborg ments will be discussed. A third emphasis ison the use of CASES as a dependent variable in measuring teacher arid counselor effectiveness. The paper is a summary of a long-rangeproject. Teaching process Implicationsregarding accountability and teacher tenure willbe data was collected on two levels, On one levelit was collected, as discussed, extensive data with the lesson as the analytical unit. Onthe other level, Artis J, Palmo will describe his use of CASES as a dependent it was collected based on the singleutterance within the lesson. The measure in an experimental study of four approachesto counseling results indicate that the teaching patterncan be explained by the parents and children. Mary Papageorgiou will ,present results using steering function of the pedagogical frames (objectives,class composi- GASES in a five year longitudinal tion, compensatory education program. time atdisposition). The frames form thegrammar ofthe CASES was used as a set of behavioral objectivesin teacher training and classroom language as well as the pedagogical roles as a measure of of the students. The the effectiveness of the experimentaltreatment theoretical explanation is formed in respectto curriculum theory and schedules developed in the project. theory on teaching. Marilyn Thursby has been working withthe School Board of Alachue County, Florida, to provide improvedmethods of in-service teacher education. She will reporton studies of feedback of CASES 27,10 ADAPTING INSTRUCTION TO data to teachers as a technique of imprOvingteaching effectiveness, INDIVIDUAL DIFFERENCES (C) Rebecca Hines and Brenda Fikes have beeninvolved in pilot studies using CASES and STARS in combination. They willreporton A Comparison between Instructional Styles for techniques used in evaluation of Head Start Trainingand in in-service First - Graders teacher training al the junior high school level.Robert L. Spaulding will BETTYE L. JENNINGS, Michigan State University discuss recent deve1opments in classroomtransactional analysis using treatments based on six miiir'ces of CASES and'STARS categories. In this study, firstgraders were assignedto one of five instructional Barak Ro=ansi:!no of IN Uniearsity of Illinoisat Urbana and Harold types based on their performance on the Illinoii Test Morino of the Whitman Fe for Psycho- of District of Mt. View, California, will linguistic Abilities, Instructional strategieswere devised to teach 25 discuss the irrigzetions of the studiesreported for teacher education reading objectives in each of the five instructional and research on teacher effectiveness, types. Experimental children were instructed according to assignedtype and their achieve- ment was compared, to 0 matched group thatwas instructed in a

102 traditional marine!, There were significant differences between the instructional innovations are described, and data are presented to show groups favoring the idea of matching children to instructional style, significant gains in first-grade achievement that cannot be explained by 1,0, scores but, rather, appear to be directly relrted to the extent to Setting Structure, Involvement, and Developmental which an adaptive mode of instruction has been achieved. Status as Learner: Elements of the Problem of the Match JOSEPH C. GRANNIS, MICHAEL B. GREENE, FAY W, LOGAN. and JOSEPH 8, ROBERTS, Teachers 21.12 THE NATIONAL TEST - EQUATING STUDY IN College, Columbia University READING (D, SYMPOSIUM) CHARLES HAMMER, U.S, Office of Education, Chairman Inorder to studythe appropriateness ofdifferent structured classroom settings for children's learning and development, CCEP has Origins and Historical Antecedents, Richard M. Jaeger, University of constructed IRIS (Involvement Ratings in Settings) and PRIN (the South Florida. The idea of equating achievement tests and general Pupil Role Interview). IRIS, a seven dimensional scale of effectivity by ability tests is not new. Edward Cureton first called for such a study in non-verbal indices, has been.employed in two classrooms for each of 1940, in a paper presented before the Conference of State Testing three Follow Through programs, PR IN, which codes both the develop- Leaders. The American Educational Publisher's Institute has had a mental stage and the setting content of children's interview responses, committee on test equating for over 20 years. Despite this early interest has been used to study 480 children from these same Follow Through in an equating study, the incentive was not sufficient to produce action. and from comparison programs, Resultswill be interpretedin a In 1968, the U.S. Office of Education faced a need for comparable framework of questions about the match between a child's effective achievement test information on a nationally-representative sample of environment and his developmental status as a learner. elementary school children. A test - equating study seemed the only viable option. Since seven achievement tests account for over 95% of the achievement information collected in the nation's schools, it was The Influence of Choice on the Acquisition and Retention realized' that conversion of available data to .a common score scale of Learning Materials ia Different Modes of Instruction would provide the required generaliz'ahility. The design of the current MAURICE KALIN and study was formulated in 1970, and the Educational Testing Service was ROGERS McAVOY, West Virginia University awarded a contract to ecsnduct the study in 1971. Designofthe Study. William H. Angolf, Educational Testing The purpose of this'study was to investigate the strategy of allowing Service. The National Test-Equating Study in Reading was separated a student to choose the sensory channel in which he learns most into two principal parts. One part involved the equating of each of efficiently and to determine if his choice, resulted in increased learning seventeststo each oftheothers, The other partinvolved the rates, The data indicate the following:(1)that a student has a preparation of norms for the test designated as the "anchor." Once the preference for learning in a sensory input channel, (2) that a student distributions of scores for the norms population were clevelored in knows in which sensory channel he learns most efficiently. and (3) that terms of the anchor test, the equating results were to be used to allowing a student to learn in the sensory channel in which he thinks he transmute the scores on the scale of that test to the scales of each of learns most efficiently results in significantly higher learning rates than the others. The pattern of administration of the anchor test for norms in channels unlike his choice is a simple one; it was administered by itself to a representative sample of the nation's students at grades 4, 5, and 6. The pattern for equating, however, was more complex, callingfor the administration of all An Analysis of Learning Efficiency by Mode of possible pairs of the seven tests in counterbalanced order to % of the Instruction when Related to Reading Speed and equating sample, and the administration of two forms of each of the Comprehension seven tests, also in counterbalanced order, to the other fourth, The WILLIAM DOROZINSKI, ROGERS McAVOY, administration of the two forms was to be used mainly for making MAURICE KALIN, West Virginia University parallel-forms reliability estimates; the administration of the pairs of the seven tests was to be used as the principal source of data for equating. Plans were made in the study.to investigate the stability of Learning efficiency may be expressed as a ratio between gain scores the 'equating results and also to investigate the generality of those divided by time in instruction. In an open learning center efficiency can results across different types of populations, be determined and related to other learner variables, Forty-eight college Sample Design for the Anchor Test Study. Morris H. Hansen and sophomores were stratified by high-low reading scores on the Davis David W. Chapman, WESTAT Research, Inc. The paper describes the Raading Test. They were exposed to three modes of instruction in three study design and the basis for decisions made in en effort to achieve an different units. High readers had a higher learning efficiency in the approximately optimum sample for the Anchor Test Study, These reading mode and a lower efficiency in the auditory mode. Slow readers decisions were guided by existing sampling theory, some extensions were Just the reverse. In an auditory mode, high readers spent more where needed, available empirical data, and some assumptions, One time, had less gain, and lower retention. decision made early that affected other aspects of design was that, in order to control decentralized sample selection, all students within the eligible grades (4, 6, and 6) within 6 school were to be tested, rather Changes in first-Grade Achievement and the Predictive than allow subsampling within schools. Other deisgn questions con- Validity of I.Q. Scores as a Function of an Adaptive cerned the choice of sampling units, the stratification criteria to be Instructional Environment used. the optimum allocation of the sample to strata, and the use of JEROME ROSNER, L.R.D,C, University of Pittsburgh approximately optimum probabilities in the selection of the sample. Variance estimates:from the study, and a supplemental study based on Changes and innovations have been introduced into the primary- the study returns, will evaluate the design decisions, grade instructional program of a developmental school periodically over Administrationof the Study. Peter G. Loret and Alan Seder, the past five years, The pervasive purpose of these modifications has Educational Testing Serivce. After contacts with each of the State been to define the elements of an adaptive instructional system wherein Departments of Education, district and LEA superintendents were the individual differences of the learners are a critical variable. The asked to consider the participation of randomly selected schools within

103 their jurisdictions. Upon receipt of approval, school principals were The firstpresentation explores the application at tiend surface invited to participate in the Study and were asked to appoint a School analysis to selected constituency. variables. "Mapping and Interpreting Coordinator. The Coordinator provided the enrollmentand school Constituency Characteristics" will be presented by Donald N. Melsaac, descriptive data required for the assignment of tests andthe shipment Jr.,ofthe University of Wisconsin-Madison. The purpose of of test materials. this presentation is to illustrate the kind of constituency.related data that Score rosters, showing raw scores, publishers' national percentiles might be useful to decision-makers in higher educational 'alarming, and and stonmes, and summary statistics, for both subscoresand total to examine the utility of this methodological technique in providing reading scores, were provided to each _participating school, Reports useful information for higher educational decision making. were released to schools by the first wed, in June, The second presentation explores the application of multivariate Results of the Study. John C, Rianchini, EducationalTesting techniquas to voting data within a state legislative setting Service, The equating of vocabulary scores, reading in order to comprehension identify the primary legislator voting- clusters active withinthe state scores, and total reading scores of seven reading tests at grades 4, 5, and legislative arena. An approach will beiiistinted for analyzing the 6 was carried out by six methods. The equated scores for each test were-Identified voting clustersinterms of constituency, legislator and evaluated on the basis of both consistency across methodsof equating issue-relatedvariables. "An Approach to Profiling State Legislator and estimated error of equating. Furthermore, generalizabilityof Voting-Behavior" will be presented by Eugene Craven of the Officeof equated scores was evaluated by comparing the results obtainedfrom Analysis and Information Services, University of Wisconsin-Con:rat the total equating sample with those obtained from eleven overlapping Administration. The applicator: of selected methodological subgroups derived from ilia total equating sample. The subgroups techniques were in the identification and analysis of legislator-votinggroups will be identified on the basis of sex, ID, race, and the schools' socioeconomic illustrated,andthepotentialof such informationforproviding characteristics. Consistency of equated scores across methods and educational decision-makers with an improved basefor describing, subgroups is discussed. understanding and aiiicipoting legislator preferences onissues of Using the national norms obtained in the Anchor Test Restandardi- educational significance evaluated. anon Study and the equated scores for each test, individual score The third presentation explores an approachto identifying and norms and school mean norms were developed for each of the three analyzing the value-interest structure of educational issueswithin the reading scores fur all seven tests to provide normative data forscore state political arena. "An Approach to Educational Issue Analysis "' interpretation. will be presented by Jacob O. Stampen, Office of Analysis andlofor motion Services,UniversityofWisconsin-CentralAdministration, He will examine ameans by which thebasictrendsinthe dominant value-interest structure of state politics can be identified, describedand 27.15 THE UNIVERSITY AND ITS ENVIRONMENT:AN understood, and evaluatetheutilityof suchinformation inthe ENVIRONMENTAL INFORMATION DELIVERY SYSTEM (A, context of higher educational decision-making, SYMPOSIUM) After each of the primary dimensions of the proposedenviron- EUGENE GRAVEN, The University of iconsist System, Organizer mental information delivery system has been examinedby means of the three Presentations described above, the separate capabilitieswill be Faced by demands f-ir increased accountability fromstate legis-demonstrated in an integrated approach dealing witha hypothetical lators, educational governing boards and thegeneral public, many problem in a higher educational setting. The fourthpresentation, "A institutions of public higher education have soughtto demonstrate University Environmental Decision- Making Model," willbe presented more convincingly their responsibility in the effective and efficient by B. Dean Bowles, Donald N. McIsanc, Jr Jacob 0,Stampen and planning, allocation and utilization of scarce resources.Despite their Eugene Craven, The University of Wisconsin System.The purpose of efforts,publichigher education continuestoface. hostile state thispresentationisto explore the operational capability of the legislators and state constituents who have begunto challenge the proposed environmental delivery system in a hypothetical decision- previously unquestioned value of ahigher education at any price. making situation in higher education. Educational institutions continue to face the prospects of austere and, Following the four presentations, Steven R. Mitchell, Dean ofthe in some instances, potentially damaging fiscal measures. Many institu- College of Sciences & Arts, Washington State University,will evaluate tions,it seems: have failed to keep in touch with the pulse of state the utility potential of the information that can be generated bysuch -needs and desires for public higher education and failedto maintain an environmental information delivery system for detisiommaking in viable linkages to dominant and emerging influential elements within higher education and will assess the feasibility of incorporatingsuch a the state political arena. system in the day-to4day decision-making processes of higher educa- The thesis offered by this symposium is thatan information delivery tional institutions. system concerning' the environment (or external dimension) ofhigher The significance of the symposium liesin the critical nature of educational institutions can be developed which could: (1) provide data university-state relations in higher education today. Institetionsof to educational decision-makers which would assist then, in accessing higher education must respond successfully to thechallenges of current and future needs and desires of their state constituencies,and increased accountability or risk long-run impairmentto the quality and (2) provide a basis from which to address those needs and re-establish effectiveness of their program missions. This symposium willattempt to viable university-state linkages. deal with a major factor in enabling institutions of highereducation to The objective of the symposium is threefold: (1)to examine several adapt to the realities of their new state political environments. explaratory research efforts in three primaryareas of the proposed envionmeritel information delivery system, (2)to demOnstrate the use of an environmental information deliverysystem in dealing with a 27.16 MEASUREMENT METHODOLOGY II (0) hypotheticalhigher educational problem, and (3)to evaluate the utility-potential of such information fnr higher educationaldecision- makers. The proposed environmental informational A Multivariate Analysis of Rationally Derived delivery system Categories of Learning Disorder contains three primary dimensions: state constituencies,the state legislative arena, and issues. The first three symposium,presentations BARRY L. MALLINGER, STEVEN V. OWEN, will examine methodologies for developing basic information con- WILLIAM McCOOK and ROBERT K. GABLE, cerning each primary dimension, University of Connecticut

104 While the VVISC and Bender-Gestalt are widely used for differential selected for inclusion inittest, the actual items selected are less a diagnosis, thereis aneed for empirically determined criteria for function of the chance combinations of items which made up the ciassitication.Multivariate techniques seem especially promising in various forms when GullikSen's item reliability index and Findley's classification problems. This study determined the extent to which such difference index are used as indices, than when phi coefficients, and an approach can classify children into rational, a priori categories of particularly point biserial and biserial coefficients are used as estimates learning disorder. Two discriminant functions were obtained and found of item discrimination, to be highly significant. Six predictors within each function were identified as optimum. The efficiency of the functions in predicting criterion group status was demonstrated. Educational ImplicatiOnS are 27,17 POTPOURRI (A) discussed, Conflict and the Collaborative Process: Antecedents, The Effects of Induced E Bias on the Reading Characteristics, and Consequences of an Inter agency Program of Instructions during a Behavioral Experiment RICHARD G. TOWNSEND, Boston University JOHN J. KENNEDY and VICTOR M. RENTEL, A conflict-cooperation-conflict model isoffered of the genesis, The Ohio State University; ROBERT GRIFFIN, functioning,and aftermathofaninter governmental andinter- Western Michigan University professional program in a major city. Outputs prior to this linkage are The effects of experimentally induced E outcome expectancy with perceived as generating major conflicts which eventually are settled by decisions to parcel out certain school-building responsibilities among respecttosupmsegmental phonemes emitted by Es during the instruction reading phase of a typical behavioral experiment were city planners, municipal bondsmen, and public architects. This inter- assessed. Es were led to expect differential conditioning performance agency effort is then seen as producing a number of outputs which in from Ss prior to the experiment, Es' directions to Ss were audio-tape turn generate other conflicts which can be traced back to the new recorded and ratings on pitch, stress, and terminal intonation were policy-makers and, even further back, to conflicts which preceded the provided by trained judges. Analyses of data (ANOVA) produced collaboration. severalmarginalfindings,but,generally,thisresearchfailedto A Reformulation of the Teacher Survival Process demonstrate that bias is communicated through systematic variations in the measured language features, DANIEL J. BROWN, State University of New York at Buffalo This study demonstrates the application of a simple mathematical The Effects of Diverse Test Score Distribution Characteristics on the Estimation of the Ability Parameter model to the prediction of teacher cohoi I size. Previous research QII the attrition of teachers from school districts has been concerned with the of the Rasch Measurement Model forecasting of the number of teachers remaining in a group who joined BEULAH K, CYPRESS, Florida State University at a given year. Although these forecasts were unsuccessful, the failure of the geometric model to predict attrition accurately leads to two The potential of the Pasch model to develop scores, on a ratio scale, general considerationsthe differences among teachers as to leaving suitable for interindividual and intraindividual comparisons, from intact behaviorandthe reinforcementof staying behavior. These two groups with disparate distributioncharacteristics was investigated, explanations are incorporated into the harmonic law, a new model Thirty-five groups were structured according to seven levels of skew and which predicts the amount of attrition with a high degree Of accuracy, five group sizes using empirical response data to a 90-item mathematics IMplications for further theoretical development and for school district achievement lest. Retch scores were compared using a generalized planning are discussed. distance function, The study revealed that Retch scores were not independent -oftheunderlying raw score distributions, and that School Board Member Recruitment in Ontario: standard errors of estimate of log item estimates were affected by Structure and Process degrees of positive and negative skew. PETER J. CISTONE, Ontario Institute for Studies in Education Empirical Option Weighting with a CorrectionforGuessing RICHARD R. REILLY, Educational Testing Service Employing a process model of political recruitment, this study investigated the relative impact of a school district's social, economic Previous reports have suggested that the lowered validity of tests and political structure on school board member recruitment. The process data were collected by means of structured interviews with scoredwithempiricalOptiOnweights Mightbe explained byit capitalization ofthe keying procedures on omitting tendencies. A neophyte school board members in a stratified sample of school boards procedure was devised to key options empirically with a "correction- in the province of Ontario. Structural data were drawn from govern- for-guessing" constraint. Use of the new procedure with ORE 'data ment documents and records and from reports ofpoliticalparty resulted in somewhat smaller increases in reliability than those observed officials. Results of the study indicated that the social, economic and when unconstrained procedures were used, but validities for quantita- political structure of school districts was a determining factor in school tive subforms were not lowered, and validities for verbal subforms were board member recruitment patterns. lowered only slightly.

21.18 FACTOR ANALYSIS -APPLICATION 03) Stability of Various Item Discrimination Indices ALBERT C. OOSTERHOF, Florida State University A Case For Using Factor Scores Railier Than Summative Scores in Educational Research The stabilityofvariousitemdiscriminationindices when a- HOLLIE B. THOMAS, University of Illinois particular item assumes membership within different sets 01 items was investigated, Results suggest that when liana disCrinananOn is used as a This study was designed to investigate the validity of using scale significant factor in determining which items from several forms will be scores in lieu of factor scores lot' factors derived from a factor analysis

105 technique. Subjects were ninth grade students in a large met -opolitan levaf) on inany learning variables is area. The Work Values Inventory (Super, 19701 greater than between grade levels, was selected for use in hence, nongracledriess; (21 self contained this study because of its purportedfactor structure and the method classrooms are least effective among alternatives, hence, teaming: and (3) retention utilizedforscoring.Factor analysis, seldom benefits correlation, and ;nalysisof thechild, hence, variance were employed to analyze the data. nonretention.Teacher 'competencies,new The two methods of relationships with colleges and universities, scoring produced substantially different systematic inservice train- results having an average ing, instruction aids and media, behavior overlap for corresponding scales of 49%. based instruction, parent involvement, peer teaching, and criterion-referencedevaluation consti- tutedtheinstructional A Multivariate Approach to the Validation design,Realitytesting was achieved by of a Behavioral Checklist conducting the experiments in a blue-collarCommunity. in an old "box "" building, and within normal budget limitations. JOHN L. INASIK, North Carolina StateUniversity

Checklist instruments have been widelyused as an efficient method 28.02 TOWARD A MANKIND CURRICULUM(B) for the collection of behavioralinformation. This paper presents the rationale and a numerical example ofa multivariate approach to the Toward a Mankind Curriculum validation of a behavioral checklist. Responses of teachers to a student JOHN I. GOODLAD, UCLA and Educational learning problems checklist were subjected Inquiry, Inc., to a principal componentS GERHARD HIRSCHFELD, Director, Council forthe analysis. The 8 identified factors were relatedby canonical correlation Study of Mankind, M. FRANCES KLEIN, procedures to student scale scores on the Children's Personality JERROLD M. NOVOTNEY, and KENNETH Questionnaire and to grade level, sex and A. TYE, underachievement status via a UCLA and Educational Inquiry, Inc. multivariate analysis of variance. Resultswere interpreted as providing support for the validity of the checklist. The development among children ofan all embracing "mankind perspective- must become an objective of schoolingif man is to survive Indices of Complexity and Interpretation:Their in this world plagued by air andwater pollution, the threFt of nuclear Computation and Uses in Factor Analysis war, the exhaustion of natural resources, etc. Arationale for such a social studies curriculum was developed RICHARD J. HOFMANN, Miami University and implemented. Evaluation of a summer school session taught at UCLAby three teachers at the upper elementary school level indicated the rationale Inthismethodological was viable but in paper twoindicesare developed:a need of further investigation under other complexity index and an interpretation index geographic and cultural i he complexity index is circumstances, a positive number indicating on theaverage how many factors are used to explain each variable in a factor solution,The interpretation index will be positive ranging from zeroto unity; unity representing a perfect independent cluster solution and 28.04 PSYCHOLOGICAL PROCESSES INCREATIVE zero representing the poorest factor THINKING AND PROBLEM SOLVING (C, solution in terms of complexity. Throughempirical application to the SYMPOSIUM) classic 24 psychological variables itis demonostrated that the indices JOHN FEL CH USEN, Purdue University,Organizer may be computed by hand and are easilyinterpreted providing a basis for comparing different factor solutions. This symposiumisconcerned with psychologicalprocesses in creative thinking and problem solving. Creativethinking probably plays The Incorrect Measurement of Components a major role in problem solving. Therefore it isappropriate to consider SILAS HALPE RIN, Syracuse University the two as closely linked processes. Froma scientific point of view, the symposium willserve toclarify our knowledge of psychological processes in creative thinking and problem solving, It is not uncommon to see theloadings of a rigidly rotated principal and to generate new components solution used as the weights of research and theory development in thisarea. From an educational standardized variables to point of view, the symposium will provide calculate component scores. This procedureis mathematically incorrect some new insights for the and will lead to scores which assessment and training of creative thinking andproblem solving are highly correlated in many cases. In abilities. Training in these areas addition, this procedure will yieldvariable by component correlations is often neglected in the schools. However, creative thinking and problem which preserve high loadings butnot low ones. Components are shown solving abilities are of ten regarded as the highest level goals of education, by example to be seriously distorted.The study concludes that loading can safelybe used as "Attitude and Personality Measures of CreativePotential"' will be weights only when the originalprincipal components solution is not rotated. presented by Gary Davis, University of Wisconsin,Creative ability is probably a central aspect of problem solvingbehavior, Finding a valid measure of crective ability is a central concern ofresearchers in creative behavior. One recent and very promising approach 28.01 REORGANIZING FORLEARNING: AN has been the use of biographical, attitudinal, and personality EXPERIMENT IN MULTI-UNIT INSTRUCTION(B) measures. The assumption has been that creative productivity is due invery large part to certain Reorganizing for Learning: An Experiment identifiableattitudes and personalitytraits which predispose an in Multi-Unit instruction individualto seek novel problem solutions andto behave in an opemmined, flexible, creative fashion. A number LARRY L. LORTON, VVarren City of personality studies Schools have shown that highly creative people do, infact, display a recurrent constellation of such attitudes and personalitytraits as openminedness, The McKinley Project represents a systems approach to reorganizing high curiosity, high energy, high self confidence,and a strong apprecia- instruction. Reorganization was basedon three conclusions drawn Irom tion for original ideas. acomprehensiveinvestigationofresearch and practices by the non - profit, foundation-funded Commission E. Paul Torrance, Universityof Georgia, will speak on "Dyadic on Public Personnel Policies Interaction and Creative Thinking in Ohio. The conclusionswere as follows: (1) variance within a grade and Problem Solving." A series of experiments,on the role of dyadic interactionin creative thinking and

106 problem solving will be reviewed. Generally, dyadic interaction enables effects of pictures significantly enhanced performance on a word- individualstoattainhigher levels of originality 'than the, would recognition posttest of the stimulus items. Also, both groups achieved otherwise attain, and members of dyads express greater'enioyrnent and significant gains on the materials. The findingssuggest that pictures endurance in creative tasks than when working alone. These results, assist the acquisition of a sight vocabulary and also support the use of hoWever, do not occur among children younger than five years and CAI with this population. when members of dyads are permitted to duplicate one another's ideas rather.than build upon them. A new series of studies, undertaken to Personality Characteristics and Performance in study systematically the interaction of age, sex, and training in creative Computer- Assisted Instruction and Programmed Text problem solving with dyadic arrangements, will be discussed, AL LAN N. BLITZ, and TIMOTHY SMITH, Problem -Solving and Concept.Forming Behaviors" will be pre- University of Kentucky sented by Phillip Merrifield, New York University. Problem-solving behavior often seems to involve conceptualization. Concept-forming A study was conducted in an attempt to determine whether involves generating or choosing a class-label; much attention has been personality characteristics are useful criteria on which to base aptitude- paid to optimum strategiesfor teaching these processes. Solving treatment-interaction (ATI) effects. Fifty -one dentistry students- were problems requiresmore:conceptsaretobe combined, nested, raadorgy assigned to two groups and then took half of a course in oral sometime redefined, to form a hierarchy which itselfisbuilt on relational thinking. patti,fty by con:muter-assisted instruction (CAI) and half by pro- Two attributes of concept-forming processes, consistency and utility, grammed text (PT). Their performance on a final examination was analyzed on the basis of their personality characteristics. Each student willbeconsidered, Some criteriaof consistency are:degree of also participated in a structured interview. homogeneity of exemplars, closure reported by concept- former, and It was found that more deferent, orderly, norturant and _endurant students performed better differentiation of one "consistent" concept from another, Some criteria through PT as compared to CAI and the more aggressivestudents of utility are: ease with which a concept may be nested with others, performed better on CAI as compared to PT. ease of restructuring exemplars to form alternative concepts, and degree to which new exemplars may be described and searched for. The The Effects of the Availability of Prior Examples relevance of these attributes of concepts to problem solving, and to the and Problems on the Learning of Rules in a teaching and assessment of concept forming and problem solving, will Computer-Based Task be presented. "Logical Thinking Processesin Problem Solving," presented by PAUL F. MERRILL, STANLEY J. KALISCH, Donald M. Johnson, Michigan State University, is concerned with the and NELSON J. TOWLE, Florida State University role of logical thought processes in problem solving. The first part of the paper will focus on the nature of the task as related to logical Eighty-twoSs were randomly assignedtoanavailability-of- thinking. The second part willreview a number of psychological priorexamples group or a non-availability group. A significant dif- processes in logical thinking. The last -part will be concerned with ference between problem response latency means was obtained with the ' difficulties which human problem solvers face in logical thinking, and availability group taking less time to respond to the problem items. No their remediation. The paper willinclude a review of theory and significant differences were found between grotto' means on posttest or research related to logical thinking in problem solving, and a discussion display latency. A significant reasoning by treatment interaction on of the author's extensive research in this area. proolem response latency was obtained with availability of prior examples reducing the demand fcr reasoning ability. Thus, availability of prior examples in this task seems to increase the efficiency of the 20.05 COMPUTER-ASSISTED INSTRUCTION: I(C) rule problem solving process but does not increase its effectiveness.

distraction, Response Mode, Anxiety, and Achievement in CAI Effect of Computer Tutorial Review Lessons on Exam SIGMUND TOBIAS, City College, Performance in Introductory College Physics City University of New York ORA M, KROMHOUT and DUNCAN N. HANSEN, Florida State University The effects of distraction, mode of responding to CAI, and anxiety were studied in 2 x 2 design (N -= 121). The effects of these variables Computer tutorial review lessons for a one-quarter lecture course in and their interactions with test anxiety were determined by multiple introductorycollegephysics have been developed end used by linear regression analysis. State anxiety was assessed at four points in approximately 500 students, on a voluntary -basis, over a period of the instructional and test sequence. The effects of distraction were not several years. The investigation shows that the exam grades of students significant, though constructing responses led to higher achievement than reading the material. State anxiety was higher when overt who used the computer materials is significantly higher (.01 level) than the class as a whole, if results from sections are pooled. Evidence is responses were required. The findings suggest that decrements in presented to show that this is not due to a factor of selection because achievement attributable to distraction are best interpreted in motiva- of the voluntary basis for participation, tional terms.

Effect of Pictures on Acquisiticin of a Sight 28.07 EDUCATIONAL SOCIOLOGY: TOOL FOR ACTION Vocabulary in Rural EMR Students OR TOOL FOR THOUGHT (G, EXPERIMENTAL) PAUL LUYBEN and BOBBY BROWN, Florida State University BERNARD SKLAR, University of California, Organizer

Tie effects of pictures on the acquisition of a 45 word sight This experimental session in the format of a round table discussion vocabulary in rural EMR students were studied in a two factor design will explore the controversy which'surrounds the uses of sociology for (N 24) with repeated measures on the second factor. Instructional socialactionorsocialpolicyformation.Available data indicate materials were presented by computer-assisted instruction (CAI) in difficulty In obtaining what one might call a rational position on this order to assess the feasibility of using CAI with EMR students. The general question. People tend to take sides for or against the direct use

107 Gf sociology to obtain social change. The format will permit both . The four papers in this session describe a study of two dimensions audience and speakers the greatest amount of time to define crucial ofpresent day schools, openness of architecture and openness of terms, establish a common vocabulary and criteria for weighing the grogram, and the associations that exist between these dimensions and issues and counter issues- presented. Divergent views will be presented selected student and teacher characteristics- by Charles E. Bidwell, University of Chicago, discussing ''The Social Ross E. Traub, in his paper, "Characteristics of Open Education," Scientist and Public Policy t Keeping Scholarship Uppermost in an Age makes an analysis of the concept of open education in Order to identify of Involvement," and Frank Besag, University of Wisconsin-Milwaukee, observable characteristics of openness in school programs, Thee result is discussing "The Sociologist as Agent for Social Change," David A, a description of what openness means in terms of the way instructional Gosl in, The Russell Sage Foundation, discusses the presentations. objectives are set;thematerials and activities used, the physical environmentofthe school, the structure that existsfordecision making, the way time is scheduled, the type of instruction used, the composition of classes, the role of the teacher, the way students are 28.09 AMERICAN INDIANS AND EDUCATIONAL PROGRAMS: evaluated, and the kind of Student control found in the school. PLURALISM OR DERACINATION. (G) D. Musette will discuss "The Dimensions of Schooling Questionnaire (DISC)." To assessthe extent to which the program of a school Culture Centers and Multi-Ethnic Education Media embodies. characteristicsofopen education,a questionnaire was B. ALAN KITE, University of Arizona designed 'for administration to teachers, The items in the questionnaire were based on the characteristics of open education that were derived Multiethnic education occurs when administr...Ors dominant from an analysis of the concept. Development of DISC and its format group cognitiveorientations prepare curriculumnn.ift,fia3for an,are described. Results from a validation study show that the instrument audience with minority group cognitions. In order to navelop appro- successfully discriminated between two exemplar schools, one with priate media, educators must select audiovisuals that the atetiencevery open program and one with a program that was not open. recognizes symbolically. An international, yet spontaneous, Reliabilityindices and results of a factor analysis of items in the of culture centers has developed in which . minority group pm.,ple questionnaire are also reported, preserve and utilize art forms considered expressive of their social C. W. Fisher will present apaper entitled "Study Design and identity_ .Center personnel have artistic insightS. social statuses, and Procedure -" The purpose of the study is to describe open educationas ethical awarenesses that can not be duplicated by administrators. By it exists in elementary schools, In the first stage, thirty schools were utilizing center services, the educator ensures the cultu.al integrity of classified into three architectural types. Openness of program in these media and concomitant improvement in his ethnic education program's schools was indexed by DISC after which the schools with most and reception. least open programs, within each architectural type, were selected for the second stage of the study.. In six Selected schools informationon Teacher Corps: Institutional Change or input, process, and output variables was collected from principals, Maintaining the Status Quo teachers, students, parents and administrative officers. Data from the THOMAS S. POPKEWITL, University of Wisconsin, Madison second stage of the study, bearing on the validity of: the selection procedure are reported. An investigation of the structures of interpretations and institu- Joel Weiss will Speak on "Openness and Student Outcomes; Some tional arrangements implemented in schools by the Wisconsin Indian Results." Results are presented on associations found between openness Teacher Corps is described. An mhnographic approach was used to of program and architecture and a diversity of cognitive and noncogni- secure data, including participant observations and informalinter- live student outcome measures. Preliminary analyses were made of the viewing. Programmatic changes were linked to and legitimatized the relationships between program and architecture with student and school perception of Indian failure as related to a culture of poverty. teacher background variables. Statistical analyses included multivariate Participation of Indians in the project's administration involvedno analysis of covariance with mean contrasts tor both program and policy formulation and was ritualistic. The program provided symbolic architecture. Results will be related to input and process variables,as cues that reassured Indians while providing benefits to the schools and well as to past and future research efforts in open education.. university. We need toreconsider the elevation of administrative procedures and its quasi neutrality over substantive moral and political questions in seeking to alter conditions of poverty. 28.12 AFFECTIVE LEARNING (C) Role Stress among Indian Dormitory Aides Reinforcement Conditions and Personality RICHARD L. WARREN, University of Kentucky Characteristics: Aesthetic Judgment CHARLES K. WEST, Uoiversity of Illinois, Urbana, This paper examines role stress among Indian dormitory aides ina Bureau of Indian Affairs boarding school. While role stress for these WILLIAM M. STALLING, Georgia State University, aides may derivefrom anumber ofcircumstances,this study GRAEME WATTS, New South Wales Department of concentrates primarily on task analysis and on stress as a function of Education, Sydney. Australia the variation inthe characteristics of the tasks aides perform. In general, the more mundane, menial tasks are assigned by the institution, In an investigation of the modifiability of aesthetic judment, Ss were tested with the InternalExternal Locus of Control Scale, the Test and thosetasks which aretheoccasionfor (and the resultof) meaningful, supportive interaction with students are developed by the Anxiety Scale, and the Tolerance - Intolerance of Ambiguity Scale, Ss aides, were later given the Meir Art Test (No, 1) under three counterbalanced knowledge of results conditions (KR): true, none, and false. A basic 3 x 3 analysis of variancedesign was used,There were significant 28.11 CLOSURE ON OPENNESS IN EDUCATION (AERA) differences between true versus false KR and high intolerant versus low intolerant (with high intolerant superior), There was also a significant JOEL WEISS, Ontario Institute for Studies interactionbetween intolerance and KR. The main effects and in Education, Chairman interactions of the other personality variable 'me insignificant.

108 Experimental Aesthetics: Some Simple Manipulations of Music The purpose of PRIME is to evaluate for whom and under what MARK I_ CHESTER, Milwaukee Public Schools, conditions integration Of handicapped children into mainstream educa- Milwaukee, and FRANK H. FARLEY, University of tion is viable. The descriptive-correlational study followed an input- Wisconsin, Madison process-ourt model. Validated variables from past studies were selected and supplemented. Input variables included administrative, The experimental analysis of aesthetic response has been primarily instructional, and attitudinal factors. Process variables included class- concerned with the visual arts. The present research, however, reports a room observation of teacher-child behavior, cognitive demands, class- methodology and data on aesthetic preference for musical stimuli. Six room climate, and pupilparticipation. Output variables included unitary variations of abasic one minute folk guitar passage were academic, social, and emotional measures. Analyses will center around developed and presented to Ss in a paired-comparison format. Pref. single or multiple dependent and independent variables which describe erenee frequencies were computed and passage rankings obtained. and differentiate the educational life space of handicapped and normal Highest preference in this sample was indicated for pitch and loudness children. variations, lowest preference for strum variations. Implications for aesthetic education and further research were outlined.

A Developmental Study of the Criteria Used by Children to 28.14 WITHIN COURSE: EVALUATION (8) Justify their Affective Response to Arts Experiences DENNIS T. MURPHY, Economic Opportunity Council, Head Start The Use of CourseSpecific Questionnaires in Formative Evaluation This study attempted to determine through content analysis of children's verbalresponsesto two arts experience,ifthere were PATRICIA O'CONNOR, University ofMichigan developmental differences in their use of aesthetic criteria. A category system was derived from aesthetic criteria suggested by Harry Broudy. To obtain from students information for formative evaluation of Children's responses to a live opera and to a reproduction ar oil instruction, course-specific questionnaires were developed with individ- painting were recorded and coded. Differences were found between the ual faculty. Forms were introduced by a statement that the purpose of number of older and younger children using a particular aestheticevaluation was to improve instruction, Although items varied with the criterion, In general, older children tend to use a greater variety of course, all had potential action implications and all requested recom- critical criteria than younger children but this is dependentupon the mendations for change, Results supporting the effectiveness of course- type of art experience they are responding to. specific evaluation are reported. Information derived instigated respon- sive faculty action. Several instructional research projects have been The Effects of School Achievement on the initiated. In both courses in which forms were administered during Affective Traits of the Learner consecutive years, statistically significant improvement was shown for EDWARD KIFER, University of Chicago items related to changes introduced but not for other items. A quasi-longitudinal design was used to assess the impact of school achievement, sex and home rewards, and concern for achievement on Diagnosis `inc Remediatiun of Instructional Problems the self-esteem and self-concept of ability of students. The results from without the Use of Standardized Instruments a sample of fourth, fifth, sixth, and seventh graders indicated that there H, RICHARD SMOCK and TERENCE J. CROOKS, is a cumulative effect of successful academic achievement on student University of Illinois, Urbana-Champaign views of self and abilities. Sex differences and differences attributable to home rewards and concern were also found. The relationships were Considerable research has gone into the development of student interpreted through a conceptual framework based on Robert White's questionnaires for instructional evaluation. Somewhat less effort has theory of effectance motivation. been devoted to development of methods for diagnosis and remediation ofinstructionalproblems, but such methods are needed in any An Experimental Curriculum Designed to Modify comprehensive instructional evaluation system. This paper will focus on Children's Sex Role Perceptions and Aspiration Levels diagnostic evaluation as a formative process, with discussion of the SELMA GREENBERG and LUCY PECK, Hofstra University timing of evaluative procedures and the forms that these procedures could take. The analogues of the statistical concepts of validity and The first objective of the study, conducted with 150 three-, four-, reliabilityin diagnostic evaluation will be examined. Examples of and five-year-olds, was to ascertain whether young children assign techniques found useful by instructors and evaluators working in this occupational and social roles by sex. The results obtained through the area will be presented. use of two newly devised instruments were positive. Children do assign social and occupational roles by sex. The second objectivewas to determine if these role assignments could be modified. An experimental A Method for Generating and Evaluating Course Goals curriculum was devised for half of the sample, the other half forming the control group. The results indicate that children's assignment of C. E. PASCAL and G. H. ROID, McGill University social and occupational roles can become more egalitarian, henceare modifiable_ In order to move away from reliance on a single questionnaire in universitycourse evaluation and move towards a more formative evaluation, a method iwas developed for helping a team of instructors 28.13 PROJECT PRIME (PROGRAMMED REEN1RY INTO specify and evaluate Sheir course and program goals. The method in- MAINSTREAM EDUCATION) (C) volves small group workshops in which instructors are askedto describe their program and state their ob0(...tives, in terms of student behavior, Project PRIME: Programmed Re -entry into Mainstream Education Discrimination training on clarity of objectives is provided. Written statements are then circulated to all instructors to test consensus. An MARTIN J. KAUFMAN, U.S. Office of Education applicationofthe method to 30 instructorsina medical school MELVYN SEMMEL, Indiana University department is discussed.

109 The Development and Use of a Goal T.P.E. and that some of the personal and social valuables be combined. Oriented Course Evaluation instrument The conceptual structure of the instrument, however, was verified by DAVID D. STARKS, WAYNE K. DAVIS, the analysis. University of Michigan, WILLIAM L. SCHMALGEMEIE R, University of Nairobi

A course evaluation instrument (GOALS) was developed and used in 28.17 TOWARDS A PROGRAMMATIC PRODUCTION three large introductory undergraduate courses. The purpose of theSYSTEM FOR EDUCATIONAL ADMINISTRATION (AY study was that of developing an instrument to obtain information from EMI L J. HALLER, Cornell University students rot-larding reactions to specified aspects of courses. These data are to be used by instructors to improve teaching: Instructors provided This paper introduces the results of a collaborative research effort statements of course goals and selected techniques used in teaching and designed to improve the usefulness of doctoral dissertations to the field evaluation, and students reacted to these statements on a number of of educational administration. It presents an analysis of the doctoral dimensions.Findings based upon estimatesofreliability,factor dissertation as a knowledge product in educational administration, In analysis, and instructorprofiles were presented. Suggestions were addition,itpresents a set ofcriteriaagainst which programmatic presented for the use of GOALS in diagnosing teaching problems. knowledge production systems can be evaluated.

28.16 ASSESSING THE TASKS OF PUBLIC EDUCATION (A) The Student's View LAWRENCE A. KILEY, Cornell University Toward Definition and Measurement of Pupil Control Behavior. This -study examines doctoral A, RAY HELSEL, Southern Illinois University student perceptions of graduate research- trainingin DONALD J. VVI LLOVVER, Fennwlvania State University educational administration, and the student's perceptions of the dissertation research activity. Data was gathered by Pupil control behavior is conceptualized as a continuum ranging means of a questionnaire received from 259 doctoral candidates in the field who were attending 56 U, C.E. A, affiliated institutions, from "custodialism," which views students as irresponsible andun- Important findings include: (1) majority of students are preparing to be disciplined needing strictness and punishment, to" "humanism" which emphasizes a democratic atmosphere in which students are capable of practitioners of educational administration, (21 they have little research self-discipline and treated accordingly. To measure pupil control training during graduate studies,(3) they are at a disadvantage in behavior, a description questionnaire called the Pupil Control Behavior conducting independent research to fulfilltheir dissertation require- ment, It is time to question the traditional purposes of the dissertation, (PCB) Form was constructed. Data to test the instrumentwere gathered from 2,815 students representing PCB descriptions of 129 teacheis. The and consider alternative approaches to this activity. final PCB Form consists of 20 items. Item scale r's range from .68to .93. The instrument effectively differentiates among subjects while The Professor's VieW clustering within descriptions of subjects. Cronbach's alpha reliability is ,92. The PCB Form appears adequate on technical grounds toserve the PARKER A. MOORE, Cornell University purposes of further research. The purpose of this study is to describe the professor's role in the dissertation process in educational administration. Ouestionnaires were Program Evaluation as an Administrative Concept sent to all professors of educational administration appearing on the SARA M, STEELE, University of WisconsinMadison and most current UCEA institution membership list. The findings of this University of WisconsinExtension study indicate that more research interestis shown by the profes- soriate in educational administration than in previous studies. However, How do the various ideas currently used in conceptualizing and the professoriate does not seem to view the dissertation as an important modeling evaluation relate to the administrator? Hcw can he bestuse means for contributing to the knowledge base in educational adminis- them in guiding his institution in evaluation? This paper summarizes tration. A detailed examination of the present system is necessary some of the major trends of thought related to evaluation and explores before alternate models for dissertation production can be developed, them from an administrative rather than from a research or instruc- tional point of view. It presents a framework and discusses some of the issues involved in program evaluation in educational institutions. The Development of Alternate Models PATRICIA N. BARBARESI, Cornell University A Factor Analytic Investigation of the Task of Public Education The purpose of this research was to develop alternative models of a CHARLES D. DZIUBAN, TIMOTHY J. SULLIVAN and dissertation production system in educational administration. Inter- ARTHUR H. OLSON, Florida Technological University views were conducted with 40 research administrators in public and private research settings, e.g. Bell Laboratories and the National Cancer This study was designed to assess the conceptualstructure of the Institute. Based on information derived from interviews and appro- Task of Public Education Opinionnaire (T.P.E.), Since thedevelopment priate readings, three preliminary models were developed and evaluative of the instrument, several psychometric techniques have been formir criteriawereformulated.Inaddition,a14 member panel was laced, Two ofthose methods, image component and alpha factor consulted, Each preliminary model was evaluated by the panel. On the analysis, were applied to the items of the T.P.E. after the correlation basis of these evaluations, modifications of the models were made. It matrices were subjected to tests for psychometric adequacy. Theresults these models prove viable, a more effective means of carrying out the subsequent to orthogonal and oblique transformation identified three dissertation activity will bit available. strong dimensions: (1) productive, (2)intellectual and (3) personal. social.It was recommended that additional items be addedto the

110 28.18 THE GOVERNANCE OF HIGHER EDUCATION (A) response. Consistent patterns of behavior were found for eachgroup of children when reading readiness scores, gradelevel, and sensory Departments: Protilems.and Alternatives modality wete. the crucial variables. Deficiencies inauditory, but not WILLIAM FARICY, Michigan State University Visual, perceptual encoding were found in slowlearners' first-grade performance, This paper deals with the existing inlet- and lima-departmental phenomena. Current practices of forming departments and aggregating Training Imagery Production in Young Children Through Motor Involvement departments into colleges are investigated 'and are shownto have inherent difficulties which inhibit the performance ofa university, WILLIAM H. VARLEY, JOEL R, LEVIN, These difficulties are illustrated with empirical data froma representa- ROGER A, SEVE RSON, and PETER WOLFF,University of tivesetof 42 major institutions withresponses from faculty, Wisconsin, Madison administration, legislators, and board members, Two majortypes of alternatives are presented to the typical departmentaloreanieetion: li) Kindergarten and first-grade childrenwere given a paired associate replacing departments with functional organizations, and (2)adding learning task following one of five types ofstrategyt reining procedures, other structures to the typical college that combine departments in In the motor-training conditions, Ss generatedinteractions involving terms of variables such as their resource utilization, staffing patterns, pairs of toys by playing with them or by drawingpictures of them, It instructional missions, etc, was found that relative to simple imagery practice (butwith no play or drawing), motor training facilitated theperformance of kindergartners, An Investigation of Department Heads with no differences among motor- training variations. In the first-grade, at a State University imagery practice by itself was as effectiveas each of the motor-training procedures, GERALD W. McLAUGHLIN, JR., JAMES R. MONTGOMERYand LESLIE F. MALPASS, Virginia Polytechnic Institute_and State University Teacher Behavior and Student Achievement in the Bereiter-Engelmann Follow-Through Program. This paper focuses on the (ph of department headand the opinions MARTIN A, SIEGEL and BARAK ROSENSHINE, of those holdingthispositionin astateuniversity,Forty-three University of Illinois at Urbana-Champaign department heads responded to a questionnaire involvingdepartmental -goals, job requirements, and job satisfaction. The resultsshow that they The purpose ofthis study was to determine the relationship are basically satisfied except for opportunities for Self-Development, between teacher behavior and student achievementin the B-E program, They have duties which involve Departmental Leadership, Professional Ten groups were observed in the firststudy, 24 groups in the second. Visibility, Resource Administration, and Liaison Acitivites, They tend All teachers were rated on four occasions usinga highly specific rating to consider themselves as leaders in content specialties and primarily scale, The pre- and post- measureswere criterion-referenced. Four enjoy activities ,of program guidance and supportive development of variables remained in predictive importanceacross studies: following faculty and students. Administrative duties are typically seen as the format, requiring 100% criterion responding,correcting mistakes, unpleasant and time consuming. and presenting signals. Sinte the most criticalvariables affecting student gains may be those which are not included ingeneral observational Significant Relationships Between Types of Trustee instruments, development of instrumentsspecific to a curriculum Boards and Their Decision Patterns in Four-Year program seems:useful. Colleges and Universities

JAMES GILBERT PALTRIDGE, JULIE HURSTand Compensatory Prekindergarieners' IQ Gain Carrelated ANTHONY W. MORGAN University of California,Berkeley with Third Grad's Reading Achievement PHI LIP ARCHER, Wake Forest University, and The role, functions and Membership of lay governing boards for MICHAEL SEWALL, Mohawk Valley CommunityCollege public colleges and universities are ina state of flux. In an effort to supplement previous perception oriented research, a document analysis The purpose of this study was to investigate the Of board minutes, by-laws and rules and correlation between regulations was made for the gain on the Stanford-Binet Intelligence Test (S-B) academic years 1963-64 in compeesatory and 1971.72 to determine what decisions prekindergarten programs, and scores on the New boards actually do make and what York State Pupil are the rielure and de facto areas of Evaluation Program (PEP), Reading Section, the board's authority. Decision pattern profiles over three years later. were developed for each Four hundred and five subjects showed of the 22 boards selected and comparisons a correlation of 0.42 for the made by such variables as pre-post S -B gain correlated with PEP, when corrected for method of board selection, traditional regression, versus nontraditional Member- versus 0.13 for uncorrected S -B gain. Additional ship, and the presence of ex officio members. correlations were computed for restricted IQ ranges. This studylends supportto compensatory education programs attempting to raise Q's. 2826 LEARNING IN THE YOUNG CHILD (C) Exploration and Learning-to-Learn in Disadvantaged Preschoolers Longitudinal Kindergarten-First Grade PerceptualStudy STANLEY H. RUDE and RICHARD T. WALLS, HELEN SHANE R SCHEVILL, Institute of Medical West Virginia University Sciences, San Francisco, California

The study assessed contributions ofdifferent novelty pairings and This report investigates perceptual functioningin the kindergarten- reward types across three successive discrimination!earning problems in first-grade period for slow- and average-maturingchildren. Two sets of a 3x2x3 mixed design, After learning a simpletwo choice discrimina- auditory and visual tasks were devised: (1)identifying the first of an tion-problem, Headstart subjects respondedto six double reward trials ordered pair of lights or tones whenspeed of presentation was a factor, and six extinction trials. A learning -to -learneffect with regard to both and (2)categorizing each stimulus signal eitherby a uni- or dual problem solution and decision timewas evidenced. The learning set did

11 'not.however,effectspecificexplorationindouble rew rdand as a function of subsequent retention. Good retainers were found to extinction trials, Episternic curiosity was evident across problems to the require fewerlearning mats and have longer latencies than poor extent that children would explore a novel object even after learning retainers during both aequisition and overlearning. During overlearning, that the familiar one was associated with reward, regardless of reward the usual reduction !II latency was tOund for both groups, but therate type. of reduction in latency was more rapid for the good retainers. These results are discussed in terms ofpossible individual differences in learning strategies and in terms of application to instructional decisions 29.06 COMPUTER-ASSISTED INSTRUCTION: II C) in computer-assisted instruction,

On Branching and Paths in CAI Lessens Effects of Learner Control on Performance and BRUCE L. HICKS and DAVID V. MELLER, University State Anxiety in a Computerized Concept Learning Task of Illinois, Urbana-Champaign RICHARD _R. COLLIER, LEE POYNER, and HAROLD F. O'NEILL, JR... VVILSON A. JUDD, Concise graphical representations of branching and paths are needed University of Texas for the rational design of CAI lessons, In developing such a representa- tion, we first review a few of the fundamental concepts of digraph This study is a demonstrator of a promising research paradigmfor theory and of the Hicks,Hunka branching diagram, Discussion of the the investigation of the effects of learner control in Computer Assisted essential characteristics of a CAI lesson then leads to a representation of Instruction on precisely defined affective variables and itlearning branching structure and studentpaths on the branching diagram performance. The paradigm involves the use ofwell controlled, together with partial representations of other lesson characteristics, generalizable, laboratory experiments in which independentvariables This representation is particularly well suited to producing displays of placed under learner control result from a task analysis of thelearning structure and paths on the video screen of a CAI terminal. We discuss materials,I t was found that learner control reduced state anxiety while the problems of producing displays that are highly adaptable to the resulting in performance increments, It was also indicated thatsome user's needs and indicate which of these problem have been solved bya students would benefit from instruction on hOvv4to use learnercontrol program written for the PLATO III CAI system. options.

Adaptation within a CAI Program on Basic Arithmetic Skills Inequality Aversion and Optimization of Student Achievement SUSAN S. TAYLOR and DUNCAN N. HANSEN, under Computer-Assisted Instruction Used as Compensatory Educe Florida State University J. D. FLETCHER and D. T. JAMISON, Stanford University An adaptive CAI program oboUt fractions was designed to minimize student time spent while insuring that each objectivewas mastered, The Two computer-assisted instruction curricula,one in elementary materials were presented to over 500 eighthlrade studentS'whose time mathematics and one in initial reading, are evaluated ascompensatory in the program ranged from a minimum of 25 minutes to over 24 hours. education, Compensatory education is intended to increasestudents' In addition to describing student performance, the data were analyzed achievement over what it would have been withoutthe comoensatory to determine the best predictors of performance and to study the education and to make the spread of achievement equitable. Thetwo learning pathways students followed, A critical evaluation of the curricula are shown to achieve these twopurposes. A realistic procedure strategies employed in such programs is essential to establishing models of optimizing instruction might begin with careful explicationof the for the design of adaptive instructional material in the future, distribution of desired post-treatment achievement.

Objectives, Sequence, and Aptitude Treatment Interactions in CAI 29.11 STUDENT ATTITUDES AND VALUES (C) PHILIPPE C, DUCHASTEL and SIGMUND TOBIAS, Florida State University School-Related Attitudes of Urban Junior High Students DOUG LAS R. MILLER, Miami University The primary purpose of this study was to investigateone hypo- thesized role of providing students With behavioral objectives, i.e.,that This study investigated the school-related attitudesof 160 junior objectiveswillhelp the studentto betterstructure the learning high students in an urban school. The primary methodologicalprinciple materials and therefore facilitate learning, A 2 x 2 design involvedthe was to avoid false responses, so the survey was kept short and was given following categories: availability of objectives versus no objectives and a by a Black, perceived as "friendly" by the students, SO%of whom were logical versus a random sequence of CAI frames. The hypothesisthat 'Black, and 20% White Appalachian. Factoranalysisof the data objectives would increase performance only for those subjectsreceiving generated eight interpretable factors: (1) teacher/classroomattitude, the random sequence was not supported for either of the dependent (2)boredom,(3)educationvalued,(41persecution,(5)family measures, However, a strong main effect for sequence was revealed. structure, (6) grade in school, (7) learn for fun, (8) non academicgoal, Interactions with scholastic ability were also investigated. The major conclusion was that boredom and schoolas a valued goal co-exist.

Response Latency as a Correlate of Individual Student Attitudes toward Setyping Practices in High School Differences in Retention MARY J. GANDER, University of Wisconsin, and WILSON A. JUDD, University of Texas, A. J. H. GAITE, University of Oregon ROBERT GLASER, University of Pit tsburgh, and DANIEL J. A, ROSENTHAL, University of Pittsburgh A 46.item questionnaire was given to fourgroups of high school students (sophomore males, females; senior males,females; n = 100), Learningrate and response latency measures obtained during Students responded on a four point Likert scale. An attitudescore for acquisition and overloarning on a paired-associate task were examined each group was obtained and a two-way analysisof variance with fixed

112 effects was performed to determine artysignificantsox, age, or The effects of the position of interspersed ptiestions (before interaction effects; sex differences were significant (pr .01). Further after related discourse) and the relevancy of the questions (criterion analysis (one-tailed t-test on "strongly agree" arid 'strongly disagree" test relevant and criteriontestirrelevant) on looming social science data tabulated for tiach S) showed female S had significantly stronger material by 10014y-ride pupils was assessed. Using two special control attitudes about sex-typing than males (0 .01). The implications of the groups,itwas found that a significant amount of information was iesults are disc'ASIA. gained by reading both when questions were interspersed and vvIten no questionswereprovided.InterspersedquestionsfacilitatedLimb Purposes, Processes and Consequences of Three incidentaland directlearning. The questions-aftercondition was Spaced 1-Unit Seminars on the Nature and Meaning of Values observed to be superiortoquestions - before.Tintresultsofthis MAURICE E. TROVE 9, Syracuse University, investigation tend to be consistent with earlier Studies conducted with YASUYUKI OVVA DA, Johnston College (Redlands), older subjects. KAZUO HARA, International Christian University (Japan), TAKASHI FUJIMOTO, Hokkaido University (Japan), and A Study of Text Processing and Intrinsic Individual KEIJI FUJITA, National Institute of Educational Research (Japan) Differences in Conceptual Organization DONALD S. CAMPBELL, Queen's University, Ontario, and In order to provide the opportunity, individually and collectively, to GARY D. BORICH, University of Texas identify their values, to examine them against formulated ideologies andtoclarifythem ingroup discussion,InternationalChristian The purpose of this study was to observe effects of adjunct aids on University (Japan)first term freshmen, third term sophomores, and individual differences in productive learning from text. Prose passages second term seniors took 1-unit seminars in the Nature and Meaning of were constructed containing hierarchical patterns characterized by Values. Thirteen Secular Ways (of Living), six Politico-Economic Ways superordinate, coordinate, and associative relationships. Treatments and nine Religious-Ethical Ways were rated, then ranked. Graphed were defined by type of cue question Following each passage. Questions responsesprovidedprofilesofeachstudent'svalues=Freshmen cued Ss toward either superordinate, coordinate, associative or "f responses revealed 21 significant imercorrelations between the 28 Ways; (control) relationships from which inferences were S-generated. Follow- Sophomores, 49; Seniors, 66. Increased interrelation and decompart- ing treatments, Ss were given tests of recognition and recall. No effects mentalization of values is evident. Some hazards were discovered. for T's were observed. Effects for aptitude and A x T's were found, thus accountingforvarianceinperformance duetoindividual Measuring Work Values of Elementary School Children differences and providing implications for using differentiated treat- BRADFORD FENNER, and LOYDE W. HALES, ments in developing instructional materials, Ohio University Word Arousal Effects in Adolescents' Learning from Discourse There is a need for a work values inventory whe,th can be used with preadolescents. The purpose of this study was to investigate the factor ANTHONY L. TRUOG, University of Wisconsin, Whitewater, and structureof a work values instrument which can be used with FRANK H. FARLEY, University of Wisconsin, Madison elementaryschoolpupils. A principal components analysis with verimax orthogonal rotation was performed on protocals collected from The present study extended the research on the learning effects of 1956 fifth, sixth-, seventh- and eighth-grade pupils. Eleven factors were words varying in arousal properties inserted into prose. It has been found, with each factor corresponding to one of the scales on the demonstrated that word arousal value influences passage comprehen- instrument All items of a scale had a primary loading on the same sion as well as specific word recall. No study has examined recall of the factor. Evidence for the construct- validity of the instrument was found. arousal words themselves, however, Two hundred forty-eight grade seven, eight and nine students served as Ss in a 2 x 3 design: two A Study of Colleie S'udents' Preferences for Various retention intervals, and three arousal categorieshigh positive, high Kinds of Information about Educational Innovation negative, and low. Recall was measured by a cloze technique. Extralist errors were greatestinthehigh arousal(positive) condition. No RONALD P. CURCIO, University of New Hampshire, and interaction of arousal category and retention interval was found. WILLIAM B. GILLOOLY, Rutgers University Three hundred education and non-education majors completed a Cognitive Strategies in Children's Comprehensiori of Text questionnaire that required their selecting which of seven kinds of PATRICIA DIVINE-HAWKINS, JOEL R. LEVIN, and information about an educational innovation they would find most PETER WOLFF, Wisconsin Research and Development influential in determining whether or not to adopt it. Analysis of the Center for Cognitive Learning data revealed thatall Ss considered personal experience with the innovation as the most important factor. Logical considerations also Two experiments are reported in which the effectiveness of a visual received a sizeable number of first-place choices. The results of the imagery strategyis compared forchildren's reading and listening student sample differed significantly from data of previous studies of comprehension. In Experiment I, the concreteness of the passage was university faculty and public school teachers. The implications for manipulated. In Experiment II, the presentation rate of the passage was those who teach educational psychology courses or change educational varied. The results suggest that the Production of visual images by the practice is discussed. child facilitates the comprehension of concrete materials, and that similar processes may underlie reading and listening comprehension= Implicationsoftheresearch are indicated, along with suggested 29.12 CHILDREN'S COMPREHENSION OF TEXT (C) extensions to the investigation of possible cognitive strategies involved in the comprehension of abstract materials. The Effects of Question Position and Relevancy of Questions to Criterion Test an Learning Social Science Material by Fifth-Grade Pupils 29.13 RITALIN AND THE SCHOOLS (C, SYMPOSIUM) MARY MULVANEY, Jersey City State College, and JAMES S. BOSCO and STANLEY S. ROBIN. PHIL L. NACKE, University of Kentucky Western Michigan University, Organizers

113 Learning and behavior pioblems have long been Mil)schools. In let a preoccupation with oneor another system our ran recent years, developments le pharmacology have providedchemical goals. methods to deal with such problems. Althoughvarious drugs have been used, Rita lin Currently we are pouring vast SUMS ofmoney and the time i'nett dvlohylphenidate hydrochloride>is one ofthe most energies of thousands of persons into the behavioral frequently orescribed drugs for treating hyperkinests objectives-per, or minimal fatale formancp criteria for accountability. These damage. These conditions herprently approaches are lint wt nog, i esul t rim behavior whichis but, alone, they are not enough! A truly dysfunctional in schools, The use of .Ritalin has comprehensive approach to in some accountability must take into consideration instances, caused controversy, and debate has been conducted all factors affecting the within outcorrus of schooling, using each ler what it popularjournals,themtscitr Congeals, and in scholarly journals. can cent r theta tO the total picture withfullrecognitionthatallate refined and all ate Questions concerning the effectiveness ofthe drug; the roles and required. Among these factors are cognitive,affective and humanistic Practices of the physician, teachers, and other schoolspecialists; and objectives like intelligent problem solving,responsibility, positive views the ethics of behavioi modification through drugshave been i-aised. The of self, concerti for other people.openness to experience and the purpose of this symposium is to consider and present research about development of personal philosophies and valuesleading to effectiVe thesequestions,inaddition totheeancillaryissues, from the citizenship and full personal lives. To achieve perspectives of an educator, a sociologist, a physician, and these ends it is imperative a school thateth. eaters: (1)treatsuch objectives system administrator. as mattersofprime importance, and (2) earnestly seek for appropriatemeans to nine =s Ii "Is Ritalin Fifective. A Summary of Research"will be presented by and evaluate them. James Bosco, Western Michigan University. Althoughthe use of Rita lin This symposium will present three differentviews of this problem for treating the hypo-kinetic syndromeraises many questions, one of by prominent educators who have been involvedin various aspects of the most fillidaMelltal is the effectiveness ofthe drug. A number of the debate over accountability. Itis intended to stimulate thought studies have been reported which testtile effectiveness of the drug concerning the overall problem and topinpoint the critical areas Of using measures of achievement, aptitude, and behavioras dependent coi,cern to the humanist. Participants will havean opportunity to variables. This paper will synthesize the literature.Characteristics of the identify the nature of the problem and design, lefties of tests, and procedures wi!I be suggest possible solutions to it. discussed as well as the Arthur W. Combs, University of Florida, findings ofthestudies. A description is one of the founders 01 of some ofthe reciment Perceptual Psychology and widely known weaknesses in these studies will be included. as researcher, writer and consultant on humanistic education. His Stanley S. Robin and James Bosco, Western bibliography includes over 100 Michigan University, publications. He has served as speaker will discuss "Attitudes, Beliefs and or consultant in every state in the Practices: Paths and Obstacles to nation and in four foreign countries, He Rita lin Usage." A series of studies in an urban has been president of four state public school system and and national professional organizations. medical community (Grand Rapids, Michigan) The numerous honors and was conducted to awards he has received include theJohn Dewey Society Award, determine teachers', parents', pediatricians' andchiletrens' views of the Distinguished Service Award, New YorkState Psychological Associa- use of Rita lin for school children. Several specific questionswere asked: tion, and University of Florida Teacher-Scholarof the Year Award. His What contact with and information aboutRita lin do these groups have? paper is entitled "The Problem of Accountabilityfrom a Humanistic What attitudes do they express towardRita lin? What professional Perspective," behaviors do teachers and pediatriciansreport in regard to Rita lin? Dr. Combs believes that thereare valid alter,iatitres to the behavioral Emphasis in analysis and interpretationis placed upon the paths to objectives approach to accountability,Inhisrecent publication, Rita lin programs for school childrenas developed among these groups. Educational Accountability: BeyondBehavioral Objectives, he remarks Emphasis is also placed upon the interface,convergences and dif- that "The plea of the humanist for ferences among these groups imattitudes, education is not that we give up beliefs and practices, Policy behavioral approaches, but that recommendations der ived, from these :researches we realistically recognize their assets will be presented, and liabilities and thereafter,use them in proper balance with the Edward Birch, Grand Rapids Public Schools,will speak on "Rita lin humanistic aspects of the problem," as Problem and Solution` The Perspective of theSchool AcImmis- Jack Frytnier of Ohio State University r tor," The increasing use of Ritalin and other behavior is president of the Associa- modifying tion for Supervision and CurriculumDevelopment and President-elect drugs in the treatment of Children with behaviordisorders confronts of the newly formed Alliance of Associations educators with unique problems, The focus for the Advancement of of the paper is a discussion Education, He is author of several booksand articles on Curriculum and of the particular problems involvingteachers and administrators relating motivation that are significant contributionsto education. He is widely to the use of behavior modifying drags. Issuescenter around the role of known as speaker and consultant the educator as he relates to on educational problems. He will parents and the medical profession, the present a paper entitled "Woo is Accountable ethical and legal responsibilities of school to Whom and for What? personnel, and the need for a Dr. Frymier is concerned about whathappens to people in the procedure model delineating the appropriaterole for parents, the educational process, and he feels that schools too often operateas school, and the medical profession in theuse of behavior modifying factories processing their products drugs with school children. on an impersonal assembly line. He sees educators as experts who can helplearners learn, but who cannot do the learning for them, efficientlyor not. Shelley 5, Boone, Deputy Commissionerof Education, Florida State 29.14 HUMANISM AND ACCOUNTABILITY: Department of Education, has IS MARRIAGE been deeply involved in effortsto make POSSIBLE? (B, SYMPOSIUM) the schools of Florida accountable. This state is leading thenation in accountability, and much of the credit WILLIAM W. PURKEY, University ofFlorida,Organizer goes to Dr. Boone for his work with administrators, staffexperts and legislators. Together they have put together one of the first statewide No one in his right mind can reallyoppose the idea of account- systems of accountability. His paper will he "Accountability: Planningfor Action," ability, Every institution must be held accountableand schools are no exception. It is possible, however, that the means Through his many years of experiencein this field, Dr. Boone has we choose to achieve sensedthe need which laymen, public accountability may boomerang to destroyor impede the goals we seek. officials and professional Just as the production of a truly healthy educators alike are new voicing withincreasing frequency: the need person requires a balanced find out what the schools to diet, so, too, the approaches we take to accountability are accomplishing in fact, and the needto muei provide a report that information to the public balanced perspective for improving the health of which pays the bills.'He believes education. Too much, that itis essential that we do these things even of a good thing, can destroy prime Objectives. We in order to plan intelligently cannot afford to forthe future,

114 No question rs more timely today than the question of educational observers -within 24 fifth- and sixth-grade classes. Significantly more accountability. The public is aroused by reports of mass educational total retnfotcements miii [liven 10 ml,ddle man to towel class chidren. failure, andlave:flake's vow to pour no more money down the This dif (liter-ice mainly tesu,:ed twin between group vitiation on duet; educational rat hole until evidence is presented to inthrote that children of the six Teachta Heinfcernent Schedule scales (Tangible Rewaids are benefit nq from it Attending, Feedback), By combining categories, it was also shown Mat Atthe sametime,Our schools are being criticized fortheir middle class students received significantly mote nonverbal feint orce- 'mutilation of spontaneity, of joy in learning, of pleasure in creating, ments than Irmo class students. However, a rehable difference in of sense of self" in Charles Seberman..s words, and we must be careful frequency of verbal reinforcement was not observed. not to further this mutilation in the name of accountability. Indeed, educators must be held accountable for the ernotional )earnings of their Teacher Styles in Questioning and Explaining students as well as the intellectual !earnings.If accountability, in the CAROL ANN MOORE.Stantord University long run, brings about a higher level of achievement in reading and math, but does nothing to further a positive sense of self on the par't of The purpose of this study was to invr tigutr cliff tiroinces in lear=lters the student, very little will have been gained. If in the process of raising patterns of questioning and explaining beaching style), and to explore the reading rate learners become more alienated to the learning process, relationships between teaching style and other teacher characteristics. the netresultwill be a severe setbackto the cause of universal In order to study teaching styles in a stendattlized setting, a teaching education. game which simulatesa nor -to -oneteaching situationhas been Educators themselves must become involved in the accountability developed,Individualprofiles andfrequencydistributionsacross movement, and not leave the initiative to laymen and legislators. They teachers show large differences on many teaching variables, Additional must be aware of the humanistic side of the question and avoid creating analyses are being performed to group teachers into style groups, to test a lopsided system which either does nothing about the humanistic the effectof student characteristics on teaching behavior, and to concerns, or worse, actively works against those concerns. explore relationships between teachercharacteristics and teachirng styles.

A Procedure for Recording Sequential Patterns 29,15 CLASSROOM OBSERVATION (C) of Social Interaction in the Classroom

Classroom Observation Scales INA FITZHENRYCOOR, JILL S. WEINBERGER,and DAVID BUCKHOLDT, CEMREL, Inc. EDMUND T, EMMER, University of Texas A classroom observation procedure for recording and quantifying of classroom Nine scales were developed to measure a series complex, sequential interactions between subject and teacher or peers variablesderived five behavior from afactor. analytic study of has been developed. Two instruments, used in tandem, test hypotheses observation systems. The scales are multi-point check lists which are concerning the consistency of the subject's interactions, The Sequential behaviorally referenced by different amounts cud types of classroOm Record, utilizing observations notes, is analyzed for repetitious patterns behaviors. The scales measure such aspects of classroom behavior as of socialbehaviors. These patterns aretested quantitatively over teacher initiated problem solving, negative and positive affect, and time-series observations with the Interaction Recording Sheet, a tabular pupil-to-pupil interaction. Data are given for between observer agree- format containing 35 categories of student or teacher/peer behaviors. ment and for stability, The scales may be useful for helping preservice Categories are marked continuously and in sequence throughout the teachers to observe a number of aspects of classroom behavior end for observationalperiod;specificpatternsofthreeto six points of assessment and feedback in teacher training programs. interaction are drawn from the data and quantified, Observer Effect on Teacher Use of Token Reinforcement KAREN F. SWOOPE and HOWARD E. SATTLER, 29.21 SATELLITE ACADEMIES PROGRAM (A, SYMPOSIUM) Arizona State University YING C. CHUANG, Center for Urban Education, New York, Organizer Data were collected on rate per minute of administering token reinforcement for one male and seven female teachers enrolled in a The symposium of the Satellite Academies Program has four basic behavior modification seminar, In the observer-present condition, data were obtained during 15-minute classroom observation periods, and in objectives: (1) to inform colleagues in the field about an attempt by a major cityto institute structural reform in education through the the observer-absent condition from token record cards maintained by development of alternative schooli; (2)to describe an educational pupils. Comparison of observer-present observer-absent reinforcement program which utilizes resources of large scale public agencies outside rates indicated significantly higher rates of token delivery (p < .01) in the school system, private enterprise, and resources within the Board of the observer-present condition. The observer effect has serious implica- Education; (3) to have educational researchers deal with some of the tions for those programs whose assessment procedures introduce art problems of inner-city education; and (4) to provide an analysis of the observer into the classroom to collect data on changes in targeted Satellite Academies Program in terms of the U.S. Office of Education's teacher behavior. ModelIIEmployer-Based Career Education, and its application to future developments in the area of Career Education. Frequency and Types of Teacher Reinforcement Given Arthur Humphrey, Jr., Chase Manhattan Bark, will speak on to Lower and Middle Class Students "Satellite Academies: The Employer Sector." Mr. Humphrey will HARVEY F R IE OMAN, Pennsylvania State University, and discuss the development of the program from the employer's point of PHILIP FRIEDMAN, Northwestern University view. He will describe his own participation in the program as Deputy Director in charge of school-employer liaison. He will discuss what Schedules of teacher reinforcement for lower and middle class white employers Idok for in educational programs, the market and the students were recorded with a systematic observational technique recruitment of jobs, hiring criteria, job supervision of students, and (Teacher Reinforcement Schedule). Tabulations were made by 12 employer involvement in curriculum development. He will also focus on

115 the relationship betweenthe school and the employer, and the loves, etc., toward issues concerning me gioup, ziliphImiint !espouse late problems and advantages involved in such a relationship, In addition, he biasisprobably anhkely. Although athest glancethese suivey Will Point out considerations to be taken when involving employers inconditions may seem (mho!' unique, most surveys in the SoOral SCielICOS an educational enterpi Ise. are probably precisely of this sort. Most me to obably of homogeneous In Iris presentation, ''Satellite Academies: The School Sector,- John populations on matters obviously concerning them. Strand, the program's Director, will discuss the schooling aspects of the program in terms of its goals and objectives, procedure and operation. He will also include in his discussion a suction an the problems of Analysis of Polychotomous Response Variates developing alternative structures in an urban context. He will mention f41ARYELLEN MrSINEENEY, and WILLIAM H. SCHMIDT, those considerations to be taken when developing alternative educa- Michigan State University tional orogi erns. RalphLarkin,CenterforUrban Education, inhis"Satellite This study develops and extends quantal response techniques to Academies: Evaluation of the First Year," will describe the evaluation i)01VC110t °MOUS data exhibiting developmental 01 learieng character- of the operation of the program in terms of the five basic program istics. The relative incidence of levels of the Criterion is expressed as components: (II program management, (21 instructional personnel, (3) function of the quantitative predictor. Maximum likelihood is used to pupil personnel .services, (4) pupil personnel, and (5) curriculum. For estimate parameters of the function and the asymptotic variances. each section, a brief overview of the development of each program Goodness-of-fit of the compound logistic distribution to the data is component will be given, focusing on accomplishments and problems in tested, A developmental model is constructed and applied to analyze each area. He will conclude with a discussion of considerations for the incidence of aggression es a function of age. An unordered model is evaluating innovative programs. used to analyze incidence of modal clusteringinrecall data as a In "Satellite Academies and Employer-Based Career Education," function of instructional-unit completion rate. Ying Chuang of the Center for Urban Education will discuss the Satellite Academies program in terms of its similarities and differences An Investigation of Domain Specific Aspects of Locus of Control with Model II-- Employer -Based Career Education. He will emphasize such issues as comprehensiveness, pupil personnel, governance systems, ROBERT H. BRADLEY and JOHN P_ CAA, program goals, roles of the employer, and pupil payment, He will University of North Carolina provide a prospectus of the future of the Satellite Academies Program Two measures of locus of control, the Intellectual Achievement asitmoves toward a more comprehensive employer-based career education program in the coming years. Responsibility questionnaire (IAR) and the Locus of Control Inventory for Three Achievement Domains ILOCITAD), were administered to The scientific importance ofthis symposium is concerned with students participating in a motivational study designed to mike:ince planning and evaluation methodology. The educational importance of the symposium evolves around two concerns which have been inter- academic achievement, attitude, and locus of control. The analysis of the data supported Crandall's contention that locus of control woven inthe Satellite Academies Program: alternative schools and is domain specific as opposed to a generalized construct, However, his career education, The Satellite Academies Program is one of the earliest earlierfindingsthat acceptance of attempts at the development of an alternative school by a major city responsibilityforsuccess and acceptance of responsibility for failure are minimally correlated were school district. Sinceitinvolves the cooperation of three large city not supported. The findings also support the validity of the LOCITAD agencies, the City Planning Commission, Human Resources Adminis- as a domain specific (Intellectual, Social, and Physical) measure of locus tration, and' the Board of Education, as well as employers from both of control, public and private sectors, the program is unique in its structure, and may well point the way for future projects in urban areas which, A Comparison of Human and Computer Grading of Essay Content through sheer necessity, need to develop relationships between large scale urban bureaucracies. I t is a case study in inter-agency cooperation DONALD R. MARCOTTE, Wayne State University and foreducationalpurposes, and thelessonslearned should be of JACK H. HILLER, Southern Illinois University importance to any administrator in an urban environment who is planning to create alternative schools, Several computer procedures for scoring the content of history Thereisalso the issue of career education, Satellite Academies examinations were compared against the criterion of human grades. Program is the only program in the United States which approximateS Twelve essay topics answered by 80 students for course credit provided employer-based career education, The U. S. Office of Education has the score material. The computer procedures generated scores which shown more interest in career education recently. Three models of agreed better with each of the judges than the judges agreed with each career education have been developed: Model ISchool-based, Model other, The roost effective procedure based its scoring on the co- IIEmployer-based, and ModelIIIHome- based- Atpresent,no occurrence of key termsin sentences rather than on the Isolated student in the country is enrolled in an employer-based educational occurrence of terms, program. However, Satellite Academies comes closer than any other extant program. Because of its closeness to Model II, it should be of A Scheme for Test Analysis Using FORTRAN importance to persons interested in career education. MARY E. KOETHER and ESTHER U. COKE, Sell Telephone Laboratories 29,22 RESEARCH METHODOLOGY li Using string-manipulation algorithms, FORTRAN computer pro- A Challenge to the Need for High Survey Response Rates grams were designed for analysis of written material. The programs measure length of a text and its complexity in terms of the average LARRY L. LESLIE, The Pennsylvania State University length of words and sentences, map the occurrences of keywords or phrases, calculate word frequency distribution and certain indicators of The credibility of survey research findings is, at present, largely a style. Trials of the programs, in studies of readability and reading rate, function of response rate, Low return rates are presumed to suggest in aiding editors, in grading essays, and in identifying sources of biases in data. This paper demonstrates that when surveys are made of response biasinmultiple choice tests, demonstrate the potential homogeneous populations concerning their attitudes, opinions, perspec- applicationsofthese algorithmsineducational research and the

116 usefulness of augmenting FORTRAN's computational facilities with system of educational governance purports to ensure a high degree of character-processing capability. local autonomy and to allow the reflection of local values in specific local educational policies. Analyses of the voting behaviour of the six area boards of education in Metro Toronto were conducted using the 29.23 1316 CITY EDUCATIONAL GOVERNANCE: technique of roll call vote analysis in order to study the degree to which THE METROPOLITANTORONTO TWO - TIERED EXPERIMENT the goal was being manifested. The authors will report upon: Ill the (A, SYMPOSIUM) values which underlie voting cleavages within each of the area boards, and those cleavages which serve to distinguish boards From each other; Concern over the purpose and direction of large city systems has (2)the types of issues which are viewed with virtual unanimity reached crisis proportions. The governance system has been sinled out throughout Metro: and (3) the strength of political party affiliation as a by critics as non-adaptive, over-centralized and dysfunctional. One predictor of school board member voting behaviour, A final section of structural response to the negative charges is the two-tiered organiza- the paper will analyze the voting behaviour of school board members tion. Since the introduction ofthis arrangement in Toronto two who serve on bOth the lOcal and Metro boards ofeducation for decades ago, many urban areas have adopted the principlesof consistency. governance suggested by this organization. This symposium is a report Thomas B. Williams and Judy Teichman, Ontario Institute for on the oldest and most institutionalized model of two-tiered policy Studies in Education, will report upon "School Board Electoral Politics making. As a result of an intensive, two year study, information will be inMetropolitan Toronto," inan effort to contribute to afuller presented upon such topics as the effect of structure upon policy understandingofthepoliticalcultureofMetropolitan Toronto, making, the viability of local autonomy, and the functionofadminis- particularly to the support dimension. They will describe: (1) a study trative and political (Board) decision systems in Metro Toronto, of electoral politics as manifest in school board elections in the period "The Metro Toronto StudyAn Overview of Research Strategies 1953-1972 in the six boroughs, and (2) an in depth case study of the and Findings" will be presented by Thomas R. Williams of the Ontario most recentelection. These two studies allow several importaw Institute for Studies in Education and David K. Wiles of the Virginia comparisons to be made. For instance, they allow comparison by Polytechnic Institute and State University. An overview of the study's regional school board level and by ward along several variables such as purposes, both those of a research and those of a developmental nature, educational expenditures, S.E.S. variables, and ethnicity. At the same will be given. The research strategy followed and the guiding analytical framework which has been employed will be outlined. Under this time, conclusions are drawn concerning the impact of incumbency upon re-election. The role of the media, the party structure and other research strategy section, a discussion of the problems of system access interestgroupsinthe electoral end means for achieving it is presented. process are described as are the An overview of the major findings of the study for the first year of differences in the styles of the campaign in each borough, i.e., issue the project is given. The findings reported are of two types. First, major oriented, personality oriented, and olOeS of issue difFerences. substantivefindingsconcerningtheoperationofthetwo-tier governance structure of Metro Toronto are reported. Second, findings 29.24 DATACOLLECTIONPROBLEMS AND TECHNIUUES Ofamethodological nature are reviewed and their implications for the IN RESEARCH AND EVALUATION STUDIES (D, rema;nder of the study described. SYMPOSIUM) The final section of the paper reports on developmental aspects of the project to date and outlines project plans which remain to be WAYNE W. WELCH, University of Minnesota, Chairman completed. An assessment of the effectiveness of mailed questionnaires as a "Administrative Linkages in a Two-Tiered Governance System,"method for gathering datainlarge scale research and evaluation presented by D. K. Wiles (Virginia Polytechnic Institute and State programsispresented. Because of the generally low return rate, University) and T.R.Williams (OntarioInstitutefor Studies in practitioners use many techniques to reduce questionnaire nonresponse. Education) is a study of administrative linkage mechanisms between the Substantive studies undertaken to assess those techniques are reported two tiersof educational governance.Itis a functional analysis of and discussed. Variables included inthe studies are: questionnaire professional structural arrangements and the making of policy in acontent,length/formatofquestionnaire,coverletterapproach, number ofdecisionareas. Special emphasisisplaced upon the monetary incentive, follow-up procedures, stamped or unstamped distribution of scarce resources among local jurisdictions, the function return envelopes, anonymity, and geographic region and size of city to of the metro tier staff, similarities and differences in decision "style" inwhich the questionnaires are sent. The feasibility of combining field various policy arenas, and the relationship of the foremost professional study and mailing techniques is explored. Examples from research are system(Councilof Directors)tootheradministrativelinkage cited to demonstrate how data gathering methodology can be improved mechanisms. The functional necessity of _linkage mechanisms ina by use ofproper mailingtechniques and by incorporatingfield two-tiered governaoce structure and the applicability of the Toronto techniques with the mailing techniques. System to other city systems is explored. An Experimental Study of Techniques for Improving Response "The Status of Local Autonomy ;n Metro Toronto Education" by Rates. Blaine R. Worthen and Evelyn J.Brzezinski, University of Harvey Nightingale, (Ontario institute of Studies in Education) and D. Colorado. As a research technique, the mailed questionnaire survey K. Wiles (Virginia Polytechnic Institute and State University) is a study usually suffers from failure to obtain a suf ficient proportion of returns of the type and extent of decentralization afforded by 'the two-tiered so that valid conclusions may be drawn from the analysis of returned governance system.Budget and curriculumpolicymaking werequestionnaires. A great deal of money and time is spent on techniques analyzed for an operational definition of the legislated mandate of local to improve return rates. Unfortunately, there is no conclusive evidence autonomy within the Toronto system. The professional and political that any of the techniques employed are effective. A systematic systems of each local jurisdiction within the two-tiered structure' were investigation of commonly used techniques and their relative effective- compared Forsimilarities and difFerencesinstyleofoperation. nessfor maximizing response ratesisthe purpose ofthis study. Implications about decentralizationin, the structural, functional and Variablesincluded arequestionnairecontent,length/formatof psychological sense were hypothesized for large city school systems questionnaire, approach usedinthe cover letter, Follow -up corres- based upon the Torooto model. pondence, stamped or unstamped return envelope, and anonymity. The S. B. Lawton and Arlene Wortsman, Ontario Institute for Studies in research designis completely crossed: there are 576- cells with 8 Education,willpresenta paperentitled"School Board Votingrespondents per cell, resulting in a sample of 4,608 persons, drawn Behaviour within the Metro Toronto Structure." The federated two-tierrandomly from the National FacultyDirectory,

117 The Effects of Reward in Large Scale Date Gathering. Arlen R. normative componentintegralto human choice and particularly Gu Hickson, University of Minnesota. One problem oflarge scale educational choices. research and evaluation protects is obtaining the cooperation of a large Gary P. Johnson will present "The Formation of Educational Policy number of participants, particularly when the participants have nothing and the Preparation of Educational Administrators: An Economic togainbytheirparticipation.Thisresearch study focuSed on Perspective." Within the context of educational policy and its forma' participation rate as affected by monetary incentive together with Lion,thepresent paper examines thepreparationofeducational biographic and demographic characteristics. A sample of 252 schools administrators from the discipline viewpoint of economics. Specifically, was used in the study. One principal and a teacher, chosen by the the papercriticallyexamines thebeliefthat economic thinking principal, from each school were invited to participate. The variables contributes to "better" policy formation and more adequately prepared examined included geographic region, size of city, subject matter, i.e., administrators, and indicates in what wayls) economics contributes in math or science, grade level, and a five dollar incentive versus PP these two areas. The paper begins with a discussion of educational incentive to participate. Subject matter was nested with region, and all,policy and its formation which establishes a working framework for other variables were fully crossed. subsequent analyses and reference. Part two discusses economics and The integration of Survey Research and Field Work. Sam O. Sieber, the distinction between 'positive' and 'normative' economics, while Columbia University. Two distinct traditions have developed around indicating how each has distinctly different implications for the study the two leading methods of social research, i.e,, surveys and field work. and formation of educational policy. Part three examines the con- Because of the rivalry between the proponents of these two methods, ceptual and analytical economic content of educational policy and there has beenlittleopportunityto explore the advantages of educational administration, and part four indicates some of the specific combining them in a single project. Most sociological research either concepts andtoolsof economic analyses, which can contribute utilizes a single method of investigation or assigns a second to an substantively to more enlightened educational policy, its formation, extremely weak role. Examples from the literature and from the and a unique research orientation, author's own research demonstrate how the interplay of the two Margaret A, Ramsey will speak en "The Administratur'Obseiveras methods may greatly improve design, data collection, and analysis. Policy Maker," The discipline of anthropology applied to the study of Educational Research has been .notoriously . weak in both of these educationalpolicy isone of the functions ofthe sub-category methods, placing greater emphasis on experimental designs and tests educational anthropology. The principal method or approach within and measurements. anthropology is participant-observation, or the field study approach. This method is the chief means of collecting data, analyzingpatterns, setting up models and tentair:e I: jpothesis to be tested later in orderto 29.25 EDUCATIONAL POLICY STUDY: AN AVENUE FOR treat and study societies holistically. Educational anthropology uses the TRAINING SCHOOL ADMINISTRATORS AND GENERATING tools of anthropology to study educational structures in order to find NEW RESEARCH (A, SYMPOSIUM) solutions to operational situations, In this manner, educational struc- tures are treated for the most part as micro-societies. Administrators FRANK W. LUTZ, Organizer may profitably study schools, school boards, school districts, state and federal educational bureaucracies, to arrive at policy formulation and The objective of this symposium is to suggest a new avenue for policy solutions by using anthropological models and participant' training school administrators and a new focus for graduate education field methodology. This paper suggests models and ways of and research in educational administration. The training and graduate training administrators in such methodology that fits within a total education of school administrators have generally focused on roles,policy framework. tasks, and techniques of administrators in educational organizations. "A HereticalPerspective on the Recruiting and Training of As a result, school administrators have operated as managers and Educational Administrators will be presented by Yoshimitsu Takei. facilitators of the status quo, Research has often taken an atheoretical, This paper adopts a critical stance vis-a-visthe present system of technical and/or functionalpractical aspect. recruiting and training individuals to become educational adminis- The concept presented here suggests that school administrators trators, It will be argued that most existing programs recruit students in should be change agents concerned not only with the operation and a laissez- (errefashion, concentrating their resources on professional coordination, but, most importantly, with the analysis and reformation socializationthat promotes maintenance of the status quo in both of educational policy at federal, state, and local levels. Further, the administrative behavior andresearchconducted,Inthecaseof symposium suggests that the foundation of such training and graduate recruitment, prevailing practices result in junior people being enrolled education of school administrators is the understanding of history- in the programs; such individuals are unlikely to assume policy making philosophy, economics, anthropology, sociology, and comparative positions for some time. As for training, current emphasis on practical education, e.g,, the cultural foundations of education. knowledge and concerns frequentlyresultsinfuture educational "Policy, Education, and History: The Study of Choices" will be administrators being atheoreticalinorientation and relativelyun- presented by Henry C. Johnson. Inpreparing administrators for concerned with broad educational issues. This paper proposes that understanding and formingpolicyratherthen simply exercising alternative methods for recruitment should be explored and that such bureaucratic functions, the study of history (and other humanistic programs should adopt a stronger disciplinary focusif the goals of disciplines) can make a crucial and productive contribution. Theview higher quality research and more insightful educational policy-making that historical inquiry is peripheral rests on two false beliefs: (1)that are to be achieved. policy-formationis essentially an empirically definable process ex- "Comparative and International Education" is the topic to be haustively treated by the descriptive sciences, and (2) that history deals presented by Frank McKenna, The study of comparative and inter- exclusively with the past. Policy, however, is a normative, teleological national education should be an important component in the develop- concept, focusing principally on the human action of choosing from ment of educational policy specialists. Comparative educators elaborate among possiblegoalsaccording to some principleofvalue. As basic issues of educational policy and demonstrate interrelationships of Collingvvood shows, history studies human actions seen as choices, thus education and the society and economy by investigating thenumerous examining critically the process most germane to policy study anddimensions of the institutional roles of education in a society or in aiding the construction of possible futures. Furthermore, the research several societies. They seek to discover the validity of time-honored necessary for understanding or justifying policy cannot be reduced toassumptions about education and to locate new social-educational the descriptive study of empirical conditions without removing the relationships by viewing schooling in multinational or multicultural

118 perspectives.In general, school artministrators and other education Effects of the Styles of Leadership on Participants Perception Do licy specialists lack farinharily with the lull range of activities in of Basic Organizational Hierarchical Needs in a Simulated comparative and international education. Concerned with historical, Decision Making Setting social science, cross-cunoial research-, comparative education can a$051 policyrnakers by exposing rigorous and less ethnocentric investiga- MARVIN WILLERMAN, Northeastern tionsofeducationalphenomena. Such would provide new and significant inputs into educational programs producing a different type The purpose of this study wits to del erinine it basic organizational of policy maker and research in educational administration. hierarchical needs (BOHN) help govern the decision making behavior of elementary school principals and if these needs can he influenced try an immediate administrator. Three groups of graduate students were placed in a simulated setting, indoctrinated in the principal 's role, and 32.01 THE USES OF SIMULATION IN EDUCATIONAL assigned superintendents with different leadership styles, Support was ADMINISTRATION (A) discovered for the BOHN concept and the underlying metioteney and need satiation theory. Results of Scheffe's comparisons indicate that Measurement of Decision-Making Performance in a only effective superintendents influenced the principal's BOHN operat- Simulated Situation in Relation to Critical Thinking, ing level and differentially affected task and human relations relented Machiavellianism, and Motivation with Respect to the principals. Amount of Situational Information BARBARA JO ZIMMER and RICHARD LONSDALE, New York University 32.02 CONTRASTS IN THE PROCESS OF PLANNED The institutional experiment examined the relationship between CHANGE OF THE SCHOOL'S INSTRUCTIONAL decision-making performance, using the UCEA produced Monroe City ORGANIZATION (/1- ,SYMPOSIUM) simulatedmaterials,andthree test-measured variablesofcritical JOHN S. PACKARD, University of Oregon, Organizer thinking, Machiavelhanism, and motivation where the experimental variable was the amount of background information. The Ss were The objectofthissessionisto identifyissues and processes divided according to experience and critical thinking ability into two associated with attempts by schools to incorporate educational innova- comparable groups. Each S served as principal of Abraham Lincoln tion. In so doing, the focus is primarily upon the organizational Elementary School. The differences in decisionlmaking performance consequences of educational change, a topic which has been the abiding between two groups were analyzed for "Socialization" with respect to interest of Program 20 of the Center for the Advanced Study of the situation. The effects of simulation training experiences on critical Educational Administration at the University of Oregon. The opera- thinking ability were measured by differences from pretest to posttest. tional concern over the past two years has been staff organizations in which the insti uctional staff is grouped into two or more persons, viz, The Academic Department Game differentiated staffing, team teaching, and the multi-unit school. The first paper of the symposium, by Roland Pellegrin, is entitled P. E. TO RGERSEN, R. E. TAYLOR, J. W. SCHMIDT, J. A. SGRO "Problems of Administration in the Implementation of Organizational and S, C, CHAPMAN, Virginia Polytechnic Institute and and Instructional Innovations."It summarizes some findings of case State University studies in the four Differentiated Staffing (DS) schools which had some difficulty fulfilling what they set out to accomplish. Special emphasis is The Academic Department Game is a computer based management placed on managerial issues as they were important both at the building game_ Its purpose is to introduce players to the decision problems and central office/project level. which are faced by the department head in the overall administration of The second paper is entitled "Factors Associated with the Discon- his department, The game mathematically models the relationships tinuance of an Educational Innovation," and is to be presented by Tom among such departmentalccharacteristics as departmental reputation, Wooster. His paper constitutzs one of the case studies reported in the professor satisfaction, etc., and requires the players to make decisions Pellegrin report and goes into some detail about the change process. on a "semester" basis. The game is programmed in the Fortran IV The analysisconcentratesuponspecificbarriersto aparticular language and is designed for both flexibility of administration and educational changebarriers which proved to be somewhat insurmount- portability of operation: The game will hopefully prove to be extremely able despite a rather dedicated commitment to innovation by the valuable in the training and development of academic administrators. school staff. The third paper, "Changing to a Multi-Unit School," by John Packard, is a summary of some comparative research, the purpose of Playing the Role of the Principal: A Second Look at which was to provide contrasts to the four DS schools mentioned Patterns of Administrative Response earlier, In this study, the particular interest is in examining the change ALAN K. GAYNOR process in some schools where there was a closer similarity between promise and delivery, Packard's analysis will illuminate change barriers An initial study of patterns of administrative performance was made as well as facilitators of the innovative process. by the author during the summer of 1971: Results Of this study were "An Elementary School Under Conditions of Planned Change," to reported at the 1972 AERA Annual Meeting. The present study is be presented by John Jones,isthe fourth paper of the session. designed to replicate the 1971 study on a larger sample and in more Administrative strategies for implementing OS will be outlined, and varied contexts. Information is being sought about the existence of barriers to innovation identified. This report is also one of the cases visible and stable patterns of administrator perfOrmance for "admin- used in the paper by Pellegrin. istrative styles"). Conclusions will speak to the degree of congruences A common threadinthe innovation efforts examinedis an between the factors and "styles" which emerged from the 1971 study alteration of positions and consequent structural attempts to create role and those which emerge from the 1972 study. The basic hypothesis is behaviors different from those of the self-contained classroom. "Role that factors will prove relatively stable, even across elementary, junior, Processes in Teaching Teams," the subject of Robert Everhart's paper, and senior high school simulations. examines how roles come to be defined in teams, as well as some

119 patterns of emergent role behavior, The paper draws from applicable itappliestoeducationalorganizations,12)to consider problems program studies as well as from other works which speak in the issue_ involved in developing effective educational otganizotions, and (3) to suggest objectives and strategies for planned change010115In50)001 systems. 32.04 POLICY ANALYSIS AS A FOCUS FOR TRAINING The first paper, "The Concept of Effectiveness and the Educational PROGRAMS IN EDUCATION ADMINISTRATION (A, Organization," will be presented by Francine S. Hall of the Ontario SYMPOSIUM) Institute for Studies in Education. This paper examines the concept of DALE MANN, Teachers College, Columbia University, effectiveness in relation to educational organizations, and suggests a Chairman conceptual framework for depicting the effective public school system. The discussion focuses first on properties of the school system as an There is considerable dissatisfaction about the adequacy of training organization and their implications for effectiveness criteria. Themes in programs for educationat administrators. The institutions responsible the literature on effectiveness and health are then considered tis they for that training, the government and private agencies that support it, might apply to the school system. Finally, these themes are integrated and the governments that certify and utilize the graduates are all and extendedin amodel specifictothe school system as an questioning current procedures, One response which is gaining some'organization, Ms. Hall concludes that: (I) educational and organize- momentum Involveslinking administratortraining with education tionaleffectiveness are interdeoenclent concepts, and (2)assessing policy analysis, The idea has many ramifications, for example, the kinds effectiveness in school systems requires an extended conceptualization ofskillsto be acquired, the sequence of training experiences, the of the organization and its boundaries. faculty specializations employed, the ability of administrators trained Laurence lannaccone of the University of California at Riverside in policy analysis to meet future problems. will present the second paper, "The Organization-Environment Rela- The institutions represented by the participants- have each ap-tionship and Change: Critical Political Aspects." His paper examines proached the use of policy analysis as a focus for graduate training in a political factors in the relationship between the organization and its different way.:Some are heavily quantitative and economic; one is "environment," and considers their implications for change strategies, focused on urban problems; another relies on legal analysis, another Four main issues are discussed. First, the need to translate the general approaches 'education policy as a class of policy problems in publicconcept of organizational environmentinto school specific factors administration as a whole. Each participant will outline: the distinctivewhich are relevant to change efforts is considered. Following this, the features of his institutions's policy-centered program, the identified discussion focuses on the educational political culture and ideology as needs to which itis responsive, and how it differs from previous or distinctfromgeneralpoliticalideology,Third,theneedfor a more traditional preparation programs, comprehensive evaluation of school systems which includes the political The two discussants represent, in effect, the consumers of analysis, dimension is addressed. Finally, the importance of community readi- one from the point of view of a major foundation committed to nets as a factor in organization change is discussed. The viewpoint improvement in education and the other from one of the U.S, Office Of stressed is that change efforts must shift their emphasis from packaging Education's principal programs in support of educational innovation. change to identifying and analyzing targets for marketing change in The symposium is designed to provide a critical exposure to a range of school systems, alternate policy-centered training programs. The thirdpresentation,"OrganizationGoalsasProduct and Process," will be given by T. Barr Greenfield of the Ontario Institute for Studies in Education. Theory in formal organization holds that organizations arise as mechanisms for attaining goals. Goals inthis 32116 DEVELOPING EFFECTIVE EDUCATIONAL theory are independent of the organization, though they shape the ORGANIZATIONS: CONCEPTS, REALITIES, AND organization and define the products desired of it, This theory suggests STRATEGIES FOR CHANGE (A, SYMPOSIUM) that process in schools is of concern only as it yields products that are FRANCINE S. HALL, The Ontario Institute for approximations of the educational goals set for them. Product goals Studies in Education, Organizer foster rational decision-making in organizations by providing external criteria for evaluating their protess and structure, Not all goals that The fundamental goal of most planned organization change efforts energize an organization relate to products the organization creates, is to increase the effectiveness of the organization. In their enthusiasm Some goals which turn out to be very powerful in shaping the to change school systems, however, change agents often fail to consider organization bear not upon the desired outcomes or products of the what the desired outcome should be and, as important, what may be organization bUt rather upon process alone, Many of the current entailed in its pursuit. The result is that organization change strategies reforms advocated for schools rest upon process goals. Reformers want in school systems are often adopted rather than developed on the new kinds of schools where the climate of the school is "authentic" or assumption that what works in one type of organization will work in where the learning is "humane." While such reformers may be concerned another. The validity of this assumption is questionable. about what the school achieves, they are far more concerned with how School systems differ from many other types of organizations in it achieves it. The relationship between process and product goals is several significant ways. Planned change strategies need to account forexplored, and a fundamental distinction between them which provides these differences, the realities inherent in educational organizations, contrasting criteria for developing and assessing schools is suggested. Adopted strategies, by definition, fail to do so, Adopted strategies may The question of whether organization development broadly conceived further fail to specify and operationalize appropriate objectives for the isan end initself,or whether it serves to increase organizational change effort, Such strategies may not be directed at the most critical effectiveness in terms of product achievement, is asked. locus or target for changes in the school system, Itis not surprising, The lastpaper, "intervention Theory and Practice inSchool then, that adopted strategies often fail to realize lasting change or Systems," will be presented by Douglas T. Hall of York University and increased effectiveness. Ronald Robinson of Stevenson and Kellog, Limited;-The authors, There isa need to develop change strategies that are specific to representingthe viewpointsofthe academic and the practicing educational organizations. Such strategies must be based on the reality consultant, will consider the integration of intervention theory and aswellasthe theory of school systems as organizations, This practice in public schools. The first part of the presentation will be a symposium was planned to address this need, The purpose of the discussion of intervention theory as a guide to the activities of the symposium is threefold: (1) to examine the concept of effectiveness as organizational change agent. The distinctive characteristics of the public

120 _school systirn las opposed to business, voluntary, and other types of An Inexpensive Method for Providing Its mediate orgary.4alions) are considered, and ways in which the intervention Feedback to Teachers -I n -Training model might be modified and made more directly relevant to school STUART SILVERMAN and ELLEN KIMMEL, systems described. The second part of the presentation will draw upon University of South Florida casematerial from actualInterventionactivitiesin public school systems. Factors leading to more effective consultative relationships This study was concerned with testing a low cost method for will be identified. These factors will be compared to the theory-basedproviding undergraduate teachers-in-training with immediate feedback intervention approach descrtbed earlier. Finally, a revised version of the on their classroom performance, Student assistants, using wireless FM intervention model will he developed for the school system. microphones, reinforced student teachers (who were outfitted with FM receivers)by saying "good" each time one of a specified set of tesponses occurred. Analysis of variance indicated that the method was effective in increasing teacher behaviors in two of the six categories under study. Instances of behaviors in the other categories occurred so 32.07 STUDENT TEACHING (C) infrequently that there was virtually nothing to reinforce. Student Teaching Activity as an Additional Incentive An Investigation into Student Teacher Problems during Learning Practice Teaching JOHN K. PIRKLE, JOHN W. DEICHMANN, Southern Illinois University at Carbondale, and JACK H. HI LLE R, THOMAS L_ HARROW, CHARLES D. DZIUBAN, and ROBERT A. ROTHBE RG, Florida Technological Southwest Regional Laboratory for Educational Research University and Development Student teachers, during the final quarter in college, were asked to Two experiments were conducted to determine if expectancy to define the main problems they encountered in the schools during teach serves to increase learning beyond that produced by expectancy practice teaching. A collection of 50 problems was studied with respect to be objectively tested. In the first experiment, Ss (N -- 54) listened to to grouping of problems and ranking the problems in priority. Over 300 a tape recorded lesson with one-half the group expecting a following their opinions as to the most important test and the other half expecting both to teach the same lesson and to Studentteachers voiced be tested_ Test results for both groups were nearly identical. In the problems they had doing their practice teaching. A principal com- ponent analysis yielded five main areas where student teachers need second experiment, Ss (N - 54) read the lesson and had their- lecture assistance during their in-school activities, These problem areas were as performances taped for presumed playing before large audiences, Once again expectancy to teach did not enhance student learning_ follows:(1) administration, (2) student discipline, (3) student peer groups, (4) student motivation, and (5) student policy breakers.

Attitude Changes in Student Teachers as a Function of A Study of the Relationship between the Rankings of Type of Student Teaching Experience Supervising Teacher Effectiveness and Attitude toward PAUL H. WILBUR and C. THOMAS GOODING, Education State University of New York At Oswego WILLIAM E. LOADMAN, Ohio State University and JAMES M. MAHAN, Indiana University One hundred and five teacher trainees participated in different types ,rigs of 47 of student teaching, The Teacher Perception 0 Sort was used to This study ascertained the relationship between rw evaluate changes in perception. Five factors were measured: (1) self supervising classroom teachers and their attitudes toward education. Independent rankings of supervisory effectiveness were obtained from revealing/self concealing, (2) learner/teacher centeredness, (3) broad/ 47 classroom teachers, 91 student teachers, and 12 university person- narrow view of teaching,(4)process/factsoriented,(5)freeing/ controlling attitudes, A factorial ANOVA was performed on data from nel. Each classroom teacher completed two standardized attitude r'ward education scales which yielded four scores. 'The results indicated three types of student teaching. All three groups showed significant that teachers with progressive and favorable attitudes toward education changes on factors one and five, becoming more concealing and controlling, with significant differences between team teaching and tended to be perceived by student teachers as somewhat less effective Supervisors. These results are of critical import to persons concerned more traditional approaches. Results support calls for new experimental with effective student teacher-classroom teacher interaction in field- teacher professional education programs. based preservice programs,

Interaction Analysis and Self-Concepts of Student Teachers 32.10 PROTOCOL MATERIALS IN TEACHER EDUCATION A PRODUCT DISSEMINATION SESSION (C, EXPERIMENTAL) LOUISE M. SOARES, and ANTHONY T, SOARES, University of Bridgeport WALTER R. BORG, Utah State University, Chairman .

In comparing the pretest-posttest scores of student teachers, it was The Product Dissemination Session had several objectives, The first discovered that the group which had been exposed to the Flanders was to disseminate information about rigorously developed educational Interaction Analysis significantly increased their self-concept scores, products that are ready for operationaluse. The second was to whereas the control group not so treated did not, This result occurred familiarize the audience with the nature of the products by handing out whether the instrument measured self-concept of the individual or product samples, showing multi-media materials from the product and self-concept as a prospective teacher. The e group was also significantly Carrying out other "show and tell" activities. The third was to provide higher than the C group on the posttest. It was concluded that, perhaps research evidence and evaluation data relative to the product effective- because of an increased awareness of the verbal interaction in the ness that will help the potential user make decisions about adopting the classroom and improved interpersonal climate, an increased self-image product in question. occurred.

121 32.11 DECISION MAKING IN AMERICAN EDUCATION (A, potential candidates who are suitable to them, SYMPOSIUM) and encourage. Mein 10 run. Outside groups, those not enjoying the legitimacy ofthe board and MAX O. ABBOTT, Center for the AdvancedStudy of Educational superintendent, are discouraged. Three4ifths ofa new school board Administration, Organizer received most oftheir encouragement to run from theincumbent bowel. Itis not surprising, therefore, that electoralcompetition for The symposium isconcerned withthefindingsof a major hoard positions is bland, tundamentaiissues of educational policy arc comprehensive studyofthe clecrs,on-making culture of American rarely discussed during such campaigns, andturnout is quite tow. education. The study is based on bothcomparative and longitudinal data: it involved 100 school districts that constituteda representative sample of all school districts in the UnitedStates. Data were collected 33.01 CURRICULUM EVALUATION:PERSPECTIVES by interviewing school board members,superintendents of schools, and FROM THE USERS AND DOERS OFEVALUATION community members in all 100 participating districts,and by conduct- (U, SYMPOSIUM) ingfollow-up case studiesin seven school districts with differing profiles biased on the interview data. F. MICHAEL CONNELLY, The OntarioInstitute for Studies in Education and The University of The findings of the study have been summarized as follows. There is Toronto, Organizer an impending crisis in American education, prOducedin part by the insulation of decision makers from communityand client needs, and by The purpose of this symposium is toexamine and set forth ideas on the consequent inability or unwillingnessof schools to adapt to the changing needs of their communities and curriculum evaluation from the point of viewof actual evaluators and clients. Surveys indicate that actual there is very little general public knowledge users. Each of the participants has utilizedhis extensive of educational policy, and, development and evaluation experience to indeed, very little interest in educational policy generate theoretical accounts until a crisis erupts in of curriculum evaluation which have the community. Most of the respondents an empirical base. Westbury know very little about the challenges the usual specification of educational program in their community, and goarrneans of implementation are concerned primarily priorityorder; with breaches of discipline. Further, organized Karlson and Stodolsky generate abasisforthe interest groups in a evaluation of open clamrooms: Robinson community riormally do not involve themselves focuses on the variety of in the educational classroom conditions under which different decision-making process. Here, again, it program goals may be is only when a crisis erupts in achieved; Connelly utilizes a somewhat the community that the normal similar notion in his focus an group activity of the political process teacher choice and curriculum development; becomes apparent in education. The insulation and Wahlstrom challenges of de'cision making some of the standard methodological design results in a relatively unique characteristic notions appropriate to of the process. Unlike most actual field tests under normal classroom decision-making bodies, the absence of continuing conditions. feedback disposes The educational significance of the educational decision making toward symposium is related to the fact the necessity of reacting to crisis that, while evaluation models abound, situations.Decisions are usually made without there is very little of practical the awareness of use to actual evaluators and users ofevaluation, This symposium community demands untilsegments ofthe community begin to attempts to realize operational notions of curriculumevaluation. articuiate demands because of their feelingof disfranchisement by the Alfred L.Karlson, Universityof Massachusetts, and Susan S. educational system. Since such demandsare not a normal part of the Stodolsky, University of Chicago, will decision-making process, they are usually speak on "Predicting School met with hostility. Hostility, Outcomes from Observations of Child of course, produces an exacerbation of Behavior." A curriculum which conflict until there is no room incorporates free-choice or free-playconditions for the activity of to negotiate. The American educationaldecision-making system is children cannot be meaningfully assessedas a "treatment." The study simply not attuned to the necessity ofinteraction with relevant publics. to be discussed involved following 43 HeadStart and middle class Within the decision-making structure,school board members, the legally children participating in a contemporaryMontessori Free School over elected representatives of the various publics,are virtually without power. Studies indicate quite an academic year. Observations of each childwere collected on a near clearly that in most cases school daily basis in order to establish boards prefer to defer to the superintendent patterns of participation in the activities and his staff whom they availablein the classroom. Pre- and posttest measures regardasexperts. Superintendents, consequently, of cognitive come to define acquisition (including WISC and Stanford-Binet) virtually every issue before the board were obtained on the as one in which expertise is the sample. most useful criterion for decision making. The entire process of lay The results clearly demonstrate that control is children participate differ- subverted by the inability of school boardsto establish entially in the classroom activities, Activitypatterns based on time contacts with constituent groups and torepresenttheneeds of constituent groups in allocations are highly predictive of theextent of cognitive change the decision-making process. Alonewith the experienced by individual children, superintendent they offer no alternative controlling for initial cognitive to his values, The study level, and other relevant variables. Using concludes that, "Rather than servingas'a conduit to channel popular conservative statistical criteria, views to the administrators, boards approximately 76% of the variance in WISCchange scares can be come to define their job as selling accounted for by five activity predictors. the administration's program to segments of Implications for defining the community," School outcome and treatment in evaluating boards and superintendents are imbued with Open-choice curriculum will be the values of unity and discussed. strivetowards consensus,Reflecting the dominant, values ofthe James Robinson, University of Colorado, American educational system, conflict is will speak on "Quantita regarded as unfortunate, and tive Evaluation of the BSCS Human unanimityasavirtie.!Although various publics have the legal Sciences Model." A model for evaluating classroom trials of curriculummaterials and the results opportunity to influence educational decisionmaking' through their obtained from the evaluation is described.The curriculum materials representatives, such representatives are,more often than not, unin- terested in representing them. were produced as a part of the development ofhuman sciences, a BSCS multi-disciplinary program for he middle school. Most school boards and superintendentsare disproportionately The materials and the representative of evaluatiOn model were designed toscore descriptive data and judgments the white, middle-class, Anglo-Saxon,Protestant regarding the conditions in which thematerials were tested, and the segment of the society. Schoolsare not unique inthis, but the effects, conditions, and materialsproduced. The purposes of under-representation of minority groups isgreater on school boards the than in other governing institutions. evaluation were twofold: (1)to score data and judgments that will Further, school boards tend to be directly influence the materials self.perpetuating School board members to be produced for grades six, seven and superintendents seek out and eight, and (2) to initiate the test of instrumentsand procedures to

122 goat-focused curriculum developmern too often iitsuttsrrtless than he usedin.I roirottlative evaliiiition of the sixth, severith and eighth grade materials. successful operetionalization. Cotriculorn policy makres need to ask Classroom trials of the materials were chnduCted Over a 15 month whether such qua(-da acted proposals have given stalled:lit attain lou to period in 18 oliSaiounis in that United Stows. Ciassiooms ware selected the means by which goals can be err,n to provide date on as wide a range of student groups as was feasible. "Curriculum Evaluation and Teacher Choice" isthe titleof the Schools from the rum) south and rural midwest; inner city, northeast, paper being presented by F. Michael Connelly, and Merlin Wahlstforp, midwest, and west coast; urban nor theast, south, midwest, and west 01)01 iiiInstituteler Studies inEducation and The University of coast; and suburban east coast, northwest, and west roast were included Toronto. An evaluation role from the perspective of Ilia te.aeher will be in the classroom trials. described. The notionis derived from a Infect view of curriculum Assumptions about middle school students, their variability and development which holds Ilan there is an inevitable tension beisveen growth, about pedagogy, and about the kinds of materials that are the attempts by developers to realize their intentions in practice, and needed at the neddltr school level ate presented in a rationale statement. the demands of actual classroom situations as expressed by teachers. These assumptions are an part of the framework and constraints that Although there are an increasing number of proposals which see have guided the development of the materials and of the teaching andevaluation as involved in goal specification, evaluation a'so should yield learning strategies that are subject to evaluation. The assumptions are descriptive accounts of the curriculum-in-use under to variety of not themselves to be evaluated in this study, actual situations. This information will contribute to informed teaches "Curriculum Evaluation Expanded and Expounded" is the title of choice. the eerier to be given by Merlin Wahlstrom and F. Michael Connelly, The authors' view of evaluation is based on a study of the patterns the Ontario Institute for Studies in Education and the University ofof EnquiryprojectatOISE. Thisprojectprepared four setsof Toronto. A major goal in this study was to derive discussion models, andiscussion units. The --evaluation-research design is aimed at accumulat- evaluationoftheir appropriateness inregular classrooms, and the ing the usual formative and summative evaluation measures as well as development of associated assessment instruments, Methods utilized the more important descriptive and theoretical accounts needed for were designed toillustrate comprehensive curriculum evaluation in intelligent teacher choice. contrast with the usual emphasis on measurement of student progress. The report is on an actual evaluation study, involving over 40 teachers in 35 schools. Although the traditionaluse of evaluationis an 33.03 CURRICULUM STUDY: CONCEPTS, GOALS AND important component, the orientation focused upon the wider role of INVOLVEMENT (Cl planning and curriculum development. The goals of the curriculum were not regarded as ultimate constants. Teacher and student data were Using Conceptual Frameworks to Improve Instruction used to provide both student and program formative evaluation, and ROGER V. BENNETT, University of Maryland, and information on a set of hypotheses related to project assumptions. ESTHE R ZARET, Marquette University The educational significance of this study is related to the fact that research outcomes have been of little service to curriculum develop- Two conceptual models were developed and applied to an actual ment in recent years, a fact which is symptomatic of the failure of instructional episode, An evaluation of each model highlighted its curriculum development. Some of the factors associated with this merits and limitations. A synthesis of the two independent analyses of situation are:a lackof curriculum research; the character of the the same episode resulted in the identification of a number of mutually research which inappropriately tends to use the agricultural control-plot reinforcingcontributions of the two models. A critiqueofthe methodology and competitive studies of ideas, methods, and materials;development and application of the two models led to the formulation and thefactthat developers often come from fields outside ofof several guidelines 'to direct further efforts toward using conceptual education and are unaware of or resistant to the available curriculum frameworks to improve instruction, research. Major outcomes are field-tested science materials, a documented An Experimental Study of the Effects of Teacher evaluation strategy with results available as an example for persons now Participation in a Curriculum Engineering Task faced with the responsibility of evaluating programs, and knowledge on a Dimension of Curriculum Implementation relating to project assumptions and development processes JAMES R. GRESS, The Ohio State University, Marion Ian Westbury, University of Chicago, will report on the "Evaluation. of Goal-Focused Program in Social Work." Results from an evaluation Experimental evidence was gathered to show that teacher participa- study of a new masters program in social work will be described. The tionincurriculumengineeringdecision-makingpositively affects paper will focus on the interaction between program goals which are curriculum implementation. The experimental treatment focused on conceived in terms of (1) the need to train social work students in three teacher involvement in curriculum evaluation structured according to methods of social work, and (2) the need to prepare students who principles of organizational change. Data were gathered during class- could address the problems of disorganized urban communities, and the room observations using a modified version of the OSCAR 4 V from five year process of operationalizing these goals. which scales of verbal behavior described by the curriculum were The program has had only mixed success in realizing its aims. It will constructed. A 2x3 multivariate ANOVA and multiple linear dis- be argued that the relative failure of the developmental undertaking is a criminant functions were used ti test and characterize hypothesized consequence of an (understandable) preoccupation on the part of differences in selected dimensions of verbal behavior in social studies developers with the nature of the-goals that played so important a part instruction between 24 teacher-classes in two treatment groups and at in the initiation of the project. Much less concern than is necessary for successful curriculum development was given to the means by which three grade levels. these goals could be enacted, This failure in priorities can be attributed to both the dynamics of the developmental group and a lack of 33,05 MATHEMATICS CONCEPT LEARNING AMONG understanding of the nature of the developmental task. PROSPECTIVE ELEMENTARY SCHOOL TEACHERS There are important generic implications ofthis study. Many (C, SYMPOSIUM) programs have the same goal-focusedstarting point(e.g. "urban education," "open education") and seem to follow the same rocky road GEORGE W. BRIGHT, Northern Illinois University, as the social work program studied here, It can be hypothesized that Organizer

123 The objectives of the symposium are _1) to report recent research in sequence:11) Are Ss delleientin knowledge of key concepts mathematics concept learning among prospective elementary ill school elementary mathematics prior to their entrance !titichers, (2) to discuss prospective teachers' concept learning, into the COM MIS(2) Is and 13) there a significant gain In knowledge of theseconcepts by Ss as a town t suggest approprote research hypotheses i of future studies ofconcept of completing the courses? (3) Is the gain learning among prospectwe elementary school teachers, ut knowledge of the concepts constant across itisttuctors? A 46-nurn tell was developedto encompass Thefirstpaper,"Relationships between Cognitive Style and selected concepts recommended for inclusion in sucha _sequence by tin: instructional Treatments among Preservice ElementaryTeachers", will Committee on the Undergraduate Program In Mathematics,The test report work done by Gerald Smith, the University of Texasat Austin. had four subscales: 111 sets; (2) operations andrelator-Jos, 13) number The study was an investigation of interactionbetween two instructional systems, and 14) number theory, Ss wet e 285 students inthe lust treatments for preservice elementary teachers and thecognitive style of course of the sequence and 130 students in the second,Pre- and flexibility of closure on two responding variables:achievement and retention. The instructional posttests were administered to all Ss, In general, the datashowed the treatments were awrittenself -paced following: (1) Mean scores of Ss entering the lust module and a teacher demonstration presentation course indicated a on the topic, deficiency in each of the four subscales, (2) Ss in the "Teaching Division of Rational Numbers in the Elementary first sernestei School." course improved significantly on subscalcs 1, 2, and 3, The Hidden Figures Test was used to but not on measure flexibility of closure, Ss subscale 4. (3) Ss in the second semester were 48 students enrolled in elementary mathematics methods course improved signifIcantlY courses. on all subscales. (4) Differences across instructors werenot significant Results indicated no difference betweentreatment groups and no as measured by rank order correlation of pre- andposttest class means, interaction between treatment methods and flexibilityof closure tin Implications for teaching and recommendationsfor expanding and either criterion. Significant correlations indicated that therelationship improving the test will be discussed. between flexibility of closure and both achievement and retention was Much effortis devoted to teaching teachers, and a significant higher for the module group. The conclusionwas that the cognitive portion of this work is in subject content areas. Surprisinglylittle has style of flexibility of closure is not useful as it predictor of achievement been done to study the concept learning ofprospective teachers, or retention when considering assignments to the specific instructional although much has been done to study theconcept learning of the chil- treatments employed in this study. However, this learnercharacteristic dren t hey will teach. is relevant when working with individuals inan instructional situation, The second paper, "The Effects of DifferingPresentations of Mathematical Word Problems upon the Achievementof Preservice 33,07 THE WHITE RESEARCHER IN THE BLACK Elementary Teachers," will report work of Leland F. Webb,California COMMUNITY: A DILEMMA (C, SYMPOSIUM) State College, Bakersfield, and James M, Sherrill, theUniversity of JUDITH K. SHANAHAN, Archdiocese of Indianapolis,Organizer British Columbia. A test consisting of ten mathematicalword problems was developed in three forms: (1) ten printed word problems with no The purpose of the session picturesincluded,(2)the same 10 printed word problems with is to sensitize college and university faculty directing student accurate pictorial :representations of the problem situations, (3) researchto the problems of the white the researcher in the black community. The problems will same ten printed word problems with Ina( rely drawn pictorial be approached representations, Written instructions explicitei stated through presentation of an example of such researchrecently com- that if pictures pleted in Seattle'S black community, This study were included in the test, they may or may nut be accuratelydrawn, of young black and The three forms were randomly ordered and white subjects'racialattitudes and the experiences of the white distributed among 81 experimenter directing the study will be used preservice elementary teachers. A significantdifference ip < ,0005) as a springboard for discussion of varied viewpoints of the blackand white educational resulted in favor of those receiving the accuratelydrawn pictorial community toward such research. Viewpoints presented representations, There was a significant differencebetween form (1) will include a suggested moratorium onall and form (3) in favor of the group receivingno pictorial representation. educational research involving black subjects, restriction of research on black subjectsto black researchers, Implications for teaching preservice elementary teachers,for teaching in general, and for additional research will be presented, restriction of researchable topics whether conductedby black or white researchers, andsensitizationofwhiteresearchersto the black "Advanced Organizers and Objectives in Teaching Mathematics"is a community. report of work done by Larry K, Sowder, Gary L, Musser,Ben V. "The White Researcher in the Black Community:A Case History" Flora, and George W. Bright of Northern Illinois University,A series Of four 20-minute TV tapes were developed will be presented by Judith K. Shanahan, Archdioceseof Indianapolis. by the Es to provide This presentation will -utilize instruction on concepts of integers for prospective a recent example of white-directed elementary school research within the black community. The study, "The teache'rs. Each tape was accompanied by Effects of objectives, pre-tape activities, Modifying Black-White Concept Attitudes of Black post-tape activities, and homework problems. Advance and White First- organizers on Grade Subjects Upon Two Measures of Racial Attitudes" thefield axioms and on mathematical systems (Seattle, were written and 1972) will serve both as a case history andas a springboard for randomly assigned to Ss in each of twogroups. The first group discussion. consisted of 23 students enrolled in the first-semester-mathematics Assuming a relationship between culturally inducedconnotations course required of prospective elementary school teachers. Threeof the for the colors black and white and attitudes toward four TV tapes were used as instruction. No black and white significant differences were persons,the experimenters attempted toneutralize the subjects' detected, although the 'field' group hada higher mean, The second connotationsfor black and white objects usinga reinforcement group consisted of 31 students enrolled in the optional second - semester schedule. Subjects were then tested for transfer ofcolor modification mathematics course for prospective elementaryschool teachers, All to two measures of racial attitudes. four TV tapes were used as instruction, No significant differences were Both theoretical and practical issues raised bythe white experi- detected, although the 'systems' group hada higher mean. menter- in the black community will be examined, includingrationale "Attainment of Mathematical Concepts by PreserviceElementary for such research, validity of measurements,observations, and interpre- School Teachers" will be presented by Leland F.Webb, California State tations of data by a non-member of the black community,securing College, Bakersfield, and E. Gienaditte Gi5band L. Ray Carry, the schnte'-'strict University of Texasat Austin, This study approval, obtaining parental consent, and handling was de.sigrted to investigate con-, concerns. three questionsrelatedto mathematics conceptlearning among Barbara Williams, University of Washington, willspeak on "The preservice elementary school teachers ina two-course mathematics White Researcher in the Black Community:Black Perspectives." There

124 s increasing conern in the black educational community about issues comparisons.trends andtrendcomparisons.Recalldecreas.rlas that arise when research is conducted On black pupils. Much discussion information per time unit increased, Single point items were most easily has centered around the following questions, which form the basis of answered, trends and trend comparisons were most difficult, and this paper: (1) Should research in the black community be conducted organization had no apparent effect. Encoding strategies inferred from only by black researchers? (2) Are there researchable topics which subjects' self-reports suggest that memorization of numerical data may souk( not be explored, by either black or white researchers? (3) Should be an effective aid in processing graphical information. a moratorium be doctored on research in the black community? Many black community members have concluded thatwhite Fixed Interval Reinforcement and Continuous Daily l'eedback on researchers have no place in black communities. Discussion will center Academic PerformanceA Conjunctive Confounding of Schedules on some reasons underlying their conclusion t The second question will PATRICK A. QUIGLEY, University of Southern Mississippi, and be discussed from the perspective of those who assert that researchers JOHN M. NEWELL, University ofFlorida are morally obligated to avoid research in areas where results could prove detrimentalto wine segments of the population. The last The purpose of, the study was to produce self-control of academic question will be discussed from the viewpoint of those calling for abehavior in adolescents by providing continuous, self-geneiated feed- moratorium on research in the black community. back through various feedback devices and to assess the ielative merits "The White Researcher in the Black Community: White Perspec- of each device. The treatment effects were significantly different from tives" is the title of the paper to be given by Anton Lahnston, Boston theirpre-treatment baselines, but not different from the last post- University. Because educational research is needed with all students, treatment baseline. Results suggest thatstudents demonstrated self - this discussion endorses and encourages the work of black and white directed change of performance rates, with the devices: terminating the researchers with black subjectsa position which raises several major last phase conjunctively with the end of the school year explains the concerns. This paper will focus upon the fact that researchers must: (1) fixed interval scallop, and weighting daily work more may reduce thoroughly understand and respect cultural differences, (2) be fully scalloping and assure self-control through the end of the year. aware of possible reactions of black pupils to white researchers, (3) provide adequate safeguards in using instruments and interpreting and Effects of Temporal Factors on Ability Attributions using research results, As an alternative to the impractical ideal that in a Tutoring Situation restricts aresearchertohis own cultural community, this paper discusses the utilization of teams of researchers of mixed racial and/or ROBERT S. FELDMAN and VERNON L. ALLEN, cultural backgrounds. University of Wisconsin In handling the effects of white researchers on black subjects, the engagement of both black and white researchers with the same and/or Subjects observed a filmed tutoring lessorsin which the twee was either consistently successful on both parts of the lesson, consistently different blacksubjectsisconsidered, The third questionto be considered emanates from and transcends both previous questions, unsuccessful, began poorly and later did well, or began well and then Adequate safeguards that will enhance rather than demean black pupils' did poorly. Subjects observed eider both parts of the lesson at one time, or saw them separately by two days. Results showed a primacy integrity must be a part of any research. effort in ability attributions: a subject's attribution was determined by the tutee's performance on the first part of the lesson, regardless of his second-partbehavior. There were no differentialeffects due to 33.08 FACTORS IN INSTRUCTIONAL EFFECTIVENESS IC) observing the parts of the lesson separately by two days.

Construct Validity of Test Items Measuring Acquisition of The Influence of Instructional Factors Information from Line Graphs on Various Learning Situations J. R. PRICE; VICTOR R, MARTUZA, and WALTER G. FIAPKIEVVICZ end WILLIAM H. SCHMIDT, JAMES H. CROUSE, University of Delaware Michigan State University

Research on the effectiveness of graphical displays for information An attempt was made to determine which of the salient instruc- acquisition and retention lacks a system for classifying graph informa- tionalcharacteristicsofdifferentmethods ofteachingfacilitate tion and generating test items to assess learning, The purpose of this learning in various situations. The technique employed used test items study was to validate a system based on two types of information and descriptive of various learning situations as treatments in a 2' factorial two types of comparisons. Results of an analysis of variance indicated design. Several significant interactions were found amongst the five differencesinlearning predictable from the classification system; factors studied:(1)cognitive instructional objectives (presence vs. however, a multitroibmultimethod matrix analysis failed to provide absence),(2)highervs.lower objectives,(3)affective objectives evidence of trait validity for the system's informational constructs. In (presence vs. absence), (4) teaching method (expository vs. discovery), light of these results, a graph information processing strategy was and (5) subject matter (science vs, humanities). In addition, the analysis proposed in which subjects utilize data point information. of covariance structures revealed that the major factor contributing to individual differences was the specification or omission of affective objectives. Effects of the Amount of Information, Organization of Information, and Study Time on the Processing of Quantitative Information Presented in Graphical Form 33.09 RESEARCH METHODOLOGY IN NATIVE AMERICAN VICTOR R. MARTUZA and MARY L. WOLFE, EDUCATIONAL SETTINGS (C, EXPERIMENTAL) University of Delaware ROBERT NORRIS and PATRICK LYNCH, Organizers Amount of information, organization of data displayed in bar and line graph form, and study time were varied in several experiments, and A group of five Indian researchers will report on their methodology the relative effects on retention by college students were measured, anditsrelationtoeducationalpolicy. Problems inthe use of using multiple choice items requiring recall of single points, point methodology in Indian education, adaptation of instruments, relation-

125 she/ io subjects, relationship of the observer10 his institution, effects Open Education and Curiosity: Empirical ofinstitutional climate upon research, the translation Testing of problem, and the a Basic Assumption relationship of the mei/wetter to very young subjectswill be discussed. Each of the five researchers will describemethodology, design, and CAROL CORLIS and JOEL WEISS, related research policy for Indian education.Research settings include The Ontario Institute for Studiesin Education the dormitory schools, Indian communities,Indian school boards, public schools, and the Bureau of Indian Affairs.The session will A major assumption underlying openeducation is that curiosity will include brief presentationS by each researcher followedby interaction be fostered and is necessary for further learning.This study investigated between i eiearchers and audience on the problems the relationshipsi and recOmmentia- t.vccn open education, defined bothprogram- hens they have presented. matically and architecturally, and curiositybehaviour. Openness of Presenters are: De lion Cox, Choctaw Tribe of Mississippi; Dennisprogram was measured by the Dimensions ofSchooling Questionnaire Fox, Bureau of Indian Affairs, Albuquerque, New Mexico; Irvin Jones, (DISC), and curiosity was measuredby teeh Non verbal Curiosity Test Bureau of Indian Affairs, Window Rock, Arizona;Pauline Sanchez, (NvC). The sample consisted of 23711-year-olds from six schools Bureau of Indian- Affairs, Window Rock,Arizona; John Tippeconnic, having extreme high and low DISCscores for three architectural types: Bureau of Indian Affairs, Albuquerque, New Mexico_ open space, combination space, closed space. Resultswill be discussed relative to assumptions and implementation ofopen education.

33,10 TEACHING AND THE OPEN CLASSROOM(C) Teacher Verbal Behavior as omponent of Adventitious Learning Teacher Perspective on Change toan Open Approach Z-iN W. GREGORY, University of Florida,and MARIANNE AMAREL, ANNE M. BUSSIS, and ALAN A. OSBORNE, Ohio State University EDWARD A. CHITTENDEN, Educational TestingService Teacher verbal behavior was investigatedas a posit3xle instructional The teacher's role in open educationalsettings is the central focus of component of adventitious learning (incidental learning fromincidental the study. The perceptions, understandingsand beliefs of 66 teachers instruction). Seventh -grade mathematicsstudents of five teachers with (K 4th grade, associated with open educationprograms for at least two high frequencies of conditional moveswere compared with students of years) regarding basic issues of implementingan open approach were five teachers with low It equencies of conditionalmoves on a measure of examinedthrough conditional in-depthprofessionalinterviews.Factorsthat reasoningability.Significantdifferences and positive teachers perceive as hindering or facilitatingchange in open directions correlations existed after multivariate analysisof covariance (pretest of were identified; a study of the relationshipof beliefs and attitudes conditional reasoning as covariate), but educational issues to instructional practicewas initiated.

Development of Situational Task Methodologyfor the 34.02 THE SOCIAL PURPOSES OFEDUCATION: Evaluation of Process Outcomes in theOpen Classroom CURRICULUM AND SOCIAL NEEDS (B,SYMPOSIUM) ROBERT K. RENTFROW, OCEA GOLDUPP,end ELIZABETH LEONIE SIMPSON, Universityof Southern MAURF HURT, JR., University of Arizona California, Organizer

The widespread introduction of openclassroom practices into The aims of education, as institutionalizedin American society American education has been marked by a relativeabsence of effective today, are under severe attack. Againstthe broad framework of techniques to evaluate the outcomes of theseprocedures. The Claes-- expressed cultural values, the curriculum (in thebroad sense, including the room Attitude Observation Schedule (CAOS) was developedfrom socialsystem oftheschool, anditsinteractionswith the current observation techniques, and incorporatesa modification of the community) is seen at worst as Irrelevant anddestructive and at best as classroom environment (teacher absence) to provideinformation on an elitist mechanism for the sorting of the young intopositions of more children's self-directed learning, The CAOSsystem records the type of or less power and status through a hierarchy of valueswhich handicap classroom activity, grouping of both children andteachers, and the the noneognitively oriented,non middle class, nonwhite, and noncon- incidence of inappropriate learning behavior, Datafrom eight Head forming child. The thesis of the symposiumis that curriculum should serve such Start classrooms, representing different classroomstyles, indicated socialneeds of a democratic culture as tolerancefor diversity,the Many important differences between open classroomsand more building of community, the reductionofcultural traditional classrooms. ambiguities which prevent communication,acceptance of social respon- sibility for the physically, mentally,economically or culturally differ- ent, the equalization of political and economicpower, leadership which Evaluating the Open Classroom protects minority values in providing for thegeneral welfare and the management of conflicting values, and BRUCE W.TUCKMAN,DAVID COCHRAN, and the broad distribution of technical and scientific content and skills. EUGENETRAVERS, Rutgers University Ralph Tyler, Science Research Associates,will describe the social effectsofeducation, as currently institutionalized A Title Ill open classroom project was run in Wayne, in curriculum New Jersey, in objectives and materials, and methods of grades 1-3 in one elementary schociland grades 1 5 in a second. Af ter presenting ideas and experi- ences and of evaluating them. Extending his one year of the program, comparisons with grades1-5 of a matched previously stated view that the diversity produced by recent curriculumreform has produced control school in the same communitywere made. Open classroom mostly trivial reforms, Tyler will suggest thatpossible and/or normative' teachers were found to be more flexible in theiruse of space and directions of curriculum include realalternatives involving new objec- organization of classroom activities,more creative, more warm and tives, new subject matter, a newtype of teacher and student, and accepting. Pupils did not differ on achievementor problem-solving, but open classroom children had more positive self-appraisali modifications in classroom, single school, anddistrict wide social and attitudes systems, as well as in community-school interaction toward school than control children. Open classrooms patterns involving were concluded control of attendance, management, and to be effective in meny respects. instruction methodology and substance.

126 Donald Oliver, of Harvard University, will present the view that an attitudes toward leaders, leadership, and authority. The meaning of the important social purpose of education is the building of tolerante for concepts of authority, power, and justice in an egalitarian society and diversity, community, and social responsibility through the develop- the school's role in transmitting those concepts will be examined. ment of alternate social structures deliberately planned around patterns Elizabeth Leonie Simpson of the University of Southern California of behavior which facilitate and s'ipport those values. Essential to the will examine the need for educational systems whose basic functions social education built into these new structures is empathic interaction include facilitation of empathy (social imagination and responsiveness) withindividuals and groups traditionally considered outsiders and and the development of particular concepts of justice, equality, and rejects (the aged, the stupid, the emotional, the foreign, the unknown, authority in learners. Can the meaning of human brotherhood or theill, and cartelow status groups such as blacks, women, the equality be taught in operational terms in a world of great individual Spanish-speaking lAmerican, and children) which leads to the accep- and group variation where difference has usually been interpreted as tance of responsibility for the welfare of all. inferiority? Ms. Simpson will conclude with a discussion of the social Elliot Eisner, Stanford U: varsity, will examine some of the means value of diversity and the responsibility of the schools to maintain by which schools may serve man's need to save species-wide problems differences and utilize them to the enrichment of all. in the present and in the future. Can the educational system, with its traditionally parochial view of its proper function, have an effect on the world views Of children and adolescents? In dealing with this question 34.03 EVALUATING EVALUATION IN EARLY CHILDHOOD some of the work that Kohlberg and Piaget have done on the moral EDUCATION PROGRAMS 03, SYMPOSIUM) development of the child will be examined. Some programs that have WILLIAM L. GOODWIN, University of Colorado, Organizer been designed to enable students to view human problems from .o mankind perspective will then be described and their salient features The objectives of the symposium are as follows: (1) to contrast the analyzed. Following this analysis, particular features of the humanities, evaluationphilosophiesofearlychildhood educators of different especially the languages of the arts, will be described as resources which persuasions;(2) to review the evaluation strategies being used in a can enable students to participate vicariously, and thus know empa-spectrum of early childhood education programs: (31 to contrast the thetically, what the problems of man are outside their own immediate types of measures considered important by early childhood educators culture. Such social understanding may permit these learners, when of different persuasions; and (4) to examine evaluation philosophies. adult, to cope with human problems as general within an interacting, strategies, and measures of early childhood education programs in light interdependent system, ratheT than as specific to their own country and of national program and evaluation efforts. time. The importance ofthistopic to the educational community is Robert Leestma, Office of Education, will discuss the importance of twofold. First, within the area of early childhood education, there are intercultural studies for the general education of every learner in distinct philosophies regarding how best to nurture and facilitate the today's world. School-taught interactionskillsfor communication child'sdevelopment and acquisitionofbehaviors. These distinct between varying cultural groups and information-processing techniques philosophies ultimately result in operational programs that are substan- for the accurateinterpretationofthecultural meanings of cues tially different in focus. How to adequately and (aids,- evaluate such facilitate conflict management and productive and humane interaction programs, on both comparative and Imre-program bAses, is a con- within a context of wide individual and group diversity. Educational tinuing, only partially-resolved problem. Second, the national effort in experience in the field, both extra-nationally and among American early childhood education needs to determine priorities for channeling subcultures, will, develop awareness of mankind as culturally plural and and expending its resources. With additional societal emphasis highly manifold, as well as a single species on a single planet. It is the task of likely in day care, preschool, or other early childhood education intercultural educationto modify patterns of interpersonal, inter- programs, itis appropriate to re-examine the interface between such culturel,and international behavior. Rather than cultural transmission, programs and evaluation. cultural transaction in which each group learns from the others in the "Program Development and Evaluation Emphasizing Full Program course of interaction is the goal of such education. Characterization" will be presented. by Thomas J. Johnson, National Paul Bohannon, Northwestern University, will develop the theme that Program on Early Childhood Education, CEMREL, Inc. An educational two types of culture are dominant in the world today and that it is the program at any age levelis a configuration of elements designed to social responsibility of educational systems to prepare individuals to effect -aspecific setof educational, vocational, or developmental live in both of them. These cultures have been referred to as a outcomes. The components or elements that are developed through "superculture" and a "local Culture". Bohannon conceptualizes them as R&D can be conceived as a setof regulating variables which are two distinct parts of an overall or "two-story" culture. The micro- mediated or maintained by the products (i.e., books, toys, guidelines, culture is the downstairs culture; the macroculture is above, The latter etc.) which comprise them. encompasses such things as accepted bodies of knowledge, especially Full program evaluation requires specification of (1) the major and scientific and technical knowledge, and many aspects of economic and minor regulating variables contained in the separable components of a political power. Macroculture revolves around power. Microcultures, on program, (2) the multivariate set of child outcomes each component is the other hand, are based on intimacy and the close sharing that designed to effect, and (3) the logical, theoretical, or empirical rationale typifies face-to-face small groups. The educational problem is finding connecting(1)to(2).Program evaluationfor well characterized ways to show members of each group that the stairs are there and that programs requires more complex mathematical models, sampling they may, if they wish, learn to negotiate the distance between the two design,andstatisticalanalysesforthe composite setofcausal floors. The social function of the schools, then, is the development of relationships. the capacity to function in a two -dimensional culture in which 1) the Philip H. Sorensen, Stanford Research Institute, will speak on individual is free within close communal groups to develop the full "Conflicts Affecting Design, Analysis, Interpretations, and Reporting range of his uniqueness and those of his groups, and 2) the individual in the National Follow Through Evaluation." Congress authorized learns to negotiate the common values of the larger cosmopolitan world Follow Through in 1967 under the Economic Opportunity Act to in economic and political transactions, provide developmental and educational services for poor children in James MacGregor purns, Williartts College, will consider from theprimary grades who had experienced Head Start or equivalent pro- historian's perspectith, those patterns of education which function to school, A largescaleservice program was envisioned originally. socializelearnersintothepoliticalsystem, developingin some Appropriations were not sufficient, however, so Follow Through was individuals the essential qualities of _leadership and, in all, specific re-cast as an R&D program. The differences betwodh these different

127 concepts have affected both the tmplementetion and assesSMent of the (CASES) is designed to measure social development. Itsuse in programs program. designed to increase socialskills and coping abilityin the school The following pairs, of somewhat opposed orientations will be environment is described. The presentation will include discussionof discussed to illustrate the conseouences of one viewor another orb performance criteria, CASES categories, relationships of CASEScate- feasible evaluation designs, appropriate analySes, andjustifiable inter gories to dimensions of personality derived from ego theory, CASES pretations:(1) Follow Through as a service-oriented compensatory Styles reflectingpersonalitytypes, methods ofnaming observers, program or a research-oriented experiment, (2) analyses directed to observer reliability, data gathering procedures, data processing, iesutts policy issues ortheoretical questions,(3) evaluation addressed to of validity studies, and program evaluation using CASES behaviorstyle formative or summative assessment, 14) programsuccess defined by coefficients as dependent variables. general or specific .criteria, and (5) frequent reports of tendencies of deferred reportS of more stable findings. "Responsive Evaluation" will be the topic of Margaret de Rivera, 34.04 BLACK EDUCATORS IN EDUCATIONAL Educational Development corporation, Evaluationactivities should ADMINISTRATION (A) always be considered in terms of the effect that they haveon the persons or programs that are being evaluated. This seems a particularly A Comparative Study of the Philadelphia Leadership Program far critical concept when young children are being evaluated.Evaluation Inner-City School Administrators at The Pehnsylvania State should be of some value to the persons or programs being evaluated. University For example, if a Follow Through program is being evaluatedin a community, persons in the community should he assisted in developing EUGENE J. RICHARDSON, JR., The Pennsylvania State University evaluation skills so that they can conduct evaluative activities ofhigh import to them, In other words, every evaluation should beevaluated in Students are generally admitted to graduate schools on the basis of terms ofits effects on the individuals or pograms being evaluated. academic criteria. These criteria frequently bar minority group students Measures commonly used to measure outcomes irtearly childhood with high potential in educational administration. This studywas conducted to measure the performance of minority programs are conceived too narrowly and place artificial constraintson group students naturalness and spontaneity, admitted to graduate programs through non academic criteria.The study analyzedgraduate gradepoint David L. Wickens, Bank Street College of Education, willpresent a averages, Graduate Record Examination Scores, Miller Analogies Scores, retention in paper entitled "Evaluation in 'Open' Classroom Programs," Thesuccess the program, and career growth rate. The minority groups in the study of educational programs is often determined by the coincidenceof the were in the Philadelphia Leadership Program. They were compared testing instruments with instructional procedures andprogram content to an equal number of randomly selected students who were admitted rather than bylie actual performance of adults and children in the through classroom situation. Standardized achievement tests, which academic criteria. No significant difference was found betweenthe are the groups. principalinstrumentsusedforassessing program effects,present particular disadvantages for open classroom models because of the The Block Plateau sequence ofskilldevelopment impliedinthetestformat, the construction of items, and the content of the items. Theseinstruments DONALD E. ROUSE, :The Pennsylvania State University and others available do not tap the major objectives ofopen classroom Most Black educators seldom rise above the rank of principal. This is programs, The roster of objectivesfor open educational programs include several in the areas of socialization and problem known as "The Black Plateau." Through the use of participant solving which observation, informal interview and review of certain lormal docu- are central to the dynamics of the program, but, atpresent, do not allow fOr the establishment of specific measures of ments, this phenomenon was investigated. Aspirationel levels, system program effects. road blocks, formal and informal routes, and job attainment A description ofthe interactionof elements within an open were of major concern. The study spells out the reasons why classroom model will be presented as a totalsystem in which the a Black Plateau assessmentofprocess assumes a more important function than exists in the urban school district. The reaction that Black educatorsare nit prepared to move above the principalship isdispelled and a model assessment of products represented by the concept underlyingstan- for attainment of Black educators is offered, dardized achievementtests.Dimensions which show promise for assessment of program effects in an open system will also bediscussed, Elementary Administrators Role Perceptions Related to "The Importance ofBehavioralAnalysisinEarly Childhood Assessment of Community Power Classrooms" will be discussed by Don Bushell, Universityof Kansas. Behavioral analysis and exact specification of desired childbehaviors WILLIAM H. HARRIS, The Pennsylvania State University permit three operations to occur in early childhood educationprograms that are critical. First, exact specification permits theadult working The objective of this study was to examine whether or not the with the child to identify and reinforce the desired behaviorwhen it urban elementary school administrator's assessment of the community's occurs. Second, it is possible to train adults to facilitate the learning of, ability to reward or punish is a significant factor in his perception of his the child by helping him develop behavior modification skills.Third, own role performance, his leadership style, and his work with the, exact specifications of child behaviors serve as directional guides in community and its organizations. Data were collected by thesurvey- selecting and/or developing curriculum materials and activitiesfor use statistical technique using: (1) the Principals Profile, and (2) the School in the classroom. Development of appropriatemeasures can be initiated Community Resources and Assessment Form. The studywas conducted and progress in constructing them cats occur to theextent that the in the Philadelphia, Pennsylvania School District. The data indicate that behavior that is to be measured can be specifically defined, Similarly, there are differences in leadership style, community workmanship, and this program of working with young children can rnoVe childrentepidly role performance of principals in communities viewed as highpower toward vvellefined behavioral outcomes. (able to reward or punish) as opposed to those viewedas not. Robert L. Spaulding, California State University, San Jose,will speak on "Evaluation of Programs in Early Childhood EducationUsing The Role Expectations of The Black Principal as Perceived by Himself, Coping Styles as Dependent Variables," The goals ofearly childhood Other Black Administrators, Influentials, and Other Community educators are commonly expressed in terms of social and intellectual Persons development, The Coping Analysis Schedule for Education Settings ROBERT CHAPMAN, The Pennsylvania State University

128 This study examined the role perceptionsfOrthe Black urban approach ""is an attempt to correct the deadening effect which this principal, A sociological survey using questionnaires was employed. experience has on so many children, Glasser built his alternative, a Principals, influentials, and community members,were intervievved. The 'School Without Failure," on (1) an analysis of what children need in sample included 15% elementary principals, 25% secondary principals, order to achieve a successful identity, and (2) an examination of what all Black administrators above principal, two Black city council and two school often does to children to teach them failure, school board members as well as presidents of agencies serving Blacks The symposium will include a presentation of the theories and (i.e., urban coalition). Conclusions generally indicate a more assertive approaches art/mated by Dr, Glasser and reports on four studies of the role on the part of the Black principal would be welcomed. Further, Glasser approach completed in school systems operating under widely Black principals are generally found in predominately Black schools. varying conditions at four different locations across the nation. Each of Black administrators and influentials hold higher expectations for the these studies represents a model of an approach to research which was principal than he holds for himself. taken in response to a specific set of conditions in an operating field setting. At one extreme the research design arose from a situation which was 34.05 SCHOOLS WITHOUT FAILURE: CASE STUDIES- OP almost ideal; the researchers were involved from the introduction of the FOUR SCHOOL SYSTEMS WHICH HAVE EXPERIMENTED concept to the district, and were given considerable control over the WITH THE GLASSER APPROACH (C, SYMPOSIUM) way the Schools WithoutFailure approach was introduced. The superintendent of this medium sized urban school system invited the BRUCE D. KEEPES, Palo Alto (Ca) Unified School District, Organizer researchers to listen to presentations regarding Schools Without Failure which were being made to the teachers and to the community. The The preschool-age child lives in an environment largely devoid of researchers then developed an experimental design based on the various labels, scoring categories, or other classification systems, allowing him conditions which they saw, and took their design back to the todevelopaccordingtostandardssetbyhimself.In such an professional staff within the district to ascertain whether or not the environmentthereis no such thing as a "failure," Everydaylife design was, in fact, directed towards the objectives which they were experiences have no structures for pinning labels on individuals; they trying to achieve through the initiation of the Schools Without Failure have no set standards to be met; they do not prescribe particular forms approach in the district. After some modification the research design of thinking or select arbitrarily what is to be "teamed" or committed to memory. The child, when he enters school, has spent five years and criterion measures were agreed on and the district provided funds to establish five schools under the Schools Without Failure approach exploringhissurroundings,learning about them by solvingthe problems and questions which his environment poses, conducting and to examine the changes brought about. The researchers selected ten Inquiry into matters relevant to his own life; He has been more or lessschools, matched them, and then from each of the matched pairs successful in these endeavors, depending on his home environment and selected one (N = 5) randomly to be the experimental school. The research involved collection of pre- and posttest data, and a comprehen- the encourageinent he receives from it, butitis through thinking, sive analysis, including the interactions, of the effects of the program in problem solving, and dealing with matters relevant to his life that he both the affective and cognitive domains on the community, school, has learned as much as he has. No one has ever labeled him a failure, for teachers, and students, Needless to say, this provides an ideal model for he has succeeded in doing all of the things which he set out to do, at field research on the introduction of a new program; varying levels of achievement: he did learn to button his jacket; he did At the other extreme, the researcher was not involved until well find out what happens when a match is lit to paper, It was difficult at , after the program had begun; further, this project was not indicated as first, but he did learn what happens when he gets off a teeter=totter too being one with a very high priority. The researcher, therefore, set about soon. He would never consider himself a failure, and is quite confident collecting only minimal data, primarily throngh questionnaires of the that he is capable of success. teachers and some objective measurements. Suddenly, the researcher I tis in this optimistic framework, maintains William Glasser in his found that the project was far more important to a number of diverse book, Schools Without Failure (New York: Harper Br Row, 1969), that groups within the community and district than had originally been most children begin their schooling experience: "Very few children indicated; the problems that then faced the researcher were those of come to school failures, none come labeled failures" (p. 26). Yet the trying to develop an omnibus report based on analysis of data which pervading school mores (based greatly on the expectations inherent in were either rather hastily collected or collected after the fact. the normal curve) seem to demand that a certain percentage of children As indicated above, it is hoped that this symposium will achieve two fall at the low end of the line. And so, a certain proportion do "fail." objectives: a presentation of the theories advocated for education by The teachers are not surprisedthey expect a certain percentage of Dr. William Glasser, and alternative models for research in field settings, failure; The tragedy is that after a period of acculturation, the pupils The development of these field models becomes increasingly-significant are not surprised eitherthey become accustomed to being labeled, and on the educational scene as accountability becomes more and more grouped, even to the extent of being identified as "failures," prevalent. Likewise, the infusion of new approaches such as those For those who are identified as failures, the non rewarding nature of Advocated by Dr. Glasser promise hope for involving a child in a theircontinuingexperience withfailureeffectivelylowerstheir personal way in his daily school experiences, and in an environment in motivation. If memorizing facts(a mental function which had little which he:feels responsible for, and committed to, his own learning. relevance for them before they came to school) seemed irrelevant at first,it seems doubly so even a little later, when it becomes apparent that the chances of succeeding are so clearly diminished, And the 34.07 CHICANO SELF.CONCEPT.VALUES AND CLASSROOM school, itself, becomes more irrelevant than before, Yet the children are obliged to enter into this environment every day; in defense against anINTERACTION (G) environment which is clearly hostile to their interest, they withdraw, or they may break out into delinquent or otherwise aggressive behavior. Family Socialization and Educational Achievement in Two Cultures: Mexican-American and Anglo-American " "And delinquency and withdrawal lead to a failure identity" (p. 15), Children who experience failure early in school lock into a cycle of JAMES G. ANDERSON, Purdue University, and FRANCIS B. failure which becomes increasingly difficultto escape.It becomes EVANS, University of Wisconsin, Green Bay difficult In expect success in any realm of life, It is this kind of schooling experience, according to Glasser% model, This study examined variations in family socialization practices whichisthe primary cause offailureinchildren;the"Glasser among Mexican-American and Anglo-American students, and the effect

129 ol these practices on achievement values, self-concept, and achieve- Fred S, Cook, Wayne State ment, Path models were constructedand their parameters estimated University, describes the instructional aspect and the management information from data from a sample of 102junior high school students. aspect of the feather educa- Results 01 tion system. The discussion revolves the analysis suggest that directattempts to encourage greater academic around an explanation of the el fort on the part al the studentmay actually inhibit achievement. In principles upon which the model isbased, a description of the model itself, and an explanation of contrast, parental independence trainingresults in significant gains in the developmental processes usedto bring achievement among both the system into fruition. The groups of students. This is accomplishedby presentation is a standardizedmediated increasing the student's confidencein coping with his physical presentation using -audio-slide andgroup discussion techniques, The social and Wayne State program of competency-based environment, especiallytheclassroom where students teacher education is unique expected to perform independently. are in several respects.

Changes in Attitudes and Valuesof Adolescents from Different Cultural Groups during the HighSchool Years 34.11 RESEARCH-BASEDMODELS FOR TRAINING F, DAGENAIS, University of California. Berkeley TEACHERS OF HANDICAPPEDCHILDREN (C, SYMPOSIUM) GLORIA E WOLINSKY, Thirty-one Omnibus Personality Hunter College, The City Inventory items longitudinally New York, Organizer University of administeredto 30,000high school students inthe ninth- and 12th,grades were analyzed. Asample of 1,800 students of ten race-ethnic-religious representative The major objective of thissymposium is to describe three groups was drawn and analyzed, models for training teachers different indicate that for certain items Results of handicapped children. The (1) the group mean opinionranges over Of the instructional situation complexity 40 to 60 percentage points in so tar as handicappedchildren are on both grades, (2) there are significant concerned is compounded by changes in group mean methodological, institutional anddiag- agreement over the years (McNemartest), and nostic problems, Whatever (3) although most groups change the problems, however, theultimate aim of significantly and all groups Changein all teacher training the same dirersion, the programs is to prepare teachersto cope with these groups do not change relative toone another contingencies in order to best over the years (Kendall's tali). meet the educational needs ofhandi- capped children. The three different approaches toteacher programs that will be discussedarose out of institutional and Mexican-American Self-Concept and community needs. Educational Achievement:The They reflect concern withthe relevance and the Effects of Ethnic Isolation andSocio-Economic Deprivation appropriateness 01 experiences for prospectiveteachers and are designed LAWRENCE G. FELICE, Baylor to provide a University continual evaluation of thecontent and progress of each student program. It in the is anticipated thataspects of those prograMs Ethnic and socio-economic isolation replicated by other institutions can be of Mexican - American youthin of higher education. public schools is now being recognized for the devastating effectit has "Research-Based Feedback Modelfor Training Teachers of Pre- on educational development. Thepurpose of this study was to evaluate school Handicapped Children-will be presented by Ernest the relative importance of University Gaits, school socioeconomic andracial-ethnic of Texas atAustin. The objectiveis contextfor Mexican-American student to describe an achievement and dropout individualized research-based teachertraining model in early childhood behavior. Data were also included education for handicapped for Anglo and Negristudents. children which focuseson systematic Regression analysis was utilizedto identify the crucial determinants observation and feedback for the each type of educational of trainee and for the trainer, achievement within each racial How can teacher training and ethnic, programs collect valid informationddring group. Findings from this studypresent training regarding the probable necessary data for the elfectiveness of trainees inreal-life development of realistic and balanced situations? Answers have been strategies in the struggle to sought in the followingways, Practical provide an equal educationalopportunity for Mexican-Americans. classroom and classroom related experiences have been integratedwith the acquisition of theoreticalknowledge of child development, ment deviations, systematic develop- assessment techniques, and appropriate The Equality of EducationalOpportunity within Ethnically learning environments. Mixed Available research-basedinformation about Classrooms teachingskillssuch as probing,listening,cueing, and feedback GREGG JACKSON, and CECILIA procedures has been utilized to provide COSCA, U. S, Commissionon trainees with cues forassessing Civil Rights their own and their peers'performance in classroom Videotaped sequences have interactions. been reviewed for self,peer, and supervisor Some aspects of the equality of feedback (or any educational opportunity afforded combination thereof) purposes.Observation and students of different ethnic recordingofthe teaching process, groups within the classroom settingwere according tothe codes ofa studied. Observers visited 494 structured observation classrooms. They used a slightlymodified system, provide data for continuousassessment Flanders interaction codingsystem to code teacher verbal of children's progress in theclassroom and for trainees' skill with reference to the ethnicity behaviors ment, effecting an objective evaluation develop- of the student to whomeach behavior of the program. was directed, The results indicate Alice H. Hayden, University a number of statistically significant, ol Washington, will speakon "A Child substantial, and pedagogically Development, Behavior Modification important disparities inthe teacher Research, and Data -Based Model behaviors that are directed toward for Training Teachers of students of different' ethnicgroups, Handicapped Children." Whatspecific ini- Twenty-one teacher, student tiating and responding behaviors classroom, and school characteristics do effective teachers exhibit?How do also investigated for their possible were teachers know children association with these disparities. are learning, developing? Theanswers require direct observation andmeasurement of both children's specific responses. A major and teachers' first step in training pre-schoolprofes- sionals, paraprofessionals, ancillary personnel, volunteers, andparents is training in data-taking, graphing,analysis, and interpretation. 34.09 WORKING MODELOF A COMPETENCY-BASED skills permit continuous Such assessment of children's progressand teacher- TEACHER EDUCATIONSYSTEM (C, response effectiveness. Teacher-trainers EXPERIMENTAL) need ongoing data on trainees' JASON MI LLMAN, CornellUniversity, Chairman interactions with children.Analyzing these data with trainers about taachartraiping trainees informs effectiveness and objectivelyevaluates

130 teacher and child progress. It also teaches accountability which is too supervisor gave two effective and tvVo ineffective behaviors in three seldom taught in teacher training. different sequences; (1) ineffective, effective; (2) effective, ineffective; "Alternate Strategies' of Preparing Teachers of Preschool Handi- (3) "sandwich technique"effective, ineffective, effective. Analysis of capped,-presented by GloriaF. Wolinsky, Hunter College,will variance and covariance was used to examine older effects, self-esteem, demonstrate a model of alternate strategies of preparing teachers of the and their interaction. A correlational comparison was made of the preschool multiply handicapped. The model is based on joint com- teachers' Self-evaluation and performance change and satisfaction- with munity (agency) and college planning, a competency based approach to the interview. didactic and field experience, and the ,assumption that professional Effects of Microteaching on Self- Concept of Teachers and Supervisors educationinthis areaispart of a continuum of experiences. The procedures used are:(.1) a formalized approach to Agency-College BARBARA BARDEN, North Middle School, Norton, Ohio cooperation, that will encourage mutual assistance and responsibility in the professional preparation of these teachers; (2) the development, Both teachers and supervisors react strongly to viewing marnselves evaluation, and refinement of competencies based on a modular, in videotaped microteaching sessions. This study was carried out to individualized approach to instruction; (3) the development and evalua- investigatewhether microteachingsignificantlyaffectedtheself= tionof a continuum ofexpeijencestoincludeprep_ rofessional, concept of teachers and supervisors. A semantic differential scale for paraprofessional, and continuing education approaches; (4) the develop- teachers was administered to two sections of undergraduates. One ment and maintenance of a system of professional communication section had five microteaching sessions. and the other had none The concerning the problems and issues involved in professional preparation scalefor supervisors was givento two graduate classes. One class in the area of the preschool handicapped. It is anticipated that the participated in five microteaching experiences, and the other served as model can be used by other institutions as a guide for developing the control. Discrepancy scoresforthe pre- and posttests were additional programs and will demonstrate the effectiveness of joint computed. Factor analysis was sued for comparison between and within planning and responsibility relative to the continuum of experiences in groups. preparing teachers of the preschool handicapped.

34,17 VERBAL LEARNING (C) 34.14 MICROTEACHING I: STUDIES RELATING TO SUPER- VISOR AND TEACHER BEHAVIOR (C) Effects of Age, Form Class, and Word Frequency on Word Associations GARY M. INGERSOLL and DEBORAH F ELKIN, Indiana Predictors of SupervisoFTeacher Conference Interaction University ALICE DOZIER DARR, University of Akron Second-grade and sixth-grade children and adults were presented The purposes ofthis study were:(1) to provide an objective with a word association task originally used by Brown and Berko. That description of the supervisor-teacher conference behavior in a micro- study was repeated withthe additionof word frequency as an teaching situation, (2) to determine the combinations of teacher andindependent variable. The results indicate that the frequency of a' supervisor characteristics which predict conference behavior and con- stimulus word accounts for a portion of the variance of heterogeneous ference effectiveness, (3) to determine the supervisor characteristics or homogeneous responses. The results further suggest that adults under which predict supervisors who change their behavior toward a more a low frequency condition respond in a simile' fashion to second-grade indirect and supportive conference. That results, along with conference children under a high frequency condition. data and personal data, were used as supervisor and teacher variables for the statistical analysis_ Through the use of the multiple regressionConcreteness and Imagery in Sentence Meaning, Revisited technique,fullandrestrictedmodels were testedto determine KATHY PEZOEK and JAMES M. ROYER, University of significant predictor sets. Massachuietts Microteaching"-A Study in Specific and General Behavior of The purpose of the present study was to assess the effect of Supervisors comprehension on the recognition of meaning changes of abstract and JOAN DUFF KISE, Kent State University concrete sentences. Embedding sentences in contextual paragraphs to encourage comprehension resulted in increasing the recognition for This study examined superVisory behavior in a conference situation meaning changes of abstract sentences to the. level of being nonsignifi- and its relationship to changing teacher behavior. The main purpose of candy different from the rate for concrete sentences: Pelvic, and his the 'study was to determine whether specific or general supervisorycolleagues have proposed that sentence concreteness per seis an behavior produced more changes from the teach to reteach cycle ofimportant variable which determines how sentences are storedin microteaching. Videotapes Of the conferences and reteach sessions wereMemory. The result of the present study, i.e., that the comprehension analyzed to find ,the changes agreed upon in the supervisory con-task functioned to minimize the effect of concreteness, raises doubt ferences and, those implemented inthe reteach. As a group, the about this hypothesis. supervisors who utilized specific supportive behavior produced signifi- cantly more change in the teacher behavior of the reteach cycle of Output Processes in the Learning of Verbal Materials microteaching. JAMES F. VOSS, University of Pittsburgh

Examination of Participation and Order Effects in Feedback Interviews This 'research is concerned with the role of output processes in JOE M. HILLERY, University of Akron learning: The paired:associate and prose learning procedures were employed. The major findings indicate: (1) acquisition without testing Sixteen teachers in microteaching sessions were supervised using islimited to about 60-70% level, (2) learning to-learn is related to four different techniques: non-directive interview with the supervisorlevel-of-mastery rather than to practice per se, and (3) this effect may offering no suggestions, but with the interviewee encouraged to analyzebe a function of output processes. Prose learning results indicate that and evaluate his performance; three directive interviews in which therepeated readings of a passage improves comprehension only slightly

131 unless testing takes place, and testing and re-readingprovide ways to structure .prior input, The findings are related Organizational Climate Description Questionnaireand Sinclair and to storage and retrieval Sadker's Elementary School Environment mechanisms and to the influence ofoutput upon comprehension, Survey, responses were obtained from 4,105 fifth and sixthgrade students and 627 teachers in 36 Massachusetts and Pennsylvaniaschools. Analysis employedcanon- Effects of Prose Organization and Phrasing icaland Pearson product-moment of Sentences and Learning correlations, with thefindings Objectives upon the Retention and Integration of Categorical supporting the contention that the behavior ofteachers and principals Information issignificantly related to selectedcomponents of the educational LAWRENCE T. PRASE, Bell Laboratories eivirOnment.

Actualities of Individualisation in Ninety-six adults learned four attirbutes offour ships in three wall British Primary Schools trials: A prompted recall test followed Trial 3, The informationwas A. START, K, B. START, B. K.WELLS, Southlands clustered by name (Group NIOr by attribute (Group Al. SentenceCollege of Education structure emphasized the names orattributes, andnames or attributes were fully stated in the teaming objectives. Compatibility between To provicfr effective individualisedinstruction the teacher must he paragraph and sentence emphasis increased recall accuracy. Stating the aware of the individual child's ability, achievementand needs, If mixed attributesin objectives unexpectedly depressed recallaccuracy lot ability classes are standard, then theknowledge of the range of ability Group A. Group A Ss, with perfect recall of the text, scored lowon that can be expected is essential, especiallyif class, group or Odle( non prompted recall items that required integrating theattributes ofa individualised methods are used Arecent survey of reading standards particular ship, of 11 and 15 year-old childrensuggests that a range of seven years exists between the 10th and 90th Percentile.The range commonly referred to in teaching is much lessand the implications for the teachers 34.20 THE ELEMENTARY SCHOOLENVIRONMENT (B) and the children are discussed.

An Investigation of the Dimensions of theElementary School Environment through Factor Analysis of BetaPress 35.02 INNOVATIVE APPROACHESTO CURRICULUM DAVID SADKER, University ofWisconsin, Parksicle Development and Evaluation of One Strategyfor Implementing Change The objectives of in Schools thisinvestigation were:(1) to identifythe dimensions of the elementary school environment, and (2) to compare KENNETH A_ LEITH1NOOD and HOWARDR. RUSSELL, Ontario this investigation with the proceduresand findings of Pace at the Institute For Studies in Education college level. An instrument basedon Pace's work and consisting of SO Statements about school life was administered to 5,412 students in 54 A significant cause of wasted educationalresources in the past, and elementary schools in Massachusetts. The student responseswere at present, has been the disproportionate amountof effort focuser] on translated into school scores: Thesescores were then subjected to a the development of educationalproducts and the too little effort factor analysis and rotated along oblique axis. The analysis identified devoted to the problem of how theseproducts can be implemented in six environmental dimensions: (1)humanism (respect for individual practical school settings. In thecontext of present i?ducation, the r igh Is), (2) alienation, (3) opportunism (politicalmaneuvering), implementation 'problem seems to bea superordinate problem with (4) morale, (5) autonomy (student independence), and (6) resources development a part of it, The authors describeand analyze a specific (availability of earning resources). strategy for implementing change in schoolsderived from a generalized change model which potentiallysuggests a number of alternative The Elementary School Environment:Perceptions of Students and strategies. The strategy described involved Teachers program development and evaluation in 48 secondary and elementaryschools. JON SCOTT BENDER, MadisonCollege What Is a Normative Basis forCurriculum Research? purpose of this study was to compare student and teacher ERIC R. STRAUMANIS, University ofMaryland perception of the educational environment.The Elementary School Environment Survey (ESES)was used to assess the perceptions of fifth and sixth grade students in 36 This study undertakes to clarify _ concept of a normative basis for elementary schools on six variables: curriculum research by considering roue alienation, humanism, autonomy,morals, opportunism and resource. possible interpretations, It is held that a normative basiscan be:(1) a set of substantive moral Analysis of variance techniqueswas used to determine differences both within schools and across schools lor principles simply, or (2) sucha set taker: as an integral part of a each ESES variable, Significant putative curriculum theory, or (3) differences were found withinschools and across schools on five a meta-strategy governing curriculum variables. Teachers consistently decision-making, or (4) the norms which specifythe kinds of terms that generated scores in a more favorable may be used in stating research hypotheses, None direction than students. In addition,profiles across schools within of mesa turns out to variables revealed patterns. be fully satisfactory for curriculumresearch though (3) and (4), with qualifications, seem more promising than (1)and (2). Principals, Teachers, and Elementary Youth:A Study of the Relation- Curriculum Criticism and Literary Criticism ships between Selected Variables ofTeacher.Principal Social Interaction and Six Features of the EducationalEnvironment GEORGE H: WILLtS, University of RhodeIsland A, BRUCE McKAY, MontgomeryCounty Public Schools The issues involved in consideringa curriculum as a literary object and in considering thought about curriculum The central purpose of this study as curriculum criticism . was to examine selected leatures provide a major portion of the expanding of principal and Leather behaviorinrelationto six educational conceptual basis for the theoretical models and the modes of practicewhich the curriculum environment variables of elementary schools,Using sebtests of Halpin's field has adopted in recentyears. This paper develops a conceptual

132 framework for understanding differing theoretical positions in literary change on those items where they could be considered expert. A second criticism and applies this framework to analogous developments in the parboil of the study investigated these variablesin aface -to -fat=e curriculum field. It thus provides a conceptual basis for analyzing the situation. function and techniques of curriculum criticism and for investigating some aesthetic dimensions of curriculum practice. Psycho-social and Moral Elements in Curriculum Theory - WILLIAM F. PINAR, University of Rochester

35.03 PRE - SERVICE TEACHER EDUCATION EVALUATION (0 This study, using a philosophical-logical mode of inquiry, generates a conceptual structure for further curriculum theorizing. Data for the Instructional Research within the First Year Communication structure are drawn from an analysis of the implications of Hampden- Skills Program Turner's model for the processof psycho-Social development and from BARAK ROSENSHINE, University of Illinois at Urbana Kohlberg's scale of levels of moral development. Curriculum pheno- mena describedin .terms of actors, artifacts and operations are The paper attempts to illustrate the value of conducting research subjected to the new conceptual mapping, and from this analysis, two within a curriculum materials program to determine whether certain major curriculum design components are identifiedthe nuclear compo- curriculum specific variables have a relationship with student gain. The nent and the cortical component. Implications for field testing in the results obtained from a small study (nine teachers) are discussed in preactive realm of curriculum planning are delineated, terms of the hypotheses they generate for further studies on how the curriculum achieveditseffects, and how the curriculum materials package might be improved_ 35.05 COLLEGIATE PLACEMENT AND CREDIT POLICIES: ISSUES AND EXPERIENCES {---symPosiurv} r,; Teacher Preparation and the Evaluation of the Conceptual Skills RONALD L, F LAUGHE R, Edutirtnal Testing Service, Organizer Kinderjarden Program ELLEN REGAN and KENNETH A. LEITHWOOD, Ontario Institute Most colleges and universities of the country are experiencing For Studies In Education increased pressure to deal with the questions of placement, awarding of credit, and demonstration of proficiency. However, very little com- Theprocessof program development and evaluationreceives munication or comparigon of solutidns seems to have occurred among widespread attentioninresearch and development institutions, but the institutions. This symposium will attempt to initiate some airing of information as to processes generated as a result of practical experience theissues, drawing on the diverse viewpoints of two on-campus in development and evaluation are not widely reported. This report practitioners, the director of a national placement test program, and an outlines the ways in which teachers have been involvedinthe educational research psychologist. Difficulties and controversies exist evaluation of program effectiveness, attempts to determine predictive around a number of topics which will be touched upon in the papers indicesofteacher effectiveness, assesses student achievement and and subsequent discussion, e.g., when should placement alone be used student attitude in ways that have implications for practical evaluation and when should credit be awarded; are there benefits obtained from in school settings. The report is a contribution of one of the program instruction which are not demonstrable through examinations; are co-developers and an independent evaluater and represents four years institutional goals served but departmental goals threatened by some experience with development and teacher preparation related to the practices; what methodology can be adopted to determine that correct program and three years experience in the evaluation of the program. placement decisions have been made; how does such a placement program alter the nature and meaning of the college degree? "EstablishingPlacement and CreditPoliciesatColleges and 35.04 THE CURRICULUM: MORALS AND VALUES (B) Universities" will be discussed by Carl H. Haag, Director, College Board Placement Test Programs, Educational Testing Service. Many institu- The Effects of Social Position, Race, and Sex on Work Values of tions are reexamining their policies and practices related to advanced placement, and exemption. The reasons forthe Ninth-Grade Students standing,credit, growinginterestin the assessment ofnontraditional learning are HOLLIE B. THOMAS, University of Illinois explored. There are traditional practices which both support and clash with the new trends. A philosophical foundationfor establishing This study investigated the effect of social class, race, and sex on the placement and credit policies is suggested and an approach which an work values of ninth -grade studentsinalarge metropolitan area. institutioncanusetodevelop systematic placement procedures Measures of work values were obtained using Super's 119701 Work presented. While the major focus is on constructing the components of Values Inventory. Factorial analysis of variance and multiple range tests an institutional placement and credit systemhow tests can be selected, were employed to determine the differences between and among validity studies undertaken, and students appropriately involved in the variables. Results indicated that the primary differences were for the placement process, attention is also paid to academic, admissions, and dependent variables of race and sex, In general, black females of low financial considerations faced by colleges and universities. social position scored low on the work values scales. "Techniques and Contributions of the System at University of Illinois"is the topic to be discussed by Lawrence M. Aleamoni, Propensity to Change Responses in a Delphi Round as a Function Measurement and Research Division, Office of Instritctural Resources, of Dogmatism University of Illinois, A description of the development and implemen- NORMAN W. MULGRAVE and ALEX J. DUCANIS, teflon of the University of Illinois Placement and Proficiency System University of Pittsburgh will be given. Special emphasis will be placed on how examinations are selected- or constructed and then validated within the appropriate The Delphi Technique is a means of soliciting expert opinion which courses. Considerations as to whether or not placement and proficiency purports to reduce the influence of psychological factors upOrt the credit should be determined by the same examination will be explored, experts. When individuals with high dogmatism scores were compared The advantages of placing this type of data into the hands of the to those with low scores, the high dogmatism group exhibited loss student, advisor, department, and college will be discussed. Finally, the

133 long term benefits of granting credit and appropriate placement will be relationships between a principal's discussed in light of the steent'stenure and the university's programs, use of rules and staff perception of hisprofcssionalleadership.Representative use of rules correlated H, Paul Kelley, Measurement &Education Center, University of significantlywithhighprofessional Texas At Austin, will present apaper entitled "Establishing Credit- leadershipwhile otherrule administrationstylescorrelated significantly with low by-Examination Policies at the University ofTexas at Austin.'" Each leadership, Militancy correlated positively with representativerule behavior, year about 3,000 UT Austin studentsearn more. than 21,000 semester hours of credit by examination,Tests used include CEEB Achievement Tests and Advanced Placement Examinations, CLEF' General and 35,08 RESPONSE IN STATE Subject Examinations, and local EDUCATIONAL FINANCE placement tests. Academic depart- SYSTEMS TO SERRANO vs. PRIEST: ments determine policies concerningtests used and minimum scores CONNECTICUT, required, The Measurement and Evaluation MASSACHUSETTS, MINNESOTA. and VIRGINIA(A, Center coordinates all SYMPOSIUM) credit-by-examination programs. Several.procedures are illustrated: 1) making the choice betweentwo tests,2) determining minimum MILTON D. JACOBSON and JOHNJ. CALLAHAN, University of Virginia, Organizers scores for placement out of a one-semestercourse, or both semesters of a two-course sequence, 3) using a follow-upstudy to decide whether the correct minimum score had beenchosen, and 4) using a test which The objectives of this symposiumare to investigate the impact of yields two part-scores for placementdetermination in a five-course the Serrano decision on publiceducational finance systems in four sequence. States, all of which have undergoneor are considering revisions to then present systems of educational finance, "Research ontheControversiesSurrounding Placement and State finance programs and Proficiency Systems"will their revenue and expenditure be discussed by Ronald L.Flaugher, characteristics were analyzed in these fourareas,with Research Psychologist, EducationalTesting Service. The few empirical particular attentionbeing given to how fiscal equalization would be achieved in studies on placement and proficiency resultsall show positive effects, these States,InVestigationof alternative modes of generating yet implementation lags far behind potential.Perhaps the reasons for revenues and of distributing educational this gap should themselves be the subject of more intensive research. expenditures were postulated, andthe redistributive character of such Research could also advanceour understanding of several 'other topics systems was analyzed, From such publicfinance analysis, alternative such as the effects of time intervalbetween the course and the ways of meeting the fiscal neutrality dictatesof Serrano in the future were presented. All four studies were proficiency demonstratiOn, and the effectson grade point average of part of an effort of the Research high or low placement. Less Division of the National Education easily researchable, but perhapsmore Association to encourage more crucial, are questions of the economicimpact on the college and "sYstematic and comprehensiveapproaches to educational finance department, and determination of reform. the benefits of instruction thatare not measurable by objective examinations, "The Massachusetts EducationalFinance System: The Impact of Equalized Expenditure"' a paper by JohnJ.Callahan, Advisory Commissionon Intergovernmental Relations,andFelixZollo, Massachusetts Teachers Association, 35.07 ORGANIZATIONALSTRUCTURE & CLIMATE: EFFECTS will analyze the state-local fiscal ON LEADERSHIP (11) system of Massachusetts to determinethe impact resulting from the Serrano decision on educational finance. Present and prospective state, federal, and local roles in the school A Reappraisal of-the Halpin-CroftModel of Organizational Climate finance system were assessed. The school support by various revenue instruments was evaluated, and the ANDREW E. HAYES, The Universityof North Carolina extent of the non-public schoolsystem was considered. Factors resulting inincreasededucationalexpenditures were noted, and This study serves asa hasis for revisions of the Organizational methodsfor resolvingfiscaldisparityproblems were developed. Climate Description Questionnaire(0CDO) and as the second part of a Constitutional criteria were appliedto the deVelopment of measures larger study in which theconceptual model of climate introduced by responsive to deficiencies in therevenue and expenditure of the school Halpin and Croft, and the OCDO,will be revised. The purposes finance system. The productivity were (1) of alternative revenue sourceswas to determine the factor structure ofthe °COO when a large, national evaluated, and alternative funding sample of data were subjected plans were developed and evaluated, to the sophisticated factoranalytic suchas fullstate funding,stateassumption withlimitedlocal procedures that have become availablesince the original Halpin -Croft supplement, a stele-local-regional study was conducted: and, 12) revenue system, and a true percentage to identify, "climate types" thatare equalizing formula. based upon the factor structure which was identified through the new William Wilken, Georgia State University, analyses. Maximum-likelihood and Suzanne Taylor, factor.analytic methods, with subse- Connecticut Education Association, quent oblique rotations willpresent a paper entitled ofthefactormatrices, and taxonomic "Connecticut and Serrano: The Dual Impact clusteringprocedures of Revenue and Expendi- followedbymultiplediscriminant-analyses ture Reform." Connecticut's school finance yielded factor solutions and system has both grave climate types that differ fromthose which expenditure and revenue problems, Revenue Halpin and Croft identified in their problems center on the original climate study, matter of property tax relief, and excessiveproperty taxation is at the heart of the state's educationaldisparity problem, A reform program The Effect of the Elementary Principal's Rule Administration, was postulatedthat would permitConnecticutto resolve both Professional Leadership and Teacher Militancy problems. Revenue deficiencies were amelioratedthrough institution of a graduated state income tax, combined FRANK W. LUTZ and JOHN A.1V1cDANNEL, The Pennsylvania with a modest statewide State University property tax and a system of regionalnonpropertv taxation. The reform program was analyzed in thelight of the "fiscal neutrality" dictatesofSerrano andits This study investigated therelationships between the elementary strengths and weaknesses analyzed principal's use of rules, leadership accordingly, In light of such strengthsand weaknesses, future consti- perception by the staff, andteacher militancy. Utilizing Gouldner's model, tutionally sound plans suchas a statewide voucher system were principal rule administrationwas quantified in yespect to punishment-centered, considered, representative, and mock behavior. Hypotheses were tested using "Minnesota: Efforts to Respond to PoliticalChallenge of Serrann vs. data from a random sample of Priest"is the topic chosen by A. L. 258 teachers in 25 elementary schools,The data supported significant Gallop, Minnesota Education Association, and William Wilken,'Georgia Slate University. Political

134 challenge to Minnesota's system of state-local funding of education has The relationship between social class and patterns of reinforcement produced revisions in that system of educational finance, especially used by pre-schoolIsraeliboys and girls and their mothers was with regard to equalizing educational expenditures among local school investigated. Thirty lower and 30 middle class mothers instructed their systems. The effectiveness ofactual and proposed revisions was own four-year-old in a simple task. These four-year-olds had previously analyzed in conjunction with a review of the state's system of raising taught a three-year-old a comparable task. Middle class children used educational revenues. Constitutional tests of fiscal equity were app lied significantly more positive reinforcements than did the lower class to the original and revised system, and evaluations of the success of the children. The middle class mothers used significantly more positive and actual changes in attaining stated constitutional objectives were made. significantlylessnegative reinforcement than did the lower class Analysis centered on designing future alternative modes of state.local mothers. These Israeli findings provide a cross cultural consistency with financeofeducationthatwouldmeetpresentandpotential social class relationships observed in American samples. constitutional tests of fiscal equity. The Virginia Educational System: Capacity for Response to Developmental and Social Influences from Birth on School Readiness Serrano vs,Priest" will be presented by William 1. Harris, Robert in a Metropolitan Cohort McCarthy and Ramsay W. Selden of the University of Virginia. Two particular features of the Virginia educational system were analyzed in THOMAS E. JORDAN, University of Missouri at St. Louis light of a present constitutional requisite for equalized cducational funding. The Virginia Quality Standards for Education were analyzed as Data from a prospective, longitudinal study of 1,000 infants born in to their impact on equalization of educational spending throughout the 1966-67 in St. Louis city and county are reported. Twelve measures of state. Particular attention was given to requirements for improved child, maternal, and social factors were used as independent variables. school facilities and personnel as well as higher levels of mandated Criterion measures were seven cognitive tests at ages two, three, four, academic achievement. Secondly, the Virginia school financing system and five years. Data were analyzed by means of multiple regression. All was evaluated for its existing deficiencies in revenue and expenditure measures were obtained by individual testing. Results are reported for matters, particularly with regard to fiscal disparities and local property the measures by three groups and by individual predictor variables. tax reform. Potential remedies to these deficiencies were defined and Implication of the findings for educational strategies ,in the preschool analyzed, with many remedies being suggested from a statewide survey and school entry years are discussed. of school superintendents on the broad issue of educational finance reform in Virginia. Color/Form Preferences as a Function of Nursery School Experiences and Age CHRISTINE MADDEN, GLENN E. SNELBECKER, 35.09 THE PRE-SCHOOL CHILD (C) EDWARD MADDEN, and LOUISA SERAYDARIAN, Temple University Learning Abilities of the Prekindergarten Child Color/form preferences were studiedforthree age groups of LeORA GORDIS, University of Saskatchewan Regina Campus children who had had three different degrees of nursery school experiences, The only significant effect was the main effect, Nursery The study analyzed the cognitive processes of prekindergarten SchoolIF = 14,38, cif .2/45, p.01). A Tukey HSD indicated dif- children. Kindergarten Evaluation of Learning Potential, an instrument ferences between nonschool and second year children and between with behavioral objectives representative of learning levels, was used those starting their first year versus those' starting the second year. with 53 subjects Tria-iliS years of age. Significant differences were Resultsareconsideredintermsofthe importance" oflearning revealed between (1) boys and girls in associative learning, (2) children experiences for stimulating development of perceptual and other skills under and over four -years in associative and conceptual learning, and which may not be so directly related to Maturation as is commonly (3) kindergarten and prekindergarten children in all levels of learning. suggested. This study indicates that, due to an accelerating ability to generalize, conceptualizationofpreacademic skills is significantlybetter 35.15 POLITICS OF EDUCATIONAL INNOVATION: TOWARDS established at four and one-half years than at four years. A RESEARCH AGENDA (G, SYMPOSIUM) A Comparison of the Didactic Interactions of Mothers and Fathers HANS N. WEILER, Stanford University, Chairman with their Preschool Children JO LYNN CUNNINGHAM and ROBERT P, BOGER, Michigan Of the many interrelationships between politics and education, the University political processes involved in the initiation, implementation or failure of educational innovations have so far received less than their due share This study compared the interactions of mothers with those of of explanatory attention. This symposium will attempt a critical review fathers in an unstructured dyadic teething situation in which each of theoretical- propositions about the nature of the political factors affecting the direction and success of innovative efforts in education; parent was pairedindividually withhis preschoolchild. An un- this attempt will be based on the panelists' studies of innovation structured setting with a standardized situation (teaching the child a processes in a wide range of political settings in the United States and two-dimensional sorting task) was used. The sessions were videotaped abroad. It is hoped that the symposium will lead to a greater awareness and subsequently rated with the Parent-ChildInteraction Rating of the need for developing and structuring this field of inquiry, and of Procedure on dimensions of verbal communication, nonverbal com- its conceptual and theoretical parameters. munication, teaching procedures, and interaction process. A 2`1 design (social class x race x sex of child x sex of parent) was used, and Participants are Michael W. Kirst, Stanford University; David W. Miner, Northwestern University; Ingo Richter, Max Planck Institute (or multivariate. analysesofcovariance were performddto testthe comparisons of interest. Educational Research, Berlin, and Hans N, Weiler, Stanford University.

Teaching Styles of Israeli Four- Year -Olds and Their Mothers: A Cross Cultmal Comparison 35.16 EMPLOYER-BASED CAREER EDUCATION (C, SYMPOSIUM) NORMA D. FESHBACH, University of California, Los Angeles YIN C. CHUANG, Center for Urban Education, Organizer

1 The goals of the Employer-Based Career Education (EKE) program capacity to make rational meet choices consistent with are: (1) to provide an alternative education program for all youths, an awareness aged of his own goals, interests and abilities. 13.1B, currently enrolled in public schools; (2)to unify the -positive "Employer-Based Career Education Conductedby the Center for elements of academic general and vocational curricula intoa compre- Urban Education" will be presented by- Vine C.Chuang, Center for hensive Career education program: (3) to increase therelevance of the Urban Education. The Center for Urban Education world of education to the world of work: (4) and the New York to broaden the base of City Board of Education are entering intoa con tract uai arrangement community participation, particularly by involving public and private with theU. S.Office of Education to study the employers more directly and significantly in education. feasibilityof transferring"SatelliteAcademies"to"Employer-Based :Career The Career Education Development Task Forcehas a contractual Education" (EBCE) and engaging arrangement with the regional educational laboratory in planning, pilot design and field to aid the Office testing.Theinitialanalysis of Education in developing an alternative indicates a five-phaserequirement: ter Career Education in (1) exploratory analysis of the notion of different settings. This symposiumis intended to present to the EBCE, (2) in-depth analysis of the Satellite Academies Program, (3)plan of SAP/EBCE program, educational community a view of what has beendone by regional (4) pilot design and field testing of SAP /EBCEprogram, and (5) design laboratories in developing an Employer-Based CareerEducation model. EBCE program for New York City. Thispresentation will describe the "The Academy for Career Education" will bediscussed by Bruce G. process for developing Employer-Based Career Educationin an urban Baron, Research for Better Schools, Inc. TheAcademy for Career setting. Education (a private, nonprofit corporation).is currently operating in Philadelphia with 100 11th-grade students. TheAcademy is a model for 35,11 THE SOCIAL CONTEXT IN an employer-based career education system beingdeveloped by the TEACHER EDUCATION Career Education Program atResearch for Better Schools (RBS). AND ATTITUDES Several elements of the Career EducationProgram's work inthe Public School Teachers' Work Motivation, development and implementation of The Academy,as well as some Organizational current plans for the refinement, expansion, and disseminationof the Incentives, Job Satisfaction, and Primary LifeInterests model are described. The topics include: (1) the Model I) concept: DOUGLAS R. GLASNAPP, CECIL G. MISKEL,and (2) some perceptions of the project's mandate from the U.S. Office of RICHARD V. HATLEY, The University ofKansas Education; (3) a general discussion of the project'sgoals and strategies; (4) the recruitment of employer participants;(5) the administrative, The present study was initiated structureof The Academy and to develop basic' research con- itsrelationship with the Career clusionsregardingtheinterrelationships among aspects Education Program: (6) the recruitment of of work students; (7) an overview of motivation, organizational incentives, jobsatisfaction, and primary life the instructional program, especially withrespect to its employer-based interest for a public school teacher population.Responses from 2,039 aspects: and (8) a perspective on some basic developmental issues. teachers on 14 variables were obtainedand partitiOned into sex by "Suburban-Rural Pilot Program" will bediscussed by Rex Flagons,. teaching level groups for analysis Northwest Regionaj Educational Laboratory. purposes. Interrelationships were A pilot program in investigated using multiple regression anddiscriminant analysis techni- Employer-Based Career Education (EBCE) isbeing conducted, with the ques. Conclusions based upon the results were drawn; technical assistance of the Northwest Regional The applicability Educational Laboratory' to educational organization of some existingtheories of motivation and (NWREL), inthe suburban-rural setting of Tigard, Oregon. This incentives to work, related to industrialorganization, were examined program is designed to demonstrate. that students' total educational and evaluated in light of the obtainedrcs..Its, needs can be metinadultcommunity settings while concrete occupational exploration and experience isprovided, and at a cost The Stanford Group Process Training Curriculum: comparable to that of traditional secondary education. Research, Development and Evaluation Student participants represent a cross-sectionof backgrounds and ages (16-20), Enrollment increases as the ROBERT H. KOFF and GEORGE N. SOUSA, program evolves, from 25 by Stanford University September 1972 to 50 by July 1973.Supplementing their activities in careersettingsare individualizedprograms,specialinstructional Most teacher education programs lackevaluated curriculafor materials, and a learning center. training teachers to solve problems ingroup situations. This paper A consortium of students, employers, educators,and various public describes research and evaluation activitiesparticular to the develop- and private agency representatives is developingthe program. NWREL ment of the Stanford Group Process Training Curriculum.Utilizing a providedtechnical assistance by forming the consortiumand will pre- and posttest design, field tests were conductedwith an experi- continue to advise in areas of administration,management, curriculum mental school staff (N = 181 and teachers in training(N = 171. Results development, program design, and evaluation and documentation. showed that training significantly improvedparticipant group problem- Robert M, Peterson, Far West Regional EducationalLaboratory, will solving performance, Reliability and validitycoefficientsfor two present a paper entitled "Employer-Based CareerEducation Conducted observation instruments, which assessedgroup process and product by the Far West Laboratory." Career educationis directed toward dependent variables, are presented. The resultsare discussed in terms of students, 13 to 18 years old, who are representative ofothers attending a model for describing cognitive aspects of groupproblem solving, the Oakland, California, Public Schools interms of socioeconomic status, racial composition, and plans for highereducation. Cognitive Personality Correlates of the Research-Service and social development occurs through learningexperiences established Dimension in the business community, Success -of these experiences lies in the K. R. RICHARDS, CANDACE BORLAND, and relationship developed between the studentand an employee who PAUL G. LIBERTY, JR., The university of volunteers his services. A Resource Centerfunctions as a centralizing Texas at Austin force to promote growth -of this relationship:it provides also for the diagnosis of student aptitudes and skills, counseling and occupational In an effort to explore the personality information, and highly individualized orientations of educational programs of instruction in professionals, the dimension of Research support of learning experiences gained in versus Service was chosen as a business or for preparing relevant base. A group of educational psychology students to enter higher education. The basicintent may be sum- graduate students was divided on the basis of their responsesto a research versus service scale. niarized as providing the student withemployability, and with the A seven-point bipolar, semantic differentialtype questionnaire was

136 used, with the students responding according to their "I favor, .." Microteaching as developed at Stanford University has received direction and degree. Analyses of variance were performed and a P much attention from educators, but the model has been adapted in value of ,10 or less was set as the standard to judge significance of many institutions due to the cost and time involved. In order to help differences between group means. The results of the analyses are professionals evaluate microteaching at their institutions, this paper reported and their implications for educational personnel are discussed. looks at the rationale and effectiveness of the full model as developed at Stanford and atits adaptions. An attempt is made to determine Comparison of Educators' and Industrial Managers' Work optimal models for specific instructional needs. Motivation Using Parallel Forms of the Work Components Study Questionnaire BILLY W. THORNTON, CECIL G.1V1ISKEL and 35.20 RACE AND LANGUAGE I (C) MARCUS S. PATTON, The University of Kansas Study of the Language Competency of Black, Inner:City The idea that educators would differ from business managers on High, Average and Low Readers in the Elementary Grades Herzberg's motivation factors and Blum's security orientations was SUE A. DEFFENBAUGH, Cornell University posited. Parallel questionnaires were used to measure the motivational variables.The sample wascomposedof432teachers. 118 The objective of this study was to compare the production ability of administrators, and 192 industrial managers. Data were analyzed using the black, inner-city child who reads well to his counterpart who reads multivariate and single classification analysis of variance and covariance poorly on atestrequiring the formulation of standard English techniques. Educators placed more emphasis on environmental and grammatical features of past tense -ed, noun plural, possessive noun, security factors. Business managers were generally higher on competi- and third person singular. Seventy-six subjects frcim an inner-city, tiveness desirability. elementary school in a large New York city were given a modified version of Berko's (1958) nonsense word test. Significant differences at the .01 level were found on all four grammatical features for the high MICROTEACHING II (C) and low reading groups. No significant interactions were found between reading achievement and age, or reading achievement and sex and test The Relation of Teacher Performance in Microteachino to performance. Subsequent Student Achievement and Rating of the Teacher under Classroom Conditions The Effects of Dual Information Processing of Standard FREDERICK J. McDONALD, PAUL NALIN, and and Nonstandard English in Nonstandard Speakers SUSAN WEINBERG, Educational Testing Service RICHARD M. MIZELLE, University of Wisconsin, Madison

This study analyzed the relationship between the kinds of questions The effect of processing information in standard and nonstandard asked during a microteaching session and the achievement of students English was investigated using an equivalent standard and nonstandard subsequently taught under classroom-type conditions. Teachers taught English passage as the stimulus. Eightliteral and eight inferential the same topics in microteaching; each taught a two week course six questions derived fromthe passage were used as the index of weekslater. Each question asked was classifiedin one of eight comprehension. Two hundred Black students were randomly assigned categories. The categories identified the question byits cognitive to one of eight treatment conditions. The experimenter was Black. The complexity, immediacy to the student, and source of verifiability. No results revealed four out of ten planned comparisons to be significant. single type of question was associated systematically with achievement; The NN printed condition facilitated learning more than any other different question-types predicted achievement in a topic by subject by condition. The NN condition, collapsed across sensory modes (printed question interaction. and auditory), was found to be more significantthan any other. collapsed combination. Classroom interaction Patterns during Microteaching; Wait-time as an Instructional Variable Children's Responses to Reading Standard English and MARJORIE A. BOECK, and GALE P. HILLENMEYER, Nonstandard Dialect Stories: A Study of Evaluation Duke University Medical Center and Comprehension GROVER C. MATHEWSON, University of California, Berkeley The study was designed to investigate the relationship between wait-time and two classroom interaction variables: cognitive level of Attitudes toward reading stories in Black English and standard teacher questions and length of student response. The interval of time English were explored in third-graders. Twenty-four black children and between a teacher question and the next verbal response by teacher or twenty-four white children participated. The children used a semantic student (wait-time) was measured using an electrocardiograph with differential type scale to rate stories in the two language forms. It was calibrated paper connected to an audiotape recorder. Students taught found thatbecause both groups of children had great difficulty to categorize and graph their own questioning behavior increased the decoding the dialect forms from print, their ratings of Black English rate at which they asked high-level questions. The wait-time for stories were significantly lower than their ratings of standard English experimental subjects increased and was directly related to the length stories. The findings indicate that reading may be a poor way to present of student response. Control subjects did not show these changes. dialectally diverse English to elementary school children who have learned to read with standard English. Microteaching: An Examination of the Model and its Variations Teaching English by Contrastive Analysis of Two Dialects ADRIAN P. VAN MONDF RANS and SUZANNE B. MARILYN D. HARTMAN, U.C.L.A. HISCOX, Brigham Young University, JIM C. FORTUNE, University ofMassachusetts This study investigates whether a regular English-class format for WILLIAM JOHNSON, University of Illinois, teaching reading students whose natural language is black English (BE) Champaign isadequate in presenting standard English (SE) at secondary level.

137 Foreign-language contrastive analysts, pattern practice and oraldrilling multiplicative function of task-commitment as an experimental treatment is evaluated with usual language skills on the part of the S. and the extent to which he feels personallyaccountable for performance strategies using objects for communication as a control. Objectiveswere outcomes, Empirical evidence and intuitivesupport are presented in to know conjugated words from be, patterns in which conjugatedbe defense of this proposed model, forms are omitted in SE, patterns in which invariate be inBE isa /ways *conjugated forminSE. Consistentevidenceindicatesbetter experimental results at the .05 level. 35.22 TEACHING MENTALLY RETARDEDCHILDREN (C)

35.21 THEORETICAL ISSUES (C) Teaching Mentally Retarded Children WordRecognition Skills through Use of Hypothesis/Test Procedures

A Discussion of the Theoretical ContradictionsFound in TEARA ARCHWAMETY,University of Minnesota, Modeling Research and Social Learning TheoryWhen S. JAY SAMUELS, University of Minnesota Interpreted within Phenomenological and Social Comparison Contexts The purpose of the study was to take theh',',77cithesis-test model of JOHN P. DOLLY and CHAD D. ELLETT, word recognition and to derive an instructicre:istrategy for reading University of Georgia from the model. Seventy retardedchildren (mean age nine) were randomly assigned to an experimental andcontrol group. Experimental The authors attempt to show how children were trained on components ofthe model while controls were modeling research derived from given reading tasks unrelated social learning theory has neglected subjects' to the model, Results indicated that self-evaluation in relation- experimental subjects were significantly superior- ship to task requirements. The paper pointsout the limited range of in word recontituon. Instructional strategies derived from the model subjects which has been used and how theresults obtained are not are not deliberately easily generalized. Formulations within given in school; The authors have specifiedwhat these strategies are and phenomenological and social how they can be taught. comparison theories are cited as offering alternativeand more compre- hensive explanations of the data obtainedin modeling research, Measured Perceptual Modality Strengthsas Descriptors for Recommendations for future research in modelingare given in'order to Clarify the theoretical differences found. Establishing Instructional Objectives with Educable Mentally Retarded Children The End of the Drunkard's Search? AReport on a Radical DAVIDA. SASATIN 0, The Pennsylvania State University Solution of the Problem of Evaluation ofInstruction HENRY C. JOHNSON, JR., The Pennsylvania The major hypothesis addresses the issue ofteaching to measured State University, visual ar auditory perceptual modality strengths DENT M. RHODES and ROBERT E. RUMERY,Illinois State utilizing a matched University perceptual curriculum. The design specified dividingthe 90 EMR Ss intothreegroups: a visualperceptual, auditory perceptual, and This paper critically appraises the nonmodality preference group. The visual andauditory perceptual theory and methodology for curriculum were whole-word discrimination evaluatinginstruction and summarizes the rationale,design, and training interventions utilizing 360 words from Thomdike's 1-1000 list.A field-testing of one component ofa comprehensive teacher assessment significant aptitude program in radical departure from current practices. A x treatment interaction was not obteined. The subjectgroups with student-response measured visual and auditory perceptual strengths andinstructor-responseformwereconstructed made significant whichprovided gains on the visual discrimination intervention information about the proximity ofinstructionin a course to a and not the auditory task. The explanations and implicationsare discussed. five-component model. Field-testing showedabilityto distinguish among courses, among instructors, andamong instructional options. Furthermore, instructional outcomes could be distinguished from A Comparison of Conceptual Strategies for Grouping and favorable or unfavorable impressions of a course, thus providing the Remembering Employed by EMR and Non-retarded Children possibility of a plausible diagnosticassessment of instruction. R. HUNT RIEGEL and ARTHUR M. TAYLOR, Notes on the Distinction between Excitementand Education University of Minnesota, RD & D Center LILIAN G. KATZ, University of Illinois This study compared the kinds of groupingsgenerated in a sorting task between samples of it is asserted that under the influence young EMR children and non-retarded of curriculum developers, R & children of equalC.A.Further comparisons were made on the total D disseminators, and general culturalinfluences, teachers Of young recall and organization of recall of each sample. Itwas found that there children perceive that part of their roleis to keep their children excited (high level of responsiveness) are reasonably specifiable differences between the sampleson indices of or "turned on," This perception leads to grouping strategies generated in the test situation. (1) child dependence on and These differences expectation of adult induced excitement; were related to highly significant differences in (2) absence of opportunity for children recall scores. The to learnt to engage in sustained significanceofclustering during work; and (3)teacher reliance on superficial tricks and recall was discussed, as wellas gimmicks, educational implications of the finding:. Similarly, teachers are victims ofdisseminatorinduced excitement. It is asserted that excitement cannot last and is followed by disconsola- A Comparisim of Three Strategy Approaches for tion and mistrust of educational R & 0 disserninatois, Teaching Vocabulary Concepts to Retarded Children A Clue to the Relationship between "Learning"and "Liking" ARTHUR M.TAYLOR,MARTHA L. THURLOW and JAMES E, TURNU RE, University of Minnesota MARGARET M. CLIFFORD, University ofIowa

Three versions of vocabulary programswere developed. Each version This paper identifies conditions underwhich liking and learning are was based on a different set of strategies. Two of these sets ofstrategies positively correlated in education. I tsuggests that such a correlation is a relied on an integration approach whichstressed the relationships

138 between vocabulary words. The control version utilized strategies which serve to assure the holders of the public purse that the money is well emphasized elaboration and only infra- item associations. The perform- spent. Indicators of human growth and development, extensions of 'nice of 103 educable mentally retarded children vvas compared on a man's knowledge, and community benefits attributable to higher set of orthogonal planned comparisons, These analyses revealed that the education, can strengthenthe academic's hand, especially as the integration approach resulted in significantly higher vocabulary achieve- theorist can link these outcomes to certaiiactivities within higher ment. This difference was also found to transfer to a posttest measure education. More importantly, from the academic's bias, this quest for of general vocabulary ability, The results demonstrated that strategies theories of higher education can serve a more basic need, the need to can he defined and ronlroiled well enough in the classroom to permit know. The "gnawing dissa= election" of which Pribram writes derives at comparison of strategy approaches. leastinpartfrom the academic'sneed togive meaning to the phenomena of his daily professional life, Theories of higher education Strategies for the Sequential and Consequential can give meaning to these experiences. Arrangement of School- Appropriate Behaviors H. DIETER BLINDE RT. The Children's Psychiatric Research Institute 36.02 MULTI-DISCIPLINARY SYMPOSIUM ON THE POSSIBLE EFFECTS OF YEAR - ROUND EDUCATION ON COMMUNITY, School-appropriate behaviors were established in 20 young retarded SCHOOL, FAMILY, AND CHILD (A, SYMPOSIUM) and handicapped children through the application of strategies for theDAVID J. PARKS, National Institute for the Study sequential and consequential arrangement of teaching-objectives, and of Year-round Education, Organizer teaching procedures. The positive findings indicate strongly that the diagnosis of mental retardation does not signify an innate disability to Year-round education has become an increasingly prominent innova- achieve standard performances but must rather be regarded as being a lion in American education, public and private. This prominence is function of little or no previous teaching. Teaching has to be defined as demonstrated by the rapid growth of interest in year-round education that activity which brings about learning. There was no preselection of as a means of improving educational programs and of coping with childrenfor the study. All children for whom admission into the overcrowded buildings resulting from decreasing financial support and program was requested were accepted. All children's achievement levels bond issue defeats, The extent of this interestis illustrated by the were raised. number of published articles on the topic, the number of districts and states conducting feasibilitystudies,the number of implemented programs being reported, the number of states passing permissive 36.01 THEORIES OF HIGHER EDUCATION (B, SYMPOSIUM) legislation and providingfinancial supportfor pilot programs, the TED L. COOPER, Central Washington State College and attractiveness of the new National Council on Year-round Education DONALD T, WILLIAMS, University of Washington, which serves approximately 1,000 educators and' lay citizens, and the Chairmen establishment of a National Institute for the Study of Year-round Education at Virginia Polytechnic Institute and State University. This symposium, by presenting varying views on the development of One outgrowth of this interest in year-round educationis the theories of higher education, may suggest along what dimensions and demand for information by educators, boards of education, medical, by what means theories of higher education, now largely implicit, might legal, social- and governmental professionals, businesses, social and be developed explicitly. Ever willing to study other institutions and community organizations, parents, and taxpayers. Unfortunately, infor- other people, academics have turned only inrecent years tothe mation hased'on hard data is limited. Few programs have been in systematic study of higher education and themselves. The body of data operation long enough to evaluate effects upon community, school, on higher education grows daily, but theories by means of which these family, and child, and, very few of these have planned comprehensive data might be interpreted have yetto emerge. AERA has shown evaluations. Consequently, there is en urgent need for indepth studies growing interest in reporting and analysis of data in the context of of all facets of year-round education. higher education: AERA might also engage"in activities aimed at tying There islittle data based knowledge available on the effects of together the data systematically, year-round education on community, school, family and child, There Theories of higher education may gain two directions: (1) Some are, however, many unsupported hypotheses in the literature. The theorists will undertake microtheory, dealing with parts of the whole, symposiumwillhighlightthesehypotheses,generateadditional e.g.,theories of instruction and curriculum, of administration, of hypotheses, bring to bear the expertise and Insight of a businessman, a organization and planning.(2)Otherswillattemptto construct practitioner, and researchers in various disciplines on the problems in macrotheories, e.g., what combination of circumstances might account year-round education; and' explore alternative methods of testing the for change in higher education or project its future, what combination hypotheses and solving the problems. ofgoals, environments, people, and activities accountforcertain "Research Needs: Year-round Education"isthe subjectof a outcomes (including change) in higher education. presentation by David J. Parks, Institute for the Study of Year-round Karl H, Pribram, in his book, On the Biology of Learning, expressed Education, Virginia Polytechnic institute and State University. The a need he foresaw in his field: "Much has been learned, but a gnawing current literature on year-round education is replete with feasibility dissatisfaction remains, stemming in part frorn the very condition that studies, reports on operational programs, and thoughtful consideration ensured growth: a wealth of data, often contradictory, that begs for of the potential effects of year-round education on the community, meaning.- Theories serve to give meaning to contradictory data. The school, family, and child. Lay boards of education are frequently asked very fact of contradiction requires that the theorist draw distinctionsto make decisions on whether to implement year-round programs on between one body of findings and that other body which conflicts with these rather superficial data. More hard data of the type being gathered the first. From such distinctions theories begin to evolve. inPrince William County, Virginia, are neededif boards, school Practitioners and those who study higher education today have a divisions, and communities are to make intelligent choices. An effort is special need to understand the meaning of the data which surround being made to stimulate the development of a body of knowledge on them, Funding sources askthat monies givento support higher year-round education to meet the information needs of the public, education achieve identifiable outcomes. The academic may prefer to school boards, businesses, public agencies, and school personnel. answer such demands in terms of Intangibles difficult to measure, but In his "The Effects of Year-round Education on Development of lie has available to him a wealth of data which, if given meaning, could Children," Donald Biskin, Virginia Polytechnic Institute and State

139 University, will emphasize That one of the mainconcerns in yearound towards professionalism. The study has implicationsfor reseatch and educationisthe effect upon the social, emotional, physical,and development related to the professorship ineducational adminisitation psychologicaldevelopmentofchildren,Alteration ofthe school and for professorships in other applied fields,particularly in education, calendar and the curricular innovations whichtend to Piggy-back year-round programs may well provide the impetusfor iodividualizing and humanizing instructional methods and enhancing cognitive, affec- 36.07 CURRICULUM DECISIONS: THE tive, rind psychomotor development of children. CONCEPTUAL "The AND THE PRACTICAL (B) EffectsofYear-roundEducationonTeacher and Administrator Attitude and Performance" will be discussed by John Curriculum Decisions: A Theoretical Framework Colson.ResearchandDevelopmentDepartment, Prince' William County. Virginia. Moving into year-roundprograms requires consider- JOHN I. GOODLAD, University of California,Los Angeles able change in family and work routines of teachersand administrators. and Institute for Development of EducationalActivities. Inc. This disruption may create adjustment problemsreflected in lower morale, job satisfaction, and restricted performance.Through staff There are different kinds of curricula,depending on definition, developmentprograms, participative decision-making, and variable involving differing decisions, data, andproducts. Goodlad (1966) has' classifiedthese into contracts, theseadjustment and performance problemsmay be levels and separated the ideological fromthe diminished, practical. There is a growing number ofinquiries conducted within this Charles A. Ibsen, Virginia Polytechnic Instituteand State Univer- frame. Since Goodlad's initial workwas publishedin a !ended, experimental sity, will present a paper entitled "The Effects of Year-roundEducation edition, and since most ofthe related studies are on Family and Community," A number of schooldivisions have unpublished dissertations, there is a needto present this work to an entered year-round education without fully realizingthe effects of such appropriate audience. The purpose ofthis paperisto present a a program on the -family and community. Family vacations,child care, conceptualization of decision making defined interms of remoteness and routine living are disrupted by year-roundeducational programs. from learners, the data=sources, and the probableactors, Community recreationalfacilities, churchactivities,public service programs, police work, and private foundationsate required to alter Curriculum Legislation and Decision-Making for the their traditional patterns of operation. Instructional Level George Jensen, President Elect of theNational Council on Year. HENRY W. HILL, Cobb County Public Schools, round Education, will discuss "The Effects of Year-roundEducation on Marietta, Georgia Business, Industry, and the Profession's." Currentbusiness, industrial, and professional practices will need considerablealtering as year-round The purpose of this paper is topresent a study of curriculum education spreads throughout thecountry. Camping facilities, moving d cision-making on the societal level. Morespecifically, a questionnaire firms, recreational resorts, realtors, doctors, and many others may Earl was developed and administered to curriculumdecisionmakers to that their hours, practices, and modes of operation need revamping to determine the extent of their knowledge ofcurriculum legislation meet the mere consistent level of demand accompanying installation of which should affect the curriculum decisions teachersmake. Analysis of year-round programs. Peaks and valleys in business demand are always the responses showed no decision- makinggroup possessed sufficient costly, Year-round education should have a leveling effect upon hiring knowledge of curriculum legislationto make= effective curriculum personnel, scheduling facilities and equipment,sales, and demands for decisions. Recommendations al e made as to questions needing further: professional assistance. research and as to how communication of curriculum legislation can be "The Effects of Year-round Educationon Etiticational Costs and improved. Public Support" is the subject ofa paper to be presented by Robert Steal, Virginia Polytechnic Institute and StateUniversity. Tha costs of Instructional Planning for the Development education have continued to rise at a rapidrate. Population growth, of Cognitive Behaviors mobility, and ,the demand for increased education havecaused school M. FRANCES KLEIN, UCLA districts to issue bonds in support of new facilities andto raise taxes to meet daily operating expenditures. Year-round educationalprograms This study explored the applicability of the require thorough analysis from capital, operational,and public support behaviors defined in the Taxonomy of Educational Object/yes: Cognitive points of view. Losses and gains in .each of :theseareas mutt be Domain to young childreninthe age range of seven to determined by comparison with the traditional ninemonth school. nine. A paper and pencil instrument was developed to detect and elicit thebehaviors in children ofthat age range. Content validity,reliability and discrimination indexesforthe . test instrument were established. The 36.05 A REPORT ON THE STUDY OF THEPROFESSORSHIP study also IN EDUCATIONAL ADMINISTRATION exemplified the general curriculum planningprocess of setting objec lives, selecting and organizing learningopportunities, and evaluatieg studentprogress proposed by Tyler atthe instructional A Report on the Study of the Professorship inEducational level of Administration decision-making as identified by Goodlad.

ROALD F. CAMPBELL, The Ohio State University An Analysis of Mathematical Competencies Necessary and L. JACKSON NEWELL, University Councilfor for Certain Health Occupations Educational Administration EtV1MA C. JOHNSON, Spokane CommunityCollege

This study addressed five questions aboutprofessors of educational administration: Who are they? Where This study presents the results ofan investigation of mathematical are they? What do they do? What competencies necessary to cardiopulmonary do theybelieve? Why do they believe and inhalation therarly as they do? Three role technicians that they may function effectively orientations were hypothesized; cosmopolitan, in a hospital situation. local, and practice. Data The amount of mathematical commonality gathered with a ten page questionnaire from existing between Me Iwo 1,333 professors were disciplines was also explored. Sixty-three factor analyzed, The hypothesized orientations medical personnel were were substantiated. The surveyed by questionnaire and rated 263 data were also analyzed in terms of theprogress of the academic field mathematics items as either essential, desirable, nice to know,ornot needed. Textbooks were rated

140 textbook ratings by medical doctors, cardiopulmonary technicians and subject chosen by Alan Lesgold of the University of Pittsburgh, will inhalation therapy technicians; they indicated the feasibility of a core present research on comprehension of inter- clause structui es (anaphora) mathematics program for the technicians. Rankings of items established such as pronouns and clause demonstratives, This ascot eh derives front mathematical competencies needed by the technicians. the above-mentioned goal of teaching language structure do ectly when thatiseffective, The initial data are a corpus of responses of BO Developing a Modular Secondhry Educational third and fourthlrade children to 'questions about 42 passages, testing Psychology ProgramMinimal Resources knowledgeof 14anaphoric structures.Analyses ofaccuracy of comprehension forthese structures and of the specific responses PHILIP LANGER, University of Colorado children made have ledtoseveral preliminary conclusions.First, comprehension of these structures may involve surface-level processing This paper describes specific procedures for using graduate students whenshort-term memory constraints make jointfunctioning of and commercially available materials to develop a modular educational decoding and deep-structure analysis impossible. This resultis sup- psychology program. The specific module structures include:(a) ported by protocols showing surface-level responses and by analyses learning sequence; (b) rationale and objectives; fel probing questions; showing that comprehension becomes lesslikely as word-forword (d) learning checks: (e) activities; and If) general evaluation procedures. correspondence between question and text, and between anaphora and The system consists of 27 modules, divided into required and optional. referent, is lost. A preliminary model of anaphora comprehension will Included in the system are a Student Guide and an Instructor's Manual. be presented in which deep-structure processing is the skilled, auto- matic levelof performance while surface processing represents an application of basic structural rules at the heuristic, problem solving level. Finally, there is some indication of differences in difficulty of 36,08 INTERACTIVE PSYCHOLOGICAL RESEARCH AND structure even when these surface- processing variables are removed. CURRICULUM DEVELOPMENT IN READING (C, SYMPOSIUM) "Computer-Assisted Comprehension Training" by Karen Block of the University of Pittsburgh will describe work on computer-augmenta- ALAN M. LESGOLD, University of Pittsburgh, tion of comprehension instruction, Texts and related questions appear Organizer on a CRT. Students either answer in a multiple-choice format or by constructing responses to open-ended questions, In the patter case, The purpose ofthis symposium isto demonstrate the mutual answers are followed by a display of material sufficient for the student interdependence of research and development in the construction of an to evaluate the acceptability of his answer, Branching is contingent on individualized reading curriculum. The aarticipants hope to demon, the student's self-evaluation, and protocols are produced in a format strate that the R & D setting enhances both psychological research and convenient for demo-hitting the adequacy of students' self-evaluation. instructional development and to suggest means of optimizing this Programs are based on passage difficulty measures and a preliminary partnership, Presentations include descriptions of (1) the actual reading model of question difficulty, enabling branching to a different level of program being developed, (2) research on reading comprehension that question difficulty for the same passage or to a different level of interfaces withtheprogram's development,(3)development of passage difficulty, The system is also a convenient means of testing computer-augmented reading- comprehension instruction, and (4) pro- passage and question difficulty models, cedures for evaluation of individa)ized instruction and of particular In his paper, "Evaluation: An Essential Aspect of Research on design features hypothesized to be essential to the program. Individualized Curricula," William W. Cooley, University of Pittsburgh, "An Adaptive Primary-Grades Reading Program, presented by Isabel will consider the special problems of evaluative research in the context Seek, University of Pittsburgh, will discuss the reasons for developing a of developing an individualized instructional system such as NRS. new reading program (Beck and Min-off, 1972) rather than simply Consideration will be given to: the problem of defining appropriate modifyingexistingcommercialmaterialtoinclude new design criteria(01 the new program; the design of studies that would yield principles. The New Primary Grades Reading System (NRS) includes unambiguous results regarding the program's effectiveness in a variety instructionalmaterials, ateacher-training program, and classroom ofcontexts; measures ofthe variationin implementation of the management proceduresas important components. Instructionis program from classroom to classroom and the resulting impact on individualized, not only with respect to rate of mastery, but also for student achievement of that implementation variation; and differences [-Odle of mastery. NRS is oriented toward urban children and its between information useful to the developer in further refinement of terminal objectives encompass the domain traditionally covered by the the system and information useful to others in arriving at judgments first three years of reading instruction. about the system's worth. NRS uses a code-breaking approach to beginning reading, A mixture The individual presentations are important statements on (1) a new of synthetic and analytic phonics is employed along with text displays reading system, (2) the nature of comprehension by novice readers, (3) that illustrate linguistic principles. A blending algorithm that has been an inexpensive but powerful computer augmentation of the reading tested with existing materials is taught to overcome the problem of system, and (4) determining the effectiveness of individualized instruc- combining separately - analyzed grapheme-related sounds into a single tion, Ordinarily, presentations of such diversity do not appear as a word. The algorithmismastered rapidly and enables childrento single symposium. However, a main purpose of this symposium is to attack, without teacher assistance, new words containing any com- exemplify a productive R & 0 ecology. bination of grapheme=phoneme correspondences they have learned. Students have considerable freedom of choice inthe particular activities in which they engage and in the topics about which they read. A classroom-management component includes training of the students to make rational use of that freedom. From the start, NRS' reading 36.10 STUDENT/TEACHER INTERACTION IN THE CLASSROOM materials correspond closelyin syntactic and semantic structure to actual text, Text sequencing is currently based on existing difficulty- The Influence of Interpersonal Skill Training on the scalingprocedures, butresearchis under way that examines the Social Climate of Elementary School Classrooms feasibilityoftextsegments which specificallyteach grammar or JEANNETTE A. BROWN and MARY ANN meaning structures, MacDOUGALL, University of Virginia

141 The objective of this investigation was to improve the quality of Seventy-six groups of three fourth-or fifth- graders classroom interactions by providing opportunities for were asked to (1) teachers to cooperate in making a block pattern on a round board. Five conditions gain insights into their own classroom behaviors and understand how were created, assumed to facilitate cooperation, Inallconditions, these behaviors influence their classroom social climates; (2) children to cooperative goal structures existed. They differed systematicallyin the explore the dynamics of classroom group life and learnthe techniques presenceorabsence oftask-roles and group-roles,Behavior was of effective interaction with others. The impact of the two approaches pre-coded in various group oriented and individualoriented categories, was evaluated by observing changes in the affective perceptions of A Productivity Index was constructed. As hypothesized,cooperative elementary school children through an analysis ofvariance design. goal structures alone did not assure cooperative behavior. Significant mean gains were observed for pupil Task-role self - perceptions and assignment alone tended to inhibit performance because of social acceptance among pupils. difficulty in role enactment. Pro-social behavior and performancewas significantly greater where task.roles and group-roles were present. Patterned Teaching Behavior: A Study of Dyadic Infracommunication VIRGINIA C. DENNIS, University of Georgia 36.13 ADJUNCT QUESTIONS AND LEARNINGFROM TEXT (C) This is one of a series of proxemic studies made in laboratory, Retention and Item Comprehension in Prose natural, as a or academic settings by the researcher with the Dennis Function of Question Placement and Packing infracommunicatibn Analysis Device (DIAD) (Dennis, 1971)to ob- INGRID SWENSON and RAYMOND W. KULHAVY, serve,classify, record and analyze dyadic infracommunication,in- Arizona State University cluding verbal and nonverbal modes. The focus ison communicative behavior of teacher and pupil, student teacher and pupil,and teacher Fifth and sixth-grade children read 20, 66-word and student teacher interaction. The researcher observed2,633 dyads at paragraphs describ ing a fictitious an elementary school and recorded sex, race, status, position,locomo- island and its people. A critical questionon each tion, spatial distance, angle of orientation, gaze, smile,touch and paragraph was inserted before or after one, five,ten, or 20 paragraphs, audible transmissions, Resulting empirical data showcommunication The retention measure consisted of itemstesting both critical and patterns varied by sex, race and status, revealing patterns of teaching incidentalmaterial, in both verbatim and lexical paraphraseform. behavior, Learners responded to both immediate andone week retention tests. Postpresentation of questions facilitated bothacquisition and retention Social Exchange in the Elementary School Classroom: of medium length text segments. Critical itemswere better recalled, and The Problem of Teacher Legitimation of Social Power there was no effect for the verbatim-lexical paraphrasevariable, RALPH W. LARKIN, Center for Urban Education Individual Differences in the Effects of Adjunct Questions on Learning from Prose Material A study of teacher leadership styles and classroomclimates in 75 elementary school classrooms showed that teachertask and expressive DAVID C. BERLINER, Far West Laboratory for or ientations powerfully influencedclassroommorale. Teacher Educational Research and Development, RICHARD authoritarianism had no effect, calling into questioninterpretations of SHAVE LSON, Stanford University, MICHAEL M. ,previousstudiesofteacherleadership. Teacher power orientation RAVITCH, Stanford University, and DAVID showed strong negative relationships to peer influencesand peer group LOEDING, Stanford University centrality, Typing classroom climates basedon morale, peer influence, and peer group centrality, and combinations ofteacher leadership Position (before or after) and Type (lower-ordervs. higher-order) of modes based Cm task, expressive, and power orientations were strong question placed in prose material were varied: Mani effects andaptitude influences on classroom climates, Teachers legitimatedtheir power treatmentinteractionswere examined. When groupmeans on through satisfaction of task and socia-emotionalneeds of the students. immediate and delayed achievement testswere compared, the dif- Non-fegitimation of power leads to alienatedor rebellious classrooms. ferences were usuallystatisticallysignificant but small. Advanced Vocabularya testof verbal comprehensioninteracted withtreat- ments, Subjects with low scores on this measure should be assignedto Classroom Practices and the Development ofPolitical Efficacy text material with higher order questions inserted after aprose passage, CAROL A. MEIXEL and EMIL J. HALLER while subjects with high scores should be assignedto text without Cornell University inserted questions.

This study tests the hypothesis that participation in classroom Effects of Meaningful Learning and Rote Learning decisions, choosing class monitors, political discussions, and mock Questions on Recall of Prose Material political elections operate indirectly on children'ssense of political efficacy through the variables of school efficacyand political knowl- JOHN RICKARDS, Purdue University edge The datais from questionoaire responses by '1341 Canadian elementary school students and their teachers in 1968.Automatic Eighty college sophomores answered questions either afterevery Interaction Detection Analysis and path analysistend to confirm this two Or four paragraphs of text, Ss received either meaningfullearning hypothesis, Itis concluded that it is not merely participationin these questions (ML) requiring subsumption of facts undergiven ideas, or quasi -political experiences, but rather the results ofthese experiences questions involving either rote learning of facts (RLF)or of ideas (RLI). Additionally, some Ss received irrelevant on the individual's political knowledge and more generalsense of questions (I). When efficacy, that affects political efficacy. relativelyfrequent, ML resultedin greater recall of relevant and incidentalinformationthan RLF, RLI orI,thereby supporting Facilitation of Cooperative Behavior in Elementary School Ausubel's (1968) theory of subsumption, Also, only Ssgiven ML were Children adversely affected by less frequent pacing, It is arguedthat the more thorough processing associated with ML necessitates EMMY A, PEPI TONE, Bryn Mewl College theirrelative closeness in text.

142 Recall Instructions and Learning_ from Text withAdjunct such ati interaction can be vieid from apt rcep tral-c move ourSpe Questions two. DONALD J. CUNNINGHAM and DON F. KELLER. Indiana University Arousal and Memory in MultiMedia Presentation ALF RED 0 GR4o1puDiv,,, sits/ of Tennessee, Knoxville, TIAP att octs of instructional StIl On the recall oftext with ones-1i CMS and FRANK H. FIAF-ItEY. University of Wisconsin, Madison interspersed before or after relevant text cantent Was examined. Two instructional sets were used. Some Ss were told that the adjunct Reminiscence hc.s been shown previously to be a significant function euestibils were only a part of the questions on the criterion test, while of arousal. St udies' of chromatic versus achromatic presentatine'have others were told that LIMY the adjunct questions would appear on the uecovered no facilitating effect of color on learning. Soar studieshave criterion test. The results showed that instructionsdid not influence not undertaken specific reminiscence analyses, although there isreason retention of content covered by adjunct questionson non practiced to believe that chromatic is more arousing than achromaticpresenta- content. Question position did influence retention of non praCticed tions and thus should facilitate reminiscence. This hypothesiswas material. Implications are discussed. tested with a 20 frame chromatic versus achromaticslide-tape preserea- lion with immediate versus seven-day retention tests using 52nursing A Comparison of Prompting and Adjunct Questions students. The proportion of Ss reminiscing in the chromaticcondition in Learning from Text was significantly greater than in the achromatic condition, Theoretical DON F. KELLER and DONALD J. CUNNINGHAM, and practical implications are considered. Indiana University Evaluation of the "Eager to Learn" Teener I nservice Teleseries The effects on immediate and five day retentionof underlining critical portions of text was compared withinserting questions. Sixty Ss THOMAS R. OWENS and PETER KNEEDLER, read text with questions before, after, or absent fromtext paragraphs Center 'for Planning and Evaluation and with answers to the questions either underlinedor not underlined inthetext,Results showed thatbothinserting questions and The "Eager to Learn" series consist of six half-hour TVprograms underliningincreased retentionof the material questioned and/or and a semi programmed viewer's guide designedto teach teachers. by underlined (practiced items). Questions placed afterparagraphs also modeling and explanation, to use seven teacher behaviorsfound facilitated the tention of non practiced information. Anexpected common tofour widely used teaching strategies. The evaluation interaction between underlining and question positionwas not found focused upon the effectiveness of the series in enablingover 200 and implications ofthis findingforthe study of mathemagenic California teachers to understand the behaviors presented,improve processes are discussed. their attitudes concerning the importance of the behaviors, anduse the behaviors effectively in the classroom, Pre- and post-classroomobserva- tions revealed significantly greater increases over a controlgroup in the 36.14 INSTRUCTIONAL MEDIA (CI frequency and quality of use of foul of the five teacher behaviors observed. Greater gains were made by teachers who not only viewedthe Improving Mental Skills through Filmic Modeling series, but also participated in weekly faculty followup discusSiOnS- GAVRI EL SALOMON, The Hebrew University of Jerusalem, Israel A Video Tape Technique for Assessing School Performance I t was hypothesized that films can model specific figural operations, MICHAEL J. ASH and HOWARD E. SATTLErt, thus leading to their imitation, internalization and covertusage in new Arizona State University tasks.it was also hypothesized that low ability learnersprofit most from such modeling films. Two kinds of operations were either The relationship between video tape based observer judgments modeled, short-circuited or required in of a series of three experiments: attention to task and paper and pencil measures of academic perfor- zooming-in on details and laying-out of solid objects. The results mance was investigated. Forty-five fourth-grade pupils engaged in indicated that (1) filmic modeling of figural operations an leads to their arithmetic computation task were video taped forten consecutive internalization as mar-timed by improved abilities in transfer tasks, and school days. Tapes were independently viewed by threeobservers and (2) aptitude.treatment interactions emerged; low ability Ss learn mainly pupils were rated on attention to task, Significant correlationson the from such modeling while high ability ones donot. order of .50 (p < .01) were obtained between attentionto task ratings and academic performance. An intraclass correlation of .93 Film Vs. Lecture Methods of Instruction was as Related obtained as an estimate of inter-observer reliability. Data to Imageability supports the use of indirect observational methods in assessing school performance. STEVEN MAR ANTZ and FRED J. DOVVALIBY, University of Massachusetts 36.16 ACHIEVEMENT AND THE DISADVANTAGED (C) College studentsinfive discussionsections of an educational psychology course were presented eithera film Or a videotaped lecture Relation of Level ILevel II Abilities containing the same material as the film. Student'sscores on the to Socioeconomic Status Hidden Figures section of the French Aptitude Test were used to RANDOLPH MacDONALD, Brainard Hines, investigate the possible interaction between mode of presentation and CHARLES KENOYER, Appalachia Educational Laboratory, this individual difference. The criterionmeasure was a factual test Inc. containing both multiple choice and fill-in items.The results showed a significant interaction between scoreson the Hidden Figures test and An empirical investigation of four of Jensen's hypothe'ses ofLevel I mode of presentation. Assuming the irrelevanceof media attributes, and LevelIIcognitive abilities and socioeconomicstatus was per-

143 formed. Results of live subiests of the Illinois Test of Psycho linguistic 36.17 RACE AND LANGUAGE II (C) Abilityadministeredto225 preschoolchildren supported three hypotheses, but faded to support the major hypothesis concerning the Syntactic Elaboration in the Speech of Lower-Class distribution ofLevel I and LevelIIabilities across socioeconomic Black and Middle-Class White Preschool Children status. Tasks reflecting LevelI and Level II abilities were performed more accurately by upper SES children even after 10 was controlled for PAUL :1. AMMON, University of Celtic:ulna. Berkeley by covariance. The results may reflect a general state of deprivation for children in the lower SES level as opposed to a specific Level II deficit. Two samples of four-year-old children were conrttaresl of the hypothesis that lower class black children produce less'elaborated Children's Memory: SES Differences in the Development speech than their middle class white peers. A speech sample was of Serial Processing Ability collected from each cited le an mtelview and was analyzed with iespect tothecomplexityofnoun phrases and verb-complementunits ANNE KEETON, Queen's University, and LESLIE D. produced. Measures of syntactic elaboratiori were cOnStrUCted in such a McLEAN, Ontario Institute for Studies in Education way asto remedy the problems of previous studies. Multivariate analyses of variance gavelittle supporttothe elaboration deficit Two studies examined serial recall processes of first-grade Canadian hypothesis. The results suggest a misplaced emphasis on elaboration in children from inner-city and suburban backgrounds. In the first study many compensatory programs for young children. significant differences were found in the serial position curve of recall. Suburbanchildrenrecalleda greater number ofearly-presented, primacy items (p .0011, whil'e inner-city children who had equivalent The Comprehension and Communication of Relational span-capacity, recalled more later presented, recency items Ip< ,05). In Concepts by Inner-City Children the second study, four subgroups of children were assigned to high JUDITH A_ MEISSNER, Teachers College, Columbia University and low SES, primacy or recency response groups. All groups showed significant shifts toward the alternative recency or primacy ,eeall Fifty-four secondlrade and 38 fourth-grade black children were pattern (p .05) following a training period. Recall is attributed to administered a formal comprehension test and an informal learnedserialprocessingstrategiesrather thantodifferencesin lion task, using a Wt of relational concepts. Concept comprehension intellectual capability (Jensen, 1868). was significantly easier than communication. The fourth-grade speakers receiving the comprehension task first gave significantly more correct The Effects of Three Spelling Program; on the Spelling conceptinstructions thanthe fourth-grade speakers receiving the Achievement of Sixth Graders from Two Culturally communication task first, but the second-grade groups did not differ Different Areas significantly. There were few novel expressions of concepts by speakers and communication was relatively inefficient with many ambiguous DOUGLAS J. ROBE RTSQN, California State University, concept descriptions by speakers and poor questioning by listeners. Northridge

This study sought to determine the most effective spelling program Language and Aggression: An Exploratory Study amongst Black for 216 sixth-graders corning in equal numbers from an inner-city and Puerto Rican Disadvantaged Youth school and a suburban school. A secondary purpose was to examine ALBERT WIDNTARE and SHERLE BOONE, Rutgers University differences which might exist between inner-city children and suburban children in spelling achievement. Analysi: of Variance and correlated t An exploratory study was performed to investigate the relationship tests revealed that the Hanna Linguistic Spelling Program was more between language proficiency and aggression within Black and Puerto effective than the kottmeyer and teacher-constructed programs. A Rican disadvantaged youth. The experimental question put to test was systematic spelling approach based on linguistic princioles rather than whether aninverserelationship existsbetweenleveloflanguage on word lists to be memorized may be a superior approach. Suburban proficiency as measured by Standard English and amount of physical children did not outperform inner -city children. and verbal aggression as observed during sessions of intra-peer-grOup interaction. The chief tentative result of the present study was that the Differences in Perceived Sources of Puerto Rican group proved to be significantly lower than Blacks in level Academic Difficulties: Black Students in Of language proficieney and significantly higher than Blacks in amount Predominantly Black and Predominantly of observed verbal and total aggression. White Colleges J. CHARLES JONES, Bucknell University, LYNN Usage of Selected Language Structures by Different Ethnic HARRIS, Morgan State College, WILLIAM F. and Social Class Groups HAUCK, Bucknell University DAVID L. RATUSNIK, PHILIP FRIEDMAN and ROY A. KOENIGSKNECHT, Norihwestern University One hundred and ninety-five black students in predominantly black colleges were asked to rate 12 sources of academic difficulties and to The use of selected phonological and grammatical structures was rank the three most important sources. Significant differences were investigated among low and middle socioeconomic preschoolers- The found between students attending the two typesof schools on lower class group was equally divided by race (black and white), while competition, high school preparation, communications with instructors, the middle class group was composed of all white subjects. Four speech campus social and intellectual atmosphere, and advisement. Blacks elicitationtasks emphasizing different modes of speech stimulus attending blackcolleges .ranked poor studyhabits, finances, and presentation were employed, For lower class subjects, the generative communications problems with instructors as most serious problems; nature of grammar was observed to be consistent across different those in white colleges ranked social life and high school preparation as stimulus presentation modes on the phonological, but not the gram- most serious. matical, level of language. Phonological and grammatical structures', which were characteristic of the low socioeconomic black group were observed. Some of the results supported previous empirical observations

144 ofsignificantoverlapping among lowerclasschildreninEnglish environments, and children'sIQ'sinobvious ways. Evidence from language behavior, regardless of race behavioral genetics and status attainment research suggests a critical antecedentvariable,parentalintelligence,has been omitted. The consequences aretwo-fold:(1) thereisthe possibilitythat many 36.18 THE FAMILY AS A SOCIAL CONTEXT FOR reported effects are partly spurious, and (2) there is scant knowledge of EDUCATION the way inwhich social-structural mechanisms translateparental intelligence into educational, prestige, and economic inputs into family Parental Evaluations and Reported Behavioral Sanctions as environments, and thereby affect children's abilities indirectly, Causal Predictors of Student Self-Conceptions of Ability models developed from this argument are quantified with data on 100 ROBERT W. Bi LBY, Western Michigan University, families, JOHN A. VONK, University of Northern Colorado, and EDSEL L: ERICKSON, Western Michigan University 3619 CONTRASTS OF THE TRADITIONAL AND THE EXPERIMENTAL IN CURRENT SCHOOL PROGRAMS This paper focuses upon parental evaluations and reported be- havioral sanctions as predictors of student self-conceptions of ability Status Variables Related to Team Teacher Satisfaction in the (SCA), The data for this study were collected from 120 fifth- and Open Area School sixth-grade students and their parents in four communities in south- western Michigan. The results indicate that parental evaluations areMARJORIE S. ARIKADO GOLDTHORPE and DONALD F. a batter predictor of self-concept of ability than are the behavioralMUSE LLA, Ontario Institute for Studies in Education sanctions of parents, Further, behavioral sanctions do not contribute significantly to the prediction of SCA when combined with parental The major purpose of this study was to determine relationships evaluations, This suggests that the two independent variables are no between status congruence and status, consensus and team teacher empirically redundant and that their unique contributions should uesatisfaction with the team situation. The sample consisted of 148 analyzed in future research, teacher teams (627 teachers) selected from 74 open area schools, The results indicated that teachers on balanced teams and/or leaderless Adolescent Competence and Educational Ambition teams tended to be more satisfied than teachers on unbalanced teams and/or teams with formal leadership, In teams with formal leadership, D. E. EDGAR teacher satisfaction was foundtobe positively related to status congruence, while in allteams status consensus was found to be This research tests a new path model of educational aspirations/ positively related to team satisfaction with the team situation. expectations by linking social background resources, home-school-child interaction processes, various forms of competence, and adolescent value-orientations. Using a large random sample of Australian 14-15 Sociology and Open Education: An Experiential Project year-olds, the study indicates the need for careful delineation of STEPHEN D. LONDON, Wellesley College class-related background variables and situational constraints in explain- ing adolescent ambitions, The "ambitious" child is found, despite his The author describes an open claSsroom that he structured for inner social advantages, to be more conforming, self-deprecating, less self- city children nine to 13 years of age, The classroom utilized sociological confident and powerful than the child not pressed to achieve. Social principles as the major foundations for the pupils' learning experiences. versus self-defined forms of competence are seen as major explanatory The project demonstrated how the growing bodies of sociological factors: thought and research which are related to education can be applied directly to the teaching and learning processes in open education. The Parents' Ability to Attend to Children: Predictors of Intelligence paper focuses upon the development of the pupils' concerns with social M, STEPHEN SHELDON, California State University Los Angeles stratification, its relationships to educational aspirations and achieve- GLENDON NIMNICHT, Far West Laboratory for Educational ment, and the manner in which the pupils' understanding of these Research & Development phenomena influenced their own aspirations and performances within NICHOLAS F. RAYDER, Far West Laboratory for Educational the classroom. Research & Development

-The amount of common variance between intelligence test scores of The Relationship of Evaluations of Students' Cognitive Follow-Through children and variables describing their parents' ability Performance to Their Self-Concept Assessments and Mental to attend (ATA) to their needs were investigated. The data from 6B4 Health Status Follow-Through children were randomly divided into three groups. A KAY POMERANCE TORSHEN, University of Illinois et regression equation using the ATA variables was developed on one Chicago Circle sample and cross-validated with a second. This resulted in considerable shrinkage. Two. moderator variables were added. The resulting equation This study investigated differences between effects of students' yieldedan R ofapproximately.50withlittleshrinkage when grades and achievement test scores on their self-concepts and mental cross-validated on the remaining two samples. The addition of race health. It proposed that grades have stronger effects because they have variables to the equation did not improve the R. Implications for greater impact in the classroom, Sears' Self-Concept Inventory and nature-nurture question are discussed. Glidewell'sMentalHealthAssessment were administered to 402 fifth -grade students. Results showed that: (1) grades, independent of Cultural Deprivation and Intelligence: Extensions of achievement test performance, were related to students' self-concepts Basic Model. and mental health; and (2) achievement test performance, independent TREVOR WILLIAMS, Memorial University of Newfoundland of grades, was not related to students' self-concepts and mental health. Results support use .of criterion referencing, formative evaluation and Cultural deprivation research which focuses on children's intellec- mastery learning. tual variability relies heavily on a model linking family SES, family

145 36.20 TEST PERFORMANCE (C) Six personality measures on the Psychological Corporation Personal Preference Schedule, Achievement (ACH), Orderliness (ORD), Persis- Testiseness Program Development and Evaluation tence (PERS), Congeniality (CONG), Altruism (ALTRI, and Respect- KATHERYN K. WOODLEY, The American College of Life fulness (RESP), were used to predict success on the StateBoard Underwriters Examination WE) for 47 nursing school students. The best single predictor was ORD It.50). and moderate correlations were found for RESP tr = ,531 and ALTR tr The Test-Wiseness (TW) Program was designed to provide trainingin .421, The Other variables were poor responding to multiple choice and essay type test items, Theprogram predictors. Addition of RESP, ALTR, and GONG producedstrong combines instruction and measurement in a workbook formatwith multiple correlations (R = .921..903, and .823, respectively), indicating diagnostic testing and prescribed branching, It was designed foruse by that personality variables are indeed useful predictors of achievement on a licensing examination. adults and focuses on test taking strategies applicableto a wide variety of occupational or licensing examinations. The TWprogram was first test tested on a sample of 259 C.L.U, candidates. A revisedprogram was tested on another sample of C.L.U. candidates, plus two samples of college students. The general findings were that TW increased andtest 37.04 THE HIGH SCHOOL CONTEXT AND STUDENT anxiety decreased as a result of using the program. ATTITUDES

Repeated Testing during Acquisition of College Course Material Social and Personality Factors influencing_ Learning from Television JAMES H. CROUSE, University of Delaware PETER IDSTEIN, Washington College P. M. EDGAR Two experiments investigated the acquisition of course material This study examines the social context of learningfrom television under conditions of repeated testing, In Experiment I, withlimited and film media. It provides a cross-cultural validation of Coopersmith's study intervals, acquisition increased over trials of study followed by Self-Esteem Inventory and uses an experimental _field settingto test testing. In addition, adjunct. information about the content of the test children's reactions to- film violence. This is relatedto both social item pool also increased performance. In Experiment II, withstudent background variables and teacher perceptions of the child through determined study intervals, there was little or no changein performance survey and interview data Findings indicate that teacher perceptions associated with repeated testing. and the child's measured celf-esteem do not match up, being mediated through academic performance. Perceptions of media presentations The Effect on One's Own Performance of Evaluating Peers differ for adult and child and relate to previous experiences.Self-esteem STUART J. COHEN, University of Toledo and education are complexly related.

Fifty-three high school males took a minicOurse on library usage. All School Related Alienation: Perceptions of Secondary were randomly assigned a topic and given response sheets requiring the School Students useof dictionaries,encyclopedias,periodicals, and books. In a discussion session, all received instructional handouts. Studentswere RICHARD C. KUNKEL, Ball State University assigned either to evaluating two peers'pretests (experimental} or JAY C. THOMPSON, Ball State University researching two new topics (control), New topicswere randomly JAMES H. McELHINNEY, Ball State University assigned for the posttest. Both groups mastered 50percent more objectives on the posttest than on the pretest. No significantdifferences The degree of school related alienation in secondary schoolpupils between the gains for the two groups were found. Evaluatinga peer's and student perception of this alienation was examined. Aspart of a work was as effective as performing additional tasks, larger curriculum evaluation in northwestern Indiana, beginning in March 1970 and ending in August 1972, 15,000 secondary students in Specificity of Instruction, Locus of Control and Test 23 schools were surveyed by questionnaires and systemic interviews, Uncertainty in Achievement The resulting evaluation is based upon the description of whatpupils, teachers, and other school personnel think is happening in schools. The KENNETH GREENBERG, DWIGHT DAVIS,LENORA DILL, levelof alienation among students surveyed varied in the different JANET SCH UMACHE R, and HAROLD COOK,Teachers . College, Columbia University schools studied. This study indicates there is little evidence ofpresent practices to minimize such alienation, and offers suggestionsto reduce One hundred forty-four fifth- and sixth-graders were assignedto one the alienation in those schools surveyed. offourtreatments:(1) words and their meanings,(2) words in sentences, (31 words, their meanings and a sentence, and (4) words A Comparison of the Relevance of Education in Three City High alone. Half of the Ss were told they would be tested on these words, Schools: Black, White, and i ntegrated and half were not. Pre-measures were obtained for reading abilityand locus of control. All Ss were tested on definitions,usage, and analogies. I.JE [FREY PTASCHNIK, The Pennsylvania State University Results indicated that (1) internals performed betterthan externals on Thisstudy definitions and usage tests; 12) the definition, and definition plususage investigateddifferences among cityschools,dif- groups performed better on the definition test than othergroups; and ferentiated by racial composition, in what was classifiedas relevantor irrelevant (3) an interaction existed between locus of control andthe test/no-test inthe educational program. 0-sorts measured: (1) what treatment, students wanted out of school, and 12) what they believed theywere getting out of school. Relevance was estimated as the degree of The Effectiveness of Six Personality Variables in Predicting congruence between the sorts. The findings indicated that there were Success on the Nursing State Board Examination differences between the schools in what was classified as relevantor irrelevant and that an item could be classified as irrelevant for different PATRICIA CUSICK, St. John's Hospital, and LAURA D, reasons.It was concluded that efforts toward making school HARCKHAM, Manhattan College more relevant should be geared to the local school.

146 Participation in Student Activities as a Variable in the rule learning situation, the presentation of rules seems to be a more Educational Attainment and Expectation Process effective instructional strategy than the presentation of objectives. RICHARD A. REHM RG, SUNY Binghamton, and WALTER E. SCHAFER, University of Michigan Anxiety Interaction with Task Difficulty Levels, Memory Support, and Estimated Task Competency in a Concept Four - wave, five-year longitudinal panel data are used to assess Identification Task selected antecedents and consequences of participationinstudent RICHARD C.BOUTWELL, cknell University ectivities. Path analysis reveals that the "early" or freshman year educational expectations of high school students are a critical determi- The interaction of anxiety, memory support, and task difficulty was nant of participation. Measured intelligence is also a determinant of investigated using a factorial design with covariate and anxiety profile senior year participation for mates and females but only for females analysis. One hundred and sixty-eight subjects were divided into high, during the sophomore year. Parental achievement socialization practices medium, and low anxiety according to their pretreatment anxiety exert adirecteffecton participation butonlyfor males. Both measure. Also measured was the interactive effect of anxiety and educational attainment subsequent to the completion of high school self-rating of response accuracy. Using two levels of task difficulty, and educational expectation level during the senior year are directly which required subjects to identify R X, crystals following a prompted dependent upon participation. Sex differences in the determinants of definition of negative and positive instances, it was found that in a participation lead to inferences regarding the meaning of participation nonfeedback concept task, memory support is associated with higher for males and for females. performance scores, and thatlow anxious subjects overestimated performance while high anxious subjects underestimated performance. Contrived Role Playing and Attitude Change HENRIETTA SCHWARTZ, University of Chicago The Effects of Adding Emphasis of Relevant Attributes and a Concept Definition to a Rational Set of Concept Examples and This study asked whether structured role playing and attendant task Non- Examples experiencesinextracurricularplayproductions were predictably KATHERINE VORWERK FELDMAN and HERBERT J. associated with attitude changes in high school students. The major KLAUSMEIER, Wisconsin Research and Development Center for hypothesis was that play participation students would become more Cognitive Learning openminded and flexible, would show greater change toward more positive attitudes about self, others, teachers, achievement, and cultural The effect -on concept learning of presenting the "rational set of relativism than students in debate activities or nonparticipants. Quanti- teaching examples and non-examples" as defined by Markle and tativedataanlayses supportedthehypothesis atthe.06level, Tiemann (1969) was compared topresenting the rationalsetin Qualitative data revealed which task experiences contributed Tnost to conjunction with either (1) a concept definition, or (21 a definition and positive change. The study suggests system changes and reallocation of emphasis of relevant attributes.It was hypothesized that subjects resources if schools are to promote positive values. performance would improve significantly as the amount of information given increased. Results showed that providing the rational set with a concept definition did produce significantly better performance than the rational set alone (p .02), but there was no difference due to the 37.05 LEARNING RULES' AND CONCEPTS (C) addition of emphasis of relevant attributes.

Venn Diagrams as Mediators of Rule Learning Vicarious Transfer of Affirmative and Relational Concepts BYRON M. WAGNER, Millersville (Pennsylvania) State RICHARD T. WALLS and STANLEY H. RUDE, West College, and VERNON S. GE RLACH, Arizona State University Virginia University A two stage transfer paradigm was used to investigate three areas of rule learning: (1) Venn diagrams as transformational mediators; (2) ease The present experiment compared direct and vicarious transfer in the attainment of affirmative and relational concepts. Second and third oflearningthe complementaryrules,biconditional and exclusive disjunction; and (3) effect of constructed versus multiple-choice Venn grade children were randomly paired as model and observer. The latter diagrams on transfer. The results indicated that the use of Venn observed his yoked model solve the initial two dimensional problem diagrams in prior training significantly (P ..004) facilitated the learning before solving the intrarule transfer task himself, No differences in of a new rule on the transfer task. However, no significant difference solution difficulty were apparent in the affirmative (color)versus relational was found between constructed versus multiple-choice Venn diagrams, (size)comparison. Children of this age may have equal and no significant difference was found in the difficulty of learning the facility with these concepts even though relational values are learned later than affirmative ones. Models showed significant positive transfer two complementary rules, biconditional and exclusive disjunction. for relational and affirmative concepts; however, observers did not. The Effects of the Availability of Objectives and/or Rules in a Learner-Controlled Computer-Rased Task STANLEY J. KALISCH, PAUL F. MERRILL, NELSON J. 37.06 STATE AND FEDERAL GOVERNANCE OF TOWLE, and MICHAEL H. STEVE, Florida State University EDUCATION (A)

One hundred thirty Ss were randomly assigned to one of the The Federal Policy Process and Educational Reform following four groups: example-only; objective-example; rule-example; HARRY L. SUMMERFIELD, Georgia State University or objective-rule-example group. Significant differences for within task and post-task performances were obtained with Ss who received rules This paper is derived from a broadly focused study of -the federal performing more efficiently and more successfully than Ss without policy process for educational decision making. The original mono- rules. The availability of objectives increased within task latency, but graph, based on extensive interview data collected in the summer of failed to affect post-task performance. Hence, in a learner-controlled 1971 describes the dynamic policy activities of Congress, the Adminis-

'147 tration, and the lobby-petitioner sectors. The premise that any possible for bargaining representative. The survey poll predict out corn reform role played by the federal government in education must result the election. from aredistributionofpowerineducationisexamined.. The propositionis offeredthatboth the configuration of power in An Analytical Model of Collective Bargaining in School Districts education and the conservative nature of the federal policy process preclude vital federal intervention for educational reform in either the R. GORDON CASSIDY and ANTHONY M. CRESSWELL, Carnegie- control of public education or the intrinsic character of the education Mellon University process. As the federal role in educational finance grows, "federal Educational policy making end resource allocation have become interfelence" will decline leaving the state as the mein arbitrator ofany likely reform. closely linked with teacher-school board collective bargaining.This research is designed to develop a model of that process, leadingtoward State Education Agency Planning; Impact of Federally improving of its structure and efficiency. Data from 400 Pennsylvania Funded Programs schooldistricts were analyzed to construct a model of collective bargaining outcomes, MIKE M. MILSTEIN,SUNY at Buffalo

, -= P,) The purpose of the study was to establish perceptions of selected groups about the impact of federal programs planning activities of State where Oi was the bargaining outcome in district Ci was the variable Education Agencies (SEA's). OE administrators and SEA adminis- describing the context within which the bargaining took place;and Pi trators, local school district administrators and professors of educa- was the variable which described the process. The model is estimated tionaladministrationin18 states were mailed a 31 item survey by regression techniques, then examined for feedback effects, relative instrument.Results ofthe surveyindicatethat SEA planningis importance context, and process variables. constrained by the late passage and funding of federal programs as well as the SEA's own insufficient needs assessment, objective setting and Prediction and Comparison of Teacher and Administrator long-range planning. Variations existed when SEA's were subgrouped Attitudes Toward Collective Negotiation Issues according to size, geographical region and elected versus appointed CECIL G_ MISKEL, The University of Kansas superintendents.

Demographic variables, satisfaction, voluntarism, and primary life State Governmental Structure and Education Policy Decisions: interests were used to predict and compare teacher and administrator A Statistical Exploration attitudes toward the importance of bargaining issues. Research instru- TIM L. MAZZONI JR. and ROALD F. CAMPBELL, The Ohio ments with adequate reliabilitieswere developed to measure the State University foregoing variables. The data were analyzed using regression analysis and analysis of variance procedures. A return of 847 (79.7%)was The objective of the study was to explore through the correlational received from the sample of 1,075. The explained variance ofthe five analysis of aggregate data the relationships between state governmental attitude factors ranged from 5.9 to 10,9%. The twogroups also differed On the five factors, The findings question existing enact:cite), empirical, structure and educationpolicies. More thanthirtyindices were and conceptual bodies of knowledge relating educator attitudes developed i n three categories: (1) environmentalconditions, toward collective negotiation issues. (2) political system characteristics, and (3) policy outputs. Data from many published and unpublished sources were gathered, Zero-order Role Conflict, Role Ambiguity and Motivation to Work of correlations, partial correlations, and standardized regression coeffi- Professional Negotiators in Education cients were computed to estimate the relative influence on education policy of state governmental structure. While the statisticaltreatment ROBERT E MEDFORD, and CECIL G. MISKEL, University of has not been completed, it should both contribute to our knowledge of Kansas structure and policy relationships, and give focus to subsequent research. The investigation examined the relationship among role conflict, role ambiguity, and Motivation to work of teacher-negotiators. The theoretical rationale for the study was formulated from the findings of 37.07 TEACHER NEGOTIATIONS: PROBLEMS AND Walton and McKersie,Deutsch, Vidmar and McGrath, and Blum- PROCESSES (A) concerning the negotiator's conflict with the adversary, his dependence on his representative group, his personal role in the negotiationprocess LocalCosmopolitanism and Collective Bargaining in a State and his desire for job security and stability. The sample included 191 College System negotiators and 247 non-negotiators. Data analysis procedures included ROBERT B. BRUMBAUGH, Kutztown State College, and discriminant analysis and analysis of variance. A quasi-factor describing VICTOR E. FLANGO, Northern Illinois University the differences between negotiator and non-negotiatorgroups was developed from the research findings. The objectives of this empirical study were (1) to determine to what degree Gouldner's typology of local - cosmopolitan latent social roles would be reproduced in a survey of the 14 institutions comprising 37.08 THE ANALYSIS OF EDUCATIONAL POLICY: A Pennsylvania's state-owned college and university system, and (2)to PROGRESS REPORT (A, SYMPOSIUM) determine whether the resulting typology would be useful in predicting DONALD M. LEVINE, Teachers College, Columbia theattitudesof these facultiesandadministratorstoward University, Organizer Pennsylvania's recent negotiations legislation enabling the state college faculties to organize for collective bargaining. Five of Gouldner's six Many recent technical developments havp improved our abilityto factors were recovered from 813 responses to a 73-item questionnaire conduct rigorous policy analyses for education. Yet such analysesare survey mailed to a stratified random sample of faculty and administra- usually conducted outside of the school system's administrativecontext tion at these 14 institutions five months prior to the statewide election andfailto impact on the policies actuallyformulated. Despite

148 methodologicalprogress,certaininternaldifficulties and external Finally, "Toward a Policy Science for Education," by Donald M. barriers have undercut implementation of even the most user.oriented Levine of Teachers College, Columbia .University, indicates thata analyses. crucial impediment to useful policy analysis is that education has been This symposium will examine those internal difficutties, explore the seen as an instrument of social policy, as a major social policy in itself, important barriers, and suggest ways to overcome both obstacles. The and as the generator of social policies. Confusion of these roles is an methodologyisstrongly interdisciplinary:reports on the state of important barrier to developing a policy science for education. Equally educational policy formation will be presented from the viewpoints of important is the lack of any comprehensive and convincing mode of the politics of education, system analysis, anthropology, and policy analyzing educational policy in a social context. This paper seeks to science. This array represents not only a range of methodologies, but assess some major analytical approaches to educational policy forma- also a marked preference for either a quantitative or a qualitative tion, to suggest crucial research needs, and to make recommendations approach. for the future development of policy analysis. After critically examin- The first paper, ''The Politics of Education-Its Potential Contribu- ing some traditional approaches to educational policy analysis, the tionstoPolicy and Planning," by Laurence lannaccone ofthe paper indicates a need for more and better social-as opposed to University of California at Riverside, holds that a distinction needs to economic-analysis. Our ability to conduct such analysis depends on be made between the orientation of a descriptive and analytical more reliable knowledge of the input- process - output relationships in political science of education, and a policy and planning orientation. education, whialt must be gained by establishing a framework for The former can contribute to the latter in several ways: (1) The politics experimental verification in the schools. At this time, cost-effectiveness of education as a field of study is what itis today ,because of an analysisina system analytical context seems the most promising action-change orientation shared by most of its contributors; (2) It has method for implementing such a framework and for formulating produced substantive information over a decade which isuseful in educational policy, analyzing and influencing educational policy. This information may be especially useful asitspeaks to:(a) the issues of intergovernmental relations, (b) the relative influence of educational empolyees vs, public 37.09 PERSPECTIVES ON LEARNING FROM DISCOURSE (C, influence on policy, (c) the influence of politico-cultural contexts on SYMPOSIUM).- policy, and (d) the utilityof political vs. organizational models in guiding policy and planning as seen in the interface of educational H. PARKER BLOUNT, Georgia State University, Organizer administration and the politics of education; (3) Methodological impli- cations for guiding policy are also addressed, as well as the implications Much of the research on the learning and recall of connected of research in the polities of education for comprehensive evaluation of discourse has pursued variables adjacent to the passage itself. For school districts. example, the influence of orienting stimuli, such as questions, has "Quantitative Analysis in Educational Policy Making: Problems and received prominent research attention. Fewer studies, however, have Promise," by Guilbert C. Hentschke of Teachers College, Columbia focused on variables inherent in the passage which influence compre- University, and Sue A. Haggart, The Rand Corporation, begins by hension and recall. The purpose of this symposium will be to examine briefly summarizing the range of quantitative models which may have Variables specific to the prose passage that effect memory. Those utility as aids in formulating educational policy. it will include, but will variablesinfluencing the learning and recall of discourse arethe: not be limited to, general forecasting simulations, B-ayesian strategies, (1) organizationofthe contentmaterial,(2) relationship among general linear programming models, micro-economic analysis (including semantic dimensions, (31 syntactic determinants, and (4) relationship productionfunctions,frontierfunctions, and marginalanalysis), between syntactic structure and semantic cOnten't. This symposium will Markov chains, and general cost benefit models, including rate.of.return provide an opportunity to explore the characteristics of the linguistic analysis. The models will he critically examined in terms of their unit which influences comprehension and memory storage. Considera- general applicability to educational policy making. tion of the factors of extended linguistic units that are significant in The following topics are addressed: (1) assumptions inherent in human information processing should serve to further our under= specific models, (2) actual and potential applications of the models in standingofverbal -behavior involvedinlearning from meaningful formulating policy in education, and 13) problems inherent in applica- discourse. tions of these models at the policy making level. From the analysis of "Dimensions of Textual Prose and Remembering" will be presented problems, recommendations are set forth relative to(1) what model by Ronald E. Johnson, Purdue University. During the last five years, a builders can do to thance the utility of quantitative models in the number of studies have examined the relationship of various semantic educational setrien,ad (2) what educational administration can do to dimensions to the recall of textual prose. This report synthesizes these critolly examine the potential for application of such models. studies and provides data on the independence of these textual The thirdpaper, "Values and SocialPolicy Formulation: An dimensionsinpredicting remembering! Four samples oflearners, AnthropologicalPerspectiveonFindingEducationalPolicy," by ranging in size from 61 to 46, read one of two textual passages, and Francis A. J. lanni of Teachers College, Columbia University, argues attempted recall of their passage either immediately or after seven days. that much of the debate and many of the policy questions which Afterraters (N-52)objectivelypartitiOnedthe passages into currently produce tensions in the educational system are the result of psycholinguislic units, the written reproductions of the learners were unrecognizedorunresolvedconflictsinvalues. Questions about scored to determine which units were remembered. whether schools should be integrated or segregated by race, by religion, Additional independent samples of raters, ranging in size from 99 to by social class, or by intelligence are obvious value questions. But many 48,judgedthe two textualpassages on one of the following of the other issues, such as the financing and organization of schools, dimensions: structural importance, meaningfulness, predicted recall, the management and staffing of schools, and the delivery of educational abstractness-concreteness, specificity of denotation, comprehensibility, system, are less obviously but probably more fundamentally grounded and interest. Ratings were made on seven-point dimensional scales and in values. Present approaches to policy study have tended to ignore the also by the method of elimination_ Each of the textual dimensions was question of values and their role in structuring policy questions because stronglyrelatedto both immediate and delayed recall.Multiple of the lack of precision in dealeig with qualitative areas such as values, regression analyses and factor analyses provided evidences of at least and because current policy analysistendsto develop outof a three independent dimensions of textual prose. quantitative methodology: This paper examines the use of a value H. Parker Blount, Georgia State University, will present a paper structured approach to policy analysis and describes an anthropological entitled "Syntactic Determinants of the Recall of Sentences in Prose." approach to "finding" rather than "creating" social policy in education. One of the factors influencing the memory storage and retrieval of

149 connected discourse is syntax. Syntactic cuesapparently can serve as influential scholars. The other historical frameworkis the development markers that influence the pattern of information encodedin memory. of psychometrics in the United States. This developmenthas been The purpose of this paper will be to review thesignificance of several syntactic contaminated by political questions relating to publicpolicy as well as variables which effect the cognitive processing ofprose emotional, often racist, attitudes which color such passages. Specifically, the influence of expressing considerations, itsentence in the Even though considerable attention has been active voice or its passive transformationon prose learning will be given to testing and the public interest, science has been unableto yield clear -cut answers to considered. The relationship between the logical andpsychological questions of subject of a sentence will be discussed increasing complexity regarding the testing of black as related to the active-passive students. In fact, the social consequences of testing, transformation. The effectof sequencing events (temporal order) a relatively new within it linguistic unit as determinants of recall area of interest, have been intensified by widespread criticismin the will be examined. The mass media of tests and testing. Since 1964, however, effects of voice transformation and temporalorder on recall from both some empirical studieshave been conducted; guidelines and standardsfor spoken and written discourse with differingage Ss will be considered, test development have been sponsored and endorsed;symposia have been "The Influence of Syntax and Semantic Structureon Remembering Paragraphs" will be discussed by Edward J. held, and special journal issues which were devotedto the question of Crothers, University of testing in the public interest have appeared. Sortie Colorado. In comprehension and memory,organization is a two -sided psychometricians and coin. It refers both to representation in statisticians have reacted to the present dilemma interms of the lob unobservable memory and to they have been assigned to do, i.e., to expression in observable linguistic forms, especially screen and predict or measure words, sentences, achievement. Others have taken the position that there and paragraphs. Generative linguists formallyderive the surface forms are social ills to from the deeper ones, but in everyday be remedied and tests, as currently designed andused, contribute to the comprehension we proceed in perpetuation of these social ills, and still others, the opposite direction. Be the directioninward or, outward, an particularly blacks, understanding of the intellectual aspects is contingent have sparked a movement to get rid of biasedtests in schools and on an under- research projects. standing of the syntactic and seniantic aspects. The purpose of this symposium is Present research focuses on the syntax andsemantics of individual' to clarify and discuss the issues paragraphs, and on how this structure influences surrounding the testing of black studentsso that a point can be reached comprehension and from which steps toward real progress memory. The theory as it is now being formulated yields whatmight be may be made, The symposium will focus on the following issues as they called a "graph-table- as the structural description ofa paragraph, It relate to the testing of black captures both the syntax and the semantics, as wellas the topic and.the students: the psychometric point of view,social and educational problems, the position of educators regarding comments. An experiment will be described on howa person's ability the heredity-environment issues,testing and general educational policy, and to recall the ideas of a paragraph depends on itsstructure, its sentence a blueprint for educational testing programs of the future, order, and on the presence or absence of an accompanyingabstract. "Logical Structure Variables and Their Effectson Recall from Specific questions to he discussed by participantsinclude, (1) How Prose"isthetitleof a paper by George W. McConkie, Cornell is test bias defined and measured? (2)How well do tests predict and University. Recently there has been a great interestin how word lists measure school achievement? (3) Are theresome beneficial effects of are organized in learning them, andthe effect this has on subsequent testing for black pupils? (4) What testsare not measures of the worth of recall. Attempts by the author and by othersto study similar problems a person? (5) What are the misuses of tests andhow can they be with prose are reviewed. These attemptsinclude simple extensions of avoided? (6) What isthe influence of examiners on testing?Other methods usedwith wordlistsaswellasother quite different questions are: (1) Do schools tend to representmiddle-class culture? techniques, methods that attempt to revealcognitive structure as well (2) Should they? (3) Should schoolsattempt to provide a common as those which try to affect cognitive structure throughthe manipula- experience? (4) If so, what should it be,or how should it reflect the tion of tasks and materials, and studies which failedas well as smile varying make-up of our population? (5) Shouldthere be homogeneous which seem to have succeeded in findingrelationships between the groupingon the basis of tested abilityor anything else? (6) What facts logical structure of prose and its recall. are available regarding the heredity-environment issue, anddo they add up to anything valuable for educational policy? (7)Should there be -421 & 15.26 THE TESTING OF BLACK STUDENTS(AERA Special discouragement of further study concerningthe heredity-environment Two-Part Symposium) issue? (8) If any one of a variety ofconclusions was supported by research regarding the heredity-environment issue, LaMAR P. MILLER, New York University,Organizer what effect should it have on education? And finally:Istesting the place whe-re reform should begin? What would be the effect ofan immediate abandonment One of the most controversial issuesaffecting the education of of testing, either for all pupils or for blackpupils? Should tests be black children has been the role of educationaland Osychological testing in American life. While much of the exclusively diagnostic, never evaluative? Whatshould replace biased argument has centered on tests? Are there locators and criterion the nature of intelligence tests and the conditions tests to help black children? To of administration, what extent .should we investigate test abuse? the underlying issue concerns the question ofwhether or not the Symposium participants are:RonaldRougher, SeniorResearch Psychologist, Educational differences in ICI scores between blacks andwhites are hereditary or Testing Service; Edgar Epps, Professor ofUrban Education, UniversitV environmental. Differences in the interpretation ofresearch efforts have had serious social and political of Chicago; George Temp, Research Psychologist,Lafayette, California; consequences. Moreover, the question Lawrence Plotkin, Professor of Educational hasbeen raised as Psychology, City University to whether or not the heredity-environment of New York; Robert Williams, Director of argument is peripheral to the issue of testing, Black Studies, Washington University, St. Louis: Phillip Merrifield, Chairman,Division of Educa- It is clear that the complicated questionssurrounding the issues are tional Psychology, New York University;Roger T. Lennon, Senior deeply embeddedin twohistoricalframeworks which must be considered in placing the discussion in Vice-President, Psychological Corporation, NewYork City; Warren proper context. The first is the Findley, Professor of Education and Psychology, more than 300 years of slavery and subjugation of black citiiens University of Georgia; in the John Dill, Director of the Early Childhood United States. White supremacy theories have Research Center, New York been perpetuated in University; E. Belvin Williams, Vice-President historical, sociological, and psychological studies, of Operations, Educa- often by the most tional Testing Service.

150 TOPICAL INDEX

Accountability, 3.10, 13.08, 15.23, 25.03, 27.08, 29.14 Decision-Making soo alsr) Evaluation seri Educational Policy Formation, Achievement, 6.09, 8.07, 10.06, 15.19, 19.05, 25,08, 26.09, 26.21, and Administrative Decision Making 27.04, 29.08, 34,05, 36.20 Disadvantaged, 10.11, 15.02, 19.18, 35,11, 36.16 Administrative Decision-Making, 15.28, 17,08, 28.18, 29.23, 32.01, Educable Men.ally Retarded, 20.23, 35.22 32.11, 37.06 Follow Through, 20.26 AERA Orientation, 4,06 Handicapped, 14.05, 15.24, 28.13, 34.11 Affective Learning, 8.08, 8,11, 14.01, 15.03, 19.18, 26.14, 28.12 Head Start, 19.14 Alternative Schools, 7.02, 10.08, 26.15, 29.21, 33.04, 34 05 American Educational Research Journal, 17.23 American Indians, 28.09, 33.09 Assessment Programs, 4.20, 8.17, 19.12, 26.18, 27.12, 29.20 Attitudes, 19.05, 24.03, 25.09, 33.07, 34.20 Early Childhood Education, 19,14, 20.26, 24.01, 34 .03 of Students, 6.13, 26.09, 29.11, 37.04 Educational Administration of Teachers, 19.15, 28.20, 35.17 Blacks in, 17.04. 34.04 Crisis Management, 24.05 Teaching of, 13.10, 20.10, 28,17, 29.25, 32.04, 36.05 B Year Round Schools, 36.02 Educational Communication, 8.05, 10.04, 19.03, 20.07 Behavior Modification EducationalGoals.25.01,33.06,34.01,34.02,34.06,36.07 and NSSE Yearbook, 29.03 Educational Innovations, 2.04, 3.01, 27,01 Ritatin, 29.13 Evaluation of, 14.10, 19.21, 29.01 Blacks, 4.21, 13.17, 17.04, 19,05, 19.26, 24.03, 25,19, 3 7, 34.04, IMplemeMation of, 2.09, 4.12, 26.02, 28.01, 32.02, 35.15. 9 35,20, 36.12, 36.16, 36.17 Planning for, 6.17, 14.06, 17.15, 32.06, 34.19, 35.24 Business Education, 13.16, 32.09 Educational Opportunity, 7.01, 10,11 Educational Policy Administrative 25.19, 29.25, 35.05 Analysis, 32.04 Federal, 10.18, 15,04, 15.28, 37.06 Fiscal, 17.05, 35.08 Career Decision-Making, 4.17, 6.16, 8.15, 10.10, 15.08 Formation of, 19,11, 27.15, 28.07, 29,10, 32.11 Career Education, 29.21, 32.05, 35.16 Public, 20,06 Chicanos 10.15, 34,07 as a Science, 37.08 Classroom Interaction, 2.02, 6.01, 13.19, 26.14, 27.09, 34.07, 35.18. Educational Products 36.10 Demonstrations of, 32.10 Classroom Observation, 3.08, 10.19, 26,08, 28,21, 29.02, 29.15, 33.10 Development of, 15.01 Cognitive Learning, 3.04, 4.08, 4.17, 4.18, 6.11, 8.08, 15,03, 28.26 Evaluation of, 10.13, 15.06, 19,07 Community Colleges, 2.07, 6,13, 6,14, 12.02, 13,04 Educational Research as Disciplined Scholarship. 13.09, 13.13, 20,19, Accountability in, 15.23 26.03, 34,10, 34.18, 35.12, 36.05, 36.99 and Ethnic Relations, 37.01 Environmental Stress, 13.07 Community Involvement in Education, 19.03, 20.07, 24.02, 27.01, 29.10, 35.16 Ethnic Influences, 6,02, 6.18, 10.15, 15.13, 28.09, 33,07, 34,07, 36.12 36.16 Computer Applications, 4,16, 4.17, 14.06, 14.13, 15.17, 19.26, 25,04, on College Admission's, 19.16 26.10, 29.20, 29,22, 35.24 on Communication, 25.19, 37.01 Computer-Assisted Instruction, 10.01. 25.20, 28.05, 29.06 on Learning, 19.05, 33.06, 35.20, 36.17 Computer Simulation, 14.03, 14.12, 32.01, 33.11 on Student Attitudes, 24.03, 25.09, 26.20 Concept Formation, 3.04, 4.08, 4.18, 6.11, 14.11, 15.12. 37.05 and Tests, 20.12, 20.17 Counseling Ethnic Studies, 7.01, 36.12 Cfient Interaction, 2,08, 14.03, 15.13 Evaluation Goals, 10.10, 19.22 Formative, 6,10, 10.13, 28,14 Methods, 2.08, 10.15, 15.08 of Instructional Programs and Systems, 3.10, 4,19, 4.20, 6.02, 8.17, Programs, 4.10, 19.22, 19.25 14.04, 15,02, 15.05, 19,18, 20.26, 33.01, 34.03 Rehabilitation, 20.01 Methodology, 3.09, 6.18, 10,14, 17.12,36.11 Training for, 2.08, 10.10, 14.03 Models, 2.04, 4,17, 8.18, 10.19, 14.09, 14.10, 14.14, 15.06, 19.12, Criterion-Referenced Measurement, 3.09, 8.12, 14,02, 17.10, 25,13 Curriculum and2P6Ci8c:licy, 10.18,15.28, 17.02, 19.10, 29.01 Change, 14.06, 19.02, 19.03, 27.21, 34.02, 35.02 Theory, 24.04, 28.15 Decision-Making, 24.02, 36,07 Training for, 8.22, 26.22 Development, 3,14, 4.01, 17.19, 19.09, 26,03, 26.05, 34.19, 36.07 Expectancy Evaluation, 6.02, 19.04, 27.06, 33.01, 35.03 Effects of Teacher, 13,15 Theory, 19.27, 33.03. 35.04 , Student, 24.03, 37,04

151 F Measurement in American Indian Settings. 33.09 Family Influences, 36,18 of Creativity, 10.20 Feria' al Policy. 10.18. 15.28, 28.23, 37.06 General Methodology of, 10.14, 10.16, 10.20, 17.11, 20.11 Feedback 25.14, 26.14. 27.16, 27.18, 36.11 see aisn Rol nf or cement, 15,27, 25.08. 25.11 of Intelligence, 20.12 Field Studies, 4.20, 17.12, 26.18, 28.01, 29.24, 34.05 Models, 14.13 Prediction, 4,14, 14.13, 20.14, 36.18 G Qualitative, 20.18 Grouping, 20.21, 35.10 Reliability, 19.20, 26,10 Theory of, 25.02. 29.22, 34.15 H Validity, 26.17 Medical Education, 15.16, 26.14, 36.15, 37.02 Higher Education Microteaching, 8.21, 34,14, 35.18 College Admissions, 19.16 Mini-Training Courses, 10.13, 19.26, 28.25. 29.04 Motivation, 25.01, 26.09 Disruptions, 16.02 Drop-Outs, 6.13 N Governance, 28.18 Placement vs. Credit. 35.05 7.Iational Institute of Education, 30.01 Policy Issues, 27,15 Students, 4.17 Non-Traditional Instruction, 10.01, 17.20, 36.19 Student/Faculty Attitudes. 25.09 O Theory of, 36.01 Historical Perspective, 3.03, 9.01, 14.07, 16.0115.01, 20.16 Homosexuality, 13.06 Occupational Prestige, 6.16, 8.15, 15.11, 19.25 Humanistic Education, 3.06, 25.07, 28.02, 29,14 Open Classroom, 17.13, 17.20, 19.11. 28.11, 33.10, 36.19 Organizational Structure, 15.10, 26.15, 28.18, 28.20, 29,23, 35.07 Change, 20.10, 20.20. 25.16, 32.02, 32.06 Conflict, 27.17 Individual Differences, 6.03, 8:13,15.20, 25.20,26.23,27.10,27.20, Development, 15.27, 17.08 29.12 Individualized Instruction, son Learning Information Systems, 27.15 Performance Factors, 3.11, 6.09 Instructional Effectiveness, 4.11,5.12. 13.19,15.18 15.19,26.01, Piagetian Theory, 3.04, 4.08, 15.12, 19.08 26.06, 33.08 17.02, 19.10, 27.17; 27.21 Instructional Materials, 4.12, 16.02, 36.14 Instructional Morldls, 15.17 see Educational Policy Instructional Objectives, 4.01, 19.07 Politics of Education, 15.04, 25.10, 28.23, 35.11,35.15, 37.08 Instructional Styles, 3.01, 4.01. 4.09, 26.10, 27.10, 28.05, 36.14 Pre-School Children, 8.13, 15.03, 19.05,19.25, 28.26. 34.03, 35.09 Instructional Systems, 4.15, 4.19, 8.16, 15%05, 17.17, 25.04 Pre-Service Education Instruments, 3.07, 6.18. 14.13. 14.14, 19.24, 26.13, 26.14, 27.08 see Teacher Training International Research, 6.09, 29.08 Private Schools, 26.15 Problem Solving, 14.11, 15.12, 15.15, 19.08,25.02, 26.13, 27.05, L 28.04 Program Development and Evaluation, 4.19, 6.10, 8.12,19.07, 19.12, Language Development, 4.07, 6,07, 35,20, 36.17 26.11, 28.12, 28.13, 32.05 Leadership, 34.04, 35.07 Programmed Instruction, 19.19 Learning Public Education, 28.16 Associative, 20.24 Pupil Control, 2,02, 28.16 Disabilities, 33.13 Discrimination, 6.04, Environments, 4.09, 13.07, 17.17, 24.01, 27.15 34.20 Games, 19.19, 32.01 Reading Individualized, 4.09, 4.12, 8.02, 14.04, 15.10, 26,06 Abilities, 6.08, 8.09. 10.09, 15.25 Rule, 15.17, 37.05 Achievement, 6.04 Stimuli, 4.17, 20.24, 35.21 Assessment, 8.12, 27,12 Verbal, 4.07. 6.07, 10.07, 15.16, 29.12, 34.17, 36.13, 37.09 Current Research, 4.02, 6.19. 36.08 Longitudinal Studies, 2.05, 6.15, 10.10, 19.14, 20.26, 26.14 Readability, 10.03, 27.02 Recall, 10.07, 14.13, 28.19, 36.13, 37.09 iM Reinforcvment, 25.1 I, 29.15 Renewal Events, 36.09 Management, 17.05, 25_16, 27.17, 37.07 Research Needs Mathematics Career Development, 2.08, 13.01, 20.01 Learning, 3.14, 19.06, 19,17, 20.08, 27.05, 33.05 Educational Innovations, 35.15 Teaching, 14.13, 17.14, 26.19 Health Care, 26.14 Teacher Education, 8.01, 24.06 Mobility, 27.17 Year Round Schools, 36.02 Personality, 25.10, 27.07. 36.19 Research Utilization, 2.09, 6.05, 8.05, 10.04, 12.01, 19.11, 19.20, Teacher Evaluation, 3.10, 15.09 24.05 26.11, 28.07, 34.10, 3416, 35.19 Measurement Techniques, 19.11, 25.15, 27.11 Role Modeling, 10.15 by Students, 17.10 Teacher Organizations, 25.10, 37.07 S Teacher Performance, 4.11, 6.01, 8.07, 10.05 15,09, 15.18, 19D1 24.06, 26.01, 27.09, 36.19 Scaling Techniques, 3.08, 17.10, 20.11 Teacher Training, 3.12, 4.17, 6.17, 8.16, 8.21, 15,01, 1522, 25.07, School/Community Relations 26.07, 26.19, 29.17, 32.07, 32.10, 33.05, 34.11, 34.14, 35.17, see Community Involvement 35.18 School Finance, 35.08 Competency- ase, 4.03, 8,01, 19.01, 27.08, 34.09 Self-Concept, 8.11, 14.01, 15.03, 17.20, 19.05.34,07, 36.19 Evaluation as Input Data, 14,09, 19.11, 35.03 Sex Bias, 17.05, 19.16 Performance-based, 17.22, 24.06 Sex Differences, 6,13, 8.09, 1 7.06, 19.06 Tests, 3.07, 4.14, 4.21, 14.02, 15.14, 17,22, 19.20, 19.23, 19.24, 19.26, Social Development, 6.15, 6.16, 8.13, 10.10, 14.01, 14.08, 19.14, 20.12, 20.17, 25.14, 26.16, 26.17, 27.12, 36.20 26.14, 29.11 Theory of Instruction, 4.09, 33.03, 35.21, 36.01, 36.04, 37.03 Social Effects, 16.01, 28.07, 34.02, 34.08, 34.16, 35.04, 35.11, 35,17, Training 36.10 see also "Mini-Training Courses- Social Studies Education, 2.03, 6.02, 19.15, 25.18, 26.04, 28.02 of Educational Researchers, 13.09, 13,13, 28.17, 34.18 30.05 Special Education, 10.08, 33.13 of Evaluation Specialist, 8.22 State of the Art of Physicians, 26.14 Administration of Organizational Change, 20.10 R&D Models, 26.22 Career Development, 2.06, 13.01 Theory of, 25.02 Computer Narrative Assessment Reports, 29.20 Educational Mentally Retarded, 20.23 Educational R&D Training, 34.18 U Factor Analytic Methodology, 2.05 Reading Research, 4.02 Urban Education, 5.01 2, 17.04, 25.12, 26.20, 29.21, 29.23 Teaching Effectiveness in the Language Arts, 15,18 Statistical Procedures, 4.16, 14.13, 15.07, 17.07, 17.11, 26.14, 27.13 ANOVA, 20.13 Factor Analysis, 2.05, 27.18 V Item Calibration, 28.25 Matrix Sampling, 10.16, 19.23, 26.14 Vocational Education, 13.03, 20.09 Multiple Linear Regression, 28.24 Multivariate, 25.17, 29.04 Time Series, 3.09 Student Behavior, 8.02, 20.21, 25.19, 26.20, 27.08, 29,13, 34.08 Survey Research Methodology, 15.27, 29.24 Women Career choice, 3.02, 6.13, 8,15 T Caucas, 8.04 Education of, 3.02, 26.12 Teacher Characteristics and Educational Research, 34.10 Attitudes, 19.15, 28.20, 35.17 Pi Lambda Theta Award, 4_04 Militancy, 35.07 Role Identification, 8.15 INDEX OF INDIVIDUALPAPER TITLES

Abilities by the Purdue Elementary ProblemSolving Inventory Application of Teaching PerformanceTests to Inservice and 26.13 Preservice Teacher Education An Abstract Test of ProblemSolving_ 17.22 Ability 26.13 Applying an The Academic Department Game OccupationalClassificationto a National 32.01 Accountability in Compensatory Education Representative Sample of Work Histories ofYoung Men and 17,05 Women The Acquisition of Conservation Throughthe Observation of 6.16 Conserving Models The Approach to the Design ofthe North Carolina Statewide 3.04 Assessment of Educational Progress Actualities of Individualisation in BritishPrimary Schools 34.20 4.20 Adaptation Within a CAI Program Approximate Evaluation Techniques forthe Max Hierarchical on Basic Arithmetic Skills 20.06 Clustering Procedure Adapting Word Association for Use 15.07 as an Evaluation Technique 3.07 Adolescence and Social Reform in Historical Approximating Standardized AchievementTest Norms with a Perspective 9.01 Theoretical Model Adolescent Competence and Educational 10.16 Ambition _ 36.18 AptitudeTreatment The Advantageous Uses of Part-Whole InteractionResearchwithLearning Correlations for the Disabled Children Reduction of Standardized Test Batteries 15.24 , , ,, , 4,14 Arousal and Memory in Multi-Media Affective and Cognitive Correlates of Presentation 36.14 Classroom Achievemem: Articulation During Silent Reading Research, for the Comiselor 8.09 . 15.03 Aligning Components of Artificial Intelligence Models for HumanProblem-Solving 19.08 intelligence and Learning Perfor- Aspects of Social Responsibility mance: A Proposed Rationale far Educational Intervention 14.13 Assessing Student Performance Alternative Strategies for Pre-Service Education 2140.'0144 Programs 26.07 Assessing Teacher Behaviors with An Alternative to Ability Grouping: Infants in Day Care 3.10 Personality Grouping , 20.21 An Alternative to Readability Measures: Assessment of Anxiety About TeachingUsing the Teaching Judging the Difficulty Anxiety Scale of Childrens' Trade Books 3.08 15.25 Assessment of Ethnic Group Self Concepts Ambiguities in Race Relations: Blacks andWItiles in _Hirer in a Desegregated/ Educat ion Integrated Urban Elementary School 6.18 Assessment of Ethnic 'Interaction in The American Youth Movement:Ideal and a Desegregated /Integrated iality. 1890-1945 14.08 Urban Analysis and Improvement of ElementarySchool_UsingPhotographyason Reading Comprehension with Observational Research Device Task-Oriented Prose 6.1E1 15.25 An Assessmentofthe An Analysis of Aptitude asa Predictor of Achievement in an Kuder-RichardsonFormula 1201 Individualized Mode of Instruction Reliability Estimate for ModeratelySpeeded Tests 26.16 26.06 An Analysis of a Guaranteed Achievement Assessment of Selected InnovativeEducational Practices by Program to Achieve Professional Educators Specific Educational Objectives,or Performance Contract- 14.10 ine, Chicago Style Attention and Reading Achievementin First Grade Boys and 15.02 Girls An Analysis of Learning Efficiency 6,04 by Mode of instruction Attitude Changes in Student Teachers When Related to Reading Speed and as a Function of Type of Comprehension 27,10 Student Teaching E xperi ence An Analysis of Mathematical 32.07 Competencies Necessaryfor AttitudeofMale Certain Health Occupations Gang Members RelatedtoInnovative 36.07 Education. An Analysis of OralReading Behavior ofReflective and 26.20 Impulsive Beginning Readers Attitude Scale Evaluation: Ordering-Theoretic Model Versus 6.11 Scalogram Analysis An Analysis of Personality Variablesin Individual Modes of 3.08 Instruction Attitude Toward Education, VocationalMaturity, and Control 26.06 of Environment in Relation to Nineth-Grade Analysis of Polychotomous ResponseVariates Achievement 19.05 - 29.22 Bakersfield: A Title III Evaluation Analysis of Rank Data with Tied Values IAn 19.12 Examination of The Black Plateau the Rank Ordering of EightDefinitions of Integration by 34.04 Graduating Seniors in a Desegregated Northern Black-White Student Interactions inan Urban Secondary School 25.19 School) 15.07 A Bonferonni Confidence Interval An Analysis oftheRelationship of Procedure for Non-Negative the Multiunit School Variance Estimates (Organizational Structure and Individually 20.13 Guided Education A Branching-Type Simulation to the Learning Climate of Pupils Device for Studying Career 15.10 Decision.Making Analysis of Variance Through Full Rank Models 20.13 15.08 Analysis Strategies for Some Common Can Compensatory EducationImprovethe Self-Image of Evaluation Paradigms 17.12 An Analytical Model of Collective Culturally and Socially Different Chiidrel , 19,18 Bargaining in School Districts 37.07 A Case For Using Factor Scores-Rather Art Analytical Pragmatic Structure of than Summative Scores Procedural Due Process: in Educational Research A Framework forInquiry into Administrative Decision _ 27,18 Making A Case Study ofa Statewide Assessment of Educational 17 08 Priorities Anticipation of Cognitive Behavior of 19.12 Mentally Retarded and A Challenge to the Need for High Survey Normal Children Response Rates 29.22 Anxiety 20.23 Changes in Attitudes and Values of Interactionwith Task DifficultyLevels, Memory Adolescents from Different Cult ural Groups during the High school Support and Estimated TaskCompetency in a Concept Years Identification Task Change in Classroom Behavior from Fallto Winter for High and 37_05 Low Control Teachers, An Application of Criterion- Referenced Testing 14.02 Changes in First-Grade Achievement Applicationof NAEP WritingAssessment and the Predictive Validity Pi oceduresin of 1.0. Scores, as a Function of Montgomery County, Maryland . an Adaptive Instructiona; . .. , , 8,17 Environment Application of the National Assessment of Educational Progress Changein Philosophy in San Bernardino City Liberal ArtsColleges: Towards a Typology of Schools 8,17 Innovations 27.01 =

154 Changes in Organizational Climate Associated with Develop- A Comparison of Rankingand RatingMethods by

ment and Implementation of an Educational Management Multidimensional Matching ,., ...... 3.08 System A Comparison of School Mean Achievement Scores with Two Children's Memory. SES Differences in the Development of Estimates of the Same Scares Obtained by the

Serial Processing Ability 36.16 Item-Sampling Technique s 19.23 Children's Responsesto Reading StandardEnglishand A Comparison of Selected Variables from the 1565 and 1970 Nonstandard Dialect Stories: A Study of Evaluation and DoctoralDissertationsof theCollegeofEducation, Comprehension 35,20 University of Maryland 4.17 Children's Responses to Well-Formed and Telegraphic Com- A Comparison of Subjective and Objective Methods of Teacher mands 4.07 Evaluation 8.16 Citizen Participation in &ducational Innovation: A Conceptual A Comparison of the Degree, the Nature, and Some of the Model 27B1 Causes of Manifest Anxiety in Children from Different SES Classroom Achievement asaFunction of Student,Teacher and Racial Backgrounds 24.03 Interaction .. . 25,08 A Comparison of the Didactic Interactions of Mothers and ClassroombyClassroomAnalysisoftheImpactof a Fathers with their Preschool Children 35.09 Compensatory Education Program 15.02 A ComparisonoftheEffectivenessofRemediationof Classroom Interaction Patterns During Microteaching- Wait-time Non-Readersby Trained Mexican-AmericanAides and

. . as an Instructional Variable 35.18 Certified Teachers ...... _ ...... 6.08 Classroom Observation Scales 29.15 A Comparison of the Effects of Rote, Principle, and Guided Classroom Practices and the Development of Political Efficacy 36.10 Discovery Strategies on Conceptualization inFirst Grade Client I: A Computer Program Which Simulates Client Behavior Children 6.04 in an Initial Interview ...... 14_03 A Comparison of the Relevance of Education in Three City

A Clue to the Relationship Between "Learning- and "Liking" . 35.21 High Schools: Black, White and Integrated . .., . 37,04 Cluster Analyses of the SVIB, MVI I and Kuder OIS as Tests of A Comparison of the Word Recognition Processes of Beginning an Occupational Classification 6.16 and Experienced Readers 10.09 Cognitive Strategies in Children's Comprehension of Text 29.12 A Comparison of Three Strategy Approaches for Teaching_ Cognitive Style and Hypothesis Testing Vocabulary Concepts to Retarded Children 35.22 Color/Form Preferences asa. Function of Nursery School A Comparisonof Two ApproachesinFactor Studies of Experiences and Age 35.09 Students Ratings of Courses and Instructors 17.10 Community Action Agency and Educational Authority: A Compensatory Prekinciergarteners'IQ Gain Correlated with Theoretical Analysis of I nterorganizational Politics 20.07 Third Grade Reading Achievement 28.26 A Comparative Evaluation of an Experimental Program for the A Compilation of Preschool Children's Word Frequency Counts 14.14 Preparation of School Principalsin Terms of Placement Acceptability 14 The Comprehension and CommunicationofRelational Comparative Judgment Scaling of Student Course Ratings 17.10 Concepts by Inner-City Children 36.17 A Comparative Study of the Philadelphia Leadership Program Comprehension Objectives Derived by Linguistic Analysis of r Inner-City School Administrators at The Pennsylvania Primary Level Reading Materials 15.25 State University . 34.04 The Computation of Orthogonal Independent Cluster Solutions Comparative Validation of a Direct and an Indirect Measure of and Their Oblique Analogs in Factor Analysis 25.17 A cadernic Self- Confidence 26.17 Computerized Analysis of Phonics Skills 4.17 A Comparison Between Instructional Styles for First Graders 27.10 The Concept of Institutional Memories for Courses 26.10 Comparison of Algorithms for Common Factor Analysis Using A Conception and Case Study of The Teacher as Choice Maker Maximum.Likelihood Estimation ...... 25.17 in Curriculum Development 17.19 A ComparisonofClassroom HumanRelations Problems A Conceptual Model for the Development of Map Reading DiagnosticTendenciesofElementaryand Secondary Skills .. 4.08 Teachers 2.02 C o n c e p t u a l Systems and Educational E nvironment: A Comparison of Conceptual Strategies for Grouping and Relationships Between Teacher ConceptualSystems, RememberingEmployedby EMR and Non-Retarded Student Conceptual Systems, and Classroom Environment as Children 35.22 Perceived by Fifth and Sixth Grade Students 13.19 Comparison ofEducators' andIndustrialManagers' Work Concrete and Abstract Thinkers at Three Grade Levels and Motivation Using Parallel Forms of the Work Components Their Performance with Complex Concepts, ...... 6.11 Study Questionnaire , 5.17 Concreteness and Imagery in Sentence Meaning, Revisited.... 34.17 A Comparison of Experimental Group Guidance and Individual Conditions Moderating the Self - Fulfilling Prophecy Effect..... 13.15 Counseling Methods to FacilitateCollegeStudents` Confidence Interval Estimation of KI32,, -Some Monte Carlo

Vocational Development . , , , , 15,08 Results ...... 26.16 A Comparison of Human and Computer Grading of Essay Conflict and t he Collaborative Process: An tecedents,

Con tent ...... 29.22 Characteristics, and Consequences of an Inter-governmental A Comparison_ ofIdiosyncratic Study, Passive Reading and Program ...... 27.17 Inserted Question Treatments in Learning from Text 6.07 Conformity and Pebellion: Contrasting Styles of English and

Comparisons of Learning Potential and IQ Measures in Three German Youth, 1900-1933 ...... 14.08 Levels of Ability .. , ... , .. , ., 20,12 Construct Validity of Test Items Measuring Acquisition of A Comparison of Open and Traditional Education: Conditions Information from Line Graphs 33.08 that Promote Self-Concept 17 20 Contrived Role Playing and Attitude Cht.age 37.04 A Comparison of Prompting and Adjunct Questions in Learning Controlled Multivariate Evaluation of Open and Traditional

from Text...... ; 36.13 Education at the Junior High School Level , ...... 19,21

15 Convergent, Divergent, and Esthetic Ability andBias in College \The Development &Use of a Goal ()tiented Course Evaluation Students: Their Relation to Personality. and Preferencefor 1 Instrument Major Subject and Instructional Method .. 28.14 8.08 The Development of a Language Behavior ConvergentValidityofthe IPAT Inventory for Use Children'sPersonality with Severely Retarded Children Questionnaire and Teachers' Ratings of the Adjustment 19.24 of The Development of a Mathematics Elementary School Children Self-Concept Test .... 19.24 26.17 The Development ofa Measure to Evaluate the Communication A Conversational Access to ComputerizedSearches of the ERIC System Skills of Young Children 15,05 19,24 Development of a Piagetian-Based Written Test: A Correlates of Student Preference Ratings 6.17 Correlates of the Perception of Occupational Prestige Criterion-Referenced Approach 14.02 15.11 Development of a Problem SolvingInventoryInvolving Cost Utility: An Aid to Decision-Making 19.10 Three-Dimensional Models of Problem Sithations . . Course" Evaluation Schedule: Development andCrossvalidation 15.09 26.13 Developmentof a SignallingEvaluatorof TheCourseMaintenanceSystem, andExample Drug-Abuser of a Rehabilitation Success Computer-Based Course Memory 3.07 , 26.10 Development of a Simple Readability Index Criterion-Referenced Validity of Student Ratings of for Job Reacting Instructors 17.10 Material A Critique of the Statistical Analysis ofthe 0E0 Experiment in 20,14 Performance Contracting The Development of Alternative Models 28 17 17.11 The Development of An Instructional The Cross-Cultural Attitude Inventory:A Report on Item Delivery System for External Studies in Higher Education Analysis and Stability 8.16 I 19.18 The Development of Concepts of Cross-Cultural Research and TeacherPreparation in the Urban Nationality and Spatial Relationships in Elementary SchoolAge Children Setting 6.17 3.04 Cultural Centers and Multi-Ethnic Education Development of Provisional Criteria for, theStudy of Media 28.09 Creativity Cultural Deprivation and Intelligence: 10.20 Extensions of the Basic Development Model ofSituationalTaskMethodologyforthe 36.18 Evaluation of Process Outcomes in the Open Curricular Decision Making in Selected SchoolSystems Classroom... 33.10 Curriculum Criticism and Literary Criticism The Development, Use, and Importanceof Instruments that Validly and Reliably Curriculum Decisions: A Theoretical Framework Assess theDegreetoWhich EXperimental Programs are Implemented 1921 Curriculum Evaluation And LiteraryCriticism: The Explication36P7 of An Analogy Developmental and Social Influences fromBirth on School 27.06 Readiness in a Metropolitan Cohort Curriculum Legislation and Decision-Making for 35.09 the Developmental Aspects ofPattern Prediction Performances Instructional Level s . . . . 36.07 under Inductive versus Inductive-Deductive Decision Making at the Institutional Level Conditions 807 17.19 A Developmental Study of Group Formation in Children , Defensiveness as a Covariate in theAssessment of Self-Concept 26.08 Change A Developmental Study of the CriteriaUsed by _Children to 20.14 Justify Their Affective Responseto AM Experiences. The Degree and Nature of theRelations Between Traditional 28.12 Psychometric and Plagetian Diagnosis and Remediation of Instructional ProblemsWithout Developmental Measures of the Use of Standardized Instruments Mental Development 28.14 20.11 A Dialect Demographic and Social Accounting: A Differentiation .Measure for Nonstandard Black Follow-up on the , English , ...... ,. Withdrawals from Quebec Colleges and Universities ...... 24.03 .. 25.19 Dialect in Relation to Reading Achievement Departments: Problems and Alternatives ... . , 10.09 ...... :. 28.18 Differencesin Perceived Sources of Academic Difficulties: Design and Implementation ofa Planning Process in a Large, Urban School System.. . .. Black Students in Predominantly Black andPredominantly ...... 19.10 White Colleges Design and Use of An Information SystemTo Support School 36,16 Planning - Evaluation The Differential Measurement of Visual ReadingDifficulty 15.25 ...... s s 19.10 Differential Perceptions of Occupations with Des ign of an Increasing Age .. 6.16 Educational Environment with a Differential Relationships with Grade Criteria for Computer-Controlled Organ ... . Predictors at 26.10 Varying Levels of Freshrhan Grade Complexity The Design of Student-Controlled CAICourses 4.14 ... . 26.10 The Differentiated Child Behavior Observational Developing Empirical Predictors of EffectiveLeadership in System 26.08 DifferentiatedStaffing in Non-Teamed InnovativeSituationsUsingtheStepwise Organizational Regression Structures as They Affect Elernentry School Procedure ...... Teacher-Pupil .... 20.14 Interaction.. Developing Mathematical Materials forStudent's Cognitive ...... 15.10 Dimensions of Reading Behavior Among Style s ... . Competent Fifth . 6.11 Developing Graders ...... , a Modular Secondary EducationalPsychology ...... 27.09 Program-Minimal Resources Discovering Quantitative Precocity 10.08 .. ... ss 36.07 Developing TheDiscriminative Cue Value of Adult Made QualityAssuranceSystemsforInstructional Expectancy Statements . Programs .. . . , 15,15 13.15 The Development and Effectiveness of A Discussion ofthe Theoretical Contradictions Found in Instruments foe the Modeling Measurement of Classroom Teacher Research and SocialLearning Theory When Accurate Empathy, In terpreted Warmth and Genuineness Within Phenomenological and Social 15.09 Comparison Theories Development and Evaluation of One Strategy ...... 35.21 for Implementing Distraction, Response Mode, Anxiety and Change in Schools.. . .. Achievement from ...... 35.02 The Development and Evaluation ofa System for the Design of Do Error-Free Materials Maximize Learning? Instructional Plans and Resource Allocation . 6.06: . 14.14 Doing History: Some Notes Toward TheDevelopmentand a Pedagogy...... 14.07 Implementationof a Statevvide Dropout Prediction at an Urban Community Evaluation System , College following , 4,19 Open Admissions . . , ...... ,...... 6.13

156 The Dynamics of Instruction Systems: Feedback Control in The Effect of a Field-Based Teacher Education Program Upon Individually Paced Instruction 15.10 Pupil Learning 8.16 Early Identification of Children with High Risk of Reading The Effect of Field Participation and Humanistic Classroom

Failure 5.08 Experiences upon the Perceptions of Prospective Teachers . 25.07 Economically-Disadvantaged Parents Use Learning Games to EffectsofFrame Order and PracticeDistributionina Increase Reading Achievement of Their Children 19.19 Programmed Text 19.19 The Educable Mentally Retarded Child: Current Issues and The Effect of Humanistic Training in Helping Relationships for Teacher Attitudes 20,23 Cooperating Secondary School Teachers upon Selected

Educational Facilitation for Mathematically and Scientifically Perceptions of the Teachers and Their Student Teachers , 25.07 Precocious Youth 10.08 The Effect of a Humanistic Training Model on the Perceptions EducationalResearch and the Qualityof Health Care: A of Elementary Teachers-in-Training 25.07 Symbiotic Relationship 26,14 The Effect of Immediate Environment on Children's Tendency

TheEffectivenessofFiveSelectionPolicyVariablesin to Reflect while Solving Problems , , 14.11 Predicting Academic Achievement in a Nursing School .. .25.08 TheEffectofIndividualGoal SettingConferenceson Effectiveness of 4-C Manpower Training Program for Entry Achievement, Attitude, and Locus of Control 26.06 Participants 14.10 The Effects of Induced E Bias on the Reading of Instructions The Effectiveness of Six Personality Variables in Predicting During Behavioral Experiment 27.16 Success on the Nursing State Board Examination 35.20 The Effect of Instructional Methods on Learning 25,06

The Effectiveness of Textbook, Individualized, and Pictorial Effect of Instructional Pace on Student Attentiveness_ ., 13.19 Instructional Formats for Hearing Irnparied College Students 15.24 Effects of Learner Control on Performance and State Anxiety The Effects of Adding Emphasis of Relevant Attributes and a in a Computerized Concept Learning Task 29.06 Concept Definition to a Rational Set of Concept Examples Effects of Meaningful Learning and Rote Learning Questions on on Non-Examples 37.05 Recall of Prose Material 36,13 Effects of Age, Form Class and Word Frequency on Word EffectofMicro-teaching on Self-conceptof Teachers and Associations 34,17 Supervisors' 34.14 Effectsofthe Amount ofInformation,Organizationof The Effects of Modeling on the Development of Sex -role Information,and StudyTime on theProcessingof Behaviors in Children 17.06 Quantitative Information Presented in Graphical Form 33.08 The Effect of Motion Pictures Portraying Black Models on the The Effects of the Analytic-Global and Reflection-Impulsivity Self-Concept of Black Elementary School Children 19.05 Cognitive Styles on the Acquisition of Selected Geometry TheEffectsofMulti-AgeMulti-GradeProgrammingon Concepts 6.11 Students' Verbal and Non-verbal Creative Functioning 8.08 TheEffectofAuditory Dimensional Preference on the The Effect of Non-Normality in Torgerson's Multidimensional Auditory Discrimination Performance of Children= .. . = 5=04 Scaling Model 20.11 The Effects of the Availability of Objectives and/or Rules in a The Effects of an Open Experimental Program on the Attitudes Learner-Controlled Computer-Based Task ..... 37.05 and Self-Concepts of Graduate Students 17.20 The Effects of the Availability of Prior Examples and Problems TheEffectofPerceptualFocus andPlanarOrientation on the Learning of Rules in a Computer-Based Task 28.05 Sequence on Length Conservation Responses 4.17 The Effect of Children's Expectations and Word Association Effect of Pictures on- Acquisition of a Sight Vocabulary in Upon the Comprehension of Passive Sentences 4.07 Rural EMR Students 28.05 Effects of Children's Expectations on Mastery of the Minimum Effects of Preparation on Vagueness in Self-Prompted Lecturing 13.19 Distance Principle = 4.07 The Effect of Preservice Creativity Training in a Humanistic Effects of Classification Exposure upon Numerical Achievement Program on Creative Abilities and Perceptions of Prospective of Educable Mentally Retarded Children .. . 20.23 Teachers and Their Pupils 25.07 The Effects of Cluster Sampling 19.23 The Effects of Prose Organization and Individual Differences on The Effectof College Pfoximity Upon Rates of College Free Recall . 10.07 Attendance 25.09 ...... The Effects of Computer Programming on Performancein Effects of Prose Organization and Phrasing of Sentences and Mathematics 19.06 Learning Objectives upon the Retention and Integration of EffectofComputerTutorialReview Lessons on Exam Categorical Information 34.17 Performance in Introductory College Physics 28.05 The Effects of Question Position and Relevancy of Questions to The Effects of Conditioning Expectancy Statements to Success Criterion Test on Learning Social Science Material by Fifth Grade Pupils . . and Failure Outcomes 13.15 ...... ; 29.12 The Effects of Culture and Education on the Acquisition of The Effect of Relevant Teaching Practice on the Elicitation of Formal Operational Thinking 4.08 Student Achievement 10.06 EffectofDifferentiallyMotivatingInstructionsonthe The Effects of School Achievement on the Affective'Traits of Predictive Validity of a Test Device . .. 25.14 the Learner ...... 28.12 The Effects of Diverse Test Score Distribution Characteristics TheEffectsof Selected Experiences ontheAbilityof on the Estimation of -the Ability Parameter of the Rasch KindergartenChildrento use Conservationandthe Measurement Model 27.16 Transitive Property of Six Relations 4.08 The Effects of Dual Information Processing of Standard and The Effect of Selected Poor Item-Writing Practices on Test

Nonstandard English in Nonstandard Speakers 35.20 Difficulty, Reliability and Validity: A Replication . 76.16 TheEffectoftheElementary SchoolPrincipal'sRule The Effect of Set on Preferred Representational Mode 5.05 Administration Behavior on Staff Militancy end Leadership The Effect of Social and Cognitive Interaction Strategies on Perception 35 07 Children's Motivation to Achieve in School 26.09 The Effects of Empirical Program Revision and Presentation of The Effects of Social Position, Race, and Sex on Work Values

Objectives on Student Performance 19,07 of Ninth Grade Students ... . 35.04

157 The Effects of a Student Centered Special Curriculumupon the_ Evaluation of 3 College Credit Course Designedto Facilitate Racial Attitudes of Sixth Graders 19.05 Decision Making for Career Development 15.08 Effects of the Styles of Leadership on ParticipantsPerception of AnEvaluationoftheComprehensiveEarlyChildhood Basic Organizational Hierarchical Needs ina Simulated Education Network Decision Making Setting 3.10 32.01 Evaluation of an Experimental Preschool forAmerican Indian The Effect of Subjective Organization on the Recallof Prose 10.07 Children Effects of Teachers' Cognitive Demand Styles 19.12 on Pupil Learning 10076 Evaluation of an Inter-University Program in Medical The Effect of Technology on Organizational Task Education 19.04 Structure.. 25.16 Effects of Temporal Evaluation of Non-Traditional Instruction ina Southeastern Factors on Ability Attributionin a Alaska Indian School Tutoring Situation 3.10 33.08 An Evaluation of Sampling Designs for School Testing The Effectsof Three Spelling Programs on the Spelling Programs 19.23 'Evaluation of the "Eager to Learn" Teacher I nservice Teleseries AchievementofSixthGradersfrom Two Culturally 36.14 Different Areas An Evaluation Strategy for Instructional ProductDevelopment 15.05 36.16 An Evaluative Study of the ROCK English The Effects of Three Types of Repetition and theAmount of as a Second Language Program in Spanish-English Bilingual Projects Chunked Information on the Acquisition and Retention , 3.10 of Evolutionin Structured Information Patterns of Territoriality and Leadership in Philadelphia Gangs The Effect of Training in Structured Tutoringon a Parent's 26.20 Desire and Capability to Assist his Child in the Acquisition ExaMination of Participation and Order Effectsin Feedback of Reading Skills Interviews 34.14 3 11 An Example of the Application of Effects of Training on RatingReliability as Estimated by the Assessment and ANOVA Procedures, for Fluency Tests of Creativity Diagnostic Procedures of a ComprehensiveAccountability 10.20 Plan The Effect of Two Humanistic Models of TeacherEducation 15.05 Expectancy and Race: Their Influences Upon the Upon the Perceptions of Prospective Teachers .. 25.07 Scoring of Individual intelligence Tests Effectof Two Word DeletionSchemes Uponthe 20.12 Expectancy Statements in the Classroom Comprehension of Five Levels of Telegraphic Prose 8.09. . ... 13.15 The Effects of Variance Heterogeneity on SelectedMultiple Expectations in Mixed Racial Groups of Children 24.03 Experimental Aesthetics: Some Simple Manipulations Comparison Procedures 20.13 of Music 28.12 An Experimental Curriculum Designed The Effect on One's Own Performance of EvaluatingPeers 36.20 to Modify Children's Either/And Not Either/Or 27.06 Sex Role Perceptions and Aspiration Levels ni 2 Elaborative Prompt Effects in Childrens. Noun-PairLearning: A An Experimental Evaluation of New Measures ofCognitive and Two-State Analysis 20.24 Non-Cognitive Performance for Elementary School Children25.14 Elementary AdministratorsRolePerceptionsRelatedto An Experimental Inquiry into the Relationshipof Cognitive Assessment of Community Powers 34.04 Complexity and a Teacher Education Core Course 4.17 The Elementary School Environment: Perceptions of Students Experimental Research in Reading: Some Considerationsin and Teachers 34.20 Regard to Design 10.09 Elementary Social Studies Teachers' DifferentialClassroom An Experimental Study of the Effects of TeacherParticipation Interaction with Children as a Function ofDifferential in aCurriculum Engineering Task on a Dimension of Expectations of Pupil Achievement . Curriculum Implementation . .. 13.15 . 33.03 The Emergency of Vocational Expectations in Pre-School An Experimental Study of Relationships BetweenMastery of a Children 19.25 Super-ordinate Mathematical Task and Prior Experience AnEmpiricalComparisonof the Accuracy of Selected with a Special Case 19.06 Multivariate Classification Rules 17.07 E xper i nter-Provided vs. Subject-Generated Learning An Empirical Comparison of Two Path Coefficient Estimates 25.17 Strategies: Which is Better? 20.24 An Empirical Comparison of Selected Two-Sample Hypothesis Exploration and Learning-to-Learn in Disadvantaged Testing Procedures Which Are Locally MostPowerful Under Preschoolers ... . . 28.26 Certain Conditions 17.11 Facilitation of Cooperative Behavior in ElementarySchool An EmpiricalExamination of Expectedand Children Desired ...... , . Involvement in Curriculum Planning 36.10 19.09 Factor Analysis of an Instructor Rating Scale 17.10 Empirical Option Weighting with a Correction-for-Guessing 27.16 A Factor Analytic investigation of the Task of PublicEducation 28.16 The End of The Drunkard's Search? A Report on a Radical Factorial Structure,Reliability,Validity,Effectiveness and Solution of the Problem of Evaluation ofInstruction 35.21 EfficiencyoftheCanadianCognitiveAbilitiesTest The Equality of Educational Opportunitywithin Ethnically Re-Examined Mixed Classrooms .. . 20 12 34.07 Factors Affecting Student Acceptanceor Rejection Equivalent Validity of a Completely Computerized MMPI of a 26,17 Foreign-Language Learning Program Establishing and Maintaining the Instructional . , . 26.09 Support of Factors of Fredicteci.Learning Disorders and TheirInteraction Inner-City Parents 15.02 with Attentional and Perceptual Training Procedures Estimating Latent Ability Under the Logistic Model 6,08 for Ordered Family Socialization and EducationalAchievement in Two Categories: An Investigation of Bias and InformationGain 14.13 Cultures: Mexicari-American and Anglo-American . EstimatingTotal-Test Score . 34.07 Distributions ThroughItem The Federal Policy Process and Educational Reform Sampling: A New Theoretical Approach 37,06 ...... ;17.11 Feedback in Instruction: A Review and Suggestions Estimation of Intervention Effects in Seasonal Time-Series for Further 17.07 Research ...... Ethnicity and Equality of EducationalOpportunity 25.11 7.01 Feelings , Confrontations and Double Ethnicity: Science, Being and Educational Opportunity Messages: A 7.01 Re-examination of the Effects of Organization Development Evaluating a Campus Drug Education Program 19.12 Evaluating the Open Classroom Interventions on the Verbal Discussion Processesof a . . 33.10 Decision-Making Team in a School System 17.08

158 Film vs.Lecture Methods ofInstructionas Relatedto Inequality Aversion and Optimization of Student Achievement Imageability 36.14 Under Computer-Assisted Instruction Used as Compensatory The Financial Condition of Non-Public Schools: Implications 26.15 Education 29.06 Five Year Stability of Holland Occupational Types 15.11 An Inexpensive Method for Providing Immediate Feedback to Fixed Interval Reinforcement and Continuous Daily Feedback Teacher-in-Training 32.07 on Academic Performance-a Conjunctive Confounding of The Influence of Choice on the /Acquisition and Retention of Schedules 33.08 Learning Materials in Different Modes of Instruction 27.10 Fluency and Originality as a Function of Group 'Size in Problem The Influence of Differential Feedback on Achie- :ement of Old Solving 14.11 and New Material 25.09 Follow Through Evaluation in Philadelphia. I. The Moderate The Influence of Instructional Factors on Various Learning Realist Philosophical Position as the Base for Educational Situations 33.08 Evaluation 15.02 InfluenceofInterestsonSex Differences in Reading Formation of Teachers" Expectations of Students' Academic Comprehension 8.09 Performance 13.15 The Influence of Interpersonal Skill Training on the Social A FormativeEvaluationofIndividualizedScience,An Climate of Elementary School Classrooms 36.10 Innovative Instructional System 14.04 The Influence of P. Information Concerning Course Aptitude A For ma t ive-S ummative Evaluation Design for a on Verbal Participation 8.07 State-Sponsored Program of Educational Experimentation . 4.19 The Influence of Sex of Student and Sex of Teacher on FourIndicesforInvestigatingInter-Observer Accuracy of Students' Achievement and Evaluation of the Teacher 10.06 Observational Instruments 26.16 TheInfluenceofVocationalInformation ontheCareer Frequency of Teacher Reinforcement Given to Lower and Development of Elementary School Children Middle Class Students 29.15 In-Service Training for Elementary Teachers: Increasing Student From Emerson to Dewey 3.03 Achievement: Through a Joint University-SchoolDistrict Further Studies of Linear Prediction Following Matrix Sampling 10.16 Project 6.17 A Generalizability Theory. Approach to Criterion-Referenced An Instructional Model for Using Simulations and Games in the Tests 14.02 C'assroom Generalized Correction for Attenuation 20.11 Instructional Objectives as Directions to Learners: Effect of =The Harmonic Mean and Kramer Unequal n Forms of the Passage Length and Amount of Objective-Relevant Content 6.07 Tukey Statistic 17.07 InstructionalPlanningfortheDevelopment ofCognitive High-Inference Behavioral Ratings as Correlates of Teaching Behaviors 36.0 Effectiveness 15.19 Instructional Research within the First Year Communication How Can Pre-Service Education Programs Involving Career Skills Program 35.03 Related Field Experiences Be Evaluated? 26.07 The Instrumentation and Data Collection Plan for the North How Many Es Are There? A Critical Analysis of Problems Carolina Statewide Assessment 4.20 Concerning Determination of Evaluative Factors of Seman- IntegrationalDeficitsinPerceptual- Visual - MotorLearning tic Differertial Scales 17.11 Disabilities: A Diagnostic Procedure 19.24 How Teachers Vizw the Effective Teacher 15.19 Interaction Analysis and Self Concepts of Student Teachers 32.07 A Humanistic Mow! for Teacher Education 25.07 Interaction Between Reward, Preference and Task Difficulty in a Hypothetical Concepts, Intervening Variables, and Observed Computer Assisted Instruction Setting 25,11 Data in Program Development and Evaluation 4.19 The Interaction of Divergence and Convergence of Students and Identification or anEducational Production Function by TeacherswithPersonalityandInstructionalVariables Experimental Means 17.05 Affecting Educational Outcomes 26.09 Identifying and Classifying Competencies for Performance- The Interaction Patterns and Normative Structure of a Violent Based Teacher Training 8.16 Juvenile Gang and Its Relationship to School Achievement The Impact of Social Skill Training on the Affective Perceptions and Attendance in an Inner City_ 26.20 Interactive Effects of Motivation and Rates of Feedback in of Elementary School Children . 15.03 Implications of the RA11 System for Educational Researchers, Concept Learning 25.11 An Interactive Network for the Introduction of Innovation in Developers and Pract loners 3.11 Education: Organization, Operation, and Impact Improving Mental Skills Through Filmic Modeling 36.14 14.10 The Interdependence of Creative Attitude and Creative Ability 8.08 Incentives for School Achievement 25.11 .. .. Interest and Evaluative Meaning as Facto. s in the Acquisition of IncidentalLearning of Categorical Text Items Induced by a Sight Vocabulary ,...... 4,07 Specific and General Search Directions ... . 6 07 TheInternalConstruct Validity oftheRoss Educational The I dcorrect Measurement of Components 27,18 Philosophical Inventory (REPO Increasing Student Achieveritent by Teacher Incentive 10.06 Interval Estimation of Correlation Coefficients ;ram Explicitly An Index of Parallel Forms of Criterion-Referenced Tests as a Selected Samples 15.07, Function of the Distribution of Test Scores 14.02 An Investigation into Student Teacher Problems During Practice An Index of Predictive Efficiency 17,07 Teaching . 32.07 .. , ...... ' ' Indices of Complexity and Interpretation: Their Computation An Investigation of Department Heads at a State University 28.18 and Uses i n Factor Analysis ..... 27.18 An Investigation of the Development of Selected Topological. Indirect Review Effects Produced by Adjunct Questions... _ 6.07 Properties in the Representational Space of Young Children 4.08 Individual Differences in the Effects of Adjunct Questions on An Investigation of the Dimensions of the Elementary School Learning from Prose Material ...... 36.13 Environment Through Factor Analysis of Beta Press 34.20 IndividualizedInstruction and State Assessment: The New An Investigation of Domain Specific Aspects of Locus of Jersey Educational Assessment Program , 17.12 Control 29.22 Individualizing Instruction: Do Aides Make a Difference? 14.04 An Investigation of the Elemtilts of Sexism in Public Schools 17.06

159 An Investigation of the Influence of Student Behavioron Microteaching: A Study of Effects of Specific . General Teacher Behavior.. .. . 13.19 Verbal Behavior of Supervisors ,. 34.14 An Investigation of Relationships Among Instructional Mode, A Model for Constructive Influence Upon Gang Behavior Teacher Needs, and Students' Personalities 26.20 ...... 13.19 Modelforthe Evaluation of an Innovative Programto; Investigating Aptitude-Treatment Interactions 15.24 Assessing and Instructing Fourand-Five -YearOld Children . 27.06 isNursing a Viable Career for Blacks? (A Study of Black and A Model for Graduate Education .. 8.22 White Freshman Nursing Students) . . 24.03 A Model for Psychometrically Distinguishing Aptitudefrom Is Organization of Prose Material Related to Amount of Recall?10.07 Ability 19.24 Item-Examinee Sampling: Optimum Number of Itemsand Examinees ...... A Model of Curriculum Evaluation Applied to a University 10,16 baccalaureate Program 19 04 Item-Sampling as a Classroom Evaluation Technique Models of Reading and Reading Disability Item Selection for Criterion-Referenced Tests 6.08 114%223 Multidimensional Scaling of Classroom Interaction Data 20.11 Laboratory Team Leaders in a General Psychology Class 20.21 A Multi-Media System for K-6 Career Education Programs . 6.18 Language and Aggression: Art Exploratory Study Amongst A Multitrait-Multirnethod Approach to the Construct Vali- Black and Puerto Rican Disadvantaged Youth 36,17 dation of Self Acceptance . . . Learning Abilities of the Prekindergarten Child .. 15,03 35 09 A Multivariate Analysis of Rationally Derived Categoriesof Learning and.Recall of Adjective Noun Phrases Within Prose . 10.07 Learning_ Disorder 27.16 The Learninn Booth-Product Evaluation and Research 19.07 Multivariate Analysis ofthe Relationship between ID and Linguistic Predictors of Properties of Set , 6.06 Creativity 10.20 Local-Cosmopolitanism and Collective Bargainingin a St Multivariate Analysis of Repeated Measures with a Designon College System 37.07 the Measures and on the Subjects-An Example ...... , . ... 25.17 Longitudinal Kindergarten-First Grade Perceptual Study 28.26 A Multivariate Approach to the Validation of a Behavioral A Longitudinal Study of Fiscal Equalization in Illinois 17,05 Checklist 2257188 Long-Range Prediction of Achievement with Prior Measuresof Multivariate Prediction of Early School Achievement .. Learning, Social Behavior, Sex and Intelligence , 4.14 The Museum Loss of Retrieval Information in Prose Recall T02 10.07 Myths of Information Needs 8.18 Low-Inference Observational Coding Measures and Teacher Negative Instances and the Acquisition of the Mathematical Effectiveness , ...... 15.19 Concepts of Distributivity and Homomorphism Making Decisions on the Passage Dependency of Reading 19.06 Non-Verbal Communication of Retarded Pupils . 20.23 Comprehension Items-Some Useful Statistics 10.09 A Note on Allocating Items to Subtests in Multiple Matrix' A Management Modelfor Team DevelopmentofSelf- Sampling 10.16 Instructional Higher Education Curricula on the Structured, Notes on the Distinction Between Excitement and Education Curriculum Model 35.21 15.05 Objectives. Sequence, and Aptitude Treatment Interactions in ManagementofOrganizationalConflictResultingFrom CAI Adoption of New Planning-Evaluation Strategies 29,06 19.10 Observation as a Tool for Evaluation of Implementation 26.08 Management Styles and.Leadership Behavior Within a Residence An Observational Instrument Based on the Objectives of .Lifo Program a 25 19 Special Education Curriculum 3.08 Markov Chain Analysis of Classroom Interaction Data 15.09 Observer Effect on Teacher Use of Token Reinforcement 29,15 Mathematical Learning and the Sexes: A Review 19,06 On the Assessment of Psychometric Adequacy in Correlation Mathematics of Life Insurance Study Aid Development and Matrices Evaluation in a, Nontraditional Setting 20.11 ...... 19.07 On Branching and Paths in CAI Lessons... The Matrix Test Analysis Program: A Measurement ...... 29.06 Heuristic 10.16 The Open Curriculum and Selection of QualifiedStaff; Measured Perceptual Modality Strengths as Descriptors for Instrument Validation 17.20 Establishing Instructional Objectives with Educable Mentally Open Education and Curiosity: Empirical Testing ofa Basic Retarded Children . . . 35.22 Assumption The Measurement of Classroom Environmental Press 3.07 Open Education: A Valuable Pre-School Model? 3173.2100 Measurement of Decision-Making Performance in a Simulated An Open University for the Midlands: Why and For Whom? Situation in Relation to Critical Thinking, Machiavellianism, , 6.17 Operational Accountability ...... 3 10 and Motivation with Respect to the Amount of Situational Optimum SampleSizeandNumber ofLevels Information inthe 32.01 Random-Effects Analysis of Variance 20.13 Measuring Reflection Impulsivity Accurately 3.07 Order and Scheduling Effects on Reinforcing On-Task Behavior Measuring Teacher Effects on Pupil Achievement 15.19 in the Classroom . . 25 11 Measuring Work Values of Elementary School Children 29.11 An Ordering Theoretic Analysis of a Propositional Logic Game 14.13 Meta-Evaluation Applied: The Evaluation of a Large Scale Organization and Function in Large City Research Bureaus Evaluation System .. 15.02 . 8.1E1 Organizational Feedback as a Factor of Educational Change: An Metalinguistic Ability and Cognitive Performance in Children Application of Open Systems Theory ... . 27.01 From Five to Seven ...... ; 4.08 Organizational Survival: A Comparative Case Study of Seven A Method for Generating and Evaluating Course Goals ,. , 28.14 American "Free Schools" . , . 26 15 Methodology Development for Advocate Team Use for Input Output Processes in the Learning of Verbal Materials... 34.17 Evaluation . . 14,14 Plc: A Process Model for Individualization of Curricula . . 14.04 Methodology for Group Comparisons Derived from Objectives- The Paired Associate Task and Levels of Learning . 20.24 Based Instructional Programs = 17.12 = Parental Evaluations and Reported Behavioral Sanctionsas Mexican American Self-Concept and Educational Achievement: Predictors of Student SelfConceptions of Ability , , 36.18 TheEffectsofEthnic' isolation and Socio-Economie Parents' Ability to Attend to Children: Predictors of Intelligence36.18 Deprivation . , . 34.07 The Parent=School Communications Questionnaire: AMeasure Microteaching: An Examination of the Model and its Variation 35.18 of School Boundary Permeability 20.07

160 Participation inStudentActivitiesasaVariableinthe The Promotion, Dissemination, and Utilization Plan for the Educational Attainment and Expectation Process 37.04 NorthCarolinaStatewideAssessmentofEducational Participative Decision Making and Perceptions of Organization: Progress 4.20 Refinement and Test of a Decision Deviation Index 17.08 Propensity to Change Responses in aDelphi Round as a Patterned TeachingBehavior: A Study ofDyadicInfra- Function of Dogmatism 35.04 communication 35.10 Psychometric Characteristics of Performance Tests of Teaching Pedagogical Frames and Teaching Process;:k Report tom an Effectiveness 17.22 Empirical Curriculum Project 27.09 Psycho social and Moral Elements in Curriculum Theory 35.04 Perceived Supervisory Style and Teaching Confidence 2.02 PublicSchoolTeachers'Work Motivation,Organizat iona I Perception of Racial Cues in Preschool Children: A New Look 19.05 Incentives, Job Satisfaction, and Primary Life Interests.... 35.17 Personal Characteristics Associated with Effective Teaching 15,19 Purposes, Processes and Consequences of Three Spaced 1-Unit Personal andInstitutional Characteristics Affecting Teacher Seminars on the Nature and Meaning of Values 29.11 Mobility 25.10 The Qualitative Logistic Response Curve and Its Application to Personality Characteristics and Assumptions Held by Open and Developmental Data 15.07 Traditional Teachers of the Prior 17 20 A Quick Screening Test to Predict Future Academic Failure in PersonalityCharacteristics and Performance on Computer- Kindergarten Children 25.14 Assisted Instruction and Programmed Text 28.05 Rapid Reading asa Fu-cl'on of Redundancy Reduction: Personality Correlates of the Research Service Dimension 35.17 Theory and Research 8.09 Personality, Value Structure, and Preference for Field Activities Readability and its Effects on Reading Rate, Judgments of Among Pre-Service Teachers -26.07 Comprehensibility and Comprehension .. 15.25 Phonological and Sematic Components of Words in Beginning A Reappraisal of the Halpin-Croft Model of Organizational Reading 10.09 Climate 35.07 Pictorial and Verbalization Factors in the Paired-Associate RecallInstructions andLearning from Text with Adjunct Learning of Unfamiliar Stimulus Terms 20.24 Questions 36.13 Planning-Evaluation in a Medium Size School District 19.10 RecentTrends in Anti-EqalitarianSocial Research: A Playing the. Role of the Principal: A Second Look at Patterns of Considerationof PossibleDeterrentEffects onEqual Administrative Response 32.01 Educational Opportunity for Minorities 7.01 Pluralism and Equality of Educational Opportunity: A Black A Reformulation of the Teacher Survival Process 27.17 Perspective 7 01 ReinforcementCondit ionsa rtiPersonalityCharacteristics: The Politics of Alternative Models to the Public School System 26.15 Aesthetic Judgment ; 28.12 Post Graduate Career Plans of College Seniors 4 -17 Relation of Level I - Level II Ar..:1;.;;es to Socioeconomic Status 36.16 Predicting Mobility Using Personal and Geographic Character- The Relation of Student Achievement and Student Ratings of istics and Its Use in the Needs Assessment for Vocation& Teachers 10.06 Programs 6.18 The RelationOf Teacher Performance in Microteaching to The Predictionof Achievement Means of Schools From Subsequent Student Achievement and Rating of the Teacher Non-School Factors Through Criterion Scaling..... 3.11 under Classroom Conditions 35.18 Prediction and Comparison of Teacher and Adrninist-atcr Relationships Among Piagetian Ac=ie ie-t, and .nte .igence Attitudes Towards Collective Negotiation Issues . .. 37.07 Assessments-1 3.04 Prediction of Minimum Pass. Level (MPLi from Field Test The Relationships Among Pupil Control Ideology, Observed Results 4.14 Behavior, and and Discipline Referrals of Public Secondary Prediction of P-ocrastinationina Self-PacingInstructional School Teachers 2.02 System 20.14 Relationships between Anxiety ar:d ty Processesin Predictors of SLoe-visor-Teacher Converence Interaction 34.14 Complex Learning Situations: A RerirC3I'on Study 26.09 Prejudicial Attitudes of Danish Students: Some Educational Relationships Between Measures of C-eetitty aid Pupil Contfor Implications 25.09 Ideology 2.02 The Press Relations of a Local School District: An Analysis of The Relationships Between Reading Vediurt inn Prose Writing 6.04 the Emergence of School Issues 20.07 The Relationship Between Stimulus and Response Prompts

Principals, Teachers, and Elementary Youth: A Study of the under Two Types of Programmed Presentations ... 1 RelationshipsbetweenSelectedVariablesofTeacher- The. Relationshipof Achievement and Attitudes Towards PrincipalSocialInteractionand SixFeatures of the Mathematicsinthe Elementary School: A Longitudinal Educational Environment 34.20 Study 26.09 A Problem in the Aggregation of Student Data to the Level of The Relationship of Aptitude Test School Means and School School 17.12 Socioeconomic Characteristics to Achievement Test School Problems in the Evaluation of Affective Educe -- A Case Means 25.14 Study 19.18 Relationships of Economic, Social and Educe:lanai Attitudes to Problem Solving Ability of Disadvantaged Children Lnder Four the Outcome of e School Bond Issue. Ar. Investigation of Test Modes 26.13 Voter Values and Voting Action..... 25.10 A Procedurefor Recording Sequential Patterns of Social TheRelationshipofEvaluationsofStaoents'Cognitive Interaction in the Classroom 29.15 Performance to their Self-Concept Assessments and Mental The Process of Educational Change at the School Level 27.01 'Health Status 36.19 The Profile of a School and Measurement of a Multi -D Eir'ct The Relationshipof LogicalAbilitiesinChildrento

Organizational Change Program . .. . 25.16 COnCeptLearning: Concept-Shift Performance in Terms of Program Evaluation as an Administrative Concept .... 28.16 Piaget's Logical Operations ...... 3.04 Project PRIME (ProgrammedReentry intoMainstream Relationship of Major to Professional Work-Orientations Among Education) . 28.13 Graduate Students in Educational Psychology , 1-5.11 The Relationship of Race andLevel of Understanding Between Counselor and Client ire the Initial Social Exchange inthe Elementary School Classroom: Interview 15.13 The Repeated Testing During Acquisition Problem of Teacher Legitimationof Social Power of College Course Material 36.20 Social and Personality 38,10 A Report on the Study of theProfessorship in Educational Factors Influencing Learningfrom Administration Television _ 36.05 Sociology and Open Educati::.:. Research Design in the Arts:Suggested Approaches and an An Experimental Project....3367194 Illustration A Sociometric Analysis of Iriendship, Leadership, Workship 26.14 Researchin Patterns,in a Desegregated/Integrated a Nor.iraditionalSell i:1:Development and Elementary Urban Evaluation of an Audio-Self Instruc Il System 19.07 Some Factors 6.18 Research in Retrospect: Implications AssociatedwithE lementary-schoolPupils' for the Future. . 26.14 Response Latency as a Correlate Performance on Examples InvolvingSelected Variations of of Individual Diffeie: S in the Distributive Idea Retention . . . 19.06 29.06 Some Implications of the N.ii:: Retention and Item Comp or.,-sion Assessment Model and Data in Prose as a Function of for Local Education Question Placement and :'acing ... 8.17 . , .. 36.13 Some Structural Relat Retroactive o iiithe for Interference and the MeaningfulLearningof Women Textual Material 15 6.07 The Span of the Effectiveimu ..s ;fur ng Fixations in Reading Reversing Irreversible Sentences:Sen i: Con 8.09 ts Upon Specificity of Instruction, Locusof Control, and Test Uncer- Syntactic Comprehension , . 4.07 tainty in Achievement A Review of Major Developmentand Implementation Activities' 36.20 8.22 Stability of Semantic Factor StructureandChange in Conn° A Review of I SeveralTestingModels forIndividualized tative Meaning of Educational Instruction Programs Concepts During Teacher 19.21 Training The Revivalof"Local 19.21 Control" Suburbia:Some Stability of Various Item DiscriminationIndices Unanticipated Consequences of Incroa.e 27 16 I Participation Stability of Verbal and NonverbaltO. Scores for Role Conflict, Role Ambiguityand Motivation to Work of Surname Students in Grades 1-11 Professional Negotiators in Education 20.12 37.07 Stagpersogrianmthe Design and Formulationof. a Composition The Role Expectations of theBlack Principal as Perceived By Himself, Other Black Administrators, 19 -09 Influentials, and Their The Stanford Group Process Ti,ing Curriculum. ,::'search, Community _ 34.04 Development and Evaluatio-- TheRoleofLabor Unionsinthe Starting Point for Curricular Politicsof School Change: A . i:vn and Decentralization in New York City and Suitability Measure for Client Groups Detroit . 25.10 .... 19.18 Role Stress Among Indian Dormitory State Education Ag Aides 26.09 .:, Planning: Impact of Federally Funded Sampling and Analysis Programs . for the North C ircii a Statewide ...... 37.06 Assessment of Educational Progress ... 4,20 State Governmental lice;.cure and Education Policy Decisions: Scalability of Tasks: A MethodologicalStudy of Conservation A Statistical Exploration on a Set of Equal Addition Tasks , . 37.06 3.04 Status Variables Related to TeamTeacher Satisfaction in the A Scheme for Test Analysis Using Open Area Scho::' FORTRAN 29,22 School. Board Member Recruitment 36.19 in Ontan: structure and Stimulus Concreten-.,...-if Elaboration in Children's Learning 27.17 20.24 School Related Alienation: Perceptions of Secomi:S,, ..,i1 Strategies for Developing R ecipro4'my aetween Students = Researchers and School Personne 37.04 ... . School-Related Attitudes of Urban Strategies for the Sequential and Junior High Students... 29.11 Consequential :: gement of Searching for Models of Community School-Appropriate Behaviors Influence in Schools: An 357722 Examination of Public and Private Structuring a Fine Arts Instructional Schools 76 5 Program 19.09 Self-Concept of the Disadvantaged Student Attitudes Toward Sex-Typing Child and Its...... Practices in High School29,11 Student Behavior Underlying Through Compensatory NurserySchool Experieme ri 18 Faculty Judgments of Academic Self-Concept Enhancement of Pre-School Performance . Children..... 20.21 Self - Concept. Theory and 15.03 Research: Implications for School Student Characteristics Associated1-.1:1 in a Mastery Counselors Learning Strategy ...... 15.03 20,21 Self-Esteem of Student Evaluation of Instruction; Black and White Fifth-Gr.:if: as a The Analysi-. Cilo:,.pan- Function of Demographic Categorization. cies Between Perceived and IdealConditions . 24.03 17.10 Self-Instructional Units on Evaluation Student Learning Activities Underan Individualize° ..rtrue- and Research 8.18 tional Model A Self-Renewal Model for Educational .. . Systems .: ... . 26.08 4.19 Student Membership Relations in the The Semantic Structure ofa Set of Scales Developed for Use Classroom Grow.).... 26.14 with Large City Pupils-A Student Reactions to CommunityColleges of Different Sizef. Followup Study . 6.13 ...... 19.21 Student Teachers' Self Analysis of Setting Structure, Involvement,and Developmental Ste, Teaching Behavior. 15.09 m Student Teaching Activity as Learner: Elements of the erablemof the Match an Additional Incentive far . 27.10 Learning .. Sex Differences on Factor DimensionsRelated to Withdm.-+. . . 32.07 from College A Study of College Students'* for Various Kinds of 6.13 Information about Educational Sex, Politics and Persona[1, A Multi-dirrens Study of Innovation 29.11 College Students A Study of the Effects of Curriculum .. . Engineering Systems ,27.06 ...... 17.06 Study of Kindergarten "I. I's Use Significant Relationships BetweenTypes of Trustee Boards and of Logic i Poblern Solving Through SAPA Their Decision Patternsin .... Four-YearCollegesand -Study of the Language C. 14.11 Universities...... v.petency of Bleck, ' er-City High, ...... 28.16 Similarities and Difi:i: ces Average and Low Readers in theElementary Grades P.1 Year 35.20 Medical Graduate. A Study of the RelationshipBetween the Rankings of Superyis- , . , 20.21 i.,1 i feet iveness and Attitude T:1.;;.:1-: .c. tion 32.07 A Study of Selected Creative Thinking : in Conjunction Training Imagery Production in Youn:: C.::ren Through Motor with Measures of Intelligence 20.12 Involvement 28.26 A Study of Text Processing and Intrinsic In:iivi lual Differ r Training of Perceptual Motor :-ally Brain Damaged in Conceptual Organization 29.12 Children A Study of Validity of Self-Reported and Observed Aced Translating a Theoretical Curric ; Model into Instructional Growth 26.17 Decision Making Survey of Some Useful Applications of Sign Test in Educational Two Dimensions of School Autonomy as Determinants of Research School Output Emphasis 27.01 -The Synergistic Evaluation Mod- 8.18 Undergraduates' Expectations and1.- 1.ofa College Syntactic Elaboration in the S.- '; of Lower-Class Blac Environment 25.09 Middle-Class White Preschool Children 36.17 Undertaking Program Comparisons in Educational Evaluation 17.12 System for Objectives-Based Evaluation-Reading (SOBS -''t Unequal Cell Frequencies in Analysis of Variance: A Review Utility for Program Evaluat aand Instructional Manage- and Extension of Methodology for Multiplei' Missing Observe- = 20.13 ment 14.14 tier usage of Selected Language Structures by Different Ethnic and Teacher Behavior asa Meas, ; 1:1 Teaching Effectiveness: Reinforcing and Questioning 16.09 Social Class Group-, . 36.17 Teacher Behavior Related to 'pupil Creativity and Assessment The Use of Course-Sp . :Ares in Formative Evalua- tion 28.14 Stratagem = 10.20 The Use of Linear Models in the C .1. Ir;ato Teacher Behavior and Student Achievement in the Bereiter- Collected in Educational Studies . . Englemann Follow-Through Program 28.26 The Use of Multiple Matrix Sampling and the Pearson Type I Teacher Characteristics and Collective Bargaining Militan61,1 26.10 Curve to Approximate Norms Distributions of Standardized Teacher Corps: Institutional Change or Maintaining the Status Achievement Tests.,. - 26.14 Quo . 28:09 Use of Observational Oat.in For::: . in of an Teacher i..::1. :, and :::t .cent Achie.riit: A Research Instructional Model . . . 26 08 Revie. 7 7 13.15 The Use of Reinforcement Procedures to Increase Completion . 33.10 Teacher Perspectiveon Change to en Open Approach of Homework Assignments 3.11 Teacher Preparation and the Evaluation of the Conceptual UseofScaling Techniquesinthe Analysis of Mode of 36.03 Kindergarten Program Responding of Kindergarten Children 3.08 29 16 Teacher Styles in Questioning and Explaining Using Conceptual Frameworks to Improve Instruction 33.03 . . 27.09 Teacher Verbal Behavior and Classroom Social S .re Using Group Performance to Interpret Individual Responses to a Component of Adventta Teacher Verbal Behavior as Criterion-Referenced Tests 3.11 33.10 Learning Validating a Goal Priority Instrument 14.14 Teachers' Attributions of Responsiin t.,for Stude Validation of a School Behavior Rating Seal- 3275 145 and Failure Following Informat ;.Feedback A Ifield Venn Diagrams as Mediators of Rule Learnir

...... Verification ...... Vicarious Influences on Children's Creative i2eiavior .. . 8.08

Teaching English by Contrastive Analysis of Two Dialects ... 35.20 Vicarious Transfer of Affirmative and Relational Concepts . 37.05 Teething Mentally Retarded Children Word Recognition S;,.. A Video Tape Technique for Assessing School Performance.. .36.14 Through Use of Hypothesis-Test Procedures 35,22 Violent Gang Membership and N.:. ear and Comp.) -,.-11: Teaching Performance Tests as Dependent in Instruc- - Family Structures . . 26.20 tional Research 17.22 Visual Matching Skills in Prerea,ticn d.04 Teaching Styles of Israeli Pow ye:-01-:., T'a Vnt1-i: Vocationa I Interests and Manpower Utilization in V:i.anesia 3.07 Cross Cultural Comparison . . 35.09 Ways in Which Student Teams and Academic ::.ivies A . Teaching Stylesof Mdthers of "Successful"Readers i Classroom Processes ...... 19.19 "Problem" Readers in the First Grade- 6.08 What is a Normative Baiis for Curriculum Risearcr! 35.02 A Technique for Determining Reliable Clusters of Veriabl_-,, i What Types of Field Based Learning Experiences Dn

Discriminant Analysis 25.17 Teachers Select? ...... 26.07 A Technique for Studying Presentation Variables in Mathema- What Valid Differences in Appropriate and Preferred F tics Text , , ...... 14.13 Experiences for Pre-Service Teachers Can Be Inferred? 26.07 Test-VViseness Prograr. and Evaluation 36.20 What you Always Felt you Should Know about PERT, But Theory and Phenorn-na a Cu rioulum Researc- T". Were Afraid to Find Out ...... 8.18

lum as a Social System . 17 -19 Who is the "Experienced" Teacher? 13.19

The Three Year B.A.-Who Will Choose It? Who ienef it? . 10.08 Women: Personal and Environmental Factors in Role Identifi- The TIES Project-Building a Research Data Base ...... 4.19 cation and Career Choice ...... 8.15 Toward Definition and Measurement of Pupil Control Behavior28.16 Word Arousal Effects in Adolescent's Learning from Discourse 29.12 Toward a Mankind Curriculum...... 28.02 Young Black Radicals: Is Education . - to Towards a Programmatic Production Sys( 'in for Educational Black Revolutionary Thinking? 25.09- . Administration ...... 28.17 The Zoo .. . ; 7.02 INDEX OF SYMPOSIASESSION TITLES

Abstract-Concrete Dimension of.Culture Fair Concept Forma- Evaluating Evaluation in Early Childhood Education tion and Problem Solving Assessment Programs 34.03 15 -12 Evaluation of School Systems in Twenty Countries: APresents Accountability: Problems and Possibilities 25.03 lion of the. Findings from the I EA InternationalSurvey.. 6.09 Adoption and Change in Long Term Program Ev;i..!;:o 6.10 Factors Relating to Correspondence and OtherNo.:1ditional Adaptive Models for Instruction 15.17 Instruction 10.01 Administering Federal Educational Programs 15.04 Film and Contemporary History Administrator Preparation-State of the Art: University 16.02 Pro- Four Provocative Research Reports from 1972on Mathematics gram Responsiveness to the 1970's 13.10 Education, K-12 17.14 Alternative Explanations for Individual Differencesin Social Homosexuality: Out of the Educational Closet Behavior of Preschoolers 13.06 8.13 Humanism and Accountability: Is Mai tiage The Analysis of Educational Policy: A 29.14 Progress Report 37.08 Identification of Selected Learner Characteristi... The Applicatio. a d T.eir Model for the'' of Educational Implication for Personalization of Instruction Products .... . 4.09 The impact of Evaluation on Federal Decision Making 15.28 Applications of 1_ CSE Evaluation". del `...-riety of Improving Education Through the Use of Educational Programs Computers; Strategies . forNational Change Assessing Interpersonal Fut.1,2 14.06 the Classr2o Towards Interactive Psychological Research and Curriculum A Technology of Preferre:1Teac. Develop- ing Behavior 6.01 ment in Reading Behavioral Effectiveness of Children in the 36.08 Classor Concept, IssuesinImplementinga Competency-Based Program for Application, and Implications for. Regulara:i II -ad Start- Teacher Preparation. Follow Through Classrooms .... 8.01 1 14 Maine Assessmel4 of Educational Progress Big City Educational Governance: The .... 26.18 Metropolitan Toronto Mathematics Concept Learning Among Pros.:-.1 Two.Tiered Experiment -y 29.23 School Teachers 33.05 Career Development Research: Implicar . nd 2.06 Maximizing Effectiveness of Human Resource..:I dividualized Clinical Judgment and Problem Solving 15 16 Instruction 2 Closure on Openness in Education (AERA) 28 11 The Measurement of C;;1' .1 Cha ra ct ;.; Collegiate Placement and Credit Policies:Issues and Experiences 35.05 Educational Outcorno . Computer Based Instructional Design . . . 14.01 , 25.04 Models of Bias for Using Tests in Selection ... . . 10.17 Conceptual Bases for Video Playback in Teacher Education.. 8.21 Multi-Disciplinary Symposium on thePost Constraints and Pressures on DevelopreentalCurricrhor Innova- Effe:. on tion Year-Round Education on Community, School,Family_ , and 26.02 Child Contrasts in the Process of Planned Change of School's 36.02 Multiple Publics, Priorities, Schools,- andU... Instructional Organization . ;Ales: Some . .... 32.02 Advocate and Adversary Positions Cooperative Accountability 24.02 !:irarc and Educe- The National Evaluation of- Follow ThrouJ. tional Agencies : ATwo Year 13.08 Report . . , 20.26 Cost Effectiveness Analysis in Education 17.02 The National Lon.: S.:iTal Class of Counselor Discriminative Stimuli: Empirical. .ion and 1972 Application to Counselor 1.-,ng 2.08 The National Test-Equating Study inReading 10 Criterion- Referenced Evaluatcm Using Tor Seri.e.1)a.,:r.-, d 27:0112 New Developments in Mastery Learning-andits Item-Examinee Sampling . .urem . 26.21 ...... 3.09 New Directions in Teaching Educational . Critical Research Needs in Community Menta' Psychology , 3.01 it.Jr:A- New Models for Redirecting Evaluation tation Counseling and College Counseling Endeavors ...... 2.04 20.01 Performance-Based Teacher Education. Is.iues Current Research on Basic Processes in a.zi :Ito nt 24.00 Reading 4.02 Perspectives on Female Education Curriculum Evaluation: Perspectives from the ... :1.02 Users and Doers Perspectives on Learning from Disco:. of Evaluation ...... 37.09 . . . . . 33,01 A Plan for the Comprehensive Evaluation Data Collection Problems and T.0.-ii.1,-; of College Teaching : 14.09 r .r .d The Pleistocene Epoch of Experimental Evaluation Studies, Research and Develop- ... . 29.24 merit Training Models ...... 26.22 Decision Making in American Education . 32,11 Policy Analysis as a Focus for "oaillial Programs in Education Defining Teaching Competency: EmergingIssues in the Devel Administration . opmental Period of :an Assessment Approach.2 Compe- 32.04 Politics of Educational Innovation: Towardsa Research Agenda 35,15 tency-Based Teacher Education 4.03 Probir -.Solving Measurement and TrainingProcedures...... 25.02 DevelopingEfflctiveEducationalOrganizations: opts, Protocol Materials in Teaeher Education-aProduct Dissemina- Realities, and Strategies for Change ...... 32.06 flan Session , The Development and Management of ...... 32.10 Pilot- Project for a PsychologicalPI,.;c,Ses.Creative Thinking and Problem Reading Assessment System ...... 3.12 Solving .. Do Teachers Make A Difference? What Does .. 28.04 the Research Say?26 01 Public Belief, Con-1 ii.nication and Curriculum Change .. 19.03 Educational -Policy Study: An Avenue forTraining Schoo The Pupil Perso 1...e' Service Staff and School Innovation . 19.22 Administrators and Generating New Research...... 29.25 Recent Developments in Factor AnalyticMethodology; New EducationatSociralogy Tool for Action or Tool forRiought 28.07 Elites and Education in Western Europe Insights on the Problems of Small SampleGeneralizability, -- 16.01 Employer -Based Career Education Longitudinal Data Transformation, andFactor Scores... 2.05 . . . . 35,16 Recommendations and SympatheticSuggestions for Rome Environmental Stress and Educational Re!,.)o .. 13,07 The Eth;.. Product Development Effort., ;Ache 'zit:roarer 15.01 Ca.; riling; Three Expel:irroi;oa :udies10.15 Repeated Testis-IT I terpreting t It sults . . ... 19:20 ReportoftheLiteratureSearch Subcommittee, NCRE Strategies of Implementation of Innovations 4.12 (National Conference on Research in English), Phase I of a Structural Variables that Account for the Difficulty Level of Study of Teacher Effectiveness in the Language Arts 15.18 Word Problem Exercises in Mathematics 27.05 Research-Based Models for Training Teachers of Handicapped The Structure of Concept Attainment Abilities Project: Final Children 34.11 Report and Critique 4.18 Research, Development, and Evaluation Leading to a System of Survey Feedback in Educational Organization Development 15.27 Individually Guided Motivation 25.01 The Systematic Design of Educational Research Training 13.09 Research in Counseling: Future Directions 13.01 Teaching Competency: Can it be Assessed? 1193.01

Research Methodology in Native American Educational Settings 33.09 The Testing of Black Students: I 4.21

Research on Political and Social-Psychological Variables Ef feet- The Testing of Black Students: II 15.26 ing the Administration of Organizational Change 20.10 Theories of Higher Education Response in State Educational Finance Systems to Serrano vs Trends in Readability Research 3627.0021 Priest: Connecticut, Massachusetts, Minnesota, and Virginia 35.08 The University and its Environment: An Environmental Infor- Ritalin and the Schools 29.13 mation Delivery System 257.151 Satellite Academ;,.4 Program 29.21 Urban Educational History 5.01 Schools without Failure: Case 5tudies of Four School Systems Uses of the Coping Analysis Schedule for Educational Settings Which Have Experimented with the Glasser Approach 34.05 (Cases) In Research and Teacher-Training 27.00 The Social Purposes of Education: Curriculum and Social Needs 34.02 The White Researcher in the Black Community: A Dilemma 33.07 Strategies for Curricular Planning: Toward Definition in the Working Model of a Competency-Based Teacher Education Curriculum Field 26.05 System 34.09 AUTHOR INDEX

Aaronson, May 17.15, 27.14 Aubertine, Horace 24.06 Benjamin, Richard C. 8.12 Abbott, Max 32,11 Boutevell, Clinton E. 20.14 Auerswald, Mary 2.08 Bennett, David A. 19.10 Abbott. Muriel M. 8.12 Boutwell, Richard C. 6,06, Auton, Sylvia 4.17 Bennett, Roger V. 25.07. 33.03 Adams, William R. 37.02 13.09, 19.19. 20.14, 37.05 Ayabe, Harold I. 3.07 Bentzen, Mary M. 27.07 Adams, Sam 27.18 Bowen, Mack L. 19.24 Ayers, Jerry B. 14 11 Bercovici, Antonia 6.08 Adelman, Howard 6.08 Bowles, B. Dean 20.02, 27,15 Ayers, Mary N. 14.11 Bereiter, Carl 33.04 Anola, Allen A. 17.05 Bowles. Stephen 10.15 Ayr r, James E. 19.21 Berenson, Dave 6.01 Airasian, Peter W. 3.08, 14,13 Bovvn, Oliver H. 8,12 Berger, Robert J. 15.05 Bozarth, Jerry 20.01 Albino, Judith E. 6,13 Babad, Elisha Y. 20.12 Bergsten, Jane W. 17.11, 19.23 Brecht. Glenn H. 20.12, 22.01 A Iderfer, Clayton P. 15.27 Bail. Frederick T. 6.06 Berliner, David C. 312, 27.20. Brading, Paul L. 36.15 Aleamoni, Lawrence M. 14.09, Bailey, Bruce E. 14.14 32.10, 36.13 Bradley, Robert H. 29.22 35.05 Bailey, J. P. Jr, 26.18 Bernhard, Keith 24.02 Brain, George B. 37.08 Alexander, Larry J. 25.08 Bailey, Stephen K. 17.15 Bernstein, Irene H. 15.28 Bramble, William J. 26.07 Alkin, Marvin C. 2_04, 15.28, Baird, Hugh 8.01 Berry, Richard 10.10 Branca, Nicholas A:33.05 17.02, 19.12 Baird. Leonard L. 4.17 Bertram, Charles L. 15.05 Brandenburg, Dale C. 10.16. Allen, D. Ian 26.04 Baker, Eva L.8.20, 17.22, Besag, Frank P. 28.07 26.14. 36.20 Allen, Rosemary 19.09 26,11, 26.22, 35,18 Beset, Ronald 3,11 Brandes, Barbara J, 19.18 Allen, Vernon L. 33.08 Baker, Georgia P. 19.113 Bessemer, David W. 15,25 Brauer, Marilyn 28.01 Allender, Jerome S. 3.01 Baker, James 20.14 , Bill 35,11 Brennan, Robert L. 10.01 Almen, R. 17_13 Baker, Phoebe K. 20.24 Almv, Millie 26.05 Bianchini, John C. 17.01, 27,12 Brenzel, Barbara 9.01 Ball, Samuel 28.13 Bicknell, Jack 19.22 A 1pren, Morton 8.16 Bright, George W. 33.05 Ballesteros, David 15,01 Biddle, Susan S. 13.15 Althouse, Ronald 35.11 Bright, Louis 8.02 Baltes, Paul B. 14.13 Biddle, W. Barry 13.15 Amarel, Marianne 33.10 Brittain, Clay V. 10.01 Banathy, Bela H. 26,22, 32.05 Bidwell, Charles 5, 28.07 Ambrosino, Robert J. 15.08. Bronfenbrenner, Urie 24.01 Banks, Henry 3.12 Bilby, Robert W.36.18 36.15 Brooks, Glenwood C. Jr. 25.09 Banks, Ronald E. 8.12 Billington, Marjorie J. 6.07 Ames, Stephen P. 20.14 Bromley, Ann 12.02 Barbaresi, Patricia N. 28.17 Bingrnan, William 25,07 Ames, Carble A. 1006 Brophy, Jere 8.13, 15.19, Barber, Larry 14.01, 19.18 Bippus, Stanley L. :3.10 Ames, Russell E. 10.06 28.12 Barbera. Linda 26,17 Birc.i. Daniel R. 26.04 Arnmentorp, William 15.10, Broucly, Harry S. 36.01 Barcikowski, Robert S. 10.16 Birch, Edward 29.13 17.08 Brown, Bobby B. 10.07, 15,17, 19.23. 20.13, 25.17 Bishop, James M 27.07 Amnion, Paul R. 36,17 28.05, 29.06 Barclay, Lisa K. 19.25 Bishop, Lloyd K. 20.10 Brown, Daniel J. 27,17 Amos, Neil G. 14.10 Barden, Barbara 34.14 Biskin, Donald S. 13.19 Brown, Edward K. 6.10, 14.14 Anderson, Ernest F. 13.04 Barger, Robert 8.22 Black, Harvey B. 4.01, 13.09, Brown, Eric 6.19 Anderson, G. Ernest 29.22 Barger, Corinne 10.06 26.10 Brown, Frank 17.04 Anderson, G. Lester 29.25 Barnabei, Fred 2.08 Blair, Ralph 13,06 Brown, Jeannette A. 15.03, 19.25, Anderson, James 34.07 Barnes, Barry P. 19,07 Blindert, H. Dieter 35.22 Anderson. Lee 36.19 36.10 Barnett, Don 2.03 Blitz, Allan N. 28.05 Brown, Jerry L. $.16 Anderson, Richard C. 4.01 Barnhill, Bruce M. 36.15 Block, James H. 26.21, 27.04 Brown, Robert D. 6.17 Andrews, Richard L. 14.12 Baron, Bruce 35.16 Block, Karen 36,08 Andrews, Theodore 24.06 Brown, Roscoe C. Jr. 17.04 Bart, William M. 14.13 Blommers, Paull 17.07 Brown, William J. Jr. 4.20 Andrulis, Richard S. 19.07, Barton, Grant 26.13 Blood, Ronald E. 13,10 27.18 Brubacher. John S. 36,01 Bartos, Robert 25.07 Bloom, Benjamin S. 26.21, 27.04 Angell, William 27.12 Brumbaugh, Robert 37.07 Bashaw, W. L. 27.18 Bloomfield, Byron C. 13,07 Appelbaum, Eugene 14.12 Bruner, Jerome 34.02 Bashook, Philip G. 17.11 Blount, H. Parker 37.09 Apple, Michael 28.14 Bryan, Miriam M. 4.04, 12.01 Bateman, Richard A. 6.05 Blumberg, Arthur 2.02. 26.14 Bryan, Tanis 33.13 Appleberry, James 13.10 Bauman, Dan 27.01 Blumenfeld. Warren 13.05 Archer, Philip D. 28.26 Bryant. J. Howard 25.04 Bausell, R. Barker 10.06, 15.19 Board, Cynthia 2616 Archwarnety, Teary 35.22 Bryson, Seymour 15:13 Bavery, James 15.07 Boardman, Gerald 28.16 Armstrong, Charles M. 19.22 Buchanan, Aaron D. 19_06 Bayless, David L. 4.20, 26.18 Bock, R. Darrell 20.11 Armstrong, John H. 15.02 Buchanan, Edith B. 17.19 Beard, Jacob G. 3.11 Boeck, Marjorie A. 35,18 Arnekley, Bruce L. 20,14 Buckholdt, David R. 3.11, 25.11; Beardslee, Ed 27.05 Boger, Robert. P. 8.13, 34.18, Arnold, Daniel 9, 26.07 29.15 Beattie, Clive C. 27.06 35.09 Arnold, Richard 10.03 Buchmiller, Archie A. 13.08 Beattie, Ian D. 26.09 Bollenbacker, Joan 28,06 Ascher, Gordon 17.12 Budding, David W. 2.04 Beattie, Richard 25.08 Boone, Sherle 36.17 Ash, Michael J. 36.14 ButlOff, Milton 20.12 Beauchamp, George A. 27.06 Lewis A. 8,17, 25.15 Ash, Philip 28.05 Benda, Mary A. 19.23 Beck, Isabel 36.08 Borg, Walter R 32.10 Ashburn, Arnold 3.10 Burchinal, Lee 19.03 Becker, Howard 34.08 Borgerding, Judy C. 14.14 Asher, Steven R. 8.09 Burns, James M. 34.02 Beeler, Kent D. 13.04 Boric!), Gary D. 4.19, 29.12 Ashton, David M. 26.10 Burry, James L. 8.16 Beers, Joan S. 24.03 Borland, Candace 35.17. Aspy, David N. 6,01 Burstall, Clare 6.09, 26.09 Beggs, Donald 19.20, 26.1/ Bormuth, John R. 17.02 Astin, Helen 34.10 Burton, Nancy W. 19.23 Beilby,.Albert 24.02 Baruch, Robert 28.13 Bush, Robert N. 19.03 .Astin, Alexander 34.10 Benin, Lois A, 3.04, 4.08 Bosco, James J. 29.13 Bushell, Don 34.03 Atkinson, Donald 10,15 endef, Jon S. 34.20 Boulette, Teresa R, 10.15 Bussis, Anne M. 28.11, 33.10 Butler, Cornelius 35.16 Cohen, Alan 6.17 Crouse. James H, 10,07. 36,20 Divesta, Francis J, 27.20 Button, Christine 6.02 Cohen, Sabina R. 14.04 Crouse, James M. 33.08 Divine-Hawkins. Patricia 29,12 Byers, Joe L. 19.21 Cohen:Stuart J. 36.20 Culbertson. Jack A. 13.10. 36.05 Dodl, Norman 25.14 Cohick, Jane W_ 15.05 Cullen, Thomas J. 19.04 Dohner, Charles 19.04 Cafferata, Dan 6.18 Coke, Esther U. 6,08, 15.25, Cullinan, Bernice 15,18 Dolan, Carolyn L. 37,01 Callen, Leonard S. 19,23, 25,17, 29,22 Cunnir gbam, Donald J. 36.13 Dolinsky, Donna S. 8.01 27.20 Colantoni, Claude,3.10 Cunningham, Jo L. 8.13, 35.09 Dolly, John P. 35.21 Ga Hee, Robert 6.04 Colbert, Charles 13.07 Cunningham, Luvern L. 15.27 Dommermuth, Paul R, 25,09, 27,01 Callahan, Carolyn M. 14.11 Cole, Henry P. 10_18, 26.07 Curcio, Ronald P. 29.11 Donaghy, Joseph J. 15,07 Callahan. Daniel M. 15.27 Cole, Nancy S. 10.17 Curry, Lynn 6,04 Donovan, David L. 17.05 Callahan, John J. 35.08 Coletta, Anthony J. 17.20 Cusick, Patricia 36.20 Dornseif, Allan W. 19.21 Cameron, Henry 3.08 Coleman, James S_ 6.09 Cusick, Philip A. 25_19, 27,17 Oorozenski, William 27.10 Campbell, Donald S. 29.12 Collier, Richard 8.29.06 Cypress, Beulah K. 27.16 Dowaliby, Fred J. 27,20, 36.14 Campbell, Paul 4.20 Collins, Elmer 10.10 Cyrier, Roseann 14.01 Downing, Jimmy. L. 20.09 Campbell, Ronald F, 36,05, Colson, John 36.02 Doxsey, Jim 28.15 37.06 Comptois, Joseph 2,04 Dagenais, Ferdinand 34.07 Drescher, Seymour 16.02 Campbell, Stanley 13.07 Comunale, Anthony S. 17,11 Daily, Frances M.. 27.09 Drew, Charles R, 14.12 Carnplese, Donald 26.06 Conaway, Larry E. 8.17 Dalton, William 34.08 Drummond, William H. 25.03 Carbonari, Joseph P. 13.19 'Connect; William 28.24 Danish, Steve 20.01 Ducanis, Alex J. 35.04 Carline, John 25.07 Connelly, F. Michael 17.19, 33.01 Darlington, Richard B. 10.17 Ouohastel, Philippe C, 29,06 Carlson, Evelyn 15.04 Connolly, John J. 2.07 Darr, Alice D. 34,14 Duke, Richard 14.12 Carbon, James E_ 20.13 Conway, James 17.08 Davidson, Robert E. 20.24 Dunay, Lillian R. 15.09 Carlson, Kenneth 8.12 Conway, Jill 3,02 Davies, Don'15,04 Dunn, Bruce R. 10.07 Carmichael, Benjamin E. 15.06 Cook, 'Ann 29.01 Davis, Dwight 36.20 Dunn, Thomas 8.01, 26.17 Carmichael, Dennis L. 27.04 Cook, Blair 27,05 Davis, Frederick B, 13,02 Dunn-Rankin, Peter 3.08, 15,25 Carpenter, James L_ 14,01, 15.02 Cook, David R_ 15,08 Davis, Gary A. 25.02, 26.13. Dunteman, George H. 4.20 Carroll, John B. 6.09, 10.10, Cook, Desmond L. 15,06 28.04 Dupuis, Victor L. 33,08 26.21 Cook, Fred S. 34.09 Davis, J. Kent 3.01, 6.11, 25.02 Durham, Jim 2.07 Carry, L. Ray 33_05 Cook, Harold 3,04, 14.11 36.20 Davis, Natalie Z. 3.02 OurzO, Joseph 24.02 Carter, Heather L. 33.05 Cook, Thomas 28.13 Davis. 0. L, Jr. 13.15, 19.15, Dusewicz, Russell A. 14.10 Cartwright, G, Phillip 28.05 Cooke, Gary E. 6,04 25,18, 34,14 Dustin, Richard 13.01 Carver, Donald W. 17.10 Cooke, Robert A. 15.27 Davis, Otto A. 3.10 Dyer, Henry S. 10.10 Carver, Fred 35.07 Cooley, Willeirn 36.08 Davis, Paul R. 28.20 Dyer, James IN. 19.19 Cassidy, Gordon R. 37.07 Cooper, Bruce S. 26.15 Davis, Richard W. 10.16 Dyer, Jean L. 10,20 Caudill, Harry 35.11 Cooper. Ted L. 36.01 Davis, Wayne K. 28.14 Dziuban, Charles D. 15.02, Caylor, John S. 20.14 Cordis, Leora L. 35,09 Davis, Rene V. 19.24 20.11, 28.16, 32.07 Chambers, David W. 37,02 Corey, Elaine 19.24 Deal, Terry 34.16 Chan, Adrian 20.21 Corks, Carol A. 33.10 Dececco, John P. 35.12 Eagle, Norman 6,13 Chandler. Theodore A. 3.01 Cormier, William H. 2.08, 3.1'1, Liefferbaugh, Sue A. 35.20 Each, Maurice 35.02 Chansky, Norman 14.04 13.19 O egraaf, Carl A. 20.12 Eastabrook, Glenn 27.01 Chaples, Ernest A, 25,09 Coron, Howard 24.06 Diechmann, John 26.09, 32.07 Ebel, Robert L. 27_03 28.06, Chapman, Robert 34.04 Cosca, Cecilia 34.07 Deineka, Mike 3.06 35.13 Chapman, S. C. 32.01 Costa, Crist 17.05,-19.10 Delong, Arthur R. 19.22 Eddy, Elizabeth 24.03 Charters, W. W. Jr. 32.02 Costanzo, Matthew 29.25 Dembo, Myron H. 13,19 Edelman, Murray S. 26.08 Chase, Francis S. 15.06 Cote, Ron 20.20 D ank, Joseph 14.06, 35.24 Edgar, Donald E. 36.18 Chaudhari, Ramesh 17.05 Coughlan, Robert J. 15.27 Dennis, Virginia C. 20.23, 36.10 Edgar, Patricia M. 37.04 Chester, Mark I. 28.12 Coulson, John M, 6.05 Dentler, Robert A. 29.21 Edmonston, Leon P. 17.12 Chisholm, Margaret 15.01 Counelis, James S. 7.01 Denzel, Harry 6.07 Edwards, Audrey T, 14.11 Christoffle; Pamela 10.10 Cox, David L, 4.08, 15.24 Derivera, Margaret 34.03 Edwards, Keith J. 6.16, 19.19 Chuang, Ying C. 29,21, 35,16 Cox, Delton 33.09 Derr, C, Brooklyn' 37.08 Edwards, Thomas M. 14.11 Churchman, David A. 19.12 Cox, James 19,12 Dershimer, Richard A. 27.03 Egbert, Robert 20.26 Ciguere, Connie 15.02 Cox, William F. Jr. 8.07 Desberg, Peter 4.02 Egerrneier, John C. 34.18 Cistone, Peter 27.17 Crabtree, Walden 8: 4.17 De Visser, Louis 10:15 Eggert, Wallace V. 15,09 park, Philip M. 20.14 Craig, Robert C. 10.20. DeVries, David L. 19.19 Ehman, Lee H. 19.15 Cloudy, John G. 15,11 Crandall, David P.8.05, 1004 Devries, Rheta L. 3.04 Ehresman, Norman D. 13.03, 20.09 Cleary, T. Anne 10.17 Craven, Eugene C. 27.16, 28.18 Diana, A. Louise 26.18 Eichelberger, Tony 19.20 Clegg, Ambrose A. Jr. 25,18, Crawford, O. H. 17.14 Dienes, Barbara 17.19, 34.19 Eiseman, Jeffrey W. 10.04 26.01, 27.01 Creech. F. Reid 10.10 Dietz, Karen D, 15.11 Eisner, Elliot 34.02 Clegg, Blanche 19.19 Ceesswell; Anthony M. 32,04, 37.07Dil;Nasim 34.11 Elkind, David 15.12 Clements, Tom 2,09 Crites, John 2.06, 20.01 Dill, John 4.21, 15.26 Ellett, Chad D. 35,21 Clifford, Margaret M. 6.06, 36,21 Croft, John 17,00 Dill, Lenora 36.20 Ellis, Arthur K. 2.03 Cline, Marvin G. 20.11 Cromack, Theodore R. 15.09 D illman, Duane H. 14.12 Elsner, Paul 15.23 Cochran, David 33.10 Cronin, Thomas 28.23 Diluzia, Geneva 3.07 Elsom, Billy,F. 8.07, 26.08 Cody, John J. 15.13 Crooks, Terence J. 14.09, 28.14 Dimas, Chris 19.05 Elson-, Donald. E. 20.09 Coifing, David G. 19.21 Cross, Lawrence H. 15.24, 20.13 Dinham,-Sarah M. 13.11i Elst6in, Arthur 8. 15.16 Coifing, Richard T. 14.13 Crothers, Edward J, 37,09 Dionne, Joseph 19.12 Elwell, Albert 19.241 Ely. Donald D. 20.14 Findley, Warren 4.21, 8,22 Gage, N. L. 10.05, 28.11 Gordon, Ira J. 34.03 Ely, Donald P.8.18, 15.01 15.26, 26.21 Gagne, Ellen D. 13.15 Gordon, Jerry J. 4.15 Emans, Robert 15.18 Fink, Arlene 8.15 Gagne, Robert 25.02, 28.04, Gorth, William P. 3.09 Emerton, R. Greg 25.10 Finkelstein, Leonard B. 35,19 36_08 GosIin, David A, 28.07 Emmer, Edmund T. 29.15 Finley, Carmen J. 26.18 Gaines, Edythe 15.01 Cotts, Ernest 34.11 Emory, Ruth 2.09 Finn, Chester 28.23 Gaines, W. George 26.21 Gould, Thomas F. 17.13 Ernrick, John A. 20.26, 25.14 Fisher, C, W. 28.11 Gaffe, A. J. H. 29.11 Goulet, IR. 14.13 Engelkes, James R. 6.13, 20.01 Fisher, James E. 17.08 Gall, Meredith D. 25.18, 26.01 Gow,DQI1S I. 14.04 Engle, Patricia 34.05 Fisher, i4 lur ice D.8.07 Gallop, A. L. 35.08 Cc, 'Meryl' 4.07 Englehardt, David 4.19 Fishman, Roger 24.05 Games, Paul A. 20.13 Gotivin, D. 110h 20:19: 26.1 English, Fenwick W. 15.01 Firzhenry-Coor, In 29.15 Gander. Mary J. 29.11 Grady, -711 eti.Aet 13.08 Ennis, Robert H. 20.19 Flanders Ned A. 3.12, 8.21, 26.91 Garber, Bernard 26.20 Grainer, Mate 29.10 Entwisle, Doris R. 24.03 Flango, Victor F. 37.07 Garner, William T. 17.05 Grannis, Joseph C. 27.10 Epps, Edgar C. 4.21, 7.01, Flaughor, Ronald 4.21, 15.26, Garrard, Judith 20.21 Granowsky, Alvin 27.02 15.26 35.05 Garrett, Candace S. 17.06, 20.23 Grant, Alfred D. 35.14 Erickson, Edsel L. 19.05, 36.18 .Fleming,Emmett 10.10 Gartano, Carl 4.15 Gray, William M. 14.02 Erickson, Fredrick D. 37.01 Fleming, James T. 15.18 Garvin, Alfred 25.02 Greaney, Betty J. 14.13 Evans, Francis B. 34.07 Fleming, Margaret 20.05 Gaul, William 35.01 Green, Lee 29.10 Evans, Franklin R. 1 0.2O Flemings, Vincent 24.03 Gaynor, Alan 32.01 Green, Paul A. 20.13 Evans, John R. 15,00 Fletcher, Harold J. 8.07 Gaiters, Paul G. 4.19 Green, Thomas F. 36.04 Evens, John W. 15.76, 20_26, Fletcher, John D. 29.06 Gentile, J. Ronald 4_08 Greenberg, Barry 12.02 35.01 Flora, Ben V. 33.05 George, paiolyn S. 6.11 Greenberg, Kenneth 36.20 Evans, Robert C. Jr. 4.20 Fogelmann, Billye 34 07 Gephart, William J. 17.02 Greenberg, Sandra 20.23 Everhart, Robert 32.02 Follman, John 4 11, 10.20 15.07, Gerlach, Vernon S. 37.05 Greenberg, Selma 28.12 Evertson, Carolyn M. 15.19, 20.24 32.07 Get zels, Jacob W. 19.03, 36.11 Greenblat, Kathy 14.12 Ewell, Kathleen S. 14.04 Forbes, Roy 27.16 Geyer, John 6_19, 31.01 Greene, John F. 17.20 Forster, Fred 15.02 Ghodooshim, Morad 4.15 Greene, Maxine 37.08 Fakouri, Ebrahim 26.07 Forsyth, Robert A. 10.16, 26.14 Gibb, E. Glenadine 33.05 Greene, Michael B. 27.10 Falkson, Joseph 29.10 Fortune, Jimmie C. 35.18 Gilberts, Robert 36.05 Greenfield, T. Barr 32.06 Folusi, Arnold J. 17.08 Foster, Garrett R. 3.11, 8.17 Gifford, Dorothy M. 10.10 Gregory, John W. 33.10 Farber, Irvin J, 19,21 Foster, Stephen F. 17.11 Giffin, Carolyn 33_11 Gregory, Peter 8. 6.18 Farley, William H. 29.18 Fox, Dennis 33.09 Gillis, John 14.08 Gress, James R. 33.03 Faring, Avigdor 25.19 Fox, Karen F. A. 25.11 Gillmore, Gerald M 14,09 Griffin, Gary A, 17,19, 26.05 Farley, Frank H. 15.20, 17,06, Fox, Lynn H. 10.08 Gillooly, William 8. 10.09, 29,11 Griffin, Robert 27.16 25.11, 26.23, 27.20, 28.12, Fox, Robert 2.09 Giralt, Emily 35.17 Grinder, Robert E..29,17 29.12, 36.14 Frank, Austin C. 8.15 Girmscheid, David 20.21 Graip, Tom 15.23 Farrell, Joseph 29.08 Franzen, William 25.03 Giroux, Roger M. 19.10, 35,07 Grobe, Robert P. 13.19 Faunce, Richard W. 6.18 Frase, H. Weldon 15.22 Girrard, Catherine 26.12 GrObman, Hulda 19.04 Faust, Gerald W. 4.01, 19.19 Frase, Lawrence T. 6.07, 10. Gittell, Marilyn 29.01 Gronlund, Norman E. 25.08 Featherstone, Joseph 3.03 34.17 Gittings, Barbara 13.06 Cropper, :.1eorge L. 26.11 Feitler, Fred C. 25.16 Frayer, Dorothy A. 25.01 -Glaser, Ezra 10.10 Grotelueschen, Arden 33 01 Feldhusen, John F. 4.14, 15.12 Frederiksen, Norman 10.20 Glaser, Robert 4.06, 29.06, 34.18 Grove, John 32.11 17.10, 25.02, 26.13, 28.04 ,Freelow, Robert 17.04 Glasman, Naftaly S. 27.04 Grubb, Ralph E, 26.10 Feldman, Katherine V. 37.05 Freeman, Howard E. 15.28 Glasnapp, Douglas R. 19.23, 35.17Guenther, John 19.15 Feldman, Robert S. 33.08 French, Joseph L.-10.08 Glass, Gene V 15.03, 3-1 03 Guion, Robert M. 28.06 Feldman, Sandra 24.06 Frey, Peter W. 17.10 Glatt, Charels A. 24.05 Gullickson, Arlen R. 15.07, 29.24 Felice, Lawrence G. 34.07 Friar, John T. 6.08. Glazer, Hilda R. 15.24 Gunderson, Doris 32.10 Felkin, Deborah 34.17 Friedman, David 10.16 GI iessman, David.32.10 Gustafson, Richard A. 5.18, 20.09 Fellenz, Peter J. 20.09 Friedman, Harvey 29,15 Gnagey, William J. 20.21 Guthrie,-John T. 6.08, 10.09 Felsen, Martin F. 26.14 Friedman, Morton P, 4,02 Goldberg, Milton 19.14 Guttentag, Marcia 20.10, 29 01 Felsenthal, Helen 10.03 Friedman, Philip 29.15, 36.17 Golden, Gloria 32.10 Felsenthal,.Norman 10.03 Frisch, Michael 5.01 Goldenberg, Ronald 2.02 Haag, Carl H. 35.05 Fennema, Elizabeth 19.06 Prohreich, Lloyd 17.05 Goldin, Gerald A. 19,08 Hooke, Bernard F. 4.12 Fenner, Bradford J. 29.11 Frohring, W. R, 14,13 GOldthorpe, Marjorie S. A. 36.19 Haber, Ralph 8.08 Fenske, Robert H, 12.02 Froth,- Marvin 25.19 Goldupp, Ocea 33.10 Hackney, Harold 2,08 Ferguson, Jon S. 2.02 Fujimoto, Takashi 29,11 Golub, Lester S. 35.20 Haddox, Victor G. 3_07 Ferguson, Patrick 6.02 Fujita, Keiji 29.11 Gooding, C. Thomas 32.07 Haenn, Joseph F. 19.21 Ferrante, Reynolds 2.07 Fullan, Michael 27.01 Goodlad, James 24.01 Hagans, Rex 35.16 Fetritor, Daniel E. 3.11, 19.21, Fuller, Frances F. 8.21 Goodlad, John 1;27.07, 28.02, Hagerty, Michael P. 25,17 25.11 Fullilove, John 28.23 29.03, 36.07 Haggart, Sue A. 17.02, 37,08 IFeShbach, Norma 6.08, 15.25, Funk, Kerri L. 20.23 Goodwin, Judy 6.10 Hakstian, A, Ralph 2.05 35.09 Furst, Norma F: 6.17 Goodwin, William L. 34.03 Hale, G. A. 15 12 Feshbach, Seymour 6.08, 8.09 Gooier, Dennis D. 24.02 Hale, Jim 28.15 Feige-Kollmann, Leila 15.25 Gee, John P 25 01, 26 06. 29.22 Gordon, C. Wayne 2.04 Hales, Loyde W 29.11 Fikes, Brenda 27.08 Gable, Robert K, 15 03, 17.20, Gordon, Edmund W, 28.06 Hall, Bruce W. 25.14 Fincher, Cameron 4.14. 27.16 Gordon; Gene 26.17 Hall, Douglas P. 32.06

168 Hall, Francine S. 32.06 Helsel, Ray 28.16 Huberty, Carl J. 17.07 Johnson, Gary P. 29.25 Hall, Keith A. 36.14 Henderson, Edmund 27.09 Huff,Stuart 12.02 Johnson, Henry C. 29.25, 35.21 Haller, Emil J. 28.17. 36.10 Henderson, Judith 32.10 Huffman, Harry 13.16, 32.09 Johnson, Joseph C. II 10 06 Halperin, Samuel 28.23, 35.01 Hendrickson, Gerry 34.10 Hughes, Helen E. 33.13 Johnson, Karl 32.11 Halperin, Silas 27.18 Hendrix, Vernon L. 2.07 Hull, Ronald E. 15.10, 27.01 Johnson, Rita B 37.02 Halpin, Gerald 2.02 Hentschke, Guilbert C. 37.08 Hullinger, Ronald L. 37.02 Johnson, Ronald E. 37.09 Halpin, Mary E. 10.09 Heffner, Ethel M. 19.18 Hummel, Thomas J. 14.03 Johnson, Thomas J. 20.18, 34.03 Halstead, Jon 17.10 Herriott, Robert 15.01, 29.24 Humphrey, ArthurJr_ Johnson-Hernandez, Patricia Halstead, Michael N. 25.09 Herron, Carol 35.19 Humphreys, Lloyd G. 10.17 37.02 Ham, Thomas H. 37.02 Hess, Robert D. 8.07, 24.01 Hunkins, Francis P. 2.03, 25 Jones, J. Charles 4.07, 36.16 Harnachek, Don E. 15.03 Hess, Robert J. 20.18 33.03 Jones, Irwin 33.69 Hamb loon, Ronald K. 3.09, 19.21 Hickrod, Alan G. 17,05 Hunt, David E 27.20 Jones, John 32.02 Hammer, Charles 27.12 Hicks, Bruce L. 26.10, 29.06 Hurt, Dennis 3.08, 20.12 Jones, Leon 17.12 Hammond, Pierce A. 3.10 Hidde, Janet 13.15 Hunt, Kellogg W. 27.02 Jongeward, Ray 29.10 Hampton, John D. 20.14 Higgins, Norman C. 25.11 Hunt. Katie Jr. 33.10 Jordan, Thomas E. 35.09 Hancock, Robert 6.11 Hill, Henry W. 36.07 Hunter, Beverly C. 14.06, 35.24 Joyce, Bruce R. 10.05, 26.05 Hanes, Michael L. 6.04 Hill, Richard E. 17.02 Hunter, Madeleine 6.12 Judd, Wilson A. 25.20, 29.06 Hannapel, Raymond J. 14.10 Hill, Richard K. Jr. 17.11, 20.09 Hunter, Michael G.8.18 Jung, Charles C. 2,09, 10.04 Hansen, Duncan N. 15.17, 26.09, Hillenrneyer, Gale P. 35.18 Hurley, Rod 13.04 Jung, Chic 29.10 28.05, 29.06 Hiller, Jack 6.07, 13.19 26.17, Hurst, Julie 28.18 Junker, Linda K. 14.02 Hansen, Mark 13.10 29.22, 32.07 Husen, Torsten 6.09 Hansen, Morris 27.12 Hillery, Joe M. 34.14 Hutchins, Robert C. 26.20 Kaestle, Cart 5.01 Hansford, Byron 15.01 Hillman, Stephen 10.06 Hutson, Barbara A. 4.07, 6.11 Kagan, Norman 1. 8.21 Hanson, E. Mark 27.01, 28.18 Hills, John R. 26.21 Hyman, Ronald T. 27.06 Kaiser, Henry F. 2.05 Hanson, Ralph A. 15.05 Hills, R. Jean 36.05 Kalisch, Stanley J. 28.05, 37.05 Hcpkievvicz, Walter D. 19.19, Hilton, Thomas L. 19.10 lannaccone, Laurence F. 13.10, Kalin, Maurice 26.06, 27.10 20.21, 33.08 Hines, Brainard VV. 15.06, 36.16 15.28, 32.06, 37.08 Kammann, Richard 15.25 Hare, Kazuo 29.11 Hines, Rebecca 27.08 lannone, Ronald V. 25.07, 35.11 Kane, Robert B. 10.03, 14.13 Harckham, Laura 25.08, 36.20 Hinkley, Edward 25.18 lanni, Francis A. J. 34.08, 37.08 Kapes, Jerome T. 13.03 Hareven, Tamara 14.08 . Hirschfeld, Gerhard 28.02 Ibsen, Charles 36.02 Kaplan, Robert 6.07 Harkness, Suzanne C. 19.25 Hiscox, Suzanne B. 35.18 ldstein, Peter 36.20 Karlson, Alfred L. 33.01 Harman, Harry H. 2.05, 4.18 Hislop, Richard VV. 10.05 Ignatovich, Frederick R. 19.10 Korman, Felice J. 8.15 Harnishchfeger, A nnegret 20.18, Hittlemen, Daniel R. 27.02 Impara, James 27.12 Katz, Lilian G. 33:10, 35.21 25.10 Hochman, Irvin 2.07 Ingersoll, Gary M, 27.20, 34.17, Katz, Michael B. 9,01 Harootuman, Ben 10.05, 15.22 Hodges, Richard 15.18 36.16 Katz, Paula L. 26.10 Harris, Chester W 4.18. Hoffman, Jack 4.14 Ingle, Robert B. 13.13 Katz, Phyllis A. 19.05 Harris, Lynn 36.16 Hofmann, Richard J. 3.04, 25.17, Innes, Thomas C. 3.11 Katzenmeyer, Conrad G. 3.07 Harris, Margaret L. 4.18 27.18 Isherwood, Geoffrey B. 20.20 Kaufman, Martin 28.13 Harris, Rue 35.16 Holden, Marjorie H. 4.08 icon, Roger E. 4.17 Kay, Patricia M. 4.03 Harris, William H. 34.04 Holden, William J. 3.04 Kean, John M. 14.10 Harris, William T. 35.08 Nolen, Michael C. 28.20 Jackson, Gregg 13. 34.07, 36.09 Kean, Michael H. 24,05 Harrow, Thomas L. 32.07 Holland, John L. 6.16 Jackson, Stephan L. 19.18 Keating, Daniel P. 10.08 Harste, Jerome C. 8.16 Holloway, William H. 4.15 Jacob, Saied H. 15,15 Kee, Daniel W. 20.24 Hartman, Marilyn D. 35.20 Holman, Glenn C. Jr. 4.07 Jacobs, James 3.11 Keely,, Reba L. 6.08 Hartnett, Barbara M. 15.09 Holtz, Ruth R. 20.12 Jacobs, John F. 20.12 Keely, Charles B. 25.10 Harty, Harold 14.10 Holz, Alan W. 14.13 Jacobson, Eric 35.24 Keely, Diane L. 25.10 Harvey, Jasper 34.11 Homme, Lloyd 8.02 Jacobson, Milton D. 3.07, 4.17 Keepes, Bruce D. 34.05 Hatch, Evelyn 4.02 Honig, Alice S. 3.10 8.07, 35.08 Keesling, James Ward 17,12 Hathaway, Walter E. 20.11 Hood, Joyce E. 6.11 Jacobson, Robert 24.02 26.14 Hatley, Richard V. 13.10, 35.17 Hood, Paul 8.05 Jaeger, Richard M. 3.09, 19.23, Keeton, Anne 25.17, 36.16 Hauck, William E. 6.06, 13.15, Hoover, Hiram D. 17.11 27.12 Keilman, Peggy 35.12 36.16 Hopkins, Charles R. 13.16, 28.01 James, Thomas G. 10.07 Keilty, Joseph 17.20 Havelock, Ronald 2.09 Hopkins, John E. 13.09 Jamison, Dean T. 29.06 Keislar, Evan R. 8.20 Hawley, Willis 32. 04 Hopkins, Kenneth D. 15.07, 20.12 Janzen, Henry L. 6.06 Keiter, M. Roberta 8.17 Hayden, Alice H. 34.11 Hodick, Allan S. 7.02 Jaski, Ernest 8.8,11 Keller, Don F. 35.13 Hayes, Andrew 35.07 Horowitz, Helen 7.02 Jenkins, Joseph R. 15.19 Kelley, R. Paul 35.05 Hayman, John L. Jr. 6.17, 15.05 Hosford, Ray E. 10.15 Jennings, Bettye L. 27.10 Kelly, Edward F.-27.06 Heath, Robert 26.01 House, Ernest R. 14.14 Jennings, Luther 13.19 Kendall, Janet R. 6.11 Hecht, Alfred R. 6.14 Houston, Robert 8.01, 24.06 Jensen, Kenneth 34.05 Kennedy, John J 27.16 Hecht, James 19.20 Houston, Susan 9.01 ,Jenson, George 36.02 Kennel!, John H. 35.15 Hecht, Kathryn A. 4.17 Houtz, John C. 26.13 Jerman, Max E. 19.06,27.05 Kenoyer, Charles E. 15.06,6.1E Heffernan-Cabrera, Patricia Howe, Harold II 6.09 Jester, Robert E. 26.09, 29.11 Kersh, Mildred 19.04, 19.01 Howell, John F. 20.13 Jeter, Jan T. 13.15, 19.15 Kerst, Stephen 20.24 Heinrich, Darlene L. 26.09 Hovey, Kenneth 8.01, 15.01 Jewell, Robert 25.10 Keselman, Harvey J. 17.07 Helms, Henry A. 4.20 Hoy, Wayne K. 20.20 Johnson, Donald M. 25.02, 28.04 Kett, Joseph 14.08 Helms, Samuel T. 6.16 Hubert, Lawrence J. 15.07 Johnson, Emma C. 36.07 Kidder, Steven J. 15.08,19,19

169 Kiter, Edward W. 2812 Kr omhout, Out M. 28.05 Light, Leah 4,02 Mandeville. Garrett K. 26.16 Kiley, Lawrence A, 28.17 Kr umboltz, John D. 13.01 Likens, Al 28.01 Mankei, Charles C. Jr: 36 04 Kilpatrick, Jeremy 20 08, 27.05 Kr us, David J. 25.09 Liken, Rensis 15.27 Mann, Dole 32,04 Kimball, Solari P. 34.07 Sins, Patricia H. 25.14 Lindsay, James 4.19 Mann, Lester 15.24, 20,13 Kimbroragh, Ralph 29.25 Kr yspiu. William J. 4.14 Link, A. D. 28.20 Mann, Philip 19,14 Kimmel, Ellen 8 32.07 Kulhavy, Raymond W 19,19. Linn, Robert L. 10.17 klannebach, Alfred J. 20,09. 37.05 King, F. J. 25,17 36.13 Lippitt, Ronald 2.09 Marantz. Steven M. 35 14 King, Nathaniel 26.20 Kulm, Gerald 19,24 Lipson, Joteph I. 34.16 Marascudo, Leonard A. 15.07, 28.22 Krona, Marcy ILI L. 33,11 Kunetka, Jim W. 17.12 Littleiohn, Mary 3,01 Marco, Gary L. 15.05 Kirby, Edward A. 26.17 Kunkel, John R. 20.18 Livingston, Samuel A. 33.11 Marcotte, Donald R. 29.22 Kirk, Barbara A. 8.15 Kunkel, Richard C. 3.10 Lloyd, Kenneth E. 10.07 Marcus, Alfred C. 26,14 Kirsr, Michael W, 15.04, 28,23, Kunkel, Richard 5. 37.04 Loadman, William E. 10.16,2.07Marken, Richard A. 8.09 35,15 Kllitler, William 32,05 Loading, David 36.13 Marsh, George D. 4.02 Kise, Joan D. 34.14 Kuirilk, Anthony 2.07 Logan, Fay W. 27.10 Marshall, Jun C 15.09 Kiss ler, Gerald R. 10.07 Kysilka, Marcella 35.02 London, Stephen D, 36.19 Kite, Alan El, 28.08 Martin, Bernard 32.04 Long; Barbara H, 27.09 Martin, Clessen J. 8.09 Kitsuse, John 33.13 Labelle, Thomas 29.05 Lonsdale, Richard 32.01 Martin, Don Thomas 7.01 Klare, George R. 10,01 Labouvie, Gisela J. 14.13 Loret, Peter 27.12 Martin. Gerald R. 4.19 Klausmeier, Herbert J. 4.12, 25.01,Labracque, Richard T. 26.07 Loring, William 13,07 Martel, J. Liory 4,08 37.05 Lacetield, Warren 19.18 Lorton, Larry L. 28.01 Kleg, Milton 6.02 Martnret, Barbara M. 20.11 Lafleur, N. Kenneth 13.01, Loue, William E. III 14.04 Klein, M. Frances 27.06, 28.02, Martorella, Peter H. 2.03, 6.02 19:25 Low, D. Stewart 4.01 36.07 Martoza, Victor R. 33.08 Lahnston, Anton 1-, 2,03, 33.07 Lucas, Jana M. 10.09 Masia, B. 6. 14.01 Klein, Stephen P. 8.16, 17.11, 19,12 Lake, Dale G, 2.09, 15.27 Lucas, Marilyn S. 10.09 Masla, John A. 19,01 Klein, Susan S. 15.01, 34.10 Lally, J. Ronald 3.10 Luehr mann, Arthur 14,06, 35.24 Massanari, Karl 24.06 Kleinke, David J. 10.16, 17,07 Lamb, Pose 10.03 Luger, George F. 19.08 Mathews.1Nalter M. 13.06 Klentschy, Michael P. 36.16 Landry, Richard G. 15.03 Luker, William A. 13.03 Mathewson, Grover C. 35.20 Kline, Charles E, 28,20 Langenbach, Michael 19.09 Lundgren, Ult 27.09 Mathis, 8, Claude 8.18, 17.10 Klit, John A. 4:19, 8.18 Langer, Philir 36.07 Lundsteen, Sara W. 15.18 Mattleman, Marciene S. 6.17 Klohr, Paul R. 19.27 Larimore, David L. 26.07 Lushene, Robert E. 26,17 Maurey, James E. 26,11 Knapp, Thomas 10.16 Larkin, Ralph W. 2,02, 29,21, Luskin, Bernard 15,23 Mawardi, Betty H, 37.02 K needier, Peter 36.14 36,10 Lusted, Lee 15.16 Maxwell, Jim 19.24 Kniefel, David R. 15,05 Lasmanis, Juris C. 19.10 Lusterman, Don-David 34.06 Mayo, Samuel 13.13 Kniefel, Tanya M, 4.19 Lawson, Andrew 28.08 Lutz, Frank W. 24.05, 26.20, Mazzoni, Tim 37.06 Knight, William C. 17,06 Lawton, Stephen 8, 29,23 29:25, 34.04, 35.07 McAdoo, Harriette 13.17 Knipe, Walt 14.02 Lamson, Marvin 5.01 Luyben, Paul D. 28,05 McAvoy, Rogers 26.06, 27.10 Knolle, Lawrence M. 4.09 Leary, Paul 8.05 Lynch, Michael L. 17.10 McCallon, Earl 19.18 Knopp, Russell P, 15,01 Le Baron. Walt 27.17 Lync')atriek D. 13.10 Knovvles, Ruby T. 8,07 McCampbell;James 35.11 Laaan, Connie 24.02 Lynch, William W. 10.06 McCann, Richard A. 8.20, 26.22 Koeregsknecht, Roy A. 36,17 Leestma, Robert 34,02 Lyons, J. Daniel 25.04 McCann, Walter, 32.04 Keep, Robert G. 26.09 Legum, Stanley 19.09 Lytle, James H:24.05 McCarthy, Robert 35.08 Koather, Mary E. 29.22 Leichter, Hope J. 34.08 Koff, Robert H. 35.17 McClure, Robert M. 17.19 Lei Oath, Gaea 3.10, 26.08 Maas, John 25,19 Kohl, John 28.20 McConkie, George W. 5.07, 8.09, Leinhardt, Samuel 3.10 Maccia, Elizabeth S. 8.04, 20.19, 37.09 Kohl, John W. 6.05 Lei i hwood, Kenneth A. 35,02 34,10, 37.03 McCook, William 27.16 Kohler, P, Terence 17.20 Lennon, Roger T. 4.21, 15.26 Maccia, George S, 20.19 McCune, Shirley 34.10 Kolakowski, Donald 14.13 Lesgold, Alan M. 36.08 MacDonald, James FL 26.05 McDaniel, Ernest 15.12, 17.10 Kolar, Paul 6.06 Leslie, Judith W. 19.09 MacDonald. Randolph R. 36.16 McDaniels, Garry 19.14 Kelm, Richard 7.01 Leslie, Larry L. 19.05, 29.22 Kuop, Richard 10.20 MacDougall, Mary A. 15,03, 19.25, McDonald, Frederick .J, 8.21, Lasting, Elise E. 26,17 36.10 Kopan, Andrew T. 7.0, 10.06, 24:06, 35.18 Letchworth, George 19,09 Macginitie, Walter H. 4,08 Koran, Mary L. 27,20, 37,02 McDonald, Roderick P. 2.05 Levien, Roger 14,06, 35.24 Mack, Herbert 29.01 Kosecott, Jacqueline B. 2.04, 19.12 McElhinney, James H. 3.- 0, 37.04 Levin, Henry M. 27.04 Mackenzie, Richard S. 37.02 Korth, Robed A. 10.01 McGary, Carol 15.04 Levin, Joel R. 20,24, 28.26, Macready, George 26.16 Kourilsky, Marilyn 2,04 . McGivnoy, Joseph 37.06 29.12, 36.13 Macte/orth, Norman 8.06 Krahmer, Edward F. 14.02 McGowan, John R. 20.13 Levine, Donald M. 34.08, 37.08 Madaus, George F. 3.08, 28,06 Krathwohl, David 8.22 MeG unless, Thomas P. 34.05 Lewandowski, Anne 10.06 Madden, Christina 35.09 Kratochvil, Daniel 6:01 McGuire, Christine 15,16 Lewis, Barbara 26.13 Madden, Edward 35,09 Krause, Merton 33.13 McIsaac, Donald N, Jr. 10,10, Lewis, Ernest 19.20, 26:09 Madson, Marilyn 3.12 27.15 Kraushaar, Otto F. 26,15 Liberty, Paul G. Jr, 3.10, 15.11, Maguire, Louis 35.16 McKay, Bruce 34.20 Krenkel, Noele 6.18 1L10, 35.17 Mahan, James M. 14.10, 25,10. McKeachie, Wilbert J, 14.09 Kress, Gerard C. 36.15, 37.02 Licata, William 19:01 32.07 McKenna, Frank 29.25 Krebs. Harold Dewey 15.17, Lichtenberg, James W. 14,03 Main, Dana 33.11 25,04 McKenzie, Gary R. 26.04 Lichrenwalner, Joanne 8.13 Mallinger, Barry L. 27.16 McKinney, Floyd L. 20.09 Kroeger, Fred 12,02 Lieberman, Ann 10.04, 27.07 Malone, Lana C. 15.11 McKinney, W. Lynn 17,19 Kroll, Arthur M. 10.10 Liebert, Roland J. 27.01 Malone, Wayne 10,20 McLaughlin, Gerald W. 28.18

170 McLaughlin, John P. 10.07 Moon, Edward L. 28.20 Null, Eldon J. 20.20, 28.20 Peck, try 28.12 McLean, Leslie D. 25.17, 36.16 Moore, Carol A. 29.15 Nu/MC/Iv, Michael 25.16 Pack, I tart F. 13.15, 15.19 McLeod, Douglas B. 3.14 Moore. Dian 24.01 Nye, Shet ilyn L. 2.08 Pence' in, Roland J. 15.10, 32.02 McNally, Lawrence E. 26.05 ore, J Willi.tni 13.15 Pelit 2, F illmore 27.02 McNamara, Thomas 15.02 Monte, John N. 15.09 O'Connor, Erlyvaid F. 17.11 Penfield, Douglas A. 19.05 fylcNarn011i), James 32.01 Morn e. Michael 34.10 O'Connor, P iir.ia 28.14 P,..u712.John B. 2.04, 19.14, McNeil, Keith 28,24 Moore, Parker A, 28,17 O'Neal, Hobert 32_05 MePart land, James M. 6.16 Maley, Roy 28.23 O'Neil, Harold F: Jr. Pent tune, Emmy A: 36.10 McRae, Douglas r 25.14 Morgan, Anthony W. 28.16 26.17, 27.20 Peary, Roger H. 2.02 McSweeney, MaryEllen 15.07,29.22 Morgan, Donald 6.14, 13.04 O'Reilly, Robert P. 3.09 Parry, Sherry A. B. 20.24 Means, Gladys H. 8.07, 25.08 Morgan. 11151es D. 8.17 O'Shea, David 29.08 Person, Caroline 34.18 Means, Robert S. 8.07, 25.08 Morgan, Robert 7.01 Ober, Richard L. 25.03, 28.26 Peters, Sean C. 8.09 Moan;, Virginia M. 13,15 Monne, Greta 3.13, 10.05 Oberkinder, Mark I. 8.08, 26.17 Petersen, Anna C. 20.11 Medford, Reheat 37.07 Morino Harold 27.08 Of enherg, Robert 6.10 Peterson, Jamos M. 25.11 Medley, Donald M. 25.03, 26.08, Moms, Jon R. 20.07 Olemann, Ralph H. 6.01 Peterson, John C. 6.11 28.13 Morrison, Batty 34:14 Okay, Isnies 6.8.16 Peterson, Mar la P. 6.18 Meers, Dale 24.01 Morrison, James L. 2.07 Oliver, Donald 34.02 Peterson, Rohcri M. 32,05, 35.16 Meese, M. Kathryn 8,03 Morrow, Richard 15.10 Oliver, J. D. 20.09 Petrie, Thomas 15.10, 27.01 Mehrens, William. A. 28.06 Mosberg, Ludwig 4.02 Olsen, Henry D. 26.04 Pettibone, Timothy J. 13.19, 20.20 Meinke, Dean L. 6.11 Mosby, Doris P. 28.06 Olson, Arthur H. 28.16 Pezclek, Kathy 34.17 Meissner, Judith A. 36.17 Moser, James M. 3.14 Olson, Arthur R. 13.08 Pfaff, Carol W. 24.03 Merkel. Carol A. 36.10 Mosher, Edith K. 28.23 Omark, Donald 26,08 Pfeiffer, Isobel L. 34.14, 35.04 Moller, David V. 29.06 Mouw, John 19.20 Oosterhof, Albert C. 27.16 Phillips, James A. Jr. 27.09 Melvin, Leland D. 14.10 Moy, James 25.19 Opacinch, Cheryl A. 12.02, 27.01 Phillips, Mark 13.19 Mennerick, Lewis 3',04 Moy, Mabel L. 10.16 Orlosky, Donald 25.03 Phillips, Milton 3.07 Mercer, Jane 4,21, 15.26 Moyer, Sara C. 4.07 Ornstein, Allen C. 25.12 Picard, Stewart 27.11 Meredith, Gerald M. 3.07 Mulgrave, Norman 35:04 Osborne, Alan R. 33.10 Pilo, Marvin R. 25.10 Merlon, Ramon 34.07 Mullennex, John 25.07 Osborne, John W. 10.07 Pinar, William F. 35.04 Merrifield, Phillip 4.21, 15.26, Mulvaney, Mary E. 29.12 Osburn, Curtis R. 2.02 Pincus, John 29.08 25.02, 28.04 Murai, Harold 4.07 Osipow, Samuel 2.06 Piro, Rene 2.09 Merrill, M. David 4.01, 13.09, Murphy, Dennis T. 28.12 Ovvada, Yasuyuki 29.11 Pinsky, Paul D. 3.09 19.19, 34.17 Murphy, Patricia D. 13.03 Owen, Steven V. 14.11, 25.08, Pirkle, John K. 32.07 Merrill, Paul F. 15.17, 28.05, Murray, C. Kenneth 25.07, 35.11 27_16 Plake, Barbara 17_11 37.05 Murray, Frank 5. 3.04 Owens, Douglas T. 4.08 Plant, Mark 33.11 Merrimzri, Howard 6.17 Musella, Donald F. 28.11, 36.19 Owens, Robert G. 20.10 Floss, Elaine A. 10.06 Merritt, Daniel L. 2.02 Musser, Gary L. 33.05 Owens, Thomas R. 10.16, 36.14 Plotkin, Lawrence 4.21, 15.26 Merwin, Jack C. 22.01 Myers, Edwin C. 19.21 Ozenne, Dan G. 17.12 Plourde, Paula E. 6.17 Merwin. VVilliarn C. 19.15 Poggio, John P.19.23, 20.21 Meyer, Donald L. 27.13 Nacke, Phil L. 8.09, 29.12 Packard, John S. 32.02 Pohlmann, John T. 26.17 Mikael ian, Sam 25.14 Nafziger, Dean H, 6.16 Packer, Janette L. 37.02 Ponder, Gerald 6.02 Miles, Matthew 8, 10.04. 15.27 Nahemow, Iris S. 35.19 Page, Gordon 15,16 Popham, W. James 2.04, 10.05, 27.01 Nairn, Paul 10.06, 35.18 Page, William 15.18 17.22 Miller, Donald M. 20.18 Nattress, Leroy W. Jr. 4.14 Pagni, David 25.16 PopkewitZ, Thomas S. 28.08 Miller, Douglas R. 29.11 Nee, John G. 6.14, 12.02 Palmer, R. R. 16.01 Popp,.Helen M. 10.03, 15,25 Miller, Jack W. 27.06 Nelson, Barbara A. 6.11 Palma, Artis J. 27.08 Popp, Jerome A. 36,04 Miller, Lamar P.4.21, 15,26 Nelson, Gordon J. 17:06 Paltridae, James G. 25:18 Porter, Andrew C. 17.12 Miller, Michael H. 24:03 Nelson, Richard 15.10 Palumbo, Dennis J. 20=10 Porter, David 26.15 Millman, Jason 17.22, 34.09 Neuhauser, Charlotte L. 34.09 Pankratz, Robert 19.01 Porter, Douglas 15.25, 27.10 Milner, Stuart D. 19.06 Newell, John M. 33.08 Pantalion, Charles A. Jr. 8.09 Porter, Teddie W. 26.15 Milstein, Mike 37.06 Newell, L. Jackson 36,05 Papageorgiou, Mary P. 27.08 Poster, John B. 26.04. Miner, David W. 25.10, 35.15 Newman, Isadore 4.17 Pardew, E. Michelle 15.03 Postlethwaite, T. Neville 6.09 Mirman, Sanford 27.05 Newman, Murray A. 14.14, 17.12 Parish, Charles 4.17 Potter, David A. 10.06, 24,06 Minkel, Cecil G. 2.02, 13.10, Nicely, Robert F. Jr, 4.09 Park, Young 15.23 Potts, Marian 6.04 35.17, 37.07 Nichols, Irene 8.15 Parker, Clyde 14.03 Powell, Evan R. 20.23 Mitchell, Steven R. 27.15 Nickens, John 6.14 Parker, Franklin 35.11 Powers, James E. 4.07 Mitzel, Harold E. 14.06, 15.1 Nicol, Elizabeth A: 26.14 Parker, Reese 14.14 Poynor, Lee 29.06 35.24 Niedermeyer, Fred C. 15.02 Parks, David J. 36.02 Prairvat, Richard S. 20.24 Mrzelle, Richard M. 35.20 Nighsvvander, James 19,20 Parsley, James F. 25,04 Price, Gary E. 2.06, 15.11 Mod iano, Nancy 36.18 Nightingale, Harvey 29.23 Parsons, Jane S. 3.08 Price, Jay R. 33.08 Moe, Ed 29.10 Nimnicht, Glendon 19.07, 36,18 Pascal, Charles E. 8.08, 26.09, roger, Barton B. 15,24, 20,13 Moeller, Gerald 15.02 Nisselson. Harold 10,10 28.14 Provus, Malcolm 20.05 Montare, Albert 36.17 Nissenbaum, Stephen 14.07 Pate, Robert H. 6.16 Pruzek, Robert M. 2.05 Montgomery, Mary E. 3.14 Noah, Harold J. 6.09 Patterson, Oliver 27.02 Pteschnik, Jeffrey I. 37.04 Moody, Lamar 14.10 Nordt, Martha 27.10 Patton, Wrens S. 35.17 Puffer, Winthrop 27,11, 36.09 Moody, William B. 10,06 Norris, Robert 33.09 Payne, Joseph N. 17.14 Purl, Mabel C. 34,05 Moon, Charles E. 36=15: 37.02 Novotney, Jerrold M. 28.02 Peak, Wayne 32.11 PVecha, John N. 4.20

17 DuelImalr, Edys 19.09 Robison, Helen 15.09 Sanchez, Famine 33.09 Shepaid, Loretta A. 15.03 Quigley, Patric) - A. 33.08 Roebuck, Flora N. 6,01 Sanders, Jack 8.22 Sher if, Carolyn 26,20 awning, Mary R. 4.18. 25.01 Reel fs. Pamela J. 6.13 Sanders, James R 17.10 Sher man, Thomas M. 13.19 Quinn. Harry P. 3.10 Rnet leer, Doris D. 6.11 Sanders, John 2.02 Sherrill, James M. 33,05 Quirk, Thomas J. 8.01, 14.04, Rogers, Donald D. 17.02 Sanders, Nicholas 36.10 Shirnan, David 27.07 26.14 Rogers, Vrrrtirtia 25.18, 33.11 Sant or o, David A. 4.15 5 Mini on, Joseph 26.08 Rohwer, William D. Jr, 20.24, Smiler. Howard E. 29,15 36,14 Sarno, Glen C. 20.09 Rabinowitz, Richard 7.02 24.01 Sawyet, John 36.11 Shakily, Edwin 20.11 Ralky, David M. 25.09 Raid, G. H. 14.09, 26.14 Saxe, Richard W. 20.20 Shoemaker, David M. 10.15 Reqesta, Marjorie 2.02 Romberg, Thomas A. 3.14, 4.18, Scaly, Henry A. 37.02 Shooter, M. 17.07 Ragsdale, Ronald G. 20.15 19.23 Scandura, Joseph 28.04 Short, Edmund C. 79.27 Rahmlow, Harold F. 19.07 Ronchi, Donald M. 8,21 Scanlon, Robert G. 4.12, 35.19 Shuelt,Thomas J. 26.23 Ramirez, A. R. 3,10 Rookey, Thomas J. 8,08, 10.20 Schaeffer, Earl S. 24.01 Shulman, Lee S. 15.16 Ramsey. Margaret 24.05, 26.20, Root, Darrell K. 8,22, 26,22 Schafer, Walter E. 37.04 Shultz, Jeffrey 37.01 29.25,34.04 Rose, Clare 26.14 Schatock, H. Del 14.02 Shumway, Richard J. 19.06 Rend, David C. 3.04, 25.04 Rose, Suzanne 19,24 Schei hey, Verde 8.13 Sic, Maureen 17.05 Ranclhavva, 8ikkar S. 3.08, 20.12 Rosen, Richard F. 15.24 Scheinfeld, Daniel 33.13 Sie1972r, Sam D. 6.05, 8.05, Raths, James 35,03 Rosen, Susan 8.09 Schevill, Helen Shelter 28.26 29.24 Ralusnik, David L. 36.17 Rosenberg, Mae E. 24.01 Schluck, Gerald J. 20.13, 25.17, Siegel, Martin A. 28.26 Ravitch, Michael M. 36.13 Rosenfield, Abby G. 19.24 28.24 Rayder, Nicholas F. 19.07, 36.18 Siegelman, Marvin 19.06 Rosenof, f Wayne 8.05, 26.11 Schmalgemeicr, William L. 28,14 Siebert, Albert F. 15.27 Rayner, Keith 8.09 Rosenshine, Barak 6.17, 13.15 Schmidt, J. W. 32.01 Silber, Kenneth 35.24 Reardon, Francis J. 8,08, 10.20 14.09, 15.01, 17.22, 26.01, Schmidt, William H. 8.13, 15.07, c'ilberman, Harry F. 26.22 Reed, Cheryl 17.18 27.08, 28.26, 35.03 29:22, 33.08 Silberman, Melvin L. 3.01 Reed, Rodney 17:04 Rosenthal, Daniel J. A. 29.06 Schmuck, Richard A. 2.09, 10.04, Silverman, Stuart H. 32.07 Regan, Shen 35.03 Rosner, Benjamin 4.03 15.27, 29.10 Rehberg, Richard A. 37.04 Simpson, Elizabeth Leonie 34.02 Roster, Jerome 27.10 Schooley, Daniel E. 8.18 Reid, J. Christopher 4.14 Sinclair, Robert L. 13.19, 19.02, Ross, Robert 6.04 Schrader, Robert 10.10 33.06, 34.20 Reilly, Richard R. 27.16 Ross, Sylvia 26.08 Schrank, Robert 29.01 Singer, Harry 10.09 Reinhard, Diane L. 14.14 Rossmiller, Richard 37.07 Schriber, Peter E. 3.09 Skager, Rodney W. 14.14 Reinsman, Sorel 20.15 Rot hberg, Robert A. 32,07 Schuck, Robert F. 36.15 Sklar, Bernard 28.07 Render, Gary F. 36.15, 37.02 Rothkopf, Ernst Z. 6.07, 26,10 Schumacher, Janet 36.20 Slaiehert, William M. 13.13 Rentfrow, Robert K. 33.10 37.09 Schwab, Lynne S. 2.03 Smart, Kim L. 10.01 Rental, Victor M. 27.16 Rothman, Sherran 17.20 Schwartz, Henrietta S. 36.11, 37.04Smith, Albert B. 12.02 Renzulli, Joseph S. 14.11, 25.02 Rouclabush, Glenn E. 14.02 Schwartz, Larry 26,14 Smith, Cecelia M. 19,04 Resnick, Lauren 8, 36.08 Rouse, Donald E. 34.04 Scott, Craig S. 6.14, 12.02 Smith, Douglas R. 15,08 Reynolds, Horace N. 14.05, 15.24 Rovinelli, Richard 3.09 Scot t, Marvin B. 33.07 Smith, Gerald 33,05 Reys, Robert E. 19.17, 20.08 Rowe, G. Dwight 8.18 Scribner, Jay 32.04 Smith, Gloria 15.13 Rhett, Haskell 10.10 Rowe, Wayne 15.03 Seeley, Ronald 17.08 Smith, I. Leon 20.23, 35.22 Rhodes, C. I. 15.11 Roweton, William 9, 35,12 Sedlacek, William 25.09 Smith, Jay 10.11 Rhodes, Dent M. 35.21 Rowlyk, Shirley 20.12 Sefein, Nairn 4,15 Smith, Louis M. 28.21, 37.04 Rice, Marion 26.05 Royer. James M. 34.17 Segala, Angelo 27.05 Smith, Martin E. 26.10 Richards, Arlene 35.12 Rubin, Louis J. 6.05, 19.03 Sehulster, Jerome R. 10.07 Smith, Michael D. 4.07 Richards, Katherine 9, 35.17 Rubin, Rosalyn A. 25.14 Seibert, Warren. F. 20,24 Smith, Richard 13.04 Richardson, Eugene J. Jr. 34.04 Rude, Stanley H. 28.26, 37.05 Seidel, Robert J. 14.06, 35.24 Smith, Robert M. 20.23 Richardson, Penny 24.02 Ruder, Kenneth F. 4.07 Selden, Ramsay W. 4.17, 35.08 Smith, Timothy 28.05 Richey, Rite C. 34.09 Rumery, Robert E. 15.09, 20.11, Smartie!, Dorothy 20.23 Smock, H, Richard 14.09, 28.14 Richter, Ingo 35.15 35.21 Sernmel, Melvyn I. 20.23, 28.13 Snelbecker, Glenn E. 35.09 Rickards, John P. 10.07 36.13 Rundle, Sarah A. 4.02 Sepe, Thomas D. 2.07 Snyder, C. Harrison 29.13 Ricks, James M. 28.06 Runkel, Philip J. 10,04 Sereydarian, Louisa 35.09 Snyder, Fred A. 14.10 Riegel, R. Hunt 35.22 Russell, Howard H. 35.02 Severson, Roger A. 28.26 Soar, Robert S. 2.02, 15.19, Fii ngenbach. Susan E. 26.13 Russo, Lillian N, 27.09 Sewall, Michael 28.26 25.03 Ringer, Fritz 16.01 Ryan, Frank L. 2.03 Sewell, Alan F. 19,21 Soares, Anthony T. 14.01, 32.07 Ringler, Leonore 8.12 Ryan, T. Antoinette 32.05 Sgro, J. A. 32.01 Soares, Louise M. 14.01, 32.07 Ripple, Richard 5, 3.01, 15,12 Ryder, Martin 26.20 Shack, David M. 25.08 Soar's, Ruth M. 2,02 Roeden, Arliss 8.22, 13.09, Shaffer, Warren E. 14.03 Socklof, f, Alan L. 4.14 29.24 Saario, Terry 32.04 Shama, G. Wayne 10.03 Soles, Stanley 4.12 Roberts, Arthur D. 15.03 Sabatini:), David A, 15.24, 35,22 Shanahan, Judith K. 33.07 Solomon, Daniel 8.08 Roberts, Joseph B. 27.10 Sabers, Darrell L. 26,16 Shapiro, Bernard J. 6.04 Solomon, Warren H. 18,21 Roberts, Julian 20.10 Sechdeva, Darshan 17.07 Shapiro, Leo J. 35.17 Somers, Gerald G. 13.03 Robertson, Douglas J. 36.16 Sadker, David G. 34.20 Shapiro, Phyllis P. 6,04 Sorensen, Phillip H. 20.26, 34.03 Robin, Stanley S. 29.13 Sadker, Myra J. 17.06 Sharpes, Donald.K. 15.04 Sousa, George N. 35.17 Robinson, Eileen C. 10.09 Sagan, Edgar L. 26.07 Shavelson, Richard J. 27.20, 36.13Sowder, Larry K. 33.05 Robinson, H. Alan 15.18, 27.02 Salomon, Gavriel 36.14 Shaw, R. Bruce 26.11 SP0dY, William G, 27.04 Robinson, James 33.01 Samuels, S. Jay 3.01, 6.04, Sheehan, T. Joseph 36.15 Sparberg, Nancy Z. 25,14 Robinson, Ronald 32.06 6.19, 35.22 Sheldon, Stephen M. 36.18 Sparfka, Sarah A. 15.16

172 Spaulding, Robert L. 27.08, 34.03 Tarr, Elvira 4.03 Tucker, Jan L. 19.15 Was Murray 28.08 Speedie, Stuart M. 26.13 Taylor, Arthur M. 35.22 Tuckman, Bruce W. 26.06, 33.10 Weaver, J. Fred 17.14, 19.06 Spence, Betty A. 28.20 Taylor, Raymond G. Jr. 20.13 Tuinman, J. Japp 10_09, 29.12 Webb, Leland F. 33.05 Spivack, George 19.14 Taylor, Robert 32.01 Turner, Richard L. 4.03, 17:23, Webb, Sam C. 4.14 Sprinthali, Norman 13.01 Raylor, Susan S. 15.17, 29.06, 10,01, 28.13 Weber, R. G. 20.21 Snuck, Dennis 32.01 35.08 Turriure, James E. 6.04, 35.22 Wobei, Willi cal A, 19.01 Sint, Robert 36.02 Teichman, Judy 29.23 Tuta, Kathleen 19.18 Webster, Murray 24.03 Stake, Robert E. 2.04, 5.10 Temkin, Sanford 19.10 Tway, Eileen 15.18 Weirlmart, John C. 25.00 Stallings, William M. 28.12 Temp, George 4.21, 15.26 Tyack, David 34.18 Wed, Marsha 10.05, 26.05 Stampen, Jacob 27.15, 37.06 Tempi°, Caroline R. 36. i,r Tye. Kenneth A. 26_11, 28.02 VVeiler, Ham 35.15, 35.19 Stanley, Julian C. 10.08 Tenenberg, Mort 3.12 Tyler, Louise 27.06 Weinberg, Carl 26.05 Stanwyck, Douglas 1 8.11 Tennyson, Robert D. 13.09, 15.17,Tyler, Ralph W. 4.18, 19.03, 34.02 Weinberg, Susan 10.06, 35.18 Stark, Joan 5, 10.08 27.20 Weinberger, Jill S: 29.15 Starks, David 0, 22.14 Terranova, Carmelo 20.12, 26.16 ,LIbben, Gerald 20,07 Wernuarten, Kenneth 8.07 Start, Ann 34.20 Inseoni. Charles Jr, 37.01 Litman, Jerome 13.19 Weinstein, Philip 19.04 Stasz, Cathleen M. 10.06 Thomas, Adele 4.03 Underwood, Benton J. 4.18 Weisman, Russell 37.02 Stauffer, John 13_13 Thomas, Charles L. 4.14, 10.17 Uprichard, A. Edward 6.02, 10,20 Weiss, Joel 8.08, 16.01, Stearns, Marian S. 20.26 Thomas, David B. 25.04 Urofsky, Anita 33.11 28.11, 33.10 Steele, Sara M. 28.16 Thomas, Hollie B. 27.18 Uselmann, Michael S. 6.06 Weiss. Keith 13.04 Stein, Mitch 6.07 Thomas, John W. 25.02 Welch, Wayne W. 29.24 Steinberg, Lois S. 20.07 Thomas, Norman C. 28.23 Van Gigch, John P. 17.02 VVellens, Barrie 8.12 Steinhof f, Carl R. 20.10 Thompson, Bruce 10.10 Van Meter, Ed 20.20 Wending, Tim L, 4.19, 8.18 Stempen, jacob.O. 27.15, 37.06 Thompson, Donald L. 17.20 Van Mondfrans, Adrain P.8.02, Wermers, Don J. 13.04 Stent, Madelon D. 17.04 Thompson, Glen R. 25.14 13,09, 35.18, 37.05 West, Charles K. 28.12 Stepp, Ermel 15.06 Thompson, Jay C. 37.04 Varenne, Nerve 34.08 Westbury, Ian 17.19, 33.01 Stern, George G. 3.07, 20.10 Thomson, Jack E. 26.14 Varley, William H. 28.26 Wharton, Keith 14.09 Steve, Michael H, 37.05 Thoresen, Carl E. 13,01, 29,03 Veldman, Donald J. 13.19, 15_19 Wharton, William L. 2.07 Stevens, James 25.17 Thornton, Billy 35.17 Veysey, Laurence 16.01 Wheatley, Grayson H. 4.17, 15.12 Stewart, Deborah M. 14.02 Thrash, Susan K. 20.21 Villano, Maurice W. 26.1,7 Wheeler, Ronald 2.03 Stewart, Norman 2.08 Thurlow, Martha L. 35.22 Villanueva, Ma Lourdes S. 3.08 White, Bayla F. 15.28 Slicht, Thomas G. 20.14 Thursby, Marilyn 27.C6 Viskin, Donald 36.02 White, Dorothy I. 25.08 Stiggins, Richard J. 19.21 Thurston, John 4.14 Vitullo-Martin, Julia 26.15 Whitely, Susan E. 19.24 Stilwell, William E. 32.05 Tiedemen, David V, 2.06 Vitullo-Martin, Thomas 26.15 Whitney, Douglas R. 26.16 Stimson, James 4.03 Tikunoff, William J. 19.01 Vivekanathan, P. S. 20.09, 33.11 Whaley, Joseph S. 15,28 Stitt, Jacduelin A. 10.09 Timm, Neil H. 20.13 Voelkner, Alvin R. 17.05 Wick, John W. 8.18 Stodoltky, Susan S. 33.01 Timpane, Michael 35.01 Harrison, Grant 3.11 Wickens, David L. 34.03 Stohra, Kathleen R. 20.14 Tinto, Vincent 25.09 Vonk, John A. 36.18 Wicker. Frank W. 20.24 Stolte, Joanne B. 14.04 Tippeconic, John 33.09 Voss, James F. 34.17 Wiciiek, Carole C. 14.03 Stolurow, Lawrence M. 10.01, 15,17Tittle, Carol K. 2.02, 4.03 VVirilak, Frederic W. 17.10 Stout, Robert 17.08 Tobias, Sigmund 19.07, 27.20, VVacaster, C. Thompson 32.02 VViegand, Virginia K. 24.01 Strand, John 29.21 23.05% 29.06 Wagner, Andrew R. 8.18 Wiener, William K, 20.07 Stratton, R. Paul 6.07 Tocco, T. S. 25.14 Wagner, Byron M: 37.05 Wight, Albert 8.11 Straumanis, Eric R. 35.02 Todd. Vivian E. 2.09 Wehistrom, Merlin 33.01 VVightman, Lawrence 17.07 Stufflebeam, Daniel L. 26.22 Toothaker, Larry E. 17,07 Wakefield, Howard E. 13.07 Wilbur, Paul H. 32.07 Sturge, Harry H. 20.07 Togersen, P. E. 32.01 Walden, John 20.07 VVileove, Gail 20,23 Sturges, Persis T. 6.07 Torney, Judith V. 6.09 Walker, Juliet 36.11 Wile, Marcia 7. 36.15 Styskal, Richard A. 20.10 Torrance, E. Paul 25.02, 26.13, Walker, William J. 3.07 Wiles, David K. 25.16, 29,23 Subkoviak, Michael J. 20.11 28.04, 35.12 Waller, Michael 36.11 Wiles, Clyde A. 3,14 Sullins, Walter 35_03 Torshen, Kay P. 36.19 Walls, Richard T. 28.26, 36.17, Wiley, David E. 20.18 Sullivan, Timothy J. 28.16 Tost berg, Robert E. 36.01 37.05 Wiley, Dean 37.07 Sulzen, Robert H. 19.07 Mato, Dean S. 17.10 Waltzer, Kenneth 5.01 Wiley,! James A. 20.18 Summerfield, Harry 37.06 Towle, Nelson J. 28.05, 37,05 VVanat, Stanley 6.19, 20.13 Wilken, William 35.08 Summers, Jerry 19.09 Towler, John O. 3.04, 26.04 Wang, Margaret C. 19.24, 26.08 Wilkerson; Doxey 15,01 Super, Donald 2.06 Townsend, Richard G. 27_17 Ward, Brfie: A. 19.01 Wilkerson, William 13.07 Suppes, Patrick 27.03 Toy, James 13.06 Ward, Donald 2.08 Wilkinson, John C, 3.11 Suydam, Marilyn N. 17.14, 19.06 Traub, Ross E. 3.09, 28.11 Ward, Joseph S. 26.11 Wilkinson, Judith M. 6.11 Swaminathan, H. 2.05 Travers, Eugene 33.10 Ward, William 2.09 VVillerman, Marvin 32.01 Swan, William W. 3.08, 26.16 Travers, Robert M. W. 10.02 Ward, William C. 10.20 Williams, Barbara 33.07 Swenson, Ingrid 36.13 Treffinger, Donald J. 3.01, 25.02 Warner, Donald D. 26.20 Williams, Cynthia L. 10.20 Swift, Marshall S. 19,14 Trent, James W. 26.14 Warriner, Charles 25.09 Williams, Donald T. 36.01 Swinford, Frances 26,1* Trepanier, Mary 3,04 Warrior, Della 28.08 Williams, E. Belvin 4.21, 15.26 Swoope, Karen E. 29.15 Troug, Anthony L. 29.12 Warren. Donald 28.08 Williams. Reed G. 20.19 Szabo, Michael 29.15 Troutman, Benjamin Jr. 6.02 Warren, Jonathan R. 20.21 Williams, Robert 4.21, 15.25 Troyer, Maurice E. 29.11 Warren; Richard L. 28.08 Williams, T. R. 29.23

Talbott, John E. 16.02 Trueblood, Cecil R. 10.06. Wasik, John L. 15.07, 27.18 Williams, Trevor H. 36.18 . Tam, Peter T. K. 25.17 Tseng, M, S. 15,11, 20.23 Watts, Graeme 28.12 Willis, George H. 35.02

173 Harriet D. 3.11 Wittroek, Merlin C. 8.20. 19.17. Worthen, Blaine FL 13,09, 29.24 Young, Jon I. 13.09, 19.19 Willis, Sherry L. 13.15 26.22 Wortsman, Arlene 29.23 Ysseldyke, James E. 15.24 Willower, Donald J. 28.16, 32.06, Wohlferd, Gerald 19.22 Wozny, Cecilia D. 4.08 36.05 Wolf. Vivian C. 19.04 Wright, William J. 20.18 Zalk, Sue Rosenberg 19.05 Wolf, W. C. Jr. 8.05, 17.10 Wynne, Edward 14.01, 34.16 Willson, Victor L. 17.07 Zeret, Esther 33.03 Wolfe, Mary L. 33.08 Wilson, Alfred P. 28.20 Zegler, Robert 25.07 Wolfe, Richard G. 20.18 Yabroff, Bernard 35.16 Wilson, Edward 25.07 Zeigler, Harmon 32.11 Wolfe, Robert 8.22 Yamamoto, Kaoru 35,21 Wilson, James W. 19.08 Zit-lades, Herbert 76.08, 35.09 Wolff, Peter 28.26, 29.12 Verger, Sam J. 8.01 Zimmer, Barbara 32.01 Wilson, Logan 36.05 Wolinsky, Glaris F. 34.11 Yasgur, Bruce J. 24.03 Zimmer, Jules 10.15 Wingard, Joseph A. 19.12 Wood, Samuel 25,03 Yasutake, Joseph Y. 15.17 Zimmerman. Barry J. 8.0 Winne, Philip H. 6,06 Woodington, Donald 13.08 Yeas, Mertynas 8.08 Zollo, Felix 35.08 Winstead, Richard 6.18 Woodley, Katheryn K. 36.20 Yeager, John L, 9,16 Zubulake, George 8.8.12 Wirt, Frederick M. 28.23 Woods, Elinor M. 3.08 Yens, David P. 25.11 Zulin, Thomas CI 36.15 Wise, Arthur 32.04 Woodson, M. I. Charles E. 14.02 Ylvisaker, Paul 34,18 Zu.:-.man, David R. 26.09 VVisehart, Susan 10:06 Woog, Pierre 19.02, 36.09 Yoshimi tsu, Tekei 29.25 Zutell, Jerome B. Jr: 4.17

174