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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 1Iil li li 1 III iiIii 01 1 H 1 INIi1111111 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
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