DESCRIPTORS* Conference Reports;* Educ, Tional Innovation

DOCUMENT RESUME

ED 056 5(13 EM 009 360

TITLE Proceedings of the 4th NATIConference. Multiple Choice; The True Test of theFuture. INSTITUTION National Association For theIndividualization of Instruction, Wyandach, N.Y. "1 PUB DATE NOTE 130p.; Proceedings ofConference of the National Association for the Individualizationof Instruction (New York, N.Y., November7-9r 1971) AVAILABLE FROMMr. Angelo A. Cialdea,WLC-Waltham, 125 Wyman Street, Waltham, Massachusetts 02154($5.00 plus postage)

EInS PRICE MF-$0.65 HC-$6.58 DESCRIPTORS *Conference Reports; *Educ,,tionalInnovation; *Flexible Scheduling;*Individualized Instruction; *Nongraded System

ABSTRACT The report of a conference onindividualized instruction contains briefdescriptions of the two conference sponsors--the Westinghouse LearningCorporation and the National Association for theIndividualization of Instruction.The report also provides abstracts of somespeeches delivered at theconference and biographies of the speakers. Abibliography of individualized instruction, nongraded classes,differentiated staffing, and environmental variablesassociated Tr'ith individualizedinstruction is also included. Three resourcepapers areappended--one on nongraded education by instrumentationand two reports of otherconferences on individualized instruction. (JY) 4th NA!Conference

M IfipleCh ice:

TheTrueTest ofthe Future rti

(ra's

National Association for theIndividualization of Instruction and Westinghouse LearningCorporation

/LIJ STEERING CONNTTEE

Coniemnce Di)tectox Azziatant Angelo A. Cialdea Noel C. Medrow Westinghouse Learning Corporation Westinghouse Learning Corporation Waltham, Massachusetts New York, New York

PM.Lde.nt, NM/ Vice-ftesident, NATI James Lewis, Jr. James Butler Wyandanch, New York Wyandanch, New York

Semetany/Tnectisuit.eit., NAII Donald Kelton Wyandanch, New York TRADITIONAL SCHEDULING

The modern secondary schooloffers its students a highlydiversified curriculum. It is not uncommon forthe number of available courses to exceed one hundredand for nmnw of these to becomposed of multiple sections or classes. It's easy to understand 1,:nythe task of preparing a master scheduleand student schedules has becomeexceedingly complex and tedious.

The administration must try tosatisfy the academic desires of the students while being mindfulof practical considerations such as teacher class loads, semester balanceand building utilization. MUch of this work is essentiallyclerical and repetitive in nature; it wastes administrativetime, is subject to extensive errorand us.ually ends up requiring changes that may take weeks or even months to camplete.

Westinghouse Learning Corporationhas developed a computerized scheduling system which isefficient, effective and econominal.More Amportantly, the system meets therequirements of the schooladminis- trator. Just a few of its many importantfeatures include:

the assistance af aa expriencededucational consultant;

extensiverror checkingand editing procedures;

a powerful classloading program; and

built-in flexibility which allows easyconversion to flexible modular scheduling andother innovative systems. GRADE REPORTING

Westinghouse Learning Corpurationha\s- developed a computerized grade reporting system as partof a bomprehensive educational data services program. The system,Olichwas designedby educators and computer experts, has provento Eie reliable andresponsive to the needs of secondary schools. It is completely compatible with WLC traditional and flexiblescheduling systems and gains ineffi- ciency through the use of datacollected from these systems.

Versatility is one of the system'simpOrtant points: six-week or nine-week grading periods may beused;\variable grade weights may be assigned; credit may bebased on sem\ester grades orend-of-year grades; and courses may havedifferent credit values rangingfrom 0.00 to 9.00. Efficiency, simplicity ahdreliability are the other attractive features of WLC'sgrade reporting system: it saves asub- stantial amaunt of time andeffort; it's easy to use andunder- stand; and the generatedinformation is consistently accurateand complete.

The basic reporting serviceprovides the school with severalim- portant items including reportcards, cumulative pupil attendance reports and lists of pupilswith failing or incompletegrades. In addition, a schOol may elect to receive avariety of optional reports and services:

Rank in Class Lists

Frequency Distribution of Grades

Comments on Report Cards

Class Lists with CumulativeGrades

Maintenance of Cumulative GradePoint Average

Summary Lists by Counselor EDUCATIONAL CONSULTING

Westinghouse Learning Coiporation is striving to assist schools with methodical, well-planned change. To WLC, change means progress for the betterment of education: improvement in teaching methods; better understanding between teachers and students; the implementation of new programs or the revision of traditional ones; and the revamping of teaching-learning philosophies to keep pace with today's educational generation.

In advocating this change, we feel an essential ingredient is the proper use of consultants. And because educational problems differ from those in industry, WLC has built a consulting staff consisting of former school administrators and professionals with first-hand knowledge and expertise in the development and operation of school programs. Expert assistance is available in administration, computer systems, curriculum development and a variety of other important educational areas.

The Board of Education, the administration and the public have a right to question the need for using "outside" consultants. Is it really necessary?What will be accomplished?When and how do you choose the firm and the consultant? To answer some of these questions, you shouhl review all of the points listed on the following pages.

If you then feel that further discussion of your particular educational problems would be helpful, a WLC consultant will contact you personally, with no obligation. The WLC educational consulting office nearest you is listed on the last page of this brochure. FLEXIBLE MODULAR SCIIEDULING

Flexible modular scheduling is one of the innovative educational services offered by Westinghouse Learning Corporation. It is a tool which the local school administrator can use to great advantage to individualize instruction so students can learn at their own pace. The Westinghouse Learning Corporation Flexible Modular Scheduling System, which incorporates the Stanford School Scheduling Syster, generates the school master schedule, assigns students to classes, and produces class lists, and teacher, room and student schedules.

This scheduling tool allows the school to utilize a greater number of time blocks than in traditional scheduling. By combining time blocks, the school may schedule its classes for various lengths, -Irequencies, class sizes, staffing patterns and instructional activities. Traditional periods are yeplaced by "mods" (modules of time) of usually 15 to 20 minutes. The number of mods varies from class to class and from day to day for various classes. Students meet in large lecture groups, in small groups, and in lab sessions. Students may also have 25 to 50 percent of their time unschedul&i when they can choose their own activities.

The implementation of a flexible modular schedule does not by itself make a drastic change in the curriculum. It does, however, provide the opportunity to change the present curricula to provide a much more individualized approach to the programming of each student. Flexible scheduling enables the administrator and the educational staff to make optimum use of the faculty's time, the students' time, and the school facilities and offers the opportunity to provide an individualized program for the student and the teacher. The faculty will have more opportunity to structure and teach their classes using the most appropriate instructional materials and methods.

Schools which consider a flexible modular schedule usually do so in order to meet certain objectives which they have determined to be meaningful for their setting. These objectives usually include some or all of the following points:

1. To individualize instruction.

2. To further the professionalization of the teaching staff.

3. To expand, develop, and improve curriculum.

4. To inplement new instructional methods. 5. To instill within the students somedegree of responsibility for their own education.

If your faculty has collectively asked questionssuch as these: How can we better educate our slow learners?How can we help our upperclassmen prepare for the greater independencethey will find in college?How can we enable the boy with five majorsand physical education to sample same minors? HOW can webring our program into line with our stated belief inindividualizing instruction? then it's time you seriously investigatedflexible modular scheduling. National Association for theIndividualization of Instruction is an organizationdedicated to: developing unitv in the movement forindividualized instruction, producing available andinvaluable materials aboutihdi- vidualizing instruction forits membership,continuously alerting school districtadministrators, educators, agencies and the generalpublic to the need forindividualizing the instruction program,and establishing a homebase for those interested inobtaining furtherinformation, expertise leadership and planning inthe area of individualizing instruction.

NAII SERVES THROUGH: Conferences - NAII conducts anannual conference with some of the most renownededucators in the UnitedStates. Each member of the associationwill get an opportunity topresent his specific program andreceive valuable suggestionsand recommendations by those who areknowledgeable in the subject. The information,suggestions and recommendationsobtained from the participants ofthe previous conference arecare- fully incorporated in theplanning of the forthcoming conference, usually held in thespring. At the last two conferehces, there were morethan 3,000 inquiries. Approxi- mately 1,000 registrantsand 35 educational expertspartici- pated in each of theconferences. More than 700 persons were refused admittance to thefirst conference because of a space limitation. It is felt by themembers that studentpartici- pation enhances theeffectiveness of the numerousworkshops and demonstrations that areconducted. For this reason the conferences are usually heldin a school facility. Clearing House and ConsultationService - As a direct result of NAII's wide contacts,the association is equippedto perform clearing house andconsulting services in thefield of individualization of the instructional programs. The association, while serving as abank for relevant materials on the Individualization ofInstruction periodically develops and compiles research data onthis subject. All of these materials are made available toall members at no extracost.

Institutes - NAII sponsors a minimum of twoinstitutes a year on some aspectof the individualizationof instruction. The last instituteregistering more than 40 personsemphasized the development ofbehavioral objectives_ Included in the program was a manual,which provided a much broaderprospectus of this subject area thathad been developedspecifically for this particular institute. ii Publications - NAII published newsletters,pamphlets, manuals and bulletins throughoutthe year. All publications, except those consideredmajor by the association, will be provided to all members at nocost. Booklets on the events which took place atthe annual conferences will be available to all interested personswith a reduced cost to those individuals who aremembers of the organization.

12 PROGRAM

SUNDAY, NOVEMBER 7, 1971

10:00am-5:00pm Registration Albert Hall Foyer *Conference Materials and Name tags 2:00pm-8:00pm View Exhibits and Displays Albert Hall 5:00pm-7: 30pm *Social hour (buffet) Albert Hall

SESSION I

Royal Ballroom 8:00pm

Greetings: Dr. James Lewis, Jr.,President National Association for the Individualization of Instruction

Keynote Address Introduction: Dr. Harvey Brudner,President Westinghouse Learning Corporation

Speaker: Dr. Paul Brandwein "The Petmanent Agenda oi Man"

MONDAY, NOVEMBER 8, 1971

*Breakfast

Exhibits Open Albert Hall 8:00am

SESSION II

9:15a.m-10:30ara

Dr. Edward Pino, Albert Hall Cherry Creek Schools "A Taxonomy Sot Individuatization"

Dr. Lloyd K. Bishop, Loire 2 and 3 New York University Flexible Modular Scheduling "I4 it Wotking"

Mr. Clark Donlin, Loire 4 and 5 Metuchen School District "Sttategie4 iok Reatiztic StaiiDevetopment"

DT. Charles Reasoner, Albert Hall New York University "Individuaization; So That Ate May Leake 14 Dr. Michael Van Ryn Buckingham A New York State Department of Education "ImpZementation o6 Innovative Pnagnam4"

Mr. George Cureton, Albert Hall Wyandanch Public Schools "Action Reading Thtough Thtee DimentionatSounde

Mr. Eugene Lissandrello, Buckingham B Connetquot School District "Death in Venice and Times &luau., the Aethe,tLc o Eye Pottution"

*Coffee Break 10:30am-10:45am

SESSION III

10: 45am-12: 00pm

Mrs. Muriel Gerhard, Albert Hall Co-Director of Project AMP "Cognitive StAategies and Cognitive Cm/acute

Dr. Edward Pino, Albert Hall Cherry Creek Schools "A Taxonomy iot Individuaization"

Dr. lloyd K. Bishop, Loire 2 and 3 New York University Flexible Modular Scheduling "Is Lt Wanking"

Dr. Sidney Rollins Biarritz Rhode Island College "ftganizing Cunticutum Matetiabs 6on Individuatizing Insttuction"

nr. Michael Van Ryn Buckingham A New York State Department of Education "Imptementation oti Innovative Pug/tams"

Dr. Roy Stern, Buckingham B Learning Research Associates "E66ective 1.14e a6 Penlionmance Objectives"

Dr. Kevin Ryan, Albert Hall University of Chicago "Cate and Feeding oiBeginning Teacheia: On Leading the Lambsto Staughteit." 15 Dr. Lloyd K. Bishop, Albert Hall New York University Flexible Modular Scheduling "14 It WoOing"

Dr. I. L. Roy Stern Loire 2 and 3 Learning Research Associates "Eiiective Use oi PekioAmanceObjectivee

Dr. Charles Reasoner, Loire 4 and 5 New York University "Individuatization; So That Att MayLeatn"

Mr. Eugene Lissandrello, Buckingham B Connetquot School District "Death in Venice and Time4 Squate, the Aesthetics oi Eye Pollution"

Mr. Clark Donlin, Buckingham A Metuchen School Edstrict Dr. James Lewis, NAIl Developing Needs Assessment Pnowtam - Imptementing Schoot Management ByObjective4.

Dr. Rnbprtsinrinir, Albert Hall University of Massachusetts A Plan for Change: "ai.vo thP Schoot Back to the Peopte"

Dr. Kevin Ryan, 2\lbert Hall University Of Chicago Dr. John Bremer, Newton College of the Sacred Heart Rap Session: "Don't Smite Untit Ch/Latma4" "Schoolz Without Wale

*Social Hour Albert Hall 6:00pm Meet your speakers!

SESSION VT

*Banquet Royal Ballroom 8:00pm

Introduction:Mr. James Butler, 9:00pm Vice President NATI

Speaker: Mr. Arthur C. Clark "Education In The Yeak 2001" 6 DT. Robert Sinclair, Monte Carlo University of Massachusetts A Plan for Change"Give the Schoot Back tothe Peopte"

Dr. John Bremer, Loire 4 and 5 Newton College of the Sacred Heart "Management and Ficeedom" 12:00pm-2:00pm Lunch

EXHIBITS OPEN

SESSION IV

2: 00pm-3 : 15pm

Mr. Clark Donlin, Loire 4 and 5 Metuchen School District "StIcategie6 ion Realistic StaiiVevetopment"

Dr. Charles Reasoner, Albert Hall New York University "Inflividuatization: So That Att MayLeatn"

Dr. I. L. Roy Stern Albert F-11 Learning Research Associates "Eiiective Use oi Petio4manceObjectives"

Dr. Michael Van Ryn, Buckingham A New York State Department of Education "impternentation oi Innovative Ptog Nuns"

Mr. Eugene Lissandrello, Bucking Awn B Connetquot School District "Death In Venice and T4me4 Squalte, the Autheaco oi Eye Pottution"

Mr. George Cureton, Albert Hall Wyandanch Public Schools "Action Reading Thkough ThueDimentionat Sounds"

Dr. Sidney Rollins Loire 2 and 3 Rhode Island College Dr. James Lewis, NAII Two Authons Rap onNon-oaded Education

SESSICV V

3:30pur4:45pm

Mrs. Muriel Gerhard, Monte Carlo Co-Director of Project AMP "Cogni,tive Stitate.gie4 and Cogn Lave CumAlcuta" 17 TUESDAYLNOVEMBER 91 1971

*Breakfast

Exhibits Cpen Albert Hall 8:00am

SESSICV VII

9:15am-10:30am

Dr. Robert Anderson, Albert Hall Harvard University "Humanizing In4tAuction iox ReataticLeaAning"

Dr. Gaye McGovern, Vendome 11 and 12 Syracuse Public Schools "LAPs: A Vehicte ion Individwitizing LeaAnivo In SecondaAy Schoote

Mr. Roger Aubrey, Albert Hall Brookline Public Schools "Schoot Community DAug Puvention PtogAam"

DT. Joseph Lipson, Lorre 4 and 5 University of Illinois at Chicago Circle Discussion: "Nationat InattuteLotInnovation6inEducation"

Mr. Lloyd Ferguson, Chelsea A Westinghouse Learning Corp. Demonstration Classroom Situation: Individualization oi InstAuction Pxoject nan (extended time petiod)

Mr. John Stefani, Albert Hall Project S.P.O.K.E. "The Pkepaxation oi Diiiekentiaftd Leatning Packets ion Individuatizing In4tAuction"

Mr. John Dow, Chelsea B Research for Better Schools Individuatty Pte4cAibed InhtAuction - PAogAam in Mathmatic4

Dr. and Ws Charles Raebeck, Loire 2 and 3 Dowling College WoAk4hop in Human RetaXixm4

*Coffee Break 10:30am-10:45am SESSION WEE

10:45am-12:00pm

ET. Robert Anderson, Albert Hall Harvard University Dr. James Lewis, NATI ET. Charles Raebeck, Dowling College "Damnation oi Tuditiona Education:

Mr. John Stefani, Albert Hall Project S.P.O.K.E. "The Ptepatation oi Diiiekentiated LeakningPacket4 Individuaizing Inhtituction"

Mr. John Dow, Chelsea B Research for Better Schools Individuatty PLe6cAibed InztAuction - Pkogxam in Mathmati.c6

Dr. Gaye McGovern, Loire 2 and 3 Syracuse Public Schools "LAPs: A Vehicte Lot Individuatizing Leakningin Secondaky Schoots"

Mr. Roger Aubrey, Albert Hall Brookline Public Schools "Re-okdeking Educationa PnicurZtie6 toAccomodate the Peksonat Devetopment oi Students"

Dr. Joseph Lipson, Loire 4 and 5 University of Illinois at Chicago Circle Discussion: "Nationat Inztitute iox Iknovation4 inEducation"

Dr. Allan Glatthorn, Vendome 11 and 12 Alternative Schools Project "Individuatized Inztkuction"

Mr. Lloyd Ferguson, Chelsea A Westinghouse Learning Corp. Demonstration Classroom Situation: Individuatizatton ei Instiumtton Pkojec,t Ptan (extended time peltiodl

Lunch 12:00pm-2:00pm

SESSION IX

2:00pm-3:15pm

Dr. Joseph Lipson, Loire 4 and 5 University of Illinois at Chicago Circle Discussion: "Nationat Institute 6ok Innovations inEducation" Mr. John Dow, Chelsea B Research for Better Sdhools Individuatty Ptuditibed In4tAuction - Pnowtam in Mathmatic4

Mr. John Stefani, Chelsea A Project S.P.O.K.E. "The Ptepaltation oiDiiiekentiated Leoutning Packetz son IndividuatizingIn4tItuction"

Dr. Gaye McGovern, Albert Hall Syracuse Public Schools "LAPs: A Vehicte Individuatizing Leming in Secondany Schoote

Mr. Roger Aubrey, Albert Hall Brookline Public Schools "Schoot Community &tug Ptevention Pupae

Dr. Allan Glatthorn, Loire 2 and 3 Alternative Schools Project "Individua,Uzed In4tAuction"

Dr. and Mrs. Charles Raebeck, Albert Hall Dowling College WoAk4hop in Human Retation6

SESSION X

Georgian A 3: 30pm-4: 45pm

Introduction: Mr. Angelo Alex. Cialdea Westinghouse Learning Corporation

Speaker: Dr. Jams Mac Connell, Davis, Mac Connell Ralston "Leming Atone White Wanking Togethee ROBERT u. A.q*.I30N JCATION 1140.%S.SOR OFLI coamTt sow!OF EDUCATION nutvAsto travutrrY CMISRIEEL,MAN

School of Education, Robert U. Anderson tsProfessor of iclis.ition intheCraiimi_e Wiscensin. hr nolds twodegrees from liariardUntvertitv. A native of Milwaukee. from the Oritver3ityof Chicago. He theUnlvvrsit) ofWisconsin and the MA). world 1114f I, in which he served as 1144si 4 classroomteacher in Wisconsin prior to fie was principal if aK 8 school in River An officer inthe Savy Supply Corps. forest, illinois fir two years.after wtiiti he terve0 asSuperintendent of Schools Hr joined Harvard'sfaculty in .n l'Ark forest.Illinois& between 1941 and 19S4. His was the summer of 19S4. and wasappointed in 19S9 to fe"senior faculty". elementary education. thy, first professorship initesnrArti'thistory irAie field of is urrently acting 4%chairman ot the foity inHarvard's Administrative tie Curriculum and (4rrcr ProgrAm.whi1r continuing to lb.-J."-.,ith doctoral students in

His major publica- Dr. Anderson is active as aspeaker, consultant, andauthor. tions include Teaching in aWorld of Change (1966),The Nongraded Elementary chapters in TeamiTeaching(edited School (co-authored withJohn Goodlad), and two during 1970 by Shaplin and Olds). He has three booksscheduled for publication translated into several other (two of these in England). His writings have been consultant or speaker inCanada languages (particularlyJapanese), and he has been a (Jamaica, Barbados, PuertoRico), (3 Provinces), Europe (7countries), the Caribbean and Saudi Arabia), the FarEast (Singapore, Taiwan,Japan), the Middle East (Lebanon 41 of Australia and New Zealand. Since 1946 he has alsoworked professionally in the United States. in the Class of 1966 Both of Dr. Anderson's sonsattended Dartmouth College, one (1968) and the other, 1971. His older daughtergraduated from Skidmore College is a freshman at collegein Madison, Wisconsin. Mrs. and a younger daughter of Dr. Ander- Anderson directs a cooperative nurseryschool in Winchester, and one He is chairman son's special interestsis the field of earlychildhood education. Wbrld, Inc., with hone offices of the Educational AdvisoryConmittee of Children's associated with HoughtonMifflin in Dallas, Texas. Since 1968 he has also been in Elementary and Early Company as an editorialadviser for college textbooks Childhood Education. 22 ABSTRACT: Humanizing Instruction for Realistic Learning

by Robert H. Anderson

(Smmary of presentation by Robert H. Anderson of Harvard University, NoveMber 9. 1971)

Children learn in varials ways: from things, fran people, and fram actions. One key to humanizing education is to do a far better job in assessing the learning style, the life style, and the "readiness" of each child.

One way to humanize a school, and to make more realistic learning possible, is to organize itproperly. Although organization is itself no guarantee of good education, certain organizational elements have been found to be more effective in delivering educational services to children with different notes and styles of leazning and varying levels of motivation. These include "nongradedness" (which is chiefly a philosophy honoring individual difference); multi-age groupings to insure heterogeneous as well as homogeneous pupil clusters; cooperative teaching; and open-space physical settings.

It is neither humane nor efficient to rely on text book-dependent curricula and fixed courses of study based primarily on one learning medium. Multimedia approaches, with flexible structure so that each child has in effect his own separate curriculum, must be adopted.Much nore time should be provided for the creative and expressive arts, for examination of controversial issues, for health and personal development, and for exploring life pursuits.

More pupil-pupil interaction, including that which occurs when pupils tutor and assist other pupils, must be encouraged. Competitive-comparative marking systems must be virtually eliminated. A, more flexible yearly calendar must be adopted, and more "education" should occur outside the walls of the school. The school should shed the policies and practices that have caused some critics to compare them with penal institutions.

Much overlooked in discussions of humanization is the need for teachers themselves to live richer and more "humane" lives.Unless the adults in the school are also learning a lot, interacting with themselves in lively and productive ways, and generally illustrating "the good life" in their behavior as the children see it, then we have little reason to expect the children to be inspired. ROGER F. AUBREY DIRECTOR OF GUIDANCE BROOKLINE, MASS.

Roger F. Aubrey hasbeen a teacher, counselor,administrator, research director andconsultant at differentlevels of instruction (Coconut Grove, Florida,University of ChicagoLaboratory Schools, Wisconsin State University,Public Schools ofBrookline and the time on University of Maine). Presently, he, i devoting much of his a researchstudy in applicationsof drug on our youthof today. Mr. Aubrey has beenand is the spear-headfor the Kennedy Committee endlessly of his time on DrugPrevention in Mass. He has given and energy towardspromoting and aidingcounseling organizations throughout New England. Presently he is Director ofGuidance at the Brookline PublicSchools, Brookline, Mass.

He holds a B,A., M.A.in psychology withwork taken at the University of Miami, Universityof Illinois and hasfinished his course work towardshis PH.D at the UniversiLyof Chicago in human development,guidance and counseling.

His research has beenextensive in the field ofguidance. At present he has threepublications that will beappearing on the educational scene next Spring: Experimenting With Living: Pros and Cons:, SchoolCounseling: A PersonalizedApproach, and Guidance Prespectives:Counselor InvolvementPractices.

Roger Aubrey isalso candidate forpresident A.C.E.S.(Association for Counselors ofEducation and Supervision), adivision of the American Personnel andGuidance Association. ABSTRACT

Reordering EducationalPriorities to Accomodate the Personal Develo ment ofStudents

It has been charged by somethat in the schools today"only when there is interferencewith intellectual developmentdo the personal and emotional aspectsof human development receive attention." Some noted educators,such as Benjamin Bloom, have even suggestedthat "under some conditionsthe development of cognitive behaviors may actuallydestroy certain desiredaffective behaviors." This presentation will explorethe current situations in elementary and secondaryschools regarding the allocationof time, facilities, and resourcesfor the personal developmentof students. It will be suggested thatthe personal developmentof students, as evidenced in theinstructional program, is negligible. Suggestions and examples of how thebalance between cognitive and affective objectives might beachieved will be presented.

School-Community Drug Prevention Programs

The naivete of students and youngpeople sampling drugs in the country today is matched onlyby the fantasies of adults who Imagine this problem can be easilysolved. Unfortunately both groups err inoversimplifying the etiology and remedy ofthis concern. This presentation will explore anumber of factors accounting for the ever-shifting papametersof the drug scene and the problem in gaining perspectivein this area. In addition, the factors involved in whyindividuals turn to drugs and haw early intervention might reduce thisattraction will be analyzed. Finally, a ten point operationalschool-community program to control drug abuse will be presented.

2 5 PUBLICATIONS OF ROGER F. AUBREK

1965

",Dynamic Programming to Meet Individual Difference in the Junior High School." Cook County Digest Volume XXVIII, Number 1 (January, 1965), pp. 9-12.

1966

"An Approach to Resolving Organizational Role Conflict Through Non-Threatening Intervention." University of Chicago Industrial Relations Center, Chicago, Illinois, 1966.

"American Bar Center Study Preliminary Research and Bibliography." University cf Chicago Industrial Relations Center, Chicago, Illinois, 1966.

1967

"The Effect of CounselOrson.the.Reward System .of Teachers." Personnel and Guidance Journal, Volume 45, Number 10 (June, 1967), pp. 1017-1020.

"Elementary School Counseling Practicum: Some Suggestions for Experiences and Expectations.? Counselor Education and Supervision, Volume 7, Number 1 (Fall, 1967),pp. 13-19.

"The Legitimacy of Elementary School Counseling: Some Un- resolved Issues and Conflicts." Personnel and Guidance Journal, Volume 46, Number 4 (December, 1967)0 pp. 355-359.

1968

"Discord in Teacher-Conuselor Relations."A review or a book by Gerald Kushel in the Personnel and Guidance Journal, Volume 46, Number 5 (January, 1968), pp. 509-513.

"What is the Role of the Elementary Teacher?" Elementary School Journal, Volume 68, Number 6(viarch, 1968), pp. 277-283.

"Guidance for All Children: Slogan or Reality?" Elementary School Guidance and Counseling Journal, Volume 2, Number 4 (May, 1968), pp. 243-252.

"The Legitimacy of Elementary School Counseling: Some Un- resolved Issues and Conficts." Chapter in School Counseling.: Perspegtives and Procedures, by Peters and Bathory, Peacock Press: Itasca, Illinois, 1968, pp.396-402. "Last Tag!" In Letters to the Editors,Personnel and Guidance Journal, Bolume 46, Number 10 (June,1968), pp. 1012-1013.

"Is Your Child Ready forKindergarten?" Interview in the Sunday Chicago American, Section III, September1, 1968, pp. 1-4.

1969

"What is the Role of the ElementaryTeacher?" Mental Health Digest, Boluma I, Number I (January,1969), pp. 21-22.

The Learning DisabilitChild (Editor) The University of Chicago) Laboratory Schools: Chicago, Illinois, April, 1969.

"Student Drug Use and the Responsibilityof Guidance Personnel." Focus on Guidance, Volume 2, Number 2(October, 1969), pp. 1-16.

"Misapplication of Therapy Models to School Counseling."Personnel_ and Guidance Journal, Volume 48, Number 4(December, 1969), pp. 272-278.

1970

"The Counseling of Underach77:Jvers." Focus on Guidance, Volume 2, Number 5 (January, 1970), pp. 1-12.

Testimony before Special Senate Subcommittee on Alcholism and Narcotics. FederalDrupendencePrevention, Treatment and Rehabilitation Act of 1970, U.S.Government Printing Office, April 10, 1970, pp. 671-6720 676, 680.

"The High School Student: Understanding che Treating His Emotional Problems." A review of a book by Morris A. Sklansky et al), in the Personnel and Guidance Journal, Volume 49, Number 1 (September, 1970), pp. 69-72.

"Intervention Strategies for Guidance." Focus on Guidance,Volume 3, Number 2 (October, 1970), pp. 1-12.

"Perspectives on the Current Drug Scene." National Association of College Admissions Counselors, Volume 15, Number 3(November, 1970).pp. 24-26.

1971

"Techniques of Improving Counseling Skills." Focus on Guidance, Volume 3, Number 6,(February, 1971), pp. 1-12.

"Drug Education: Can Teachers Really do the Job?" TeachlKs. College Record, Volume 72, Number 3 (February,1971), pp. 415-422. "And Never the Twain Shall Meet: Counselor Training and School Realities." Submitted to: Counselor Education and Supervision, May/ 1971.

"Counseling: Philosophy, Theory and Practice." A review of a book by Dugald Arbuckle in the Personneland Guidance Journal, Volume 49, Nunber 10 (June, 1971), pp.847-848.

"Planning School Community Drug Prevention Programs." Personnel and Guidance Journal, Volume 50, Number1 (September, 1971), pp. 18-24.

"Misapplication of Therapy Models to SchoolCounseling." Chapter in Philosophical Guidelines forCounseling, by Carlton E. Beck (Ed.). William C. Brown Company: Dubuque, Iowa, 1971, pp. 202-208.

Ex erimentin With Livin : Pros and Cons. To appear in the Winter of 1972. Columbus, Ohio: Charles E. Merrill Publishing Company.

School Counseling: A Personalized Approach. To appearin the Fall of 1972. Co-authored with Herman J. Peters. Itasca, Illinois: F.E. Peacock Publications, Inc.

Guidance Perspectives: Counselor Involvement Practices. To appear in the Winter of 1972. Co-authorrA wlth Herman J. Peters and Richard Dunlop. Denver, Colorado: The Love Publidhing Company.

"Utilizing Guidance Manpower to Combat Drug Abuse." Focus on Guidance, Volume 4, Number 6 (February, 1972). a'

LLOYD K. BISHOP ASSOC= PROFESSOR OF EDIXATION ADMINISTRATION !,1/2 NEW YORK UNIVERSITY NEW YORK, NEW YORK

Llcyd K. Bishop has been ahigh school principal, collegeinstructor, lecturer, and consultant at differentlevels of instruction(Claremont High School, Claremont Graduate School,University of California). Presently, he devotes much of his time to researchin psychological environmentof disadvantaged flexible urban schools. Dr. Bishop has beenproclaimed a leader in the field of ncdular scheduling. He has recently publighed abook on flexible scheduling.

He holds an A.B. ;, M.A.,and Ph.D. with work taken atBrigham Young University, Claratont Graduate School,and Stanford University.

Dr. Bishop's articlesand publications have coveredsuch diverse topics as flexible scheduling, non-graded teamapproach, staff differentiationand organizational structure for teachers. PUBLI&ATICNS BY LLOYD K. BISHOP

Texts:

The Flexibly Scheduled High School (with W.D. Wiley) Parker Publishing Co., 1958.

Indi.dualizing Systems, Harper & Bowl Publishers, 1971.

The Principal and the New Mohnology, Harper & Row, in progress.

Monographs:

"An Independent Stady Program," CUSD,1967 "Why Flexible Scheduling?" CUSD, 1967 "Guidance or Counseling? Role Analysis for Modeir Sernndary Schools," CUSD, 1968 "Independent Study: One Dimensionof Individualizing Instruction," Journal of Individualized Instruction,1967. "A Nongraded, Man Approach to Elementary Instruction: A proposal forelementary schools," New York Univ., 1968.

WAgazines:

"Organizational Structure,'Beecher Personality tharacteristics andtheirRelationshipthOrganizational Climate," Administrative Science Quarterly, (withJ.R. George) in press.

"Staff Differentiation: A Model for StaffUtilizationand Professional Development," 'The High School Journal,1971.

"Career in the Classroan: Amodel for Urban Staff Differentiation" (with P.W. Carlton) Urban Sociology, in press.

"IrAividualizing Educational Programs:A Challenge for theSeventies," rmsiness Education Forum, NBEA, 1971.

"Individualizing Instruction, The Teacher's Dilemma," Business Education Review,1971.

"Flexible Scheduling: Rationale and Design," BusinessEducation Review, 1971.

"Staff Differentiation: Toward ProfessionalBehavior and Teacher A',A.xnAntability," MU Education Quarterlx, Spring 1971. "Bureaucracy and Educational Change," The ClearincLlio_us9_, 1970.

3 0 "The 11.acher; Developing adlimate for Professional Behavior," ISR Journal, 1969. "Canputerized Modular Scheduling: A Mechnical Breakthrowhfor rrore Flexible School Programs, DeMi Record, 1968. "Indivichalizing Instructional Programs," The Clearing Home, 1967. PAUL F. BRANDWEIN VICE PRESIDENT HARCOURT, BRACE AIM JOVANOVICH, INC.

Paul F. Brandwein has been a teacher,supervisor, administrator and consultant at different levels of insturction(Forest Hills High School, New Ybrk Univer- sity, Columbia University, HarvardUniversity). Presently he devotes much of his time to research in theoryof teaching and into Piagetian systems as well as consulting internationally withschool systems on various aspects of instruction. He is presently Vice President andDirector of the School Depart- ment Harcourt, Brace and Jovanavich.

Be holds degreesA.B., M.Sc., andPh.D. in Biology, with work taken at NewYork University, Columbia and Brooklyn BotanicalGardens. He also holds a D.Sc. (ionorary) fram Colorado College. He was a Burton Lecturer at Harvard, anAbbott Lecturer at Colorado College and theHarris Lecturer at the University of the Pacific.

His research is directed towardsdeveloping a total curriculum for the elementary school. Tdwards this end he has been architectand senior author of two progrars of instructionand learning in the elementary schools: Conceptsin Science (for the sciences) and The SocialSciences: Concepts and-Tiaues(for the Social Sciences). Presently he is at work on:Concepts and Idealsin the Humanities, a series whichorchestrates literature, music, art, dance, and dramafor elementary school children. PUBLICATIONS OF PAUL F. BaANDWEIN

Textbooks, mcmographs, laboratorymanuals, papers in Biological Research (on physiologic races in the cereal fungi) andScience Education (mainly on gifted- ness), films, and filmstrips. Titles of books of special interest include: NOTES TaAVIRD A GENERAL THE= OF TEACHING TOWARD A DISCIPLINE OF RESPONSIBLECONSENT: ELEMENTS IN A STRATEGY FOR TEACHING THE SOCIAL SCIENCES IN THE MAMMARYSCHOOL (the Abbott Memorial Lecture, Colorado College); ELEMERTS IN A STRATEGY FOR TEACHING SCIENCEIN THE ELEMENTARY SCBOOL (the Burton Lecture) THE GIFTED STUDENT PS FUTURESCIENTIST A GUIDE TO MIMING WITH POTENTIALBIOLOGISTS THE PHYSICAL WORLD THE WORLD OF SCIENCE TEACHING HIGH SCHOOL SCIENCE: AMOK OFMETHODS TEACHING HIGH SCHOOL SCIENCE: ASOURCEBOMFOR THE PHYSICAL SCIENCES TEACHING SCIENCE THROUGH CCNSEEWATICN CONCEPTS IN SCIENCE and THE SOCIALSCIENCES: CONCEPTS AND VALUES, two 10-year programs of instructionfrom kindergarten through the ninthlevel. (The programs include textbooks, laboratory equipment and apparatus,laboratory manuals; teacher's editions, 'workshops, laboratory cards -"Iavitations to Investigate" - and tests.) At present, he is working on aseries: coNagyrs AND IDEALS IN THE HUMANITIES,for the elementary school. 441.

JOHN BREMER

DEAN, COLLEGE OF THE SACRED HEART

NEWTON, MASS.

John Bremer was horn in Englandand originally came to the United States as a Fulbright Fellowin 1951. He has graduate degrees from the University of Cambridge,the University of Leicester andSt. John's College; he has also worked withthe Tavistock Institute ofHuman Relations. In 1965, he became a memeberof the British School of Archaeology in Athens, and waselected a FellGw of the RoyalGeographical Society in 1966. He is the recipient ofawards from the American Institute of Architects andOutstanding Educators.

Since 1946, when he taught in a one-roomelementary school, he has had a wide experience ineducation at all age levels andin all types of institutions. From 1962 to 1966, he taughtin the University of Leicester, Graduate Schoolof Education, working withprospective and practicing teachers in theLeicestershire Plan Schools,developing new methods ofteacher training and newapproaches to learning.

In 1968, John Bremer went toPhiladelphia and created theParkway first Program the original "School withoutwalls", and served as its superintendent in one of the Director. Prior to that he had been three experimental, demonstration,decentralization districts in New York City.

In 1971, he became AcademicDean of Newton Collegof the Sacred Heart, where he is also Directorof the Institute of Open Education and Professor of Philosophyand Education. The College has put into effect a new graduate programwhich he designed and which waswritten up in the PhiDelta Kappan. During the year 1971-72, four books by John Bremer will be appearing. "School Without Walls: Philadelphia's Parkway_Program" and "Open Education for Beginners", both co-authored, and published by Holt. Matrix for Modern Education" and "Open Essays in Education" will be published by Dryden. :r- ,

ARTHUR C. CLARKE \\, AUTHOR

truly Born in Englandin 1917, Arthrr C.Clarke is a man of diversified and remarkableachievements. An authority on space travel, he is thewinner of the FranklinInstitute's Gold Medal satellite in a (1963) for having originatedthe communications technical paper publishedin 1945. Kalinga Prize for In 1962, he wasawarded the $2,800 UNESCO Writers science writing. In 1965, he wontwo Aviation/Space future Association awards forhis LIFE article onthe history and Oscar of communicationssatellites. In 1969 he shared an nomination with StanleyKubridk for the screen-playof "2001: A Space Odyssey." of science fiction" Atop-ranking szliencewriter and "a master (The New Yorker), Mr.Clarke is the authorof 40 books, both non-fiction and fiction,10 million copiesof which have been printed in some 30languages. The latest (1968)is the Book- of-the-Month Club selection,"The Promise of Space." He is now book of writing the preface andepilogue to the astronaut's own the Apollo mission.

In addition to"2001: A Space Odyssey,"which was inspired by with one of hisshort stories "TheSentinel," Mr. Clarke wrote, the editors of LIFE, "Manand Space" (1964).

His non-fiction worksbegan to be publishedin the early 1950's, The titles and revised editionshave appeared withregularity. "The Challenge of these bodksinclude: "Interplanetary Flight," "Profiles of the oaf. the Spaceship," "TheChallenge of the Sea," Future," and "Voicesfrom the Sky."

Mr. Clarke'sscience fiction has beenspectacularly successful books are: and has gone into manyeditions. The titles of these 36 "Islands in the Sky," "Prelude to Space," "Against the Fall of Night," "The Sands of Mars," "Childhood's End," "Expedition to Earth," "Earthlight," "Reach for Tomorrow," "The City and the Stars," "Tales form the White Hart," The Deep Range," "The Other Side of the Sky," "A Fall of Moondust," "Tales of Ten Worlds," "Dolphin Island," and "Glide Path."

Severalomnibus collections of hisfiction have appeared: "Across the Seaof Stars," "From the Ocean, From theStars," and "Prelude to Mars.I I

The mysteries of the sea,however, fascinate Clarke as much as those of outer space. Since the early 1950's he has been exploring the deeps of Australia andCeylon with his partner in skin diving, Mike Wilson, a film producerand under-water photo- graper. An underwater expedition byClarke and Wilson to the Great Barrier Reef of Australiain 1954 and 1955 was chronicled by Clarke in "The Coast of Coral,"with photographs by Wilson. Underwater adventure around Ceylon wasthe subject of "The Reefs of Taprobane." His interest in the sea was alsoreflected in "Vcice Across the Sea." With Mike Wilson he wrote "The Treasure of the Great Reef" about the successful expeditionundertaken in 1963 by Clarke, Wilson, and othersin search of a sunken ship in the Great Basses Reef of Ceylon,where they discovered a tor. of silver coins.

Other collaborations betweenClarke and Mike Wilson were the juvenile non-fiction books "TheFirst Five Fathoms, " "Boy Beneath the Sea," .-Indian Ocean Adventure," and "Indian Ocean Treasure."

Arthur Clarke's articles have beenpublished widely, including such periodicals as Reader's Digest,Holiday, Playboy, Look and The New York Times Magazine.

A graduate of King's College,London, with First Class Honors in Physics and Mathematics, he is past Chairman ofthe British Interplanetary Society and a member of the Academyof Astronautics, The Royal Astronomical Society, and manyother scientific organizations.

In the face of all theseattainments, Arthur C. Clarke is not one to lose his sense of humor andbalance. Where other men may be didactic about scientific matters, he islikely to come up with such a witty truth as what he once called"Clarke's Law." This is (and we quote):

"When a distinguished but elderly scientist states that something is possible, he is almost certainly right. When he states that something is impossible, he is very probably wrong."

ro-44 ..)// 01111111111

A GEORGE CURETON READING CONSULTANT WYANDANCH, L. I . , NEW YORK

George Cureton survived the rigors ofNewark's ghetto public schools to go on to North CarolinaCentral University, Seton Hall Universityand Newark State Teachers College. He then returned to his oldschool community to teach grades one throughtwelve in the Newark Public School system during the yearsfrom 1954 to 1969.

Mr. Cureton was appalled tofind that many of his junior highschool students were unable to read. He began the laborious task ofresearch into why can't these students read?

Mr. Cureton's unrelenting research wasnot in vain for he has now perfected a reading program whichrelated reading skills to the environmental impacts of the ghetto child'slife realities.

During 1970, the Cureton Methodof Reading brought recognitionfrom the President of the United States whoappointed Mr. Cureton to his National Educational Advisory Committee.

MR. GEORGE 0. CURETON, NewJersey Teacher of the Year and oneof five American teachers named as finalistsfor the 1969 National Teacherof the Year Award sponsored by LOOKMagazine in cooperation with the Council of Chief State SchoolOfficers.

Mx. Cureton -- a first-gradeteacher at Morton Street ElementarySchool, Newark, New Jersey has taught for twelve years, in everygrade from first through ninth. 3e CZAR< T. DCNLIN ASSISTANT SUPERINTENDEW FOR 1. 'ti)V74 CURRICULUM AND INSTRUCTION METUCIEN, NEW JERSEY

Mr. Clark Donlin ispresently AssistantSuperintendent for Curriculum and Instruction at the Public Schoolsof Metuchen, New Jersey. He received his undergraduate degree at King'sCollege, Wilkes-Barre,Pennsylvania.Mr. Donlin did much of his graduatestudies at Temple University andRutgers University in the state of New Jersey.He was awarded his Mastersin Education at Newark State College andstudied under the Ford Foundationfor the entire degree program.

He has wide experiencein teaching and has beenin an administrative level in such schools as MadisonTbwnship High School, Grenlock TerraceElementary and Churchill Junior High Schoolin the state of Nemr jersey.

Mr. Donlin is anoutstanding speaker on such subjects asmodular scheduling, the systems approach, andBehavioral objectives as approachesto curriculum associations such development. He actively participatesin many professional Association for Supervision as AmericanAssociation of School Administrators, and Curriculum Development and theNational Association for theIndividualization of Instruction. ABSTRACT: Strategies for RealisticStaff Development

by C.T. Don lin

The 1960's might well be termedthe era of the innovations explosion in American education. Thiggered by the launching of Sputnik I and thefederal funding titles, schools were prodded to overcamethe inertia of the status quo. The literature, the devices, thestrategies and the programs of the 1960's are history.We are certain of one thing and thatis innovations abound' literally hundreds and thousnads ofwhat-have-you's across the whole spectrun of education fram the nersery school tothe university. Mmplicit in our dilimmas in education is the fact that only amixnite portion of innovations have been directed toward improvingteacher training programs and improving professional developmentprograms of staffmanbers in active service.Here- in lies the thesis of Strategies: forRealistic Staff Development. Ttaining programs pest and presenthave been woefully inadequate in preparingteadhers who can effectively respond to the needs of youngpeople. Same states are experimentingr with performance-based criteria forcertification. Same universities are centers for experimentation indeveloping new teacher training strategies.America has a generation of school childrenthat cannot wait far the development of etnew generation of teacherswho have been trained to cope effectively with their needs.ALseeming dichotomy exists when we see these inadequacies and needs on one hand and the innovations onthe other. What can the schools do with our presentgeneratian of educators, tenured and many years from retirement, whose trainingan& competency leaves something to be desired. What can the local district do, living with therealities of today's economy and the financial constraints ofimplementing differentiated and other staffing arrangements. Mt. Donlin will address himself to theseissues and attempt to direct the thinking of the educator to those alternatives that canrealistically lead to the development of today's professional staff, which canthen better respand to the needs of our young people.

40 MON A. COW DEP71Y DIREYOMR MDIVTADUALIZI/93Lam=FROMM REMATCH FOR tiraerritsarces,I. PEELADEIPHIA, PA.

Dr. John A. Dua's presentposition is with Research for Better Schools. He is deputy director in the Individualizinglearning Program.Dr. Dow previcusly was with the Fresno CountyDepartment of Education, firstly as a teacherand then principal and director. He also was 'Assistant Superintendent ofPlanniryg and Development at Santa Clara UniversitySdiool District.

Dr. Dcw received his B.A. and M.A. at FresnoState College.He was awarded his M.Ed. Fd.D. in administration and curriculuadevelopment at the University of Southern California. LLOYD FERGUSON REGIONAL MAN/513M PROJECT PLAN WESTINGHOUSE LEARNING CORP.

Mr. Lloyd Ferguson is presently Eastern Regional Manager, Project PLAN, Westinghouse Learning Corporation. PLAN is an acronym which stands for "Program for Learning in Accordance with Needs".

PLAN is a cooperative program in canputer managed indivualized instruction which was initiated by Westinghouse Learning Corporation, the American Institute for Research, and 14 independent sdhool districts in 1967.

Mr. Ferguson's task as PLAN regional manager extends fran district wide proposals for individualizing instruction, administrative and staff training program implementation and pUblic relations to alternative evaluation designs.

Prior to caning to the Westinghouse Learning Corporation Mr. Ferguson was an educational consultant co-lcurrently with the MITRE Corporation1.1(3 Arthur D. Little, Inc. During his employment with these firms he, was involved in a number of studies with the U.S. Office of Education and numerous private firms in the application of computer technology to education.

He is a graduate of the School of Education, University of Michigan, and bolds advanced degrees in Education and Public Administration fron Salem State College, Massachusetts, and the University of Michigan. He received research fellowships from the Institute of Public Administration, University of Michigan and Harvard Graduate School of Business Administration to study educational administration.

He had published a number of articles and a book concerning business and computer applications to educational administration and curriculum designs.

42 MURIEL GERHARD ASSIT. SCIENCE SUPERVISOR NORWALK PUBLIC SCHOOLS NORWALK, CONN.

Muriel Gerhard is currentlythe Assf.stant ScienceSupt:rvisor for the Norwalk ConnecticutPublic Schools. Previously, she served as Co-Director, incharge of Planning andInstruction for Project A.M.P., aregional program trainingteachers the individualization ofinstruction. Preceding Pro'lect A.M.P., she served as Coordinatorof the Behavioral OutcomesProgram in the Norwalk School System. The productive resultsof this program led to alengthy feature article inGrade Teacher Magazine and ultimately to abook, Effective TeadhingStrategies With The Behavioral OutcomesApproach, which hasattained wide- spread distribution inpublic school systems,colleges and universities here and abroad. Mrs. Gerhard receivedher B.A. from Brooklyn College, herMasters from New YorkUniversity and her Sixth YearCertification from FairfieldUniversity. She plans to contii.we herstudies. In 1965 she wasinstrumental in developing the Behavioral OutcomesReseLrch Study, received funds from The Fund For TheAdvancement Of Education ofthe Ford Foundation and served asthe Project Director ofthe program untilitscompletion in 1967. The results of the research study served as thebasic structure of Project A.M.P. Which utilizes the BehavioralOutcomes Approach in anindividual- izing frame-work.

Mrs. Gerhard has servedand continues to serve as aconsultant to many school systems, haswritten numerous articles onvarious aspects of BOA and has been aspeaker at national, stateand local conventions as well as a guestlectured at universities. 42 ABSTRACT: CognitiveStrategies and Cognitive Curricula by Muriel Gerhard

The focus will be on the useof cognitive strategiesand the develoment

SKILIS in today's pupils. of cognitive curriculawhich serve to promotePRocEss of respon- Major aspects will includeessentialcognitive skills, the creation sive environments, BOAstrategies, the centrality ofspecific behavioral objectives, individuali zing instruction with Bak,tle nodificatica of currentcurricula and the evaluation ofcognitive classroans. ALLAN A. GLA1THORN DIRECTOR, ALTERNATIVE SCHOU'. PRQTECTS ELKINS PARK, PA.

Allan A. Glatthorn, anadministrator in public educationfor many years now comes to us in atotally new capacity, that ofDirector, Alternative School conceptualizes Project. This new project is fundedunder a title III grant and on the concept ofrandamly selecting studentsfram different school districts and allowing the students to usesociety as it's classroom.

Allan Glatthorn, in 1967 wasappointed to the National Cbuncilof Humanities, awarded a Whitehead Fellowship at a Presidentialappointment, and in the Fall of 1968 was Harvard University.

His articles have covered suchdiverse topics as the humanities,independent study, small group learning, studentprotest, and civil disobedience.He is the co-author of several booksincluding Composition: Models andEXercises( 2 volumes), plus a literature text andlinguistic series in progress.

He holds A.B., M.Ed., andD.Ed. in English andAdministration, wdth work taken at Chicago and Harvard Ternple University, Universityof Pennsylvania, University of University. In 1962 he was a John HayFellow at the University of Chicago. PUBLICATIONS CF ALLAN GL1T1BORN

PROFESSICNAL AreniEs: PUBLICATIONS "Time for a Change," PSEA Journal,1950 "Dedicating New School," American SchoolBoard journal, 1957 "Family Life Educationin-17---W"--"-ra---li_ennsaniaSchooliTtr- Doctoral Dissertation, 1960 Yearly articles in Yearbook ofAssociated Public School Systems, 1956-59 Several short articles in magazineEnow-How "That's No Joke, Son," CS:PAAdViserTg-Journal, January, 1955 "There's Hope in the Humanities," PSID1Journal, October, 1962 Weekly educational news colurrn inTimes Chronicle, 1956-57 "Reducing Pressures," Sdhool Manage/lent,April, 1966 "'Take Advantage of the Honeymoon,"Exchan, January, 1966 "The 9-10 School," EducationalLeadepg January, 1966 "Independent Study for all Students,Phi Delta Kappa, March, 1966 "Learning in the Small Group," Changein Secondary School Administration, Ovard, 1967 "Same Hints from a High SchoolPrincipal," Youth Ministry Nbtebook, 1968 "Hag to Sabotage 'Teacher-Proof'Cuiricula," The-Bulletin, Nassp, may, 1968 "Civil Disobedience," Today's Education,November, 1968 "That Place for Controversy," TheBulletin, NASSP, September, 1966 "Student Protest," School Manage:Tall,November, 1968 "The Principal and the StudentCouncil," The Bulletin, NASSP, October, 1968 Book Review on 1Middle School,"Educational Lead0.xIgil, January, 1969 Book Review on "Independent Studyin Seoondary Schools," Educational Leaderdhip, Match, 1969 "Individual Self-Fulfillment in the LargeHigh Sdhool," The Bulletili, NASSP, March, 1969 "From Rebellion to Reconstruction," PSEAJournal, April, 1969 "matMakes an Effective High School,"PaigagT7Magazine, September, 1969 "Pick Your Fights," American Junior Red CrossJournal, October, 1969 "A Little Bit of atellion is Good forthe Soul--and the School," Seventeen, August, 1969 "A New Council for a New Age," The 1969Yearbook, NASSP, Washington, D.C. "Old Myths and New Opportunities," NewYbrk City Education, Issue No. 5, Fall, 1969 "The Small Group," Encyclopedia of Education. (Th be published in 1971.) "The Story of Nbrth Campus," Entelek, Inc. MD be published in 1971 "The 'New School' Ekplosion and the Part You CanPlay," Youth Magazine, April, 1970

4rr' PRCFESSIONAL ARTICLES: PUBLICATIONS "The New Catechism," Youth Magazine,April, 1970 "Student Indifference: It's More of a DangerThan Activism," Ohio Schools Magazine, February 27,1970 "Goodbye--Forever--Mr. Chips," ParentsMagazine, 1970 "A Response for the Seventies,"SCRIBE, Vo . 8, No. 3, Matti, 1970, Penna. State alucationAssociation. SeventiesSociety, Student, and School, CroftEducation Services, Inc. , 1970 "Fads," Teachers' Handbook (no bepublished 1971.) Bock Revigli77-146E-The EmergentMiddle School," Educational Leadership, October, 1970 "Learning in the Small Group" ((thapter 7 , pp.104-117) Selected Readings for the .Introduction tothe Waphing Profession, edited by Milton Mus. Book Review on "Crisis in the Classroan," The BUlletin, MOSP,December, 1970

130CiKS:

Five American Adventures, Harcourt, Braceand lobrld Publishing CoMparxy, eighth grade literature book,co-authored with Cliiton Fadiman, 1963. The Next FIve Years, Interstate Press,book on college admissions, co-authored-I:737th Dr. Carl J. Mancne, 1965 sition: Mbdels and Elcercises, Grade 10,co-authored with Harold F eming, Harcourt, Brace and WorldPublishing Company, 1965 Composition: Models and Ekercises, Grade 11,co-authored with Company, 1965 Consultant and Contributor to English jaEREpaljmil_Gmeasition, Grades 9, 10, and 11, published by Harcourt,Brace and NOrld Publishing Company, 1965 Ideas and Patterns in Literature/ Book 2, Harcourt,Brace and World Publishing Company, 1970 Dynamics of Language, D.C. Heath and Company, a grades7-12 Linguistics series, co-authored with CharlesRreidler, 1971

47 University PRCEWSICNAL English Honorary Society andDean's List, Temple ACTIVITIES: Subject of film made byPennsylvania State University, 1960-1961 "Teachirxj CriticalThinking." Reader for College EntranceExamination Board English Advanced Placement Test andEnglish Achievement Test, 1959-1965. Judge, National Councilof leathers of EnglishAchievement Award, 1959. Judge, PennsylvaniaScholastic Press Association. Bea/Sart Title Illy Departmentof Public Instruotiont Perna. Teacher Education AdvisoryCcnmitteet Pennsylvania Dept. of Eklucation. English Advisory Committee,Pennsylvania Dept. of Education. National Council of Churchesof Christ, Task Force on Feligiah in the Schools. MILE Convention, 19631Chairman of Conference forEnglish Chairmen. NCTE hoards 1964-1965, StateChairman. ktirE Convention Study Gr.-xp#1, 19641 Mailman National Council of amenities(Presidential Appointnent) 1967 Board of Director, NationalAssociation for amenities Education, Fall, 1968 EPDA. Panel timber -Administration, Fall, 1968 Claimant Carmission on theHumanities, Association of Supervision and CurriculunDevelopnent, 1969 Member, %stern Mcntgazery CountyHuman Relations Mvisory Committee. Director, Mk Lane Day School,1969-1970.

PRCFESSICNAL From 1965to the present, servedin more than one hundred CONSULMTICtt: f_nstitutest workshops, and conferencesfor teachers and administrators. Mese vice:shops,held in same thirty states, Canada,and japan, have boensponsored by state departments, local school districts,professional associations, andprivate consultingfirms.

,LItz)C.) JAMFS L .IS JR. DISTRICT PRINCIPAL WYANDANCH PUBLIC SCHOOLS WYANDANCH, L.I., NEW YORK

Association Dr. James Lewis,Jr. is presidentof the National the for the Individualizationof Instruction. He also serves as Wyandanch, chief school officerof the WyandanchSchool District, district as a teacher, New York. He has servedin this school supervisor, principal anddistrict administrator. expects to He has a B.S.degree, M.S. degree,Ed.D. degree and receive a Ph.D. fromUnion Graduate School,Antioch College, Yellow Springs, Ohio,this fall.

In 1970-71 Dr.Lewis was the recipientof the Alfred North Whitehead Fellowship forAdvancee Study inEducation at Harvard University, Cambridge, Mass. He is alsolisted in Who's Who in the East. most Dt. Lewis is tbaauthor of ninemajor-manuscripts, his two current being"Differentiating the TeachingStaff" and "Developing An EffectivePerformance Appraisal Programfor Educators", both published by ParkerPublishing Company, Inc., WestNyack, New York. Recently, he h:-s contractedto write a bookentitled: "School Management by Objectives: Ensuring EducationalAccountability".

He has alsoconducted workshops on thenongraded concept, individualization of instruction, asystems approach toinstruc- tion, developing behavioralobjectives, differentiatedstaffing, and school managementby objectives for numerouspublic schcols, various associations andseveral colleges anduniversities. He has appeared onradio and television.

Dr. Lewis isalso on the NationalAdvisory Council of the International Graduate Schoolof Education, Denver,Colorado and is a consultant for theRight to Read Programof the U.S. Office of Education. 112" JOSEPH I. TXPSON ASSOCIATE DEAN GRADUATE COLLEGE UNIVERSITY CP ILLINOIS CHICAGO, ILLINOIS

Dr. Joseph I. Lipsonis an Associate Dean at the GraduateCollege, University of Illinois. He has a B.S. degree inPhysics fram Yale University and went on to receivehis Ph.D. in Physics fram theUniversity of California at Berkeley.

Dr. Lipson has wideexperience in the field of ResearchPhysics working with such colleges as University ofCalifornia, University of Alberta,University of Pittsburgh, University ofCanada and many more.

Dr. Lipson was Directorof Curriculum Design Groupfor the Center of Learning Research and Development, atthe University of Pittsburgnwith appointment as Research Associate Professor ofGeophysics. Dor. Lipson i the author of many publications in the fields ofeducational design, eduionalplanning and geophysics.

50 ABOUTACT: The Natdonal Institute of Education

by Joseph Lipson

Planning is in progress for a proposed new federalinstitution intended to give impetus to research and development ineducation. Legislation creating this agency, the NationalInstitute of Education, has passed the Senate and awaits sub- coomittee action in the House. Final passage is expected in Ccbpber of this year. The Instibitevaill report directly totho U.S.Commissioner of Education. Present legislation calls for a 15-man advisory board bp advisethe Institute director on policy and to represent a broad spectrun of thinking oneducation.

Work is currently underway bp analyze the problemsof education, prepare a menu of possible: majordevelopmental and research problems, deal with the setup problem, design an effective organization, and arrangefor a smooth, 'humane transition firm the present National Center for Education,Research and Develop- ment to the National Institute.

The drive to create a special institute canes from agrowing concern that educational R & D has not done the job expected of it. People within the education R & D community have called for sudh an institutionto focus and upgrade the uork in their field. Difficulties with national programs of change and reform (eg. Head- start) have sane:MA=0 that a more powerful institution forplanning and analyzing change is needed.

In addition, the Nixon Administration feels thatif the federal government is to continue to be the source of huge educationalsupport programs, we had better gain a better base of larwledge and a better systemof delivering products and new approaches to students.

Plans for the institutefocus on the developmentside of researdh and develop, merit. The conoept of&Nelopment is nat well established in thefield of education.This is one reason that so few research products andideas find their way into practice. In the new institute, development teams willdesign programs, each of which is to have a clearly specified educational impact.The teams will be thtfmdi.sciplinary - includiag research scientists fran major disciplines,educational R & El people, edicational practitioners, and students.EMphasis on development will generate new, fundamentally different formsof education which will challenge the thinking of people in the educational and socialscienoer.

The plans include the institute'sthink tank, a unit of educational studies. Educational studies research would provide the basis for policy decisions for new programs and for changes in emphasis in the development and research pTograms. The task of this group will be to illuminate the problems of education and bp see through current nyths surrouanding education: to deal with both the forest and the trees. The division is to be organized around new kinds of groupings so that people frau many disciplines can focus upon some aspect of educataon. For example, one group might deal with the study of human interaction. Psychologists, anthropologists, doctors, poets, as well as sociologists and social psychologists, could each bring their own perspectiva to such a unit within the NIE.

A thi-xl &vision would be responsible for nuxturing research and develognent capability in both individuals and organizations. The current regional laboratories fr;1 and R & D centers would be guided and supported by this unit. As institutions for ressardi mature, it is hoped that they will achieve the competence to run full- fledged programs. Such organizations would then interact with all the divisions of the NIE.

There are many implications for teachers, school boards, school districts, state education agencies and commercial research and development firms in the proposed institute.People, proposals and contracting orgmnimtionswill be sought from the entire spectrum of talent and involvement. Teachers, board members, technicians, artists, scientists, etc., will be contacted and involved in the enterprise.

New relationships with commercial, industrial and profitraaking concerns will be designed at the same time that the producave capacity of industcy and commerce is turned on to scme of the problems facing education.

The funding level reque3ted by the administratian is about 150 to 200 million dollars for the first year (fiscal year 1973),It-is hoped that the work of the NIE will justify increases of about 20 percent per year so that the funding level could approadh 1 billion dollars within a decade.

S2 MR. EUGENE LISSANDRELLO DIRECTOR OF ART CONNETQUOT CENTRAL SCHOOL BOHEMIA, LONG ISLAND, VP" NEW YORK

111-_

Eugene Lissaldrello comes to the NAIIConference bringing in a new .dimension to education. Educated at Pratt Institute B.F.A,,Columbia University M.A. and post graduatework at New York University. Mr. Lissandrello imparts upan the conceptthat art is one of the many vehicles by which we can motivate childrenof today to want to learn.

Mr. Lissandrello is presently thedirector of art at Connetquot Centrol1 School District at Bohemia,New York. 4 In 1970, Eugene Lissandrello was aFullbright-Hayes Fellow. He applied his fellowship to studyabroad in Italy. ).

JAMES D. MacCONNELL CONSULTANT TO THE PRESIDENT OF WESTINGHOUSE LEARING CORP. PALO ALTO, CALIFORNIA

Dr. MacConnell iswidely known for his workaimed at integrating modern concepts of schoolconstruction with principles ofchild development, curriculum reform andmethods of instruction.

Following a variety of educationalpositions with public schools, universities, The American YouthCommission, and the U.S. Navy, Dr. MacConnell joined theStanford faculty in 1948. In addition to his teaching assignments,he was associate dean from1948 to in 1953. He formed the SchoolPlanning Laboratory at Stanford 1951 and has served as itsdirector since that time. In 1959, he also became director ofthe Western Regional Centerof the Educational Facilities Laboratories,Inc. and directed its planning activities for the twelveWestern States, Samoa,and the Trust Territories. Dr. MacConnell asDirector of the School Planning Laboratory and Professorof Education at Stanford has has been responsible forpreparing educationalspecifications for Stanford's proposed $5,000,000research and Development Center that has recently been fundedby the United States Government. He has also beenactive in South America,directing university and elementary and secondaryschool planning projects inColombia and Rio.

Dr. MacConnell is a nativeof Michigan. He received his A.B. degree and an honorary LL.D fromCentral Michigan University. He received his Master'sand Doctorate degrees from theUniversity of Michigan.

During the Spring of 1967 hevisited Australia as a guestof the Commonwealth Government, speaking toCommonwealth and Stateschool officials and architects throughout thecontinent. As chairman of the Educational Consulting firm ofDavis-MacConnell-Ralston, he headed a planning team forplanning a college at Hobart, Tasmania. He has been appointed to the position of Senior Advisorto the President acquisition of of Westinahouse Learning Corporation since their 1.4 Davis-MacConnell-Ralston. He also represented Stanford's School of Education in planning the American Schoolin Tokyo, Japan, the

American School in New Delhi, India. He tis recently returned from . the Scandinavian countries where hemet with ardhitects and school officia/s in Denmark.

Dr. MacConnell has contributedarticles on both school administration and architecture to many professional publicationsand has written or edited several publications tothe School Planning Laboratory. He is also the author of the college text,Planning for School Buildings. He maintains active membershipin a number of professional organizations. GAYE McGOVERN ASSISTANT DIRECTOR OF SECONDARY EDUCATION SYRACUSE PUBLIC SCHOOLS SYRACUSE, NEW YORK

191, N

Dr. Gaye McGovernholds a B.S. and M.A. inBiology with work taken at the Universityof Pittsburgh, Universityof Redlands and has completed her Ed. D. atthe University ofCalifornia in Administration.

Dr. McGovern'sexpertise is in the area ofSecondary Administration. As a curriculumgeneralist, however, her concernhas always been tha of a practitanerfocuses on the individualizedaspects of learning, using whatevervehicle there is to motivateyo4ngsters to achieve. Her research has beenextensive in the field of individualized learning in SecondarySchools. EDWARD C. PINO SUPERINTENDENT OF SCECCES CHERRY CREEK SCHOOLS ENGLEWOD, COLORADO

Stata University; his Dr. Edward C. Pinereceived his A.B. fran Michigan He completed his M.A. work was completed atGeorge WashingtonUniversity. Administration and doctorate work at StanfordUniversity where he majored in Supervision. House Conference on Dr. Pino was appointed as anhonorary delegate to the 40-lite Education and the following yearhe was awarded afellowship to the Aspen speaker and author of Institute for HumanitiesStudies.He is an acclaimed Granada Tomorrow's School Tbday. his ability to reach The educational environmentthat surrounded him reflects philosophies ou-z. to educatorsand bring to reality thearchaic educational that we have been living andpracticing tclay in our schools. CHARLES RAEBECK PROFESSOR OF HUMANREIATIONS IN EDUCATION DOWLING COLLEGE OAKDALE, NEW YORK and AUDREY RAEBECK(WIFE)

programing Charles Raebedk hasbeen a teadher,counselor, special and colleges in theSouth, and administratorin public sdhools Midwest, and East.

of schooldistrict-college cooperativeelementary He is the creator education in and secondaryinternship programsunique to teacher originator and directorof the state of NewYca.k. Dr. Raebeck is annual human relationsworkshops for teachersand administrators Directorship of such varousState and in the Long Island area. Migrant Federal workshops hehas programs inUpward Bound Program, received Workshop and varioushuman relations programs. Dr. Raebeck He is an active his doctorate InEducation at DukeUniversity. member of variousinstitutions such as MemberAdvisory Board, member of the Boardof Walden University,Florida and is also a Trustees, Hampton DaySchool in New York.

58 Nt

CHARLES F. REASONER 4 PROFESSOR OF EDUCATION NEW YORK UNIVERSITY NEW YORK. NEW YORK

Dr. Charles F. Reasoner,Professor of Education, New York University, received his B.S.c degreefrom Ohio State University and his master's and doctoratein education from Teachers College, Columbia University. Born in Logan, Ohio, Dr. Reasoner's childhood andyouth were spent In Mount Vernon, Ohio.

Dr. Reasoner's expertise isin the areas of children's literature, reading, and the language arts. As a curriculum generalist, however, his concern has always beenthat of a practitioner who focuses on the individualized learningof each child, regardless of age or grade placement, culturalbackground, and ability grouping in curriculum subjects.

Professor Reasoner has lectured nationallyand has conducted demonstration workshops in which he putshis theory into practice - teacher-teadhing, learner-doing - while classroomteachers dbserve. His emphasis, always, is placed onthe child as the individualizer - a decision-maker aswell as upon the fact that individualization - at all levels of instruction - exposes,widens, and capitalizes upon differencesin educationally desirable ways. Most of all, Di. Reasoner recognizes the teacher as an individual, too: He urges and helps teachersto develop their own classroom conditions, situations, and approaches in order to reach morelearners on a one-to-one basis. 59 PUBLICATIaNS OF CHARLES F. REASONER

"Releasing Children to Literature," Dellpublishing Company, Inc. Newr York: 1968.

"Where the Readers Axe," Dell Publishing Company, Inc., New York: 1971 (late Fall)

"Adventuring in Storytelling withChildren's Literature," tentively scheduled for publication inSpring 1972.

"Enjoying Literature Visually" in Using Literature w1th Young Children, Bureau ofPublications, Columbia University New York: 1966.

"The Lost Signal" in Listening inthe Elementary Classroom, Scarecrow Press. Metuchin, New Jersey: 1971. SIDNEY P. ROLLINS DEAN OF GRADUATE STUDIES RHODE ISLAND COLLEGE PROVIDENCE, RHODE ISLAND

Dr. Sidney Rollins holds degrees, B.S., M.S.,and Ph.D. in orgainzation and administration with work taken atWashington University.

He has been a teacher,administrator, professor, lecturer and consultant. Presently he is Dean of Graduate Studies at Rhode Island College.

Dr. Rollins articles andpublications cover such diverse topics as non-graded secondaryschools, problems of adolescence, small groups learning, unrestIn urban disadvantaged areas. ,,,,,,V,1frr,,,OCIIP4

ABSTRACT: ORGANIZING CURRICULUM MATERIALS FOR INDIVIDUALIZING INSTRUCTMaN '

DR. SIDNEY P. ROLLINS

Following a brief description of a setof assumptions relating to the restructuring of thecurriculum for an individualized instructional program, Dr. Rollinswill present a model for organizing curriculum materials forindividualizing instruction. The model, in use in a numberof school systems at the elementary and secondary level, resembleswhat frequently is called a Learning Activity Package.

e2 PUBLICATIONS BY SIDNEYP. ROLLINS

Vol. 41, October, "Let's Tell thePeople!" High School Journal, 1957, pp. 19-21 School Executive, "A PublicInformation Team Tells OurStory," Vol. 77, December,1957, pp. 50-51

"Confounded UnfoundedCriticism," Educational Forum, Vol.22, January, 1958, pp.243-255

"Pressure Groupsand Their Influence onPdblic Education," 1959, pp. 113-115 The Clearing House,Vol. 34, October, Bulletin NASSP,Vol. "A Survey ofProblems of the Principal," 44, February, 1960. pp.55-57

"Automated Grouping,"Phi Delta Kappan, Vol.XLII, No.5, February, 1961, pp.212-214 6 "A High SchoolWhere No One Fails," School Management,Vol. No. 5, May, 1952, pp.77-79

The Middletown Proiect: The Development of aNongraded (k Monograph), Divisionof Graduate Studies, Rhode Isa/ndCollege, Probidence,Rhode Island August, 1962

"What the Schools MustTeach," FeatUrearticle:on the editorial page of theProvidence Journal, January o,1963

"Ungraded High Schools," The Nation's Schools,Vol. 73, No. 4, April, 1964, pp. 110,130.

Sidney P. Rollins and W.W.Charters, Jr., "TheDiffusion of information among SecondarySchool Staff Members,"Journal of Social psychology,Vol_ 65, 1965, pp.167-178

"Are Middle Schoolsthe Answer?" Scholastic Teacher, Vol.18, No. 7, March 14,1969, pp. 9-11

Sidney P. Rollins andAdolph Unruh, Introductionto Secondary Education, Rand-McNally,1964

Problems of Adolescence,Chapter I of the 1968 ASCDYearbook, 1968

Developing Nongraded Schools,Peacock Publishing Company,196

Individualized Instruction in Continuous ProgressPrograms, Info-Pack Cassette Series (10 sides), InstructionalDynaiaics, Inc., Chicago, Illinois, 1971 KEVIN RYAN GRADUATE SCHOOL OF EDUCATION THE UNIVERSITY OF CHICAGO CHICAGO, ILLINOIS

Kevin Ryan, an Associate Professorof Education at the University of Chicago, pioneered in thefield of Micro-Teadhing. He is particularly concerned with theproblem of beginning teachers asis evident in Don't Smile UntilChristmas;Accounts Of The First Year Of Teaching, which he edited. Two other bookds will bein print by December. Those Who Can Teach, is anintroductory text which Professor Ryar co-authored with James M.Cooper. Trial Balloons: Selected Readings In Education is ananthology which Professors Ryan and Cooper edited.

Dr. Ryan received a B.A.in Psychology from theUniversity of Toronto (1955); his M.A.In the teaching of Englishfrom the Columbia Teachers College (1960); andhis Ph.D. In SecondaryEducation from Stanford University (1966). During 1970-71 he worked at Harvard University as Alfred North WhiteheadFellow. Currently, Dr. Ryan is editing the up coming N.S.S.E.yearbook on teadher education and directing the Universityof Chicago T.T.T. project.Be is 39, married with two children(ILlary 4, Alesandra Kerry 4 mos.) and resides in Chicago.

64 ROBERT SINCLAIR PROFESSOR OF EDUCATlaN UNIVERSITY OF MASSACHUSETTS AMBIERST, MASS.

.1%

Dr. Robert L.Sinclair holds a B.S., M.Ed.in Administration and Supervision from MiamiUniversity and did hisDoctoral work at the University ofCalifornia. Representative to the Fourth In 1966 be wasappointed as American International CurriculumConference and he was alsoawarded the Washington Fellow and theKettering Fellow in Education.

Dr. Sinclair'sarticles cover an array ofelementary sdhool been done philosophies. He has pioneeredthe researdh that has in identifying enviornmentalvariables in elementaryeducation.

As a full timeprofessor of Education at theUniversity of Massachusetts, Dr. Sinclairhas extended himself toact as member of the Task Force onEducation for gubernatorialcandidate Kevin White, director, programin curriculum studies, centerfor Humanistic education,chairman, Title III committee onassessment of educational needs andseveral other similar typeorganizations. PUBLICATIONS BY ROBERT L. SINCIAIR

The Perceptual Realityof Schooling: InauiryInto Elertmatary_Ag2221 Educational Environment. Bureau of CurriculumInnovation, Mass. State Department ofEducation. ( In Press )

Behind the Classroom Door :The First Four Years ofSchool. Charles A. Jones PublidhingCompany, Worthington, Ohio,(in press), (with JOhn I. Goodlad, M. FrancesKlein, et al.).

The Principal and theChallenge of Change. Institute for Development of Educational Activities, LosAngeles, 1969,(et al.).

"Through the Eyes of Children:Geist." Building BloCks forChange. Ohio State Department ofEducation, Columbus, Ohio, Oct.1971

"Elementary School EducationalEnvironment: Toward Schools that are Responsive to Students." The Elementary School:Humanizing? Dehumanizing? National Associationof Elementary Sdhool Principals. Washington, September, 1971.

"Elementary Sdhool EducationalEnvironment: Toward Schools That are Responsive to Students."National Elementary Principal, Vol xlax, No. 5, April, 1970

"A Strategy For EducationalImporvement." The Massachusetts Teacher, May, 1969

"Leaderdhip Concerns." The National Elementary Principal,Vol. XLVII, No. 1, September,1968

"Instruction Individualized." Proceeding of the Sixth Annual Conference on Individualized Instructionand the Grouping of ItIogra, San Diego, March, 1967

"Elementary School EducationalEnvironment:Measurement of Selected Variables of Environmental Press."Paper d3livered at AERA, Los Angeles, 1969

"Theoretical Approach to IdentifyingEnvironmental Variables." October, 1969. Commissioned: Massachusetts State Department of Education, Bureau of Curriculum Innovation.

"Educational Environment and ElementarySdhooling."Department of Elementary Education, Ohio University. Instructional Leader- ship Conference. June, 1971.

6E Making CurriculumResponsive to Human "Curriculum Phases:Toward Ohio Differences."Department ofElementary Education, Conference. June, 1971 University. Instructional Leadership

Voices in theClassroom, Peter Schrag. National Elementary Principal, Vol. XIN, No.5, April, 1966.(Book Review) Strategy for PlannedChange." "The League ofCooperating Schools:A Institute for Developmentof EducationalActivities, Los Angeles,1967. (Filmstrip) Study of EducationalInnovations:A Statementof "The Center for Information Intent." 1969. ED 028 113. Educational Resources Center (gR1C). Approach for SelectingElementary SchoolEnvironmental "A Theoretical Information Variables." 1969. ED 028 834.Educational Resources Center (ERSC). An AnnotatedBibliography.". Commissioned: "Educational Environment: Curriculum Massachusetts StateDepartment ofEducation. Bureau of Innovation, September,1970.

Company:A LeadershipCase DemandingSituational "Homelands Trailer Education, Ohio University Insight." Department of Elementary Instructional LeaderdhipConference. June, 1971

67 JOHN A. STEFANI DIRECTOR OF PROJECT SPOKE NORTON, MASS.

Before his appointment tothe position of ProjectDirector Mr. Stefani was aprincipal in the Norton PublicSchools. Prior to this he was ateacher and assistantprincipal in the Quincy Public Schools. He has been Directorof Project SPOKE for the past three and a half years.

During the 1966-67 school yearMr. Stefani acted asplanning committee chairman of ProjectSPOKE on a part-timebasis.

A graduate of BostonUniversity School of Education, Mx.Stefani received his Master's Degreein 1952. He has doneadditional graduate work at BostonUniversity, NortheasternUniversity, Boston State College,and Bridgewater StateCollege.

In 1966 Mr. Stefani wasselected to participate as aFellow in the Institute for theDevelopment of EducationalActivities held at Amherst Collegein Amherst, Massachusetts.

Recipient of an N.D.E.A- Institutefor Educational Media Specialists, Mr. Stefani attendedBridgewater State College during the summer of 1967,

Mr. Stefani has acted as aconsultant for numerousuniversities, colleges, school districts, and statedepartments of education.

Mx. Stefani is pastpresident of Mass. PACE, anorganization representing all Title III centersin_the state of Massachusetts. He is also secondVice-President of the BostonUniversity Chapter of Phi Delta Kappa, an honorsociety for men in education. 91rmnr...... ww*.

ABSIRALT: The Preparationof Differentiated

Learning Packets forIndividualizing Instruction

by John Stefani

Individualizing instruction ortailoring instruction to theind.ividual of edtrators needs, interests andabilities of students has been a concern of individual for sane time.As educators, ue haverecognizedthe concept century but have madelittle progress, differences forthebetter part ofthis generally, in designingand implanentinginstructional programs inthe schools his full potentia. We can no of our nation so thateach student may reach of competent learning longer excuse ourfailure to do so becauseofthe lack sufficient or because ofthedearth ofinstructional naterials of theory freeing ourselves fran theyoke quality or quantitt. It-is rather a natter of the results of researchto achieve the goalof of tradi.tionand.titilizinf him as an individ- providing each student with alearning program appropriate to ual. field of educational The advent of systens,techniquesand the rapidly developing and effective tools withwhich technology havepronateleducators with powysful Project SPORE is to design and carryout programs of individual.learning. using these tools in thedesign of in-service programsto train educational personnel in the skills rncessaryto prepare them forthe new roles they will is also providing neces- assume in theindividualized learning process.spam sary supportservices which must be aninherentpartof such programs to ensure their strcess. designed to train teachers to Crie of the programsdeveloped by Project SPORE is R-12 through differentiate and individualizeinstrwtion for students in grades the preparation of SPORE-PARS.The latte:c, also referred to asDifferentiated Learning Packets, aredefined asself-contained, rmilti-media,student-oriented units designed to teach asingle concept or skill.

Steps inPreparing A SPOKE-PAR

the training program, teachers areadvised to select a particularcaicept During period of time. or skill that canbe aaguired bystudentsin a one to threeTAieek Cnce selected, these concepts orskills are then translated intoprecise and terminalandintermediateperformanceobjectives. These objectives treasurable hierarchy of skills are are then taxonomicallycategorized to ensure that a included to meet the needs of individual.students. the The terminalperfornenceobjective explicitlydefines what it is s'aidnt is the broadest will beable to do upon axrpletionofthe learningsequence.It included in yet mostcarprehensive summarystatement of the learning outcomes performance objectives the packet. Through a processof analyis, intermediate are then identified.These are the specificinterim steps which will lead the students to theachievarent ofthe terminalperformance objectives.

Once allof theperfornanceobjectives have been specified,it isthe responsibility of the packet developer tosystematically organizealternative learning activities whichserve as vehicles toassist students towardachievementof the ES

02/ implicit in the objectives.These activities mustreflect the learning outcares media and varying organizaticalal stated objectives andinclude a wide array of search for and the patterns to accanplishthis end. This process involves the materials. selection of carrnerciallyavailable print and nonrprint the option open for teachersto A unique feature ofthe training program is produce original materialsthat will be includedin theSPOICE-PAKS. Self- teachers to learn various instructional areashave beenorganized which enable with auto-instructional media production techniques. The areas are furnished devices canplanented byvisual illustrations of theprocedures. self- criteriaare developedinthe form of pretests, Finally, evaluative in assessment tests and post-teststodetermine whetherthe objectiveshave, provided through teacher and fact, been achieved.Feedback information is uni_t to assist in the valid- student evaluation formsincluded 'as part of each ation of the packets. production and in-service Project SPOKE is a regionaleducational resource, redia training center located inNorton, Massachusetts. DR. I. L. ROY STERN

Dr. Stern, during the past twenty yearshas served as a teacher, principal and district administrator inpublic and independent schools.Dr. Stern was graduated with a BAdegree from the Washington Square College of New York Universityin 1948.He earned a MA degree from the New YorkUniversity School of Educa- tion in Science Education, and a PhD inthe field of administration and curriculum development. He is a member of Phi Delta Kappaand has been active in various professionalorganizations particularly with the Association for Supervisionand Curricum Development on the national, stat e and county level. Dr. Stern is listed in Who's Who in Education.

K Prior to joining Learning ResearchAssociation, Dr. Stern was director of Educational ConsultingServices for Booz Allen and Hamilton. Formerly, he served as assistantsuperintendent for instruction in the Glen Cove, NeurYca.k,PUblic Schools. In this capacity he was responsible foreducational programs from pre- school level to the twelfthgrade, and was instrumental in developing and putting into practice; thenon-graded concept, team teaching, individualized instruction in middle grademathematics, development of behaviorialobjectives, unique in-service training programs in reading, and working withdisadvantaged students. t school science teacher, and an elementary k Dr. Stern served as a high 4 and high school principal in theWestbury, New York Public Schools. it g During this time he introduced oneof the first volunteer pre- i kindergarten programs, and organizedand administered a cooperative t t districts. , summer high schoolinvolving five neighboring school t

1 He also served as principalof the King's Point Country DaySchool, 1 school which encompassed pre- 1 Great Neck, Negir York, a private k I kindergarten thraugh eighth grade. f f

i developing plans for integration of , Dr. Stern is experienced in i schoolsystems, as well as specialapproaches for working with 1 disadvantaged children. He has extensive experience inintroducing 1 , promising innovative educational practiceswhich relate to patterns ; teacher training and curriculum i of organization, staff utilization, development. He was most recently involved in astudy for the i included an assessment i Nyoming State Department of Education which i of the public schools of the state. Evaluation and recommendations i , in the study dealt with organization,personnel, curriculum and 1 i financing. He has also consulted with a numberof different school ; districts in the northeast. t

i Guaranteed Student Achievement in i He was project manager for the IReading Project involving 2250 studentsefficient in reading in 71 eighteen schools and sevenschool districts in grades onethrough nipe in the State of Virginia,including the City of Norfolk. An individualized approach usingdiagnosis, prescription and leaming materials is employed. Teachers are trained and the centers are to be "ttnallwecr back tothe local schools.

As Vice President and Directorof School Services for LRA, he is responsible for major contractlearning projects in Chicago, Jacksonville, and New York City. He is committed to individualization of instruction and hasdesigned and operates Institutesfor --Individualization of Instruction wherethe experiences are individualized for each of the participants. Performance objectives are used as a basisfor guiding the axPeriences. Mr. He In York Paltz this levels Mike Van holds schools. training the Van inservices of advantage3 State Opportunity Ryn is wherehe caning a of and past he Ryn areas. B.S., has training spring. teacher has educatial Education majored M.S. the been for presently Mr. many a in and devoted Van is programs state much throughout teacher, teachers Departnent. attached Ryn of in to elenentary expected designed the Much the to to agencies his State of attE-Id. of tine professor, harxIling his the New of the Bureau education. receive prepare New 73 of State working his York lecturer research York. MIKE has Ed.D. teachers inthe with and ALBANY, MEE, situations Inservice IDUCATICN EDUCLTICN, VAN University at for the NEW found been MEW BUREAU RYN in in urban Office consultant YORK OF Columbia preparation YORK the Education College of at - urban at and DEPAREMEN2, area New STATE INSERVICE dis- of New Econanic variais University disadvantaged special PUBLICATICVS OF MIKE VANRYN

Contributor to Imperativesfor Change New York StateEducation Department,1967 Conibutor to Journey toExcellence (revisededition) New York StateEducatico. Departnent,1967 Contributor to EqualEducation OpportunityNewsletter Research in Progress for Urban A Study of TeacherEducation Programs designed to prepareteachers Disadvantaged School. ABSTRACT: Planning and ManagingOrganizational Change

by Mike Van Ryn

"Vb must place thefuture, likethe unbornchild in the womb of a wcman, Within a community of men, women and children among us,already here, already to be nourished and succored andprotected,already in need of things for which, if they Are not prepared before it is born,it will betoo late. So, as the young say, The FUture IsNow."

Margaret Mead

Participants interested in beocming more familiarwith the major steps involved in planning and managing organi.zationalchange will find thissession to be particularly useful.The basic steps tobediscussed duringthe session will include thefollowing 1

Developing theplanning base;

Translating planning plan;

t and,

Implarenting the operational plan.

Through theutilization of various illustrations, participants will be afforded the opportmnity to acqtiire an overvi.ew ofthe proceduresinherent in the plaLningand managing steps. Issues and problem related to each of the steps will be discussed and planning strategiesand management processes will be exPLicated.

75 CURRENT EDUCATION

Books

Beggs, D.W. and E.G. Buffie, eds. Nongraded Schools in Action.Bloomington, Indiana: University Press, 1967. Beggs, D.W. and E.G. Buffie, eds. Independent Study. Bloomington, Indiana: University Press, 1968. Borg, Walter.Ability Grouping in the Public Schools.Madison: Dembar Educational Research Services, Inc., 1966. Brown, B.F. Education bzAER.sintren.New York: Parker, 1968. Clasen, E.R., ed. On To The Classroom.Wisconsin: Dembar Educational Research Services, 1969. Esbensen, T.Working with Individualized Instruction. California: Fearon Publisher4-068. Goulet, R.R., ed. Educational Chan e: The Reality and The Promise., New York: Citation Press, 1968. Summaries of I/D/E/A Conferences on Innovations. Of particular interest: Schoolhouse in Transition and Humanistic Technology. Hart, L.The Classroom Disaster.New York: Teachers' College Press, 1969. Klausmeier, H. and G. O'Hearn.Research and Development Toward the Improvement of Education.Madison: Dembar Educational Research Services.; Ind.;7PW---- Kohl, Herbert. 36 Children. New York: The New American Libiary, 1967. Account of a teacher's year in a ghetto classroom. Kornbluth, J., ed.Notes From The New Underground. New York: Ace Publishing Corporation, 1968. Collection of writings from the underground press. Kozol, J. Death At An Early ant. Boston: Houghton Mifflin Company, 1967. "The destruction of the hearts and minds of Negro children in the Boston public schools" as told by a fourthOgrade teacher. Manlove, D. and D. Beggs. Flexible ,Scheduling. Bloomington: Indiana University.Press, 1968. Michaelis, John, Ruth Grossman and Lloyd Scott. New Designs for the Elementary School Curriculum. New York: McGraw-Hill Book Company, 1967. Develops model of components of curriculum and discusses each subject area within defined framework. Morphet, E. and David Jesser. Cooperative Planning For Education in 1980. New York: Citation Press, 1968. Schrag, P.Village School Downtown. Boston: Beacon Press, 1967. Specifically concerned with the urban schools in Boston.

-7 7 Schwab, J.J. Colle e Curriculum and StudentProtest. Chicago: University o igt:71rFee77,71 . Reports research which examines style, content, and expression of student protest, surveys resources available for treating II curricular ills" andprovides prescriptions utilizing these resources. ah Corporation, Skinner, B.F. The Technology of T2aching.New York: Meredith 1968. Toffler, Alvin, ed.The Schoolhouse in thecm.New:York: Frederich A...Praeger, Inc.7-1968. Tussman, Joseph. Everiment at Berkley,.New York: Oxford UniversityPress, 1968. Experiment concerns curriculumdeveloped to meet demandsof modern education and yet to retainresponsibility for planning for the college faculty. Unruh, Glenys and Robert Leeper. Influences in Curriculum Crt_s. Washington: Association for Supervisionand Curriculum Development, 1968. Considers influences in curriculum design aswell am in subject fields and curriculum change.

ArtiCles

Black, J. "One step off the sidewalk." Saturday Review, (November 15, 1969),

88-9. - Clinchy, E. "Good school in a ghetto." Saturday Review, (November 16, 1968), 106-7.. Counts, G. :Where are we?" Educational Forum, 30CMay, 1966), 397-406. Featherstone, J, "High School; film about Northeast High School." New Republic, 160(June 21, 1969), 28-30. Gibbons, M. "Changing secondary education now."NASSP Bulletin, 54(January, 1970), 30-48. Recommends: change in re2ationship between student and teachers concerning act of learning by: communicating; consulting; cooperating; presenting range of choices; individualizing and communizing; introducing drama, service; and solitude; and experimenting. Gorton, R. "New designs for high school education."Wisconsin Journal of Education, 99(March, 1967), 13-14. Lewis, A. "Innovation and the open school."Educational Leadership, 24(day, 1967), 673-5.

"The everywhere ichool:'One ghetto's bid fora future."School Management, 13(December, 1969), 39-45. Presentation of.Hsrtford'spractical plan for a new kind of community- built around a new kind of school. hUhat's urong uith the high schools?"Neusweek, (February 16, 1970), 61-9. 78 RADICAL .EDUCATION

Looks

Borton, T. Reach, Touch and Teach.New York: McGraw.Mill, 1970. Dennison, George. The Lives of Children. New York: Random House, 1969. "A practical description of freedom in itsrelation to growth and learning.The story of the First Street School." Glasser, W. Schools Without Failure,New York: Harper & Row, 1969. Proposes innovations including the use of theclass as a counseling group, as well as new approaches to grouping, grading and home work. Gross, Ronald and Beatrice, eds.Radical School Reform. New York: Simon and Schuster, 1969. Contains excerpts from a number of contemporary works on education including writings by Kozol, Holt, Goodman, MtLuhan, Leonard and Neill. Hamachek, D.E., ed.Humanynaiics in Psychology and Education. Boston: Allyn and Bacon, Inc., 1968. Aims to present insights about American education as a soctal system. Contributors include Robert Merton, David Riesman and Marshall McLuhan. Areas presented are: actors and roles, audiences and stages; bureaucratic structure; social strati- fication; social mobility and "success"; the quest for corm-unity; creativity as a social phenomenon; and some "revolutions of our time . drastic social changes". Heath, Douglas H. Growing Up in College: Liberal Education and Maturity. San Francisco: Jossey-Bass Inc., 1968. Holt, John. How Children Learn. New York: Pitman Publishing Corporation, 1967. Neill, A.S. Summerhill.New York: Hart Publishing Company, 1960. Story of a free-school, a "radical approach to child rearing".

Articles

Barton, Anthony. "The Hard/Soft School." Media and Methods, (may, 1960), 51-55. Bremer, John. "A Curriculum, A Vigor, A Local Abstraction." The Education Digest, 35(September, 1969), 13-16. Rationale for a new curriculum incorporating community participation and participation in the community. "Channeling activism into accomplishment." Nation's Schools, 84(September, 1969), 39-50. A review of eight areas Ilhere student involvement is working. Cox, D. "Learning on the road; Parkway project." Saturday Review, 52(May 17, 1969), 71. Cox, D. and L. Lazorko. "School without walls: city for a classroom." Nation's Schools, 84(September, 1969), 51-8. Description of Philadelphia's Parkway Program. Divoky, D. "Project ASPIRE: help for hopeless kids."Scholastic Teacher Secondary Teacher's Supplement, (February 2, 1970755727- Divoky, D. "Revolt in the high schools: The way it's going to be." ,Saturday Review, (February 15, 1969), 83-90. Divoky, D. "Young ideas in an old state."Saturday Review, (April 18, 1970), 62-5. "Experiment: Philadelphia's school without walls: ParkwayProgram." Life, 66(Nay 16, 1969), 40-2. Farber, R.H. "Free university."School and ,Society, 97(October, 1969), 356-8. History and present status of the Free University as well as its effect on regular curriculum and comments concerning effect of incorporating it in.totality into.the regular.program. "Free form learners."Nation's Schools, 84(September, 1969), 48-50. Goodman, Paul. "Freedom and Learning: The need for choice."Saturday Revieu, (May 19, 1968). Griffen, W.L. "Free and unfree schools." Changing Education, 4(Fall, 1969), 17-9. Harrison, G.H. "City is our classroom; Philadelphia's Parkway Program." Scholastic Teacher Secondary Teacher's Smpplement, (December 1, 1969), 11-3. Levine, D. "City as school."NA'11) Bulletin, 53(December, 1969), 1-34. Emphasizes importance in thinking about city's role in education and school's role in producing city's citizens. Ohles, J.F. "Realities and student power."Record, 70(October, 1968), 53-6. "School is not a place but an activity." Media and Nethods6(January, 1970), 30-4. An interview with John Bremer, principal of thePhiladelphia Parkway School. "School where little kids teadh the teachers; Far West laboratory for educational research and davelopment, Berkeley, California." Parents' kluft,z1.....rm, 44(September, 1969), 70-2. Schrag, Peter. "Learning in a storefront." Saturday Reviev4 .(June 15, 1968), 71.

Schwebel, R. "Wakening our sleepy universities: student involvement in curriculuM change; free universities and experimentalcolleges." Record, 70(October, 1968), 31-43. go "Street academies: New York'sNew Deal for ghettodropouts." Nation's Schools, 83(May, 1969), 66-70. "Summerhill in Ithaca; East HillElementary School, New York." Newsweek,.75(February 232,1970), 65. "Texarkana and Dorsett Sign Contract." Report on Education. Research, 2(January 21, 1970), 4. Dorsett Educational Systems, Inc., agrees toorganize and operate an instructional component totesta' skills to school dropouts on an incentive payment basis. "The Academic Revolution: Patterns ofReform; The Case for Radical Change." Saturday Review, (October18, 1969), 80-3. "The anywhere school: One city'sbreak with the past."School Management, 13(December, 1969), 46-55. Describes program of Philadelphia's school %dthoutwalls, the Parkway School. SCHOOLS OF THE FUTURE

Books

Columbus, Ohio: Charles Berman, L.A. New Priorities in theCurriculum. E. Merrill Publishing Co.,TM. New priorities are eighthuman process skills: perceiving, communicating, loving, decisionmaking, knowing, organizing, creating and valuing. Eurich, A., ed. High School 1980. New York Pitman Publishing Corporation, 1970. Leading educators evaluate and predictchanges which will mold future of American secondaryeducation. Eurich, A.Reforming American Education. New York: Harper and Row,1969.

Frost, J.L. and G.T. Rowland. Curricula For The Seventies. Boston: Houghton Mifflin, 1969. Hirsch, W.Z. and colleagues.Inventing Education for The Future. San Francisco: Chandler PublishingCompany, 1767. 1968. Leonard, G.B. Education and Ecstasy.New York: Delacorte Press, Raises the question "what iseducation", presents own definition, and climaxes in "visit" to school of2001 as he envisions it. 1968. Peterson, A.D.C.The Future of Education. London:The Cresset Press, Author discusses future of education forthe kind of society which is now present.Considers concept of education,content, method and pattern of administration aswell as future role of the teacher. The High School of the Futures A Memorial toKimball Wiles.Columbus, Ohio: Charles E. Merrill Publishing Co.,1969.

Articles

Bushnell, D.S. "Educational systemfor the 270's."Phi Delta Kappan, 51(December, 1969), 199-210. Harvard Clark, Kenneth. "Alternative Public SchoolSystems." Education Review, 38(Winter,1968), 100-113. Suggests as possible,practical competitors to presentform: regional state schools,federal regional schools,college- and university-related open schools,industrial demonstration schools, labor union sponsoredschools and army schools, "Education in the 1980's."School and Society,95(April 1, 1967), 206. Eibling9 E.H. "Education for a newcentury: curriculumdevelopment." Education, 86(January,1966), 261.

82 Frost, J.L. and G.T. Rowland. "Seventies: a time for giant steps." Childhood Education, 46(September, 1969), 4-13. Author's requirements for '70's: no letter grades, no grade levels, emphasis on individualized instruction, school a part of immediate community, early childhood education, revised roles for administrators and teachers. Gall, M. "Space age curriculum."Social Education, 34(January, 1970), 60-2. Goodlad, J. "Toward 2000 A.D. in education." NCEA Bulletin, 65(August, 1968), 16-22. Questions sequence in present curriculum, objectives of education, retention of "walled-off classrooms in walled-off schools", etc. Predicts continued effort to humanize education, elimination of prescribed age for entering school, elimination of "9-3, September-June" school, class periods, bells, carnegie units, etc. Gottesman, A.M. "Education in the seventies." peatoodyjmmilal sd. Education, 45(September, 1967), 76-81. Genera/ predictions include: organizational (schedule) changes, new instructional materials'centers, teacher as consultant,computers in education, new role of teacher as diagnostician. Havinghurst, R.J. "High schools for the future."NASSP Bulletin, 2(May, 1968), 117-25. Predicts emphasis on expressive education which will recognize student with talents in these areas as successful as student with talents in science and mathematics. Heath, D. "Education for 1984." The Independent School Bulletin, (October, 1969), 8-12. Hogan, A. "Education in 20 years."School and Community, 56(October, 1969), 10-11. Ruark, H.C. "Now or never for 1990."Educational Screen and Audio-visual Guide, 45(September, 1966), 19. Sand, 0. "Schools for the seventies."Music Educators Journal, 52(June, 1966), 40-2. "Schools are here to stay."The Instructor, 76(January, 1967), 12. Editorial responds to Robert Hutchins' statement that "modern technology will...eliminate the school", by agreeing on increased use of hardware but also emphasizing importance of personal contacts, group dynamics, interaction in process of teaching. Yamasaki, K. and D. Cox. "School for the '701s: The module is one." Nation's Schools, 85(March, 1970), 57-76. ONO*

MISCELLANEOUS

Books

Abt, Clark. Serious Games. New York: The Viking Press, 1970. "The art and science of games that simulate life - in industry, government, education, and personal relations, interpreted with examples by a leading exponent and innovator." Acland, R.Curriculum or Life? Gollancz, Canada: Humanities Press, 1966. Anderson, James G. Bureaucracy in Education. Baltimore: The Johns Hopkins Press, 1968. Battle, J.A. and R.L. Shannon. The New Idea in Education. New York: Harper and Row, 1968. Ekstein, R. and R. Motto, eds. From Learning For Love To Love of Learning. New York: Brunner - Hazel, Inc., Ogg: Gustaitis, P. Turning On. New York: Macmillan, 1969. Hedley, W.E. Freedom, Inquiry and Language.Scranton, Pa.: Inter- national Textbook Company, 1968. A reminder that many of the "modern" educational philosophies are not new - author analyzes Dewey's Theory of Inquiry, Sartre's Concept of Freedom and Wittgenstein's Language Games. Implications for curriculum theory. Hodgkinson;H:--Education, Interaction and Social Change. Englewood Cliffs, N.JT: Prentice-Hall; 1961.-- Holt, John. How Children Faii:--New York: Pitman Publishing Corporation, 1968. Holt, John. The Underachieving School. New York: P...tman Pub/i7hing Corporation, 1969. Martin, W.Realism in Education. New York: Harper and Row, 1969. - McDill, Edward L., Mary S. MeDill and J.T. Sprehe. Strategies for Success in Compensatory Education: An Appraisal of Evaluation Research. Baltimore: The Johns Hopkins Press, 1969. Postman, Neil and Charles Weingartner.Teaching as a Subversive Activity. New York: Delacorte Press, 1969. Swain, Donald C. Wilderness Defender. Chicago: University of Chicago Press, 1970. The Schools and The Challenge of Innovation.New York: McGraw-Hill, 1969. The Supervisor: Agent for Change in Teaching.Washington: Association for Supervision and Curriculum Development, 1965. Walton, John.Administration and Policymaking in Education. Baltimore: The Johns Hopkins Press, 1969.

u'* ...acarrtremer",svmaltlomsggisrMSVIt.t..P.Mt*""*..,,,,:MorIV,t'21?-:

Articles

Amos, N.."Human process:directioA for inno ation?"Contemporary Education, 40(November,1968), 97-8. Angle, P.R. "Designing a dynamic curriculum."Audiovisual Instruction, 15(January, 1970), 36-8. Boocock, S.S. "Toward a sociologyof learning; outside-schoolinfluences Sociology of Education,39(Winter, 1966), upon studentperformance." WININNI 32-41. Brickman, W.W. "Educational innovationand the individual."School 95(January 21, 1967), 38. and Society2 Cottle, T.J. "Bristol Township schools: strategyfor change." Saturday Review, 52(September20, 1969), 70-1. Cyrs, T.E. and R. Lowenthal. "Model for curriculum designusing a systems approach."Audiovisual Instruction 15(January, 1970)216. Glatthorn, A.A. "Little bit of rebellionis good for the soul andthe school."Seventeen, 28(August, 1969), 324-5. Howard, E.R. "Developing student responsibilityfor learning." NASSP Bulletin, 50(April, 1966), 235-46. Recommends: options (student, content, time,facility and personnel), inquiry, thematic and concept-centeredapproach and importance of self-concept. Kvaraceus, W.C. "Working mith youth: some operationalprinciples and youth values."NASSP Bulletin, 53(December,1969), 62-71. Presents guidelines as well as researchfindings of a Youth and Adult Values Study done by the NewEngland School Development Council. Lauter, P. "Teacher power: an agent of change?"Changing Education, 4(Fall, 1969), 22-4. New Schools Exchange Newsletter.Santa Barbara, Calif.: (2840 -Tird.aen Valley Lane - 93103), weekly newsletter, Directory of schools and position papers. ----Taylor, C.W.2 E. Nielsen and B.Clark. "Talent awareness training; pro-gram_that considers andchanges teacher performance in terms of behaviOial-goals." TheInstructor, 78(May, 1969), 61-8. Tuckman, B.W. "Student-centered-:rarriculum."Educational Technology, 9(October, 1969), 26-9. Author presents postulates upon which astadent-centered curriculum can be based.He also lists suggested risulttmg propositions. Proposed curriculum would focus upon, primarily, specific, occupational, behavioralobjectives and would utilize individualized instruction. Watson, E.R. "Group communications and developmentalprocesses." High School Journal, 52(May, 1969), 431-40. Weisgerbert R.A. "Newest school system." Clearing House, 41(October, 1966), 126-7. Suggests "systems approach" to instruction. SENSITIVITY

Books

Greenberg, Herbert. Teaching With Feeling. New York: Pegasus, 1969.

Hamilton, Normein and J. Galen Saylor.Humanizing the Secondary School. Washington: Association for Supervision and Curriculum Development, 1969. Hentoff, Nat. Our Children Are Dying. New Y,:rk: The Viking Press, 1966. Jones, Richard N. Fantasy and FeelinR in Education. New York: New York University Press, 1968. Amtbor is concerned with emotional and imaginal moves as well as cognitive moves in education. Leeper, Robert R., ed.Humanizing Education: The Person in the Process. Washington: Association for Supervision.and Curriculum Development, 1967. Scobey, Mary-Margaret and Grace Graham, eds. To Nurture Humaneness. Washington: Association for Supervision and Curriculum Development, 19704 Perceptions, influences and education imperatives concerning humaneness. Siegel, Laurence, Ed. Instruction: Some Contemporary Viewpoints. San Francisco: Chandler Publishing Compnay, 1967. Includes chapter on Cognitive Models of Learning and Instruction and A Behavioristic Analysis of Instruction as well as A Cogni- tive-Structure Theory of School Learning.

Articles

Birnbaum, M. "Sense about sensitivity training." Saturdav Review, 52(November 15, 1969), 82-3. Bland, L. and others. "Intense encounters in human relations training." Personnel and Guidance Journal, 48(September, 1969), 56-7. Rirschenbaum, Howard. "Sensitivity Modules." Media and Methods, 6(February, 1970), 36. Menzel, E.W. "Science teaching and sensitivity training?" Science Teacher, 36(November, 1969), 17-20. Sigut, W. and R. Lohr. "Teacher sensitivity groups." Pennsylvania School Journal, 118(September, 1969), 30. Strunk, B.B. "Programs in progress: sensitivity training." School Management, 13(September, 1969), 58. Articles

Axtelle, G.E. "Humanizing of knowledge and theeducation of values." Education Theorz, 16(April, 1966),101-9. Suggests education of values (i.e.understanding consequences, significance and relations to othervalues), values not to be indoctrinated and that knowledge, intelligenceand values are involved organically in behavior. Botkin, R. "Can we teach values?"Educational Record, 49(Spring,1968)9189. brown, I.C. "What is valued in different cultures?"Educational Leadership, 27(November, 1969), 151. Buethe, C. "Curriculum of value."Educational Leadership, 26(October, 1968), 31-3. Carroll, F.G. "Adjusting our teaching: adapting to othervalues." Elementary English, 46(February, 1969), 172-3. Stresses importance of teacher attitude to fosteringlearning; and importance of teacher knowledge concerningvalues of students in determining teacher attitude. Chaffee, S.H. and J. W. Lindner. "Three processes of valueschange without behavioral change."Journal of Communication,19(March, 1969), 30-40. Cole, C.W. and C.D. Miller. "Relevance of expressed values toacademic performance."Journal of Counseling and Psychology,14(May, 1967), 272. Cormier, R. "Assessing human values relates to environmentof.the individual."Delta Kappa Gamma Bulletin. 36(Fall, 1969), 17-23. Dean, E.M. "Adapting to other values: the role of the adjustment teacher."Elementary English, 46(February, 1969), 169-71. Released from classroom responsibilities, the adjustment teacher collects and disseminates to the classroom teachers pertinent information about community, student body,school philosophy and individual child as well as suggestions for curricula for particular classes. Dressel, P.L. "Value oriented instructional techniques."Improving College and University Teaching, 14(Summer, 1966), 138-44. Emans, R. "Teacher attitudes as a.function of values."Journal of Educational Research, 62(July, 1969), 459-63. Frame, T. "In choosing values today's children need practice."Delta Kappa Gamma Bulletin, 36(Fall, 1969), 33-36. Halleck, S.L. "Generation gap: a problem of values." Education Digest, 34(January, 1969), 32-5. Shift in value systems of today's youth.includes: enjoyment of present, freedom from imposed structure, and self-revelation. Author suggests guidelines for value system relevant to all men. Hassenger, R. "Rationale for changing student values." Educational Record, 48(Winter, 1967), 61-7. 87 Holt, J. "Values we teach in school."Grade Teacher, 87(September, 1969), 72. Holt calls for teachers to be "authentic". He cites examples of instances illustrating that many are not and presents suggestions as to how they can be authentic. Jaros, D. and B.C. Canon."Transmitting basic political values: the role of the educational system." School Review, 77(June, 1969), 94-107. Junell, J.S. "Do teachers have the right to indoctrinate?" Phi Delta Kappan, 51(December, 1969), 182-9. Kirshenbaam, H. and S.B. Simon. "Teaching English with a focuson values." English Journal, 58(October, 1969), 1071-6. Lafferty, J.C. "Values that defeat learning."NASSP Bulletin, 52(May, 1968), 201-12.

Fear of failure, belief concerning relationshipof sense of worth to evaluation,concept of rewards. Lippincott, W.T. "Learning and thevalue sphere." Journal of Chemical Education, 46(June, 1969), 333. Overholt, T.W. and A.P. Schenk. "Violence and human values: the implications of an interdisciplinaryseminar for curriculum revision; Yankton C°llege, S.D."Journal of General Education, 21(July, 1969) ,107. Paschal, B.J. "How children learn values."Education Digest, 33 (May, 1968), 49-51.

"Teacher's function isnot to indoctrinate but to create an atmosphere conduciveto learning ..." Also stresses need to build self-concept,to provide atmosphere of permissiveness and to clarify choices for thechild. Paschal, B.J. "Values as basic in education." Schooland Society, 96(February 3, 1968), 77-8.

Paske, G.H. "Violence, value and education."The Record, 71(September, 1969), 51=63.

Sartain, H.W. and R.B. Weigand. "Classroom accommodations for the different value systems."Conference on Reading, University of Pittsburgh Report, 23(1967), 57-72; 1917.- Schonborg, V. "Examining our values."Childhood Educaticn , 45(September, 1968), 15-16.

Simon, S.B. and M. Harmin. "Subject matter witha focus on values." Educational Leadership, 26(October,1968), 34-5. Smith, H.R. "Ubiquitous class-value conflictin education."School and Society, 97(February, 1969), 92-4.

Need for teacher knowledgeconcerning not only peergroup of students but also of socialnetwork, attitudes and values ofgroup. Sulkin, S. "Folklore of educational values."NASSP Bulletin, 53(May, 1969), 107-17.

"Myths" presented include:overvalued academic achievement, excitement of learning, dropoutmyth, learning myth and adult values. VALUES

Books

Axelrod, J., M. Freedman and others. Search for Relevance.San Francisco: Jossey-Bass Inc., 1969. Identifies issues in higher education of todayand presents straightforward answers.Concerned with "the destination", "relevanceor violence" and "folklore toknowledge". Berman, L.M., ed. The Humanities and The Curriculum. Washington: Association for Supervision and Curriculum Development,1967. Blishen, Edward, ed. The School That 'Id Like.Baltimore: Penguin Books, Inc., 1969. Collection of writings by secondary-school children. Chickerinz, Arthur. Education and Identity.San Francisco: Jossey-Bass Inc., 1969. Divoky, Diane.How Old Will You Be In 1984?New York: Avon Books, 1969. "Expressions of student outrage from The High School FreePress." Fields, M. R., ed. Encounters with Reality. New York: Center forApplied Research in Education Inc., 1967. Collection of papers dealing with "contemporary encounterwith reality in education".Topics include: new challenges to the urban university, educational technology and value systems, implications of anti-poverty, etc. Lewis, C.Values and Imperatives. Stanford: Stanford University Press, 1969. Nash, P.Authority and Freedom In Education. New York: John Wiley & Sons, Inc., 1966. A dialectical approach to problems of education concerning work, institutions, discipline, the group, excellence, determinism, tradition and commitment. Ostrander, R. and R. Dethy. A Values Approach to Educational Administration. New York: American Book Eompany, 1968. Raths, L., M. Harmin and S. Simon.Values and Teaching. Columbus, Ohio: Charles Merrill Publishing Co., 1966. Describes a theory of values and presents specific strategies to implement the theory. Rich, J.M. Education and Human Values. Reading, Mass.: Addison-Wesley Publishing Company, 1968. Analyzes value issues found in fie.ccation today and proposes alternate solutions uhere possible. Consideration is given to cultural,organizational, moral and aesthetic values. Rogers, C.R.Freedom to Learn. Columbus, Ohio: Charles E. Merrill Publishing Company, 1969. Discusses.creating climate of frdedod, phficisophicaLand value r4mificatJ1Ons andspresents a "Model 'for Revolution". 82 A BIBLIOGRAPHY OF INSTRUCTIONALMATERIAL

BOOKS, PAMPHLETS, REPORTS,ETC.

Armstrong, RobertJ. (Ed.) DEVELOPING & WRITING BEHAVIORAL OBJECTIVES. Tucson, Arizona: Educational Innovators Press, Inc.,1968. Association of Supervision &Curriculum Development. IMPROVING EDUCATIONALASSESSMENT AND AN INVENTORY OF MEASURES OF AFFECTIVE BEHAVIOR. Washington: National Education Association,1969. Baker, Robert L., Vernon S.Gerlach, and Howard J. Sullivan. CONSTRUCTING BEHAVIORAL OBJECTIVES. Inglewood, Cali- fornia: Southwest Regional Laboratoryfor Educational Research and Development,1968. Baker, Robert L., Vernon S.Gerlach, Richard E. Schutz, and Howard J. Sullivan. DEVELOPING INSTRUCTIONALSPECIFICA- TIONS. Inglewood, California: Southwest Regional Laboratory for EducationalResearch and Development,1968.

Benathy, Bela H. INSTRUCTIONAL SYSTEMS. Palo Alto, California: Fearon Publishers,1969.

Bernabel, Raymond. BEHAVIORAL OBJECTIVES: AN ANNOTATED RESOURCE FILE. Harrisburg, Pennsylvania: Department of Public Instruction, 1969. (45 pages) Bernabel, Raymond, et al. BEHAVIORAL OBJECTIVES INCURRICULA AND EVALUATION. Dubeque, Iowa: Kendall/Hunt Publishing Co., 1970. Cubberly/Lockheed Science ProjectFinal Report, Volume I - Narrative Report. A Development Project toAttain Stated Behavioral Objectives inScience: A System Approach. Cubberly (Elwood P.) SeniorHigh School, Palo Alto, California, ERIC#ED 025 428. Eiss, Albert F. and MaryBlatt Harbeck. BEHAVIORAL OBJECTIVES IN THE AFFECTIVE DOMAIN. Washington: National Science Supervisors Association,1969.

Esbensen, Thorwald. WORKING WITH INDIVIDUALIZEDINSTRUCTION: THE DULUTH EXPERIENCE. Palo Alto, California: Fearon Publishers, 1968. French, Will, et al. BEHAVIORAL GOALS OF GENERALEDUCATION IN HIGH SCHOOL. New York: RusSel Sage Foundation, 1957. 90 CLASS- Gronlundl Norolan F. STATING BEHAVIORAL OBJECTIVES FOR ROOM INsTRUCTION. London: The MacMillan Company, 1970.

Kibler' Rtibert J. t. al., BEHAVIORALOBJECTIVES AND INSTRUCTION. post(111: Ally. and Bacon, Inc., 1970.

Krattfil David R. et al. TAXONOMY OF EDUCATION OBJECTIVES, Nar14100K II: AFFECTIVE DOMAIN. New York: David McKay Compktty, Inc., 1956. Pitts- LIndyall,C. M.(Ed.) DEFINING EDUCATION OBJECTIVES. tiurght University of Pittsburgh Press,1964.

RoLert F. PREPARING INSTRUCTIONAL OBJECTIVES. Palo Mager,Alto, California: Fearon Publishers, 1962. INSTRUCTION. Mager, RObetF. PREPARING OBJECTIVES FOR PROGRAMMED SanPlasucisco:x Fearon Publishers, 1961. mager, Rc%ert F. DEVELnPING ATTITUDE TOWARD LEARNING. Palo Alto, california: Fearon Publishers, 1968. Plowman' Nui D.AN INTERPRETATION OF THETAXONOMY OF_EDUCA- TIONkt BjECTIVES. (unpublished pamphlet) 1968.

Popham W. James,et al.,INSTRUCTIONAL OBJECTIVES. Chicago: Rand licaully& Co., 1969. (AERA Monograph). Inglewood, Pophao"./!.Jaoles. EDUCATIONAL CRITERION MEASURES. CaLlrornia: Southwest Regional Laboratory for Educational Rese4x..01 andDevelopment, 1968.

Sanders, liorris M. CLASSROOM QUESTIONS - WHAT KINDS.New York: garp%I., aod Row, 1966. (Deals with Bloom's Taxonomy.)

RobertG THE DEVELOPMENT OF TRAINING OBJECTIVES. Vashzh,t00, D.C.:George Washington University, Human Resottiq'es Research Office, 1964.

STATING EblicATIONAL OUTCOMES. Inglewood, California: Sauthwest gegivnaal Laboratory for EducationalResearch and Develop- ment, 1968.

Tyler, Rall:oh, Robert Gagne and Michael Scriven. PERSPECTIVES OF CblimIcULUM EVALUATION. Chicago: Rand McNally & Co., 1967, (AERA Monography).

ARTICLES

Amm.000,M uDefinition, Function and Use of Educational Ob- jectzves, ELEMENTARY SCHOOL JOURNAL, Vol. 62, pp. 432-36. 92 a Bolvin, John O. "Implications of theIndividualization of Instruction for Curriculum andInstructional Design", AUDIOVISUAL INSTRUCTION, Vol.XIII, pp. 238-242, March, 1968. Burns, Richard W. "Objectives and ClassroomInstruction", EDUCATIONAL TECHNOLOGY, Vol.VII, No. 20, October 30,1967.

Burns, Richard W "The Theory of ExpressingObjectives , EDUCATIONAL TECHNOLOGY, Vcl.VII, No. 20, October30, 1967.

Burns, Richard W. "Objectives in Action",EDUCATIONAL TECHNOLOGY, Vol. VIII, No. 3,February 15, 1968. "Objectives InvolvingAttitudes, Interest Burns, Richard W. Vol. VIII, and Appreciations",EDUCATIONAL TECHNOLOGY, No. 8, April 30, 1968. Grading", EDUCA- Burns, Richard W. "Measuring Objectives and TIONAL TECHNOLOGY, Vol.VIII, No. 18, September30, 1968. Validity of Tests", Burns, Richard W. "Objectives and Content EDUCATIONAL TECHNOLOGY, Vol.VIII, No. 23, December 15,1968.

Canfield, Albert A. "A Rationale for PerformanceObjectives", AUDIOVISUAL INSTRUCTION, Vol. 13, pp.127-129, February,1968. Objectives", SYSTEMS Cohen, Arthur. "Defining Instructional APPROACHES TO CURRICULUMAND INSTRUCTION INTHE OPEN-DOOR COLLEGE, Johnson, Lamar B.,(Ed.), University ofCalifornia at Los Angeles, 1967.

Craik, Mary B. "Writing Wiectives forProgrammed Instruction-- Or Any Instruction",EDUCATIONAL TECHNOLOGY,Vol. VI, No. 4.

Csanyi, Attila P. "Determining Objectives: A Behavioral Systems ApproachV NSPIJOURNAL, Vol. VII, pp.16-18, February, 1968. Darling, D. W. "Why a Taxonomy ofAffective Learning?", EDUCATIONAL LEADERSHIP, Vol. 22, pp.473-475, April, 1965.

Deterline, William A. "The Secrets We KeepFrom Students", EDUCATIONAL TECHNOLOGY, Vol.VIII, pp. 7-10, February 15, 1968. EDUCA- Dressel, P. L. "Are Your ObjectivesShowing?", NATIONAL TION ASSOCIATION JOURNAL,Vol. 44, p. 267, May, 1955. Taxonomy Drumheller, Sidney J. "A Model for Applyingthe Bloom of EducationObjectives in CurriculumDesign", NSPI JOURNAL, Vol. VII, pp. 10-13, May,1967. S2 Ebel, R. L. 111/elation of Testing Programsto Educational Goals", NATIONALSOCIETY FOR THE STUDY OFEDUCATION, YEARBOOK -- 1962, Part 2, pp.28-44, 1963.

Edling, Jack V. 'Mducational Objectives andEducational Media", REVIEW OFEDUCATIONAL RESEARCH, Vol.38, pp. 174-194, April, 1968.

Engman, B. D. "Behavioral Objectives: Key to Planning", THE SCIENCE TEACHER, Vol.34, pp. 86-87, October,1968.

Esbensen, T. "Writing InstructionalObjectives: Satire", PHI DELTA KAPPAN, Vol. 48, pp.246-47, January, 1967.

Gall, Morris.- "They LearnMore Than You TeachThem" (Excerpt from the Series-BehavioralOutcomes.) GRADE TEACHER, Vol. 84, April, 1967. Garvey, J. F. "What and Why BehavioralObjectives", THE INSTRUCTOR, Vol. 77, p. 127,April, 1968.

Gerhard, M. "Behavioral Outcomes: What the Child is Able to Do and Does as a Result of theTeaching -- Learning Experience", GRADE TEACHER,Vol. 84, pp. 92-95,April,-1967.

Grieder, C. "Is It Possible to WorkEducational Goals?", NATIONAL SCHOOLS, Vol. 68, p. 10,October, 1961.

Haverman, Mr. "Behavioral-Objectives: Bandwagon or Break- through?",THE JOURNAL OF TEACHEREDUCATION, Vol. 19, pp. 91-94,Spring, 1968. Havighurst, R. J. qlesearch on the DevelopmentTask Concept", SCHOOL REVIEW, Vol. 64, pp. 215-223,May, 1956,

Hoover, W. F. "Specification ofObjectives",.AUDIOVISUAL INSTRUCTION, Vol. 12, p. 597, June,1967.

James, B. J. "Can Needs Define EducationalGoals,?", ADULT EDUCATION, Vol. 7, No. 1, pp.19-26.

Jarolimek, J. "Taxonomy: Guide to DifferentiatedInstruction", SOCIAL EDUCATION, Vol. 26, pp.445-447, December, 1962.

Jones, Richard V., Jr. "Learning Activity Packages: An Approach to IndividualizedInstruction", JOURNAL OF SECONDARY EDUCATION, Vol. 22, pp.101-103, April, 1968.

Kapfer, Philip G. "Behavioral Objectives in theCognitive and Affective Domains", EDUCATIONALTECHNOLOGY, Vol. VIII, No. 11, June 15, 1968. Kapfer, Mariam B. "Behavioral Objectives and the Gifted", EDUCATIONAL TECHNOLOGY, Vol. VI'r, No. 11, June 15,1968.

Kapfer, Pailip G. "Behaxlural Cbjr!c,.....ves: Cognitive and Affective Domains", EDUCATIONAL SCREE1.AND AUDIOVISUAL GUIDE, Vol. 47, pp. 10-11, 38, July, 1968.

Kapfer, Philip and Swenson, Gardner. "Individualizing Instruction for Self-Paced Learning:, THECLEARING HOUSE, Vol. 42, pp. 405-410, Narch, 1968. Krathwohl, David R. "Stating Objectives Appropriately, for Program, for Curriculum, and for InstructionalMaterials Development", THE JOURNAL OF TEACHER EDUCATION,Vol. XVI, pp. 83-92, Narch,1965. Kurtz, Edwin, Jr. ".Help Stamp Out Non-Behavioral Objectives", THE SCIENCE TEACHER, Vol. 32, pp. 31-32, January,1965.

Leavitt, H. B. "Dichotomy Between Ends and Means in American Education", JOURNAL OF EDUCATION, Vol. 141, pp.14-16, October, 1958.

Lewey, A. "Empirical Validity of Major Properties of a Taxonomy of Affective Educational Objectives",THE JOURNAL OF EXPERIMENTAL EDUCATION, Vol. 36, pp. 70-77, Spring,1968.

Mager, Robert F. "Deriving Objectives for the High School Curriculum" NSPI JOURNAL, Vol. VII, No. 3, March,1968. F

; "Aims of Education", EDUCATION, Vol. 76, pp.630-8, t Mayer, F. t i June, 1956. McDermott, John J. "Carlisle District Writes Behavioral Objectives", THE SCIENCE TEACHER, Vol. 34, pp. 32-33, May, 1968. McKeegan, Hugh F. "What Individualizing Instruction Means to the Curriculum Director", AUDIOVISUALINSTRUCTION, Vol. XIII, pp. 232-237, March, 1968. McNeil, Jan and James E. Smith. "The Multi's at Nova", EDUCA- TIONAL SCREEN AND AUDIOVISUAL GUIDE, Vol. 47, pp. 16-19, January, 1968. Montague, E. J. and Bults. "Behavioral Objectives", THE SCIENCE TEACHER, Vol. 34, pp. 33-35, March, 1968.

Ojemann, R. H. "Should Educational Objectives Be Stated in Behavioral Terms?", THE ELEMENTARY SCHOOL JOURNAL, Vol. 68, Dp. 223-231, February, 1968. EDUCATIONAL Palmer, R. R. "Evaluating SchoolObjectives", 1958. . RESEARCH BULLETIN,Vol. 37, pp.60-66, March, E. L. Baker. "Measuring TeacheresAttitudes Popham, W. J. and JOURNAL OFEDUCATIONAL Toward BehavioralObjectives", THE RESEARCH, Vol. 60, pp.453-455, July,1967. Public Education", Pullen, T. G.,Jr. "Defining Goals of BALTIMORE BULLETINOF EDUCATION,Vol. 36, pp. 30-32, April, 1959. "Evaluating Objectivesof EducationinAmerican Quillen, I. J. 222-229, July,1958. Life", EDUCATIONALRECORD, Vol. 39, pp. Objectives", Rahmlow, Harold F. "Specifying UsefulInstructional NSPI JOURNAL,Vol. VII, No. 7,September, 1968. Behavioral Schroeder, Glenn B., etal., "ClassroomStrategies: Objectives", Vol. 2;New Mexico: Southwestern Cooperative Educational Lab,1967. ERIC OD 025 363. "The Politics ofEducationalObjectives", Slack, Charles W. 1967. EDUCATIONAL TECHNOLOGY,Vol. VII, No.14, July 30, "A Learning ActivityPa6kage--What Is It?", Talbert, Ray L. GUIDE, Vol. 47, pp. EDUCATIONAL SCREENAND AUDIOVISUAL 20-21, January,1968. "Behavioral Objectivesin Education", Trow, William Clark. 1967. EDUCATIONAL TECHNOLOGY,Vol. VII, No.24, December 30, Objectives in HigherEducation", Trow, William Clark. "Grades and EDUCATIONAL RECORD,Winter, 1968. "Curriculum Evaluationby Means ofBehavioral Walbesser, Henry H. Vol. I, Objectives", JOURNALOF RESEARCH INSCIENCE TEACHING, No. 4, pp.296-301, 1963. James E. Smith. "At Nova, EducationComes Wolfe, Arthur B. and SCHOOLS, Vol. 81, pp.48-49, in SmallPackages", NATION'S June, 1968. Education", Woodring, P. "Subject Matter andthe Goals of EDUCATIONAL FORUM, Vol.24, pp. 417-419,May, 1960.

INSTRUCTIONAL PROGRAMS

BEHAVIORAL OBJECTIVES -Program developedby-Raymond Bernabel, 1969. A self-instructionalslide-audlotape programconsisting of four tapesand 95 four series ofslides includingmanuals. Available from: Bucks County Board ofSchool Directors Division of Curriculum& Instruction Administration Building -7th Floor Doylestown, Pennsylvania18901 Price: $65.00 coainlete program

BEHAVIORAL OBJECTIVESEXTENSIVE SERVICE -Program developed by Paul D. Plowman,1968-69-. Eight units, Includinghandbooks. Available from: Science Research Associates,Inc. 259 East ErieStreet Chicago, Illinois60611

EDUCATIONAL OBJECTIVES -Filmstrip-tape program developedby James W. Popham andEva L. Baker, 1967. Eighteen filmstrip-tapeunits, including manual, tests, etc. Available from: Vimcet Associates P. O. Box 24714 Los Angeles, California90024 Price: $115.00 complete program $2.00 - guides

PRINCIPALS AND PRACTICEOF INSTRUCTIONALTECHNOLOGY (PPIT) - Program developed byGeneral ProgrammedTeaching, 1968. A programmed, inserviceworkshop package consisting of fifteenaudio tapes, twelve filmstrips, ten workbooks, onemonitor's manual, and one scriptbook. Available from: General Programmed Teaching 424 University Avenue P. O. Box 402 Palo Alto, California94302 Price: $650.00 - workshop cost $6.00 per extra workbook

WRITING BEHAVIORALOBJECTIVES - Program developed by Casper F. Paulson. A. slide-audio tape presentation. Available from:* Teaching Rasearch Division Oregon State System of HigherEducation Monmouth, Oregon 96 WORKBOOKS OBJECTIVES - A GUIDE TO CLASSIFYINGAND WRITING INSTRUCTIONAL Developed by Thomas Hill,1969. Six units serving as aguide to a televised program onobjectives, Available from: Video Inservice Program Educational Service Unit No.6 P. O. Box 10 Milford, Nebraska

CONSTRUCTING BEHAVIORALOBJECTIVES - Developed by Henry H. Waibesser,1968. A three unit self-instructionalworkbook concerning the identificationand con-- struction of behavioraldescriptions. Available from: The Bureau of EducationalResearch & Field Services College of Education University of Maryland College Park, Maryland

EDUCATIONAL OBJECTIVESWORKBOOK - Developed byEPIC Evaluation Center. Available from: EPIC Evaluation Center 1034 East Adams Tucson, Arizona Reprint available from: ECCO 700 East Water Street Syracuse, New York 13210

PERFORMANCE OBJECTIVES -Develope,d by ThorvaldEsbensen, 1967. A three-sectionedmimeographed booklet dealing with the writingof instructional objectives, educationalobjectives and the curriculum, and sampleinstructional objectives, etc. Available from: Differentiated Staffing Project Florida State Department ofEducation Knott Building Tallahassee, Florida 32301

97 WRITING AND USING BEHAVIORALOBJECTIVES: A LEARNING PACKET FOR STUDENTS & ADMINISTRATORS,NO. 1 - Developed by Sam Leles and Raymond Bernabei,1969. An excellent guide to the writingof behavioral objectives.Available from: University Supply Store University, Alabama 35486 Price: $2.50

CURRICULUM GUIDES

INSTRUCTIONAL OBJECTIVES EXCHANGE(10X) - Project directed by James W. Popham, 1968. "lOK functions as a nationaldepository bank from which administrators,teachers, and curriculum developers candeposit and withdraw, operationally-statedobjectives and accompanying test itemswhich represent the goals they wish toachieve." It is a Project of the Center forthe Study of Evaluation - UCLA GraduateSchool of Education -- seventeen subjects are dealt with and individual booklets areavailable for distribution from: University of California Center for the Study of Evaluation Instructional Objectives Exchange 145 Moore Hall 405 Hilgard Los Angeles, California90024

MATHEMATICS - GRADE SEVEN - Developed byRaymond Bernabel, et al., 1969. Three booklets dealing with:Above Average Grouping; Average Grouping; Below Average Grouping. Produced for the Bucks County SchoolDistrict. Available from: Bucks County Board of School Directors Division of Curriculum & Instruction Doylestown, Pennsylvania18901 Price: $3.00 complete set Prototype PEP (PERSONALIZEDEDUCATIONALPRESCRIPTIONS) Curriculum Guide developedby RaymondBernabel,,1969. Grade two, in the areasof : Language Arts; Mathematics;Social Studies; Science. Available from: Bucks County Board ofSchool Directors Division of Curriculum& Instruction Doylestown, Pennsylvania18901 Price: $1.00 each $3.00 complete set

99 FLEXIBLE MODULAR SCHEDULING BIBLIOGRAPHY

Brown, B. Frank. "An Ungraded Secondary School," NATIONALASSOCIA- BULLETIN 45; April, 1961. i TION OF SECONDARY SCHOOL PRINCIPALS i , pp. 349-352. An assessment of high school programsof the past I i and present with suggestions of newapproaches. r i Brown, B. Frank. THE APPROPRIATE PLACEMENT SCHOOL: A SOPHISTICATED i Parker Publishing Company, West Nyack, i NONGRADED CURRICULUM. [ ? New York, 1965. t This book is a report on thedialogues of the Mass. Institute of Technology Conferenceheld in May, 1963, E and the subsequent discovery of a newstratagem for non- grading schools.

Burns, R. W. and M. B. Craig. "Let's Let The Learner Learn," EDUCA- TION 85, Novedber, 1964. pp. 155-157. How the behavioral sciences andtesting programs contribute to the improvement ofteaching by increasing flexibility and better pupilplacements. I. Carbone, Robert F. "Comparison of Graded and Nongraded Elementary Schools," ELEMENTARY SCHOOL JOURNAL 62,November, 1961. pp. 82-88. The author's doctoral researchtested three hypothesis: is there a difference in achievement,mental health, or teachez instruction methods in the gradedand nongraded approach. His interpretation of his results are very worthwhile.

Docking, R. and D. Hogan. "Breaking Grade Barriers," MICHIGAN EDUCA- TION JOURNAL 42, January, 1965. pp. 16-17. The effect of a school changed toungradedness, elimination of study halls andheterogeneous groups, individualized programs and flexibleschedules.

Estes, N. "Unusual Design For ChildhoodEducation," SCHOOL AND COMMUNITY 51, May, 1965. pp. 8-9. Basic features of a new educational programand facilities for large group, small groups, group and individual study andcontinuous progress- instituted at Riverview Gardens,Missouri.

Glogau, L. ".Make Me A Nongraded", NATIONAL ELEMENTARYPRINCIPAL 44, May, 1965. pp. 51-54. Basic concepts for developing anongraded program on the basisof the experience of Old BethpageSchool, Plainview, New York. 100 Organization Goodlad, J. I. "Individual Differencesand Vertical N.S.S.E. YEARBOOK,VOL. 61, PT. 1. pp.209-238. of the School," organiza- Individual differences,school functions, tional form,continuous progressplans.

R. H. Anderson. THE NONGRADEDELEMENTARY SCHOOL Goodlad, J. I. and York, 1963. 248 pp. (Revised Edition), HarcourtBrace and Co., New The first authoritativework regarding thedevelopment of thenongraded school. SCHOOL JOURNAL 65, "Dimensions ofNongrading," ELEMENTARY Hunter, N. November, 1964, October, 1964. pp. 20-25. EDUCATION DIGEST 30, pp. 35-37. Describes the importantdimensions that need to be considered forproviding for achild's education and haw nongradingaccomplishes these things. Columbia Univ. Miles, Matthew B. (Editor) INNOVATION IN'EDUCATION, Teachers College, 1964. Essays on innovativepractices. Through Miller, A. "Meeting IndividualDifferences in Reading Effective Use of SchoolOrganization," CONFERENCE ONREADING, University of Chicago,1964. 26:pp209-213. The entire volume is anexcellent resource. This article discusses variausorganization plans for reading programs includingnongradedness. Doubleday and Co., Morse, Arthur D. SCHOOLS OF TOMORROW -TODAY. Inc., New. York,1960. 191 pp. The author describes numerousneweducational innovations, includingnongraded schools. Nelson, 1965. Parker, Don H. SCHOOLING FOR INDIVIDUALEXCELLENCE. Educate according toability of individual.

Rollins, S. P. "Ungraded High School, WhyThose Who Like Them Love Them," NATION'S SCHOOLS 73,April, 1964. p. 110. Describes how ungradednessgives the student the opportunity to progress athis own pace and in view of his own interest&nd abilities.

Sister Mary Gemma. 'Why FlexEbility Is OurAnswer," CATHOLIC SCHOOL JOURNAL 63, April,1965. pp. 47-49. Features of a new program.inself-discovery, flexible scheduling, phases oflearning and team-teachingfor Villa Maria High School,Villa Maria, Pa.

Shaplin, Judson T. and HenryF. Olds Editors. TEAM TEACHING, Harper and Row, New York,1964. 421 pp. 101r PLACES TO VISIT FOR OBSERVING FLEXIBLESCHEDULING AND SIMILAR INNOVATIVE PRACTICESREGARDING SCHOOL ORGANIZATION

Flowing Wells School District #8 George N. Smith 3725 North Flowing Wells Road Superintendent Tucson, Arizona Enrollment: 3,264 Type: K-12

Nongradedness, team teaching, flexible schedulesand specially designed facilities in K-6 schools. Inter-disciplinary teaching and rotating periods in secondary school. District has won state and national awards.

Nova High School David Fitzpatrick Fort Lauderdale, Florida Principal

One of the nation's outstandinginnovation schools with continuous progress in operationsince 1961.

James B. Castle Hiel School R. Burl Yarberry 45-386 Kaneohe Bay Drive Superintendent Kaneohe, Hawaii Enrollment: 1,720 Type: 9-12 Ungraded English curriculum wasestablished in September, 1965. Small and large group instruction, readinglaboratory to encourage free reading, and student carrels enhancethe program. Plans are being made for ungrading social studiescurriculum.

RidgewoodHigh School Eugene R. Howard 7500 WestMontrose Superintendent Norridge, Scott Richardson, Supt. Elect Enrollment: 1,165 Type: 9-12 While not an ungraded school byorganization, Ridgewood with its computer built modularschedule, team teaching, and four-phasein- structional program has developedcontinuous progress programs in some areas,and plans to extend these programsthroughout the curriculum.

102 2

Newton Public School System Dr. Charles E. Brow Newton, Massachusetts Superintendent A continuous learning programbuilt on motivation, creativity, scholarship, grouping advisement,decision-making, commitment, and flexible opportunities is inexistence of these schoolsof the system: Hamilton Elementary School Mrs. Hope Danielson, Principal 545 Grove St. Enrollment: 209 Newton Lower Falls, Mass. Horace Mann ElementarySchool Miss Ruth E. Chadwick, Prin. 687 Watertown St. Enrollment: 208 Newtonville, Mass. Meadowbrook Junior High School Miss Bettina King, Principal 125 Meadow Brook Road Enrollment : 1,017 Newton Centre, Mass.

Essexville-Hampton Public Schools Quinton E. Cramer, Supt. 213 Pine St. Robert E. Boston, Principal Es sexville , Michigan Enrollment : 1,800 Type: K-12 The entire system, which includes onejunior-senior high school and three elementary buildings, operatesunder a nongraded philosophy. The high school building wasdesigned for flexibility.

Chippewa Valley High School Robert Docking Principal Mt. Clemens, Michigan Nongraded school withflexible schedules and other innovations.

Villa Maria High School Very Rev. Msg. J.McDowell, Supt. Villa Maria, Pennsylvania Sr. Marie Bernard, HHM, Principal Nangraded courses in English,mathematics, and social studies, flexible modular scheduling, provisionsfor independent study, and regular use of educationaltelevision in every classroom.

Appleton PUblic Schools W. M. Spears, Superintendent 120 E. Harris St. Enrollment: 10,500 Appleton, Wisconsin Type: K-12 Multi-age grouping and variationsthereof are being carried on.in eild- mentary schools. The crossing of age and grade lines in 1-3and 4-6 is becoming the basis for ogranizatian at thoselevels.. Groups are not homogeneous in any way. They are now also using team teachingapproadh. 103 TITLES IN THE SUCCESSFULSCHOOL MANAGEMENT SERIES Prentice-Hall, Inc. Englewood Cliff, N. J.

GROUPING STUDENTS FORIMPROVED INSTRUCTION byDorothy Westby-Gibson, Associate Professor ofEducation, San Francisco StateCollege.

HOW TO ORGANIZE AN EFFECTIVETEAM TEACHING PROGRAMby Harold Davis, Director of Staff UtilizationProject, EducationReseardh Council of Greater Cleveland.

HOW TO ORGANIZE A NONGRADEDSCHOOL by Eugene Howard,Superintendent- Principal, Ridgewood HighSchool, Norridge, Illinois,and Roger W. Bardwell, Superintendent,Elk Grove ConsolidatedSchool District, Arlington Heights, Illinois.

PROVIDING FOR FLEXIBILITYIN SCHEDULING ANDINSTRUCTION by Gardner Swenson, Principal,Brookhurst Junia HighSchool, Anaheim, Cali- fornia, and Donald Keys,Assistant Principal, TridentJunior High School, Anaheim, California.

104 NONGRADED EDUCATION BYINSTRUMENTATION

James Lewis, Jr.

A monthly educationmagazine highly praised two elementary schools in the northeastern partof the United States abouttheir highly successful nongraded program. Another southwestern school was described as ademonstration school with regard toits out- standing implementationof a nongraded, highly flexibleinstructional program. An educational journal gavecredit to a secondary school for its nongraded program. Feature articles in this tenor appearin a number ofeducational publications each year,propelling thousands of visitors, not only acrossthe country, but also in some cases, around the world hoping to get aglimpse of a "truly" nongraded school by observing the programsin these highly publicizedinstitu- tions. Many of these visitors aregenerally receptive to any program they seebecause they are not themselvesfully knowledgeable about all the elements whichshould be present in a purenongraded school. Others, who may have had somebackground experience in the area of nongradedinstruction return home disgruntledbecause they discovered that, once again, themagazines publicized somethingwhich did not exist. In fact, all that was tobe seen, in most of these cases, might bedescribed as simply a sophisticated,conventional educational program which hadbeen given a contemporary title.

Why has this happened?Why have school administratorsmis- represented themselves and whyhave educational publicationsbeen accused of misleading thausandsof teachers and administrators?

The anawers to these questions aredisconcertingly simple. First, as Dr. Robert Andersonof Harvard University has stated, most people like to get in on a goodthing. The nongraded concept repre- sents a contemporary conceptin which efforts are made toreach aut and meet the unique individualneeds of each student. Second, definite and appropriate criteriafor judging the effectiveness of a nongraded program have never reallybeen established.

Many school administratorsand teachers tend to identify the nongraded concept with abilitygrouping. By doing this, they attempted to build theireducational programs around grauping procedures which failed to allawteachers to truly individualizetheir instructional practices. The question may then be raised as towhether it is humanly possiblefor a single teacher to meet theindividual needs of some twenty-five youngstersin a classroom during asingle 106 11.,,JA.T.,7.-nme F 2

possible meet all period. It is true that mostteachers could nGt standard textbook is of the varied needsof each student if the By using this retained as thebasic learning tool inthe classroom. the dhances of conventional approach tonongrading a sdhool program, being implementedwhich asuccessful nongradedinstructional program is almost impossible. is truly individualizedin scope and sequence author's authority forthis, yau need onlytake a If you doubt th "nongraded" schools in action trip around the countryobserving these teaching or individualized to determinefor yourself whether mass instruction is daminantin the classroom.

PROBLEMATIC TRANS IT I ON

and teachers whofind it impossible to For those administrators the author go on thesuggested "sea it foryourself" trip, and before questions posed above,let us examine hawscientists answers the be working on the complextask of building arocket to the moon may equated with effectuating anindividualized instructional program. the multitude of prdb- Their first assignmentwould be to determine of 240,000 miles tothe lem r. inherent inventuring on a journey these problems, their moon. Once they havefixed their sights on is to devise aninstrument--in this case, a next big assignment their rocket--to eliminate orsolve those problemswhich will hamper trials and errors as new trip to the moon. There will be numerous not anticipated. However, they willbe re- problems arise which were these quired to use theiringenuity and creativity tomeet and solve After numerous attempts,they will finallydesign a rocket problems. Such is which will give them asafe and rewardingtrip to the moon. instructional pro- the case with developing atruly individualized enumerate and To initiate thisaction, the educator must gram. reach out and meet categorize the problemsinherent in an attempt to major and minor the unique needs ofeach student. There will be both problems encountered inthis venture toward a moreindividualized report, we willinvesti- method of teaching andlearning, but, in this important major problemswhich, if not resolved, gate only the most to will have an adverseeffect on the attemptsof the school district educa- make the transitionfrom traditionaleducation to nongraded tion. Briefly noted, they are asfollows: of the 1. The physicalimpossibility and inability teacher to meet theunique needs of eachstudent in the classroomduring a given periodof time, regardless of the groupingprocedure; his 2. The difficulty ofplacing each student on appropriate level in agiven subject area while using the conventionaltextbook; 107 3

plan 3. The complex taskof providing a grouping appropriate to the needsof eadh student;

4. The lack of implicitdirections and instructions to students toapprise them exactlywhat is expected of them; behavior 5. The failure of somestudents to Impur what is expected of themafter presentationof the lesson;

6. The failure of theschool to provideadequate measuring devices bywhich the student mayevaluate himself while he is inthe process of pursuingthe instructional program; procedures by 7. The inadequacy oftesting measures and which the teacher may testthe students todetermine whether the student isalready familiar withthe content so thathe may proceed toanother area of study; books and 8. The frequentpresentation of irrelevant materials which hamperthe reinforcement oflearning; with which a 9. The repetition ofselfsame materials student has alreadyhad an unsuccessfulexperience; student to 10. The insufficientopportunities for the participate in the decisionof what he is going to learn and how he isgoing to learn it; fail 11. The Door constructionof tests which frequently to test orexamine that contentwhich the student was supposed to learn; motiva- 12. The failure to takeattitudes into account as tions and reinfordementsto learning; of 13. The evaluation ofstudents for the sole purpose determining their ability toregurgitate "right" or n wrong"answers.

THE UTILIZATION OF ANEDUCATIONAL INSTRUMENT

Like the scientists, ournext major step is todesign an "instrument" that will facilitatethe implementation of anindivid- to ualized instructional program,and afford us the opportunity to a successfully make thetransition from a traditional program 108 nongraded program. This instrument must be onewhich will help to alleviate the above-cited problems topermit the infusion of an individualized instructional programwhich may be realistically implemented by a single teacher. We must remember here thatthe scientists alluded to did not relysolely on their own knowledge and experience, but they activelysought the research and experience of othersand profited from a conglomeratewealth of knowledge. Such must also be the case inthe development of other"instru- ments" decised for use to individualizethe instructional program. This is not to say that their programis completely nongraded and all the problems have beeneliminated. This is only to point out that the base or core of their programis dependent upon an instrument designed to providemaximun opportunities for meetingthe varied needs of each student. In Duluth, Minnesota, theDuluth Public Schools use a "contract" asthe means for individualizingthe instructional program. The Westinghouse Corporation educational systems provide a'Teaching-Learning Unit", more commonly known as "TLU's", for a number of schools throughoutthe nation who utilize their computer-assisted instructional program. The Nova Schools of Fort Lauderdale, Florida, hasexperienced some success with"Learning Activity Packages (LAPS), while theKettering Foundation which supports the IDEA MaterialsCenter of Anaheim, California, has popu- larized "Unipacs" which are being usedby more than 25,000 yaunsters throughaut the United States. Success has also been achievedby the Ruby L. Thomas School in Las Vegas,Nevada with their Nath Package". Recently, the University of Pittsburgh,in collaboration with Research for Better Schools created"Individually Prescribed Instructian (IPI)" units which have provenextremely viable in meeting the individual needs of studentsfrom varied backgrounds. The author and a group of educators framthe Wyandanch Public Schools carefully and methodically examinedthe various pr6blems cited above as inherent in administeringthe instructional program, and devised their own educational instructional"instrument" known as the IndividualStudy Unit which has been successfullyused to facilitate learning for all students. As a result, the aughor believes that the educational instrumentwhich will be best able to ameliorate or erase all or most of the problemsmentioned previously is the comprehensive Individual StudyUnit,,and this particular unit should receive full elaboratian and study.

THE DEVELOPMENT OF INDIVIDUAL STUDY UNITS The Individual Study Units are developed byteacher and student. On occasion, same materials contributedby parents are included in a few units. There are eight major components to eadh IndividualStudy Unit:

1. Content Area

In this area, the student is given adescriptian of the contents of the unit. The title of the unit appears here; the skill or concept to bemastered; and identification of the level ofthe unit. 109, 2. Statement of Purpose for the teacher In yesteryears, notonly was it not necessary of work but, in some to explain the reasonfor learning a given unit infor- situations, it wasconsidered absurd to givethe student this society, mDre and mDrestress has mation. Today, in our contemporary been placed on studentinvolvement in all areasof the educatioaal If students are going tobe awarded a greaterresponsibility process. for a for their learning,then it becomesunquestionably necessary detail what the unitis Statement of Purposewhich spells out in some learn the concerned with andwhy it is necessaryfor the student to content of the unit.

Behavioral Objectives

One of the majorfunctions of educationis to change the has behavior of the studentby exposure to andpractice of that which previously been unknown orunfamiliar to him. In order toaccomplish this task effectively,eadh student shouldreceive an understanding There are three of the eventualbehavior which is expectedof him. objec- basic ingredients tobe included in thecreation of behavioral tives: be taught must a. A condition underwhich the student will be presented, will b. The act or performance(behavior) which the student be expected to execute mustbe stated in concise terms,and satisfactory c. An indication of theminimum standard for performance must be delineated.

All behavioral objectives arewritten so as toincorporate the thought processesexplicftly described inBloom's TAXONOMY OF all tests are EDUCATIONALOBJECTIVES.1 By following this procedure, developed which evaluatesthe thought processeswhich have been incorporated in the behavioralobjectives.

4. Pre-Test

A pre-test is available tobe administered tothe student to determine if he shouldcontinue in the same unit, orbe directed to another unit. The student decides forhimself if he can pass the If he can, he test. If he cannot, then heproceeds in the unit. completes the test andsdbmits it to the teacherfor evaluation.

S. Bloom, ed. TAXONOMY OF EDUCATIONALOBJECTIVES, Handbook 1Benjamin p. 207. I, Cognitive Domain. David McKay Co., Inc., N.Y.,1956. 11 0 6

5. Self-Test Or Self-Assesgment

Thls section is usuallyplaced between theLearning Experi- Adequate provision is made ence andthe Learning ActivityOptions. himself and check his own in this sectionfor the student to evaluate progress as he purgueshis learning experience.

6. Learning Experience andLearning Activity Ottions

If education is to bemeaningful to students, thenit must, in some way, be relevantto the realitieswhich the students have experienced or are experiencing. The purpose of the LearningExperi- ence is to"turn the student on" to thelearning program. Often included in this section arematerials written about astudent's community which bear somerelativity to the subjectunder study.

Learning Activity Optionsprovide a multitude ofdifferent learning activities whichgive the student a wide rangeof choice in making the decision of hawhe will pursue hislearning experience. These activities should encompass abroad horizontal rangeof interest levels, as well as a broadvertical range of abilitylevels to meet the varied needs ofindividual students.

These options consistof a variety of relativeactivities to reinforcelearning guch as role playing,writing scripts, producing television shows, publishing abooklet, interviewing anoted person, producing a film, utilizingall available educationaltechnology and a host ofother activities.

7. Post-Test

;r. The function of this test isto determine howwell the student has learned in order toproduce the expected behaviordescribed in the behavioralobjective. Care must be taken sothat the student predicated to is properly evaluatedin terms of the thought processes be utilized by the languageof the behavioral objective. Where a student has not beensuccessful, he may then bere-cycled back to the behavioral objective or to theremaining Learning ActivityOptians, in order to continuehis learning experience. Where a student has been successful, adiscussion bearing on theAttitudinal Objectives to be realizedshould then occur eitherbetween the student and his teacher, or between a groupof students and the teacher.

8. Attitudinal Objectives

Attitude is much too importantin learning to either be omitted entirely, or simplytaken for granted in the learning program. By designating AttitudinalObjectives, the teacher can more Hi student toward the unitand its readily determinethe attitude of a effectively evaluating atti- content. In view of thedifficulty of Objectives should notbe created primarilymieh tudes, Attitudinal basis mind. The attempt shouldbe made to provide a this purpose in be created for the student upon which anexemplary perspective may his attitude about thesubject or to re-examine,re-orient or change asub-unit of the subject.

9. Evaluation Perhaps, the mostimportant sectianof the Individual Study where the teacherkeeps an accurate,continuing Unit is this portian is designed record.of thestudent's progress. The evaluation section for the primary purposeof permitting theteacher to exerci-se con.- caurse of studyfor siderable professionaljudgment in prescribing a the student.

Returning to aur analogyfor a moment, weknow that the in order to evaluate the astronauts havechecklists to complete efficiency of operationof the rocket. Alang with the Individual supplied with an Individual Study Unit, the studentand teacher are Sheet. This Evaluation Sheetpermits a constant Study Unit Evaluation the evaluatian of each unitsubmitted for. reviewby the learner and teacher so that necessaryrevisians andmodifications are made from time to time toimprove the efficiencyof the instrument.

At this point, acomparison of the listof problems stated "Problematic Transition" with under the foregoingsection entitled of Individual Study Units the functians ofthe variaus components Such comparison makes listed in "1" through"8" above, is in order. "problems" are solved where the it readily apparentthat most of the Individual Study Uniteducational instrumenthas been employed.

BUILT-IN GROUPINGPROCEDURES

Grouping no langer presents aproblem where IndividualStudy Units are utilized.Where students havethe opportunity to select automatically select their their Learning ActivityOptions, they successful grauping according to grouping arrangement. In this way, interest isaccomplished. Dr. Gibson statesthat:

Interest as a criterionfor grouping takes into account an importantdimension of learning that grouping by abilityand achievement mayneglect, namely, motivatian. If a child is to bemotivated to use hisability, he must beinterested in task athand.2

2Dr. DorothyWestby-Gibson, GROUPINGSTUDENTS FOR IMPROVED INSTRUCTION. Successful School ManagementSeries, Prentice-Hall, Inc.,Engle- wood Cliffs, N.J.,1966. p. 29. 112 Vnriaus areas within theclassroom may be arranged so as to accommodate independent study,small graup instruction and seminars. auditorium may be used for large 1 For instance, the cafeteria or Various options may thenbe assigned to these f group instruction. grouping patterns dependent uponthe individual options chosen.

DO THE INDIVIDUAL STUDYUNITS WORK?

These units have been faund toadd appreciably to thesuccessful implementation of an effectivenongraded program whereindividualiza- tion of instruction is theoptimum goal. Students and parents are extremely excited abaut andreceptive to these new andinnovative tools which aid in facilitatinglearning OP the part of thestudent and teadhing on the part ofthe teadher. The Organization and Flow Chart whidh serves as theguide by which these units aredeveloped serves to insure sequence,scope and thateach unit will be a part of the total educationalpicture for eadh student.

Of course, no instructionaldevice is a substitute for aneffec- tive teacher, so the purposeand function of theinstrument is not to replace the teacher, but toprovide a means by which theteacher can meet the unique needsof individual students withmaximum proficiency and maximum performance during agiven period. There is not method, device or instrument which willsucceed if the teadher usingit is a poor teacher.

SUMMARY

If the individualization ofinstruction is ever to become a reality, then the standardtextbook must be discarded and a contemporary tool used in itsplace which will meet all ofthe problems and cope with all of thevariableswithin a typical classroom. The Individual Study Unit can serve asthis replacement. One of the most important featuresof this instrument is that thestudent is aware of whatand why he is to learn alesson. He will be aware of the performance expected ofhim. He can be tested to determineif he should or should not continuein the lesson. He will be able to evaluate his own growth todetermine his own progress. He is given variaus choices of haw he isgoing to learn. He will receive a post- test to evaluate hisperformance. His attitudes will be examinedand, finally, he will be evaluatedby the teacher who will exerciseskilled professional judgment to determinethe next step at which thestudent will continue his learning as anindividual. And finally, like the astronaut, he will enjoyhis learning venture and zoomoff into space to acquire newhorizons. CONFERENCE REPORT

FIRST NORTHEAST CONFERENCEON THE INDIVIDUALIZATION OF INSTRUCTION

January 10, 1970

Dr. Edward Pino's Workshop Introduction Of New Organizational Patterns In Staffing And Curriculum

In his workshop, Dr. Edward PinotSuperintendent of the Cherry Creek Schools in Metropolitan Denver,Colorado, dealt comprehensively with the nature, scope and implementationof differentiated staffing and individualized instruction in hisdistrict.

After a brief introduction, in which Dr.Pino described the wide socio-economic composition, conservative, yetaspiring, nature of Cherry Creek's suburban-urban population,the meMbers of the Workshop viewed a twenty-minute slide presentationof Cherry Creek's program of Individualized Instruction. The accompanying narration beganwith Cherry Creek's philosophy of educationwhich is based on the belief that:

1. All children are basically good andhave a desire to learn.

2. All children are entitled to ahappy, successful school experience.

3. All children differ in their interestsand requirements.

4. All children have unique andever-changing rates and styles of learning.

5. All children have intellectual mountains toclimb.

6. Educational goals must stretCh astudent's capacity.

Therefore, in accordance with these beliefs, Cherry Creek accepts these responsibilities of establishing these goals: 114 1. An environment where students candevelop and maintain a positive self-image by beingthemselves. enjoyable. 2. An environment wherelearning can be human, free and

3. An environment where learningactivities are based on free enterprise to allow all children toreadh their full potential.

4. An environment where all children areprovided a stiff curriculum based on basic and fundamentalconcepts, skills and values.

5. An environment where all learningexperiences are based on an individualizedplan for each child.

To implement this philosophy, theadministrative staff has developed four broad guidelines:

1. Develop new programs based on soundresearch and practice.

2. Allow each building staff to develop its owncreative program as each believes it canbest serve the students at eachattendant center.

3. 4uplay a superior staff of teadhers andadministrators; let them know what their job is; let themdo what they think best.

4. Plan for improvement on a five-year basisutilizing a total systems approadh; train and retrainthe staff; carefully evaluate the results of all new programs undertaken.

The goal to personalize and humanizeinstruction is basic and underscores all system components, includingthe instructional strategies which center around the Cherry CreekLearning Loop, the five camponents of which include:

1. Diagnosis. This is a continuous process involving an attempt to systematically analyze anddetermine the next steps in student learning.

2. Prescription. Based on interpreted findings of the diagnosis, prescriptions are individually tailored to the requirementsof each learner, of short and long term duration.

3. Contract. Based on.the prescriptions, contracts are oral or written, and canbe amended at any time.

4. Treatment. The actual instructional methods and procedures selected by the team.

5. Assessment. This is 'based on clearly defined behavioral objectives specified in the contract and demonstrated onperformance 115 findings become partof a newdiagnosis: testing. The assessment treatment andassessmentcycle. Progress prescription contract, based on theassessment. reports tostudents and parentsare continued with adescription of thedifferen- The presentatian community model at theEastridge andWalnut Hills tiated staffing adults plus 150learners comprise elementary schools. A team of ten the same asfor 6 teachersserving the family module. The costs are 6 families of25 studentseach. redistributionof samedollar resources, "Differentiation includes matter, and complementary yetdivergent subject differentiation of salary schedule competencies, anddifferentiation of a methodological to morethan $16,000.00 range of$2,000.00 forsix-hour team aides for team leaders." staffing patternprovides for moreadult "This differentiated It provides a wayfor supervision and helpat noadditional cost. without leavingthe class- superior teachers tomake additional money for definitiveinstruction in thefundamental room,and it provides subject areas subject areas byhaving specialistsin all important represented on eachteam." provides this differentiatedstaffing pattera "Equally important, well- approach to teachereducation- It provides a. for a sound teadhing, usingthe engineered vehiclefor phasingtrainees into University of Coloradoseven-yearteacher education pro- Cherry Creek and others, gram,-the Colorado StateCollege teacherinterne program for a _ primary source forthe trainingcadre.',It provides as the teacher into theprofession." careful and gradualinduction of the new

plan of theschools alsoprovides for "The open architectural clock school concept: the building isused around the the community functions. Custom-built and throughoutthe year forcommdnity-wide and a host ofmanipulative devicesranging from furniture alternative conventIonal furniture Montessori material tOanimal cages, replace and equipment not necessaryin open-spacedesign." result of a substan- "The Cherry Creekeducational program is a community and staffeffort to providequality educatial cooperative example, plannedthree tion for allstudents. Walnut Hills, for of students,tearhers, years ago,is a result ofcooperative planning administrators andresidents in the newattendant center." Plan is a sound,sincere, sig- "We believe thatthe Cherry Creek but also topersonalize nificant -Afort notonly to individualize, for all thechildren of qur and humanizethe instructional program district." 116 Following the slide presentation,in response to questionsfrom members of the Workshop,Dr. Pino reviewed secondarycurriculum changes in Cherry Creekthat reflect the rethinkinginspired by atten- emphasis from tion to individualneeds. There has been a shift of have traditional concerns ofacademic content. These curriculum areas been condensed andreplaced by five majoralternatives:

1. Paid work experience. VISTA, the 2. A non-paid serviceexperience (in such areas as Red Cross, and ActionCenters). anywhere in the 3. An exchange experiencein an environment, world, but different fromthat in which the student grew up.

4. A teaching experience.

5. Life time skills(i.e., lifetime sports).

In terms of methodologicalchanges, cooperativeinterdisciplinary teams, which allowchildren to move at their ownrate on a continuous progress basis,with the schedule as much outof the way as possible, and with the school defined asthe community, are beingtested. Dr. Pino questioned thevalue of increasing thenumber of modules as an attempt toobtain more flexibility. Cherry Creek's experience with increased modules has notbeen that successful. Dr. Pino observed that the one-period moduleis probably the mostflexible, the three- period module is probablythe most flexible, thethree-period day the next most flexible,and the fourteen periodperhaps the least flexible.

During the next one and onehalf hours of the Workshop,Dr. Pino angwered questions concernedwith Cherry Creek personneldesigns.

Team planning time wasdiscussed first. The school day for members of the team begins at8:00 a.m. and ends at 4:00 p.m. The student's day begins at 9:01J a.m.and ends at 3:00 p.m. Team planning is scheduled for threehours every day as follows: from 8:00 to 9:00 a.m., from noonto 1:00 p.m., from3:00 to 4:00 p.m. Team members utilize the firstand last planning hours forconferring and individualized planning. At noon, 9 members of the teammeet to plan grouping for the next day whilethe team aide supervises thestudent's lunch hour. The team aide posts the nextday's groupings by the end of the day, and thechildren of the family meet atthe opening of the next school day tolearn details of theirschedules for that day.

The Cherry Creek differentiatedstaffing models are based onthe same dollar resources. At Walnut Hills, forinstance, the cost per family of 150 students wasdetermined by multiplyingthe $9,000.00 median salary of the districtby the figure six whichrepresented the number of teachers in aconventional plan. Thus $54,000.00 was set 117 5

as the upper costlimit of the new differentiatedstaffing model. In actual fact, the new cost came to asubstantially lower figure, representing a savings of $100.00 perpupil for the year. The ten- member team model serving 150students at Walnut Hills consistsof:

1. Team Leader (tenuredcadre)

2. Senior Resident (3rd yearteacher)

3. Junior Resident (2nd yearteacher)

4. Beginning Teacher

5. Intern Teacher

6. Assistant Teachers(Part-Tome Trainers)

7. Two Undergraduate StudentTeachers (Conventional)

8. Six-Hour Team Aide

9. Two Part-Time High SchoolStudents

10. Two Parent Volunteers

Extra personnel not counted as partof the 10 member team.

The ten-member team model includestrainees from the 7 year cooperative teacher-training programof the University of Coloradoand the Cherry Creek Schools. The first two years of this program aretradi- tional, and held on the Boulder Campus. In the spring of the Sopho- more year, a jointcommittee of Cherry Creek staffmembers and the University select the trainees who gointo the last five years of the program. The Juniors and Seniors then begin a sequencewhich leads, over five years, tothe culminating position of SeniorResident. -At the end of the Senior Resident's yearin the differentiated staffing model, a joint committee of professorsand staff members of Cherry Creek meet and decide whether that personbecomes tenured and a permanent staff member of theCherry Creek Schools.

In Cherry Creek's differentiatedstaff, the Juniors and Seniors of the University of Coloradobecome "undergraduatAssistants". The salary of the Junior is $750.00and the salary of the Senior is $1,000.00. The "Intern" or 5th year stucentreceives $5,400.00. The Junior Resident is second-yearteacher on the Ealary schedule andthe Senior Resident is third yearteacher on the salary schedule. Progression, on the pay scale, is based ontask differentiation. Tasks are determined by the team, as atask force, before contracting 118 "move with the district. One weakness inthis model is the built-in corrected by new models up or moveout" feature. This is now being evolving for the schoolyear.1970-71.

The criteria for theselection of team members are: model. 1. Willingness to work in adifferentiated staffing

2. Divergent yet complementarysubject matter competencies.

3. Complementary yet divergentmethodological competencies.

4. Balance of variety offeatures such as age, sex, etc.

5. Compatability.

The criteria for theselection of team members are:

1. Performance.

2. Willingness to work hard.

3. Willingness to acceptresponsibility.

4. Ability to relate with others.

5. Training and experience.

The responsibilities ofthe team leader include:

1. The responsibility to convene. of the team. 2. The transference ofleadership to other members

3. The responsibility tomake decisions when there is no consensus.

4. The approval of all studentlearning contracts.

5. Curriculum development andinstructional supervision.

Phasing into differentiatedstaffing, says Dr. Pino, is a process of graduallyworking into the modelestablished by the district's be a staff. Actual cost comparisonshould not be based on wiv.-At may senior staff, A model can beestablished with an establishedstaff because attrition allows thehiring of new staff on adifferentiated district basis. Receptivity on a building levelis more feasible than on through the level. Dr. Pino advises adistrict to get official sanction organization and to get allbuilding level models approved byall staff members involved. 119 Next year, for the firsttime, there will be a differentiated staffing model at the senior highschool level. Because of the increased modular schedule atthat level, the cost for thismodel was arrived atby using one da: module multiplied by the 180 days of the school-year as a unit The roles of the team members will be vertical. There will b ician-Assessors, Prescriber- Contractors, General Practianers, etc. Subj ect-matter specialists will be encouraged to developmethodological competencies so that they can function in more diverse rolesthan just subject area teadhing. Program evaluation was discussed next. Dr. Pino said that each school.has its own model but each has thefollowing components:

1. Attitudinal surveys of parents, staff, andstudents.

2. Test score comparisons.

3. Statistical information on such matters aswhether in fact more small groupsdo develop out of larger modules,whether more or less children are being referred to thepsychologists, etc.

4. Affective domain measures such as the APSSindicators of quality which includes: inter-personal regard, inter-personal worth, inter-personal interaction, degree programindividualization.

5. Outside visitation.

6. Self- evaluation.

7. Cost-benefit analysis based on output measures.

One of the final questions from membersof the workshop elicited from Dr. Pino the criteria for movementof students in the school as:

1. Open eni liment that allows the dhild to enterschool when he is declared ready by parent, teadher andthe child. (The youngest child in a Cherry Creek school is 3 years,9 months.)

2. The judgment that more than 50% nf achild's time is being spent with one family ratherthan with another, at which point in time that child is deemed to be a member ofthe next higher family.

3. Multi-age grouping in families that permitsflexibility in movement. Some family modules have less thanthree age groups, same have more.

The basis of instructional groupmembership in the family modules is the individual contract and thevariable is how many adults you can have tomanipulate the formation of these instructional groups. Homogeneous gr,:suping comes as a function of theindividualization based on such criteria as: 120 '",,,,,,crryrs,r,,,,.3.,,e1v,-,,,,,,r o, vntr,*!,,,,T.rvr,.- rg,,,,^

1. Requirements 2. Learning Stylea 3. Interests

4. Learning Problems

5. Tutorial Pairings

"It doesn't came as aresult of trying to narrowthe range of achievement or by placingall of the five yearolds together", says Dr. Pino.

121 CONFERENCE REPORT

SECOND NORTHEAST CONFERENCEON THE INDIVIDUALIZATION OF INSTRUCTION

May 16, 1970

WORKSHOP NO. 1

Mr. Michael Van Ryn and Dr.Theodore Grenda of N.Y.S. Education Department - General Reviewof Basic Elements of Programsfor Indi- vidualized Instruction. It was reported that the NewYork State Ed- ucation Department regional centersplan elaboration on thefollowing points in local conferences inthe fall.

A. Individualized instruction is an attemptto suit materials of instruction, level ofdifficulty, and pace of instruction tothe ability and interest of theindividual student.

B. Clear determination of objectivesof instruction and the means to reach these goals arefirst consideration in changing a program. These might be determined bythe school, community or bythe learner.

1. Individually prescribed instructionis the label that is applied to the system whereobjectives and methods are school determined.

2. Self-directed instruction is where theschool determines the objectives and the studentdetermines the methods and materials to reach the objectives.

3. Personalized instruction draws its namefrom the fact that the learner identifiesthe objectives and uses schoolselected methods.

4. Independent Study is where the learnerdetemines both objectives and the methods toaccomplish the objectives.

C. Reactions to programs in existenceis as follows:

1. Teachers report that there is much morework in carrying out individuali-ed program. 12 2. Students are usually in favorof this type of program, but most schools reportthat between one percent andfive percent of the students seem unableto.make proper use of the newfreedom for self-direction.

3. Parents are at first skeptical,but they seem to approve when they see the increase instudent, enthusiasm that usuallyresults.

4. Traditional discipline problems seemto be greatly reduced in these programs.

D. The main objective of schoolsin such a program was todevelop independent life-long learnerswith emphasis on attitudes toward learning andipasic study skills. The teacher is a helper, adiagnos- tician rather than the authorityfigure. The school stresses maximum progress for eachstudent rather than group progressin particular content mastery.

E. Evaluation of how well pupils werereaching the specified objectives is not uniform with variousschools using one or more techniques from this list: teacher-made tests, commercialstandardized. tests, subjective teacherevaluations, and student evaluations.

F. Instructional Procedure places stress onindividual diagnosis as contrasted withtraditional programs that"expect more work from those least able to perform or ingiving less recognition tothose who need encouragement most".

G. Factors of Instruction andLearning:

1. Individualized instructio14 is not usedfor all students, nor is it usedin all sUbjects.

2. Learning activities can be prescribedfor the learner or selected by the learner(with or without counsel of theteacher).

3. Learning areas can be devoted to singlediscipline (subject) under supervision of one teacher ormultiple interest, large area with many resources andteachers to provide needed help.

4. Time schedule can vary from ordinaryassignment of a set number of minutes persubject per day in some schools toflexible choices with larger blocks of timein some form of modular scheduling.

H. Instructional Materials range from traditionalcommercial materiais that can be broken intounits or single concept packages through teacher prepared materialsin single units to those research project or commercially preparedsingle units. 123 3

I. Main problems reported byschools embarking on programs of this type:

1. Money - requires shiftof spending patterns.

2. Teachers - have to learn newrole with stress on inter- personal relations.

3. Parents - particularlyof college bound are concerned.

4. Pupils - find it difficult todirect themselves

5. Lack of knowledge ofmaterials.

6. Reporting pupil progress.

J. Suggested Administrator's Role:

1. Plan carefully.

2. Implement in a gradual manner.

3. Provide extensive inservicework for teachers.

4. Keep School Board and parentsfully informed on reasons and steps in program.

5. Provide sufficient lead time sothat no steps are taken in haste. ti- 6. Acquire materials early enoughfor teadhers to become familiar with them during inservicework and prior to student use.

7. Where possible, involve the parentsin discussion of steps in theimplementation.

8. Avoid over selling of ideas.

11"7'' 9. Keep the main goal of providingfor maximum individual progress.

WDRKSHOPNO. 2

Mr.Warren Smith, Nova H.S., FortLauderdale, Florida, Learning ActivityPackages - An IndividualizedProgram for Secondary Schools.

Mr.Smith described many facets ofthe Nova School Complex and the highschool program in particular.The program is subject oriented 121 gradua- with attendancecredits providing theframework for earning scheduling and now havereturned to tion. They have tried modular a regularbell schedule system. into activity units 1. Science in grades 1-12is totally broken through these in one sequence. The arrangement and a chin-TiOiresses traditional of units is unusualin that units do notalways fall into a pattern -- forexample a student mightcomplete a biology unit and follow it with a chemistryunit that is relatedbefore finishing all of "regular grade tenbiology." Social Studies - the programis divided into two mainparts. 2. activity packages for 50% Factual material ispresented in learning discussion on of the time. The remaining time isspent in group with stress on theinductive reasoning process. One current topics T.V. news special feature ofthe group discussionis analysis of taped broadcasts. Mathematics - threedifferent levels areestablished with a 3. units with the laboratory for each level. Students work on sequential assistance of teachers. The unit work isinterspersed with scheduled and on-demand lecturesand large and small groupdiscussion.

Foreign Language - usingthe A.L.M. programin an individual 4. with the progress program,the Nova School hasbeen dissatisfied The current plan is tohold regular classesfor the first results. foundation has been 21 units in the language courseand, after the set, individualizedunits of work willbe scheduled. English - The programscheduled consists of44 separate 5. form a quarter year coursesfrom whidh studentswill select 16 to sequencefor credit. Typing - One basic(Keyboard) course is offered4 times a 6. advanced work on year withlearning activitypackages for the mre anindividualized basis. working 7. All students areenrolled in the vocational program through the scheduled sequenceof units. preparatory progm 8. All students areenrolled in the college working to meet requirementsat their ownbest rate.

The students work tocomplete each unit ofindividualized material according to acontract with a"due date" and under program evaluation reviewtechniques monitored bythe teacher.

125 5

Question and AnswerSession on Accountabilityunder the direction of Dr. M. Lieberman ofCity University of NewYork establish a plan for Dr. Lieberman isworkingan a committee to New York City Board measuring teachingeffectivenglft for use by the their recent of Education andthe United Federationof Teachers under been obtained, but in response contract agreement. No results have Lieberman expressed hisidea of establishingsuitable to questions Dr. performance should standards. He believes that anation-wide scale of specific (numerical)factors to use in eachschool be established with achievement taking into accountpupils background,ability, previous this method would be more and teacher variables. He indicated that reasonable than tryingtohave each schooldistrict establish its own standard for accountability.

John 1kCabe 5/19/70 Instructional Supervisor

126 NATIONAL ASSOCIATICN FOR THE INDIVIDUALIZATION OF INSTRUCI'ION Planning and Information Center Straight Path Road Wyandanch, New York 11798 ATTIDUNIAL REPORT ON THE FOURTH NATIONAL CONFERENCE November 7, 8, and 9, 1971 Very Some Little Please check one Valuable Value Value

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Knowledge Received

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Panel Presentation

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16. Advertising ..._ _ 1 7 Page 2 Attitudinal Report on theFourth National Conference

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