ED 193 287

AUTHORTITLE

INSTITUTION

PONS AGENCY

PUB DATECONTPACTNOTE

AVAILABLE FROM

DOCUMENT REM!

TM 800 602

Hunt, Barbara, Comp.Research and Evaluation Studies from Large SchoolSystems 1979.ERIC Clearinghouse on Tests, Measurement, andEvaluation, Princeton, N.J.National Inst. of Education (DHEIi) , Washington,D.C.Jun 80400-79-000367p.: For related documents see ED 142 584, ED 166262, ED 192 350ERIC Clearinghouse on Tests, Measurement, andEvaluation, Educational Testing Service, Princeton,NJ 08541 (free)

EDFS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Annotated Bibliographies; *Educational Assessment;

Elementary Secondary Education: Evaluation Criteria:Evaluation Methods: Foreign Countries: ProgramEffectiveness: *Program Evaluation; *Public Schools:*Research Projects: *School Districts

IDENTIFIERS Canada: United States

ABSTRACTThe overview of the research and evaluation

activities sponsored or conducted by the larger school systems in theUnited States and Canada provides references to studies in areas ofconcern to educators today. As an index to research and evaluationefforts, this annotated bibliography will facilitate the exchange ofinformation by local school systems. The 216-item bibliography isbased on a search of the material announced in Resources In Education(RIE) and Current Index to Journals in Education (CIJE) from Januaryto December 1979. The citations are arranged in numerical order by EDIPIE) and EJ (CIJE) accession numbers. Each entry provides thefollowing information: ERIC accession number (ED or EJ plus sixdigits), author, title, source, date of publication, and briefabstract of the material. Subject, author, and institution indexesappear at the end of the bibliography. The institution index includesthe full address of each school district and the name and telephonenumber of a contact person. ERIC documents, material cited with EDaccession numbers, may be purchased in paper copy or in microfichefrom the ERIC Document Reproduction Service (FOPS). An EDRS orderfora follows the indexes at the back of the book. (Author)

************************************************************************ Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

***********************************************************************

N-u S OE PARTME NT OF NIALTN,CO

E OUCATION & WELFARENA T IONAL INSTITUTE OFN

EDUCATION

THIS DOCUMENT HAS *NEN REPRO.164N

DUCED ExAc 1 L y AS RECEIVED FROM

At INC. IT POINTS OF viE N OR OPINIONSINC PERSON OR ORGANIZATION ORIGIN-

sTA 1 GO 00 0.10T NEcesAsett Y PEPRE111

SENT OFFICIAL NA tiONAL INSTITUTE OFEDUCATION POSITION OR :.0...00YCZ

LU

RESEARCH ANDEVALUATION

STUDIES FROMLARGE SCHOOL

SYSTEMS1979

Compiled by Barbara HuntJune 1980

IERIO.Clearinghouse on Tests. Measurement, & EvaluationEducational Testing Service Princeton. New Jersey 08541

2..

CONTENTS

Foreword ivIntroductionSample Resume Entry viDocument Resumes 1

Subject Index 33

Author Index 51

Institution Index 55

EDRS Order Form

.4

&

0'

FOREWORD

The Educational Resources Information Center (ERIC) is operated by the National Insti-tute of Education for the United States Department of Education. It is an informationsystem dedicated to the improvement of education through the dissemination of confer-ence proceedings, instructional programs, manuals, position papers, program descrip-tions, research and technical reports, literature reviews, and other types of educationalmaterial. ERIC aids school administrators, teachers, researchers, information specialists,professional organizations, students, and others in locating and using information that isobscure, unpublished, or not easily found elsewhere.

The ERIC Clearinghouse on Tests, Measurement, and Evaluation (ERIC/TM) acquiresand processes documents and journal articles within the scope of interest of the Clearing-house for announcement in ERIC's monthly publications, Resources in Education (RIE)and Current Index to Journals in Education (CUE).

In addition to processing documents and journal articles, the Clearinghouse hasanother major function: the analysis and synthesis of information. The Clearinghouse pre-pares bibliographies, literature reviews, stateofthe-art papers, and other interpretivereports on topics in its area of interest,

if

INTRODUCTION

This overview of the research and evaluation activities sponsored or conducted by thelarger school systems in the United States and Canada provides excellent references tostudies in areas of concern to educators today. As an index to research and evaluationefforts, this annotated bibliography will facilitate the exchange of information by localschool systems.

The 216-item bibliography is based on a search of the material announced in Resourcesin Education (RIE) and Current Index to Journals In Education (CIJE) from January toDecember 1979.

The citations are arranged in numerical order by ED (RIE) and EJ (CIJE) accession num-bers. Each entry provides the following information: ERIC accession number (ED or EJplus six digits), author, title, source, date of publication, and a brief abstract of thematerial.

Subject, author, and institution indexes appear at the end of the bibliography. The insti-tution index includes the full address of each school district and the name and telephonenumber of a contact person.

ERIC documents, material cited with ED accession numbers, may be purchased inpaper copy or in microfiche from the ERIC Document Reproduction Service (EDRS). AnEDRS order form follows the indexes at the back of this book. However, ERIC microfichecollections are available for use at approximately 700 locations throughout the world; alisting of these locations is available on request from ERIC/TM.

Journal articles, material cited with EJ accession numbers, are not available either fromEDRS or as part of the ERIC microfiche collection. Much of this material can be found incollege and university libraries or large public libraries.

.

5V

ERIC Accession Numberidentification number sequentially assigned10 documents as they are processed

Autlsor(a).

This.

Organisation whorl documentoriginated.

Date Puha Mad.

Contract or Grunt Numbor.-./..............""

Alternate source for obtaining ../............document.

Language of Document.

ERIC Document Reproduction Ser-vice (FORS) Availability "MF"means microfiche; "HC" meanshard copy, i.e., reproduced papercopy. When described as "Doc-ument Not Available from EDRS ,

alternate sources are cited above.Prices are subject to change; forlatest price schedule see page on"How to Order ERIC Documents".in the most recent issue of RIE.

si

SAMPLE RESUME ENTRY

ED 654 321 CE 123 456

Smith. John D. Johnson, JaneCareer Education for Women.Central Univ., Chicago, Ill.Spons AgencyNational Inst. of Education

(DREW), Washington. D.C.Report NoCU2081-SPub Date May 73ContractNIEC73-0001Note-129p.; Presented at the NationalConference on

Career Education (3rd. Chicago, Ili., May 15.17,1973)

Available fromCampus Bookstore, 123 CollegeAve.. Chicago. III. 60690 ($3.25)

LanguageEnglish, FrenchERRS Price MF-W.113 HC$7.35 Pies Postage.Descriptors 'Career Opportunities, Career Plan-

ning, Careers, Demand Occupations, Employ.ment Opportunities, Females, Labor Force, LaborMarket, *Manpower Needs, Occupational Aspira-tion, Occupational Guidance. Occupations. Voce.tional Counseling. *Working Women

IdentifiersConsortium of States.' National Occupa-tional Competency Testing Institute, IllinoisWomen's opportunities for employment will be di-

nctly related to their level of skill and experience butalso to the labor market demands through the remain-der of the decade. The number of workers needed forall major occupational categories is expected to in-crease by about one-fifth between 1970 and 1980, butthe growth rate will vary by occupational group. Pro-fessional and technical workers are expected to havethe highest predicted rate (39 percent). followed byservice workers (35 percen=t), clerical workers (26percent), sales workers (24 percent), craftsmen andforemen (20 percent). managers and administrators(15 percent), and operatives (II percent). This publi-cation contains a brief discussion and employmentinformation concerning occupations for professionaland technical workers, managers and administrators.skilled trades, sales workers, clerical workers, andservice workers. In order for women to take advantageof increased labor market, demands. employer at-titudes toward working women need to change andwomen must: (1) receive better career planning andcounseling. (2) change their career aspirations, and (3)fully utilize the sources of legal protection and assist-ance which are available to them. (SR)

Clearinghouse Accession Number.

Sponsoring Agencyagency re-sponsible for initiating, funding, andmanaging the research project.

Report Number assigned by............../... originator.

.................--- OlonitioNse Note (pagination first).

6

Descriptorssubject terms whichcharacterize substantive content.Only the major terms. preceded by anasterisk, are printed in the subject in-dex.

Identifiereadditional identifyingterms not found in the Thesaurus ofERIC DescrIptets. Only the majorterms, preceded by an asterisk, areprinted in the subject index.

Informative Abstract.

Abetreeter`e initials

ED 166 401 CE 019 386Califon& Asseelsdos of Week Experlesca Edam

tors. Caner mesas Program. 1974-77 Fad ofYom Report.

Chaffs y Union High School District, Ontario.Calif; Charter Oak Unified School District. Calif.;Huntington Each Union HO School Diana.

SpatsD

Ape11cy--Office of Career Education(HEV1/0). Washingtoa, D.0

Pub Dote --19 Jul 77Grant-0007604410Note-71p.; Not available in hard copy due to re-

producibility problems. For related documentssee ED 114 586 and ED 120 411

Pub Typo Reports Datcriptive (141) Reports- Evaluative (142)

IDES Pelee - MIDI PIN Poetess. PC Not Mak-Me ken EDRS.

Descriptors -- Academic Achievesnest, Basic Skills,Career Development. Career Education. DataAnalysis. Educational Objectives, fixperiendelLearning. Federal Aid. Internship Programs,Propene Descriptions, Program Evaluation. Sec-cedar, Education. Work Experience

IdentiliagCaliforaie Dos Angeles). =IndsAssocietioa Work Experiesce Educators. VansIntern Program. Education Areeedments 1974The California Association of Work Experience

Educators (CAWEE) Career halm Program.horded by a redoes' grant. sought to demonstratethat experiencobeeed career education was a viableand needed alternative to existing Mandel experi-ences. Selecting three admit from three districts inthe greeter Los Angeles area, the program main-tained a long -term enrollment oiseveaty-eight highschool students during the noun of the 1974.77yen. Specific persons at each school were desig-na ted to manage and coordinate pragiam activities.There were periodic meetings of project. school.and /or district representatives. The program estab-lished is proms- and three student-outcome ob-jectives. (]he student-outcome objectives fecundon the son of career anatomist. beak skills, sadacialemic knowledge and *Mt) These nine objec-tives were further d4m4 by a toed twas -eightMaria. A summons approach was elected as themost feasible method to anemia program effectsand an evaluator was chosen to collect. =lyre, andreport data In pang, all time objectives were met.In terms of the twenty -eight MUM specified.tinny-five were met (twelve notated) and threewere substantially met. Response to the program bystudents, project staff. non-participating teachers.pagans and =Nom/community mono* wascoasigeady sodly favorable. (Data tables,*valuation instruments, and recording forms are in-cluded.) (Author /CT)

Document Resumes

ED 166 422 CE 019 640As Erdman Seedy of the DIsalet of Columbia

Eaperlem Based Came Eden*. Progamt.nen Report

Creative Research Associates Inc., Silver Spring.Md.

Sons AgencyDistrict of Columbia PublicSchools, Washington. D.C. Dept. of Career Deve-lopment; °glee of Education (DHEW). Wash-ington. D.C.

Pub DateSep 78Contact- 0589-AA-NS-0-7.6ANote-117p.Pub Typo Rayons Evaluative (142)IDES Peke MPOUPCIIS Plas 1Peenee.DmaratorsAndende Education. Basic Skills.

Careet Development. Career Education, Ex-perking Learning, Individusfixed Propane.Program Developmeat Program Effectiveness.Prorate Evaluation. Resource Center., Second-ary Education. Sex Fairness

identifiersDistrict of Columbia. ExperienceBased Career Education. Far Wait Laboratory

A thirdModel-party evaluation of the District of Co.lumbia Expedeace Band Career Education Pro-seem (D.0 LICE) was conducted is 1978. Theprogram involved tenth- and eleventh goads mumdents in an individualized program of study thatincluded academic instruction and career develop.meat opportune's'. Using the Context, Input, Proc.as. and Product (CIPP) design, the evaluationdetermined the program's success in meeting itsgoals. which included ogling support a/administra-tion and pagan; impleraestatioo, is teems of enga-gement. staff, and effectiveness of the mown site:academic quality; area development; and seaequity. Evaluation instruments included the Every-day Shills Test (reeding and mathematics), the Ca.rear Maturity Inventory, and the Tennessee SelfConcept Scale. These were administeled on a net-est-posttest basis along with a writing skill tau. In-terviews and mestionneires were adminstmed toadvisory council wombat staff. athniniatrators.parents. and students. Additional information wasManed loom records, documents, and observa-tions. The contusion drawn nem these 'Indianwere as aeon (1) D.C. RICE is reaching its goalsand is supported by school Whainistrelioa. the °OMilky. sad parent': (2) more der:topmast of re-source dies 10 tecommeaded for [atone yam; (3) theD.0 ENCE's endemic wpm *soma; (4) muchpoe has occuered ia the nes emcee develop-m

msent; sad (5) the Fat West Laboratory model

adepts well in the Weshispot D.C. environment(Date tables and sample questionnaires are in-cloud.) mn

ED 166 772 EA 011 263Impetwbg !messed.. Three* Eepergeles.

nyanages Report 1977-78.Contemporary Associates, Inc.. Washington, D.C;

District of Columbia Public Schools, Washington,D.C.

Pub Date-78Cootract-0511-AA-NS-0-8-43ANote-116p.: Some appendices may be marginally

legiblePub Type Reports - Evaluative (142)

Tests/Questionsaien (160) NuelerieeliQuebnative Data (110)

IDES Peke - MPOI/PCOS Plus Pomp.DeecriptoreAdatinistrative PenouneL Adman*

Mash Educational Admioistration, EducationalResestch, Elementary Secondary Education. In-service Education, Isstrucdonal Improvement,Professional Continuing Educed.., ProgramDescriptions. Program Evaluation, Quietismnice*. Tables (Data). 'Teacher Supervision

IdentifiersDistrict of Columbia Public Schoch,Improving Instruction 'Through SupervisicaThis evaluation report presents the accomplish-

meats teethe Improving Instruction Through Super-vision Project since its implenieststion, withspecific emphasis on 1977-78. The project was stnMalmo in Region VI of the District of ColumbiaSchools sod was deigned to improve the skills ofadministrators in supervising teachers. The proemsis based on the clinical supervision model that an-{Moises a supportive and nonthreatening approachto supervision. Several methods of *Muslim weretoed including naminatios of records, viewing ofvideo tapes of practice, peer evaluation is touter-awes, a final exam for teacher penicipeata, and aquestionnaire of teacher opinion. A synthesis ofthese methods revealed a large number of indigocomendoe the program. Results name that thebasic peremnites for program implementationhave been accomplished. All Region VI adraiaistre-tors and 153 Region VI teachers have been trained.The pleas for each school have been formulated. Allschools have moved propemively to implementa-tion of the clinical model. Subsequent evaluationsmust be structured to monitor and documentchanges is affective behavior of school administra-toes end teacher, and affective and cognitive behav-ior of students. A lengthy appendix presentsmeasurement instruments end additional data (Au-thor/JM)

2 Document Resumes

ED 166 821 EA 011 332Water, Debra SCommasity Parddpodon la Badger Developmeor

A Cm Study of the 1977 Badge. Task Force ofOhs PhIlsielphla School District.

Pub Date-31 Aug 78Note-321p.; Ed.D. Dissertation, Temple Unita-

Avstiable fromUniversity Microfilms Interns'Meal, Diesestation Copies, P.O. Box 1764, AnnArbor, Michigan 48106 (Order No. 7940,027;5125 microform; 516.50 paper)

Pub Type Dissertations/Theses (040) ReportsRetouch (143)

Decomeat Not Meltable Irmo EDRS.Descripton--Adatioistrator Attitudes, 'Advisory

Committees. Boards of Education, *Bedpans.Budgets, Cue Studies (Educstion). *Communityinvolvement. Doctoral Theses, Elementary Sc.condary Education, Evaluation Method*, Liters.two Reviews, Models, Program Evaluation,

QuestQuestionnaires.School Superintendents. Schoolionnaires.

ldentifiers'Philadelphia Public Schools PAThis study examines the circumstances under

which a large urban school system opens the budgetdevelopment process to the Input of citizens groupsand the difficulties involved in this effort. The scopeof the study is limited to the analysis of the 1977B udget Task Force (BIT) of the PhiladelphiaSchool District and observationsofthe PhiladelphiaB oard of Education relating to citizen participationos budget development. The document contains asection on methodology: a review of the literature;a section on data analysis, findings. and conclusions:implications and recommendations; the conceptualframework for evaluating the success of the com-munity participation; suggestions for further re-search: and a summary. Appendices and abibliography are also included. The conceptualframework for eyeteeth* citizen participation wasconstructed using five variables (origin. compisi-don. scope of task, time span, and locus of decision-making) and eight fixed elements (candor,representativeness, consensus on criteria, time. sc.ceu to information and people, support services,dissemination, and evaluation/feedback). (Author-/MT)

ED 166 825 EA 011 336Nests God V.A Stogy of Altermthes In Americas Edon:Mies,

VoL District Pollens mod the Implemeststiesof (hangs-

Rood Corp.. Santa Monica. Calif.Sporn AgeocyNatiottal Inst. of Education

(DHEV4. Washington. D.C.Report NnR2170/1-N1EPub DateApr 711Contract -112C-S326Note-236p.Available fromThe Rand Corporation. 1700 Main

Street. Santa Moon,. California 90406 (57.00)Pub Type Reports Evaluative (142)EDRS Pries MIF01/PC10 Plus Postage.Descriptors 'Adoption (Ideas). 'Alternative

Schools. Educational Alternatives. EducstionalPolicy, Elementary Secondary Education, FreeChoice Transfer Pro 'Inservice TeacherEducation. Organizational Communication. *Par-ent Participation. Program Costs. Program De-scription, 'Resource Allocations. SchoolSystems. Teacher Placement

IdentifiersAlum Rock Public Schools CA. Cin-cinnati Public Schools OH, Eugene PublicSchools OR. Minneapolis Public Schools MNThis study analyzes the establishment of public

alternative schools and programs from the perspec-tive of school district management. An alternativeschool or program is defend as one that is full -time,is available to students on a voluntary basis, and isin some way distinctive from the district's standardprogram. Chapter 1 is introductory. Chapter 2 pro-vides a background sketch of the sample districts.Crispier 3 describes the origins of alternatives, themethods for establishing new programs. the types ofeductiliOnal changes attempted. and the resourcesmade available for implementation. Chapter 4 ass-lyres a series of management issues in implementingalternatives. consparlog the ways in which thesefour districts hooded them. The six issues are as-signing staff, providing staff training. allocatingfacilities, establishing procedures for student selec-tion of poplins, providing information to the con-sumer. aid embanking procedures for parentalparticipation. Chapter 5 explores the current status

and future prospects of alternatives in each district.Chapter 6 summarizes what has been learned abouteffective strategies for cresting and managing publicattenuate schools under different types of condi-tions. An appendix amines the types of eatencosta that may be involved. (A ethos /1RT)

ED 166 831 EA 011 342Dow. lore 1. And OthersThe Dmilopmsat of Curricultun Change ladlcm

tor,Ontario Dept. of Education, Toronto.Pub Date-78Note-368p.; Not available in paper copy due to

marginal legibility of pages 18.96Available fromOntario Government Bookstore.

880 Bay Street, Toronto, Ontario, Canada M7A1L2 (55.00)

Pub Type Reports Evaluative (142) GuidesNonClassroom (055) Testa/Questionnaires

EDRSPrice MPO1 Plus Postage, PC Nol Atona-ble from EDRS.

Descriptors -- 'Curriculum Development. Educetional Research. Elementary Education. ForeignCountries, Guides, Item Banks. Manuals. Measurement Instruments, 'Measurement Techniques.Questionnaires, School Surveys, Statistical Anal-ysis. Tables (Data). Teacher Attitudes. TeacherBehavior

Identifiers OntarioThe project reported on here was established to

develop an item pool to reflect the universe of eon.tent set down in "Education in the Primary andJunior Division" (END), which was adopted by theOntario Ministry of Education in 1975 to provide ageneral framework for the justification of curriculardecisions: to provide a curriculum change indicator.a diagnostic instrument for determining how closelya given classroom reflects the content set down inEND; to produce a manual of instructions to se-company the instrument for use by teachers andadministrators: and to prepare a report describingthe process, the results, and the findings of thestudy. This is the report. It contaiss, along with adiscussion of the item selection process and a de-scription of the refinement of the curriculum changeindicator, manusls for both the curriculum changeindicator and the item pool. the END teacherbehavior assessment instrument, and the curriculumchange indicator. (Author /1RT)

ED 166 032 EA 011 343Berk. C7ive And OthersThe Moral Eiseetios Project (Year 5). Phial

Report 1976-77.Ontario Dept. of Education, Toronto.Pub Date-78Note-169p.: For a related document, see ED 151

285Available frontOntario Government Bookstore,

880 Bay Street. Toronto. Ontario. Canada M7A1L2 (53.00)

Pub Type Guides Classroom Teacher (052)Reports - Descriptive (141)

EDRS Price h1101/PC07 Plus Postage.DescriptorsAdoption (Ideas), Csse Studies, Case

Studies (Education), Course Descriptions. 'Cur-riculum Development, Educational Research,Elementary School Teachers, Elementary Se-condary Education, Ethical Instruction, ForeignCountries. Instructional Materials. Personal Val-ues. Program Descriptions, Records (Forms), Se-condary School Teachers. Teacher DevelopedMaterials. Teaching Methods

Identifiers--Ontario. Values EducationIn 1976-77. the moral education project of On-

tario researched curriculum and pedagogy in thefifth year of its program for the purpose of develop-ing a systematic way of intro/Swiss values educa-tion into grades 2.13. The study helps teachersencourage students to reflect on their own values inthe light of fundamental life goals. It is divided into10 sections with the following information: a sum-miry of the objectives; characteristics of the school.the classroom, the teacher, and the students; therole of learning materials: previous findings and aguide for future preparation of materials:a guide tousing materials: specific teaching and learning ac.tivities: teaching skills needed: three different ap-proaches to values education: and a description ofthe relationship between the reflective approachand six other approaches to values education. Thestudy closes with five case studies. (Author/LD)

ED 166 833 EA 011 344itleire lames And OthersAn Irmatipties Into the Effects dAlcobol Weis

Gaetano Schools.Ontario Dept. of Eduestion. Toronto.Pub Date-78Note-242p.; Not 'imitable in paper copy due to

smell print of much of the original documentAvailable fromOntario Government Bookstore,

880 Bay Street, Toronto, Ontario, Coned* M7A1L2 (52.00)

Pub Type -- Testa /Questionnaires (160) Numeri-cal/Quantitative Data (110) Reports Re-search (143)

EDRS Price MPOI Plus Postage, PC Nol lirallabit from EDRS,

DescriptorsAlcoholic Beverages, BehaviorProblems, Data Collection, Drinking, DrugAbuse, Educations' Rourch, Foreign Countries,Questionnaires. Sci.00l Surveys. Statistical Data.*student Attitudes. Surveys. Tables (Data).*Tercher Attitudes

IdentifiersOntarioThe purpose of this study was to determine the

effects of alcohol use on student behaviors in On-tario schools. The study was designed to investigatethe prevalence of alcohol use by students in grades7-13 and the effects of drinking on classroom andschool behaviors by interviewing both students andteachers. The teachers were surveyed to determinetheir awareneta and perceptions of drinking prob-lems at their school. The report presents a shortreview of the pertinent literature, a description ofthe research methods, and the findinp from boththe student and teacher questionnaires. The majorIlndinp provide an indication of the catgut to whichalcohol use causes problems in schools thtoushoutthe Province, the types of problems drinking cre-ases. the extent and frequency with which studentsuse beer, wine, liquor, and other drugs. the relationship between drinking and the use of other drugs.the effects of drinking on social relationships, andthe extent to which grade. grade ge, and sexinfluence alcoholrelated student behaviors. (Au-thor)

ED 166 860 EA 011 382Ludt, Gory M.The Seattle PM: &Manes, Probation sod Note

reword of Certlfleetod Teachers. Revised.Pub DateNov 78Note-37p.Pub Type Guides G 1(050)EDRS Prig MIMI/POO Plus Postage.DescriptorsAdministrative Personnel, Check

Lisa, Contracts, Due Process, Guides. Records(Forms), State Legislation. 'Teacher Dismissal.Teacher Evaluation, Teachers, Tenure

Identifiers Board of Regents v Roth, Perry v Sin-dermann. Seattle Public Schools WAThis booklet explains the statutory procedures for

not renewing teacher's contract or discharging ateacher in the state of Washington. It Wens snintimetable and step-brstep checklist that are used insthe Seattle school district to help administratorsmeet statutory timelines. Appendix A containsprocedures for evaluation of classroom teachers asfound in the Seattle school district/Seattle TeachersAssociation 1978-79 collective bargaining connect.Appendix B contains a checklist from the samesource that is the minimum evaluative criteria estab-lished by the state superintendent of public instruc-tion. Appendia C offers a copy of the district'sannual performance evaluation form and instruc-tions for its completion. The booklet suggests thattimeliness is crucial if it district's decision to nonrenew is to be upheld and if a teacher is to receiveadequate opportunity to improve. (Author/LD)

ED 166 869 EC 112 993Public Service Admiontrsties Sete/whip Nearer

in Came Education. Piaui Report.Montgomery County Public Schools, Rockville,

Md.Report No.-554AH60772Pub Date-78Grant-300-76-0216Note-126p. Not available in hard copy due to

marginal legibilityPub T Reports Descriptive (141)EDRS Price 8111,01 Pies Postage. PC Not AvuiL-

ble from EMS.Descriptors Career Education, Data Collection.

Educational Objectives. Gifted. Internship Pro-grams, Models, Program Descriptions, ProemsEvaluation. *Public Service Occupations. Second-

sty Edueslion, Senior High Schocis, risk Anal.ysli, Work Study Programs

Id.nlll.,*.TslentedThe final I.port reviews a public service edml-

ltstlonlntemeblpprogeam for 33 gIlled and talentedMontgomery County (Maryland) high school jun.lots end .snlors. Liamer md psocom objective.,minor eh.nge. and lb. disseun4o. plan are pie-tented for the program which utilize. the Intmnshipmodel developed by Executive High School Intern.shipS of Americ.. A tblrd.p.rty ev.luit10 of theprogram is provided with information on data col-lection. analysis procedures, findiep, end laterote-istloes. Clued among the findings.,. over.1l studentsslistactlon with the program (which required thutthey were not in school dunng the semester inwhich they were Intents); overall sponsor sstlsfsc.lion with the program, especially Ic the area ofdemons ug good work habits, sod generil luck ofcommunication On the part of both sponsors endIntents in the mice of apommsoe.lntern meetings.Among the 26 attachments Included ate a lemma,and project checklist,. work habits profile, en end.of.term inventory, a weekly time sheet. and a lotanalysis profile. (P141k)

£D166$S9 ECll3SOlE1w114* 1115*S1O Z

m, AStor i cm. fld,s. ps..Through Crud. Thre

Columbis Univ.. New York, N.Y. Teecheri Ccl.leg..; New York City Board of Educsdon. Brook'lyn. N.Y.

Spun, AgencyVincent Astor Foundation, NewYork, N.Y.

Pub DeliOct 78Note.-268p.Pub Type Reports. Descriptive (ill) Reports

EvaluatIve (142)EDIS Piles . MVOI/PC1I Plus Postage.DescnptorsCuruiculum, 0111e4, 'Preschool

Educ.tion, Program Administration, ProgramDescriptions, Progrum Evaluation, Proram Plus.ning. 'Rctource Centc.s, Talect ldcnulication

IdentmlleesA,tor Program for Gifted OtlidrenThe report pre,enlsaiummstive evaluatian of the

Astor Program for Gifted Children. which dove.loped a resource center and also implemented e'host school concept for intellectuilly gifted pre-ichooteti in New York Clty.The program directorstasks in coordinating a resource center are dis-cussed, including involving policy makere at highlevels of euthority, public relations, infonnaUon endconsultant services, and citywide conference, endtaming institutes. Some guidelines for the functions

of a resource center are also omesented. lb. pro.gram's planning and edministrslion sic dicineed interms of tescher selection - which gets a specialfocus in a later section - selecting p.rticipating dii.Suds mcd schools, and some early problems. Pupil'election ii reviewed. along with various back.ground dais on the participating students end theirFimilies The curneulum itself ii eumin,d, includ.ing the standatd skills, special interest topic., endindividual talents it covered, as well as characterdevelopment and personal growth. The evidence I.reid to Indicate, .mong other things, th.t the AstorProgram fostered sipilIc.nt gains in studentschievezneot, specifically in the sreas of workknowledge, reading, and mathematics, and 'ui loveof learning and enthusiasm for school. Venousforms, questionnaires, and lists are sppended.(DLS)

ED166958 FL010063Bmur&lq. lwhero And OthersONTERIS P,tat.d IMsz.CumeIetsd S.bjsct/Aa.

thor Index to Volumes I end 3.Ontario Dept. of Education. Toronto.Pub Dste-78Note-339p For related documents, see FL 010

064-065.Avsllsble fromOntario Government Bookstore,

*50 Bay Street. Toronto, Ontario M7A 1L2Canada (53.00).

Pub Type Reference Materials - Bibliographies(131)

EDIS Pu1ee. MPOl/PCI4 Plus Postage.

DescriptorsBoards of Education. 'Citation In-deacs, 'Dcii Bases, Documectation, Education,Educational Research, 'Educational Resources,Educational Technology, Elementary SecondaryEducation, lndexes(Locaten),lnformation Dii-semination, 'lofonnation Retrieval, Permuted In.desca, Posisecoodary Education, Reference1bterisb, Subject mdci Terms

ldsntillersCansds. Ontarle, ONTERISONTERIS iss computerized information retrie-

val system in education located In An .1.pliabetical subjsct odes mcd an author India to"ONTERIS Abstracts," Volumes One sod Thsee5,. presented hero. in addition, an Introductory seclion on the following topics is Ineluded;(l).nospls.nation of lit. 197$ edition, of "ONTERISAb.tsscta" and of the present volume which super.andes Volume 2 (2) background to ONTERIS (3)lbs coverage of lb. abstract volumes; (4) a descrip-tion of the styli end form of the abstracts; (5) enesplanailco of the alphabetical subject Index whichwas produced by PRBCIS (Preserved Coolest In.dozing System); (6)a sample ON'TERIS record andesplsfldon ofthetenna used; (7)agloe.svy of typesof studies. ($) availability information. (9) ml.crofiching intonnatlon; (10) dIscussion of fUture enpansion. (11) the question of a Preach languageversion; (12) infonoellon on machine retrieval byiSIS; (13) acknowledgements, and (14) an evalua-tion form. (AMH)

ED 166 959 FL 010 064BmelbS,j Bei'ôs,u And OthersONTERIS Abitaaas. V.l.me 3.Ontagio Dept. of Education, TorontPub DaS.-7$Not.-577p.; For related documents, see FL 010

063-065.Avshlsble fromOntario Oovernment Bookstore,

$50 Dsy Street, Torontn, Ontario M7A 1L2Canada ($4.00)

Pub Type Reference Materials. Bibliographies(131)

EDRE p140, . MFSOIPC34 Plus Pae.DescdptorsAbsu*cta, Boards of Education.

Deta Bases, Document,tion, Education, Edu-c.tional Programs, Educatiottal Research, 0Edu-cetlonsi ReSources, Educational Technology,Elementary Secondary Education, Indesea(Locaten), lnfonnation Disseminstion, 0lafor.marion Retrieval, Postiecoadary Education, Rcf.crones Materials

IdentifIe.sCsnads. Ontario, 'ONTERISONTERIS is a computerized Information remit-

v.1 system in education located in Canada. Thisvolume contains resumes of 740 docucienus, nun.bered 0N00627 to ONOI 367. Iii addition to cur.rent Ministry of Education and Toronto area boardresearch reports, the coverage includes reports fromschool board research units scro. the province, On.tub Educationsi Ccmmwsicslioos Authority(OECA) reports, reports from lbs Ontario Institutefor Studies in Education (OISE) not Ibaded b theMinistry. and a few front the Ontario EducationalResearch Council (OERC). Each mume providesbibliographical data. descriptors. avsil.bllity infor-mation, an abstract or annotation, ero. rcfereoceswhere spplic.ble, and information regarding thesource of the document. Computer searches of theONTERIS Dsia Beae are avsilable through theEducational laformadon System for Ontario(EISO). (AulhorlAMH)

ED166960 FLO1006SDe.,abhy Dmdo,. And OthersO1flERIS Abflaieta. Volume 1 (Rsils.d).Ontario Dept. of Education. TnrootPub Dss.-7$Note-62$p: For related documents, see FL 010

063-064.Available fromOntario Oovernment Bookstore,

$50 Bay Street. Toronto, Ontario M7A lL2Canada ($5.00)

Pub Type Reference Materials. Bibliographies(131)

EDRS Pile. M1031PC26 PlusDeacsipto*sAbetrscls, Boards of Education.

'Data Bases, Docusneniation. Education, Edu-c.tionst Programs, Edtmcatioeal Re.earch, 'Edu-c.donal Resources, Educational Technology,Elementary Secondary Education, Indeses(Locatere). 'Iafonoation Dissemination, 'Infor.mnatlon Retheval, Pcstsecoadeiy Education, Ref.erence Materials

IdentilleraCen*ds, Ontario, 'ONTERISONTER1S isa computerized information retrie-

v.1 system in educition located in Can.d.. Thisvolume contains resumes of the ruat 626 documentscollected and indesed for the system. It coven sItresearch produced up to 1976 by the research unitsof the eight bo.rds of education in MetropolitanToronto sod other re.esrch funded by the OntarioMinistry of Education. Each resume provides bibli.ographicil data, descriptors, avsllsbility Informs-

Document Resumes

lion, en sbnssct or annotation, close refsrenceawhet. applicsbls, and Information regarding thesource of the document. Computer searches of theONTERIS Data Sue ire avsil.ble through theEducational Information System for Ontailo(EISO). (AuthorIAMH)

ED166N7 FLOIOO16Omens Msn(kr E

In a Semdardlssd °eadlss Cs.p.*.-'-- Tent.

Montgomery County Public Schools, Rockville,Md. Dept. of instnictional Plsnnin$.nd Develop-ment.

Pub Dst.-7$Note-19p; Paper presented st the meeting of the

Linguistic Society of America (Summer 197$)Pub Typo Speocb&Meeilng Papete (150) Re-

ports. Research (143)EDRS Prfc. MFOI/l Plus P..DescilptorsAchlevcment Te.ts, Educational

Research, Elementary Secondary Education, Er.roe Analysis (Langusge), Item Analysis, Lao.gusge Skills, Objective Tests R.adlngCompreheaaloo, P..ding Tests, Standardiz.dTests, Testing, Testing Problems, Test Interprets.don, 'Tt Validity, 'Test Wiseaeu

Identiflenlows Tests of Basic SkillsThis paper reports an Investigation of Inferencing

In Feint Five of the Reading Comprabensi" corn.ponent of the lows Tests of Basic Skills. The Ajitstep in lbs InvestigatIon consisted of en analysis ofthe language of the test I. determine how the In.fereecing strategies employed might serve to maskanswers. This preliminary analysis eagg thutconflicting atrategles avsllebl. for answering a givenquestion might make It difficult for studenis to do.terotine lb. strategy for which the teat would creditthem. A second stage of the study focussed on acomparison between the obeervstiona made in stepone sad students' perceptions of ambiguities in thetest. Sin children rich in grad.. three, live endseven t.p.ea...tsn$ a spread of rending ability andverbal skills were interviewed within a month fol.lowing administration of the test. While their abilityto talk about the ambiguities varied, they did detectthem. This investigation led to the conclusion thatwhile the test neceentstes reading comprehension,it really measures the pasticular language skills poe.aessed by test.wlse children. (AuthorlAMH)

ED166992 FL010145S*ci Mary L#rEssom 1Mren's Dey. 11 Othi Nd.Los Angeles Unified School D'tsirict, Calif.Pub DaS.-76Not.-24p; A cassette is avsil.ble to accompany

the lest.Available fromPublications Unit, Los Angeles

Unified School District, 450 N. Grand. Pm.0230, Los Angeles, California 90012

Pub Typo Ouides. Qa.room. Learner (051)Creative Works (030)

EDES Price MPl)1lPI PIns Postage.Desc,tptora-0BllInguaI Education, Childiena Lit.

eratwe, Cultural Awsteuees, Elementary Educe.lion, Instructional Materials, 0Korean, Kore.nAmericans, Korean Cuiture, Language leatruc.lion, 'Rs.ding Instruction, Reading Matenale,Second Lsagu.g. Learning, Uncommonly

Taught languagesldeotillees'KEYS Project, Knowledge of Ensjish

Y't.Id. Success Projectflij blhngu..bjcWpj,.J reader in Korean and

English is intended for elementary school childrenins bliIng'.tsJ education setting. Pen..nd.lnk draw.lags illustrate the story about two Kore.n.Amerlcanchildren celebrating the Korean Chi1drens Day.(NCR)

ED 166993 FLOIO 147Idiom Tài,leI.g. (--Los Angeles Unified School District, Calif.Pub Das.-75No(e-21p.; A cassette is avsil.ble to accompany

the lest.Avsil.ble fromPublications Unit, Los Angeles

Unified School District, 450 N. Grand. Pm.0230, Los Angeles, California 90012

Pub Type Owdes. Clusroom - Learner (051)Creative Works (030)

4 Document Resumes

EDRS Pace MI/01/P001 Plus Peony.Descriptors111h.suel Education. Children Lit.

stature, Cultural Awareness, Elementary Educa-tion, Instructional Materials, 'Korean, 'KoreanAmericans. Korean Culture. 'Language Instrisclion, Reeding Instruction, Reading' Second Language Learning, UncommonlyTaught Languages

IdentifiersKEYS Project. Knowledge of EnglishYields Success ProjectThis bilingual reader in Korean aid English is

intended for elementary school ctli'..ren insus' education setting. Pensniink drawings illus-trate the story about a fandy's celebration of atraditional Korean ThankaglAns. (NCR)

ED 167 114 1R 006 854Mean Arthur L And OthersHighilso Public Snook Computer-Ambled In.

anodes Padock A Promo to Meet Dleadvaa.Mead Stedslopmeseitste Imalvidasi Nude fee Bask SIMDev Plea'

Highline Public Schools, Wash.Pub Date-30 Jun 77Note-114p.; Parts marginally legible due to print

qualityPub Type Reports Evaluative (142) Reports

Research (143)EDRS Pike - MIPOI/PCOS Piss Plums.Descriptors--Arithmetic, 'Basic Skills, Computer

Assisted Instruction, Economically Disadvantaged, Educational Alternatives. EducationallyDisadvantaged, Language Skills, Parent Atti.tudes. Program Effecdveness, Program c'.valusLion, Reading Skills. Secondary Education. SkidDevelopment. Student Attitudes. Teacher Atti.nudesThis description of a computemisted instruc-

tion project, which provides an alternative approachto individual instruction in basic Wile for economi-cally and educationally disadvantaged nucleon atthe secondary level, includes the result,' of tyskations conducted at the end of each of three schoolyears. Instruction in priority areas-arithmetic, lan-guage arts, and reading-was edministeted to stipdents severely deficient in one or more skill areas ina different manner within each school. Managementand student outcome objectives were evaluated bywritten documentation and data on student pre- andposttests. Data Indicate that student use was excel-lent during the 1974-1975 school yew, outcome ob-jectives were met, and response by students,parents. and faculty was generally positive. Mapammo and student outcome objectives in the sec-ond year of implementation met or exceededexpectations, student and teacher involvement in-creased remarkably, and student. parent, andfaculty attitudes were especially positive. Objectivedata for the third year of operation produced themost outstanding results. indicating that the pro-pam was highly successful and that computerassisted instruction is a viable method of buildingbasic skills with eligible students. (CWM)

ED 167 386 SE 026 765Bore Jennie Lombardi AliceMaIL themmies, Grade 2, Curriadem Ballade No.

New York City Board of Education. Brooklyn, N.Y.Div. of Educational Planning and Support

Pub Date-78Note-191p.; For related document, see SE 026

766; Not available in hard copy due to copyrightrestrictions

Available fromBoard of Education of the City ofNew York. Publications Sales Office, 110 Living-ston St., Brooklyn. New York 11201 (13.75;Make check payable to Auditor. Board of Educe-deo)

Pub Type Guides Classroom Teacher (052)Collected Works - Serials (022)

EDRS Prim MF01 Plan Postage. PC Not Availa-ble from EDRS.

DescriptorsCuniculum. Curriculum Guides.Elementary Education, 'Elementary SchoolMathematics. 'Grade 2. 'Instruction LeaningActivities, "Spire' Curriculum, 'Teaching GuidesA comprehensive mathematics program for grade

2 is presented in 56 win These units are organizedaround four teens' them= (1) number and simul-ation; (2) operations with numbers; (3) geometryand measurement; and (4) graphs, problem solvies,and probability. A spire approach is used with vari-ous topics being indexed as to unit and page. Spe-cific learning esperieoces are suggested for eachwrit Suggested use of nsathernetical laboratory

menden is found throughout. (MP)

ED 167 387 SE 026 766lkiee lank Lombardi Alkv aMathematics. Grade 3 Curriculum lislisthe No. 9.New York City Baud of Education, Brooklyn, N.Y.

Div. of Educational Planning and Support.Pub Date-78Note-164p.; For related document, me SE 026

765: Not available in hard copy due to copyrightrestrictions

Available fromBoard of Education of the City ofNew Yotk, Publications Sales Office. 110 Living.stop St., Brooklyn, New York 11201 (53.50;Make checks payable to Auditor, Boost of Educa-tion)

Pub Type Guides Classroom Teacher (052)Collected Works Serials (022)

EDRS Pelee- M1101 Plus Postale, PC Nat Anna.Me from IDES.

DescriplonCurriculunt Curriculum Guides.Elementary Education, 'Elementary SchoolMathematics. "Grade 3. Instruction. LearningActivities, Spiral Cordculunk Guides

deA tonprelessve mathematics pogrem for ..A.3 is presented in 66 units. These units are organisedaround four central themes: (1) number and tomer+Mims; (2) operations with mambas; (3) geometryand messuremenk and (4) allebnie concepts.graphs, probability. statistics, and problemsolving.A spiral approach is used with various topics beingindexed as to unit and page. Specific learning a-mnesiacs are ammted for each unit. Suggested useof mathematical laboratory materials is foundthroughout (MP)

ED 167 581 TM 008 298Manmehielle, Richard P. Priam Kenneth W.Prokindeepan Bead Start &station Year Emil

Report 19774978. Ramer No. 7916.Philadelphia School District, Pa. Office of Research

and Evaluation.Pub DateOct 78Note-73p.; Pans may be marginally legible due to

Pub T Reports - Evaluative (142)E D - MFOI /PC03 Pigs Postage,Deactinton'Child Development. Classroom Ob-

servation Techniques. "Compematory EducationPrograms. Disadvantaged Youth, 'EducationalMethods. Educational Objectives. Federal Pro-grams. Parent Participation. Preschool Education,Preschool Programs. Program Evaluation,School Health Services, Social Services, Staff hpmovement

IdentifiersPeonsylvania (Philadelphia). Phila-delphia School District PA, Project Hew StartThe Prekiedersarten Head Start (PKHS)

employed five ddferent instructional modelep=Street (ES). Behavior Analysis (BA), Montessori(M), Open Classroom (0C), and Responsive Lean.ing (RL). All program components: education, so-cial service, health and nutrition. Off development,and parent involvement performed as expected.Data from classroom observations indicate activi-ties involving the following developmental catego-ries were most often : *deininteraction/rapport, languageivocabunry, and finemotor manipulation. A comparison of the developmental status (as reported on the DevelopmentalBehavior Checklist) of PKHS children with the totalprekioderganen population showed PKHS childrenperformed successfully on the same or greatern umber of items than the total prekindergartenpopulation. Seventyfour percent of the PKHSpopulation received physical exams and developmental histories. Social service workers made 6,030family contacts focusing on attendance and recruit-ment. Approximately SS% of the PKHS Instruc-tional staff attended staff development wolishomRespondenta indicated that the workshops hadgreatest impact in two areas: basic skills and sus-pected child abuse and neglect Seventy-eight per-cent of 56S parents attended at least one meeting,activity, or workshop during the year. All data col-lection instruments are appended. (Author/CP)

ED 167 582 TM 008 300Final Evalsolies Report 19741.71. Systemwide

Evaluative. Pablicatioa Naming: 76.70.Austin independent School District. Tex. Office of

Research and Evaluation.Pub DateJul 77Note-127p.; For related document, see TM 008

301; Not available in hard copy due to marginallegibility of original document

Pub Type Numerical/Quantitative Data (110)

Reports Research (143)EDRS Paco M F01 Plus Passage. PC Not Malls.

Ma from IDES.Descriptors*Acedemic Achievement, Achieve.

most Gains, 'Basic Skills, Curriculum Evaluation.' Educational Assessment. Elementary SecondaryEducation. Mathematic,. National Nonni. Pro.gram Descriptions. Reading Achievement, Sur.veys. Tables (Data). 'Testing Programs, TestResults

IdentifienAustin Independent School DistrictTX. Texas (Austin)A series of reports describes the activities of the

Office of Research and Evaluation and compilesdata descriptive of the Austin (Texas) IndependentSchool District. This report describes the eystemwide evaluation data for the school year 1976.77,which demonstrate improved performance in thebasic skills areas of reading and mathematics. Ineluding reading in other subject areas. The resultsare presented in detail. Overall, achievement in thebasic skills was shown to have improved over theprevious year. (Author /CTM)

ED 167 583 TM 008 301Mal Tanaka' Rupert 1976.1977. Systemwide

Evelgetles, Publican's Number/ 76.69.Austin independent School District, Tex. Office of

Research and Evaluation.Pub DateJun 77Note-378p.; For related document, see TM 008

300; Not available in hard copy due to marginalkgibility of original document

Pub Type Numerical/Quaatitative Data (110)Reports Research (143)

ERRS Pike MF01 Plus Postage. PC Not Aran*Me from IDES.

DescriptorsAcademic Achievement, Achieve-ment Tests. Basic Skills. 'Educational Assess.meat, Elementary Secondary Education,Mathematics. National Norms. Program Descripdons. Reading Achievement, Surveys, Tables(Data). 'Testing Programs. Test Results

ldentifiersAustin Independent School DistrictTX, Boehm Test of Basic Concepts, MetropolitanReadiness Tests. Sequential Tests of EducationalProgress. Texas (Austin)A series of reports describes the activities of the

Office of Research and Evaluation and compilesdata descriptive of the Austin (Texas) independentSchool District. This report consists of four appendices. one for each of four test batteries: CaliforniaAchievement Tests. Sequential Toasts( EducationalProgress, Boehm Tests of Bask Concepts. and Met.ropolitan Readiness Tests. Data are provided in de-tail. Brief comments describe the meaning of theresults, compare scores with the previous year, andidentify strengths and weaknesses in the school pro-great (CM)ED 167 584 TM 008 303Mal &duties Report. 19764977 Project

P.A.V.E. Unmake. Publiestlem Number: 7637.Austin Independent School District, Tex. Office of

Research and Evaluation.Pub Date-30 Jun 77Note-60p.; Best copy availablePub Type Reports Descriptive (141) Reports

Evaluative (142)EDRS Price MF01/PC03 Pis Pangs.DescriptorsAcademic Achievement. Counseling

Effectiveness. Educational Assessment. Educa-tional Objectives, Program Descriptions. ProgramEvaluation, Program Planning, Senior HighSchool,. 'Special Education, Vocational Counsel-ing. "%fondant Education

ldentiliers--"Project PAVEProject P.A.V.E, serving senior high schools in

Texas. focused on four areas crucial to the educationof handicapped students: parental involvement, aca-demic achievement, vocational programing, sad extractmicular opportunities. This report describesthe administrative anangementa of the program,and evaluates the results of the program for 1976-77.1argely in comparison with stated goals and withthe previous year. The evaluation focused on theviability of the program and efforts to systerastigedecision making. Twenty-five out of 27 activity ob-jectives were successfelly implemented during thisyear. (CM)

ED Ui 515 TM 00$ 305Pbs.IT.cbsalcej ftipscs lfl477, SbsWCa.pa.

celery Ed. silent Number 744*.Aisein htd.psnd.u,t School Diutilet, Tee. Ofiks of

Research end Evalu.tloo.Pub DS.-30 Jun 77Not.-271p.; For valued documint, see TM 008

306 Psn. msrglnally legible due to print quality;Best copy avallebli

Pub Type R.port*. Evaluates (142)ReportsResearch (143) TestslQuesdonnsites (160)

iDES Pik.. MPOI/PCI2 Pip. Fsma.,.DescflptonAcadsmlc Achisven,snt, Achieve.

mint Gains, SaMe 51W., BIlingual Education,Compsni.tocy Education Presrams. Ekmsnwy

Sceondury Education. Evalusjlon Cvheri., P.S.eral Program. 'Program Attitude., ProgramEvaluation, 'Program Plutnui. Qut.Uonnalre.,'Stile Programs, Surveys

ldentffletsTawThe Te*ai Stale Compensatory Education pro'

Sf am (SCE) had three componenuc (1) besic skill.;(2) biIinu.l education; and (3) plannIng-IncludIng,pecillcstion of compc*eneies Cot grades K.6, TitleI model program development; sod coordination ofTitle 1. Title I Migrant, and SCE for effccllv. tie offederal resources. Evaluitlon focused on thirty dcci.lion questions. This docuMent deScribes teat id.miuilslration, and t.bul.l.a tha results of the aisteenInstruments u,ed to collect data regarding thesequestions Two of the instruments were standard.Ized tests (Califonija Achievament Tcu and So-ehm Test of Basic Coneepti) The remainingInhlnlmenta were developed by the school dlstsiet tointerview, survey, or observe pnncip.ls, teachera,student., and other SCE personnel, Some of theinstrument. are included, and the evaluation ques-tions relevant to each Instrunieni are discussed,(CP)

ED 167 556 TM 008 306Flail EIaluAlon R.pes't 1516.77. Stag. Co.pen-

satory Edemtto.. P.bliesdea Nambse 7441.Austin Ind.pend.nt School District, Tei. 001cc of

Re*earch and Evalustion,Pub Date-30 Jon 77NOtc-132p$ Fat related document. see TM 00*

305: Some tables may not be lcgble due to smallprint size in onginsl document

Pub Type Repotts - Descriptive (14l)RipotEvaiustive (142)

iDES Price. MFOI/PCD4 Pins P.itnge.DescriptorsAcademic Achievement, Achieve.

ment Gains, Basic 511115. 'Compensatory Education Programs. Elementary Secondary Education.InstitutIonal Characterialics, 'Ptogram A*litud,t,ProSrans Descriptiont, Program Evalustlon. 'Pro-gram Planning. School Involvement, 'Stale Pro'grams

tdentifiersElcmentsry Secondary Education ActTitle I, Teas.The Teiis Sues Compensatory Education pro.

gram (SCE) had three component. (1) bone skills;(2) bilingual education: and (3) planning-includingspecification of compctcneies foe grades K.6. Title1 model program development: sad coordination ofTitle LTitic I Migisot, and 5CC for effective use offederal resourcet Because of the diversity of pro-grams planned by lie ten schools in the basic skiD,component and the four schools participating in thebilingual component, the SCE evaluation was notobjectives-based: instead, It focused on thirty did.tion questions regarding the program's potential forgeneralization to other fuodin sources and .iihcrschools. since refunding of SCE was unlikely. Mostof the queadonssddressed the planning of SC? pro-grams and stiff development woskslicçs. iznplemnen-ration (in general sod by individual schools), sodthe role of ares digectora and instructors. Severalquestions dealt with academic achievement a. mci.aured by the California Achievement Tests sod theBcehuflTcst of Gesic Concepts The remaining ques.dons involved attendance, student attitudes, anduse of SCE Instructional materials (CP)

ED 167 593 TM 008 366Fq1i Jatrph L.

Co..lImb.t to I cthaal (beat. tee lEE tothe '.ed School Sy..tsm.

Pub Dsie(Msr 7*Nots-19p.. Paper presented at the Annual Meet-

ing of the American Educational Research As-,oclation (62nd, Toronto, Ontario, Csnade,March 27-31, 197*)

Pub Type SptechrsJ Meeting Papers (ISO) - Re.ports. General (140)

iDES P$.ea. MPOI/PCSI Plus I'DsecrlpiorsEducaiionil Aases.ms

Secondary Education, EvaluslEvaluation Needs, 'Eiislustosa,Autonomy, Models, Needs Aasesl

ldsntlAst,C$nclnnatl Pubic Scboola OH, C.n.teat Input Procep. Product Evaluation Model,Ohio (Cincinnati)Beginning I. 1970, the CIncinnati Public Schools

.ipsdencsd a shift In emphasis from centralizedevaluation to local school program devalopinentsod evsluatlon. Three functional models euflontlyoperate to evaluat, three programs. litis I, allenta'dye IntegratIon, and disadvuntsged students. EachI. dIstInguished by the level of trust casting be.iweut local school sod central adinlnlstration. Themodels conform, to Stutflebeamn's CIPP modelwhich Involves foist ovaluatlon stages; (1) eofllell(needs elsesslnent); (2) Input (selecting alternativesfor meeting goela); (3) process (Implementing thaprogram): and (4) product (evaluating gosh). TheLocal School Evalustot (LSE) is a centsallc basedbut locally functioning specialist whoa. services canbe asplained within tile CIPP framewoib, Process-product services include intsipretlstg beak shillmaalery reports, Title I school proliles. sod datafrom alternative programs Contest-input servicesInclude standardized test item analyses, Interpretingth, annual school and comnmwiiry survey, and camparing results to previous years. (Author/C?)

ED167613 TM008426Satin, £The Eftsct. .4 l.d.t ledactle.. on Fr,..

Evelueds. Ii a Lms U.b School Syits.Providing Ssr'teee Bereed ftsaou,

Pub DaIeMas71Noto-31p.; Paper presented at the Annual Meet.

Ing of the American Educational Research As.socislion (62nd, Toronto, Ontario, Canada,March 27.31. 1978)

Pub Typo Repoits. Dsscflptive (141) - Spec.ehes/Meeiiag Papers (ISO)

EDRS Pike. MPOVI'CO2 Plus Peatoge.DsscriptorsElescáiary Secondary Education,

Pinancisl Problems, 'Job Layoff, Pvoblem Sotv.Ins, Program Evaluatics.'ResearchCoordinatingUnit., School Community Relationship SchoolDistricts, 'School District Spending

ldentiAenPenn,ylvania (Philadelphia), 'Phila.delphi. School District PATo examine Philadelphia's l977 school budget

crisIs, a ebronology of events-from receipt of theproposed budget to flnsl court approval-is listed.Many parties were Involved within the school di.-trict and in the community. Frequently, one or moreparties blamed other patties for creating the prob-lem. Directors of each of die Eve service compo-nents In Philadelpltla'a Office of Research andEvaluation prepared statements detailing the un'pact of budget restrictiocs. particularly staff Isyofton their respective divisions. The Ave componentsare: administrative and survay research, testing. fed.ersl evaluation, priority operstiona, and instruc-tional mae ch sod development. Directorsreported that the main effects of the budgCt crisiswere lo'v morale, unfulfilled potential, sod intemip.tion of program evaluation. sod report production.Recognizing that the budget crisis is a perennialproblem. inc Small Project Assessment Service wceinitiated to provide directotsof projects with limitedfunds and with technical eapertise from the Office

of fteach and Evaluation. While the Serviceneeds some revision, die concept Is a good one-cipecially in financially %rruhied times. (CP)

ED 161 631 TM 008 451Cenattsfi4..,. Ckde NAn leriusili. at Houston's Mel School Pro.

Pub DateMar 78Note-23p.: Paper presented at lie Annual Meet.

ing of the American Educational Research As-socIation. (62nd. Toronto. Onisrin. Canada.March 27.31. 1978)

PubType Speeches/Meetiog Papers (ISO) - Re.ports. EvaluatIve (142) Reports. Descriptive

EDRS Price . MPOl/PCOI I9as P.stnp..DescilptorsAcadrmie Achievement, 'Achieve.

ment Gain., 'Alternative Schools, Blacks. Cauca-sian,, Integration Utiption. Meaican Americans,'Program Attitudes, Progress Description.. 'Pro-gram Evaluition, 'School integration, StudentRecnmitment, Teacher integration

ii

Document Resumes

IdentlflersHotiton lndelmndenl Schnol DistrictTX, 'Magnet Schools, leans (Houston)A projecl.wlde evaluation of the Houston, Teas

magnet school program indicated that It successfully implemented loin court'dollned desegregatIongoal.; (1) fewOr schools which are 90% or morewhIte or combined black and Me*lcan-Amerlcan;(2) fewer students who attend such school.; (3) freetransportation for magnet school students; and (4)an ethnically balancsd instnsctlonsl staff Ds,a re'ported by the SO Individual magnet schools and tub-stantlated by program audits and site visits Indleat.that the program provided hIgh quality alternativeeducational program. which srtractodssudents fromall geographic and athnlc sectors of the dIstrict. Theprograms represent grades pre.K tbznugh 12. Of the231 proposed objectIves. 36 ware not accomplished.Some of these objectives were In asone of primaryconcern, such as recruitment and enrollment, Ove-rall scsdemlc achievement, and schievement In themagnet schools's specialty ares. Achievement gainson magnet earflpuae$ were signhticantly greater thanon non.m.gnel campuses, for grades 3 to 4: therewet, no significant ddfsrencea at other grade levels.Responses of 2,931 atudents, parents, teachers, andadministrators were not overwhelmingly positivetoward the progrsm, many respondents felt the pub-lic had Inadequate information. The Magnet Pro-gram was, however, much more succe.tul thanprevloue district Integration phans-(reedoet ofchoice, school parting, and the Singleton ratio. (C?)

ED 167659 UD0190750 Z

1.&.osd Dsaugrugnllear he Lsets.. Whit. PupilPopelulis. nad ft.I.pagaihaa Ii ib. MemphisOty School System.

Pub Dsr.-19 Mar76Notel27p.: Not available in bird copy due to

marginal legibility of original: Appendix A, pagesS l'92 (copyrighted material) has been deleted

Pub Type Reports - Research (143)EDRS Price. MPOI PlenPeilaga. PC Not A,aila.

blob.. EDESDescriptorsBlack Student., 'CaucaaIso Student.,

Elementary Sacoodary Education, EnrollmentInfluences. Enrollment Projections, EnroDmentTrends, 'Integration EE!ccta, Integration Utiga.lion, Racially Balanced Schools. 'Racial Scgrega'tion, 'School Integration. Technical Raports,'Urban to Suburban Migration

IdenlilletsTesne,see (Memphis). 'White flightThis repon sisues that recent court decisions and

the subsequent implementation of desegregationplan. hive contributed to rapidly increasing maeg.tegation of the public school population. OlEcialenrollment data for the Memphis CIty School Sys.tern from 1963 to 1976 tsuaed to: (I) ejiamine enroliments in light of Induced desegregation from itsinception in the 1972.73 school year to 1975.76: (2)project the racial composition of the school system.carticularly white enrollment, for future planningpurposes; and (3) Identify some possible con.e.quenem of those peejected erstolinsents as they re.late to planning peocedusm. T.ken intoconsideration ste normal white attrition rates andthe annexation of Raleigh are. schools which repre-sented 20 percent of the school aystelos total whIteenrollment. Numerous tables and graphs providecompsrativeenrollmeittdataforgrades 1-12 intheschool system. Appendices include a list of 1975.76private sod parochial school e,uollmsnt figure., sodblack sod white birth ratesfor Memphis aod ShelbyCounties (19S9-196S). (ED)

ED 161660 UD019076S of the Internal and Ezteyaal

Elects .4 Ds.g1s.Memphis City School System. Tenn.Pub Date--Nov 7gNoto-221p.: Not available In hard copy due to

reproduction quality of the original documentPub Type Reports.Rpesrch (143)EDESPrIea. MPO1 PIuPe.tng,PCNo$Avalls.

bla Be. iDES.DescriptorsAcademic Achievement, Black Stu.

dents, Caucasian Students Community Involve.meat. Curriculum Development. ElementarySecondary Education, Enrollment. Eiprnditurcs,'Integration Effects, Parent Participation. PeerRelstion.hip Public Support, 'School hitegra.lion, Statistical Studies. Student Teacher Eels-tionship, Teacher Administrator Relationship'Teacher Attitudes

IdentillusTennesse. (Memphis). White FlightParent/community involvement in public educa.

Doc.ent R.suine.lion Is discussed In inns of poslth'a sod negativechanges. White flight, declinIng test scorcs dud.pun. problem., sod deA,ig educational izpendlturesSr. cIted is contributing Iscion to th. nqsthe Isn.age and decresa.d publIc support for education,Motile and labor man.gem.nl relations before andafter desegregation at. th, topics considered in ansunilnation of employee ralatlon.. PositIve andnegativ, multi of media Involvement are listed.Description, of teacher, pupil, sod principal Inlecp.er.onsl relatlon.h'ps lake Into account th, racialratio of th. student body. Declining enrollment isattributed to desegregation activities. the move to.ubuvbia," and a declining birth ret.. Achievementresult, for black and whit. students are reported onfor grades 3,5. sod? In schools of dilTetent cst.go.ties Internal sod esternal .fforta at eulylculuntchsnges are euprned. Also discusied are studentinterests In eatrscunlcular scilvide. sod budgetIngproblem.. AppendIces deal with different aspects ofdeclining enrollment sod budgetary problems in theMemphis school system. L.ttat. regarding desepte.gation litigation and busing are included. (El)

ED 167665 UD0I9I4B&noL Afire' R.a.,-A..Sth..l. School Year IPII$S7I. Vshda.

also RspwNew York City Board Cf Education. Brooklyn, N.Y.

Oilier of Education.l Evsluation,Pub Datef79JNote-42p.; Not available in hard copy due to re-

production quality of the original documentPub Type Report.. Descriptive (IanEDES Piles- M1'Ol Flu Pastega. PC Nat Avathi.

hi. em !DRS.DescrtpioriAcademrc Achievement. Aherna-

live Schools, Career Education. City Wide Pro.grams. Coinmunity Attitude., CommunityResources. Bducatiooal Alten,stivss. Educe.lional Program,. High Schools. Motivation, Pro.grim Descriptions, Ptogmm Evaluation,Secondary Education. Student Attitudes,Teach.i Attitudes

ldentiliers-0City As School NY, New York(New York)This report isa scatisticel sununuy of raw data on

the success of City-As-School (CAS). en esperi-cnce-bas.d New Yoik City Independent alternativehigh achool, A brief description of CAS its obiec.lives, resource see. stalling, student population. II.nancing. and processes ii p,ovid.d. Data from theCareer Maturity Inveotsey Competence Test, theCareer Maturity Inventory Attitude Scale. coin-parstive studies of the student population, inter-view, with studnts and staff, co.mnunsty resourcesand attitudinal surveys given to studtnts, and ataffsod community resources are wed to review andanalyze a series of eight behavioral objective.. As-sessed ii the impact of the program in fosteringgrowth in student occupational knowkdge aelf-awareness. motivation, coure completion, interestsod scholatic achievement, and attitude. towardeducation and CAS aa a learning environment. Re-sult. of the ents are aummarixed sod recoin'mendations for continuing the program are made.(EB)

ED 167666 UD019 150School Iatsgraboo Sssweyin Pr.lhela7 RapistSan Diego Unifld School District, CalitPub DateMay 77$ote$Ip; For, related document. see UD 019

151Pub Type Numencel/Quantitative Dat. (110>EDRS Pile. - MFOI/PCII4 Pins Psalaga.Descnptors°AdminisUator Attitudes. Bus Trio-

sportatlo., °Community Atdtuda, CounselorAt.titudes, Elementary Secood.ry Educsdo., ParentAttitudes. °SCIIOOI Integration. °Student Atsi-tudes Tables (Data), Tescher Attitudes

ldentifler,°California (San Diego). MagnetSchoolsIn this report, six surveys dealing with attitudes

towards integration of San Diego school. arc pre-sented. Groups surveyed were registered voters.parents. cevdflcsted perlonisel, classified peciosinel.secondary school students. and elementary schoolstudents Field work for each separate survey i. de-scribed. Survey questions are listed sod answers aretsbulstcd. (WI)

ED 167667 UDOI9 151School I.l.gnsI*.. B.v.ys. l7I Report.Sari DIego Unified School District, Calif.Pub DateMay 7*Not.Ilap.; F'otarelateddocunient,seeUD 019

ISOPub Type Numertcsl/Quantltstive Dat.. (110)IDRE Pile.. MPOIIPCOS Plus P.st.gs.DescriptorsBlack Stud.nli. Caucaalan Students.

Elementary Secondary Education. EnrollmentTrends, °Publlc OpinIon. °School lnlegrstlon,

Sutveys, °Urb.n Schoolsldentille,s°Callfornia (San Diego), Learning

Center Program. Magnet Schools. Voluntary Eth-nic Enrollment ProgramSurveys dealIng with ac!suol desegregatIon In San

DIego, California sod results are provided for thefollowing areas: (I) registered votCrst (3) parentswhose children are not participating in the Magnetor Voluntary Ethnic Enrohlmnt IVEEP) program,;(3) parents with children In VEEP; (a) parents withchildren entolied In the Learning Center Program;(1) parents with children attending Magnet Schoolprogram.; (6) parents of white children who left theSan DiegoCity Schocisbetween March 1 andOcto-ber7, 1977: (7) certIficated personnel; ($) c*aaililedpenonnel (9) students enrolled In secondary Mag-net School programa (10) students enrolled In ele-mentary Magnet School programs. sod (II)students enrolled In the Learning Cenite Program.The methodology sod reepondent sample for eachsurvey presented is briefly described. (AuthorlEB)

ED 161611 UDO19 174Forpa Gesvgw LoLve, Jer.lsr£Shelctty i Poog Fn.U.a I. Hewsli.Pub Date-79Note.-1$p; Not available in hasd copy due to art.

thor'e restriction Parts of this document may bemarginally legible due to poor print quality of theoriginal document

Pub Type Report. - Descriptive (I I)IDES Price. MPh Plus Paas. PC Not Avails'

hI. from IDES.Deacriptoti°Acaden*ic Achievement. Cultural

Background. Cultural Differences, ElententarySecondary Education, °Ethnicity, Higher Educa-tion. °Minority Group Children, °MulticulturalEducation, Program Description.. RcsdulgAchievement. °Resding Programs

ldenduIeri°Hawaii. Hawaii English Program,Kamehanseha Early Education ProgramThe reading problems unique to Hawaiian chil-

dren arc retsted to the diverse .thinlc culture com-position of the Slats. A contributing lictor is th,discrepancy between percentages of .thnic groupssod their repreaentstioea in the rinks of studentsand machera. Dats indicate an undenwpresentstionof Filipino and Hawaiian students sod an ovetre-prcsentstioo of Chinese snd lapaome students 'usthe ,inka of high acsdemic achiever.. In addition.ther, l a cultural sod ethnic mi*nstcb betweenstudents and teachers it both the public school anduniversity level.. There is strong evidence that thismismatch i. responsible for die low achievementrate. of Filipino sod Hawaiian atudeam. Th. rela-tionship between ethnicity and academic achieve-ment is supported by a number of studies. Inrecognition of thi. relationship, two programmaticapproaches, the Hawaii-English Program and theKamehameha Early Education Program, have becn'usipleinented in an attempt to improv, the Englishlanguage skill, of Filipino sod Hawaiian atudeot.. ItI. hoped that the recogaisioo of cthnk and culturaldiversity in the schools will enhance the readingachievement of these pupils. (BE)

ED 167 654 UD 019 213/oluiup JudO.. Bit*cp11.. Development i Ipleeatad.. of the

STELLAR Project Is, 'At RIak' This I Stadenes.Pub DataFeb 7*Note-39Sp; Not available in hard copy due to

marginal legibility of original documentPub Type Repoila - Descnpdve (lal)EDES Pilca- MPht Pins Fi.t.,....PC Net A,atIa.

We from IDES.Descnptor.Acsdeniic Achievement, °Compen-

flinty Educ*tlon Programs. Curriculum Develop-.meni. Educstiooally Disadvantaged,Elementary Education. 9ndividushized Instruc-tion. Inservice Teacher Education, Language In-struction, Need. Assessment. ParentParticipation, Program Descriptions, ProgramEvaluation. °Readin.g Improvement. Self Con.cept, Student Attitudes

17

IdentIfiers -°Dlstrlct of Cohimbis, ElementsrySecondary Education Act Title IThIs report Is a de.crtptkm of STELLAR (Sirste.

gies and TrainIng for Effective Learning In Lan.guage and Reading) Project upit.tlons. Its Impacton the r.ading and language achlev,ment of 1,013Title I 'at risk" students In grade, one, two andthree, and its lnstitutlonslizadon In the 1971 El..mentsry and Secondary Education Act, Title I pro-gram. Primary dlmenaloos focused on include: (1)the instructional need. of dlsadvantsged Title I stu-dents in the District of ColumbIa; (3) the develop-ment and use of effectiv, receptive and enpresslvelanguage skills by urban learners. and (3) STELLARstrategy designs In the areas of organizational struc-ture, cumculusn and instruction, specialized staiftraining, parent training, and svperviaory supportand assistance. An evaluation of outcomes reportsIncreased achiev,ment In language sod reading bySTELLAR etudents and changes in students' aelfconcept. Appendices Include letters of support andinstitutionalization docwnentstlon and guidelinesfor project operations. individually prescribed in-struction, specialized staff training, coordinationand superviaion. and aa.eaament nstrum.ntstlonand documentstion. (BE)

ED 167 03 UD 019 242Competency-Basad Cirilcahom G.lda.District of Columbia Public Schools. Washington,

D.C. Research Information Center.Pub Date-7*NoteS36p.; Small sections of this document may

be marginally legible due to reproduction qualityof parts of the original document

Pub Type Guide, - Cla.sroom - Teacher (0S2)IDES PrIm- MPP3/PC33 Plea Poesaga.Descnptors°Course Objectives, Curriculum

Guides, Early Childhood Education, ElementarySchool Curriculum, Elementary Secondary Edu-cation, °Enghsh Curriculum, High School Cur-riculum, °Mathematic. Curriculum. P.rformanceBased Education. Preschool Curriculum, °Rud-titg instruction, °Science Curriculum, TeachingGuides

ldentillen°Diatrlct of ColumbiaThis document contains a comprehensive instruc-

tional program. Ovetsil objectives for the areas ofreading, mathematics, science sod langusg. art-s/English for pre.kindergarten through twelfthgrade education levels are presented. it is suggestedthat each teacher us. the objectives as a basis forplanning instructional activities sod assessmenttasks for their student,. Hierarchy charts are in-cludcd to assist teachers in delivering systematicsod sequential instruction. (Author/EB)

ED 167747 CE 019 661Ezp.ds.csBased Caner Edao.dsn. Righ School

Level Dems.aSentls. Project. I.b.m Report.Ssco.d Year. (Ssptambet 20,1977 t.S.pte.be,30, 1971),

Greenville County School District. Greenville, S.C.Spons AgencyGIEe. of Education (DHEW).

Washington. D.C.Pub DateOct 7*OrantG04.76-03004Note-171p.; Not available in hard copy due to

reproducibility problatns. For a r.tated documentice ED 130 2*3

Pub Type Rcpor*. - Descriptive (lal)- Rcporu- Evaluative (1a2)

EDES Pile.- MPh1 PIes Postage. PC Nat Avail..hi. from EDRS.

Dcsctiptors°Academic Achievement. °CareerEducation. Employer Attitudes. °ExpenentialLearning, Guidance Services, Individualized In.struction. Patent AttitudeS, Participant Satisfac-tion. Program Descriptions. °ProgramEffectiveness, Program Evaluation, ResourceCenters, Secondary Education, °Student Atti-tudes, Surveys, Vocational Maturity

ldcntihlen°Experience Based Career Education,IL Mann High School SC. South CsrolioaThe Ezpecience.Bsaed Career Education (EBCE)

program at 3. L. Mann H'usJl School (Greenville,South Carolina> was designed to provide enrolledstudents with community-based career ezpenence.sod to m.kc the career resource room a focal pointfor career education for all students and teachers Inthc school An individualized course of instructionwas also offered to EBCE students along with theircommunity ceperiencea. The 1977-7* school yearwas thc Ant full operational year of thc program.Forinal pvc- en t-iee*ing was conducted inachievcment. career concepts, sod attitudsa for

three of EBCE groups (N 87). Comparison dataems gathered from nonEBCE students io the Samehigh school and from another high school. Surveyand interview data were gathered at varlets timesthroughout the year from students, pavan, andcommunity resource mesons. Also, periodic oboe,.venom were made of EBCE activities. Some of theevaluation Wisp were as follow: (1} improve-ments were made for the second year by expandingstaff and facilities sad devdoptog additional jobsites; (2) program dilations** was ahead of ex-pectation; (3) English and mathematic perform-ance on standardized tats indicated that EI)CEstudents were performing as well as comparison stu-dents; (4) EWE studenIsahowed sisnificang growthin writing skills as a result of a focussed effort onwriting ability: (5) the Career Maturity Ind**showed total battery superiority of EBCE studentsto comparison students; (6) there was some evi-dence of appropriate attitude development; and (7)a review of the guidance component by an outsideguidance specialist yielded high ratings for the en-tire guidance program. (BM)

ED 167 753 CE 019 761Methematles Used in Oceepadona Aa Inter.

related Guide.Minneapolis Public Schools. Minn. Dept. of Voca-

tional Technical Education.Spans AgencyMinnesota State Dept. of Educa-

tion. St. Paul. Pupil Personnel Services Section.;Office of Education (DHEW), Washington, D.C.

Note-656p.Pub Type Guides Classroom - Teacher (052)EDRS Prim MF03/1PC27 Phu Postage.Descriptors 'Curriculum Development, Cur-

riculum Guides. Fused Curriculum, IntegratedCurriculum, Job Skills. Mathematical Applica-tions, Mathematical Concepts, Mathematics,Mathetnatics Curriculum. Mathematics Educa-tion. Secondary Education. Vocational Educa-tionIntended for use by counselors and mathematics

teachers, this guide brings together mathematicaland occupational skills to font an interrelated cur-riculum. Eight occupational clusters are included asfollow: ( I) business and office. (2) communications,(3} construction, (4) hospitality. (5) manufacturing,(6) marketing and distribution, (7) personal service.and (8) transportation. The scope of each cluster isdefined, and the major job areas within it are Man-ned in conjunction with suggested vocationalcounts. A chart then shows the relation of the occu-pational courses to the matheeno:cal concepts andthe mathematical courses :n which they are taught.Besides giving the occupational applications of theconcept, the chars refers to the appendixes whichcontain examples of the mathematical problems en-countered in the swine occupations. The math-ematical skills applied include the following: areasand volumes; computer science; conics; geometry:decimals; basic arithmele; exponents, roots, andpowers; formulas and equations; graphs and tables;logarithms; logic and proof; matrices; measurementsystems; parallels and perpenoiculars; percents; per-spectives and transformations; polynomials: cal-culus; products and factors; ratio and proportion;statistics and probability; trigonometry; and vectorapplications. (ELG)

ED 167 778 CE 020 178Industrial Arts Metalworklog for Iota-median

and Junior High Schools. Curriculum ReL'aetim.1978-79 Series. No. 8.

New York City Board of Education, Brooklyn, N.Y.Div. of Educational Planning and Support.

Pub Date-78Note-155p.; The photographs in this document

will not reproduce wellAvailable from Auditor, Board of Education,

Board of Education of the City of New York,Publication Sales Office, 110 Livingston Street,Brooklyn, N.Y. 11201 ($6.00)

Pub Type Guides Classroom - Teacher (052)EDRS Pelee MFO1 Plas Postage. PC Not Availa-

ble from EDRS.DescriptorsArt Produces. Career Uploaded,

Course Content, Course Organization, Cur-riculum Guides. industrial Arts, InstructionalAids, Job Training, Lesson Plans, Mass Produc-tion, Metal Industry, Mets1 Working Occups-dons, Occupational Guidance, OccupationalInformation, Secondary Education, Sheet MealWork, Vocational EducationThis curriculum bulletin is designed to present

seventh and eighth graders with an overview of the

metalworking industry from the acquisition of rawmaterials to the fabrication of the completed Pro-duct. The manual is organized into live major in-structional units: sheet metal, wrought metal,jewelry and art metal, bench and combine meal,and cut meal. Each unit is taught from the stand-point of its distinct tools, machines, operations, andprocesses with a consideration of the relationshipsthat exist between each of the eras. The courseprovides a dual approach by considering unit andmass production methods of making a product.Each unit contains the following curriculum compo-n ents: unit production, demonstration and relatedlesson plans, instruction sheet, related informationsheet, mass production methods, occupational in-formation, tat questions, alternate product ideas,and selected related materials. In addition to theunit sections, there are comprehensive sections onthe course organization, shop manalemee- wit andmass production, course content, suidaice, andteaching aids and materials. The manual is illus-trated with photographs, charts, and drawings.(CSS)

ED 167 846 CE 020 44$Laser, Sylvia And OthersShakoes' Attitudes to Work and Unemployment.

Part II: The Attitude Qoestiommaire. Research&M0. #152.

Toronto Board of Education (Ontario). ResearchDept.

Pub DateMar 79Note-105p.; Not available in hard copy due to thin

type in the original document: For a related docu-ment see ED 162 132

Pub Type Reports Research (143)Tess/Questionnsires (160)

EDRS Price MF01 Plus Posen*. PC Not Anna-bk from ERRS.

DescriptorsEmployment Opportunities.Females, Males. Questionnaires, *School Respon-sibility, Secondary School Students, Student At-titudes. Surveys, Unemployment Insurance,Work Attitudes. Wotk Eaperience, Youth Em-ployment

Identifiers Ontario (Toronto)The purposes of the second pan of a three-phase

study were to examine the attitudes of Toronto se-condary school students to work and unemploy-ment and to examine the differences in the attitudesheld by males, fernsas, and students with varyingdegrees of work or job search experience. A total of1,115 were asked to respond to an attitude question-naire. The overall response tate was 54% or 975.The 100-item questionnaire was statistically relinedso that the version used in the analyses contained 12sutocales made up of 59 items. The students' re-sponses were analyzed for each of the following sub-scales: (1} Should schools prepare students fot thework world?; (2} Jobs available for young people areundesirable; (3) Doing other things is more interest-ing than holding down a good job from age 16 to 24;(4) Takagi an inconvenient or undesirable job ispreferable to being on unemployment insurance; (5}It is important to hold down a high quality job from'se 16 to 24; (6} Jobs mailable for young people arehigh quality; (7) Those in authority are doing thingsto reduce unemployment, (8} Youth unemploymentexists because of the attitudes of the young: (9) Be-ing on unemployment insurance is preferable to 'ek-ing an undesirable job; (10) The rate of youthu nemployment inspires the young to try herder:(11 }The rate of youth unemployment results in fed-i...es of depression among the young; (12) Youthunemployment exists became foreign countriesbenefit from Canadian resources. (The data atesunimerizeo in this report for each subscale andconclusions are made; results of the lint survey ondesires and experiences concerning work are foundin ERIC documeat ED 162 132.) (Author/BM)

ED 168 118 EA 011 380laormation Systems PlataTulsa Public Schools, Okla.Pub DateOct 78Note-5Sp.; Prepared by the Information Systems

Task Force: Pages 31.40 may be marginally legi-ble

Pub Type Reports - Evaluative (142)EDRS Price MP01/PC03 Fins Posing..DescriptorsComputer Oriented Programs, Elec-

tronic Data Processing, Elementary SecondaryEducation, Feasibility Studies. InformationNeeds, Information Systems, Interviews, Pro-roam Phoning. Records (Forms}

IdentifiersTulsa Public Schools OK

1

Document Resumes 7

A task force sought to determine the informationneeds of the Tulsa Public Schools (Oklahoma) bystudying goals of the scbool district, identifying allprecasts necessary for operation of the school smtem, and conducting interviews with 48 key Intinbees. A detailed information systems matrix wasconstructed to show the interrelationships betweendepartments within the organization, the processessential to the operation of the schools, classes ofdata required, and necessary information mannaAmong nine conclusions reached by the task fortewas that a district crisis in data processing appearsimminent. The 'application approach" being fol-lowed seriously restricts access to data, and there iscicada manual processing of den Also, presentdata processing equipment, systems, and staff areinadequate. The task force made 12 recommeada-non& including that data ptomains capabilitiesshould be upgraded immediately and an immigrateddata base developed: a Ions-term commitment mustbe made to the project; priority should be given todata bases in student, financial, and personnel re-cords; and early emphasis should be given programsthat directly serve students. A lengthy appendix dis-cusses methodolosy, process definitions, currentsystems review, interviews, analysis of informationsystems needs, the information systems network,and risk assessment and prioritization. (Au-thor /JM)

ED 168 123 EA 011 389Watson CicelyPeens on Damns.Ontario Inst. for Studies in Education, Toronto.Spons AgencyOntario Dept. of Education,

Tomato.Pub Date[761Note-339p.; Not available in paper copy due to

small print of original documentAvailable fromOntario Institute for Studies in

Education, 252 Blom Street West, Toronto, On-tario, Canada MSS 1V6 (S5.00; quantity dis-counts)

Pub Type Books (010) NumericallQuantits-dve Data (110)

EDRS Pelee MIPOI Plas Postage. PC Not *rab-ble be. EDRS.

Descriptors Data Bases, Dropout Characteris-tics, *Dropout Identification, Dropout Rate,* Dropout Research, Educational Research, For-eign Countries, Questionnaires, Secondary Edo-cation, Social Science Research, State Surveys,Statisticsi Analysis, Statistical Data

IdentifiersOntarioThe basis for this report is s large research project

undertaken by The Ontario Institute for Studies inEducation (OISE) for the Ontario Ministry of Edu-cation from July 1974 through December 1975. Italso uses evidence from two earlier smell studies ofOISE, from the academic years 1972.73 and 1973-74. The project was designed to be the main ,s-search evidence of the Ministry Task Force onDropouts. The data analyzed in the report are fromthe sample of 26 school systems drawn from the 9regions of the province that contain a total of 79systems. The within year dropout rate for the sam-ple as a whole was 20,027 or 8 percent. Informationobtained from the systems about these dropouts in-cluded region, age, sea, month of dropout, achieve-ment level, and program. In addition,questionnaire were sent to all the dropouts andreturns were received from 8,141 or 41 percent.Finally, telephone interviews were conducted with423 dropouts in the sample. The task force mandatewas to look into the number of dropouts, who theywere, where they came from, why they dropped out,what happened to them, and what were their futureplans. The aim was to cover all Ontario secoadaryschool students who failed to complete their coursesof study as expected. (Author/ MLF)

ED 168 130 EA 011 402&VAL Robert A. And OthersA Comparative Ambits of the 43.15 Plait and the

Traditional Calendar la the Prime Wenn'County Public Schools of VIrgbda Emend,.Summary.

Allen Corp. of America, Alesandria,Spans AgencyPrince William County School

Board, Manassas, Va.Pub Date-30 Nov 78Note-17p.Pub Type Reports Evaluative (142)

Tess/Questionnaires (160}

Documint Resumes

EDES Piles. MPOI/PCSI Phi PasSage.DcicrlptotsAcademie Achievement. Adininis.

Valor Attitudes. Cornmlmlty Attitudes, Corn.pasative Analysis. Educational Research.Elementary Secondary Education. Parent Atti-Suds,, Program Evaluation, Questlonaãea. Stu.dent Attitude.. Surveys, Traditional School..Ysar Round School,

ldentiIleta-45 IS Plan. Virginia (Prince WilliamCounty)One objective of this study was to discover

whether education of students on the 45-IS plandiffered from that irovidsd on the traditionalschedule. Another cbjsctive vu to assess the aw.teds, of the educalori. ps,snts, students, and busi.nets people of Prince William County lowatd thetwo plane. The educational evaluation compared.across calendars, indicators of student achievementand quality of education such as teat ,corea, grades.failure rates. attendance. exts,cunicular sctiv,tjea,coune offerings, pursuit of thither .ducatloc. byhigh school graduate., and Summer school attend.soc.. Results showed that .ducatioo afforded by thetwo plani did not differ, but attitudes ,bout themwere considerably polarized. Negative aspects ofthe 45-IS plan included potential problem. iavolv.jug student use of time outside of school, vacationsand time spent with the fimily. and opportunitiesfor part4ime job.. (Author/LD)

EDU8I5O EA011424Walter. DeI,*' .lb. BudgetDevelopment Prom... ACm. Study .1

tha PhIalpbIa School DlateIct, 077.National Inst. of Education (DHEW), Washington.

D.C.Pub Date-30 Sep 78GrantNJ E.P.77'0223NoteIl6p. Prepared fr School Capacity for

Problem Solving Small Grant Proposal #1.1012;Appen&ea 9 sod D may be illegible

Pub Type Reports Descriptive (141) -TestalQtmdonnau.s (160)

£DRS Fries. MPS1P5 Pins I',itags.Dsciip(ors.Admimstrator Attitudes. 9udget.

lag, Csae Studies (Education), Dccisiout Mak.ing. Elementary Secondiry Education, UterstureReview* Progrant Descriptions. Questionnaire..Resourcc Allocationa, School Systems. Tables

(Data)ldcn&iets-9ltlladelpltia School District PA

This study analyzes the process used in develop.mg the 1977.78 operatIng budget of the Phils.delphia school district. The purpose of the study wasto determine what change. are required to assurepeatcr efficiency and effectiveness in resource 11o'catloosin the (Ice otiacreasingly scarce finds avail.able to urban public school systems. Using $questionnaire, the study quizzes adnunisvaiois onbow decisions are made regarding the allocation ofavailable revenue. It conclude. that the school dli.islet baa peat difficulty developing a budget thatemphaises education. satisfies the political power,.and laseceptabte to employee unions. (Author/LD)

ED168162 EAO11437An .J.a5ss of sgsss P.ij $cbeol4 Cm..

mmlIy Sshonin Frsgr.Eugene Scbool District 4J, Oreg. Div. of Re,eiteh.

Development. sod Evaluation.Pub DateFeb 79Note-83p.: Not available in paper copy due to

small or broken print of parts of original documentPub Type Repasts. Evaluative (142)£DBSPd. MEOl lies Puetega. PC Not Arch..

hi. be. EDES.DeacriptoesAccounrabllity. Coimotinity Agsn-

des (Public), Cornmwuty Involvement. Com-muruty SChOOlS. Educational Research,Elementary Secondary Education. InteragencyCooperation, Interagency Coordination. Inter.views, Organizational Communication, ProgramEvaluation. Program Improvement, Record.keeping. Surveys

ideniillersEugene Public Schools ORThis evaluation attempted todetern,ine lithe Eu.

gene. Oregon School Disttict 41 community schoolsprogram wia accomplishing its goals. Researcheiscompleted interviews with 710 community real.dents, 46 communIty school *s.chses, 45 noncom-munity school teachers. 14 prIncipal,. sod 154agencies. Researchers found that it. conunimitychool had carded outs comprehensive

survey of the uoedaand interestsof resideta. Owe.iall. participation sod vo unteering were not pesterat community schools than at noticcinmunity

choola, although socioeconomic difference. mayhave confounded this finding. Regarding the meetSlag of needs In curnculw. and instruction. 19 of the36 objectives of the? community schools program,were mel, 12 were partially met. 4 were unmet, andI was unveildable. It was found that communityschools offer their students slightly more field tripssod significantly more inatruclional services toschool children. Representatives of participating or.ganizatlona reported that the program did not Im.prove commuthcsticn or cooperation amongagencies but the program did enhance cominunicatine between community resident. and ofgsnhzs.tines. Evaluators recommended that school districtand city representatives should discuas programgoals, that record keeping and accountability shouldbe Improved, sad that ilie district should considerIssuing additional guidelines. (AthorIJM)

ED168164 EA011441Lear. Roe if.Potential We.k1.g R.Isth.chlps Bewes. ESA's

end Sb.Wayne County lntennedistc School District, Dc'

volt. Mich.Spout AgencyNational Inst. of Education

(DHEW), Washington. D.C.Pub Date-.-p9JNote-83p.Pub Type Opinion Papers (120) - Reports.

EvaluatIve (142)£DRS . MPO1IPCfJ4 Flu Passage.DescriptorsEducational History, Elementary Se.

condsry Education, Infonnation Dissemination,interagency Coopee.tion. Interagency Coordina.lion, 9nternmdiate Administrative Units, Re.search sod Development Centers, ResearchReviews (PubIicstlons) School Districts, 51.teDepartments of Education. Urban Schools

IdenWler,.Reaearch sod Development En.changeThis piper examines the existing sod potential

role, of educational service agencies (ESAs) andtheir relationahips with state education agencies(SEAs) and local education igcn. (LEA.). Spe.ciii attention is focused on urban school districts.The paper also critically analyzes these tole, andrelationship, as they relate to dissemination thac.tions. with pacticular emphasis on the rok of theESA in the Research and Development Enchange(RD*). The hisio.yof the ESA ii outlined, and studies of the education service agency in Michigan,Penntyhrs&a, and other states are ezinined. Thesestudies lead to specific recommendationsgenerally appropriate roles and functions. R esfUnctions foe the ESA in di s'miastion evolve fromrecent federal legislation focusing on research tel'.live to educational change, broker/facilitator roles.nature of the educational enterprise, state and na-tional --4iOn agencies, and educationalrenewal and reform. A number of specific conclu.510.. and recommendations relevant to the ESAand RDx are offerd no nationwide single-agency

system or configuation for -'--tion can .4.-quately respond to .11 educatIon needs, the profes.sional community must support comprehensiveresearch and development evaluation studies aboutregionalism: and the RDx configuration needs moreclient user 'input at .11 levels .1 planning, manage-ment, and stages of development. (Autlsor/JM)

ED168171 EA011449An Ev.halloof(hmpla(ItsAbost Sb. Opeesde.

of the Diabtet'. Contraband System fee theOrdering d Preag of Libemy end Test.

Eugene School District 4J. Oreg.Pub DateMay 76Note-43p.: Tables 1.S may not reproduce clearly

due to small printPith Typo Reports. Evaluative (142)EDES Pile.. MPSl/P032 Plus Pastaga.DescriptorsEducational Reae*rch. Elementary

e.4rs.dary Education, 1n.tructional MaterialsCenter., interviews. Llbe.ry Tochaical Pro-cesses, 'Negative Attitudes, Questionnaires.School L.'brariea. School Personnel. StatisticalData. Tables (Data), Teachers. Teitbooki, UserSatisfaction (Information)

ldentlflersEugerae Public Schools ORDue to increased '''tion with Media See.

vices, the evaluation department of Eugene SchoolDistrict 41 was sEk.d to look into the centsa1icdordering and processuag of library msterith andteatbooka. Mesa of complaint included time lags inreceiving books. ba. .f control of ordering and

14

processing at the school level. and processing errors.Data were collected In 43 intcrviews, questionnaireswere sent to all district schools, and a random sam.pIe search was made of 36,000 medIa service orders.A number of finding. emerged. including the rind.logs that uoacccptably long time lags exist in order.log and processing: chool personnel have lostcontrol over ordering and processing, but this is'inevitable in a centralized system: and Media Ser.vices has acknowledged processing error. and La try.log to correct them. Included in the report is a briefhistory of the district's ccaUalIcd processing sys.tem, the methodology used to review the cant.plaints, five tables showing actual time lags involvedin the major steps of ordering sod processing brokendown by type .f book and type of school, sod adiscussion of the complaints. The report concludeswith recommendation, foe the establishment of anadvisory committee and a review of Media Services'staffing. (Author/LD)

ED 168. 175 EA 011 453Ceistp6ell. Jecnne Stnder. Sharers

-dag Sen Dim-Pip. Dvmm or Pooiibibty?A Prw Description sad Evaluation Sum.marl of tha Title IV,'C, FSEA Project. %lUnI-.adag Sex Dim I. Edseatie.."

Minneapolis Public Schools, Mine,Pub DateiS Jul 77Note l3pPub Type Reports. Evaluative (142)EDES Price. MPOl/PCI1 Flu Passage.DescriptorsElementary Secondary Education,

Inservice Education, Instructional Matetials, In'tcrvicws, Observation, Program Descriptions.Program Evaluation, Questionnaires, "Se* Dii.erimination, State Programs, Statistical Analysis.Student Attitudes, Teacher Altitudes. TcilbookBits. Validated Programs

identifiersElementary Secondary Education Act196$ Title IV, "Minneapolis Public Schools MNThis piper describe. a three-year project funded

by Title IV/C of the Elementary and SecondaryEducation Act (ESEA) sad Initiated by the Mm.nesota state board of education to reduce sex biasamong students and teachers in Minneapolis Em-pbaals during the fins year of the project nsa on thedevelopment of noiaezist curriculum materials tobe used in intermediate and secondary classrooms.During the second year, lessons were developed foruse in primary classrooms. The third year focusedon the extent of attitude change. Dy the end of theproject. 95 percentof Minneapolis teachers had is-celved inservice training in nonsexisas with the tin.derstanding they would teach the nonscaisi lessonsin their claisrooma. Data were collected via ques.tionnairos, interviews, and observations. Resultashowed that the mt o(noo,exieteurriculursi materi.ala changed student and teacher attitudes to a sig-nificant degree. With the exception of the secondarylevel. teachers reported they sod their atudentabecame wore aware of the aced to focus on theelimination of sex bias from the educational system.The report hypothesized that because atuderita con.tinusily change chases at the secondary level, thereis less chance foe any single teacher toserve asa rolemodel. Also, non,exlst lessons being taught becometouch more diffused when they are only a part ciaone-hour class. (AuthorILD)

ED168224 ECII3SOSA High Schonl I.terosblpa Pr.ge I. Cm.nr

Education for (be Cfftsd lad TUk.tsd. Fatal

Eugene School DistrIct 42, Oreg.Spans AgencyOffice of Education (DHEW),

Waahington, D.C.Report NoS44AH70621Pub DateJul 78Oaiit-00070005lNoteI09p: For the projects dissemination

packet. see EC 113 506Pub Type Rcprts. Evaluative (142)EDES Piles . MPO1/PC1S Flu Postage.Descrlptoes"Career Education, "Gifted, "Intern.

ship Programs, Program Evaluation. Senior HighSchool,. 'Talented Studenta

ldentillers'Oregon (Eugene)The booklet presenta the final report of an evalua

tion of a high school internship program in careereducation for the gifted and talented in Eugene,Oregon. Program problems discussed 'involve suchaspects as recruiting sponsors. coordination, select.log intern.. and program expectations. Among therindlop reported are that studenta did developgreater awarenam of their career goal., aptitudes.

and interests as a result of the propane that stu-dents adjusted quickly and well to work site de-mands, except when there was inalficientagreement on the role the student would play; endthat students dearly grew is their understanding ofthe kind of ergs:dation in which they were placed,but did not demonstrate the ability to generalizeabout the qualities, skills, and knowledge of eaeculive, or manage,,. Recommendations presentedcenter mound the area of program candination/-management and program goals. Summaries andanalyses of interviews with several of the studentsare also provided, along with a list of evaluationactivities and timelines. Included is the appendixesare evaluation worksheets and questionnaires.(DLS)

ED 168 223 EC 113 SO6High School latesmsWp Project Dissembetioa

Pocket.Eugene School District 43, Oreg.Spots AgencyOffice of Education (DHEW),

Washington, D.C.Pub Date---78Grant-554AH60979Note-31p.; For the prograsn's final report. sec EC

113 505Pub Typo Reports - Descriptive (141)EDRS Pais MFOI/PCO2 Ples Posterie,DescriptorsCarger Education. °Gifted, °Intern-

ship Programs, Program Descriptions. SeniorHigh Schools, Talented Students

IdentifiersOreson (Eugene)Intended to help other school districts who may

be interested in starting a similar program, the re-port provides information stout a high school in-ternship project in carter education for gifted andtalented 11th and 12th graders in Eugene. Oregon.For a 12-to 18-week period. 'admits spend 4 daysa week as non-paid interns working with esecutives,managers. and professionals in buskins and munici-pal 'overmans agencies. Included in the report arean overview of the project, samples of the Place-ments and activities esserienced by the students,and suggested steps for getting such a programstarted. Criteria for identifying the gifted and tal-ented, a sample program budget, and the programcoordinates job description and list of qualifica-tions are appended. (DLS)

FD 168 263 EC 114 069Peter, ButaneHuman Amnesia Program: A Sex Memel for

Use In Jeanne Caere Schools.California Juvenile Court Schools Training Pro-

gram. San lose.; California State Dept. of Educe-don. Sacremento.: Santa Para CountySuperintendent of Schools, San Jose. Calif.

Spoors AgencyBureau of Education for the Hand-icapped (DHEW /OE). Washington, D.C.

Pub DateJan 79Note-97p.: For related information. sec EC 114

070-072Available fromCalifornia Juvenile Court Schools

Training Prepare. 100 Skypon Drive, San Jose.California 95110 (55.75)

Pub Type Guides - Classroom - Teacher (052)F.DRS Pries - M1P01/P004 Plea Paige&DescriptorsAdolescents. Anatomy. Community

Support. Contreception, Delinquency, Emo-tionally Disturbed. instructional Staff, Laws,'Pregnancy, Ses Education, Sexuality. Teach-ing Guides, Venereal DiseasesThe booklet provides information and materials

for setting up and implementing a lthday sea educa-tion course for delinquent or sexually active adoles-cents. The course objectives are stated as impartingfactual information in the area of anatomy. vene.reel disease. birth control, and pregnancy. Themanual provides informed= amen' considerationsand preparations, preliminery development andguidelines for gathering community support, rele-vant laws, and lesson plena (including graphics).The objectives and guidelines of the program preand poet test on human awareness are provided. Aglossary of tarns related to human reproductionand related area of social health education is in-cluded. Among appendixes are a list of student andteacher --+ohlets and books. films and Ilhoshifte,and f newspaper and magazine articles.(Pt

ED 1611 264 EC 114 070Rota Char&Seeded Shills Manual.California Juvenile Court Schools Training Pro-

gram, San Jose.; California State Dept. of Educa-tion, Sacramento.; Santa Clara CountySuperintendent of Schools, San Jose, Calif.

Spas Agency Bureau of Education foe the Hand-icapped (DHEW/OE), Washington, D.C.

Pub DateJan 79Note-55p.; For related information, see EC 114

069-072 ; Parts may be marginally legible due tosmell e

Availablety p

fromCalifornia Juvenile Court SchoolsTraining Program. 100 Skypon Drive. San Jose,California 95110 ($4.75)

Pub Type Guides - Classroom - Teacher (052)EDRS Pries MFOI/PC03 Pies Poetise.Descriptors Adolescents, Calculation, Communi-

cation Skills. Community Resources, Con-sumer Education, Deily Living Skills,'Delinquency. Emotionally Disturbed. HealthEducation. °Interpersonal Competence. Jobs,Knowledge Level. Laws, Problem Solving, Teach-ing GoldinTice manual describes a program is survival skills

for use with delinquent youth. The program coversthe following six areas of fUnedonal competency:interpersonal relations, occupational knowledge,consumer awareness, law, health. and communityresources. The skills accessory for successful fUnc-deans are listed as communication, interpersonalrelations, computation. and problem solving. Thegoal and objectives of each of the six areas ofcompetency are outlined. A list of materials forteaching each tithe area is provided along with thereading difficulty grade level, availability of audioapes, suitability for group or individual instruction.and the publisher. A sampling of the worksheets foreach of the six knowledge areas is provided. (PHR)

ED 160 265 EC 114 071Amatomeet Mimed.California Juvenile Court Schools Training Pro-

gram. San Jose.: California Sate Dept. of Educa-tion, Sacramento. Sam Clara CountySuperintendent of Schools, San Jose, Calif.

Spas AgencyBureau of Education for the Hand-icapped (DHEW/OE). Washington, D.C.

Pub DateJan 79Note-205p.; For related information. see EC 114

069-072Available from -- California Juvenile Court Schools

Training Program, 100 Skypon Drive, San Jose,California 95110 ($9.00)

Pub Type Tests/Quationnaira (160)Document Not AndJahle from MRS.DescriptorsAdolescent*, Behavior, Daily Livia

Skills. °Delinquency, Educational Philosophy.Emotionally Disturbed, Evaluation Methods, In-formal Amemment, Intelligence Tests, LanguageTests, Manuals, Perceptual Motor Coordination,Personality Tests. Reading Tests. Self Conga;Teals, Testa& Testa. Verbal Tats. Vision TestsThe assessment manual provides information on

test instruments for use with delinquent youth in thearea of achievement, perception, and potential.The manual lists publishers and prices. and gives adescription of each test, along with it's purpose andapplication. Specific area included are language,audition, video, visual-motor coordination, readingachievement and diagoosis, intelligence. emotionaldevelopment, seff-concept, social behavior, anddaily living skills. An introductory section discussesfour basic elements of the assessment philosophy. Alist of 26 hints for testing. such as choose a settingfor the testing which is quiet and record responsesverbatim, is included. (PHR)

ED 168 266 EC 114 072Cole. Dab And Olken

The Lawman Works or How to Close 1.1p Tear(An Agreed» Finalise Meterieb Maned De-speed for Use In is& Court Schools).

California Juvenile Court Schools 'Training Pro-gram, San Jose.; California Sate Dept. of Educe-don, Sacramento.; Sane Clara CountySuperintendent of Schools, Sao Jose. Calif.

Spans AgeneyBureau of Education for the Hand -

Pic JanAped(DHEW/OE), Washington. D.C.Date79

Note-99p.; For related materials, see EC 114 069-

Avaifr"E171

fromCalifomis Juvenile Court SchoolsTo ning grogram, 100 Skypost Drive, San Jose,Glt . 95110 (54.00)

Document Remotes 9

Pub Type Guides Clessroom - Teacher (052)EDES Price 11001/PC04 Phis Poetess.DescriptorsAdolescents, 'Affective Behavior,

Curriculum Guides, 'Delinquency, ElementarySecondary Education, Emotional Development,Emotionally Disturbed, *Humanistic Education,Individual Development, °InterpoionalCompetence, Learning Activities, °Self Coacept,ValuesThe manual contains affective educational mated-

oh and methods for me with delinquent students(grades 4-12). The introductory section explores asuggested timetable for the activities provided andgives suggestions for sada up the classroom, theuse of a 'group circle' sad an opening exercise oricebreaker. Each activity is described in terms of therationale, materials, and activity content. The ac-tivities are divided into the following four sections:image building - self swareneas, with activities suchas writing an autobiarepby; image building - givingand receiving, including activities which foster theindividual's sense of self; awareness of othersthrough awareness of self. is which cooperation isstressed; and values glorification - setting to knowself through others, which includes activitiessigned to explore individual differcoces, stereo-types, and values. (PHR)

ED 168 301 FL 010 099Davenport Linda T.illeemetery School: The OptImeis 11me for Po

edge Lamm. Leonia&Pub DateNov 78Note-15p.; Paper presented at the joint conference

of the Southern Conference on Language Moch-as and the Texas Foreign Language Association(San Antonio, Texas, October, 1978)

Pub Type Reports - Descriptive (141) Spee-ehes/Meeting Pape,, (150)

EDES Pries - MFOUPP1 Plus Postage.DescriptorsArticulation (Program), Elementary

Education, Fla. Plea Materials. 'Pia Programs,Pies Teachers, Language Instruction. LanguagePrograms, Language Skills, Language Teachers,Program Contest, Program Descriptions, SecondLanguage Leasing. °Spanish, Teacher Qualifica-tions

IdentillersYsiets Independent School District'TXThe teaching of foreign languages in the elemen-

tary school (FLES) as an integral part of the elemen-tary curriculum has met with varied success in theU.S.. despite increasing evidence that young chil-dren are capable of learning to spselt a foreign Ian'gunge with less effort and more success than anyother age group. The tank* FLES programs datato 1840, and since thee, their incorporation intosehool curriculums and acceptance by communitieshas espedenced dramatic fluctuation ig the U.S. ingeneral and is Texas in perficider. The Valets Its

School District is El Paso, Texas, hasmaintained a strong PLO Spanish Protimm despitenegative trends. The success of the Telco FLESprogram can be traced to competent handling ofsuch problems as community support and appropri-ate funding. the availability aqualiRed teachers, theuse of comprehensive, updated instructional materi-als, with supplementary activities that are con-stantly being evaluated, and the seed to animismFLES with upper level Spanish programs. FLESholds a promise to the Medea who wishes tobecome a ftatietionins bilingual upon graduationfrom high sehool. (Author/MHP)

ED 168 310 FL 010 142Nakano, KarenIsamu.Loa Angeles Unified School Diaries, Calif.Pub Date-73Note-33p.; A cassette is available to accompany

the text; For related document see FL 010166Available fromPublications Unit, Los Angeles

Unified School District, 450 N. Grand, Rm.0230, Los Angeles, California 90012

LangoneJapanese; ishPub Type Guides -

EnglClassroom - Learner (051)

Creative Works (030)E DRS Pelee - MF01/PCO2 Plus Poetess.Descriptors 'Bilingual Education, Children Lit-

erature, Cultural Awareness, Elementary Educa-tion, Ideography, Instructional Materials,'Japanese, Japanese American Culture. Len-guise Instruction, Reeding Instruction, ReadingMaterials, Second Language Learning, Uncom-monly Taught

IdentifiersKEttat=t, Knowledge of English

IO Document Resumes

Yields Success ProjectThis bilingual-bicultural reader in Japanese and

English is intended for elementary school childrenin bilingual education setting. Penand-ink draw-ings illustrate the story of a young JspaneseAmerican boy at home and school. Each page of the testis written in Japanese characters, Rominized form.and in English. (NCR)

ED 168 311 FL 010 143Mainonsan &Apure

Day With Amy (Ultima No Ube Matson).Los Angeles Unified School District. catPub Date-76Note-24p.; A cassette is available to accompany

the test; For related document see FL 010 166Available fromPublications Unit. Los Angeles

Unified School District. 450 N. Grand. Rm.0330. Los Angeles. California 90012

Language Japanese; EnglishPub Type Guides - Classroom Learner (051)

Creative Works (030)EDRS Prim - MIP111/PC01 Plan Postage.Descriptors B Education. Chickens Lit-

erature. Cultural Awsrenees. Elementary' Educa-tion, Ideography, Instructional Materials,'Japanese, 'Japanese American Culture, 'Lan-guage Instruction. 'Reading Instruction, ReadingMaterials, 'Second Language Learning. Uncom-monly Taught Languages

identifiers'KEYS Project. Knowledge of EnglishYields Success ProjectThis bilingual-bicultural reader in Japanese and

English is intended for elementary school childrenin a bilingual education setting. Photographs Ohs-rate the story of a young Japanese-American girl

and her activities in preparation for the celebrationof Girb' Day. Each page of the test is written inJapanese Characters, Romanized form, and in Eng-lish. (NCR)

ED 168 312 FL 010 144Qum. Ella Y.Cheese New Year (Jung -Gwoh Si. Nan).Los Angeles Unified School District. Calif.Pub Date-74Note-21p.; A Cassette is available to accompany

the ten; For related document, see FL 010 164Available fromPublications Unit. Los Angeles

Unified School District, 450 N. Grand. Rm.0230. Los Angeles. California 90012

LanguageCantonese; EnglishPub Type Guides - Classroom - Learner (051)

Creative Works (030)EDRS Price - MVOS/POI Pies Postage.Descriptors'Bilingual Education. 'Cantonese,

Children' Literature, Chinese, 'Chinese Culture,Cultural Awareness, Elementary Education,Ideography, Instructional Materials. 'LanguageInstruction, Readins Instruction, ReadingMaterials. 'Second Language Learning. Uncom-mealy Taught Languages

Identifiers KEYS Project, Knowledge of EnglishYields Success ProjectThis bilingual - bicultural reader in Cantonese and

English is intended for elementary school childrenin bilingual education setting. Pen-and-ink draw-ings illustrate the story of two children involved inthe activities of the Chinese New Year. Each pageof the test is written in Chinese characters. in Ro-inanized form, and in English. (NCR)

ED 168 313 FL 010 146Tele Goes Fishing (0 1.4'. Ala Tole E Pageta).Los Angeles Unified School District, Calif.Pub Date-75Note-25p.; A cassette is available to accompany

the test; For related document, see FL 010 168Available from Publications Unit, Los Angeles

Unified School District, 450 N. Greed. Pm.

LaopageSam0330, Los Angeles. California 90012

osn; EnglishPure Type-- Guides - Classroom - Litanies (051)

Creative Works (030)EDRS Peke - MFO1 /PCO) Pins Postage.Descriptors 'Bilingual Education. Childress U-

nitive. admit Ammmtes, Elementary Educe-don, Instructional Materials. 'LanguageInstruction. Reading Instruction, ReadingMaterials, Samoan, Samoan Americans, 'Sec-and Language Leaning, Uncommonly Taught1-anSinges

IdeniffiessMEYS Project. Knowimise of EnglishYields Success ProjectThis bilingual-bicultural reader in Samoan and

English is intended for elementary school childrenis s bilingual education setting. Pen-andink draw-

Jags illustrate the story of young Samoan boy go-ing fishing. (NCR)

ED 168 314 FL 010 14$Ada Falean'iGetting Reedy for Flag Day (Sasaki' Mo Le Aso

0 Le Fn's),Los Angeles Unified School District, Calif.Pub Date-77Note-35p.; A cassette is available to accompany

the test; For related document, see FL 010 168Available fromPublications Unit, Los Angeles

Unified School District, 450 N. Grand, Rm.0230, Los Angeles. California 90012

LanguageSamoan; EnglishPub Tye.-- Guides - Classroom - Learner (051)

Creative Works (030)EDRS Prim - MFO1 /PC01 Me Postage.Descriptorsilhaud Education. Children' Lit-

erature. Cultural Awareness, Elementary Educa-tion, Instructional Materials, 'LanguageInstruction, 'Reading Instruction, ReadingMaterials. 'Samoan. 'Samoan Americans. 'Sec-ond Language Learning. Uncommonly TaughtLanguages

Identifiers'KEYS Project, Knowledge of EnglishYields Success ProjectThis bilingual reader in Samoan and English is

Intended for elementary school children in a bilin-gual education setting. Photographs illustrate thestory of Samoan family making preparations forPleg Day. (NCR)

ED 168 313 FL 010 149Leong Louise ftChildren's Day

Kodomonobl),Los Angeles Unified School District, Calif.Pub Date-73Note-26p.; A cassette is available to accompany

the text; For related document, see FL 010 166.Available fromPublications Unit, Los Angeles

Unified School District, 450 N. Grand. Rm.0230. Los Angeles. California 90012

LangeJapanese; EnglishPub Typeuag Guides - Classroom Learner (051)

Creative Works (030)EDRS Prim - MF01/PCO2 Plus Penne.Descriptors 'Bilingual Education, Children' Lit-

erature. Cultural Awareness, Elementary Educa-tion, Ideography, Instructional Materials,Japeese, hmusese American Culture. 'Lan-Plage leatinction. 'Readies lostructioa, ReadiesMaterials. 'Second Language Leaning, Uncom-monly Taught Languages

Identifiers'KEYS Project, Knowledge of EnglishYields Success ProjectThis bilingual bicultural reader in Japanese and

English is intended for elementary school childrenin a bilingual education setting. Pen-sod-ink **w-hip illustrate the story of a young Japanese boy andhis activities on Children's Day. Each page of thetest is written in Japanese characters, Romancedform. and in English. (NCR)

ED 168 316 FL OM 150Wu. Julie Leong LollarLittle May's !really (Si. Math Dtit G. IRMOLos Angeles Unified School District, Calif.Pub Date-73Note 43p.; A cassette is available to accompany

the test; For related document, see FL OW 164Available IrmaPublications Unit, Loa Angeles

Unified School District, 450 N. Grand, Rm.G330, Los Angeles, California 90012

Lan urge -- Cantonese; EnglishPub Type Guides - Classroom Learner (051)

Creative Works (030)EDRS Pelee - MP01/PC03 Plus POMP.Descriptorsffilinguel Education, 'Cantonese.

Childress Literatures Chinese, 'Chinese Culture.Cultural Awareness, Elementary( Education.Ideography. Instructional Manlius, 'LanguageInstruction, Reading henuction, ReadiesMaterials, Second Language Learning. Uecom-moldy Taught Languages

ldentifiera'KEYS Project. Knowledge of EnglishYields Success ProjectThis bilingual-bicultural reader in Cantonese and

English is intended for elementary school childrenin a bilingual educe d°. merlins. Pen-and-ink thaw-ing' Bluenose the story of a you., Chinese girl'sfamily and school activities. Each page of the teatis written in Chinese characters, Rotasnized form,and in English. (NCR)

With ldldre (1ddro To

11J

ED 168 317 FL 010 151Useful Phrases le Emdbh: Cantonese. Lensseit

SOS.Los Angeles Unified School District, Calif.Pub Date-74Note-25p.; A cassette is available to accompany

the test.Available from Publications Unit. Los Angela

Unified School District, 450 N. Grand, Rm.G330. Los Angeles. California 90012

LanguageCantonese; EnglishPub Type Guides - Classroom Learner (051)

Reference Materials Vocabularies/Camilla.dons (134)

=RS Price - M1P01/PC01 Plus Posens,DescriptorsBasic Skills, Cantoaese, 'Chinese.

Grammar, Instructional Materials. 'Language In-struction, 'Pronunciation Instruction. 'SecondLanguage Learning. Sentonces. UmommonlyTausht Languages, 'Vocabulary. Word Lists

IdentifiersKEYS Project. Knowledge of EnglishYields Success Project, Phrase BookThis English-Cantonese phrase book is designed

for the English speaking person lemming Cantonese.The useful phrases and vocabulary words are di-vided into eleven section. basic needs and safety;greetings and amenities; getting acquainted; direc-tions and classroom articles; calendar, numbers, andtime; subjects; shapes, size*, and colors; body pansand body actions; spatial relations and relativeterms; family; and community. In each section theentries include the English phrase and the Can-tonese translation. A prontinciethe guide to Ro-=nisei Cantonese is appended. (NCR)

ED 168 318 FL 010 152theta Phrases in English: Jemmese. Language

SOS.Los Angeles Unified School District. Car/Pub Dste -74Note-25p.; A cassette is available to accompany

the ten,Available from Publications Unit. Los Ange:4

Unified School District, 450 N. Grand, Rm.0230. Los Angeles, California 90012

Language Japanese; EnglishPub Type Guides Classroom Learner (051)

Reference flautists Vocabularies/Classifica-tions (134)

EDRS Prim - M1101/PC01 Plea Poetess.DescriptorsBasic Skills. Grammar, Instructional

Materials, 'Japanese, 'Language Instruction,Proquaciation Instruction. 'Second Language

Learning, Sentences, Uncommonly Taught Lan-guages, 'Vocabulary, Word Lists

Identifiers'KEYS Project, Knowledge of EnglishYields Success Project, Plume BookThis English-Japanese phrase book is designed for

the English speaking person learning Japanese. Theuseful phrases and vocabulary words are dividedinto eleven section: basic needs and safety; greet-ing and amenities; getting acquainted; directionsand classroom articles; Weeder, numbers, and time;subjects; shapes. sizes, and colors; body parts andbody actions; spatial relations and relative terms;famdy; and community. In each section the entriesinclude the English phrase and the Japanese transla-tion. A pronunciation guide to Minimized Japaneseis appended. (NCR)

ED 168 319 FL 010 153Weld Phrases in English: Korean, Lameness SOS.LosPub Dat

Ange-74eles Unified School District, Calif.

Note-27p.; A cassette is available to accompanythe teat.

Available fromPublications Unit, Los AngelesUnified School District, 450 N. Grand. Rm.0230, Lee Angeles, California 90012

Language Korean; EnglishPub Type Guides - assertion - temper (051)

Reference Materials Vocatouluies/ClassiSca-dons (134)

EDRS Pries - M1P111/PCO2 Phs Postage.DcsoiPtors'Basic Skills, Grammar, lostruc-

tinsel Materials. 'Korean. °I..ase Instruction,'Pronunciation Instruction. -ned LanguageLearning, Sentence', Uncommonly Taught Lan-guages, Vocehalery. Word Lime

ldentifiersMEYS Project, Knowledge of EnglishYields Success Project, PhrasebooksThis English-Korean phrase book is designed for

the English speaking person learning Korean. Theusehd phrases and vocabulary words are dividedinto eleven sections; huh needs and Weir greet-ings and amenities; getting acquainted; directions

and classroom articles: calendar. numbers. and time:subjects; shapes, sizes, and colors: body pans endbody actions; spatial relations and relative terms;family; and community. In each section the entriesinclude the English phrase and the Korean transla-tion. A pronunciation guide to Korean is appended.(NCR)

ED 168 320 FL 010 154Useful Phrases in Emdkar Mph& Lemon.

SOS,Los Angeles Unified School District, CalifPub Date-74Note-25p.; A cassette is available to accompany

the text.Available from Publications Unit. Los Angeles

Unified School District, 450 N. (hand, Rm.G230. Los Angeles. California 90012

Language Pilipino; EnglishPub Type Guides Classroom Learner (03 1)

Reference Materiels Vocsbularies /Classifica-tions (134)

EDRS Peke M1101/1P001 Plus Postage.DescriptorsBasic Skills. Grammar. 'Instructional

Materials, Longuese Instruction, 'PronunciationInstruction, 'Second Language Leaning. Sent-enea. *Tagalog. Uncommonly Taught Lan-guages. 'Vocabulary. Word Lists

ldentifiers KEYS Project. Knowledge of EnglishYields Success Project. ?tinsel:calks, viniioinoThis EnglishPilipino phrase book is designed for

the English speaking person Isaias Pilipino. Theuseful phrases and vocabulary words are dividedinto eleven sections: basic needs and safety; greet-inp and amenities; getting acquainted; directionsand classroom articles; calendar, numbers. and (101C;subjects; shapes. sizes, and colors; body parts andbody actions; spatial relations and relative terms;family; and community. In each section the entriesinclude the English phrase and the Pianist. transla-tion. A pronunciation guide to Pitipino is appended.(NCR)

ED 168 321 FL 010 155Limed Phrases le &pith Samoan. Lempage

SOS.Um Angeles Unified School District, Calif.Pub Dale-74Note-27p.; A cassette is available to accompany

the text.Available fromPublications Unit. Los Angeles

Unified School District, 450 N. Grand. Rm.G230. Um Angeles, California 90012

LSamoan; English

Pub Guides - Classroom Learner (031)Reference Materials Vocabularies/Classifies-tions (134)

EDRS Pries MF01/PCO2 Plus Poetess.Deseripion--Basic Skills, Grammer, "instnic.

firma Materials. 'Language Instruction. 'Pro-nunciation Instruction, 'Samoan. 'SecondLanguage Learning, Sentences, UncommonlyTaught Languages. 'Vocabulary. Word Lists

IdentifiersKEYS Project, Knowledge of EnglishYields Success Project, PhrasebooksThis EnglishSamoan phrase book is designed for

the English speaking person learning Samoan. Theuseful phrases and vocabulary words are dividedinto eleven sections: basic needs and safety; greet-ings and amenities; getting acquainted; directionsand classroom articles; calendar, numbers. end time;subjects; shapes, sizes, and colors; body parts andbody actions; spatial relations and relative terms;family; and community. In each section the entriesinclude the English Phrase and the Samoan transla-tion. A pronunciation guide to Samoan is appended.(NCR)

ED 168 328 FL 010 162Santa, Rolando A.A Special Chapeau (Ass Pleaketassing Puke:

Nalsespasseyes A Puha).1.01 Angeles Unified School District. Calif.Pub Date-77Note-25p.; For related document, see FL 010 165Avsileble fromPublications Unit. Los Angeles

Unified School District, 450 N. Grand. Rm.G230, Um Angeles, California 90012

Tagalog: Itokano; EnglishPub Type Guides Classroom Learner (051)

Creative Works (030)EDRS Price MPOI/PC01 Plus Peale..Descriptorsllilingual Education, Childrens Li

erasure. Cultural Awareness, Elementary EducaSon. 'Filipino Americans, IflartietiOnalMaterials. Lansuegc instruction. 'Readies In-struction, 'Readies Materials, 'Second Language

Lee...ins, Tagaloe, Uncommonly Taught Lan.

'dentin ersliokano, KEYS Project, Knowledge ofEnglish Yields Success Project, PhilippinesThis trilingual-bkulturel reader in Pilipino (Tap-

log). llokano. and English is intended for elemensay school children in a bilingual education setting.Pen-and-ink drawinp illustrate the story of a Filipino-American family celebrating Christmas. (NCR)

RD 168 329 FL 010 163Smoot Rolando A.Mee Harvest (Anibem Piesseni Id Peggy).Los Angeles Unified School District, Calif.Pub Dale-75Note-25p.; For related document. see FL 010 165Available fromPublications Unit. 1.01 Angeles

Unified School District, 450 N. Grand, Rm.G230, Los Angeles, California 90012

Language Tagalog: Ilokana EnglishPub Type Guides Classroom Learner (051)

Creative Works (030)EDRS Price MPOI/PC01 Plus Postage.Descriptors ilinsual Education, Childrens Lit-

erature, Cultural Awareness. Elementary Educa-tion, InittnietiOnal Materials. LangUneInstruction. Readins Instruction. 'ReedingMaterials. 'Second Language Learning. TaPlonUncommonly Taught Languages

Identifiersllokano. 'KEYS Project, Knowledge of2.nglish Yields Success Project, 'PhilippinesThis trilingual-bicultural reader in Pigpen° (Taga-

log). Ilokeno. and English is intended for elemen-tary school children in a bilingual education setting.Pet idink drawings illustrate the story of aFilipino family and the events involved in a riceharvest. (NCR)

ED 168 330 FL 01r. 164Asian Pacific Perspectives. The Chilies: AMerkaa:

lesesstelble to Some.Lae Angeles Unified School District, Calif.Pub Date-77Nose-99p.; For related documents. see FL 010

144. 150, 165.168Available fromPublications Unit. Los Angeles

Unified School District. 450 N. Grand. Rm.G230. Los Angeles, California 90012

Pub Type abides Classroom Teacher (052)EDRS Price MP01/PC04 Plans Poetess.DescriptorsChinese, 'Chinese Americans, 'Chi-

nese Culture. Cultural Awareness, 'CulturalBackground. 'Cultural Education. ElementaryEducation. 'Ethnic Groups, History Instruction.Immigrants. instructional Materiels, 'MinorityGroups. Resource Guides, Social Values

IdentifiersKEYS Project, Knowledge of EnglishYields Success ProjectThese instructional materials on Chinese Ameri-

cans for elementary students were developedthrough the K.E.Y.S. project (Knowledge of EnglishYields Success). The contents include a "social in-troduction." which emphasizes the fact that theChinese American is not a foreigner: informationabout immigration; Chinatown; jobs and income;language skills; three Chinese American approachesto life; and cultural practices, including foods.names, celebrations. religion, proverbs, and greet-inp. Resource guides describe the purpose of theunit, how to use the guide and instructionsl materi-als, traditional and modified customs, and suggestedactivities. Resource guides include: "Chinese NewYear, Teachers Resource Guide for Booklet";"Dragon Boat Festival. Teachers Resource Guidefor Booklet and Poster; "Little Mars Family, Tea-chers Resource Guide for Booklet"; and "TheMagic Brush. Teacher's Resource Guide for Film-strip." Activity units list concepts andfor skills in-volved. materials, procedure. suggested activities.and additional information. Activity units are on:Butterfly Treats, Catching the Dragon's Tall, Chi-nese Jump Rope, DauhSs Basu (Sweet Bun).Oregon Boat, Dragon Head, Guns hi (Doll),Happy New Year Song. Jingle Bells (Cantonese).bong Ornament. Li Sec (Red Envelope), MerryChristmas Song, Narcissus Flower. New YearScroll, Paper Lantern, Peach Blossom Scroll, PeanutCninchies. Pyramid of Granges and Tanerine, andRibbon Dance. (SW)

Document Resumes 11

ED 168 331 FL 010 165Asian Peelle Perspecdves. Pulps* Allefidait: A

Portrait,Los toggles Unified School District, Calif.Pub Date-75Note -82p.; For related documents, see FL 010

162.168Available fromPublications Unit, Los Angeles

Unified School District, 450 N. Grand, Rm.G230, 1.011 Angeles, California 90012

Pub Type Guides Classroom Teacher (052)EDRS Pries MPOI/PC04 Plus PoetessDescriptorsCultural Awareness, 'Cultural Back -

pounJ, 'Cultural Education, Elementary Education, 'Ethnic Groups, 'Filipino Americans,History Instruction, Immigrants, InstructionalMaterials, 'Minority Groups. Resource Guides,Social Values, Tagalog

IdentifiersKEYS Project. Knowledge of EnglishYields Success Project, PhilippinesThese instructional materials on Filipino Ameri-

cans for elementary students were developedthrough the K.E.Y.S. project (knowledge of EnglishYields Success). The contents include statistics onthe Filipino American population, background in-formation about the Philippines becoming a U.S.territory, early immigration end more recent immi-gration to the United States, American-bornFilipino Americans, Filipino American culture, andgeneral information about the Republic of the Phil-ippines. Filipino American culture includes pre- His-panic influences, Hispanic influences. Americaninfluences, and the Philippine Republic. Resourceguides describe the purpose of the unit. bow to usethe guide and instructional materials. questions todetermine cultural comprehension, and suggestedactivities. Resource guides include: "Harvest Festi-val, Teacher's Resource Guide for Poster"; "TheMonkey and the Turtle. Teacher's Resource Guidefor Filmstrip"; and "Rice Harvest. Teachers Re-source Guide for Booklet," Activity units list con-ceps andfor skills involved. esterials, procedure.suggested activities, and additional information.Activity units are on: Bibingka (Rice Cake), JingleBells (Pilipino), Lets. Plan (Cannel Custard).Manids (Doll). Pabitin (Dangling Treats), Pao!(Star Lantern). Planting Rice is Never Fun song anddance, Primal Soling (Fried Pletatios). SamPenuile(Lei). and Snaps (Parlor Game). (SW)

ED 168 332 FL 010 166ABMs Pad& Pe/speeds= Japanese Anarkers.Los Angeles Unified School District, Calif.Pub Date-76Note-137p.; For related documents, sec FL 010

142-143, FL 010 149, FL 010 164-1611Available fromPublications Unit, Los Angeges

Unified School District, 450 N. Grand, Rm.G230, Los Angeles, California 90012

Pub Type Guides Classroom Teacher (052)EDRS Price MPOI/PC06 Phi Portage.DescriptorsCultural Awareness. 'Cultural Back-

ground. 'Cultural Education, Elementary Educesdon. 'Ethnic Groups, History Instruction.Immigrants, Instructional Materials, Japanese.'Japanese American Culture. 'Japanese Ameri.cans, 'Minority Groups, Resource Guides. SocialValues

IdentifiersKEYS Project. Knowledge of EnglishYields Success ProjectThese instructional materials on Japanese Ameri-

cans for elementary students were developedthrough the K.E.Y.S. project (Knowledge of EnglishYields Success). Information Is included on earlyimmigrants, their historical end cultural back-ground. and current problems of Japanese Amen.cans. Resource guides describe the purpose of theunit, how to use the snide and instructional mate&an. traditional and modified customs, and suggestedactivities. Resource guides include: "Children'sDay. Tucker's Ra21ifet Guide rot Poster"; "Chil-dren's Day with (chino. Teacher's Resource Guideror Booklet"; "Girls' Day with Amy, Teacher's Re-source Guide for Booklet": "Isamu. Teacher's Re-source Guide for Booklet`, and "Shoogatsu,Teacher's Resource Guide." Activity units list con-cepts and/or skills involved, materials, procedure,suggested activities, and additional information.Activity units are on: Dana= (Wish FulfillmentDoll), Hagoita and Hane (Battledore and Shutt-lecock) Jingle Bells (Japanese), Ksbuto (WarriorHelmet). Koi Nobori (Carp Banner), Koi Nobori(Carp Banner Paperfold), Koi Nobori song. Mochi(Sweet Rice Cakc), Momo no Hans (Peach Blos-soms). Nigin (Rice Balls), Ohistasants (Emperorand Empress Dolls), Okasame Mochi (Layered

12 Document Resumes

Rice Cakes), Sakuti Mochi (Cherry Blossom RiceC.ke), Sh'.boti (Tie and Dye), Terv Tern Boozu(Sunshine Doll), an,. Lime (Flowering Plum). (SW)

ED 333 FLOW 167Aal Pedflc Fuupscd,.. lames Amselcsns.Los Angeles Unified School Disuice, CultPub Date-76NoteUp.; For related Documents, ace FL 010

145, 164.166, 168Available fromPublications Unit, Los Angeles

Uei(.ed School District, 450 N. Grand, Rm.0230, Los Angeles, Califorms 90012

Pub Type Guides . Classroom . Teacher (02)EDRS Price - MPOI/PCV4 Pins Pocuege.DescnptonCtdtursl Awareness, Cultural Back.

ground, CUItWel Education, Elementary Educs.ilon, Ethnic Groups, History Instruction,Immigrants, Instruciceal Materials, Korean,Kotean Americans, 'Korean Culture, MinonlyGroup., Resource Guides, Sqciil Values

Identj(.eraKEY5 Project. Kowkdge of EnglishYields Success ProjeciThese instructional materials on Korean Ameti.

cans tot elementary students were developedthrough the K.E.Y.S. project (Kowkdge of EnglishYjeldaSuccam). Inlonnationia included aboul earlyimmigrants, lime second generation. student group..war brides, recent immigrants. and third sod fourthgenerations. A chsrtoltradltlonal sad modified vii.uce of the Korean culture ii included. Resourceguides desctibe the purpose of the unit, how to methe guide and Instructional materials, traditionaland modified cu loom, and tuggested acivitiet Rc.source guides include: "Korean Children's Day.Te.cbez's Resource Guide to, Booklet"; "KoreanNew Year, Te.chtt's Resource Guide (or Poster";and 'Korean Thanksgiving. Teacher's ResourceGuide to, Bo kL'Actfvity units listconcepts sod-br skills involved, materials, procedure, suggestedactivities, sad additional irmfonnadon. Activity unitsarc on: Chima and Chogod (Wraparound skirt andblouse). Chogori (Shirt), Cho Run (Date Dells),

Chwnoni (Pouch). Gynog Dan (Sesame Rice Cake).In Hyung (Doll), hugo (Hourglass Drum), J101l.Dells (Korean), Jool Ding Gi (Tug of Wa,). KangGang Suwolle dance, Kim Chee (Pickled Vegeta-bles), Mu Kwig Wira (Rose of Shiron). New Year'sSong, Nongae (ornament), Fiji (Trousers), SongPOD (flianksgiving Rice Cake), Vak Sik (SweetRice Cake). and Yut Nod (Counting Game). (SW)

ED16$334 FL010168Ael P.d& Fasupadelvan St in lbs U.ltsd

StatenLou Angeles Unified Scbool District, Calif.Pub Dste-78Note-82p.: For related documents, ace Fl. 010

146, Fl. 010 14$ Fl. 010 164.167Available fromPublications Unit, Los Angeles

ijoijied School District, 450 N. Grand, Rm.0230. Lou Angeles. CalifOrnia 90012

Pub Type. Guides - Cleesoorn . Teacher (052)EDRS Price - MP9lbP4 Plus P.s*,DuscriptorsCultwal Awsrenete, 'Cultural Back.

grónd, 'Cultural Education, Elementary Educa-tion, 'Ethnic Groups, Hotoq Instruction,Immigrants. 'Instructional Materials, MinoiityGroups. Resource Guides, Samoso, Samo.n

micans, Social Valuesfdentlflers'KEYS Project. Knowledge of English

Yields Success ProjectThese instructional materials on Samouns in the

United States for elementary students were dcve.loped through the K.E.Y.S. project (Knowledge ofEnglish Yields Success). Information ii includedabout Samoa. migration of Ssmosns to the UnitedStatet, cultural background, and Ssmoen students.Resource guides describe she purpose of the unit,how to we the guide and instructional materials.traditional sod modified customs, and suggested ac.tivities. Resource guides include: "Getting Readyfor Flig Day, Teacher's Resource Q'jid fo, .let" 'la'.lolo Day, Teacher's Resource Guide forPoster": 'loin Goss Fishing, Teacher's ResourceGuide toe Booklet" Activity imils hat concepts and.br skills involved, irialetials, procedure, suggestedactivitiss, and additional information. Activity unitsare on: 'Ma (Rope). Aute (Hibiscus Flower), FalFa'alifti (Banana with Coconut Milk), Fain (Mat).File (House), Ic Lavalava (Skirt), Jingle Bells (Sa-moan), Pate (Headband), Panikeke (Donors), Pope(Doll). Pol Bill. Stas (Sitting Dance), Slapo (Tap.Cloth),Teia Fau (Porn Pow), Tin (Decorative Over.skirt), 'Lila (LeO, and 'Upeti (Board with CarvedDesign). (SW)

ED 168 363 FLOIO 255Wr& Julio Quon Lila V.Drugo. Boat Festival (Dyin Ngk lit).Los Angele* Unified School District, Calif.Pub Date-75Notel$p.; A cassette '0 available to accompany

the test; For related document, ace FL 010 164Available fromPublications Unit, Los Angeles

Unified School Ojutrict, 450 N. Gr*nd. Run,G230, Los Angeles, California 90012

LanguageCantonese; EnglishPub Type Guides. Clearroom- Learner (051)

Creative Works (030)£DRS Price - MPOI/PCOI Plus Postags.DescrlptoraBilingual Education, Cantone,e,

Childrens Literature, Chinese, Otinese Culture,Cultural Awareness, Elementaty Education,Ideography, 9natructional Materials, LanguageInstruction, Resdiog Instruction, RcadingMatensis, 'Second Language Learning, Uncorn'

Knowledge of English

This bilingusj.bjcultural reader 1* Cantonese andEnglish is intended for elementaly school childrenin a biI'uigual education etting. Pen.aod.ink draw-ings illustrate the story of the traditional dragonboat festival. Each page or the text is written inChinese characters. Romsoised form, and in Eng'huh. (NCR)

ED 16$ 500 1R006 990Anster Ethel Lairson. S1IBI6eR &'lb. Edeestissal I.I..malIe. System for Ontario.

S...sep of Fts.l RapsetOitati InaL for Studies in Education, TorontoSpoura AgencyOntario Dept. of Education,

Toronto,Pub Dacc-78Note-26p.; For related document,, see 1R 006

633.636 and IR 006 991Pub Type Reports . Descriptive (141)£DRS Price - MFOlbPC2 Pins Psatage.DeacripsoraDackground, Disgrams. Evaluation,

Modeli, 'On Une Systems. Program Deamip.lions, Research Projects, Systems Approach, Ta'ides (Data), User Sti,factio@ (Information)

ldentifiers'Bducational Information System forOntario, 'Ontario. Question Negodution. UserCharacteristicsThis report summarizes the findings of the ElSO

project, which was funded in 1975 to develop.evaluate, arid analyze an 'umfonnation diiseminatjoosystem bused upon computerized retrieval ofbibIjo.graphics. With much of the research componentcompleted, the service component is operational,providing Ontario educators with online bible.graphic references in education and the socialciences and with access to original documents.

Findings of the report .rc reviewed in four areas: (I)Ii idcneifles ElSO users over the past three years,presents their reasons for seeking 'unlocnration, pro-vides analysesofhowkmfcnnatloo they received 1w'pasted upon their local situations. and 'identifiesfletets that contributed to the sse or 000-.i*e ofinfonumetinn received. (2) it describes factors sifect-log interview effectheneas In online bibliographicretrieval, outlines a S..tsge pattern or structure liinegotiation, diecumes the use of open and closedquestions and the pst't ink and status play in liter'view relationships, and develops a preliminarymodel of the notiatio@ process. (3) It discusses asystems evaluation model of user utist.ction withElSO. (4) And it review, the current status ofElSO-the reauli of sarch. development. dimemi.nation, and evaluation, (ID)

ED16$501 1R006991lb. Edaonds.al lafwmatis. Spats. forOntario,

A CaMs f. Using.Ontario Inst. for Studies irs Education, Toronto.Spons AgencyOntario Dept. of Education,

Toronto.Pub DateApr 76Noic-14p.; For related documents, see IR 006

633-636 and 1R 006 990Pub Type Guides. Non-Classroom (055) Re.

ports. DescrIptive (141)EDRS Fries . MP0I/P(l Plus taa*ag.,Descripiors'Compaisli'e Analysis, Glossaries,

Guidsa, Information Seeking, 0n Line Systems,Records (Forms)

ldeotltlera'Bducational infcrmatioo System forOntario, ERICThis gerseril user giáde to the Educational Infer.

mation System for Ontatlo (ElSO) deals with the

1 ;',-&. .)

simple logistics of acquiring material front the sys-tem. Since ElSO ws developed as a way for On.mario citizeos to use the Educational Resource.Infonrmation Center (ERIC) data base lithe UnitedStates, a preliminary deacdption of ERIC is prov.ided. Questions answered by the guide include whouses E1SO, how to ask a computer question, whol.what is a search analyst, how to make a search it.

quest, whit kind of answer will be given, how longit takes, and how much it costs. A brief esØasationof th. way the computer links information usingBookan operators (AND, OR, NOT) ii also prov-ided. as well ia a sample request farm and computerprintout, information for ordering microfiche, sodaglossary of terms, (ID)

ED 168705 PS 010473Developmental Evaluation Services f, ChlIdrani

Replication Masaai.Montgomery County Dept. of Hcslth. Rockville,

Md.; Montgomery County Public Schools. Rock.tills. Md.

Spoor AgencyBureau .,(Education for the Hand-icspped (DHEWIOE), Washington, D.C.

Pub DateDec 78NoteUp.; P.ns may be uostgimally legible due to

colored paperPub Type' Guidet. Non.Clswoorn (055) Re'

ports . DescriptIve (141)IDES Price - MPO1/PCB4 Plus Postage.DescriptorsAdminLscr.tor Guides, 'Educational

Diagnoa'ts, 'Evaluation Methods, 'EsceptionalChild Seivices, 'Handicapped Children, Identiui-cation, 9nierdisclplinary Approach, Manuals,Models, Professional Services. Screening Tests

IdenuificrsDevelopmenial Evaluation Servicesfor Children, MarylandThis manual describes In detail the Developtrten.

UI Evaluation Services for Children program(DESC).a model interdisciplinary pro.ct finidedrohelp others 'unplement similst diagnostic and treat-ment services for young children with developmen.tat difficulties. Section 1 gives an overview of theDESC project and describes the evaluation procear'UI detail. Criteria for referral and acceptance coot.pkte this section. Section 2 dtscn'bet the assem-nient process and she diagnostic nw,ery. Inaddition, two chart, depict she eat proc..duree one summarizes the basic diagnostic ques.5ios addressed by each discipline; the othersummarizes procedures wed by each discipline.Sections 3 and 4 describe the p.t,Uqative andprofesSional responsibilities and functions in theDESC model. Section 5 suggests alternatives forstaffing a DESC'type program which, while pie.serving the bisie concept. requires less stall. (Au.thorbMP)

ED16$755 RCOI12OINeeds At for the Preparstis. of lb.

1979.80 Appllcsti.. for This I Mlgra.t Funds.Austin Independent School District. Tes. Office of

Research and Evaluation.Spons AgencyDepsrtmnent of Hcalth, Education,

arid Welfare, Washington, D.0Pub D*ie-78Note-326p.: Not available in hard copy due to

print qualityPub Type Guides. Non.Clsssroom (055)

NumencalbQuaniltative Data (110)IDES Price -MFOZ Plus P..ta,,. PC N.t Avail..hi. irs. IDRS.

Descuiptota'Acsdemnic Achievement, Clothing,'Educstional Finance, Elementary SecondaryEducation. Enrollment. FederaI Aid, FederalLegislation, Migrant Child Education, 'MigrantEducation, Migrant Hcalth Services, Migrants,Needs ASsessment. Ptaualeg. Project Applica-tions. Reaource AI'c'iettr, School DistrictSpending, School Funds. Statistical Data

ldentifiers'Elemenlarjt Secondary EducationAct Tide 1 Migrant. Tezas (Austin)Part of a compvehensive na '."ent for

compensatory education programs for AuStin,Texas schools. the report contains dii. specificallyrequired for the Tide I Migrant Program. A break'down, by school and grade, of I-year and 5.yearmigrant students in elementary and secondarygrades is given. Migrant student schievemeot leveldata .rc presented in three sets of charts for pr..kindergarten, K-5,and 6-12. For K-S arid 6-12, thecharts indicite migrant aturicatpetformance levels,ba*ed on standardized lest results, by school andgrade. along with a distiiet performance level forcomparison. The number of migrant studenta actually served by Migrant teacher,, Tide I, or other

supplemental programs through Nov. 20,1978. andthe projected estimates for 1970.1980 are reportedin similar summaries which show the number ofstudents by school and grade, and indicate the num-ber served by each supplemental program or combi-nation of supplemental programa. How Migrantnurses identified health problems, what those prob.Isms were, and their frequency are included in arepon of migrant student heath. The final series ofduns indicates the number of migrant students re-eeivine clothing by school and grade, and themonthly amount each school spent on clothing.(SS)

ED 168 772 RC 011 251Holley. Freda M.Evaluation Design 1977-78. LSEA Mk I Migrant

Nevem November 15, 1977. Pablleadon No.rmo.

Austin Independent School District. Tex. Office ofResearch and Evaluation.

Spans AseneyDepartment of Health, Education.and Welfare. Washington. D.C.

Pub Date-15 Nov 77Note-44p.; Small print may be nominally legiblePub Type Reports Evaluative (142) Reports

- Descriptive (141)EMS Price MFOI/FCO2 Plan Posters.DescriptossAcadeenie Achievement. Bilingual

Education. 'Dam Collection. Educational As-sessment. Elementary Secondary Education,Evaluation Criteria. Evaluation Methods. 'In-formation Sources, Migrant Education. ParentParticipation. Program Descriptions, ProgramEvaluation. Staff Improvement. Student Recruit-ment

Identifiers- *Austin Independent School DistrictTX. Elemenury Secondary Education Act Title1 MigrantEvaluation of the Austin Independent School Dis-

tnet Elementary and Secondary Education Act(ESEA) Title I Migrant Program involvescollectiosand disseminating information relevant to elevendecision questions addressing both the system andprogram levels. At the system level are questions ofwhether the district should have a migrant programand how coordination with other programs shouldbe improved. Nine program level questions are coo.caned with such subjects as changes is academieareas and expansion or modificetion of ancillary ser-vices. recruitment procedures. parental involve-ment programs, and staff development. Three Mactypes of data are require* needs assessment. procass, and outcome data. This document summed=the intones don sources for each area covered by theevaluation. An overview of each decision questionincludes evaluative questions and objectives. isfor-notion sources for the data needed, and the date theinformation is due. Another portion of the docu-ment summarizes information sources on migrantstudeno. i.e., various tests, teacher reports. inter-views and numerous forms end questionnaires. Alsoincluded are a timetable listing the data to be col-lected by various school personnel. 4 description ofthe program itself. and a table entitled "EvaluationTime Resources Allocation Summary." (DS)

ED 168 773 RC 011 252

AISDLiam Oen And Others

lltie VII Bilingual Ponied 19741975.Interim &duties Report Febraarr 1975. PIMesser No. 106.26.

Austin Independent School District, Tex. Office ofResearch and Evaluation.

Spoors AgencyDepartment of Health. Educetioo,end Welfare, Was sten. D.C.

Pub DateFeb 7$Note-89p.; Best copy availablePub Type Reports - Descriptive (141) Reports

- Evaluative (142)EDES Pries MFO1/PC04 Plus Postage.Descriptors American Indium. Bilingual Educa-

tion. Bilingualism. Cuniculura Development.Elementary Educed** English (Second Len-guage). Ethnic Distribution. Evaluation Meth-ods. Formative Evaluation, *Instructional Design,Instructional Staff. Mexican Americans. NonEnglish Speaking, Parent Participation. ProgramDescriptions. Program Evaluation. Staff Im-provement. Test Results

ldentifiers'Austin Independent School DistrictTX. *Elementary Secondary Education Act TitleVII. Texas (Austin)Austin Independent School District's Eletnentarn

and Secondary Education Act Title VII BilingualProgram, begun July 1. 1974. serves 2,406 students

is grades K-6 on 16 campuses. Both English andSpanish are used for portions of or all the curriculumwith the amount of time and treatment accorded toeach language commensurete with the pupils in-dividual needs. Three borne staffing patterns includea bilingual aid work* with (1) a bilingual endmonolingual teacher; (2) two or more monolingualteachers in a self contased classroom; and (3) ateam of umbel* of two to six who may or maynot be bilingual. Characteristics of the instructionalmodel include beginning reading taught only in thechild's dominant language, inclusion of the chil-dren's culture heritage in the curriculum, and smallgroup histinction with grouping by language domi-nance and instructional level. Desaibiog the pro-ject's stews as of January 17, 197$, that interimreport discusses the insunction, staff development,curriculum development, and parental involvementcomponents of the program. The evaluation designfor the project is presented in full with student out-comes objectives, process objectives, and input objectives specified for the student needs of Spud- aand English communication skills, Spanish/Englishmath skills, and self-concept enhancement (OS)

ED 168 813 SE 025 451Larry X And Others

StatBmw1us odthe Energy Mammement Prover in theOrampe County Public Sebereb.

Orange County Public Schools, Orlando, Fla.Pub Date-78Note-56p.; Contains light and broken typePub Type Reports - Descriptive (141) Guides

NonClassroom (055)EDES Pries MPOI/PC03 Phis Postage.Descriptors Administrative Agencies, Adminis-

mime Policy. Administrator Guides. Commit-tees. Conservation (Environment). EnergyConservation. Management. *School Adminis-tration, School Buildings, School DistrictsThe purpose of this report is to present the stuns

of Orange County School District's Energy Man-agement program to selected management person-nel. included in this report are various backgroundpeeps which comprise the body of the publication.The Ent and largest paper is entitled "Energy Man-agement in the Orange County Public Schools,"This paper presents an overview of the programsundertaken by the District in the past six year andproposes Mute efforts in total energy management.The second paper presents the functions and re-sponsibilities of the Energy Managemeot Conserva-tion Program. The third paper presents guidelinesfor establishing an Energy Conservation Committeewithin each school building. It suggests the majorresponsibilities to be assigned to key personnel andit provides a list of energy conserv4tion tips for con-sideration by the committee. (MR)

ED 168 978 SP 013 690Clark Richard L. Jr. And OthersUnlvetsity of MnimehnestesDoston English High

School Staff Development Callsborative.Boston Public Schools, Mau.; Massachusetts Univ..

Amherst. School of Education.Pub D4ie -78NoteI 4p.Pub Type Reports Descriptive (141)EDES Prim - MF01/P001 Phis Postage.DescriptorsCollege Credits. College High

School Cooperation, *Degrees (Titles). Experien-tial Learning. Field Instruction. laservice Educa-tion. Preserviee Education, PretreatDesaiptions. °Staff ImprovementThe eoll4boration between the University of Mas

sschmetts and English High School in Boston is amodel that attempts to address the staff develop-ment needs of secondary schools and their facultiesio the context of an onsite degree program. Thefollowing interdependent elements comprise theprogram: (1) an undergraduate, school based, mes-e:urn secondary teacher education program.closely tied to the inservice program; (2) 4 staffdevelopment program that emphasizes the analysisand improvement of teaching and curriculum. M-cleang graduate degree opponunities for partici-pants through the doctorate; (3) a teacher center.governed by a parenbteacheradminisuatorprofes-sor boar* (4) a minigram process, run by theteacher center board, enabling teams of teachers toapply for and receive financial end consultant assist-ance in developing curriculum (5) university pa-N-ett faculty, commuting from Amherst to Boston,workbag as clinical proration. consultants, helpingteachers, supervisors, and evaluators; and (6) a per.fonnance criterion that any persons receiving

Document Resumes 13

graduate degrees through the program will demon.state that they hove designed, implemented, andevaluated a new program or practice at the highschool. OD)

ED 169 077 TM 008 297Evolution of lltle I ISM Peogacts. 1911.1978:

Tocluktol Reports. Report Number 7677,Philadelphia School District, Pa. Office of Research

and Evaluation.Pub DateOct 78Note-218p.; For related document, See TM 008

203Pub Type Reports Evaluative (142) Reports

- Descriptive (141)EDES Price - 141001/PC09 Plus Passage.Descriptors Academic Achievement, Annual Re-

ports, Bilingual Education, Compensatory Edu-cation Programs, Educational Assessment,Elementary Secondary Education, NonpublicSchool Aid. Program Descriptions, *ProgramEvaluation, Pupil Personnel Services. 'RemedialMathematics, ltemodia Rending Programs,School Community Cooperation. Social Samos,Summer Programs, Urban Schools

IdentifiersElementarn Secondary EducationAct Title I. Pennsylvania (Philadelphia), Phila-delphia School District PATechnical reports of projects funded under the

Elementary and Secondary Education Act Title 1and summer components of the projects in thePhiladelphia, Pennsylvania school system are pre-sented. Following a summary ailment, each paject is described separately and containsinformation on the project'. rationale, expected out-comes, mode of operation, previous evaluative Rod-in., current imPlemenution, and attainment ofobjectives. Summer program components focusedon students in various institutions for neglected anddelinquent children. Information for each componeat includes goals set, activities employed to attaingoals. goals attained, goals not attained, andchanges suggested by project administrator. Title 1programs were divided into Mx categories: (1) com-prehensive reading; (2) comprehensive mathemat-ics; (3) programs for limitedEnglishspeakioyability children; (4) socialsciences: (5) supportive services: and (6) nonpublicschool projects. (MH)

ED 169 078 TM 008 34,2Neal Evoked°. Report. 1974.1911. Hip School

Cureienhet Evaluation, Polobcation Number 76.-68.

Austin Independent School District, Tex. Office ofRematch and Evaluation.

Pub Date-30 Jun 77Note-148p.; Not Pailable in hard copy due to

marginal reproducibility of original documentPub Type Reports Evaluative (142)EDRS Pries - MF01 Iles Postage. PC Not Availa-

ble Hansa EDRS.DescriptorsAcadanic Achievement. Counselor

Role, Course Contest. Credits, CuericulumDevelopment. Curriczliun Evaluation, Educa-tional Assessment. Educational Counseling,Graduation Requirements, High School Cur.denim°. Needs Assessment. 'Quarter System,School Orientation, Secondary Education

IdentifiersAustin Independent School DistrictTX, Texas (Austin)The effects of the mandated quarter system and

the expanded and revised high school curriculumwere assessed in Austin. Texas, based upon achieve-ment test scores, attendance records, and objec-tively collected opinion data in seven atom ofconcern. The seven decision questions which ef-fected allocation of funds, personnel, time andmaterial concern; (1) making major alterations tothe curriculum; (2) changing the number of creditsand the minimum reading and mathematics coupe-tencies required for graduation; (3) modifying theresponsibilities of high school counselors: (4) in-stituting year.round schooling; (5) altering the aca-demie advising procedure s; (6) improvingeighth-grade orientation to the high school cur-riculum: and (7) coordinating the content of thesense courses taught at different schools. Evaluationfindings consist of semen, with supportive data. to28 questions, as well as 12 miscellaneous findings.(MN)

14 Documbnt Re.vmes

ED169079 TM008304P1.11 E,a1..tien Ripest 97l97?. IUI. 1 MI.

net Pu.me. p54 Nbsr 76.59.Austin ldepe.dent School D1a01c1. Tei, OffIce of

Reiesrch .ad Evalustlon.Spoon AgencyDepssvnent of Health. Education.

and Welfare, Washington. D.0Pub DateJO Jun 71Notailip.. Not available In hard copy due to

m*rginal I bully of oiisin.l documentPub TypeReports. Evaluselve (142)EDES Pains. MPO1 Plea POItngI. PC Not Avalls.

his bus EDES.DesciIptoraAcadeneic Achievement. DilingusI

Studenta. Clothing. °Compensatory EducationProgiam.. °Educ.eion.I Msemment. Elemenla,Secondaiy Education. Me*Icsn Ainesicans. °Mi.giant Child Education. Migrant Health Services.'Migrant Problems, 'Nceds Aeument. ParentParticipation. Preschool Education. 'PiogrunEvaluation. Ssandatd Spoken Usage

ldeflhlflefSAustIn Independent School Districtlx. Eleinentaty Secoodasy Education Act Title 1,Texas (Austin)The tliiel evaluation of the Elementary and Sc.

condary Education Act Title I Migrtnt Program inthe Austin. Tetas Independent School District isreposted, The program consisted of lesouctionsi.student ,ecntittuent. parental involvement, healthservices. and clothing components. The üialnic.tiouaj component included progrems for pee-kinder.piten children. ueoondaiy level (luSh grade andabove) reading etiasea sod .ecoodasy oral lafliusirdevelopment clauu. The purpose of the recru,tmeat and involvement component was so identifyand register migrant children and so establish localParental Advisory Councils. Health service sceivi.tics included medleal and dental treatment for sets.dents refeired by a pcdisttic nurse praclitloner.Funds so purchas. clothing for needy migrant ebil.dreoccosprised the clothing component. Evaluationof the progress served three pwposest (t) so definethe population served end so identity its nceds. (2)so detenuine bow the program was being unpie-mented and (3) todet*tntine if USC PTOgiSnt net itSobjectives. The evaluation centered on needs aemas-ment dais, process data, outcome dii,, sad nsiscel.Isneous dMa. This mstctisi is presented as anSwersand supportive data so , series of 44 questions in.eluding data obt*ined from parents, teachers, andadministrasois. (Kill)

ED £69 060 TM 008 307Flail Es.hW' Report, 1P74.71. ESCA 11*1. 1

Pr.. PibU..alSa. Numbw 76.63.Austin independent School District. Tei, Office of

Research and Evaluation.Spon AgencyDepartment of Health. Education.

arid Welfare. Washington, D.C.Pub Date-30 Jun 77Noitt4lp.Pub Type Reporta Evaluative (142)EDES Pibe-MPOI Pine Pes. PC Net Avails.

his Sn. EDIS.Desctiptoes'Academic Achievement. Attcnd-

slice Panern,. Desk Skills, 'Compensasory Edo.cation Progiams. Bluncntary SecondasyEducation, Enpectalion, Gildance Sc*ccs.Identification, Institutional Chaiactetislics, 'LowAchievers, 'Needs Assessment. Parent Psrticipn.tio, Parochial Schools, 'Program Adminiatrslion. 'Program Evaluation, Reading Instruction.Staff Utilization, Student Evaluation, StudentNerd,

ldentiflef,Anttin Independent School DistrictTX, 'Ekmentaiy Secondary Education Act TitleI. Texas (Austin)Austin's Title I program provIded 6.300 studenta

with supplemental reading instruction. guidanceand ceimselisip, and parent involvement services.The evs1ustio focused upon answering and prosid.hg supporting data ortwosysttin.Iev.tand twelveprcgruut4evel decision questions; fo,ty.osic evalue.tine findings were reported. Supporting data werecollected froni dmaroonz obeervstion, quesdo..oseres for tesabe,,. parenis, ptiaclpels, and Title Isisf student records. and standseised tests, Themajority of Title I students achieved below the ii..tionil norms for reading and matbernatica at allgrade levels except lint. and fell progressively be-hind tbioo$h the fifth grade. Needs were identifiedin the areas of teading and mathematics achieve-ment andattendance. Coordination of Title I activi'tie, wuh other compensatory programs wasminimal. The ptogrsms use of school staff and par-ents did not produce improved achievement. No

answer uss available aboul the beat grade level rordelivery of Tttielacrvlces. Th. methods to, Menu.lying Title I schools slid students were successful inlocating school' with the lowest average cbJev.mont, end students within those schools with thelowest achlemsnt levels. Teacher espectadon waseither unrelated so student achievement or sin.measurable through questloansires. (Program dc.scriptions and ehitiCted5t* or the pasticipstingschool, are provided). (CP)

ED 169 124 TM 008 621Reed rtcrnt £Tb. E,il- Systems Dseariptlea, Hlatesy, ned

States R.po,t.District of Columbia Public SchOOls, Washington,

D.C. Dept. of Research and Evaluation.Pub DateDec 78Not.-35p.PubType Repofla- Descriptive (141)EDRSPIc.-MPSI/PCl2PlusPostais.DeacriptossAcademlc Achievement. Board or

Educalioo Policy, Curriculum Evaluation, 'DataBases, Data Collection. 'Educational Assess.meaL Elementary Education. 'Evaluation Ciitaria, 'Evaluation Methods. Field Studies,Information Dissemination. Pilot Projects, Pro-grain Descriptions, Reading Programs. StudentCharactiriatics. 'Student Evaluation. Test Re.anita

IdentlftersDjsUfct of Columbia Public SchoolsThe pliiloaophy c(the District of Columbia Public

School System I. that evaluation should help to de.termine what was Intended, what was done, andwhat was the reaulL It should contribute so improve-ment and should involve studenta. .taiT. and par.cots. Two essential components of the District'sevaluation system are the data bank and field itodies. The data bank includes files on fall pretestresults. the reading cwrlculum; classroom and ito.dent chacacteristica, and spring post testing. Thefield studies provide data which can be used to iden-tify programsor inteiest. compare groupa, or locateitudenta foe fcllowup study-data about attitude,,teaching methods, parent paflicipotion, etc. Thedevelopment of the evaluation system began in1969. by 1975,44 elementary schools were InvolvedIn the data collection. The schools were providedwith feedback I. the following stew characteristicsof students in reading programs, comparison ofschools within a region; teacher turnover, studentattendance; and characteristic, of entire classes.Additionil data anslysesare planned for the future.(ODC)

ED 169 154 UD 01, 240Ov.dsp Sindys N..I.r 9 SIndaufa Sieved by

Single and M.lslpla Ca.peasstsry F,...s.197$4979.

Austin Independent School District. Tea. Offic. ofResearch and Evaluation.

Pub DateFeb 79Note-592p: Not available in hard copy due to

print quality of the original documentPub Type NuniericatlQusntttadve Data (I tO)EDES Vr$c.-MPO3 Fine Postsgs.PC Not A,ilhs.

hi. bus EDRS.DesctiptoesBi]In$usl Education, Compensatory

Education Programs, Elementary SecondaryEducation Migrant Education, Preschool Ethics.lion, 'Program Descriptions, Special Education.Statistieal Data, 'Student °srticipstioo, Tables(Data)

Identlffera'Elementasy Secondary EducationAct Title I, Tess, (Austin)Data presented in thia docuSent provide a coin-

parleon of the studenta served by major compensatory education programs sad Illustrate the degree sowhich these programs provide services to the samestudents. Included are descriptions of the programssurveyed and alistingofelementaiy.aecondary.andhigh school campuses on which the programs oper.ate. Numerous tables in the appendices provide thefollowingt (I) an unduI4' count which showseach student only once in the program orccmbina-elan of psugr in which he pssticlp.tes. and (2).duplicated count which show, each student in allthe combinations in which he participates. (ED)

2

ED 169 187 UD019290Mofdktort Ernest .1 Roheuen. Aad,v.vLulsWUe 197546r Tb. Birth of a Dsa.gragails.

Institute.

Desegregation Training Inst. for Stslt Developmentfor Jefferson County Schools, Kentucky Univ..Lexington.

Pub Date(19jNoteISp.; Not available In hard copy due to the

print quality of the original documentPub l)'po Repofla. Descriptive (141)EDRS Piles - MPO1 Pt. risings.PC Not Avalla.

his Sn. lOBS.De.crjptorsAdmiolstrtivs Problems. Board of

Education Rols. Bus Transportation. 'ChangeStrategies, Elementary Secondary Education. Fi-nancial Problems, Integration Effecta. 'Integra.lion Methods, Program Deacriptloni, RacialDistribution. 'School Integration. 'School Radis-uicting, 'Special Programs. 'Teacher Education.Team Administration. Urban to Suburban Migus.lion

Identlriera'Kentucky (Louisville)Desc*ibed in this paper are the conditions and

problein. confrorittag the Jefferson Caunt' SchoolDistrict in its desegregation efforts Taken into cops-sideralion IS the role Western Kentucky Univer.titys lion Training Institute played inhelping the a erson County System meet snd dealwith these conditions and problems The majorproblem addressed Is Jefferson Countys mergerwith another school system at the same time It wasundergoing desegregation. Particular conditionsdiscussed include the differences in raced distilbu.tion among the two dlstticta student populstlonsand faculty, a declining financial base, soda shriek.log enrollment due so white flight Plans developedby the County to desegregate the schools or themerged system with little or no busing of pupils aredcsciibed. Objectives of the Training Institute Pro-ject ror helping Jefferson County deal with Ita edu.catlonal crisis ate oudiiied. Included are strategiesroe facilitating open communication and for reaolv.log conflicts. (EB)

ED169233 CE019269De.osstsudsl 5.1st HIgh Scb.ohn A Cae.r

esti.. Dansoasteads. and lapliamin. gg.feet. A Pisal R.pe,* be. the FlerlU OfruaT

Florida Career Education Demonstrationtium. Ti.Spoca AgencyOffice of Career Education

(DHEWJGE). Washington. D.C.Pub DateJun 17Grant-300760277Note-387p.; Notavailabicin hardcopy due so thin

and broken type; For related docunienta see ED132 284 and ED 13 716

PubTyp. Reports- Descriptive (141) ReportsEvaluative (142)

LOBS Pot... SIPOI PIns Pos.. PC Net Avail.-his be. LOBS.

DescripomsCareer Developmcnt.'Casecr Ethics.lion, Coosortia. Demonitrst*on Programs,Dropouts, Guidance Scivices. 'Information Die.scminatioo, Job Stills, Objectives, Program De.scrsptions, 'Program Development. 'ProgramEffectiveness. 'Progiitn Evaluation. SecondaryEducation. Skill Developmcnt. Student Attitudes.Student Placement. Vocational Counseling, Voca.tional Followup

IdentifiersEducation Am"dm,nta 1974. florida(Bro.ard County) Florida (Orange County).Florida (PtnelI.s County)Three Florida counties (Broward, Orange, and

PineUas) formed a consortium foe demonstratingthe most effective methods sad techniques in careereducation at the secondary level. A career educe.den model was dvelopcd which was designed toprovide (1) care. awareness and esploration espeneusces for all students, 9-1'!; (2) alternative tela.Mc IkiIIs.OriSCI*d programs for probsble dropouls,9.12 (3) salable skills espedeaces for all students.11-12; (4) guidance and cov....$"g concurrent withinstruction and skill development for ,ill studenus,9-12 (5) avenues for utilization at all levels or thematerial and human resources of the school andeommtmity and (6) placement and follow.up .vices for all school graduates and leaven, 9-12. Sev-eral dissemination activities were conducted.Evaluation efforts focmed upon student anddemonstsadonlreplicadon product and procem ob-jective.. Through a system of testing. studentachievement was measured by inatrumcnta devel.oped through Florida EPIC (liducation Prcgresa in

Careers) Project. These Instruments focut.d uponknowledge of the economic system, worker iMes.job requkensenis sad Ainctloos, tamereoasldetlng eerie's. acquiring and sasinlalning $lob. 1nvenloy of work 'kills, and .iiirudes towardschool sad esrssls. Student product lnforni.donwis sit. Ssthevcd through qu.sslonnáes sad otherjnstlUment$. (Evaluation esiUhs ate reported foresch of the th,ee demonstr.ilon high schoob. Ain.jov pot1io of thi, document contains .ppsndsdmaterials. lcludlng liii. 01.11 objectives. deacrip.lions of related projects, courses, sad sciMiles con-ducted at the demonstration schoo1 and publicitysad conference materials.) (Bhi)

D169466 C00l3491Ls,rvi'. S$i. Lures. Corps

Tb. 'I..s,lig Sabosi Early' Stnds*tat sc5siin'des and Oplu,ns

Toronto Board of Education (Ontario). ResearchDept.

Spore AgencyOntario DepL of Education.Toronto.

Pub DateNov 7$OrantMMI 1.06.122Noie-216p.Pub TypeReports. Genetal (140)F.DRS Piles- MPOl/PC Flu P....Descriptor''DrOpout Ch ctCdstics. Dropout

Programs. Family Relatiotip, Foreign Coun'tries, Jobs. 'Program Altitudes. School HoldingPoweV. Secondery Educatian, Sslf Coøecpt,'Youth Problems

ld.ntif*essT,ronsoThe Toronto School O5f fiJflSS l4lvjng School

Early (L.S.E.) program, which sHows students un-der age 16 legally to leave school and get jobs. Agroup of 392 studeflhs registered in the programwere surveyed by islephonc in ordev locollect iiifor.matlon shout ti eli characteristics sad opinions. Thedata were sob. used by sdminaivators, trustee. andother penonn.l in determining how well th. pro-gram is meeting studeals' needs sad in planningfuture programs and policies for this popuistion. Itwee found that moat L.S.E. students did not likesome or sil aspects of school. Many wanted in quitbecause of famnilyor personal problems, or for flnan.cisi res.ow. About 40% were unemployed at thelisa. of the interview, inually beca*e liters were"no jobs available," Of those who worked, most saidthey liked their jobs better titan school. (Au-thoriBP)

ED169414 cSoo4114Ca,ar,r Nasrcy !Ia

A Program 1., usIng s.d Lgiags Dmel.p-A* AdoptWs Cuide

Ponlsnd Public Schools. OreS.Spans AgencyOregon State Dept. of Education,

Salem.Pub Date-76Note-66p.; Reading sad Language Program Re-

cord.' may not reproduce well due in small rypeAvailable fromSpecialist. Child Service Center,

220 Nonhesst Beech Street, Portland. Oregon97212 (53.00 pope)

PubType Reports- Descriptive (141)GuidesNon.aaa.room (055)

Document Not Araluabi. from EDRS,DescnpsofiEnpliih fnslructf cmi, 'Language In.

,tructlon, Learning Difficulties, LearningDtubdmlies. Primary Education, Program Ad-ministration. Program Descriptions, 'ProgramDevelopment, sProgrsmed Instruction. ProgrimGuides, 'Program Planning. 'Reading Insuuc-tion, 'Remedial Programs

ldentilleisMcmiterey Language Program. Mon.terey Reading Program, Project SAILS'Project SAILS" (Symbolic sad lnnov.ilve Lan-

guage Systems) Is a special program developed bythe Portland, Oregon, public schools for trainingteacher, so work with children who hove leasningaod reading difficulties. Teachers are Inatructed Inthe useof the Monterey Resdingand Language Pro-gram', highly structured and highly accountableleanting programs thor 'track" each stud.nt's dailyperfonnance to ensure regular progrens In languageand reading ability. The manual that developedfrôm "Project SAILS" i lntcndsd to serve as aguide o this new educational concept, sad so kelpothers replicate the sctudliss that the Portlandschools have successfully used. The msnual outlinesthe methods for obtaining the programed materials,training support personnel, .std developing learningetnierl to give more children fast, effective remedialhelp. Appendise, in the manual provide a pric. list

for the Monterey program, slstistieu from Montereyreading program sites, and performance grapha for"Project SAILS." (RL)

ED 169 491 CS 004 752Zealsades .1 Ore.. I76.77: An Evelsatle.

Bjsts. Rsport as Pg Pragram. d Read.lug AthM.saI P.1 IA ..,.

District of Columbia Public Scho4s. Washington.D.C. Dept of Research sad Evslusilon,

Pub DateJan 79PJote-49p.: Pot related document, lee ( 004 153Pub Type Repoils. Research (143)EDIS Piles. MPBl/P2 Plus Posesa..DescriptsnD.ta Collection, Elementary Educa-

tion, 'Reading Achievement, Readlng Improve-ment. 'Reading Programs, Reading Research.

Resdlng Skills, Studeat EvslustionIdentll'.eisDlattIct of Columbia

This document. prepsr.d by the Evaluation Sy..tern of the Public Schools of the DIstrict of Co.lumbla,summailzes the resultaofsnslyses of factorssifecting reading achievement for elementary itu-decisfortheyearl976.77.Italsoprovideacompasi-sons with results obtained from analyse. of the1975-76 data. It Includes the purpose and scope ofthe study. including objectives, data collection anddata, limitations. and definitions, some benchmarkelrarscierislicl of classes and reading programs in'chiding percentage of pretest and poettest readingobjectives meatered. number of levels of prescrip.live reading tests used In classes, class size, averageabsences of students, class holding rate, percentage.of males sad fcmsiee, and types of reading pro.grams. lictoes sifectiag the schievement of readingin classes, factors sffectin.s interest in readIng inclasses, initial evaluation of selected types of read-ing programs: and conclusions, including readingachievement end testing, Interest in reading, andevaluation of selected types of reading pr ogr.ma.Appended are replicas of he elaasrooml,tudentbackground form and of the reading program form.(Ii)ED 169 492 CS 004 753ETIluatiss of Outco.t., 191d-Th A* EvaluatIon

Spits. RupeeS on Rending fl.,.s sad Read-Ing AthIs,e.est P.1 hA Teesl Rapest

District of Columbia Public School.. Washington.D.C. DepL of Research and Evaluation.

Pub DateMar 79Note-203p.. For related document. see ( 004

752; A number of pages In the appendises may notreproduce well dime to small or light type

Pub Type Reports - Research (143) - Reports -Evalustiv (142)

EDRS Pete.. MPO1/P9 Plus Posing..Deactiptois' Data Collection. Elementary Educ.-

lion, Program Evalustion. 'Reading Achieve-ment. Readiutg Improvement, 'ReadingProgiama, Reading Research. 'Reading Skills,'Student Evsluat&on, Technical Reports

IdentIfiersDistrict of ColumbiaThis document, prepared by the Ev.lualion Sys.

tern of the Public School. of the District of Co.hambia. is the technical report of the results ofanalyses of factors sifecting reading schievementfor elementary students for the year 1976.77. Theehsptes$ 'include a discussion of the purpose sadacope of the study; the methodology used; eharac-teristics of the 1976.77 elasaea results based onregreallon analyses, evslustlo.s of reading pro.grams in each grade level: and conclusions concern-ing reading achievement sad testing, interest inreading, and evsluation ofselected types of readingprogrims. Included are replicas of 'he elasarooml.student background form end the reading programform- (Ii)

ED169613 EAOI16O4Ryan rfr W Sckmmdt. Na,tlstMnsts,y Laamin Theory, Rses.c sad Do--n.Ontario DepL of Education. Toronto.Pub Date-79Note-169p; Appendix may not reproduce clearly

due to small printAvailable fromOntario Government Bookstore.

1*0 Bay Street, Toronto. 0nirio, Canada M7AtL2 ($2.50)

PubType Information Analyses (070) ReportsResearch (143) Reports.Descriptive (141)

WRS Pits. MPO1PC1l7 Pins Posing'.DescriptoisAd.inisuator Attitudes. Elementary

Secondary Education, Foreign Countries, GroupInstruction, Instructional lnnovation. UteratureReviews. 'Mastery Learning. Program Descrip.

a-)

Documeat Resumes 15

tions, Questionnaires, Surveys, Teacher Atli.tudes. Teaching Methods

IdetlflersCanada, '('ijcego Mastery LearningReading Program IL,Msstesy Learning In SocialStudies Project SCMastery learning Is a group-based. teacher-paced

instructIonal strategy. Because It I. also committedto eriler*on.referonced evaluation and so a strongemphasIs On feedback and correctives throughoutthe learning eaperience, It Is often confused withcompetency-based educatIon. IndivIdualized In-sunction. and related Innovations. Mastery learningdepends on Ave basic componenla fornisl specl&.s.lion of cognitive objectives, division of course con.tent and objectives Into Instructional units.forniativeldiagnostic evaluation, correctIve orremedial instruction, and criterion-referenced sum-mative evaluation. A review of the research revealsthat mastery learning significantly Improves studentacquisition of cognitive skills sad reduces the vsrls.billy in achievement within the group. Increasedretention and transfer of learning sad student atti-tudes sin also IndIcated, Teachers and '4tra-ton using mastery learning strategies find theplanning procs. der"-'diag and recommend deve-loping the process a unit at a lime. This documentdiscusse, the theory, techniques, sad 'implements-lion of meatery learning suitegy; reviews the rele-vant literature; and discuses two programs In whichthe strategy he. proved succesl: the ChicagoMastery Learning Reading Program sad the Cain.den. South Carolina. Mastery Learning in SocIalStudies Project. A substantial reference section andan eatensive sppend&x (including sample units frontthe Chicago program) conclude the document. (Au-thorlPD)

EDl69722 EC114582Pag* Srm.Iej. AO,lzsdo.al Msasal for a Public School-Isd

Te.ther Internship Medal in Soppls.ausa

Montgomery County Public Schools. Rockvillc.

Spons AgencyBureau of Education for the Hand-icapped (DHEWIOE). Washington. D.C. Div. ofPersonnel Preparation.

Pub Date-77GrantG00750102gNote-372p.; Some light type may nor reproduce

clearlyPub Type-- Guides - Non.Cls.sroom (055) Re.

ports. Descriptive (141)EDRS Piles - MPBI/PCIS Plus F...L,,.DescriptorsAdclescenis, Community Resources.

Conference Reports. Curticuluni. HandicappeilChildren. Inservice Teacher Education, 'Insuuc.lion, Manual,. 'Models. Program Evaluation, Sccondary Education. 'Teacher InternsThe manual discusses a school-based internship

model for the preparation of teachers of hsnd-capped adolescents. The Ant section of the orgoni.tatloosl manual describes the need for andattributes of the acimool lued model (the MarkTwain Teacher Internship Program). The bssic mis'alerts of the program arc de'crlbed as preparing ad-ditional personnel and providing a publicschool-based model for graduate teacher training 'insupplementary education for atudenti with learningand emotional difficulties. Section two offers Infor.malion to demonstrate one program's Implementa-tion of the model, and ii divided Into the followingparts: goals giid foundations, organitatlon and man-.$ernenI. turriculum, instruction (inservtcecourses), instruction (prscticum), Instruction (elec-tive projects), instruction (orientation so com-munity resources), recruitment and selection.program evslustion, and program funding. The thirdsection contains the proce.4. results, sad con-clusions of a regional conference in consider aprpllcatlott of the model to other setting.. It isenplaiocd that conference participants perceivedthe public school-based model generally applicableSo rural. suburben. and urban settings. (Au.thorIPHR)

ED169754 FLOlOh2lKamnan. floe, Comp. Kmarn Max. Comp.Guldslkos for O.t..f.Sthool Caudit in Peseig.

TseJefferson County Board of Education. Dir1'eJ.'-.'.

Ms.Pub Date-7gNoteSIp.Pub Type-- Guides. Non-Classroom (055)

16 Deconient Resumes

EDRS Peke MPOI/P003 Plea Postage.DescriptorsCultural Awarano. Cultural Educa-

tion, Cultural F.echenge, "Foreign Countries.Guideline*. "Nish School Students, InstructionalTrips. International Educational Exchange. "Re-name. Guides, Second Language Leonine. "Stu-dent Exchange Programs. "Study Abroad.*Tourism. Transportation. *TravelGuidelines for outof-school credit in foreign

travel through the Foreign Study Program for highschool students are presented. This program ts of-fered to high school students in a format that en-compasses areas contiguous to all major curriculumcouncil of the secondary school. The following top -ice are addressed: (I) program goals and objective*.(2) student requirements. (3) prtravel meetings.(4) suggested curriculum assignments, (5) suggestedposttravel evaluation, and (6) calculation of hoursfor credit. The section concerning teacher responsi-bility in planning travel includes the following top-ics: (1) securing competent travel agencies, (2)information on travel mane (3) service* andcharges of travel agencies. (4) tranaportatioa andhotel reservations, (5) package tours through travelagencies. (6) group tours through travel agencies,(7) description of facilities. (8) cancellations, (9)charter flights. (10) questions to ask the travelagent, (11) orientation. (12) insurance, (13) travelfees. (14) panicipation agreement, (15) changes initinerary and travel fees. (16) terms of student par-ticipation. (17) notice to school and board of educa-tion, (18) selection of students to travel. (19) whatto wear. (20) what to do in case of injury or sickness.and (21) evaluating foreign Onstage programsabroad. (SW)

ED 169 906 IR 007 178Seedy Skills Related to Kieran Use: A K -12

Cordoba. Gelds for Teachers and Librarian.Hawaii State Dept. of Education. Honolulu.Pub DateJun 78Note-231p.: Legibility varies due to use of colored

paper in the original documentPub Type Guido Classroom Teacher (052)EDRS Peke - MVO' Pia Postage. PC Not Availa-

ble bee EDRS.DescriptorsAdministrative Personnel. Cur-

riculum Guides, "Curriculum Miming. "Educe-decal Resources. *Elementary Schools.Kindergarten, Librarians. Library Guides. 'Li-brary Skills. 'School Libraries, 'SecondarySchools. Study Skills, TeachersThis senate curriculum guide identifies certain

skills students in kindergarten through grade 12n eed to become independent in the me of informs.Venal resources. and provides a sequenced eon-home of Weary study skills to be taughtsystematically. with esamples of objectives. activi-ties, resources. and evaluation methods. Since this isa planning document for school edministrators.teachers. and libnuiens, each school will need toplan an articulated curriculum based on this guide inorder to meet its own needs. The major areas co.eted include identification. selection. and locationof a variety of resources. use and application of re-sources. and the production end appreciation of re-sources. Pan one of the guide covers the sequentialdevelopment of study skills related to library useand the relationship of the instructional objectivesto state performanee espectations. Part two pre-sents instructional objectives, suggested activities.suggested resources, and evaluation methods for li-brary skills development at the primary, upper ele-mentary. intermediate, and high school levels. Theappendix lists available resources for teaching li-brary skills. (Author/CWM)

ED 170 051 PS 010 558Banta. Nancy It And OthersPereeptIons of Parenthood mid label Develop.

mast: A Comparison of the Views of High SchoolStaines, College Students, mid &meant Paoatm

Austin Independent School District. Tea. Office ofResearch and Evaluation.

Pub DateApr 79Note-21p.: Paper presented at the Annual Meet-

ing of the American Educational Research As.sociation (San Francisco. California. April 8.12.1979)

Pub Type Speeches/Meetins Papers (130) Re-ports Research (143) Tests /Questionnaires(160)

EDRS Pries - MFOI/Pall Plus Postage.Descriptors 'Altitudes, Child Development,

Child Rearing. College Students, Educational Re-search. "Expectation, High School Students.'Knowledge Level. Parent Education. 'Parent-hood Education, "Patent Role. Parents. Post-secondary Education. Questionnaires, Research.Secondary Education. Self Evaluation, Speeches.SurveysThe perceptions of middle class town* par-

ents. unmarried college students, and high schoolnucleate about parenthood are compared in thisstudy. A survey administered to these groups inAustin, Too, indicated three major results. (1)Parentsto-be are more realistic than students aboutthe pace of development of infants. College studentsare more accurste than high school students on afew items, end females are more realistic than maleson a few items. (2) Parenttbe are more confidentin their ability to care for en infant, even thoughtheir levels of previous child care experience do notdiffer from that of the students. High school stu-dents are more confident in some of their stibnitethan college students, and females are more confi-dent than male* overall. (3) MI three groups cootsome changes in their lives after the birth of a child.they espect to spend less time with friends. cal outless, have more financial worries, but be happieroverall. Parents-to-be expect lea change than col-lege students overall, and college students espectsomewhat lea change than high school students.Thus, parents-to-be were found to have the mostinformation on child development the most confi-dence in their ability to care for a child, and themost positive attitude toward children and parent-hood. It is suggested that these tindinp may indi-cate that parenthood education courses should beoffered in the high schools and colleges to increasestudents' knowledge in these areas and help themmake more informed decisions about whether andwhen to become parents. (The questionnaire used Isappended.) (Author/OH)

ED 170 101 RC 011 328Sroyder. Glean And OthersInvireammol Elaeadoec River Policy sod Proce-

dures.Spots Agencylefferson County School District

R.I. Lakewood. Colo.Pub DateNov 75Nate-77p.Pub Type. Guides Classroom - Teacher (052)EDRS Pelee MFOI/Pan Plus Postage.DescriptorsElementary Secondary Education,

"Environmental Education, Equipment Maine-nonce. Equipment Standards, Experiential Learn.ing. Facility Inventory, Field Instruction. *FieldTrips, Guidelines, Learning Activities, Objecrives. 'Outdoor Education. "Policy. "Responsibil-ity. Safety. Sanitation, Secondary SchoolTeachers, *Teaching Procedures

IdentifiersColorado (Jeltenon County). 'RiverRaftingAccurate as of October 1975, the guidebook esta-

blishes detailed provolone and policies to be usedby all persons engaged in white water rafting tripsinvolving students front Jefferson County(Colorado) Public Schools. and provides a generalguide and set of interactions for anyone planningand carrying out such a trip. The guidelines aredrawn from the latest state and federal informationavailable. from the Colorado Outward BoundSchool, and from the knowledge of many es.Patented river rafting supervisors. The guidebookprovides secondary school staff members who spotssor river rafting activities with minimum safety andsanitation standards (safety restrictions, first aidtreatment, emergency procedures, hand and dishwohing, food and drinking water preps/elks andstorage. waste disposal). Information and checklistsregarding the kind. use, and care of all requiredequipment are included. The book presents AM insievelike* for Ave suggested environmental activi-ties, a sample activity timetable fora 5-day trip, andinstructional sequences for teaching rafting skills.Organizational material includes a preparatorychecklist and time schedule staff criteria, samplemenus, a reading and reference let, and detailedinformation about the condition of several Coloradoriven and their environments. (SB)

ED 170 141 SE 027 603Broths Craig A. And Wen& MOOS Swiss and dm Earth.B rewed County Board of Public Instruction, Titus-

ville, Fla.; National Aeronautics and Space Ad-ministration, Washington, D.0

Pub DateDec 77Note-515p.; Not available is hard copy due to

numerous colored and shaded photographs whichmay not reproduce well

Available fromSchool Board of Brevard County,Instructional Services Div., Project Remote Sous-ing. 1274 South Florida Avenue, Rockledge,Florida 32955 (89.74)

Pub Type Guido Classroom Learner (051)EDRS Price MVO: Pies Postage. PC Not Avail.

hie from IDES.DescriptorsCartography. 'Earth Science. 'PERU-

ronmental Education. instructional Materials,Learning Activities. Natural Resources, Refer-ence Materials, 'Resource Guides. 'Science Edo-cation. 'Secondary Education, 'Space Sciences,Technology

Identifiers"Remote SensingThis document is designed to help senior high

school students study remote sensing technologyand techniques in relation to the environmentalsciences. It discusses the acquisition, analysis, anduse of ecological remote data. Material is dividedinto three sections and an appendix. Section One isan overview of the basica of remote sensing. SectionTwo contains selected readings which report formalresearch in agriculture. land use, geology, water re-sources. marine resources, and the environment.Section Three Is composed of fundamental Ushers-tory exercises which opiate map reading and anal-ysis, characteristics of the visible spectrum. andother genes* areas. The appendix contains supple-mental references. Document includes numerousphotographs and drawings, as well as study guidesafter each chapter. (MA)

ED 170 313 TM 008 329Denny, TerrySome Still Do: Rao Acres, Texas. Boddie I.

Roasted Nersober, 1978. Report *3 toEvalostlea Report Sense.

Western Michigan Univ., Kalamazoo. School ofEducation.

Sports Agency National Science Foundation.Washington. D.C.

Pub DateMar 77Note-133p.; Some light type may not reproduce

clearlyAvailable fromEvaluation Center, Western Mi.

chigoe University, Kalamazoo. Michigan 4900$(32.50)

Pub Type Reports Descriptive (141) Col.toted Works Serials (022)

EDRS Pries MFOI Pls. Postage. PC Not Availa-ble from EDRS.

DescriptorsAcademic Achievement, Case Stu-dies, Caseworker Approach, Educational Needs,Educational Philopophy, Educational Problems,Educational Trends, Elementary Secondary Edu-cation, 'Field Interviews, "Mathematics Cur-riculum, Open Plan Scbools, "ScienceCurriculum, 'Social Studio Units, *Teacher Atti-tudes, Teaching Methods

Identifiers 'River Acres Independent School Dis-trict TX. Texas (Houston)A casework approach study of the River Acres

Independent School District, Texas. is presented.The study is descriptive, not evaluative; end obser-vations are supplemented by quotations taken dur-ing interviews with teachen, students,administrators. parents, counselors, and otherschool personnel. The purpose of the study is todescribe the teaching methods and the K-12 cur-riculum in mathemalics, science, and social science.An introductory section provides background infer.motion shout the urban sees, the school district,administration. rules, planning. parent involvement.teacher and student evalotion, open space design.student preparation, competition, changes in thestudent population, and instructional levels. Cur-ricuium areas are discussed according to educa-tional level: (1) elementary schools; (2) junior highschool; and (3) senior high school. For each subjectat each educational level, information and quota-tions on topics such as problems, tests, instructionallevels, curriculum, and open apace are presented.(MH)

ED 170 332 TM 0011 558Amer. Judith A. Estes. Crary AA Mead for Developing Local Nome with a

Standardised Adilevement Memos lee UN withLocal Program Resifting: Procedures and El-len&

Pub DateMar 78Note-21p.; Paper presented at the Annual Meet-

ing of the American Educational Research As.sociation (62nd. Toronto. Ontario. Canada,March 27.31, 197$)

PubType Speeches I Meeting Papers (i50)pone Research (143)

EDRS Prim M1101/PC01 Pia Poesy.Descriptors"Achievement Tests. Models. 'Norm

Referenced Tests, 'Norms. Program Evaluation.Research Methodology. Senior High Schools.Standardized Tests. 'Student Ability, StudentTesting, 'Test Validity. Time Factors (Learning)

Identifiers"Comprehensive Tests of Basic Skills,'Local Norms. Phoenix Union High School Sys-tem AZThe validity of the Comprehensive Tests of Basic

Skills (CTBS) and problems accented with nap-propriate norms were investigated in eleven seniorhigh schools in Phoenix. Arizona. CTBS validitywas assessed in three ways: (1) correlation betweentest scores and number of courses taken in that sub-ject: (2) correlation between CTBS scoter and local-iy.teveloped criterion referenced tests; and (3)relationship between course difficulty and CTBSscores. A reverse looming procedure was used toobtain a constant mimed comparison group -sgroup which did not increase inability in successivegrades. This resulted in the analysis of time from 631ninth and tenth graders in two Title I schools. Re-sults of the validity studies indicated that comb.tions between CTBS scores and courses taken werehigh for science and mathematics courses, 'own forEnglish vorses. and negative for reading courses.CTBS conditions with locally developed testsranged from .38 to .43. Students in more difficultscience and mathematics courses had higher testperformance. Regarding the used reverse writing.no clear pattern of differences emerged between re-suicted and nonrestricted norms. (GDC)

ED 170 370 TM 008 953Hoorn Crary DA Comparison of Title I Achievement Rinke

Obtained Under USOE Models Al. CI and aMilted Model.

Pub Date-12 Am 79Note-12p.; Paper presented at the Annual Meet-

ing of :he American Educational Research As.sociation (63rd. San Francisco. California. April8-12. 1979)

Pub Type Speeches/ Meeting Papers (150) Re-ports - Research (143)

EDRS Price M1101/PCO2 Plus Postage.DescriptorsAcademic Achievement. 'Achieve.

meat Gains. Age Differences, Arithmetic. Com.partitive Statistics, Educationally Disadvantaged.Elementary Education. 'Equated Scores.'Evaluation Methods, 'Mathematical Models,Program Effectiveness. Reading Comprehension.'Remedial Programs. Research Design, TechnicalReports. 'Test Interpretation

Identifiers"Elementary Secondary EducationAct Title I. Missouri (Saint Levi,). Saint LouisPublic Schools MOThe equivalency of achievement results obtained

under Title I evaluation models Al and CI wasexamined. Data were reading comprehension andarithmetic scores on the Iowa Tests of Basic Skills,administered to fourth. siath, and eighth grade stu-dents in St. Louis, Missouri. The St Louis PublicSchools had traditionally used Model A 1. a pretest-post test design in which the pretest is not used forselection. Model CI is the regression-projectionmodel in which only data on students identified aseligible and served by a program are used to assessthe impact of Title I programs against a statisticalexpectation. The expectation Is derived from a oo.treatment group containing pupils who were eligi.ble, but scored above the cutting score for 'denim.and were not served by the program. Results in-dicated, among other findinp. that Model Cl pro-duced higher estimates at grade 4, while Model A 1produced higher estimates at erodes 6 and 4. Theresults also raised questions about the selection crit-eria used to identify program participants. Althoughthe models were not found to be different, definiteconclusions could not be drawn about their equiva-lence. (Two brief post hoc studies. using non - TitleI pupils and a mixed model, are appended). (GDC)

ED 170 304 1JD 018 188Lovett* Rehm L. And OdteriPanne Perceptions of Magnet Schools as a

Method of Deesgmgetioe.Pub Date-31 Met 74Note-19p.; Appendices may be marginally legible

clue to mall print; Paper presented at the annualmeeting of the American Education Research As.mention (Toronto. Canada. March 27.31. 1974)

Pub Type Reports Rematch (143) Speeches /.Meeting Papers (150)

MRS Moe MVO I /PC01 Plas Poetess.Descriptors' Bus Trensportation, 'Educational

Alternatives. 'Educational Quality. ElementarySecondary Education. "Parent Attitudes. PrivateSchools, Public Schools. Questionnaires. RacialFactors, 'School integration. Surveys

Ideatifien' Magnet Schools. "Missouri (SaintLouis)Presented in this report are the lindinp of two

surveys which were administered to parents of chil-dren attending magnet schools in St. 'AWL Resultsof the surveys. the Magnet/Pilot Parent Question-naire and the Parent Participation Questionnaireare used to illustrate: (1) how parent participationdiffered in magnet, other (nonmagnet) publicschools, sod non-public schools; (2) how magnetschools were viewed as a mesas of desegregation;(3) how satisfied parents were with the quality of themagnet schools; and (4) what differences existedbetween the perceptions of black and white parents,and parents of bussed and non-bussed children. It ispointed out that the results of the surveys indicatethat if educational alternatives such as magnetschools are used. parents of the school communitywill become more involved in educational processesand be more satisfied with the education their chil-dren are receiving. It is also pointed out that thisincreased satisfaction and involvement occur in-dependently of race sod does not appear to be pep-lively influenced by busing. Tables showingstatistical results gathered from the two question-naires and samples of the questionnaires are ap-pended. (Author/ EB)

ED 170 469 CE 019 353Denton, William T Klee& WiE-12 Urban Careee Ethentlea Iambs Project.

Final DeludesDallas Independent School District. Tex. Dept. of

Research and Evaluation.Slums AgencyOffice of Career Education

(DHEWFOE), Washington, D.C.Report No.-5E77.049-8-7Pub DateAug 77Note-34p.; For a related document see CE 019

353Pub Type Reports Evaluative (142)EDRS Price MVO /P002 Plas Postage.Descriptors"Academic Achievement. Blacks.

'Career Education. Community Attitudes, Cur-riculum Development, Demonstration Programs.Elementary Secondary Education. 'Fused Cur-riculum. Needs Assessment. Program Attitudes.'Program Effectiveness, Program Evaluation.School Community Relationship. Stag Improve-ment, 'Student Needs. 'Urban Schools

IdentifiersDallas Independent School DistrictTX. Texas (Dallas)The K12 Urban Career Education Infusion Pro-

ject of the Dallas (Texas) Independent School Die.grin focused on fourteen schools located in the EastOak Cliff Subdistrict, a predominantly (98%) blackcommunity. Conducted in two phases, the projectattempted to demonstrate that through infusing ca-reer education into the existing curriculum. trainedteachers can influence academic achievement ofstudents. Specific activities of the lint year includedthe (Alperin, conduct a comprehensive needs as-sessment; implement inservice training for 25% ofthe school Ma; adept/adopt/develop curriculummodules to be infused into the existing curricula:increase community awareness and involvement inthe schools; and develop a comprehensive man&lion design for the second phase of the project. Forthe needs assessment, a 10% random sample strati-fied by grade was used to obtain data from studentsin grades 7.12. To obtain information relative tostudent needs in grades K6, all elementary teacherswere surveyed. Other surveys included all educatorsin the fourteen experimental sehooh, intact com-munity groups, and principals. Participants in thefifteen stag development workshops were includedio the staff development evaluation, and projectstaff member provided necessary information forthe evaluation of the curriculum identification/.

Document Resumes 17

development effort and implementation procedures.(Evaluation results are summarized for each surveyor component.) (BM)

ED 170 470 CE 019 353Denton William T.E12 Urban Career Edecaflos lassies Project

Mode Amassment.Dallas Independent School District. Tex. Dept. of

Research and Evaluation,Specs AgencyOffice of Career Education

(DHEW/OE). Washington. D.C.Report No.SE77.049-6.7Pub DateMay 77Note-43p.; For a reined document see CE 019

352Pub Type Reports Research (143)

Tests /Questionnaires (160)EDRS nice MP01/11004 Rae Peeing&Descriptors 'Academic Achievement. Blacks.

'Career Education. Community Attitudes,Demonstration Programs. 'Educational Objec-tives, Elementary Secondary Education, "Meas-urement Instruments. 'Needs Assessment.Program Attitudes. Questionnaires, 'StudentNeeds. Surveys, "Urban Schools

IdentifiersDallas Independent School DistrictTX, Texas (Dallas)A career education needs assessment conducted

by the Dallas (Teus) Independent School Disuictfocused on fourteen schools (K-12) located in theEast Oak Cliff Subdistrict, a predominantly (98 %)black urban community. Work already completedby the Partners in Career Education (PCB) Mien,in which the District was a participant, was used forthe foundation of the needs onsesement The 177basic learner outcomes identified by PCE were di-vided into nine learner outcome categories scrimgrade levels K12. Instruments developed by PCE(including a community survey, building leveleducators survey, rued 9-12 survey) were used in theneeds assessment with some modifications. In addi-tion. two instruments were developed and used bythe project evaluation staff (a middle school surveyand elementary school survey). The community andeducator respondents were highly supportive of thebasic temente accrete education. Secondary schoolstudents seemed to relate well to the career educa-tion knowledge instrument. although there wereneeds exhibited in each of the learner nutcasecategories. The vestal need was in the area ofeconomic factors influencing careers, skills in hu-meri Maims, and career information. Middleschool students demonstrated many of the samecharacteristics as secondary students. eased on theelementary school survey, the highest prioritylearner outcomes were those that could be regardedas desirable for a good student and worker. To de-termine academic needs, achievement tests weregiven in grades 2. 4, 6. 8. 9. turd 12. (Survey nitro.meats are appended). 03140

ED 170 576 CE 021 400Crawford George hArkeL CecilExperience Based Career Education at Wichita

East High Sebes* A Mini-Party granolas forYear Two, 1977.711.

Sprats AgencyWichita Public Schools, Kans.Pub Date-30 Jun 78Note-42p.; For a related document see ED 150

245; Research conducted by the Office of CareerEducation

Pub Type Reports Evaluative (142)EDRS Price MPO1 /PCO2 Pies Postage.DescriptorsAcademic Achievement. Career

Awareness, 'Career Education. Educational Ob-jectives. Evaluation Methods. 'ExperientialLearning. 'Program Attitudes. 'Program Effec-tiveness. 'Program Evaluation. 'Program lm-provement. Secondary Education. Self Esteem.Sex Discrimination

identifiers 'Experience Based Career EducationA third party evaluation was conducted to aims

the second year's operation of the Experience BasedCareer Education (EBCE) program at Wichita(Kansas) High School East. The prop= proposalcontained fourteen process objectives *ad twelveoutcome objectives. The status of the process objec-tive achievement was determined by interviewingprogram personnel and examining project records.Outcome objectives were messed by administeringseveral instruments. A pretest-pakten design maused to evaluate the attainment of the outcome ob-jectives associated with academic achievement, self-esteem, career orientation, and sex bias. Aself-administering cheek list /open-ended response

18 Document Resumes

form was used to collect summative impressions ofthe program from students, parents, and she re-source people. Three she visits were also made. AMange in program structure also was evaluated.Students were allowed to enroll in the EWE pro-gram for the entire school year, the first semester,or the second semester. The objective measures ofthe achievement of 19CE program objectives toveiled only minor differences between EIKE andcontrol groups, which are suggestive of =mineachievement of objectives. The thirdparty assess-ment labeled the Natant a success sad cited im-provement made in formerly problematic areasidentified by the (kit year's evaluation (available asED 150 235). (The major portion of this documentcontains appended materials.) (BM)

ED 170 714 CS 004 823A Railing Programa Guile la the Meolgeary

County Polak Schools, LitMontgomery County Public Schools, Rockville,

Md. Dept. of Instnationel Planning and Develop-ment.

Pub Dee-79Note-77p.Pub Type Guides - Classroom Teacher (052)EDRS Pelee - MP01/PCO4 Plus Postage.Descriptors- -Behavioral Objectives. Class Organ-

ization, Curriculum Guides, Elementary Second.ary Education, Program Development, 0Readinginstruction. Reading Material Selection, 0Reed-ins Propams, Teacher Role. Teaching Tech-niquesThe purpose of this publication is to define the

program of kindergarten through grade 12 readinginstruction in Montgomery County. Maryland,schools. It lists the reading objectives and minimumperformance levels and identifies by grade level,those which are to receive the highest teaching-/learning priority. It also contains instruction' fordeveloping. implementing, and evaluating the pro-gram; techniques for identifying belowlevel read-ers; recordkeepins requirements: and a list ofsuccesiM reading programs, a glossary of terms.and the competency -based prerequisites for gala.tioa. (FL)

ED 170 738 CS 004 851Lostolot to Rood through the Ares lassysedonal

Haedbook.Americas Institutes for Research in the Behavioral

Sciences. Washington, D.C: New York CityBoard of Education. Brooklyn, N.Y.

Sass AgencyOffice of Education (DHEW).

PubWahingto7n.D.C. Right to Read Program.

Ding(n.Available from Title I Children's Program: Learn-

ins to Read through the Arts, New York CityBoard of Education. 110 Livingston Street. Room618A. Brooklyn, New York 11201 (S2.00, post-age stamps only)

Pub Type Guides Classroom Teacher (052)Reports - Descriptive (141)

ELMS Paco - MP111 Pies Postage. PC Not Avail*.hie from EDRS.

Descriptors -0Art Activities. 0Cormensatory Edu-cation Programs, Elementary Education. FieldTrips, 0Handicrafts. Multiniedie instruction.Museums, Program Descriptions, ProgramGuides, 'leading Instruction, Reeling Skill'.Teaching Techniques. Theater Arts. °Visual Arts

IdentifiersElementery Secondary Education AetTitle 1. 0Learnios to Reed Through the Arta (Pro-gram). ?Jaime DIffesion Network ProgramsThis instructional handbook describes a program

in which children are taught reading io relation toartistic media. It describes the staff. training, and atypical schedule. Program activities include tradingworkshop on vocabulary instructioo. comprehen-sion. and study alga art workshops on ea ts.puppetry. super B lihn, mixed media, communica-ao arts, drawing. music, photostat/1m Prinalinliins, aniination, dance. painting, theater. and orsand culture of American peoples; and field trips andspecial events. The handbook also discusses parent-/community involvement in the program; describesequipment, inaserma and facilities that are toed;and indicates that *schen are free to create activi-ties appropriate to the sabot the program. Musa-dons of sample materials are included. (T1)

ED 170 Ill CS 502 525Levis, Ileankt J. And OthersSpeeder Pupil Competent:les.Philadelphia School District, Ps.Pub Date --73Note-19p.Pub Type Ouides Classroom Teacher (052)EDRS Price MVOS/PC(1i Plus PostageDescriptors Behavioral Objectives. Casualties.

don (Thought Transfer), Communication Skills,Comprehension. 0 Creative Activities, CurriculumOuidea, Elementary Education, Pronunciation In-sulation. Speech Communication, SpeechSkills

Identifiers-00ml LanguageTo ensure that all of the matins undergirding

pupils' speaking are identified, taught, and rein-forced, the School District of Philadelphia preparedhierarchical listings of skills as esenplified in spe-cific student behaviors. The structured sequence oforal language behaviors are stated operationally andare identified at 14 levels in terms of the followingthree categories: use of oral language (skills deliv-ery) including word usage and pronunciation; com-munication of ideas (comprehension) includingvarious measures of communicative competence;and dramatic speaking (creative) including dranati-moons and tinting activities. (DP)

ED 170 848 EA 011 594Stens. 114s4Problems of School Board Always.Notional Orpuization on Legal Problems of Educa-

tion, Topeka. Kans.Pub Dote -79Note-5p.; Chapter 14 of "Contemporary Legal Is-

sues in Education" (EA 011 580) For relateddocuments, see EA 011 580.581 and EA 011 533.-598 ; Piper presented at the 1978 Annual Con-vention of the National Organization on LegalProblems of Education

Available fromNot available separately; See EA011 580

Pub Type Lesalf Legislative/ Regulatory Materi-als (090) Opinion Papers (120) Speeches/.Meeting Papers (150)

Document Not Available from EDRS.Descriptors Elementary Secondary Education,

0Lawyers. slag Problems. Speecheeidentifiers-03in Diego Unified School District CA

This paper discusses the problems of a schoolboard attorney in the San Diego school district. Twoproblems are idendfied sod diseased: the separa-tion of legal determinations from policy domina-tions and the identification of the client io aparticular situation. The paper concludes that therelationship between the board ad the superintend-eat determines bow adroit an attorney must be andwhere his or her responsibility finally rests. (Au-thor/LD)

ED EN 864 EA 011 616Alexander, Dosotky L.Maas sad Decidoe-Mokin et the Local School

Level.Pub DateApr 79Note -16p.: Paper presented at the Annual Meet-

ing of the American Educational Research As-sociation (San Francisco, California. April 8-12,1979)

Pub Type Reports - Descriptive (141) Spee-ches/Meeting Papers (150)

EDRS Pelee - MPOUPC01 1Plas Pilotage.Descriptors °Cooperative Pleasing. °Decision

Making, Educational Objectives, EducationalPlanning. Elementary Secondary Education.Principals. Program Descriptions, Program Deve-lopment 0Program Planning. °School Improve-ment, Speeches

ldentifies-0Campus Level Planning Project. Dal-las Independent School District TXThe Dalin Independent School District hes tried

to address the problems involved in providing sp-propriate education for diverse communities by es-tablishing minimum long-range goals and annualobjectives in priority subject areas. The CampusLevel Planning Project sod s program to encourageprogram planning at the local school level. Eachparticipating school repaired a planning teamcomposed of the principal, school personnel, andrepreeenistives of the ilommuoity. During the pro-ject's three years of operatioo, twenty-es: ht schoolscompleted program plans. Many other schoolsvolunteered for oakum but dropped out of theproject. A project staff assisted the pausing team*.Major amidships of the experience were hit local

9 4

school personnel do not feel a need to do formalplanning; the planning team approach presupposesboth s propensity toward shared decisionmakingby administrators and a healthy school ciliate; eyetematic planning at the school level is more likely tooccur when planning is tactical as opposed to strate-gic; and school personnel value don for decision-making more than they do for planning. Thegreatest achievement of the program was exposingschool personnel to data sources and training themin utilizing these data sources for immediate instruc-tional and operational purposes. (Author /1M)

ED 170 11611 EA 011 621Maui Iona Meth WolcottAnalysis of Haan Secondary School Discipline

Verlehlse.Pub DateDee 78Note- 288p.; Ph.D. Dissertation, Walden Univer

sityPub Type Dissertations/Theses (040) Reports

- Research (143) Numericel/Quantkative Des(110)

EDRS Pelee MPOI /PC12 Phis PealeDescriptors-0Adininistrator Kole, Community

Relstiona, Correlation, °Crime. Discipline Policy,Discipline Problem, Doctoral Them* DrillAbuse, Parent Participation. Principe's. Ques-tionnaires, School Community Relationship,0Schooi Size, Secondary Education, Smoking,Stealing, Tables (Dais), Truancy, Vadalism

Identifiers -- HawaiiIt was the intent of this study to examine student

discipline problems in twenty-one high schools onthe island of Oahu in Hawaii. Literature was re-viewed concerning the youth revolution as it affectsstudents in Hawaiian public school" and concerningdiscipline problems unique to Hawaiian publicschools. Data were collected through a question.mire administered to selected students, terehers.and school administrators. Principals repor tru-ancy as the most frequently occurring proble.

vandalism, smoking, and drug use weremarked by most principals as occurring either "fre-quently" or **occasionally." Fighting and disorderlyconduct occurred with moderate frequency. Princi-pals reported eight teachers had been assaulted bystudents in the past year. Brush Area and fires intrash receptacles were problems in almost half theschools. More than half the principals reported ar-son at their schools in the past year. It was estab-lished that s school's enrollment size is positivelycoached with crime rate. No association vmsfound between school-community relations andcrime rate. A correlation was established betweenhigh parental interest in school and low crime rate.Twelve recommendations were suggested, includ-ing that principals ought to have high academic andbehsvior expectations for the school. (Author /1M)

ED 170 874 EA Olt 627Knepp Jolts L. And OthersA Cost Study foe YearR000d Schools la Prime

William County.Virginia Univ., Charlottesville. Tayloe Murphy ine.Pub Date- -Oct 78Note-157p.; Not eatable in paper copy due to

small print used in tablesAvailable frontTayloe Murphy institute, P.O.

Box 6550, University of Virginia. Charlottesville.Virginia 22906 (S5.00)

Pub Type Reports Evaluative (142)EDRS Pace - MPO1 Pins Footage. PC Not Ayala-

be from Enos.DeseiptonAverage Daily Enrollment, °Cost Et-

fecdveneas, 0Dais Analysis, Elementary Second-ary Education, Espenditure Per Student,Operating Expenses. °Program Evaluation.School Statistics. °Year Round Schools

Identifiers-45 15 Plan. Virginia (Prince WilliamCounty)A study of six paired schools in Prince William

County. Virginia. involving schools at the elemen-tary. middle, old high school levels operating ontraditional and on year-round plans, revealed thatgiven established attendance boundaries the schoolswere not operating at sufficient capacity to reducecons through year-round operation. This reportcompares figures for both kinds of program, ad-justed for compatibility, and describes in some de-tail the methodology used in the study. Extensivetables document the data snared. (Author / POD)

£D1701N BAOII6S7A*1e RoniH MeC'ni Korea. C.ree.PV.JICt lar Adept.?. G.0 W7Poetland Public School. Orq.Spo. AiscyOf!lc* of Education (DHEW).

Wt.blnIum. D.C.; Orejon Slate Dept. of Educa'sian, Salem.

Pub Dst.-79Note-1l3p.;hsrtA'lI msybemsqlnsllyIeØle

due to m.a1I printPub Type Guides Non.Clsssvoom O53) -

TesislQucationnelres (160) Reports. DescrIp.th'c (141)

EDRS Pales. MFO1fPCS Plus F.it.,,.Descriproes'Iebav.ot Problems, Classroom

Owdance Program.. 'Counsel1n InstnictlonalPrograms Elementary School Student., Elemea'tary Secondaiy Education. Ew Edu.cst,On. 9ntervenuion, Outdoor Education.Program Decriptiotu. Program Guides, Quo..lionnaire,

ldenliflersPortlsnd Public Schools OR. 'ProjectRingetProject Ringer as progrum providing. eomblna.

tion of classroom study. outdoor survival, end envi.ronmenial education to students having difficultyadapting to suuctured learning. The progrem hasthree unique Iheturest ft tries to reach younger cliii.dren then moat programs for "reluctant leamets"; ftprovido. sUective counseling organised aroundstrenuous physical activity, end It operates esa sup-plement to classroom instruction, iavolving theclassroom teacher end svoldiizg lIt. stigma oltenassociated with removal of the student from theclassroom. Goals of Project Ranger include improv-ing nigalive student behavior. improving studentself concept, providing students with skills to enbasic. adult end peer relauionshsps, .nouivsting ca.demic improvements, md providing studentsopportunities to develop leadership skill.. Having,crv.d 120 studentS per year for four ysirs .1 theelementary level, the program is now being conaid.tred for older ,tudints as well. This document ad-dresses those considering adoption .1 the program.end covers plsnning (process objectives end tasks.nansgem.nt structure design, bodgiting. endfacility and transportation requisen.entsk jut-plemenialion (proce.. objectives end tasks. andonentstion maiethls) stillIng iisin.q procedures.staff qualifIcations, end loservice etaterid.): studentselection; snd project evaluation methods. Appen-dices include job descrtptions. sample eurviculuetoutlines, student ref.rrsl and selection form., andproject evaluation forms, (AuthorPGD)

EDI7O91S EAOL1 676Ljt'Se. James H.Resource Minced.. Proodersa VI.wed Proa

WIthin the Adml.lsfratk. Structure .1 LargeUrban Schools.

Pub DatelI Apr79Note-25p.; Paper i,eesented at he Annual Meet-

lag of She Amacsn Educational Research As.sociation (San Francisco. California. April 9-12.1979); Not available in psper copy due to lightprint of osiginal document

Pub T,pe SpeecbeslMeeting Paper, (ISO) -Opinion Pspets (120)

EDAS Pit... M Pint Pustegs. PC Not Arabs.hi. from EDRS.

DescriptoesDudgeting. Educational Finance.Educational Resources, Elementary SecondaryEducation. Principals. Resource Allocations.School Administration. Speeches

ldentiltetsPhiladelphiia Public Schools PAAs one considers the almost incredible array of

guidelines, regulations, requirements, and contractprovisions affecting the allocation of the localschool's resources, one must wonder how itis peed-ble to conduct the business of the school at all. timeIs not traditionally considered a resource, end localschool sdministtaton are rarely trained in usingtime resources sell. particularly in the ,chedul'mgand rostering process. This is unfortunate. sinceteachet)' work tim. is the resource moat dearly tnt-des the sdministrator's control. and may also be themust significant educational resource when usedwell. This docwnent providesabrief overviewof thelocal school sdminisuaior's role in resource slioc.-iions, from the standpoint of one administrator inthe Philadelphia public school system.sad regulatory constraints and the problems often.ted office control are touched on. Appendices 'dltis-irate documenia used by Pbilsdelphis's local schoolsdm'uiiitrstoci in school-level budgeting. (Au-thorPOD)

ED 170917 EA 011678Eitgirm R4CISSJd Mllhd'P.,t, Paslidpsita. In lbs 1979 Tsathar

N.sWsaes In PhiladsIphIar Tb. PolitIes .1

Pub DaIsApr 79Nota-44p.; Ppsr presented at the Annual Meet.

log of the American Educstlonal Research As.socistlon (San Prancisco. Callforisis, AprIl 9.12.1979)

Pub Typo TestsQuesdonnckcs (160) ReportsDescriptive (141) SpeechoslMeeting Papet,

(ISO)IDES Pit.. - MflI/PCDJ Pins Psi..DeucriptoreCltleen PanIcipallon. 'Collective

Bargaining. Community Influence. CommunityInvolvement, Polltical Influences. Question.nurse. Speeches

ide tillersPhIladelphIa Public Schoola PAThe 1979 contract negotiations between the

teachers sad the school boardof Philadelphia wereImpoctent enough to draw isi four ldcntiflcd types ofthird petty. government official. (notably themayork aeut,al medlutors, community interestgroups (representing political. Anancud. parental.and general public Interests), sod the news media.Th. negotiations took place in £ historical endpolitical contest that affected the amount of influ-cam each thlrd.party group could esert. Of particu-lar significance In thin Inslacce *55 the active roletaken by the mayor, who wus highly conscious ofthe effect £ etfike could hav, on an upcoming citychatter revision electjo that in its turn would deter.misc whether lie could run forathird term In office.This document analyzes the role played by the ma'jot third-party groups in terms .f levels otactivity.of acces. to the negotiations, and of influence. Thehistorical sod political contest sod relevent previ-ous literature sic disci.aed, and documentaryiourco. as will asob.eivstlons made by participantsin sfier.ths-fact interviews Ire used to generate datafor the study. (AutlsorlPGD)

ED 170920 EAOII 681Chive'. Hairy I Lenez Jonstlsss,Rare d Etb*ldty as Paceose In Winalag School

Beard sedew Pr..IcIlng Ethnic Co.pe.Id...1 Csmmu.iSy School Bededa.

Pub DstApr 79NoteISp.; Paper presented at iii. Annual Meet'

ing of the American Educational Research As-socistion (San Francisco, California. April 9.12.1979)

Pub Type Reports. Research(143) Speeches!-Mecting Papers (150)

IDES Pit... MPOIfPCOI PI.sP.stagsDeacnptocaAnslys'n of Vuiance. 'Board Candi.

dates, Boards of Education. Cultutni Factots,Elections. Elementary Secondary Education,Ethnic Distribution. Ethnicity. Racial Diatribu.tion, 'Racial Factors, Speeches

IdentifiersNew York City Public SchonlaIn 1969 the New York State Legislsture decin.

Usliaed the New York City Public SchOol Systeminto 32 elected school districts with a limitedamount of authority over elementary and juniorhigh scboots. The legislation provided for community school boards to be elected by disisict rcsi.dents. An analysis of election results in 1975 and1977 showed that neither the race nor the ethnicityof individual csndidstcs was siinifscanuy correlatedto winning (see ED 152 951). This document re-ports on 5 followup study ezarninlng the relation.ships between the d'$' facial end ethnicbackgrounds, the ethnic character of their districts,and their rate of electoral success, The authorsfound that the percent of candldstes from an ethnicgroup is overwb.lmingly correlated to the percentof that ethnic group in the school district popula.lion. The percentage of school board seats won bywhites tend. to be greater than the percentage ofwhite candidates. while blacks end Hispanics tendto win propostlonalely fewer seats. (Author!PGD)

EDI7ON9 EC1I4S1OJVir. Nancy K And Oilier,Tb. Prsomd.. .1 Learning Disabilidea 3d.,.

Seboeli RemIt. of a Pilot Pr.gr.Spots, AgeecyCllicaio Board of Education. Ill.

Dept. of Research and Evaluation.Pub DateApr 79NoteISp: Paper presented at the Annual Meet-

ing of the American Educational Research As.tociation (San Francisco, California. April, 1979)

Pub Type Reports. Evaluative (142)

.,-. '.1

Documeat Psea... 19

IDES Pales - MPOIfPCSI Pins Peelas.Descrlptii*Autsl Learning, Intervention,

Laanilng Disabilities, 'Preschool Education,Prevention, Propasn Effectiveness, 'ProgramEvaluation, Visual Lesgnlng

ld.ntlflers'At Risk (for Handicap)A pilot program was conducted to determin, the

efficacy of provIding 32 peeschooters st high risk forlearning disabilities with structured. Indlvidusllsedinstruction tosuppleinent their regular kindergarteneaperlences. Sc wars selected on the bed. of deve-lopmental screening sod diagnostic tests. Ss wereenrolled In the V.M (vlival lnput'molor response)or language (suditoty Input.vstbal response) skillgroup. Alter sttendlng the program foe I boura day,4 days a week, for 3 months, S. m.d. significantgains us compared to a control group on the basis ofpee sod post test scores, 1-arge gains were noted byehildrea whose parents were most Involved In theprogram. (CL)

ED170990 EC1l4811Mncjt Desk! IApØ". .15 Th.sn41l Control Stentsgr I.

Early litseveadsu lee lb. Hdiceppsd,Dells. Independent School District, Tea.Spons AgencyBureau of Education forth, Hj4.

icappod (DHEWIOE), Wsshiingtoii, D.C.Pub DateApr 79No*e-42p.; Paper presented st the Anw.sl Meet.

lug .1 the American Educational Researcb As.soc't.tion (San Friacisco. California. April, 1979)

Pub Type Reports. Research (143)IDES Pit... f'fPQj/P PIns Peesags.Descriptois''Developmental DIsabilities, Deve'

lopmental Programs, 'Early Childhood Educe.lion. Eaceptional Child Research. 'Intervention,'Physically Huodicspped. Prsdictlon. ProgramEffectivenesa

IdentifiersProject Kindling Individual Develop.ment SystemsThe effectiveness of the Dali.., Tea.. Project

KIDS (Xindling Individual Development Systems)on the developmental progress .1 17 d,velopmn.tally delayed sod physically handicapped children(sgcd 18 months or lam st pretest) was studied, sodthe accuracy of projections of ehildren!& progressmade byiwofessionak was 'mvd-4 The BsykyScalas of Infant Development, the KIDS Inventoryof Development, and case study data were used toscore projections. Among findinga were that pro-jected scores were reliable and relatively flee ofmeasurement error; thst sampled children madehighly significant pee-post improv.meol that therewas variability In score. projected by eaparta for anygiven child. and that the eatest .1 projected scorevariability differed across children. (SIN)

ED171435 RCOIII9OMatvsre& Arvis Hoz*ia. ChsWineWho Ass lb. Ohadrantsged What ssld We

Do lee Tb..? Tb. Rd.deeahlp .1Ply Vain.bias to Aeblevem..t end So.. leef1.cstssssl P,ugrmi.g. P.bWrele. N.. 77.-40.

Pub Date-78Note-20p.; Paper presented at the annual meeting

of the American Educational Research Aasocia.tion (Toronto. Ontario. 1979): Beet copy avail..

Pub Type Reports . Research (143) -TeslalQuestlonnaires(160)SpeecheslMeetingPapers (ISO)

IDES Palm. MFQlfP(1 Pins Poshspe.Descrtplora'Academic Achievement, Anglo

Americana. Black Studcnti, Community Surveys.Disadvsntaged Youth. Elementary Education,Fsmily Background, Low Achievers, MeucanAmericans. Ps,ental Background. PerfonumnceFactors, 'Predictor Variables, QuesdonnaironReading Habits, Socioeconomic Influence.,Socloeconomic Status, Surveys

JdentiriersAusiin Independent School DistrictTX, Teaas (Austin)The relationships of various different vetiibles

which had been used to define socio-economicstatus (SEE) to schievement for second- and fifth.grade students were examined. Interviews wereconducted with 533 parents scm.s the Austin In.dependent School District to obtain Information onjob status, sge. income, education, sititude towardeducation. amount .1 reading in the home, mobility.time spent watching 'IV, teletiouhip. with theschool, sod the child's preschool, day care end kin.deriartea enpenences. Phone interviews were con-ducted: those parents sot reached by phone were

20 Documeat Resumes

interviewed in person. Th. Initial aasLVsIs was sswnmacy of lb. distribution of the response.. AayItem for which more than 90% of the mepondenteanswer.d the urn. was not studied liother. Eithera calCulatiOn of the correlation cOulhiCiSnhs of sichvarisbi. relat.d to reading achievement Of I caleula-don of the mean reading achievement score. and ananalysis of variance wis conducted for th. remain-ing variables. Results were then merged wIth theachIevement scores on the Calitomia AchievementTest administered the psevtotm year. In summary.the survey indicated that for the school district, themost consistent Indicators of children with lowerschievement were thos. meet "traditionally" usedfor SES-prealel Income. sducatlon,and job listus.Porldentlllcatlon of low SES students foeTltle landother apeclal programs, three mes.ures would be thebest single measures to we. None of the Other vail.-We. ezamln.d was 15 consistently related toschilvement. (NQ)

ED 171 51 SE 027 535Dric Psaiptic. Arithmetic ol Stats. 1.-

New York City Board of Education, Staten Wand.Spoon AgencyBureau of Elementary and Second-

ary Education (DHEW!OE). Washington. D.C.Pub D.te.(78JNotel9p.Pub Type Ouidts - General (050)EDIS Pite. - Mfll/PCOI Plus P.stage.De.cdptoeaDlsgncatic Teaching. Elemenisty

Education, 'Elementary School Mathematics.'Instruction, 'Program Descriptions, TeacherEducation, V.lidaied Programs. 'Workshops

ldentillets'Di.geostic Prescriptive Arithmetic,National Diftinlan Network ProgramsA description of this basic arithmetic program in-

chides en outline of Its goals, feature. contained ina teacher's menusi. ash cards and supplementaryresource niateil.Is, steps involved in the lmplemeu.tenon of the program, and answers to some ques-tions about the program. An outline of the trainingprogram is gIven along with a workshop schedule.Other features of the program described tncludevisrtstion procedures, essential coinniercial matenala. and adoption responsibilities. (hIP)

ED 171 523 SE 027 560E,.Juatia. of Teaching l Lamniag Model. Ice

l Reading. pl.al Report.Creative Research Aisociates, Inc., Silver Spring,

Md.Spoon AieneyDisuict of Columbia Public

Schoob.Wa*hicgton. D.C. Dept. of Research andEvaluation.

Pub DateAug 78Cont,sct-0435-AA-NS.O 8-GANote-24p.Pub Type. Reports - Research (143)EDES Pits. - MNI/Pl P1.. Peetags.Desctiptors'Achievemefd. 'Diageostic Teach-

ing. Elementary Secondsty Education, Evalua-tion, 'Iuiiuuction. 'Mathematics Education.'Program Evsluation. 'Reading. ResearchThe project that this report evaluate, was de.

signed to increase eknientsry and junior high Mu-dent schievement level., competency. andmotivation for schievement in reading and math-etnatios through a competency-based inathenuathaand reading eutriculum based upon utilization of adiagncatic-pceacripulve inainictional method, Thisreport detcilbea the instructional method, theschools, atudenti, and teachers aeMced. the projectobjectives, and the evaluation objectives. The studyconcludes ih.t the effectivenes, of the project can-not be adequately evaluated until it is fully impic-men ted- (hIP')

ED 171 SN 50 010 8301api M.lU-EtcCi.ylc,h. rroJact Fl-

.al Repast.Minneapolis Public School., Mimi. Dept. of Inter-

group Education.Pub DaI.e-76Note-90p.; E telated documents, see SO 010

660461; Not avsilsbk in bard copy from EDRSdue to various ink changes throughout document

Pub Type Reports - Descriptive (141)EDIS Pile.- Mfll Phm F,stapa. PC Not Anus'hi. foe. EDRS

DescriptonChanging Attitudes, 'Cultuial Plural-ism, 'Cuiriculum Development, CuniculumEvaluation. Ed"wiouaI Needs, 'EducationalObjective.. Educational Philosepby. B.doProbisma. Educational Trends, Elementary Sec-ondary Education, 'Ethnicity. 'Ethnic Studies.

Literature Revis.s, Minority Group Children.Multicultural Education, Program Descriptions.School Environment. Social MnbIlIty, Social Stu-die.. Socioeconomic Influences, Student Partici-pation. Teacher Participation. /alues

IdentifiersEthnic Hesllsge Studies Progrim Act.Minnespolls Multi Ethnic Cuniculuin ProjectA report I. presented of the objectives, planning.

sad development of the Minneapolis public ,chooWmulti-ethnic curriculum project, Th. document Ipre.entd in four sections. Section 1 ezamlnes thechange In attitudes toward ethnic diversity and ca-prior.. the responsibility of eduostors to transmitrespect for and encouragement of cultural pluralism.SectIon II reviews Uteitture related to the impact ofthe melting pot Ideology on people of various ethnicgroups snd trace. the inercaaingdrmuid that schoolprograms reflect the entire school community. Sec-tion III eaplains the process of identifying the msjorconceptual themsa which became the basis of themulti-ethnic units. The process included auvveyingteachers asto their priorities for incorporating eth-nic content Into their courses, identifying objectivesand skilli, and selecting concepts and themes appro-priate for various grade levelS. Section IV offors abrief autumacy of the report. The document con-dude. with appendices including key concepts andgeneralizations related to ethnicity and cultural Flu-ThUsm. (DO)

ED 171 611 SO011 693Th. T.athls$ 01 Valaust An Ias.uctls.al Cute..Los Angeles City Schools. CaliI Div. of Instruc-

tional Planning end Services.Pub Date-78Not.-144p.; Photographs throughout document

may not reproduce clearly in hard copyAvailable fronuInstructiocal Planning Division.

Lo. Angeles LJniIted School District. 450 N.Otand Avenue. Room G-230. 1.c. Angeles. Call-forms 90012 (53,35 phn 6 percent tales ton)

Pub Type Guide. - Classroom - Teacher (052)EDRS Price- MPGI PlusPeetags. PC Nut Avella-

his Iris EDRLDescriptorsChanging Attitudes. Cooperation.

Educational Legislation, 'Educational Need..'Educational Objective.. Educational Philoso-phy. Elementary Secondary Education, LearningActivities. Legal Education. 'Moral Develop-ment, Multicultural Education. Problem Solving,Religious Factors. 'Student Attitudes. TeacherRole, Teaching Guides, 'ValuesTo help elementary and seconds,y eleuroom

teachers develop and implement values educationprograms, the document identifies values whichshould be dealt with is school and suggests activitiesto reinforee specific values. The document is pre-sented in four chapters. Chapter I introduces valuesconcepts which shotitebe integrated Into the educa-tion of .11 ehadren, regardless of religious, cultural.ethnic, o philasoghical background. Concepts In-chide Integrity, courage, reaponilbility, juallce, rev-erence. love, and respect for Paw and order.Objectives ste presented for each concept alongwith relevant quotations from well-known individu-als. Chapter ii relate. the schools' responsibility forvalues education to the responsibility of home.church, temple. sndaynagogue. ChaterlI1 suggestslearning sctivitles to reinforce specific values coo-cepis. For each activity, 'wfonnstlon ii presented onae group, resource., objective., and materiel,. Ac-tivities involve students in story telling, analyzingreadings, waiting, discuming, problem solving, dra-matic presentations, and field trips to museums endcommunity organizations. The final chapter aug-jells additional reference material.. (DO)

ED 171 680 SPOI4 310G,eeitbonm, Lcrsard .4S Development A ret or a Stick?Pub DateI Mar 79NoteIp. Paper presented at the annual meeting

of the American Association of Colleges forTeacher Education (C1cago, Illinois, 1919)

Pub Type Speeches/Meeting Papers (ISO) - Re-ports - Descriptive (141)

RDRS Piles - MPiJ1/PI Plus Fealaga.Descriptota'Eknientsry Secondary Education,

Incentive Systems, Iniervice Program., InserviccTeacher Education. Needs Aasmainent, 'Profes-sional Continuing Education, Program Descrip-tions, Program Pg, 'School District.,°Scboot Personnel, 'Staff Improvement, TeacherCenters, Teacher Evaluation

IdectillejiDid, County Florida Public SchoolsA6SSC$dOn of the stsftdevelopment program in

I)'.''-' U

the Dade County (Florida) Public School District iipresented, The remarks focui on many elements ofthe progrsm including needs a.aea.m.nt lot ,lsfftraining, the use of television in variotie capacities,supplementing the capenac of continuing educationfor teachers and admhnietrato.s, incentive systems.presertice educstlon and atudent teachers, teachercenters, school based management for sdmlnlst,a-tots, helpingpersonnel cope withatresi, and teacherevaluation. The program involves capenditures ofappronlmately 512,000,000. (DS)

ED 171 7,1 TM 0C9 389M.,barg N. Joiner And OthersAas.sl Taut Report. 1911-71.Montgomery County Public Schools, ROCkVIIIC,

Md. Dept. of Educational Accountsbility.Pub DaisDee 7*Note-449p.Pub Typo Numcilcal/Quantitstive Dats(l 10)

Reports - DescrIptive (141) Reference Materi-als - Vocabularles/Classiflcaiiors (134)

EDRS Piles - MPGl/PCII Plea F.adae,.DeacriptorsAcademic Achievement, Achieve-

ment Test., Annual Reports. Cognitive Ability,College Entrance Fi-tioos, Cultural Differ-ences. Data Analysis. Bducatiocal Assessment,'Educational Trends, Elementary SecondaryEducation, Functional Reading, Oloeaarles, Re-del Differences, Sea Dilfereo.cea, Student Test-ing, Tables (Data), 'Testing Programs, 'TestResults

IdentifiersCognItive Abilities Test, Iowa Teats ofBasic Skills, Maryland (Rockville). MarylandFunctional Reading Teal, 'Montgomery CountyPublic Schools MD. Tests of Academic ProgressResults are presented, in the form of an annual

report, of the standardized teat pesfonflance of ele-mentary and secondary school student, in theMontgomery County Public Schools (MCPS),Rockville. Maryland. This year, as in the past, thereport Includes an update of the historical record ofcountywide test results on the Iowa Teats of BasicSkill. (ITES), the Cognitive Abilities Test (CAl).the Tests of A'-r-k Progeese (TAP), scores frontthe College Board teat. (CEEB), end the data fromthe Maryland Functional Reading Teat (MPR1).This year, the test report has been eapanded to in-clude: (l)alongitudinal analysis of the test perform-anc, of atudents attending MCPS in both 1976 and1978 (2) a comprehensive report of teat results forindividual schools, including for each school an ana-lysee of longitudinal data end of the variations inlevel of achievement, (3) an analysis of the fourmsjor teats used aystemwlde, discussing what thetest score. mean and important limitations on theirutilization and (4) a glouaiy of technical testingterms designed to assist in mdu,t.ndln this re-port. A breakdown of test results by racial/ethnicgroups and bp sea is also included. (Author/GDC)

ED 171 814 UDOE9 287Ferte.s, Lyuwtre Polk.'. AlesA Scboel.hy.Schsel Reporting System (or the

District of Columbia P.b& Stheelai An Oath..to, Action.

Applied Urbanetics, ln., Wasltlagtca, D.C.Spoon AgencyDistrict of Columbia Citizens for

Better Public Education, Inc., W**IIiDgIOD, D.C.Pub DateJul 76NotelS4p.: For related documenti, see ED 110

590, ED 15* 389, LID 019 28* and LID 019 374Pub Type Repotu - Descriptive (141)EDRS Piles - MPOI/PCOI Plea Paatngs.Descrip*ors'Data Collection, 'Educational As-

seasment, Educational Finanot, 'EducationalPolicy, Elementary Secoodary Education,Equslizatlon Aid, Fin*ncis* Policy. Manage-

ment Information Systems, Needs Assessment,Program Descriptions, Program Pl.g 'PublicSchool Systems, °Resource Allocations, Urban

ldenlillers'Dlsuict of ColumbiaThis report is concerned with improving the re-

source allocation system of public schools in Wash-ington, D.C. It describes the information necemaryfor creating an alternative resource plan end theeibaithtrstive reporting procedures -ecuMy formaintaining øucb a plan. The strengths and weak-nemea of eziating data collection and reportingprocedures are discussed. A school based reportingaystem which integrates existing data collectionays-tems sad provides a flexible, reapottsive reporungcapability Isdeecribed. It us arguod that a school-hp-school reporting system will provide the lnforrna.lion required to assess alttmstivc solutions to the

problem of equalisation of resource allocationsamong school building site. An action plan to facili-tate the development of a school-by-school 'mon-ism num tailored to the inferential needs of theWashington. D.C. school system Is suggested. (Au-&WES)ED 171 815 UD 019 288Creaks Rasmus Alkalies System lee the

D.C. Mlle Schools.District of Columbia MMus for Better Public EE.t

cation, Inc., Washington. D.C.Pub DateJan 77Note-197p.: Pot related documents. see ED 110

590. ED 158 319. UD 019 287, and UD 019 374Pub _Type Reports Descriptive (141)EDRS Trios - MPH /PO/S PIN NameDescriptors --*Dats Collection, Educational Fi-

nance. Elementary Secondary Education, *Equal-isation Aid. 'Financial Policy. ManagementInformation Systems, 'Needs Ammon. Pro-gram Descriptions. Program Planning. PublicSchool Systems. *Resource Allocations. UrbanSchools

Identifiers 'District of Columbia. /lobelia vHansen, Wright DecreeThis volume contains two reports whose aim is the

improvement of the resource allocation system forpublic schools io Washington. D.C. The tint reportis a description of Osumi to be considered and deci-sions required for developing a resource allocationplan for equalisation of aid. Information dealingwith the history of school Spence reform, the specif-ics of the Wright decree, Tine I regulations. andsome of the options available to the thetrict is prov-ided. The second report provide. a description ofthe strengths and weaknesses of cabling data collec-tion and reporting systems, describes a school basedreporting system which integrates existing data col-lection systems. and suggests an action plan tofacilitate the development of a school-by-school re-porting system tailored to the information needs ofthe District of Columbia school sytem. The empha-sis in this report is on the information necessary forcreating an alternative resource plan and the ad-ministrative reporting procedures necessary formaintaining such a plan. (Author/En)

ED 171 852 UD 019 487Morgan. JOWLY M.Project Termination Report A Moan) Promo In

Affective Edurstiou ESEA TineCincinnati Public Schools, Ohio. Dept. of Research

and Development.Pub Date-31 Oct 78Note-123p.; Not available in hard copy due to

author's restriction ; Best copy availablePub Type Reports - Descriptive (141)EDRS Pries - MPH Plus Poston% PC Not Availa-

ble from EDRS.DescriptorsAdolescents. 'Affective Behavior,

Decision Making. Elementary Secondary Educe.lion, Emotional Development. 'InstructionalMateriels, Intermediate Grades. Junior HighSchools, Peer Relationship. Program Descrip-tions. Race Relations, Self Concept, *StudentNeeds, `Teacher Developed Materiels

IdentinenElementary Secondary Education ActTitle IV C, 'Ohio (Cincinnati)The purpose of this project was to develop and

test a model intermediate and junior high schoolprogram in affective education. The results of s Setevey of students, teachers. and parents indicated thatstudents had poorly developed perceptions of them.selves and inadequate skills in forming relationshipswith others. The goals of the project were to insurethat: (I) students would show growth in affectivedevelopment; (2) teachers would be able to assesstheir students' level of affective development andplan and conduct elm activities to help students;sod (3) staff and teachers would produce a modelprogram. Five steal of affective development wereidentified: (1) self concept development; (2) valuingand decision making; (3) peer relationships; (4) aca-demic confidence; end (5) interracial/interculturalunderstanding. The intermediate level materialswere developed at three levels: awreness, involve-ment. and commitment. In the junior high programone set of materials was developed for sal um ex-cept academic confidence. Teacher and studentmeasures were developed to evaluate the effective-ness of the program. Presentations of the projectwere made to professional and community groups.Recommendations were made for more intensivestudy of the materiels and for integration of otherprogram activities into the regular curriculum. (Au-

thor/MC)

El) 171 897 CE 019 458Sakai MI6 AndProject ICE (Impleineallse Caner Edsestleo). St.

Len* bliasousi, Public School% PIM Koslowdm Report.

Comprehensive Evaluation Services. Inc., St. Louis,Mo.

Spool AgencyOffic.c of Career Education(111111W/OE), Washington. D.C.; Saint LouisPublic Schools, Mo.

Pub DateFeb 77Grant-0007502293Note- 201p.; Not available in hard copy due to

faint and broken type; For related documents seeED 132 284, ED 138 786

Pub Type Reports - Evaluative (142) ReportsDescriptive 041)

ELMS Peke MFUI Plu Postage. PC Not Anna.hie km MRS.

Descriptors 'Career Education. Community In-volvement, Curriculum Development, Educa-tional Objectives. Elementary SecondaryEducation, *Evaluation Methods. Failure Fac-tors. laservice Teacher Education, InstructionalMaterials, nonrated Curriculum. Program De-'Meilen% *Program Development, *Program Ef-fectiveness, Program Evaluation. Success Factors,Teaches Workshops

identifiers Education Amendments 1974. Mis-souri (Saint Louis), *Project ICEA final evaluation (two interim evaluations were

previously conducted) was made of Project ICE(Implementing Career Education). which attemptedto infuse career education into elementary and se-condary school curriculum in St. Louis. While theearlier evaluations concentrated on the elementarylevel. this third one assessed the program's *uri-nes in K-12. Areas studied were as follow: teachertraining, curriculum development, community in-volvement, and student outcomes. Each was judgedaccording to hs success its meeting the objectivesestablished for it in the project plan. The evaluatorsmonitored workshops, reviewed curriculum pro-ducts, conducted surveys, and administered pre.and mutest% Fifteen target, one pilot, and fifteennon-target schools were involved, with a sample of2,130 students being tested. It was concluded that(I) My-three percent of the project's objectiveswere met; (2) nearly two-thirds of the objective notmet were student outcomes and the project wasmaul in satisfying its objectives in this area; (3)the project was well designed; (4) the !novicetraining program produced significant results inteachers' knowledge of career education and theirattitude toward the program; (5) classroom infu-sion, while varying from teacher to teacher. wasgenerally increased; (6) written lessons/units on thehigh school level were produced for science, math,social studies, and communication skills and (7) theCommunity Advisory Council functioned very well,and a community resource guide was published.(ELG)

ED 171 914 CE 020 257Mum Robert E Doyle LindaPlecemeat of Junior and Sealer HIM School

Students In Noo-Tradltlowal Career ExplorstloaVspetienees In the Commit!. Plural ProjectPertersumee Report.

Jefferson County Public Schools, Lakewood, Colo.Spats AgencyOffice of Education (DHEW),

Washington. D.C.Pub DateSep 78Grant-0007700100Note- 404p.; Some pages will not reproduce well

due to light or broken type ; Report prepared bythe Division of Career Education

Pub Type Reports - Descriptive (141) Reports- Evaluative (142)

EDRS Pries - MPOI/PC17 Plus Palms.Descriptor 'Career Education, 'Career Eaplors-

don, Community Cooperation, Community in-volvement. *Eaperientisl Learning. Females,Inservice Teacher Education, instructionalMaterials. Junior High School Students. Maks.*Nontraditional Occupations. Program Descrip-tions, Role Models, School Community Coopera-tion, *School Community Program% SecondarySchool Students. Sea Role, Sea Stereotypes, StaffImprovement, Teacher Workshops

Identifier Education Amendments 1974To reduce the narrowing effects of sea role stereo-

typing on the career options of secondary students,a project was conducted using curriculum activities

Document Remus 21

and eaperiestai with nontraditional role models inschool and community settings. The vehicle formeeting this goal was the existing Jefferson County(Colorado) caperiencobased career education pro.gram. Objectivist of the project included (I) estab-lish and maintain community involvement; (2)prepare curriculum materials; (3) prepare anddeliver a staff inservice program; (4) implement theprogram; (5) evaluate the leaning outcomes andproject processes; and (6) disseminate results of theproject. Over 150 members of the local communityserved as resource persona. Curriculum materials,including guidance activities and curriculum unitsfor secondary students, were iwoduced- loserviceprogram. were conducted for 30 teachers. counse-lors, library media specialists, and administrators.The project was implemented during a nine-weekperiod with 110 students at three schools. A third-party evaluation was conducted, with both forma-tive and susumative MU collected; and a brochuredescribing project goals and activities wu dis-seminated. (Student curriculum materials, staff in-service materials, and the final evaluation report areincluded.) (Autitc/LMS)

ED 172 010 CE 021 959mon4Prosers Maw"Crawling mil he Smottimp A Saleable Work SUL

Ompetlea Simakeleo Pocket. Cooks K-lod.Mediae Public Schools, Seattle, Wash.Note-38p.; Illustrations in this document will not

reproduce well; For related documents see CE021 960-964 ; Not available in paper copy due tocolored background

Pub Type Guides Classroom Learner (051)EDRS Prim - b11101 Plee Postage. PC Not Mans-

hie from MRS.Descriptors 'Career Awareness, 'Job Skills,

°Learning Activities. 'Primary Education, *SeaFairness, *Simulation, Teaching GuidesThis teacher's guide for grades K-2 contains dna-

heed work eaperieoces for students using the leolaud skill concept, crawling and/or squatting.Teacher instructions include objectives, evaluation,and sequence of activities. The guide combs pre-tests and poet-tuts with instructions and answerkeys. Three preskill activities are suggested, such as"have each student participate in searching andfinding a picture that shows a person at work."Then, three skill activities are listed, such as simu-lating the work experience of a stock clerk, carpen-ter, or plumber which uses the skills of crawlingand/or squatting. A teacher evaluation sheet fol-lows these activities. Appended are (I) a list ofmaterials needed to assemble the occupation simu-lation packet; (2) pattern for a worker's apron; and(3) three illustrations: a stock elerk, carpenter, andplumber at work. (CI)

ED 172 011 CE 021 960Ripley, KrisColor Discriminant= A Saleable Week Skill.

Goespittleo Simalonea Pocket. emits 1C-2.Highline Public Schools, Seattle, Wash.Note-35p.; Illustrations in this document may not

reproduce well; For releted documents see CE021959.964 ; Not available in paper copy due tocolored background

Pub Type Guides - Classroom - Learner (051)EDRS Prim - MPOI Plan Postage. PC Not Aiello

bk frem EDRS.Descriptors 'Career Awareness, *Color, Job

Skills, *Learning Activities, Primary Education.*Sex Fairness. *Simulation. Teaching GuidesThis teacher's guide for grades K-2 contains sinu

lated work caperieoces for students using the ieohated skill concept, color discrimination. Teacherinstructions include objectives, evaluation, and se-quence of activities. The guide contains protestsand post-tests with instructions and answer keys.Three preskin activities are suggested, such as"have each student participate in searching andfinding a picture that shoos a person at work."Then. three skill activities are listed. such as simu-lating the work experience of telephone factorywire sorter. store clerk, or interior decorator whichuses the skill of color discrimination. A amberevaluation sheet follows these activities. Appendedare (I) a list of materiels needed to assemble theoccupation simulation packet; and (2) pictures ofwater color posters: telephone factory wire sorter,store clerk, and interior decorator. (CI)

22 Document Rernmien

£D172012 C2021 961HlsenoL JeanMee..hIteg I. Sequanon A Sal-9i Work Skill.

Ocmp.des Shesind.. Paths. Credos 3sd-41hHigbline Public School., Seattle, Wash.NotedPp; IIlintiat*ons lit this documcn* will not

reproduce well; Foe related documents see CE021 959.964; Not available In piper copy due tocolored background

Pub Type Owdes . Classroom. Learner (051)LORS Fries MPU1 Plea P.sts.s. PC Not Avails.

his Item £DR.Dcscrlp*osaAssetnbly (M.nultctuñng), Catcer

Awareness, Grade 3. Gisde 4, Job Skill..9anting Activities, Sea Fainiesa, Siinulation.Teaching Guide.Ihi. teacher'. guide roe glades 3 and 4 contains

aitnuluted work eapetiences for students using thei.ol*ted skill concept . assembling in Icquenee.Teacher inwucions include objectives, .vslu.uon,s.d sequence of actistlice The guide coni.ins pre.teats s.d post.tests with instructions and answerkey5 Three pie-skill activities are suggested such as"define the word, work, job, skill and cmbling Insequence in preparation for the simulated skill aclivity." Then, a skill activity is lisled "assemble Insequence eight unsatembled slams following pdntedleaUvctions.' Aseenibling activities Foe kern, .uchusbsllpoint pen, bicycle reflector, end pailhtfoller10110w.. A cacherevsluadonsheet is included. Ap.pcnded arc (fla list of materials needed to assemblethe occupation simulation pckel and (2) picturesof waler coloe posteeg assembly of a p.uflroller,waler color paint set, and a ballpo.nt pen. (Cl)

£D172013 CE021962Th". hickQ'sdvtty A Sulr9i Week SkIll. Oampede.

Slmsladb. Packet Grad.. 3,d-4tb,Hlghline Public Schools, Seattle, Wash.Not.-479.; IllustratIons in this document will not

rtproduce wdll For related documents see CEOil 959-964j Not available In papercopy due tocolored background

Pub Type Owde.. Classroom Learner (051)EDRS Price. rulPOl P1.. Pos PC Not Avalla.

his Item EDRS.Dptor,°Carcer Awareness, °Crcalivity,

Gmde 3, Grade 4, °Job 5kW,, °Lcaniig Aclivi.lies, °Sea Fairness, °Siniulatioo, Teaching GuidesThis teacher's guide For grades 3 and 4 conlalits

simulated work espeneace, foe students ning theisolated skill concept . creativity. Teacher mstruc-

cludeobiectivesevsluatio.. and sequence oractivities. The guide conisirts pee-teats and poet.tests with insirections and answer keys. Two pee.skill activities are suggested, such es define thewords job, work, skill and creativity in preparationFor the simulated .kill actiuny." Three skill activilicaarc hited roe the jobs of printmaker, puppeteer, andweaver. Student direction sign, sad station signs aresupplied foe theseactivitles. sloeg with optloal ad-ditional activities. A teacher evakation sheet is in.

eluded. Appended Sf. (1)1 list of materials neededto assemble the occupation simulation p.ckel and(2) pictures of waler color pc.*ere' weaving ictivi.ties, puppeteers. and a paint design depsrun.nt.(Cl)ED172014 CE021963L.er. Dennis W.Oral P.manslo. A Week Skill. Occups.

U.. Simsiado. Pstk.t, G.aOos Sth-61k,Highilne Public Schools, Seattle. Wash.Not.-47p.; The illwIta*ion, at the end of this

document will not reproduce well; For relateddocuments see CE 021959-944; Not available Inpaper copy due to colored background

Pub Type Ouid . Clasaroom. Leaner (051)IDES Piles. MPS1 ma FusIng., PC Not Avalla.

lie Ito. IDES.Descriptors°Csreer Awareness, Grade 5. Grade

6, °Job Skills. °LeamingAetivitios. °Sca Fairness,°Slmulation, °Specch Skill.. Teaching GuidesThis teacbe?aguide contains simulated worker-

pcne.cea rot 5th and 6th gisde students using theisolated skill concept. oral petaun.loo. Teacher in-

strisctloo, include objectives, evsluathon, and se.quence of activities. The guide contain. pie-teatssod post.tesas with inalsuctions and answer keys.Two pre-skill activities as. suggested, sucb as "de-fine the words job. work. skill and Oral pee.uaaion inpreparation Foe the simulated skill activity." Fourskill activities are listed for the jobs of trial lawyer,vsdioeonauncer, sod doce-to-door salesperson. Ac.deity cards, record cheats, and scripts arc supplied

For these activities, slong with optionsl additionslactivities. A teacher evaluation sheet is included.Appended are (1) a list of materials needed to as-semble the occupational simulation packet and (2)pictures of water color posiera: a lawyer, radio .nnouncer, and a .ale.pe,son. (Cl)

ED 172015 CEO21 964Kennedp Helen.Floss Cnoke toCarpattern Messesing. A Saleable

Week Skill. Occupation Slumledos Packet.Grades Stb-6tb.

Higbline Public Schools, Seattle. Wash,NoteSIp.; Illuatrationi in this document will not

reproduce well; For related documents see CE021 959.964;Not available In papercopydue tocolored background

Pub Type Guides. Claseroont. Leaner (051)IDES Piles. MPO1 Plus Poesage, PC Not Avail..

lie Itnat IDESDeacriptoes°Career Awareness, Orade 5, Grade

6, °Job Skills, °Learning Activities, °Measure.ment, Sex Fairness, Slinulation, TeachingGuideSThin teacher's guide contains simulated work ea

penences Foe Sib and 6th glade students using theisolated skill concept. measuring. Teacher instnsc.lions include objectives, evslustion, and sequence ofactivities. The guide contains pie-tests and post.tests with instiuctions mad answer keys. Three pee-skill activities are ...,,ed , such as "define thewords job, woik, titilt sad measuring in preparationfor the simulated skill activity." One skill activity islisted: measuring such objects as patterns, dcsks,and shoe sizes. Student inatnaction sheets For suchjob. as garment maker, employment counselor, andshoe sileapeeson are supplied, hong with optionslrelated project.. A teacher evaluation sheet is In-cludcd. Appended are (1) a list of materisls neededto assemble the occupational simulation packet; sad(2) pictures of water color posters. employmentcounselor, pnnent maker, and grocery storemsnagcr. (Cl)

ED 172020 CE022 091lb. V.110w, Eisa i..d Rod Eosk. A Col)scSIo. ofSt.T Aetlalds. Davdepsd by s.d for

T.aths.s 14,10 BaIp lapsed St.da.W Awuse.ness of TrudlatamI Sea Role Stereotyping.

Hlghline Public Schools. Seattle. Wash.Spouts AgencyOffice of Career Education

(DHEWIOE), Washington. D.C.Pub DateSep 76Contssct-300..71.0303Note-56p.; For a related document see CE 022

091 ; Pans may not reproduce clearlyPub Type Guide.. Ciaasrootn . Teacher (052)

5 . MPUIIPIYi Pin. Pae*ag,.DcscnplorsCareer Awarenesa, °Career Educa.

lion, °Discussion (reaching Technique), 0Ele-mentasy Education, Individual Characteristics,Interpersonal Competence, Learnlng Activities,Sex Fairnum. Sez Stereotypes, Teaching

Guides, Vaild.a..d Programstc.her's !uide contains ahor*.Iexui activities

aimed at espandrog 1-6 grade atudents' awarenwoFattitudescnncenthtg Usditiooslsex.role atereoty.ping. Subject areas are language arts, social studies.career education. mathematica, sad physical educa-tion. Activities are divided into 10-20 minute, 20.40minute. sad 40 minute plus activities. Each activitylists objectives and teacher and sliudent inwuctions.Sample titles include "Mt Hammers Just for Menor Are They For People?', "Time Capsule Letter,"and "Research Project. Favorite Television Pta-grams." The appendix includes definitions of suchterms as work, role, and skill; Fourteen facts onwomen workers, and listiep of supplementasy re'sources such as bibliographies, pamphlets. booksfilms, multi-media kits, records, and game.. (Cl)

ED 17209* C0013 540Guide... I. Ike High Sob..!.New York City Board of EducatIon, Brooklyn, N.Y.

Dlv. of Educational Planning and Support.Pub Date-7$Note 1339.Available FromBoard oF Education oF the CItV of

New York, Publication Sales 011Ice, 110 Uving.st.00 Street, Brooklyn, NY 11201 (14.00)

Pub Type Otides. pfon.Claaaroom (055)IDES Price-MYOl ma Z'satags. PC NOt Availa-

ble Its. IDES.De.ctiptovaAriiculation (Program), Career

Planning, C000wiseling. College Bound Students,°College Preparation. Coopetive Education,Exceptional Child Services, °Ouid.nce Programi,

-. ...J

Guides, °High School Students. Occupational As-piration, °Pupil Personnel Workers, SecondaryEducation, °Sccoodary School Coun.elors, Voca.tionsl Counseling

ldentifl.rs°Ncw York (New York)This bulletin, a project of the Division oF Educa

tlonsl Planning and Suppon,is designed to assist thehigh School counselor and other members of thepupil personnel team in offering a diversified pro.gram oFserviees to meet the needs oF students in theNew York City public high schools. In view oF thecurrent educational, sociological and economictrends, the emphasis oF this manual is on the cowisclor's pivotal role Ia developing student decision.making abilities concerning csrecrlcoticge choice,personal growth and ultimate Wcaeyle. Omnibuscounseling is a suggeSted model For achieving thesegoals. The manual also i. concerned with hiunanis.tic education, drug prevention counselIn, educe.don of the handicapped, vocational.iechn,cal highschool programs, and the rights and responsibilitiesoF high school students. (AtidiorIPJC)

ED 172 201 CS 204 846Flfwinsut, Myron Fowk, Eloise

Elameasmy Sl.de.ts' Wrftin( Skills,PsblksU.. N.. 71.74.

Austin Independent School District. Tea. Office oFResearch and Evaluation.

Pub DateApr 79Note-23p.; Psper presented at the Annual Meet.

ing of the America. Educational Research As-sociation (San Frincisco, California, April g.l2,1979)

Pub Type Reports . Research (143) -Tcsts/Qucstiocn.ires (160)SpeecbcslMeeiingPapers (150)

IDES Pus. MPUIIPOf 1 Plea Pasing.,Dcscriptor*°Cowpcsitioo (Literary), Elementary

Education, Elementary School Students.°Evslua*ion Methods, Measurement Instruments,Progrint Evaluation, Student Development,°Student Evaluation, °Witting Skills

An instrument was developed For use in theevaluation ofapilot program to improve the writingskills of elementary school students in the Austin(Texas)_Independent School District. Called the"Asu.,.,evt or Witting Skills" (AWS), the insult-went writing maturity, productivity, andwriting mccbaoicsby collecting a hIisticevsluslionand such Frequency counts as total Words. percent.age of words spelled correctly, total sentences, sent.ence length, total correct punctustbona, percentageof correct punctuation., total correct cspitalizs.dons, paragraph usage, number of modifying words,and sentence usage. The AWS wa. med by threeraters to evaluate 26$ second through filth gradestudents' descriptive writing _ amp'rt during the fall(preteat) and spring (posttcsOofthe same academicpar. A measure oF lnteracc,erllctesacorer reliabil.sty ensured that the esssys were rated coniloreutly.The data reveal that fourth graders had lower pret.est ac tea thsa third gradersoc eight ofl3vatiibles.a Fact that might be explained by the correspondingshift from printing to cursive writing during thatpciiod.flie results sIso suggest that the AWS meetscriteria ror the evaluationof Instructional programs;the holistic Scores 0fAWS can aeses.overail growthovertime, while frequency counts can provide Feed.bock regarding specific skill development end needsfor instnsction. (EL)

ED 172 391 EA 011 814Cvrnmil J R.Alternate Leccnisgi Shoring is.O,td' Pr..gro.a

and F..cU..i.Pub DateFeb 79Note-13p.: Piper presented at the Annual Meet.

ing of the National Areociation of SecondarySchool Principals (63rd, Houston, Tess., Febeir.sty 2.6, 1979)

Pub Type Report. - Descriptive (141)- Spec-

MlircoiPlsa Paelngn.inmunity involvement. °Expencn.Policy Formation. Program Dc.opam Develogenent. Sehoolxesntioc. Soeecbea. Work Ex-

ldentiflersDillssAdoptaSchool Program, MetroAtlanta Skills Center, Program of Education andCareer ExploratiooEducatot. aometimes 1111 to adeqssstely bring

about school community collaboration. To do so,cooperative policy sdltstbnents must be made. suchas the supportive network created in the Dallas

"Adept-s-School" Program. Toe impiomentatlonsdjumentairnne be made In the development atansction4satning program such es the fleelbis sche-duling systems is lbs M.o-Atlanta Skills Centerand the Program of EducsSlc sod Cit.., Eaplosa-lion in Adania, Georgia. Programastath is these arecreated through policy sdjiwtmeoti that reflect thewhen school district's commItment to the restora-lion at televance us the educatice at Ameiicuayouth. Clta,act.ristlas at It other program. arebriefly listed is the piper, (AuthcrlIM)

173 443 BA Oil $53Chop. Siomi POrl__ Ds In Pp-- oludsis Now T..t Oty BIghSeh. sal the Pleesi Old..

New York Univ., N.Y.Spans AgencyNational taiL of Education

(DHEW). WssltIcgIon, D.C.Pub DateApr 79GrantN tE.O-71.004 INotn-239p.PubType DissenstioosITheses (040) Repetta

Research (143)£DRS Pelee - MPU/PC1O Pies p..DescslptotiOase Size, Ccespsaative Analysis,

Doctoral Theses. Educational Adlsamnoe,Pinancial Problem., Instructional Proptacts,

Multiple Rcgre.sioO Analysis. OrgizViccringe, heaouscm Allocations, Retienchmenl.Scnior High Schools

ldentifieraNew York City Board of EducationThe aim of this teaearclt was to cumin. the is-

spon.eatl.tgc public organizations to finsacial e-source reduction not accompanied by decline 'or thedemand for services. The focus was 94 New YorkCity public high schools that received substantialbudgetculsin 191546 and t976-17.Effectaoiimrnolservieas and class structume were studied. All thediii used is the study came from two reports pub-lished by the New York City Board of Education.Although there was wide va_nation among theschools, the net cifect at the two cuts was prcpovtionately gmatcr cut. in iels1ndon and supportthan is instruction. Also in response to each budgetcut, average class ste. wis increased and the numberoF subjecu taken by the pupils decreased. Regres-sion analysis was used to ev..Uir the catees atvariatio, is response among school.. The majorconclusions were that responses to budget cuts willvaly depending on such hector, as the chatacteris-tics of the organization and its diem., Results alsosuggest that methods of resource allocation di.signed for periods at stable or incteasing ,e.ouruesmay be izrsdequslc during decline. (AuthorllM)

ED173454 EA011896C11w LorryAn Ezplafle. .1 PupIl Triasposlatto. Cests,

Seattle School BbSrtet Ne. 1. Repast Ne. 71-29.Scsnlc Public Schools. Wash. Dept. atManagement

Information Services.Pub DateAug 7$Note-4$p; Figures 1-12 may be marginally legiblePubTypeReporta.Descniptive(t41)Numed'

csUQuantitativc Data (110)£DRS Piles- Mrol/PCO2 Pies Pe1.Dc*cdptoe,Buc Transportation, Elemenluy Se-

condary Education, Enpenditurs Per Student.Racial Integration, School District Spending, Spe-cial Education, Stvdent Transportation

IdentilleraSestUc Public Schools WAThe state at Washington is moving toward. the

assumption of the full costa atpublic school studentuaoiporta*ion. This move has inctemed interest atthe state level he uanspomuclon costs otigj..itt.g atthe local district level. These costs have been rela-tively high In the Seattle school district, corn-plicated by the city's geographic sod demographiccltaract.slstaca and traffic flow patterns. The city'sethnic and cultural diversity adds the difriculties ofbusing to achieve racial balance and to provide ads-quste bilingual education. Transportation costa pro-jected for 1978.79 were $1,222 for each specialeducation pupil,5420 per pupil in the desegregationprogram. and $351 per pupil lOt those transportedbecame they lived over two mile. from theirschool.. This document discmaes these costs andother Factor, in Seattle's student transportation pro-gram, Including the ramifications of the contractswith school bus and city bits cotupsale.. An sdden-duct treats the iat,onakbchlird transportation deci-sion-making in greater detail, using live csampleefrom the Seattle district. (Au$IiorlPOD)

ED1734d4 EC114766T Aasljws _ Olujsdhe. Is Tlabk Ms..tally lleteJdi Cieetlen Skilk tlDatly Ii,ta Skills (11 Miter Skills IlQm4Pi1e Skilk.

Minneapolis Public Schools. Mien.Spoon AgencyBureau atElementary and Second.

aiy Education (DHBWIOE), Washington. D.C.Pub Dato-7$NoteflOp.; For related information, ace EC 114

767 ; Same parts may not reproduce clearlyAvailable (rentMinneapolis Public Schools. Spe-

cial School District Ne- 1, PrescrIptive Instruc-tion Center, Special Education Service Center,2S4 South Upton Avenue, Minneapolis, Min-nesota 55405 ($3.Ooescb,$t0.Oofor the set at4)

Pub Type. Guides. Qasiroom Teacher (052)£DRS Piles. MPh FIns P..I 'C Not Aveil..

Us bum £DRS.Descsiptorekhavior.l Objectives, Commuoica-

lion Skills, Ddiy Living Skills, Elementary Sac-ondsiy Education, Hygiene, lidividuslizedPrograms, Mentally Handicapped, Motar Deve-lopment. Nonverbal Communication, NumberConcept.. Reading. Self Care Skill., Skill Anal-ysis, °Tssk Analysis. Teaching Guides. Trsins-We Mentally Handicapped. VerbalCommunication, WritingThe document I. comprised at objectives and In.

formation on step-by-step asks lot instruction attrainable mentally retarded studecta and for deve-lopment of individualized education programs.Each objective includes infonusdon on materials,behavioral criteria, and a ebagi to assem taskanalyzed steps Four main skill areas are covered(sample instructionil objectives In parentheses);comntunication (verbal and nonverbal capre.aion,pre-reading, reading, and writing); daily living skills(self Feeding, putting on and taking off clothes, lu-teeing cloth washing hands, mikung, grooming,cleaning, and table setting); motor skills (drawing.pgbo tiku, working puzzles. balancing. 'unhtat-ing pass motor movements, and handwriting) andquantitative skills (counting. sdditson, subtrstion.telling time, counting change, and managingmoney). (CL)

ED173465 EC114767Lsldr. Acd,Itlss for Rslueded crlldian, A Task

Aenlyals Appraack Intep.d.g TTb3s Men-tally Reemdod crlldiun Thseegh Communityf-- cl,. EA TM. IV, PIrt C

Minneapolia Public Schools. M'urn.5pons AgencyBureau .f Elementary and Second.

aiy Education (DHEWIOE), Washington, D.C.Pub Date-1$No4e-391p; For related information, see EC 114

766Available fromMinneapolis Public Schools, Spe.

clal School District No I. Presc*,ptivc lniUuc.lion Center. Special Education Service Center,2S4 South Upton Avenue, Minneapolis, Min-nesota 55405 (512.50)

Pub Typo Gwdcs - Classroom -Teacher (032)£DRS Piles -MPh Pile Postage. PC Not Avitis.

his bee. £DRS.Deacrlplemllehavloral Objectives, Game., Lei-

sure Time, Mentally Handicapped, Physical Ac-tivities, Recreation, Rocteationsl Activities. SkillAnalysis. 'u.k Analysis, Teaching Guides,Tssinabtc Mentally HandicappedDesigned to meet the need at trainable mentally

retarded persons For recreation skill training and foroppoflunitiestocapcnencekisurelaoci.lskilldeve-lopment in a community setting, the packet pro-vides teak analysis Information on 114 sctivltles.Information is provided on behavioral objectives,basic skills required, materish and procedures, tasksteps, teaching hints or game variation, and a gridsheet of analyzed steps for each skill. Activities areclassified according to the Following seven types(sample activities in parentheses): hell activity (vol.leybsll and ball tag); active games (pin the tail on thedonkey, ping poog. and touing games); mutic cardgame. (solitaire); skill activity (pick up sticks andbell rolling); table game. (silly sandwltch, checkers,and tic tic toe) and active circle games (ring aroundthe rosie). (CL)

4;,'

Dociinie.t Rm 23

£0173466 BC 114 768Lil*s. ha llrorw And Othersllfr.&t...., at Devthptal Sems.lag Ia_asia-

Minneapolis Public Schools, Mine.Sports AgencyBureau of Elementary and Second'

aiy liducation (DHEWIOE), Washington, D.C.Pub Dste-77Noie-326p.; Best copy svailsbl.Available fromMinneapolis Public Schools, Spe-

cial School District Ne- I, Prescriptive Instruc.tic. Center, Special Education Service Center,254 South Upton Avenue. Minneapolis, Mi.-nesots 55405 ($2.50)

Pub Typo ReFerence Materials. Disectodesl.Catalogs (132)

£DRS Piles -1sEP01 Plan F.ita.,.. PCNM Avitis.Us be. £DPS.

DescniptorlAuditory Perception, CognitiveDevelopment, Directorie.. Elementary Educa-tion, Emotional Development. 'EvaluationMethods, 'Handicapped Childien, LanguageDevelopment. Motor Devclopmcnt. PreschoolEducstion, 'ScreeoingTests, Speech, °TcatSeloc-ton. Visual Perception

ldcetiflen'Project SEARCH (Minneapolis), SelfHelp SkillsThe directory includes descriptions of over 130

developmental screening instruments For preschooland elementary aged children. The first section pro-vIdes background regarding the development sodusc OF screening program., including the legal and,ocial Implications atscreening. The second sectiondiscusses the critcri (administration, population,measurement, and teat sclection) to consider so theselection at a screening insuumenL The Is2 sec-tion contains information on specific screening de-vices 'so the following developmental areasaociallemodoasl. lan$us$elco$nition, speech and.rticulstioo, line motor, gross motor, visual recep-tion, auditory reception, and self-help skills- Ap-pended are a tabular summary of *31 'utetrunrentdescribed In the directory and information on theSEARCH (Special Education and R2lated ChildHealth) Literature File on Screening. (PHR)

£0173467 EC114769fee Eambihalag so Ousimek P.u,

Minneapolis Public Schools, Mmii.Spons AgencyCalifornia State Committee on

Public Educstion, Berkeley.Pub Dat.-78Noto-32p.Available FromMinneapolis Public Schools, Spe-

cial School District No. I, Prescriptive Instruc.lion Center, Special Education Sprvic. Center,254 South Upton Avenue, Minneapolis. Mm.nesota 5S405 ($6.00)

Pub Typo Guides - Non-Classroom (055)£DRS Piles -1sEP01 Pies Posl PCNMATdJi.

his from EDItS.DescriptorsData Collection, Elementary Second-

aiy Educstion, Evaluation Methods, Grthd'14'ta,'Home Instruction. Mentally Handicapped,'Outreach Programs, Psient Bducstion, 'PsientParticipation, 'Parent School Relationship, Par-ent Teacher Conferences, °Tiainable MentallyHandicapped

identllien'Projcct SEARCH (Minneapolis)The paper provides guidelines for establishing so

outreach progenni to inctc*se coointttnicatioit andskill development at trainable mentally hand-icapped students (agis 3-16 years) based on the Pro.

ct SEARCH (Special Education sod RelatedChild Health) program at the Emerson School(Minneapolis, Minnesota). Following an introduc-tion, meetings between parents and staff, aad thedata recording system (for noting student progress,patent teaching time, sad teacher contact time) areoutlined. The organization and scheduling athomevisits and parent icstru.bcs are detailed. MethodsFor evaluating the prosmnfls effectivenes, are dis.cumed, as w.0 as solutions to problems that aroseduring the course atthc project. Among the eaten-alve appendixes are table. of outreach objectives.recording Forms, guidelines For determining theamount oF direct service to parents, pirents' sur-veys, and teacher evaluation Forms. (PHR)

24 Dociimeiit Resumes

ED172468 ECU477OPlC Msta,t.in Catni.tMinneapolis Public Schools, Mtnn.Spona Agency-Bureau of Ekinenlaty sod Second.

sty Education (DHEWIOE), Washington, D.C.Pub Ds$e-77)JOtO-27SpLAvailable froac-Minnupolis Public Schools, Spe.

cial School District No 1, Prescnptive InsUuc-lion Ctnlcr, Special Educluon Service Center,254 South Upton Avenue, Minneapolis, Mm-ccsol. 55405 ($15.00)

Pub Type- Reference Materials . ioVaphies

EDES Price- MPOI PIes Puatage. PC Not Asahi.his fri. EDRS.

Deacriptots-Aniotited Dlblioçaphies, Ekosen'taly Secondaty Education, Hsndicappcd Chil'diii, Inlerpersonal Competence, Language,Methemauca, Perception. Phonics. Readiness,

The annotated biblioaphy of all special educa-tio materials foated In the Preacriptive inStructionCenter of the Minneapolis (MN) ptrblic schoolsconsists of approsimately 700*acategorized tinSdot the fdliowing cisjn ntajccsubec* areac reading.phonics. spelling, math, potoeption, ,peedallan-guage, tedin and social wamn Each majorems is further c*ls*odzsd into sub-tress such aspsegesina, supplemental, sod gsm*s. Each can,y isindesod and includes tiUs, publisher, approsiesslecost, tommas, description, mid content. Commentshave been added (when available) on the me of thematemisis as espetlenced by the special educslionpersonneL (PHR)

ED17247'T EC114844S4enS..a lee 541. Evslaad.. of Gifted Pt..,.....Semi Diego City Schooli, CkIZPub Date-Apr 76No*e-6Sp; Fot the manual on management of

lifted peogiams, ice EC 114 845 Prepeced byEvaluation Services Depaflmemit Parta of eppen-din may be marginally legible due to punt quality

Available from-San Diego City Schools, Cur-tic dma Materials, Attention: Dwight Los, 4100Noomai Street, Semi Diego, Cellfonun 92103 (S2'75, Stock No. 41.0.4610)

PubTypo-Repurti- Evaluative (142)- Guides-NonClssuoom (055)

EDE Price- MPS1/P(*3 Pina Pa,t.geDe.ctiptces-Adntlnistrator Guides, Attitude

Tests, Educatloiial Diagen.is. Educadon.J Oh.jectives, Educational P'g Eleummentacy Sec.codary Education, Gifted, Larning Aclauriles,PerfomaanceOileth, Progtem Evaluation, Self

Concept Tests, TeatsThe guide is desigeed toatsist sdniini,ttaton and

teachers at the school Site level In planning andcarsying out evaluation of theit iltod programs.Met an overview, the iiiiponsnoe at intnsctionalobjeci yes is discinsed, including the components atmeasurable perfcnn.nce objectives. 'The selectionof educational activities is eaplored and ciiteria for''ing the qualitative difference of the activitiesis outlined. The in. of .asat iimsmamenlssod sources of evaluation date ate prcaented. Van-oats types of tests, such as teacher-made teats, 4..psrtment, school, or ditiiet.wide tons, andnoom'roferenced tests, ate defined. Problems andmetbodsofumsauring attitudes and idlconcept ateclplo,sd. Theme of the written plan (th. format forslating the objectives, activities, and evaluilion ofthe program) is esplained. Appended ate a List ofsources of Information, a partial list of measurablefactor, available in most school settings, perfor-mance otjecdves for the 19754 progimni, a sampleof the written plan, a sample evaluation of the wvu-lea plan, and sample evaluation instrument.. (PHR)

ED17247S EC114$45KqpetL Kdett if,Fu.gia Is. lbs GilInd - Sit. M L Re.

vIsed 1977.San Diego City Schoo'i, Calif.Pub Dita--77)Jnta-267p.; All data Ibilowing page 99 in Section

VIII ii outdated, Fortheguidebookcnstleevslua-lion, Sec EC 114 844 ; Patti may not reproduceclearly

Available froen-S.n Diego City Schools, Cur-ticulum Materials, Aflention Dwight Lee, 4100Normal Street, San Diego, California 92103($10.50, Stock No. 41.0.4600)

Pub Type- Guides - Non'Qaaarooni (055)

EDES Pile. - MFO1/PC1I Pius Pastigs.Deacrlptois-'Adntinisuator Responsibility, El..

mentaly Secondary Education, 'Gifted, 'Man-agcimtcnt, Models, Program Gumdc*, 'SchoolServices, State Standirds, Teachet kesposisibil.

manual I. designed to help educational per.icamnel hindle day4o-diy reaponaibilitle. sodm.g.nt of programs for the gifted iii the SemiDiego City 4'olj The Stat icetion esploroa pro.'gram maintenance and describes services, identiflosdepartmental sources, and offers suggestions for op.timum inc of services. The second sod third see.lions suggest means of providing the programswtthin patametets imposed by stale requirementsand give esamples 04 models available to sites andguidelines forcomplethig each icetion of the writtenplan and evaluation foams. The fourth section coy-en procedures tot the espendilureofaile funds. Thefollowing three sections ate for Individual Site use

ie.dings ate provided for the written plan, thebudget, and sIte plan evaluation). The eighth icetlonis a compilation of selected resource matetiel, Thefimial section contilos selected bIbliographies, In-chiding professional references for educators, pat.eats, sod references on the disadvantaged gifted.Also included ate abstracts of selected materials oncutricdum (or the gifted and talented. (Au.thotIPHft)

ED172519 FLOWIIIMcJWkmt Larry Amid OilersAt s Peseign!Jeffcnon County School District k-i. Lahewood.

ColoPub Data-Nov 7$Ncte-31pPb Type- Guidet - Non.Clasaroom (055)EDPS Piles - MFOIIPOI2 Pies 11.1mg.,De,criptom-.Apaitude_Tests, Career Opportuni'

ties, Career Pt"g, Preach, German, HigherEducation. Lsngueg, Attitudes, 'Language En-riclimem, "-ag"gi' Guide., Language Role,Latin. Russian, Secondary Education. 'SecondLanguage Learning, SpanishA guid, on foreign languages is presented tot

counselors. sdroiistraoors, teachers, sod parents.An introductory section discusses ressoas for for.sign language stvdy, college caUim,ce or cut re-quirements, foreign language and SAT scores,careen that toe foreign languages, myths aboutlearning foreign languagis. and intawmstioa aboutFrench, German, Latin, Ransian, and Spanish. Alsodiscussed aie (1) the number of people who speakthe major foreign iangniga of the world asliniated 1*1978, (2)opportrssitks touperience reeland simulated foreign language atmospheres, (3)euggested program planning tot junior high artdents, end (4) foreign Ina(!msgr planning for colie$e.A ehalt summarizes what research studies showabout foreign languages and the following basimEnglish vocabulary, teedig skills, immnst'et, self-concept, cultural enrichment, creativity, and com.cotmicadon skill,. A quick tear for detenmninim*gprobable success for katning a foreiM language,.limo inclded. (SW)

ED 172571 FLO1O431latseba Evaliads. Espert, 1977-78. ESEA This

Vii 1Reg Prp)set. Project Nuba, SOld-3S

Austin Independent School District, Tes. Office ofRsesrch and Evaluation.

Spona Agency-Department of Health. Education.snd Welfare, Washington, D.C.

Pub Data--i6 Dec 77)Jot*-3i3p. Not available in piper copy due to

ptlnt qualityPub Type- heports - Descriptive (141)EDIS Prim -MFO1 Phmre.l.,,., PC Net Asahi.-

his fri. EDR&Descsipacrs-'Dthnsuli Education. Cbericulum

Development, Demonstration Programs, Elemen-tary Education, Eagliah (Second Language),Engliab Instruction, 0lnservice Teacher 5.lion. Language Arts, Language Tnthcn, Lan-guage Tests, Mathematle. Instruction, ParentPsrdcip.tion, Pa,ent School Reistionslup, Pro-gram Descriptions, Program Evaluation, ReadingInstruction. Second Language Lemniing, 'Span-ish, Student Evaluation

ldectiiets-lilenteitaiy Secondary Education

A report is presented of lIne 1977-78 demoislr,'lion blhinçual program of the Austin IndependentSchool District. A progian, description, status ye.

3 /

porte, and inlonnstionon the evelustiocof the pro-gram are provided. The lnsu'uctlon.J component ofthe program is designed to provide bilingual Instruc.don in language arts, madiag, and math. The cur'rlcdum development program component isdesigned to develop sequential guides lb. Spanishand Enphhsb oral language and ieadia instruction.The sta. development component includes oneweek of preschool teacher training and on-sIte In-dividualized training throughout the hoo4 year.The parental involvernentcompooeetfocioeaon In-fonningand involving psrentaofptojectaludenta. Amajor activity of .11 components is the preparationand implementation of an activity.odcntedlesperi-cnce.basod curriculum. Evaluation concerns threeareas. (1) evaluation of and Ceedheck concerningon-going project activities, (2) measurement ofreading, math, and otal language development ofstudents and (3) evaluation of she relative benelksof using at.home study units by parents. Evaluationfindings, amencnest inatnamenis, and question-naires are included. (SW)

ED 172923 PSOIO675Aaron Mildrtd MR.psrt of EIy '"iiI Pragr Sodal Sot-

vice. i977-W7l. Repeet Nm 7913,Philadelphia SChOOl District, Pa. Office ofResearch

and Evaluation.Pub Dale-Dec 78Note-89p.Pub Type- Reports - Descriptive (141)EDES Piles - MPO1/4 PIns P.s,Deacripton.-Annuil Reporti, Ce oriers, Day

Care Programs, °Esrly t"ood Education.'Educational Programs. °lnlervention, Occupa-tional Information, Parent Participation. Pre-school Programs, Peccant Descriptions, 'SchoolSocial Workers, 'Social Services

ldentillen..-Pennaylvsnis (Philadelphia), 'ProjectFollow Through, °Preject Head Start'This 1977-1978 annual report of the Social Se,-

vices Cornpoient of Early CIi&.A Programswithin the School District of Philadelphia providesadesctipdonofthetypesand qi''"atacdvItiesundertaken in five wly childhood programs bylInesocial seMce workers. Dam were obtained fromperiodic reporting formS designed by the EarlyChildhood Evaluation Unit. The data focused onthree areas of services. (I) the number of familiesrequiring services and the numbe, receiving assist-ance; (2) the frequency at contacts with Stmiliesand (3) the types of lsianoe provided to families,Social services were ---4 in four of the fiveprograms discussed in this report: Child Care (CC)Get Set Day Cars (OS) Prekindergaiten Head Start(HS); and Follow Through (PT). Th. 61dm program,Parent Cooptutive Nurseries, (PCN) w Includedby program request, Each program was abl. to at-tain either fully or partially its specific objectives orits performance standard,. Within the programs'mandated social iervices, 8$ social icivit. workersmade 85,181 contacts, of which 54 percent trerewith a parent or guardian, 35 percent wete withother program personneL and 11 percent were withcommunity agencies. Social service workersfocused primarily on admission and recruitment,children's attendance, and borne-school liaisonfunctions. Although insufficient data were obtainedregarding the frequepçy of contacts with families inIwo pfo$ilms (OS, PT), 85 percent at the familiesIn the other two programs wets contacted one tothree times. and 15 percent were contacted fotr ormore times a month or quarter. (AuthorIMP)

ED172924 PS010676Clip

Repose of Eady (bl1sM Fi.4. S Don'l,p.ssL Rpert No.7914-

Philadelphia School District, Pa. Odiceo(Rcsesrch

Not available in paper copy due toof acme pages

nlslQuesdonnaires (160) -Rtports

EDRS Piles- MYO1 Plea Fists,,. PC Net Asahha-hIs lie. EDRS.

De.cripton.-°Adrnlnlstra*or Attitudes, AnnualReports, Diy Care Programs, Early ChildhoodEducation. 'Inanuesicoal Staff, Patent Particips-lion. Preschool Programs, Program Descriptions,Questionnaires, 'Staff Improvement, 'SupeM-so's, Superviscey Activities, Teacher Aides.Tcacher Attitudes

Identihlers-Peonsylvania (Philadelphia), °Ptoject

Foliow Though. 'Project Head StartThtepon discusses the views of early childhood

iupesviaory and tnaUucboasl staff regarding staffdevelopment acdvkies 11 Early itAhodEducstioa Progtnms In Philadeiphi.. A coosprehen.siv.ffdevelopmentqunnáewompleladby supervisory perecand, teaches,, amlatant teach.ares sides us the Speiisgotl97LCunsulativedataindicate that at least 60 percent of lb. *e.chere of .11II programs, sad 50 percent of the sides in moeprograms. had five or mare years of early childhoodeapesiencc. Greater specific program eaperieccewas In evidence among Klradergsnen teacher,,Original ollow ThroraaJs aides, Get Set Day Cueteachers. samsiant teachers sod side., and Psekin.derpflcn Head Start aides. than among otherpro.give salL laud on total mapcnue from all

PrOVvea, most icichers felt that ataff developmentprovided during the year resulted in modeeate tovest" change its thei, clestroom efrectiveness. Themajority of iupervison indicated that they spent thegreatest amotmt of time suggesting .ctivibes andoffering support regarding parent itsvolvetuenL Themajority of program staff indicated a.dafactioe wititdl aupervis.rry services. Generally, assistant teach.are end aides in .1111 programs indicated a greaterwiilingeesa to participate in noc-relmbusied staffdevelopment than did teachers. A 1*gge majority ofthe Parent Cooperative Nuflety teacben, however.indicated 5 wittiogneas to participate in noo.reim-buried activities related to parent involvenscnL Theareas selected most frequently across programs forfuture ttilT development were Improving the basic*ill,, social behaviot,, creative sea, individualiringinstruction, and Iearnutg disabijiu&claaaroommanagement. (AuthorlMP)

ED 172 92ff PS 010 680hunei Kenneth W.Car Set Day Csrar Sammasy upon. 1977.1911

Report Ne. 7943.Philadelphia School District. Pa. Officeof Research

and Evaluation.Pub DstcDec 78NOte-61p.; Fot related document, see ED 164 142PubType Reports. Descriptive (141) - Reports

- Evaluative (142)£DRS Prim.. MFO1/PC03 Plus postaga.DcsctiptorsAchievcmcnt G.ms. Child Develop-

ment, 'Day Case Programs, 'Developmental Pro-grsnts, Early Childhood Education. ElementarySChOOl Students. Family (Sociological Unit).'He*lth Services, Low Income. Parent Particip.lion. Parents. Preschool Children, Program Dc.senpalons, Program Effectiveness, °PsychologicslServices, Public Schools. °Socisl Services, 'Staffimprovement

ldentifiers'Get Set Program. Pennsylvania(Philadephis). Project Head StartThis report suminarnea resulti of an evaluation of

the Get Set Day Care Program in the Philadelphiapublic schools. The program, which provides childcare services to low income families, has three poe.

poses: (1) to enable parents or other caretakers ofchildren to work, to receive employment.relstedtraining or education, or to receive social or healthservices, (2) to provide children, including the devo.IopmsiiislJy handicapped. with individualised carewhich contributes to their developntent and selfstir.ficisocy: and (3) to prevent or remedy neglect,abuse or exploitation of children and adults unableto protect their own interests, or to preserve.rehabilitate or reunite families. In 1977-78 the pro-gram operated in 76 silessod served 4.200childien.primarily between the spm of 3 endS. The aspectsof the program examined and the mmseees em.ployed were (1) child dcvelopmctsl (classroom ob-servatIon, $ developmental stains checklist and thesehool achievement iccord of past participant.). (2)social services (the number of social workers' con-tactS with staff and patents). (3) psychological ser-vices (members of refertals an services fordevelopmental delay: speech, language and hemingdimeulties: mcntal retardation, abuse sod neglect:and medical or physical problems), (4) health ser-vices (screenings, caiment. health education undmule). (5) staff development (supervisors'. teach-are'. assistants' and nide' perceptions of quantityand utility of On-site demonstrations and assistance)and (6) p.re'it involvement (attendance at sneetisipand participation as volunteer,). (Authorlili)

ED172929 PS0106811wr CM',Rspsrt of Rasly Chl.d Pigr. Health See-

v Cs.penu.t 1977-1971 Report No. 7915.Philadelphi. School District, Pa. Office of Research

and Evainstroc.Pub DstDec 78Note-2*p; For related docunsest, see ED 152 402PubType Reports- Descriptive (141) Reports

Evaluative (142)IDlE Pi4,. MFOIIPC2 Plus P.a.DescriptocsCllnieal Diagn."4s, Early Childhood

Education, Elementary School Students. HealthEducation. 'Health Sctvicea, 'Identification, °In-tervention. °Medical Care Evaluation, °McdicalEuslustion, Medical Services. Preschool 1.ildean. °Prevcntive Medicine, Pragram Dcscnp-

identifiersGet Set Program. Pennsylvania (Phil,-delphi.). Project Follow Though, Project HeadStartThe report describes In detail the health services

of three Philadelphia programs which have man-dated tacIt services (Original Follow Through. GetSet Day Care. and Prekindsagarten Head Stan). Italan highlights the services provided in the othereight early childhood programs its the Philadelphiaschool district (Child Care. Durham Child Develop-ment Center. Follow Through Expansion, impactAid. Kindergarten. Parent Cooperative Nursery,Primary Skills, and Project Bridge). Data Indicatethat although the method of health service deliverymay diSer among the various programs. provisionshave been made to ensure that children's healthproblems are identilied, referrals made, and treat-meat provided whenever necessary. The finding,suggest that because of $ more concentrated efforton the part of the school district's divijion of schoolhealth services and the program health staff $greater number of children 'in the early childhoodprograms were served in 1978 than In the previousyear. Appendices present data on the health ser-vice, provided by the Follow Though, Get Set, andHead Start programs. (Author/Eli)

EDl72934 PS010687LIikshut AiuneM,P.1kw Thr.ngk Papil Abseam R*tss, PupIl Co..

dumoes Rates, s.d Teacher Co.d.amea Ratesin Pblludelphlai 1975-76 to 1977-71 Report No.7942.

Philadelphia School Dauict. Pi. Office of Researchand Evaluation.

Spans AgencyOffice of Education (DHEW),Washington, D.C.

Pub DaisDec 78Grant-0007502 IllNote-26p.: For related document, see ED 143 435

Parts of appendix may be marginally legible: Bestcopy available

Pub Type Reports - Descriptive (141)EDRS Price- MFOIIPCO2 Plus Postage.Dcscnptors.°Attendancr. °Coaspensatory Educa-

tion Programs, Disadvantaged Youth, Elemen-tary School Students. 'Faculty Mobility,Kindetganen Children, °Students

identilicrsEleesentary Secondary Education Act'flUe I, Pennsylvanir(Philadelphia), 'Project Fol-low Through, Project head StartThis report covers three aspects of the Follow

Through program in Philadelphia: pupil absence,pupil continuance, and teacher continuance. Dataare presented by grade. model, sod total programfor the 1975.1976, 1976.1977. sod 1977-1978school years. Patterns of attendance were Identifiedfor the total pupil population and two subgroup.pupils with previous Head Start (uS) or equivalenttxpeneace sod those without such exposure. Ab.senee rates varied across the K-3 rang.. Lower ab-sence was found at higher grade levels. Pupils withprevious HS experience had significantly higher at.tendarice than pupil, without previous HS espeti.suce at every glade level. The pupil continuancer.tewaa66%ln 1975.76,62%in 1976.77, andordy27% in 1977-78, when the imposition of a suictinterpretation of Tide I guidelines caused a largenumber of former program pupils to become 'ineligi-ble. Thi, could be related tothereversalin the previ-ous pattern of higher continuance rates for HSpupils. Teacher continuance rates increased as thesize of the program diminished. since teachers withthe most program experience were retained. (Au-thorlRH)

Docii.ieM Re.umes 25

ED172987 RCO1I367Arm Aaron S Xe We,

AA m.g.I3kolta1 Project. 1974-1975 P1.sal Essluado. Report,

Austin Independent School District, Tex. Office ofResearch and Evaluation,

Spans AgencyOffice of Education (DHEW),Washington. D.C.

Pub Dato-30 Jun 75Grant.OEG'6.74- 1897NoIa-61p.; For related documents, am ED 154

945 and 946Pub Typo Reports. Evaluative (142)EDRS Fries - MPO1IPCI3 Plus F.tau,.Descriptoet°Bilingual Education, Curriculum

Development, Elementary Education. Enroll-ment, Language Arts, Language Proficiency,°Mulcan Americans, °MuItICuItIIIaI Education,Objectives, Parent Participation. 'Program ERic.tivenesa, Reading lasuuction. 'Spanish Speaking,Staff improvement, Teacher Aides

Ideatifiera°Texas (Austin)The 1974-75 Austin Independent Sebool District

bilinguallbicultural program was designed as acom-preheosive program of bilingual (Spanish sod Eng.tub) education let schools with the highestconcentrations of Spenisk-donsinanl MexicanAmerican students. Bici4tu1 insuciioc was in.herent in the program which used both language.for a portion of all the curriculum. On a budget of1271,330 the program served over 1400 elementarystudentiln Ma schools using 6 112 professional staff,20 teacher aides, and 7 support staff, Students in.ceiving Spanish instruction met objectives regardingacquisition of basic concepts sod Improved lan-guage proficiency, but not Spanish reading skills.Students receiving English instrucdott met Englishreading objectives. The program met moat objec'.lives regarding staff training, supervision, materials,team teaching. soil bilingual aides, but mint the mm-portent objectives regarding curriculum develop-ment and parental itsvolvemenL Compared tostudents not 'in the program, students Inclasses learned more Spanish and as snitchit was recommended that the program be continuedat .11 six schools and be available to all Spanish.dominant students and to those whose parents wantthem in a bilingual proasam. Other t.'nm.engS.lions were that ihepeaiuon of parental involvementspecialist be discontinued and that teacher trainingemphasize using teacher aides effectively. (SB)

ED173022 RCOII499Srrnner, L,raneReport a. Ike Second Vms of lb. t..tuks Alter-

and,. Iel1infla. Program of Tomplet..f:eny SchooL Reamsub Rapist 78.06

Vancouver Board of School Trustee, (British Co'lumbi.),

Pub DateSep 78Noto'27p: Not available in paper copy duo to

marginal legibiht7 of original document; FUndedin pan by mc Ministry of Human Resources andby the First Citizens Fund

Pub Typo Reports - Descriptive (141)EDRS Fries - MFOI Plus Peseap.. PC NotAulls.

hi. from EDRS.Dercnptors'Acadetnic Achievement. Access to

Education. Adjustmsut(to Envirotunent), 'Alter-native Schools, American Indiana, American in-dian Studies, 'Canada Natives, DtopoutPrevention, 'Dropout Programs, Educational Al-ternatives, English, Mathematics. PiogremEvaluation, Sciences, Secondaiy Educado,°Self Concept, Student Evaluation

IdsotiliersEntish Columbia (Vancouver)Kumtuka, established by the Vsncouvse School

Board In 1976. ii an alternative educational pro-gram for Native Indian adolescents who have thepotential to complete Grade 12 bnt whose recentschool histories show poor attendance, deficiencie.in basic skills, tow motivation, and poor self-con-cept- The goal of the progra, is to enable studentsto complete their education in regular secondaryschool: curnculuns include. basic skills in Englishand mathematics, Native Indian Studies, science,and adaptive skills necessary for succem 'us theschool sod urban community. In its second year(September 1977 to June 1918) Kumtuks enrolled23 students, ages 12 to 16, whose average gradeattainment at enrollment was Grade 7. Student pro-gress was evaluated by the following measuius at-tendance, IceyMath Diagnostic Arithmetic Test.Woodcock Reading Mastery Test.. C'4 Tesuof Bask Skills, and self-concept (adapted from HowI See Myself Scale): student progres. 'us a special

26 Docimieot Rewne.

value, cluif.c.ijon proram and stall vaIuatio,were also considered. Studeni attendance rate of96.4% competed icvorably with the sponsoringschool; 16 of the 23 sludene. plied one or slighilymoor than one grade level beyond their entry place.men concept scorn improved, and Individualchanges occurred so the valura clatiuicalion pro-gram, All but one of the studentS plan so attend

school in September t978; 12 will return to ICum.tub. (SN)

ED 173 068 SE 026 953ChirIcalu- Manual. Lav.1 07. lfll.I*71 (Re.

New York City Board of Education. ooklyn. N.Y.Spons AgencyBureau of Elementary and Second.-

sty Education (DHEWIOE). Wuliington. D.C.Pub Dste-78Note-271p.Pub TypeGuides. Classroom . Teacher (052)EDRS Price. MPO1/PCU Plus I'oa..DescriptorsBasic Skill.. 'Curi.culum Guide.. En.

nebment Prograito. 'Instructional Materials.Jwuor Higit Schools, 'Mathematies Curriculum.'Mathemetics instruction. Remedial Mathemat.ics. Secondary Education. 'Secondary SchoolMatliematmes. Teaching Guide.

Identilleislostiuciiooal Suppon Systems, 'NewYork Cay Board of EducationThiscurricuiwn guide for junior high mathematics

teacher, was devcloped to meet the divetic needs ofstudents in School District ii in the City of NewYork. Three diffcrccu modules and sequences irepresented. The first module contains snavuctionalobjectives which .rc necry for life-related IC.

tivitie., The second module develops belie concept,and skills and the third offers .4ditionii mitheresti.cii ciinchment. Teachers evaluate the mastery ofthe objectives by using teacher.geoeeated te.ts. Thetime requited to complet. each module should bedependent on the nccds of each class end the judge-menu of the individual teacher,. (SA)

ED 173 183 SOOU 092Soaks Stmawe L £4£4 Ssd.1 Stodle.Skills fee the Urnan Bebanisrand Urban Studle. Pr-gas...

Bahimoec City Public Schools. Md.Pub DaIe-176jNote-2*6pAvsilsble fromBaltimore City Public Schools. 3

East 25th Street, Baltimore, Maryland 2t213 (Noprice quoted)

Pub Type. Guides. Classroom Teacher (052)EDRS Price . MPO1/PCI2 Flee Posing..DescriptorsCommunication Skills. Consumer

Education, Democracy. Democratic Valusee, Ele-mcotaly Education, Ethnic Studies, InterpretiveSkills. Library Skills. Listening Skill., Map Skills,'Ptøcesa Edcstion, Racial Discrimination, 'SkillDevelopment, °SOCiSI Studies, Teaching Guides,'Urban S*udie*'l'kia guide was developed to aid elementary st1e

dune. dcii with life erpenences through skill deve-loposeaL M.jor skills stressed ire. locating.°'V"i. and evaluating information; acquiring'information through listening. observing, and readjog. communicating orally and in writing; ioterpreting pictutes,chatu. graplts,and shies, and workingwith otbcii. Amnged according to grade level endto a hierarchy of skibs, each section lists major andsutiskills to be deucloped. behavioral goals, endsample activities. Activities at the kindergartenlevel 'include n*mlng family members, dramatizingemcnons, studying ethnic groups, studying nationalsymbols. and p psilnga'faiaily booklet. At gradeo4c. studene. learn cardinal directions, study maps,service pof.suions, and ethnic groups, sod eatego.rize consumers and produce,,. Grade two empha-aiee waits by police and fire uluiciala, team busedgames. sad a study of urban neighbothoods. Gridethree students use library teferencea, takc walkingtow, through new development. and blighted areas,and research thc name. of city ksderi. At grid.level four. students study Wan Akica. the lives oftheCiserokee and Choctaw Ind'i*is, world food pro-duction, assembly line production, and credit buy.ia. Grad. Ave activities focus on a study dnci.lprejudice. Studene. analyze television programs andstudy the ssataand national constitutions. Oiid*sttessniines discrimination. drug abuse, crime. citizenpstticipsiioc in government, and the democraticprocess. (ICC)

ED 173216 SOOli 775

Ethnic H.d. Sullen Ethnic fleritap. Foods.L,.d.....ial UnIL

Heritage Corp. of Louisville and fefferion County.Ky.; Jefferson Couitiy Public Schools, Louisville,Ky.; Louisville Univ.. Ky. School of Education,

Spons AgencyBureau of Pøstssconds,y Educe.tion (DHEWs'OE). Washington. D.C. Dlv, of In-ternational Education.

Pub Dasc-77Note-70p.; For mIsled doctmmenta, Sec ED 150

043 and SO OtI 776.786Pub Type Guides. Qssroorn . Teacher (052)EDRS p. MPI)I/P3 Plus Pees.DeacnplonBehaviorsl Objectives. Cooking In.

itruction, °Cultunal Awareness, °CuIturaJ Plural.ism, Educational Objectives. ElementarySecondary Education. Ethnic Groups. 'EthnicStudies. 'FOOd. Foreign Countries. Home Eco-nomics Education, 'Multicultutal Education, So.cal Studies, Teaching Guides

ldcntjfsersEuli'ie Heritage Studies vrogam ActDesigned to foster communication across inter.

culw.rslleib.nic lines, this teaching guide focuaci onethnic Ihods and their influence oo sad eontn'bu.tines to America's eating habits, it is pest of theLouisville Area Ethnic Heniage Project de.cribcdin ED 150043. The objective of this unit is todeve-lop a knowledge and an appreciation of the foodbentiges of ala ctbnic groupinge Noithern Europe.Southern Europe, Afro-American, Middle and FarEast, Kentucky. sod Latin America. The guide includess pretest, sit behavioral objectives acconspealed by instructional strategies and facilitatingmaterisI*, and six worksheets asking question,about Afro-American, Jspanese, British. Citinase,French. German. Italian, Latin American, lidSc-''vian foods. Also included are recipes. thekey to the pretest, a posuesi, a checklist of fd,sampled and the student's Ibellaga about thosefoods, and. bibliography of resources and material,.Thc unit can selve as a supplement to borne eco-nomics courses, with a suggested line period of twor three wttki. (AuthorICK)

ED 173 217 SO Oil 776)'aiig, DnliyEthak HarIs St.dlen Arts and Onfin of Eon

Aria. Espselmenl.l Unit,Heritage Corp. of LouisvWe and Jefferson County.

ICy.; Jefferson County Public Schools, Louisville,Ky.; Louisville Univ., Ky. School of Education.

Spons AgencyBureau of Poitjeconds,y Educa.tion (DHEWS'OE), Washington. D.C. Div. of In.tern.tional Education.

Pub Dste-77Note-26p.; For related documents, see ED 150

043 snd 50 011 775.786Pub Type Guides . Classroom. Teacher (052)EDRS Prt . tØg/pCfJ2 Plus Posing..Dcscnptors'Afl. °Att Activities. Behavioral Ob-

jectives, Cultural Awareness. Cultural Pluralism.Educational Objectives, Elementary SecondaryEducation, Ethnic Groups, °Ethnic Studies, For.cip Countries. Haiku, Manuscript Writing(Nandlcttering), 'Multicultural Education, SocialStudies, Teaching Guides, Theater Arts

IdentillcnAais (East). Ethnic Heritagc Studie.Program Actliii, teaching guide lbcracs on four forms of arts

and crafts popular In China, Korea, and Japan, andezplores the effects, itsny. on American culture. It'is part of the Louisville Ares Ethnic HentMc Star.dies Project descn'bcd in ED 130043. The objectiveof this unit Is to help students understand and p.predate East Asian calligraphy, haiku, ikebana, andshadow theater. Suggested time period is one or twoweeks. The iuldeincludesa pretest, four behavioralobjective. accoropsaied by Instructional strategiesand facilitating materials, and three worksheet. il.lusutting haiku, ikcbsna, and calligraphy. A pmt.test asking for definition, of the criSIs. ezemples ofuse in Louisville, and student feelings about EastAsian art is included, plus bibliography of re-sources and miterials. (AuthorICK)

ED 173218 SO Oil 777H,JsrIL M.,wa.kEthnic Hsrtlng Studlan Them.. in Blath Afrima

d Ileck Amusfom liteanIsun. EspusimansulU.N.

Heritage Corp. of Louisville and Jefferson County,Ky.;Jcffcrioa County Public School,, Louisville,Ky.; Louisville Univ., ICy. School of Education.

Spons AgencyBureau of Postsecondavy Educa.

lion (DHEWIOE), Wuhiogton, D.C. Div. of In-rcrnstioosl Education.

Pub Date-77Hore-23p; For related documents, see ED 130

043 sad 50 011 773.716Pub Type Guide. - Classroom . Teacher (052)EDRS Price. ft(P0l/Pt Plus Pa.i.DeacriptorsAfrican Uw.twe, American Liter.

ature. Bchsvloral Objectives. °Blsck Literatwe,Cultural Awareness. Cultural plijgl, Educe.

tiooal Objectives. Ethnic Groups. °Elhnic Stu.dies, Foreign Countries, 'MulticultutalEducation, Secondary Education, Social Studie*.Teaching Guides

IdentifiersEthnic Heritage Studies Program ActThis teaching guide emphasizes the similarity of

themes in black African and black American liter,.ture and the contribution black writers have ifiadeto American literature. It is pest of the LouisvilleArea Ethnic Heritage Studies Project decsibcd inED ISO 043. The project materials are 4gned tofoster communication acroe. intercultwal/ctlin&clines. The objectives of this unit arc to recognizecommon themes in black AJIlcan and Amen.can literature and to appreciate several literary se-lections by black American authors asrepresentative of their contribution. Planned as asupplement ICr an English course, suggested time toallocate for the unit fast least two weeks. The guide'include. a pretest, a poetical, sad four behavioralobjectives accompanied by instructiotial strategiesand facilitating malarial,. These encourage definingterms, reading, discuscion, and writing composi-time sod repasts, among other activities. A bibliog.raphy of resources 'is appended, (AutborlCK)

ED 173 219 SO Oil 778Eaislea insertPsatset/Poettest Attitudinal Surrey.Heritage Corp. of Louisville and Jefferson County,

Ky.; fefferson County Public Schools, Louisville.ICy.: Louisville Univ., ICy. School of Education.

Spons AgencyBureau of Postsecondaiy Educa-tion (DHEWIOE). Washington, D.C. Div. of In'ternatiooal Education.

Pub DateJan 77NoteIp.; For related documents, see ED iSO 043

and 50011 775.7*4 Testing charts may not in'produce clearly in paper copy due to small print

Pibype TcatslQuestionmisirn (160)EDRS Piles. MFSI/PCOI Pla5 ti.,l&g,..Deacriptors'Attitudes, Bias, 'Cultural Aware-

ness, Elementary Secondary Education, EthnicGroups, 'Ethnic Studies. Post Testing. Pretests,Surveys. Tests

IdentifiersEthnic Heritage Studies Program ActThis survey is to measure student ..tti.

tudes both before alter an ethnic study unit Istaught. Itis part of the Louisville Area Ethnic Herit.age Studies Project desctibcd in ED 130 043. Theproject materials arc 4ige' to foster communleazion across ctercuhuriilethnic lines. The test iscomprised of 79 statements, Such as "A free societyis one in which people with different background.and beliefs can still work together for a commongoel" Students have four choices-they indicatewhether they strongly disagree, disagree, agree, orstrongly spree with the atatementa made. makingtheirchoice tides. once for "the way it l.,"and oncefor "the way it ought to be." Other statements in'elude "Peopl. should accept each others ways ofihi.bi.g and behaving." "O*t schools look uponethnic studies as a wa to please the community,""i am often toni between what my family wisbe. meto do and what my peers wish me to do," "I don'tcite what people say, i've found that these is sometruth to every stereotype," "It shouldn't make soydifference whether your doctot Is a wan or awoman." aad"l can usually tell whatapetso. alikeby the way be/abe is dre.tud." (CX)

ED 173220 SOOlI 779Reitfcrd DaleEthnic Hm$nsg. t.ie. ChINInI Plurals.. F

pait.aninl UaILHeritage Corp. of Louisville and Jefferson County,

Ky.; Jefferson County Public Schools, Louisville,Ky.; Loujaville Univ., ICy. School of Education.

Spoils AgencyBureau of Poetsecosdary Educa.lion (DHEW/OE). Washington, D.0 Div. of fri.ternational Education.

Pub DateliNote-40p.; liar related documenta, see ED 150

043 sod SO OIl 775.716Pub Type Guides. Oaus,00m . (051)

Guide. . aesaroces. Teacher (052)EDIS Pates MPS1IPCI2 Plea Fisti...DescsipionBehavioesl Objectives. Concept

Tbiag Cultural Awsesnesa, 'Cultural Back.- aCidtural Pluralism, Diaciunion Groups,Educational Objectives. 'Ethnicity. 'Ethnic 51*die.. 'Multicultural Education. S.coad.,y Edo.cation, Social Problems, Social Studies. StudyGuides, Teaching Gidde., Teaching Methods

Sdeotf.etsEthiik Heating. Studies Program ActA vanity of individuil sad group activities which

require students toesamine their ethnic backgroundand their personal values related to cultural plural.lam are included In this teaching guide. The unit ispart of tIle Louisville Area Ethnic Henlage StudiesProject d cubed in ED 150 043. The projectmaterials are dealgued to foster communicationacross iit.erculturllethnic lines. The objectives forthis unit are to cesure that studnU undectiand thepositive espects of our pluralistic society: recognizediversity of culture. ethnicity. and cistern is astrength; cuinine real problems sod veal people ofvsrioue culturei and penicipate in eapetiences hitwill help build positive attitudes and acceptance oftheir own and other cultural groups. Suggested limeallotment ii one to two week.. The guide Includesa pretest. pestiest. and fire behavioral objectives

npsnied by instructional activities, feibtatiogmaterials, and comment, to the teacher. There arceight study gwdes in tMapprndi "Why Cultural

aliiui?7 a gloiaaiy of teams, "Inner ValuesRelated to Culture. "Group Proeamca two di..grams for discrosioc leaders. "Conducting a ClassMeeting.' and 'Contemporary American Problem.Study Gwdet A bibliography of resource materialis included. (Authori'CK)

ED 173 221 SOOlt 7808rsd,es Lym,Ethnic Heritage Stedlan Family flistesy Pvoj.cs.

Ezpssime.tel UnIt.Herltsgc Corp. of LouisviUe and Jefferson County.

Ky. Jefferson County Public Schools. Louisville,

Ky.; Lowi nIle Univ.. Ky. School o( Education.Spons AgencyBureau of Poitsecondary Educa-

tion (DHEWIOE) Washington. D.C. Div. of In.ternational Education.

Pub Dsie-76Notc.46p.: Lor related documents. see ED 150

043 and SO OIl 775.7*6: Map of Kentucky onpage 13 may not reproduce clearly In paper copydue to small pent type oforiginal

Pub Type. Guides . Claisroont. Teacher (052)EDRS Price . M1'O1IPCO2 Plea Peas.DcscrlptorsBehs.tIossl Objectives. 'Cultural

Awareness. Educational Objectives. ElemectesySecondwc Education. 'Ethnic Studies, Family(Sociological Unit). 'Family Background. Inter-views. 'Mullicultural Education. Social HiitorySocial Influences. Social Studies. 'SocioeconomicBackground. Student Research. Teaching Guides

ldcntlter,.Etlinic Henha$e Studies Program ActThis teaching guide present. a personal approach

to America's past by having students prep.rs theirown family saocial geceologlcalbistoiy. It ii pail ofthe Louisville Area Ethnic Heritage Studies Projectdescribed in ED 150043. The project materials arcdesigned to foster coinmunicaàion acrom intercul.turallethnic lines. The objective for this unit is todevelop an understanding of the ways in which nindividusls life ii alfected by his family beck.ground. Planned isa supplement for social studiescourses. suggested time allotment Is one to twoweeks. The guide Ii comprised of a pretest, fourbehavioral objectives accompanied by instructionalstrategies. and a listing of facilitatIng materials. Alsoincluded are 10 workahcets for the student a familyhistory ehart fIlmily !roupshe.t tips and suggestedquestions for interviewing: a list of genealogicalsources of Information. suggestiona on how to organize a report, and lips on how towute and analyzen obituary. A poetical and bibliography of re-

sources conclude the uniL (AuthorIClC)

ED173222 S001l781Xaepera DeserfJEthnic Heritage Stadium The Ams,te. Woe..

Esperimental Unit.Heritage Cmp of Louiivtlle and Jefferson County.

Ky.: Jefferson County Public Schools, Louisville,Ky. Louisville Univ.. Ky. School of Education.

Spons AgencyBureau of Postsecondarjr Educa.tion (DHEWirOE), Washington, D.C. Dlv. of In.teroational Education.

Pub Daie-76Note-29p.; For related documents. see ED 150

043 and SO OIl 775-786Pub Type Guides Cl aroom . Teacher (052)EDES p. MFol/P2 Plea Pestags.DsscriptorsBeh.vloral Objectives. 'A.mercial

Titevislon, Educational Objectives. EmploymentOppe.timitses, 'Ethnic Studies, Family Cheese.leristica, 'Females. 'Role Perception. SecondaryEducation. 'Sex Role. 'Sca Stereotypes. SocialStudies. Student Attitudes, Teaching Gitides,Television Research

IdentifiersEthnic Heritage Studies Program ActProviding information and activities designed to

dispel sex role socialization, myths, and stereotypesas bases for prejudiced views, this tcacbiog guidefocuses on the American woman's Image and dl.verse roles in our society. It is pan of the LouisvilleArea Ethnic Heritage Studies Project described inED 150 043. The project materials are designed tofoster communication across 'wterculiur.11etb.niclinei. Major objectives for this unit are to help students become aware of their attitudes toward theimage and roles of Ameticin women, and torecog.nize women as Individuals. Planned as a supplementto aocial atudies. home economics, and Englishcourses, suggested time allotment is one to threeweeks. The guide includes a student attitudinal sur-vey meant to be used is both pretest sod posttes$.and eight behavioral objective. accompanied by in.

iclionni sustegies and bating facilitacing mated.ala. These are designed to ferret out and discursstudent and mcdii attitudes about both mates andfemales, encourage readies,, discussion. and opinionformation based on objective analysis. Two work.sheets arc included to aid the student in analyzingwomen on television, and women nernploymeoL Abibliography of resources and matcriala concludethe unit. (AuthorICK)

ED 173 223 SOOti 782Alki TellersEthnic Heritage St.dlsn Gsrrn.Asrkma Pr.-

lies d Cs.tulbstieas-Mejer FIgures. Eapad..sataj Unit.

Heritage Corp. of Louisville and Jefferson County.Ky.: Jeffenon County Public Schoola, Louisville.Ky.: Louisville Univ.. Ky. School of Education.

Spons AgencyBureau of Posuecondery Educa-tion (DHEWIOE). Washington. D.C. Dlv. of tnternational Education.

Pub DaIe-76No*e-29p: For related documenta, see ED ISO

043 slid SO 011 775.7*6Pub Type Guides. Chsasroore . Teacher (052)EDRS Pile.. MPB1/P2 Plea Postage.Desciiptoeslleh.vioiil Objectives, Cultural

Awareness. 'Cultural Background, EducationalObjectives, Eletuentasy Secondary Education.'Ethnic Groups. 'Ethnic Studies. Foreign Coun.tiles. Foreign Culture, Immipants.'MulticultuvalEducation. Social Studies. Teaching Guides

IdentifiersEthnic Heritage Studies rogtam Act,'German AmericanaThu teaching guide focuses o several prominent

Gsrman.Americana and their contributions toAmerican life, and provide. some insights into Ocr.men culture. It Is pan oldie Louisville Area EthnicHeritage Studies Project described in ED 150043.The project materials are designed to foster coesmunication across intsrcultuvallcthinic lines. Theobjectives for this unit are to acquaint students withGertnan.Ajnericsos such as Albert Einstein.Dwight Eisenhower. Lull Lehmann. John Stein'beck. "Babe" Ruth. and Karen Homey, tohalp atudents recognize contributions to and effects onAmerican life of these prominent people, ant toprovide background Information on German ciii.tree. Suggested time allotment is one to two weeks.The guide includes a pretest, pcsttest, and Avebehiviotal objectives accompanied by instructionalstrategies anulfacilitating insterisli, including groupdiscussion, independent research, and role playing.A workljeee, designed to aid the student in doingindependent research, liars the prominent persons.A bibliography of resources concludes the unit. (Au'thorlCK)

ED 173 224 SOO1I 783LengnM& ChkEthnic Dealings Stadium Germ's-American Pr.-

lies and Cootrlbutieas-L.vI Strum.. Eapsil...atal Unit.

Heritage Coup. of Louisville and kfferaou County.Ky.: Jefferson County Public Schools, Louisville.Ky.: Louisville Univ.. Ky. School of Education.

Spons AgencyBureau of Postsecondaiy Educa.tim (tHEW1OE). Washington. D.C. Div. of In.

,, 'I)'-

Documeiit Reu 27

temational EducationPub Date-76Noea-24p.: For related documents, ea ED 150

043 andSO 011 775-786Pub Type Guides. . Teacber (052)EDRS Price. MPO1IP(1 pia. rastag..DescnptorsBeb.vlosal Objectives, aduitsilip.

Chothina 'Cultural Iackgtowd, Definitions.Educational Objectives, Elementary SecondaryEducation, 'Ethnic Groups. 'Ethnic Studies. Im.migrants. 'Jews, Multicultural Education. SocialStudies, Teaching Guides

IdentifiersEthnic Heritage Studies Prcgmm Act,'German AmericansThis teachia guide focuses on the German-

American linmigrant eaperleoces and the contribu.den of Levi Strauss. It I. pait of the Louisville Ar,.Ethnic Heritage Studies Project described ii EDiSO 043. The project materials arc designed tofrcommunicstion across interculturallethnie lines.The objective for this unit is to acquaint the studentwith the German immigration experiences, Immi.gratico processes. and Suau' contributions,namely. the ..ejiktive and creative use of denim.Content focuses on definitions, disetuelon of rmsons for immigration, ünmiguvdon and citizenshipprocedures, comparison of 19th century economicopponunities available in America and Europe, andlisting inca of denim In contemporary .ociety.Planned as a supplement for social studies courses.suggested time allotment is two weeks. The guideincludes a pretest, a postte.t, live behaviotsi objec.lives accompanied by instructional stiategies, and alisting of facilitating materials. A bibliography conSeludes the unit, (AudiorICK)

ED 173225 SO011 784Frvrpsflner. SmartEthnic BodIes. Stadium Nedhern Eurup

Foods. Erpseimsstal Unit.Heritage Corp. of Louisville and Jefferson County.

Ky.: Jefferson County Public Schools. Louisville.Ky.: Loui,dlle Univ., Ky. School of Education

Spons AgencyBureau of Poslseccndsiy Educa-tion (DHEWIOE), Washington. D.C. Div. of In-ternationsi Educatio.

Pub Date-76Nota-29p.: For related documents. see ED ISO

043 and SO 011 775-7*6Pub Type Guides . Oasroom. Teacher (052)Eis Pile. . P/l' Pies 's,DescuiptoisBehaviol Objectives, 'Cultural

Awareness, Educational Objectives, ElementarySecondary Education, 'Ethnic Studies. 'Food,Foreign Countries, 'Multicultural Education. So.cud Studies, Teaching Guides

IdentifiersEthnic Heritage Studies Program Act,EuropeThis teaching guide focuses on the Northern

European food heritage. II us pail of the LouisvilleArea Ethnic Hentage Studies Project described inED 150043. The materials arc designed to festercommunication woes intsrcultuiallethnic lines.The objective of this unit isto gain familiarity withand appreciate foods from Scandinavia, the SovietUnion. the Netherlands. the Balkans. Germany. Po-land, Belgitim. Switzerland, and France, noting cal.

tush, historical, social, and religious influences onfoods. Planned is a supplement fo, a gourmet fqodscourse, suggested time allotment is one week. Theguide includes a pretest, Ave behaviomil objectivesaccompanied by Instructional strategies and facIll'tating materials. and three worksheets asking ques-tiona about S"'vian. Riuslan, and Germancooking. A postte.t, key to the pretest, and bibIio.raphy of resources and materials conclude the tint.(AuthOflCK)

ED 173 226 SO011 785F)vsponi,er. Semi,Ethnic HealIng. Stadium S.nthwu Eurepess

Feeds. Esperimastal Unit.Heritage Corp. of Louisville and Jefferson County.

Ky.: Jefferson County Public Schools. Louisville,Ky.: Louisville Univ., Ky. School of Education.

Spons AgencyBureau of Posuecondary Educa.lion (DHEWIOE), Washington, D.C. Div. of In-ternational Education.

Pub Date-76Note-30p.: For related document.. see 50 011

775-716Pub Type Guide. . Classroom . Teacher (052)EDRS pate.. MPI)IIPCI2 Plas r,stag..De.crlptorsitehavloral Objective., 'Cultural

Awareness. Educational Objectives. ElementarySecondary Education. 'Ethnic Studies, 'Food,

28 Document Reiumes

Foreign Countries, Multicultural Education, So-ciii Studies. Tearhiog Guides

ldenidleis-Ethiie Heritage Studies Ptogram Act,EuropeThis teaching guide focuses on the Southern

European food herilagt. his part of the LouisvilleArea Ethnic Heritage Studies Project described l'tED iSO 043. The project materisis ire designed tofoster communication across intrcultuieIIethole

The objective of this unit Istogain t.mlliatiiywith and appreciate foods from 5p.m. France. Pot.tugil. italy. and Oteece, iotlng cuituili, historical.social, and religious lnfIue'tce. on foods. Planned ana suppleroent to a gousmet foods course. suggestedline allotment is one week. The guide Include. a

protest, live behavionl objectives accompanied byinstructional strategies and ticilitating materials,and tour wo,ksh.eti asking question. about italian.French. Greek, Spanish. and Portuguese cooking. Apo.ticst. key to the pretest, and bibliography of to'sources and materials conctudc thc unit. (Au.thorICK)

ED 273 227 SO011 786L.s,ns& ChicEthnic Usutiage Seediest The Ie.igumt Raped.

enon Thu Long, L.oug. Jmaney. E.sel.i.tslU.k.

Heritage Corp. of Louisville and SelTerso County,Ky.; Jefferson County Public Schools. Louisville.Ky. Louisville Univ., Ky. School of Education.

Spoi Agency-Bureau of Postmcondary Educa'lion (DHEWIOE). Washington, D.C. Dlv, of Intenuationat Education.

Pub Dste-76No*e-27p.; For related documents. sec SO 011

115-115: Certain pages may not rcproduce clearlyin paper copy from EDRS due to bleeding throughof words throughout odginsi doctunent

Pub Type- Guides. Osraroom -Teacher (052)£DRS Price- MPO1IP4YJ2 Plus Pestaga.D'dptora-'Acculturation. Behavioral Objec.

uves, Cultural Awareness. Cultural pluralism,Educational Objectives. Ekmcnta,7 SeccodaryEducation, Eduuic Groups, 'Ethnic Studies,'Immigrants, Multicultural Education. SocialStudies. Teaching Guides

Identifiers-Ethnic Heritage Studiet Progtsnm ActThis ttscbing guide focuses on the dreams and

realities of one family's immigration and .'.-lion into the AmerIcan society. Ii is part of theLouisville Ares Ethnic Heritage Studies Project de-seribed In El) iSO 043. The materials ire designedto foster communication acroseintetvulturIl/e.himiclines. The objectiv, of this witt is to help studentsonderstand and appreciate the immigrant eapen.ence, stresain.g such concepts as sssimila*ion, con-fonitity. prejudice. diicriminatioo. povcny, andpeer group. Plsnned as. .uppkment for søcial stu.dies or Etglisk it is suggested that oe week bespent on the unit. Thc guide includts a pretest andseven bcbavioral objectives accompanied by .suuctioimai strategies andlisting facilitating matcil.

..j imit sri m.Long. Long Joulney" is used for class discussion,analysis, essay aThing. and role playing. A work.sheet suggesting Ideas for a role-playing skit jibes-trating ...t.tjon probkmi. a posttest, andbibliogisphy of resources conclude the unit. (Au-thor!CK)

ED 173 385 TM 009 231Liddo R*demmA Seelthn. Elads

pest ge.b.., Iss Fu1..s 4.. 0.,.. *ez cyclesInAmussdlth. St Sipsutsur. Cyck. Later-.sdliks St S.psdest. (lbs EvulnaUs. .1Stheln.UcO'tIpst. A. Analydeal Review efTtstZnslaita Ussd in Li-- g Pupil AcMe,,-e.ss in tho launmedini. and Senior DJvhns.s.

and Scelse DkWess).Ontario Dept. of Education, Toronto.Pub D.te-7$Note.-131p.: Appendices B and C were removed

from this document prior to Its .u-'-4on to theERIC Document Reproduction Setvice Docu.meotivriilen in French wIth a 12.pege summaryin English ; Nor available in paper copy due toprint quality

Available from-Ontario Oceenienent Bookatxe.*10 Bay Street, Toronto. Ontario M7A 1L2.Canada ($3.00)

Language-French: EnglishPub Type.- Reports- Renearch (143)

EDRS Prim. MFOI Pt.. Posisga. PC Net Avails.hi. from EDRS.

Descnpters-'Achlevemenl Tests, EducationalAimsament, Foreign Countries. 'French, HighSchool Cursiculwn, Norm RefercncedTests, See.ondary Education. Standardised Tests, Slate Sur.vey., 'Student Teiting. Technical Reports,Testing Programs, Test Reviews. Test Selec'tiout, 'Test Validity

Identifiers-Canada, Content Validity, 'OfltarioA survey was conducted of achievement testing

practices in the intermediate and senior divisions ofFrench.kegtiage Ontario sehoots. Grades 7.1 andgrades 9.10 were discussed separately. Departmentheads, ri,itrators, and bossdofsducation mem'beta won Interviewed concerning the availabilityand curricular validity of the French.langusgestandardized achievement testa uied in the subjectareas of French. mathematics, English an a secondlanguage, and other, (Including the sciences, his.Wry, and geography). Twenty'seven commerciallyavailable standardized tests, none aoem'rekrenc.d.were Identiflod for seating mathematics or French saa nauve l.nguags, only two were published in On.tatlo. No Freneh.laaguage tests were available forother subjects. Mthough a large number of Englishan a ISQOIJd.laflgUagc teatS were esamined. nonewere considered worthy of analysis. Analysis withrespect to the secondary school curriculum in On.tario indicated that no test covered more tItan 20%of the curricular objectives. Very few norm'referenced teats west available; objective tests deve-loped by a single teacher were used by 75% of thedepartments surveyed. The Test d'AoguisisionsScolaLres Is cited as a model for Freach'languagetest development (GDC)

ED 273 389 TM 009 252D'osrwrlL loin, R. Vlgmun RwEvalesdon Inslss.maom LimIly Developed 60..

tedo A. Aia.taMd C.aJ.gaz olMatadsl Dove'tepid by School Boando and Other Andes.

Ontario Dept. of Education. Toronto.Pub Date--79Note-292p.Available from-OntarIo Government Bookstore.

*10 Bay Street. Toronto. Ontario M7A 11.2Canada ($3.00)

Pub Type.- Reference Materials- Directories!.Catalogs (132) - Testa!Queatloensires (160)

EDRSPdes-MPO1!PCL2PI.sPsstags.Descnptors-'AchlcvementTests. 'AttitudeTesu,

Behavior Rating Scales, Catalogs. Check Usta.Classroom Observation Techniques, DiagnosticTests. Elementary Secondary Education. ForeignCountries, Personality Tests, Program Attitud",'Questionnaires. Student Evaluation. Teat Re-views. Tests

Identifiers-CanadaThis 270.1mmcatalog of evaluation instrutuents

contains annotated descriptions of instrumentswithin seven major cs*sgodes. achievement tests,achievement tests-diagnostic, altitude scales,behavior rating scales. personality tests, observa-tional checklists, qucatiorinuires, and survey.. Eachentry provides thc instrument title, source of theinstrument, name of die resource person, date ofteat development, purpose ci the test, and briefdescription. Additional information is provided in-volving test administration, appropriate sge levels,content urea, and number of items. A source ofavailability and price information Ire also providedA crossre(erenced Indea Is appended to permit ac'cess by subject (AuthorIBH)

ED 173 416 TM 009 459Ogdas. loneH School C.petesey Cridaadns Requfre-

.sn Do They Result in BeItsy Gendasits?Pubicad.. Number 11.16.

Pub Date-Apr 79Note-t2p.: Paper presented at the Annual Meet'

ing of the Ainerican Educational Research Aa-sociatio't (63rd, San Francisco, California, AprilP.12. 1979)

PubType-Speech&Mee*ingPapers (ISO)- Re-ports' Rescatch (143)

EDRS Piles - MPOI/PCt1 Pins Feetaga.Descrip4ors-Ale Achievement, 'Basic

Skills, Educational Trends, 'Graduation Require-ments, High School Students, Low AchievementFactors, 'Minimum Competency Tasting, 'Pro'grim Effectiveness, Reading Achievement,Rem'i'i Mathematics, 'R Programs.Remedial Reading. Secondary School Matheast'lea, 'Senior High Schools, Technical Reports,

,-.

Testing Programsldentilkn-'Amnth, Independent School District

TX, Test Score Decline, Tew (Austin)Mathematics achievement teat scores of high

school studenti in the Austin Independent SchoolDistrict who graduated before ImplementatIon of -

minimum competency testing were comnpsr,d to thescores of students who were more recently enrolledin mathematic, tutorial classes in order to meetminimum competency requirement.. The percent.agc of graduating senior, who met minimumcompetency .tandards in reading wan gse.ter whenthere were high school graduation requIrements itwan tentatively concluded that implemeotsdoul ofminimum competency standards and establishmentof remedial courses Ire likely to taise the scores of'ow achievers on dists$ct'wide achievement test re-suhe (MU)

ED 173429 TM 009 551JWeSk SortioruQesaUoaidoes for Public School liechns..M.k-

eeLPub Date-Apr 79Note-29p.: Paper presented at the Annual Meet-ing of the American Educational Research Aa-soclstion (63rd, San Francisco, Californi.. April1.12. 1919) : Best copy available

Pub Type- SpeecheslMecting Papers (150) -Tests/Questionnaires (160)- Reports- Descrip-tive (141)

EDRS Prics - MPOi/PL2 Plus Fnsa.Desctiptors-'Attitudc Tests, Elementary Second.

ary Education. lofosnistion Disscmination, 'In-formation Services, 'Institutional Research,Program Descriptions, 'Qimeationnaires. 'SchoolAttitudes, 'School Districts, Test Construction

Idsatillers-Arizons (Tucson). 'Tucson UnifiedSchool District AZThe Research and Eveluation Dep.nnment of ike

Tucson. Arizona Unified School District offers anarmy of customized ierviccs using machine-reada-ble questionnaires, from instrument design to datatahulsuon. The bulk of this document contains a-ample. of questionnaires for parents, student. and

The esamples measure attilud5s lowardi bihn'- programs, parent involvement, high school Ingeneral, counseling ,rrvlces, .oris programs, andquarter credit systems. F'jfly survey. sod question-osirra available from the Department are listed, Theauthor suggests that by collecting and interpretinginformation for decision-makers, research andeveluation departments can capind their visibility.(CP)

ED 173 442 TM 009 620Rthureis. larry L lilNwais CZIf)Wd W.Sch.ol Evaluation 51.41.. lu P.etimd. O,siar A

Nstur1lstic 1.q*y Ap,rsnch le School Lvii..'dog.

Pub Dam-Apr 79Note-23p.: Paper presented at the Annual Meet.

ing of the American Edtsc.tionel Research As-sociation (63rd. San Francisco. Califotois, April8.12. 1979)

Pub Type-Speeches/Meeting Fapera (150)-Re-ports' General (140)

EDRS Prim - MPOI/PCII Pbs Peetngs.Descriptors-AcademIc Achievement, Ancillary

Services, Curriculum Evaluation, EducationalFacilities, Elementary Seconds-my Education.'Evaluation Criteria. Evahsttion Methods,Evaluators, Field Studies, 'Inshitvtiooat Clisrec'teriatics, 'institutional Evaluation, InstructionalPrograms. 'Obeerv.tion,'Public School Systems,School Administratiou. School Community Ret..tionahip. School Environment

Ideatitlera-Oregon (Portland). 'Portland SchoolDistrict ORA naturalistic inquiry approach was u*ed for the

collection s-nd Interpretation of is-formation on the131 schoOls in the Paftlscd, Oregoü school ays*em.This approach was an In-person, 11.14 bused, Inves-tigative method, and was oonobtnmsive. Factorsstudied indudedi description of the school and itssetting. the school building and facilities, school andcommunity: school goabi admisitration, cur-,iculum and instruction, support services, and stu-dent performance. There were 25 criteria forevaluatiim a school. These critemis covered Inuvuc.tionsl activities and grade placement Interpersonalrelationships, sc.'mk achievement measuresstandards for stvdent bdiar'lo, s-nd AL.tIktivisupport, community, parent, end teacher participa-tion: and adequate educations-I materiel, and pimyil'cal tscltitius. Characteristics of the evelualors

included professional experience In education; experigea with teaching otsterian and resources;knowledge of evaluation technique; ability to inac-tion unobtrusively sod to esteldish good rapportwith staff and Munn& and ability to analyze dataand report findinp objectively. The program procass involved school soignee; nine evaluation;port preparation: and report disseminatioo sodapplication. (M H)

ED 173 613 CE 022 186Crusty. CorolyonCaries 'brigades fee Gated and Tented High

School Sensate. Pleat Probe. Pediment Re-pert, October 1,1977 Slung! Febreerry28,11979.

Jefferson County Public Schools, Lakewood, ColeSpans AsencyOffice of Career Education

(DHEW/OE). Washington. D.C.Pub Date Mar 79Grant-0007702785Note-47p.; For tested documents see CE 022

187, ED 132 284, and ED 138 7E6Pub Type Reports Descriptive (141)EDRS Pries - MPH /PCO2 Plat Penne.DescriptorsCareer Education. Community In.

volvement. *Experiential Leanne. *Geed, gipternship Programs, Pilot Projects. ProgramDesenptions, Program Development. SecondaryEducation

IdentifiersColorado (Jefferson County), Educa-tion Amendments 1974, Experience Based Ca-reer EducationAn experiencebased career education project for

gifted and talented high school students was Wykmelted in three pilot schools in Jefferson County,Colorado. The model was adapted from an matingmodel, which was designed for the regular schoolpopulation and based on a prototype model developed by Northwest Regional Education Lakin.tory. Implementation of the program was relativelysmooth dudes the first pilot term. Emphasis wasplace on establishing exploration and internship ex.winces in the community for students. MI threehigh schools involved followed the model closely interm of recommended staffing, three-how blockscheduling for students. use of transportation.awarding credit. end community site development.Elective credit was granted for career education;academic credit was awarded for individual projectswhich students negotiated with project teachers aswell as cooperating content area teachers. Com-munity instructors also assisted in designing pro-jects which took place at their sites and wereinvolved in the evaluation of these projects beforecredit was granted. Over BOO community sites wererecruited for participation. The decision was madeto extend the second term to a full eighteen weeksto allow time for program activities not accompushed in the nine-week term. Preseatly, scholia-waive procedures are being followed to seek districtapprove' for implementation beyond federal fund-ing due to the positive responses of all those in-volved. (11M)

ED 173 614 CE 022 187Crusty. CarolynComo Espionage for Med sod Talented HAP

School Senna. Seethe IL Canosposamosand &denim. AppaNdls

Jefferson County Public Schools. Lakewood. Colo.Sports AgencyOffice of Career Education

(DHEW /OE), Washington. D.C.Pub DateMar 79Grant-00077027115Note-130p.; Appendix F may not reproduce well

due to small print; For related documents see CE022

ype186,

ED 132eports

2114. and ED 138 786Pub T Evaluative 42)EDRS Peke

R- MPOi/PC011 Pin Post

Descriptors Career Education, Communityvolvement. Evaluation Methods, ExperieotialLearning, Gifted. Internship Programs. *Panel.pant Satisfaction. MO Projects. Program Effecavenge, Propain Improvement, SecondaryEducation

IdentifiersColorado (Jefferson County)Emphasizing career exploration and internship in

the eommunity for gifted and talented high schoolstudents, a career oddest/el project was imple-mented in three pilot schools in Jefferson County,Colorado. The model was adapted from an existingmodel which was designed for the regular schoolpopulation and based on a prototype model deve-loped by Northwest Regional Educations' Labora-tory. A third-party evaluation was. conductedthrough dam collected by site visits, administration

of five different tests and questionnaires, and terlimonite of participants in the project. Overall, theproject wasevalumed as being successful in producin both affective and cognitive pins in the studentswho participated in the project. Some of the weaknames identified include the following: ( I ) studeol'stransportation to and from the job sites was difficultin many cases; (2) euniculum was needed to supple-ment the onsite experiences and other student activities; (3)a more intensive and means inservieeprogram for the staff was seeded to focus on sue.MOM ways of working with sifted and talentedstudents; and (4) moat of the instruments proved tobe inappropriate for the high ability level of thestudents involved. Both students and patentsstrongly agreed that the project provided a goodopportunity to learn about careers sod real likable-ness and was a good alternative to the regularschool program (DM)

ED 173 736 CO 013 643Herron. A7IIMm P KenrA Mirk SUrban School Dropouts: Data Collection and Anal-

Pub Dalateh79dph

Note-22p.; Paper presented at the Annual Conferewe of the American Educational Research As-sociation (San Francisco, California. April 8.12,1979); Table 1 of marginal reproducibility

Pub Type Speeches/ Meeting Papers (150) Re.ports - Research (143) Numerical/Quantita-tive Data (110)

E LMS Price MPOI/PC01 Plus Postage.Desaiptots*Data Collection, Dropout Re-

search, Dropouts, Minority Groups. PreplanPlanning. Racial Factors. *School Holding Power,Secondary Education, Sex Differences. StatisticalData. Unemployment. *Urban Dropouts. UrbanSchools

IdentifiersPennsylvania (Philadelphia)In the late 1960's. educators and researchers

became concerned with the dropout problem inlarge urban school districts. In Philadelphia, theDivision of NMI Personnel and Counseling (PVC)is responsible for collection of this data and reportsthis informative to the state. The process hos beencomputerized to cope with the large volume of deb.The PPC file has become the bogie for anal drop-out reports. Four general categories of dropoutshave been defined. A survey questionnaire ems alsodeveloped which indicated differential patterns ofdropping out by lace. area and grade, and also showsthat many dropouts continue their education on apan-time basis or through the GE D program. Therehas been as overall decline in the dropout rate overthe last five yens, although the majority of dropoutsleave school because they arc overaged. The surveyreveals differences in official records and personalreasons for leaving, however. Each time theatudy isconducted. 50% report unemployment. suggestingthat new approaches arc required to solve problemsof unskilled teenage employment. The appendix in-cludes dropout statistical tables and status surveys.(Author/BEF)

ED 173 743 CG 013 650Poen" Nasky&bunks Design 197849: Elocetioe for Parent.

hood ProjectAustin Independent School District, Tex. Office of

Reseetch and Evalustion.Spons AgencyDepartment of Health, Education.

and Welfare. Washington, D.C.Pub Date-30 Sep 78Note-25p.rcEsthalirpo Reports Evaluative (142)

Pries MPOI/PC111 PI= Penne.DescriptorsChild Development. *Child Rearing.

Day Care Programs. *High School Students,*parenthood Education. Parent Role, 'ProblemDesign. Program Evaluation, Research Design.'School Community Programs, School Districts.'Secondary Education. Work Experience Pro-gram

Ideotifterenotas (Austin)This booklet provides a summary of purposes and

goals of the Education for Parenthood Project,along with a summary of the evaluation services tobe implemented in order to effectively make decisions about funding and possible project modifica-tions. Decision questions arc outlined, andinformation needs arc elaborated. A method for dis-seminating the evaluation findings is outlined, andinformation sources arc cyanided and analyzed.There is also a list of data to be collected in theschools during each quarter of the school year, and

3 /

Document Resumes 29

a chart of evaluation time resources! allocation. Theevaluation focuses on the effectiveoess of the pro-gram in meeting the needs of three groups of stu-dent& studentparents, career education students,and students in general education for parenthoodcourses. (PJC)

ED 173 764 CS 004 907Rending Disability Provender for S Tees OblePortland Public Schools, Ores.Spats

asAhingtongencyOffice of Education (DHEW),

Pub Date-77Note-210p.Available fromESEA Title 4C, Portland Public

Schools, Area 1, 6318 Southwest Corbett Street,Portland, Oregon 97201 (14.50)

Pub Type Gulden Classroom Teacher (052)Document Not Available from EDRS.DescriptorsAuditory Discrimination, Cuniculunt

Guides. Ineervice 'Teacher Education, *Kinder-garten, Language Development. Patent Participa-tion, Perceptual Motor Coordination, Pre/onion,Primary Education, Propam Guides. *ReadingFailure, *Reading Programs 'Reading Readiness,Screening Tests. Visual PerceptionA program designed todetect and prevent reading

disability in kindergarten is outlined in this cur-riculum guide. A modification of the Santa ClareInventory of Developmental Tasks is used as thebasic screening and diagnostic instrument. and in-structions are provided on how to use the Mau-mot for both purposes. Detailed sections onteacher training. implementation, parent involve-meat, and evaluation of student prestos* are ineluded. Reading readiness areas covered areLanguage development. visual and auditory percep-tion, concept development, and motor coonlinanon. The appendixes include information onbudset, tests and inventories, format for volunteertraining sessions. supplemental props= for chil-dren continuing at risk, suggested materialised sup-plies. project- developed prescriptive activities, endsuggestion on how to deal with specific learninghandicaps. (MKM)

ED 173 904 EA 011 897Coaster. LarryDoane Eendiments-Rieln Penises& Report

No 70-10.Seattle Public Schools, Wash, Dept. of Planning,.

Research. and Evalustion.Pub DateJul 79Note-9p.Pub Type Reports Descriptive (141) Reports

Research (143)EDRS Price - MPOI/PC011 Plus Postage.Descriptors DecUnine Enrollment. Elementary

Secondary Edocacion, Expenditure Per Student.Full State Funding, 'School Closing, StudentCosts, Student Teacher Ratio

Identifiers 'Seattle Public Schott' WAThe Seattle School District has experienced a

steady enrollment decline over the last decade ormore. Yet even when total revenues and revenuedollars per child are expressed in 1967 dollars, it isclear that the number of dollars spent per child oneducation is increasing. This is partially became itis not possible to reduce staff members as fast asenrollments decline and partially because specialprograms have increased. Also, over the sameperiod, the amount of floor space has not been re-duced to keep pace with the decreasing number ofstudents. In 1975 the state of Washington was or-dered by the courts to fulfill its constitution' dutyof innate the Aill costs of basic education. Theresulting basic education law prescribes length ofschool day and permissible student /teacher ?nos.Numbers of staff must be reduced, which means

thatschool closures, although unpopular will be

initaED 173 914 EA 011 915Hickey. Mike EClosed &boob-0pm Doom Revised.Pub DateApr 79Note-9p.; Paper presented at the Annual Meeting

of the National School Boards Association(Miami Beach, Florida. April 21-24, 1979h Notavailable in paper copy due to light print of origi-nal document

EDRSpeeches/ Meeting Papers (150)EDRS Prim MPS! Pin Postage. PC Not Anne

Me from ELMS.Descriptors 'Building Conversion, Community

Education, Neighborhood Centers. 'SchoolClosing. School Community Relationship

30 Documeat Resumes

Identllhes-'Salnt Louis Park School District MNIn this age of declining enrollments, skeenstIves

rust to beardlag up schools th.t are no longer beingfully ulilited. This piper discusses such shernstiveaby descdblttg thc silustlen In a Mlnne.oli schooldistrict. Of the tour rkmentary school buddlogsclosed In St. Luls Perk in the pest live years. onew$uildtoad*velop.i, twoorecumntly operatIng0$ conunuitity centers, end a fourth I. bring devel.- Into a senior citizen center, The paper detail.the activities In each of the centers Oad then listsseveral funding approaches used by the district tosnake the contain selfevppcetine. Thc papel con.eludes that school oflici.]. should seek creative ap.Proaches to the udlizitlon or disposal of closed

hool buildlnge. Otherwise, the buildinis hive asPalIthil reminders of educational sod coinmun2tydecline. (AuthorLD)

ED 173920 EA 011 923Steekit Iflllism, L, I'

1dec11,. I. Farms Is T.it Beard Puapwed?Pub Dats-32 Apr 79Nota-22p.; Piper presented at the Annual Meet-

ing of the National School Boatds Ailocislion(39th. MIami Beach, Florid.. April 21.24, 1979)

lest copy avsilsblePub Type- SpescbeslMee(ing Papers (ISO) -

Guides . General (050)EDRS Piles MFSlIPCI1.l.a Posing..Dptoss-'Administruto, sole, 'Board of Edu.

cation RolCi Guideline.. 'Reduction in Force,School District.

ldentiliers-'Atlants Public Schools GAA r.dtiction in force (11?). coupled wish today's

inflation sod cost of living Increases. Impacts onschool systems, This piper diScusses the effects ona. hoot system-the Atlanta Public Schools-sod oflins suggestions to school administrators onmoves to mike end pitfalls to avoid when faced withRIF. Some topics covered include legal rainillca.tiots, due promas, teacher tenure, and the role ofschool beards and 4Vvto. The paper aug.goat. that school board. (I) initiate so RIP policybefore It's seeded, (2) capeniss to the boss, (3)clarify the boezds position to staff and community,(4) use the acne media to publicist policy ind ad-ininzstrstive ,egul.tions, and (5) Indicate that slier.natives are continuing to be sought. Also hated are6 pitfalls to avoid and 17 ways to reduce the linen.ciii trauma of staff cut.. (Author!LD)

ED173943 EA011959MCPS Cepsshea.tise Planing Pleases.Montgomery County Public Schools, Rockvilk,

Md.Pub Dsti-79Nose-27Ip; Occasionsi pages may be cnasginaUylegible due to light pant

Pub Type- Guide - Noo.Clswocin (055)- Re-ports. Descriptive (141) -Tes&Questionnatm

EL1lS'Pte. . M?OIIPC11 Plea Postage.Descriptors-Developmental Programs, 'Educe-

tonal A....t. Educational Development.'Educational Elementary SecondaryEdaceton. 'Needs A.aessinrnt. Pilot Projects,

evetil .o,ing pspen end a guidebook to theComprehensive Planning Process of Mssyland'aMontgomery County Public Schools have been col.lotted to form this document- The process itself neadeveloped in 1979 s.d will be piloe.teated duringthe 1981 fiscal Vear. These materials, therefore, coo.stiluic *n i.ntenm repast on a proome yct to be cast'in final term. The peoqrsin Itself Ia divided icto sinstages and subdivided into twenty-one steps. cover.log the following areas. needs _ z t needs pri.oei'wics development of measurable objectives;generation of alternative plans for meetlo4 ubjec-lives; telectioa of preferred plans; 'intepahon sodtecoocihstiost of plans aelocled by different aegam.zitional units In the system un$esueotsliva,evaluation. sd recycling of plans. sod co..daalo.of the itaplemenamoc activities with budget deve-lopment. The procma is intended tot use at everylevel ofthe synens.nd by every organIzational u.nwithi, the system. Included in the document are aconceptual oveiview. planning materials for dews.1cpin.chool Information summaries at the demon-

jun or hig school levels, a diectuaoaof and ."eg materials rev needs mament. aguide rev plsqner .up..,.'&nis. and a guidebook forlb. p1s. and ngilsutstien teses, a. well as

supplementary information and sample tones.(POD)

ED 173999 FLOIO 169Aila Psdlc Perapsetiesa.Los Angeles Unified School District, CalifPub Dst.-74NtM-37$p.Available from-Publications Unit. Las Angeles

Unified School DIstrict. 450 N. Grand, km.0230, La. Angeles. CaIfloinia 90012

Pub Type- Guides . Classroom . Teacher (052)EDRS Price. MPO1IPC16 Plus Postage.Doscylpeosi-Asian Americans, Bib$iogr.phles,

Pd ingual Educatsoo, CWtvral Background, 'Cul.tural Education, Elementary Education. 'English(Second Language), 'Ethnic Otoups, lmntigants.'Inatructionsl Material., Language Inatruction,Minority Groupa, 'Multicultural Education,Phonology, Resource Guides, Sytnaa

ldentlllevs-' Knowledge of English Tields SuccessProjectThis multicukuisl guide co. classroom sc-

irvitses that have been prepared for use in the pci.

mary pride.. The guide Ia divided into five sections.(1) multIcultural, (2) phonology. (3) synraa, (4)comprehension, sad (5) resources. The multicul.tue.l trait discusses twenty activitics from AIimcountries, some Involving arts and cisde ind someinvolving classroom discussion. The phonology unitis designed to help Asian American stutienti it.provc their oraJ!suraJ discrii.atio. skills In Egg.lisb. Each of the 30 lesson units represents apronunciation problem for thre, or more of the liv,Asian language groups. The symac unit Ia designedto give Asian American students a better under.standing of English sentence structure as well asknowledge of the American culture, The compre-hension unit Ia developed to .sslst students who arelearning English as a second language to espies.themselves orally In Enajiab. The resources unitcontains three blWIOpmgItISs. (1) "AMa. AmericanBibliography: Mull Reading." (2) "Asisn Amen.can MuIIi.Media Materials, K.3.' and (3) "BIbliog-raphy of Asian American Children's Books, K.3."(NCR)

ED17403$ FLOIOSOSAmnnn, Herbert L. And Ol.a,titibty of LESA Qftsila fur j- ;The N...bar of LFSA Stideeta.

Houston Independent School District. Tea.Pub Dsi.-.Apr 79Note-I Ip.; Paper presented at the American Edu-

cational Research Association Meeting (SanFrancisco, CalIfornia. April 1979)

Pub Type- TestalQuestionnaires (160) - Spee.ches!Meetlng Papers (ISO)

EDAS Pile. MPalIPCl Plus Fasings.Descnptors-Bilingual Students, Comnmuaicntjve

Competence (Langinges), Elementary Ethic..lion, 'English (Second Language), Language flu-ency, Language Pr 'Language StiListening Compr'themien. Qu.stionnsires, ReadSlag Comprehension, 'Second Language Learning,'Spanish Speaking, 'Student EvaluationStudies conducted concerning numbers of limit

ed-Enghih-apeaking.abillty_(LESA) students andutility of criteria for this population aredujca..e' A sample of 287 .tudeeta'urklisdergartenthrough gisde three, whose parents had respondedto a I.ig'ga Resource Questionnaire, mere se-lected for study. The teacher of each student wasadministeredthe 's Reacwcc Questionnairefor Teachers, which concerned the stuc'.eats abilityto use snd understand English in the classroom.Each student ma. administered the Shutt PrimaryLsnguage Indication Test to assess their proficiency'in English sod Spanish. The Intaraoqselatioas of key"tents on both qucad.--. sod sublasts of theSbutt test were calculated. Key 'iternano the parentquestionnaire Included whether the student wusborn outside the United States .d whether thehousehold was othot than English. Keyitemeon the teecberq--ticunisi. Included the sin-

dent'a understanding of Instruction In English andthe student's ability to speak Key subtesteon the Shuti test mete hsInOing comprehension 'inPugI, reading comprehension In English (thirdgrade only). and Enghih veibsl Ayepcy. (SW)

ED 174 391 SE 025 270Gotdk Iardore

ladeD Aermpaes ad MMe Science PT.ject(RAMSh A. E,alaatle. Stady. Final lepe,t.

Creative Research Associata.. Inc., Silver Spring,

Spans Agency-District of Columbia PublicSchoole, Wa.hlagron, D.C.

Pub Date-Aug 18Conirsct-045$-AANSOI.GANote-42p.; Contains occasional light and broken

Puype- Reports. Evaluative (142)l)m5 p4a. M?OlIPC.2 Plus Posies.

Desciipiors-'Aeroapace Education, Career Deve.Iopmnsnt, Community Resources, 'EducationalAlternatives, 'InterdiscIplinary Approach, 'Ms.line Biot, Motivation Techniques, Perform.ance Based Education, Science Education,Secondary Education, Secondary School ScienceThis report of the Aerospace and Marine Science

PrcgrsinforatudentsinthcWaebbigton, D.C. Pub-lic Schools is Intended to provide direction to tin-modvsted students through an inlerdlsclpllnasycurriculum based on msvine sad seracpece solsucetheme.. The program emphasize. career development and a competency based euntculum. Anevaluation design chs,t Ia presented. It encompassesaspect. ranging from school facilities, staff, andcommunity resources to the atisdent selection proc.ess,testins, end attendance. The major objectives ofthe project are given in this chart. Results of theevaluation of achievement are given from standard.it.d tests, studenW perceptions of academic pro'geese and lcchet,' perceptions of .cidemicprogress. (Author!SA)

ED 174 586 SF 014 477Elsmasmsy Phydmi Edaenthn, Psresptaal-Melee Researca Geld.. Grids. 1.6

Montgomery County Public Schools, Rockuille,Md.

Pub Date-79Noe.-78p.Pub Typo-. Guides. Noe.Qassrocmn (055)EDES . MPO1IPUJ4 Flu. FealngDescriptors-Adapted Physical Education, 'Ding.

nostic Tells. 'Elementary Education, Individual.itd lnatrvction. Motor Development.'Perceptual Motot Coeedinatiac, 'Ptceptt*lMotor Learning. 'Physical Education, Psy-chomotor Skills, Remedial InsttuctionThis guide con a motor development dlsg-

noetic survey for the ma of elementary physical.ioa teachert s.d classroom tcncbe Thesetents enable teachers to Identify ipecific perceptualmotor problems of students. A description is givenof sctivttles robe used in establlsliioglndedduslizedInstructional program, for remedial purposes. Spc-chic perceptual motor sctivlbes included I ibisguide deal with these areas. bodylobjoct spatial reM-Donshijis,' geces motor coordination, directionality;eye-hand coordination. vtsual.motor coordinroon;latesslity; midline; dec motorcoordin.tion;snd hal.soc.. (Jb)

ED 174730 1JD019669Marie. kuthkea And OthersA Csal..alul lasaem Callsction, Boys ad Glib

High Scheel, V.1.2.New York City Bca,dorEducaslo., Brooklyn. N.Y.

Div. of Educational Planning sod Support.Pub Date-Mar 79Nota-160p.; For related documents, ace UD 019

670.671; lest copy available, Not available In ge-per copy due to institution's ristriction

Pub Type- Guides. Qa.room . Teacher (052)EDRSPrIeS.MPQ1 PIUS I'ssiags. PC N.t Aside'

'Ibib

Relationship. 'School Dcidumlion. Student School

misc culum guideouthoes resource materials,lesson plan, and learning activities that may beused by aubject area teachers with their students inmarking the 100th anniversary of &ys and GirlsHigh School. Theplp.._..saácorrerjsood to theschool's mare recent buloly (I$92-1P79) and as.designed to meet the requirements and atendssda ofblatorical scholarship and dmcaJemdsofc.ariculuin implementation. The materials listed (or

each lesson plan are followed by suggested activitiesthat are interdisciplinary and provide for a widerange of ability levels. They are written as brief de-scriptions and are listed alphabetically by subjectarea so that teaches may more readily select activi-ties suited to their students and create their ownlesion plans. Special event activities are also described. A preliminary inventory of Boys and GirlsHigh School Archives and a bibliography are in-chided. (Author / Ell)

ED 174 731 UD 019 670Morin Kathleen And OthersA CeaMialel Resource Collection, Goys and Girls

High School, Vet. 1.New York City Board of Education. Brooklyn. N.Y.

Div. of Educational Planning and Support.Pub Date Mar 79Note-284p4 For related documents, see UD 019

669471; Best copy available: Not available in paper copy due to institutioo's restriction

Pub Type Guides Classroom - Teecher (0521E DRS Price hiP01 Plea Peerage. PC Not Mails-

bk from ED RS.Descriptors Educational History, High School

Organization. 'wish Schools. Institutional Cha-racteristics. Instructional Materials, 'LearningActivities, Lesson Plans. Local History. SchoolCommunity Relationship, 'School Demography.Secondary Education, Student School Relation.ship, Teaching Guides

IdentifiersNew York (Brooklyn)This curriculum guide outlines resource materiels,

lesson plans, and learning activities that may beused by subject area teachers with their students inmarking the 100th anniversary of Boys and GirlsHigh School, An overview oldie school's history isprovided and contains a sampling of events, per-sonalities, and structures which gave shape to itsheritage. The plans presented correspond to theschool's early history (1876-1892) and are designedto meet the requirements and standards of historicalscholarship and the practical needs of cunieulumimplementation. The materials listed for each lessonplan are followed by suggested activities that areinterdisciplinary and provide for a wide tense ofability levels. They are written as brief descriptionsand are listed alphabetically by subject area so thatteachers may more readily select activities suited totheir students and create their own lesson plans. Across-reference grid that can be used for the lostion. coordination, sequencing and cross referencins of activities and s bibliography are included.(Author/ED)

ED 174 732 UD 019 673Scott Eton SkeenMiddle and Jambe Hip School Title I Camper

hash* Reading and Math Delgado*, 1976.1977.

Pub Date (79)Note-20p.; For related documents. see UP 019

674.676; Not available in paper copy due to re-production quality of the original document

Pub Type Testa /Questionnaires (160) Reportsevaluative (142)

E DRS Price Mffill Phis Postage. PC Not Avails.ble from ED RS.

DescriptorsAdmission Criteria. CompensatoryEducation Programs. Cooperating Teachers. Ef-fective Teaching, !service Programs. !pairs-time! Materials, Junior High Schools. MiddleSchools. Parent Participation. Program Adminis.trstion,'Program Attitudes. Prevent Effective.ness, Provem Evaluation. ReosedialMathematics. Remedial Reading Programs. Sur.veys

Identifiers'Elementary Secondary EducationAct Title I, New Tod (Buffalo)This paper lists the questions presented to and

discusses the responses of meth teachers, readingteachers, helping teachers, home-school teachersand principals regarding the effectiveness of Tide Imath and reading programs. Taken into considera-tion are respondents' attitudes toward student selec-tion. ittservice programs, materials and supplies.parent participation, teacher and Title I staff coop.eration. and program administration. Recommen-dations made by the various teachers for improvingtheir effectiveness andlor the overall effectivenessof the program in each of these areas are outlined.In addition, general observations are made concern.ins the role of each of these teaches in the Title IPrograms- (E91

ED 174 733Seem Skis SkeenPreening's& Needs and Ilatlehmtlen of

Fareats to the Buffalo. New York 11101eRVIlale-pal Progress, 1971-1978.

Pub Date(79]Note-11p.: For related documents, see UD 019

673476: Par I may be marginally legible due tojoint quality in the original document

Pub Type Reports Research (143)EDRS Pries Miall/Pall Pis Peerage.Descriptors 'Bilingual Education. Elementary Se-

condary Education. 'Language Programs. Par.eat Attitudes. Parent Participation. ParentSchool Relationship. *Spanish Speaking, Surveys

IdentifiersNew York (Buffalo)This paper lists the questions distributed to par-

ents of children in this bilingual program in order todetermine their perception of needs, and summa-rises the responses of the few who returned thequestionnaire. It is concluded that the weakest areaof the program is parent involvement. Severalsuggestions are made for increasing the participa-tion of parents in the educational process of theirchildren. (El)

EJ 193 988 EA 310 633Beek. William W. Linden, Olean M.Mork and Minority Perceptions of Swam it

Dallas School DegranintiosPub DsteJen79Available fromReprint UMIJournal CitPhi Delta Kappa= v60 aS p37842 Jen

1979DescriptorsCommunity Attitudes, Court Litiga-

tion. Elementary Secondary Education. Integra-tion Plans. "Majority Attitudes, MinorityGroups, Parent Attitudes. Public Opinion.School liberation

Identifiers*Dallas Independent School DistrictTXProvides a history of desegregation in the Dallas

schools, and then presents two views of the district'sintegration efforts-one from the Anglo perspectiveand one from the Black/Mexicar American per-spective. ART)

EJ 197 845 EA 310 939Parker, BarberaWho s Board Is Tide Divided, Almost /*Weisz

Can Go wrong -and Does.Pub DateFeb79Available fromReprint UMIJournal CitAmerican School Board Journal; v166

n2 p21.25 Feb 1979Pub Type Journal Articles (080)D escriptorsAdministrator Selection. Boards of

Education, Conflict. Elementary Secondary Edu-cation. School Superintendents

IdentifiersMemphis Public Schools TNPresents the difficulties the divided Memphis.

TCAMMItC, board of education had in choosing asuperintendent. ART)

EJ 197 848 EA 510 942Wanton. MariaDuteous Help &boob.Pub DateFeb79Available fromReprint: UMIJournal CotAmerican School Board Journal; v166

n2 p31.32 Feb 1979Pub Type Journal Articles (080)DescriptorsCooperative Programs. Elementary

Secondary &Sumba°. Settool Community Rela-tionship. School Industry Relationship

IdentifiersNew Orleans Public Schools LAIn this program. schools and businesses are paired

and coordinators from the school system and busi-ness pinpoint areas in which business can aid theindividual school. (Author/IRT)

E./ 199 138 AA 329 328Cohen, MiltonAdak Sendeats Is Public School Classes.Pub DateFeb79Available fromReprint: UM1Journal Cit Cleating House; v52 n6 p272.75 Feb

1979Pub Type Journal Articles (080) Reports

scriptive (141)Descriptors Adult Basic Education. Adult Stu-

dents, 'Community Schools. Coordinators, Bit-mernary Secondary Education, ProgramAttitudes. Public School Adult Education.Settool Orientation, Student Adjustment. Tutor-ine

IdentifiersPennsylvania (Philadelphia). 'School

.1.10 019 673

"

Docluses1 Resumes 31

for AU Ages in LoganThe School for AU Ages (SFAA) integrates keel

adults, with academic levels from nonresdenthrough high school, into a regular K12 program.The coordinator's role in attracting, orienting,, andsupporting adult students is outlined, as are the advantages and disadvantages of joint classes foradults and children. (SIL)

EJ 199 187 CE 308 284Olttlt. CraryThe World of Work la Room 101,Pub DateDoc711Available fromReprint: UM1Journal CitVocEd: v53 n9 p53-56 Dec 1978Pub Type Journal Articles (080) Reports De-

scriptive (141)DescriptorsCareer Choice. 'Career Develop.

meat, 'Career Planning. 'Guidance Centers, in-dividualized Programs. "Observational Learning."Occupational Guidance, School Industry Rela-tionship, Secondary Education. "VocationalCounseling, Vocational Interests

IdentifiersKansas (Shawnee MiesionlDescribes career guidance center programs in

Shawnee Mission, Kansas, high schools, with careercapers and multimedia materials as sources of in.formation about occupations, business tours, train-ing in preparing for job interviews. andobservational experiences in the business world. Apreliminary minicourse provides a personalized ca.set study program for individual students. (MF)

EJ 201 259 EA 311 224Bennett Christinelatennelal Acceptance la Desegrepted Sefteela.Pub Date May79Available fromReprint UMIJournal CitPhi Delta Keeps; v60 n9 p68344

May 1979Pub Type Journal Articles (0801 Reports - Re-

search (143)D escriptorsClassroom Environment. Minority

Groups, Race Relations. 'School Integration,Secondary Education. Student Teecher Relation-ship, Students, 'Teacher Influence

IdentifiersIndianapolis Public Schools INReports on a study showing Sat teaches can in-

fluence the climate in the classroom and that thisclimate can have an impact on whether schools aretruly integrated or merely desegregated. (Author-/MT)EJ 201 297 EA 511 280Thor puma MargeryMilwaukee's Emden', School Plan Promotes

Leaning and lategratiaa.Pub DateMay79Available fromReprint: UM1Journal CitAmerican School Board Journal: v166

nS p30-33 May 1979Pub Type Journal Articles (080) Reports - De-

scriptive (141)Descriptors 'Alternative Schools, Art Education,

Basic Skills, Elementary Education. FLES Pro-grams. Gifted. School Integration

Identifiers"Magnet Schools, 'Milwaukee PublicSchools WIDescribes programs in four of Milwaukee's spe-

cialty schools-a school for the gifted and talented,one for the creative arts, one for foreign languages,and one emphasizing the basics. (RT)

EJ 201 299 EA 311 282Levin, DanYes Might Be Able to Test Tesler Applients. but

No Board Has Ever Rosa Able to Test WorkingTeachers.

Pub DateMay79Available fromReprint: UMIJournal CieAmerican School Board Journal; vI66

nS p35.37 May 1979Pub Type Journal Articles (080) Reports - De-

scriptive (141)DescriptorsElementary Secondary Education,

Objective Tests. 'Standardized Tests, 'TeacherEvaluation, 'Teacher Selection, Teaching Quality

IdentifiersMobile Public Schools ALRecounts one school system's attempt to impose

competency tests on its teachers and discusses theexperience of other districts with steederbed testsfor teachers and teacher applicants. (MT)

32 Document Resumes

El 202 ISS9 CG 516 355Gaertner. Grow EScheel Sordel Week Sonless In the New Orgasm

Mille Schools.Pub DateJun79Available fromReprint: UM1Journal CitJournal of the International Associa-

tion of Pupil Personnel Workers; v23 n3 p168-70Jun 1979

Pub Type Journal Article, (080) Reports - De-scriptive (141)

Descriptors - Caseworkers, Elementary SecondaryEducation. Public School Systems, *Pupil Per-sonnel Services, School Social Worken. *Seen!Work. Student Personnel Works=

Identifiers 'Louisiana (New Oilcans)This article conceals itself with an overview of

school social services in the New Orleans PublicSchool System, It deals with historical review;meaning and definition of school social services:who is best qualified to administer the service; a caseexample demonstrating social work interventionand other professional social services. (Author)

203 252 FL 512 291Witlifont Mary L.The Answer High School Pon* lemosSes Tw-

eeting ProgramPub DateMay79Availabk fromReprint: UM!Journal CUForeign Language Annals; v12 n3

p213.14 May 1979Pub Type Journal Articles (080) Reports - De-

scriptive (141)Descriptors 'Croy Age Teaching, Educational

Inanvation, Elementary Education. High SchoolStudents, *Language Instruction. *Second Lan-guage Learning, Tutoring

IdentifiersMemphis City School SystemA program is described in which secoodyear high

school students taught elementary students French.Spanish. or GermanAlte program. begun in 1975 inMemphis City Schools. involved 80 high school stu-dents and approximately 1.500 elementary studentsin the 1977-78 school year. (SW)

FA 205 832 AA 529 901Naumann.Ethnography of the BilOpal Closareoen.Pub Datc-711Journal Cilinternational Review of Education;

v24 n3 p295-307 1978Pub Type Journal Articles (NO) Reports Re-

search (143)Descriptors*Bilingual Education. *Ow Orsini-

ration. Classroom Environment. *Classroom Re-search. Ethnic Distribution, ElhnontsPhY,Language Attitudes, Language of Instruction.Language Usage. Primary Education. SpanishSpeaking. Teachino Styles. Time Factors (Learn-ing)

IdentifiersWisconsin (Milwaukee)Four primary classrooms, three bilingual and one

monolingual, were studied. Final observationsshowed that language climate" and the ester* towhich the two language, developed were influencedby the teacher's style, the organization of the schoolday, and by the ethnic balance et the class and theneighborhood. (SJL)

£1 206 305 EA 511 557Prima J. LeoTest= Another Seated Cow about to Mee she

DosePub DateSep79Available fromReprint: UM1Journal CitPhi Delta Kappen; v61 01 p50 Sep

1979Pub Type Journal Articles (0110)Descriptors--Contracts. Elementary Secondary

Education. Teaches& TenureIdentifiersFlorida (Dade County)

Teacher in Dade County. Florida. voted to elizni-note tenure in favor et a negotiated labor contractemphasising a diagnostic-prescriptive approach toimproving teacher performance and due processsafeguards. (Audsor/IRT)

ES 207 338 TM 504 378Faix, JosephRamo* oaf

L.Evaluation to Improve Insensedeot

Ifs Clotalesidi Strategy.Pub Date-79Journal Cit Educational Evaluation and Policy

Analysis; vl 02 07-62 Mar -Apr 1979Pub Type Journal Ankles (MO) Reports - De-

scriptive (141)Deaeriptors*CredtVity. Evalustios Methods.

Evaluation Needs, *Endow* FormativeEvaluation. *Institutional Research. 1019rPtriesnatal Relationship, Moiels.*Needs Aasesament.Problem Solving. Program Evaluation, SchoolDistrict Autonomy, Suminetive Evaluation.Teacher Administrator Relationship, UrbsoSchools

kleotifienCineinsati Public Schools OH. Eta=stew

m

Secondary Education Act Title L Ohio

f%i cla*%Initial procedures and programs in the Cirdotted, Ohio school system. the role et local schoolevaluators, and the models for school evaluation -based on high, moderate. or low trust-ere described.Evaluators serve load schools its formative andsuonnative evaluation 4rro ts, in aroessiag seeds.and in meeting them.

33

Subject Index

This index lists titles of documents under the major subject terms that have been assigned to character-ize their contents. The subjects, which conform to those presented in the Thesaurus of ERIC Descriptors,are in alphabetical order.

As shown in the example below, the accession number is displayed below and to the right of thedocument title. Additional information about the document can be found under that number in theresume section.

The symbol II appearing after an accession number identifies a document that is not available from theERIC Document Reproduction Service and that is not in the ERIC Microfiche Collection.

Descriptor PerceptionIconic Signs and Symbols in Audiovisual Communication,

Title an Analytical Survey of Selected Writings and ResearchFindings, Final Report. Accession Number

ED 013 371

Academic AchievementAnnual Tat Report. 1977.71.

ED 171 791A Comparative Analysis of the 45.15 Plan sad theTraditional Calendar in the Prince WilliamCounty Public Schools of Virginia. ExecutiveSummary.

BD 168 130Ethnicity and Reading Problems in Hawaii.

ED 167 671Experience-Based Career Education. High SchoolLevel Demonsustion Project. tittering Report. Se-cond Year. (Septensber 20,1977 to September 30.1978).

ED 167 747Final Evaluation Report- 1976-1977. High SchoolCurriculum Evaluation. Publication Number 76..Gt.

BD 169 078Find Evaluation Report- 1976-77. ESEA Title IPrepare. Publication Number: 76.63.

ED 169 0$0Final Evaluation Report 1976-77. SystemwideEvelustion. Publication Number. 76.70.

ED 167 382Fins/ Technical Report 1976-1977. SystemwideEvaluation. Publication Number: 76.69.

ED 167 583K12 Urban Career Education Infusion Project.Final Evaluation

ED 170 469K12 Urban Career Education Infusion ProjectNeeds Assessment.

ED 170 470Needs Assessment for the Prepastioa of the197940 Application for Title 1 Migrant Foods.

ED 168 755Report on the Sicced Year of the )Cements Alter.oath° Rehabilitation Program of Templeton Se-condary School. Research Repot 78-06.

ID 173 022Who Are the Disadvantaged sad What ShouldWe Do for Thera? The Rebtionthip of PaulyVariables to Achievement and Some Implicationsfor Educational Programming. Publication No.77.40.

ED 171 438

Academic EdnendonAn Evaluation Study of District of ColumbiaExperience Hued Career Education Provost Fi-nal Report

ED 166 422

AcenitaratienEthnic Heritage Studies: The Immigmetonce: The Long. Long. Journey. ExperimentalUnit.

ED i73 227Achievement

Evalustioo of Teaching sod Laming Models forMathematics sad Reading. Final Report.

ED 171 523Addemmeet Gabs

A Comparison of Title I Achievement ResuloObtained Under USOE Models A1. CI and sMisted Modal.

ED 170 370An Evaluation of Houston's Magnet School Pro-ism

ED 167 631

Acbieremeet TestsEvaluation Inetruments Locally Developed inOntario: An Annotated Catalogue of MMerialDeveloped by School Boards sad Other Asensio&

ED 173 389Infereecing in a Standardised Reading Comm.bemire Test.

ED 166 967L'Evelustion du Rendement &Wake. EtudeMeryl** des Instruments de Testing Employespour Evolver Progres des Bevel sus cycleslatannedisire et Superieur. Cycles Intermediaireet Superieur.. (The Evolved°. of Scholastic Out-put. An Analytical Review of Teat instrumentsUsed in Evaluating Pupil Achievement in the laeampliete sad Senior Divisions. Intennedisteand Senior Divisioas).

ED 173 30A Model for Developing Local Norm with aStandardized Achievement Measure for Use withLocal Program Evaluation: Procedures sad EPfeces.

ED 170 332AdmMisbutive Polk,

Statue oldie Energy Management Prep= le theOrange County Public Scheele

ED 168 812Administrator Affitedes

The Budget Development Process: A Cue Studyof the PhiladdPhis School District. 1977.

ED 168 150A Comparative Artily.° of the 45-15 Nab and theTraditional Calendar in the Prince WilliamCounty Public Schools of Virginia. Executive

. Summary.ED 168 130

3)

Rely of Early Childhood Prowess: Stott Deve-lopment. Report No 7914.

ED 172 924School Intematioa Surveys: Preliminary Report.

ED 167 666

Atismialstreter RespoodbilityPrograms for the Oiltod Site Mangano°. Re-vised 1977.

ED 172 47$

Admisktrater ROMArtily.° of Hawaii Secondary School DisciplineVedettes.

ED 170 MilReduction in Force: Ii Your Dowd Prepared/

ID 173 920Admeteleater Selleeffes

When s Dowd Tanis Divided, Almost AnythingCao 00 Wrong -anal Does.

El 197 845

ArloPdm (Ilse)A Study of Alternatives in American Education,YoL 1: District Policies sad the tmplemenotionofGunge.

ED 166 825

Adak Bede lElscedeaAdult Students in Public School Clasen.

El 199 138Adult fftelleats

Adult Students in Public School Climes.El 199 138

Advbory CommitteesCommunity Participadon in Budget Develop.ingot: A Case StudY M the 1977 Budget MilkForce of the Philadelphia School Mulct.

ED 166821//Aerospace ffebseatlee

Maiden Aerospace sod Marine Science Project(RAMS): An &fellatio° Study. Final Report.

ED 174 391

Affective gamierThe Laundry Works or How to Clean Up YourAet. (An Affective Educed.° Materiels ManualDesigned rot Use is Juvenile Court Schools).

ED 168 266Project Terminadea Report; A Model Program InAffective Education ESEA Title IV-C.

RD 171 02

34 African Literature

African LiteratureEthnic Heritage Studies: Themes in Black Africanand Black American Literature. ExperimentalUnit.

ED 173 218Alternative Schools

City-As School. School Year 1977497$. Va Oda-tion Report.

ED 167 665An Evaluation or Houston's Mesita School Pro-gram.

ED 167 631Milwaukee's Specials School Plan PromotesLearning and Integration.

V 201 297Report on the Second Year of the Kumtuks Alter-native Rehabilitation Program of Templeton Sec-ondary School. Research Report 7806.

ED 173 022A Study of Alternatives in American Education.Vol . 1: District Policies and the implementation ofChange.

ED 166 825Anatomy

Human Awareness Program: A Sca Moons! forUse in Juvenile Court Schools.

ED 168 263Art

Ethnic Heritage Studies: Arts and Crafts or EastAsia. Experimental Unit.

ED 173 217Art Activitks

Ethnic Heritage Studies: Arts and Crafts of EastAsia. Esperimental Unit.

ED 173 217Learning to Read through the Arts: InstructionalHandbook.

ED 170 738Ardadslion (Promos)

Guidance in the High School.ED 172 098

Assembly (Manalacterhm)Assembling in Sequence A Saleable Work Skill.Occupation Simulation Packet. Grades 3rd -4th.

ED 172 012

Astor Propos for Gifted ChildrenThe Astor Program for Gifted Children: Pre-Kin-dergarten Through Grade Three.

ED 166 889At Risk (for Handicap)

The Prevention of Loaning Disabilities BeforeSchool: Results of s Pilot Program.

ED 170 989Atlanta Public Schools GA

Reduction in Force: Is Your Board Prepared?ED 173 920

AttesdneteFollow Through Pupil Absence Rates, Pupil 0:in-timate* ROW, and Teacher Continuance Ratesin Philsdelphia 1975-76 to 1977-78. Report No.7942.

ED 172 934Attitude Tests

Evaluation Instruments Locally Developed in001.160: An Annotated Catalogue of MaterialDeveloped by School Boards and Other Agencies.

ED 173 389Questionnaires for Public School Decision-Mak-ers.

ED 173 429Attitudes

Perceptions of Parenthood sad Ideal Develop-ment A Comparison of the Views of High SchoolStudents. College Students. and Expectant Par-esis.

ED 170 051Pretest/Posttest Attitudiesi Survey.

ED 173 219Aaslin Independent School District TX

AISD Title VII Bilingual Project 1974.1975. In-terim Evaluation Report February 1975. Publics -don No. 106.26.

ED 168 773

Evaluation Design 1977-78. ESEA Title 1 Mi-grant Program November 15. 1977. PublicationNo. 77.10.

ED 168 772Final Evaluation Report 1976.77. SystemwideEvaluation. Publication Number: 76.70.

ED 167 582High School Competency Graduation Require-ments: Do They Result in Better Graduates? Pub-lication Number 78.76.

ED 173 416Austin ladepesdeet School District, TX

Fatal Technical Report 1976-1977. SystemwideEvaluation. Publication Number: 76.69.

ED 167 583Basic Skills

Final Evaluation Report 1976.77. SystemwideEvaluation. Publication Number: 76.70.

ED 167 582Final Technical Report 1976.1977. SystemwideEvaluation. Publication Number 76.69.

ED 167 583HighIlee Public Schools Computer-Assisted In-sanction Project A Program to Meet Meadow-aged Students' Individual Neale for Basic SkillDevelopment Final Report

ED 167 114High School Competency Graduation Require-ments: Do They Res It in Bauer Graduates? Pub-lication Number 78.76.

ED 173 416Useful Phrases in English: Japanese. LanguageSOS.

ED 168 318Useful Phrases in English: Korean. languageSOS.

ED 168 319Useful Phrases in English: Samoan. LanguageSOS.

ED 168 321Behavior Problems

An Investigation into the Effects of Alcohol Usein Ontario Schools.

ED 166 833Project Ranger Adopter's Guide. 1979.

ED 170 $96Behavioral Objectives

Leisure Activities for Retarded Children. A TaskAnalysis Approach. latepating Trainable Mee-tally Retarded Children Through CommunityEducation. ESEA Title 11/, Part C.

ED 172 465A Reading Program Guide for the MontgomeryCounty Public Seise**, K-12.

ED 170 714Miguel Elicetion

AISD Title VII Bilingual Project 1974-1975. In-terim Evaluation Report February 1975. Mika-dos No. 106.26.

ED 168 773Children's Day With Ichiro (lak* ToKodomanohi).

ED 16$ 315Chinese New Year (Jug -Gwok San Nilm).

ED 168 312Dragon lost Festival (Dyne Ngh Jit).

ED 16$ 365ESAA Bilingual/Bicultural Project 1974.1975Final Evaluation Report.

ED 172 98/Ethnography of the Bilingual Classroom.

El 205 832Getting Ready for Flag Day (Smiting Mo Le Aso0 Le Pm's).

ED 168 314Girt' Day With Amy (Enda= No Hines Mat-sod).

ED 168 311Interim Evaluation Report 1977-78. ESEA TitleVII Bilingual Project. Project Number S0163SA.

ED 172 577Isamu.

ED 168 310Korean Children's Day. Henguk (kith NaL

ED 166 992Korean Thanksgiving. Chusoognal.

ED 166 993

4r0

Subject Index

Little May's Family (Sin Muih Dik G. Tiling).ED 168 316

Programmatic Needs and Satisfaction of HispanicParents to the Buffalo, New York Title 1 BilingualProgram. 1977-1978.

ED 174 733Rice Harvest (Mikan: Pinsgani iti Panay).

ED 168 329A Special Christmas (Ang Pinaksanging Pasko:Naisangsaogayan A Pashto).

ED 168 328Tolo Goes Fishing (0 Leo Mu Tolo E Fagots).

ED 168 313Black Literature

Ethnic Heritage Studies: Themes in Black Africanand Black American Literature. ExperimentalUnit.

ED 173 218Board Candidates

Race and Ethnicity as Factors in Winning SchoolBoard Elections: Predicting Ethnic Compositionof Community School Boards.

ED 170 920Board of Education Role

Reduction in Force: Is Your Board Prepared?ED 173 920

Boards of EducationWhen a Board Is This Divided, Almost AnythingCan Go Wrong-and Does.

Et 197 845Budgeting

The Budget Development Process: A Case Studyor the Philadelphia School District, 1977.

ED 168 150Community Participation in Budget Develop.meet: A Case Study or the 1977 Budget TaskForce or the Philadelphia School District.

ED 166 82111Building Conversion

Closed Schools-Open Doors. Revised.ED 173 914

Bea TransportationAn Esplanade,' of Pupil Transportation Costs,Seattle School District No. 1. Report No. 78-29.

ED 172 454Parent Perceptions or Magnet Schools as aMethod of Desegreption.

ED 170 384California (San Diego)

School Integration Surveys: Preliminary Report.ED 167 666

School Integration Surveys. 1978 Report.ED 167 667

Campos Level Planning ProjectPlanning and Decision - Making at the LocalSchool Level.

ED 170 864Caned* Natives

Report on the Second Year of the Kurntuks Alter-n ative Rehabilitation Program of Templeton Se-condary School. Research Report 78-06.

ED 173 022Cantonese

Chinese New Year (lung-Go/0k San Niko).ED 168 312

Dragon Boat Festival (Dyun Ngh lit).ED 168 365

Little May's Family (Sid Muih Dik Gs 'Chair).ED 168 316

Useful Phrases in English: Cantonese. LanguageSOS.

ED 168 317Career Awareness

Assembling in Sequence: A Saleable Work Skill.Occupation Simulation Packet. Grades 3rd -4th.

ED 172 012Color Discrimination: A Saleable Work Skill. Occupation Simulation Packet. Grades K-2.

ED 172 011Crawling and/or Squatting: A Saleable WorkSkill. Occupation Simulation Packet. Grades K-2nd.

ED 172 010Creativity: A Saleable Work Skill. OccupationSimulation Pocket. Grades 3rd-4th.

ED 172 013

Subject Index

From Cooks to Cart:einem Measuring - A Salea-ble Work Skill. Occupation Simulation Packet.Grades 5th-6th.

ED 172 015Oral Persuasion: A Saleable Work Skill. Occupa-tion Simulation Packet. Grades 5th-6th.

ED 172 OlaCareer Development

An Evaluation Study of the District of ColumbiaExperience Based Career Education Program. Frsal Report.

ED 166 a22The World of Work in Room 101.

EJ 199 187Career Education

California Association of Work EaperienceEducators. Graft Intern Program. 1976.77 Endof Year Report.

ED 166 a01Career Exploration for Gifted and Talented HighSchool Students. Final Project Performance Re-port. October I. 1977 through February 28,1979.

ED 173 613Career Eaploratton for Gifted and Talented HighSchool Students. Section H. Correspondence andEvaluation. Appendix A.G.

ED 173 6IaDemonavation Senior High Schools: A CareerEducation Demonstration and Replication Effort.A Final Report from the Florida Career Educa-tion Demonstration Consortium.

ED 169 223An Evaluation Study of the District of ColumbiaExperience Based Career Education Program. Fi-nal Report.

ED 166 a22Experience Based Career Education at WichitaEast High School: A Third -Party Evaluation forYear Two. 1977-78.

ED 170 576ExperienceBased Career Education. High SchoolLevel Demonstration Project. Interim Report. Se-cond Year. (September 20. 1977 to September 30.1978).

ED 167 7a7High School Internship Project DisseminationPacket.

ED la 225A High School Internahips Program in CareerEducation for the Gifted and Talented. Final Re-Port.

ED 168 22aK -12 Urban Career Education Infusion Project.Final Evaluation

ED 170 a69K-12 Urban Career Education infusion ProjectNeeds Assessment.

ED 170 a70Placement of Junior and Senior High School Stu.dents in Non-Traditional Career Exploration Ex-periences in the Community. Final ProjectPerformance Report.

ED 171 91aProject ICE (Implementing Career Education).St. Louis. Missouri. Public Schools. Final Evalua-tion Report.

ED 171 897Public Service Administration Internship Pro-gram in Career Education. Final Report.

ED 166 869The Yellow. Blue and Red Book. A Collection ofSbortTerm Activities Developed by and forTeachers K-6, to Help Expand Students' Aware-ness of Traditional Sex Role Stereotyping.

ED 172 OHCareer Exploration

Industrial Arts Metalworking for Intermediateand Junior High Schools. Curriculum Bulletin.1978-79 Series. No. 8.

ED 167 778Placement *filmier and Senior High School Stu-dents in Non-Traditional Career Exploration Ea-Peri in the Community. Final ProjectPerformance Report.

ED 171 91a

Career Intern ProgramCalifornia Association of Work ExperienceEducators. Career Intern Program. 1976-77 Endof Year Report.

ED 166 a0I

Compensatory Education Programs 35

Career PlanningAccent on Foreign Languages.

ED 172 519The World of Work in Room 101.

EJ 199 187

Cue Studies (Education)The Budget Development Process: A Clan Studyof the Philadelphia School District, 1977.

ED 16$ ISO

CMICESINI StudentsInduced Desegregation: Its Effects on WhitePupil Population and Resegreption in the Mem-phis City School System.

ED 167 659Change Strategies

Louisville 1975.76: The Birth of a DesegregationInstitute.

ED 169 187Chicago Mastery Learning ReadingProgram IL

Mastery Learning: Theory, Research. and Im-plementation.

ED 169 683Child Development

Prekindergarten Head Start Evaluation. Year EndReport. 1977-1978. Report No. 7916.

ED 167 581Child Rearing

Evaluation Design 197549: Education for pm.enthood Project.

ED 173 7a3Chinese

Useful Phrases in English: Cantonese. LanguageSOS.

ED 168 317

Chinese AmericansAsian Pacific Perspectives. The Chinese Ameri-can: Inscrutable to Some.

ED 16$ 330

Chines. CultureAsian Pacific Perspectives. The Chinese Ameri-can: Inscrutable to Some.

ED 168 330Chinese New Year (JungGwok San Nike).

ED 168 312Dragon Boat Festival (Dyun Ngh Jit).

ED 1611 365Little May's Family (Sin Muih Dik Ga

ED 168 316Cincinnati Public Schools OH

Commitment to Instructional Clients for RAE inthe Cincinnati School System.

ED 167 593Research and Evaluation to Improve Instruction:The Cincinnati Strategy.

EJ 207 338

Citation IndexesONTERIS Printed Index. Cumulated Subject.(Author lade' to Volumes I and 3.

ED 166 958

City As School NYCity-As-School, School Year 1977-1978. Valida-tion Report.

ED 167 665Class Orunisalion

Ethnography of the Bilingual Classroom.EJ 205 832

Classroom EnvironmentInterracial Acceptance in Desegregated Schools.

EJ 201 259

Classroom ResearchEthnography of the Bilingual Classroom.

EJ 205 832

Collective BargainingThird-Party Participation in the 1978 TeacherNegotiations in Philadelphia: The Politics of Barpining.

ED 170 917College Credits

University of Massachusetts-Boston English HighSchool Staff Development Collaborative.

ED 168 978

College High School CooperationUniversity of Musacbusens-Boston English HighSchool Staff Development Collaborative.

ED 168 978College Preparation

Guidance in the High School.ED 172 098

ColorColor Discrimination: A Saleable Work Skill. Oc-cupation Simulation Packet. Grades K-2.

ED 172 011

Commnsicalion StsilsSpeaking: Pupil Competencies.

ED 170 818Task Analyses and Objectives for Trainable Men-tally Retarded: Communiestion Skills [sod' DailyLiving Skills {and] Motor Skills tend] Quantita-tive Skills.

ED 172 a64Communicative Competence (Languages)

Utility of LESA Criteria for Estimating The Num-ber of LESA Students.

ED 17a 038Community Attitudes

CityAs-School, School Year 1977-1978. Valida-tion Report.

ED 167 665A Comparative Analysis of the a5- 15 Plan sad theTraditional Calendar in the Prince WilliamCounty Public Schools of Virginia. ExecutiveSummary.

ED 16$ 130School Integration Surveys: Preliminary Report.

ED 167 666Community Involvement

Career Exploration for Gifted and Talented HighSchool Students. Final Project Performance Re-port. October 1, 1977 through February 28.1979.

ED 173 613Community Participation in Budget Develop-ment: A Case Study of the 1977 Budget TaskForce of the Philadelphia School District.

ED 166 $2111An Evaluation of Eugene Public Schools Com-munity Schools Program.

Community ResourcesSurvival Skills Manual.

ED 168 162

ED 168 264Community Schools

Adult Students in Public School Classes.EJ 199 138

An Evaluation of Eugene Public Schools Com-munity Schools Program.

ED 168 162Comparative Analysis

The Educational Information System for Ontario.A Guide for Using.

ED 168 501Compensatory Education Programs

The Development and Implementation of theSTELLAR Project for 'At Risk' Title 1 Students.

ED 167 6b4Evaluation of Title 1 ESEA Projects. 1977-1978:Technical Reports. Report Number 7877.

ED 169 077Final Evaluation Report. 1976.1977. Title 1 Mi-grant Program. Publication Number 76.59.

ED 169 079Foal Evaluation Report. 1976.77. ESEA Title IProgram. Publication Number: 76.63.

ED 169 080Final Evaluation Report 1976.77. State Compen-satory Education. Publication Number 76.61.

ED 167 586Final Technical Report 1976.1977. State Com-pensatory Education: Publication Number 76.60.

ED 167 585Follow Through Pupil Absence Rates. Pupil Con-tinuance Rates, and Teacher Continuance Ratesin Philadelphia: 1975-76 to 1977.7$. Report No.79a2.

ED 172 93aLearning to Read through the Ara: InstructionalHandbook.

ED 170 738

36 Compeneatory Edaration Programs Subject Index

Middk and limier High School Title I Comp,-hensive Reading and Math Evaluation. 19761977.

ED 174 732Overlap Study: Number of Students Served bySingle and Multiple Compensatory Programs.1978-1979.

ED 169 154Prckindersarten Head Start Evaluation. Year EndReport 1977-1978. Report No. 7916.

ED 167 581Compos Idea (Literary)

Amusing Elementary Students' Writing Skills.Publication No. 78.74.

ED 172 201Comprebessive Plaishn Process

MCPS Contprshansive Planning Process.BD 173 943

Comprehensive Tests of Bask SkillsA Model for Developing Local Norms with aStandardised Achievement Measure for Use withLocal Program Evaluation: Procedures and Ef-fects.

ED 170 332

Computer Assisted lastroctioiHiahline Public School Computer-Assisted In.Otruction Project: A Program to Meet DiNCIVatlraged Students' Individual Needs for Basic SkillDevelopment Final Report.

ED 167 114

CameraeDemonstration Senior High Schools: A CareerEducation Demonstration and Replication Effort-A Final Report from the Florida Career Educa-tion Demonstration Consortium.

ED 169 223

Congener EdecadonSurvival Skills Manual.

ED 168 264Context Input Process Product &WindomModel

Commitment to Instructional Clients for R&E inthe Cincinnati School System.

ED 167 593

Costs ceptiosHuman Awareness Program: A Sex Manual forUse in Juvenile Court Schools.

ED 168 263

Cooperadve PlaningPlanning sad DecisionMaking at the LocalSchool Level.

ED 170 864

Cost EffectiveaessA Cost Study for YearRound Schools in PrinceWilliam County.

ED 170 874

Counseling Instructional ProgramsProject Ranier Adopter's Guide. 1979.

ED 170 896

Coarse ObjecdrosCompetency-Based Curriculum Guide.

ED 167 693

Creed.* ActivitiesSpeaking: Pupil Competencies.

ED 170 818

CreativityCreativity: A Saleable Work Skill. OccupationSimulation Packet. Chides 3rd4th.

ED 172 013

CredibilityResearch and Evaluation to Improve instruction:The Cincinnati Strategy.

El 207 338Crime

Analysis of Hawaii Secondary School DisciplineVariables.

ED 170 868

Cross Aga TeachingThe Answer High School Foreign Languages Tu-toring Program.

EJ 203 252

Cultural AwarenessAsian Pacific Perspectives. Filipino Americans: APortrait.

ED 168 331Asian Pacific Penpectives: Samoans in the UnitedStates.

ED 168 334Ethnic Heritage Studies: Arts and Crafts of EauAsia. Experimental Unit.

ED 173 217Ethnic Heritage Studies: Ethnic Heritage Foods.Experimental Unit.

ED 173 216Ethnic Heritage Studies: Family History Project.Experimental Unit.

ED 173 221Ethnic Heritage Studies: Northam EuropeanFoods. Experimental Unit.

ED 173 225Ethnic Heritage Studies: Southern EuropeanFoods. Experimental Unit.

ED 173 226Ethnic Heritage Studies: Themes in Black Africanand Black American Literature. ExperimentalUnit.

ED 173 218pretest / Posttest Attitudinal Survey.

ED 173 219Callan Backgroand

Asian Pacific Perspective*.ED 173 999

Asian Pacific Perspectives. Filipino Americans: APortrait.

ED 168 331Asian Pacific Perspectives: Japanese Americans.

ED 168 332Asian Pacific Perspective*: Korean Americans.

ED 168 333Asian Pacific Perspectives: Samoansin the UnitedStates.

ED 168 334Asian Pacific Perspectives. The Chinese Ameri-can: Inscrutable to Some.

ED 168 330Ethnic Heritage Studies: Cultural Pluralism. Ex-perimental Unit.

ED 173 220Ethnic Heritage Studies: GermanAmericas Pro-files and Contributions-Levi Stratus. Experimen-tal Unit.

ED 173 224Ethnic Heritage Studio: GermanAmerican Pro-files and Coattibutioss-Major Figures. Experi-mental Usk.

ED 173 223

Cultural FAhicadeaAsian Pacific Perspectives.

ED 173 999Asian Pacific Perspectives. Filipino Americans: APortrait

ED 168 331Asian Pacific Perspective: Japanese Americans.

ED 168 332Asian Pacific Perspectives: Korean Americans.

ED 168 333Asian Pacific Perspectives: Samoans in the UnitedStates.

ED 168 334Asian Pacific Perspectives. The Chinese Ameri-can: inscrutable to Some.

ED 168 330canard Factors

Race and Ethnicity as Factors in Whining SchoolBoard Elections: Predicting Ethnic Compositionof Community School Boards.

ED 170 920

Odtinal PluralismEthnic Heritage Studies: Cultural Pluralism. Es.perimental Unit.

ED 173 220Ethnic Heritage Studies: Ethnic Heritage Foods.Experimental Unit.

ED 173 216Minneapolis Muhl-Ethnic Curriculum Project,Final Report

ED 171 594

9

CurriculumMathematics, Grade 2. Curriculum Bulletin No.11.

ED 167 386Mathematics. Grade 3. Curriculum Bulletin No.9.

ED 167 387Curriculum Development

AISD Tide VII Bilingual Project 1974.1975. In-terim Evaluation Repon February 1975. Publica-tion No. 106.26.

ED 168 773The Development of a Curriculum Change In-dicator.

ED 166 831Final Evaluation Repon. 1976-1977. High SchoolCurriculum Evaluation. Publication Number 76.-68.

ED 169 078Interim Evaluation Report. 1977.78. ESEA TitleVII Bilingual Project. Project Number 501635A.

ED 172 577Mathematics Used in Occupations: An Mtn-related Guide.

ED 167 753Minneapolis Multi'Ethnic Curriculum Project.Final Repon.

ED 171 594The Moral Education Project (Year 5). Final Re'port 1976.77.

ED 166 832Curriculum Eralatios

Final Evaluation Report 1976.1977. High SchoolCurriculum Evaluation. Publication Number 76.-68.

ED 169 078Curriculum Guides

Curriculum Manual. Level 07. 1977.1978 (Re-vised).

ED 173 068Curriculum Planning

Study Skills Related to Liorary Use: A K-12 Cur-riculum Guide for Teachers and Librarians.

ED 169 906Daily Living Skills

Survival Skills Manual.ED 168 264

Task Analyses and Objectives for Trainable Men-tally Retarded:Communication Skills Nadi DailyLiving Skills (meg Motor Skills (and] Quantita-tive Skills.

ED 172 464Dallas Independent School District TX

Anglo and Minority Perceptions of Success inDallas School Desegregation.

EJ 193 988

Data AnalysisA Cost Study for Year-Round Schools in PrinceWilliam County.

ED 170 874Data Bases

The Evaluation System: Description, History, andStatus Report

ED 169 124ONTERIS Abstracts. Volume I (Revised).

ED 166 960ONTERIS Abstracts. Volume 3.

ED 166 959ONTERIS Printed Index. Cumulated Subjec/Author Index to Volumes 1 and 3.

ED 166 958Data Conned..

Creating a Resource Allocation System for theD.C. Public Schools.

ED 171 815Evaluation Design 1977-78. ESEA Title 1 Mi-grant Program November 15. 1977. PublicationNo. 77.10.

ED 168 772Evaluation of Outcomes. 1976.77: An EvaluationSystem Repon on Reading Programs and ReedingAchievement Part IA Summary.

ED 169 491Evaluation of Outcomes. 1976.77: An EvaluationSystem Repon on Reading Programs and ReadingAchievement; Pan IIA Technical Report

ED 169 492

Subject IndexA School-by-School Reporting System for theDistrict of Columbia Public Schools: An Outlinefor Action.

ED 171 8IaUrban School Dropouts: Data Collection andAnalysis in Philadelphia.

ED 173 736Day Care Programs

Get Set Day Care: Summery Report, 1977-1978.Report No. 79a3.

ED 172 928Decision Making

The Budget Development Process: A Case Studyof the Philadelphia School Dania. 1977.

ED 168 150Planning and DeasionMaking at the LocalSchool Level.

ED 170 86aDeclining Enrollment

Declining Enrollments-Rising Problems. ReportNo. 79.10.

ED 173 904Degrees (Titles)

University of Massachusetts-Boston English HighSchool Staff Development Collaborative.

ED 168 978Delinquency

Assessment Manual.ED 168 26511

Human Awareness Program: A Sex Manual forUse in Juvenile Coon Schools.

ED 168 263The Laundry Works or How to Clean Up YourAct. (An Affective Education Materials ManualDesigned for Use in Juvenile Court Schools).

ED 168 266Survival Skills Manual.

ED 168 26aDemonstration Programs

Demonstration Senior High Schools: A CareerEducation Demonstration and Replication Effort.A Final Report from the Florida Career Educa-tion Demonstration Consortium.

ED 169 223Developmental Disabilities

Application of a Theoretical Control Strategy inEarly Intervention for the Handicapped.

ED 170 990Developmental Evaluation Services forChildren

Developmental Evaluation Services for Children:Replication Manual.

ED 168 705Developmental Programs

Application of a Theoretical Control Strategy inEarly Intervention for the Handicapped.

ED 170 990Get Set Day Care: Summary Report, 1977-1978.Report No. 79a3,

ED 172 928Dlagnosdc Prescriptive Arilitmedc

Diagnostic Prescriptive Arithmetic of Staten Is-land.

ED 171 519Diagnostic Teaching

Diagnostic Prescriptive Arithmetic of Staten Is-land.

ED 171 519Evaluation of Teaching and Learning Models forMathematics and Reading. Final Report.

ED 171 523Diagnostic Tests

Elementary Physical Education. Perceptual-Motor Resource Guide. Grades K-6.

ED 17a 516Disadvantaged Youtb

Who Are the Disadvantaged and What ShouldWe Do for Them? The Relationship of FamilyVariables to Achievement and Some Implicationsfor Educational Programming. Publication No.77.ao.

ED 171 *31

Diecipline ProblemsAnalysis of Hawaii Secondary School DisciplineVariables.

ED 170 868Discussion (Teaching Tochaimte)

The Yellow, Blue and Red Book. A Collection ofShort-Term Activities Developed by and forTeachers K-6, to Help Expand Students" Aware-ness of Traditional Sex Role Stereotyping.

ED 172 028District of Columbia

Competeney-Based Curriculum Guide.ED 167 693

Creating a Resource Allocation System for theD.C. Public Schools.

ED 171 815The Development and Implementation of theSTELLAR Project for 'At Risk' Tide I Students.

ED 167 68aA School-by-School Reporting System for theDistrict of Columbia Public Schools: An Outlinefor Action.

ED 171 IlaDocumentation

ONTERIS Abstracts. Volwne 1 (Revised).ED 166 960

ONTERIS Abstracts. Volume 3.ED 166 959

DrinkingAn Investigation into the Effects of Alcohol Usein Ontario Schools.

ED 166 833Dropout Characteristics

Focus on Dropouts.ED 168 123

The 'Leaving School Early' Students: Characteris-tics and Opinions.

Dropout IdentificationFocus on Dropouts.

ED 169 a66

ED 1611 123

Dropout ProgramsThe 'Leaving School Early" Students: Characteris-tics and Opinions.

ED t69166Report on the Second Year of the Kumtuks Alter-native Rehabilitation Program of Templeton Se-condary School. Research Report 78-06.

ED 173 022Dropout Research

Focus on Dropouts.ED 168 123

Urban School Dropouts: Data Collection andAnalysis in Philadelphia.

ED 173 736Dropouts

Urban School Dropouts: Data Collection andAnalysis in Philadelphia.

ED 173 736Drag Abuse

An Investigation into the Effects of Alcohol Usein Ontario Schools.

ED 166 833Early Childhood Education

Application of a Theoretical Control Strategy inEarly Intervention for the Handicapped.

ED 170 990Report of Early Childhood Programs: Social Ser-vices 1977-11971. Report No. 7913.

ED 172 923Earth Science

Remote Sensing and the Earth.ED 170 lel

Economically DisadvantagedHighline Public Schools Computer-Assisted In-struction Project: A Program to Meet Disadvan-taged Students' Individual Needs for Basic SkillDevelopment: Final Report.

ED 167 IlaEducation

ONTERIS Printed Index. Cumulated Subject-/Author Index to Volumes I and 3.

ED 166 958

Educadosal ObJectives 37

Educational AlternatireaCity-As-School, School Year 1977-1978. Valida-tion Report.

ED 167 66sParent Perceptions of Magnet Schools as aMethod of Desegregation.

ED 170 38aRandall Aerospace and Marine Science Project(RAMS): An Evaluation Study. rind Report.

ED 17a 391Educational Aseessmeet

Annual Test Report. 1977-711.ED 171 791

Evaluation Design 1977-78. ESEA Tide I Mi-grant Program November 15. 1977. PublicationNo. 77-10.

ED 168 772Evaluation of Title I ESEA Projects. 1977-1978:Technical Reports. Report Number 7877.

ED 169 077The Evaluation System: Description, History, andStatus Report.

ED 169 12aFinal Evaluation Report. 1976-1977 ProjectP.A.V.E. Evaluation. Publication Number: 76.57.

ED 167 58aFinal Evaluation Report 1976-1977. Title 1 Mi-grant Program. Publication Number: 76.59.

ED 169 079Final Evaluation Report 1976-77. SystemwideEvaluation. Publication Number 76.70.

ED 167 582Final Technical Report 1976-1977. SystemwideEvaluation. Publication Number: 76.69.

ED 167 583MCPS Comprehensive Plaguing Process.

ED 173 943A School-by-School Reporting System for theDistrict of Columbia Public Schools: An Outlinefor Action.

ED 171 $laEducational Diagnosis

Developmental Evaluation Services for Children:Replication Manual.

ED 168 705Strategies for Site Evaluation of Gifted Programs.

ED 172 a77Educational Flamm

Needs Assessment for the Preparation of the1979.80 Application for Title I Migrant Funds.

ED 168 755Edncodoosi History

A Centennial Resource Collection, Boys andGirls High School, Vol. I.

ED 17a 731A Centennial Resource Collection. Boys andGirls High School, Vol. 2.

ED 17a 730Educational Information System forOntario

The Educational Information System for Ontario.A Guide for Using.

ED 168 501The Educational Information System for Ontario.Summary of Final Report.

ED 168 SOO

Educational MethodsPrekindergarten Head Start Evaluation. Year EndReport. 1977.197g. Report No. 7916.

ED 167 511t

Educational NeedsThe Teaching of Values: An Instructional Guide.

ED 171 611Educational Objectives

K-12 Urban Career Education Infusion ProjectNeeds Assessment.

ED 170 a70Minneapolis Multi - Ethnic Curriculum Project,Final Report.

ED 171 594Strategies for Site Evaluation of Gifted Programs.

ED 172 a77The Teaching of Values: An Instructional Guide.

ED 171 611

38 Educational Planning

Educational PhasingMCPS Comprehensive Planning Process.

ED 173 943Planning and Decision- Making at the LocalSchool Level.

ED 170 864Strategies for Site Evaluation of Gifted Programs.

ED 172 477Educational Policy

A Schoolby-School Reporting System for theDimities of Columbia Public Schools: An Outlinefor Action.

ED 171 814

Educational ProgramsReport of Early Childhood Proems: Social Services 1977-1978. Report No. 7913.

ED 172 923

Educational Oval leyParent Perceptions of Magnet Schools as aMethod of Desegregation.

ED 170 384Educational Research

ONTERIS Abet:acts. Volume I (Revised).ED 166 960

ONTER1S Abstracts. Volume 3.ED 166 959

ONTERIS Printed Index. Cumulated Subject-/Author lodes to Volumes I and 3.

ED 166 958

Educational ResourcesONTERIS Abstracts. Volume I (Revised).

ED 166 960ONTERIS Abstracts. Volume 3.

ED 166 959ONTERIS Primed Index. Cumulated Subject./Author Index to Volumes 1 and 3.

ED 166 958Study Skills Related to Liorary Use: A K 12 Cur-riculum Guide for Teachers and Librarians.

ED 169 906

Educational TrendsAnnual Test Report. 1977-78.

ED 171 791

Educationally DisathantagedThe Development and Implementation of theSTELLAR Project for 'At Risk' Title I Students.

ED 167 684Hishline Public Schools Computer-Maisted In-*ruction Project A Program to Meet Disadvan-taged Students' Individual Needs for Basic SkillDevelopment Final Report

ED 167 114

ElectionsRace and Ethnicity as Factors in Winning SchoolBoard Elections: Predicting Ethnic Compositionof Community School Boards.

Electronic Data ProcessingInformation Systems Plan.

ED 170 920

ED 168 118

Elementary EducationElementary Physical Education. Perceptual.Motor Resource Ouide. Grades IC-6.

ED 174 586The Yellow, Blue and Red Book. A Collection ofShort-Term Activities Developed by and forTeachers K4, to Help Expand Students' Aware-nese of Traditional Sex Role Stereotyping.

ED 172 028

Elementary School MathematicsDiagnostic Prescriptive Arithmetic of Staten Is-land.

ED 171 519Mathemadet Grade 2. Curriculum Bulletin No.II.

ED 167 386Mathematics, Grade 3. Curriculum Bulletin No.9.

ED 167 387Elementary Schools

Study Skills Related to Liotary Use: A K-I2 Cur-riculum Guide for Teachers and Librarians.

ED 169 906

Elemental, Secondary MaidenEvaluation Design 1977-78. ESEA Tide I Mi.grant Program November 15, 1977. PublicationNo. 77-10.

ED 168 772Staff Development A Carrot or a Stick?

ED 171 680Elementary Secondary Education Act TitleI

A Comparison of Title I Achievement ResultsObtained Under USOE Models Al, CI and aMixed Model.

ED 170 370The Development sad Implementation of theSTELLAR Project for 'At Risk' Tide I Students.

ED 167 684Evaluation of Title I ESEA Projects, 19771978:Technical Reports. Report Number 7877.

ED 169 077Final Evaluation Report. 1976-77. ESEA Title IProgram. Publication Number 76.63.

ED 169 080Middle and Junior High School Title I Compre-hensive Reading and Math Evaluation, 1976-1977.

Eb 174 732Overlap Study: Number of Students Served bySingle and Multiple Compensatory Programs,1978-1979.

ED 169 154Elementary Secondary Education Act TitleI Migrant

Evaluation Design 1977-98. ESEA Title I Mi.grant Program November 15, 1977. PublicationNo. 77-10.

ED 168 772Needs Assessment for the Preparation of the197940 Application for Tide I Migrant Funds.

ED 168 755

Elementary Secondary Educed°. Act TitleVII

AISD Tide VII Bilingual Project 1974-1995. In-taint Evaluation Report February 1975. Publics-tion No. 106.26.

ED 1611 773Interim Evaluation Report, 1977-78. ESEA TideVII Bilingual Project. Project Number 50163SA.

ED 172 577

Employment OpportunitiesStudent$ Attitudes to Work and Unemployment.Pan II: The Attitude Questionnaire. ResearchService, *152.

ED 167 846Energy Coaservados

Status of the Energy Management Program in theOrange County Public Schools.

ED 168 812English (Second Lammage)

Asian Pacific Perspective.ED 173 999

Interim Evaluation Report, 1977-78. ESEA TideVII Bilingual Project Project Number 501635A.

ED 172 577Utility of LESA Criteria for Estimating The Number of LESA Students.

ED 174 038

English CarricalantCompetency-Based Curriculum Guide.

ED 167 693

Enrollment TreadsInduced Desegregation: ha Effects on WhitePupil Population and Resegregation in the Mem-phis City School System.

ED 167 659

Envirounsentd EdicationEnvironmental Education: River Policy andProcedurnt

Remote Sensing and the Earth.ED 170 101

ED 170 141

Equalisation AidCreating a Resource Allocation System for theD.C. Public Schools.

ED 171 815

.1'44

Subject IndexA Sehoolby-Sehool Reporting System for theDistrict of Columbia Public Schools: An Outlinefor Action.

ED 171 814Equated Scores

A Comparison of Title I Achievement ResultsObtained Under USOE Models Al, Cl and aMixed Model.

ED 170 370

Ethical InstructionThe Moral Education Project (Year 5). Final Report 1976-77.

ED 166 832

Ethnic GraspsAsian Pacific Perspectives.

ED 173 999Asian Pacific Perspectives. Filipino Americans: APortrait.

ED 168 331Asian Pacific Perspectives: Japanese Americans.

ED 1611 332Asian Pacific Perspective: Korean Americans.

ED 168 333Asian Pacific Perspectives: Samoans in the UnitedStates.

ED 168 334Asian Pacific Perspectives. The Chinese Ameri-can: Inscrutable to Some.

ED 168 330Ethnic Heritage Studies: German-American Pro-fdes and Contributions-Levi Strauss. Experimen-tal Unit.

ED 173 224Ethnic Heritage Studies: GertamoAmerican Pro-files and Contributions-Major Figures. Experi-mental Unit.

ED 173 223Ethnic Heritage Studies: The Immigrant &pat-en= The Long, Long. Journey. ExperimentalUnit.

ED 173 227

Ethnic StudiesEthnic Heritage Studies: Arts and Crafts of EastAsia. &mimeo' Unit.

ED 173 217Ethnic Heritage Studies: Cultural Pluralism. Ex-perimental Unit.

ED 173 220Ethnic Heritage Studies: Ethnic Heritage Foods.Experimental Unit.

ED 173 216Ethnic Heritage Studies: Family History Project.Experimental Unit.

ED 173 221Ethnic Heritage Studies: GermanAmetican Pro-files and Contributions-Levi Strauss. Experimen-tal Unit.

ED 173 224Ethnic Heritage Studies: GermanAmerican Pro-files and Contributions -Major Figures. Experi-mental Unit.

ED 173 223Ethnic Heritage Studies: Northern EuropeanFoods. Experimental Unit.

ED 173 225Ethnic Heritage Studies: Southern EuropeanFoods. Experimental Unit.

ED 173 226Ethnic Heritage Studies: The American Woman.Experimental Unit.

ED 173 222Ethnic Heritage Studies: The Immigrant Expect-eater The Long, Long, Journey. ExperimentalUnit

ED 173 227Ethnic Heritage Studio: Themes in Black Africanand Black American Literature. ExperimentalUnit.

ED 173 218Minneapolis Multi-Ethnic Curriculum ProjectFinal Report.

ED 171 594Pretest/Posttest Attitudinal Survey.

ED 173 219Ethnicity

Ethnic Heritage Studies: Cultural Pluralism. Es.perimental Unit

ED 173 220

Subject Index

Ethnicity and Reading Problems in Hawaii.ED 167 671

Minneapolis Multi - Ethnic Curriculum Project.Final Report.

ED 171 594Eugene Public Schools OR

An Evaluation of Complaints About the Opera-tion of the Di:triers Centralized System for theOrdering and Processing of Library and Text-books.

ED 168 171An Evaluation of Eugene Public Schools Coat-munhy Schools Program.

ED 168 162Evaluation Criteria

Evaluation Design 1977-78. ESEA Title I Mi-grant Program November 15. 1977. PublicationNo. 77-10.

ED 168 772The Evaluation System: Description, History, andStatus Report:

ED 169 124School Evaluation Studies in Portland, Oregon: ANaturalistic Inquiry Approach to School Evalua-tion.

ED 173 442Evaluation Methods

AISD Title VII Bilingual Project 1974-1975. In-terim Evaluation Report February 1975. Publica-tion No. 106.26.

ED 168 773Assessing Elementary Students' Writing Skills.Publication No. 78.74,

ED 172 201Assessment Manual.

ED 168 265/1Commitment to instructional Clients for R&E inthe Cincinnati School System.

ED 167 593A Comparison of Title I Achievement ResultsObtained Under USOE Models Al. CI and aMixed Model.

ED 170 370Developmental Evaluation Services for Children:Replication Manual.

ED 168 705Directory of Developmental Screening Instru-ments.

ED 172 466The Evaluation System: Description, History, andStatus Report.

ED 169 124Project ICE (Implementing Career Education).St. Louis, Missouri, Public Schools. Final Evalua-tion Report.

ED 171 897Research and Evaluation to Improve Instruction:The Cincinnati Strategy.

£.1 207 338School Evaluation Studies in Portland. Oregon: ANaturalistic Inquiry Approach to School Evalua-tion.

ED 173 442

Et/dustersCommitment to Instructional Clients for R&E inthe Cincinnati School System.

ED 167 593Research and Evaluation to Improve Instruction:The Cincinnati Strategy.

El 207 338Exceptional Child Services

Developmental Evaluation Services for Children:Replication Manual.

ED 168 705

ExpectationPerceptions of Parenthood and Infant Develop-ment: A Comparison of the Views of High SchoolStudents, College Students, and Expectant Par-ents.

ED 170 051Expenditure Per Student

An Explanation of Pupil Transportation Costs,Seattle School District No. 1. Report No. 78-29.

ED 172 454Experience Based Career Education

Career Exploration for Gifted and Talented HighSchool Studious. Final Project Performance Re-port, October I, 1977 through February 28,1979.

ED 173 613

An Evaluation Study of the District of ColumbiaExperience Based Career Education Program. Fi-nal Report.

ED 166 422Experience Baud Career Education at WichitaEast High School: A Third-Party Evaluation forYear Two. 1977-78.

ED 170 576Experience-Based Career Education. High SchoolLevel Demonstration Project- Interim Report. Se-cond Year. (September 20.1977 to September 30.1978).

ED 167 747

Experiential LearningAlternate Learning: Sharing Innovative Programsand Practices.

ED 172 391California Association of Work ExperienceEducators. Career Intern Program. 1976-77 Endof Year Report.

ED 166 401Career Exploration for Gifted and Talented HighSchool Students. Final Project Performance Re-port, October 1.1977 through February 28,1979.

ED 173 613Career Esploration for Gifted and Talented HighSchool Students. Section U. Correspondence andEvaluation, Appendix A-CL

ED 173 614Experience Based Career Education at WichitaEast High School: A Third.Party Evaluation forYear Two, 1977-78.

ED 170 576Experience-Based Career Education. High SchoolLevel Demonstration Project. Interim Report. Sc-coed Year. (September 20.1977 to September 30,1978).

ED 167 747Placement of Junior and Senior High School Stu-dents in Non-Traditional Career Exploration Ex-periences io the Community. Final ProjectPerformance Report.

ED 171 914

Faculty MobilityFollow Through Pupil Absence Rates, Pupil Con-tinuance Rates. and Teacher Continuance Ratesin Philadelphia: 1975-76 to 1977-78. Report No.7942.

ED 172 934

Family BackgroundEthnic Heritage Studies: Family History Project.Esperimental Unit.

ED 173 221Who Are the Disadvantaged and What ShouldWe Do fa Them? The Relationship of FamilyVariables to Achievement and Some Implicationsfor Educational Programming. Publication No.77.40.

ED 171 438Federal Aid

Needs Assessment fa the Preparation of the1979-80 Application for Title I Migrant Funds.

ED 168 755

FemalesEthnic Heritage Studies: The American Women.Experimental Unit.

ED 173 222Field Interviews

Some Still Do: River Acres, Texas. Booklet I. Re-printed November, 1978. Report *3 in Evalua-tion Report Series.

ED 170 313

Field TripsEnvironmental Education: River Policy andProcedures.

ED 170 101Filipino Americus

Asian Pacific Perspectives. Filipino Americans: APortrait.

ED 168 331A Special Christmas (Ang Pinakmanging Pasko;Naistinpanaayan A haus).

ED 168 328Finencial Policy

Cresting a Resource Allocation System for theD.C. Public Schools.

ED 171 815

r..1 .)

Gifted 39

Fhwacial ProblemsThe Effects of Budget Reductions on ProgramEvaluation is a Large Urban School System:Providing Services Beyond Resources.

ED 167 613Organizational Domain Channel in Response toBudget Reductions: New York City High Schoolsand the Fiscal Crisis.

ED 172 443

FleeElementary School: The Optimum Time for Fe.reign Language Learning.

ED 168 301Flea Programs

Elementary School: The Optimum Time for For-eign Language Learning.

ED 168 301Florida (Dade County)

Tenure: Another Sacred Cow about to Bite theDust?

El 206 305Food

Ethnic Heritage Studies: Ethnic Heritage Foods.Experimental Unit.

ED 173 216Ethnic Heritage Studies: Northern EuropeanFoods. Experimental Unit.

ED 173 225Ethnic Heritage Studies: Southern EuropeanFoods. Experimental Unit.

ED 173 226Foreign Countries

Guidelines for Out-of-School Credit in ForeignTravel.

ED 169 754

FrenchL'Evaluation du Rendement Scolaire. EtudeAnalytique des Instruments de Testing Employespour Evaluer lel Proves des Eleven aux cyclesInteneediaire et Superieur. Cycles Intennediaireet Superieur. (The Evaluation of Scholustie Out-put. An Analytical Review of Test InstrumentsUsed in Evaluating Pupil Aehievemeat in the In-termediate and Senior Divisions. Intermediateand Senior Divisions).

ED 173 385

Posed CurriculumK -12 Urban Career Education Inrusioo Project.Final Evaluation

ED 170 469

German Americas..Ethnic Heritage Studies: German-American Pro-files and Contributions-Levi Strauss. Experimen-tal Unit.

ED 173 224Ethnic Heritage Studies: German-American Pro-files and Contributions-Major Figures. Experi-mental Unit.

ED 173 223

Get Set PromosGet Set Day Care: Summary Report, 1977-1978.Report No. 7943.

ED 172 928Gifted

The Astor Program for Gifted Children: Pre-Kin-dergarten Through Grade Three.

ED 166 889Career Exploration for Gifted and Talented HighSchool Students. Final Project Performance Re-port, October 1,1977 through February 28,1979.

ED 173 613Career Exploration for Gifted and Talented HighSchool Students. Section 11. Correspondence andEvaluation, Appendix A-G.

ED 173 614High School Internship Project DisseminationPacket.

ED 168 225A High School Internships Program io CareerEducation for the Gifted and Talented. Final Re-Port-

ED 168 224Programs for the Gifted - Site Management. Re-vised 1977.

ED 172 478

40 Gifted Subject IndexPublic Service Administration Internship Pro-p= in Career Education. Final Report.

ED 166 869Strategies for Site Evaluation of Gifted Programs.

ED 172 477Grade 2

Mathematics. Grade 2. Curriculum Bulletin No.It.

ED 167 336Glade 3

Mathematics, Grade 3. Curriculum Bulletin No.9.

ED 167 387Graduation Read:meats

High School Competency Graduation Require-ments Do They Result is Better Graduates? Pub-liestion Number 78.76.

ED 173 416Galante Coders

The World of Work is Room 101.

Guides°. ProgramsGuidance in the High School.

EJ 199 1117

ED 172 09$Handicapped Cidldrea

Developmental Evaluation Services for Children:Replication Manual.

ED 168 705Directory of Developmental Screening Instru-ments.

ED 172 466Organisational Manual fora Public School-BasedTeacher internship Model in Supplementary Edu-cation.

ED 169 722PIC Materials Catalog.

ED 172 468Handicrafts

Learning to Read through the Ares: InstructionalHandbook.

ED 170 738Hawaii

Ethnicity and Reading Problems in Hawaii.ED 167 671

Health ServicesGet Set Day Care: Summary Report. 1977.1978.Report Ne 7943.

ED 172 928Report of Early Childhood Programs Health Ser-vices Component 1977.1978. Report No. 791 5.

ED 172 929High School Curricdam

Final Evaluation Report. 1976-1977.1GO SchoolCurriculum Evaluation. Publication Number 76.-68.

ED 169 078High School Students

Evaluation Design 1978.79: Education for Par.enthood Project

ED 173 743Guidance in the High School.

ED 172 098Guidelines for Out-ofSchool Credit is ForeignTravel.

ED 169 754High Schools

A Centennial Resource Collection. Boys and(lids High School, Vol. I.

ED 174 731A Congenial Resource Collection. Boys endGirls Kish School. Vol. 2.

ED 174 730Home Iasi ruction

Guidelines for Establishing en Outreach Program.ED 172 467

Hommistic Edo:odorme Laundry Works or How to Clean Up YourAct. (An Affective Education. Matetials ManualDesigned for Use in Juvenile Conk Schools).

ED 168 266Modification

Report of Early Childhood Programs Health Ser-vices Component 1977-1978. Report No. 7915.

ED 172 929

ImmigrantsEthnic Heritage Studies: The Immigrant Eels:ri-co= The Long. Long, Journey. ExperimentalUnit.

ED 173 227Wadded Development

The Laundry Works or How to Clean Up YourAct. (Au Affective Education Materials ManualDesigned for Use in Juvenile Court Schools).

ED 16$ 266Isdividualized Inalraction

The Development and Implementation of theSTELLAR Project for 'At Risk' Title I Students.

ED 167 684Individualized Programs

An Evaluation Study of the District of ColumbiaExperience Based Career Education Program. Fi-nal Report.

ED 166 422Imlustrial Arts

Industrial Arts Metalworking for Intermediateand Junior High Schools. Curriculum Bulletin.1978-79 Series. No. 8.

ED 167 778Information Dissemisation

Demonstration Senior High Schools A CareerEducation Demonstration and Replication Effort.A Final Report from the Florida Career Educa-tion Demonstration Consortium.

ED 169 223ONTERIS Abstracts. Volume I (Revised).

ED 166 960ONTERIS Abstracts. Volume 3.

ED 166 959ONTERIS Printed Index. Cumulated Subj. ct-/Author Index to Volumes I and 3.

ED 166 95$Information Needs

Information Systems Plan.ED 168 118

Information RetrievalONTERIS Mouses. Volume 1 (Revised).

ED 166 960ONTERIS Abstracts. Volume 3.

ED 166 959ONTERIS Printed Index. Cumulated Subject./Author Index to Volumes I and 3.

ED 166 95$Information Services

Questionnaires for Public School DecisionMak-ers.

ED 173 429Information Sources

Evaluation Design 1977.78. ESEA Title 1 Mi-grant Program November 15, 1977. PublicationNo. 77.10.

ED 16e 772Information Systems

Information Systems Plan.ED 168 118

Isservice Teacher EducationInterim Evaluation Report, 1977-711. ESEA TitleVII Bilingual Project. Project Number 50163SA.

ED 172 577Reading Disability Prevention for 5 Year Olds.

ED 173 764//A Study of Alternatives in American Education,Vol. I: Mulct Policies and the Implementation ofChange.

ED 166 825Insdtutionul Autonomy

Commitment to Instructional Clients for MB inthe Cincinnati School System.

ED 167 593Inadtudood Characteristics

School Evaluation Studies in Portland. Oregon: ANaturalistic Inquiry Approach to School Evalua-tion.

ED 173 442Institutional Evalnadon

School Evaluation Studies in Portland. Oregon: ANaturalistic Inquiry Approach to School Evalua-tion.

ED 173 442

4

Institutional ResearchQuestionnaires for Public School DecisionMak-ers.

ED 173 429Research and Evaluation to Improve Instruction:The Cincinnati Strategy.

EJ 207 33$Instrecdou

Diagnostic Prescriptive Arithmetic of Staten h-and.

ED 171 519Evaluation of Teaching and Learning Models forMathematics and Readies. Final Report.

ED 171 523Mathematics, Grade 2. Curriculum Bulletin No.II.

ED 167 386Mathematics, Grade 3. Curriculum Bulletin No.9.

ED 167 387Organizational Manual for a Public SelsoolBasedTeacher Internship Model in Supplementary Edu-cation.

ED 169 722bastructiostal Design

AISD Title VII Bilingual Project 1971.197). In-terim Evaluation Report February 1975. Publics.ties No. 106.26.

Instructional ImprovementImproving Instruction ThroughEvaluation Report 1977-78.

Instroctional MaterialsAsian Pseific Perspectives.

ED 168 773

Supervision.

ED 166 772

ED 173 999Asian Pacific Perspectives. Filipino Americans: APortrait.

ED 168 331Asian Pacific Perspectives: Samoans in the UnitedStates.

ED 16$ 334Curriculum Manual, Level 07. 1977.1978 (Re-vised).

ED 173 068Dragon Boat Festival (Dyun Net lit).

ED 1611 365Project Termination Report; A Model Program inAffective Education; ESEA Title IV.C.

ED 171 $52Riot Harvest (Anihan; Pinagani Id Posey).

ED 16$ 329A Special Christmas (An* Pinakatansieg Pasko;Naisangsangayan A Pogue).

ED 1611 3211Useful Phrases in English: Korean. LanguageSOS.

ED 168 319Useful Phrases in English: Pilipino. LanguageSOS.

ED 16$ 320Useful Phrases in English: Samoan. LanguageSOS.

ED 1611 321Instructional Materials Centers

An Evaluation of Complaint About the Opera-tion of the District's Centralized System for theOrdering and Processing of Library and Text-books.

ED IS8 171lastrscdond Staff

Report of Early Childhood Programs: Staff Deve-lopment. Report No. 7914.

ED 172 924Integrated Curriculum

Mathematics Used in Occupations: An Inter.related Guide.

ED 167 753Project ICE (Implementing Career Education).St. Louis, Missouri, Public Schools. Final Evalua-tion Report.

ED 171 897Integration Effects

Induced Desegregation: Its Effects on WhitePupil Population and Reagregatioe in the Mem-phis City School System.

ED 167 659

Subject IndexStaff Perceptions of the Internal and External Ef-fects of Desegregation.

ED 167 660Integratioe Methods

Louisville 1975.76: The Birth of a DesegregationInstitute.

ED 169 187Integratioa Plats

Altaic and Minority Perceptions of Success inDallas School Desegregation.

El 193 9Ulaterdisciplksary Approach

Developmental Evaluation Services for Children:Replication Manual.

ED 168 705Randall Aerospace and Marine Science Project(RAMS): An Evaluation Study. Final Report.

ED 174 391Intermediate Administrative Units

Potential Working Relationships Between ESA'sand the R & D Exchange.

ED 168 164

Internship Progress,California Association of Work ExperienceEducators. Career Intern Program. 1976.77 Endof Year Report.

ED 166 401Career Exploration for Gilled sad Talented HighSchool Students. Final Project Performance Re-port, October 1.1977 through February 28.1979.

ED 173 613High School Internship Project DisseminationPacket.

ED 168 225A High School Internships Program in CareerEducation for the Gifted and Talented. Final Re-non.

ED 168 224Public Service Administration Internship Pro-gram in Career Education. Final Report.

ED 166 869Interpersonal Competence

The Laundry Works or How to Clean Up YourAct. (An Affective Education Materials ManualDesigned lot Use in Juvenile Court Schools).

ED 168 266Survival Skills Manual.

ED 168 264Intervention

Application of a Theoretical Control Strategy inEarly Intervention for the Handicapped.

ED 170 990Project Ranger Adopter's Guide, 1979.

ED 170 896Report of Early Childhood Programs Health Ser-vices Component 1977-1978. Report No. 7915.

ED 172 929Report of Early Childhood Programs: Social Ser-vices 1977-1978. Report No. 7913.

ED 172 923Iowa Tests of Basic Skills

Inferencing in a Standardized Reading Comprc-basica Test.

ED 166 967

JapaneseChildren's Day With 'char° ( chiro ToKodomonohi).

ED 168 315Girls' Day With Amy (Emicluut No Hine Mat-suri).

ED 168 311Isamu.

ED 168 310Useful Phrases in English: Japanese. LanguageSOS.

ED 168 318Japanese American Culture

Asian Pacific Perspectives: Japanese Americans.ED 168 332

Children's Day With !chirp °chino ToKodomonohi).

ED 168 315Girls' Day With Amy (Emichan No Hinz Ma-sud).

ED 16$ 311

Isamu.ED 168 310

Japanese AmericansAsian Pacific Perspectives: Japanese Americans,

ED 168 332

JewsEthnic Heritage Studies: Gerrisan-Arocriean Pro-files and Contributions -Levi Strauss. Earcrimen-tal Unit

ED 173 224

Job LayoffThe Effects of Budget Reductions on ProgramEvaluation in a Large Urban School System:Providing Services Beyond Resources.

ED 167 613Job Skills

Assembling in Sequence: A Saleable Work Skill.Occupation Simulation Packet. Grades 3rd4th.

ED 172 012Color Discrimination: A Saleable Work Skill. Oc-mania Simulation Packet. Grades K-2.

ED 172 011Crawling and/or Squatting: A Saleable WorkSkill. Occupation Simulation Packet. Grades K.2nd.

ED 172 010Creativity: A Saleable Work Skill. OccupationSimulation Packet. Groan 3rd-4th.

ED 172 013From Coots to Carpenters: Measuring - A Salea-ble Work Skill. Occupation Simulation Packet.Grades 5th6th.

ED 172 015Mathematics Used in Occupations: An inter-related Guide.

ED 167 753Oral Persuasion: A Saleable Work Skill. Octopi.don Simulation Packet. Grades 5th-6th.

ED 172 014Job Training

Industrial Arts Metalworking for Intermediateand Junior High Schools. Curriculum Bulletin.1978-79 Series. No. I.

ED 167 778Kentucky (Lesisville)

Louisville 1975-76: The Birth of a DesegregationInstitute.

ED 169 187KEYS Project

Asian Pacific Perspectives. Filipino Americans: APortrait.

ED 168 331Asian Pacific Perspectives: Japanese Americans.

ED 168 332Asian Pacific Perspectives: Korean Americans.

ED 168 333Asian Pacific Perspectives: Samoans in the UnitedStates.

ED 168 334Asian Pacific Penpectives. The Chinese Ameri-can: Inscrutable to Some.

ED 168 330Children's Day With [chino Ochiro ToKodomonohi).

ED 168 315Chinese New Year (Jung-Gwok San Nam).

ED 168 312Dragon Boat Festival (Dyun Ngh Jig).

ED 168 365Getting Ready for Flag Day (Sauniuni Mo Le AsoO Le Fu'a).

ED 168 314Ofrif Day With Amy (Emichan No HIM Mat-sun).

ED 168 311Isamu.

ED 168 310Korean Children's Day. Hanguk Orini Hal.

ED 166 992Korean Thanksgiving. Chtnongnal.

ED 166 993Little May's Family (Siu Muih Dik Ga Tang).

ED 168 316Rice Harvest (Milian: Pinagani Id Pagay).

ED 168 329A Special Christmas (Aug Pinakatanging Puke:Naisangsangayan A Paskua).

ED 168 328.1 '`.1. I

Language Instruction 41

Tot* Goes Fishing (0 Lo'o Alt Tolo E Fagots).ED 16$ 313

Useful Phrases in English: Cantonese. LanguageSOS.

ED 1611 317Useful Phases in English: Japanese. LanguageSOS.

ED 168 318Useful Ph-- as in English: Korea. LanguageSOS.

ED 1611319Useful Phrases in English: Pilipino. LanguageSOS.

ED 168 320Useful Phrases in English: Samoan. LanguageSOS.

ED 1611 321

KindergartenReading Disability Prevention for 5 Year Olds.

ED 173 76411

Knowledge LevelPerceptions of Parenthood and Infant Develop-ment: A Comparison of the Views of High SchoolStudents, College Students, and Expectant Par-ents.

ED 170 051

Knowledge of English Yields SuccessProject

Asian Pacific Perspectives.ED 173 999

KoreasKorean Children's Day. Hanguk Orini Nal.

ED 166 992Korean Thanksgiving. Chusongnal.

ED 166 993Useful Phrases in English: Korean. LanguageSOS.

ED 1611 319

Korean AmericansAsian Pacific Perspectives: Korean Americas.

ED 168 333Korean Children's Day. Hata Orini Nal.

ED 166 992Korean Thankssiving. Chusongnal.

ED 166 993Korean Culture

Asian Pacific Perspectives: Korean Americans.ED 1611 333

Language AttitudesAccent on Foreign Languages.

Language EuriclunentAccent on Foreign Languages.

ED 172 519

ED 172 519Lamaism: lastructios

The Answer: High School Foreign Languages Tu-toring Program.

El 203 252Children's Day With khiro °chin) ToKodomonohi).

ED 168 315Chinese New Year (JungGwok San Nihn).

ED 168 312The Development and Implemented°n of theSTELLAR Project for 'At Risk' Title I Students,

ED 167 684Dragon Boat Festival (Dyun Ngh lit).

ED 168 365Elementary School: The Optimum Time for Fo-reign Language Learning.

ED 1611 301Getting Ready for Rag Day (Sauniuni Mo Le Aso0 Le Fu'a).

ED 168 314Girls' Day With Amy (Emichan No Hine Mat-son).

ED 168 311Isamu.

ED 16$ 310Korean Children's Day. Hanguk Orini Nal.

ED 166 992Korean Thanksgiving. Chusonvild.

ED 166 993Little May's Family (Siu Muth Dik Ga Tilurg).

ED 168 316

42 Language Instruction

A Program for Reading and Ls urge Develop-ment. An Adopter's Guide.

ED 169 474/iRice Harvest (Milian; Pins Mun III

ED 168 329A Special Christmas (Ain Pinakitanging Puke;Naisanpanpyan A Peskin).

ED 168 328To lo Goes Fishing (0 Leo Mu To lo E Fagots).

ED 168 313Useful Phrases in English: Cantonese. LanguageSOS.

ED 168 317Useful Phrases in English: Japanese. LanguageSOS.

ED 168 318Useful Phrases in English: Korean. LanguageSOS.

ED 168 319Useful Phrases in English: Filipino. LanguageSOS.

ED 168 320Use lid Phrases in English: Samoan. LanguageSOS.

ED 168 321Laminas* Programs

Elementary School: The Optimum Time for Fo-gyism Language Learning.

ED 168 301Programmatic Needs end Satisfaction of HispanicParents to the Buffalo. New York Tide 1 BilingualProgram. 19774978.

ED 174 733Language Role

Accent on Foreign Languages.ED 172 519

Language SkillsUtility of LESA Criteria for Estimating/be Num-ber of LESA Students.

ED 174 038Language Usage

Ethnography or the Bilingual Classroom.El 205 832

LawyersProblems of School Board Attorneys.

ED 170 841111

Learning AcdvidesAssembling in Sequence: A Saleable Work Skill.Occupation Simulation Packet. Grades 3rd4th.

ED 172 012A Centennial Resource Collection, Boys andGirls High School. Vol. I.

ED 174 731A Centennial Resource Collection. Boys andGirls High School. Vol. 2.

ED 174 730Color Discrimination: A Saleable Work Skill. Oc-cupation Simulation Packet. Grades K-2.

ED 172 011Crawling and/or Squatting: A Saleable WorkSkill. Occupation Simulation Packet. Grades K-2nd.

ED 172 010Creativity: A Saleable Work Skil OccupationSimulation Packet. Grades 3rd-4th.

ED 172 013From Cooks to Carpeaters: Measuring A Salea-ble Work Skill. Occupation Simulation Packet.Grades 5th6th.

ED 172 015Oral Persuasion: A Saleable Work Skill. Occupa-tion Simulation Packet. Grades 5016th.

ED 172 014The Yellow, Blue and Red Beck. A Collection ofShortTenn Activities Developed by and forTeschess K-6, to Help Expand Students' Aware-ness of Traditional Sex Role Stereotyping.

ED 112 028Lambs Disabilities

The Prevention of Learning Disabilities BeforeSchool: Results of a Pilot Program.

ED 110Leonia to Rad Through the Arts(Program)

Learning to Read through the Arta: lostructionalHandbook.

ED 170 738

Legal ProblemsProblems of School Board Attorneys.

ED 170 848/iLeisure TIME

Leisure Activities for Retarded Children. A TaskAnalysis Approach. Integrating Trainable Men-tally Retarded Children Through CommunityEducation. ESEA Tide IV, Pan C.

ED 172 465Lesson Plans

A Centennial Resource Collection. Boys andGirls High School, Vol. 1.

ED 174 731A Centennial Resource Collection. Boys andGirls High School, Vol. 2.

ED 174 730Library Skills

Study Skills Related to tiosity Use AK42 Cur.denims Guide for Teachers and Librarians.

ED 169 906Library Technical Processes

An Evaluation of Complaints About the Opera-tion of the Districts Centralized System for theOrdering end Precooks of Library sod Text-books.

ED 168 171Local Norms

A Model for Developing Local Norms with aStandardized Achievement Measure for Use withLocal Program Evaluation: Procedures and Ef-fects.

ED 170 332Louisiana (New Orleans)

School Social Work Services in the New OrleansPublic Schools.

EJ 202 859Low Achievers

Final Evaluation Report. 1976.77. ESEA Title IProgram. Publication Number 76.63.

ED 169 080Magnet Schools

An Evaluation of Houston's Magnet School Pro-Vent.

ED 167 631Milwaukee's Specialty School Plan PromotesLearning and Integration.

EJ 201 297Parent Perceptions of Magnet Schools as aMethod of Desegregation.

ED 170 384Majority Atdtadee

Anglo and Minority Perceptions of Success inDallas School Desegregation.

EJ 193 pas

MmagententPrograms for the Gifted Site Management. Re-vised 1977.

ED 172 478Status of the Energy Management Program in theOrange County Public Schools.

ED 168 812Marine Biology

Randall Aerospace and Marine Science Project(RAMS): An Evaluation Study. Final Report.

ED 174 391Mass Production

Industrial Arta Metalworking for Intermediateand Junior High Schools. Curriculum Bulletin.1978.79 Series. No. 8.

ED 167 778Mastery Learning

Mastery Learning: Theory, Research, and lin-plemenntion.

ED 169 683Mastery Lamas in Social &ladiesProject SC

Mastery Learning: Theory, Research. and len-plentenntion.

ED 169 6$3Mathematical Models

A Companion of Title I Achievement ResultsObtained Under USOE Models Al. CI end aMixed Model.

ED 170 370

Subject Index

Mathematics CurriculumCompetency-Based Curriculum Guide.

ED 167 693Curriculum Manual. Level 07. 1977-1978 (Re-vised).

ED 173 068Mathematics Used in Occupations: An Inter-related Guide.

ED 167 753Some Still Do: River Acres, Texas. Booklet I. Re-printed November. 1978. Report *3 in Evalua-tion Report Series.

ED 170 313Mathematics Education

Evaluation of Teaching and Learning Models forMathematics and Reading. Final Report.

ED 171 523Mathematics Used in Occupations: An Interrelated Guide.

lts

ED 167 753Mathematics Instruction

Curriculum Manual, Level 07. 1977.1978 (Re.vised).

ED 173 068Measurement

From Cooks to Carpenters: Measuring A Salea-ble Work Skill. Occupation Simulation Packet.Grades 5016th.

ED 172 015Measurement Instruments

K-12 Urban Career Education Infusion ProjectNeeds Assessment

ED 170 470Measurement Techniques

The Development of a Curriculum Change In-dicator.

ED 166 831Medical Care Evaluation

Report of Early Childhood Programs Health Ser-vices Component 1977.1978. Report No. 7915.

ED 172 929Medical Evaluation

Report of Early Childhood Programs Health Ser-vices Component 1977.1978. Report No. 7915.

ED 172 929Memphis Public Schools TN

When a Board Is This Divided, Almost AnythingCan Go Wrong-and Does.

EJ 197 845Metal Industry

industrial Arts Metalworking for Intermediatesod Junior High Schools. Cuniculum Bulletin.1978-79 Series. No. 8.

ED 167 778Metal Working Occupations

Industrial Arts Metalworking for Intermediateand Junior High Schools. Curriculum Bulletin.1978-79 Series. No. S.

ED 167 778Mexican Americans

ESAA BilinguidThicultural Project. 1974.1975Final Evaluation Report.

ED 172 987Who Are the Disadvantaged and What ShouldWe Do for Them? The Relationship of FamilyVariables to Achievement and Some Implicationsfor Educational Programming. Publication No.77.40.

ED 171 438Migrant Child Education

Final Evaluation Report. 1976-1977. Title I Mi-grant Program. Publication Number 76.59.

ED 169 079Migrant Education

Evaluation Design 1977-78. ESEA Tide I Mi-grant Program November 15. 1977. PublicationNo. 77-10.

ED 168 7/2Needs Assessment for the Preparation of the197940 Applieation for Tide I Migrant Funds.

ED 16$ 755Missed Problems

Final Evaluation Report. 1976-1977. Tide I Mi-grant Program. Publication Number 76.59.

ED 169 0/9

Subject Index

Mi Washes Public Schools WIMilwaukee's Specialty School Plan PromotesLearning and Integration.

El 201 297Midlevel Competency Testing

Mesh School Competency Graduation Require-ments: Do They Result in Ileum Graduates? Pub-lication Number 78.76.

ED 173 416Minneapolis Public Schools MN

Eliminating Scx Bias-Pipe Dream or Possibility?A Program Description and Evaluation Summaryof the Title 1V/C. ESEA Project, "EliminatingScx Bias in Education."

ED 168 175Minority Group Children

Ethnicity and Reading Problems in Hawaii.ED 167 671

Minority GroupsAnglo and Minority Perceptions of Success inDallas School Desegregation.

El 193 988Asian Pacific Perspective. Filipino Americans: APortrait.

ED 168 331Asian Pacific Perspectives: Japanese Americans.

ED 168 332Asian Pacific Perspectives: Korean Americans.

ED 168 333Asian Pacific Perspectives: Samoans in the UnitedStates.

ED 168 334Asian Pacific Perspectives. The Chinese Amen-can: Inscrutable ro Some.

ED 168 330Missouri (Saint Louis)

Parent Perceptions or Magnet Schools as aMethod of Desegregation.

ED 170 384Models

Developmental Evaluation Services for Children:Replication Manual.

ED 168 705Organizational Manual for a Public School-BasedTeacher Internship Model in Supplementary Edo-cation.

ED 169 722Montgomery County Public Schools MD

Annual Test Report. 1977-78.ED 171 791

Moral DevelopmentThe Teaching of Values: An Instructional Guide.

ED 171 611Motor Development

Task Analyses and Objectives for Trainable Men-tally Retarded: Communication Skills WWI DailyLiving Skills [and] Motor Skills [and) Quantita-tive Skills.

ED 172 464Multicultural Education

Asian Pacific Perspectives.ED 173 999

ESAA Bilingual/Bicultural Project. 1974-1975Final Evaluation Report.

ED 172 987Ethnic Heritage Studies: Arts and Crafts of EastAsia. Experimental Unit.

ED 173 217Ethnic Heritage Studies: Cultural Pluralism. Ex-perimental Unit.

ED 173 220Ethnic Heritage Studies: Ethnic Heritage Foods.Experimental Unit.

ED 173 216Ethnic Heritage Studies: Family History Project.Experimental Unit.

ED 173 221Ethnic Heritage Studies: GermanAmerican Pro-files ant'. Contributions-Major Figures. Experi-mental Unit.

ED 173 223Ethnic Heritage Studies: Northern EuropeanFoods. Experimental Unit.

ED 173 225Ethnic Heritage Studies: Southern EuropeanFoods. Experimental Unit.

ED 173 226

Ethnic Heritage Studies: Themes in Black Africanand Black American Litersure. ExperimentalUnit.

ED 173 218Ethnicity and Read:ng Problems in Hawaii.

ED 167 671Multimeilielnstriction

Learning to Read through the Arts: InstructionalHandbook.

ED 170 738

Needs AssessmentCreating a Resource Allocation System for theD.C. Public Schools.

ED 171 815Final Evaluation Report. 1976.1977. Title 1 Mi-grant Program. Publication Number: 76.59.

ED 169 079Final Evaluation Report. 1976-77. ESEA Tide 1Program. Publication Number: 76.63.

ED 169 080K12 Urban Career Education Infusion ProjectNeeds Assessment.

ED 170 470MCPS Comprehensive Planning Process.

ED 173 1,43Needs Assessmem for the Preparation of the1979-80 Application for Title 1 Migrant Funds.

ED 168 755Research and Evaluation to Improve Instruction:The Cincinnati Strategy.

El 207 338Negative Attitudes

An Evaluation of Complains About the Opera-tion of the District's Centralized System for theOrdering and Processing of Library and Test-books.

ED 168 171

Neighborhood CentersClosed Schools-Open Doors. Revised.

ED 173 914

New York (New York)City-AsSchool, School Year 1977.1978. Valida-tion Report.

ED 167 665Guidance in the High School.

ED 172 098New York City Board of Education

Curriculum Manual. Level 07. 1977.1978 (Re-vised).

ED 173 068Organizational Domain Changes in Response toBudget Reductions: New York City High Schoolsand the Fiscal Crisis.

ED 172 443Nostraditional Occupations

Placement of Junior sod Senior High School Stu-dents in NonTraditional Career Exploration Ex-periences in the Community. Final ProjectPerformance Report.

ED 171 914Norm Referenced Tests

A Model for Developing Local Norms with .Standardized Achievement Measure for Use withLocal Program Evaluation: Procedures and Ef-fects.

ED 170 332Norms

A Model for Developing Local Norms with aStandardized Achievement Measure for Use withL sal Program Evaluation: Procedures and Ef-fects.

ED 170 332

Number ConceptsTask Analyses and Objectives for Trainable Men-tally Retarded: Communication Skills [and] DailyLiving Skills [and] Motor Skills [and] Quantita-tive Skills.

ED 172 ege

ObservationSchool Evaluation Studies in Portland. Oregon: ANaturalistic Inquiry Approach to School Evalua-tion.

ED 173 142

.1(

Parent Parddpedon 43

Obserntioaal LearningThe Wodd of Work in Room 101.

Occupational GuidanceThe World of Work in Room 101.

EI 199 187

E/ 199 187Ohio (Cincissad)

Project Termination Report: A Model Program inAffective Education: ESEA Title IVC.

ED 171 852On Line Systems

The Educational Information System for Ontario.A Guide for Using.

ED 168 501The Educational Information System for ()nude.Summary of Fine' Report.

ED 168 300Ontario

The Educational Information System for Ontario.Summary of Fool Report.

ED 168 500Focus on Dropouts.

ED 168 123L'Evaluation du Rendement Scolaire. EtudeAnalytique des Instruments de Testing Employespour Evolver les Propos des Eleves aux cyclesIntermediaire et Superleur. Cycles Intermedbireet Supericur. (The Evaluation of Scholastic Out-put. An Analytical Review of Test InstrumentsUsed in Evaluating Pupil Achievement in the In-termediate and Senior Divisions. Intermediateand Senior Divisions).

ED 173 385ONTERIS

ONTERIS Abstracts Volume 1 (Revised).ED 166 960

ONTERIS Abstracts. Volume 3.ED 166 959

ONTERIS Printed Index. Cumulated Subject-/Author Index to Volumes 1 and 3.

ED 166 958Onl Language

Speaking: Pupil Competencies.ED 170 818

Oregon (Eugene)High School Internship Project DisseminationPocket.

ED 168 225A flesh School late:whips Program in CareerEducation for the Gifted and Talented. Final Re-P0d.

ED 168 224Organizational Charge

Organizational Domain Changes in Response toBudget Reductions: New York City High Schoolsand the Fiscal Crisis

ED 172 4.43Outdoor Education

Environmental Education: River Policy sodProcedures.

ED 170 101Project Ranger Adopter's Guide. 1979.

ED 170 896Outreach Programs

Guidelines for Establishing an Outreach Program.ED 172 467

Parent AttitudesAnglo and Minority Perceptions of Success inDallas School Desegregation.

EI 193 988A Comparative Analysis of the 45.15 Plao and theTraditional Calendar in the Prince WilliamCounty Public Schools of Virginia. ExecutiveSummary.

ED 168 130Parent Perceptions of Magnet Schools as aMethod of Desegregation.

ED 170 3g4Programmatic Needs aid Satisfaction of HispanicParents to the Buffalo, New York Title I BilingualProgram. 1977.1978.

ED 174 733Parent Participative

Guidelines for Establishing an Outreach Program.ED 172 467

44 Parent ParticipationProgrammatic Needs and Satisfection of HispanicParents to the Buffalo. New York Title I BilingualProgram, 1977-1978.

ED 174 733A Study of Alternatives in American Education,Val: District Policies and the Implemented= ofChange.

ED 166 825

Patent RolePerceptions of Parenthood and Infant Develop-meat: A Comparison of the Views of High SchoolStudents, College Students, and Expectant Par-ents.

ED 170 051

Past School RelationshipGuidelines for Establishing an Outreach Program.

ED 172 467Interim Evaluation Report, 1977-78. ESEA TitleVII Billups! Project. Project Number SOI63SA.

ED 172 577

Parenthood DincatioaEvaluation Design 1978-71: Education for Par-enthood Project.

ED 173 743Perceptions of Parenthood and Infant Develop -menu A Comparison of the Views of High SchoolStudents. College Students, and Expectant Par.eats.

ED 170 051

Participial SatistaleaCareer Exploration for Gifted sad Talented HighSchool Students. Section II. Correspondence andEvaluation. Appendia A.G.

ED 173 614

Perceptual Motor CoordinationElementary Physical Education. Perceptual,Motor Resource Guide. Oradea K-6.

ED 174 386

Perceptual Motor LearningElementary Physical Education. Perceptual.Motor Resource Guide. Grades K6.

ED 174 586

Potomac. CriteriaStrategies for Site Evaluation of Gifted Programs.

ED 172 477

Penal ValuesThe Morel Education Project (Year 5). Final Re-port 1976-77.

ED 166 832Philadelphia Public Schools PA

Community Participation in Budget Develop-ment: A Case Study of the 1977 Budget TaskForce of the Philadelphia School District.

ED 166 82111

Philadelphia School District PAThe Budget Development Process: A Case Studyof the Philadelphia School District, 1977.

ED 168 150The Effects of Budget Reductions on ProgramEvaluation in a Large Urban School System:Providing Services Beyond Resources.

ED 167 613Philippines

Rice Harvest (Anthem Pinspni lti Pagay).ED 168 329

Phydcal ActivitiesLeisure Activities for Retarded Children. A TMAnalysis Approach. Integrating Trainable Men-tally Retarded Children Through CommunityEducation. ESEA 'tide IV, Part C.

ED 172 46$

Physical EducationElementary Physical Education. Perceptual-Motor Resource Guide. Grades K-6.

ED 174 $gd

Physically HandicappedApplication of a Theoretical Control Strategy inEarly Intervention for the Handicapped.

ED 170 990

PM**Useftml Phrases is English: Filipino. LanguageSOS.

ED 168 320

PolicyEnvironmental Education: River Policy andProcedures.

ED 170 101

Political InfluencesThird-Party Participation in the 1978 TeacherNegotiations in Philadelphia: The Politics of Bar-pining.

ED 170 917

Portland School District ORSchool Evaluation Studies in Portland. Oregon: ANaturalistic Inquiry Approach to School Evalua-tion.

ED 173 442

PredictionApplication of a Theoretical Control Strategy inEarly Intervention for the Handicapped.

ED 170 990Predictor Variables

Who Are the Disadvantaged and What ShouldWe Do for Them? The Relationship of FamilyVariables to Achievement and Some Implicationsfor Educational Programming. Publication No.77.40.

ED 171 438Privacy

Human Awareness Program: R Sex Manual farUse in Juvenile Court Schools.

ED 168 263

Preschool EducationThe Astor Program for Gifted Children: Pre-Kin-dergarten Through Grade Throe.

ED 166 889The Prevention of Learning Disabilities BeforeSchool: Results of a Pilot Program.

ED 170 989Preschool Programs

Prekindergarten Head Start Evaluation. Year EndReport. 1977-1978. Report No. 7916.

ED 167 581Prevention

The Prevention of Learning Disabilities BeforeSchool: Results of a Pilot Program.

ED 170 989Preventive Medicine

Rejoin of Early Childhood Programs Health Ser-vices Component 1977.1978. Report No. 7915.

ED 172 929

Primary EducationCrawling arid/or Squatting: A Saleable WorkSkill. Occupation Simulation Packet. Grades K2nd.

ED 172 010

PrincipaAnalysis of Hawaii Secondary School DisciplineVariables.

ED 170 868

Problem SolvingThe Effects of Budget Reductions on ProgramEvaluation in a Large Urban School System:Providing Services Beyond Resources.

ED 167 613Process Education

K-6 Social Studies Skills for the Human Behaviorand Urban Studies Program.

ED 173 183Professional Continag Education

Improving Instruction Through Supervision.Evaluation Report 1977-78.

ED 166 772Staff Development: A Carrot or a Stick?

ED 171 680Fragrant Administration

Final Evaluation Report. 1976-77. ESEA Title 1Program. Publication Number 76.63.

ED 169 080

Fragrant AttitedesAn Evaluation of Houma's Magnet School Pro.vars.

ED 167 631Experience Based Career Education at WichitaEast High School: A 'Third-Party Evaluation forYear Two. 1977-73.

ED 170 $76

50

Subject IndexFinal Evaluation Report 1976-77. State Compen-satory Education. Publication Number 76.61.

ED 167 586Final Technical Report 1976.1977. State Com.pensatory Education: Publication Number 76.60.

ED 167 585The 'Leaving School Early' Students: Character's-tics and Opinions.

ED 169 466Middle and Junior High School Title 1 Comte-hensive Reading and Math Evaluation. 19761977.

ED 174 732

Program DescriptionsDiagnostic Prescriptive Arithmetic of Staten Is-land.

ED 171 519Overlap Study: Number of Students Served bySingle one Multiple Compensatory Programs,1978-1979.

ED 169 154Program Design

Evaluation Design 1978.79: Education for Par-enthood Project.

ED 173 743Program Development

Demonstration Senior High Schools: A CareerEducation Demonstration and Replication Effort.A Final Report from the Florida Career Educa-tion Demonstration Consortium.

ED 169 223A Program for Reading and Language Develop-ment. An Adopter's Guide.

ED 169 4741/Project ICE (Implementing Career Education).St. Louis, Missoun, Public Schools. Final Evalua-tion Report.

ED 171 897Program Effectiveness

Career Exploration for Gifted and Talented HighSchool Students. Section 11. Correspondence andEvaluation, Appendix A.G.

ED 173 614Demonstration Senior High Schools: A CareerEducation Demonstration and Replication Effort.A Final Report from the Florida Career Educe-Lion Demonstration Consonium.

ED 169 223ESAA Bilingual/Bicultural Project. 1974-1975Final Evaluation Report.

ED 172 987Experience Based Career Education at WichitaEast High School: A Third-Party Evaluation forYear Two. 197748.

ED 170 576Experience-Based Career Education. High SchoolLevet Demonstration Project. Interim Report. Se-cond Year. (September 20,1977 to September 30,1978).

ED 167 747Highline Public Schools Computer-Assisted In-structioo Project: A Program to Meet Disadvan-eased Students' Individual Needs for Basic SkillDevelopment: Final Report.

ED 167 114High School Competency Graduation Require-ments: DoThey Result In Better Graduates? Pub-lication Number 78.76.

ED 173 416K -12 Urban Career Education Infusion Project.Final Evaluation

ED 170 469Middle and Junior High School Title I Compre-hensive Reading and Math Evaluation. 1976-1977.

ED 174 732The Prevention of Learning Disabilities BeforeSchool: Results of x Pilot Program.

ED 170 989Project ICE (Implementing Career Education).St. Louis. Missouri. Public Schools. Final Evalua-tion Report.

ED 171 897Program Evalutioe

Assessing Elementary Students' Writing Skills.Publication No, 78.74.

ED 172 201Community Participation in Budget Develop -menu A Case Study of the 1977 Budget TMForce of the Philadelphia School District.

ED 166 82111

Subject Index

A Con Study for YearRound Schools in PrinceWilliam County.

ED 170 874Demon:Woo Senior High Schools: A CareerEducation Demonstration and Replication Effort.A Sul Report from the Florid. Career Educe.sion Demonstration Coasonium.

ED 169 223An Evaluation of Houston's Magnet School Pro-

ED 167 631Evaluation of Teaching and Learning Models forMathematics and Reading. Final Report.

ED 171 523Evaluation of Title I ESEA Projects. 1977-1978:Technical Reports. Report Number 7877.

ED 169 077An Evaluation Study of the District of ColumbiaExperience Based Career Education Program. Fi-nal Report.

ED 166 422Experience Based Career Education at WichitaEast High School: A ThirdParty Evaluation forYear Two. 1977-78.

ED 170 576Final Evaluation Report. 1976-1977. Title 1 Mi-grant Prosy= Publication Number: 76.59.

ED 169 079Final Evaluation Report. 1976-77. ESEA Title IProgram. Publication Number: 76.63.

ED 169 080Middle and Junior High School Titk I Compre-hensive Reading and Math Evaluation. 19761977.

ED 174 732The Prevention of Learning Disabilities BeforeSchool: Results of s Pilot Program.

ED 170 989Public Scrvice Administration Internship Pro-gram in Career Education. Final Report.

ED 166 869Research and Evaluation to Improve Instruction:The Cincinnati Strategy.

EJ 207 338Strategies for Site Evaluation of Gifted Programs.

ED 172 477Program Improvement

An Evaluation of Eugene Public Schools Com-munity Schools Program.

ED 168 162Experience Based Career Education at WichitaEast High School: A Third-Party Evaluation forYear Two. 1977-78.

ED 170 576Program Plenning

Final Evaluation Report 1976.77. State Compen-satory Education. Publication Number 76.61.

ED 167 586Final Technical Report 1976-1977. State Com-pensatory Education: Publication Number: 76.60.

ED 167 585Planning and DecisionMaking at the LocalSchool Level.

ED 170 164A Program for Reading and Language Develop-ment. An Adopters Guide.

ED 169 47411Urban School Dropouts: Data Collection andAnalysis in Philadelphia.

ED 173 736Programed Instruction

A Program for Reading and Language Develop-ment. An Adopter's Guide.

ED 169474!1Project Applications

Needs Assessment for the Preparatiou of the1979.80 Application for Title I Migrant Funds.

ED 168 755Project Follow Through

Follow Through Pupil Absence Rates, Pupil Con-tinuance Rates, and Teacher Continuance Ratesin Philadelphia: 1975-76 to 1977.78. Report No.7942.

ED 172 934Report of Early Childhood Programs: Social SCPvices 1977-1978. Report No. 7913.

ED 172 923Report of Early Childhood Programs: Staff Deve-lopment. Report No. 7914.

ED 172 924

Project Head StartReport of Early Childhood Programs: Social Ser.vices 1977.1978. Report No. 7913,

ED 172 923Report of Early Childhood Programs: Staff Deve-lopment. Report No. 7914.

ED 172 924

Project ICEProject ICE (lrePlemeoling Career Education).St. Louis, Missouri. Public School. Final Evalua-tion Report.

ED 171 897

Project PAVEFinal Evaluation Report. 1976-1977 ProjectP.A.V.E. Evaluation. Publication Number: 76.57.

ED 167 584

Project RamjetProject Ranger Adopter's Guide, 1979.

ED 170 896Project SEARCH (htianeapolls)

Directory of Developmental Screening bistro-menu.

ED 172 466Guidelines for Establishing an Outreach Program.

ED 172 467Proounciatior Instractioe

Useful Phrases in English: Cantonese. LanguageSOS.

ED 168 317Useful Phrases in English: Japanese. LanguageSOS.

ED 168 318Useful Phrases in English: Korean. LanguageSOS.

Useful Phrases in English:SOS,

Useful Phrases in English:SOS.

ED 16$ 319Pilipino. Language

ED 168 320Samoan. Language

ED 168 321Psychological Services

Get Set Day Care: Summary Report, 1977-1978.Report No. 7943.

ED 172 928

Public OpinionSchool Integration Surveys. 1978 Report.

ED 167 667

Public School Adult EducationAdult Students in Public School Classes.

El 199 138Public School Systems

Creating a Resource Allocation System for theD.C. Public Schools.

ED 171 815A Schoolby-School Reporting System for theDistrict of Columbia Public Schools: An Outlinefor Action.

ED 171 814School Evaluation Studies in Portland. Ore on: ANaturalistic Inquiry Approach to School [value-don.

ED 173 442School Social Work Services in the New OrleansPublic Schools.

El 202 859

Public Service OccupationsPublic SCIViCC Administration Internship Pro-gram in Career Education. Final Report.

ED 166 169Pupil Personnel Services

School Social Work Services in the New OrleansPublic Schools.

Pupil Personnel WorkersGuidance in the High School.

El 202 859

ED 172 098

Quarter SystemFinal Evaluation Report, 1976-1977. High SchoolCurriculum Evaluation. Publication Number 76.-68.

ED 169 078

LI 1,

Reeding Ibletruction 45

QaestioniskesEvaluation instruments Locally Developed inOntario: An Annotated Catalogue of MaterialDeveloped by School Boards and Other Agencies.

ED 173 389Questionnaires for Public School DocisionMak-ers.

ED 173 429Racial Factors

Race and Ethnicity as Factors in Mooing SchoolBoard Elections: Predicting Ethnic Compositionof Community School Boards.

ED 170 920

Racial SegivaplionInduced Desegregation: Its Effects on WhitePupil Population and Resesresetioo in the Mem-phis City School System.

ED 167 659Reeding

Evaluation of Teaching and Learning Models forMathematics and Reading. Final Report.

ED 171 523Readies Achievement

Ethnicity and Reading Problems in Hawaii.ED 167 671

Evaluation of Outcomes, 1976-77: An EvaluationSystem Report on Reading Programs and ReadingAchievement; Pan IA Summary.

ED 169 491Evaluation of Outcomes. 1976-77: An EvaluationSystem Report on Reading Programs and ReadingAchievement: Part IIA Technical Report.

ED 169 492Radios Comprehension

loferencins in a Standardized Reading Comm-herniae Test.

ED 166 967

Reading FallenReading Disability Prevention for 5 Year Olds.

ED 173 764!!Reading Improves**

The Development and Implementation of theSTELLAR Project for 'At Risk' Title 1 Students.

ED 167 684Evaluation of Outcomes, 1976-77: An EvaluationSystem Report oo Radios Programs and ReadingAchievement: Pan IA Summary.

ED 169 491Evaluation of Outcomes, 1976-77: An EvaluationSystem Report on Reading Programs and ReadingAchievement; Pan 11A Technical Report.

ED 169 492

Reading InsirectionChildren's Day With Ichiro (Ichiro ToKodonionohi),

ED 168 315Chinese New Year (Jung-Gwok San Mho).

ED 168 312Competency -Based Curriculum Guide.

ED 167 693Dragon Boat Festival (Dyun Ngh lit).

ED 168 365Getting Ready be Rag Day (Seuniuni Mo Le AaoG Le Fu'a).

ED 168 314Girls' Day With Amy (Emichan No Hine Mat-auri).

ED 168 311Isamu.

ED 168 310Korean Children's Day. Hanguk Orini Nal.

ED 166 992Korean Thanksgiving. Chuseniptal.

ED 166 993Learning to Read through the An InstructionalHandbook.

ED 170 738Little Mays Family (Siu Muih Dik Ga Tihng).

ED 168 316A Program for Readies and Language Develop-ment. An Adopter's Guide.

ED 1694741!A Reading Program Guide for the MontgomeryCounty Public Schools, K-12.

ED 170 714

46 Reading InstructionRice Harvest (Anihan; Pinapni lti Soapy).

ED 168 329A Special Christmas (Ant Pinaketanging Pasko;Naisanpanprus A Paskua).

ED 168 328To lo Goes Fishing (0 Lo'o Mu To lo E Fagots).

ED 168 313Reading Materials

Dragon Boat Festival (Dyun Ngh lit).ED 168 365

Rice Haven (Ani hies; Pinagani id Pagay).ED 168 329

A Special Christmas (An5 Pinakatanging Pasko;Naisangsansayan A Pogue).

ED 168 328Reedit* Propane

Ethnicity and Reading Problems in Hawaii.ED 167 671

Evaluation of Outcomes, 1976-77: An EvaluatiooSystem Report on Reading Programs and ReadiesAchievement; Part IA Summery.

ED 169 491Evaluation of Outcomes. 1976-77: An EvaluationSystem Report on Reading Propams sad ReadingAchievement; Pan HA Technical Report.

ED 169 492Reading Disability Prevention for S Year Olds.

ED 173 76411A Reading Program Guide for the MontgomeryCounty Public Schools. K-12.

ED 170 714Reading Readies;

Reading Disability Prevention for 5 Year Olds.ED 173 76411

Reading SkillsEvaluation of Outcomes, 1976-77: An EvaluationSystem Report on Reading Programs and ReadingAchievement; Part IA Summary.

ED 169 491Evaluation of Outcomes. 1976-77: An EvaluationSystem Report on Reading Programs and ReadingAchievement; Part 11A Technical Report.

ED 169 492Radial Tests

Inferencing is a Standardized Reading Compre-hension Test

ED 166 967

Recreational ActivitiesLeisure Activities for Retarded Children. A TaskAnalysis Approach. Integrating Trainable Men-tally Retarded Children Through CommunityEducation. ESEA Title IV, Pan C.

ED 172 465Redaction in Force

Reduction in Force: Is Your Board Prepared?ED 173 920

Remodel MadmeadaEvaluation of Tide I ESEA Projects, 1977-1978:Technical Reports. Report Number 7877.

ED 169 077Middle and Junior High School Title I Compre-hensive Reading and Math Evaluation, 1976.1977.

ED 174 732Remodel Programs

A Comparison of Title 1 Achievement ResultsObtained Under USOE Models Al, CI and aMixed Model.

ED 170 370High School Competency Graduation Require-ments: Do They Result in Better Graduates? Pub-Heade° Number 78.76.

ED 173 416A Program for Reading and Language Develop-ment. An Adoptet'a Guide.

ED 169 4741/Remedial Reading Programs

Evaluation of Tide 1 ESEA Projects, 1977-1978:Technical Reports. Report Number 7877.

ED 169 077Middle and Junior High School Tide I Corning-heasive Reading and Math Evaluation, 1976.1977.

ED 174 732

Remote SensingRemote Sensing and the Earth.

ED 170 141Research and Development Centers

Potential Working Relationships Between ESA'sand the R R D Exchange.

ED 168 164Research and Development I:cheep

Potential Working Relationships Between ESA'sand the R R D Exchange.

ED 165 164Research Coordinating Units

The Effects of Budget Reductions on ProgramEvaluation in a Large Urban School System:Providing Services Beyond Resources.

ED 167 613Research Projects

The Educational information System for Ontario.Summary of Final Repent.

ED 168 500Resource Allecatloos

The Budget Development Process: A Case Studyof the Philadelphia School District, 1977.

ED 168 ISOCreating a Resource Allocation System for theD.C. Public Schools.

ED 171 815Otganiradonal Domain Changes in Response toBudget Reductions: New York City High Schoolsand the Fiscal Crisis.

ED 172 443Resource Allocation Procedures Viewed FromWithin the Administrative Structure of Large Ur-ban Schools.

ED 170 915A School-by-School Reporting System for theDistrict of Columbia Public Schools: An Outlinefor Action.

ED 171 814A Study of Alternatives in American Education,Vol, I: District Policies end the Implementation ofChange.

ED 166 825Resource Centers

The Astor Program for Gifted ...nildren: Pre-lCin-derearten Through Grade Three.

ED 166 889Resolute Guides

Guidelines for Out-of-School Credit in ForeignTravel.

Remote Sensing and the Earth.ED 169 754

ED 170 141Resporaibility

Environmental Education: Rivet Policy andProcedures.

ED 170 101Retrenchment

Organirationsl Domain Changes in Response toBudget Reductions: New York City High Schoolsand the Fiscal Crisis.

ED 172 443River Acres Independent School DistrictTX

Some Still Do: River Acres, Tam. Booklet I. Re-printed November, 1978. Report *3 in Evalua-tion Report Series.

ED 170 313River Rafting

Environmental Education: River Policy andProcedures.

ED 170 101Role Perception

Ethnic Heritage Studies: The American Woman.Experimental Unit

ED 173 222Saint Loeb Park School District MN

Closed Schools-Open Doors. Revised.ED 173 914

SamoanGetting Ready for Flea Day (Unhand Mo Le Aso0 Le Rea).

ED 168 314

Subject IndexTolo Goes Fishing (0 Lo'o Alu Tole E Fagots).

ED 168 313Useful Phrases in English: Samoan. LanguageSOS.

ED 168 321Samoan Americans

Arian Pacific Perspectives: Samoans in the UnitedStates.

ED 168 334Getting Ready for Flag Day (Sauniuni Mo Le Aso0 Le Fu's).

ED 168 314Tolo Goes Fishing (0 Lo'o Mu Tolo E Fagota).

ED 168 313San Diego Unified School District CA

Problems of School Board Attorneys.ED 170 PM

School AdministrationStatus of the Energy Management Program in theOrange County Public Schools,

ED 168 812School Attitudes

Questionnaires for Public School Decision-Mak-ers.

ED 173 429School Closing

Closed Schools-Open Doors. Revised.ED 173 914

Declining Enrollments - Rising Problems. ReportNo. 79-10.

ED 173 901School Community Cooperation

Alternate Learning: Sharing Innovative Programsand Practices.

ED 172 391School Community Programs

Evaluation Design 1978-79: Education for Par.enthood Project.

ED 173 743Placement of Junior and Senior High School Stu-dents in Noy-Traditional Career Exploration Ex-periences in the Community. Final ProjectPerformance Report.

ED 171 914School Community Relationship

Businesses Help Schools.El 197 848

School DemographyA Centennial Resource Collection. Boys andGirls High School, Vol. I.

ED 174 731A Centennial Resource Collection. Boys andGirls High School. Vol. 2.

ED 174 730School District Speeding

The Effects of Budget Reductions on ProgramEvaluation in a Large Urban School System:Providing Services Beyond Resources.

ED 167 613School Districts

Potential Working Relationships Between ESA'sand the R a D Exchange.

ED 1611 164Questionnaires for Public School Decision-Mak-ers.

ED 173 429Stall Development: A Carrot or a Stick?

ED 171 680Status of the Energy Management Program in theOrange County Public Schools.

ED 168 812School for AU Ages in Lasso

Adult Students in Public School Classes.El 199 138

School Holding PowerUrban School Dropouts: Cots Collection andAnalysis in Philadelphia.

ED 173 736

School ImprovementPlanning and Decision- Making at the LocalSchool Level.

ED 170 864

Subject Index

School Industry ReladoashlpBusinesses Help Schools.

El 197 848School Integration

Anglo and Minority Perceptions of Success inDallas School Desegregation.

EJ 193 988An Evaluation of Houston's Maine' School Pro-gram.

ED 167 631Induced Desegregation: Its Effects on WhitePupil Population and Resegregation in the Mem-phis City School System.

ED 167 659Interracial Acceptance in Desegregated Schools.

El 201 259Louisville 1975.76: The Birth of a DesegregationInstitute.

ED 169 187Parent Perceptions of Magnet Schools as aMethod of Desegregation.

ED 170 384School Integration Surveys: Preliminary Report.

ED 167 666School Integration Surveys. 1978 Report.

ED 167 667Staff Perceptions of the Internal and Extents' Ef-fects of Desegregation.

ED 167 660

School LibrariesStudy Skills Related to Liorary Use: A K-12 Cur-riculum Guide for Teachers and Librarians.

ED 169 906School Orientation

Adult Students in Public School Classes.EJ 199 138

School PersonnelStaff Development: A Carrot or a Stick?

ED 171 680

School RedistrictingLouisville 1975-76: The Birth of a DesegregationInstitute.

ED 169 187School Responsibility

Students' Attitudes to Work and Unemployment.Part II: The Attitude Questionnaire. ResearchService. #152.

ED 167 846

School ServicesPrograms for the Gifted - Site Management. Re-vised 1977.

ED 172 478

School SizeAnalysis of Hawaii Secondary School DisciplineVariables.

ED 170 868

School Social WorkersReport of Early Childhood Programs: Socisl Ser-vices 1977-1978. Report No. 7913.

ED 172 913School Social Work Services in the New OrleansPublic Schools.

EJ 202 859

Science CurriculumCompetency-Based Currieulum Guide.

ED 167 693Some Still Do: River Acres. Texas. Booklet I. Re-printed November, 1978. Report *3 in Evalua-tion Report Series.

ED 170 313So:Weft Education

Remote Sensing and the Earth.ED 170 141

Screening TestsDirectory of Developmental Screening Instru-ments.

ED 172 466Reading Disability Prevention for 5 Year Olds.

ED 173 76411

Seattle Public Schools WADeclining Enrollments-Rising Problems. ReportNo. 79-10.

ED 173 904

Second Luggage LeashesAccent on Foreign Languages.

ED 172 519The Answer. High School Foreign Languages Tu-toring Program.

El 203 252Children's Dsy With Ichiro (lchiro ToKodomonohi).

ED 168 315Chinese New Year (Juns-Gerok San Niha).

ED 168 312Dragon Boat Festival (Dyun Ngh Jit).

ED 168 365Getting Rudy for Flag Day (Sauniuni Mo Le AsoO Le Fu'a).

ED 168 314Girls' Day With Amy (Emichan No Hine Mat-son).

ED 168 311Isamu.

ED 168 310Korean Orildren's Day. Hanguk Orini Nal.

ED 166 992Korean Thanksgiving. Chummed.

ED 166 993Little May's Family (Siu Moil. Dik Ga Tihns).

ED 168 316Rice Harvest (Anihan; Pinagani Ili Pagay).

ED 168 329A Special Christina (Ang Pinakatansing Pala*:Naisanpansayan A Paskua).

ED 168 328Tolo Goes Fishing (0 Loo Ale Tolo E Fagots).

ED 168 313Useful Phrases in English: Cantonese. LanguageSOS.

ED 168 317Useful Phrases in English: Japanese. LanguageSOS.

ED 168 318Useful Phrases hit English: Korean. LanguageSOS.

ED 168 319Useful Phrases in English: Filipino. LanguageSOS.

ED 168 320Useful Phrases in English: Samoan. LanguageSOS.

ED 168 321Utility of LESA Criteria for Estimating The Num-ber of LESA Students.

ED 174 038

Secondary EducationEvaluation Design 1978-79: Education for Par-enthood Project.

ED 173 743Final Evaluation Report. 1976-1977. High SchoolCurriculum Evaluation. Publication Number 76.-68.

ED 169 078Remote Sensing and the Earth.

ED 170 141Report on the Second Year of the Kumtuks Alter-native Rehabilitation Program of Templeton Se-condary School. Research Report 78-06.

ED 173 022Secondary School Counselors

Guidance in the High School.ED 172 098

Secondary School MathematicsCurriculum Manual, Level 07. 1977-1978 (Re-vised).

ED 173 068Secondary Schools

Study Skills Related to Liorary Use: A K-12 Cur-riculum Guide for Teachers and Librarians.

ED 169 906Self Concept

The Laundry Works or How to Clean Up YourAct. (An Affective Education Materials ManualDesigned for Use in Juvenile Court Schools).

ED 168 266The 'Leaving School Early' Students: Characteris-tics and Opinions.

ED 169 466Report on the Second Year of the Kumtuks Alter-native Rehabilitation Program of Templeton Sec-ondary School. Research Report 7806.

ED 173 022

Social Services 47

Sealer High SchoolsHigh School Conipetency Graduation Require-ascots: Do They Result in Bei ter Graduates? Pub-lication Number 78.76.

ED 173 416Sea Discriminatioo

Eliminating Sex Bias-Pipe Dream or Possibility?A Program Description and Evaluation Summaryof the Title IV/C, ESEA Project. "EliminatingSex Bias in Education."

ED 168 175Sea Education

Human Awareness Program: A Sex Manual forUse in Juvenile Court Schools.

ED 168 263Sea Fakness

Assembling in Sequence: A Saleable Work Skill.Occupation Simulation Packet. Grades 3rd-4th.

ED 172 012Color Discrimination: A Saleable Work Skill. Oc-cupation Simulation Packet. Grades K-2.

ED 172 011Crawling and/or Squatting: A Saleable WorkSkill. Occupation Simulation Packet. Grades K-2nd.

ED 172 010Creativity: A Saleable Work Skill. OccupationSimulation Packet. Grades 3rd-4th.

ED 172 013From Cooks to Carpenters: Measuring - A Sales-ble Work Skill. Occupation Simulation Packet.Grades 5th -6th.

ED 172 015Oral Persuasion: A Saleable Work Skill. Occupa-tion Simulation Packet. Grades 5th -6th.

ED 172 014The Yellow. Blue and Red Book. A Collection ofShort-Term Activities Developed by and forteachers K-6. to Help Eapand Students' Aware-ness of Traditional Sex Role Stereotyping.

ED 172 028Sea Role

Ethnic Heritage Studies: The American Woman.Experimental Unit.

ED 173 222Sea Stereotypes

Ethnic Heritage Studies: The American Woman.Experimental Unit.

ED 173 222The Yellow, Blue and Red Book. A Collection ofShort-Term Activities Developed by and forTeachers K-6. to Help Expand Students' Aware-ness of Traditional Sex Role Stereotyping.

ED 172 028Sexuality

Human Awareness Program: A Sex Manual forUse in Juvenile Court Schools.

ED 168 263Simulation

Assembling in Sequence: A Saleable Work Skill.Occupation Simulation Packet. Grades 3rd -4th.

ED 172 012Color Discrimination: A Saleable Work Skill. Oc-cupation Simulation Packet. Grades K-2.

ED 172 011Crawling and/or Squatting: A Saleable WorkSkill. Occupation Simulation Packet. Grades K-2nd.

ED 172 010Creativity: A Saleable Work Skill. OccupationSimulation Packet. Grades 3rd-41h.

ED 172 013From Cooks to Carpenters: Measuring - A Salea-ble Work Skill. Occupation Simulation Packet.Grades 5th-6th.

ED 172 015Oral Persuasion: A Saleable Work Skill. Occupa-tion Simulation Packet. Gtzdes 5th-6th.

ED 172 014Skill Development

K-6 Social Studies Skills for the Human Behaviorand Urban Studies Program.

ED 173 183Social Services

Get Set Day Care: Summary Report, 1977-1978.Report No. 7943.

ED 172 928

48 Social Services

Report of Early Childhood Programs: Socks/ Ser-vices 1977-1978. Report No. 7913.

ED 172 923Social Studies

K.6 Social Studies Skills for the Human Behaviorand Urban Studies Program.

ED 173 183Social Studies Units

Some Still Do: River Acres. Texas. Booklet I. Re-printed November. 1978. Report *3 in Evalua-tion Report Sates.

ED 170 313Social Work

School Social Work Services in the New OrleansPublic Sehoois.

EJ 202 859Sodoeconemic Background

Ethnic Heritage Studies: Family History Project.Experimental Unit.

ED 173 221Socioeconomic States

Who Are the Disadvantaged and What ShouldWe Do dot 'Meng The Relationship of FamilyVariables to Achievement and Some Implicationsfor Educational Programming. Publication No.77.40.

ED 171 438

Space SdeacesRemote Sensing and the Earth.

ED 170 141

SpanishElementary School: The Optimum Time for Fo-reign Language Learning.

ED 168 301Interim Evaluation Report, 1971-18. ESEA TitleVII Bilingual Project. Project Number 501635A.

ED 172 571

Spanish SpeakingESAA Bilingual/Bieultural Project. 19744975Final Evaluation Report.

ED 172 987Ethnography of the Bilingual Classroom.

EJ 205 832Programmatic Needs and Satisfaction of HispanicParents to the Buffalo. New York Title 1 BilingualProgram. 1917-1978.

ED 174 733Utility of LESA Criteria for Estimating The Num-ber of LESA Students.

ED 114 038

Special EducationFinal Evaluation Report 1976-1977 ProjectP.A.V.E. Evaluation. Publication Number 76.57.

ED 167 584Special Programs

Louisville 1915.16: The Birth of a DesegregationInstitute.

ED 169 187

Speech CommimicationSpeaking: Pupil Competencies.

ED 170 818

Speech SkillsOral Persussion: A Saleable Work Skill. Oceupa-tine Simulation Packet. Grades 5th-6th.

ED 172 014Speaking: Pupil Competencies.

ED 170 818

Spiral CurriculumMathematics. Grade 2. Cunieulum Bulletin No.IL

ED 167 386Mathematics. Grade 3, Curriculum Bulletin No.9.

ED 167 387

Staff ImprovementAISD Title VII Bilingual Project 1974.1975. In.terim Evaluation Report February 1975. Publica-tion No 106.26.

ED 168 773Get Set Day Care Summery Report, 1977.1978.Report No. 7943.

ED 112 928Report of Early Childhood Programs: Staff Deve-lopmest. Report No. 7914.

ED 112 924

Staff Development: A Carrot or a Stick?ED 171 680

University of Massachusetts-Boston English HighSchool Staff Development Collaborative.

ED 168 978Staff Role

Commitment to Instructional Clients As RAE inthe Cincinnati School System.

ED 167 593Standardised Tests

Infereocing in a Standardized Reading Compre-hension Test.

ED 166 967You Might Be Able to Test Teacher Applicants,but No Board Has Ever Been Able to Test Work-ing Teachers.

EJ 201 299

State Departments of EducationPotential Working Reletionships Between ESA'sand the R A D Exchange,

ED 168 164State Legisbtktn

The Seattle Plan: Evaluation, Probation and Non-renewal of Certificated Teachers. Revised,

ED 166 860State Pregame

Final Evaluation Repot 1976-77. State Compen-satory Education. Publication Number 76.61.

ED 167 586Final Technical Report 1976-1977. State Com-pensatory Education: Publication Number 76.60.

ED 167 585

State Sweaty,Focus on Dropouts.

Statistical AnalysisFocus on Dropouts.

ED 168 123

ED 168 123

Student AbilityA Model for Developing Local Norms with aStandardised Achievement Measure for Use withLocal Program Evaluation: Procedures and Ef-fects.

ED 170 332Student Attitudes

atrAs-School. School Year 1977-1978. Valida-tion Report.

ED 167 665A Comparative Anslysis ache 45.15 Pten and theTraditional Calendar in the Prince WilliamCounty Public Schools of Virginia. ExecutiveSummary.

ED 168 130Experience -Based Career Education. High SchoolLevel Demonstration Project. Interim Report Se-cond Year. (September 20.1977 to September 30.1978).

ED 167 747An Investigation into the Effects of Alcohol Usein Ontario Sehools.

ED 166 833School Integration Surveys: Preliminary Report.

ED 167 666Students' Attitudes to Wotk sad Unemployment.Part 11; The Attitude Questionnaire. ResearchService. *152.

ED 161846The Teaching of Values: An Instructional Guide.

ED 171 611

Student EvaluationAssessing Elementary Students' Writing Skills.Publication No. 18.74.

ED 172 201Evaluation of Outcomes. 1976-77: An EvaluationSystem Report on Reading Programs and ReadingAchievement; Part IA Summary.

ED 169 491Evaluation of Outcomes, 1976-77: An EvaluationSystem Report at Reading Programs and ReadingAchievement; Past BA Technical Report.

ED 169 492The Evaluation System: Description. History. andStatus Report

ED 169 124Utility of LESA Cita:rig for Estimating The Num-ber of LESA Sudan,.

ED 174 038

Subject Index

Student Exchange Pregame:Guidelines for Outof-School Credit in ForeignTravel.

ED 169 754

Student NeedsKI2 Urban Career Education Infusion Project.Final Evaluation

ED 170 469K-12 Urban Career Education Infusion ProjectNeeds Assessment.

ED 170 470ProjectTermination Report; A Model Program inAffective Education; ESEA Title IV-C.

ED 171 852

Student ParticipationOverlap Study: Number of Students Served bySingle and Multiple Compensatory Programs,1978.1979.

ED 169 154Student Testing

L'Evaluation du Rendement Scotaire. EtudeAnalytique des Instruments de Testing Employespour Evaluer les Proves des Eleves aux cyclesIntermediaire et Superieur. Cycles latermediaireet Superieur. (The Evaluation of Scholastic Out.put. An Analytical Review of Test InstrumentsUsed in Evaluating Pupil Achievement in the In-termediate and Senior Divisions. Intermediateand Senior Divisions).

ED 173 385

Student TransportationAn Explanation of Pupil Transportation Costs,Seattle School District No. 1. Report No. 18 -29.

ED 112 454

StudentsFollow Through Pupil Absence Rates. Pupil Con-tinuance Rates, and Teacher Continuance Ratesin Philadelphia: 1915.76 to 1977-78. Report No.1942.

ED 172 934

Study AbroadGuidelines for Out-of-School Credit in ForeignTravel.

ED 169 754

Summer ProgramsEvaluation of Title I ESEA Projects, 1977-1978;

Technical Reports. Report Number 7877.ED 169 017

SupervisorsReport of Early Childhood Programs: Staff Deve-lopment. Report No. 7914.

ED 172 924

SurveysSchool Integration Surveys. 1978 Report.

ED 161667Tooke

Rice Harvest (Anihan; Pinagani lii Peggy).ED 168 329

A Special Christmas (Ang Pioskannging Pasko;Naisangsangayan A Paskua).

ED 168 328Useful Phrases in English: Filipino. LanguageSOS.

ED 168 320

Talented StudentsHigh School Internship Project DisseminationPacket.

ED 168 225A High School Internships Program in CareerEducation for the Gifted and Talented. Final Re-port.

ED 168 224

Tat* AnalysisLeisure Activities for Retarded Children. A TaskAnalysis Approach. lategratins Trainable Men-tally Retarded Children Through CommunityEducation. ESEA Title IV, Pert C.

ED 112 465Task Analyses and Objectives for Trainable Men-tally Retarded: Communication Skills (and] DailyLiving Skills {and] Motor Skills [and] Quandia-live Skills.

ED 172 464

Subject Index

Teacher AttitudesCity-AsSchool. School Year 1977-1978. Velida-tion Report,

ED 167 665An Investigation into the Effects of Alcohol Usein Ontario Schools.

ED 166 833Report of Early Childhood Programs: Staff Deve-lopment. Report No. 7914.

ED 172 924School integration Surveys: Preliminary Report.

ED 167 666Some Still Do: River Acres, Teams. Booklet I. Re-printed November, 1978. Report *3 in Evelua-tion Report Series.

ED 170 313Staff Perceptions of the Inte mal and External Ef-fects of Desegregation.

ED 167 660Teacher Developed Materiab

Project Termination Report: A Model Program inAffective Education; ES EA Title IV -C.

ED 171 852

Teacher DismissalThe Seattle Plan Evaluation. Probation and Non-renewal of Certificated Teachers. Revised.

ED 166 MO

Teacher EducetionLouisville 1973-76: The Birth of a DesegregationInstitute.

ED 169 187

Teacher EvaluationThe Seattle Plan. Evaluation. Probation and-Non-renewal of Certificated Teachers. Revised.

ED 166 860You Might Be Able to Test Teacher Applicants.but No Board Has Ever Beer. Able to Test Work-ing Teachers

EJ 201 299

Teacher InfluenceInterracial Acceptance in Desegregated Schools.

El 201 259Teacher Interns

Organizational Manual for a Public School-BasedTeacher Internship Model in Supplementary Ede-onion.

ED 169 722

Teacher PlacementA Study of Alternatives in American Education.Vol. 1. District Policies and the Implementation ofChange.

ED 166 825

Teacher ResponsibilityPrograms for the Gifted - Site Management. Re-vised 1977,

ED 172 478

Teacher SelectionYou Might Be Able to Test Teacher Applieenu,but No Board Has Ever Been Able to Test Work-ing Teachers.

EJ 201 299

Teacher SupervisionImproving Instruction Through Supervision.Evaluation Report 1977.78.

ED 166 772

Teaching GuidesMathematics Grade 2, Curriculum Bulletin No.I I.

ED 167 386Mathematics, Grade 3. Curriculum Bulletin No.9.

ED 167 387Teaching Procedures

Environmental Education: River Policy andProcedures.

ED 170 101Teaching Styles

Ethnography of the Bilingual Clasatoont.EJ 205 832

TenureTenure: Another Sacred Cow about to Bite theDust?

El 206 305

Test InterpretationA Comparison of Title I Achievement ResultsObtained Under USOE Models Al. Cl and aMixed Model.

ED 170 370

Test ResultsAnnual Test Report. 1977.78.

ED 171 791

Test ReviewsL'Evaluation du Rendement Scolaire. EtudeAnalytique des Instruments de Toting Employespour Evaluer lee Pmgres des Eleven aux cyclesInterinediaire et Supericur. Cycles Interinediaireet Supoieur: (The Evaluation of Scholastic Out-put. An Analytical Review of Test InstrumentsUsed in Evaluating Pupil Achievement in the In-termediate and Senior Divisions. Intermediateand Senior Divisions).

ED 173 385

Test SelectionDirectory of DevetopmenUtl Screening Instru-ments.

ED 172 466L'Evaluation du Rendement Scolaire. EtudeAnalytique des Instruments de Testing Employespour Evaluer les Progres des Mots aux cyclesIntermediaire et Supoicur. Cycles Intertnediaiseet Superieur. (The Evaluation of Scholastic Out-put. An Analytical Review of Test InstrumentsUsed in Evaluating Pupil Achievement in the Intermediate and Senior Divisions. Intermediateand Scow Divisions).

ED 173 385Test Validity

inferencing in a Standardized Reading Compre-hension Tot.

ED 166 967L'Evaluatisin du Rendement Scolaire. EtudeAnalytique des Instruments de Testing Employespour Evaluer les Progres des Blocs aux cycleslate rmediaire et Supericur. Cycles Intermedisireet Supericur. (The Evaluation rd Scholastic Our.put. An Analytical Review of Test InstrumentsUsed in Evaluating Pupil Achievement in the In-termediate and Senior Divisions. Intermediateand Senior Divisions).

ED t73 385A Model for Developing Local Norms with aStandardized Achievement Measure for Use withLocal Program Evaluation: Procedures and Ef-fects

ED 170 332

Test WisenessInfereneing in a Standardized Reading Compre-hension Test.

ED 166 967

TestingAssessment Manual.

ED 168 265//Testing Programs

Annual Test Report. 1977.78.ED 171 791

Final Evaluation Report 1976-77. SystemwideEvaluation. Publication Number: 76.70 -

ED 167 582Final Technical Report 1976-1977. SystemwideEvaluation. Publication Number: 76.69.

ED 167 583

TestsEvaluation Instruments Locally Developed inOntario: An Annotated Catalogue of MaterialDeveloped by School Boards and Other Agencies.

ED 173 389Texas (Austin)

ESAA Bilingual /Bicultural Project. 1974-1973Final Evaluation Report.

ED 172 987Evaluation Design 1978-79: Education for Par-enthood Project.

ED 173 743

TourismGuidelines for Out-of-School Credit in ForeignTravel.

ED 169 754

Vocabulary 49

Trainable Mentally HandiceppedGuidelines for Establishing an Outreach Program.

ED 172 467Leisure Activities for Retarded Children. A TaskAnalysis Approach. Integrating Trainable Men-tally Retarded Children Through CommunityEducation. ESEA Title IV. Pan C.

ED 172 465Task Analyses and Objectives for Trainable Men-tally Retarded: Communication Skills (and] DailyLiving Skills (and] Motor Skills (and] Quantita-tive Skills.

ED 172 464

TravelGuidelines for Out-ofSchool Credit in ForeignTravel.

ED 169 754Tucson Unified School District AZ

Questionnaires for Public School Decision-Mak-ers.

ED 173 429Tulsa Public Schools OK

Information Systems Plan.ED 168 118

TutoringThe Answer: High School roreign Lantual1941.9'toting Program.

EJ 203 252

Unemployment InsuranceStudents' Attitudes to Work and Unemployment.Part II: The Attitude Questionnaire. ResearchService. *152.

ED 167 846Urban Dropouts

Urban School Dropouts: Data Collection andAnalysis in Philadelphia.

ED 173 736Urban Schools

K-12 Urban Career Education Infusion Project.Final Evaluation

ED 170 469K-12 Urban Career Education Infusion ProjectNeeds Assessment.

ED 170 470School Integration Surveys. 1978 Report.

ED 167 667Urban Studies

K-6 Social Studies Skills for the Human Behaviorand Urban Studies Program.

ED 173 183Urban to Suburban Migration

Induced Desegregation: its Effects on WhitePupil Population and Resegregation in the Men.phis City School System.

ED 167 659User Satisfaction {Information)

An Evaluation of Complaints About the Opera-tion of the District's Centralized System for theOrdering and Processing of Library and Teat-books.

ED 168 171Values

The Teaching of Values: An Instructional Guide.ED 171 611

Values EducationThe Moral Education Project (Year 5). Final Re-port 1976-77.

ED 166 832Venereal Diseases

Human Awareness Program: A Sex Manual forUse in Juvenile Court Schools.

ED 168 263Visual Arts

Learning to Read through the Arts: InstructionalHandbook.

ED 170 738Vocebnitu7

Useful Phrases in English: Cantonese. LanguageSOS.

ED 168 317Useful Phrases in English: Japanese. LanguageSOS.

ED 168 318

50 Vocabulary

Useful Phrases in English:SOS.

Useful Phrases in English:SOS.

Useful Phrases in English:SOS.

Korean. Longues.

ED 168 319Pilipino. Language

ED 168 320Samoan, Language

ED 168 321Vocational Counseling

The World of Work in Room 101.El 199 187

Vocational PalmationFinal Evaluation Report. 1976-1977 ProjectP.A.V.E. Evaluation. Publication Number 76.57.

ED 167 584Mathematics Used in Occupations: An Inter-related Guide.

ED 167 753White Flight

Induced Desegregation: Its Effects on WhitePupil Population and Resumption in the Mem-phis City School System.

ED 167 659Work Attitudes

Students' Attitudes to Work and Unemployment.Part 11: The Attitude Questionnaire. ResearchService, #152-

ED 167 846Work Experience

Students' Attitudes to Work and Unemployment.Part 11: The Attitude Questionnaire. ResearchService, *152.

ED 167 846Work Experience Propnrs

California Association of Work ExperienceEducators. Career Intern Program. 1976-77 Endof Year Report-

ED 166 401Workshops

Diagaostic Prescriptive Arithmetic of Staten Is-land.

ED 171 519Writimg Skills

Assessing Elementary Students' Writing Skills.Publication No. 78.74.

ED 172 201

Pets Round SchoolsA Consparative Analysis of the 45-15 Plan and theTraditional Calendar in the Prince WilliamCounty Public Schools of Virginia. ExecutiveSummary.

ED 168 130A Cost Study for Year-Round Schools in PrinceWilliam County.

ED 170 874Tom* Problems

The 'Leaving School Early Students: Characteris-tics sod Opinions.

ED 169 466

Wets Independest School District TXElementary School: The Optimum Time for Fo-reign Language Laming.

ED 168 301

,56

Subject Index

51

Author Index

This index lists titles of documents under the name(s) of their author(s). The index is arranged in alpha-betical order by the person's last name.

As shown in the example below, the accession number is displayed below and to the right of thedocument title. Additional information about the document can be found under that number in theresume section.

The symbol II appearing after an accession number identifies a document that is not available from theERIC Document Reproduction Service and that is not in the ERIC Microfiche Collection.

Author NOrherg, Kenneth D.Iconic Signs and Symbols in Audiovisual Communication,

Title An Analytical Survey of Selected Writing and ResearchFindings, Final Report.

AM, F11121111

Getting Ready for Flag Day (Sauniuni Mo Lc Aso0 Lc Fu's).

ED 168 314Alexander, Dorothy L

Meaning and DecisionMaking at the LocalSchool Level,

ED 170 864Allem, Talbott

Ethnic Heritage Studies: German-Americas Pro-files and Contributiono-Major Figures. Experi-mental Unit.

ED 173 223

Milos. Herbert LUtility of LESA Criteria for Estimating The Num-ber of LESA Students.

ED 174 03B

ArCe, AaronESAA Bilingual/Bicultural Project. 1974-1975Final Evaluation Report.

ED 172 987

Arter, Judith A.A Model to Developing Local Norms withfZusesdardized Achievement Measure for Use withLocal Program Evaluation: Procedures and Ef-fats

ED 170 332

Ammo, Mildred M.Repro of Early Childhood Progtams: Social Ser-vices 1977-1978. Report No. 7913.

ED 172 923

AuSter, EthelThe Educational Information System for Ontario.Summary of Final Report.

ED 168 500Beater, Nancy

Evaluation Design 197849: Education for Par-enthood Project.

ED 173 743

Batmen, Nancy R.Perceptions of Parenthood and Infant Develop-ment: A Comparison of the Views of High SchoolStudents. College Students. and Expectant Par-ents.

ED 170 051Books, Samuel

K6 Social Studies Skills for the Human Behaviorand Urban Studies Program.

ED 173 183

ED 013 371

Bess, Gail V.A Study of Alternatives in American Education.Vol. I: District Policies and the Implementation ofChange.

ED 166 825

Beardsley, Sorban%ONTERIS Abstracts. Volume 1 (Revised).

ED 166 960ONTERIS Abstracts. Volume 3.

ED 166 959ONTERIS Printed Index. Cumulated Subject-/Author Index to Volume, I sad 3.

ED 166 958Beck, Clive

The Moral Education Project (Year 5). Final Re-port 1976-77.

ED 166 832Beck, William W.

Anglo and Minority Perceptions of Success inDallas School Desegregation.

El 193 988Bowen, Mistime

Interracial Acceptance in Desegregated Schools.El 201 259

Berger, JamieMathematics, Grade 2. Curriculum Bulletin No.11.

ED 167 386Mathematics. Grade 3. Curriculum Bulletin No.9.

ED 167 387Bertoldi, Arthur R.

City-As-School. School Year 1977-1978. Valids-don Report.

ED 167 665Blum, Robert E.

Plecement of Junior and Senior High School Stu-dents in NonTraditional Career Exploration Ex-periences in the Community. Final ProjectPerformance Report.

ED 171 914

Boyd, Larry R.Status of the Energy Management Program in theOrange County Public Schools.

ED 168 812Bramwell, Jobs R.

Evaluation instruments Locally Developed inOntario: An Annotated Catalogue of Mattes'Developed by School Boards and Other Agencies.

ED 173 389

,5 7

Number

Bremer, LynneReport on the Second Year of the Ktuntuks Alter-native Rehabilitation Program of Templeton Se-condary School. Research Report 78-06.

ED 173 022

Brosios, Craig A.Remote Sensing and the Earth.

ED 170 141

Brothers. LyreEthnic Heritage Studies: Family History Project.Experimental Unit.

ED 173 221Campbell, Jamie

Eliminating Sex Bias-Pipe Dream or Possibility?A Prop= Description and Evaluation Statutoryor the The IV /C. ESEA Project. "EliminatingSex Bias in Education."

ED 168 175Carter, Nasty Hay

A Program for Reading and Language Develop-meat. An Adopter'. Guide.

ED 169 47411

Choy, Susan P.Organizetional Domain Changes in Response toB udget Reductions: New York City High Schoolsand the Fiscal Crisis.

ED 172 443

Clark, Richard J., Jr.University of Musschumeitrikown English HighSchool Staff Development Collaborative.

ED 1611 971

Clawar, Harry J.Race and Ethnicity as Factors in Winning SchoolBoard Elections: Predicting Ethnic Compositionof Community School (loads.

ED 170 920Cohen, Milton

Adult Students in Public School Classes.El 199 138

Colbert. lberesisEthnic Heritage Studies: Ethnic Heritage Foods.Experimental Unit.

ED 173 216Cole, Bob

The Laundry Works or How to Clean Up YourAct. (An Affective Education Materials ManualDesigned for Use in Juvenile Court Schools).

ED 168 266

52 Col lister, Larry

Co Ulster, LarryDeclining Enrollments- Rising Problems. ReportNo. 79-10.

ED 173 004An Explanation of Pupil Transportation Costs.Seattle School District No. i. Report No. 78.29.

ED 172 454Crawford, George

Experience Based Career Education at WichitaEast High School: A Third-Party Evaluation forYear Two. 1977.78.

ED 170 576Crony, C.arolynn

Career Exploration for Gifted and Talented HighSchool Students- Final Project Performance Re-port. October 1.1977 thrOugh February 28. 1979.

ED 173 613Career Exploration for Gifted and Talented HighSchool Students. Section II. Correspondence andEvaluation. Appendix A-G.

ED 173 614Cummings, J. R.

Alternate Learning: Sharing Innovative Programsand Practices.

ED 172 391Cunningham, Claude H.

An Evaluation of Houston's Magnet School Pro-gram.

ED 167 631Davenport, Linda Y.

Elementary School: The Optimum Time for Fo-reign Language Learning.

ED 168 301Davidson, Jan Bloom

Directory of Developmental Smeals.

'ng Instru-

ED 172 466

Denny, TerrySome Still Do: River Acres. Texas. Booklet I. Re-printed November. 1978. Report #3 in Evalua-tion Report Series.

ED 170 313

Denton, William T.K-12 Urban Career Education Infusion Project.Final Evaluation

ED 170 469K-l2 Urban Career Education Infusion ProjectNeeds Assessment.

ED 170 470

Desjarlais. LionelL'Evalustion du Rendernent Scolaire. EtudeAnslytique des Instruments de Testing Employespour Evaluer lcs Prugres des Eleves aux cyclesIntermediaire et Superieur. Cycles Interrnediaireel Superieur. (The Evaluation of Scholastic Out-put. An Analytical Review of Test InstrumentsUsed in Evaluating Pupil Achievement in the In-termediate and Senior Divisions. Intermediateand Senior Divisions).

ED 173 385

Douglas, RandiProject Ranger Adopter's Guide. 1979.

ED 170 896

Dow, fan 1.The Development of a Curriculum Change In-dicator.

ED 166 831

Doyle, LindaPlacement of Junior and Senior High School Stu-dents in Non-Traditional Career Exploration Ex-perienees in the Community. Final ProjectPerformance Report.

ED 171 914

Dye, DickCreativity: A Saleable Work Skill. OccupationSimulation Packet. Grades 3rd -4th.

ED 172 013

Eason, GaryThe 'Leaving School Early' Studenu: Characteris-tics and Opinions.

ED 169 466

Eggieton, EverettPretest/Posttest Attitudinal Survey.

ED 173 219

Ehrlich, Virginia Z.The Astor Program for Gifted Children: Pre-Kin-dergarten Through Grade Three.

ED 166 889

&Wert, Richard M.Third-Party Participation in the 1978 TeacherNegotiations in Philadelphia: The Polities of Bar-gaining.

ED 170 917

Estes, Gary D.A Model for Developing Local Norms with aStandardized Achievement Measure for Use withLocal Program Evaluation: Procedures and Ef-feet&

ED 170 332Evans. Robert A.

A Comparative Analysis of that Plan and theTraditional Calendar in the Prince WilliamCounty Public Schools of Virginia. ExecutiveSummary.

ED 168 130

Fagen, Stanley A.Orgadzstional Manual for a Public School-BasedTeacher Internship Model in Supplementary Edu-cation.

ED 169 722Fargo, George

Ethnicity and Reading Problems in Hawaii.ED 167 671

Felix, Joseph I..Commitment to Instructional Clients for R&E inthe Cincinnati School System.

ED 167 593Research and Evaluation to Improve Instruction:The Cincinnati Strategy.

EJ 207 338

Ferrara. LynetteA School-by-School Reporting System for theDistrict of Columbia Public Schools: An Outlinefor Action.

ED 171 814

Figgures, CleoReport of Early Childhood Programs Health Ser-vices Component 1977-1978. Report No. 7915.

ED 172 929Report of Early Childhood Programs: Staff Deve-lopment. Report No. 7914.

ED 172 924

Fowler, ElaineAssessing Elementary Students' Writing Skills.Publication No. 78.74.

ED 172 201

Freepartner, SusanEthnic Heritage Studies: Northern EuropeanFoods. Experimental Unit.

ED 173 225Ethnic Heritage Studies: Southern EuropeanFoods. Experimental Unit.

ED 173 226Freiwald, J. Leo

Tenure: Another Sacred Cow about to Bite theDust?

El 206 305

Friedman, MyronAssessing Elementary Students' Writing Skills.Publication No. 78.74.

ED 172 201

Goldberg, IsadoreRandall Aerospace and Marine Science Project(RAMS): An Evaluation Study. Final Report.

ED 174 391Green, Gary

The World of Work in Room 101.EJ 199 187

Greenbaum, Leonard A.Staff Development: A Carrot or a Stick?

ED 171 680

Greene, Jennifer E.Inferencing in a Standardized Reading Compre-hension Test.

ED 166 967

Author Index

Gneringer, George E.School Social Work Services in the New OrleansPublic Schools.

EJ 202 859

Halm% MeyzeekEthnic Heritage Studies: Themes in Black Africanand Black American Literature. ExperimentalUnit.

ED 173 218Hartman, Don, Comp.

Guidelines for Out-of-School Credit in ForeignTravel.

ED 169 754Hackie, Christine

Who Are the Disadvantaged and What ShouldWe Do for Them? The Relationship of FamilyVariables to Achievement and Some Implicationsfor Educational Programming. Publication No.77.40.

ED 171 438Heppeil, Helen M.

Programs for the Gifted - Site Management. Re-vised 1977.

ED 172 478Herron. William P.

Urban School Dropouts: Data Collection andAnalysis in Philadelphia.

ED 173 736

Hickey, Mike E.Closed Schools-Open Doors. Revised.

ED 173 914Freda M.

Evaluation Design 1977-78. ESEA Title I Mi-grant Program November 15. 1977. PublicationNo. 77-10.

ED 168 772House, Gary D.

A Comparison of Tide 1 Achievement ResultsObtained Under USOE Models Al. CI and aMixed Model.

ED 170 370Htieston, Jean

Assembling in Sequence: A Saleable Work Skill.Occupation Simulation Packet. Grades 3rd-4th.

ED 172 012Hutto, Max, Comp.

Guidelines for Out-of-School Credit in ForeignTravel.

ED 169 754Johnson, iodine Bishop

The Development and Implementation of theSTELLAR Project for 'At Risk' Title 1 Students.

ED 167 684Kahn, Janet Marie Wolcott

Analysis of Hawaii Secondary School DisciplineVariables.

ED 110 868Keepers, Beverly

Ethnic Heritage Studies: The American Woman.Experimental Unit.

ED 173 222

Kemp, Edith S.Urban School Dropouts: Data Collection andAnalysis in Philadelphia.

ED 173 736

Kennedy, HelenaFrom Cooks to Carpenter: Measuring A Sales.ble Work Skill. Occupation Simulation Packet.Grades 5th-4th.

ED 172 015

Klock, WitK-12 Urban Career Education Infusion Project.Final Evaluation

ED 170 469

Knapp, John L.A Cost Study for Year-Round Schools in PrinceWilliam County.

ED 170 874Lame, Janice

Ethnicity and Reading Problems in Hawaii.ED 167 671

Author Index

l&RII1111 addEthnic Heritage Stadia: ClermanAnserican Pro-files and Contributioos-Levi %sum. Experimen-t* Unit.

ED 173 224Ethnic Heritage Studies: The Immigrant Eseeri-awe: The Long. Long. Journey. ExperimentalUnit.

ED 173 227

Lanes', SylviaThe 'Leaving School Early' Students: Characteris-tics and Opinions.

ED 169 466Students' Attitudes to Work and Unemployment.Part 11: The Attitude Questionnaire. ResearchService. *152.

ED 167 846

Lawton, Stephen B.The Educational Information System for Ontario.Summary of Final Report.

ED 168 500

Lee, Dennis W.Oral Persuasion: A Saleable Work Skill. Occupa-tion Simulation Packet. Grades 5th-6th.

ED 172 014

Leong, LouiseLittle May's Family (Siu Muih Dik Gs Tihng).

ED 168 316

Leong, Louise H.Children's Day With Ichiro fichiro ToKodorrionohil.

ED 168 315

Levin. Beatrice J.Speaking: Pupil Competencies

ED 170 818

Levis. DanYou Might Be Able to Test Teacher Applicants.but No Board Has Ever Been Able to Test Work.ing Teachers

EJ 201 299

Levine. JonathanRace and Ethnicity as Factors in Winning SchoolBoard Elections: Predicting Ethnic Compositionof Community School Boards.

ED 170 920

Levis. Rae M.Potential Working Relationships Between ESA'sand the R & D Exchange.

ED 168 164

Ligon. GlynnA1SD Title VII Bilingual Project 1974-1975. ht-tcrim Evaluation Report February 1975. Publica-tion No. 106.26.

ED 168 773

Linden. Glens M.Anglo and Minority Perceptions of Success inDallas School Desegregation.

EJ 193 9118

Little. Gary M.The Seattle Plan: Evaluation. Probation and Non.renewal of Certificated Teachers. Revised.

ED 166 1160

Lombardi. AliceMathematics. Grade 2. Curriculum Bulletin No.

ED 167 386

Lombardi, Alice D.Mathematics. Grade 3. Curriculum Bulletin No.9.

ED 167 387Loveridge, Robert L

Parent Perceptions of Magnet Schools as aMethod of Desegregation.

ED 170 384Luau's, Anne M.

Follow Through Pupil Absence Rates. Pupil Con.tinuance Rates, and Teacher Continuance Ratesin Philadelphia: 1975-76 to 1977.78. Report No.7942.

ED 172 934

Lytle, JhilteaResource Allocation Procedures Viewed FromWithin the Administrative Structure of Large Ur-ban Schools.

ED 170 915Macy, Daniel J.

Application of a Theoretical Control Strategy inEarly InterventFon for the Handicapped.

ED 170 990Marasddello, Richard F.

Prekindergarten Head Stan Evaluation. Year EndReport. 1977.1978. Report No. 7916.

ED 167 581Managua, V.

Ethnography of the Bilingual Classroom.EJ 205 832

Maser, Arthur LHighline Public Schools ComputerAssisted In.struction Project: A Program to Meet Much'staged Students' Individual Needs for Basic SkillDevelopment: Final Report.

ED 167 114Matsumoto, &chime

Girls' Day With Amy (Emichan No Hine Mat-sari).

ED 168 311Matuszek, Paula

Who Ate the Disadvantaged and What ShouldWe Do for Them? The Relationship of FamilyVariables to Achievement and Some Implicationsfor Educational Programming. Publication No.77.40.

ED 171 438McCann, Karen. Comp.

Project Ranger Adopter's Guide, 1979.ED 170 896

McWilliams, LarryAccent on Foreign Languages.

ED 172 519Middleton, Ernest 3.

Louisville 1975-76: The Birth of a DesegregationInstitute.

ED 169 187Minkel, Cecil

Experience Based Career Education at WichitaEast High School: A Third-Party Evaluation forYear Two. 1977.78.

ED 170 576Montgomery. Margery

Crawling and/or Squatting: A Saleable WorkSkill. Occupation Simulation Packet. Grades K-2nd.

ED 172 010Morgan, James M.

Project Termination Report; A Model Program inAffective Education: ESEA Title IV-C.

ED Ill 852Morin, Kathleen

A Centennial Resource Collection. Boys andGirls High School. Vol. 1.

ED 174 731A Centennial Resource Collection. Boys andGirls High School. Vol. 2.

Myerberg, N. JamesAnnual Test Report. 1977.78.

Naksba, KarenIsamu.

ED 174 730

ED 171 791

ED 168 310Na,.., Nancy K.

The Prevention of Learning Disabilities BeforeSchool: Results of a Pilot Program.

ED 170 989

Ogden, JameHigh School Competency Graduation Require-ments: Do They Result in Better Graduates? Pub-lication Number 78.76.

ED 173 416Palter. Alan

A School-by-School Reporting System for theDistrict of Columbia Public Schools: An Outlinefor Action.

ED 171 814

Snyder, Glenn 33

Parkas, BarbaraWhen a Board Is This Divided, Almost AnythingCan Go Wrong -and Does.

El 197 145Peter, Barbara

Human Awareness Program: A Sex Manual forUse in Juvenile Court Schools.

ED 168 263Prentice, Barbara S.

Questionnaires for Public School DecisionMak-en,

ED 173 429Prasso, Kenneth W.

Get Set Day Care: Summary Report, 1977.1978.Report No. 7943.

ED 172 928Prekindergarten Head Stan Evaluation. Year EodReport. 1977-1978. Report No. 7916.

ED 167 5111

Quasi, EU* V.Chinese New Year (hugGwok San Nihn).

ED 1611 312Dragon Boat Festival (Dyun Ngh Jii).

ED 168 365naivete. Mark 3.

The Effects of Budget Reductions on ProgramEvaluation in a Large Urban School System:Providing Services Beyond Resources.

ED 167 613Redford, Dale

Ethnic Heritage Studies: Cultural Pluralism. Ex-perimental Unit.

ED 173 220Reed, Vincent E.

The Evaluation System: Description. History. andStatus Report.

ED 169 124Reinstein, Bony J.

School Evaluation Studies in Portland. Oregon: ANaturalistic Inquiry Approach to School Evalua-tion.

ED 173 442Ripley, Kris

Color Discrimination: A Saleable Work Skill. Oc-cupation Simulation Packet. Grades K.2.

ED 172 011Robinson, Andrew

Louisville 1975-76: The Birth of a DesegregationInstitute.

Ross, CharlieSurvival Skills Manual.

ED 169 187

ED 168 264Ryan, Doris W.

Mastery Learning: Theory. Research. and Im-plementation.

ED 169 683Santos. Rolando A.

Rice Harvest (Anihao: Pinagani hi Pagay).ED 168 329

A Special Christmas (Aug Pit tkatanging Pasko:Naisanssangayan A Paskua).

ED 168 328Schmidt, Martha

Mastery Learning: Theory. Research. and Itn.plementation.

ED 169 683Scott, Elois Skeen

Middle and Junior High School Title I Compre-hensive Reading and Math Evaluation, 1976-1977.

ED 174 732Programmatic Needs and Satisfaction of HispanicParents to the Buffalo. Ncw York Title 1 BilingualProgram. 1977.1978.

ED 174 733Shoe, Mary Lee

Korean Children's Day. Hanguk Orini Nal.ED 166 992

Snyder. GlennEnvironmental Education: River Policy andProcedures.

ED 170 101

54 Sokol, Alvin Paul

Sokol, AM. PealProject ICE (Implementing Career Edesestion).St Louis. Miasma. Public Schools. Final Evalua-tion Report.

ED 171 997Soso, Envies

ESAA Bilingual/Bicultural Project. 1974.1975Final Evaluation Report.

ED 172 9117

Steam, WWinie L., Jr.Reduction in Fond Is Your Board Prepared/

ED 173 920Stephan, O. Z.

Induced Desegregation: Its Effects on WhitePupil Population and Re:segregation in the Mem-phis City School System. .

ED 167 659Stern, Mph D.

Problems of School Board Attorneys.ED 170 $41111

Sheeler, SkimEliminating Sea Bias-Pipe Dram or Potability?A Program Description and Evaluation Summaryof the Tide IV/C. ESEA Project. "EliminatingSex Bias in Education."

ED 16$ 175Thompson, Margery

Milwaukee's Specialty School Plan PromotesLearning and Integrabon.

EJ 201 297Vin, Row/

Evaluation Instruments Locally Developed inOntario: An Annotated Catalogue of MaterialDeveloped by School Boardsand Other Agencies.

ED 173 3119Watson, Cicely

Focus on Dropouts.

Wiens, Mario LSWUM* Help Schools.

ED 1611 123

El 197 148Weiner, Delis S.

The Budget Development Process: A Case Studyof the Philadelphia School District. 1977.

ED 16$ 150Cnonnuaity Participation in Budget Develop-ment: A Case Study of the 1977 Budget TaskForce of the Philaddphia School District.

ED 166 112111 .Whits, James

An lovelligation into the Effects of Alcohol Usein Ontario Schools.

ED 166 1133

Williams, Clifford W.School Evaluation Studies in Portland. Oreva: ANaturalistic Inquiry Approach to School Swaim.lion.

ED 173 442Williford, Miry L

The Answer: High School Foreign Languages 7'utowing Program.

EJ 203 252We, Jelin

Dragon Boat Festival (Dyun Ngh lit).ED 16$ 365

Little May's Family (Siu Muih Dik Oa Thug).ED 1611 316

Yam DaleyEthnic Heritage Studio Arts and Cram of EastAsia. Experimental Unit

ED 173 217

6 0

Author Index

Institution Index55

This Index lists the titles of documents under the institution responsible for them. As shown in the exam-ple below, the accession number is displayed below and to the right of the document title. Additional in-formation about the document can be found under that number in the resume section.

The symbol II appearing after an accession number identifies a document that is not available from theERIC Document Reproduction Service and that is not in the ERIC Microfiche Collection.

Institut ton

Title

Atlanta Independent School District224 Central Ave. S.W.Atlanta, GA 30303

Contact Person:Dr. Jarvis Barnes(404) 659-3381

Reduction in Force: Is Your Board Prepared?

Atlanta Independent School District224 Central Ace. S.W.Atlanta. (A 30303Contact Person:Dr. Jarvis Barnes(40069.:381

Reduction in Force: Is Your Board Prepared?ED 173 920

Austin Independent School District6100 GuadalupeAustin. Texas 711732

Contact Person:Dr. Freda Holley($12)4$1.8411

Final Evaluation Report 19764977. SystemwideEvaluation. Publication Number: 76.70

ED 167 $82Final Technical Report 19764977. SystemwideEvaluation. Publicanon Number:76.69

ED 167 $83Final Evaluation Report 1976-1977. ProjectP.A.V.E. Evaluation. Publication Number: 76,$7

ED 167 $84Final Technical Repot, 1976.1977. Slate Corn-pcnsatory Education. Publication Number: 76.60

ED 167 $8$Final Evaluation Report 1976.1977. Slate Com-pensatory Education. Publication Number 76.61

ED 167 $86Needs Assessment for the Preparation of the1979-80 Application for Title I Migrant Funds.

ED 168 7$$Evaluation Design 1977-1978. ESEA Title I Mi-grant Program November 15. 1977. PublicationNo. 77-to

ED 168 772AISO Title VII Bilingual Project 1974-1975. In-terim Evaluation Report February 197$. Publica-tion No. 106.26

ED 168 773Final Evaluation Report. 1976-1977. HighSchool Curriculum Evaluation. Publication No.76,68

ED 169 078Final Evaluation Report. t976-1977. Tide I Mi-grant Program. Publication No. 76.$9

ED 169 079Final Evaluation Report. 1976 -1977. ESEA TideI Program. Publication No. 76.63

ED 169 080

ED 173 920-------

Overlap Suitly: Number of Students Sersed bySingle and Multiple Compensators Programs,1978-1979.

ED 169 154Perceptions of Parenthood and Infant Develop-ment: A Comparison of the view s of HighSchool &micros. College Students. and Ewer-tant Parents.

ED 170 051Who Arc the Disadvaniageti and Whai ShouldWe Do for Them? The Relationship of Familyvariables to Achievement and Some Implicationfor Educational Programming. Publication No.77.40

ED 172 $77Assessing Elementary Students' Writing Skills.Publication No. 78.74

ED 172 201Interim Evaluation Report. 1977.71L ESEA TideVII Bilingual Project Number S016.3SA

ED 172 $77ESAA Bilingual/Bicultural Project. 89744975.Final Evaluation Report.

ED 172 987High School Competency Graduation Require-ments: Do They Result in Beller Graduates? Pub-lication No. 78.76

ED 173 416Evaluation Design 1978-79: Education for Par-enthood Project.

ED 173 743

Baltimore City School District3 East 2$ StreetBaltimore. Maryland 21218Contact Person:Robert Armocast(301)396.6983

K-6 Social Studies Skills for the Human Behaviorand Urban Studies Program.

ED 173 183Boston School District26 Court StreetBoston, Massachusetts 02108

Contact Person:Agnes C. Phillips(617)726.6200

University of Massachusetts - Boston EnglishHigh School Staff Development Collaborative.

ED 168 978

Cl

Accession Number

Brevard County School District1260 South Florida Ave.Rockledge. Florida 32955

Contact Person:Tom Sylvester(305)267.3311

Remote Sensing and the Earth.ED 170 141

Buffalo School District712 City HailBuffalo. New York 14202

Contact Person:Claude Clapp(716)842-3161

Middle and Junior High School Title 1 Com-prehensive Reading and Math Evaluation.1976-1977.

ED 174 732Programmatic Needs and Satisfaction ofHispanic Parents to the Buffalo. New York TitleI Bilingual Program. 1977-1978.

ED 174 733

City nt Chicago Scheid District228 North LaSalle StreetChicago. Illinois 60601

Contact Person:Dr. John Wick(312)641.4141

The Prevention of Learning Disabilities BeforeSchool: Results of a Pilot Program.

ED 170 989

Cincinnati City School District230 East 9th StreetCincinnati, Ohio 4$202Contact Person:Raymond Biota mp(513)369-4000

Research and Evaluation to Improve Instruction:The Cincinnati Strategy.

ECommitment so Instructional Clients forj 20; 33&E8in the Cincinnati School System.

ED 167 $93Project Termination Report: A Model Programin Affective Education: ESEA Title 1V.C.

ED 171 852

56 Dade County School District

Bade C'nunty Schoen, Mallet1410 Northea.1 Second Ave.Miami. Florida 33132Contact Peron:Ernest Upthegroce(305)350-3011

Tenure: Annther Sacred Cow about to Bite theDust?

Ei 206 305Staff Development: A Carrot on a Stick?

ED 171 6841

Dallas Independent School District3700 Ro.. Ave.Dallas. Texas 75204

Contact Person:Dr. William J. Webster(214)824-1620

K12 Urban Came Education Inftkiim ProjectFinal Evaluation.

ED 170 469K-12 Urban Cif CO Education Project Need.Assessment.

El) 170 471)Planning and Deci.inn-Making at the LocalSchool / met

ED 170 864Application or a Theoretical Control Strategy inEarly Intervention for the Handicapped.

ED 170 990Alternate I earning: Sharing Innovatise Pro-grams and Practice.,

El) 172 391

Detre* Public Schield District5057 Woodward Ave.Detroit. Michigan 48202Contact Person:Dr. Stuart Rankin(3131494-1000

Potential WOrking Relanon.hip Between ESA'and the R & Eschitogo.

ED 168 164

District or Columbia Public Schools415 12th Street N.W,Wa.bingion, D.C. 20004Contact Person:Dr. Mildred Cooper(20 ?) 724-4044

An Evaluation Study or the District or Col hies

Experience Based Career Educatton Program.Final Report.

1;1) 166 422Improving Iiruction Through SUrerIi0O.Evaluation Report 1977.78.

El) 166 772The Development and Implementation of theStellar Project for 'Ai Ri.k* file !Student..

El) 167 684Competency-Biked Curriculum Guide.

11) 167 693the Evaluation System: De.cripi ion. Iltstory,

and Stank Report.VD 169 124

Evaluation of Outcome.. 1976-77: An E.alita-lion Sys em Report on Reading Programs andReading Achic.ernernt Part IA Summary.

El) 169 491E.aluation of Outcome., 1976.77: An 0;4/na-tion System Report on Reading Programs andReading Achteement; Part 11A TechnicalReport.

El) 169 492(kaluarion of Teaching and I.earning Model. forMat hematic. and Reading. Einal Report.

El) 171 523A S.:boot-by-School Repotting System for theDi.trict of Columbia Public Schools: An Outlinefor Action.

Et) 171 814Creating a Resource Allocation System for theD.C. Public Schools.

II) 171 *15

Randall Aerospace and Marine Science Project(R AMSI: An Evaluation Study Final Repoli.

ED 174 391

Eugene School District 4.1200 North Monroe St remEugene. Oregon 97402

Cmilact Person:. Larry Barber

(50316874123A Study of Alternative. in American Education.Vol I: District Policies and the Implementation14' Change.

ED 166 825An Evaluation or Eugene Public Schools Com-munity Schools Program.

ED 168 162An Evaluation of Complaints About the Opera -lion of the District'. Centrali/cd System for theOrdering and Processing of Library Textbook.

ED 168 171A High School Intermhip Program in CareerEducation for the Gifted and Talented. Final Re-non.

ED 168 224High School Intermhip Project DisseminationPacket.

ED 168 225

Greenville County School District301 CamperdownHot 2848Greenville. South Carolina 29602

Contact Person:Dr, Linwood TisJcl0033242.6450

E.perience- Ba.ed Career Education. HighSchool Level Demonstration Project. Interim Re-port. Second Year. (Sept 20. t977 10 September30. 1978.)

El) 167 747

Hawaii Slate Department of Education1390 Miller StreetHonolulu, Hawaii 944113

Contact Person:Ichero Eukumoto(808) 548.6405

Ethnicity and Reading Problem. in I lawais.El) 167671

Study Skill. )(elated to 1 ibrary Use: A K12 Cur.rividinit Guide for Teacher. and Librarian.,

ED 169 906Analysis or Hawaii Secondary School DisciplineVariable..

El) 170 868

11004on independent School Diode(3830 Richmond Ave.Iltni.ton, Texas 771)27

Contact Person:Dr. Michael Say(713)623.5011

An Evaluation of Houston'. Magnet School Pro.gram.

El) 167 631Some Still Do: Iti.cr Acre.. Texas. lionkict 1. Re-primed November. 1978. Report 3 to EvaluationReport Series,

El) 170 313Utility or (.ESA Criteria for Emitnating the Num-ber of !.ESA Students.

ED 174 038

Indianapoli. Public School DidrielI20 East Walnut StreetIndianapolis. Indiana 46204

Contact Person:Paul Brown(317)266.1142

Interracial Acceptance in ISkegregated Schools.El 201 259

Institution index

Jefferson County School DistrictA-400 CourthouseBirmingham. Alabama 35203

Contact Person:Jimmie Ruth Fodlcy12051325-5222

Guideline. for Out-of-Sehnol Credit in ForeignTravel.

ED 169 754Mignon County School District R-I1209 Quail St.Lakewood, Colorado 80215

Contact Person:Harold Hoyt(303)231-2222

Environmental Education: River Policy and Pro-emigre..

ED 170 101Placement of Junior and Senior High School Stu-dent. in Nontraditional Carew Exploration Ex-periences in the Community. Final Project Performance Report.

ED 171 914Accent on Foreign Languages.

ED 172 519Cheer Exploration for Gifted and Talented HighSchool Student.. Final Project Performance Re-purr. October I. 1977 through February 28. 1979.

ED 173 613Career Es plorat ion for Gifted and Talented HighSchool Students. Section II. Correspondence andEvaluation, Appendix A.G.

ED 173 614

Jefferson County School District1209 Quail St.Lakewood. Colorado 80215Contact Person:Harold Hoyt0031231.2222

Environmental Education: River Policy and Pro-cedures.

ED 170 101Ethnic Heritage Siudic.: Ethnic Heritage (*nods.Experimental Unit.

El) 173 216Ethnic Heritage Si Arts and Craft. of EastAsia. Experimental Unit.

ED 173 217Ethnic Heritage Studies: Themes in Black Afri-can and Black American Limonite, Experimen-tal Unit.

ED 173 218Prete.t/Po.ite.i Ann udinal Survey.

El) 173 219Ethnic Heritage Studio: Cultural Pluralism. Ex-perimental Unit.

El) 173 220Ethnic Heritage Sunlit.: Family History Project.Experimental Unit.

ED 173 221Ethnic Herittige Sludge.: The American Woman.Experimental Unit.

III) 173 222Ethnic Heritage Studies: Oerman-American Pro-files and Contribution.1.evi Strats.., Experimen-tal Ihni.

El) 173 224Ethnic Heritage Studies: Northern EuropeanFoods. Esperimenial Unit.

El) 173 22SEthnic Heritage Studies: Southern EuropeanFoods. Experimental Unit,

ED 173 226Ethnic Heritage Studies: The Immigrant Experi-ence: The Long. Limy Journey. ExperimentalUnit.

ED 173 227

laid lotion Index

Los Angeles Unified School DistrictBox 3307Terminal AnnexLos Angeles. California 90051

Contact Person:Dr. Floralene Stevens(2131625.6792

California Association of Work ExperienceEducators. Career Intern Program, 1976.1977End of Year Report.

El) 166 401Korean Children's Day. Hanguk Orini Nal.

ED 166 992Korean Thanksgiving Chusoognal.

ED 166 993Isamu

ED 168 310Girls' Day With Amy (Emichan No Hina Mat-suri).

ED 168 311Chinese New Year (Jung-Gook San Nihril.

ED 168 312Tolo Goes Fishing ( 0 Lou Alu Tolo E Fagota).

ED 168 313Getting Ready for nag Day (Sauniuni Mo LeAso 0 Le Fu'al.

ED 168 314Children's Day With lchiro (Ichiro To kodo-monohil.

ED 168 315Little May's Family (Siu Muih Dik Ga Tihn11).

ED 168 316Useful Phrases in English: Cantonese. LanguageSOS.

ED 168 317Useful Phrases in English: Japanese. LanguageSOS.

ED 168 318Useful Phrases in English: Korean. LanguageSOS.

ED 168 319Useful Phrases in English: Filipino. LanguageSOS.

ED 168 320Useful Phrases in English: Samoan. LanguageSOS.

ED 168 321A Special Christmas (Aug Pinokatanging Pasko:Naisangsarigayan A Paskua).

ED 168 328Rice Harvest (Anihan: Pinagani Iti Pagay),

ED 168 329Asian Pacific Perspectives. The Chinese Ameri-can! Inscrutable to Some.

ED 168 330Asian Pacific Perspectives. Filipino Americans:A Portrait.

ED 168 331Asian Pacific Perspectives: Japanese Americans.

ED 168 332Asian Pacific Perspectives: Korean Americans.

ED 168 333Asian Pacific Perspectives: Samoans in theUnited States

ED 168 334Dragon Boat Festival (Dyun Ngh Jil).

ED 168 365The Teaching of Values: An Instructional Guide.

ED 171 611Asian Pacific Perspectives.

ED 173 999

Memphis CIO SchoolsRe:search& Evaluation Office2597 Avery St.Memphis, Tennessee 38112

Contact Person:Joyce B. WeddingtOn. Director(901)454.5333

When A Board Is This Divided, Almost Any-thing Can Go Wrongand Does.

EJ 197 845The Answer: High School Foreign LanguagesTutoring Program.

EJ 203 252

Los Angeles Unified School District 57

Induced Desegregation: Its Effects on WhitePupil Population and Resegregation in the Mem-phis City School System

ED 167 659Staff Perceptions of the Internal and ExternalEffects of Desegregation,

ED 167 660

Milwaukee Public SchoolsEducational Research & Program

Assessment Office5225 W. Viler St.Milwaukee, Wisconsin 53201

Contact Person:Gary D. Peterson. Coordinator4414)475-8258

Milwaukee's Specialty School Plan PromotesLearning and Integration.

EJ 201 297Ethnography of the Bilingual Classroom.

EJ 203 832Minneapolis Public SchonlsResearch& Evaluarion Office807 N.E. BroadwayMinneapolis, Minnesota 55413Contact Person:Lary Johnson, Coordinator(612) 3486140

Mathematics Used in Occupations: InterrelatedGuide.

ED 167 753Eliminating Sex BiasPipe Dream or Possibili-ty? A Program Description and Evaluation Sum-mary of the Title IV/C. ESEA Project. **Elimi-nating Sex Bias in Education.**

ED 168 175Minneapolis Multi-Ethnic Curriculom Project,Final Report.

ED 171 594Task Analyses and Objectives for TrainableMentally Retarded: Communication Skills (and)'Daily Living Skills (and) Motor Skills (and)Quantitative Skills.

ED 172 464Leisure ACtivities for Retarded Children. A TaskAnalysis Approach. Integrating Trainable Men.tally Retarded Children through CommunityEducation. ESEA Title IV. Part C.

ED 172 465Directory of Developmental Screening Instru-ments.

ED 172 466Guidelines for Establishing an Outreach Pro-gram.

ED 172 467PIC Materials Catalog.

El) 172 468Mobile Public SchoolsResearch & Evaluation OfficeP.O. Box 1327Mobile, Alabama 36601

Contact Person:Robert J. Kiellyka. Director(205)690-8226

You Might Be Able to Test Teacher Applicants.but No Board Has Ever Been Able to Test Work-ing Teachers

EJ 201 299

Monigomery County Public SchoolsEducational Accountability Office850 HungerfordRockville, Maryland 20650

Contact Person:Steven Frankel. Director(301)279-3348

Public Service Administration Internship Pro-gram in Career Education. Final Report.

ED 166 869Inferencing in a Standardized Reading Compre-hension Test.

ED 166 967Developmental Evaluation Services for Children:Repticaiion Manual.

ED 168 705

F'4)....,

Organizational Manual for a Public School-Based Teacher Internship Model in Supplemen-tail Education.

ED 169 722A Reading Program Guide for the MontgomeryCounty Public Schools, K12.

ED 170 714Annual Test Report, 1977.1978

El) 171 791MCPS Comprehensive Planning Process.

ED 173 943Elementary Physical Education. Perceptual-Motor Resource Guide. Grades K-6.

ED 174 586New Orleans Public SchoolsResearch & Evaluation Office4100 Touro Si.New Orleans. Louisiana 70122

Contact Person:Ellen M. Pechora. Acting Director15041288.6561 ext. 253

Businesses Help Schools.EJ 197 848

School Social Work Services in the New OrleansPublic Schools,

El 202 859New York Board of EducaiionOffice of Accountability110 LivingstonBrooklyn. New York 11201

Contact Person:Gary Kippel. Acting Director(212) 596.5018

The Astor Program for Gifted Children: Pre-Kindergarten Through Grade Three

ED 166 $89Mathematics. Grade 2. Curriculum Bulletin No.I.

ED 167 386Mathematics, Grade 3. Curriculum Bulletin No.9.

ED 167 387City-As-Schsl. School Year 1977-1978. Valida-tion Report.

ED 167 665Industrial Arts Metalworking for Intermediate1978-79 Series. No. 8.

ED 167 778Learning to Read Through the Arts: Instruc-tional Handbook.

ED 170 738Race and Ethnicity as Factors in Winning SchoolBoard Elections: Predicting Ethnic Compositionof Community School Boards.

ED 170 920Diagnostic Prescriptive Arithmetic of Staten Is-land.

ED 171 519Guidance in the High School.

ED 172 098Organizational Domain Changes in Response toBudget Reductions: New York City High Schoolsand the Fiscal Crisis.

ED 172 443Curriculum Manual, Level 07. 1977.1978 (Re-vised).

ED 173 068A Centennial Resource Collection. Boys andGirls High School. Vol 2.

ED 174 730A Centennial Resource Collection. Boys andGirls High School, Vol 1.

ED 174 731

Orange County Public SchoolsResearch and Evaluation Office434 N. Tampa Ave.Orlando, Florida 32802Contact Person:Wesley E. Blamik. Director13051683-0050

Status of the Energy Management Program inthe Orange County Public Schools.

ED If& 812

SS Philadelphia School District Institution Index

Demonstration Senior High Schools: A CareerEducation Demonstration and Replication Ef-fort. A Final Report from the Florida CareerEducation Demonstration Consorlium,

ED 169 223

Philadelphia School DistrictResearch & Evaluation OfficeRoom 403Board of Education Bldg.Philadelphia. Pennsylvania 19103

Contact Person:Michael H. Kean. Executive Director{215)299.7758,7759

Adult Students in Public School Classes.EJ 199 138

Community Participation in Budget Develop-ment: A Case Study of the 1977 Budget TaskForce of the Philadelphia School District.

ED 866 821Prekindergarten Head Sian Evaluation. YearEnd Repoli, 8977-1978. Report No. 7916.

ED 167 581The Effects of Budget Reductions on ProgramEvaluation in a Large Urban School System:Providing Services beyond Resources.

ED 167 683The Budget Development Process: A Case Studyof the Philadelphia School District. 1977.

ED 168 ISOEvaluation of Title 1 ESEA Projects. 1977-1978:Technical Reports. Report No. 7877.

ED 169 077Speaking: Pupil Competencies.

ED 170 818Resource Allocation Procedures Viewed FromWithin the Administrative Structure of Large Ur-ban Schools,

ED 170 915Third-Party Participation in the 1978 TeacherNegotiations in Philadelphia: The Politics ofBargaining.

ED 170 987Report of Early Childhood Programs: Social Ser-vices 1977.1978, Report No. 7913

ED 172 923Report of Early Childhood Programs: Staff De-velopment, Report No. 7914.

ED 172 924Get Set Day Care: Summary Report. 1977.1978,Report No. 7943.

El) 172 928Report of Early Childhood Programs Health Ser-vices Component. 1977-1978. Report No. 7915.

ED 172 929Follow Through Pupil Absence Rates. PupilContinuance Rates, and Teacher ContinuanceRates in Philadelphia: 1975.76 to 1977-78. Re-port No. 7942.

ED 172 934Urban School Dropouts: Data Collection andAnalysis in Philadelphia.

ED 173 736Phoenix Union High School SystemOffice of Research Services2526 W. OsbornPhoenix. Arizona 85017

Contact Person:Carol A. Norris. Director4602)257-3082

A Model for Developing Local Norms with aStandardized Achievement Measure for Use withLocal Program Evaluation: Procedures and Ef-fects.

ED 170 332?Wilms County Puhlic SchoolsOffice of Research. Evaluation & Planning196 E. Druid Rd.P.O. Box 4688Clearwater. Florida 33518

Contact Person:Thomas S. Tocco. Asti. Superintendent(883)442.8171

Demonstration Senior High Schools; A CareerEducation Demonstration and Replication Ef-fort. A Final Report from the Florida CareerEducation Demonstration Consortium.

ED 169 223

?Kilned Public SchoolsOffice of Evaluation631 N.E. ClackamasPortland, Oregon 97208

Contact Person:Victor W. Doherty. Asst. Superintendent(503) 234-3392

A Program for Reading and Language Develop-ment. An Adopter's Guide.

ED 169 474Project Ranger Adopter's Guide, 1979.

ED 170 8%School Evaluation Studies in Portland, Oregon:A Naturalistic inquiry Approach to School Eval-uation,

ED 113 442Reading Disability Prevention for 5 Year Olds.

ED 173 764

Prince William County School DistrictBox 389Manassas, Virginia 22110

Contact Person:Dr, James Myers(703)791 -3111

A Comparative Analysis of the 45 -IS Plan andthe Traditional Calendar in the Prince WilliamCounty Public Schools of Virginia, ExecutiveSummary.

ED 168 130A Cast Study for Year-Round Schools in PrinceWilliam County.

ED 170 874.San Olean City SchoolsEvaluation Services Department4100 Normal St.San Diego, California 92103Contact Person:Steven W. Isaac. Director(714)293.8508

School Integration Surveys: Preliminary Report.ED 167 666

School Integration Surveys. 1978 Report.El) 167 667

Problems of School Hoard Aonrneys.El) 170 848

Strategies for Site Evaluation of Gifted Pro-grams.

ED 172 477Programs for the GiftedSite Management. Re-vised 1977,

ED 172 478

San Jose City Unified School District1605 Park Ave.San Jose. California 95126

Contact Person:James Anderson(408)998-6100

Human Awareness Program: A Ses Manual forUse in Juvenile Court Schools.

ED 168 263Survival Skills Manual.

El) 168 264Assessment Manual.

ED 168 265The Laundry Works or How to Clean Up YourAct. An Affective Education Materials ManualDesigned for Use in Juvenile Couto Schools.

ED 168 266

Seattle Public SchoolsOffice of Planning &Research815 Fourth Ave. NSeattle. Washington 98109

Contact Person:Susan Franklin. Supervisor(206)587-5033

The Seattle Plan: Evaluation. Probation andNonrenewal of Certificated Teachers. Revised.

ED 166 860Highline Puhlic Schools Computer-Assisted In-struction Project: A Program to Meet DisadvanCaged Students' Individual Needs for Basic SkillDevelopment: Final Report.

ED 167 114Crawling and/or Squatting: A Saleable WorkSkill. Occupation Simulation Packet. Grades K2nd.

ED 172 010Color Discrimination: A Saleable Work Skill.Occupation Simulation Packet. Grades K.2.

ED 172 011Assembling in Sequence: A Saleable Work Skill.Occupation Simulation Packet. Grades 3rd4th.

ED 172 012Creativity: A Saleable Work Skill. OccupationSimulation Packet, Grades 3rt1-4111.

ED 172 013Oral Persuasion: A Saleable Work Skill. Occupa-tion Simulation Packet, Grades 5th-6th.

ED 172 014From Cooks to Carpenters: MeasuringA Sale-able Work Skill. Occupation Simulation Packet.Grades 5th-6th.

ED 172 015The Yellow, Blue and Red Book. A Collection ofShort-Term Activities Developed by and forTeachers K6. to Help Expand Students' Aware-ness of Traditional Sex Role Stereotyping.

ED 172 028An Explanation of Pupil Transportation Costs,Seattle School Diarist No. I. Report No. 78.29.

ED 172 454Declining EnrollmentsRising Problems.Report No. 79.80.

ED 873 904

Showoff Missing United School District7235 AntiochShawnee Mission. Kansas 66204

Contact Person:Res Carr4913)838.1900

The World of Work in Rionin 101.El 199 187

Si. Louis Public SchoolsOffice of Evaluation911 Locust St.St. Louis. Missouri 63101

Contact Person:Robert Dc Blamk, Director0 I4) 231-3720

A Comparison of Title I Achievement ResultsObtained Under USOE Models A1. Cl and ahiked Model.

ED170 0Parent Perceptions of Magnet Schools aMe1t7hts Meth-

od of Desegregation

l'p170 384

Project ICE (Implementing Career Education).Si, Louis. Missouri. Public Schools. Final Evaluation Report.

ED ill 897Closed Schools-Open Doors. Revised

ED 173 914

Toronto Board of Education155 College Si.Toronto. Ontario MST 1P6(416)598-4931

The Development of a Curriculum Change Indi-cator.

ED 166 831The Moral Education Project (year 5). Final Re-Port 1976-77.

ED 866 832An Investigation into the Effects of Alcohol Usein Ontario Schools.

ED 166 833

institution index Toronto Board of Education 59

ONTERIS Printed Index. Cumulated Subject/Author Index to Volumes I and 3.

ED 166 958ONTERIS Abstracts. Volume 3.

ED 166 959ONTERIS Abstracts. Volume I (Revised).

ED 166 960Students' Attitudes to Work and Unemployment.Part II: The Attitude Questionnaire. ResearchService, 0152.

ED 167 846Focus on Dropouts.

ED 168 123The Educational Information System for On.lane. Summary of Final Report.

ED 168 500The Educational Information System for On.twits. A Guide for Using.

ED 168 501The Leaving School Early Students: Characteristies and Opinions.

ED 169 466Mastery Learning: Theory. Research, and imple-mentation.

ED 169 683The Evaluation of Scholastic Output. An Analyt.kid Review of Test Instruments Used in Evaltrat.ins Pupil Achievement in the Intermediate andSenior Divisions. intermediate and Senior Divi.sions.

ED 173 383Evaluation Instruments Locally Developed inOntario: An Annotated Catalogue of MaterialDeveloped by School Boards and Other Agen-cies.

ED 173 389Tucson Unified Public SchoolsOffice of Research and EvaluationP.O. Box 40400Tucson, Arizona 85717

Contact Person:Barbara Prentice. Director(60217914138

Questionnaires for Public School Decision.Makers.

ED 173 439

Tulsa Public SchoolsOffice of Research. Planning and EvaluationP.O. Box 45208Tulsa, Oklahoma 74145

Contact Persons:Jerry L. Roger, CoordinatorStan Harrison(918)7434381

Information Systems PlanED 168 118

Vancouver School District1595 W. 10th Ave.Vancouver, British Columbia V6.1 1Z8

Report on the Second Year of the Kumiuks Alter.native Rehabilitation Program of Templeton Sec-ondary School. Research Report 78-06.

ED 173 022Wiehits Public SchoolsOffice of Research. Planning and DevelopmentEducational Services Bldg.640 N. EmporiaWichita, Kansas 67214

Contact Person:A.W . Dirks, Director(3,16) 268.7882

Experience Based Career Education at WichitaEast High School: A Third-Party Evaluation forYear Two. 077.78.

ED 170 576

Vskta ledepeodent School District8445 ValdespinoEl Paso, Texas 79907

Contact Person:Richard GlanceY(915)1159-7971

Elementary School: The Optimum Time for For-eign Language Learning.

ED 168 301

ERIC DOCUMENT REPRODUCTION SERVICEP.O. lox 190 ARLINGTON, VIRGINIA 22210 (7031841.1212

OPERATED BY COMPUTER MICROFILM INTERNATIONAL, CORP.

IMPORTANT INSTRUCTIONSORDER BY ED NO. (6 digits)

See Resources in Education(RIE)

SPECIFY EITHER:Microfiche (MF)

orPaper Copy (PC)

ENTER UNIT PRICE(See Below)

INCLUDE SHIPPING CHARGES(See Charts Below)

Date _

Signature

Title

ENCLOSE CHECK OR MONEYORDERPayable to EORS in U.S.Funds. Check must indicatethe U.S. transit number of yourbanks agency.

OR ENCLOSE AUTHORIZEDORIGINAL PURCHASE ORDER

COMPLETE AND SIGN BELOW

UNIT PRICE SCHEDULE

MICROFICHE IMF)

NUMBER FICHE EACH ED #1 io 5 (up to 480 pages}

6 (481.576 pages}7 (577-672 pages)8 (673.768 pages,

Each additional

PRICE CODEMF01MF02MF03MF04

Price$ 83

1 001 171 34

microfiche (addilional 96 Pages) 17

PAPER COPY (PC)

NUMBER PAGES EACH ED 17 PRICE CODE Price1 to 25 PC01 $1 82

26 to 50 PC..2 3 3251 to 75 PC03 4 8276 to 100 PC04 6 32

Each additional25 pages 1 50

ORDER FORM

SHIP TO:

BILL TO.

ED NUMBERNO. OF INO. OF COPIES

PAGESMF PC

UNITPRICE TOTAL

1

' TOTAL NO. OF PAGES

1

TAX EXEMPT NO.

DEPOSIT ACCT. NO.

SUBTOTAL

VA RESIDENTS ADD4% SALES TAX

SHIPPING

TOTAL1

CHARTS FOR DETERMINING SHIPPING CHARGES

1st CLASS POSTAGE FOR1-3 4-8 9-14 15-18 19-21 22-27 28-32

Microfiche Microfiche Microfiche Microfiche Microfiche Microfiche MicroficheONLY ONLY ONLY ONLY ONLY ONLY ONLY$.15 $.28 $.41 $.54 $.80 $.93 $1.06

U.P.S. CHARGES FOR

11b 2 lbs 3Ibs. 4 lbs. 5 lbs. Sibs 7 lbs. 8 to 20 lbs.33-75 ME 76-150 151-225 226-300 301-375 376-450 451-525 526-1500

or 1-75 PC MF or PC MF or PC MF or PC MF or PC MF or PC MF or PC ME Or PCPAGES PAGES PAGES PAGES PAGES PAGES PAGES PAGES

Not to Exceed Not to Exceed Not to Exceed Not to Exceed Not to Exceed Not to Exceed Not to Exceed Not to Exceed$1.23 $1.55 $1.87 $2.19 $2.51 $2.84 $3.16 $3.48-$7.34

NOTEOrders for 33 or morn micro ache and all orders for paper copies (PC i will be Shipped via Uniled Parcel Service unless otherwise instructedRevised June 1979

GC

GENERAL INFORMATION1. PRICE LISTThe prices set forth hereon may be changed without notice: however. anypews change will be subject to the approval of the National Institute of Edo.cation Conteacting &twee

2. PAYMENTThe paces set forth harem do not include any sales, use, excise. or slmllartaxes which may /poly to the sale of miceoliche or heed copy to the Customer The cost of such laces. If any. shalt be borne by the Customer

Payment shall be made net ihirnr (301 days from date of invoice Paymentshall be without expense to CMIC

3. REPRODUCTIONExpress permission 10 reproduce a copyrighted document provided he-reunder must be obtained in welting from the copyright holder noted on theInle page of such copyrighted document

4. CONTINGENCIESCMIC shall not be treble lo Customer co any other person for any failure ordelay in the performance of any obligation if such Iodise of delay (al is due toevents beyond the control of CMIC incuding, but not limited to. fire, storm,IlOod, earthquake, explosion, accident, acts ol the public enemy. strikes,lockouts, 'oboe disputes, !oboe shortage, work stoppages, leanspottationembargoes Ix delays. falluee or shortage of matelots. supplies at ma,chinery, acts of God. or acts or regulations or priorities of the federal, slate.or local governments: lbl is due to /alums of performance of subcontractorsbeyond CMIC's control and without negligence on the paI of CMIC, or Icl isdue to erroneous or incomplete informatson furnished by Customer

B. LIABILITYCMIC's liabrtity. If any. arising hereunder shall not exceed vesIllution ofcharges.

In no event shall CMIC be liable for special. consequential. or liquidateddamages arising from the provision of services hereunder

41. WARRANTYCMIC MAKES NO WARRANTY. EXPRESS OR IMPLIED. AS TO ANy MATTERWHATSOVER, INCLUDING ANY WARRANTY OF MERCHANTABILITY DRFITNESS FOR ANy PARTICULAR PURPOSE

7, QUALITYCMIC will replace products returned because of reproduction defects or in-completeness. The quality of the input document is nol the responsibility ofCMIC. Best available copy will be supplied

S. CHANGESNo waiver. alteration, or modification of any of the provisions hereof shall bebinding unless in writing and signed by an officer of CMIC

I DEFAULT AND WAIVERa If Customer fails with respect to this or any other agreement with CMIC to

pay any invoice when due or to accept any shipment as ordered. CMICmay without prejudice to other remedies defer any hornet shipmentsuntil the default is corrected. or cancel this Purchase Order.

b No course of conduct nor any delay ofCMIC in exercising any right herounder shall waive any rights of CMIC or modify this Agreement.

N. GOVERNING LAWThis Ageeement shall be construed to be between merchants Any questionconcerning its validity. construction, or performance shall be governed bythe laws or the State of New York

1I. DEPOSIT ACCOUNTSCustomers who have a continuing need for ERIC documents may open aDeposit account by depositing a minimum of 1200.00 Once a deposit account is opened, ERIC documents will be sent upon request, and the accountcharged foe the actual cost and postage A monthly statement of the accountwill be furnished

12. STANDING ORDER ACCOUNTSCustomers who desire to receive microfiche copies of all ERIC reports announced in each issue col Resources In Education may do so by depositing$2000 00 or submitting an executed purchase order The cost of each Issueand postage will be charged against the account A monthly statement of theaccount will be furnished

13. PAPER COPY WC)A paper copy PC. is xerographic reproduction, on paper, of the originaldocument Each paper copy has a Vellum Bristol cover to identify and protectthe document

14. FOREIGN POSTAGEPostage for all countries other than the United States is based on the interna-tional Postal Rates in effect at the time the order is shipped. To determinePostage allow 75 microfiche or 76 PC pages per pound Customers mustspecify the exact classilicasion of mail desired, and Include the postage forthat classification with their order. Payment must be in United States funds.

OTHER ERIC COLLECTIONS AVAILABLE FROM EDRS

STANDING ORDERSSubscription orders of microfiche copies of all ERIC reports announced in each issue ofResources in Education average $150.00 per month.

BACK COLLECTIONS (Postage extra)

Reports in Research in Education for 1966 and 1967 $ 354.08Reports in Research in Education for 1968 1.094.32Reports in Research in Education for 1969 1.271.92Reports in Research in Education for 1970. 1.311.04Reports in Research in Education for 1971 1.511.44Reports in Research in Education for 1972 1,564.40Reports in Research in Education for 1973 1,362.48Reports in Research in Education for 1974 . 1.425.44Reports in Resources in Education for 1975 1.598.32Reports in Resources in Education for 1976 1,671.92Reports in Resources in Education for 1977.... 1,592.88Reports in Resources in Education for 1978 1,655.12Reports in Resources in Education for 1979 (Estimated) 1.750.00

AIM/ARM MICROFICHE COLLECTIONS (postage extra) $0.158/ficheCLEARINGHOUSE MICROFICHE COLLECTIONS (postage extra) $0.162/ficheSPECIAL COLLECTIONS (postage extra) $0.122/fiche

Office of Education Research Reports 1956-65 $ 404.43Pacesetters in Innovation, Fiscal Year 1966 144.57Pacesetters in Innovation, Fiscal Year 1967 175.31Pacesetters in Innovation. Fiscal Year 1968Selected Documents on the Disadvantaged

231314..2182

Selected Documents in Higher Education 153.48Manpower Research:Inventory for Fiscal Year 1966 and 196 7 79.67Manpower Research: Inventory for Fiscal Year 1968.. 44.41Manpower Research: Inventory for Fiscal Year 1969 57.71Information Analysis Products Bibliography 1975-1977 98.50