SCHOOL INTEGRATION IN ENGLAND

Following is the text of a memorandum prepared in January, 1970, for submission to members of the Select Subcommittee on Education of the U.S. House of Representatives Committee on Education and Labor. These Congressmen visited Israel during the same month.     

Review article financing postsecondary education in the U.S.A.

The National Commission on the Financing of Postsecondary Education. (1973).Financing Postsecondary Education in the United States. Washington, D.C.: U.S. Government Printing Office. (December).     

Interrelationships among instructional effectiveness,publication record,and monetary reward

Measures of teaching effectiveness, scholarly publication, and average salary adjustments were interrelated for a sample of 222 experienced college teachers. A moderate relationship was found between scholarly productivity and salary increases, and a more modest relationship existed between teaching effectiveness and salary. Scholarly publication and teaching effectiveness were independent, however.The work presented or reported herein was performed pursuant to a grant from the U.S. Office of Education, Department of Health, Education, and Welfare. However, the opinions expressed do not necessarily reflect the position or policy of the Office of Education, and no official endorsement by that Office should be inferred. The assistance of Robert Herman is gratefully acknowledged.     

CIVIC GROUPS AND COMPENSATORY EDUCATION

Following is the stenographic record of testimony by five students, one mother, and one former teacher before the House Committee on Education and Labor hearings on amendments to the National School Lunch Act.     

THE STATE POSTSECONDARY REVIEW PROGRAM: IMPLICATIONS FOR THE COMMUNITY COLLEGE

The Permanent Subcommittee on Investigations of the U.S. Senate began a series of hearings in 1990 that uncovered an alarming pattern of waste, fraud, and abuse in the Title IV federal student aid programs. To create a stronger and more coordinated evaluation of institutions desiring to participate in these programs, Congress enacted the new Program Integrity Triad, which significantly increases the gatekeep‐ing functions of each member of the triad and establishes a specific set of responsibilities for accrediting agencies, the states, and the Secretary of Education. Under this program, states are directed to set up agencies known as State Postsecondary Review Entities (SPRE) to assist the U.S. Department of Education in reviewing institutions of higher education referred by the Secretary to determine continued participation in federal financial aid programs. The diverse ways in which students use community colleges will make it difficult, at best, to apply the quantifiable standards for withdrawal, graduation, and placement rates established by the SPRE program. The result could have serious implications for community colleges and their continued participation in Title IV federal student aid programs.     

Innovation,education, and media

Conclusion The reluctance to change on the part of educators and school systems represents a paradoxical situation. Teaching and learning consists of trying to bring about behavior changes, and the purpose of education is to develop individuals who are adaptive and creative. Therefore, the effort of the teacher and the major purpose of the educational enterprise is to bring about planned change in the individual. Why persons who are committed to this objective for all of the pupils for whom they have responsibility should reject or be neutral to planned change in their own practices as teachers is a gnawing and perplexing question. The preparation of this paper was supported by a contract with the Office of Education, U.S. Department of Health, Education, and Welfare, under the provisions of Title VH-B of the National Defense Education Act. The publicationMedia and Educational Innovation, upon which this paper is based, is available for $2 from the University of Nebraska Extension Division, Nebraska Hall #511, Lincoln.     

Individualizing instruction through pacing procedures

Conclusion The ideal outcome of individualized instruction is both effective and efficient instruction. Confining ourselves to a consideration of fixed-paced instruction which is offered because the medium requiredhappens to be fixed-paced in character, how can such instruction be both effective and efficient? When slow, it tends to be effective but inefficient. Unless it can be demonstrated that slow students can be sped up, inefficiency may be the price that must be paid to make effectiveness possible for them. The trade-off is no different than that which is currently necessary in selfpaced instruction. The research described in this paper was performed under a grant (No. 7-48-0000-159) to the Metropolitan Pittsburgh educational television station, WQED, from the Office of Education, U.S. Department of Health, Education, and Welfare, under Title VII of the National Defense Education Act of 1958. The research was performed under the direction of George L. Gropper, principal investigator.     

The Iowa Plan of Character Education Methods

The material on the following pages is a digest of four Interim Reports made to the United States Senate by Senator Estes Kefauver (D., Tenn.,) Chairman of the Subcommittee to Investigate Juvenile Delinquency in the United States, of the Committee on the Judiciary (Harley M. Kilgore, D., W. Va., and James O. Eastland, D., Miss., Chairmen). The reports were printed for the use of the latter committee, and originated in Senate Resolutions 62 and 173 of the first and second sessions of the 84th Congress. They were produced by the United States Government Printing Office, Washington, D. C, in 1955 and 1956. Because of their relative unavailability from that source, RELIGIOUS EDUCATION presents large portions of them here with the knowledge and consent of the Senate Committee's staff, of which Mr. James M. Bobo is General Counsel.

In any task of editing, the one who edits does so according to certain principles. The present selection has been made to include chiefly those points of fact not readily available to RELIGIOUS EDUCATION readers. The mentality of those testifying from the various mass media is also got across here by a representative selection of their views. Lastly, there has been an attempt to convey the conclusions and recommendations of the Senators, which seem so reasoned and tempered that a renewed confidence in our highest body of legislators should emerge as the necessary result.     

Longitudinal effects of quality preschool programs

Conclusion Commitment to excellence in quality preschool education plus reach-out programs that help families enhance the learning careers of their children can ensure true TLC for every child born in America — Tender Loving Care in Total Learning Centers.Alice Sterling Honing teaches at Syracuse University in the Department of Child and Family Studies, College for Human Development, in Syracuse, NY. She is an editorial board member ofDay Care & Early Education.This research review is based on testimony presented May 1988 to Senator Ted Kennedy, Chair, United States Senate Committee on Labor and Human Resources on behalf of Senator Chiles's Early Intervention and Dropout Prevention Act of 1988, Bill S2034.     

School curricula and social problems

Director of the National Office of Didactic Centres, Italian Department of Public Instruction. Founding director of the European Education Centre at Frascati (1959–74). Author of numerous publications on education in the world, notably the three volumes of Invisible Capital(1975–81).     

日本大学毕业生的就业援助体系

日本在解决大学毕业生就业难问题的过程中,逐渐形成了由文部科学省主管、厚生劳动省协管、大学就业指导部门为中心、企业提供支持、就业考试予以保障、大学生积极参与的就业援助体系.这一就业援助体系对促进日本大学生的就业发挥了积极作用,对我国大学生就业指导工作的开展具有一定的启示.     

An experiment in environmental education for citizen advocates

The paper describes a prototype of a college level adult-centered environmental education program. The target population is comprised of citizens who serve as volunteers in local planning boards, conservation commissions and environmental organizations. The educational model embodies the concept of the double flow. Citizens with extensive community experience are enrolled in university courses while graduate students are brought into community organizations as interns. Program effectiveness is evaluated with regard to course content, mixing of citizens with regular university students, and motivational factors related to the issuance of academic credit.Dr. Sheldon Krimsky is currently Associate Director in the Program in Urban Social and Environmental Policy at Tufts University, Medford, Massachusetts 02155. Dr. Judith deNeufville, who worked on the project while an Assistant Professor in the Political Science Department at Tufts University, is currently an Assistant Professor in the Department of City and Regional Planning, University of California, Berkley 94720.The environmental education project was funded through grant No. G00-75-02105 from the Special Community Services and Continuing Education Project of the U.S. Department of Health, Education and Welfare Office, and implemented jointly by Tufts University's Graduate Program in Urban Social and Environmental Policy and the Lincoln Filene Center for Citizenship and Public Affiars.     

Speaking of books

Clinical Experiences in Teaching for the Student Teacher or Intern. Edgar M. Tanruther. New York: Dodd, Mead, and Company, Inc., 1967, 297 pp. Paper $4.50.

Education in a Free Society: An American History. S. Alexander Rippa. New York: David McKay Company, Inc., 1967. 369 pp. $3.75.

Education of the Disadvantaged. A. Harry Passow, Miriam Goldberg, and. Abraham J. Tannenbaum, editors. New York: Holt, Rinehart and Winston, Inc., 1967. 497 pp. $7.95.

Programmed Teaching: A Symposium on Automation in Education. Revised edition. Joseph S. Roucek, editor. New York: Philosophical Library, 1965. x, 195 pp. $10.00.

The Friend of the Singing One, E. C. Foster and Slim Williams. Illustrated by Fermin Rocker. New York: Atheneum, 1967. 122 pp. $3.75.     

Books in brief

Raising Our Sights: Improving U.S. Achievement in Mathematics and Science John O'Neil for the ASCD Panel on U.S. Achievement in Mathematics and Science Association for Supervision and Curriculum Development (ASCD) 1991 40 pp. $6.50

Ready to Learn: Early Childhood Education and the Public Schools National School Boards Association (NSBA) 1990 48 pp.

Developing and Supporting Teachers for Science Education in the Middle Years The National Center for improving Science Education 1990 86 pp.     

The university of Pennsylvania dyslexia information center

Conclusion A systematic search is necessary to pull together a complete bibliography on dyslexia, because the literature is divided among several quite different disciplines. If the results of this search are shared, a general saving in time available and probably an enhancement of the general quality of research efforts will result. The Reading Clinic of the University of Pennsylvania has produced an annotated bibliography of some 500 articles through 1965 from the entire spectrum of professions dealing with dyslexia and severe reading disabilities. The bibliography will be published in two stages this year. The complexity of the subject matter led to creation of an index which permits manipulation of the information in ways not previously possible The urgency of the need for information gathering on dyslexia has been generally recognized. The Reading Clinic staff have long been aware of the need and have begun to meet it. As of July 1967 there were 331 programs in progress on dyslexia and related reading disabilities supported by $32,372,720 from the Department of Health, Education, and Welfare: 172 ($8,346,957) in research; 75 ($14,425,824) in training; and 84 ($9,599,939) in diagnosis and/or treatment. Not one program suggested by its title that assembling and processing the literature would be one of its functions. It seems to me that collection of the existing literature and organization and analysis of the knowledge that has already been developed ought to be the first steps in mounting new programs. Paper presented at Thirteenth Annual Convention, International Reading Association, Boston, Massachusetts, April 26, 1968. Reprinted here, by permission of the author and of IRA, from theConference Proceedings, Vol. 13, Part 3, “Reading Disability and Perception,” pp. 46–51. U.S. Department of Health, Education and Welfare.Catalog of Federally Assisted Programs for Dyslexia and Related Reading Disabilities. (Undated)     

Description and field test of a career development course for male youth offenders with disabilities

This project was supported in part by a grant from the U.S. Department of Education, Office of Special Education and Rehabilitative Services.     

Short notices

Metropolitanism : Its Challenge to Education. Edited by Robert J. Havinghurst, for the National Society for the Study of Education. Pp. xiv, 393. London: University of Chicago Press, 1968. 50s.

Modern Education for the Junior High School Years. By William Van Til, Gordon F. Vars, John H. Lounsbury, Pp. xi, 592. Indianapolis: Bobbs‐Merrill, 1967. $7.50.

The School at Mopass: A Problem of Identity. By A. Richard King. Pp. 96. New York: Holt, Rinehart and Winston, 1967. 22s.

Success and Failure at the University, Vol. II: The Problem of Failure. By G. W. Parkyn. Pp. viii, 234. Wellington: New Zealand Council for Educational Research, 1967. $ NZ 3.60.

Fundamental Research and the Universities: Some Comments on International Differences. By Joseph Ben‐David. Pp. 111. Paris: O.E.C.D. London: H.M.S.O., 1968. 10s.

Innovation and Change in Reading Instruction. 67th N.S.S.E. Yearbook, Pt. II. Pp. x, 439. London: Chicago University Press, 1968. 50s.

Philosophy of Education: An Organization of Topics and Selected Sources. By Harry S. Broudy, Michael J. Parsons, Ivan A. Snook and Ronald D. Szoke. Pp. xii, 287. University of Illinois Press. London: American University Publishers Group, 1968. Paperback, 25s.

Turning Points in American Educational History. By David B. Tyack. Pp. xiv, 488. Waltham, Mass., and London: Blaisdell Publishing Co. (Ginn and Co.). No price.

Prayer in the Public Schools : Law and Attitude Change. By William K. Muir, Jr. Pp. ix, 170. Chicago and London: Chicago University Press, 1968. 54s.

Decimal Currency in Britain. By D. Neville Wood. Pp. 92. London: Ward Lock, 1968. 15s.; 75 New Pence.

World Affairs since 1939: The United States and Canada. By J. R. Mitchell. Pp. viii, 220. Oxford: Blackwell, 1968. 22s. 6d.

The Education of Mations. By Robert Ulich. Revised edition. Pp. xv, 365. Harvard University Press. London: Oxford University Press, 1968. 76s.

Educational Documents : England and Wales, 1816–1967. By J. Stuart Maclure. Second Edition. Pp. ix, 323. London: Methuen (Education Paperbacks), 1968. 25s.

Educational Policy and the Mission Schools: Case Studies from the British Empire. Edited by Brian Holmes. Pp. xv, 352. London: Routledge and Kegan Paul, 1968. 50s.     

Short notices

Sources for the History of Education. Edited by G. W. J. Higson. Pp. x, 196. London: The Library Association, 1967. 96s. (72s. to L.A. members).

Philosophy and Education. International Seminar Proceedings, March 23–25, 1966. Pp. iv, 157. Toronto: Ontario Institute for Studies in Education (Monograph Series No. 3), 1967. No price.

Disciplines of Education. By Ivor Morrish. Pp. 336. London: Allen &; Unwin, 1967. 40s.

Principles of Psychological Measurement. By G. C. Helmstadter. Pp. xx, 248, London: Methuen, 1966. 36s.

Human Learning and Memory: Selected Readings. Edited by N. J. Slamecka. Pp. ×, 543. Oxford University Press, 1967, 46s.

Education, Interaction and Social Change. By H. L. Hodgkinson. Pp. xxii, 228. London: Prentice‐Hall, 1967. 48s.

The Social Context of the School. By S. John Eggleston. Pp. xii, 116. London: Routledge and Kegan Paul, 1967. 15J. Paperback 75. 6d.

A Critical Approach to Children's Literature. Edited by Sara Innis Fenwick. Pp. 129. London: University of Chicago Press, 1967. 33s. 6d.

The Educationally Retarded and Disadvantaged. Edited by Paul A. Witty. Pp. xiii, 384. London: Chicago University Press, 1967. 41 s.

Group Study for Teachers. By Elizabeth Richardson. Pp. 130. London: Routledge and Kegan Paul (Students Library of Education), 1967. 15s.

Advances in the Teaching of Modern Languages. Volume 2. Edited by G. Mathieu. Pp. ix, 214. Oxford and London: Pergamon Press, 1967. 35s.

John Locke. By M. V. G. Jeffreys. Pp. 120. London: Methuen, 1967. 25s. Paperback 12s. 6d.

The Foundations of 20th Century Education in England. By E. J. R. Eaglesham. Pp. xi, 115. London: Routledge and Kegan Paul, 1967. 15s. Paperback 7s. 6d.

Local History and the Teacher. By R. Douch. Pp. ix, 214. London: Routledge and Kegan Paul, 1967. 21s. Limp edition, 125. 6d.

Adult Education in India. By W. E. Styler. Pp. vii, 114. Oxford University Press, 1967. 8s. 6d.

Malaysia and Its Neighbours. By J. M. Gullick. Pp. xiii, 194. London: Rout‐ledge and Kegan Paul, 1967. 25s. (Paperback 12s. 6d.).

Other Schools and Ours. By Edmund J. King. Pp. vii, 360. (Third Edition). New York and London: Holt, Rinehart and Winston, 1967. 35s.

The Necessary Revolution in American Education. By Francis Keppel. Pp. xiv, 201. New York and London: Harper and Row, 1966. $5.95.

The American Influence on English Education. By W. H. G. Armytage. Pp. x, 118. London: Routledge and Kegan Paul, 1967. 15J. Paperback 7s. 6d.

The Education of Man : The Educational Philosophy of Jacques Maritain. Edited, with an Introduction, by Donald and Idella Gallagher. Pp. 191. University of Notre Dame Press. London: American University Publishers Group, 1967 17s.

Cicero on Moral Obligation. A New Translation of Cicero's De Officiis. With Introduction by John Higginbotham. Pp. 214. London: Faber and Faber, 1967. 30s.

Social Change and the Schools: 1Q18–1944. By Gerald Bernbaum. Pp. viii, 120. London: Routledge and Regan Paul, 1967. 155. Paperback ys. 6d.

A History of Greece to 322 B.C. By N. G. L. Hammond. Pp. xxi, 691. Clarendon Press: Oxford University Press. 1967. 50s.

County and Voluntary Schools. By Sir William Alexander and F. Barraclough. Pp. ix, log. London: Councils and Education Press, 1967. 30J.

Educational Administration in England and Wales: A Bibliographical Guide. By P. H. J. H. Gosden. Pp. 55. Leeds: University of Leeds Institute of Education, 1967. 6s.

Catholic Education in the Western World. Edited by James Michael Lee. Pp. xiv, 324. University of Notre Dame Press. London: American University Publishers Group, 1967. 60s.