PERSON OR ORGANIZATION ORIGINATING Research Articles

The Place of Values in Needs Assessment

It is assumed that the delineation of values is critical to proper needs assessments. Need is defined as a requisite or desideratum generated as a discrepancy between a target state (T) and an actual state (A), if and only if the presence of the conditions defined by T can be shown significantly to harm, indispose, or constrain a subject (S): There are at least five points at which value judgments impinge upon'needs determination. They are: (1) the identification of the domain of T: (2) the designation of the particular T to be utilized in determining the discrepancy between T and A: (3) the designation of the difference between T and A that will be regarded as significant: (4) the determination of what shall constitute a benefit under the first of two tests for need candidates: and (5) the determination of what shall constitue an unsatisfactory state under the second of two tests for need cadidates, The process of needs assessment includes: (1) interfacing with stakeholding audiences: (2) carrying out empirical inquiries: (3) identification of need candidates: and (4) testing the need. candidates. Finally the interplay of facts and values in projecting responses to needs is discussed. (RL) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U E DEPARTMENT OF HEALTH. EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO. DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN. A TING IT POINTS OF VIEW OR OPINIONS STATED 00 NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY THE PLACE OF VALUES IN NEEDS ASSESSMENT Yvonna S. Lincoln The University of Kansas

Factors Affecting Obedience in Preschool Children

This study investigated the effects of four factors (threat, surveillance, sex of child and time) on obedience of children to adult requests. An adult told the subjects (48 4-year-old boys and girls) to carry marbles from one box to another. The adult either made no threat or threatened the child for possible disobedience, and either stayed in the room or left the room during the session. Four measures of obedience were recorded for five consecutive 2-minute periods. Results showed in general that: (1) the children were very obedient; (2) threat increased obedience in girls, but not in boys; (3) surveillance increased the amount of time the children worked at the task; (4) obedience decreased with the passage of time; and (5) 94% of the children indicated that the experiment was fun, but 33% indicated that they would not like to do it again. , These findings are compared with previous research findings on obedience, resistance to temptation and social reinforcement. (Author/MS) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * via the ERIC Document Reproduction Service (EDRS) . EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. *********************************************************************** I I IN Iry NATIONAL INSTITUTE OF EDUCATION tH1S DOCUMENT HAS BEEN REM'. DUCED EXACTLY AS RECENED FROM THE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STA TED DO NOT NECESSARILY REPRE. SENT OFF IC1AL NATIONAL INSTITUFF OF EDuCAT,ON POSITION OR POLICy Factors Affecting Obedience in Preschool Children

Reading in Early Childhood

Reading in Early Childhood

Causal attributions, expectations, and task performance.

Greenhaus, Jeffrey H.; Kovenklioglu, Grace Causal Attributions, Expectations and Task Performance. [76 ] 16p. MFO1 /PCO1 Plus Postage. *Attribution Theory; *Expectation; *Failure Factors; *Feedback; Higher Education; Males; *Self Esteem; *Success Factors; Task Performance -A group of 2-J3 male students in a freshman caemIstry class participated !_n thls r°: -asearch, which investigated the relationship between perik,rmance attributions and expectations and performance on a subsequent task. College students attributed their success or failure on two chemistry tests to ability, effort, luck, cr task difficulty, and indicated how well they expected to perform on a subsequent test. Among students who succeeded on the tests, expected and actual performance on the next test were positively related to ability attributions and negatively related to luck attributions. Among students who experienced failure, expected performance was negatively related to ability attributions and positively related to effort attributions. This suggests that failure can be a learning experience only when one feels that the behavior can be changed. Implications for job performance suggested that feedback may help the employee. (Author) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Causal Attributions, Expectations and Task Performance Jeffrey H. Greenhaus and Grace Kovenklioglu Stevens Institute of Technology PEff\IISSION TO REPRODUCE THIS 4.7. T MAL HAS BEEN GRANTED fiY (II: Cr' 1/1 ( 10 THE EDUCAT IONAL RESOURCES iNFORMA f ION CENTER IEPICI ANO '5H-Is THE EFIJI: SYSTEM U S OEPARTMENT OF HEALTH, EDUCATION i WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO. OuCEO EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED 00 NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY Running head: Causal Attributions Causal Attributions, Expectations and Task Performance In a recent treatment of career development, Hen (1976) has proposed that goal attainment on a job can lead to feelings of psychological success which, in turn, raises self-esteem. Increments in self-esteem are presumed to lead to ...additional goal-directed behavior in that task area, often with an increased level of aspiration (Hall, 1976, p. 125). The linkage of goal attainment to psychological success to self-esteem to higher aspirations seems to reflect an assumption that success breeds success. If organizations can simulate task success for its employees, high aspirations and fui:ther success may follow. Whether success always breeds success is an interesting empirical question. Recent research suggests that people attribute their success or failure experiences to different causes, and these causal attributions may affect a person's orientation toward success or failure in the future. Attribution research (Frieze, 1973; Rosenbaum, 1972; Weiner, Frieze, Kukla, Reed, Rest and Rosenbaum, 1971) has found that people tend to attribute their success or failure on a task to one or more of the following four causes: ability, effort, task difficulty, and luck. Weiner et al. (1971) have classified the causal attributions along two dimensions: locus of control and stability. The locus of control dimension reflects the distinction between internal (ability, effort and external (task difficulty, luck)attributions. In addition, ability and task difficulty are generally

Eliciting Formal Operations

There is considerable disagreement concerning the age of onset and universality ,..)f attainment of Piaget's stage of formal operations. This study examines developmental differences in response to brief prompts in the use of a formal operational approach to the solution of two tasks. The subjects were 10 males and 10 females from each of Grades 5, 8, and 12. Three tasks requiring the formal operational skill of separating and testing variables were given to each subject. Results suggest that almost all the subjects could readily'understand and utilize the approach of separating variables and tescing each one while holding all others constant. Furthermore, the results support Piaget's claim that formal operations are available to nearly all normal young adults. Implications for the development of logical competence are discussed. (SJL) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hatdcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. *********************************************************************** ^ Eliciting Formal Operations Fred W. Danner and Mary Carol Day Learning Research and Developrnent Center University of Pittsburgh U S. OEPARTME NT OF HEALTH, EOUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS 00CUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED CIO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OF EOUCATION POSITION OR POLICY Two formal operations tasks were presented to children from grades five, eight, and twelve--first, in the open-ended fashion used by Inhelder and Piaget and then with prompts in the use of a formal operational strategy. None of the young subjects and less than half of the older subjects were able to solve the first task on their own. A few of the younger subjects and nearly all of the adolescents, however, performed at a formal operational level on a transfer task. Eliciting formal operations by prompting and then measuring transfer appears to be a promising method for assessing logical compe-

A Study of Attitude Acceptance and Social Adjustment1

A study involving 60 university students in teacher training inv stigated the difference between individuals with high and low atti ude acceptance toward the handicapped in relation to social adjus sent. Ss were administered the Is of Identity test (101) to obtain measures of social-personal adjustment and the Attitude Toward Handicapped Individuals scale (ATHI). Although findings showed that there was significant difference between high and low scoring ATHI groups in social adjustment, both high and low ATHI groups scored high on the IOI. Evidence suggested that the notion of maladjustment for rejecting Ss (low ATHI scorers) could not be sustained, and further research should use both handicapped and nonhandicapped samples and should consider different criteria for measuring adjustment. (SB) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * .supplied by EDRS are the best that can be made from the original. *********************************************************************** 54th Annual Conference CALIFORNIA EDUCATIONAL RESEARCH ASSOCIATION November 12-13, 1975 San Diego, California U.S. DEPARTMENT OF HEALTH. EDUCATION A WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS SEEN REPRO DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEWOR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY A STUDY OF ATTITUDE ACCEPTANCE AND SOCIAL ADJUSTMENT Alfred L. Lazar California State University, Long Beach Donna Haughton The University of Texas at Austin Russel Orpet California State University, Long Beach (This investigation was supported in part by BEH Grant Number OEG-0-74-2974. The opinions and conclusions stated in this paper are those of the authors and are not to be construed as official or necessarily reflecting the policy of the Bureau for the Educationally Handicapped, U.S. Office of Education.) California State University, Long Beach Long Beach, California 90840 In any large social or professional group one can expect to find individuals ranging in a continuum from those who are considered well adjusted to those who are considered maladjusted. It must be reali.led that the division of persons into such groupings is generally arbitrary. The operational definitions of the critical terms involved would be reflected in the'nature of the instrumentation used to measure such appropriate and inappropriate adjustment. The Is of Identity test (MI) was developed by Weiss (1954) and is reported to give a satisfactory indication of social adjustment or maladjustment. The major purpose of the IOI test is to measure one very important underlying reason for a person's lack of satisfactory adjustment, the use of language or language patterns of a structure dissimilar to the structure of the nonverbal world, and the unawareness of this dissimilarity. It is the dissimilarity that causes the individual to make misevaluations about his immediate world that can lead to consequent maladjustment.

Discussion strategies and student cognitive skills

Thisstudy compared the effects of two specific post-laboratory discussion strategies in science on the development of the four cognitive skills of observation, inference, verification and classification. The two strategies were: (1) teacher-dominated, in the form of organized lectures based on the data students had collected; and en sb.ident-dominated, in that students evaluated their own results and justified all 'inferences they made. The .sample consisted of eight groups of sixth grade students, four from an urban school and four from_a suburban school. The discussions were analyzed using the Classroom Observational Record, and students' ability in -the foursAills were assessed using the Skill Measures. -Analysis of variance indicated that strategy e4 resulted-in a significantly-greater gain in the quantity and quality of student inferences than-did strategy (1). In -the suburban school, strategy (2) was better than strategy (1) -in developing observation, but the reverse was found in-the urban school..Noconclusions -could be drawn concerning the skills of verification and classi (Author/MM) U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODLJCED EXACTLY AS RECEVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU. CATION POSITION OR FOLIcY Discussion Strategies and Student Cognitive Skills Eugene C. Abraham Temple University Philadelphia, Pennsylvania Miles A. Nelson University of Wisconsin Madison, Wisconsin William U. Reynolds Jr. University of Pennsylvania Philadelphia, Pennsylvania A paper presented at. 'the 1971 American Educational Research Association Annual MeetingNew York City February 5, 1971 Discussi n .J.tratgies and Student Cogrlitive Skills by Eugene C. Abraham Mlles A. Nelson William W. Reynolds Jr. Theoretical Fra e, rk One of the major distinctions between many traditional science programs and teaching science by an Inquiry method is-that the latter puts a much greater emphasis on the processes of science (Van Deventer: 1966)These processes include such skills as observation, classification, inference, and verification. Teaching science through inquiry allows the child to manipulate and. control phenomena-directly in a way that requires explanations for observed inconsistencies. As Gagne (1963) has said, what it is (inquiry) is a set of activities characterized by a pro, solving approach, in which newly encountered phenomena becei-ae a challenge for thinking. Referring to Buchman Butts and Jones (1967) have said, has analyzed in depth how inquiry is conducted by the Elementary School child. He has stated that in inquiry into a problem situation, a child (1) searches, (2) processes data, (3) discovers, (4) verifies. Butts and Jones ( 1967) themselves say, These five activities (searching, processing data discovering, verifying, assimilatingaccommodating) arey OPeq4X1 for a model of inquiry. There are a great many different ways of classifying these processes, ranglng from the classical scientific method to descriptions of critical thinkingand problem solving. Havin and discover relationships in science children inquire predicated upon the idea that they are acquiring certain skills as well as conten Most of the current el mentary school science projects emphasize inquiry, and stress the importance of the acquisition of skills by the children which will enable them to coll ct and process information leading to the evaluation of hypotheses. The child should be then proceed to able to perform able to attempt explanations for phenomena, and evaluate his explanations. The child should be such skilTh as observation, inference, classification, prediction, hypothesis for ation, verification,-and evaluation of hypotheses. To a considerable degree, the success with which a child can solve problems or process information depends upon his level of proficiency with these and other skills. The child must not simply create able to eValuate its feasibilitv The developmental ps chology the active interactions of stude an explanation, but should be or suitability as well. of Piaget (1964) also emphasizes ts in the learning process. Plaget also stresses the importanoe of peer interaction throughout the entire learning Process, as well as maximizing the direct ex periences of students with phenomena. Bruner (1967) also believes that students both with the be direct and should be active in the learning process interacting phenomena and with other _students. xperience should concrete at first, gradually becoming and symbolic as their abilities develoD. Suchman (1964) has incorporated many of the ideas of Piaget more abstract and Bruner into his student is an etort DLIDLIE,..)._aneritPro-rram for science. The encouraed to experiment and work with materials in -solve problems or a. observed incons onSIStendie .-:_thatoccur. -These.

How Can Language Schools Enhance the Professional Relevance of the Translator?

Some of the problems involving education and the employability of translators are discussed here. (1) The selling of translation, when compared with the more marketable skills in areas such as accounting, physics, etc., is an issue in the translator's employability. It is more difficult for a to measure quantitative contributions to a corporation. It is the responsibility of schools to demonstrate translators' monetary value to prospective employers and to prepare students to use quantitative tools to prove their effectiveness. (2) Interaction between education and industry can further the process of giving quality education. A liaison between faculties of schools and sciences and the industrial staffs of companies that may need translation could assign outside professionals as part-time teachers to give students a view of developments in business and technology. (3) Acquaintance with modern tools of communication, such as overhead projectors, microfiche, automatic typewriters, remote time-shared computer terminals and automatic information processing systems, is necessary for the translator. The education field has been slow to recognize and teach about these developments, but some affiliation with departments of computer or information science would be helpful in establishing communications curricula for translators. (CHK) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. * *********************************************************************** U S PAINT OF HEALTH. EDUCATION WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS SEEN REPRO. +'DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN. ATING IT POINTS OF VIEW OR OPINIONS STATED 00 NOT NECESSARILY REPRE. SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY -PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL SY MICRO. FICHE ONLY HAS EEN GRANTED BY How Can Language Schools Enhance the Professional Relennwe of the by Erhard Lippmann I would like to discuss some of thc present and potential problems which I see at the intersection of education and employability of translators. Some suggestions for the resolution of these problems, based on my personal experience, will be made; there may well be more congruous solutions which have escaped my notice at this time. The principal purpose of this paper is to draw the attention of those responsible for the education of translators to a set of issues which currently seems to be of significance to many people in the translation field. It is hoped that a discussion of those issues will be of use to the educators in assessing some of their future plans and practices. At the outset let me define the terms language schools, professional relevance, and translator as they are to be understood in this paper: (a) language school refers to an institution of higher learning or a department thereof concerned with the theoretical and practical training in the art, craft and science of translation; (b) professional relevance is intended to be taken as a sensitivity to better and more career opportunities in today's changing world of international communication, commerce, teaching and technology; (c) translator primarily denotes a neophyte wishing to pursue a commercial or scientific/technical career. The set of issues is tripartite: the selling of translation, the interaction between education and industry, and the acquaintance with modern tools of communication. The discussion of each issue will comprise a brief description, a suggested solution, and a case in point. Although the issues are stated individually, they are fundamentally intertwined. 1. The Selling of Translation

A Metatheory for Black Communication

In devising an inventional scheme for considering black communication behavior with possible implications for a more general theory, four constituents must be considered: frame of mind, scope of context, structure of code, and delivery of message. The concepts of rhythm and styling seem indicative of the black frame of mind, while the contextual scope of black language and communication is contained within the characteristic practices resulting from a special experience, environment, and heritage. Three components to code structuring in black American rhetorical behavior include a lyrical quality, vocal artifact, and indirection (a circuitous manner of approaching the central issues of a subject). In the delivery of a speech, a prime consideration is the impact it will have upon the audience, so that a black speaker is sensitive to the situation and to the audience. There is a need to accept these constituents of black communication patterns to enable the concept of language in American society to be extended. (JM) U S DEPARTMENT OF HEALTH, EDUCATION WELFARE NATIONAL INSTITUTE EDUCATION THIS DOCUMENT HAS BEEN REPRO OUCED EXACTLY AS RECEIvtiO FROM THE PERSON OR ORGANIZATION ORIGIN AT 'NG IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT 01 F iCiAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY A METATHEORY FOR BLACK COMMUNICATION

Adele Parot: Beacon of the Dioclesian Lewis School of Gymnastic Expression in the American West

In the late 18001s, Dioclesian Lewis developed and introduced into the schools his concept of physical education. Dr. Lewis thought in terms of preventing illness and maintaining bodily strength and health through physical fitness. His new were based on programs of exercise movements. Employing aight equipment suitable for use by women and children, he created a system of calisthenics centered on the development of flexibility and grace of movement, rather than strength..These gymnastics could be performed in the school room and did not require large areas of space. He founded the Normal Institute for Physical Education in Boston where teachers of physical education were trained. als students spread out through the United States and foreign countries introducing the philosophy of a sound mind in a sound body to students and other teachers. One student of his, Adele Parot, carried his teaching to California. She was instrumental in bringing about California's legislation,for mandatory physical education in the state's public schools, ihe first legislation of its type in the United States.-(JD) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS)..EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original.. * *********************************************************************** ADELE PAROT: BEACON OF THE DIOCLESIAN LEW/S SCHOOL OF GYMNASTIC EXPRESSION IN THE AMERICAN WEST 00 CO ROBERT KNIGHT BARNEY CT% UNIVERSITY OF WESTERN ONTARIO C\J LONDON, ONTARIO r-4 1=3 Introduction In the late summer of 1878, high on a mountainside in the heart of California's magnificent Yosemite country, a bdarded, robust-appearing man, accompanied by a somewhat diminutive, fragile-like lady, sought a campsight for the night on)the_edge of a mountain meadow, a pristine pasture bathed in the shadows and beauty of the gathering twilight.* For a considerable period of tithe, on both foot and horseback, the couple had been exploring the mountain wilderness areas, losing themselves for a brief moment in one's life from the fetters of their far wmay, long acknowledged, home environment of New England, an environment becoming increasingly unwholesome due to the concerns of job, urban residence, and the progressive encroachment of technology and industry. The time for their return to such concerns was drawing ever nearer as their Sabbatical into the West was rapidly coming to a close. But for now, their thoughts were preoccupied with the magnetic qualities of the envisioned campfire, the evening's repast, and pleasant conversation with old friends. Earlier that summer day they had, met a lone, oxen-pulled prairie schooner carrying a frontier family bent on migrating to other parts. To the bearded man and his wife an * A research paper presented at the first annual symposium -.:.z of The North American Society of Sport History, The Ohio State -, University, Columbus, Ohio, May 26, 1973. 0 q.. Nib B. 2 U.S. DEPARTMENT OF HEALTH. EDUCATIONS WELFARE N4TIONAL INSTITUTE OF ....,41EDUCATION THIS DOCUMENT HAS SEEN REPRODUCE0 EXACTLY AS RECEIVED FROM I THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED 00 NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY.

Individualizing Foreign Language Instruction

EDRS Price MF-$0.65 HC-$9.87 Administrator Attitudes, Classroom Techniques, * Conference Reports, Cost Effectiveness, Curriculum Development, Educational Accountability, *Educational Innovation, Educational Psychology, Fles, Group Instruction, *Individualized Instruction, Instructional Program Divisions, *Language Instruction, *Modern Languages, Performance Contracts, Student Attitudes, Teacher Education, Teaching Methods These conference proceedings contain addresses and comments of some 42 participants. Papers are grouped in three major sections: (1) the status of individualized foreign language instruction today, (2) small-group presentations, and (3) viewpoints on change. The papers cover a wide variety of topics including a review of the state-of-the-art, student attitudes, curricular planning, administrative perspectives, FLES, testing, accountability, psychological factors, group work, contracting, teacher training, programed materials, developing proficiency in speaking, material adaptation, role of hardware, grading and credit, and bilingual education. Concluding remarks focus on the implementation of change in the foreign language classroom and a student's reaction to the conference. A list of participants and a program schedule are included. (RI) U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. FINAL REPORT .:ONTRACT NO. OEC-0-71-2410(823)

The Impact of a National Data Center On Individual Privacy

.. Privacy is defined and its various social implications. discussed in the first part of this paper..The effect of 'a National Data Center (NDC) and computeri ed dossiers about people and their past is also considered. It is de ermined that,a computerized information system would fires t at least four distinct problems to individual identity or self-image. First, a person's self-identity may either be reinforced if the information agrees with tie individual's perception, or it may conflict if the 'information is not in agreement or inaccurate. The second problem involves the extent an individual may rely on his files in constructing his self-identity. The third problem inherent within the schemata to develop a NDC is the depersonalizing effect associated with the use of computers. The fourth crises to personal identity would be presented by the capability,of computers to perform inferential relational retrieval and interpretation. Reasons which haye been cited as justification of the need and benefit of constructing a NDC are also considered, including McLuhan's attitude toward privacy as presented in his theory of the Global Village. (LL) *******************************,************************ *************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to.obtain the best copy available. Nevertheless, items of marginal * * repioducibility are often encountered and this affects the quality * * bf the microfiche'and hardcopy reproductions ERIC makes available * * via the ERIC Document .Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS,are the best that. can be made from the original. * 0 **ww**************************************************************** 0 THE IMPACT OF A NATIONAL DATA CENTER ON INDIVIDUAL PRIVACY by Robert Sutton U S OEPARTMENT OF HEALTH. EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OF VIEW OR OPINIONS STATE() DO NOT NECESSARILY REPRESEW OFFICIAL NATIONAL INSTITUTE OF 'EOUCATION POSITION OR POLICY 0 'The computer, with its promise of a millionfold increase in man's capacityto handle information, will undoubtedly have the most far-reaching socj,a1 consequences of any contemporary technical development. The potential for good in the computer, and the danger inherent in its misuse, exceed our ability to imagine.... We have actually entered a new era of evolutionary history, one in which.rapid change is a dominant consewence. Our only hope is to understand the forces at work and to take advantage of the knowledge we find to gu,ide the evolutionary process.1 --Dr. Jerome B. Wiesner, former Science Advisor to President Kennedy. * ' The advent of a new technology has always meant hoV-1 promise and peril to mankind. Technological inno 9,tion has presented the,opportunity for either social development or d gtruction. And so it with the impending ssreation of comfputerized comm ication and informat' n retrieval systems. The impetus for this investi -tion was a recognition of the profound consequences data banks wo d have upon society and the individual, especially in-th!e ea o rivacy. Already,the growing pains are being felt 'and have giN. n, to numerous essays,reports, research projects and government hea gs investigating the relationshipO,f computer,data banks with individual liberty And privacy. The major question to addressed in this particular paper are: 1) What effec at Data Center (NDC) have upon individual privacy; and 2) What kln of measures are availabl and appropriate to control and direct the use of a NDC? Several the areas will, of,necessity, be discussed in the course of responding to the ove, questions: 1) What is privacy with regard to the individual and society ,_2) What is the nature of computer:zed data systems and the forces actuatintheir growth; and 3) What-is the al status of privacy and what sort of 16gal restrictions or regulatiOns accommodating? The' Individual and Social ments of -Privacy The term pr vacy, as %./,' ls rea ily seen, has a number of'dimension \3 that make it difficult t to be pre Ise. Edward Shils defines privacy as a P sero-relationshiP'..between tWb persons, or two groups, or between a group (10 anda person...within contexts in which.:.interaction, communication, or

I.t.a. revisited

i.t.a. revisited

The role of the association in recognition memory.

MF-$0.65 HC-$3.29 *Association (Psychological); Cognitive Processes; College Students; Criteria; Educational Research; *Memory; *Paired Associate Learning; Reading; *Recall (Psychological); *Word Recognition The purpose of the eight experiments was to assess the role which associations between two words played in recognition decisions. The evidence on weak associations established in the laboratory indicated that association was playing a small role, but that the recognition performance on pairs of words was highly predictable from frequency information. However, the use of strongly associated words indicated that the strength of the association per se was not a critical variable in recognition performance. A post hoc expansion of frequency theory was proposed. Some unexpected findings included criterion differences in making frequency judgments as compared with recognition decisions, and criterion differences in recognition tests on homonym pairs as compared with other classes of word pairs. (Author) U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY THE ROLE OF THE ASSOCIATION IN RECOGNITION MEMORY

Passing Scores and Test Lengths for Domain-Referenced Measures

U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. Procedures for establishing standards and determining the number of needed in criterion-referenced measures are reviewed. The discussion of setting a passing score is organized around five factors: performance of others, item content, educational consequences, psychological and financial costs, and measurement error. Classical test theory, binomial, and sequential models IC) for determining test length are considered. 0 An illustrative table relating test length, proficiency standard, and required accuracy is provided. c.6.) FILMED FROM BEST AVAILABLE COPY'. In recent years there has been much attention given to criterionreferenced measures which relate test performance to absolute standards rather than to the performance of others. Popham and Husek (1969) provide a neadable account of the differences between such measures and the more traditional norm-referenced tests. The purpose of this paper is to synthesize much of the literature on establishing standards and determining the number of needed in criteriOn-referenced measures. This paper is written from the following perspective. A domain (i.e., population) of dichotomously scorable test items is conceptualized. This population of need not actually exist. Mat is important, though, is that it is described well enough so that a relatively high degree of agreement can be reached about which kinds of are or are not members of the population. In practice, only a reasonably representative sample of is required. 2 The of a domain may be heterogeneous in content, form and difficulty. In practice, however, they should be measures of a limited number of skills and knowledges so that it makes sense to establish a single proficiency standard. Of interest is the proportion of such a student can pass. It is assumed that some educational decision, e.g., the nature of subsequent instruction for the student, is conditional upon whether or not he exceeds a proficiency standard when administered a sample of from the domain. Thus, attention is directed toward the individual examinee and his performance relative to the standard rather than toward producing indicators of group performance.

Teachers' and observers' perceptions of causality for a child's performance.

This study investigated how a child's level and pattern of performance affected teachers' perception of the cause of the hild's performance and teacher's evaluation of the child and his characteristics. Pairs of either teachers, student teachers, or education students participated in the study, accepting the role of participant or observer. The participants taught a fifth grade student a mathematics lesson for three 5-minute trials, while the observer watched the participant during-her task. Data from 108 subjects were subjected to analysis of variance. The results provided some support for the presence of ego-relevant attributional biases in teachers. In some instances participants appeared to show ego-defensive biases, while in other cases, participant responses were identical to those of observers. Participants sometimes appeared to be trying hard to be non-biased and to avoid ego-protecting or enhancing attributions. This study observes the interaction of the participant and observer, to find who influences whom. Further research is needed to assess the influence of other persons upon teachers. Included in this study is a ten-item bibliography and appendixes with testing instructions, post-experimental and post-trial questionnaires, and lessons. plalq U.S, DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OE ECM. CATION POSITION OR POLICY, FINAL REPORT Grant No. 0EG-9-70-0065-0-1-031 TEACHERS' AND OBSERVERS' PERCEPTION OF CAUSALITY FOR A CHILD'S PERFORMANCE Linda J. Beckman Neuropsychiatric Institute Center for the Health Sciences University of California Los Angeles, California 90024

Correlates of the perception of occupational prestige.

Measures of the perception of occupational prestige and vocational maturity of 313 high school students representing grades 9 through 12 were investigated together with variables: father's occupation, occupational choice, grade level, age, intelligence, verbal and non-verbal abilities, and reading and math achievements. Significant correlates of the perception of occupational prestige, showing no sex differences. were vocational maturity (p<.001), educational level associated with father's occupation (p<.01), educational level required for the occupation chosen by the student (p<.001), IQ (p<001), verbal ability `p<.001), non-verbal ability (po.:01), reading etra tri-A rtclae(,eryein4(1)<001) achievement (p<.001). There was no correlation, however, between the pertetion of occupational prestige and grade level or age indicating that the perception of occupc-tional prestige hierarchy must have been established much earlier in childhood, at least by grade 9 or 13 years of age. Data on vocational maturity as measured by the Crites Vocational Development Inventory Attitude Scale are also presented and discussed. U.S, DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. Paper presented to the 1973 Annual Meeting of American Educational Research Association; New Orleans, February 27, 1973. FILMED FROM BEST AVAILABLE COPY CORRELATES OF THE PERCEPTION OF OCCUPATIONAL PRESTIGE The individual's perception of occupational prestige hierarchy may be viewed as the strength of affective responses, positive or negative, he attaches to occupations. The perception of occupational prestige hierarchy as a variable (measured in terms of accuracy or lack of it using as the criterion a national norm established by the 1;ational Opinion Research Center in 1947) has been found to be significantly associates with counseling seeking behavior (Tseng and Thompson, 1968), motivational factors including the motive to approach success and the motive to avoid failure (Tseng and Carter, 1970), socio-economic status (Tseng, 1971), and persistence in school (Tseng, 1972). Vocational maturity is a complex multi-dimensional construct. Super and Overstreet (1960) reported six indicies of vocational maturity which seemed to have construct validity. The indicies were concerned with choice, acceptance of responsibility specificity of information, specificity of planning, extent of planning, and use of resources. According to Cribbons an.:::,ohmes (1964) e4tt Tatiables .,,,n7t.c.1:511ted to readines5 for vocatinO.A' vere-fact-ors_im .1.1=e factors in occupational choice, ,ferbalized strewxhs and weeknessgas, accuracy -,17 self-appraisal evidence of self-ratings, interests, values and independence of choice. Crites (1969) advanced a model of vocational maturity with four dimensions consistency of vocational choice, wisdom of vocational choice, vocational choice competencies, and vocational choice attitudes which subsume eighteen variables. In validating a scale for the measurement of the maturity of vocational attitudes (vocational choice attitudes) in adolescence, Crites found that verbally expressed vocational behaviors matured with increasing age during adolescence (Crites, 1965). Within the framework of viewing vocational choice as a process of longitudinal vocational decision-making that takes place throughout the period of adolescence, the

A Multitrait-Multimethod Model for Studying Growth

EDRS Price MF-$0.65 HC-$3.29 Analysis of Covariance, Analysis of Variance, Correlation, *Factor Analysis, *Factor Structure, Hypothesis Testing, *Mathematical Models, *Mathematics, *Personal Growth, Statistics The logical structure of the Campbell and Fiske multitrait-multimethod approach is applied to the problem of studying growth and its determinants. The resulting model is a special case of Joreskog's general model for the analysis of covariance structures. The relationships of traditional psychometric formulations to this model are detailed. (Author) U S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE DF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT POINTS DF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY A MULTITRAIT-MULTIMETHOD MODEL FOR STUDYING GROWTH Charles E. Werts, Karl G. JOreskog and Robert L. Linn This Bulletin is a draft for interoffice circulation. Corrections and suggestions for revision are solicited. The Bulletin should not be cited as a reference without the specific permission of the authors. It is automatically superseded upon formal publication of the material. Educational Testing Service Princeton, New Jersey March 1971 RB -7i -1-

Objectives-Based Management Strategies for Large Educational Systems

This speech analyzes the critical ingredients of an objectives-based management system for (1) goal determination--decisions regarding the direction of the educational enterprise; (2) progress monitoring--the formative evaluation of the system's enroute success in attaining its goals; and (3) output appraisal--the summative evaluation of the system's effectiveness. Several empirical studies, conducted by UCLA and the Instructional Objectives Exchange, are reported insofar as they bear on these three phases of large scale educational management. (Author) A presentation in a symposium, Perspectives on Management Systems Procedures in Education, given at the annual meeting of the Amer.idan Educational Research Association, April 3-8, 1972, Chicago, Illinois. U.S. DEPARTMENT OF HEALTH. EDUCATION 6 WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFACIAL OFFICE OF EDUCATION POSITION OR POLICY. f.N.1 OBJECTIVES-BASED MANAGEMENT STRATEGIES FOR LARGE EDUCATIONAL SYSTEMS W. James Popham University of California, Los Angeles There is an apparent defect in human nature which disinclines us to subject any enterprise to careful scrutiny until we sense it is in some way defective. Without debating whether this failing stems from original sin or is merely an acquired shortcoming, there is little doubt that we are currently witnessing the results of this tendency in the field of education. American citizens in increasing numbers have become disenchanted with the quality of our educational system, and the magnitude of this disenchantment has now passed the critical point, so that rhetoric no longer satisfies and corrective action is being demanded. The problem facing us now is easier to articulate than to answer, namely, How should we go about promoting improvements in the educa-

Effects of sex and birth order on sex-role development and intelligence among kindergarten children.

Laosa, Luis M.; Brophy, Jere E. Eftects of Sex and Birth Order on Sex Role Development and Intelligence in Kindergarten Children. Texas Univ., Austin. Apr 71 25p. ; Speech given before Southwestern Psychological Association Annual Convention (17th, San Antonio, Tex., April 29 May 1, 1971) Dr. Jere Brophy, Dept. of Educational Psychology, Univ. of Texas, Austin Tex. 78712 EDRS Price MF-$0.65 HC-$3.29 Children, Individual Differences, *Kindergarten Children, Role Perception, *Sex (Characteristics), *Sex Differences, Social Development, *Social Differences, *Socialization The authors investigate MacDonald's (1969) hypothesis that a sex by birth order interaction should be observed in measures related to sex typing. Since first borns are more thoroughly socialized, MacDonald reasons, and since parental expectations differ according to the child's sex, then first born boys and girls on sex typed variables. Forty-seven male and 46 female white, middle class, kindergarten children were measured on numerous sex typing indices: (1) a modified version of Brown's It Scale; (2) Draw-A-Person; (3) Toy preferences; (4) Game Preferences; (5) Occupational Preferences; (6) Sex Role Adoption Ratings; (7) Sociometric Play Observations; (8) Child's Perception of Parental Dominance and Power; (9) Primary Mental Abilities; and (10) Peer Preferences. Hypothesized birth order differences were not observed for measures of sex role orientation, adoption, and preferences. Significant sex by birth order actions were observed on several less crucial measures. A modification of the hypothesis is thus suggested. (TL) EFFECTS OF SEX AND BIRTH ORDER ON SEX ROLE DEVELOPMENT AND INTELLIGENCE IN KINDERGARTEN CHILDREN1 Luis M. Laosa and Jere E. Brophy The University of Texas at Austin U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY Footnote ( To Title) 1 The authors wish to thank teachers Mary Elder, Jo Ann Williamson, and Robert Williamson for their willing cooperation and help. Appreciation is also extended to Bitsy Brumage, Carolyn Evertson, Susan Florence, Dr. Dwain Hearn, Sylvia Hearn, Peter Jennings, Doug Kleiber, and Kellyn Rosier for their assistance in data collection, data analysis, and manuscript preparation. Dr. Henry Biller's help in providing test instruments is also gratefully acknowledged. This report is an expanded version of a paper read at the annual meeting of the Southwestern Psychological Association, San Antonio, Texas, April, 1971. Requests for reprints may be addressed to Dr. Jere Brophy, Department of Educational Psychology, University of Texas, Austin, Texas 78712.