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Jayatilleke, Raja, Comp.Alternative Schooling. ERIC/CUE Capsule BibliographySeries, Number 2. August 1976.Columbia Univ., New York, N.Y. ERIC Clearinghouse onthe Urban Disadvantaged.National Inst. of Education (DHEW), Washington, D.C.3Aug 76400-75-000827p.Institute for Urban and Minority Education, Box 40,Teachers College, Columbia University, New York, N.Y.10027 ($0.50)

ME-10.83 HC-$2.06 Plus Postage.*Alternative Schools; *Annotated Bibliographies;Community Schools; *Educational Alternatives;Educational Innovation; Educational Resources;Elementary Secondary Education; Ethnic Groups;Experimental Schools; Freedom Schools; *MinorityGroups; *Reference Materials; Resource Materials;*Urban Education

This is the second of a series of CapsuleBibliographies on current issues on urban and minority education. Itis a selection from a computer search using suitable descriptorsmatched against a standard Educatiwaal Resources Information Center(ERIC) Clearinghouse profile for urban and minority concepts. Suchdescriptors (subject headings) as freedom schools, alternativeschools, community schools, educational alternatives, educationalinnovation, and experimental schools are used to encompass theconcept of alternative schools. The bibliography covers materials inthe ERIC system through July 1976. The cited items are arrangedexactly as they have been printed out by computer. Citations are indescending order of ERIC number. Documents follow the journalarticles in the bibliography. A categorized index to the referencesis provided. (Author/AM)

***********************************************************************Documents acquired by ERIC include many informal unpublished

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ERIC/CUE CAPSULE BIBLIOGRAPHY SERIES

Number 2, August 1976

ALTERNATIVE SCHOOLING

Compiled by

Raja Jayatilleke

U.S. DEPARTMENT OF HEALTH.EDUCATION %WELFARE

NATIONAL INSTITUTE OFEDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN-ATING IT POINTS OF VIEW OR OPINIONSSTATED 00 NOT NECESSARILY REPRE-SENT GFFICIAL NATIGNAL INSTITUTE OFEDUCATION POSITION OR POLICY

ERIC CLEARINGHOUSE ON URBAN EDUCATION

Teachers College-Columbia University - New York, N.Y. 10027

This bibliography is one in the ERIC/CUE Capsule Bibliography Series produced by

the ERIC Clearinghouse on Urbon Education under contract 400-75-0008 between

the Notional Institute of Education (DHEW) and Teachers College, Columbia Uni-

versity. Additional copies will be available from:

ERIC Document Reproduction ServiceP.O. Box 190Arlington, Virginia 22210

Its ED identification number and full ordering instructions will be found in Resources

in Education, the monthly ERIC abstract journol or con be obtained by contocting

ERIC/CUE.

Copies are also available from the Institute for Urban and Minority Education, Box

40, Teachers College, Columbio University, New York, New York 10027, for $0.50

each.

The ERIC Clearinghouse on Urban Education is part oF the Institute For Urban and

Minority Education (IUME), on agency for human resource development and school

orgonization improvement in the nation's cities. Founded in 1973, the Institute is

sponsored by Teachers College, Columbia University, New York, New York 10027.

3

INTRODUCTION

This is the second of a series of Capsule Bibliographies on current issues in urban and

minority education. It is a selection from a computer search using suitable descriptors

matched against a standard Clearinghouse profile for "urban and minority" concepts.

Such descriptors (subject headings) as freedom schools, alternative schools, community

schools, educational alternatives, educational innovation, and experimental schools

were used to encompass the concept of alternative schools. The bibliography covers

materials in the ERIC System through July 1976.

Journal articles, identifiable by the "EJ" prefix to their ERIC number, ore not available

through the ERIC system, but may be read in many public or college libraries. Other

cited documents, identifiable by their "ED" prefixes, are avc:iable through the ERIC

system, exrept where a statement to the contrary is noted; alternate sources of avail-

ability are then found in the citations. r complete availability statement, please see

page iii.

The cited items are arranged exactly as they have been printed out by computer: cita-

tions are in descending order of ERIC number, and documents follow the journal articles

in the bibliography.

A categorized index to the references is provided on page iv.

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5

INDEX(by citation number)

Alternative Schools 2,5,15,26,28,33,34,35,39,40

American Indians 7,8,9,11,16,24,29,32,33,37,38,42,44,46,48,52,54,55

Bilingual Education 6,26,30

Chinese Amerkans 35

Community Schools 0,9,11,12,22,29,39,43,44,48,52,55

Educational Alternatives 1,2,3,7,25,27,30,34

2,13,17,18,31,36,43,47,56,58Educational Innovation

Elementary Education 10,32,33,37,38,41,45

Experimental Schools 8,14,16,20,23,24,28,42,50,51,53,54,58

Freedom Schools 57

Higher Education 16,21,27,31,34,41,43,48,49

Mexican Americans 12,15,16,26,30,34,40

Middle Schools 22

Migrant Education 46

Negro Education 2,3,39,41

Puerto Ricans 27

Reading Instruction 1

Secondary Education 5,19,20, 28,53

Youth Programs 25

1E021849 TM501744Dialect and Reading: A Review of Alternative SolutionsSamervill, Mary Ann Review of Educational Research; 45: 2;

247-62 Spr 75Descriptors: *Reading Instruction/ *Negro Students/

*Educational Alternatives/ *Norstandard Dialects/ *ReadingDifficulty/ Reading Materials/ i:cademic Achievement/ TeacherAttitudes/ Disadvantaged Youth/ Primmry Education

Identifiers: 'Black EnglishChildren who speak Black English may have difficulty in

acquiring reading skills because of negative teacher attitudesabout their dialect and because of inappropriate initialreading material. Although some solutions have been suggested.few have been investigated. (BJG)

2E018523 U0503612Educating Alienated Irner-City Youth: L25Sone from Ihs Street

AcademiesLevine, Daniel U. Journal of Negro Education: 44: 2:

139-148 Spr 75Descriptors: *Alternative Schools/ *Educational Alternativs/

*Urban Education/ *Educationally Disadvantaged/ *EducationalInnovation/ Instructional Innovation/ Educational Change/Dropout Programs/ Community Schools/ Humanistic Education

In order to try to explain We success of street academies.descriptions of such schools from both the popular andprofessional literature are used to develop an analysis oftypical program characteristics: suggest less obvious possiblereasons for success which are usually not cited and speculateon one global program characteristic tnat may be critical foreffectiveness: a commitment to a humanistic concern for theindividual as a unique person. (EH)

47E013479 UD503440From Relevance to Excellence: The Challenge of Independent

Black Education InstitutionsWeusi. Jitu Black Books Bulletin: 2: 3 8 4: 20-23 W 74Descriptors: 'Relevance (Education)/ *Negro Education/

*Educational Alternatives/ *Black Power/ *African AmericanStudies/ Black Community/ Community Control/ Negro Institutions

It is necessary to shift our concerns from establishing blackindependent schools that are relevant ;sod temporary todeveloping institutions that Ill] become excellent andpermanent forces in the struggle bleak liberation. (EH)

4E013477 UD503438The Need for a Pan-Afrikanist Alternative to the Street

InstitutionPerkins. Eugenio Black Books Edllctin: 2: 3 8.4: 8-11

74

5

Descriptors: *Afv.ican American Studies/ *EducationalAlternatives/ *Negro Youth/ ',6'routh Programs/ NonformaiEducation/ Urban Youth/ Community Education/ EducationalAnthropology

While the streets provide the basic orientation to life forthe ,black child, the curriculum Is essentially self-defeating.New alternatives must be provided for black youth, organizedaround Pan-Afrikan concepts of social traditions and family.aiming to facilitate youth's tr..naltion to true adulthood. (EH)

EJ109932 5E512512An Alternative Education Experience: A Workable Prograt. for

Science in Large-City Schools for the DisadvantagedKahle, Jane 8.: And Others Science Teacher: 41: 9: 44-48

Dec 74Descriptors: -Alternative Schools/ *Disadvantaged Youth/

*General Science/ 'Secondary School Science/ AutoinstructionalPrograms/ Flexible Scheduling/ Instruction/ Individualizedinstruotion/ Program DescrlotlonsIdentifiers: MinicoursesDescribes a program for teaching scienCe. In inner city

Chicago. organized around modules or mintcourses geared tononacademic students. The individualized.instruction of thisalternative approach helped overcome student absenteeism aswell as achievement level differences. (8F1)

7

6 EJ105810 EA505351'La Escuelita' Bilingual SchoolZirkel. Perry A.; de Castejon. Sandra School Management;

18: 8. 16-17.19.27 Oct 74Descriptors: *Bilingual Schools/ *Community Schools/

*Curriculum/ *Program Descriptions/ *Spanish Speaking/Bilingual Education/ Elem ntary Schools

In Hartford. Connecticut. the Ann Street Bilingual CommunitySchool provides specialized services to over 300Spanish-speaking students from preschoolers to parents.Describes the school and its programs. (JF)

ir EJ103051 RC501556CICSB Urges More Control at Local LevelsEducation Journal of the Institute for the Development of

Indian Law: 1; 8: 7-12 Apr 73Descriptors: 'American Indians/ *Boards of Education/

Commuqity Control/ 'Educational Alternatives/ Educational'

Oevelopment/ Organizations (Groups)/ Program Descriptions/ Self ;D;rected Groups/ School Community Retationship/ Success Factors'

Identifiers: *Coa:ition of Indian Controlled School Boards/CICSB

The Coalition of Indian Controlled 'School Boards wasorganized in 1971. forming an alliance of Indian schools whoshared common educational concerns. The Coalition stand hasproved that the most effective way to successfull improveeducation for American Indians is to place tne control anddecision making power in the hands of Indian people. (KM)

EJ090359 RC501461Let Us Tell You Something about our School (Our School..Ramah

High School)Weewish Tree; 2: 5: 21-2 Mar 74Descriptors: *American Indians/ *Experimental Schools/ 'High I

Schools/ *Self Directed Groups/ Chlldrens Books/ EducationalObjectives/ History/ Individual Power/ Modelt

Identifiers: kamah Navajo High SchociThe article describes Ramah Navajo Hign School (New Mexico),

the first secondary school in the nation owned by AmericanIndians. (1(M)

El EJ093431 RC501415An Alternative to FailureFitzgerald. Paul: Davis. Thomas Journal of American Indian

Education: 13; 2: 1-3 Jan 74Descriptors: 'tmerican Indians/ 'Community Schools/

'Edu..lational Philosophy/ 'School Community Relationship/Cultural ConteXt/ Dropout Prevention

Identifiers: *WisconsinThe develop ent of e community school in Menominee County

(Xishena. Wisconsin) 1:1F., described. (FF)

10. E1092699 E4504656Creativity in the Oppn ClassroomPetrie. Ann: Wallenstein, Barry Impact on Instructional

Improvement: 9: 2: 14-21 74Descriptors: 'Creativity/ *Open Education/ 'Creative Writing/

*Minority Group Children/ Urban Schools/ Poetry/ OralExpression/ Draml/ Elerentary School Students

Focuses on the role of consultants from the school of liberalarts in the Training Trainers of Teachers process at CityCollege in New York City to several New York City elementaryschools. Triple T is a federally funded project intended toprovide models for reform in the content and structure ofteacher education, as well as reorganize and improve theelementary school classroom teaching and learning environment.(Author)

tolEJ089463 EA504480Phoenix Indians Adopt Community EducationLittle. Vincent: Rummell, Larry Community Education

Journal: 4: 1: 18-19.62 Jan-Feb 74Descriptors: 'Community Education/ *American Indians/

*Community Schools/ Urban Education/ Program Development/Community Involvement

Identifiers: Phoenix/ ArizonaDescribes the development of a community education program

for the urban Indian population of Phoenix.. ON)

1.4

13

EJ089461. EA504478Douglas Community SchoolCampbell, Tom Community Education Journal; 4; 1: 12-15

Jan-Feb 74Descriptors: *Community Education/ *Community Schools/

*Scol Community Programs/ *Mexican Americans/ SchoolCommunity Rolationshi P/ Community Involvement/ Adult Education

Identifiers: Douglas/ ArizonaA short, functional dialogue about two Mexican-Americans and

an adult community education orogram in Douglas. Arizona. InSpanish with an English translation. (Author/DN)

EJ085522 AA516731The People Place"

Educational Leadership; 31: 1: 65-9 Oct 73Descriptors: *Ethnic Studies/ *Ethnic Groups/ *Educational

Innovation/ Ethnology/ Cross Cultural Studies/ Ethnic Relations/ Sociocultural Patterns/ Cultural Images

Article de.cribes the Ethnic Studies Center of the RichmondPublic Schools. which was established by the funding of theU.S. Department of Health. Education. and Welfare's EmergencySchool Assistiace Program. (GB)

14E11080185 CS70S250Thoughts After Two Years at LivingstonZemelman. Steven College English: 34; 4; 511-24 Jan 73Descriptors: *Experimental Schools/ *College Curriculum/

*Minority Groups/ *Teacher Attitudes/ Eng)ish Instruction/Student Attitudes/ College Teachers

Identifiers: Livingston College/ Rutgers UniversityThe author describes the strengths and weaknesses, successes

and failures of the experimental curriculum and heterogeniroUSstudent body at Livingston College. (MM)

15E:J078500 EM503315Education of the Culturally Different Chicano: Public Schools

vs. Alternative SchoolsArmes, Jose Educational Resources and Techniques: 12: 2:

21-23 Sum 72Descriptors: *Alternative Schools/ *Cultural Factors/

*Educational Change/ *Educational Problems/ *Mexican Americans

1 OEJ070523 HE503761DOU Their Own Place in the SunJanssen. Peter Change: 5: 1: 45-48 Feb 73Descriptors: American Indian Culture/ *Disadvantaged Groups/

*Ethnic Groups/ 'Experimental Schools/ *Higher Education/Mexican Americans/ *Open Enrollment

DOU in an unique higher learning enterprise wsdeled byAmerican Indians and Chicanos for Ameican Indian and Chicanostudents, (Editor/HS)

11rEJ065722 HE503423The New" Old WestburyLane, Earl Change: 4: 7: 22-23 Sep 72DescriPtors: *Academic Standards/ Educational Innovation/

*Educationally Olsadvantaged/ Experimental Colleges/ 'HigherEducation/ *Open Enrollment/ *Remedial ProgramsExperiMental college deals with the problem of maintaining

academic standards with an open admissions policy. (HS)

la EJ063042 UD501784Metapnors for Humanistic EducationJoyce. Bruce R. Culture and Educatioh: 4; 3; 10-16 F 72

Descriptors: 'Compensatory Education Programs/ "Counseling

Services/ *Culturally Disadvantaged/ *Educational Change/

*Educational Innovation/ Instructional /nnovation/ Social

C. ange

9

1 9 EJ061605 AA513258Innovation is Tradition in Mast HarlemResnik. Henry S. Saturday Review: 55: 34: 50-3

. Aug 72Descriptors: Educationaf Environment/ *Educational Innovation

/ *Educationally Disadvantaged/ *Junior High School Studenta/Negro Youth/ Participant Characteristics/ Program Dascriptions/Rem2dial Programs/ *Urban Education

Identifiers: Harlem4 husband-wife teach:raj team defios tho rulos of failure by

giving their students a chance to fight the system. (Eoitor)

2 (1 EJ059568 AA512876

A Diffirent Kind of High SchoolDeRosa. Frank Momentum: 3: 2: 32-9 May 72Descriptors: !Catholic High Schools/ *Compensatory Education/

*Disadvantaged Youth/ Experimental Schoolx/ Guidance Programs/Instructional Materials/ Parent Participation/ Student TeaCherRelationship/ *Urban Education/ Work Study Programs

Describes New Catholic High School in Brooklyn. N.V.. aninnovative school for inner city disadvantaged youth. (Mil

21.EJ058763 HE503244.he University Without WallsWatson. Goodwin Liberal Education: 58: 2: 222-25 May 72Descriptors: Admission Critoria/ *Disadvantaged Youth/

"Educationally Disadvantaged/ Equivalency Tests/ HigherEducation/ *Open Enrollment/ *Universal Education/ WorkExperience

2 4

2.0EJ038558 EA501571P... Atlanta Pioneers a Community School-Center. Complex

Penell, R. C. Community Education Journal; 1: 2; 28-36May 71

Descriptors: Community Education/ Community Programs/*Community Schools/ Community Services/ *Disadvantaged Youth/Federal Aid/ *Middle Schools/ *School Community Cooperation/Social Agencies/ *Urban Education

Identifiers: AtlantaA middle school. and 13 social service agencies comprise the

John F. Kennedy community school complex tn Atlanta, Georgie.(Author)

EJ034388 U0500895A New School for the CitiesMeeker. Robert J.: Weiler, Daniel M. Education and Urban

Society: 3: 2: 129-243 Feb 71DescriptorS: Community Involvement/ (*Disadvantaged Youth/Experimental Curriculum/ *Experimental Schools/ 'SchoolPlanning/ Senuential Learning/ -Sequential Programs/ 'Urban

Education/ Work StuOy ProgramsIdentifiers: System Development 'Corporation

24 EJ015297 U0500400What Rough Rock DemonstratesErickson. Donald A.: Schwartz. Henrietta Integrated Educ:

8: 2: 21.-34 70 Mar-AprDescriptors: Administrator Attitudes/ *American Indians/

Board Administrator Relationship/ Community Control/'Demonstration Proc.-8ms/ *Experimental Schools/ TeacherAttitudes

Identifiers: 'Navaho Reservation/ Bock Point ExperimentalSchool/ Rough Rock Demonstration School

Compares Rough Rock Demonstration School with three schoolsacministered by the Bureau of Indian Affairs (B.I.A.). andfinds that Bock Point. B.I.A.'s experimental school. hasacademic and dormitory programs definitely superior tO thenationally publicized programs at Rough Rock. (04)

1 0

25

2Q

ED119017 CE006618Youth Development Program Models: A Technical Assistance !

Pamphlet.Office of Economic Opportqnity. Washingtnn, D.C.Publ. Date: Oct 71 Not/: 106p.: cor rvlated documents. see

CE 006 438 and CE 006 619-621

Descriptors: Action Programs (Community)/ Business Skills/Community Resources/ Community Support/ Demonstration Programs/Demonstration Projects/ *Disadvantaged Youth/ *EducationalAlternatives/ Federal Programs/ Human Development/ *JobTraining/ Leadership Training/ Management Development/ Models/*Program Descriptions/ Youth Employment/ Youth Opportunities/*Ycrth Pro;rams

Identifiers: *Youth Development ProgramsThe publication mitains descriptinns of 20 Office of

Economic Dpportunity Youth Development Programs (YDPs). Theprogram models represent a cross-section of program emphases.Many involve multiple program or project areas which iLschar7cteristic of the YDP. As illustrated by tho models. oneT,ofthe basic aspects of the YDPs is that of coordinating andmobilizing resources and community support for th prognams.Each program description lists the following: name of theprogram, name and telephone number of a contact person. theCommunity Action Agency (CAA) associated with the program, andthe program emphasis. Information in paragraph form is provioedunder five main sections for each program: problems addressedby the program. program goals, background. program organization(description of youth councils and structure of the program)and financial and human resources. Additional information(financial statements, organizational charts, and programforms) is included for sums of the programs. (Author/MS)

ED118290e RC009949Educacion Alternative: On the Development of Chicano

Bilingual Scnools.Macias. Reynaldo: And OthersSouthwest Network. Hayward. Calif.Publ. Date: 75 Note: 81p.Available from: Nebraska Curriculum Development Center. .

Andrews Hall. University of Nebraska. Linct'n. Nebraska 68508'($1.001Document Not Available from EDRSDescriptors: 'Alternative Schools/ Annotated Bibliographies/

*Bilingual Schools/ Curriculum Development/ *EducationalAlternatives/ *Eoucational Development/ Elementary SecondaryEducation/ Financial Needs/ Language Planning/ LiteraturReviews/ *Mexican Americans/ Program Evaluation/ SchoolOrganization/ School Role ,

Identifiers: *ChicanosIntended to contribute to the furthering of the development

of alternative schools. this bock discusses various problemsand isst>es which arise in setting up culturebased, bilingualprograms. These include: (11 possible types of alternativeefforts at schooling. (2) questions which need to be consideredbefore setting up a curriculum, l3) curriculum development. (4)Chicano language/soeech and language planning in the school.(5) school organization. (6i training in the school. (7)financial costs and fund raising. and (8) program evaluationand documentation. The sociopolitical context of Chicanos andschools in the United States is discussed. Also included are:(1) a listing of followup readings. given at the end of eachchapter: (2) a 47-item annotated and selected bibliography ofmaterials pertaining to bilingualism lnd bilingual education.Chicano soeech. and Chicano education in general: and (3) apartial directory of Chicano alternative scnools and of ChicanoStudies Programs. iNO)

11

Oleowe ED118173 95 JC760099

A Proposal fcr the Development of Ramon E. Betances Community.College. Final Report.

Alicea. Victor G.; S"haefer. Dennis P.Puerto Rican Research and Resources Center. Washington, D.C.Sponsoring Agency: National Inst. of Education (DHEW).

Washington, D.C.Bureau No.: R-321029Grant No.: OEG-0-72-4715Publ. Date: 30 Nov 73 Note: 111p.

Descriptors: *College Panning/ *Delivery Systeme/*Educational Alternatives/ External Degree Programs/Interinstitutional Cooperation/ Off Campus Facilities/ *PostSecondary Educatioo/ Puerto Rican Culture/ *Puerto Ricans/Shared Facilities/ Work Study Programs

Identifiers: *Universidad BoricuaIn 1972. the Puerin Rican Research and Resources Center began

to develop a college wnich would respond to the inadequacies ofthe present educational system in meeting the needs of PurtoRicans. Although a community College was orignially envisioned.the end result was a plan for a university (universidadBoricua) which will ..av= learning Centers in Nw York, Boston.Philadelphia. and Puerto Rico, cnd which will offer bachelor ofarts. associate of arts, certificate, and high schoolequivalency degrees. Each learning center will be housed in astoreiront-type facility in a Puerto Rican neighborhood. Theproposed university will use existing resources by enteringInto cooperative agreemeets with other colleges anduniversities for the use of laboratories, libraries, andgymnasiums. It will also solicit the support of localbusinesses in developing and implementing work/study programs.Universidad Boricua will concentrate on five major fields ofstudy: communications technology, teaching, medical/heslthtechnology, urban renewal, and law. This report describes theplant-Ong process and the eesulting plan and outlines theimPlemertation process. A profile of Universidad Soricus and anoverview of the Puerto Rican migrant are appended. (DC)

213E0117236 88 UD015630Manual for Developing a School-Withln-a-School Alteenetive

Program.POrtland Public Schools, Oreg.Sponsoring Agency: Bureau of Elementary and Secondary

Education (DHEW/OE). Washington, D.C.Puol. Date: 74 Note: 180p.: For related document. see UD GiS

631

Descriptors: "Alternative Schoois/ Counseling/ CurriculumGuideS/ *Disadvantaged Youth/ Educational Alternatives/Educ.Zional Innovation/ Educatinnal Programs/ ExperimentalSchools/ Federal Programs/ Gule ce/ *Guidelines/ *High SchoolStudents/ Management/ Potential JeCpouts/ Program Coordination/Program Descriptions/ Progrr Design/ Program Effectiveness/

*Program Guices/ Student Alie,..tionIdentifiers: Elementary Secondary Education Act Ti'le III/

Esea Title III/ Oregon (Portland)/ Project FOCUSThis guide is based on the experiences and procedures

generated in the FOCUS Project at a Portland. Oregon highschool. The dccument includes an overview which addresses thebasic FOCUS philosophy, overall goals and objectives. staffing.and student audience. The instruction section contains thecurriculum model, cross peer instruction, utilizing communityresources, and performance objectives. Counseling and Guicancefunctions, analyzing student attitudes, anecdotal records. andattendance procedures are included under counseling andguidance. The support component addresses the physicalresources, utilizing school resources, financial resources andstudent teaching programs, while the management componentaddresses evaluation design. dissemination, and staffdevelopment. Among the special procedures listsd are fieldtrips, emergency health procedures. periodic parent contact,media-aware and materials. and "unclassroom policy. Ready-madeanswers to the ten most frequently asked questions regardingFOCUS are provided. General considerations pertinent totransportability of the FOCUS mode) seen to be helpful toothers planning or developing similar programs are discussedunder the headings of do's and don't's. Appendices Includespecial forms used in FOCUS. and an outsider review of theprogram. (Author/AM)

99ED116861 RC008932

Report on an Effort to Create an Indian Community School.Nicholas. DarrylNew England Program In Teacher Education. Durham. N.H.Publ. Date: 1 Dec 75 Note: 10p.

Descriptors: *Agency Role/ *American Indians/ Budgets/*Community Schools/ Conflict/ *Decision Making/ ElementarySecondary Education/ Government (Administrative Body)/ Problems/ *Program Descriptions/ Reservations (Indian)

Identifiers: Canada/ *Maliseets/ New Brunswick/ NorthernDevelopment and Indian AffairsDetailing the decisions and procedures involved in the

develooment of a community school (K-9) oo the Tobique IndianReserve in New Brunswick. Canada. this report describes theinitial stages of development and presents the viewpoint of theeducation project director. Among tre procedures, processes.problems, and conflicts described are: (1) selection of theeducation project director: (2) use of a community survey todetermine community educational needs and preferences: (3)creation of a 4-member team of advisors to aid the chief andcouncil in deciding on facility type and program direction: (4)securing an architect who could be made to respec' '4eserveauthority rather than that of Indian Affairs: (5) recruitmentof a suitable director: (6) a communication breakdown betweenthe school board, the chief, and the advisory team: (7)conflict between the Reserve and Indian Affairs over land,money, personnel. etc. (an "approved° budget went from $313.000to $250.000): and (8) authority conflicts among all decisionmakers. Despite the numerous problems cited. this reportindicates that the school did open sometime in 1975 but stillneeds: (1) an acceptable education agreement: (2) renewal ofdiscussions between the chief, council, and school board: (3)negotiation of a realistic budget and fiscal control withIndian Affairs; and (4) on-going staff and curriculumdevelopment. (dC) 1

n nED1115414 RC008721

No One Single Solution.San Miguel, Guadalupe. Jr.Chicano Fellows. Stanford, Calif.Publ. Date: 75 Note: 20p.: For related documents. tieeRC 008

720. RC 008 722-724Available from: Not available separately. see RC 008 720Document Not Available from EGFISDescriptors: Adult Leaders/ Attitudes/ Bilingual Education/

dhange Agents/ *Educational Alternatives/ EducationalResponsibility/ *Educational Theories/ *Mexican Americans/Problem Solving

Identifiers: *ChicanosRecently a great deal of attention has been givn to Chicano

education. Much of the agitation for Chicano recognition withinthe educational system has been spearheaded by the youth in thePublic schools and by a small number of older and respectableChicano activists and educators. This paper analyzes variouseducational reforms suggested by some influential educationalleaders. Tho educational ideas of 8 Chicano and 1 Anglo leaderswho appeared before the Select Committee on Equai Educational

'

Opportunity of the U.S. Senate in Washington. D.C.. on August18-21. 1970 are examined. The ideals of these educators andsome of the underlying assumptions that they make about thenature of changes schools can make and the nature of socialchange are discussed, pointing out the direction Chicano !educatorS are going. These leaders' ideas display a shift awayfrom the cultural determinist perspective, which has dominatedsociological and anthropological literature since the late50s. Only one of the 9 educators used a variation of thecultural determinist theory as an analytical framework. Theothers favored the structural-environmental determinist theoryor a variation of it. (Author/NO)

1 3

31ED10313120 CS001842

The New Learners: Focus for the Future.Werstiens. GenePubl. Date: Mar 75 Note: 11p.: Paper presented at the AnnualMeeting of the Western College Reading AssoCiation

Anaheim. California. March 20-22. 19751

Descriptors: Eoucational Change/ 'Educational Innovation/*Educationally Disadvantaged/ Educational Opportunities/*Educational Trends/ Higher Education/ *Post SecondaryEducation/ Reading Instruction/ Relevance (Education)/ StudentAttitudes/ Student Interests/ Student Needs

There are increasing numbers of nontraditional students withatypical learning problems, life styles, and ambitionsappearing in the academic establishment, and the number islikely to grow during the next five years. Studies consistentlyconfirm the success of treating the nontraditional student andthereby bringing about desired and desirabl behavioral.changesin individuals who were once thought to be unreasonably'difficult. uneducable. incompetent, and even hopeless. Thehandicapped can be helped to lead rewarding and productivelives, the elderly can acquire new skills and find valuableoutlets for these skills, and the' mentally retarded may. infact, according to recent research, be able to learn to read.In order to meet the needs of the new students, the followingchanges are likely to occur in education: concepts ofinstructional .time and timing will change to accommodate moremini-coursese modular instruction, and short courses: theconcept of learning space and facilities will change.especially to serve many students pursuing an external degreein off-campus Situations: and management of human resourceswill become more adequate. (LL)

32 ED101894 88 RC008329Cpen Concept School for Indian Education.Bishop. Robert E.Sault Sainte Marie Pybltc Schools. Mich.Sponsoring Agency: Bureau of Elementary and Secondary

Education (DHEWIOE). Washington. D.C.: Michigan State Dept. ofEducation, Lansing.

Publ. Date: Jan 75 Note: 49p.: Colored pages and photographsmay reproduce marginally

Descriptors: *Aeademic Achievement/ Alternative Schools/*American Indians/ Communication Skills/ Comparative Analysis/Educational Assessment/ *Elementary Eoucation/ Followup Studies/ *Open Education/ Parent Reaction/ *Program Evaluation/Ouestionnaires/ Student Attitudes/ Student Evaluation/ TeacherAttitudeS

Identifiers: Elementary Secondary Education ACt Title III/ESEA Title III/ Michigan/ *Ojibways

A Title III. Elementary and Secondary Education Act. openconcept school program has been serving the Ojibway IndianCommunity for 4 years and has recently been evaluated. Derivedfrom a project evaluation submitted August 19. 1974. thisinformal report presents comparative data on the open conceptand traditional school. Using a 'frequency observed* parameter.evaluators compared the experimental school with a traditionalschool from the same district via site observations. Transitionfrom elementary to junior high school was evaluated via datarelative to dail Y absenteeisms. discipline referrals, andacademic failure in math. English. social studies. and sciencesfor grades 7 and B. Parental attitudes were evaluated via 30completed questionnaires (over 100 were solicited). Studentattitudes were measured by a 25 item questionnaire whereinresponse was made via a picture of a °smiling', neutral, ornegative face. Teacher attitudes were measured by a writtenquestionnaire concerned with implementation procedures (lessonplans, classrool rules. discipline, work assignments. etc.) Theevaluator's summation stated that 'In general. the open conceptprogram has exhibited subcess In meeting its objectives: itsmajor weakness involves the language arts and readingcomponents of the program, as well as staff communication'.(JC)

14

33Q101893 88 RC008328Open-ConcePt School for Indian Education. Sault Ste. Marie,

Michigan. Title III, ESEA 1973-74. External Evaluation Report.Prince. Henry 4.Sault Sainte Marie Public Schools. Mich.Sponsoring Agency: Bureau of Elementary and Secondary

Education (DHEW/OE). Washington. D.C.: Michigan State Dept. ofEducation. Lansing.

Publ. Date: 19 Aug 74 Note: 67p.: For related document. seeED 091 117: El,/st Copy Available

Descriptors: ^Academic Achievement/ Alternative Schools/.

' American Indians/ Communication Skills/ 'Comparative Analysis/Educational Assessment/ Elementary Education/ Followup Studies/' Open Education/ Parent Reaction/ 'Program Evaluation/Questionnaires/ Standardized Tests/ Student Attitudes/ TeacherAides/ Teacher Attitudes

1;entifiers: Elementary Secondary Education Act Title III/ESEA Title III/ Michigan/ Ojibways

An external evaluation reporting on the Title III. Elementaryand Secondary Act. Open Concept School Program for IndianEducation, focuses on cognitive and Psychomotor developmenX ofexperimental students, perceptions of the program (sfaffmembers, parents, and non-experimental teachers), and programaccomplishment of other objectives, primarily process andprocedural aims. Comparative data gathered over a 1 year periodare presented in tabular form with accompanying narrative. Dataare derived from teacher and on-site observations, parent andstaff questionnaires, staff interviews, a junior high scaoolfollowup study. standardized academic' achievement tests,affective domain results, and a diffusion study. In terms ofprogram objectives, data reveals that: the staff has developedalternate staffing patterns and flexible student managementpractices, introduced early Childhood education forpreschoolers, provided individualized laboratory instruction,established learning centers in major subject areas, andincreased parental understanding of educational objectives.Students have not improved their knowledge, comprehension, andapplication in language arts by an 0,75 grade level equivalent,but have accomplished these goals in mathematics. Generally theopen concept program has been successful In meeting itsobjectives: its major weakness involves the language arts andreading components, and staff communication. (4C)

3i oloosan# RC008270Chicano Alternative Education.Galicia, H. Homero: Almaguer, ClementineSouthwest Network, Hayward. Calif.Publ. Date: Jan 74 Notte: 13Bp.Available from: Southwest Network. 1020 B Street, Suite 8.1

Hayward, California 94541 ($2.00 plus $0.20 handling and'postagel

Document Not Available from EORS.Descriptors: -Alternative Schools/ Change Strategies/

Decentralization/ 'Educational Alternative4/ EducationalDevelopment/ ^Elementary Secondary Education/ 'Higher Education/ Interviews/ ,Mexican Americans/ "Program Descriptions

Identifiers: ChicanosAlternative schooling is challenging same basic notions of

curriculum. operation, and structure cf traditional schools: it:is not challenging the basic concept of schooling. Chicanoalternative eduoation, an elusive concept, lacks a precisedefinition. Chicano alternative schools reflect a vastdiversity in structure, focus, and goals. Tne Chicano movementtoward alternative schools does not reflect a single unitaryaPproach. Yet. tnese schools are characterized by commonmotivation--to develop a viable alternative to conventionalInstitutions that have historically failed to respond to theChicano's educational needs. There are Chicano alternativeschools in elementary, secondary, and higher education. Thispublication presents: (l) a discussion of the shortcomings ofschooling in American society: (2) a profile of 4 Chicanoalternative efforts in higher ecucation--Colegio JacintoTrevino, La Universldad de Aztlan. Deganawidah-OuetzalcoatlUniversity (0-01)). and La Academia de la Nueva Raza: (3) asummary description of 7 alternative Chicano schools inCalifornia--Oakland Street Academy. Casa de la Raza. Escueladel Barrio. Colegio de la Mision. Huelga School. D-QU, andUniversidad de Aztlan; and (4) transcripts of interviews withpersonne) from the 7 alternative Chicano schools. (NO)

15

35 ED094059 U0014408Lower East Side Preparatory School. 1972-1973. Final Report.Wong. Daisy: And OthersTeaching and Learning Researci'l Corp., New York. N.Y.Sponsoring Agency: New York City Board of Education.

Brooklyn. N.Y.Publ. Date: 73 Note: 36p.: Function No. 17-36472Available from: Teaching and Learning Research Corp.. 91-31

Queens Boulevard, Elmhurst. New York 11373 (Price not quoted)-

Descriptors: 'Alternative Schools/ *Chinese Americans/Cultural Enrichment/ Disadvantaged Youth/ DropoUt Programa/Dropout Rehabilitation/ Ecencmically Disadvantaged/Educationally Disadvantaged/ Guidance Services/ High Schools/Paraprofessional School Personnel/ Program Evaluation/Remedial Instruction/ Tutorial'Programs

Identifiers: *New York CityThe Lower East Side Preparatory School's main goal was to

provide basic educational requirements for graduation withimproved sel*-image among students who are dropouts/returneeefrom the east Side. Because of the school's location itincluded Linatown area. The student population consistedprincipally o: dropouts with poor academic skills from publichigh schools, below the age of 21. living in the lower eastside community. 60 percent of whom were of Chinese ethnicbackground and who fell below high school levels in graceequivalency on a standardized testing of reading comprehension.Average class size was 15 students. Students received guidanceservices of the Community Liaison worker.staff. Students wereprovided with additional tutoring, visits to cultural andbusiness organizations, and other special activities. A studentwho remained at the Url..in Prep School through his course ofstudy, would reCeive full credit toward his diploma from acooperating public high school or from the Dalton school. Thestudent population was '98. 95. and 84 during the threesemesters respectively. Learning laboratory facilities were'provided utilizing multimediated end programmed instructionalmaterials. Major subjects were: English. language arts, socialstudies, mathematics, and sciences. (Author/dM)

16

343E0091259 S0007368Caring is Basic... at James Madison School. Profiles of

Promise 23.Hawke, Sherry!ERIC Clearinghouse for Social Studies/Social Science .

Education. Boulder, Colo.: Social Science Education Consortium, 1

inc.. Boulder. Colo.Sponsoring Agency: National Inst. of Education (DNEW).

e2-slington. D.C.;Leal. Date: 74 Note: 4p.

Descriptors: Behavior Change/ Creative Activities/'Diagnostic Teaching/ 'Disadvantaged Youth/ "EducationalInnovation/ Elementary Education/ "Individualized Instruction/tLearning Difficulties/ Open Education/ Program Descriptions/'Social Sciences/ Student Centered Curriculum/ StudentEvaluation/ Student Motivation/ Teacher Developed Materials

Identifiers: 'Profiles of PromiseA prescriptive teaching program developed by the teachers of

Madison Elementary School. Fargo. North DAcita, is described inthe brochure. The students are from low income families; themajority of the teachers have received their training at the.New School of Behavioral Studies. University Of North Dakota.1In determining what is best for each child the staff has four!goals: 1) to develop a positive self-concept; 2) to develop;enthusiasm for learning: 3) to develop a self-reliant,'self-motivated, independent pupil: and 4) to develop personalresponsibility. Teachers assess each student'S learning skillsand learning styles. and then use this evaluation to design a;program for the child. The curriculum consists of teacher,developed learning packages. Tne teacher chooses the package,which best fits the student's needs. This basic instruction issupplemented by activity-orfented learning centers: the,students choose activities and keep their own record of thework they do in the centers. The student's work is evaluatedand new directions in his program are decided upon in a weekly,conference between each student and his teacher. Because of theimportance of the teacher role in the Mauison program.continual teacner training is provided. With the new learningclimate. attendance has improved, and many more Madisonstudents are going on to complete (unior high and high school.(Author/RMIED091117 88 RC007878

1

Open Concept School for Indian EdUcation. End of BudgetPeriod Report, 1972-73.Sault Sainte Marie Public Schools. Mich.Sponsoring Agency: Bureau of Elementary and Secondary

Education (D)4EW/OE). Washington. D.C.: Michigan State Dept. ofEducatipn. Lansing.Publ. Date: 17 Aug 73 Note: 72p.

Descriptors: "Academic Acnievement/ *American Indians/Cognitive Development/ Disadvantaged Groups/ Elementary SchoolStudents/. Fedral Programs/ Individualized Programs/ Objectives/ "Open Education/ Performance Factors/ Preschool Children/'Program Evaluation/ Psychomotor Skills/ School CommunityRelationship/ Skill Development/ Socioeconomic Status/ 'Tables(Data)

Identifiers: 'Elementary Secondary Education Act Title III/ESEA Title III/ Michigan/ Sault Sainte Marie

The Michigan Department of Education's 1972-73 Title III .

evaluation reports on the Elementary and Secondary Education:Act (ESEA). Title I Open Concept School program for Indian ieducation in the Sault Sainte Marie Area Public Schools. Of the;190 students in the school. 103 were of American Indian oeigin:59% were from low socioeconomic groups. The program includedstudents from 3 1/2 years of age to 14 1/2 years of age. Themajor goals were: to demonstrate the feasibility of an openconcept neighborhood school for the education of Indianchildren: to create closer community-school relationships: toimprove the performance of students in cognitive skills: tobroaden student behavior in affective skill areas: and toincrease student mastery of psychomotor skills. Parts I and IIIgive data by ESEA evaluation fcrm: the major content of tnereport is contained in the Independent Evaluator's Report andInterim Report. This independent report focuses on tnecognitive and psychomotor development of students in the OpenConcept School: on the program's accomplishment of its statedobjectives: and on the operational features oF the progre'm asperceived by staff and parents. Tne report covers: observa,:onsof teachers: experimental. control schools: on-siteobservations; parent and staff questionnaires; staffinterviews: junior high follow-up: a review of achievementdata; and conclusions and recommendations. Most of theinformation is also Presented in tabular form. (KM)

38 E0091116 88 RC0078772vakiatioh: Open Concpt School for Indian EduCation,

1971-72.Sault Sainte Maria Public Schools, Mich.Sponsoring Agency: Bureau of Elementary and. Secondary

Education (OHEW/OE), Washington, D.C.; Michigan State Dept. ofEducation. Lansing.

Publ. Date: 72 Note: 70p.

Descriptors: -Academic Achievement/ American Indians/Cognitive Development/ Oluidvantaged Groups/ Elementary SchoolStudents/ Federal Programs/ *Open Education/ PerformanceFactors/ Preschool Children/ *Program Evaluation/ PsychomotorSkills/ Rural Youth/ School Community Relationship/ SkillDevelopment/ Socioeconomic Status/ 'Tables (Data)

Identifiers: *Elementary Secondary Education Act Title III/ESEA Title III/ Michigan/ Sault Saint MarieThe Michigan Department of Education's 187t-72 Title III

evaluation reports on the Elementary and Secondary EducationAct (ESEA). Title I, Open Concept School prcgram for IndianEducation in the Sault Sainte Marie Area Public Schools. Of the185 students in the school. 100 were of American Indian origin;approximately 1/2 were economically and educationally deprivilid:

and 14% were rural. The program included students from 3 1/2years. old to 6th grade. The major goals were: tO demonstratethe feasibility of an open concept neighborhood school for theeducation of Indian children: to create cloter community-schoolrelationships; to improve the performance of students in

cognitive skills: to broaden student behavior in affectiveskill areas; and to increase student mastery of psychomotorskills. Part I gives statistical data by ESEA evaluation form;Part III. Evaluation Data, also uses reporting forms. Copies ofthe teacher performance rating scales, the teacher evaluationof the open concept, and a parent survey regarding open conceptwere also included. The technical Supplement includes, both innarrative and tabular form, the research design,instrumentation. and results of testing with the four majorinstruments--the Test of Basic Experiences. the StanfordAchievement Test. the Otis-Lennon Test of Mental Ability, andthe Purdue Psycho Motor Survey. (KM)

39 E0088761 S0007111Community Schools: Education for Change.Wilkinson. Doreen H.National Association of Independent Schools. Boston, Mass.Publ, Oats: Nov 73 Note: 57p.Available from: National ASSOciation of Independnt Schools,

4 Liberty Square. Boston, Moss. 02119 ($2.50 per copy. paperbound)

.HC Not Available from EDRS. . .

Descriptors: *Alternative Schools/ *Community Schools/Educational Equality/ Educational History/ *EducationalPhilosophy/ Educational Problems/ *Negroes/ *ParentParticipation/ Program Descriptions/ Program Development/ SelfConcept/ Social Class/ Urban SchoolsRelying on the conviction that, in the unrepresented and

improverished section of our cities, involvement of parents inthe education of their children is an essential step on the wayto a better life in a fairer and more equal this studydescribes the achievements and limitations o ¶5 principle inaction as discovered by an individual Inv,17..4 in a community

.school. The stuoy contains four Taln wctlions: origins ofcommunity schools: the community school in the olack ghetto:

'

the need for a new philosophy of education: and conclusions andrecommendations. The historic background of community schoolsis revieved and their continued development traced. Parentinvolvement in the community school of the black ghetto--teaching ,practices and problems, and the problem of long-runstability are discussed. The prevailing Ari.1=Acan philosophy ofeducation and the problems of social class and educationalequality are -related to a basic philosophy of education forBlacks today. The two features of this proposed philosophy arepride of origin and passion for equality. Tielve conclusionsand recommendations for others involved in community schoolsconclude the study. (Author/KSM)

1 8

4 0E0087598 RC007723Directorio Chicano.Southwest Network. Hayward. Calif.Publ. Oate: 16 Jan 74 Note: 19p.Available from: Southwest Network. 1020 B Street. Hayward.

Calif. 9441

Descriptors: *Alternative Schools; Area Studies/ *Oirectories/ Educational Change/ Educational RescurceS/ *Mexican Americans/ *Publications/ *Resour.:e Centers/ Spanish SpeakingThe Southwest Netwrrrk was created to provide support fordeveloping Chicano alternative schools. It strives tofacilitate approaches. problems, contacts, funding. andcommunicaticn for any alternative Chicano educational effortsrequesting such alo. In this process. the Network has prepared

.an initial directory of Chicano alternative schools. id'stributIng centers. and related publications. Information is ;based on replies to inquiries during October and November 1973.iFor logistical purposes, the directory Is divided into 4 :

geographic regions. and then subdivided by state. Approximately'13 alternative education programs and 28 distributing centersare listd. The partial publication listing covers 25 Journals.

Defunct Publications art also given. (KM)

461E0085772 UD014031Education By For and About African Americans: A Profile o

Several Black Community Schools,Daniels, Ceborah, Ed.Nebraska Univ., Lincoln. Curriculum Development Center.Sponsoring Agency: Office of Education (OHEW). Washington,

D.C.Publ. Date: Oct 72 Note: 83p.Availatle from: The Nebraska Curriculum Development Center.Andrews Hall, Univ. of Nebraska. Lincoln. Neb. 65808 ($1.00)

Descriptors: 'Black Community/ College Students/ *CommunitySchools/ *Curriculum Development/ *Educational Finance/Elementary Education/ Kindargarten/ *Negro Education/ PreschoolEducation/ School Community Relationship/ School Funds/Secondary Education / Tutorial Programs/ Urban Schools

The research for this booklet, which was conducted under thelabel of 'The Black Community Schools' Project." had as Itsmain purpose the production of a work which would describe someof the efforts being made by blacks in the area of educatingchildren. The focus Is on some of the independent blackinstitutions on the pre-school through junior college level inthis country. This booklet is designed to provide some basicinformation on the schools' backgrounds and their presentoperations, including information on achievement of academicgoals as each school has defined them. Two pre-schools andkindergartens are reported on: Centers for New Horizons. /nc..and Kiddie Kollege Nursery School and Kindergarten. Onepre-school/elementary school Is reported on. The Get ItTogether School: one elementary school. New School forChildren. Inc.: one elementary/Jr. High School, Highland ParkFree School: one pre-school/secondary school. Nairobi Day andHigh Schools. Incorporated: one elementary/secondary schools.United Block Association: one secondary school. HarlemPreparatory School: and, cne junior college. Nairobi College.These schools were Intended to represent institutions both froma broad geographic range and from a broad range of philosophies

.

concerning the proper education of black children. (Author/JM) I

1 9

conventional Navajo boarding school. It was' recommended that atop level meeting between 01 parties principal to the venturebe called to resolvo. this. Also included are (1) annotatedevaluation referem:vs: and (2, appendices--summary of faculty.self-eva)uation stur:ementz an4 semi-annual evaluation of themulticultural tc,isclure Pam:xi:IQ/1i center. (Fe)

E0080109 uv3O1s4Cost Benefit Analysis: Non-Tratiltional Education for the

Disadvantaged. A Report of the National Dissemination Projectfor the Community Colleges.Parker. Charles A.Wasnington State Board for Community Coll. Education.

Seattle. Pese:A.ch and Planning Office.Publ. Date; 73 Note: 220.

"'?'- : ,.

Descriptcp6:, *Cost Effectiveness/ Decision Making/*Disadvantaged Groups/ *Educational Innovation/ EducationalObjectives/ Post Secondary Education/ Program Budgeting/*Program Costs/ Program Planning/ 'Systems AnalysisThis report explores the need for cost-benefit analysis In

non-traditional education far the disadvantaged and.presentsPractical suggestions and stens needed to carry out aneffective analysis, based upon the experiences tri the CommunityCollege of Vermont. Steps in such an-anslysis include: (1)understand the informational needs of the various audiences:(2) identify the objectives of the deciiion-maker: (3) identifyalternative means of obtaSnIng these objectives: (4) identifycosts and benefits of the various alternatives: (5) develop amodel to predict future costs and benefits: (6) provide acriterion for ranking alternatives: and (7) remember that thedecision-maker may choose to consider additional criteria inthe final decision-making. (Author/KM)

20

44 ED075137 RC006910A Ten-Year Plan for Indian Education: With Particular

Reference to Navajo Community Schools.Stout. Irving w.Publ. Date: 30 Jan 70 Note: 30p.

Descriptors: 'Adult Education/ *American Indians/ CommunityEducation/ *Community Schools/ Continuous Progress Plan/'Educational Planning/ Educational Programs/ Mobile Classrooms/Parent Participation/ 'Reservations (Indian)Identifiers: 'NavajosThe 10-year plan for American Indian Education, though

overall in its Intent. is presented with special reference tothe Community Schools on the Navajo Reservation. The plan isbased on convictions that facility in the use of the Englishlanguage In a prime necessity for both children and adults:that a continually enriched environment is desirable: that aneducational program, to be fully comprehensive. must Includeofferings fOr all ages: and tnat parents must be activelyinvolved. Basic to the plan is the concept of continuousindividual progress. The proposal covers the areas ofparent-child centers, day schools, college opportunity.leadership trainin 9. extended adult education, mobileeducational units, training centers. and local school boards.Fifteen recommendations are made in the -.:-..reas listed above. Theplan is intended to make allowances for the natural and whollydesirable diversity from reservation to reservation owing togeographical anC environmental conditions and to individualdifferences in outlook and leadership. (FF)

4 5E0073837 PS006373Development of Situational Task Methodology for the

Evaluation of Process Outcomes in the Open Classroom.RentFrow. Robert K.: And OthersArizona Univ.. Tucson. Arizona Center for EducationalResearch and Development.Sponsoring Agency: Office of Education (DHEW). Washington.D.C. Div. of Compensatory Education.Publ. Date: 1 Mar 73 Note: 21p.: Paper presented at theAnnual Meeting of the American Educational Research Association

(New Orleans. Louisiena. February 25 - March 1, 1973)

Descriptors: *Classroom Observation Techniques/*Disadvantaged Youth/ Kindergarten/ *Open Education/ PreschoolEducation/ Prescho-i Programs/ Primary Grades/ *ProgramEvaluation/ *Student Behavior/ Teacher Influence/ TechnicalReportsIdentifiers: Classroom Attitude Observation Schedule/ ProjectFollow Through/ Project Head Start/ Tucson Early EducationModelThe purpose of this research was to develop an evaluationtechnique to assess how effectively children develop asindependent learners within classrooms implementing the TucsonEarly Education Model. A situational task was chosen in orderto gather information about tne ongoing cpen classroom. TheClassronm Attitude Observation Schedule was ceveloped to detectpattern shifts in selected process variables in a classroomduring the absence of the teacher and other "controlltng'

adults. The variables are grouping patterns, classroomactivities. and inappropriate behaviors. A pilot study of theCAOS was conducted, using six experimental (TEEM) classroomsand two comparison classrooms. The summary dependent variableswere mean group size, mean numoer of children engaged in anactivity, inappropriate behavior, mean number of groups, meannumber of activities. The sumlary activity categories weretraditional academic activities, nontraditional cognitivelearning activities, play and role playing, snacks andmanagement, and nonfocused activities. Results showed the CAOSsensitive to pattern shifts. The clearest shift appeared withlevels of Inappropriate behavior. Children in comparisonclassrooms displayed more inappropriate behavior during teacherabsence than did children in the TEEM classrooms. There wem)significant differences between teacher absence and teacherpresence in Comparison classrooms but not in TEEM classrooms.The size of groups in which children clustered themselveschanged significantly when the teacher was not present. (Km)

21

4Q_ED068166 P5005901

Open Minded, Thought-Filled Education.Nelsen, JeraldCentral Washington State Coll., Ellensburg.Publ. Date: Mar 72 Note: 104p.Available from: Washington Center for ECE. Hebeler Building,

Central Washington State College, Ellensburg. Washington 98926!(S2.00)

Descriptors: *American Indians/ Bilingual Students/ Centersof Interest/ Demonstrations (Educational)/ Ethnic Groups/Inservice Education/ *Migrant Child Education/ 'Open tducation/,Paraprofessional School Personnel/ Teaching Methods/ TeachingModels

Identifiers: *British Infant SchoolA model adapting the ideas of the British Infant School to ,

the culture of American education Is presented. The modelpresents open education as po tentially most useful to Indianand Migrant Education and incorporates already existingconcepts, such as training in linguistics and thought. This;document is divided into three parts: (1) development of anundergraduate training program for teachers anci

paraprofessionals. 12) rviw of research relating to the' .

effect of choice on -the child. nd 13) a model incorporatingthe ideas associated with the British Infant School. This third:part proposes that open education relates to divergent problemsolving, tempered by the concern for compassion for andunderstanding of human frailties. The model is developed at thephilosophical, conceptual. and goal levels. (Author/DJ;

406064234 5P005714The Effects of Nongrading. Team teaching and Individualizing

Instruction on the Achievement Scores of DisadvantagedChildren.Marcus, MarieLouisiana State Univ., New Orleans. Dept. of Elementary andSecondary Education.Publ. Date: Feb 71 Note: 2p.; Paper presented at theregional International Reading Assn. Conference, Atlanta.

February 1971_ .

Descriptors: 'Disadvantaged Youth/ 'Educational Innovation/Educational Programs/ 'Individualized Instruction/ oNongradedSystem/ 'Team Teaching

Identifiers: California Achievement TestIn 1968, Clinton Mills Elementary School In Chattanooga.

Tennessee. adopted the "Supermarket Idea of Learning:* Thislearning theory provided for setting up a learning center ineach instructional area with materials and machines ofinstruction accessible to all students. Additional features toimplement the theory included: a) a daily teacher planningperiod, b) teaching teams, c) elimination of grade levelexpectation. 01 individualization of instruction, e) multi-ageand multi-grade grouping, f) large and small group instruction,g) Independent study, and h) opportunities for studenttutorials. The California Achievement Test.was administered tothe students ever Y OCtober for several years: it was possibleto compare the test scores for fifth grade children in 1967before the program was implementnd with the test scores forfifth grade children in 1971 three years after the prcgram wasinitiated. The direction and degree of change of mean CATscores for the 60 children were compared in each of thefollowing categories: reading vocabulary, readingcomprehension. total reading, language, and spelling. Resultsindicated an improvement of mean scores in each category. (AIJM)

22

Kesources: 71 . Program Planning and Proposal Writing: 8)National Foundations: 9) American Indian Education: 10) SomeThoughts on Education: 11) Quotes by Great American Leaders: ;12) Senator Friends of Indian People: 13) Indian Desks inWashington. D.C.: 14) Federal Programs: 15) Educators andConsultants in Indian Education: 16) Fellowship and Internship,Opportunities: 17) Legal Assistance and Interpretation: 113)Indian People: 19) Periodicals, newspapers, and newsletter: :

and, 20) Financial Aids for Career Studies. (Author/AWW)

19E0052136 5P004959Glassboro State College Head Start and Follow Through,

Supplementary Training Program.Winter. EvelynGlassboro State Coll., N.J.Publ. Date: 71 Note: 52p.: AACTE Distinguished Achievement

Awards entry. 1971_

Descriptors: "Adult Education/ College Admission/ 'CollegePrograms/ "College Students/ 'Educationsl Innovation/'Educationally Disad4ahteged/ Work Experience

Identifiers: PROJECT HEAD STARTGlassboro State College. through its supplementary training

program, has attempted to demonstrate its commitment toacademic relevance, social concern, and individual advancement.The program was originally designed to supplement regularcollege programing by including an atypical group ofstudents--the poor, employed. experience-oriented adult. In its3 years of existence, the program has significantly influencedthe broader aspects of educational planning at Glassboro andbecome a model for future strategy. The U.S. Office ofEducation funded a national program to offer low-incomeemployees in local Head Start prcgrams the opportunity toenroll in college classes. Glassboro State College has workedas the administering college for the'program with five otnerinstitutions in New Jersey. The operation of the program varies,at each participating college, but has the followingobjectives: 1) the modification of college admissionrequirements to include the program pnpulation a regular.matriculating students: 2) the examination and Asian ofcourses to make them relevant to the stuoents' work experience::."') the reversal in some cases of the usual sequence of coursesto allow students to move from the practical to thetheoretical: 4) development of new and innovative teachingtechniques and materials derived from the students'demonstrated needs: and 5) the constant revision of the programoperation based on regular evaluation of the students. (MEM)

23

5QE0050201 UD011487A Research Report of the North Carolina Advancement School:

Fall Term. 1969: Spring Term. 1970.Godfrey. Ernestine. Ed.North Carolina Advancement School. Winston-Salem.Publ. Date: Mar 71 Note: 77p.

-Descriptors: *Boarding Schools/ Disadvantaged Youth/

Elementary Schools/ *Experimental Schools/ Self Concept/*Underachievers

Identifiers: *North Carolina Advancement School/ WinstonSalem

The North Carolina Advancement School was funded by the Stateof North Carolina in 1967 and charged with the task ofconducting research into the Causes of underachievement, andexperimenting with approaches for its remediation. This is thesixth in the series of research reports. The subjects of thestudy were sixth-graders who participated in the residentialand instructional program during 1969 and 1970. The results ofvarious tests and evaluations show that students attending the1969 fall term did not evidence the positive gains onach1evc7::,t. attitudes, self-concepts. and achievementresponsibility that were observed for the 1970 spring group.Undeeachtevers had lower self-concepts, more negative viewstoward home, school, and teachers, and assumed lessresponsibility for their learning than °typical students.Various recommendations are presented on what research neeas tobe done in the future. For related reports. See FP 045761-765, and UO 011 486. (Author/UW)

E0050200 U0011486A Reseeech Report of the North Carolina Advancement School:

Sumner Session. 1969.Godfrey. Ernestine, Ed.North Carolina Advancement School. Winston-Salem.Publ. Date: Jan 71 Note: 26P.

Descriptors: *Boarding Schools/ *Disadvantaged Youth/Elementary Schools/ *Experimental Schools/ Self Concept/*UnderachieversIdentifiers: 'North Carolina Advancement School/ Winston

SalemThis report of the North Carolina Advancement School is the

fifth in a series of researcn reports describing resultsderived from working with underachieving boys. The purpose ofthe school is to define and Identify possible causeS andremedies of underachievement. Analysis of the data obtained on:fourth- and fifth-grade boys who attended the school during thesummer of 1969 Indicates tha': significant changes resulted inseveral areas. One year after returning to tneir home school,both groups of students'evidenced a greater ability to assumeresponsibility for their own learning, less alienation fromschool, and improved academic performanCe. Fourth-gradersshowed more Improvement in behavior, while thoss In grade 5made greater improvement in grades. On the basis of these.results, there are indications that younger students benefitlmore from a program designed to remedy underachievement. Thelstudents involved in this study will continue to be the .subjects of follow-up studies. For related reports, see ED 045761-765. and UD 011 487, 1Author/JW)

2 4

52 ED047847 RC005061Community School ec:. Rough Rock.

Erickson. Donald A.: Schwartz. Henrietta

Sponsoring Agency: Office of EconomiC

Washington. D.C.Publ. Date: Apr 69 Note: 333p.

HC Not Available from EDRS.

Descriptors: 'Achievement/ *American Indians/ Bilingual

Education/ Boarding Schools/ Community Role/ 'Community Schools

/ Community Surveys/ Curriculum/ 'Education/ *Evaluation/

Interviews/ School Administration/ Teacher Characteristics

Identifiers: *Rough Rock Demonstration School

The objective of the evaluation of Rough Rock Demonstration

School (PROS) on the Navajo Reservation was to examine. in

terms of its own stated objectives, the school's organizational

and social system as a whole. Chapters in the 1969 evaluation

report are "What We Did and Why.' 'The Schools That Were

Compared." "Community Relationships. "The Dormitories."

"Programs of Instruction.' °Teacher Characteristics and

Concerns." "Pupil Attitude and Achievement.' 'Harbingers of

Change.' and "General Conclusions.' Schools included In the

comparative study with RRDS are Rock Point Boarding School.

Chinle Boarding School. and Chinle Public Elementary School. As

stated, the main comparisons relate to a carefully selected

sample of pupils in each school (pupil criteria are given for

all 4 schools). The report provides results of Interviews held

with teachers. parents. school staff. and other community

members in the target areas. Among the findings. It Is pointed

out that RPDS was believed to be a successful experiment in

introducing the new concept of involving Indian adults to

exercise authority in controlling their own school. However. it

is noted "that the primary focus of administrators (at RRDS)

seemed to be on publicrelations....that the secondary emphasis

was on an employment program for local people, and that other

affairs of the school were neglected' (see RC 005 062). Not

available In hard copy due to marginal legibility of original

document. (EL)

1

Opportunity.

543 ED045761 UD011077A Research Report of the North Carolina Advancement School:

Spring Semester 1968.North Carolina Advancement School. Winston-Salem.Publ. Date: Aug 68 Note: 121p.

Des.;riptors: tsTidemic Achievement/ Achievement Tests/

Schooi

Boarding 'Disadvantaged Youth/ Educationaily

Disadvantaged/ Experimental Programs/ Experimental Schools/

Intelligence/ Intelligence Tests/ Junior High School Students/

Low Achievers/ Program Evaluation/ Psychological Tests/

Residential Schools/ *Self Concept/ *Student Attitudes/ Student

Motivation/ UnderachieversIdentifiers: North Carolina Advancement School/ Winston SalemThis research report of the North Carolina Advancement School

includes a description of the selection of students and the

instructional program: a statistical analysis of the students:

an evaluation of the counseling and instructional programs; a

discussion of research in progress: and recommendations. The

School's purpose is to carry on experimentation and research on

the causes and possible remedies of underachievement as well as

to help individual students realize their potential. For the

Spring. 1968. semester. 108 eighth-grade boys, representing all

areas of the state. constituted the resident student body;

thirty-six boys from the local area were admitted as day

students. The students were given individualized and

exploratory instruction working closely with a counselor. In

summary, the results of this study tend to indicate that

personality characteristics are highly correlated with

achievement. It Is recommended that further research be done in

this area and that diagnostic methods continue to be explored.For related reports see UD 011 076 and 011 078-081. Because of

the size of the print, the tables on pages 31-33 will not be

easily.readable in hard copy. (Author/JW)

25

54LED045269 RC004919Remarks Concerning Rough Rock Demonstration School.Platero, DillonPubl. Date: May 70 Note: 24p.: Speech given to a group

meeting on new model schools (Washington. D.C.. May 1970). ,

Descriptors: *American Indians/ Career OPportunities/*Community Control/ Community Development/ *EducationalInnovation/ *Educational Opportunities/ Elementary Education/*Experimental Schools/ Parent Participation/ PreschoolEducation/ Secondary Education

Rough Rock Demonstration School. noted for innovativeprograms and community control and participation in operations.has encouraged ot;.:.: Indian communities to establisheducational institutions and to form organizations interestedin education. Rough Rock continues to expand lts facilities andinnovative programs. Secondary grades are being added 1 gradeper year until the first seniors graduate in June of 1974. AnOffice of Economic Opportunity grant will be used to constructhomes for teachers in various canes in the area so thatemployes of the school will participate in community life andso that local citizens will realize the potential of upgradingtheir living facilities. Classroom aides are participating in aCareer Opportunities Program and are working toward becomingteachers. Plans are under way for a continuing evaluation ofthe school designed to assist learning rather than to point upfailures. A nursery school, kindergarten, and child-care centerhave recently boen established. An nvironmental scienceslaboratory was recently completed. (dH)

55 ED036352 RC004047The Taholah Community School. Report and ReCommondations.Patterson. Harold L.Publ. Date: Aug 67 Note: 30p.

Descriptors: Acculturation/ American Indian Culture/*American Indians/ Annotated Bibliographies/ *Community Control/ Community Involvement/ Commun;ty Schools/ Culture Conflict/Culture Contact/ *Educational Problems/ Educational Programs/Objectives/ 'Program Proposals/ School Community Relationship

Identifiers: *Oulnaults/ WashingtonA survey is presented of the existing Taholah School, which

is one of the few Indian schools administrated by an Indianboard of directors. Numerous Specific recommendations andpr000sals for the future art made. Areas discussed are theconflict and confluence of the 'Indian culture in theeducational system, current curricular and classroom practices.and proposed change processes and program-implementationprocedures. The document bibliography presents 27 annotatedlistings of books and periodicals, published between 1874 and1967. related to Indian Cultural development and educal:onalprograms. (DK)

56 ED033155 UD005239New Schools for the Cities: Designs for Equality and

Ercellence. A Working Paper prepared for the Citizens, CrusadeAgainst Poverty.

Pressman. HarveyPubl. Date: 66 Note: 49p.Available from: New Community Press. 1220 Fifteenth Street.

N.M.. Washington. D.C. 20009

Descriptors: Academic Failure/ *Disadvantaged Youth/*Educational Innovation/ *Educational Ouaiity/ EducationalStrategies/ Models/ *Private Schools/ School CommunityRelationship/ School Organization/ *Urban Education

This paper outlines several schemes for developing qualityprivate schools fcr inner city students. The basic assumptionjustifying the proposal that such Schools be independentlymanagee is that the urban public School systems have patentlyfailed to educate poor children. Therefore, a new nationalnetwork of independent schools should be developed. Examples ofalternate designs for these new schools are presented. (NH)

26

.11

c 7wjED02025E1 UD005745

PRINCE EDWARD COUNTY. AV HELPS VIRGINIA'S DEPRIVED.EDGERTON. WILBERT D.Publ. nate: JAN65 Note: 5P.

Descriptors: *Audiovisual Aids/ Audiovisual Centers/Audiovisual Instruction/ Audiovisual Programs/ CulturalActivities/ *Disadvantaged Youth/ *Freedom Schools/ Grouping

(Instructional Purposes)/ Inservice Teacher Education/ NegroStudents/ Nongraded Classes/ School Closing/ Speech Instruction/ Team Teaching

Identifiers: LANGUAGE MASTER/ PRINCE EDWARD COUNTY/ VIRGINIADISCUSSED IS THE ESTABLISHMENT OF THE PRINCE EDWARD CDUNTY

FREE SCWOLS IN VIRGINIA. MANY OF THE CHILDREN HAD NOT ATTENDEDSCHOOLS FOR 4 YEARS FOLLOWING THE CLOSURE OF THE PUBLIC SCHOOLSAND. THEREFOPE. THE TRADITIONAL EDUCATIDNAL PROGRAM WAS FELT TOBE INADEOUATE FOR THESE STUDENTS. THE FREE SCHOOLS INITIATEDUNGRADED CLASSES. TEAM TEACHING. AN EXPANDED AUDI^VISUALPROGRAM. AND INCREASED SCHOOL TIME. A CENTRAL AUDIOVISUALCENTER WAS ESTABLISHED TO SERVE Ao. THE UNITS OF THE FREESCHOOLS. THE LANGUAGE MASTER. A DEVICE WHICH COMBINES WRITTENAND AURAL PRESENTA$TIONS. WAS CONSIDERED TO BE VERY VALUABLE FORTEACHING STANDARD ENGLISH TO THE MANY CHILDREN WITH SERIOUSSPEECH PROBLEMS. INSERVICE TRAINING IN THE USE OF AUDIOVISUAL

MEDIA WAS PROVIDED. OTHER IMPDRTANT COMPONENTS OF THE FREESCHOOLS PROGRAM WERE FIELD TRIPS. A SUMMER SCHOOL. AND FILMSAND CULTURAL EVENTS FOR THE ENTIRE COMMUNITY. THE AUDIOVISUALPROGRAM WAS CONSIDERED TO BE SO SUCCESSFUL THAT WHEN THE FREESCHOOLS CLOSED AFTER ONE YEAR, ALL OF THE EOUIPMENT WAS GIVENTO THE PUBLIC SCHOOLS WITH THE PROVISO THAT THE PROGRAM BECONTINUED. THIS ARTICLE WAS PUBLISHLD IN 'AUDIOVISUALINSTRUCTION.' VOLUME 10, NUMBER 1. JANUARY 1965. (NM

58ED016695 UD004156THE DURHAM EDUCATION IMPROVEMENT PROGRAM. 1966-1967.Durham Education Improvement Program. N.C.Publ. Date: AUG67 Note: 43P.

Descriptors: Demography/ 'Developmental Programs/*Disadvantaged Youth/ Evaluation/ *Experimental Schools/IInfants/ Innovation/ Laboratory Schools/ Longitudinal Studies/iNonprofessional Personnel/ Participant CharacteristicS/,*Research Projects/ Research Reviews (Publications)/ 'School

,

Systems/ Test ResultsIdentifiers: COLUXBIA MENTAL MATURITY SCALE/ DURHAM/I

EDUCATION IMPROVEMENT PROJECT/ NORTH CAROLINA/ PEABODY PICTUREiVOCABULARY TEST/ WECHSLER INTELLIGENCE SCALE FOR CHILDREN

THIS REPORT DESCRIBES THE DURHAM EDUCATIONAL IMPROVEMENT'PROJECT (EIP) FOR DISADVANTAGED CHILDREN. WHICH WAS DEVELOPED'THROUGH THE COOPERATIVE EFFORT OF A UNIVERSITY. TWO SOUTHERNSCHOOL DISTRICTS. A NEGRO COLI.EGE. AND A COMMUNITY ACTIONPROGRAM. EIP IS AN EXPERIMENTALLY DESIGNED MODEL SCHOOL SYSTEMWHICH PROVIOES LONGITUDINAL STIMULATION. BUILT INTO THE SYSTEMIS A COMPREHENSIVE EVALUATION PROGRAM. THE SYSTEM BEGINS w1TH APROJECT TO OBSERVE THE EARLY BEHAVIOR AND HEALTH OF INFANTS.'AND INCLUDES A PRESCHOOL. UNGRADED PRIMARY GROUPS. AND ALABORATORY SCHOOL PLANNED- FOR EXPERIMENTATION AND TEACHER:TRAINING. A YOUTH PROGRAM FOR DISADVANTAGED ADOLESCENTS AND APARENT PROGRAM ARE BU:LT INTO THE SC!-'EME. THE PARTICIPANTS INSUCH A MODEL SYSTEM WILL BE DRAWN FPCM ONE COUNTY AND TWO CITYSCHOOLS. THIS REPORT EXAMINES THE EIP RESEARCH COMPONENT. THECHARACTERISTICS DF THE POPULATION. SCME PRE- AND POSTTEST DATAON THE PARTICIPATING CHILDREN, AND SOME FINDINGS FROM THEINFANT STUDY PHASE OF THE PRDJECT. IT ALSO INCLUDES EtCERPTSFROM STUDIES ALREADY COMPLETED BY THE RESEARCH STAFF AND ADESCRIPTION OF THE WAYS IN WHICH HOUSEWIVES FROM THE COMMUNITYARE USED AS EDUCATIONAL TECHNICIANS. INH)

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