DOCUMENT RESUME

ED 104 354 88 IR 001 745

TITLE The Workshop Sourcebook; An Extension of AdultEducation Workshop, Idaho State University,Pocatello, Idaho, August 5-9, 1974.

INSTITUTION Northwest Regional Educational Lab., Portland,Oreg.

SPONS AGENCY National Inst. of Education (DREW), Washington,D.C.

PUB DATE Dec 74NOTE 54p.

EDRS PRICE MF-S0.76 HC-S3.32 PLUS POSTAGEDESCRIPTORS *Adult Basic Education; *Adult Education Programs;

'Bibliographies; Catalogs; *Guides; InformationSources; Instructional Materials; Publications;Research Tools; *Resource Materials; *TeacherWorkshops

IDENTIFIERS Educational Resources Information Center; ERIC

ABSTRACTOrganizations and individuals who participated in an

adult education workshop are listed and described. Publications andinformation sources in adult education are included. Instruction isgiven on how to apply for program or project funds. A section onsearching skills and sources describes adult education magazines,information sources in state and university libraries, publisherlists and catalogs, and tells how to use ERIC. (SK)

CONTENTS

IntroductionPreface Section 2

The Workshop: Events, Observations, People, Ideas Sections 1, 2

The Contributors: Where To Find Them After The Workshop Section 3

The Participants: Where To Find Them After The Workshop Section 2

RELATED SECTION, ABE HANDBOOK

THE WORKSHOP SOURCEBOOK

Professional Associations In Adult Education With Convention Dates Sections 3, 7, 8

Professional Associations Relating to Adult Education: Publications andInformation Sources Sections 7, 8

Adult Education Programs: Ideas on Publicity Section 3

Adult Education Programs: Sources and Ideas on Learning and Teaching Sections 1, 2, 7, 8

Adult Education Programs: Applying for Program or Project Funds Section 3

Information and Adult Education: Searching Skills and Sources Sections 2, 3, 4, 6, 8Magazines in Adult EducationInformation Sources Available in State and University LibrariesPublishers: Lists and CatalogsLocally Produced Teaching MaterialsAn ERIC Search

The Adult Education Consortium

The Northwest Regional Educational Laboratory

U.S DEPARTMENT OF HEALTH,EDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS Or VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESEMIOFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

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DEPARTMENT OF HEALTH. EDUCATION. AND WELFAREREGION X

M/S 1507 ARCADE PLAZA BUILDING1321 SECOND AVENUE

SEATTLE. WASHINGTON 98101

December 30, 1974

Ms. Maggie RogersDirector, Information CenterN.W.R.E.L.

400 Lindsey Building710 S. W. Sec AvenuePortland, Oregon 97204

Dear Ms. Rogers:

OFFICE OF EDUCATION

First let me thank you for your efforts in Alaska and Idaho. I amconvinced what Aubrey has done in regional staff development has hadsignificant positive influence on our A.B.E. program in Region X.His efforts in staff development, and the regional staff developmenteffort have been outstanding. In addition, Aubrey is known nationwide for his A.E. leadership and ability.

As our staff, development program has grown, preliminary data suggeststhe A.B.E. separation rate has declined; this of course suggestsproperly trained teachers have a greater understanding of the studentsthey are serving, and thus have greater retention power over theirstudents. I'm sure there are other factors that have contributed tothe declining rate of drop outs in the A.B.E. program, but trainedstaff is important.

All information I have received about the Idaho workshop has been verypositive.

Again, thank you for your help in disseminating what's happening inAdult Education staff development.

Sincerely,

George A. SwiftProgram Officer, A.B.E.

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NorthwestRegionalEducationalLaboratory

January 7, 1975

Lindsay Building 710 S.W. Second AvenuePortland. Oregon 97204 Telephone (503) 224-3650

Ms. Maggie Rogers, DirectorInformation Services and DocumentationNorthwest Regional Educational Laboratory710 S. W. Second AvenuePortland, Oregon 97204

Dear Maggie,

The Region X Adult Education Staff Development Program is proud of theefforts being made in Idaho for the adult education staff. The workshopdescribed in this report was outstanding evidence of this fine work.

If indeed adult education programs are to be viable and relevant to theneeds of the people we serve, the staff will continually need to growand develop the knowledge and skills required. Staff development thenbecomes the training which each of us demands of ourselves so that wecan be as effective as possible.

Congratulations again to Idaho adult educators for such a fine workshop.

Sincerely,

W. Aubrey Gardner, DirectorAdult Education Program

WAG:eb

PREFACE

Any event as much enjoyed and as profitable as was the August Workshop for Teachers of Adult Educationwould seem to justify a pub!ication which reviews, summarizes, reasserts, reaffirms and even elaborates uponthe event.

Some might ask for more detail in annotations and citations which follow. Remember the circumambientspirit which was the Workshop? The materials and comments are all selected and suggested in that spirit,whether the words are all there or not.

"Humanistic teaching."

"Teaching to the whole person."

"... We're so much more sociable now in our classes -- no longer taking the academics a little too seriously..."

"An integrated program is worth all that effort of time and proposal writing and learning how to individualizeinstruction. But all this only works if you have that 'extra special empathic relating instructor' for theprogram."

Browse. Read.

Relate the Workshop Sourcebook to the ABE HANDBOOK sections.

Order those materials which will help. Utilize what works. Set aside what doesn't.

This is a sourcebook for adult educators.

We are pleased to present you a copy of the Conference Activities of the Adult (Basic) EducationTeacher Workshop held at Idaho State University, August, 1974. The book should be of help to each of youin your instructional programs.

The publication was developed for the Idaho State Department of Education by the Adult EducationStaff Development Project of the Northwest Regional Educational Laboratory.

We wish to express our appreciation to Maggie Rogers, Information and Documentation ServicesDirector; Aubrey Gardner, Director, Staff Development; and to each of you that shared your ideas whichhave made this conference report so meaningful and useful.

Sincerely,

, A

0141104.1 (t Pf4t44Harry C. Mills, CoordinatorAdult EducationIdaho State Department of Education

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THE WORKSHOP: EVENTS, OBSERVATIONS, PEOPLE, IDEAS

"Wonderful people come to Adult Basic Education to createpositive changes in their lives. They bring with them theirenthusiasm, hopes and anxieties. They have offered us a chanceto help them achieve their goals and share in their accomplish-ments. It is up to us as individual teachers, aides, counselorsand administrators in Adult Basic Education to make sure weare prepared to offer them the basic skills they need to meetthe challenges they face."

Gordon JonesWorkshop Director

Beverly TomitaWorkshop Assistant

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Workshop registrants came from all over the state of Idaho, looking forward to ideas for teaching differentlyand more effectively, or relating better as persons to the people who ask them for literacy skills, or simply toget together to share the work they do.

Some were new to the field. Others came to adult education from other work. Some were administratorsinterested in instruction and facilitation skills. Elbows brushed together and voices chuckled and were earnestand searched for answers.

"What are the best materials?"

"What will best teach what I want to teach?"

"What's new in the mathematics geld ?"

The pattern of the workshop provided opportunities for exploration of topics.Broad exploring,or delving in deeply.

Observers would slip into rooms, become captivated by the exchanges and stay longer than planned.

Small groups would form around the refreshment table, intensely concentrating on the words of each other.Suddenly they would look up, and time had passed unnoticed.

Welcoming was warm and personal, whether the mayor of Pocatello or the visiting president of the MountainPlains Adult Education Association, or the Region X Program Officer bringing words on current funding andlegislation.

Instructors were drawn from many places in Idaho and the surrounding states. Their contributions were inas many styles and media formats as there were presentations.

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ENGLISH AS A SECOND LANGUAGE was the specialty of ALEXANDRA SKIRMANTZ (Boise StateUniversity) and ALICIA RAMIREZ (Western AMIDS, Portland). They dealt with:

A look at techniques and materials used o taach English asa second languageHow to work with multalanguage groupsWorking with Spanish-speaking ESL groupsDiagnostic evaluationRole playingFil msl idesWork sessionsDisplay of available materials

A session on ARITHMETIC FOR ABE AND GED brought FLORENCE NIEMANN (Lewis-Clark State College)with a teaching machine known as the Sound Page System, some excellent reprints from Educational TachnologyMagazine and publications from the ERIC Clearinghouse on Information Resources. Concepts for the session were

Techniques in teaching arithmeticDiagnostic evaluationTeacher made materialsCommercial materials and equipmentDemonstration

HELEN HUFF (Boise State University) helped participants deal with the problems of ADULT BASIC ANDVOCATIONAL EXPOSURE LEARNING CENTERS, with such concepts as:

Setting up and operating an effective Learning CenterThe setting for materials and peopleThe staffing of an effective Learning CenterThe materials: selection and acquisitionThe equipment: selection and acquisition

When IRVIN WATTERS (Five State Indian Education Committee Leadership Project, Idaho State Umversity)arrived, he introduced ADULT BASIC EDUCATION FOR INDIAN RESERVATIONS, with such concepts as:

Working with Tribal Education CommitteesDetermining needsSetting and implementing objectives with tribal input on areservationOverview of the Leadership ProjectChanges that have taken place in ABE on reservations in-volved in the Leadership Project

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JOHN HARTWIG (Northwest Regional Educational Laboratory, Portland) and TOM EDGAR (Idaho StateUniversity) shared tne responsibility for information giving and interaction on the COUNSELOR TRAIN-ING PROJECT being developed at the Northwest Lab, with such concepts as:

An overview of the development projectStatement of purpose and objectivesModule developers: development activities relative to moduledevelopmentGroup interaction and involvement with the modules, usingthe modules

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SPECIAL PROJECT REPORTS were contributed by MIKE WALN (LewisClark State College) and MARVINGLASSCOCK (College of Southern Idaho):

U.S. Government Competency Testdeveloped for the GED requirement: based on Magruder'sAMERICAN GOVERNMENT text; has cutoff score of 70for passing; may be used in conjunction with tapes developedby Glasscock (see below); format is the same as that of theGED tests; scorable with a key available only to qualifiedGED testir,g staff; forms A, B, C, D available.U.S. Government Tapes to be used in conjunction with testing program (see above): cassette tapes are well-read andlistenable; the content is Idahorelated; there are a total of25 tapes with tests designed for each tape; there is nocomprehensi.te test for the entire 25 tapes. Tests may beadministered as "take.homes"; there is a total of 40 hoursof tests. Program is designed open entry/open exit; studentsmay use prete:t (or) tapes plus tests (or) take the regularcourse. Completion is accepted for state credit for any ofthese alternatives.

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STEVE HILL (Boise State University) and RALPH GUGLIOTTA (Idaho State University) discussedINSTITUTIONAL CENTERED PROGRAMS and included a look at two types of ABE programs:those at the State Penitentiary and the State Hospital. Their concepts:

Setting objectives with students for learning and instructionTeaching approaches and techniquesThe need to individualize instructionSome problems within these programs, and some answersFollow-through programs

Those attending the session on HEAD TEACHERS received pointers and contributed ideas for furtherworkshops as HILMA REED (Idaho State University) and STEVE HILL (Boise State University) dealt withthese concepts:

Operating a local programPlacement by level and personality

, Supervision responsibilitiesMaterials selection and managementRecord keepingSocial environment to what degree advisable

.;,....444

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ROBERT GOLD (Idaho State University) and JODI WHITLOCK (Boise State University) contributedthese concepts for a READING PROGRAM FOR ADULT BASIC EDUCATION:

GOLD:Setting up an effective reading programDiagnosing reading disabilitiesEffective methods for teaching a non-reader to readA look at new techniques in working with adult poorreaders and nonreadersAvailable commercial materialsRole playingSlide illustrations and demonstrationsTeacher made materials

WHITLOCK:Informal reading approachesDiagnostic materialsDemonstrations of these

HARRY MILLS (State Department of Education) and DELITA YOUREE (Idaho State University) presentedAN ACCOUNTING SYSTEM FOR ABE FUNDS in the following concepts:

Bookkeeping systems for ABE fundsReportsReimbursements

The always popular session PROPOSAL WRITING was covered by AUBREY GARDNER (NorthwestRegional Edt.cational Laboratory) with extemporaneous comments on INFORMATION LOCATING ANDRETRIEVING by MAGGIE ROGERS (Northwest Regional Educational Laboratory) in these concepts:

Writing the prospectusWriting a proposalSteps to writingBudget, etc.Possible funding sourcesInformation sourcesThe workshop approachAn actual proposal ideas work session

KEN LIGHT (Idaho State University) led several sessions on the topic COUNSELING; DEVELOPING HELP-ING SKILLS, utilizing these concepts:

Studies show that counselors and teachers offering high levels-

of responsive and initiative dimensions in teaching or helpingrelationships help students learn more -- and betterAn overview on developing skills in attending, responding,initiating and communicating in the ABE settingDeveloping self-esteem in students and in the settTraining programs for students and funding sources throughagenciesReference: THE ART OF HELPING (Robert R. Carkhuff)

THE CONTRIBUTORS

The contributions these people made to the Workshop were extensive. They included the ag:eement toreply to requests for additional information or assistance to the extent possible following the Workshop.The previous section indicates the concepts and topics each of the presentors covered; this section isprovided to indicate the role; they fill in their home institutions and locations.

JIM BLACK, Staff DevelopmentUniversity of IdahoMoscow, Idaho 83843

BILL BOSTWICKIdaho State UniversityCampus Box 8345Pocatello, Idaho 83209

TOM EDGAR, Counselor EducationCollege of EducationIdaho State UniversityPocatello. Idaho 83209

AUBREY GARDNER, Program Director, Adult EducationNorthwest Regional Educational Laboratory710 S.W. Second AvenuePortland, Oregon 97204

MARVIN GLASSCOCK, Supervisor, ABECollege of Southern IdahoTwin Falls, Idaho 83301

ROBERT GOLD, Head Reading Teacher, ABEIdaho State UniversityPocatello, Idaho 83209

RALPH GUGLIOTTA, Teacher, State Hospital South!mho State UniversityPocatello, Idaho 83209

JOHN HARTWIG, Counselor Training Project Module DeveloperNorthwest Regional Educational Laboratory710 S.W. 2nd AvenuePortland, Oregon 97204

STEVE HILL, Teacher, Idaho State PrisonBoise State UniversityBoise, Idaho 83707

MARVIN HOLE, Teacher, ABEIdaho State UniversityPocatello, Idaho 83201

HELEN HUFF, Supervisor, ABEBoise State UniversityBoise, Idaho 83707

GORDON JONES, Supervisor, Adult EducationIdaho State UniversityPocatello, Idaho 83201

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KEN LIGHT, CounselorIdaho State UniversityPocatello, Idaho 83201

HARRY MILLS, State Coordinator, Adult EducationState Department of EducationLen B. Jordan Office Building8oise, Idaho 83720

FLORENCE NI EMANN, Mathematics Instructor, ABELewisClark State CollegeLewiston, Idaho 83501

ALICIA RAMIREZ, ESL TrainerWestern AMIDS317 S.W. Alder StreetPortland, Oregon 97204

HI LMA REED, Head Instructor, Pocatello Night ABEIdaho State UniversityPocatello, Idaho 83209

MAGGIE ROGERS, Director, Information Center/LibraryNorthwest Regional Educational Laboratory710 S.W. 2nd AvenuePortland, Oregon 97204

JACK RUCKER, Director, School of Vocational-Technical Ed.Idaho State UniversityPocatello, Idaho 83201

ALEXANDRA SKIRMANTZ, ESL Instructor8oise State University8oise, Idaho 83707

GEORGE SWIFT, Regional Program Officer, USOE Region X1321 Second AvenueSeattle, Washington 98101

BEVERLY TOMITA, Workshop AssistantAdult EducationIdaho State UniversityPocatello, Idaho 83209

CLIFFORD TRUMP, Pres., Mountain Plains Adult EducationAssociation and Associate Director for Continuing EducationState Office of Higher Education413 Idaho StreetBoise, Idaho 83702

MIKE WA LN, Vocational-Technical Education T&I SupervisorLewis-Clark State CollegeLewiston, Idaho 83501

IRVIN WAITERS, Field Consultant, Five State IndianEducation CommitteeLeadership ProjectIdaho State UniversityPocatello, Idaho 83209

JODI WHI TLOCK, Reading TeacherBoise State UniversityBoise, Idaho 83707

DELITA YOUREE, Fiscal OfficerIdaho State UniversityPocatello, Idaho 83209

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THE PARTICIPANTS

"We cannot make an inventory of our intellectual gains as easily as we can of our material ones -- perhapsbecause there is no internal revenue department to keep track of them. Is it not time to think of an an-nual declaration of our gains in learning, not in order to pay tax on them, but so that we may know howfar behind we are and what we need to catch up?"

IDAHO ABE WORKSHOP PARTICIPANTS

Pocatello, IdahoAugust 5-9, 1974

Rhoberta Anderson635 12th StreetClarkston, WA 99403 (Lewiston Program)

Kenneth W. BabcockRt. *1, Box 103.AArco, ID 83213

Helen 8artz210 South 16thPocatello, ID 83201

Connie and DeVerl Baxter311 West 1st NorthPreston, ID 83263

Rose BearingBox 782Arapahoe, WY 82510 (Wind River)

Elsa 8enton4554 B HollyMountain Home Air Force Base, ID 83648(Boise Program)

Byron Berry4235 Tamarack DriveBoise, ID 83703

James L. Black1617 Hillcrest DriveMoscow, ID 83843

Earlene "Joyce" Boswell401 South DivisionKellogg, ID 83837 (Coeur d'Alene Program)

Helen 8ranson1317 Front AvenueCoeur d'Alene, ID 83814

Francis BrownBox 601Riverton, WY 82501 (Wind River)

Jeane 8urtenshaw3695 Brookfield LaneIdaho Falls, ID 83401

Thomas Cavaiam3415 Iowa AvenueCaldwell, ID 83605 (Boise Program)

Maxine Crowshaw748 FirPocatello, ID 83201

Blanche Cunningham2207 MapleCaldwell, ID 83605

Constantin A. Doxiadis'WHAT I HAVE LEARNED

Pam DavisP.O. Box 172Fort Hall, ID 83203

Annette DanielsBox 126Ethete, WY 82520 (Wind River)

Wayne Daw542 South GarfieldPocatello, ID 83201

Patricia De Lane1718 13th StreetLewiston, ID 83501

Jone Endow826 South 9thPocatello, ID 83201

Roberta FelterBox 1281Riverton, WY 82501 (Wind River)

Susan Gardner933 East WyethPocatello, ID 83201

Mical Georgius (female)941 5th StreetCoeur d'Alene, ID 83814

Robert Gold954 Highland Blvd.Pocatello, ID 83201

Marvin 3;asscock1407 Fremont DriveTwin Falls, ID 83301

Dianne Goudreau1303 10th Avenue *2Lewiston, ID 83501

Cathy Hansen701 10th StreetIdaho Falls, ID 83401 (Rexburg Program)

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Hilde Heckler529 South 7th AvenuePocatello, ID 83201

Steve Hill4306 CamasBoise, ID 83705

Wanda and Marvin Hole648 South 6th AvenuePocatello, ID 83201

Jeannie HopkinsRt. 1Dcary, ID 83823 (Lewiston Program)

Helen Huff1112 South OwyheeBoise, ID 83705

Carole Ann HughesRt. 2Moscow, ID 83843

Twylla Hunt2960 Park AvenueBurley, ID 83318

Ethelella JarvisChallis, ID 83226

Mary JenkinsRt. 1, Box 462Idaho Falls, ID 83401

Frank JohnsonRt. 5, Pocatello Creek Rd.Pocatello, ID 83201

Ingrid JonesBureau of Indian AffairsEducation OfficeFort Hall, ID 83203

Viki and Ken Light5636 SorrellPocatello, ID 83201

Harriet Lowe1429 North GarfieldPocatello, ID 83201

Laura LowryRoute 2, Box 13Craigmont, ID 83523

Phyllis Lund994 10th StreetIdaho Falls, ID 83401

David Mihlfeith745 WilsonPocatello, ID 83201

Beth Ann Miller2418 pruneBoise, 10 83702

Harry MillsRt. *5, Box 5698Nampa, ID 83651

Brett Nelson618 South 5th AvenuePocatello, ID 83201

Florence Niemann1003 ProspectLewiston, ID 83501

Don NygaardRoute 2Potlatch, ID 83855

Barbara Precht436 South Hayes *4Pocatello, ID 83201

Hilma Reed208 South 13th AvenuePocatello, ID 83201

Mary RevelloBox 518McCall, ID 83638

Wacele Rhodes (female)812 Hastings AvenueCoeur d'Alene, ID 83814

Ken Rist6215 Daytona DriveBoise, ID 83705

Bill RobertsonEastern Idaho Vocaticnal-Tee inical SchoolP.O. Box 2829Idaho Falls, ID 83401

Deborah Ann RouseD -7 University CourtsPocatello, i D 63201

Mike Sage1306 South 2ndF'ocatello, ID 83201

Sandra Sept1321 LakeviewPocatello, ID 83201

Horland Simmons1152 John AdamsIdaho Falls, ID 83401

Patricia Ann ParksRt. *3Twin Falls, ID 83301

John SmithBox 242Fort Washakie, WY 82514 (Wind River)(Registered but did not attend)

Marilyn StevensRoute *2Filer, ID 83328 (Twin Falls Program)

Lee TerryRt. *1Thornton, ID 83453 (Rexburg Program)

Beatty Thompson623 South SixthPocatello, ID 83201

Anna Lee TownsendGeneral DeliveryFor t Hall, ID 83203

Patricia Waddell301 South 5th WestRexburg, ID 83440

Mike Walker3809 Pasadina DrivePocatello, ID 83705

Claude "Mike" Wain1712 12th StreetLewiston, ID 83501

Irvin WattersRt. 1, Box 159Lapwai, ID 83540

Marline White209 Schubert HeightsIdaho State UniversityPocatello, ID 83201

Jo Ann Whitlock7155 Sorenson DriveBoise, ID 83705

Judy WomackRt. 1, Box 1289Nampa, ID 83651

Nadine YupeGeneral DeliveryFort Hall, ID 83203

Beth Zohner2920 GenevaIdaho Falls, ID 83401

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PROFESSIONAL ASSOCIATIONS IN ADULT EDUCATION, WITH CONVENTION DATES

ADULT EDUCATION ASSOCIATION OF THE USA810 18th Street N.W.Washington D.C. 20006

Publishes: ADULT LEADERSHIP, ADULT EDU-CATION; Leadership Pamphlet Series; AdultEducation Monographs.

CONVENTION: Autumn, 1975: Salt Lake City,.Utah

ASSOCIATION FOR EDUCATIONAL COM-MUNICATIONS AND TECHNOLOGY1201 16th Street N.W.Washington D.C. 20036

Publishes: AUDIOVISUAL INSTRUCTION, AVCOMMUNICATION REVIEW; monthly Newsletter.

CONVENTION: March 9-14, 1975: Dallas, Texas

COUNCIL OF NATIONAL ORGANIZATIONS FORADULT EDUCATIONc/o Mrs. Norma KleinOne West 47th StreetNew York, N.Y. 10036

Publishes: Papers on community problems and socialissues.

CONVENTION/MEETING: Annual.

INSTITUTE OF LIFETIME LEARNING215 Long Beach Blvd.Long Beach, Califorma 90802

Publishes: NEWS BULLETIN (irregular

Adapted to the needs and capabilities of the olderperson; a school for continuing adult education formembers of the National Retired Teachers As-sociation and the American Association of RetiredPersons. The Institute is intended for retired or olderpersons in all walks of life. Sponsors seminars, drivirginstruction, consumer education and financial planningclasses.

MOUNTAIN PLAINS ADULT EDUCATION AS-SOCIATIONContinuing Education DivisionUniversity of Nevada, Las Vegas4505 Maryland ParkwayLas Vegas, Nevada 89101

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Publishes: MOUNTAIN PLAINS JOURNAL OFADULT EDUCATION

CONVENTION: April, 1975: Boise, Idaho

NATIONAL ASSOCIATION FOR PUBLIC CON-TINUING AND ADULT EDUCATION1201 16th Street N.W.Washington D.C. 20036

Publishes: TECHNIQUES, PULSE OF PUBLIC, SWAPSHOP: Almanac and Directory.

CONVENTION: Autumn, 1975: Chicago, Illinois

WORLD EDUCATION1414 Sixth AvenueNew York, N.Y. 10019

CONFERENCE: MULTINATIONAL WORKSHOPON BASIC AND FUNDAMENTAL EDUCATIONFOR ADULTS under the joint sponsorship ofWorld Education and the Adult Education Associationof the USA. January 5-10, 1975: Washington D.C.

PROFESSIONAL ASSOCIATIONS RELATING TO ADULT EDUCATION:PUBLICATIONS AND INFORMATION SOURCES

From other professional associations some commonand uncommon sources for materials to add to theclassroom experience from which to draw new ideasor words to bring the world to where the student issitting ...

AMERICAN LIBRARY ASSOCIATION OrderDepartment50 East Huron StreetChicago, Illinois 60611

BOOKS FOR ADULTS BEGINNING TO READ.Rev. 1967. Order Number 5002-7. 25 copies $2.50

EASY MATERIALS FOR THE SPANISHSPEAKING. 1968. Order Number 5005-1.10 copies $1.00

GOOD WORDS: NOTABLE BOOKS ON THEAMERICAN INDIAN. 1973. Order Number 5426.10 copies $2.50

LITERACY ACTIVITIES IN PUBLIC LIBRARIES.1966. Order Number 5012-4. $1.25

CONTINUING EDUCATION FOR ADULTSTHROUGH THE AMERICAN PUBLIC LIBRARY,1833-1964. 1967. Order Number 3039-5. $7.50

FUTURE OF GENERAL ADULT BOOKSAND READING IN AMERICA. 1970. OrderNumber 3105-7. $8.75 Papers of a conference

LIBRARY MATERIALS IN SERVICE TO THEADULT NEW READER. 1973. Order Number0147-6. $10.00

STUDYING THE COMMUNITY. 1960. OrderNumber 3077-8. $3.25

DIVISION OF SURVEYS AND FIELD SERVICES,GEORGE PEABODY COLLEGE FOR TEACHERSNashville, Tennessee 37023

-FREE AND INEXPENSIVE LEARNINGMATERIALS. 17th Edition. $3.50. Topics aremore adult-oriented than in most sources ofmaterials of this type.

ERIC CLEARINGHOUSE ON READING AND COM-MUNICATION SKILLS.National Council of Teachers of English1111 Kenyon RoadUrbana, Illinois 61801

A SELECTED ANNOTATED BIBLIOGRAPHYOF ERIC DOCUMENTS ON METHODS ANDMATERIALS FOR ADULT READINGINSTRUCTION. Compiled by Turee Olson.1973. Free

A SELECTED BIBLIOGRAPHY ON TEACH-ING ENGLISH AS A SECOND DIALECT.Compiled and annotated by Karen M. Hess. 1972.Free

A SELECTED ANNOTATED BIBLIOGRAPHYOF ERIC DOCUMENTS ON DECODING.Compiled by Timothy R. Blair. 1972. Free.

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NATIONAL ASSOCIATION OF INDEPENDENTSCHOOLS4 Liberty SquareBoston, Massachusetts 02109

Write for a listing of publications, many of whichare pertinent to adult education or to the subjectmatter instructor.

NATIONAL ASSOCIATION FOR PUBLIC CON-TINUING AND ADULT EDUCATION1201 16th Street N.W.Washington D.C. 20036

A TREASURY OF TECHNIQUES FOR TEACHERSOF ADULTS. $1.00

A SECOND TREASURY OF TECHNIQUES FORTEACHERS OF ADULTS. $2.00

TEACHING READING TO ADULTS. $2.00

THE DISADVANTAGED ADULT. $2.00

THE ONTARIO INSTITUTE FOR STUDIES INEDUCATION Publications Sales252 Bloor Street WestToronto, Ontario M5S IV6

THE ADULT'S LEARNING PROJECTS: A FRESHAPPROACH TO THEORY AND PRACTICE INADULT LEARNING. Allen Tough. 1971. $4.40A comprehensive picture of the individual's effortsto learn and change. Explorations of the why, whatand where of learning by adults; the planning process;individual and group learning. Provocative reading.

ADULT EDUCATION THROUGH UNIVERSITYEXTENSION: SELECTED RESEARCH ABSTRACTS.Compiled by Claude Touchette. 1968 $3.00

UNIVERSITY COLLEGE (THE CONTINUING EDU-CATION COLLEGE OF SYRACUSE UNIVERSITY)610 E. Fayette StreetSyracuse, New York 13202

CONTINUING EDUCATION FOR ADULTS Newsletter.Monthly. Free

THE USE OF INSTRUCTIONAL TELEVISIONIN ADULT EDUCATION: A REVIEW OF SOMERECENT DEVELOPMENTS. Robert J. Blakely.1974. $1.50 (No. 40)

RELENTLESS VERITY: EDUCATION FORBEING - BECOMING BELONGING. JamesRobbins Kidd. 1974. $1.50 (No. 41)

Many other national groups and associations relate toadult education either by their subjects of interest orby their responsibility to their people. Make it a habitto write for publication lists. Scan statements of pur-pose. Know that someone else is trying to do what youare ... and writing about it.

ADULT EDUCATION PROGRAMS: IDEAS ON PUBLICITY

Publicity can be a joy or a wearying task, dependingon the enthusiasm of those in the program.

It can depend on the work of one publicity director,or be the joint task of all the students and all thepossible people to be contacted.

Ideas come from everywhere, and can be adapted oradopted according to their appropriate.iess. For instance,have you looked for your people in well-baby clinics?School food service programs? Homemaker helper pro-grams? Are you in touch with licensed practical nurseswho work out in the community?

Another source of ideas and program descriptions isthe ERIC (Educational Resources Information Center)system. The following citations turned up in an "ERICSearch" which used search terms (descriptors) such asthose listed.

FD06603 CF000932TRAINIK AND USF OF VOLUNTEER RECRUITERS TN ADULT BASIC EDUCATION

140GRAMS. ALArAMA 111 (HUNTSVILLE) MODULE. FINAL REPORT. ISSUE 3.Griffin, Bobbie L.; Blankenship, A. RayLuntsville City Schools, Ala.; Morehead State Univ., Ey. Appalachian

AL.elt Education Center.Spons AaencyBureau of Adult, Vocational, and Technical Education

(DEFW/OF), Washinaton, D.C.GrantOFG-0-70-4616-111(324)Iub Date Jun 71 vote-1(16p.LDRS Frice MF$0.65 He$6.5SDescriptors*Adult Fasic Education/ Adult Dropouts/ *Adult Education

Procrams/ Annotated iblioaraphies/ Continuina Education Centers/Disadvantaaed Groups/ Individualized Instruction/ ParaprofessionalSoLool Personnel/ Personnel evaluation/ *Personnel Selection/ ProgramContent/ Program Evaluation/ Teacher 'Aides/ *Teacher Education/Volunteers/ *Volunteer Trainina

The Huntsville Module proposed a model proaram for the trainina anduse of volunteer recruiters that could be used in other Adult BasicEaucation (AFF) systen.s in the Appalachian area; specifically, to (1)define procedures for identification and selection of volunteers, (2)

provide an eighteen hour trainina procram, (3) compare recruitment andretention of students with those not receiving volunteer services, and(4) define strengths and weaknesses of recruiters in relating toundereducated adults and influencina ABT enrollment. Thirtveightcarefully selected volunteers attended twelve training sessions heforetheir door-todoor recruitment of nonreaders; this personal approachbrought students into the programs's lower levels and held thewithdrawals to 21$ percent, compared to a 43 percent rate in thecontrol group. (Components of the Appalachian ABE Demonstration Centerare detailed, and a 20paae annotated hiblioaraphy of educationalmaterials given. Fifty paces of appendixes include an evaluation chartfor selection of volunteers, acendas for training workshops, studentrecruitment handouts, evaluation forms.) (AJ)

21

ED084403 CE000559A REPORT TO THE OHIO FOARD OF REGENTS: FXTFNDFD LFARNIwG PRonRAM.Ohio Univ., Athens.Pub Date Jun 73 Note-109p.EDRS Price MF-$0.6R HC-$6.58Descriptors-*Adult Counseling/ *Adult Education Proarams/ Adult

Learning/ Adult Proarams/ Adult Students/ *Continuous Learnino/Correspondence Study/ *Demonstration Proarams/ Fducational Finance/Independent Study/ Individual Counseling/ Individualized Instruction/Interinstitutional Cooperation/ Special Decry.ee Programs/ *StudentCharacteristics

Identifiers-*Fxtended Learnino ProgramAn overwhelmina response to the model Fxtended Learning Proorams in

the areater Cleveland area and in southeastern Ohio, under theleadership of Ohio University, has indicated that there is a sizeablegroup of adults with interrupted college vroarams and unfulfilledcareer plans whose unique needs were not or could not he met byexisting programs of hiaher education. The program has placed muchemphasis, on individualized counselina and has recognized theuniqueness of circumstances and aspirations of each student. Thereport reviews the organization of the project and the necessarprocedures for communication and public relations. One sectionprovides a student profile, compiled from ouestionnaires, ofinformation about people who applied to the prooram. Other sectionsdescribe the course and credit possibilities presently available toextended learnina students, covnselina and referral process, types ofdegree programs conducive to independent study approaches, faculty,inter-institutional cooperation, and financing. Also included is anappendix of case studies of four students. (PA1

EJ079576 EARO3S36EEEPING ADULTS IN SCHOOL WITH FEDERAL IIFLPFederal Aid Planner; 33-41 Spr 73Descriptors-*Federal Aid/ *Adult ducation/ *Fducationallv

Disadvantaaed/ *State Federal Aid/ *Student weeds/ Federal Proarans/Individualized Instruction/ Demonstration Protects/ Guidelines/Revenue Sharing

Py tapping the experiences of successful adult education proarams,school districts can set un and overate an adult nroaran ofeducational offerings that can be of practical value to theeducationally disadvantaged. (Author)

22

ADULT EDUCATION PROGRAMS: SOURCES AND IDEAS ON LEARNING AND TEACHING

This is such a small listing. And there are so many moresources of this type of instructional information. Thebest wLy to find it is to scan the magazines where suchmaterials are reviewed, magazines such as 'lose publishedfor the adult education teacher or the public schoolteacher. Libraries subscribe to these magazines, such as:

ADULT LEADERSHIPTHE BOOK LISTLIBRARY JOURNALPREVIEWS (NONPRINT SOFTWARE &HARDWARE NEWS & REVIEWS)PUBLISHER'S WEEKLY

Ask the librarians.

And, for a few older titles, scan this listing of titlesto make a difference in your learning and teachingactivities:

ADMINISTRATION ON AGING CATALOG OF FILMSOF AGING. Washington D.C.:Superintendent of Documents, 1973. (Order Number:HE 1/.302:F 48)

More than 100 motion pictures dealing withsubjects relating to aging, including accidentprevention, health, activities, housing, retire-ment, and the use of leisure time. Also includessome filmstrips, plays, radio broadcasts andslides. Bibliography of film catalogs.

THE ADULT'S LEARNING PROJECTS: A FRESHAPPROACH TO THEORY AND PRACTICE INADULT LEARNING. Allen Tough. Research inEducation Series No. 1. Toronto, The OntarioInstitute for Studies in Education, 1971.

Yes, a second mention for this one. Perhapsbecause of its Canadian origin, this superb studyon adults and learning has not yet reached enoughadult educators. Chapters on how and why peoplelearn, selfplanned learning, onetoone learning,with practical implications for institutions andinstructors make this a 'must read' for today'sadult educator.

AN ANNOTATED BIBLIOGRAMY OF INSTRUCTIONALMATERIALS IN COOPERATIVE OLCUPATIONALEDUCATION. Springfield: State of Illinois Board ofVocational Education and Rehabilitation, Division ofVocational Technical Education, 1974.

A 'best buy' listing of instructional materialsevaluated by a select team of teacher co.ordinators. Includes materials from most cur-ricular areas, plus personal and public servicesmaterials.

AN APPROACH TO CONSUMER EDUCATION FORADULTS. Washington D.C.: Superintendent ofDocuments, 1973. (Order Number PrEx 16.2:Ed 8) S.80

A book for educators that suggests contentareas, illustrates teaching situations and identifiespotential instructional resources for adult consumereducation programs.

CITIZEN ACTION: VITAL FORCE FOR CHANGE.William M. Kitzmiller and Richard Ottinger. WashingtonD.C.: Center for a Voluntary Society, 1971.

A report by the Grassroots Research Project ofthe Environmental Clearinghouse, Inc. examiningthe growth of citizen action.

DECISION MAKING FOR THE DIAGNOSTIC TEACHER:A LABORATORY MANUAL. J. David Cooper and others.New York: Holt, Rinehart and Winston, 1972.

Deciding you'd like to deal diagnostically withteaching and learning? Maybe this lab manual willsave-yol the frustration of wishing for a nonexistent course in your area. The exercises extendthe small amount of text; if you have students youcan use as guinea pigs, so much the better.

THE FOURTH STRIKE: HIRING AND TRAININGTHE DISADVANTAGED. Edited by William D. Drennan.New York: American Management Association, Inc., 1970.

A realistic discussion of the problems of employingand training the "hard.core unemployed," analyzedby management and training people discussing realcorporate experiences.

23

HOW ADULTS LEARN..',. R. Kidd. New York:Association Press, 1959, 7971, 1973.

Not often are all three editions of a book valuable,but each of these has particular uses. Emphasizing the"process" of learning, this book can be a goldmine ofsources for the adult educator. Its bibliographies areextensive and practical; its comparisons to related fieldsof agriculture and industry are illustrated clearly.Particularly useful if one wishes to experiment withclassroom techniques with a theory base.

INTERPIRSONAL COMMUNICATION: TEACHINGSTRATEGIES AND RESOURCES,Alton Barbour and Alvin A. Goldberg. Urbana: ERICClearinghouse on Reading and Communication Skills,1974.

A state-of-the-art paper richly appended withexperience, texts, descriptions of teachingmethods and content bibliographies in thisrecently developed field.

LEARNING FOR TOMORROW: THE ROLE OF ThiEFUTURE IN EDUCATION.Edited by Alvin Tattler. New York: Random House, 1974.

A most readable and thoughtprovoking collection Moriginal articles written by futurists and thinkersabout the future. The gentle push alluded to by theprofessor at the Workshop: "It's kind of hard toconvince us we should stop what we're comfort-able doing, and do what you want us to do ...module teaching isn't that comfortable yet.'Good teaching may never be comfortable.

LITERACY EDUCATION FOR ADOLESCENTS ANDADULTS: A TEACHER'S RESOURCE BOOK.Edwin H. Smith. San Francisco: Boy & Fraser PublishingCompany, 1970.

The practical teacher's guide: a handbook andreassurance manual on the sensible operation ofprograms for adult education. Good listings ofmaterials for program planning, teaching Englishas a second language, and preparation of literacymaterials.

PRACTICAL GUIDE TO CLASSROOM MEDIA.Dolores and David Linton. Dayton, Ohio: Pflaum/Stardard Publishing, 1971.

Some teachers avoid using classroom mediabecause it seems to demand proficiency atmachinemanagement. This guide containsenough basic theory in readable English, andenough suggestions for creative and applieduses for media that an interested teachermight take courage and the first step. TheGuide assumes that the user will not try itall, but will utilize people, informationand materials. Includes source listir s.

READING INSTRUCTION FOR CLASSROOM ANDCLINIC. Edward B. Fry.New York: McGraw-Hill, 1972.

A richly illustrated sourcebook on materialsand techniques for remedial reading teachers.Included are descriptions of newer hardwareand software.

A SELECTED ANNOTATED BIBLIOGRAPHY OFINSTRUCTIONAL LITERACY MATERIALS FORADULT BASIC EDUCATION. Tallahassee, Florida:State Department of Education. Bulletin 71F3,August 1968. ERIC DOCUMENT ED 030 831.Compiled by Edwin H. Smith and Welson G.Bradtmueller.

Though older than some on this iisting, thecontents of this bibliography will be useful. Asection on the selection of ABE materials in-cludes specific criteria for evaluating materials,then lists specific materials according to theirreadability level 1-9. Also noted are suitabilityfor younger students or adults and accompanying manuals or materials.

A STUDY OF AMERICAN & MEXICANAMERICANCULTURE VALUES AND THEIR SIGNIFICANCEIN EDUCATION. Ysidro A. Cabrera. San Francisco:R and E Research Associates, 1963. (Reprinted 1972)

A thesis which synthesizes data on Americanand MexicanAmerican culture values to betterunderstand the nature of conflicting differences.Could provide excellent background for plan-ning curriculum for Mexican-American childrenand adults.

A TEACHER'S GUIDE TO WRITING INSTRUCTION-AL OBJECTIVES: MANAGING BEHAVIOR.Alan H. Wheeler and Wayne L. Fox. Lawrence, Kansas:H & H Enterprises, Inc., 1972. (Behavior ManagementSeries)

A programmed guide for educators who wishto learn to write instructional objectives whichclearly specify educational outcomes in termsof observable behavior. Sudaenly it makes sense.

TEACHING READING IN ADULT BASIC EDU-CATION. Tallahassee, Florida: State Department ofEducation. Bulletin 71H-4, July 1970. ERIC DOCU-MENT ED 019 600. Compiled by Edwin H. Smithand George E. Mason.

A gathering of reading materials and remedialtechniques.

24

TECHNIQUES FOR TEACHING REMEDIAL CASES.Tallahassee, Florida: State Department of Education.Bulletin 71H5, July 1970. ERIC DOCUMENTED 019 601. Compiled by Edwin H. Smith and others.

Bask information on identifying the remedialcase, with descriptions of such remedial methodsas used by Fernald, Cooper, Hegge-K irk-Kirk,and others. Bibliography.

THE YELLOW PAGES OF LEARNING RESOURCES.Philadelphia: GEEiGroups for Environmental Education, Inc. ;or)Cambridge, Mass: The MIT Press, 1973.

An enthusiastic reaching into the places,publications and people of education .- from analternative education view point. Excellent as asource for nonstandard learning materials.

ADULT EDUCATION PROGRAMS: APPLYING FOR PROGRAM OR PROJECT FUNDS

"In the future, perhaps it will also be far more commonfor an adult to set out to become a highly sensitive andjoyful spouse or parent; to become a much more com-petent learner or helper; to gain an accurate feeling forhis own place in history and in the universe; to expresshimself in music, poetry, film, end sculpture; to becomecompetent at planning travel and recreation; to expandhis consciousness or develop competence at meditation;to become less selfish or more committed to some mis-sion in life; and to learn how it feels to be a corporationpresident or an Asian peasant"

Allen ToughTHE ADULT'S LEARNING PROJECTS

Informational brochures and model proposals usedduring the 1974 Workshop were brought from theNorthwest Regional Educational Laboratory. Thereare a number of sources for this type of information,such as similar projects on college and universitycampuses, agencies in related fields which may belocated in nearby towns, and regional agencies andoffices. Some of this kind of information can belocated through searches of the ERIC (EducationalResources Information Center) system, whoseindexes are located in most major libraries.

The materials brought from me Northwest Lab were:

ROLE OF A PROPOSAL

CONTRACT PROPOSAL (Regiob XHEW Programfor Strengthening Program/Project Monitoring)

BUSINESS PROPOSAL (Region XHEW Programfor Strengthening Program/Project Monitoring)

Modules 49 and 50, Conceptual Area NumberSixteen: "Demonstrated Ability To Work WithAdult Education Agencies."

In these days, your state department of education isyour source of funds: post secondary educationmonies, higher education, disadvantaged, Indian education monies, library innovation program develop-ment, sciences and humanities, vocational education(particularly those earmarked for the handicapped)and Comprehensive Employment and Training Actmonies.

INFORMATION AND ADULT EDUCATION: SEARCHING SKILLS AND SOURCES

SO YOU THOUGHT IT WOULD BE EASY

A library is a complex organism, rife withideosyncrpcies and paradoxes. But a well-organizedlibrary brings credit to its organizers, the librariansand information specialists. They build filing systems.They index esoteric topics. They build collections forthose who come with questions and needs. They eventeach people how to use libraries, if they're interested.

Trust your librarians to locate what you need.They may find it in one library; they may go througha network of libraries, looking for the right one con-taining the answer for you.

HAMMERS, SAWS ANO PEAVIES OF THE IN-FORMATION TRADE

If you know the best library tools of yourspecialty, you can help yourself to information. Thissection of the Sourcebook lists some indexes, somepublisher's catalogs, magazines and other library toolswhich adult educators need to know about.

Drop their names wher vott see a librarian. Askhow to best use them in ycur work. You'll be surprisedat the answers you'll get to questions you hardly knewyou'd asked.

LIBRARIANS, TOO, HAVE THEIR PRIDE

Finding needles in haystacks may seem an oddway to earn a living. But most librarians revel in whatthey call "reference or information services." They viewith each other in establishing high success rates atfinding the right answers to questions.

Just as teachers feel good about successfulteaching techniques, librarians delight in discoveringbetter ways to locate information. Reference bookssuch as indexes, encyclopedias and directories are thetools of their trade; using the computer to retrieveinformation opens great new vistas to them.

Believe in their skills; praise them when they'vemade your job go better. They'll serve you well:everyone thrives on appreciation.

IT MAY PAY TO GO TO THE TOP

Information centers and libraries can't alwaysafford professional staffing for every hour of the day.If you're using a library during off hours, or if yourrequest is met with an odd response, you may bedealing with a library aide or a part-time workingwife. Ask to speak with another librarian, or comeback at another time.

MIRACLES SOMETIMES REQUIRE MORE THAN A DAY

If you need complex or detailed information,particularly if it relates to funding or the machinationsof federal legislation, give your librarian time to do thejob of locating it. A week or two, if it means writingor calling other libraries and institutions.

Building library collections that serve the needsof their users takes time, tool Buying books or sub-scribing to magazines and government documents cantake from an hour to a year, depending on a lot ofthings.

So think ahead, and give your informationretriever time to retrieve from the best sources. You'llget better results.

WHEN IN DOUBT, ALPHABETIZE ALL THE WAY

Nearly every indexing system depends on lettersand numbers. If you have trouble with your alphabet,carry an alphabet card with you to the library. No onewill notice, and you'll save time.

Decimal numbers in the Dewey system of bookshelving are dealt with just as decimals were back infourth grade. 321.1 is worth less than 321.11 or 321.2,and will appear first as you wa.k along the book shelves.

MAGAZINES IN ADULT EDUCATION

Magazines can keep teachers in touch with one another'sideas. Send for a free examination copy of these whichsound useful. Look through them in libraries. Eachoriginated from different needs; maybe some will fityours.

This listing includes some British and Canadian titles.It also includes the best of the instructional technologypublications.

AEC NEWSLETTER. Monthly. Free. Adult EducationClearinghouse. Department of Adult Con-tinuing Education, Montclair State College,Upper Montclair, New Jersey 07043

ADMINISTRATOR'S SWAP SHOP NEWSLETTER.Bimonthly. 55.00. National Association forPublic Continuing and Adult Education, 120116th Street N.W., Washington DC 20036(Book reviews)

ADULT EDUCATION. Bimonthly. 1 2.70. NationalInstitute of Adult Education, 35 Queen AnneStreet, London WIM OBL England (Indexed inPublic Affairs Information Service)

Numbers in the Library of Congress shelvingsystem are whole numbers, not decimal numbers. Theperiods are punctuation marks, not decimal point:. Acall number in this system may look like this:

E 1 85.97.C6or it may look like this:

E

185.97.C6

Read it one line at a time.Other shelving systems are being invented all the

time. Rut its best to ask how to use them or let thelibrarian help. After all, you needn't know everythingin order to use a library. The ability to ask an accurately descri7.:ive question will be your best technique.

WHO IS THIS ERIC?

Since the middle sixties, the federal governmenthas funded a massive information pooling activity calledERIC (Educational Resources Information Center). Itdepends on the activities of subject specialty clearing-houses to find information. They contact anyone andeveryone who publishes in their subject specialty.

Then the clearinghouses index and abstract whatthey find. Indexes such as RESEARCH IN EDU-CATION and CURRENT INDEX TO JOURNALS INEDUCATION come out monthly with the indexingsand abstractings.

You can find these indexes in most large libraries.Ask the librarian.

You can also find information centers andlibraries who can use a computer terminal to gain accessto all 360,000 publications in the system. Then all youneed to do is describe what you want to find out, andpromise to pay the bill for the search. It's not as highas you might expect. Try it!

ADULT EDUCATION. Quarterly. S11.00. AdultEducation Association of the USA, 810 18thStreet N W., Washington DC 20006. (Bookreviews; indexed in Education Index)

ADULT EDUCATION NEWS (OF THE DIVISION OFADULT EDUCATION & COMMUNITY SERVICE,UNIVERSITY OF WYOMING) Bi monthly.Free. University of Wyoming, Box 3274, UniversityStation, Laramie, Wyoming 82070

ADULT LEADERSHIP. Monthly (SeptJune) $10.00.Adult Education Association of the USA, 81018th Street N.W., Washington DC 20006.(Book reviews; indexed in Education Index)

AMERICAN V' JATIONAL JOURNAL. Monthly(SeptMay) S4.00. American Vocational Association,

Inc., 1510 H Street N.W., Washington DC,20005. (Book reviews; indexed in EducationIndex)

CHANNEL. Quarterly. S3.00. MidHudson SchoolStudy Council, State University College, NewPaltz, New York 12561. (Book reviews)

140bl)1f.

COMMUNITY TEAMWORK: NOTES ABOUT ADULTEDUCATION.

2/year. Free. Indiana University, Bureau ofStudies in Adult Education, 309 S. Highland,Bloomington, Indiana 47401. (Book reviews)

CONTINUING EDUCATION. Quarterly. $35.00.Pennsylvania Research Associates, Inc., 1428Ford Road, Cornwells Heights, Pennsylvania19020. (Book reviews; indexed in Current Indexto Journals in Education, Current Contents)

CONVERGENCE: AN INTERNATIONAL JOURNALOF ADULT EDUCATION.

Quarterly. $6.00. Department of Adult Edu-cation, Ontario Institute for Studies in Edu-cation, 252 Bloor Street West, Toronto,Ontario M5S IV6 (Indexed in Current Indexto Journals in Education)

CORRESPONDENCE EDUCATION. Bi-monthly.$7.00. Norman Publishing Corporation, 3090N. Lincoln Avenue, Box 1811, Altadena,California 91001. (Book reviews)

COUNSELOR'S INFORMATION SERVICE. Quarter-ly. $7.00. B'nai B'rith Career and CounselingServices, 1640 Rhode Island Avenue N.W.,Washington DC 20036 (Book reviews)

EDUCATIONAL TECHNOLOGY. Monthly. $21.00.Educational Technology, 140 Sylvan Avenue,Englewood Cliffs, New Jersey 07632. (Book,software reviews; indexes in Current Indexto Journals in Education, Education Index)

FOR ADULTS ONLY. Quarterly. Free. Departmentof Community Colleges, Division of AdultServices, Room 183, Raleigh, North Carolina27602 (Book reviews)

MOUNTAIN PLAINS JOURNAL OF ADULT EDU-CATION. Quarterly. Mountain Plains Adult Education

Association, Continuing Education Division,University of Nevada, Las Vegas, 4505 Mary-land Parkway, Las Vegas Nevada 89101

JOURNAL OF CONTINUING EDUCATION ANDTRAINING. Quarterly. $25.00. Baywood Publishing

Co. Inc., 43 Central Avenue, Farmingdale NewYork 11735 (Book reviews; indexed in Engineer-ing Index)

NEWS FOR YOU: WEEKLY NEWSPAPER FORADULTS WITH LOW READING SKILL. Weekly.

$5.00. Laubach Literacy, Inc., 1011 HarrisonStreet, Syracuse, New York 13210 (Bookreviews; TV reviews)

ORACLE. Monthly. Ontario Association, 9th Floor,252 Bloor Street West, Toronto, Canada M5S1V6

TEACHING ADULTS. Quarterly. 75p. NationalInstitute of Adult Education, (of England andWales) 35 Queen Anne Street, London WI MOBL England (Book reviews)

TECHNICAL EDUCATION NEWS. 3/year. Free.McGraw Hill Book Company, 1221 Avenue ofthe Americas, New York, New York 10020

TECHNIQUES FOR TEACHERS OF ADULTS.Monthly (Oct-May) $5.00. National Associationfor Public Continuing & Adult EducationNAPCAE, 1201 16th St.:12t N.W., WashingtonDC 20036

THEORY INTO PRACTICE. 5/year, $5.00. TIP, 149Arps Hall, 1945 N. High St., Columbus, Ohio43210. (Indexed in Current Index to-Journalsin Education, Education Index)

INFORMATION SOURCES AVAILABLE IN STATEAND UNIVERSITY LIBRARIES

."The important thing is not to know all there is toknow, but to know where one can look it up quickly."

ABSTRACTS OF INSTRUCTIONAL AND RESEARCHMATERIALS IN VOCATIONAL AND TECHNICALEDUCATION (AIM/ARM). Quarterly. Columbus:

The Center for Vocational Education, OhioState University.

ADULT EDUCATION DISSERTATION ABSTRACTS.Published by Adult Education Association of theUSA, 810 18th Street N.W., Washington DC20006

BUSINESS EDUCATION INDEX. Annual. NewYork: Delta Phi Epsilon Fraternity.

CURRICULAR INFORMATION INDEX. UpperMontclair, New Jersey: Tne National Multi-media Center for Adult Basic Education. (Across-referenced index for Abstract Cards000001-004600 which describe adult basiceducation instructional and curricular materialsfor use EDUCATION INDEX. Monthly, withannual cumulations. New York, H.W. WilsonCompany.

READING RESEARCH QUARTERLY. Quarterly,with annual annotated bibliography of research,covering books, conference proceedings andjournal articles. Newark, Delaware: Inter-national Reading Association

MONTHLY CATALOG OF UNITED STATESGOVERNMENT PUBLICATIONS. Monthly. (Sub-

ject, author and title index to nearly all pub-lications out of federal offices and institutions.Many are excellent teaching materials; seeparticularly headings "Adult Education" and"C,ollegesmd Universities-- Extension Work")

41

PUBLISHERS: LISTS AND CATALOGS

If an exhaustive list of publishers is needed, call thelibrary and ask for such publisher listings as:

ALTERNATIVES IN PRINT: THE ANNUALCATALOG OF SOCIAL CHANGE PUBLICATIONS.

Compiled by Task Force on Alternatives inPrint, Social Responsibilities Round Table,Americzn Library Association. San Francisco:Glide Publications. Annual.

AVMP (AUDIOVISUAL MARKET PLACE: A MULTI-MEDIA GUIDE) New York: R. R . Bowker. Annual.

(Media producers & distributors, associaticns,AV dealers, conventions, educational radio &television, film festivals, equipment manufac-turers, rental facilities, reference sources andreview media) Annual.

EDUCATIONAL MARKETER YELLOW PAGES: AREFERENCE SOURCE FOR COMPANIES SUPPLY-ING INSTRUCTIONAL MATERIALS AND EQUIP-MENT. White Plains, New York: Knowledge Industry

Publications, Inc. Annual.

LITERARY MARKET PLACE. New York: R. R.Bowker. Annual. (Publishers, associations,publishing information)

A sampling of publishers:

ADDISON WESLEY CO. 9 Dunwoody Park, Suite120, Atlanta, Georgia 30341 Catalog: Materialsto accompany the Great Plains ITV series,YOUR FUTURE IS NOW, and related materials

ALLYN & BACON, 150 Tremont Street, Boston,Massachusetts 02111 Catalog.

BARRON'S EDUCATIONAL SERIES, INC., 113Crossways Park Drive, Woodbury, New York11797. Catalog.

BUREAU OF CONTINUING EDUCATION, Cur-riculum Development, N.Y. State EducationDepartment, Albany, New York 12224. Catalog:Materials to accompany the Great Plains ITVseries, YOUR FUTURE IS NOW, and relatedmaterials.

CAMBRIDGE BOOK COMPANY, 488 MadisonAvenue, New York, New York 10022. Catalog:Cambridge GED Program; Kentucky ETV testsand manuals.

EDUCATIONAL DEVELOPMENT LABORATORIES,Rud Clark Company, 6444 Fly Road, EastSyracuse, New York 13057. Catalog: Materialsrelated to the Great Plains ITV series YOURFUTURE IS NOW.

GREAT PLAINS NATIONAL INSTRUCTIONALTELEVISION LIBRARY, Box 80669, Lincoln,

Nebraska 68501. Catalog: Films, textbooks,YOUR FUTURE IS NOW tapes.

NEW READERS PRESS. Division of LaubachLiteracy, Inc., Box 131, Syracuse, Non? York13210. Catalog: Publications on a low readinglevel.

OFFICE OF ADULT EDUCATION, CurriculumDevelopment, South Carolina State Departmentof Education, Columbia, South Carolina 29201.Catalog: Materials related to the Great FlainsITV series YOUR FUTURE IS NOW.

SCIENCE RESEARCH ASSOCIATES, 259 EastErie Street, Chicago, Illinois 60611 Catalog.

STECK-VAUGHN COMPANY, Box 2028, 807Brazos, Austin, Texas 78767 Catalog: Materialsfor adult basic and continuing education,English, reading, mathematics, science, socialeducation, GED, others.

W. CLEMENT AND JESSIE V. STONE FOUN-DATION, 111 East Wacker Drive, Suite 510, Chicago,

Illinois 60601. Catalog: "Achievement Mo-tivation Program", programs, materials, ideas.

WORLD EDUCATION, 1414 Sixth Avenue, NewYork, New York 10019. Brochure: "AIM(Appercept;on-Interaction Method)"

LOCALLY PRODUCED TEACHING MATERIALS

Several Workshop presentors brought with themmaterials which they had created or adapted fromother sources. Rather than list these in detail, it wassuggested that the materials be deposited with GordonJones at the Office of Adult Education, Idaho StateUniversity, Pocatello, Idaho 83209

PHIL GIBSON AND JACK RUCKER: "ABOUT VO-TECH" (newspaper). which describes the many pro-

grams of study offered by the Idaho StateUniversity School of Vocational-TechnicalEducation at Pocatello

ROBERT GOLD: Reading tests and lists of instruction-al materials for teaching reading and remedialreading

JOHN HARTWIG: Descriptive materials on the mod-ules being developed for Adult Counseling Project at the Northwest Regional EducationalLaboratory

HELEN HUFF: Local history materials developed fromthe Idaho Historical Society "Reference Series";Learning Facilitator Handbook of basic "quickassessments" and language development materials

KENNETH 0. LIGHT: A form developed for listing"Relative and Supportive Agencies" for adultsin the education program

FLORENCE NI EMANN: Materials for mathematics;reprints on individualizing instruction, fromEducational Technology magazine; a brochure

28

describing the Preparation Center at Lewis-Clark State College in Lewiston

IRVIN WATTERS: A final report on a training pro-ject for positive leadership roles for tribal edu-cation committees for adult basic educationprograms

'' Imo 11111I

,, 4 10011

ADULT EDUCATION INSTRUCTIONAL MATERIALS AND PROGRAM DEVELOPMENT:AN ERIC SEARCH

"If adult students are directed to make as many X's asthey can in 30 seconds, some will be able to make agreat many more X's than others. The same class,doing almost any other task within the ability rangeof its members, if timed closely, will exhibit a similarrange of differences in speed. Given a list of words tomemorize, they will show a wide range in rate oflearning. And each member's rank in the scale ofability will differ from task to task.

These differences in learning rates, as well as dif-ferences in levels of achievement and differences inlearning styles, mean that effective teaching is bestdone by matching each student to the type of material,the rate of learning, and the learning style best suitedto him. The ultirhate criterion for suitability is howwell he learns from the material."

Edwin H. SmithLITERACY EDUCATION FORADOLESCENTS AND ADULTS

And where do we begin to search for such individualizedmaterials and programs? The following facsimile is asearch of the current year of ERIC entries using theterms ADULT EDUCATION/INDIVIDUALIZEDINSTRUCTION/INSTRUCTIONAL PROGRAMS/ADULT EDUCATION PROGRAMS/ADULT BASICEDUCATION/ READING SKILLS/REMEDIALREADING. If the search had covered a longer period,the listing would have been longer, but not broader.

EJ: Educational Journal articleED: Educational Document (book, speech, pamphlet,text, etc)

29

EJ094275 CE500825SKILLS FOR LEARNING AND LIVING. SELF-DEVELOPMENT AT ARIZONA'S MDTA

.MANPOWER DEVELOPMENT AND TRAINING ACT. CENTERSAllshouse, Mary American Vocational'Journal; 49; 4; 61 Apr 74Descriptors-*Manpower Development/ *Self Actualization/ *Skill

Development/ *Skill Centers/ Individualized Instruction/ AdultEducation

Skill training by way of individualized instruction is offered toadults by the learning centers established by the Arizona MDTA SkillCenters. (DS)

EJ079196 AC502525MOTIVES FOR RECURRENT EDUCATIONConvergence; 4; 4; 54-62 72Descriptors-*Educational Planning/ *Educational Policy/ *Educational

Objectives/ *Continuous Learning/ *Equal Education/ Adult Education/Post secondary Education/ Resources/ Labor Market/ Social Systems/Individualized Instruction

DeLcribes the advantages for the total education of the individualdivided into periods spread out over his active life. '(Author/RR)

EJ071183 AC502310AN EXPERIENCE IN AUTONOMOUS LEARNINGBlackwell, Velma L.; Karioth, Sally Adult Leadership; 21; 7;

221-223 Jan 73.

Descriptors-*Adult Education/ Adult Education Programs/ ForeignCountries/ *Individual Needs/ *individualized instruction/ MultimediaInstruction

Identifiers-*Great BritainSome insights on the overall scope of adult education in Great

Britain. (DS)

EJ067807 EA503185ROLE OF THE FOUR-YEAR COLLEGE AND THE UNIVERSITY IN COMMUNITY

EDUCATIONSeay, Maurice F. Phi Delta Kappan; 54: 3; 199-202 Nov 72Descriptors-*Adult Education/ *Community Education/ Educational

Change/ *Educational Philosophy/ Financial Support/ *FoundationPrograms/ *Higher Education/ Individualized Instruction/ SchoolOroanization

Identifiers -Mott FoundationTo contribute to the development of community education, 4-year

colleges and universities will have to acknowledge the contineusussand individuality of education and redefine the role of hiahereducation vis-a-vis other educative institutions. (Author/JH)

EJ064945 AC502140IMPACT OF COmpETENCY-BASED INSTRUCTION ON CONTINUING EDUCATIONRichman, Paul T.; Nagel, Thomas S. Continuing Education; 5; 4;

59-60 Oct 72Descriptors-*Adult Education/ *Behavioral Objectives/ Continuing

Education Centers/ *Course Objectives/ *Individualized Instruction/*Performance Criteria

Identifiers-Competency Based InstructionExplains the eiaht areas of chance involved in the switch from

.conventional to more individualized, objective- orientedinstruction. (SP)

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EJ054706 AC501802INDIVIDUALIZED LEARNING FOR ADULTS-THE ILA PROJECTDeep, Donald Adult Leadership; 20; 8; 241 Feb 72Descriptors-Adult Education/ *Adult Education Proarams/ *Curriculum

Development/ Educational Diagnosis/ *individualized Instruction/*Individualized Proorams/ *Instructional Materials/ Learnina

Describes curriculum'saterials that can be incorporated into aneasily managed instructional system that allows for the accuratediagnosis of each students' learnina needs. (Author/LP)

E3054339 AC501801INDIVIDUALIZING ABE PROGRAMS THROUGH LEARNING PACKETSSepede, John H. Adult Leadership; 20; 8; 289-90 Feb 72Descriptors-*Adult Basic Education/ *Adult Education Proarams/

Adults/ Independent Study/ *Individualized Instruction/*Individualized Proarams/ *Instructional Materials

Attempts to define and meet the needs of adults beina served byAdult Pasic Education programs. (Author/LP)

EJ039567 VT502533PROGRAMMED SHORTHAND FOR ADULT CLASSESNaber, Evelyn Business Education Pornm; 25; 8; 26 May 71Descriptors-*Adult Education/ *Business Education/ *Individualized

Instruction/ *Programed Instruction/ *Stenoaraphy

EJ038155 VT502468POCUs ON THE INDIVIDUALHoward, Doris Journal of Business Education; 46; 8; 333-334 May 71Descriptors-Adult Education/ *Business Education/ *Individualized

Instruction/ *Self Concept/ Special Education/ Teacher Role

ED0968Q4 C00093?THE. ADULT LrARN1wc CFNTVR. ISSUE 6.Morehead State Univ., Ky. Appalachian Adult Education Center.Spons Aaency- !ureau of Adult, Vocational, and Technical Education

PrrW/011, Washinoton, P.C.Grant-OYG-0-71-4410(224)Pub Date Sep 72 Note-25p.EPRS Price ME-10.65 IC -$3.2QDescriptors-*Adult Basic Education/ *Adult Education Programs/

*Continuing Education Centers/ Disadvantaged Groups/ ' ducationalDiagnosi/ Educational Facilities/ Educational Objectives/ GuidanceCounseling/ Individualized Instruction/ Interaaencv Coordination/Paraprofessional School Personnel/ Personnel Selection/ ProgramPlannina/ Recruitment/ Remedial Instruction/ Student Motivation/Student Records

Identifiers-*Student RecruitmentSince 1967 the Appalachian Adult rducation Center in cooperation

with thirteen State departwents of education has established severaladult learnina centers to provide services to the hard-coreeducationally diradvantaaed and to test one specific method ofoperation to meet individual needs most effectively. Through thisdocument, an attempt is made to formulate a broad and comprehensivedesian for an operational learnina center, includina objectives,physical structure, materials, reauirewents for directors and staffmembers, and student recruitment techniaues. A proaram of diaanosis,prescription and evaluation is outlined: sample record sheets,enrollment forms, study schedules and other forms make up a large partof the document. An evaluation of the learnino center proaram, OhioModule, is offered in tabular fort. In a comparison with traditionalclassroom adult instruction, the learnina center showed 1.S times thegain per hour in readina for 100 hours of instruction, and homeinstruction by paraprofessionals vorkina out of learnina centersshowed 2.5 times the vain of the traditional classroom. (AJ)

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ED066474 SF016123IRDIVIDUALIZED ADULT SCIENCE EDUCATION.Lawrence, C. G.Saskatchewan NewStart, Inc., Prince Albert.Epuns Agency-Department of Regional Fconomic Fxpansion, Ottawa

(Ontario) .; 'Saskatchewan Dept. of Fducation, Regina.Pub Date Oun 72 Note-192p.; Proceedings of a seminar held May 24

25, 1972, in Prince AlbertAvailable from-Saskatchewan New Start Incorporated, P. O. Box 1565,

154 8th Street Fast, Prince Albert, Saskatchewan (a4.95)Document Not Available from FDRS.Lescriptors-Adult Fducation/ *Adult education Programs/ *Curriculum

Development/ *Individualized Instruction/ *Reports/ Science Education/*Sciencer/ Seminars

1dentifiers-CanadaAs the proceedings of a national seminar on individualized adult

science education, a total of 13 articles is compiled in this volumeconcerning the theory and techniques of curriculum development and theindividualization process in upgrading Canadian science courses. Thetopics include: The Characteristics and Formulation of BehavioralObjectives; Seguencine and Clustering Behavioral Objectives inDesigning a Curriculum: Saskatchewan NewStarts IndividualizedProcesses in Adult Basic Fducation; Science Curriculum Project--HumberCollege of Implied Arts and Technology; Science ProgramStephenvilleAdult Center; Continuous Progress Physical Science Basic Training ForSkills DevelopmentBed River Community College: Conauerina the Worldof Science--Cambrian College of Applied Arts and Technology; AudioVisual methods for Individualized Instruction; Systems Approach totraining; Modular Training in Ontario; Science CurriculumProiectSaskatchewan Institute of Applied Arts and Sciences; ScienceCurriculum Protect in rew Brunswick; and Determining Relevancy ofScience Curricula. Contained is a list of seminar participants withtheir address. (CC)

F1,082132 CS000722A SUMMARY OF TFP EVALUATION OF THE EDUCATIONAL DPVELOPMP.NTAL

LAPORATOLIES/AMFRICAN INSTITUTE OF BANKING HIGH SCHOOL FOUIVALFNCYPEOGRAM FOR BANK TRAINFES.

Scheier, Elaine: And OthersFducational Developmental Labs., Inc., New York, N.Y. Research Dept.Report No.-EDL-RIR-5Pub Pate Mar 72 Note-29p.'EMS Price MP-10.6F HC -$3.2°Descriptors-*Adult Education Programs/ Adult Students/ *Adult

Vocational Education/ Banking/ Critical Reading/ *Disadvantaged Croups*irlividualized Instruction/ Mathematics/ Reading improvement/

*Reading Instruction/ Social Studiesidentifiers -RFD/ *General Fducational Development TestsThe New York Chapter of the American institute of Ranking (AIR) is a

sponsor of the Joint Bank Hiring and Education Program for theDisadvantaged (HFP), the purpose of which is to hire and trainundereducated adults and provide education that will enable thetrainees to compete successfully in the banking industry. FducationalDevelopment Laboratories (FDL)/McGraw-Hill and AIB, New York Chapter,-entered into an agreement in which FDL/McGraw-Hill agreed to providethe teaching staff, curriculum, instructional materials, andspecialized eauipment needed for trainees to develop skills inreading, communication, mathematics, social studies, and science. Theeducational objective of this total program was the successfulcompletion by the students of the General Educational DevelopmentTests (GED). Teachers went through a four-week training program todevelop: (1) an understanding of a comprehensive laboratory approachto GED instruction, (2) expertise with media, (3) an understanding ofthe value of a multimedia approach to educatinc the disadvantaged, (4)

expertise in individualizing instruction, and (c) techniques in

32

critical reading instructior. A total of 485 students were acceptedfor the rroaram, and 372 completed it. The students in responding to aquestionnaire, in aeneral aareed that the nroaram helped them. (WR)

ED073436 CS000397EFADING INsTRUCTION AND TECHNICAL PFTRAImING IN THE COMMUNITY

COLLEGF FOR DISADVANTAGFD ADULTS.Resmondo, BetsyPub Date May 73 Note-8p.; Paper presented at the Annual Meeting of

the International Reading Assr. (18th, Denver, May 1-4, 1Q73)EDRS Price MF-$0.65 HC-$3.29Descriptors-*Adult Fducation/ Basic Skills/ *Community Colleaes/

*Deaf Education/ Developmental Readina/ Disadvantaaed Groups/ Fnalish(Second Law:macre)/ *Fnalish Instruction/ Individualized Instruction/Language Laboratories/ *Reading Instruction/ Sian Lanauaae

Identifiers-Waubonsee Hearing Impaired Program/ WHIPThe Waubonsee Hearing Impaired Program (WHIP), offerino courses for

disadvantaaed adults in Fnalish and reading as well as a specialproaram tor hearina impaired students, is described. Fnalish Review isa course which aids students whose deficiencies in English precludetheir taking the regular freshman Fnalish courses. Instruction isindividualized and students are required to write short themes andother expository prose essential for vocational goals or furtherstudies. Notetakina, outlirina, use of dictionaries, and test takingtechniques are also taught. Developmental Reading is a course desianedfor adults who never completed their years of formal education. Workis given to increase skills in vocabulary, phrlics, listenina, readinacomprehension, spellina, and written expression. Fnalish as a secondlanauaae is offered in both of these courses for those whose nativelanauaae is not Fnalish. A special tutor works with these students sothat a meaninoful proaram is developed for their particular needs.Interpreters are Provided to aid in lip readina, and classes areoffered teachina sign lanauaae. The philosophy of the Hearina ImpairedProgram is to provide those services which allow the deaf student tocompete on an equal basis with his hearing peer in an intearatedclassroom. (HS)

ED069963* AC014014TAXONnmY OF RFADING SKILLS AND MATFRTALS FOP YOUTHS AND ADULTS. A

SYSTEM OI PRFSCRIBING FOR INDIVIDUAL SKILL DFFICIFNCIES.Giuliano, Helen Solana; And OthersWhite Plains Adult Education Center, N.Y.Spons AveVey-New York State Pducation Dept., Albany.Pub Date 72 Note-96p.Available from-Fducational Developmental Laboratories, 1221 Avenue

of the Americas, New York; N.Y. 10020 (Order No. 380039, no Priceouoted)

Document Not Available from FDRS.Descriptors-Academic Achievement/ *Adult Pasic Fducation/ Curriculum

Guides/ Diaanostic Teaching/ Instructional Materials/ Publications/Publishing Industry/ Readina Comprehension/ *reading Skills/ *remedialReading/ *Taxonomy/ Testing/ Word Study Skills

This Taxonomy was designed to assist the instructor or readinaspecialist in the identification and location of specificinstructional materials that can be used for remediation of skilldeficiencies. The Taxonomy was developed by the White Plains AdultEducation Center, and a description of the Center's program and methodof intearating the Taxonomy in its curriculum is provided in theopenina section of the document. The topics discussed in this sectionare: Historical Development: Adult Basic Pducation Troaram; Need forDiagnosis of Specific Deficiencies; and Prescription Guidelines. Theremainder of the document is the body of the Taxonomy, which containsthe following materials: Index of Skills (Word AttackSkills--consonants, vowels, syllables, suffixes, prefixes,synonyms/antonyms/homonyms/homographs, dictionary usaae: Alphabetizin-

33

q, and spelling; Comprehension Skills -- reading vocabulary, followingdirections, reference skills, interpretation of materials, speedcomprehension, and appreciation of literautre and poetry; Index ofSkills; now to Read an Entry; Taxonomy (Section I, Work Attack Skills;Section II, Comprehension Skills); A Listing of Publishers andMaterials; and Learning Laboratory Plannine Manual (purpose,guidelines, manual format, prescribed procedures for teachers,Developmental Plan Sheet/Readiness, Developmental Plan Sheets for:Levels 1.5-3.9, 4.0-6.9, and 7.0-12.0, planning with supplementalmaterials, and learning laboratory materials (grade levels 2.)-13.0).Publishers' addresses and materials referred to in the Taxonomy arelisted, and a code key to publishers is provided. (PR)

ED0694770 sF014428FSTA5L7SNING THE LINO PROSPAM, A MANUAL FOR ADMINISTRATORS AND

INSTRUCTORS.Tippett, Glen; Mullen, VernonSaskatchewan NewStart, Inc., Prince Albert.Pub Date. 72 Note-75p.Available from-PRIC/SMFAC, 1460 West Lane Avenue, Columbus, Ohio

43221 (on loan)Dccument Not Available from EMS.Descrittors-*Adult Education/ Communication Skills/ *Curriculum/

*Individualized Instruction/ *Instruction/ Instructional Materials/Mathematics Education/ Objectives/ froaram Descriptions/ *RemedialInstruction

Idertifiers-Learning Individualized for CanadiansThis manual for administrators and instructors accompanies the

Learning Individualized for Canadians (LINO) courses of individuallyprescribed instruction in communications and in mathematics for adultlearners. Information is given on the hackarourd of the LINC program,objectives, components, the individualized process, procedures forcurriculum development, and implementation of the LINO program. Adetailed materials list for communications and for mathematics and areading list for adult basic ei,cation are included. See SF 014 927for the LINO mathematics prooram. (DT)

FLO69476t SE014927LFARNING INDIVIDUALIZED FOR CANADIANS (LINO) mATHFMATICS.Tippett, G1e.rSaskatchewan NewStart, Inc., Prince Albert.::pons Agency-Canadian Dept. of Regional Fconomic Expansion, Ottawa

(Ontario).; Saskatchewan Dept. of Pducation, Regina.lub Date 72 Note-368p.; Third Edition of the Former Adult S-10

Mathematics ProgramAvailable from-FRIC/SMFAC, 1460 West Lane Avenue, Columbus, Ohio

43221 (on loan)Document Not Available from FPkS.Descriptors-*Adult Education/ Curriculum/ *Individualized

Instruction/ Instruction/ *Instructional Materials/ *MathematicsEducation/ Objectives/ Practical Mathematics/ Remedial Mathematics/*leaching Guides/ Units of Study (Subject Fields)

Identifiers- Learning Individualized for CanadiansThis instruction manual for the Learning Individualized for

Canadians (LINO) mathematics course is designed for use in adult basiceducation or retrainino programs focusing on individually prescribedlearnine. Fmphasis is on developing computational and problem-solvingskills and on practical applications of mathematics to everyday lifeskills and occupational training. The manual contains an instructor'scuile. the LINO mathematics course, and copies of placementinventories, objectives, prescription sheets, tests, and answer keys.A variety of self-instructional resources for the student are listed.The course consists of ten units of instruction: whole numbers:fractions; decimals; percent; measurement: perimeter, area, volume;geometry; statistics: integers and rationals; and introductory

34

algebra. An annotated list of instructional materials is included foreach unit and an additional comprehensive list for the course is alsogiven. See SE 014 926 for the administrator and instructor's manual onthe LINC prooram. (DT)

ED068832 AC01206SPARDMAIF AND SOFTWAFF FOR ADULT BASIC FDUCATION IK CORRFCTIONS.McKee, John M.Pub Date 14 May 72 vote -15p.; Paper presented at Regional Seminar

on Pidult Basic Education in Corrections, Pomona. California, May 14,1972?DRS Price MF-$0.65 HC-$3.29Descriptors-*Adult Basic Education/ Adult Education Proorams/ Adult

Educators/ Adult Vocational Fducation/ Audiovisual Aids/ AudiovisualInstruction/ Behavioral Objectives/ *Computer Assisted Instruction/*Correctional Education/ Corrective Institutions/ IndividualizedInstruction/ *Instructional Materials/ Job Skills/ PerformanceContracts/ Prooramed Instruction/ Publications/ Readina Proorams/Research Proposals

Establishing behavioral objectives for an adult basic education(ABP) prooram helps to accomplish individual assessment of a learner'sabilities and deficiencies. The heart of an individually prescribedinstructional system is the use of instruction materials or software.Many proorammed instructional materials are available; and it is theresponsibility of the administrator of adult educational proarams tokeep abreast of current materials. Hardware such as visual aids, tapereccrdere, and tachtiscopes may be used extensively for adult basiceducation, especially in readina proorams. The inteoration of hardwareanu software into an ABF system, and the relations of materials andequipment and their consecuences, call for contincency manacementtechniques. The use of continaencv or performance contracts is widelyused in APP. ABE instructors need to teach work and vocationalprooram:; as well as basic educational skills, especially in prisons.(RS)

ED06860cA OR AC012924COMMUNICATIONSDEVELOPMENTAL Rt'ADING. LEARNING INDIVIDUALIZED FOR

CANAD/ANF (LINC) .Thorpe, Murdine: Tippett, GlenSaskatchewan WewStart, Inc., Prince Albert.Spons Agency-Canadian Dept. offFegional Economic Expansion, Ottawa

(Ontario).; Saskatchewan Dept. of Education, Reaina.'Pub Date 72 Note-296p.Available from-Saskatchewan NewStart Inc., 1st Ave. 6 River St.

East, P. C. Pox 1565, Prince Albert, Saskatchewan, CanadaDocument Not Available from EDRS.Descriptors-*Adult Education Proarams/ *Comprehension/ Comprehension

Development/ Developmental Proarams/ Individualized Instruction/*instructional Materials/ *Lanauaoe Arts/ Froaram Content/ Reading/Workbooks

A course is presented which is designed for development ofvocabulary and comprehension, on the assumption that the student isfunctioninc, at a minimum of grade four level in reading, has skillsrenuired to unlock lanouage codes associated with phonetic structures,and is at a point in readira skill development where concentration canbe placed on expanding his functional readina vocabulary anddeveloping his comprehension skills to the evaluative level. Allcomponents of individualized process are included in each of fiveunits: Word Analysis; word Meaning; Literal Comprehension;Interpretive Comprehension; Evaluative Comprehension. Complete answerkeys for all tests are included, as well as Instructor's Guide. (Forrelated documents, see AC 012 922-923 and AC 012 925-926.) (Author/NF)

ar-1113

ED067723 FA004522OFF crierus HIGH SCHOOL FVALUATICV. RFS'ARCP REPORT.Pellevue Public Schools, wash.Report Mo.-nh-0053/672:2c0Pub Date Jun 72 Note-140p.; A publication of the Research Office of

the Plannina DepartmentFURS Trice MF-$0.65 HC-$6.cflDescriptors-Adult Fducation/ *Alternative Schools/ *Continuation

Students/ Dropouts/ Goal Orientation/ Graduation Reauirements/ *HighSchools/ Individualized Instruction/ Learning Disabilities/ *OffCampus facilities/ Parent Attitudes/ *Proaram Evaluation/ ReadinaImprovement/ Self Concept/ Student Attitudes/ Student Characteristics/Student Needs/ Student Teacher Relationship

This document describes an alternative high school proaram developedto provide a continuing educational opportunity for students who haddiscontinued their education prior to high school araduation. Datacollection focus provided comprehensive information about (1) thecharacteristics of students and applicants, (2) the decree to whichthe prooram has been accomplishina its objectives, (3) the nature andeffectiveness of curriculum and other strateaies, (4) the attitudes ofpeople directly involved, (5) costs, (6) other outcomes, (7)

implications, and (8) recommendations. ?valuation procedures includedanalyzina student records; procuring sample student histories;administerina auestionnaires to applicants, students, staff, formercounselors, former students, and parents; analyzina the curriculum;comparina pre- and post-tests in readina; and analyzina studentperformance in respect to reaularitv of attendance, number of creditsearned, number graduatina, and post school activity. Objectives,stratecries, and the content of survey auestionnaires are detailed.(Author/YA)

ED066586 VI016454AN ASSFSSMFNT OF CURRFNT AND PROJECTED INDIVIDUALIZED INSTRUCTION IN

FlisINFSS AND MARKFTING COURSES PROVIDFD PY THE DISTRICTS nF THrWISCONSIN VOCATIONAL, TFCHNICAL, AND ADULT EDUCATION SYSTFM. FINALRPPORT.

Wisconsin Univ., Madison.Spons Acency-Wisconsin State Board of Vocational, Technical, and

Adult Education, Madison.Pub Date Nov 71 Note-49p.FDRS Price MF-$0.65 VC-$3.29Descriptors-Adult Education/ *Annotated Piblioaraphies/ *Pusiness

Education/ *Curriculum Plannina/ *Individualized Tnstruction/*Marketinc/ Post Secondary Fducation/ Student Attitudes/ TeacherAttitudes/ vocational Fducation

eased on interviews with a representative of each of the 18Vocational, Technical, and Adult Education Districts of Wisconsin,this study sought to determine the present and future use ofindividualized instruction in business and marketina offerinas.Analysis of the Interview data revealed that: (1) 12 of the 18districts reported business or marketina courses which were utilizinaindividualized instruction, (2) 11 districts anticipated addingcourses with individualized instruction, (3) The most frequentlyoffertd courser were typewritina, shorthand, business mathematics, andcommunications, (4) Most of the courses were at the national level andmany were desioned for remedial or special needs students, and (5)

Students and teachers both exhibited a positive attitude towardindividualized instruction. (JS)

F1%064573 AC012646METHODS FOR HUMAN RFSOURCE DFVFLOPMENT.Saskatchewan NewStart, Inc., Prince Albert.Spons Aoency-Canadian Dept. of Peaional Economic Expansion,. Ottawa

(Ontario) .; Saskatchewan Dept. of Fducation, Feaina.Note-30p.ETAS Etice MF-$0.6' HC-$3.20

36

Descriptors-*Adult Fasic Fducation/ *Adult education Proarams/Business Education/ Career Ladders/ Course Descriptions/*Disadvantaoed Groups/ *Human Resources/ Individualized Instruction/Instructional Staff/ Mathematics Instruction/ Nonprofessional-Personnel/ Professional Personnel/ Resource Materials/ SocialDevelopment/ Social Mork/ Trainina Techriaues

Identifiers-Saskatchevan NewStart/ FocanicsCourses and facilities of the Saskatchewan Newstart proaram are

discussed as they pertain to human resource development. In addition,materials available for conducting 17 courses related to humanresource development are listed, briefly annotated, and the price foreach is given. The Saskatchewan Newstart Social Invention Centre isdiscussed first, followed by the descriptions of the followingcourses: Basic Literacy for Adult Development; Fluency First; LINCMathematics and Communications: Life skills Course; Development of NewTrainina Methods; Small Business Manaaement: New Careers Ladder: NewCareers Ladder: Socanics; New Careers Ladder: Coaches. Photographs areprovided of Resources and Facilities. (DP)

FD060417 AC012380UNESCO QUESTIONNAIRE.. T4IRD INTERNATIONAL CONFERENCE ON ADULT

EDUCATION.Division of Adult Educational Proarams, bAvT.Inb Date Jan 72 Note-45p.DRS Price MP -$O.65 HC-$3.29Descriptors-*Adult Fducation/ American Culture/ *Conferences/

Educational Economics/ *Educational Methods/ Educational Objectives/Educational Technolony/ Financial Support/ Individualized Instruction/ International Proarams/ Mass Media/ Nonprofessional Personnel/Personnel Needs/ Professional Personnel/ Questionnaires

Identifiers- UNFSCOThe U.S. response to a UNESCO Questionnaire issued in preparation

for the 3rd World Conference on Adult Education, held in Tokyo, Japan,July 27 to Auaust 8, 1972, is presented. The anestionnaire consists ofthe following five parts: Part I. The Relation of Adult Education toEconomic, Social and Political Objectives: Part TI. Adult Education inRelation to the Educational System; Part III. Financial Resources;Part IV. Methodoloaical Aspects: and Part V. Personnel for AdultEducation. (DB)

ED059433 Ac012294ILA: IFDIVIDITALIZED LEARNING FOE ADULTS. EANTIAL.Research for Better Schools, Inc., Philadelphia, Pa.Spons Aaency-office of Fdecation (DHFW), Washington, D.C.giant-OFG-0-71-4412(324)Pub Date 72 Note-32p.FDRS Price MF-$0.6 HC-$3.29Descriptors-Adult Basic Education/ Adult Education/ Communication

Skills/ Curriculum Desian/ Decision Makina/ Educational Proarams/*Individualized Instruction/ Learnina Activities/ Learnina Experience/Manuals/ Mathematics/ Objectives/ Skill Development/ StudentParticipation/ Task Performance/ Test Results

Identifiers-ILA/ *Individualized Learnina for AdultsIndividualized Learnina for Adults (ILA), a proaram designed to meet

the needs of adults enrolled in Adult Basic Education (ABE) classes,is presented. TI-e curriculum of the ILA proaram consists of twocarefully constructed continuums sequenced alone two dimensions: areaand level. There are 257 performance objectives, or skills, in theMathematics continuum and 188 performance objectives, or skills, inCommunications Skills. Each continuum is divided into the followingareas: (1) Mathematics: Numeration and place value, addition andsubtraction, multiplication and division, aeometry and measurement,applications: and (2) Communication Skills: PhonicAnalysis/Handwritina, Structural Analysis, Vocabulary Development,Literal Comprehension, Interpretive Comprehension, Evaluative

37

Comprehension, Library Skills, Reference Skills. On entering ILA, eachstudent takes an Entrance Test (or tests). Within each test are itemsdesigned to make a cross evaluation of the students' achievement ineach unit of the continuni. Instructional decisions pertinent to astudent's learnina program are always made with the student. (CK)

?D058556 AC012277HANDBOOK FOE EVALUATING /NSTPUCTION.Los Anaeles City Schools, Calif.Pub rate 71 Note-40p.: Draft copy, Prepared by the Division of

Career and Continuing EducationEDRS Price ME-$0.65 HC-$3.29Descriptors-Academic Education/ *Administrator Guides/ *Adult

Education Prourams/ Annotated Bibliographies/ Business Education/Citizenship/ *Community Schools/ Elementary Education/ English (SecondLanguage)/ *Evaluation Techniaues/ Fine Arts/ Homemaking Education/Individualized Instruction/ Industrial Education/ Music Education/Nursinc/ Parent Education/ *Teacher Evaluation/ Traffic safety

This handbook is designed to assist teachers and administrators inimprovina the instructional procram by providing practical andspecific sugcestions for evaluation of instruction in community adultschools. General criteria for evaluation in all subjects are dividedinto the following catecories: I. Classroom Organization andManagement: II. Special Qualities of a Teacher in the Particular Area;III. Teaching Techniques Pertinent to the Individual Area: IV.Evaluation Techniques Appropriate to the Individual Area; and V.Safety Practices. These criteria are utilized in evaluatinginstruction in the following subject fields: Academic BusinessEducation, Citizenship, Elementary Education, Enclish as a secondLancuage, Fine Arts, Homemakina, Individualized Instruction,Industrial Education, Music, Nursinc, Farent Education, and PersonalTraffic safety. A selected bibliography is provided. (DB)

ED052944* sE011137ADULT MATHEMATICS PROGRAM.Mullen, Vern; And OthersSaskatchewan NewStart, Inc., Prince Albert.Spons Agency- Canadian Pept. of Recional economic ?xpansion, Ottawa

(Ontario) .Pub Date 70 Note-500p.Available from-ERIC Information. Analysis Center for Science and

Mathematics Education, 1460 West Lane Avenue, Columbus, Ohio 43221 (onloan)

Document Not Available from ?DRS.Descriptors-*Adult Education/ *Curriculum Guides/ Diagnostic

Teaching/ *Individualized Instruction/ Instruction/ InstructionalMaterials/ *Mathematics Education/ *Remedial Mathematics/ TeachingGuides

This curriculum ouide is desioned for use by the teacher in basicadult education. The mathematical content includes concepts fromnumerical operations, elementary algebra and ceometry, weights andmeasures, and graphing. It is designed specifically for individuallyprescribed instruction. rach unit of material includes a placementexamination, worksheets, textbook references, a sheet for recordingprescriptive assicnments, and a unit test. (PS)

EDC46656 RE003276DEVhLOFMENT OF SPECIFIC READING SKILLS IN ADULT EDUCATION.Askov, Eunice N.; And OthersPub Date Dec 70 Note-1cp.: Paper presented at the National reading

Conference, St. Petersburg, Fla., Dec. 3-5, 1970Available from-Twentieth Yearbook of the National Reading

Conference, Inc., Marcuette University, 1217 W. Wisconsin Ave.,Milwaukee, Wis. 53233

EDPS Price MF-$0.65 HC Not Available from EDRS.

38

Descriptors-*Adult Basic Education/ Adult Education/ Adult Literacy/*Adult Reading Proems/ Functional Reading/ Individualizedinstructin/ Literacy Education/ Reading Development/ *ReadingInstruction/ *heading Skills/ word Recoanition

In oreer to give attention to the varied backgrounds mnd experiences01 inuividuals entering adult basic education classes, a change fromthe establishes preselected proaram is sunaested. This new approachwould center around the assessment of a student's level of developmentin essential reaeinc skills, particularly of word-attack skills. Sucha pre-cram would allow teachers to do a more realistic and efficiention of teachinc reading to adults and would allow adults to receiveinstruction at levels commensurate with their needs. It is recommendedthat when adults enter an adult basic education course they be giventests to determine the levels of their vt:rd-attack skill development.They would then he assigned to p:; ^ -ams desianed to meet theirindividu4,1 reeds. A scope and seauence statement of word-attack skillsis presented in the appendix. (MS)

ED039040 RC004267A SYRIfFSIS OF CURRENT RLSEAPCP IN MISRANT EDUCATION.Schnur, James O.New Mexico State Univ., University Park. ERIC Clearinahouse on Rural

Education and Small Schools.Spons Aaency-Office of Education (DREW), Washinaton, D.C. Bureau of

Research.Bureau Po.-Ry-6-246°Contract-OEC-1-6-062464-1574rub Date lay 70 Note-44p.Available trom-Manaaer, Duplicating Service, 'Jew Mexico State

University, P. O. Box 3C-B, Las Cruces, New Mexico 88001 ($1.25)1LRS Price MF-10.6 BC-$3.29escriptors-*Academic Achieveent/ Adult Education/ *Curriculum/

Dropouts/ Educational Proarams/ English (Second Lanauaae)/ Family(Sociological Unit)/ Individualized Instruction/ *Miarant Education/Miarant Problems/ Parent Influence/ *Proaram Descriptions/Recordkeepine/ Research Needs/ *Socioeconomic status/ Teacher Aides/Teacher Education/ Testing/ Um:traded Classes/ Verbal Learning

Purposes of this document are to present a broad view of miaranteducation which would inform educators of the current practices andprocedures beina employed and to provide impetus for more and bettermiarant education programs. The scope of this research synthesisencompasses the ace ranee of the siarant (and his education) fromcradle to adulthood. An overview of the miarant describes his economicstatus, family-unit philosophy, habits and living conditions,educational level, and social status. It is noted that education couldhelp the mintrant to broaden his capacities and master new skills.Existent milrant proaraws which provide elementary, secondary, andadult education are discussed, and emphasis tends to be onindividualized instruction, Fnalish as a second lammaae, and orallawman*: development. The author devotes sections of his monograph toadministrative developments such as interstate cooperation and recordtransfers, educational testing proarams, health education, parentalinvolvement in education, teacher training, and teacher aides inmigrant education. Unmet needs in the education of migrants,recommendations emeraina from research in terms of neneral educationand curricula for miarants, and specific areas for needed research arepresented in concluding pages of the document. (AN)

ED066013 EL004761A FUROrFAN UNIT/CREDIT SYSTEM IN TRIP FIELD OF ADULT LANGUAGE

LEARNING. REPORT OF THE MEET/Ns OF EXPERTS (SErTEMBER 11 t 12, 1972).Ccuncil of Europe, Strasbourg (France). Committee for Out-of-School

Education and Cultural Development.Pub Date 16 Oct 72 Note-8p.; Meetina held in Strasboura, FranceEDRS Price MF-$0.65 HC-$3.29Descriptors-*Adult Fducation/ Credits/ Curriculum Planning/

m

*Educaticial Innovation/ Educational Objectives/ individualizedinstruction/ Lanotace Instruction/ *Lanovave Pesearch/ Modern Lam:nageCutticulum/ *Modern Lanauaaes/ Multimedia Instruction/ ProfileEvaluation/ Second Lanauaae Learnino/ Student Centered Curriculum/Student Needs/ *Symposia/ Units of Study (Subject Fields)

The aims of this meetina of the Group of experts set up toinvestioate the feasibility of a. unit/credit system for modernlancuaoe learnina by adults were: (1) to define, on the basis of theresults of three preliminary interrelated studies, the second phase ofthe research, namely, the overational specification of learninaobpectives: (2) to report on work in progress for the symposium to beheld In 1*73: and (3) to consider the further steps of the developmentand research program as previously outlined. Included in the reportare a detailed listina of the conclusions reached at the meetina.(Author)

40

Appeared in May 1973 issue of The Reading Teacher and Journal of Reading

A.-574-114Ag:

ERIC \ RCS

ERIC: The System and How to Use It

by Turee Olsen and William Rupley, Research Assistants

The ERIC system is a valuable resource for teachers, educationalspecialists, and administrators. Transcripts of speeches, topical papers,program descriptions, inservice and preservice workshop materials, con-ference proceedings, research reports, experimental studies, and educationaljournal articles are included in the ERIC system. At least 500 completeERIC microfiche collections and numerous partial collections exist nation-

_ . wide. .

However, to use the ERIC system to its fullest potential one needs aworking concept of how to obtain desired information. The following de-scriptions and definitions of ERIC terms should help the beginning userof the system to find the information he needs. A hypothetical case studywhich follows the definitions provides a concrete example of huw to useERIC.

THESAURUS OF ERIC DESCRIPTORS

The key to the entire system is the THESAURUS OF ERIC DESCRIPTORS.This volume, which is continuously being updated, is the source of allsubject headings used for indexing and for retrieval of documents andjournals in the ERIC collection. Each document entered into the systemis assigned several descriptors, educational terms selected from theTHESAURUS that indicate the essential contents of the document. Descrip-tors noted by an asterisk delineate the major concepts of the document,while the unmarked (minor) descriptors denote concepts that receive onlypassing attention of minor emphasis in the document.

(In cases where no descriptor term adequately describes some importantfeature of a document, an identifier term may be assigned in addition tothe descriptors. Any word, name, or phrase may be an identifier; and, forthe most part, identifiers are useful only to information specialists andnot to the average user of the ERIC system.)

RESEARCH IN EDUCATION

Documents thus indexed using the descriptors and identifiers areprinted in the monthly journal, RESEARCH IN EDUCATION (RIE), published bythe National Institute of Education of the Department of Health, Education,and Welfare. About 1000 documents from all sixteen ERIC Clearinghouses areindexed and summarized, or abstracted in RIE each month. Each volume con-tains a main entry, subject, author, and institution or publisher catalogof documents.

The subject section is arranged by descriptor terms. Under each termare found those documents which have been assigned a particular term as a

ERICClearinghouse on Reading and Communication Skills NCTE, 1111 Kenyon Road, Urbana, Illinois 61801

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major (starred) descriptor. Thus, a document which has been assigned fivemajor descriptor terms will be found in five places in the subject index.In each place the title and a six-digit (for ERIC Document) accessionnumber are listed. Semi-annual and annual compilations of RIE are alsoavailable.

CURRENT INDEX TO JOURNALS IN EDUCATION

Articles from nearly 600 educational journals are indexed in thesame manner in another ERIC publication, CURRENT INDEX TO JOURNALS INEDUCATION (CIJE). These articles are assigned a six-digit EJ (forEducational Journal) accession number and are annotated in most cases.Semi-annual and annual compilations of CIJE are available. Copies of thejournal articles indexed in CIJE are not available from ERIC. They mustbe obtained from your library collection or from the publisher.

However, most documents abstracted in RIE are available from theERIC Document Reproduction Service (EDRS) in two forms: microfiche (MF),a four by six microfilm card containing up to 98 pages of text; or hartcopy (HC), six by eight inch black and white photographically reproducedpages in a paper binding. A few documents listed in RIE are not availablefrom EDRS. In these cases, ordering information and current price arelisted in the main entry abstract.

A CASE STUDY

A hypothetical case study which incorporates the previously introduceddefinitions and provides a step-by-step solution of a problem using theERIC system follows.

Miss Brown, a fourth grade teacher, has been reading and hearing aboutindividualized reading programs for several months. She would like to knowmore about individualized reading and is considering adopting this teachingapproach. She is interested in practical ideas and whether individualizedreading programs are generally successful. She heard about the ERIC systemand plans to spend Saturday morning at the college library using the ERICsystem to find information on individualized reading.

Her first step is to phrase as narrowly and accurately as possible thequestion she seeks to answer: "Is the individualized approach a practicaland effective method of reading instruction for fourth graders?" Miss Brownwill be looking for information on methods of reading instruction, particularlythe individualized approach as it relates to elementary level students,especially fourth graders. Her question is precise enough to answer usingthe ERIC system.

Her first task at the library is to determine the descriptor termsshe will use to conduct her search. Miss Brown goes to the THESAURUS OFERIC DESCRIPTORS and first looks under the term "Reading." She finds a longlist of terms under "Reading" with the list broken into smaller groups bynotations outside the left margin of the column. These notations--NT, BT,RT--indicate those terms that are narrower (NT), broader (BT), or related(RT) in scope to the term "Reading." Each of the terms listed as NT, BT, orRT is itself a descriptor term. This cross-listing enables a searcher tojvickly identify other possible descriptor terms that might be useful in a

search. In this case, Miss Brown picks "Individualized Reading" from the Nilist and "Reading Instruction" and "Reading Programs" from the RT list asthe terms she feels are most applicable to her search. 4:4

-3-

She then turns to "Individualized Reading" in the THESAURUS and findsa short list of BT and RT terms, but she decides none are suitable for thisparticular search. She also notes another notation outside the left margin,SN. This indicates that a scope note (SN) is given for the term "Individ-ualized Reading." Many, but not all, descriptor terms are given a scopenote which is a definition of the way the term is used in the ERIC system.

Descriptor Term

. Scope Nate

from THESAURUS OF ERIC DESCRIPTORS

INDIVIDUALIZED READINGSN Technique concerned with the overall

development of a persons reading skillsand interests attempting to follow -concept of self selection

Broader Term BT ReadingRT Individualized instruction

Individualized ProgramsRelated Terms Reading Instruction

Reading ProgramsTeaching Methods.

Two other notations used in the THESAURUS are Used For (UF) and Use.Both, when used, appear immediately below the term. The descriptor term,in bold face type, is to be used instead of the UF term or terms which arenot authentic descriptors and are not listed in the THESAURUS. The UFterms are common synonyms of the descriptor term and need to be listedbecause both the descriptor and the UF terms are widely used in theeducational community to connote same or similar ideas. By listing UFterms, the user is aware that insofar as the ERIC system is concerned,the terms have similar definitions, but are not interchangeable. UF termsare not descriptors and cannec be used as such.

The other notation, Use, indicates that the term so noted is anauthentic descriptor term and is to be used instead of the term it followsin the THESAURUS. The first term is set in a different type style to makeit immediately recognizable as a non-descriptor. The second, the Use term,is a descriptor and should be used. An example of Use and UF follows.

Descriptor Term

Used For Term

from THESAURUS OF ERIC DESCRIPTORS

READING ACHIEVEMENTUF Reading GainIT AchievementRT Academic Achievement

Early ReadingReadingReading AbilityReading DevelopmentReading LevelReading Skills

43Used For Term Reading Gain

USE READING ACHIEVEMENT

Descriptor Term/

-4-

Miss Brown has determined the subject terms she will use and now needsto decide on appropriate population descriptions. Since she wants to limither search to documents dealing with teaching at or near the level in whichshe is most interested, fourth grade, she then looks under "ElementaryEducation," "Elementary Grades," and "Elementary School Curriculum." Shedecides "Elementary Grades" is probably the best descriptor of the popula-tion for which she is seeking information.

The next step is to look under these descriptors in RIE. Since MissBrown is most concerned with relatively recent information, she beginswith the latest cumulative index available.

Descriptor Term/Subject Heading

Document Titles

SUBJECT INDEX FROM ItTE

Individualized ReadingApproaches to the Teaching of Reading: WhyDo Teachers Have Different Ways of TeachingReading? Number 3.

ED 059 011-A Departmentalized High School Reading Pro-yam.

ED 055 750An Evaluation of an Individualized ReadingProgram, Grade 7,, Sir Richard McBride filementary School for the 1970.71 School Year.

ED 053 232An Evaluation of "A Novel Approach to.Reading" (an indi.idualized reading program inGrade 7,, Queen Mary Elementary School. Van.eouver, for the 197041 school year).

ED 058 253Individualizing Instruction in Reading and So-cial Studies; Selected Readings on Programssad Practices.

ED 054 598Innovations M Reading: Position Papers inReading.

ED 055 752

ED Accession CodeNumbers

By recording the ED numbers for appropriate documents listed undereach descriptor term, she obtained the following list:

Individualized Reading Reading Elementary

Reading Instruction Programs Grades

059 011 059 852 055

054 598 054 916 059

055 752 059 840 056055059054

741 059 841840 056 836

844 059 840729014916

By comparing the numbers under all the headings, she discovers thosedocuments listed under more than one heading and notes these as the docu-ments most likely to yield pertinent information--documents numbered054 916 and 059 840, in this case. She will read these abstracts first.

44

-5--

She follows this same procedure for each monthly RIE available notyet contained in a cumulative volume. And if she wishes to search fartherback into the system, she could use the 1971, or earlier, annual cumulativevolumes for this purpose.

Now she refers to the monthly RIEs that contain the document abstractcorresponding to the ED numbers she has recorded. By reading each of thebrief abstracts, she is able to quickly determine which documents she isinterested in reading in their entirety.

ED AccessionCode Number

Author

Title

AlternateAvailability

EDRS Availabilityand Prices

MAIN ENTRY FROM RIE

ED 0S9 011Thurman. I JeepApproaches to the Teaching of Reading: Why Do

Teachers Hast Different nays of TeachingReading" Number 3.

National Reading Center Foundation. Washing-ton. D.C.

Pub Date 71Note--6p.Available fromNational Reading Center. 1776

Massachusetts Asc.. N.W.. Washington. D. C.20036 (free)

DRS Price 61F-S0.65 HCS3.29scroptors11asic Reading. Independent Read.ins. Indiviclualized Reading. Initial TeachingAlphabet. Language Experience Approach.Parent Role. Heading Instruction. TeachingMethodsThe author explains that there does not existe single metnod of teaching reading since there

are different teaching styles and preferences ofindividual teachers. varied backgrounds. ex-periences. and abilities among children; and dif-ferent school administration considerations. Fiveapproaches for teaching reading are described.(I) The developmental guided basal approachuses a s)stcmatized s:ries of basal books. work-books. tests, and reading aids Different basal se-ries may stress dolt..rent methods sight wordmethod. inttn5" phonics program, balancedphonics, or the linguistics approach (2) Thehighly individualized language experience ap-proach emphasizes the child's ovvn language andexperience %bile reading is taught as one part ofthe total communication process 131 Individual-ized reading programs encourage children to readwidely according to their own interests and loch(4) Independent learning activities expose chil-dren to programed instruction. often mechanized.to learn reading independently at their own pace.and 131 The initial teaching alphabet provides 44symbols to represent English sounds It is recom-mended that parents understand the reading pro.grams in their child's school so that they cancooperate with the teachers to achieve the goalof competent readers This brochure is one of aseries commissioned by the National ReadingCenter to help inform all widens about readingissues and to promote functional literacy. (AW)

Descriptor Terms

Abstract

Abstractor'sinitials

-6-

Those documents available on microfiche she can read on the microfichereader in the library. If she wishes, she can then order either microficheor paper copy reproductions using ordering instructions available in eachissue of RIE.

By carefully reading the abstracts of those few documents not availableon microfiche, Miss Brown can determine if she would like to obtain or pur-chase copies and, if so, record the pertinent ordering information includedin the abstract.

When Miss Brown has discovered all the information available on hertopic in RIE, she turns to CURRENT INDEX TO JOURNALS IN EDUCATION (CIJE)for a listing of references from educational journals relevant to hertopic.. Using the same descriptor terms, and the January-June 1972 cumu-lative volume (1972-annual compilation now available) the obtains thislist of EJ numbers:

IndividualizedReading

ReadingInstruction

ReadingPrograms

ElementaryGrades

046 527 046 026 046 527 None048 122 046 527 047 897049 471 049 001 048 122049 495 049 495 049 471

050 596 049 495050 604052 111

There is no need to refer to the monthly issues of CIJE as eachcumulative volume, in contrast to RIE, contains a Main Entry section. Eachentry lists complete title; author; source (journal title, volume number,date, page number); assigned descriptor terms; and, particularly in caseswhere the content is not clear from the title, a brief annotation.

SUBJECT INDEX FROM CIJE

MAIdmillzed ReadingDescriptor Term/Individualized Reading? In My Classroom?. Ron.Subject Heading de Readies Quarterly v7 n3. pp28-31. An 71

El 046 5nDoes Individualized Reading Affect Otherjest Areas'. Elementary kngnsh v49 nl. p937-43, Jan 72 El 048 122

Readies: First Steps to Individualization. Instruct.Article Titles, Awv8I 115, P03-4, An 72 EJ 049 471Fifteen Reasons Why Personalized Reading hiReading -Journal Names, struction Does Not Work. Elementary EnglishVolume Numbers, Y49 I. P9336. Jan 72 El 049 49$Dates, andPage Numbers

EJ AccessionCode Numbers

46

-7-

EJ Accession MAIN ENTRY FROM CIJEE1049 471 440 AA 511 296Code Number Reading: First Steps N Individualization Scheel-kr, Arthur W. Murumor. veil n5, pp53-1Article Title 22.

°Individualized Reading, 'Diagnostic Teaching.°Reading Programs. Reading Skills. ReadingDescriptor Terms Instruction, Oral Reading. Check Lists. Infor-mg Reading Inventory)

"Ankle focuses on the learning of specificreading skills; discusses procedures for identifyingAnnotation individual needs. and nays to set up and keepindividual pupil records: and cites sources (on. .

damlod (Author)

Author.

Volume Numberand Date

By recording the essential reference information, she can find theappropriate journals in the library and read the entire article: Sindethe contents of journals are copyrighted, copies of articles are notavailable through the ERIC system.

By now, Miss Brown has accumulated materials describing programsusing the individualized approach to reading instruction, articles anddocuments outlining components of the approach and suggestions for im-plementing such an approach, and even an article describing the programand detailing the reasons the individualized reading approach failed inone school district. With the information she has found in the ERIC system,Miss Brown is better able to answer the question: "Is the individualizedapproach a practical and effective method of reading instruction for fourthgraders?" Her Saturday morning at the library has been profitable.

OTHER RESOURCES

Low-cost computer searches of the ERIC system are available through-out the country from both public and private search services and MissBrown could have used one of these services had she so desired. For avail-ability of these computer search facilities, contact your local or stateboard or department of education, a nearby college or university library,or a school of education.

Another source of information is the ERIC Clearinghouses, each con-cerned with information analysis in a specialized field of educationalinterest. The staff of ERIC/RCS, for instance, produces short currentbibliographies on selected topics and articles for several professionaljournals in the communication field. The Clearinghouse also commissionsstate-of-the-art papers analyzing and reflecting the current state ofknowledge in a given area. Other Clearinghouse publications includelonger bibliographies and annotated topical indexes.

If you are near one of the Reading Resource Centers (RRC)--mini-Clearinghouses affiliated with ERIC/RCS located at 75 teacher-trainingcolleges and universities--check their facilities for information ontopics of interest to the reading profession. The staff at each RRC willalso be able to answer your questions regarding the use of the ERICsystem.

If you are still unsure of how the ERIC system works and how it canhelp you, ask the librarian at the ERIC collection for assistance. Or youcan write for a copy of an illustrall2atep -by-step introduction to the

-8-

system entitled "How to Use ERIC." Available from the Supt. of Documents,U.S. Government Printing Office, Washington, D.C. 20402 (Stock Number178-0796-$.35), this fifteen-page booklet describes the tools of thesystem and outlines a personal search in much the same manner as thisarticle.

Or easier still, take this article with you to the library and followMiss Brown's example.

48

ERIC: Clearinghouses for Adult Educators

ERIC Clearinghouse in Career EducationNorthern Illinois UniversityCollege of Education204 Gurler SchoolDe Kalb, Illinois 60115Telephone: (815) 753-1251 or 1252

Career education, formal and informal at all levels,encompassing attitudes, self-knowledge, decision-making skills, general and occupational knowledge,and specific vocational and occupational skills; adultand continuing education, formal and informal,relating to occupational, family, leisure, citizen, or-ganizational, and retirement roles; vocational andtechnical educ.ation, including new sub-professionalfields, industrial arts, and vocational rehabilitationfar the handicapped.

ERIC Clearinghouse on Counseling andPersonnel ServicesUniversity of MichiganSchool of Education Building, Room 2108East University & South University StreetsAnn Arbor, Michigan 48104Telephone: (313) 764-9492

Preparation, practice, and supervision of counselorsat all educational levels and in all settings; theoreticaldevelopment of counseling and guidance; use andresults of personnel procedures such as testing, inter-viewing, disseminating, and analyzing such information;group work and case work; nature of pupil, student,and adult characteristics; personnel workers and theirrelation to career planning, family consultations, andstudent orientation activities.

ERIC Clearinghouse on Handicapped andGifted ChildrenThe Council for Exceptional Children1920 Association DriveReston, Vi 22091Telephone: (703) 620-3660

Aurally handicapped, visually handicapped, mentallyhandicapped, physically handicapped, emotionallydisturbed, speech handicapped, learning disabilities,and the gifted; behavioral, psychomotor, and com-munication disorders, administration of specialeducation services; preparation and continuing edu-cation of professional and paraprofessional personnel;preschool learning and development of the exception-al; general studies on creativity.

ERIC Clearinghouse on Information ResourcesStanford UniversitySchool of EducationCenter for Research and Development in TeachingStanford, California 94305Telephone: (415) 321-2300 X3345

Management, operation, and use of libraries; thetechnology to improve their operation and the education, training, and professional activities of librariansand information specialists. Educational techniquesinvolved in microteaching, systems analysis, and pro-grammed instruction employing audiovisual teaching

aids and technology, such as television, radio, com-puters, and films. Technology in society adaptable toeducation, including cable television, communicationsatellites, microforms, and public television.

ERIC Clearinghouse for Reading and Com-munication SkillsNational Council of Teachers of English1111 Kenyon RoadUrbana, Illinois 61801Telephone: (217) 328-3870

Reading, English, and communication skills, preschoolthrough college. Educational research and developmentin reading, writing, speaking, and listening. Identification,diagnosis, and remediation of reading problems. Speechcommunication forensics, mass communication,interpersonal and small group interaction, interpretation,rhetorical and communication theery, instructiondevelopment, speech sciences, and theater. Preparatioliof instructional staff and related personnel in theseareas.

All aspects of reading behavior with emphasis onphysiology, psychology, sociology, and teaching.Instructional materials, curricula, tests and measure-ment, preparation of reading teachers and specialists,and methodology at all levels. Role of libraries andother agencies in fostering and guiding reading. Diag-nostic and remedial services in school and clinicalsettings.

ERIC Clearinghouse on Science, Mathematics,and Environmental EducationThe Ohio State University1800 Cannon Drive400 Lincoln TowerColumbus, Ohio 43210Telephone: (614) 422-6717

All levels of science, mathematics, and environmentaleducation; development of curriculum and instruction-al materials; media applications; impact of interest,intelligence, value, and concept development uponlearning; preservice and inservice teacher educationand supervision.

ERIC Clearinghouse on Tests, Measurement,and EvaluationEducational Testing ServicePrinceton, New Jersey 08540Telephone: (609) 921-9000 ext. 2691

Tests and other measurement devices; evaluationprocedures and techniques; application of tests,measurement, or evaluation in educational projectsor programs.

EDUCATIONAL RESOURCES INFORMATIONCENTER

NATIONAL INSTITUTE OF EDUCATIONWASHINGTON, D.C. 20208

49

SOC/ERIC SEARCH REQUEST FORM

Please use a sep

form for each request.

1.

Search Description.

Describe the topic or subject area you with

searched.

Specify. if appropriate, the educational level(s) or

grades and any institutions or authors you wish to be included.

Please be as specific as possible in your description.

2.

Use of Information.

How will this information be used, e.g., for

research or curriculum planning?

(This information can help us plan

the search strategy.)

3.

Number of References.

Please circle the approximate number of

references desired:

25

50

150

300

500

Other

4.

Time Period.

Please circle the time period that you want the

information to cover:

1966 - 1972

1967 - 1972

1968 - 1972

1969 - 1972

1970 - 1972

1971 - 1972

1972 only

Indicate a second choice for a time period if too many references

are retrieved:

2

5. ERIC Descriptors.

You may wish to consult the Thesaurus of ERIC

Descriptors and suggest search terms free. it that help us understand

your requirements better.

If 4.-o, please indicate these suggestions

for search terms in the section below.

(See the Sample Search Request

at the bottom of the page.)

List below in one of the Descriptor Set columns all ERIC descriptors

that describe a major concept or key phrase fn your search problem.

Use a new Set column for each 'Concept in the search.

If you need

more columns, feel free to use the reverse side of the page.

Tha terms in a given Descriptor Set will be combined (i.e., coordinated)

to perform your computer scarce, so that only documents indexed by

at least one term from each Suit will be retrieved.

Descriptor Set

Descriptor Set

Descriptor Set

SANPLI! SEARCH REQUEST

Search description:

Information on instructional materials for adult reading programs.

(concept)

(concept) (concept)

Descriptor Set

Descriptor Set

Instructional Materials

Adult Basic Education

Instructional Media

Materials

Adult Literacy

Lit.lracy Education

Descriptor Set

All terms beginning

with Reading

English (second

language)

The completion of his section is not required.

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Adult Education,Program%

Purpose Most people who teach adults have had little opportunityfor formal training in adult education methods, techniques and mate-rials. Skills can be developed which will have a significant impact on thequality of learning experiences provided for adults. Opportunities alsocan be provided for continuing individual professional growth.

Most educational programs for adults in the Northwest Lretaught by staff members of community colleges. Many of them havebeen prepared to teach children and youth. They need the opportunityto gain the special abilities and understanding for working effectively

. . .iditli adults. .

Those who perform counseling functions need particularcompetencies to assist adults in their identification of life roles andplanning those roles to fit the individual's total life style. Training whichemphasizes the "total career life style planning" approach will result inthe preparation of counselors with capabilities for working with adultsin this way.

Objective The objectives of the program are to:Provide local, state and regional training activities which address theneeds of adult education staffDevelop a career ladder program for the development of staff fromamong the target population and program participantsDisseminate information on effective methods, techniques andmaterialsDevelop a capability among State Education Agencies, universitiesand local programs for continuing staff development

Strategy A Consortium Board composed of the state directors ofadult education from the four participating states, representatives fromthe four participating universities, and the USOE Division of Adult Education Regional Program Officer serve as a policy making body for theprogram.

This strategy provides for regional and local:Cooperation and coordination of staff development activitiesConsolidation of resourcesInstitutionalization of staff development capabilities at the stateuniversity and local levelsDevelopment of cooperative interinstitutional programs and activitiesin adult education

Expected Outcomesincreased through:

More knowledgeable and skilled adult administrators, teachers,counselors and teacher aidesProfessionally educated adult practitionersCareer ladder educational opportunities in adult educationContinued university and state support for staff development

The quality of adult education programs will be

33

NorthwestRegionalEducationalLaboratory

PROGRAM COMPONENTS1. Region X Staff Development Project

Inservice training activities areprovided in Alaska, Idaho, Oregon andWashington for the teachers of adults througha cooperative effort of the State EducationAgencies, University of Alaska, Idaho StateUniversity, Oregon State University andWashington State University.

2. Adult Career Education CounselingProject

An experimental model is beingdeveloped for the training of career educationcounselors in adult education including:

A set of counselor competenciesAn open entry.open exit modular systemfor acquiring the competenciesA review of literature document

.\

ja,(\,NorthwestRegionalEducationalLaboratory

The ultimate goal of the Northwest Regional Eck:-cational Laboratory is to improve educational practices.

The Laboratory is accomplishing this goal in twoways:1. By using the results of research and new technologyto develop products ivtiich can be used by schools,colleges and other agencies.2. By assisting these institutions to install and use ef-fective new educational materials and methods

Laboratory work is a truly cooperative effort.More than 800 schools, colleges, state and local

agencies, businesses and community groups are members of the Laboratory. The staff and students at theseinstitutions play key roles in identifying new productswhich are needed, designing and developing materialsand methods which are best suited for their use,evaluating and effectiveness of these products, andhelping disseminate and install proven products in allinstitutions where they are needed.

Organized as a private, nonprofit institution, theLaboratory is supported by funds from the NationalInstitute of Education, U.-T. Office of Education,other federal agencies, State Education Agencies,collages, universities and local school districts.