The primary objective of this study was to develop empirical generalizations regarding occupational status projections of non-metropolitan Southern youth. Using a standardized survey instrument, data were collected (1966 and 1967) from 5 Southern states (Alabama, Mississippi, Georgia, South Carolina, and Texas). The sample consisted of…

A sample of student tasks and topic objectives which were developed for woodworking courses in Project ABLE are given. A larger collection of these were identified for grades 10, 11, and 12. Prior to this activity an analysis of selected occupations was made, and a frequency count of skills and knowledges was utilized to determine the necessary…

In this study the freely written responses of tenth grade students to four short stories written by black American writers were collected and analyzed. Specific purposes of the study included comparing (1) the racial attitudes of a black literature reading group and a control group, (2) black and white students' level of comprehension, and (3)…

This autoinstructional unit deals with both biological and physical science phenomena. It is directed toward students in biology classes at grade 10 level. No prerequisites are suggested. The behavioral objectives are cited. Equipment and materials needed are listed. The student guide includes the objectives and activities to be accomplished. A…

This sequential curriculum guide for grade ten uses a sequence which encourages the teacher to begin with student experience and language and to progress to a variety of learning experiences which integrate all elements of the language arts and which permit students to discover their own generalizations and periodically evaluate their own…

A test was made to determine whether high expectancy prediction (the Rosenthal effect) would significantly effect reading achievement and IQ scores for tenth-grade students. Random samples of 112 students each were drawn from the tenth grade of a New Jersey high school representing a wide distribution of socioeconomic levels. The Sequential Tests…

GRADES OR AGES: Grades 6-12. SUBJECT MATTER: French language, literature, and civilization. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into seven sections, one for each grade. Each section is in list form. It is mimeographed and spiral bound with a paper cover. OBJECTIVES AND ACTIVITIES: Each section lists several general…

To investigate the validity of language usage as an indicator of identification with the Mexican American subculture, this study hypothesized that greater use of Spanish than English would be correlated with characteristics consistent with the ideal, typical, Mexican American family in terms of family of orientation and aspirations for future…

An experimental program in which regular General Mathematics 9, 10, and 11 courses were supplemented by instruction in business machines was evaluated. Results of the Test of Mathematical Fundamentals and the Mathematics Test Supplement (see sample, Appendix A) showed no significant superiority in achievement for students in the experimental group…

This study investigated whether adolescents' response to film is similar to or different from their response to literature and what these similarities or differences mean. Tenth grade students read two literary selections and viewed two films paired on the basis of similarities in treatment of subject and theme. Students' written responses to…

GRADES OR AGES: Grades 10, 11, and 12. SUBJECT MATTER: Physical health and nutrition. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into four sections: prenatal and infant nutrition, nutrition in an ecological context, new frontiers in nutrition research, and the responsibility of nutrition. The publication format of four columns…

TWO METHODS OF RESPONSE DESCRIBED BY PIAGET AND INHELDER FOR DRAWING APPROPRIATE BOUNDARIES AND SELECTING APPROPRIATE PREDRAWN BOUNDARIES FOR HYPOTHETICALLY CUT, SOLID GEOMETRIC FIGURES WERE INVESTIGATED TO SEE WHETHER SECONDARY SCHOOL STUDENTS COULD RESPOND IN APPROPRIATELY TO THE MATHEMATICAL TASKS. THE RESPONSES OF 8TH-, 10TH-, AND 12TH-GRADE…

A STUDENT VERSION OF A RHETORIC CURRICULUM GUIDE WAS DEVELOPED WHICH CONTAINED THREE DISTINCT UNITS. THE FIRST DEALT WITH PRINCIPLES OF GENERALIZATION AND SUPPORT, THE SECOND WITH METAPHOR AND ANALOGY, AND THE THIRD WITH SEMANTICS. LESSONS DEALING WITH PROSE MODELS CONTAINED INTRODUCTIONS, STUDY QUESTIONS, EXERCISES FOR STUDY, AND WRITING…

A TEACHER VERSION OF A RHETORIC CURRICULUM GUIDE WAS DEVELOPED CONTAINING THREE DISTINCT UNITS. THE FIRST DEALT WITH PRINCIPLES OF GENERALIZATION AND SUPPORT, THE SECOND WITH METAPHOR AND ANALOGY, AND THE THIRD WITH SEMANTICS. DETAILED DISCUSSIONS ACCOMPANIED THESE ASPECTS OF RHETORIC. SUGGESTIONS WERE PRESENTED FOR DISCUSSIONS, EXERCISES, AND…

A STUDENT VERSION OF A CURRICULUM GUIDE ON RHETORICAL REASONING PROCESSES WAS DEVELOPED. TWO UNITS INVOLVING DEDUCTION AND PLAUSIBILITY WERE INCLUDED. LESSONS INVOLVING ASSUMPTIONS, PATTERNS OF DEDUCTIVE THINKING, FACTS, AND VALUE JUDGMENTS WERE INCLUDED IN THE UNIT ON DEDUCTION. THE UNIT ON PLAUSIBILITY GAVE THE STUDENT THE OPPORTUNITY TO TRY HIS…