Showing papers on "Primary education published in 1968"

The Education of Immigrant Pupils in Inner London Primary Schools

Abstract: ALAN LITTLE is Director of Research at the ILEA; CHRISTINE MABEY and GRAHAM WHITAKER are Research Assistants. This article is based on the Technical Appendix to the Report of a Working Party of Members of the ILEA Inspectorate and School Psychological Service (November 1967), and the authors wish to acknowledge the help of the Working Party in its preparation. In particular the advice and criticism of Richard Palmer was especialy helpful. INTRODUCTION

Status of Guidance and Counseling in the Elementary School

Abstract: This study investigated some aspects of elementary school guidance and counseling in the 50 states and the 4 American territories. Specifically, such matters as the number of counselors employed, their professional background, certification, and state standards were examined. Results of this study were as follows: 3,837 counselors are now working in elementary schools in 48 states; the majority of these counselors are former elementary school teachers. Over 70 per cent are supported in part by federal funds. To date, 14 states have developed certification requirements for elementary counselors that are discernibly different from secondary certification. For the most part, state standards for elementary school guidance lack specificity; in some cases such standards are non-existent

Education After High School

Abstract: In this study of a probability sample of American high school students, the relative influence of ability, interest, temperament, and family background variables are considered with respect to six possible educational decisions made within one year after high school graduation. Cross tabulation and discriminant analyses are used. During the four-year period of the follow-up surveys, the percentage of students reporting some further education increased dramatically. Both socioeconomic status and ability have direct effects on the post-high school educational decisions. The discriminant analyses identified major differences among the groups, although some group pairs were more clearly and consistently differentiable than were others.

A Study of Selected Exemplary Programs for the Education of Disadvantaged Children: Part II. Final Report.

Abstract: ideas. A child's ability in this area defines and determines who he is, what he is, and what he will become. Retardation in language can, and often does, lead to academic failure and social maladjustment. As you are probably aware, from your own experience, the following characteristics are often found in the disr advantaged child: poor listening habits poor comprehension of the spoken word limited vocabulary (difficulty in labeling and classifying) immature sentence structure, (speaks in phrases, misuse of pronouns, etc.) weakness in abstract thinking poor retention high degree of distractability B. A unit on the development of oral-verbal language skills was prepared by the staff of the program. This passage is from the introduction: Language is acquired through the individual's senses by daily auditory and visual experiential and environmental stimulation. The child hears and imitates the sounds, words, intonations, sentence patterns, and all the subtleties of the language used by those around him. Both the experiences and language to which he is exposed contribute to che quality and quantity of his verbal performance. Language Deficiencies of Disadvantaged Children All children learn the language of their environment. Disadvantaged children are no exception, for they have a well-structured informal language. However, many have not developed the formal language used in the school setting. When they enter school, this formal language used by the teacher (and the larger segment of society) sounds almost foreign to them, and they become either acquiescent or tune-out much of the conversation. In this school setting, the following characteristics become evident:

Returns to Education in Bogota, Colombia.

Abstract: EDRS Price MF-$0.65 HC-$3.29 *Comparative Education, *Cost Effectiveness, Developing Nations, Economic Development, Economic Factors, *Educational Benefits, Educational Development, *Educational Economics, Educational Policy, Elementary Education, Financial Policy, Financial Support, Higher Education, *Occupational Surveys, Public Policy, Public Support, Secondary Education, Vocational Education *Bogota, Colombia

Assessment of rural mexican-american pupils, preschool and grades one through twelve, wasco, california.

Abstract: DESCRIPTORS*ACADEMIC ACHIEVEMENT, BILINGUAL STUDENTS, CURRICULUM EVALUATION, EDUCATIONAL METHODS, ELEMENTARY GRADES, INSERVICE TEACHER EDUCATION, INTELLIGENCE TESTS, KINDERGARTEN CHILDREN, MATURITY TESTS, *TESTING, MEASUREMENT, *MEXICAN AMERICANS, PERCEPTION TESTS, *PERCEPTUAL MOTOR LEARNING, PERSONALITY TESTS, PRESCHOOL CHILDREN, PRESERVICE EDUCATION, *RURAL AREAS, SECONDARY GRADES, SOCIAL MATURITY, MEXICAN AMERICAN RES. PROJ.,