This survey of the literature provides a comprehensive and comparative report on continuing education in the four senior health professions, medicine, dentistry, nursing, and pharmacy, covering the period from 1960 to 1970. Findings disclose that while continuing education is gaining momentum in the health field, each of the professions reviewed in this report admits that it has been far from successful in its implementation. The problems facing the professions, although in differing measure, were found to be: 1) the lack of resources—funds, qualified adult educators, and clinical facilities; 2) the need for more and better adult education research; and 3) the limitation of program goals within the context of the rapidly changing health care system. Recent public pressure to make continuing education a condition for practice, coupled with accelerating technological and scientific advances, indicate that continuing education can no longer be relegated to a secondary place in professional education. Due to the scarcity of substantive research, specific recommendations were not possible. However, it was suggested that: 1) more effective methods of defining learning needs be developed and tested; 2) more stress be placed on clinically oriented programs and those with built in evaluation schemes; and 3) regional centers be established to facilitate the development of ongoing, interrelated programs on both a uniprofessional and interprofessional basis. (Detailed descriptions of more innovative programs and evaluation practices are included.) / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This study, conducted in a suburban school district, examined academic achievement and demographic considerations for a group of students overage for their respective grades. Records of 127 subjects were examined and data collected with respect to student performance on academic indicators of at risk behavior. Indicators were scores on criterion referenced tests in reading and mathematics as well as school absence figures for all subjects. These data were subjected to ANOVA and Chi Square Tests of significance to ascertain if there were differences between the students who were overage due to in-grade retention and those overage for other reasons. Research hypotheses were formulated as null statements which averred there would be no differences within or between groups and further, that there would be no differences between the groups with regard to gender, ethnicity, participation in Federal meal plans and identification as handicapped under the provisions of PL 94-142. Significance was demonstrated only in regard to reading scores of all subjects in the primary research hypothesis. This apparent significance may be due to other factors. The secondary research hypothesis was supported. The demographic hypothesis was supported in regard to gender and minority group membership. CONCLUSIONS AND RECOMMENDATIONS 1. This study supports other research evidence that overage students are at greater risk for failure to complete academically appropriate programs than are their age-appropriate cohort. 2. Indicators of school failure can be seen during the elementary school years in the population of students who are overage for their grades whether or not they were retained in grade. 3. There appears to be no distinction in terms of academic indicators of at-risk performance, absence and demographic considerations between subjects who were retained in-grade and those who were older for other reasons e. g ., starting school a year after the legally permitted age. 4. Disadvantaged, male, minority, and handicapped students were overrepresented in both groups. 5. This study adds validation to the literature which overwhelmingly fails to support retention or other interventions which leave students overage for grade. 6. Schools need to devise and install interventions other than in-grade retention and other practices rendering the student older than the age-grade cohort. 7. Educators should examine district policies regarding overage students and in-grade retention for congruence with research findings as opposed to the tacit belief systems of many educators, parents, community members and legislators.

No description available.

No description available.

The purpose of this study was to discover the print awareness knowledge of 25 four- and five-year-old Spanish-English bilingual children and to see if differences among the children are related to home environmental factors. The specific questions to be answered were: (1) How does the use of language varieties in the home affect print awareness? (2) How does the language of written materials in the home (whether in Spanish or English) affect print awareness? (3) In what language do children respond to print awareness tasks? (4) How does the literacy environment in the home affect print awareness? (5) How does the language of the literacy environment (whether English or Spanish) affect print awareness? (6) How does the parental attitude toward reading affect print awareness? This naturalistic study presents data collected and analyzed with the following instruments: Signs of the Environment, Level I and Level II; Pre-Schooler's Book Handling Knowledge; and a Parent Interview which was conducted in the home. The data indicate that the children whose parents said that both languages were spoken in the home had the highest percentage of appropriate responses on all three tasks. Three main factors appear to influence the language in which the child responded to the tasks. These are contextual setting, experience with the item, and television. This study was not organized in such a way as to discover whether amount of literacy in the home and its degree of use makes a difference to children's print awareness. However, it is evident from the responses given by the children that the literacy environment of the home and its surroundings does influence print awareness. This study provides ample evidence that some bilingual economically poor children have a strong support base in literacy development which schools can expand upon: (1) Bilingual children are print aware and have knowledge of books. (2) Bilingual parents care and are anxious for the children to learn. (3) Bilingual parents read to their children and provide them with opportunities to read and write in the home. (4) Bilingual homes have a variety of opportunities for literacy.

The underrepresentation of minority students in gifted programs is well documented, and is due, in large part, to limited definitions of giftedness and inadequate identification techniques. New methods of locating and identifying gifted minority students must be developed. The peer referral procedure has been cited as one method for locating students who may be gifted but are overlooked by the most common referral source--classroom teachers, but researchers have not investigated directly the use of peer referral for locating minority students in any ethnic group. The subjects were the fourth, fifth, and sixth grade students (N = 1564) and their teachers in nine selected schools, divided into three groups: (a) schools with a Hispanic population of over 75%, (b) schools with an equal proportion of Hispanics and Anglos, and (c) schools with less than 25% Hispanic students. Students completed a peer referral form designed to reflect traits of gifted Hispanic students. Also, the number of teacher referrals using the traditional school district procedures was collected. Primary areas of investigation included the (a) relationship between the ethnicity of the nominator and nominee, (b) relationship between the gender of the nominator and nominee, (c) usefulness of peer referral to locate Hispanic students who may be gifted and (d) sensitivity of the peer referral instrument to Hispanic students. Qualitative and quantitative statistical techniques were used, including stepwise logistic regression, cluster analyses, odds ratios, and content analysis. Findings indicated that peer referral was a useful technique for locating Hispanic and Anglo students that teachers did not refer. Few differences were discovered between the Hispanics and Anglos on the instrument. Students referred peers who matched a stereotypical profile of the academically gifted student. In the balanced schools, Anglos tended to nominate other Anglos and Hispanics tended to nominate other Hispanics. Gender nomination patterns varied, depending on the question focus. Peer referral is a promising practice for locating some Hispanic students who may be gifted; however, if minority students who are different from the majority gifted student are going to be found, other methods of referral, besides teachers and peers, are needed. Researchers must continue to explore the differences and similarities between majority and minority children who are gifted.

This study involved a determination of the relationships between certain educational indices in each of the fifty states and the District of Columbia and various factors pertaining to the cost of education.

The purpose of this study was to investigate and report the similarities and differences in the administrative policies and procedures in graduate institutions accredited by the National Council for Teacher Education which offer doctoral degrees in vocational education. The investigation included similarities and differences in the areas of selection and admission, program planning, course requirements, preliminary examinations, dissertation requirements, and oral examinations. Data were collected through a questionnaire sent to the graduate officials at the selected 106 institutions. Usable data involved only thirty-four institutions which actually had a vocational doctoral program while seventy-nine institutions returned the questionnaire.

Thesis. 1979. Ph.D.--Massachusetts Institute of Technology. Dept. of Urban Studies and Planning. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Bibliography: leaves 158-161. / by Denise M. Dipasquale. / Ph.D.

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