Describing the 1970-71 ESEA, P.L. 89-10, Title I, summer programs for educationally disadvantaged youth of Escambia County, Florida, on the preschool, elementary, and middle school level, this document was intended to apprise taxpayers of how a portion of the Federal tax dollar was used on the local educational level. Included were 30 programs,…

Excerpts from "Teacher Education and Training" (the James' Report), issued in the United Kingdom early in 1972, comprise the bulk of this newsletter. James recommends that "all teachers should be entitled to release with pay for inservice education and training on a scale not less than the equivalent of one term in every seven…

A BRIEF DESCRIPTION OF THE KILMER JOB CORPS CENTER AND OF THE READING PROGRAM CONDUCTED AT THE CENTER IS PRESENTED. THE TOPICS DISCUSSED INCLUDE THE POPULATION OF THE JOB CORPS CAMP, THE TIME ALLOTED TO VARIOUS TRAINING ACTIVITIES, THE TEACHING STAFF, THE EQUIPMENT OF THE READING CLINIC, THE ACTIVITIES OBSERVED IN FOUR CLASSROOMS, A LIST OF UNITS…

In 1977, the focus of teachers of English--and of all members of the National Council of Teachers of English (NCTE)--should be the development of the arts and skills of reading and writing, especially by students who have been unsuccessful in those areas. This focus, with literature as its content, should include talking, listening, and…

In 1972, the Nottinghamshire Education Committee surveyed all primary schools to identify those in areas of multiple social and educational disadvantage. A program, including increased funding, parent education, and in-service, was developed for these schools, to meet the Plowden Report's goal of "positive discrimination" for the…

Although the students in the three programs selected for study came from similar backgrounds, this study of different instructional extremes shows that extended, positive schooling can have an important impact on the affective growth of students. (Author/EB)

Summarizes the proceedings of a Canadian conference on adult basic education. Includes keynote address in which suggestions were made for future action in dealing with illiteracy. It also covers panel presentations on the cost of illiteracy to Canadian society. Focus was on the issues facing adult basic education, particularly government's role.…

Describes college level courses in basic concepts designed for the basic skills student. (MKM)

Presents the administrators of junior colleges with recommendations for the development of policies and programs which promote high levels of student persistence, good student achievement, and more responsible student behavior on the part of the increasing numbers of students with serious learning disabilities. (TP)

Comments on a recent "Prospects" article on education in developing countries are presented. The author, an Indian newspaper editor, maintains that, in spite of the claims of the author in the original article, there are no technical solutions to education in developing nations because it is, essentially, a political problem. (Author/DB)

If academically disadvantaged adults are to succeed in learning, they must be proficient in reading, writing, listening, and speaking. Presents the major conceptual considerations implemented at the University of Akron (Ohio) in conducting laboratories which provide academically disadvantaged adults an opportunity to practice these skills. (EM)

Clearly stated learning objectives, a variety of learning activities, and units small enough for students to manage well are some of the crucial requirements for instructing developmental students. The model described depicts a typical systems design applied to instruction. (Author/LBH)

The growing Latino alliances have provided for reflection and analysis of, and action to solve, such problems as political underrepresentation, biased testing procedures, monolingual English school policies, and sky-rocketing costs. (NQ)

Four colleges are now helping migrant students through the federally-funded College Assistance Migrant Program, which provides the children of migrant and seasonal farmworkers with the financial, academic, and psychological resources they need to compete with traditional middle-class students. (LBH)

To address the issue of at-risk students, school systems must reexamine the value structure of schools and determine whether it is still valid. Curriculum developers need to be aware of socioeconomic class variables and develop school environments with a balanced perspective that enhance achievement for all students. (MD)