This document is a collection of six abstracts representing a summary of the activities of a three-year project supported by the Education Professions Development Act. Addresses are included for copies of specific full reports. Satellite projects were implemented, based in Chicago, Indiana, Louisville (Ky.), Ohio, Urbana (Ill.), and the Midwest…

As part of the Midwest Center/Consortium for Planned Change, the University of Louisville School of Education and the Louisville Public Schools designed a program for the training of a "new professional" to help alleviate problems of inner-city students. Main goals of the program were: (1) to improve the competence of pupil personnel…

This guide incorporates the recommendations and suggestions of project teachers who were involved in establishing a secondary English program for low achieving, disadvantaged students. The ultimate purpose of the program is to foster successful language experiences which can improve students' self-concepts. The guide is divided into sections on…

Contents of this evaluation of ESEA Title 1 programs for the District of Columbia, 1966 and 1967, include: development of a statistical model for the evaluation; programs and procedures; patterns of program participation; data-gathering instruments developed for analysis of Title 1 Programs; relationship of program participation to pupil…

This catalog provides information on the 159 vocational/career education programs which have been funded by the 1968 Vocational Amendments and Wisconsin's 16 vocational technical and adult education districts to provide services to special needs students. The preface indicates that many innovative methods and techniques for training special needs…

The Academy of Applied Electrical Sciences, Inc. was created in response to the educational needs of disadvantaged inner-city youth in Philadelphia. The academy approach in formulating a vocational program was a result of collaboration between the industrial community and the School District of Philadelphia. (EC)

In Arkansas the five-percent allocation is known as VESA-CETA: Vocational Education Set-Aside Funds under the Comprehensive Employment and Training Act. The article describes various state-administered projects for dropouts, potential dropouts, and adults who are unemployed or underemployed. (MF)

Tackles the "floundering period" between high school graduation and noncollege-bound students' first career-entry job. Blames age, an unfavorable labor market, and disjunctions between the labor market and the school system. Describes West Germany's system of apprenticeship and part-time schooling and advocates exploiting experiential…

Reports results of teacher interviews designed to explore the satisfaction and stress of teaching in areas of economic and social disadvantage and to compare the views of teachers in similar schools in Michigan and South Yorkshire (England). Includes verbatim responses to questions about communities, schools, the classroom experience, and…

Patterns of occupational choice and correlates of these patterns were investigated for black male inner-city high school juniors and seniors. The pattern of occupational choice of the sample was distinctly different from the middle class, white normative sample of the occupational scale. (Author)

Summarizes recommendations of a study exploring issues of job preparation, program quality, and job market accessibility for disadvantaged youths. Discusses the role of the secondary school, job training and skill development programs, and cooperative education and work experience programs. Provides suggestions for delivery of counseling services.…

Reports results of a study that (1) assesses the nature of interracial interactions within a disadvantaged, inner-city high school, (2) identifies what factors predict these interactions, and (3) suggests what implications such interactions should have on school policies and strategies. (CS)

Stressing to remedial educators the danger of complacency once a learner has acquired the basic skills of reading and numeracy, the authors advocate cooperation and coordination between secondary remedial education and adult literacy programs and call for a real commitment by teachers toward fostering basic skills in the disadvantaged. (SJL)

Competency-based materials can help in mainstreaming disadvantaged students, who especially need encouragement and motivation. The author gives illustrations of several different ways of using such materials with disadvantaged students in distributive education. (MF)

Six highly gifted and creative students, ages 12-17, from lower socioeconomic homes responded to an open-ended questionnaire about teacher behaviors and qualities they liked and disliked. Students liked teachers who were positive, creative, respectful, sincere, knowledgeable, flexible, stable, and warm, and disliked teachers who had opposite…