SUGGESTIONS FOR STRATEGIES TO WIN THE WAR ON POVERTY ARE BASED ON AN UNDERSTANDING OF WHAT POVERTY IS, HOW IT IS TO BE FOUGHT, AND THE MEANING OF LOSING THE WAR. THERE HAVE BEEN MANY DEFINITIONS OF POVERTY, FOR INDIVIDUALS DIFFER IN THEIR VALUES AND THEIR IDEAS OF NEED. SUBJECTIVE ESTIMATES OF NEED DEPEND ON WHETHER THE ESTIMATOR IS RICH OR POOR,…

This document reports the 2-year Cycle II Teacher Corps program in which San Diego State College and three school districts (San Diego Unified, Santee, and Escondido) cooperated to develop dedicated teachers (with M.A. degrees) prepared to teach in disadvantaged communities. Objectives of the program are listed, including that of meeting needs of…

The introductory section of this report contains a brief narrative description of Oregon State University's Cycle II Teacher Corps program in which 29 intern teachers were prepared to work with disadvantaged children in both rural and urban areas. The 2-year Master's Degree program which is outlined includes two summers of orientation and…

Migration of the culturally disadvantaged from the South, Southwest, and Puerto Rico to urban areas in the United States has revealed that their education and culture are inadequate to cope with modern urban life. The education of disadvantaged youth, made difficult by their mobility, is further impeded by home and community life, lack of…

Dealing specifically with disadvantaged learners unique to the upper midwest, this brief final report describes the development of a series of 15 video tapes on the disadvantaged learner which emphasize the influence of subculture on the student's learning problems. The videotapes are described as consisting almost entirely of in-depth interviews…

Compared scores on the Career Maturity Inventory (CMI) and the Wechsler Adult Intelligence Scale (WAIS) for disadvantaged youngsters (N=120). Results suggested that professionals using the CMI should use caution when working with disadvantaged youngsters since there is such a strong relationship to intelligence, as measured by the WAIS. (JAC)

A rebuttal by the author to critiques made by Michael Apple (see EA 504 331) and Barbara Presseisen (see EA 504 332) of his original paper on the rationale and methodology of process'' curriculums (see EA 504 330). (EA)

Priorities should be ordered so that improving human life in the urban ghetto is more important than saving trees. (FF)

Effective and accurate evaluations of inservice training programs for teachers of the disadvantaged are vitally needed. (LR)

A review of Disadvantaged Children: Health, Nutrition and School Failure (New York: Grune & Stratton, 1970) by Herbert G. Birch and Joan Dye Gussow. (DB)

Results of an experiment in critical listening by Negro elementary school students are reported. (DB)