Relation of Self-Image to Achievement in Problem. This study attempts (1) to identify the nature of the selfimages which a sample of seventh-grade students hold of themselves as learners, (2) to determine the relationship between various types of self-images and current achievement in several school subjects, and (3) to identify the other persons who are significant to the students in shaping their self-concepts as learners. Major objectives.-The objectives are to determine (1) to what extent the relevant self-images of seventh-grade students as learners are generalized to all school subjects and to what extent they are specific to particular subjects, (2) to what extent the self-images of seventhgrade students as learners differ by IQ, sex, and family background; (3) to what extent the self-images differ by achievement, with sex, IQ and family background controlled; and (4) to identify the significant people to whom seventh-grade students relate themselves as learners. Procedures.-Sex, IQ, school achievement, and family background data will be obtained on the seventh-grade pupils in one or more large school systems. On the basis of these data, students will be classified by sex, family background, and achievement in relation to IQ. Four groups of boys and girls from distinctly different family backgrounds will be selected for the study of self-images and significant others. The four groups which are based on expected achievement in relation to IQ are (1) over-achievers (low IQ and high achievement), (2) underachievers (high IQ and low achievement), (3) high achievers (high IQ and high achievement), and (4) low achievers (low IQ and low achievement). The approximately 160 boys and 160 girls thus selected will respond to a self-concept questionnaire and will be interviewed to explore the dynamics of self-image development and interaction with significant other persons. Analysis will be made of the variations in self-images and the images of significant others among the several categories of students. WILBUR BROOK OVER, Director, Bureau of Project No. 845. Duration: 1 year, 6 months. The Self-Concepts of Elementary School Children in Relation to Their Academic Achievement, Intelligence, Interests, and Manifest Anxiety Problem. This study attempts to describe the relation of the selfconcepts of elementary school children to their academic achievement, intelligence, interests, and manifest anxiety. Major objectives. The objectives are (1) to determine what significant grade and sex differences exist in the self concepts of fourth and sixth graders and (2) to relate the differences, if any, in self concepts to the academic achievement, intelligence, interests, and manifest anxiety of these children. Procedures. From a school system in which there are 10 or more schools representing different socioeconomic groups, three schools will be selected at random. The fourth- and sixth-grade pupils in these schools will be administered the Stanford Achievement Test, an interest inventory, the Primary Mental Abilities Test, the Michigan Picture Test, a trait-descriptive adjectives test, and the Manifest Anxiety Scale for Children. Data from cumulative records will also be available. Descriptive statistics will be employed to present frequency distributions, measures of central tendency, measures of variability, and measures of relationship. Estimates of parameters and t-tests of differences in means will also be used in the analysis of the data. Project No. 1008. JOSEPH C. BLEDSOE, Professor of Education, University of Georgia, Athens, Ga. Duration: 2 years. The Development of Basic Attitudes and Values Toward Government and Citizenship During Elementary School Years Problem. This project explores the young child's perceptions of government and the role of the individual citizen and will investigate the developmental changes in these perceptions during elementary school years. Major objectives.-The objectives are (1) to study the child's conceptions of figures in the world of government and politics during the elementary school years, (2) to determine the child's emerging conceptions of the symbols, terms, and labels of government and its institutions, (3) to explore the child's emerging conception of himself as a member and citizen of a democratic society, and (4) to examine the role of the school and the family as socializing agencies. Procedures.-Over 13,000 children from the Far West, the Midwest, the South, and the Northwest will constitute the sample for this study. To obtain this sample two schools from lower-class neighborhoods and two from middle-class neighborhoods will be selected from each of two urban areas within each region. Two classes each from grades 2 through 8 will be administered a questionnaire designed to elicit a child's perception of governmental figures, such as the President or a senator; his perception of other authority figures, such as his parents or teachers; his attitudes toward national institutions, such as the Congress and the Supreme Court; his conception of law; and his feelings about similar items. Questionnaires will also be administered to a sample of teachers and parents who will be asked to complete them as they think the children should. Supplemental information will be obtained from school records. Analysis of variance will be used to examine differences among regions, urban areas, socioeconomic levels, schools, and sexes. Individual item analysis and associated indices of dimensions derived from grouping individual items will be used to evaluate changes associated with age. ROBERT D. HESS, Associate Professor of Project No. 1078. Duration: 3 years. January 1961-December 1963. RESEARCH ON: II. TEACHERS THE TRAINING OF TEACHERS Classroom Adjustment of the Unaccepted Child Through Changes in Teachers' Attitudes and Behavior Problem. This study is designed to determine what effect an inservice child-study program for teachers has on their attitudes, beliefs, and classroom behavior. Major objective.-The objective is to determine whether an inservice program which stresses the study by a teacher of a single socially unaccepted child leads to a desirable change in the attitudes, beliefs, and classroom behavior of the teacher. Procedures.-The experimental group will consist of 50 classroom teachers in six counties; one unaccepted child in each of the classrooms will be chosen for intensive study by the teacher. The teachers in the experimental group will form a special inservice study group under the direction of the experimenters and, in addition, they will be involved in conferences dealing with child-rearing techniques, parentteacher conferences, and other special techniques. A control group of 50 matched teachers will be chosen but will not participate in the experimental inservice program. To determine the effect of the inservice training program, the California Achievement Test and the California Test of Personality will be administered to all children in both the experimental and control groups. Changes in the social structure within each classroom will be determined by sociometric techniques. The experimental and control teachers will be compared on the basis of the Minnesota Teacher Attitude Inventory and the Purdue Teachers' Examination. Also, data will be kept on each teacher's ability to expect and deal with children's unacceptance of others. G. R. BOYD, Dean, Troy State College, Project No. 672. Duration: 1 year, 5 months. A Study of the Factors Operative in the Selective Retention of Students in Teacher Education Problem. This study seeks to determine the factors which operate to produce selective retention of students in teacher education. Major objective.-The objective of the study is to compare students who persist in teacher education with those who do not, using biographical, academic, and test data, including data which will describe the development of intellectual skills and abilities in the population. Procedures. This is a continuation study of Project 174 which will extend the previous research and add new data. The procedure is to collect data concerning all students who enter a college of education regardless of curriculum or previous academic work. Four criteria have been established to determine successful persistence in teachereducation: (1) Completion of the junior year; (2) entrance into student teaching; (3) success in student teaching; (4) entrance into the teaching profession. Students who persist beyond these points are compared in each of several areas with those who do not. The new research will collect all of the biographical, academic, and test data previously collected on a new sample of 2,500 students entering the junior professional sequence in 1959-60. In addition, test data will be gathered to determine the educational development of students in English usage, science, mathematics, and the social sciences. These tests will be measures of how students use what they have learned, not measures of scholastic aptitude. WALTER W. Cook, Dean, College of Education, University of Minnesota, Minneapolis, Minn. Project No. 686. Duration: 4 years. Effects of a Summer Institute in Guidance and Counseling on the Use of Tests by Teachers Problem. This project investigates the factors which influence the use of test results by teachers, counselors, and other school personnel. Major objective. The objective is to study the effects of an intensive summer institute in guidance and counseling on (1) the procedures employed by teachers in working with individual pupils, (2) the teachers' use of test results in the classroom, and (3) the attitudes and perceptions of the teachers' coworkers. Procedures. This research is a continuation of project 509. Former participants in a summer institute on guidance and counseling will be compared with a control group of nonparticipants composed |