Education & Pedagogy

This publication is a K-12 curriculum guide for multidisciplinary energy education. These materials present activity ideas for various energy education themes for each grade level and for science, home economics, and health and physical education classes. Sections include: (1) Overview; (2) K-12 Social Studies Themes Related to the Energy Crisis; (3) Themes and Activities in Science, Home Economics, and Health and Physical Education; (4) Suggested Activities and Lessons; (6) Selected Bibliography; and (7) Films. Activities and lessons include: (1) cartoon interpretation; (2) graph lessons; (3) reading skill exercises; (4) case studies and role playing; (5) classroom discussions; and (6) individual and group student investigation ideas. These materials, which are in the developmental stage, were written for use by teachers in New York City but can be used elsewhere. (MR)

Presented is the report by the Working Group on the education of managers in health services in the World Health Organization, European Region. The report is organized into the following sections: health care management and managers; key issues in health service management (public policy-making and health care management, the managerial role of physicians, and the need for improved nursing management); management education in the European region; development of management education programs for health services; health management education and health services research; promotion of national management education programs and role of international collaboration; and recommendations at the national and international levels. Included in the appendices is a working paper titled "Health Management Education and Training," by J.E. Blanpain. (JH)

The yearly report focuses on major achievements in Maryland special education in 1978 and on projected 1979 efforts. Initial sections center around a progress report of FY 1978 objectives and a review of fiscal resources for that year. Considered in a section on major achievements of 1978 are developments in nonpublic tuition assistance, hearing officers' training manual, the special education bylaw, early childhood services, child find, personnel development, day care facilities and the monitoring and evaluation system. Special efforts for FY 1979 are explained to involve early childhood services, service to children aged birth to 2 years, related services, vocational education and vocational rehabilitation, Section 504 of The Rehabilitation Act of 1973, child advocacy, nonpublic tuition assistance, and a comprehensive system of personnel development. (CL)

This guide is the sixth in a series of eleven generated in 1978 as the result of workshops that focused on peer training, a different approach to teaching. The workshops provided the opportunity for members of eleven identified role groups to work together with peers to examine the relationship between their specific role group and community education and the ways in which they could stimulate their peers to improve role performance and effectiveness. This booklet focuses on community education as seen by coordinators of programs. Topics considered include characteristics of building level coordinators, responsibilities, steps in program development, and evaluation. An extensive section on training strategies discusses professional development of coordinators, communications, and interaction between higher education agencies and practitioners. (Author/LD)

This guide is the second in a series of eleven generated in 1978 as the result of workshops that focused on peer training, a different approach to teaching. The workshops provided the opportunity for members of eleven identified role groups to work together with peers to examine the relationship between their specific role group and community education and the ways in which they could stimulate their peers to improve role performance and effectiveness. This booklet focuses on community education as seen by local and state school board representatives. Topics considered include the power and responsibilities of school boards, benefits derived from and problems of community education, levels of school board involvement, program evaluation, board skills required for developing community education, and strategies for increasing interest and skills. (Author/LD)

A two-year study and subsequent conference held in November 1977, sponsored by the National Council of Churches of Christ in the U.S.A., focused on the role of church-related colleges in higher education, and on their distinctive contribution to the churches, higher education, and the quality of life in America. In this report, a number of contributors and respondents address these issues: varieties of church-relatedness (myths, categories, examples, and "essentials"); questions for institutional and denominational self-study; creative illustrations of the embodiment of church-relatedness; the history of church-relatedness in higher education; current denominational policies and studies in higher education; and future church-culture relations and their impact on church-related higher education. (MSE)

The proceedings of the 1979 Lifelong Learning Research Conference held at the University of Maryland are reported in this document. Focusing upon non-formal adult education, the papers presented deal with environmental/leisure education issues, adult/continuing education concerns, community development, international education, volunteerism, and research methodology. The conference program is provided, along with a list of steering committee members and sponsors. Abstracts of papers presented at the conference are included, with authors' addresses for further information. Symposium topics and summaries then follow with attached references. The keynote address, "The Need for Bridging the Gap from Research to Practice in Lifelong Learning," by Donnie Dutton, is presented in full. Finally, a list of participants and their addresses is appended. (CT)

This report addresses the following issues: (1) differences in social and economic attainment of blacks and whites with similar backgrounds; (2) differences in resources available for education of black and white children; (3) the effect of programmatic emphasis on the use of educational resources; (4) the effects of financial and programmatic changes on educational experiences of blacks and whites; (5) the role of changes in the educational process in achievement, school retention and advancement, postsecondary access and attainment, occupation, and income; (6) the effectiveness of government programs in reducing the disparities between black and white education. Numerous charts and tables relating to minority education over the past 18 years are presented and analyzed. (Author/WI)

The bibliography lists approximately 300 English language periodical articles dating from 1967 to 1977 that are directly concerned with methods, projects, teacher education, and curriculum developments in bilingual/bicultural education of the American Indian. The entries are organized by topic: General, Federal Guidelines and Funding, Community Involvement, Preparation of Education Personnel, Curriculum and Methods, Testing and Research, and Demonstration Programs. Listed alphabetically by author, the entries include author's name, title, and periodical data. An annotated list of 8 reference sources, with the retrieval terms used in searching each one, is included. (SB)

This 1978 survey of 408 New Jersey secondary public schools found that 242 of them use a computer for instructional purposes. Primarily the computer is used in teaching students to write programs and as a computational aid to problem solving, with mathematics departments making the greatest use of these applications. The survey results justify the practice of those colleges already offering computer science courses for undergraduate and graduate mathematics education majors. It is recommended that mathematics education curricula and inservice programs be modified to include other computer related courses in addition to computer science courses. A bibliography and copies of the questionnaires used together with cover letters and instructions are included. (Author/JEG)

The second of a three-part report on vocational education for handicapped and disadvantaged students in Alabama focuses on the training needs cited by 500 vocational educators. It is explained that questionnaire results identified nine cluster areas, including the art and science of teaching special needs, development and use of special materials and curricula, reading instruction, interpersonal skill development, information on special resource material, and development and use of individualized instructional materials. Results are reported separately for six service areas (including agribusiness education, distributive education, and home economics education). Recommendations are made for content and format of inservice and preservice education. (CL)

This directory provides information on programs in child development and early childhood education offered at technical colleges, two- and four-year colleges, and universities at both the undergraduate and graduate levels. Included in each entry are the institution's name and mailing address, a listing of degrees offered in the areas of child development and/or early childhood education, and the name of a person connected with the program to whom inquiries for additional information can be directed. If an institution offers courses directly related to preparation for the Child Development Associate (CDA) credential, this fact is also noted. Entries are based on data supplied by more than 700 institutions in the United States, Guam and Puerto Rico which responded to the compiler's request for information. (Author/MP)

This compendium of career education activities serves as a guideline for teachers intending to infuse career education into their present activities. The eleven major subject areas are art, language arts, math, music, science, social studies, drivers education, English as a second language, health, physical education, and Spanish. Each subject area is further broken down by course; i.e., courses offered under science include physics, health, and ecology. Further, each course is categorized by "topic or unit" and each of these topics or units are further divided into "activities." Each activity is described fully; activities of significant value may be located in several subject areas. The final section of this document cross references the materials by occupational cluster. (CT)

Texas' policies and administrative procedures for special education are set forth. General special education concerns are covered, such as definitions of 12 exceptionalities, administrative structures, and planning and evauation approaches. Child identification, individual assessment, and individual educational plan development and review are among the topics in a section on child centered educational process. Related services, special education personnel, and residential schools are considered in a section on the special education program. Special program provisions touch on such aspects as approved nonpublic schools, rehabilitation districts, and responsibility of other state agencies. A section on the program support system (including policies on policy and program development and procedural safeguards) is followed by a final section on special education funding. Extensive appended material is also included. (CL)

A study of 70 graduates of the Master of Science in Education: Reading Teacher Program at the State University of New York College at Brockport was conducted to seek information relevant to the program and to the professional careers of its graduates. It was found that graduates held strong leadership positions as evidenced by their professional roles, certification, inservice activities, and participation in professional organizations; that they were applying knowledge from their master's theses; that they had considerable interest in post-master's education; and that the unique emphases of Brockport's reading program upon research methodology, inservice presentations, the cloze procedure, and miscue analysis were used to a high degree by the graduates. (The questionnaire is included.) (TJ)