Education & Pedagogy

This report offers a broad outline of the educational programs and supportive services provided by District 24 in Queens, New York. Goals are presented for (1) the district as a whole; (2) the major curriculum areas (reading, mathematics, corrective mathematics, bilingual education, English as a second language, social studies, and education of the gifted and talented); and (3) other curriculum areas (art, health education, libraries, music, and physical education). Instructional support services (guidance, special education, career education, the early identification/intervention program, Project Friend, the student advisory council, continuing education, the school lunch program, learning centers, and the school volunteer program) are described as well as district-wide competitive events for students, executive staff development, personnel and staff development, and community and parent involvement. The goals and activities in each area are evaluated. (MK)

A unit to aid music teachers in developing classroom management techniques is presented. It is appropriate for teacher education classes or for inservice programs. The focus of the course is based on five readings which include essays from "Instrumentalist,""Today's Education,""Instructor," and "Systematic Instruction," plus a book, "Dynamics in Teaching, Learning, and Growth," (Hamachek). Participants are required to list techniques in handling class disturbances; summarize the content of the readings; discuss advantages and disadvantages of management techniques such as deliberate ignoring, signal intervention, proximity control, decontamination through humor, nonpunitive exile, and behavior modification; and respond to written simulations of teaching situations. The unit encompasses approximately eight to ten hours including two fifty-minute discussion periods. (KC)

This book, developed primarily for use in inservice teacher education programs, presents eleven teacher competencies relating to multicultural education, together with strategies for their acquisition. The first section of the book presents five articles describing the historical evolvement and purpose of multicultural education. The competencies are presented in the second section in three phases. The first phase concentrates on our culturally pluralistic society with the purpose of focusing teachers' attention on the diverse groups of people within it. Phase II focuses on the process of multicultural education. Phase III serves as a synthesizer, enabling teachers to evolve a conceptualization of a rationale or model for multicultural education. Specific criteria for the demonstration of proficiency in each competency are also presented. A glossary, bibliography, and list of resources are appended. (Author/MK)

This program offers fourteen resolutions with corresponding strategies for improving education for Asian and Pacific Americans. These strategies are specifically directed to the Asian/Pacific American Concerns Staff and other Asian/Pacific American organizations. Issues addressed include: (1) insufficient State and Federal funding for bilingual and multicultural education; (2) the necessity for flexibility in Federal policy; (3) equal access by Asian/Pacific Americans to government decision making; (4) curriculum bias in textbooks, resource materials, and teacher training; (5) higher education support services and occupational counseling; and (6) better representation of Asian/Pacific Americans among educational administrators. The resolutions also call for more research related to Asian/Pacific American concerns, the prohibition of educational voucher plans, and the legitimization of Asian/Pacific American studies. (APM)

This training manual is designed to prepare program specialists to act as members of visiting teams whose task it is to evaluate college teacher education programs. The responsibility of the program specialist is to verify the accuracy of the self-study reports provided by the individual colleges, as well as to assess the college's teacher education curriculum. A simulated situation containing fictionalized self-study materials but authentic evaluation forms (required by the Department of Education) is presented. The status of the colleges program is based on application of criteria contained in "Standards for the Approval of Teacher Education Programs for Alaska." This training package highlights the activity of the program specialist prior to arrival on campus, and emphasizes the procedures implemented during an on-site review. (JD)

This collection of papers on childhood education covers a variety of topics. These include: how to reinforce basic skills with math games; the role of teachers as change agents; incorporating learning centers into the elementary curriculum; the effectiveness of training for empathy in preservice teacher education; responsibilities and needs assessment of teachers in complying with PL 94-142; The Education for All Handicapped Children Act of 1975; preschool screening as a means of predicting later reading achievement; concept teaching strategies in the elementary school; group play therapy; invented spelling as a transition to reading; the influence of the cooperating teacher on the student teacher; the role of the teacher in fostering the child's self-concept; and the teacher as counselor/helper. (SS)

This presentation contains articulated curricula in marketing and distributive education which avoid duplication and/or overlapping of learning units from high school to postsecondary levels. First, descriptions and outlines of the high school Marketing and Distributive Education curriculum based on the Indiana curriculum mode are presented. First-, second-, and/or third-year courses cover these areas: basic skills (math), social skills, and marketing skills. Postsecondary course outlines are then presented for the areas of distribution and marketing and for general subjects. Other contents include discussion of (1) Distributive Education Club of America chapters, (2) testing for advanced placement (and six courses designated to have advanced placement possibilities), (3) advanced placement testing instruments, and (4) employment opportunities. (YLB)

Discontent with public education is feeding a movement to make private education public policy, with potentially disastrous results. Unionization and bureaucratization of the public schools has lessened their effectiveness and disaffected parents feel increasingly that public schools do not offer children social mobility and the opportunity for economic equality. This is particularly true in the case of children at the lower socioeconomic level. Privatization of the schools is not feasible for the urban poor. This concept diverts attention from the basic problems of educating this sizeable group of children. A closer relationship between schooling and active participation in the labor force will make education more relevant to the needs of these students. (SAS)

THE NEW JERSEY PROGRAM FOR EDUCABLE MENTALLY HANDICAPPED STUDENTS IN SECONDARY SCHOOLS RECOMMENDS INTEGRATION OF THESE STUDENTS INTO THE REGULAR DRIVER EDUCATION AND PHYSICAL EDUCATION PROGRAMS. CLASSIFICATION OF MENTALLY HANDICAPPED CHILDREN FOR PLACEMENT PURPOSES IS THE RESPONSIBILITY OF THE LOCAL BOARD OF EDUCATION AND THE PSYCHOLOGICAL EXAMINER. EDUCABLE MENTALLY HANDICAPPED STUDENTS MAY BE TRANSFERRED FROM THE ELEMENTARY SCHOOL TO THE SECONDARY SCHOOL UPON CERTIFICATION BY THE ELEMENTARY SCHOOL THAT THE SPECIAL EDUCATION PROGRAM HAS BEEN COMPLETED. FACILITIES OF BUSINESS AND INDUSTRY ARE A NECESSARY PART OF THE SECONDARY SCHOOL'S VOCATIONAL EDUCATION PROGRAM. CHARACTERISTICS, OBJECTIVES, AND SUGGESTED STUDENT PLACEMENTS IN WORK EXPERIENCE PROGRAMS ARE LISTED. FEDERAL FUNDS ARE AVAILABLE FOR RESEARCH AND DEMONSTRATION PROJECTS DEALING WITH VOCATIONAL REHABILITATION. THIS ARTICLE IS THE EXCHANGE, VOLUME 10, NUMBER 2, MARCH 1966. (JW)

LARGER SCHOOL DISTRICTS USUALLY HAVE BETTER INSTRUCTIONAL PROGRAMS. TO HAVE A COMPREHENSIVE PROGRAM, HOWEVER, IT IS NECESSARY TO HAVE PROGRAM GUIDES THAT MEET THE NEEDS OF THE STUDENTS. THE ELEMENTARY SCHOOL SHOULD EMPHASIZE READING, WRITING, ARITHMETIC, AND SOCIAL STUDIES. A FLEXIBLE PROGRESSION OF GENERAL EDUCATION, COLLEGE PREPARATION, AND VOCATIONAL EDUCATION SHOULD CONSTITUTE THE HIGH SCHOOL PROGRAM. A SCHOOL-COMMUNITY PROGRAM WOULD INCLUDE ADULT EDUCATION, LIBRARY SERVICES, RECREATIONAL ACTIVITIES, AND SUMMER PROGRAMS. THE ADMINISTRATION SHOULD ALSO PROVIDE SERVICES WHICH WOULD HELP THE TEACHERS, STUDENTS, AND ADMINISTRATION. THIS PAPER WAS PREPARED FOR PRESENTATION AT THE NATIONAL CONFERENCE ON PROBLEMS OF RURAL YOUTH IN A CHANGING ENVIRONMENT (SEPTEMBER 1963). (JS)

SCHOOL DISTRICTS ARE URGED TO PURSUE DESEGREGATION AND COMPENSATORY EDUCATION PROGRAMS SIMULTANEOUSLY RATHER THAN FOLLOWING ONLY ONE OF THESE TWO ACTIVITIES. COMPENSATORY EDUCATION, WHATEVER ITS IMMEDIATE VALUES, IS SEEN AS ONLY A PARTIAL MEASURE. EXAMPLES OF COMMUNITY RESPONSIBILITY COMBINED WITH FEDERAL FUNDS ARE GIVEN. FUNDAMENTAL PROPOSITIONS LISTED ARE (1) LOCAL BOARDS OF EDUCATION MUST ACCEPT RESPONSIBILITY FOR USING ALL RESOURCES AT THEIR COMMAND (FEDERAL, STATE, AND LOCAL) TO IMPROVE EDUCATION AND REDUCE SEGREGATION. (2) STATE DEPARTMENTS OF EDUCATION MUST BEGIN TO ACCEPT MORE RESPONSIBILITY FOR SCHOOL DESEGREGATION AS THEY DEVELOP GREATER CAPACITY FOR IMPROVING QUALITY. (3) THE FEDERAL GOVERNMENT MUST CONTINUE THE VIGOROUS CARRYING OUT OF TITLE IV AND VI OF THE CIVIL RIGHTS ACT. THIS ADDRESS WAS PRESENTED BEFORE THE NATIONAL CONFERENCE ON RACE AND EDUCATION (WASHINGTON, D.C., NOV. 17, 1967). (AF)

ONE HUNDRED AND EIGHTEEN INSTRUCTIONAL INNOVATIONS IN SEVENTY FIVE OKLAHOMA SCHOOL DISTRICTS ARE DESCRIBED IN THIS BOOKLET. THE MATERIAL WAS CHOSEN EITHER BECAUSE IT PRESENTED A COMPLETELY NEW IDEA OR BECAUSE IT PRESENTED SOME INNOVATIVE MEANS OF IMPLEMENTING A FAMILIAR IDEA. INSTRUCTIONAL INNOVATIONS AND PROGRAM DESCRIPTIONS ARE INCLUDED IN THE FOLLOWING TWELVE GENERAL AREAS--ADMINISTRATION AND PUBLIC RELATIONS, INSERVICE EDUCATION AND INSTRUCTIONAL MATERIALS CENTER, GUIDANCE AND COUNSELING, HEALTH AND PHYSICAL EDUCATION, LANGUAGE ARTS, FOREIGN LANGUAGE, SCIENCE AND MATHEMATICS, READING, VOCATIONAL EDUCATION, LIBRARY, SPECIAL EDUCATION AND STUDENT GROUPING, AND VARIOUS OTHER INSTRUCTIONAL INNOVATIONS. EACH PROGRAM IS DESCRIBED IN TERMS OF BACKGROUND INFORMATION, IMPLEMENTATION, AND EVALUATION. (JS)

BUSINESS EDUCATION INCLUDES INSTRUCTION IN BOTH OFFICE AND DISTRIBUTIVE OCCUPATIONS. THE BUSINESS WORK EXPERIENCE EDUCATION PROGRAMS ARE BASED ON INDIVIDUAL AND GROUP INSTRUCTION IN THE RELATED CLASS IN WHICH ALL STUDENTS ARE ENROLLED, AND INSTRUCTION THROUGH PART-TIME EMPLOYMENT. THIS HANDBOOK SHOULD BE HELPFUL IN ORGANIZING AND OPERATING BUSINESS WORK EXPERIENCE EDUCATION PROGRAMS. THE SUBJECT MATTER IS IN LOGICAL SEQUENCE--(1) ORGANIZING THE PROGRAM, (2) CONDUCTING STUDENT INTEREST AND COMMUNITY SURVEYS, (3) SELECTING THE TEACHER COORDINATOR, (4) ORGANIZING THE ADVISORY COMMITTEE, (5) DEVELOPING THE PLAN OF OPERATION, (6) PROMOTING THE PROGRAM, (7) PLANNING THE RELATED INSTRUCTION PROGRAM, (8) CONDUCTING COORDINATION ACTIVITIES, (9) EVALUATING THE PROGRAM, AND (10) UTILIZING THE SERVICES OF THE BUREAU OF BUSINESS EDUCATION. SAMPLE FORMS, THE CALIFORNIA LEGAL AUTHORIZATIONS GOVERNING THE PROGRAM, AND A CHECKLIST FOR DEVELOPING THE PROGRAM ARE INCLUDED IN THE APPENDIX. (PS)

THE MAJOR VEHICLE FOR SCHOOL IMPROVEMENT IN SOUTH CAROLINA HAS BEEN THE ESTABLISHMENT OF MINIMUM STANDARDS FOR SCHOOLS, TO QUALIFY FOR STATE FUNDS. CONTINUED STUDY OF THE MINIMUM STANDARDS HAS DONE MUCH TO IMPROVE EDUCATION, BUT HAS NOT SERIOUSLY CHALLENGED THE LEADING SCHOOL DISTRICTS. SINCE IN MANY AREAS EDUCATORS AGREE THAT IT IS VIRTUALLY IMPOSSIBLE FOR A SCHOOL DISTRICT TO HAVE A WELL-ARTICULATED CURRICULUM FOR GRADES 1 THROUGH 12 WITHOUT WRITTEN CURRICULAR PLANS, A LARGE QUANTITY OF WORK HAS BEEN DONE IN THIS AREA. THIS DOCUMENT PRESENTS POSITION PAPERS IN 23 OF THESE CURRICULAR AREAS, OUTLINING OPTIMUM PROGRAMS AS VISUALIZED BY CONSULTANTS FROM THE SOUTH CAROLINA STATE DEPARTMENT OF EDUCATION, COLLEGE PROFESSORS, AND PUBLIC SCHOOL TEACHERS. (ES)

This paper focuses on mathematics education in Technical and Vocational Education (TVE) in West Germany. The "dual system" of TVE, a part-time college/part-time on-the-job training scheme that normally leads to a certificate of a qualified worker after three years, is reviewed. Entrance tests for the trainee posts focus heavily on aspects of mathematics. Qualifications tested include: decimals and various fractions; proportions; change of measurements; rule of three; percentages; and some geometry. Lessons for selected students center around topics such as basic arithmetic, percentages, and proportions. Special areas for particular occupations covered include graph-, table-, and diagram-reading and interpreting, basic algebra, and advanced calculating techniques. Criticisms concerning this topic-oriented approach are presented. (MP)