Education & Pedagogy

In 11 brief sections this document overviews provisions for preschool education in the Federal Republic of Germany. Topics discussed include the needs of young children; education from birth to 3 years and from 3 to 6 years of age; and the history of kindergartens. Problems of child-rearing and programs for parent education, as well as creches, child care services, foster families, kindergartens, mainstreamed kindergartens, costs to parents, and educational movements are discussed. Several models for early education thought to be worthy of consideration and emulation are described to illustrate efforts made by educators and politicians in Germany to improve preschool education and child-rearing practices. Kinderhauses and kindergarten programs designed to equip children to act independently in normal everyday situations and to think competently are among the models described. (Author/RH)

In a replication of a 1977 study, questionnaires and directed telephone interviews were used to gather information about programs preparing vocational and special education personnel to work with special needs students. Comparison of 142 returned questionnaires with 1977 results revealed that the relative order of coursework concentrations had remained rather stable over the 2 year period, and that there was an increase in enrollment and program graduation. Analysis of telephone interviews with certification officials of 48 states indicated an increase in required special education coursework and an increased awareness of training programs in the area of vocational/special education. Recommendations are made for relevant curricula and materials to be used with secondary special needs students and for vocational/special education resource centers. (CL)

The Fort Hays State University (Kansas) training program for career/vocational education for the handicapped is described. The program addresses unique regional needs of a sparsely populated area, the high proportion of handicapped students and professionals remaining in the area, and a special education teacher shortage. Five competency areas are considered, including preparing handicapped students for employment ranging from competitive work to supervised work settings; coordinating services among general, vocational, and special educators, support personnel, state service and rehabilitation agencies, community and future employees; and assisting employees in meeting federal regulations. Competencies for each of four components are listed. A high school demonstration program is described which focuses on job related information, self information, school information, and community information. (CL)

The document describes the Dean's Grant Project at Augustana College (South Dakota) which focused on the implications of P.L. 94-142 (the Education for All Handicapped Children Act) for colleges and universities offering preservice and inservice teacher training programs. Implications of six major aspects of the law for higher education are focused on: the zero reject principle; individual education programs and appropriate education; the least restrictive alternative; testing, classification, and placement; procedural due process and parent participation; and personnel development/inservice training. Also provided is an outline of teacher mainstreaming competencies which include ability to recognize and describe the normal development behavior patterns of children, ability to demonstrate and utilize knowledge regarding classroom assessment procedures, and knowledge of the factors to consider in planning curricula. (SBH)

This guide presents a systematic approach to developing competencies that will enable teacher-coordinators to meet effectively the occupational needs of students and to provide a source of well-trained individuals for business and office occupations. The guide consists of ten competency-based instructional modules which outline procedures for initiating, developing, operating, improving, and evaluating cooperative office education (COE). Module titles are (1) What COE Is and Is Not, (2) Determine the Need for a COE Program, (3) Student Recruitment, (4) Student Selection, (5) Organization of Instruction, (6) Finding Training Stations, (7) Completing Training Plans, (8) COE Student Job Placement, (9) Conducting Coordination Activities, and (10) Sponsor Development. Eacb module consists of a rationale, objectives, learning activities, criterion test, and model answers. (LRA)

The second in a series of seven booklets provides information on professional training for personnel in physical education and recreation for handicapped persons. Reviewed is the state of the art, and considered in separate sections (each with an annotated bibliography) are places of employment, eudcational requirements and resource contacts for the fields of adapted physical education, therapeutic recreation, and corrective therapy. A chapter on career planning includes information on education and training opportunities and a listing of colleqes and universities which offer programs in adapted physical education or therapeutic recreation. Also discussed are financial assistance, employment in these fields of persons with handicapping conditions, inservice training and volunteers. Listed in two final sections are 20 audiovisual resources and 16 organizations interested in persons with handicapping conditions. (CL)

Behavior modification is discussed as a new approach to teaching and curriculum implementation in physical education. It is suggested that behavior modification offers physical education several advantages: (1) extensive research findings of various kinds directly applicable to the work of the physical education teacher; (2) a set of behavioral principles and applied experimental procedures that can be used to help implement and evaluate physical education curricula and improve many motor, athletic, health, and social behaviors of concern to the physical education teacher; and (3) relevant, objective, accountable, effective, and positive teaching, evaluation, and record-keeping. Specific topics covered include: educational analysis of teaching principles and procedures; the behavior modification approach; behavior improvement; the methodology of behavior modification approaches; change procedures; and the future of behavior modification in physical education. Selected research references are listed. (MM)

This report examines education in Spain during the years 1975 and 1976. The first part of the report evaluates the priority objectives of Spain's education system, examines the quality of teaching at all levels and discusses the system's teaching personnel, administrative, and financial aspects. The development of the school system is treated in part two. Many items are discussed including new orientations in educational policy; teaching methods; future expectations; objectives, aims, content, and organization of education; and special education. Parts three and four treat the investments of the national fund for the principle of equality of opportunities and organization of educational research. The report concludes with a discussion of the configuration of a new scientific policy and administration and financing. (Author/RM)

This manual is a camp director's or teacher's guide to utilizing an outdoor education facility. Specifically, it details an area being studied in Wausau, Wisconsin; gives principles, objectives, and philosophy of that outdoor education program; and lists responsibilities of this program coordinator and committee. The remainder of the manual includes activities that can be modified for most locations. There is a detailed discussion of teacher responsibilities including organizational and planning activities. A sample parental permission form is included in this section. Lists of equipment needed by teachers and students are also given. Activities for the elementary grade students are interdisciplinary in approach and include bird games, tree lists, crossword puzzles, and story problems. Students are taught woods etiquette and camping responsibilities. (MA)

This thesis documents how a wildland site became the cornerstone of an environmental education system concerned with the development of site, educational program, community action, and enrichment projects. The process described should help others interested in developing a similar community based environmental education facility. Four major project objectives are established: (1) the site, (2) program, (3) public involvement, and (4) enrichment. The system is described for keeping these interacting functions working together. The objectives were evaluated as were the benefits to the local college and community. Included in the appendix are (1) a bibliography of materials concerning the development of outdoor education centers, and (2) forms and other working documents pertaining to student interviews, curriculum activity evaluations, lesson plans, and interest and activity surveys. (Author/AJ)

This is one of eight monographs developed by the State Project to Implement Career Education (N.Y.) and it is intended and recommended that the entire series be utilized within schools to assure maximum achievement of objectives, since this monograph used alone will have limited effectiveness. It contains specific and detailed sections, including: Skills for Counselors in Career Education, Career Education, A Comprehensive Career Education System, Elements of Career Education, Career Education Themes, Affective Elements for Career Infusion, Developmental Stages, and Counselor Activities. It is hoped that this guide will clarify counselors' own attitudes toward work and will give them a variety of skills and materials to help them use career guidance concepts and to integrate these concepts into day-to-day activities. (PFS)

This booklet is a guide to the various aspects of bilingual education. It consists of the following chapters: (1) "Sink or Swim Educational Approach" (which discusses the practice of ignoring the linguistic problems of non-English-speaking children in American schools), (2) "Bilingual Instruction" (the two methods of teaching English to linguistic minority students, the native language approach and the pull-out ESL (English as a Second Language) method, are considered), (3) "The Effects of Bilingualism," (4) "Bicultural Instruction," (5) "Highlights of Bilingual Education in the United States," (6) "Social Implications of Bilingual Education," (7) "Goals and Objectives for Bilingual-Bicultural Programs," (8) "Design of Bilingual-Bicultural Education Programs," (9)"Bilingual-Bicultural Education and the Future," and (10) "Sources of Information on Bilingual-Bicultural Education." (CFM)

Results of a follow-up survey of recipents of Masters and Doctoral degrees from the College of Education of Texas A&M University are reported. The scope of inquiry included those who completed post-baccalaureate programs between May 1975 and May 1977, inclusively. Professional and employment profiles were obtained from holders of each degree. Their perceptions regarding the effectiveness of the school's curriculum and program were sought. The following courses were the focus of the study: (1) agricultural education; (2) educational administration; (3) educational curriculum and instruction; (4) educational psychology; (5) health and physical education; (6) interdisciplinary education; and (7) industrial education. Comments and suggestions on course effectiveness given by respondents in both categories are appended. (JD)

This report describes 64 training programs related to pollution control, environmental research, and conservation. These programs represent a sample, only, of the various programs available nationwide. The organizations included in the survey represent a variety of businesses and trade and professional associations. The eight environmental areas surveyed were air, energy, noise, pesticides, potable water, radiation, solid waste, and wastewater. The courses described include seminars conducted in-house; in-house campaigns using posters, pamphlets, and films; workshops; computer modelling; audio visual training; correspondence courses; career development and motivational programs; seminars for high school students; emergency preparedness seminars; and workshops for members in associations. Information in the report was compiled largely from materials received from the responding organizations. (Author/BB)

This report presents a summary of programs in junior colleges, vocational/technical training institutes, community colleges, four-year colleges, and universities as well as other training institutions. It represents a sample, only, of the various programs available nationwide. The programs presented here have a focus or emphasis on two or more environmental areas or are environmentally-related but are not specific to any one area. The report is divided into engineering/health programs and education/ecology programs; 93 of the first group programs were surveyed in 32 states, and 37 of the second group programs were surveyed in 17 states. Statistics are given on states, institutions, programs, and degrees; enrollment, graduates, and faculty; curricula; research funding and sources of financial support; and employment. (BB)