Education & Pedagogy

Data are presented on awards made under authority of the Higher Education Act, Title VIII, for cooperative education programs from 1972-77. Legislative highlights of the cooperative education program and specific information about eligibility requirements and application and award procedures are provided. Maps show first through fourth year grantees, and tables provide information on applications and federal support, grant awards for the administration of programs, training grants, and research grants. Information is provided on type, number, and amount of awards. Grantees and brief program descriptions are presented for cooperative education research and training programs for fiscal year 1977. An alphabetical listing by state and institution within states for program administration grants is provided. (SW)

Presented in this document are a selection of articles written by professional educators which offer insights into education as a social institution. In a section on educational issues, some of the subjects addressed include: curricula, integration, decentralization, staffing, school financing, bilingual education, test analyses, career education, school comparisons, day care, qualified teachers and affirmative action. Classified and discussed as urban problems are: power relationships, school relevance, disadvantaged children, immigration patterns, drug abuse, discipline, health, and other social and educational issues. Unions, decision making, teacher student relationships, training, and teachers' roles are discussed in a final section dealing with the teacher as a professional. (Author/EB)

Three scholarly efforts, in addition to kindergarten through grade 12 research, are necessary before research and development is likely to improve teacher education. First, systematic development efforts must be undertaken to reexamine and translate elementary-secondary research findings into articulate sets of curricula for teachers. Second, research must be conducted to indicate how adults, including, but not limited to, teachers, can be taught the skills found beneficial to their professional activities. Third, systematic attention must be given to the way in which goals for teacher education are determined. The role that each of these three research and development areas must play in improving teacher education programs is examined, and the means by which educational research may be put into practice are discussed. (JD)

Intended for reading specialists and adult education teachers, this paper assesses the current state of adult basic skills, the general education degree, and English as a second language teaching. The first part of the paper consists of a series of tables representing demographics of participants in adult education programs. The second part discusses the problem of low self-esteem found in many adult basic education students and how this affects the qualifications required of adult education teachers. The third part of the paper outlines the responsibilities of an adult education teacher, and discusses the frame of mind necessary to be successful and to make the experience of teaching adults a rewarding one. (HTH)

This document provides standards of the National Association of State Directors of Teacher Education and Certification relating to the development, content, and periodic review of teacher education programs. It is also a guide for institutions planning revisions of existing programs or seeking to develop new teacher education programs. Chapter one outlines state administrative procedural standards. Chapter two presents an overview of the organization and administration of teacher education. In chapter three, curriculum principles and standards are examined, including those applicable to basic programs, and curriculum development and planning. General and specific standards are presented for all subjects taught in elementary and secondary schools in chapter four. Chapter five discusses standards that guide innovative and experimental programs. The final chapter provides guidelines for approving competency based programs. (JD)

This monograph explores the major categories of alternative work patterns, e.g., flexitime, permanent part-time employment, job sharing, the compressed work week, and reduced work time. Advantages and disadvantages of each type are discussed, and new insight is offered into an unexplored dimension of the major types of alternative work patterns: their differing implications for adult worker participation in education and training activities. After examining the implications of these differing schemes on educational and training opportunity, the paper sets forth a series of recommendations for the attention of business, labor, education, and government officials concerned to assess and seize the opportunities present in more flexible work arrangements. (KC)

The planning, implementation, and evaluation of Teacher Corps projects are all oriented toward the encouragement of community-based education, involving the evolution of an interactive relationship between educational institutions and the local community for purposes of program development and direction. Some aspects of the community-based education concept are explored in this compilation of three papers, the first in an intended series. The first paper, by Conrad Powell and Larry Winecoff, describes the origins and characteristics of community-based education. The basic concepts and methods needed to energize community-based education in the future are discussed by Roland Goddu, and in the third paper Eva Schindler-Rainman comments on societal trends affecting community-based education and on effective means for making educational efforts successful. (Author/PGD)

This review presents some examples of health education programs in various countries and serves as a reference for a World Health Organization (WHO) working group on health education for schoolchildren and parents. Details are given on health education programs in relation to smoking, alcoholism, and the nonmedical use of drugs. Program aims, approaches, relevance, implementation, feasibility, results (including side-effects), acceptance, and consequences in the long term are described. The countries contributing program descriptions were: Belgium, Netherlands, France, West Germany, Austria, Scotland, England, and Switzerland. Addresses are given for those responsible for the programs in each country. A list of references available from WHO is included as well as a list of publications available from other sources. (JD)

This volume cumulates the indexes that appear in the six bimonthly issues of "Resources in Vocational Education," volume 13, numbers 1 through 6, 1980. The cumulation is intended to be a companion volume to the individual issues of "Resources in Vocational Education," which contain the complete resumes of research, instructional, and other materials in vocational and technical education, and abstracts of funded research and development proposals. Three indexes are provided: subject, author, and institution. Each entry lists the title of the document and the ED (ERIC Document) number of the complete resume as it appears in the particular issue of "Resources in Vocational Education." Instructions for ordering individual documents are included at the back of this volume. (Editor/CT)

Presented are syllabi and course outlines which demonstrate how certain curricula of national development programs such as agriculture and health can become useful vehicles for disseminating population education concepts. The descriptions are intended to help instructors identify entry points into which population education topics can be interwoven so that they become central components of the parent programs. Also listed are specific methodologies and types of instructional materials recommended to achieve effective integration. These course overviews are grouped into the following development areas and programs: out-of-school youth programs, health care, agriculture, home economics and nutrition, and population dynamics. The manual is one of a series of three sets of population materials assembled from workshops held and curricula developed in Asia and Oceania. (Author/WB)

This pamphlet, directed to vocational education and special education teachers and counselors at the secondary school level, provides a guide for developing Individual Vocational Education Programs (IVEPs) for disadvantaged learners, along with sample completed forms; and a resource of available IVEP forms being used in several of the secondary vocational programs in New Hampshire. In addition, it contains sample referral forms, guidance department forms, student data forms, parent forms, and checklists and team material that can be copied or adapted for use by other educators involved in the IVEP process. (KC)

The paper defines the handicapped student, reviews legislation affecting the handicapped, points out funding for mainstreaming of students, and describes approaches to providing business education to the handicapped. Three broad categories of disability--physical, mental/emotional, and educational--are defined. The mandates of the Education for All Handicapped Children Act, 1975; P.L. 94-482--Education Amendments of 1976, Title II; and Rehabilitation Act of 1973, Sections 503 and 504 are considered. Information is offered on federal, state, and local funding for mainstreaming of handicapped students. Guidelines are provided for preparing the student and individualizing instruction for such skills as typewriting, shorthand, and filing. Tables provide statistics on the incidence level of various types of handicaps and federal funds for vocational education. (SB)

This tenth in a series of annual reports compiles statistical data on adult basic and secondary education programs for the years 1977-1979. The information provided in the report refers to national data only, with the exception of the table in appendix A, which shows enrollments, completions, and separations as reported by the individual states. Information on participants refers only to those who completed twelve hours of instruction or more during the fiscal year. Data collected in the report includes enrollments and characteristics of participants; completions, separations, and continuations; special adult education programs (adults with limited English-speaking ability, institutionalized adults); program outcomes (goals reached); class locations, characteristics, and times; and staff numbers and characteristics. (KC)

During the 2024-25 academic year, Oklahoma's state system of higher education awarded 41,250 degrees and certificates -- an increase of 8.3 percent (3,183 awards) from the previous year and 11.0 percent (4,101 awards) over the past five years. To meet workforce needs in high-demand fields and critical occupations, state system institutions have sustained a decade-long upward trend in degree and certificate production, including a 28.8 percent increase in STEM disciplines and an 18.5 percent increase in health professions. Oklahoma's higher education system continues to play a vital role in preparing graduates to meet the state's current and future workforce demands. This report presents detailed data on degree and certificate production by award level, student demographics, field of study, and alignment with critical occupations.

This article, based on a presentation at the University Professional and Continuing Education Association Annual Conference, March 29, 2012, provides concepts, terminology, and financial models for establishing and maintaining successful institutional partnerships. The authors offer it as a contribution to developing a wider understanding of the models of partnership that lead to sustainable success. Certainly, the concept of partnership is prevalent in continuing education professional circles where it is often an assumed best practice, but there is little in the way of formal approaches to developing partnerships. In this article, the authors describe the concepts, tools and financial models that have helped guide the development of successful inter- and intra-institutional partnerships at the University of British Columbia, Continuing Studies (UBC-CS). (Contains 5 figures.)