Education & Pedagogy

This monograph provides information on the State Advisory Councils on Vocational Education (SACVE) mandated by the Vocational Education Act of 1963, as amended in 1968. Section I discusses the SACVE and its responsibilities. Section II focuses on the increased emphasis and added responsibilities given to the SACVE under the Vocational Education Amendments of 1976. Membership categories for SACVEs are listed. Guidelines for SACVE organization and operation, staff responsibilities, and responsibilities of the fiscal agent are also detailed. Section III describes the activities of the SACVE, including the five-year plan, annual program plan, accountability report, policy matters of program administration, state evaluation, SACVE evaluations, annual evaluation report, data from other sources, public hearing, local advisory councils, and technical assistance to local advisory councils. (YLB)

This guide is to be used by Wisconsin physical education curriculum planners as a model for curriculum building, an instrument for evaluating existing curricula, and as an example of what is current and defensible in the physical education field. The content of the guide deals specifically with a philosophy of physical education which is consistent with current research, knowledge, and practice in the field. Goals and program objectives are given for elementary, middle, junior high, and senior high school levels. Sample K-12 student objectives, activities, and evaluation methods are outlined. Suggestions for student, teacher, and program evaluation, administration, management, and instruction are included. Ways in which to integrate physical education with other subjects are described. Appended are sample forms, checklists, lesson plans, and information on tests and other items for physical education programs in Wisconsin. (CB)

The role of the school principal appears to have changed as the result of Public Law 94-142 (Education for All Handicapped Children Act) and now includes increased community involvement, paperwork, time related to non-instructional tasks for children, and greater involvement of teachers in the organization and structure of the school. In response to these perceived changes, a series of in-service seminars was held for Omaha-area administrators. Highlights of the seminars are reported in this pamphlet and focus on six topics: teacher assistance teams, the impact of handicapping conditions in the family, curricular needs and adaptations for special education students, due process, evaluation of special education personnel, and special education funding. A literature review analyzing building principals' attitudes, knowledge, and skills in relation to the implementation of Public Law 94-142 is also included. (JDD)

This guide, which lists some of the main sources of existing instructional materials and resources, is intended for use by individuals seeking appropriate materials for inclusion in vocational and technical education and training programs. The following are covered in the individual sections of the guide: international organizations, national organizations, regional curriculum coordination centers, curriculum consortia, U.S. military organizations, U.S. government agencies, universities, state resources, state departments of education, professional associations, commerical publishers of books and audiovisual materials and equipment, manufacturers, guides to free materials, and guides to audiovisual materials. Where appropriate, the items listed are accompanied by annotations and/or names and addresses of contact persons. (MN)

Reflecting concerns for the present state of and current trends in English education on an international scope, the articles in these conference proceedings focus on the multicultural environment, teacher education, and research in English instruction. Following an opening address on the past and future of English teaching, the remaining articles discuss the following topics: (1) multicultural education and the English teacher, (2) constraints in the teaching of written composition, (3) English in an integrated curriculum, (4) assessing the effects of a writing project, (5) evaluating writing achievement, (6) English testing, (7) motivational effects of different schemes for assessing student writing, (8) language learning, (9) patterns of child control of the writing process, (10) reading materials selection, and (11) research in English education. An appendix listing conference delegates concludes the proceedings. (HTH)

Twelve conference papers address four educational themes. Three papers on intellectual life in the school deal with the philosophy of George S. Counts; the nature, purpose, and value of liberal education; and educational consequences of the idea of reason. Four papers on educational alternatives treat the educational philosophy of Ivan Illich, hermeneutics and paideia, the basic ingredients of alternative education, and mainstream education for older adults. Two papers on school administration address organizational theory as educational philosophy and accountability and responsibility. On the theme of John Dewey, two articles discuss the philosopher's theory of inquiry and his views on war and the League of Nations. An additional paper on philosophy for everyone, the conference presidential address, is included. (LP)

An annotated bibliography on practices, theories, and potential problems in several subject areas in graduate education is presented. Most of the books and articles were published during 1978-1982, although some earlier works are included. The bibliography covers: administration; doctoral degrees other than the Ph.D.; fact books and reference material; faculty development; international studies issues; international study guides and handbooks; law and the graduate dean; the job market for graduate students; midcareer change for academics; minorities and graduate education; nontraditional and adult education; planning, budgeting, and retrenchment; quality, self-assessment, mission; student admission, retention, and evaluation; university/industry relationships; and women and graduate studies. (SW)

The continuing development of educational professionals (teachers and administrators) takes place in three types of institutions. Advanced degree programs offered in colleges and universities that lead to the master's and doctorate degrees are the mainstay of continuing development. Second in importance are the staff development programs sponsored by local education agencies and regional and state education agencies. Professional organizations also play an important role in the personal and professional development of teachers and administrators. This paper examines the role of local education agencies in inservice education and staff development. It includes a brief and selective review of the research on inservice education of teachers and administrators, and discusses the experience of the Pittsburgh, Pennsylvania, School District's research-based programs in staff development for teachers and administrators. (JD)

Testimony was presented by representatives of the St. Croix Valley Association of Teacher Educators (SVCATE) and the Minnesota Association of School Administrators (MASA). SCVATE recommendations are presented on the topics of teacher recruitment, preservice teacher education, inservice teacher education, and teacher retention. MASA testimony, delivered by John R. McClellan, involved suggested changes that would improve teacher preparation programs, including: (1) improving school district inservice education programs; (2) developing ways of attracting high quality teacher candidates; (3) devoting more time to the elements of instruction and their application in teacher training programs; (4) post-testing students at the completion of a given program; (5) modeling effective teaching methodologies; and (6) emphasizing and modeling higher level thinking skills and problem solving. (CB)

The effects of bilingual education and programs for students who are not native speakers of English have not been researched thoroughly enough to provide sufficient, accurate, and meaningful evidence that will support litigation. Accordingly, this paper provides a historical review of the role of litigation in obtaining educational equity for language minority students, and explores the issues and concerns that should be subjects of research in the future if educational equity for these students is to be adequately protected or enhanced in the courts. Also discussed is the socio-political context in which bilingual education litigation has evolved. Past bilingual education research is analyzed and criticized. (PGD)

This annotated bibliography lists and describes materials that can be of use to teachers of special needs students in cooperative vocational education programs. The bibliography is organized in 10 sections that cover the following materials: comprehensive related class student materials; occupational information; jobs; money management; insurance, business, and consumer services; safety; audiovisual materials; games and kits; teacher coordinator guides to serving special needs populations; and a list of annotated bibliographies. Each entry includes publisher, place of publication, date, and short description of the material. The annotated bibliography section lists additional bibliographies of materials about serving handicapped students in vocational education courses. (KC)

This summary describes 162 research projects dealing with extension education that were conducted between 1980 and 1983. The abstracts are organized into nine broad categories: administration, agriculture, accountability and evaluation, community resource development, 4-H and youth, home economics, international education, personnel and staff development, and volunteerism. Within each of these categories, abstracts are organized by the state in which the research was conducted. Each abstract contains the following: bibliographic information, a statement of purpose, a description of the methodology utilized in the project, a summary of findings, and the name and address of contact person(s) available to provide additional information on the project. (MN)

The focus of this paper is on the new Secondary Teacher Education Program at the University of Regina, Saskatchewan, Canada. The authors draw program inferences from a review of the literature on teacher education reform and present a brief history of the development of the program. A description is given of the program that has been initiated, and an analysis of forces for and against the program change which took place is presented. The appendices include: (1) a comparison of review of literature inferences and recommendations of the Task Force on Secondary Education, University of Regina; (2) objectives of the secondary teacher education program and year-by-year program goals; and (3) comparison of review of literature inferences and characteristics and operational elements of the Secondary Teacher Education Program. (JD)

Written for potential users of ERIC, this digest provides basic facts about the information storage and retrieval system, the migrant education materials available, and the role of the ERIC Clearinghouse on Rural Education and Small Schools (ERIC/CRESS). The following questions are answered: (1) what is ERIC and how does it work; (2) what retrieval terms should be used to find migrant education materials; (3) what types of publications will be found and what audiences will be addressed in ERIC documents about migrant education; (4) where do migrant documents in ERIC come from; and (5) how can ERIC/CRESS assist the person seeking information? Practical suggestions are made for successful computer searches. These include limiting the search to specific years, specific authors, certain kinds of literature, or geographic regions of interest. (JHZ)

This package consists of eight booklets dealing with competency-based vocational education (CBVE). The first booklet is a brochure outlining CBVE in North Dakota. The second booklet, an instructional unit written for vocational education teachers, deals with the characteristics and components of mastery learning and competency-based instruction. Discussed in the third booklet are procedures for reporting learner mastery of tasks in a CBVE program. The remaining five booklets are validated occupational profiles and task listings for the following subject areas as taught in North Dakota CBVE programs: automotive mechanics, carpentry, health occupations, welding, and electronics. (MN)