Education & Pedagogy

Pennsylvania State University has developed, evaluated, and implemented a series of modules and an entire three-credit teacher education course which is offered completely by microcomputer. The course is entitled "Educating Special Learners." The modules use the Apple II series and the IBM PC series. Evaluation of the course, based on three criteria--cost efficiency, academic achievement, and student acceptance--indicate that the program meets all goals of the teacher education program. In addition, the course has been used successfully at the University for the past two and one-half years. Approximately 48 institutions in the United States and Canada are already using this course or plan to implement it into their teacher education programs. A description is given of the course, and diagrams of the computer programming process are included. (CB)

In the spring of 1981 the School of Education at the University of Kansas announced that students matriculating subsequent to that date would have to meet the requirements of a new teacher education program of 162 hours spread over five academic years. The decision to initiate an extended teacher education program culminated several years of planning by faculty in the School, faculty from other parts of the University, and colleagues from school districts in northeast Kansas. This paper chronicles the history of the School's decision, describes the major features of the new program, and reports some highlights of the four years of program implementation. In addition, the relationship of the new program to statewide reform activities is noted. (Auth/JD)

This issue is comprised of a series of articles dealing with adult education in Asia and the South Pacific. Included in the issue are the following articles: "Thoughts for the Advancement of Women's Project" by Sally Bruce Seddon; "Adult Education Program for Working Women in Kumi Industrial Area" by Yoon Bok-Nam; "Needs Identification: The Gateway to Success in Adult Education" by Dominic M. Mutava; "Study Analysis of the Learning Fund" by Umberto Sihombing; "Nonformal Education in Indonesia" by A. Surjadi; "Training of Trainers: An Experience" by Seemantinee Khot; and "Who Teaches Who?" by Brian Lee. (MN)

Examined in this paper is some of the social history underlying the relationship between the public and private sectors of elementary and secondary education in the United States. Of particular concern are traditional motivations and rationales for resisting public authority in education. The analysis also touches on the evolution of special enclaves of privilege in which the equalizing goals of the public sector do not apply. Then it is asked why public authority, once it had become the dominant pattern in schooling, was not able to eradicate the private sector altogether from this nation's educational system. The paper suggests a historical perspective for looking at fundamental issues of authority, equity, and democratic purpose in education, whether public or private. (Author)

This document, a report to the Michigan Council of Teachers of Mathematics (MCTM), contains the viewpoints and recommendations of a study group set up to determine the reactions to and implications of the Conference Board of the Mathematical Sciences National Advisory Committee of Mathematical Education (NACOME) publication, "Overview and Analysis of School Mathematics, Grades K-12." The areas of curriculum, instruction, teacher training, and evaluation were addressed. The study group directs most of the recommendations to MCTM or the Michigan Department of Education for action. The view expressed is that dissemination of these recommendations is a necessary first step in implementing selected ideas from the NACOME study. (MP)

This curriculum guide for industrial ceramics courses is part of a series of curriculum guides for use in the industrial arts curriculum in Connecticut. The guide provides information on the scope and sequence of the industrial arts curriculum, specific guidelines for industrial arts, and program goals and objectives. The content of the industrial ceramics courses is outlined, with major divisions noted as follows: (1) cultural applications; (2) ceramic industries; (3) consumer products divisions; (4) materials; and (5) processes. In addition, student and teacher activities are suggested for each of these five areas. The guide also contains references and local sources of industrial ceramics information. (This curriculum guide provides material for both secondary and adult vocational education courses in industrial ceramics.) (KC)

The booklet describes the approach to career education for hearing impaired students developed by the Kendall Demonstration Elementary School (KDES) in the District of Columbia. The KDES model is described in terms of project direction and the seven model components: planning, staff development, program development, curriculum development, pilot/field tests, and revision. Project development and redevelopment processes are graphically depicted. The project's products are divided into four working documents and four curriculum materials. Working documents, which include an orientation manual to career education, provided the underlying structure for the program. Curriculum materials include an introduction to career education role playing for preschool, primary, and elementary department students; a career awareness program; four basic career education curriculum materials; and two career exploration simulations. (CL)

Guidelines for elementary and secondary school physical education are presented that conform to Alabama education laws and to competency statements prepared by the American Alliance for Health, Physical Education and Recreation. Physical education objectives are identified as developing and maintaining good health and physical fitness, acquiring motor skills, and participating in physically active recreation. Program content designed to promote these objectives is presented for each grade from kindergarten through grade twelve. Student characteristics, instructional objectives, and minimum requirements for student achievement are outlined. Organizational plans are suggested for grades six through eight and nine through twelve. The appendices contain profiles of exemplary programs at schools in Alabama, Georgia, Colorado, and Washington. Also included are discussions of the general philosophy and concepts of physical education, and a bibliography listing 26 publcations. (JD)

This package, with one module on career exploration, is one of six such packages containing a total of 46 modules that comprise Health Occupations Education II, the second course of a two-year course of study. Each module may contain some or all of the following components: introduction, directions, objectives, a list of learning activities, student information sheets, student assignment sheets, student self-checklists, a description of check-out activities, an evaluator's final checklist to assess student performance, and a student self-check key. The title of the module is Exploring Health Careers. (YLB)

These guidelines and quality indicators are designed to help providers of vocational programs and services in California to identify policies, procedures, and practices that are exemplary or that might be improved. Addressed in the individual sections of the guide are the following topics: planning; fiscal resources; facilities, equipment, and materials; advisory committees; curriculum; vocational student organizations; staff; special needs; guidance services; equal access; articulation; cooperative vocational education; work experience education; and evaluation. Each section contains one or more general area guidelines, quality indicators, a section summary, and an action plan. (MN)

One of a series of booklets designed for use in an Open University Course on the education of handicapped students in Great Britain, the booklet examines the application of psychology to special education. Origins of educational psychology are traced, as are the beginnings of psychology's relationship with special education. The author asserts that psychology has been influenced by political factors within local districts as well as by predominating theories such as psychoanalysis. Applications of two major branches of psychology (behavior modification and child development) are considered, with emphasis on the problems of applying these ideas to teaching. Examples of both principles at work are given, and the influences of each upon special education practice are noted. The importance of teaching skills in the natural setting is stressed. Activities and readings are suggested throughout. (CL)

This unit, one in a series of packets of teacher and student materials for cooperative occupational education (COE) designed for special needs students, stresses to students the importance of taking care of themselves by maintaining good health, avoiding accidents, and making wise choices about the use of drugs and alcohol. The instructor material includes the following items: unit objectives, specific objectives, suggested activities, an outline of information given in the student instructional materials, transparency masters, a key to the unit review, and references. The student material contains objectives, an introduction, information sheets, assignment sheets (with activities such as matching, quizzes, and puzzles), and a unit review. Student materials and transparency masters are illustrated with line drawings. (KC)

Because an excellent education depends on a balanced program of academics and activities, the Idaho Commission on Excellence recommends changes in 17 areas, including proficiency tests for all sixth and eighth graders and core course requirements for high school graduation. Administrators should complete 6 hours of graduate work every 5 years, and state board entrance requirements for four-year colleges should replace present open admission policies. All districts should maintain special education programs for both gifted and handicapped, as well as expand vocational offerings. Additionally, state curriculum guides should be used for developing local guides ensuring comprehensive and uniform education for all students. A series of appendixes cover research findings, academic competencies, revised graduation requirements, and an after-graduation flow chart and national survey. (KS)

H.R. 4164, the Vocational-Technical Education Amendments of 1984, extends and rewrites the Vocational Education Act of 1963, the principal Federal program aiding states in providing vocational education programs for persons at the secondary, postsecondary, and adult levels. This document contains the text of the U.S. House of Representatives Committee on Education and Labor report on this legislation as it was recommended by the committee. The report covers the following information: summary of the bill, legislative consideration, need for the legislation, explanation of the provisions of the bill, oversight provisions, cost estimates, inflationary impact, and a section-by-section analysis of the amendments. Minority dissenting views on the proposed legislation are also included in the committee report. (KC)

This guide is designed to help the preservice or inservice vocational teacher or other occupational trainer understand the general nature and use of the performance-based teacher education (PBTE) materials. The information is organized in an easy-to-read, question-and-answer format. Questions that are felt to be of concern to teachers are categorized under two major headings: Part 1--Questions about PBTE in General and Part 2--Questions about the National Center's PBTE Materials. The second part addresses who developed the materials, why the modules were developed, what the modules are like, and how the modules can be used most effectively. Part 3 consists of a list of PBTE terms and their definitions that the teacher should know. (YLB)