Education & Pedagogy

These proceedings include the texts of eight papers that were presented at a two-day symposium devoted to new technologies and their implications for vocational and technology education curricula. Included in the volume are the following papers: "Economic Climate and Implications for the Introduction of New Technology," by M. J. Pace; "Technology Change and Social Impact," by Lee Davenport; "Construction," by J. Hutton; "Manufacturing," by D. G. Zook; "Technological Developments Energy Research," by Anthony Gorski; "Communications," by Lee Davenport; "Transportation," by Phillip Mazziotti; and "Curriculum Implications for Technology Education--1990," by G. Eugene Martin. (MN)

This document is a collection of over 80 exemplary project summaries from projects funded in 39 states and the District of Columbia through Title II of the Education for Economic Security Act. The subject areas covered by these projects are limited to mathematics, science, foreign language, and computer learning. Each summary includes a description of the groups to be served by the project, rationale, goals, products that were produced by the project, a general program description, and the planned evaluation and anticipated impact of the project. Many of the summaries also include the names, phone numbers and addresses of contact persons and sponsoring institutions. (CW)

A hearing before the House Committee on Education and Labor was held regarding the American Council on Education's 1988 report, "One-Third of a Nation: A Report of the Commission on Minority Participation in Education and American Life." The report was made part of the official record of the committee and is reproduced in the committee's report. Statements by the following persons are also provided: Frank Rhodes, president, Cornell University; Robert H. Atwell, president, American Council on Education; Wilma Mankiller, chief, Cherokee Nation; and Dorothy Height, executive director, National Conference of Negro Women. Prepared statements by Wilma Mankiller and the Hon. Bill Richardson are also provided. (KM)

An experimental group of 21 general and special education preservice teachers received training in specific instructional behaviors, focusing on instructional strategies, classroom management and organization, presentation of subject matter, and learning environments. They also received training using the Appraisal Alignment Training model, which was developed to help teachers-in-training gain competence in mastering effective teaching practices. This model includes microteaching, peer appraisal and feedback, and self-directed goal setting to teach those behaviors expected to be demonstrated by graduates of teacher training programs. Findings suggest that, compared to two control groups, both regular and special education trainees in the experimental group developed more behaviors thought to be important to effective teaching by appraisal system evaluators from the Texas Education Agency. (JDD)

This bibliography presents citations related to clinical experiences in educational administration. The citations have been divided into four categories: general, higher education, dissertations, and medical education. The general category includes entries that present the historical background of clinical experiences in educational administration. The general category also includes citations concerning the general value of the experiences, recommendations for the experiences, self-reports of intern experiences, and many other discussions of clinical experiences for K-12 administrators. The second category includes citations concerning clinical experiences, model programs,, and the preparation of higher education administrators. The third category lists doctoral dissertations on topics related to clinical experiences in educational administration. The final section includes citations from the literature regarding clinical experiences in medical education. (SI)

In six parts, this paper highlights the significance of environmental education (EE) and its contributions to national development in developing countries and in Kenya in particular. Sections 1 and 2 provide an overview of environmental problems and the history of worldwide environmental education, respectively. Sections 3 and 4 review the basic concepts and principles of EE and the role EE plays in national development in developing countries. Section 5 discusses EE and development in Kenya. Section 6 summarizes the paper, indicating that environmental education has been incorporated into Kenyan primary school, secondary school, and university curriculums. As a result, reforestation and soil conservation policies and procedures have been widely implemented in Kenya by better environmentally educated citizens. A bibliography is provided. (JAM)

This bibliography describes 47 materials available for computer-assisted instruction in business education. The materials are suitable for use by regular, disadvantaged, and handicapped students, and by students whose facility in English is limited. Materials are useful for developing tests, testing, reviewing, and vocabulary. Materials for inclusion in the bibliography were located through the Florida Educational Information Service (FEIS), which conducted searches of the Vocational Education Curriculum Materials (VECM) database on Bibliographic Retrieval Service (BRS). For each entry, information is provided on title, date developed, system required, content, and availability (supplier, price, format). Materials suitable for the following areas of business education are included: accounting, keyboarding, typewriting, bookkeeping, data entry, clerical, and data processing. (KC)

Engineering in higher education has the lowest proportion of women students when compared with other fields of study. This book discusses the issues and problems that face the training and promotion of women at the university level. Part one discusses the background and trends of female participation in different regions and disciplines of higher education. The female representation of scientific disciplines is analyzed in 24 countries. Part two shows under-representation of women in engineering with data from many countries. Part three describes three countries' experiences related to equality of education in engineering education and professional activity (Romania, the United Kingdom, and France). A discussion of the search for information and documentation on women scientists and engineers (1969-1986), references, and a selected bibliography are appended. (YP)

This booklet contains a functional system for the development of the vocational education curriculum. It is intended as a quick reference when a brief curriculum overview is needed by those interested in vocational education, such as congressional aides, the National Council of Vocational Education, the U.S. Department of Education, and the American Vocational Association. It is also designed for use by vocational educators involved in developing curriculum and instructional materials to prepare students for an occupation. The booklet describes each of the seven steps to curriculum development: (1) precurriculum study; (2) job study; (3) design curriculum; (4) develop materials; (5) field test; (6) implement; and (7) follow-up evaluation. The document lists names, addresses, and telephone numbers of the members of the National Network for Curriculum Coordination in Vocational and Technical Education. (YLB)

The Solomon Islands are a scattered Melanesian archipelago in the southwestern Pacific Ocean. There are 21 large islands and numerous smaller ones with a total population of 285,766 in 1986. About two-thirds of school-age children attend organized schools. The literacy rate of the islands was reported at 17 percent in 1980. Approximately 30 percent of the 1,000 primary school teachers are untrained, and another 20 percent have received only minimal training. The National Library contains 22,000 volumes. Most other libraries are located in schools and government departments and are much smaller than the National Library. The bibliography contains 207 items written in English and relating to education and libraries in the Solomon Islands. (JB)

This materials packet, developed for the Higher Education Component of an American Association of Colleges for Teacher Education (AACTE) symposium on cooperative learning, is divided into four sections. In the first section, quotes are provided from national reports which stressed the need for active learning at the collegiate level. In the second section, narrative comments are presented from education students who have implemented cooperative learning in their K-12 classrooms in urban and multicultural settings. The third section is comprised of a paper presented at the 1989 annual meeting of the American Educational Research Association on the subject of using cooperative learning as a teaching strategy in teacher education courses. The final section offers an annotated bibliography of cooperative learning research and practice at the collegiate level. (JD)

Title IX of the Education Amendments of 1972 is the principal federal law which prohibits sex discriminaton in education. This monograph sets forth the extent of Title IX's coverage by subject area, describes the obligations of covered institutions, and explains how victims of discrimination can enforce their Title IX right. While dealing with legal issues, the discussion is not designed to be a technical, legal one. Subjects covered include: (1) sex discrimination in admissions to educational institutions; (2) discrimination on the basis of pregnancy and marital status; (3) employment discrimination; (4) Title IX and sports; (5) sexual harassment in educational institutions; (6) student services; (7) Title IX in vocational education; (8) Title IX enforcement; and (9) affirmative action. (JD)

The paper describes the perspective of the Office of Special Education and Rehabilitative Services on special education research. The process for reviewing research proposals is explained, along with procedures for selecting experts in the field for creating registers of reviewers. Also discussed are the number of points allocated to different criteria in the proposal review process, the difficulty in communicating federal government intentions to researchers, budgetary concerns, continuation proposals, and priority areas in special education research. The transcript of a question-and-answer session is appended to the paper and focuses on how research priorities are established, the balance between directed competitions and field-initiated competitions for federal grants, and ways in which feedback on proposed priorities is acquired is discussed. (JDD)

This booklet describes results of a research study, undertaken by the National Advisory Council on Women's Educational Programs, to determine recent developments in achieving women's educational equity and possible future directions of this movement. Selected trends, achievements, and areas in which equity has not been achieved are identified. The report presents specific information on: (1) participation patterns in elementary, secondary, and higher education; (2) changes in women's expectations for their own education; (3) persistent achievement differences; (4) differences that indicate educational inequity; (5) opportunities for women in entrepreneurial and senior corporate positions; and (6) employment options. Problems in implementing educational equity are described, and tables and a 30-item bibliography are included. (JHP)

The paper, originally given at a 1986 Ethnic and Multicultural Symposium, reports the findings of school-based research in California to identify effective bilingual special education programs and instructional practices. The educational program at one model site (Azusa Unified School District) is described including the elementary school demographics (70% Hispanic); student characteristics; the school-wide approach; instructional practices in reading, language, spelling, writing, and math; and prereferral interventions. Stressed for program replication is the need for a strong interface among regular education, bilingual education, and special education staff. It was concluded that the Azusa program includes program components identified in the literature as necessary for effectively meeting the needs of culturally and linguistically different exceptional students. (DB)