Education & Pedagogy

This resource guide provides information on programs that serve at risk students in the Dade County (Florida) Public Schools. For each program the following information is provided: (1) description; (2) number of schools served; (3) number of students served; and (4) budget. The following types of programs are included: (1) dropout retrieval; (2) basic skills programs; (3) guidance services; (4) career development; (5) alternative education, including in-school alternative programs, opportunity school programs, and educational alternative outreach programs; (6) vocational/adult/community education; (7) exceptional student education; (8) community based organizations; (9) community participation; (10) dropout prevention programs; (11) substance education programs; (12) teenage pregnancy/suicide prevention; (13) expulsion investigations/alternative education assignments; and (14) future programs. An appendix provides a dropout profile for students from grades 4 to 12. (BJV)

This ERIC Digest discusses heritage education in terms of: (1) what it is; (2) why it belongs in the core curriculum; (3) how it relates to social studies education; and (4) the qualities of exemplary heritage education programs. Heritage education is defined as an approach to teaching and learning about history and culture that uses information available from the material culture and the human and built environments as primary instructional resources. As part of schools' core curricula, heritage education supports U.S. unity and emphasizes the rich diversity of the U.S. population. The best method of including heritage education in the curriculum is to integrate it into existing curriculum patterns. This digest lists the National Trust for Historic Preservation's (Washington, D.C.) nine qualities of exemplary programs and references, including ERIC resources. (JHP)

This is the third of a three-volume set containing the papers and proceedings of the International Organization for Science and Technology Education (IOSTE). It includes a brief account of the symposium's design and structure, followed by: (1) a general introduction to the theme of the symposium; (2) an introduction to each of the thematic areas; (3) brief reports of the poster sessions and workshops; (4) findings of the three working groups; (5) an evaluative summary of the symposium; and (6) final recommendations. (ML)

The first Earth Day was held on April 22, 1970. This monograph is an attempt to analyze the environmental improvement efforts since that time, with emphasis on environmental education and environmental studies. It is claimed that environmental policies developed over the past 17 years have failed to incorporate adequately the human dimension in relationships between people and their environment. Environmental education and environmental studies programs not only have failed to address cultural or human ecology substantively, but have evolved in a manner largely isolated from both the teacher education curricular mainstream and the humanities and science disciplines. Environmental educators are challenged to get on the "cutting edge" of the scholarly and education mainstream. (TW)

The locus of control orientations and value priorities of 289 adult learners (115 males and 174 females) engaged in professional continuing education programs within schools of business and education were assessed by means of the Rotter Internal-External Scale and the Rokeach Value Survey. Two-way analyses of variance indicated that males across both schools were more internally oriented than females. The most important values for business and education professionals were nearly identical except that business people overall gave greater priority to "ambitious," while educators ranked "helpful" as more important. Further analysis indicated that business professionals in non-MBA programs valued "a sense of accomplishment" most, while secondary school educators valued it least. Data are presented in 5 tables and 21 references are included. (Author/KM)

This collection includes 13 essays on various aspects of learning and elementary education. Individual essays describe, discuss, evaluate, or make recommendations about: (1) the urban school curriculum; (2) individually guided education; (3) in-service teacher education; (4) design of the science curriculum; (5) use of psychology in mathematics instruction; (6) reform in the reading curriculum; (7) the teaching of history in the social studies; (8) social studies learning activities; (9) provision for individual differences in the designing of the curriculum; (10) oral communication; (11) systematic teaching versus incidental learning; (12) the philosophy of education of Marva Collins; and (13) the grouping of pupils in the elementary school. (RH)

This guide is intended to make adult educators aware of the materials and products for use with special needs adults that have been developed with funds from Section 310 of the Adult Education Act. The resources have been grouped into the following categories: adult education program management, adults with disabilities, competency-based adult education, corrections education, employability, English as a second language, evaluation, family literacy, life skills, literacy, staff development, teaching writing, technology, and volunteers. Each entry includes an annotation describing the target audience, purpose, content, and length of the resource; an address from which the resource can be ordered; and its cost (if any). (MN)

This issue of the journal contains abstracts and critical comments for 10 published reports on research in mathematics education. The reports concern children's school mobility and achievement, preservice teachers' sources of decisions, spatial visualization in boys and girls, rote versus conceptual emphases in teaching probability, using drawings in conditional reasoning programs, international study achievement results for grade 12, shifts in reasoning, sentence-solving strategies, effects of whole class, ability grouped, and individualized instruction, and teaching basic fact strategies for addition and subtraction. Research references from the "Current Index to Journals in Education" (CIJE) and "Resources in Education" (RIE) for October through December 1985 are also listed. (MNS)

The Training and Learning Center (TLC), located on the campus of Southwestern Oklahoma State University provides an opportunity for special education majors to bridge the gap between theory and practice. The TLC program incorporates a transdisciplinary approach, using the services of specialists in speech and language therapy, audiology, physical therapy, and counseling in integration with special education programming for preschool handicapped children. A cooperative venture between the local public school system and the university, the program also features supportive interagency efforts. The goals for the program include making all education majors aware of handicapping conditions, providing special education majors with specific skills to work with the children, and ultimately providing a smooth transition for the handicapped child into the public school system. (CL)

This document reports on a seminar that included country presentations and selected materials on the training of distance educators by participants from India, Indonesia, Malaysia, Nepal, Pakistan, the Philippines, the Republic of Korea, and Sri Lanka, Part I provides an analysis of the current situation in the training of distance education personnel, including the experiences of the individual participating countries and forms and aspects of distance education. In Part II, new designs and methods of training in distance education are examined; distance education personnel and their training needs, research and evaluation in renewal systems in distance education, plans for organization of national level pilot training workshops, and suggested procedures for designing such workshops are examined. A seminar agenda and a list of participants are included. (LMM)

The digest answers basic questions about using microcomputers for professional development in special education. Use of the microcomputer as a self-contained unit is described and the types of information available on diskette from the ERIC Clearinghouse on Information Resources are considered. The microcomputer's application in networking is discussed. The services of BRS/After Dark and DIALOG's Knowledge Index, in accessing special education files are reviewed. Contents are briefly described of four files: ERIC (Educational Resources Information Center), ECER (Exceptional Child Education Resources), SPIN (School Practices Information Network), and SPIF (School Practices Information File). Additional resources, including a compilation of microcomputer courseware for use in elementary and secondary education and newsletters focusing on current developments in the high tech area, are listed. Information on DIALOG's Knowledge Index and the electronic communication network of the National Association of State Directors of Special Education concludes the digest. (CL)

A project was conducted at the University of Missouri-Columbia to develop, revise, and complete curriculum materials for nine secondary vocational education programs and specialized areas: forestry, advanced crops, clerical/secretarial, junior high home economics, textile fibers, drafting and design, metals, licensed practical nursing/advanced nursing degree, and allied health occupations. During the project, advisory committees for each area met to develop content outlines. Lessons were then written, edited, and typed, and graphics were completed by project staff. The advisory committees again met to evaluate the lessons, and then made final revisions of the units. Some units were field tested before final versions were developed. (Outlines of the curriculum materials make up the bulk of this report.) (KC)

This guide has been prepared to help disabled students of all ages who are thinking about continuing their education after high school. It is based on the experiences of students with handicaps in postsecondary education, and contains practical suggestions designed to assist disabled persons in managing their daily challenges as they continue their education. Topics covered in the narrative part of the guide include the following: self-advocacy, planning ahead, looking for the best school, admissions, services available, arranging for necessary services, vocational rehabilitation services, support groups, and independent living. A list of resources for students considering postsecondary education and a list of HEATH (Higher Education and the Handicapped) publications conclude the guide. (KC)

The report examines special education personnel preparation programs initiated under federal law. The evolution of the federal role in personnel preparation is reviewed beginning with the National Defense Education Act in 1958. Four federal initiatives are analyzed in detail: The Fellowship/Traineeship Program, the Program Assistance Grants, the Dean's Grants Projects, and the Regular Education Inservice Grants. Programs are addressed in terms of the stimuli for development, implementation data, and impact evaluations. Issues are raised, including the nature of reciprocal arrangements between institutions of higher education and the federal programs. It is concluded that the broad intent of the original legislation, establishment of a system to prepare personnel to educate the handicapped, has been met. (CL)

Lesley College (Massachusetts) and a Texas school district have collaborated in preparing new teachers. The Lesley College/Spring, Texas partnership challenges traditional delineations of responsibilities in teacher education. Preservice and inservice education are shared responsibilities of both the college and the school district. Third year undergraduate education majors must compete to participate in the program. To be considered, they present a professional resume, videotapes and audiotapes of their teaching, and a portfolio of other evidence of personal and professional achievement. Their academic and communication skills must be strong. If chosen, students complete a senior practicum and are therafter guaranteed a first year teaching position with the Spring Independent School District. During their first year of teaching, ongoing guidance and support are provided by a faculty member. (Author/CB)