Education & Pedagogy

Most students report preferring group learning to distance education. Examines earlier debates about technology in education and the dilemma of students not wanting distance learning but increasingly demanding it. It discusses how to successfully incorporate it into mainstream education. (SM)

Describes the recent revitalization of civics education in Australian schools. This approach incorporates traditional citizenship education into a new curriculum that addresses environmental and multicultural issues. Delineates the guidelines and goals of this new curriculum. (MJP)

Reviews the history and politics of teacher education and underscores the twin goals of achieving program coherence and higher standards. Compares the place of mathematics education in mathematics departments with that of science education and science. Contains 39 references. (DDR)

The effect of education and rural development in India is assessed from the standpoint of: farmers' education; out-of-school and college education of youth and women; university education; and school education. The general conclusion is that nonformal education has a direct and important contribution for rural development. (LBH)

Describes the Teacher Education Program in Science and Mathematics Education at The Ohio State University and outlines the comprehensive majors that are offered in this area. Also provides abstracts of six research studies which are concerned with aspects of the program. (JR)

In this report, the Commissioner of Education discusses data on science and education, state and territorial education by region, education in cities, interest in and preparations for featuring the condition of U.S. education at the Centennial observation, education in foreign countries, District of Columbia teacher payments, and his recommendations and conclusions. Appendices include abstracted school-officer reports from the states, territories, and cities, with additional information, and data and discussion on Indian education and on educational conventions and institutes. Statistical tables cover state and territorial school systems; cities with 10,000 or more population; normal schools; commercial and business colleges; kindergarten; secondary instruction; preparatory schools; institutions for the superior education of women; universities and colleges; schools of science, theology, law, medicine, dentistry, and pharmacy; admissions examinations for the U.S. Military Academy and Naval Academy; degrees conferred; library status and the increase in libraries; museums; institutions for the deaf and dumb, and for the blind; reform schools; orphan asylums, miscellaneous charities, and industrial schools; schools and asylums for feeble-minded children; education benefactions; educational publications; and patentees for improvements in school furniture, apparatus, equipment, and ventilation.

This report on Australia is one of a series of reports on the development of recurrent education in member countries by the Center for Educational Research and Innovation. The report outlines the Australian educational system, surveys official views and policies in education and government, and compares these to a checklist of the basic principles of recurrent education. The first part of the document briefly explores the meaning of recurrent education as the term is being employed in OECD and other circles. Recurrent education is an alternative educational planning strategy, the purpose of which is to provide opportunities for alternate post secondary education with other activities throughout life. The difference between the concept of recurrent education and permanent, continuous, or life long education is that recurrent education stresses a specific long-range strategy which relates to economic and manpower policies and restructuring the present formal system of education. The educational changes implied by recurrent education are inseparable from wider social changes. In Australia there is no official commitment to a policy or strategy of recurrent education although official statements and initiatives have included component elements. The latter half of the document analyzes trends toward recurrent education within the formal educational system and within Australian society, the professions, the world of work, and adult education. In the conclusion the problems in planning and implementing recurrent education in Australia are discussed. (Author/SH)

This directory, verified as accurate in July, 1981, lists the names, addresses, and telephone numbers of personnel in key vocational education leadership positions at federal and state levels. Also listed are offices closely related to vocational education as well as several commonly used information systems. Personnel from the following federal agencies and organizations are listed: national advisory councils, U.S. Department of Labor, National Science Foundation, National Occupational Information Coordinating Committee, and the U.S. Department of Education (various offices). State agency and organization personnel listed include those from state advisory councils on vocational education (executive directors); chief state school officers; state directors of vocational education; state contact persons for career education; state directors of adult education; research coordinating unit directors; state occupational information coordinating committees; state educational information centers; state level guidance leaders; state coordinators for Comprehensive Education Training Act (CETA) programs; state contact persons for sex equity; state office of civil rights directors; state coordinators for postsecondary education; and head state supervisors for agricultural, business and office, distributive, health occupations, trade and industrial, and home economics education. Other agencies cited include the Council for Educational Development and Research, the National Diffusion Network, Resource and Development Exchange, ERIC Clearinghouses, and state curriculum liaison representatives and curriculum coordination centers. (KC)

The compilation provides the full texts of federal legislation related to elementary secondary education and education of the handicapped and related programs. The following statutes are included: "Act of November 2, 1921" (Snyder Act); "Act of April 16, 1934" (Johnson-O'Malley Act); "Adult Education Act"; "Allen J. Ellender Fellowship Program"; "Anti-Drug Abuse Act of 1986, Title IV"; "Bilingual Education Act"; "Developmental Disabled Assistance and Bill of Rights Act, Section 204"; "Education Amendments of 1978, Title XI--Indian Education"; "Education Consolidation and Improvement Act of 1981"; "Education for Economic Security Act"; "Education of the Deaf Act of 1986"; "Education of the Handicapped Act"; "Elementary and Secondary Education Act of 1965"; "Emergency Immigrant Education Act of 1984"; "Federal Property and Administrative Services Act of 1949"; "Handicapped Children's Protection Act of 1986"; "Human Services Reauthorization Act (Title IX)"; "Indian Education Act"; "Indian Education Assistance Act"; "Indian Elementary and Secondary School Assistance Act"; "Indian Self-Determination and Education Assistance Act"; "Library Services and Construction Act"; "National Commission on Libraries and Information Sciences Act"; "Omnibus Budget Reconciliation Act of 1981, Section 505"; "Public Law 95-134" (Consolidated Grants to Insular Areas); "Public Law 815, 81st Congress" (Impact Aid); "Public Law 874, 81st Congress" (Impact Aid); "Refugee Education Assistance Act of 1980"; and "Women's Educational Equity Act of 1978." (DB)

This catalog provides an overview of all exemplary educational programs approved for national dissemination by Department of Education (DOE) Review panels, and introduces the National Diffusion Network (NDN), its programs and services to schools. The programs described fall into two categories: Non-funded Developer Demonstrator Projects and Other Projects Approved by the Joint Dissemination Review Panel. Each section presents 12 projects under the headings: (1) Adult Education; (2) Alternative Schools/Programs; (3) Bilingual/Migrant Education; (4) Career/Vocational Education; (5) Early Childhood/Parent Involvement; (6) Environmental Education/Science/Social Science; (7) Organizational Arrangements/Administration; (8) Preservice/Inservice Training; (9) Reading/Language Arts/Mathematics/Writing; (10) Special Education/Learning Disabilities; (11) Arts/Communication/Technology; and (12) Gifted and Talented/Health/Physical Education/Special Interests. Data on each project is comprised of the title, a capsule summary, target audience, program description, evidence of effectiveness, financial and implementation requirements, services available, and name and address of a contact person. Projects are indexed by state, categorical section, ERIC descriptors, and title. Appendices list 50 projects that were approved by the DOE since the 1981 edition of this catalog, including programs that utilize technology, handicapped children's early education outreach programs, and follow-through projects. (LL)

Discusses the theory underlying performance-based teacher education (PBTE) and describes a PBTE program in English at the University of Kentucky. (DD)

Activities at the Third International Congress are described, and shortcomings are noted. (DT)