Education & Pedagogy

In 1965 Congress passed the Higher Education Act which provided the Federal government a more significant role in determining the course of higher education. The LULAC's (League of United Latin American Citizens) National Education Service Centers (LNESC) firmly supports the extension of the Higher Education Act, as amended in 1972. LNESC particularly supports those aspects that have an impact upon Hispanic students and benefit the entire Hispanic community in gaining greater access to the opportunities provided by institutions of higher education. Therefore, LNESC strongly recommends that: (1) Title III be extended with a corresponding increase in authorization levels to expand the program and affect inflation; (2) the language in the new legislation insures that each minority group, including Hispanics, receives an adequate and fair share of the available monies to carry out their respective programs; (3) the authorization levels for Parts C and E of Title V which seeks to improve the present and long range needs of educational personnel be continued and expanded; (4) Title IX, Part B be extended and expanded beyond the present level of 7,500 fellowships; and (5) a U.S. Higher Education Council be established to assist Congress and the Office of Education in formulating plans and goals to effectively provide guidance and insight on the contemporary issues affecting higher education. (NQ)

A non-profit, non-partisan educational organization, the League of United Latin American Citizens National Education Service Centers (LNESC) is engaged in the field of higher education, with primary emphasis on Hispanic Americans. One of LNESC's objectives is to make institutions of higher education, foundations, corporations, and Federal agencies more aware of the educational problems faced by Hispanic Americans, with intent to bring about an increased concentration of resources on the problems. However, due to the lack of research data available, it is difficult to remedy the serious educational problems confronting Hispanics. This void reflects the need for educational research efforts on Hispanics in the various organizational components of the National Institute of Education (NIE) in addition to its current research efforts. Therefore, it is indispensable that the Hispanic American community and its educational problems be understood by NIE. With a more positive relationship between Hispanics and NIE, there will be a more meaningful utilization of our mutual resources, a greater possibility for quality education through research, and the development of long and short range plans to complement and benefit one another. Therefore, LNESC firmly supports the concept of NIE to assist this country in providing equal educational opportunity by taking on a vigorous leadership with regard to conducting the overall research and development efforts in education. (NQ)

THE PURPOSE OF THE STUDY WAS TO EXAMINE THE ECONOMIC COMMITMENT TO PUBLIC VOCATIONAL EDUCATION IN MINNESOTA HIGH SCHOOLS PRIOR TO THE VOCATIONAL EDUCATION ACT OF 1963 AND THE EFFECTS OF THIS COMMITMENT IN TERMS OF PROGRAM OFFERINGS AND STUDENTS SERVED. DATA WERE OBTAINED FROM 444 OF THE 453 MINNESOTA SCHOOL DISTRICTS. IN ADDITION, SENIORS ENROLLED IN VOCATIONAL AGRICULTURE AND DISTRIBUTIVE EDUCATION IN A STRATIFIED RANDOM SAMPLE OF 31 HIGH SCHOOLS WERE STUDIED WITH RESPECT TO ACHIEVEMENT AND APTITUDE. ADJUSTED ASSESSED VALUATION PER PUPIL IN THE SCHOOL DISTRICTS RANGED FROM $1,868 TO $22,341. WEALTHIER DISTRICTS OFFERED RELATIVELY MORE VOCATIONAL EDUCATION. HOWEVER, SCHOOL DISTRICT WEALTH WAS INDEPENDENT OF SCHOOL SIZE, AND SMALLER DISTRICTS OFFERED RELATIVELY MORE VOCATIONAL EDUCATION. VOCATIONAL AGRICULTURE OFFERINGS WERE POSITIVELY RELATED TO VOCATIONAL EDUCATION ENROLLMENT RATIO. SENIOR VOCATIONAL EDUCATION STUDENTS HAD LOWER APTITUDE SCORES BUT CLOSE TO AVERAGE ACHIEVEMENT WHEN COMPARED WITH ALL MINNESOTA SENIORS. APTITUDE AND ACHIEVEMENT WERE INDEPENDENT OF ECONOMIC AND ENROLLMENT VARIABLES. THE FINDINGS SUGGEST THAT ECONOMIC AND STUDENT VARIABLES MIGHT OFFER AN APPROACH TO EVALUATING VOCATIONAL EDUCATION AND THAT STUDY SHOULD BE GIVEN TO FEDERAL FUND ALLOCATION TO LOCAL SCHOOL DISTRICTS FOR VOCATIONAL EDUCATION ON AN EQUALIZATION BASIS. THIS PH.D. THESIS, SUBMITTED TO UNIVERSITY OF MINNESOTA, IS AVAILABLE AS 66-12229 FOR $3.00 ON MICROFILM AND FOR $6.00 AS XEROXED COPY FROM UNIVERSITY MICROFILMS, INC., 300 NORTH ZEEB ROAD, ANN ARBOR, MICHIGAN 48106. (JM)

In its first year of operation, the Staff Development Project of the Southern Regional Education Board (SREB) made dramatic quantitative gains in Adult Basic Education (ABE) teacher training throughout the Southeast. The following have been accomplished in Alabama, Florida, Georgia, Mississippi, South Carolina, and Tennessee: 16 institutions of higher education participated in project activities; 13 of these colleges and universities established adult education divisions for the first time; 16 programs leading to master's sixth-year certificates and doctorates were added to six already existing, and 19 additional ones are planned; 29 full-time education faculty were employed by participating institutions; 16 graduate students actively participated in both university program activities and in providing in-service training to local ABE personnel; 61 graduate and undergraduate courses were added, and an additional 33 are planned; 2,971 students enrolled in credit courses offered by six universities on campus, off-campus, and by extension; 7,800 teachers attended courses, institutes, seminars, and workshops; 4,735 teachers and supervisors attended more than 118 seminars and workshops to begin regular in-service training for ABE personnel; 337 ABE classes and programs were visited by college and university staff; teacher trainer were established in two states; cooperative planning teams were instituted in two other states; all states assumed responsibility for developing on-going professional training plans; 400 staff members attended three regional seminars; 17 ABE teachers for the blind or visually handicapped were trained; and a 12 member research panel was established to evaluate the project. (Author/DB)

The report describes a project on union citizenship activity and presents recommendations from a labor education conference in Silver Spring, Maryland, November 9-10, 1977. Citizen education of union members involves training programs for workers undertaken either singly by unions or in concert with educational institutions. The report is presented in five sections. Section I contains background information on trade unions, discusses the role of labor education within unions, and defines the project's objectives. These include better understanding of and recommendations to improve citizenship education. Section II discusses project administration and design. Section III provides a philosophical overview of unions and union activity within a citizen education setting. Section IV suggests union citizenship activities, including courses on labor law, political economy, international trade, and bargaining methods; meetings with political leaders; and conferences with other workers to explore on-the-job problems and community services. The final section presents conference recommendations, including: (1) all union members should be encouraged to participate in citizenship education activities; (2) curriculum must be broadened to include political and economic topics; (3) workers should be given sabbatical leave to pursue educational aims; and (4) a federal labor extension service should be created to fund labor education programs on a continuing basis. The appendix presents directories of conference participants, university and trade union labor education programs, and a conference paper on labor, community, and citizenship education. (Author/DB)

Objectives of a three-phase New York State study were (1) to test the feasibility of an institutional sampling survey for providing descriptive data about the nature and scope of continuing education in postsecondary degree-granting institutions, (2) to test the applicability of the Focus Delphi research method for assessing the priority educational needs and goals for degree-granting postsecondary institutions, and (3) to evaluate the feasibility of integrating the information-gathering system for postsecondary education into the State Education Department management information system. In the institutional survey descriptive information was sought concerning the kinds of continuing education opportunities available, the audiences served, the number of participants, and the subject matter areas studies. The methodology consisted of constructing and administering a questionnaire to a sample of university and college personnel, analyzing the data, and reporting the findings. The Delphi study sought the responses of policy advisors, continuing education administrators, faculty members, and clients to alternative adult and continuing education goals and strategies. The phase three task involved becoming familiar with the management information system of the state education department and evaluating its compatibility with the data collection procedures used in the two preceding phases. (Results of each phase are reported separately and a final chapter synthesizes them into ten selected policy issues in continuing education, e.g., expansion of specific types of course offerings and future research needs.) (JT)

The research compares two open education programs in New York City (one in a private school, one a public school) from 1970 to 1976. Both programs stressed decentralization of the classroom into interest areas, individually created learning materials, and participation by children in decisions regarding use of time and space. The purpose of the study was to determine what conditions in structure and attitude are required for open education programs. The research involved classroom observation to determine to what degree open education goals were being fulfilled. Research also entailed extensive interviews with teachers, parents, children, and the administration to determine attitudes, values, and roles in the open education environment. Findings indicated that the program in the public schools diminished in status and was less popular in 1976 than in 1970. Reasons for decline included diminished support among adults, lack of funding, inadequate teacher background, a traditional school environment, and negative teacher attitudes toward innovation. In the private school, on the other hand, the open education program prospered during the period under study due to a high degree of acceptance of open education goals among parents, teachers, and students; adequate financing; a non-bureaucratic structure; familiarity among teachers with the literature of primitive socialization and open education methods; and an environment conducive to decentralized activities. It is concluded that open education programs will succeed if teachers are well-trained in open education methods and if there is adequate funding, cooperation among parents, teachers, and students, and a decentralized physical environment. (DB)

This collection of articles on peace education includes course descriptions, examples of student writing, lists of resources and class activities, research on children's and adolescents' thinking about peace, and essays on humanistic education and research trends in peace studies. The various articles are directed at differing age levels, ranging from preschool to adults. "Peace Education: The Challenge of our Times" provides a general description of the teaching goals and activities of an elementary teacher and a high school teacher, and includes samples of student work and student evaluation of the course. "Global Education" describes a preschool and kindergarten curriculum focused on the customs and traditions of foreign countries. "Creative Ways to Encourage Group-Building" describes group activities used in workshops with children aged 7 through 13 to foster cooperation, communication, affirmation, and conflict resolution. "Let's Listen To Our Children and Youth" describes the results of a study of children's and adolescents' thinking about peace. Papers offering a general orientation and opinions are "Humanistic Science Education as a Path Toward Non-Violence and Peace,""The Consortium on Peace Research, Education, and Development" and selections from an inaugural lecture, "The Scope and Dilemmas of Peace Studies," delivered at the Peace Studies Institute of the University of Bradford, England. Also included in the collection are a research study on instructional strategies, "The Effects of Reinforcement Learning Centers on the Academic Achievement of Fifth Grade Children," a position paper, "Needed: Effective Education Programs for Parents of Pre-School Children," and a list of content papers from selected Peace Education resources. (Author/SS)

The attitudes and ideologies of staff and institutional administrators concerning the role of the multipurpose colleges of advanced education in tertiary education in Australia were investigated. The data for the investigation were gathered using two different questionnaires sent to academic staff in civil and mechanical engineering, architecture and building, business studies, and chemistry within 11 metropolitan multipurpose colleges of advanced education. Data on the perspectives of the institutions and coordinating bodies were obtained through a similar questionnaire sent to the Australian Council on Awards in Advanced Education, the State Co-ordinating Boards, and directors of multipurpose colleges of advanced education. A number of different ideologies are being held regarding the role of the multipurpose colleges of advanced education, and neither the institutions nor the staff universally accept any one of the ideologies to give the colleges of advanced education a common identity. Among the institutions, the larger colleges of advanced education seem to view their role as being very similar to that of universities, while the smaller ones sharply distinguish between themselves and universities. The central difference of opinion among the staff is the relative support that should be given to the notion of the colleges of advanced education maintaining equality of esteem with the universities while providing more vocationally, industrially, and community-oriented course programs, having entry requirements less academically rigid than universities, and providing conditions more suitable to the part-time student. Statistical analysis of the questionnaire responses is appended. (SC)

Due to federal and state legislation there has developed a situation of confusion regarding the establishment, maintenance, and supervision of postsecondary and adult vocational education, particularly where a division of higher education and a division of vocational education exist in a state. A study undertaken in New Jersey identified four problem areas related to this situation. They were exact counting of different persons who are enrolling in postsecondary and adult vocational programs; definition of a full time equivalent student (FTE); equating FTE for postsecondary and adult vocational education in secondary institutions and higher education institutions; and apportioning funds. Based on these problem areas, seven research questions were formulated. A descriptive research design was implemented to collect the data. Personnel involved with postsecondary and adult vocational education in the New Jersey Department of Education and the Office of Community Colleges and other agencies were first interviewed. Following a review of the literature and the development of a plan of action for the study, a national survey of all state directors was then conducted. Next, a number of vocational educators were interviewed and a questionnaire was mailed to a sample of institutions within the state. Also, telephone interviews were conducted with randomly selected institutions. The results were analyzed and reported for problems one, two, and three. It was concluded that problem four could not be worked on during this project due to limited time. (Included is a large appendix containing data collection instruments, data tables, and other related materials.) (JH)

The document discusses problems and issues related to development of behaviorally based curriculum in art education. A behaviorally based art curriculum is interpreted to include learning to see, feel, and understand art as well as learning to make art. Four major problem areas are identified: (1) the development of modules which implement learning objectives; (2) statement of learning objectives which relate to the desired behavioral changes; (3) identification of relevant areas of behavior in art in which change is desired; (4) development of evaluative instruments. The edited volume is presented in 11 chapters, each of which was contributed by an art educator who participated in or was directly influenced by behavioral curriculum development institutes sponsored by the National Art Education Association in 1968 and 1969. Chapter I outlines a model for behavior-oriented curricula. Chapter II outlines a plan for evaluating changes in art behavior. Chapters III-VI describe four K-12 examples of behavioral curriculum development and implementation. Topics discussed include creating a matrix system for writing behavioral objectives, developing a structured art curriculum for elementary school, and creating a philosophical basis for a behaviorally oriented awareness program. Chapters VII-X describe four higher education programs which utilize behavioralized curricula for art education students, elementary education majors, and general university students. The final chapter deals with staff organization and utilization in developing a curriculum which is behaviorally based. Tables of data, figures, and charts are included. (Author/DB)

The document presents the text of two speeches and a group discussion of adult political education in the United States and Germany from a conference to compare recent social, economic, and political developments in the two countries. The first speech characterizes adult political education in Germany as comprising approximately 10% of the total adult education program. A clear relationship is indicated between recent demands for political education and disillusionment with highly industrialized mass society. Review of ten political education curricula currently in use reveals high interest among adults in West Germany in business, the family in modern society, educational policy, citizen action, the social market economy, and European integration. The second speech focuses on the United States and explains recent adult education demands as a result of dissatisfaction with corporate authority and a demand for citizen participation at all levels of decision making. The third report presents a discussion by German and American educators, government officials, and spokesmen from political institutes of the first two papers. Topics discussed include the relationship between political action and political learning, causes of the renaissance of interest in adult political education, cultural environment, and changes in adult political perspectives as a result of political education. The conclusion is that additional data on the nature of participation in adult education programs is necessary before valid cross-cultural comparisons can be made. (Author/DB)

Bilingual education for Navajos is the central element in changing education from an alien function to one shared and controlled by the community. A number of community-controlled educational systems have become the driving force in Navajo bilingual education, and the past three years have produced not just higher quanitity, but considerably improved quality, according to Dr. Bernard Spolsky, director of the Navajo Reading Study at the University of New Mexico (UNM). Spolsky's paper "Advances in Navajo Bilingual Education, 1969-72" is featured in this curriculum bulletin, which seeks to enlarge the case for Navajo bilingual education and update the state of the art. Three conference reports are also included. The first, which covers a Navajo bilingual-bicultural materials conference held in Albuquerque in October, 1972, discusses curriculum ideas shared by persons involved with Navajo language teaching. The second report includes a student proposal requesting implementation of a Navajo bilingual education program at UNM along with a description of the faculty-student meeting that responded to the proposal. The third paper summarizes proceedings of a November, 1972, conference at UNM which examined questions relating to the training of Navajo bilingual teachers. Final portion of the document is a supplement to the 1970 "Analytical Bibliography of Navajo Reading Materials". It features 49 listings, most of which were published between 1970-72, and includes information on author, title, publisher, source, and educational level, along with a brief description of the publication's content. (DS)

The education/employment situation of young people in Japan is examined as part of a project to broaden perspectives on social, educational, and employment issues in contemporary societies. Youth problems in Japan stem from the incredibly rapid industrialization and social change that have taken place in Japan since World War II. In spite of this social change, however, consistant emphasis has been given to education by successive governments. Major targets of educational policy have been to make primary schooling widely available and to use higher education as a means of developing the talents of a small number of highly competent people. This diffusion of basic and higher education has had tremendous impact upon employment in recent years. For example, most youth tend to start working upon completion of senior high school or university education. The almost negligible number of youths seeking jobs immediately upon completion of the nine years of compulsory schooling is too small to cause the glut of job seekers which affects many other industrialized nations. Like other industrial countries, Japan faced an economic crisis in the early 1970s. However, in comparison with most other industrial countries, the degree of unemployment has been less serious. Japanese youth, consequently, are less likely to encounter problems related to the inability to find work than to feel alienated from a society based on traditions they do not share. (DB)

The purpose of this project was to communicate career education philosophy, methods, program activities, and evaluation results to rural Appalachian career education practitioners and the general public. The project accomplished six major objectives: (1) refined and published 500 copies of the ten best career education units, grades 1-9, developed during the first three program years; (2) involved the family in career education through a work program designed by students, families, and teachers; (3) developed and published 1500 copies of six "how to" documents; (4) developed and published 1500 copies of five regionalized monographs; (5) provided a visitation schedule for those interested in observing career education in the Kentucky Valley Educational Cooperative Area; and (6) published six bi-monthly editions of a newsletter, "The Communicator." The project directly involved 33,399 students K-12. There were 1,382 teachers, 35 counselors, 142 administrators, 324 business/labor/industry persons directly involved and 31,548 parents directly/indirectly involved. A third-party survey of 240 individuals (mostly school personnel) familiar with the project's objectives and data analysis of the 114 usable returns revealed that all dissemination activities were considered effective by respondents. (Appendixes include a career education unit, grade level 1; booklets on involving the family in career education, correlating career education with character education, and the role of the superintendent; and a copy of "The Communicator," and the evaluation report.) (Author/CSS)