Education & Pedagogy

The report presents Redlands Christian Migrant Association's (RCMA's) position on Florida's Migrant Education Program, the program changes sought by RCMA, and background and back-up materials. The packet of materials includes brief discussions of the background and reactivation of the Task Force on Migrant Education; State Board of Education instructions to the Task Force; memos of instructions from Florida's Bureau of Compensatory Education to selected superintendents and agency heads; transcript excerpts from the April 5 and 19 meetings of RCMA with the State Board of Education; a federal review of Florida's migrant education program and the state's response; various compilations of statistics on Florida's migrant children; and pertinent news clippings. The report also provides a memorandum from the Florida Department of Education on the benefits of the Early Childhood Program; an excerpt from the report "What Effective Schooling Research Says to Migrant Education Program Planners" (by William G. Savard and Kathleen Cotton) discussing parent participation in instructional programs; the State Cabinet's concerns about school children and the schools; a "bill analysis" of State Representative Bob Johnson's bill creating the Dropout Prevention Target Program and a copy of the bill itself; "A Study of Florida Secondary School Dropouts," a final report by MGT of America, Inc.; and a table entitled "Survival Ratios by Grade Groups for the Total School Population and Identified Migrants 1979-1982." (NQA)

Twenty-five issues papers of the Governor's Commission on the Future of Higher Education in Michigan are presented. The document is divided into three sections: section one provides base information on the trends and indicators which evolve beyond the control of higher education; section two discusses those public policy issues which must be considered when deliberating the future of higher education; and section three discusses Commission decisions. Titles include the following: "Trends, Issues, and Decisions Facing Michigan's Higher Education System;""Postsecondary Enrollments, United States and Michigan Summary of Historical Data and Projections;""Equal Access for Women, Minorities and Handicappers in Higher Education;""Issues and Problems Regarding Financial Access to Higher Education in Michigan;""To the Year 2000: Future Trends and Implications for Higher Education;""State Level Academic Program Review and Approval: 1984 Update;""An Analysis of the Distribution of Programs at Michigan Colleges and Universities;""Overview of Educational Television in Michigan;""Michigan Society of Professional Engineers Taskforce Report on Infrastructure;""Comparative Study on Higher Education Finance;""1982-83 Michigan College and University Undergraduate Student Financial Aid Survey;""Higher Education and State Economic Growth: A Strategy for Strengthening the Research, Public Service and Job Training Capabilities of Colleges and Universities; and "Background and Policy Papers: Higher Education Roles and Missions." (SW)

Entrepreneurship education has been of national concern for many years. In the early 1970s, the major thrust of Federal leadership was directed toward the expansion of minority businesses. Following a Presidential Executive Order, a cabinet-level Interagency Council for Minority Business Enterprise was established by the Secretary of Commerce in 1971. The issue then, as it is today, was to address the dramatic lag in minority participation in American business ownership. Recognizing that education and training were at the heart of the problem, the Council requested the then-Department of Health, Education and Welfare to establish a task force on education and training for minority business enterprise. That task force, which held hearings and conducted in-depth studies, concluded that the high failure rate of minority-owned businesses and the critical element in business survival and growth were related to management capabilities. From this task force came many instructional materials for entrepreneurship education, including those developed by the National Center for Vocational Education, that are in wide use today. The present Administration is committed to the further development of minority-owned businesses, with a goal of the formation of at least 60,000 new minority businesses and the expansion of a similar number over the next 10 years. The Department of Education is committed to providing leadership in the field of entrepreneurship education. Plans call for finding a way to document achievement, developing a resource guide, enhancing communications, and upgrading teacher education for entrepreneurship. (KC)

A study explained the state-of-the-art uses of computers in vocational education in Ohio. During the study, assistant directors in the division of vocational education were asked to identify state-of-the-art uses of computers in schools and program service areas based on criteria for vocational computer and microcomputer literacy within the areas of agricultural, business and office, career, home economics, special needs, and trade and industrial education. In addition, the researcher interviewed staff at 12 sites throughout the state, including joint vocational schools in urban and rural settings and vocational programs in comprehensive high schools. Based on these interviews, it was concluded that the most successful programs were curricular and instructional programs that were marketplace driven and led by strong local advisory committees made up of business and industrial leaders. Significant variations were found to exist among and between state-of-the-art schools and program areas regarding the uses of computers and microcomputers and the potential envisioned. In addition, expenditures for computers and microcomputers varied dramatically from school to school. Recommendations were made calling for the development of multi-year computer plans and for the development of hardware and software configurations to support a comprehensive and integrated management information system that would wed administrative and instructional information. (MN)

Curriculum planners and career educators are advised to review the literature on infusion with this question in mind: "Does the integration of career education into the regular secondary classroom make a difference in student learning of subject matter and career information?" The philosophy and objectives of career education infusion were described in four monographs. Hoyt (1976), Preli (1978), and Ristau (1976) stressed the importance of using career education in the classroom to improve students' achievement and motivation. They also found that inservice is necessary to help teachers integrate career education into regular classroom instruction. Suhor (1979) theorized that methods of instruction depend on the district's approach; a district-wide program was instrumental to successful programs. Recent legislation has provided financial support to local school districts for developing career education programs. Congressional hearings supporting the Elementary and Secondary Education Act of 1977 indicated that infusion of career education into the regular classroom resulted in growth in decision-making skills and school-work relationships. Research reports consisted of a variety of methods including surveys, pre- and post-tests, and comparative studies between experimental and control groups using psychometric measures. Three researchers (Bhaerman 1979; Herr 1977; and Wilson 1977) concluded that students exposed to career education infusion had better achievement records than students with no infusion programs. Others, however, noted problems. The following areas need further research: program evaluation, teacher training, and instruction. (KC)

This publication, the first of a planned series, is intended to advance discussion by professionals and, hopefully, the public about education for adults--its purposes, control, and programs. Four essays are included, each with a distinct theme and purpose. However, all the essays relate to the major issues in adult education, national policy, lobbying, and a human policy with respect to adult education. The first essay, by William M. Rivera, examines definitions of adult education and educational policy by distinguishing certain directions in the field and by underscoring that adult education is more than a field of study and practice; it is an arena of political controversy and complex policymaking. In the second essay, William Hilton reviews the political position and purposes of the Education Commission for the States and sets up model guidelines of how to formulate policy. His essay introduces a major issue, i.e., should there be a comprehensive adult education policy at the federal level? Mariam Kazanjian's paper, third in the booklet, clarifies the federal and state interactive processes of policymaking, while the final paper by Warren L. Ziegler discusses a fully human policy of education, recognizing the drawbacks as well as benefits of providing education for adults as a public policy. His paper also questions the value of continuing to insist on distinctions between children/youth and adults with respect to educational policy and explores the implications of abandoning these distinctions. (KC)

A survey of state legislators was conducted to determine their views of what vocational education should be doing and how it could be improved as well as their perceptions about federal and state roles relative to vocational education. Findings were based on 45 percent of the sample of 209 members of the National Conference of State Legislatures who responded. Legislators saw vocational education as doing an "above average" job; the most frequent grade awarded to both secondary and postsecondary vocational education was "B." Vocational education was seen as performing especially well in teaching job skills, increasing awareness of career opportunities and technology, and teaching good working habits. The areas they thought needed greatest emphasis included involving employers in curriculum development and in evaluation of vocational education. The broader goals of economic development in the community and training for nontraditional occupations were in lesser need of emphasis. Most thought the federal government should be involved in vocational education. Slightly more than one-half thought that, if the federal government were to significantly decrease funds for vocational education, the states should attempt to replace the difference. They believed states should have greater flexibility and should be able to set their own priorities in spending federal vocational education monies. (The survey is appended. Conclusions appear in an executive summary.) (YLB)

This report, on science education in the United States, East Germany, West Germany, China, Japan, and the USSR, has 12 chapters. Chapter 1 presents an overview of precollege science education in the United States from 1940 to 1970. In chapter 2, the status of science education from 1970 to 1980 focuses on elementary and secondary school science instruction, trational science curriculum, science instruction in all the countries, and science enrollments and school requirements. Chapter 3 presents information on science facilities. Chapter 4 summarizes findings about science teachers, problems of science teacher supply and demand, and inservice education and professional development for science teachers. In chapter 5, a comparison is made between nonschool science education in the United States and the selected foreign countries, and similar comparison is presented in the 6th chapter on instructional practices in science teaching. Science achievement and students' attitudes toward science are compared in the 7th chapter. The discussion in chapter 8 deals with differences and similarities of parental attitudes toward science education in the United States and other countries. A global view of research and development in science education is offered in the 9th chapter. In the 10th and 11th chapters, problems, issues, and concerns in science education in the United States and actions being taken are examined. The final chapter offers a synoptic overview of science education in foreign countries. (JD)

Information on research efforts concerning higher education in Sweden is presented. The development of the research program has involved a shift of emphasis among four major problem areas (the role of higher education in society, the organization of higher education, the educational function, and the research function). While in the early 1970s typical studies of educational effects were concerned with various external measures of efficiency and productivity, 10 years later they are mainly concerned with the students' concept formation and the way in which the students acquire attitudes and values regarding the professional activities for which higher education prepares them. Examples of the content of research work are as follows: the long-term effects of higher education; the influence exerted by higher education on specialization and professionalization in working life; the role of higher education in the division of labor in society; the conditions governing the implementation of reforms; the interaction between different knowledge traditions and ideologies of education and research; surface-level and deep-level learning; the development of human sciences disciplines and the content and effects of research training; characteristics of the researcher's personality, including comparisions between natural and human sciences; and research culture and the research community. Current research projects are identified by title, state of completion, by type of project (problem area), and according to whether they are major research reports and doctoral theses to appear in 1982 or 1983. In addition, knowledge and problem surveys are identified by year and problem area, and information on research advisory groups are appended. (SW)

The focus of the conference was on interinstitutional collaboration as a means of advancing higher education, particularly international education and faculty development. Contents are as follows: Introductory Comments (Russell J. Leskiw and Philip E. Moir); "Institutional Collaboration for Professional Development and International Education" (Stephen F. Foster); "Coordination versus Autonomy in Higher Education: The Challenge of the 1980s" (John D. Dennison); "Response to the Papers Presented by Professors Foster and Dennison" (Paul Gallagher); "Innovation and Modification in International Education" (James K. Morishima); "Improving Services to Students and the Public" (Gerry N. Lloyd, panel moderator); "Interinstitutional Cooperation in International Programs" (Jack Van de Water); "The Canadian School of Takudai (Susan Tennant); "Institutional Cooperation: Joint Programming in Travel Study" (Charles G. Mossop); "Industrial Professional Development" (Kenneth Gaglardi); "Instructional Skills Project for Staff Development" (Douglas Kerr); "The New Professional Role of the Instructor in the Open Learning System" (Kathleen M. Forsythe); "Interinstitutional Cooperation--The Way for a Small College to Get Further Faster: Some Experiences and Prospects" (Don Salter and Roger Hart); "The Open Learning Institute: Entering the Twenty-First Century" (David Kaufman and John Bottomley); and "Cooperative Professional Development in Health Education" (Tony Williams). Appended materials include the name and address of steering committee members, planning committee members, consultants, and conference participants. (SW)

The need to continue or renew the Teacher Certificate Program at Barber-Scotia College was examined. Data are presented on student enrollments in the education programs during 1977-1980 by subject area and sophomore, junior, and senior classification. Although student enrollment declines were found in education programs at the college, an evaluation of 1977, 1979, and 1981 graduates appeared to indicate that the education program provided more career opportunities than other major courses at the college. According to the Education Division Head, the only major reason affecting student attrition was a requirement that a grade point average of 2.50 be maintained. Other possible reasons for poor performance of education majors may include undertaking too many credit hours in a semester and not enough flexibility in the required core courses. Based on the findings, it is recommended that education programs at the college be continued and a support program for education majors be established, including tutoring and remedial classes. It is noted that some southern colleges and universities are attempting to limit the enrollments in teacher education programs in response to a reported national surplus of teachers. It is proposed that such a limitation at a predominantly black college like Barber-Scotia may be unwise, and that the 1980 enrollment of 31 education students needs to be increased to the 1977 level of 74 students. In the attempt to increase student enrollments, the college's standards should be preserved. (SW)

A project was conducted in Pennsylvania to design a statewide system for establishing regional pools of qualified teachers for potential staffing of local vocational training programs in secondary schools. The objectives of the project were to facilitate recruitment and retention of qualified vocational education instructional staffs by providing mechanisms which would allow for (1) creation of awareness among tradespeople of the teaching alternative and its requirements; (2) development of preservice training programs for persons in trades; (3) identification of a pool of qualified persons for regular or substitute teaching; (4) strengthening of public confidence in vocational education teachers' teaching skills; (5) development of a better relationship between industry and vocational-technical schools; and (6) provision of more definite guidelines for the outreach services of teacher education. The project was accomplished primarily through a comprehensive data collection effort with participants from area vocational-technical schools, labor, and industry organizations, vocational education personnel development centers, and vocational education programs of other states. It was decided after accumulation of data not to implement a new, costly personnel identification system, but to tie in with existing resources, especially with the system of Indiana University of Pennsylvania. The final project report provides recommendations for a comprehensive and integrated vocational education personnel system incorporating features for labor market needs analysis, people/position matching, personnel management information reporting, vocational education awareness, incentives and benefits, pre- and inservice training, and teacher competency and certification. (Author/KC)

An annotated bibliography on the participation of minorities and women in education research and development (R&D) leadership and management is presented. Topics are as follows: status of minorities and women in education (R&D); issues related to minorities and women in education leadership and management; variables affecting the participation of minorities and women in education leadership and management; training models to increase the participation of minorities and women in education R&D; and projects funded by the National Institute for Education on increases in the participation of minorities and women in education R&D. In addition, for each of these topics, pertinent issues are outlined. The following conclusions are presented: the status of minorities and women in education R&D has changed little, and the field offers few opportunities for increased participation of these two groups; the career opportunities available to minorities and women have been limited by the instructional channels of recruitment and advancement and by the sex-typing of certain occupations; and most training models attempt to increase the research and management/leadership skills of minorities and women, while some attempt to affect the social composition of peer groups in the field, and a few attempt to affect the power structure. NIE-funded projects include internships, fellowships, summer institute workshops, training programs, and national information/model-building projects. The NIE programs are designed to create opportunities for advanced study and practice for minorities and women in education R&D. (SW)

Cooperative education, experiential learning, and personal knowledge are addressed in nine conference papers. Kenneth Abrahamsson considers the nature of experiential learning, the recognition of prior learning, educational design and the assessment of quality, and policy and practice for integrating learning and experience. Harry Hienemann considers the history of cooperative education, the evaluation of outcomes integrating classroom and work experience, and mandatory cooperative education at Laguardia Community College, New York. What is known about the educational effects and economic consequences of programs that recognize prior learning is reviewed by Alan P. Wagner. Solomon Arbeiter examines a model that can be used to evaluate students in programs recognizing prior learning, as well as the award of credit or advanced standing. Douglas M. Windham evaluates the economic effects of recognizing prior learning and considers the implications for institutional policy. The nature and value of relevant work experience in the education of primary school teachers is considered by Hannu Perha, followed by Staffan Larsson's review of five qualitatively different conceptions of experience as viewed by teachers. Maureen L. Pope suggests that a cultural transmission approach to teaching and knowledge dominates science education and that this has neglected the role of personal experience in the construction of knowledge. Erich Leitner examines the implications of cooperation between the University of Klagenfurt, Austria, and the Austrian Workers Union. Implications for the university pertain to the philosophy of higher education and innovations. (SW)

From a national perspective, cooperative vocational education is becoming increasingly important. As the country changes from a manufacturing to a service economy, many traditional jobs are being eliminated, while new jobs are being created, especially in the information field. In order to prepare employees for these jobs, a partnership between the schools and the private sector is needed. Schools will benefit by providing quality education on the cutting edge of the new technology, and the private sector will benefit by getting qualified employees at less cost for recruiting and training. At the national level, Congress funds programs of national significance, which include (1) national discretionary projects, (2) the National Center for Research in Vocational Education, (3) six regional curriculum coordination centers, and (4) the National Occupational Information Coordinating Committee. These programs of national significance support the functions of applied research and curriculum development, demonstration, dissemination, and training. Through these programs, improvements can be made in education, including cooperative education. Research findings to date indicate that cooperative education leads to a positive attitude of students toward office occupations and higher job performance ratings from employers. Further efforts are needed to determine the effects of cooperative programs on productivity, minority employment, the work ethic, job satisfaction, employment of handicapped persons, high technology, entrepreneurship, and articulation from secondary to postsecondary education. All signs now point, however, to the benefits of cooperative programs to the employer, to the students, and to the community. (KC)