Education & Pedagogy

These invitational papers submitted by ETS staff members to the Select Education Subcommittee discuss various aspects of educational change and improvement, planning and evaluation. Papers include: "Open Education: Changing Schools for Children," (Edward A. Chittenden); "Planning for New Students to Higher Education in the 70's," (K. Patricia Cross); "The Desegregation/Integration Dilemma in Higher Education: Implications for Research from Minority Student Experiences," (Junius A. Davis); "Statewide Assessment: Its Future and Potential for Educational Reform" (Henry S. Dyer, Robert J. Solomon); "Mass Higher Education and the Economic Benefits of a College Degree," (Rodney T. Hartnett); "Learning to Learn in Infancy: The Development of Competence Motivation," (Michael Lewis);"Teaching in the Knowledge Society," (Frederick J. McDonald); "Credit by Examination and the External Degree," (Robert J. Solomon, John R. Valley); and "Meeting the Measurement Needs of Education," (William W. Turnbull). Most of the papers include bibliographical references. (CK)

The first part of this document contains the text of two resolutions, on co-ordination of European university research and on the educational uses of radio and television, adopted by the Committee of Ministers in June 1970. Reports on two meetings concerned with High Education and Research, seven in the area of General and Technical Education, three on Out-of-school Education and Cultural Development, one on Educational Documentation and Research, and a list of meetings planned from June through October 1970 complete the first part. References to appropriate documents are included in the reports of the meetings. The second part contains extracts of reports and documents on basic and inservice training of teachers, and a series of documents on developments in educational documentation and information for teachers. Materials in these reports and documents describe conference recommendations and the existing organization in Belgium, Denmark, France, Germany, Italy, The Netherlands, Sweden, England and Wales, and Scotland. Two books, one listing and describing European photochemical research and the other an account of the work of the Conferences of European Ministers of Education, are briefly reviewed. (AL)

Information is given on Johnson-O'Malley funds provided for education of Montana's Indians during 1969-70. After a summary of such Johnson-O'Malley activities as provision of foster homes, special transportation, and home-school liaison, excerpts from Johnson-O'Malley project reports are presented (by reservation). The number of Montana Indian high school graduates and names of Indian students attending institutions of higher education through the aid of Federal funds are given. Programs involving development of school programs relating to drug abuse education, the Teacher Corps and teacher aide training, Follow Through, bilingual education, and career opportunities are also discussed. Tables provide Johnson-O'Malley administrative expenditures, Indian enrollment and attendance figures, and breakdowns of funds (by reservation). In conclusion, the report lists funds allocated through Public Law 874 and the Elementary and Secondary Education Act, as well as Johnson-O'Malley kindergarten, summer workshop, and higher education funds. Related documents are ED 041 651 and ED 041 653. (EL)

The mission of Task Force II was to examine the function, scope, and structure of higher education in Connecticut, including: (1) an analysis of the extent of the State's responsibility for providing education beyond high school; (2) identification of organizations or institutions that would be responsible for offering different level programs and to whom they should be accountable; (3) ways in which the educational system can best serve the State's needs in higher education through teaching, research, and service; and (4) ways to improve interinstitutional cooperation. This report presents: (1) the Task Force assignment; (2) Task Force members; (3) a summary of recommendations; (4) a discussion of the creation of the Task Forces of higher education in the State, including a description of public higher education's 5 subsystems, and of the growing cooperation between the State system and independent colleges; (5) a discussion of the Task Force's interpretation of the function, scope, and structure of higher education; (6) an examination of the Commission for Higher Education's role in higher education and recommendations regarding this role; and (7) the conclusion. (AF)

This is the sixth study in a project designed to find more effective and efficient ways of using micro-teaching and video recording in programs of vocational teacher education. In this field test of the feasibility and potential applicability of four related feedback and analysis techniques used in an inservice teacher education program for instructors in a technical institute, 28 instructors were assigned to four feedback and analysis groups: (1) self-review, (2)fellow instructor review, (3) student review, and (4) teacher-educator review. Also the study focused on three research questions which were concerned with differences in the effectiveness and feasibility of the feedback techniques and with differences in attitudes toward inservice experience. Analysis of the data revealed no statistically significant differences among the four variations on the instructors' teaching performance. All four techniques were found to be effective and feasible for inservice programs of teacher education in the technical institute setting. (Author/JS)

The papers delivered at the Sixth Annual American Association of Colleges for Teacher Education Conference on International Understanding, held in 1964, state and restate two basic assumptions: a) human resources are the most vital and fundamental element in national development and b) the development of human resources can be brought about only through education. This volume contains the texts of the conference papers, which deal with judging the value of educational aid programs, educational development in Latin America, teacher education in Latin America universities, the role of the U.S. government in international education, the university and Latin American national development, and the challenge to educators posed by the social revolution. Authors include educators from Latin America and the United States and representatives of four U.S. agencies with educational programs in Latin America. Working group reports on exchange programs and special training activities, international understanding and the curriculum, research needs in Latin American education, overseas advisory and service programs, and graduate training for overseas work are also included. (DDO)

This fifth edition of "Health Education" is offered as a guide to the changing concepts of teaching in the health field. The authors believe that the full potential of health education can be realized only when school, home and community programs are interrelated. This volume serves as a source book for teachers, a text for teacher educators, and a reference tool for others in professions related to the school health field. With a companion volume, ("School Health Services and Healthful School Living", 1953, 1957), this book: (1) offers a comprehensive view of the school health program--education, service, and environment; (2) reviews the progress and problems of health education, with attention to its scope and scientific bases; and (3) discusses the health characteristics of children and adolescents along with attitudes and behavioral changes. The publication places emphasis on curriculum development and health education at various levels of schooling from kindergarten through college and adult education, and offers suggestions for instructional materials and resources. (Author/NMF)

The conference, whose proceedings are recorded in the document, met to fulfill a need observed at the 1972 National Policy Conference on Education for Blacks. It was apparent the following gaps in communication needed to be closed: providing minority leaders with information on the concept of career education as viewed by the Office of Education; providing the OE with a minority viewpoint on career education; and developing a dialogue between minority leaders, the National Advisory Council on Vocational Education, and OE on matters relating to education. To meet these objectives, the conference was called, and representatives from seven minority groups met with non-minority conferees. In open session, the implications of career education for minority groups and funding were discussed. Other related topics were discussed by panels and in small group sessions. Reports of statements by minority caucuses, which resulted in formal resolutions and position papers, are included. Twenty-three recommendations are offered to guide the development of the career education concept. In addition to verbatim transcription of the proceedings, the conference agenda and list of participants are included. (AG)

Since limited research has been reported on the use of organizations to supplement cooperative office education, it was the purpose of this study to determine the characteristics of vocational student organizations and advisors and to determine the attitudes of advisors to office and distributive education vocational student organizations in Minnesota. An attitudinal questionnaire was developed and sent to all Minnesota secondary school office and distributive education coordinators to gather information pertaining to coordinator characteristics; school enrollment; program characteristics; organizational age, income, membership policies, activities, and objectives; advisor compensation and role; relationship of organization to classroom; and adequacy of teacher education programs. Answers from the 82 percent of questionnaires returned are tabulated and discussed. Some conclusions were that teacher education institutions need to take more active roles in preparing coordinators as advisors, women need to be recruited as coordinators, and that suggested guidelines be set up for organizations. Further areas of concern indicated were the student population to be served, leadership conferences, in-service coordinator training, and sources of funds. (EA)

The geography of education is a field which is generally neglected by geographers, despite the large number involved in education. This paper offers a conceptual framework for such studies emphasizing educational planning. Within the area of human geography are at least three possibilities for the geography of education: the geographical examination of factors underlying education, the examination of the spatial patterns of educational phenomena, and the role of education as a factor influencing the geographical patterns of other social and cultural phenomena. Though some work has been done in the first area by non-geographers, more could be done to relate the physical and human environment to educational phenomena. Analysis of spatial patterns of educational phenomena has just begun. Patterning of education values, attitudes, and opportunities could produce valuable planning data. In the third area, research indicates that education effects human perception of the environment, which ultimately shapes that environment. There are vast implications here for economic considerations in educational planning. This conceptual outline should help to stimulate interest in the geography of education and educational planning. (References are appended.) (JH)

Presented are reports from 10 states on present status of and future plans for career education for blind and visually handicapped children and adults. The reports represent a major aspect of a conference sponsored by the American Foundation for the Blind in which state leaders in special education, rehabilitation, and vocational education considered strategies for collaborative efforts. Typically considered in the reports are ongoing programs, the roles of the three component divisions, state needs assessments, and timetables for future programs. States represented by reports are Arizona, Connecticut, Illinois, Kansas, Louisiana, Maryland, Mississippi, New Jersey, Ohio, and Texas. States with the most extensive cooperative services are given to be Maryland and Illinois, which have either existing programs or pilot programs offering occupational information from kindergarten on, prevocational work-study programs, and, in the case of Illinois, systematic motoring and evaluating of career education activities in public schools. Included in appendixes are lists of conference participants, speakers, and resource persons; proceedings from special interest sessions; and a discussion on issues in career education. (MC)

A major goal of education should be to prepare every young person leaving school to enter higher education or to enter useful and rewarding work. This is the goal of Project Trident, a comprehensive career education program being developed at Lincoln Community High School, Illinois. The project, in its planning year, is directed toward secondary level instruction and was designed in response to student and adult questionnaires. It emphasizes occupational counseling, a wide range of career choices, student self-direction, and flexibility of entry at various program stages. Behavioral objectives are identified in three Career Education Modules (CEMs) and are planned for the greatest degree of flexibility. CEM-1 provides career education information through a three-week core of activities offered at the beginning of each semester using formal presentations and mini courses. CEM-2 provides career education experiences through classroom units in the academic classrooms throughout the year. CEM-3 provides career education experiences through an individualized self-instructional approach. Two final chapters discuss materials and aids and student movement through the career education program. (MW)

This bibliography from the Scottish Council for Research in Education continues the 1970 publication of "A Bibliography of Scottish Education before 1872," by the same author. The date 1872 marks the passing of the Education (Scotland) Act. Documents entered by author or organization are books, journal articles, and government publications; unpublished papers from various professional organizations and records from local and national administrative authorities are not included. All of the items are available in one of several collections keyed to each entry or in the National Library of Scotland. The bibliography is divided into four parts: (1) reference works and periodicals; (2) Parliamentary documents and acts; (3) the educational process subdivided into specific topics, such as curriculum, research, reform, the Board of Education for Scotland, administration and organization, local history, school discipline, and teachers; and (4) higher education. This volume is indexed by writer, subject, and place. An appendix carries additions to the volume on Scottish education before 1872. (JH)

The Upper Mississippi River ECO-Center is an exemplary Title III, Elementary and Secondary Education Act (ESEA) environmental education project serving the seven school districts of Carroll County, Illinois. The Center has been involved in these aspects of environmental education: outdoor education, inservice training, curriculum development, reference center development, resource development, and information dissemination. This handbook has been designed for use by fifth grade teachers in Carroll County and as an aid to other schools and teachers developing environmental education programs. The activities which have been used and evaluated in the seven county districts, have been used primarily in fifth grade but most could be adapted to other grade levels. Evaluation of fifth grade students during the first 2 years of operation showed a significant increase in environmental awareness. Topics are: implementing environmental education, ECO-Center fifth grade environmental education, environmental awareness, man and the river, man and the elements, sewage treatment plants, school camping, school site activities, classroom instruction, and additional resources. (Author/NQ)

This document presents Parts 1 and 2 of a study of continuing and part-time study in Massachusetts. Part 1, summary report and recommendations, is a review of: criteria for shaping a new public policy for continuing education in Massachusetts, the phenomenon of continuing and part-time postsecondary education, the present system of part-time and continuing education, and recommendations. Recommendations cover strengthening the alternative system, interinstitutional cooperation and coordination, statewide planning coordination and program review, access, finance, institutions of the core and the periphery, organization and management in public and private institutions, organizing and using available educational technology, potential user demand estimation as a basis for planning continuing education, continuing education and the economy, and the role of the proposed Massachusetts open university as part of the alternative postsecondary education system. Part 2, the technical report, presents statistical data and other necessary materials to support the recommendations. (MJM)