Education & Pedagogy

This study was concerned with the identification of assumptions underlying language arts instruction in open education, the identification of individuals knowledgeable about language arts instruction in open education, a discussion of implications of the identified language arts assumptions for curriculum development in open education, and the listing of curricular guidelines for language arts instruction in open education. A 29-member panel of language arts experts in open education was used in this study. The following conclusions were warranted based on the findings: the validity of the 42 assumptions underlying language arts instruction in open education was supported by the panel; the panel seemed qualified to react to language arts assumptions by reason of the support given them by 87 prominent open educators in the United States and England; the discussion of the panel's impressions seemed to provide a rationale from which successful language arts instructional practices might be developed; and the language arts curricular guidelines which were specified in this study made reference to the practical implementation of the theoretical considerations involved in the assumptions. (Author/RB)

With the emergence of adult education as a separate and distinct area of professionalism, there has been recognized a need for some kind of publication to guide the uninitiated to the sources of information that they need. The directory was developed with this objective in mind. The document consists of seven sections of adult education information sources: (1) national adult education associations--containing a brief description of the intent and services of each organization; (2) adult education periodicals--outlining the scope of each periodical; (3) information systems--listing the locations of the Educational Resources Information Center (ERIC) microfiche collections, the 16 ERIC Clearinghouses, and other information systems, with a brief outline of their scope; (4) information search services--listing computer search services using the ERIC data base; (5) other resources--a list of individuals and agencies that may be of assistance in information gathering; (6) graduate programs in adult education--sources of information and relevant documents are cited; and (7) adult education documents--several adult education "classics" are noted together with a list of adult education publications. (BP)

The seven issues discussed represent a consolidation of the larger number of urgent educational problems that faced the States in 1966, as well as those identified by the Steering Committee of the Education Commission of the States at a meeting in December of that year. The issues were first assigned as paper discussion topics, the writing of which was delegated by the commission to outstanding and competent educators. The papers and their authors are: (1) Barbara Finberg, "Six Years Old Is Too Late: How Can Early Childhood Education Be Strengthened by the States?" (2) Lyman A. Glenny, "Long-Range Planning for State Educational Needs"; (3) Walter K. Beggs, "Educators and Politicians: Respective Roles in Decision-Making"; (4) Lloyd N. Morrisett, Sr., "Change and Development in State Departments of Education"; (5) T. M. Stinnett, "Criteria and Procedures for Regular Review of Teacher Salaries, Certification and Retirement Plans"; and (6) Norman C. Harris, "Education Beyond the High School: Interrelation of Academic and Vocational-Technical Education." (Author/DN)

The 15th Annual Indian Education Conference, sponsored by the Center for Indian Education and the Library Training Institute for American Indians at Arizona State University had as its 1974 theme "Learning Resources for Indian Education". The workshops attempted to inform the participants of educational opportunities for Indian children and their elders. This publication, taken from workshop recordings, presents the exchange of various viewpoints, approaches, and suggested solutions by the participants. In some instances, participants' comments did not record properly and were therefore deleted or reworded; in others, some concepts were summarized, attempting to retain the style of the speaker. Nonshops covered are: Evaluating Resources for Indian Education; Indian Education Act (Title IV); Strengthening Navajo Education; Arizona Reservation Educational Programs; Locally Produced Materials for Indian Education; Indian Education Programs at the State Level; Training Programs for Library Media Specialists; Literature That Transcends Cultural Differences; and Arizona State University Student Services. The keynote address, "Preparing Indian Youth for Success in School", is also given. (NQ)

The debate to define career education began and the nature of the concept slowly began to emerge after career education was brought to center stage by Dr. Sidney P. Marland in 1971. Career education is moving toward a focus on the working role that individuals play and is concerned with helping each individual identify, enter, and progress in a field of work that will provide maximum benefits to him, to his family, and to society. Of the several early efforts to produce a comprehensive set of goals and objectives for career education, common elements were: developing self-understanding, developing career or occupational understanding, developing general skills, establishing career plans, and pursuing career plans. The elements must be related to various growth stages of individuals in education programs. Several systems for grouping occupations have been developed to make individuals aware of the many occupations available; the occupational clustering system used by the U. S. Office of Education is the most common. To be successful in achieving its place in education, career education must have focus and direction. (Author/AG)

This publication has been prepared to assist public school administrators who are involved in planning new vocational education programs. It will assist in planning curriculums, selecting personnel and planning for new buildings and for expanding existing facilities. This handbook is organized to give general information and the purposes of the various vocational education programs in Agriculture, Distributive Education, Consumer and Homemaking Education, Business and Office Occupations, Trade and Industrial Education, Cooperative Vocational Education, Industrial Arts, Occupational Orientation, and Vocational Guidance. For each area of training, the objectives of the program are listed and followed by an outline of the organization of instruction. A description of each type of program within the area is given. Basic information on the organization of instruction in the various vocational education programs follows the program descriptions. A description of the youth activities programs for the instructional program follows the discussion on organization of instruction. A nine-item bibliography, classroom floor plans, and equipment lists are included. (Author/KP)

It is the position of the Michigan Industrial Education Society, Inc. that industrial arts can and should play an essential role in meeting the provisions of the 1974-75 Michigan State Plan for Vocational Education which serve the career development needs of students from elementary through adult levels. The value of industrial arts was recognized in the emergencies of career education and in the Educational Amendments of 1972. A definition of industrial arts included its concern with the interaction and interface between society, man, and technology. Career education in Michigan is developing on basis of identified life roles being legitimate concepts to guide educational program development. Industrial arts contributes to many facets of career education. In career development, particularly, it has specific roles and responsibilities. Five recommendations for future action by groups and individuals in industrial arts and in education in general are presented in the light of concern with the developmental status of career education, compliance with the accountability model, and lack of fiscal appropriations. (Author/AG)

In the last fifteen years revisionists have attacked the ascendency of Ellwood P. Cubberly, and his pietistic picture of the public school, with historical perspectives that relegate public education to being one of many educational functions in American culture and with the view that public schools "miseducate" the American people. Neither provides the constructive conceptual framework that modernization -- the accelerated interaction of long term trends such as urbanization, the centralizing power of the nation-state, and racial and ethnic integration -- does. Such a framework might be the first corrective for the revisionism of the 50's and 60's. The second, a re-examination of the role of organized schooling in social change, should focus on the institutional history of education. The third requires a more sedulous view of the history of American education in comparative and international perspective as a phase of the modernization of Western civilization. The fourth corrective must be attention to the role of organized public education in building a political community in the United States, a traditional role for public education, but one long overlooked by educational historians. (JH)

The 1968 report of New York State's program for the education of migratory children presents brief program descriptions and evaluations of all phases of the statewide effort. Objectives for the 1968 program for the special education of the migrant child were (1) to improve self-concept, (2) to develop social and academic skills, (3) to develop language ability and vocabulary, (4) to expand cultural experiences, and (5) to establish sound health and nutritional habits. Among the projects aimed at carrying out these objectives were summer school for pre-kindergarten youth; outdoor education programs; mobile classrooms providing tutorial services to teenagers at labor camps; summer school programs in areas such as language arts, typing, arts and crafts, and swimming; pre-vocational education for teenagers; and teacher workshops and inservice courses. The document is appended with test results of students who participated in the summer migrant program. A related document is RC 004 124. (DK)

Agricultural Education in the Netherlands is categorized as Scientific, Higher Secondary, Middle Secondary, and Lower Secondary. Scientific education is given at the agricultural university which has a 6- or 7-year curriculum. Higher secondary education is given at agricultural and horticultural colleges with a 3- to 4-year curriculum. Middle secondary education is given at agricultural schools with a curriculum from 1 1/2 to 3 years, according to the nature of the school. Lower secondary education is given at lower agricultural and horticultural schools in many different courses of short duration depending upon the nature of the curriculum. The main admission requirements, duration of study, and degree or diploma awarded are discussed for each type of education available. The appendixes contain: (1) a list of curriculums in which students may major, (2) typical curriculums of a higher secondary agricultural school, a higher secondary horticulture school, a middle secondary agricultural school, a middle secondary horticulture school, a lower secondary agricultural school, a lower secondary horticulture school, and a general agricultural winter course, and (3) a block diagram showing progression through agricultural and horticultural training and the required preparatory training. (DM)

American society needs a system of lifelong learning; the ability of the American people to live and work together in self-government is not keeping pace with the demands of today's complex and increasingly troubled society. To achieve an effective and balanced system of adult and continuing education in the United States it is essential that the role of the Coalition of Adult Education organizations be formalized and strengthened, so that it can assume the leadership in the achievement of the following Imperatives for Action: eliminating educational deficiencies of American adults; strengthening of adult and continuing education efforts of community colleges, colleges, and universities; providing adult and continuing education in the arts and humanities, public affairs, and in the democratic process; improving financial support for adult and continuing education; providing adequate and appropriate opportunities in adult and continuing education for persons in low income groups; strengthening within educational institutions the supporting structures for adult and continuing education; urging national non-governmental organizations to strengthen their role; increasing public awareness; and achieving higher levels of federal support and coordination. (mf)

In this study of the economic process of education, individual activities regarding education are treated as a process of overtime resource allocation. The optimum plan for receiving education is investigated in terms of a mathematical model, and the demand for education is derived by examining the effects of changes in parameters on this optimum plan. First, a theory is formulated which concentrates on how to spend one's time between receiving education and engaging in work, and how to divide one's income between paying for education and saving. Costs are analyzed as income spent and wages foregone; benefits are defined as improved labor efficiency and personal satisfaction. The model is then analyzed to reveal characteristics of a person's plan for receiving education. It is shown, among other things, that one generally receives education before engaging in work, that demand for education decreases when funds are scarce or when educational costs rise, and that rising wages can increase or decrease educational demand according to whether the wage shift is proportional or constant at each educational level. (author/ly)

This issue, with introduction by Charles M. Galloway, contains eight articles on the needed directions and content of teacher education: "A Search for Relevancy" (through theories of education, liberal education, and college-school cooperation to prepare teachers as innovators in a multicultural world) by Don Davies; "Professional Education: The Discipline of the Act" (need for description of teaching methods; a new framework for graduate professional education) by Arthur W. Foshay; "The Need for a New Breed" (the disseminator's role in assuring application of research results) by Walter J. Mars; "The Long View of Teacher Education" (social and cultural effects on the present and on future expectations) by Donald P. Cottrell; "A Curriculum To Produce Career Teachers for the 1980's" (teachers to serve as instructional leaders and diagnosticians of pupil needs) by L. O. Andrews; "Redefining the Role of the Teacher" (new teacher behavior for the new technology) by Robert Bush; "Preparing Tomorrow's Teachers" (rationale and proposal for a common professional core) by George Denemark; "The Teacher Education We Need" (a variety of practical, competency-based programs with new content, new forms, and new institutional climate) by Kimball Wiles. (JS)

Designed as an aid to researchers and others primarily interested in the field of higher education, this bibliography lists documents on higher education that appeared in the January through June 1969 issues of RESEARCH IN EDUCATION (RIE). In addition to documents abstracted by the Clearinghouse on Higher Education, it includes documents on higher education that fall within the scope of other clearinghouses and thus do not appear under the HE heading in RIE. The bibliography does not for the most part, however, include materials on educational facilities or junior colleges. The 613 entries fall within the subject areas of: alumni, curriculum and innovations, faculty, finance, foreign students and education, governance, graduate and professional education, institutional structure, libraries, services and personnel, planning and coordination, research, student characteristics, student role, teaching and learning, technology, university responsibility and social change. As well as the normal bibliographic information, entries include data on the availability and price of the document and the issue of RIE in which the abstract appeared. A subject index is also included. Similar bibliographies will be prepared semi-annually. (JS)

This book contains the major papers presented at the 1965 symposium, each followed by a transcript of the group discussion which accompanied its presentations: (1) "The Role of the Foundational Studies in the Preparation of Teachers" by Harry S. Broudy, University of Illinois; (2) "The Science and Art of Educating Teachers" by Robert N. Bush, Stanford University; (3) "Making Teacher Education Meaningful in Urban Settings" by Herbert Schueler, Hunter College of the City University of New York; (4) "The Academic Major in the Education of Teachers" by Morris L. Cogan, University of Pittsburgh; (5) "Building School-University Relations in Teacher Education" by Melvin W. Barnes, superintendent of public schools, Portland, Oregon; (6) "Breakthrough in Teacher Education?" (an analysis of Ford Foundation programs) by James C. Stone, University of California, Berkeley. The concluding chapter, "Exciting Prospects: A Subjective Summary" is by Don Davies, National Commission on Teacher Education and Professional Standards, National Education Association. (JS)