Education & Pedagogy

Goals, objectives, and accomplishments of fiscal year (FY) 1975 are presented in conjunction with goals and objectives for FY 1976 in this Office of Indian Education program report. Explications of 1976 Priority 1 and Priority 2 objectives include the following areas of concern: Priority 1 Objectives--presidential; school holding power; regulations in student records and information; publications; education information system; research projects; evaluation guidelines for contract schools; bilingual education; and Priority 2 Objectives--science curriculum bulletin; art program; bureauwide curriculum committee process; library survey; curriculum standards; Oklahoma needs assessment; early childhood education needs assessment; general information dissemination; Bureau of Indian Affairs Education Statistical Program. The 1976 divisional objectives are presented for continuing education, educational assistance, and audiovisual services. Accomplishments of FY 1975 are compared with FY 1975 goals and objectives for the Divisions of: Evaluation, Research, and Development; Continuing Education; Educational Assistance Johnson-O'Malley; Educational Assistance Title Program; School Facilities; and Educational Audiovisual Services. Excerpts from the monthly activity reports of the Indian Education Resources Center are appended. (JC)

These materials include two papers concerning population education. In the first paper, the author reports the results of a study done at West Visayas State College in the Philippines. There, seventy-five fourth-year students were divided into three groups. Group A received experimental population curriculum materials and formal instruction; group B received only the curriculum materials; and group C received neither. Based on pretest and posttest results, students in group A scored the highest. Also recorded were significant attitudinal changes in groups A and B, but no significant changes in group C. This information, plus that received from a questionnaire-checklist, provided data for the refinement of the curriculum materials. In the second paper, the author discusses the sequence of events in developing a population education program. These include the formation of goals and objectives, the formulation of a knowledge base for curriculum development, the selection of content, the incorporation of population education in the school curriculum, the education of teachers, and the preparation of instructional materials. These are done with respect to the programs of the individual nations. (MA)

This physical education guide, for use in grades K-6, is one of a series of guides, K-12, that were developed by teachers to help introduce environmental education into the total curriculum. The guides are supplementary in design, containing a series of episodes (minilessons) that focus on the growth of both mind and body, and the work these two must do to protect the environment. The episodes are built around 12 major environmental concepts that form a framework for each grade or subject area, as well as for the entire K-12 program. Although the same concepts are used throughout the K-12 program, emphasis is placed on different aspects of each concept at different grade levels or in different subject areas. This guide focuses on aspects such as tumbling, dance, and cycling. The 12 concepts are covered in one of the episodes contained in the guide. Further, each episode offers subject area integration, subject area activities, interdisciplinary activities, cognitive and affective behavioral objectives, and suggested references and resource materials useful to teachers and students. (Author/TK)

This business education guide, for use at the secondary level, is one of a series of guides, K-12, that were developed by teachers to help introduce environmental education into the total curriculum. The guides are supplementary in design, containing a series of episodes (minilessons) that help to meet the growing need for environmental awareness through business communications. The episodes are built around 12 major environmental concepts that form a framework for each grade or subject area, as well as for the entire K-12 program. Although the same concepts are used throughout the K-12 program, emphasis is placed on different aspects of each concept at different grade levels or in subject areas. This guide focuses on aspects such as living space, private ownership, and recycling paper. The 12 concepts are covered in one of the episodes contained in the guide. Further, each episode offers subject area integration, subject area activities, interdisciplinary activities, cognitive and affective behavioral objectives, and suggested references and resource materials useful to teachers and students. (Author/TK)

This art education guide, for use in grades K-3, is one of a series of guides, K-12, that were developed by teachers to help introduce environmental education into the total curriculum. The guides are supplementary in design, containing a series of episodes (minilessons) that are designed to wake students to sights of beauty and harmony in their environment. The episodes are built around 12 major environmental concepts that form a framework for each grade or subject area, as well as for the entire K-12 program. Although the same concepts are used throughout the K-12 program, emphasis is placed on different aspects of each concept at different grade levels or in different subject areas. This guide focuses on aspects such as design in nature, kites, and block printing. The 12 concepts are covered in one of the episodes contained in the guide. Further, each episode offers subject area integration, subject area activities, interdisciplinary activities, cognitive and affective behavioral objectives, and suggested references and resource materials useful to teachers and students. (Author/TK)

The requirements of career education hit practicing teachers in Florida long before universities began to indicate an interest in their dilemma. Since career education is a concept that can potentially alter teaching strategies and emphases, the study proposed to assess the present attitude toward career education concepts of a group of public school teachers and of a sample of university students in the process of being trained for public teaching positions. The results indicate a significant difference in the two populations. Undergraduate students were more favorable toward career education than the public school teachers. This difference raises questions about attitudinal changes of teachers and about occupational awarenes before entering the teaching field. An investigation of these questions by education departments within universities is needed due to the trend toward continual, life-long education in our present society. Data for this study were obtained through administration of the "Career Education Survey" and were analyzed by multivariance, the survey instrument and a table representing the component analysis are appended to the document. (Author/AJ)

This double length issue contains twenty articles by political scientists, sociologists, and economists on the current problems and policies in education. The first three articles offer overviews of the areas best represented by the essays in this issue: the economics of education, the politics of education, and the sociology of education. Five articles discuss current financial and economic problems in education. Special emphasis is given to the Rodriguez decision and "no wealth discrimination" within the school districts. Seven articles discuss the politics of education and include topics such as teacher activism, institutionalizing conflict response, and various aspects of political socialization and the educational system. Five articles focusing on sociological issues in education include topics such as the development of a professional self-concept in graduate students, the effects of conflict in obtaining desegregation, the impact of busing on white flight in Florida, the ideological roots and implications of ethnic studies and affirmative action programs, and the impact of social stratification in the choosing of a public or private school for children. (DE)

This publication is the third work in the UNESCO series "The Teaching of Basic Sciences," and is based on the proceedings of the international conference on "The Education of Teachers for Integrated Science." The views of all the working groups of the conference, together with edited texts of the papers presented, form the text of this volume, to which is added an extensive bibliography of relevant books and articles prepared for the use of conference members. The document is arranged in four parts. The first section looks at general questions relating to teacher education for integrated science, the second at particular issues of pre-service and in-service education, the third at ways of improving science teaching programs and evaluating results and the fourth raises questions about the relationship of science and science teacher education to wider issues in society. Each section ends with a commentary on the discussions following the presentation of papers and the findings of the working groups. (Author/EB)

This report of the President's National Advisory Committee on Adult Basic Education describes the current Federal Adult Basic Education program, and summarizes a study of selected Federal programs with adult basic education components. The report also contains eight recommendations which the committee believes are essential to the further development of more than twenty million adults across the United States. Among the latter are that: (1) Federal responsibility for education of adults be centered in the Office of Education; (2) present regulations governing state program operations be amended to provide for an annual work plan setting forth the population to be served, the procedures for developing state teacher-training capability, priorities for experimental and demonstration projects, and the relationship of the work plan to the total educational program of the state; and (3) that $300 million per year for the fiscal years 1971-75 be appropriated for adult basic education. Appendices include distribution of enrollment in national teacher-training programs, description of special experimental demonstration projects, and the Federal programs surveyed with adult basic education components. (DM)

Since the problems facing Korean education arise from very complicated factors, it was felt that the objective views of foreign observers would undoubtedly be of great help in efforts to solve them. In this connection, the Central Education Research Institute held a Seminar on Korean Education with the participation of foreign agencies in Korea under the joint auspices of the Economic Planning Board Mission to Korea in order to provide the opportunity for all interested to exchange views on the problems of Korean education and on ways to alleviate those problems. This Report on the Seminar outlines the justification, purpose, and organization of the program; presents "Basic Problems Facing Korean Education," by Hyun Ki Paik, "Approaches Made to Deal with These Problems," by Churl H. Lee, and "Approaches Made to Deal with These Problems from Overall Economic Aspects," by Sang Keun Chun; and summarizes group discussions. Appended are the Assistance Program for Education Conducted by Foreign Agencies in Korea, and a listing of Seminar Participants. [Not available in hardcopy due to marginal legibility of original document.] (AMM)

A field study by Greenleigh Associates of the state and local adult basic education (ABE) program in Maryland found in part that: (1) 3% of educationally disadvantaged groups participated in ABE and less than 1% achieved an 8th grade level education through ABE; (2) inconsistencies were noted at the state level between actual operational procedures and stated policy of the State Department of Education; (3) the Adult Education Unit of the Department of Education was grossly understaffed; (4) of the money allocated for the program in FY 1969, the Federal share was 84%, the local share 15% and the state share was 1%, (the latter covered only the state office operation); (5) mechanisms for adult basic education policy decision making were unclear to a number of persons at all levels making innovation difficult; and (6) adult basic education programs at the local level vary widely due to inadequate planning, an absence of commitment and lack of direction from the State Department of Education. Twenty specific recommendations are made to rectify weaknesses of the program. (DM)

This report of the WICHE (Western Interstate Commission for Higher Education) training institute on continuing education for physicians includes the following papers: "Historical Perspectives on WICHE's Continuing Psychiatric Education Program for Physicians," by Raymond Feldman, which examines how WICHE got started in the program, what it has done, and what it should try to accomplish in the future; "Use of the Physician Assistant," by Robert A. Senescu; "Psychiatric Problems of Physicians in Rural Areas," by John H. Waterman; "Long-Range Planning in Continuing Education," by Howard Kern; "Patient-Centered Teaching with Video Tape," by Robert I. Daugherty; "Patient-Centered Teaching without Video Tape," by Donald Naftulin; "Teaching and Learning Techniques," by Carl Pollock; two arguments each on the pros and cons of continuing psychiatric education for physicians; and a discussion summary by C. H. Hardin Branch. The volume concludes with an enumeration of unresolved issues, and plans for future training institutes. A list of the institute participants is included. (AF)

PAPERS FROM THIS 1967 WORKSHOP FOR ADMINISTRATORS IN ADULT BASIC EDUCATION DISCUSSED NUMEROUS ASPECTS OF THE FIELD--FEDERAL AID, TEACHER ATTRIBUTES AND REQUIREMENTS, TASKS AND OBJECTIVES OF ADULT BASIC AND CONTINUING EDUCATION, PRINCIPLES OF ADMINISTRATIVE CONTROL AND DECISION MAKING, THE FINANCING AND BUDGETING OF LOCAL PROGRAMS, TEACHER SELECTION AND ORIENTATION FOR ADULT BASIC EDUCATION, PROFESSIONAL AND NONPROFESSIONAL STAFF DEVELOPMENT FOR A MILWAUKEE INNER CITY DEMONSTRATION PROJECT. ALSO DISCUSSED WERE A CURRICULUM DESIGN MODEL BASED ON INDIVIDUAL PROGRESSION, THE EVALUATION AND SELECTION OF PROGRAMED MATERIALS, OBJECTIVES OF TESTING, ELEMENTS OF EFFECTIVE COUNSELING, THE ROLE OF ADULT BASIC EDUCATION IN JOB TRAINING PROGRAMS FOR CHICAGO WELFARE RECIPIENTS, STEPS TOWARD COOPERATIVE PLANNING AND PROGRAM COORDINATION IN ILLINOIS, ADULT HEALTH NEEDS, AND INNOVATIVE ADULT EDUCATION PROGRAMS WITHIN THE ILLINOIS PENAL SYSTEM. CASE MATERIALS ARE ALSO CITED ON ADULT BASIC COUNSELING SERVICES OF MILWAUKEE VOCATIONAL, TECHNICAL, AND ADULT SCHOOLS. THE DOCUMENT INCLUDES CHAPTER REFERENCES. (LY)

The 1976 Annual Report to the President and the Congress of the National Advisory Council on the Education of Disadvantaged Children (NACEDC) focused its attention on early childhood education, studying alternatives in terms of cost effectiveness, program effectiveness, consolidation and a delivery mechanism designed to meet the needs of the beneficiaries. The Council reviewed plans for studies on compensatory education conducted by the National Institute of Education. Among the recommendations of the NACEDC are that: programs serving the educational needs of children be designed to minimize the need for Federal regulations; a single standard of poverty be established for all Federal programs; in-kind benefits received by those families in poverty be counted as income for the purposes of eligibility for poverty-based Federal programs; and, that longitudinal studies of Elementary Secondary Education Act Title I and other Federal education programs be considered routine and essential. NACEDC is convinced that Title I has been a vital force in increasing sensitivity to the individual needs of students. (Author/JM)

This paper constitutes an effort to design an undergraduate certification program in bilingual education. The content and orientation of eight courses forming the instructional core of a teacher training program in bilingual education are discussed. The courses are divided into three groups, the first one concerning the foundations of bilingual/bicultural education. The second group addresses the cultural, historical and socioeconomic aspects of bilingual education. Teaching methodology is focused on in the third group. The prerequisites, objectives, content, format, and requirements of each course are outlined. The interdisciplinary courses that would be required for certification are also discussed. They range from linguistic courses (including psycholinguistics, sociolinguistics, and language acquisition) to courses in sociology, anthropology, educational psychology, and foreign languages. The objectives and organizational design of the required field-based experience are described, as well as the evaluation of the training program by the students. Sample program evaluation questionnaires and forms for performance appraisal of instructional assistants are included. (CLK)