Education & Pedagogy

Information on postsecondary education in the 50 states and the District of Columbia is organized in four main parts: (1) narrative description of the state-level coordinating or governing agency, institutional governing boards, current master planning activities, the 1202 commission, state student assistance agency or agencies, state board of vocational education, state-level organization for private colleges, state licensure or approval agencies, committees for articulation between elementary-secondary and postsecondary education, statutory advisory committees, and nongovernmental public/private college organizations; (2) descriptive statistics including 1974-75 information about state population and trends, state and local finance base, state and local governmental spending on higher education and in general, student demand, institutional program mix, faculty support and load, diversity of funding sources, and student tuition and fees; (3) annual and biennial reports available and recent special reports and studies; and (4) special reports and studies currently underway or planned. (Editor/MSE)

The past decade has been a time of grim realization of the shortcomings of education and especially its resistance to internal reform, resulting in the erosion of the confidence of the people. Marland called his embryonic concept of reform career education, and it had as its birthplace the community junior college which denied the need to dichotomize education into academic and occupational components. Focusing on practicality and relevance as well as abstract knowledge, career education commits itself thematically to credibility, accountability and flexibility. It includes the entire range of learning experience from childhood through maturity, and is not limited to formal education. Career education should free Americans by preparing them to make intelligent career choices and to prepare for life in the broadest possible sense, via intrinsic motivation. The role of the two-year colleges in providing opportunities to millions of Americans is praised. The author's hope is for the achievement of a partnership of learner and institution as a vital, humane, effective instrument for individual and community betterment. (KS)

A study was undertaken to identify the kinds and extent of sex discrimination in access to postsecondary education. The study examined: (1) the participation of women in educational activities (secondary schools and postsecondary collegiate and noncollegiate institutions); (2) the effect of differential socialization and socioeconomic status on women's aspirations, self-concept, and motivation; (3) institutional practices that may be discriminatory, individual behavior that may limit women's options, and specific aspects of the educational experience that contribute to women's progress; and (4) the mature woman's access to education. The implications of the study are that: (1) program efforts should be undertaken for high school preparation, participation in postsecondary education, and institutional practices and policies; (2) there is a need for both periodic data collection from high school students and studies to identify the factors that affect women's career decisions; and (3) legislative efforts that go beyond Title IX are needed. (Author/MSE)

A Resource Group on Continuing Education and Community Service was organized to study continuing education service programs in Connecticut and make recommendations regarding them to the state Commission for Higher Education. Examination of existing programs revealed a substantial rise in the number of citizens taking advantage of these programs; the absence of well defined programs in many of the state's institutions; the absence of appropriate and systematic program coordination between institutions; the need for cooperation among institutions of higher education and other public and private sources of programs in order to make information available and access easier; the difficulties encountered by those who would enroll in such programs and their need for services that would enable them to gain the most from study in the time allowable; and the need for greater practical recognition for faculty in these programs. The Resource Group presents specific recommendations directed at each of these conditions. (JMF)

Research projects are reviewed which are representative of the Rand Corporation's education work as it affects policy, management, and research methods. Significant characteristics or results of the projects and studies are briefly described under general categories of education studies and human resources research. Education studies are grouped under the following headings: How Well Do New Approaches Work? How Do Educational Organizations Function? School finance: Problems and Remedies; Schooling, Desegregation, and Discrimination; and Other Studies (Higher Education, Education of the Handicapped, Educational Technology, and Management and Research Policy). Human resources research is discussed and recent projects are reviewed under these headings: Education and Work, Analysis of Educational Personnel Systems, and Research on Welfare Problems. Earlier human resources studies are described under three topics: Equal Opportunity, Employment and Labor Markets, and Welfare. The final section discusses what was learned about education and about human resources policies. A 90-item bibliography lists the project reports. (TA)

Twenty-one American educational researchers and policy makers present their impressions of education in Japan. Compiled as a result of a two and a half week Educational Staff Seminar tour of Japan in 1972, the articles describe public and private schools, factories, museums, educational television studios, monasteries, shrines, and the Japanese Parliament. As background for the study tour, the participants talked with Japanese scholars, politicians, labor leaders, students, government officials, businessmen, and Zen Buddhist priests. The first article discusses the social and political life and identifies the difficulties of perceiving Japan from a Western perspective. Subsequent articles discuss the role of the Japanese government in education, early childhood education, education of the handicapped, educational research, science and vocational education, cultural education, social welfare services, the status of women, and educational television. Appendices include a directory of the staff of the Japan Center for International Exchange, a roster of participants of the study tour, and a listing of Educational Staff Seminar Programs in 1973. (Author/DB)

This paper describes a narrow-band satellite application for facilitating a Computer-Based Education Utility (CBEU). A review of computer uses in education is presented with an emphasis on interactive computer applied to instructional processes. An example of major use of the CBEU focuses on meeting the educational needs of handicapped children, first by inservice teacher education followed by direct instruction to handicapped children via CBEU. Less than 40 percent of the handicapped children who require special education programs in the United States are receiving an adequate education. A plan is presented to provide a flexible "on-the-job" CBEU with a curriculum enabling inservice elementary teachers to learn how to teach mildly handicapped children. The plan described in this paper would make tested curriculum materials available to inservice teachers through Education Centers established by Regional Sponsoring Agencies. It would also create the opportunity to expand the curriculum for practicing teachers into other needed skill areas and eventually provide direct instructional service to handicapped children. A selected bibliography is also provided. (Author/WBC)

This report describes a 12-week pilot phase of an affective education program in the Stuttgart School District, Arkansas. Participating in the program were 218 children, grades 2-4, and a team of nineteen teachers who were given 12 weeks of in-service training designed to facilitate their use of the DUSO, Focus on Self-Development Human Development Program, and Kohlberg's First Things -- A Study of Values. The Barclay Classroom Climate Inventory (BCCI) was the primary data collection technique used to assess the program. Classroom and grade level differences are reported, as well as gains on the BCCI. The children appeared to benefit from the affective education team's systematic implementation of a program of integrated learning activities. Results are presented in tabular form. The text summary of results points out several significant differences observed for boys and girls in areas including career awareness, self-competency, classroom management and teacher rating of students. (BF)

The report examines and reports on the various attempts to evaluate pupil behavior sought by career education efforts in career decision making. The paper concentrates attention on programs designed to operate at the secondary school level and was further delimited by a Statement of Work issued by the Office of Career Education. The statement included (1) review literature which is available within the Office of Career Education and other career education agencies, (2) gather input from State coordinators of career education in the 50 States and from local practitioners of career education, (3) emphasize to the greatest extent possible that the data reported represent application of a particular and well defined treatment. Most of the program materials reviewed for this study indicate a relatively informal approach to career education implementation as well as a relatively informal approach to evaluation of the programs. Examination of all the papers indicates that much activity in career decision making is included in the programs but that a sound theoretical research base for prescribing and reporting these events is lacking. (Author/BP)

This book is the first part of a series of six books designed to provide valuable resources to teachers and curriculum specialists as they construct viable environmental education programs for their students. The material in this manual was produced in response to student and teacher demand for material to support the environmental education model described in Section II of this book. The activities in the manual were developed largely in writing workshops by teachers familiar with the environmental education model. Most of the activities were used in the classroom and modified according to student teacher response. Book 1 provides the environmental education philosophy and model. Also included are guidelines for implementing the environmental education model and lists of environmental education resource materials. The resource materials include: sources of prepared environmental education curriculum materials for teachers, information agencies and organizations, film sources, periodicals, publishing, bibliography of instructional materials, environmental monitoring kits, games and simulations, series of prepared catalogues and bibliographies, and sources of audiovisual materials. (BT)

Module One, Orienting Prospective Teachers to Career Education, is one of three teacher educator modules developed by Project TECE of Minnesota University. The module is intended to serve as a resource handbook for the teacher educator, and provides background on the need for career education, a brief historical overview of the movement, and a current state of the arts review. A description of 10 dimensions which comprise career education objectives is given and a rationale for the selection and placement of vocational development tasks are presented by educational level: K-3, 4-6, 7-9, 10-12. The rationale is supplemented by an outlined presentation of career development program which specifies the behaviors which characterize each vocational development task. A bibliography of references (10 pages) is presented. Appendixes contain supplementary material on career education program development which might serve as handouts for the preservice student, a listing of selected career education models and their investigators or authors, and a partial listing of resource persons in Minnesota. (LH)

The primary purpose of the conference was to develop a general awareness of leisure education as a process for the enrichment of the quality of life. Conference objectives were: (1) to develop an awareness of the relationship of education for leisure and the quality of life; (2) to examine the needs of people at various stages of the life cycle related to leisure and the quality of life; (3) to explore the role of education and leisure service systems in educating for leisure and the quality of life; and (4) to examine the mode of educating for leisure and the quality of life. Topics discussed and papers presented included: leisure education and the quality of life; where are we and where we should be going in leisure education; leisure education for special population; leisure education for and during later maturity; professional preparation of educational personnel; professional preparation of leisure service personnel for leisure education; curriculum perspectives; recreation and leisure service systems; leisure counseling model; and leisure education in perspective. Future conferences will focus upon indepth aspects and the techniques of educating for leisure. (MM)

As the fourth volume in a four-volume series on the Oklahoma Indian Education Needs Assessment Project, this volume presents the following appendices: (1) Summary of Scope of Services of Bureau of Indian Affairs Contract Number K01C14200605; (2) Procedure for Goals and Need Statements Questionnaires; (3) Needs Assessment Questionnaire; (4) Title IV Questionnaire Meetings; (5) Johnson O'Malley Questionnaire Meetings; (6) Cover Letters to Goals and Needs Assessment Questionnaire; (7) Individual School District Questionnaire; (8) Listing of 1974-75 Title IV Schools; (9) Higher Education Questionnaire; (10) Student Racial Composition in State Institutions of Higher Education; (11) Faculty Racial Composition in State Institutions of Higher Education; (12) Rating of How Schools Are Now Meeting the Goals of Indian Students; (13) Educational Goals of Oklahoma Indian Students; (14) Educational Program Needs; (15) Rating of How Schools Are Now Meeting the Needs of Indian Students; (16) Educational Needs of Oklahoma Indian Students; (17) Enrollment, Completion, and Follow-up Data on Vocational-Technical Education Programs; (18) Sources of Funding for Vocational-Technical Education; and (19) Tables (104 separate tables). (JC)

This paper provides school building principals, teachers, and counselors with a systematic approach for implementing a comprehensive career education program at the building level by organizing teams of multi-discipline and/or multi-professional roles, called Career Activities Teams (CATs), composed of two or more persons committed to integrating career education concepts and activities into the educational program. Two main functions of key CAT personnel are identified: (1) to prepare for program installation and (2) to implement the program. These two functions are expanded in this paper along with a detailed description of the eight interdependent and interrelated functions of the CAT System: (1) develop career activity teams, (2) assess present levels of career education performance, (3) specify career education goals/objectives, (4) plan career education program activities, (5) implement career education activities, (6) monitor career education activity outcomes, (7) maintain performance levels, and (8) maintain career activities reference system. A flow chart and outline of the CAT System and references are appended. (TA)

This book, one in a series which deals with perspectives of American education, discusses the purposes of the educational system, formal and informal. The purpose of the series is to help create a better understanding of the educative process and the relation of education to human affairs. In chapter one the author discusses the bedrock realities of human existence in the United States that call for a reformulation of the nation's educational purposes. Chapter two examines stages of child development and the implications for education. Chapter three discusses many situations with which people have to cope in our technological society and how education can help. Chapter four deals with work. The author looks at the job market, underemployment, work attitudes, basic skills, and continuing education. Chapter five examines leisure time activities and the satisfactions of intellectual and emotional discovery. Chapter six discusses political skills necessary for effective citizen participation in the American democratic system. The last chapter discusses retooling the schools for the future and the need for educational brokers. (Author/RM)