Education & Pedagogy

Designed to assist Bureau of Indian Affairs school officials in the identification of safety education program needs, this evaluation guide focuses upon the basic operational components in a safety education program. The means for establishing an evaluation design for safety education are presented via a flexible model appropriate for most typical, K-12 schools. Specifically, this guide includes: (1) a general evaluation plan with step by step operational procedures; (2) curriculum suggestions (travel safety; home and farm safety; job safety; school safety; recreational safety; fire prevention and protection; first aid; and driver education); (3) educational objectives; (4) the role of safety education in an educational program; (5) criteria for the evaluation of safety education in American Indian education (program objectives; administration; curriculum; in-service training; audio-visual aids; budget; safety handbook; accident reporting forms; safety organizations; safety in shops; inspection for fire safety; traffic safety; first aid; first aid supplies; bicycle in-service training); (5) samples of pre-tested questionnaires for students, teachers, parents, and administrators. (JC)

The purpose of the Korea/Seadag seminar was to advance the systematic development of nonformal education and to maximize the development of human resources. Specific objectives are related to evolving future programs of nonformal education in Korea and East Asia. The report focuses on participant discussions regarding the conceptualization, programing, planning, and research of nonformal education. Two alternative definitions of nonformal education were reflected: nonformal education as all educational activities other than conventional schooling and nonformal education as an educational function with characteristic attributes. Descriptive accounts of nonformal education programs in the Republic of China, Japan, Africa, Latin America, Korea, and the United States centered on environmental and system conditions and organizational and attitudinal factors affecting the educational process. Recommendations include: further discussions related to conceptual framework, increased private support in developing countries, preparation of highly qualified leaders on a worlwide basis, local planning, increased research (national inventories of private/public training programs and systematic studies of instructional outcomes and cost effectiveness), and the establishment of workable linkages between formal/nonformal education. Seminar program and list of participants is appended. (EA)

The compilation presents 376 resumes of instructional materials for distributive education which have appeared in "Abstracts of Instructional and Research Materials in Vocational and Technical Education" (AIM/ARM) between 1972 and 1975. (The first edition of the series, containing resumes from 1967 through 1971, is available in the ERIC microfiche collection as ED 062 567.) Covering a broad range of fields and occupations and arranged in ascending order according to an accession (VT) number, the resumes include the following information: Author(s), title, institutional source, sponsoring agency, availability, publication date, number of pages, subject terms which characterize the contents of the document, and a document abstract. The resumes are indexed by author and subject and a VT-ED number cross reference index is provided. The full texts of documents are available from the original sources or from the ERIC Document Reproduction Service (EDRS) as microfiche or xeroxed reproductions. Ordering information for AIM/ARM and EDRS reproductions is provided in the introductory section. (Author/RG)

The compilation presents 160 resumes of instructional materials for health occupations education which have appeared in "Abstracts of Instructional and Research Materials in Vocational and Technical Education" (AIM/ARM) between 1972 and 1975. (The first edition of the series, containing resumes from 1967 through 1971, is available in the ERIC microfiche collection as ED 062 575.) Covering a broad range of fields and occupations and arranged in ascending order according to an accession (VT) number, the resumes include the following information: Author(s), title, institutional source, sponsoring agency, availability, publication date, number of pages, subject terms which characterize the contents of the document, and a document abstract. Author and subject indexes and a VT-ED number cross reference index are provided. (The full texts of documents are available from the original sources or from the ERIC Document Reproduction Service (EDRS) as microfiche or xeroxed reproductions. Ordering information for AIM/ARM and EDRS reproductions is provided in the introductory section.) (Author/RG)

The manual outlines some suggestions to assist the teacher-coordinator in organizing and administering adult distributive education programs. Suggestions are offered for determining community needs; instructing the adult learner; selecting instructors; promoting the program; evaluating the program; and designing, implementing, and evaluating learning experiences. The manual also includes a checklist of activities for organizing an adult distributive education program, a discussion of the role of the advisory committee, a worksheet for stating learning objectives, and discussion of timing and duration of the program. Various teaching techniques are briefly discussed with a consideration of how the techniques might be matched to behavioral outcomes. Several possibilities for adult distributive education courses are offered, along with a list of brief course descriptions. In summary, the characteristics of successful adult distributive education programs are enumerated. The manual also includes a listing of the secondary distributive education programs in Nebraska. A one-page bibliography completes the document. (NJ)

The sixth annual report of the Alabama Council on Vocational Education presents 21 objectives for performance analysis of the State's 1975 vocational education program. Also presented are the group's evaluation findings (examining effort, performance, adequacy, and efficiency) and a summary of findings from other Council Studies. The Council commended the local education agencies for expansions in adult vocational education, prevocational instruction in junior high schools, and career education activities for elementary and middle grades. The Alabama State Department of Education's Division of Vocational Education and Community Colleges was also commended for its involvement in expanding vocational student organizations, providing professional development programs for personnel, and cooperating in curriculum development measurement efforts. However, the Council expressed concern about duplication of programs in junior and technical colleges, disproportionate expenditure for area vocational schools, some weaknesses in information and counseling programs, and inadequate funding for equipment in technical colleges and existing secondary schools. Recommendations specific to the concerns are given. Graphs depicting funds, enrollments, programs, and employment are included in the statistical supplement. (MF)

This booklet provides members of the National Education Association (NEA) with background information about accreditation and certification so that they can take appropriate action to change teacher education. Part one presents an overview of accreditation and certification in teacher education. Section one of this part contains information on the purpose of accreditation, while sections two, three, and four discuss state approval, regional accreditation, and national accreditation. Interrelationships among accrediting associations are discussed in section five. Finally, the NEA position on self-governance is presented in section six. Appended in this first part is a list of licensure and accreditation boards for selected professions. Part two contains guidelines for teacher involvement to improve teacher education. The first section deals with how to begin, while the next two sections focus on what to find out from state agencies and what to do with state agencies. Section four contains information on participating in the National Council for Accreditation of Teacher Education, and section five discusses how to work with the Student NEA. Appended to this part is NEA Resolution 75-33 on teacher education. (RC)

The International Standard Classification of Education (ISCED) has been designed as an instrument suitable for assembling, compiling, and presenting statistics of education both within individual countries and internationally. It is expected to facilitate international compilation and comparison of education statistics as such, and also their use in conjunction with manpower and other economic statistics. The classification, which is essentially a dictionary of educational programs is designed for assembling data on current educational phenomena such as enrollment, teaching staff and finances as well as for statistics of the stock of educated people as obtained, for example, by a census of population. In this sense it is a multi-purpose system within which comparable data can be assembled on various features of educational systems and processes. The aims of this handbook are two fold. The first is to ensure a common interpretation of ISCED between and within countries. The second is to assist countries, states, provinces, etc., to relate their system of education to ISCED. The latter purpose is very important since in many countries there exist problems in deciding the level of education of certain courses. (Author/DEP)

The Division of Teacher Education and Psychology at Southwestern Oklahoma State University has developed a unique approach to the task ofimproving teacher education. The uniqueness of the approach lies in (1) the attempt to revise an on-going program without additional funding, personnel, and released time; (2) the use of the basic tenents of competency or performance based teacher education (C/PBTE) as guidelines while retaining those more traditional practices which are considered successful instead of replacing the existing program; (3) the development of a set of competencies out of existing practice and revising these to conform to a desired teacher model rather than beginning with a particular teacher model; (4) the establishment of a system of assessment and evaluation based on an explicit set of competencies encompassing all of the student's learning experiences; and (5) the use of the expertise of local personnel to perform consultative services. (A table comparing traditional education to competency based education and an outline of the program are included) (Author/CD)

The New York State Outdoor Education Association is dedicated to: (1) the professional improvement of persons interested and involved in outdoor education, and (2) the development of attitudes, values, and behavior necessary for the wise use of natural resources. Its major goal is the enrichment of educational curriculums through the use of the outdoors as a living and learning laboratory. "The Communicator", the Association's official journal, consists of articles contributed by outstanding authorities in outdoor education. Due to numerous requests for back issues of "The Communicator", this booklet provides 30 articles which appeared in various issues between 1970 and 1975. Addressing the Association's goals, the articles deal with outdoor education philosophy and methodology, ecological classrooms, resident camping experiences, teaching tips, and classroom projects. Among the topics are: outdoor education in the educative process, basic considerations for outdoor education, environmental programs, nature trails, professional preparation in outdoor education, teaching social studies and art outdoors, orienteering, survival, the outdoors as a learning center, ecology, and the environmental crisis. (NQ)

Twenty-nine distributive teacher educators ranking items of importance in developing teacher education, felt that the following should receive immediate attention: student teaching experience in coordination, various phases of adult education, work experience in management, development of technical courses, and development and use of criteria for selecting prospective coordinators. Some of the other emerging considerations for distributive teacher education were: (1) More attention should be given to the distributive education club program to insure worthwhile activities, (2) Coordinators need preparation to assume leadership of a local club, (3) A future teacher section is needed in the Distributive Education Clubs of America, (4) Required qualifications and training for teacher coordinators on this must be determined on the junior college level, (5) Area teacher-education programs are needed, (6) Special teacher-education programs for those planning careers in city, area, or state supervision need to be developed, (7) There is a need for college textbooks, (8) Because the demand is greater than the supply, ways and means of recruiting prospective coordinators must be developed, and (9) Training in practical research is needed. (MM)

This study sought to identify the adult student body in liberal education at the Oklahoma Center for Continuing Education, to describe student characteristics and participation, and to learn if there is a participation relationship between liberal education programs and vocationally oriented programs at the Center. As determined from enrollment records, a majority of participants were middle-aged, managerial or professional personnel or housewives, above average in education, and residing in urban communities. When encouraged to do so, husbands and wives participated together. No common point of entry or sequential pattern of participation could be found. Extent of participation appeared related to persistence of programing. There was also some cross-program recruitment between the two types of programs. Moreover, the percentage of participation before and after middle age, and the extent of participation by clerical workers and rural dwellers, seems to warrant further research with these groups as potential audiences. (author/ly)

The organic integration of professional training and liberal education is essential if teacher education programs are to succeed. Many required courses of questionable value in practical teacher training should be replaced with vital courses in the methods for teaching particular subjects. In addition, a teacher must acquire a personal philosophy of education which will help him to answer questions about why he is teaching, what his goals are, and how he should teach to achieve them. Many of the "so-called 'foundation courses'," in which this philosophy should be developed, are "the most irrelevant courses taught by incompetent professors;" and until these courses are modified and good teachers are found to teach them, they will hinder new teachers more than they will help. Deprived of practical training and of the justification of their activities, teachers lose self-respect and become mere civil servants; but with such training, they will become competent and confident enough to stand up for themselves and what they believe. (LH)

Project ARISE (Adult Referral and Information Service in Education) of the Providence School Department compiled this directory of adult and continuing education programs, training opportunities, recreational pursuits, and cultural resources to serve as a guide to adults who may wish to continue their education or training from any level, whatever their abilities and rates of learning, and whatever their goals. The book lists institutions and other resources which make counseling and testing available, provides information about degree and nondegree opportunities in Rhode Island colleges and universities, credit or noncredit programs at the elementary and secondary levels, recreation, sports, and cultural resources, vocational training, clubs and associations for senior citizens, adult basic and citizenship education programs, and self improvement and leisure pursuits. Course offerings are listed by subject fields. The college and university programs listed are offered in separate adult divisions of the institutions, but courses which may be attended by adults through special arrangement within the regular undergraduate programs are also noted. (aj)

To meet the challenge of a growing urban population with more older members and more leisure time, higher adult education must concern itself with values, attitudes, and understanding as opposed to simple skills, facts, and information; and new methods for deriving objectives must be developed. Higher adult education should be liberal adult education stressing skills of decision-making and public responsibility; more attention must be paid to cultural and arts education. A major component of developing programs must be education about the city, using the resources of the city and the city itself as methods and materials. Administrators and programers must become increasingly concerned with widening their audiences so they involve not only the elite but also the man in the street. Adult educators have it within their power to turn changes in the emerging city into the means of enlarging their horizons and stimulating their imaginations. (These papers were presented at the Tulane University Institute for Deans and Directors of Adult Education held in New Orleans and at the Summer Graduate Workshop for Administrators of Higher Adult Education held at the University of Tennessee, both in 1963.) (aj)