Education & Pedagogy

The essays on the topic of citizenship education were compiled for the founding retreat of the Alliance for Citizen Education held in Philadelphia on June 24-26, 1977. Written by both citizen educators and political theorists, the essays are polemical in tone and were intended to stimulate dialogue at the retreat. The readings are a mixture of theoretical essays, writings by practitioners, and examples of curriculum or strategies. The introduction discusses the purpose of the Alliance, the goals for citizen education, and why citizen education is urgently needed today. The essays that follow deal with the issues that confront citizen education and are organized around the themes of values, pluralism, participation, and empowerment. Titles include: A Cognitive-Developmental Approach to Moral Education; The Development of Effective Moral Decision-Making through Social Studies; On Teaching Democratic Ideals; Trans-National America; On Modernization in America; Democracy Is Not for Children; Teaching Political Participation Skills; Political Education for Minority Groups; and Grievance Handling for Effectiveness. (Author/RM)

The resource book on state due process provisions in special education is a compilation of materials received from the state education or special education directors who responded to letters sent to each of the 50 states requesting copies of current administrative provisions on the subject. Materials, which are provided in sections for each of 48 states and the District of Columbia, include the following: procedural safeguards (Alabama), conditions and standards relating to identification and placement (Arizona), rules for the administration of the Handicapped Children's Educational Act (Colorado), Connecticut laws concerning children requiring special education, an administrative manual for exceptional child programs (Delaware), due process procedures for Idaho's exceptional students, the Kansas state plan for special education, Kentucky administrative regulations, an excerpt from special education rules and regulations reference manual (Montana), New Jersey administrative code, administrative hearing procedures (New Hampshire), special education eligibility process (New Mexico), program planning for handicapped students (North Dakota), proposed due process safeguards (Ohio), guidelines for planning educational facilities (Tennessee), delivery of services in Virginia, and West Virginia's state plan amendment. (SBH)

This publication contains abstracts of all doctoral research studies which were planned and supervised in the adult education area of Syracuse University between 1958 and 1979. The 22 dissertations examine the following topics: (1) characteristics of adult college students; (2) development of liberal adult education activities in New York state; (3) adult education in state community colleges; (4) home economics information needs of county service organizations; (5) community college community services; (6) continuing legal education; (7) faculty attitudes toward continuing education; (8) relationships of learning orientation, nursing activity, and continuing education; (9) motivational factors of adult learners; (10) educational beliefs; (11) anxiety and self-actualization among nurses; (12) the learning style of mothers of young children; (13) paraprofessionals' work with low income families; (14) critical change among adults; (15) art programs for incarcerated adults; (16) community development groups; (17) reactions to factors under the control of a community college; (18) continuing education participation in Ethiopia; (19) Nigerian university adult education; (20) educational opportunity center functions; (21) alternative groups in south central New York; and (22) reading preferences of adult new readers. (FM)

The Kansas State Plan for special education for the fiscal year 1980 is presented. The plan details the background and needs of the special education population of the state. The chapter on state department operations includes revised sections on state institutions and schools and an evaluation plan, along with sections on areas such as state department administration and supervision. The chapter on local agency operations summarizes the responsibilities of local education agencies and incorporates revised sections on local comprehensive plans, least restrictive environment, mental retardation, personal and social adjustment, and physically and other health impaired. The sections on procedural due process and screening, evaluation, placement and review procedures have been reworked to include the prior notice, independent evaluation, and individualized education program requirements of the Education for All Handicapped Children Act (Public Law 94-142). The specific learning disabilities section provides the federal regulations for identifying learning disabled children. A glossary of approximately 85 special education terms is appended. (PHR)

Twenty-two members, drawn from different sectors of health service and educational systems of seventeen countries, comprised a working group of the World Health Organization (WHO) which was organized to consider the development of national systems of continuing education for the health professions. The working group first set out to define continuing education and health personnel. The concept of competence as the purpose of continuing education was then discussed, and existing patterns of continuing education in all the countries were reviewed. The working group accepted the systems approach to continuing education as the most advantageous and endorsed a model which contains a seven-step process. (These seven steps include identifying problems, establishing standards, analyzing performance, determining causes, establishing educational programs, reviewing performance, and moving or recycling.) To accomplish this approach, the group delineated several organizational and educational tasks. In conclusion, the working group reviewed and endorsed the specific recommendations made to the WHO in 1973 by the Expert Committee on Continuing Education for Physicians. (BM)

The major emphasis of this book is upon the psychological and sociological implications, rather than the biological and pathological foundations, of health education. It is divided into three major parts. Part One, "Philosophical Foundations of Health Education," consists of four chapters that emphasize the necessity for the development of a philosophy of health education and discuss the various factors that influence health, the evolutionary patterns of health education, and the bases for health education. Part Two, "Psychological/Sociological Perspective of Health Education," consists of four chapters that stress the relation of human needs to health, how health contributes to human effectiveness, the principles of learning as a basis for health educational processes, and the role of human motivation. Part Three, "The School/Community Health Education Program," directs attention to the practice of health education, building upon the philosophy and principles discussed in parts one and two. Four appendixes include a glossary of terms, sources of learning aids, a summary of health systems agency legislation, and an American Public Health Association position paper. (JD)

This is a summary of the proceedings of the recent United Nations intergovernmental conference on environmental education held in Tbilisi, Russia. This report characterizes the attitudes of those who attended regarding environmental education and their preparations and perspectives for the conference. The efforts of UNESCO/UNEP for and during the conference are also described. Sections of the publication include introduction, the intergovernmental conference, pre-conference preparations, the conference sessions, highlights of the recommendations, and two appendices. Appendix A is the accepted final statement of the conference entitled "Declaration of the Tbilisi Intergovernmental Conference on Environmental Education." Appendix B is a summary outline of the 41 conference recommendations. Recommendations involve the role of environmental education, strategies for environmental education development nationally, and international and regional cooperation. The recommendations are intended to provide a baseline for future planning leading to an international plan of action for environmental education. Several recommendations were aimed at the UFESCO/UNEP role in environmental education. (MR)

This bibliography was compiled for the Latin American Meeting on New Forms of Post-Secondary Education and the Seminar on Open Learning Systems held in Caracas, Venezuela, from September 25 to October 2, 1976. The book contains a total selection of 658 bibliographical entries on educational innovations. Part I consists of an annotated bibliography presented in English and arranged alphabetically by author. Part II consists of the topics contained in Part I and are cross-referenced, for which purpose a table of contents by subject in alphabetical order is given at the beginning. Papers that deal with one or more subjects are listed under each subject in alphabetical order under the title and number given in Part I. The bibliography is supplemented by an addendum on experiences in Latin American countries, and also includes papers presented at the Latin American Meeting. The innovations contained in the bibliography range from the advances made in methods of instruction and learning up to the latest advances in communications technology applied to education at all levels. (Author/SPG)

Provided are regulations for establishing the basic program parameters necessary to implement Article 3, Chapter 30 of Alaska Statutes requiring school districts and regional attendance areas to provide special services for exceptional children. Seven chapters cover the following areas (sample subareas are in parentheses): authority and responsiblity for special education in Alaska (state and local education,authorities, local school districts, and enrollment); procedures for the establishment and operation of special education programs (certified personnel, child study teams, and due process procedures); special education program placement alternatives (regular classroom placement with specialized support, self contained programs, and contracts and transfers); public school foundation schedule for special education (requirements for reporting, child certification audits and program reviews, and special education annual plan of service); exceptionality defined (mental retardation, physical disability, other health impairment, emotionally disturbed, communicative disorders, specific learning disability, and gifted and talented); other definitions (educational evaluation, least restrictive environment, and long range goals); and eligibility for special education services (specific eligibility criteria for each exceptionality). (SBH)

This document, one of a series of monographs examining lifelong education, discusses the concept as it relates to the preparation of educational personnel. The monograph is divided into six chapters, plus a select bibliography (reports, books and documents, articles, and unpublished manuscripts) and appendices of national and international organizations of teachers. Chapter one examines the concept and implications of lifelong education stressing the interchangeability of teaching and learning roles. Chapter two investigates personal and professional qualities likely to be required of a professional educator involved in lifelong education. Chapter three discusses overall policy and professional goals for systems of educator preparation and the allocation of priorities to the stages of preparation. Chapter four presents means for achieving the preparation of educational personnel for roles in lifelong education. Chapter five examines implications of lifelong education on the functioning and organization of educatorpreparing institutions and seeks to identify networks of communication for coordinated educator preparation over the career span of the individual. Chapter six summarizes issues of lifelong education in both theoretical and operational areas. (MJB)

The papers presented in this fourth volume were presented especially for an international congress organized by the UNESCO and the International Union of Biological Sciences Commission for Education in Biology, in collaboration with the University of Uppsala, in Sweden, September 1975. Eleven papers covering recommended areas of biology education were revised then edited especially for this volume. Presented papers deal with: (1) purposes and objectives of biological education; (2) biological components of education at the primary and junior secondary levels; (3) design of new courses in secondary biological education; (4) curriculum evaluation and dissemination; (5) teaching methods in the classroom, laboratory and field; (6) impact of new instructional equipment and educational technology; (7) assessment of student achievements; (8) teacher training; (9) designing introductory university level biology courses; (10) contribution of biology to public interest; and (11) regional and international cooperation for the improvement of biology education. Each paper includes a selective bibliography. Conclusions are presented at the end of the publication. (HM)

Information was solicited on trends in physical education programs in four-year colleges and universities, and the results were compared with the results of three similar earlier studies. It was found that: (1) physical education offerings for the general college student continue to be almost universal; (2) the requirement of physical education has continued to decline substantially, a trend that had been noted as early as the 1972 study; (3) the majority of all courses now offered are coeducational (4) the prevalence of team sports has declined, and the most successful courses now are fitness activities, outdoor activities, racquet sports, dance, winter sports, and skin and scuba diving; (5) the percentage of students electing physical education courses has increased; (6) less than one-half of the physical education faculty are in a tenure track; and (7) a significant increase can be noted in the percentage of institutions giving credit for physical education. Questionnaire items and tables are included. (MM)

Intended for use by researchers, program developers, teacher educators, and other policymakers concerned with the improvement of teacher education, whether general or vocational, preservice or inservice, this state-of-the-art report on performance-based teacher education (PBTE) is an attempt to analyze and summarize what has happened and what is happening in the PBTE or Competency-Based Teacher Education (CBTE) arena, through what the authors feel is an unbiased review of the important contributions made to the PBTE movement by vocational educators and general educators. The recommendations which the authors feel should happen as soon as possible to further develop and enhance the movement are included. The antecedents of the PBTE movement are reviewed, definitions important to the concept are presented, and the characteristics of PBTE programs are described. There is also a description of some of the most important current efforts, models, and projects. Five appendixes provide additional program descriptions, bibliographic information, and sources of additional information about PBTE. (HD)

Presented are nine papers delivered at the 1975 Trainer's workshop of Project PRICE (Programming Retarded in Career Education). It is explained that Project PRICE is designed to develop an inservice model for training regular and special educators to provide effective career education to educable retarded students from kindergarten through grade 12. Discussed in Part I by N. Gysbers is the need to view career education from a life-centered rather than work-centered approach. C. Kohaska details such career education considerations as mainstreaming, normalization and the economic situation. A framework of the major systems and methods for implementing values education are provided by E. Moore. Part II contains descriptions of methods for teaching the following career education competencies: daily living skills (by C. Earhart), personal social skills (by C. Magnuson), and occupational abilities (by J. Alexander). The development of the competency to utilize recreation and leisure time is addressed in Part III by G. Hitzhusen, L. Johnson, P. Verhoven and J. Goldstein. (CL)

The report is an evaluation of the Career Education Personnel Model Project (CEPM), which was initiated for the Michigan Department of Education in the spring of 1972. The purpose of CEPM project was to develop competency-based instructional models for the preparation and training of personnel who plan and implement career education programs. The procedures of the project involved a review of the literature to identify similar studies and the identification and validation of competencies and performance criteria through consulting with practicing career educators. The major goal of the third party evaluation was to provide feedback concerning the developments and outcomes of the project to its staff and funding agencies. The project receives an overall positive evaluation. In a spot-check for comprehensiveness, it was found that appropriate sources were reviewed in the literature search. Other assessment techniques involved interviews with project and staff members and third party ratings of the competency lists developed in the course of the project. The overall conclusion was that the procedures followed were adequate to the task. (NJ)