Education & Pedagogy

The preparation of music educators and the music education programs in eight European countries and the U.S. were studied during the l977-78 academic year. The European itinerary included Finland, Norway, Sweden, Poland, Hungary, Yugoslavia, Austria, and England. An interview-questionnaire approach was used at each institution to determine requirements regarding admission, curriculum, clinical experiences, graduation, and certification to teach in the state-supported schools. This comparative study of music education in Europe and America contrasts both music teacher training and music education programs. In the U.S., where students are expected to pay a sizeable portion of tuition, open admission to teacher education programs is widely practiced. However, in Europe students are screened carefully for admission because the government subsidizes their education. In every country studied, an atmosphere of change in teacher education programs was noticeable and more effective ways of dealing with the general music student during the adolescent years was a major concern. (Authors/JD)

The university and the inner city is examined in this collection of papers. Chapters include: Establishing an Urban Commuter University: The Need for Community (Reynold Feldman and Barbara Hursh); Adult and Community Education: Mobilizing the Resources of the City (Roger Hiemstra); The Arts and Humanities in an Urban Environment (Neil Rudin); Lifelong Learning: Planning for Institutional Change (W. Franklin Spikes); Preparing Professionals: Graduate Education for Lifelong Learning Roles in the City (Robert C. Mason and Paul W. Roloff); The Independent College and the City: Facilitating Mutual Growth (Thomas R. Scott); Cooperative Education: A Learning Strategy for Inner City Youth (Harry N. Heinemann); Joint Educational Project: The University of Southern California's Partnership with the Community (Preston L. Dent); and Prison Education: Picking Up Where Others Failed (Martha H. Brown, Hambir G. Phadtare, and Joseph Travaglini). Each chapter provides references. An index as well as biographical notes about the authors and the editor are provided. (LC)

THE MORE IMPORTANT CHARACTERISTICS OF THE STATE'S HUMAN RESOURCES AND INFORMATION CONCERNING VOCATIONAL EDUCATION PROGRAMS ARE PRESENTED. MISSISSIPPI'S POPULATION INCREASED 21.6 PERCENT BETWEEN 1920 AND 1960. CENSUS DATA INDICATED (1) BIRTH RATES ARE HIGHER THAN NATIONAL AVERAGE, (2) DEATH RATES ARE CLOSE TO THE NATIONAL AVERAGE, (3) THE SHIFT FROM RURAL-AGRICULTURE TO URBAN-INDUSTRIAL CONTINUES, AND (4) MIGRATION LOSSES HAVE BEEN DEPLETING YOUNG ADULTS, ESPECIALLY NONWHITES. VOCATIONAL PROGRAMS IN THE SECONDARY AND POST-SECONDARY SCHOOLS ARE DESIGNED FOR ENTRY JOBS AND THE RETRAINING AND UPGRADING OF YOUTH AND ADULTS. COURSES ARE OFFERED IN (1) AGRICULTURAL EDUCATION, (2) DISTRIBUTIVE EDUCATION, (3) HEALTH OCCUPATIONS EDUCATION, (4) HOME ECONOMICS EDUCATION, (5) TRADE AND INDUSTRIAL EDUCATION, (6) TECHNICAL EDUCATION, (7) BUSINESS AND OFFICE OCCUPATIONS, AND (8) MANPOWER TRAINING. THE MEDIAN FOR SCHOOL YEARS COMPLETED IN 1960 WAS 8.9 YEARS. SCHOOL ENROLLMENT FOR 1964-65 WAS 606,200 AND IS PROJECTED AS 602,700 FOR 1970-71. IN 1964-65, $9,413,100 WAS SPENT FOR VOCATIONAL EDUCATION. OTHER TABULAR DATA ARE GIVEN FOR THE POPULATION AND VOCATIONAL EDUCATION. (EM)

THE RELATIVELY UNCHANGING FACTORS UNDERLYING NURSING AND ITS PRACTICE ARE PRESENTED AND APPLIED IN THE DEVELOPMENT OF CURRICULUMS FOR THE EDUCATION OF PRACTICAL NURSES. THE GUIDE FOR DEVELOPING CURRICULUMS WAS PREPARED BY A REGISTERED NURSE IN COOPERATION WITH SEVERAL GROUPS AND MANY INDIVIDUALS, INCLUDING TWO PROGRAM SPECIALISTS OF THE PRACTICAL NURSE EDUCATION SECTION OF THE U.S. OFFICE OF EDUCATION AND THE NATIONAL ADVISORY COMMITTEE ON PRACTICAL NURSE EDUCATION. SOME OF THE TOPICS ARE -- (1) THE ART OF NURSING, (2) THE ROLES OF THE PRACTICAL NURSE IN NURSING PATIENTS, (3) GENERAL CHARACTERISTICS OF EDUCATION FOR NURSING PRACTICE, (4) ELEMENTS OF NURSING THAT CONDITION NURSING EDUCATION, (5) QUALIFICATIONS OF THOSE WHO DESIRE TO BECOME PRACTICAL NURSES, (6) GUIDING AND TEACHING STUDENT PRACTICAL NURSES, (7) NURSING SITUATIONS, (8) DESIGNING A CURRICULUM, (9) CURRICULA FOR THE EDUCATION OF PRACTICAL NURSES, AND (10) DEVELOPMENT OF THE AREAS OF LEARNING OF THE CURRICULUM. SELECTED READINGS AND ILLUSTRATIONS ARE INCLUDED. THIS DOCUMENT IS AVAILABLE AS GPO NUMBER FS 5.285--85004 FOR 60 CENTS FROM SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402. (PS)

PROCEEDINGS FROM A CONFERENCE HELD AT COLUMBUS, OHIO, FOR THE IMPROVEMENT OF RESEARCH IN SCIENCE EDUCATION ARE REPORTED. PAPERS PRESENTED AT THE CONFERENCE ANALYZED STRENGTHS AND WEAKNESSES OF RECENT RESEARCH IN SCIENCE EDUCATION, IDENTIFIED RESOURCES, MODELS, AND THEORY FOR IMPROVING RESEARCH IN SCIENCE EDUCATION, IDENTIFIED ISSUES AND PROBLEMS IN SCIENCE EDUCATION, REPORTED ON THE ORGANIZATION AND FUNCTIONS OF SCIENCE EDUCATION CENTERS, PROPOSED STRATEGIES FOR CHANGING EDUCATIONAL PRACTICE, AND SUGGESTED GUIDELINES FOR ORGANIZING THE RESEARCH ENTERPRISE IN SCIENCE EDUCATION TO FACILITATE RESEARCH ACTIVITIES AND INCREASE THE IMPACT OF RESEARCH FINDINGS ON CLASSROOM PRACTICE. A SUMMARY OF THE CONFERENCE PROCEEDINGS AND RECOMMENDATIONS OF THE CONFERENCE PARTICIPANTS IDENTIFY BASIC PROBLEMS IN SCIENCE EDUCATION RESEARCH AND SUGGEST ACTION FOR ALLEVIATING AND RESOLVING THESE DIFFICULTIES. THE SUGGESTIONS INCLUDE DEVELOPING A COORDINATING CENTER FOR SCIENCE EDUCATION WITH MULTIPLE FUNCTIONS TO ASSIST RESEARCHERS AND PRACTITIONERS CONCERNED WITH THE TEACHING AND LEARNING OF SCIENCE, PROVIDING INCREASED RESEARCH TIME FOR RESEARCHERS, DEVELOPING COOPERATIVE AND RELATED INVESTIGATIONS, AND IMPROVING COMMUNICATION AMONG RESEARCHERS AND BETWEEN RESEARCHERS AND PRACTITIONERS. (AG)

FROM 1960 THROUGH 1964, 24 OF IOWA'S 209 SCHOOL DISTRICTS HELD SCHOOL BOND ISSUE ELECTIONS IN WHICH PART OF THE ISSUE WAS ASSIGNED FOR VOCATIONAL EDUCATION PURPOSES. INTERVIEWS WITH 20 OF THE 24 SUPERINTENDENTS YIELDED INFORMATION FOR A DESCRIPTIVE ANALYSIS OF (1) THE PERCEIVED IMPORTANCE OF THE VOCATIONAL EDUCATION PORTION OF THE TOTAL BOND ELECTION CAMPAIGN, (2) CHANGES IN VOCATIONAL EDUCATION OFFERINGS SINCE THE ELECTIONS, (3) CHARACTERISTICS OF THE COMMUNITIES AND SCHOOL DISTRICTS, AND (4) ATTITUDES TOWARD THE NEWER AREA VOCATIONAL SCHOOLS AUTHORIZED BY THE FEDERAL VOCATIONAL EDUCATION ACT OF 1963. THE HISTORICAL DEVELOPMENT OF VOCATIONAL TRAINING, BOTH NATIONALLY AND IN IOWA, IS REVIEWED. TABULATED INFORMATION INCLUDES FACILITIES FOR WHICH BOND ISSUE APPROVAL WAS REQUESTED, COMMUNITY PERCEPTION OF THE ROLE OF VOCATIONAL EDUCATION IN THE SCHOOL CURRICULUM, AND SUPERINTENDENT'S PERCEPTION OF VOTER CONCERN ABOUT VOCATIONAL EDUCATION COSTS AND VOTER KNOWLEDGE OF SPECIFIC VOCATIONAL EDUCATION PROGRAMS. SUPERINTENDENTS FELT COMMUNITY ATTITUDES TOWARD BOND ISSUE ELECTIONS WERE LARGELY UNAFFECTED BY INCLUSION OF VOCATIONAL EDUCATION NEEDS IN THE BOND PROPOSAL. (JK)

This comprehensive volume of innovative continuing education programs contains complete descriptions of some 750 cross-indexed projects in four general areas--human resource development, natural resource development, economic development, and community development--directed at community problems that can benefit from adult education. It brings together summaries of recent (1979) continuing education activities funded by Title I, Higher Education Act, which were implemented in all fifty states, the District of Columbia, Puerto Rico, and the Virgin Islands. A table of contents and state index facilitate selection of community service and continuing education activities by program categories, clientele, and geographic areas. Exemplary projects, as designated by the Title I State Administrators, have also been identified. The format for each abstract is as follows: project title; duration; participants; number served; project summary; methods and resources; institutionalization, spin offs, and future plans; materials developed; project director and address; and Title I Higher Education Act State Administrator. (YLB)

This annual report contains resumes of research projects, exemplary and innovative projects, and curriculum development projects. Projects were administered by state departments of education through research coordinating units (RCUs) in fiscal year 1978 and funded under sections 131, 132, and 133 of the Vocational Education Act of 1963 as revised by the Education Amendments of 1976. Section 1 presents project descriptions alphabetically by state, within state by legislative section, and alphabetically by title within sections. Resumes follow this format: accession number, project title, director(s), contracting organization, funding period, fiscal year funding, explanatory note, administering agency, contract or state control number, descriptors (subject terms), identifiers (additional identifying terms), and abstracts. The abstracts follow guidelines adapted from the Educational Resources Information Center (ERIC) Processing Manual; subject terms are selected from the Thesaurus of ERIC Descriptors. Section 2 contains a subject index. Lists of State Directors of Vocational Education and Directors of RCUs are appended. (YLB)

This summary contains excerpts from the California Business Education Program Guide for Office and Distributive Occupations (published in 1973 and supplemented with an accounting clerk program in 1975). It begins by outlining the purpose, rationale, and model of this program to provide students with (1) competencies common to both distributive and office occupations, (2) an office core and a distributive core of competencies, and (3) competencies for eight selected entry-level occupations: general office clerk; accounting clerk; clerk-typist; stenographer; salesperson, general; checker-cashier; service station attendant; and waiter-waitress. Other contents include the identification of the needed competencies and performance objectives to meet entry job requirements, sample pages of a competency module, suggestions for a step-by-step procedure to implement the program, explanation of a record-keeping system, model of an administrative system management plan, a system overview, and an article on personalized instruction (a Business Education Fact Sheet is included in the Business Education Management Manual). (YLB)

Part of a 13-volume series designed to be used as a group inservice or a self-learning system to train school administrators and counselors for their role in career education, module 6 is designed to introduce administrators to the Career Education Inventory, which has been developed specially for Hawaii, and which deals with techniques to develop a formative evaluation system for individual schools. (Module 6 is one of six modules for administrators and four for counselors developed in Phase IV of a five-phase career education project in Hawaii. The first two are common while the balance are specific to either counselors or administrators.) Module 6 contains one lesson dealing with evaluation of student progress, student self-kept records, the instructional program, and community resources. It includes two activities designed to familiarize the administrator with the evaluation instruments designed for the Hawaii career education continuum. Appendixes contain Forms B and C of the Student Growth Assessment of Career Development Inventory. (TA)

The six career education projects evaluated in this report were a computerized counsel or support system (Willow Brook High School); a career education model, grades 7-10 (Chicago State University and School District 143 1/2); a career education resource laboratory (Eastern Illinois University); career education K-12 (East St. Louis); a career education film (Southern Illinois University); and an annotated bibliography for career education (Southern Illinois University). Information gathered through interviews, on-site visits, surveys, and questionnaires is presented for each project in the following format: organization and purpose, process, problems, and outcomes. Each project is also accompanied by an evaluation schema showing objectives, activities, evaluative procedures, and findings. Conclusions and recommendations are presented as well as a table comparing benefits, costs, and recommendations for all six projects. A fifty-nine page appendix contains a list of materials developed for the projects, samples of survey forms, evaluation instruments, correspondence, and guidelines for a newsletter. (BL)

This practical handbook for teachers of all levels and subject areas compares different approaches to values education. The book begins with a discussion of the role of values education in schools. Chapters 2, 3, and 4 define values and values systems, discuss the origin and development of children's values, and examine the role of the teacher in values education. Chapter 5, which comprises approximately half of the book, discusses various approaches to teaching values, giving special attention to values clarification, values inculcation, moral reasoning, values analysis, role playing, confluent education, and action learning. Selected bibliographies of supporting curriculum materials for the various approaches are included. How to evaluate student outcomes and how the structure of the school affects values education are examined in chapters 7 and 8. The handbook concludes with bibliographies of multimedia curriculum materials, student texts, teacher materials, and journal articles and a listing of projects, newsletters, and clearinghouses which deal with values education. (Author/RM)

Acts of three Texas Legislatures have mandated that the schools of Texas provide a program for all public school students, grades K-12, in crime prevention and drug education. To assist schools in formulating a philosophy about and in developing appropriate programs and techniques for drug education and crime prevention programs, the Texas Education Agency has developed a series of supportive publications. The Administrator's Handbook for Crime Prevention and Drug Education is one of this series and is designed to assist educators in developing a comprehensive program for their school district. In an attempt to accommodate the varied program needs of school districts, this guide contains information and activities useful to the Board of School Trustees, Superintendent, and other educators in planning a delivery system for crime prevention and drug education. Because any type of education program requires extensive planning and delineation of goals, objectives, priorities, and alternative ways of achieving objectives, these guidelines provide suggestions and ideas suitable for developing or modifying a crime prevention and drug education program. (Author)

A one-year cost benefit analysis study was conducted by a consortium of technical institutes, and two cost benefit models were developed and refined for evaluating benefits and costs of full-time vocational technical programs and aidable, noncredit adult education courses. The models were tested on a sample of nine full-time vocational technical programs and sixty-three adult education courses which reflected a cross-section of instructional areas in vocational technical education. Findings were that benefits from vocational technical education programs and aidable, noncredit education courses outweigh the costs of such courses for both the student and for society in general, with the cost benefit ratio being 2.7 to 1.00 for society and 2.17 to 1.00 for an individual student. Six recommendations were offered and included further research being done on the noneconomic costs and benefits of vocational technical education. (Results of the test programs are presented in this report, as well as the models. Correspondence and sample cost benefit and survey forms are appended.) (BL)

Education in Bulgaria is administered by the state, free to all citizens, compulsory on the primary level, and equal for men and women. The Ministry of Education oversees rules, teaching plans, textbooks, and methodological instructions for all levels and kinds of schools. However, regional councils participate in educational decisions in their respective areas. The structure of the educational system includes kindergarten, an eight-year primary level, and a four-year secondary level. Textbooks are free through eighth grade. No examinations are given up to this point. Secondary students have a choice of attending three-year gymnasiums, three-year vocational schools, four-year professional-technical schools, four-year arts schools, or evening and correspondance schools. Curricula for all these programs are outlined. Teachers are trained in universities, economics and engineering institutes, or semi-higher institutes. Recents trends in Bulgarian education include emphasis on labor training in primary grades and independent studies for students at all levels. Research has been ongoing to improve the educational process along Marxist-Leninist lines. (AV)