Education & Pedagogy

Since the early 1960s, there has been an outpouring of research and a mounting of programs and projects dealing with compensatory education for the disadvantaged. Despite continued debate over what constitutes compensatory education, many programs for the educationally disadvantaged share common characteristics. Three of the largest Federally sponsored programs--Head Start, Follow Through, and the Elementary and Secondary Education Act (ESEA) Title I, focus on early childhood education. Two Federally funded programs, Upward Bound and Job Corps, are specifically aimed at adolescents and young adults. Studies and surveys of these and other compensatory programs are being conducted by the National Institute of Education (NIE) because earlier evaluations, especially of Title I (ESEA), have proven to be unsatisfactory. The NIE study consists of 35 research projects which deal with areas of funds allocation, compensatory services, student development, and administration. Another NIE study is examining the effectiveness of reading and mathematics instruction provided for compensatory education students. The emphases of compensatory programs and the foci and conclusions of their evaluations are reviewed in this paper. (Author/EB)

A study was conducted of state postsecondary education planning commissions created by the Higher Education Act of 1965, Section 1202. The primary objective was to investigate positions expressed by commission members on issues of importance to postsecondary education. It also undertook to relate available objective factual data regarding the social, educational, and economic characteristics of the members to the positions expressed and to analyze some of the social and educational implications of these characteristics when viewed alone. Data on each commission member in the United States were gathered by a questionnaire and survey method. Information was obtained on their age, race or ethnic group identification, occupation, education, income, and religion. The main issues of the study were the views of the commission members concerning membership and composition of the 1202 commissions, access to postsecondary education, and duties and responsibilities of commission members. Recommendations are presented and appendices include the 1972 Amendments to the Higher Education Act of 1965 and the study questionnaire. (SW)

There are two purposes to this study: (1) to provide a rationale for bilingual education in Chicago based on history and the characteristics of the Spanish-speaking students; and (2) to propose an innovative model for a bilingual-bicultural program. American attempts at bilingual education in the public and non-public elementary schools from 1839-1917 are outlined. The historical backgrounds of Mexicans, Puerto Ricans, Cubans, and other Latin American groups are traced. Particular attention is given to the immigration and migration patterns of these groups and to the reasons for their coming to Chicago. Specific programs implemented to meet their educational needs are discussed. Factors affecting the learning process of ethnic group children, such as socioeconomic status, the identity crisis, low achievement, drop-out rate, and acculturation, are examined. Factors considered basic to a bilingual-bicultural education are used to outline a proposed model program. Suggestions offered deal with teacher training, resource materials, and curriculum development. Appended are descriptions of legislation affecting bilingual-bicultural education and a bibliography. (EB)

Institutional change in schools of education is discussed here with special regard for field-based teacher education programs and inservice education, both of which are viewed as potential growth areas in schools with declining enrollments. The first article deals with the challenge that inservice education offers, both in terms of growth opportunities and the demand for new skills from teacher educators. The reform of the teacher educator is the subject of the second article, which offers a grand design for collaborative problem solving. The third article examines the history of inservice practices, resources for field programs, field experiences and professional career development, planning for college participation, opportunities and potential pitfalls, and systematic planning and design. Organizational constraints to institutionalizing change in secondary schools and institutions of higher education is reviewed in the fourth article, and the fifth focuses on building readiness for change at the University of Oregon. The final article offers an organizational analysis of the involvement of universities in inservice education, stressing the economic, political, and sociological constraints involved. References are provided. (DS)

This volume concerns the realities surrounding the foreign language profession, reactions to the state of the profession, and responsibilities of educators and professionals. The following chapters are presented: (1) "The Realities Facing the Profession," by Stephen L. Levy; (2) "Many Learners, Many Goals, Many Curricula," by Wahneta M. Mullen; (3) "Bilingual Education: The National Perspective," by Maria M. Swanson; (4) "Interdisciplinary Studies," by Thomas E. Kelly; (5) "Career Education," by Kenneth A. Lester and Toby Tamarkin; (6) "Literary Studies in a Broader Context," by O. R. Dathorne; (7) "Individualization and Personalization," by June K. Phillips; (8) "Empathy for a Second Culture: Motivations and Techniques," by Howard L. Nostrand; (9) "Theoretical Foundations in Linguistics and Related Areas," by Terence J. Quinn; (10) "Quality and Relevance in Teacher Education," by William E. De Lorenzo; and (11) "The Future of Professional Associations" by C. Edward Scebold. (SW)

Designed to provide pre- and inservice vocational education administrators with the skills necessary to direct the curriculum development process, this competency-based module contains an introduction and three sequential learning experiences. Each learning experience consists of an overview, required and optional learning activities, a self-check section, and a series of model answers for use with the self-check section. Topics covered in the first learning experience include directing curriculum development, staff involvement, the need for articulation in curriculum development, and steps in the curriculum development process. Critiquing administrator performance in a case study of a curriculum development project is dealt with next. The final learning experience involves directing the curriculum development process in an actual administrative situation. (Related competency-based vocational education administrator modules covering direct program evaluation, improving instruction, program promotion, staff development, and student recruitment and admissions are available separately through ERIC--see note.) (MN)

Thirteen articles, with an introduction, focus on the overall nature and effect of federal involvement in education and suggest what the federal role ought to be. The first five articles examine federal policy dilemmas in the areas of federal educational expenditures, fragmentation of federal programs, elementary and secondary education, criteria for the federal role, and categorical programs for the disadvantaged. The relationship between federal and state roles in education, including the impact of the new U.S. Department of Education, is examined in the next three articles. Finally, five authors present various prescriptions for federal educational policies in the 1980s. These articles include a review of the 1980 Democratic and Republican platform planks on education, a plea for changes in federal requirements for local accountability, a conservative critique of the Department of Education, a suggestion for improving coordination among federal elementary and secondary programs, and an assessment of the effects of future economic, technological, demographic, governmental, and cultural trends on federal education policies. (RW)

This publication presents the foreign language profession's consensus on selected topics and is designed to address areas of interest to instructional leaders and practitioners who are concerned with developing and maintaining effective second language programs. The topics are grouped into four sections: "Preparing for the Future,""Sharing Responsibilities,""Building for Better Content and Approach," and "Developing a Texas Plan." Some specific considerations are: (1) competency-based education, funding sources, second language requirements, rationales and objectives, and promotion of language study; (2) global education, language study for special purposes, bilingual education and English as a Second Language, career education, and humanities; (3) professional preparation and growth, teaching methods and instructional resources, communicative competence, individualized instruction, the position of Spanish in Texas, student and teacher evaluation, and beyond the second language classroom; and (4) flexible curriculum, sequential and nonsequential offerings, second languages on each level of education, and program evaluation. (AMH)

A number of educational changes and problems in Europe and North America are covered in this six-chapter report. The introduction profiles present trends in all countries, including declining birth rates, economic stagnation, decreased enthusiasm for educational research and development, and more active community involvement in schooling. It notes that the two major changes have been the acceptance of many educational innovations of the 1960s and the politicization of educational issues. Each subsequent chapter handles a different area of education. Chapter 2 discusses compulsory, or universal, education as it relates to the de-schooling debate, deteriorating student achievement, and alternative structures for junior secondary schools. The problems of special populations, particularly of the handicapped and of migrant workers' children, are described in chapter 3. Chapter 4 outlines the conflict in secondary education over the preparation of students for jobs or higher education, while chapter 5 surveys various countries' efforts to handle youth unemployment. The final chapter reviews the status of lifelong learning in several nations. (RW)

This report examines the successes and problems of educational reforms in Sweden. Examiners from the Organisation for Economic Cooperation and Development (OECD) collected data and information for the report from published and unpublished documents and from a two-week tour of the country. The reforms are judged by three main objectives: equality; connection between education and working and social life; and decentralisation and democratisation. Sweden has successfully created a comprehensive school system; virtually abolished geographical inequality; improved the educational level and opportunities of working class children and of girls; made decisive policies for the integration of the education of handicapped children; worked, with empathy and concern, to integrate, but yet respect, the particular needs of immigrants; and built up research and development. Higher education has been reformed and excellent facilities for adult education have been provided. There are, however, still problems. Social and sex inequality in education have not been completely eliminated. Change is still at the level of overall structure rather than that of impact, practice, and individual development and satisfaction. (Author/RM)

Most of the dilemmas, contradictions, and inconsistencies that beset the nation's schools relate either directly or indirectly to the ambiguous, overworked twin concepts of cultural pluralism and the great American melting pot. Examination of the ethnic history of the United States reveals that those minorities urging cultural pluralism were effectively excluded from the benefits of American society while less visible minorities were being assimilated. These excluded minorities are now trying a different route to equity, without realizing that the methods they are using have historically resulted in the dissolution of the cultural groups using them. The traditional American concern for equality that underlies efforts at cultural pluralism also underlies many other no less complex movements in education; those for equal opportunity, compensatory education, desegregation, bilingual and bicultural education, and affirmative action. The philosophical roots and likely outcomes of these movements are explored in this document. (Author/PGD)

This document contains the texts of papers presented at a forum designed to make educators and Department of Education officials aware of the special educational needs of prisoners and of the problems involved in providing adequate educational services to clients of the criminal justice systems. Included among those providing input at the conference were representatives of the following agencies and organizations: the U.S. Department of Education, the Court of Appeals, the U.S. Department of Justice, the American Correctional Association, the Commission on Accreditation for Corrections, the Correctional Education Association, the U.S. Bureau of Prisons, the Maryland Department of Public Safety and Correctional Services, and Pace Institute. Focus of these remarks is on the role of various agencies in correctional education, the special educational needs of prisoners, the funding needs of correctional education, accrediting and developing standards of correctional education, and various existing correctional education programs. Appended to the proceedings are biographical sketches of the speakers, goals and objectives of the corrections program, and a list of corrections program staff. (MN)

This publication outlines the revised state statutes and administrative regulations governing the schools in Kentucky. These standards are mandatory for retention of accreditation by elementary and secondary schools, both public and private. The Kentucky Revised Statutes cover the following areas: (1) selection of instructional materials; (2) special education; (3) admission requirements; (4) school discipline; (5) moral instruction; (6) attendance requirements; (7) employment of school personnel; and (8) school facilities. The Kentucky Administrative Regulations (KAR) set forth requirements to be met in the hiring of teachers, contract obligations, and teacher salaries. Also contained in the KAR are the duties and responsibilities of district boards of education, qualifications and responsibilities for the transportation of students, school health guidelines, and program criteria for specific special education needs. Also included are Kentucky State Board of Education resolutions and policies on minority race history, metric instruction, character education, physical fitness, and unwed mothers. (JD)

This edited volume explores reflective practice in higher education from multiple perspectives in a common context: Oman's national higher education system. The authors of the chapters address how higher education institutions can create opportunities for academic staff to engage in reflective practice, leading to gradual shifts in their pedagogical awareness and behavior in class; how reflective practice supports professional development; how teaching observation practices can create a culture of improvement and excellence in teaching and learning; how reflective practitioners can effect institutional change; promotion of reflective practice among students and the resulting benefits; enhancement of student academic support; and the promising intersection between reflective practice and AI tools for professional development. The case studies detailed by the authors show how reflective practice can be successfully implemented for the benefit of diverse stakeholders across higher education.

Innovative approaches in physical and sports education play a crucial role in promoting holistic student development, physical literacy, and lifelong wellness. As education systems evolve, there is an increasing need to integrate technology, cultural responsiveness, and interdisciplinary methods to meet diverse learner needs. These emerging pedagogical practices foster more inclusive, engaging, and adaptive learning environments that can better support physical health and social-emotional growth. By equipping educators with evidence-based strategies, this area of study contributes to building healthier, more active, and resilient communities. "Emerging Pedagogical Practices in Physical and Sports Education" explores the innovative pedagogical strategies in physical education. This book designs inclusive and engaging curricula that address global challenges, such as physical inactivity and mental well-being. Covering topics such as education, sports education, and pedagogical practices, this book is an excellent resource for academicians, educators, policymakers, graduate students, and more.