Education & Pedagogy

The purpose of the Career Education Personnel Model (CEPM) was to develop competency-based models for the preparation and training of education personnel (K-12) who will plan and implement career education programs at the local level. The CEPM staff identified educational personnel competencies essential to local career education programs by interviewing over 100 educational practitioners in the 18 selected local career education programs. The list of 2,025 statements obtained from the interviews and literature were combined, resulting in a list suitable for refinement and validation purposes. The final validation procedure involved a sample of 436 educational personnel (K-12). Each respondent rated each competency as to importance for an educator in his/her respective position to possess regarding the implementation and planning of a career education program at the local level. After the final competency list was determined for each of the training models, the CEPM staff interviewed over 80 practitioners (K-12) to expand each competency into a practical context. This context was designed to suggest practical ideas, especially for educational personnel in the planning stage and preliminary implementation stage of career education. There were 12 competencies validated for all nine groups, thus creating the tenth training model or comprehensive training model. The findings, which consist of validated competencies and related performance criteria, are presented in 10 individual education personnel models and are designed to serve as guidelines for inservice and preservice training programs. (Author/CJ)

The achievement of development goals in education (as well as other fields) has not been particularly successful. Among the basic premises which implicitly define education and the association between education and development, the following three stand out as being particularly misguiding: (a) the view of education as a system, (b) the belief that the burgeoning demand for jobs and privileges for which education is prerequiaite can be met only by offering more education, and (c) the belief that educational planning and administration can provide solutions to problems of educational inequity, inefficiency, and irrelevance. These premises have been promoted by the popularity of educational planning, which has not provided satisfactory solutions to the ever-widening development dilemma. Because of this, educators are turning to the study of educational innovation--to a functional rather than structural view of education. Some of the most expressive, yet least understood innovations are those occurring at the grass-roots level. These innovations usually promote goals outside the dominant system and seek a different form of education and society. The way in which development and education are viewed in grass-roots social change in Brazil is of particular interest. To the peasant or slum dweller, development is a concrete notion, not an abstract model. The term "education" in Brazil places the ultimate value upon human dignity, suggesting that development must be defined as an interaction between individuals and society. (PB)

Papers from a conference series initiated in the Aberdeen College of Education in 1968 and recently held in Golspie, Scotland (July 1974), address policy oriented recommendations relative to rural education. This conference report is intended to serve as a useful source of ideas; as background information on international rural educational thinking; as encouragement to others to associate themselves with this conference; and particularly this year, in the context of Scottish education, as a guide to the future for all concerned with problems in the enlarged perspective of the new Scottish Regions, especially administrative and professional staff in the Educational Offices and those in the Regional Education Committees. Designed to be of maximum relevance to the 1974 Scottish situation, conference themes are, nonetheless, applicable to rural areas in general. Themes include: (1) the educational implications of regionalization; (2) problems facing rural schools (primary, secondary, and administrative); (3) education and rural depopulation; and (4) problems of language and culture (special reference to Gaelic and bilingual education). Questions derived from these themes are presented in conjunction with individual working committee resolutions and/or recommendations (some 60 conference participants representing Norway, Scotland, Ireland, Sweden, and Wales). (JC)

Collected is information provided by Cuba, Japan, Kenya, and Sweden on the historical background, the present situation, and the future outlook of their systems of special education. Introductory comments compare the national systems in terms of historical developments, arrangements for identifying the handicapped, special educational provisions, integration of the handicapped into ordinary schools, and the training of special education teachers. Information on Cuba pertains to the Technical Department of Education for the Mentally Retarded, schools for pupils with behavioral disturbances and for deaf, hard of hearing, and blind pupils, vocational education in special schools, identification of pupils for special schools, teacher training, public opinion, and future trends. Aspects of Japanese services that are considered include national policy, hsitorical background, current provisions, teacher training, legislation, government financial support, public opinion, and future trends. The material on Kenya deals with the establishment and development of special education, identification of handicapped children, provisions for the handicapped, integration with ordinary students, teacher training, international cooperation in special education and teacher training, legislation, public opinion, and future trends. The data from Sweden focus on terminology, the establishment and development of special education, identification of the handicapped, provisions in schools and special classes, integration with ordinary students, teacher training, schooling for integration into the community, and international cooperation in special education and teacher training. (GW)

This report has three parts--recommendations, substantiation for the recommendations, and an appendix of charts and tables. The recommendations are as follows: that the state board of education be assigned the sole responsibility for planning and overseeing the educational programs and related instructional services whereby all individuals in Illinois have an opportunity to reach their fullest possible educational development from early age through secondary school; that the state revise its method of financing the education of children with handicaps and other exceptionalities (the most recommended method is full state funding of extra costs); that the state board be given such responsibilities and financial resources as are necessary to establish an information system for reporting and accounting by public schools, other governmental agencies, and private agencies to carry into effect the recommendations and to improve the knowledge of educational activities in general; and that the present study be continued for four specific purposes. The chapters of the report are "Alternative Methods of Financing Special Education,""Special Education Services Provided by State Agencies,""Special Education and Assessment of Pupil Needs,""Education of Pre-School Age Handicapped Children," and "Bilingualism and Special Education." (Author/IRT)

The monograph examines the efficacy of using career education as an organizing theme around which education can be unified and by which the relevance of education can be restored to a larger number of persons. A systems approach is recommended; systematic efforts begin with an examination of the student's level of development and proceed on the basis of personal variables. It is recommended that only those teachers who are willing should be involved initially, working in small groups in a workshop atmosphere. The key to teacher enthusiasm is involvement in development. The Yonkers experience has strongly indicated that career education becomes most viable and significant when it is offered continuously through the vehicle of total infusion in the curriculum. An approach developed by the Yonkers project, Reading Improvement Through Career Education (RICE), proved valuable and is described briefly in the monograph as one process involving teachers in the development of products which specified and measured curriculum objectives and were heavily infused with career education and reading skill objectives. Teachers trained in the RICE approach report more personal satisfaction and student success than do teachers without this training. The monograph concludes with five pages of career education curriculum ideas. (Author/AJ)

The three essays in this discussion paper present ways of structuring the concept of non-formal education. "Toward a Contextual Definition of Non-Formal Education" isolates three primary sub-systems: organizational, human, and curricular. Within these subsets non-formal education is differentiated from formal education by a more loosely integrated structure capable of accommodating the three subsets. "Non-Formal Education: Problems and Promises" looks at institutions anthropologically and defines non-formal education as a planned instructional design using both overt and convert procedures in a more flexible environment to teach goals determined by regulated policy. Using this definition the essay discusses non-formal education's implications for development aid, its potential for achieving developmental goals, and its inherent problems. "An Operational Approach to the Definition of Non-Formal Education" reviews the following contextual elements: changing development goals, limited resources, underdeveloped populations, government and accounting agencies, formal schooling, accepted reward structures, and communications media. A pragmatic definition reflecting the needs posed by these elements is that non-formal efforts are outside the formalized, hierarchical structure of the graded school system, yet, are deliberately planned. Their "non-formality" resides in their locational and organizational aspects rather than their purposes, pedogogy, or status. (JH)

Papers from a conference on telecommunications are presented in this report, as well as the discussion and recommendations of the five conference commissions. The papers are concerned with education and telecommunications, the Corporation of Public Broadcasting, information systems for the future, cable television, satellite systems, the President's Task Force on Communications Policy, and systems applications. The work and reports of the conference commissions centered around the relationships of telecommunication with universities, schools, preschool education, continuing education, and urban education. The recommendations of the conference commissions were that: the Joint Council on Educational Telecommunications (JCET) should insure the recognition of education's stake in the new technologies, that JCET should emphasize the importance of the opportunity that now exists to bring two-way cable communications into the American home, that JCET should help with strategy to use communications media in attacking social problems, that JCET should join with other agencies to bring about cooperative production of instructional materials, and that JCET should urge the United States Office of Education to expand its programs for training faculty and technicians in the use of telecommunications. (MF)

CONCERNED WITH THE NEED FOR AND PREPARATION OF PERSONNEL IN SPECIAL EDUCATION, THE CONFERENCE PROCEEDINGS FOCUS ON THE EDUCATION PROFESSIONS DEVELOPMENT ACT (EPDA, PUBLIC LAW 90-35) AND THE OPPORTUNITIES IT PROVIDES. JAMES J. GALLAGHER, ASSOCIATE COMMISSIONER, BUREAU OF EDUCATION FOR THE HANDICAPPED, DISCUSSES THE PROBLEMS TO BE MET IN "TRAINING PERSONNEL FOR SPECIAL EDUCATION." RUSSELL WOOD, DEPUTY ASSOCIATE COMMISSIONER, BUREAU OF EDUCATIONAL PERSONNEL DEVELOPMENT, DESCRIBES LEGISLATIVE PROVISIONS IN "EPDA--AN OVERVIEW." LEONARD LUCITO, DIRECTOR OF TRAINING PROGRAMS, BUREAU OF EDUCATION FOR THE HANDICAPPED, CONSIDERS THE RELATIONSHIP OF THE BUREAU TO THE EPDA IN "COORDINATION FOR EFFECTIVE PROGRAMMING." IN ADDITION, THE ORGANIZATION OF THE BUREAU OF EDUCATIONAL PERSONNEL DEVELOPMENT IS DESCRIBED, AND THE MAJOR PROVISIONS OF THE EPDA ARE OUTLINED. EPDA PRIORITY AREAS (AND THEIR RELATIONSHIP TO SPECIAL EDUCATION) EXPLORED ARE THE PREPARATION OF TEACHER AIDES AND AUXILIARY PERSONNEL, SPECIAL AND GENERAL EDUCATORS, AND PERSONNEL FOR DISADVANTAGED COMMUNITIES AND FOR PRESCHOOL PROGRAMS. INFORMATION ON THE POSSIBLE USES OF THE EPDA, A STATEMENT BY THE BUREAU OF EDUCATIONAL PERSONNEL DEVELOPMENT, AND A LIST OF CONFERENCE PARTICIPANTS ARE INCLUDED. (JD)

Seven articles are contained in this publication. "Bilingual Education vs. Segregation" and "Lau Remedies Outlined" are by Jose A. Cardenas. The former discusses the bilingual education paradox in situations where children are forced to forego the benefits of bilingual education because all instruction is in English, or are segregated in order to participate in a bilingual education program. Methodologies are outlined which would allow Spanish-speaking children to be taught in heterogeneous settings. In the latter, the four phases of the development of a compliance plan are outlined, and bilingual education at the secondary level is briefly discussed. "A Perspective of Oral Language Development in Federal Programs," by Kay Jagoda Caragonne, contrasts ESL language development, oral language development in general, and oral language development in bilingual education. "PAL Measures Language Dominance" and "BSM Assesses Linguistic Proficiency in English/Spanish," by Sylvia Gil, discuss the goals, construction, administration, and scoring of the Primary Acquisition of Languages Oral Language Dominance Measure and the Bilingual Syntax Measure. "Appreciating Linguistic Varieties," by Nancy Flores, discusses socially stigmatized language varieties in terms of bilingual education. "Implementation of Innovations in Multicultural Education," by Blandina Cardenas, deals with the organizational and human relations needs of educational institutions implementing bilingual/multicultural education. (CLK)

Generated in teacher workshops as part of a project in the development of a career education learning system by the school districts of the Fort Worth-Dallas area, each of these 22 learning modules describes student activities based on a small segment of existing high school curriculum and on one of nine career education learner outcomes. The modules are arranged according to grade level in the following subject categories: Grade 9 (Typing, Physical Education, English, Home Economics--Child Development, Mathematics, Music); Grade 10 (General Drafting, English, General Metalworking, Physical Education, Music--Orchestra, Drama); Grade 11 (Homemaking--Consumer Education, Physical Education, World History, American History); Grade 12 (Trigonometry, English, American Government, Office Procedures, Art, Vocational Agriculture). Each module contains the subject, career education learner outcome, performance objective, grade level, curriculum content, activities, resources/ suggestions, and evaluation. The nine career education learner outcomes (one of which is correlated with each module) are: (1) career planning and decision making, (2) career and occupational information, (3) job acquisition and retention, (4) attitudes and appreciation for career success, (5) skills in human relationships for careers, (6) self-investigation and evaluation for career success, (7) personal/work/societal responsibilities, (8) economic factors influencing career opportunity, and (9) education/career opportunity relationships. (TA)

This survey, representing a wide spectrum of teaching strategies and educational outlooks, is the result of a number of requests to the National Program on Early Childhood Education (NPECE) for a concise description of a variety of tested programs for young children that can be installed by local communities. A requirement of these programs was that they be well-defined, easily transportable, reasonably economical, and consistent in attaining positive educational outcomes. Also important were availability of training and support services. The programs considered were for 4- to 6-year-olds. Target audiences were bilingual, disadvantaged, and preschool or early elementary children. The four teaching strategies represented are open classroom, structured classroom, individualized instruction, and non-institutionalized instruction. Specific program descriptions under each strategy are: open classroom, the Tucson Early Education Model (TEEM), and the Education Development Center Approach (EDC); bilingual education, the Bilingual Early Childhood Program (SEDL) and the Oral Language Program (SWCEL); structured classroom, the Demonstration and Research Center for Early Education (DARCEE)/ National Program on Early Childhood Education (NPECE) Program, and the Behavior Analysis Plan; individualized instruction, the Responsive Model Program and the Primary Education Project (PEP); and non-institutional instruction, the Florida Parent Education Model. (MS)

The document presents a report of the conference "Access to Continuing Education," held at Oxford University, July 1-3, 1975. It is based upon a reading of documents provided to conference participants; on interviews and conversations with a number of participants, organizers, and attendants at the conference; and a review of documents chronicling the development of the thinking of the conference organizers. The primary goal of the conference was to encourage strategies that might implement Russell Report's call for "the systematic expansion of the active areas of adult education into those parts of the population at present untouched. Despite the seriousness of the questioning of assumptions at the conference, the atmosphere in Britain today clearly threatens liberal adult education. British adult education, one of the last bastions of liberal adult education in Europe, is likely gradually to become mixed with a vocational and credentialing orientation that may sour and overwhelm the non-credit, non-examinable, liberal aspect. An important clue as to whether British adult education may become an influence toward the realization of a "1984" society will be the published report by the organizers of the "Access to Continuing Education" conference. (Author/LH)

Chapter 241 of the Laws of 1974 provides for aid to elementary and secondary education for 1974-75. This legislation contains departures from previous aid legislation. New criteria are introduced for calculating the "total aidable pupil units" which a district can claim. The new criteria are considerec to reflect an effort to provide additional funds to school districts more equitably on the basis of specific pupil educational needs. Districts which receive aid for pupils with special education needs, with handicapping conditions, with severely handicapping conditions or in occupational education programs are required to prepare plans anc submit annual reports to the State Education Department. The materials included in this document have been developed to assist district officials to understand and to carry out these new responsibilities, as follows: (1) general background information on Chapter 241; (2) specific planning, evaluation, and reporting instructions; (3) definitions which will enable district officials to identify pupils with special education needs and pupils with handicapping conditions, and definitions which will be applicable to occupational education: and, (4) the names and phone numbers of State Education Department officials to call for answers to questions about any facet of the special weighting provision. (Author/JM)

Designed to assist rural planners and policy makers of developing countries in the use of nonformal education programs, this book analyzes the findings of a two-year irternational research study. Emphasizing a functional view of education and equating education with learning, the focus is on: (1) preplanning diagnosis, (2) educational delivery systems, (3) costs and required resources, (4) innovative solutions, and (5) evaluations of nonformal programs. Data are derived from (1) extensive discussions with agency exPerts; (2) a wide assortment of documents; (3) analytical working papers; and (4) a diversified sample of 25 ongoing nonformal education projects in Africa, Asia and Latin America. Divided into three sections (evidence, analyses, and conclusions), this book includes the following chapters: (1) Background of the Study; (2) An Overview of Rural Education: (3) Extension Programs in Agriculture; (4) Training Programs in Agriculture; (5) Training for Nonfarm Occupations; (6) Self-Help Approach to Rural Development; (7) The Integrated Approach to Agricultural Development: (8) A Critique of Agricultural Education and Research Systems; (9) A Critique of Training Programs for Nonfarm Rural Skills; (10) Improving the Technologies of Nonformal Education; (11) The Economics of Nonformal Education; (12) Planning, Organization, Management, and Staffing; (13) A Final Recapitulation and Commentary. (JC)