Education & Pedagogy

This collection of eight papers reflects Dutch experiences on topics of common interest and concern in the education of less able 16 to 19 year olds throughout the European economic community. "An Outline of the Dutch System of Education" (Philippa Andrews and Colin Turner) provides a basic background to Dutch education, concentrating particularly on the further and technical systems. "Introduction and Background to Participation Education" (C. Turner) discusses how to maximize participation by early school leavers in vocational programs. "The Institutional Network of Participation Education" (Russ Russell) describes the interrelationships between the various sectors. The next two papers by C. Turner and R. Russell, respectively, describe two participatory educational institutions. "The Operation of Partial Compulsory Education in the Netherlands" (Arie Mens) reports some of the experiences resulting from raising the educational requirements. "Industrial Training and Apprenticeship in the Netherlands" (C. Turner) supplements the first paper to provide a briefing to Dutch educators. "Vocational Preparation in Holland," an edited version of an article printed in EDUCA, October 1978, raises the problem of trying to achieve a qualified apprenticeship in a shorter period of time. Appendixes include basic statistics on the Netherlands, addresses of organizations, and a bibliography. (YLB)

In 1983, the National Institute of Education funded the Far West Laboratory for Educational Research and Development to conduct a study, Applying Research to Teacher Education (ARTE) Research Utilization in Elementary Teacher Education (RUETE). The ARTE:RUETE study's purpose is to develop preservice instruction incorporating current research findings on effective instruction and schools and to assess the impact of the preservice instruction. The RUETE facet draws upon research of effective instruction to inform teacher education practice. This two-year study integrates: (1) application of research on effective instruction, through a process of collaborative inquiry using the Interactive Research and Development on Teaching model; (2) utilization of processes of adult learning in a systematic manner; and (3) development of teacher education academies. This paper reports the first year's progress, that is, strategies developed for affecting preservice teacher education with research findings on effective instruction and preliminary assessment of those strategies. The initial development of the Teacher Education Academies is also described. The remainder of the document summarizes the situational analysis of the University of Utah site. The Utah RUETE research design and findings are described in relation to the context of the teacher education program. Appendices include materials from professional meetings supportive of this research project. (JMK)

The purpose of this project was to integrate into the leadership curriculum and instructional program in Pennsylvania the competencies needed to assist in mainstreaming handicapped students. The project also sought to provide inservice education to administrators and support personnel in comprehensive, vocational, and special education settings and to provide leadership staff development. To accomplish these purposes, a learning guide was developed to deliver the competencies needed by administrators to assist in mainstreaming. Inservice workshops were conducted to encourage interaction among comprehensive, vocational, and special education administrators. Inservice education workshops were also conducted for support personnel in these fields and staff development was provided for leadership program staff members. This final report includes a copy of the learning guide that was developed for the project. The guide contains six learning experiences with an enabling objective, activities, feedback, and a checklist/assessment form for each. Extensive appendixes to the document also include samples of competency and task analysis forms, an example of an assessment instrument, a copy of the summary of the feedback from reviewers on each instrument criterion, evaluation instruments for reviewing the leadership guide and a sample leadership performance assessment form, workshop materials, resource materials, a newsletter on mainstreaming, and other materials used during the project. (KC)

The stated purpose of this report "is to give the reader a recent definition of general education, a college president's persepctive of general education and high technology, and sources the reader can examine for curriculum planning." The definition of general education is a paragraph quoted from Cohen and Brawer's book "The American Community College" (1982). The college president's perspective is provided by including a 9-page paper by H. James Owen entitled "High Technology and General Education". Mr. Owen is President of the Tri-Cities State Technical Institute, Blountville, Tennessee. The bibliographic sources are provided via a 25-item selected bibliography entitled "General Education and Occupational Curricula". Mr. Owen's examination of the published views of administrators of two-year colleges across the country provides support for strengthening the general education component of associate degree programs in technical education. General education and high technology are found to be complementary to one another. The rapidity with which technology is advancing has led to the virtual overnight obsolescence of some jobs and creation of others. Such a rapidly changing labor market has necessitated the development of high technology programs that will: (1) teach a specialized technology application with a high market value, and (2) provide program graduates with a commitment to lifelong learning and transferable skills necessary to hold a job, move into a new job, or change careers. (MN)

TAFE (Technical and Further Education) is a multifaceted educational organization in Australia and few people in it, and even fewer outside, know about all its aspects outside their own areas of interest and expertise. This book provides information about some current aspects of TAFE, intended to give a broad perspective on 12 different issues. The following papers are included in the book: "The Influence of the Kangan Philosophy on Australian TAFE," by Leslie Claydon; "Attrition and Retention in TAFE," by Joy Cumming and Peter Mountney; "External Studies in TAFE," by Roy Farren; "A Review of Competency-Based Occupational Education," by Roger Harris and Robyn Schutte; "Educational Media in TAFE," by Brian Kenworthy; "Career Paths of Tradespersons," by Lucio Krbavac; "Curriculum Development in TAFE Trade Courses," by David Laird; "Curriculum Evaluation in TAFE," by David Mitchell; "TAFE Staff Development," by David Snewin; "Options for the Evaluation of TAFE Colleges," by Peter Thomson; "Access to TAFE for Disabled Persons," by Elaine Walker; and "The TAFE Transition Program," by Greg Woodburne. (KC)

This discussion paper, reviews and examines the status of ethnic minorities in relation to their educational needs in Australia. The report outlines cultural relations in Australian society and gives brief definitions of some of the key terms and issues which are used and discussed throughout the paper. This section is followed by a consideration of the participation of ethnic minorities in the education process and the equity of the education they receive. The situations in the United Kingdom and the United States are compared with those of Australia and descriptions of government intervention in these countries are discussed. Research findings about the factors restricting access and affecting outcomes of education among ethnic minorities are then discussed. This is followed by a description of the problems which limit educational participation in Australia and a critical analysis of the Australian Participation and Equity Program (PEP). In conclusion, the report recommends some further areas for research; suggests the initiation of pilot action research programs; recommends that PEP reassess their program and organizational guidelines; and cites the importance of pre-school education in determining the outcomes of education, recommending that more attention be given to this area. A five-page list of references concludes the report. (CG)

Theories by Sergiovanni and Vaill suggest that what a leader stands for and communicates to others is qualitatively more important than how that leader behaves, given any particular set of circumstances. Quality is the primary criteria for determining successful educational practices today as measured by the Secondary School Recognition Program's 14 success attributes and 7 success indicators. At the federal level, anti-rural bias is being corrected through the "Rural Education and Rural Family Education Policy for the 80s." The urban to rural population shift, increased pooling of rural resources, and the renewed attention that small schools are receiving from educational associations and citizens groups are trends that may influence local leadership and provide quality rural education. An agenda for facilitating local leadership and quality education in rural America is in place--the Rural Education Committee is working toward 10 initiatives outlined in the Department of Education's policy for the 80s. Those states critical of rural schools must realize that if they close their rural schools, they close their rural communities. With vision and leadership rural education can continue to successfully contribute to the values which have helped keep our nation strong. An appendix lists themes from the Rural Education Association's national rural education research agenda. (PM)

This study was conducted to investigate the feasibility of software packages for use in Texas vocational agriculture programs and to recommend strategies for future inservice educational needs of vocational agriculture teachers. The population surveyed comprised the nine teacher education programs in agricultural education in Texas, in which persons were contacted by telephone and by questionnaire, with a 100 percent return. Two software packages developed by Texas Tech University Agricultural Education personnel in cooperation with the Texas Education Agency were evaluated by 50 vocational agriculture teachers. Finally, two additional software packages, which were in greatest demand across the state according to data gathered in a teacher survey, were developed. Some of the conclusions of the study were the following: (1) universities currently providing or planning to provide computer inservice workshops used or will use instructors primarily from within their own university; (2) more than half the computers used by the universities in inservice workshops were Radio Shack models; (3) four basic categories of software are or will be used in inservice workshops; and (4) most software is obtained from commercial sources. The study recommended that a committee be formed to determine format and outline of content to be used in computer-related workshops and to acquire software to be used in each curriculum area. (KC)

This paper reports the results of a statewide survey of elementary school principals by the Illinois State Board of Education to obtain information on the status of early childhood education in Illinois public and nonpublic schools. Such information has important implications for principals developing policies and programs, for determining the certification and placement of principals in schools, and in designing and implementing preservice and inservice programs to enhance the knowledge and skills of principals. More specifically, the survey collected information about: (1) the supply and demand for early childhood education programs and services as perceived by local school officials, (2) the various types of kindergarten programs currently in operation among the public and nonpublic schools, (3) the number and types of early childhood education programs, and (4) the opinions of local school officials concerning selected early childhood education issues. Conclusions drawn indicate that large scale inservice training is needed for principals in early childhood education if the provision of such programming in the public schools is to be expanded and improved and if principals are to play an educational leadership role in the process. Extensive tables summarizing survey results and the survey form are included. (DST)

This monograph consists of 17 research studies in science education. Among the areas investigated in these studies are: modeling and monitoring of college level science education; classroom processes and their relationships with short-term outcomes in elementary school science; expectations of the scientific enterprise; a science laboratory safety computer program simulation for preservice teachers; a minicourse on emotional stress; effects of science inquiry activities on the development of classification and communication skills of children learning a second language; a delphi study of the objectives and planning concerns for secondary science methods courses; influence of class ability level on biology teaching practices; evaluation of an environmental science education academic year program for intermediate elementary teachers (4-6); effectiveness of student feedback and self-analysis in changing selected science teaching practices; effect of rating-delay, instructional content, and length of attendance of elementary teacher ratings of science inservice workshops; effectiveness of teacher-prepared handouts in learning science concepts; detecting and classifying the origins of science misconceptions; effect of a persuasive communication on attitudes toward energy use of preservice elementary teachers; and a comparison of methods for measuring the degree of implementation of an innovative science program. (JN)

This is the report of a finance review which examined long-standing inequities in education finance as well as current problems stemming from declining enrollment and sparse rural populations. An introduction provides the rationale for the review, along with the mandate set out by the Minister of Education, an overview of the organization and operation of the review, and the format. Chapter 2 addresses the underlying principles of education finance: student and taxpayer equity, accountability, local autonomy, and the need for balancing principles in an overall financing formula. Chapter 3 provides a brief description of education finance plans: foundation plans, percentage and power equalization plans, voucher schemes, and full provincial funding--with particular reference to Manitoba's preference for foundation programs. Chapter 4 examines the political, social, and economic context for the review, and the degree to which the current education support program is accepted. Chapter 5 provides the rationale and recommendations for government support of education: source of funds, disbursement of funds, governance. A summary of recommendations follows, covering these and other concerns such as compensatory education, vocational education, English as a Second Language, French, heritage languages, curricular materials, continuing education, small schools, transportation, capital, equalization, block grants, special revenue schools, and private schools. Ten appendixes provide supporting documentation for the report. (TE)

This research project is concerned with such questions as the following: How has East Germany responded to the challenges facing education's relationship to development, especially with respect to conditions imposed by the scientific and technical revolution? What contribution has its educational and training system made to industrialization and technical progress? And, conversely, what is the impact of that system on the evolution of technology and science? Following a preface and an introduction, three sections are devoted to (1) education and employment--fundamental theoretical problems and socioeconomic conditions; (2) the relationship between training, further education, and employment; and (3) education and employment planning. Section I contains chapters on education and employment as essential elements in the social reproduction process--methodology, trends in economic growth and employment, the system of education, and development problems of education and employment. Section II contains chapters on general education to prepare for working life, career and study guidance, and aims and content of vocational-training programs. Section III contains chapters on fundamental information, the planning principle, manpower planning and planning of the educational system, harmonization, long-term planning and forecasting, and research planning. A summary and a 51-item bibligrraphy follow. (DCS)

A comprehensive review of the public education system in Soviet Azerbaijan, this book traces the system's development since its establishment in 1920; it examines the system's context, goals, and organization, and analyzes its achievements and their economic effects. Two sections (four chapters each) cover the periods before and since the mid-1960's. The chapters' topics are as follows: (1) education before 1920, the school system's initial goals and activities, and the anti-illiteracy campaign through 1959; (2) the development of universal 8-year schooling through the forties, fifties, and early sixties, including efforts to make education more practical and improve teacher training; (3) creating a "new intelligentsia" to further revolutionary goals, while preserving Azerbaijanian culture; (4) the development and "Azerbaijanization" of programs to train specialists; (5) the establishment of 10-year compulsory education in the late 1960's, attendant problems, and new policy approaches and methods; (6) the influence of scientific and technological progress in training of specialists and skilled workers; (7) the relationship of higher education to economic and technological progress, and planning methods designed to strengthen that relationship; and (8) the international significance of Azerbaijan's accomplishment. Tables of demographic, economic, and educational data are appended. (MCG)

This state-of-the-practice report attempts to clarify the role of vocational education in job creation and development and to illustrate what part vocational educators can and are playing. Following an introduction is a chapter examining how states and local communities have gone about involving vocational education in job creation and development. Three models for implementing or coordinating job creation efforts--single state agency, multi-agency, local development--are described with examples provided. Three statewide and four local vocational education approaches for linking job creation programs with vocational education are briefly sketched and guidelines for other efforts are drawn from the examples provided. Chapter 3 examines the role of vocational education in economic development in both the public and private sector. How federal, state, and local governments have gone about the task of expanding job opportunities is reviewed, partly in terms of classic economic development theory and partly in terms of human resource development strategies. Chapter 4 discusses the role of vocational education planners and coordinators in the job creation effort. Input, process, and output variables are described. The last chapter forecasts the socioeconomic trends of the 1980s and charts the implications of these trends for vocational education and its part in job creation and development. (YLB)

A study examined the distribution, use, and effects of 30 research and development products to improve vocational education for handicapped learners. These research and development efforts were studied through a mail survey returned from 321 respondents, telephone interviews with 100 respondents, and case studies of seven sites where these products had been used in an exemplary manner. Across the sites, 284 personal interviews were conducted. Overall, the study indicated that state and national research has had positive effects on vocational education programs for handicapped learners. The primary uses of the publications studied were in workshops or college classrooms, as professional references, in secondary classrooms, and for teacher inservices. Among the effects of these research products on vocational education were the following: increased participation of handicapped students in vocational education, more relevant individualized education programs (IEP's), improved curricula for handicapped learners, and strengthened linkages between vocational and special education. In addition, the research products were reported to have helped handicapped learners by increasing their participation in work experiences while in school, by expanding their awareness of career possibilities, and by improving their self-esteem and employability skills. (MN)