Education & Pedagogy

This conference was an attempt to have the fishing industry join the state of Alaska in building fisheries education programs. Topics addressed in papers presented at the conference include: (1) fisheries as a part of life in Alaska, addressing participation of Alaska natives in commercial fisheries and national efforts; (2) the international perspective, discussing fisheries education system in Japan, Newfoundland fisheries, fisheries education in Denmark, and fisheries research and training programs of the Whitefish Authority (Hull, England); (3) technology of the fishing industry, including community college, university, and college programs; (4) fish as food, considering the educational needs of the seafood processing industry/workers and educational needs in food science and technology; (5) marine resource management, discussing aquaculture systems, constraints and outlook for fisheries and aquaculture, and education for marine resource management; and (6) the business of fishing, focusing on education for the business of fishing, educating fishermen and others to appreciate the importance of fishing as a business, and government involvement in United States fisheries development. Summaries of workshops considering fisheries and marine education needs in Alaskan elementary and secondary schools, planning for vocational/technical education, and university level programs (providing a survey of educational needs of fisheries/ecologists) are included. (JN)

Provided in this document are case studies of representative and exemplary innovative environmental education programs from various regions of the world (North America, Latin America, Western Europe, Eastern Europe, Africa, Asia, and Australia/Oceania). The case studies provide information on the environment and environmental problems and concerns of various countries, insights into that country's attitude toward the environment and education, and models of programs created for that country's situation. Many of them incorporate international cooperation or a global perspective. The opening section provides a philosophical overview of environmental education and strategies to promote environmental education internationally. Major sections which follow address multinational, national, community, and single-institution programs. Multinational programs are those which involve institutions, organizations, or governments of more than one country. National programs are single programs intended for use throughout a nation. Community programs occur in one community or localized area of a country, and focus on that community's environment. Single-institution programs are undertaken at one school, university, or museum. Case studies are also categorized in a matrix found in the introduction to the document. Programs are arranged by world region, target audience, environmental/education emphasis, and sponsor in the matrix. (JN)

A bilingual education teacher training packet (teacher's edition) on theories and research concerning bilingual education, second language acquisition, and communicative competence is presented. A theoretical framework for integrating these theories and a theoretical rationale for bilingual education are also presented. In addition to state-of-the-art reviews, the packet contains: a syllabus, a pretest and answer key, a glossary, learning activity objectives, a small group activity plan and discussion items, discussion item answer key, a posttest and answer key, and a discussion of the implications of the theoretical frameworks for teacher trainers. Narrative materials are presented on the following topics: (1) demographic context of bilingual education; (2) historical definitions of bilingual education; (3) communicative competence theories; (4) first and second language acquisition theoretical frameworks; (5) the myth of bilingual handicaps; (6) research findings regarding mother tongue development as a positive force; and (7) implications for syllabus design and materials development, teaching methods, and teacher training. One section of the packet entitled, "A Theoretical Rationale for Bilingual Education," by Jim Cummins, includes information on seven bilingual education program evaluations, along with a framework that addresses the complexity of first and second language relationships and the devleopmental relationships between first and second language proficiency. (SW)

Changes in the management of education can increase the efficiency of educational systems, freeing resources that can be used to increase the availability of education, according to this book. The reader's attention is first drawn to the worldwide crisis facing education--while the demand for education continues to increase, budgets are reaching their practical limits and population is growing more rapidly than educational capacity. The situation seems to call for more efficient management of educational resources. The author notes that efficiency is not the same as effectiveness--that the former is a measure of the performance of a process within a system, while the latter is a measure of the degree to which the system's products are related to its objectives. Accepting this definition of efficiency, this document concentrates on an examination of the application of systems theory to concepts of management in general, to public administration, and, still more specifically, to educational administration. Within the framework of systems theory, the author characterizes schools as open systems and identifies the main management problems confronting education throughout the world. Appendices present both supporting statistics concerning worldwide education and related documentary material developed by the United Nations Educational, Scientific, and Cultural Organization. (PGD)

Drawing on papers presented at the rural education seminar, "Ensuring Excellence in Education for Rural America," and other sources, the report consists of an overview, examples of excellence, barriers to excellence, areas of continuing need, and appendices dealing with the conference. Highlights from the executive summary include: approximately one-third of the nation's elementary and secondary public school students attend schools in small towns and rural areas; two-thirds of the nation's school districts enroll fewer than 2,500 students; 17 states are predominantly rural; rural school districts average about 20% less spending per pupil than metropolitan districts and have fewer extended services, such as vocational education and preschool programs; and polls show that rural people are generally pleased with their schools. The most important characteristic noted for rural schools, however, is their differences from each other. While there are many strengths stressed for rural education, priorities proposed for rural schools would include: adequately trained teachers and administrators; opportunities to develop rurally relevant curricula; assessment of instructional needs of rural students; long-range planning; sensitivity to the "rural situation" in financing and mandates by state and national officials; and careful examination of the impact of decreased federal funding in rural areas. (BRR)

Eleven articles on professional continuing education are presented. Titles and authors are as follows: "Teacher Perceptions of Roles of University Instructors" (Alvin M. Kilgore, L. James Walter, Charles Moore); "Non-Traditional Education and Institutional Reform" (Willis D. Moreland); "Basic Bifurcation in Adult Education Policy and Practice" (Gordon C. Godbey); "An Analysis of the Potential of the Telephone as a Viable Instructional Tool" (Charles Koelling, Richard Robinson); "The When, Where, What and How of Planning Inservice and Professional Meetings" (Richard Fletcher, Jr., Margaret S. Phelps); "Balancing Quality and Accessibility: What Impact Does Regulation by a State Agency Have on Off-Campus Credit Programs?" (Michael A. Falcone, David K. Keymer); "Effects of H.I.P. Program on Attitudes toward Professors" (Carl C. Fehrle, Neila Pettit, Terry Ten Brink); "Off-Campus: Beyond the Carnegie Unit!" (John J. Dlabal, Frank W. Lanning, Leonard Pourchot); "Indiana--Cooperative Efforts toward Excellence in Continuing Education" (Donald Rininger); "A Continuing Education Paradigm for School Board Members in Rural Areas" (Leo McGee, Margaret Phelps, Larry Peach); and "In-Service for Administrators" (Arthur G. Kupisch, Peter J. Murk). (SW)

In the first of this presentation's two parts, an attempt is made to clarify the meaning of constructivist education, an approach based on a theory which explains learning as a process of construction from within the individual, rather than one of internalization or absorption from the environment. In the second part, a personal view of why constructivist education is a likely direction for education in the 21st century is offered. Some of the assumptions surrounding the concept of constructivist education include the notions that children naturally construct knowledge by putting things into relationships, and that their knowledge is constructed as an interelated whole, is not compartmentalized into subject matters, and advances only within the constraints of developmental levels. The aim of constructivist education is personal autonomy, a state defined as being governed by oneself and including, ultimately, the ability to think logically at the formal operational level. Autonomy as the aim of education implies the need to rethink everything done in the name of education. Constructivist teaching, the most difficult kind ever invented, requires educators to change their entire way of thinking about themselves as well as their teaching methods. Although there is a growing constituency of teachers advocating autonomy as the aim of education, it is likely that two or more generations of teachers must retire before a change to constructivist education becomes possible. (RH)

There is a strong connection between the vitality of the nation's economy and the vitality of vocational education. The future of vocational education for the next 10 years lies in performing a key support role in economic development and in attacking national problems or preventing them from occurring. Reauthorization of the Vocational Education Act should emphasize a return of operational authority of educational services to the states and localities and redefine the federal role as one of support and facilitation. Two basic thrusts are maintained in drafts of the reauthorization--provision for enhancements of state and local vocational education and a new vehicle whereby vocational education can make a major contribution to a program of national economic revitalization and a program to reduce workforce shortages. Changes to be made in the Office of Vocational and Adult Education include deregulation (deletion or modification of regulations) of the 1976 Vocational Education Amendments and moving away from a compliance role to one of facilitation (provision of programmatic support services, national coordination, and support in developing information systems). Three key areas to which state directors should devote their efforts in the immediate future are program quality and technical scope, retraining adults, and closer collaboration with business, industry, and labor. (YLB)

Programs must be designed to remove barriers to equitable vocational education. Barriers to such programs are erosion of public and special interest group confidence in the educational system; lack of systematic student services; and lack of mutual awareness, communication, and cooperation between vocational and general educators. To remove barriers, adequate funds must be available to distribute by efficient methods. Local involvement and endorsement are also required. Vocational educators must work with parents and family members who influence career decisions to change attitudes toward vocational education. Career assessments are a practical strategy to recognize interests and aptitudes. Vocational education linkages with federal agencies could help coordinate efforts. Accessibility in rural areas could be increased by school districts' cooperation. Additional funds would ensure more programs, vocational counseling, and access to health and social services. Research and development strategies for elimination should focus on new program designs, competency-based modular instruction, basic skills development, and work experience. Successful removal of barriers to equity relies on focusing awareness on problems of inequity, providing corrective pre- and inservice personnel education, refining the curriculum, developing innovative teaching/learning materials and techniques, providing vocational guidance services, implementing career education, providing necessary facilities and equipment, and adequate funding. (YLB)

One of five modules in the foundation series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into three sections, each based on one of the goals. The first section describes vocational education's evolution; its changing definition; its relationship to general, career, postsecondary, and adult education; and impact of federal policy and legislation. The philosophic, economic, and sociological concepts underlying vocational education are considered in section 2. The third section focuses on data on enrollment and financial statistics. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

Education in general and specific educational projects fit into the construct of the allocation of investment resources that is basic to economic theory. Two techniques of computing returns to education and education projects are benefit-cost ratios and rates of return, which both rely on measuring costs and benefits. While measuring costs is relatively easy, measuring benefits is difficult because of the problems of identifying benefits and isolating benefits stemming from specific programs, trying to measure social versus private returns, the need to use experience to predict future income levels, and the marginal nature of calculations. The manpower approach is often suggested as a substitute method, but because it solves the problems of the other two techniques by ignoring them, its difference is illusory. The techniques are actually successive approaches to computing the returns to education and educational projects. The unique nature of non-formal education and the lack of clear definition of intended results cause problems in the measurement of program output. Further, the potential of economic theory with respect to non-formal education in the rural sector is discouraging because of the lack of cash wages among peasants, lack of record keeping, and difficulty of determining the effect of one new skill among many. (SB)

The Education North Evaluation Project monitored operation of the Education North Project (a 1978-82 project aimed at encouraging parents, teachers, and other community members in small, isolated northern Alberta communities to work together in improving the quality of education for school-aged children), assessed project outcomes, and developed policy alternatives based on project experiences and findings. Data were collected from teachers and parents by means of questionnaires, interviews, site visits, and document reviews. Parental involvement increased in educational activities and commitment to education, especially with respect to participation. There was a moderate increase in localized content in most Education North schools and increased parental desire for local content. School-community relations improved in some communities, but not in all. There was a moderate level of improvement in leadership and participation skills over the life of the project, and more parents held the view that they could influence what happens in schools. Overall, the Education North project was moderately successful in implementing the intended strategy and achieving the outcomes established for the project, particularly in view of the project's limited length. Part 1 introduces the project, part 2 provides seven case studies, part 3 summarizes the findings, and nine appendices conclude the document. (BRR)

Ohio's economic future and the needs of its youth as they prepare for adult roles demand strong leadership at state and local levels as well as cooperation between schools, government, and private enterprise. Leaders should be aware that the state's economic development is tied to vocational education and that vocational education and career education are integral components of the educational system. In addition, educators as well as government officials and private citizens should be aware of the needs of special groups (e.g., women, minorities, and handicapped youth) for training in careers through which they are presently underrepresented. State legislation and budgets should provide incentives for cost-efficient collaborative efforts, including: (1) occupational training and work experience programs for youth in Ohio offices and factories in order to transmit up-to-date skills; (2) business involvement with in-school programs for career information, job searching skills, and educational applications in the workplace; and (3) joint planning to avoid duplication between school districts and postsecondary institutions in vocational education. Funding formulas should assist local educators in planning a comprehensive career and vocational education system that meets the needs of all types of students in order to promote Ohio's economic growth for the years ahead. (KC)

The National Child Labor Committee, in its formative evaluation of secondary cooperative education programs, collected data that were used to identify outstanding programs, define key elements of cooperative education programs, and estimate emphases and areas of success of outstanding programs. A list of key elements of cooperative education programs and examples of exemplary key elements in outstanding programs were submitted to administrators and coordinators for comment and evaluation. The average number of schools reporting an element as exemplary varied directly with the element's estimated importance; no teacher-coordinator reported doing an outstanding job in gaining union cooperation; and employer linkages, relations, and cooperation were seen as the most important area. Another finding was that teachers-coordinators did not analyze local job market data in order to compete successfully for existing jobs. A survey of state departments of education showed that they were interested in work experience and cooperative education programs, claimed to be providing adequate services in a wide range of areas, and provided little assistance in linking in-school activities to the labor market. Findings from other surveys were that employers were poorly informed about cooperative education programs, that cooperative education programs tended to place only the best students, and that few major corporations favored secondary school cooperative education. (YLB)

The human capital and growth accounting approaches to measuring the benefits of education both have serious weaknesses. Like other goods and services, educational services have effects on the economic well-being of individuals and families. Because the economic well-being effects of education include private marketed and non-marketed impacts as well as external or public impacts, estimates of the aggregate value of educational services must encompass all of these. To obtain a true understanding of the effects of education on productivity, various non-marketed, private returns must be considered, including the health and fertility effects of education, effects on the value of home time of mothers, effects on criminal behavior, and effects deriving from the impact of education on the earnings distribution. A review of the existing literature on the effects of education in these areas supports the hypothesis that the provision of education services is likely to have a larger impact on economic well-being than is estimated by studies based upon the direct returns or growth accounting frameworks. Therefore, researchers must develop means to measure the full willingness to pay for educational services. (This study is one in a series on the relationship between education and productivity.) (MN)