Education & Pedagogy

The three sections of this report on primary education in the United Kingdom provide basic information, discuss problems and trends, and describe recent studies of primary education. After a list of the aims of primary education, section one briefly discusses (1) differences in the educational systems of England and Wales, Scotland, and Northern Ireland; (2) links between preschool and primary education and between primary and lower secondary education; (3) the number of primary school pupils and teachers; (4) grouping of pupils and official class sizes; (5) lengths of the primary phase of education, and the school day, week, and year; (6) major areas of the curriculum; (7) methods of pupil assessment; (8) teacher education; (9) available support services; and (10) institutional links between primary school, parents, and community. Section 2 notes the decrease in the number of teachers; the need for teachers with varied curricular expertise; and interest in issues of management, leadership, and curriculum planning. Also mentioned are teaching of science, environmental studies, and art and craft work, and the need to provide for an increasing number of 4-year-old children. Annotated citations of seven recent studies of primary education are provided in section 3. (RH)

This program review guide discusses the Colorado Education Improvement Program, a process that enables local school districts and the Colorado Department of Education to provide quality education to Colorado's children, including migrant children. The purposes of the program are: (1) to provide a process for state education officials to supervise public schools; (2) to develop and maintain a school and community partnership for ongoing educational improvement; (3) to help all school districts improve educational opportunities for all state pupils; (4) to guarantee equal access to educational opportunities for every pupil; and (5) to determine compliance with legal requirements. The education program is composed of two elements. One element deals with improvement through technical assistance from the state's Department of Education. The other element centers on compliance monitoring through onsite reviews conducted by state education officials. The compliance review criteria are based on state and federal legal and procedural requirements. Compliance reviews are performed in the administrative offices of the local education agency and include a review of documentation on file, interviews, and the reviewer's general observations. This review guide includes the entire "Migrant Compliance Review Checklist," an assessment tool used by reviewers to assess migrant education in Colorado. Questions on the checklist deal with issues such as: program design and implementation; funds allocation; child and parent participation; school records; needs assessment, and program evaluation practices. (Author/TES)

Examined in this report is the extent of interest in educational programs for preschool-age children during the 1980s. The introduction notes that 21 states spent state money on early childhood programs in 1987, and that the spending was in response to: (1) increased employment of mothers of young children; (2) research demonstrating the long- and short-term academic and social benefits of such programs; and (3) findings that suggest that spending on early childhood education can save a state $4 for every $1 spent. The report defines early childhood education programs, then details state commitments to early childhood education in terms of: (1) state dollars for early childhood education; (2) restrictions on state dollars for early childhood education; (3) children served; and (4) additional resources. Special program characteristics for various states are detailed with respect to the role of parents, curriculum approaches, and coordination of services. Also considered are linkages between state early childhood education programs and Head Start programs. The report concludes by pointing out that nearly half the states spend state money on early childhood education, and that the majority of state early childhood programs target 4-year-old children. Four references, an appendix listing state funding for early childhood education by state, and a description of the National Conference of State Legislatures Children, Youth, and Families Program wrap up the report. (SKC)

The study surveyed the 50 states and the District of Columbia to identify current state policies that regulate graduation requirements and to determine how these policies have been applied to programs for high school special education students. Survey results produced four major findings: (1) all but three states have legislation or state board of education policies regulating minimum graduation units; (2) 36 states reported that they have raised academic unit requirements since 1975; (3) most of the states with increased unit requirements reported that these policies are still being phased in, thus indicating that their full implications for special education students are unknown; and (4) 30 states reported having a minimum competency program, 15 of which determined students' exit documents by their scores on a minimum competency test. Implications for special education students include the following: the emphasis on academic subjects stressed content which may not be relevant to some special education students; special education students who complete goals of the Individualized Education Plans (IEPs) may be differentiated from the norm group by a differential diploma or certificate. Such differential diplomas may preclude or negatively affect postsecondary education and employment opportunities. Recommendations for developing state level policies that balance the concerns of appropriate education and equal opportunity are presented. (DB)

A summary of results of a national survey concerning art education is presented in this document. Part 1 contains the National Art Education Association's goals for quality education and observations from the study. The goals state that: (1) all elementary and secondary schools shall require students to complete a sequential art instruction program; (2) every high school student shall be required to complete one year of art instruction; (3) students shall be required to complete one year of art instruction for admission to a college or university; and (4) every college student shall complete one fine arts course. Observations from the study indicate that: (1) leadership is needed; (2) three-fourths of the states are developing an arts education position paper; (3) all but three states require art teacher certification; (4) 40 to 50 percent of the states require an art course(s) for high school graduation; (5) states are placing a greater emphasis on art education; and (6) significant strides have been made during the past 6 years toward quality art education. Parts 2-5 contain statistical information about state departments of education, employment of art educators, art education programs, and emerging issues. Tables are included. (JHP)

To explore the perceptions of special education administrators regarding the anticipated effects of restricted funding, survey questionnaires were mailed to a random sample of 200 directors of special education in Texas. Questions regarding demographics, funding sources, staff and program concerns, and assistance needed for coping were asked. Items pertaining to staff or program changes were evaluated in terms of anticipated type and degree of change and anticipated positive or negative effects of that change on the future of special education. Results show that special educators anticipate restricted funding to be long-term and believe education systems will have to rely on the local community more in the future for necessary financial and other resources. Greatest concerns were expressed for inadequate vocational education, staffing problems such as shortages and absenteeism, and a too-high pupil/teacher ratio. To maintain current quality levels, special educators believe it will be necessary to increase integration of regular and special education, improve staff utilization, and train all teachers to manage heterogeneous classrooms. The positive outcomes of funding restrictions they foresee include expansion of volunteer programs and greater creativity and efficiency in the use of equipment and materials. A copy of the survey instrument is included. (Author/VW)

During 1985 and 1986, the Queensland Board of Teacher Education undertook a major review of teacher education and certification in Queensland. The report analyzes the social and educational trends emerging in Australia and formulates a view of the desirable roles and competencies of teachers in the future. Full recognition of teaching as a profession is emphasized. Recommendations are made for the future recruitment, selection, professional preparation, and certification of teachers. Summary and recommendations of the Board are presented. Chapters include: (1) The Continuing Focus on Teacher Education; (2) The Teaching Profession and Teacher Education; (3) The Future Contexts of Teaching; (4) The Teachers in Their Schools and Communities: Teacher Roles and Teacher Qualities; (5) Quality Teachers: Recruitment and Selection; (6) Quality Teachers: Initial Teacher Education; (7) Quality Teachers: Continuing Professional Development; (8) Quality Teachers: Teacher Educators and Teacher Education Institutions; (9) Quality Teachers: The Registration of Teachers; and (10) Review Processes in Teacher Education. Fourteen tables and seven figures are provided. The appendixes include material on the work of the Board as well as the following items: (1) an extensive chart summarizing concerns in major reports on teacher education (including three U.S. reports); (2) an outline of teacher roles and qualities; and (3) an outline of teacher registration legislation. (MT)

This paper applies questions of coverage, quality and linkages to the current collection of national statistics on education at the preprimary, elementary/secondary, and higher education levels. The main questions raised at the preprimary level pertain to availability of programs, standards, and family-school interaction. At the elementary/secondary level, the policy debate revolves around questions relating to educational improvement, resources effectiveness, and equity. National data bases provide little help in answering these questions, and the quality of data varies. At the higher education level, data sources are considered as they pertain to student aid, efficiency, educational value, and role of higher education. The following recommendations are made for improving the national data: (1) eliminate low priority data items; (2) identify and fill information gaps on a priority basis in areas of major policy interest; (3) establish an office of quality control; (4) give highest priority to improving quality of elementary/secondary education data; (5) modernize procedures for data collection; (6) investigate the feasibility of linking the most costly data collection systems in the Department of Education; (7) initiate discussions with representatives of other agencies to coordinate data collection; (8) in developing questionnaires, consider those variables that have been shown to be most important to outcomes; (9) establish an education data bank to improve survey consistency across data bases and over time; and (10) keep expectations high. (JAZ)

The resource guide is designed to assist educators, park resource persons, and parents of disabled children in locating and identifying sources of information for developing, implementing, and evaluating outdoor education programs for all disabled children and youth. The guide has two main parts. The first part contains an annotated bibliography citing 182 special outdoor education, general outdoor education, funding, and accessibility resources; titles, addresses, and prices of 22 special and 23 general journals and newsletters; titles and addresses of 22 resource catalogs; names and addresses of 54 organizations concerned with outdoor/environmental education; telephone numbers and addresses of state outdoor special education directors; addresses and telephone numbers of 51 colleges and universities offering a curriculum emphasis in outdoor education and/or therapeutic recreation; and names and addresses of the 92 publishers of the resources first listed in the bibliography. A subject index lists 40 different descriptors cross referenced with bibliographic citations. The second part of the guide is an annotated directory of 172 separate outdoor education programs and centers--representing 28 states--which serve both disabled and non-disabled persons in either segregated or mainstreamed settings. Organized alphabetically by state, each entry provides the program's address, telephone number, name of contact person, type of disabled population served, and a brief description of services and activities offered. (NEC)

This paper describes the technological, economic, demographic, and societal changes occurring in the United States, highlighting those trends particularly affecting vocational education, such as the increase in service and information occupations, the changing composition of the work force, and increased international competition. The paper next reviews recent national reports on education, focusing on what these reports say about vocational education. Because vocational education's traditional role no longer appears viable, a new role is proposed--the development of balanced occupational programs that enable students to acquire broad, transferable skills for employment and personal use. The modifications this will require in vocational institutions are outlined. The remainder of this paper describes one approach to this new mission--New York State's restructured secondary vocational curriculum. Discussed first is the process whereby the new diploma requirements and occupational education sequences were developed. Detailed descriptions of the new program include foundations in grades K-6, programs in grades 9 through 12, and occupationally related courses for general education credit. The descriptions include key skills and competencies, scheduling options, sequence requirements, and discussion of state standards and modifications in teacher education. The paper concludes with a list of items that must be included in a new agenda for vocational education. (SK)

The chapters of this monograph review some of the major concerns in correctional education. In "Observations on Correctional Education," Bruce I. Wolford sketches some of the problems hampering correctional educators, particularly the difficulties of serving the large illiterate and functionally illiterate populations. Osa D. Coffey's chapter on "Trends in the Administration of Correctional Education" focuses on the state adult correctional systems and various administrative models, especially the correctional school district model. Five crucial factors in effective programs are identified. "Equity and Legal Issues in Correctional Education" by Paul Moke discusses inmates' right to treatment, freedom from illegal conditions of confinement, equity for females, educational access for special populations, and constitutional and statutory duties of correctional educators. In "The Learning Handicapped Adult Offender," Robert B. Rutherford, Jr., and C. Michael Nelson address the legal mandate for serving this population, prevalence of handicapping conditions, and components of effective programs. In the fourth chapter, John W. Waidley focuses on "Vocational Education, Industries, and Career Education in Corrections." Societal beliefs regarding work and its ability to "cure" criminals and prevent recidivism are examined. Finally, "Postsecondary Correctional Education" by John F. Littlefield investigates the relatively new development of postsecondary programs for incarcerated populations. An eight-page list of references concludes the document. (SK)

Pakistan's effort to achieve universal primary education is described in this study. Chapter One briefly traces economic and social developments, the growth of knowledge, and considers educational priorities. Chapter Two offers an historical perspective, focusing on the re-orientation of the schools after independence, the first national plan, the National Commission, new educational policy, national education policy, the current 5-year plan, the legal basis of universalization of education, and the Primary Education Project. Chapter Three discusses aspects of organization, such as structure, non-formal education, administration, curriculum, examinations, instructional models, community support, student population projections, existing enrollment ratios, non-enrollments, teacher intake capacity, and desired changes in the educational system. Chapter Four provides statistical tables concerning the estimated population in the primary level age-group, trends in primary education, geographical distribution of primary education facilities, primary enrollment ratios, curriculum in the primary schools, and the number of primary schools and teachers. Chapter Five describes the system of supervision in terms of the existing pattern and proposed measures. Chapter Six briefly discusses community involvement in education. Chapter Seven deals with national policy and proposals having to do with the approach to educational provision, a research and experimental project, the physical infrastructure, proposed measures, the innovative Center School and primary education project, and projects concerning the teaching of reading. Chapter Eight describes new programs. (RH)

Key policy issues and 29 recommendations are considered in a report of the Advisory Panel on the Future of Higher Education in North Dakota. The panel focused on: system organization, educational access, college missions and roles, and the state's ability to continue its current level and type of service to students. Visits were made to the 11 state institutions, public hearings were held, and meetings were held with representatives of campuses, the community, the legislature and state agencies, the Board of Higher Education, and the media. Important issues in North Dakota and other states were finance, governance, and quality. Recommendations concern: developing a true state system of higher education in North Dakota, the State Board of Higher Education's role, dimensions of access to educational opportunity, the practice of open enrollment, mission and role statements in general and for specific colleges that have one- and two-year programs, faculty retention, program review, general education, transfer of credit, enrollment ceilings, remedial education, centers of higher education, cooperation across state boundaries, vocational-technical education, a funding formula for the state, budgeting by the board, tuition and financial aid, and resource sharing. Interviewees and documents that were consulted are listed. (SW)

The development of a comprehensive state plan for arts education in Maryland is presented. The introduction states three program development goals and four major conclusions from a needs assessment of the mutual goals of the Maryland State Department of Education and the Maryland Alliance for Arts in Education. The goals include the development and infusion of sequential arts programs into the school curriculum and development of administrative strategies to ensure these efforts. The conclusions state that there is: insufficient finding; a need for more dance and theater specialists; ineffective use of community resources; and a need for more infusion of arts into the total school curriculum. "A Statement of Belief" presents the philosophy that all individuals can benefit from arts education. "Comprehensive Arts in Education Defined" states three basic components of the arts program: instruction; infusion; and learning resources use. "The Comprehensive Action Plan" extensively outlines the four major goals of the 5-year action plan: promotion of the arts; strengthening the curriculum; strengthening instruction; and effective use of the community arts resources. Appendices contain: definition of terms; suggested questions for a comprehensive arts education survey; and membership lists of The Comprehensive State Plan for Arts in Education Committee and The Maryland Alliance for Arts Education Executive Council. Also included are 13 references. (TRS)

Since 1975 a reverse in rural to urban migration has created an increasing population of rural adults who require the availability of continuing education programs; 28.8 % of the population now resides in rural areas. Although characteristics of urban and rural populations differ significantly, both have similar continuing education needs. In October, 1983, the U.S. Department of Education announced a "Rural Education Family Education Policy for the 80's" which recognized rural education's need for equitable services, funds, information, and assistance. Nonetheless, rural learners, often in lower income brackets, may find tuition costs and transportation problems difficult obstacles. Rural learners are often older and less educated than their urban counterparts, which may lead to discomfort and lack of confidence in an educational setting. The Cooperative Extension Service delivers most continuing education programs to rural America. While teacher-class approaches are commonly preferred by rural adults, other delivery systems such as computers, electronic mail systems, mobile vans, seminars, newsletters, correspondence courses, etc., are gaining acceptance and becoming more available. The emergence of a new rural America challenges continuing educators to provide meaningful outreach programs that will be: (1) sensitive to rural needs, (2) practical, (3) empowering, and (4) supported by educational services to assist in balancing job, family, and community responsibilities. (PM)