Education & Pedagogy

The pros and cons of sexuality education are discussed in this report from Planned Parenthood. Research on the effectiveness of sexuality education has focused primarily on college students, having little relevance for teenage sexuality education. The Kirby report, two studies of the effects of sexuality education on teenagers' attitudes, knowledge, and behavior, found pre- and post-tests were the same for attitude and behavior inventories. Researchers had problems collecting data on teenage pregnancy, abortion, and birth rates which could be linked to the population in the programs. Problems of causal connection between programs and outcomes also arose. Sexuality education did not increase the likelihood that teenagers would have sexual intercourse or that their values would change as a result of the program. The Kirby report showed that sexuality education did not stop teenagers from having intercourse or having babies, and it concluded that sexuality education needs to be long-term and pervasive to have a positive impact. Community commitment is needed for effective programs. Unless teenagers see the value of postponing childbearing, sexuality education may do little to drop rates of teenage pregnancy. Planned Parenthood, as a provider of quality sexuality education, needs to work with other concerned community groups in complementary activities. Sexuality education, continued and improved access to contraception, and safe legal abortion are three parts of the answer to prevent children from having children. Fifteen references conclude the report. (ABL)

Higher education in South Carolina was evaluated, with attention to college missions, financial resources for colleges, and the role of the South Carolina Commission on Higher Education. The development of higher education during the last 30 years and the state's role in organizing and managing the higher education enterprise are described. The climate for colleges in South Carolina and strengths and weaknesses of higher education in the state are also discussed. Included are nine recommendations to improve the quality of higher education in the state through systematic assessment at the state level and state-level policies. Thirteen recommendations to strengthen the Commission cover leadership responsibility, statewide planning, commission relationships with public and private colleges, and the agency's legal structure. Important trends likely to affect higher education are identified that concern population growth, income, racial composition, educational attainment, economic changes, and state revenues and expenditures. Also provided are comparative data for South Carolina's 33 state colleges as well as peer institutions in other states on: sources of revenue, expenditures by function, expenditure ratios, tuition and fees, enrollments by level, student racial composition, faculty salaries, and distribution of faculty by rank. (SW)

Recognizing that New York State has one of the largest rural populations in the United States and that it is impossible to institute special curricula at the College of Saint Rose (CSR) to train future special education teachers for rural areas, this manual was compiled to provide CSR Education Division faculty with a guide to available existing resource materials in rural education which would permit selection of objectives, competencies, activities, and/or materials appropriate to a specific course/topic and to supplement and complement existing course materials. Primary resources were the 19 Rural Education Preservice Modules prepared by Western Washington University's National Rural Research and Personal Preparation Project. Five major competencies were identified from Marrs'"A Bandwagon Without Music: Preparing Rural Special Educators": awareness of the nature of rural schools and their surroundings, understanding of differences involved in serving handicapped students in rural and urban settings, knowledge of "state of the art" rural special education, skills in working with parents of rural handicapped students, and understanding of personal development skills for professional growth and for building local support system. Sample and content activities to meet these competencies are excerpted or cited from the National Rural Project Modules. A list of the 19 Rural Project Modules and a 35-item bibliography complete the document. (NEC)

Education professors are being attacked for the way they prepare people to teach. This criticism is not well founded; teacher preparation programs are being made scapegoats so that the public can avoid facing the hard facts that constitute the core of the problems within the teaching profession. Nowhere has the attack on teacher education been more sustained and yielded more drastic proposals than in the state of New Jersey. Much of this criticism has been motivated by politicians seeking to benefit from the publicity surrounding educational reform. National commission reports have focused nationwide attention on education, and the new Republican leadership in New Jersey has been eager to upstage the reforms set in motion by the previous Democratic administration. A panel established by the new education commissioner to determine the skills needed by beginning teachers was rigged to reflect the administration's position. An instate commission appointed to figure out how the panel's recommendations should be incorporated was also loaded in the commissioner's favor. The state eventually adopted a teacher education program that provided an alternative to the college programs. Even though this is an easier and cheaper way to train teachers, the commissioner may regret his victory. His program will be scrutinized and any evidence of deficiencies will be broadcast vigorously. (GJ)

Information on the educational system of West Germany and guidelines on the placement of German students in U.S. high schools and colleges are presented. After a brief introduction on the country and the basic structure and principles of the educational system, attention is directed to preschool, primary, and secondary education. Included are reproductions of certificates of completion and grade reports from different schools, along with information on grading systems. Also considered is vocational education in Germany, which combines part-time vocational school with on-the-job training. Eight types of vocational schools and their programs are described, along with vocational training in nursing, physical therapy, medical technology, and paraprofessional health fields. Additional topics include: demographics and higher education, higher education legislation, access to college, types of institutions and selected programs of study, and adult and continuing education. Reproductions of diplomas and related documentation illustrate the text. Guidelines are provided to help admissions officers determine the admissibility and appropriate level of placement of German students in U.S. institutions. Appended are a glossary, a list of German colleges and universities, and a list of occupations requiring vocational training. (SW)

In May 1977, the governing bodies of three professional organizations concerned with vocational home economics education (the American Home Economics Association, the American Vocational Association, and the Home Economics Education Association) formed a coalition. Consisting of two representatives of each organization, the coalition has as its primary objective to increase communication and project a unified thrust and focus on issues related to vocational home economics education. This statement outlines the coalition's main tenets pertaining to the scope and definition of vocational home economics education. The coalition's operating guidelines are enumerated. Next, vocational home economics education is defined as education that prepares males and females for (1) the occupation of homemaking and (2) paid employment in home economics occupations. The scope and significance of the occupation of homemaking and home economics occupations are examined. Covered next are the funding and structure of vocational home economics and current funding needs. The rationale for homemaking education is discussed. Current and proposed structures for funding and developing a delivery system for vocational home economics education are set forth. The history of federal involvement in vocational home economics education is summarized. The final three sections deal with the preparation of teachers and leaders, competencies needed by vocational home economics educators, and their responsibility for professional development. (MN)

A study examined the practice and effects of vocational education in 14 classrooms in 8 Minnesota public schools. Data were collected from classroom observations; interviews with students, teachers, administrators, and counselors; and written survey instruments assessing student career development, vocational maturity, and demography. Vocational education was found to help students build competence, apply basic skills, think through problems, learn technical skills, explore life roles, learn to work together, express themselves, extend themselves to the community, and practice life roles. Moreover, within the context of secondary education, vocational education was found to provide a change of pace from other experiences in the comprehensive high school, let students experience an egalitarian atmosphere and cooperation and teamwork, provide learning activities relevant to students' lives, and help students develop self-esteem. However, vocational students were frequently confronted with mixed perceptions by other students and by teachers about the value of their vocational education. It was concluded that the purposes of vocational education must be clarified and that students must be challenged beyond their expectations and given new areas for exploration without becoming so specialized as to narrow their opportunities. (Appendixes include a transcription of an observation segment, a blank observation record form, the various interview schedules, the student survey instrument, and descriptions of the sites studied.) (MN)

This document includes four papers on library school and other training aspects which were presented at the 1986 conference of the International Federation of Library Associations (IFLA). In "Meeting the Challenge of the High Tech Information Age--The Recent Development of Library and Information Science Education in the People's Republic of China," Weiming Li (Australia) describes the expansion of library schools and curricula to meet the challenge of training library and information personnel in new technologies. In "Motivation--The Illusive Link in Continuing Education," B. E. Sheldon (United States) discusses motivating administrators to encourage continuing education participation, motivating librarians to attend continuing education events, and developing continuing education activities that motivate people to learn and to change patterns of behavior. A questionnaire distributed to members of the audience prior to the presentation is included. "Preparing Librarians for the 21st Century--Implications for Third World Countries," by Rosa M. Vallejo (Philippines), considers the role of libraries in the information-based society of the future and the need for library education to concentrate on both traditional core subjects and the new field of information technology. Finally, in "The Impact of Technology on the Education and Training for Librarianship," Masanobu Fujikawa examines methods of incorporating information technology into the library education curriculum. (KM)

This report presents papers on the vocational qualifications systems in Sweden, France, the Netherlands, the Federal Republic of Germany, and England and Wales. An introduction (Russ Russell) looks at common themes. The paper on Sweden (Gun Cardell) addresses vocational education opportunities, curriculum and standards, costs, youth and employment, and proposed reforms. Topics in the paper on France (Alain Herbert) include vocational education opportunities, apprenticeship and cooperation, full-time vocational education, adult training, educational leave, and modularization. The paper on the Netherlands (Leo Blokzijl, Ton Knobbout) discusses vocational educaation opportunities, apprenticeship, middle-level vocational education (MBO) which requires 4 years of full-time study, and apprenticeship and short MBO which requires 2 years of vocational education. The paper on the Federal Republic of Germany (Wilfrid Reisse) looks at the complex legal base, further vocational education, curriculum design for apprenticeships, operation of the apprenticeship system, full-time vocational education, further vocational training, adult training, and modularization. Discussion in the paper on England and Wales (Russ Russell) focuses on the organizational and legal basis, the Industrial Training Boards, the Manpower Services Commission, full-time college-based vocational education, adult education and training, and a new qualification system. A summary and overview (Russ Russell) briefly compares the five countries and also makes comparisons with the United States and Japan. (YLB)

The New York City Board of Education's Nutrition Education and Training Program was developed and implemented to improve the quality of nutrition education in elementary schools. The project's primary objectives were to: (1) provide elementary school teachers and food service personnel with enhanced knowledge of sound nutrition; (2) provide teachers with new classroom strategies for infusing nutrition education into the basic health education curriculum; (3) utilize the Nutrition Education Resource Project at Teachers College, Columbia University as a nutrition education support center for staff from the designated "100 schools"; and (4) conduct training workshops in the use of the revised K-3 supplemental nutrition education curriculum, "Nutrition Comes Alive." This report presents an overview of the Nutrition Education and Training Program for the 1985-86 school year, as well as an evaluation of the effectiveness of two regional training workshops held in April of 1986. Program funding, objectives, and population served are discussed in chapter one. The implemention and effectiveness of program activities are presented in chapter two. The participants' evaluation of the two regional training workshops are analyzed and presented in chapter three. There is also a discussion of the written comments and suggestions made by the workshop participants. The conclusions and recommendations of the report are offered in the final chapter. (JD)

Proceedings of a Navajo Bilingual Education Conference held April 26 and 27, 1985, are summarized in this report which focuses on the implementation of Navajo language and cultural education at the Dzlith Na O Dith Hle Community School (DCS). The paper begins by stating that the conference was intended to assist educators in understanding and preparing a plan to comply with new educational policies established by the Navajo Tribal Council on November 14, 1984, mandating excellence in education for all Navajos and specifying instruction in Navajo language and culture. A section on educational policies summarizes the positions of the Navajo Tribe, the Bureau of Indian Affairs, the State of New Mexico, Eastern Navajo Agency, and DCS. Recommendations for DCS include formation of a committee of teachers, administrators, school board members, and parents who will investigate options for implementing a bilingual education program. The report lays out options and costs for implementing Navajo language instruction and cultural education with and without the services of an outside curriculum consultant. The final section, titled "A Global Perspective of Bilingual Education," summarizes experiences of other peoples who speak a different language at home than at school and points out benefits of bilingualism. (JHZ)

A study used federal income tax data to examine the long-term earning, unemployment, and interregional mobility patterns among 15,055 persons who graduated from 14 Ohio vocational education programs in 1979. Income data on the graduates' income earned during the 1983 tax year were also compared with U.S. Census Bureau data on 1983 Money Income of Persons in the United States after appropriate adjustments were made for United States-Ohio and Ohio regional income differences. The vocational graduates tended to have higher incomes and lower unemployment rates. With respect to graduates remaining in Ohio five years after graduation, agricultural production and horticulture had the highest state retention rate (90.08 percent). The health occupations education program (associate degree) had a slightly lower than average net retention rate for the state as a whole (83.33 compared with 84.57 percent). (This report includes 29 tables that summarize income, unemployment, and geographic mobility data according to Ohio's 5 geographic regions [central, northeast, northwest, southwest, and other] and 14 vocational programs--agricultural production and horticulture, auto mechanics, home economics, carpentry, electronics, machine shop, cosmetology, occupational work experience, distributive education, secondary-level health occupations education, associate degree-level health occupations education, accounting and data processing, general office, and technical education.) (MN)

This handbook for educators, administrators, and community leaders shows how innovative and outstanding programs can demonstrate by example. It offers helpful guidelines and models, raises and comments upon present and future issues, and suggests valuable resources. Chapter 1 defines family life education by discussing its importance and addressing areas in which confusion over family life education exists. Chapter 2 comments on external and internal factors that contribute to family well-being. Chapter 3 profiles family life education practices at the local and state/territorial levels. Chapter 4 provides a comprehensive analysis of 14 "innovative and outstanding" family life education programs. The common components that have contributed to their achievements are divided into two categories: community relations and educational particulars. The analysis is interspersed with information from state guidelines and commentaries on ways to improve programs using these components. Chapter 5 addresses three needs: community acceptance, continuing education for educators, and evaluation of the impact on students. Chapter 6 deals with three emerging areas of essential importance for the future: curriculum, computer technology, and values education. Appendixes include extensive listings of reference books and articles, textbooks and curriculum materials, teacher guides and books, audiovisual resource material, and resource organizations. (YLB)

In discussing quality indicators of teacher education programs, three components of teacher education are addressed: the program's content, the faculty, and products of inquiry. Three different rationales are presented for selecting and ordering content for teacher education curricula. These rationales, phrased as "decision-rules" are: in order to be considered viable content for a teacher preparation program, the concept, principle, or process must be: (1) related to student growth as revealed by empirical evidence; or (2) identified as a necessary curricular component by expert opinion based on experience; or (3) logically explained by a theory from social science and/or philosophy. Examples of content-maps resulting from the execution of each of these rules are presented to illustrate the nature of content resulting from each decision-rule. A discussion is presented on quality indicators of teacher education professors, citing the influence of prior teaching experience and the nature of doctoral preparation as important influences on the professor's subsequent performance in teaching, research, and service. A brief discussion is presented on a recent study undertaken to investigate inquiry productivity in teacher education among colleges and universities in the United States. The assessment of productivity was based on contributions to annual meetings of teacher associations and to leading journals of teacher education. References are included. (JD)

The purpose of this 2-year project was to develop, and begin implementation of, a comprehensive health occupations teacher education program including preservice, inservice, new teacher orientation, and continuing education components for the State of Virginia. During the second year of the project, the goals were (1) to continue the work of the project by coordinating the various human resources available in both health service and education areas, (2) to complete a research study to assess and identify the essential competencies required by a beginning health occupations teacher, (3) to conceptualize the four models, and (4) to field test components of each model. These goals were met during the project year. The project demonstrated that the processes used were workable and practical. Because of the competency-based concepts used, the models may be implemented, totally or partially, at other institutions of higher learning (in addition to Virginia Commonwealth University where they were tested). Responses from health occupations teachers who participated in the field-testing indicated that the project goals and accomplishments were much needed, were directed specifically to those needs, and were of immediate value. Continued support by the Virginia Department of Education and university administrators was recommended so that this work may continue. (Author/KC)