Education & Pedagogy

Further education in Scotland shows a divergent pattern of development from that in England and Wales. It has no polytechnical institutions, retains the majority of its Central Institutions and is developing new Colleges of Further Education, conducting the most advanced work but still subject to the local education authority. (EB)

Observing and tutoring, teaching, assisting a home-school coordinator, and working in a social agency are four methods for firsthand involvement with the problems of inner-city schools. Ten possible changes in business teacher education programs are presented and discussed. (CH)

Describes a science-based three dimensional model (affective, cognitive, and processes and skills) for environmental education for grades K-12. Provides illustrative behavioral objectives and suggests lists of content and learning experiences suitable for primary, intermediate, middle school, and high school students. (AL)

The authors propose alternative measures to meet the needs of women in universities. Individual efforts by individual women must be facilitated by social innovation brought about by radical experiments with alternative living arrangements and open universities. (BY)

As a prerequisite to understanding Swedish views about sex education, some background knowledge and insight into Sweden's development as a country in rapid transition is reported. Impressions of Swedish sex education, methods and aids, are related. (BY)

This is a report on the curriculum research and teacher education program development project conducted at Stout State University and supported initially by Ford Foundation funds and a grant from the U.S. Office of Education. (GB)

Author states that teacher- education students should have an opportunity to learn by methods of first-hand investigation and theme centered inquiry used by childrens, as a move toward the inter- disciplinary study they may be involved in as teachers. (Author)

Author describes the strengthening of liberal arts and science programs in six universities where faculty and courses are being re-directed to provide a broader, more flexible and vocation-related education for students who will not do graduate work. (IR)

Modern education must show the student the impact of his choices not only on the economy but also on the ecology. (Author/RA)

This study reports on the perception of alcohol education among a representative sample of high school students. The data show the students to be interested in this type of subject matter. However, few are receiving information, and the quality of that transmitted is questionable. (Author)

Suggests that a limited, substantive theory inductively derived from comparative analysis of actual program operation can be practical. A comparative field study of public school adult basic education programs is given as an example. (Author/DR)

Drug education programs must account for the values of the students at whom such education is directed. Students' commitments to fairness, consistency, compassion, and reasonableness must be honored. Society's laws run counter to students' values, making the role of the drug educator difficult if not impossible. (Author)

A study seeking to determine the relationship of education and educational level to agricultural production, and the extent to which extension education, economic factors and the cultivator's educational background play a part in agricultural production. (Author/JB)

Use of continuous flow analysis (CFA) in environmental education programs at Mercy College, New York is reported. Undergraduate courses, in-service teacher training programs, and cooperative high school experiences employing this approach provide students with improved data acquisition and analysis systems. (BL)

The author envisions a form of collective bargaining that will be beneficial to the total structure of higher education and which could enhance the goal of universal higher education. (Editor)