Education & Pedagogy

GRADES OR AGES: College. SUBJECT MATTER: Developmental psychology, the teaching of reading, teacher education, science for the grades, physical education, health education, teaching a directed reading lesson, music in the elementary school, methods and materials for secondary science teaching, high school reading, methods and materials for teaching English, history and philosophy of education, and learning disabilities. ORGANIZATION AND PHYSICAL APPEARANCE: The material suggests the application of performance-based teacher criteria to a number of courses at Milligan College. The guide is glued and stitched in a soft binding. OBJECTIVES AND ACTIVITIES: Specific objectives are given for each course. Activities are oriented around specified teacher behaviors. INSTRUCTIONAL MATERIALS: Bibliographies are given with each section. STUDENT ASSESSMENT: Performance-based assessment. (JB)

This report reviews past and present literature relating to comparative higher education. Much of the literature relates to single nations, since cross-national studies have not been performed on a wide scale. The author emphasizes the need for such studies to be made now that sufficient data is generally available. The literature related to a number of areas of concern to higher education is reviewed, including such areas as planning, student activism, faculty, and governance. Higher education reform, a key issue of the 70s, is considered at length. In the final section, the author examines potential directions for future research. The paper includes an extensive bibliography as well as a list of journals that regularly feature articles about comparative higher education. (Author)

A national survey was made of the status of physical education and recreation opportunities for mentally retarded children in public schools. Questionnaires were sent to 4,022 school superintendents, principals, or teachers. The results are based on 1,589 responses (37.6%) from these individuals. The final report is presented in 11 sections: a) General Summary, b) Primary Schools, c) Elementary Schools, d) Junior High Schools, e) Senior High Schools, f) Enrolled with Normal Pupils, g) Schools Including All Grades, h) Boys in Physical Education with Normal Pupils, i) Boys in Physical Education Classes Separate from Those for Normal Pupils, j) Girls in Physical Education with Normal Pupils, and k) Girls in Physical Education Classes Separate from Those for Normal Pupils. (Author)

Catalogued in this directory are all the audio tapes, video tapes, and films produced from 1964 through 1969 by the Evanston Township High School Faculty, its Title III staff, and its television staff in the course of its Title III project. These instructional materials are designed for secondary school students and cover almost all aspects of the curriculum, including the following: art, business education, counseling, driver education, English, foreign languages, health, home economics, library science, math, music, science, social science, and vocational education. Each listing provides the material's title, subject area, catalog number, and running time, along with a brief descriptive annotation and additional information when pertinent. (PB)

Presented are the proceedings of a special study institute which field tested the Special Education Administration Simulator (SEASIM) to acquaint urban school administrators with the role of the Special Education Director and with information on current trends in special education. SEASIM is said to be based on 31 critical problems and issues identified by administrative personnel in five large urban school systems, and to train participants to anticipate special education issues. Focuses on are the following concepts: planning; communication; population flux, mobility, and transportation; interagency cooperation; group processes; concensus decision making; and resolving conflict. Institute proceedings are described in terms of objectives, introduction, tentative schedule, program changes, conclusion, and evaluation. (DB)

The document is a survey of special legislation and state programs across the U. S. for 1972. It covers adult education, the disadvantaged student, early childhood, the exceptional student, and the vocational/career student. Each program or piece of legislation is identified by sponsoring state, legislative citations, legislative status (enacted, failed, etc.), and one or two sentences explaining the program. It does not attempt to be a comprehensive report of all such programs, but gathers the information from state departments of education, legislative service agencies, state school board associations and state offices of the National Education Association and the American Federation of Teachers. An appendix contains the survey instrument and a list of the information sources. (AG)

This booklet lists definitions of terms pertaining to competency-based teacher education for the purpose of decreasing the problem of a common understanding of a useful vocabulary in this area of education. Each term has one or more definitions in order to point out variations, points of conflict, and similarities in usage. The majority of definitions are taken from current publications such as "Competency-Based Education: The State of the Scene," by Allen Schmieder; "A Guide to Competency-Based Teacher Education," by Wilford A. Weber et al.; "A Handbook for the Development of Instructional Modules in Competency-Based Teacher Education Programs," by Robert Arends et al.; and "Competency-Based Teacher Education: Progress, Problems, and Prospects," by Robert B. Howsam and W. Robert Houston. A 30-item bibliography is included. (PD)

The topics covered by review articles are: Training for Rural Development (with special reference to Chile); Field Training--Theory into Practice (for women extension workers in Malaysia); A New Look is Needed for Extension (Latin America); 4-D Rural Youth Clubs in Dahomey; Sociological Aspects of Rural Training; Population Education in the Developing Countries, The Role of Rural Extension Services; Some Observations on Middle-Level Agricultural Education; The Future Outlook for Agricultural Education Needs in Industrialized Countries; Training in Communication for Rural Development Personnel; The Financing of Agricultural Education; Traditional Agriculture and Extension; Some Reflections (Ethiopia and Yemen); and Relationship Between National Agricultural Policies and Agricultural Education and Training. (SA)

Results are presented of evaluation of the Research and Development Project in Career Education, Milford, Nebraska. Eleven instruments were used in the K-12 evaluation: Questionnaire on Occupational Units, Counselor Questionnaire, Student Ranking of Occupations, List of Occupations You Know Something About, Occupational and Educational Information Test, School Sentiment Index, Choosing a Job Inventory, Cooperative Education Sentiment Index, Attitudes Toward a Guidance Program, Administration's Evaluation of Career Education, and Parent Teacher Organization Evaluation of Career Education Program to Be Implemented. Each instrument is illustrated, and pre- and posttest results are shown, usually in terms of percentage of respondents. General conclusions are drawn for each instrument. (SC)

The program was conducted in a six school cluster focusing on a three-prong thrust of curriculum revision, inservice training, and securing maximum community involvement. Orientation and exploration of careers and upgraded vocational offerings were aimed at insuring for students placement in jobs, services, or institutions of further training. The success of the program is reflected in increased school-community cooperation, improved staff skills, the development of a weekly career oriented radio program, expanded career education services, inservice programs, new courses, a resource center, and funding for future career education projects. About half of the document consists of application forms, project descriptions, survey forms and reports, assessment tools, samples, and instructional materials. (MW)

The role of the graduate school in the education of the disadvantaged graduate student and in the solution of domestic problems are among the most important issues facing graduate education. Undergraduate institutions must devote increasingly greater portions of their time, facilities and personnel to alleviating educational deficiencies resulting from inadequate preparation of students. It is the responsibility of the graduate school to develop and implement programs to bring disadvantaged students into the intellectual and technological mainstream of society. The graduate school must become involved in applied education, i.e., in establishing specific machinery, including special departments, to study and propose solutions for socioeconomic problems of ethnic groups. Graduate education must address itself to the needs of academically disenfranchised students and to social problems. (AF)

Public agencies conducting adult basic education in Texas are given guidelines in program planning, administration, supervision, funding, and evaluation. Such aspects as student eligibility, inservice teacher education, student recruitment and placement, organization of classes, selection of teachers and aides, use of counselors, reporting and auditing, provision of health information and services, and eligibility of local public education agencies for Federal funds under Title III of the Elementary and Secondary Education Act are covered. Appendixes contain several forms, terms of the cooperative agreement between the Texas Education Agency and the State Department of Health, and conditions for compliance with Title 6, Civil Rights Act of 1964. (ly)

Creative ways to use the outdoors as a part of the regular school curriculum are outlined in this teacher's manual for the elementary grades. Presented for consideration are the general objectives of outdoor education, suggestions for evaluating outdoor education experiences, and techniques for teaching outdoor education. The purpose and functions of a mobile unit--designed as a workshop, library, and laboratory to aid teachers--are discussed, and a list of equipment available on the unit (e.g., compasses, maps, and binoculars) is presented. The major portion of the manual lists outdoor education concepts by subject matter and grade level and suggests ways the concepts can be incorporated in the everyday curriculum. (DB)

This book contains the history of and commentary upon adult education in New Zealand, describing the ways in which social developments and institutions based on foreign models are modified by indigenous traditions and needs. The growth of the national adult education organizations took place under heavy influence from the Workers Education Association in England, and in the period between the world wars New Zealand's W.E.A., in association with the country's universities, became an important factor influencing educational, social, and political development. The work of other voluntary associations concerned with adult education precipitated the establishment by Parliament of the National Council for Adult Education. The Council continues to be an important central organization, though its function has been modified several times by Parliament, particularly in relation to university extension programs. (MF)

This guide is the result of deliberations at a national conference involving representatives of business, industry, labor, education, government, and the community, and at regional clinics which followed the conference. Chapter headings are: (1) Cooperative Vocational Education and What It Will Do, (2) What Form and Type Is Best for a Specific School? (3) Meeting Student and Manpower Needs Through Cooperative Vocational Education, (4) Supervising the Participation of Employers, (5) Establishing Administrative Relationships, (6) Staffing Cooperative Vocational Education Programs, and (7) Maintaining and Improving Cooperative Vocational Education. Appended are checklists for establishing programs for use of school administrators, principals, and coordinators, as well as a checklist of recommended practices for the use of coordinators. (JK)