Education & Pedagogy

"Options in Education" is a radio news program which focuses on issues and developments in education. This transcript contains discussions of conflict in theory--education in America, difficulties in dramatizing today's racism, and children's relationships in a predominately black school; conflict in research--marijuana and sexual response, teaching basic skills through drama, and an energy conservation, youth training program; and conflict in practice--women in education and preparing women for administrative advancement. Participants in the program include John Merrow and Wendy Blair, moderators; author Jonathon Kozol; Kenneth B. Clark; Gretchen Schafft; Harris Rubin; Virgil Harwood; Joe Janetti; and Virginia Nordin. (JM)

A graphic and tabular summary is presented of the numbers and percentages of Vermont public and private high school graduates who were reported to be entering higher education, other education beyond high school and various other pursuits each year from 1971 through 1976. The data are classified according to numbers and percentages entering Vermont public institutions, Vermont private institutions, and out-of-state institutions. The report notes a decline in percentages of Vermont high school graduates enrolling in higher education, enrolling in publicly-supported colleges and universities, pursuing other education beyond high school, and an increase in the percentages employed in Vermont directly following graduation from high school. (Author/LBH)

Patterns of governance in higher education have changed dramatically during the past quarter century and the trend will probably continue. Since the essential parts of institutional autonomy continue to be debated and vary from state to state, the following discussions were sponsored by the University of Arizona. The topics covered include: "Changes in the Governance of Institutions of Postsecondary Education," by John J. Corson; "The States and Governance in Higher Education," by John D. Millett; "Keeping in Touch, the Campus-Capitol Interface," by Marvin D. Johnson; "Federal Effects on State and Institutional Policies," by Allan W. Ostar; and "Coordination of Program Developments in Postsecondary Vocational Education," by T. Harry McKinney. (LBH)

State education agencies are organizing and developing programs that increasingly recognize the difference between the following types of state education productivity systems: (1) distributing money for productivity in education to be defined and implemented at the local level within "state minimum standards" regulated by the state education agency, and (2) promoting or installing state educational programs designed to increase productivity in education. Although a system of regulatory activities related to enforcement of state fiscal and program laws or standards will continue, these activities are not as likely to achieve the results intended by legislatures or state boards as are the activities of a system that is designed to rearrange educational resources to meet specific state goals and objectives. (Author/IRT)

This bibliography is a sampling of the types of publications which have appeared recently on the subject of competency based education. Emphasis is given to current (1970-76) materials and to adult career-related competencies. Titles specifically naming some phase of competency-based education are preferred above titles that emphasize performance, task analysis, teacher effectiveness, modular learning, and the like. This is not a comprehensive listing. It suggests a number of sources for locating additional materials: "Dissertation Abstracts International"; "Education Today"; Educational Resources Information Center (ERIC); and the Library of Congress subject headings. Information is given on the use of these sources. Special attention is directed to Allen A. Schmieder's list,"The Last Relatively Complete Tentative Bibliography on Competency Based Education", in Houston's book, "Exploring Competency Based Education." (DMT)

The 1976 annual report of the National Advisory Council on Adult Education (NACAE) summarizes council activities and recommendations on problems in the following areas: (1) parent/early childhood education, (2) program/administrative review, (3) adult education clearinghouse, and (4) State advisory councils. Recommendations for the reorganization of the Department of Health, Education and Welfare and the implementation of adult high school completion programs are discussed, followed by brief reviews of the Council's achievements and basic concerns. The document concludes with a call for dialogue on some basic questions in the development of adult education programs. Excerpts from the Adult Education Act related to the NACAE are included. A list of presidential appointees, the working structure of the council, and meeting activities for 1976 are also included. (EC)

This survey of the status of early childhood education in the United States is based primarily on information obtained from the state departments of education in 49 states. The report includes: (1) consideration of current attitudes toward early childhood education; (2) a history of federal involvement in early childhood education; (3) information on important recent state legislation and activities of state child development offices; (4) descriptions of successful early childhood education programs in 13 states; (5) a review of the current status of kindergarten in 30 states; and (6) discussion of current issues and identification of current trends in early childhood education. (ED)

This annotated bibliography surveys the literature since 1960 on paraprofessional school personnel. Entries are divided into four major categories: the school system (204 items), preschool education (15 items), elementary education (48 items), and secondary education (16 items). Each category is then subdivid"d into (1) general concepts, (2) models of actual programs, and (3) training guides and manuals. There are no entries under the third subdivision for either elementary or secondary education. Titles which are highly recommended for trainers and trainers of trainers are marked with an asterisk and also listed separately. An alphabetical index of titles is appended. (SG)

This long-range planning study of higher education, the most comprehensive of its kind undertaken in the state, is based on more than 70 specific studies and on long-range planning reports of the public senior institutions. Eleven major goals of higher education are discussed in detail and 118 specific recommendations are made to implement these goals. The recommendations emerge from lengthy discussions of: the present system of higher education in North Carolina, enrollments and admissions, institutional policy and administration, academic degree programs, other special academic areas (accreditation, continuing education, use of television in instruction, interinstitutional cooperation), libraries, faculty, traditionally Negro colleges, private higher education, student financial aid, facilities, finance, and the future system of private higher education. There are 26 Appendices. (JS)

Wise planning for the future of post-secondary education in Minnesota must necessarily be based on the best available past and present information about higher education within the state. This financial report is the fifth in a series of planning reports issued by the Minnesota Higher Education Coordinating Commission. In addition to many essential fiscal facts concerning the operation of Minnesota post-secondary education during the 1969-70 year, it contains comparable data for 1968-69 as well as other years on a selective basis. In instances where recent 1970-71 data were available, these two are presented. Most of the data were obtained from the annual Higher Education General Information Survey. Other major contributors were the institutions and systems of higher education in Minnesota. (Author/HS)

This document offers minimum standards for state approval of teacher education programs. The document intends to upgrade the quality of education in institutions engaging in teacher education and to promote a greater degree of uniformity in accreditation procedures among the states. The four sections of the book deal with 1) procedures for accreditation with subsections including authority, autonomy, common practices, other agencies, procedural arrangement, and a list of approved majors; 2) organization and administration of teacher education with subsections including purposes, organization, functional policies, student personnel and participation, faculty, facilities, and instructional materials; 3) curriculum principles and standards including curriculum development, advanced programs for teachers, and specific programs for supervisory, administrative, and service specialization personnel. An appendix includes recommendation procedures for the development of state lists of approved programs. (MJM)

This compilation is the third in a series, and it includes 64 reports completed by 25 school systems. The reports, which cover a variety of subjects, were selected on the basis of their usefulness and availability. Title I ESEA programs comprise the largest single category indexed. Other major categories include inservice education, programs to bring about attitudinal change, testing, remedial mathematics instruction, preschool education programs, reading and remedial reading instruction, teacher aides, and vocational education. In addition, an unannotated list of statistical reports is included. Instructions for ordering the complete studies from the publishing school system are provided. (Author/DN)

The goal of "Education 1972" is to pinpoint key issues shaping the school year ahead so that busy educators may have an authoritative and current report on what's new in education and so that the education profession may have a reliable source book for speech and news writers. Among the 32 different issues discussed in this first publication in the series are school finance, city-suburban school mergers, the year-round concept, student rights, school desegregation efforts, the federal aid system, career education, public attitudes toward schools, schools and the drug problem, performance contracting, paraprofessionals, and the results of several different studies which have implications for education. (Author/SH)

Developed as the second part of a 2-volume program guide, this document should be of particular interest to coordinators and administrators of cooperative vocational education programs on both the secondary and post secondary levels. Major sections of guide are: (1) Planning Activities for Cooperative Vocational Education Programs, (2) Advisory Committee, (3) Youth Organizations, (4) Existing Vocational Youth Organizations, (5) Adult Education, (6) Federal and State Laws, and (7) Providing for Research in Cooperative Vocational Education. Checklists for the evaluation of cooperative programs and related sections of the West Virginia state plan are also included. Volume I of this program guide is available as VT 015 711. (JS)

Texas institutions of higher education which offer library science courses were surveyed. Considered in the surveys were: finanacial support; faculty size, rank, ages, education, work experience, teaching loads, and salaries; enrollment and hourage registration; number of degrees and certificates completed; curriculum; extension courses and continuing education; library collections and facilities; and non-teaching staff. Recommendations for the improvement of library education in Texas are for one doctoral program, four master's degree programs and five 18 semester hour undergraduate programs. It is also suggested that criteria and standards for programs to certify school librarians be standardized. The aim is to have a few good library education programs rather than several weak ones. Statistical data collected from the surveys is provided in tabular form. (SJ)