Education & Pedagogy

Seventy projects funded by the Elementary and Secondary Education Act, Title III, and providing the funds to public school districts to demonstrate the feasibility of educational innovations, are described in this document about Iowa Title III exemplary programs. Projects are subdivided according to planning grants, operational grants, guidance projects, and special programs and projects. They encompass the areas of career education, computer assisted instruction, computer managed instruction, curriculum development, educationally disadvantaged, environmental education, gifted and talented, individualized instruction, inservice training, interdisciplinary studies, learning disabilities, media, minicourses, needs assessment, preschool reading, and special education. (AM)

The paper reports on an analysis of questionnaires completed by approximately 500 vocational educators in Alabama concerning their need for resources to work more effectively with handicapped and disadvantaged students. Responses are reported for six service areas (agribusiness education, business and office education, distributive education, health occupations education, home economic education, and trade and industrial education), and are said to indicate two primary needs: audiovisual and print materials. Recommendations are made for using state resources earmarked for special needs education, for developing a materials loan center in conjunction with the statewide resource center, and for making available an itinerant resource person. (CL)

Suggestions of roles and responsibilities are presented in this booklet designed to assist administrators in the implementation of career education in South Carolina. The first section gives South Carolina's concept of career education. Section 2 outlines the roles of the district superintendent, district coordinator, and school principal in a career education program. Section 3 lists various teacher resource material (films, filmstrips, books, booklets, posters, and kits). The list is organized into those materials available free and those available for a price. The final section lists competency statements and performance criteria for three administrator models for career education: elementary administrator (42 statements); middle or junior high administrator (33 statements); and secondary administrative (34 statements). (JH)

This booklet provides an overview of Arizona career education for interested educators and school board members. It is divided into seven sections which cover (1) definition and characteristics of career education, (2) the broad goals for career education with special emphasis on Arizona's goals which are learning to live, learning to learn, and learning to make a living, (3) the four levels in the career development ladder: career awareness, career orientation, career exploration, and career preparation, (4) the eight elements of educational experience (educational objectives) of career education in Arizona, (5) the fifteen occupational clusters and how they are used in career education, (6) the role of the teacher, counselor, administrator, parent, and community and (7) ideas to help the teacher integrate career education into classes, followed by a question/answer section and a review quiz. (PV)

The task force report examines recommendations for nondiscriminatory assessment of children from linguistic minorities. An initial suggestion is made for a moratorium on the use of standardized intelligence tests for these students. Recommendations are addressed to the U.S. Education Department (including requiring state education agencies to report data on four categories of children from linguistic minorities); state education agencies (including assigning staff to be responsible for coordinating and monitoring state level bilingual special education); formulation of the annual program plan; assessment practices and procedures; and local education agencies (including developing policies and procedures for screening, prereferral intervention, referral, assessment, and placement). (CL)

Presented are 13 articles which contain abstracts and analyses of research reports related to mathematics education. The first article considers six working papers, on a variety of topics, from E. G. Begle and the Stanford Mathematics Education Study Group. Of the remaining reports, two deal with problem solving, five with some aspect of learning style or theory, and one each with influences on pupil performance teacher effectiveness, a strategy for teaching indefinite integration, Piagetian tasks as predictors of achievement and teaching style. Research related to mathematics education which was reported in RIE and CIJE between July and September 1979 is listed. (MK)

The organization of higher education in Sweden, entrance requirements, and the system for selection of applicants for higher education are summarized, as is the Swedish system of economic study assistance. Numbers of students, terms of admission, and other data are presented concerning the different types of adult education in Sweden (Municipal Adult Schools, state schools for adults, residential adult colleges/folk high schools, and adult education organized by voluntary educational associations). The Swedish plan is designed to widen admission to higher education and provide a second chance to those who have not passed through the ordinary academic type of secondary education. Higher studies are organized partly as educational programs and partly as single courses. (SW)

This product of a Leadership Training Institute/Vocational and Special Education contains a series of policy papers intended to identify and address several issues that relate to developing effective cooperation and agreement among agencies. Four papers address these topics and issues: (1) State Planning for Interagency Cooperation, (2) Training Educational Personnel to Implement Effective Interagency Cooperation and Agreements for Serving Handicapped Learners, (3) Preparing Vocational and Special Education Personnel for Working with Students Who Have Special Needs, and (4) Effective Linkages for Interagency Cooperation. Each paper suggests major issues for further consideration and/or recommendations. An epilogue summarizes the papers' contents. (YLB)

This collation of national reports pertains to the theme "Education and Development." Thirty-nine member organizations of the World Confederation of Organizations of the Teaching Profession (WCOTP) responded to an inquiry into participating countries' policies, practices, and ideas concerning education as a factor in development, education about the needs of developing countries, and education about international development issues. Topics discussed by each country include: (1) non school public education programs; (2) teacher education; (3) teacher organizations; and (4) teaching about national and international development issues. The responses to each question are listed by country and its representative organization. Replies are in the language in which they were submitted (English, French, or Spanish). (CJ)

Presented are guidelines and strategies for community-level energy education. The main emphasis is upon practical self-help activities in the classroom and the community. The guidebook has three major sections. Section I provides an overview of types of energy education programs and presents models for project development and curriculum planning. Section II contains an overview of energy audit procedures for school facilities as well as descriptions of 18 classroom and community activities. The approaches discussed focus primarily upon the possibilities for local anti-poverty organizations, Community Action Agencies in particular, to undertake program efforts by themselves or cooperate with local schools in offering presentations, workshops, site visits, and community outreach projects. (Author/WB)

A CONFERENCE OF LABOR LEADERS AND MEMBERS OF VOCATIONAL EDUCATION BOARDS AND ADVISORY COUNCILS MET FOR A 3-DAY CONFERENCE. THERE WERE 91 PARTICIPANTS FROM 30 STATES. EDUCATORS AND LABOR ORGANIZATION EXECUTIVES PRESENTED ADDRESSES ON THE FOLLOWING TOPICS--(1) PUBLIC EDUCATION IN AMERICA TODAY, (2) THE MEANING OF THE VOCATIONAL EDUCATION ACTIONS IN THE STATE AND COMMUNITY, (3) FUNCTIONS OF AREA VOCATIONAL SCHOOLS, (4) NEW WAYS OF TRAINING FOR INDUSTRY, (5) DISADVANTAGED YOUTH, (6) THE STATE PLAN FROM "A TO Z," (7) LEADERSHIP DEVELOPMENT IN VOCATIONAL EDUCATION, (8) THE JOBS OF THE LABOR REPRESENTATIVE, AND (10) MANPOWER TRAINING AND VOCATIONAL EDUCATION. (JM)

CITATIONS FOR PART ONE WERE OBTAINED FROM ABSTRACTING JOURNALS IN EDUCATION, APPLIED SCIENCE AND TECHNOLOGY, DISSERTATION ABSTRACTS, CURRENT PERIODICALS, AND LISTS OF RESEARCH PROJECTS REVIEWED IN RESPONSE TO REQUESTS TO STATE AND CITY BOARDS OF EDUCATION AND SELECTED COLLEGES AND UNIVERSITIES. THE 1,516 REFERENCES ARE ARRANGED ALPHABETICALLY BY AUTHOR AND WERE GENERALLY PUBLISHED FROM 1960-65. ANNOTATIONS ARE INCLUDED WHERE THEY WERE AVAILABLE. PART TWO CONTAINS APPROXIMATELY 300 REFERENCES TO UNPUBLISHED RESEARCH PROJECTS, COMPLETED OR IN PROGRESS, FUNDED BY STATE RESEARCH GRANTS OR BY THE U.S. OFFICE OF EDUCATION. A SUBJECT AND KEY-WORD INDEX WITH PARTIAL CROSS-INDEXING AND TOPICS OF GENERAL INTEREST REFERS TO THE CITATION NUMBERS. (PS)

Concerned with the many pressures to which library education is subject all over the world, this paper concentrates on the relationship between the subject of librarianship, the subject of information science, and the accommodation of information science in library education. The emergence and domain of information science is briefly reviewed, and the need for library education to take into account new theoretical frameworks and new professional services offered by information science is indicated. The contents of three areas of work in information are discussed: (1) professional, both applied and practical; (2) technological; and (3) scientific (basic). Programs and problems in information science education are briefly reviewed, particularly as treated in library schools. Recommendations are given for integration of library and information science curricula and work in general. (Author/FM)

This report discusses the 1980-81 program and plans of the National Center for Education Statistics that involve collection and dissemination of data monitoring trends in education, and address key policy issues. The report identifies and describes the regular and special surveys being conducted in the areas of elementary and secondary education, higher education, adult and vocational education, and learning resources. Sources and uses of the data gathered are discussed. The report also describes national longitudinal studies being conducted, briefly comments on the quality and reliability of the statistical methods used by the Center, and outlines the services provided by the Center for improving state and local information gathering, processing, and utilization. (PGD)

This document is a guide to career education and how to implement it in schools. An introduction which places present career education practice in an historical and philosophical context is followed by eight chapters which discuss how to prepare the school and community for career education and how to implement and evaluate a variety of career education programs. Specific subject areas discussed are (1) establishing your philosophy, (2) planning and implementation, (3) primary and intermediate grades, (4) middle grades and junior high school, (5) high school and special programs, (6) involving the community, (7) evaluation, and (8) getting started. Within each of these chapters, resource materials and resource persons are listed. The document concludes with an extensive bibliography on career education. (LRA)