Education & Pedagogy

This report analyzes the Participation and Equity Program's two objectives of reducing significantly the number of Australian students prematurely leaving full-time education and of fostering more equal education, and discusses strategies for achieving these objectives. Following a statement by the Minister of Education and Youth Affairs and an introduction, chapters are devoted to the following: state and commonwealth initiatives, selected statistics on participation and retention and participation and equity, basic principles and objectives of the Participation and Equity Program, proposed areas for action, operation of the program, administrative arrangements, and recommendations. A directory of School Commission offices in each state capital concludes the report. (Author/DCS)

The purpose of this guide is to provide direction and assistance to driver education instructors and school administrators as they plan and implement quality programs of traffic safety instruction. Materials are divided into seven chapters conveying: (1) the organization and administration of driver and traffic safety education, (2) the driving task, (3) suggested instructional media, (4) energy conservation tips, (5) the automobile driver and the motorcycle, (6) alcohol, drugs, and driving, and (7) the automobile and pollution. Each chapter gives an overview, performance objectives, content outline, learning activities, and suggested resource materials. In addition, the guide provides sample application forms, sample parent letters, driving range layout plans, and transparency masters. (LH)

This resource guide, one of a series of annotated bibliographies describing the collection of the lending library of the Vocational Special Needs (VSN) Program at Texas A&M University, lists available materials dealing with marketing and distributive education. Covered in the individual sections of the guide are the following topics: instructional materials, information for teachers, research reports, resource directories, and helpful general resources. Each citation includes information concerning the author, title, and publisher of the work; its VSN accession number; and a brief abstract detailing its contents. (MN)

This resource guide, one of a series of annotated bibliographies describing the collection of the lending library of the Vocational Special Needs (VSN) Program at Texas A&M University, lists available materials for and about industrial education. Covered in the individual sections of the guide are the following topics: instructional materials, information for teachers, research reports, resource directories, and helpful general resources. Each citation includes information concerning the author, title, and publisher of the work; its VSN accession number; and a brief abstract detailing its contents. (MN)

This English-Thai lexicon and program introduction for machine trades is one of eight documents in the Multicultural Competency-Based Vocational/Technical Curricula Series. It is intended for use in postsecondary, adult, and preservice teacher and administrator education. The first two sections provide Thai equivalencies of English machine trades technical terms and Thai equivalencies of English machine trades equipment and tools. Section 3 is the Thai version of "Introduction to Machine Trades." The duty-task index is then provided in Thai with major headings also given in English. (YLB)

This English-Thai lexicon and program introduction for the clerical cluster is one of eight documents in the Multicultural Competency-Based Vocational/Technical Curricula Series. It is intended for use in postsecondary, adult, and preservice teacher and administrator education. The first two sections provide Thai equivalencies of English clerical cluster technical terms and Thai equivalencies of English clerical cluster equipment and tools. Section 3 is the Thai version of "Introduction to Clerical Cluster." The duty-task index is then provided in Thai with major headings also given in English. (YLB)

This English-Thai lexicon and program introduction for auto body repair is one of eight documents in the Multicultural Competency-Based Vocational/Technical Curricula Series. It is intended for use in postsecondary, adult, and preservice teacher and administrator education. The first two sections provide Thai equivalencies of English auto body repair technical terms and Thai equivalencies of English auto body repair equipment and tools. Section 3 is the Thai version of "Introduction to Auto Body Repair." The duty-task index is then provided in Thai with major headings also given in English. (YLB)

This paper addresses the need for and importance of integrating nutrition education into the existing preschool curriculum. Following a brief definition of nutrition education according to the White House Conference on Food, Nutrition, and Health, discussion focuses on determining who is responsible for nutrition education. It is argued that, although parents certainly play a major role in the nutritional care and education of their children, educators, administrators, classroom teachers, and other school personnel must also assume much of the responsibility for making nutrition education more meaningful. The author concludes by demonstating how, through integration of the nutrition education into the existing preschool curriculum areas, children can enrich their experiences in language, social living, mathematics, science, and aesthetics. (MP)

This volume of proceedings contains the keynote addresses, theme papers, and reports of the various technical sessions of the National Seminar on Educating the Engineers of the Future. A total of 10 technical sessions were held. Areas addressed included: (1) social and technological scenarios and technological forecasting; (2) technologies required; (3) new metallic elements for 2000 A.D.; (4) educational systems and technologies; (5) systems of education for 2000 A.D.; (6) education in basic sciences for 2000 A.D.; and (7) educating the engineer of the future in developing countries. Recommendations based on the conference are included in a final section. (Author/JN)

This bibliography contains 387 references on the subject of teacher stress appearing in sources between January 1977 and April 1982. The definition of stress was expanded to include items on burnout, alienation, morale, and job satisfaction to provide a more complete list of references on factors contributing to the problem of stress. The sources consulted in preparing this bibliography include: (1) Bibliographie du Quebec; (2) British Education Index; (3) Canadian Books in Print; (4) Canadian Education Index; (5) Current Index to Journals in Education; (6) Directory of Education Studies in Canada; (7) Educational Administration Abstracts; (8) Onteris (Ont. Ministry of Education); (9) Radar; (10) Resources in Education; and (11) Subject Guide to Books in Print. References include books, articles, and theses. (Author/JD)

This report presents the text of hearings on urban education and focuses on what makes urban schools effective instruments of learning and why urban school students consistently achieve above national norms on standardized reading, writing, and mathematics tests. Specifically considered are (1) the impact of the federal government's budget cuts on education; (2) legislative proposals; (3) classroom instructional conditions; and (4) programs necessary to improve education. Among those who testified were educators (educational administrators, professors and teachers) and community leaders. The report contains verbatim and written statements, letters, and supplemental materials. (WAM)

Actions which state boards of education can take to promote the improvement of K-12 public education are presented in this brochure. The brochure is one of a series which offers specific ways in which different interest groups can respond to the eight broad action recommendations proposed by the Education Commission of the States' Task Force on Education for Economic Growth in their report, "Action for Excellence." The following areas are covered by the recommendations: (1) educational improvement plans; (2) partnerships between states and communities; (3) educational resources; (4) teacher improvement and recognition; (5) the student's academic experiences; (6) educational quality assurance; (7) educational leadership and management; and (8) services to students who are unserved or underserved. (DC)

Actions which local boards of education can take to promote the improvement of K-12 public education are presented in this brochure. The brochure is one of a series which offers specific ways in which different interest groups can respond to the eight broad action recommendations proposed by the Education Commission of the States' Task Force on Education for Economic Growth in their report, "Actions for Excellence." The following areas are covered by the recommendations: (1) educational improvement plans; (2) partnerships between states and communities; (3) educational resources; (4) teacher improvement and recognition; (5) the student's academic experiences; (6) educational quality assurance; (7) educational leadership and management; and (8) services to students who are unserved or underserved. (DC)

Guidelines for continuing education for information, library, and media personnel are presented in this report, which provides criteria for five different kinds of continuing education strategies: (1) group programs and activities; (2) individualized programs and activities; (3) instructional materials and technologies; (4) continuing education providers; and (5) learning consultants for individualized continuing education programs. Criteria are different for each type of program, but for each criterion, several assessment factors are provided. Also provided are a glossary of terms and a brief history of the development of these guidelines, which have been adapted from a research and development project funded by the U.S. Office of Education in conjunction with CLENE, Inc. (the Continuing Library Education Network and Exchange). (EW)

This investigation of delivery systems for continuing professional education provides an overview of current operational delivery systems in continuing professional education, drawing on experience as found in the literature. Learning theories and conclusions are woven into the descriptive text. Delivery systems profiled in the paper include the following: distance, self-directed learning, lecture, correspondence, professional journal, audiotape, telephone, computer, and television (satellite transmission, cable television, closed circuit television, microwave transmission, videotape, and videodisc). A chart comparing the advantages of each type of delivery system is included in the report. Forty-one references are listed. (KC)