Education & Pedagogy

"Culturally Relevant Teaching" centers hip-hop culture as a culturally relevant form of critical pedagogy in urban pre-service teacher education programs. In this important book, Darius D. Prier explores how hip-hop artists construct a sense of democratic education and pedagogy with transformative possibilities in their schools and communities. In a postmodern context, students' critical street narratives challenge educators to rethink where "public education" can happen, and the political and empowering purposes to which Black popular culture can serve social justice ends for youth in urban education. This book provides educational leaders in the academy and public schools with new cultural contexts that connect teaching and learning with music and popular culture in relation to race, class, gender, culture, and community.

This study of medical education was conducted as a part of the Tennessee Higher Education Commission's responsibility to design a master plan for higher education in Tennessee. It provides a background of information on Tennessee's needs for physicians and on the production of physicians by the three medical schools in the state. The study examines the need for additional medical education at both undergraduate and graduate levels and analyzes the question of whether Tennessee needs another medical school. It is not concerned with details of curriculum, except as these may have an effect on the supply of physicians. Instead, it concentrates on the broader public policy question of providing necessary training programs. The study assumes that whatever changes and expansion takes place, the curricula and programs will be operated at a high level of quality. (Author)

The membership of the Southeast Industrial Arts Conference was commissioned at its annual meeting in Atlanta in 1970 to develop position statements on a variety of questions and issues facing industrial arts in the Southeast. Prepared by a task force having 10 groups of members, this report contains the position statements developed at this conference, including educational objectives and educational needs relating to 10 aspects of industrial arts education and program development in the Southeast. Topics discussed include: (1) the role of industrial arts in assisting youth to cope with a changing society, (2) its contribution to general education, (3) federal support for industrial arts, (4) programs for the gifted, (5) industrial arts as special education, (6) industrial arts as compensatory education, (7) the role of industrial arts in vocational education, (8) industrial arts education as recreation, (9) industrial arts in consumer education, and (10) industrial arts for self-realization. (AG)

This document contains highlights from a 1-day conference designed to foster research in vocational-technical education and related fields. The following major presentations served to stimulate the attainment of the conference's objective: (1) "The Redirection of Educational Research in Vocational-Technical Education" by D. Bob Gowin, which recommends a change in current research procedures so that researchers select phenomena to study that pass as educational phenomena, (2) "Research Priorities in Vocational-Technical Education" by John K. Coster, which discusses six research priorities, including evaluation, the decision-making process, and articulation, (3) "Research in Vocational-Technical Education: Economic Implications" by Jacob J. Kaufman, which stresses the need to apply economic principles to education, and (4) "Research Dimensions in the Career Education Model" by Cornelius Butler, which discusses three of the four career education models, including the school-based, employer-based, and home-community based models. (SB)

Advances in Navajo Bilingual Education are described in this progress report, in which bilingual education is presented as an element in aiding the community to be involved in and to control the Navajo education system. Also, the reports of 3 meetings concerning Navajo education are included. The report of a Navajo bilingual-bicultural materials conference contains curriculum ideas for persons involved with Navajo language teaching. A proposal for a Navajo Bilingual Education Program forms a major part of the report of a meeting of students and faculty held at the University of New Mexico (UNM) to discuss Navajo Bilingual Teacher Education. The report of the third meeting, also held at UNM, discusses the training of Navajo bilingual teachers. Lists of participants in the meetings and a "Supplement to the Analytical Bibliography of Navajo Reading Materials" are also presented. (PS)

Focusing on the identification of career education activities sponsored by business and industry in the Milwaukee area, a review of literature pertaining to the Home-Community Based, the School-Based, and the Employer-Based career education models was made, and data from personal interview questionnaires supplied from a Milwaukee survey of job training programs were analyzed by computers. Many businesses and industries in the Milwaukee area seem capable of implementing the Employer-Based Career Education Model sponsored by the U.S. Office of Education because they are already conducting employee training courses using their own facilities and instructors. Further studies of industry's potential for providing career education training and vocational development programs are recommended. Numerous tables present the data, and resource materials are appended. (AG)

Appendixes to a study on administrative utility analysis and vocational education programs for the Area of Vocational and Technical Education (AVTE) in the Puerto Rico Department of Education contain the planning and budgeting system elements, position descriptions, and information on the growth of vocational education in Puerto Rico. The elements for an integrated planning and budgeting system for AVTE should be stated as goals, objectives, evaluative criteria, program structure, multi-year financial plan, and establishment of priorities. Typical goal and objective structures for the commercial education program are shown. Position descriptions for the recommended AVTE administrative personnel include basic functions and principal duties. The growth of vocational education in Puerto Rico is illustrated by a graph and tables of the enrollments and estimated funds needed in the areas of secondary, post-secondary, adult, and special needs education and for facilities and services. Related documents are available as VT 019 715 and VT 019 717. (MF)

The Experimental Teacher Education Program (ETEP) was a cooperative effort between the University of Northern Colorado and the Denver Public Schools. The program modified three major areas of teacher education: a) general education, b) student teaching experiences, and c) methods courses. The general education course requirements emphasized an interdisciplinary approach; faculty members in six distinct disciplines collaborated in planning and team teaching a variety of courses. Field experiences were begun in the first quarter of freshman year and continued through the sophomore year. Teaching experience took place in rural, suburban, and inner-city schools from kindergarten to grade 12. The standard methods courses were replaced by a professional year in which students prepared instructional portfolios in their major field of interest. (Budget considerations and personnel involved in ETEP are discussed. A manual on ETEP is included in Appendix A, publicity articles in Appendix B, and teacher competency forms in Appendix C.) (BRB)

Some 111 documents and 80 journal articles published between 1965 and 1972 are cited in this bibliography on outdoor education. Part I contains citations and abstracts which appeared in "Research in Education" between April 1971 and September 1972. Part II includes citations of journal articles from "Current Index to Journals in Education" from the January 1971 issue through the September 1972 issue. In addition to outdoor education, the areas of conservation education, recreation, ecology, and natural resources are represented in this bibliography. Types of materials cited include research reports, program descriptions, instructional materials, and teaching guides. In order to facilitate location of documents in a specific subject area, an index of subject terms is provided at the end of this publication. Ordering information for the ERIC materials cited and an order form are also provided. Related documents are ED 037 285 and ED 055 702. (NQ)

As a supplement to a bibliography of career education instructional materials (available as ED 068 627), this publication includes abstracts and indexes of additional instructional materials for career education that were acquired by Palo Alto Educational Systems in a national search under a subcontract with The Center for Vocational and Technical Education. The search was for materials that might be used in the school-based Comprehensive Career Education Model under development by The Center. These materials, also available to the profession, have been included in earlier editions of Abstracts of Instructional Materials in Vocational and Technical Education (AIM), Abstracts of Research Materials in Vocational and Technical Education (ARM), and Research in Education (RIE). Curriculum units, teacher guides, handbooks, and other career-related instructional materials are included. A grade level index is included for easy access to the abstracts, the instructions for ordering the materials are provided. (DE/AG)

The purpose of this paper is to develop a rationale and position on how career education may be infused in the existing curriculum. As a district strategy for curriculum planning, the concept of career education requires a commitment of district leaders. An infusion strategy for career education could be based upon the following principles: (1) Educational leaders must be convinced of career education's value as a conceptual framework, (2) Career education should be integrated into the present curriculum, not treated as a separate additional program, (3) Career education should not be offered as a course, but rather in a unit approach, (4) Every teacher should be a career education teacher, which would require extensive inservice training, (5) Community involvement is an essential part of career education, and (6) Teacher involvement is important in the early planning and curriculum development efforts. (Author/AG)

This information manual from the Coordinating Council for Higher Education in California is divided into three sections. Section one contains the Donahoe Higher Education Act, Council Special Rules of Order, Council Membership, Method of Appointment and Terms of Office of Council Membership, Council Members' Addresses, Council's 1972-73 Budget, Council Staff, Council Resolutions List, Council Publications List, and the Schedule of Meetings of the Council and the Governing Boards. The second section is comprised of the higher education fact sheets including listings of the California institutions of higher education, fall enrollments in California higher education, enrollment projections for California public higher education, state support for higher education, 1972-73, faculty salary schedules at the University of California, and faculty salary schedules at the California State University and Colleges. The final section lists members of the various California governing boards, educational agencies, and legislative committees. (HS)

The Joint Committee on the Master Plan for Higher Education in California commissioned the present study to be undertaken to answer many questions concerning independent higher education in the state. Among the questions included in the study description are: (1) What is the present contribution of independent institutions to California higher education? (2) Is it in the interest of the state to maintain and/or expand the contributions of independent higher education? (3) Are the independent institutions being utilized in such a way as to maximize their contributions to California higher education? (4) Should the option to attend an independent college or university be available to all qualified students? (5) Should the state provide financial assistance to independent higher education? (6) In what ways are public and private institutions interdependent? (7) What are the benefits of the existing dual system to students, taxpayers and to the quality of California higher education? (Author/HS)

Education in America is still dominated by anachronisms, including the fixed 8:30 to 3:00 day, the lock-step grade level, the use of grades, the belief that students must learn from adults rather than students, that students and adults learn together, and especially a concern with the quantities of education rather than the qualities of education. However, several hopeful signs of change have appeared, such as the modular schedule, the non-graded classroom, computer-assisted instruction, an emphasis on cooperation instead of competition, and humanistic, affective education, such as that developed at Esalen Institute. These and other innovations may yet bring about an individualized education, in which each student has his own curriculum. Business and industry have a substantial stake in the improvement of education, since their future employees and customers come from schools and colleges. In fact, a merger of industry and education would benefit both parties. (JK)

In order to determine the professional education competencies of selected community college vocational instructors, a mail survey questionnaire containing 99 competencies together with a five-point Likert-type scale was used to gather data from a random sample of 160 instructors of business and distributive education at the community college level in four western states. Data were analyzed to determine if there were differences among the community colleges in their responses to the competencies contained in the questionnaire. The factor analysis of data revealed that the business and distributive education instructors agreed in their responses and demonstrated that it is possible to generate factors containing clusters of common professional education competencies. Competencies which clustered under the factors of Instructional Management and Teaching-Learning Process were judged to require the highest level of proficiency. (MU)