Education & Pedagogy

A substantial portion of this issue of the Wisconsin Law Review is devoted to collective negotiations in higher education. Articles included are: "The Status and Trends of Collective Negotiations for Faculty in Higher Education," by Donald H. Wollett; "The Scope of Collective Bargaining in Higher Education," by Michael H. Moskow; "Collective Bargaining with Professionals in Higher Education," by William F. McHugh; "State and Federal Regulations of Collective Negotiations in Higher Education," by Frederick R. Livingston and Andrea S. Christensen; "The CUNY Experience," by Bernard Mintz; "Collective Bargaining and University Government," by Matthew W. Finkin; "The Role of Collective Bargaining in Higher Education," by C. Dallas Sands; "Collective Negotiations in Higher Education - Canada," by Pierre-Paul Proulx; "The Teaching Assistants Association - University of Wisconsin Experience: A Tripartite Analysis," by Frederick E. Sherman and David Loeffler, Arlen Christenson, and Nathan P. Feinsinger and Eleanore J. Roe; and "The Legislation Necessary to Effectively Govern Collective Bargaining in Public Higher Education," by Thomas R. Wildman. (AF)

The first of six papers on trends and issues in special education focuses upon child advocacy with emphasis on exceptional children, citing research and other evidence indicating that people and agencies are abusing children both legally and illegally on an extensive scale and that special education programs and personnel are involved. The second paper, addressed to students, explains how students with the assistance of the Council for Exceptional Children, can effect change within the existing structure for the implementation of special education. The federal government's interest and role in educating the handicapped and objectives of the Bureau of Education for the Handicapped are viewed by Edwin W. Martin. Also presented is information on special education in Toronto; a paper in which S. C. Ashcroft, past president of the Council for Exceptional Children (CEC), discusses CEC responses to the challenge of special education; and a rebuttal of criticisms of special education for the mentally retarded. (KW)

Despite the long existence of vocational education in the school system, very little is known about the characteristics of the participants. Thus, this report presents the findings of a study of the characteristics of vocational education teachers and students. Information on the professional qualifications and teaching experiences of teachers is examined in relation to other characteristics and to the types of vocational education programs being taught. Information on students includes individual and family characteristics, program and labor force activity, and plans for the future. Among the findings of this report are: (1) The typical vocational education teacher is a male in his early 40's, (2) Median earnings of vocational education teachers are approximately $8,700 for a contract year, and (3) There are slightly more female vocational students than male students. However, males outnumber females at the postsecondary level. (Author/JS)

In modern society, lifelong learning by the physician is essential. This study was conceived to: (1) define the educational needs of practitioners in the Pacific Northwest, (2) assess the resources available to meet these needs, (3) determine what educational programs are needed, (4) develop evaluation methods for these programs, (5) identify physician participation factors, (6) develop evaluation techniques for clinical communication systems, (7) evaluate recent continuing education programs, and (8) develop a comprehensive plan for a continuing education center. The report describes in detail the techniques used to accomplish these objectives, with questionnaires and survey results contained in the appendixes. Ideally, medical education should continue in a lifelong pattern developed during undergraduate study. With improvements in program content, promotional efforts, information networks, and program offerings in individual hospitals, continuing education can be made an integral part of physicians' careers. (BH)

This report summarizes the status of the 1970-71 Higher Education Opportunity Program (HEOP), and the Search for Education, Elevation, and Knowledge (SEEK) programs in the public and non-public colleges and universities in New York State. The major aims of the programs are to encourage economically and educationally disadvantaged students to enter and remain in an institution of higher education. This report presents summaries of the plans, objectives and projections of the HEOP or SEEK programs of (1) private colleges; (2) the City University; (3) the State University; and (4) the Education Department. Also included are budget projections and enrollment figures. The appendix presents: (1) examples of HEOP and SEEK programs; (2) the State University general plan for educational opportunity programs; (3) the Education Department review of the State University general plan; (4) the City University general plan for the SEEK program; and (5) the Education Department review of the City University general plan. (AF)

This annotated listing of curriculum materials for Technical Education provides planners, administrators, vocational educators, and others with information as to available curriculum materials developed by the various States. The materials are identified with the instructional titles and codes from the classification system of the Office of Education, which are refined to include one or more related subtitles with appropriate codes. The curriculum materials in this listing concern the following subject areas: Engineering Related Technology (Chemical Technology; Civil Technology; Roadway Technology; Electronic Technology; Electromechanical Technology; Environmental Control Technology; Instrumentation Technology; Mechanical Technology; Engineering Related Technology, Other); and Miscellaneous Technical Education (Miscellaneous Technical Education, Other). Occupational resource material that applies to all vocational areas is listed under Administrator's Student's, or Teacher's Resource. Instructions for ordering are given. (For related documents, see ED 057 268-273.) (DB)

The 20th Annual Legislative Work Conference of the Southern Regional Education Board provided participants with an opportunity to hear and discuss specific proposals for change in higher education. The participants considered the relationship between manpower needs and postsecondary educational opportunity and the kinds of students who attend various institutions and why. The papers included in this report are: "Perspectives on Manpower and Education in the South," by Eli Ginzberg; "Accessibility to Higher Education: Who Gets in and Why?" by Alexander Astin; "Non-Military National Service and its Impact on Higher Education," by Steven Muller; "Less Time, More Options," by Clark Kerr; "The New Depression in Higher Education: The Growing Crisis and Ways to Resolve it," by Earl F. Cheit; and "Reflections on Education and Government," by Governor Jimmy Carter. Also included are responses by other State officials, and a roster of delegates. (AF)

Presented are 16 brief essays concerned with strategies of heterogeneous grouping, administrative change, teacher qualifications, and teacher education for improving regular educational services for handicapped children. The essays were written to widen perspectives on the means by which the Special Education Training Branch of the Bureau for Educational Personnel Development (BEPD) might accomplish its mission. Authors address themselves to the following issues: relationship of regular and special education; integration of regular and special education; effects of integration of regular and special education; administrative change needed for integrating regular and special education; qualifications of regular teachers in teaching exceptional children; additional training for regular teachers; supportive help for regular teachers; school structure; roles of school psychologists and other personnel workers in an integrated system; training programs needed by regular teachers that can be provided by BEPD; and existing programs of integrated regular and special education. (CB)

"Graduate education in the U. S. is in trouble." So states the recently released Report of the Task Force established by the Department of Health, Education and Welfare chaired by Frank Newman. This document presents a brief comment of the National Board of Graduate Education upon the major points and recommendations raised in Newmans' report. The National Board believes that the limited focus of the Newman Task Force is a conceptual flaw that vitiates much of the analysis of graduate education. The limitations created by this narrowed perspective cause the Task Force to omit a number of vital questions and issues regarding the Federal Role in graduate education. The issues answered in this retort include: service-oriented programs, oversupply and undersupply, Ph.D. enrollments, access and discrimination in graduate admission, and the task force recommendations. (Author/PG)

In order to develop a greater degree of understanding and appreciation of the Vocational Education Amendments of 1968, the legislation development of Vocational Education is reviewed with particular emphasis on the ten per cent of each State's basic annual allotment to be spent for the handicapped. "Handicapped persons" is defined and guidelines for vocational education teachers of the handicapped are reviewed. Goals of the three primary agencies serving the handicapped in school programs Vocational Education, Vocational Rehabilitation, and Special Education are presented, interagency cooperation for delivery of quality service are explored, and mention is made of some of the better programs serving the handicapped found in the literature. A model cooperative agreement is explored, and training of personnel and other possible services available under the amendments are reviewed. In conclusion the specific impact of the Amendments are briefly discussed. (AG)

Contents of this book, by the Dean for Academic Development at the City University of New York since 1969 and former director of City College's SEEK program, are organized in eight chapters, as follows: (1) The Educational Color Line in America; (2) Make the Cruel Oppressor Tremble!; The Early Search for a Theory of Black Higher Education; (3) It's Just That Our Entire College is White!; The Black Question and White Higher Education, 1865-1970; (4) Power to the People: Racial Strife on the Campuses, 1965-71; (5) Bridging the Gap: Compensatory Education Programs in White Colleges; (6) Blackening the Curriculum: White Universities and Black Studies; (7) "It Can Mean, God Help Us, the Admission of Everybody!" Open Admissions: A Case Study in the Politics of Race in Higher Education; (8) Whiter Black Education? (Author/JM)

This study provides a perspective of history for the future development of cooperative education and describes in detail the philosophical basis upon which cooperative education was established. Five defined periods of the growth of cooperative education are discussed: the early establishment of cooperative education in the seven colleges prior to the First World War the growth and diversification between World War I and the Depression; the difficult test of the Great Depression and World War II; the expansion after World War II and the organization of cooperative education; and the unprecedented growth in the last decade prior to 1972. Recommendations for the future are included with an examination of the statistics of their growth and their implications for further development. The appendices contain charts and maps which illustrate the development of cooperative education at some 300 colleges in the United States and the bibliography contains over 200 entries. (Author/MJM)

This document is a collection of essays on open education, the results of the Conference on Open Education held in April 1972 at the State University of New York College at Cortland. The title of the conference, "Increasing Alternatives for Teachers and Children," suggests the underlying theme for all the essays in this volume: respect for persons. As the preface states, open education is a moral statement about the worth, the individuality, the dignity, and the human rights of everyone involved in the educational enterprise. There are 26 essays in this volume, covering topics such as open classrooms versus open schools, teacher centers as an open approach to changine schools, structure in the open classroom, record keeping in the open classroom, the informalization of higher education, and open education in a closed society. (JA)

The material included in this document, drawn from the debates and the working papers presented at the Third Regional Conference of Ministers of Education and Those Responsible for Economic Planning in Asia, focuses on the concerns of education policy-makers in Asia and the programs and priorities they envisage for the growth and development of education in that region. The background of changing patterns in educational systems--the economic needs of society, social and cultural aspirations, and forces that have their origin in the educational system itself--is discussed. Some common problems and issues in planning for reform and development are noted. Discussions of education and development in rural areas, adult education and literacy, science education, and technical education and training, enlarge on perspectives for educational change. Appendices include projections of educational growth in Asis (1971-1980) and statistical tables related to these projections. (SHM)

Presented are 11 invited papers on career education for gifted and talented students. An introduction to career education and to the gifted and talented is provided in two papers, of which one paper is on current status and approaches in career education, and the other is on current status and approaches to the gifted and talented. Considered in three basic background papers are the future of work, identification and characteristics of gifted and talented students, and career development problems of gifted and talented students. Discussed in the next two papers are value considerations in career education for gifted and talented students. Exemplary programs in career education for the gifted and talented are described in the next chapter. The final section examines implications for curriculum guidelines in career education for gifted and talented students in three papers on the following topics: policy considerations, additional viewpoints on policy considerations, and curricular considerations. (DB)