Education & Pedagogy

The Commonwealth of Massachusetts needs to develop policies concerning: (1) the future development and expansion of public institutions of higher education; (2) the continued expansion of private institutions of higher education; and (3) the establishment of relationships between these two groups of institutions that will maximize their combined value to the Commonwealth. The Commonwealth's private institutions of higher education represent an asset of unparalleled value that could be lost if the State does not act to insure their survival. Recommendations include: (1) the establishment of a State policy on aid to private higher education designed to conserve and improve the asset that the state now has in private education; and (2) investigation into the many forms of assistance to private higher education. The appendix contains information on support of part-time education through technology. (Author/PG)

The book consists of two equal parts. Part I is twelve selected papers on teaching in technical education prepared for Education Professions Development Act (EPDA) Project 72042. Among topics covered are disadvantaged college students, adult learning, behavioral objectives, individualized instruction, curriculum development, brainstorming, grading, evaluation, and administration. The second part presents a model developed for the project which could be disseminated to teacher training institutions and integrated into the State-wide program of teacher education as needed. The training model was divided into two phases: first, an intensive three-week course of study in 22 topic areas; second, two weekend follow-up seminars to provide assistance to the new instructors, to reinforce their skills, and to obtain feedback. Appendixes include an evaluation and documents connected with the program. (MS)

The purpose of this monograph is to present the thoughts of a small group of medical educators and administrators on the expansion of medical education's scope and responsibilities, basic conditions for progress, and medical education's obligations to the nation's health. In Chapter 1, the health delivery system of the future is discussed. Chapter 2 emphasizes the need to seek new resources and health manpower. Chapter 3 through 6 present ideas relevant to collegiate programs, admission into these programs and curriculum development in undergraduate medical education. Chapter 7 embraces the area of graduate medical education and in Chapter 8 the field of continuing education is developed. Chapter 9 carries the concept of a continuum of medical education extending from secondary school through post graduate education. Chapter 10, "Family Practice," is considered the most controversial and challenging chapter. The now widely accepted physician's assistant program is presented in Chapter 11 and the subject of the future financing of medical education in Chapter 12. (EB)

The Luxembourg policy for providing education and training for migrant workers and their children is to offer the same opportunities as for nationals. The main difficulties so far are providing for children aged 9 and over and teaching students, especially those with a Latin language as their mother tongue, the languages used in the host schools (French and German). Various decrees of the Ministry of Education have provided for reception classes for children of a foreign nationality, special classes where reception classes are impossible to arrange, and transitional classes between primary and post-secondary education. The 1970 figures indicated that there were 40,500 migrant workers in Luxembourg; the majority of these were from Italy, Belgium France, and Germany. There were 1,637 migrant children attending pre-school institutions, and 10,293 in full-time compulsory schools. No figures are available for post-compulsory education, adult education, and vocational training. (KM)

Career education and competency-based teacher education (CBTE) raise some serious questions for those who are concerned with human values and humanistic growth in our modern, rapidly changing society. Schools are fundamentally political institutions designed to serve the needs of the American economy and, to an extent, the values of the middle class. CBTE is designed to insure that schools will remain essentially as they are, that is, serving the same politico-economic function as in the past. In this approach there is no consideration as to how teachers should teach. The competencies identified are based on teaching as it is rather than as it might or should be. Career education establishes as a prime goal of schools the preparation of students for the world of work, rather than primarily preparing them for life in a democracy. (LL)

This survey of placement of teacher education graduates presents the forms used in the survey and the composite results. It is stated that out of the 500 questionnaires mailed to randomly selected teacher education graduates for the school years spanning 1969 to 1973, 320, or 64%, responded before the deadline. The document contains correspondence and the two questionnaires--one for elementary education, one for secondary education--on the graduates' present employment. Specific inquiries were made as to the assistance the faculty and school placement office provided in helping the graduates find teaching jobs. Also included are excerpts from the responses to questions concerning the graduates' satisfaction with the university's teacher education program and how they felt the school could still be of service to them. (JA)

This paper suggests a number of steps for evaluating the effectiveness of teacher education programs. The contents include: "Introduction," which looks at studies documenting the need for improved teacher education, educational accountability, and ten models for teacher preparation; "Role of the University in Teacher Education," which discusses the cybernetic principles of task analysis and instrument analysis for evaluating teacher education programs; "Leads to Marked Program Improvement," which emphasizes the importance of professional organizations setting standards which novice teachers are expected to meet, college educators suggesting changes for undergraduate courses, school systems communicating their expectations in the preparation of teachers, and colleges adopting competency-based teacher education programs for the realization of long term and short term goals; and "Conclusion," which stresses that the validity of a teacher education program is determined by the performance of teachers in the classroom. (WR)

This performance-based teacher preparation textbook is designed to serve as a broad overview of the past, present, and future of education in America. Part 1 is an introduction to education in America, including its development, organization, governance, and interaction with other aspects of society. Part 1 also includes a discussion of the current status of the teaching profession. Part 2 treats the science of teaching, including (a) how a student learns, (b) motivational factors, (c) classroom management, and (d) defining and meeting educational objectives. Part 3 provides enrichment units and additional projects and includes a statistical picture of the American teacher and a summary of several dozen current issues and spokesmen in American education. Each section of the book is divided into several units and each unit into several subsections, with study guide questions interspersed throughout the unit. (HMD)

This textbook, which focuses on teaching health at the middle and secondary school levels, is a source book for curriculum development designed to help teachers organize major health topics. Chapter one discusses new directions in health education, including ecology, population control, and the national economy. Chapter two discusses the secondary school health program. Chapter three focuses on the health needs of students. Chapter four is divided into two parts, curriculum development and organizing for health teaching. Chapter five presents curriculum suggestions for major health careers. Chapter six discusses alcohol and drugs. Chapters seven through nine discuss smoking education, sex and family living education, and safety education, respectively. Chapter ten focuses on environmental health. Chapters eleven and twelve discuss methodology and teaching aids and their sources. Chapter thirteen discusses evaluating the health instruction program. A graduated list of concepts for the major health topics for junior and senior high schools is appended. (PD)

The Bureau of Indian Affairs (BIA) Guidelines for Special Education is a publication for use by educational personnel involved in special education. Emphasis is placed on the importance of preparing the exceptional child for the most useful future possible. Special education is seen as affording the exceptional child the opportunity to develop social, emotional, personal, and vocational skills to the fullest extent of his capabilities so that he has the opportunity to be a self-sufficient and contributing member of his community. BIA role and involvement in, and expectation for, local administration of special education programs are stated. For administrative use only, categorical descriptions of behavioral characteristics which can be observed and/or measured are given along with a suggested program plan for each category. Screening and assessment of exceptional children, professional personnel, materials and equipment, accountability, and information for the general public regarding special education are also discussed. (AH)

New York State schools have adopted a variety of alternative schools and programs. The schools and programs include free schools, community schools, open education schools, street academies, schools without walls, minischools within schools, minicourses in the curriculum, and alternative programs that bridge the gap between schools and colleges, the world, and work. This document considers the factors behind the movement toward alternatives, the differences between current alternative schools and the traditional alternatives, the relationship of alternative schools to open education and to career education, the effective alternatives for college-bound students in the later years of high school, and the relationship between the development of alternatives and the processes and goals of New York State's redesign effort. The publication also examines whether alternatives contribute to change in the total system and whether this contribution accelerates the change process. (Author/DN)

This report examines why women in rural areas encounter particular difficulties in gaining access to out-of-school education. The report, based on a survey of UNESCO members, first attempts to describe the characteristics of rural areas, the size of their population, and the reasons for and the scope and impact of the exodus from the countryside in so far as women are concerned. The present situation with respect to the access to education of girls and women in rural areas is described. Essential factors of rural development and the extent of women's role in this process form the third part of the report. In conclusion, the education of women for rural development, their place in literacy and agricultural education and training programs makes it possible to pick out certain features of the various countries' policies for the advancement of rural women. (Author/KSM)

From the outset, those concerned with making nontraditional study a viable educational alternative in American society have been concerned with the question of recognition. Discussions have centered around the assessment of experiential learning; evaluation of nontraditional learning experiences; process versus product evaluation; and accreditation. Creditability mechanisms for nontraditional education must be shaped by such factors as learning modes, sponsorship, and supervision of the educational process. The required structures for validating nontraditional learning should develop along 5 basic assumptions: (1) Traditional education will be the touchstone for nontraditional education. (2) Nontraditional education will be socially useful if it is provided an interface with traditional education. (3) The credit hour will remain the basic unit of educational currency. (4) Degrees and other credentials will be awarded by traditional institutions. (5) Fairness should dictate that higher standards not be required for nontraditional than for traditional education. (Author/PG)

The report contains the substance of the MOBRAL (Movimento Brasileiro de Alfabetizacao)--Interamerican Seminar on Adult Education held in Rio de Janeiro from April 9th to 18th, 1973, for invited representatives from 21 Latin America and Caribbean countries. The object was to make a contribution to the collective task of identifying, defining, and analyzing the concept and experiences in adult education and to show its practical implications. MOBRAL (the Brazilian Literacy Movement) was discussed both theoretically and practically, with these areas covered: structure, organization, administration, and financial resources; MOBRAL's programs (functional literacy, integrated education, community development, and cultural); human resources; mobilization; and technical aspects (methods and teaching material, research, supervision, and evaluation). The present situation and trends of adult education in Latin America and functionalism and strategy in adult education are discussed briefly. Conclusions are drawn. (Author/SC)

This seminar was concerned with a critical examination of the total situation at all levels of education and with an exposition of the "ideal" role of education as an agent of change to achieve a desirable situation. The first of two papers examines some issues and suggested solutions within the learning society. The problem facing Australian society is defined as one of determining the extent to which a more open and relevant education system can provide a solution to the needs of a continuing education. The second paper investigates education as an active agent of change in a changing society, making a detailed analysis of the implications of the Karmel Report (1973) and the consequent educational changes. (Author/WM)