Education & Pedagogy

Proceedings presented are from a specialized seminar on adult education held in conjunction with the 22nd Assembly of the World Confederation of Organizations of the Teaching Profession (WCOTP). Statements from three countries are presented relating the seminar theme, "Devising Strategies for the Effective Education of Adults in the Developing Countries," to their countries: from Kenya, Ambrose A. Adongo; from Ghana, T. A. Bediako; and from Nigeria, J. C. S. Kong-Doomahbey. A brief statement by Wade Wilson on the implications for adult education of the theme of the WCOTP, "Education for Peace," is presented, as are the report of the secretary of the Committee on Adult Education (Robert A. Luke) and the program of the meeting. (SC)

This proposed plan for postsecondary education in New Hampshire contains eight sections. After the introduction concerning the function of a state system, the economic impact of colleges, and some former studies of postsecondary education, New Hampshire postsecondary education is discussed in detail. Colleges, students, statements by college presidents, major programs, commuting possibilibies, proprietary education, graduates, teacher supply, health manpower shortages, and continuing education are included. Future enrollment and physical facilities are considered in the following two sections. Then finances, including tuition increases, financial aid, and state aid to private colleges, along with administration and coordination or the public private and regional sector are then discussed. Recommendations constitute the seventh section. Appendices include: letters to college presidents, teacher production and population projections in New Hampshire, a bibliography, and memberships of succeeded agencies. Statistical tables accompany the text. (PG)

The eight essays in this document concern occupational education in the 2-year college. The first two essays present an overview of the community college and its role in providing post-secondary occupational education for contemporary American society. Three essays concern the curriculum for occupational education, emphasizing the needs of urban and alienated youth. The final three essays deal with the future of occupational education, including the future role of the university and the increased need for research and evaluation. A case is made in the final essay for a 6-4-4 configuration of American education, with six years in elementary school, four in secondary school, and four in junior college. The author feels that this configuration reflects the trend toward replacing high school diplomas with an associate degree as the minimum educational certificate. This would have a positive effect on occupational education. (MC)

This special study of higher education in the Boston metropolitan area was one of several efforts to evaluate the present total system of higher education in the state. These studies will be the bases for the formulation of a comprehensive state plan for public higher education. The purpose of this study was (1) to develop reasonable estimates of the number of potential students from the metropolitan area for institutions of higher education; (2) to develop a reasonable estimate of the ability of the Boston area institutions, private and public, to provide sufficient opportunities in higher education for students from the area; and (3) to suggest alternative courses of action which would allow for the creation of a system of higher education capable of meeting the needs of the area's citizens. A concise summary of the study's findings and recommendations is presented in 6 pages. (AF)

The Conservation and Environmental Science Center for Southern New Jersey (CESC), as part of a project sponsored under Title III of the Elementary and Secondary Education Act of 1965, has developed this booklet for administrators and teachers to aid them in the development of a resident environmental education program. This booklet contains topics on past, present, and future history of CESC; the role of the administrator and parents; guide to the resident center; the teacher's role in making environmental literacy a part of the on-going curriculum; and evaluating effectiveness. Program objectives, procedures for informing parents, sample letters to be utilized, information forms to be utilized, suggestions for new releases, suggested activities, typical schedules and assignments, sample menues, and techniques for evaluating behavioral objectives are presented. Related documents are RC 003 789, RC 003 790, RC 003 792. (SW)

The directory of the National Institute of Adult Education (NIAE) reviews major events in British adult education during 1968-69, followed by principles and functions of the NIAE, abstracts of legislation and regulations, listings of addresses and principal staff members for organizations throughout Great Britain, and overseas contacts through international and national organizations in Africa, Asia, Europe, Australia, New Zealand, and North America. Listings for England and Wales cover the Department of Education and Science, Armed forces and prison education, professional associations, industrial training boards, the broadcasting industry, local education authorities, universities, residential colleges, members of the Educational Centres Association, branches of the Workers' Educational Association, and 82 other organizations. Listings for Scotland include public authorities, university extension departments, library services, the Newbattle Abbey residential college, and others. A general index is provided. (ly)

Representatives of business, industry, agriculture, government, and education participated in the symposium, sponsored by the Ohio State University College of Education with the purpose of studying how leaders in these areas might join in a coordinated effort to make it possible for every citizen of the state to develop a vocation. Papers were presented in relation to six major areas. Presentations on vocational education in Ohio included speeches by James A. Rhodes, Byrl R. Shoemaker, and three recent graduates of Ohio Vocational programs. Other presentations concerned: (1) vocational education in service to all mankind, (2) the role of business and industry in assisting vocational education to fulfill its responsibilities, (3) industrial expansion and relocation as related to vocational education, (4) three challenges to vocational education--how to reach the parents, the emerging megalapolis, the function of guidance, and (5) emerging career patterns in manpower development. (JK)

Information is provided concerning special education throughout Texas, the relationship of special education to other programs in the state for handicapped persons, services for handicapped persons, and the division of special education and its functioning. A field study is provided in which teachers, supervisors, and administrators of special education are interviewed regarding their attitudes and opinions on topics such as physical facilities, teaching material, evaluation, parental involvement, administrative support, and in-service training. System models for the administration of special education services are presented. Appendixes include names of persons interviewed for the field study, their geographical locations, and major concerns; models for projection of new careers in special education; a proposed program for trainable mentally retarded students in an independent school district; and a listing of key consultants and members of the technical advisory committee. (RD)

This book, prepared as a part of the activities of the National Science Teachers Association (NSTA) Silver Anniversary Year, is directed at setting forth designs for the future of science education which will benefit as equally as possible those who see science as a life-long intellectual adventure and occupation, those who commit themselves to technology, and those (everyone) in need of greater understanding of their environment and the responsiveness of the environment to human actions. Section 1 deals with pressures and influences which have effect on education in general, science education in particular, and the teaching-learning situation. Section 2 discusses the changing role of the teacher, science supervision, educational objectives, designs for instructional programs, and science teacher education. Section 3 discusses change as it relates to science education, and opportunities and responsibilities for science education in the future. (RS)

A guide for general and special education administrators presents an overview of special education programs. Worldwide development of special school programs and the present scope of special education are considered. Also considered are the following: finances; cooperative special education districts; problem areas in administration; growing interest in administration; duties of local administrators; special education leadership at the local level; the role of physicians and vocational rehabilitation counselors; and five suggestions for educators. Edward Meyen discusses program development for the mentally retarded. Appendixes include the summary, conclusions, and recommendations of a study in Los Angeles and a program for the preparation of professional personnel in the education of handicapped children. Twenty-nine general and 27 curriculum references are cited. (JK)

This monograph presents information about environmental programs in 13 institutions of higher education in the United States and Canada. The programs presented range in size from modest to total institution-wide commitments. They vary from doctoral programs to associate degrees. The programs were selected as representative of successful environmental education approaches. Each of the 13 papers presented in the monograph follows a similar format. Beginning with a statement of purpose, or definition, each paper then focuses on the types of environmental programs, courses, and degrees offered at the institution. The institutions included in this monograph are: University of Michigan; University of California, Irvine; Charles County Community College, La Plata, Maryland; Florida State University; University of Waterloo, Canada; Michigan State University; Miami-Dade Community College; Western Washington State College; Indiana University; The University of Vermont; Columbia University; The University of Wisconsin, Green Bay; and The University of California, Berkeley. (TK)

The document is an annotated bibliography of curriculum materials, machines, and equipment produced prior to 1966 and available to assist adult basic education students, developed for the State of Wyoming Department of Education. The materials are arranged alphabetically by author under 38 subject headings: adult education and teaching methods; atlases, dictionaries, and encyclopedias; audiovisual materials and teaching machines; bibliographies; citizenship and naturalization, communication writing; consumer education; counseling and guidance; dropouts; education; educational tests and measurement; English language study and teaching; geography; handicraft; health; anatomy, physiology, and nursing, United States; home and family living; illiteracy; libraries; libraries and literacy; mathematics study and teaching; parent education; penmanship; periodicals, phonics; poverty; readers; reading study and teaching; teaching experimental methods; science; spelling; sociology; youth vocabulary; vocational education; volunteer workers; easy reading for adults; and equipment in the adult reading center. Entries are indexed by author, title, and subject, and include publisher, page number, cost, date of publication, location, and a brief description of each entry. (BP)

The guide provides planned career education information outlining the scope and sequence of activities in order to assist teachers in giving students many "hands-on" experiences. Presenting the primary and intermediate career education curriculum material in a single volume facilitates program articulation. For both the primary and intermediate level, individual presentations include the career education concept which is being taught, the developmental objective, the behavioral objective, related subject areas, learning activities, and resources and materials. The career education activities at the primary level were selected to coordinate with seasonal activities and are flexible enough to be used for average, gifted, and educable mentally retarded students. The intermediate units are ideas to be expanded upon using individual innovative procedures. The supplementary volume includes additional materials, presented in the same format as the main volume, which were developed by teachers and classroom-tested. (AG)

This report states that today's physical education programs are aimed at helping students acquire constructive concepts and desirable habits regarding the preservation of a well-tuned, efficiently functional human body and all its healthy competitive components. Physical education has grown into a consortium of several identifiable areas of specialization: kinesiology, sport arts, sport sociology, curriculum, history and philosophy, movement education, adaptive programs, and athletics. This growth has been accompanied by a number of curriculum-related problems, five of which are discussed in this report. Also mentioned are the continuing projects on which the Secondary School Physical Education Council is working: evaluation and assessment, student sports awards, Physical Education Public Information (PEPI), Project IDEA, and the Center for Innovation in Secondary School Physical Education. Some examples of innovative practices in physical education, which were selected from information that has been gathered by Project IDEA, are annotated. Seven publications are listed for supplementary reading. (PD)

This paper briefly discusses relevant issues related to teacher education in New York State from a viewpoint consistent with the purpose of the American Association of Colleges for Teacher Education in New York State (AACTE/NYS). The introduction describes the purpose of the AACTE/NYS and states that teacher education should be multiform rather than uniform. The goal for the preparation and practice of professional personnel in the school of the New York State Board of Regents is stated. Issues discussed are the governance of teacher education; shared responsibility and accountability among schools, universities, and teachers; competency/performance-based teacher education; theory and practice; teacher supply and demand; human, fiscal, and material resources; and the need for partnerships and consortia that encourage cooperation among and between schools, colleges, the state department of education, and educational associations. (PD)