Education & Pedagogy

The bibliography provides listings of currently available curriculum guides, course outlines, instructional and reference materials, and visual aids relevant to all areas of vocational education. The major areas under which listings are grouped include business and office occupations, trade and technical vocations, health education and occupations, consumer education, teaching, agriculture, distributive and cooperative education, automotive mechanics, and electronic servicing. Bibliographic listings were contributed by: the University of the State of New York, Bureau of Secondary Curriculum Development; the Ohio State University, Instructional and Materials Laboratory; Clemson University, Vocational Education Media Center; Oklahoma State Department of Vocational and Technical Education, Curriculum and Instructional Materials Center; Tennessee State Department of Education, Vocational Curriculum Laboratory; University of Texas, Instructional Materials Services; and Texas A and M University, Vocational Instructional Services. Almost all the listings include pricing information and some are annotated. (NH)

The annotated bibliography provides abstracts of 18 research reports, bibliographies, and guides and of one journal article, all published since 1966, dealing with curricula and studies of research, development, diffusion, and evaluation of vocational education projects. The cited listings were selected from the printout of a computer-assisted search of Research in Education (RIE), Abstracts of Instructional and Research Materials in Vocational and Technical Education (AIM/ARM), and Current Index to Journals in Education (CIJE), and are available in microfiche or paper copy from the ERIC Document Reproduction Service (EDRS). In addition, eight projects for FY 1974, selected from Applied Research Projects Supported in FY 1974 under Part C of the Vocational Education Amendments of 1968, are cited, and the project number, duration, title, investigator, and institution are given. (JR)

Discussed are criteria for developing and implementing secondary school special education programs leading to a high school diploma for exceptional students in Michigan. It is explained that handicapped students should be integrated into regular programs whenever possible but that an Educational Planning and Placement Committee may recommend special programs or services based on an individualized assessment of a student's needs and followed by establishment of educational goals and performance objectives. Recommended are minimal performance objectives for personal adjustment, prevocational and vocational education for students who cannot complete a regular course of study. Vocational rehabilitation services are briefly described, and an educational accountability model is presented for developing secondary level programs for the handicapped. An appendix contains procedures for involving parents, students, teacher, administrators, and community members in helping the Board of Education to select appropriate terminal objectives. (LH)

This booklet contains six short papers prepared for a symposium on collective negotiation in education. The opening paper presents a national overview of the subject, while the subsequent articles mainly discuss experiences under the Pennsylvania Public Employee Relations Act of 1970, which granted state and local employees full collective bargaining rights and a qualified right to strike. Papers included in the booklet are "Collective Negotiations in Education--an Overview," by Richard V. Solano; "Collective Negotiations in Higher Education and the Employer," by David W. Hornbeck; "Collective Negotiations in Higher Education and the Faculty Status," by William G. Pettibon; "Negotiability Issues in Public Education," by John J. Dillon; "The School Boards and Collective Negotiations," by Fred M. Heddinger; and "Collective Negotiations and the Teacher Status," by Robert E. Phelps. (Author/JG)

The compilation of research in agricultural education includes abstracts of 46 studies reported during 1972-73 in 9 of the 13 States of the central region. The abstracts were provided by teacher education institutions and State departments of education in the region. All studies reported are available for loan from university libraries, departments of agricultural education in universities, or State departments of vocational and technical education. Studies are arranged alphabetically by author and indexed by subject. Broad subject headings in the index are: Administration and Supervision; Advisory Councils; Curriculum; Educational Programs; Evaluation; Guidance, Counseling, and Testing; Learning Processes and Teaching Methods; Manpower and Competency Needs and Employment Opportunities; and Teacher Education. A list of studies in progress in 1973-74 is also included. (Author/AJ)

The introduction to career education is designed to acquaint teachers, counselors, and administrators with the background, concepts, and terminology which will be helpful in the planning, design, and/or implementation of career education programs. The book can be used by an individual working alone or in a workshop setting. An approximate time guide is suggested, indicating appropriate points for optional breaks. The course opens with a 30-item pretest, followed by an outline of the concept of career education. The three sections of the course are: Why Career Education? (problem, background and key definitions), What Is Career Education? (elements and outcomes, models, curriculum phases and critical counseling points, occupational clusters, and concepts of career education), and How Is It Done? (goals, planning and implementation, career guidance, the career development team, and evaluation). Optional readings and exercises are suggested throughout the course. The course closes with a suggestion for a creative activity, a 30-item posttest, objectives guide, and an eight-item annotated bibliography. (SA)

As one of the first steps in developing a statewide environmental education plan for the State of New Hampshire, the Environmental Education Planning Council conducted an environmental education needs assessment, which was designed solely to order the state's environmental education needs. The purpose of this publication is to report the results of that educational assessment. A Needs Assessment questionnaire was developed for distribution to 1,563 persons thought to be representative of groups which should be involved in environmental education. The results reported in this document represent the opinions of 452 respondents. Examination of the returns indicates that 46 percent of the respondents were engaged in some phase of professional education, and that an additional 15 percent of the returns were sent in by persons representative of organizations involved to some extent with environmental issues. (BT)

This publication has been prepared to acquaint the public with the rationale for introducing population education into the school system and the role it is expected to play in achieving the goals embodied in the national population policy. It describes the efforts of the Philippine government in helping solve the problems of rapid population growth which demographers claim will adversely affect the future of the country and the world. This handbook delineates the reasons for the Population Education Program, its composition, objectives, expected activities, and accomplishments since its start. The handbook is composed of the following four parts: Introduction; Population Education: A New Field of Study; Pioneer Efforts in Population Education in the Philippines; and The Population Education Program. An appendix containing the Population Education Curriculum Tentative Content Outline, and a Tentative timetable for implementation of the program concludes this handbook. (BT)

GRADES OR AGES: Elementary grades. SUBJECT MATTER: Art. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into six main sections: 1) Philosophy; 2) Administration of the Elementary Art Education Program; 3) Insights into Planning Your Art Education Program; 4) Readiness Approach to Art Education Programming; 5) Art Elements; and 6) Art and Communications Media Education. It is offset printed and spiral-bound with a soft cover. OBJECTIVES AND ACTIVITIES: A theory of art education and related objectives are outlined in sections 1 and 3. The basic philosophy is one of readiness for certain levels of art experiences. A list of readiness levels and related implications for art education are given in section 4. Section 5 lists general activities in different categories of art experiences according to readiness level. INSTRUCTIONAL MATERIALS: Section 6 contains a list of books and an extensive categorized list of audiovisual materials. STUDENT ASSESSMENT: No provision. (RT)

To establish criteria for developing plastics education programs for industrial education which meet the needs of the plastic industry, 163 (81 percent) questionnaires were completed by processors and converters. Trade journals, magazines, textbooks, and other studies in plastics education provided further information. Conclusions drawn from the questionnaires were: (1) The plastics industry finds there are few skilled employees available for hiring, (2) The industry considers plastics education important to persons seeking employment, (3) Processors placed a slightly higher value on general education courses than on industrial education courses, (4) The importance of a plastics process should be determined by an analysis of the responses provided by the processors who are directly concerned with that activity, (5) All processes must be considered for curriculum content, and (6) Communication between education and industry must be established. This Ed.D. thesis was submitted to the University of Northern Colorado. (GR)

Project Man's Environment was organized in 1969 to establish a basis for the development of environmental education in the school curricula. Pilot surveys were conducted by the NEA Research Division and a nationwide survey was conducted of public school programs in environmental, conservation, and outdoor education for systems enrolling 1,000 or more students. This report presents survey results in six major sections. An initial survey overview section is followed by five sections providing the following detailed findings: (1) the emphases and purposes of programs and the basic statistics related to their scope; (2) each program's curriculum and activities; (3) the number, size, accessibility, and features of sites as well as the administrative procedures for requisitioning sites for school use; (4) a description of program personnel, and (5) the financing of environmental education programs. A postscript reports briefly on needs for the future development of environmental education. (Author)

Education systems in the Atlantic Provinces are analyzed in this report to determine the state of their development, the nature and effect of the investment which is being made, and the factors which restrict the contribution of education systems to the development of human resource potential. Part One considers some of the factors which determine the environment within which the education systems operate and examines the relationships of socioeconomic and demographic variables to educational achievement. Part Two compares primary and secondary education in the Atlantic Provinces on an interprovincial and interregional basis. Part Three describes institutions of post-secondary education, their geographical distribution, library resources, qualifications of teaching staff, and financial inputs. Part Four examines school-age and university-age population projections and attempts to forecast enrollments to 1986-87 for each of the Atlantic Provinces. Nineteen tables are appended. (JH)

Selected papers from the conference on changing patterns of professional preparation and services in special education held in San Diego, California (March 9-11, 1970), contain topics of teacher assessment of students, by Wayne Lance, and educational services based on learning characteristics of pupils, by William Hall. Also included are Joseph Lerner's description of inservice and preservice programs of professional preparation, and Keith Larson's treatment of the use of ancillary preprofessionals and volunteer personnel in special education. The concepts of administration and supervision of special education are presented by Ernest Willenberg, and instructional programs for exceptional children are suggested by John Matson. Selected comments from small group discussions held at the conference are included. (RD)

The purpose of this study was to examine the major issues involved in governmental financing of, or assistance to, higher education. Of central concern was the overall size of governmental support and the justification for it. The study begins with a review of the needs and demands for higher education as shown by projections of enrollments and expenditures. Some economic issues in public financing of higher education are then examined, including the relationship between education and economic growth, the rate of return on investment in higher education, and some relevant alternatives for public policy. The study then concerns itself with federal financing of higher education: federal aid in the past, new forms of aid, and alternatives to present programs; and concludes with a discussion of state and local financing of higher education, and the questions of the size of the financing problem, tuition, student loans, and scholarships. Some state studies on this problem are reviewed. (AF)

A federal task force of eight visiting education specialists and 13 persons from the Department of Health, Education, and Welfare and the Office of Education were appointed to develop plans for expanding and improving vocational and technical education in rural America. Information about rural population, poverty, employment, health, and resources was reviewed, and new rural vocational education programs were identified. Recommendations and suggestions for implementation were made concerning the federal, state, and community roles as well as research, exemplary, and personnel development program needed. Some of these include: (1) The Federal Government should establish an effective working relationship with all supportive agencies and organizations to insure access to them, (2) States should determine manpower needs and implications of these needs, (3) Research is needed to provide objective data to use in program development and evaluation, and (4) States should enact laws that will permit students to cross county or state boundaries for specialized training tuition-free. (SB)