Education & Pedagogy

THE 1964 NATIONAL STUDY BY THE AMERICAN ASSOCIATION FOR JEWISH EDUCATION (AAJE) REPRESENTED THE FIRST ATTEMPT SINCE 1954 TO ASSESS THE GROWTH OF JEWISH EDUCATION AS A WHOLE, THE SCOPE AND CHARACTER OF VARIOUS ADULT JEWISH EDUCATION PROGRAMS IN THE UNITED STATES AND CANADA, OR THE PROBLEMS FACED BY THE SPONSORS. THE SURVEY USED 123 QUESTIONNAIRES RETURNED BY DIRECTORS OF JEWISH EDUCATION BUREAUS, FEDERATION OR COMMUNITY COUNCIL EXECUTIVES, DIRECTORS OF THE ADULT JEWISH EDUCATION DEPARTMENTS OF NATIONAL JEWISH AGENCIES, AND RABBIS FROM LARGE REFORM, CONSERVATIVE, AND ORTHODOX CONGREGATIONS. CRITICAL NEEDS IN STAFFING, FINANCING, EDUCATIONAL METHODOLOGY, PROGRAM EVALUATION, FORMULATION OF OBJECTIVES, AND DEVELOPMENT OF A UNIFIED FIELD, WERE UNCOVERED. AS A RESULT, THE AAJE HELD ITS FIRST NATIONAL CONFERENCE ON ADULT JEWISH EDUCATION IN 1965. THE DOCUMENT INCLUDES A RESEARCH REVIEW AND RECOMMENDATIONS. THIS DOCUMENT APPEARED IN THE AMERICAN JEWISH YEARBOOK, VOLUME 66, 1965. 13 PAGES. (LY)

Five articles on computer use in higher education and three final papers presented at the Association for Educational Data Systems (AEDS) 1976 convention are included in this document. Implementing and evaluating computer technology in higher education is the subject of two articles, and another article describes instructional and administrative computing at a minority community college in a bilingual-bicultural setting. Application of a time sharing computer system to undergraduate business education and to teacher education is assessed in two papers. Computer use in a college-level high school biology course is outlined. Minicomputers for conducting real-time computer controlled experiments are evaluated. The document concludes with a case study of the publication of a course in computer programing. (CH)

Part of an eight-module, graduate level, competency-based curriculum to prepare specialists in vocational education curriculum, this module provides descriptions and activities associated with different instructional approaches. The learning activities are designed to take the learner from comprehension through demonstration of 10 teaching strategies. The module is divided into the 10 strategies of lecture, discussion, demonstration, laboratory, questioning, inquiry, simulation and games, individualized instruction, field experience, and independent study. A final category supplies the learner with criteria for selecting appropriate strategies. Each major section consists of a performance objective subdivided into several instructional objectives with related learning activities and list of resources. A pretest, posttest, and glossary of terms are also included, along with appended units on microteaching and individualized instruction. (NJ)

This booklet is one of a series of reports addressing the most critical issues confronting state boards of education throughout the United States. Each report attempts to present a concise, informative review and analysis of the best and most current information available on one of these critical topics. This booklet focuses on community education and the use of school facilities to meet the needs of the entire community. Section 1 contains a brief overview and summary of the booklet; section 2 presents a review and analysis of the educational philosophy behind community education and strategies for developing community education programs by Curtis Van Voorhees; section 3 presents a number of action alternatives recommended by the staff of the National Association of State Boards of Education; and section 4 contains footnotes and a brief annotated bibliography prepared by the author of section 2. (Author/JG)

"Options in Education" is a radio news program which focuses on issues and developments in education. This transcript of the show contains discussions of college enrollment; standardized testing; hyperactivity in school children, the drugs given to these children, and the biochemical effects of artificial flavors and colors on hyperactive children; sex discrimination in education; learning how to install a telephone (a new job for women); and adult functional competence. Participants in the program are John Merrow and Wendy Blair, moderators; Marshall Smith, National Institute of Education; Margaret Dunkle, Association of American Colleges' Project on Women; Janice Campbell, telephone installer; Peter Schrag, author of "The Myth of the Hyperactive Child"; Susan Stamberg, National Public Radio; and Ben Feingold, author of "Why Your Child Is Hyperactive." (JM)

Title IX of the Education Amendments of 1972 prohibits discrimination on the basis of sex in student programs and in virtually every aspect of employment policy and practice in education institutions receiving Federal funds. The purposes of this booklet are to review briefly data and legislation relating to issues of equal employment opportunity in institutions of postsecondary education, and to provide some specific suggestions for personnel involved in the selection of professional employees in postsecondary institutions regarding strategies for ensuring greater equity in the selection process and compliance with Title IX. Contents include: (1) Federal prohibitions of discrimination in education employment--a summary; (2) the challenge: a review of data on employment in postsecondary education; (3) ensuring equity in postsecondary education employment (general considerations and steps in the selection process); and (4) additional resources. Lists and addresses of concerned Federal agencies are appended. (Author/MSE)

From the statewide assessment of mathematics performance conducted by the Minnesota Department of Education, specific study findings for 17-year-olds attending public and nonpublic schools included demographic data and information on student attitudes toward education programs and mathematics, and mathematics achievement. Data analyses suggested that students with no vocational education courses performed better in areas of higher mathematical concepts but that students with the most vocational education scored higher in practical applications of mathematical skills. The expectation that students in career and vocational education mathematics activities would acquire mathematical skills relevant to the world of work appeared confirmed. The major recommendation was that vocational educators should formulate mathematics objectives for their students so that a specific prediction of achievement differences might be tested. This project report includes 10 data tables including one that summarizes the findings. (MF)

The Philadelphia School District's Consumer Education project aims to teach consumers to spend their money more wisely. Services offered by the Consumer Affairs Education Services staff included workshops for teachers and parents, support for individual teacher and faculties through liaison staff members, materials from and the use of the resource center, newsletters, teacher guides, and a parent education component. Of the seven measured objectives, six were completely attained and one was partially attained. Requests for materials were responded to, teachers were actively encouraged to integrate consumer education into their regular curricula, and field testing of the competency guide continued. New curricular materials were evaluated, and a series of criterion referenced tests are being developed. The parent education program is fully operational; parents, business and governmental agencies have participated in project activities. (Author/MV)

The thirteen states that comprise the Southern Regional Education Board are Arkansas, Virginia, Georgia, Tennessee, West Virginia, Kentucky, Maryland, Mississippi, North Carolina, Florida, South Carolina, Louisiana, and Alabama. The economy was the big issue in the 1976 legislative session in each of these states. Falling state revenues made increases in higher education as well as in other state agencies virtually impossible. Topics related to education that were handled by the legislatures include enrollment increases caused by the tight job market; proposed tuition increases to supplement the state appropriations; coordination and governance of higher education; medical education programs; veterinary medicine programs; collective bargaining; aid to private education; student aid; and faculty salary increases. These topics are detailed in this state-by-state legislative report. (JMF)

A national mental health continuing education program for personnel employed in long-term care facilities was developed by the National Institute of Mental Health's Continuing Education Branch. The immediate goal was to demonstrate linkage between mental health, continuing education, and long-term care resources to increase the knowledge and skills of caregivers, based on the assumption that the training would improve the psychosocial aspects of caregiving. The program strategy included involvement of identified leaders in the field, development of demonstration-model-training programs, and strengthening regional office capabilities. This report details demonstration models at Adelphi University School of Nursing and Social Work, Hofstra University School of Education, Massachusetts Mental Health Center and the Boston University School of Social Work; North Texas State University; University of Southern California; and Iowa Lakes Community College. (LBH)

The purposes of this booklet are to acquaint physical education teachers with the meanings of some terms used in reading that are related to physical education, to acquaint physical education teachers with reading skills that can be taught or reinforced through physical education activities, to provide a source or model of such activities, and to assist reading teachers in relating reading skills to physical education. Suggested activities are grouped in the areas of readiness, comprehension, decoding, reference and study skills, and diagnosis. Examples of sensorimotor activities listed under readiness include locating parts of the body, balancing on one foot, skipping, and coordinating eye/hand and foot/eye movements. It is suggested that these activities be used by teachers in physical education and reading classes at all levels, to assist students in upgrading their reading skills. (MKM)

This is an illustrated collection of 77 articles from journals, popular magazines and other sources, intended for use by early childhood education classes. The articles, representing many points of view, are authored by experts in psychiatry, psychology, pediatrics, educational research, anthropology, toy design, state and public school administration, early childhood education, and curriculum design. Articles are grouped under seven topics: (1) Spectrum, which addresses a number of issues in early childhood education, (2) Development and Educational Opportunities, (3) Child Rearing and Parent Education, (4) Exceptional Children, (5) Behavior and Guidance, (6) Programs and Curricula, and (7) Teaching and Evaluation. Within each section development and education are discussed for children ranging from infancy through age 9. (MS)

Described in this report are the findings from a Kentucky state-wide study of the perceptions of vocational educators, special educators, and vocational rehabilitation workers concerning vocational programming for the handicapped. Numerous tables depict and compare agency ratings regarding the importance and present status of the following variables: Direct instructional services for the handicapped, support services, professional training of agency personnel, cooperative efforts among agencies, and problems encountered. The conclusions section includes a model delivery system for serving handicapped students, certification considerations for the various educational personnel, and recommendations for pre- and in-service personnel training. (Author/HD)

This appendix to the National Program on Early Childhood Education (NPECE) Survey contains materials intended to provide additional information about six of the nine programs described in the survey. The materials include: (1) narrative descriptions of cooking and reading experiences for the Tucson Early Education Model; (2) information on curriculum, staff development and scheduling for the Bilingual Early Education Program (SEDL); (3) information on curriculum, scheduling, home visitation, evaluation and other aspects of the DARCEE/NPECE Preschool Program; (4) a list of problem-solving processes related to the objectives of the Responsive Model Program; (5) a sample curriculum sequence and an outline of skills for the Primary Education Project; and (6) information on curriculum and data collection instruments for the Florida Parent Education Model. (MS)

Outlined is a 4-hour workshop presentation designed to teach 40 to 50 university special education teacher training personnel and coordinators of public school inservice programs to write competency based instructional formats. In addition to an overview and status report of competency based teacher education (CBTE), sessions are explained to offer content modules in three formats: mediated module (videotape and programmed narrative), auto-instructional module (published journal article), and a self-paced program narrative module. Specified for each session are competency, rationale, objectives, evaluation procedures and criteria, learning activities and alternatives, and detailed content outline. Sample competencies cited for workshop participants are designing and producing a mediated CBTE module to match an instructional objective, and demonstrating knowledge of new or innovative CBTE programs and trends in federal funding and research emphasis. Examples of evlauation instruments are included. (CL)