Education & Pedagogy

This publication is designed as a resource guide for classroom teachers, special education teachers, and administrators in the state of Virginia in fulfilling state and national mandates for the physical education of handicapped children. Introductory discussion centers around (1) the term "handicapped" and the disabling conditions contained within that term; (2) determination of eligibility for special education; (3) development of individualized programs for each handicapped student; and (4) the requirement that students be placed in the least restrictive environment. Programming concerns examined include: (1) assessment; (2) long- and short-term goal formulation; (3) general course development; (4) teaching suggestions for specific handicapping conditions; and (5) evaluation of handicapped students' progress. A discussion of equipment needs for handicapped students examines facility needs both inside and outside the school building, basic equipment, and adaptive physical education equipment, including inexpensive homemade equipment. A bibliography of 69 publications on adapted physical education is included. (MJB)

The special issue presents 13 articles dealing with art education and art therapy for special groups. Included are the following titles and authors: "Art Education for Special Groups: The Emotionally Disturbed" (E. Ulman); "You Are The Early Warning System" (C. Stember); "School Art Therapist Rationale for DPI Certification" (V. Minar); "Art Therapy and Art Education with the Underserved: A Pilot Study" (M. Hodnett); "What Is Art Therapy Anyway?" (R. Gillman); "Art Education and Art Therapy: Partners in the Classroom" (S. Gonick-Barris); "Expanding Art Experiences in Schools to Include All Children" (G. Jungels); "The Integration of Art Therapy with Art Education" (E. Scherer); "Art With The Mentally Retarded Child: Therapy and Education" (K. Martinez); "Art Therapy: Fantasy, Fiction and Fact" (F. Anderson); "Group Art Therapy in a Making-Centered Environment for the Multi-Handicapped Child" (G. Jungels); "Art Therapy: Its Relationship to Art Education" (C. Drachnik); and "Headstart Photographers" (N. Starrels). (CL)

This resource bibliography contains abstracts of 67 documents about values clarification in population education. It is the third in a series of three bibliographies for the development of population education programs in the Philippines. Included are abstracts of books, periodical articles, ERIC documents, and unpublished theses. Most of the entries are from United States and Filipino sources. They are presented in the following subject areas: values and value education, moral values and education, value clarification strategies, teachers' and administrators' values, student values, Filipino values, and value measurement. Within each subject area the entries are categorized according to publication type. Each entry gives information on author, title, place of publication, publisher's name, date, and number of pages; a detailed abstract; and names of institutional libraries in the Philippines where the documents can be located. (AV)

The 1977-78 fiscal year annual report of the South Carolina Commission on Higher Education is presented. The following topics are addressed: changes in commission membership, federally funded programs, the South Carolina Postsecondary Education Planning Commission (the 1202 commission), program approvals, health education, licensing non-public institutions, student financial assistance programs, higher education management information system, computer advisory committee, state appropriations for colleges and universities, capital improvements, summary of fiscal year 1977-78 expenditures of the commission on higher education, and legislation affecting higher education. A list of commission publications since January 1, 1976 and appendices on the following information are included: degrees awarded, enrollment, student/faculty data comparisons, teacher salaries, revenues and expenditures, tuition and fees, full-time equivalent employees, and members of state committees. (SW)

The six tape album contains 11 presentations given at the Conference on Education's Responsibility for Disruptive, Alienated, and Incarcerated Youth. Tapes provide the following material: an overview of the conference, including comments from participants and chairpersons; "The Contemporary Situation--Its Assessment" (R. Sarri); "From the Inside," on the damaging effects of incarceration (L. Dye); "Education for Self Reliance" (J. Johnson); "Youth Rights and Responsibilities" (M. Beyer); "Male-Female Differential Approaches" (V. Gold); "Basic, Vocational, and Special Education" (G. Meers); "Secondary Special Education" (D. Sabatino); "School Based Community Treatment" (E. Rothman); "Alternative Education Programs" (A. Benavides); "Family Intervention" (H. Clark); and "Service Delivery in Rural Areas" (F. Glassford). An accompanying brochure gives an overview of the conference and brief descriptions of each presentation, as well as a list of 10 study questions. (PHR)

A two-phase study using the Delphi Technique examined the future of occupational education in central New York. The study surveyed three groups having some degree of relationship to occupational education: beneficiary groups (employers), policy making and/or influencing groups, and advisory/informational groups. The survey instrument included 134 events that could have some effect on occupational education and was designed to determine the probability of the event occurring, time frame, and its impact on education. Of the 134 events identified, 128 were estimated to occur probably by the year 2000. Five events were thought to occur by 1980. Twenty-four events were identified as having a strong positive impact on occupational education and fourteen events were forecasted to have a probable negative impact on occupational education. (Appended material includes a list of the 134 events with findings and the questionnaires.) (LRA)

This book presents brief educational profiles of 85 countries based on reports presented at the International Conference of Education in 1977. Educational systems in Africa, the Arab states, Asia and Oceania, Europe, and the Americas are outlined according to general aims, administration, finance, structure and organization, curricula, and teacher education. The appendix contains statistical data on education in each country. The data include total population, school age population, percentage of enrollment at all levels, and the number of teachers at all levels. These data are further broken down according to percentage of females in each category. Other statistics include public expenditure on education and its percentage of the gross national product, percentage of enrollment by level, entrance ages at first and second levels, and male-female enrollment ratios at first, second, and third levels. (KC)

Resumes contained in this second annual report cover research projects, exemplary and innovative projects, and curriculum development projects administered by state departments of education through research coordinating units (RCUs) from July 1, 1978 to June 30, 1979 (fiscal year 1979). The projects were funded under Sections 131, 132, and 133 of the Vocational Education Act of 1963 as revised by the Education Amendments of 1976. Resumes are arranged alphabetically by state, within state by legislative section, and alphabetically by title within sections. Information provided in each resume includes the project director, organization address, sponsoring agency, funding period, and fiscal year funding. A subject index is included in addition to appendixes listing state directors of vocational education and RCU directors. (Author/LRA)

This bibliography is a complete listing of all materials available to home economics teachers in Northern New Mexico through the Home Economics Rural Service Mobile Unit. Eleven subject areas are included: career education, child growth and development, clothing and crafts, consumer education, food and nutrition, guidance, housing and interior design, human growth and development, parenting, personal development, and women's issues. A special area of teacher aids, equipment, and video cassettes is also included. Subject areas are listed alphabetically with separate listing under each for (1) multimedia kits, films, and filmstrips and (2) books only. Materials, listed alphabetically, follow this format: title, source of publisher, price (for rental), type of material, and brief description. A list of audiovisual publishers and producers is appended. (YLB)

Four papers focus on efforts to implement P.L. 94-142, the Education for All Handicapped Children Act. The first outlines preservice and inservice approaches to teacher education, including introduction of the law in a course on the exceptional child which is required for all undergraduate education majors, and cooperation with a regional resource center to provide inservice. The second paper reports on a project to assist local school districts identify unserved handicapped children through an awareness campaign which was not favorably perceived by administrators. Addressed in the third paper is an inservice approach to helping regular educators deal with special needs students. Delivery methods and content options are briefly considered. The final paper analyzes the role of special education resource centers in inservice education (including workshops for parents as well as teachers) and information dissemination (including publication of a newsletter and due process guidelines for parents). (CL)

This study presents results from a survey of all graduate institutions in the United States and then takes a closer look at 35 programs responsible for most of the research and production of doctoral graduates in science education. Identified are several trends, which are discussed and represented graphically, in the areas of: (1) growth of science education as a discipline; (2) change in the graduate programs within the past 20 years; (3) financial support for science education; (4) commitment to personal research productivity of graduate faculty; (5) individual characteristics of faculty members; (6) agreement as to definition for science education, a rationale or framework for the discipline, and a theory-base for research; (7) autonomy of science education programs at graduate institutions; (8) research interests in science education; (9) goals for the discipline; and (10) status of professional dialogue and cooperative research efforts. (Author/CS)

A major criticism leveled at professional education faculty appears to be that their elementary or secondary school experience is often outdated and inadequate. The purpose of this study was to explore the validity of this criticism. A questionnaire designed to investigate the qualifications and elementary secondary teaching experience of teacher education faculty was sent to 62 public and private schools of education in Texas. The following activities were listed most often by the respondents as avenues through which professional education faculty remained familiar and up-to-date with elementary and secondary practices: (1) supervision of student teachers and interns; (2) inservice programs; (3) various types of field based programs; and (4) teacher center interaction between university faculty, elementary and secondary teachers, and school administrators. It was concluded that the professional education faculty members surveyed were well qualified educationally for preparing elementary and secondary teachers. (JD)

While enrollment is declining in Ontario's elementary and secondary schools, the demands for adult education are increasing. This paper explores the possibility of integrating the two systems. The authors consider the conceptual bases for an integrated system as well as the effects of integration on administration, staff selection and training, buildings, teaching styles, and finance. The Education Act (Canada, 1974) is cited as evidence that school boards have the right to extend their activities to the adult population. The authors argue that school boards should respond actively to adult needs for technical literacy and basic education programs, with emphasis on serving those who never completed their elementary or secondary education. If boards are to avoid occupying a diminishing role in the community, they must become involved in programs for and recruitment of adult students. (Author/WD)

A CONCISE, INTERDISCIPLINARY OVERVIEW OF AMERICAN INDIAN EDUCATION IS PRESENTED, INCLUDING AN HISTORICAL BACKGROUND, A PRESENTATION OF THEIR CULTURAL PRACTICES AND VALUE SYSTEMS, A BRIEF EXPLANATION OF SOUTHWESTERN INDIAN SPEECH SOUNDS, A DESCRIPTION OF THE EDUCATION OF INDIANS, AN EXAMPLE OF INDIAN EDUCATION AMONG THE NAVAJOS, AND A SELECTED LIST OF RESOURCE MATERIALS ON INDIANS AND INDIAN EDUCATION. THE AUTHORS STATE THAT A KNOWLEDGE OF INDIAN ENVIRONMENT, VALUES, AND CUSTOMS IS NEEDED TO PROVIDE EFFECTIVE INDIAN EDUCATION AND THAT AN EDUCATION PROGRAM FOR INDIAN ADULTS IS AN ABSOLUTE NECESSITY. THIS DOCUMENT IS AVAILABLE FROM WILLIAM C. BROWN BOOK COMPANY, 135 SOUTH LOCUST STREET, DUBUQUE, IOWA, 52003. (RB)

PLANNING AUTHORITIES IN THE COUNTRIES OF ASIA SHOULD PLAN TO USE THE WIDE, INSTANTANEOUS RANGE AND INTIMATE APPEAL OF BROADCASTING TO LIFT THE LOW LEVELS OF HEALTH, EDUCATION, PRODUCTIVITY, INCOME, MOTIVATION, AND NATIONAL INVOLVEMENT OF THEIR PEOPLE. IN PLANNING FOR ITS USE IN FORMAL EDUCATION, THEY SHOULD ANTICIPATE NEEDS IN SCHOOL-BUILDING DESIGN, TEACHER EDUCATION, AND UNIVERSITY-TYPE BROADCASTS. IN PLANNING FOR INFORMAL EDUCATION AND PROGRAMS OF NATIONAL DEVELOPMENT, LISTENING CLUBS AND TELECLUBS SHOULD BE PLANNED FOR AND RECEIVERS MADE AVAILABLE. PROVISION SHOULD ALSO BE MADE FOR TRAINING IN EDUCATIONAL BROADCASTING AND FOR INTERNATIONAL EXCHANGE OF PROGRAMS. THIS DOCUMENT IS AVAILABLE AS B.2266 FROM NATIONAL DISTRIBUTORS OF UNESCO PUBLICATIONS OR FROM THE DIVISION OF FREE FLOW OF INFORMATION, UNESCO, PLACE DE FONTENOY, PARIS-7E, FRANCE, FOR $1.00. (MF)