Education & Pedagogy

THIS DOCUMENT IS COMPRISED OF TEN PAPERS PRESENTED AT A MULTISTATE CONFERENCE ON THE STRENGTHENING OF STATE-LOCAL RELATIONSHIPS IN URBAN EDUCATION. PART I OF THE DOCUMENT SUMMARIZES THE TOPICS WHICH ARE PRESENTED VERBATIM IN PART II. TOPICS DISCUSSED INCLUDE--(1) URBAN EDUCATION AND THE DEMONSTRATION CITIES PROGRAM, (2) RESEARCH AND DEVELOPMENT GROUPS AND THE STATE AND URBAN SITUATIONS, (3) INADEQUACIES OF PRESENT CITY AND STATE PROGRAMS FOR THE FINANCIAL SUPPORT OF EDUCATION IN URBAN AREAS, (4) LEGAL STRUCTURE OF STATE EDUCATION DEPARTMENTS IN RELATION TO ASSISTING URBAN AREAS, (5) INCREASING INTERRELATIONSHIP OF STATE EDUCATION DEPARTMENTS AND OTHER AGENCIES OF STATE AND FEDERAL GOVERNMENT, AND (6) EDUCATION IN THE LARGE CITIES IN THE FUTURE. (DG)

THE HISTORY OF ADULT EDUCATION IN DENMARK, ENGLAND, GERMANY, AND THE UNITED STATES IS PRESENTED AND COMPARED. ADULT EDUCATION OPERATES THROUGH A VARIETY OF INSTITUTIONS OUTSIDE THE PUBLIC SCHOOL SYSTEM AND UNIVERSITIES PROPER. IT IS VOLUNTARY AND PRIMARILY APPEALS TO PEOPLE WHO HAVE NOT HAD ADVANCED FORMAL EDUCATION. VARIOUS STAGES OF DEVELOPMENT HAVE BEEN IDENTIFIED. DURING THE FIRST STAGE, RELIGIOUS AND PHILANTHROPIC SOCIETIES OR INDIVIDUAL PHILANTHROPISTS ORGANIZED ADULT EDUCATION SCHOOLS. SPECIFIC EDUCATIONAL ENTERPRISES WERE CREATED OUT OF GENUINE DESIRE TO BETTER CONDITIONS OF THE LESS PRIVILEGED DURING THE SECOND STAGE OF DEVELOPMENT, BUT WERE STILL CONTROLLED FROM ABOVE. THE THIRD STAGE SAW PEOPLE ACTIVELY PLANNING THEIR OWN EDUCATION. ADULT EDUCATION REFLECTS THE SOCIAL CONDITIONS IN EACH COUNTRY AND THE PARTICULAR STAGE OF DEVELOPMENT CAN BE REVEALED BY THE PROGRAM AND CONTENT. THE BOOK IS AVAILABLE FROM PAGEANT PRESS, INC., 101 FIFTH AVENUE, NEW YORK, N.Y. 10003. (PT)

THE OBJECTIVE OF THE CONFERENCE ON CURRICULUM AND INSTRUCTION DEVELOPMENT IN ART EDUCATION WAS TO INTEGRATE KNOWLEDGE FROM STATE DIRECTORS OF ART REGARDING PRACTICES AND PROCEDURES IN STATE ART SUPERVISION, FROM LEADERSHIP PERSONNEL IN STATE ART ASSOCIATIONS ON THE PROBLEMS AND SUPPORT METHODS NEEDED FOR IMPROVING THE QUALITY OF SCHOOL ART PROGRAMS, AND FROM SPECIALISTS OUTSIDE THE ART EDUCATION FIELD. COMMENTS FROM PRESIDENTS OF STATE ART EDUCATION ASSOCIATIONS AND STATE DIRECTORS OF ART ON ROLE, LEADERSHIP RESPONSIBILITY, DEVELOPMENT OF ART UNDERSTANDING, AND CURRICULUM PROBLEMS WERE COMPILED INTO WORKING PAPERS. CONFERENCE SPEECHES INCLUDED--(1) CHANGING GOALS AND ART EDUCATION, (2) PROCEDURES FOR EFFECTING EDUCATIONAL CHANGE, (3) ROLE OF THE ARTS IN EDUCATION, (4) FACTORS THAT AFFECT CHANGES IN ART EDUCATION, AND (5) CONFERENCE EVALUATION. (HM)

This report is designed to highlight certain aspects of the growth and development of primary education in Tasmania which have specific implications for those concerned with the education of children. The report focuses on the needs of children during the primary school years and the crucial importance of appropriate learning experiences at this stage; identifies the level of resources necessary to provide the best quality education and confirms the high priority which educational research has convincingly demonstrated must be accorded to primary education if later developments are to occur. Five main sections are discussed: the purpose of primary schools in Tasmania; children's growth and development; the school in action (organization, programs and leadership); the primary school as part of the education department (principles, policies and prescriptions); and the school and its community. (Author/MP)

Theoretical issues concerning research and policy-making and three empirical studies of the higher education sector in Sweden are discussed. A major concern is the utilization of social science research and development efforts by public policy makers. Additionally, the characteristics of the public policy-making processes that influence the scope and character of utilization are considered. Topics of empirical study include: the quantitative planning of higher education, social recruitment, the geographic location of higher education, policy-making organization of higher education, and educational methods in higher education. Additional concerns for empirical analysis are the part that research and development can and should play in the reform system of higher education and a followup of higher education reform in relation to cognitive production and the dissemination of knowledge. (SW)

Educational opportunities provided by the General College of the University of Minnesota are described. Among the developments is outreach to working adults through evening and off-campus courses. Special career offerings include training in law enforcement to meet statewide police licensing standards as well as to provide a specific academic program. Additionally, opportunities to work toward baccalaureate degrees are offered for persons interested in fire science studies. A project that features education packages pairing a career education course and a general education course and counseling in career assessment/planning is offered. Weekend programs for working adults at the upper division level are being considered to coordinate with the programs offered by other colleges. Brochures describing the programs of the General College are being distributed to increase community awareness of the options that are available. (SW)

Results of a one-year investigation on lifelong learning by the Michigan State University Task Force on Lifelong Education are presented. Topics concern the following: current trends, a definition of lifelong education, lifelong education at Michigan State, the university's present objectives and lifelong educational arrangements, major academic and financial concerns, and interinstitutional cooperation. Modification of existing university procedures in regard to lifelong education entailed the following areas: admissions, registration, orientation, transfer of credits, scheduling, time limitations for degrees, enrollment options, support services, credit for past experiences, certification, self-learning components, educational technology, degree programs, nondegree programs, new programs, and a community lifelong education project. Appendices include a minority statement or alternative view of organization, assumptions of the Task Force on Lifelong Education, Michigan State University's overload pay policy, a general bibliography, and a working bibliography. (SW)

The author contends that a comprehensive approach to differentiating instruction for the gifted must involve values, feelings, personal growth, and interpersonal relations so the gifted child is free to realize his optimum potential. The paper describes some of the major adjustment problems faced by the gifted as well as some approaches to affective education. Sections address the following: problems of the gifted/talented/creative; curriculum implications of changing conceptions of man (individual versus holistic man, cooperation rather than competition); approaches to affective education; moral education; the new civism; values clarification; philosophy for children; moralizing and role modeling; group processes and perceptual psychology; games; situational ethics; social action; media and visual literacy; critical thinking; creativity; aesthetic education; humanistic education; the F. Williams Model for teaching thinking and feeling; and suggested principles for affective education programing. A nine page bibliography covering 35 subject areas concludes the document. (SBH)

The purpose of this project was to develop a process that would reduce the attrition rate of adult basic education students entering occupational programs. To accomplish this goal, adult basic education students in occupational programs, adult basic education students who had dropped out of occupational programs, and their instructors were interviewed to determine their perceptions of the difficulties faced by adult basic education students in an occupational program. The results of these interviews show a need to focus on basic skills, study skills, career awareness and personal social skills. The results of the interviews were used to develop a procedure manual for analyzing an occupational program in welding. (The survey instruments and the sample process manual for welding are appended.) (LRA)

The purpose of the study discussed in this paper was to determine the existence of both a simple wealth neutrality and of a conditional wealth neutrality in special education finance in the state of Illinois. These two concepts are used to determine the presence of equity in public school funding. The research design involved the classifying of special education administrative districts into four categories. Regression analysis was the methodology used. The results showed that simple wealth neutrality for special education revenues had been nearly attained for unit districts. Conditional wealth neutrality, with respect to total revenue for special education, had been achieved for unit districts based on pupil analysis. The study recommends that future research should explore the amount of fiscal effort that has to be exerted by poor districts to meet the administrative and legal requirements surrounding special education. (Author/LD)

This report discusses the background, needs, and major issues in preparing bilingual vocational instructors. Following a brief discussion of the significance of bilingual vocational instructor training, the second section uses statistics in describing potential recipients of bilingual vocational education and discusses the growth of bilingual education activities to serve them. In separate sections legislative developments that have influenced bilingual education are analyzed and bilingual vocational programs currently in progress for which instructors are needed are overviewed. The major section of the report focuses on the training of these instructors through (1) a conceptualization of the role itself (including bilingual, vocational, and instructional aspects), (2) an overview of eight significant training efforts nationwide, and (3) a discussion of issues involved in designing training, programs, such as basic approaches of training programs, competencies needed by the instructors, certification, career objectives, and language skill. (YLB)

The report examines reasons for widely different proportions of handicapped children identified in 24 local school districts across six states and surveys the implementation of special education programs in those districts. Interviews are said to have been conducted with over 1000 persons, including students, teachers, parents, administrators, and advocacy group representatives. Among findings concerning identification of children are data collection problems, variation in diagnosis and resource availability, and delays in federal approval of state plans. The second part of the report addresses the status of special education today, with analysis of eight problems (such as inadequate resources, isolation of regular and special education, artifical and arbitrary eligibility requirements for special education, and implementation problems with individualized education plans and least restrictive environment principles). Issues briefly covered include identification of minority students, deinstitutionalization, and regular teacher education. (CL)

These six instructional units are intended to provide instructors of vocational education administration with a systematic package of materials for their programs of preservice and/or inservice instruction and to provide materials which could be reproduced for learner use. These units cover the following subject matter: (1) federal legislation affecting vocational education; (2) funding and fiscal management of vocational education; (3) advisory councils to vocational education; (4) organizational and administrative structure of vocational education; (5) administration and supervision of vocational education programs; and (6) planning vocational education programs. Since no specific sequencing is required, each unit can be used independently. The unit format includes description, goal, and objectives; resource readings; learner activities; and self-assessment and answer key. Transparency masters that were developed to facilitate the presentation of the subject matter are appended. (BM)

The report presents a summary of problems, issues, and recommendations regarding the interagency cooperation of special education, occupational education, and vocational rehabilitation in New York State. The report is the result of seven conferences attended by state, regional, and local agency personnel which focused on five topic areas: communication/information, attitudes, policies/procedures, resources (human and other), and programs (K-adult). Synopses of problems and issues are listed, along with summaries of recommendations for each topic. Among general findings of the conferences were that there are currently no stated common purposes, policies, or procedures to foster cooperative/collaborative relationships; there are no clear role or responsibility delineations; there is no reliable system for managing the transmission, storage, and retrieval of information required; and there is no formalized continuum encompassing career education, prevocational, occupational education, and vocational rehabilitation for handicapped persons. (CL)

The report describes Detroit's Adaptive Physical Education Consortium Project in Michigan. Among the main objectives of the project are to coordinate all physical education and recreation services to the handicapped in the Detroit area; to facilitate the mainstreaming of capable handicapped individuals into existing "regular" physical education and recreation programs; to establish an adapted sports and recreation lending library available to all schools, universities, community agencies, and individuals (including parents) who join the consortium project; to conduct inservice training programs for all project participants; to create a teaching laboratory where adapted physical education, therapeutic recreation, and dance therapy students can polish and develop their skills; to develop various products to assist in the coordination and communication of project activities; and to establish an advisory council and parent roundtable to offer guidance and assistance to the project. (DLS)