Education & Pedagogy

A study was conducted to determine the handicaps and problems facing Nigerian adult educators. The sample population was 90 adult educators drawn from both the public higher institutions and voluntary adult education agencies in Nigeria. The Educational Handicaps and Problem Questionnaire (EHPQ) developed from the study of Brunner and Nicholls (1960) was administered to adult educators in public higher institutions and voluntary agencies. Both groups of adult educators identified research, methodology, retention of competent professional staff, and definition of adult education as the major handicaps and problems in their field. The study concluded that both education policymakers and adult education agencies should work together in finding solutions to the problems of adult educators. Adult educators should be involved in enabling the university extension and colleges to capitalize on the vast network of relationships with voluntary agencies and faculties. (Author/KC)

This resource packet was designed to help the classroom teacher with teaching about global education. The packet encompasses resources from professional organizations, documents from the Educational Resources Information Center's (ERIC) Resources in Education (RIE), journal articles from ERIC's Current Index of Journals in Education (CIJE), commercial materials, and audiovisual materials. Professional organizations involved in the enterprise of global education are listed, along with programs and projects they have sponsored and their addresses. A comprehensive listing of documents that have been entered into the ERIC system is presented, accompanied by each document's abstract and ordering information. Documents range from information on developing a global perspective in the social studies program to global education activities. Articles from CIJE are listed, along with their annotations and ordering information. Available commercial materials are summarized, accompanied by the publisher name, address, and price. Audiovisual materials, appropriate to the study of global education, are featured along with their publishers and addresses. (SM)

The proceedings are presented from a 1983 congressional hearing on the reauthorization of the Education of the Handicapped Act Amendment of 1984. The first section presents H.R. 3435 which includes new features on such topics as expansion of the State Implementation Grant program, emphasis on technical assistance in the education of deaf-blind students, and establishment of the National Advisory Committee on the Education of Handicapped Children. Also presented are statements of federal officials and statements, letters, and supplemental materials from professionals, elected officials, and organizations (such as United Cerebral Palsy Association, American Speech Language Hearing Association, and the Council for Exceptional Children). (CL)

Policies, plans, and programs for development and innovation in Egyptian education are discussed. Chapter 1 focuses on the fundamentals of general education in Egypt, examining fundamental traits of Egyptian society, local and international variables, general trends of educational development and innovation, traits and goals of future education, and basic principles guiding educational development in this country. The latter include education for deepening democracy, for comprehensive development and productive work, in the context of Arab cultural identity, and as a lifelong process. Chapter 2 introduces a strategy for implementing the new educational policy. General principles and outline of the proposed plan are considered in chapter 3. Also considered are programs for developing: (1) the structure and context of education; (2) educational welfare, evaluation techniques, and student inflow rates; (3) teacher education and training; (4) buildings, equipment, and educational aids; and (5) educational administration, data and research systems, and funding. (JN)

Included are presentations on (or entitled): (1) teacher education programs (City University of New York); (2) staff development (Charlotte Frank); (3) teacher training and assessment (Mary E. Dilworth); (4) professional improvement (Doran Christensen); (5) "A Response to the Excellence Reports" (Robin Boucher); (6) teacher selection, training, and recognition (Leonard S. Blackman); (7) role of liberal arts in teacher education (Hugh G. Petrie); (8) restructuring of teacher education (Gregory R. Anrig); (9) "A Case Study for Quality Control" (Francis X. Sutman); and (10) "Teaching as a Performing Art" (Joe Hasenstab). Appended to Hasenstab's paper is a copy of the summer 1984 issue of The Performance Learning Systems Newsletter on staff development. (CB)

The publication describes the role of the University of Tennessee (UT) in providing higher education, continuing education, and resource services for education and rehabilitation of hearing impaired persons. Separate papers address the following topics: the UT teacher training program, an orientation program to serve state rehabilitation agency personnel, a project to train personnel to work with deaf blind adults, workshops on mental health services for deaf people, support services to hearing impaired college students, the Southeastern Regional Interpreter Training Consortium, rehabilitation continuing education, a project to design a 5 year state plan for providing comprehensive educational services to deaf children from birth to 21 years old, and UT's rehabilitation engineering center for the deaf and hearing impaired. A section containing annotations of publications on deafness from the UT College of Education is also included. (CL)

This 1984/85 annual report of the Scottish Environmental Council (SEEC) highlights the following: (1) constitutional changes; (2) membership status; (3) executive committee structure; (4) funding plans; (5) conference summary; (6) work toward an environmental database: Scottish Environmental Information Network for Education (SEINE); (7) publications; (8) curriculum development; and (9) collaborative efforts. A separate report of the March 1984 SEEC conference reviews the educational implications of the World Conservation Strategy (WCS). The impact of the mass media, formal education, and information education on environmental education is assessed. Complete texts of two addresses from the conference are also included. The first (by John Foster) contains an explanation of the main themes of the WCS. These themes focus on industry, urbanization, rural environments, marine and coastal aspects, international elements, ethics, and education. The second address (by John Baines) develops the educational dimension of the World Conservation Strategy. Recommendations for program emphases and direction are stated. (ML)

A brief pamphlet highlights the findings of the "Pennsylvania Profile of Education Project" and gives broad recommendations for the improvement of public education in the state. The report emphasizes and elevates the important role of the teacher in the pursuit of quality education. Among the recommendations are the following: (1) teachers must become primary decision and policy makers in the design of the education program; (2) parents are essential in an excellent education system; (3) cooperation of government, business, and industry is basic to educational excellence; (4) the curriculum must be broad and varied enough for students to pursue academic and career goals; and (5) alternative education programs and programs for exceptional children are necessary. The recommendations also outline steps to improve teacher education programs and professional standards and suggest that the beginning salary for teachers be $25,000 and reach at least $50,000. (MLF)

Too often, vocational education in prisons has not been given the necessary political, financial, or administrative support necessary for it to be truly effective. Besides being faced with the problems of inadequate funding and generally inadequate facilities, equipment, and instructor training, prison-based vocational education programs often lack adequate program standards and are not relevant to inmates' job training needs. In areas such as research, evaluation, data collection, and general leadership, corrections-based vocational education functions in a virtual vacuum. Despite these problems, policymakers and the general public are beginning to become aware of the economic and rehabilitative benefits of such programs. Policymakers interested in improving prison-based vocational education in the future should provide funding to improve and increase research and evaluation, develop more community involvement and interagency cooperation at all levels, and foster leadership from professional organizations and Federal and State agencies. (MN)

This brief technical statement sets forth how the Further Education Unit Board of Management views the task of coming to grips with a training/education philosophy concerned with competence. It starts from the viewpoint that there is a common concern to raise standards of education and training; that the Board can support the Manpower Services Commission endeavors to move toward a competence-based system; and that wider access to training and jobs should be a priority. A wider definition of competence than that associated with working life is then offered, one that embraces formal and informal learning, extends beyond occupational skills into life skills, and requires changes in attitudes as well as in methodology. Examples from education/training are given on how competence can be defined, understood, delivered, and evaluated. The role and accreditation of experience is considered, and the problems of assessing competence are discussed. (YLB)

Physical education teachers should determine the affective responses of students to their physical education experiences, and should use the results of such determination to integrate learning activities in the cognitive, affective and motor domains. Assessment of the affective aspects of a physical education curriculum helps teachers to plan learning activities that are more relevant to students' needs and interests. Student motivation, self-esteem, and sensitivity to others are also improved as a result of affective education. Ways to assess students' affective responses include having students write creatively about physical activities or sports, having them paint or draw, or encouraging discussion with the teacher or other students. Self-concept scales may be used to assess and compare children's feelings about their physical education class activities. These scales also enhance student teacher interaction and are helpful in designing curriculum. (JD)

Published by the National Association for the Education of Young Children, these guidelines are intended for use in early childhood teacher education programs in institutions offering baccalaureate degrees. Developed to establish a standard of excellence for new and existing programs, the guidelines address nine program components (i.e., characteristics of a teacher education program that can be evaluated): curriculum, instructional methods, resources (human and materials), faculty qualifications, professional relationships, cultural diversity, enrollment, administrative structure, and evaluation and constituent responsiveness. Each of the components is discussed in terms of program objectives (i.e., statements about intended effects of a program), and program standards (i.e., indexes used to determine the degree to which program objectives have been achieved). (Author/MP)

A bibliography of more than 1,300 major books, articles, and dissertations largely from the twentieth century pertaining to the history of U.S. higher education is presented. All entries are grouped by topics, listed alphabetically by author, and numbered for cross referencing. Major subject headings also include references by citation number to entries in a 1975 bibliography. The citations refer only to historical writing; journalism, polemics, and most autobiographies are omitted. In addition to specific college curricular areas, topics include the following: college administration, college admission, church-related colleges, community colleges, college faculty, federal aid, land grant universities, college libraries, professional education, educational objectives, state colleges, student and teacher activism, extracurricular activities, teacher education, and women's education. An author and a subject index are appended. (SW)

Instructional uses of computers with primary through higher education students is the focus of this extensive collection of 61 papers. The papers are categorized by the subject areas of computer-based education, computer science, the computer as a tool in undergraduate education and beyond, computer services, engineering, mathematics, physics, pre-college instruction, social science teacher training, and pre-college computer science. Abstracts and names of presentors are also included for conference tutorials, project presentations, and special sessions which addressed the aditional topics of computer literacy, basic skills improvement, computers in undergraduate education, software applications in elementary and high schools, computer awareness projects, ADA language, and microcomputers for teachers and managers. References are included with some papers and subject and author indexes complete the document. (LMM)

The first two of 16 booklets designed for use in an Open University course about handicapped children and their education in the United Kingdom, these texts present an overview of the course and a glossary of special education terms. The overview booklet outlines the course's major themes: understanding special education, meeting special needs in education, relating special education to the education system as a whole, and integrating children with special needs into ordinary schools. Additional overview material covers course components, a course outline, assessment procedures, suggestions for participating in the course, and major course aims. The glossary contains descriptions and definitions of physical impairments and related technical terms as well as of legislation and official reports concerning special education. Terms are arranged alphabetically while legislation/reports are presented chronologically from 1601 to 1981. An index is also provided that refers to an Act or report by its most common name.