Education & Pedagogy

Many educators are seeking to use the out-of-doors to enrich the educational experience. Outdoor education is being used as an educational experience related to and involved with all segments of the curriculum. The rapid growth of the junior/community college has resulted in an increase in the variety and number of physical education programs (both required and elective) which are helping to educate students to love, enjoy, care for the outdoors and preserve the physical environment. Survey questionnaires were sent to 113 2-year colleges listed by the Blue Book of Junior College Athletics for Connecticut, Massachusetts, New Hampshire, New Jersey, Pennsylvania, Rhode Island, and Vermont. Of the 67 responses, 49 offered programs in outdoor education. This survey indicated current developments in college education and organizational patterns of college systems utilizing a variety of outdoor education activities in their physical education and recreational programs. For example, at Dean Junior College, activities are presented as part of an elective general service program for nonmajors with skill and technique courses for physical education and recreation majors. Fees, transportation, instruction, facilities, and publicity were also considered for the general implementation of outdoor educational activities. (NQ)

This volume, a compilation of essays and state-of-the-art reviews, re-evaluates the progress and current practices in early childhood education. Topics include some of the issues, problems and implications of developmental theory applied to preschool education; historical antecedents for early education; malnutrition and behavioral development; coordination of health programs; early identification of developmental difficulties; children's sociolinguistic competence and dialect diversity; preliminaries to a theory of cultural differences; the effect of mass media on young children's development; an instructional theory approach to the analysis of selected education models; a process approach to program evaluation; strategies for research and evaluation; a cross-cultural review of early childhood education; assessment of institutional program models' responsibilities; especially in relation to parent participation; staff requirements; and the future impact of increasing early childhood education on the education continuum. The essays take into consideration the results of the latest scientific studies of child development, changes in educational philosophy, the growth of knowledge, and changes in the American political, economic, and social structure. (CS/ED)

The report gives the background on the association of these states in an international education effort directed at Central American nations. The basic objectives of the project are: 1) to develop school-to-school projects in the United States and abroad involving 2 to 3 year exchange of teachers, pupils, curriculum materials, and ideas for improvement; 2) to collect and make available materials and resources; 3) to coordinate activities in international education; 4) to develop liaison between national ministries of education and individual schools; 5) to inject international education into the thinking of those planning teacher education programs; 6) to work with local citizen groups in special projects; 7) to promote improvement in modern foreign language instruction; 8) to integrate the international aspect into state developed curriculum materials; 9) to develop readiness tests; 10) to involve college and university personnel; and, 11) to develop and plan educational television programs. Each individual state's projects are presented and evaluated. The report closes with four basic recommendations for the future. SO 000 036 is a related document. (CWB)

This report focuses on the goals, agenda, and policies for access and success within higher education for an increasingly diverse student population. Studies show that access to higher education is often determined by parental income, ethnic origin, proximity to an institution of higher education, and quality of early education. The Commission recommends that by 1976 all students with the motivation and ability for a higher education receive financial aid if they need it, and that by the year 2000 all other barriers be removed. To accomplish this, institutions of higher education should work to improve the effectiveness of elementary and secondary school programs by helping to eliminate segregation, improve teacher training, and establish various programs for disadvantaged students. In addition, colleges and universities should assure access to all levels of education, establish a "foundation year" for those students who want it, have effective compensatory programs, increase the availability and quality of ethnic studies, and recruit minority staff members. The report also recommends the establishment of a national center for the planning and coordination of these activities. An equal opportunity checklist for the academic community is included. (AF)

More than 100 state directors and other leaders from 45 states, the District of Columbia, and Puerto Rico attended a 3-day inservice leadership development seminar to exchange information and examine coordinated state planning as it relates to programing in vocational-technical education. Seminar activities included group work sessions, a symposium, and these major presentations: (1) "A Governor's Perspective of Total State Planning and the Role of Vocational Education" by Robert E. McNair, (2) "The Challenge of Total Educational Planning Within a State" by Howard B. Casmey, (3) "A State Director of Vocational Education's Perspective of Total State Planning and the Role of Vocational Education" by Robert S. Seckendorf, (4) "Coordinated State Planning in Minnesota: Background Paper for a Symposium" by Joseph F. Malinski, (5) "The Role of the State Advisory Council in Vocational Education Planning: A Report of a Panel" by Bruce Reinhart, (6) "Interagency Cooperation for Implementation of State Planning" by Herbert Righthand, (7) "Career Education: The Oregon Way" by Leonard Kunzman, and (8) "Implementing State Planning in Vocational-Technical Education" by Martin Essex. (SB)

This booklet contains program description and policy guidelines for the Mercer County Teacher Education Center (Princeton, West Virginia), a cooperative center organized and operated by Bluefield State College, Concord College, Mercer County Public Schools, and the W. Va. State Department of Education. Part 1 sketches the history of the Center (founded in July 1969) and lists basic assumptions regarding cooperative responsibility for a comprehensive program of teacher training. Included is an outline of the administrative organization and lists of the duties and responsibilities of the advisory council (composed of representatives of all cooperating organizations), which is responsible for general supervision of the Center. Part 2 sketches program philosophy and describes each component: pre-student teaching modules (experiences in the public schools for college sophomores and juniors), the student teaching program, the inservice education program throughout the county, and the continuing education program for beginning teachers. Part 3 lists functions and responsibilities for all involved: county school system, teacher education institutions, state department of education, center coordinator, student teacher (13 required competencies are listed), cooperating teacher, college-based teacher educator, county supervisor, building principal, and each public school selected as a site for observation and student teaching. (JS)

A profile questionnaire was developed and sent to 112 early childhood educators in six southwestern states. Facts and opinions were solicited. The questions covered the following items: (1) sex and age of respondent; (2) ethnic heritage; (3) college degree and major subject; (4) length of classroom teaching experience; (5) length of time as professor in early childhood education; (6) kind of institutions served in; (7) satisfaction with present time allotments and preferences for change; (8) impediments to attainment of ideal use of time; (9) satisfaction with present salary; (10) memberships in teaching associations; (11) hours spent each month in unpaid volunteer activities that serve young children; (12) opinion on compulsory schooling for children under six; (13) opinion on age scope of ideal early childhood undergraduate teacher education programs; (14) opinion on proportion of men teachers to women teachers in early childhood education; (15) opinion on multicultural education in early childhood teacher education programs; (16) opinion on competency based education for teacher education programs; (17) opinion on the part the young child should have in determining curriculum. From data collected from the above questions a profile is drawn of the typical southwestern early childhood education professor. (JD)

This publication describes three years of a major venereal disease education effort in California resulting from mutual cooperation of the State Departments of Education and Health, county school and health officials, and local school districts and community agencies. It represents the views of numerous leaders in the field of VD education and documents programs that have charted directions for future efforts. The first section summarizes the extent of the problem and outlines the philosophical and programmatic approach to VD education formulated by the staff of the Venereal Disease Education Project. In its first three years, the Project offered training and technical assistance to some 10,000 administrators, teachers, health professionals, parents, and students. The staff also developed publications and audiovisual materials to assist VD educators. The second section focuses on actual VD education programs and highlights four exemplary efforts. Following this, reflections and opinions on VD education from concerned legislators, educators, public health officials, school board members, and students are offered. The booklet concludes with suggestions for classroom activities and other resources that will be helpful to those charged with implementing VD programs, including a sample of classroom activities, techniques for evaluating VD education programs, and discussion of laws affecting VD instruction. (MM)

This book describes Nevada's system of education, its historical development, how the schools are organized and financed, what is taught, and who is qualified through what procedures to teach. Seven chapters cover the following subjects: (1) Nevada's natural resources--geography, climate, people, schools and countries and school enrollments; (2) early education in Nevada--its background and history; (3) the governance of education--the relationship between constitutional requirements and the roles of the state legislature, the governor, and the judiciary; (4) the objectives of education in Nevada, the sources of state school revenue, the local district tax structure, tax rate assessment base, tax limits for current school expenses, and the federal role; (5) what is to be taught--the curriculum, secondary school requirements, and adult high school diploma requirements, elementary education, special education, certification of teachers, accreditation of institutions, and professional organizations; (6) higher education in Nevada; and (7) summary and evaluation of future needs. Appendixes list state educational organizations and their components. Tables illustrate detailed school structures in the counties of Nevada. (JD)

This document contains 15 papers concerned with mathematics teachers and teacher education. The introductory paper (in German) discusses trends and problems in mathematics teacher education curriculum reform. It is followed by 14 briefer responses from various participants in the conference on the topic; these are concerned with institutional questions, curricular content problems, innovations, and the theory-practice problem. The eight papers in English are titled: Reforms of the school system in Sweden and new demands on teacher education; Is the teacher of mathematics a mathematician or not?; Mathematics learning and learning mathematics; Teacher involvement in curriculum development; Educational research and Educational policy; Connecting theory and practice; The Mathematics Methods Program, an elementary teacher preparation program in mathematics; and An example of integrated education: Towards a mathematical-didactical attitude. The six papers in German concern: the organization of the program for mathematics teachers in France; the teacher education curriculum in France; the program of the IREM in Bordeaux, France; the role of the teacher in the reform process; and theory-practice problems in teacher education. (DT)

The purpose of this study was to determine how many of the Junior Division students at the Baton Rouge Campus of Louisiana State University who had expressed an interest in majoring in education in 1975 had actually begun studies in 1976, had switched to other majors, or had not continued beyond the first year. Comparisons were made (1) between the American College Test (ACT) scores of students in the Junior Division in 1975 opting for education and the ACT scores of the Junior Division total population; (2) between the ACT scores of those who actually had enrolled in the College of Education and those who enrolled in other curriculum areas; and (3) between the ACT scores of students in various curriculum areas within the College of Education. Data from the study indicate that education majors enrolled in the Junior Division in fall 1975 who subsequently enrolled in the College of Education by fall 1976 had a mean ACT score (19.3) of 0.6 of a point above the 1975 national mean and 2.0 above the 1975 state mean. (MB)

Educators, politicians, and members of international organizations shared concerns, ideas, and experiences in the area of expanding dimensions of world education at this international conference. Three major topics focused on illuminating global concerns and potentialities. Topic I, education for development, was discussed by eight authors whose subjects ranged from science and vocational instruction to presentation of a model for university entrance in developing countries. Topic II focused on multicultural education. Nine participants discussed subjects such as racial attitudes, children's perceptions of international relationships, cultural pluralism, and the women's movement in world education. Education for world peace and justice, the third topic area, was discussed by four conference participants. Discussion focused on a systems approach to conflict management, conflict resolution, the value of peace studies, and practical applications of peace education. Workshop reports and recommendations for further research and dissemination of ideas on peace education, international understanding, and changing priorities are presented. A list of conference participants is included in the document. (Author/DB)

Thirty-nine articles provide a composite picture of American education as it has developed during the past 200 years. Most of the articles are written by educators. Vignettes of daily routines in a one-room schoolhouse in 1775 and a description of how a log college was built in Pennsylvania in the 1770s indicate the process and philosophy of education at that time. The struggle of women for equal rights is documented by articles about issues and significant women educators in the 18th century as well as the 20th. Education of immigrant groups, minorities, and handicapped children is discussed. Changes in school building structure from the one-room schoolhouse to the modular open classroom reflect changing theories about the nature of the educative process. History of land grant colleges and community colleges is traced, and the roles of nonpublic schools and libraries are explored. Several articles examine curriculum--arts versus science, career education--and methods of presentation such as textbooks, audiovisual instruction, cartoons, and lyrics. Recent concepts such as accountability and lifelong learning are explained. (AV)

As is true in all societies, the American schooling process is a formalized effort designed to induct the individual into his/her society. During the course of the 1930s', through the 1940's, and on into the cold war years of the 1950's, a great emphasis was placed on citizenship education; a societal desire to have all American youth systematically processed and inducted into the national culture. In the 1970's, we are again confronted with the tenets of citizenship education--only this time in the guise of career education. As attempt is being made to prepare students not only for their place in the job market by equipping them with vocational skills, but also a drive is underway to help students perceive their social roles and responsibilities. Is career education really citizenship education for the 1970's? Yes! Is career education simply a smoke screen for societal indoctrination? Yes! While the career education movement is interested in developing the individual's skills and talents, it is also obsessed with manipulating the development of the collective whole. Which comes first, career or citizenship? Only time will tell. (Author/LH)

Private education (both church-related and nonsectarian) has been an integral part of United States history since the colonial period. Until late in the nineteenth century, the concept of public, government-supported education was far from widespread. The notion that the government is responsible for providing free education for every child developed very slowly and did not gain general acceptance until after the Civil War. The transition from the idea of education as an extension of church and family, to the idea of education as a function of government and society as a whole, was very gradual. But once the concept of public education took root, conflict arose between private and public schooling. Often this conflict took on ugly racist and anti-parochial overtones. However, the conflict between public and church-related schools did not mean that public education was free of religious bias. Public education is still characterized by Protestant values, though their influence has progressively diminished. Public and private schools must solve complex problems arising from their frequently uneasy partnership. Both types of schools are essential in educating the nation's youth. (DS)