Education & Pedagogy

This report presents a review of research on group discussion as used in adult education within the context of the nature of man and in relation to his ultimate end of self-realization. The review considers (1) those factors involved in group discussion; (2) its broad purposes, for example, mutual education, affecting self-concept, and attitudes and interpersonal change; and (3) approaches to it, for example, the leadership role, nonmanipulative approaches, and human relations and sensitivity training. Discussion is also examined in the service of institutions--parent education, religious education, education for aging, and public affairs discussion. Discussion and the mass media are reviewed, that is, international uses, community education, and a recent scientific approach. Such pitfalls to be avoided as mechanistic values, educational chauvinism, intellectual elitism, and the tyranny of numbers are analyzed. The final chapter deals with the "Precipice of Infinity" in which the following topics are discussed: affective and intellectual self-actualization, and ideal discussion groups, and whether life itself is at stake. (Author)

Contents of this book include: "Urban environment in the 1970's," A. Harry Passow; "Educational strategies and the disadvantaged," S.M. Miller and Pamela Roby; "A critique of the concept of 'compensatory education,'" Basil Bernstein; "Early childhood education for the disadvantaged," Helen Robison; "Up from poverty: the price of 'making it' in a ghetto school," Bernard Mackler; "Toward a definition of 'structure' in the education of disadvantaged students," Russell Doll and Daniel Levine; "The death of intellect; or how to change teachers into cretins without really trying," Larry Cuban; "Black children and desegregation," Meyer Weinberg; "Guidance in the urban setting," Edmund Gordon; "The Life Skills Program; structured counseling for the disadvantaged," Winthrop Adkins;"Vocational-technical education needs and programs for urban schools," Grant Venn; "Selected issues in collegiate compensatory programs," Judity Ruchkin; "Project UNIQUE: integrated quality urban-suburban education," William Young; "Trends and development in state programs for the disadvantaged," Irving Ratchik; "Harlem prep: an alternate system of education," Edward Carpenter; "School community control as a social movement," Preston Wilcox; "The concept of an educational park," Max Wolff; and, "Fables and forecast in urban education," Robert Dentler. (JM)

The purpose of this work is to provide the student of Brazilian affairs with a systematic review of publications dealing with contemporary developments and problems in Brazilian education. Part I traces the development of Brazilian educational thought from the aristocratic orientation of the colonial period of the dominant outlook of today, which stresses that Brazil's social, political, and economic growth depend on the expansion, democratization, and diversification of the school system. Since the country's current efforts are intended to correct an inherited situation, this sketch is intended as an aid to the reader in understanding the bases of current conditions and in evaluating the magnitude, difficulty, and urgency of today's problems. Part II is an annotated bibliography of Brazilian educational publications and legislation since 1955. 198 items are grouped under these headings: References; Analyses of Educational Statistics and of the School System; Education, Values, and Society; Educational Psychology; Education and Economics; Educational Planning and Research; Elementary, Secondary, and Higher Education; and, Statutes and Regulations. (Author/DJB)

Presented are thirteen selected papers focusing on the relationship of special education to regular education. The first short paper explains the purpose of the conference, while the next three papers discuss various aspects of mental subnormality: that many cases of mental subnormality result from prenatal famine, that mental subnormality resulting from deprivation in the existing society is society's achievement and challenge, and that factors in reproduction relate to mental subnormality. The following paper examines learning disabilities in terms of why a child cannot learn and minimal brain dysfunction. Then discussed are the special education/general education interface and the integration of professional training. A symposium on discontinuity in general education/special education reviews topics related to the realization that a basic problem is the educator himself. Papers on the reintegration of training and a model for the operational implementation of educational research and training in the classroom are than presented. A symposium on strategies, models, and ideas for action in western colleges and universities considers topics such as teacher education and student placement. Rap session comments on conference topics and explanation of the mutual goal of special and regular education are provided last. (CB)

This document is an English-language abstract (approximately 1,500 words) of a report by the teacher education review committee of Queensland discussing teacher education in relation to the needs and resources of Queensland, with recommendations for the future. Also discussed are the quality and supply of teachers with regard to entrance requirements, facilities, courses, degrees, and recruitment. The committee recommended that selection for teacher education courses should consider academic qualifications, personality factors, and physical attributes. Primary teachers are trained in teachers' colleges, which will have completed the transition to three year courses by 1971. Statistics are presented in the report noting teachers in training, teacher/student ratio, number of vacancies, and other projections. The Committee also recommended that awards should be made at the conclusion of the teacher training course. In-service education is needed at all levels of the system and in a wide range of activities associated with curriculum revision, school organization, and administration to maintain progressive development. (A limited number of copies of this report are available from: Department of Education, Brisbane, Queensland, Australia.) (Author/GDB)

This document is an English-language abstract (approximately 1,500 words) of a new law passed by the Croatian Parliament on Nov. 1, 1969 for financing training and education. It provides for local decisions on budgeting funds for education. The framers of financial policy are responsible for raising it, which will make it more effective. Training and educational institutions will acquire funds needed for their operation on the profit-sharing principle. The new system of financing makes it possible to develop training and education as an integral part of unified social labor. The second chapter deals with the financing of elementary education; these funds are to be administered by the local Association for Financing Elementary Education, made up of all the people in the area who have the right to vote. The third chapter deals with financing secondary and higher education; these funds are the responsibility of the Associations for Financing Further Education. The clauses in the fourth chapter regulate relations between those providing the funds and the recipient institutions. (Author/GDB)

A discussion of adult education programs for blacks is presented. Six state directors of adult education started a program of staff pre-service and in-service training. Basic problem areas in this endeavor are two: (1) the need for restraining and guiding program growth and (2) the need for an examination of the content and form of training to be provided. The impetus and momentum for growth existed in the Southeast. Changes have been made in Adult Basic Education (ABE) through higher educational involvement; basically this has meant increased professionalism in adult education and a greater realization of and appreciation for the techniques of teaching adults. It is recommended that the emphasis should now be on modifying and guiding the directions of growth with the higher educational institutions. It is concluded that the network for providing graduate instruction, the first cooperative regional effort to establish a coordinated adult education training system in the nation, should be a vehicle for a new look in this field. (Author/CK)

Part One of this newsletter contains a statement on "The School in its Relations with the Community" and resolutions on the education of migrants and on European educational cooperation which were adoped at the tenth session of the Standing Conference of European Ministers of Education held in Strasbourg in June 1977. In Part Two are brief reports from member countries. Included are reports from Denmark on a long-term plan for the educational system and on a quota system for admission to universities; from West Germany on a critique by an international commission of the university reform policy and a report on student revolts in German universities; from the Netherlands, a second version of a new education system and a report on sPecial education and higher education; from Norway a report on educational policy; from Scandinavia, a review of trends in education; from Sweden, legislation for post-secondary and higher education and modifications proposed for school assessment; and from the United Kingdom, reports on training the unemployed, enrollment decreases, private education increases, and the relationship between parents and school. Reports in French from Belgium, France, and Italy are also included. (MS)

A regional seminar conducted to consider the concept of lifelong education and its implications for curriculum with particular reference to basic learning needs is described in this report. Topics discussed at the seminar, held in two plenary sessions devoted to exchanging views on the concept of lifelong education in the context of conditions in Asia, included the following: (1) lifelong education as a strategy for educational action directed to the development of societies and individuals, (2) lifelong education as an energizing force for the reform of education systems and as an organizing principle by which the various components and types of education are brought together in a coherent strategy for educational action, (3) guiding considerations for a strategy, (4) barriers to lifelong education, (5) basic learning needs, (6) principles for curriculum development, (7) processes of curriculum development, including discussion of objectives and content, methods of learning, and evaluation, and (8) organization and management of lifelong education. Conclusions and recommendations are presented. Appendixes include a list of participants, agenda, list of seminar documents, and the inaugural address by the Thai Undersecretary of State for Education. (TA)

The report on education in Sri Lanka is presented in two parts. Part I describes the structure of the educational system. Information is included on principles of educational development as set forth in the Constitution of 1972, educational administration, teacher education, management and funding of different levels of education, selection criteria for pursuing studies, general and higher education certificates, decentralized curriculum planning, and examination reform. Part II is a report of progress in educational development from 1974-76. During this period, policy orientations were introduced by the government which changed education from an academic, elitist system to a progressive and democratic one. These policy reorientations were accompanied by new legislative measures, decentralization of educational administration and management, introduction of core curricula on primary and secondary levels, intensified in-service programs for teachers, and development of programs for school drop-outs, adults, and workers. Major problems which must still be resolved include a high drop-out rate, high educational costs, regional inequities, and insufficient relevance of the educational system to the social needs of Sri Lanka. (Author/DB)

This document summarizes a study conducted to investigate the status of population education within the curricula of Florida's secondary schools. A four-page questionnaire, designed to obtain data from classroom teachers on a broad range of topics and areas pertaining to the status of population education was mailed to 300 randomly selected Florida middle, junior high, and senior high schools. Responses received from 45.3% of the public and private school teachers indicated the following findings: (1) size of school enrollment does not affect the inclusion of population education into the school curriculum; (2) classroom teachers are incorporating population education content into a variety of elective and required courses; (3) there is a wide range of length of time spent by teachers on population education; (4) the majority of population education teachers are social studies teachers; (5) population is studied primarily as an integral part of the examination of broader environmental problems and processes; (6) classroom teachers of units on population use objectives developed and written by themselves; and (7) the majority of teachers have not received any college course preparation in the population education area. (BT)

Because PL 95-207 requires the chief state school officer in each state to play a key role in the implementation of career education, this study sought the professional judgements of twenty chief state school officers on crucial issues in career education. Among the findings of the interviews was that most chief state school officers felt career education was important, with fifteen of the twenty saying "very important" or "extremely important." Eighteen states indicated an average or higher interest in career education, with half saying that their interest was growing. Most chief state school officers indicated that career education is not moving fast enough and listed the following needs: better understanding, more money, personnel to work in the area, and good inservice programs. In addition, the majority indicated that they were not concerned about the impact of tax-cut initiatives, and most thought that career education could aid in promoting sex equity. (A summary of the results of each of the thirty-three interview questions is provided.) (LRA)

The overview of West Germany's educational system emphasizes administration, organization, admission criteria, objectives, and career training programs. The document is presented in five chapters. Chapter I focuses on various aspects of planning for and administering elementary, secondary, and higher education, with particular attention to (1) areas of jurisdiction, and (2) functions of various planning bodies. Chapter II describes general education schools, vocational schools, and special schools for students with physical, mental, and emotional handicaps. Chapter III focuses on vocational education outside the schools. Topics discussed include on-the-job training, vocational training centers, home training programs, employers associations, and chambers of commerce. Chapter IV specifies qualifications for admission to institutions of higher education. Various types of examinations and criteria are identified, including those which apply to foreign students and hardship cases. Chapter V examines types of higher education institutions, including universities, teachers colleges, art schools, music schools, junior colleges, and technical schools. The document concludes with appendixes presenting curricula of various programs, tabular information regarding structure of the educational system, and listings of degrees offered in various disciplines. (DB)

Presented is a list of textbooks officially adopted for use in Oregon public schools for the period 1971-1977 in business education, driver education, foreign languages, health, mathematics, and science. Section I provides suggestions to school administrators on textbook selection. Topics discussed include selecting a variety of partial sets of texts, negotiating with publishers, utilizing older texts, interpreting price lists, and encouraging autonomy for local selection practices. Discussion of the procedure for seeking approval of independent textbook adoptions is followed by instruction on how to review challenged instructional material and a sample form requesting reconsideration of instructional materials. The bulk of the report (presented in Sections II, III, and IV) lists textbooks by grade level and by specific subject area within the fields of business education, driver education, foreign languages, health, mathematics, and science. Each entry lists title, grade, subject, author, copyright, publisher, and wholesale and retail price information. Additional information such as availability and cost of a teacher's edition or guide is provided where applicable. A directory of textbook representatives for all materials in the circular is included. (Author/HM)

A review is given of the status of family planning education at medical, nursing, and midwifery schools in seven European countries. The report is presented in 11 sections. Section one, an introduction, explains the scope of the study and defines family planning to include birth control, pregnancy and delivery, problems of adolescents, family life education, and sex education. Sections two through eight review in outline form the content and sequence of educational programs for family planning in Sweden, Poland, Yugoslavia, Italy, France, the Netherlands, and the United Kingdom. For each country individual attention is given to programs of undergraduate, postgraduate, and continuing education in medical, nursing, and midwifery schools. Sections nine through 11 present a summary, conclusions, and recommendations. Although the length of training is approximately the same for similar positions across the countries, there are variations in teaching methods, program content, and responsibilities in the field. Among the author's recommendations are that students in all three types of school receive more practical training and that curriculum become more multidisciplinary. (AV)