Education & Pedagogy

This study, which grew out of increasing concern over vocational educators' tendency to seldom look at the "gestalt" of State vocational education organizational structure, shows some potential ways of looking at the vocational education system which have here-to-for not been attempted. This study also provides, for those who have not addressed the issue of "the system", findings which should give new insights into the forces working within vocational education which effect its output. Seven chapters are included: (1) Introduction (The Problem, Purpose of the Study, Data, and Special Concerns and Limitations), (2) State Administration (State Boards of Education, State Board of Vocational Education, State Board of Vocational Education Structure, State Director of Vocational Education, State Vocational Staff Descriptions, Expenditures), (3) Delivery Systems (General Description of Schools by USOE Category, Delivery System Description, Descriptions, and Local Staff), (4) Program Effectiveness (Presentation of Effectiveness Data), (5) Data Treatment, (6) Data Presentation, and (7) Findings and Conclusions. The appendixes contain flow charts of four generalized patterns of organization; U.S. official definitions of types of institutions; titles used by different States to describe institutions; data by State for changes in Federal expenditures per pupil, total expenditure per pupil, staff enrollments, and placement and completion; institutional types used by each State, and the data collection instrument and instructions. (HD)

The major portion of this report consists of speeches examining the work of a committee appointed by The American Association of Colleges for Teacher Education (AACTE) in 1966 to propose standards and evaluative criteria for the accreditation of teacher education. Speeches presented include: "NCATE Faces the 1970's" by Rolf W. Larson, director, National Council for Accreditation of Teacher Education; "Professional Accreditation of Programs in Teacher Education" by Edwin P. Adkins, associate vice president for research and program development, Temple University; "A Reaction for the Kansas Teacher Education and Professional Standards Commission" by Daryl E. Berry, state consultant, National Commission on Teacher Education Professional Standards; "A Reaction for the State Colleges and Universities" by J.D. McComas, dean, College of Education, Kansas State University; "A Reaction for the Council of Church-Related Colleges" by B.A. Gessner, dean of the college, Baker University; "A Reaction for Kansas School Administrators" by Alvin E. Morris, superintendent of schools, Wichita, Kansas; "A Reaction for Kansas Teachers" by Jessie Nichol, president, Kansas State Teachers Association; and "Summary Statement of Kansas College Conference and Teacher Education and Professional Standards Conference on Teacher Education" by Edward C. Pomeroy, executive secretary, AACTE. Also included are the ideas and reactions to the proceedings of 14 discussion groups composed of teachers, administrators, and professors. (SM)

This report presents proposals for action at every level of government and in every kind of institution that affects and comprises American elementary and secondary education. Part 1, Summary of Findings and Recommendations, deals only with the major issues. Part 2, The Commission's Final Report, contains 15 chapters, as follows: I. Introduction; II. Background; III. The Need for Reform; IV. Preeminence of State Government in Education; V. Full State Funding of Elementary and Secondary Education; VI. Strengthening State Administration of Education; VII. Saving the Inner City Schools; VIII. Toward Early Childhood Education; IX. The Public Interest in Nonpublic Education; X. Making the Educational System Accountable; XI. Relating Education to Career Needs; XII. Creating School Districts with Balanced Resources; XIII. Exploring Innovations and New Alternative; XIV. Asserting the National Interest in Education; and XV. Concluding Comments. Part 3 contains supplementary comments and dissents. Part 4 is comprised of nine appendixes, as follows: A. Executive Order Establishing Commission on School Finance; B. Listing of Organizations that Submitted Statements to Commission; C. Listing of Contractor and Commission Staff Studies (28 studies in 34 volumes); D. State Boards of Education and Chief State School Officers; E. Number of School Districts Operating Schools by State and Type of District; F. Relative Educational Need Index; G. Estimate of Pre-Primary Enrollment; H. Alternative Bases for Federal Incentive Grants for Full-State Funding; and I. Federal Funding of Report Recommendations. (DB)

The primary objective of the study was to identify the professional inservice education needs of agriculture instructors in postsecondary area vocational schools, and determine if differences exist among instructors and adminstrative personnel regarding perceived instructor inservice needs. The population consisted of all of the Iowa community college and vocational-technical school agriculture instructors and their department heads: (1) Full-time instructors in either agricultural production, agriculture supply and service, agricultural power and machinery mechanics, or horticulture; (2) area school instructor-program coordinators; and (3) department heads with primary responsibility for administering and staffing agricultural programs. Data were collected by administering a survey, which included demographic data and a list of 105 professional competencies arranged by competency groups, allowing the determination of inservice need for each competency and each group of competencies, and also allowing comparisons among participants grouped by their staff title and by their agricultural program assigned. In this description of the study, analyses of data (primarily in tabular form) are presented under the following headings: Characteristics of postsecondary areas vocational school instructors and department heads, importance ratings of professional education competencies needed, and of competencies for inclusion in an inservice education program, inservice need indicator of professional education competencies, and ratings of methods for delivering professional inservice education. (SH)

The papers in this volume emerge from the experience of Fordham University and the Angelo Patri Intermediate School through their mutual efforts to establish an open-space school in a highly complex, low-income neighborhood of inner-city New York. The papers prepare the reader to understand the process involved in developing programs under conditions of organizational change and the implementation of new programs and concepts of education. Close coordination with the union was maintained, and the papers reflect an understanding of working with the teachers' organization as a collaborative partner. The following topics are covered by the study: (1) collaborating in inservice education: a teacher's perspective; (2) changing and emerging roles in education: the role of the superintendent; (3) a Dean's reappraisal of the university's role in inservice education; (4) school community interaction; (5) open education as an alternative; (6) designing inservice education; (7) adapting college courses for on-site teacher education; (8) professional staff needs assessment; (9) school design and the educational process; (10) an inservice "lifeshop"; (11) students' role in quality education; (12) the school-based trainer of teachers; (13) curriculum development: its goals and strategies; (14) incentives for teachers in inservice education; (15) the supervisor as school instructional leader; (16) teacher evaluation-a teacher unionist's view; (17) the urban mission of the university. (JD)

Designed as a component of a pilot career exploration project at Vale Middle School, Vale, Oregon, this guide is directed toward helping any school implement the concept of career education. The guide is divided into three sections. Section 1 offers ideas that give support to the background and justification for the concept of career education. The four basic components of career education are explained; this section also deals with the Oregon concept of career education and the importance of survival skills. Section 2 defines and describes career education in Vale School District #15. It explains how career education was first introduced, how Vale Middle School became a pilot school for career education, how the awareness program was developed, how the program was made possible, how receptive the program has been to the community, and the benefits derived to students. Section 3 attempts to combine all the experiences gained by District #15 in planning, developing, and implementing a career education program into a set of guidelines and suggestions for other districts. The appendix contains examples of curriculum materials, student career exploration questionnaire, evaluation of student needs assessment guide, evaluation of interdisciplinary guide, guidelines for advisory council for career education in District #15, workshop evaluation, community resource questionnaire on career education, evaluation of the community resource guide, and visitation questionnaire. (TA)

A description is presented of the "Qualitative Analysis of the University of Lethbridge (Alberta) Teacher Education Program" (QAULTEP). The overall objective of QAULTEP is to develop a model for the evaluation of teacher education programs and specifically to identify: (1) categories of pre-education variables that will best predict success in an education program; (2) changes in students (attitudinal, academic, skill development, etc.); (3) variables and categories of variables that are related to success within an education program; (4) variables and categories of variables related to teacher success; (5) characteristics of effective teachers; (6) characteristics of ineffective teachers; (7) characteristics of teachers who select themselves out of the program; and (8) the most important components of a teacher education program. The study is divided into three phases. Phase I deals with relationships between pre-education factors such as personality assessments, English competencies, admission grades and courses, and ratings in the first field experience course, and variables relating to success in the education program. Phase II examines relationships among variables within the education program such as evaluations of success in student teaching, fourth-year courses, and subject areas. Phase III relates success in the education program to placement and effectiveness in teaching. A description of studies completed in the QAULTEP data categories is presented; current studies are outlined; and future directions for the program are indicated. A bibliography of completed and current studies is appended. (MJB)

A study was conducted to determine the felt needs of Wisconsin home economics teachers for inservice education as a basis for designing educational programs to meet these needs. The population consisted of 1,278 home economics public school teachers and 1,430 vocational, technical, and adult education (VTAE) teachers of home economics related areas. The respondents were asked for information regarding attitudes about inservice education, types of inservice education opportunities, possible time periods for inservice education programs, and categories of topics for inservice education programs (curriculum content, teacher activities, and professional concerns). Thirty-one conclusions were drawn from the responses of 1,104 public school home economics teachers and 787 VTAE teachers. Some of these conclusions follow: (1) Inservice programs developed for home economics teachers should be planned primarily for home and family living programs; (2) due to the small number of teachers of occupational programs, inservice programs need to be planned to facilitate attendance by specialized teachers in an accessible geographical location; and (3) inservice education programs need to be planned in order to stimulate interest and communicate concerns and plans of action related to occupational programs. (Forty-seven data tables are included. The survey form is appended.) (EM)

Issues relating to sex fairness in career education discussed in this information analysis paper include the basis of concern for sex fairness in career education, the current status of women in employment, leadership positions in the career education work force, and ways to make career education sex fair for both women and men. Characteristics of the literature related to sex fairness in career education are summarized as follows: (1) Data on the status of women in employment are generally available but it is often difficult to determine what conditions influenced the data. (2) Women are underrepresented (a) in the awarding of federal grants and contracts by the Office of Career Education and the Bureau of Occupational and Adult Education, United States Office of Education, (b) in career education leadership positions in state departments of education, and (c) on the National Advisory Council for Career Education. (3) Sex stereotyping and sex bias in publications, career counseling, materials, textbooks, and curricular materials are extensively documented. (4) Within the next two years a variety of inservice sex fairness training materials should be available. (5) Focus seems to be on equality for women rather than equality for both sexes. Appendixes contain references and list resources for sex fairness materials and materials for use with students. (TA)

This module on developing a curriculum design is one of a set of three on curriculum design in vocational education and is part of a larger series of thirty-four modules constituting a core curriculum for use in the professional preparation of vocational educators in the areas of agricultural, business, home economics, and industrial education. Following the module objective and overview and a bibliography of suggested resource materials (readings) for the entire module, six lessons are presented: (1) examining what is meant by curriculum; (2) examining the elements which go into determining the nature of curriculum design; (3) investigating relationship of the vocational education curriculum to curriculum design and to the general curriculum of a school; (4) integrating vocational education in the design of the general educational curriculum; (5) exploring procedures for developing a vocational education curriculum; and (6) participating in the development of a vocational education curriculum. Each lesson contains the objective, overview, a list of suggested learning activities, and a list of suggested resources (readings). Concluding the module is a pre/posttest and an answer key. (The modules have been field tested in various educational settings, including bachelor and masters degree programs, and are considered adaptable to many instructional styles and student entry levels. CE 018 935-937 contain working papers and other materials used in the development of the module series.) (JH)

Surveying over 6,000 vocational schools and all state directors of education, this study attempted to (1) describe the organization and governance of state and local agencies and delivery systems for vocational education; (2) describe the basic provisions by which the costs of vocational education are funded; and (3) describe the status and condition of the nation's vocational education system. Data for the study was collected through personal interviews with state directors and a mail survey with a telephone follow-up of 6,693 public secondary and two-year postsecondary institutions having facilities for five or more different vocational education programs. Findings indicate that state governance structures for vocational education are characterized by a multitude of different board structures having different compositions and levels of authority over the state agencies responsible for vocational education. In addition, at the local level there are seven types of institutions, thirteen different types of program administration structures, and four different types of single and multi-district services. Findings also indicate that the location of institutions having facilities for five or more different vocational education programs does not reflect the distribution of the population and that funds under the direct control of the state agency generally do not represent the major source of vocational education support. (LRA)

Three essays are collected in this study of access to higher education in other countries: "Part-Time Undergraduate Studies in Ontario," by Robert M. Pike; "Access to Higher Education in England and Wales," by Naomi E. S. McIntosh; and "Strategies for a Broader Enrollment in Swedish Higher Education," by Urban Dahllof. The first essay explores the larger opportunities that part-time studies provide for access, the clientele, and the impact of such studies on higher education institutions, within the context of postsecondary education in Ontario. In this essay, concern is limited to part-time undergraduate study for degree credit. The second essay looks at the post-1945 expansion of higher education in Great Britain, concentrating on the last fifteen years. The objectives are to chart the nature and causes of the expansion, to examine how increased access has affected and been affected by government policy, to determine whether the expansion in numbers has led to a greater equality of opportunity, and to look for indications of future developments in this area. The third essay describes the recent reorganization of the Swedish system of colleges and universities, the latest step in an overall reform of education in that country. Case studies are provided on distance courses and other forms of external study, and a new general admissions policy. (MSE)

This publication is a compilation of inventories of processed materials in the Archives and Manuscripts of Continuing Education at Syracuse University. Arranged alphabetically by the names of the individuals and organizations donating the materials, the shelf list describes the contents of each box individually. Preceding the shelf lists are background sketches of the donors, detailing their major contributions to the field of adult education, followed by descriptions of the organization and types of materials. For the most part, the printed documents consist of correspondence, organizational records, publication files, reports, speeches, and writings. Recorded tapes are also included in the collection. The oldest materials are dated 1924. As further materials are processed, the inventories will be updated. The twenty-four donors represented in this catalog are as follow: Adult Education Association, Adult Education Research Conference, American Foundation for Continuing Education, Association of University Evening Colleges, Center for the Study of Liberal Education for Adults, Alexander N. Charters, Commission of the Professors of Adult Education, Fund for Adult Education, Galaxy Conference, Andrew Hendrickson, International Congress of University Adult Education, Joseph W. Jacques, Alexander Liveright, National Association of Public School Adult Educators, National University Extension Association, George A. Parkinson, Bernard W. Reed, Robert E. Sharer, Paul H. Sheats, Syracuse University Publications in Continuing Education, Clarence H. Thompson, Willard Thompson, University Council on Education for Public Responsibility, and Coolie Verner. (ELG)

One of a series of studies on higher education in different countries, this paper examines political developments in Sweden from 1976 to 1978 and their effects on higher education. In 1976, after 44 consecutive years of rule by the Social Democratic Party (except for about 100 days in 1936), the Liberal Party and the Conservative Party were able to form a coalition government. The impact of the shift of government in the policy area of higher education is detailed, and the politics and policies of higher education in Sweden before September 1976 are briefly sketched. The new nonsocialist government largely continued the Social Democratic government's higher education policy; the only significant departure was the free sector which had the potential to jeopardize important aspects of the reform. Some changes brought about by the reform are inclusion on governing boards of members representing the public interest, decentralization of decision-making power from the central to regional and local levels in higher education, geographical dispersion of higher education, the guarantee to applicants of a place in certain study programs and disciplines, and increased linkage between education and research. The use of ad hoc commissions and appointment by the new leaders, and the government's behavior concerning student aid and research are examined. (SW)

This analysis of the curricular program for continuing general education of Montgomery College (MC) is presented in the context of the ongoing and increasing effort to provide continuing education to the nation's adult population. Section I discusses general education in the context of the public two-year college and its special curriculum. Section II discusses the distinction between "general education" and other aspects of the curriculum; presents several illustrative formats for general education programs; outlines a taxonomy of eight types of courses; and presents a two-level plan of "general studies" (or fields of knowledge) and "integrative studies" designed to stimulate analysis and application of knowledge from various fields. Section III discusses characteristics of the student population to be served by a general education program, specifically covering age, sex, and family income. It also includes three- and five-year population and enrollment projections. Section IV describes the current state of the curriculum at MC in terms of its legal, administrative, and policy dimensions. The report concludes with Section V on implications of the preceding discussions and recommendations for a continuing general education program. Suggested course titles are appended as well as a general resource bibliography and a special annotated bibliography designed to assist planners of general education courses related to multicultural themes. (DR)