Education & Pedagogy

This book is a collection of selected writings and speeches which document the developments in the Canadian adult education movement during the 1960's. The writings and speeches are presented in six sections as follow: (1) Introduction, (2) The Setting, (3) Organizing for Work, (4) Programs and Experiences, (5) The Learner, and (6) Coming of Age. Some representative articles from each of the sections respectively are (1) The Sixties; (2) The Meaning of English Canada; Automation and the Changing Meaning of Work; Education of Women; and EXPO--A Major Experience in Adult Education; (3) Organizing for Lifelong Learning; Aspects of Leadership and Participation; Community Development in Canada and Abroad; Adult Education Research in Canada; A Role for the New Universities; Establishing a University College for Adults; The Community College in Canada; Organizing Labor Education in the College; and Need for Innovative Schools for Adults; (4) Libraries; The Church as Educator; Challenge for Change; Living Room Learning in British Columbia; Frontier College: An Innovative Anti-Poverty Approach; Arts and Crafts Serving Adult Education; Programs for People Getting Ready to Retire; and Programs of Continuing Education for the Professional; (5) The Adult Self-Learner--An Historical Perspective; Factors Affecting Academic Achievement of Adult Students; and A Forty-Year-Old Takes Up Jazz; and (6) A Talk to Teachers; and Seeds of Promise. (EM)

These proceedings contain 20 presentations and reports made during the 30th Annual Research Conference in Agricultural Education in Lubbock, Texas. The keynote address on importance of research to agricultural education is followed by 16 research papers reporting on analysis of student teacher morale before and after student teaching; identification of emerging occupations in vocational agriculture; comparison of job analysis techniques; relationships between program evaluation statements and respondent demographic characteristics; association of selected characteristics with average net income from supervised project programs of production agriculture students; assessment of agricultural mechanics safety instruction in agricultural teacher education programs; followup of agricultural education graduates; pilot study of telecasette energy information service; development of computer-based program to show longitudinal trends of teacher and program characteristics in vocational agriculture; wheat producers' awareness, attitudes, and practices concerning integrated pest management and production problems; teachers' reactions to and use of nursery operations materials; vocational agriculture teachers' attitudes to students' college selection; vocational agriculture instructor's role as community agriculture leader; factors affecting student attrition in production vocational agriculture programs; reader perceptions of agricultural education leadership newsletter; and influence of verbal and nonverbal communication on teaching effectiveness. Three addresses concern integrating teaching and research, determining sample size, and grantsmanship. (YLB)

The main purposes of vocational education are to provide individuals with the skills they need to attain economic freedom and to enhance the productivity of local, state, and national economies. Vocational education programs exist to serve all peoples and to aid in providing all skills needed for the individual to attain and keep a job related to his/her needs and skills that will serve employers' needs. Vocational education achieves its purposes through three basic types of roles: principal roles, shared roles, and support roles. Vocational education's principal roles are preparing all persons for work for entry jobs, upgrading, retraining, and cross training; and providing orientation to work. Vocational education shares the following roles with other groups in the community: job placement; economic development; productivity and efficiency; individual assessment; and human resource development. The major support roles for vocational education are helping to develop the basic or fundamental educational skills required in the work that the vocational student expects to perform; helping to develop survival and living skills of students; and assisting in the area of national defense by providing skilled workers. Vocational education is carried out on three government levels--local, state, and federal. Each level has distinct responsibilities, although these responsibilities should be exercised in partnership. (KC)

The Standards for Vocational Home Economics Education were developed to maintain quality and to encourage excellence in vocational home economics education programs at all educational levels among the states and territories of the United States. The Standards are designed to be used by teachers, local supervisors, teacher educators, state staffs, administrators, and others interested in and concerned with developing and/or improving vocational home economics education programs. In the Standards, special attention is given to the following areas: integration of Future Homemakers of America into the home economics program; elimination of sex bias; accessibility of vocational home economics programs to all persons; development of outreach programs; and consideration of energy, nutrition, and consumer economics. In addition, special populations (the disabled, persons from various cultures, the economically disadvantaged, and single and school-age parents) are emphasized. Standards were developed for seven major areas: philosophy, advisory council, funding, administrative/supervisory staff, instructional staff, instructional program, and curriculum. Nine sets of standards (see note) cover these topics in either consumer and homemaking education or occupational home economics on various educational levels. Each set of Standards contains an explanatory handbook and the Standards for that level. This document covers adult occupational home economics education. (KC)

The Standards for Vocational Home Economics Education were developed to maintain quality and to encourage excellence in vocational home economics education programs at all educational levels among the states and territories of the United States. The Standards are designed to be used by teachers, local supervisors, teacher educators, state staffs, administrators, and others interested in and concerned with developing and/or improving vocational home economics education programs. In the Standards, special attention is given to the following areas: integration of Future Homemakers of America into the home economics program; elimination of sex bias; accessibility of vocational home economics programs to all persons; development of outreach programs; and consideration of energy, nutrition, and consumer economics. In addition, special populations (the disabled, persons from various cultures, the economically disadvantaged, and single and school-age parents) are emphasized. Standards were developed for seven major areas: philosophy, advisory council, funding, administrative/supervisory staff, instructional staff, instructional program, and curriculum. Nine sets of standards (see note) cover these topics in either consumer and homemaking education or occupational home economics on various educational levels. Each set of Standards contains an explanatory handbook and the Standards for that level. This document covers adult consumer and homemaking education (KC)

The Standards for Vocational Home Economics Education were developed to maintain quality and to encourage excellence in vocational home economics education programs at all educational levels among the states and territories of the United States. The Standards are designed to be used by teachers, local supervisors, teacher educators, state staffs, administrators, and others interested in and concerned with developing and/or improving vocational home economics education programs. In the Standards, special attention is given to the following areas: integration of Future Homemakers of America into the home economics program; elimination of sex bias; accessibility of vocational home economics programs to all persons; development of outreach programs; and consideration of energy, nutrition, and consumer economics. In addition, special populations (the disabled, persons from various cultures, the economically disadvantaged, and single and school-age parents) are emphasized. Standards were developed for seven major areas: philosophy, advisory council, funding, administrative/supervisory staff, instructional staff, instructional program, and curriculum. Nine sets of standards (see note) cover these topics in either consumer and homemaking education or occupational home economics on various educational levels. Each set of Standards contains an explanatory handbook and the Standards for that level. This document covers postsecondary consumer and homemaking education. (KC)

The Standards for Vocational Home Economics Education were developed to maintain quality and to encourage excellence in vocational home economics education programs at all educational levels among the states and territories of the United States. The Standards are designed to be used by teachers, local supervisors, teacher educators, state staffs, administrators, and others interested in and concerned with developing and/or improving vocational home economics education programs. In the Standards, special attention is given to the following areas: integration of Future Homemakers of America into the home economics program; elimination of sex bias; accessibility of vocational home economics programs to all persons; development of outreach programs, and consideration of energy, nutrition, and consumer economics. In addition, special populations (the disabled, persons from various cultures, the economically disadvantaged, and single and school-age parents) are emphasized. Standards were developed for seven major topics: philosophy, advisory council, funding, administrative/supervisory staff, instructional staff, instructional program, and curriculum. Nine sets of standards (see note) cover these topics in either consumer and homemaking education or occupational home economics on various educational levels. Each set of standards contains an explanatory handbook and the standards for that level. This document covers elementary consumer and homemaking education. (KC)

This handbook of promising practices in Oregon career and vocational education contains descriptions of 46 practices in the areas of career awareness, career exploration, career preparation, and career specialization. Practices are reported according to the following format: topic, intended users, purpose, available products, resources needed, and source. Discussed in the section on career awareness are practices relating to career awareness curriculum kits, guidelines for integrating career and consumer education with reading programs, parent and community resources to develop elementary school programs, and infusing career education into the school curriculum. Integrating career education into junior high school curriculums, career information delivery systems, programs for the deaf, rural cooperative programs serving academically disadvantaged students, and computer-assisted career explorations are covered. Topics examined next include building reading and mathematics skills; implementing mainstreaming and cooperative work experience programs for the handicapped; exploring careers in music, business, and agriculture; evaluating secondary programs; developing job search and placement programs; and eliminating sex stereotyping and increasing non-traditional enrollments. Special support services and programs at the community college level for academically disadvantaged and handicapped students are described. (Earlier editions of the handbook are available separately through ERIC--see note.) (MN)

The report by the General Accounting Office examines the status of education for handicapped children in 10 states. P.L. 94-142, the Education for All Handicapped Children Act, is reviewed briefly, and the states' compliance with the following aspects was assessed: eligibility criteria, individualized educational programs, and provision of a free appropriate public education. The controversy over the estimated number of handicapped children given by the Office of Special Education is addressed (6.2 million estimated as opposed to 3.9 million actually identified). Resulting problems in misclassifying children as handicapped to increase state childcount are discussed, and it is recommended that the 12% prevalence estimate be discontinued. Among the eligibility questions cited are unclear definitions in the law and legislative history and insufficient guidance in program regulations. The lack of compliance with individualized education program (IEP) requirements are documented, including IEP content problems and missed deadlines. Comments from local education agency officials are summarized regarding the increased time, personnel, and funds needed to provide a free appropriate public education to all handicapped children. The report further suggests that state education agencies have been inadequately staffed to carry out P.L. 94-142, and that the initial federal administration of the program was inadequate. Each section concludes with recommendations to the Secretary of Education and responses by the Department of Education. (CL)

The seventh annual report to Congress of the National Advisory Council on Indian Education details the Council's activities during 1979. Part I explains the Council's 12 final recommendations to Congress and the Secretary of Education, which include leaving the Office of Indian Education Programs within the Bureau of Indian Affairs; transferring certain Indian Education programs to the new Department of Education; continuing and defining the primary role of the Office of Indian Education; increasing the funding for Indian education through PL 81-815; funding the implementation of the Tribally Controlled Community College Act of 1978; and enacting the National Indian Omnibus Library Bill. Part II shows the state-by-state distribution of 1979 Title IV funding for Parts A, A(Non-LEA), B, C, and Indian Fellowships. Part III presents profiles of eight Title IV programs and six Indian Fellowship recipients studying in various United States universities. Part IV presents summaries of the Council's four full Council meetings and two committee meetings held during 1979. Part V presents some unmet educational needs and concerns expressed during the year by the Indian community. Appendices include texts of legislation, letters, federal documents and a legal position paper relevant to Indian education. (SB)

The article presents our response to some ideas presented by David Kirk in his 2012 Scholar Lecture to the Physical Education and Sport Pedagogy Special Interest Group of the British Educational Research Association Annual Conference in September 2012. We seek to present an alternate view to one aspect of Kirk's argument which supports a view that physical education pedagogues are marginalised in academia and that such a status is attributed at least in part to their professional positioning within the field of education and within schools or faculties of education. We argue that a career as a scholar in the university sector means understanding the goals and priorities of the particular university where you work and how your interests and capacities align. We argue that being a teacher educator or a sport pedagogy scholar in a College of Education or in a Department of Human Movement Studies is not the central defining characteristic in progressing your career. What matters is that the priorities of your department and the attitude of your colleagues to your teaching and research align with your capacities and interests. We reject what we read as the message that being involved in teacher education is not a good career move in the contemporary university. While we acknowledge challenges to teacher education in England and elsewhere, this is not a reason to abandon research on teaching/teacher education or careers in schools/departments of education.

This article reports on the design and performance of ALAS (Acquisition of Language Skills and Academic Literacy) Teacher Education Project designed to bridge Biliteracy and Special Education teacher preparation. ALAS was designed by faculty in two higher education departments engaged in teacher preparation to respond to California's need for bilingual special education teachers, where less than 2% of special education teachers in California are credentialed in both bilingual and special education disciplines (CBEDS, 2013). In California about 1 in 4 students are identified as English Language Learners (ELLs). The ALAS project actively addresses the lack of academic programming to develop qualified bilingual special education teachers to meet the needs of K-12 ELLs via teacher education courses, specialized conferences, teaching practicum in the two disciplines of bilingual/biliteracy and Special Education Mild-Moderate emphasis. The article reports on five years of data (2008-2013) that examines the conceptual design of the ALAS two-year teacher preparation program, the use of seven standards to evaluate the program, and participants' perceptions on the strengths and needs of their training. The evolving results have implications for teacher preparation curriculum change and reform in addressing ELLs to match the needs of the client school communities.

In Australia, growth in the demand of early childhood services for young children aged birth to three years has placed increased pressure on the early childhood education sector as new policy stipulates the need for qualified teachers. The new policy has resulted in a growth in Master of Early Childhood Education programs in Australian universities. These programs are designed as initial teacher education programs for people with a non-education Bachelor degree wanting to become a qualified early childhood teacher in 18 months. Little is known about the structure as well as the content of these new programs in their ability to address infants and toddler education. This paper explores 18 postgraduate Master education programs that were approved by the Australian Children's Education and Care Quality Authority (ACECQA) and listed on their website as at January 2014. Our aim is to examine programs for the amount of content and assessment that focuses on infants and toddlers. Utilising information from program websites and course guides, data was examined using content analysis to reveal the nature and extent of inclusion of learning, focused on infants and toddlers. Four interviews were also conducted with teacher educators. Findings are important for early childhood teacher education in Australia if the overall goal is to improve quality for all children, including the very youngest in education and care.

The literature establishes that education drives economic performance, but the extent that education is associated with a country's competitiveness is empirically untested. Our study analyses Programme for International Student Assessment (PISA) data from 63 countries to ascertain education's role in explaining the competitiveness of a country. Strong correlations were found for reading and science (each 53% shared variance) and mathematics (50%). Educational achievement explains 54% of Competitiveness. Regional differences were found with East Asia performing strongly both academically and in competitiveness, ahead of Europe, the rest of Asia, and South/Central America. Anglo-Saxon countries rank second academically behind East Asia, but in terms of competitiveness, the Anglo-Saxon cluster ranks first. We show that Anglo-Saxon countries' leadership in education and competitiveness have been challenged by East Asia. Our diachronic analysis shows that together with Competitive Industrial Performance, the cultural dimensions of Uncertainty Avoidance, Long-term Orientation and Indulgence Restraint, Education contributes to improvements in Competitiveness. The strength of East Asia in educational achievement will have implications for the region's future competitiveness compared to Anglo-Saxon and European countries. Our empirical findings support theoretical arguments for education's role in driving competitiveness. For education policy, the study emphasizes the importance of investments in reading, science and mathematics education.

Financing of higher education in Tanzania is considered a crucial factor in realizing the country's development vision. It is for these reasons that Tanzania has been financing its higher education since its inception. Diminishing resource capacity and competing interests for government finance plunged the higher education into financial doldrums. As a result, the higher education sector was compelled to manouvre through various sources of financing in order to remain relevant to its role in economic development. The efforts to remain relevant are depicted as the significance of the trends of financing higher education. This study attempted to examine the significance of the trends of enrollment, budget and actual expenditure in Higher Education in Tanzania to sustainable human capital investment from 2005 to 2015. Secondary data were collected from the Ministry of Education and Vocational Training (MoEVT) budgets from 2005 to 2015 from which trends of enrollment, budgeting and actual expenditure were analyzed. The findings indicated an upward trend on both enrolment and financing of the education sector from 2005 to 2015. The trends were still very low when compared with neighbouring countries. A huge funding chasm still exists in the budgets of the education Sector. The challenge lies on how to bridge the gap. The study suggested that the government diversified sources of financing the higher education, away from the traditional thinking.