Education & Pedagogy

Intended for use in preservice teacher education programs, this unit provides an overview of the role that women have played as educators. The publication is designed to help future teachers become knowledgeable about issues of sexism and skilled in approaches to alleviating this problem in schools. The sections are chronological. Section 1, "Colonial Women as Educators, 1600-1776," examines early private schools and differences in educating females and males. Section 2, "Educating Citizens for the Republic, 1776-1860," discusses the development of mass education, the growth of the female seminary, the role of women in teaching, women's rights, and educating black children in antebellum America. The third section, "The Reshaping of Mass Public Education, 1865-1900," deals with the feminization of teaching, vocational education, women's access to higher education, the social settlement house, and the rise of the kindergarten. In section 4, "Teaching as a Career in the Twentieth Century, 1900-1960," teachers' organizations, progressive education, new opportunities for black women and racial integration of public schools are discussed. The fifth section, "Toward Non-Sexist Schools, 1960-1980," deals with sex discrimination in teaching and changes in educational policy. Section 6 contains a brief summary. Discussion questions and related activities are provided at the conclusion of the publication. Ninety-seven references are included. (RM)

The role of teachers serving as policy board members of the Metrolina Educational Consortium (MEC) in North Carolina is discussed. The MEC is concerned with teacher education programs and is composed of classroom teachers, college representatives, local education agency staff, and state education department staff. The board members are mandated to consider the following six questions: (1) Have teachers contributed to the development, implementation, and evaluation of programs? (2) Have teachers helped to establish the managerial structure of the consortium? (3) Have teachers helped establish entry levels of competence for the program? (4) Have teachers contributed to the procurement of resources? (5) Have teachers had a role in designating experiences to meet needs (i.e. to design programs and needs assessment questionnaires)? and (6) Have teachers helped determine the exit level of their participants? It is concluded that, unlike a number of teacher education programs, the MEC has had a parity arrangement among the board members representing teachers, administrators, and education officials. It is noted that in the case of a consortium, there is a good chance that at least one of the teachers will be a special education teacher. Specific concerns of special education teachers are noted, regarding the following: competencies needed by applicants for a program in special education, teacher input for the design of practicum experiences for special education teachers, and the exit level of competence of participants. (SW)

This report presents a review of the historical background, progress, and problems associated with the development of collaborative efforts between vocational education and various sectors of the defense establishment. Through extensive document review, supplemented by telephone and on-site discussions with educators and employers, the benefits that accrue to both groups have been documented. The following patterns of collaboration are identified, along with examples from on-going programs: employer representatives as school advisors, job training programs for employers, employer representatives as trainers, loans or gifts of equipment to schools, brokering of educational services, small business linkages, and training material repositories. The report outlines preliminary standards of program success, proposes factors contributing to successful linkages, and presents possible barriers to cooperation. Among the factors that appear to be instrumental in the success of vocational education-defense establishment collaborative efforts are the following: (1) recognition that providing training services to employers is serving students; (2) recognition on the part of state government that vocational education has a role to play in economic development, which can contribute to defense preparedness; (3) emphasis on determining the common needs of business and vocational education; (4) openness of communication; (5) realistic commitments by vocational education to employers; (6) a current marketing plan; (7) staff members actually engaged in promotion and sales; and (8) recognition of the differences between the business environment and education. (KC)

This guide is intended to familiarize displaced homemakers with the provisions of the Carl D. Perkins Vocational Education Act of 1984. The first part of the guide details the act's funding for the following areas: sex equity coordinator, single parents and homemakers, sex bias and stereotyping, adult training and retraining, employment development, and career guidance and counseling. Discussed next are the act's provisions pertaining to state administration. The next section deals with various provisions of Title II of the act, including vocational education opportunities and vocational education program improvement, innovation, and expansion. Described next are special programs authorized in Title III (support for community-based organizations; consumer and homemaker education; adult training, retraining, and employment development; comprehensive career guidance and counseling; and industry-education partnership training in high-technology occupations). National programs authorized in Title IV (the National Center for Research in Vocational Education, cooperative demonstration education programs, and model centers for vocational education for older individuals) are described. Miscellaneous provisions of the Carl D. Perkins Vocational Education Act are discussed, including programs for disadvantaged persons, coordination with the Job Training Partnership Act (JTPA), grants, supplanting (of state funds), failure to comply with the law, and local appeals. Concluding the guide is a list of steps that displaced homemaker advocates should take now regarding the act. (MN)

Drawing from case studies of the educational systems in 11 of the member countries of the Organisation for Economic Cooperation and Development (OECD), this report examines the curricular organization and content of post-compulsory education in Canada, France, West Germany, Italy, Japan, the Netherlands, Sweden, Switzerland, the United Kingdom, the United States, and Yugoslavia. Chapter 1 provides an introduction to the work conducted by the OECD in the area of post-compulsory education. Chapter 2 attempts to clarify and conceptualize the often ill-defined, complex, and confusing area of post-compulsory education, arguing that distinctions made in terms of educational status or in terms of age are not wholly satisfactory. Chapter 3 sets out the broad similarities and differences between the 11 countries, focusing on contextual variables in demography and employment, the education and training structures in each country, and current trends. Chapter 4 reports and analyzes the findings of the case studies in terms of the relationship between general, technical, and vocational education; the specific features of these three main types of post-compulsory education in each country; and the content, process, and structure of the curricula. Chapter 5 explores the future of post-compulsory education in light of the preceding analysis. Finally, chapter 6 highlights the main policy implications of the report. (EJV)

The relationship between public investment in higher education and a strong regional economy is examined in eight chapters, with a focus on New England. In "Underfunding and Overtaxing in New England," Melvin H. Bernstein considers the business climate and excessive tax burdens in New England. "Higher Education: Investment or Expense?" (Michael S. McPherson) discusses the value of basic research and education and training, and implications for the New England region. In "Finance and the Future of Higher Education in New England," Patricia Flynn Pannell examines federal, state, and local support of higher education in New England, institutional financing, and policy implications. Four major problems in New England higher education are described in "The System of Higher Education in New England" by Jean Mayer and Robert W. Eisenmenger, while the importance of higher education to the economy is considered in "Higher Education in the Gross Domestic Product of New England States" by Ward S. Curran. The remaining three chapters are as follows: "Cooperation for What?" (Anthony P. Carnevale); "Tax Policy: Some Issues for Higher Education" (JoAnn Moody); and "The Absence of National Policy" (John C. Hoy). The following report is appended: "A Threat to Excellence: The Report of the Commission on Higher Education and the Economy of New England." (SW)

A total of 117 descriptions of notable programs and promising practices related to 30 specific problems, practices, and goals in American postsecondary education are presented. The programs described are the result of three searches made by the staff of the National Commission on Excellence in Education, although neither the staff nor the Commission has validated these programs. Responses to the Commission searches were voluntary. The programs reported are divided into seven parts: (1) the transition from secondary to postsecondary education: school/college cooperation (reallocation of academic time and content; outreach and recruitment; and the exchange and development of academic personnel); (2) the freshman year: the rite of passage; (3) competing models of general/liberal education; (4) the reconciliation of liberal arts and career education; (5) postsecondary honors programs/programs for the gifted; (6) scientific and technological literacy for the non-science major; and (7) teacher education: selection and training in the disciplines. The purposes, focus, methods, and limitations of this collection are outlined in introductory remarks. Appended are guidelines for preparing program profiles, the text of the letter of invitation for the second search, and the American Council on Education letter and listing of topics. (LB)

This volume consists mainly of presentations made at a seminar held in 1981 in Bogota, Colombia, on the relation between preschool education and early childhood education. The seminar brought together educational researchers from many regions of the world as well as specialists in several different disciplines. Encompassing nine investigations conducted in Argentina, Brazil, Chile, Colombia, Guatemala, Jamaica, and the United States, part 1 of the publication presents (1) research on the effects of early stimulation programs on child development; (2) evaluations of the effects of preschool education on children's scholastic achievement at the time of school entrance; and (3) case studies of preschool education policies and programs in Kenya, Thailand, India, and Turkey. The case studies also describe the historical background and socioeconomic contexts in which preschool education is carried out in those four countries. Part 2 provides (1) an overview of early childhood programs in Latin America, (2) a discussion of conceptual issues in preschool and early primary education, (3) an account of the position and problems of preschool education in Latin America, (4) a discussion of compensatory preschool education for poor children, and (5) a summary of preschool research. Focusing on program objectives, research prospects, and policy formation, part 3 briefly summarizes the main points produced by working groups at the seminar. (RH)

This guide has been developed for the following reasons: (1) to identify the essential elements pertaining to each vocational home economics education course as mandated by Texas law, (2) to outline the competencies and subcompetencies to be developed in vocational home economics education classes, (3) to provide guidance to teachers for local program planning, and (4) to serve as a means of communicating the scope and content of vocational home economics education in Texas to others. The essential elements represent the core knowledge, skills, and competencies all students should learn to be effective and productive members of society. The guide contains an overview of vocational home economics education in Texas, including both consumer and homemaking education and occupational home economics education. Descriptions of the instructional methods used in vocational home economics education are also provided to serve as options for local program offerings. The guide makes recommendations for class period allocations of time and a list of elements that are common to a number of courses. The guide includes an outline of competencies and subcompetencies to be developed in the respective courses and individual lists of essential elements for the vocational home economics education courses of study. The essential elements to which these competencies relate are also indicated. The competency outlines relate directly to the course content options as suggested in the subject-matter curriculum materials available through the Home Economics Curriculum Center. (KC)

The report of the Ninth Regional Consultation Meeting on the Asian Programme of Educational Innovation for Development (APEID) reviews activities and progress for 1982-83 in eight program areas: (1) universalization of education (access to education at first level by both formal and nonformal means), (2) promotion of scientific and technological competence and creativity, (3) education and work, (4) education and rural development, (5) education and urban development, (6) educational technology with stress on mass media and low cost instructional materials, (7) professional support services and training of educational personnel, and (8) cooperative studies, reflection, and research related to educational development and future orientations. Educational policy trends and significant developments are reported for each of the 20 APEID member countries: Afganistan, Australia; Bangladesh, China, India, Indonesia, Iran, Japan, Maldives, Malaysia, Nepal, New Zealand, Pakistan, Philippines, Republic of Korea, Western Samoa, Viet Nam, Sri Lanka, Thailand, and Turkey. Guidelines of the 1984-86 work plan detail member countries' interest in APEID activities and identify suggestions on cooperative, innovative projects to be included in the plan. Appendices include conference agenda, texts of conference addresses, lists of participants and group members, check lists showing countries' interest in APEID activities in 1984, and 1984 APEID lecture schedule. (NEC)

In 1982, females constituted 41.1 percent of those students enrolled in postsecondary area vocational-technical institutions (AVTIs) in Minnesota; thus, the AVTI system has a lower percentage of female students than all other public postsecondary systems in the state. If vocational programs are defined as being either segregated or integrated on the basis of whether fewer or more than 80 percent of the students enrolled in them belong to one sex, then, in 1982, more than three-fourths of Minnesota's AVTI programs were segregated. The 3 years prior to 1981-1982 were not marked by very much change in enrollment patterns with respect to traditional, nontraditional, and segregated vocational education programs. Approximately two-thirds of female students were enrolled in health or business programs, whereas more than three-fourths of male students were enrolled in technical or trade and industrial programs. Segregation also existed within program areas. Of the total budget for AVTI students, 35.8 percent was spent on female students and 64.2 percent was spent on male students. One-year followup data on graduates of postsecondary AVTI programs revealed significant differences between the occupations and earnings patterns of males and females. (This report contains 14 tables.) (MN)

Federal regulations for the Adult Education Act and the Carl D. Perkins Vocational Education Act were revised in 1985. The following are the major changes to the Adult Education Act regulations: (1) the definition of "adult" was changed to permit services to persons under the age of 16 in some cases; (2) the definition of "expansion" has been modified to include "efforts" to increase enrollments, rather than just "results"; (3) the Act permits the Department of Education to collect demographic and statistical information as simply as possible; (4) the regulations governing state advisory councils are much less prescriptive; (5) expenditures for administration are not limited by a percentage; (6) for-profit agencies can apply for funds; (7) all applications for funding are to be reviewed; and (8) multi-year rather than annual projects are now allowed. The following are some of the issues being discussed concerning the Carl D. Perkins Vocational Education Act: (1) the need to make vocational education programs accessible to all persons, and the need to improve the quality of vocational education programs in order to improve productivity and promote economic growth; (2) the problem of excess cost regulations, which reduce the amount spent on special populations; (3) an inequitable ratio for funding programs for persons with limited English proficiency; and (4) vague provisions. (KC)

Presented are abstracts and abstractors' analyses of eight studies related to teacher education and two studies related to the nature of science. Analyses in the area of teacher education are on studies of: attitudes of elementary teachers in Trinidad and Tobago (P. Fraser-Abder and R. Shrigley); educators' categorizations of different models of teaching (H. L. Jones et al.); the effects of televised instruction on attitudes of in-service elementary teachers (D. S. Sheldon and D. Halverson); methodologies used to evaluate teacher education programs (G. D. Herman and R. Willings); methods for improving preservice elementary teachers' process skills (D. Gabel and P. Rubba); student teachers' competency in diagnosing student misconceptions (J. Nussbaum); teachers' perceptions concerning the relative importance of some curricular objectives (R. A. Schibeci); and the characteristics of male and female science teachers (in an attempt to identify factors that attract people to a particular career choice) (W. W. Welch and F. Lawrenz). Analyses related to the nature of science (critiques and responses) are on studies of junior high school students' adherence to certain misconceptions about the nature of science (P. A. Rubba et al.) and science teachers' concepts of the nature of science (M. B. Ogunniyi). Responses to the analyses by the authors of the last two studies are included. (JN)

The bibliography contains brief descriptions of approximately 160 completed or in progress studies in special education, most of which have been sponsored or conducted by federal, state, and local education agencies. References, most of which are to studies conducted from 1975 to 1981, are designed to familiarize educators with research on the implementation of state and federal laws for educating handicapped children and to provide users with the names and addresses of individuals and agencies that can be contacted for additional information on the methodologies and results of each of the studies. Studies are divided into the following categories: child count, competency testing/diplomas, declining enrollment, education programs (arts education, preschool/early childhood education, secondary education, vocational education), eligibility criteria, extended school year, finance/cost, future trends, handicapping conditions, identification/referral/evaluation, implementation of state and/or federal laws, incidence of handicapping conditions, individualized education programs, institutions, interagency cooperation/agreements, least restrictive environment/mainstreaming, management/coordination of services, management information services, minorities, monitoring, paperwork systems, parents, personnel, placement, procedural safeguards, program quality, public awareness, related services, reporting, rural education, and student turnover. Information for each study usually includes the title, name of agency conducting the study, brief description of what the study examined, data collection dates, title and date of reports and other materials resulting from the study, and a name and address of the agency and/or individual to contact for additional information. (SW)

The Conference's major purpose was to determine areas of investigation which would provide information that would help to shape future policies and means of overcoming educational disadvantage. However, the Conference also focused on positive aspects of education in country regions and the studies proposed as an outcome of the Conference are seen as seeking information that would illuminate positive features as well as problem areas. The Conference recognized that the problems associated with establishing policies relating to country education stem from a diversity in prevailing conditions in the various regions and from a lack of documented evidence of the provision of services, of the problems of children in isolated areas, and of the changing patterns of rural life and job opportunity in Australia. The main proposal of the Conference is that the Schools Commission initiate and support a coordinated program of research into country education. The Conference identified three types of study: a major investigation focusing on a sample of country areas across Australia; studies relating to specific issues in country education thought to be nationally relevant; and collection of information from education systems about developments in country education and methods of delivering educational resources and services to country areas. (Author/BRR)