Education & Pedagogy

The document presents a discussion of continuing education in Pennsylvania in relation to the state of the art nationwide. At the national level, adult education participants (15,734,000) was double the number of college students during 1971-72. Continuing education is defined for Pennsylvania as "a course/activity which is considered to be outside the regular administrative structure and schedule." The 102 institutions reporting offerings in adult/continuing education courses involve: (1) 11,428 full-or part-time faculty in 1,008 locations, (2) 10,709 distinct offerings with 18,391 sections, and (3) 447,214 total resignations. Problems in the implementation of continuing education are listed, and recommendations for the establishment of a task force for the purpose of studying the issues are presented. (Author/EC)

In addition to the presidential address and the general session address ("Aesthesis and Kinesthesis: Meditations on Metaphysical Education: or, Graffiti in the Gameroom"), the proceedings contain speeches on the following topics: (1) intercollegiate athletics, (2) the history of sport, (3) teacher education, (4) basic instruction, (5) intramural athletics, (6) research, and (7) international relations. Some of the material presented in the research area includes papers on the use of television in physical education, phenomenological research in physical education, and viewing violent sports and agression. A record of NCPEAM presidents and a list of NCPEAM members are also included. (PB)

There are at least five models for the way that learning environments are structured: (1) autocratic, (2) traditional liberal, (3) open classroom, (4) unified education, and (5) free school. The Unified Studies Program tries to blend the models in the middle. At the same time, unified education has some unique qualities that the program also tries to use: (1) a holistic perspective, (2) a unidisciplinary methodology, and (3) a quest for rigorous generalizations. Instead of learning fragmented bits of information, they begin to put things together. The aim is to produce breadth without superficiality, and to integrate life experiences with academic problem solving. (Author/KE)

Results of this 1965-66 study of public school adult education programs, based on responses from 338 schools in large districts (12,000 or more regularly-enrolled pubils) includes elementary, secondary, and general adult education enrollment figures, in-service training statistics, percentages of time devoted to adult education in school districts where administrative leadership is still not full time, and salary ranges and fringe benefits for teachers and administrators. Data are arranged by city, state, and enrollment stratum (100,000 or more pupils, 50,000-99,999 pupils, 25,000-49,999 pupils, or 12,000-24,999 pupils). The appendix gives response data and additional information for each enrollment stratum. Document includes 10 tables. (ly)

This bibliography for family life and sex education is divided into four sections. The first section, "Teachers' Resources," includes a listing of curriculum guides and bulletins issued by state and local agencies; other listings are related to subject areas, including (a) guidance services, (b) health, physical education, and recreation, and (c) science. The second section, "Textbooks," lists elementary and secondary school textbooks in five areas: (a) health and physical education, (b) home economics, (c) science, (d) social studies, and (e) special purpose materials. The "Special Purpose Materials" section includes publications developed for use with slow learners. The section on "Children's Literature" lists two books favorably reviewed by experts in the field. (IM)

This symposium on urban education and urban environment heard addresses by several state and city superintendents of education, a representative of HEW, the director of the NAACP, the president of the National Association of State Boards of Education, and a professor and columnist. Discussed were such topics as the leadership role of state education departments in urban education, the activities of the federal government, the problems and experiences of Cleveland, the issues of the organization of the teaching profession, and the drive for racial equality. Also included are remarks on state boards and the rule of these boards in urban problems. (NH)

Sixteen thousand seven hundred and sixty-six migrant children participated in 1966-67 in Texas projects for migrant education. An overall evaluation of the 1966-67 Texas Project for the Education of Migrant Children is found in this report, along with evaluations of the summer 1967 Texas Migrant Interstate Cooperation Project, and the Migrant Compensatory Education Project. Graphs and statistical data are given for each of the 3 evaluation reports. Also included are narrative reports on specific aspects of the projects and examples of evaluative materials used. (DK)

The Congress of American Industry of the National Association of Manufacturers attempted in their conference to answer some questions related to defining vocational education, directing vocational education, and the role of the U.S. Office of Education. Major papers presented were: (1) "New Directions in Vocational Education," by Grant Venn, (2) "The Need to Invest in Education," by Sar Levitan, and (3) "The Dispersement of Vocational Education Funds to the State," by Albert H. Quie. The text of the questions and answers session, which was held following the presentations, is included. (CM)

This edition of "Issues in Higher Education" discusses the status of access to postsecondary education in the South in the period 1958-1972 and future directions to be considered in improving educational opportunities. In determining the direction that postsecondary education is to take within the current decade and beyond, several key questions are asked and answered: (1) How does one define and measure postsecondary education accessibility? (2) Is higher education more accessible in the South now than 10 or 15 years ago? (3) What inequities exist in accessibility? (4) What policy alternatives exist if one is to attempt to increase the accessibility of postsecondary education? These questions are dealt with in this publication. (Author/HS)

The American Vocational Education (AVA) Task Force on Career Education met to formulate a recommended position for AVA on career education. Papers were presented, and six study groups made recommendations regarding the position that AVA should take on concepts and issues. Study group recommendations covered leadership, financing, the role of vocational education, and the role of AVA in communications. Presentations included in this report are: (1) "AVA Position - A Time for Implementation," by Rupert Evans, (2) "Concepts in Career Education," by Gordon Swanson, and (3) "What Are the Issues in Career Education and How Shall They Be Resolved Through AVA?" by Kenneth Hoyt, Carl Lamar, and Garth Mangum. (BH)

This report presents a series of recommendations for the development of public policy for the State of Ohio affecting higher education in the 1970's. The recommendations are more specifically related to: (1) the State and private higher education; (2) enrollment, admission, and student assistance; (3) the structure of public higher education in Ohio; (4) instructional programs and manpower planning; (5) capital facilities; (6) financial support of higher education; and (7) governance and the State government. In addition, recommendations are made for general studies, technical education, baccalaureate general, baccalaureate professional, master's level, graduate professional, doctor's level, and medical instructional programs. There is also some brief discussion about the rationale behind the proposals. (HS)

This report brings together projections of student enrollment, educational expenditures, and state revenues. It shows that education expenditures will continue to increase while real revenue will actually decrease. It concludes that, consequently, either the growth of education expenditures must be curtailed or the system for financing education must be changed to provide for more revenue. The report includes some of the cost-keeping options open to the state. These options represent extreme measures meant to show the lengths the state education system would have to go in order to reduce expenditures to the level of projected revenue. (Author)

The Occupational Education Administration Project at Southern Illinois University at Carbondale was developed to prepare vocational education administrators. Evaluation of the project was intended to determine the extent to which participation was related to student learning and on-the-job competence after graduation. The project was competency based, with each student's performance evaluated according to a performance portfolio of 159 competencies. Project evaluation showed that this approach to competency-based administrator education was generally successful. However, there are still important questions that must be answered before the author would recommend the complete replacement of an entire traditional program with a pure competency-based curriculum. (Author)

Black and minority recruitment efforts, admissions policy in social education programs, and black content within educational programs are discussed in this paper of black professional education in human services. Statistical data are presented that show a decline in black enrollment in social work education programs indicating a need for increased recruiting efforts in this area. The need to reevaluate and improve admissions policy in social work education programs is stressed. It is pointed out that black curriculum content has decreased and 12 principles on integrating minority enrollment and graduation from social education programs are recommended. (SPG)

The majority of higher education institutions accept responsibility to provide incentives and activities conducive to inservice education and professional growth of their faculty. In 1972-73 data were gathered from all higher education institutions to obtain information about specific ways institutions provide activities, opportunities, and/or financial assistance direction to inservice education for faculty. Tables are presented showing various provisions, including: payment of expenses of faculty to attend professional meetings; sabbatical leave; leave without pay for professional growth; and workshops and special meetings. (LBH)