Education & Pedagogy

The relationship of education to the society in the various periods of American history is emphasized in this teaching guide for eleventh grade students. Through the educational history frame of reference, students compare such current concerns as school governance and community interests concerning problems in financing education with the relationship of education to society. Teachers will find references in this guide to the syllabus topic IV described in ED 065 385. The strategies, suggested learning materials and cue samples are intended to help them in implementing the Education segment of this topic, utilizing an inquiry approach. Understandings focus on the purpose of education, citizenship preparation, the financing of education, the changing role of the schools, education as a reflection of society, and education as an individual attainment. Included in the appendix is the report of the department-sponsored Glens Falls Conference. (Author/SJM)

The primary use for the papers presented in this report is to provide ideas and information to the Rural Affairs Study Commission members. The 1st paper is an analysis of some factors caused by inadequate financing. It is noted that rural communities have smaller, less efficient schools; less well-prepared teachers; smaller salaries; fewer supervisors of instruction; fewer course offerings; and higher dropout rates. The 2nd paper describes early childhood education programs in Virginia. Major recommendations are that early childhood education programs be established through regional agencies; that the state aid formula include provision for early childhood education programs; that state aid be provided for comprehensive school health services; and that day care programs be coordinated with kindergarten and elementary school programs. The 3rd paper describes higher education needs. Recommendations in this area include increased state financial support for higher education and the establishment of more comprehensive community colleges. (PS)

This bibliography of publications concerning parent involvement in school programs, prepared by the Canadian Teachers' Federation, is organized in three sections: (1) books; (2) articles; and, (3) theses. Abstracts of material with an "ED" number may be found in "Research in Education." If marked "Available ERIC," hard copy or microfiche copies may be purchased through the Education Document Reproduction Service of the ERIC system. Sources consulted in preparing this bibliography include "Canadiana" (National Library), the "Canadian Education Index" (CCRE), the "Cumulative Book Index" (Wilson's), the "Current Index to Journals in Education" (CCM), the "Directory of Education Studies in Canada" (CEA), the "Education Index" (Wilson's), "Education Studies Completed in Canadian Universities" (CEA), "Research in Education" (ERIC), and Research Studies in "Education" (Phi Delta Kappa). The period covered is approximately five years through 1970. The following information is provided for each publication listed: title, author, editor, or compiler; organizational affiliation; availability; number of pages; and, date of publication. (JM)

This book contains information on the educational opportunities available for adult learners in the diverse programs of the Chicago Public Schools. The programs are available to Chicago residents over 16 years of age who are not enrolled in regular day elementary or high school programs. The services of the Department of Education Extension of the Chicago Board of Education are provided through five types of programs: (1) Day Centers (Adult Basic Education, G.E.D., and E.S.L. classes), (2) Summer Programs (day and evening), (3) Evening Schools (A.B.E. (Elem), High, and Vocational), (4) Americanization (Americanization, Naturalization, and Urbanization), and (5) In-Plant Education. A chart is given of the 1971 Adult Centers/Schools. In addition, classes held in day centers, the types and special programs of evening schools, and the subject areas that are covered by each school are charted. The subject areas are: Business, English, Fine Arts, Foreign Languages, Home Economics, Mathematics, Civil Service Preparation, Physical Education, Sciences, Social Studies, Technical Subjects, and Apprenticeship Training Programs. (DB)

This essay discusses aesthetic education as a special vehicle for value education, in particular the cultivation of imaginative perception. It argues that if imagination is disciplined by thought, and love is justified by knowledge, that enlightened cherishing can then develop. The aesthetic image is discussed from the dimensions of aesthetic experience--the sensory dimension, the formal properties, expressiveness of the aesthetic image--from aesthetic poverty and charity, and aesthetic appreciation and enjoyment. Education for enlightened cherishing is described as to approaches to aesthetic education--the performance approach and aesthetic education as appreciation. Aesthetic education as perception is then discussed as to perception of sensory qualities, of formal properties, and of expressiveness. The feasible design for teacher preparation in the perceptual approach is given. The problem of standards in aesthetic education is described as to aesthetic and nonaesthetic value norms. The reasons for cultivating enlightened cherishing are given under the heading of serious and popular art. A subject index is provided. (DB)

The purpose of this study was to increase understanding of the nature and processes of interinstitutional cooperation in higher education, particularly as related to international education development, and to suggest guidelines for the improvement of cooperative endeavors. The study dealt with the experience of the RCIE (Regional Council for International Education) and 10 selected member institutions. The RCIE is a cooperative association founded in 1959 in response to a newly identified need for colleges and universities to expand the international dimensions of education on their campuses. Chapter I examines the national and international framework for international development and interinstitutional cooperation. Chapter II describes the objectives, structure, programs, and services of the Council, and Chapter III the Council's origin and development. Chapter IV deals with international education on member campuses: the patterns of international education development, factors affecting international education, and the place of the RCIE on campus. Chapter V presents an analysis of RCIE operations, and the functions of the Council are discussed in Chapter VI. (AF)

The bulletin is one in the series "Rural Africana" published 3 times yearly by the African Studies Center, Michigan State University. "Rural Africana" is devoted to current research in the social sciences, exploring the problems of social and economic development in rural Africa south of the Sahara. The present issue is a compilation of papers dealing with the following aspects of rural education: (1) Rural Education in Africa: A Status Report, (2) Prescriptions for Socialist Rural Education in Tanzania, (3) Education for Self Reliance: The Litowa Experiment, (4) Primary Education and Agricultural Development, (5) The Schools as an Agent of Rural Development, (6) A Village Polytechnic in Kenya, (7) Agricultural Education in Africa, and (8) Agricultural Education: A Selected Bibliography. Included in the document is information on related publications and on research projects in the general field of rural African studies. (EJ)

This report presents objectives, activities, and results of the three Appalachian Right to Read Community Based Centers from May, 1972 to August, 1973. The primary function of the Centers has been to demonstrate direct home instruction, by paraprofessionals, of individually prescribed reading instruction to isolated rural Appalachian adults and their families. The Centers served 103 families, including more than fifty pre-schoolers, with six paraprofessionals, at a cost per family of approximately $394. The report outlines development of a county-side learning center facility, recruitment and training of indigenous paraprofessional teachers, coordinating the learning center-home study model with a developing public community school, reading-readiness instruction for parents of pre-schoolers, and an evaluation of the effectiveness of adult basic education home study as a route in recruiting adults to recurring education in the community school. Twenty brief case studies are included. (AJ)

This article presents a rationale for the initiation of the career education movement in discussing the increasing emergence within the last few years of technological advances in America. Comprehensive and vocationally oriented, career education is designed to provide students with opportunities and experiences which will prepare them to become economically self-sufficient and worthwhile citizens. Because of its structure, career education is particularly tailored to meet the needs of the disadvantaged youth. His participation in its programs at the various grade levels will provide for him the experiences he needs to develop vocational skills, social interaction skills, personal independence, and self dignity. Specifically, career education would build basic subjects in Grades 1 through 12 around career opportunities and labor market requirements. Included in its scope are provisions for: (1) career orientation at the elementary level, (2) job exploration at the junior high level, and (3) job preparation or post-secondary study at the senior high level. (Author/VT)

This report describes the proceedings of a regional conference held for educators and representatives of public and private agencies throughout the New England area. The sponsorship of the conference was shared by Sears Roebuck Foundation Project and the University of Wisconsin at Madison. The primary concern of this meeting was teacher training for Individually Guided Education (IGE). Also discussed were staff development, in-service training, preservice education, and the various organizations and agencies responsible for these functions. The goals of the meeting were to a) bring together outstanding educators from all levels of the educational system and b) promote collaboration among persons actively involved in teacher education and those involved in changing the social system. The appendixes to the conference proceedings present information on the Individually Guided Education Project League, microteaching, ERIC documents on competency-based teacher education and the Multiunit/IGE school, and a clinical workshop in Individually Guided Education. (Author/BRB)

This guidebook is based on a 1971 seminar on career education for school executives and is designed to provide practical advice on how the school administrator can use the career education concept in a particular school setting. Career education is a constructive concept that may be adopted by any school system in the country, using its existing human and material resources, if it has strong leadership willing to change traditional attitudes and ways of doing things. It is a concept in harmony with the traditional goal of American education, to provide every person with the opportunity to develop full potential through educational programs that meet individual needs. This booklet includes the career education model, or the cradle-to-grave instructional continuum, depicting five overlapping stages from kindergarten to adult and continuing education. Other chapters present reasons for the schools' adopting career education, rewards and problems, the school administrator's leadership role, some ways of implementing the program, and sources of information and assistance for career education. (MF)

Career education has been the focus of substantial thrusts in American education, both at the national and state levels, with program development and experimentation taking place in numerous local education agencies. Intended to aid school superintendents, principals, and career education project personnel in the conceptualization and implementation of career education programs, this paper synthesizes and describes the processes and concerns involved in the local administration of career education programs. Drawing upon experiences in implementing career education in Mesa, Arizona, one of six national school-based career education sites, the following topics were reviewed as possible difficulties and areas of concern: (1) interim and task force organizational structures and linkage-related issues, (2) program staffing, including utilization of existing staff or recruiting new staff, (3) continuity of organizational operations and maintaining expertise roles, (4) role conflict and the problem of alienation of the school principal, (5) teacher issues and teacher groups, (6) community issues, particularly minority concerns, and (7) quality control importance and factors. (SB)

In this publication, the teacher's responsibilities in career education have been delineated from an examination of past and present teacher's roles as well as selected programs which directly and indirectly define the teacher's responsibilities. Some of these responsibilities include: (1) assessing needs, (2) commitment to career education goals, (3) curriculum development, (4) helping students develop self, occupational, and educational awareness, (5) adapting ideas from other models and teachers, and (6) assuming leadership inservice programs. In order to prepare teachers to meet their responsibilities, preservice and inservice teacher education programs should cover: (1) documenting the need for career education, (2) explication of the career education concept, (3) information about business, industry, and labor, (4) sources of information and utilization of resources, (5) implementation strategies, and (6) developing guidance and counseling skills. These components of an inservice or preservice program are discussed along with descriptions of several existing and proposed preservice and inservice programs. (SB) ?

People represent the real hidden resource of the nation. In spite of mechanization and technological developments, 'the person' still represents the major facet of productivity, and 'people' comprise the very purpose of education. In Ohio, an attempt has been made to develop a career continuum as a thrust in education to lead youth to a point of career choice; provide at the high school level a means of preparation for work or further education; and provide a continuing education program throughout adult life for either technical education, collegiate education, upgrading existing work, or retraining for new occupations. The vocational program is a broad program in which any boy or girl who wants to enroll can find a place. During the 1972-73 Ohio school year, 123,000 youth were enrolled in the career motivation, orientation, and exploration programs in Grades K-10. (WM)

This monograph contains interim findings of an exploratory study on school curriculum, structures, and teacher education in the perspectives of lifelong education conducted by the Unesco Institute for Education. Organized in three sections, the first deals with the clarification of the concept of lifelong education. The functions of lifelong education, its relationship with the existing stages and types of education, its coverage, scope, and prerequisites are viewed in an analytico-integrative manner. A partial framework indicating sequence and interlocking between different theoretical and operational dimensions is developed. Some illustrative implications for school programs and curricula based on the concept-characteristics of lifelong education are presented in the second section. These pertain to school objectives, selection and organization of curriculum content, learning and teaching procedures, and pupil evaluation. Several illustrative implications for teacher preparation and system-structure are also included. The final section is devoted to suggestions for research and other activities in the field of lifelong learning and school education. (Author/SHM)