Education & Pedagogy

The basic resource materials in this document represent the cooperative efforts of graduate students enrolled in a 2-week field learning class at the State University of New York, Plattsburgh. These reports are an initial attempt to acquaint teachers with the many activities available to enrich the curriculum through the Outdoor Education Methods. Report titles are: Art in Nature; Health Education Through the Out of Doors; Language Arts in the Out Doors; Mathematics in the Out of Doors; Music in the Out of Doors; Outdoor Education for the Middle School Years; Physical Education in the Out of Doors; Sensory Awareness Through Outdoor Education; Learning Science in the Out of Doors, K-4; High School Science in the Out of Doors; School Site Utilization; Social Studies in the Out of Doors; and Water and Its Importance in the Ecological Systems of the World. (KM)

The authors first present their views on directions for change. They see the desirable direction for change involving a significant expansion of the Federal financing of education; decentralization of the administration and control of schools; and the creation of centers for education research, training, innovation, and information on a regional basis. The authors examine the causes of the current crises in education and then submit proposals which are generated out of this analysis. The main proposals are (1) income tax deductions as an incentive system for more equal educational opportunity; (2) an experiment in voting methods designed to improve the level and composition of resources in education; (3) the improvement of public control over resource allocation in education; (4) the collection, evaluation, and dispersion of education information; and (5) a program for full-costing of higher education. (Author/JF)

Reported are proceedings of hearings held on March 9 and 21, 1973 before the select subcommittee on Education of the Committee on Education and Labor of the House of Representatives on House Resolution 4199, a bill to extend the Education of the Handicapped Act for three years. Considered are appropriations for specific parts of the bill dealing with assistance to states for education of handicapped children, centers and services training of personnel, educational research, instructional media, and special programs for children with learning disabilities. Included are names and testimonies of individuals who spoke on behalf of the act's extension, such as Dr. Jack Dinger, William Geer, Executive Secretary, and Frederick J. Weintraub, Assistant Executive Secretary, all of the Council for Exceptional Children; Elizabeth Johns, representing the American Speech and Hearing Association; and Lloyd Nolan, stage and screen actor, and honorary chairman of the National Society of Autistic Children. Also included is a summary on pending and completed litigation regarding education of handicapped children. (MC)

The Comprehensive Career Education Model (CCEM) is a systematic effort to design and implement a new educational strategy that will ensure that students will be prepared either for immediate employment or continuing education upon leaving school. The CCEM seeks to restructure curriculum at all grade levels in terms of knowledge of career and human development. The model matrix developed is an operational tool providing means for defining, evaluating, and refining context, guidance activities, and other support services associated with career education based on authoritatively derived concepts regarding self, culture, and career. Four critical concepts inherent in the matrix are the eight elements of career education, the cumulative effort of sequencing learning experiences, the unifying of academic and vocational curriculum through career education, and the fragmentability of career education into manageable parts. Two conferences held in March and June 1973 by the Institute for Educational Development critically reviewed the developmental program goals from an intellectual and a utilitarian viewpoint. Their reports are given in the supplemental review. (MS)

In this paper the Regents of the University of the State of New York present their position on environmental education in the elementary and secondary schools. The statement of position is coupled with a proposal for action by the Legislature and Governor at the 1971 Legislative Session. The environmental problem is briefly defined and the goals and objectives for environmental education in the state of New York are outlined. In order to achieve these objectives a program directed particularly at elementary and secondary students is proposed. The major thrust of this program is in the areas of preparation of instructional materials through case studies and local demonstration projects, teacher preparation, and a mobile state museum program for environmental education. Evaluation of all phases of the program is recommended to monitor its success. Appendices provide a description of the State Education Department's present environmental education efforts and a summary of the proposed budget for environmental education in the 1971-72 fiscal year. (JR)

This document describes a model program for the preparation of teachers of reading which is designed in two parts: a set of instructional resource modules itemizing the competencies to be attained by the learner and a system of strategies for channeling the flow of learners through the phases of the program. Contents include: "Perspective: A Rigorous Program for Teacher Education," which provides background information about current problems in teacher education; "The Flexible Model," which presents the model and answers questions in order to further clarify the philosophy and rationale on which the model is based; "Module Examples," which consists of sample resource modules which have been prepared by reading specialists who work either with students in teacher education programs or with teachers in inservice study programs; and "Quality Considerations in Teacher Education," which provides support for the aims and experiences that are included in the modules. (RB)

Rapid technological change has created a great need for continuing education programs for those engineers not participating in advanced degree programs. The Engineers' Council for Professional Development (ECPD) believes an additional system is needed to enable the engineer, employer, and educator to measure and maintain continuing education efforts. To meet ECPD suggested course evaluation criteria, the content, extent, instructional competence, student performance, and sponsorship must be maintained at third year college level or better and still be flexible enough to motivate participants. Achievement Certificates will be awarded upon accumulation of 20 units of study, each unit representing 40 to 45 hours of work. University credits would be transferred on the basis of one semester credit hour per unit. Specifics regarding the maintenance of an adequate record keeping system, data needed, and budgetary information are presented. As final recommendations toward establishing a continuing education program meeting ECPD standards, computerizing records, hiring a consultant in continuing education studies, and a full time administrative secretary are suggested. (MW)

Determining the proper role of State and local government and coordinating the efforts of government agencies at all levels are the top concerns of State-level education decisionmakers, including governors, legislators, and educators. A poll of Education of the States (ECS) commissioners indicates that issues of coordination and governance continue to dominate the education scene in the States and throughout the nation. Of six issues in education finance, for example, the primary concern of the 223 commissioners participating in the poll was determining the proper role of State and local governments in financial decisionmaking. Of seven education governance issues, the prime concern was determining proper federal, State, and local government roles. Of six issues concerning the education of handicapped children, the major priority identified by ECS commissioners was coordinating the efforts of all government agencies that serve handicapped children. In postsecondary education, the top concern was developing Statewide plans for the effective coordination of education services. (Author)

This study traced the historical development of adult education in the Montana University System, ascertained present adult education practices and philosophies in the system, investigated implementation of the centralized control of adult education within the system, and formulated recommendations for future adult education programs in its six units. A questionnaire, followed by a personal interview, was given to the adult education director at each unit. University objectives mainly involved educating the youth of the state, which was being done well; but the adult education program was deficient in many respects. Several objectives were suggested for extension program planning and administration. Recommendations called for a central office for adult education offerings; a research specialist to survey educational needs and wants, find convenient facilities, and locate qualified teachers in local communities; an adult education director at each unit to back up and follow up the work of the specialist; fuller cooperation among units; and active administrative support. (author/ly)

Outdoor education is potentially a powerful tool for teaching children about conservation, the beauty of nature, the interrelatedness of the natural and social sciences, and the meaning of life. These goals are not accomplished through an emphasis on any single aspect of the curriculum, but rather through all subject areas. This has resulted in development of integrated curricula from kindergarten through twelfth grade in the few schools which have been able or willing to provide a coherent ongoing program. One of the major obstacles confronting schools is the cost of establishing an outdoor education program. However, even when financial problems are surmounted, staffing problems remain since few teachers are trained to utilize the natural resources available to them. In order to provide a framework for understanding its present status, a brief history of outdoor education and descriptions of some existing outdoor education programs are presented. In addition, outlines for inservice and university programs to train teachers are suggested. (TL)

This report is the first in a series by the New Jersey Board of Higher Education in an effort to develop a master plan for higher education in the state. It attempts to ascertain: (1) where the New Jersey higher education system stands at this point in time; and (2) which goals the system must strive to meet. The report contains four sections. Part I discusses the need for planning, the planning process, the situation in the state, and the prerequisites for building a strong higher education system. Part II outlines ten goals for higher education. Part III discusses the environment, including population patterns and trends, the economy, and state support for higher education. Part IV describes the system of higher education in New Jersey: i.e. structure, governance, degrees and professional programs offered, enrollment data, financial aid, library resources, computer resources, and institutional cooperation. Tables, graphs, and illustrations are interspersed throughout the document. Forty-one pages of data are appended. (AF)

This compilation is a catalog of compensatory education programs being conducted in New York State schools with State, Federal, and local funds. The programs listed are categorized under the following headings: General Programs; Programs for Teachers of the Disadvantaged; Programs for Disadvantaged Children and Youth; and, Programs for Disadvantaged Adults. Within each category, the listings are arranged according to funding sources: Federal funded programs, State funded programs, and multiple funded programs--the last-named receiving funds from a combination of sources, either Federal and State, or Federal and local, or State and local, or all three. Each item listed carries a short description encompassing the objectives, focus, and services provided, together with a source for further details if needed. Participating school districts are listed separately, arranged according to activities in: experimental prekindergarten programs (demonstration centers and prekindergarten programs), Project ABLE, Project REENTRY, Project STEP, adult basic education, basic education for welfare recipients, and urban education programs. (RJ)

Articles ranging from medical and technical aspects of deafness to its social and psychological implications are included in the collection. Discussed are the basic principles of educating the deaf and a history of that education, the causes of hearing loss in children, the necessity of early assessment, and some current trends and problems in education. Further presentations concern preschool training, the types of school organization and child placement, several aspects of school programs (including academic subjects), the development and problems of communication, the accomplishments and training of teachers, aspects of auditory amplification in actual use, vocational preparation, guidance services, and the role of the family in education. Attention is also given to the appraisal of problems, the difficulties of multiply handicapped children, psychological considerations, research, rehabilitation, and prospects after formal education is completed. (JM)

This Australian handbook describes 20 national adult education bodies, followed by eight colleges and other organizations in the Capital Territory, 21 in New South Wales, 11 in Queensland, 14 in South Australia, nine in Tasmania, 14 in Victoria, and ten in Western Australia. The Australian Institutes of Management and of Political Science, Australian Association of Adult Education, Canberra Evening College, the Department of Agriculture, the Australian Broadcasting Commission, New South Wales Department of Education, the Workers' Education Association, Young Men's and Young Women's Christian Associations, and other organizations engaged in direct teaching are covered. Also included are organizations providing fine arts programs with a broadly educational purpose, together with libraries and similar resources. Principles and objectives, administrative personnel, addresses of branches and headquarters, courses, lectures, discussions, audiovisual services, publications, budgets, enrollment, research activities, and other pertinent data are given wherever applicable. Recent developments and trends are also noted. (ly)

Essays call for the development of a theory of university adult education and for the development of new and expanded research into basic problems of curriculum planning, learning theory, and evaluation of the results of liberal adult education programs. The urban university is asked to examine its purposes in adult education, which is often its largest educational activity. Questions are raised and answers suggested about the differences between teaching the adult and teaching the schoolboy. What does it mean to our teaching that the adult has more experience, different experience, and experience differently organized? Will the goals, patterns, and procedures of education that succeed with the undergraduate succeed equally well with adults? How much general education, and how much specialized education, should an undergraduate have? and in what order? If we assume that graduates will continue to learn throughout their lives, what education is most appropriate for them in school and after school? (eb)