Education & Pedagogy

The 4 issues of the ERIC/CRESS (Educational Research Information Center/Clearinghouse on Rural Education and Small Schools) newsletter published during the Spring, Summer, Fall, and Winter of 1971 are compiled. Among the articles in the Spring issue, which focuses on American Indian education, are: (1) "Indian Education Bill Introduced in U.S. Senate" and (2) "UA to Aid Handicapped Indian Children in First Model Preschool Program". Articles given in the Summer issue are: "Survival Program for the Educable Mentally Retarded, An Outdoor Education Technique"; "Students Teaching Spanish to Teachers"; and "Graduate Fellowship Program for Minorities". New CRESS publications and CRESS publications available from EDRS (ERIC Document Reproduction Service) are cited. The lead article in the Fall issue is "Migrant Records". Ten CRESS publications are also cited in this issue. "Environmental Education/Outdoor Education: The Essential Differences", the lead article in the Winter issue, briefly discusses the significant differences between environmental and outdoor education. Six new CRESS publications are cited. (NQ)

Developed to accompany the publication entitled "Teacher Training Bibliography: An Annotated Listing of Materials for Bilingual Bicultural Education," this guide contains an alphabetical listing by state of institutions of higher learning providing courses, programs, degrees or certification plans for teachers in bilingual bicultural education. Information gathered from the various state departments of education and many individual institutions relates to the academic year 1974-1975 and may be used as a guide for probable offerings during 1975-1976. An address and a contact name are given for each institution, in addition to a capsule description of course offerings at the institution. This information will also serve as a guide to the direction of the various institutions' programs in the future and as an overall indicator of trends in programs training teachers for the bilingual bicultural classroom. At present they range from many courses in ESL to one doctorate in Bilingual Multicultural Education. (Author/AM)

The educational system of Iran is examined in this document. The basic structural pattern of Iranian education provides for six years of elementary and six years of secondary divided into two 3-year stages. Higher education, including teacher education, is offered at a variety of universities, colleges, and institutes. Vocational programs are available. Schools at all levels may be public, semipublic, or private. Iran's educational system is currently undergoing reform as part of the government plans for the country's modernization and development. Under these plans, the government is not only revising the school system's structure and curriculum, but is also striving to meet the mass educational needs and correct the educational deficiencies of both children and adults, particularly in rural areas where literacy training programs are emphasized. Of major note is the authorized revision of the elementary-secondary school system structure, which the government plans to introduce into the schools on a grade-by-grade schedule. A selected reading list concludes the document. (Author/JR)

This selective, annotated bibliography presents reference materials concerning international education in its broadest aspects. It is intended for all those interested in study, teaching, or work in a country other than their own. Part I, Description and Comparison of Education Systems of the World, organized by world, region, and nation, cites reference works, handbooks, and statistical compilations on universities, schools, education systems, and scholarships. Also included are publications on educational philosophies, reforms, and problems; curricula; specialized disciplines in higher education; the role of education in a technological age; evaluation of academic credentials; and free foreign study materials. Part II, International Exchange of Persons, covers aspects of foreign student affairs -- cooperating organizations, evaluation of exchange programs, studies on crosscultural involvements, problems in development aid programs, and loss of scholars. Entries include full bibliographic information, annotations, and cross references. Appendices contain lists of periodicals, organizations, and sales agents dealing with international education. Subject and author indexes complete the work. (Author/JH)

The purposes of the first annual Pennsylvania conference on postsecondary occupational education were to consider the role of area vocational schools, 2-year colleges, and senior colleges in a total program of occupational education; to provide participants an opportunity to exchange ideas on the various typics; to improve the expertise of the participants; and to initiate a series of cooperative ventures between the Pennsylvania State University and other Pennsylvania institutions which are aimed at contributing to the overall improvement of occupational education. To achieve these objectives 20 papers were presented concerning the role of community colleges in occupational education, cooperative education programs, career planning and vocational guidance, organizational and administrative patterns, and curriculum advisory committees. The text of the papers, an evaluation of the conference, the conference program, its registration list, and its advisory committee are presented in the report. (AH)

This selective bibliography cites references pertaining to early childhood education from "Research in Education" (RIE) and "Current Index to Journals in Education" (CIJE). The bibliography is divided into three sections. The first two sections contain references from RIE and CIJE from spring 1967 through spring 1973; the last section updates the previous RIE references from spring 1973 through fall 1974. References in all three sections are listed under the following topics: Programs, Environments, Evaluation, Infants, Testing (types), Testing (evaluation), Legislation, Parent Education, Teacher Education, Physical Health, and Learning (aggression, art, color, form, attention, listening, associative/shift/transfer, cognitive, concept development, cues, discrimination, haptic, imitation, modeling, language, math, mediation, memory, recall, motor, movement, music, reading, response strategies, styles, theories, time). The bibliography was compiled to be used as a resource tool in undergraduate teacher education courses. (CS)

This booklet contains a collection of three symposium papers dealing with current trends and issues in New Zealand early childhood education: (1) "Implications for Teacher Training of New Trends in Pre-School Education", (2) "Professionalism in Early Childhood Education: Some Trends", and (3) "Innovation in Pre-School Programmes." The first paper suggests some implications for training the early childhood educator, based on an examination of the aims of preschool education as outlined in a Department of Education report. The second paper traces the trend toward professionalism in New Zealand early childhood education, particularly with regard to length of training, widening range of responsibility, and willingness to be evaluated. The third paper outlines some of the pressures for innovation in New Zealand preschool programs, discusses some of the barriers preventing innovation, and suggests the kinds of innovation that might prove acceptable to those working in the field of early childhood education in New Zealand. (CS)

Two kinds of objections to bilingual education are examined in this paper. The philosophical objection questions whether the use of a foreign language in the U.S. educational system can be justified; the practical objection questions the usefulness of bilingual education in increasing educational achievement. Since misunderstandings about bilingual education and cultural identity are implicit in these objections, they are discussed at some length. Finally, a response is made to both kinds of objections. It is argued that bilingual education tends to produce a bilingual whose loyalty to this country is strong, that bilingualism is good for all Americans, and that bilingualism, far from being a fad, is on the rise. The apparent success, so far, of bilingual education is pointed out in response to the second type of objection, and diachronic studies are called for to determine the actual effectiveness of bilingual education in academic and social achievement. By way of conclusion, bilingual education is termed the single most important effort of modern American education to break with ethocentric rigidity. (AM)

This annotated bibliography is addressed to problems of education personnel demand and supply in the United States. Some entries, seemingly dealing with other professions, have been included as relevant to education personnel. The general criteria used to determine the types of articles included in the bibliography are (a) all studies dealing with demand for and supply of education personnel, at the elementary, secondary, and higher education level; (b) selected articles including quantitative estimates and associated methodologies for assessing imbalances in the demand for and supply of individuals in other professional occupations; and (c) studies of the effects of various policies concerned with alleviating imbalances in the demand for and supply of education personnel. Information regarding nontechnical and technical personnel are categorized according to demand and supply of education personnel, demand and supply of general professional personnel, and policy impact studies. The time frame for most of the articles included in the bibliography is 1970-73. (MJM)

This report summarizes information from an extensive study of university adult education conducted through questionnaires sent to the Association of University Evening Colleges, National University Extension Association institutions, and a sample of liberal arts colleges, plus interviews with various officials in 18 colleges and universities. Though particularly focused on liberal adult education, it is a very detailed study of the range of forces which favor or impede the growth of adult education in American higher education. Following a chapter on the history of university adult education and one on the status of liberal education programing, the report explores such factors as tradition, nature of the personnel, financial arrangements, goals and objectives, the community context, etc. A model growth cycle of adult education divisions is suggested and profiles of various types of divisions are presented. Appendix 1 gives notes on the methdology used for the study. Many tables are included. (EB)

In one phase of the National Study of American Indian Education, local Indian communities were encouraged to conduct their own self-studies of American Indian education. In keeping with this, a conference was held to determine the attitudinal responses of White Mountain Apaches (aged 20-48) to the following general topics concerning Indian education on their reservation: (1) the role of formal education in Apache society, (2) preparation for life off the reservation, (3) child-raising practices among the Apaches, (4) Apache children in school, (5) the need for communication skills, (6) the Apache college student, (7) absenteeism among Apache students, (8) comparing schools serving Apache children, (9) teachers of Apache children, (10) administration of the schools, (11) legal aspects of education, and (12) vocational education. The document provides a translation of the conference proceedings, along with recommendations and a summary. (LS)

In the course of supporting the proposed continuation and expansion of the present Adult Basic Education (ABE) program as set in S. 1663 Adult Education Act of 1969, Dr. Mulvey presents and clarifies the situation of adult education in Rhode Island and in the United States as a whole, and emphasizes the need for continued support. Dr. Mulvey discusses such topics as: the need for funding adult high school education; social and economic effects of undereducation (on income, career opportunities, educational training, employment, welfare, health, delinquency); ABE program funds through 8th grade level; High School Equivalency programs currently available; tuition programs; demand for high school and equivalency preparation; S. 1663; Funds necessary for adult high school education; and the need for financial support. (PY)

THE RAPID TECHNOLOGICAL CHANGE TAKING PLACE IN THE UNITED STATES IS ESTABLISHING A NEW RELATIONSHIP BETWEEN MAN, EDUCATION, AND WORK IN WHICH IT IS BECOMING NECESSARY FOR ALL MEN TO OBTAIN AN EDUCATION IN ORDER TO WORK. THE IMPLICATIONS FOR EDUCATION CONCERN THE DEVELOPMENT OF THE TALENTS AND ABILITIES OF EVERY PERSON, AND THE DEVELOPMENT OF MANPOWER SKILLS NEEDED TO MEET THE NEW REQUIREMENTS OF A TECHNOLOGICAL AGE. EDUCATION MUST PROVIDE A FUNCTIONAL LITERACY FOR EVERY CHILD AND DEVELOP ATTITUDES TOWARD WORK IN WHICH EDUCATION IS A RESPECTED FACTOR. FOR THOSE STUDENTS WITH SPECIAL NEEDS, EDUCATION MUST DEVELOP SPECIAL PROGRAMS THAT PROVIDE SALEABLE JOB SKILLS. OPPORTUNITIES MUST BE EXTENDED FOR POST-HIGH SCHOOL EDUCATION IN THE CONTINUING REEDUCATION PROCESS NECESSARY FOR ADJUSTMENT TO TECHNOLOGICAL CHANGE. THE NECESSITY OF EXPERIMENTATION, RESEARCH, AND FLEXIBLE APPROACHES TO THE EDUCATION AND OCCUPATIONAL PREPARATION OF ALL PEOPLE ARE DEMANDED BY TECHNOLOGICAL CHANGE. (DK)

ECONOMIC, EMPLOYMENT, POPULATION, AND SCHOOL INFORMATION WAS ANALYZED AS THE BASIS FOR A PROPOSED LONG-RANGE PLAN FOR OCCUPATIONAL EDUCATION INTENDED TO PROVIDE FOR BOTH IMMEDIATE AND FUTURE STATEWIDE NEEDS, TO MAKE THE BEST USE OF EXISTING FACILITIES, AND TO LEND ITSELF TO RAPID IMPLEMENTATION. THE PLAN DEALS WITH SECONDARY, POST-SECONDARY, AND ADULT OCCUPATIONAL EDUCATION. RECOMMENDATIONS CONCERN (1) ESTABLISHING EXPANDED AND ARTICULATED PROGRAMS AT BOTH SECONDARY AND POST-SECONDARY LEVELS, (2) REVISING THE TRADITIONAL CURRICULUM, (3) RECOGNIZING OCCUPATIONAL EDUCATION AS AN OBJECTIVE OF SECONDARY SCHOOLS EQUAL IN IMPORTANCE TO COLLEGE PREPARATION, (4) ESTABLISHING AREA SCHOOLS, (5) DEVELOPING POST-SECONDARY OCCUPATIONAL PROGRAMS IN EXISTING JUNIOR COLLEGES, (6) UTILIZING DIVERSIFIED PROGRAMS TO SERVE OUT-OF-SCHOOL YOUTH AND ADULTS, AND (7) DEVELOPING A CENTER FOR ADULT EDUCATION, CURRICULUM MATERIALS DEVELOPMENT AND TESTING, AND EDUCATIONAL LEADERSHIP TRAINING AT CORLISS PARK. (EM)

The fifth volume in a series of six on educational planning and policies in Canada, this review focuses on the Atlantic region--New Brunswick, Newfoundland, Nova Scotia, and Prince Edward Island. Sections of the document discuss the historical development of the Atlantic provinces' system of education; give an overview of education--its aims and objectives, administration, postsecondary level, finance, research, federal assistance, and supporting organization; give a closer look at parts of the present system and programs--basic educational program, first and second languages, universities and institutes of technology, teacher education, continuing education, finance, and the federal-provincial relationships; and discuss educational trends in the area--centralization versus decentralization, the changing nature of tertiary education, the expectations of society with respect to the public schools, and the professionalization of teaching. A statistical appendix is included. (Author/IRT)