Education & Pedagogy

the document is part of a six-volume resource and planning guide for involving the community in career education. Specifically, the guide presents strategies, goals and resources for planning and implementing programs designed to involve parents in school-based career education programs. Parent involvement as a concept is an effort to insure that parents, regardless of their social or economic position, have the opportunity, the knowledge, and the available mechanisms to assist in the formal training of their children. Of particular concern in the paper is how this participation, influence or intervening effort can be used to best advantage to further career education. The guide, along with the five which accompany it, is designed to be of use to local and State educational agencies and university personnel who are responsible for planning various inservice education programs. The programs and materials can be used in both preservice and inservice activities related to the content area of career education. A comprehensive bibliography completes the document. (Author/NJ)

A report of the Ohio State University continuing education program and its major areas of emphasis by individual administrative units is presented. Information is given on the philosophy of continuing education, the administrative advisory committee on continuing education, the credit non-degree program, non-credit programs for metropolitan Columbus, conferences and workshops, technical and business services, Title I programs of the Higher Education Act of 1965, and supporting facilities. The divisions of administrative science, agriculture and home economics, arts and sciences, biological sciences, dentistry, education, engineering, law, medicine, pharmacy, university college, and veterinary medicine are discussed in relation to their programs, organization, sponsored activities, and responsibilities. An appendix contains tables of statistical data, such as enrollment by quarter at each campus, number of programs and total enrollment of each administrative unit, and attendance at continuing education programs and university related events. (jf)

This study of higher education in Australia is issued in three volumes. Volume I outlines a broad pattern of tertiary education planned to meet the demands of the nation over the next decade and to provide a satisfactory basis for future developments. Volume II presents the results of the Committee's examination of the education for certain major disciplines with important professional content. Volume III covers the basic disciplines, particularly those not included in Volume II. The report contains studies and observations of foreign philosophies and systems of education, including those of the United States. The Committee has examined the question in detail, soliciting from all interested parties the necessary facts, opinions, and comments on which to base its conclusions and recommendations. The problems facing the Australian school system are similar to those in North America, namely, growing population and growing interest in higher education. The suggested solutions are also similar, though with differences in emphasis and attitude. (HH)

Title I of the Elementary and Secondary Education Act of 1965 is California's major source of funds for compensatory education programs designed to enhance the educational attainment of children from poverty backgrounds. The annual state evaluation report provides information on the distribution of Title I funds, the number of students served, and the types of activities provided through these funds. An evaluation of selected activities provides information concerning the effectiveness of various activities in relation to the demographic characteristics (central city, urban, suburban, and rural) of the school districts receiving funds. Also presented is an evaluation of the California plan for migrant education, including innovative and exemplary projects, administrative coordination, and evaluation methods. Other special programs evaluated in this document are programs for neglected and delinquent youths, the mentally retarded and mentally ill, and the handicapped. (DK)

This document describes the Teacher Education Center Program, a cooperative program between the University of Maryland and the public school system which has been implemented to articulate and integrate theory and practice and bring together the preservice and inservice components of teacher education. One section of the document capsules the two components of the program: the preservice component provides intensive experiences in which the student is exposed to many different teachers who serve as models, while the inservice component provides both information conferences and a formal instructional sequence (emphasizin g the analysis and modification of teacher behavior, an examination of research in teacher education, the use of technology, and skills required in conferences with student teachers). Objectives of the program are outlined within the framework of joint sovereignty for teacher education between the University and the public schools. Sections on personnel role, budget, evaluation and research, and contributions to teacher education complete the document. Appended are particularized definitions of Center staff roles and duties, and criteria for staff selection. (SM)

THE POPULATION OF INDONESIA WAS 105,000,000 IN 1965, 70 PERCENT OF WHICH ARE ENGAGED IN AGRICULTURE ON THE SEVEN MAIN ISLANDS AND SOME OF THE 3,000 SMALLER ISLANDS. DIVERSIFICATION OF THE ECONOMY IS BEING EMPHASIZED. COMPULSORY PRIMARY EDUCATION EXTENDS OVER 6 YEARS. SECONDARY EDUCATION INCLUDES A JUNIOR LEVEL WITH BOTH ACADEMIC AND VOCATIONAL SCHOOLS AND A SENIOR LEVEL WITH ACADEMIC AND TECHNICAL SCHOOLS. IN 1961-62, 10,000,000 PERSONS WERE IN PRIMARY SCHOOLS, 750,000 IN SECONDARY SCHOOLS, 150,000 IN TECHNICAL SCHOOLS, AND 40,000 IN TEACHER EDUCATION. CONTROL OF TECHNICAL EDUCATION IS CENTRALIZED AND SUPERVISED BY INSPECTORS. THERE ARE SIX PUBLIC AND A NUMBER OF PRIVATE UNIVERSITIES, 174 SENIOR TECHNICAL SCHOOLS, 570 JUNIOR TECHNICAL SCHOOLS, AND SOME SPECIALIZED INSTITUTIONS. THERE ARE EIGHT TECHNICAL TEACHER EDUCATION INSTITUTES OFFERING A 3-YEAR TRAINING COURSE. ACCELERATED VOCATIONAL TRAINING OF 6 TO 12 MONTH'S DURATION IS PROVIDED BY THE MINISTRY OF EDUCATION FOR UNEMPLOYED ADULTS. NO FORMAL APPRENTICESHIP SYSTEM EXISTS. IN-INDUSTRY TRAINING IS UNDEVELOPED. MANPOWER UNITS ARE TO BE ESTABLISHED IN EACH MINISTRY. (JM)

The result of a cooperative project of the Center for Vocational and Technical Education at the Ohio State University and the McGraw-Hill Book Company, this manual was prepared to develop prototypes of performance goals for use by curriculum specialists and developers of instructional materials in vocational and technical education and to provide concomitant guidelines for training writers of performance goals. The document contains two sections, with the first part making up the Manual for Preparing Performance Goals and the second providing Prototypes of Performance Goals. Part I includes: (1) Characteristics of Performance Goals, (2) Definition of Terms, (3) Some Questions about Performance Goals, (4) A System for Writing Performance Goals, (5) The Number of Performance Goals to be Prepared, and (6) Implementation. Part II provides prototype performance goals for various areas of Agricultural Education, Business and Distributive Education, Health Education, Home Economics Education, Technical Education, and Trade and Industrial Education. Numerous charts illustrate the manual. (AW)

Higher education will be analyzed in greater depth in the future than at any time in the past. Comprehensive information systems will grow and be used for planning, budgeting, and coordination of all postsecondary education supported by public funds. As these information systems develop, educators and legislators must use the information to make the necessary value judgments that will strengthen higher education and the society it serves. This document presents 4 papers given at a conference of the ACT that deal with the statewide planning for the future of higher education. The papers are: "Long-Range Planning in a State System of Higher Education" by Arthur D. Browne; "The Uses of Management Information Systems in State Systems of Higher Education" by Ben Lawrence; "The Role of the State Scholarship Program in the State System of Higher Education" by Joseph D. Boyd; and "Comprehensive Information Systems for Statewide Planning in Higher Education: Some Prospects and Critical Concerns" by Fred F. Harcleroad. (HS)

Reported were analyses of 71 tri-county Michigan contracts with teachers formulated as a result of collective bargaining, and of the impact of the collective bargaining process on special education. Findings concerned identification, referral of students for special services, preparation for substitute teacher, implementation of programs and services for the handicapped, placement and discharge procedures, integration of special class students within regular school program, special education personnel development, involvement of special education personnel in curriculum development, special education salary differentials, special education class size, facilities for special education programs, schedule provisions, summer school special education programs, supervisory and ancillary personnel, discipline and control, punishment, suspension from school and from class, and assault upon teachers by students. Findings indicated that little attention was given to matters concerning special education by negotiators of local school districts, that the handicapping condition most often referred to was emotionally disturbed, and that the most beneficial provisions came from distressed school systems. (CB)

The Department of Education for Nova Scotia schools prescribed this program guide containing instructions, information, and references for teachers K-12. The guide outlines: 1) required and elective subjects and courses for each grade level, and, 2) instructional materials required for each course. Programs offered are general education for elementary grades with emphasis on language arts, distributed education for junior high grades, and, for students to select from, university preparation, general, and business education for secondary grades. Teachers are invited to use Nova Scotia school telecasts designed for K-12 level programs. Suggested time allotments at each grade level are included for guidance in determining the desired emphasis to be given to each of the different courses comprising the program. Instructional materials listed include manuals, teaching guides, textbooks and workbooks. Additional features include: new authorized books available July 1971; Le Programme Francais Des Ecoles Acadiennes -- primarire; authorized textbooks for auxiliary classes; and an appendix on special courses for credit. (Author/SJM)

Press extracts report educational developments in Europe from July to October 1971. References are made to Austrian curriculum reform; subsidies for Belgian community education; reform of the elementary and lower-secondary schools, and the establishment of compulsory sex education in primary schools in Denmark; language teaching in French nursery and primary schools; the French education budget; an expert commission on the French teaching profession; German educational plans and budget, higher education building program, and the expansion of Telekolleg to provide more televised education courses; university status for the Iceland teacher training college; drug abuse in Ireland; a new five year plan for Italian education; full-time and part-time compulsory education in the Netherlands; Swiss comprehensive education; immigrant education in Sweden and the United Kingdom; educational resolutions of political parties in the United Kingdom; and teacher training in Scotland. A speech proposing a European center for educational studies is summarized. Belgian, French, Swiss, and Italian reports are in French; the remainder, in English. (AL)

This annotated bibliography lists curriculum materials for health occupations education which were produced by Federal agencies and are appropriate for these subject matter areas: (1) dentistry, (2) medical laboratory technology, (3) nursing, (4) rehabilitation, (5) radiology, (6) opthalmology, (7) environmental health, and (8) mental health technology. Where possible, these subject matter areas are further subdivided into specific occupational areas. In addition to the health occupations area, instructional materials which may have general application to any vocational education area are classified into these categories: (1) basic education, (2) related education, (3) guidance and counseling, (4) teacher education, and (5) disadvantaged/handicapped: internal, and external. Entries are arranged by title and include date of publication, number of pages, author or corporate author, brief annotation, special aspects, document contents, relevant instructional areas, and document source. An introductory section explains the coding system, locating and ordering materials, and interpreting citations. Related documents are available as VT 014 542-VT 014 548. (SB)

This report presents the results of an extensive needs assessment conducted by the Lanier County (Georgia) Public Schools as one stage in the development of a comprehensive education plan for the county's schools. The major intent of the needs assessment was to determine to what degree the schools were implementing their stated philosophy of education and to what degree the goals were being met by existing school programs. The findings were intended to be written as needs statements which could be incorporated into the comprehensive plan and used to justify program changes, additions, and expansions. Separate sections of the report present data on general population characteristics of Lanier County, school population characteristics, present program/course offerings, career education needs, teaching strategies, student experiences, student self-esteem, student achievement, adult education, school dropouts, special education needs, and school facilities. (JG)

This publication is a comprehensive record of testimony and exhibits presented to the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor of the U.S. House of Representatives during hearings on H.R. 15, a bill to extend for five years various federally funded elementary, secondary, and other education programs. The hearings were conducted on July 21, August 3, and August 4, 1977 and focused in turn on 1) the planning and evaluation of elementary and secondary education programs conducted by the Department of Health, Education, and Welfare (DHEW), 2) the administrative structure established by DHEW for the implementation of elementary and secondary education programs, and 3) the operation of legislatively required advisory councils for programs administered by the Office of Education. Testimony and exhibits are presented chronologically and indexed alphabetically by witnesses' names. (JG)

This catalog contains descriptions of elementary and secondary curriculum materials, programs, and services for multicultural education, art education, bilingual education, and social studies, music, dance, drama, and literature classes. It is intended to help New York state teachers motivate students to acquire knowledge, understanding, and sensitivity regarding the various ethnic and racial groups which comprise our society. Various ethnic groups are treated including Blacks, Puerto Ricans, and American Indians. The catalog begins with an annotated bibliography of multimedia materials including cassette recordings, 16mm. films, filmstrips, slides, and videotapes. Bibliographies, handbooks and guides for teachers, and some student books are cited in the catalog's next section. Following this a few multicultural education programs are briefly described. The catalog concludes with a listing of various multiethnic services for New York state teachers including advisory and consultative services, and funding, supportive, and research services. (RM)