Education & Pedagogy

The compilation offers abstracts and source information about 328 behavioral science research projects in Sweden during 1976 and the first four months of 1977. The entries, grouped alphabetically by author, include 24 subject categories such as adult education, applied psychology, communication systems, developmental psychology, experimental social psychology, personality, physical and psychological disorders, physiological psychology, psychometrics, public administration planning, special education, teacher education, and treatment and prevention. For each project the following information is given: author, institutional source, report title, bibliographic reference, project title, key words describing content of the study, an abstract of approximately 100 to 200 words, publication date, language of the report, report status (progress or final), thesis status, and funding source. The document concludes with indexes of authors, subjects, and institutions. (AV)

The booklet provides research information and criteria from which administrators and music educators may draw guidelines for developing music programs for mentally gifted children in grades 1 through 6. Seven chapters focus on the following topics: introduction to music education for gifted children (including the nature of music, literacy in music, and music programs for gifted children in the elementary school); directional, academic, functional, and behavioral values of music education for gifted children; identification and education of gifted children (including characteristics of musical talent, effective use of the rating scale for musical talent, and development of creative intelligence through music); contemporary methods of music education for gifted children (including the Kodaly Method, Suzuki Method, Orff-Schulwerk Method, and conceptual approach to music education); establishment of music education programs (including grouping, scheduling, and providing facilities; and qualifications for teachers); content of music education programs (including subject-matter content, formation of concepts, and principles underlying an art form); and scope and sequence in music education programs (including interpretation of scope and sequence charts). (SBH)

The successes and failures of the many plans and dreams for education during the 1960s are examined together with why many of these schemes did not succeed, and how most of the problems of illiteracy, unemployment and underemployment, inadequate qualified manpower, and irrelevant and outdated educational methods and facilities still remain. It is emphasized that it is pointless and expensive to completely discard present educational systems, but preferable to adapt and improve what already exists. An attempt is not made to provide answers to these problems, but a vast range of alternative ideas, innovations, and educational aids are considered. It is pointed out that many education problems are not peculiar to developing countries, but are familiar throughout the world, and that there is a great need for improved communications between countries and a greater sensitivity toward both conflicting and mutual needs. (Author)

H. R. 6774 as reported by the Committee on Education and Labor contains technical and miscellaneous amendments to higher education provisions contained in the Education Amendments of 1976 (Public Law 94-482). The Educational Amendments of 1976 became law on October 12, 1976. Areas covered by this legislation include: community service and continuing education programs; lifelong learning; Basic Educational Opportunity Grants; grants to states for state student incentives; federal, state, and private programs of low-interest insured loans to students in institutions of higher education; eligibility of student borrowers; loan insurance supplemental guaranty agreement; default of student under federal loan insurance program; institutional lenders; special allowances; Student Loan Marketing Association; direct loans to student in institutions of higher education; general provisions relating to student assistance programs; Teacher Corps and teacher training programs; and construction, reconstruction and renovation of academic facilities. (LBH)

The document contains a paper on the values theorists' approach to moral/citizenship education and three critiques of the paper. The paper discusses the common goal of values education approaches which is to help individuals lead personally satisfying lives and become constructive members of society. Values clarification, moral development, and cognitive-decision-making theories are examined as well as the traditional models of moralizing and modeling. The author proposes a synthesis of values education objectives. Further research activities are suggested, with an emphasis on furthering knowledge of each of the separate approaches and in undertaking major integrative studies which address basic issues in the field. The final section briefly examines the general community reaction to values education. The first critique takes issue with the proposed synthesis of values education theories and with the author's slighting the social context of values education. The final critique contends that the author of the main paper assesses the state of the art in values education with optimism clouded by uncritical eclecticism. (KC)

One of three modules which form a model using a multi-media approach for an education department or teacher educator to infuse career education concepts into the pre-service curriculum, this module is designed to provide student teachers with a diversity of techniques, processes and materials that will enable them to incorporate comprehensive career education methods into their lesson plans during practice teaching and into assigned teaching areas as classroom teachers. This module is divided into three parts: "Outside Resources In and Out of the Classroom,""Classroom Processes," and "Library and Commercial Resources." The module is presented in the form of a leadership script, including a list of resources needed, schedule of activities, instruction and notes, and the script itself. (TA)

One of three modules which form a model using a multi-media approach for an education department or teacher educator to infuse career education concepts into the pre-service curriculum, this module is designed to provide an opportunity for student teachers to become aware of the meaning, recommended principles, practices, and goals of career education. Part 1 of the module, "The Process of Deciding," is directed toward the decision maker and should be completed by the department head with faculty members or by an individual teacher educator. Part 2, "Building Student Teacher Awareness," is designed for the teacher educator to use in the instructional process. The module is presented in the form of a leadership script, including a list of resources needed, schedule of activities, instruction and notes, and the script itself. (TA)

The author emphasizes the importance of education for parenthood and recommends such education for both adolescents and adults. In recent years, parenthood education for teenagers has been emphasized at the national level by the Children's Bureau, Office of Child Development, HEW. However, this emphasis is declining and parent education is suffering the effects of a bandwagon approach. The declining emphasis on parenthood education coincides with the increasing need of parents for supportive information and assistance in child rearing. This is due to the increasing complexity of adult roles and the variety of influences from the larger society. The negative effects of children's television viewing are pervasive and require parental guidance. In conclusion, the author advocates an activist approach to generating parent education programs and views the scarce support for such programs as indicative of a society's lack of concern with human values. (Author/DOW)

In this analysis of the process of career education, the following topics are discussed: (1) what career education is and why it is necessary, (2) integrating career education into the social studies curriculum, including discussion of career development and career preparation, (3) suggested teaching strategies, including field trips, graphic studies, guidance/counseling, diaries and logs, field training, classroom activities, minicourses, and projects, (4) relationship of the school, the community, and the student, and (5) the career education process, including discussion of coordinating the career education program, inservice teacher training, and the role of the community. An extensive listing of sources and resources is included for the areas of teacher related materials, films, filmstrips, selected student materials (K-12), bibliographies, and selected career education oriented organizations and projects. (TA)

This issue contains a special report on education in Papua New Guinea, nine reviews of recent publications and studies, and brief descriptions of 14 Asian educational documents. The special report discusses the political, economic, and historical background of education in Fapua New Guinea; describes goals of the five-year plan for 1976-80; and identifies educational reforms since 1970 in areas of administration, curriculum, enrollments, and budgeting. Reviews of recent publications present information about programs for rural youth in the Philippines; functional literacy and life planning in Thailand; village primary education in Pakistan; nonformal education for dropout children in India; employment of university graduates in Thailand; and work experience programs in schools in India. Educational documents which are briefly described include topics such as development of primary education in Bangladesh; model training programs for inspecting officers in India; development of tests of basic skills in Korea; and a review of a modern educational history of Japan. (AV)

This report on continuing education in science and engineering was prepared in response to the National Science Foundation (NSF) Authorization Act of 1977. It contains: (1) recommendations for implementation in 1978; (2) an analysis of information on the employment and availability of scientific, engineering, and technical manpower; and (3) an assessment of the extent to which a federally-supported continuing education program could alleviate unemployment and under-employment among scientists and engineers. The report is organized in two parts. Part A contains a definition of continuing education in science and engineering and a discussion of the need for it. Part A also gives a description of the basic NSF plan for continuing education. Part B describes the interim report leading to the plan, the commissioning of papers, and the August, 1977 meeting at which the papers were presented. Appended to the report are the six papers prepared by experts to be presented to the NSF committee on continuing education in science and engineering. (BB)

In early 1972, a survey was taken of the continuing education attitudes, practices, and related needs of Kentucky physicians. A representative sample of 305 Kentucky Medical Association (KMA) members was interviewed by telephone, with 86 percent giving complete responses. A profile of KMA physicians was developed. It was ascertained that there is much involvement in continuing education, although 78 percent of the respondents found themselves unable to participate in formal continuing education as much as desired. There is a strong preference for medical-center-based programs (for clinical programs as opposed to medical care delivery programs) and for self-assessment endeavors. A suprisingly high percentage favor continuing education as a prerequisite to continued membership on hospital staff or in KMA, to specialty recertification, or even to relicensure. A great majority believe that physicians should bear the costs of their continuing education. (Author/MSE)

The first section of the distributive education curriculum guide for grades 7-12 provides brief introductory statements concerning program and course descriptions and the role of Distributive Education Clubs of America (DECA) and business community advisory committees in the distributive education curriculum. Section 2 provides detailed descriptions and objectives for the following courses: fundamentals of distribution, studies and marketing, advanced studies in marketing, fashion merchandising, cooperative fashion merchandising, creative selling, education for employment, Work Experience Career Exploration Program (WECEP), marketing (accelerated course), food distribution, and petroleum marketing. Section 3 defines the cooperative method, the project method, the coordination of on-the-job-training, and DECA as instructional approaches; suggests a variety of instructional tecniques for use within these approaches; lists several organizational alternatives; and outlines units for the following courses: fundamentals of distribution, studies in marketing, advanced studies in marketing, fashion merchandising, cooperative fashion merchandising, education for employment, WECEP, and creative selling. (JR)

Those who wish to explore new approaches in the education of undergraduates may find in this case study techniques which can be employed in their particular field. The strategy of curriculum development described and discussed begins with a community of interested people pooling ideas and devising a range of student activities. In Chapter 2 a description is given on the origins of the Science Teacher Education Project, the feature of the community of science education tutors which made it possible, and the way it worked. Chapters 3 and 4 deal with the reasons for considering student activity rather than the teaching method, and with the options that are available outside the confines of conventional lectures, seminars or tutorials. In Chapter 5, the progress made in the project is described. The objectives of teacher education and ways used to improve the design of the challenges offered to student teachers are described in Chapter 6. In the final two chapters, incorporation of new ideas and evaluation of the project are presented. (Author/EB)

These conference proceedings are divided into two parts: (1) teacher training institutions and the need for multicultural education, and (2) models that have been developed to facilitate staff training and development. Papers presented in the first section are said to indicate that preservice education in the area of multicultural education at teacher training institutions has not been ideal. Among articles included are a legal perspective on multiracial education, exemplary programs, cultural awareness in teacher training, and the need for multicultural education in teacher training institutions. The second section is said to be based on the experiences of practitioners in various disciplines and at various levels of the educational hierarchy. Among the topics discussed here are an inservice model built on mental health concepts, a systematic approach to staff development, a systems approach to professional growth and development, and as inservice model for professional growth. (Author/AM)