Education & Pedagogy

Speech education curriculums have been concerned primarily with teacher education. Now, speech communication educators are faced not only with the pressures of decreasing opportunities for their majors in the traditional academic marketplace, but also with the challenges of newly emerging possibilities for career roles. There is no fundamental incompatibility between liberal education and career education, and both are essential in a complex technological society. Some of the vocational areas which speech communication graduates have entered are public relations and advertising, personnel, business, industry, government, law enforcement, entertainment, social services, sales, and the ministry. Thus, there is a continuing need for persons competent in communications skills in many vocations. Career counseling, mini-minors in vocational fields, and internships in career relevant areas are ways of preparing communication majors for employment. Ways for colleges to develop and implement a career-oriented approach to communication education are explored. (MKM)

The development of a model for career education at the K-12 levels is presented in the document. Thirty career education objectives were evaluated by teachers, counselors, parents, and career people in the Las Cruces, New Mexico, School District; they were asked to rate the objectives as to their relative importance and to determine at what grade level each objective should be presented. The 10 career education objectives of the New Mexico State Department of Education are also included. Making up the bulk of the document, career education resource materials available at the Las Cruces Public Schools' Educational Service Center are listed, described, and their grade level given. These include books, films, kits and games, and tapes. Materials available from the State Adopted Textbook List are also presented and described. Several useful career education models for possible use in the Las Cruces system are presented, and, in the concluding section, 31 abstracts of related career education documents available through ERIC Document Reproduction Service are offered. (Author/EC)

The final report of the Bridgeport Career Education Project covers the period from August 1, 1971 to August 31, 1974. The project has as its major goal the development of a comprehensive career education and development program beginning at the elementary level and continuing through high school. The initial phase of the project centered on informing principals, counselors, and teachers of participating schools about the overall project objectives. This effort was accomplished by a workshop designed for this purpose. Another workshop was conducted for developing curriculum guidelines and presenting information related to sources of occupational information for teacher use. The development and implementation of a career education materials center followed. Inservice training sessions were conducted on the effective use of the occupational materials. Efforts to involve the community as a whole in the career education program were also undertaken. The major conclusion of the report is that the support for career education concepts in Bridgeport has been very favorable. (VA)

This survey of K-12 science education in Iowa presents descriptive statistics in the following areas: (1) organization of the K-12 educational systems - including a description of the school districts and governing systems; (2) teacher education and certification - including a survey of science teachers in Iowa and teacher preparation institutions; (3) the Iowa classroom teacher - describing the educational levels and teaching experiences of Iowa science teachers; (4) program of instruction - describing state requirements for science education in grades K-12; (5) inservice education - describing inservice programs for science teachers and the monies budgeted for this purpose; and (6) implications for programs for the improvement of elementary and secondary science education in Iowa - describing some of the concerns brought out by the statistics of this survey. One concern is that the large number of teacher preparation institutions in Iowa have widely different programs and produce teachers with widely different preparations. (MLH)

Theme III of the Ad Hoc Conference on the Education of Migrants was "measures to secure the satisfactory provision of opportunities for vocational and technical training and general education for adults and adolescents". This report briefly summarizes the situation in member countries regarding the vocational and technical training and general education of both adult and adolescent migrant workers. Major topics are: (1) analysis of the demand for education and training; (2) schemes and projects in particular countries; and (3) categorisation of measures being taken or considered. The draft recommendations which were submitted to the Conference for discussion and approval are introduced and explained. A draft resolution based on an analysis of the problems encountered and measures already tried out in one or other of the member countries is presented. Some examples of what has been done are cited. (NQ)

Coordination, planning, legislation, parent involvement, handling complaints, applying affirmative action and employment practices, preparation of program guides, contribution to consolidated regulations, preparation of materials for the State Board of Education, and other factors involved in the administration of the compensatory education activities are described in this report. Among the programs and services profiled are management service, professional development in education, reading and mathematics, special incentive projects, follow through, compensatory education in state institutions, community services unit, migrant education, guided school visits, school housing aid, ESEA Title I, and educationally disadvantaged youth program. Programs are described in terms of purpose, participants, objectives, eligibility, authorization, funding level and achievements. Evaluation and pupil achievement of compensatory education are seen to reveal definite evidence of the effectiveness of these projects in all six components of language development, mathematics, auxiliary services, parent participation, community involvement, staff development, and intergroup relations. (Author/AM)

Attempting to develop an instructional program for preservice teacher trainees emphasizing students, learning, and performance skills, Prairie View A & M University establshed an inter-agency task force representing the School of Education, local school districts, and the Texas Education Agency. Based on the findings and suggestions of the task force, the Experimental Education Program was designed and developed by the School of Education for prototype testing with 20 preservice interns during the academic years of 1974-75 and 1975-76. The program is an inter-agency cooperative model stressing field-based instructional programs designed by clinical professors and utilized by preservice teacher trainees as they serve internships in local schools. The programs, based on competency attainment in accordance with performance criteria, have had a significant impact on the teacher education program at Prairie View A & M University. (Included in this report is information on program objectives, personnel, budgeting, contributions to teacher education, and program evaluation.) (Author/RC)

This paper, the last in a series of five on the current state of citizen education, forecasts likely societal futures and explores the effectiveness of specific citizen education interventions within varied societal contexts. The content is presented in four parts. The first part summarizes the tasks of citizen education in the preparation of effective citizens and the enfranchisement of citizens. The second part on alternative future contexts discusses the importance of interpretive concepts, the basic long-term modernization trend, the emergence of countertrend forces, tendencies opposing the modernization trend, and a developing vision of a transformed society. The next part discusses four critical issue areas: energy and environment, work and citizen roles, the fundamental role of industrial-economic rationality, and knowledge of values and goals. The last part examines the type and probable efficacy of citizen education interventions in each of the following four cases: extrapolative future: citizen education "going with"; extrapolative future: citizen education opposing; transforming future: citizen education "going with"; and transforming future: citizen education opposing. Several critiques are appended. (EM)

A central source for a diverse and scattered body of practice and knowledge is provided in this annotated resource book for management educators and management development students and practitioners. Articles, books, monographs, and chapters have been briefly summarized into the following chapters: Management Education: Objectives and Background; Management Training and Development: Objectives and Background; Planning for and Assessing Development Needs; Conceptual Foundation for Effective Management Education and Development; Alternative Approaches to Management Education and Development; Techniques for Management Education and Development; Issues in Evaluation; Evidence from Evaluating Management Education and Development Efforts; Factors Influencing the Effectiveness of Training, Development, and Education; Resource Sources (literature, catalogs, and clearinghouse for experiential exercises); and Audiovisual Resources on such topics as communication, decision-making, goals and goal setting, information systems, innovation, leadership, organization development, and motivation. (MSE)

Three papers presented at a teacher education conference on the development of common core curriculum for vocational teacher education are contained in this booklet. The titles and authors are as follow: "A Model Methods Course for Agricultural Education," by L. H. Newcomb; "Preparing Teachers to Develop Courses of Study in Vocational Agriculture," by David McCracken; and "Pre-Service Field Experience as Preparation for Teaching," by Leon Boucher. Each paper addresses six primary points of emphasis: (1) need for the proposed course, (2) objective, (3) content, (4) instructional strategies, (5) evaluation, both formative and summative, and (6) related resources. Appended to the third paper are a list of criteria to be considered in selecting cooperating teachers and cooperating schools, suggested guidelines for orientation of student teachers, trainee evaluation report for vocational agriculture experience, and an agreement form for use between a local school system and a teacher education training center regarding student teachers. (JH)

This consumer education resources catalog provides an annotated guide to 16mm films, multi-media kits, video cassettes, simulations and games, and printed materials related to consumer education available from Michigan Department of Education's Regional Education Media Centers. The first major section lists available media by specific subject area: factors affecting consumer behavior; money management and credit; buying and using goods and services; rights and responsibilities; basic economics of the marketplace; sources of information and assistance; and teacher education. The next four sections (the bulk of the guide) provide titles, descriptions, addresses and manufacturers' prices for 16mm films, video cassettes, media kits, and games. The remaining sections provide titles, addresses, and prices for newsletters and magazines, college tests, teacher reference materials, community college and adult education texts, high school texts, and selected elementary and middle school resources (films, media kits, books, and curriculum resource materials). (JH)

Accessibility to postsecondary education for adults depends on solving problems of distance, scheduling, advising, and financial aid. Diverse motives and developmental differences in adults must be accommodated in order to provide accessibility. Educational quality also depends on standards that recognize wide-ranging differences among these students, and the approach to standards must both encourage learning and provide substantive evaluation. To do so required developing "standards banks" that define and illustrate: (1) criterion-referenced standards; (2) norm-referenced standards; and (3) learner-referenced standards. Major changes in the nature of work and in the roles and expectations of women have contributed to the growing need for adult postsecondary education. These trends will continue. Systems designed today must recognize current conditions and respond to future changes. A planning inventory is included that provides a checklist of questions for use in comparing existing alternatives and designing new ones. (Author/MSE)

This secondary unit of instruction on written communications is one of sixteen Common Core Units in Business Education (CCUBE). The units were designed to implement the sixteen common core competencies identified in the California Business Education Program Guide for Office and Distributive Education. Each competency-based unit is designed to facilitate personalized instruction and may include five types of materials: (1) a teacher's guide, which provides specific strategies for the units as well as suggestions for the use of the materials; (2) a student manual that directs the student through the unit's activities and jobs and brings the student to the competency level for the unit; (3) working papers, which are consumable materials used in completing the jobs and activities and (5) suggested electronic media. A strategies manual and the California Business Education Program Guide and supplements are also available--see note. (LRA)

This secondary unit of instruction on working with people is one of sixteen Common Core Units in Business Education (CCUBE). The units were designed for implementing the sixteen common core competencies identified in the California Business Education Program Guide for Office and Distributive Education. Each competency-based unit is designed to facilitate personalized instruction and may include five types of materials: (1) teacher's guide, which provides specific strategies for the units as well as suggestions for the use of the materials; (2) a student manual, which directs the student through the unit's activities and jobs and brings the student to the competency level for the unit; (3) working papers, which are consumable materials used in completing the jobs and activities described in the student manual; (4) pre/post tests and quizzes; and (5) suggested electronic media. A strategies manual and the California Business Education Program Guide and supplements are also available--see note. (LRA)

This secondary unit of instruction on telephone techniques is one of sixteen Common Core Units in Business Education (CCUBE). The units were designed for implementing the sixteen common core competencies identified in the California Business Education Program Guide for Office and Distributive Education. Each competency-based unit is designed to facilitate personalized instruction and may include five types of materials: (1) a teacher's guide, which provides specific strategies for the units as well as suggestions for the use of the materials; (2) a student manual, which directs the student through the unit's activities and jobs and brings the student to the competency level for the unit; (3) working papers, which are consummable materials used in completing the jobs and activities described in the student manual; (4) pre/post tests and quizzes; and (5) suggested electronic media. A strategies manual and the California Business Education Program Guide and supplements are also available--see note. (LRA)