Education & Pedagogy

This secondary unit of instruction on spelling 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 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 handling sales orders 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 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 preparing simple business records 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 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 oral communication 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 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 mathematics 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 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 making change 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 consumable materials used in completing the jobs and activities described in the student manual; (4) pre/post test 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 following instructions 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 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 handwriting 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 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)

Southern states are introducing one or more of a combination of five approaches to teacher education and certification, all of which are aimed at improving the quality of new teachers. These include: (1) adding test requirements at or near the end of the bachelor's degree teacher education program; (2) lengthening the probationary period for new teachers before state certification is granted; (3) raising admission standards of teacher education programs and/or testing the basic skills of prospective teacher education students; (4) strengthening student teaching experiences; and (5) combining inservice programs with probationary or evaluation periods to assist prospective teachers in correcting deficiencies. New emphasis is being placed on research and development efforts to help design the improvement programs, create competency tests, and inform state leaders if the new approaches are helping to improve the quality of teaching. Increased communication and cooperation between state higher education agencies and boards of education is urged. (Author/JD)

This report examines the community and psychosocial concerns of Asian/Pacific American parents, teachers, and students in public and postsecondary education. Limited access to education is attributed to (1) the lack of academic models; and (2) language differences and communications barriers that result in educational discrimination. Bilingual education and English as a Second Language programs for Asian/Pacific Americans are analyzed, and the Asian American community's perceptions of these programs are considered. A psychosocial profile of Asian/Pacific Americans is developed which explores assertiveness, speech anxiety, and frustration aggression in Asian American behavior. Cultural values held by Asian Americans are considered in relation to their educational and occupational goals. Postsecondary Asian/Pacific studies programs are also discussed. The authors conclude that underlying the issue of equal education for Asian and Pacific Americans is the more general issue of human rights. (APM)

The origins of general education are traced to the seven liberal arts in ancient Greece, showing the influence of Socrates, Plato, the Sophists, and others. Examined are the early conflict over the sources of knowledge and the uses to which it should be put. Relevance to the college curriculum is shown, and it is told how this was broadened to include technology and science with increasing democratization, industrialization, and technological advances after President Jackson's election in 1828. The influences are shown of the Morrill Act on land grant colleges and graduate schools, and other ideas from European higher education brought by influential scholars among the 9,000 Americans who studied abroad in the nineteenth century. Examined are general education innovations in the 1930's and the influential 1945 Harvard report, "General Education in a Free Society." Finally, the 1976 Harvard core curriculum plan is outlined and it is concluded that general education needs to have an essential place in undergraduate study. (Author/MSE)

The concept of team teaching and how real estate education might profit from its use are considered. Contents are as follows: (1) an explanation of this concept for organizing instruction, alternative modes for structuring teaming, a discussion of the strengths and weaknesses inherent in a team approach to instruction, and the research that supports its use; (2) a discussion of the events that typically occur in any teaching/learning transaction and applications of team teaching to real estate education; and (3) a paradigm for implementing a team teaching organizational pattern into a real estate education program sponsored by higher education. The following instructional activities by which team teaching can be applied to real estate education are examined: gaining attention, informing the learners of the objective, stimulating recall of prerequisite learned capabilities, presenting the material to be learned, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. A proposed topical format for an instructor's guide and references are included. (SW)

THE EFFECTIVENESS OF TITLE III OF THE NATIONAL DEFENSE EDUCATION ACT IN THE IMPROVEMENT OF SCIENCE INSTRUCTION IS CONSIDERED. INFORMATION FROM THE ANNUAL REPORTS OF STATE DEPARTMENTS OF EDUCATION IS DISCUSSED. CATEGORIES OF INFORMATION INCLUDE (1) CURRICULUM, (2) TEACHER EDUCATION, (3) EQUIPMENT, MATERIALS, AND FACILITIES, AND (4) STATE LEADERSHIP AND EVALUATION. THE STATE SCIENCE SUPERVISORS WERE UNANIMOUS IN THE VIEW THAT TITLE III OF THE NATIONAL DEFENSE EDUCATION ACT HAD IMPROVED SCIENCE INSTRUCTION BY PROVIDING IMPETUS FOR LOCAL SCHOOL DISTRICT PERSONNEL TO EVALUATE AND MODIFY THEIR INSTRUCTIONAL PROGRAMS. SUPERVISORS ALSO INDICATED (1) A GREATER EMPHASIS ON ELEMENTARY SCIENCE PROGRAMS, (2) AN INCREASING AWARENESS FOR NEW TEACHING APPROACHES, (3) INCREASED USE OF LABORATORY EXPERIENCES, AND (4) MORE EFFECTIVE INSERVICE EDUCATION. EVIDENCE IS PRESENTED THAT INDICATES THE NATIONAL DEFENSE EDUCATION ACT TITLE III HAS LIAISON BETWEEN LOCAL EDUCATIONAL AGENCIES AND TEACHER PREPARATION INSTITUTIONS. (AG)

THIS IS THE FOURTH IN A SERIES OF GENERAL BIBLIOGRAPHIES WHICH ARE BEING DEVELOPED TO DISSEMINATE INFORMATION CONCERNING DOCUMENTS ANALYZED AT THE ERIC INFORMATION ANALYSIS CENTER FOR SCIENCE EDUCATION. REPORTED ARE OVER 350 CITATIONS TO SELECTED DOCUMENTS ON CURRICULUM AND CURRICULUM DEVELOPMENT IN SCIENCE EDUCATION. THE DOCUMENTS INCLUDED REPRESENT RESEARCH REPORTS, RESEARCH REVIEWS, CONFERENCE REPORTS, POSITION PAPERS, TEXTBOOKS, PROGRAM DESCRIPTIONS, SPEECHES, AND NUMEROUS OTHER TYPES. THE CITATIONS ARE CATEGORIZED IN ALPHABETICAL ORDER BY AUTHOR AND INDICATE THE AVAILABILITY AND THE MAJOR IDEAS OF THE DOCUMENT. GENERAL BIBLIOGRAPHIES HAVE BEEN OR ARE BEING PREPARED FOR OTHER SELECTED AREAS IN SCIENCE EDUCATION. ALL BIBLIOGRAPHIES WILL BE SUPPLEMENTED PERIODICALLY AS MORE DOCUMENTS ARE ADDED TO THE SYSTEM. THE GENERAL BIBLIOGRAPHIES WILL BE ANNOUNCED IN "RESEARCH IN EDUCATION" AND THE "SEIAC NEWSLETTER" AS THEY BECOME AVAILABLE. (DS)

ONLY THROUGH QUALITY EDUCATION PROVIDED IN RACIALLY BALANCED SCHOOLS WILL CHILDREN OF DIFFERENT CULTURAL AND RACIAL BACKGROUNDS LEARN THE CITIZENSHIP SKILLS NEEDED IN CONTEMPORARY SOCIETY. THE BASIC ISSUE FOR EDUCATION IS THE NEED TO PROVIDE NEGROES WITH GENUINE QUALITY EDUCATION WHICH WILL EQUIP THEM FOR ENTRY INTO THE MIDDLE CLASS LEVEL OF AMERICAN SOCIETY. RELATED FACTORS DESERVING FURTHER STUDY INCLUDE FEDERAL FUNDING OF PROGRAMS TO IMPROVE EDUCATION FOR THE DISADVANTAGED, NEIGHBORHOOD SCHOOLS, SPECIAL PROBLEMS CREATED BY POPULATION SHIFTS, UNWILLINGNESS OF WHITE CITIZENS TO SHARE THEIR EDUCATIONAL PRIVILEGES, ABILITY GROUPING, CURRICULUM DEVELOPMENT, AND CAREFUL EVALUATION OF THE PHILOSOPHICAL BASE FOR EDUCATION OF THE DISADVANTAGED. THIS PAPER IS THE TEXT OF AN ADDRESS GIVEN TO THE SAN FRANCISCO CIVIC UNITY COMMITTEE. THIS DOCUMENT WAS PREPARED FOR THE SCHOOL ADMINISTRATORS CONFERENCE SPONSORED BY THE NATIONAL URBAN LEAGUE AND TEACHERS COLLEGE OF COLUMBIA UNIVERSITY (NEW YORK, JUNE 17-18, 1966), AND IS REPRINTED FROM "INTEGRATED EDUCATION REVIEW." (JK)