Education & Pedagogy

This collection of articles deals with various career educational activities that inform students about the concept of career education as well as activities related to the specific fields of career education study in higher education. The publication is a result of a study of the involvement of Colorado institutions of higher learning in career education activities. Included in the collection are the following articles: "Career Counseling and Guidance for Career Education," by Thomas D. Graves; "Art Careers and the Business of Art," by Celeste Rehm; "Career Preparation Seminars and Career Experiences in Animal Sciences at Colorado State University," by R.E. Taylor and J.E. Pexton; "Career Spanish Program for Non-Liberal Arts Majors," by William D. Pilkenton; and "Career Development: A Graduate-Level Course in Counselor Education," by John R. Holmes. (MN)

In an increasingly interdependent and culturally diverse world, the need for true integration of people and cultures demands that schools develop well-conceived multicultural approaches to education. Society provides multicultural education through a curriculum consisting of the socializing forces, including family, peers, neighborhoods, organizations, and the mass media. Unlike the societal curriculum, schools can plan how they will participate in the multicultural educational process. An effective multicultural education program must be integrated throughout the school curriculum, and ethnic studies and bilingual education must not be considered substitutes. Multicultural approaches and other educational/curricular reforms should be made mutually supportive. Inservice training programs should be available to increase multicultural awareness and improve the effectiveness of teachers and administrators. Finally, educators must solicit the involvement of parents, the community, and business in multiculturalizing the whole societal curriculum. (Author/MJL)

The legislation mandating Louisiana's Basic Skills Test was consistent with federal legislation in specifically including special education students. The development of policy alternatives for the testing of these students, however, was a complex process. Related issues include: (1) inclusion/exclusion of special education students, (2) development of alternative standards for students not tested, (3) test procedural and format modifications, (4) issues involved in research based on the test performance of special education students, and (5) involvement of consumer advocacy organizations. Policy development in Louisiana has focused on individualizing decisions concerning test participation and modifications. Alternative standards have been developed for special education students not addressing state minimum skills. State Department of Education staff are working to solve difficulties in conducting research and reporting test scores of special education students. Consumer organizations are being involved in test development and implementation. (Author/BW)

The constitution of the Commonwealth of Pennsylvania includes a provision mandating a quality education for each child in the Commonwealth. This is the first of six units designed for administrators and teachers to serve the Environmental Goal, one of Pennsylvania's Twelve Goals of Quality Education. The goal states that quality education should help every student acquire the knowledge and attitudes necessary to maintain the quality of life in a balanced environment. The major objective of the unit is to learn about the ideal image of environmental education in terms of major assumptions, values, objectives, and processes. Upon completing the unit, teachers/administrators should have an integrated or composite image of environmental education to provide a working framework for involvement in this area. To meet the unit's objective, background information, rationale for, and goals of environmental education are discussed in the content portion of the unit. The interdisciplinary, holistic, and problem-solving/issue-oriented nature of environmental education is also discussed. (Author/JN)

The concept of cultural pluralism and how it is being applied to education, particularly in terms of its implications for Asian/Pacific Americans, is addressed in this paper. First, historical background to the emergence of cultural pluralism as a concept in education (and its institutionalization as multicultural education) is briefly reviewed. The concept is then re-examined, with a look at some of its inadequacies and a proposal that it be broadened to "socioeconomic cultural pluralism." A retrospective analysis of how the Asian/Pacific American Movement fits into this broader context follows, along with a discussion of what Asian/Pacific Americans have learned from involvement in this movement in the 1960s and 1970s. Some of the current problems and challenges facing Asian/Pacific Americans, particularly in the field of education, are then discussed. Finally, ideas on future trends and alternative approaches to societal problems and the implications of these trends and approaches for the education of Asian/Pacific Americans are considered. (CMG)

This guide provides information needed by teachers supervising students' teaching internships in agricultural education, business education, home economics education, industrial education, or health occupations education as part of the Vocational Education Studies Program at Southern Illinois University at Carbondale. In a reproduction of the material contained in the student manual for the course, the first part of the manual explains the requirements of the teaching internship program and how it is conducted. Included are sections on objectives of teaching internships, the general process of internship, the planning process, performance contracting, interning, evaluation, and grading. The second part of the manual consists of five appendixes that provide materials for use in the internship program. Materials include a sample schedule, sample contracts, sample activities log entries, sample instructor evaluation form entries, and a key to the instructor evaluation rating scale. Two blank evaluation forms for the supervising instructor's use also are included. (KC)

A description is given of a course, oriented around traditional foundations of education concepts, designed to prepare regular teachers for teaching handicapped students in their classrooms. The course's philosophy is that education students should have an opportunity to apply concepts and relationships drawn from other disciplines to current educational challenges. The course places emphasis on experiences that can be related to fundamental philosophical questions about the purpose of education in society and the achievement of equal educational opportunity. Following a statement of the objectives, an outline of the course is presented. A listing of experiential learning activities is provided with brief annotations pointing out their significance in accomplishing affective objectives of the course. Procedures for evaluating the course's effectiveness in achieving desired student outcomes are described. Required readings are suggested, and sample tests outlined. A summary is offered on the fundamental concepts of equality of educational opportunity and values clarification. (JD)

This unit, one in a series of packets of teacher and student materials for cooperative occupational education (COE) designed for special needs students, is intended to familiarize students with the main concepts in cooperative occupational education and their benefits. Each unit will probably require more than a single period of instruction. Instructor materials include performance objectives (unit and specific objectives), suggested activities for teachers and students, supplemental activities, a list of instructional materials included in the unit and additional references, information topic sheets, a key to the unit review, and transparency masters. Contents of the package of student materials are unit objectives, information topic sheets (one sheet for each topic covered in the unit), assignment sheets for each information topic, and a unit review. This unit provides material on four information topics: cooperative occupational education, COE goals, occupational areas in COE, and benefits of COE to students, employers, and schools. (YLB)

The criteria listed in this manual are designed to evaluate teacher education programs in Georiga colleges that voluntarily agree to meet these standards. The standards were designed so that each institution has the opportunity to reflect its philosophy in programs offered, since most of the criteria reflect broad experiences that should be provided by each program. The first chapter details the roles and responsibilities of teacher education programs in Georgia, and chapter 2 discusses general criteria for approving teacher education programs. Chapter 3 lists criteria for teaching fields within the early childhood, (K-4), middle grades (4-8), secondary (7-12), and other instructional levels. Leadership field criteria, for administration, supervision, school services, special education, and vocational education, are discussed in the fourth chapter. Chapter 5 lists service field criteria for such positions as media specialist, school counselor, school social worker, and school psychologist. Guidelines for developing criteria for teacher education programs are listed in the last chapter. (CJB)

This report summarizes 10 recommendations made by a select committee of Deans of Education from Alberta (Canada) universities for a model for preparing teachers in the province. Comments on the expected implications of each recommendation are provided. Recommendations were made in the areas of: (1) philosophy of teacher education; (2) entry requirements to faculties of education; (3) personal attributes of prospective teachers; (4) lengthening the program to five years of university education; (5) professional component of teacher education (two full academic years); (6) emphasis on the theory-practice relationship; (7) renewal of teacher certification every five years on the basis of successful performance in the classroom and professional development activities; (8) ongoing evaluation of the effectiveness of teacher education programs at the universities; (9) province-wide coordination of teacher education; and (10) establishing a $10 million trust fund for applied research on teaching and learning. (JD)

In this paper the system of coordination within the broader framework of education and technical manpower training is examined. The development of technical education in the schools and of programs offered by the public institutions is first described. A discussion follows regarding technical manpower training, the responsibility for which lies outside the school system and which is undertaken by different public institutions. Coordination of technical manpower development is considered. The closely linked system of progression between the schools and vocational training is then elaborated upon by focusing attention on the joint efforts of the Ministry of Education (MOE) and the Vocational and Industrial Training Board (VITB) in introducing a mechanism of automatic registration and a Pre-Vocational Training (PVT) program. Two tables and three figures are attached that depict areas of study in the technical education program, proposed PVT projects, the system of automatic registration, and features of the MOE-VITB system of progression. (YLB)

Requests for the vocational and overall philosophies of school districts were made to 46 Wyoming school superintendents. A descriptive analysis of the content of the philosophies divided the school districts into four categories. Eight districts had separate vocational philosophies; 17 acknowledged the need for vocational education in the district's overall philosophy; and 12 failed to mention the need for vocational education in the district's overall philosophy, goals, and objectives. Two districts did not mention the need for vocational education in the overall district philosophy and did not have a separate vocational education philosophy but did have philosophies, goals, and objectives for some of the service areas. A vocational education philosophy was developed that could be used by all Wyoming educators. Recommendations were made for the development of vocational education philosophies at the state and local levels and for further study in this area. (Appendixes include letters to superintendents and copies of the philosophies of vocational education from the eight school districts.) (YLB)

This module, which is one in a series of performance-based teacher education learning packages focusing upon specific professional competencies of vocational teachers, deals with instructor-coordinators' responsibilities with regard to planning and conducting the in-school component of the training received by cooperative education students. The module consists of three learning experiences. The first learning experience discusses the steps and procedures involved in preparing for students' related instruction. The second learning experience provides selected information about five hypothetical students in a multioccupational cooperative program. This information is to be used to prepare for their related instruction. In the final learning experience, student teachers are required to serve as an instructor-coordinator in an actual teaching situation. Each learning experience contains an objective, instructional text, one or more learning activities, and a feedback instrument (discussion questions and/or an assessment form). (MN)

A dangerously simplistic reductionistic movement, with a stress on the teacher as a technician, operating increasingly in a mechanistic way, is evolving in teacher preparation programs. This paper is constructed in light of the distorted consciousness likely to be acquired by prospective teachers as a result of this constraining movement. It has three purposes: (1) to stipulate clear definitions of "education", "liberal education", and "educology" as they are employed in this paper; (2) to identify two examples of conceptual thought derived from the philosophy of education which are clear examples of conceptual substance appropriate to liberal education; and (3) to argue that "educology" be employed as an additional category name, along with "pedagogy," within the component of teacher preparation traditionally referred to as professional education. This category would consist of those areas of study traditionally associated with the foundations, areas which would stress those intellectual and moral characteristics of a liberally educated person. (JD)

Because rural communities have different needs and resources from those found in urban settings, nontraditional education programs provide alternatives to those features of modern mass education that respond primarily to urban needs. This digest looks at a few nontraditional programs and strategies, the problems to which they respond, and the features that make them successful. Rural problems include sparsity of population, motivating minority students toward higher achievement, and meeting the needs of special populations: the handicapped, the gifted, and juvenile offenders. Alternatives examined include setting up free universities in small communities, bilingual and multicultural education programs, rural outdoor education programs, multi-media General Equivalency Diploma (GED) preparation, and home schooling. Generally, the people who create innovative programs are community leaders and parents. Well defined needs, self-starting learners, and cooperation among educational units characterize successful alternative programs. The most important characteristic, however, is that programs be community-based, born of necessity rather than technological expediency. Contains 10 references. (DHP)