Education & Pedagogy

This handbook is intended to assist students, cooperating practitioners, and university supervisors who are involved in practicums for business education majors in Massachusetts. Policies for Suffolk University's student teaching practicum are outlined. Provided next are instructions and various reports and evaluation forms for student teachers (personal data sheet, teaching schedule, personnel report, clock hour report, sample log, and sample lesson form). The next section includes the following items for cooperating practitioners/university supervisors (letter, list of stages of student teachers, observation report form, assessment scale for evaluation of the practicum, and practicum report for the Massachusetts Department of Education). Certification requirements and the business education programs offered at Suffolk University in Boston are listed. Concluding the guide is a copy of the code of ethics of the education profession as adopted by the National Education Association Representative Assembly in 1975. (MN)

During the 1980s Florida has mandated several testing programs to improve the quality of the community college, state university, and teacher education entrants and graduates. Three measures were intended to improve the quality of community college/state university/teacher education students. The College Level Academic Skills Test (CLAST) program requires minimum basic skills achievement for graduation from a community college or entrance to upper division university programs. In addition to the CLAST testing, a minimum SAT/ACT score is required for entrance to state-approved teacher education programs. Finally, under the Beginning Teacher Program students must complete the Florida Teacher Certification Examination before a five-year certificate is granted. As a result of these testing requirements, students have been refused admittance to teacher education programs, graduation has been delayed, and state-approved teacher education programs may be placed on probation with their accreditation in jeopardy. This paper discusses each of these programs, their requirements, results, and impact on teacher education. (JD)

This guide is intended to assist corrections administrators in the task of securing funding for vocational education programs, especially through preparing and submitting applications for grants. The main text discusses: (1) the types and general sources of funding; (2) procedures for developing proposals to obtain funding; and (3) strategies for influencing the policies of funding organizations. Approximately one-third of the document consists of appendixes that provide: (1) information on funding resources, including the names of foundations and agencies, their addresses, the names and telephone numbers of contact persons, and brief synopses of the relevant types of programs they support (appendix A); (2) a sample preliminary proposal (appendix B); (3) a list of U.S. Department of Education regional offices (appendix C); and (4) a list of the state directors of vocational education (appendix D). (KC)

In this paper, the status and structure of science education in the United States are reviewed and summarized in six major sections. These include: (1) an introduction (placing science education in the context of the school system as a whole and noting the government's role, administration and funding, school types, external examination policies, national plans, and pressures for reform); (2) aims and objectives of science education (identifying four categories of goals); (3) curriculum development and content (examining patterns found in science curriculum programs); (4) teacher education (reviewing the status of pre-service, pre-service science, and in-service science education); (5) science teaching (reporting on current teaching patterns, teaching methods, student assessment systems, supervisory practices, and professional science associations); and (6) other topics (describing the status of and/or practices related to laboratory facilities, equipment and materials, talented students, special groups, computers, and out-of-school science opportunities). Thirty-four footnotes are appended. (ML)

An annotated list of 183 books, journal articles, ERIC documents and bibliographies, and 8 organizations attempts to meet the needs or rural administrators, teachers, and college faculty in the area served by Black Hills State College, Spearfish, South Dakota. Publication dates for items listed range from 1944 to 1982, with the majority occurring in the late 1970's and early 1980's. The bibliography is divided into three subject sections. The section on administration of rural schools includes materials on major problems, teacher recruitment and retention, needs assessment, community cooperation, and curriculum improvement. The section on teachers in rural schools includes special education (for the handicapped and the gifted), vocational education, individualized instruction in the academic curriculum, and community-based instruction. The section on teacher preparation includes philosophy of rural education, understanding the local community, improving teacher preparation, history of area schools, bibliographies on rural education, and organizations and publications. (LFL)

This annual report of the National Alliance of Black School Educators (NABSE) Commission on Policy Development in Public Education presents six position papers by NABSE and guest authors. The papers, and their authors, are (1) "The Quest for Excellence/Pupil Self-Esteem" (Carole Hardeman); (2) "Engineering Education for Minority Students" (Howard G. Adams); (3) "Alternative Routes to Excellence" (Charles Willie); (4) "Proposition 48 and Standardized Testing for College Admissions: Policy Implications for Educational Equity" (Irving P. McPhail); (5) "Education for Interpersonal Literacy" (Geneva Gay); and (6) "Can America Really Achieve Equity?" (Charles Rankin). Included, in addition, are: a roster of the commission, a questionnaire for commission members; correspondence of significance regarding topics of concern to the commission; a summary of activities for 1983-85; and interviews with Donald H. Smith (NABSE President) and Emeral A. Crosby (a member of the National Commission on Excellence in Education). (KH)

Designed to be used as a guide for public librarians and boards of trustees in meeting the requirements of Wisconsin's public librarian certification law, this manual is divided into two major sections covering public librarian certification and certification renewal/continuing education requirements. The first section includes discussions of library board responsibility, voluntary certification, statutory authority, requirements and grade levels of certification, provisional certification, equivalencies, how to obtain a certificate, certification appeals, and certification renewal. Topics covered in the second section include statutory authority, required continuing education for recertification, definition of continuing education, continuing education validators, possible providers of continuing education, continuing education activities, the certification renewal process, and explanatory notes on continuing education activities; the recertification process is also depicted in a decision chart, and a conversion chart is provided for the assignment of contact hours for continuing education activities. Sample certification application, learning activity report, and annual summation of learning activities forms and a listing of Wisconsin public library systems continuing education validators are appended. (KM)

This handbook sets forth the specific state policies, evaluation procedures, and standards governing the approval of teacher education programs in South Carolina. An outline is provided of the self-evaluation process undertaken by colleges prior to on-site evaluation by the team of educators representing the state. The on-site evaluation of an institution's teacher education program covers the following areas: (1) purposes and objectives of the teacher education program; (2) program organization; (3) student admission, retention, exit, and follow-up policies and procedures; (4) student personnel services; (5) student participation in teacher education program development and evaluation; (6) faculty; (7) facilities and instructional materials; (8) school/institution relationships; (9) curriculum development, planning, and patterns; (10) general education; (11) professional education; and (12) teaching majors--general standards. A statement of the standards for each of these areas is followed by evidence indicators used to judge whether the standards have been met. (JD)

Results of the Council for Financial Aid to Education's 1985 survey of 439 companies providing financial support to higher education are summarized. Attention is directed to: national trends in corporate pretax net income and contributions; inflation; corporate support in relation to total voluntary support and institutional expenditures; the distribution and types of corporate contributions; foundation cash flow by industry; changes in market value of corporate foundation assets by industry; total support of education in relation to worldwide pretax net income and assets; support of education by major marketing areas; comparative rankings of educational support by industry; support of education by purpose; and contributions by manufacturing companies. National estimates include: corporate support of education rose 10.3% in 1985 to an estimated $1.875 billion; education claimed the largest share of total corporate contributions (42.6%); gifts of company products and other property made up one-fifth of reported contributions; more than half of product gifts went to education; and 82% of all corporate education support in 1985 came from the manufacturing companies. (SW)

This document contains eight papers presented at a conference held to commemorate the 50th anniversary of the founding of the graduate school of adult education at Ohio State University. After a foreword by David Boggs, the following papers are included: "Reflections on the Commission of Professors of Adult Education" (Burton Kreitlow); "Reflections on the Early Years of Graduate Study in Adult Education at the Ohio State University" (Andrew Hendrickson); "Reflections of Former Graduate Students in Adult Education at the Ohio State University: A Panel Discussion" (Carolyn Minus, Anne Bostwick, Jay McCreary, Ellen Beck, James Smith); "Adult Education and the Adult Educator of the Future" (Roger Hiemstra); and "Analyzing Higher Continuing Education" (Jerold Apps). Lists of the conference planning committee and conference participants complete the document. (KC)

This handbook includes teacher preparation and certification regulations adopted by the Kentucky State Board of Education through March 1983. State standards are delineated for: (1) statutory provisions relating to teacher education and certification; (2) teacher certification procedures; (3) ranking of teacher qualifications; (4) evaluation and approval of teacher preparation programs and teacher education institutions; (5) preparation and certification of professional school personnel; (6) kindergarten through 12th grade teacher preparation/certification; extension of the validity of elementary and secondary certificates; (8) school administration and supervision; (9) preparation and certification for music, English as a second language, reading specialist, driver education, guidance counselor, school media librarian, teacher of exceptional children, school psychometrist, school psychologist, school social worker, school nurse, rehabilitation counselor, school business administrator, vocational education, junior reserve officers training corps, and emergency certification; (10) administrator preparation/certification; and (11) general education component of teacher preparation-curriculum standards. Recent changes in teacher certification regulations are noted, and proposed changes are outlined. (JD)

This handbook describes procedures and policies of the Higher Education Program at Pennsylvania State University, for the benefit of prospective and newly admitted students. Following an overview of the program, requirements for the Master of Education degree are spelled out. The handbook outlines important milestones in doctoral programs and requirements specific to the Doctor of Education and Doctor of Philosophy degrees. Procedures for acquiring a minor in higher education are also reviewed. The handbook describes the Higher Education Student Association, lists the higher education faculty, and lists course offerings in higher education. Appendices include program worksheets for the Master of Education degree and doctoral programs; forms for requesting the qualifying examination and candidacy examination; proposed/approved plan of study forms; forms to request oral defense of dissertation proposal and final dissertation; a form to request to appoint or change a doctoral committee; and a form for proposal of an internship/independent study. (JDD)

This monograph includes the following seven papers: "The TIE (Training, Industries, Education) Concept--Moving from Theory to Practice" (Grieser); "Proposals for Prison Education and Training in Prison Industries" (Norris); "Implementation of TIE: Some Legislative Aspects" (Miller); "Federal Prison Industries TIE: An Update" (Muth); "Vocational Assessment and the Role of Vocational Programming in the Prison Setting" (Platt, Briscoe); "A Review of Federal Support of TIE: Yesterday and Today" (Miller); and "Illiteracy and the Workplace: Implications for the Education and Training of Offenders" (Coffey). Information on the Correctional Education Association and the Correctional Industries Association is also included. (The goal of TIE programming is to increase the skills and productivity of the inmate work force and to enhance the offenders' employability. The provision of comprehensive education and work programs should help to facilitate the offender's successful transition to the community.) (CML)

This document describes the work planned by the National Center for Research in Vocational Education (NCRVE), University of California, Berkeley, for 1990. Part I provides research project descriptions in six issue areas as follows: (1) context, goals, planning, and evaluation; (2) curriculum and instructional methods; (3) vocational education for special populations; (4) the development of personnel in vocational education; (5) the delivery system of vocational education and training; and (6) governance and policy. Part II describes the eight service functions of the NCRVE as follows: (1) centerwide 50-state survey; (2) advanced study center for leadership development; (3) leadership development in vocational education--preparing vocational education administrators; (4) inservice education; (5) technical assistance for special populations program; (6) dissemination; (7) technical assistance for planning and evaluation; and (8) relationships between vocational education and the Job Training Partnership Act. An index and a listing of NCRVE subcontractors is included. (CML)

This paper examines the literature on the involvement of ethnic minorities in physical education. These minorities include Hispanics, American Indians, Asian Americans, and African Americans. In physical education, as in other disciplines, currently the number of minority professionals in teaching is declining. Through a review of literature on minorities, the paper addresses relevant topics that may enhance understanding of minority issues in physical education. The major topics addressed are: (1) the factors affecting the participation of minorities in teaching, (2) the nature of minority teacher representation in teaching, and (3) ways for increasing the number of ethnic minorities in physical education. Also under consideration are complex factors that have an impact on participation of minorities in the teaching force: the number of years of schooling which affects the rate of entering minorities into teacher education; access to educational opportunities which enhance growth and employment; and the loss of minorities as role models in the teaching profession. (JD)