Education & Pedagogy

A critical review of traditional publications on the history of American education reveals an exclusion of the participation and contribution of blacks. This study covers the 20-year period during which the acquisition of an education was deemed by blacks as the most significant element for their survival as independent and productive citizens. Data for the study are gathered at national and state archives, research centers, and numerous predominantly black and white insitutions of higher education. A few of the topics of analysis are the extent to which the black man assisted in providing education for members of his race; the individuals and groups which provided education for the black adult and the methods utilized; the success of groups in opposition to the education of blacks; and the political, social, and economic reasons that generated efforts toward education of the black man. The data supports the conclusion that concerted efforts were made by blacks and benevolent whites to provide continuity in educational activities and ultimately to develop a viable education system. While education for black adults was initially rudimentary in nature, institutions of higher learning that were incipient during this period were invaluable to blacks in their acquisition of technical skills. (Author/KSM)

Making general vocational education available in Western Europe is the result of the rapid expansion of jobs available in commerce and administration, higher standards in general education producing people capable of performing the tasks, and educational motivation. Areas of commercial and administrative activity needing employers are distributive trades and salesmanship, government, technical industry, and international trade. Caution must be exerted to ensure that general vocational education remains general. The structure of commercial education may be considered by function of employment, by the type of school, whether schooling is to be part or full-time, apprenticeship schemes, and correspondence education. Among the aims, skills, and aptitudes of commercial education are listening comprehension and verbal skills, communication skills, computer skills, knowledge and references sources, possession of initiative and adaptability, and capacity for working as part of a group. Common reference points are needed as a base for curriculum design. A wide range of teaching methods must be employed in business and administrative education. Traditional methods of evaluation must be reexamined and professional continuous learning opportunities should be provided. Education is necessarily viewed as a life-long process. (AG)

This study was conducted a) to determine the importance that a jury of selected national leaders in education attaches to each of the professional tasks for secondary school industrial education teachers and b) to find out what differences, if any, exist between the importance judgments of the jury and those of each of four industrial education teacher groups (junior, junior-senior, senior high school, and capstone). The jury was composed of state consultants in industrial education, state teacher education officers, and selected leaders in education and industrial education. Results indicate that the teacher groups are 97.2% in agreement on the frequency with which they perform their tasks and 99.0% in agreement on the importance they attach to these professional tasks. The level of agreement between the jury and the industrial education teacher subgroups, however, was found to be only 89.6%. Of the 170 significant differences found between the jury and the subsets of teacher groups, the jury gave the higher of the two importance ratings in 68% of the cases. (Author/DDO)

A survey of state laws and regulations revealed that of 46 responding states and the District of Columbia, 27 states provide physical activities to children with various handicapping conditions. Findings indicated that provisions vary from state to state and do not always cover all aspects of adapted physical education or all children with handicapping conditions, and that only 12 states require physical educators (who work with handicapped children) to have special preparation or training. The following recommendations were based on the findings: (1) provision by states for physical education for all children; (2) the use of the terms "adapted physical education" and "handicapping conditions" according to definitions developed by the Committee on Adapted Physical Education of the American Association of Health, Physical Education, and Recreation (AAHPER) in 1952; (3) increase of certification requirements in each state to include needed competencies for providing physical education to children with handicapping conditions; and (4) a structure at the national level within the AAHPER to provide coordination and guidance for state and local levels. Appendixes give letters to state directors of special and physical education and relevant copies of state laws and regulations from responding states and the District of Columbia. (Author/MC)

This paper defines field-based teacher education and offers some generalizations concerning field-based teacher education programs. Field-based teacher education is defined as an on-site teacher education center in a school or group of schools that may be used for observing, practicing methodology, and learning and practicing methods on-site the entire year. The following generalizations are made concerning field-based teacher education programs. One, teacher education centers should be governed under a principle of "shared sovereignity." Two, joint planning and goal setting by the college of education and participating schools must precede all field-based activities. Three, there must be an on-going means of reporting and evaluating. Four, undergraduates in the college of education should have an extensive field-based experience. Five, students should experience a variety of ethnic and socioeconomic environments. Six, there is a need to review present faculty expectations regarding teaching load and responsibilities. Seven, in-service education must be an inherent component of any field-based program. Eight, the college of education must organize more effectively to meet in-service needs in areas such as instruction, curriculum, and program evaluation and research. The author concludes by asking if the effort of such programs are worthwhile and practical. An 8-item bibliography is included. (PD)

In this evaluation report, special attention is given to Elementary and Secondary Education Title I activities conducted by local educational agencies in the major urban areas of New York State, and to those conducted by the New York City Board of Education and its decentralized districts. The nine-part report, which presents specific data requested by the Office of Education as well as other relevant information, focuses on participation, planning, and implementation of program activities; assistance given to local education agencies by the State Education Department (SED); overview of programs, in addition to Title I programs, for the disadvantaged in New York State; reorganization of and administrative changes within the SED; results of the statewide achievement testing program; and, inservice education efforts for teachers of the disadvantaged child. Among the major findings were the following: that the SED has exercised considerable care in attempting to avoid duplication of effort by the many compensatory education programs; statewide, those classified as below minimum competence are not quite managing to maintain their place; and, that selected "treatment" activities, such as reading, appear to be having a positive effect and that small but steady gains are being made. Charts and tables of statistical data are included. (JM)

This is a comprehensive, up-dated directory of professional personnel of state higher education governing or coordinating agencies and state commissions for the administration of certain federal programs relating to higher education. The directory, compiled from questionnaires, originated from a need expressed by many persons in the field for names and positions of persons performing functions similar to their own in other agencies. The following information is provided by state: 1) title of agency; 2) name, title, and address of chief staff officers; and 3) names, titles, and functions of staff personnel. The same information is given for similar governing and coordinating groups in the District of Columbia, Guam, Puerto Rico, and the Virgin Islands, and for the New England Board of Higher Education, Southern Regional Education Board, and Western Interstate Commission on Higher Education. No attempt is made to classify or describe the coordinating organizations as to control and function with relation to institutions of higher education, except where a brief note of explanation was made by a respondent. Copies are available from the State Council of Higher Education for Virginia, 914 Capitol Street, Richmond, Virginia 23219. (DS)

Within the last 10 years, attention has been directed toward discovering and solving the unique needs and problems of Texas' minority group students. This bulletin briefly describes 16 programs, in operation in school districts throughout the State, which are effectively serving these students. Selected because they are representative of the quality of education which prevails in Texas schools, each program is different in its approach. They cover such topics as bilingual education, cultural awareness, migrant education, vocational education, reading instruction, ethnic studies, child appraisal, resource centers, and teacher inservice education. Among the programs are: (1) Laredo's one classroom where Mexican American students learn to be bilingual office workers; (2) an ethnic studies program in a Bay City junior high school which begins as a 7th grade Texas history unit and culminates in a community wide ethnic fair; (3) a concerted effort by Tyler curriculum writers to supply social studies and English teachers with information about the contributions of blacks to the nation's development; (4) the provisions of alternative approaches to the entire high school education process in the Houston public schools; (5) the Ethnic Studies Program in San Angelo; and (6) the migrant education programs in Mercedes. (NQ)

This symposium was planned to provide a format for Ph.D. candidates in the Union Graduate School to join with leaders in higher education in open discussion of current issues in urban higher education. This report presents the substance of the presentations as recorded at each of five sessions. In "The Urban Crisis: Higher Education Faces the City," Bob McGill and Joe M. Smith discuss university-community relationships, problems of the academically underprepared, instructional relevance and the city as a learning laboratory. In "Community Colleges and Open Access in Urban Areas," E. Maynard Moore discusses the barriers of low income in access to higher education and describes the community college with its open admissions policy as a panacea; he also discusses new ways for community colleges to help community residents. Charles Isaacs recommends that teachers try to learn from their students and that the community college campus become the city itself. In "New Challenges, New Responses for Higher Education," Leander Jones discusses his experiences teaching theater arts and broadcasting skills in a state penitentiary. James Brown discusses "Resource Management and Accountability in Higher Education." The final session is a round table discussion on "The Changing Purposes of Higher Education." (DC)

This volume includes materials that clearly indicate the state of the development of the field of higher education. The members of the Association of Professors of Higher Education gathered in their third formal national conference to read and discuss the materials included here. The ideas and information presented in this edited, and relatively condensed, set of papers are good evidence that higher education is truly developing as an important field of study. After the introduction by Fred F. Harcleroad the papers are as follows: "What Role for Professors of Higher Education?" by Samuel E. Kellams; "The Professor-Disciplinarian" by Burton R. Clark; "The Professor-Administrator" by Joseph F. Kauffman: "The Professor-Policy Analyst" by Alexander W. Astin; "The Professor-Editor" by Robert J. Silverman; "Survey of Higher Education Programs" by Paul L. Dressel; "Problems and Issues in Programs in Higher Education" by Lewis B. Mayhew; "Doctoral-Level Graduates With Higher Education as a Specialized Field of Study" by William D. Carr; "Characteristics of Several Current Doctoral Programs and of Members of APHE" by Naomi Ross; "Some Thoughts on the Service Role of Departments of Higher Education" by E.D. Duryea; and "Center for the Study of Higher Education; A Consultant in Resident Role?" by G. Lester Anderson. (Author/PG)

South Carolina Commission on Higher Education, established by Act 194 of the General Assembly in 1967, was created as the agency of the state government specializing in higher education. The commission's primary concern is the strengthening of all the state institutions of higher learning, to the end that quality education and training beyond high school may be available to every citizen who desires it and can be expected to profit from it. It is a coordinating body that must rely primarily on logical persuasion to gain cooperation and support. Some commission activities outlined in this report are: (1) Changes in Commission Structure and Personnel; (2) Federally Funded Programs; (3) South Carolina Postsecondary Education Planning Commission (the 1202 Commission); Program Approvals; (5) In-Service Teacher Training; (6) Medical and Health Education; (7) The Academic Common Market; (8) Two-Year Postsecondary Education; (9) Enrollments; (10) Student Assistance Programs; (11) Student Residency; and (12) Higher Education Management Information System. Tables are included with the text. Appendixes cover topics such as: (1) total degree awarded, July 1, 1973 to June 30, 1974; (2) degree origins, by college of professional employed in South Carolina Public Colleges; and (3) 1974-76 appropriation formula. (Author/KE)

Adults, whatever their competence, are not obsolete. Education for adults is the font we must draw on to make possible the new environment in education that we call lifetime learning and recurrent education. Following the lead of Europe in planning broad-based adult education programs, the United States has begun to fund and operate diversified programs. The Adult Education Division of the Office of Education, in a recent study, has identified the minimal needs in all literacy areas for an American adult. Acknowledging that the average reading and computational ability of adults was found to be at the five-year level, we must begin to address the special problems of the functionally undereducated. We must understand the adult student's goals, supply the basic tools within the specific work and cultural setting, and create habits of life-long learning. If we are to make life-long learning and recurrent education more than a token, American education institutions must become open-ended, built around competency based modules or units of learning. We must include coping skills as well as job skills, the humanities as well as vocational training. All facets of learning are necessary to make the whole person and the whole life. (Author/MH)

The purpose of the symposium was to describe the cooperative efforts of the American Institutes for Research (AIR), the Santa Clara Unified School District, and several other California school districts in the development and implementation of a career education curriculum. "Career Education Implementation in the Santa Clara Unified School District" by Norman Carter focused on elementary classroom models representing 10 different teaching/learning styles and the accompanying challenge of infusing career education in all these classrooms. James A. Dunn from AIR presented an overview of the federally funded AIR Career Education Development Project, which was charged with the development of a comprehensive career education curriculum that could serve as a master resource for school districts introducing career education into their programs. John Kroll of AIR described the development and characteristics of the AIR instructional units that show how career education can be adapted into the traditional curriculum. Teacher training for career education instruction was discussed by Jay Egan of AIR; the basic implementation strategy used was a workshop/practicum format. Terry Armstrong of AIR described the formative and summative evaluation procedures used for the annotated career education bibliography, instructional objectives catalog, curriculum guides, sample lesson modules, and teacher training materials. (EA)

Submitted to the State Board of Education by the State Coordinator of American Indian Education and approved by the State Indian Education Advisory Council, this report validates the existing educational needs of Michigan's Native population and presents pertinent data with a suggested guideline for the Board to act on. The paper's purpose is to: (1) provide background information on the educational needs of Michigan's Native youth and (2) inform the staff and the Board about recent Federal legislation affecting the education of Native people. The information pertains to: present educational programs; Johnson-O'Malley (JOM) programs; Title IV of the Indian Education Act; operational revenues and comments of five JOM School Districts; the Elementary and Secondary Education Act Title I for fiscal year 1973-74; the key to solving the high dropout rate of Indian youth; means to motivate and maintain the Native youth in the public schools; and the State Department of Education's position on Indian self-determination. The recommendations pertain to Indian cultural studies, legislation, action policy, Title IV of the Indian Education Act, college programs, Indian enrollment in public schools, and the budget for Indian education. Additional staff information on the recommendations as approved by the State Board of Education is appended. (NQ)

The guide provides examples of concepts, objectives, classroom activities, and resources appropriate for integrating career education into existing curricula, K-14. The guide's chapters for grades K-3 and 4-6 (26 and 40 pages respectively) contain detailed lesson plans which correlate appropriate development concepts with each of the components of life (self, work world, and career planning). Each lesson plan also lists general objectives, behavioral objectives, curriculum considerations, resources, activities, and evaluations for each such combination. The chapter for grades 7-9 (158 pages) follows the same format but is subdivided by subject area: fine arts, home economics, industrial arts, language arts, science, and social studies. The chapter for grades 10-12 (294 pages) covers: business education, communications, fine arts, foreign languages, home economics, industrial arts and vocational education, mathematics, science, and social studies and psychology. The chapter for grades 13-14 (109 pages) covers: communications, industrial education, electric power, plastics, and marketing. Two brief chapters discuss the role of the counselor and the local vocational education coordinator. Two supplementary reports present a blueprint for implementing career education and a component expansion of the career education model. (JR)