Education & Pedagogy

TEN PAPERS ON THE THEME "EVALUATIVE CRITERIA FOR ACCREDITING TEACHER EDUCATION" ARE INCLUDED IN THIS SOURCEBOOK. THEY ARE--(1) NCATE CRITERIA AND PROCEDURES--AN ANALYSIS OF SOME ISSUES AND PROBLEMS," (2) "CONCEPTS BASIC IN THE ACCREDITATION OF TEACHER EDUCATION," (3) "ACCREDITATION AND EXCELLENCE," (4) A POSITION PAPER ON "MINIMUM STANDARDS VERSUS IMPROVING TEACHER EDUCATION," (5) "BY WHAT YARDSTICK SHALL WE BE JUDGED," (6) "SHOULD THE CRITERIA DEAL PRIMARILY OR EVEN EXCLUSIVELY WITH THE "PROFESSIONAL EDUCATION" COMPONENT," (7) "A POSSIBLE CONTRIBUTION OF SPECIALIZED PEROFESSIONAL GROUPS TO ACCREDITATION," (8) "THE PROCESS VERSUS THE PRODUCT ISSUE IN THE ACCREDITATION OF TEACHER EDUCATION," (9) "IMPERATIVES FOR EXCELLENCE IN TEACHER EDUCATION," AND (10) "NOTES ON TWO ISSUES OF ACCREDITATION STANDARDS FOR TEACHING EDUCATION." A SECTION OF QUESTIONS RELATED TO THE ISSUES IS INCLUDED AS ARE APPENDIXES WHICH GIVE (1) NCATE STANDARDS FOR ACCREDITATION OF TEACHER EDUCATION, (2) DEVELOPMENT IN ACCREDITATION, 1965-66, AND (3) NCATE CONSTITUTION, AS AMENDED OCTOBER 1965. THIS DOCUMENT IS AVAILABLE FROM EXECUTIVE SECRETARY, THE AMERICAN ASSOCIATION OF COLLEGES FOR TEACHER EDUCATION, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036, FOR $2.50. (AW)

THIRTY-SIX PARTICIPANTS SELECTED FROM COMMUNITY COLLEGES, TECHNICAL INSTITUTES, AND UNIVERSITY TEACHER EDUCATION STAFFS ACROSS THE UNITED STATES PARTICIPATED IN AN INSTITUTE TO STIMULATE AND ENCOURAGE THE DEVELOPMENT OF QUALITY BACCALAUREATE PROGRAMS IN TECHNICAL TEACHER EDUCATION. ACTIVITIES AND TOPICS OF THE INSTITUTE CONCERNED EXISTING TECHNICAL TEACHER EDUCATION PROGRAMS, DESIRED CAPABILITIES AND BACKGROUND OF TECHNICAL TEACHERS, AND RELEVANT RESEARCH FOR TECHNICAL TEACHER EDUCATION PROGRAM DESIGN. THE COMBINED INTERACTION AND PERCEPTIONS OF THE PARTICIPANTS, SPEAKERS, AND INSTITUTE STAFF RESULTED IN A SET OF GUIDELINES FOR DEVELOPING BACCALAUREATE TECHNICAL TEACHER EDUCATION PROGRAMS. THE GUIDELINES WERE AIMED AT ESTABLISHING A MINIMAL TEACHER BACKGROUND, RELATING THE TEACHER'S OCCUPATIONAL ORIENTATION TO THE JOB FUNCTION OF THE TECHNICAL STUDENT, AND FOCUSING ATTENTION ON THE BALANCE OF THEORETICAL AND OPERATIONAL CONTENT. THE CATEGORIES USED IN ORGANIZING THE INSTITUTE PROGRAM AND THE 24 GUIDELINES WERE TECHNICAL CONTENT, MATHEMATICS, SCIENCE, OCCUPATIONAL EXPERIENCE, GENERAL EDUCATION, AND PROFESSIONAL PREPARATION. ABSTRACTS OF SPEAKER AND CONSULTANT PRESENTATIONS ARE INCLUDED. RESULTS OF PRE-POST TESTING OF PARTICIPANTS SUGGESTED A RELATIVELY HIGH DEGREE OF SATISFACTION WITH THE TOTAL PROGRAM. (EM)

THE AGRARIAN TRADITION, THE BRITISH LEGACY OF ARISTOCRATIC IDEAS, AND THE ENTRENCHMENT OF CONSERVATIVE ATTITUDES FOLLOWING THE CIVIL WAR WERE ALL INHIBITING FACTORS TO EDUCATIONAL PROGRESS IN SOUTH CAROLINA UNTIL, EARLY IN THE TWENTIETH CENTURY, THEY PRECIPITATED THE NEED FOR PUBLICLY SUPPORTED LITERACY TRAINING AND OTHER REMEDIAL PROGRAMS. RECENTLY, AS SOUTH CAROLINA MOVED FROM AN AGRARIAN ECONOMY TO A MORE COMPLEX INDUSTRIAL ECONOMY, SOCIAL, ECONOMIC, POLITICAL, AND GENERAL CULTURAL CHANGES HAVE RESULTED IN PUBLICLY SUPPORTED ADULT EDUCATION IN THE STATE--PUBLIC SCHOOL ADULT EDUCATION (PUBLIC NIGHT SCHOOLS), OPPORTUNITY SCHOOLS (RESIDENTIAL INSTITUTIONS BASED ON THE FOLK SCHOOL), AND UNIVERSITY EXTENSION. FEDERAL AID HAS STIMULATED STATE AND LOCAL SUPPORT FOR ADULT EDUCATION, BUT ITS EMPHASIS ON VOCATIONAL PROGRAMS, BY CREATING A DICHOTOMY BETWEEN GENERAL AND VOCATIONAL EDUCATION, HAS ALSO HAD A NEGATIVE INFLUENCE. FORCES HINDERING THE GROWTH OF ADULT EDUCATION IN SOUTH CAROLINA ARE THE LOW ECONOMIC STATUS OF THE STATE, THE LACK OF COMPULSORY SCHOOL LAWS, THE MARGINAL STATUS OF ADULT EDUCATION, AND THE TEMPORARY, EMERGENCY NATURE OF FEDERALLY SUPPORTED PROGRAMS. (THIS HEAVILY DOCUMENTED HISTORY INCLUDES TABLES, AN INDEX, AND AN EXTENSIVE BIBLIOGRAPHY.) THIS DOCUMENT IS AVAILABLE, FOR $6.95, FROM THE COLLEGE OF GENERAL STUDIES, UNIVERSITY OF SOUTH CAROLINA, COLUMBIA. 217 PAGES. (AJ)

THROUGH ANALYSIS OF UNESCO DOCUMENTS, THE MEANING, SCOPE AND CONTENT OF FUNDAMENTAL EDUCATION--A PROGRAM TO IMPROVE THE LIVING CONDITIONS OF THE ECONOMICALLY UNDERDEVELOPED COUNTIRES THROUGH EDUCATION AND SELF-HELP--AND SOME OF UNESCO'S MAJOR PROJECTS WERE EXAMINED. THE PROGRAM PASSED THROUGH FOUR DISTINCT PERIODS--(1) 1945-1950, LAYING THE THEORETICAL GROUNDWORK OF FUNDAMENTAL EDUCATION, (2) 1951-1955, CARRYING OUT PROJECTS AND INAUGURATING TWO REGIONAL FUNDAMENTAL EDUCATION CENTERS, (3) 1956-1960, REEXAMINING THE PROGRAM IN THE LIGHT OF THE UNITED NATIONS' PROGRAM IN COMMUNITY DEVELOPMENT, AND (4) 1961-, ATTEMPTING TO DISASSOCIATE ITSELF FROM ITS CENTERS AND GENERALLY WITHDRAWING FROM THE FIELD IN FAVOR OF THE UNITED NATIONS' COMMUNITY DEVELOPMENT AND VOCATIONAL EDUCATION PROJECTS. MOST OF THE ORGANIZATIONS'S FUNDAMENTAL EDUCATION PROJECTS WERE TOO AMBITIOUS TO BE MANAGEABLE. BOTH THE RISE AND DECLINE OF FUNDAMENTAL EDUCATION WERE A REFLECTION OF THE IDEOLOGICAL FORCES OF THE PERIOD. THE STUDY SHOWS THE OBSTACLES, FINANCIAL AND ADMIINSTRATIVE, WHICH UNESCO FACED IN CARRYING OUT ITS PROGRAMS AND REVEALS UNESCO'S IMMENSE CONTRIBUTION TO FUNDAMENTAL EDUCATION AND THROUGH IT, TO INTERNATIONAL EDUCATION, ESPECIALLY IN ENRICHING THE LITERATURE IN THE FIELD. THIS DOCUMENT IS AVAILABLE FROM UNIVERSITY MICROFILMS, ANN ARBOR, MICH., ORDER NO. 64-1510. MICROFILM $2.80. XEROGRAPHY $9.70. 213 PAGES. (AUTHOR/AJ)

TOPICS COVERED IN THIS HANDBOOK INCLUDE THE SCOPE OF THE ADULT EDUCATION PROGRAM IN CANADA (DETERMINING INDIVIDUAL AND COMMUNITY NEEDS, COURSE AND PROGRAM SUGGESTIONS, MANPOWER TRAINING PROGRAMS UNDER THE ADULT OCCUPATIONAL TRAINING ACT, AND ACTIVITIES UNDER A BROADENED PROGRAM), THE RESPONSIBILITY FOR PLANNING, ORGANIZING, AND ADMINISTERING AN ADULT EDUCATION PROGRAM (QUALIFICATIONS AND DUTIES OF THE PROGRAM DIRECTORS, COORDINATION OF DAY AND EVENING PROGRAMS), AND FINANCING THE PROGRAM (FEES, BUDGET, EXPENDITURES AND REVENUES, GRANTS FROM DEPARTMENT OF EDUCATION, AND PAYMENTS FOR OCCUPATIONAL TRAINING PROGRAMS). THE ORGANIZATION OF THE ADULT EDUCATION PROGRAM (WHEN AND WHERE TO HOLD CLASSES, FACILITIES NEEDED, REGISTRATION, AND COUNSELING SERVICES), INSTRUCTORS FOR ADULT EDUCATION CLASSES (QUALITIES OF GOOD TEACHERS, TEACHER SELECTION, LEADERSHIP AND IN-SERVICE TRAINING COURSES, AND STUDENT EVALUATION), AND PUBLICIZING THE ADULT EDUCATION PROGRAM (THROUGH MASS MEDIA, LETTERS, PERSONAL CONTACTS, AND TALKS) ARE ALSO COVERED. THERE IS A SECTION ON SCHOOL BOARD COOPERATION WITH OTHER AGENCIES AND THE FUNCTION OF ADULT EDUCATION COUNCILS. THE ASSOCIATIONS AND AGENCIES CONCERNED WITH ADULT EDUCATION IN CANADA ARE LISTED. THIS DOCUMENT IS AVAILABLE, FOR $1.00 PLUS POSTAGE, FROM CAAE, CORBETT HOUSE, 21-23 SULTAN STREET, TORONTO 5, ONTARIO. (AJ)

This description of a Foundations of Adult Education course, one of two required core courses for the Designated Subjects Adult Teaching Credential, begins by describing the student population for which the course was designed, and goes on to provide a glossary of terms such as adult basic education, competency, and lifelong learning. Next, the content of the course is outlined and the text and library and audio-visual materials to be used are enumerated. Each of the course's eight units of instruction are then described in terms of major concepts to be covered, specific measurable objectives, planned activities, and pre- and post-assessment. The eight units are: (1) overview, history, and philosphy of public adult education; (2) adult development and learning; (3) assessing learner needs and group dynamics; (4) evaluating community adult education programs; (5) competency-based education; (6) current issues in adult education, e.g., financing, collective bargaining, Title V Regulations, and legislation; (7) developing course outlines and lesson plans; and (8) finding and keeping a job. The final section of the course description discusses procedures for revising the course in response to student evaluations, estimating the number of students who will achieve their objectives, and making provisions for students who fail to meet their objectives. (AYC)

The early development of university legal education in England, the United States, and Germany is examined. Focus is on: (1) the different historical and social processes that have brought law and higher education together and (2) examination of a more general, comparative nature about the institutional transformation of legal education in these countries. Depending on social, economic, and political realities within each country, the development of the relationship between law and university education are established. Similarities are noted between England and the United States in that legal education consisted in its early beginnings within a well-established system of apprenticeship training. In Germany, it is noted that legal training has always been associated with the universities. These tendencies are shared amonq all three nations: (1) there is a general movement toward the differentiation of traininq and practice functions within the profession; (2) as professional training grows more distinct, it becomes a function of higher education; and (3) when universities do gain control of the training function, they do so only after convincing themselves that law is "rational" or a "science", that law really belongs in their curricula. (LC)

Serving as a comprehensive reference on all aspects of allied health education and service, this report presents the National Commission on Allied Health Education's recommendations. The recommendations focus on six major areas: strengthening alliances in service and education, determining appropriate content and level of educational programs, improving clinical education, building the capability for leadership and innovation, providing or planning and administration without waste, and supplying adequate funding for allied health education. Chapters examine: allied health in the present and future; future direction for allied health education; educational alliances; and scope and diversity of allied health education. Tables and figures offer such information as number of collegiate institutions with allied health programs, occupations within the field, and hospital-based allied programs. Appendices include the methodology used in the study, the American Society of Allied Health Professions glossary, and the Carnegie Classification of Higher Education Institutions. Several recommendations are offered such as increased funding on all government levels in the allied health area, improving continuing education programs, and constant monitoring of present programs for quality control. An index and references are provided. (LC)

The purpose of this study was to determine which group, cooperative distributive education senior students or other secondary senior students, has the greater understanding of general economic concepts. Data were gathered from 1978-79 senior students in eight public secondary schools located in upper east Tennessee. Samples drawn from these eight schools were divided into three groups of participants: (1) senior students enrolled in distributive education without other economic instruction, (2) senior students enrolled in distributive education with other economic instruction, and (3) senior students not in distributive education but enrolled in a course of economics prior to participating in the study. Based on a forty-six multiple choice question economic literacy test, no evidence was found that senior students enrolled in distributive education possess a lower degree of knowledge of general economic concepts than senior students not enrolled in distributive education who have taken a one-semester course in economics. In addition, it was concluded that senior students having had a one-semester course in economics but not enrolled in distributive education display the same knowledge of general economic concepts as senior students who enroll in distributive education and a one-semester course in economics. (LRA)

In July 1975, a national institute was held in Albuquerque, New Mexico, to propose ways of improving Chicano access to higher education. The institute, dedicated to the memory of New Mexico educator Dr. Dolores Gonzales, brought together Chicano educators and representatives of public and private universities, state governments, and the Federal government. They examined the patterns of education and racism that encouraged Chicano students to drop out long before college and proposed educational and political reforms to make bilingual/bicultural education a reality. The proceedings of the institute propose higher education reforms such as open universities, flexible admission standards, Chicano colleges, and increased financial aid. Also discussed is the employment of Chicanos as faculty members and administrators in institutes of higher learning, and ways to improve Chicano participation in these areas. Other topics discussed are the current trends in student admissions and compliance, designing programs for Mexican Americans in higher education, the ineffective mechanisms of affirmative action plans in an academic setting, testing, curriculum, and Chicano alternatives in higher education. (Author/NQ)

This volume contains eleven papers that were presented at the National Bureau of Economic Research's conference, "Education as an Industry," held in Chicago in June 1971. The focus of the conference was on the internal working of the education system--its production functions, cost functions, and productivitiy. Part 1 contains four papers dealing with education production. Three estimate educational production functions at a number of levels using a variety of measures of output. The fourth is a detailed critique of the methodology and relevance of educational production-function analysis. Part 2 contains two early attempts to apply the methods of economic analysis to problems of compensatory education for disadvantaged students. Part 3 contains studies of problems of higher education. One paper examines factors influencing demand for higher education by using newly developed empirical techniques for estimating choice probabilities over descrete sets of options. The next three papers deal with the costs of higher education. The concluding paper discusses policy issues that are illuminated by research that views education as an industry and suggests lines that further research should take. (Author/IRT)

One of a set of seven instructional materials designed for competency-based vocational education administrator education, this module is intended to assist the learner in developing or reacquiring the necessary skills to administer a quality staff development program. Emphasis is placed on four skills related to meeting teachers' inservice needs: identification, organization, program implementation, and program evaluation. Following introductory material discussing the organization of the module, the module's terminal objective and three enabling objectives are presented along with information on required and optional resources. Major content is comprised of three sequential learning experiences, each directed toward helping the learner accomplish one of the module's three enabling objectives. Titles of the learning experiences are Vocational Administrator's Role in Staff Development (Inservice Education), Inservice Education Needs Assessment and Implementation Strategy, and Evaluation Strategy Regarding Staff Development Needs Program(s). Each experience includes an explanation of the activity, a self-check, and model answers to serve as feedback. The final learning experience is designed to allow application of learning in an applied setting. The module concludes with module assessment and administrator performance forms designed to test the exit competence of the learner. (SH)

One of a set of seven instructional materials designed for competency-based vocational education administrator education, this module focuses on the learner's accomplishment of objectives related to procedures for planning and implementing vocational programs for disadvantaged and handicapped persons. Following introductory material discussing the organization of the module, the module's terminal objective and six enabling objectives are presented along with information on required and optional resources. Major content is comprised of six sequential learning experiences, each directed toward helping the learner accomplish one of the module's six enabling objectives. Titles of the learning experiences are Federal Legislation and Funding Sources Related to Handicapped and Disadvantaged Students in Vocational Education, Serving Disadvantaged and Handicapped Student Populations (two activities), Establishing Policies Which Facilitate the Delivery of Vocational Education to Handicapped and Disadvantaged Students, Determining Resource Requirements, and Establishing a Program Implementation Timetable. Each experience includes an explanation of the activity, a self-check, and model answers to serve as feedback. The final learning experience is designed to allow application of learning in an applied setting. The module concludes with module assessment and administrator performance forms designed to test the exit competence of the learner. (SH)

The educational system of Jordan follows principles set down by law in 1964. Education is compulsory for nine years, free to all students, and available equally to both sexes and all religious groups. Central administrative functions are carried out by the Ministry of Education which administers examinations, recruits teachers, and sets general educational policy. Jordan's 18 educational district directors have responsibility for running schools on a daily basis. Developments of particular importance from 1974-76 include new legislation to clarify responsibility of the Ministry of Education vis-a-vis the district directors, abolition of examinations at the end of the intermediate cycle, increase in the number and type of vocational courses, and improved literacy education. Elementary school curriculum adds religion and embroidery (for girls) to basic subjects and introduces English as a second language in grade four. On the intermediate level, girls study home economics and boys study commercial, industrial, or agricultural subjects. After successful completion of intermediate school, students may enter a general secondary or vocational school. Six teacher education institutes provide training in all academic and vocational subjects offered in elementary, intermediate, and secondary schools. (Author/DB)

A project to transport career education resources to teachers in Rhode Island's elementary and secondary schools was evaluated on the basis of its seven objectives: (1) to publicize information about career education and the materials and services provided by the project, (2) to make available career education materials, resources, and services to be used in classroom instruction, (3) to demonstrate effective career education materials to the educational community, (4) to develop a state-wide information network about career education, (5) to make available curricular materials that classroom teachers can use to inform young women about nonconventional career possibilities, (6) to develop career education materials for bilingual and/or non-English speaking students, and (7) to make career education information available to survey a random sample of state elementary, middle, and high school superintendents, principals, teachers, and counselors to determine their awareness of the services and satisfaction with and utilization of the materials. The evaluator concluded that five of the seven objectives (all except number 3 and number 6) were successfully accomplished and that the project has been remarkably successful in advancing the concept of career education in Rhode Island. (JT)