Education & Pedagogy

This bulletin presents reports on science and technology education in the countries of the Asia and Pacific region. The first section is composed of an introduction which defines science and technology and how it is dealt with both within and outside the formal education system. It also summarizes the highlights of science and technology education in the 24 countries represented in the bulletin. Section two (which comprises the major portion of the document) describes science/technology programs, teacher education, research, innovations, educational systems, and other topic areas for these countries: Afghanistan; Australia; Bangladesh; China; India; Indonesia; Iran; Japan; Lao People's Democratic Republic; Malaysia; Maldives; Mongolia; Nepal; New Zealand; Pakistan; Papua New Guinea; Philippines; Republic of Korea; Singapore; Socialist Republic of Viet Nam; Sri Lanki; Thailand; Turkey; and the Union of Soviet Socialist Republics. Section three consists of papers describing some experiences in developing programs for achieving the objectives of science education for all and the future needs of science for all. The fourth and last section is a bibliography on science education in Asia and the Pacific region. Entries are arranged by year and alphabetically by country. (JN)

Intended for vocational education teachers and curriculum specialists with an emphasis on the secondary level, this annotated bibliography is designed as a companion guide to "Economic Literacy: A Suggested Instructional Content Guide for Vocational Education." Its purpose is to serve as an aid in the identification of available economic literacy instructional publications, both commercial and public service, and as an infusion of economic literacy knowledge with applicable student activities into the school's existing vocational education instructional programs. The bibliography is divided into two sections: Annotated Bibliography of Resource Materials Received from Agencies and Annotated Bibliography of References Received from Publishers. In part 1 the agencies that provided resource materials are arranged in alphabetical order. The resource materials are alphabeticized by title under the agency. In part 2 the publishers that provided references are arranged alphabetically. References are alphabeticized by title under their publisher. For each item (resource material or reference), this information is provided: title, author, type of material and grade level, subject content, and economic concepts. Appendixes provide names and addresses of agencies and publishers. (YLB)

The report presents recommendations of a commission for improving special education in New York City. The commission conducted interviews with over 300 persons, held 2 days of public hearings, and reviewed documents, publications, and laws and documents in New York and eight other states. Recommendations are offered for four major topic areas: (1) improving the assessment process and increasing regular education services (composition and supervision of school based support teams, services in regular education, representation of Black and Hispanic children in special education); (2) improving quality in the classroom (curriculum and programs, related services and individualized education programs, better training and teacher supervision); (3) placing students in the least restrictive environment (mainstreaming, decertification); and (4) integrating special and regular education (the need to integrate special and regular education at the local level for elementary and junior high school programs). A suggested outline for a new administrative structure is provided. The appendices provide the following: (1) lists of cooperating individuals and bibliographic sources (including published and unpublished materials, and legal or evaluative documents produced by New York City and several states); (2) numerous tables and a report on Committee on the Handicapped practices in New York City (Jay Gottlieb); and (3) "Proposed Statutory Amendment and Fiscal Analysis." (CL)

This catalog contains more than 600 abstracts of model programs in California designed to help business, education, and community groups establish or expand partnerships in support of local education. An executive summary precedes the abstracts. The program abstracts are divided into 21 sections corresponding to specific forms of involvement. These include adopt-a-school programs; employee volunteer program; intergenerational programs; parenting programs; classroom materials and equipment; computer projects; math, science, and energy programs; basic skills development; career exploration; business and economic education; special education programs; minority student programs; summer youth programs; work experience; curriculum development and revitalization; teacher internships and training; school foundations; scholarship and recognition programs; educational nonprofit organizations; business association programs and community partnerships; and conference sponsorship. Every section begins with a brief discussion of the form of involvement. Each abstract includes program title, name(s) and title(s) of contact(s), company or organization, address, county, telephone number(s), program description, and descriptors. A program description form and index are appended. (YLB)

Recommendations affecting the various aspects of public and private education in Alberta, Canada, and a summary of the events which led to the recommendations, are contained in this final report assembled by the Committee on Tolerance and Understanding. After a description of the need for public input, the brochures, personal letters, public hearings, responses to four discussion papers, and other processes used to gather information are discussed. The committee's six principles are described, and the responses and recommendations elicited by four discussion papers are summarized. The public education section proposes a new conceptual model for the teaching profession and discusses the six principles in the context of public education. The private education section proposes a curriculum audit to determine the minority tolerance of its resources. The Native education section discusses failures and successes in terms of the committee's six principles, recommending a major restructuring of Native education programs. The intercultural education section discusses special needs, recommending policy implementation. A complete summary of recommendations from the report follows a recommendation that Alberta establish a permanent Standing Committee on Tolerance and Understanding. Appendices include a list of individuals and organizations who made submissions to the committee, and a copy of an information-gathering brochure. (PM)

Past, present, and likely future support for the arts and education are discussed, including the debate on alternative funding sources for the arts (i.e., public spending, corporate support, private donations). To clarify current support of the arts in the United States, the development of European patronage of the arts is briefly traced. Issues concerning support of education are identified, including access to education, support for higher education and students costs, and the issue of neutrality and academic freedom when colleges and universities seek outside financial assistance. Information is included on the tax deduction for charitable contributions and investment opportunities for the following options: for-profit education businesses; child education and daycare; publishing; computers, software, and learning tools; municipal bonds; and purchasing of artwork. Included are profiles of 14 companies that have supported education and the arts as well as two alternative types of enterprises. For investors who wish to promote social values in education and the arts, the following types of investment vehicles are recommended: vocational training companies, child daycare education companies, and art and textbook publishers. A financial service company that helps students gain access to loans, is also recommended. (SW)

The assessment of professional programs at the undergraduate level is discussed (i.e., engineering, business, education, nursing, and other career-oriented fields). Presently, assessment in professional education relies almost exclusively on written or oral testing of a predetermined set of cognitive and analytical skills. This is followed by assessment of the ability to apply these skills to predetermined and well-defined problems and cases. Professional education and assessment need to focus more on the process of defining problems and making instrumental judgments, using a variety of real and simulated clinical experiences. Professionals need to be able to make choices among a number of possibilities, each of which optimizes one or more competing values. Professional competence requires dealing with complexity, tolerance for ambiguity, coping with discontinuity and disequilibrium, and risk-taking. Self-assessment is emerging as an integral part of professional competence, and, therefore, must become part of professional education. The effective use of the following methods in assessment are addressed: the case study method; simulation, role playing, and group discussion; and small group interactions. Specific reference is made to the education of engineers, managers, and medical personnel. (SW)

Bilingual education has had great impact on education in the United States. Bilingual education programs have existed since 1845. Between 1854-1877, eight states enacted laws stipulating that local school boards had the power to require English-German bilingual programs. Many bilingual education programs were created, thrived, and eventually died; some continued according to the political climate. The government directly addressed the issue in 1968 by passing the Bilingual Education Act, Title VII, which made provisions for the special needs of children with limited English-speaking abilities, who came from low socioeconomic environments where the dominant language was not English. As of 1978, 22 states have enacted mandates requiring bilingual education in their schools. Among the arguments of opponents of bilingual education are that bilingual education is an effort to teach young children in their native tongue; that English monolingualism and acculturation to mainstream United States society are sure indicators of being worthy, productive citizens; and that children entering public schools speaking a language other than English need constant exposure to English, with any other language delimiting progress. However, bilingual education has been shown to be an imperative component in teaching non-English speakers basic skills necessary to succeed in an English-speaking environment. (NQA)

Premises and conditions necessary to foster the democratization of higher education, particularly in the context of lifelong education, are summarized. Attention is directed to: measures that have been followed in various countries to promote admission to and completion of higher studies; and achievements and obstacles confronted in these efforts. Special consideration is paid to democratization as it affects the disadvantaged. Based on a review of UNESCO studies, conclusions and recommendations regarding the promotion of democratization are also addressed. In addition to student admission and persistence, democratization of higher education is considered to include: making the content of education correspond to students' interests; raising the consciousness of staff/students about social issues; developing the skills and attitudes needed by students when they seek employment; making students aware of community needs; and promoting educational articulation between countries. Measures that have been followed to foster democratization involve financial, organizational, and structural efforts, and specifically field experience programs, distance education, curriculum reform, and efforts to link education, research and production. Examples from various countries and colleges are included. (SW)

The view discussed is that mathematics teachers are becoming a rare, if not endangered, species, and the public image of mathematics needs to be changed. The mathematics teacher is termed the crucial variable, and a need is seen for changes in mathematics teacher education. The approach described is based on the following assumptions: (1) mathematics teachers must know mathematics well beyond the level they may be expected to teach; (2) mathematics teachers need specialized knowledge; (3) teacher education is the key to educational reform; (4) teachers must be prepared for the realities and contingencies of teaching; and (5) teacher education is an on-going, developmental process. The material strives to: (1) present a broad overview of developments in mathematics teacher education as a perspective from which to view the current situation; (2) propose a taxonomy for teacher education; (3) illustrate the taxonomy and expand upon it through selected examples; (4) describe the operation of a teacher education program based on the taxonomy; (5) relate the taxonomy to the on-going, developmental nature of teacher education; (6) suggest content and experiences for inclusion in teacher education; (7) offer a model for program design; and (8) report preliminary experiences and evaluation. (MP)

Six global education projects funded under (or with purposes similar to) Title III of the Elementary and Secondary Education Act are evaluated. The projects are: A Model for the Dissemination of Multicultural Perspectives for Midwestern Public Schools (Illinois), Citizen Education for Cultural Understanding (Ohio), Kentucky Model for Citizenship Education Project, International Community Workshop (Minnesota), Project Enrichment (Iowa), and the School of Global Education (Michigan). Major data collection occurred during site visits in which project staff, direct and indirect clients, and persons acting as links with organizations were interviewed. The major portion of the document contains evaluations of individual projects. However, a summary of the entire project reveals that a variety of definitions and approaches to global education exist, a lack of a well-coordinated national effort is apparent, effective leadership accounts for the success of a program, materials come from a wide variety of sources, and inservice education is a popular strategy. Also, project success depends on the capacity of leaders to operate within the constraints and support of an institutional setting, dedication to the project, sensitivity to the culture of the school, contacts with similar projects, and willingness to attend to the political and personality factors impinging on the project. (KC)

The global education program of the Stockton (California) Unified School District has evolved from conferences, seminars, and workshops to the Stockton and the World project. The project began in 1971 with the district's participation in the Bay Area Global Education Program (BAGEP) intensive workshop training. Participants then sponsored global education curriculum development workshops and developed linkages between bilingual education and global education within the district. A conference on bilingual education and global education identified needs to develop school/community cooperation in solving educational problems, models within the school community that exemplify global concepts, and an awareness of the local international dimension of these concepts. Finally, a 1982 symposium on "Bilingual Education from an International Perspective" resulted in the development of the Stockton and the World project, which began with three components: a project which places international college students in public school classrooms, a calendar which provides examples of international linkages in the Stockton community, and a program to train high school students as global education instructional aids. Additional activities include a workshop series on Stockton and the World, international career week, and an intermediate grade unit which focuses on the Stockton community as a learning resource. (KC)

Two position papers for the Alden Seminar on Higher Education and an overview of the January 1982 Alden Seminar meeting are presented. The Alden Seminars, which are attended by officers of business and industry and colleges and universities in Massachusetts, provide a forum for the discussion of the current situation in higher education, with particular reference to Massachusetts. Seminar topics included: quality in higher education; access to higher education for nontraditional students, particularly Blacks and Hispanics; and information needs on Massachusetts higher education conditions. In "All But a Privileged Few: The Emerging Financial Aid Crisis," John J. Maguire considers problems in enrollments, quality, and the availability of student financial aid. He cites the case of Boston College and discusses a pricing and financial aid strategy and the role of the State of Massachusetts. In "Equality and the Finance of Higher Education: A 'Possibilist' Perspective," Michael S. McPherson examines the idea of promoting social equity through the finance of higher education. Attention is also directed to sources of discontent with the welfare state, specifically the pursuit of equity through governmental action and its implications for higher education. (SW)

A bilingual education teacher training packet (student's edition) on theories and research concerning bilingual education, second language acquisition, and communicative competence is presented. A theoretical framework for integrating these theories and a theoretical rationale for bilingual education are also presented. In addition to state-of-the-art reviews, the packet contains: a syllabus, a pretest, a glossary, learning objectives, a small group activities plan, learning activities, discussion items, a posttest, and a discussion of the implications of the theoretical frameworks for teacher trainers. Narrative sections are presented on the following topics: (1) demographic context of bilingual education, historical definitions of bilingual education, and communicative competence theories; (2) first and second language acquisition theoretical frameworks; (3) the myth of bilingual handicaps; (4) research findings regarding mother tongue development as a positive force; and (5) implications for syllabus design, materials development, teaching methods, and teacher training. One section of the packet entitled, "A Theoretical Rationale for Bilingual Education," by Jim Cummins, provides information on several bilingual education program evaluations, along with a framework that addresses the developmental relationships between first and second language proficiency. (SW)

Speeches, panel discussions, and a debate from the 1981 Oklahoma Conference on Education are presented. The topics of the speeches are: (1) administrative decision making in institutions of higher education and the effects of state legislation (Barbara Uehling); (2) experiences of an American hostage in Iran and subsequent feelings about the American education system (William F. Keough); and (3) the financial status and local concerns of school districts (Vincent Reed). Excerpts from panel discussions are included, which deal with: (1) ad valorum taxes in Oklahoma; (2) educating the nontraditional student; (3) state government-mandated curriculum; (4) federal role in education; (5) achieving sex equity in education; (6) students' perspectives on high school and adult education; (7) the image of public education as presented in the media; (8) the role of education in economic development; and (9) staff development and teacher orientation. A debate on the merits of tuition tax credits versus a voucher system is included. Brief statements from Governor George Nigh, Senator Roger Randle, and Representative Jim Fried precede the conference material. (FG)