Education & Pedagogy

The program agenda, roster of participants, report of the business meeting, and resolutions passed at the conference are reported in these proceedings. Presentations made at the meeting are reproduced in full or summarized. These include: TVA--A Pilot Plant in Environmental Education; Why an Energy Shortage?; Role of National Organizations in Resource Problem Solving; Auto Industry and Energy Conservation; Earth Resources Technology Satellite; Tennessee Master Plan for Environmental Education; Recycling; Strip Mine Land Reclamation; Energy Today and in the Future; Environmental Education Teacher Certification; CEA Organization--Where Do We Go From Here?; From Solid Waste to Energy; Government's Role in Disposal of Community Waste; Information Analysis and Dissemination in Environmental Education; USA's First Ecology Judge; Twelve Major Environmental Concepts--A Rationale; Land Use and Land Priorities; Training Program for Para-Professionals in Environmental Technology; Architecture and Environmental Education; World Environment--Opportunity to Learn Through Travel; An Overview of an Environmental Education Workshop USFS; Environmental Education--Bureau of Sport Fisheries and Wildlife; and Practical Aspects of Environmental Education. Environmental Progress Through Cooperation in Education served as the theme of the conference. (BL)

The United States Office of Education defines bilingual bicultural (b/b) education as the use of 2 languages (one of which is English) in a well-organized program which would include the history and culture associated with the student's native language. In this paper, some Chicano perceptions of Southwestern b/b education are reviewed. Bilingual bicultural education is viewed in the framework of the Chicano's cultural experiences; the different educational philosophies reflected by Chicano educators; and the expectations of Chicano educators. Life histories of 15 Chicano teachers and their relatives and interviews with 40 of the 125 b/b teachers trained in the Mexican American Education Project at California State University (Sacramento) during the last 5 years were used. The topics discussed include: the sociocultural experience of the Chicano; types, scope, and impact of b/b education; the new b/b education program in the planning stage; the legitimacy and acceptability of b/b education; and unresolved problems of b/b education for Chicanos. The views of the teachers who participated in the Mexican American Education Project during 1971-73 are summarized. (NQ)

An account of recent developments in the training of adult educators and adult education research in Hungary is presented. A review of the literature is also presented. The overall tasks of adult education are considered to be: (1) mass development of general education among adults, (2) development of specialized knowledge, (3) literary and artistic education, (4) support to and facilitation of appropriate entertainment and functional use of leisure, and (5) support of the development of socialist collective thinking. An overview of development of adult education since 1945 is presented, and university and college training programs are described. The need for closer ties between training and research is emphasized. Such research is conducted by the following institutions: Institute of Public Education, Division of Popular Education, Department of Research and Documentation, Theoretical Department, and Department of Adult Education. Conclusions are that the post-war development of adult education in Hungary was significantly influenced by the far-reaching social, political-ideological and economic changes which transformed the state and its economic structure and changed the composition of society. (CK)

This document advocates a change in the structure of teacher education while considering the much-discussed view that schools of education may lose the function of educating teachers. Literature treating the failure of universities in educating teachers is reviewed. It is stated that many educators desire total movement of teacher education to a school center that is off the college campus and that is run by the public schools for the objectives of public education. The authors state that one of the motives for such a movement would be to seek a climate more conducive to change than the one that currently exists in teacher education. This paper stresses the need for schools of education to establish programs that are of the college but not in the college; programs that are in the public schools but that have combined staffs. The education of high school teachers is given as an example. For this new major, whether it is called "secondary education" or "secondary teaching", the location is a clinical setting in the public schools; the approach is performance- and product-based. (JA)

The intention of this handbook is to report on the present situation in the international discussion on peace education and to make further development of this field possible in the peace movement. The first of the three sections contains papers which are contributions on preconditions for and the foundations of peace education, along with discussion of various concepts of the function of peace education. Part two contains a summary of examples which attempt to explain peace education in more concrete terms, both in and outside of school. In these approaches, peace research, peace education and action for peace are seen as directly related to each other, a precondition to reach their maximum effectiveness. A number of reports on efforts to put peace education into practice in various countries are found in the third part of the handbook. Included are reports on the Bad Nauheim Conference on peace education, on different implementation strategies, and on work in peace education in Belgium, Hungary, Great Britain and the United States. A list of contributors is appended. (Author/KSM)

In an effort to meet the growing need for physical education specialists, the University of Florida developed a professional preparation program which began in the winter quarter of 1973. Thirty-seven hours of upper-division professional courses are taken by all physical education majors. There are also 35 hours of core courses for prospective elementary physical education specialists. An integral part of this program is the sequential pattern of public school experiences which each student is exposed to. These experiences are arranged throughout the program in the following order: a) observe in the classroom and gymnasium, b) aid the classroom teacher and physical education specialist with clerical duties, c) assist the physical education specialist with part of the lesson, d) teach part of a physical education lesson under the supervision of the specialist, e) teach a comprehensive lesson to an entire class, and f) student-teach for 2 hours per week. That student response to the program has been positive is indicated by the fact that in just one quarter 10% of physical education students opted for the new program. (HMD)

Profound changes in our socioeconomic structure seem to question the relevance of both "institutional" as well as "open school" forms of education. The educator is faced with the challenge of selecting a model, combining models, or devising a new one. Dealing with these fundamental questions, 10 articles have been selected for their potential value in helping the professional development of those engaged in the BTSD (Basic Training for Skill Development) and related programs: The Vocational Adult Secondary Training (VAST) Project--An Adventure in Student-Centered Learning (Frank Dolman); A Multi-Media Adult Education System in Quebec: A Dream Comes True (Gilles Provost); Motivating Adult Basic Education (ABE) Students to Read and Write (L. L. Feinstein); Education and Future Shock (Antoine Baby); Practice Sessions in Nonskill Courses--Techniques for Teachers of Adults; Recurrent Education--A Solution to the Crisis of Education? (J. R. Gass); Adult Basic Education and BTSD (K. Lynn); Science Program Development in Newfoundland and Labrador (A. Germani); Client Follow-Up (R. F. Gaffney). (Author/MW)

Designed to assist in implementing career education in Idaho, this guide's aim is to develop an educational program that equips all learners with competencies for successfully entering the world of work. Section 1 defines goals and objectives for integrating career education into comprehensive elementary and secondary school programs. Section 2 offers visual models and explanatory narratives for a comprehensive career education program. Section 3 offers a detailed implementation plan consisting of four categories: (1) a network of cluster support centers, (2) a State plan of leadership and services to assist local school districts in implementing career education, (3) local school district plans for designing and implementing career education, and (4) involvement of colleges of education in implementing career education. Section 4 has two basic components. Part 1 deals with a set of proposed basic standards for completion of high school. Part 2 provides suggested career education guidelines for utilization in the basic subjects, with examples offered for English and mathematics. (MW)

This report describes a number of innovative continuing education programs for Canadian women under the auspices of universities, local educational authorities, and other organizations. It covers daytime (largely part time) classes at Mount St. Vincent University, the Thomas More Institute, and the Universities of British Columbia, Calgary, Guelph, and Manitoba; offerings by extension departments and continuing education centers at McGill, the University of Toronto, and the Universities of Alberta, British Columbia, Calgary, Guelph, and Manitoba; and activities of the Adult Education Division of the Calgary School Board, including those in cooperation with the University of Calgary. It also deals with a public affairs education program in Toronto, training of volunteers by and for the National Council of Jewish Women, discussion groups sponsored by the Young Women's Christian Association, career seminars at Centennial College, professional courses of the Quo Vadis School of Nursing, as well as a Federal work orientation program, correspondence study, English for New Canadians, and educational television in Quebec. (ly)

Included in this third issue of a series of bibliographies with abstracts are 115 items dealing with significant materials published in Ceylon on various aspects of education between January 1, 1963 and December 31, 1965. Titles in Tamil and Singhalese are translated into English. Special attention is given to the subject of educational problems, planning, and policy, with listings covering: (1) education and the state, (2) equalization of educational opportunity, (3) language issues in education, and (4) university education. Along with entries pertaining to teacher education, the bibliography places considerable emphasis on items concerning the content of education and methods of teaching. Other subjects treated are: (1) educational commissions, committees, and theory; (2) child and youth psychology (guidance and counseling); (3) special, vocational, technical, and adult education; and (4) examinations and history of education. Also provided are a list of the periodicals and newspapers abstracted and an author index. For a companion document see ED 029 534. (AF)

This quarterly publication announces the availability of instructional materials acquired and processed by the Educational Resources Information Center (ERIC) Clearinghouse on Vocational and Technical Education. It should be of particular interest to teachers, curriculum specialists, supervisors, and administrators involved in curriculum development or the use of instructional materials in the teaching-learning setting. Each abstract, a condensation of the report in about 200 words, usually includes the means used to develop the material, the setting for use of the material, and source of available copies. Abstracts are included under the following sections: Agricultural, Business and Office, Distributive, Health Occupations, Home Economics, Industrial Arts, Technical, Trade and Industrial, and General Vocational and Technical Education. An author index, document number index, and subject indexes are provided. Most of the documents which have not been announced in "Research in Education," are available as a separate microfiche set from the ERIC Documents Reproduction Service (VT 010 834). Others are available from the source identified in the abstract. (CD)

This quarterly publication announces the availability of instructional materials acquired and processed by the Educational Resources Information Center (ERIC) Clearinghouse on Vocational and Technical Education. It should be of particular interest to teachers, curriculum specialists, supervisors, and administrators involved in curriculum development or the use of instructional materials in the teaching-learning setting. Each abstract, a condensation of the report in about 200 words, usually includes the means used to develop the material, the setting for use of the material, and source of available copies. Abstracts are included under the following sections: Agricultural, Business and Office, Distributive, Health Occupations, Home Economics, Industrial Arts, Technical, Trade and Industrial, and General Vocational and Technical Education. An author index, document number index, and subject indexes are provided. Most of the documents which have not been announced in "Research in Education," are available as a separate microfiche set from the ERIC Documents Reproduction Service (VT 009 856). Others are available from the source identified in the abstract. (CD)

The six papers are: (1) "Vocational Education Program Planning at the State Level," by Walter M. Arnold, Director, Pennsylvania Vocational Education Study, (2) "A Systems Approach to Vocational-Technical Education Planning at the Local Level," by Cleveland L. Dennard, President, Washington Technical Institute, (3) "The Role of Professional Vocational Education Personnel in State Program Planning and Evaluation," by William G. Loomis, Assistant Superintendent, Division of Community Colleges and Vocational Education, Oregon State Board of Education, (4) "State Advisory Councils for Vocational Education," by Rupert N. Evans, University of Illinois, (5) "Methodologies for Conducting State Program Evaluation," by Harold Starr, The Center for Vocational and Technical Education, The Ohio State University, and (6) "Summary Paper," presented by a representative of the Bureau of Vocational Education, Kentucky State Department of Education. (DM)

This quarterly publication announces the availability of instructional materials acquired and processed by the Educational Resources Information Center (ERIC) Clearinghouse on Vocational and Technical Education. It should be of particular interest to teachers, curriculum specialists, supervisors, and administrators involved in curriculum development or the use of instructional materials in the teaching-learning setting. Each abstract, a condensation of the report in about 200 words, usually includes the means used to develop the material, the setting for use of the material, and source of available copies. Abstracts are included under the following sections: Agricultural, Business and Office, Distributive, Health Occupations, Home Economics, Industrial Arts, Technical, Trade and Industrial, General Vocational and Technical Education, and Other Resources. An author index, document number index, and subject index are provided. Most of the documents which have not been announced in "Research in Education," are available as a separate microfiche set from the ERIC Documents Reproduction Service (VT 009 405). Others are available from the source identified in the abstract. (EL)

Designed to suggest solutions to problems of curricula and instructional techniques for physically disabled children, the text considers the nature of the child and discusses these aspects of curriculum and methods: definitions and objectives; teachers and administrators; time requirements and enrichment; grouping; reading instruction; testing, homework, and teacher's aides; automation; and classroom procedures. The following are also discussed: preschool education; language arts, art, music, physical education, math, and science in kindergarten; primary grades; language arts, math, social studies, and science in upper elementary grades; English, social studies, math, science, business education, and art, photography, puppetry, music, library, physical education, health, home economics, and guidance in secondary education; and extra-curricular activities including field trips and driver education. A summary and implications for future curricular changes are presented. (RJ)