Education & Pedagogy

The book examines the history and speculates on the future of special education, particularly with reference to P.L. 94-142, the Education for All Handicapped Children Act and the Education of the Handicapped Act Amendments, P.L. 99-457. Part 1 focuses on the history of legislation (including Section 504 of the Rehabilitation Act, amendments to the Elementary and Secondary Education Act, and Senate and House action leading to P.L. 94-142); the history of regulations (proposed and final rules); and the history of litigation. Part 1 concludes with a review of advances in teaching methods, with a section on technology in the classroom. Addressing the future of special education, Part 2 begins with a discussion of money problems and questions about backlash. The future of special education litigation is addressed in terms of such issues as extended year programing, placement in the least restrictive environment, Acquired Immune Deficiency Syndrome, due process, mediation, the Medicaid conflict, and attorneys' fees. Placement problems are also explored, including overplacement of learning disabled students and the controversy over "slow learners." Problems of excessive paperwork are noted, and the possibility of computerized individualized education programs is examined. A final chapter focuses on the new mandate of P.L. 99-457, the 1986 amendments to the Education of the Handicapped Act, to serve handicapped infants and toddlers. Personnel and financial issues are considered. Among appended material is the text of the Education of the Handicapped Act. (CL)

A collection of 15 articles on cross-cultural issues in Alaskan education addresses educational policy issues, educational development issues, community/school issues, and teaching/learning issues. The one theme that permeates all of the articles is the value of participation by community members in all levels of the education of their children. Under educational policy issues are: "A Native Philosophy of Education" (Pavilla); "Cultural Definitions and Educational Programs" (Dubbs); "Cultural Considerations in Technological Innovations" (Orvik); and "The Log School: A Case for Appropriate Design" (Dubbs/Barnhardt). Educational development issues covered are: "Psychology of Culture Change and Education for Economic Development" (Tamas); "Nonformal Educational Strategies for Rural Development in Native Alaska" (Gaffney); and "A Cross-Cultural Training and Development Program for Rural Alaskan Teachers" (Grubis). Community/school issues include: "Bicultural School Organization and Curriculum" (Mendenhall); "Native Cultural Contexts and Formal Education" (Schafer); "Decisionmaking in a Rural Alaska Community" (Madsen); and "Folklore and Educational Administration in Alaska" (Rider). Teaching/learning issues are discussed in: "Promises to Keep" (Kuhn/Esmailka); "Tuning-In: Athabaskan Teachers and Athabaskan Students" (Barnhardt); "Social Control and Social Organization in an Alaskan Athabaskan Classroom" (Van Ness); and "Yup'ik Eskimo Women and Postsecondary Education" (Harrison). (MH)

Regional seminars were held to assess the ideas presented in the report, sponsored by the National Academy of Sciences, entitled "Education for Tomorrow's Jobs" and to record ways to improve the quality of vocational education. The organizers of the seminars invited knowledgeable experts in the field to discuss ways to improve vocational education and to generate activities that would make vocational education an equal partner with academic education in the education systems as a whole. Concerns were voiced regarding the issues of enhancing excellence in education, strengthening the teaching staff, improving access to vocational education, and strengthening financial support for vocational education. The following were among the strategies identified to deal with these concerns: required and supported business and industry internships for vocational teachers, establishment of incentives such as career ladders to attract and retain qualified teachers, establishment of state collaboration councils to promote voluntary sharing of resources, establishment of employment insurance as a companion with unemployment insurance, modification of high school graduation requirements from a course basis to a competency basis, and development of tax incentives to business and industry for student and teacher internships. (Appended to this report are a seminar schedule and agenda as well as the texts of remarks made by T. H. Bell and Robert M. Worthington of the U.S. Department of Education concerning the aforementioned report.) (MN)

This publication is devoted to distance education. "The Future of Distance Teaching Universities in a Worldwide Perspectives" (John S. Daniel) examines challenges likely to face the various countries and regions of the world in the next decade. "An Australian University's Approach to Distance Education--Formal and Non-Formal" (Peter M. Grayson) describes the transformation of the University of Queensland's provision for distance education. "Open Learning System for Hong Kong, Problems and Possibilities" (Charles Wong) focuses on cost effectiveness, resources, and options (target population, free-standing versus being attached to an existing institution, teaching methods). "Korean Distance Learning System and Structure" (Synghan H. Kim) explains the operations of Korea's well-established system of distance learning, which includes a Correspondence High School, Korean Correspondence University, and Open Colleges of Engineering. "The Television Broadcasting University of China" (Tong Li) discusses course, target groups, students, and program production. A brief description follows of the Open College of the University of East Asia, Macau. "An Off-Campus Programme in Malaysia" (Datuk Musa Mohammed) describes the program and its problems. "A Comparative Study of Distance Teaching in Papua New Guinea and Kenya" (G. S. Kaeley) concludes that distance teaching is a cheap method of inservice teacher training and can improve standards of teaching. "Communication Satellites and Tertiary Education" (James C. Lange) considers local, regional, national and international applications of new technology to improve research, teaching, and administration in higher education. (YLB)

Together in one volume are the essential points of nine national education reports that are most often referred to and discussed, plus a review of a report concerning vocational education. Chapters present and synthesize the major findings and recommendations of the national reports, according to the area of focus--goals and instruction, for example. Listed in order of their publication are the reports discussed: (1) "The Paideia Proposal" (Adler); (2) "A Nation at Risk" (National Commission on Excellence in Education); (3) "Action for Excellence" (Task Force on Education for Economic Growth); (4) "Academic Preparation for College" (College Board); (5) "Making the Grade" (Twentieth Century Fund Task Force on Federal Elementary and Secondary Education Policy); (6) "High School: A Report on Secondary Education in America" (Carnegie Foundation); (7) "Educating Americans for the 21st Century" (National Science Board Commission); (8) "A Place Called School" (Goodlad); (9) "Horace's Compromise: The Dilemma of the American High School" (Sizer); and (10) "Educating for Tomorrow's Jobs" (National Research Council). Following these are two short observations from other writers (Robert Hampel, Marshall Smith and Lawrence Stedman) about the education reports. The Council for Basic Education reflects on its position on education issues in the concluding chapter of the volume. The appendix presents how the reports were put together, by whom, how long they were in preparation, the method of inquiry used, and the release date of each report. Directions are provided for ordering copies of the reports reviewed. (MLF)

Information on the Florida state-supported higher education system is presented to enhance the black citizen's capability to discuss and influence the future design and operation of public higher education. Attention is directed to: the structure of higher education; developments in the community colleges, state universities, and land grant colleges; and Florida's desegregation plan for higher education and relevant court cases. Additionally, black presence in public higher education is considered in areas such as top-level decisionmaking bodies, employment opportunities within higher education; and educational opportunities. Based on the 1970 census, black citizens represented 15.5 percent of Florida's population. Blacks comprised roughly 9.3 percent of the community college enrollees in the fall of 1973 (more than half of these students were enrolled in nondegree programs), and 8.5 percent of public university students. As of January 1974, black citizens held only 21 of 211 positions on the principal policy and decisionmaking higher education boards. Of these 21, 20 were on community college boards. In addition, only 6.1 percent of the full-time faculty at state-controlled senior colleges and universities were black, and the number and percentage were smaller for the community colleges. The data indicate that black enrollment and employment within higher education are limited. Appended materials include: lists of members of the board of regents of the state university system and of community college districts by county, and information on the independent status versus annexation of public black colleges in the United States. (SW)

This exploratory study of vocational education teachers' preparation to improve students' basic skills was based on previous work conducted by the National Center for Research in Vocational Education. Eleven questions about basic skills were developed and asked in interviews conducted with a total of 46 faculty and 165 students at nine vocational teacher education institutions. In addition, catalogs from the institutions were reviewed for mention of requirements related to instruction in providing basic skills assistance to vocational students in teacher education programs. Most vocational teacher education students interviewed felt they were prepared to teach basic skills to their secondary vocational students, by virtue of their personal preparation and grasp of the skills, rather than as a result of specific teacher training in teaching such skills. Vocational teacher-students also gained some limited preparation for teaching basic skills through life experiences such as from employment and from their parents. The teacher education students generally thought that they had a responsibility to improve their students' basic skills, although the amount and type of such commitment varied widely. Some potential teachers expressed concern about lack of time for teaching such skills in vocational programs. The study suggested that further research is necessary to determine where basic skills should be taught, how vocational teachers are teaching such skills, and what inservice as compared to preservice teachers think about this topic, among other suggested research areas. (KC)

The attitudes of current and former Alabama legislators and educators toward higher education were surveyed. Attention was directed to current attitudes about higher education and changes in attitudes in the last 10 years, along with views on the influence of information sources. Questionnaire respondents were asked how accurate and responsive state educational agencies are to their inquiries about higher education, and how much influence information sources have on their general feelings and attitudes toward higher education. An additional question sought to determine the relationship, if any, between feelings about elementary/secondary education and higher education. Specifically, the effectiveness of information provided by the Alabama Commission on Higher Education, the State Department of Education, and the universities were investigated. Using a Likert scale, respondents rated the influence of 25 factors including the Alabama Education Association (a quasi-union), campus newspapers, faculty and student contacts, institutional executives, trusted friends, and the Governor's staff, among other influences. The summaries of responses to the questionnaire are appended. Overall, current members of the Alabama Legislature appeared to have a supportive attitude toward higher education. It is suggested that the favorable attitude is generated and maintained by the legislators' previous personal experiences and their present and future personal contacts with friends, educators, and students. In comparing attitudes over a 10-year period, 67 percent of the educators expressed the opinion that legislative attitudes today were less favorable than 10 years ago. The majority of both groups of legislators, however, disagreed to some extent that their favorable attitudes had declined. (SW)

A study was conducted to develop baseline information about the cost effectiveness of cooperative vocational education to be used in teacher education programs in Pennsylvania. Information gathered included data on cost effectiveness, types of occupations for which students were prepared, the effect of school dropout and youth employment on local labor markets, the public relations effect of cooperative programs, the personality effect on cooperative education students, and the effect on career decision making. Information was gathered from employers, guidance counselors, parents, students, local employment offices, and unit superintendents about six county-wide programs in the state (Clearfield, Erie, Fulton, Lehigh, Schuylkill, and York). Analysis of findings from these data resulted in the following conclusions, among others: (1) cooperative vocational education is very cost effective from the point of view of employers, guidance counselors, parents, students, and school administrators; (2) cooperative education has a positive effect on youth unemployment and school dropouts; (3) state employment offices see cooperative education students taking jobs that could go to older workers; (4) cooperative education programs tend to discriminate by sex; and (5) cooperative education tends to reduce the need for teachers. Recommendations were made for expanding cooperative education to more females, increasing training of teachers involved in the programs, offering more career exploration programs earlier, expanding public relations consciousness, and making more efforts to keep vocational education in tune with changing technologies. (KC)

Access to higher education in Western industrialized countries in the 1960s and 1970s and structural policies are reviewed, along with policies on institutional patterns in the Federal Republic of Germany and the outcomes of the policies. Higher education policy in almost all Western industrial societies neither expanded in response to the increased number of applicants, nor restricted admissions according to presumed manpower requirements. The dominant reaction was to change the institutional pattern of the growing higher education system. The background of this policy is discussed, and different structural models prevalent in the international debate on changing institutional patterns are explained, as are related policies concerning access to higher education. The competing concepts of the diversified model and the integrated model in West Germany are examined, as are other structural models. Among the reasons that access to higher education was not geared closely to the resumed manpower demand are the following: it was difficult to assess manpower requirements and the quantitative development of higher education, and efforts to reduce inequalities of opportunities competed with the aim of gearing education to manpower requirements. Arguments that have been used against an expansion without structural changes include: educational quality might drop, and governments did not want to increase higher education expenditures corresponding to the rising social demand for higher education. In most Western countries the growing number of students was primarily absorbed by extending the less prestigious sectors of higher education. A bibliography is appended. (SW)

This booklet, written by practitioners in the field, is designed to be a practical "how-to" guide to help teachers and administrators to set up a K-12 career education program. The first section of the guide presents a rationale for career education, and general information on setting up a local plan for comprehensive career education. The second section of the manual presents career education program activities for administrators, staff, and students. Activities proposed for administrators include a needs assessment, a career education plan, community action councils, a public relations program, and advice on working with Comprehensive Employment and Training Act (CETA) agencies. Staff activities suggested for developing and conducting a career education program include an inservice teacher education program, career education planning matrix, career resource centers, using video in career education, using media centers, using labor market information, and the Career Information Delivery System (CIDS) as a counselor/teacher resource. Activities which can be conducted for and by students are a career fair, a career awareness fair, mini-workshops, job shadowing, community-based learning, resource site development for community-based learning, independent study program, and a job placement program. For each activity, grade levels, objectives, information on how to conduct the activity, needed forms, and the name and address of a contact person is provided. All the activities were developed by career education teachers and administrators in Maine. (KC)

This guide offers a framework for planning, implementing, and evaluating a physical education program for students in primary grades through high school based on Connecticut state goals. The first section contains a discussion of the philosophy and goals of physical education programs and current trends in physical education. The second section discusses the contributions made to physical education from the biological, physical, and behavioral sciences. In the third section, suggestions are made for developing a comprehensive physical education program in the schools. The fourth section deals with designing a curriculum suitable for students at different levels of physical, mental, and emotional development from the ages of three to eighteen. Suggestions are made for considering the characteristics of students at each developmental level, their needs and interests, the teaching philosophy used at each stage, learning outcomes, and desirable experiences. Teaching styles and methods are discussed in the fifth section, and student evaluation and measurement techniques are considered in the sixth section. The seventh section offers insights and suggestions for dealing with students with special needs. Federal, state, and local legal requirements affecting Connecticut school responsibilities are covered in the eighth section. The ninth section recommends organizational and administrative procedures. The tenth section discusses physical education facilities, equipment, and supplies. The final section contains suggestions for extraclass athletic and recreational activities. The appendix contains statewide goals for education specific to Connecticut, a glossary, samples of exemplary physical education practices, and lists of physical education supply sources and resources. (JD)

Intended for use with an Open University (England) course, the book contains 27 papers on issues affecting handicapped students in special education. Topics considered include the individual and his/her relationship to the environment; the history of special education in the United Kingdom; varieties of special programs; relationships among parents, professionals, and children; special education policy factors; and research, theory, and practice. Among titles and authors are the following: "Sociological Perspectives on Mild Mental Retardation" (J. Mercer); "Physical Handicap in Children: Source of Variation" (J. Golding); "Mental Handicap: The Historical Background" (J. Ryan, F. Thomas); "The Origins of Special Education" (G. Sutherland); "Maladjustment: A History of the Category" (I. Bowman); "Young Children with Special Needs in Ordinary Schools" (M. Chazan, et al); "A Junior School Resource Area for the Visually Impaired" (S. Hegarty, K. Pocklington); "Special Provision for PH Pupils in Secondary Schools" (C. Cope, E. Anderson); "Intermediate Treatment, Special Education and the Personalization of Urban Problems" (P. Beresford, S. Croft); "Special Provision in Post-School Education" (J. Panckhurst); "Parents and Professionals" (J. Gliedman, W. Roth); "The Provision of Health Services to Handicapped Children and Their Families" (The Court Report); "Finance and Policy-Making in Special Education" (J. Lukes); "Handicap in Northern Ireland: A Special Case?" (F. Stephen); "The End of a Quiet Revolution: The United States Education for All Handicapped Children Act, 1975" (A. Abeson, J. Zettel); "Street Level Bureaucrats and Institutional Innovation: Implementing Special Education Reform" (R. Weatherley, M. Lipsky); "The Role of Psychological Research in Special Education" (C. Sinha); and "Principles of Curriculum and Methods Development in Special Education (D. Power). (CL)

The geographic, enviornmental, and demographic conditions in Alaska create extreme difficulties for rural small school teachers who must cope with students with abilities ranging from gifted to retarded. Mainstreaming is taken for granted in Alaska where program development to aid rural teachers in providing special education services to their handicapped students has been slow and inadequate. Centralized approaches to program development (under the umbrellas of the Bureau of Indian Affairs, the Alaska State Operated School System, and the Rural Education Attendance Areas) have offered training seminars for teaching aides, itinerant resource teachers, specialists and teachers in special education, materials development, and diagnostic services. Local approaches have revolved around two models, the full district model, such as that in use in the large Iditarod School District, and the itinerant model, in which special education teachers visit village schools to monitor the program and provide guidance and resources for the responsible teaching aide. While training in Alaska is limited, rural teachers and aides can receive pre- and inservice training through the following agencies: the Department of Education (direct services to handicapped students, inservice programs), the University of Alaska main campuses (special education certification for teachers, inservice programs), the University of Alaska main campuses (special education certification for teachers, inservice programs), and the community colleges (paraprofessional preparation for aides). (SB)

A series of two 2-week workshops was conducted in East Africa in 1987 by the German Foundation for International Development to assist educators in the development of instructional materials for distance and adult education. These workshops were designed to: (1) bring together writers of distance education materials to share their experiences and learn together; (2) build a core of experienced distance education materials designers and writers who would disseminate their skills throughout the region; (3) familiarize course writers with what is involved in a distance education system; (4) equip course writers with the skills needed to design a specific correspondence course; and (5) have course writers plan, develop, and write a unit for a specific course. Topics covered in the workshops included the essential elements of distance education; the characteristics and needs of distance learners; course development for distance education; course production; assessment of learners; and testing and evaluating the course materials. More than 20 participants from Kenya, Somalia, and Tanzania met in March for 2 weeks, then returned to their institutions and completed the units outlined and designed at the workshop. They met again August for 2 weeks to present their units and have them commented on by other participants and facilitators. Five publications which constituted the basic documentation for the workshops are listed, and three appendixes provide the results of summative evaluations of the workshops, a list of participants, and a list of units produced at workshops in 1985-1987. (EW)