Education & Pedagogy

Address given at the 44th Annual Illinois Vocational Association Convention, August 17, 1973, Chicago

This proceedings is divided into two parts. Volume 13, Number 1 contains papers presented at the thirteenth annual international conference of the Bulgarian Comparative Education Society (BCES) held in Sofia, Bulgaria June 10-13, 2015. Volume 13, Number 2 contains papers presented at the third International Partner Conference, organised by the International Research Centre "Scientific Cooperation", Rostov-on-Don, Russia, as part of the BCES Conference. The theme of the International Partner Conference is "Contemporary Science and Education: Progress or Regress?". Twenty-eight papers written in English and Russian languages are included: (1) The Role of Education in Development of Wisdom (Neala Ambrosi-Randic and Marlena Plavšic); (2) Relational Resources of a University as a Source of Education Quality Assurance (Irina Bagdasaryan, Zoya Vasilyeva, and Olga Almabekova); (3) Quality Criteria as the Innovative Development Vector of Higher Education (Marina Melnichuk and Alla Varlamova); (4) Practice-Oriented Activity of the Subjects of the Educational Process as a Basis for the Optimal Transition from Tradition to Innovation in the System of General and Professional (Pedagogical) Education (Alexander Letyagin); (5) To the Question about the Quality of Economic Education (Lyudmila Dyshaeva); (6) Organizational Potential of Scientific Work in the System of Neuromanagement by the Example of Higher Education (Olga Nikolaevskaya); (7) Teacher's Professional and Methodical Competence as a Condition for Educational Quality Improvement (Meilikan Altybaeva) [Written in Russian]; (8) Complex System of Educational Activity as a Social and Cultural Basis for the Formation of Cadet School Students' Competences (from the Practice of FSSEI "Stavropol Presidential Cadet School") (Leonid Kuts, Eduard Korabelnikov, Boris Savchenko, and Elena Bukreeva) [Written in Russian]; (9) "Parainclusive" Education of Children as One of the Main Perspective Trends of Educational Development (Alfiya Sultanova and Irina Ivanova) [Written in Russian]; (10) Comparative Evaluation in Education: Methods and Procedures (Sergey Belyakov and Vladimir Kuklin) [Written in Russian]; (11) Obtaining Higher Education by Means of Distance Educational Technologies (Irina Nagaeva) [Written in Russian]; (12) Art Education and Information Technologies: Implementation Practice in Russia and Abroad (Svetlana Melnikova and Ludmila Petrenko) [Written in Russian]; (13) Sociocultural Aspect in the Development of University Educational System (Natalia Olekhnovich and Alexey Seliverstov) [Written in Russian]; (14) Diagnostic Provision of Multilevel Medical Education (Lidia Ramonova, Merjem Belyalova, Pavel Bondarenko, Natalya Egorova, and Olga Rudeeva) [Written in Russian]; (15) Russian Institutes of Higher Education: Drones or Crafts? (Anna Garmonova, Elena Sokolova, Natalia Ryakhina, Yulia Mamonova, Yulia Petrichenko, and Tatyana Ilina) [Written in Russian]; (16) Competence-Based Approach as an Important Factor for Improving the Quality of Students' Training in the Field of "Special Defectology Education" (Zinaida Polivara) [Written in Russian]; (17) Creative Activity Development of the Future Teacher in the Process of Teaching Mathematics Training Methodology (Kandalatkhan Turdubayeva) [Written in Russian]; (18) Emotional and Cognitive Component of Dramatic Art in the Disciplines of Vocal and Choral Cycle (Anatoly Redko) [Written in Russian]; (19) Globalization and Its Influence on Comparative Education Methodology (Oksana Chigisheva); (20) Genesis of Interscientific Thought in the History of World Pedagogy: Background, Condition and Prognosis (Peter Khromenkov) [Written in Russian]; (21) The Problem of Communicative Behavior as a Significant Manifestation Form of Senior Schoolchild's Becoming Sovereignty (Oksana Belenko, Gulzhanar Dzhumazhanova, Kuralay Ospanova, and Aray Amanova) [Written in Russian]; (22) Creation of "Mathematical Music": Scientific and Pedagogical Aspect (Sergei Filatov-Beckmann) [Written in Russian]; (23) Tourism Science in the Context of Tourism Education Development (Irina Ignatyeva) [Written in Russian]; (24) Subjective-Acmeological Approach to the Research Study of Teachers' Professional Competence Development (Irina Lotova) [Written in Russian]; (25) Mechanism of Adequate Regulation in the Banking Sector as a Strategic Element of the Financial System of Russia (Elena Chibisova and Oleg Chibisov) [Written in Russian]; (26) The Motive Analysis for the Purpose of the Solution of Literary Evolution Problems (Alla Lukinova) [Written in Russian]; (27) Complex Training Blocks as a Basis of Educational Humanitarization (Lyubov Savenkova) [Written in Russian]; and (28) The problem of Youth Extremism and Ways to Counter Its Spread in the Russian Federation (Alim Batov) [Written in Russian]. Individual papers contain references. [For "Quality, Social Justice and Accountability in Education Worldwide. BCES Conference Books, Volume 13, Number 1," see ED568595.]

Transition from secondary education to adulthood represents a period during which adolescents with disabilities face multiple responsibilities and changing roles that include establishing independence, attending postsecondary education or training, developing social networks, choosing a career, participating in their communities, and managing healthcare and financial affairs. Sponsored by the Division of Career Development and Transition (DCDT) of the Council of Exceptional Children, this handbook provides a comprehensive resource to the communities of educators, related service and agency personnel, families, caretakers, counselors, and other stakeholders who facilitate these complex transitions to adulthood for adolescents with disabilities. This comprehensive volume includes coverage of historical foundations, policy, transition programming and planning, development of student skills, and program structure. It also recommends transition supports for students with specific disabilities. The book is organized around a well recognized taxonomy for adolescent transition used by many states to design and reform their transition services. The volume editors are past-presidents of the Council for Exceptional Children's Division on Career Development and are leaders in transition research and practice. Contributors are well-recognized for their expertise in transition. Each chapter includes a discussion of evidence-based research, recommended practices, suggestions for transition personnel and families, and additional resources. This book is appropriate for researchers and graduate-level instructors in special education and vocational education, inservice administrators and policy makers, and transition service providers. This book begins with a foreword by Ginger Blalock. Part I, Introduction and Overview of Adolescent Transition Education, contains the following: (1) An Introduction to Adolescent Transition Education (Michael L. Wehmeyer and Kristine Webb); and (2) Policy and Adolescent Transition Education (David R. Johnson). Part II, Adolescent Transition Education Planning, contains the following: (3) IEP Development in Adolescent Transition Education (Paul Wehman and Pam Targett); (4) Student Involvement in the Transition Process (James E. Martin, Dan Dalun Zhang and David W. Test); (5) Transition Assessment for Adolescents (Debra A. Neubert); (6) Transition Planning Strategies (Janice Seabrooks-Blackmore and Gwendolyn Williams); and (7) Family Involvement in Transition Planning (Donna L. Wandry and Amy M. Pleet). Part III, Student Development in Adolescent Transition Education, contains the following: (8) Life Skills and Community-based Instruction (David W. Test, Sharon Richter and Allison Walker); (9) Preparing Students for the 21st Century Workforce (Cheryl Hanley-Maxwell and Margo Vreeburg Izzo); (10) Career Development and Vocational Instruction (Jeanne B. Repetto and Drew Andrews); (11) Self-Determination and Adolescent Transition Education (Michael L. Wehmeyer, Sharon Field and Colleen Thoma); (12) Structured Work Experiences (Lauren Lindstrom, Bonnie Doren, K. Brigid Flannery and Michael Benz); (13) School Completion and Adolescent Transition Education (Larry Kortering); (14) Social Skills, Supports, and Networks in Adolescent Transition Education (Laura T. Eisenman and Sarah A. Celestin); and (15) Assistive Technology in the Transition Education Process (Karen B. Patterson and Terrence Cavanaugh). Part IV, Adolescent Transition Education Program Structure, contains the following: (16) Adolescent Transition Education and School Reform (Diane S. Bassett and Carol A. Kochhar-Bryant); (17) Middle School Transition Education Planning and Services (Jeanne Repetto); (18) Providing Transition Education to a Diverse Student Population (Sharon deFur and Audrey A. Trainor); (19) Transition to Post-Secondary Education (Kristine Webb and Liz Getzel); (20) Effective Strategies for Interagency Collaboration (Patricia M. Noonan and Mary E. Morningstar); (21) Innovative Employment Support Models (Wendy Parent-Johnson); and (22) Job Development and Placement in Youth Transition Education (Richard G. Luecking and LaVerne A. Buchanon). Part V, Disability Specific Adolescent Transition Education, contains the following: (23) Transition Education for Adolescents with Autism Spectrum Disorders (Brenda Smith Myles and Daniel E. Steere); (24) Transition Education for Adolescents with Learning Disabilities (Cari Dunn and Christina M. Curran); (25) Transition Education for Adolescents with Intellectual Disability (Meg Grigal and Ann Deschamps); (26) Transition Education for Adolescents Who are Deaf or Hard of Hearing (John Luckner); (27) Transition Education for Adolescents who are Blind or Have Low Vision (Karen Wolffe and Jane Erin); (28) Transition Education for Adolescents with Emotional and Behavioral Disorders (Erik W. Carter and Deanne K. Unruh); and (29) Transition Education for Adolescents with Serious Mental Health Conditions (Janet S. Walker and L. Kris Gowen).

Describes the approach to moral education utilized by John Wilson focusing on his claims, arguments, and conclusions. Explores eight specific topics, such as his general perspective on moral education and the meaning and nature of moral. Reports on the areas of difficulty and criticism in relation to his approach. (CMK)

Exposes the sources of anti-Jewish education in Zionist thought and praxis by examining an unsuccessful attempt to educate for sensitivity to the suffering of others in Israel. Argues that this form of education conflicts with themes of Jewish tradition leading to oppressions of the Palestinian "other." (CMK)

Discusses two methodological problems for an ethnohistory of indigenous education: (1) the importance of land and sense of place for discussing events in space and time; and (2) the problems of using North American Indian autobiographies as historical evidence. Refers to recent works on the education of North American Indians. (CMK)

Discusses five ways in which art education seeks to be responsive to cultural difference and diversity internationally: (1) the conservative reaction to minority unrest; (2) rejecting assimilation; (3) pluralism in the curriculum; (4) implications of self-determination; and (5) social reform. Explores the bicultural and multicultural issues in New Zealand. (CMK)