Education & Pedagogy

In order to supply drug education guidelines for its schools, the Michigan State Board of Education created an advisory council of professionals from the fields of drugs and education, parents, and high school and college students. The council developed the present set of guidelines designed to define the role of the school in drug education and to suggest procedures for discharging its responsibility. These guidelines have been organized around eight major issue areas faced by the school in dealing with student drug problems: 1) adopting worthwhile objectives for a school drug program, 2) the school's role in drug education, 3) the drug education program in school, 4) the school's role in guiding, counseling, and referral of the drug user, 5) monitoring and controlling flow of drugs in the school, 6) the school in community cooperation for development of drug programs, 7) in-service education of school staffs, and 8) selection of instructional materials, resources, and methods. (Author/SES)

This pamphlet was designed to provide vocational educators, administrators, and other individuals interested in developing and/or implementing cooperative vocational programs with information on the subject. Answered are these questions: (1) What evidence is there that cooperative vocational education is necessary or that it is better than other methods of instruction, (2) How does cooperative vocational education differ from other work-experience programs, (3) What are the characteristics of a good cooperative vocational education program, (4) What is related instruction in a cooperative vocational education program, (5) Where can instructional materials for cooperative vocational education be obtained, (6) What qualifications must a successful teacher-coordinator possess, (7) What are the characteristics of a suitable job training station, and (8) What are some problems that can be anticipated in developing and operating a cooperative vocational education program. Publications containing more extensive information on the subject are cited. (SN)

The third annual evaluation report of the North Dakota Advisory Council for Vocational Education is developed in four phases: (1) recommendations incorporating the rationale for resulting recommendations to the State Board for Vocational Education, (2) evaluation of the State goals and priorities (Goal I), (3) serving people and their needs (Goal II), and (4) assessment of Goal III, the extent to which Council recommendations for the previous year have been accomplished. The Council found that North Dakota's vocational education programs were realistic and progressing toward an effective system. Every 1972 goal had been met or exceeded. Recommendations for 1973 included certification requirements for school administrators and guidance personnel, continuation of the career education concept, encouragement of student organizations in vocational education, establishment of a comprehensive vocational education evaluation plan, and development of comprehensive multi-district vocational programs. (MF)

This booklet is intended both to upgrade the image of the skilled nonprofessional worker and to furnish a guide to vocational education opportunities in Spokane, Washington. An extensive rationale for career education and vocational education is presented, citing the problems of unemployment, poverty, and the failure of our educational systems to instill good attitudes toward the established way of life. Significant trends in business and education at the local, state, and federal levels are discussed, noting the responsibility of American education for effecting institutional changes. Vocational education programs at the community level are described in detail. Descriptions of the future of American society are presented, highlighting the role of vocational education and career development. General and specific objectives and a content outline precede these descriptions. (AG)

This guide discusses the need for and ways of implementing human and civil rights education in the teacher education program and in the public schools. One section analyzes specific rights, such as equality of opportunity, free speech, and freedom of assembly, and lists some typical behaviors of institutions--both colleges and public schools--which exemplify a commitment to rights or which appear to be a violation of them. Another short section lists democratic educational processes, such as discussion and cooperative planning, and points suggestions for incorporating human and civil rights education into the teacher education program--both preservice and inservice. Suggestions for the preservice program include discussion of content, activities, timing, and ways of incorporating this content into existing education courses. The section on inservice education includes a sample schedule for a 2-day conference and a sample list of objectives and activities for a 1-week workshop. (RT)

This paper brings together and examines several of the better known developments in the field of simulation as an instructional alternative in teacher education. Six examples of simulation in preservice and inservice teacher education are described. Each description includes information on the purpose and form of the simulation, how to use it, its specific advantages and drawbacks, and whom to contact for further information. The six examples are 1) classroom simulator, 2) teaching problems laboratory, 3) Project Insite, 4) low-cost instructional simulation, 5) human relations: one dimension of teaching, and 6) inner-city simulation laboratory. The booklet discusses the general advantages of simulation and the specific advantages of using it in conjunction with student teaching, as part of the college-based teacher education program, and in inservice and graduate education. The report also outlines briefly several questions which should be considered in deciding whether or not to use a particular simulation. (RT)

The problems and future of university adult education and the importance of adult education to the educational and social progress of the United Kingdom provide the bases of this report. The Universities Council for Adult Education is currently made up of representatives from 39 colleges and universities in the United Kingdom. Following a statement of the underlying principles on which the report is based, discussions are presented of the following topics: Universities and the Community; The Character of the Universities' Contribution to Adult Education; Present Growing Points; Partnership with Other Bodies; The Role of Departments of Adult Education; Degrees, Diplomas and Certificates for Adult Students; Tutors and Training; Research in Adult Education; Accommodation; Organisation and Finance of University Adult Education; and The Division of Responsibilities Between Universities. A concluding Summary and a Summary of Recommendations are given. Statistical tables, four appendices, and a list of references are included. (DB)

This paper explores the role the foundations studies might play in the preparation of teachers. It concentrates on the humanistic foundations of education, which are defined as the history and philosophy of education and the social foundations of education. Part I beiefly surveys the status of the humanistic foundations as currently taught in teacher preparation programs. Part II examines criticisms and responses to criticisms of teaching in the humanistic foundations as they are formulated by writers from outside the field of professional education. Part III examines and evaluates several reasons for having prospective teachers study in the humanistic foundations of education which have been offered by scholars working within the separate foundations fields. The final section presents a reformulation of the humanistic foundations of education which builds upon the thinking cited earlier, but which lends itself more directly to helping prospective teachers reorganize and meet problems that typically arise in the course of their practice. (Author/RT)

An indepth study of the drug issue and problem in American schools is presented in this Education U.S.A. Special Report by the National School Public Relations Association. Dealing with what is and what is not being accomplished, the report probes the extent of the drug problem; reasons for its existence; the scare tactics of overkill versus the listless approach of underkill as used in drug education programs; the state of drug abuse education programs across the country; model anti-drug projects; essential components of a K-12 program; establishing policies and in-school methods of dealing with drug users; and the role of the parent. Present legislation and the intent and implication of laws that deal with drugs are covered as well as facts and figures about drugs, their use and abuse. Bibliographies of drug education projects and reference materials are designed for educators planning drug abuse education programs. (BL)

The results of the author's year and a half spent observing and analyzing 47 British state schools for young children are presented. The practice and process, the history and theory of informal education in England's primary schools are examined. Through descriptions of actual episodes, scenes, and schedules for British children up to age eight, the author shows exactly how English informal schooling provides individual attention for each student despite large classes in poor neighborhoods and a limited national budget. She discusses the curriculum in depth, especially reading, math, and science. Her accounts describe how the English organize their schools and train their teachers to achieve the adaptations required for informal education. In a summary chapter she points out the differences in philosophy which characterize American elementary education as opposed to the British system. (JY)

"A Look at Indian Education in the 70's" was the theme of this conference, where representatives from 10 American Indian tribes gave general remarks about the status of education on their reservations. Included in the remarks was information on the number of students in higher education, adult education, early childhood programs, and elementary and secondary schools. Various tribal scholarship programs were mentioned, as were problems encountered by Indian students in various educational programs. Included in the conference proceedings are the keynote address, a report from the Tribal Leader Panel, and summaries of the following workshops: (1) Central Office Policy on Indian Education, (2) Teacher Aide Programs, (3) Functions of National Indian Education Association, (4) Indian Community Schools, (5) College Indian Studies Programs, (6) Bureau of Indian Affairs Educational Programs, (7) Intercollegiate Indian Programs and Clubs, and (8) Problems of Urban Indians. Discussions of panel presentations conclude the document. (LS)

This document contains the prepared remarks given at the Legislative Work Conference (LWC) of the Southern Regional Education Board. The LWC concentrated on the changing face of higher education. The once traditional term higher education is now increasingly replaced with references to postsecondary education, with options for students multiplying rapidly and including everything from new programs in proprietary and occupational-vocational schools through post-doctoral education opportunities. The document is divided into 5 sections: The Roles of the Various Postsecondary Institutions (proprietary, community colleges, state vocational systems, undergraduate colleges); Needs and Demands in Education for the Professions; Student Fainancial Aid (state and federal responsibility, needs and resources in the South); New Forms of Regional Cooperation; Statements of the Governors of South Carolina and Tennessee. The document also contains a roster of the delegates. (PG)

This is the report of a study conducted to develop a system which would identify the primary elements needed to install career education at the local level, provide insight into attitude changes needed regarding the installation of career education, identify strategies that could be initiated to enhance the installation of career education, and to provide local school personnel and the public with a comprehensive and systematic overview of their roles and responsibilities regarding the installation and implementation of career education. The system developed consists of involving and orienting key groups, analyzing educational systems, defining goals, selecting or creating career education programs, preparing for program installation, implementing a career education program, and evaluating career education programs. (An eight-item bibliography and a Career Education Program Implementation System flow chart are included.) (KP)

In every advanced society the problems of higher education are problems associated with growth. Growth poses a variety of problems for the education systems that experience it and for the societies that support them. These problems arise in every part of higher education--in its finance, in its government and administration; in its recruitment and selection of students; in its curriculum and forms of instruction; in its recruitment, training, and socialization of staff--growth has its impact on every form of activity and manifestation of higher education. This essay argues that the problems facing higher education can be understood better as different manifestations of a related cluster of problems, and that they arise out of the transition from one phase to another in a broad pattern of development of higher education, a transition from elite to mass higher education, and subsequently to universal access. Underlying this pattern of development are growth and expansion. (Author/MJM)

This document reviews the first year of progress for the Performance-Based Education (PBE) project at Northern Montana College. The project is a projected five-year (five-phase) plan to adapt curricular offerings to a performance-based standard. The five phases will focus on the following activities, respectively: (a) identification of competencies for vocational-technical education and teacher education; (b) development and initiation of PBE in vocational-technical education and teacher education; (c) full implementation of PBE in vocational-technical education and teacher education; (d) initiation of PBE in majors, minors, and general education and development of PBE in graduate programs; and (e) implementation of PBE college-wide. Included within this report are examples of performance goals and objectives established for various course offerings. Also included are descriptions of phase one, with implications for future directions of the PBE Project. (Author/HMD)