Education & Pedagogy

The data used in the report were compiled from several indices used to evaluate the career education efforts in Pima and Cochise Counties in Arizona. The findings unequivocally show a trend whereby career education exposure enhances occupational knowledge, career awareness, economic awareness, decision-making skills, and realistic career planning and preparation. The data also show that students exposed to career education are more positively oriented toward integrating their educational experience with their future plans. An analysis of eight career education activities (occupational exploration kits, in-class work experiences, career education games, career education fairs, community resource speakers, occupational ability/interest tests, occupational films, and occupational tours within the community) demonstrates that their effectiveness varies with students' age. Finally, the data indicate that student goals in the area of educational and occupational achievement are most influenced by parental expectations. (Author/JR)

General works (bibliographies, year books, directories, encyclopedias, periodicals), historical and descriptive surveys and biographical notes, international, national, and state organizations and movements, adult education methods and subject fields, theoretical aspects, service to special clientele groups (women, youth, immigrants, aborigines, armed forces, older adults, prisoners, and others), and adult education in Papua, New Guinea, constitute the major parts of this 868-item retrospective bibliography on adult education in Australia. The early mechanics' institutes, labor and workers' education, agricultural education, university extension, community development, the humanities, parent education, and library adult education, are among the subject areas and program types reviewed. Educational methods include correspondence study, group discussion, tutorial classes, residential and nonresidential classes and seminars, and independent reading. Entries are grouped under subject headings and arranged chronologically within sections. Also included are author, subject, and periodical indexes. (ly)

A Task Force on Higher Education was established to define the role and chart the course for the National Education Association (NEA) in the field of higher education. The following areas were studied as a basis for recommendations: (1) the historic role of the NEA in higher education; (2) the principal organizations in higher education, including their methods of operation and future plans; (3) basic data on higher education for base periods (1957, 1967, and 1975), for trends and projections; (4) an identification of the alternative role available to the NEA; (5) an examination of each alternative role by means of systems analysis for the best possible information on the costs and benefits of any course of action; (6) activities in the field of higher education at the state level; and (7) possible implications for higher education of pending amendments to the NEA Constitution. Based on an analysis of the above information, a specific program of action is outlined. (IM)

The material in this report is taken from the Sausalito Teacher Education Project (STEP) Progress Report prepared for February 15, 1967, and is intended as an overall description of the project which is a cooperative effort of San Francisco State College and the Sausalito School District to establish an off-campus Teacher Education Center. An introduction describes the funding, genesis, and objectives of the project, including the special focus on teaching the educationally disadvantaged. Under "Setting," the Sausalito School District and the functions of the Teacher Education Center are described. Subsequent sections describe "Administration and Personnel,""Instruction and Curriculum,""Evaluation, Instrument Development, and Research," and "Communications and Community Relations," followed by a brief conclusion. (SG)

This publication contains papers presented during a 2-day conference attended by institutional directors of fellowship programs and state directors of vocational education. Papers are: (1) "The Overall Rationale for a Doctoral Fellowship Program" by W. Loomis, (2) "The Status of Doctoral Programs in Vocational Education" by C. J. Schaefer, (3) "The Role of State Education Agencies in Advanced Study Programs in Vocational Education" by J. Struck, (4) "The Nature of Appropriate Internship and Practicum Activities for Advanced Study Programs in Vocational Education" by D. Bjorkquist, (5) "Planning and Evaluation of Advanced Study Programs in Vocational Education" by O. Legg, and (6) "Organization and Management of Curriculum for Doctoral Advanced Study Programs in Vocational Education" by H. Nelson. (SB)

The responsibility of organized medicine in the area of continuing education was the focus of this conference. Papers presented at the conference and summaries of workshop discussion groups comprise this document. The papers are: The Purpose of the Conference; Maintenance of Physician Competence; Motivation for Continuing Medical Education; Peer Review and Evaluation as Educational Tools; Regionalization and Continuing Medical Education; Continuing Medical Education--Issues and Answers; Developing and Teaching Faculty at Community Hospitals; Self-Assessment and the Professional Society; The Postgraduate Medical Institute Program in Continuing Medical Education; the MIST Program; Clinical Traineeships; and The Physical Profile Program for Continuing Medical Education. The workshops were on motivation, evaluation, organization and methods, financing, and the role of the State medical association in continuing medical education. A list of participants is provided. (DB)

This annotated bibliography lists curriculum materials for technical education which were produced by Federal agencies and are related to these subject matter areas: (1) engineering, (2) agriculture, (3) health, (4) office, and (5) home economics. Where possible, these subject matter areas are further subdivided into specific occupational areas. In addition to the technical education area, instructional materials which may have general application to any vocational area are classified into these categories: (1) basic education, (2) related education, (3) guidance and counseling, (4) teacher education, and (5) disadvantaged/handicapped: internal and external. Entries are arranged by title and include date of publication, number of pages, author or corporate author, brief annotation, special aspects, document contents, relevant instructional areas, and document source. An introductory section explains the coding system, locating and ordering materials, and interpreting citations. Related documents are available as VT 014 542-VT 014 547. (SB)

An approach to implementing competency-based education programs using a combination of self-instructional modules, individualized management processes, and group instructional techniques was designed and used for a comprehensive consumer education program incorporated into various high school business education programs. This instructional development was part of Project PACT (Pupil Achievement and Consumer Teaching) conducted at Wayne State University, Detroit, Michigan, in cooperation with three Michigan school districts. Each of the 45 instructional modules in PACT was constructed to lead to specified consumer education competencies and performance objectives, demonstrated by referenced test items. This paper describes the PACT modules and test items and the first year of the tryout phase of the consumer education program. Appended are an instructional module and an example of a test item. (MF)

Increased participation in decision-making at the grass-roots level is one of the principal objectives of Tanzania's development strategy. Since the political decision to commit Tanzania to a path of socialism, restructuring the educational system has become a cornerstone to achieving the desired participation. This paper focuses on case studies of the adult education network, a mass health education campaign, and an experimental community school project. Constraints and contradictions within the Tanzanian system include the continued use of achievement exams at the end of primary school, as well as conflicts between expectations for "Education for Self-Reliance" and the reality of incomplete structural changes in the economic system. The resolution of these conflicts lies in the production of the rural education system and in increasing links with production where such links do not yet exist. (Author)

Designed to assist school districts in making meaningful improvements in programs for their adolescent populations, this publication presents descriptions of 64 innovative and successful educational projects developed throughout the United States. The descriptions are classified in five categories: basic skills, including reading, language arts, and mathematics; career education and guidance; environmental education; special education; and special interest programs such as social studies, humanities, alternative schools, affective education, and teacher improvement. The programs are described in a uniform format that includes an overview; discussions of the rationale and development of the program, its essential elements, and its goals and results; replication criteria for materials used; and information about training requirements, costs of implementation, and the contact person involved. An alphabetical index of program titles is appended. (FL)

This report documents the recommendations derived from conference attention to five areas of concern: (1) responsibility of all sectors to enhance the individual's ability to make informed decisions on environmental issues; (2) the responsibility of all sectors to share information leading to enhanced ability to function in an environmentally responsible manner; (3) responsibility of all sectors to make manpower needs in environmental fields known to those managing career education programs; (4) the responsibility of communities to plan environmental education programs responsive to all sectors; and (5) the need for all sectors to reflect, in action, positive environmental education philosophies. Sectors, as defined by the conference, include business, education, government, environmental organizations, and social/service groups. Specific recommendations with supporting considerations addressing each of the five areas of concern are presented in the appendices. (RE)

Summaries are presented of all research and evaluation work conducted by the Austin Independent School District during the 1977-78 school year. Summaries are divided into the following areas: 1978 at a glance; district priorities; basic skills achievement; systemwide achievement profiles; low socioeconomic status (SES) achievement; professional personnel evaluation; minimum competency; local/state bilingual; Elementary Secondary Education Act (ESEA) Title I; ESEA Title I migrant; ESEA Title VII bilingual; state compensatory education; Emergency School Aid Act (ESAA) basic; ESAA pilot; education for parenthood pilot; Project Parental Involvement, Academic Achievement, Vocational Programming, and Extra-Curricular Opportunities (PAVE); ad-hoc studies; and occasional papers, on such topics as minimum competency requirements, teacher competency testing, time use in schools, data processing systems for testing programs, and communication skills. (MH)

Twenty papers on multi-cultural aerospace education are presented and cover a wide range of topics, all dealing with some aspect of teaching aerospace education with or without applications to the teaching of minority students. Aerospace education as a motivating force in learning is the topic of two papers. Minorities in aerospace education, as a general topic, is covered in nine papers; four papers deal specifically with women in aerospace education. One paper reviews a course taught by its author in which American values and the history of aviation are related. An explanation of the LEARNBALL format (a student-team approach to learning) for classroom organization is another topic. Implications of space education for the future are made in two other papers. (CS)

These proceedings are divided into two major sections. Section I contains papers based on original research and thought and are intended as examples of products of rigorous scholarship. This section is subdivided into three subsections covering the future, the present, and the past. Papers appearing in this section were reviewed by at least two researchers selected for their expertise relative to the article being examined. Twelve papers appear in this section. The second section includes descriptive or journalistic papers and program reviews. Papers for this section are intended to be useful and of interest to environmental educators. In all, 16 papers appear in Section II. A section of guidelines for authors concludes the document. (Author/RE)

This document has been published to fulfill the U. S. Bureau for the Education of the Handicapped's requirements to receive funds under Public Law 94-142. Local education and state agencies involved in the education of handicapped children will refer to this plan for policies and procedures the state will use to implement the requirements of enacted federal and state laws. The plan is submitted by the Oregon Department of Education on behalf of the state as a whole. The document contains information on the educational policy, child identification, individualized education programs, procedural safeguards, least restrictive environment, protection in evaluation procedures, personnel development, participation of private school children, annual evaluation, and monitoring. The appendixes cite the applicable Oregon laws. (Author/MLF)