Education & Pedagogy

This document is one in a series of three monographs developed by the National Association of State Boards of Education and designed to acquaint the reader with consumer education issues and how they affect policies. Included in these monographs are articles on what should be taught as part of consumer education, how consumer education programs should be designed, and some current consumer education topics. The articles contain some suggestions for developing policies intended to provide students with practical life skills without detracting from the high priority placed upon reading and math. Focusing on current topics and issues, this monograph presents the following articles: "Energy Scarcity: The Impact on Consumer Expenditures and Life Styles," by Roger LeRoy Miller; "Human Services: The Growing Expenditure," by Alan Gartner; and "Consumer Education for Economic Survival in the 80's," by Virginia H. Knauer. (BM)

Selected issues in educational research and development are discussed as they relate to local educational agencies and institutions of higher education. Local education agencies are defined as public supported schools (elementary, middle/jr. high and high schools) and institutions of higher education as state supported colleges and universities having teacher education programs. Topics include the following: (1) producers of educational research and development--who are they? (2) researchers and practitioners--what is the nature of the relationship? and (3) future outlook--what can be done? Ideas for each of the above topics are presented by reporting from selected articles and papers. While the focus of the paper is on local education agencies and institutions of higher education, other state and national agencies are discussed as they influence educational research and development. (Author/MV)

Written as a guide to be used in the admission and placement of Syrian students in U.S. institutions of higher education, this study discusses the educational system of Syria. Facts about the country, the history of modern Syria, and the history of its education are summarized. The educational system of Syria is described and information is provided on preprimary, intermediate and secondary education; university level postsecondary education and nonformal education programs including intermediate institutes and postsecondary teacher training programs. Special considerations for admissions officer, such as student financial aid and military service obligations, English language proficiency, and credentials evaluation and translation, are examined followed by placement recommendations. Sample documents appear in the appendix. (SPG)

The Career Education Incentive Act (Public Law 95-207) authorizes a career education program for elementary and secondary schools, and for other purposes. It assists states and local education agencies and institutions of postsecondary education in making education as preparation for work both a major goal of all who teach and all who learn and a means of relating work values to other life roles and choices. In this brief document, provisions of the law are presented, including the allocation of funds and application procedures. State plan requirements are outlined, as are use of funds, and methods of payments to the states. Provisions for model programs and postsecondary demonstration projects are presented, as are those for dissemination of career education information. Responsibilities of agencies administering Public Law 95-207 are described, and requirements for annual reports are presented. (BL)

The 41 selections in this volume represent examples of the use of different research techniques to document empirically the existence of sex bias in the schools and its effects on American women and girls. The articles focus on identifying, quantifying, and verifying the existence of discrimination against females in education, both students and teachers. The anthology contains two to five entries in each of the eight main categories: preschool and elementary education; secondary education; textbooks; role formation--occupational, social, and political; counseling; policymaking; higher education; and state and local studies of sex bias in public education. Also included are three appendices of eight sections which list statistical and differential studies and opinion polls. (Author/JK)

This guide is intended to assist school administrative personnel in the integration of consumer education into the curriculum at the elementary level and to assist teachers in planning and implementing consumer education concepts at the primary, intermediate, and upper elementary levels in language arts, mathematics, science, and social studies programs. For each topic contained in the guide there is a content outline followed by performance objectives and related activities for each of the three levels. The consumer education topics are consumer rights and responsibilities, factors in money management decisions, money and banking, comparison shopping, using consumer credit, measurement awareness, food, clothing, housing, transportation, community helpers, consumer health, recreation, warranties and guarantees, consumer fraud and deception, insurance, savings and investments, taxes, and the role of the consumer in our economic system. Selected consumer education materials and selected sources of consumer education information and materials are listed. (TA)

In this publication, the rationale for marine and aquatic education is developed, and marine education as a part of environmental education is defined. Suggested goals of marine and aquatic education that parallel the goals of environmental education, as given by Stapp (1969), are presented. Some of the assumptions of this statement are discussed and recommendations for the development of marine and aquatic education are also presented along with some concluding remarks. The authors reiterate that this statement is not a program or the proposal of a method, but simply a statement on the need for marine and aquatic education. A section of the document is given to the resource, transportation, and historical reasons for marine and aquatic education. Appendices include a description of how the statement was developed, a conceptual scheme for studies of aquatic environments, and a bibliography. (MR)

This report is based on a George Washington University (GW) workshop on service, learning, and individual development that was held at Airlie, Virginia on January 28-29, 1977. The three papers in Part I address the broad issues of how experiential learning can and should relate to the liberal arts curriculum. They include: "Designing Education to Optimize the Interplay of Theory and Practice," by Morris T. Keeton; "Experiential Education and the Liberal Arts," by Robert F. Sexton; and "Career, Experiential, Liberal: Three Educations or One," by Frank van Aalst. The nine papers in Part II describe the GW service-learning programs in law, education, health care, arts administration, and sociology. Part III briefly summarizes a number of the issues that were discussed in the workshop sessions. (Author/LBH)

The status report includes a summary and anlaysis of manpower information collected during the first year of the Massachusetts Special Education Manpower Project and offers some recommendations relative to special education manpower development. Section I focuses on variables affecting special education personnel supply/demand such as P.L. 94-142 (Education for All Handicapped Children Act); numbers, ages, and classification of children with special needs; and fiscal constraints A second section considers the supply of special education related personnel. The demand for special education related personnel is discussed in a third section as it relates to such areas as percentages of children with special needs served in different prototypes, personnel placement problems, and inservice training needs. A fourth section considers the supply/demand balance for various types of professionals (including teachers, administrators, and other specialists). Final sections review state and federal special education training priorities and recommendations. (SBH)

Designed for adult basic education staff members, this book provides general information about adult basic education and about teaching in an adult basic education setting. The first section is introductory; in the second, material is provided dealing with the administrator's role. The third section offers suggestions to teachers regarding their role, the special needs of adult basic education students, and methods for student diagnosis and counseling. A section on curriculum provides general information, sample materials for instruction and evaluation, and lists of resources relating to reading, mathematics, English as a second language, and consumer education. Suggestions are also given for preparing students for General Educational Development (G.E.D.) tests in literature, English and communication, science, and social studies. The final section of the book provides information on resources and instructional materials useful to adult basic education teachers. (GW)

This report contains tabulations of responses to a questionnaire sent to the persons in each state education agency responsible for coordinating the programs of Special Needs in Vocational Education. Each respondent was asked to identify one program serving Special Needs in his state. The questionnaire also asked whether the state had held a cooperative conference involving vocational education, vocational rehabilitation, and special education, and whether the state had an organized program of inservice training for administrators of Special Needs programs jointly involving the three agencies. A final question was, "In order to help you to better administer your program at the state level, what are your needs in such areas as information, training programs, and administration?" The report of this survey closes with a number of conclusions and recommendations. (Author/MLF)

Historically, general education has held a higher status than career training. Vocational programs were modeled on those existing in trade schools, while general education stressed personal development. At present, career education has gained greater acceptance and status. Present occupational programs have improved due to greater experience of the staff and better planning. No longer is a liberal arts education required to precede career career training; personal and social development can now take place effectively in occupational programs, enabling one to develop one's ability to think and communicate effectively. In the future, individualized programs in career education will be available to all individuals who need them. Students will assume greater responsibility for their education, pursuing in-depth study in various fields. Another anticipated development will be the incorporation of ethnic studies as an integral component of liberal arts studies. (SE)

In order to consider how medical education is financed guidelines have to be developed that accurately estimate the costs of the resources required for contemporary medical education. It is then necessary to estimate the cost of undergraduate medical education within the perspective of the total education and training of the physician and the other programs and activities of the complex modern medical school. To accomplish this goal, the institutional setting in which this education takes place and the elements and objectives of the undergraduate medical education program are described. The elements and objectives of undergraduate medical education also are defined. Quantitative cost measurements are then presented and the committee's views on the issues surrounding cost measurement are discussed. Suggestions are that future levels of such support be determined by estimates of the costs of the educational program leading to the M.D. degree. (Author/KE)

This report was prepared primarily to provide a general overview of education in the United States for representatives of UNESCO member nations attending an International Conference on Public Education. Chapter 1 provides a brief summary of trends in education in the United States today. Chapter 2 presents basic background information on the organization and administration of education in the United States. Chapter 3 contains statistics on American education compiled by the National Center for Education Statistics. The statistical material covers the 1973-74 school year, some enrollment data for the 1974 fall semester, and assorted data from earlier years to indicate trends or comparisons. Chapter 4 focuses on the changing role of the teacher and the implication for preservice and inservice education. A selected bibliography of approximately 60 relevant publications is also included. (Author/JG)

The document is the first of a subset of six instructional packages focusing on teacher orientation to career education. Utilizing a group approach, the module presents both historical and current perspectives on factors influencing the development of career education. Four lessons comprise the module concerning the topics of: (1) preparing participants for group involvement, (2) the career education movement in perspective, (3) current educational and social characteristics affecting the need for career education, and (4) a rationale for emphasizing decision-making skills in career education. Each lesson is organized according to goals, performance objectives, content, learning activities, related resources, and study questions. Along with a glossary and a list of supplementary readings, transparency masters, task sheets, handouts, and readings pertinent to each of the lessons are included. (LJ)