Education & Pedagogy

This booklet, the third in a series of five on the current state of citizen education, examines the role of business and labor in citizen education. The first half of this booklet consists of a paper on the union role in citizen education. Based on the contributions of participants attending a conference on ways in which labor unions contribute to citizen education, this paper discusses the goals of industrial democracy and ways in which unions foster political knowledge and skills. This discussion concludes with a set of recommendations for strengthening labor education. The remainder of this booklet contains a paper which presents the results of several workshops dealing with the role of business in citizen education. This paper discusses the stake of business in citizen education and includes an analysis of numerous corporate activities related to politics, economics, and public service. Several commentaries on the issues raised by these papers are appended. (EM)

Focusing on implications for teachers, this document reviews significant research and the current status of career education. The information is divided into eight sections. An introductory section discusses the criticisms of the education system which formed the basis for the career education movement. The next five sections contain brief summaries of the following concerns: definitions of career education; goals and expectations of career education; major criticisms of the movement; problems in evaluating career education; and major research findings. (The research findings in this report emphasize an evaluation of the effectiveness of the career education curriculum in bringing about achievement within the basic academic skills domain.) In the last two sections the author summarizes his review by offering conclusions and implications for the future development of career education. (BM)

In this book community education, defined as a form of compensatory education which is being introduced widely in urban and educational priority areas, is explored. The role and status of compensatory education and its relationship to community education in inner city schools are examined. The history and current problems of such programs are discussed and exemplified with short case histories. The present concept of community schools are examined in detail, as are Educational Priority Area (EPA) Projects. The Deptford Project is constructively criticized, illustrating how false assumptions and faulty educational thinking can subvert project effectiveness and even delude participants into believing that the project has been a success. Finally, the future of community education in urban areas is discussed. Recommendations of a practical and philosophical nature are made concerning how project initiators and administrators should create and plan community oriented educational projects to insure effectiveness. (WI)

Administrative theory and management, program organization, and administrative responsibility are the main topics of this text on administration of physical education. Intended for teachers as well as administrators, the book focuses on the following: (1) the nature and importance of administration; (2) management of personnel; (3) student leaders in physical education; (4) office management; (5) educational objectives; (6) the school program, including health education, intramural/recreational programs, and interschool athletics; (7) the physical education facilities and equipment; (8) budget making and finance; (9) legal liability for injury; (10) public relations in physical education; and (11) evaluation. Appendices provide additional information on methods of organizing competition, athletic field and court layouts, and duties of a physical education administrator. References are included. (DS)

Five papers from a conference on the state legislative process and higher education are presented. The authors of the papers are experts experienced in relationships between the campus and the capitol, including a governor, the chairperson of a senate education committee, the former director of the Educational Commission of the States, and an executive director of NCHEMS. In addition to the five major presentations, comments of panelists are interspersed throughout the publication. The five papers and authors are: "Future Relationships Between State Legislators and Higher Education" (Jerome M. Hughes); "The State Legislative Process: Its Effect on the Governance of Higher Education" (Donald R. McNeil); "Quantitative Approaches to Higher Education Management: An Assessment of Utility to Legislative Concerns" (G. Ben Lawrence); "Legislative Expectations About the Accountability of Higher Education" (John Folger); and "A Governor's Agenda for Action in Higher Education" (David Boren). (BD)

Training programs for administrators of higher education could benefit from several changes. Higher education administration is different from school administration partly because in higher education there are two administration systems, the bureaucratic side for which training is available and the academic side for which little training is available. Currently about 4,000 students and 300-400 faculty specialize in higher education. Programs in higher education lack prestige partly because many professors have little academic preparation in the field. Professors all ought to have their experience augmented by at least a year's study in higher education. Programs for the preparation of higher education administrators should be planned with four political questions in mind. (1) How is power distributed? (2) What are the resources of power and how are they manipulated? (3) Whose interests are involved in different types of decisions? (4) What is the best way to deal with conflict? (Author/JM)

Responses of state education agencies (SEAs) are reported to questions on the effect of implementing P.L. 94-142, the Education for All Handicapped Children Act. The following topics are briefly addressed (sample subtopics in parentheses): overview of the use of P.L. 94-142 funds (use of flow through funds); incidence and trends in due process hearings; implications of Armstrong vs. Klein (a ruling on extended year programs); impact of P.L. 94-142 on state law; increase in special education staffing as a result of P.L. 94-142 (primary areas of growth in personnel at the local education agency level); comparison of preschool programing between 1975 and 1979 (number served, preschool certification standards); problems in achieving full appropriate public education; effect of priorities; nondiscriminatory assessment; related services; and physical education (requirements for inclusion in the individualized education program). (CL)

This report of a conference on state boards of nursing and education for nursing contains the following papers: "Relationship between State and Voluntary Accreditation," by Eloise R. Lewis; "Statewide Planning for Nursing Education," by Donald P. Draine; "Nursing Education Today and in the Future," by Irene S. Palmer; "The Professional Association's Responsibility for Nursing Education," by Hazle Blakeney; "The Role of State Boards of Nursing in Post-Basic Nursing Education," by Patricia A. Wagner; "The Development of Criteria for Accreditation and Curriculum Innovation," by Emily I. Gardner; "Examining Various Approaches to School Surveys and the Role of the State Board of Nursing Education," by Annie L. Lawrence; and a brief summary of group discussions. (SW)

The second document of a series describes approximately 150 classroom activities in career education for teachers of exceptional students at the elementary, middle, and junior high school levels. An initial section provides such introductory information as a definition of career education, procedures for using the handbook, the relationship between career education and the individualized education program as mandated by P.L. 94-142 (the Education for All Handicapped Children Act), career education and the exceptional student, and related definitions. The bulk of the document contains charts of activities in the areas of awareness, orientation, and exploration. Included for each activity is information on the level (K through 3, 4 through 6, 7 through 9); career concept; activity procedures; materials required; and related academic areas. A final section lists national and state resources, selected professional readings, and selected practical resources and bibliographies. (SBH)

THIS DOCUMENT SUMMARIZES RECOMMENDATIONS FROM THE CONFERENCE ON THE EDUCATION OF MIGRANT CHILDREN AND YOUTH AT SACRAMENTO, CALIFORNIA, SEPTEMBER 23 AND 24, 1966. THE CONFEREES PROPOSED THAT THESE RECOMMENDATIONS BE INCORPORATED INTO THE CALIFORNIA MIGRANT EDUCATION MASTER PLAN FOR IMPROVING THE EDUCATION OF MIGRANT CHILDREN. EIGHTEEN EDUCATIONAL NEEDS OF THESE CHILDREN ARE IDENTIFIED, INCLUDING SIX FOR PERSONNEL, SEVEN FOR FACILITIES, SIX FOR PROGRAMS, AND SIX IN SUPPORTIVE AREAS. INCLUDED ARE A CONFERENCE AGENDA AND A LIST OF ATTENDEES. A POSITION PAPER ON EDUCATIONAL NEEDS OF MIGRANT CHILDREN AND OTHER PAPERS ON THESE NEEDS ARE GIVEN IN THE APPENDIXES. (DD)

BROAD TOPICS COVERED IN THE SYLLABUS FOR TEACHERS OF ADULT BASIC EDUCATION ARE--THE INTRODUCTION TO THE COURSE, DEFINITION OF THE DISADVANTAGED POPULATION (CONDITIONS AND PROBLEMS OF MINORITY GROUPS AND THEIR CHARACTERISTICS), ADULT LEARNING PROCESS (MOTIVATION, OBJECTIVES, TYPES OF TEACHERS NEEDED, TEACHING TECHNIQUES), COUNSELING AND GUIDANCE (BASIC PRINCIPLES, RESPONSIBILITY OF STAFF MEMBERS FOR COUNSELING, TESTING), ADULT EDUCATION DEVELOPMENT AND HISTORY, ADULT EDUCATION PROGRAM (TYPES OF PROGRAMS, LEGISLATION, MIGRANT ADULT EDUCATION), INTRODUCTION TO ADULT BASIC EDUCATION CURRICULUM (DEVELOPMENT OF BASIC AND INTERMEDIATE SKILLS), VOCATIONAL EDUCATION (TYPES OF PROGRAMS AND MATERIALS USED), AND GENERAL EDUCATIONAL DEVELOPMENT TESTING PROGRAM AND CERTIFICATE OF EQUIVALENCY (USES AND PREPARATION FOR TESTS) INCLUDING FUTURE TRENDS IN ADULT EDUCATION. THE EXTENSIVE BIBLIOGRAPHY INCLUDES TEACHER MATERIALS, STUDENT MATERIALS, AND FILMS AND FILMSTRIPS. (AJ)

IN THE FIRST OF TWO ADDRESSES GIVEN IN INDIA ON THE IMPLICATIONS OF CONTINUOUS LEARNING, J. ROBY KIDD DEFINES LIFELONG EDUCATION AS EMBRACING ALL PURPOSEFUL, PLANNED EDUCATION, FORMAL OR INFORMAL, FROM EARLY CHILDHOOD TO OLD AGE. SUCH EDUCATION IS DISCUSSED AS A MEANS OF EXTENDING AND IMPROVING EDUCATIONAL OPPORTUNITIES AND THE QUALITY OF SOCIETY, WITH PARTICULAR ATTENTION GIVEN TO PROBLEMS AND PROGRESS IN WORLDWIDE ADULT EDUCATION. IN ANOTHER ADDRESS, KIDD ENLARGES UPON THE POTENTIAL IMPACT OF THIS CONCEPT IN SUCH AREAS AS REDEFINING AND RESTRUCTURING THE EDUCATIONAL PROGRAM AT VARIOUS LEVELS, REMOVING BARRIERS BETWEEN DIVISIONS OF EDUCATION, IMPROVING THE EQUALITY OF UNIVERSITY TEACHING, EXPANDING TEACHER TRAINING AND CAREER OPPORTUNITIES, ALTERING FINANCIAL AND ADMINISTRATIVE PRACTICES, AND MEETING THE RAPIDLY GROWING EDUCATIONAL NEEDS OF THE WIDER COMMUNITY. THIS DOCUMENT IS AVAILABLE FOR $1.00 FROM THE INDIAN ADULT EDUCATION ASSOCIATION, 17-B, INDRAPRASTHA MARG, NEW DELHI, INDIA. 58 PAGES. (LY)

By employing meta-analysis procedures to build on the reviews of Horwitz and Peterson, specific effects of open education are quantified and related to school and student characteristics. From the 45 studies located in ERIC, the Education Index, and Horwitz's monograph, student, setting, and research design characteristics were coded. Twenty-three affective and cognitive outcomes including subject-matter achievement, self-concept and attitude toward teacher were examined. The broad range of outcomes represents the diversity of effects to be expected from a school-level intervention. Overall, open education has slightly higher outcomes than does traditional education, but the difference is not significant. The study-weighted outcome t-test shows an average open education superiority of .13 traditional-group standard deviations. Results reinforce the view that open education offers an eminently viable option to educators in search of alternatives to traditional teaching methods. (Author/RL)

The 1976 Claremont, California, symposium to exchange and clarify ideas regarding the study and implementation of new alternatives to quality cultural education focused on two main concepts. The first was the concept of transcultural education design; the second, that cultural uniqueness in our society results from the capability to be responsive and responsible to opportunities of having cultural options with more than one defined culture. Fifteen presentations from the symposium have been collected in this book of readings intended for teachers, counselors, curriculum planners, resource specialists, teacher trainers, and administrators. The articles address the rationale, design, and instructional process of transcultural education; bilingual transcultural education; teacher preparation for a pluralistic society and for bilingual teachers; materials evaluation and selection; curriculum development; testing and cultural diversity; and social studies and transcultural education. (Author/SB)

Annotated bibliographic citations of literature relevant to women's educational equity are presented, drawn from computerized data bases from spring 1978 through October 1978, with slight exceptions. Topics covered include: curriculum and educational materials development and dissemination; preservice and inservice personnel training; research and development; guidance, counseling, and testing activities; activities to increase equity for adult women, including continuing education; and expansion and improvement of educational programs and activities. The data bases covered are: ABI/INFORM; AGRICOLA; America: History and Life; Dissertation Abstracts International; ERIC (Resources in Education and Current Index to Journals in Education); Magazine Index; Management Contents; MEDLARS; NTIS; Psychological Abstracts; Public Affairs Information Service (PAIS); Sociological Abstracts; and NICEM. Abstracts and indexes for subject, author, and institution are included, as is ordering information. (MSE)