Education & Pedagogy

The emerging field of comparative physical education and sport, or international physical education and sport, rests squarely on the shoulders of comparative education; an understanding and appreciation of the latter is necessary for an understanding of the former. Comparative education is an older field of study and has gone through certain stages in its development. They include: "primitive" comparative education; a period of cultural borrowing; the exchange of information about education from nation to nation; studies of national character; and increased use of the methodologies of the social sciences. (The author quotes extensively from many scholars in the field who represent diverse viewpoints on the methodologies, aims, and purposes of comparative education.) Comparative physical education and sport has emerged in recent years as part of the interest in the sociocultural or humanitarian aspects of physical education. Comparative physical education has gone through the same stages as comparative education but with a lower quality of scholarship. Movement into a scientific approach has been slow and spasmodic. What is evident is that though the field of comparative physical education and sport uses the techniques of history, philosophy, economics, sociology, anthropology, and political science, and though the work has obvious interdisciplinary aspects, it is more than any one of the social sciences. (SK)

The document describes findings of the Education Subcommittee of the Secretary's Advisory Committee on the Rights and Responsibilities of Women regarding the impact of Federal vocational education legislation and HEW policies on women. Section 1, A Summary of the 1975 Report of the Subcommittee on Education (four pages), examines: Title 9, areas for further study, HEW record keeping policies regarding programs specifically for women, 5 recommendations regarding current legislation, and 10 recommendations regarding HEW policy. Section 2, Vocational Education and Women (27 pages), discusses the reality of the labor market, historical background on education and working women, the distorted face of vocational education for women, and underlying problems in vocational education. Section 3, Recommendations for Change (five pages), examines the Vocational Education Amendments of 1968 (VEA), the Administration's bill to revise it, and HEW policy and practice; and lists 10 recommendations to be added to the 5 from Section 1. Tables are provided. Appended material lists research and development projects dealing with careers and vocational education for women under States and under HEW (the National Institute of Education, Office of Education, and Fund for the Improvement of Postsecondary Education [FIPSE]). (LH)

Volume 2, Issue 3 of "Compact" was designed to point out the problems and potential of vocational-technical education and to offer some suggestions for action. Major content includes: (1) "Education for Twenty-First Century Employment," by Wayne Morse, (2) "Pending Federal Legislation Encourages Vocational Innovation," by Grant Venn, (3) "Vocational Education in Federal Legislation: A Summary," (4) "Crisis in Vocational Leadership, by Lowell Burkett, (5) "The Governors Support Vocational Legislation," by Calvin Rampton, (6) "Proposals for State Action in Occupational Education," (7) "Voluntary Quality Control for Vocational-Technical Schools," by Frank Dickey, (8) "Occupational Education, Middle Manpower and the Junior College," by Norman C. Harris, (9) "Rhode Island Pioneers Coordinated Approach," (10) "The Manpower Mission of the Public Schools," by Marvin Feldman, (11) "Is Vocational Education for the Poor?" by Philip Lerman, (12) "Pennsylvania's Scheme Offers New Hope for Slum Dwellers," (13) "The Urban Education Context," by John Volpe, (14) "Changing Industrial Needs and Job Training," by Charles DeCarlo, (15) "What Is the Responsibility of Business in Modernizing Education?" and (16) "The Private Sector in Vocational Education," by Charles Percy. Tables reflect federal allotments to states for vocational education in fiscal year 1968 and total state expenditures for vocational education in fiscal year 1965. (DM)

Three issues of the "CRESS-CROSS" newsletter published during 1976 are compiled in this publication. These issues include information on: how to contribute to the ERIC system, the computer search services at the ERIC Clearinghouse on Rural Education and Small Schools, the Rural/Regional Education Association's research award for meritorious research relevant to rural or regional education, and the Graduate Library Institute for Spanish Speaking Americans in Tucson, Arizona. Articles are: "Rural Appalachia: Educational Needs and Some Realities", "Outdoor Education in the Educative Process", and "Bilingual Programs Prevail--A Sample Model Program" (discusses the bilingual programs in El Paso, Texas). Brief reviews are given of such papers as: a 5-volume series of position papers on American Indian education, "School Management Options for American Indians", "The American Indians: Answers to 101 Questions", "Outward Bound and Teacher Education", "Strengthening the Small Rural School", "Profile on the Mexican American Woman", "Adventure Education--What Is It and How Do We Evaluate It?", and "The Law of the People (Dine Bibee Haz'aannii): A Bicultural Approach to Legal Education for Navajo Students". A listing of 328 documents appearing in issues of "Resources in Education" and pertaining to American Indians, Mexican Americans, migrants, rural education, small schools, and outdoor education is included. (NQ)

This bibliography was developed for use by non-Polish speaking persons who are interested in Polish education. The bibliography identifies and indexes materials available in translated form from the U.S. Department of Commerce. (The translation facilitates working with otherwise inaccessible materials and provides opportunities for insights into the content process of Polish education.) The bibliography begins with a listing of fourteen books which includes English language references on Polish education as well as English language material from non-Polish sources. Some representative titles are "The Educational System of Poland,""Area Handbook for Poland,""Perspectives on World Education," and "World Survey of Education: Handbook of Educational Organization and Statistics." The remainder of the bibliography lists 128 articles from English language Polish periodicals, translated articles from Polish language journals and newspapers, and some articles from non-Polish sources. These articles are grouped into the following content areas: context, youth, general comments on schools, industrial and urban education and education in the economy, agricultural and rural education, curricula and methods, military training, all levels of schooling, secondary education, higher and adult education, party schools and education, Polish Academy of Sciences, textbooks, teachers and teacher education, students, religion, and libraries. (EM)

The publication is a collection of articles by graduate students dealing primarily with the issues and concerns of vocational and technical education. The articles and their authors are: A New Wrinkle in Cooperative Education, Donald E. Evans; Characteristics of Mid-Career Changers, Howard Markle; CBE: Panacea or Business as Usual?, Gerald Funk; "Co-op" for Co-op Coordinators, Gregory W. Gray; Decisions and Systems--The Administrator's Dilemma, Fred L. Bierly; Initiative in Teacher Education: Time is Running Out, Kurt Eschenmann; New Twists and Modernization: "Rip-offs" to Vocational Tradition, Edgar Farmer; Womens' Rights and Changes in Vocational Education, Chester P. Wichowski; Crossing the Bridge to the World of Work, Joseph P. Saam; Deliberation: Intimations of Immorality From Recollections of Early Childhood, Charles Simcox; Disadvantaged Students Are Included Too, Charles Eisentrout; Equalitarianism via Post-Secondary Vocational Education, Thomas C. Cooke; Occupational Information via TV? Some Strong Possibilities, Nancy Gilgannon; Soviet and American Attitudes: An Observation and Commentary, Jerome J. Kapitanoff; and Why Vocational Education Should be Offered in the Community Junior College, Edward Mann. (PR)

The role of a state education agency (SEA) in the development of a program for international community education is analyzed. The task of this paper is perceived to be linking the human condition internationally with the concept of community education. Community education, as presented here, engages the public in determining the role that schools play in solving individual and community problems. Roles and functions of the SEA are no longer limited to traditional tasks; rather, national trends point to new responsibilities and directions for the SEA. They are: (1) more comprehensive, coordinated planning; (2) increased evidences of coordination with related agencies; (3) new approaches to research, development, evaluation, and accountability; (4) general shifts in staffing patterns and agency size; and (5) involvement in conflict resolution. These plus basic principles guiding the SEA indicate its position in an international education program to be leadership. Also identified is an emerging role of staff development for training programs. The SEA is advised not to forget the pivot of its success -- people, whom education is to serve -- as it proceeds in linking community education with international education. (ND)

Information on career education activities is provided in the compilation of career education projects. Activities are categorized into six areas: (1) activities designed to effect incremental improvements in K-12 career education programs; (2) activities designed to demonstrate the most effective methods and techniques in career education for the senior high school, the community college, and institutions of higher education; (3) activities designed to demonstrate the most effective methods and techniques in career education for special segments of the population (handicapped, gifted and talented, minority, low income, and female youth); (4) activities designed to demonstrate the most effective methods and techniques for training and retraining persons for conducting career education programs; (5) activities designed to communicate career education philosophy, methods, program activities, and evaluation results to career education practitioners and to the public; and (6) activities designed to survey and assess the current status of U.S. career education programs, projects, curricula, and materials as required under subsection (e) of Section 406 of Public Law 93-380. Information for each project is arranged according to state and project number, grant number and Office of Career Education team, project director and grantee organization, title of project, and federal funding. (EC)

Designed to provide the student of outdoor education with a synthesis of current literature in the field, this collection presents 26 articles which range from administrative to practical applications of outdoor education theory and philosophy. Articles include discussions of: (1) the philosophy of outdoor education; (2) a London school and its use of the environment; (3) outdoor education methodology; (4) camping and camper attitudes; (5) nature as a classroom; (6) an educational program involving young people in public affairs; (7) Outward Bound; (8) self-awareness via outdoor education; (9) a summer camp that included mentally retarded children; (10) cooperative funding; (11) comparative environmental education in park settings; (12) the integration of outdoor education into the curriculum; (13) organizing camps; (14) a mountain classroom; (15) the outdoor education revival in New York State; (16) outdoor teaching; (17) a school ground outdoor education laboratory; (18) the concept of the "nature creep"; (19) an outdoor community for troubled adolescents; (20) being in touch with nature; (21) a snow trek for emotionally disturbed students; (22) environmental protection through outdoor education; (23) a nature trail with braille markers for the visually handicapped; (24) a program for the underachiever; (25) hunting. (JC)

Part 1 focuses on the following administrative provisions: (1) general aspects of administration, (2) fiscal control and fund accounting procedures, (3) State vocational education programs, (4) vocational education programs for the disadvantaged, (5) vocational education research and personnel training, (6) exemplary programs and projects, (7) residential vocational education schools, (8) consumer and homemaking education, (9) cooperative vocational education programs, and (10) work-study programs for vocational education students. Part 2 provides tabulated data on annual and long-range program plan provisions in the following areas: (1) analysis of manpower needs and job opportunities in Oklahoma, (2) analysis of availability of vocational education, (3) analysis of Oklahoma's population relating to vocational education needs, (4) annual and long-range planning and budgeting, (5) projection of State's enrollments, (6) fiscal year 1975 enrollments, (7) estimates of total funds needed for vocational technical education and annual allocation plan, (8) construction projects for the coming year, (9) actual and projected demand for vocational education personnel development, and (10) financial plan for personnel development based on funds available or anticipated. State educational agency agreements, regulations, directories, and forms are appended. (EC)

This book contains 17 articles, each by a different author, and addressed to those who wish to become informed about the relationship between multicultural education and competency-based teacher education (CBTE). In order to study the relationship between multicultural education and CBTE, a number of individuals actively engaged in either the study and/or implementation of multicultural education and CBTE were invited to respond to the following two questions: (1) What should be the role of the administrator, teacher, or university faculty member in assuring that competency-based teacher education includes multicultural education in its content?; and (2) From a(n) administrator's, teacher's, or university faculty member's point of view, what problems are you experiencing or do you foresee experiencing in regard to relating the concepts of multicultural education and competency-based teacher education? The first question provided the writers the opportunity to respond to the state of the art concerning the relationship of multicultural education and CBTE--especially at their local sites. The second question provided the writers the opportunity to discuss how they would envision the relationship of multicultural education and CBTE. The articles in this book are the responses to these questions. (RC)

This report is a compilation of reports from ten Task Forces convened by the National Association for the Advancement of Colored People (NAACP) in May 1977. The challenge was to examine what quality education is, what it takes for the system to deliver quality education to every student, and why the system has failed with many black youths. Ways in which teacher education could be improved are discussed. Suggestions for changing curricula are made. There follows a discussion of the kind of teachers needed for quality education and of ways of assessing teacher performance. Special education for blacks is examined in light of Public Law 94-142. Guidance and counseling programs are analyzed in terms of counselor competencies and training requirements and curriculum implications at the elementary secondary level. The problem of intergroup relations and sources of ways to reduce intergroup hostility are examined. Urban education is defined, and recommendations are made for the development of programs. The types, role, and levels of administration appropriate to black education are examined. The role and responsibility of the student, parent, and community in the achievement of quality education are outlined. Finally, the implementation goals of desegregation/integration are discussed, including monitoring and the question of State responsibility. (MC)

Until recently other countries (Australia, Great Britain, the Scandinavian countries) have been well ahead of the United States in development of rural education policy, In 1969 and again in 1977 the U.S. Office of Education (USOE) produced task force reports with recommendations for rural education. The 1969 recommendations were very specific and concerned early childhood education, vocational education, institutional cooperation, funding guidelines, technical assistance for rural program planning and development, establishment of a rural unit within USOE, and creation of a rural programs research and design center. Broader in scope, the 1977 recommendations dealt with rural, migrant, Native American, and Bilingual/Bilcultural education. The report also acknowledged the effect on education of rural cultural tradition. Except for improved vocational education (largely a matter of state policy) and the ERIC program, there has been neither implementation of the recommendations nor much HEW effort regarding ongoing funding of rural education programs. The U.S. rural education policy has remained one of trying to fit all school systems into a single mold. However, cause for hope now exists in that rural education is an NIE priority for fiscal 1980; the Department of Agriculture and USOE are planning activities; and there is now some cooperation among federal agencies. (SB)

A profile of the humanities in American education and public life is presented, and means for strengthening them over the next decade are recommended. The humanities are examined in terms of education, cultural institutions, and public and private funding. Broad definitions of literacy, vocationalism, and the purposes of education at all levels are proposed. The capacities of museums and libraries for interpreting our cultural heritage are noted, and it is urged that the gap that often separates the humanities from science, technology, and the electronic media be bridged. Formal collaboration between educational and cultural institutions are recommended, as are new roles for private corporations, which have the greatest capacity to provide new support for the humanities. It is suggested that strengthening the humanities is essential to improve the quality of education in the elementary and secondary schools. Humanities at the postsecondary level are addressed in terms of undergraduate education, graduate education for the professions, graduate training in the humanities, and research and scholarship. Vocational education, adult basic education, and continuing education are also covered. Additionally, foundations, corporations, and the National Endowment for the Humanities are considered as sources of support. (SW)

The mini reviews in this collection synthesize current information regarding three timely topics in outdoor education: utilizing adventure education as a treatment mode for juvenile delinquency; providing outdoor education for the handicapped; and developing outdoor education nature centers. In "Outdoor Adventure Education and Juvenile Delinquents", adventure education is fully described, including its origin in the Outward Bound movement, its application in rehabilitation, and its structural components. The multiple values and benfits of adventure education to the juvenile delinquent are noted along with its effectiveness in rehabilitation. Several information sources are indicated. "ERIC Information Resources on Outdoor Education and the Handicapped" includes a listing of ERIC documents, bibliographies, and directories pertaining to outdoor education and to the handicapped. Four sample outdoor education programs designed for the handicapped and included in the ERIC data base are summarized and guides for program development are listed. Two packages of learning activities and teaching materials are also described. Nature centers are defined in terms of site selection, facilities, and services in "Outdoor Education Nature Centers". The centers' benefits and values are noted. The establishment of a center (planning, construction, organization of space, publicizing) is explained. Some features of existing centers are highlighted. (SB)