Education & Pedagogy

To integrate educational efforts with the objectives of career education, 25 schools from the New Albany-Floyd County (Indiana) School Corporation initiated a program to introduce career education in all the grade levels (1-12). Specific objectives and goals for the career center, students, staff, and community are stated. The major phases and implementation schedule for elementary and secondary career education programs for 1973-74 are described and related to the results, accomplishments, and evaluations of major activities of these phases. Career education activities utilized community resources at the elementary level. For the secondary level the focus was on career clusters as a means to implement career education. Secondary guidance departments were also involved in career education. A 43-page summary addendum describes in detail research and development activities in career education for the elementary and secondary programs for 1974-75. Appendixes include materials related to the career education activities and a self-image inventory. (EC)

The first 15 pages of the manual provide: (1) background information on the importance of adult education, the need for adult education statistics, the International Standard Classification of Education (ISCED), and the scope of the term adult education; (2) the application of ISCED to adult education and the ISCED classifications (levels, fields, and programs); and (3) the need for national statistical services for adult education with suggested organizational forms and data collection, processing, analysis, and publication techniques. The remainder of the document consists of three appendixes. Appendix A (13 pages) suggests the type of questionnaire and instructions that national statistical offices might wish to send to the parent agencies which organize programs of formal adult education. Appendix B (12 pages) suggests the type of questionnaire and instructions that national statistical offices might wish to send to parent agencies which organize programs of nonformal adult education. Appendix C (21 pages) defines with respect to scope and meaning the various terms used in ISCED. (Author/JR)

An occasional, independent publication of the Unesco Regional Office for Education in Asia contains reviews of recent publications and studies, brief reports on programs and projects, and notes on Asian documents related to education. The first section of reviews of recent publications and studies examines documents on education in Bangladesh , educational wastage in Burma, nonformal education in India, the management of a large school building program, education in five Asian countries, and rural youth and out-of-school education. The second section presents brief reports on programs and projects, including generating employment for the educated in India; 19th century missionary schools in Indonesia; the status of employment in Indonesia; educational facilities in Iran; and educational statistics of Thailand. A brief annotated list of documents related to education compiled from a selection of entries in recent quarterly Accession Lists of the Unesco Regional Office Library concludes the publication. (Author/JR)

The study reported was concerned with three major areas of interest. The first was the present status (1973) and projected efforts relative to State Certification Guidelines for Competency Based Teacher Education (CBTE) programs, with special concern in secondary school science teacher certification. The second area of interest related to the existing and projected CBTE programs. The third area involved study of competencies that specific individuals involved in teacher education were using in their programs. Information was obtained from State Department of Education Secondary School Science Supervisors. Surveys were sent to all 50 states and the District of Columbia. A total of 35 responses (69 percent) was received. Data are shown on an item-by-item basis. Data are identified as representing the AETS membership group, the AACTE group and combined figures. The report is divided into two sections - that pertaining to CBTE programs in general and that relating specifically to science education. (Author/EB)

The document contains a descriptive outline of the various components of the Texas career education learning system. This includes: (1) a brief discussion on policy guidance; (2) an overview of career education from 1970-1975; (3) an outline of goals for public school education; (4) a 25-page document called "Basic Learner Outcomes for Career Education"; (5) an outline of the relationship of career education basic learner outcome categories and goals for public school education; (6) a discussion of a measurement and diagnostic system for career education; (7) a brief discussion of measurement instruments; (8) a sample test booklet which focuses on economic factors influencing career opportunity; (9) an outline of major processes involved in the development of a learning system for career education; (10) a matrix of learner outcomes; (11) sample matrices of specific learner outcomes; (12) a brief description of a catalog of learner activities; (13) a learning module format and instructions; and (14) four sample learning modules for Grades 3, 8, and 11. (EC)

Six articles on issues in vocational education are presented in this booklet. The first article, "A Need for Articulation in Vocational Education," by Joseph Semak, discusses different approaches to the problem of articulation. Ruth Volz, in "Vocational Education for Our Ageless Society," examines the need for developing programs and training to meet the unique needs of older Americans. The third article, by Betty Smith, is entitled "The Meaning of Work: Past, Present, and Future with Implications for Education." Next, "The Vocational Teacher Educator - An Endangered Species?", by Vickie Johnson Brown, examines the need for appropriate measures to be taken to assure the credibility and reliability of the teacher educators in meeting vocational needs in America. The fifth article,"Human Relations Versus Productivity--A Vocational Education Issue," by Ruth Richardson, discusses the relationship between human relations, competence, and productivity. The last essay, "Benefit/Cost Analysis," by Virginia Hatch, discusses this approach as a part of the decision-making element of educational planning. (JH)

Provisions of the Higher Education Act of 1965 are presented in this committee print. The following parts of the legislation are detailed: Title I, community service and continuing education programs; Title II, college library assistance and library training and research; Title III, strengthening developing institutions; Title IV, student assistance; Title V, Teacher Corps and teacher training programs; Title VI, financial assistance for the improvement of undergraduate instruction; Title VII, construction, reconstruction and renovation of academic facilities; Title VIII, cooperative education; Title IX, graduate programs; Title X, establishment and expansion of community colleges; Title XI, law school clinical experience programs; and Title XII, general provisions. The Indian Higher Education Programs, Navajo Community College Act and the Tribally Controlled Community College Assistance Act of 1978 are also outlined. (SW)

In this guide four career education resource areas are identified in four sections. In section 1 community resources are discussed in terms of finding material and human resources, conducting a community survey, coordinating and consolidating resources, and examining exemplary practices. Four exhibits are included: (1) individual career resources questionnaire, (2) general career education opportunities survey, (3) survey of community resources for career education and placement, and (4) military installation education resources survey. The second section presents state and federal career education programs in California. Section 3 identifies the sixteen ERIC Clearinghouses, the San Mateo Educational Resources Center, and the National Center for Career Education. The final section lists publications of stable departments of education, regional career guidance centers, the federal government, and the California Personnel and Guidance Association. In addition, the section lists publications on establishing career centers, and it lists career education journals and newsletters, teacher guides and aids, and measures. Appendixes name state directors of education, national agencies and organizations, and publishers. (CSS)

This guide identifies the minimum competencies necessary to teach and administer a high school driver and traffic safety education (DTSE) program and provides curricular suggestions for the University of Wisconsin System teacher preparation program. Course descriptions are listed for the following areas: general safety, traffic safety education, emergency care of the injured, problems and materials in driver education, laboratory instruction, behavioral aspects of accident prevention, alcohol and other drugs, methods of traffic safety, and practicum. Each course description contains a list of competencies (e.g., construct a budget report to the board of education for the DTSE program), competency content (e.g., instructional equipment costs, insurance, etc.), suggested learning experiences, and related resources. A complete list of learning experiences follows this section. A "Rules of the Road" test, a teacher's checklist, and a teacher/student exercise concerning drinking and driving are appended. A list of over 200 references (books, films, etc.) is also included. (CT)

This paper uses a chronological approach in examining the historic and current roles of public education as they relate to majority group education and the education of blacks. A survey of historical and educational literature points out conflicting conceptions of education and crosscurrents in educational thought with respect both to Federal policy-making and programs, and to public attitudes along these dimensions. Differences and changes in educational policy regarding majority and black education are described and traced through the 18th and 19th centuries. References are made to the prevailing educational policy of exclusion for blacks until the end of the Civil War and to the divisiveness public education created between immigrants and their children. Court decisions which influenced changes in educational policy are cited. It is argued that public schools in general, and programs and other public efforts to assist blacks in particular, are still under attack from significant portions of the American public. (Author/EB)

Focusing on vocational education programs that have accommodated the handicapped, this resource book is designed for use with a planning system for improving local secondary and postsecondary program and facilities accessibility. The first of three major sections presents brief descriptions of seven model programs, including (1) the Special Education Rehabilitation Vocational Education (SERVE) program; (2) the Related Vocational Instruction Plan, State of Georgia; (3) the Career Education Center, Denver; (4) the Liaison Counselor Model, Florida; (5) the Career Training Center, California; (6) the Lyndon B. Johnson Space Center, Houston; and (7) the Illinois Network of Exemplary Occupational Education Programs. The second major portion describes exemplary practices which were judged to be a good solution to a frequently occurring problem in schools serving the handicapped. The final section outlines the efforts of three states (Arizona, Indiana, and Tennessee) to promote placement of handicapped students in vocational education. (LRA)

The bibliography lists resources for paraprofessionals working in educational settings with handicapped students. Entries present information on title, author, date, duration or length, and availability for the following areas of published training and education materials: early childhood, moderately and mildly handicapped, severely and profoundly handicapped, developmentally disabled, visually and/or hearing impaired, vocational education, general special education, speech and language, and behavior management. Audiovisual material is classified according to staff training and development, human development, skill training, and general issues. A general classification includes listings for such areas as burnout, credentialing/licensing, service delivery, and vocational education. Training models are listed for developmental disabilities, early childhood, general special education, interpreters/deaf education/speech and language training, local education agencies, recreation, state agencies, and the severely/profoundly handicapped. Additional topics covered include funding, legal issues, and resources (catalogues, journals, and agencies). (CL)

Physical education staff (principals and division superintendents) in the Manitoba, Canada department of education responded to a survey pertaining to time allotments of physical education programs. Survey results indicated that all levels of administration supported the implementation of daily physical education programs. There is general adherence to current departmental guidelines in respect to time allotments. Administrators revealed that numerous environments were used for physical education programs and that more space could be found to accommodate increased amounts of time in the programs. The majority of schools required inservice training for implementation of a daily physical education program. Many felt that such a program could be adapted within two years, but that additional resources would be needed. The twelve survey questions are included as well as the most common responses, and, in several instances, the percentage of various replies. Survey results will be used in the determination of the recommendations for time allotments and implementation of a revised physical education program. (CJ)

This paper, presented at the First National Conference of the New Zealand Association for Research in Education (NZARE), reviews science education research in New Zealand, 1970-1979. The reviews are considered under the following headings: (1) systematic effort to accumulate valid knowledge about science education aims, procedures, and outcomes; (2) inquiry into teaching conditions and learner factors influencing attainment in science; and (3) study of human learning in the context of science. It is indicated that the research papers and theses in science education have had little impact during the last decade and that any impact having occurred is possibly dependent as much on other factors as on the quality of the research. The paper presents criteria to produce worthwhile results of science education research which positively influence science teaching and learning, and some promising signs concerning the future of science education in New Zealand. (Author/SK)

Compiled for educators of adults who need to continue their own professional development, this publication identifies the variety and scope of educational resources related to adult and continuing education which are available at Syracuse University. Following a section delineating aids to accessing information about adult education, these resources are described: (1) the School of Education's adult education area; (2) the Library of Continuing Education; (3) the E.S. Bird Library book collection, pamphlet file, media collection, dissertation collection, Educational Resources Information Center, search services, liberal adult education collection, and manuscript archives; (4) Syracuse University Publications in Continuing Education; (5) the Arents Research Library photograph and oral history collection; (6) the visiting educators of adults program; (7) adult education awards; (8) research projects and grants; (9) the Clearinghouse of Resources for Educators of Adults; (10) programs for adults at Syracuse; (11) the Metropolitan Syracuse Committee for Adult Education; and (12) adult education organizations. A list of publications related to Syracuse University resources for educators of adults is also provided. (FM)