Education & Pedagogy

A CONFERENCE FOR 13 WESTERN STATE DIRECTORS OF SPECIAL EDUCATION WAS HELD IN HELENA, MONTANA, MAY 31 - JUNE 2, 1967. THE OBJECTIVES OF THIS CONFERENCE WERE--(1) TO STIMULATE RESEARCH ACTIVITIES FOR EXCEPTIONAL CHILDREN IN WESTERN STATE DEPARTMENTS OF EDUCATION, (2) TO PROVIDE A FOLLOW-UP OF THE NATIONAL RESEARCH CONFERENCE ON SPECIAL EDUCATION SERVICES IN REMOTE AREAS, (3) TO STIMULATE THE IMPLEMENTATION OF INNOVATIVE PROGRAM MODELS REPORTED IN THE NATIONAL RESEARCH CONFERENCE REPORT, AND (4) TO PROVIDE BETTER UTILIZATION OF BUDGETED FUNDS AND MORE COMPLETE REALIZATION OF THE GOALS AND OBJECTIVE OF THE ORIGINAL PROPOSAL (DENVER RESEARCH CONFERENCE). DISCUSSION GROUPS FOCUSED ON THE FOLLOWING TOPICS AND THEIR RELATIONSHIP TO SPECIAL EDUCATION PROGRAMS--ADMINISTRATION ORGANIZATION, FINANCIAL PATTERNS, PERSONNEL PROBLEMS, AND SUPPORTIVE SERVICES. PARTICIPANTS CONCLUDED THAT THE CONFERENCE PROVIDED OPPORTUNITIES FOR CONSIDERATION OF RESEARCH PROBLEMS IN SPECIAL EDUCATION AND A DELINEATION OF THOSE PROBLEMS DIRECTLY RELATED TO SPARSELY SETTLED AREAS WHICH HAVE REGIONAL SIGNIFICANCE IN THE WEST. (ES)

ONE HUNDRED EDUCATORS FROM 13 SOUTHERN STATES MET FOR A 3-DAY CONFERENCE IN WHICH POSSIBLE DIRECTIONS FOR EARLY CHILDHOOD EDUCATION WERE EXPLORED WITH SPECIFIC EMPHASIS ON STATE-FUNDED PRESCHOOL EDUCATION FOR THE DISADVANTAGED CHILD. REPORTS WERE GIVEN ON THE FOLLOWING ONGOING PROJECTS--(1) DEMONSTRATION AND RESEARCH CENTER FOR EARLY EDUCATION (DARCEE), GEORGE PEABODY COLLEGE FOR TEACHERS, (2) THE LEARNING TO LEARN SCHOOL, JACKSONVILLE, FLORIDA, (3) RESEARCH AND DEVELOPMENT CENTER IN EDUCATIONAL STIMULATION, UNIVERSITY OF GEORGIA, (4) DURHAM EDUCATION IMPROVEMENT PROGRAM, DUKE UNIVERSITY AND NORTH CAROLINA COLLEGE, (5) FRANK PORTER GRAHAM INSTITUTE ON EARLY CHILDHOOD EDUCATION, UNIVERSITY OF NORTH CAROLINA, (6) PARENT EDUCATION PROJECT, INSTITUTE FOR DEVELOPMENT OF HUMAN RESOURCES, UNIVERSITY OF FLORIDA, (7) SUMTER CHILD STUDY PROJECT, SOUTH CAROLINA, (8) NATIONAL TEACHER CORPS, UNIVERSITY OF GEORGIA, (9) HEAD START. INCLUDED ARE A LIST OF CONFERENCE PARTICIPANTS AND A BIBLIOGRAPHY ON EARLY CHILDHOOD STUDIES. THIS DOCUMENT IS ALSO AVAILABLE FROM THE SOUTHERN EDUCATION FOUNDATION, 811 CYPRESS STREET, N.E., ATLANTA, GEORGIA 30308. (MS)

SCHOOL ADMINISTRATORS CAN USE THIS HANDBOOK IN THE IMPLEMENTATION OF REGULATIONS AND THE ESTABLISHMENT OF STANDARDS FOR WORK EXPERIENCE EDUCATION. INDIVIDUAL CHAPTERS ANSWER THE FOLLOWING QUESTIONS--(1) WHAT IS WORK EXPERIENCE EDUCATION, (2) WHAT FACTORS MUST BE CONSIDERED BEFORE STARTING A WORK EXPERIENCE EDUCATION PROGRAM, (3) WHAT STEPS SHOULD BE TAKEN IN PLANNING A WORK EXPERIENCE EDUCATION PROGRAM, (4) WHAT ARE THE RESPONSIBILITIES OF THE SCHOOL COORDINATOR OF A WORK EXPERIENCE EDUCATION PROGRAM, (5) WHAT ARE THE RESPONSIBILITIES OF THE EMPLOYER IN THE OPERATION OF A WORK EXPERIENCE EDUCATION PROGRAM, (6) WHAT ARE THE LEGAL RESPONSIBILITIES INVOLVED IN THE OPERATION OF A WORK EXPERIENCE EDUCATION PROGRAM, (7) HOW CAN GOOD PUBLIC RELATIONS BE MAINTAINED, AND (8) HOW CAN A WORK EXPERIENCE EDUCATION PROGRAM BE EVALUATED. THE APPENDIX INCLUDES LEGAL AUTHORIZATIONS GOVERNING WORK EXPERIENCE, SAMPLE APPLICATIONS AND FORMS, A SUGGESTED COURSE OUTLINE, AND PERTINENT CALIFORNIA GOVERNMENTAL OFFICE ADDRESSES. (EM)

This annotated bibliography is an attempt to provide a fairly extensive listing of available resource materials related to home economics. It does not attempt to include materials listed in readily available catalogs produced by commercial sources, government agencies, or other agencies which normally supply their lists to teachers. The approximately 500 entries are divided into eight sections: comprehensive, child care, clothing, consumer education, family living, foods, housing, and professional development. Each section begins with an alphabetical title breakdown. The format for each resource is as follows: title, type material, intended user, cost, catalog number, date, publisher and address, and description. Two appendixes, found at the beginning, include tips for using the bibliography and instructions for ordering materials. (YLB)

The report includes three papers on the exceptional bilingual child and summaries of 22 bilingual/bicultural special education federally funded training programs. The first paper "Bilingual Special Education Report" by P. Landurand describes Massachusetts' Bilingual Special Education Project (BISEP) which has cooperated with regional education centers in developing a clearinghouse, resource directory, and training workshops for school personnel. N. Dew and R. Perlman ("The Illinois Resource Center: A Model Program for the Provision of Support Services") describe the activities of a state resource center in the areas of inservice, publication and dissemination, and teacher training. In "Mainstreaming Inservice Project for Children of Limited English Speaking Ability," A. Schuhmann and M. Napoliello review a program at Kean College, New Jersey, for special education, bilingual education, and teachers of English as a second language. The 22 project descriptions concluding the paper provide a brief summary of each project as well as the name and address of a contact person. (CL)

This report examines the educational status of Minnesota women in all public institutions, with emphasis on the effect of education on women's economic status. It addresses both the amount and kind of education women receive and to what extent educational systems are adapting to the changing needs of women. The book is divided into discussions of females on three educational levels: elementary secondary education, higher education, and vocational education. Survey results are used throughout to point up the place of females as compared to males in the educational system. A brief discussion is offered of older students, many of whom are women. Among the many recommendations offered by the book is that state and federal laws prohibiting sex discrimination, sex bias, and sex stereotyping be vigorously enforced. Also, explicit recognition of the changing roles of women and economic implications of educational and employment choices should be provided in recruitment, admissions, counseling, and educational materials. (Author/LD)

This handbook contains worksheets and information summaries for participants in a workshop designed for developers of native American career education programs. The workshop consists of four sessions, each two to three hours in length. The first session is devoted to providing participants with a general background in career education content and goals, and helping them begin to identify career education resources which are already available. The second session describes the various groups of people who can be involved in developing and implementing career education. The third session describes methods for teaching career education to native American students. The fourth session focuses on the pros and cons of different strategies which have been used to implement career education in various settings, the basic tasks and stages of development for such a program, the most promising sources of funding, and some basic proposal development skills. (LRA)

This bibliography contains curriculum materials for vocational education programs in English and Spanish. In the first section, Monolingual (Language other than English), materials are listed for five vocational areas: (1) occupational areas (accounting, agribusiness, allied health, clothing, etc.); (2) miscellaneous; (3) mathematics; (4) vocational skills; and (5) materials for other related areas (career education, career guidance, finding a job, consumer education, and drivers education). In the second area, vocational English as a second language (ESL), materials are listed for occupational areas (automotive, secretarial and commerical, technical, etc.); and for career, consumer, and survival skills education. A final section provides the addresses for publishers cited in the bibliography. (CT)

The conferences were part of a series on the development of the field of postsecondary education in Britain. Proceedings of the first conference, on the college and its community relations, include: what do we mean by community? (M. Stacey); analyzing the environment (C.M. Turner); education and society (D.F. Swift); the Bradford idea (J. Sudell); a project to explore the relationship between the colleges and their public (J. Latcham); a project to explore likely trends and suggest how they can fit into college development plans (C.M. Turner); and open discussion. Proceedings of the second conference, on the college and the local education authority, include: the local education authority and the college (P.D. Heath); corporate management (P. Waddington); the future and postsecondary education institutions (T.R.P. Brighouse); the Devon local education authority and its colleges; a project to recommend development planning steps to the local education authorities (D.C. Spencer); and a discussion session. (MSE)

Education in Singapore is centrally controlled by the Ministry of Education and is financed almost entirely by the government. Boys and girls have equal access to education, and most of the primary and secondary schools and junior colleges are coeducational. There is complete freedom of choice of language of instruction: Malay, Chinese, Tamil, or English. Channelling into practical courses is carried out at primary and secondary levels to enable less academically inclined pupils to become employable when they leave school. Since 1976, automatic promotion in primary school has been abolished. In its place there is now a system of regular grade level assessment for promotion or retention. Secondary education offers courses in technical, academic, and commercial fields. Teacher training requirements vary according to the level of teaching to be performed. Preservice training programs are required. Training abroad is available in Australia, New Zealand, Japan, Russia, England, and the United States. (Author/AV)

Three Office of Career Education papers, specifically prepared for presentation to conferences of business-labor-industry persons are provided in this monograph, to clarify the roles and responsibilities, as well as advantages, of involvement in career education. The papers are titled the following: (1) The Linkage of Education with the World of Work and Career Development, which discusses work and careers, societal needs and career development, and work values; (2) Career Education and the Business-Labor-Industry Community, which outlines the basic nature, goals, and methodology of career education and the role business-labor-industry community would play in career education; (3) Career Education's Potential for Increasing Productivity, which presents eleven current conditions calling for educational reform, suggests ways in which these conditions can be said to have contributed to lack of productivity, and briefly outlines corrective measures called for by career education. (TA)

Papers were presented on these subcategories of the theme of conflicting pressures in postsecondary education: privacy and confidentiality; program analysis, goals, and outcomes; planning, research, and modeling; financing and resource allocation; faculty; and students. Individual topics addressed include: student-faculty interaction; student outcomes; program productivity; vocational-technical and community college program outcomes; language skills; off-campus graduate education; small colleges; state coordinating boards; academic calendars; institutional research; state agencies; graduate medical education; enrollment projection; energy management; tuition; collective bargaining; faculty workload and activity analysis; faculty compensation; sex discrimination; faculty promotion; student satisfaction; attrition; student ratings of instruction; educational quality; and higher education and careers. Additional submitted papers are abstracted. (MSE)

This pilot-year report comments on the efficiency and current status of strategies for improved urban education. By pooled judgement and survey methodologies, program data from thirty cities, student interviews from site visits, and study team observations of five city districts (Atlanta, Dallas, Milwaukee, Oakland and Toledo) are examined. Urban demographic data, including ethnic characteristics of student populations, are presented. Successful programs focusing on educational alternatives, the arts in education, developments in the basic skills, bilingual and multicultural education, staff and curriculum development, and use of community resources are described. Federal funding, greater teacher-pupil understanding, utilization of out-of-school experiences, and general systems renewal strategies are cited as essential for successful revitalization of urban education. Future procedures and emphases in urban education, as well as the role of this type of study, are outlined. (KR)

This is a report of the Council's site visits, assessment activities, and recommendations concerning programs for the educationally disadvantaged. Although most of the programs examined are funded under Title I, other types of compensatory programs are also considered. Particular attention is given in the report to the areas of: funds allocation and distribution; program planning, administration and evaluation; parent involvement; State operated programs; individualized education; alternative schools and programs; bilingual/bicultural education; American Indian and migrant education; community support services; peer tutoring; and the participation of children in nonpublic schools. Site visit reports from schools in Alabama, Arizona, Arkansas, California, Florida, Georgia, Kentucky, Mississippi, Rhode Island, New York, Tennessee, and Puerto Rico are presented. Particularly noted is the effectiveness Title I programs have demonstrated in meeting the needs of rural and small school districts throughout the nation. (GC)

In its annual report for the 1977-78 fiscal year, the Alabama Commission on Higher Education summarizes the activities of the Commission and discusses the status of higher education in the State of Alabama. Major trends noted in this report include: an overall increase in state funding for higher education, an increase in funds appropriated for first professional health education, and a significant decrease in the number of humanities and liberal arts degrees awarded. Topics covered in the report include: (1) academic programs; (2) appropriations for higher education; (3) college and university information systems; (4) operating budget of the Commission; (5) federal programs; (6) special studies by the Commission; (7) student assistance programs; and (8) the evaluation committee. A map of institutional locations and lists of higher education institutions in the State of Alabama are appended. (BH)