Education & Pedagogy

Brief histories of 16 migrant education programs in New York are presented in this report illustrated with photographs of student activities. The programs fall under Section 143 of Public Law 95-561 and are designed to improve interstate cooperation in the best interests of migrant children. The projects included are Computer-Assisted Instruction for Migrants (CAIM), Computer-Assisted Placement in Reading/Math (CAPR/CAPM), Challenging Options in Career Education (CHOICE), Eastern Stream Child Abuse Prevention and Education (ESCAPE), Goals for Youth, Grade Retention and Placement Evaluation (GRAPE), Interstate Dissemination of Educational Materials and Interstate Tutorial Outreach Program (IDEM/ITOP), Interstate Health and Education Linkage Project (I-HELP), Interstate Migrant Secondary Services Program (IMSSP), Migrant Attrition Project (MAP), Migrant Bilingual Teacher Training Institute (MBTTI), Migrant Evaluation-National Pilot Study (MENPS), Migrant Educators' National Training OutReach (MENTOR), National Migrant Special Education Center, Parent Training Project, and Step Beyond. (JHZ)

This document contains 65 papers presented at the International Conference on Physics Education. Included are papers dealing with: (1) physics education in China; (2) the evaluation of physics courses in engineering colleges; (3) climate and weather; (4) the implications of physics education research for the classroom; (5) university physics teaching; (6) teacher training in developing countries; (7) community-based physics education; (8) microcomputer-aided physics teaching; (9) standardized examinations; (10) general physics experiments; (11) the application of video techniques in physics teaching; (12) training graduate students in the field of college physics education; (13) light, lasers, and holograms; (14) the reform of general physics courses; (15) scientific inquiry in computer-assisted laboratory experiments; (16) the physics of daily life; (17) the function of physics history on physics education; (18) the apparatus of the Franck-Hertz experiment; and (19) graduate courses on science teaching. (TW)

Presented is a compilation of federal legislation on higher education as amended through December 31, 1986 that covers general higher education programs, Native American higher education, the National Science Foundation, and assistance to specified institutions. The 11 titles of the Higher Education Act of 1965 are presented, along with the first and second Morrill Acts, the Bankhead-Jones Act, and the Harry S. Truman Memorial Scholarship Act. The following additional legislation/programs are covered: Navajo Community College Act, Tribally Controlled Community College Assistance Act of 1978, National Science Foundation Act of 1950, Howard University Endowment Act, Herbert Hoover Memorial, grants to Eisenhower College and to the Samuel Rayburn Library, Education Amendments of 1980, Public Law 98-480, Title III--Higher Education Projects; and Human Services Reauthorization Act, Title V--Higher Education and Research Project. (SW)

The analogy of "Spaceship Earth" is used to suggest the necessary elements of a teacher education program that is future-oriented and that can be effective in changing and maintaining desired attitudes and behavior, particularly in relation to dealing with significant global issues and processes. Rationales are provided for a global education content-base for teacher education, as well as for analyses of values, and their consequences as a basis for commitments to action. Principles underlying the development of such a program are presented with references to research-based support. A description is given of an elementary teacher education program along these lines, carried out in schools in the San Francisco Unified School District (California). A discussion is presented of the limitations and advantages of the program as it was carried out. Necessary changes for future implementation of such programs, as well as related research questions needing investigation, are suggested. (JD)

The monograph considers ways in which vocational education can serve students with special needs. An introduction establishes the importance of career/vocational education in the development of handicapped persons, noting the philosophy behind special vocational/career education programs in Missouri. The implications of federal legislation (the Education for All Handicapped Children Act and the Vocational Education Act of 1963 as amended by the Education Amendments of 1976) and Missouri's House Bill 474 regarding components of vocational programing are noted and compared. Resulting programatic and personnel changes are considered. Among the services described in Missouri's model are career education components (awareness, preparation, exploration, and placement and followup); vocational services (a continuum of services from regular vocational programs to workshop settings); and instructional services (educational assessment, academic placement, instruction, and evaluation). A final section outlines steps for beginning a program based on needs assessment. Federal, national, regional, and state resources are listed in addition to resource materials. (CL)

This report presents findings and recommendations of an investigation that surveyed and evaluated the current educational situation in South Africa and offered recommendations on the use of computers in education and training. The following concerns are discussed: computers in formal and nonformal education; strategies for the introduction of computer awareness and computer literacy; coordination of activities in the use of the computer in education and training; suggested specifications for microcomputer systems; specifications and criteria for the design and evaluation of educational courseware for use with computers; cost analysis for the integration of the computer in education; the use of the radio, television, and other information systems for the promotion of instruction and learning; and priorities with respect to the implementation of the computer in education and training. An outline of a computer awareness/literacy program is appended. (LMM)

Intended for New York City special education teachers, the handbook presents information on classroom strategies as well as administrative matters. The initial chapter introduces quality instruction and examines aspects of the environment conducive to it. Also considered are the roles of support personnel and parents. Preparation for instruction, the subject of chapter 2, focuses on assessment, standardized testing, the individualized education program, task analysis, mainstreaming, and multicultural/multiethnic concerns. Chapter 3 addresses teaching and learning strategies, with special emphasis on developing critical thinking and problem solving skills through questioning, selecting and adapting materials, and study skills. Curriculum aspects addressed in chapter 4 include the following: New York City's Minimum Teaching Essentials (an outline of curriculum content), communication arts, reading, mathematics, bilingual special education, and career education and life skills. The final chapter explores administrative topics such as promotional policies, suspension procedures, and transportation regulations. (CL)

Information and activities are provided to help elementary school teachers develop a career education "environment" for children. Ten basic premises of career education are outlined, and the key ideas and terms that emerge from the premises are defined. The eight goals of career education are set forth to provide the teacher with a base from which to develop a personal plan to infuse career education into the existing curriculum. Suggestions are then made for integrating existing curricula with career education ideas. A sample of subject-related activities is included for these subjects: social studies, guidance, language arts/reading, science, physical education, and mathematics. Job-related activities follow for these occupations: FBI agent, printer, musician, construction worker, costume designer, telephone installer, firefighter, librarian, police officer, and classroom jobs. Essential resources and the procedure are detailed for each activity. Adaptations are suggested for individual classrooms. A listing of some additional career education resources is appended. (YLB)

Research issues concerning all levels of education in the Republic of Ireland and in Northern Ireland are examined in 22 papers. The papers deal with the following topics: information technology and education; the concept of authority as it applies to the professional teacher; an analysis of the theories of R.F. Dearden; a critical assessment of Michael Oakeshott's concept of education; building student self-concept through specific teaching strategies; storytelling; curriculum research; equality as a curriculum goal; pastoral care as a component of Irish education; mathematics education and the open university, readability levels of history texts used in Irish primary schools; reading standards at the college level; English language and literature education; learning with broadcasting; professionalism in teaching; competing ideologies in teacher training; teacher attitudes following the first year of teaching; and a history of the Northern Ireland Induction Program for teacher training. (LP)

Swedish higher education is discussed with attention to reforms, the structure of higher education, study programs, entrance requirement and admissions, postgraduate studies, economic resources, student unions, and student financial aid. Educational reform created a unified higher education system, combining institutions that had previously been administered separately. Additional reform measures include broadened student recruitment, offering evening courses and distance education, adapting educational offerings to labor market conditions, and decentralizing decisionmaking. In Sweden all institutions of higher education are central government agencies. A new feature of Swedish higher education administration is the six regional boards. Undergraduate education is organized into program committees, while postgraduate education and research are organized into faculties. Student financial aid consists of nonrepayable grants plus larger repayable loans. General and local study programs and grading practices are addressed in the fact sheet, along with general and special admissions requirements for undergraduate and postgraduate studies. Higher education budgeting and duties of teachers are also briefly discussed. (SW)

Historically, teaching has been considered an art, not a science, and therefore not subject to scientific analysis. However, there now exists a body of knowledge and a fresh set of conceptions about teaching upon which to base teacher education. Recent and numerous advances in pedagogical knowledge can now be used to provide teacher education with a scientific foundation. Over the last decade or two, the scientific approach to the study of education has been unusually fruitful, though not all of that research has yet been incorporated into teacher education programs. Schools of education at the major state universities should be leading the way in developing new programs of teacher preparation based on research on teaching. Research having implications for teacher preparation is cited in the areas of: time factors in learning; success and positive reinforcement; structuring behavior; pedagogical decision making; classroom management and achievement; and effects of expectations on student performance. (CB)

This document is the complete text of Public Law 98-377 ("Education for Economic Security Act") which is designed to: (1) provide assistance to improve elementary, secondary, and postsecondary education in mathematics and science; (2) provide a national policy for engineering, technical, and scientific personnel; (3) provide cost sharing by the private sector in training such personnel; (4) encourage creation of new engineering, technical, and scientific jobs; and (5) address other issues and concerns. The act includes eight titles: Title I--National Science Foundation Mathematics and Science Programs; Title II--Education for Economic Security; Title III--National Science Foundation Program for Partnerships in Education for Mathematics, Science, and Engineering; Title IV--Presidential Awards for Teaching Excellence in Mathematics and Science; Title V--Asbestos School Hazard Abatement; Title VI--Excellence in Education Program; Title VII--Magnet School Assistance; and Title VIII--The Equal Access Act. (JN)

Representatives from 154 National Association for Business Teacher Education institutions responded to a questionnaire designed to elicit responses about the most effective recruiting practices for business teacher education programs. Several questions were included to determine the present status of business education programs and trends in these programs since 1982. Data revealed enrollments are increasing in business teacher education in about 45 percent of responding colleges of business and education. Enrollment trends for administrative office management programs did not look as encouraging. Respondents cited as key ingredients necessary for maintenance and/or growth of a quality business education program the following attributes (in order of decreasing mention): relevant, innovative, complete programs; competent staff; strong recruitment program; modern equipment; administrative support; availability of jobs and better salaries; interaction with public schools; and program reputation and graduate quality. Recruiting techniques respondents listed as successful included letter writing, school visits, student organizations, sponsor activities, student teachers, alumni, newsletters, advisory committees, campus recruiting, and professional activities. (YLB)

The purpose of this booklet is to explain to the home teacher (or parent) what career education is, why career education is needed, and how to use career education in the course of teaching elementary students at home. The first two sections of the booklet define career education and explain its purpose. In the next section, some career education skills and processes that most adults have learned to some degree and use in daily living are listed. This list can be used as a source of objectives for students in a career education program. The final section of the booklet lists and explains eight elements of career education that are important for students. The eight elements are the following: appreciation and attitudes, self-awareness, decision making, educational awareness, career awareness, economic awareness, beginning competency, and employability skills. (KC)

Three fundamental questions regarding preservice teacher education are examined in this paper: (1) what preservice teacher education should do and what it should not be expected to do; (2) the important characteristics of programs needed to prepare teachers for effective teaching in the future; and (3) the basic ingredients in effective preservice programs. In discussing the role and function of preservice teacher education, it is pointed out that the goal of such education should be to prepare entry-level teachers who are well educated in a general sense, in possession of a strong in-depth grounding in a teaching field, and who have a good pedagogical grounding. An analysis is presented of the nature and composition of effective preservice preparation programs. The discussion of this topic focuses upon four major components of a sound preservice program: (1) general education/liberal studies; (2) undergirding disciplines/pre-professional studies; (3) academic specializations; and (4) professional (pedagogic) studies. Concluding remarks include a recommendation for extension of preservice education with a year of internship. (JD)