Education & Pedagogy

The collection of 18 essays is intended to provide the educator with an understanding of specific aspects of social studies instruction and education in general. The essays include: "Objectives and Learning Experiences in the Social Studies"; "Studying Trends in Society"; "Social Studies: Process versus "Studying Trends in Society"; "Social Studies: Processes versus Products"; "Criteria, Software, and the Microcomputer"; "Games and the Microcomputer"; "Social Studies and the Learner"; "The Pupil, Religious Beliefs, and the Curriculum"; "Minority Groups, the Pupil, and the Curriculum"; "Citizenship Education and the Basics in the Curriculum"; "Issues in the Social Studies Curriculum"; "New Disciplines in the Social Studies'; "Myths in Education"; "Values Clarification and the Curriculum"; "Values and Issues in Society"; "Formative and Summative Evaluation"; "Unit Teaching and the Evaluation Process"; "Humanism in the Curriculum"; and "Assessing Pupil Achievement." Most of the essays contain references. (TRS)

An outline of the newly revised standards for state approved teacher education programs in Oklahoma sets forth regulations and requirements on: (1) initiations of new certification programs; (2) five-year evaluation for re-accreditation; and (3) specific standards for approved teacher education programs. Specifically, for both new certification programs and re-accreditation, brief descriptions are given of the following: the application forms, the self-study, the sequence and timing of events in the process, the selection of the visiting committee, the logistics of the on-site visit, the preparation of the visiting committee report, and the recommendation process. In addition, the contents of a resource file provided for the visiting committee during the five-year evaluation are described. The specific standards for teacher education programs provide information on governance and administration of the total program, teacher education faculty, facilities and instructional resources, student qualifications, and curriculum standards and requirements. Standards for faculty development are appended. (JD)

There has been a growing but begrudging recognition that better teacher education is necessary both to carry out other education-related reforms and to provide knowledge for shaping the reform agenda. Without fundamental changes in the ways that teachers teach, changes will not occur in the learning outcomes of a particular lesson or class or school. Pervasive and widespread change in teacher education has already occurred. These changes include: raised admission criteria; more rigorous exit requirements; more student teaching experience; increased use of standardized achievement testing; and greater reliance on technology. To continue the reform, groups interested in education reform must recognize that teacher education is "nested" in colleges and universities often caught in the middle of competitive and intense pressure. Changes in teacher education must be responsive to the aspirations and needs of the profession and also be accountable to teacher education institutions. Actions for change must be consistent. The teacher induction or internship process may be the best strategy for the immediate future of teacher education. (CB)

This collection contains a series of papers each of which deals with a key issue in vocational teacher education today. Included in the volume are the following papers: "Introduction and Colloquium Purposes," by John Pucciano; "Recruitment and Retention of Vocational Education Teachers," by Richard L. Lynch; "Vocational-Technical Teacher Certification--Where Are We?--Where Are We Going?" by Norma J. Milanovich; "Structured Employment Experiences for Technological Updating of Vocational-Technical Teachers," by Jack McElroy; "Statewide Systems of Vocational Teacher Education To Meet the Challenges of Changing Technology," by Darrell L. Parks; "Evaluating Vocational Teacher Education Programs," by Floyd L. McKinney; and "Summary and Recommendations," by Gordon Swanson. Appendixes to the collection include a list of paper discussion leaders by topic, the colloquium program and agenda, and presenters' and project staff vitae. (MN)

This publication was prepared as part of the UNESCO-International Association of Universities (IAU) Joint Research Program in Higher Education, and serves as the proceedings of the seminar, The Role of the University in Environmental Education, which was held in Budapest, Hungary, on October 17-21, 1983. The document is prefaced with a background paper presented to the conference participants by Donald J. Keunen. Included are papers which address: (1) the university and the concept of environmental education (R. Schwass); (2) the content of university teaching on environmental problems (two papers by R. Hundt and L. Emmelin, respectively); (3) the integration of teaching about environmental problems (R. P. Moss); (4) teaching methods and staffing for environmental education (A. L. Strong); and (5) the concept of environmental education in lifelong and post-experience education (E. K. Ivanova). Appendices include the conference agenda, a list of conference participants, and a set of six short papers describing environmental protection education in Hungary. (TW)

This paper briefly reviews the changing circumstances of Australian tertiary education, describes 10 areas of potential and current Australian activities in videotex, and explains how the lack of popular access to a public videotex system like Viatel, together with the lack of a coordinating body equivalent to the British Council for Educational Technology and Prestel Education, have retarded the growth of videotex in Australian education. The term "tertiary" is used to cover the 19 universities in Australia, the Colleges of Advanced Education, and the Technical and Further Education Colleges. The transitional state of Australian tertiary institutions is discussed in terms of curriculum redesign, staff and student development, educational applications, and management structure. A review and comparison of the British and Australian educational systems includes the British government's policy toward microcomputers in schools; its move into continuing education programs and the development of Prestel education; and Australia's lack of a videotex supporting environment on tertiary campuses. Several philosophical and practical solutions to the problem are proposed. (DJR)

In January 1982, the West Virginia Board of Regents, the governing board for the 16 public colleges and universities in the state, established a state-level advisory committee for teacher education. This Teacher Education Advisory Committee (TEAC) consisted of a representative from each of the public and private senior institutions having one or more teacher education programs. The Committee was charged with considering any and all matters related to teacher education and offering recommendations and proposals to the Board. The Committee was also requested to consider and react to items that may be presented from the Board. The Committee functions as the primary advisory group for teacher education as a new master plan for higher education through 1990 is being developed by the Board of Regents. This paper reviews the development of the TEAC, describes its activities and functions, and outlines the future teacher education concerns and issues in West Virginia. Applicability of this model to other states is considered. (JD)

Designed to serve as a resource for educational planners, administrators, and concerned individuals, this report reviews elements of Korea's long-term educational development plan. An introductory section presents basic positions about major educational issues that are related to planning for a long-term educational development. Part one traces Korean education from the past to the present with specific reference to its relevancy to changing milieu, and suggests the direction of educational development. Issues are addressed in section two which focus on humanization, equality in education, improvement of educational contents, methods and facilities, education in basic sciences and technology, skill education, vocational education and career guidance, development of high-level manpower and education in preparation for the future. Section three discusses the reform of the educational system, the professionalization of teaching and educational administration, research and development, and educational finance. Concluding statements are offered and present a profile of Korean education in the 2000's. (ML)

A cooperative program between the Department of Pediatrics at the Texas Tech University Health Sciences Center and a special education program for developmentally disabled infants and children (birth through age 3) has provided 12 pediatric residents with a four-session training program. The residents were members of an interdisciplinary team which also included the child's parent, special education teacher, psychologist, educational specialist, and members of various allied health professions. Training activities included touring the special education program facilities; reviewing the child's chart; visiting the home; observing the special education teacher complete a developmental assessment of the child; reviewing the individualized education program with the teacher; observing child evaluations by occupational, physical, speech, or music therapists; and developing a relationship with the parents so that parents would rely on the resident as a source of medical information. Evaluation results suggest that the program was effective in introducing pediatric residents to issues concerning interventions with handicapped infants. (DB)

Options are discussed for the reauthorization of Title V of the Higher Education Act. The speaker expressed the collegial opinions of a number of higher education organizations. Four themes constituted the framework for recommendations on reauthorization of Title V: (1) Strengthening teacher preparation programs is most effeciently accomplished by encouraging and promoting change at the college or university where students receive their undergraduate or graduate education; (2) Anticipating limited federal support for new initiatives, resources should be targeted to those activities where the greatest leverage may be exerted; (3) Programs to assist entry-level and career teachers should be developed and administered cooperatively between institutions of higher education and local school personnel; and (4) New federal programs should be implemented quickly and decisively. A position paper, reflecting the consensus of the organizations on these issues, is appended. (JD)

This report contains 43 recommendations for improving the quality of beginning teachers in Georgia through reform of undergrduate teacher education. The report also addresses issues outside the domain of teacher preparation institutions when these issues affect the pool of beginning teachers. Recommendations concentrate on five major areas of improvement: (1) the teacher candidate pool; (2) accountability in education; (3) institutions offering education in Georgia; (4) quality control for teacher preparation and entrance to the profession; and (5) the relationships of the regents, state board of education, and the trustees of independent colleges and universities in teacher education policymaking. Within the five chapters 21 issue-areas are examined. Recommendations for each area are preceded by a brief description of factors in Georgia and the nation which served as a basis for the proposals. Following each recommendation are comments intended to elaborate on implementation strategies and potential impact. (CB)

The paper examines the application of educational technology to special education in East Asia and specifically in Japan, the Republic of China on Taiwan, Singapore, Hong Kong, and the People's Republic of China. The potential role of the microcomputer in special education is stressed and American applications of the microcomputer as a special education management tool, as a communication tool, as an instructional tool, and as a personal aid are briefly described. Current and future trends in the use of educational technology in special education in the East Asia are discussed in the context of: (1) official definitions of "exceptional"; (2) the political and economic structure; (3) social and cultural attitudes toward handicapped people; and (4) the influence of special education professionals. Considered next are current applications of educational technology in regular and special education in East Asia which, though still rather minimal, are expected to increase rapidly in response to commitment to building technology-based industries. (DB)

An outline is presented of steps taken in a one-day workshop designed for teacher education faculty who plan to augment the international components of the teacher education curriculum. The focus of the workshop was on "A Guide to Workshop Procedures" (reproduced in this paper), which delineates in detail the sequential activities and tasks for workshop participants. The topics described in this document include: (1) the purpose of the workshop; (2) meanings of the phrase "internationalizing a professional-education program"; (3) potential ways of expanding the international aspects of teacher education; and (4) specific innovations that the teacher education faculty intend to adopt. Information is included on the types and levels of change in a teacher education program that could be attempted as plans are laid for expanding the international aspects of the program, the kinds of learning objectives that should be set, the kinds of instructional methods and materials that can be used, and incorporating the lessons and units that result from the workshop into professional education programs. (JD)

A diversity of themes are addressed in the papers presented in this document; they include new topic areas as well as concerns that have been cited in previous issues. The papers focus on such topics as: (1) problem solving; (2) cognition; (3) the learning environment; (4) energy education; (5) the use of diagrams; (6) scientific methodology; (7) preservice teacher education; (8) misconceptions; (9) social background; (10) gender bias; (11) magnet schools; (12) teachers as researchers; (13) conceptual change; (14) teaching methods; (15) practical examinations; (16) non-formal education; (17) parental involvement; and (18) science curricula. A list of authors with addresses, and guidelines for authors are appended. (CW)

In 1986 the State Board of Education of New Jersey approved more rigorous high school graduation requirements in academic subjects. Concern was expressed that requiring additional academic courses could crowd the daily schedules for many students and, in effect, impede their ability to take courses that meet other requirements, needs, and interests. Since the state's currently mandated high school graduation requirements for physical, health, and safety education take up the greatest amount of instructional time, the Board requested that these requirements be reviewed. This report documents the review of these requirements. The study investigated: (1) the background of the statewide physical, health, and safety education requirements; (2) the impact of the requirements on the high schools in New Jersey; (3) the curriculum of the requirements; and (4) the relationship of fitness to the physical, health, and safety education requirements. Recommendations of the Commission are outlined. Supplements include a survey of high school physical education, health, and safety in New Jersey, as well as survey results. (JD)