Education & Pedagogy

The National Energy Education Development (NEED) Project was launched by Congressional Resolution in 1980. The subsequent presidential proclamation initiated a decade-long effort to introduce or enhance energy education programs in U.S. schools. The NEED Project stresses the use of evaluation tools for students to measure the effectiveness of their school's energy education program. The NEED Energy Education Poll was designed as an activity students could utilize to evaluate the success of their projects and activities. It also allows the NEED Project to gauge the progress of a large number of students throughout the nation involved in energy education. The information gathered from the state and national poll results allows NEED to discover where students lack information about energy, as well as how they feel about energy issues. This document includes the results of the secondary and middle school polls, a copy of the "1990 NEED Energy Education Poll" and a chart of the distribution of answers. (CW)

Universalization of primary education (UPE) is one of the major priority goals of all countries in the region of Asia and the Pacific. The developing countries are now engaged extensively in the formulation and implementation of policies, plans, and programs aimed at making adequate and suitable opportunities for primary education available to all children as soon as possible. Lower participation rates of girls in primary education is seen as one of the main obstacles to achieving full universalization of primary education in some of the countries of the region. This volume, one of a series that provides a comparative view of the position of UPE and its progress focuses on Pakistan with particular reference to girls' enrollment and participation in primary education. The five chapters in this volume include: (1) methodology; (2) review of literature; (3) presentation of data; (4) educational innovations at primary level; and (5) conclusions. A number of tables displaying data appear throughout this volume. (DB)

This paper examines how the field of home economics education adapted to changes in the fields of education and home economics in the last 10 years. National trends and issues related to the employment and education of teachers are discussed with emphasis on influential factors and events such as enrollment declines and changes in the demand for public school teachers. Factors and events influencing changes in home economics and home economics education, including enrollment trends, the labor market for home economics graduates, and overall changes in the field, are examined. The relationship between home economics and home economics education is discussed. The paper concludes that the field of home economics education is in a state of transition, even more so than the broader field of education, and that changes in opportunities for women have affected both of these fields. (61 references) (CML)

An internship project was developed to prepare vocational and special education teachers to train special needs learners in vocational education. The program encouraged better cooperative efforts between vocational and special educators by providing an opportunity for these teachers to consult with and learn about and from one another. During the project, 40 vocational education students and 20 special education students from the University of Pittsburgh worked directly with special needs learners for a 2-week internship in a special needs service agency or vocational school. The project coordinator visited each intern, and the director of the special needs service agency or vocational school supervised them. Each intern planned, conducted, and evaluated vocational education programs for special needs learners. Interns evaluated their teaching experience and demonstrated an increased level of confidence in their ability to work with and to teach special needs learners in vocational education and to prepare them for employment. (Author/KC)

This digest examines prekindergarten teacher licensure, which enables states to ensure a level of specialized knowledge and experience among early childhood professionals. A recent movement toward specialization has led to more states offering early childhood education licenses (which is beneficial since the best predictor of appropriate teacher behavior is the amount of formal education and training). As acknowledgement of the educational aspects of preschool education increases, state education agencies are receiving regulatory power over public preschool programs. This often conflicts with state social service agencies' regulation of custodial day care programs. High quality programs must encompass both education and social services. Different states offer various configurations of preschool credentials (e.g., early childhood education licenses distinct from elementary licenses, and title-specific licensure denoting the license range). Distinctions are made among early childhood professionals regarding credentials and compensation, with the public sector paying teachers better than the private sector and salaries higher in early education than in child care. (SM)

This paper includes two documents: a working document and a report on the symposium on the democratization of higher education and its role in the promotion of economic and social progress. This symposium was part of UNESCO'S program entitled "Democratization of Education." The purposes of the program's activities were to stimulate and support Member States' efforts to ensure full equality of educational opportunity for all citizens and to promote legislative, educational, social, and financial measures that would enable the most disadvantaged strata of society to exercise rights effectively. The analyses and discussions covered four main topics: democratization of education as a condition for the exercise of the right to education and for the progress of society; favorable conditions and obstacles to the democratization of education; problems concerning the quality of education in the context of its democratization; and democratization of higher education in relation to the requirements of socio-economic development. (Author/DB)

This report fulfills a requirement by the United States Department of Education to submit information on the condition of bilingual education in the nation. The report begins with a brief discussion of the history of bilingual education in the United States and a discussion of how bilingual education relates to the six national education goals identified by the President and the nation's governors. Chapter II provides an assessment of the need for bilingual education, as well as the needs of limited-English-proficient students, and the responses of school districts to meet those needs. Chapter III describes the instructional programs and the research and training activities administered by the Office of Bilingual Education and Minority Languages Affairs (OBEMLA). Chapter IV discusses the coordination of OBEMLA with other agencies and programs, and Chapter V identifies future issues in the Federal government's role in bilingual education. (JL)

This compilation includes 14 supplements to the Kansas state plan for education, all relating to various aspects of special education. Several of the supplements offer guidelines for specific age groups or conditions, providing information on definitions, screening and identification, curriculum and instruction, administrative structures, related services, reevaluation, facilities, and class size and caseload. These supplements deal with: (1) early childhood handicapped programs; (2) specific learning disabilities programs; (3) visually impaired programs; (4) behavior disorders programs; (5) gifted programs; (6) language, speech, and hearing-impaired programs; (7) mental retardation programs; (8) physically and other health-impaired programs (including autism); and (9) severely multiply handicapped/deaf-blind programs. Other supplements focus on special education program evaluation, the role of paraprofessionals in special education, vocational/transition programs for students with handicapping conditions, physical education for students with handicapping conditions, and special education instructional materials centers. (JDD)

This survey of 204 regular classroom teachers sought to determine to what extent 65 competencies (identified as essential for special education teachers of the severely handicapped) are necessary for teachers who have special education students mainstreamed into their classrooms. The mainstream teacher sample in this study and a special education teacher sample from a 1987 study both valued the 65 core competencies similarly. Competencies perceived by mainstream teachers as important were also perceived to be possessed to some degree. Thirty-two competencies were rated as important enough to suggest placement within a preservice teacher education program. The strong correlation between inservice special educator ratings and inservice mainstream teacher ratings on the importance of the core competencies suggests a shared "subcore" of competencies which has the potential for bringing the mainstream teacher and the special educator together for collaboration. Preservice and inservice program implications are listed. (JDD)

Health and education matters in Canada are the responsibility of the government of each individual province. These opportunities for improvement in the Canadian system regarding Acquired Immune Deficiency Syndrome (AIDS) education exist. First, a nationally standardized curriculum is needed. Second, more time allocated for AIDS education is necessary. Third, media advertising that makes a strong impression upon the audience needs to be produced. Fourth, public health personnel are concerned about sexually active Christian youth who are not receiving information about reducing their high-risk behavior using modes of protection. Fifth, parents often exclaim that sex education should occur in the home, yet statistics say it is not happening there. Programs of education for special high risk populations such as street youth and Native persons need to be individualized. Canadian school psychologists should make a concerted effort to provide doctors and nurses with tools of education and support so that they can play a greater role in AIDS/sex education programs in schools. (ABL)

Attended by 121 member states of the United Nations Educational, Scientific, and Cultural Organization (UNESCO), this conference was devoted to the discussion of two topics: "Education for all: renewed policies and strategies for the 1990s" and "The struggle against illiteracy through universal primary education and adult education: operational aspects emphasizing the active participation of the learner." A summary of discussions in the plenary meeting addresses the concept and role of education, opportunities for women and girls, disadvantaged groups, the need for improvements, resources for educational development, and international co-operation. Working groups dealt with more specific topics, such as: instructional methods, materials, and technologies; training; and more effective partnerships. This report also contains the text of a recommendation to ministries of education on the struggle against illiteracy. The texts of seven untitled addresses made during the conference, lists of documents distributed during the conference, national reports submitted to the conference, and a list of participants are included in appendices. (DB)

This report examines educational statistics in each of the 15 states that are members of the Southern Regional Education Board (SREB), comparing them to past SREB figures and to national averages in order to establish benchmarks and goals for educational performance. Major areas covered include: (1) Head Start enrollment; (2) eighth-grade math achievement; (3) college-credit courses offered at secondary schools; (4) dropout rates; (5) high school graduation rates; (6) credits earned by high school graduates; (7) vocational education; (8) number of adults with college degrees; (9) college effectiveness; (10) teacher education; (11) school effectiveness; (12) teacher and college faculty salaries; and (13) public funding of education. State and SREB area performance in each of these areas is discussed in terms of past performance, regional and national trends, and future goals. (MDM)

A review of the literature related to the impact of vocational education on student retention determined that various types of vocational education programs and approaches have been successful in keeping students in school. Other research showed that vocational education played a role in student retention only when coupled with other components such as work experience. Several other studies found that with increased graduation requirements and thus limited access to vocational education the dropout rate increased. A limited number of studies found inconclusive evidence that vocational education has an impact on student retention, and a small number of studies found that vocational education had either a negative impact or no impact on keeping students in school. (The report includes a table that summarizes these research strands by author. Contains 101 references.) (KC)

This resource guide is intended to familiarize teachers with the U.S. Department of Education's support programs, services, and publications. Organized into five sections, the guide begins with brief descriptions of the Department's major offices and their responsibilities. The next section explains both formula and discretionary grants, briefly describes Department programs relevant to teachers, and includes the names and telephone numbers of the following managing offices: Elementary and Secondary Education, Special Education and Rehabilitative Services, Postsecondary Education, Vocational and Adult Education, Educational Research and Improvement, and Bilingual Education and Minority Languages Affairs. Section three describes services and resources to advance research, information, and communication about education issues. The fourth section lists education clearinghouses that provide information on materials, programs, research, and other resources helpful to educators. The final section lists free Department of Education publications along with ordering information. An evaluation sheet for this guide is included. By centralizing and compiling this information about services to teachers, the Department hopes to increase teachers' access to educational resources available throughout the country. (LL)

Current versions of Massachusetts state laws, regulations, policy statements, and guidelines concerning the education of limited-English-proficient (LEP) children are compiled here. They include: a policy statement from the state board of education; a synopsis of the mandatory transitional bilingual education law of 1971, in question-and-answer form; the text of the same law; regulations for administering transitional bilingual education programs; guidelines for parental involvement in bilingual programs; guidelines and program models in the education of language minority students; the text of legislation prohibiting discrimination in public schools; regulations concerning access to educational opportunities; guidelines for designing appropriate education programs for small LEP populations (less than 20 in a school district for a given first language) at different grade levels; and legislation concerning establishment of a state bureau of transitional bilingual education. (MSE)