Education & Pedagogy

The primary objective of this study was to encourage teacher education programs to further the knowledge of the principles, modes of teaching, learning styles, and organization of open education. Procedures used in conducting the study were (1) an analysis of the literature reflecting a theorectical framework within which the components of open education might be identified, (2) an analysis of the literature pertaining to the characteristics of the open classroom at the primary level and the open concept, and (3) a search of current empirical data suggesting the effectiveness of the open education movement for altering elementary school practices. Rationale were presented for open space, nongrading, and multiage grouping. Results from the study suggest that teacher education should make greater use of nontraditional approaches, more instructors should implement nontraditional approaches in their own teaching processes to serve as models for teacher trainees, teacher education programs should make a concerted effort to ensure that teacher candidates comprehend the underlying principles of personalized learning and programs, and initiative should be taken by teacher education programs to establish cooperative programs with schools in developing open environments within their systems through onsite support to the educational community as it develops an individualized approach to learning. (IRT)

Appendix B to the final report of the Business and Office Career Education Curriculum (BO-CEC) project contains three sections. Sections 1 and 2 briefly present the agenda, the participants, and the reports of the BO-CEC National Advisory Committee Meetings of January 1974 and January 1975. Section 3 concerns the July 1975 dissemination conference of BO-CEC, listing participants and publishing the conference's speeches: "Business Ownership Career Education Project," O. J. Burnside, Jr.; "Results of the BOCEC Project With 9th Graders at Northern High School," Ingrid Dooms; "Pre-service and In-service Teacher Education for Career Education," Carmela C. Kingston; "Testing and Measuring the Results of New CE Curriculum Materials," James J. Lynn; "Remarks," James B. Mayo; "Career Education Comes to Kelly Junior High," Craig Minbiole; "Career Education in Secondary and Higher Education," Robert A. Ristau; "Industry and Career Education," Gilbert A. Stevens; and "Career Education in the Elementary School," Janet Sutherland. Section 3 also contains letters from conference participants regarding their views of the conference. A brief report on the final session as well as an evaluation questionnaire are also included. (JR)

The response of the American public education system to the challenge of preparing citizens to respond intelligently to global challenges and opportunities is inadequate. State education agencies should be actively providing adequate experiences in international/intercultural education. However, according to a 1969 survey by the Education Commission of the States, the state boards of education of the 50 states generally concentrate on the areas of curriculum and materials development rather than research and evaluation and they do not perceive the need to provide leadership for globalizing public education. There are many key factors in internationalizing public education, but they generally center around the personalities, organizational structure, and funding priorities of those in positions of state leadership. Recent information shows that many states are moving toward a global approach, particularly in the following areas: credit for overseas experience, transfer of foreign credits, leave granted for foreign teaching, number of inservice programs on international topics, global-approach curriculum development, and stress on international training in teacher preparation and certification. Implications of the research are that, in spite of some significant progress recently, too little has been done to internationalize public instruction; there is inadequate funding and too little tracking of results against global goals and objectives. (Author/DB)

The planning guide contains basic materials that are being used in vocational home economics education. Part 1, Program Planning, discusses goals for education in the nation and Florida, homemaking as an inherent component of vocational education, and vocational home economics (guidelines, funding, student organizations, and Florida goals). Graphic presentations include: scope chart of Florida vocational home economics, a career education model, curriculum development chart, and conceptual flow charts for early childhood through late adolescence in the educational areas of human development, management and family economics, food and nutrition, housing and home furnishings, and textiles and clothing. Comprehensive continuums of performance objectives are presented for the same educational areas. Course content by levels and course descriptions for K-12 and adult courses conclude Part 1. Part 2, a Teacher Handbook, describes the Vocational Education Amendments of 1968, educational assessment and accountability, instruction in vocational home economics, accreditation standards, and Florida Teacher Education Advisory Council guidelines. Also presented are State adopted text materials, components of individualized instruction, consumer education concepts, sources of research, promotion of home economics, other aspects of the program, guidelines for middle school programs, professional organizations, management of the home economics department, and names of the State home economics education staff. (MS)

Substantive papers presented at the third in a series of international seminars sponsored by Syracuse University are provided in this publication. In addition, a summary of the themes, or issues, as they emerged in the discussion is given. The seminar focused on publications in the professional field of adult education. The papers presented are as follows: "Why Publications" by R. J. Blakely; "Analysis of Publications in Continuing Education" by Stanley M. Grabowski; "Needs of Associations for Publications in Continuing Education" by William S. Griffith; "Use of Publications by Adult Education Scholars" by Alan B. Knox; "Needs of the Users of Publications from the Practitioner's Point of View" by Olivia P. Stokes and Alice M. Leppert; "Thoughts on Periodicals for Professionals" by Thomas Kelly; "Sponsorship and Support of Publications in Continuing Education" by Milton R. Stern; "The Role of the College Textbook Publisher in Continuing Education Programs" by William C. Halpin; "Adult Education and Publishing" by Richard G. Underwood; "International Trends in Publications in Continuing Education" by J. Roby Kidd; "Adult Education and Strategic Resources for Economic Development, with Special Emphasis on Developing Countries" by Dr. A. M. Zikry; "Notes on Bibliographic Sources for the Study of Adult and Continuing Education in Africa" by John and Maureen Webster; and "Futures": A New and Needed Literature for National and International Planning in Continuing Education" by William M. Rivera. (DB)

This document is an English-language abstract (approximately 1,500 words) of the Mexican Education Minister's remarks at a conference for adult education. He stated that educational reform was part of a far reaching plan for social reform; he characterized civic training as an all-sector task, transcending confinement to the classroom and embracing the whole of a man's life; he drew attention to the importance of literacy training and to the problem of getting new literates to make regular use of their new found skills; he insisted that Mexican education should become closer to the realities of rural culture; he stressed better teaching methods to bring knowledge closer to adults seeking it. The Conference made a number of recommendations concerning civic training. The scope and objectives of any training should be incorporated in the system of integral education postulated by the Mexican Constitution. Democratic principles should be fostered in the organization of school life. The conference went on to recommend that education for adults must necessarily fall within the concept of permanent and continuous education to promote social change. There should be an expansion of elementary schools both for adults and juveniles. Technical training for workers was another area of discussion. (Author/GDB)

This report presents three papers that were prepared for the 6th annual conference of the Society for Research into Higher Education, a London based organization. The 1st paper is "Factors Influencing Choice of Higher Education," by Margaret D. McCreath. She discusses part of an intensive study of the transition between school and higher education made in 1967, including: (1) the extent to which the students were aware of higher education entry requirements; (2) from whom they got most guidance at times of subject choice; (3) with whom they discussed their intended applications to higher education institutions; and (4) what they would do after school. Their responses are analyzed in terms of ability, higher education aim, and family knowledge of higher education. The 2nd paper:"Educational Objectives and Student Performance within the Binary System," by N.J. Entwistle and K.A. Percy deals with a research project underway at the Department of Educational Research at Lancaster that aims to: (1) identify the characteristics of successful students in the 3 sectors of British higher education; and (2) reexamine the objectives of the various institutions that comprise the system of higher education. The 3rd paper: "Cooperative Research in Teacher Education: Progress and Prospects," by E. Stones reviews some research projects on teaching in higher education. (AF)

Vocational education services provided to Navajo people are examined in this study. Three major purposes are presented: to develop a complete picture of vocational education programs offered to Navajos, and determine whether funds are allocated in an equitable manner; to identify where critical decisions concerning vocational education programs are made; and to analyze existing vocational education services in relation to job opportunities presently available. Chapter I provides an overview of the problems of the Navajo Nation. Chapter II describes the Federal Vocational Education Act of 1963 and emphasizes funding allocation criteria. Chapter III examines federal and state funding to secondary level vocational education in Arizona and New Mexico, and chapter IV describes vocational education funding and decision making in the postsecondary institutions on or near the reservation. Chapter V deals with CETA (Comprehensive Employment and Training Act) funds for the Navajo people. Chapter VI examines vocational education in the Bureau of Indian Affairs; chapter VII analyzes Navajo vocational education programs versus labor market needs; chapter VIII describes in detail provisions regarding Indians in recently passed vocational education legislation; and chapter IX summarizes the findings of the study and makes specific recommendations to each of the key agencies (federal, state, local, and tribal). (BL)

Discussion at the OECD Education Committee meeting focused on education policies of OECD nations in the context of social and economic trends, the contribution of education to preparation for working life, and the transition from school to employment. The report is presented in two major sections. Section I outlines the educational policy debate. Statements by the Secretary-General of the OECD and by the Minister of Education and Science of the Netherlands focused on the need for educational re-assessment and innovation, educational objectives, individual and social needs with regard to education, governmental responsibilities to provide education, teacher training, the role of education in the emancipation of women, and political motivations of various social groups seeking specific types of education. Following these statements are outlines of themes discussed by the ministers and a declaration of educational policy priorities. These include taking a long-term view with regard to educational issues, increasing educational cooperation between nations, and increasing access to education. Section II contains a report prepared by the OECD Secretariat to provide background information to the meeting participants on educational policy trends. Topics discussed include demographic trends, enrollment trends, teacher supply and demand, trends in educational expenditure, and interrelationships between education and employment. (DB)

This monograph contains eight papers and one bibliography resulting from an American Personnel and Guidance Association study of the role of the school counselor in career education. The articles are (1) Contrasts Between the Guidance and the Career Education Movement, discussing their similarities and counselor involvement; (2) The Comprehensive Involvement of the School Counselor in Career Education, emphasizing his role in career guidance program development; (3) Career Education, Career Guidance, and Career Development, synthesizing definitions from the literature, agencies, organizations, and educators; (4) Preparing the School Counselor to Function in Career Education, focusing on pre- and in-service counselor preparation; (5) The Role of the Counselor in Elementary School Career Education and (6) The Role of the Counselor in Secondary School Career Education, defining needs, goals, and counselor involvement; (7) School Counselor Collaboration with Teachers and Other Education Personnel in the Delivery of Career Education, emphasizing active involvement, additional training, and a supportive environment; and (8) School Counselors as Interpreters for and of the Community, describing school-community collaboration. The bibliography on career education, guidance, and development is divided into books; periodicals; pamphlets, papers, reports, brochures, miscellaneous; and state and local plans. Materials are indexed by five subject areas: preparing the counselor, grade level, collaboration, program planning, and counseling with special populations. (YLB)

Conference proceedings are presented which explored the relationship of cultural pluralism to citizen education. Discussants included members of federal offices, national organizations, state departments of education, and private foundations from the U.S. Office of Education, the Office of Bilingual Education, the Council of Chief State School Officers, the Association for Supervision and Curriculum Development, and the Council for Educational Development and Research. Three major topics were examined: (1) the implications of ethnic pluralism for citizen education, (2) the school's responsibility for teaching the implications of ethnic pluralism in citizen education programs, and (3) immediate action which schools might take regarding instruction in the implications of ethnic pluralism as an element of citizen education. Discussion of the first topic covered definitions of citizen education, the benefits of bilingual education, and racism as an impediment to social change. Discussion of the second topic cited the need for access to equal educational opportunity, reduction of discrimination, awareness of cultural alternatives, and clarification of students' attitudes and self-concepts. The traditionally Anglocentric emphasis of school curriculum was identified as a barrier to recognizing true cultural pluralism. Discussion of the third topic emphasized the need for changes in social values, curriculum, and teacher education to promote acceptance of all cultural groups. (AV)

Designed to clarify the Kansas State Plan for Vocational Education, this handbook provides detailed directions for developing vocational education in Kansas to assist those who plan and operate vocational programs. (These guidelines were composed by the vocational staff in the State Department of Education with the assistance of vocational school teachers and administrators and, subject to revision and/or review as part of the State Annual Plan, will become effective upon approval by the State Board of Education.) The major section of this document covers provisions and standards basic to all vocational education programs, including the following: (1) procedures for program approval and for appeals by disapproved programs; (2) occupational objectives for students; (3) use of local two-mill vocational funds; (4) area vocational school satellite programs; (5) cooperative vocational education instructional methods; (6) programs for the handicapped and disadvantaged; (7) Comprehensive Employment and Training Act (CETA); (8) vocational education personnel training; and (9) the duties of the State Department of Education, the research coordinating unit, and advisory councils. The remainder of the handbook gives guidelines for six service areas (agriculture, business, health, home economics, industry, and combination cooperative vocational education), dividing each into four levels of instruction: exploratory, secondary, postsecondary, and adult. The twelve appendixes contain forms for budgets, expense reports, student registration, surveys, and applications for vocational programs. (ELG)

The booklet discusses results of a values education survey of teachers and administrators and examines issues, curriculum, and teaching techniques in values education. The report is intended for use by pre- and inservice teachers and teacher educators as they develop awareness of values and devise strategies to transmit this awareness to students. Members of the Moral Education Project administered an opinion survey to approximately 12,000 Ontario educators in March 1976. The four major areas of inquiry were concerned with definition of values education, teaching techniques, resources and materials, and resources already experimented with. Most educators agreed that two major goals for values education were to encourage respect for other people and to help individuals develop social responsibility. Respondents indicated the need for classroom skills and additional knowledge of how childrens' thinking develops. Resources most often used in values education programs included kits on moral education and values, religious materials, literature, and films. The appendix, which comprises the bulk of the document, presents a description and results of the survey, background information on values education, an overview of six major conceptions of moral and values education, teaching techniques, and lesson plans. (Author/DB)

The goal of a one-year vocational education teacher training program was to upgrade the subject matter, teaching skills, and qualifications of vocational education teachers from the postsecondary Micronesian Occupational Center and the secondary schools of the districts of the Trust Territory of the Pacific Islands by facilitating the participation of seven such educators in a full-time twelve-month program of undergraduate studies and related activities in the University of Hawaii. The participants were at different stages in their progress towards a bachelor's degree in secondary education with academic majors in trade, industrial, and technical education, business education, or vocational agriculture. They took whatever courses were necessary in the general education core, professional education core, or vocational (major) area to advance towards their degree goal. By the end of the one-year program three participants had completed all requirements for the bachelor's degree and two participants had completed all requirements for an associate's degree. A participant who entered as a freshman completed thirty-one credits towards the bachelor's degree. All participants (except one) returned to their districts and are currently holding teaching or administrative positions in postsecondary and secondary institutions in the Trust Territory and the Northern Marianas. (BL)

One of five supplements which accompany chapter 3 of "Mountain-Plains Handbook: The Design and Operation of a Residential, Family Oriented Career Education Model" (CE 014 630), this document contains a master listing of all Mountain-Plains curriculum, compiled by job title, course, unit, and Learning activity package (LAPS) and arranged in numerical order by curriculum area. Preceding each curriculum area listing is a page of explanatory notes. The following curriculum areas are covered: mathematics skills, communication skills, office education, lodging services, food services, marketing and distribution, automotive, small engines, health education, consumer education, home management, parent involvement, carpenter, electronics assembler, electrical wireman, plumber, heating systems serviceman, refrigeration/cooling systems serviceman, appliance serviceman, radio and television serviceman, electric motor repairman, draftsman, and leadership training. (A sample curriculum unit (CE 014 647) and an orientation guide for instructors (CE 014 652) are also available from ERIC. Additional Mountain-Plains curriculum materials, including twenty-two instructional units, are available for on-site inspection at the Research Library at the National Center for Research in Vocational Education at Ohio State University.) (BM)