Education & Pedagogy

The report contains summaries and materials describing the second year of a Louisiana project to train teachers of reading for illiterate adults. Meeting a major objective, the project increased the number of State colleges and universities offering credit courses in adult education to 10, for a total of 27 courses enrolling 716 local adult education personnel. Project objectives are listed and implementing activities described: conducting a Statewide survey of local education personnel to establish their training needs and experience; establishing a State Adult Education Staff Development Coordinating Council; developing a graduate degree program; involving higher education and local teachers in training institutes, workshops, and conferences; funding 11 tuition-free graduate courses in adult education and encouraging local teachers to enroll in them; continuing the Adult Education Staff Development Specialist position in the State Department of Education and initiating meetings with those in similar positions in other States; establishing a 23-member statewide teacher-training team; and coordinating workshops and institutes in Louisiana and surrounding areas. About four-fifths of the report (130 pages) consists of appended materials and documents pertaining to the year's activities, including budget figures, workshop programs and excerpts, lists of participants, and correspondence. (MDW)

Since circumstances are demanding a comprehensive restructuring of teacher education in this country, and since comparative and international education are inexorably linked to teacher education, this restructuring should be viewed by comparativists as an opportunity to enrich the quality of, and be of service to, teacher education. More specifically, comparative educators can retain a reputation for intellectual respectability and professional indispensability by making their knowledge and skills available to this inevitable restructuring process. It is not enough to advocate that the content of comparative and international education be made more meaningful to the total process of educating teachers, its approach must also be workable. Its methodologies must contribute to the analytic skills that teachers need in order to analyze their roles and perform their functions in an enriching manner. The impact of restructuring on the future of teacher education nationally will undoubtedly cause numerous difficulties, but an opportunity to demonstrate the power and relevance of foundational studies cannot be missed. Comparative education can make a substantial contribution to the teacher preparation programs. It has the potential to offer: (a) a legitimate body of knowledge derived from intercultural and multicultural experiences that can enrich and enhance teacher education, and (b) appropriate methodologies for inquiries, theory-building, and for drawing and validating generalizations. (Author/JS)

From 1917 to 1962, the West Indian islands of Trinidad and Tobago reflected and influenced changes in their social, economic, and political systems. Prior to World War I, education in the islands reflected two diverse cultural traditions. One system offered a classical education which promoted economic and political supremacy of the white upper classes. The other system offered basic literacy education to Indians and Negroes. Pressure mounted slowly to adapt education to the needs of the islands. After World War I, a job-hungary native population demanded that schooling prepare them for profitable occupations. These demands resulted in improvements in technical and agricultural education which in turn produced an able and literate body of workers. This new economic and political elite demanded further educational and constitutional reforms. By the 1940s, considerable progress had been made in political consciousness and representation, and in opposition to colonial (British) power. It was not until the 1950s, however, that demands for self-government, universal literacy, and improved education on all levels were seriously considered by the British government. By 1960, large numbers of primary and secondary schools had been built, full secondary education was introduced, and adult and higher education programs were expanded. (DB)

This document examines the organization and governance of British education and presents projected plans for education in the 1980s. The British schooling system comprises nursery, primary, middle, and secondary schools, and further postsecondary education, university education, and teacher education. Both private and public nursery schools enroll about 35% of British children between ages two and five. Compulsory schooling begins at the primary level and extends through the secondary school. Secondary schools enroll 83% of students from ages 11-18. Standardized examinations are usually administered at age 16. Depending upon examination scores, students either go to work, stay on in secondary schools to improve scores or to prepare for an advanced level examination, or enter further education (FE). FE consists of all postsecondary education except university: polytechnics, technical colleges, colleges of art, commerce, agriculture, and education. Great Britain has a dual school system consisting of voluntary schools managed by the Church of England or by the Roman Catholic Church, and state schools. British teachers enjoy more autonomy than those in the United States. The National Union of Teachers openly endorses and financially aids candidates favorable to their interests. Recommendations for educational planning focus on such areas as school curriculum, national assessment of standards, teacher education, and ways to link school with work. (KC)

This document reviews moral education literature, presents results of a questionnaire on moral education for Seventh-day Adventist elementary school teachers, and provides an inservice workshop package in moral education. Fifty-two teachers in Seventh-day Adventist schools in Montana and Idaho answered the questionnaire and participated in the inservice training. The review of literature covers five sections: the need for moral education, the role of the school in moral education, an overview of past and present approaches, the values clarification approach, and the cognitive moral development approach of Lawrence Kohlberg. The workshop package comprises a model of moral education structure, activities and materials. The one-day workshop includes introductory activities, values clarification strategies, cognitive moral development dilemmas, handouts providing background information on both approaches, group discussions, and displays of moral education books and materials. In addition to the workshop, recommendations for furthering moral education include developing a library, providing a follow-up workshop, hiring a moral education specialist, and developing curriculum suitable for use in Seventh-day Adventist schools. Appendices include surveys of church attendance patterns in the United States, an overview of values education approaches, values clarification testing devices, an outline of Kohlberg's stages of moral development, and handouts and activities of the workshop. (KC)

This booklet reviews the development and implementation of population education programs in the Philippines. Section one describes the Population Education Program (PEP), a national program sponsored by the Philippine Department of Education and UNESCO. PEP's goals are to develop curriculum, train teachers, and encourage research for population education in colleges as well as in elementary and secondary schools. Section two outlines the functions of the Research Utilization Program of the Philippine Population Center Foundation. The program facilitates the application of biomedical, educational, and social scientific research to policy and practice. The main section of the report describes six different programs in terms of development and evaluation of materials for in-school population education. One program is the PEP; four others, sponsored by Filipino institutions of higher education, develop materials for elementary and secondary schools; and one program was initiated in a grade school. The in-depth discussion of the six programs covers problems of teacher training, parent attitudes, curriculum content at various grade levels, teaching strategies, and evaluation and revision of materials. Concluding sections provide abstracts of 17 resources on population education and a bibliography of approximately 50 citations. (AV)

In the summer of 1972 graduate students from Northern Illinois University were enrolled in a six week study tour of outdoor education programs in Germany and Austria. The tour included observations and conferences with teachers, students, administrators, and Ministry of Education officials from both countries, guided tours of major cities, and visits and investigations of outdoor activity sites. Students kept a detailed daily log and submitted a thought reaction paper on a facet of outdoor education associated with their summer's study of programs. Nine of the student papers are presented in this document. The first paper, which analyzes Austrian and German concepts of outdoor education, mentions that both countries are extremely building and facilities oriented. It further observes an over-emphasis on certain segments of outdoor education, such as camping. Another paper compares teacher preparation for outdoor education in both countries with the programs found in America. Apparently America places greater emphasis on training programs while the European coutries rely more on self preparation and self study on the part of the teacher. Other papers deal with such topics as the relationship of physical education to outdoor education, potential values of the Schullandheim experience and its real function in the educational scheme, and the use of the city as a source for outdoor education experiences. (DS)

The College of Education at the University of Georgia attempted during 1975-76 to infuse a career education emphasis into existing teacher preparation programs. First, an interdisciplinary team produced a transportable model package to use in staff development for teacher educators. Included in this multi-media package are (1) an instructor's study guide to the package, (2) needs assessment instruments; and (3) readings, audio-visuals, and charts to give an overview of the world of work, of the current status of career education in the U.S., of the University of Georgia model, of teaching strategies, of reviews of curriculum materials, and of evaluation in career education. Next, the team identified and described competencies for implementing career education in grades K-12. These competencies focus on the four following student learner outcomes: understanding self in relation to careers, making career-related decisions, relating education to careers, and learning about work and occupations. Seven undergraduate professional courses were then restructured to include career education concepts, and alternative strategies were developed for teaching the concepts. An evaluation of the project was conducted, and it was found that prospective teachers who participated in the courses with a career education emphasis reported a more favorable attitude toward career education than did those in control classes. (ELG)

Because Hispanics are the fastest growing minority in the United States and are projected to become the largest minority during the 1980's, the education system must be more responsive to their needs. Fewer Hispanic children enroll in school than do non-Hispanics, many of them fall behind in school, and they have higher attrition rates than non-Hispanic students. Mexican American students are more often retained in grade, placed in low ability groups, or placed in classes for the educationally or mentally retarded than are other students. Mobility and language factors create educational problems for the migrant student. After providing information on historical background and present status of Hispanic students, the report describes the contributions of the following school programs and approaches: Title I, Head Start, Migrant Education, Bilingual Education, Vocational Education, and Special Education. Also discussed is the need for bilingual teachers and texts. Recommendations for improved Hispanic education include: (1) better records on Hispanic groups in order to better address specific educational needs; (2) elimination of all discrimination and segregation of Mexican Americans; (3) facilitation and validation of academic credit accrual and exchange process; and (4) increased bilingual education and other programs for limited-English-proficient students. (CM)

Comparative international adult education, defined as that field in which adult educators from various countries compare their own institutions and practices with those of their counterparts in other nations, is examined. Provided is an account of adult education in nine European socialist countries (including the Soviet Union), as well as definitions of new policies and practices from developing Third World nations that hold promise for improving programs in more industrialized and urbanized countries. Chapters include: Learning from Each Other (Alexander N. Charters); Australia in Asia--Comparison as Learning (Chris Duke); Adult Education Systems in European Socialist Countries: Similarities and Differences (Dusan M. Savicevic); Professionalization in Adult Education in the Federal Republic of Germany and the German Democratic Republic (Joachim H. Knoll); Adult Education Organizations in a Comparative Context (E. M. Hutchinson); The Function of Adult Education Legislation (Colin J. Titmus and Alan R. Pardoen); Educational Technology in Comparative Adult Education (Donald P. Ely); Reaching Unreached Adults (Kwasi Ampene); Design and Development of Literacy Programs (John W. Ryan); and Research (J. R. Kidd). A postscript by Charters indicates both the similarities and differences identified, government intervention, leadership needs, and social contributions. Notes about the authors, references, a name index, and a subject index are also provided. (LC)

This paper presents the state of current Swedish educational reform policy by describing the current state of Swedish education in compulsory comprehensive school (grades 1-9) and in higher education. The volume begins with a chapter on the external social factors affecting education. This is followed by chapters offering a general description of the present educational system and an evaluation of the compulsory comprehensive school. As part of the evaluation, the endeavor to achieve equality is examined. The next chapter concentrates on the links between education and society and working life. According to the analysis, the schools have relinquished their role as the major supplier of knowledge about the working world and society, but are expected to oversee student experiences in these areas. The next chapter looks at the reform of basic higher education. Now all types of postsecondary education form a unitary system with regard to planning and resource allocation. The objective of the reform was to design an administrative system for continuous self-renewal of universities and colleges. It is concluded that developments in both compulsory school and higher education reform mean greater decentralization. A summary of the document in French is included. (Author/JM)

This report presents baseline data describing perceptions and training needs of eight groups of leadership personnel involved in vocational programming for the handicapped. An introduction sets forth the problem--obtaining comprehensive data to assist in planning and development of appropriate inservice technical assistance activities the Leadership Training Institute/Vocational and Special Education Project might offer. (The project's goal is conducting short-term inservice training for state leadership personnel involved in vocational education, special education, and vocational rehabilitation.) A second section describes design and pilot testing of the national needs assessment survey instrument, identification of survey population, and followup activities. The third section first presents composite findings for the three major survey questions: (1) identification of exemplary practices or policies, (2) perceived importance of agencies and organizations involved in development of vocational education opportunities for the handicapped, and (3) identification of leadership training needs. Composite findings are then given for the groups surveyed: State Directors of Vocational Education, State Directors of Special Education, State Directors of Vocational Rehabilitation, professional association officers, State Board of Education members, handicapped advocates and consumers, teacher educators, and State Advisory Councils for Vocational Education. Seven recommendations are presented. Appendixes include composite data tables and the survey instrument. (YLB)

SIX COUNTIES IN THE NORTHERN PART OF THE LOWER PENINSULA OF MICHIGAN WERE STUDIED TO DETERMINE NEEDED VOCATIONAL AND TECHNICAL EDUCATION PROGRAMS, AND TO PROPOSE A FEASIBLE PLAN FOR THESE PROGRAMS. A TEAM OF RESEARCHERS COLLECTED DATA THROUGH SURVEYS, INTERVIEWS, GROUP MEETINGS, AND INSPECTION OF FACILITIES AND EQUIPMENT. TABLES AND DATA SHOW--(1) CLASSIFICATION OF SAMPLE OCCUPATIONS, (2) POPULATION CHANGE, (3) SECONDARY ENROLLMENTS BY GRADE LEVEL, 1964-65, (4) EMPLOYED WORKERS BY MAJOR OCCUPATIONS, (5) OCCUPATIONAL INTERESTS OF 11TH GRADERS AND THEIR PARENTS, (6) RESIDENCE OF HIGH SCHOOL GRADUATES AND DROPOUTS 2 YEARS AFTER GRADUATION, AND (7) PRESENT AND PROPOSED PROGRAMS OF DISTRIBUTIVE EDUCATION, HOME ECONOMICS EDUCATION, INDUSTRIAL EDUCATION, AND EDUCATION FOR OFFICE AND AGRICULTURAL OCCUPATIONS. THE INVESTIGATOR RECOMMENDED THAT (1) THE TWO INTERMEDIATE SCHOOL DISTRICTS SHOULD ESTABLISH THREE AREA VOCATIONAL SCHOOLS, (2) THE INTERMEDIATE DISTRICTS SHOULD CREATE AN OCCUPATIONAL COUNSELING PROGRAM FOR ADULTS, (3) SCHOOL DISTRICTS WITH ENROLLMENT UNDER 300 SHOULD NOT OPERATE VOCATIONAL PROGRAMS, BUT SHOULD UTILIZE THE SHARED-TIME PROGRAM WITH THE AREA VOCATIONAL SCHOOL, AND (4) NORTH CENTRAL MICHIGAN COLLEGE SHOULD DEVELOP DEGREE-LEVEL TECHNICAL AND SUBPROFESSIONAL CURRICULUMS THROUGH FORMATION OF A DIVISION OF TECHNICAL EDUCATION. (PS)

This staff/community training workshop handbook was written for teachers, counselors, career education specialists, administrators, and other educational staff; for parents, and Indian community representatives; and for any others who will be providing support for a native American career education program, or who will be actively engaged in developing and implementing it. The workshop consists of four sessions. 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, beginning with a series of transparencies illustrating traditional Indian education methods, and goes on to introduce the twelve units in the native American career education program. The fourth session focuses on the pros and cons of 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. Readings for each of the sessions are appended. (LRA)

The report offers practical suggestions, organizational strategies, and educational concepts to classroom teachers and curriculum developers for designing and implementing polycultural programs. Polycultural education is defined as experiences provided by the school which enable students to appreciate their own and other people's ethnocultural dimensions. Polycultural education deals with broader cultural considerations than multicultural education and includes programs in religion, geographic residence, political views, racial characteristics, and socioeconomic status. Major objectives of the report are: (1) to point out the need for a polycultural education for every American student; (2) to stress the responsibility of American education for inculcating high levels of international ethnocultural literacy; and (3) to suggest ways of developing and implementing polycultural programs. Chapter I presents major precepts of a polycultural curriculum. Chapter II outlines the organizational structure of a sample high-quality polycultural program. Chapter III explains how in-service education workshops can develop teachers' polycultural skills. Chapter IV deals with financing polycultural programs. Chapters V and VI discuss the involvement in and reaction of community groups, liberals, and intellectuals to polycultural programs. The final chapter examines ways in which polycultural education can help revitalize the racial, social, and cultural health of America. (Author/DB)