Education & Pedagogy

Hearings held in Michigan on reauthorization of the Higher Education Act of 1965 are presented. An important part of the act is to achieve equal educational opportunity through provision of grants, loans, work opportunities, and special services to students demonstrating need. The act also contains programs to assist college libraries, for international education and cooperative education, as well as the Fund for the Improvement of Postsecondary Education. In response to concern about proposed decreases in federal student financial aid, recommendations offered during the hearings include: validating financial aid applications, providing incentives for enrollment in teacher education programs, channeling student financial aid funds into cooperative education programs rather than unrestricted student loan programs, and providing financial aid for nontraditional students. Comments on the following specific parts of the act are included: college and research library assistance, the specific student aid programs, academic facilities, graduate education, and the Urban Grant University Act. A report on a 1982-1983 undergraduate student financial aid survey in Michigan is included. Another report on Michigan's educational system, "Putting Our Minds Together: New Directions for Michigan Higher Education" is also included. (SW)

In the first of seven chapters of this comprehensive review of research in social studies, William B. Stanley presents an overview of current issues and approaches relevant to research in social education. The second chapter, by Catherine Cornbleth, is a review of critical thinking and cognitive process research. Special attention is given to "myths" that guide current research and practice. In the third chapter, Richard K. Jantz and Kenneth Klawitter review early childhood and elementary education research in social education. In Chapter 4, James S. Leming analyzes the research on a wide range of approaches to socio-moral or values education. In Chapter 5, Jane J. White discusses ethnographic research and the paradoxes and problems it raises for social education. Chapter 6, by William B. Stanley, is a discussion of recent research and development in the foundations of social education. The chapter focuses on the wide variety of rationales developed, critiqued, and refined by mainstream social educators since 1976. In the final chapter, Jack L. Nelson and James P. Shaver discuss the status of and limitations inherent in social education, each author taking a different position regarding the future of research in social education. Throughout the reviews, implications for practice and further investigation are addressed. (LH)

Alan Thomas' vision of a learning society and its implications for public policy and adult education in Canada were the driving forces in the Canadian Association for Adult Education (CAAE) for the nine years of his directorship. The most distinctive and important idea that he contributed to the field in the 1960s was that the basic concept must be adult learning, as distinct from adult education. One of the most notable principles that guided his efforts was a call for a "national policy" for adult education and adult learning. The Thomas years involved an attempt to create a national organization that retained its unitary character but that simultaneously encouraged and incorporated provincial bodies, called divisions. The forums, Joint Planning Commission, and study-discussion programs were discontinued. A Special Programs Committee was established. Active standing committees were those on residential adult education, communications, labor and education, school boards and adult education, and literacy. Other program areas included citizenship, voluntary action, human relations training, and guidance and counseling. The most substantial project undertaken was the formation and accomplishments of the Commission for the Community College. Services provided were journals, other publications, information, research, and library services. Advocacy activities on behalf of adult education continued to be stressed. (YLB)

In its efforts to promote equity and excellence for Hispanic children, Western Service Systems, Inc. (WSS) serves parents, teachers, administrators, and public officials through research, creative thinking, design and implementation of new programs, coalition building, communication, and information. During 1983-84, WSS addressed the issues of equity and educational excellence by: publishing the National Hispanic Educational Platform which was the focus of local and state reform efforts and of media attention around the country; providing consultant services to the Denver Public Schools to help improve the quality of the bilingual education program; helping rural Hispanics to articulate their concerns about the education system and their desires for their children and to develop creative solutions to their problems; organizing the Public Education Partnership to provide a focus for the local business and civic leaders to contribute to the improvement of public education; and initiating a cooperative venture with the Colorado Department of Education to develop an innovative program in early childhood education. Despite budget constraints, WSS experienced a good year. This report provides summaries of the Public Education Partnership, Center for Hispanic Educational Leadership, and Chicano Education Project; WSS financial summaries; and listings of WSS contributors for 1973-84 and of board and staff members, along with an organizational chart. (NQA)

Testimony and/or prepared statements are provided in these hearings which focused on the American Defense Education Act (ADEA). Individuals participating in the hearings included: Mark Andrew; Christopher J. Dodd; Mary H. Futrell; Gary Hart; Patrick Leahy; Richard Long; Peg Portscheller; and Naida Townsend. Under ADEA, local school districts develop and implement programs in elementary and secondary schools to improve instruction and student achievement in mathematics, science, foreign languages, communications skills, and technology. In addition, the bill: (1) encourages institutions of higher education to coordinate efforts with local school districts for the training and retraining of teachers through workshops, summer institutes, and in-service training; (2) authorizes funds to support research and development in effective teaching and learning techniques in mathematics, science, foreign languages, and technological training; (3) encourages excellence in education by providing local school districts with incentives to develop quality education programs; and (4) encourages partnerships between the federal government and local school districts in initiating programs between parents, teachers, and business leaders in establishing procedures for program evaluation, and between institutions of higher education and local school districts in developing teacher training programs. (JN)

An estimated one-third of Sweden's adult population pursues some type of studies. The primary forms of education and training available for adults in Sweden are residential adult colleges, folk high schools, voluntary educational associations or study circles, municipal and national adult education programs, adult basic education programs, public library or audiovisual aid center-sponsored activities, training programs sponsored by employee organizations or employers, educational television and radio, and correspondence schools. Study circle, municipal adult education, and folk high school programs are supervised by the National Board of Education. Except for study circles, all adult educational programming is available without charge. Adult learners in Sweden are also eligible for study funds payable in the form of hourly or daily study grants. Much of the rapid growth of adult education in Sweden in recent years has resulted from collaboration and coordination among various public and private agencies, including trade unions, employers, municipal governments, and educational associations. Through the national student union and its local branches, Sweden's adult learners have themselves become involved in designing the adult education system, recruiting new target groups, encouraging educational development work, and improving the financial aid system. (MN)

Ways and means for changing the professional component of teacher education programs to enable future teachers to create learning environments that reflect global/international dimensions are examined. In the first section, the ineffectiveness of teacher education courses in preparing teachers with a global outlook is discussed. It is pointed out that little, if any, international coursework is required for the students' general academic studies. Constraints and facilitators in the context of teacher education organization are considered in the second section. The lack of control of colleges of education over the broad education of their students is pointed out, as well as economic and political factors which inhibit changes in curriculum. It is noted, however, that world developments and trends, untapped faculty and student resources, and widening interest in international education may facilitate changes in preservice education curriculum. A program based at Florida International University is described as an example of the successful development of a global curriculum. The third section outlines fundamental needs to be met in reforming the professional component of teacher education programs. Identifying and securing commitments to clear and comprehensive goals is cited as a primary consideration. In the final section, recommendations are made on actions to be taken to support global education reform. (JD)

The past and current condition of general education in the two-year college is examined in this four-part monograph. Part 1 reviews the history of general education, tracing its roots in the European tradition of liberal education from Greco-Roman antiquity to the end of the 19th century in America. In addition, the 20th century general education movement and the contemporary debate over general education are discussed. Part 2 focuses on overall trends in general education with respect to requirements, structure, content, and components, and points to signs of the current decline and disarray of the field. Part 3 first scrutinizes emerging integrative, interdisciplinary/distribution, and competency-based models of general education. It then examines trends evident in the programs of a sample of community colleges that have recently introduced curriculum reforms and points to the accomplishments of these reforms in revitalizing general education. Looking at the choices facing two-year colleges in determining the future of general education, part 4 sets forth a rationale for general education and examines those forces militating against curriculum reform (e.g., faculty opposition and traditional organizational structures), as well as those providing an impetus for reform (e.g., the increasing visibility of general education and concern for quality). Finally, the monograph offers five recommendations for revitalizing general education in the community college. (AYC)

This report describes the results of three meetings among eight national education organizations (American Association of Colleges for Teacher Education, American Educational Research Association, American Federation of Teachers, Association of Teacher Educators, Council of Chief State School Officers, National Association of State Boards of Education, National Education Association, and National School Boards Association) in which 20 challenges to teacher education and staff development were identified. The first part of the report focuses on recommendations, emerging from the meetings, for dealing with these challenges, which are listed and embellished upon. The second part of the report examines practices and proposals for the reform of teacher education and staff development, using the 20 challenges as a common analytical framework. Also included in the second part is a review of comments and analyses expressed by conferees about current teacher education practices along with illustrations of how the 20 challenges can be used for conducting future analysis and for formulating new designs for teacher preparation and development. The report's third section presents guidelines for future discussion about reforms in educating teachers and ideas and guidelines for future conferences. An appendix describes the conferences that identified the 20 challenges, and references are included. (JM)

This report presents findings from a survey of Indiana school superintendents' and school board members' attitudes about the school's role in sex education. Data were obtained for the study by means of a questionnaire; 645 completed "Family Life and Sex Education Questionnaires" were returned. Data, presented in tabular form and followed by a summary, were gathered on: (1) demography of the responding population; (2) policy makers' views on the school's role in sex education; (3) reasons for offering sex education; (4) reasons why sex education is not offered in schools; (5) the expected outcomes of well-planned programs; (6) approved content for such programming; and (7) views on a variety of statements about sex education which are often found in the literature. Also reported are respondents' comments on: (1) the place/locale for sex education; (2) sex education with/without values; (3) emphasis within a program; (4) planning such a program; (5) role/preparation of the teacher; (6) opposition to such instruction; and (7) the research design/questionnaire. A summary lists 37 findings, drawn from responses to the questionnaire, about sex education in Indiana along with 10 conclusions about Indiana policy makers' attitudes and 7 recommendations. (JD)

In order to assess the effectiveness of the Career Education Incentive Act (CEIA) of 1977, data were collected from a review of eight states' fiscal 1980 and 1981 annual reports as well as from a study conducted by the American Institutes for Research. According to these data, CEIA monies have indeed been allotted and matched as prescribed by the act. Furthermore, the Division of Career Education, U.S. Department of Education has assumed a national leadership role in career education as well as an administrative one. The CEIA has also strengthened the role of state leadership in career education. In distributing local education agency (LEA) grants, some states have opted for intensity by concentrating resources in a small number of LEAs, while others have favored breadth by awarding large numbers of small grants. The CEIA has created widespread awareness of and involvement in career education not only within the elementary and secondary education community, but also among the business/labor/industry community. Finally, all the data reviewed indicated that the CEIA has strengthened states' capacities to promote career education on an ongoing basis. (Appended to the report are (1) a list of career education funds disbursed to each state in fiscal years 1979 through 1982 and (2) the text of the Career Education Incentive Act. (MN)

Statistical information on all levels of public and private education in the United States are presented in 6 chapters, 14 figures, and 196 tables. The first chapter covers all educational levels. Chapters 2 and 3 review elementary and secondary education and college and university education, respectively, while the remaining three chapters look at adult and vocational education, federal programs for educational purposes, and special studies and statistics related to American education. The data refer chiefly to the 1970s and the first 2 years of the 1980s, but historical series are provided that go as far back as 1869. Among the variables covered are enrollment, schools and school districts, states, instructional levels, educational attainment, educational finance (including income, expenditures, and federal, state, and local funding), transportation, retention and dropout rates, educational achievement (using data from the National Assessment of Educational Progress), subject areas, special education, teachers and other staff, salaries, literacy, urban schools, student characteristics (race, age, sex, and socioeconomic status), preprimary education, vocational education, foreign educational statistics, federal outlays and programs, libraries, museums, educational television, and the general population's employment status, occupation, industry, and income. An index is included. (RW)

A review of papers produced by the United States-Australia Education Policy Project identifies implications of Australia's educational policies and structures for U.S. educational policy in the areas of equality, diversity, professional development, and control or governance. In educational equality the author examines, first, fiscal equity, noting Australia's higher level of financial equity and the central role of the Australian Schools Commission; second, decentralized implementation of national policies in Australia; and, third, America's problems in coordinating education and work. Under the issue of diversity, the author discusses public aid to nonpublic schools, which is far larger in Australia, and religious and demographic problems in schools. Also covered under this issue are education for the gifted (in disarray in both countries) and rural education technology and software. The section on professional development describes the confused state of U.S. policy on both the federal and state levels. In considering educational control, the paper contrasts the two countries' political systems and notes both nations' shift toward less centrality in educational governance. The author concludes with eight brief suggestions for U.S. education regarding the Australian Schools Commission, local control over national programs, minority vocational education, religion, gifted and rural education, professional development, and educational policy-making. (RW)

This literature review covers research and developments in community college technical education for the years 1978 to 1981. The source for the review was Resources in Education, and materials were selected for inclusion based on the following criteria: (1) the study pertains to technical education, defined to include not only engineering technology, but also health, business, agriculture, counseling, etc.; (2) the findings have national significance; (3) the methodology is judged appropriate and thorough; (4) the reports are available; and (5) the studies are representative of research in a particular area. The paper attempts to identify research trends, major research and development activities recently completed or initiated, and the status of the research projects. The subject areas included in the review are articulation, change process/dissemination, college credit for experiential learning, cooperative education, curriculum modules, declining enrollment, follow-up and evaluation studies, general education, handicapped students, principles applied in laboratories and clinics, learning processes, minority opportunities, program planning and philosophy, surveys of business and industry, and women's education. In addition, six recommendations are presented in the areas of developing an organized body of knowledge, changing teaching and administrative processes, coordinating research, and educating researchers. An extensive bibliography is included. (KL)

Financing and cost factors in medical education and the effect of the many missions of a medical school on funding issues are discussed. The teaching mission of medical schools includes undergraduate medical education (preparation for the MD degree), graduate medical education (training of resident physicians), biomedical specialist education, continuing medical education, and education for other health professions. Medical school research can be categorized as basic, clinical, socioepidemiological, and related to health service, while the services medical schools provide can include general and tertiary patient care, specialized centers, consultation, and miscellaneous services such as staff development or public information programs. The cost of medical education is complex because of the blend of missions and because activities for the different areas may be carried out by the same staff persons. States often base funding on formula concepts and on the notion that the medical schools' only mission is undergraduate medical education. The complexities of medical schools and their related academic health centers often are not realized. Additional consideration is given to factors which affect medical school funding and costs: missions; sponsorship; medical schools' relationships with parent universities, academic health centers, and teaching hospitals; demographic characteristics of medical schools; and local administrative decisions. (SW)