Education & Pedagogy

Despite huge investments in general education in most developing countries such as Nigeria, education of the handicapped has hitherto been left in the hands of voluntary organizations, owing to a general negative attitude toward disability in communities characterized by mass illiteracy. Current special education needs in developing countries reflect similar needs in Europe and America in the 19th Century, and result from minimal involvement on the part of the government in the welfare of the handicapped. Results of a survey of special education needs in Nigeria reaffirm the need for a concerted effort on the part of special education professionals to evolve model comprehensive special education programs for the country. (Author/SBH)

Three papers on Trade and Industrial Education which were presented at a teacher education leadership conference on the development of common core curriculum for vocational teacher education are contained in this booklet. The title and authors are as follow: "The Followup Workshop," by D. L. Karr; "A Course in Teaching Methods and Techniques," by David Hufford; and "Educational-Industrial Coordination: A Dual Approach," by Don Scott. Each paper generally addresses six primary points of emphasis: (1) need for the proposed course, (2) objectives, (3) content, (4) instructional strategies, (5) evaluation, both formative and summative, and (6) related resources. (JH)

IN A REPORT ON THE CURRENT STATUS OF PROGRAMS BEING COOPERATIVELY DEVELOPED BY MOBILIZATION FOR YOUTH AND THE NEW YORK CITY BOARD OF EDUCATION, THE FOLLOWING ACTIVITIES ARE DESCRIBED--(1) INSERVICE EDUCATION COURSES FOR TEACHERS, (2) DEVELOPMENTS IN TEACHER TRAINING, (3) CURRICULUM PLANNING AND DEVELOPMENT, (4) CORRECTIVE READING PROGRAMS, (5) THE HOMEWORK HELPER PROGRAM, (6) EARLY CHILDHOOD AND PRESCHOOL PROGRAMS, (7) GUIDANCE AND ATTENDANCE PROGRAMS, (8) SCHOOL SOCIAL WORK PROGRAMS, (9) THE EDUCATIONAL GUIDANCE AND TUTORING PROGRAM, AND (10) LIAISON WITH BOARD OF EDUCATION GROUPS. (JL)

IN THIS RETROSPECTIVE ANNOTATED BIBLIOGRAPHY ON CORRESPONDENCE STUDY, 1897 THROUGH 1960, ABOUT 1000 BOOKS, RESEARCH REPORTS, POPULAR AND SCHOLARLY ARTICLES, CONFERENCE PROCEEDINGS, AND OTHER DOCUMENTS ON CORRESPONDENCE STUDY ARE CITED OR ABSTRACTED. THE MAJOR AREAS OF SUBJECT MATTER INCLUDE VOCATIONAL AND TECHNICAL EDUCATION, RURAL AND AGRICULTURAL EXTENSION, UNIVERSITY EXTENSION, SECONDARY AND ELEMENTARY EDUCATION, LANGUAGE INSTRUCTION, EDUCATIONAL METHODS, TEACHER EDUCATION, STUDENT PARTICIPATION AND ACHIEVEMENT, COMPARATIVE EDUCATION, AND ISSUES RELATING TO CREDENTIALS, ACADEMIC STANDARDS, AND THE DETECTION AND ELIMINATION OF FRAUD IN COMMERCIAL CORRESPONDENCE SCHOOLS. THIS DOCUMENT IS AVAILABLE FROM THE NATIONAL UNIVERSITY EXTENSION ASSOCIATION, 1820 MASSACHUSETTS AVENUE, N.W., WASHINGTON, D.C. 20036. 223 PAGES. (LY)

THIS PAPER ON COMPARATIVE ADULT EDUCATION BEGINS BY DISCUSSING COMPARATIVE METHODS IN THE ABSTRACT. IT THEN PRESENTS TWO MODELS, AS PROPOUNDED BY A LAYMAN IN THE FIELD OF ADULT EDUCATION, AND CONCLUDES WITH A FEW SPECIFIC SUGGESTIONS AS TO PROCEDURE. CURRICULUM ANALYSIS AND INPUT OUTPUT ANALYSIS ARE THE PROCESSES REPRESENTED IN THE PRINCIPAL MODELS. INCLUDED IS A SELECTED LIST OF TOPIC FOR CROSS CULTURAL AND INTERNATIONAL COMPARISONS. THIS PAPER WAS PRESENTED ON APRIL 10, 1968, AT A SEMINAR ORGANIZED BY THE DEPARTMENT OF ADULT EDUCATION OF THE ONTARIO INSTITUTE FOR STUDIES IN EDUCATION. (LY)

Most entries in this bibliography on bilingual education are annotated. Entries are arranged by subject as follows: (1) bibliographies and general references; (2) general and miscellaneous; (3) historical and sociocultural perspectives; (4) curriculum, programs, guidance, and counseling; (5) English as a second language; (6) teacher education, staff training, and administration; (7) legislation (federal and state roles); (8) linguistics, language, and multilingualism; and (9) tests, measurement, and evaluation. Appendices list the national network of centers for bilingual education and describe the National Clearinghouse for Bilingual Education. Author, title, and subject indexes are provided. (JB)

Twenty-nine speeches presented at a five-state (Oklahoma, Arkansas, Texas, Louisiana, New Mexico) conference are contained in this report. A wide range of vocational education topics are covered including working with the disadvantaged, development and improvement of vocational-technical programs, personnel and staff development, and the role of minorities in vocational education. Some representative titles are "New Curriculum Materials for the Disadvantaged,""Program Development Workshop,""Recruitment and Development of Vocational-Technical Personnel from Minority Backgrounds,""Emerging Role of Women in Vocational-Technical Education," and "Itinerant Teacher Trainer for Agricultural Education." (BL)

The Secondary and University Education Section of the National Heart and Blood Vessel Research and Demonstration Center (NRDC) at Baylor College of Medicine completed a statewide survey of Texas public secondary school teachers of biology, health education, homemaking, and physical education. The survey ascertained: (1) the status of cardiovascular disease education; (2) a disparity between what is and what ought to be taught; (3) teachers' preparation to teach about cardiovascular diseases and associated risk factors; and (4) teachers' experience with self-instructional materials. Results of the survey have been used to develop a cardiovascular disease education curriculum and accompanying teachers' guidebook. (Author)

This publication seeks to provide Iowa teachers, school administrators, and others with a framework and perspective on developing programs in environmental education. The basic principles of environmental education are presented as a foundation for school programs. Strategies are identified to illustrate a framework within which existing school programs can be modified to incorporate environmental education. Learning activities included are provided as examples to guide teachers in developing their own activities. A segment is devoted to Iowa's environmental education legislation and its impact on curricula. Other specific topics include curriculum sequence, outdoor laboratories, using community resources, simulation gaming, case studies, and land use planning. A list of teaching resources and references is provided. (Author/RE)

The preparation of professional personnel for positions of administration in higher education institutions and agencies is discussed in this lecture. The skills and competencies required of executives in higher education (including intellectual curiosity and leadership) are identified and administration curriculum content (education for an ecological world view) is suggested. Also included are three formal responses to the address by John E. Corbally, president, University of Illinois; James M. Furman, executive director, Illinois Board of Higher Education; and J. Myron Atkin, dean, College of Education, University of Illinois at Urbana-Champaign. Questions from the audience and the responses and comments of the lecture participants are presented following the formal response by Dr. Corbally. (BD)

As part of a review of the educational goals set by Wisconsin's Department of Public Instruction, those attending the state's annual conference for district administrators in 1980 were asked to participate in meetings concerning seven aspects of educational goals, and to provide relevant comments and recommendations. The areas addressed were basic skills education, education for the gifted and talented, vocational education programs, declining enrollment, inservice education, attendance problems, and general goals for elementary and secondary education. This report briefly describes the topic areas covered and summarizes the comments and recommendations generated at the conference. (PGD)

Reported are the proceedings of a conference of leaders in energy education held at Land Between the Lakes near Brandon Springs, Tennessee. Classroom teachers, curriculum coordinators, university faculty, and education specialists from business and government participated. A "Conference Consensus" paper, the text of the keynote speech, a summary of the panel discussion, and descriptions of the poster session presentations are included. Conference attendees in working groups produced seven papers on various aspects of energy education including materials, school programs, evaluation, local implementation, teacher education, private industry, and policy. In addition to these documents, the report lists each participant's name, address, and interests in energy education. (WB)

The resource guide for regular teachers provides policies and procedures of the Flour Bluff (Texas) school district regarding special education of handicapped students. Individual sections provide guidelines for the following areas: the referral process; individual assessment; participation on student evaluation and placement committee; special education placement; the individualized educational plan; special education programs and services (including direction, diagnostic, instructional, and related services); program and/or related service review; suspension from school; and dismissal from special education. Additional reference material includes brief descriptions of assessment tests arranged by area assessed, definitions of handicapping conditions, a statement on parent and handicapped students' rights, abbreviations for special education terms, and eligibility codes. (DB)

Designed for use by school boards committed to the ideals of cultural pluralism and equality of education, this handbook describes the principles, methods, and resources involved in an innovative concept of multicultural education. The chapters cover a brief history of cultural pluralism and multicultural education; ways of developing cultural awareness, beginning with self-awareness; cross-cultural communication; methods of developing and obtaining district-wide support for a multicultural program; school governance; and policy development. In addition, the handbook includes classroom exercises, board statements on multicultural education from five states, and information on conducting an Ethnic Heritage workshop. (Author/WD)

Presented are four national case studies carried out by the Population Education Section of the United Nations Educational, Scientific, and Cultural Organization (Unesco). Designed to assess the effects of population education programs on the educational process, these research projects focused on El Salvador, The Republic of Korea, Philippines, and Tunisia. Discussed in each case study are the program's organization, objectives, activities, teacher education efforts, research strategies, and characteristics of the country's population. Conclusions address the program's effects upon students, teachers, curricular content, and instructional methodology. (WB)