Education & Pedagogy

Many experimental higher education programs have emerged in the past decade as an attempt to answer the educational needs of new students in higher education and the manpower requirements of society. New techniques of instruction, curriculum and governance have evolved and new ways of managing human, plant, and financial resources have been pursued. The National Symposium on Experimental Higher Education, of which this document is a report, sought to identify what kinds of experimental programs are in operation, what problems they have encountered, and what answers have evolved for the benefit of higher education as a whole. Presentations and panels at the Symposium included: (1) New Enterprises in Higher Education: Evaluation of Innovation; (2) Evaluation of Experimental Higher Education; (3) Power and Decisionmaking in Experimental Colleges; (4) The Dynamics of Interdisciplinary Departments and Problem Solving as a Teaching Techniques; (5) Minority Students and the Experimental College; (6) Off-Campus Education; (7) Cooperative Education Programs; (8) Alternatives for Financing Higher Education; and (9) Participative Education. (HS)

This document presents ten views on vocational education needs in Montana and a presentation on the nationwide role of vocational education, from representatives of the National Advisory Council on Vocational Education, local and state education agencies, the public, special needs groups, labor, business and industry. At this 2-day annual public meeting, the keynote speaker discussed the federal government's role in developing career education models and in other vocational exploration activities. Two panels, each with five speakers, stressed needs for: (1) public awareness of vocational education's advantages as compared to college education, (2) job placement, guidance, and counseling, (3) comprehension of educational finance by the public, (4) inservice training of vocational educators, (5) a model apprenticeship program, (6) making education responsive to student aspirations, especially by means of vocational and career education, and (7) innovative business and industrial roles in vocational development. A series of six group discussions provided feedback on vocational education's image and specific improvement needs in Montana, such as interagency coordination and educational finance. (AG)

This summer institute emphasizes the establishment of minimum measurable standards of attainment in agricultural engineering phases of teacher education in agriculture. Speeches presented are: (1) "Where We Are in Agricultural Mechanics Education," by Alfred H. Krebs, (2) "Research Offerings for More Effective Teaching in Agricultural Mechanics," by John H. Rodgers, (3) "Changes in Agricultural Engineering That Will Affect Teaching in Agricultural Mechanics Education," by G.E. Henderson, (4) "Teacher Education in Agricultural Mechanics--Its Role in the Future," by George W. Wiegers, Jr., (5) "Identifying Instructional Areas in Agricultural Mechanics," by William C. Boykin, Sr., (6) "Trends in Vocational Agriculture and Agricultural Mechanics Education," by H.N. Hunsicker, (7)"Preparing Educational Objectives, Defining Affective Goals, Evaluating the Usefulness of Objectives, Analyzing Performance Problems," by Robert F. Mager, (8) "Appropriate Terminology for Agricultural Mechanics Education," by Carlton E. Johnson, and (9) "Suggested Courses in Agricultural Mechanization for Agricultural Education Graduates on the College Level," by Roland R. Harris. Appended are an evaluation, summary, and task force reports for metals, soldering, electricity, arc welding, gas welding and cutting. (FM)

This quarterly publication announces the availability of instructional materials acquired and processed by the Educational Resources Information Center (ERIC) Clearinghouse on Vocational and Technical Education. It should be of particular interest to teachers, curriculum specialists, supervisors, and administrators involved in curriculum development or the use of instructional materials in the teaching-learning setting. Each abstract, a condensation of the report in about 200 words, usually includes the means used to develop the material, the setting for use of the material, and source of available copies. Abstracts are included under the following sections: Agricultural, Business and Office, Distributive, Health Occupations, Home Economics, Industrial Arts, Trade and Industrial, and General Vocational and Technical Education. An author index, document number index, and subject indexes are provided. Most of the documents which have not been announced in "Research in Education," are available as a separate microfiche set from the ERIC Documents Reproduction Service (VT 013 855). Others are available from the source identified in the abstract. (CD)

This quarterly publication announces the availability of instructional materials acquired and processed by the Educational Resources Information Center (ERIC) Clearinghouse on Vocational and Technical Education. It should be of particular interest to teachers, curriculum specialists, supervisors, and administrators involved in curriculum development or the use of instructional materials in the teaching-learning setting. Each abstract, a condensation of the report in about 200 words, usually includes the means used to develop the material, the setting for use of the material, and source of available copies. Abstracts are included under the following sections: Agricultural, Business and Office, Distributive, Health Occupations, Home Economics, Industrial Arts, Trade and Industrial, and General Vocational and Technical Education. An author index, document number index, and subject indexes are provided. Most of the documents which have not been announced in "Research in Education," are available as a separate microfiche set from the ERIC Documents Reproduction Service (VT 013 689). Others are available from the source identified in the abstract. (CD)

This quarterly publication announces the availability of instructional materials acquired and processed by the Educational Resources Information Center (ERIC) Clearinghouse on Vocational and Technical Education. It should be of particular interest to teachers, curriculum specialists, supervisors, and administrators involved in curriculum development or the use of instructional materials in the teaching-learning setting. Each abstract, a condensation of the report in about 200 words, usually includes the means used to develop the material, the setting for use of the material, and source of available copies. Abstracts are included under the following sections: Agricultural, Business and Office, Distributive, Health Occupations, Home Economics, Industrial Arts, Occupational Psychology, Trade and Industrial, and General Vocational and Technical Education. An author index, document number index, and subject indexes are provided. Most of the documents which have not been announced in "Research in Education" are available as a separate microfiche set from the ERIC Documents Reproduction Service (VT 012 946). Others are available from the source identified in the abstract. (CD)

All materials currently offered by Great Plains National Instructional Television Library (GRNITL) are described in this catalog. Included are more than 100 videotape recordings of courses which may be duplicated or leased by the user. In addition, materials on 16 mm. film and kinescope are included which may also be leased or purchased. Materials are indexed by subject matter and by grade level and each course is fully described and provided with lesson outlines. Elementary level courses are included in art, drug education, foreign languages, geography, history, journalism, language arts, mathematics, music, science, self expression, and social sciences. For secondary and adult materials, courses are offered in art, business, driver education, economics, foreign language, government, guidance, history, journalism, language arts, music, science, and sociology. A collection of college-level courses, teacher utilization, and inservice materials are also provided. Complete ordering information is given along with a description of the work of GRNITL. (SH)

Project Change is an early childhood (ages 3-9) teacher education program at the State University of New York College at Cortland. Presently supported by U.S. Office of Education funding but guaranteed permanent institutionization by the college, the project seeks to train effective open classroom teachers in central New York through a master's program that combines performance-based training and open education. As part of a special emphasis on developing teachers as leaders of change in their schools, the program includes a variety of innovative in-service education activities, including the intensive training of 10 professional/paraprofessional early childhood teams nominated each year by area schools. The program stresses the creation of school-community support systems for change and the development of Cortland College as an open education resource center for public schools in the region. An appendix on coping with individual differences in the classroom is included. The agenda from 3-day workshop entitled "Education: Increasing Alternatives for Teachers and Children" is also presented. (Author/BRB)

The program agenda, roster of participants, report of the business meeting, and resolutions passed at the conference are reported in these proceedings. Presentations made at the meeting are reproduced in full or summarized. These include: TVA--A Pilot Plant in Environmental Education; Why an Energy Shortage?; Role of National Organizations in Resource Problem Solving; Auto Industry and Energy Conservation; Earth Resources Technology Satellite; Tennessee Master Plan for Environmental Education; Recycling; Strip Mine Land Reclamation; Energy Today and in the Future; Environmental Education Teacher Certification; CEA Organization--Where Do We Go From Here?; From Solid Waste to Energy; Government's Role in Disposal of Community Waste; Information Analysis and Dissemination in Environmental Education; USA's First Ecology Judge; Twelve Major Environmental Concepts--A Rationale; Land Use and Land Priorities; Training Program for Para-Professionals in Environmental Technology; Architecture and Environmental Education; World Environment--Opportunity to Learn Through Travel; An Overview of an Environmental Education Workshop USFS; Environmental Education--Bureau of Sport Fisheries and Wildlife; and Practical Aspects of Environmental Education. Environmental Progress Through Cooperation in Education served as the theme of the conference. (BL)

The United States Office of Education defines bilingual bicultural (b/b) education as the use of 2 languages (one of which is English) in a well-organized program which would include the history and culture associated with the student's native language. In this paper, some Chicano perceptions of Southwestern b/b education are reviewed. Bilingual bicultural education is viewed in the framework of the Chicano's cultural experiences; the different educational philosophies reflected by Chicano educators; and the expectations of Chicano educators. Life histories of 15 Chicano teachers and their relatives and interviews with 40 of the 125 b/b teachers trained in the Mexican American Education Project at California State University (Sacramento) during the last 5 years were used. The topics discussed include: the sociocultural experience of the Chicano; types, scope, and impact of b/b education; the new b/b education program in the planning stage; the legitimacy and acceptability of b/b education; and unresolved problems of b/b education for Chicanos. The views of the teachers who participated in the Mexican American Education Project during 1971-73 are summarized. (NQ)

An account of recent developments in the training of adult educators and adult education research in Hungary is presented. A review of the literature is also presented. The overall tasks of adult education are considered to be: (1) mass development of general education among adults, (2) development of specialized knowledge, (3) literary and artistic education, (4) support to and facilitation of appropriate entertainment and functional use of leisure, and (5) support of the development of socialist collective thinking. An overview of development of adult education since 1945 is presented, and university and college training programs are described. The need for closer ties between training and research is emphasized. Such research is conducted by the following institutions: Institute of Public Education, Division of Popular Education, Department of Research and Documentation, Theoretical Department, and Department of Adult Education. Conclusions are that the post-war development of adult education in Hungary was significantly influenced by the far-reaching social, political-ideological and economic changes which transformed the state and its economic structure and changed the composition of society. (CK)

This document advocates a change in the structure of teacher education while considering the much-discussed view that schools of education may lose the function of educating teachers. Literature treating the failure of universities in educating teachers is reviewed. It is stated that many educators desire total movement of teacher education to a school center that is off the college campus and that is run by the public schools for the objectives of public education. The authors state that one of the motives for such a movement would be to seek a climate more conducive to change than the one that currently exists in teacher education. This paper stresses the need for schools of education to establish programs that are of the college but not in the college; programs that are in the public schools but that have combined staffs. The education of high school teachers is given as an example. For this new major, whether it is called "secondary education" or "secondary teaching", the location is a clinical setting in the public schools; the approach is performance- and product-based. (JA)

The intention of this handbook is to report on the present situation in the international discussion on peace education and to make further development of this field possible in the peace movement. The first of the three sections contains papers which are contributions on preconditions for and the foundations of peace education, along with discussion of various concepts of the function of peace education. Part two contains a summary of examples which attempt to explain peace education in more concrete terms, both in and outside of school. In these approaches, peace research, peace education and action for peace are seen as directly related to each other, a precondition to reach their maximum effectiveness. A number of reports on efforts to put peace education into practice in various countries are found in the third part of the handbook. Included are reports on the Bad Nauheim Conference on peace education, on different implementation strategies, and on work in peace education in Belgium, Hungary, Great Britain and the United States. A list of contributors is appended. (Author/KSM)

In an effort to meet the growing need for physical education specialists, the University of Florida developed a professional preparation program which began in the winter quarter of 1973. Thirty-seven hours of upper-division professional courses are taken by all physical education majors. There are also 35 hours of core courses for prospective elementary physical education specialists. An integral part of this program is the sequential pattern of public school experiences which each student is exposed to. These experiences are arranged throughout the program in the following order: a) observe in the classroom and gymnasium, b) aid the classroom teacher and physical education specialist with clerical duties, c) assist the physical education specialist with part of the lesson, d) teach part of a physical education lesson under the supervision of the specialist, e) teach a comprehensive lesson to an entire class, and f) student-teach for 2 hours per week. That student response to the program has been positive is indicated by the fact that in just one quarter 10% of physical education students opted for the new program. (HMD)

Profound changes in our socioeconomic structure seem to question the relevance of both "institutional" as well as "open school" forms of education. The educator is faced with the challenge of selecting a model, combining models, or devising a new one. Dealing with these fundamental questions, 10 articles have been selected for their potential value in helping the professional development of those engaged in the BTSD (Basic Training for Skill Development) and related programs: The Vocational Adult Secondary Training (VAST) Project--An Adventure in Student-Centered Learning (Frank Dolman); A Multi-Media Adult Education System in Quebec: A Dream Comes True (Gilles Provost); Motivating Adult Basic Education (ABE) Students to Read and Write (L. L. Feinstein); Education and Future Shock (Antoine Baby); Practice Sessions in Nonskill Courses--Techniques for Teachers of Adults; Recurrent Education--A Solution to the Crisis of Education? (J. R. Gass); Adult Basic Education and BTSD (K. Lynn); Science Program Development in Newfoundland and Labrador (A. Germani); Client Follow-Up (R. F. Gaffney). (Author/MW)