Education & Pedagogy

Designed to assist in implementing career education in Idaho, this guide's aim is to develop an educational program that equips all learners with competencies for successfully entering the world of work. Section 1 defines goals and objectives for integrating career education into comprehensive elementary and secondary school programs. Section 2 offers visual models and explanatory narratives for a comprehensive career education program. Section 3 offers a detailed implementation plan consisting of four categories: (1) a network of cluster support centers, (2) a State plan of leadership and services to assist local school districts in implementing career education, (3) local school district plans for designing and implementing career education, and (4) involvement of colleges of education in implementing career education. Section 4 has two basic components. Part 1 deals with a set of proposed basic standards for completion of high school. Part 2 provides suggested career education guidelines for utilization in the basic subjects, with examples offered for English and mathematics. (MW)

This report describes a number of innovative continuing education programs for Canadian women under the auspices of universities, local educational authorities, and other organizations. It covers daytime (largely part time) classes at Mount St. Vincent University, the Thomas More Institute, and the Universities of British Columbia, Calgary, Guelph, and Manitoba; offerings by extension departments and continuing education centers at McGill, the University of Toronto, and the Universities of Alberta, British Columbia, Calgary, Guelph, and Manitoba; and activities of the Adult Education Division of the Calgary School Board, including those in cooperation with the University of Calgary. It also deals with a public affairs education program in Toronto, training of volunteers by and for the National Council of Jewish Women, discussion groups sponsored by the Young Women's Christian Association, career seminars at Centennial College, professional courses of the Quo Vadis School of Nursing, as well as a Federal work orientation program, correspondence study, English for New Canadians, and educational television in Quebec. (ly)

Included in this third issue of a series of bibliographies with abstracts are 115 items dealing with significant materials published in Ceylon on various aspects of education between January 1, 1963 and December 31, 1965. Titles in Tamil and Singhalese are translated into English. Special attention is given to the subject of educational problems, planning, and policy, with listings covering: (1) education and the state, (2) equalization of educational opportunity, (3) language issues in education, and (4) university education. Along with entries pertaining to teacher education, the bibliography places considerable emphasis on items concerning the content of education and methods of teaching. Other subjects treated are: (1) educational commissions, committees, and theory; (2) child and youth psychology (guidance and counseling); (3) special, vocational, technical, and adult education; and (4) examinations and history of education. Also provided are a list of the periodicals and newspapers abstracted and an author index. For a companion document see ED 029 534. (AF)

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, Technical, 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 010 834). 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, Technical, 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 009 856). Others are available from the source identified in the abstract. (CD)

The six papers are: (1) "Vocational Education Program Planning at the State Level," by Walter M. Arnold, Director, Pennsylvania Vocational Education Study, (2) "A Systems Approach to Vocational-Technical Education Planning at the Local Level," by Cleveland L. Dennard, President, Washington Technical Institute, (3) "The Role of Professional Vocational Education Personnel in State Program Planning and Evaluation," by William G. Loomis, Assistant Superintendent, Division of Community Colleges and Vocational Education, Oregon State Board of Education, (4) "State Advisory Councils for Vocational Education," by Rupert N. Evans, University of Illinois, (5) "Methodologies for Conducting State Program Evaluation," by Harold Starr, The Center for Vocational and Technical Education, The Ohio State University, and (6) "Summary Paper," presented by a representative of the Bureau of Vocational Education, Kentucky State Department of Education. (DM)

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, Technical, Trade and Industrial, General Vocational and Technical Education, and Other Resources. An author index, document number index, and subject index 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 009 405). Others are available from the source identified in the abstract. (EL)

Designed to suggest solutions to problems of curricula and instructional techniques for physically disabled children, the text considers the nature of the child and discusses these aspects of curriculum and methods: definitions and objectives; teachers and administrators; time requirements and enrichment; grouping; reading instruction; testing, homework, and teacher's aides; automation; and classroom procedures. The following are also discussed: preschool education; language arts, art, music, physical education, math, and science in kindergarten; primary grades; language arts, math, social studies, and science in upper elementary grades; English, social studies, math, science, business education, and art, photography, puppetry, music, library, physical education, health, home economics, and guidance in secondary education; and extra-curricular activities including field trips and driver education. A summary and implications for future curricular changes are presented. (RJ)

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, Technical, Trade and Industrial, General Vocational and Technical Education, and Other Resources. 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 008 995). Others are available from the source identified in the abstract. (CD)

This physical education guide, for use in grades 7-12, is one of a series of guides, K-12, that were developed by teachers to help introduce environmental education into the total curriculum. The guides are supplementary in design, containing a series of episodes (minilessons) that bridge the gap between physical education and the environment, since all physical education begins with, reflects, and depends on the environment. The episodes are built around 12 major environmental concepts that form a framework for each grade or subject area, as well as for the entire K-12 program. Although the same concepts are used throughout the K-12 program, emphasis is placed on different aspects of each concept at different grade levels or subject areas. This guide focuses on aspects such as camping, skiing, and fitness. The 12 concepts are covered in one of the episodes contained in the guide. Further, each episode offers subject area integration, subject area activities, interdisciplinary activities, cognitive and affective behavioral objectives, and suggested references and resource materials useful to teachers and students. (Author/TK)

An overview of the issues, problems, successes, weaknesses, and implications of the process of preparing teachers for vocational education, the report contains discussions of the origin and evolution of teacher preparation, the professional development concept, nature of programs, management of teacher preparation, special problems, and future needs and opportunities. The data base for the report includes the two reports of Project Baseline, unpublished data, and supplementary data. A section on vocational teacher education tabulates and discusses the need for teachers in vocational education, as reflected by enrollment; the supply of teachers; the components of vocational teacher education; the performers of that education, and the quality. The management of teacher preparation is examined, and special problems are identified: the recurring problem of an inadequate data base, the competency question, the need for a realistic view of scale and balance, and the problem of training focus. Future needs and opportunities are couched within a framework of policy, program scope, and program credibility. (MW)

Career development education has many possible definitions, but they all consider content, career development tasks, and results. Career development education has advantages for many different groups. It provides the student with motivation and a means to self-actualization. Teachers gain a reason for teaching essential basic educational skills and concepts and another teaching method--learning by doing. This type of education benefits the school by providing a cooperative atmosphere as well as a basis for educational accountability. Society benefits from career development education through a socialization process smoothing the transition from school to career. Nine operational principles must be kept in mind to achieve the goal of making each individual competent in developing and managing his career life. They involve organization, flexibility, orientation, individualization, content, school role, and scope. The objectives, nature, and activities for career development education are established according to levels from elementary through adult. Certain minimal elements must be included in a typical program: orientation, exploration, interdisciplinary education, career curriculum, outreach, short term courses, placement and follow through, and guidance and counseling. (AG)

This quaterly 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, Technical, 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 avilable as a separate microfiche set from the ERIC Documents Reproduction Service (VT 011 850). Others are available from the source identified in the abstract. (CD)

To meet the anticipated educational needs for vocational agriculture teacher education during 1970-2000, vocational agriculture training programs were proposed for undergraduate, master's, specialist, and doctoral programs, and for noncredit inservice teacher education. The contribution of instructional materials, research, and placement programs are examined. Major recommendations include: (1) Offer all professional undergraduate education courses in off-campus locations and in cooperation with local school districts, (2) Use internship more often at the master's degree level, (3) Limit age of credits acceptable for the specialist degree, (4) Recognize a difference between Doctor of Philosophy and Doctor of Education in terms of kind of dissertation required, (5) Develop a comprehensive program of inservice teacher education, (6) Allocate sufficient staff time to meet the needs for instructional materials dealing with new needs and expanding program areas, (7) Assign staff research time to identify and plan programs in teacher education, and (8) Allocate state and federal funds for teacher education on a long-time basis. (SB)

This publication consists of papers presented at the World Conference on Education held March 5-14, 1970, at Asilomar, California. It is divided into two sections: 1) Plenary Session Addresses and 2) Working Party Reports. The nine plenary session addresses concern man's physical and social environment and its effect on education, the function of the schools, and the role of education in the future. The titles of the ten working party reports are: 1) Designing Curriculum and Instruction for the Schools of the Future, 2) Preparation of Teachers for Primary Education, 3) Preparation of Teachers for Secondary Education, 4) Improving Curriculum and Instruction--Social Studies, 5) In-Service Education, 6) Cross-national Research in Teacher Training and Teaching, 7) Designing New Programs for Early Education, 8) Instructional Technology in Education, 9) Education's Role in Eliminating Barriers Among People 10) Helping Youth Develop Constructive Commitments and Cross-National Research on Moral Education. An appendix contains a list of titles of papers presented at the conference which were not included in the report. (RT)