Education & Pedagogy

As a ready reference for information on health education programs for employees, this monograph brings together four comprehensive review articles which have appeared in the literature and seven abstracts of studies and demonstrations. The articles are: "Health Education in the Occupational Setting,""Health Education in Industry,""Health Education of the Worker," and "Health Education Applied to Management and Labor Unions." Abstracts are titled: (1) "Five Studies in Industrial Health Education" undertaken by the Harvard School of Public Health, (2) "Pilot Industrial Health Services Survey" by the Division of Industrial Hygiene, Los Angeles County Health Department, (3) "Newburgh Health Education Demonstration" by the National Tuberculosis Association, (4) "Gibson County Industry Experiments with Health Education" by the Rutherford Garment Company assisted by the Gibson County Department of Public Health in Rutherford, Tennessee, (5) "Health Education in Industry --A Pilot Study" by the Industrial Council of Greater Atlanta, Inc., and the Georgia Department of Public Health, (6) "A Step in the Right Direction" by the Tuberculosis and Health Society of Wayne County, Detroit, (7) "Special Report --Research on Health Education in Industry" by the American Medical Association. (JK)

Emphasis in this study of Japanese education since the Meiji Restoration of 1868 was on interactions between industrialization and education, the development of a national school system, the rise of vocational education, the foundation and direction of economic and educational development, and case studies of modernization and education in Hokkaido, Nagasaki, and Okayama. Schooling for nobles and commoners during the earlier Tokugawa period was also described. Several government edicts during the period 1872-1900, consolidation of the primary and secondary school systems, extensions of compulsory education, higher educational legislation, changes in teacher education and other areas during World War II, and the postwar reconstitution of the educational system were among the events and trends considered. Provisions for technical, agricultural, commercial, and industrial education were examined, together with employment trends and the impact of wars and depressions. The role of education in modernization and social change was discussed in terms of educational expenditures, productivity, government and business leadership, and other relevant factors. (Included are a map and 89 tables and figures.) (ly)

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 section: agricultural, business and office, distributive, health occupations, home economics, industrial arts, 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 Document Reproduction Service (VT 007 238). Others are available from the source identified in the abstract. (EL)

This annotated bibliography of University of British Columbia research relating to adult education lists 232 items, including 32 abstracts of theses and dissertations. Seven British Columbia Area Survey reports are noted, followed by 13 special departmental studies and an adult education dissertation, 18 M.A. theses, four M.Ed. (Adult Education) theses, and eight M.S. (Agriculture and Agricultural Extension) theses, and 42 graduate research reports from the Faculties of Agriculture, Commerce, and Education, the School of Community and Regional Planning, the School of Social Work, and the Departments of History, Psychology, and Sociology within the Faculty of Arts. Numerous publications by faculty members (Gary Dickinson, John A. Niemi, and Coolie Verner) of the Department of Adult Education are also included. Represented in this review are such topics and concerns as agricultural extension, literacy education, community development, leadership training, evening classes and their clientele, correspondence study, vocational and technical education, age differences in adult learning, and educational methodology. There is an author index. (ly)

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 008 450). Others are available from the source identified in the abstract. (EL)

The report speaks of elementary and secondary education in Ethiopia in terms of its history and cultural setting, and then relates the facts to the present situation in terms of learning opportunities, rural development, and the prevailing attitudes among the people in regard to education. Discussions cover the educational role of the Ethiopian Orthodox Church, the beginning of modern education with the opening of the first public school in 1906 by Emperor Menelik II, the effect on Ethiopian education of the power struggle which followed Menelik's death and World War I; and, in 1941, with independence, the challenge of starting the development and expansion of schools almost from scratch. Also, a historical comparison of the policies and attitudes of church education and modern education is made. The remaining discussions cover the comprehensive high school, the teacher training institutes, the problem of dropouts, the change of attitudes and rural development, and the enrollment and dropout figures for Ethiopia. Two figures showing elementary and secondary school enrollment data and a 9-entry bibliography are also included. (FF)

This document is an English-language abstract (approximately 1,500 words) summarizing Indian national policy on education, which is a statement of recommendations to the Indian parliament based on the findings of the Education Commission (1964-66). It states that a radical reconstruction of education is essential for the economic and cultural development of the country, for national integration, and for realizing the ideal of a socialist pattern of society. Among the recommendations are: free and compulsory education for all children up to 14; status for the teacher in society; development of Indian languages and literatures; equalization of educational opportunity; work experience and national service; priority to science education; emphasis on agricultural and industrial skills; encouragement of textbook writers; reform of examination content and procedures; extension of higher educational opportunities; Proper space planning in educational facilities; encouragement of correspondence and part time education; liquidation of mass illiteracy; development of athletic programs; promotion of minority educational programs; uniformity of educational organization throughout the nation; increase of national budget for education to 6%. (Author/GDB)

The financing of outdoor education should be the responsibility of the school district according to the same policies that pertain to other emphases in the curriculum. However, sources of funding other than local school tax funds are state funds, Federal funds, and private funds. State funds that might be used for outdoor education programs include funds for inservice education of teachers, urban education, vocational education, and education of the handicapped. Federal financial assistance is available from sources which include the Environmental Education Act, Legacy of Parks Program, Land and Water Conservation Fund, and Elementary and Secondary Education Act. Numerous private agencies, organizations, and foundations have funds available for support of environmental and outdoor programs. In the document, narrative information and a chart of funding sources describe the types of funds, their purposes, who may apply, and how to receive further information; address lists of state education departments, U.S. Department of Housing and Urban Development regional offices, Bureau of Outdoor Recreation regional offices, U.S. Office of Education regional offices, and state agencies for surplus property are appended. (JH)

Intensive education is an alternative educational approach in which students study one or two subjects a day for a concentrated number of weeks. This report considers whether intensive study is a valid alternative to the traditional class schedule and discusses the strengths, values, and problems of intensive education. Data sources for the report include 1) a selective review of the history and literature of intensive education; 2) interviews with teachers, administrators, and students; 3) site visits to nine intensive education programs; 4) observation of 12 intensive education classes; and 5) a survey of administrators of 34 secondary school intensive education programs. Section 1 presents a historical review of different studies and approaches involving time as a dimension of learning. Section 2 discusses examples of various intensive education programs. Section 3 examines the effects of intensive education on student learning, teacher roles and methods, and student-teacher relationships. Section 4 discusses the implementation of intensive education programs. The appendix describes 20 existing programs that incorporate some form of intensive study at the secondary level. (Author/JG)

A summary of the content of a national conference on career education as a cooperative effort is presented in this report. Included are descriptions of career education practices now in existence, summaries of sessions related to conceptual efforts and technical skills required for career education, and comments from various critics of career education. Four major sections comprise the report: (1) Summaries of speeches made during the conference's four general sessions; (2) articles written by reporters (for the most part, college journalism students) on selected concurrent sessions; (3) synopses of most sessions not covered by reporters, based on abstracts submitted by the presenters for these sessions; and (4) a list of the majority of the presenters at the conference, listed according to session theme or clustered according to the area of concern addressed. These clusters included: Career Education by Levels and Settings; Career Education by Function; Career Education by Special Population Groups; Educational Skills and Approaches; Career Education Community Resources; and Career Education Concepts. (BL)

Five model projects for providing continuing education opportunities to teacher educators in special education are presented. Background for the development of Project RETOOL includes a 10 step outline of the process. Implementation was designed in three phases: needs assessment of current special education teacher educators, development of various models by institutions of higher education and state education agencies, and implementation of the models for providing inservice to target personnel on a state wide level. A list of the advisory committee and the faculty interview instrument are appended. The five state models (California, Kentucky, Massachusetts, Missouri, and North Carolina) are provided in the following sections. Each section explains the components of its plan, including history, planning and implementation of conferences etc., delivery and content of programs, and conclusions, observations, and recommendations. Among appendixes for the sections are assessment instruments, committee reports, workshop evaluation instruments, and forms. A brief followup report concludes that surveyed participants found the various programs to be highly effective in meeting the education needs of inservice teacher educators. (PHR)

The author presents a general discourse on the nature of performance-based education, in particular, performance-based teacher education, and presents considerations in the education of teachers of science. Pressures originating from the Pennsylvania State Department of Education are examined, as well as the University of Pittsburgh position toward performance based teacher education, approaches to implementation perceived from the school system viewpoint, outcomes as seen by the community, and benefits existing for children. It is suggested that to obtain a more realistic approach to PBTE, one must consider the background, cognitions, characteristics of persons, the persons themselves, and levels of role definition before identifying or specifying statements of competency. Discussion is presented on roles and the generation of competencies within a role theory framework applying to the specific discipline of science. In a final section, the author attempts to integrate the notions of roles and competencies within the assumptions of a process directed toward the individualization of teacher education in favorable support systems using guidelines and standards proposed by the American Association for the Advancement of Science. (MJB)

This booklet summarizes the proceedings of a one-day seminar on the educational policy of the World Bank and presents six papers prepared for the seminar. The seminar was held at the University of London Institute of Education in May 1975 and focused mainly on the World Bank's policy on educational aid as stated in its 1974 "Education Sector Working Paper." The papers prepared for the seminar include "Development through Education Seen Dimly," by C. Arnold Anderson; "Education in Developing Countries: The View from Mount Olympus," by Peter Williams; "Reflection on the 1974 Education Sector Working Paper," by John Oxenham; "The Rediscovery of Poverty: A Review of Aid Policies in Education," by James Sheffield; "A Memorandum from Mortadella," by Hugh Hawes and John Cameron; and"World Trends in Education: Some Observations," by Lionel Elvin. The appendix presents a summary of the 1974 "Education Sector Working Paper" and a list of the seminar participants. (JG)

Focusing primarily on the doctorate in English education, this paper explores existing opportunities for the English educator outside the conventional area of teachers training. In spite of a constricted job market, alternatives do exist to reduction or abandonment of doctoral programs in English education. Teachers without terminal degrees can be recruited into doctoral programs, thus upgrading their present positions rather than seeking new jobs. People doing advanced work in English education can qualify for jobs in community colleges, in continuing-education programs, in state departments of public instruction, in penal-institution education programs, in foreign teaching service, and in the publishing industry. Faced with such opportunities, an English education doctoral candidate should be equipped with a broad-based educational background, with components of writing and language skills, as well as with depth of understanding in a particular field. The content of a doctoral program should be individualized to match as closely as possible the interests, abilities, backgrounds, and aims of each student involved in a doctoral program in English education. (RL)

The monograph is one of a series written primarily for professionals who work in career education or whose work relates specifically to aspects of career education. The purposes of the monograph are (1) to enter knowledge of the human services movement into the career education literature, (2) to describe the major characteristics of the human services movement, and (3) to present the potentiality of human services as a vehicle for entering career education into the total network of community systems. Part 1 introduces human services as a frame of reference for the planning and implementation of career education. Part 2 provides a brief evolutionary background to set the stage for the presentation of general human services characteristics in Part 3. Ten career education concept assumptions and their implications for human services are considered in Part 4. Part 5 suggests some general recommendations which could serve as the basis for future action by career education professionals. A four-page bibliography is appended. (Author/BP)