Education & Pedagogy

This paper describes the reform processes in teacher education in Tennessee over the past ten years. The decade of school improvement efforts, which culminated in 1984 with the passage of the Comprehensive Education Reform Act (CERA), is discussed. The paper presents: (1) a summary of action taken between l975-80; (2) an account of the action taken in l981-82, just prior to the passage of CERA; and (3) a description of provisions in CERA that deal directly with teacher education and of those provisions of the act that have implications for teacher education, both preservice and inservice. A description is given of the Better School Program in Tennessee which laid the foundations for passage of CERA. Included in the description is a discussion of the issues raised by the Better Schools Program, and of the legislative difficulties encountered in the passage of CERA. The implications of CERA for changes in schools of education are examined. (JD)

The higher education panel of the Commission on the Future of Education in Delaware was charged by the governor with three major reviewing tasks: (1) the status of state-level educational administration to determine how well it can meet needs at that time and in the future; (2) the method used to determine postsecondary funding levels and introduction of new and continuing degree programs; and (3) the way in which Delaware meets its citizens' education needs and how to expand that outreach. The commission recommended that: functions concerning postsecondary education be consolidated under a proposed coordinating board rather than remain segmented; the Technical and Community College be allowed to retain tuition receipts as the other two institutions do; all institutions use the same budget format; no additional cabinet-form administration for postsecondary education be created; adult basic education be a responsibility of the coordinating board; and state and institutional data collection be standardized and done regularly. (MSE)

In this report detailed summaries are provided of 108 Federal programs set up to provide funds for individual projects in elementary and secondary education, postsecondary education, and special categories (bilingual and minority education, special education and rehabilitation services, vocational and adult education, and educational research and development). Information presented for each program includes: (1) the legislative basis for Federal funding; (2) a brief funding history; (3) description of goals and objectives; (4) a review of program operations; (5) analysis of program scope and participation; (6) a report on outcomes, effectiveness, and progress; and (7) listings of onqoing and planned evaluation studies, sources of evaluation data, and names of persons to contact for further information. The volume's appendix includes brief descriptions of active 1981 contracts for evaluation of specific programs; descriptions of evaluability assessments of eight orograms (discussions as to how they might be made more accountable and how thev might be evaluated); and brief reports on rapid-feedback evaluations of two programs. (MJL)

This study argues that environmental problems occur because people decide to act in their world in ways harmful to it and to themselves. Such decisions occur because people are in some cases ignorant of the consequences of their choices for themselves and their environment. They are not aware of the alternatives open to them because they have learned to choose, to value, in specified ways which they do not question. The study also argues that humanism, a deep caring for other people, is essential for environmental education. An Experiential Humanistic Environmental Education (EHEE) model and rationale for it are presented with illustrations of how the approach can assist educators in achieving environmental education goals. Topics addressed in the study include: a world macroproblem; suggestions for coping with the macroproblem; how education might respond to the macroproblem; review and assessment of education's response; humanistic education and its contribution to environmental education; experiential learning in environmental education; the EHEE connection; examples of EHEE; suggestions for making the EHEE connection; and summary/conclusions. (Author/JN)

The main part of the study examines literature concerning Native American education in the United States, with most studies pertaining to the Navajo tribe; however, Canadian studies are also included. The first section, following the introductory material, is an annotated bibliography of materials developed between 1955 and 1981 which address the following: history and progress of Native American education (14 citations); cultural and learning differences that hinder the Native American student (27 citations); and new ideas for Native American education (29 citations). The summary encompasses cultural differences that affect educational progress, teacher education programs which emphasize cultural awareness, government role in Indian education, and programs that are currently addressing these problems. A conclusion discussing the impact of the Self-Determination Act and the Indian Education Act; a 72-item bibliography addressing Native American education; and an appendix containing a chronology of pivotal dates in Indian education (1568-1975), tips for teachers, tips for Anglos, and Indian agencies, conclude the document. (AH)

This unit of instruction is one of a series of materials developed by the Comprehensive Vocational Teacher Education Program for the Mississippi ARC (Appalachian Regional Commission) Region to provide teacher educators, vocational directors, teachers, and others with basic instructional materials needed to guide and assist inservice vocational teachers in improving professional teaching competencies. This unit on vocational education for the handicapped contains lesson plans, instructional material, teaching aids, transparency masters, evaluation instruments, and references needed to conduct a minimum of 3 hours of inservice training on the subject. The three lesson plans cover the Education for All Handicapped Children Act (Public Law 94-142), problems and solutions of mainstreaming, and the Individualized Education Program (IEP). Included in the lesson plans are student learning objectives, materials and equipment needed, introduction, learning activities with suggested dialogue, application (drill, illustration, questions, participation in discussion, and so forth), evaluation, and summary. Directions for using this instructional inservice unit are included in the package. (KC)

Problems and priorities in teacher education are discussed in this collection of writings, not only in relation to countries in the Western world, but also in developing countries and communist states. Section 1, "Problems and Perspectives," presents articles on: (1) changing priorities in teacher education (William Taylor); (2) industrialized countries (Edmund King); (3) communist countries (Nigel Grant); and (4) developing countries (Service Farrant). The second section offers insights into "Needs and Initiatives" with writings on: (1) need to problematize educational knowledge (Robin Burns); and (2) implications for teacher training of conflicting models of community schooling (Linda Dove). Case studies are presented in the third section illustrating problems and solutions in teacher education in various parts of the world: (1) Belgium (John Owen); (2) British Columbia (Anne MacLaughlin and Peter Murphy); (3) Latin America (Pilar Aguilar and Gonzalo Retamal); (4) physical education in several countries (Michael Mawer); (5) England and France (Robert Weil); and (6) Great Britain (Keith Watson). (JD)

This parent's manual, one in a series of nine staff development guides prepared by the Philadelphia School District, clarifies roles and responsibilities of various staff members and parents in providing programs to meet the career and vocational education needs of mildly to moderately handicapped students. Designed to be relevant to the specific needs of parents, the manual is organized into three sections. The first section provides an overview of vocational and career education of handicapped students from the parent's perspective. Topics covered include legislative implications, placement and evaluation, the Individualized Education Program, career education, vocational education, competency-based instruction, and job placement and follow-up services. Parents' responsibilities, in terms of the specific responsibilities grid, are discussed in the second section. The final section contains a summary of the parents' and family's role in the education of handicapped students. (KC)

The accomplishments of the Kentucky Allied Health Project, which implemented a model articulated system of allied health education, are described. The system included plans to promote transition from one education level to another and articulation in educational planning and resource utilization. The project has greatly increased interinstitutional cooperation and coordination among the 105 allied health programs in Kentucky, 72 of which are offered in the public sector. After an overview of the project, four models for transfer of credit and the opportunity for career mobility are described: preprofessional curriculum, basic professional curriculum, certificate granting basic professional curriculum, and intermediate professional curriculum. An overview of the following allied health disciplines, including educational requirements and transfer agreements, is presented: clinical laboratory sciences education, dental auxiliary education, dietetics/nutrition education, radiological sciences education, rehabilitation therapy education, and respiratory therapy education. Summaries are also presented of allied health manpower studies that were undertaken. Lastly, a summary table is appended of approximately 30 transfer agreements that have been negotiated. (SW)

This compilation, consisting primarily of state statutes providing education and training benefits for senior citizens, focuses on the accessibility of educational opportunities to older adults across the country. Included in the first part of the volume are excerpts from federal education laws dealing with education and training for older Americans as well as the text of the Older Americans Act of 1965. The next section of the compilation contains tables of data dealing with the educational attainment of the noninstitutional older adult population in basic and secondary education, adult illiteracy, the national distribution of older Americans, and states having statutes that contain adult education and senior citizen entitlements. Presented in the final portion of the compilation are the statutes providing education and training for senior citizens that exist in each of the 50 states, the District of Columbia, American Samoa, Guam, the Northern Marianas, Puerto Rico, the Trust Territories, and the Virgin Islands. (MN)

Three speeches presented at a panel discussion on the future of recreation and leisure education in higher education are printed in this booklet. Richard Kirchner in a speech entitled, "Responsible Responses to Revolutions in Higher Education," offers reflections on the past and present status of college and university recreational programs, and points out the need for accreditation and certification processes to strengthen the professional status of physical education and recreation departments in institutions of higher education. He also urges close cooperation with administrators in solving the problems and concerns of these departments. In closing, he recommends using the potentials of high technology and automation to strengthen department efficiency. Tony A. Mobley in his speech, "Recreation in Higher Education in the 80's," discusses recreation's future in higher education with observations on redefining recreational education's mission and developing a viable curriculum in leisure education programs. In conclusion, Diana R. Dunn, in her speech, "Wellsprings for Tomorrow," discusses the need to find and tap new sources of support for recreation education programs and career opportunities in recreation, fitness, and leisure. (JD)

Arranged in three sections, the book offers practical techniques for introducing environmental education at the secondary level. The first section, on planning, outlines a conceptual framework for environmental education, discusses development of school policy on environmental education, provides approaches to controversial and values issues, presents ways for developing school grounds for environmental education, and describes an environment week festival. The second section, arranged in three parts, gives examples of ways in which environmental education has been and can be implemented in school programs. Topics focus on discussing language development as the major means by which we make meaning of our environment, integrating the humanities and home economics in environmental education, and using drama, games, and simulations in environmental education programs. Part 2 emphasizes urban studies and studying and interacting with the local urban environment. Specific activities involving community action are described. Part 3 focuses on the implementation of environmental education in the field through school camps and field study centers and gives examples of possible junior-secondary outdoor activities. (LH)

Recent research and current trends in the field of computers and education are reflected in this collection of reviewed papers, tutorials, panels, project presentations and other sessions. More than 80 papers are grouped in the following topic areas: administrative applications, composition and literature, computing for the learning disabled or handicapped, computer services, computer science curricula, computers in education, computing in the non-curricular support role, pre-college computer science, computer science software, LOGO, alternative approaches to providing computing facilities, computer uses in education, science, computer literacy, computer education for elementary school teachers, commerce, computer science--teaching programming, computers in science education, computer assisted instruction, computers in education at an early education level, computer education for secondary school teachers, mathematical needs of computer sciences, computer-based education, teacher training, pre-college instructional uses of computers, mathematics and statistics, courseware development and evaluation, and pre-college computer services. An additional 39 papers are included under the headings of tutorials, invited sessions, and special sessions. (LMM)

A bibliography of English publications on scientific research on higher education in Sweden is presented. The publications, which are arranged according to projects and problem areas, include scientific articles, books, and other research projects, along with doctoral theses in Swedish with English summaries, and newsletters on the projects. The following problem areas are covered: the role of higher education in society, higher education as an organization, the conditions and potential of education and research, and research and development (R&D) organization and planning. Specific topics include: the relationship between education and work, student development and career choice, changes of student's conception of social structure and society, long-term effects of higher education, institutional autonomy, the Swedish reform of higher education, attitudes about the universities, the training of researchers, research directions, study skills and learning, teaching methods, problem solving, teaching and learning basic concepts in economics, and R&D and public policy-making. Approximately 220 references are included in the bibliography. (SW)

The Research About Teacher Education (RATE) project is an ongoing data collection effort to establish a reliable data base about teacher education. Thirty schools were randomly selected from institutions offering bachelor's, master's, and doctoral degrees for a total of 90 institutions. Following a long-term plan for rotating targeted respondents, professors of foundation courses and their students were surveyed. Participants in the survey included 153 professors and 729 students. Five sections elaborate on the data collected. Section one presents the context for teacher education by examining data which describe the entire institution and its education unit. The second section describes the status of current reforms in teacher education as reported by the participating institutions. The anatomy of a program with a focus on foundations is the subject of the third section. Section four studies the education professoriate and section five, student profiles. A summary of highlights points out some encouraging findings as well as some concerns that need to be addressed. Data are displayed in tables with narrative analysis. (JD)