Education & Pedagogy

THE ASSOCIATION'S FIRST POSITION PAPER ON NURSING EDUCATION WAS PREPARED BY ITS COMMITTEE ON EDUCATION AFTER 2 YEARS OF STUDYING THE MAJOR CHANGES AND TRENDS IN AND AROUND NURSING, ESPECIALLY AS THEY AFFECT PATIENT CARE. THE ASSOCIATION BELIEVES THAT--(1) EDUCATION FOR ALL WHO ARE LICENSED TO PRACTICE NURSING SHOULD TAKE PLACE IN INSTITUTIONS OF HIGHER EDUCATION, (2) AT THE PRESENT TIME, MINIMUM PREPARATION FOR BEGINNING PROFESSIONAL PRACTICE SHOULD BE BACCALAUREATE DEGREE EDUCATION IN NURSING, (3) AT THE PRESENT TIME, THE MINIMUM PREPARATION FOR BEGINNING TECHNICAL PRACTICE SHOULD BE ASSOCIATE DEGREE EDUCATION IN NURSING, AND (4) EDUCATION FOR ASSISTANTS IN THE HEALTH SERVICE OCCUPATIONS SHOULD BE SHORT, INTENSIVE PRESERVICE PROGRAMS IN VOCATIONAL EDUCATION INSTITUTIONS RATHER THAN ON-THE-JOB TRAINING PROGRAMS. THE ASSOCIATION'S POSITION ON NURSING EDUCATION HAS IMPLICATIONS FOR NURSING EDUCATION, PRACTICE AND SERVICE AND FOR AUXILIARY WORKER TRAINING--(1) THE MOVEMENT OF NURSE TRAINING INTO COLLEGES AND UNIVERSITIES REQUIRES THAT THE INSTITUTIONS ACCEPT RESPONSIBILITY FOR EXPANDING FACILITIES AND FACULTIES TO MEET THE EXPECTED APPLICANT INCREASE, PREPARING BOTH TECHNICAL AND PROFESSIONAL NURSE PRACTITIONERS, AND CARRYING ON CONTINUING EDUCATION, ADVANCED STUDY, AND RESEARCH PROGRAMS, AND (2) THE INCREASING COMPLEXITY OF PRACTICAL NURSE WORK INDICATES THAT THEIR PRESENT TRAINING PROGRAMS BE REPLACED BY PROGRAMS FOR BEGINNING TECHNICAL NURSING PRACTICE IN JUNIOR AND COMMUNITY COLLEGES. THIS DOCUMENT IS AVAILABLE FOR 50 CENTS FROM AMERICAN NURSES' ASSOCIATION, 10 COLUMBUS CIRCLE, NEW YORK, NEW YORK 100L9. (JK)

Methods in planning and implementing effective courses in health careers cooperative education are presented in this manual designed to serve as a guide for cooperative education teacher-coordinators. The guide is the result of a project conducted to explore the feasibility of cooperative education as a means of serving the needs of high school students who wish to enter the health field. (Health careers cooperative education is one component of a 3-year health careers curriculum for secondary schools in Georgia, where the project was conducted.) Material contained in this guide reflects the experiences of teacher-coordinators who participated in a series of workshops related to developing and implementing cooperative education programs. The following topics are discussed: Health careers program philosophy, overview of the 3-year curriculum (quarter by quarter), health careers cooperative education program description, planning and organizing, and the role of teacher coordinator in planning the student's work experience and placement. References on cooperative education are listed. Appendixes contain an example of local policies in health careers cooperative education, forms required by the Georgia State Department of Education, the Fair Labor Standards Act, and recommended texts and references. A companion volume is available which was designed to present, with the use of both volumes, a total curriculum guide for a 3-year health careers education program. (TA)

The study examined the extent to which recent art education concepts are reflected in materials circulated by state departments of education. Project staff members identified ten major concepts: aesthetic and humanistic education, environmental design, interrelated arts, visual literacy, community resource utilization, art education for exceptional or culturally different children, concept-based programs, and common art themes. A 25-item survey instrument was developed and administered to art coordinators to determine the extent to which they believed these key concepts were reflected in materials disseminated by their states. Classification and content analysis of these concepts revealed that interrelated arts and aesthetic education were mentioned most frequently. Further investigation of 12 states indicated that state coordinators take a unique approach to art education because of variations in political, geographical, and personnel factors. Findings indicated that most states do circulate some materials which give attention to aesthetic education, visual literacy, interrelated arts, and concept-based programs. The conclusion is that state coordinators in art education must increase coverage of these and other key concepts if they intend to make an impact on local educational practices. The implication is that it is time to create an information dissemination task force to coordinate state efforts. (Author/DB)

This monograph provides both a guide for individual teachers on how to infuse career education into their own lessons, and technical assistance to program developers in methods for teaching others how to incorporate career education activities into the existing curriculum. The body of the guide is divided into five major parts. Part 1 is designed to teach the reader independently how to infuse career education into his or her lesson plans. Sections included concern the goals of career education, defining career education infusion, the eight elements of career education, the affective component, writing an infusion lesson, and lesson plan review and evaluation. The second part of the guide contains selected strategies to be used in teaching workshop groups how to infuse their lessons, including suggestions for organizing a workshop, introducing the workshop, how to define the eight elements, defining career education infusion, the affective component, career implications of subject matter, the infusion form, summary infusion activity, and evaluating the workshop. Part 3 contains a small selection of career education lesson plans created by teachers in the SPICE (New York State Project to Implement Career Education) program. Part 4 consists of a short bibliography of materials related to career education and value clarification. Part 5 contains worksheets and other materials to be used with the first two sections. (TA)

Since the 1964 introduction of the New System of Education, based on socialistic moral values and vocational and science training, Burma has attempted to combine formal and non-formal education with productive work experiences. Through a well organized program of compulsory primary education, mass literacy, combined vocational and general education, and on-the-job training, technical and vocational subjects are being added gradually to the regular curriculum at many educational levels. For example, Basic Schools provide initial training so that dropouts (50% of all students aged 9-15) will have at least some vocational skills. Government educational policies are also reflected in the options available to high school graduates including: government employment and enrollment at the Workers' College; on-the-job training supplemented by correspondence courses; enrollment at government technical/agricultural/vocational institutes; or enrollment at eighteen new Regional Colleges which integrate technical and vocational education in twenty fields with a regular two-year college curriculum. Graduates may complete university degrees through university attendance or on-the-job training combined with correspondence courses. The Voluntary Labor Contribution Program provides an opportunity for students at all but basic levels to experience workers' lives, appreciate labor, and contribute to national development. (SB)

The relationship between education and work is examined in relation to improving the quality of life. Part one provides a philosophical framework in which the authors reject the idea that work and education should be oriented toward porducing goods and making money, but should contribute to the growth and development of the workers. Part two covers work-education issues with the emphasis on work (recurrent education, education in industry, and aspects of behavior related to job success that are largely ignored in education). Part three examines work-education questions that emphasize education, such as vocations and the liberal arts, core curriculum, and licensure. Part four takes up the bread-and-butter issues most common in the popular press. Part five offers various work-education plans for the future, stressing the importance of putting the people before the process. Contributors include: Mortimer J. Adler, Fred Best, Burton J. Bledstein, Howard R. Bowen, Jr., Ernest L. Boyer, Arthur W. Chickering, Russell Edgerton, Thomas F. Green, Willis W. Harman, Hazel Henderson, Daniel M. Kasper, George O. Klemp, Jr., Seymour Lusterman, Ted Mills, Stanley D. Nollen, James O'Toole, Jean R. Renshaw, Beatrice G. Reubens, Adele M. Scheele, E.F. Schumacher, Benjamin S. Shimberg, Lewis C. Solomon, Barry Stern, Einar Thorsrud, Arthur G. Wirth, and Willard Wirtz. (MSE)

Experienced Based Career Education has produced positive evidence of effectiveness. Two points can be made about effectiveness and educational innovation. First, evidence of effectiveness is but one of several criteria used by educational decision makers for determining educational change. Second, only a small percentage of educators are particularly attracted to change and innovation. Within this perspective, an examination of the nature and present status of career education may be helpful to decision makers interested in Experienced Based Career Education. Working toward "education as preparation for work," career education has the following parameters: (1) based on career development; (2) needed by and applicable to all children; (3) not an attempt to demean other educational goals; (4) delivered by infusion; (5) needs community involvement; (6) does not seek increased budgets. Since 1971 career education has been introduced into more than 9,000 of the 16,000 K-12 school districts in the nation and has gained wide acceptance. During this same period, Experienced Based Career Education first operated as an alternative delivery mechanism and later as an effort independent of the mainstream of career education. The following four major strategies can be considered by Experienced Based Career Education advocates: (A) compete with career education, (B) add experienced based career education to the total effort of career education, (C) become a champion of experience based education, dropping the word "career," (D) become a methodology for educational change. In the future, one of these or other alternatives must be chosen. (JH)

The document is the second in a series of four competency-based inservice teacher education modules in consumer education. The main objective of the program is to assist curriculum developers and elementary and secondary classroom teachers as they plan, develop, implement, and evaluate a multidisciplinary consumer education program. The present module presents a conceptual framework drawing on consumer and economic concepts and generalizations in nine areas: (1) production and consumption of goods and services; (2) scarcity, exchange, specialization, and economic interdependence; (3) economic freedom; (4) the market, equilibrium, supply, and demand; (5) business and industry; (6) government; (7) finance; (8) family/household financial planning; and (9) the consumer. The module also presents pretest exercises to assess knowledge of consumer concepts, an outline of concept clusters, suggestions for follow-up activities, and references. Learning activities involve teachers in filling in short answer blanks, role playing, answering questions, writing essays, drawing up budgets, taking multiple choice quizzes, and analyzing graphs, charts, and economic forecasts. Upon completion of the exercises in this module, teachers are expected to be able to demonstrate knowledge of a conceptual framework for consumers education and to identify and comprehend consumer education concepts related to the nine content areas. (Author/DB)

This report is based on a survey of the literature on needs and practices in precollege social science education for the period 1955 through 1975. The major task of the study was to identify, analyze, and summarize the literature produced during that two decade period concerning: (1) the state of and trends in practices in precollege social science education; (2) the effectiveness and efficiency in precollege social science education; and (3) the state of and trends in perceptions of needs in precollege social science education. Extensive systematics searches were conducted of the ERIC data base, "Dissertation Abstracts,""Psychological Abstracts,""Sociological Abstracts,""Education Index," all comprehensive reviews of research in social studies education, all compilations of abstracts of dissertations in social studies education, and the journal "Social Education." In addition, special-focus searches were carried out as needed related to various handbooks, encyclopedias, curriculum guides, and state-of-the-art monographs. The report is organized into four sections: (1) Literature Describing the State of and Trends in Social Studies/Social Science Education Practices, 1955-1975; (2) Research on the Effectiveness and Efficiency of Practices in Social Studies/Social Science Education; (3) Needs in Social Studies/Social Science Education; and (4) The "New Social Studies." An appendix containing supporting data is included. (Author/SLH)

THE OREGON PROGRAM IS A 4-YEAR STATEWIDE SCHOOL IMPROVEMENT AND TEACHER EDUCATION PROGRAM. IT IS A THREE-WAY COOPERATIVE ALIGNMENT AMONG OREGON'S LOCAL SCHOOLS, COLLEGES, AND THE STATE DEPARTMENT OF EDUCATION TO ACHIEVE EDUCATIONAL PROGRESS BY IMPROVING CLASSROOM ENVIRONMENT THROUGH THE STUDY AND REFINEMENT OF MATERIALS, STAFF UTILIZATION, AND INSERVICE TRAINING, THE SHARED RESPONSIBILITY FOR TEACHER EDUCATION BY LOCAL SCHOOLS, AND THE PLACEMENT OF INTERNS IN IMPROVED CLASSROOM ENVIRONMENT UNDER THE SUPERVISION OF BOTH LOCAL AND COLLEGE PERSONNEL. NINE COLLEGES AND UNIVERSITIES WHICH PREPARE OVER 75 PERCENT OF ALL NEW OREGON-EDUCATED TEACHERS AND 18 SCHOOL DISTRICTS WHICH ENROLL OVER 50 PERCENT OF THE PUPILS IN OREGON ARE INVOLVED IN THE PROGRAM. TO IMPROVE CLASSROOM ENVIRONMENT, THE PROGRAM HAS EMPHASIZED COOPERATIVE EFFORT AMONG EDUCATION AGENCIES, TEAM TEACHING AND FLEXIBLE SCHEDULING, TEACHER AIDES, AN INTERNSHIP PROGRAM, IMPROVED TEACHER EDUCATION, TECHNOLOGICAL AIDS, AND MODERN FACILITIES FOR MODERN TECHNIQUES. ALL SCHOOL DISTRICTS WITH LARGE ENOUGH STUDENT ENROLLMENTS ARE BEING DEVELOPED INTO LABORATORIES FOR TEACHER PREPARATION. THE MAJOR PROBLEM AREAS IDENTIFIED BY THE OREGON PROGRAM ARE--CLARIFICATION OF EDUCATIONAL GOALS, VOCATIONAL EDUCATION, PROVIDING PROGRAMS FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS, TEACHER EDUCATION, CONDUCTING EFFECTIVE INSERVICE EDUCATION PROGRAMS FOR TEACHERS, CHURCH-STATE RELATIONSHIPS, DELINEATION OF THE COMMUNITY COLLEGE'S PLACE IN OREGON EDUCATION, CLARIFICATION OF THE ROLES OF ADMINISTRATIVE AGENCIES INVOLVED IN SCHOOL GOVERNMENT, OBTAINING AND ADMINISTERING FUNDS TO FINANCE PUBLIC EDUCATION, PROVIDING A PROGRAM OF RESEARCH AND DEVELOPMENT, AND ANALYZING PUBLIC REACTION TO THE EDUCATION ENTERPRISE.

As a part of the training project which was to demonstrate the most effective methods and techniques for training school staff in the infusion of career education into the curriculum, this guide provides procedures which will enable educators, parents, community representatives, and students to collaborate in developing comprehensive career education programs for local education agencies. Seven criteria were used to select five school districts to receive technical assistance and inservice training in career education. Following a description of the project and the career education implementation flow chart and model, the process of implementation is presented in fourteen steps: (1) orientation and organization, (2) needs assessment, (3) organization of a career education cadre, (4) development of a community collaborative network, (5) development of a local plan for career education, (6) development of an inservice program, (7) development of a comprehensive career guidance program, (8) definition of the local infusion process, (9) implementation of a career education in kindergarten through adult education, (10) establishment of a career education resource center, (11) provision of career exploration opportunities, (12) evaluation of the career education program, (13) report on the program evaluation, and (14) refinement and repeating of the cycle. Appendixes include a list of project activities, aids to implementation, guidelines for using community resources, a staff involvement survey, and an abstract of the Wisconsin state plan for career education. (LRA)

This report is one of two documents which provide short summaries of career education projects funded under the provisions of Section 406 of Public Law 93-380 during fiscal year 1977. Each project summary follows a similar format which includes identifying information (title, grantee, project director), major objectives, project activities, evaluation, communications, and demographic information. The 137 projects summarized in the two documents are grouped into six categories: (1) incremental quality improvements in K-12 career education programs (twenty-one projects); (2) effective career education methods and techniques in senior high schools, community colleges, adult and community education agencies, and higher education (twelve projects); (3) effective career education methods and techniques for special segments of the population (handicapped, gifted and talented, minority, and low income youth) and for the reduction of sex stereotyping in career choices (twenty projects); (4) effective methods and techniques for training and retraining persons conducting career education programs (thirteen projects); (5) communication of career education philosophy, methods, program activities, and evaluation results (eighteen projects); and (6) state plans for the implementation of career education in local educational agencies (fifty-three projects). Project summaries in categories 1-5 are found in this document; the fifty-three project summaries in category 6 are included in a companion document, CE 017 150. (BM)

The annotated bibliography lists 299 materials written in the 1970s about population education, with emphasis on the Asian region. Citations are included for journals, newsletters, and serials publications. The objective is to make available information on which curriculum developers, educators, and practising teachers may draw in developing population education programs. The document is presented in three parts. Part I provides 103 articles about population education, including 73 covering goals, objectives, programs, research, and evaluation for in-school and out-of-school activities; and 30 entries describing instructional materials and teaching methods. Part II lists 194 entries focusing on the Asian region with emphasis on eight topics: agricultural and economic development, education, education and socioeconomic factors, family structure and marriage, health and nutrition, population trends and policy, socioeconomic factors, population and family size, and urbanization and migration. Part III offers bibliographies of population education, population studies, and the social sciences, as well as the addresses and price of journals and periodicals used as sources. Each entry contains bibliographic information such as author, title, location, publisher, date, and number of pages. Language is indicated if it is not English and descriptors appear at the right of each entry indicating topic and geographic area. Subject, geographical, and author indexes conclude the document. (CK)

Activities undertaken by the Center for Vocational, Technical, and Adult Education (CVTAE) in Wisconsin for 1978-79 continued efforts in five major areas: needs assessment, professional development, evaluation, research, and dissemination of research and activities. Needs assessment activities (1) developed a model process for a displaced homemaker center and constructed instruments to survey bilingual vocational education, staff and administrator training, and sex equity in the postsecondary VTAE system and (2) surveyed financial support available to vocational education. The center also supported such professional development activities as mid-management leadership development workshops; an intensive instructor conference; workshops on research competencies, proposal writing and grantsmanship, and evaluation skills; preservice and inservice programs; and internships. Evaluation activities involved implementation of a secondary vocational program evaluation model and evaluations of various programs and projects. Research-oriented activities assessed the impact of enrolling in secondary vocational education programs and of youth employment and training programs; determined the effectiveness of assessment centers; studied high school non-completers, women in apprenticeships, and the basic state grant program; and developed industrial education learning activities and performance-based teacher education instructional materials. CVTAE also disseminated research reports, technical assistance, and data analysis. (A list of CVTAE activities for 1978-79 is appended.) (YLB)

Designed to facilitate the emulation of exemplary components of the South Burlington School District (Vermont) program to develop a teacher training model for the implementation of career education, these six modules include guidelines for inservice programs and workshops, handouts, transparencies, and reference materials. An Introduction to Career Education introduces the concept to educators and community persons by establishing the need, defining terms, and clarifying student outcomes. Grade Level or Content Area Activity Day acquaints teachers with career education concepts and methods to (1) integrate them into existing curricula, (2) examine materials and prepare activities and materials for classroom use, and (3) sequentially organize curricula and career education goals within a school and/or school district. The Community Career Education Extension Service: Parent Coffees explains how to organize small meetings in neighborhood homes to include parents in career education programs. College Introduction to Career Education is for students, potential teachers, and other interested community members. Interview Workshop is a core workshop on techniques for interviewing local business personnel and its relationship to curriculum. A Design for Career Education, South Burlington, Vermont, is Module 6. To ensure a comprehensive continuum for career education activities, it includes an Implementation Strategy for K-12 and the division of responsibilities for administrators, department chairpersons, guidance personnel, and teachers. (YLB)