Education & Pedagogy

Materials contained in this compendium synthesize the career education activities and strategies developed in a project designed to facilitate career education in the schools through a linkage approach involving Shippensburg State College and three intermediate units that include 26 school districts. The program is described in which 80 vocational educators, administrators, curriculum coordinators, counselors, and classroom teachers participated in a 3-day workshop and seven subsequent seminars held in each of the intermediate units. Contents include the workshop invitational letter, registration form, program, and list of participants, and abstracts of workshop presentations on the following topics: "Career Education Three Years Later, Manpower Information: Implications for Career Education,""Career Education: The TIMES Project, Career Education in Pennsylvania: On-going Projects,""Research in Career Education: What Meaning for Us?""Activities Funded by the Research Coordinating Unit: An Overview,""Evaluation of Selected Career Resource Centers in Pennsylvania,""Career Clusters in Career Education,""The Elementary and Middle School Counselor's Role as a Consultant in Development Career Education Programs," and "Career Education: Where Do We Go from Here." Seminar consultants are listed and participant responses to the career education workshop evaluation are also included. (TA)

This book is written for undergraduate students in physical education. The text emphasizes the development of physical education and sport, separately and together, including the problems that have resulted. Philosophy is stressed and the area of ethics and ethical problems relating to physical education is discussed. The book is divided into six parts. Part one covers the broad topic of physical education and the allied areas of health education and recreation. In part two the historical development of physical education from ancient to modern times is related. Part three is devoted to a study of the evolution of philosophies of physical education, historical and contemporary. The rise of sports in America is related in the fourth part and includes a discussion of the ethical problems that may arise in the field of sports. Modern American physical education is the subject of part five, which includes a section on career opportunities in physical education and professional preparation for work as a physical educator. In the final part the author speculates on the future of physical education, trends, problems and challenges. At the end of every chapter in the book a list of suggested readings on each topic is presented. (JD)

A College of Education, University of Georgia, project attempted to demonstrate the portability of the Georgia Model containing materials suitable for use in staff development for career education through conferences, provision of materials on the Georgia Model, and followup visits to participants. After studying the model, about 150 faculty members from approximately fifty teacher education institutions were to demonstrate their ability to formulate plans and strategies to infuse career education concepts into their preservice teacher education programs. Evaluation consisted of pre-post conference administration of a Career Education Opinionnaire, immediate conference participant feedback, and followup visit evaluation of participant career education activities. Results of the Career Education Opinionnaire indicated and increased understanding of and involvement in career education but only slight variation in perceptions of career education and integration problems. Participant feedback on the conferences was positive. During the followup visits, interivewers found that the majority of conference participants (73%) were significantly involved in implementing career education concepts into their programs. Findings of the third-party evaluation showed high participant ratings for model clarity, helpfulness, and appropriateness. A major negative observation concerned inadequate provision for differences in participant experiences and attitudes. (Project materials are provided in extensive appendixes.) (YLB)

The document contains eight lectures addressing a variety of educational trends, issues, and concerns. The objective is to heighten the awareness of educational challenges that must be met and to promote continued professional renewal activities. Lecture I discusses fundamental problems concerning world education, concentrating on hunger and illiteracy and their relationship to the goals of education. Lecture II emphasizes the importance of education to the protection of civil, political, and social rights, focussing on the Washington, D.C. school system. Lecture III appraises education and development, using a political and economic approach. Lecture IV discusses language in education, recommending research into the various language situations of the United States, in order that educators might develop the full potential of each child. Lecture V explores the development of Soviet society from historical, philosophical, and social perspectives. Lecture VI postulates various objectives and guidelines to be considered in relevant education. Lecture VII discusses historical changes since Horace Mann's time which have changed the role of American education. Lecture VIII examines expectations of higher education, international education in a changing world, and international cooperation in higher education. (CK)

The summary version of "Progress of Education in the United States of America", is intended for use by educational policymakers abroad and for all persons who are interested in educational development in the United States. The report is presented in seven chapters. Chapter I identifies general principles of American public education, as expressed in the Constitution and state statutes. Chapter II outlines the structure and organization of elementary, secondary, and post-secondary education and emphasizes the importance of adult education programs. Chapter III reviews the educational roles of the federal and state governments. Chapter IV describes how school curricula are determined and developed and how entrance and graduation requirements are set. Chapter V examines teacher education programs and notes the widespread existence of inservice programs for teachers on all levels. Chapter VI discusses federal involvement in educational research and information services, bilingual and bicultural education, competency based education, and reading comprehension programs. The final chapter cites statistics related to enrollment, teachers and instructional staff, schools and school districts, high school and college graduates, school retention rates, and expenditures. Tables of data are presented in the appendix. (Author/DB)

Utilizing data derived from a national survey of state support of adult education and regional Futures and Amendments meetings, this report on the results of the Adult Education Act examines the scope and character of the federal-state grant adult education program. The content is in three sections: (1) discussion of the Futures and Amendments meetings including background, process, student review, results of the futures sessions (policy statements in ten areas), results of the amendments sessions (prioritized recommendations regarding fourteen sections of the Adult Education Act), and a list of participants attending the meetings; (2) description of the state surveys including a summary of data (purpose of study, outcome variables, and instrumentation); trends, conclusions, and recommendations regarding federal-state partnership, constitutional provisions and state adult education legislation, teacher salaries, and instructional costs; and survey conclusions and recommendations; (3) summary of the state data, which for each state includes overview, governing documents, state adult basic education/secondary adult education descriptors and financial resources, and economic indicators. The appendix includes state education organization charts, sample adult education state legislation and regulations, state allotment of federal funds, and the Adult Education Act. (EM)

One of three supplements which accompany chapter 7 of "Mountain-Plains Handbook: The Design and Operation of a Residential, Family Oriented Career Education Model" (CE 014 630), this document contains specific information concerning the early childhood education, building trades and services, and office education components of the educational services division. The following materials related to the early childhood education component are included: staff and facility plans, early childhood education communications, infant care home operators form, miscellaneous forms, early childhood education procedures manual, program description and rationale, parent's guide for sick child, and a paper on the ecology of infant day care. The following materials related to the building trades and services component are included: student forms and reports, student tool checkout lists, internship and apprenticeship policies and procedures, and senior instructors weekly status report. The following materials related to the office education component are included: facility and equipment plans, course list for office education, program objectives table, a welcome speech to the students, and miscellaneous forms. (BM)

The document reports on the procedures followed and the major meetings and events in a 24 month U.S. Office of Education project carried out by Colorado State University to develop business and office career education curriculum guides for grades seven-nine. The materials developed were: (1) student learning packets or modules, (2) correlated teachers' manuals, (3) a K-14 curriculum plan and strategy, and (4) a resource list of publishers. (These materials are discussed, but not included, in the document.) A national advisory committee was set up, and directors of career education curriculum projects across the nation helped to establish guidelines for articulation and coordination among projects. Materials and information were solicited from career education projects throughout the United States, from State supervisors of business and office and career education, and from business education supervisors of large cities. The National Symposium for Business and Office Education Curriculum Guidelines was held in Denver in 1973 to inform leaders of the project and to develop and disseminate curriculum guidelines. Cooperating teachers participated in workshops, tested materials (titled resource guides) in their classrooms, and contributed to their revision. In July, 1975, a meeting was held in Denver to disseminate the materials nationally. (AJ)

The document lists 781 dissertations for 55 subject areas. Recorded in parentheses are the number of dissertations to be found in each category: achievement prediction (34), administration (5), adults (7), agricultural education (43), apprenticeship (6), area vocational schools (3), basic education (2), business education (18), career development (52), career exploration programs (57), communication (5), community colleges (5), consumer affairs (7), cooperative education (5), cost-benefit analysis (5), counseling programs (45), curriculum (15), decision making (2), distributive education (3), educational change (6), evaluation (23), facility planning (3), guidance counselors (14), health occupations (9), home economics (27), individualized instruction (3), industrial arts (16), job analysis (18), job placement (9), leadership (9), multimedia instructional materials (15), planning (2), postsecondary vocational education (3), programed instruction (10), reading (3), research and residential programs (4), safety (3), self concept (9), simulations (6), student characteristics (40), teacher education (22), teachers (7), technical education (16), tests (11), unemployment (2), vocational education (5), vocational guidance (13), vocational industrial education (18), vocational interests (41), vocational rehabilitation (18), work attitudes (33), work performance (21), work setting (9), and work study programs (11). Also included is an authors list with the appropriate document number needed for ordering. (BP)

The resource guide for career education opens with discussions of the need for career education and a general introduction to the field. One-third of the guide is a State-by-State survey of career education efforts which contains each State's definition of career education, developmental activities, places to look at, publications, and the name and address of the State coordinator of career education. The guide describes in detail three career education programs (Cashmere, Washington; Mesa, Arizona; and Memphis, Tennessee) at the K-12 level and discusses teacher creativity, counseling and guidance, community and parental involvement, and evaluating career education programs. At the post-secondary level, the guide describes projects in six categories: consultant services; colleges and universities; "career counseling"; serving specific target groups; "non-institutional"; and institution-based serving a constituency outside the institution. The guide further provides suggestions for business, industry, professional, and government involvement in career education. A 27-page section on resource materials provides general references, sources of information, curriculum materials, evaluation materials, and resource information on career education projects. A brief concluding section states questions of concept, value, policy, implementation, evaluation, and research in career education. (JR)

This sourcebook provides brief descriptions of a number of innovative programs that have been approved for dissemination by the Joint Dissemination Review Panel within the Education Division of the Department of Health, Education, and Welfare. The first section presents an array of programs that were being supported as Demonstration Projects during the 1975-76 school year by the U.S. Office of Education. The second section presents shorter descriptions of projects that are also approved for diffusion but, in view of scarce resources, could not be funded during the particular school year. The back of the book contains a list of state facilitators, with names, addresses, and phone numbers. Each facilitator serves as a matchmaker within that state to assure that local education agencies obtain information about and access to those validated innovations that fit identified needs of particular schools, regardless of where in the nation the original program happened to have been launched. The demonstration projects deal with a wide variety of areas: alternative/secondary education, early childhood and parent readiness, the environment, reading/language/mathematics, specialized curriculum/special interests, special education, and training/organizational arrangements. (Author/IRT)

The document, produced to aid Ohio communities in linking their schools' kindergarten through secondary career education (CE) programs with the needs and interests of local General Motors (GM) plants, defines some central concepts of career education and discusses successful, cooperative interaction between industry and career education. The focus throughout the brochure is on various aspects of GM operations. The following concept areas are to guide the development of school-industry cooperation: (1) education and training as related to one's career choice, (2) economics as related to career choice and the responsibility of the worker to industrial economics, (3) employability and work-adjustment skills, and (4) the sequence of development of decision-making skills. Three outlines for linkage are offered: (1) implementation of CE-GM Corporation linkage; (2) format for development of local career education: GM plant-city programs; and (3) suggested list of student performance objectives to aid in evaluating CE-GM linkage activities. Activities are suggested for plant involvement in career education programs, and a sample career education program at a Packard electric division is outlined. A map illustrates the relationship of Ohio career education program sites to General Motors Corporation plant sites. (Author/AJ)

The conference report on competency based teacher education in Region 5 contains the full texts of 12 addresses by key conference participants: Personnel Development in Occupational Education in Illinois, Sherwood Dees; One State's (Illinois') Approach to Competency Based Teacher Education, William Reynolds; Planning for Personnel Development Within a State (Illinois), William K. Applegate; Vocational Educators and Competence Based Education, Joan R. McFadden; Pre-Service Occupational Program (POP), Franzie Loepp and Alan Johnson; Competency Based Industrial Teacher Education at University of Wisconsin--Stout, Neal Prichard; Competencies for Professional Education in Home Economics, Phyllis K. Lowe; Two-Year In-Service Teacher Preparation Program to Provide the Essential Professional Competencies Necessary for Teachers of Agriculture, Wayne E. Asche; A Competency-Based Program for Preparing Vocational Teachers, Fred S. Cook and Rita C. Richey; Performance/Competency Based Teaching Methods, Minnesota Style, Roland L. Peterson; Administration By Competency (ABC), Charles Edwards and Wes Habley; and A Cautionary Appraisal of CBTE, H. S. Broudy. The report also contains State task force reports, the Region 5 conference survey results and three appendixes (the conference program, the participant survey, and a list of the participants, presenters, and staff). (JR)

The monograph provides a historical perspective on the role that liberal arts has played in preparing individuals for careers and examines the role it will have to play if the liberal arts are to remain a meaningful form of education. The argument has four parts. First, it examines recent definitions of career education as an education calculated to ask with particular clarity what a person's vocational and life purposes are. Second, it examines the history of liberal education from the twelfth through the eighteenth centuries as an education also calculated to refine people's vocational skills and shape their life purposes. Third, it examines deviant nineteenth century traditions which argue for the separation of education from the formation of vocational or life purposes in the interest of a pursuit of knowledge for the sake of knowledge. Fourth, it displays how the older marketplace version of liberal education also persisted through the nineteenth century up to today and how effective modern versions of this sort of education have emerged which emphasize that a liberal arts education must be open to the real world. It concludes that the new career education and a reformed liberal arts study can and must support one another. (Author)

Intended for occupational education personnel in New York State, the paper reviews some of the language and concepts of special education as it relates to legislation and terminology, for the purpose of providing a base to build upon in the provision of educational programs for the handicapped population. The Education for All Handicapped Children Act (P.L. 94-142) is briefly reviewed, along with Section 504 of the Rehabilitation Act of 1973 (P.L. 93-112) and some New York State legislation. Concepts defined in terms of both New York and federal legislation include due process, free appropriate public education, least restrictive environment, and individualized education program. The labels "learning disabled", "emotionally disturbed", "educable mentally retarded", "trainable mentally retarded", "visually impaired", and "hearing impaired" are defined according to New York State legislation. The following national and New York organizations are briefly described: the Bureau of Education for the Handicapped, the Special Education Instructional Materials Center, the Office of Education for Children with Handicapping Conditions, the Office of Vocational Rehabilitation, the Council for Exceptional Children, and the National Association of State Directors of Special Education, Inc. The federal definition of developmental disabilities is also provided. (DLS)