Education & Pedagogy

The New York State Annual Report for Occupational Education, Fiscal Year 1975, contains a narrative description of the State's accomplishments in terms of the objectives of the State Plan for Administration of Occupational Education, as well as a statistical overview of the State's occupational education programs during the fiscal year. Data are organized into five major sections, according to the instructional level of persons served: elementary and early secondary, secondary, postsecondary, adult, and multilevel. The secondary, postsecondary, and adult sections are further subdivided into three population groups served: general, disadvantaged, and handicapped. Throughout the reports specific programs and services are described to show how resources were utilized to accomplish objectives. Additional descriptions of exceptional or model programs are presented for the secondary, postsecondary, and adult levels. A variety of goals which have implications for all educational levels are described in the multilevel section. The elementary and early secondary section describes career education activities and the regional career education models. (Author/MF)

Impact and effectiveness of the Texas Project for the Education of Migrant Children and other such programs are examined. Solutions to the educational problems which face the migrant student within the operational framework of an on-going school system are outlined. Two representative innovations in Texas, a nongraded system and bilingual education, are briefly discussed. Evaluative data are included which were obtained by means of opinionnaires and standardized tests, with teacher-developed tests used less extensively. Methods are presented for coordinating the Texas Project with the Elementary and Secondary Education Act and the National Defense Education Act and for involving parents and the community. A summary is given of staff development via workshops and various institutes for teachers, aides, and administrators. Also included are brief descriptions of the Texas Migrant Interstate Cooperation Project, the Migrant Compensatory Education Project, and the Migrant Preschool Education. (CM)

This volume presents a sampling of major innovative programs in a broad range of teacher training institutions. A selection of 39 case studies focus on innovations in teacher education in Asia, Europe, Latin America, and the United States. The case studies are selective; certain areas of the world were not canvassed; the majority of contributions came from the United States. Each study was particularistic; most changes emphasized specific components of a total program. Eight areas of innovation were studied, including 1) performance-based teacher education; 2) in-service education; 3) field centered teacher education; 4) educational media, technology and teacher education; 5) teacher education for rural transformation; 6) individualized teacher education; 7) integrated teacher education; and 8) innovation in teacher education at a national level. Each study section was provided with an introduction and three to eight case studies concerning the area of study. A summary of innovation and change in teacher education stressed the need for continual innovation for the survival, rather than the decoration of education. (MJM)

The Associate Commissioner of the Bureau of Adult, Vocational, and Technical Education is responsible for two broad and important programs, career education and broader and better services in adult education. Career education is a lifelong educational process beginning in kindergarten and extending through adult and continuing education. Career adult education is concerned with the personal development and enrichment of the adult citizen as he faces the challenges of family life, community problem solving, and expanding leisure time. In terms of providing broader and better services in adult education, several goals have been identified. Some of these include: (1) establishing the National Adult Education Staff Development Program, (2) completion of Adult Performance Levels as standards of achievement based on relevant adult learning objectives in the areas of reading, writing, computation, and general knowledge variables, (3) a minimum of one full-time adult education coordinator in every community of 5,000 or more citizens, (4) developing adult curriculums and learning strategies, and (5) systematic assessment of the 1980's and a determination of an adult's responsibilities to react to and control that environment. (SB)

This paper develops three theses: 1) education generally and teacher education in particular are disadvantaged by faulty governance systems and structures; 2) many of the problems of education stem directly or indirectly from these faulty structures; and 3) there is urgent need for a whole new set of assumptions about the governance of teacher education. The varying interrelationships between the disciplines, the professional schools, and the professions are examined through the use of the concepts of systems, subsystems, and suprasystems. Although teacher education is a subsystem of the university, it also forms a part of the suprasystems of governmental units, the profession, and the community, and there is need for a collaborative relationship between teacher education/university/profession and school unit/community state. Some conclusions indicate that education should be viewed as the training function of the teaching profession; teacher education should be regarded as a professional school; there should be less emphasis on teacher education as an all-university function; accountability and responsiveness should be sharply defined; and local and state government responsibility should be reduced. (MBM)

American education is being challenged to play a key role in the improvement of a society threatened simultaneously by domestic crises and by international conflict. A national effort is needed in teacher education to prepare paraprofessionals, teachers, administrators, educational specialists, educational researchers, college teachers of education, and others. Fragmentation is an obstacle, with over 1,000 higher education institutions, 50 state education agencies, hundreds of public and private local school districts, regional and national accrediting agencies, and professional organizations. A national policy for teacher education is needed and should focus on control, finance, social responsibility, partnership roles, program, accreditation, certification, new career patterns, professional competencies, evaluation, technology, accountability, multicultural needs, the urban crisis, international understanding, experimental programs, long-range planning, and educational conference on teacher education; that a broadly representative national policy commission for teacher education be established to develop, scrutinize, and revise policy; and that staff support be provided through a national center for teacher education as a unit of the proposed National Institute of Education. (MBM)

The Greek immigrant student finds adjustment to the American education system difficult and bewildering. This paper reveals the cultural and educational background of the immigrant so teachers may better understand student behavior and thereby help the foreign student through the transition period. In Greece, education is a privilege of the wealthy or intellectual, and access to secondary education is narrow. In the Greek family, a closely knit patriarchal unit, the majority of children end their education at grade six and find a job to supplement the family income. Primary schools, comprised of six grades, are compulsory and free. The one-room school environment is formal and authoritarian. Secondary and private schools are confined primarily to Athens and a few provincial centers. Secondary education consists of the six-year gymnasia, preparing students for professional roles and higher education, and a few privately operated technical/vocational schools. Higher education is offered at two universities, two poly technical institutes, several technical schools, and teacher training colleges. Related documents are SO 003 443 and SO 003 447. (SJM)

A study of cooperative education in the United States over the period of July 1975 through November 1977 had two purposes: (1) to determine the degree to which it is a viable educational and/or financial aid mechanism for higher education institutions to adopt; and (2) to determine the effectiveness of the federal role in supporting cooperative education through Title IV-D of the Education Amendments of 1968. The seven chapters of the abridged final report discuss: (1) cooperative education in general; (2) the nature of the study; (3) to what extent cooperative education is a viable career education or financial aid mechanism; (4) whether or not it is a profitable investment for the participants; (5) the limitations of expansion in the U.S.; (6) the role of federal funding; and (7) program and policy implications. (MSE)

Papers presented by executives and administrators from all levels of education, and representatives from research, manufacturing, and commercial organizations, discuss relationships between modern technology and modern education, and educational data systems. Texts of presentations are included for: (1) 18 papers concerning computer applications to instructional support and curriculum in elementary and secondary education; (2) 15 papers on computer applications to instructional support and curriculum in post secondary and higher education; (3) seven papers in managing computers and computing--elementary and secondary education; (4) 11 papers in managing computers and computing--post secondary and higher education; (5) 14 papers covering information systems and applications--elementary and secondary education; (6) nine papers in information systems and applications to post secondary and higher education; and (7) six general interest papers. An author index is provided. (KP)

Examining the educational system of Yugoslavia, this publication stresses the socialist precepts upon which national educational policy is based. The report is presented in two sections. Section I describes general educational principlas, the system of management and finance, educational structure and organization, curricula and syllabi, and teacher training. Section II focuses on educational development in Yugoslavia from 1974-76. Major educational characteristics of this period are a decrease in number of preschool and elementary students combined with expansion of quantity and quality of secondary education; modernization of curriculum and syllabi along ideological lines; introduction of a system of gradual stages of education including on-the-job training and recurrent education; and stress on social and environmental issues in preschool and elementary curricula. Financial, administrative, and curricular changes developed to respond to these trends are discussed. Also included are statistical tables and examples of elementary and secondary education curricula. (Author/DB)

Social studies education will improve if educators favoring global education and law-related education replace counterproductive competition with mutual respect and cooperation. As two of the many curricular approaches clamoring for a just share of elementary and secondary school social studies programs, global education and law-related education have much in common. For example, they both are supported by interest groups composed of educators and content experts; they both became frequent course offerings in the wake of the "new" social studies; and they both stress reflective inquiry. Educators will improve social studies education if they use goals, competencies, and approaches common to global education and law-related education as a basis for cooperation in developing curriculum. Specific competencies relevant to both approaches include perceiving individual involvement in a global society, making decisions, making judgments, and exercising influence. A framework centered on concepts such as power, justice, liberty, property, equality, authority, freedom, and responsibility would be equally relevant to law-related education and global education. (DB)

This handbook contains 200 teacher-developed lessons which infuse the four career development components (self-awareness and -assessment, career awareness and exploration, career decision making, career planning and placement) of the Michigan Model of Career Education into the existing course content, emphasizing one or more of the career life roles (occupation, family, citizen, leisure). Lessons are provided for courses in eleven subject areas: art, business, English, family living, industrial education, mathematics, music, science, social studies, support services, and vocational education. Each lesson contains (1) a lesson objective, (2) original lesson student outcomes, (3) a career development subgoal, (4) a performance indicator objective, (5) career development student outcomes, (6) lesson activities, (7) evaluation activities, (8) time estimates, (9) a list of supplies/equipment, (10) suggested resources, and (11) a list of pre-planning tasks. (LRA)

The report focuses on the role of education in facilitating effective participation of groups and individuals in development efforts in Africa. Special attention is given to problems of the poor, women, the handicapped, those uninvolved or marginally involved such as unemployed youth, and those living and working in rural areas. The report is comprised of six chapters. Chapter I establishes the interrelationships among development, participation, and education. Chapter II traces the evolution of the educational system in Africa with an emphasis on nonformal education. Chapter III discusses educational needs and examines the premises, prerequisites, and characteristics of an enabling educational system. Chapter IV focuses on areas of particular need and on specific target groups: youth, women, the disabled, cooperatives, and workers' organizations. Chapter V examines the contribution of international cooperation in enabling African countries to attain their educational and training goals. The final chapter provides a summary. (KC)

One of a series which examines recurrent education in countries which are members of the Organization for Economic Co-operation and Development (OECD), this document examines continuing education in France. The series is intended both to describe existing educational practice with regard to continuing education and to attempt an estimation of future developments in the field. Chapter I, Continuing Occupational Training and Recurrent Education, discusses the aims of continuing education in France and examines what is actually happening in this area of education today. The second chapter, Continuing Occupational Training as an Intermediate Stage between Innovation and the Reproduction of Existing Social Patterns, describes the steps which have been taken toward establishing a pattern of alternating periods of work and training. Difficulties encountered at the school and university levels and in industry are examined. The document concludes with annexes of statistical information. (Author/RM)

One of three modules which form a model using a multi-media approach for an education department or teacher educator to infuse career education concepts into the pre-service curriculum, this module uses the exposure and experience that student teachers gained during Modules 1 and 2 as the basis for developing formal classroom instruction to incorporate career education processes and resources realistically and effectively. This module is divided into three parts: "The Roles and Responsibilities of School and Community Personnel,""Infusion of Career Education into the Elementary/Secondary Curriculum," and "Mini-Make It and Take It Workshop (K-6/7-12)." The module is presented in the form of a leadership script, including a list of resources needed, schedule of activities, instruction and notes, and the script itself. (TA)