Education & Pedagogy

The proceedings of the Confernce on Funding of Clinical Legal Education is presented, along with a commentary and report of floor discussion. An overview of clinical legal education is provided by Eugene F. Scholes. Two papers discuss funding of clinical legal education by foundations and other private sources (William Pincus) and by the university, state, and other public sources (Millard H. Ruud). The legal services interest in clinical legal education is examined by Robert D. Evans and S. Shepherd Tate. The remaining papers are concerned with: current cost of clinical legal education (James P. White and Peter deL. Swords), clinical legal education and the promotion of national goals (Dean H. Rivkin), converting the support for clinical education from soft to hard money (John R. Kramer), federal responsibility for clinical legal education (John D. Scarlett) and HEW guidelines for funding under Title XI (Donald N. Bigelow). (SPG)

This final report contains materials and forms developed for the Iowa Career Education Articulation Model (K-14). Project goals were to design and pilot a career education inventory system to determine the impact of career education upon the students, to design a monitoring process system to assess the status of career education activities, to conduct guidance followup, and to produce an articulation guide. Charts detail project staff activities and products. Appendixes include the Monitoring Process Design (MPD) form, results of career education inventories, external evaluation report, project extension request, and bibliography. The MPD system was designed for assessing career education activities by grade level and teacher in a local school system. Pilot run of the MPD indicates that teachers can monitor their career education activities. The articulation guide (published separately), the inventories, and the MPD have been disseminated to every area community and parochial school. Additional work is needed to complete the guidance followup activity. (MF)

Presented are the results of four 1974-75 Unesco case studies on the integration of technical and vocational education into special education in four countries. The section on Austria contains discussions of social integration of handicapped children, background information, vocational guidance and orientation, vocational training in special pedagogic institutions, conclusions, and selected curricula. The section on Colombia includes a general background of special education and rehabilitation, a discussion of technical and vocational training and special education, and an analysis of legislation on special education and rehabilitation. The section on Iran includes discussions of education as therapy, vocation, conclusions, and selected special curricula. The section on Tunisia includes discussions of methods; programs for learning to live an independent life; analysis of vocational training programs; motivation and guidance; psychological, sociological, and economic assessment of training activities; legislation on employment of the handicapped; conclusions; and definitions. Among the conclusions is an affirmation of the handicapped person's right to work. A bibliography is appended. (DLS)

This selected annotated bibliography contains eighty-three entries (includes books, reports, guides, papers, and articles) relevant to teaching adult vocational education learners. The citations are organized alphabetically by author and each one includes some or all of the following: source, title, sponsoring agency, publisher, city, state, date, pages reviewed, and an annotation. Some representative titles include the following:"Meeting the Needs of Working Class Women in Post Secondary Education"; "Voluntarism: The Real and Emerging Power"; "Continuing Education in Canadian Universities"; "Community Education and Its Major Components"; "Teaching Adults"; "Career Education: Community Resource Center"; "Lifelong Learning"; "Finding Community: A Guide to Community Research and Action"; "The Physiology of Aging: How It Affects Learning"; "Goal Analysis"; "Recurrent Education"; "Tested Techniques for Teachers of Adults"; "Teacher's Role in Life-Centering the Curriculum"; "Guide to Adult Education Counseling"; and "Passages: Predictable Crises of Adult Life." (EM)

Part of an Office of Education three-year project on metric education, the position paper is intended to alert and prepare teachers, curriculum developers, and administrators in vocational, technical, and adult education to the change over to the metric system. The five chapters cover issues in metric education, what the metric system is all about, the impact metrication will have on vocational and technical education, the implications of metric instruction for adult basic education, and curriculum and instructional strategies. Each of the chapters is organized into four parts. The first part is a one-page overview which highlights the main points of the chapter. The second consists of some questions and answers which reflect the fears and concerns of teachers, administrators, and students. The third part contains in-depth coverage of the subject, and the fourth is a brief list of references for those who may wish to read further. (Author/EA)

Career education is stronger now than at any time in the past, but it is still faced with many challenges and problems. Among such problems, one of the most obvious is the relative slowness with which career education is being implemented at the senior high school level. Vocational educators, from every area of vocational education, must assume responsibility for making career education work in the senior high school. Career education calls for several changes in the teaching-learning process. The business and office occupations and distributive education fields can serve as models that have been built in ways that are already consistent with these kinds of changes. These fields have bridged the gap between those who regard themselves as academic educators and those who call themselves vocational educators. There are a number of ways in which today's business and office occupations and distributive education teachers could move to convert both academic teachers and vocational educators into career educators. (Author/PR)

This bibliography is comprised of materials gathered for the resource center at the 8th and 9th Cycle National Teacher Corps Conference, 1974. Materials were gathered from the following sources: (a) The Teacher Education Development Service Resource Center on Competency-Based Teacher Education (CBTE), School of Education, State University of New York at Albany; (b) The Bambi Collection; and (c) the Division of Teacher Education and Certification, New York State Department of Education. The materials have been categorized under four headings: (a) special education teacher training materials, (b) elementary teacher training materials, (c) middle school and secondary teacher training materials, and (d) other source materials for teacher education. Extensive systems of modules have been included under the first three headings, and listed under the university or laboratory responsible for development. Materials referenced in this collection are housed in the Teacher Corps Resource Center at Emporia Kansas State College, and are available for general use. (Author/JS)

Different aspects of the development of continuing education in Canadian universities and institutions were studied by the British author through visits to Vancouver, Toronto, Montreal, Winnipeg, Saskatoon, Calgary, and Banff. Short visits were also made to Massachusetts, Washington, Oregon, and California. Comparisons between Canadian and British approaches to continuing professional education were made on the basis of the visits regarding: their activities and development; the organization of the professional staff and activities in the centers for continuing education; university activities in the professional areas of engineering and management; the training of adult educators; and the financing of continuing education activities. Opportunities for part-time degree study in Canada and the United States through the extended day and trimester systems offer new ideas for continuing education in British universities. Appended materials (30 pages) contain the author's notes on the continuing education activities at the universities visited in Canada and in the United States on an individual basis. (EC)

Reported in the last of a series are summarized versions of approximately 110 bills relating to the education of exceptional children that were introduced in state legislatures in 1975. The report, produced by the Handicapped Children's Education Project of the Education Commission of the States, is said to make no attempt to present all bills introduced, but rather to provide an overview of major legislaton related to handicapped individuals. Given for each bill is information regarding bill number and sponsor, basic provisions, and status as of August 1, 1975. Bills are listed alphabetically by state under the following subjects: census/registry/reporting; centers, commission, offices for special education services; certification of professional personnel; comprehensive special education services; early education services; enrollment limitations; expanded special education services; finance formulas/taxation; residency requirement for education services; rights; sanctions; state aid/categorical programs; state aid/general special education programs; state policy; and transportation aid. (SB)

Summary reports on the organization and financing of vocational education in each state and territory are presented in this second of a four-volume report of a national study of vocational education systems and facilities. Information for each state and territory is organized as follows: state governance of vocational education (state agency/agencies with vocational education responsibilities, coordination between agencies, and organizational history); organization of vocational education delivery systems (institutions and services, regionalization and coverage, and administration); financing facilities and equipment for vocational education; and financing vocational education program operating costs. (The information contained in these profiles was compiled on the basis of interviews with state agency personnel and in the review of documentation and revisions secured from state agencies and other sources.) (Also available are the following related volumes: vol. I, Technical Report [CE 018 973], vol. III, Methodology Report [CE 018 975], and the Executive Summary [CE 018 972].) (JH)

More than 1,500 educators at the National Adult Education Conference probed issues ranging from competency-based teaching, through the lifelong growth of adult educators themselves, to national concerns which gave the conference its "5E" theme: employment, ethics, education, environment, and energy. Presentations given at the conference focused on (1) who is responsible for adult basic education; (2) a national policy for adult education; (3) the coming decade of adult education; (4) opportunities for adult educators; (5) competency-based adult education; (6) industrial training opportunities; (7) recruitment and development of volunteers; (8) learning resources; (9) adult education in international perspective, adult education in the armed services, and working with the aging; (10) equality for women; and (11) education for global citizenship and bioethics. (LRA)

Lesson plans for activities in career education are presented in this teacher's guide designed for grades 6-8. The first section presents South Carolina's position on career education. Section two outlines suggested learner objectives to be attained under seven elements of career education: self-knowledge, decision-making skills, career awareness, economic awareness, educational awareness, attitudes and appreciation, and social awareness. The next section, the bulk of the document, contains the career education lesson plans: twenty-one for grade 6, twenty-two middle school-english, thirteen grade 7-math, twenty grade 7-choral music, nineteen grades 7 and 8-life and Earth science, twenty grade 7-remedial reading, twenty grades 7 and 8-physical education and health, twenty grade 8-art, ten grade 8-mathematics, and seventeen grades 7 and 8-social studies. Each lesson plan includes grade level, subject area, educational concept, element and element objective, activities, resources, and followup activities. (JH)

This concept paper provides a framework for the development of a nonsexist curricular unit in teacher education courses. The immediate goal is the elimination of the narrowness of the traditional male-dominated curriculum. To assure that learning regarding sexism and sex-role stereotyping is applied in the classroom, a teacher education curriculum must be built that is based upon practical problems which teachers encounter. The current lack of sex-fair teacher education courses and materials makes it likely that new teachers will enter school knowing materials and teaching procedures that perpetuate sex inequality in education. Suggestions are made in this paper for bringing about a major reformation in the teacher education curriculum. It is specifically recommended that sex-fair instructional materials should be created for incorporation into the following courses: foundations of education, psychology of education, methods courses, and field experiences. An annotated bibliography on sexism in education is included. (JD)

The development of teacher education in Ontario for the last century has largely been determined by the forces of supply and demand. By 1950 the province had a well-structured, highly centralized, and comprehensive system of teacher education, although progress in the raising of standards was slow due to war-time expedients and the teacher shortage throughout the 1950s and 1960s. During the past 15 years, teacher education has experienced unprecedented quantitative and qualitative growth. Faced with declining enrollment, educators must now refine past achievements in both theory and practice. Limited job opportunities in teaching provide the chance, through careful screening, to develop a highly competent and deeply committed teaching corps. For the first time in many years, policies and programs of teacher education need no longer be governed by a chronic shortage of adequately qualified candidates. (Author/WD)

The Senate oversight hearings on P.L. 94-142, the Education for All Handicapped Children Act, features statements by personnel representing the California State Department of Education, the Chief State School Officers, the National Association of State Directors of Special Education, and the Council for Exceptional Children. Questions from the committe senators to the representatives ae presented along with the responses. Among issues addressed are the need for clarification on plan approval, related services and complaint procedures; inadequate funding; interagency coordination; private schools; personnel development; child count; extended school year; the individualized education program; American Indian and Alaska native handicapped children; gifted and talented education; the importance of early childhood education; and the role of special education in the adult education system. (CL)