Education & Pedagogy

With assumptions in mind that the environment has emerged as a legitimate concern of our nation's schools, and that environmental education is interdisciplinary, the Maryland State Department of Education held a meeting for representatives from various parts of the country concerning the possibility of connecting education and the environment. Teams of specialists from eight states met for 3 days with consultants from the National Science Foundation, the Office of Education, and the National Education Association. Before the conference began each state submitted a brief report of what it had done concerning environmental education. During the sessions participants were asked to respond to 3 major objectives by identifying: 1) the contribution of subject areas to a comprehensive program of environmental education; 2) the contribution of interrelated approaches to environmental education; and 3) new strategies of implementation and sources of funding for comprehensive environmental education programs. Responses to these objectives constitute the bulk of the report. Abbreviated versions of each state's report, and a list of conference participants are included. (Author/OPH)

This booklet is one of a series which describes a competency-based teacher education program developed by the staff of the Department of Vocational and Applied Arts Education at Wayne State University. The program consists of competencies, performance objectives, needs assessment, delivery systems, and evaluation, and this booklet contains the competencies and performance objectives. Part I provides a list of 75 pre-service competencies for developing skills pertaining to planning, instruction, evaluation, guidance, management, public and human relations, and professional role. Part II contains the performance objectives for 10 professional pre-service courses, which include six required courses covering theory, methods, and intern teaching and four specialized courses in business and distributive education and home and family living. Course and objective code numbers plus a cross-reference between the competencies and performance objectives are appended. Two related booklets are available as VT 019 883 and VT 019 885 in this issue. (SB)

A total of 250 educators and representatives from business, industry, and civic organizations attended the first of a series of dialogs on career education. This 1-day conference was devoted to identifying questions and generating suggestions and ideas regarding career education. Major presentations were: (1) "Career Education--Problems and Promises" by R. Harris, (2) "School-Based Career Education" by R. Sampieri, (3) "Employer-Based Career Education" by R. Peterson, (4) "A Search for Relevancy--California Plans for Career Education" by P. Peters, and (5) "Industry's Commitment to Education--Investment in the Future" by C. Horne. In addition to presentations, participants were divided into 25 discussions groups, which were to formulate a definition of career education, identify needed curriculum changes, suggest future directions for conferences, cite examples of career education in practice, and identify appropriate implementation strategies. Texts of the major presentations, discussion group responses regarding a definition for career education and needed curriculum changes, and a final summation of the conference are included in this publication. (SB)

This report deals with some of the basic problems member countries of the Organization for Economic Cooperation and Development have to face as they approach the threshold of mass higher education. Part I deals with the issues in the planning of future overall structures of post-secondary education. Specifically, it discusses: (1) prospects of further growth; (2) economic constraints; (3) the end of elitist higher education in Western Europe; (4) deficiencies in the existing structures; (5) the relationship between secondary and post-secondary education; (6) different models of mass higher education; (7) differences in the curricula of the traditional and the mass higher education system; and (8) the relationships between higher education and society and education and employment. Part II of the report deals with the problems involved in short-cycle education outside the universities, specifically the different models of short-cycle higher education institutions (SCI) such as the junior colleges, polytechnical schools, etc. Also discussed are the objectives and motivations behind the development and reform of the SCI and the issues and dilemmas that have to be faced. (AF)

GRADES OR AGES: K-12. SUBJECT MATTER: Health and physical education. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into four sections: 1) physical and health education--elementary; 2) physical and health education--middle; 3) physical education games--middle school and high school; and 4) health education--high school. Each section is laid out in four columns across two pages. Column headings are concepts, teaching methods and learning activities, resources and evaluation. The guide is mimeographed and loose-leaf bound with a soft cover. OBJECTIVES AND ACTIVITIES: General objectives are outlined in an introductory section. Suggested activities are correlated with specific concepts and objectives. Health activities are described in some detail, but physical education activities are merely listed. The health curriculum outlined is not a separate course, but is intended to be integrated into science, physical education, and home economics instruction. INSTRUCTIONAL MATERIALS: Materials listed are both printed and audiovisual; there is no indication of equipment needed for physical education activities. STUDENT ASSESSMENT: Suggestions for evaluation accompany most groups of activities. These suggestions include teacher-developed oral and written tests and performance tests. (RT)

This study was conducted to lend insight to possible methods of recruiting and preparing distributive education teacher-coordinators, a problem which has concerned state supervisors and teacher-coordinators for several decades. The first section of the inquiry form solicited information on the individual completing the form and the institution where he teaches or studies. The remainder of the form was structured to gather opinions and attitudes of teachers and students toward distributive education. Among the findings of this study were: (1) Approximately 70 percent of the high school business teachers received their education at a state university or college, and the remainder at a private, city or business college or university, (2) Over 35 percent of these teachers had taken a course dealing with the principles of vocational education during their college work, and (3) Over 88 percent of the high school business teachers and 80 percent of the business education majors stated that they had never been discouraged from becoming distributive education coordinators. (Author/JS)

The problems of this study was to assess the innovations, if any, that have been made in selected business teacher education institutions to implement the provisions of their state plan for vocational education. Areas of primary concern were: (1) to identify and analyze the changes in the teacher education curriculums for the preparation of office education teachers, and (2) to ascertain the differences in the teacher education curriculums preparing office education teachers and coordinators for secondary schools, selected post secondary schools, Manpower and Job Corps programs, and private business schools. Based on data collected by interviews and questionnaires, it was revealed that 65 of the 141 institutions offered teacher education programs that had been implemented with the provisions of the state plan. A major conclusion of the study is that the direction given to administrators of business teacher education programs for implementing the provisions of their state plans into their curriculums appears to be indefinite and inadequate. Other findings and conclusions are discussed. (Author/JS)

This final report of the Consumer Education Materials Project (CEMP) undertaken by the Educational Services Division of Consumers Union, discusses project methods, results, conclusions, and recommendations. Project objectives were to suggest parameters for consumer education programs, to illustrate effective teaching techniques, to identify other resources, and to demonstrate techniques for incorporating materials into existing programs. Two kinds of procedures were followed simultaneously, one field-oriented and the other, the more successful, based at CEMP headquarters, using conferences, questionnaires, and telephone interviews to identify programs. The results of the project were six case studies of consumer education at different levels: early childhood; elementary; secondary; junior and community colleges; teacher education; and adult consumer education. Concluding remarks noted four common problems. The greatest shortcoming was found to be the absence of classroom-tested materials for student use. The CEMP staff recommended promotional efforts, workshops for educators, and development of student materials. Appendices contain the case study forms, questions on teacher education programs, evaluation sheets, and extracts from the interim report. Related documents are SO 006 860-865. (Author/KSM)

This document discusses continuing education, primarily as it concerns Idaho, with specific reference to classroom teachers. The report makes the assumption that education is not just for students or scholars but should fulfill the need for an "enlightened electorate.""Continuing education" is defined as including all forms of supplementary education provided through the efforts of numerous institutions and agencies from "cradle to grave," while "Idaho continuing education" focuses on adult education that is not already a part of the function of educational institutions or agencies. The remainder of the report is divided into the following sections: Correspondence with Neighboring States and Studies Conducted by Other States Concerning Continuing Education, One-Day Conference of Idaho Continuing Education Personnel, A Survey of the Continuing Education Needs of Idaho's Classroom Teachers, and Recommendations. Through this step-by-step presentation, it is stated, a clearer insight into the directions Idaho should be taking in continuing education will be possible. (JA)

This document reports a study of the role of institutions of higher education in the development of countries in South-East Asia covering Burma, Cambodia, Indonesia, Laos, Malaysia, the Philippines, Singapore, Thailand and Viet-Nam. Emphasis is placed on the geographical, historical and social background; patterns of education within the region; higher education; education as a service and investment; economic problems and development planning in the region; characteristics of national economic development plans; the high-level manpower needs of development; social development and higher education; language policy and higher education; national development and qualitative implications for higher education; the structure and growth of post-secondary institutions; students, study and welfare; teachers, teaching and research; and regional co-operation and higher education. Major issues discussed include manpower, social and cultural projection of higher education, institutional patterns, students and studies, teachers and teaching, inter-regional co-operation, and a proposed South-East Asian Institute of Higher Education and Development. Appendices of related material and statistical data are included. Related documents are HE 004 651, HE 004 652, and HE 004 673. (MJM)

Designed to provide a comprehensive and concise picture of education in the Arab region, this booklet is the outgrowth of one of a series of conferences organized by UNESCO. The material is organized into three sections: the social and economic background of the Arab region; recent achievements and existing problems of education in the Arab region; and the work and resolutions of the Marrakesh Conference, including concluding educational perspectives in the Arab region for the 1970's. Special attention is given to the subjects of integration of educational plans into comprehensive plans, the balance between the types of secondary education and between the different levels of education, the quality of education, technical education and its expansion, access of girls to education, and functional literacy. Presented in the appendices are perspectives for formal education in the Arab States (1968/69-1980/81) and tables relating to educational achievements and problems discussed in the text. (Author/KSM)

This document contains an essay presented at the 2nd International Conference on Higher Education held at the University of Lancaster in England. The conference concentrated on the implications of mass higher education in the world. It is clear that many countries' education systems will have to change to undertake mass higher education successfully. This change will be implemented by the three main environmental forces acting on higher education: customer demand, manpower needs, and patron's influence. However, one of the most important characteristics of the system of mass higher education is that of offering opportunities for the intellect to be stretched to its capacities. The skill of working with people should be emphasized in mass higher education by giving lectures on noncognitive affective approaches to experience. Finally, there is a need in higher education to help people to learn the art of decisionmaking that includes scientific data, estimates of practicality, and a framework of ethical principles. To achieve this however, part-time teachers must be brought in from the world of decisionmaking to the world of the academic. (Author/PG)

This compilation is one of a series produced through the combined efforts of the United States Office of Education/Environmental Education, coordinators for environmental education in the various states, and the ERIC Center for Science, Mathematics, and Environmental Education, in an attempt to collect and detail environmental education efforts throughout the nation. The series is assembled in geographical groupings, using combinations of the U.S. Office of Education regions. This third volume in the series includes Alabama, Florida, Georgia, Illinois, Indiana, Kentucky, Michigan, Minnesota, Mississippi, North Carolina, Ohio, South Carolina, Tennessee, Virgin Islands, and Wisconsin. Environmental education information from these states is provided under the following headings: State Environmental Education Contact; State Plan Activities; School Programs and Activities (or Environmental Education Programs Funded); University and College Programs and Activities; Groups and Agencies with Interest in Environmental Education, Resource Materials Available; and Possible Resource People. Related documents are SE 017 101, SE 017 102, SE 017 104, and SE 017 105. (JR)

The 12th in a series of annual publications, this document provides an abstract of statistical information covering American education from kindergarten through graduate school. Subjects on which statistics are provided include the number of schools and colleges; and information on enrollments, teachers, graduates, educational attainment, finances, federal funds for education, libraries, international education, and research and development. The digest is divided according to (1) all levels of education, (2) elementary and secondary education, (3) higher education, (4) federal programs for education and related activities, and (5) selected statistics related to education in the United States. Innovations include trend data on high school enrollments in foreign languages; expanded coverage of the field of adult education; statistics from the Bureau of Labor Statistics on the number of librarians; salaries of instructional staff in colleges and universities by type of institution, academic rank, and sex; and summary data from the National Longitudinal Study of the High School Class of 1972. (Author)

Part I, Administrative Provisions, of the State Plan for the Administration of Vocational and Technical Education in Illinois constitutes the basis upon which eligibility of the State for Federal funds is determined and becomes a contract with the Federal government. This section includes coverage of general provisions, fiscal control and fund accounting procedures, State vocational education programs, vocational education programs for the disadvantaged, vocational education research and personnel training, exemplary programs and projects, residential vocational education schools, consumer and homemaking education, cooperative vocational education programs, and work study programs for vocational education students. Part II contains annual and long-range plan provisions giving a comprehensive analysis of the State's need to provide Vocational and Technical Education for all youth and adults who need and deserve such training. The plan provides a matrix for planning and budgeting to indicate how the State will set priorities, objectives, activities, costs and benefits in meeting the identified technical and vocational education needs. (EA)