Education & Pedagogy

Using the premise that one of society's most pressing educational needs is the preparing of personnel to implement and facilitate environmental education programs in schools, teacher preparation institutions, and other educational agencies, the conference focused on identifying "what to do" and "how to do it." Speakers discussed problems to be encountered in developing and maintaining environmental education programs, as well as how to design approaches for alleviating these problems. Content is divided into five areas: Developing Master Plans for Environmental Education (Planning Guidelines, Federal Planning and Coordination, Action to be Implemented in New Jersey, and Critical Factors); Dimensions of Environmental Education Programs (Curriculum Organization, Environmental Influences on Human Behavior, Human Values, and Education as Environment); Resources for Environmental Education (Allocating Resources, Environmental Management Education, Alternatives for Demonstrating that Mother Earth is a "Crocogator," and The Environmental Science Center); Community Environmental Education (Community Interaction, Environmental Education for the Total Community, The Business Community, and A School and Some Volunteer Organizations); and the Workshop in Retrospect: A Summary (Planning the Program, Guidelines for Curriculum Development, Future Directions, and Community Environmental Education). (BL)

Using the Georgia plan as his basis for meeting classification needs, Charles B. Lord categorizes programs into five broad areas in "A Classification System for Continuing Education Programs," Adult Leadership, April 1972, pp. 357-359. Paul J. Grogan's "The Concept of a Continuing Education Unit," Indiana State Board of Health Bulletin, May 1972, pp. 10-16, offers a general treatment of the Continuing Education Unit (CEU). Rodney A. Lane's "If the CEU Fits...," National University Extension Association Spectator, June 1972, pp. 22 and 23, is a parody of the National Task Force recommendations, arguing that it is wrong to systematize the process while ignoring the product. In "EduScope/Focus on Education," Data Management, August 1972, pp. 27 and 28, and Sept. 1972 pp. 13 and 14, Donald J. McPherson introduces the CEU concept and considers administrative procedures. C. F. Tripp's "C.E.U.--A New Trend in Education," The Personnel Administrator, Nov./Dec. 1972, pp. 43-45, provides an in-depth look at CEU, underlining its importance in a changing business climate. (MW)

Home economics education is not different from career education, but career education should include as a primary thrust preparation for family life. Career education itself is concerned with total development of all students, home and community learning, self-development, and is integrated learning. Just as career education will increase student options in education, employment, and life style, it can also increase options about the family pattern and the potential of an improved physical, psychological, and social quality of human life. Objectives of home economics education as a part of career education include: (1) helping students achieve educational outcomes relating directly to the family, (2) assisting girls to explore the dual role of homemaking and a career, (3) preparation of both males and females for their roles in the family, (4) experience in family life and home economics-related occupations, (5) emphasis on educational processes related to career education, (6) providing adults with opportunities to develop family living skills, and (7) strengthening the educational climate at home. These objectives can be achieved through exploratory home economics courses, interdisciplinary learning, leadership, and expansion of home-based learning and mini-courses. (SC)

Two sections comprise this selected bibliography on education in Israel. The first, "Current Items Section (April 1969--July 1969)," contains abstracts of documents dealing with new educational publications, foundations of education, the educational ladder, the teaching-learning process, educational frameworks, the administration of educational systems, the teaching of various subjects, and Diaspora Jewish education. The second section is a "Special Section on Modern Religious Education in Israel" and consists of an introduction and abstracts on historical highlights, issues and dilemmas--eternity and modernity, special problems, the teaching-learning process, and special frameworks. A publications and publishers index is included as well as an author index. A supplement contains a cross-reference table to related higher education abstracts. All titles appear in English and Hebrew; abstracts appear in English only. (DO)

Sixteen reviews in this issue pertain to the preparation of professional personnel for vocational education. Topics under "Seminars and Workshops" include implementing the project method in distributive education, an off-farm agriculture workshop, innovative technical teacher education programs, a national vocational teacher education seminar, and vocational teacher education in small colleges. "Leadership Training" reviews training institutes conducted for technical and agricultural education. "Teacher Education" reports cover trade and industrial teacher education and certification, a proposed design for professional teacher education, the demand and selected sources for vocational teachers, and enlisted men as a potential source of vocational teachers. "Other Studies" concerns policies, practices and requirements of vocational state department personnel; trade and technical leaders in California; staffing; and the competencies of vocational plant facilities specialists. "Plain Talk," a continuing column by the author, makes a plea for coordinated efforts in research dissemination and a time reduction between federal authorization and actual appropriations. A bibliography lists 35 related publications. (EM)

An overview of the basic system of education in Tunisia is presented in this booklet. Since Tunisia's independence in 1956, the government has emphasized the role of education as a major factor in building a modern nation. The educational system in Tunisia is based on both the nation's own rich cultural background and also on the linguistic and pedagogical heritage obtained from France during the French Protectorate (1880-1956). Tunisia's leaders are committed to attaining universal primary education, providing educational opportunity to all levels of society, and eradicating illiteracy. Today the system is organized into a 6-year primary cycle and a secondary cycle that includes academic, technical, and vocational programs of varying lengths. The structure, control, language of instruction, grading system, academic calendar, legal basis, administration, and financing of the system are discussed. Special emphasis is given to the description of programs for primary education, secondary and vocational education, teacher education, and higher education. Current plans for the future, a selected glossary of terms, and a selected reading list are also included. (Author/DE)

Given in this publication are 15 working papers which were prepared to assist conference participants in discussion of areas of educational neglect. These papers include reports of: (1) on-site studies conducted during the 2 months immediately preceding the conference and (2) national statistics and information regarding an area of neglect. The reports are not intended to be complete on the subject they cover, but to be representative of some of the problems. Varying in length, format, and style, the on-site reports reflect the variety of approaches which may be taken on a local or State level. Areas covered are: (1) violence in the public schools; (2) bilingual education; (3) education of women, American Indians, migrant children, children on military bases, handicapped children, and urban children; (4) juveniles in detention facilities; (5) early childhood education; (6) suburban education; (7) adult basic education; and (8) education in geographically isolated areas. (Author/NQ)

The articles in this monograph are based on the papers presented at a Perspectives in Reading Conference held as a presession to the International Reading Association's 1974 annual convention. The articles focus on the development of a new conception of vocational education, arguing that reading and study skills essential in certain vocations should be identified and taught from the beginning grades. Section one establishes the historical roots of the concept of career education, stresses the importance of the teacher's role and educational accountability, argues that skill in and love of reading are the most important things a person can learn in school, identifies career initiatives sponsored by the U.S. Office of Education, and reviews the career education activities sponsored by the National Institute of Education. Section two describes and analyzes the reading requirements being established for career education. The third section describes several innovative career education programs and reports on the efforts of the U.S. Office of Education to improve career education through its Vocational Education Demonstration Program. (RB)

Thirty-two authors from a wide variety of backgrounds reflect trends concerning basic assumptions, theoretical concepts, goals, and processes in continuing education in nursing. The purpose of the book is to provide nurses and adult educators with a conventient reference to program designs, methods, methods of implementation, and learning aids. Part 1 attempts to define continuing education in nursing and clarify the role of government, regions, State, health institutions, and individuals in nursing continuing education. Selected articles written by nurses working in continuing education (Part 2) cover various aspects of program implementation: learning climate, training needs, inservice education, staff development, multimedia instruction, and financial support. Part 3 concerns personnel involved in a continuing education course or program--director, advisory committees, program planners, staff, and participants. In Part 4, articles by persons involved in course evaluation for continuing education in nursing describe several different approaches to and methods of evaluating courses, participants, and staff. The concluding section includes articles exemplifying successful continuing education programs under the direction of nurses. (Author/EA)

Higher education is coping with increasing pressures for change, and one of the prime targets for change has been the college curriculum, particularly general education. This paper reviews (1) some of the books written on general education; (2) the difficulties that general education is experiencing because of its stagnation in the face of major social changes; (3) the factors likely to affect the future course of general education, which include the expansion of the proportion of youth attending college, the changing characteristics of these students and of faculty, the increasingly pluralistic mission of colleges and universities, the growing emphasis on disciplines rather than liberal arts as instruments of human development, the growing power of the individual departments, and the decreasing consensus on the means and ends in higher education; (4) those areas that have not changed, such as the undergraduate curriculum, and techniques of college instruction; (5) three periods in the twentieth century evolution of higher education curricula; and (6) some undesirable and some essential qualities of the general education programs of the future. A selected annotated bibliography on general education concludes the report. (AF)

The student bodies in 2 Leflore County schools in Mississippi are described and the number of dropouts and the holding power of these rural schools are estimated on the basis of the total enrollment data of each school during the period between 1960 and 1968. It is noted that there are marked differences in the stability indices and holding power of the 2 schools, reflecting the relatively poor status of Negro pupils. Recommendations are given (1) for additional social-worker-type supervision; (2) for improvement of instruction, parental education, general adult education, additional vocational education, increased guidance and counseling services, addition of psychological special services, and special education; (3) for pre-school and kindergarten education; and (4) for a general supervisor of instruction. Tables showing pertinent information are included. This work was prepared under funds from Title III of the Elementary and Secondary Education Act. (AN)

The handbook provides an orientation to adult education in Arizona for teachers. Types of adult education covered include adult basic education, English as a second language, literacy, high school equivalency, and citizenship education, with priority given to programs offering literacy training and adult basic education. The first chapter defines terms and gives an overview of adult education programs in Arizona. The second describes teacher qualifications and certification, program funding priorities, and reporting forms. The adult education teacher's responsibilities and objectives are presented in the third chapter, along with teaching tips and classroom techniques. Adult student physical and psychological needs in the classroom comprise the fourth chapter. Adult education program resource guides, tests, student diagnosis and placement, evaluation, and guidance and counseling are discussed in the last chapter, which includes a listing of publishers offering materials for adult education programs. (MF)

A career education project was conducted at the Texas School for the Deaf (TSD) to develop a plan of implementation of career education for grade levels 1-12, to train teachers in career education concepts and techniques and in how to write curriculum materials, to develop and duplicate teacher guides and materials for grade levels 1-8, and to initiate plans for an accountability and recording system. Methods used to accomplish the objectives fall into four categories: Work of an operational staff, efforts of a career education workshop for teachers, duplication of materials for teachers' guides for grades 1-8, and services of an evaluator/program developer. A detailed description of specific results achieved in each of these areas is provided, as well as results of the career education workshop participant reactionnaire. Appendixes contain evaluation results of the curriculum writing workshop; a sample unit including objectives, activities, resources, and vocabulary; participant reactionnaire form; measurement instruments reviewed for possible use in TSD career education, and teacher classroom forms. (TA)

Education for foreign migrant children in the Netherlands from 1960 to 1976 is discussed. Two aspects of the background and development of migrant education are stressed: governmental organization and education in practice. Discussed are the government's responsibility for investigating problems of cross-cultural education; inspecting educational facilities; and facilitating communication among the Department of Education and Science, the field of education, and the embassies of the migrants' home countries. Typical migrant children attend Dutch schools which provide language training by special resource teachers, bilingual and bicultural classes, and cooperative teaching by Dutch and migrant teachers. The importance of the governmental, semigovernmental, municipal, and private educational and welfare services for integration of migrant families into Dutch society is stressed. An experimental teacher education course for teachers of migrant children in primary and kindergarten grades is described. Tables indicate the number of foreigners in the Netherlands and the number of migrant children from the Mediterranean area enrolled in primary schools from 1972 through 1975. References are listed. (Author/DB)

Teaching about moral issues is discussed in this transcript of "Options in Education," an electronic weekly magazine. Directed toward educators and students, the program covers news, features, policy, and people in the field of education and is available for broadcasting to member stations of National Public Radio. Seventeen montages deal with values clarification, morality, moral dilemmas, alienation, secular humanism, and controversial curriculum materials. Discussants include students, teachers, professors, school board members, authors, and directors of national associations including the National Education Association, the Street Law Program, the National Right to Life Movement, and Planned Parenthood. Subjects that are dramatized focus on the right to lie and steal under extreme conditions, the appropriateness of transmitting moral values through public education, values clarification versus traditional American values, teacher values versus student values, conflict between parental and societal values, teaching sex education in school, and controversial textbooks. (Author/DB)