Education & Pedagogy

Adult education practitioners ranked 30 knowledge and 37 skill statements that had been ranked by adult education professors in an earlier study. Results indicated that professors are addressing needs of importance to practitioners, but that more input from practitioners is needed for curriculum development. (SK)

This translation from the "Yearbook of Danish School History" summarizes nine articles from Danish educational journals. Six describe past changes in primary education, teacher training and salaries, the Greenland schools, and the definitions of deviant behavior. The remaining three articles present background information on current problems. (AM)

This translation from the "Yearbook for Danish School History" summarizes local and national educational issues under discussion in Denmark between 1977 and 1979. The report covers policies for all levels of education, school administration, curriculum content and development, teacher education, and the future of Danish education. (AM)

Analyzes the educational philosophy in Rousseau's "Emile" and its influence on the secularization of French moral education during the nineteenth and early twentieth centuries. This critical analysis of Rousseau's naturalistic ethics covers the importance of home-life, habit-training, discipline, reason, physical needs, and historical study in moral education. (AM)

Presents an overview of a governmental (centralized) program for the application of computers in Hungary and the education of computer specialists. Outlines steps for solving modelized problems and discusses computers and computer education in the schools. (DC)

Values clarification activities help preservice teachers understand their own values while developing activities which might be used in their own classrooms. Exercises are described which serve to orient the students to the teaching profession while presenting the philosophical, historical, and sociological foundations of education. (JN)

The mastery approach was taken with physical education majors at the sophomore level. The approach was based on several considerations which included the achievement of a minimum competency level. The students were allowed to select one of three options to achieve this level. (JN)

Points out the vital role of the small/rural community college in providing equal access for higher education services to rural communities; unique community service activities (e.g., cultural enrichment programs, professional workshops, and prison education); and cooperative service projects with four-year institutions. (DMM)

This paper is concerned with the way education may be shaped by the aim of producing knowledgeable, committed, and efficient workers. The morality of work, the teacher's commitment to truth rather than to industry, and the distinction between education and training are considered. (SJL)

The ultimate goal of continuing education programs is to bring about improvement in health education. Evaluations of these programs rarely indicate significant change. Problems with evaluations and with continuing education programs are discussed. (JN)

An intensive analysis of Dewey's definition of education in his "Democracy and Education" shows that Dewey's use of a theory of educative experience was unjustified and prevented the formulation of a theory of democratic education. Critics and revisionists say that Dewey did not believe in the educability of working class children. (FG)

Problems of education include constructing rural schools, integrating development of knowledge and creativity, improving textbooks, minimizing student memorization, improving teaching methods, improving vocational education, inculcating high morals, increasing patriotism, and improving teacher training. (ND)

Three challenges of adaptation face education: great demographic change, the technological revolution, and change in social and cultural attitudes. The first task is to improve elementary and secondary education, but then it is to renew support of higher and graduate education as an essential investment in people. (Author/MSE)

Tested the effectiveness of a cognitive control approach in the treatment of special education learning handicapped children. Employed a pretest-posttest design, using a special education treatment group, a special education control group, and a regular class comparison group. The special education treatment group made significant gains. (Author)

The nature and extent of parental involvement with all levels of special education is discussed and contrasted with that of parental involvement in regular education. A major conclusion is that parent involvement in special education should be determined more by individual preferences than by generalized expectations. (Author/MC)