Education & Pedagogy

Presents a declaration for an interdisciplinary approach to environmental education signed by the editors of seven national education journals. (BR)

This article suggests ten innovations the classroom teacher can utilize. (JS)

Most states have based their career education programs on levels of career awareness, exploration, preparation, and access. (Author/MLF)

Describes an inservice course in Chile instituted to upgrade traditional science teaching. (BR)

The role of the engineering university in expanding the ranks of proletarian intellectuals is emphasized. (DE)

Article provided an examination of today's technical and business courses in Ontario. (Editor/RK)

This article presents three key aspects of school management that are essential to the establishment of human aims. (RC)

Reviews some statistics on graduate physics education and discusses some of the problems involved in maintaining high standards. (MLH)

Sample plans for vocational office education programs are given. (MU)

With new schools, expanded enrollments and changing curricula, the character of medical education is rapidly changing. (Editor/JR)

Part 1 of the 1945-46 Educational Directory covers federal, state, and county education agencies. U.S. Federal Security Agency Office of Education officials, state principal school officers, county and other local superintendents, library extension agencies' executive officers, and U.S. Indian Service Education Division principal officers are listed. Part 2 provides a directory of city school superintendents by state, as well as Catholic parochial school superintendents. Part 3 provides higher education enrollment data and lists by state accredited institutions of higher education. Criteria for listing and institutional classifications are given. Change lists are included. Part 4 provides a directory of national and regional education associations, state educational associations, educational foundations and boards, religious educational organizations, state congresses of parents and teachers, state library associations, international educational associations and foundations, and educational and social associations and foundations. Part 1 of the 1946-47 directory lists U.S. Federal Security Agency Office of Education officials, principal school officers of state education departments, library extension agencies' executive officers, and U.S. Indian Service Education Division principal officers. Part 2 provides a directory of city and county school officers by state, as well as Catholic parochial school superintendents. Part 3 provides higher education enrollment data and lists by state accredited institutions of higher education. Criteria for listing and institutional classifications are given. Change lists are included. Part 4 was not released. Part 1 of the 1947-48 directory lists U.S. Federal Security Agency Office of Education officials, principal school officers of state education departments, library extension agencies' executive officers, and U.S. Indian Service Education Division principal officers. Part 2 provides a directory of city and county school officers by state, as well as Catholic parochial school and Lutheran parochial school superintendents. Part 3 provides higher education enrollment data and lists by state accredited institutions of higher education. Criteria for listing and institutional classifications are given. Change lists are included. Part 4 provides a directory of national and regional education associations, educational foundations and boards, religious educational organizations, state educational associations, state congresses of parents and teachers, state library associations, international educational associations and foundations, and educational directories, handbooks, and yearbooks.

The two years under review constitute a period of unprecedented progress in vocational education, since it is probably conservative to say that the tangible results accomplished equal those of any decade preceding. There are important factors in this development. To mention a few, they include: (1) Most important of all has been the culmination of a 10 years campaign for securing Federal aid for vocational education; (2) Second in importance only to the activities under the Smith-Hughes Act has been the gigantic experiment in industrial education; (3) The Emergency Fleet Corporation of the United States Shipping Board developed a unique and comprehensive plan for greatly increasing the available supply of skilled mechanics for the shipyards; (4) Important contributions were also made by a number of other government and other agencies; (5) During the past two years there has been an unprecedented reliance upon the machinery of popular education for the accomplishment of undertakings of the gravest importance, not to this Nation only but to the world; (6) There has been an observable increase in both the amount and the proportion of attention given to the problems of vocational education in public discussion; and (7) This widespread popular interest in educational matters has been accompanied by a new and more critical appraisement of school programs. Topics covered in this bulletin include: (1) Important factors of progress; (2) The Federal Board for Vocational Education; (3) The Students' Army Training Corps; (4) Vocational training in Army hospitals; (5) Special training in the shipbuilding industry; (6) Vocational education in the Navy; (7) Conferences on special phases of Industrial education; (8) The continuation school; (9) Prevocational education the junior high school; (10) Manual training in secondary schools receives new impetus; and (11) Criticism examined. (Contains 10 footnotes.) [Best copy available has been provided.]

The Committee for Education Funding (CEF), a coalition of over 85 national education associations and institutions from preschool to postgraduate education, applauds President Obama's Fiscal Year 2012 budget for recognizing the importance of investing in education to our nation's economic growth and competitiveness. Within a constrained fiscal environment and a five-year freeze on discretionary spending, the budget proposes a $7.5 billion, 10.7 percent increase in overall discretionary spending for programs in the Department of Education ($2 billion [+4.3 percent] excluding Pell grants). It maintains the $5,550 Pell grant maximum award and Supplemental Education Opportunity Grants; invests in early childhood education programs through a $866 million increase for Head Start and $350 million for the Early Challenge Learning Fund; increases funding for Elementary and Secondary Education Act (ESEA) programs by 6.9 percent; and provides additional resources for Title I, school improvement grants, IDEA, Race to the Top, Investing in Innovation, Promise Neighborhoods, magnet schools, after school, teacher preparation, TRIO, college completion, and education research. While CEF is pleased with the proposed education increases it has concerns with some specific proposals in the budget. The Administration's budget proposes to consolidate 38 ESEA programs into 11 new flexible funding streams. While such consolidations will be the subject of the ESEA reauthorization, from a budgetary perspective CEF believes that any program consolidations should not result in the elimination of essential education functions such as improving teacher preparation at institutions of higher education or providing K-12 students with sufficient specialized instructional support personnel. This report contains the following sections: (1) Charts and Graphs (Joel Packer, Ed.; and Tom Zembar, Ed.); (2) The Foundation for Success--Early Childhood, Elementary, and Secondary Education (Earl Hadley, Ed.; Amanda Lowe, Ed.; and Elizabeth Rorick, Ed.); (3) Education, Careers, and Lifelong Learning (Jamie Baxter, Ed.); (4) The Gateway to Opportunity--Higher Education (Stephanie Giesecke, Ed.; and Carolyn Henrich, Ed.); (5) Forging Success--Educational Research, Statistics, and Improvement (Gerald Sroufe, Ed.); and (6) Education-Related Programs--Meeting the Human Needs of America's Children (Roberto Viramontes, Ed.).

This paper complies with the requirements established in T.C.A. Section 49-1-302(a)(10). The act directs the State Board of Education and the Tennessee Higher Education Commission to provide a report to the Governor and General Assembly, all public schools, and institutions of higher learning and their respective boards. This report is to include, but is not limited to, a discussion of the following four areas: (1) Minimizing Duplication: The extent of duplication in elementary, secondary and postsecondary education; (2) Compatibility: The extent of compatibility between high school graduation requirements and admission requirements of postsecondary institutions; (3) Master Plan Fulfillment: The extent to which respective master plans of the board and the higher education commission are being fulfilled; and (4) State Needs in Public Education: The extent to which state needs in public education are being met as determined by such board and commission. This year's joint report marks the continuation of a new era for education in Tennessee, which began during the special session of the 106th General Assembly (2010) and included passage of the First to the Top and the Complete College Tennessee Acts. Both Acts focus on raising the level of statewide accountability and support in K-12 schools and institutions of higher education. Legislation from the 106th General Assembly provides the framework for collaboration between all state systems of education, addressing the overarching need to produce a higher proportion of college- and career-ready graduates. Tennessee will use this framework to make significant progress toward increasing postsecondary educational attainment to the national average by 2025. Appended are: (1) Tennessee High School Graduation Requirements; (2) Minimum High School Course Requirements for Regular Undergraduate Admissions to Tennessee Public Higher Education Institutions; and (3) Tennessee College and Career Ready Goals and Indicators. (Contains 3 tables, 1 figure and 3 footnotes.) [For "Annual Joint Report on Pre-Kindergarten through Higher Education in Tennessee, 2012", see ED540084.]