Education & Pedagogy

The 1969 edition of the Digest of Educational Statistics is the eighth in this series of annual publications. The primary purpose of this compendium of tables is to provide an abstract of statistical information covering the broad field of American education from kindergarten through the graduate school. Subjects on which statistics are given include the number of schools and colleges, school enrollments, teachers, graduates, educational attainment, finances, Federal funds for education, libraries, international education, and research and development. The Digest is divided into five chapters: (1) All levels of education, (2) elementary and secondary education, (3) higher education, (4) Federal programs for education, and (5) selected statistics related to education in the U.S. Improvements and additions over previous volumes in this series include selected statistics on local public school systems; expanded coverage of the field of vocational education; results of public school bond elections; trend data on degrees conferred in dentistry, medicine, and law; and a listing of the institutions of higher education that enroll the largest number of students and those that confer the most doctor's degrees. (DE)

In August, 1967, the Bedford program for School and Community Participation in Sex and Family Living Education received a Title III grant to create a Center for the Study of Sex and Family Living Education. The center organized an inservice teacher education program for Bedford teachers grade one through twelve. The inservice teacher education program was designed to afford the participants both a cognitive and affective learning experience. This pamphlet includes the lectures that formed the basis of the inservice course. Included in these lectures are: (1) "Sex Education from an Anthropological-Historical Perspective", by Albert A. Kahn; (2) "An Approach to Sex Education: The Fit to be Tied Program", by Donald E. McLean; (3) "A Protestant Minister Views Sex and Family Life Education", by Boardman Kathan; (4) "A Catholic Priest Views Sex and Family Life Education", by John McCall; (5) "Biological Foundations of Human Reproduction", by Ellison Pierce; (6) "Narcotics, Drug Addiction and Sex", by David Myerson; (7) "Smoking, Alcohol and Sex", by Henry Gurney; (8) "V.D. as Medical, Social and Sex Problems", by Nicholas Fiumara. The research reported herein was funded under Title III of the Elementary and Secondary Education Act. (Author/KJ)

Assuming that education and rural development must be correlated, this booklet defines the general thrust for rural education programs in developing countries. The 1st of 4 sections briefly describes the various aspects of rural development (emphasis on integration of agriculture, industry, transport, trade, credit, health, education, culture, sport, and leisure activities). Urging a thorough review of the educational system, the 2nd section deals with the pedagogical principles of renewal, advocating a national education, simultaneous adult/child education, education linked to life, equality of opportunity, and general education which is forward looking, action oriented, and rooted in the community environment. The 3rd section deals with pedagogy and development, specifying the school role and advocating a school for each community which would serve as a "nursery" for development and link between generations and promote an independent approach to familiar environment. Early childhood, adolescent, adult, teacher, and higher education are individually covered (emphasis on global vision, an integrated program, and the practical and concrete aspects of agriculturally and scientifically related subjects). The final section deals with planning (experimentation, finance, and international cooperation). (JC)

The general objective of this study guide is that the education student will understand the principles of career education and the issues related to the concept, be familiar with operational education models, and be able to plan and integrate activities into his teaching that will foster career development. The course is organized into five modules which represent the goals of the study in career education. The modules are: (1) forces giving impetus to career education; (2) identification of concepts, issues, problems, and trends in career education; (3) analysis of acceptance of career education; (4) study of operational career education models; and (5) development of techniques and materials for teaching career education. The first four modules are studied as background for the final module, and it is expected that at least half of the effort of this study will be expended in achieving the competencies for the final module. Each module includes an outline rationale, prerequisites needed, a preassessment, enabling objectives for the module, a discussion of the module concept and the issues which should be considered, learning alternatives for the student, and a postassessment. Appended to each module are resource materials. (Author/BP)

As part of a UNESCO program to assist the government of Greece in the preparation and implementation of a five-year plan for the development of adult education, an expert in the field and four Fellows were chosen to study adult education trends in Scotland, England, Denmark, France, Switzerland, and the Federal Republic of Germany. As a result of their study, and following several changes in the Greek government, six proposals were made to the Greek Ministry of Education. These were to: establish an independent service for adult education, equal to that for other educational levels; establish an inspectorate; reconstitute NELEs (Nomos Adult Education Committee); appoint necessary staff and provide training facilities; initiate a building program; and appoint a committee for higher adult studies and provide resources for programs of continuing education. In the context of considering adult education as a response to the educational needs of men and women, the present Greek system of adult education is widespread but without central organization. Proposals were offered in October 1972 for reorganizing those aspects of adult education which are the responsibility of the Ministry of Education. These consisted of a refinement of and elaboration on the six proposals from the aforementioned study. (AG)

To describe how to implement career education concepts without disrupting or destroying the present curriculum is the goal of this book. It discusses what career development programs mean to both the teacher and youngster in the average classroom and identifies the beneficial effects such programs will have on teaching and learning. The role of career education, the career selection process, goals and objectives, traditional approaches, teaching techniques, and suggested projects related to career education are discussed in chapter 1. Chapter 2 traces the history of career education, while chapter 3 deals with organizational structure, classification systems, questions students ask, objectives for in-school career education, and aspects of a comprehensive program. Chapter 4 considers the implementation of career education, discussing typical classroom materials and resources and the secondary level as liaison with the world of work. The role of activity in elementary education and its relationship to career education is treated in chapter 5. Elementary career education facilities are discussed in chapter 6, while junior high school exploratory programs and specific curriculum areas are presented in chapter 7. The final chapter outlines transitional steps to career education at all levels. A bibliography and an index conclude the document. (MW)

This speech, while noting the existence of law-related projects in inservice teacher education courses, stresses the need for law-related education in both preservice and inservice courses. The method for presenting law-related material in preservice education courses as described herein would not call for the introduction of new courses or units, but would require modification of two courses commonly found in departments of education: introduction to education and social foundations of education. A sample course outline is provided. Within this outline, specific cases are discussed under the following topic headings, which could be used in foundation courses: (a) cultural diversity and the schools, (b) freedom of expression, (c) private life and personal appearance, (d) patriotism and freedom of association, (e) professionalism, (f) due process for students and teachers, and (g) education and equality. Suggested classroom methods include (a) discussion of materials read, (b) visits to a university library to explore the legal reporter system, (c) discussion of hypothetical cases, (d) use of resource speakers, and (e) visits to nearby courts. (JA)

Descriptions of vocational, practical arts, and general adult education programs for an exemplary school curriculum, grades K-12 in Leflore County, Mississippi, are given in this 1969 document. Suggestions include development of an area vocational-technical school designed to supply partially the anticipated manpower needs of this rural county. It is noted that student needs will be met through (1) vocational areas which will include occupational training in agriculture, business, industry, homemaking, and health occupations; (2) practical arts areas which will provide general education exploratory opportunities and home-use competencies in homemaking, industrial arts, agriculture, and business; and (3) general adult education which will provide basic elementary education and courses for high school credit, for general interest, and for civil defense emergencies. This work was prepared under a Title III contract of the Elementary and Secondary Education Act. [Not available in hard copy due to marginal legibility of original document.] (AN)

The paper reviewed current evaluative studies of career education programs across the nation concerning the interrelationship of career education and academic achievement. Information sources included: ERIC, Washington, D.C. Offices of Development Associates, Inc., National Institute of Education, Office of Career Education, Office of Vocational Technical Education, participants of Office of Education 1974 career education miniconferences, State coordinators of career education, and various project directors and school administrators. Career education program data produced in the McKeesport, Pennsylvania Schools correlated good work habits with academic success (planning activities increasing 14%, implementation activities 16%, and nonproductive activities decreasing 38%). Assessment of many programs included information concerning improved self-concept or self-esteem of students; related research has indicated self-concept to be a major contributor to achievement and a construct distinct from ability. Seventy-seven percent of the teachers in the Sacramento Unified School District indicated that career education greatly increased pupil motivation for class work. Similar support was given by teachers in many locations. Further followup studies concerning career education and academic achievement are recommended. An eight-page bibliography is included. (Author/EA)

This catalog contains descriptive information on 660 products funded, in whole or in part, by the National Institute of Education (NIE). Purpose of the catalog is (1) to inform educational practitioners, developers, policy-makers, and publishers about a wide range of educational products and (2) to help potential consumers select the most appropriate educational products for their needs. Included are NIE-sponsored products that have been published commercially, as well as those available through noncommercial sources. Approximately two-thirds of the products require no training or technical assistance; in many cases any necessary assistance is available from the product's developers or publishers. The product descriptions are organized into 12 major subject areas, including (1) aesthetic education, (2) basic skills, (3) early childhood education, (4) education and work, (5) educational equity, (6) evaluation, measurement, and needs assessment, (7) finance, productivity, and management, (8) guidance and counseling, (9) information utilization and dissemination, (10) postsecondary education, (11) social education/social science, and (12) teacher education. Six separate indexes list the products by subject, intended user, developer/author, geographic location of developer/author, media, and catalog page number. (Author/JG)

The State of Florida is actively involved in competency-based teacher education (CBTE). The Career Education Center at Florida State University (FSU) is filling the needs of Florida's vocational educators for competency-based instructional materials. FSU has also participated in the advanced testing of modules developed by the Center for Vocational and Technical Education at Ohio State University, and the Curriculum of Attainments is currently being used at FSU in various programs to award degrees solely on the basis of knowledge or skills. Project ACTIVE (Attaining Competence for Teaching in Vocational Education) is being conducted at FSU for use at preservice/inservice levels to meet the needs of vocational-technical education teachers, leaders in vocational education, and those serving special needs groups. Professional competencies serve as the foundation for the program; related competencies are grouped into broad categories referred to as generic attainments. Assessment is to be carried out in an actual teaching or school-related setting by a three-member jury. The trade and industrial component is the pilot program within Project ACTIVE which is based upon 65 competencies related to eight generic attainments. Selected references are appended. (EA)

As the third volume in a four-volume series on the Oklahoma Indian Education Needs Assessment Project, this report presents survey data and analysis relative to: (1) the common school system (the random sample of 32 school districts; population and enrollment data; professional staff profile in common schools; bilingual/bicultural educational programming; school holding power; facilities; Johnson O'Malley (JOM) Program; Title IV--Indian Education Act of 1972; other Federal programs); (2) vocational-technical education (manpower demands; definitions--people, programs, facilities; adult education; regular programs secondary; area shcools; secondary enrollment, completion, and follow-up; post-secondary programs); (3) Bureau of Indian Affairs (BIA) school system (student body profile; enrollment; funding; curriculum; staff profile; adult education; vocational education; facilities); (4) higher education (Indian enrollment; faculty; BIA grant students; available programs); (5) other statewide activities (Title IV, Indian Education Act; Comprehensive Employment and Training Act of 1973; additional programs); (6) academic achievement (State Department of Education Study; Oklahoma Statewide Assessment; Eastern Oklahoma JOM program evaluation; project sample schools; BIA schools); (7) social-emotional development; (8) economic conditions (employment, public assistance, income, and housing). (JC)

The 17 presentations of the second Decisions Ahead Conference reflect the contributions of several persons who are representatives of important contemporary vocational and career education issues. The topics on which the conference was planned represent significant views of researchers, conceptualizers, and practitioners which can assist in the assessment of alternatives available for the advancement of vocational and career education. Presentations dealt with: an integrated approach to professional personnel development, mainstreaming, the decision maker of the future, career development (a psychological perspective of the theory and practices in higher education and in middle/junior high schools), practices in the elementary career SPAN (Start Planning Ahead Now) awareness program, career education for adults, youth organizations, Federal involvement, future decisions for vocational-technical education (as viewed by a teacher educator, a local director of vacational education, and a State director), job placement and followup, prevocational programs, and competency-based programs. Appended are the conference program, a list of University of Tennessee (Knoxville) vocational-technical education faculty and graduate students, and a list of conference speakers and participants. (Author/MS)

The accomplishments of education research are many, and they are leaving an indelible imprint on the shape and character of American education. The role of the federal government in education is one of leadership and financial and technical assistance to the states or to individual school districts or higher education institutions. The birth of federal support to education research occured in 1862 when Congress passed the Morrill Act. Another jump in education research took place in 1917 with the passage of the Smith-Hughes Act for vocational education. In 1954 the Comparative Research Act was a major turning point for educational research and development. It was followed by the National Defense Education Act in 1958. A number of other acts passed by Congress have also led to noticeable improvements in American education including the Higher Education Act of 1965 and the Elementary and Secondary Education Act of 1965. Many recently developed forms of educational technology are now being widely employed in instructional programs because of federal education policy. Education research is in its infancy in the United States and operates in a complex social arena. Its accomplishments are difficult to measure and evaluate because it is a social science. (RC)

Recognizing that weaknesses in teacher education programs stem partly from the isolation of the school of education from both the liberal arts and the public schools, Northwestern University designed a program to make teacher preparation an all-university responsibility, to strengthen academic preparation, and to increase the relevance of professional education. The program reduces emphasis on credit hours in professional education and replaces them with the 4-year tutorial and clinical program which will, hopefully, acquaint students with the art of teaching and the problems of society and education. Tutorial professors work with small groups in relating academic courses to the student's classroom teaching. Clinical professors, faculty members of both the public school systems and the university, supervise the student's 2-year practice teaching experience. To prevent it from becoming simply another static formula, this program is being evaluated to determine its effect on the quality of teaching. Approval of the program has come from the education departments of the states of Illinois and New York. (See also ED 012 694 for the report on which this article is based.) (JS)