Education & Pedagogy

A full report is presented of testimony on teacher preparation given by witnesses before the subcommittee on postsecondary education. Included are the remarks and prepared statements of the following witnesses: (1) Marie D. Eldridge, Administrator of the National Center for Education Statistics, who discussed survey data on making teacher education curriculum more rigorous, raising the criteria for entering teacher education programs, and extending the teacher education program beyond four years; (2) C. Emily Feistritzer, of Feistritzer Associates, who presented an analysis of data pertaining to enrollments of students, numbers of people going into teaching, salaries of teachers, and economic conditions of schooling; (3) David G. Imig, Executive Director of the American Association of Colleges for Teacher Education, who reported data regarding student population, teacher education faculty, curriculum revision, standards, funding of education departments, and examples of innovative practices; and (4) Phillip C. Schlechty, Professor of Education, University of North Carolina, who explored issues of student teacher quality and the number of teachers who are now being graduated and hired by school systems. (JD)

Current and future prospects for workers' education in the Arab region, the relationship between Arab universities and workers' education, and the role of workers and their trade unions are discussed. In addition, examples of university activity in workers' education programs of some non-Arab countries are described. Although the climate is right for appraising accomplishments and possibilities for university assistance to workers' education, the main responsibility for the major decisions in workers' education must remain with the trade unions and other workers' organizations. Workers' education needs to consolidate general education designed for workers at large, to enhance special courses designed for union leaders, and to relate the content of programs to the economic and social framework within a particular country. A complicating factor is the alienation that has existed between the unions and the colleges, since colonialism in the Arab region focused attention on education for employees required for the administrative bodies. Proposals regarding Arab universities' activity in workers' education are offered, and examples of such activity are discussed for the following countries: France, Britain, the United States, Canada, Czechoslovakia, Hungary, Yugoslavia, the Soviet Union. (SW)

The collection of essays describes 12 European experiments in multicultural education. Most of the complementary experiments focus on the school establishment, taking school and the introduction of intercultural education as a starting point for developing relations with the family and the community. Some concentrate on the means of intercultural education, especially teacher training, cooperation between native and migrant teachers, and the production of teaching aids. Others concentrate from the outset on the community and involve the school as an ideal partner in intercultural education, through the disseminating effect and influence that its action can have. The essays describe experiments in the Federal Republic of Germany, Sweden, the United Kingdom, Turkey, France, Switzerland, and the Netherlands. They include multicultural education projects at the preschool, elementary, secondary, and teacher educational levels and projects that involve Germans and Turks, Finns and Swedes, Yugoslavs and Swedes, Greek Cypriots and English, and Dutch and Turk/Moraccans. The essays show that interculturalism is being increasingly espoused by educational and social officials concerned with the joint education of native and migrant children and with the integration of migrants in local communities. (Author/SB)

This report presents an overview of the vocational education delivery systems assisted under the Carl D. Perkins Vocational Education Act and the Job Training Partnership Act (JTPA) in Virginia. For the Perkins Act, the report reviews the purpose, delivery system, and the implementation of vocational education (enrollments, quality of programs for target populations, services for handicapped students, program improvement, community-based organizations, consumer and homemaking education, exemplary initiatives, reports from vocational education advisory councils, and distribution and expenditures of funds). It also makes recommendations concerning vocational education for the handicapped, business internships for teachers, credits for private sector training, adult vocational programs for older workers, innovative program designs, secondary-community college coordination, apprenticeships, vocational follow-up, career development guidelines, student organizations, and employment counseling and placement services. For the JTPA, the report reviews the purpose, delivery system, the working of the act (participants served, types of training provided, coordination between JTPA and vocational education, state education coordination grants, and other JTPA provisions), and makes recommendations concerning expanding coordination between vocational education and JTPA programs. The report also outlines the yearly activities of the reviewing council in the state. (KC)

Health education attitudes toward prevention, detection, and treatment of selected chronic diseases and conditions confronting public health nursing staffs were investigated at a Florida Department of Health and Rehabilitative Services District, which is composed of 16 county public health units (CPHU). Findings were used to determine type of courses and approaches to be offered in a staff training program designed to promote the education of patients and to focus on lifestyle-related diseases. Responses to the questionnaire (68% response rate) were received from 93 public health nursing staff, all of whom were female and predominantly white (90%). The proportions were 82% nurses, 16.2% nursing aides, and 2.2% nutritionists. Respondents perceived health education as important for public health work and also wished to help patients change unhealthy behavioral practices. Findings suggest that respondents had a stronger commitment to patient education than to community education. Therefore, the staff training program focused on patient education skills building and nursing content courses related CPHU patient lifestyle and health issues. The health education methods course focused on patient education and behavior change, small group instruction techniques, and interpersonal community skills. (SW)

Seven articles on higher education and research and development in Australia are presented, along with 12 review articles. "Research into Postgraduate Education" (Ernest Rudd) reviews such topics as admission criteria, student characteristics, form and quality of instruction, and the employment market. "Postgraduate Education Towards the Year 2000--A Changed Role for the Commonwealth Postgraduate Awards Scheme" (Stephen Hill, Ron Johnston) describes a plan in Australia to promote the development of research training. "Examination of Research Theses" (Peggy Nightingale) reviews examination procedures at one university and summarizes examiners' comments on 58 theses. "Supervision of Higher Degree Students--Problem Areas and Possible Solutions" (Ingrid Moses) discusses supervision of postgraduate students. "Ph.D. Education for the Nineties" (D. R. Stranks) addresses issues regarding the doctoral degree in education. "Future Strategies for Research and Development" (Terry Hore) considers the seven research processes by Anderson and Eaton in a review of Australasian higher education research from 1940 to the present. Finally, "General Education Within Professional Education" (M. Marosszeky) discusses the general education component of professional education. (SW)

Foreign language education professionals agree that the profession lacks an established theory and methodological consistency. Foreign language teacher education has not changed much since the 1960s. Most programs consist of subject-matter content, general education requirements, and specialized education courses. Teacher trainee supervisors do not always have experience in foreign language instruction. Legislatively and politically, foreign language teacher education shares many characteristics and problems with other teacher education areas, but competency to teach a foreign language differs in one fundamental way from most other subject areas in that a foreign language teacher cannot compensate for subject-matter (language) deficiencies through short-term research alone. This makes language competence a more crucial long-range consideration in teacher training. Indications of improvement in foreign language teacher education include a shift in emphasis from teacher training to teacher development, increased focus on teacher self-assessment, and an expressed desire for higher program accreditation standards. A tendency toward isolationism in foreign language teacher education points up the need for a unique knowledge base within the profession, leading to more enlightened teacher preparation. (MSE)

In 1980, the International Environmental Education Program of UNESCO published Strategies for Developing an Environmental Education Curriculum, to be used as a working document for a series of regional workshops. This publication is a revision of the 1980 document and is intended to provide an update for curriculum developers in environmental education. Patterns and trends in the field of environmental education are discussed, particularly with regard to curriculum development. A major portion of the document, entitled Environmental Education Curriculum and Materials Development, contains sections on: (1) guidelines for designing an environmental education curriculum format; (2) criteria for decision making in environmental curriculum development; (3) benefits derived from using the goals for curriculum development; (4) an instructional model which applies the goals; (5) procedural guidelines and considerations for curriculum development; (6) the preparation of teachers in environmental education; (7) the implementation of environmental education curricula; and (8) comprehensive environmental education curriculum evaluation. The appendices include sample activities based on the stated curriculum development goals and a nine-page bilbiography. (TW)

Noncredit continuing education activities of the University of British Columbia are reported for 1985-1986. For various faculties, schools, and departments, information is provided on objectives of the sponsoring unit, progress toward achieving objectives, types of offerings and enrollments, and staff members. Information is presented on: the Centre for Continuing Education; Division of Continuing Education in the Health Sciences; Professional Programs at the Faculty of Commerce and Business Administration; Professional Continuing Education Programs of the School of Social Work, the Faculty of Agricultural Sciences, and the Faculty of Education; School of Physical Education and Recreation community sport services for adults; exhibits and programs for the Museum of Anthropology; Botanical Garden, free public lectures and educational offerings, exhibits and public information services; scientific and art exhibits; public concerts and theater performances; meetings of learned and professional societies; province-wide continuing education services; and the university's speakers bureau. Enrollments in seven of the continuing education and professional continuing education programs for 1985-1986 are reported. (SW)

This anthology of articles originally published in the "Journal of Experiential Education" is organized under the topics of historical, philosophical, and spiritual foundations; theory and practice; personal perspectives; book reviews; the future of experiential education; and international perspectives. The range of selected papers is broad and includes research, opinions, program descriptions, personal narratives, reviews, etc. Papers in the chapter on historical foundations deal with a theory of experiential education, the influence of Kurt Hahn, the history of experiential movements, and progressive education in the 1980's. The theory and practice chapter includes a detailed plan for sharing experience with students, a narrative account of personal experiences with adventure, a paper on the benefits of apprenticing, and an interview with the developer of an open network information clearinghouse. Papers in the chapter on international perspectives describe experiential learning in revolutionary and post-revolutionary China, England's School Concern Project, outdoor leadership in Australia, and experiential education for survival in third world countries. (JHZ)

Information on the educational system of Austria and guidelines on the placement of Austrian students in U.S. high schools and colleges are presented. After a brief introduction on the country and the basic structure and principles of the educational system, attention is directed to primary and secondary education. Vocational educational offerings in Austria are also covered, and information is provided on admission criteria for each type of vocational program, the length of the program, and the final certificate. The following programs are also described: social work education, fine arts education, teacher education, paramedical education, and international education. University-level higher education and major degree programs are covered, including regular and special study programs. Profiles of universities are also included. Guidelines are provided to help admissions officers determine the admissibility and appropriate level of placement of Austrian students in U.S. institutions. Appended are a glossary, a list of educational institutions, and copies of certificates of completions and grade reports for various schools. (SW)

Population education has been introduced into school curricula in a large number of countries in most regions of the world. The purpose of this document is to help various national population education program leaders to share information and learn from each other. The publication is the result of a cooperative effort involving the participation of regional advisers in population education who are assigned to Unesco regional offices in Africa, Asia, Latin America and the Caribbean, and the Arab States. Part 1 of the book outlines the role of the book, and lists some key elements of population education. Part 2, "Issues and National Actions," provides examples of program efforts in different countries categorized by: (1) the start of population education programs; (2) curriculum and materials development; (3) inservice training of teachers; (4) preservice teacher training; (5) program management; (6) monitoring population education program progress and improving their quality; and (7) the transition of the population education program to an integral part of the school program. The appendices include a selected reading list and the addresses of various population education programs in the participating countries. (TW)

Changes in the delivery of health care services and their implications for nursing practice and nursing education are discussed in nine papers from the 1986 annual meeting of the Southern Council on Collegiate Education for Nursing. Titles and authors are as follows: "Changes in Health Care and Challenges for Nursing Education" (Jacquelyn S. Kinder); "Redesigning Nursing Education Curricula to Meet Changing Needs" (Verle Waters); "Redesigning Nursing Education Curricula to Meet Changing Needs: Implications for Doctoral Programs" (Billye J. Brown); "Redesigning Nursing Education Curricula to Meet Changing Needs: Implications for Master's Programs" (Joan Farrell); "Redesigning Nursing Education Curricula to Meet Changing Needs: Implications for Bachelor's Programs" (Margaret L. McKevit); "Shifting Patterns of Nursing Practice: Impact on Associate Degree Nursing Education" (Margaret G. Opitz); "Theory-Based Nursing--The Foundation for Practice and Education: A Nurse Administrator's View" (Sarah E. Allison); "Alternative Approaches to Care for the Elderly: What Nurses Need to Know" (Miriam K. Moss); and "Unity in Nursing--A Public Imperative" (Virginia M. Jarratt). (SW)

This yearbook provides special education information (for the period July 1, 1985 to June 30, 1986) including federal policy actions, state policy, important reports, statistical data on exceptional students served and personnel employed, and directory listings of key offices and officials concerned with special education. Summaries are presented of legislation affecting the education of exceptional children and youth, federal administrative actions, and judicial decisions. A set of goals is presented for providing exceptional children in the United States and Canada with a high-quality education. Other reports include the executive summary of the Eighth Annual Report to Congress on the Implementation of the Education of the Handicapped Act and information regarding handicapped children in Head Start programs. Six figures and 62 tables provide information on the number of exceptional children served in various programs, children served in Head Start programs, environments where handicapped children are served, special education teachers, other school staff, federal special education funding, Canadian special education statistics, and special education annual awards. Directory information is included for federal resources, state directors of special education, state coordinators for the gifted and talented, and Canadian special education officials. (CB)

Physical education teachers needed to reach a consensus among themselves as to the direction and scope of elementary school physical education, and they needed to work with other groups to produce a document that could be used as a resource to educate others about the importance of elementary school physical education. "Essentials of a Quality Elementary School Physical Education Program" (1970) and "A Statement of Basic Beliefs" (1976) are two booklets which report on the needs of elementary school physical education programs. In 1979, the executive committee of the Council of Physical Education for Children undertook the task of rewriting the essentials, for the purpose of adding strength and conviction to some of the beliefs. The book's topics now include: (1) the child--the person most affected by the profession's beliefs about physical education; (2) learning experiences which permit the child to function as a unique individual within the class; (3) the teacher--the most important factor in a successful physical education program; (4) teacher preparation and staff development; (5) comprehensive physical education programs; and (6) evaluation of teachers and instructional programs. (CJ)