Education & Pedagogy

An occupational education and career education program was planned for the new Milford, Mass. high school in which "occupational education" was defined as stressing training and guidance for occupations requiring no more training than up through the fourteenth year. The program provides for the half-day student and for the 5- or 10-period per week student. Accommodation could be made for the associated student who needs the facilities but is not enrolled in an occupational education course for grading purposes. Half-day students would take a concentration in a cluster of specialized programs or in one specialized course. The shorter-time students would take exploratory or acquaintance specialized programs. Both would select programs from the instructional programs specified in the document. The programs include: child care; geriatric care and domestic service; housekeeping, attendant work, and food serving; drafting and design; occupational graphic arts; cabinetmaking, furniture repair and fabrication, and upholstery; electrical skills and electronics; small motor, appliance, machine, and instrument repair; building and grounds maintenance; automotive services and small engines; air conditioning and refrigeration; distributive education; bookkeeping/record keeping; office occupations; data processing; and entrepreneurship and managerial work. (AG)

The document contains the full text of the following conference papers: Introduction: Cooperative Ventures in Vocational Education: Pennsylvania Style, by Angelo C. Gillie, Sr.; Cooperation and Coordination Among Secondary and Postsecondary Vocational Education: The Massachusetts Story, Charles H. Buzzell and Vincent P. Lamo; Cooperation and Coordination between Secondary and Postsecondary Vocational-Technical and Adult Education: The Oklahoma Story, Francis Tuttle and Arch Alexander; Coordination of Secondary and Postsecondary Vocational Programs, Lowell A. Burkett; Organizational Ambivalence: Problems in the Coordination of Occupational Education in Multi-Unit Urban Community College Districts, Arthur R. Oswald; The Role of the Community College President in Keeping Vocational Programs Viable, Ernest Notar; Vocational Education for Offenders, Charles D. Whitehead; The New Technical Institute Movement in Pennsylvania, Donald Thomas; The Feasibility of Credit Exchange between AVTS and the Community College, John G. Berrier; Project VAULT: What It Is and What It Does, David G. Minnis; Career Education: Cooperative Efforts in Northampton County, Frank E. Ensminger; Articulation in the Back Seat: The Neglect of the Vocational Student Transfer, William K. Applegate and Arden L. Pratt; and Evaluation of the Conference, Eugenio A. Basualdo. (NH)

Research was conducted into the structure and content of consumer education programs in secondary schools and of adult education organizations. The purposes of this research were: (1) to determine the prevalence and treatment of consumer education in the high school curriculum; (2) to analyze the objectives, program structure, and effectiveness of consumer education programs of such organizations as firms, trade and professional groups, governments, voluntary associations, educational institutions, and consumer organizations; and (3) to compile an inventory of the national consumer education effort. Results of a national survey of consumer education in secondary schools are presented, and problems of consumer education in the high schools are disscussed. Recommendations are made for improving these programs. An analysis is made of adult consumer education programs outside the schools, as based on a national survey of these programs. Problem areas are identified, and recommendations are made for improving the programs. A sourcebook is provided, which contains a master index of program sources, an alphabetical listing of major U. S. consumer education programs classified by program sources, a subject-matter index of consumer education programs, and a geographical program index. (DB)

This paper reports on a survey requesting information about the status of Illinois health education programs in grades 6-12. The survey was distributed to 1,123 school administrators, including unit superintendents and all principals of middle, junior, and senior high schools and of selected large elementary districts with organizational patterns including junior high and/or middle schools. The survey consisted of two major parts, which sought information about program and personnel. Analysis of the survey results indicates the following: (a) ninety-four schools do not have a formal health education program; (b) one hundred twenty schools schedule health education with the science curriculum; (c) four hundred twenty-six schools schedule health education classes with physical education; (d) one hundred forty schools reported health education as a distinct semester course; (e) fifty-one schools have integrated health education programs with health education units taught by teachers representing three or more disciplines; and (f) in grades six, seven, and eight health education classes are most often scheduled on a coeducational basis, and at the senior high level classes are most frequently scheduled according to sex. In summary, the survey has been useful in assessing health education program and needs in Illinois schools and by revealing four critical needs in health education in Illinois and providing a current roster of health education teachers. (PD)

The guide, which represents part of the product of the National Network for Curriculum Coordination in Vocational/Technical Education, presents descriptive and bibliographic information about career education curriculum materials submitted by representatives of Georgia, Mississippi, and North and South Carolina to the Research and Curriculum Unit at the Mississippi State University. The format of each entry is: title, content/discipline area, grade level, type of material, career level, intended user, general description, author(s), publisher, date of publication, number of pages, cost, source of availability, information submitted by, and State. Headings of entries (with the number of entries in parentheses) include: career exploration (three Ga., five Miss., seven S.C., two N.C.); career preparation (three Ga., four Miss., one S.C., 11 N.C.); career entry and advancement (four Miss., one Ga.); career awarenesss (two Miss.); consumer and homemaking education (seven Miss.); business and office (six Miss., five S.C.); agribusiness and natural resources (21 Miss., five S.C.); marketing and distribution (six Miss.); distributive education (16 S.C.); home economics (five S.C.); trade and industrial education (nine Miss., 17 S.C.); special education (three S.C.); and miscellaneous (two Ga., four Miss.). All entries were published since 1964, and all are at the secondary school level. (JR)

The taxonomy is designed to characterize, summarize, and generalize about the career education movement. It describes career education projects by the following paradigm: topics, dimensions, measures, and descriptors. (The four topics are: school district, career education project, career education instructional program, and evaluation of career education project.) Volume 1 provides an 11-page working outline of the taxonomy developed by an analysis of 72 representative elementary and secondary career education projects throughout the United States. It also contains 68 easily-readable charts which analyze to the nearest 10 percent the data of the 72 projects in a form corresponding to the taxonomic outline. Volume 1 also contains an excerpt from the U. S. Office of Education publication, Career Education: Programs and Progress, and 60 pages of sample career education project director's interview forms. Volumes 2, 3, and 4 contain unevenly detailed, alphabetically listed, profiles of over 200 career education projects in the 50 States, which follow this form: district and project information, approach to career education, project staff, school staff, training, community resources, curriculum materials, and ideas that worked. Volume 2 contains profiles for Alabama--Iowa; Volume 3 for Kansas--New Mexico; Volume 4 for New York--Wyoming. (JR)

The report describes a series of conferences whose objective was to orient selected educational leaders to the implications of preparing educational personnel with a career education perspective. The first 32 pages of the report discuss project objectives and procedures, and detail participant profiles, pre- and post-conference career education program evaluations, objectives and plans of both the deans' conference and the professors' conference. The remaining 300 pages consist of: conference materials and the full texts of major papers (Implications for Career Education of Research and Theory on Career Development, Samuel H. Osipow; Nature and Characteristics of Emerging Career Education Curriculum, Bruce Reinhart; The Emerging School-Based Comprehensive Educational Model, A. J. Miller; Personnel Development for Career Education, Louise J. Keller; and Roles of Schools and Colleges of Education in Career Education, Keith Goldhammer; Problems in the Organization and Administration of Career Education Programs, George Smith; and Administrative Needs and Problems in the Installation of Career Education Programs, William Moore). The pre-conference and post-conference assessment instruments, presentations (Luvern Cunningham on Roles and Opportunities of Educational Administration in Career Education and Jack Culbertson, on The University Council on Educational Administration and Career Education), and an analysis showing degree of participation by institution are also included. (Author/JR)

The first annual assessment of the educational professions prepared by the U.S. Office of Education begins with a brief survey of the situation and continues with a detailed consideration under three main headings: 1) elementary and secondary education personnel, with chapters on supply and demand; the preparation, recruitment, retention, and utilization of the teacher; teacher aides; problems of low-income families; recently desegregated schools; the handicapped; early childhood education; private schools; administration; and support personnel; 2) vocational and adult education, with chapters on the supply and demand and training of vocational and technical education personnel , and the staffing of adult education programs; and 3) higher education personnel, with chapters on the supply and demand for personnel, the preparation and utilization of the college teacher, the two-year college, developing institutions, and support services. Each section concludes with a chapter on the Federal contribution and involvement. Two appendixes provide selected statistics on educational personnel and descriptive and statistical information on Federal programs which train educational personnel. (MBM)

The set of four papers contained in this monograph focus on the counselor's importance in implementing a career education effort. The first paper, "Career Education: Challenges for Counselors," proposes a set of suggested changes in role and functions for school counselors. While covering a wide range of activities, it centers attention on the key importance of the counselor as a member of the career education "team." The second article, "Career Education and Counselor Education," addresses the problem of finding and focusing on an appropriate response to career education on the part of counselor education. A number of alternative actions counselor educators might consider for collaborating with career education are suggested. In the third article, "Career Guidance, Career Education, and Vocational Education," an attempt is made to conceptualize differences among these three concepts. The paper suggests that, while career education needs professional counselors, it is neither a synonym nor a substitute for career guidance. The final paper, "The Role of Career Counseling and Placement in the College and University," addresses counseling in the college and university setting. General implications for change are discussed. (TA)

The emerging field of comparative physical education and sport, or international physical education and sport, rests squarely on the shoulders of comparative education; an understanding and appreciation of the latter is necessary for an understanding of the former. Comparative education is an older field of study and has gone through certain stages in its development. They include: "primitive" comparative education; a period of cultural borrowing; the exchange of information about education from nation to nation; studies of national character; and increased use of the methodologies of the social sciences. (The author quotes extensively from many scholars in the field who represent diverse viewpoints on the methodologies, aims, and purposes of comparative education.) Comparative physical education and sport has emerged in recent years as part of the interest in the sociocultural or humanitarian aspects of physical education. Comparative physical education has gone through the same stages as comparative education but with a lower quality of scholarship. Movement into a scientific approach has been slow and spasmodic. What is evident is that though the field of comparative physical education and sport uses the techniques of history, philosophy, economics, sociology, anthropology, and political science, and though the work has obvious interdisciplinary aspects, it is more than any one of the social sciences. (SK)

The document describes findings of the Education Subcommittee of the Secretary's Advisory Committee on the Rights and Responsibilities of Women regarding the impact of Federal vocational education legislation and HEW policies on women. Section 1, A Summary of the 1975 Report of the Subcommittee on Education (four pages), examines: Title 9, areas for further study, HEW record keeping policies regarding programs specifically for women, 5 recommendations regarding current legislation, and 10 recommendations regarding HEW policy. Section 2, Vocational Education and Women (27 pages), discusses the reality of the labor market, historical background on education and working women, the distorted face of vocational education for women, and underlying problems in vocational education. Section 3, Recommendations for Change (five pages), examines the Vocational Education Amendments of 1968 (VEA), the Administration's bill to revise it, and HEW policy and practice; and lists 10 recommendations to be added to the 5 from Section 1. Tables are provided. Appended material lists research and development projects dealing with careers and vocational education for women under States and under HEW (the National Institute of Education, Office of Education, and Fund for the Improvement of Postsecondary Education [FIPSE]). (LH)

Volume 2, Issue 3 of "Compact" was designed to point out the problems and potential of vocational-technical education and to offer some suggestions for action. Major content includes: (1) "Education for Twenty-First Century Employment," by Wayne Morse, (2) "Pending Federal Legislation Encourages Vocational Innovation," by Grant Venn, (3) "Vocational Education in Federal Legislation: A Summary," (4) "Crisis in Vocational Leadership, by Lowell Burkett, (5) "The Governors Support Vocational Legislation," by Calvin Rampton, (6) "Proposals for State Action in Occupational Education," (7) "Voluntary Quality Control for Vocational-Technical Schools," by Frank Dickey, (8) "Occupational Education, Middle Manpower and the Junior College," by Norman C. Harris, (9) "Rhode Island Pioneers Coordinated Approach," (10) "The Manpower Mission of the Public Schools," by Marvin Feldman, (11) "Is Vocational Education for the Poor?" by Philip Lerman, (12) "Pennsylvania's Scheme Offers New Hope for Slum Dwellers," (13) "The Urban Education Context," by John Volpe, (14) "Changing Industrial Needs and Job Training," by Charles DeCarlo, (15) "What Is the Responsibility of Business in Modernizing Education?" and (16) "The Private Sector in Vocational Education," by Charles Percy. Tables reflect federal allotments to states for vocational education in fiscal year 1968 and total state expenditures for vocational education in fiscal year 1965. (DM)

Three issues of the "CRESS-CROSS" newsletter published during 1976 are compiled in this publication. These issues include information on: how to contribute to the ERIC system, the computer search services at the ERIC Clearinghouse on Rural Education and Small Schools, the Rural/Regional Education Association's research award for meritorious research relevant to rural or regional education, and the Graduate Library Institute for Spanish Speaking Americans in Tucson, Arizona. Articles are: "Rural Appalachia: Educational Needs and Some Realities", "Outdoor Education in the Educative Process", and "Bilingual Programs Prevail--A Sample Model Program" (discusses the bilingual programs in El Paso, Texas). Brief reviews are given of such papers as: a 5-volume series of position papers on American Indian education, "School Management Options for American Indians", "The American Indians: Answers to 101 Questions", "Outward Bound and Teacher Education", "Strengthening the Small Rural School", "Profile on the Mexican American Woman", "Adventure Education--What Is It and How Do We Evaluate It?", and "The Law of the People (Dine Bibee Haz'aannii): A Bicultural Approach to Legal Education for Navajo Students". A listing of 328 documents appearing in issues of "Resources in Education" and pertaining to American Indians, Mexican Americans, migrants, rural education, small schools, and outdoor education is included. (NQ)

This bibliography was developed for use by non-Polish speaking persons who are interested in Polish education. The bibliography identifies and indexes materials available in translated form from the U.S. Department of Commerce. (The translation facilitates working with otherwise inaccessible materials and provides opportunities for insights into the content process of Polish education.) The bibliography begins with a listing of fourteen books which includes English language references on Polish education as well as English language material from non-Polish sources. Some representative titles are "The Educational System of Poland,""Area Handbook for Poland,""Perspectives on World Education," and "World Survey of Education: Handbook of Educational Organization and Statistics." The remainder of the bibliography lists 128 articles from English language Polish periodicals, translated articles from Polish language journals and newspapers, and some articles from non-Polish sources. These articles are grouped into the following content areas: context, youth, general comments on schools, industrial and urban education and education in the economy, agricultural and rural education, curricula and methods, military training, all levels of schooling, secondary education, higher and adult education, party schools and education, Polish Academy of Sciences, textbooks, teachers and teacher education, students, religion, and libraries. (EM)

The publication is a collection of articles by graduate students dealing primarily with the issues and concerns of vocational and technical education. The articles and their authors are: A New Wrinkle in Cooperative Education, Donald E. Evans; Characteristics of Mid-Career Changers, Howard Markle; CBE: Panacea or Business as Usual?, Gerald Funk; "Co-op" for Co-op Coordinators, Gregory W. Gray; Decisions and Systems--The Administrator's Dilemma, Fred L. Bierly; Initiative in Teacher Education: Time is Running Out, Kurt Eschenmann; New Twists and Modernization: "Rip-offs" to Vocational Tradition, Edgar Farmer; Womens' Rights and Changes in Vocational Education, Chester P. Wichowski; Crossing the Bridge to the World of Work, Joseph P. Saam; Deliberation: Intimations of Immorality From Recollections of Early Childhood, Charles Simcox; Disadvantaged Students Are Included Too, Charles Eisentrout; Equalitarianism via Post-Secondary Vocational Education, Thomas C. Cooke; Occupational Information via TV? Some Strong Possibilities, Nancy Gilgannon; Soviet and American Attitudes: An Observation and Commentary, Jerome J. Kapitanoff; and Why Vocational Education Should be Offered in the Community Junior College, Edward Mann. (PR)