Education & Pedagogy

An assessment was conducted to determine the needs of people in Appalachia for continuing education, adult education, in-service education, and undergraduate and graduate education for college credit. Needs have been categorized in five areas: education, medicine and health, business and industry, human resources and services, and government. The first section of this report provides an overview of the methodology used in the needs assessment. The next five sections report the results of needs assessment ratings, area priorities, additional needs, and utilization schedule data for each of the five areas. The last section summarizes the assessment and an appendix gives a complete list of additional needs in the five areas. (CH)

This twelfth annual report of the Maryland Council for Higher Education reports on its activities, the progress and results of studies undertaken in 1975, and recommendations for the improvement of higher education in the state. During the past year, the Council completed a study on veterinary medical education and currently has in progress studies on optometric education, legal education, criteria for designating an institution as a university, institutional satellite programs, and a comprehensive study of financing higher education. The Council also has completed the desegregation of the public postsecondary institutions in the state. Recommendations are presented relative to the structure and governance of higher education. The Council recommends that the level of state support for higher education in Maryland needs to be increased but also asks the institutions to bring about every economy possible without jeopardizing quality in order to cut costs. (Author/KE)

The role of evening colleges in an era of cultural change, major trends and needs in business education at the university level, teacher education, engineering education, the relationship of the Association of University Evening Colleges (AUEC) to the academic community and the wider society, were topics of addresses at the 1967 AUEC convention. Discussions were held on academic counseling; publicity; credit and noncredit programs; part-time faculty benefits; continuing education (noncredit) for professional groups and for industry; the need for funds, facilities, and faculty; undergraduate honors courses and seminars; and challenges in business education, arts and sciences, professional continuing education, alumni education, and higher adult education for the disadvantaged. Also included were committee reports, a survey on women's education, guidelines for noncredit programing, the financial statement and the proposed 1967-68 budget, the 1967 roster, and committee structures. (ly)

Proceedings of this April, 1968, seminar at the Kellogg Center for Continuing Education, Michigan State University, underline the conviction that the final decades of the twentieth century will make almost impossible demands on the wisdom, skill, and vision of educators and leaders in continuing education. Seminar papers discuss potential socioeconomic trends and influences in America, the problem of assessing the basic nature of contemporary change, the challenge of renewing and rejuvenating democratic institutions, issues of consequence (inequality, the nature of education, the role of university extension, and others) in society and in continuing education, and the ultimate goals of education in the twenty-first century. Two special presentations describe the Oakland Plan (Oakland University, Rochester, Michigan) for alumni education, and elements of an interinstitutional educational project launched by the Negro College Committee on Adult Education. (ly)

The first section of this two-part report issued by the Minister of Public Education for the Saarland presents brief summaries of recent policy and programs--as well as plans for development--for all educational levels, kindergarten through college, academic and vocational. Reviews are also included of current activities in sports, school construction, teacher education, specialized higher education, science and research, adult education, library administration, art and culture appreciation, and youth services. The second section analyzes each type of school according to its prerequisites, duration of studies, requirements for successful completion, and the schools of higher instruction for which pupils are therein prepared. A brief report on the state of higher education and a geographic catalogue of schools in the Saarland are appended. Numerous photographs are included. (RS)

This document is an annotated bibliography of reports on problems in curriculum development. It includes the following reports: Summer Education for Children of Poverty; Arizona Research and Development Center Early Childhood Education; Head Start Planned Variation Study, 1970; Perry Preschool Project, Ypsilanti, Michigan, Preschool Program in Compensatory Education; Diagnostically Based Curriculum, Bloomington, Indiana, Preschool Program in Compensatory Education 1, 1969; A Demonstration Program of Pre-School Activities To Promote Scholastic Success for Culturally Disadvantaged Children, 1966; Infant Education Research Project, Washington, D.C., Preschool Program in Compensatory Education 1; Academic Preschool Champaign, Illinois, Preschool Program in Compensatory Education 1, 1969, U.S. Office of Education, Washington, D.C.; and Experiments in Head Start and Early Education: The Effects of Teacher Attitude and Curriculum Structure on Preschool Disadvantaged Children. Final Report, Western Michigan University, November 1969. (CK)

The gap between the claims and the execution of general education is explored in this contemplative report, which challenges not only traditional assumptions of general education but those governing its newest and most innovative practices. Interpretations of the meaning of general education over the centuries are traced, including problems of the 1970's. Focus is on two factors: (1) the economic and social considerations that work against notions of general learning, including the diversification of students and the emerging role of higher education in job preparation, and (2) the vague language of the liberal arts and general education, which lends itself to numerous interpretations of the goals of general education. Further consideration is given to traditions of the generally educated person, student development and general education, general education and societal survival. (LBH)

The Regional Interstate Planning Project (RIPP) is composed of representatives from ten state departments of education who meet periodically to discuss topical educational issues of general concern. RIPP member states include Idaho, Montana, Wyoming, Nevada, Utah, Colorado, Arizona, New Mexico, Texas, and Oklahoma. This particular booklet reports on a RIPP seminar on community education, which was held August 12-14, 1974 in Boise, Idaho. The report consists mainly of edited transcripts of various presentations made at the seminar, including discussions of current trends in community education, legislative attitudes toward community education in Utah and Colorado, federal legislation relevant to community education, the role of the state education agency in community education, the responsibilities of local school districts in community education, and community education viewpoints in Texas, Colorado, Utah, Idaho, Michigan, and Nevada. (JG)

This guide book is intended for special education teachers who need suggestions for implementing career education ideas into existing curricula and regular education teachers of the mainstreamed handicapped who need suggestions for adapting their regular career education offerings for their handicapped students. The first three sections of the guide book provide notes to the teacher of the mainstreamed handicapped, define career education, and describe the career education approach in South Carolina. The remaining seven sections present activity sheets within seven basic career education elements: (1) self-knowledge, (2) decision making, (3) career awareness, (4) economic awareness, (5) educational awareness, (6) attitudes and appreciations, and (7) social awareness. Each activity sheet follows a typical format that includes the following sections: basic career element, long-range learner objective, specific short-term behavioral objective, suggested subject area, suggested developmental age, activities/strategies and materials/resources, and other related activities. (LRA)

This bibliography on continuing education for teachers covers a period of approximately five years, and is partially annotated. Some of the entries are available through ERIC and are listed with their ED numbers. The bibliography is divided according to the following subtopics: (1) competency-based programs; (2) continuing education in general; (3) the continuing education unit; (4) curriculum development by teachers; (5) delivery systems; (6) effects of inservice training on student learning; (7) inservice programs on behavior modification, environmental and outdoor education, family life, nutrition and consumer education, human relations, individualized instruction, language arts, reading, open classroom, physical education, science and mathematics, social studies, special education, and vocational and technical training; (8) leadership development; (9) planning and organizing inservice teacher education; (10) released time, course credits; (11) teacher centers; and (12) use of media inservice programs. (RC)

This publication represents a comprehensive reference on environmental education for teachers of all academic levels. With graphic illustrations, this book draws an environmental education framework and presents practical means for overcoming barriers and designing successful programs. Contributions from over 40 teachers, professors, writers and agency professionals combine viewpoints of environmental educators with new perspectives from those outside the field. Each of the 41 articles presents a look at a discrete component of the environmental education process. Of special interest to teachers are sections on teacher education, K-12 program models and unit outlines, community and school resource centers, higher education and adult education. Other articles deal with environmental communication and perception, the history and promise of environmental education, and techniques for developing financial support for the field. Also included are comprehensive bibliographies, a detailed index, and a glossary of terms. (BT)

This series of six dialogues televised in the St. Louis metropolitan area is designed to sensitize the general public to the needs of democracy and education within the framework of the Bicentennial. Participants in the dialogues include nationally prominent persons; local experts on education, humanism, and history; business people; and government agency officials. Topics under discussion include educational trends and problems dealing with education for democratic values, adult education, continuous learning, educational finance, structure of the educational system, low student achievement levels, career education, and education for the future. Program titles include (1) Educational Democracy: Evolution and Revolution, (2) Shareholders in the Future: Education for Present and Future Senior Citizens, (3) Good Education: Who's Going to Pay?, (4) Pluralistic Society--Monolithic School System, (5) Are the Three R's the Answer? and (6) Education for Living Vs. Technical Competence. (Author/DE)

Made up of two volumes, this bibliography covers masters and doctoral theses and dissertations in health education. Volume II covers the period through 1969, and Volume III the period from 1970-72. The majority of the 820 entries contain the following information: author, title, degree received, date study accepted and/or degree received, advisor's name, and institution granting the degree. Topics covered include: community and public health, curriculum, driver education, drug education and abuse, environmental health, evaluation and evaluative instruments, fitness, health careers, health instruction, physical education, history of health education, mental health, nutrition and weight control, personal health, professional preparation, safety education, school and college health services, and sex education. Approximately 575 studies are included in the compilation, and cross-referencing is provided. (DS)

IMPACT II is a program administered by the New York City Board of Education designed to identify, support, document, describe, and replicate successful classroom-based programs developed by teachers. During the first year of IMPACT II, approximately 100 exemplary programs were identified. This publication is a collection of profiles of these programs. The profiles document and describe each program and are organized by elementary, junior high and high school levels, with a separate section for special education. Within these categories, program profiles are ordered by subject area, including: art, bilingual education, career and occupational education, communication arts, foreign language, health education, library media, mathematics, physical education, science, and social studies. Listed at the end of each exemplary program profile are the originating teacher's name, the address and telephone number of his or her school, and the school principal's name. (Author/GC)

This is a compendium of information on bilingual education from the state education agencies of the fifty states and seven territories of the United States. Entries are listed alphabetically by state; the seven territories are listed alphabetically following the states. Each entry includes the name of the state or territory; the name, address, and phone number of the department within each agency that deals with bilingual education; the contact person; the types, funding amounts, and numbers of Title VII programs within each state or territory; the numbers and funding amounts of state-funded programs; summaries of state bilingual education legislation and bilingual education teacher certification requirements; required textbooks for bilingual education; and the availability of literature describing bilingual program implementation and state-funded bilingual education research projects. Two charts describing the status of bilingual education legislation and teacher certification by state and territory are appended. (Author)