Education & Pedagogy

The President's Task Force on Higher Education was asked to submit a statement on priorities for higher education and to suggest how the federal government might assist higher education. This report presents the priorities and divides them on three levels: (1) immediate federal priorities, to include: financial aid for disadvantaged students, support for professional health care education, and increased tax incentives for support to higher education; (2) continuing federal priorities, to include: the expansion of opportunities for post-high school education, and the support of high quality graduate and professional education; and (3) institutional priorities, to include: clarification of institutional purposes, improvement in the quality of the curriculum and methods of teaching and learning, more efficient use of resources, and clarification of institutional governance. The federal government was also urged to establish a National Academy of Higher Education. The appendices include several lists of recent, relevant studies on higher education and other related data. (AF)

The goal of this study was to develop a competency-based administrative training model for persons responsible for early childhood education in rural as well as urban areas in the state of Minnesota. Two problems were addressed: (1) the lack of appropriate competencies and training for administrators of early childhood education programs; (2) the lack of early education programs in rural communities. Persons holding administrative positions in early education were identified and a role study (listing role competencies for the administrator of an early education program) was conducted, using expert juries, interviews, surveys and a position analysis technique. Various training materials and educational experiences were devised, using the competency statements resulting from the role study. Evaluation data suggest a great need for leadership development in early education. Appendices provide a list of desired administrative competencies, a course syllabus in special education administration, and evaluative materials on an administrators' workshop and a course in early education administration. (Author/BF)

THE BUREAU OF STUDIES IN ADULT EDUCATION WAS FOUNDED AT INDIANA UNIVERSITY IN 1947 AND ASSIGNED THE TASK OF PROVIDING OFF-CAMPUS NONCREDIT COURSES IN ADULT EDUCATION. THE BUREAU BEGAN BY PROVIDING FIELD SERVICES, RANGING FROM PROVIDING ASSISTANCE TO LOCAL COMMUNITIES ON ADULT EDUCATION PROBLEMS TO PROVIDING GENERAL ADULT EDUCATIONAL ACTIVITIES. IT STARTED A RESEARCH PROGRAM WHICH EXAMINED HOW ADULTS LEARN EFFECTIVELY, AND THE CONDITIONS THAT PROMOTE LEARNING IN PRACTICAL SITUATIONS. BETWEEN 1947 AND 1952, THE BUREAU GREW AND BECAME A MULTISPONSORSHIP OPERATION. IT INITIATED FORMAL ADULT EDUCATION COURSES AT THE GRADUATE LEVEL AT INDIANA UNIVERSITY AND INTRODUCED A NEWSLETTER ON ADULT EDUCATION. BETWEEN 1952 AND 1958, THE BUREAU EXPERIMENTED WITH AN INSTITUTIONAL APPROACH TO ADULT EDUCATION, STRESSING RESEARCH ON ADULT LEARNING. IT DEVELOPED A GRADUATE PROGRAM FOR ADULT EDUCATORS. FROM 1958 TO 1965, IT CONDUCTED MORE ADULT EDUCATION RESEARCH THAN DID ANY OTHER COLLEGE OR UNIVERSITY ADULT EDUCATION DEPARTMENT, FOR EXAMPLE, ON ALCOHOLISM, MENTAL HEALTH, GERONTOLOGY, AND FUNDAMENTAL AND LITERACY EDUCATION. (EB)

Since 1963, 18 campuses have been developed in Ohio at public institutions of higher education offering a 2-year program in technical education. Three additional centers for technical education are being developed. In 1967-69 more than 14,000 students were enrolled in 215 different technical education programs with nearly 2,000 associate degrees earned in the academic year ending June 30, 1968. Supplemented by federal funds over $52 million appropriated by the Ohio General Assembly has been spent for these 2-year campuses. The Ohio Board of Regents and the State Board of Education consider technical education beyond high school an integral part of higher education, and the former has established appropriate standards for curriculum, faculty and facilities. As funds become available, the Ohio Board of Regents plans to extend the network of technical education centers, to improve the financial support of technical education, and to encourage increased student and employer understanding and acceptance of technical education. (MU)

Prepared to serve as a resource manual for educators as well as informative reading for the general public, this first yearbook explores a wide range of views, topics, and trends of current importance in the field of vocational education. The authors were particularly concerned with the philosophy of vocational education as expressed in the Declaration of Purpose of the 1968 Amendments. Chapters include: (1) Philosophical Aspects of Vocational Education, (2) Equipping All Persons for a Productive Life, (3) People, Jobs and the Vocational Education Curriculum, (4) Comprehensive Research and Planning and Vocational Education, (5) Schools, Programs and Systems: The Delivery of Vocational Education, (6) A New Perspective for Education, (7) Cooperative Education and Other Forms of School-Community Involvement, (8) The Professional Development of Vocational Educators, (9) The Economic Role of Vocational Education, and (10) Evaluation, Accreditation and Accountability in Education. (Author/JS)

This publication contains papers presented during two 3-day conferences for 71 deans of Colleges of Education and 134 professors of educational administration, both of which focused on orienting selected educational leadership personnel to the implications of preparing educational personnel with a career education program focus. Presentations were: (1) "Implications for Career Education of Research and Theory on Career Development" by S. H. Osipow, (2) "Nature and Characteristics of Emerging Career Education Curriculum" by Bruce Reinhart, (3) "The Emerging School-Based Comprehensive Career Education Model" by A. J. Miller, (4) "Personnel Development for Career Education" by L. J. Keller, (5) "Roles of Schools and Colleges of Education in Career Education" by K. Goldhammer, (6)"Problems in the Organization and Administration of Career Education Programs" by G. Smith, and (7) "Administrative Needs and Problems in the Installation of Career Education Programs" by W. Moore. (SB)

Assessment and evaluation of the current 2- and 4-year programs in engineering technology education was the major purpose of the American Society for Engineering Education (ASEE) in authorizing the present study. The study was implemented primarily through a series of conferences involving engineering educators, engineering technology and junior college educators, employers, personnel managers, representatives from professional societies, and knowledgeable laymen. This report of the study includes chapters concerning: (1) history, traditions, and transitions of engineering education; (2) abstracts and 3 important reports on engineering technology education since 1960; (3) recent trends in engineering education and engineering technology education; (4) goals, objectives, and broad features of engineering technology education; (5) characteristics of associate degree curricula engineering technology; (6) desirable characteristics of associate degree engineering technology curricula; (7) characteristics that differentiate between baccalaureate education in engineering, engineering technology, and industrial technology; (8) survey of current baccalaureate engineering technology programs; (9) desirable characteristics of baccalaureate engineering technology programs; (10) practical engineering versus engineering technology programs; (11) human source material for engineering technology education; and (12) assessment of strengths and weaknesses of engineering technology education. (HS)

The major thesis of this paper is that the world of education has grown very complex, and it must be treated as such if one is to be an effective philosopher and educator in this century. A general reflection on the genesis of the field of education and the evolution of philosophy of education is offered. Two main parts of the educational complex are examined: the field of education as a general branch of research, study, and professional training; and the field of philosophy of education within it as a subject matter for teaching and scholarship. After a brief clarification of concerns, the paper offers an impressionistic sketch of developing and changing conceptions of the field of education and philosophy of education over the past 75 years. Then, an interpretation is presented of the complexity of both the field of education and philosophy of education and what this complexity may mean to the efforts of philosophers of education as they close out the last quarter of the 20th century. (Author/JR)

The publication was prepared as a statement on the position of the California State Department of Education pertaining to the concept of career education. Career education is conceptualized as the bridge to relevancy between education and work; it moves the school out of the ivory tower into interaction with the total community. The position paper is further designed to provide the reader with an overview of career education in the State. The need for career education is identified and a philosophy established to accommodate that need. A great diversity exists in California schools; therefore, the proposed model for career education contained in the publication, with associated goals, components, and infusion processes, provides general guidelines for district- and school-level activities. Some other aspects of career education considered in the paper are: career education for adults, career education resources, process and product evaluation, staff development and management, and concern for racial and ethnic minorities. (Author/AJ)

This book is designed to aid the professional educator in developing a high degree of analytical competence in order to grasp the special relationships linking educational theory to practice. The first section of this book contains eight articles that present an overall view of philosophy and education. The subsequent three sections deal more with those specific areas which are of interest to the educator concerned with finding solutions to today's pressing educational problems. In the second section are eight articles that deal specifically with science and education. It begins with Dewey's views on a science of education and then presents other aspects dealing with science and education. The third section focuses on liberal arts and education. It contains seven articles, most of which deal with higher education, though secondary education and American culture are also discussed. The fourth section contains eight articles concerning professionalism and education. Some of the topics discussed are teaching, public education, sex education, "new" history and social studies, and evaluation of instruction. (RC)

The 1973 British Green Paper on post-school education is considered with respect to emphasis in higher and further education, the structure of higher and further education, the comprehensive principle, and recurrent education principles. The Green Paper recommended the restructuring of the education of the post-16-year-olds into two sectors based on age alone: (1) 16-18 years, and (2) adults. The Green Paper recommended that greatly increased emphasis should be given to 16-to-18-year-olds, and especially to those who leave formal education as soon as compulsory schooling is completed and do not return for any further courses. It was recommended that increased emphasis should be given to adult education and "nonadvanced education." The implementation of Green Paper recommendations and comments on implementation by study group members are considered. The writing of the Green Paper is also considered. (SW)

This directory contains a compilation of contact persons for a number of state and federal agencies for dissemination of educational information. The lists include contact persons from all fifty states, Puerto Rico, American Samoa, Guam, and the Virgin Islands. Most addresses include phone numbers. The agencies are as follow: (1) National Association of State Education Department Information Officers; (2) chief state school officers; (3) State Dissemination Leadership Project representatives; (4) state facilitators for the National Diffusion Network; (5) State Dissemination Grants Program; (6) National Network of Centers for Bilingual Education; (7) State Liaison Representatives; (8) Elementary and Secondary Education Act Title IV state coordinators; (9) National Right to Read Effort; (10) State Research Coordinating Units directors; (11) contact persons for career education; (12) contact persons for vocational education; (13) contact persons for adult education; (14) Elementary and Secondary Act Title I Migrant State Coordinators. (CT)

The 1978-79 annual abstract publication on Swedish behavioral science research reports is presented. The collection of data was completed on May 1, 1979. The reports are grouped in categories according to Psychological Abstracts and EURISED Thesaurus (multilingual thesaurus for information processing in the field of education). The ERIC Thesaurus was also used for the subject index. Author, subject, and institution indexes are included. The following categories are included: adult education, applied psychology, communication systems, compulsory education, curriculum, developmental psychology, educational institution, educational management, educational psychology, educational research, experimental psychology--human, experimental social psychology, general psychology, higher education, personality, philosophy of education, physical and psychological disorders, physiological intervention, physiological psychology, psychometrics, public administration--planning, social processes and social issues, sociology of education, special education, teacher education, teaching aids and teaching methods, teaching profession, treatment and prevention, vocational education, and miscellaneous. (SW)

The federal role in vocational education from the Smith Hughes Act of 1917 (Public Law 68-35) through the Vocational Education Act of 1963 (Public Law 88-210), as amended in 1976, is discussed. Following a historical overview of related legislation, the vocational education activities authorized under the current act at the federal, state, and local levels are presented. Detailed are the four federal grants to the states administered by the Commissioner of Education. Six tables are then included to illustrate vocational education expenditures and enrollment data: tables I through III illustrate the level of appropriations for vocational education programs at the federal, state, and local educational levels; tables IV through VI illustrate enrollments in vocational education programs by educational level. Concluding the paper is a brief description of three evaluations and studies mandated by the Vocational Education Act and the Education Amendments of 1976. (JH)

Twenty articles, with an introduction, discuss future educational policies and problems in light of contemporary demographic, economic, political, cultural, technological, and social-psychological changes. The articles are grouped into three sections. Section one, comprising eight articles, examines the environment of education, including educational leadership, science education for women and minorities, rural educational needs, ethnic diversity in school staffs, the role of the superintendent, and political and demographic changes in school support. In the second section, another eight articles review practical problems and possible prospects in educational evaluation, fiscal reductions, the tasks of education, teacher education, collaboration between school districts and universities, private higher education, cooperative extension programs, and lifelong learning. The final section presents four articles that analyze larger cultural and global shifts, involving psychological and spiritual values, computer technology for education, definitions of children's rights, and worldwide economic developments and trends in the social sciences. (RW)