Education & Pedagogy

This publication is a summary report of a national conference cosponsored by the U.S. Office of Education and the National Association of Secondary School Principals to discuss current concerns in secondary education. The report includes adaptations of general session addresses, reports on each of the 20 workshops, and articles on the general sessions for which there were no prepared texts. Topics of the individual workshops include "the exceptional child,""the change process,""community resources for learning,""the high school curriculum in response to a changing world,""articulation with postsecondary education,""education through work and service,""compulsory education,""adolescence and the youth subculture,""student rights and responsibilities,""values education,""urban education and youth,""purposes of secondary education,""job training and job placement,""delivery of guidance services,""multicultural education,""teacher education,""secondary school size and organization,""violence and vandalism,""graduation requirements," and "a design for developing a local curriculum." (JG)

This statistical compendium is 14th in the series of annual digest that provide abstracts of statistical information covering the broad field of education in America from prekindergarten through graduate school. This edition, along with the others, is intended for use in particular by those persons concerned with the formulation and conduct of educational policy, though it is of value to anyone interested in education. The digest is divided into sections dealing with all levels of education compositely, elementary and secondary education, higher education, adult and vocational education, federal education programs, and selected statistics related to education. This volume contains statistical information on the number of schools and colleges, enrollments, teachers, graduates, finances, federal aid to education, educational facilities, and educational expenditures. The last section includes information on employment status and job opportunities, research and development, and equal employment opportunity, as well as data from the National Assessment of Educational Progress. (Author/DS) Aspect of National Assessment (NAEP) dealt with in this document: Results (Overview).

A council of Oklahoma representatives of vocational and technical teacher education, technical institutes, and the vocational research coordinating unit organized to (1) identify and define the role of Oklahoma State University in the field of vocational and technical education, (2) provide a form for exchange of ideas among the vocational-technical services, (3) contribute to the development of a dictionary of terms for vocational and technical education, and (4) identify common research problems and disseminate research findings. This document contains their definition of the role of the Oklahoma State University in vocational education. Four branches of the university which deal with vocational-technical education are discussed. The roles and relationships of teacher education, research, and technical institutes with the technical field, the college of education, public schools and counselors, the state department of vocational education, other vocational-technical departments, research both in the technical field and the fields of education and vocational education, with business and industry, and with the administration of the university are considered. (FP)

Under the provisions of the Vocational Education Act of 1963, the Advisory Council on Vocational Education was directed to review the administration and status of vocational education programs. Highlights, recommendations, issues, and problems of vocational education within the national context of changing social, educational, and economic conditions are reported. The report contains sections relating to: (1) The Panel of Consultants on Vocational Education and the Vocational Education Act of 1963, (2) Growth and Development of Vocational Education, (3) Financing Vocational Education, (4) Administration of Vocational Education, (5) Research in Vocational Education, (6) Teacher Education, (7) Vocational Guidance, (8) Supporting Services, (9) Review of Contemporary Local Programs, (10) Achievements and Limitations, (11) Social and Manpower Enviornments of Vocational Education, (12) Innovations and New Directions, (13) Legislative Recommendations, and (14) Administrative Recommendations. Highlights of this report, as presented in a report of the advisory council to the U.S. Congress, was announced as ED 021 151. (DM)

Half of this report is an overview of national issues and trends expected to affect the future complexion of education programs, particularly those related to staffing problems in eight areas: early childhood education, new emphasis in elementary and secondary education, teaching the children of the poor, teaching handicapped children, vocational education, student counseling, school administration, and higher education. The sceond half of the report focuses on the federal interest in education manpower needs through the Education Professions Development Act (EPDA). It contains sections discussing the diversity of teacher functions, differentiated staffing, the Teacher Corps, school-university partnerships, and teacher certification. Included also are brief descriptions of each of the priorities set by the Office of Education for the allocation of EDPA funds in fiscal 1970: training teacher trainers, career opportunities program, teachers of basic subjects, leadership development in education, early childhood personnel, teachers for the handicapped, vocational and technical education personnel, teacher improvement through curriculum development, strengthening school administration, support personnel, and more effective school personnel utilization. (JS)

This annotated bibliography is the first of a series of publications on Career Education to be prepared by the ERIC Clearinghouse on Teacher Education. The 150 entries were selected from a computer printout of all the material on vocational and career education appearing in "Research in Education" during the period from January 1970 to June 1972. The bibliography contains documents relating to teacher education in career and vocational areas and is arranged chronologically according to date of publication, with separate indexes for institutions and authors and a general index identifying certain major categories, such as annual report, collections of speeches, guidelines, doctoral theses, program descriptions, and research, as well as specific content areas such as business education, in-service and preservice programs, and industrial education. The bibliography was prepared to document what has already been published on this subject and to provide a base for further research and publication describing what new ideas are being tried, which institutions are launching new programs, and what new trends are developing. (MBM)

This report reviews the proceedings of the First Asian Conference on Teacher Education held in Bangalore, India, June 1971. The theme of the conference was teacher education and social change. Four aspects of this theme were covered including a) modernization as a process and social ideal, b) socio-economic change and education, c) national goals and objectives with respect to modernization, and d) current issues in education. The conference was attended by 189 delegates, including 20 from other countries. The foreign delegates came from Malaysia, the Republic of Vietnam, Thailand, the United States, and UNESCO. This report consists of speeches and papers divided into four segments: 1) a general overview of the conference, welcome addresses, and a statement of theme; 2) education and social change with sub-headings of modernization and social change, teacher education and socio-economic change, and education of minorities; 3) issues in teacher education, specifically, in-service education, teacher educational curriculum, and innovations in teacher education; and 4) international perspectives including teacher cooperation in teacher education and teacher education in different countries. The two appendixes give the detailed program of the conference and the list of delegates. (MJM)

This report addresses itself to the entire spectrum of postsecondary education in South Carolina and considers goals and objectives at this level for the decade of the 1970's. It is concerned with the higher education structure, programs, financial aspects of higher education, building needs, and the relationship between public and private institutions of higher education. The State's system of higher education seeks to fulfill the following goals: (1) to provide the opportunity for learning beyond the secondary school level for all who seek it; (2) to reduce the socioeconomic barriers to higher education; (3) to improve the efficiency of higher education; (4) to improve the quality of higher education; (5) to encourage research and creativity within higher education; (6) to better utilize the resources of higher education in public service; (7) to sustain among the citizens of the State an appreciation for the accomplishments of higher education and an understanding of its commitment to improve the quality of life; and (8) to preserve a strong nonpublic sector of higher education. (Author/HS)

Written as a guide to be used in the admission and placement of students from the Republic of China (Taiwan) in U.S. institutions of higher education, this study discusses the educational system of Taiwan. Facts about the country, the history of Taiwan, the history of education, and some future considerations are summarized. The Taiwan system of education and its organization are described including preschool and elementary education, secondary education, tertiary education, four-year colleges and universities, graduate education, social and supplementary education, and colleges under the Ministry of National Defense. Information is also provided on theological institutions. Following a discussion of Taiwan regulations governing students studying abroad and evaluating credentials, recommendations for placement of students in U.S. institutions are provided. The appendices contain a list of tertiary institutions and qualifications of teachers in the Republic of China. (SPG)

As the third volume in a five volume series of position papers on American Indian education, this publication presents eleven position papers on special programs. Papers are titled as follows: (1) "A Vision: The Warrior-Scholar-Community Activist, The End Product of Indian Studies"; (2) "The Relation of Indian Studies to the University Structure"; (3) "The Importance of Indian Studies to Interracial Understanding"; (4) "Vocational and Technical Education Training Model for Indian Groups"; (5) "An Indian View of Vocational-Technical Education"; (6) "The Need for Consumer Education Among Indians"; (7) and (8) "Training Needs of Indian Parent Advisory Committees" (two different articles on the same topic); (9) "Health Education"; (10) and (11) "A Variation Plan for Indian Communities". A major theme running throughout these papers is that of Indian control of Indian destiny as relative to all aspects of Indian education. Major consideration is also given to the importance of the relationship between economic development and educational development in the various Indian communities (urban, rural, reservation, etc.) (JC)

Humanistic education, basing much of its theory on data provided by subjective experiences, is an attempt to create new perceptual systems for understanding human beings and to make these processes available in educational settings. Humanistic education is surveyed, with the view that its component branches are organized bodies of knowledge, each influencing language education in its own way. The viability of humanistic methods affecting both personal-social development and language achievement is explored, cautionary measures are considered, and research and development areas are suggested. Several strategies are presented to illustrate practical applications of humanistic theory in language classes. The axiomatic goal for humanistic language teaching is to enable students to use self-reflective language as the basis for target language practice. Theories and sample exercises are presented for the following types of humanistic education: psychological education, moral education, futuristic education, values education, affective education, process education, "transpersonal" education, and confluent education. (SW)

The 1977-78 annual report on continuing education activities of the University of British Columbia is presented. The provision of continuing education by the university is decentralized. Several administrative units are responsible for credit and noncredit, general and professional continuing education, and professional development. The following program divisions are involved: extra-sessional studies, continuing education, continuing education in the health sciences, education, commerce and business administration, and social work. Activities of the major administrative units are presented. Additionally, other units of the university, among these the botanical garden, the museum of anthropology, the music department, and the theatre department, provide continuing education opportunities through lectures, demonstrations, exhibits, film showings, concerts, recitals, and readings. Free public seminars and lectures are organized by a number of academic departments and institutes, and public services such as the food information service are provided to the public. Province-wide continuing education services and the university's speakers bureau are also described. (SW)

This document is one of three volumes (CE 018 032 and ED 143 814) which contain career education instructional units developed by college teachers to be infused in university-level courses. (See CE 018 030 for the report of inservice and curriculum development activities.) Chapter 1 of this document discusses the role of career education in higher education. Chapter 2 contains a brief description of the development of the instructional units; a description of the unit format; and twenty-four career education instructional units. These units are designed to infuse career education concepts and information in the following areas: self-assessment and time management; self-awareness; economic awareness; teacher education; economics; advertising; sex-role stereotyping; career awareness; values clarification; decision-making; interpersonal relationships; work attitudes and values; educational awareness; ethics; employment opportunities; and special education. An evaluation form for career education materials is also included. (BM)

This 1979 update to the five-year plan for postsecondary education in California evaluates the progress made in reaching goals and resolving major issues and also considers new issues. An overview of California Postsecondary Education Commission, segmental, and legislative activities is provided for each of the major issues. The following topics are considered: equal educational opportunity for ethnic minorities, women, low income students, and students with disabilities; faculty and administrative affirmative action; financing postsecondary education; student financial aid; tuition, fees, and access; adult education/lifelong learning; educational and career counseling; basic skills deficiencies; vocational education; organization and governance of vocational education; regulation of private postsecondary institutions; evaluation of the effectiveness of postsecondary education; accreditation; state-level postsecondary education information system; collective bargaining; regional planning; stabilized, declining, and shifting enrollments; program planning; and facilities planning. (SW)

In this publication on standards for nursing education, the major educational goals encompassing graduate education, basic education, and continuing education are presented. They provide a means of monitoring the quality of programs and of supporting innovation and testing of new roles in nursing. These standards focus on education for nursing practice, and reflect concern for promotion of social and political action for the improvement of health care and its delivery within the community and for the provision of learning experiences that focus on major health care issues. The publication presents basic assumptions about nursing, about the nursing profession's responsibilities to society and students, and about nursing education. Standards are presented for programs leading to graduate degrees, baccalaureate degrees, associate degrees, diplomas from hospital schools of nursing, and for continuing education programs. The contact hour as the basic unit of measurement for continuing education activities in nursing is discussed. A glossary of terms that will serve as guidelines in planning educational programs is provided. (SW)