Education & Pedagogy

The American Council on Rural Special Education (ACRES) conference is the only national conference devoted entirely to rural special education issues; sessions encompass theoretical discussion, current research findings, and promising practices based on sound evidence. This proceedings contains 47 conference papers and poster presentations. Following an introduction and keynote address, the papers are arranged in eight strands covering at-risk students, collaborative education models, early childhood and early intervention, inservice education and training, preservice teacher education, technology, transition to work or postsecondary education, and other. The papers provide a rural perspective on various topics, including issues related to specific learning disabilities; discipline and behavior management; classroom inclusion practices; needs of rural caregivers of young children with disabilities; role and training of paraprofessionals in special education; autism and Asperger syndrome; recruitment and retention of rural special educators; development and delivery of online courses; descriptions and evaluations of various Web-based instructional strategies; teacher collaboration and teamwork; and collaboration between university departments of special education and rural schools. An author index is included. (SV)

The bibliography presented in this book introduces the reader to the general subject of the education of girls and women in the United States, with some reference to historical antecedents in western civilization beginning with the ancient Greeks. The bibliography is intended as a guide for further study of the significance of gender for females in schools and other educational settings. The bibliography represents the literature on women's education and is organized first by theme and then chronology. The book is divided into three parts with eight chapters. Part 1, "Foundations for a Study of the History of Women's Education," offers the chapters: (1) "European Themes in the Education of Women"; and (2) "Themes in Women's Education in the United States." Part 2, "Educating Women for a Purpose," contains: (3) "Education for Hearth and Home"; (4) "Education for Paid Work"; (5) "Education for Civic Responsibilities and Action"; and (6) "Defining the Educated Woman." Part 3, "Women Making History in Education," includes: (7) "The Search for Equity in Education"; and (8) "New Directions in Education: Gender as a Focus of Inquiry." (EH)

This newsletter contains articles in French and English on events relating to educational policy in various European countries. Part 1 contains an essay on the essential aims of education and a suggestion for incorporating work and study in university education. Part 2 includes the following news items: Austria's school education act; Belgium's open university at Charleroi; a selection policy for university applicants in Spain; in France, a reform of secondary education, a survey of students leaving the university, and developments in continuing education; in Germany, recommendations by the Education Council, the Hagen University for Distance Study, and vocational training; Iceland's incorporation of agricultural with academic work; parent participation and reform of teacher training in Ireland; a new contract for Italian teachers; the restructuring of the Dutch education system; progress in educational "unification projects" in Scandinavian countries; the financial future of Swiss canton universities; in Sweden, a statement of education policy, a new bill on education leave, and the state cultural policy; and in the United Kingdom the pressure to introduce comprehensive schools, the rise in unfilled university places, the relevance of post graduate education, and gifted children. (JH)

This document presents various teaching strategies for educators using a physical education curriculum. The study discusses availability of written materials, including journals, computer searches, and conference reports. The future of competency-based teacher education (CBTE) for physical education majors is analyzed, and five inaccurate key assumptions generally made by physical education teachers regarding CBTE are discussed. The assumptions are that: (a) basic competencies for physical education teachers have been specified; (b) competency-evaluation techniques are available; (c) research literature will show which teacher competencies are causally related to student learning in the psychomotor domain; (d) the question of how to teach physical education teachers can be resolved; and (e) developing a CBTE program will not cost any more than traditional teacher education programs. The study examines the assumption that the teacher education system must produce teachers unsuited to the present system before the teaching of physical education can be changed. The selective admissions procedure to professional programs and its difficulties are also discussed. The study concludes that problems in the education of physical educators are not supply and demand but quality. (A list of references is included.) (JS)

The discussion guide is a compilation of questions and background information, directed to educational planners and related to three major areas of concern: Education for Citizenship, Education to Make a Life, and Education to Make a Living. Education for Citizenship presents a list of general questions of a philosophical nature, followed by questions related to the setting of goals, curriculum content, quality of education, and accountability in citizenship education and preparation. An overview of problems of daily living, major questions concerning daily living experiences, a conceptual framework for enhancing the quality of life, and discussions of issues related to the response of the education system to education for daily living experiences and basic assumptions are presented under the heading of Education to Make a Life. Education to Make a Living, the lengthiest portion of the guide, presents general questions pertaining to career preparation and questions on the topics of social needs, student needs, institutional and system response, a system organization to meet career needs, financing education for careers, accountability for effective career development, and program development in education for careers. (NH)

The report delineates the distinctions between career education and vocational education and recommends changes in Federal policy to spur advances in making education more relevant to student needs. Reviewing the career education movement over the last three years, the paper discusses some of the problems encountered as educators try to meet the increased national demand for more opportunities in career and vocational education, especially at the secondary level and beyond. Increased costs are seen as the principal barrier against more rapid conversion of education to a career orientation, and it is hoped that Federal subsidies will fill this growing need. The Vocational Education Act of 1968, to be reconsidered by Congress in 1975, and the Education Amendments of 1974 would be steps in the right direction. Eight recommendations for developing a national policy on career education are presented by the National Advisory Council on Vocational Education. It is hoped that, if responded to, these recommendations dealing with funding policies and legislative needs will be the spur to action in making American education more responsive to human needs. (MW)

This booklet contains four addresses: (1) "Toward the Year 2000: Teacher Education" by William Van Til, Coffman Distinguished Professor in Education, Indiana State University. It includes projections regarding American society, American education, and teacher education for the next third century. (This address is available separately as ED 028 972.) (2) "New Developments in Teacher Education" by George W. Denemark, dean, College of Education, University of Kentucky. It focuses on the inadequacy of the isolated teacher concept, the importance of blending theory and practice, and research and development needs in teacher education. (3) "New Developments in Teacher Education" by Howard F. Helm, director, Division of Educational Laboratories, Bureau of Research, U.S. Office of Education. He describes U.S. Office of Education programs, particularly the development of comprehensive preservice-inservice model teacher education programs at the preschool and elementary level. (4) "Suggested Research To Improve Teacher Education" by David R. Krathwohl, dean, School of Education, Syracuse University. He explores four questions: What is the appropriate liberal arts base for teacher education? How can we improve our presentations in teaching for cognitive objectives? How can we better sequence the learning of teaching skills? How do we heighten the beneficial effect of student teaching? (JS)

Today Sweden has a highly developed comprehensive system of public elementary and secondary schools, along with universities and other institutions of higher education. Most of the actual administration of educational matters is the responsibility of three appointed national government agencies operating under the overall jurisdiction of the Minister of Education and Ecclesiastical Affairs --National Board of Education, Board of Institutes of Technology, Office of the Chancellor of Universities. Most types of schools are operated by local school committees. Financing of education comes from the National Government and the Municipalities. Compulsory schooling begins at the age of seven and lasts for seven years. Because a number of types of older secondary schools exist, there are several paths open to the student --upper secondary schools, vocational schools, or art and music schools. Sweden has four universities, two higher technological institutions, and fifteen special institutions of higher education. As far as teacher education is concerned, students usually begin teacher training midway through secondary school. Folk High Schools are the chief means of carrying on adult education activities. Special education is also an integral part of the educational system. (SBE)

The set of papers included in this monograph is intended to provide a conceptual framework for viewing examples of actual implementation of career education in the classroom. These papers emphasize the key importance of the classroom teacher to the career education effort. Characteristics of today's "good" teacher are discussed in the first paper in terms of value systems. The second paper examines career education and the teaching/learning process under four topics: (1) The rationale for career education in the classroom, (2) use of career implications of subject matter as motivational devices, (3) implications of expanding the parameters of the teaching/learning process, and (4) implications of career education for the philosophy of teaching. The third paper concerns the evaluation of career education and implications for instruction at the elementary school level. The problem of career education as a vehicle for change in teacher education programs is addressed in the last paper. The concluding section of the monograph discusses four assumptions which have implications for teacher education institutions in adopting positions and taking action regarding career education. (TA)

This report first details how American Samoa's public schools are organized. The public school system consists of early childhood education (ECE), elementary education, secondary education, and special education. In the 1975-76 school year, ECE operated 145 village centers. In addition to these centers, five year-old children from village and home centers were transported into an ECE training center on a rotating basis to experience more sophisticated learning activities and to profit from field experience. Twenty-six consolidated schools in the islands of Tutuila, Aunu'u, Ta'u Olosega, and Ofu were in operation during FY76. Special education operated two classroom centers in addition to three other classes operated in three consolidated schools in the Bay area. In summarizing the educational activities of American Samoa for 1975-76, the report focuses on the following areas: those who need education, the organization of schools, costs of education, goals of education, other services such as instructional development, library services, and financial aid, and statistical information relating to the profiles of the department of education and its instructional personnel, and to income of the department of education. (Author/JM)

This comprehensive report documents and chronicles the significant elements and events which comprise the history of career education from January 1971 to July 1975. The first sections of the report deal with the administrative structure, sources of funding, Federal conceptualization efforts, and the nature of Federal activities relevent to career education during the four-year period. Other sections trace changes of the four original Office of Education Career Education Models (School-Based, Employer-Based, Home-Based, and Rural-Residential Career Education Models), provide background on the 15 Office of Education occupational clusters, and chronicle the legislative history of career education. The document also provides a summary of major national conferences influencing career education and national organizations, agencies, and associations which have endorsed career education since its inception. A bibliography of books and monographs pertinent to career education which have been published since 1971 is included, as well as sections on professional dissent in career education (Council for Basic Education), public opinion about career education as reflected in newspapers, and a bibliography of journal articles intended to serve as criticisms of career education. (EA)

This booklet traces the historical development of human education as it has been instilled into the young people of America from colonial times to the present and provides a future prognosis of humaneness in the schools. Humane education promotes humane behavior and is an important part of the humane movement in the United States, although until recently it has remained largely outside the education community. The authors explore various methods of inculcating humane ideals in children, such as formal instruction in just, kind, and compassionate behavior for all living creatures; dealing directly with animals, either by owning and caring for a pet or collecting scrapbook pictures and stories about animals; and reading animal stories. Topics discussed include Why Humane Education?; Humane Education and Its Subsystems (Conservation Education, Environmental Education, Outdoor Education); Humane Education--An Overview of Development; and Contemporary Humane Education (The George Washington University Study, the Humane Education Development and Evaluation Project, the National Association for the Advancement of Humane Education). The authors conclude that never before in the history of America have conditions been so right for humanitarians to impart their message of humaneness. A bibliography is included. (Author/DDB)

Problems of vocational education programs are discussed beginning with legislation affecting the handicapped. Provisions considered are Titles I and III of the Elementary and Secondary Education Act (ESEA), the Vocational Education Act of 1963, and the Vocational Education Amendments of 1968. The number of handicapped children served and the financial expenditures are mentioned. Vocational education in institutions is considered in connection with Public Law 89-313 and Title VI-A of ESEA, which provide federal aid. Projects located at or sponsored by the following are described: the Lincoln State School; the Branden Training School; the Berkeley Unified School District; the New Hampshire State Department of Education; and the Board of Education, New York. The contributions of vocational education, vocational rehabilitation, and special education to training the handicapped and the coordination of programs are discussed. Also discussed are the work of the Bureau of Education for the Handicapped and its divisions of research, training programs, and educational services, major objectives in the field of vocational education, and the intent of Congress on coordination of efforts. (RJ)

Now an integral part of the Yugoslav national educational system, adult education in Yugoslavia is based on the principles of permanence, democracy, decentralization, functional unity, diversity and dynamism, and voluntarism. Adult basic, vocational, general, and other forms of adult education are offered in varying degrees and forms by primary and secondary schools, vocational training centers, political schools, people's and workers' universities, health and social welfare institutions, culture club centers, cultural and artistic institutions, libraries, radio and television, the Army, and social, vocational, and technical organizations. Advanced people's and workers' universities and associations thereof, and Faculties of Arts at Belgrade University and several other higher educational institutions provide training for full time and part time adult educators. Postwar developments have ranged from emphasis on mass literacy efforts and descriptive professional literature (1945-50) to the study and generalization of adult education in specialized fields (1961-65). The conception of andragogy (adult educational theory and practice) as an independent science within education is widely accepted in Yugoslavia, and several disciplines within andragogy can be distinguished. (ly)

This document is an English-language abstract (approximately 1,500 words) of a publication outlining the objectives and problems of vocational education in the United Arab Republic. The data presented include both the general objectives of vocational education and the specific goals of each type. The goal of vocational education is to prepare youth in the value of technical and vocational work as a means to social progress by preparing and training manpower needed for development projects that aim at raising the standard of living. The Ministry of Education plays an important role in achieving these goals by promoting the system vocational education by emphasizing it through revising and modifying the curricula, providing adequate equipment, adequate facilities, and qualified teachers. The document goes on to enumerate the general objectives of vocational education such as the physical development of youth during adolescence. Secondary commercial education aims at providing students with adequate training for careers in private enterprise and state projects. Secondary agricultural education aims at training students for careers in that field; industrial education aims at providing skilled manpower for industry. (Author/GDB)