Education & Pedagogy

Addressing the theme "An Education for Every American Indian", the workshop proceedings, keynote address, and Inter-Tribal Council Report included in this document are presented in the original language of the conference participants. The nine workshop reports are titled as follows: "Indian Education and School Systems"; "Contemporary Issues in Indian Education"; "Responsibility of Indian Education by the State Administration"; "Strengthening Navajo Education"; "Health Care for Indian Students in Higher Education" and "Hopi Health Professions Development Program"; "Self Determination in Indian Education"; "Bicultural Teaching Materials: Design and Application" and "Indian College Students' Perspective of Education"; "Community Education and the Native American"; and "State Services to Indian Tribes". The keynote address is titled "The Need for Education", and its emphasis is on the role of education in an interdependent society, the development of human resources, and the need for action on the part of the American Indian peoples. (JC)

This report on the state of education in Canada is comprised of two parts. Part I deals with the administration and organization of education within the ten provinces, and lists developments and trends from 1974-76. Structure, curricula, teacher education, and certification are discussed. Educational developments include public involvement, community education, a movement toward a core curriculum, and encouragement of second language learning. Legislative, administrative, and financial developments are also highlighted. Part II describes government programs which support education. In Canada, each province is responsible for the administration of its own educational system. However, education for the Yukon, the Northwest Territory, the armed forces, native tribes and the penetentiary systems are the responsibility of the Canadian government. In addition, the government supports provincial education through grants. Programs include financial assistance to students and to institutions and faculty for research. Developments from 1975-76 include financial support for post secondary education and changes in the granting councils. An excerpt from the 1975 Canadian Report for the International Conference on Education is included. Organizational charts are included in appendices. (KC)

Various experts in education, government, industry, and labor contributed to the sixth annual industrial relations symposium (sponsored by the graduate program at St. Francis College) which focused on career education as its basic theme. Participants from a seven-State area also represented the four areas. Symposium proceedings consisted of seven presentations and the moderators' reports of panel discussions. Presentations were: "Career Education--More Than Just Educators" (U. S. Office of Education senior program officer); "The Role of the Chamber of Commerce in Career Education" (Chamber of Commerce of the U. S. executive); "Program Articulation and the Career Lattice Concept" (community college president); "Competency Based Education and Criterion Referenced Measures" (vocational-technical school associate director); "Labor's Manpower Arm" (AFL-CIO Human Resources Development Institute area representative); "Cooperative Education and the World of Work" (cooperative education coordinator); and "Careers in Environmental Protection (U. S. Environmental Protection Agency administrator). The three panel leaders represented counselor education at a State college and research and basic education areas of the Pennsylvania Department of Education. (EA)

This guide provides a listing of major resources and means of access in the area of career education. In section 1, "Background of Career Education," state and federal laws concerning Kentucky career education are discussed, state and federal advisory councils are examined, and an abstract of the Kentucky state plan for career education is presented. In section 2, "Career Education Programs and Their Resources," local education agency resources are surveyed and selected Kentucky and nationwide career education programs and practices are identified. In section 3, "Inservice Resources for Career Education," resources in the following areas are provided: Kentucky Department of Education, Kentucky colleges and universities, federal agencies, and National Directory of State Career Education Contact Persons. Section 4, "Kentucky Career Education Materials Resources," includes a list of free materials from the state department of education and a summary of the Comprehensive Employment and Training Act. Other sections in the guide contain information on bibliographies, information-gathering agencies, evaluation, community-business-labor-military linkages, and funding. The appendix contains a list of publishers of career education materials and their addresses. (CT)

This annual statistical report describes conditions in education and conditions in the larger society that affect education. Statistical data are presented on issues concerning educational institutions, participants, and personnel. The report is organized to reflect the characteristics of the educational system and its relationship to the larger society. The first section of this report describes trends and developments affecting education at all levels. Chapter 1 discusses such issues as the family, work, and the community in an effort to describe the societal context of education. Chapter 2 covers such facets of elementary and secondary education as enrollment, progress through school, school environment, and teachers. Chapter 3 examines postsecondary education, including occupational and adult education, and students, instructional faculty, and finance in higher education. In the second section of the report special topics have been selected for closer analysis. Chapter 4 looks at the financing of elementary and secondary education, chapter 5 examines outcomes of education, and chapter 6 explores the status of minorities and women in higher education. (Author/JM)

An overview of the educational system of Romania is presented in this pamphlet. The system consists of preschool education in kindergartens; ten years of compulsory general education divided into three cycles (primary, gymnasium, and lyceum or vocational education); one to two years of post secondary specialized education; and higher education in universities, institutes, academies, and conservatories. A number of specialized institutions also provide instruction for adults, art students, the handicapped, and Party cadres. Tuition is free at all levels. Romanian is the language of instruction throughout the country, although the Constitution also provides for education in the languages of national minorities. Student achievement is evaluated on the basis of classroom performance, oral and written examinations, and general behavior. Educational policies are formulated by the central executive organs of the Communist Party and are implemented primarily by state and other governmental organizations. The Ministry of Education normally formulates rules and regulations underlying the educational process for all levels and types of education. Recent developments include an emphasis on adaptation to technological changes through better trained professional manpower in engineering, chemistry, economics, and other fields. (Author/AV)

This abstract journal contains abstracts of 191 documents on technical education secondary and postsecondary levels which are available through the Australian Technical and Further Education (TAFE) Clearinghouse system. The abstracts contained in this journal are from the following broad categories: traditional discipline curriculum subjects; vocational and professional curriculum subjects; educational facilities; educational history; educational management; educational philosophy, policy, and development; educational planning and administration; educational psychology; educational research; educational systems and institutes; schools; higher education; adult education; continuing, community, and mass education; education of specific categories of students; library and information services; students; teaching; teaching materials and equipment; and the teaching profession. Following the same format as the Educational Resources Information Center (ERIC) abstract journal, Resources in Education (RIE), this TAFE abstract journal contains information on the publication data and accessibility of each document as well as descriptors and identifiers taken from the ERIC Thesaurus of Descriptors. A subject index, an author index, and information for ordering the TAFE documents follow the abstracts. (MN)

MORE THAN 800 DELEGATES, REPRESENTING A CROSS SECTION OF CALIFORNIA'S LEADERS, MET TO CONSIDER THE PLACE OF VOCATIONAL EDUCATION IN TOMORROWS WORLD. THE FOLLOWING ADDRESSES WERE GIVEN AT THE GENERAL SESSIONS--(1) "MAN'S RELATIONSHIP TO HIS WORKING ENVIRONMENT," (2) "NEEDS OF OUR LABOR FORCE IN THE NEXT DECADE," (3) "VOCATIONAL EDUCATION--A WAY OF LIFE," (4) "VOCATIONAL NEED FOR CONTINUING EDUCATION," AND (6) "VOCATIONAL EDUCATION IS EVERYONE'S JOB," THE TOPICS OF THE DISCUSSION SECTIONS WERE--(1) "WHAT MAKES YOUTH EMPLOYABLE," (2) "HOW FUTURE MANPOWER AND TRAINING NEEDS CAN BE IDENTIFIED," (3) THE ROLE OF BUSINESS AND INDUSTRY IN VOCATIONAL EDUCATION," (4) "THE RESPONSIBILITY FOR VOCATIONAL EDUCATION," (6) "WORK EXPERIENCE EDUCATION AND VOCATIONAL EDUCATION," (7) "VOCATIONAL EDUCATION AND THE SOCIOECONOMICALLY HANDICAPPED," (8) "PROGRESS AND PROMISE FOR EDUCATING ADULTS FOR EMPLOYMENT," (9) "COUNSELING AND GUIDANCE FOR OCCUPATIONAL TRAINING," (10) "THE RESPONSIBILITY OF THE DEPARTMENT OF EDUCATION FOR VOCATIONAL EDUCATION," (11) "FINANCING VOCATIONAL EDUCATION." (SL)

The scope of this taxonomically structured research bibliography covers 3,244 significant works published from 1896 to 1976 directly related to the legal, demographic, sociocultural, and linguistic determinants of Mexican American education. Books, monographs, journal articles, government documents, federal laws and court rulings, doctoral dissertations, master's theses, and ERIC entries are selected from 170 bibliographies, 190 periodicals, and other educational sources based on availability, relevancy, completeness, length, objectivity, and accuracy. Entries are in chronological order within topics and subtopics. An alphabetical author index and a chronological index are provided. Topics and subtopics are: bibliographies; general--Mexican American demography, education, educational history, equal opportunity, conferences; Mexican American students--physical and cultural traits, health, language, intelligence, achievement, gifted, handicapped, delinquent, dropout; schools--administration, teachers, teacher training, counseling, libraries; curriculum--general, ethnic studies, preschool, elementary, secondary, vocational, compensatory, textbooks; migrant education--general, the migrant child, programs, conferences, administration, teacher training; bilingual education--general, theory, evaluation, effects; higher education; adult education; and community. (AN)

This book is designed to help readers improve their understanding of the economics of vocational education, encourage them to develop further their competencies in this realm, and to stimulate interest in broadening the scope of vocational education curricula to include content that will upgrade the economic literacy of vocational education recipients. The first of four major sections is a mini-course in the economics of education. It describes the field of economics and explains the concept of human capital, which forms the basis of a procedure for economic analysis and comparison of educational programs. Section 2 takes the reader through sequential steps in the economics of vocational education, beginning with goals and objectives and ending with a discussion of programmatic investments. Section 3 deals with economic literacy and identifies what teachers and workers should know about economics. Section 4 addresses teachers and curriculum specialists in six service areas of vocational education. Each author in this section addresses the economic roles and contributions of the occupational field served and offers suggestions for teaching applied economic understandings and skills. (LRA)

This document is a record of proceedings of the First World Congress of Comparative Education Societies which met in August 1970 to discuss three questions: (1) the administrative and juridical aspects of creating a Council and a continuing Congress; (2) the place of comparative and international education in the education of teachers; and (3) the role and rationale for educational aid to developing countries. The document contains twenty-nine papers delivered to the Congress, loosely organized into the following categories: (1) the place of comparative and international education in teacher education (general discussions, the subject as a valid field of inquiry, its relevance to teacher education); (2) comparative and international education in specific countries (Federal Republic of Germany, Singapore, Hong Kong, Romania); (3) comparative and international education at various levels of teacher preparation (undergraduate and graduate) and for all levels of teachers (K-12); (4) course organization; and (5) teaching materials and aids. Appended are a list of conference participants and final resolutions of the Congress. Guidelines based upon the Congress papers are also appended. (MJB)

Background: Because of the increasing demand from students to have available to them distance education courses, it is vital to offer students health and physical education distance education courses that meet their need for a challenging and rewarding educational experience. In this pilot study, we explored the learning experiences of students enrolled in distance coursework in health and physical education methods. We interviewed 14 students participating in the Distance Education Focus Group, who answered 10 semistructured questions pertaining to their satisfaction and achievements in distance education courses. Using qualitative analysis, we identified factors contributing to these students' satisfaction and academic achievement in distance education. Results: This study provides students and instructors with a better understanding of what is effective distance education instruction from the students' perspective. Conclusion: This study may result in improved retention of students, increased academic performance, and satisfaction with coursework, from understanding students' perceptions of the methods used for distance education. Knowing what students believe to be important for their learning experience helps health and physical education instructors better prepare for teaching through distance education.

Inclusive education practices on special education are quite important and discussed intensively. Within this context, teachers' viewpoints and attitudes towards inclusive education practices are of great importance. There are many publications about special education practices in the literature review. In this article, it has been focused on inclusive education practices in special education and synthesizing the findings of studies examining teachers' attitudes towards special education. Teachers' attitudes towards inclusive education practices have been examined in terms of gender and special education training. There are 28 studies that met the criteria listed including the sample about the influence of the gender on the attitudes towards inclusive education and 23 studies meeting the inclusion criteria including the sample about the influence of special education training on teachers' or prospective teachers' attitudes. The findings of the study indicated that gender and special education training did not affect the attitudes towards inclusive education significantly. Of the moderating factors observed in the study, only the differences in teachers' branches were seen to be of significance.

As mentioned in the introduction, Physical Education Teacher Education (PETE) programs and physical education teachers will need to identify and resolve the tensions of shifting from a traditional role of a self-contained physical education program to that of an expanding role of physical education that supports lifelong physical activity in physical education, and during and outside of school time. This chapter synthesizes the findings from each of the studies presented to facilitate this important and needed shift. The studies in this Special Issue present the complexity of Comprehensive School Physical Activity Program (CSPAP) implementation in schools and communities, and issues inherent in training physical education teachers, classroom teachers and others to support and implement CSPAP effectively. Each of the articles provides insights into one or more aspects of the CSPAP components. This final chapter provides a discussion about: (a) considerations for higher education, (b) CSPAP outcomes, and (c) future directions for research.

Being a powerful social trend glamour culture has significant effect on a high education that results in the phenomenon of glamorous education (glam-education). Prerequisites of this type of education are democratization of high school that introduces stereotypes of glam-culture in educational environment; commercialization of education that uses glamour as marketing instrument. The aim of this article is to reveal specifics of content, communicative, value, existential components of glam-education. In content dimension glam-education is characterized by reduction of fundamental component of education. Communicative practices of glam-education are filled with the spirit of hedonism, they articulate entertainment and recreational components of education as it is revealed in the article. The authors prove that in value dimension glam-education has the character of image benefit: the value of knowledge is replaced by its symbols (diploma, certificate). Glam-education is one of manifestations of existential crisis of personality in modern society because individual tries to compensate for his/(her) alienation from real qualifications and competencies by glam-image of his/(her) education.