Education & Pedagogy

This third annual compilation presents resources of 183 ongoing projects in career education, vocational education, and education and work, that are administered by such agencies as the U.S. Department of Education's Office of Career Education, National Institute of Education, Fund for the Improvement of Postsecondary Education, and Office of Special Education and Rehabilitative Services. Also included in the report are projects administered by the Office of Bilingual Education and Minority Language Affairs, National Center for Educational Statistics, and U.S. Department of Labor. The report is organized in three sections. Section 1 includes descriptions of the federal agencies and a list of key personnel; section 2 contains the project resumes; and section 3 is comprised of six indexes (subject, project director, organization, sponsoring agency, geographic location, and contract or grant number). Projects administered by the Office of Vocational and Adult Education are subdivided as follows: programs of national significance, programs for Indian tribes and Indian organizations, and Comprehensive Employment and Training Act (CETA) programs. Included in each resume are bibliographic information, subject terms describing the project, and an abstract focusing on project objectives and procedures. (MN)

This article sets sights on highlighting the effectiveness and efficiency of higher and vocational education and training, as well as exploring ways to address and implement the current reform agenda in the field. The research was conducted on the basis of a generalizing and comparative method, to identify the problems and development of vocational and higher education. Within the framework of the conducted research the current state of vocational and higher education has been characterized; the features of online learning at leading universities and its advantages has been clarified; the prospects of introduction of continuity of education have been studied, for the development of personality abilities, taking into account changes in society in the context of improvement of the system of vocational and higher education caused by the European integration process of education; directions for the development of vocational and higher education as part of the national education system and society in general have been outlined. It is determined, that at the present stage the domestic education system should be improved and transferred to an innovative way of development in accordance with developed countries. In the near future, such modern forms of education as: distance education, dual education, continuing vocational education and others, should be improved and implemented into the educational process.

A major transformation in teacher education must occur if social studies education is to become soundly-based civic education that meets the needs of special interests, such as global education, without becoming dominated by those needs, and if teachers are to transcend the textbook so that goal statements are actually reflected in classroom practice. One step in this transformation would be to change the student teaching experience. Research shows that, rather than fulfilling its goal of having preservice teachers apply the model teaching practices they have learned in the classroom, the student teaching experience now serves to socialize prospective teachers into conservative school patterns. If, as Dewey (1916; 1933) noted, people think and learn when faced with problems real to themselves, then it would seem that prospective teachers could learn more if exposed to professional teacher education courses after they have had teaching experiences. This procedure would allow courses to capitalize on the needs teachers perceive as growing out of their own teaching experiences. The coursework that would follow this teaching experience would include a major emphasis on educational philosophy. The gap left in undergraduate education by the transfer of professional education courses to the graduate or inservice level could well be filled by a return to traditional liberal arts education. (LP)

This fourth annual compilation contains resumes of ongoing projects in career education, vocational education, and education and work that are funded by contracts and grant awards administered by the following agencies: the U.S. Department of Education's Division of Career Education, Office of Vocational and Adult Education, National Institute of Education, Fund for the Improvement of Postsecondary Education, and Office of Special Education and Rehabilitative Services; the National Center for Education Statistics; and the U.S. Department of Labor. The document consists of three sections. Included in the first section are descriptions of the above-mentioned federal agencies and a list of key personnel. Section 2 consists of 101 project resumes, each of which contains the following: project title, accession number, total project dollars, project officer, project director, organization name and address, organization type, organization location, administering agency, contract/grant number, project number, funding period, fiscal year funding, descriptive note, ERIC descriptors, identifiers, and abstract. Provided next are six indexes arranged according to subject, project director, organization, sponsoring agency, geographic location (state and U.S. Congressional District), and contract or grant number. (MN)

In 6 chapters, 173 tables, and 12 figures, this document provides large amounts of statistical data on most aspects of United States education, both public and private. The chapters cover (1) all levels of education, (2) elementary and secondary education, (3) college and university education, (4) adult and vocational education, (5) federal programs for education and related activities, and (6) special studies and statistics related to education. Information is contained on a variety of subjects including the number of schools and colleges, teachers, enrollments, graduates, educational attainment, finances, federal funds for education, employment and income of graduates, libraries, and international education. Among the data appearing for the first time in the document are the following: the state figures on the transportation of public school pupils; enrollment in public schools by grade span; a distribution of public schools by size of enrollment; schools, enrollment, staff, and finances in 120 of the largest school systems; trends in graduate enrollment in institutions of higher education; courses taken by participants in adult education; and data on the use of computers in public schools. A short introduction points out major findings, while each chapter has brief overviews of significant trends. An index is included. (MLF)

This booklet provides descriptions of 16 adult education programs that have been validated as successful by the Joint Dissemination Review Panel (JDRP), U.S. Department of Education and that are being promoted by the National Diffusion Network (NDN). Although the programs were developed by individual school districts in response to local needs, the programs are available for adoption by other districts. Introductory pages include an alphabetical table of contents and an index of programs by the category or categories for which the program has been validated. Categories are assessment system, basic skills, career education, college program, competency-based education, daily living skills, diagnostic teaching, emotional disturbances, functional literacy, high school equivalency, individualized instruction, language arts, learning disabilities, learning skills, mathematics, migrant education, nontraditional education, parent education, physical education, preschool education, prescriptive teaching, program administration, reading, remedial reading, rural schools, special education, staff development, summer programs, tutoring, and volunteers. In addition to providing a detailed description of the program and the name, address, and telephone number of a contact, a program entry may include this information: audience, requirements, costs, and services. (YLB)

This report reacting to three papers presented at the conference on compensatory education with special reference to Chapter 1 of the Education Consolidation and Improvement Act of 1981 focuses on a series of topics pertaining to the relationship between compensatory education and regular education. The report begins by summarizing the conclusions of the three papers. Next it explores possible relationships between compensatory education and regular education, and draws a distinction between the commonalities shared by most American schools on the one hand and "effective regular education" on the other. Then the report considers the following three approaches for relating compensatory education resources to regular education and the promise of each for creating the conditions required for all students to learn certain basic skills: (1) compensatory education as remediation; (2) compensatory education as an alternative program; and (3) compensatory education as an integral part of adaptive education. Finally, the paper comments on the various explanations offered by the conference as a whole as to why Chapter 1 has had only modest success, and considers two alternative implications for Federal leadership: an expansion of current program improvement activities; or a more far-reaching program of research, development, and dissemination, which incorporates current improvement activities, but challenges directly current beliefs and school structures. A list of references is appended. (PS)

Resolutions on the role of state higher education agencies are presented, along with related excerpts from the newsletter of the State Higher Education Executive Officers (SHEEO). The resolutions represent the position of SHEEO concerning the reauthorization of the Higher Education Act of 1965. The resolutions call on the U.S. Congress to: define within the Act a state higher education agency; recognize that higher education data collections and dissemination services of the National Center for Education Statistics are in the national public interest and should be fully funded by the Department of Education; increase support for research and demonstration projects to improve the delivery of adult learning services; increase funding for programs under Title II of the Higher Education Act (libraries); require institutions applying for assistance under Title III (institutional aid) to demonstrate consistency between their proposals and existing state plans and institutional authorization, and that applications for aid be subject to approval by the state higher education agency; halt the erosion of direct aid to students; expand federal support for teacher education and for international education; reactivate facility grant and loan programs authorized under Title VII (facilities); and substantially increase funding for graduate education. (SW)

Secondary science education resources of graduate and undergraduate teacher education institutions in New England were compared. A 72-item survey was mailed to library directors of these institutions. There was a 75 percent response rate from the 56 institutions that prepare secondary science teachers. Of the 42 responding institutions, 19 had graduate education programs. Differences were found between indexes and journals in graduate and undergraduate libraries. Significant differences were found for education indexes, science indexes, science education journals, and non-science education journals. There was no significant difference for science journals. Library resources available for preservice secondary science education were inadequate with the exception of science reference books. The lack of science education and non-science education journals could reflect the priority given to education and/or educational research at these responding institutions. Another concern is the low priority given to education and science indexes at many New England institutions. Consequently, many graduates are unacquainted with the current resources that could be utilized to improve their teaching skills and update their science content information. Science educators should also ascertain the quality of their library's resources for promoting research. If any resources are lacking, they should be requested, thereby facilitating the preparation of future secondary science teachers. (Author/JN)

The transcript of the 1985 hearings contains testimony and prepared statements on reauthorization of the discretionary programs under P.L. 94-142, the Education for All Handicapped Children Act (Part B of the Education of the Handicapped Act). The discretionary programs section of the law authorizes federal assistance to support such programs as regional resource centers, early education programs, secondary education programs, transitional services, and training of special education personnel and parents. Organizations represented by statements include: state departments of education (Florida, Vermont, Colorado, Montana, Hawaii), university training programs, early childhood programs, and the National Rural Development Institute. Additional prepared statements, letters, and supplemental materials represent the Florida, Vermont, Colorado and Montana state departments of education as well as other university programs, the Frank Porter Graham Child Development Center, the American Council on Rural Education, the Association for Children and Adults with Learning Disabilities, the Association of School Psychologists, the Education for the Handicapped Law Report, Counterpoint Communications Company, the Department of Defense Dependents Schools, and the Kamehameha Schools/Bishop Estate. (DB)

A historical perspective of agricultural education is needed in order to understand its role in the future. Agriculture as a science did not exist prior to the 19th century. The Morrill Act contributed greatly to this development. With the realization that higher education could serve persons interested in the agricultural and mechanical arts came a system of public institutions of higher education called the land-grant colleges. Today, agricultural science is a mainstay in the higher education system within and beyond the land-grant institutions. With the advent of baccalaureate instruction in agriculture, however, came a new struggle--the struggle between science and practice. The establishment of education as a specific discipline, a related development, is somewhat obscure. Education as a discipline is the field of study that concerns itself with the principles and methods of teaching and learning. Agricultural education as a discipline is relatively new. These premises are central to agricultural education: (1) agricultural education involves application in real settings; (2) practice is based on theory; (3) agricultural education serves as the bridge between agricultural science and the other disciplines; (4) agricultural education principles should be the foundation for education in agriculture; (5) agricultural education is not multidisciplinary; and (6) professionals in agricultural education must enter a period of self-examination to determine what agricultural education ought to be. (22 references.) (KC)

A review of the context of vocational education reform highlights historical efforts implemented through legislation requirements in 46 states within some vocational teacher education programs that are consistent with current reform recommendations. Current recommendations include the Holmes Group and the Carnegie Commission proposals for restructuring teacher education. These proposals emphasize strategies for improving the quality of teachers, teaching, and the teaching profession. Three alternative models for the delivery of vocational teacher education identify their relationship to the goals of educational reform: (1) a restricted baccalaureate model; (2) a post-baccalaureate model; and (3) a field-based model for recruiting and inducting nontraditional vocational teachers. Several activities must support the three models of delivery to meet the challenges of reform: (1) creation of a vocational education and teacher education leadership development institute; (2) active recruitment, preparation, and support of minorities; and (3) ensuring that all tenured vocational education teachers meet minimum requirements. Further research activities include: (1) creating a national commission to investigate alternative delivery models; (2) updating the vocational education knowledge base; and (3) exploring the feasibility of differentiated staffing pattern for vocational education teachers. Twelve references and 11 pages of materials to reproduce are provided. (NLA)

The monograph presents 16 issue papers prepared by the California Commission for the Review of the Master Plan for Higher Education. Papers have the following titles: "Access to Postsecondary Education in California"; "Financing Postsecondary Education in California"; "Graduate Education and Research in California Postsecondary Educational Institutions"; "Coordinating California's Systems of Higher and Lower Education"; "Retention in California Postsecondary Educational Institutions"; "Faculty Resources in California Postsecondary Educational Institutions"; "Budgeting State Support for California Public Postsecondary Education"; "Vocational Education and Training in California"; "Governance of California Postsecondary Education"; "Interdistrict Attendance among the California Community Colleges"; "Undergraduate Education in California Postsecondary Educational Institutions"; "State-Supported Noncredit Instruction in the Community Colleges"; "Adult Literacy and Postsecondary Education in California"; "Continuing Education in California's Four-Year Colleges and Universities"; "The New Instructional Technologies in California Postsecondary Educational Institutions"; and "Accreditation and Licensure of California Postsecondary Educational Institutions." References accompany most papers. Appended are the minutes of Commission meetings and Commissioner comments and dissents. (DB)

Intended for curriculum designers, educational planners, teachers, and others who have responsibility in creating school programs, this book focuses on affective education, a domain of education in which feelings and attitudes come into play. The book provides guidelines for developing a practical, affective program that will gain the cooperation, support, and enthusiasm of teachers. Chapter 1 presents problems and difficulties of society that affective education can remedy, and presents a justification for affective development education. Chapter 2 defines affective development education in a down-to-earth manner that makes academic sense. Chapter 3 deals briefly with the current status of affective development education and describes its current state in the schools. Chapter 4 looks at the future of affective development education. Chapter 5 deals with curriculum design for affective development education in the schools. Chapters 6 and 7 present instructional methodology and discuss evaluation and assessment procedures in affective development education. Chapter 8 deals with the implications of affective development education for teacher education. Chapter 9 presents problems of implementation, and chapter 10 presents examples of a device found useful by instructors in a number of countries--an affective development education handbook for teachers. Two appendices are included that describe the current situation in affective education by country and offer examples of affective education lessons. (TJQ)

Race and ethnicity can be forces for change. Increased attention to ethnicity issues in continuing and higher education in Great Britain would lead to changes in the structure and content of continuing education. Continuing education itself would then serve as a change agent across the university system by providing an antiracist model for other university departments. The beginnings of this trend toward continuing education departments serving as catalysts for change throughout the entire university system are evident in an analysis of the antiracist developments that have taken place since the 1988 University Council for Adult and Continuing Education (UCACE) survey of existing provisions for minority ethnic communities by university continuing education departments. The following issues must be taken into consideration in attempts to transform continuing and higher education into antiracist institutions: provision of better access for mature students, including blacks; improved access through antiracist outreach and recruitment; access and maintenance of academic standards; and the nature of an antiracist and lifelong continuing education system. (Appended are an annotated bibliography of 34 resources pertaining to antiracist work in continuing and higher education, UCACE recommendations for achieving antiracism, and an antiracist higher education questionnaire. The bibliography lists 110 references.) (MN)