Education & Pedagogy

A study was conducted to determine the present state of vocational education in Kentucky and the supply of and demand for vocational teachers. Results are summarized for vocational teacher education in general and for teachers in the areas of agricultural education, business and office education, marketing and distributive education, health and personal services occupations, home economics education, industrial arts and industrial education, and special vocational education. Information is provided on numbers of teachers, age and experience, turnover, rank, degrees completed, enrollment in higher education, degree goals, institution awarding first degree, historical perspective, enrollment patterns, faculty, enrollment and output, follow-up of graduates, and potential changes. This document contains 166 statistical tables. Data from a national survey of vocational education teachers are also included. Appendixes include the study instruments and related documentation. (KC)

This report describes evaluation activities for federally funded education programs administered by the U.S. Department of Education in 1981. Chapter 1 briefly discusses organizational and policy changes within the Department that affected evaluation. Chapter 2 provides overviews of evaluation procedures undertaken for programs in elementary and secondary education, postsecondary education, and special categories. Chapter 3 presents highlights of evaluation results, focusing on: evaluation practices and procedures for programs in elementary and secondary education; effectiveness of Title I programs; administration of Federal financial aid programs in higher education; effectiveness of services for disadvantaged higher education students; impacts of loan and other financial aid programs; and effectiveness of administration of programs for adult education, educational resources provision, community education, educational television, and vocational education for Indian tribes. Chapter 4 describes evaluation activities developed and managed by the Office of Management in the Department of Education. (Author/MJL)

The study compared the life outcomes of four groups of graudates (N=844) from the Maryland high school class of 1981: regular education/nonvocational, regular education/vocational, special education/nonvocational, and special education/vocational. Data were analyzed to determine how special education graduates differed from regular education graduates in their achievement of life outcomes usually associated with the effectiveness of public education. The most striking finding was the lack of detectable differences between special education and regular education graduates 5 years after leaving high school. Findings indicated that special education students found jobs, left home, furthered their education, and got married at the same rates as regular education graduates. Results suggested that Maryland special education is effectively meeting the goal of equalizing the educational potential of special education graduates and that participation in special education did not lead to stigmatization or inferior instruction. (DB)

This report presents a comprehensive overview of special education, or education of handicapped children and the preparation of special education teachers in Europe. Perspectives from eight countries are presented: United Kingdom; Netherlands; Federal Republic of Germany; Republic of Ireland; Northern Ireland; Italy; Norway; and Sweden. The first section of the report addresses the changing context of special education and describes how special education in the countries is changing as a reflection of societal developments. The second section identifies current issues in special education, including: integration of special education and regular schools; the role of parents in special education; multidisciplinary cooperation in special education; the relation between special and regular education; and micro-electronics and special education. The third section details how teachers in the different countries are prepared for their work in special education, and the final section explores further developments in teacher training for special education. (CB)

This guidebook was designed to be a practical guide in developing workplace education programs. The handbook includes the following three sections: (1) background information, including details and supporting information about workplace education; (2) workplace education worksheets that adult education supervisors can take to the worksite to use as a guide when they are talking with business and industry representatives about workplace education programs; and (3) attachments that provide information and forms needed to conduct workplace education programs. The following attachments are included: needs assessment; sample job tasks analysis format and form; initial meeting plan; work-specific curriculum development schematic; pre- and postprogram employee surveys; information on adult education instructor selection; samples of an individual education plan, a vocabulary section, and an instruction plan for vocabulary instruction for the textile industry; and a workplace education resource list of 12 sources. (KC)

This document contains a summary of the policies adopted by the Association for Science Education (ASE). These policies are applicable to teachers of science at all levels in all formal places of learning in Great Britain. Summaries of policy statements pertaining to quality in science education, a flowchart that provides an overview of these policies, the place of science in a balanced curriculum, values and science education, initial teacher education, continuing professional development, science technicians, learning and teaching, assessment, class size, information and communication technologies, the public understanding of science, environmental education, instructional design and technology, governors and science education, partnerships between industry and education, science education and the community, access to science education, and gender and science education are included. (DDR)

This packet contains 11 2-page fact sheets on various facets of vocational, technical, and adult education. The fact sheets cover the following topics: (1) performance measures and standards--what the law says; (2) career academy programs; (3) integration of academic and vocational education; (4) tech prep education; (5) the Carl D. Perkins Vocational and Applied Technology Education Act, Public Law 101-392; (6) integration of academic and vocational education; (7) vocational student organizations; (8) the federal role in vocational education today; (9) career guidance and counseling programs; (10) rural education; and (11) the Secretary's Awards for Outstanding Vocational-Technical Education Programs--1995. Each fact sheet defines and describes its topic, provides some background information or information on the significance of the subject, and includes names and addresses as resources. (KC)

An initial step to demonstrate commitment and professional behaviors is to be knowledgeable in the terminology used by special education colleagues, and to share with them common terminology used in physical education settings. Adapted physical education (APE) and general physical education (GPE) teachers need to know terminology used by multidisciplinary individualized education program (IEP) teams so they can be active contributing team members, and thus better assist the student with a disability in their class. The purpose of this article is to review commonly used special education terminology that APE and GPE teachers may hear during their interactions with team members. In addition, this article includes suggestions for participating in the IEP meeting and collaborating with parents and other special education professionals. IEP meetings are the perfect setting to learn and share common terminology.

This collection contains revised versions of 15 state-of-the-art papers and 7 commentaries given at the first conference of the New Zealand Association for Research in Education (NZARE). Each article surveys a single field relating to contemporary educational research in New Zealand, including the aims, methods, and significance of the studies reviewed. The authors have included bibliographies and lists of other scholars working in their fields. The 15 topics covered are: early childhood education, child development, education of Maori children, special education, guidance and counseling, sociology of education, women and education, history of education, measurement and testing, classroom studies, behavior analysis, reading, science education, mathematics education, and continuing education. (Author/GPM)

This is the 1886-1887 report of the Commissioner of Education. It begins with the Commissioner's statement of the work of the Office. Topics of the report include: (1) Statistics of State Common-School Systems; (2) Digests of State School Reports; (3) Discussions of Educational Questions by State Superintendents and Others; (4) City Schools Systems; (5) Training of Teachers; (6) Kindergartens; (7) Secondary Instruction; (8) Superior Instruction (Institutions for the Superior Instruction for Women, Universities and Colleges, and Schools of Science); (9) Professional Instruction (Schools of Theology, Schools of Law, and Schools of Medicine, Dentistry, and Pharmacy); (10) Degrees Conferred; (11) Manual and Industrial Training (Manual Training and Industrial Departments and Manual Training and Trade Schools); (12) Business Colleges -- Nurses' Training Schools; (13) Education of Special Classes (Education of the Deaf, Education of the Blind, Education of the Feeble-Minded, Education of Juvenile Delinquents, Education of Indians, and Education of the Colored Race); (14) Gifts and Bequests to Education; (15) Obituary List of Notable Educators; (16) Educational Associations and Conventions; (17) Libraries in the United States; (18) Education Periodicals; (19) Education in Foreign Countries; (20) Papers on Educational Subjects; and (21) Index to the Publications of the Bureau of Education.

Educational technology has changed the definition of classroom in terms of location, size, composition, learning environment, and teacher role. Educational technology in developing nations helps accommodate people in poor and rural areas. Distance education through open universities has increased in several countries. It includes two-way communication media that allow for direct interactions between teachers and remote students. It conquers restraints imposed on conventional education by time and space, and offers higher quality instructional design. Distance education can produce significant cost savings by allowing teachers to optimize existing resources. For example, teachers can use the Internet to gather information, and colleges can hold distance education in existing settings rather than constructing new buildings and classrooms. Distance education provides continuing education to practicing teachers in all settings. Multi-mode approaches using distance and conventional methods offer the most comprehensive teacher training. Distance education can address the shortcomings of conventional education (e.g., high costs, need for physical infrastructures, and need for full-time teachers). Conventional education can address the impersonality of distance education by providing practical training in actual schools and institutional summer schools. Recent educational reform movements in Asia have emphasized improved inservice and preservice training via distance education and nonformal education. Such application of technology to education and training is critical to economic wellbeing, particularly in Asia's developing countries. (SM)

The address of the Assistant Secretary for Vocational and Adult Education before the 1983 Rural Education Association Conference reviews recent Department of Education activities in support of rural education and details the Department's rural education policy for the 80's. Characteristics of rural America and rural education are briefly discussed. The Department's 1982-83 rural education activities are summarized. Five major objectives of the Department's Rural Education Committee 1984 management plan are listed. Six rural education goals of the Office of Vocational and Adult education are given: support/implement the Department's rural education policy; identify an appropriate research and demonstration agenda for rural vocational and adult education; upgrade the quality and quantity of information generated on issues in rural vocational and adult education; foster a unified Department approach on issues relating to rural vocational and adult education; create an effective voice for rural education in policy development and other deliberations; improve interagency communication/coordination in operation of adult, vocational, and other employment training programs in rural communities with efforts to promote the economic well-being of these communities. Five activities to achieve these goals are summarized. The full text of the Department's 10-point policy statement on rural education and rural family education is included. (MH)

A number of publicly available documents were examined to provide an overview of the operations of secondary vocational education in South Carolina and to assess the outcomes of the system. The focus of the analysis was on the extent to which the state's vocational education system is relevant to the needs of South Carolina's economic development and to the needs of students who do not choose to go on to postsecondary education. Among those areas investigated were curriculum, enrollment, business and office occupations education, trade and industrial education, home economics education, health occupations education, the relationship between occupational outlook and vocational education curriculum, the relationship among occupational categories and curriculum, supply and demand data, career exposure, career guidance, job placement, and communication between the vocational education system and local business and industry. Data pertaining to these areas suggest that the operational realities and outcomes of vocational education are not consistent with the purposes of the system as set forth by state leaders and that the purpose of vocational education needs to be reexamined. (MN)

These proceedings contain 19 papers and 3 symposia from a research conference on adult and continuing education. Topics of the presentations are staff development needs of Indiana adult basic and secondary instructional staff, the advocate counseling model as a teaching tool for self-advocacy, needs assessment of three age groups of adult learners, institutional inhibitors to school administrator and teacher professionalism, middle-aged attitudes toward older persons and attitude change, the relationship between preservice teacher education and directed teaching performance, program promotion information needs of prospective participants in continuing professional education, continuing learning among nurses, a model for the use of scientific information in solving problems of educational practice, adults' pace through college, second language learning, staff training in competency-based adult education, impacts of long range planning for community development education, inservice education evaluation, characteristics and problems of adult higher education students, events that trigger adults' college enrollment, Texas alcoholism education programs, implications of evaluability for improving adult education programs, and prevocational education of the incarcerated mentally ill. The symposia focus on organizing continuing professional education, adult learning disability, and continuing education for health educators. (YLB)

This book provides a conceptual and practical framework for understanding lifelong education in the context of the multifaceted rural community. The goal of the discussion is to develop educational programs involving new combinations of services and new organizational arrangements so that individuals will become resourceful, autonomous, and continuous learners within the various contexts of their community. It contains the following chapters and authors: (1) "Lifelong Education and Community (Michael W. Galbraith); (2) "The Rural Context for Education: Adjusting the Images" (Daryl Hobbs); (3) "Elementary Education" (Ivan D. Muse and Gloria Jean Thomas); (4) "Secondary Education" (Paul Nachtigal); (5) "Vocational Education" (David Little and Robert Priebe); (6) "Special Education" (Doris Helge); (7) "Higher Education" (Douglas M. Treadway); (8) "University Extension" (John T. Pelham); (9) "Rural Community Adult Education" (Michael W. Galbraith and David W. Price); (10) "Special Interest Organizations" (William S. Griffith); (11) "The Rural Public Library" (Bernard Vavrek); (12) "Churches and Religious Education" (Paulette T. Beatty and Barbara P. Robbins); (13) "Educational Needs of Rural Women" (Vicki Luther and Marian Todd); (14) "Rural Education and Minorities" (Ray Barnhardt); (15) "Resources for Rural Lifelong Education" (Jacqueline D. Spears, Gwen Bailey, and Sue C. Maes); and (16) "Future Prospects for Rural Lifelong Education (Michael W. Galbraith). The appendix contains resources for rural lifelong education. (KS)