Education & Pedagogy

This monogrpah examines the first 10 years and probable future of the career education movement in the United States. The first part outlines changes that have occurred in the 1970s in the following areas: definition of career education, defining skills to be delivered by career education efforts, career education/vocational education relationships, community involvement in implementing career education, role of classroom teachers in career education, reduction of bias and stereotyping, the kinds and magnitudes of change called for by career education, federal support for career education, career education/organized labor relationships, involvement of postsecondary education in career education, and assessing the effectiveness of career education. In the second part the following five issues affecting the future of career education are discussed: (1) the extent to which national priorities will be devoted to the supply versus the demand side of the supply/demand equation, (2) career education's role as a vehicle for increasing school/community partnership efforts, (3) career education as a vehicle to effect basic changes in the formal education system, (4) overcoming current major deficiencies of career education, and (5) future availability of sound professional leadership for career education at the state and local levels. (MN)

The educational system of Italy is described, and placement recommendations concerning students who want to study in the United States are presented. After a description of preschool, elementary, and middle school education, the different types of upper-secondary education system are considered (i.e., the lyceums, teacher training, and technical instruction). Vocational studies and adult education are also discussed, along with art and music education, nursing education, and seminary and Vatican education. The universities, university institutes, and polytechnics are covered, as are the Post-Laurea diploma programs, the higher institutes of physical education, and the "special aim" schools. Guidelines for U.S. admissions officials cover: the availability of credentials, experimentation and evolution in Italian education, grading in the secondary schools, and articulation between school and university. The placement recommendations concern: primary and secondary levels, art and music education, higher education, nursing education, and Vatican and seminary education. Information is included on: proposed reforms of Italian education; Italian universities' enrollments, library collections, student/teacher ratios, and library collections; special aim schools; military academies; and the nine types of technical institutes. (SW)

This proceedings contains approximately 92 presentations focusing on rural education and rural special education. Topics include: meeting the needs of handicapped and disabled students in rural areas; education and inservice training of special education teachers; teacher cooperation models; higher education of at-risk students; rural teacher education; job satisfaction and burnout among rural teachers; transition from school to work for learning disabled and other special education students; school-community and school-business partnerships; teaching methods, educational strategies, and alternative instruction for at-risk students; educational cooperation between districts; culturally relevant education for rural areas; distance learning technology for rural education and information access; vocational special education; dropout prevention programs and strategies; issues for rural public colleges and universities; effects on rural schools of reform legislation and "one best model" approaches; issues related to educational diagnosis and identification of at-risk students; national survey of at-risk status in rural, urban, and suburban schools; multigrade instruction; substance abuse prevention; organizational structure of rural schools; supported employment in rural areas; education for gifted students; negative effects of grade repetition on at-risk students; the role of the rural special education administrator; and social skills instruction for rural special education students. (SV)

The first schools in Denmark were grammar schools run by the Roman Catholic Church until 1536 when the State took over the responsibility. The education system developed and expanded to include teacher training as well as folk high schools (folkeskole). At the end of the 1980s almost 17 percent of all schools providing primary and lower secondary education were run privately. The responsibility for the education system in Denmark rests with the State, the counties, the municipalities, and private individuals and institutions. The main features of the administration of the education system include Parliament, the Ministry of Education and Research, county councils, municipal councils, and individual educational institutions. Diagrams illustrate the educational system and the organization of the Ministry of Education and Research. Separate chapters present descriptions of each level in the Danish education system: (1) pre-school education; (2) primary and lower secondary education; (3) upper secondary education including general education and vocational education and training; (4) higher education; (5) teacher training; and (6) voluntary youth and adult education. After a description of the 13-point-marking-system used in primary and secondary education, an overview of student grants and loans shows how the State supports youth and higher education courses. Lists indicate three educational bodies with special tasks, the total number of educational institutions in 1987, and the educational courses and employment rates for 1988 and 1989. (CK)

Physical education teacher education (PETE) programs have contributed to the marginalization of physical education in three significant ways. First, the nature of content knowledge is contested. Is content knowledge disciplinary knowledge, or is movement the content knowledge of our field? Second, PETE has failed to produce a critical mass of K-12 teachers who can transform physical education programs to meet the needs of today's children and young adults. Third, the low status of physical education as legitimate academic content in public schools and higher education has contributed to its marginalization. The purpose of this article is to examine the influence of PETE programs on the marginalization of physical education in K-12 schools and to explore ways to improve the status of physical education.

Part 1 of the 1955-56 Education Directory covers federal and state education agencies. U.S. Department of Health, Education and Welfare Office of Education officials, principal school officers of state and territorial education departments, library extension agencies' executive officers, and U.S. Department of Interior Bureau of Indian Affairs principal education officers are listed in order to enable officials' identification and illustrate organizational structure and hierarchy. Part 2 provides a directory of county and city public school systems by state, as well as parochial schools. Part 3 provides higher education enrollment data and lists by state institutions of higher education offering at least a two-year program of college-level study. Criteria for listing and institutional classifications are given. Part 4 lists national and regional education associations, state education associations; foundations, religious education associations, and international education associations.

Part 1 of the 1954-55 Education Directory covers federal and state education agencies. U.S. Department of Health, Education and Welfare Office of Education officials, principal school officers of state and territorial education departments, library extension agencies' executive officers, and U.S. Department of Interior Bureau of Indian Affairs principal education officers are listed in order to enable officials' identification and illustrate organizational structure and hierarchy. Part 2 provides a directory of county and city public school systems by state, as well as parochial schools. Part 3 provides higher education enrollment data and lists by state institutions of higher education offering at least a two-year program of college-level study. Criteria for listing and institutional classifications are given. Part 4 lists national and regional education associations, state education associations; foundations, religious education associations, and international education associations.

This study was made within the art education programme adopted by the Unesco General Conference at its fifteenth session. Its purpose is to provide educational administrators, students, teachers and the general public with information showing what countries are thinking and doing about art education. Twelve member nations were selected to reflect art education within a wide variety of cultural norms. The twelve nations represented are: Argentina, Australia, Czechoslovakia, France, Federal Republic of Germany, India, Italy, Japan, Nigeria, United Kingdom, United States, and Union of Soviet Socialist Republics. Data were collected on each of these countries and arranged under the following topics in order to facilitate comparative studies: 1) Major concepts of art education; 2) The visual arts in general education; 3) The education of the professional artists; 4) The education of the art teacher; 5) Art education in relation to cultural heritage and community life; 6) National and international aspects; and 7) Production and use of art education materials. (FDI)

Proceedings of the 1970 Conservation Education Association Conference, held at the University of Southwestern Louisiana, Lafayette, Louisiana, are reported. The theme of the conference was conservation education for quality living. Summaries for each of the topics discussed form the main content of the report: Suggestions for Developing Curriculum Materials in Conservation Education; Definition - Conservation Education, Environmental Education, Outdoor Education; Integrating Conservation Education into the Curriculum; Organization and Responsibilities of State Departments of Education in Conservation Education; Conservation Education in Urban Areas; Guidelines and Functions of State Advisory Councils; The Role of Conservation Education in Adult Groups; Utilizing the Outdoor School Site; Guidelines for Pre-Service and In-Service Teacher Education in Conservation; The Role of Youth Groups in Conservation Education; The Role of Industry in Conservation Education; and Community Action Programs in Promoting Conservation Education. Also included are the program agenda, summary of the post-conference tour, and a financial report of the association. (BL)

The Education Amendments of 1976 extend the Higher Education Act of 1965, extend and revise the Vocational Education Act of 1963, and make new provisions. Title I, which relates to higher education, includes amendments for community services and continuing education, college library assistance and library training and research, strengthening developing institutions, student assistance, education professions development, improvement of undergraduate education, construction of academic facilities, graduate programs, community colleges and state postsecondary planning, bilingual education, and funding requirements. Title II relates to vocational education. Title III contains extensions and revisions of other education programs, including career education and counseling. Title IV makes general education provisions, including those for federal research offices, admissions practices, Indian postsecondary schools, and sex discrimination. Title V makes technical and miscellaneous provisions. (LBH)

Ohio's Program Review for Improvement, Development, and Expansion (PRIDE) in vocational education and guidance was researched and developed by the Division of Vocational Education, Research, Survey, Evaluation, and Exemplary Programs during the 1969-70 school year. Intensive study was directed toward process review and its impact on total program review to meet the mandates of the Vocational Education Act of 1963 and its subsequent amendments. As a result of the study, the Division was able to identify the following six basic components for program review: administrative review, process variable review, product review, cost analysis review, availability and impact review, and acceptance and congruence review. Specific areas addressed in the State report for 1972-73 were administration and planning, adult education, special needs education, division of guidance and testing, agricultural education, business and office education, distributive education, home economics education, and trade and industrial education. (Author/LJ)

This publication is a review of various projects and programs which have been effective in meeting the local needs of school districts throughout Wisconsin. The description of each project includes data on the target audience, assurances and claims, implementation requirements, financial requirements, and services available. Projects and programs included are headed under the following: (1) alternative schools (programs); (2) bilingual and migrant education; (3) career or vocational education; (4) early childhood, parent readiness, parent involvement; (5) environmental education; (6) organizational arrangements; (7) reading, language arts, math; (8) special education; (9) special interests: health, human behavior, physical education, multiple talent development; and (10) special interests: arts, communication skills, technology. A section on approved Wisconsin projects describes an early program for gifted children, programming for hearing impaired children, home aid for parents in pre-school education, a language, ecology and family project, music education, art education, individualized instruction, and staff training. (EB)

This report discusses the following current issues and trends in American Indian, Mexican American, migrant, outdoor, rural, and small school education: (1) motivating American Indian students to higher achievement in mathematics and science; (2) creating culturally relevant parent education/skills development programs and materials for American Indian students; (3) reversing an education condition among Hispanic Americans and American Indians that is characterized by below-grade-level enrollment, high dropout rates, high rates of illiteracy, low number of school years completed, and minimal enrollment in institutions of higher education; (4) meeting the health needs of migrant families and reducing the dropout rate of migrant secondary school students; (5) designing appropriate programs of outdoor education for handicapped students; and (6) increasing awareness, interest, and research in rural education. References are included. (PS)

Purpose: This paper compares citizenship education in Singapore and Australia. While discussions have been made about education and neoliberalism, few have explored the direct connections between citizenship education and neoliberalism. Approach: Though a discussion of country contexts, citizenship education policies and curriculum, "Character and Citizenship Education" in Singapore and "Civics and Citizenship education" in Australia are examined to explore the meanings of "Character education" and "Civics education" and their connections with "Citizenship education". Findings: The distinct use of terms for citizenship education suggests that the two countries hold different citizenship ideals. Set within the context of globalisation, the paper argues that some approaches towards citizenship education can inadvertently work towards supporting the goals of neoliberalism, which can be at odds with the classical tradition of democracy.

This state-mandated report reviews the status of health professions education programs in Florida. Part 1 provides an overview of health professions education policy by describing special considerations for policymakers and program planning, reviewing outcomes of previous Florida Postsecondary Education Planning Commission recommendations, and identifying issues and recommendations pertaining to health professions education. These issues include data collection, labor market supply and demand, minority participation, tuition and financial aid, curriculum, and coordination with the health care delivery system and government. Part 2 provides data profiles on selected health professions education programs. The profiles cover medical education, chiropractic education, dental education, veterinary medicine, pharmacy, public health education, nursing education, physician assistant education, physical therapy and occupational therapy education, and dental auxiliaries. Each profile describes education requirements, licensure and continuing education, and supply and demand factors. (30 references) (JDD)