Education & Pedagogy

Can preservice students learn to teach alternative curriculum models based on book knowledge alone, or should they experience the models firsthand? Curricular models abound in the physical education profession (e.g., fitness, personal-social development, movement education, adventure education, sport education, multi-activity). Many prospective physical education teacher education (PETE) majors, however, have experienced only the multi-activity curricular model. Teacher education programs must provide an integrated curriculum in order to educate future teachers in various curricular models. This article describes how a PETE program provides modeling, discussion, and implementation of the sport education curricular model across the four-year program. Modeling of sport education is part of a basic activity course. Discussion of sport education takes place in a curriculum course. Implementation of sport education occurs in a field-based practicum experience. This integrative approach ties the concept of sport education across the curriculum and provides time for preservice teachers to assimilate the model.

The directory contains abstracts of Educational Resources Information Center (ERIC) documents, a bibliography of resource materials, and a directory of selected Iowa career education offerings. Abstracts of ERIC documents are in the following areas: career education bibliographies; career education as a concept; integrating career education into the curriculum; career education and the administrator; career education and the elementary teacher; career education and the junior high teacher; career education and the high school teacher; career education and the post secondary educator; career education and occupational clusters; career education and the guidance counselor; and career education for special interest groups. The bibliography of resource materials lists additional basic resources in the field. The Iowa directory contains career education project descriptions organized according to: (1) comprehensive career education efforts; (2) career awareness, exploration, and staff development activities; (3) preparatory career education programs; and (4) jointly administered career education programs of exploration and/or preparation. Each listing includes: project title, location, project dates, purpose, and contact person. (NH)

This publication contains over eighty references to curriculum materials available from the Kansas Curriculum Materials Dissemination Center for Vocational, Technical, and Career Education (KCMDC). These materials are divided into fifteen groups: (1) Kansas Vocational Curriculum and Research Center Produced Materials, (2) Vocational Agriculture Education, (3) Distributive Education, (4) Health Occupations, (5) Home Economics Education, (6) Trade and Industry Education, (7) Career Education, (8) Inservice Training; (9) Cooperative Education, (10) Industrial Arts Education, (11) Vocational Related Studies, (12) New and Evolving Technologies, (13) Personal Services, (14) Level III Materials, and (15) Miscellaneous. Each reference is presented in a format including some or all of the following information: title, number of pages, year and place of publication, cost, brief annotation, and abbreviated table of contents. (Ordering instructions are provided at the end of the catalog.) (YLB)

The 15 educational objectives presented here were arrived at through a process for long-range, continuous effort to improve education in South Carolina. This process included a needs assessment that identified 25 educational needs, examination of those needs by the State Board of Education, reduction of the needs to 15, prioritization of the 15 and the development of 15 objectives aimed at alleviating them, public examination and discussion of the objectives, and modification of the objectives based on the results of the public examination. This document presents the 15 objectives for fiscal year 1980, the strategies and activities for accomplishing them, and a table of milestones for each objective. The objectives are in the areas of finance, leadership education, staffing, kindergartens, special education, adult education, occupational training, basic skills, environmental education, economic education, gifted education, health education, school climate, and the provision of textbooks. (IRT)

One hundred entries comprise the annotated bibliography of selected educational materials published in Pakistan from January through March 1976. Most of the materials are taken from Pakistani journals, newspapers, and government publications. There are 30 categories in which entries are presented alphabetically by author: administration, organization, and financing of education; adult education; agricultural education; curriculum; educational goals; educational planning; educational reforms; educational research; elementary and secondary education; examinations; health education; higher education; Islamic education; language teaching; libraries; literature for children; medical education; philosophy of education; professional education; psychology; sociology; students' problems; teacher education; teachers; teaching methods and media; technical education; textbooks; women's education; and general. A special section on educational development by region is included. The final section contains a writers' index. (AV)

These content standards for Delaware public schools specify standards of student expectation for the individual subject areas included in the provision of vocational education and outline equal educational opportunity guidelines. The first part of the volume consists of cross-referenced listings of behavioral objectives and standards of student expectation for each of the following areas: agribusiness and agricultural production; allied health occupations; business and office education; consumer, personal, and miscellaneous services (including cosmetology); industrial arts; marketing and distribution; prevocational and cooperative education; trade and industrial education; and vocational home economics. Explained in the second part of the guide are equal educational opportunity guidelines pertaining to human relations and sex equity compliance standards as well as special education. (MN)

Current knowledge and practices in the field of preprimary teacher education are discussed with respect to unique characteristics of the field, general issues in teacher education and preprimary education, and recent developments in inservice education. Unique characteristics of the field of preprimary teacher education include role ambiguity, variations in program goals, and low wages. General issues in the areas of teacher education and preprimary education include (1) the elusiveness of criteria for good teaching, (2) the impact of training on teacher performance, (3) the "feed-forward" problem stemming from the provision of content and methods to students who have not yet had experience in settings where the training is relevant), and (4) problems of teacher training program content. Recent developments in inservice education are discussed in terms of two types of inservice education: the "advisory approach" and its variant, the Enabler Model; and the Child Development Associate project. (RH)

The Individuals with Disabilities Education Act (IDEA) requires that school districts provide eligible students with specially designed instruction that confers a free appropriate public education (FAPE). Depending on the unique needs of a student, FAPE may include physical education services. The IDEA also requires that a student's individualized education program (IEP) include adapted physical education services, when deemed necessary to meet a student's needs. In this paper we (a) define and compare physical education and adapted physical education, (b) examine the FAPE of the IDEA requirements regarding physical education and adapted physical education, (c) review a recent policy letter issued by the U.S Department of Education on adapted physical education, (d) highlight several court cases on adapted physical education for students with disabilities, and (e) offer guidance on when to include physical education and adapted physical education in students' IEPs.

Nine presentations are included in these proceedings: "Industries' Perception of Preparation of Marketing Teacher Education for Jobs in the Business World" (Thomas Allen); "Projecting the Need for Secondary Marketing Educators in Northeast Ohio to the Year 2000" (Patrick O'Connor); "Marketing Education: A Survey of State Supervisors Concerning Program Size, Growth, and Teaching Assignments" (Jerry Moorman); "Identification of Perceived Challenges of Secondary Indiana Marketing Education Teachers: Application of the Nominal Group Technique" (Rodney Davis); "Illinois Secondary Marketing Education Teachers' Perceived Needs for Inservice Education" (Ralph Wray); "Microcomputer Literacy of Marketing Education, Business Education, and Business Students" (Michael Littman); "The Teachers of Marketing Education Teachers" (Richard Lynch, Lillie Anderton); "The Marketing Education Program in Florida: Its Effectiveness in Placing Program Completers" (Wally Holmes, Ronald Dearden); and "The Successful Secondary Marketing Teacher: Implications for Marketing Teacher Education" (Nancy Ruff). (NLA)

This bulletin contains monthly record of current educational publications received by the Library Division of the Bureau of Education. This bulletin contains the following: (1) Introductory notes; (2) Publications of associations; (3) Educational history; (4) Current educational conditions; (5) Pedagogics and didactics; (6) Educational psychology, Child study; (7) Special methods of instruction; (8) Special subjects of curriculum; (9) Kindergarten and primary school; (10) Rural education; (11) Secondary education; (12) Teachers: Training and professional status; (13) Higher education; (14) School administration; (15) School management; (16) School architecture; (17) School hygiene and sanitation; (18) Physical training; (19) Social aspects of education; (20) Religious education; (21) Manual and vocational training; (22) Vocational guidance; (23) Home economics; (24) Professional education; (25) Civic education; (26) Military training; (27) Education of women; (28) Negro Education; (29) Orientals; (30) Defective and delinquent children; (31) Libraries and reading; (32) Bureau of Education: Recent publications; (33) New Periodicals; and (36) Bulletin of the Bureau of Education. [Compiled by the Library Division of the Bureau of Education. [Best copy available has been provided.]

Education in New Zealand is the topic of this publication. The following topics are discussed: the country and the people, the basic system, preschool education, primary education, secondary education, Maori and Island education, special education, tertiary education, teacher education, continuing education, educational organizations, and recent developments. Education in New Zealand begins with optional attendance at one of two types of preschool institutions: play centers and kindergartens. Primary schooling consists of eight years. There are five levels or grades of secondary education. Pupils must remain in school until the age of 15, which means that most pupils receive at least two years of secondary education. Tertiary educational institutions include technical institutes, community colleges, teachers colleges, universities, and one university-level College of Agriculture. While all these types of institutions are considered "tertiary" from the administrative point of view, this term does not mean that a student must complete the full five years of secondary education in order to be admitted. For example, students may enroll in technical institutes and community colleges upon completing two years of secondary education. State run schools at primary and secondary levels are free. Partial financial assistance to private schools is provided by the state. Many study grants are provided to students for tertiary education. (Author/RM)

These two issues contain abstracts of 127 and 118 documents, respectively, related to the field of technical and further education that are available through the Australian Technical and Further Education (TAFE) Clearinghouse system. These types of materials are included: research reports/technical reports, evaluation studies, curriculum materials of an innovative nature (syllabus documents; student materials, including textbooks; teachers' guides; audiovisual materials; materials for TAFE teacher education; tests), questionnaires, feasibility studies, catalogs of instructional materials, and bibliographies. Each document entry provides this information: TAFE document accession number; state of origin of document; state clearinghouse accession number; author(s); title; publisher, date of publication, and pagination; format; availability (source); price; descriptors; identifiers; and abstract. Subject and author indexes are appended. Representative topics in number 3 are: access to education, adult education, apprenticeships, community education, course evaluation, educational finance, educational needs, educational planning, higher education, literacy, occupational surveys, program evaluation, technical education, trade and industrial education, vocational education, youth employment, and youth programs. Representative topics in number 4 are: access to education, adult education, apprenticeships, Australian aboriginal education, course evaluation, curriculum development, occupational courses, and occupational information. (YLB)

This document contains a list of current educational publications received by the Bureau of Education. Books, pamphlets, and periodicals mentioned may ordinarily be obtained from their respective publishers either directly or through a dealer, or in the case of an association publication, from the secretary of the issuing organization. Publications are listed according to topic. Contents include: (1) Proceedings of associations; (2) Educational history and biography; (3) Current educational conditions; (4) Educational theory and practice; (5) Child study; (6) Educational tests and measurements; (7) Special subjects of curriculum; (8) Kindergarten and primary school; (9) Rural education; (10) Secondary education; (11) Teachers: Training and professional status; (12) Higher education; (13) School administration; (14) School management; (15) School architecture; (16) Physical training; (17) Play and playgrounds; (18) Social aspects of education; (19) Moral education; (20) Religious education; (21) Manual and vocational training; (22) Vocational guidance; (23) Agricultural education; (24) School gardens; (25) Home economics; (26) Professional education; (27) Civic education; (28) Military education; (29) Education of women; (30) Negro education; (31) Exceptional children; (32) Education extension; and (33) Libraries and reading. [Compiled by the Library Division, Bureau of Education. Best copy available has been provided.]

This document contains a list of current educational publications received by the Bureau of Education. Books, pamphlets, and periodicals mentioned may ordinarily be obtained from their respective publishers, either directly or through a dealer, or, in the case of an association publication, from the secretary of the issuing organization. Publications are listed according to topic. Contents include: (1) Proceedings of associations; (2) Educational history and biography; (3) Current educational conditions; (4) Educational theory and practice; (5) Educational tests and measurements; (6) Special methods of instruction; (7) Special subjects of curriculum; (8) Kindergarten and primary school; (9) Rural education; (10) Secondary education; (11) Teachers: Training and professional status; (12) Higher education; (13) School administration; (14) School management; (15) School architecture; (16) School hygiene and sanitation; (17) Physical training; (18) Play and playgrounds; (19) Social aspects of education; (20) Child welfare; (21) Religious education; (22) Manual and vocational training; (23) Vocational guidance; (24) Agricultural education; (25) Home economics; (26) Commercial education; (27) Professional education; (28) Civic education; (29) Military training; (30) Education of women; (31) Negro education; (32) Exceptional children; (33) Education extension; (34) Libraries and reading; (35) Bureau of Education: Recent publications; and (36) New periodicals. [Compiled by the Library Division, Bureau of Education. Best copy available has been provided.]