Education & Pedagogy

In this monograph, the authors describe the shortcomings of traditional approaches to continuing education of administrators and examine the extent to which innovations are being attempted in present practices. The authors note that, in print and in practice, continuing education of administrators has failed to develop to the extent that it can be described as in the beginning stages of a science and that truly innovative programs are lacking in current practice. The authors then propose a comprehensive process for planning, implementing, and evaluating programs for the continuing education of administrators. They argue that a planned, systematic, and continuous administrator education program is basic to the solution of the critical problems facing education. A bibliography is included. (Author/DN)

This guide resulted from the Career Education Workshop conducted at District One Technical Institute, Eau Claire, Wisconsin in June 1972. It is intended to introduce the essential elements and concepts of career education and the world of work into post-secondary and adult education curriculums. The model guide, to be tested during the 1972-73 academic year, is flexible enough to be applicable to all of the programs offered at the District One Technical Institute and may also be used after evaluation in other post-secondary institutions. The eight elements and 16 concepts of career education are graphically presented in the model guide by charts and text. The section on activities related to the concepts could be used as a sample workbook. Included in the guide is a bibliography of resource materials on general vocational guidance and also on specific occupations. Other data from the workshop appear in the appendix. (MF)

The Third International Conference on Adult Education focused on: (1) trends in adult education during the last decade, (2) functions of adult education in the context of life-long education, and (3) strategies of educational development in respect to adult education. The report of the United States delegation covers the following topics: (1) Title, Site, and Dates of the Conference, (2) Background, (3) Agenda and Schedule, (4) Participants, (5) U. S. Delegation, (6) Organization of the Conference, (7) Work of the Commissions, (8) Work of the Conference, (9) Future Meetings, (10) Republic of Korea Confrontation with Cuba, (11) Activities of the United States Delegation, (12) Conclusions of the United States Delegation, (13) Conference Summary and Conclusions, (14) Recommendations of the United States Delegation, and (15) Annexes. (CK)

This statement of educational objectives was produced during the 1972-73 school year by the cooperative efforts of the teaching staff of the Hanover School System, Hanover, Massachusetts. The objectives were formulated by teachers working as a total group and in 13 committees: Health, Business, Music, Vocational Education, Reading, Mathematics, Science, English, Library, Social Studies, Art, Foreign Languages, and Physical Education. The objectives are categorized and stated on two levels. First Level Objectives are broad statements of expected or desired outcomes and provide an orientation as well as a philosophical guide to the main emphasis of the total educational program. Second Level Objectives are more immediately obtainable than First Level Objectives, and are statements of roads to travel rather than terminal points. These objectives are arranged according to the specific subject matter areas. Third Level Objectives (behavioral objectives), which state expected student behavior in measurable terms, are not included in this publication. (JR)

This cooperative-based, continuous teacher education program at Castleton State College, Vermont focuses on the team approach in education. The teams include a) a college faculty core team; b) an institutional team with representatives from state departments, institutions of higher education, school districts, school boards, and the community; c) a local team with college and public school faculty and college students; and d) a learning team with representatives from the public school faculty, resource faculty, college students in preservice, and public school pupils. The objectives of the program stress individualization and performance-based education. The instruction in the program includes a) professional courses in the public schools; b) microteaching and seminars; c) large group, small group, and individualized instruction; and d) experience in the integration of subject matter through media and laboratory approaches. (The personnel involved, the budgets, evaluation procedures, and future trends are presented. The appendixes describe an early involvement program, special education concentration, and priority ratings.) (BRB)

This handbook contains a wide variety of material which has been compiled into one publication as an easy reference for the art teacher. It will be particularly valuable to the new teacher and to the college student preparing for a career in art education. Though much of the handbook is relevant only to New York State, other sections are of general application. Included in the publication are sections dealing with services available from the New York Bureau of Art Education, the visual arts programs in New York schools, certification requirements, New York colleges with approved and registered art education programs, awards, and fellowships available to the art teacher, New York locations of BOCES communication centers, art museums, galleries, and historical landmarks related to the visual arts, a bibliography of art and art education books, and a complete directory of producers and distributors of visual materials for the art teacher. (Author)

The present volume is one of a series intended to provide a comparative view of the education systems of member countries of the Organisation for Economic Cooperation and Development (OECD). Published in response to a need for a conversation key so that national data could be readily converted on the basis of a standardized system, its purpose is to assist OECD member countries in the development of their educational statistics and to provide a basis for the collection of internationally comparable statistics. For background information on the method of classification, and for related documents, see SO 005 530. This volume deals with three member countries, France, Norway, and Spain. Provided are definitions of terms used in the OECD classification, which is by type of education and not by institution providing education. A short bibliography following each country gives sources of information regarding the educational institutions. (JMB)

The fourth annual report of the Oklahoma Advisory Council for Vocational-Technical Education presents detailed evaluative comments on programs carried out under the Oklahoma State Plan for Vocational Education for the academic year 1971-72. Following last year's recommendations, health occupations programs continued to have first priority. A system of statewide evaluation of vocational programs was being established, predicated on evaluating 20 percent of the programs each year. A successful pilot program was operated in one area of the State to provide career guidance information to students and adults by counselors operating out of mobile units. The report includes a survey of area vocational-technical schools, a follow-up study of 1970 graduates of Tulsa high schools, various statistical data, and detailed conclusions and recommendations for improvements in the programs. (MF)

This document contains statements by educators, religious groups, government officials, constitutional experts, and concerned citizens and groups on various legislative proposals to provide aid to elementary and secondary education. The proposals would (1) provide payments to the States for elementary and secondary education, (2) redress inequitable distribution of resources for elementary and secondary education among States and among local educational agencies within the States, and (3) allow a specified tax credit for tuition paid for nonpublic elementary and secondary education of dependents. The contributors present both favorable and opposing views to these proposals. (JF)

This report described proceedings from the Third Sub-Regional Workshop on Curriculum Development in Teacher Education. Participating countries were Afghanistan, Burma, India, Iran, Nepal, Pakistan, and Sri Lanka. The first session introduced some of the objectives envisioned by the participants, and the succeeding sessions elaborated on these objectives. There was a general review of present provisions for practical experiences in teacher education programs. A seminar and workshop discussed direct and indirect experiences for integrating theory with practice in teacher education. The concept of combining teacher training institutions, schools, and other agencies related to education was presented. An integrated curriculum was formulated to assist in the development of this concept. The report also included a list of participants and observers along with a copy of the agenda and schedule. The Annexes presented speeches given by some of the participants. (BRB)

The nature and function of teacher education for prospective language teachers is seen to comprise four main components: (1) academic, (2) theoretical, (3) technical, and (4) practical. Academic courses assure that the future language teacher masters the target language and is familiar with its culture. Theoretical courses on language didactics provide the trainee with the professional underpinning on which to base the varied activities of his career. The technical courses prepare the future teacher in the use of all instruments with which he can improve his professional productivity and performance. The final section of this work outlines some of the general characteristics of practice teaching and gives an account of several recent improvements. Final observations concerning the use of the videotape recorder emphasize its growing importance in teacher education programs. (Author/RL)

The addresses presented at the annual meeting of the Western College Association and included in this volume are: the welcome by Vernon I. Cheadle; "The Continuing and Changing Federal Interest in Higher Education," by Peter P. Muirhead; "Education for Genuine Community in America," by Samuel D. Proctor; and "Higher Education in the Age of 'Future Shock'," by Mark H. Curtis. Also presented are reports of the three panel discussions on: (1) governing higher education; (2) funding higher education; and (3) evaluating higher education. The report concludes with the meeting's proceedings that include: the minutes of the business meeting; a report of the Chairman of the Accrediting Commission for Senior Colleges and Universities; and a proposal for a study to identify the nature and variability of standards of academic performance. (AF)

This study identified a list of compentencies which are essential to adequate performance by occupational education leaders, and considered methods of preparing individuals for these roles. Fifty competency items were identified through a review of literature and a study of existing leadership development programs. Incorporated into a questionnaire utilizing a Likert-type scale, these items were then ranked by 134 leaders of vocational education in Oregon and by 10 national leaders. From this, 40 competencies were identified, which should serve as an adequate base for leadership program development. At least the top ranking 20 competencies and, in all probability, the top 40 should be included in preparatory and in-service programs for occupational education leaders. The results also showed that the best method of preparing an individual for competency is a combination of academic course work and internship experience. (JS)

This directory is intended to help teaching volunteers find jobs in New York State. The types of programs provided by the agencies listed include adult basic education, bilingual education, migrant education, and ghetto teaching. Information is given about certification and licensing requirements in New York State and New York City, as well as about free schools. The directory listing is arranged by city under the following headings: 1) public and private schools and adult education centers with the listings for New York City subdivided into public, private and parochial, board of education agencies, and other agencies and businesses; 2) Boards of Cooperative Educational Services and District Superintendents of Schools; 3) Title III centers (Regional Supplementary Educational Centers); 4) some colleges and universities; 5) some New York State government agencies; and 6) community action agencies. Sources for additional information and publications are given. (MBM)

To aid in the search for exemplary environmental education programs, the National Science Teachers Association has developed this inventory of science programs related to the environment. Only those programs which have materials available to other school systems or individuals and who can handle inquiries are included. Sixty programs are listed in 28 states and two foreign countries - Canada and the Philippines. Each entry provides program name and address, program director and address, a brief description of the program, and materials available. The appendix contains sample materials of: a lesson plan for Grade One involving a trip to an outdoor laboratory; a state resolution for environmental education; a schedule for a one-week curriculum at an outdoor school; subject matter areas for a sixth grade resident environmental education program; curriculum activities for a half-day visit to an arboretum by Grades K-6; and environmental curriculum themes for Grades 1-12. A related document is SE 012 628. (BL)