Education & Pedagogy

The review of literature related to basic ideas in early childhood education relates the development of early education programs to the education of handicapped children. Research studies based on the premise that early mediation of disabilities is beneficial to minimize the effects of the handicapping condition are reviewed, as are studies in program development. Covered are several types of early childhood intervention programs which have been suggested. Types, philosophy, components, and logical development of programs are delineated. The fundamental needs of all children as suggested by L. K. Frank (1938) are examined, to serve as a framework for developing required services for handicapped children. Also reviewed is selected literature relating to teaching strategies, techniques for observing emerging needs in children, and the definition of the role of the early education teacher. (KW)

This document is the second in a series designed to describe agricultural education projects and practices which have been successful in promoting agricultural change and improvement in areas of the world where subsistance agriculture predominates. The projects are included here because of their emphasis on development of human resources and potential use in world settings. The 16 projects described relate to specific agricultural education concerns, such as instructional media, development of areas of production agriculture, educational levels and educational agencies. The production agriculture topics include training courses for fishery staff, horticulturists and forestry. The uses of radio broadcasting and textbooks projects are described. Plans are included on the World Conference on Agricultural Education and Training in Copenhagen, 1970 and the statutes of the joint advisory committee of the FAO, UNESCO, and ILO. (RR)

This paper discusses the nature of the crises in the college classroom. An identity crisis affects virtually all Americans in one way or another, but especially the college student. This crisis reflects not only an increasing awareness of the social ills affecting society, but also a growing concern about the quality of life in an affluent society. A parallel crisis exists among the educational institutions themselves, as they are faced with a transformation from mass education to universal education and with demands for knowledge more relevant to human needs. To face these problems, colleges and universities must return to their basic responsibility: the education of individuals who in turn can educate those close to them. In effect it means giving students a liberal education and preparing them to educate others. It does not mean a classical or other single curriculum, but curricula that have coherence and purpose and that reflect some conviction about what is worth knowing, doing, and being. (AF)

This document describes a Title I ESEA program carried out during 1969-1970 in the San Francisco public and non-public elementary schools, together with an evaluation of the program. The program involved schools in need of intensified educational services for a population of disadvantaged students. Integral components of the program included language development, mathematics, in-service education, auxiliary services, parental involvement, and intergroup experiences. Evaluation was based on comparative test scores and other studies relevant to the program. In most instances, continuation of ongoing activities was recommended, as well as greater dissemination of positive aspects of the program. More and better use of test results was also recommended in order to obtain more accurate measures of pupil achievement. (Author/DM)

GRADES OR AGES: K-6. SUBJECT MATTER: Entire elementary curriculum, including language art, mathematics, the arts, social studies, science, physical education and health, foreign languages, home and family, and industrial arts. ORGANIZATION AND PHYSICAL APPEARANCE: The central part of the guide is divided into nine sections, one for each of the above mentioned curriculum areas. The guide is offset printed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: An introductory section outlines a philosophy of life and education and presents a detailed list of traditional American values. Curriculum sections in the central part of the guide suggest objectives--primarily skills--and outline a sequence of concepts around which a program may be developed. Some general suggestions for activities are listed. INSTRUCTIONAL MATERIALS: Guidelines for the use of the school library and the use of television in the classroom are included. STUDENT ASSESSMENT: No mention. (RT)

Since June of 1962, the University of Utah, in cooperation with the United States Agency for International Development and the Ethiopian Government, has helped to build a faculty of education at the Haile Sellassie I University in Addis Ababa, Ethiopia. The assignment has included two projects. The first was for preparation of junior-secondary and secondary school teachers, teachers to staff the Teacher Training Institutes, and supervisors and directors. That project was completed on July 1, 1968. The second project, which was initiated on July 1, 1966, was for the preparation of technical and industrial education teachers for the secondary and technical schools of Ethiopia. That project will terminate in July 1971 when an Ethiopian with a Ph.D. in technical education will become chairman of the technical teacher education department; other Ethiopians who are presently studying in the United States will completely staff the department. (Author/RT)

The first chapter of this book describes the physical and cultural environment of Central America and includes analytical comments showing the complexity of the problems confronting the region. Guatemala, El Salvador, Honduras, Nicaragua, Costa Rica, and Panama are then treated in separate chapters including: 1) political, economic, social and ethnic background; 2) legal and constitutional bases of education; 3) administration of the educational system and the school calendar; 4) public educational finance; and, 5) an overview of preprimary, primary, secondary, technical, and higher education. Regional aspects of education in Central America include the educational activities of: 1) the Organization of Central American States; 2) the Confederation of Central American Universities and the Regional Organization of National Universities; 3) private universities; and, 4) outside sources of aid to regional development. (VLW)

The Learning Institute of North Carolina prepared this second annual report on the effectiveness of North Carolina's Migrant Education Program. The report presents information on new programs, exemplary projects, children served, and project self-evaluation in terms of 22 migrant projects evaluated by on-site visitation in the summer of 1970. Questionnaire results, attendance reports, application forms, and other information from each project provided additional data for formulating the recommendations for improvement of migrant education in the areas of instruction, health services, food services, clothing, materials, program administration and evaluation, staff and time utilization, projects for male youths, record transfers, state administration and evaluation, early childhood programs, dissemination, staff development, coordination with other Title I (Elementary and Secondary Education Act) programs, and a migrant education center. The document contains 5 figures, 5 tables, and 6 appendices. (AL)

This report documents the success of the High Priority Education Project in generating an unusual amount of creative activity in the Florida colleges of education in designing and implementing projects to improve vocational education and counseling. The program's five phases are discussed in terms of their intersecting objectives, their procedures and outcomes. These phases were: (1) data collection during which relevant personnel were interviewed to assess the status of current, planned and needed activities related to vocational education and vocational guidance; (2) assistance to the universities through the funding of special small projects the purpose of which were to produce prototypic solutions in priority need areas; (3) the development of the Vocational Reorientation Model which included the identification of components in, or affecting, the Public Education System; (4) a statement of policy; and (5) an analysis of funding needs. (TL)

The central purpose of this book is to review the present state of the art in adult basic education teacher training. Each of the chapters of the book was developed specifically for the Workshop to Increase and to Improve University Teacher Training Programs in Adult Basic Education, which was held at The University of Chicago in March 1969. The 24 chapters, which serve as a benchmark of research immediately relevant to adult basic education, have been arranged in eight major categories: teacher training, adult students, testing adults, curriculum development and materials, economic considerations, programs, culture or social stratification, and overviews of adult basic education: research and programs. The final chapter contains the reactions of the participants in the Workshop, and appraises the central problem areas and research concerns for improving future teacher training programs. (DB)

The five papers contained in this document were written by individuals with nationally recognized expertise on the selected subjects and designated experts presented reviews of the papers during the institute. Topics include: (1) "An Assessment of Present Information Systems and Implications for Vocational Education" by Douglas C. Towne, (2) "Systems Analysis as an Instrument for Change in Urban Education" by David S. Bushnell, (3) "Long Range Planning in Vocational-Technical Education" by Joseph F. Malinski, (4) "An Overview for the Application of Community Resources Relative to Specific Educational Needs" by A.P. Garbin, and (5) "Using the Delphi Technique and Simulation Exercises in Implementing Planned Program Change in Vocational Education" by Donald Anderson. A related document, Volume I, is available as VT 014 111. (GEB)

This institute was designed to study the needs and problems of vocational teaching in metropolitan areas and to recommend model teacher preparation practices. A total of 60 participants, representing 23 states, Washington, D.C., and the Virgin Islands, took part in this program, which consisted of general sessions, homogeneous and heterogeneous small group sessions and a field trip to an inner city program. The general conclusion was that there is need for great flexibility and breadth in teacher requirements, certification, and preservice and inservice education. Recommendations include occupational experience for guidance personnel, guidance courses for vocational teachers, vocational courses for all teachers, flexible curriculums and methodologies in the areas of sociology and psychology, and that colleges and universities should provide a vocational-technical teacher preparation program which extends beyond the confines of its classrooms. (GEB)

This directory lists innovative teacher education programs at all institutions of higher education in Colorado as well as many public schools. Initial contact was with the dean of the school of education or chairman of the education department, followed by interviews with other staff members. Although there are probably programs in the state not included, those listed suggest the variety of approaches being used. The information provided for each of the 14 programs includes the title, budget, number served, level served, objectives, description, evaluation, special features, and names of contacts. An additional seven programs are listed with brief information and notations on special features. A few programs are included which are not operative at the present time, either because they have not yet begun or have been completed or phased out. They are included because their unique ideas or special contributions to teacher education are believed to be of value. (MBM)

Designed to be used with "A Guide for Cooperative Vocational Education" (ED 037 564), this resource manual summarizes selected facts and suggestions to help state staffs in developing and planning cooperative vocational education programs. Sections are: (1) an introductory section describing cooperative vocational education, (2) definition and interpretation based on Part G of the Vocational Education Amendments (VEA) of 1968, (3) sources of federal funding under Parts B-L of the VEA of 1968, (4) grants to states under Part G, (5) comparative analysis of cooperative education programs and work-study programs, (6) discussion of the Part G regulations, (7) allowable expenditures of federal and matching funds under Parts B and G, (8) suggested content for applications and training agreement, and (9) persons to be served by cooperative programs. (SB)

The Ministers of 20 countries took part and reached a wide measure of agreement on the 2 chief themes of this conference: policy and planning in postsecondary education, and mobility of students, teachers, and research workers. A third theme of the conference was the activities of international organizations working in the field of education. Recommendations of the ministers incude: (1) participation in education of people of different social or regional origin, and of both sexes and all ages is needed; (2) ensuring the growth of postsecondary education by asking international organizations to study ways of improving the efficiency of the system; (3) reforming course work and the development of new educational technology; and (4) participation by staff and students in the decisionmaking bodies of postsecondary education is encouraged. The conference agreed that the mobility of highly qualified specialists and research workers would contribute to the most efficient use of manpower and equipment resources. (HS)