Education & Pedagogy

According to this paper, the education profession can best serve the child and his family by training and encouraging parents to be better able to care for and educate their children. This objective would require emphasis upon developing communication, cooperation, and collaboration with parents to support the child's extra-academic education. It would also require educators to involve themselves in training parents and future parents in family care and education skills. Educational planners could then begin to develop the money, manpower, motivation, methods, materials, and models required to implement a life time and life space perspective on education. The objectives of enrolling children in school at five, four, or three years of age and of enrolling infants in developmental day care might appear less urgent if family care and education of children is strengthened and supported. (ST)

In this paper the author attempts to offer a conceptual framework on which to hang some theories of higher education. These theories can be couched in the context of six major concepts: (1) outcomes or the products or results of the activities of institutions of higher education; (2) institutions or the structures that perform higher educational activities; (3) goals or the purposes, intentions, and objectives of higher education; (4) people or the individuals and groups of individuals involved in the activities of institutions of higher education; (5) activities or the characteristic, goal-seeking functions of people in institutions of higher education; and (6) environments or the settings wherein institutions of higher education pursue their goals. Using the outcomes concept as the point of departure, as the dependent variable, the author explores the beginnings of some theories as they relate to (1) student development outcomes, (2) research outcomes, and (3) societal impact outcomes. (HS)

This report examines California's geographic, socioeconomic, political, and educational makeup, and focuses in particular on organizations, governmental agencies, and persons affecting educational policymaking. The author first examines the structure of the policymaking body in the State. This structure includes the Chief State School Officer (CSSO), the State Board of Education (SBE), the State Department of Education, the Governor, and the Legislature. He next discusses the issues facing the policymakers, with such issues as school finance and tax reform, early childhood education, and teacher certification being discussed. The author looks at the policymaking roles assumed by such participants as Wilson Riles, the CSSO, the SBE, the Governor, the Legislature, and educational interest groups. Finally, the author examines what the policymakers and educational interest groups might do in the future. (JF)

This case study examines the economic and institutional impact of cooperative vocational education on the employment, earnings and educational performance of the 1966 and 1970 graduation cohorts of Patterson High School, Dayton, Ohio. The performance of these groups is contrasted with that of students in the comprehensive high schools for the same time period. The results of this study, based on mail questionnaire data and complete high school scholastic records, indicate a mixed picture of performance for cooperative education, especially when models employing multiple regression are used. However, the program is clearly a desirable educational alternative for some high school students. A bibliography of the economic analysis of cooperative vocational education as well as a survey of the methodologies of these studies is included in the analysis. (Author)

The purposes of the research reported were (1) to determine future needs in Ohio for vocational education and (2) to develop useful planning information related to vocational education. The first section, Paradoxes in the Educational System, provides the reader with an understanding of the complexity involved in developing useful planning information. The second section is a description of vocational education and related legislation in Ohio. The third presents the options open to a high school graduate, emphasizing the importance of early decision making. The fourth section outlines some of the principal concerns related to the improvement of vocational education curricula. Section five addresses the need for keeping vocational programs in line with realistic employment expectations. The final section presents conclusions and recommendations for curriculum development and evaluation, guidance and counseling, staff education and training, job placement, communication with the public, institutional organization, and system considerations. (MS)

The original report on professional educators in vocational education is summarized briefly and the twelve recommendations are reported in full. They cover (1) State prerequisites for Federal funding, (2) interstate professional development programs, (3) active identification and recruitment of prospective vocational instructors from minority groups, (4) program expansion to encourage geographic dispersion, (5) more active liaison between vocational educators and professional administrator groups, (6) development of programs to train manpower planners for State and local government, (7) in-service seminars for State education personnel, (8) national, State, and regional studies of needs funded through Section 503a of the Education Professions Development Act, (9) a national study of currently employed vocational educators, (10) more emphasis on baccalaureate programs in shortage fields, (11) encouragement of development of flexible instructional materials, (12) coordinated efforts to meet the critical health occupations instructor need. (MS)

Contents of this collection of articles, originally prepared as messages for citizens and colleagues expressing some of the major concerns regarding the education of blacks in the seventies, by an educational consultant who has taught in the Department of Educational Sociology at Wayne State University, are as follows: (1) Education: Opening the Survival Kit; (2) Delusion of Progress: Education in the Public Schools; (3) The Impossible Dream; (4) Language and Learning; (5) A Look Inside--The C School, The P School, The R School; (6) The Made People Versus the Creative People: A Dilemma in Urban Education As Seen by a Black Administrator; (7) What Should Be Taught to Black Children?; (8) Education Is Learning Together; (9) Leadership in Black Students; (10) It has Been Done; and, (11) The Black Experience: Implications for New Dimensions in Education. (JM)

This document is divided into four sections, each an announcement of an event related to teacher education. The first section is a discussion of in-service education with a brief description of the book "Improving In-Service Education (1971)," edited by Louis Rubin. Section two is a description of the University of Bridgeport's Multiple Alternatives Program (MAP), a competency-based teacher education model for in-service elementary teachers. The procedure of MAP is described: each professional growth plan is designed and planned by the participant and a staff member, with the participant's performance evaluated on the degree to which specific performance goals, based on identified needs, have been achieved. Section three is an announcement of the performance-based teacher education (PBTE) conference to be held in Boston, April 16-17, 1973. The final section is an announcement of the existence of the Clearinghouse for the Connecticut Pilot Projects on PBTE. (JA)

This booklet presents six articles dealing with rejuvenating physical education instruction in the elementary schools. The first article encourages the use of the 50-yard dash, the broad and high jumps, and relay races in physical education programs. The second article presents movement exercises that are designed to help children explore, solve problems, and individually interpret the movements of their bodies. The third article describes the compass cross-country program for elementary students, focusing on instructional techniques, scoring, and administrative and safety precautions. The role of closed circuit instructional television in physical education programs is discussed in the fourth article. The fifth article describes four telelessons for the physical education teacher, and the sixth article deals with the use of motivation in allowing children to experiment with their own capabilities. (BRB)

Following a study of the educational needs of adults in the State of Washington, the 1967 Washington Legislature passed the Community College Act of 1967, which established the community college system. It was expressly stated in the purpose of the law that community services of an educational cultural, and recreational nature, and adult education should have equal emphasis with transfer courses and occupational education. The 1969 Legislature made the Community College System responsible for virtually all adult education in the state. Adult education was .3% of the total college program in 1963-65, whereas in 1968, it was 2.85%. There are six adult education categories that are approved for state support. The programs that have been initiated provide courses that extend from those who have little or no education to those who have spent a lifetime in formal training. (DB)

This 3-year leadership development project was conducted to provide 18 selected vocational education teachers with an opportunity for graduate study in vocational education, research, and related areas, and to provide internship experiences in State and local educational systems, enabling participants to complete requirements for the degree, Doctor of Education. The faculty of the Graduate Consortium in Vocational Education at the University of California at Los Angeles was directly responsible for the project. Most of the students involved had enrolled in adult, vocational, business, and technical education programs. General university policies, departmental qualifications, and criteria outlined in the Education Professions Development Act were used in selecting the students. Evaluations were made by awardees at the mid-point and the end of the project. Those observations as well as details of developmental activities, and biographical summaries of participants are included. (SN)

A preliminary long-range, broad proposal for environmental education in Wisconsin is presented in this document. Consideration is given for environmental education of the general public as well as the development of school programs. The major goal of this proposal is to establish an environmental ethic in Wisconsin. Present programs and resources are reviewed and plans for implementing the programs to meet the goals and assessed needs are given. The following avenues for providing environmental education are discussed; teacher in-service programs, school curriculum revisions, multi-media programs, instructional television programs, establishment of a state clearinghouse, regional resource centers, statutory review, adult training to produce volunteer and professional people in environmental fields, and increased environmental education research. A list of primary environmental issues facing the state is presented in terms of areas that would be attracted by programs encompassing the topics listed above. (JP)

Information on an atypical 1966-67 Distributive Education pilot program in New Mexico was given. The program was unique since one instructor conducted this program in two schools which were in separate rural districts (Dexter and Hagerman). Since both communities were primarily agricultural, with small student populations, the cost of such a program was prohibitive for either district. Objectives were to establish a program in the two schools that was sufficiently flexible to meet students' needs, and to develop a distributive education curriculum. The project was financed through local schools and the Vocational Education Division, State Department of Education. A preliminary survey indicated that students who were previously identified as potential dropouts, and who enrolled in the program, were still in school. It was felt by the distributive education teacher and the school administration that this program was increasing the holding power of small schools. (KM)

Teachers and teacher-trainees are provided with comprehensive information about how to use computers in secondary school education. The book covers planning, content and methodology and can be used as a text for methods courses in computer science or as an in-depth supplement to texts in mathematics methods. Part I deals with computer science in the secondary school curriculum and describes how computers are used as problem-solving tools in algebra, geometry, chemistry, trigonometry, physics and junior high mathematics. Part II constitutes the heart of the book, treating methods of teaching computer science. The third and final section discusses school administrative uses of the computer, including class scheduling, automatic test scoring, attendance accounting and other similar tasks. (Author/PB)

Change in Liberal Education is a project designed to plan, develop and implement a variety of programs in undergraduate liberal education as alternatives to prevailing disciplinary-based curricula. A secondary objective is to increase understanding of the process of change. Analysis of these problems points to three central issues: (a) the nature and organization of knowledge; (b) dilemmas facing the faculty and (c) the nature and organization of the higher education system. Using an action-research strategy, a number of institutions representative of the broad spectrum of higher education will join with the project staff, consultants, and task forces in a direct attack on these problems. Total institutions or major components of very large institutions will plan, develop, and implement alternative programs of liberal education for students designed to integrate life and career and to facilitate student development as individuals and citizens. A project timetable and application procedures are presented. (Author/PG)