Education & Pedagogy

The manual for business and office education in Washington is intended to assist all in-school personnel involved in cooperative occupational education (COE), and provides step-by-step guidelines for planning programs appropriate to each school's situation. COE combines classroom learning with on-the-job training to help each student prepare for his chosen occupational objective and to make a smooth transition from school to work. Areas covered by the guidelines are: the relationship between a general knowledge base, related occupational instruction, on-the-job training, and youth organizations; administrative considerations for a COE program; "How to Do It," including personnel selection for the COE program, community promotion of COE, student placement, counseling, and evaluation, and program evaluation; and related instruction. The Washington State plan for vocational education is included together with 60 pages of appendixes and exhibits of related material. (KP)

This course syllabus is part of the competency-based elementary teacher education program that was developed by the University of Toledo. It contains the ten learning modules which comprise the second course in the sequential elementary education program: a) Instructional Simulations and Academic Games; b) Preparation of Locally Produced Instructional Media; c) Strategies for Changing Behavior; d) Teaching Mathematics in the Elementary School; e) Mathematics in the Elementary School: Using Manipulative Objects; f) Mathematics in the Elementary School; g) Children's Literature: Folk Literature; h) Children's Literature: Realism and Fantasy; i) Language Arts: Diagnosing Reading Strengths; and j) Problem Solving: Problems and Process. Each module contains a list of the prerequisite modules, underlying rationale for the module, general and performance objectives of the module, learning activities and materials, and assessment instruments and procedures. (See related documents: SP 007 693, 007 702, 007 703, 007 704, and 007 705.) (HMD)

Thirteen learning modules are included in this competency-based secondary education course syllabus, which was adapted from an elementary education course syllabus developed at the College of Education of the University of Toledo for the U.S. Office of Education. Each of the modules contains its title/topic, prerequisite modules, rationale for the module, objectives of the module, the instructional procedures and/or materials, and the assessment instruments for the module. Topics treated by the 13 modules include a) an overview of classroom learning and instruction, b) instructional strategies, c) teaching for inquiry, d) the acquisition of questioning skills, e) instructional simulation games, f) behavior modification in the classroom, g) operation of audiovisual equipment, h) field work and field trips in science courses, i) comparison of text materials, and j) evaluation in mathematics. (See related documents: SP 007 693, 007 700, and 007 706.) (HMD)

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 conversion key so that national data could be readily converted on the bais 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 ED 076 453. The volume deals with three member countries, Belgium, Denmark, and the United States. Provided are definitions of terms used in the OECD classification, which is by type of education and not be institution providing education. A short bibliography following each country gives sources of information regarding the educational institutions. (OPH)

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 conversion 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 ED 076 453. The volume deals with three member countries, Austria, Ireland, and Italy. Provided are definitions of terms used in the OECD classification, which is by type of education and not be institution providing education. A short bibliography following each country gives sources of information regarding the educational institutions. (OPH)

The materials in this bibliography are grouped into the following categories: (a) materials for training teachers; (b) materials for teaching children; (c) teacher certification materials; (d) educational management materials; (e) materials relating to performance-based assessment; (f) materials relating to educating children with learning and behavioral problems in the regular classroom; (g) community-based education materials; (h) materials on team teaching, differentiated staffing, and team leaders; (i) materials relating to correctional education; (j) materials relating to education for native Americans; (k) overview materials on competency-based teacher education; (l) materials on the identification of teacher competencies; (m) ethnic studies materials; and (n) elementary teacher education models materials. The materials for training teachers are further divided into 16 categories including instructional skills and strategies, reading, science, instruction design, and media. The materials for teaching children include documents relating to instructional skills and strategies, language arts, mathematics, science, social studies, physical education, and industrial arts. (PD)

The Consortium of Southern Colleges for Teacher Education is a group of 10 "developing" colleges that assist each other in the development of performance-based teacher education programs. This document, which is the final report of a research project, studies each of the consortium's goals, which are a) to design, develop, implement, and evaluate competency-based teacher education programs at consortium schools; b) to design, develop, implement, and evaluate improved consortium organizations and services; c) to develop program sites for demonstration to consortium members and limited others; and d) to compare modular trained teacher education students with traditionally trained teacher education students. A summary, conclusions, and recommendations follow each goal study. Also included are appendixes, an 18-item bibliography, and a third-party evaluation of the 1972-73 consortium project on the development and effectiveness of competency-based teacher education in emerging schools. (PD)

A sample of adults in Vermont were surveyed by questionnaires to determine interest in, or aspirations for, postsecondary education; motivating forces which create these aspirations, perceived obstacles which might discourage participation, preferences for sponsoring institutions, and location of instruction. A second concern of the study was the distribution of the demand for postsecondary education by various target populations or social groupings. The third purpose of the study was to present an analysis of the "equality of opportunity" for postsecondary education for those who did and did not complete the traditional sequence of postsecondary education following high school graduation. Postsecondary education is used in this study to refer to any form of formal education a person acquires after leaving (not necessarily graduating) high school. Numerous tables are presented which show the results of the questionnaire. (Author/SW)

This study was conducted to evaluate professional education courses. Three groups of beginning teachers were established. Group one consisted of 22 liberal arts program graduates with no professional education courses. Group two consisted of 38 liberal arts bachelor degree recipients with education courses but without student teaching, and group three consisted of 40 graduates of a bachelor of science in education program. The sample was stratified to include an equal number of different majors in each group. Principals of the beginning teachers were asked to rate them according to a 20-item beginning teacher rating scale. The author concludes that there is a significant difference in principals' ratings of beginning teachers in terms of professional education preparation, but there is no significant difference in terms of other types of academic preparation, in terms of personality characteristics, or in terms of physical or emotional health. (PD)

This report contains aggregate data on costs for all schools of medicine, osteopathy, dentistry, optometry, pharmacy, podiatry, veterinary medicine, and nursing, and the average education costs per student in these fields for a sample of schools during the 1972-73 academic year. Context for the study is provided by an appraisal of the educational institutions in the aggregate: (1) More than 1,600 schools in the United States provide education in the eight professions. (2) The schools spent more than $3 billion in the education of more than 30,000 students in 1972 but received less than 40% of their income from unrestricted education funds. (3) Two-thirds of all health professional students are in nursing. The other seven professions in 1973 graduated 22,900 students with the first professional degree. (4) Health professional schools vary greatly in their curricula, mixture of students, organization, and financial structure. (Author/MJM)

Described are proceedings of a 1973 institute in Nassau County (New York) to provide general education administrators with an overview of special education administration as well as the interface between special and general education. It is noted that the institute was cosponsored by the Division of Handicapped Children of the New York State Education Department and the Cooperative Educational Services Board of Nassau County. Explained through the media of photography and excerpts from dialogues is the Special Education Administration Task Simulation (SEATS) game which involved role-playing by institute participants in the roles of a special education administrator, budget director, superintendent, director of pupil personnel services, director of special education, assistant superintendent for instruction, and building principle. Included are comments by participants such as "my horizons have been broadened--I would feel free to consult with my opposite number from another district." (MC)

The purpose of the paper is to define for potential users of vocational education management information systems a quantitative analysis technique and its utilization to facilitate more effective planning of vocational education programs. Defining linear programming (LP) as a management technique used to solve complex resource allocation problems in business, government, and industry, this paper also discusses the potential of LP for vocational education planning, its relationship to a vocational educational management information system, and the strengths and weaknesses of linear programming for vocational education planning. A preliminary vocational education planning model illustrates the dynamic aspects and variations in the model and offers a representative model output. Finally, strategy is proposed for the development and implementation of the model. A seven page appendix offers a static preliminary State vocational education linear programming planning model. (Author/MW)

Six lectures are presented in this report of the Symposium on Research and Reform in Teacher Education. The lectures are entitled (a) "Teacher Education--Research and Change"; (b) "Theories of Learning and Teacher Education"; (c) "Is Teacher Training Really Any Use?"; (d) "From Studying Education to Teaching a Class: Problems of Transition"; (e) "The Technology of Teacher Education"; and (f) "Retrospects and Prospects in Teacher Training Education." Comments on the first lecture and a concluding speech are also presented. In the concluding speech, it is noted that the papers illustrate that (a) the range and scope of research-based knowledge is limited; (b) a model of research is needed that goes beyond the controlled experiment and factual survey; (c) knowledge of the educational system is basically role related; and (d) a good deal of research work should be planned and carried out in close collaboration with those whose life and work it affects. (HMD)

The second report from the National Advisory Council contains recommendations with respect to comprehensive manpower legislation, Federal support for post-secondary institutions, and the position of vocational education in the administrative organization of the Federal government. The recommendations of the Council arose from concern for: (1) persons who are flowing into the pool of unemployed, as well as those already unemployed or underemployed, (2) directing the disadvantaged into the mainstream of vocational and technical education as career preparation, rather than into separate programs, (3) the use of Federal funds primarily to cover the additional costs of vocational and technical education as career preparation as distinguished from the total costs of such education, and (4) coordination of vocational education as well as manpower programs. The Council recommended that the Federal government should invest in reducing the flow of untrained youth, and recommended three immediate actions to implement this policy. (GR)

This evaluation of the compensatory education services, which provided for 74,789 Wisconsin public school children and 9,868 Wisconsin nonpublic school children during 1967-1968 through 396 Elementary and Secondary Education Act, Title I projects, focuses on: serving the disadvantaged child, the nature and extent of community and parental involvement, cooperation between Title I and other federally funded projects, the use and training of teacher aides, changes in the administrative structure and educational policies of the State and local education agencies, the nature and extent of the State Education Agency's role in implementing Title I projects, involvement of non-public schools, the use of State funds in Title I, and the characteristics of outstanding projects. See UD 009 600 for Section II of this report. [Not available in hard copy due to marginal legibility of original document.] (JM)