Education & Pedagogy

Multigrade planning-teaching teams, initiated in the laboratory school of Central Washington State College, have proved effective in improving inservice education. The team concept is based upon the assumptions that the teacher must know his students and, also, have some degree of specialization in the various subject areas. Each multigrade team is responsible for guiding three class-sized groups of students in consecutive grades through a 3-year sequence. The teams meet regularly for varying lengths of time and each member of a team provides leadership in a subject area by informing other members about current research and practices and by giving direction to instructional planning. Continuing inservice education then occurs automatically through information exchange, and problems in particular areas of instruction are carried out by the team "specialist." (LH)

This report presents a summary of research in science education at the secondary level during the years 1965-1967. The report is organized around the findings of investigations in several areas, including teacher education, teacher and student characteristics, evaluation and educational objectives, instructional procedures and classroom organization, programed instruction, achievement, attitudes and interests, the culturally disadvantaged, science and society, and the administration of science programs. Science education researchers are provided with (1) background information for their own studies, (2) sources of material, (3) ideas for aspects of science education which should be investigated, and (4) opinions which might be relevant to their professional efforts. The bibliography of 183 documents lists both the documents included in the text of the review and other documents analyzed but not included in the review. (LC)

The Vocational Education Amendments of 1968 call for important changes of emphasis in American education. Specifically, the law requires that at least 15 percent of the basic Federal allotment to vocational education be used only for disadvantaged persons. In this context, a national workshop on vocational education for the disadvantaged was convened and resulted in this guide, which is intended to aid vocational educators in developing and conducting successful vocational education programs and services for the disadvantaged. The content of the guide is a refinement of papers presented at the national workshop and includes the following topics: Curriculum Development, Teaching the Disadvantaged, New Counseling Functions and Supportive Services, Working With Employers and Unions, Involving the Community, Towards An Instructional System, and Vocational Education--A Developmental Perspective. Selective vocational programs for disadvantaged students, excerpts from the legislation and a bibliography are appended. (CH)

The conference focused upon two objectives: (1) exploration of the concepts of core curriculum and career mobility, and (2) examination of new avenues of approach to problems of health manpower shortages. Speeches presented in the document are: (1) "Career Mobility in the Allied Health Occupations" by Joseph Kadish, (2) "Paramedical Crazy Quilt" by Thomas Hale, (3) "Team Approach to Health Care" by Everett Belote, (4) "Changing Patterns in Education" by Vernon Wilson, (5) "Recent Legislation in Medical Education" by Edward J. Derwinski, (6) "Health Education Centers--Community College View" by Kenneth G. Skaggs, (7) "Core Curriculum and Mobility" by Robert E. Turner, (8) "Role of the American Medical Association in Paramedical Education" by C.H. William Ruhe, and (9) "Role of American Hospital Association in Paramedical Education" by Frederick N. Elliott. A panel discussion, "New Concepts of Health Education" is also presented. (JK)

This compendium contains descriptions of 25 Elementary and Secondary Education Act Title I projects involved with mathematics, chosen as representative of the 367 mathematics education projects funded for approximately 9.2 million dollars during fiscal years 1966-68. Variables considered to be criteria for representativeness include: instructional area--curriculum development, grouping, inservice training, reduction of class size, small group instruction, teacher aides; level--elementary, secondary; time of activity--after school, during school, summer session; and, participation--public, non-public. Among these 25 are 8 previously described, included after having been augmented by the addition of the narrative evaluation sections obtained from the annual evaluation reports submitted to the State Education Department in accordance with current regulations regarding E.S.E.A. Title I. For Volume I of program descriptions, see ED 017 459. (JM)

That physical education should be an integral and unified aspect of early education is the basic tenet of this guidebook for kindergarten through sixth grade. Physical education should not be thought of as play, sports, or just exercise; it should be a scientific program whose every activity has specific goals and solid principles for achieving those goals. The guidebook outlines basic principles as a basis to determine the content and scope of a physical education program. Tips on organization, and suggestions for teaching are included. There is a grade-by-grade breakdown of physical characteristics, needs, and activities, tips on first aid, accident prevention, and integration of physical education with classroom subjects. The bulk of the guidebook is taken up by descriptions of specific games, calisthenics, rhythms, activities, tumbling stunts, sports, fitness projects and intramurals. The last section shows sample lesson plans for the various grades. An index of activities is included. (MH)

This final report contains speeches on bilingualism given at conferences in San Antonio, Los Angeles, and Albuquerque. "Bilingualism and Socioculture", "Community Involvement Through Effective Use of Mass Media Communication", "In-Service Training", "Folklore", "Dialectic Education", and "What's the Score on Bilingual Education?" are reprinted in this work. A series of on-going, public school projects in bilingual education are examined individually. The history of the entire project is reviewed and abstracts provided for four monographs concerning project-funding and function, a compendium on bilingual education, administrator guidelines, and a collection of ideas and materials on bilingual education drawn from various sources. Pre- and post-questionnaires, evaluations of conferences, and a concluding statement are included. For a related document see FL 001 740. (RL)

This report encompasses the evaluation of vocational-technical education in four New Mexico post-secondary vocational-technical education schools. The first section provides an overview of the state and national settings within which these educational programs operate. A second section reports on the four schools individually, giving a collective state-wide presentation of post-secondary vocational-technical education. A series of six recommendations concerning future state-wide, post-secondary school operations include: (1) continued operations of the four institutions studied. (2) increased efforts in student enrollment, (3) improvements and extension of supporting services, (4) increased financial supporting services, (5) considered redevelopment of the state-wide vocational-technical education system, and (6) continued evaluation. A companion volume to be published in April 1970 will evaluate vocational-technical education at the secondary school level. (CH)

The general purpose of the conference was to provide a select group of 145 leaders in vocational and technical education with the opportunity to address the following crucial issues: (1) Who shall be served by post-high school vocational and technical education? (2) How can essential educational personnel for post-high school vocational and technical programs be developed? and (3) What are optimum organizational structures for post-secondary vocational and technical education? Two papers on each of the three topics were developed and presented to the conference by six nationally prominent authors in vocational and technical education. These papers and a synthesis of comments and recommendations offered by conference participants are included in this report. A complete listing of project staff, conference participants, discussion leaders, conference reporters, and a conference schedule are appended. (GR)

The fourteenth annual report on New York State's educational programs for children of migrant agricultural workers presents program descriptions and evaluations of specific program efforts designed to increase the educational opportunities for these children. Specific areas covered are year-round compensatory education programs for school age children, inservice education programs for teachers and para-professionals, school orientation for children, and preschool education efforts. Programs designed to meet the needs of transients in education and to provide education for them on a continuing basis include such features as automated transfer-record systems and inter-state visitation programs by educators for better understanding of the needs of migrant children. Results of tests of students who participated in the 1969 summer programs are also provided. A related document is RC 004 125. (DK)

A course organized by the United Kingdom and the University of Liverpool aimed at reviewing research undertaken in European countries, and examining its significance for the practice of adult education in different countries and the possibilities of cooperative action. The three main areas of research identified were: the approach to adult education, the processes of adult education, and the results of adult education. The delegates reached conclusions on the form and contents of a report on European adult education, bibliographical services, general research, research as a joint action, and cooperation and dissemination of information. They asked the Council to act on their suggestions if they were within its competence, recommend action to governments of member states where that was needed, and seek ways of bringing them to the notice of those responsible for the immediate promotion and direction of adult education. [Not available in hardcopy due to marginal legibility of original document.] (NL)

This final report of the Bilingual Education Conference presents an overview of the state of the art in America and position papers on various theoretical aspects of bilingual education. The work of over 40 leading specialists in the field includes discussions of research, theories, and operational programs. Extensive discussion of a typology of bilingual education, problems of research in a "plurilingual universe", and children's second language learning in a natural environment is incorporated. Other significant topics are a government report on the Bilingual Education Program (Elementary and Secondary Education Act: Title VII, 1967 Amendments), a keynote address on the realities of bilingual education, and the components and objectives of a bilingual program. Charts and an appendix with a conference guide, list of participants, and a typology questionnaire are furnished. (RL)

The articles contained in this pamphlet are presented to give educators and interested parents a frame of reference toward an important new curriculum area, family life and sex education. Sex education must be looked at from a multi-dimensional approach. Chapter One centers on the building of objectives for a program in sex education. These objectives are formulated partially by student need. Chapter Two discusses the sources from which youth typically obtain their information about sex. Chapter Three is concerned with the various administrative problems in considering and implementing a program in family life and sex education. Chapter Four revolves around evaluating school programs in family life and sex education. The final chapter pleads that new emphasis be placed on vital, life problems among youth and calls for cooperative interactions between school and community. (Author)

Seventy-nine countries took part in this comparative study of education conducted by the International Bureau of Education and Unesco. The study presents information obtained from these countries in comparative tables and individual narrative reports on each country's efforts in environmental education. Environmental education was defined to embrace essentially all aspects of education, but in this study particular emphasis was on ecology (those courses which deal with the mutual relations between living organisms and their natural environment) and sociology (where pupils became aware of the problems in their area in the process of learning the relationships which exist between all its aspects: physical, social, economic, psychological, cultural, etc.). The questionnaire utilized investigated the aims and place assigned to the study of environment, curricula and syllabuses, methods and techniques, and teaching staff. (DK)

This is the seventh in the third series of general bibliographies developed to disseminate information on documents analyzed at the ERIC Information Analysis Center for Science Education. Reported are some 87 citations of selected documents in the areas of (1) science and society, (2) the history of science education, (3) science history, and (4) general studies and surveys. The documents included represent research reports, research reviews, manuals, textbooks, and other types. Citations are listed in alphabetical order by author and indicate sources, availability, and major ideas of the document. This bibliography updates, but does not replace, general bibliography 7 (ED 021 771) and general bibliography 17 (ED 026 283) produced earlier by this Center. (RH)