Education & Pedagogy

This paper discusses an approach to competency-based teacher education whose goal is the development of early childhood education teachers who have the requisite knowledge, attitudes, and skills for facilitating children's cognitive, affective, and psychomotor development and who are well-informed, creative, flexible, open to experience, responsible for themselves and others, and guided by positive goals. Toward this goal, 15 competencies are proposed. To provide students with opportunities for the development of these competencies, the following areas of study are recommended: (a) self-understanding for teachers, (b) child development, (c) the young child in his environment, (d) language arts, (e) literature for young children, (f) reading skills in early childhood education, (g) the expressive arts in early childhood education, and (h) teacher/parent relationship. In conclusion, the author states that humanism is crucial to teacher effectiveness and that a good competency-based program must offer each student opportunities to become a whole person. (PD)

An international conference and a workshop on nonformal education were held on the campus of Michigan State University in East Lansing, Michigan, on April 24-May 3, 1974. The objective was to explore new strategies for developing nonformal education in order to more effectively meet the educational needs of developing nations. This is a report of that conference and workshop. The report is organized around three main topics: (1) The Need for New Educational Responses to a Changing Development Environment; (2) The Formulation of New Strategies for Non-Formal Education; and (3) An Action Agenda of Proposed Next Steps. The appendixes include a copy of the conference program, the names of the participants and their institutional affiliations, and a brief statement about the Program of Studies in Non-Formal Education at Michigan State University. (Author/RM)

Presented are reprints of 37 articles on mainstreaming handicapped children (published between 1968 and 1974 in "Exceptional Children"). The collected articles are arranged within four broad categories: the general rationale for mainstreaming, other philosophical considerations, types of mainstreaming models, and teacher training and administrative concerns. Included in the first section of four articles are an article by L. Dunn questioning the efficacy of special education for the mildly retarded and a review of responses to the Dunn article. Expressed in section 2, containing 13 articles, are views on topics such as open education and labeling. Among possible mainstreaming approaches discussed in section 3 (13 articles) are the special education contract and the zero reject training based model. Considered in a final section (6 articles) are strategies for noncategorical teacher education as well as administrative questions in regard to teacher attitudes and certification. (LH)

The Bilingual-Bicultural Teacher Education program at St. Edward's University in Austin, Texas was developed in response to the needs of the Spanish-speaking children in Texas schools. The ultimate goal of the program is the amelioration of the educational achievement of Mexican-American children in elementary schools by preparing teachers who will be able to effect change through their ability to: (a) assess needs, and (b) develop teaching strategies that will enable Mexican-American children to realize their fullest potential. The program is competency-based and comprised of four major components: Spanish language, linguistics, behavioral and social sciences, and professional education. Program graduates complete an interdisciplinary major in cross-cultural studies and receive a B.S. degree in elementary education and elementary provisional certification in Texas, with endorsement to teach in bilingual elementary schools. (The document includes a program summary and appendixes with supplementary material.) (Author/PD)

In this speech on the education of teachers, the author discusses the following value premises: (a) freedom; (b) personalization of performance goals; (c) inquiry (teacher education must focus on the student's ability to be a responsible inquiry system); (d) knowledge based on usage that will foster social self-actualization in the student teacher; (e) curriculum--scope and sequence (engagement with the real work of teaching should begin as soon as a person wants to teach; and (f) role of teacher-educator, which is to create a situation in which students can afford to be themselves. Student teachers are quoted on their teaching experiences. The author concludes that if the reform of teacher education actions originates from, and frequently returns to these value premises for nourishment, competency-based teacher education has the potential to maximize the humane in teacher education. (JA)

Ten environmental education booklets presented in this document are the third volume of the environmental series developed by community groups around the Tallahassee Junior Museum and its Pioneer Farm. The first three booklets present an overview of the museum and of the various education programs and activities offered for students at the museum and farm. Animals are discussed in detail in the next unit, developed by the Florida Audubon Chapter. Another unit fosters creativity in environmental education while also developing human behavior. Other units present helpful hints for growing plants and herbs, and include information on environmental excursions; developing reading competency in environmental education; environmental and behavioral feelings; and energy and environment learning activities for camp and home. These materials augment those found in Volumes I and II (ED 100 734 and SO 008 187). (JR)

This report is the result of a survey of educators using the Chesapeake Bay in environmental education courses. The goal of the survey was threefold: first, to identify persons using the Bay area in their educational programs; second, to ascertain the level of environmental education programs being offired; and third, to determine the services needed to develop a Chesapeake Bay curriculum. Questionnaires were sent to persons in Maryland, Virginia, and Pennsylvania counties located in the Chesapeake Bay watershed. Results indicated that study of the Bay was an integral part in the curriculum of the schools bordering the bay and its major tributaries. These environmental education programs were taught mainly through the science departments, at the secondary level. Also, most educators indicated a willingness to use Chesapeake Bay curriculum materials, if developed. (MA)

Seven papers are presented from a conference where librarians and their nonlibrarian colleagues met to discuss the problems facing college libraries in the present period of change in British higher education. Papers discuss the role and responsibilities of the library in relation to conventional and alternative instructional methods and the significance of learning resources in the reorganization of higher education. Costs, standards, and the cooperative efforts of the libraries of polytechnics, schools of education, and universities are reviewed. Finally, two papers deal with the design of library facilities and with construction and expansion programs, using as examples the building programs at the Cardiff and Worcester Colleges of Education. (SL)

Reported is the status of Colorado public schools' special education services for the school year 1973-74 and midyear 1974-75. Presented is school year 1973-74 information on students served, not served, and the nature of services rendered. Summarized are data on special education instructional and support staff. Special education costs and revenues are broken down according to categorical programs. A section on qualitative evaluation of services includes percentages of students in each program dismissed with objectives accomplished, and reports of followup studies of special education graduates. Examined are inservice programs for the regular teacher. The midyear status report includes data on preschool programs, administrative unit plans, and supplemental requests. Nine appendixes provide such information as average staff salaries and student-teacher ratios, and instructional cost by categorical and delivery method. (CL)

The conference featured more than 40 presentations representing existing and planned innovative programs in all levels of distributive marketing education in six States. In addition to the presentations (not reproduced in their entirety in the report), there were sessions and workshops for secondary, post secondary, and adult levels and for city supervisors, teacher educators, and State supervisors, as well as for general interest audiences. Subjects included Organization for Rehabilitation through Training (ORT), instructional strategies, individualized instruction, area vocational/technical centers, small business leadership programs, adult education, miniature malls, planning programs of specialized unit, specialized programs in marketing, simulations, professional development, and informal sessions for task force groups on educating for careers in marketing and distribution, clusters, interdisciplinary approach, and training programs in business. The report includes a variety of supplementary materials related to the presentation. (MDW)

The thesis examines the feasibility of several methods for providing remedial high school level education to Marine Corps enlisted personnel. It includes a review of recent Marine Corps enlistment experience and the serviceman's need for education. Also considered are the congressional and Marine Corps requirements for servicemen to process a high school education and the present provisions which allow completion of secondary schooling, with emphasis on the Predischarge Education Program (PREP). This precedes an analysis of alternative methods for providing this education with a view toward expected costs and benefits. Research in support of this study consists of a review of applicable public laws and Marine Corps Orders. Personal interviews with administrators of PREP at three major military bases in California provided basic information and data. (Author)

GRADES OR AGES: Grades 1-6. SUBJECT MATTER: Physical education and hygiene. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is in French. It is divided into two main sections, one for physical education, and one for hygiene. Each section contains several straight-text chapters with illustrations interspersed. The guide is offset printed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: In the physical education section, activities are suggested in the categories of gymnastics, games, and dancing. Each group of activities is specifically related to educational theory. The hygiene section lists very briefly topics to be covered in grades 1-3 and grades 4-6. Both sections begin with an introduction which states general objectives. INSTRUCTIONAL MATERIALS: The physical education section contains a short list of references. No materials are mentioned in the hygiene section. STUDENT ASSESSMENT: Short chapters in both sections suggest that evaluation consists of informal progress reports to parents. (RT)

This bibliography lists 121 books, papers and pamphlets; 306 articles and excerpts from books; and 11 theses dealing principally with persons employed in schools who have less than full professional qualifications including volunteers and nonprofessionals. Most of the items listed appeared in the last five years, but earlier material has also been included. Sources consulted in preparing the bibliography include the Canadian Education Index (CCRE), the Education Index (Wilson's), the Current Index to Journals in Education (CCM), the Cumulative Book Index (Wilson's), Research in Education (ERIC), Education Studies in Canadian Universities (CEA), Directory of Education Studies in Canada (CEA), and Research Studies in Education (Phi Delta Kappa). This bibliography is a companion to Bibliography #15, Differentiated Staffing (SP 004 554, RIE, Apr. 71) although neither bibliography duplicates the content of the other. However, references which originally appeared in Bibliography #7, Teacher Aides ED 037 406), are repeated here. For references in the ERIC system, ED numbers and indication of availability are included. (JS)

Education of disadvantaged children in rural Leflore County, Mississippi, is evaluated and discussed in this 1969 document by sections: (1) educational needs of Negro children, where recommendations are given for an active vocational counseling and guidance program plus improved inservice education for teachers; (2) educational needs of Negro pupils where, based on school visitation and interviews with school personnel, recommendations are given for programs and evaluation, a Director of Curriculum parental involvement, and reorganization of instructional responsibilities; and (3) principles and procedures in teaching disadvantaged children, where the unique needs of the disadvantaged child are discussed. The work was prepared under Title III of the Elementary and Secondary Education Act. [Not available in hard copy due to marginal legibility of original document.] (AN)

The Advisory Council reviews the administration of programs funded under Title V of the Elementary and Secondary Education Act of 1965 in an effort to strengthen State departments of education, and makes recommendations for further development of State education agencies. Successes of numerous programs are noted and special recommendations are made for substantial funds and programs to cope with critical urban educational problems. Topics covered include: (1) fund and staff utilization, (2) directions of growth, (3) organization and staffing, (4) State review and other visits, (5) State-by-State reports, (6) special project grants, (7) projects and their administration, and (8) other Federal programs aiding State education agencies. Tables and charts are used to supplement and to clarify the various State reports and abstracts of special projects. Related Document is ED 025 025 (3rd report). (LLR)