Education & Pedagogy

The family is no longer an effective transmitter of many important kinds of knowledge. As a result, many of the family's traditional functions have been taken over by other social agencies. From this perspective it seems certain that comprehensive sex education programs will soon become a reality in our schools. It is imperative that a positive approach be taken toward the outrage and protests of many concerned parents. There is a need for greater awareness of and sensitivity to the sources of this concern. The following three procedures could be beneficial in calming the fears of parents: (1) programs and courses on sex education for parents should be implemented. Such courses would help the adult understand his own sexuality; (2) there should be close parental involvement in the establishment and content of the sex education courses; and (3) means should be provided for wide dissemination of information about resources and materials on sex education. (Author/RSM)

This guide was prepared by a researcher-consultant to help school administrators and teachers improve, redirect, and expand instructional programs preparing high school youth to enter and progress in distributive employment. It presents distributive education in its educational, social, and economic environment and is concerned with a broadly conceived program. Chapters cover: (1) environment for distributive education, its educational, social and economic responsibilities, (2) distributive education as a program, as it is affected by the 1968 Vocational Education Amendments, (3) areas of instruction in preparatory curriculums, and how they relate to each other and to the field of distribution, (4) methods to assure application to employment requirements in preparatory plans, (5) implications of levels of training opportunities, and (6) organizing and administering preparatory instruction in the high school. A bibliography and a glossary are appended. (GR)

This pamphlet surveys the whole field of environmental education. It has been written to describe and clarify environmental education, in preparation for the reforms called for by the Environmental Education Act of 1970. The environmental crisis is related to the evolution of civilization, technology, and consumerism: definitions, aims, values and principles are given. Student involvement and a realistic assessment of the difficulties in bringing about change and the assuming of personal responsibility are called for. Part II delimits a large role for education in environmental improvement and calls for programs both formal (in school) and informal (out of school). These programs should operate at all levels and use the full range of media. Local, state, and federal roles are described with a call for multiple funding at several levels and federal coordination. The ideal is nothing less than individual environmental awareness, understanding, and responsibility on the part of every citizen. (NH)

This tape cassette on inservice teacher education is one of a series designed to inspire inservice school personnel and provide them with basic information about school innovation. Allen begins his 20-minute recording with the assertion that certification is not the end of teacher education even for well-trained teachers, simply because the field does not remain constant. In citing the disadvantages of inservice institutes and after-school meetings, Allen calls for inservice education that is an integral part of the teaching day and that may take up 20 percent of a teacher's time. Although he envisions the cooperation of universities and schools, he believes that the primary site for inservice education should be the school, in which inservice courses should be oriented toward the objectives of the particular school and should provide opportunities for teachers to specialize and explore alternative curriculums. The cost of inservice education may become 10 percent of the district's personnel costs, according to Allen. (LP)

The study presents findings and recommendations regarding education of Alaska natives (Eskimos, Indians, and Aleuts). The paper was prepared for the governor of Alaska by the Commission on Cross-Cultural Education of Alaska, which was designed to find ways to provide new meaning to education for Alaska's multicultural society and to provide maximum educational opportunity. Among the factors explored in the study were socioeconomic status, health, community background, school programs (including preschool through adult education and college), teacher attitudes, linguistic and cultural differences, boarding schools, curricular changes, and parental involvement in education. Recommendations include providing the most efficient possible move into the white world, with enhancement of self-image and promotion of native pride to keep the cultural continuity. It is noted that professional development of teachers, research data, and improved facilities are needed. (EL)

An analysis of the position of the Republic of the Philippines with respect to the contributions of education to manpower development and other areas of concern to strategy planners is examined in this paper. Three major sections cover: (1) education as a force in economic development, (2) economics of education, and (3) contributions of education to development. The dilemma of achieving quality education in the face of increased enrollments is discussed in terms of national income, population factors, and educational expenditures. Commentary on elementary, secondary, and higher education is clarified by the use of charts and tables. A strategy for development focuses on basic issues which the Filipinos will need to consider in their planning. (RL)

Two regional Occupational Program Planning Institutes were held to provide inservice education for persons involved in administering postsecondary occupational education programs. This report contains an edited compilation of reactor comments and discussion group deliberations for these major papers: (1) "Master Planning in Post-Secondary Occupational Education," by George W. Ebey, which discusses the need for and concerns of educational master planning and provides the elements and characteristics necessary in a planning system, (2) "Identifying New and Emerging Occupations," by Norman C. Harris, in which a sampling approach was utilized for identifying occupations and need in the areas of agriculture and natural resources, business, health and human services, industry, and science and engineering, and (3) "Student Recruitment and Selection for Post-Secondary Occupational Education Programs," by Robert M. Knoebel, which lists problem areas in recruitment and discusses possible solutions. (SB)

This report, compiled by the Urban Education Task Force (under the Department of Health Education and Welfare), offers both a comprehensive analysis of the crisis in urban education and recommendations for the future. Chapters cover: the financial crisis of the urban schools, urban education as a system, the impoverished urban student, and the problems in evaluating the impact of current Federal compensatory education programs. An Urban Education Act is proposed along with guidelines for curriculum, authority structure, funding process, and an assessment of cost. Short term recommendations to stay the deterioration of the urban schools are suggested. Appended are: the history and organization of the task force, references, and the dissenting views of one of the task force members. [Not available in hard copy due to marginal legibility of original document.] (KG)

This guide discusses the purposes as well as priorities and potential of the Exemplary Programs and Project Section of the 1968 amendments to the Vocational Education Act, describes considerations in developing exemplary programs at all educational levels, and suggests administrative strategies for program and project implementation. Some major recommendations are: (1) Special attention should be given to the vocational needs of noncollege bound high school graduates, dropouts, and handicapped youth, (2) Vocational education should be structured as a developmental and sequential process from elementary through postsecondary and adult vocational programs, (3) Schools should assume responsibility for all students until they successfully make the transition from school to work, (4) Guidelines for programs and projects should be student centered, and (5) Responsibility for the administration of exemplary programs should include the functions of priority determination, consultation, management, coordination, and dissemination. (Author/SB)

Education and experience are two variables generally accepted to have a positive effect on job performance in general and in professional areas in particular. This study sought to evaluate the effects of varying degrees of education and experience on performance in the field of rehabilitation counseling. The study compared Master's degree and undergraduate degree counselors of high and low experience on the basis of client ratings of counselors, ratings of counseling effectiveness and number of clients rehabilitated. The findings indicated that neither education nor experience had a significant impact on client ratings of counselors or the number of clients rehabilitated. Both education and experience affected counseling effectiveness although in opposite directions. Increased education significantly detracts from it. It was noted that these findings tended to support research in other occupational areas regarding the impact of education and experience on job performance. (Author)

This booklet is one of a series of reports addressing the most critical issues confronting state boards of education throughout the United States. Each report attempts to present a concise, informative review and analysis of the best and most current information available on one of these critical topics. This booklet focuses on the role of state boards of education in political issues affecting education. Section 1 contains a brief overview and summary of the booklet; section 2 presents a review and analysis of the political role of state boards of education by Michael D. Usdan; section 3 presents a number of action alternatives recommended by the staff of the National Association of State Boards of Education; and section 4 contains footnotes and a brief annotated bibliography prepared by the author of section 2. (Author/JG)

This booklet is one of a series of reports addressing the most critical issues confronting state boards of education throughout the United States. Each report attempts to present a concise, informative review and analysis of the best and most current information available on one of these critical topics. This booklet focuses on compensatory education programs for disadvantaged and minority children. Section 1 contains a brief overview and summary of the booklet; section 2 presents a review and analysis of goals and strategies for educating disadvantaged children by Edward A. Nelsen, Robert E. Grinder, and Morrison F. Warren; section 3 presents a number of action alternatives recommended by the staff of the National Association of State Boards of Education; and section 4 contains footnotes and a brief annotated bibliography prepared by the authors of section 2. (Author/JG)

This booklet is one of a series of reports addressing the most critical issues confronting state boards of education throughout the United States. Each report attempts to present a concise, informative review and analysis of the best and most current information available on one of these critical topics. This booklet focuses on improving relationships between state boards of education and state legislators. Section 1 contains a brief overview and summary of the booklet; section 2 presents a review and analysis of the political role of state boards of education by Michael W. Kirst; section 3 presents a number of action alternatives recommended by the staff of the National Association of State Boards of Education; and section 4 contains footnotes and a brief annotated bibliography prepared by the author of section 2. (Author/JG)

"Options in Education" is a radio news program which focuses on issues and developments in education. This transcript contains discussions of the book "Simple Justice" by Richard Kluger; writing seminars for judges and lawyers, held by the American Academy of Judicial Education; the teaching of writing; visual literacy--picture words; teacher internships; SIGI--the System of Interactive Guidance Information; changing jobs; and the PKU birth defect. Participants in the program include John Merrow and Wendy Blair, moderators; Donald Bigelow; Ronald Goldfarb, of the American Academy of Judicial Education; Richard Lloyd-Jones; John Dibbs, of the International Visual Literacy Association; Leland Dean; Arthur Krohle, of the Educational Testing Service; Susan Thomas; and Joe and Janelle Reardon. (JM)

An overview of a series of 10 regional seminars to improve communications between schools and the community is presented in this report. The program format and a list of 1972 seminar sites are followed by the major addresses of experts in various fields which were presented at the seminars. The purpose of the conferences, as indicated in a statement of objectives by a businessman, was to sharpen the focus of occupational education as a way of looking at education for all students in a total system involving community, business, schools, and people. The 10 major addresses included in the document are grouped under five subject areas: Economic aspects of education and the community; how the local economy uses school products; how, where, and when people get trained; a plan for educational change; and a workable model for school-community relations. (MF)