Education & Pedagogy

Because of increasing population and industrialization and decreasing supplies of natural resources, the need for sound conservation practices has become paramount, particularly within the last decade. In addition, the process of urbanization has limited the contacts large numbers of children have with the outdoors. Education must assume a leadership role in teaching children the wise use and careful management of remaining resources. To foster an appreciation for nature and the value of resources free from pollution and the destructive practices man has exercised in the past (such as indiscriminate deforestation and uncontrolled strip mining), schools should establish outdoor education programs. In addition to their conservation aims, outdoor education programs, conservation education programs, and school farm programs are especially useful in decreasing the number of dropouts interest of the slow or unmotivated learner. (DA)

More and generally better books on higher education appeared in 1967. A great number of them were concerned with solving problems related to institutionalized religion at a time when the church-related college in the US finds itself confronted with the most serious challenges of its long history. Several better than average institutional histories as well as a few excellent biographies were added to the literature. Although they were not major literary works, several novels revealingly depicted discords within the academic community. Some of the books on Negro education seem to be of such significance that they will affect the future course of events: International education received more than usual attention from authors. Canada emerges as the most important producer of works on higher education with topics ranging from the undergraduate curriculum to governance and graduate productivity. A total of 124 books are reviewed in varying detail. (JS)

This book deals with university continuing education centers emphasizing those at ten pioneering institutions (Michigan State University, Columbia, Oxford, California Polytechnic State College, Notre Dame, the University of Chicago, and the Universities of Georgia, Nebraska, Oklahoma, and New Hampshire) that came into being through the financial assistance of the W.K. Kellogg Foundation. These centers contain auditoriums, conference rooms, and sleeping and dining accommodations; they are each part of a university whose total academic resources are available to the adult learner. The role and background of continuing education centers, origins of the centers described here, the design and financing of facilities, program planning and presentation (including special degree programs), the use of research and staff training to improve continuing education, approaches to program administration and finance, and anticipated trends in residential continuing education are discussed and documented. (ly)

The International Marketing Federation (IMF), supported by the Marketing Science Institute, has surveyed IMF member countries and a representative scattering of others to determine the current state and future trends in marketing education. This volume presents the findings of the survey of 21 countries--Argentina, Australia, Canada, Denmark, Finland, France, Greece, Ireland, Italy, Japan, Netherlands, New Zealand, Norway, Philippines, South Africa, Switzerland, Sweden, United Arab Republic, United States, United Kingdom, and West Germany. For each there is a brief discussion of the basic educational system followed by listings of the institutions offering business, management, and marketing education and descriptions of courses offered at all levels. Reference is made to current trends in education, particularly with respect to marketing. There is a chapter on marketing education in developing countries. A summary chapter and a table of sociostatistical data for all countries provide comparative analyses of the findings. (aj)

The little research which has been done in the areas of organization and administration of adult education has largely consisted of descriptive data such as faculty status, size, salary and size of staff of directors of adult education in schools, evening colleges, or university extension divisions. Many descriptive studies of public school adult education are of this type, with special attention to curriculum and enrollment, but Burton R. Clark's study made in Los Angeles gives considerable attention to administrative concerns and points out the marginal position of adult education in the public school system. In other agencies which provide adult education, such as those in which it is the prime purpose, such as university and agricultural extension and correspondence schools, and those in which it is a marginal activitiy, such as public schools, museums, libraries, labor unions, and churches, administrative arrangements vary widely. One study of extension programs revealed that working through existing organizations provided a successful program. (sg)

Agriculture teachers and supervisors may use this material in developing training programs to meet the educational needs of persons engaged in or preparing to engage in production agriculture and off-farm agricultural occupations. Vocational education in agriculture must contribute to the educational objectives of American public education, the preparation of persons for gainful employment, and the training and retraining of youth and adults. Major objectives of vocational and technical education programs in agriculture are: (1) to develop competencies in production agriculture and nonfarming agricultural occupations, (2) to develop an understanding of career opportunities in agriculture, (3) to secure satisfactory placement and to advance in agriculture, and (4) to develop human relations abilities, and abilities for effective leadership. The appendix describes the development of these objectives for agricultural education. (WB)

The following were the main problems discussed at a junior college workshop in Mississippi: (1) the formation of a framework within which junior and senior colleges might develop core curricular or general education requirements acceptable for transfer between the institutions, and (2) the role of the junior colleges with respect to course offerings in the professional and pre-professional areas. Major addresses were given on such topics as the vocational and technical programs in the public junior colleges of the state, the role and scope of eight Mississippi institutions, uniform course numbering, pre-professional requirements for business administration, pre-professional requirements for teacher education, and pre-professional requirements in arts and sciences. (DG)

In presenting a complete program of occupational education for the Denver metropolitan area, this proposal offers 12 criteria for consideration in conjunction with a particular occupational need. The purpose of the criteria is to provide guidelines for determining in which level of school a program should be offered. The criteria include factors such as age of the students, length of time required, faculty availability, facilities needed and available, what related programs are available, accessibility, size of school, nature of related training needed, and field experience. Illustrations of clusters or families of occupations covering the spectrum of preparation from high school through 4 years of college are provided. The recommendations include the need for vertical articulation--that is, the planning of a sequence of programs from high school through junior college and 4-year programs. (CH)

The Teacher Education Cooperative Program, begun in 1965-66 at New Mexico State University, provides capable students with invaluable experiences in the work and study phases, as well as an opportunity to finance their education. The work and study phases alternate, each approximately 6 months long. The curriculum for the study phase consists of the general education requirements of the University. The curricular experiences that accompany the work phase constitute two-thirds of the professional preparation of the cooperative students. A sizeable proportion of the students enrolled in the program are Mexican Americans who might not have been able to attend college without some financial assistance. They thus have the opportunity to contribute to bilingual cultural understandings of the Mexican American. Various career advantages are available to all the students in the program. (CM)

The two board aspects of outdoor education considered in this document are education in the outdoors, using the natural environment as a laboratory for learning, and education for the outdoors, with a focus on teaching skills and appreciations for outdoor recreation. Conference procedures, keynote addresses, current practices, contributions to general education, and directions for the future are reported. Recommendations are presented for 6 discussion areas: (1) teacher and leadership preparation; (2) facilities and resources; (3) school camping; (4) older youth work-learn camps; (5) curriculum and programs; and (6) research and evaluation. Responses to an individual judgment census and an appendix, which contains a copy of the program and a list of the planning committee and participants, conclude the document. (SW)

Bilingual education is the process of instructing the child in his native language in some or all the curricular areas while he is learning English in the public school. This process prevents academic retardation due to a lack of proficiency in the English language. Bilingual education gives each student a base for success in the world of work, while preserving and enriching the cultural and human resources of a people. It is recommended that pilot programs and demonstration projects in bilingual and bicultural education initiated under Title 7 of the Elementary and Secondary Education Act illustrate how other federal assistance programs could better be used to support similar educational undertakings. It is also suggested that more emphasis be placed on inservice programs in bilingual teacher education. (DA)

Educational philosophy and planning in the Delaware Department of Public Instruction must be conducive to broadly based adult and continuing education, especially for the large proportion of Delaware adults who are undereducated and disadvantaged. Local school district responsibility should include budgeting, staffing, promotion, and program planning. Program planning and promotion should entail such steps as selling the concept of adult and continuing education to educators, administrators, school boards, teachers, and the legislature; promoting adult basic education; improving outreach by extensive use of mass media; better coordination of existing Federally supported programs; inservice teacher training in adult basic education; insistence on professional training for educators of disadvantaged adult students; cooperative efforts to serve migrants and seasonal agricultural workers; and multiple adult education service centers using programed instruction and specialized teaching. (Statistics on state population, public school enrollments, and adult educational background are included.) (ly)

This report provides statistical information on adult education programs in school systems with enrollments of 6,000 or more. Data were obtained from the questionnaire used in connection with the Research Division's annual salary schedule studies. Three summary tables as well as listing of the individual systems are included. Table I shows, by enrollment groups, the number of reporting systems with enrollments of 6,000 or more; table II reports the enrollment and number of teachers in elementary and/or secondary school systems and in adult education programs; table III indicates the distribution of maximum hourly rates paid to adult education teachers as well as means, medians, and ranges of the rates. This report is not an all inclusive study of adult education programs throughout the United States. The summary tables contain data only on those systems in the individual listing. (nl)

This bibliography, containing professional information in agricultural education published in the school years 1964-65 and 1965-66 was prepared by the Professional Information Committee of the Agricultural Division of the American Vocational Association. Respectively they contain 141 and 170 listings with short annotations including availability and price, and are organized under headings of: (1) Adult and Post High School Education, (2) Agricultural Mechanics, (3) Animal Science, (4) Curriculum Development, (5) Facilities for Department, (6) Farm Business, Management, Marketing, (7) Forestry, (8) Future Farmers of America, (9) Guidance and Occupational Opportunities, (10) Plant Science and Soils, (11) Supervision and Teacher Education, (12) Supervised Practice, and (13) Teaching Aids and Materials. Similar bibliographies for the years 1967-68, 1968-69 are available as VT 007 903. (DM)

This second volume of Brandenburg essays presents fresh evidence of the broadening use of correspondence education throughout the world. The first essay summarizes current worldwide trends and the final essay describes extension education fifty years from now. There are essays reflecting the development of correspondence education in Great Britain, Sweden, and Venezuela, in the developing nations, in frontier settings, and as part of quite sophisticated educational structures. Other essays explore the purposes of correspondence education, the role of the correspondence instructor, and the weaknesses and advantages of the correspondence method. The role of the new media in correspondence education is imaginatively foreshadowed. Techniques necessary to promote correspondence education are described and evaluation is discussed. Finally there is a review of research on correspondence study. The document is also available, for $2.00 from the University of Wisconsin, University Extension, Madison, Wisconsin 53706. 156 pages. (ly)