Education & Pedagogy

DESCRIBED ARE THE PROGRAMS OFFERED BY HUNTER COLLEGE IN NEW YORK CITY FOR TRAINING TEACHERS OF THE DISADVANTAGED. HUNTER OFFERS (1) SPECIALIZED TRAINING COURSES, (2) PROGRAMS FOR TEACHERS OF PUERTO RICAN CHILDREN, AND (3) VARIOUS NATIONAL DEFENSE EDUCATION ACT INSTITUTES ON READING IMPROVEMENT, URBAN EDUCATION, SCIENCE TEACHING, ENGLISH TEACHING, AND HEAD START PERSONNEL TRAINING. THE COLLEGE ALSO OPERATES A NATIONAL TEACHER CORPS UNIT AND AN INSERVICE PROGRAM TO INDUCT TEACHERS INTO SCHOOLS WHICH ARE DIFFICULT TO STAFF. THE EDUCATION DEPARTMENT OF THE COLLEGE HAS ALSO PARTICIPATED IN A PROJECT TO HELP DISADVANTAGED STUDENTS TO GAIN ADMISSION TO THE CITY COLLEGES. HUNTER'S ELEMENTARY AND HIGH SCHOOLS FOR GIFTED CHILDREN HAVE RECENTLY ADMITTED A NUMBER OF DISADVANTAGED STUDENTS WITH UNDEVELOPED POTENTIAL. THIS ARTICLE WAS PUBLISHED IN "PHI DELTA KAPPAN," VOLUME 48, NUMBER 7, MARCH 1967. (NH)

This document presents the data gathered by the author when he made an international study tour in 1970. The purpose of the tour was the investigation of planning and management in tertiary education, with particular reference to the cost effectiveness of colleges of higher education in Australia. The tour began with visits to the cities of Singapore and Hong Kong, followed by visits to the U.S.S.R., Switzerland and France, the United Kingdom, Canada, and the U.S.A. The subject areas investigated are: corporate management structures and procedures; financial control and policies; buildings and grounds programs and planning; research and planning; and staffing and personnel. Other general topics were also studied including student affairs and government, organization of the academic year, applied research for industry, relationships among institutions, governments and communities, coordination of tertiary education, and the open university. (HS)

In a study undertaken to identify and classify some of the pressing problems in occupational education, a total of 1,007 occupational educators in the United States and territories were contacted for comments in spring and summer 1971. Based on a modified content analysis of 200 responses the major problem areas were identified, including: (1) creating and maintaining a favorable climate for occupational education, (2) developing planning and management systems and obtaining and allocating resources, (3) assessing the process and product of occupational education, (4) improving curriculum and instructional systems, (5) providing adequate professional development for occupational education, (6) providing assistance in career planning, and (7) translating manpower demands and individual needs into occupational education programs. The study report contains a description of the problem areas and their major components, and includes selected quotes from individual respondents. (JS/Author)

The Conference on the Development of Higher Education in Africa was held for two specific reasons. The first was to identify possible solutions to: (1) problems of choice and adaptation of the higher education curriculum to the specific conditions of African life and development, and the training of specialized personnel for public administration and economic development techniques; and (2) problems of administration, organization, structure, and financing encountered in the creation or development of institutions of higher education both from the point of view of the institutions themselves and from the wider angle of national policy. The second purpose of the conference was to provide data to the United Nations, its specialized agencies, and to other organizations and bodies concerned with international cooperation and assistance, for the development of their programs in aid to and use by institutions of higher education in Africa. The results of this conference and the conclusions and recommendations of the conference members are presented in this report. (HS)

To aid in the successful interdisciplinary team planning of vocational education, this study sought to determine: (1) which of certain selected skills in agricultural, distributive, home economics, office, and trade and industrial occupations are being taught at the secondary level, and (2) the similarities in selected instructional content in the various vocational education courses in the secondary schools of Mississippi. Data pertaining to the skills taught were obtained from 278 high school vocational education teachers. Analysis of the data revealed little similarity of instruction among the vocational education areas for the skills studied. However, 15 of the skills were taught at similar levels by teachers of two, three, or four of the vocational areas. The study further notes that the small number of similarities of instruction tended to support the establishment of comprehensive vocational education programs in local attendance centers. (JS)

This is a 1972 report of the NEA Task Force on Drug Education. Because of the critical proportion which drug misuse has reached in the United States, the federal government has undertaken a major national leadership role in drug education. More than a quarter of a billion dollars will be spent over the next five years in education, rehabilitation, and research efforts. The focus of federal, state, and local programs is on the individual in all aspects of his/her life. It is the belief of the NEA Task Force that teachers should be able to look to their national, state, and local professional associations for leadership and assistance with educational programs in dealing with drug misuse. The NEA Report includes the following: (1) Definitions; (2) Facts about marijuana; (3) Status of Drug Education; (4) Recommendations; and (5) Questions for further study. (WS)

This report reviews the implications of South Carolina State College's model elementary school program. The program places special emphasis on performance-based teacher education. Models were developed utilizing system design techniques which have the following features: a) personalized and individualized instruction, b) simulated professional laboratory experiences, c) clinical experiences, d) modular instructional components, and e) research-oriented structure. Organizational structure, objectives, and various components of the programs are presented as background material. An introduction to the exceptional children component for elementary teacher education is composed of an introduction, rationale, organization, and instructional components. The program considers the intellectually gifted child as well as children with low intelligence, learning disabilities, speech deviations, auditory handicaps, visual handicaps, behavioral disorders, and other health impairments. A reference system designation developed for foundations of reading instruction is also presented. (MJM)

The authors take the point of view that the videocassette is an innovative, flexible, and potentially creative tool in the spectrum of educational technology. They distinguish between the cassette and the cartridge and offer advice, counsel, and examples of how both can be used innovatively in the various methodologies and philosophies of educational institutions in America. They explore the relationship of videocassettes to such aspects of education as the new media centers, informal and formal education, the comprehensive high school, open enrollment and the "new college," adult education, and special education for the gifted and the handicapped. Educators and the videocassette industry are cautioned that, while the future appears to be promising, the videocassette's success in improving educational opportunities is by no means assured; many problems, including the most pressing one of lack of equipment compatibility and industry standards, must first be solved. (JY)

The teacher's manual on physical education curriculum is designed to serve all handicapped children, preschool through high school. The manual first states the problem of physical education, its scope, limitations, and the value and importance of physical education in the special education area. Instructions and guidelines are then provided for teaching basic body movements and movement experiences for children. Six sample units are presented for balance, body awareness, spatial awareness, muscular strength, rhythm and dance, and group events. The majority of the manual is devoted to describing the activities, which are numerous for each of the six areas. Special consideration is said to have been given to age level, seasons, and indoor and outdoor types of units. A sample listing of testing and measuring devices, suggesting individual evaluation possibilities, is then included. (CB)

This study was designed to compare the attitudes of Ohio school superintendents toward vocational education and to determine what factor differentiates the administrators of school districts that contract their vocational training to other vocational school districts from those that do not. After a pilot study was completed and the instrument validated, 32 contract school districts and 52 non-contract districts (an 81 percent return) were surveyed. Following a data comparison based on percentages, it was concluded that administrators of both types of districts hold the same view about the cost and value of vocational education. Also, there was no significant difference in their attitudes concerning the value of vocational education, for students in different scholastic ranges. There was a significant difference in two of eleven statements regarding general attitudes toward vocational education with the major difference being the approach to vocational education within the total high school program, and the priority accorded vocational education by the administrators. (GEB)

Reported are results of a survey of 69 preservice and inservice special education training programs for paraprofessionals in institutions of higher education; and presented are program descriptions based on material and information gathered from the survey, from on-site visits, and at regional conferences. Noted among findings are that a broad range of handicapping conditions are included in the curricula, that only four programs reported specific programs or projected the development of programs for training paraprofessionals to work in mainstream settings, and that most programs offer courses that deal to a limited extent with the severely and profoundly handicapped. The remainder of the document contains brief program descriptions which usually include the following information: institution name, contact, address, funding sources, source of students, and practicum required. (SBH)

The history of education and civil rights in Detroit is briefly reviewed before discussion begins on the implications of the Brown decision. It is a premise of the author that the 1954 Supreme Court decision influenced or directly brought about some major changes in the schools. The issues discussed here were raised during the decade following 1954 and were interpreted by many as being directly related to inequity, descrimination, and race. In a sense, these grew out of frustration and disappointments over the slow implementation of Brown and the failure of schools to provide quality education. The areas covered include equality of educational opportunity, pluralism, testing, accountability, decentralization, affirmative action, and the Court's impact on power in education. (Author/IRT)

This Seventh Annual Evaluation Report of the Florida Council on Vocational and Technical Education concentrated on four evaluation goal areas: (1) Florida's goals, priorities and objectives as set forth in the state plan, (2) the effectiveness with which people and their needs are served, (3) the effectiveness with which vocational and technical education funds are allocated and utilized, (4) the extent to which Council recommendations have received due consideration. A review of some exemplary activities of vocational and technical activities in Florida is offered, along with the Council's findings, twelve recommendations for improvement and areas of concern. A glossary of terms and acronyms, selected statistical tables, abstracts of studies funded by the Florida State Advisory Council and a summary of concerns expressed at public meetings are appended. (MV)

The consumer's guide presents information on 109 projects which provide inservice special education training to regular education personnel. The prospectus section contains an analysis of the projects as a group and is organized according to the various structures on inservice teacher education. Reviewed are the general trends in training, and highlighted are specific projects. Covered in this first section are the following topics: initiatives and geographic boundaries, collaboration, trainees and incentives, competencies, the training process, topics of training and disability categories, evaluation, dissemination, and funding sources. The section on programs lists each project by state and includes information on contacts, target trainees, disability areas, and training topics. Finally, the postscript shows geographical locations of projects, presents a list of products that have been developed, and concludes with a selected bibliography on inservice teacher education. (SBH)

This report presents a descriptive overview of education in Chile, with particular attention to the period 1974-76. Part 1 describes the organization and structure of the Chilean educational system, focusing in turn on the general principles governing the educational system, the administrative system, the sturcture and organization of education at different levels, the study program, and the preparation of teaching personnel. Part 2 discusses educational developments and trends from 1974 to 1976, including new educational policies and legislation, and developments in educational research and information services. Included are lists of educational regulations and legislative documents for 1974-76, and a bibliography of official publications related to education. All the report's content is presented both in Spanish and in English. (JG)