Education & Pedagogy

A project involved the compilation of recommendations appearing in the final performance and evaluation reports of eighty-one career education programs funded by the U.S. Office of Education (USOE) during 1976. After undergoing four reviews, 475 recommendations which were project specific were eliminated and the remaining 230 recommendations were placed into nineteen general Categories for the purpose of determining trends within each of the categories. The nineteen categories and their respective recommendations are included in this report, with each category presented as a separate section. The categories are as follows: program planning, project staffing, project management, implementation strategies, preservice training, inservice training, consultants, demonstrations sites, advisory committees, community, special needs groups, multisite projects, coordination/articulation, materials development, placement, dissemination, evaluation and research, funding, and USOE. (BM)

Papers are included on the topics of: state constitutions and higher education (Samuel K. Gove and Susan Welch); executive leadership and the universities (John W. Lederle, Patrick J. Lucey, Allen Rosenbaum, John W. Wood, Malcolm Moos and Francis E. Rourke); legislative control of higher education (Heinz Eulau and Harold Quinley, David D. Henry, Leonard Goodall, James B. Holderman, James D. Nowlan, John W. Hicks, A. Alan Post); universities, budgets, and dollars (the Carnegie Commission on Higher Education), the American Association of State Colleges and Universities, the Commission to Study Non-Public Higher Education in Illinois); the politics of university planning and coordination (Robert O. Berdahl, Lyman A. Glenny, M. M. Chambers, Leonard Goodall, T. R. McConnell, Howard Zinn, Irving Kristol); and a bibliography on research on higher education administration (Samuel K. Gove and Carol Everly Floyd). (MSE)

This handbook is designed to assist persons assigned to lead staff development activities in school districts that are committed to implementing and expanding career education programs and activities. The handbook contains a collection of activities and resources that can be used in master trainer workshops with administrators, teachers, counselors, resource specialists, aides, parents, students, and community representatives. The first of three major sections in the handbook presents a workshop planning guide. Focusing on the workshop process, section 2 presents guidelines for the six activities included in the Master Trainer Workshop Participants Packet. Activity titles include (1) Definition of Career Education, (2) Career Education Goals, (3) Elimination of Bias and Stereotyping, (4) Infusion of Career Education, (5) Community Involvement, and (6) Action Plan. For each activity, the following information is provided: objectives, time, evaluation methods, topic, trainer strategies, and resource references. The final section focuses on the followup process and contains an interview form. (LRA)

Changes in the organizational structure of teacher education and in the attitudes of members of the teaching profession are proposed. The concept of inservice teacher education is criticized as admitting that school of education graduates holding a bachelor's degree enter the profession not fully prepared and must continue to study while on the job. It is suggested that the classical hierarchical structure of business and traditional management, including assumptions about delegation, accountability, and supervision, have no place in the educational hierarchy. A parallel is drawn with business management. The teacher holding a bachelor's degree occupies a lower place in the hierarchy than does a principal holding a master's degree. This, it is argued, is a reversal of professional organization. The teacher should have the higher status since classroom teaching requires more specialized training than administration. (JD)

The monograph is designed to encourage developmentally disabled consumers and their advocates to understand, use, and influence their state vocational education and vocational rehabilitation programs. Part I presents an historical discussion of the development of vocational education and vocational rehabilitation. Parallels are drawn between the two programs and organizational charts are provided of federal administrative offices. Parts II and III explore separately the goals and purposes, eligibility and application processes, and activities available under vocational education and vocational rehabilitation. The state formula grant program is focused on in each section. Additional topics in the section on vocational education include training and development programs for vocational education personnel and bilingual vocational education. Among resources considered in the section on vocational rehabilitation are special projects regarding the severely handicapped and efforts of the National Institute of Handicapped Research. (CL)

Results are presented of several United Nations Educational, Scientific, and Cultural Organization (UNESCO) projects designed to investigate the needs of continuous-learning- oriented teacher education. The discussion is conducted from an international perspective. The document, divided in three chapters and four appendices, begins with an outline of the overall project. Chapter Two explores the new roles of teachers, the influence on teacher education personnel, and the developing profiles, functions, tasks, and competencies demanded of educators within the lifelong learning context. The third chapter deals with the educational components particularly targeted toward lifelong education necessary to an effective teacher education program. Appendices include draft guidelines for model teacher education systems, a general framework for the preparation of designs for such case studies, a tentative reporting outline for a case study, and criteria for the selection of suitable teacher education institutions. (LH)

Materials contained in this career education implementation guide (one in a series of seven) provide concrete examples of how to evaluate a comprehensive career education program using the approach of applying logic and objectivity to the process of judging the merits of career education activities. Major topics discussed include the following: evaluation and a balanced program; unique considerations in career education evaluation; measurable realistic objectives; needs assessment; instruments, content-, criterion-, domain-referenced instruments; applied performance measures; evaluation design; longitudinal design; example evaluation design; data collection; unintended effects; cost effectiveness; and reporting results. A resource section listing comprehensive guide books to educational evaluation is provided. Appendixes contain tests to be administered to teachers following use of the booklet in inservice programs. (TA)

This is an update of the first five-year plan for postsecondary education in California, adopted in 1976. While continuing to reflect a concern with developing a more effective and better coordinated system of education, it deals to a greater extent with problems and issues of direct concern to students and potential students: equal educational opportunities for minorities, women, and handicapped; the equitable provision of lifelong learning opportunities for older part-time students; the rising costs of attending college; the declining level of writing skills attained by recent high school graduates; issues related to the ability of public and independent postsecondarV segments to maintain quality programs in a period of slowing enrollment growth; and the role of the state in institutional accreditation. (Author/MSE)

The master plan represents a comprehensive effort to plan for the future of higher education in the state. It presents the philosophy of the board of regents, and is intended as a guide for the governor, legislature, institutions, management boards, and the board of regents in making decisions. Four general concepts are reflected: (1) the board's concern for educational quality; (2) recognition of the need for diversity; (3) dedication to maintaining access to higher education; and (4) the most efficient use of resources. Described in detail are: the planning process, goals and assumptions, the state's higher education history, population, student characteristics, enrollment, coordination and governance in the state, institutional missions, academic programs, access and choice, faculty, libraries, financing, physical facilities, and the future agenda. (MSE)

Four short papers on pluralistic aspects of education in the United States are presented along with a brief response by a professor of philosophy and education, and the minutes of a discussion among panel participants. Topics presented include: the bilingual education program in Hartford, Connecticut; the textbook controversy in West Virginia; the mission of public higher education; and the mission of church related higher education. The perspectives offered by the various authors range from the theological to the secular. Concepts of pluralism and theology are addressed in the general discussion. A paper on the role of religion in America's future is also included. In the paper a range of social, cultural and religious trends are discussed. Strategies for coping with social, economic and structural problems are outlined. Emphasis is placed upon the important role of the church in humanizing the current system. (GC)

In 1971 a special research program was begun with the research and development activities in Swedish higher education. The aim is to increase the knowledge concerning problems expected to be important in present and future university and college organization. A fundamental requirement is that research projects must be established on a sound theoretical footing, be closely geared to international research in the sector, and focus on problems of essential importance to the higher education sector as a whole. Three problem areas comprise the research program: (1) the role of higher education in society; (2) higher education as a system, with focus on structure and governance; and (3) the internal work of higher education, including the environment and working methods of research and teaching. The scope and direction of the program are reported and specific research projects are itemized. (Author/LBH)

The report describes the background, functions, and activities of the National Advisory Committee on Black Higher Education and Black Colleges and Universities during 1977. It also gives a statistical overview of blacks in American higher education, and proposes a plan of action to attain goals of access (increasing participation), opportunities for success (quality improvements), institutional diversity, national program system supports, and a 25-year plan. Appendixes give a list of advisory board members, with addresses; the committee charter; a letter to the Secretary of the Department of Health, Education, and Welfare regarding the Alan Bakke case; a letter to the commissioner regarding staff and budget needs for the advisory committee, and a list of historically and predominantly black colleges. (MSE)

The purpose of the project reported here involving six high schools and one community college in California was to implement and evaluate consumer education curriculum models comprised of instructional modules developed by teachers in each of the participating schools. After presenting a brief overview of the project, this report describes the seven curriculum models. Described for each are the following: administrators and department staff, the school community, the school, the consumer and homemaking education department, special features of the program, goals for consumer education, aspects of consumer education taught in courses, and staff evaluation of the project outcomes. Appended to the report are a status report of curriculum models form, a student population information sheet, a checklist of steps in field-testing modules, a checklist for assessing the curriculum module, an example of an instructional module, and a sample pre- and post-test. (EM)

Manpower information and projections in postsecondary education have present value in the sense that they guide today's decisions based on a view of what tomorrow's world will be like. But manpower decisions are complicated by the fact that the decision-maker, be it a government, an institution, or an individual, must also take account of how others will react when making their decision. Manpower approaches in American postsecondary education are growing in scope, sophistication, applicability, and influence; yet they are imperfect instruments that must be used with great attention to their inherent limitations and to the nature of decision-making in higher education. The coming years will demand greater care in the application of manpower approaches to postsecondary education, and the penalties for mistaken conclusions promise to be heavy. (Author/MSE)

A brief description of the Urban Education Project of the Bowling Green State University is presented. Designed to prepare students for teaching urban area youths, the program results in triple certification for the teaching of mildly retarded children (K-12, with or without behavior disorders), learning disabled and/or behaviorally disordered children (K-12), and children in regular elementary education classrooms (K-6). Evolution and general structure of the program are described. It is noted that the program differs from more traditional teacher training programs in the following ways: (1) length; (2) greater emphasis on behavior disordered youth in intermediate and high school settings; (3) involvement in field experience with local agencies dealing with behavior disoriented youths; (4) field trips to agencies, factories, and institutions other than public schools who service or employ mildly handicapped or behavior disordered youth; and (5) utilization of the most difficult teaching stations for the student teaching experience. (MJB)