Education & Pedagogy

The Southeast Community Education Center is a nondenominational, elementary alternative school that enrolls up to 90 children on a first-come, first-served basis. It is intended to provide a community education center whereby the educational needs of minority group youngsters can be fulfilled in a true "community school." The total school program is envisioned as a model for community involvement and humanistic education for families within the community. The program evaluation is concerned with academic achievement in reading and mathematics, reduction in absenteeism, staff evaluations, student evaluations, parent evaluations, and evaluations of college educators working with the school. The findings are presented in detail. The Southeast Community Education Center clearly attained its major objectives during the 1974-75 school year. Five reasons for the center's success and five recommendations for possible development are given. (Author/IRT)

The purpose of the handbook is to provide a resource to teachers for integrating career education into secondary level subject areas in order to reveal to students the broad range of career possibilities and the relevance of subject matter to the world of work. The first 19 pages of the document discuss the broad objectives of the program, the articulation of career education goals, and an overview of the program's elements. The remaining 530 pages of the document consist of career education resource packets of learning activities for the following subjects: art (20 pages), business education (30 pages), foreign language (6 pages), home economics (170 pages), industrial arts (3 pages), language arts (123 pages), music (6 pages), physical education--health and leisure (19 pages), science (63 pages), social studies (67 pages), and transactional analysis (38 pages). Many of the packets include teaching suggestions and objectives and many offer forms, illustrations, testing, instruments, and resource guides. (BP)

The literature review of continuing education in nursing surveys 123 journal articles, books, conference reports and proceedings, and other publications published between 1960 and 1970. The review is divided into the following sections: prologue, which surveys the health professions, and new directions and limitations within them; the profession and continuing education, which examines nurse composition and distribution and concern for continuing education; participation in continuing education, which discusses characteristics of participants and their reasons for participation or not; program organization and administration, which examines sponsors of programs, program administration, some sample programs, and recurring issues and trends; summary, which synthesizes the literature on nursing; and epilogue, which summarizes participation, programs, and research for the four health professions of nursing, medicine, pharmacy, and dentistry; and references. (JR)

Subscribing to the national CEU (Continuing Education Unit) system, the document translates the national guidelines into concrete institutional plans for the State of Illinois. It is intended for use by any organization in Illinois which offers non-credit continuing educational experiences and which is interested in awarding continuing education units for those experiences which meet the criteria and guidelines included. Topics presented are: the resolution adopting the statewide plan; the resolution regarding uses of CEU for data collection; the official definitions of the term Continuing Education Unit; criteria for awarding continuing education units; and operating guidelines. Members of the Illinois Statewide CEU Conference Planning Committee and the Illinois Statewide CEU Task Force are listed. A resolution recommending the establishment of a centralized record system concludes the document. Appended is a sample institutional request form for the awarding of the continuing education unit. (NH)

This model curriculum outlines learning objectives for teaching consumer education processes in grades K through 12; it thereby represents an organized structure for consumer education. It's an interdisciplinary guide designed to integrate consumer awareness experiences into all subject areas as natural components of existing subjects. For each of three grade levels, K-4, 5-8, and 9-12, general and operational objectives are stated in which the activities of (1) planning, (2) buying, (3) borrowing, (4) protecting, (5) sharing, and (6) investing are provided. Specifically, grades K-4 are devoted to foundation experiences, grades 5-8 deal with knowledge and skills, and grades 9-12 are concerned with application experiences. Along with objectives and activities, resource materials and possible evaluation means are also suggested. (Author/CP)

The feasibility of computer applications in teacher education programs and growing importance to educational professionals of knowledge of computers provide a framework which justifies the need for a computer utilization survey course in the teacher education curriculum. Instructional management systems to keep records and to monitor student progress are increasing, and the use of computers in the classroom is just beginning to develop. Teachers need to understand and to be able to use computer resources which are available to them. One study in higher education revealed that computer applications have made little progress in the humanities. A computer assisted instruction course on statistics and test construction was favorably evaluated by most of the teacher education students enrolled. A concise, nontechnical introduction to the use of computers in education is a viable alternative to the direct acquisition of computer skills. (CH)

Included in the catalogue are summaries of approximately 60 regular and special education programs developed in states other than New Jersey and found to be cost effective, successful, and replicable. Described are such factors as target audience, materials, financial requirements, program evaluation, adoption criteria and services, and contact procedures. Programs focus on the following areas (with specific examples in parentheses): basic skills (Conceptually Oriented Mathematics Program), career/vocational education (Vocational Reading Power), Early Childhood/Preschool (Home Start Family Centered Preschool Enrichment), educational management (Project SHARE: Sharing High Yield Accountability with Resource Educators), individualized instruction (Engineered Classrooms for Students who are Educable Mentally Handicapped and Behaviorally Maladjusted), special curriculum (Urban Arts Program), and special education (Remediation for Children with Learning Deficits through Precision Teaching). (CL)

Nineteen states are covered in this report on state compensatory education programs, examining the status of state financed compensatory education programs established during the last decade through the passage of Title I of the Elementary and Secondary Education Act. Programs discussed are stated to be limited to those designed for elementary and secondary level children with educational disadvantages caused by economic, cultural, and/or linguistic problems; programs for mentally, physically, or emotionally handicapped children are not included. The discussion is stated not to follow a standard format, due to the differences in state guidelines requirements as to the type of data to be submitted. Among the states included in the ongoing programs section are California, Connecticut, Massachusetts, Michigan, Pennsylvania, and New York. Two other chapters examine expired programs and anticipated programs, with a final chapter providing a directory of persons responsible for each of the programs discussed in this report. (Author/AM)

The module is one of a series of eight developed to provide inservice training to administrators of career education programs. It presents financial program planning as an integral part of the administration of career education. Financial program planning as a concept and basic administration task is defined in this module to include three elements: (1) financial planning, (2) financial programing, and (3) budgeting. The learning objectives of the module are: to become familiar with procedures in financial planning; to become familiar with a financial program for career education; to identify financial and human resources necessary for the support of a total program; and to develop an operational plan for use in a local education agency. Each of the four lessons includes transparencies, task sheets, and handouts. A 32-page section provides lesson-coordinated supplementary readings. (Author/NJ)

The module is one of a series of eight developed to provide inservice training for administrators of career education programs. The focus of the module is on the determination of needs as a prerequisite for implementation of programs in career education. The major lesson topics are: (1) the importance of needs assessment in career education, (2) needs assessment instrumentation, and (3) analysis and utilization of needs assessment data. The introduction provides a brief overview of the purpose and rationale for the module. Goals and objectives are presented together to show the interrelationships, flow, and depth of coverage. Each of the three lessons is organized around a module goal, supportive content, and learning activities, with accompanying transparencies, task sheets, and handouts. A section of supplementary readings also appears. (Author/NJ)

The Institute for Science Education (IPN) at the University of Kiel is a supraregional research Institute which conducts research, through multidisciplinary approaches, in the field of science education. The IPN carries on this research from the psychological and social aspects, develops science curriculum materials, and evaluates their effects in schools. Approximately 50 scientists, educationalists, science educators and psychologists work at the Institute. The IPN is divided organizationally into the following departments: Biology Education, Chemistry Education, Physics Education, Educational and Psychological Methodology, Educational Sciences, and Administration and General Services. Some of the IPN projects involve developing a biology curriculum, chemistry curriculum, and physics curriculum. Some other projects involve the following studies: (1) motivation in science instruction, (2) cognitive operations and learning processes in student instruction; and (3) ecology in schools. The permanent and long-term functions of IPN are highlighted. (LS)

The annotated bibliography, listing source materials pertinent to career education, is arranged alphabetically within each of eight sections. The first four sections present selected sources of information on: (1) the nature of students in the 1970's, (2) the occupational market, (3) statements of objectives, and (4) methods of developing curriculum. The fifth section includes teacher and student resources relating to career education and occupational preparation divided into a list of California sources and out-of-State sources. Part 6 presents a list of basic sources and useful reports and a list of names and locations of sources for counselors and other guidance personnel. Sources dealing with program evaluation guidelines are listed without annotations in part 7. The eighth and final part contains supplemental sources of information related to career education, including printed materials, audiovisual, and other instructional aids. Appended is an alphabetical list of publications of the Center for Vocational Education. (Author/MS)

These conference proceedings are separated into three areas: (1) presentations by individuals who have played important roles in desegregation; (2) presentations on contemporary issues; and (3) the continuing challenge of providing equal educational opportunity to all. Among the topics included in the first section are the social and legal history building up to Brown vs. Board of Education case, the implications of Brown, and Delaware's contribution to Brown. Issues such as busing, the continuing validity of integration as a predominant goal in the search for quality education, bilingual education, the emerging meaning of equal educational opportunity, Chicano education, and outlooks for the future are included in the second section. Another aspect of the Brown decision and the civil rights movement, the decision's relevance to white Americans, and the need for racial harmony are discussed in the third section. (AM)

This document contains program descriptions, definitions, recommendations, and other information on competency based education (CBE). It begins with an overview of the CBE Program of the Division of Educational Systems Development, U.S. Office of Education. Following this are descriptions of the National Committee on Performance-Based Teacher Education, the Multi-States Consortium on Performance-Based Teacher Education, the CBE Center Consortium, and the Interstate Certification Project. Four state CBE models and nine university CBE centers are described. A definition of CBE is presented along with a list of potential benefits of the competency-based approach, and a discussion of related educational concepts. A list of activities in competency based education is then presented, followed by a section containing questions and answers concerning CBE. Finally, a short bibliography and recommendations for federal program initiatives in CBE are presented. (RC)

The McNeese State University's pilot program in field-oriented competency-based teacher education in early childhood education is designed for prospective teachers to develop and demonstrate competencies believed to be necessary for effective teaching in the early childhood area (K-3), as well as to develop evaluative criteria relevant to the stated competencies. The program is organized into two blocks. Block A consists of 16 semester hours of educational methods including corrective reading, science, social studies, and student teaching. Community involvement is necessary to allow each student two hours per day in the public schools in addition to his two hours per day in university seminars. Constant evaluation is of prime importance in the project, and revisions are made based on the evaluations of the programmatic system. (Author/JMF)