Education & Pedagogy

THIS IS THE FIRST IN A SERIES OF GENERAL BIBLIOGRAPHIES WHICH ARE BEING DEVELOPED TO DISSEMINATE INFORMATION CONCERNING DOCUMENTS ANALYZED AT THE ERIC INFORMATION ANALYSIS CENTER FOR SCIENCE EDUCATION. REPORTED ARE OVER 180 CITATIONS TO SELECTED DOCUMENTS RELATED TO INSTRUCTIONAL PROCEDURES IN SCIENCE EDUCATION. THE DOCUMENTS INCLUDED REPRESENT RESEARCH REPORTS, RESEARCH REVIEWS, CONFERENCE REPORTS, POSITION PAPERS, TEXTBOOKS, MANUALS, SPEECHES, AND NUMEROUS OTHER TYPES. THE CITATIONS ARE CATEGORIZED IN ALPHABETICAL ORDER BY AUTHOR AND INDICATE THE AVAILABILITY AND THE MAJOR IDEAS OF THE DOCUMENT. GENERAL BIBLIOGRAPHIES HAVE BEEN OR ARE BEING PREPARED FOR OTHER SELECTED AREAS IN SCIENCE EDUCATION. ALL BIBLIOGRAPHIES WILL BE SUPPLEMENTED PERIODICALLY AS MORE DOCUMENTS ARE PROCESSED BY THE ERIC INFORMATION ANALYSIS CENTER FOR SCIENCE EDUCATION. (DS)

This guide is designed to assist secondary school teachers in developing sequential drug education activities for infusion into the general curriculum, particularly in the communicative arts areas. The scope of the materials encompasses health habits, drug use and abuse, drug laws, and the pharmacology of drugs in specific sections by subject matter. Each section, delineated by grade level, is organized according to objective, content, and learning activities. The narrative provides accurate, current information on the history of drug use/abuse, pharmacology of drugs, social/psychological implications of drug use and drug treatment/rehabilitation. Sections on affective education to assist students in choosing alternatives to drugs, a list of state-wide drug education resource centers and materials, and reviews of drug education audiovisual aids are also provided. (Author/HLM)

This self-instructional, self-paced module is the second of five in the series, Competency Based Education Inservice for Part time Community College Occupational Education Teachers. (See note for other modules.) Its purpose is to enable the teacher to identify, write, and modify performance objectives, particularly for the teacher's own area of specialization. Contents include these sequential elements: introductory material, including performance and enabling objectives and background information (such as time duration); exemption, prerequisite skills, and exit tests; a series of learning experiences corresponding to enabling objectives with a test and feedback section for each experience; and a community college applications section. This final section provides examples of the concept in this module applied to a variety of Community College Occupational Programs and discusses special considerations for community college instructors. A glossary is appended. (YLB)

A sample of teachers and principals was asked to respond to a survey regarding the status of sex education (SE) programs in the schools of York County, Ontario, to determine how students might be better served. Opinions on philosophy, scope, methodology, and outcomes of sex education as well as observations and recommendations were also elicited. Elementary teacher responses do not indicate how well or how much SE is taught, but they do indicate that SE is taught separately and differently to boys and girls. Secondary teachers/principals indicate that SE is offerred in all secondary schools, at most grades. Tables of specific survey responses, as well as appendices which include a recommended book list, film list, and filmstrips for the teaching of Family Life and Sex Education are attached. (BEF)

This document contains recommended standards for quality vocational programs in agricultural/agribusiness education which are divided into (1) standards common to all programs, (2) standards specific to adult education in agriculture/agribusiness, and (3) standards specific to production agriculture, secondary. The sixty common standards are grouped by these areas: instructional program (15); supervised occupational experience (10); leadership development (6); student recruitment, enrollment, and counseling (4); public relations (2); facilities and equipment (8); staffing (10); finance (1); placement (1); and evaluation (3). Twenty-one standards specific to adult education in agriculture/agribusiness are grouped as planning and conducting the instructional program (6), staffing (5), Young Farmer Educational Association (3), development (3), administration (2), and evaluation (2). Eleven standards specific to production agriculture, secondary, pertain to instructional program (5), supervised occupational experience (3), staffing (1), and administration and supervision (2). (YLB)

The organization and funding of exceptional students in the Ontario education system are the focus of the document. Background on the Ontario school system's organization and financial structure is related. It is explained that a major change has been to reduce the number of school boards from 4,187 in 1955 to just 200 in 1974. The average of almost $2,000 spent per student is financed through local property taxes and provincial grants. Specifics of the provisions are detailed in chapters on minority language education, multicultural education, and education of exceptional pupils detailing the history, finance, form, auditoring and monitoring procedures, criteria for eligibility, coverage, and intersectoral and intergovernmental cooperation for each category. Also discussed briefly are provisions for the education of native people, compensatory education, and special provisions for remote areas. (PHR)

A study was conducted to develop and field test a model which could be used to evaluate the effectiveness of vocational education received by handicapped students. The study included four components: (1) conceptualizing a cost effectiveness analysis appropriate for vocational education for the handicapped (VEH), (2) developing a cost effectiveness analysis model and instruments needed to conduct the analysis, (3) field testing the model in a variety of high school districts to establish the validity and replicability of the model, and (4) producing and disseminating a handbook of the model to be used by administrators to evaluate the cost effectiveness of a district's VEH programs. Findings included the following: most special education courses have vocational content; this content is usually on independent living skills, pre-vocational skills, and vocational skills; and vocational teachers spend extra time with handicapped students. Samples of project materials are appended. (CT)

Designed to increase the students awareness that career and consumer education goals relate to the rules of worthwhile play and learning situations, this teacher's guide provides dialogue and activities based on existing concepts and content within the basal reader. The guide begins with lists of career education goal statements and consumer education goal statements. The remainder of the guide contains story scripts for twenty-five stories within the basal reader. Each story script is further divided into four parts: (1) career and consumer education goals, (2) relationship of the story to goals, (3) suggested teaching procedures, and (4) related activities. The guide concludes with a cross-reference of goals with concept-description terms and stories in the basal reader. (LRA)

In an attempt to increase successful career education collaborative programming in elementary and secondary schools, representatives of several university counselor education programs planned and then implemented a training program for small teams. The ten teams chosen, all volunteers and consisting of business and government representatives and school staffs, each attended a team workshop and then proceeded to hold weekly team meetings. Each team used the meetings to plan collaborative community-school efforts and to learn by doing as they developed career education activities and programming such as field trips, work experiences, and classroom presentations. Four of the original ten teams continued providing leadership after the end of the first year. Project CELIT (Career Education Leadership Interaction Teams) demonstrated that persons in leadership positions can be trained to plan, implement, and evaluate collaborative career education programs, and that a significant number of them will retain strong commitment to programs of benefit to local youth. (CP)

Seven statements are presented describing the basic principles undergirding agriculture and agribusiness education in Iowa. They define agricultural education broadly by its orientations toward (1) democratic participation, (2) pragmatic orientation and values development, (3) change through flexibility and continuity, (4) decision making through problem-solving, (5) experience centered instruction, (6) individual and social needs, (7) agricultural resource management, and (8) interrelationships of agriculture. Agribusiness is seen as part of the broad field of agriculture. A preface statement lists three functions to be performed by agricultural education: educating individuals for employment in the field of agriculture and agribusiness, avoactional agricultural coursework at all educational levels, and instruction in the significance of agriculture, food, and food production for all students. (Available separately is the final report of the project in which the principles were developed through the involvement of educators at all levels and specialists in agricultural education, educational philosophy, and curriculum development--CE 013 244.) (JT)

First in an education and work series on innovative vocational training programs in Asian countries, this booklet describes the program in Singapore of integrating technical studies with general education at the lower secondary level through centralized workshops that provide training for students from all types of secondary schools in a region. The program description is presented in five sections: (1) background of the system, (2) centralized workshop scheme, (3) curriculum arrangements, (4) staffing matters, and (5) achievements of the system. One-third of the thirty-two-page manual is comprised of an appendix which includes samples of the following: syllabus on electricity; instructional sheets or handouts (electrical); teaching guide for metalwork teachers; project sheet; operations sequence sheet; marking scheme; and theory test for electricity. (BL)

Selected characteristics of the American educational system are briefly described. This paper is intended for the specific use of the German-American Educational Equivalency Project, a cooperative effort between educators of the Federal Republic of Germany and the United States to clarify certain aspects of their respective educational systems. The paper examines aspects of American education which have particular importance in programs of student exchange, but may be misunderstood by non-American educators. They include: (1) the philosophical assumptions underlying American education, (2) the organization and control of primary, secondary, and post secondary education, (3) the variety of types of institutions and the programs they offer, (4) methods of measuring student performance, including both grades and test scores, and (5) quality control mechanisms, such as accreditation. (Author/BW)

This paper expresses the need for the federal government, specifically the U.S. Office of Education, to promote the cause of the arts in education. The Office of Education needs to declare that art is an essential part of the common core of education, particularly at this time, when there is growing skepticism concerning the effectiveness of public education. As part of the core curriculum, the arts (1) give expression to the urgings of the human spirit, validate feelings, organize perceptions, and give coherence to existence; (2) serve as powerful affective and cognitive teaching tools; and (3) serve as a self-renewing resource in a world growing increasingly barren in natural resources. Plans to link education with federal agencies which have programs in the arts are outlined by Mr. Boyer, present chairman of the Federal Council on the Arts and the Humanities. (KC)

Part of a 13-volume series designed to be used as a group inservice or a self-learning system to train school administrators and counselors for their role in career education, this second section (8.2) of module 8 (implementation--for counselors) consists of readings and activities to aid the counselor in preparing for his role as consultant to school personnel. (Module 8 is one of six modules for administrators and four for counselors developed in Phase IV of a five-phase career education project in Hawaii. The first two are common while the balance are specific to either counselors or administrators.) Module 8.2 contains two learning activities and two reading selections, one on the school counselor-consultant and one on the dimensions of the consultant's job. A brief bibliography is also included. (TA)

Part of a 13-volume series designed to be used as a group inservice or a self-learning system to train school administrators and counselors for their role in career education, this module (Module 7) consists of a series of readings and activities to aid the counselor in assessing the career education needs of youth. (It is one of six modules for administrators and four for counselors developed in Phase IV of a five-phase career education project in Hawaii. The first two are common while the balance are specific to either counselors or administrators.) Module 7 contains a reading selection on a needs assessment strategy using the Hawaii Career Development Continuum (HCD) and three activities which instruct the counselor in the development and implementation of a career education needs assessment. (TA)