Education & Pedagogy

Issues in educational programing for incarcerated youth are explored. The following concerns affecting the implementation of P.L. 94-142 (The Education for All Handicapped Children Act) mandates in juvenile court schools and correctional facilities are discussed: (1) variable state mandates affecting education in correctional facilities; (2) varied standards of operation for education programs in correctional facilities; (3) effects of the mobility of the student population on the continuity of educational programing; (4) lack of previous identification of students due to poor attendance; (5) failure of correctional education to interface with local general education programs and standards; (6) lack of funding to adequately address the needs of the handicapped in correctional facilities; and (7) inordinate administrative requirements to implement the mandate. To remedy these problems, a variety of recommendations are offered, including basing the education program on individualized assessment and instruction, having the program reflect community proficiency standards as well as curriculum, and making available followup or outreach programs. (CL)

This publication is part of a series of self-instructional teacher training manuals designed to assist vocational-technical educators or industrial trainers to develop and implement competency-based vocational education (CBVE) programs in a school or industrial setting. The manual consists of the following sections: cover page that contains the task title, purpose and information block; a statement of performance objectives, micro-performance objectives, learning activities, information sheets, activity sheets (self-checks), a written examination, a product/performance checklist, and references. This manual, which explains how to determine student grades in a CBVE system, covers the following topics: identifying factors influencing grades, and exploring several grading systems already in use. (KC)

This publication is part of a series of self-instructional teacher training manuals designed to assist vocational-technical educators or industrial trainers to develop and implement competency-based vocational education (CBVE) programs in a school or industrial setting. The manual consists of the following sections: cover page that contains the task title, purpose, and information block; a statement of performance objectives, micro-performance objectives, learning activities, information sheets, activity sheets (self-checks), a written examination, a product/performance checklist, and references. This manual, which focuses on identifying administrative support for CBVE, covers the following topics: identifying the administrator's role in CBVE and identifying the administrative support necessary to implement CBVE. (KC)

Recommendations of the Utah Education Reform Steering Committee are presented in this report. First, the recommendations are briefly summarized and challenges facing the State's provision of education are outlined. Next, specific recommendations are made in the following areas: elementary and secondary education; higher education; and facilities, growth, and productivity. The cost of the recommendations is then summarized and State revenue measures are suggested. Specific recommendations are then presented for legislative and policy changes at the State and local levels. In general, the reforms proposed in the report call for increased government spending in education and improvements in the quality of instruction offered to the public. Emphasis is placed on reducing costs per student while maintaining achievement standards, and on improving teachers' career development and compensation. A list of the members of the committee concludes the report. (KH)

This issue examines successful partnerships in the Northwest that have emerged from strategic alliances between business and education. Some models are described briefly. These partnerships are then described: Private Initiatives in Public Education (PIPE), the adopt-a-school conduit; Business Youth Exchange, a structure for work-study; Business Center of Clackamas County and Business Center of Snohomish County, creative models of collaboration; Environmental Services Technology Program, curriculum revitalization; Partnership Project Grant High School, Portland, Oregon, business and industry sponsored classes; TARGET: The Allied Resources Group for Employment Training, a training consortium; and Experience-Based Career Education (EBCE), career exploration in the community. Names, addresses, and telephone numbers of the projects are provided. A short bibliography on partnerships in education concludes the document. (YLB)

This curriculum guide, dealing with competency-based cooperative office education in the State of Louisiana, consists of 10 chapters on program implementation and 12 instructional units. Covered in the first part of the guide are cooperative office education programs; coordination, program management, and student placement; legal responsibilities; advisory committees; public relations; classroom necessities; reports; student organizations; supplemental materials; and the evaluation process. Topics addressed in the instructional units include telephone techniques; word processing; human relations; securing and keeping job communication skills; financial records; business math and machines; typing; shorthand; office procedures; and specialized offices, such as banking, insurance, legal, and medical offices. (MN)

New York state's regulations regarding education of handicapped children are presented, as amended March 26, 1982. Among the topics addressed are Board of Education responsibilities; Committee on the Handicapped; procedures for referral, evaluation, individualized education program development, placement, and review; procedural due process; continuum of services; program standards for private schools and state operated or state supported schools; state reimbursement to private schools and special act school districts educating children with handicapping conditions; reimbursement to certain state operated and state supported schools for blind, deaf, and severely handicapped students; admission to public schools of children residing in facilities of Office of Mental Health or Office of Mental Retardation and Developmental Disabilities or child care institutions; state assistance for transportation of handicapped pupils; and educational programs for autistic pupils. (CL)

This ideabook consists of activities and ideas to motivate students in various business education courses. Following an introductory discussion of general instructional approaches and motivational techniques, various business education subject areas are covered. Included among these are accounting, business communications, business English, business law, business machines, business mathematics, business organization and management, careers, computers, consumer education, general business, secretarial and office procedures, shorthand, and typewriting. Among those items provided in the guide are concepts and methods of teaching, teaching standards, tips for maintaining discipline, tips for motivating students, suggestions for setting up learning activities, ideas to add variety to classes, innovative testing and grading techniques, learning activities, bulletin board and display ideas, sample posters, and suggested field trips. (MN)

These guidelines were developed to assist school districts in the state of Illinois to develop comprehensive health education programs for elementary and secondary schools. Time and scheduling guidelines directed by the State Superintendent of Education are outlined. The basic components of a comprehensive health education program, its curriculum, and curricular emphasis are presented. Major topic areas in the curriculum for kindergarten through sixth grade are listed with indications of curricular emphasis at each level. A reprint is included of the "Critical Health Problems and Comprehensive Health Education Act," legislated in Illinois in 1971. Appended are brief outlines of the curricular categories required by the Act and a sample self-evaluation instrument for local use by school administrators in assessing the extent of their compliance with the intentions of Illinois health education legislation. (JD)

Designed to meet the informational needs of both business leaders and educators who wish to develop mutually beneficial cooperative ventures, this packet contains three separate reports on public-private sector partnerships. An overview examines the contemporary focus on business and education links, the nature of partnerships at secondary and postsecondary levels, and comparative approaches to partnerships such as collaborative councils and private foundations. A report on the roles of educational institutions in the Job Training Partnership Act (JTPA) analyzes the education-related results of a nationwide survey conducted by the National Alliance of Business. A technical report presents an overview of the JTPA vis-a-vis its implications for educators. Also contained in the packet is a four-page bibliography on business-education cooperation and a series of brief bulletins and newsletter articles on successful partnership models across the country. (LP)

This case study is the result of observations of the Responsive Education Project, undertaken at the University Center for Responsive Education, a resource center used by teachers, parents, and children, and at several New York City elementary schools in which the Project operates its Learning Community Program. This open education project was one of nine at demonstration sites selected by the Documentation and Technical Assistance (DTA) Project as exemplifying strategies toward problem solving in urban schools. The report describes participating schools and the local school district; discusses structures, roles, and relationships within the open education program; details staff development, parental involvement, and the role of the school principal; considers various philosophical concepts and their relationships to project efforts at school improvement; and analyzes the possibilities for implementing component strategies in other schools. (GC)

This module, one in a series of 127 performance-based teacher education (PBTE) learning packages, focuses upon specific professional competencies of vocational teachers. The competencies upon which these modules are based were identified and verified through research as being important to successful vocational teaching at both the secondary and postsecondary levels of instruction. This module provides three learning experiences designed to help teachers-in-training to develop competency in using three techniques--brainstorming, buzz group, and question box--to create interest in learning and to encourage student participation. Each of the learning experiences consists of an enabling objective, student activities, and feedback. The final learning experience requires the prospective teacher to employ the techniques in an actual teaching situation in which he/she can be assessed by a resource person. (KC)

One of 16 booklets designed for use in an Open University course on the education of handicapped children in the United Kingdom, this document deals with the evolution of special education in the country. Initial chapters analyze the rationale for studying the history of special education, describe pioneers in the field, and cite the emergence of a special education system with its primary aim to remove the unfit from society. Legislative efforts, based on public and professional opinion in favor of state supported special education and care for persons with deafness, blindness, mental deficiency, and physical defects, are traced. The years between World War I and World War II are seen to be ones in which private agencies and voluntary societies made great strides in improving Great Britain's special educational system. A final chapter asks just how much progress has really been achieved. Suggested readings and exercises are included throughout. (CL)

The development of assessment procedures has been influenced by P.L. 94-142 (The Education for All Handicapped Children Act), current trends in services and teaching methods, efforts to mainstream special education students, the back-to-basics movement, and trends in accountability. In order to identify specific assessment training needs for special education teachers, 60 special education and support personnel from West Virginia responded to a needs assessment survey. The survey instrument addressed the areas of screening, assessment, placement, and individualized education program formulation and implementation. Among the instruments or assessment options most often cited by respondents as those which could be utilized in the assessment-IEP formulation and implementation cycle were the Woodcock-Johnson Psychoeducational Battery, the Wechsler Intelligence Scale For Children-Revised, and behavioral assessments. Training areas for inservice and preservice programs suggested by the survey are considered and the development of assessment competency statements is recommended. (SW)

The objective of this paper is to provide a comprehensive review of the total system of technological education in Singapore. The educational system, its history, and its response to technological needs are first briefly described. A discussion follows of the evolution of the various infrastructures, including the National University of Singapore, Singapore Polytechnic, Ngee Ann Technical College, the Vocational and Industrial Training Board (VITB), Economic Development Board training centers, and VITB-approved training centers. Some major changes that the various infrastructures within the total education and training system have made to respond to economic restructuring in the 1980s are then described. These include the New Education System in the schools, school program revision, a VITB project to develop a Resource and Staff Training Centre, expansion of computer studies, and the recommended establishment of the Nanyang Technological Institute to train engineers. (YLB)