Education & Pedagogy

Questionnaires were developed to identify California education agencies currently using microcomputers in special education program management and completed by 334 Special Education Local Planning Area directors, County Offices of Education, and districts. Data revealed that regardless of district size or organization type, a majority performed each of the administrative tasks by hand. Smaller districts reported the lowest levels of computer use and county offices generally the highest. Within each group the tasks having the highest level of computerization were those related to fiscal and personnel matters. Telephone interviews with 96 respondents supported questionnaire data suggesting very low current usage of microcomputers for special education program administration. Interviews also indicated that technical support staff are more frequently involved than administrators and that training to help administrators with consumer decisionmaking and software implementation was generally not available. (CL)

This document contains five modules for presenting a series of workshops on competency-based education (CBE) to teachers of English as a second language (ESL). Each module consists of the following: competency sheet (including rationale, performance objective, and enabling objectives), background notes and resources, suggested format for a three-hour workshop, activities with handouts, a review activity, and a workshop evaluation form. The modules cover the following topics: (1) competency-based education and the adult learner; (2) needs assessment and language functions, (3) writing competency-based objectives, (4) planning instruction, and (5) evaluating student performance. An overview of the workshop series and instructions for conducting the workshops are also included in the manual. (KC)

The task force report describes development and results of a questionnaire on mainstreaming completed by 122 parents of special education students and 458 regular and special education teachers, administrators, and support staff. Findings include the following: special education staff are seen as the most interested, knowledgeable, and supportive of mainstreaming although implementation responsibility of mainstreaming falls on regular educators; class size and teacher workloads are of great concern; regular educators are more concerned with the effects of mainstreaming on regular education students and consider the teacher's attitude less important to the special student's success; and special educators are more concerned about mainstreaming effects on the special education student and generally view the teacher's attitude as critical to student success. Recommendations are offered regarding student count, staffing patterns and needs, inservice education needs, and suggested strategies for improving communication, attitudes, and competencies. An appendix supplies responses to a question on concerns about mainstreaming. (CL)

Three pamphlets provide basic information on the care and education of children with osteogenesis imperfecta (OI) a lifelong liability to fractures due to imperfectly formed "brittle bones." The first brochure, a guide to education for children with OI, addresses the importance of attitudes, the value of early education, public school enrollment, due process, individualized education programs, classroom adjustment, and college attendance. The second brochure describes the development and functions of the Osteogenesis Imperfecta Foundation, Inc., a voluntary national health organization. The final pamphlet provides suggestions for the care of babies and children with OI and answers questions about such aspects as home management, clothing, food, first aid, and day to day care for children wearing a body cast. Information on helpful equipment and toys concludes the pamphlet. (CL)

Minimum standards for elementary and secondary schools require that courses of study provide for the following topics: citizenship, human relations education, and multicultural education. It is educationally profitable to view these as three interdependent perspectives which shape a citizen's participation in democratic life. Cultivating these citizens is the special assignment of public education, and fulfilling this obligation is a central professional challenge faced by educators today. This document is intended to provide a range of innovative and practical approaches for implementing this curricular component. It seeks to provide assistance in developing programs which incorporate the content and skills necessary for effective living within the family, school, work place, community, nation, and world. Elementary and secondary instructional activities involving some relationship to citizenship, multicultural, or human relations education are included. An appendix containing lists of resource materials and resource organizations concludes the document. (APG)

Tennessee Technological University has long recognized the importance of systematic evaluation. Since 1973, the university has applied a longitudinal model for systematic data gathering and for evaluating its teacher education programs. The major goals of the university's system have been to evaluate the program objectives, provide information for those making decisions about curriculum evaluation and development, and aid in the long-range planning for the entire institution. Results derived from the project have been used to make changes in modules of study, courses, and the introduction of more educational technology. The university has now established a center, designated to study ways to improve the evaluation of programs for the preparation of teachers. The center's major activities will involve development and implementation of teacher education program evaluation models, research associated with teacher education evaluation, and dissemination of materials for use by higher education and other agencies. (CB)

The transcript of the 1986 House of Representatives hearings on deaf education programs contains verbatim testimony and committee questions, prepared statements, letters, and supplemental material. The Hearings concerned legislation already passed by the Senate which would provide for the continuation of Gallaudet College; would combine the authorizing legislation for Gallaudet's Kendall Elementary School and Model Secondary School for the Deaf and for the National Technical Institute for the Deaf; and would establish a 5-year reauthorization cycle for these institutions. Organizations providing testimony or statements include: American Society for Deaf Children; United States Department of Education; Gallaudet College; National Technical Institute for the Deaf; St. Paul Technical Vocational Institute; Alexander Graham Bell Association for the Deaf; and National Association of the Deaf. (CB)

A nine-member Future of Teaching Committee, appointed by the State Board of Education in October of 1985, suggests a sweeping set of recommendations to provide 20,000 new teacher replacements in Michigan's public school classrooms in the next several years. An overview is presented of the Committee's recommendations to the Governor, the Legislature, the State Board of Education, colleges and universities, and local school districts. The recommendations are designed to accomplish several objectives, including: (1) suggestions to ensure sufficient financial investment in teachers and teacher education; (2) suggestions for recruiting the most committed, caring and talented teachers; (3) methods of providing quality school leadership through better trained administrators; (4) steps to ensure quality teacher education; and (5) suggestions aimed at providing appropriate physical conditions and a professional climate in the schools. (JD)

Intended for parents, this booklet lists special education programs and services for exceptional children in Michigan, and discusses parent rights in the educational system. Specifically addressed are parents' rights in the referral process, in the evaluation procedures, to an independent educational evaluation, in the Individualized Educational Planning Committee Meeting Process, and to a due process hearing. Noted are both arbitration and mediation components of due process, the right to file complaints, and parent rights to education records. Suggestions are presented for preparing for the individualized educational planning committee meeting and obtaining information about the evaluation of the child's progress in school. Commonly asked questions by parents regarding identification and referral, evaluation, independent educational evaluation at public expense, programs and services, records, rights, notification, and arbitration and mediation are answered. A glossary of 20 special education related terms is included. (CB)

This glossary defines terms commonly used in second language education, including the subfields of foreign language education, bilingual education, and English as a second language. Its purpose is to minimize confusion about the use of the terms. The terms include: language/linguistic majority student; language/linguistic minority student; limited English proficient; non-English proficient; English-only; fluent English proficient; English as a second language (ESL); English as a foreign language (EFL); bilingual education; transitional bilingual program; maintenance bilingual program; pull-out program; foreign language in the elementary school (FLES); foreign language experience (FLEX); immersion education; early partial immersion; delayed immersion; late immersion; double immersion; structured immersion; two-way bilingual immersion; sheltered instruction; the Natural Approach; Community Language Learning (CLL) or Counseling Learning; Total Physical Response (TPR); Suggestopedia; Silent Way; and content-based instruction. (MSE)

In this study, the interaction of undergraduate specialization, diversified career choices, and teacher education on the future of professional preparation in physical education was examined. Using the Delphi methodology, a panel of 69 national leaders in the field of physical education developed extensive strategic planning data for the management of six probable, but undesirable future trends. To challenge these negative predictions, a review of this data provided the following set of tactics: (1) rediscover the intrinsic value of movement; (2) encourage students to discover for themselves the intrinsic value of movement and motor skills acquisition; and (3) emphasize the individual achievement available through purposeful movement, be it fitness, personal control, or meaning. An emphasis on individual accomplishment, right, and responsiblity can be used to guide decisions regarding the complex managerial and role disparity issues that will characterize the future of physical education. (JD)

A report of a study of issues in public higher education in Texas is presented, along with recommendations of the Select Committee on Higher Education to improve access, quality, and management. Attention is directed to: institutional role and mission statements, general funding policies, research and technology funding, faculty compensation, student financial assistance, and management techniques. Also considered are roles and responsibilities of the state legislature, the Texas Higher Education Coordinating Board, governing boards, system administrations, and colleges and universities. Additional topics include: doctoral degree programs, technical-vocational higher education, testing and remediation, assessment of educational outcomes, teacher education, admission standards, board and system alignments, base funding, incentive funding, special initiative funding, human resources management, physical plant management, accounting and financial reporting procedures, and statewide higher education telecommunications networks. Appended are Texas House Concurrent Resolution Number 105, passed by the 69th Legislature. Mission statements for 39 institutions are included. (SW)

The resource manual is intended to provide information for inservice training on current legislation, activities, and teaching techniques related to adapted physical education for California educators including special education teachers, resource specialists, and regular physical education teachers. The manual is divided into four modules. The first module contains information on legislation, the definition of terms, and identification and referral. The second module focuses on eligibility and assessment. The third module presents activities for special day classes, for the mainstream, and supplemental activities for secondary students. The final module provides an annotated bibliography of approximately 42 citations, a list of California institutions providing training in adapted physical education, and lists of relevant and organizations. In addition to content information, modules typically include trainer's notes, a suggested outline for training, selected handouts, and suggested pretests and posttests. (DB)

This report considers the following issues, trends, and recent activities in science, mathematics, and environmental education: (1) inadequate achievement in knowledge, concepts, skills, and processes pertaining to these subjects; (2) curricula which do not provide the content needed for current and future academic and personal needs, do not reflect existing knowledge of learning and instruction, are not considered relevant by many students, and do not encourage the use of instructional materials besides textbooks; (3) lack of time devoted to problem-solving in mathematics and science; (4) inadequate emphasis on environmental education in terms of curriculum development, materials, and time devoted to the topic; (5) recent research describing effective instructional techniques; and (6) recruitment and retention of qualified teachers. In addition, recommendations for needed action are provided, as is a list of references. (PS)

This volume consists of information and guidelines for use in developing and administering community education programs in Texas. Addressed in the individual sections of the manual are the following topics: the philosophy of community education, initiating community education programs, resolutions pertaining to community education, funding and budgeting, councils, staffing, needs assessment ideas, a public information system, interagency relations, community school programs for students of all ages, regular school programs for students in grades K-12, program evaluation, facility usage, recordkeeping, and resources. Geared to administrators, the manual contains a wealth of specific guidelines, timetables, news releases, transparency masters, forms, and surveys. In addition, the section on resources includes an annotated bibliography of works for and about community education programs. (MN)