Education & Pedagogy

This booklet summarizes selected facts and suggestions for the use of State staffs in planning for the development of cooperative vocational education programs under Public Law 90-576. Designed to provide pertinent information as technical assistance for facilitating the decision-making process, this resource manual is intended for use in conjunction with "A Guide for Cooperative Vocational Education," (ED 037 564) published by the University of Minnesota. Term definitions, funding sources for cooperative education, selected regulations for State vocational education programs, allowable expenditures of Federal and matching funds, persons served by cooperative programs, and additional programmatic information are included. A comparative analysis of State, cooperative, and work-study programs for vocational education is presented in a 3-column format. The resource materials were prepared by an education program specialist, under the direction of the chief of state programs and services. (AG)

This paper suggests a theoretical grounding for considerations about education from which a conceptual model for an educational setting can be derived. The author discusses the distinction between schooling and education, the biological necessity of education, and the organization of education. He considers four criteria of education that translate into adaptation, participation, creative contribution, and constructive transformation of the enrironment. These four criteria are seen to occupy different focus centers in schooling, depending on the age of the individual. The author argues that, although schools can be expected to do a reasonably good job with regard to helping the individual adapt to and participate in the environment, present institutional conservatism is educationally restrictive and prohibits the constructive transformation of the environment. The paper concludes by suggesting that schools could more effectively meet the total demands of education by improving the competency of educators through changes in the methods of their selection and training. (DN)

Presented at the American Vocational Association Annual Convention, this paper summarizes developmental efforts being conducted at the Center for Vocational and Technical Education to establish quality modules which can be used successfully by educators in their teacher education classes as well as by in-service vocational education instructors. A project endeavor involving broad-scoped research efforts, these performance-based curriculum modules are being designed in cooperation with selected educational agencies in Missouri and Oregon. Project constraints under which the modules are being prepared include money and personnel resources, time limits in production, and the environment in which the modules are developed and tested. Validity considerations include: (1) establishing content validity by identification and development of performance and general objectives; (2) assessing face validity by identifying problems of use as the modules are developed and field-tested; and (3) assessing construct validity by testing the generalizability of the modules. (SN)

Highlighting vocational education philosophies and needs in individual school districts in Alaska, this position report of the current status of state vocational education programs was developed by the staff of Alaska's Division of Vocational and Adult Education in order to inform the State Board and the Alaskan Legislature of programmatic needs. The six sections of this "state of the art" report cover: (1) a philosophy and definition of vocational education in Alaska, (2) Alaska's unique vocational education imperative, (3) vocational education at each level of the school system, (4) community involvement in those programs affecting the community, (5) establishment of career development centers, and (6) a vocational teacher training design. Recommendations and conclusions of the 2-year study are presented. Various tables and charts present data concerning employment opportunities, programs in operation, and specific programs needed for each school district. (AG)

An emphasis on planned and completed educational reforms in Norway which reflect the attitude that education is a lifelong process is presented in this document. A study is made of some of the trends in the development of the formal school system which have been influenced by the concept of life-long education. This study includes primary, secondary, post-secondary, and teacher education. Organizations responsible for adult education are: (1) voluntary and private institutions, (2) labor, and (3) public authorities. It is pointed out that the greatest problem is to determine to what extent adult education should be state-controlled. It is proposed that the Norwegian Adult Education Institute be established to deal with the problems of adult education and to undertake counseling, contact and advisory service. It is concluded that life-long education in Norway is no longer the concern of an exclusive group, but of society as a whole. (CK)

Written as an abridged companion volume to the seven-volume series, Ontario's Educative Society, this book shares the objective of exploring the development of education in Ontario since World War II. The material is presented within an historical framework and uses a broad definition of education which includes organizations and activities beyond the formal system. The book consists of ten chapters: 1) The Growing Importance of Formal Education for Utilitarian Purposes; 2) The Expanding System; 3) The Quest for Organizational Efficiency in the School System; 4) Province and University Come to Terms; 5) Educational Agencies Outside the Formal System; 6) New Practices and Procedures in the Educational Process; 7) Early Research Efforts and the Development of the Ontario Institute of Studies in Education; 8) Religion and Language; 9) The Burden of Support; and 10) Future Prospects for Formal Education. Related documents are ED 063 225 through ED 063 229; SO 005 311; and SO 005 413. (FDI)

This study for Anne Arundel County, Maryland, has been tailored to fit the local plan for overall staff reorganization, with several organizational charts reflecting impending changes in career education and vocational education staffing patterns. The numerous recommendations fall into three categories: (1) a general overview of the county's education program, emphasizing career and vocational education as priorities for meeting educational needs, (2) suggestions for specific division of administrative responsibilities, and (3) outlines of administrative tasks for each administrative position. An appended interim evaluation report presents, in condensed form, the conclusions reached by outside consultants after interviews with local and state staff members. These conclusions are that six career education areas need administrative reorganization: (1) non-instructional support personnel, (2) research and evaluation support, (3) guidance area, (4) developmental task forces and program supervisors under the Director of Instructional Programs, (5) the Director of Vocational Education and Cooperative Education, and (6) program implementation, through Area Directors and principals. (Author/AG)

The relationship of education to the society in the various periods of American history is emphasized in this teaching guide for eleventh grade students. Through the educational history frame of reference, students compare such current concerns as school governance and community interests concerning problems in financing education with the relationship of education to society. Teachers will find references in this guide to the syllabus topic IV described in ED 065 385. The strategies, suggested learning materials and cue samples are intended to help them in implementing the Education segment of this topic, utilizing an inquiry approach. Understandings focus on the purpose of education, citizenship preparation, the financing of education, the changing role of the schools, education as a reflection of society, and education as an individual attainment. Included in the appendix is the report of the department-sponsored Glens Falls Conference. (Author/SJM)

The primary use for the papers presented in this report is to provide ideas and information to the Rural Affairs Study Commission members. The 1st paper is an analysis of some factors caused by inadequate financing. It is noted that rural communities have smaller, less efficient schools; less well-prepared teachers; smaller salaries; fewer supervisors of instruction; fewer course offerings; and higher dropout rates. The 2nd paper describes early childhood education programs in Virginia. Major recommendations are that early childhood education programs be established through regional agencies; that the state aid formula include provision for early childhood education programs; that state aid be provided for comprehensive school health services; and that day care programs be coordinated with kindergarten and elementary school programs. The 3rd paper describes higher education needs. Recommendations in this area include increased state financial support for higher education and the establishment of more comprehensive community colleges. (PS)

This bibliography of publications concerning parent involvement in school programs, prepared by the Canadian Teachers' Federation, is organized in three sections: (1) books; (2) articles; and, (3) theses. Abstracts of material with an "ED" number may be found in "Research in Education." If marked "Available ERIC," hard copy or microfiche copies may be purchased through the Education Document Reproduction Service of the ERIC system. Sources consulted in preparing this bibliography include "Canadiana" (National Library), the "Canadian Education Index" (CCRE), the "Cumulative Book Index" (Wilson's), the "Current Index to Journals in Education" (CCM), the "Directory of Education Studies in Canada" (CEA), the "Education Index" (Wilson's), "Education Studies Completed in Canadian Universities" (CEA), "Research in Education" (ERIC), and Research Studies in "Education" (Phi Delta Kappa). The period covered is approximately five years through 1970. The following information is provided for each publication listed: title, author, editor, or compiler; organizational affiliation; availability; number of pages; and, date of publication. (JM)

This book contains information on the educational opportunities available for adult learners in the diverse programs of the Chicago Public Schools. The programs are available to Chicago residents over 16 years of age who are not enrolled in regular day elementary or high school programs. The services of the Department of Education Extension of the Chicago Board of Education are provided through five types of programs: (1) Day Centers (Adult Basic Education, G.E.D., and E.S.L. classes), (2) Summer Programs (day and evening), (3) Evening Schools (A.B.E. (Elem), High, and Vocational), (4) Americanization (Americanization, Naturalization, and Urbanization), and (5) In-Plant Education. A chart is given of the 1971 Adult Centers/Schools. In addition, classes held in day centers, the types and special programs of evening schools, and the subject areas that are covered by each school are charted. The subject areas are: Business, English, Fine Arts, Foreign Languages, Home Economics, Mathematics, Civil Service Preparation, Physical Education, Sciences, Social Studies, Technical Subjects, and Apprenticeship Training Programs. (DB)

This essay discusses aesthetic education as a special vehicle for value education, in particular the cultivation of imaginative perception. It argues that if imagination is disciplined by thought, and love is justified by knowledge, that enlightened cherishing can then develop. The aesthetic image is discussed from the dimensions of aesthetic experience--the sensory dimension, the formal properties, expressiveness of the aesthetic image--from aesthetic poverty and charity, and aesthetic appreciation and enjoyment. Education for enlightened cherishing is described as to approaches to aesthetic education--the performance approach and aesthetic education as appreciation. Aesthetic education as perception is then discussed as to perception of sensory qualities, of formal properties, and of expressiveness. The feasible design for teacher preparation in the perceptual approach is given. The problem of standards in aesthetic education is described as to aesthetic and nonaesthetic value norms. The reasons for cultivating enlightened cherishing are given under the heading of serious and popular art. A subject index is provided. (DB)

The purpose of this study was to increase understanding of the nature and processes of interinstitutional cooperation in higher education, particularly as related to international education development, and to suggest guidelines for the improvement of cooperative endeavors. The study dealt with the experience of the RCIE (Regional Council for International Education) and 10 selected member institutions. The RCIE is a cooperative association founded in 1959 in response to a newly identified need for colleges and universities to expand the international dimensions of education on their campuses. Chapter I examines the national and international framework for international development and interinstitutional cooperation. Chapter II describes the objectives, structure, programs, and services of the Council, and Chapter III the Council's origin and development. Chapter IV deals with international education on member campuses: the patterns of international education development, factors affecting international education, and the place of the RCIE on campus. Chapter V presents an analysis of RCIE operations, and the functions of the Council are discussed in Chapter VI. (AF)

The bulletin is one in the series "Rural Africana" published 3 times yearly by the African Studies Center, Michigan State University. "Rural Africana" is devoted to current research in the social sciences, exploring the problems of social and economic development in rural Africa south of the Sahara. The present issue is a compilation of papers dealing with the following aspects of rural education: (1) Rural Education in Africa: A Status Report, (2) Prescriptions for Socialist Rural Education in Tanzania, (3) Education for Self Reliance: The Litowa Experiment, (4) Primary Education and Agricultural Development, (5) The Schools as an Agent of Rural Development, (6) A Village Polytechnic in Kenya, (7) Agricultural Education in Africa, and (8) Agricultural Education: A Selected Bibliography. Included in the document is information on related publications and on research projects in the general field of rural African studies. (EJ)

This report presents objectives, activities, and results of the three Appalachian Right to Read Community Based Centers from May, 1972 to August, 1973. The primary function of the Centers has been to demonstrate direct home instruction, by paraprofessionals, of individually prescribed reading instruction to isolated rural Appalachian adults and their families. The Centers served 103 families, including more than fifty pre-schoolers, with six paraprofessionals, at a cost per family of approximately $394. The report outlines development of a county-side learning center facility, recruitment and training of indigenous paraprofessional teachers, coordinating the learning center-home study model with a developing public community school, reading-readiness instruction for parents of pre-schoolers, and an evaluation of the effectiveness of adult basic education home study as a route in recruiting adults to recurring education in the community school. Twenty brief case studies are included. (AJ)