Education & Pedagogy

Changes in the structure and operation of Saskatchewan's rural education system were examined. The aim was to find ways to equalize educational opportunity and raise the level of education. Data were obtained from: (1) public opinion derived from community forums, communities and organizations' briefs, and hearings at which representatives of communities and organizations testified; and (2) 4 separate questionnaires sent to secretary-treasurers of larger school units, superintendents, local school district boards, and teachers. This report discusses the: (1) problems in education as seen by the province's rural people; (2) environmental change and rural education; (3) regrouping of educational facilities; (4) larger units of administration; (5) educational finance, both expenditures and revenues; (6) staffing Saskatchewan schools; (7) retention of pupils; (8) continuation to higher education; (9) vocational education; and (10) continuing education for adults. Also given are a summary of the public's solutions to the educational problems and some recommendations by the Royal Commission on Agriculture and Rural Life. (NQ)

This interdisciplinary environmental education resource guide is designed for use in the inservice preparation of teachers in environmental education. The guide is developed around nine components: (1) perceptual awareness, (2) conceptual awareness, (3) the phenomena of the natural environment, (4) the phenomena of the man-made environment, (5) aesthetic discrimination and valuing, (6) humanism, (7) fostering creative abilities and attitudes, (8) organization skills and knowledge, and (9) decision making. Nine topics are included in the guide, each topic focusing on one of the components. Each topic includes a statement of rationale, which further explains the component as related to environmental education, goals and objectives for teaching the component, the substance or content of the component that focuses on the skills or knowledge involved in understanding the importance of the component, instructional strategies (activities) for both the elementary and secondary level, and instructional resources which includes both printed and nonprinted materials. The guide also includes a definition of environmental education, and guidelines for using the guide. (TK)

Ten selected emerging trends in the field of early childhood education are discussed in this conference address: (1) a reevaluation of the view that early childhood education is a panacea; (2) greater emphasis on planned continuity between kindergartens and the primary grades; (3) increased use of multi-age grouping; (4) need for parenthood education in the high school; (5) importance of parent involvement in the decision making and policy formation processes concerning the education of his child and the implementation of classroom programs; (6) wider acceptance of the structured or prepared environment in programs; (7) development of a quality day care environment based on careful research and evaluation, (8) importance of humanistic or affective education; (9) need for aesthetic education (music, dance, literature, dramatics) in the total education of the child; and (10) accountability of teachers to the consumer as well as to the school boards. (Author)

The Volkschochschule (people's college) is the primary institution for adult education in both the Federal Republic of Germany (West Germany) and the German Democratic Republic (East Germany). The general purpose of this study is to assess similarities and differences not only in the basic aims of adult education but to examine where possible the practical consequences in the light of stated objectives. The study was based on documentary research and analysis, and uses historical and comparative methodologies. West German adult education is presently in a period of change and revision; in East Germany adult education is more fully developed and is an integral part of the country's educational system. The study finds that East Germany has been more successful in its emphasis on vocational education than West Germany's attempts to meet the intellectual and social needs of the worker through liberal and general education. Both countries have stressed citizenship education. (MF)

Leaders from across the country attended the Fourth Annual National Vocational-Technical Teacher Education seminar, which focused on emerging teacher education curricular models. The November 1970 seminar had three primary objectives: (1) to provide an understanding of the performance-based core concept of a model vocational-technical teacher education curriculum, (2) to focus on an understanding of the administrator's role in implementing a core-based vocational-technical education curriculum, and (3) to foster an understanding of the teacher educator's role in implementing vocational-technical teacher education curriculum improvements. This seminar report contains presentations of over 20 national leaders in teacher education, and includes many of the findings of a 3-year research project conducted at The Center for Vocational and Technical Education on performance-based model curriculums and core concepts for organizing and providing professional offerings. It should be useful to those interested in modifying teacher education curriculums and in developing new models for teacher education. (CD)

The content of this bibliography is drawn from a broad range of health and education literature. The sole criterion for inclusion was the applicability of the subject material, directly or indirectly, to clinical education. The literature reflects contemporary trends in education in the health professions: it deals with manpower distribution and maldistribution; it covers the subjects of clinical education, site selection for placement of students, and the development of faculties, curriculum, and clinical programs; it focuses on community health care and the health team concept; it offers much about adult learning and inservice and continuing education; and it includes an exploration of educational evaluation techniques and devices. Subject area divisions are: (1) education for health care delivery; (2) clinical faculty; (3) clinical education process; (4) evaluation; and (5) costs and financing. (Author)

This is the fifth annual comprehensive evaluation report of Office of Education administered programs. It updates the information in the FY 1974 report in incorporating the results of 15 evaluation studies completed during FY 1975 as well as additional information obtained from program operations and monitoring activities. In addition to an overview section, the report includes highlights of studies completed in FY 1975, brief descriptions of studies still in process at the end of FY 1975, examples of the uses of evaluation studies, and descriptions of each of the programs administered by the Office of Education as of June 30, 1975. Included in the description of each program is its legislative authorization, its funding history for the last ten years, its goals and objectives, its operational characteristics, its scope, information about its effectiveness, ongoing and planned evaluation studies, and sources of evaluation data. (Author/IRT)

This paper analyzes what is meant by basic education. The author presents six principal usages of the term that are based on the kinds of education offered and their purposes rather than on whether they take place in or out of school. Examples of the six usages are given. Variations in terminology are generally more than purely semantic or technical. Each expression is usually associated with a particular type of effort or educational stance, based (overtly or inadvertently) on certain social, economic, and political as well as educational concepts. Basic education also has civic and developmental meanings. Basic education in its civic sense can be said to be that form of education that in any given country can meet at least minimum learning needs and can also be made universal. Developmental meanings of basic education overlap with civic meanings, but place more emphasis on its contribution to vocational needs and personal development linked with daily activities. (Author/IRT)

This document contains the abstract of each presentation (approximately 50) of the Agricultural Division, American Vocational Association Convention (1976). Topics covered include agricultural education research, teaching and administration of agricultural education, and teacher education in agriculture. The following are sample paper topics: Identification of the Occupational Competencies Needed in the Area of Agri-Chemicals; Factors Related to the Success of New Mexico Vocational Agriculture Teachers as FFA Advisors; Standards for State Programs as Recommended at the National Seminar; Issues in Administration and Supervision; Time Management for the Teacher of Vocational Agriculture; National Ag Occupations Competency Study; Micro Teaching as an Introduction to Teaching Agriculture; Agricultural Teacher Educator Retreat; Role of the State Supervisory Staff in Local Program Articulation; Status of Legislation for Agricultural Education; The Value of Postsecondary Program Standards in State Supervision and Teacher Education; The Views of a State Superintendent of Public Instruction on Agricultural Education; The Role as a Teacher of Farm Management. (HD)

The author considers one section of a document (Everyone's Favorite Solution in "The Reserve Army of the Underemployed") by James O'Toole to be an attack on vocational education in which seven charges are made. The charges are rebutted with the intention of illustrating the positive contributions that vocational education can make to the goals of career education. It is noted that any long-run strategy (for solving the education/work dilemma in general, or the problems of the underemployed in particular) that ignores or fails to take full advantage of vocational education will be both unwise and unproductive. Vocational education is not viewed as the sole answer, but as an essential element in a total career education strategy since, according to the author, the career education concept would never be made an operational reality unless all concerned with this movement recognize and embrace the goals and objectives of vocational education. (TA)

Presented is the leader's guide developed as part of a 3-year project to generate career education activities involving classroom teachers and career education materials for use with deaf secondary level students. Part I, on a career education program model, provides information on the program rationale (including various program channels), administrative considerations (including commitments, priorities, and operational considerations), objectives of career education (concerning both student attitudes and competencies), and program activities and materials. Considered in Part II, on the career education inservice program, are inservice program procedures, materials, and evaluation. Ten lesson plans for the inservice sessions are provided which cover such topics as career insights and self awareness gaming, learning the gaming techniques, and clarifying work attitudes and values. Over half the guide consists of appendixes which provide detailed lists of inservice session objectives, scripts for slide audiovisual materials, and exercises. (DB)

The New York State Annual Report for Occupational Education, Fiscal Year 1975, contains a narrative description of the State's accomplishments in terms of the objectives of the State Plan for Administration of Occupational Education, as well as a statistical overview of the State's occupational education programs during the fiscal year. Data are organized into five major sections, according to the instructional level of persons served: elementary and early secondary, secondary, postsecondary, adult, and multilevel. The secondary, postsecondary, and adult sections are further subdivided into three population groups served: general, disadvantaged, and handicapped. Throughout the reports specific programs and services are described to show how resources were utilized to accomplish objectives. Additional descriptions of exceptional or model programs are presented for the secondary, postsecondary, and adult levels. A variety of goals which have implications for all educational levels are described in the multilevel section. The elementary and early secondary section describes career education activities and the regional career education models. (Author/MF)

Impact and effectiveness of the Texas Project for the Education of Migrant Children and other such programs are examined. Solutions to the educational problems which face the migrant student within the operational framework of an on-going school system are outlined. Two representative innovations in Texas, a nongraded system and bilingual education, are briefly discussed. Evaluative data are included which were obtained by means of opinionnaires and standardized tests, with teacher-developed tests used less extensively. Methods are presented for coordinating the Texas Project with the Elementary and Secondary Education Act and the National Defense Education Act and for involving parents and the community. A summary is given of staff development via workshops and various institutes for teachers, aides, and administrators. Also included are brief descriptions of the Texas Migrant Interstate Cooperation Project, the Migrant Compensatory Education Project, and the Migrant Preschool Education. (CM)

This volume presents a sampling of major innovative programs in a broad range of teacher training institutions. A selection of 39 case studies focus on innovations in teacher education in Asia, Europe, Latin America, and the United States. The case studies are selective; certain areas of the world were not canvassed; the majority of contributions came from the United States. Each study was particularistic; most changes emphasized specific components of a total program. Eight areas of innovation were studied, including 1) performance-based teacher education; 2) in-service education; 3) field centered teacher education; 4) educational media, technology and teacher education; 5) teacher education for rural transformation; 6) individualized teacher education; 7) integrated teacher education; and 8) innovation in teacher education at a national level. Each study section was provided with an introduction and three to eight case studies concerning the area of study. A summary of innovation and change in teacher education stressed the need for continual innovation for the survival, rather than the decoration of education. (MJM)

The Associate Commissioner of the Bureau of Adult, Vocational, and Technical Education is responsible for two broad and important programs, career education and broader and better services in adult education. Career education is a lifelong educational process beginning in kindergarten and extending through adult and continuing education. Career adult education is concerned with the personal development and enrichment of the adult citizen as he faces the challenges of family life, community problem solving, and expanding leisure time. In terms of providing broader and better services in adult education, several goals have been identified. Some of these include: (1) establishing the National Adult Education Staff Development Program, (2) completion of Adult Performance Levels as standards of achievement based on relevant adult learning objectives in the areas of reading, writing, computation, and general knowledge variables, (3) a minimum of one full-time adult education coordinator in every community of 5,000 or more citizens, (4) developing adult curriculums and learning strategies, and (5) systematic assessment of the 1980's and a determination of an adult's responsibilities to react to and control that environment. (SB)