Education & Pedagogy

This paper develops three theses: 1) education generally and teacher education in particular are disadvantaged by faulty governance systems and structures; 2) many of the problems of education stem directly or indirectly from these faulty structures; and 3) there is urgent need for a whole new set of assumptions about the governance of teacher education. The varying interrelationships between the disciplines, the professional schools, and the professions are examined through the use of the concepts of systems, subsystems, and suprasystems. Although teacher education is a subsystem of the university, it also forms a part of the suprasystems of governmental units, the profession, and the community, and there is need for a collaborative relationship between teacher education/university/profession and school unit/community state. Some conclusions indicate that education should be viewed as the training function of the teaching profession; teacher education should be regarded as a professional school; there should be less emphasis on teacher education as an all-university function; accountability and responsiveness should be sharply defined; and local and state government responsibility should be reduced. (MBM)

American education is being challenged to play a key role in the improvement of a society threatened simultaneously by domestic crises and by international conflict. A national effort is needed in teacher education to prepare paraprofessionals, teachers, administrators, educational specialists, educational researchers, college teachers of education, and others. Fragmentation is an obstacle, with over 1,000 higher education institutions, 50 state education agencies, hundreds of public and private local school districts, regional and national accrediting agencies, and professional organizations. A national policy for teacher education is needed and should focus on control, finance, social responsibility, partnership roles, program, accreditation, certification, new career patterns, professional competencies, evaluation, technology, accountability, multicultural needs, the urban crisis, international understanding, experimental programs, long-range planning, and educational conference on teacher education; that a broadly representative national policy commission for teacher education be established to develop, scrutinize, and revise policy; and that staff support be provided through a national center for teacher education as a unit of the proposed National Institute of Education. (MBM)

The Greek immigrant student finds adjustment to the American education system difficult and bewildering. This paper reveals the cultural and educational background of the immigrant so teachers may better understand student behavior and thereby help the foreign student through the transition period. In Greece, education is a privilege of the wealthy or intellectual, and access to secondary education is narrow. In the Greek family, a closely knit patriarchal unit, the majority of children end their education at grade six and find a job to supplement the family income. Primary schools, comprised of six grades, are compulsory and free. The one-room school environment is formal and authoritarian. Secondary and private schools are confined primarily to Athens and a few provincial centers. Secondary education consists of the six-year gymnasia, preparing students for professional roles and higher education, and a few privately operated technical/vocational schools. Higher education is offered at two universities, two poly technical institutes, several technical schools, and teacher training colleges. Related documents are SO 003 443 and SO 003 447. (SJM)

A study of cooperative education in the United States over the period of July 1975 through November 1977 had two purposes: (1) to determine the degree to which it is a viable educational and/or financial aid mechanism for higher education institutions to adopt; and (2) to determine the effectiveness of the federal role in supporting cooperative education through Title IV-D of the Education Amendments of 1968. The seven chapters of the abridged final report discuss: (1) cooperative education in general; (2) the nature of the study; (3) to what extent cooperative education is a viable career education or financial aid mechanism; (4) whether or not it is a profitable investment for the participants; (5) the limitations of expansion in the U.S.; (6) the role of federal funding; and (7) program and policy implications. (MSE)

Papers presented by executives and administrators from all levels of education, and representatives from research, manufacturing, and commercial organizations, discuss relationships between modern technology and modern education, and educational data systems. Texts of presentations are included for: (1) 18 papers concerning computer applications to instructional support and curriculum in elementary and secondary education; (2) 15 papers on computer applications to instructional support and curriculum in post secondary and higher education; (3) seven papers in managing computers and computing--elementary and secondary education; (4) 11 papers in managing computers and computing--post secondary and higher education; (5) 14 papers covering information systems and applications--elementary and secondary education; (6) nine papers in information systems and applications to post secondary and higher education; and (7) six general interest papers. An author index is provided. (KP)

Examining the educational system of Yugoslavia, this publication stresses the socialist precepts upon which national educational policy is based. The report is presented in two sections. Section I describes general educational principlas, the system of management and finance, educational structure and organization, curricula and syllabi, and teacher training. Section II focuses on educational development in Yugoslavia from 1974-76. Major educational characteristics of this period are a decrease in number of preschool and elementary students combined with expansion of quantity and quality of secondary education; modernization of curriculum and syllabi along ideological lines; introduction of a system of gradual stages of education including on-the-job training and recurrent education; and stress on social and environmental issues in preschool and elementary curricula. Financial, administrative, and curricular changes developed to respond to these trends are discussed. Also included are statistical tables and examples of elementary and secondary education curricula. (Author/DB)

Social studies education will improve if educators favoring global education and law-related education replace counterproductive competition with mutual respect and cooperation. As two of the many curricular approaches clamoring for a just share of elementary and secondary school social studies programs, global education and law-related education have much in common. For example, they both are supported by interest groups composed of educators and content experts; they both became frequent course offerings in the wake of the "new" social studies; and they both stress reflective inquiry. Educators will improve social studies education if they use goals, competencies, and approaches common to global education and law-related education as a basis for cooperation in developing curriculum. Specific competencies relevant to both approaches include perceiving individual involvement in a global society, making decisions, making judgments, and exercising influence. A framework centered on concepts such as power, justice, liberty, property, equality, authority, freedom, and responsibility would be equally relevant to law-related education and global education. (DB)

This handbook contains 200 teacher-developed lessons which infuse the four career development components (self-awareness and -assessment, career awareness and exploration, career decision making, career planning and placement) of the Michigan Model of Career Education into the existing course content, emphasizing one or more of the career life roles (occupation, family, citizen, leisure). Lessons are provided for courses in eleven subject areas: art, business, English, family living, industrial education, mathematics, music, science, social studies, support services, and vocational education. Each lesson contains (1) a lesson objective, (2) original lesson student outcomes, (3) a career development subgoal, (4) a performance indicator objective, (5) career development student outcomes, (6) lesson activities, (7) evaluation activities, (8) time estimates, (9) a list of supplies/equipment, (10) suggested resources, and (11) a list of pre-planning tasks. (LRA)

The report focuses on the role of education in facilitating effective participation of groups and individuals in development efforts in Africa. Special attention is given to problems of the poor, women, the handicapped, those uninvolved or marginally involved such as unemployed youth, and those living and working in rural areas. The report is comprised of six chapters. Chapter I establishes the interrelationships among development, participation, and education. Chapter II traces the evolution of the educational system in Africa with an emphasis on nonformal education. Chapter III discusses educational needs and examines the premises, prerequisites, and characteristics of an enabling educational system. Chapter IV focuses on areas of particular need and on specific target groups: youth, women, the disabled, cooperatives, and workers' organizations. Chapter V examines the contribution of international cooperation in enabling African countries to attain their educational and training goals. The final chapter provides a summary. (KC)

One of a series which examines recurrent education in countries which are members of the Organization for Economic Co-operation and Development (OECD), this document examines continuing education in France. The series is intended both to describe existing educational practice with regard to continuing education and to attempt an estimation of future developments in the field. Chapter I, Continuing Occupational Training and Recurrent Education, discusses the aims of continuing education in France and examines what is actually happening in this area of education today. The second chapter, Continuing Occupational Training as an Intermediate Stage between Innovation and the Reproduction of Existing Social Patterns, describes the steps which have been taken toward establishing a pattern of alternating periods of work and training. Difficulties encountered at the school and university levels and in industry are examined. The document concludes with annexes of statistical information. (Author/RM)

One of three modules which form a model using a multi-media approach for an education department or teacher educator to infuse career education concepts into the pre-service curriculum, this module uses the exposure and experience that student teachers gained during Modules 1 and 2 as the basis for developing formal classroom instruction to incorporate career education processes and resources realistically and effectively. This module is divided into three parts: "The Roles and Responsibilities of School and Community Personnel,""Infusion of Career Education into the Elementary/Secondary Curriculum," and "Mini-Make It and Take It Workshop (K-6/7-12)." The module is presented in the form of a leadership script, including a list of resources needed, schedule of activities, instruction and notes, and the script itself. (TA)

The proceedings of the Confernce on Funding of Clinical Legal Education is presented, along with a commentary and report of floor discussion. An overview of clinical legal education is provided by Eugene F. Scholes. Two papers discuss funding of clinical legal education by foundations and other private sources (William Pincus) and by the university, state, and other public sources (Millard H. Ruud). The legal services interest in clinical legal education is examined by Robert D. Evans and S. Shepherd Tate. The remaining papers are concerned with: current cost of clinical legal education (James P. White and Peter deL. Swords), clinical legal education and the promotion of national goals (Dean H. Rivkin), converting the support for clinical education from soft to hard money (John R. Kramer), federal responsibility for clinical legal education (John D. Scarlett) and HEW guidelines for funding under Title XI (Donald N. Bigelow). (SPG)

This final report contains materials and forms developed for the Iowa Career Education Articulation Model (K-14). Project goals were to design and pilot a career education inventory system to determine the impact of career education upon the students, to design a monitoring process system to assess the status of career education activities, to conduct guidance followup, and to produce an articulation guide. Charts detail project staff activities and products. Appendixes include the Monitoring Process Design (MPD) form, results of career education inventories, external evaluation report, project extension request, and bibliography. The MPD system was designed for assessing career education activities by grade level and teacher in a local school system. Pilot run of the MPD indicates that teachers can monitor their career education activities. The articulation guide (published separately), the inventories, and the MPD have been disseminated to every area community and parochial school. Additional work is needed to complete the guidance followup activity. (MF)

Presented are the results of four 1974-75 Unesco case studies on the integration of technical and vocational education into special education in four countries. The section on Austria contains discussions of social integration of handicapped children, background information, vocational guidance and orientation, vocational training in special pedagogic institutions, conclusions, and selected curricula. The section on Colombia includes a general background of special education and rehabilitation, a discussion of technical and vocational training and special education, and an analysis of legislation on special education and rehabilitation. The section on Iran includes discussions of education as therapy, vocation, conclusions, and selected special curricula. The section on Tunisia includes discussions of methods; programs for learning to live an independent life; analysis of vocational training programs; motivation and guidance; psychological, sociological, and economic assessment of training activities; legislation on employment of the handicapped; conclusions; and definitions. Among the conclusions is an affirmation of the handicapped person's right to work. A bibliography is appended. (DLS)

This selected annotated bibliography contains eighty-three entries (includes books, reports, guides, papers, and articles) relevant to teaching adult vocational education learners. The citations are organized alphabetically by author and each one includes some or all of the following: source, title, sponsoring agency, publisher, city, state, date, pages reviewed, and an annotation. Some representative titles include the following:"Meeting the Needs of Working Class Women in Post Secondary Education"; "Voluntarism: The Real and Emerging Power"; "Continuing Education in Canadian Universities"; "Community Education and Its Major Components"; "Teaching Adults"; "Career Education: Community Resource Center"; "Lifelong Learning"; "Finding Community: A Guide to Community Research and Action"; "The Physiology of Aging: How It Affects Learning"; "Goal Analysis"; "Recurrent Education"; "Tested Techniques for Teachers of Adults"; "Teacher's Role in Life-Centering the Curriculum"; "Guide to Adult Education Counseling"; and "Passages: Predictable Crises of Adult Life." (EM)