Education & Pedagogy

Part of an Office of Education three-year project on metric education, the position paper is intended to alert and prepare teachers, curriculum developers, and administrators in vocational, technical, and adult education to the change over to the metric system. The five chapters cover issues in metric education, what the metric system is all about, the impact metrication will have on vocational and technical education, the implications of metric instruction for adult basic education, and curriculum and instructional strategies. Each of the chapters is organized into four parts. The first part is a one-page overview which highlights the main points of the chapter. The second consists of some questions and answers which reflect the fears and concerns of teachers, administrators, and students. The third part contains in-depth coverage of the subject, and the fourth is a brief list of references for those who may wish to read further. (Author/EA)

Career education is stronger now than at any time in the past, but it is still faced with many challenges and problems. Among such problems, one of the most obvious is the relative slowness with which career education is being implemented at the senior high school level. Vocational educators, from every area of vocational education, must assume responsibility for making career education work in the senior high school. Career education calls for several changes in the teaching-learning process. The business and office occupations and distributive education fields can serve as models that have been built in ways that are already consistent with these kinds of changes. These fields have bridged the gap between those who regard themselves as academic educators and those who call themselves vocational educators. There are a number of ways in which today's business and office occupations and distributive education teachers could move to convert both academic teachers and vocational educators into career educators. (Author/PR)

This bibliography is comprised of materials gathered for the resource center at the 8th and 9th Cycle National Teacher Corps Conference, 1974. Materials were gathered from the following sources: (a) The Teacher Education Development Service Resource Center on Competency-Based Teacher Education (CBTE), School of Education, State University of New York at Albany; (b) The Bambi Collection; and (c) the Division of Teacher Education and Certification, New York State Department of Education. The materials have been categorized under four headings: (a) special education teacher training materials, (b) elementary teacher training materials, (c) middle school and secondary teacher training materials, and (d) other source materials for teacher education. Extensive systems of modules have been included under the first three headings, and listed under the university or laboratory responsible for development. Materials referenced in this collection are housed in the Teacher Corps Resource Center at Emporia Kansas State College, and are available for general use. (Author/JS)

Different aspects of the development of continuing education in Canadian universities and institutions were studied by the British author through visits to Vancouver, Toronto, Montreal, Winnipeg, Saskatoon, Calgary, and Banff. Short visits were also made to Massachusetts, Washington, Oregon, and California. Comparisons between Canadian and British approaches to continuing professional education were made on the basis of the visits regarding: their activities and development; the organization of the professional staff and activities in the centers for continuing education; university activities in the professional areas of engineering and management; the training of adult educators; and the financing of continuing education activities. Opportunities for part-time degree study in Canada and the United States through the extended day and trimester systems offer new ideas for continuing education in British universities. Appended materials (30 pages) contain the author's notes on the continuing education activities at the universities visited in Canada and in the United States on an individual basis. (EC)

Reported in the last of a series are summarized versions of approximately 110 bills relating to the education of exceptional children that were introduced in state legislatures in 1975. The report, produced by the Handicapped Children's Education Project of the Education Commission of the States, is said to make no attempt to present all bills introduced, but rather to provide an overview of major legislaton related to handicapped individuals. Given for each bill is information regarding bill number and sponsor, basic provisions, and status as of August 1, 1975. Bills are listed alphabetically by state under the following subjects: census/registry/reporting; centers, commission, offices for special education services; certification of professional personnel; comprehensive special education services; early education services; enrollment limitations; expanded special education services; finance formulas/taxation; residency requirement for education services; rights; sanctions; state aid/categorical programs; state aid/general special education programs; state policy; and transportation aid. (SB)

Summary reports on the organization and financing of vocational education in each state and territory are presented in this second of a four-volume report of a national study of vocational education systems and facilities. Information for each state and territory is organized as follows: state governance of vocational education (state agency/agencies with vocational education responsibilities, coordination between agencies, and organizational history); organization of vocational education delivery systems (institutions and services, regionalization and coverage, and administration); financing facilities and equipment for vocational education; and financing vocational education program operating costs. (The information contained in these profiles was compiled on the basis of interviews with state agency personnel and in the review of documentation and revisions secured from state agencies and other sources.) (Also available are the following related volumes: vol. I, Technical Report [CE 018 973], vol. III, Methodology Report [CE 018 975], and the Executive Summary [CE 018 972].) (JH)

More than 1,500 educators at the National Adult Education Conference probed issues ranging from competency-based teaching, through the lifelong growth of adult educators themselves, to national concerns which gave the conference its "5E" theme: employment, ethics, education, environment, and energy. Presentations given at the conference focused on (1) who is responsible for adult basic education; (2) a national policy for adult education; (3) the coming decade of adult education; (4) opportunities for adult educators; (5) competency-based adult education; (6) industrial training opportunities; (7) recruitment and development of volunteers; (8) learning resources; (9) adult education in international perspective, adult education in the armed services, and working with the aging; (10) equality for women; and (11) education for global citizenship and bioethics. (LRA)

Lesson plans for activities in career education are presented in this teacher's guide designed for grades 6-8. The first section presents South Carolina's position on career education. Section two outlines suggested learner objectives to be attained under seven elements of career education: self-knowledge, decision-making skills, career awareness, economic awareness, educational awareness, attitudes and appreciation, and social awareness. The next section, the bulk of the document, contains the career education lesson plans: twenty-one for grade 6, twenty-two middle school-english, thirteen grade 7-math, twenty grade 7-choral music, nineteen grades 7 and 8-life and Earth science, twenty grade 7-remedial reading, twenty grades 7 and 8-physical education and health, twenty grade 8-art, ten grade 8-mathematics, and seventeen grades 7 and 8-social studies. Each lesson plan includes grade level, subject area, educational concept, element and element objective, activities, resources, and followup activities. (JH)

This concept paper provides a framework for the development of a nonsexist curricular unit in teacher education courses. The immediate goal is the elimination of the narrowness of the traditional male-dominated curriculum. To assure that learning regarding sexism and sex-role stereotyping is applied in the classroom, a teacher education curriculum must be built that is based upon practical problems which teachers encounter. The current lack of sex-fair teacher education courses and materials makes it likely that new teachers will enter school knowing materials and teaching procedures that perpetuate sex inequality in education. Suggestions are made in this paper for bringing about a major reformation in the teacher education curriculum. It is specifically recommended that sex-fair instructional materials should be created for incorporation into the following courses: foundations of education, psychology of education, methods courses, and field experiences. An annotated bibliography on sexism in education is included. (JD)

The development of teacher education in Ontario for the last century has largely been determined by the forces of supply and demand. By 1950 the province had a well-structured, highly centralized, and comprehensive system of teacher education, although progress in the raising of standards was slow due to war-time expedients and the teacher shortage throughout the 1950s and 1960s. During the past 15 years, teacher education has experienced unprecedented quantitative and qualitative growth. Faced with declining enrollment, educators must now refine past achievements in both theory and practice. Limited job opportunities in teaching provide the chance, through careful screening, to develop a highly competent and deeply committed teaching corps. For the first time in many years, policies and programs of teacher education need no longer be governed by a chronic shortage of adequately qualified candidates. (Author/WD)

The Senate oversight hearings on P.L. 94-142, the Education for All Handicapped Children Act, features statements by personnel representing the California State Department of Education, the Chief State School Officers, the National Association of State Directors of Special Education, and the Council for Exceptional Children. Questions from the committe senators to the representatives ae presented along with the responses. Among issues addressed are the need for clarification on plan approval, related services and complaint procedures; inadequate funding; interagency coordination; private schools; personnel development; child count; extended school year; the individualized education program; American Indian and Alaska native handicapped children; gifted and talented education; the importance of early childhood education; and the role of special education in the adult education system. (CL)

This is the fourth of eight volumes consisting of series of publications of the Center for the Study of Liberal Education for Adults (CSLEA), such as Notes and Essays, Research Reports, Occasional Papers, and Conference Reports. These materials provide both theory and practice in the area of non-credit adult liberal education offered by colleges and universities. This volume contains seven issues in the CSLEA Research Report Series from 1959-63. Titles include (1) New Directions for Alumni: Continuing Education for the College Graduate, (2) New Directions in Degree Programs Especially for Adults, (3) The Vassar Institute for Women in Business, (4) University Adult Education in the Arts: A Descriptive View of Programs, (5) The Audience for Liberal Adult Education, (6) Administrative Practices in University Evening Colleges, and (7) Never Too Late for College: The Brooklyn Degree Program for Adults. (YLB)

THE ROLE OF EDUCATION IN YUGOSLAVIA, THE ORGANIZATION OF THE EDUCATIONAL SYSTEM, THE OPERATING POLICIES, AND THE CHANGES AND NEW DEVELOPMENTS IN THE SCHOOLS THAT HAVE OCCURRED SINCE THE SECOND WORLD WAR ARE DESCRIBED IN DETAIL. THE DESCRIPTION IS PRESENTED UNDER THE FOLLOWING HEADINGS--(1) THE YUGOSLAV STATE AND THE EDUCATIONAL SYSTEM, INCLUDING A DESCRIPTION OF THE STRUCTURE OF THE SCHOOL SYSTEM, (2) HISTORICAL DEVELOPMENT OF HIGHER EDUCATION, (3) QUANTITATIVE DEVELOPMENT OF HIGHER EDUCATION, (4) REFORM OF HIGHER EDUCATION, (5) ORGANIZATION OF HIGHER EDUCATION, (6) PROGRAM OF STUDIES AND CURRICULUMS, (7) STUDENTS, (8) TEACHING STAFF, (9) ADMINISTRATION, (10) CHARACTERISTICS OF THE SYSTEM AND PROPOSALS FOR THE FUTURE, (11) TEACHER TRAINING OF PRESCHOOL, ELEMENTARY, AND SECONDARY TEACHERS, AND (12) CONCLUDING REMARKS ON TEACHER TRAINING. THE AUTHOR CONCLUDES THAT TEACHER TRAINING IS ONE OF THE MAJOR PROBLEMS IN THE DEVELOPMENT OF EDUCATION IN YUGOSLAVIA. THE SITUATION IS DESCRIBED AS A NEED FOR BOTH MORE AND BETTER QUALIFIED TEACHERS. THE TEACHER SHORTAGE WAS CREATED BY THE REORGANIZATION AND EXPANSION OF EDUCATION THAT RESULTED FROM REFORM OF THE SCHOOLS. (AL)

THIS QUARTERLY PUBLICATION ANNOUNCES THE AVAILABILITY OF INSTRUCTIONAL MATERIALS ACQUIRED AND PROCESSED BY THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) CLEARINGHOUSE ON VOCATIONAL AND TECHNICAL EDUCATION. IT SHOULD BE OF PARTICULAR INTEREST TO TEACHERS, CURRICULUM SPECIALISTS, SUPERVISORS, AND ADMINISTRATORS INVOLVED IN CURRICULUM DEVELOPMENT OR THE USE OF INSTRUCTIONAL MATERIALS IN THE TEACHING-LEARNING SETTING. EACH ABSTRACT, A CONDENSATION OF THE REPORT IN ABOUT 200 WORDS, USUALLY INCLUDES THE MEANS USED TO DEVELOP THE MATERIAL, THE SETTING FOR USE OF THE MATERIAL, AND SOURCE OF AVAILABLE COPIES. ABSTRACTS ARE INCLUDED UNDER THE FOLLOWING SECTIONS -- AGRICULTURAL, BUSINESS AND OFFICE, DISTRIBUTIVE, HEALTH OCCUPATIONS, HOME ECONOMICS, INDUSTRIAL ARTS, TRADE AND INDUSTRIAL, AND GENERAL VOCATIONAL AND TECHNICAL EDUCATION. AN AUTHOR INDEX, DOCUMENT NUMBER INDEX, AND SUBJECT INDEX ARE PROVIDED. THE DOCUMENTS DESCRIBED ARE AVAILABLE FROM THE ERIC DOCUMENT REPRODUCTION SERVICE, THE CLEARINGHOUSE FOR VOCATIONAL AND TECHNICAL EDUCATION, OR THE SOURCE SHOWN AT THE END OF EACH ABSTRACT. (PS)

THIS PROPOSAL FOR AN ARTICULATED AND COORDINATED STATEWIDE VOCATIONAL EDUCATION PROGRAM IN HAWAII PROVIDES FOR THE DESIGNATION OF THE REGENTS OF THE UNIVERSITY AS THE BOARD OF VOCATIONAL EDUCATION, WITH A SUBORDINATE COORDINATING COUNCIL. THE MAJOR EFFORT IN VOCATIONAL EDUCATION SHOULD BE AT THE LEVEL OF THE COMMUNITY COLLEGE, WHICH SHOULD EMPHASIZE PROGRAM FLEXIBILITY IN OFFERING SHORT TERM PROGRAMS, SMALLER COURSE UNITS, SPECIAL SUMMER PROGRAMS, EVENING COURSES, ON THE JOB AND COOPERATIVE TRAINING, AND PROGRAMS OF ADVANCED PLACEMENT AND EARLY ADMISSION FOR HIGH SCHOOL STUDENTS. VOCATIONAL EDUCATION AT THE SECONDARY LEVEL SHOULD BE EXPLORATORY, DIRECTED AT CLUSTERS OF JOBS, AND AN INTEGRAL PART OF GENERAL EDUCATION. AT THE COMMUNITY COLLEGE LEVEL, GENERAL EDUCATION SHOULD BE AN INTEGRAL PART OF VOCATIONAL EDUCATION. COOPERATIVE PLANNING, ARTICULATION, AND COORDINATION SHOULD RESULT IN PREPARATION OF STUDENTS FOR PROGRESS TO SUCCESSIVE LEVELS OF COMPETENCE, ELIMINATION OF UNNECESSARY REPETITION AT ANY LEVEL, AND MAINTENANCE OF AVAILABILITY OF OPTIONS FOR CONTINUING EDUCATION. (WO)