Education & Pedagogy

"The purpose of this report was to select and present data on the various levels of education in the State of New Mexico, with particular reference to status, deficiencies and needs in curriculum and instruction. The most significant and relevant information on elementary education (public and non-public), secondary education (public and non-public), Indian education, vocational and technical education, and higher education was collected and analyzed to propose suggestions and recommendations for improvement of curricula and instruction." An attempt was made "to reveal significant areas of educational need coupled with recommendations that may suggest programs and projects to cope with the noted educational deficiencies in the state." A formal observation of innovational practices for curricular and instructional revision in New Mexico schools is appended. (JH)

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. Author, subject, and document number indexes provide entry to the abstracts. Most of the documents which have not been announced in "Research in Education," are available as a separate microfiche set from the ERIC Documents Reproduction Service (VT 014 237). Others are available from the source identified in the abstract. (CD)

In recent years academic and government circles in many foreign countries have focused more attention on education in Japan. This report is a translation of a publication intended to inform the general public of educational standards in this country as compared with other selected countries--the U.S., U.K., France, the Federal Republic of Germany and the U.S.S.R. Both quantitative and qualitative aspects of education are considered in this comparative study. Educational expansion, educational methods and contents, conditions for teachers, facilities and other physical conditions and educational expenditures are discussed. Consideration is given to both the reaction of education to the rapid social changes of the 1960's and to the central problems of education which are likely to occur in the future. (SHM)

This bibliography on career education would be useful to those interested in learning about both the career education concept and some of the emerging techniques for implementing career education programs. The bibliography is divided into four sections, including: (1) a listing of 144 selected references on the career education concept, (2) a listing of over 700 documents related to the career education concept or to various components and aspects of career education, (3) a listing of 84 journal articles dealing with the career education concept and some of its component parts, and (4) a listing of seven information sources from which a continuing flow of career education information can be obtained in the future. Entries are arranged alphabetically by author or title and include publication information, and availability. Instructions for ordering documents available through the Education Resources Information Center (ERIC) System are included. An earlier edition of this bibliography is available as ED 070 822. (SB)

On July 15, 1971, the Pennsylvania Department of Education established a Joint Task Force to develop policies and programs which would eliminate sex discrimination in Pennsylvania schools. The following committees were established: (1) Women's Studies in Basic and Higher Education; (2) Guidance and Counseling; (3) Sex-Segregated Classes; (4) Sexism in Textbooks and Library Materials; (5) Basic Education Evaluation; (6) Teacher-Training; (7) Continuing Education for Women. This final report gives the concrete problems of sexism faced by each committee, the policy changes they recommend, and the programs they have developed to implement these policies. The appendix contains Programs Approval Guidelines for Intergroup Education. The guidelines include rationale, the various program components, the names and addresses of resource organizations and agencies, and a bibliography of bibliographies of minority and ethnic materials. (Author/RM)

What general education needs in America is more faculty and administrative support, and a thorough reexamination of the general education component of most postsecondary curricula. General education should provide an academic jointure for affective and cognitive learning so that analysis of feelings, goals, and values could be studied in tandem with the knowledge available in the realm of specialized study. General education should provide opportunities for students to become familiar with the objectives, problems and methods of the social sciences as well as the natural and physical sciences and humanities. Among the more significant general education objectives in the social sciences would be the application of its knowledge and methodologies to insure a more profound insight into the pressing issues of our time (the urban crisis, racial problems, population pressures, food supplies, and the role of women). General education should be the substantial, continuous, and integrated study of man and as such should be present in every higher education curriculum. (Author/PG)

This paper presents a brief review of several key differences of opinion concerning purposes and conceptualizations of career education. A major difference of opinion exists concerning the emphasis of career education--economic man or total man. Differing points of view are also expressed in answer to the question, "Is career education all of education or is it only part of education?" Some people regard career education as a new title for vocational-technical education; others stress the importance of career education for all people at all educational levels from early childhood through adulthood. If these basic differences in the value systems of the various conceptualizers are not resolved, career education's potential for vitalizing and refocusing education could be lost. A both/and attitude rather than an either/or attitude is suggested. What is needed is a way of describing human growth and development in which "all dimensions of life are focused upon... as interrelated parts of the whole person." (Author/AG)

Unesco's booklet is intended as a guide (1) for those involved in the planning and development of education in relation to rural and agricultural development and (2) for scientists, teachers, and administrators. In the document, rural development is considered in the context of overall economic growth and agricultural education in reference to the educational system as a whole. The goal implied is "rounded" development -- the inclusion of the rural community and a visualizing of the training and education of the entire younger generation in developing countries. Acceleration of economic growth and rural development, the main forms of rural education, general and practical problems in programming education, and the strategies of rural education are examined. The author notes that it is urgent to train specialists in the programming of rural education who -- as members of teams of educators, statisticians, economists, and sociologists -- would together draft educational programs in line with overall socioeconomic development. (DB)

Major features of further education in England and Wales are analyzed, and ways are suggested in which it might profitably develop during the 1970's. Major activities and legislation from the 1944 Education Act through the Industrial Training Act of 1964 are reviewed. Although strictly a part of higher education, the training and the supply of further education teachers are also described. Other chapters cover polytechnic institutes, evening colleges, and other establishments; courses, awards, and qualifications; student enrollments and characteristics; libraries and other facilities; the Youth Service; special problems on the Welsh scene; education for commerce and management; art, music, and agriculture; and research into further education. The document includes an index, a brief glossary, nine tables, eleven maps and charts, and 20 appendixes on course offerings, organizations, publications, and related matters. (ly)

Summaries of 243 Burmese newspaper articles, published from September through December 1968 and January through April 1969, offering information on educational seminars, educational statistics, primary and secondary education, and higher education, are reproduced in this two-volume bibliography with abstracts. Editorials and miscellaneous newspaper coverage include a broad variety of educational information, usually focusing on the new Burmese system of education. Reports on the training of junior assistant teachers and Burmese technical and vocational schools are treated in a special section. Appendixes include material on a librarians' seminar, a 1968 general seminar, education in British Burma, and literacy campaign. The numbered bibliographic entries provide the newspaper article title, newspaper source, dates of publication, and article length. For related documents see ED 025 987 and ED 027 807. (RL)

Designed as a reference for general educators, a resource book for teachers of the disadvantaged and exceptional, a textbook, a tool for administrators, and a resource for librarians, the book contains a list of instructional resources which the authors or experienced others had used with positive impression, plus recent materials. An introduction precedes the entries which are arranged by the following subjects: math; reading and English; listening and speaking; writing and typing; spelling; social studies; science; health, safety, and sex education; occupational education and work study; driver education, physical education and motor learning; art; music; crafts; home arts; industrial arts; and curriculum. For each entry the title, author, type of material, interest level, source, difficulty, and a description are given. Lists of references and of publishers are included. (RJ)

Existing official and unofficial colleges of advanced education (CAE) including numerous technical, paramedical, and agricultural colleges in Victoria, a few institutions in New South Wales, and other schools and institutes in Queensland, South Australia, and Western Australia, are described; and plans for future colleges or the upgrading of existing institutions, are noted. Next, in a background paper and commentary, are somewhat divergent opinions on such questions as the balance between vocational and general education in CAEs and overlapping between CAEs and university extension. Evaluating both the background paper and the commentary, Section three stresses the view that a broad, extensive program at the subuniversity academic level has an important place in Australian adult education and that CAEs would be well fitted to the task. Detailed comments from six administrators and other educators also appear. (ly)

This special report describes the state of current sex education programs and policies in the nation's public schools, and offers guidelines for school officials, parents, and concerned citizens involved in developing sex education programs. Sixteen general principles for use in planning and implementing a sex education program are followed by specific suggestions concerning the appropriate curriculum components of sex education programs in the early elementary grades, middle elementary grades, junior high school, and high school. A brief review of sex education programs currently operating in 16 school districts throughout the nation illustrates the variety of approaches and tactics which have been used to develop sex education programs. Twenty-eight policy and curriculum guides are included in the document's 67-item bibliography. (JH)

This book offers a cross-section of the concepts and subject-matter areas which form the theoretical framework for physical education. Its stated purpose is to provide a source of information, insight, and inspiration to those who comtemplate physical education as a career. Chapters include the following: (a) "Education for a Better World;" (b) "Meanings and Purposes;" (c) "Historical Overview to 1950;" (d) "Physical Education for Future Generations;" (e) "Philosophical Considerations;" (f) "Anatomical and Physicological Bases;" (g) "Basic Biomechanical Concepts;" (h) "Psychological Foundations;" (i) "Sociological Foundations;" (j) "Sports, Athletics, and Education;" (k) "Programs and Curricula;" (l) "Health Education in Our Schools;" (m) "Fitness for Living;" (n) "Leisure and Recreation;" (o) "Physical Educators and the Community;" (p) "Human Values and Personal Ethics;" (q) "Pedagogical Principles and Practices;" (r) "Careers in Physical Education;" and (s) "Administration: Concepts and Practices." (A set of selected references is included at the end of each chapter.) (Author/JS)

Telecourses developed, acquired, and distributed by the National Instructional Television (NIT) Center are described in this "Factbook." For primary through senior high school, telecourses are listed in the subjects of art, communications, early childhood, economics, foreign language, guidance, health and physical education, humanities, language arts, mathematics, music, science, and social studies. For teacher in-service education, telecourses are listed under the subjects of health and physical education, language arts, music, and science. For higher education, telecourses are listed under the subjects of communications, computer technology and science, economics, engineering, foreign language, geography, government, history, literature and composition, mathematics, physics, psychology, social work education, and sociology. For continuing education, telecourses are listed under communications, economics, foreign language, and social work education. Procedures for potential users of NIT telecourses and accompanying printed materials are given in detail. Reports sponsored by NIT are listed with annotations and prices. (MF)