Linder, Fredric; And Others (1986). Locus of Control and Value Orientations of Adult Learners in Postsecondary Education. The locus of control and value orientations of undergraduate and graduate students in schools of business and education at Virginia Commonwealth University were assessed. Rotter's Internal-External Locus of Control Scale and Rokeach's Value Survey were administered to 1,139 students who ranged in age from 18 to over 40. Results indicated that older students were more internally-oriented than younger students in both schools and that males were more internally-oriented than females in the school of business. The terminal and instrumental values given highest priority by students in both schools were identical. There were significant differences between the schools for the values "A World of Peace,""Happiness,""Ambitious," and "Helpful." Partial correlations of terminal and instrumental value rankings with locus of control scores controlled for age and sex indicated that internally-oriented business and education students valued "A Sense of…

Cooper, James M.; And Others (1971). Microteaching: Selected Papers. This is the second of a series of three bulletins dealing with \Supervisory Strategies in Clinical Experiences.\ The first of the two papers, \Microteaching: History and Present Status,\ by James M. Cooper and Dwight W. Allen, begins with a definition of microteaching as a teaching situation which is scaled down in terms of time and numbers of students, but which is not synonymous with simulated teaching, as the teacher, students, and lesson are all \real.\ The history of microteaching from its development in 1963 is outlined, followed by an explanation of the rationale, the uses of microteaching in preservice and inservice training in the Peace Corps, counseling, supervisor training, and the training of college teachers. Research evidence on the effectiveness of microteaching is examined and the teaching skills involved are listed. There is a bibliography of 58 items. The second paper, \Microteaching in Teacher Education Programs,\ by Robert F. Schuck, considers three programs: 1)… [PDF]

(2002). Texas Higher Education Coordinating Board 2002 Statewide Annual Licensure Report. This report provides the licensure examination results for two-year technical associate degrees and one-year certificate programs leading to professions requiring licensure or certification. The Texas Higher Education Coordinating Board uses this information as part of its overall assessment of the effectiveness of vocational education programs at community and technical colleges in the state. The 2002 Statewide Annual Licensure Report includes data on 41 licensure/certification examinations ranging from aircraft mechanic and court reporter to surgical assistant and water operator. The data collected includes the number of individuals from each school who took the exam, and the number who passed. Many programs are not included in the Licensure report due to various limitations. This report lists the programs that have inclusion limitations. Statewide examination results for 2001 reported here include the following: (1) 1,506 individuals took the law enforcement, peace…

Kepecs, Mary, Ed.; Ross, Ellen, Ed. (1970). Increasing the Options for Wholesome Peer Level Experiences Across Racial, Cultural, and Economic Lines; Highlights of the Eighth National Conference on Equal Educational Opportunity, Washington, D.C., February 19-21, 1970. This booklet is comprised of summaries of contributions to the Eighth National Conference on Equal Educational Opportunity. National Education Association President, George Fischer, expresses views about changing attitudes, cultural differences, Southern school desegregation, busing, and the Nixon administration. Mrs. LaDonna Harris, a Comanche Indian, focuses on the problems of the American Indian people, and contends that Peace Corps work with people of different cultures all over the world is futile when the problems of cultural difference in the United States remain unsolved. Leon Panetta talks of the need for leadership and clear thinking on the issue of desegregation in order to prevent worsening of relations between the races. Roy Innis offers an alternative to the Department of Health, Education and Welfare plan for desegregation. Charles Gonsales, student NEA president, enjoins educators to begin asking some basic questions about the great cleavage between "our… [PDF]

(1997). The State of the World's Children 1997. This report on the well-being of the world's children focuses on the issue of child labor and its impact on children's lives. Chapter 1 provides a historical context for children's rights and highlights the need to guarantee the civil, social, economic, and political rights of children. The chapter shows how the world's course toward peace, equality, development, and justice can be helped by the conviction expressed in the U.N. Convention on the Rights of the Child that children have the same spectrum of rights as adults. Chapter 2 gives an overview of child labor, its practice in developing and industrialized countries, its origins, the importance of basic education as a deterrence to child labor, and potential actions to prevent the practice. It proposes six steps to end child labor: (1) immediate elimination of hazardous and exploitative child labor; (2) provision of free and compulsory education; (3) wider legal protection; (4) birth registration of all children; (5) data… [PDF]

Mayer, Milton (1993). Robert Maynard Hutchins: A Memoir. This biography reviews the life of Robert Maynard Hutchins, a leader in higher education in the 20th century, by a long-time friend and colleague. The biography first follows Hutchins' story from his origins as a preacher's son in rural Ohio to Oberlin College, through early success at the Yale Law school where he reformed legal education and influenced the practice of law. Most of the book is about his long tenure as president of the University of Chicago which encompassed university educational reform, establishment of the "Great Books" curriculum and a national Great Books enthusiasm, the McCarthy hearings on communists, World War II, and the development of the atomic bomb. The book then documents Hutchins' activities following the war which emphasized working for peace and social change and a world community. Later in life he settled in Santa Barbara, California and started the Center for the Study of Democratic Institutions. The narrative focuses throughout on…

Christie, Daniel J.; Hanley, C. Patricia (1988). The Psychological Impact of an Educational Unit about Conflict and Nuclear War on Adolescents. The purpose of this study was to clarify the psychological impact of nuclear issues education on preadolescents in order to obtain data that might be useful in developing public policy concerning the role of nuclear issues education. Teachers presented "Choices," an educational unit on nuclear war and conflict, to sixth, seventh, and eighth grade students, and the effects of the unit on both teachers and students were evaluated with pre- and post-tests. "Choices" was developed to help students understand the power of nuclear weapons, the consequences of their use, and options available to resolve conflict among nations by methods other than nuclear war. The program's purpose is to equip students with the skills and knowledge needed to understand that there are choices are available for achieving world peace. This paper describes the study's methods, procedures, and results. The findings indicated that use of "Choices" tended to reduce teachers and… [PDF]

Roumani, Judith (1978). Foreign Language Learning for Older Learners: Problems and Approaches. An examination of some of the learning difficulties of Peace Corps volunteers 45 years of age and older who have attempted to learn a second language, combined with a review of research findings on the learning capacity of older learners, reveals areas in which the older learner can be helped to more complete success in foreign language study. Specific recommendations begin with the adjustment of physical classroom conditions such as lighting, temperature, seating, and acoustics. Individual needs and abilities should be defined in terms of prior education, sex, time elapsed since formal education, and previous exposure to foreign languages. Individualized instruction should be emphasized. Instruction will be relevant to older learners if material is drawn from the lives of people their age. Self-pacing should be emphasized instead of speed. The contract approach to attainable short-term goals can be useful. Concentration will be enhanced by breaking material and study periods into… [PDF]

Khoi, Le Thanh (1992). The Role of Education in the Cultural and Artistic Development of the Individual. Cultural development is the development of knowledge, values, and attitudes bringing about the fulfillment of personalities and their creative capabilities. School in general stresses cognitive development and uses authoritarian methods to impose its view, thereby promoting imitation over initiative and critical thinking. School counterbalances the economic and technical tendencies of the dominant ideology and can promote international understanding and promote peace. Cultural development requires understanding of the past and present. Individuals should be aware of cultural contributions to their nations from other cultures. Such awareness can come through the study of all disciplines: literature, history, the arts, and so on. An interdisciplinary approach is necessary not only because it corresponds to the global character of modern life, but because the rapid pace of change requires teaching that brings about attitudes which are ready to adapt to change. Education should make… [PDF]

(1997). Adult Learning: A Key for the 21st Century. CONFINTEA V Background Papers (Hamburg, Germany, July 14-18, 1997). Adult Education and Development, spec iss. The following papers are included: \Foreword\ (Jakob Horn, Paul Belanger); \Internationalization and Globalization\ (Ove Korsgaard); \Adult Learning and the Challenges of the 21st Century\ (Marc-Laurent Hazoume); \Diversity in Adult Education: Some Key Concepts in Minority and Indigenous Issues\ (Linda King de Jardon); \The Culture of Peace: The UNESCO (United Nations Educational, Scientific, and Cultural Organization) Perspective\ (David Adams); \Literacy on the Eve of CONFINTEA: Observations, Questions and Action Plans\ (Jean-Paul Hautecoeur); \Learning Gender Justice: The Challenge for Adult Education in the 21st Century\ (Carolyn Medel-Anonuevo); \Adult Education and the Changing World of Work. Focal Points of Change\ (R. Barry Hobart); \Environmental NGOs (Nongovernmental Organizations) and Adult Education as 21st Century Partners in Civil Society–from the Local to the Global Level\ (Rene Karottki); \The Environment: A Unifying Theme for Adult Education\ (Walter Leal Filho);…

Arnold, Shirley C. (1982). P.E.A.C.E. Project Revisited. In January 1981 the Community Advisory Council of the North Allegheny School District in Pennsylvania undertook a program called Planning for Educational Awareness through Community Examination (PEACE). This program involved a poll of the community to determine the major issues facing schools in the eighties and public opinion about how these issues ought to be addressed. By June 1981, five task forces were at work, focusing on the agenda, data identification, issues clarification, data gathering, and public relations. By September, school administrators had been informed, a preliminary list of issues had been generated, and public forums were scheduled for October. A total of 120 persons–considered a low turnout–attended the forums. The top issues identified included correlation of student needs with educational programs, rising costs of education, school discipline, equitable allocation of funds, and educational excellence. The final report included the ranking of the issues as…

(1997). Recruiting, Preparing and Retaining Teachers for America's Schools Progress Report: Pathways to Teaching Careers. This report describes the DeWitt Wallace-Reader's Digest Fund's Pathways to Teaching Careers Program, which is designed to help increase and diversify the supply of well-trained public school teachers willing to work in low-income schools. Program design drew on findings of leading educational researchers that made a strong case for investing in programs to recruit and prepare nontraditional candidates to become teachers. This included men and women already serving as classroom aides, substitute teachers, or emergency certified teachers in the very schools having staffing problems. The project formed partnerships with schools of education at colleges and universities, mostly in New York City, to begin recruiting nontraditional teachers. In subsequent years, the program was expanded to other regions, and components were added to target paraprofessionals and returned Peace Corps volunteers. Currently, 42 colleges and universities nationwide participate, each using grant money to… [PDF]

(1986). About a Week in Nottingham. Themes from the Conference of the International League for Social Commitment in Adult Education (2nd, Nottingham, England, July 13-18, 1986). The first five papers in these proceedings focus on the organization and process of the International League for Social Commitment in Adult Education (ILSCAE). They are \Product into Process: The International League, Its Background, Organization, and Structure\ (Anette Svensson, Alan Tuckett); \The Language Question\ (John Payne); \Gender Issues\ (Jenny Scribbins); \Education for Women and Parent Education\ (Jenny Scribbins); and \Non-Formal Social Education in Japan and Its Social Commitment\ (Kenji Miwa). Five presentations on literacy are \The Politics of Research: What Should ILSCAE Do?\ (Sue Gardener); \A Legal Literacy Project\ (Lorraine Marx-Singer); \A Tale of Three Cities\ (Ruth Nickse); \A Proposal to Revamp Literacy Education\ (Bonnie Orr); and \Writing and Empowerment: Women in Residence\ (Ruth Lesirge, Jane Mace). The introduction (by Titus Alexander) to Part 3, Across Institutional Barriers, is followed by \The Workshop Workers' Investigations\ (Keith Forrester, Colin…

Kirmayer, Paul, Ed.; Pinnes, Noy, Ed. (1997). Adult Education in Israel, II-III. This is the second booklet in English that deals with adult education in Israel. The following papers are included: "Editors' Notes" (Paul Kirmayer, Noy Pinnes); "Introduction" (Meir Peretz); "Defining 'Adult Education'" (Yehezkel Cohen); "Planning Study Programs for Adults" (Rachel Tokatli); "The Role of Adult Education: Changing the Individual or Changing the Society?" (Maggie Koren); "Adult Education and Lifelong Education" (Paul Kirmayer); "Heretical Reflections Regarding Adults' Motives for 'Being Educated'" (Dov Friedlander); "The 'Unfinished Business' of Training Adult Educators" (Eitan Israeli); "Teaching Peace to Adults: Dare We Practice What We Preach?" (Benyamin Chetkow-Yanoov); "Adult Education in Israel: Policy and Objectives" (Meir Peretz); "Adult Education Comes of Age: Some New Directions" (David Harman); "Creating the Space for the First Word"… [PDF]

(1990). Children and Development in the 1990s: A UNICEF Sourcebook on the Occasion of the World Summit for Children (New York, New York, September 20-30, 1990). This eight-part sourcebook provides background information, data, and references relating to child welfare issues throughout the world. The book is organized around a set of goals for children in the 1990s. An introductory section provides an overview of these goals and strategies for achieving them, and discusses infant and child mortality, population growth, and strategies for helping children survive. Goals that relate to maternal and child health, discussed in part 2, concern primary health care, maternal mortality, immunization, diarrheal diseases, respiratory infections, the spacing of childbirths, and AIDS. Nutritional goals, the subject of part 3, involve the reduction of malnutrition, low birth weight, and iron deficiency anemia; the elimination of iodine and vitamin A deficiencies; and an increase in breastfeeding. Issues relating to water purity and sanitation, especially Guinea worm disease, are considered in part 4. A discussion of basic education in part 5 highlights…

Thompson, Debra S. (1993). The Integration of Young Children's Literature with Multicultural, Nonsexist, and Global Education Goals and Themes. Designed to help early childhood and elementary educators in Iowa integrate multicultural, nonsexist, and global (MNG) perspectives into the existing curriculum, this paper discusses issues surrounding their integration and provides two extensive bibliographies of curriculum resources. First, the paper reviews the definition and purposes of MNG education according to the Iowa Department of Education and describes the Department's MNG goals and themes as follows: that students understand themselves and others as cultural beings in a cultural context; that students recognize diversity in the country and the world; that students understand the effect of group membership on values, attitudes, and behaviors; that students understand the dynamics of discrimination, bias, prejudice, and stereotype; and that students demonstrate skills for effective social action. The themes include global interdependence; human resources, values, and culture; the global environment and natural resources;… [PDF]

Hammerman, Donald R. (1974). Outdoor Education: A Product of the Times. Taft Campus Occasional Paper No. 19. In the years from 1930 to 1960 a number of socio-cultural forces influenced the emergence of outdoor education with the five major areas of influence including philosophical, social, economical, political and educational factors. Philosophical factors were found in the doctrines of Rousseau, Herbart, Pestalozzi and Spencer with the ideas of William James, John Dewey and Alfred Whitehead lending further support. Economically, the country experienced the worst depression in its history, an industrial revolution, and a world war which, while serving to strengthen the economy, created social problems which contributed to the need for outdoor education. Social factors included a changing family structure with accompanying problems such as divorce, alcoholism and juvenile delinquency. The stresses of the time were reflected in new demands placed on public schools; schools were asked to cope with problems once the sole responsibility of the family. Migration to the city and the spread of…

Caliver, Ambrose (1944). Education of Teachers for Improving Majority-Minority Relationships: Course Offerings for Teachers to Learn about Racial and National Minority Groups. Bulletin, 1944, No. 2. US Office of Education, Federal Security Agency The improvement of human relations is generally recognized today as an essential prerequisite to national unity and world peace. Bringing about better human relations, however, presents many important problems, among those of: (1) Providing accurate knowledge about different races and groups; (2) Developing understanding and appreciation of these groups; and (3) Improving the attitudes of different individuals, races, and groups toward one another. The world crisis has accentuated these problems, and has emphasized the need of efforts to preserve unity in the Nation, and to establish peace in the world. Because, from the long-range point of view, improving human relations is primarily an educational job, the U.S. Office of Education has for some time been concerned with studies and projects having as their objective the solution of these problems and the meeting of this need. The present investigation is one of a series of such studies and projects, the specific purpose of which is…

Georgescu, Dakmara (1996). Copiii Din Romania Despre Drepturile Omului (Romanian Children about Human Rights). Children's Album. This album addresses how civic education should be taught in Romanian schools. Civic education, like any other form of education, must be gradual and adapted to the specifics of the respective age. The album can be used by any person involved in developing future citizens. The document includes drawings and texts made by students who were apart of the project "Human Rights Education in Romanian Schools." The project consisted of trying out alternative experimental materials in the seventh and eighth grade civic culture classes. The starting point of the project's concept is that of holding "the philosophy of human rights" to be the explicit basis of values and ideas for civic education approaches as well as for establishing a democratic civic culture. The album contains 16 sections: (1) "The Right to Childhood"; (2) "The Right to a Family"; (3) "The Right to Equality"; (4) "The Right to Liberty"; (5) "The Right to…

(1980). The School Education of Girls. Conference Background Paper. World Conference of the United Nations Decade for Women: Equality, Development and Peace (Copenhagen, Denmark, July 14-30, 1980). This report, which draws its data from a questionnaire answered by 62 members of Unesco, identifies educational practices that differentiate males and females. It is presented in four parts. Part I discusses the access of education of girls in the elementary and secondary levels. The survey reveals that wide gaps exist between the enrollment of girls and boys from the ages of 6 to 11 years in seven of the regions: Eastern, Middle, Northern, and Western Africa, West and South Asia, and Melanesia. These figures suggest that inequality takes root at an early age and condemns a large proportion of the female population to illiteracy. Part II compares the school career of girls and boys. In all regions pupil flows have increased, yet the number of girls reaching the final grade is always lower except in Latin America. Part III considers \wastage\ (not reaching the full potential) among girls in both low enrollment and high enrollment countries. Some low enrollment countries believe that…

(1986). International Understanding at School: UNESCO Associated School Project. Bulletin No. 50/51 1985/1986. One of a series of teaching guides designed to enhance elementary and secondary schools' observances of United Nations' international days, this issue features two guidelines, one for teaching about World Meteorological Day (March 23) and one for teaching about World Post Day (October 9). These observances are encouraged in order to promote international understanding and peace through studies of world problems, cooperation, peoples, cultures, and human rights. The first guideline presents information about: (1) meteorology; (2) World Meteorology Day; and (3) the World Meteorological Organization. Objectives and activities are provided for use in language, history, geography, mathematics, and physical education classes and for extra-curricular activities. The second guideline presents an historical review of world post officers' development, along with objectives and learning activities for selected elementary and secondary classes. Other articles include: (1) "Mbuso"…

Urso, Ida (1981). Teacher's Resource Manual on Worldmindedness: An Annotated Bibliography of Curriculum Materials, Kindergarten through Grade Twelve. Occasional Paper No. 8. This bibliography lists resource and instructional materials for use by classroom teachers as they design and implement educational programs on worldmindedness. Worldmindedness is characterized as differing from international and/or multicultural education in that it includes a value orientation in addition to knowledge about and interest in international relations. Worldminded individuals are defined as those who are positively disposed to people with other cultural beliefs, perceive commonality in basic needs of all peoples, and develop their individual potential for the benefit of others as well as self. Bibliographic entries are presented in five categories: (1) Farther Reaches of Human Nature, including spiritual dimension, and holistic education; (2) Global Education and Futuristics, including world order, and the United Nations; (3) Interdependence and Global Problems, including development, energy, environment, and food; (4) Peace, including aggression, disarmament,…

(1992). Education Facing the Crisis of Values: Strategies for Strengthening Humanistic, Cultural, and International Values in Formal and Non-Formal Education. This document was prepared on the basis of discussions at a workshop organized by UNESCO and other groups on the subject of education facing the crisis of values from the point of view of: (1) cultural identity and cultural diversity in education; (2) humanistic, ethical, and aesthetic values in education; and (3) education facing the ethical problems that arise from scientific and technological progress. The document presents summaries and recommendations made regarding these themes. The first of five sections contains presentations by representatives of UNESCO and the Association Descartes. The next three sections each take one of the three featured points of view. Section 2 on the point of view of cultural identity and diversity contains: (1) \The reasons for providing intercultural education and an assessment of experiments to date\ (Perotti); (2) \Cultural diversity and promotion of values\ (Batelaan; Gundara); (3) \Ideology and ethical values in education\ (Avakov); (4)… [PDF]

(1978). Education for Justice. Occasional Papers on Catholic Higher Education. Volume IV, Number 2, Winter 1978. This report contains a proposal of a task force of the Association of Catholic Colleges and Universities (ACCU) for the development of an ACCU program on education for justice. It is believed that the Catholic community must be educated in the tradition of Catholic social thought, and a learning environment must be created that reflects a commitment to justice and an openness on the part of Catholics to change personal attitudes and behavior. After a foreward on education and justice by Alice Gallin, the following four perspectives are presented: "Education for Social Justice–A Christian Perspective," by William J. Byron; "Justice and Peace: The Place and the Potential of Colleges and Universities," by J. Bryan Hehir; "Education in a Global Perspective," by Lawrence T. Murphy; and "Justice–What Is It All About?" by David Burell. Seven institutions were chosen as pilot schools to implement the proposal, and two of the pilot programs are… [PDF]

Goldstein, Tara, Ed.; Selby, David, Ed. (2000). Weaving Connections: Educating for Peace, Social and Environmental Justice. This collection of essays by Canadian educators seeks to achieve two goals. First, it documents educational philosophies and approaches that are directed toward equity, justice, peacefulness, and earth awareness. Second, it challenges current directions in Canadian school reform that promote "back to basics," centralization of control, a conformist concept of citizenship, corporate intrusion, deprofessionalization of the teacher, "doing more with less,""learning for earning," and performance measurability. Following an introduction by the editors, essays are: (1) "Anti-Homophobia Initiatives at the Former Toronto Board of Education" (T. McCaskell; V. Russell); (2) "Multicultural and Anti-Racist Education: The Issue Is Equity" (O. M. Wright); (3) "Black Education in Canada: Past, Present and Future" (M. Bramble); (4) "Educating for Citizenship in Canada: New Meanings in a Changing World" (M. Evans; I. Hundey); (5)…

Vestal, Anita (2002). Peacebuilding Webs of Home, School and Community. The complexities of child and youth violence suggest that the solution requires a concerted approach. This paper draws upon research studies that seek to isolate the root causes of violence and the effect of exposure to violence on children. Factors from the home, school, and community environments may provide both the cause and the cure. There is growing evidence that programs that emphasize the development of social and emotional skills in young children hold promise for the socialization of at-risk children. Theories of moral development, emotional literacy, and learned optimism are reviewed as research-based options for immunizing children from the invitation to violence they experience on a regular basis in todays society. Using a multidisciplinary approach, the paper weaves together current thinking in public health, psychology, education, and community development. Theoretical constructs in peacebuilding and empowerment are identified for their transformative potential to… [PDF]

Weinstein, Miriam (1994). Making a Difference College Guide. Third Edition. This book profiles those unique institutions or departments that are committed to public service, social change and environmental stewardship. Colleges in this guide engage in the major issues of today, especially environmental, women's, peace and ethnic studies. The programs are varied, such as marine biology, social work, outdoor education, teaching, public health, economics, natural resources, gerontology, forest engineering, and sustainable development. Interdisciplinary studies and opportunities for individually designed majors are also available. The chapters include: (1) "Preface" (Walter S. Carson, Global Tomorrow Coalition); (2) "Introduction" (Miriam Weinstein); (3) "Community Service: Experience for a Lifetime" (Nancy Rhodes, Campus Compact); (4) "Environmental Literacy" (Tom Kelly, Tufts Environmental Literacy Institute); (5) "Making a Difference in the World" (Howard Berry, Partnership for Service Learning); (6)…

Steward, Robbie J. (1996). The Ties that Bind: Effective American American Communities as Models of Peaceful Coexistence. Peace, though pursued, is often presented in the literature as an elusive and somewhat ethereal state that seldom is attained. However, African American communities in this country have historically developed and maintained effective, collaborative, working alliances that have assisted in individual and group survival under the most adverse circumstances. In spite of the existence of extensive within-group diversity contained in close proximity due to segregation (e.g., physical characteristics, racial/ethnic identity, level of education, value orientations, locus of control, degree of acceptance by the mainstream population, etc.), Blacks in this country have maintained states of interdependence and collaboration in the face of external and internal adversity over time. Through adherence to specific principles, functional African American communities have been able to do that which seems to elude mainstream America in its attempts to "attend to diversity" peacefully. The… [PDF]

Jones, J. William (1982). School Labor Strife: Rebuilding the Team. Communication Alert. Maintaining that the development of a detailed communication plan well in advance of school collective bargaining negotiations will be a critical ingredient in the success of school districts' bargaining efforts, this handbook concentrates on communication before, during, and after the bargaining process, rather than on explicit bargaining techniques. The publication is designed to provide school administrators, board of education members, communication specialists, and concerned educational leaders with practical ideas and techniques for rebuilding the teacher-administrator team after a strike and for achieving school labor peace. Two detailed plans (for use at the district and building levels) are presented for communication before, during, and after negotiations. New systems of negotiation such as the \collective gaining\ process used in the Forest Park (Illinois) Public Schools, and the \integrative bargaining\ method used in the Livermore (California) Unified School District,…

Industrial Prep, Volume Five, Senior Year–English, Chemistry, Social Studies, and Occupational Relations. This 12th Grade teaching guide presents four units in industrial preparation for vocational students which serve as a general and specific vocational basis either for immediate post-secondary employment or for further formal technical education. The five diverse English curriculum units range from vocational preparation and chemistry topics to discussions of leisure time activities, the film, and current war and peace issues. A social studies unit deals primarily with the sociological impact of urbanization and the civic responsibilities of industry. An occupational relations unit provides sample case studies designed to increase self-understanding in interpersonal vocational relationships, and a laboratory unit of industrially-oriented chemistry topics is designed to develop nine specific laboratory skills. Developed as part of a 3-year comprehensive interdisciplinary program by a group of educators from Hackensack High School, New Jersey, the guide employs a wide variety of… [PDF]