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In 1971, the State of Alabama Legislature passed Act 106, "Mandatory Education for the Exceptional Child," which mandated that all exceptional children were to receive appropriate special education services no later than 1975-76. Five hundred new teacher units were authorized for each of the interim fiscal years, and new graduate and preservice teacher programs were initiated. Unfortunately, too many teachers remained untrained and uncertified, and in-service training received a low priority compared to preservice. A Reality Oriented Teacher Education Program (ROTE), requiring both faculty and students to work in the field, was instituted. This program placed advanced undergraduate special education majors (prior to student teaching) in classrooms where they had full responsibility for instruction on a one-day or half-day basis. Their presence released the regularly employed teacher to attend, for credit and with no cost to the school system, field-based course instruction from college and university instructors. Thus, faculty members not only taught in the field but also interacted with school personnel in actual school settings. Courses were based strictly on teacher needs. Student interns coordinated their teaching activities with the regular teacher to ensure maximum continuity and interrelation of instruction for the children.

In 1971, the State of Alabama Legislature passed Act 106, "Mandatory Education for the Exceptional Child," which mandated that all exceptional children were to receive appropriate special education services no later than 1975-76. Five hundred new teacher units were authorized for each of the interim fiscal years, and new graduate and preservice teacher programs were initiated. Unfortunately, too many teachers remained untrained and uncertified, and in-service training received a low priority compared to preservice. A Reality Oriented Teacher Education Program (ROTE), requiring both faculty and students to work in the field, was instituted. This program placed advanced undergraduate special education majors (prior to student teaching) in classrooms where they had full responsibility for instruction on a one-day or half-day basis. Their presence released the regularly employed teacher to attend, for credit and with no cost to the school system, field-based course instruction from college and university instructors. Thus, faculty members not only taught in the field but also interacted with school personnel in actual school settings. Courses were based strictly on teacher needs. Student interns coordinated their teaching activities with the regular teacher to ensure maximum continuity and interrelation of instruction for the children.

In 1971, the State of Alabama Legislature passed Act 106, "Mandatory Education for the Exceptional Child," which mandated that all exceptional children were to receive appropriate special education services no later than 1975-76. Five hundred new teacher units were authorized for each of the interim fiscal years, and new graduate and preservice teacher programs were initiated. Unfortunately, too many teachers remained untrained and uncertified, and in-service training received a low priority compared to preservice. A Reality Oriented Teacher Education Program (ROTE), requiring both faculty and students to work in the field, was instituted. This program placed advanced undergraduate special education majors (prior to student teaching) in classrooms where they had full responsibility for instruction on a one-day or half-day basis. Their presence released the regularly employed teacher to attend, for credit and with no cost to the school system, field-based course instruction from college and university instructors. Thus, faculty members not only taught in the field but also interacted with school personnel in actual school settings. Courses were based strictly on teacher needs. Student interns coordinated their teaching activities with the regular teacher to ensure maximum continuity and interrelation of instruction for the children.

The eighteen fifties were years of progress in Canadian education. Concrete steps were taken in each of the colonies to establish public systems for providing educational services which would supplement those already being provided by private and religious bodies. In Nova Scotia, Joseph Howe persuaded William Dawson to become the first superintendent of education in 1850 ; two years later, Prince Edward Island became the first colony to provide free schooling for all its children; Canada West had already begun to build its public system under the dynamic leadership of Egerton Ryerson; Jean Baptiste Meilleur, after a decade in office as superintendent in Canada East, was challenged because the reform had proceeded too slowly and was replaced by P.J.O. Chauveau in 1855 ; and in 1858 New Brunswick set up a system of public schools and appointed its first superintendent. Education, which had long been negleeted, was now on the move. Moreover, there was some interchange of ideas between the leaders of this movement. Dawson, after four years in office in his native province, moved to the principalship of McGill, where he became closely associated with Chauveau. Ryerson, who had made an extensive tour of European countries in the mid-forties, was appointed to serve with Dawson on a commission on higher education in New Brunswick. Since the two provinces of Canada East and West were united under a single government, there was regular collaboration between the departments of education in such activities as the publication of a bilingual journal of educational news and developments. As a further link, and one that was not insignificant, Sir Edmund Head, an enlightened governor with a genuine interest in education, served first in New Brunswick and then as Governor-General of Canada. It was he who established the commission in New Brunswick, who later recommended Dawson for the principalship of McGill and suggested to him that the establishment of a normal school within the university would be a wise and profitable move.

The following excerpts from a speech delivered to the Faculty of Education at McGill University, 18th October 1977, will be of interest to readers teaching in the Province of Québec, as it was delivered by the gentleman in the Government of Québec who is in the best position to influence teacher education in the Province.

It is one of the contradictions of our time that, in an age of internationalism, education in all countries continues to be oriented very much towards the nation state. There are two principal reasons for this predicament. The first is that education is still financed and prescribed by local, provincial and, in some cases, national governments without being exposed appreciably to the broadening influences of supra-national organizations. The second is that educational institutions are prone to resist change and, indeed, as they find uncertainty in the complexities of the contemporary world, prefer, as McLuhan says, to look in the rear-view mirror.

"A progress report to the California Legislature as required by Education Code section 13250.4" ; Mode of access: Internet.

"A report to the California Legislature as required by Education Code section 5799.4" ; Mode of access: Internet.

A journal article. ; There is widespread assumption that the school is capable of successfully bringing about any form of learning. As a result, current clamouring for transition to democratic form of government, especially in developing countries have led to additional responsibility and expectations from the school system. The slow pace of progress and outright failure of democratization efforts in these countries have in turn led to the accusation of irrelevance on the schools. This paper examines the logic of the assumptions inherent in this debate, the limits and possibilities of schooling as well as the interface of education and democracy. The paper concludes by submitting that if education is to serve as a program of action, certain pre-requisites must of necessity be present, and that even then, success is not automatic.

"Second progress report to the California Legislature as required by Education Code section 13344.4" ; Mode of access: Internet.

"#G008004817." ; "January, 1982." ; Distributed to depository libraries in microfiche. ; "Federal grant from the Department of Education, Citizen Education for Cultural Understanding Program, authorized under section 603 of Title IV of the National Defense Act as amended." ; Includes bibliographical references. ; Mode of access: Internet.

Purpose The purpose of this study was two-fold: (1) to determine the educational needs of the personnel of the five directorates at Hill Air Force Base; and, (2) to design an educational program to meet those needs. Procedure This study consisted of three phases: Phase One. This phase consisted of identifying the behavioral items that we re us ed in developing the Q-Sort instrument. This was accomplished by a review of job requirement data, by an examination of Project Hy Production, and by personal interviews of the Air Base educational specialists. Phase Two. This phase consisted of the development of a Q-Sort instrument to be administered to a random sample of supervisory and non~supervisory personnel from each of the five directorates. The respondents ranked the Q-Sort items into seven categories which had been assigned numerical values by the researcher. Mean scores were computed for each statement. Rank order was then established by using the mean scores. The Spearman Rank Correlation Coefficient was used to determine the degree of agreement between the categories of respondents. Phase Three. This phase consisted of the development of the organizational structure of the total program. Included was a specific identification of the areas of knowledge that would best satisfy desired behavior, and an explanation of the general education phase of the total program. Findings 1. The behavioral items identified from the above indicated o sources were many and varied. Each emphasized the need for knowledge in English and mathematic skills. Knowledge of the myriad logistics processes were all mentioned as desired behavior. 2. The rankings by the supervisory and non- supervisory personnel of the vocational statements were also varied but a high level of agreement concerning the importance of the English and mathematics skills was evident. 3. A high level of agreement was evident between supervisory and non- supervisory personnel concerning their opinions of the importance of the Q-Sort items. The correlation coefficients ranged from .832 to .904 for the five directorates. 4. A core area and five specialty areas were developed from the information derived from the Q-Sort instrument. The combined core and specialty areas constituted the major for the total program. 5. The design of the total program was reversed, requiring the student to complete the major first then the general education requirements. The general education phase was designed to allow the student to complete it by independent-guided study. Conclusions 1. All personnel consider a knowledge of English skills highly important in the performance of their jobs. 2. Skill in the use of mathematics and statistics was considered to be of intermediate importance. 3. The personnel in each directorate ranked a knowledge of the vocational skills related to the activities they were currently performing as highly important. 4. There was considerable agreement between supervisory and non-supervisory personnel in their opinions of the importance of the behavioral statements. 5. The educational needs of the government employee could best be satisfied by incorporating the reverse plan and the independent-guided study philosophy into the design. Recommendations 1. A study similarly designed be made at another aIr materiel area to determine the level of agreement between the personnel at the base and those of the Ogden Air Materiel Area. 2. A similar study be made at other government entities to determine the educational needs of the employees of those installations. 3. This study be replicated in approximately five years to determine what changes should be made in this program. 4. A study designed to test the effectiveness of this program be made.

"Evolution of Teacher Training in Physical Education and Sports in the Philippines" is an article written by Candido Bartolome, a Springfield College alumnus, in 1977. The article introduces the history of physical activities and physical education in the Philippines, physical education training programs, curriculum of the programs, and the rational for building such training programs for teachers. ; Candido Bartolome is the father of Physical Education of the Philippines. He graduated from the University of the Philippines in 1923 with his B.S.E. degree and in 1926 with his M.A. degree. In 1929, he earned both B.P.E and M.P.E degrees from Springfield College (then known as International YMCA College). He then returned to the Philippines and established the Department of Physical Education in the University of the Philippines system. He represented the Philippines in the Olympic Games as swimming coach in Los Angeles (1932), Berlin (1936), and London (1948), and as transportation and procurement manager in Melbourne (1956) and Tokyo (1964). He served as the Vice-President of the International Council of Sport of UNESCO for ten years, and took on leadership roles in many national and international organizations. Worked in the Department of Physical Education at University of the Philippines for 43 years, he was appointed as Professor Emeritus in 1968. In 1975, Candido Bartolome received an honorary degree of Doctor of Humanics from Springfield College. In 1979, Springfield College awarded him a Distinguished Alumni Award. Dr. Regino Ylanan is a member of class 1920. When studying at Springfield College (then known as International YMCA College), he was a member of track, baseball and soccer teams, involved in international literacy society, and was the leader of foreign group study. He earned his M.D. degree in 1918 at University of Philippines, his Bachelor's in Physical Education degree in 1920 and his honorary Master's in Physical Education degree in 1950 from Springfield College. He served as National Director of Physical Education at University of Philippines, for the Schools of the Philippines, and for Government Schools of Philippine Islands. He is also the former Executive Secretary-Treasurer of the Philippine Amateur Athletic Federation.

Participation - the idea of having a share in management and in profits - could be considered as the new concept to be applied in the Maltese Economy as far as the 'employed' are concerned, in the 1980s. The principle, when it comes to Education, may be examined in terms of various sectors - students, parents, teachers, private schools, local state schools, national policy and government. It is therefore pertinent to note what has been said so far as regards Teacher Participation. It has been claimed that it "is not incompatible with a sound educational policy". Far back in 1969, CASE (England) declared that teachers should have a right to be involved at all levels of planning and consultation on matters of vital educational concern. For the teacher's role in education is changing: he cannot act in an authoritarian atmosphere. He has to be accepted as the social operator who collects ideas, hypotheses and changes and makes them known to the masses. He is an animator and promoter of ideas, necessities and cultural and social fermentations. ; peer-reviewed

In the burst of conscientious attention to the needs of society that appears to seize academics whenever the supply of students threatens their bread and butter, any discoveries about the usefulness of what they claim to know arouse a special interest. Would it not resolve many of the conflicts of today if the population at large were educated to the point of "political literacy"? A group of people in British public life have thought so and have published a report. Minogue however sets about this report with a profound scepticism and a deft and witty touch; his commentary, in which he predicts that the report will merely make of schools and universities "a breeding ground for quarrelsome bores," is almost unfailingly quotable. He dismantles the doubletalk that endows such terms as 'neutrality,' activity,' and 'deference' with quite arbitrary merits and demerits, and castigates the report for its blindness to what it is feasible to teach and what is not. The context of his remarks is the current political scene in Great Britain; but their applicability to the proper treatment of cant in higher education, like the incidence of that phenomenon itself, is universal.