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1. Report of the Commissioner of Education for the Year 1892-93. Volume 1. Containing Parts I and II

Author

Department of the Interior, United States Bureau of Education (ED)

Abstract

This is Volume 1 of the Report of the Commissioner of Education for the Year 1892-93, containing Parts I and II. This volume begins with the Commissioner of Education's Introduction. Part I covers the topics: (1) Statistical Summaries; (2) Illiteracy in the United States; (3) System of Public Education in Belgium; (4) Elementary Education in Great Britain; (5) Education in France; (6) Education in Ontario, New Zealand, and India; (7) Recent Developments in the Teaching of Geography in Central Europe; (8) The Common School System of Bavaria; (9) Education in Uruguay; (10) Child Study; (11) Bibliography of Herbartianism; and (12) Name Register. Part II, Education and the World's Columbian Exposition, covers the topics: (1) Programme of the International Congress of Education and Addresses of Welcome; (2) American Views and Comments on the Educational Exhibits; (3) German Criticism on American Education and the Educational Exhibits; (4) French Views upon American Education and the Educational Exhibits; (5) Medical Instruction in the United States as presented by French Specialists; (6) Notes and Observations on American Education and the Educational Exhibits, by Italian, Swedish, Danish, and Russian Delegates; (7) American Technological Schools; (8) Higher Education of Women in Russia; (9) Papers Prepared for the World's Library Congress; and (10) Notes on Education at the Columbian Exposition. [For "Report of the Commissioner of Education for the Year 1892-93. Volume 2. Containing Parts III and IV," see ED622070.]

Published
1895

2. Report of the Commissioner of Education for the Year 1893-94. Volume 2. Containing Parts II and III

Author

Department of the Interior, United States Bureau of Education (ED)

Abstract

Influential historic documents in American education are presented in Chapter I, including legislation, land grants for common schools and universities and for agricultural and mechanical colleges, Bureau of Education role, early discussion on establishing a national university, and state constitutions' education provisions. Also included are the report of the Committee of Ten on Secondary School Studies and related papers in Chapter II, and a section on the National Education Association's (NEA) history, organization, and function in Chapter III. A catalogue of NEA papers and addresses since founding is included. Character of and facilities for negro education is addressed in Chapter IV, covering cost, the largely elementary nature of negro education, increasing attention to industrial education, negro education's teaching force, professional training, and institutional statistics for 1892-93. Chapter V covers pecuniary aid for university and college students in U.S. colleges, universities, and women's colleges; English universities; France, and Germany. Chapter VI discusses university extension programs. Chapter VII concerns medical education, including raising its standards, course, lengthening, clinical instruction, students with degrees, women in medicine, higher medical education, and German and American medical students. Education condition in 17 states, the District of Columbia, and Hawaii is covered in discussion and data. A list of notable deaths during the year in the education field is included. Statistical tables cover: school population, attendance, instruction, leadership, and facilities in cities with upwards of 8,000 population; public school receipts and expenditures for those cities; cities with unavailable school data; public high schools; endowed academies, seminaries, and other private secondary schools; universities and colleges; Division A and B women's colleges; agricultural and mechanical colleges; agricultural and mechanical colleges for colored students; receipts and expenditures of funds benefitting colored students in agricultural and mechanical colleges; scientific schools and technology institutes; schools of theology, law, medicine, dentistry, pharmacy, veterinary medicine, and nursing; public and private normal schools; university and college normal students; commercial and business colleges; state institutions for the deaf; public day and private schools for the deaf; state institutions for the blind; state institutions and private schools for the feeble-minded; reform schools; and foreign countries' public elementary education. [For "Report of the Commissioner of Education for the Year 1893-94. Volume 1. Containing Part I," see ED622073.]

Published
1896

3. Annual Report of the Secretary of the Interior for the Fiscal Year Ended June 30, 1895. In Five Volumes. Volume V -- In Two Parts. Part 1 [Report of the Commissioner of Education]

Author

Department of the Interior, United States Bureau of Education (ED)

Abstract

This is the Report of the Commissioner of Education, part of the Annual Report of the Secretary of the Interior for the Fiscal Year Ended June 30, 1895. The Bureau of Education report is contained within volume five, which is in two parts. Part one contains: (1) The Commissioner of Education's Introduction; (2) Statistics of State Common-School Systems; (3) City School Systems; (4) Statistical Review of Secondary Schools; (5) Statistical Review of Normal Schools; (6) Statistical Review of Higher Education; (7) Statistical Review of Professional Schools; (8) The Educational Systems of England and Scotland, with Statistics for 1893-94; (9) Manitoba School Case; (10) Education in France; (11) Public Education in Belgium; (12) Education in Central Europe; (13) Education in the Netherlands; (14) Education in Italy; (15) Report of the Loyal Commission on Secondary Education; (16) Papers Accompanying the Report of the Loyal Commission on Secondary Education; (17) Higher Education in Russian, Austrian, and Prussian Poland; (18) Art education in the public schools; (19) Facilities for the University Education of Women in England; (20) Educational Status of Women in Different Countries; (21) Chautauqua: A Social and Educational Study; (22) Pensions for Teachers; (23) Coeducation--Compulsory Attendance--American Students in Foreign Universities--Continuation and Industrial Schools; and (24) Educational Directory. [For the first part of the Commissioner of Education's 1894-95 report, see "Report of the Commissioner of Education for the Year 1894-95. Volume 2. Containing Parts II and III" (ED622083).]

Published
1896

4. Report of the Commissioner of Education for the Year Ending June 30, 1904. Volume 1

Author

Department of the Interior, United States Bureau of Education (ED)

Abstract

Volume 1 begins with the Commissioner of Education's introduction and includes state school-system statistics. Chapter I covers education in Canada, Australia, and New Zealand. Chapter II presents children's growth statistics collected in Worcester, Mass., Toronto, Ontario, and Milwaukee. Chapter III addresses German university pension and insurance beneficiary regulations. Chapter IV presents a digest of school laws on governance, teachers, and schools for each state except Florida, Idaho, New Mexico, Utah, and Wyoming. Chapter V discusses the University of Paris during the Middle Ages. Chapter VI presents the proceedings of an Armstrong Association meeting on the work and influence of Hampton Institute, including a letter from former U.S. president Grover Cleveland and addresses by Andrew Carnegie, Harvard president Charles W. Eliot, Hampton principal H.B. Frissell, and Booker T. Washington. Chapter VII addresses public school temperance instruction and the liquor question, with reports from Connecticut, New York State, and Massachusetts, as well as information on Prussian temperance instruction. Chapter VIII presents early English writers' notices on education from 1578 to 1603. Subsequent chapters address German juvenile criminality; Southeastern Alaska's Hlingit language grammar and vocabulary; the Swedish education system; British and Irish education in 1903; and English higher education, i.e., secondary, technical, and evening schools, and the 1902 law requiring councils to support schools higher than elementary schools. Chapters XIV and XV cover education at the St. Louis Exposition, including state and territorial and educational institution exhibits. Chapter XVI discusses the final establishment of the American common school system in North Carolina, South Carolina, and Georgia between 1863 and 1900. Chapter XVII reprints the Alaskan-education general agent's 1890 preliminary report and 1892 report on introducing domestic reindeer into Alaska. Chapter XVIII offers "A Definition of Civilization," the Indian Industrial School commencement address by W.T. Harris, and papers by Harris on "Art Education the True Industrial Education" and "The Intellectual Value of Tool Work." Chapter XIX is a list of U.S. education periodicals. Chapter XX is a directory of chief state school officers, city superintendents, college presidents, pedagogy professors and university and college pedagogy department heads, and normal-school principals. [For Volume 2, see ED620501.]

Published
1906

5. Commercial Education: A Report on the Commercial Education Subsection of the Second Pan American Scientific Congress December, 1915 - January, 1916. Bulletin, 1916, No. 25

Author

Department of the Interior, Bureau of Education (ED) and Swigget, Glen Levin

Abstract

The program of the subsection on commercial education of the education section of the Pan American Scientific Congress, held in Washington City December 27, 1915 to January 8, 1916 under the auspices of the U.S. Government, was so comprehensive and the papers of such value that the Commissioner of the Bureau of Education requested the assistant secretary general of the congress to prepare the papers for publication as a bulletin of the Bureau of Education. Abstracts have been made by the writers of the papers or compiler of this bulletin. In a few cases the statement is taken from the official stenographic report. This document, which additionally includes information about the congress, the development of commercial education, and the congress program, is meant to satisfy the increasing general interest in commercial education in all parts of the country, and especially in the centers of urban population. An index is provided. (Contains 10 footnotes.) [Best copy available has been provided.]

Published
1916

6. The Administration of Universities. Summary Record of Working Party on University Administrative Systems, Paris, 5-8 October, 1966. Papers-8.

Author

International Association of Universities, Paris (France). and International Association of Universities, Paris (France).

Abstract

Three aspects of university administration are discussed: internal university structures and their interrelations, university responsibilities, and university relations with other institutions. Paper covering the university administrative systems of the United Kindgom, France, United States, Federal Republic of Germany, Latin American, and the Soviet Union are presented. (MJM)

Published
1967

7. The Political Foundations of German Educations.

Author

Lawson, Robert F.

Subjects
EDUCATION, POLITICAL culture, COMPARATIVE education, POLITICAL science education, NATIONAL socialism & education, POLITICAL socialization, HIGHER education
Abstract

The article presents information on the political foundations of the German education. For comparative education, the concepts should be culturally defined and the comparative method should be established and refined, without adjectival qualifications. Two persistent problems faced by the students of German politics is that of political culture and political organization. Political socialization has become a pivotal problem in the East German attempt to establish a change in political culture below the system change and a change in political behavior above it. Specific definitions, means of instruction and expected outcomes vary greatly, not only between East and West Germany, but also among groups and individuals, inside professional education and out. German educators must first come to terms with the problems of political tradition, and must consciously seek to identify the behavioral orientation for a participant political culture which accords with a simultaneous modernization of institutions for an integrative socio-political system.

Published
1970

8. The German-American Conference on Educational Exchange, June 1972.

Author

American Association of Collegiate Registrars and Admissions Officers, Washington, DC., National Association for Foreign Student Affairs, Washington, DC., and Byers, Philip P.

Abstract

The German-American Conference on Educational Exchange was held in Germany from June 12-23, 1972. Participants included admissions officers, registrars, foreign student advisors, English and German-as-a-second language specialists, study-abroad advisors, and governmental agency personnel concerned with the problems of international educational exchange. Conference papers and reports covered a history of the Federal Republic of Germany, the educational system in the Federal Republic and the United States; and educational reform in the Federal Republic of Germany. A glossary of German academic terms, notes, a 32-item bibliography, and appendices are included. (MJM)

Published
1972

9. Universitat Bielefeld, Institut fur Didaktik der Mathematik, Schriftenreihe des IDM, 1/1974. (University of Bielefeld, Institute for the Teaching of Mathematics, Series of Publications of the IDM, 1/1974.)

Author

Bielefeld Univ. (West Germany)., Bauersfeld, H., Bauersfeld, H., and Bielefeld Univ. (West Germany).

Abstract

This document contains papers discussing the status of aspects of mathematics education. A brief description of the establishment and operation of the Institute for the Teaching of Mathematics (IDM) is presented first. The lengthier second paper discusses the reconciliation of main aspects of mathematics teaching. The remaining five papers concern: the problem of interdisciplinary instruction, speculations about applied mathematics, a review of Bruner's theories on cognition and curriculum theory, a report on the operation of the French educational research institute (IREM) in advanced teacher training, and comments on a publication from the Soviet author Zankov. (MS)

Published
1974

10. Experiment in Materials Processing Engineering Education: The Industrial Internship Program. Interim Report on Task 'A'.

Author

Michigan Technological Univ., Houghton. and Weinmann, K. J.

Abstract

The problem of productivity and its impact on manufacturing engineering is the main focus of a program designed to develop a university-industry relationship that will provide professional training to students and input into the manufacturing industry. The current status of existing university-industry interaction at the foreign and domestic levels and cooperative programs are discussed as well as other tasks to be completed by the program. A paper reviewing the proposed engineering internship program is included with supporting charts. The program centers on industry, student, and university characteristics and their interrelationships. The major part of the document (63 pages) consists of two reports on visits abroad (Germany, and Japan and Korea) to study aspects of university--industry interaction. The report on Germany describes the institutions visited, contacts established, and the types of activities observed. It provides an in-depth description of engineering education and research at the university with emphasis on manufacturing. The report on Japan and Korea is presented in three parts: (1) information on engineering education in Japan, (2) individual reports on specific visits in Japan, and (3) information on technical education and research in Korea. A 45-page section presents three reports on symposia conducted and attended as part of the program. (Author/EC)

Published
1974

11. Tendencies and Problems of the Training of Mathematics Teachers. (Materials Prepared by the Working Group 'Mathematiklehrerbildung,' Volume 1).

Author

Bielefeld Univ. (West Germany). and Bielefeld Univ. (West Germany).

Abstract

This document is concerned with problems in the education of mathematics teachers. Part 1 gives an overall introduction to the papers included in this volume. Part 2 is concerned with problems of educational reform and provides a survey of the literature on innovation research, discusses some contradictions in the innovation process, and describes prerequisites for a reform of the teaching of mathematics. Part 3 deals with new forms for relating theory to practice in teacher education, describing special instructional methods and competency-based teacher education and discussing a few problems that arise from these approaches. Part 4 looks at general problems of the relationship between theory and practice in teacher training. Part 5 is concerned with mathematics knowledge and the training of teachers of mathematics, and discusses some of the different conceptions of the subject matter and of learning theories. Part 6 offers preliminary conclusions for research and development as well as for content and organization of the training of mathematics teachers. A list of references from European and American sources is included. (Author/DT)

Published
1975

12. Vocational Education in the Federal Republic of Germany: current trends and problems.

Author

Smart, Kenneth F.

Subjects
VOCATIONAL education, HIGHER education, DISCUSSION in education, CURRICULUM, LEARNING communities, EDUCATIONAL planning, MODERNIZATION theory, EDUCATIONAL innovations
Abstract

The article discusses vocational education, focusing on the present trends and problems of such in Germany. In the past several years, the most important developments in vocational education are connected to rationalization of structures, the widening of opportunity and modernization of curricula. The result of such developments is a great increase in the demand for higher education, and especially for university places. There have also been attempts to devise acceptable non-university forms of vocationally-oriented higher education. More information could be found in the article.

Published
1975
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13. Manufacturing Engineering Instruction in Great Britain, Sweden and Germany.

Author

Shaw, Milton C.

Abstract

The educational philosophy and programs for the education of manufacturing and production engineers in these three countries are discussed. Included are curriculum standards, course content, differences in prestige of the engineering profession, and the types of educational institutions offering engineering instruction. (MLH)

Published
1975

14. Engineering Sciences in Today's World.

Author

International Council for Educational Development, New York, NY. and Leussink, Hans

Abstract

The paper presented relates to the value of comparative studies in higher education. The problem discussed is one that transcends the country of origin: Germany. The publication is a translation of a paper delivered at the University of Karlsruhe in 1975 and speaks of the current dilemmas of science and engineering that are clearly universal. Engineering sciences in all fields of higher learning, but particularly in their relationship to the humanities are discussed. University systems outside Germany that are compared include the American, French, British, Soviet, and the Japanese. A summary evaluation of the current state of engineering science is included. (Author/EB)

Published
1975

15. International Studies in Six European Countries--United Kingdom, France, Federal Republic of Germany, Sweden, Netherlands, Italy. Reports to the Ford Foundation.

Author

Ford Foundation, New York, NY.

Abstract

This series of papers was commissioned to improve understanding and appreciation of common issues of concern in international studies confronting both North American and Western European scholars. Six countries were surveyed, each by a native scholar in the field of international studies: United Kingdom, France, Federal Republic of Germany, The Netherlands, Sweden, and Italy. The papers express a wide range of views on substantive issues, on the ordering of research priorities, and on how national academic gaps and weaknesses might be best overcome. The consensus of the authors is that there is a need to strengthen international studies on both sides of the Atlantic to contribute to enhanced intellectual exchange and improved mutual understanding. The papers vary in style, organization, and approach, and reflect the often sharply different patterns in academic and historical conditions of the countries studied. Subjects not covered are international economics, Soviet and East European studies, and United States studies since they have been studied under other research projects. Institutes and centers specializing in international studies are listed at the end of each paper. (Author/BC)

Published
1976

16. European Universities--The Unfinished Revolution. Yale Higher Education Program Working Paper

Author

Yale Univ., New Haven, CT. Inst. for Social and Policy Studies., Geiger, Roger L., Geiger, Roger L., and Yale Univ., New Haven, CT. Inst. for Social and Policy Studies.

Abstract

The traditional European university is now extinct. The conditions in higher education that have succeeded it are highly unstable and therefore transitory, and its eventual replacement is now dimly perceptible on the horizon. The European university is of course an abstraction, meant to approximate the attributes of higher education in Germany, France, Italy, Scandinavia, and the Low Countries. The system in each of these countries is largely controlled by public authorities, and in every crucial area the future of the universities depends on actions that will or will not be taken by the state. In the not too distant past they were professors' universities with respect to their internal affairs, and elite in their relationship to society. All of them have passed through fundamentally similar transformations since World War II, and now the questions of access to higher education (recruitment and selection) are vital to the universities' individual and collective futures. (Author/MSE)

Published
1976

17. University Government in Nazi Germany: The Example of Hamburg. Yale Higher Education Program Working Paper.

Author

Yale Univ., New Haven, CT. Inst. for Social and Policy Studies., Giles, Geoffrey J., Giles, Geoffrey J., and Yale Univ., New Haven, CT. Inst. for Social and Policy Studies.

Abstract

Many apologies have been made for the part the German universities played in the Third Reich. The general stigma of having failed the people as intellectual leaders clung to the German academics for a long time. Their contention of helplessness before the forces of National Socialism gave rise to fears of similar weakness in the future. Although Hamburg is not altogether typical of the German universities at the time, a study of it as an example has some validity. Some important general and particular intra-state configurations of power between 1933 and 1945 can be demonstrated, and it can be seen that the professors were able to prevent much outside intrusion by the creation of new institutional forms through which they appeared to conform to the demands of the time but which they cleverly used to shift influence back to themselves. Of absolutely central importance were personalities who through their varying political abilities controlled the ups and downs of their institution. (Author/MSE)

Published
1976

18. An Analysis of Factors which Led to the Dominance of Scholarship as Compared with Teaching and Outreach Activities in Land Grant Institutions.

Author

Kozoll, Charles E.

Abstract

According to the author, service or outreach activities by faculty members at research oriented institutions, including land-grant ones, typically go unregarded, with the most highly esteemed effort being productive scholarship (through such endeavors as journal articles, papers, and research grants), teaching being of secondary importance. In this paper, the author analyzes the factors which established the dominance of scholarship in American higher education. Particular attention is paid to a 40-year period following the Civil War, when the nature and diversity of universities was becoming clear. Events in this century, leading up to World War I are also analyzed. The rhetoric which advocated service and practicality in courses is compared with emerging tendencies of faculty members to concentrate on discipline oriented research. Effects of the German university model and the emergence and recognition of scientific inquiry are examined. Particular attention is given to alienation of faculty members from a growing materialism in American society, with the intention of determining what effect, if any, this tendency had on outreach by faculty members. The search for themes in the post-Civil War period is tied to an examination of two land grant institutions--the Universities of Georgia and Illinois. (Author/SH)

Published
1977

19. Access to Higher Education: Two Perspectives. A Comparative Study of the Federal Republic of Germany and the United States of America. Final Report of the German-U.S. Study Group.

Author

International Council for Educational Development, New York, NY., Perkins, James A., and Burn, Barbara B.

Abstract

The final report of the study group is the culmination of a three-year project to examine the similarities and differences in German and U.S. higher education access and admissions and the ways in which the two systems can learn from each other. The study consisted of a seminar, plenary meetings in both countries, and commissioned papers and research studies. Specialists from both countries participated. The contents of the final report include sections comparing and evaluating structures and systems, equal opportunity for access and selection, educational articulation, access and employment, and access and the role of government. In each section, recommendations are made for decision-makers in government, industry, and educational institutions concerned with these issues in each country. Appended are lists of the study group members, consultants, and meetings, publications of the study group, and publications and papers generated by the work of the group. (MSE)

Published
1978

20. Philosophy of Education, 1977-1978.

Author

Far Western Philosophy of Education Society., Jelinek, James John, Jelinek, James John, and Far Western Philosophy of Education Society.

Abstract

This publication contains the proceedings of the 26th annual meeting of the Far Western Philosophy of Education Society in December, 1977. Eleven papers discussing the philosophy of education are presented. In the first paper "Philosophical Analysis: Whither or Thither?" the author discusses the drive towards systems analysis and logical planning and expresses the hope that this drive will not overwhelm the striving for human justice and the development of worthy social values. The second paper "Educational- - What For?" argues that those who claim that educational philosophy is of no use are wrong. The political function of educational philosophy and an integral view are discussed in the third and fourth papers respectively. The fifth paper discusses an approach to counteract the apathy felt by all age groups toward the learning of philosophy. In the sixth paper, the author demonstrates the usefulness of educational philosophy with regards to cultural pluralism. In the seventh and eighth papers Maurice Friedman and John Dewey are discussed. The ninth paper presents Lester Frank Ward's views on eugenics and racial struggle. Accountability is the topic of the tenth paper. The publication concludes with a description of the German system of secondary education and raises questions of particular interest to American educators. (Author/RM)

Published
1978

21. Pupil Exchange in the European Community Venice Colloquium (October 24-28, 1977). Collection Studies. Education Series No. 5.

Author

Commission des Communautes Europeennes (Luxembourg).

Abstract

This publication contains the papers of the Venice Colloquium held in October, 1977 by educators from European countries to discuss the topic of visits and exchanges for pupils. There are seven chapters. Chapter one discusses the context and objectives of the colloquium. Chapter two describes pupil visits and exchanges in the European community. In particular, exchange programs in Belgium, Denmark, the Federal Republic of Germany, France, Ireland, Italy, Luxembourg, the Netherlands, and the United Kindgom are reported. Three case studies are presented in chapter three. The first case study examines the European Federation for Intercultural Learning. The second case study examines a school partnership in practice, describing the experience of Lessing Gymnasium, Mannheim and Lycee Dumont d' Urville, Toulon. Study visits abroad in foreign languages for students from Hertfordshire are the topic of the third case study. The paper presented in chapter four is an overall look at the objectives, activities, and problems of European exchange programs. Guidelines prepared for the colloquium are presented in chapter five. The final report and recommendations of the colloquium are included in chapter six. The publication concludes with a list of participants in chapter seven. (Author/RM)

Published
1978

22. Personnel Preparation: International Comparisons.

Author

Speck, Otto

Abstract

The author focuses on the role of the teacher of the handicapped in the Federal Republic of Germany. Outlined are the main tasks of the special education teacher, the types of academic training in special education, the course and content of studies in special education, and educational trends in German special education. (SBH)

Published
1978

23. Reform and Development of Higher Education: A European Symposium.

Author

Council for Cultural Cooperation, Strasbourg (France).

Abstract

Higher education in Southern Europe was the topic of a symposium sponsored by the Council for Cultural Co-operation of the Council of Europe. The following speeches were presented: "Problems of Expansion and Change in Higher Education: An English View," by Lord James of Rusholme, United Kingdom; "The German Advisory Council for Higher Education and Research (Wissenschaftsrat): Reform Proposals and Reactions," by W.A. Kewinig, Federal Republic of Germany; "Diversification of Tertiary Education in Regionalization," by J. Lapote Salas, Spain; "The Place of Research and the Role of Postgraduate Courses," by J.R. Villanueva, Spain; "Tertiary Education: Its Trends, Structures and Relations with Social Developments (With Special Attention to Italy and Southern Europe," by A. Visalberghi, Italy; and "Autonomy and Participation: Lessons from French Experience," by G. Vedel, France. A concluding commentary by Lord James of Rusholme and summaries of discussions are included. (SW)

Published
1978

24. 'Spiegeldorf': Nazi Appeals in Weimar Germany.

Author

Sprague, Gregory A.

Abstract

The paper discusses rationales for simulation gaming and describes "Spiegeldorf," a socio-historical game which simulates socioeconomic conditions in early 1930 Germany and Nazi party tactics used to gain mass support. Objectives are to identify characteristic Nazi tactics and points of political ideology, describe German social classes and their fears and frustrations, analyze ways Nazism appealed to many Germans, and increase student interest in the subject and enjoyment in playing the game. Each student plays the role of a Nazi party organizer, whose goal is to convert as many people as possible. Play proceeds through choosing one of five tactics and receiving outcome cards and conversion points. With the appointment of Hitler as Chancellor of Germany, each student adds up the number of converts and ascertains the final outcome. Time allotment is 90 minutes. Materials include a game board, information sheets, conversion checklists, outcome, event, and influence cards, and a debriefing guide. Discussion analyzes the cause-and-effect relationships affecting the payoff through exploration of student feelings, explanation of strategies, and examination of concepts and principles. Evaluation criteria were historical accuracy, positive student attitudes, and an increase in student knowledge. Use of subject authorities ensured accuracy, while attitudes and knowledge were measured through observation, a questionnaire, and a posttest. Sample game materials and questionnaire results are appended. (CK)

Published
1978

25. Education, Social Structure and Development: A Comparative Analysis.

Author

Williamson, Bill and Williamson, Bill

Abstract

The book examines the role of education in social and economic development. Seven chapters comprise the document. Chapter I examines the relation of education to socioeconomic development. Topics include rural-urban imbalance in education, relevance in curriculum, and ways in which the educational system legitimates equality or inequality. In Chapter II, the author identifies the social, economic, and political forces which operate in different national contexts. Topics include models of development, constraints on development, social stratification, advanced capitalist societies, dependent societies, and developed and underdeveloped socialist societies. Chapters III through VI present case studies of education in different nations. These chapters examine the capitalist societies of Great Britain and the Federal Republic of Germany; the state socialist societies of the Soviet Union and the German Democratic Republic; the dependent societies of Ghana and Tanzania; and the underdeveloped socialist societies of Cuba and China. Chapter VII presents conclusions and recommendations for further study. Some conclusions are that the form, content, and distribution of education reflect the distribution of power in society; education always reflects the compromises of politics; and educational change always follows from change in the distribution of power. Educational planning must acknowledge the nature of constraints which might prevent goals from being realized. Finally, planning requires a sophisticated understanding of how social structures mold education. (Author/KC)

Published
1979

26. The Education of Women in the Reformation.

Author

Green, Lowell

Abstract

Seventeenth Century Reformation leaders played an important role in establishing universal education in Germany. Their work created new opportunities for the individual, raised social conditions of countless people, and laid the foundation for modern science and learning. (Author/KC)

Published
1979

27. How to Have a Successful Fulbright.

Author

Winokur, Marshall

Abstract

The Fulbright-Hays Teaching Exchange with Germany is a one-for-one exchanqe for approximately twenty pairs of American and German teachers. American elementary and secondary school teachers as well as college instructors and assistant professors replace their German counterparts for an academic year at either a "Hauptschule" (a non-college track school with qrades one through nine), a "Realschule" (a step up from the Hauptschule with grades one through ten), or a "Gymnasium" (a college preparatory school). This exchange provides the Fulbrighter with the opportunity to: (1) promote international understanding; (2) present American views on problems in the Unites States; (3) improve one's knowledge of the German language and school system; (4) increase one's awareness of German life and customs; (5) make German friends; and (6) explore many countries in Europe. This article focuses on three aspects of the Fulbright Teachers Exchange: (1) the teaching assiqnment in a "Gymnasium"; (2) avenues of promoting international understanding such as, the use of educational and entertainment films, exchanges with an American school, German-American social gatherings and basketball games; and (3) the benefits of living in Germany for a year, particularly the comfortable living quarters, close friendships formed, and the opportunities for travel. (Author/AMH)

Published
1979

28. The University Yesterday and Today.

Author

Lubbe, Hermann

Abstract

Focuses on the 1950s as years of political restoration of higher educational policy in the Federal Republic of Germany. Higher education institutions were restored in their organizational structure in accordance with the constitution and the traditional academic spirit. Organizational needs of the future are outlined. (KC)

Published
1979

29. 'Studentenwerke': Their Work and Their History.

Author

Bork, Uwe and Klee, Manfr

Abstract

Discusses the development of "studentenwerke" (organizations to aid students) in German institutions of higher education and describes the framework within which they carry out their work. Functions of the organizations include aid to education; provisions for living quarters; and maintaining nurseries, counseling offices, libraries, and theatres. (KC)

Published
1979

30. Fifteen Years of Higher-Education Reform--Gain or Loss?

Author

Meier, Hans

Abstract

Discusses sources and implications of the quantitative expansion of the system of higher education in Germany, which altered the character and structure of the university. Suggests that the quantitative expansion will be followed by a qualitative one. (KC)

Published
1979

31. Efficiency in Higher Education.

Author

Granzow, Hermann

Abstract

Discusses problems of economic management in higher education and suggests solutions indispensable for economic autonomy and independent planning. Changes in management methods include incentive systems, transparency in functional goals and performance, and more clarity, rationality, and fairness in appraisals. (Author/KC)

Published
1979

32. Are German Universities Still Competitive?

Author

Lobkowicz, Nikolaus

Abstract

Evaluates reform of higher educational systems in Germany beginning with the University Law of Berlin (1969) and temporarily ending with the framework Higher Education law (1976). Concludes that given the fact that Germany relies not on resources but on know-how, German universities must realize that even in an age of mass education they should be training future elites. (Author/KC)

Published
1979

33. Is the University on the Way to Becoming a Specialized School?

Author

Morkel, Arnd

Abstract

Changes that have taken place in higher education contradict the basic principles of the classic university, destroy the substance of academic study, eliminate the distinction between school and university, and transform the university into a specialized institution. (Author/KC)

Published
1979

34. The Timeliness of Tradition.

Author

Hickel, Erika

Abstract

Discusses research and teaching problems in the natural sciences which have caused Germany to fall behind other countries. Proposes action which would focus on university courses in the history of science and technology. (KC)

Published
1979

35. Media Versus Lecture.

Author

Reichow, Helmut

Abstract

Describes a computer-based simulation program used in biology and physics classes in German colleges and universities. Concludes that the use of media in teaching has far-reaching possibilities which must be explored by teachers in higher education. (KC)

Published
1979

36. Conditions and Prospects in Higher-Education Policy Planning.

Author

Grotemeyer, Karl Peter

Abstract

Traces policy and planning strategies of the ten-year-old University of Bielefeld (Federal Republic of Germany). Concludes that a long-term, planned, and binding budgetary policy is a crucial precondition for all reforms in educational policy. (Author/KC)

Published
1979

38. Higher-Education Planning 1990 - Problem or Opportunity?

Author

Jockusch, Peter

Abstract

Addresses question of projected decrease in enrollment as it affects educational planning in German institutions of higher education. Suggests that universities should expand their available services to include specified functions and special consumer groups. Buildings, personnel, and financing strategies are also included. (KC)

Published
1979

39. Annual Adult Education Research Conference. Proceedings (20th, Ann Arbor, Michigan, April 4-6, 1979).

Abstract

Papers from numerous research areas in the adult education field are presented. The proceedings contain thirty-five papers, five symposia, one alternate symposium, and eighteen alternate papers. Among the papers included are "A Comparison of Approaches to Measuring Outcomes in Adult Basic Education,""A Critical Analysis of Hill's 'Cognitive Style Inventory',""A Mathematical Programming Model to Recognize Conflict in Adult Education Program Selection,""A Normative Field Study of Community-Based Senior Group Programs as Settings for Learning Activities for Older Adults,""A Social Systems Approach to the Analysis of Community Development Pilot Projects,""A Study of the Impact of Public Opinion upon Educational Decision-Makers,""A Test of Piagetian Cognitive Development Theory Applied to Small Groups,""An Attempt at Theory Building from Literature and Field Data,""Automatic Interaction Detector,""Crisis in the Steel Industry: Effects of Mass Unemployment on Educational and Vocational Goals and Activities,""Critical Consciousness and Social Structure in Rural Zaire,""Determinants of Intention to Participate in Continuing Professional Education: An Empirical Investigation,""Development and Validation of a Normative Process Model for Determining Priority of Need in Community Adult Education,""Effectiveness of Voluntary Citizen Advocacy Activities,""Field Methods for an Inductive Approach," and "Immigrant Adult Education: Tasks of Adaptation." (CSS)

Published
1979

40. Distance Education in Entwicklungslandern.

Author

German Foundation for International Development, Bonn (West Germany).

Abstract

Seminar and conference reports and working papers on distance education of adults, which reflect the experiences of many countries, are presented. Contents include the draft report of the 1979 International Seminar on Distance Education held in Addis Ababa, Ethiopia, which was jointly sponsored by the United Nations Economic Commission for Africa and the German Foundation for International Development. Conference objectives were: to analyze the experiences gained in distance education projects and to consider means of promoting international cooperation at all educational levels; to consider staff training and development in support of distance education projects; to discuss the role of the university in distance education; and to consider the possible formation of an African network of open universities. Program information is also presented on the 1979 Open University Conference on the Education of Adults at a Distance, held in Birmingham, London. Conference topics included the target populations for distance education of adults, general principles and methodology of distance education, and collaboration at national, regional, and international levels. The following working papers from the Open University conference are presented: "Distance Learning and the LDC University," by Robert H. Maybury; "The Open University System at Unam (Mexico)," by Augusto Moreno y Moreno; "Training and Education of Teachers in Higher Education in Developing Countries," by L. R. B. Elton; "The Philippine Experience in Distance Education: Case Studies in a Developing Country," by A. O. Fineza; and "IEC's Experience of International Cooperation: International Extension College." (SW)

Published
1980

41. The German University. A Heroic Ideal in Conflict with the Modern World.

Author

Fallon, Daniel and Fallon, Daniel

Abstract

The contemporary university within the Federal Republic of Germany is described in the context of its past. Since the central idea of the German university, even today, is rooted in the pivotal founding of the University of Berlin in 1810, that event is the point of departure for this book. Throughout, focus is on the history, structure, and functions of German higher education, including continual struggles for reform and transformation. Chapters include the following: (1) Movement toward a New University: Berlin, Prussia, 1808; (2) Wilhelm von Humboldt and the Idea of the University: Berlin, 1808-1810; (3) Friedrich Schleiermacher and the Idea of the University: Berlin 1809-1810; (4) Development and Growth: The German University in the Nineteenth Century; (5) Continuity: The West German University after 1945; (6) The German University in the Federal Republic: An Elegant but Poignant Anachronism, to 1967-69; (7) The German University in the Federal Republic: Turning to the Future, 1970 and Beyond. It is concluded that the period of romantic reform for the contemporary Germany university has peaked and passed, that at present there is no agreement on a single new model to replace the "enlightenment university" model developed 150 years ago. The debates of the 1960s and 1970s articulated nearly all the reform possibilities, from which the future model will derive. (LB)

Published
1980

42. Workshop Presentations of the World Seminar on Employment Counseling (Ottawa, Ontario, September 1980).

Author

Canadian Commission of Employment and Immigration, Ottawa (Ontario). and Ross, Gladys G.

Abstract

This monograph presents 26 papers addressed to workshop sessions representing thought and innovation in employment counseling and vocational guidance. Two papers are written in German, one in French, and 23 in English. Abstracts preceding each paper appear in the two languages other than that used for the paper itself. Topics covered include training of counseling services personnel (Germany); counseling for midlife career change; policies for career information, guidance, and counseling in school-work transition; PLACE, an individualized learning package to assess employability; measuring employment counselor effectiveness; career decison making and computers; counseling for mid-career change; computerized job-person matching (Sweden); conceptual approach to career education; career development in industry; employment counseling of college students (United Kingdom); "focusing" in adult career counseling; life skills training; brokering and employment counseling; STEP, self-exploration programs for career selection (Germany); competency-based inservice program for counselors; impact of a computerized guidance information system; vocational counseling as an instructional process; evaluation of employment counseling; and computer-aided vocational counseling in mid-career change. (YLB)

Published
1980

43. University Autonomy: A New Analysis.

Author

Lane, J. E.

Abstract

A theory of university autonomy is evolved that considers such elements as research, student recruitment and admission, physical environment, and administrative organization. The higher education systems of Sweden (before and after reform), Germany, the United States, and Britain are compared. (MSE)

Published
1981

44. Society and Social Justice: Problems of Political Education in West Germany.

Author

George, Siegfri

Abstract

Discusses social justice in West Germany within the context of the experience of Nazism, the economic disaster after World War II, and the successful development of the economy and welfare state since 1949. Refers to various textbooks and recent empirical studies on the political attitudes of students in West Germany. (Author/KC)

Published
1981

45. The Style Test.

Author

Bonheim, Helmut

Abstract

Several formats for testing English style are described and discussed. The questions are taken from eight versions of the Cologne placement test for beginning university students and a test battery designed for the German Academic Exchange Service. The first two formats are a multiple choice question and a paragraph with underlined words and phrases. In both types the student has to choose the expression that is not suitable in context. A third format presents a set of texts one of which is of a different author, era, or genre from the others. This format has the advantage of including a variety of operative clues. Style is more difficult to acquire and to test; in contrast to tests in other skill areas of language learning, the style item asks about suitability, not correctness. With regard to the tests under discussion, a number of factors are suggested that point out the special nature of the style test. These factors are: (1) improvement in style over time; (2) identification and analysis of factors in one of the style tests suggested that the role of style is not marginal; (3) a higher prognostic validity than the other subtests; (4) variations in results from one university to the other; and (5) the relationship between style and general achievement. (AMH)

Published
1981

46. Access to Higher Education in the Federal Republic of Germany: the Numerus Clausus issue.

Author

Spence, Jill

Subjects
NUMERUS clausus, UNIVERSITY & college admission, RIGHT to education, HIGHER education, UNIVERSITY & college administration, COLLEGE students, COLLEGE attendance, UNIVERSITIES & colleges
Abstract

The article discusses the implications of the Numerus clausus for the higher education system in the Federal Republic of Germany. The controversy regarding the issue of the access to education has started in the 1960s and 1970s when the number of students rose dramatically. The three main reasons for the increase in the number of students were the expansion of the second educational route; the increase in the average number of semesters spent by students at university and the rise in the percentage of the relevant age group attending the Gymnasium and obtaining the Abitur. The debate over the Numerus clausus has affected the relationship between state and universities in the country. It has also contributed to the increased state control over university during that time. Meanwhile, several solutions were proposed in order to deal with the problem of overcrowding.

Published
1981
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47. The Place of 'Zertifikat Deutsch als Fremdsprache' in the German Curriculum. A Report of a Survey.

Author

Schneider, Gerd K.

Abstract

The "Zertifikat Deutsch als Fremdsprache," an examination developed by the Adult Education Centers in West Germany and the Goethe Institute to measure a student's proficiency in German as a foreign language, consists of two main parts, group testing and individual testing. The group testing section covers listening and reading comprehension, structural grammar and vocabulary, and written expression. The individual section covers communication in an everyday situation and a guided conversation. This survey covered almost all colleges and universities using the examination and sought information on: the number of students who had taken the test within the previous three years, the textbooks used in language courses, the bearing of the examination on students' decisions to continue in and/or major in German, and ways in which the test could be improved. Analysis of the responses revealed that: (1) the test is useful; (2) it serves as a more accurate measure of students' abilities than course grades; (3) some guidance is needed as to the appropriate time in the course for students to take the examination; (4) results should be on students' transcripts; (5) students should not be charged the $10.00 fee; and (6) the Goethe House and Institutes should train more test administrators. (AMH)

Published
1981

48. Doctorates for American Women, 1868-1907.

Author

Rossiter, Margaret W.

Abstract

Describes the strategies which women used to gain admittance to degree granting programs in American and German universities between 1868 and 1907. How universities operated during that period is also discussed. (AM)

Published
1982

50. American Efforts for Educational Reform in Occupied Germany, 1945-55--A Reassessment.

Author

Biebel, Charles D.

Abstract

Between 1945 and 1955, American efforts to reform education in Germany included an initial phase of punitive purges, an imposition of American curricular models, generously endowed reorientation programs, and attempts to persuade the Germans to reform their own system. These contradictory shifts were not the result of rational policy decisions. (AM)

Published
1982