• Abstract and Figures
• Public Full-text

3TO. 5 rue -V.2/IO.I v. l no.\ ? x *£MG7-£ St o^aG£ rn»l«n.l »» The person charging W. below Latest Date stamped University. ! Jicmi«al from the AUG 15 fEB L16 l__O-l096 Digitized by the Internet Archive in 2012 with funding from University of Illinois Urbana-Champaign http://www.archive.org/details/illinoiseducatio1121univ blume I, Number 1 Summer, 1972 fHE ILLINOIS EDUCATION REVIEW A PUBLICATION OFTHE COLLEGE OF EDUCATION UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN J.MYRON ATKIN, DEAN and COLLEGE OF EDUCATION ALUMNI ASSOCIATION JOSEPH DEATON, PRESIDENT and THE OFFICE FOR PROFESSIONAL SERVICES IN EDUCATION THOMAS L. McGREAL, DIRECTOR periodically by the College of The Illinois Education Review is published Urbana- Education Alumni Association of the University of Illinois at Champaign. Articles for consideration should be sent to: The Illinois Education Review 140 Education Building University of Illinois Urbana, Illinois 61801 encouraged Demurrals, rebuttals, comments, and letters to the editors are and contributory. See and will be considered for publication if undersigned detailed statement of editorial policy. The Volume I, Number 1 for a more paid-up membership in the Illinois Education Review is available free with non-members — 3 - 00 - Education Alumni Association. Single copy price for j Association and send to editorial (Make checks payable to U. of I. Alumni office, address above.) Thomas L. McGreal, Editor Gates, Associate Editor J . Terry E. Sue Buchanan, Editorial Assistant 9s S 5 KEMOTE STORAOS TABLE OF CONTENTS A FIRST EDITION Hi THE SCHOOL ADMINISTRATOR AND THE PURPOSE OF EDUCATION Dr. George P. Young 7 > CONTINUING PROFESSIONAL EDUCATION: NEED, SCOPE, AND SETTING Alan B. Knox 8 MODERN BRITISH INFANT EDUCATION: A PERSPECTIVE ON WHAT IT IS AND WHAT THE IMPLICATIONS ARE FOR AMERICAN EDUCATION Theodore Manolakes 19 SHOULD FRESHMAN COMPOSITION BE A REQUIRED SEQUENCE? Alfred J. Lindsey 31 A REVIEW OF PERFORMANCE BASED TEACHER EDUCATION: DEFINITION, IMPLICATIONS, AND CONCERNS Thomas McGreal 39 UNIVERSITY AND PUBLIC SCHOOL COLLABORATION IN TEACHER EDUCATION: ITS POTENTIAL, PROBLEMS, AND PROMISE Donald S. Monroe 51 AN ALTERNATIVE TO SELF - CONTAINED SPECIAL EDUCATION CLASSES James E. Ysseldyke and David A. Sabatino 59 i A FIRST EDITION In light of changing educational priorities within the Nation, the State, and within our own College of Education, it was be- coming more and more apparent that there was a need for our College to take itself out of the confines of our campus and to actively extend its usefulness and its visability to educational practitioners at all levels. Quite independently, while discussions were taking place as to ways our College could expand its service activities and increase its visability, the College of Education Alumni Association Board of Directors were trying to develop ways that would allow the College of Education to take advantage of the Association's resources while still providing service to its active membership. As anyone who operates in bureaucratic organ- izations knows, the fact that two related discussions are taking place in the same building does not necessarily guarantee that they will be aware of each other and that they will begin to cooper- atively work toward solving mutual concerns. In this case, how- ever, the two groups did get together and found that they might be able to be of help to each other. The College on the one hand had an interest in opening up communication links with a variety of people, while on the other hand the alumni group had a certain amount of fiscal resources, a group of active members who repre- sented a microcosm of educational personnel, and an interest in serving the College. One outcome of the meeting of these joint interest groups was the decision to publish a journal whose major purposes would be to present positions on issues of policy and practice that would be useful and readable to a wide range of educational practitioners and to provide informational pieces on contemporary topics that have relevance to educators at all levels. Thus it was that The Illinois Education Review came into being. Consequently, The Review is a joint venture between the College of Education Alumni Association and the College of Edu- cation as represented by The Office for Professional Services in Education. As such, these two groups provide the primary finan- cial support for The Review. The initial issues will be sent to all active members of the College of Education alumni group and will be considered as an additional benefit to their membership. At this time, plans for general subscriptions are being made, but most likely will not be acted upon until 1974. In trying to determine the format for The Review that would best serve its purposes, the editors recognized that many issues in iii education arise from differences in the theoretical bases from which educational planners operate, and that these issues must be discussed in the realm of theory rather than in policy or practice. But there are already in existence many excellent journals for the disputation of theoretical positions, and it would have been re- dundant to add another journal to that distinguished body of literature. There are also publications in every educational field which carry articles of interest on a wide range of topics within the educational specialty which defines the subject matter of the journal. Seldom, however, do professionals in one specialty have the opportunity to read of the concerns of another specialty with understanding, unless the reader is well acquainted with the special vocabulary and traditions of the other field. To us, there seemed to be a lack of ongoing literature in the middle ground between theory and practice, and between thinking professionals in one field of education and those of another. The Illinois Education Review intends to provide a vehicle for this largely neglected forum. Although this is our first edition, we have extremely high hopes for The Review and in our most optimistic moments see The Review benefiting the profession in several important ways: A. Where issues suggest interdisciplinary resolutions, a broader base of people who could work on the problem would be reached than by commonly used means. B. Educational movements, which are criticized largely either in the popular press or in the theoretical litera- ture could receive more analytical attention from those who are in the planning stage and at the practicing state within the movements. C. It could have some effect in heading off movements which are destined to failure because of the relative inaccessibility of intelligent criticism of the particular means-end relationships early enough in the move- ments' careers to prevent them from being carried to unproductive and counterproductive conclusions. In the best sense of what we are trying to accomplish with this publication, we would invite manuscripts from all our readers. At the same time, we would also hope for the reactions of our readers iv to the contents of any given issue of The Review. Starting with our second issue, we would hope to be able to run a series of responses, rebuttals, supporting statements, etc. that are con- cerned with items published in The Review. It is in this way, that the ideals which we hold for the publication can be best met. Manuscripts which meet the following criteria are those most likely to be considered for publication: A. The Manuscript is in good form for publication (See MLA style manual). B. The issue discussed is and would be understandable to a professional outside of the writer's special field. C. The author analyzes and/or criticizes an educational policy or practice and proposes a resolution of the issue with which he deals. D. An issue that is thought by the editors to be of some importance to a reasonably broad segment of the pro- fession. The articles contained in this first issue, in our opinion, estab- lish an excellent framework from which our purposes and objec- tives for this publication can be met. All of the pieces have impli- cations for a variety of educational organizations and are written in such a way that they can be practically assimilated by people from a variety of backgrounds and training. We hope you find this first edition as exciting and interesting to read as we found it exciting and interesting to put together. We hope we can count on your support. T. L. McGreal and J. T. Gates VI THE SCHOOL ADMINISTRATOR AND THE PURPOSE OF EDUCATION George P. Young This article is adapted from the speech given at the College of Education Alumni Association's annual fall banquet meeting in October, 1971. Dr. Young was selected as the recipient of the 1971 distinguished alumnus award, presented annually by the Alumni Association. In this article Dr. Young clearly lays out many of the problems facing the contemporary school administrator, especially the urban school administrator. He makes a plea for the kind of people and the kind of training these people need to be able to effectively administer the complex school systems of today. Dr. Young is currently the Superintendent of the St. Paul, Minnesota public school system. A great and good friend of the College of Education Alumni Association passed away just last week. Much more than a great and good friend of the Association, he was the force which brought about the Association. At the time he died, Al Grace was in every sense of the word a great elder statesman in education. But I know from personal experience with him that he managed to transcend elder states- manship. He continued his vigorous activity as a worker and prac- titioner, speaking, writing, and teaching 'till the end.

Load more

  152

Copy Link