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ERIC Number: ED134563
Record Type: RIE
Publication Date: 1977-Mar
Pages: 30
Abstractor: N/A
Reference Count: 0
Federal Education Programs and Their Effect on Teacher Education.
Timpane, Michael
This document examines developments in federal elementary and secondary education support programs and suggests ways in which teacher education institutions might respond to future developments in the field. Federal policy enacted in the Elementary and Secondary Education Act (1965) promotes five distinct goals: (1) equal educational opportunity; (2) educational reform; (3) educational research; (4) employment preparation; and (5) limited general support. While the role of the federal government has remained basically unchanged since, policy debate continues, centering on (1) education's position in national social policy, with an emerging consensus that the federal government should concern itself with economic stabilization, income security, and health insurance, leaving responsibility for educational support mainly to the states and (2) program management in the intergovernmental system, that is, the power positions of the federal and state governments and the local educational areas. Future trends indicate a heavy focus on state level activity involved in retrieving public confidence in the educational system and in managing decline due to shrinking enrollment, with new federal programs focusing on preschoolers, handicapped students, and adults. Implications for teacher training institutions involve: (1) responding to changed demographic factors (shift to inservice education, career preparation components, development of preschool and adult education services); (2) a planning effort to prevent a renewed teacher shortage in the 1980's; (3) concentration on management problems; and (4) cooperation in those programs that the federal government does offer for facility extension and improvement (teacher centers, teacher corps). (MB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Position paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (29th, March 1-4, 1977, Chicago, Illinois); will be included in AACTE 1977 Yearbook