{"title":"Population education in the United States.","authors":"G Roberts","doi":"10.1080/00958964.1977.9941585","DOIUrl":"https://doi.org/10.1080/00958964.1977.9941585","url":null,"abstract":"The most significant expansion of population education in the U.S. has occurred over the past 5-year period. The environmental movement of the 1960 decade established a foundation on which population education quickly developed in the 1970 decade and gained acceptance in the population establishment and among funding agencies. During the years 1970-1976, several private organizations became actively involved in the population education field. Several viewpoints and population education approaches are now evident in the U.S. These approaches stress different aspects of the issue: extension of family planning, individual and social awareness, demography, behavioral objectives, value analysis, environmental strategy, and inquiry. Although these approaches are diverse, the U.S. has provided a basic framework for population education. Research in population education has consisted of little more than review studies, knowledge and attitude surveys, and several studies on the appropriateness of population education in the formal college school setting. Further research is needed to identify the goals, objectives, and strategy of population education, and these studies would have to be linked to the cognitive and moral development of the student.","PeriodicalId":515099,"journal":{"name":"The Journal of Environmental Education","volume":"8 4","pages":"35-42"},"PeriodicalIF":3.1,"publicationDate":"1977-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00958964.1977.9941585","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"22032673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Population education in Florida secondary schools: a status study.","authors":"R J Stahl, S D Baker","doi":"10.1080/00958964.1977.9941586","DOIUrl":"https://doi.org/10.1080/00958964.1977.9941586","url":null,"abstract":"The attempt was made in this study to collect descriptive data pertaining to the status of population education within the curricula of Floridas secondary schools. In April 1974 a 4-page questionnaire was mailed to 300 randomly selected Florida middle junior high and senior high schools. The 23-item questionnaire was designed to obtain data from classroom teachers on a broad range of subjects and areas pertaining to the status of population education within their respective schools. 45.3% of the teachers returned completed questionnaires. Of the 136 teachers responding 75.1% taught their population units in public secondary schools; the remaining group taught in private schools. The following are the more important findings relative to the status of population education in Florida: 1) classroom teachers in a wide variety of subject areas included population content and units within their regular courses; 2) the units taught by these teachers emphasized different objectives content and concepts; 3) the units taught by public and private school teachers were very similar in objectives content and concepts stressed; 4) the units varied in length; 5) social studies teachers were expected to and in fact did teach a majority of the units on population education; 6) population education teachers desired more instructional aids and inservice workshops to help them improve their courses; and 7) a vast majority of the teachers had taken no formal college course which focused on population content. This survey reported the quantitative nature of population education in the Florida secondary schools; the quality of the education provided remains an unknown.","PeriodicalId":515099,"journal":{"name":"The Journal of Environmental Education","volume":"8 4","pages":"43-56"},"PeriodicalIF":3.1,"publicationDate":"1977-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00958964.1977.9941586","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"22032675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Scaling of attitudes toward population problems.","authors":"G A Watkins","doi":"10.1080/00958964.1975.9941513","DOIUrl":"https://doi.org/10.1080/00958964.1975.9941513","url":null,"abstract":"An attitudinal scale on population problems is constructed. Although the determination of attitudes of Americans toward population problems is meaningful in itself, an additional effort is made to demonstrate the empirical validity of acknowledged variables. Data were collected in the Tulsa Oklahoma Standard Metropolitan Statistical Area using a stratified proportionate sample. The 372 respondents representing a 1% sample do not differ significantly from the population of the total Standard Metropolitan Statistical Area. The interview schedule consisted of items designed to elicit standard socioeconomic information on the respondents along with their attitudes toward population problems. Using the Guttman technique of scalogram analysis, a population problems scale containing 6 items was developed. After validation of the original set of attitudinal items by factor analysis, the scale scores of the respondents were compared with selected socioeconomic variables in an attempt to empirically validate the scale. Using the Student's \"t\" associated with the Apearman rank correlation coefficient value and the Kruskal-Wallis 1-way analysis of variance, only the variables of education, number of children, and occupation proved to be associated with the population problems scale scores. It was learned that these variables were significant in other studies and do help to establish the empirical validity of the scale. The lack of association of variables of marital status, income, religion, race, and age suggest that the empirical validity of such relationships requires additional examination.","PeriodicalId":515099,"journal":{"name":"The Journal of Environmental Education","volume":"7 1","pages":"14-20"},"PeriodicalIF":3.1,"publicationDate":"1975-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00958964.1975.9941513","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"22003312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Initiating population education in Baltimore.","authors":"C S Cochran, L C Mccrea","doi":"10.1080/00958964.1974.10801849","DOIUrl":"https://doi.org/10.1080/00958964.1974.10801849","url":null,"abstract":"At a 3-day workshop in population education for 50 secondary school teachers, 4 members of the Baltimore City Public School system were appointed with 4 members of Planned Parenthood Association of Maryland to deal with the inherent difficulties of bringing population awareness to city children, many of whom in Baltimore are both poor and black. This group believed that it was essential that racial sensitivities, both black and white, be explored in a realistic and humane manner. After considerable soul-searching, it was decided that the approach would be to talk about the city of Baltimore and then demonstrate that Baltimore and its problems represented a microcosm of the world. A pilot institute for 30 selected Baltimore City public school teachers was held in June 1971. The participants of this institute felt that population education should be included in the public school curriculum, and materials to implement this were requested. On the basis of this experiment, the Rockefeller Foundation gave Planned Parenthood Association of Maryland a grant to continue its work with the Baltimore City school system. Nine 3-day Urban Life Population Education Institutes for 30 teachers each were held during school hours in the 1973-1974 school year. All teachers in the system could apply to attend. During the summer of 1973 nine creative and imaginative classroom teachers who had attended an institute were selected to develop curriculum materials. They adopted 6 basic concepts covering the overall view down to the individual level. With the aid of another grant from the Rockefeller Foundation, the materials developed will be piloted in the Baltimore schools during the 1973-1974 session. 10 more institutes for 300 members of the school system will be held during the 1973-1974 school year.","PeriodicalId":515099,"journal":{"name":"The Journal of Environmental Education","volume":"6 2","pages":"6-8"},"PeriodicalIF":3.1,"publicationDate":"1974-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00958964.1974.10801849","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"22025018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
求助内容：
应助结果提醒方式：