joseph e. wayneteacherlink.ed.usu.edu/yetcres/catalogs/reavis/170.pdf · joscph e. \2'avnr is...

$: JOSEPH E. WAYNEteacherlink.ed.usu.edu/yetcres/catalogs/reavis/170.pdf · Joscph E. \2'avnr is assistant pl-nfe-ssor in llir Srhool of Heallh, Physical Education. and Rrrrrarion at$

JOSEPH E. WAYNE

Joseph E. Wayne is assistant professor in the School of Health, Physical Education, and Recreation at Indiana University. In addition to teaching undergraduate and graduate courses in personal health, human sexuality, and health and safety education curriculum, he also supervises student teachers and directs the lndiana llniversity Reoea- tional Shooting Sport Program.

Wayne has conducted seminars in several stateson traininginstruc- tors in firearm and hunter safety and has been involved in the drvelop- ment and implementation of the Indiana Hunter Safety Education Program. He ha? also worked with hoth theUniledSlatesandMexican Olympic Comrn~ttees on developing programs promoting safe recrea- tional shooting. He is currently working on a g a n t from the National Rifle Association to develop a package of materials on firearm safety for use in the elementary schools.

The author extends his appreciation to the following for their encouragement in thedevelopment of this fastbackand for their leadership in the promotion of safety education.

The American School and Community Safety Association. Bernard I. Loft, professor emeritus of Health and Safety Education

at Indiana University.

Srries Editor. Derrk I.. Burlrran

Joscph E. \2'avnr is assistant pl-nfe-ssor in llir Srhool of Heallh, Physical Education. and Rrrrrarion at 1ndian;t Ilnivrrsity. In addition to tcarhing o n d r r ~ r a d u a t e and grsduatc courses in pel-sonal hralth. hum;ln sexuality, and hr;ilth and safety rducation rur r i ru lnn~ , hcalso supcrvisrs rtudrnt tcarhers and dirrcts i l l ? Indian:, I7ni\.nsity R r ~ r p ; ~ - iional Shonting Sport Prqqr;ini.

IVayiic 11;is I-onducted srtninars in several stitter on tr;lininginstrur- tors in firrarrn itnd huntvr safety and has b r n i r i r o l ~ r d in thr dr\.elop- ment and i~nplrnmmta~ion of tho Indiana Huntcr Safety Education Proaram. He has also worked n,ith lmth thr I1n i tdSta t r s 2nd hlruirsn Olympic Q>mmitt<~.s on dcvi,loping programs p r o m n t i n ~ safr rrrrrzl- rional shooting. Hr is currently worl\ingon a q a n t horn the- Nnlional Rifle- Association to drvvlop a p21rkagr of n,:itrrials an firrarm safety for use in the elrmrn~iir? schcr~ls.

T h r a u ~ h o ~ rric,nds his apl>r?ci;ttinn lo thc follouving for thrir encourascment in thedrvrlopment of this fastbarkand for their Ieadrr- ship in the promotion of safer! education.

T h e American Srhool and Community Safet). Association. Bernard I. Loft, professor emeritus of Health and Safety Educalion

at Indiana Vnivrrsity.

Safety Education in the Elementary School

by Joseph E. U'ayne

CHAEL'C ,'-.- ' ~ ; .. , ,?,-~-.. .-- . I I,\G AREA EDUCAT!??';.i i , . :; .1.,L1 CENTrn COLLEGE St i. i ;CHIION UTAH ST.?TE UNIL'LRSITY

I.ihrar! o l Congr~ss Catalos Card Nurnbrl: 81-86314 ISBY 0-87367-170-8

Cop)riglit ' I982 h\ the Phi Delta Kappa Edurarional Foundation Bloorning~on. Indiana

Table of Contents

Int~odu<tion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

Scnpe and Sature o l the Safrt? Prrrblem . . . . . . . . . . . . . . . . !I

Educatiou for Salet! in the Elemenlacy Srhor~l . . . . . . . . . I I

Planning the Saln, Education Program . . . . . . . . . . . . . . . . Ifl

C:onte~lt in the Salely Education C:utticulum . . . . . . . . . . . . I!)

C:~eatir~g a Safc School En\ironmrnl . . . . . . . . . . . . . . . . . . 2 I

T e a t h i n \Iethods in Safety Edirration . . . . . . . . . . . . . . . . :10

C:onclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3:)

Appendix: Safetv Education Kesourrrr.. . . . . . . . . . . . . . . . . 4 1

Fc>otnotes.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . :ii

Ril~l io~raphy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Introduction

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Scope and Nature of the Safety Problem

~\rridrntal Deaths and lnjllrier in 1979

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major caurcs of artidrntal draths in or around thr home. l ' h e primary victims of home accidents arr the elderly and thr very

young. Whilr these persons fall outside the school-agc category.

~chools haw a rrsponsihility for addressing the problrrn of home accidents through prer education and adult education classes on safety. The long-range goals of school safety education programs inrludr preparing tomotroxv's parents end future senior ci t i ren in thc principles of home safety.

Il'ork a ~ r i d ~ n l s . (orrupational accidmts). Between 1912 and 1979 thrrr was a reduction in the occupational accidental dcath rate per 100.000 from 21 to 8. 'This rrpresrnts a 71% decrease. Despitr the fact that today's lahor frrcr is twice the size 01 thr lahor forcc in 1912 and producrs nine times more than in 1912, thrrc wcrr actually 8.000 fcwcr ~vork-relatrdarcidental deaths in 1979 than in 1912. Industry hasrrcog- nired the negatiw impact accidents haveon production and cost effec- tiveness and has made concerted efforts to eduratr t h ~ lahor force in accident a\,oidance and prewntion. T h c dramatic reduction in the dcath and injur) rate in thr labor force as a result of safety eduration is clear evidence that educational programs to promote sale working conditions are rflective.

Publtc nrridrnls. Public accidents include accidents involving transportation other than motor arhiclrs (aviation. water transportation. railm;td, hicyrle, e-tr.) and non-transportzition (falls, drownings. firc. firearms, ctc.). These types o l accidents should bc of special con. rern to educators because they arc the type most likely to happen to school-age children.

Significant progress has heen made during the last decade to reduce thr arridmtal fatalities in this ratqory, particularly among school- age children. During thedecade brtwern 1969 and 1979, the numherof accidental fatalities in the 5- to 14-year age group derreascd by almost 45%. from 2.500 in 1969 to 1,400 in 1979. It would appear that public safety eduration programs have been effective in reducing the nurnbcr of public accidents. The American Red Cross Water Safrty Programs, the nationwide Hunter Safety Education programs, boating and snow- mobile safety education programs, and others have all contributed lo saving lives.

:\ccidrrrt ratcs in all ratrgnrirr (motor vehirlr, horn", work, and puhlir) h a w been rt-ducrd signif i~tnt ly ovrl thclast 70ycars. Howc\.rr. thr lact rrmains that acridrnts are itill the numhrr onr cause of drath ofr\mcri< anr brtwren the ;tges rrf 1 and 38 ycars. The furthrr reduction of thc acridmt rate will requirr rontinurd analysis of why accidents occur and the devrloprnrnt of appropriate safety education programs to address thr rausrs of arcidentr.

Causes of Accidents 4 n accident c;tn be drfinrd as an unplannrd act or event causing

injury or death or d;image to proprrty that results from an unsafe ron- dition(s), which could havc hcen pre\,ented.

T o untlerstand thr rausr of arridmts. it i, helpful to review the factors involved in revcrsr order of ocrurrmce. First, thrre is thp conse- quence or "implication" of the accident: injury, death, and 'or damage to property. Srcond, therc is the behavior: the unplanned event or "inrident" that results in injury, drath, and 'or damagr. Third, thcrc ir thr situation or "immediate physical setting:" thr unsafr rondi- tion(s) or contrihudng factor(,) rcittiir~ the environmrnt and thr invr - actiorl of therc fanors which allowrd the arridrnt to orrur. Fo~tr th, therr is thr ahility of the individual to forcsrr, intrrcrpt. or avoid the accident sitnation. Lct 11s now examine each of the factors in an acci- d m t in more derail.

Irnplirn1zons. The implirations of an-idpnts have heen previnrisly addl-rss~d. T ~ P ~ronorni r impact of a r r i d~n t s pxcredrd 75 hillinn dol- lars in the Unitrd Statrs alonr in 1979. T h e social and personal ronsc- q u e n ~ e s ~ ~ a n n ~ t he ohjet-tirrly mrasured, but are no lrss profound. i\ccidents are simply a wastr of our most valrlahle resoorce-human life.

Inridr,~!. Rasi<ally the incidrnt is thr arcidcn~. \Vitb more effecti\.r ~ rpo t t i ng of :+<cidrrlts and with thc accurate statistics rollectnl by the Zlational S;%fery Council and thr National Hralrh S~trvey. resr;trchrrs have brrn ;tbIt, to idcntify factorscausing;irridrntr. Nrvt~rthrlrss, morr rrsrarrh is t i rr t l~d oti r;ircs;ition in order to prrvrnt mnrr acridrnts.

Imn~rdinle ph?.~8cnl splling. I h e major rontrihuting lactors in man!. arridcnts are rnvi~onment;~l hamrds. M",'th advancrmrnts in

irrhnolog) h;+\ romr incrrascd potential for risk in ihr formofnuclrsr cncrsy. d;irlgerous r-h~mirals , rlrctronic gadgctr). pollutants. With technolog) a.c have succrrde~l in b ~ t t r r i n g o w lives but ha\ ralso ~nanaged to clr;atr an c-nvironmeni that is incrcasinaly h;<rardous.

Frdeli~l, state. and l o r d agcncirr rnonitnr thr safrt) of man) of thc products of increast-d tnhnnlog). But each day brings concerns nbout nr \r ha7ardi. Safety rdocation is ncedrd t r , hell, ritirrns o f all agrs to cop? with i h r \ ~ con<~rrrs .

Thr I ,>d i , , i d~ml . T h e most important factor in understanding thr r aos r r of ;tccidrnts is thr intlivi,lnal. .ldmittcdly, tllrrr arp somr acci- clrnts that are no! prevcntahlr. Experts nr? in agrccmrnt. box\-rve!. that such trur ";!ccidrnts" are indced rar<,. In thcovrr~vhclmin!:majority of s i t~t :~t ions, an ;iccidcni could have herit prrvrnied. In [art. some safety cduration specialisis suggest that the term "arridrnt" bc discardrd bccausr i t implirs the intervention of late. with the inclividunl h ;~r ing no control ovcr the situ;ttion. This is seldom rhr rase.

T h r rolr of the individual in accidrnt ptrvrntion heconirc rlrar xvhrrr wc rr;llizr that the accidrni statistics reportrd by thr National S;~frty Council, and the Sational Hralth Survey do not include all of the "near" arcidcnts rvhich occur. Most of us can vividly recall orca- *inns whrn a fraction of an inch or a frx. arronds rcnr all that separated t ts from ;I serious mishap. 12:c had placrd oursrlves in a <ompromising s i t t ~ ; ~ i i ~ , r ~ a.hrl-r all of the ingrcdirntr for an accident h-rrr prrscnt but, lol-tun;ai~I,. did not occur. hlan: of us learn r;tlu;ihlr lmsons from sorh r z p r r i r n ~ ~ s , hut it is clearly not a rcry sound apptuac h to safct)rduca~ tion.

T h r gn;%1 o l salrt! rduc:!tion should be to ;~lirr individuals' knoa.1- rdge, atiitltdrs. hrhaviors, arrd skills nbout safety. I1 shouldcquip thrm to rrrognile thr t ~ n % ~ f t . renditions o l ihr "immrdiaie physical setting" in order to elirninatv or aaoidapotmiial a<< ident. Education for living aalrlv should begin as soon as posriblr. T h r first opporit~nity to offer snfrty rdncation r)rtem;ttirally is in the rlemrntary school. Doring thme )?;Ira ~ I I P found;ation for drvelopinp knowlrdgr, positiar auitudrs, hralih) hrhariors, and skills for safr living can be firmly "stab- lishrd.

Education for Safety in the Elementary School

Y o u n g c hildrrn art, naturall) curious and cager to explorr thrir rvorld and ;!I1 thr intrrrrting and rrr i t ing thinxs within i t . L'nfortu- rl;itrly. thrv simply ar? not k n o w l r ~ l ~ e a h l r enollgh 10 he alilr to rliakp;~ clistinr lion bera.rm the parts of their rnrironmrnt whit h arr potrnti;ill\ dangrrous ;lnd those whir11 arc not. Cr,r~requrnrly. p:rrmti and othrrs rcsponsihlr for thr ht,alth ;tnd ~r.rlfarr of young pc.oplr must <onst:!ntly monitor thpir hehavior ro rn;~kr thrm arvarr <,fpotentially h;t,nr<lr,os *itus!ions. F$cq~trt, t ly, this n ,oni t~ri t lg o f t h ~ i r s a f ~ t ) . takes thr fr,rnl ol s;i>ing "no."

I h r r r is no sirnplr r\.;iy tn prerrnt ra< h child with ;i list nl "do's:ind rlon'ts" of raf? living. R~prim:rnds ;ilonr are not soflicient. Each child murk hr rdu<-ated tornakerrslw,nsihlr drti5ions relative to liringsafrly. T o in;tkr thrw d ~ c i s i o ~ i s rrq11ire5 incr~.awd knowlcdg~. po\itiv<, atti- tudrr. and a reprrtoirr of skills. 'l'hrsr lhrrr rlrmrnrs mrnprisr thr ta t iot~;~le for rdu<;ition for s:~lr l i r i n a

1 ~ r r r n r n . q k,ir,iirlrd~c. As childrrn grrrw, thr constant rrprirn;ind\ Iby t h r i ~ parrrrts gradu;rlly r11;lkr thrm rrali/r thr potrntial 11:t~;lrds lxxecd by thrir emironmcnt. This au,arrnrss is r rs t r i~ trd at lirst to thrir lhomr 2nd nrighhorhoorl rnvironrncnt. Ent~enc-r into elrrncrrr;ir> school prtrrnts tlir child n.ith a new *.r,rld filled \vith 11cv ~,n,plt.. pl;icrs. things. and a<~ivicir \ . It i, :n world lillrd with wonclrr. rscitr- men[. and potrntiel h;,,arrls, r h r child's cnvironmrnt is expanding: thrrclore knorvlcdgr nrtcssary in livr safely in [hi* nrrc n.orld must cxpand rolrt,spo~lrlingly.

Onc ol t h ~ hasir t;tsk.iolrhr rlrmrntar)rrhrx,l safrryrdb8c;rtion pro- $ram i c 11, provide children u.ith infotmation to make thrm awnrr of thr 1xwnti;sl lor various I ) ~ C S of xc~idcnts and to hrlp t h ~ r n undrr- st;ind why wriour rules. rrgulatirrtts and prrraution? are nccessa~.y to decrra\r the. pns<ibiliry ol accidmts occurring.

Ptirnzil-y glad(, rhildrcn h;ne to learn ahout grtting to and from

school s ;~fr l>. ;il,out playgrorlnrl rquipnrrnt, ahout firr drillr. gym rlasrr\, <afl.trria linrs. wrathrr warnings. and nunnrrotts other nra. rrperirnrcs outbid^ t h ~ , rnnfincs of thei, home rnl-ironmrnt. T h r ) mu,t h~ helped to rralizc thv irnpart that acridruts can hn \ r , not onl! on them hut also on rhril- familie\ and lriends.

Ci,tnins lronr an rnrironnrrnt tvhrre most of thr drrisions ;lhout thrir safrly h a w brr~ l made for thrm. childrrn most ir:ali,.e that ;idullr arc not ;~r;iilahlr tosaleglaal-d thrrn ell thr time. In\ol\.rmrnt inschool- r r l ;~trd activilirs from sports to rrcrss cxposrs rhildren tr, nrlv situations rrqoiring rl~c isions ;!hour rafrt!. T ~ a r h r r s must acclu;tint c hil- drrrr wit11 rules. rrgl~lations. and procetlurrs that dcxl wit11 thril- salrty and tr:irh thmi how and why arridents occur. Armed with this infor- rnation, rhildren ran brgin to m a l e their own derisions about safr khavior .

D~i8rlopin.q nll i ludrs of snfp liz,i,i,q. Information about the suopr and naturr o l ;iccidrnts is not suflicicnt t o guarantee thrir prrrrnt ion. On? o l thr major xoalr of s;!lrty rduration in thr elrnmntnry school should be. to help the s t u d ~ n t s drvrlop positive-attitudes for sale living. z~ttitudrs that will prrdispose them to sale behavior, not just irr thr srhool y e a s hllt thrc,ugllout thrir livrs. Safet! rduratiorr is ritirrnshil, r d u c : ~ ~ i o n .

Kno!rlrdgr bout rulrs and regulations. potcnti;il ha~:rrdr. and possihlr risks does not insurr tI1;tt this kno~r l rdgr will I,? used ~o; ,void 01 prcvrnt accident,. Traching what to do or not to d o in a particul:lr iitu;gtion i c nnl! part of salrty rdtlcation. I ' h r major txsl is hrlpirra rtudt.nts devrlopattirudrs that will prrdisposr thrrn to use the inlorm;!. tirrn thry havr to prar~ice drsirahlc hrh;tviol- pattrrrla 01 to ch;tngr un-

clesirnble ones. Of all thr go;ils o l safety education, the drveloprnmt of ;xr~itrtdri ol r;dr living is probably the most critical.

Skrlls o / snf r Dehnz,iur. In addition to lrarning information about h;t/ardour situations anrl dcreloping a n nttitudinal prrdisposition t o a ; ~ n l safr beha\.ior, it is necessary to hclp chilrlrrn dr\.eIop sprcilic skills that enahlr them to dral rffcctiarly with potrntially harnrdous rituations. I.-or rxarnplc. s;~fcl! handlina a bicyclr or an automohilr rrrluires thr dr\.elopnwnt of srrrral skills. ;ts does hunting. tmiting. skiin%. and o t h ~ r rerrr;ttional and \.o<ational activities.

Planning the Safety Education Program

T h e drvelopmrnt of an effe-ctive school safrty r d t ~ w t i o n program ran begin by cswblishing a Safety Education .Advisory Cnmtnitrpr. In addition to personnrl from the school staff. the romtnitter should in- cludr r rp r r \~~nta t iv t~s from industry, prafrssional safoty organirationa. l a~ l iceand firrdepartmrnts, and health agenrirs. Inrolvemmt olrrpre- rrnt;rtivrs from ihpse and othrr croups can generate puhlir support for the school salrty program and promote cafety throughout thr rom- munit?. !\nnthrr important c roup to hr includrd arr t~prrsrtrtatir,es from the non-certifi~d staff such as bus drivrrs. crossing guards, and custorlians.

'The major responsibilities o l thc Safrty Education Ad\.isorr Chm- mitree should hr to: I ) assess thr safrty education n r d s of thr children and thr community. 2) devrlop a statrment of philnsophyon thr safety cdur;ttion prograrn in the elementary schools. '0 drterminr the hroad gn;~ls of rhr safpty edt~cation program lor the cr,mrnunity. 11 ;trrlrtaint thr ptrhlic with thr purposr and co:o;lls of the a l r t y iducation rurriru- lum. 5 ) drtrrminr w;iys to coordin;itr the iafrty education program with various community rrrourrrc. 6) hr lp rrrs t r support lor the conduct and growth of the safety rducation p r o r a m .

In r;trrying out thrsr r ~ s p o n s i h i l i t i ~ . ~ . t h r ~ o m n i i t t t ~ might conduct an an;tlysis of arcidents most likely to occur at p;trticr~l;~r age levrls. or it might undertatrii study of sprcialmvironmental factors in thecom- munit? that pose sakty risks to rhi ldrm. For rxarnplc. a university community that srtddmly. hut trmpomrily. euprrirncrs dmstir- changer in its motor rrhiclr trafficdoring football or haskt.th;lll scason should strrqs traffic rafrty: or a community in rvhirh thrrr ;rrr many

huntcrs artd f ich~rmcn shotlld placr spccial emphasis on firearrn and hoating safrty: or ;I farming comntunity should stress safcty education relativr to the potrnti;il hafards involved in agriculture.

T h e committee might also concrrn itsclf with the fadc or crazes of rerrnt years that posr sztfrty hazards to rhildren. Skateboards, motor hikrs, and various kinds of toys can hr potrntially dangerous. l f h r n such f ; d s raptore the interrsts of children, thr safety education pro^

gr;int must addresr the s;~lrty hazards they posr. .4 Safcty Education .4drisorg Chmrnittee can br a stratcgicrtep in planninp a safety cdllra- tion program lor schouls and the rnrnmunity.

Snfefy r d ~ u n f i o i ~ rurr~irztirtm co,,,rniffe~. T h e actual dcrrloprnent of a safety eduratinn currirolum i \ thr task of the S a l r ~ y Education Curriculum C:onln?it~er. themerr rber r l~ ipn l~~~hi ;hs l~ould primarily hr cl;tssroom trarhers, brcause rhry a re , th r onps who are ultimately rcrpotisiblr for i m p l r n ~ r n t i n ~ th? safety r<lttcation program.

1-hc rpc<ifir rrsponsihilitirc of thr Saletg Fducation Currirulurn C:ommittre shorcld br to:

1. Providr a general plan lor developing the \,;trious units of suldy in the safrl!. rdur;ttion program.

2. Select major safrt? plohlrms in the rornmunity that shorlld lbe included in thr rottrse o f study.

3. Detrrmine thr srqucnct. of the safrty rducation so that ir is articulated acrosi thc I(-I2 rontinuum.

4. Serve as a clearinghouse for reviewing and evaluating cduca- tional maurialr.

5. Provide n structure for r\.aluation and periodic rcvision of thr rafely edllr;~tion rurriculut~l.

In rssence, the major task of 1h.e Safrty Education Curriculum Com~nit lee is to titke tht- rrrornrner,dations of thr S;tfer) Education i\<l\.isory Committee relati\r to philosophy and goals ;tnrl drvrlop thcm into a dynamic curri<ulum.

Articulation of the Safetv Education Curriculum Onr o l the major rrsponsibilirirs of thv S;tfrty Education Curricu-

lum Committee is to arrirul;~tr thr safrly rduc;ation program both

vrrtirally and horizontally. !'rriic;il articulation invol\.rs thr seqoenr- ing of learning activities t h r o u h o u i ihr \ar iaus grade Ipvpls so thai a lo~tn&trion for safr living dcvelnprd in thr primary gradrs ran hr l,oilt upon in thr intermediatr gr;rdes. niiddlr $rhool.and high school. \Vith proper ;~rtirol;~tion, thc knowlrdgr. ;~ttitud?s, heha\,iors. and skills rrlntive to driving ;In autornohile s;iirlr will evol\.r frnni learning traffic safety rulps in the primnr) grades, to rrrpccting thrse rulrs to rnsurc one's safriy and the safri? r ~ l il-irnds in the i n t r r ~ n v d i a t ~ grades. 10 lrarning hon. to drive safrly in high school.

Florirontal articulation of thr rafetr rdttcation rur r i r t~ lum is rela- tivrly e;ss). in the rlrmeniarv school, ~PT:ILISC in a self-rontainprl classroom thr trarhrr is ahlr lo inmrpor;ltr prinriplrc of safrty at appropriate time< in th<,variot~rc rtrrirulurn arras;lsw.cII asrluringsurh tirnrsas rrccss. phy.ii<al r~ lura i ion , and thr lunch prriod. L i a i n x ~ a f r l y rannot IIP ~iivorced from ;in? nl lifr'r at t ia i t i~s: ih r r~for r . i i should hr inrlrldrd in all asrxcts of n child's rdu<;!tion.

Content in the Safety Education Curriculum

T h e content for the safrty rduratinn pmglam s h o u ~ d I ) helpattain I ~ P goals and ohjectives drvrloprd hy thc Saf(,ty Education ;\d\.isory Committrr. 2) he consistent with and rrlrvant to ihr physical and men- I;,! ahility of thr students, and 31 be arcuratr and up to datc. Broad mntent arras of special concrrn to thr elementary grades;tre nnnschonl jurisdiction accidents and ~choo l jurisdiction ;tccider~rs. :i discusFion of nonsrhonl juri~diction arcidrnts follo\rs. Srhool jurisdiction safety concerns arr disrussrd in the next chapter.

Nonschool Jurisdiction Accidents .\lolor-i,chirlr-rclnfcd ncridr,zls. T h r leading cause of drat11 in

childrrn hctwrro the axrs of 3 and 14 is motor-vrhicl? accidrnts. Mnrr than 3,000 young proplr dir annually and over 150.000 rnorr are injured in a rc ideni~ invol\.ing mntnt rchirlcs. I'hr majorit, of injuries tn young lmq>It- o<< ur whilt. thry ;trr p;isrrrrge!r in autnmohilrs. Safer\. education in the elementary srhool should strcss thc use of passenger rrstraints, particularly sratbelt,. Youngchildr~n should hr madeaware of t h~va lu ro f ~~singsrathel ts i t n d s h ~ ~ ~ l d realirr that as!.ingsomronr to "hnrklp up" is another way of saying. "I rare alwut yon."

Prrl~sfrinn acridr,ils. I'rdrstl-ian ;~rridrnrs are another lcading causr of drath of school-age children earl1 ).ntr. Rrse;irrh indicates that ;~lmnst 60% of thc pedrstrian acridrnts of srhool-age rhilrlrrn rcsult from crossing or mirr ing rhr loada ta placeorherih;,n an in~ers~cl ion . The irnplirations for thr school's safrt) edoration program arr ohvi- <,us. Stttclents need lo knot< the rulrs and regulation* for prtlrslrian trafiir, ;tnd they most rlevelop, auitudrs ihat \<ill help them rrsist thr trnllxatir,tl to 1;tkechances when crossing rhr street. By practicing safe habits of pedestrian traffic they should realirr thry arr srtting good rxamplrs for their prrrs and for younger childrrn. I l i v fo l lo~ , ing advice from the Sationnl Safrty Council shorllrl he esrenti;rl rontmt for the elcnirntary school's safrty education program.

I . .\la.ays cross thc strrrt at m;~rkodcn,ss\ralksorat intrrc~ctions in linp with sidew;tlks.

2. IValk only with t h ~ signal light or at the direction of tlte polin. officer o r school p t r o l .

3. Upfore leaving the curh. br 5 o r ~ thr way is c l ~ a r ; stop and look both ways and watch for tu rn i r~g cars,

4. \Talk l a s ~ hut don't run and k ;llert for cars which may sudrlerrly turn into thr strrrt. Be rspecially c;~rrlul o l your loot in^ i f ihc pave- rncnr is slippery o r unrvm. i. M'alk dirrctly across: d o not loiter in rhr middlp of t h r streeti Pednryrlr n~rrdm1. i . D ~ a t h s and injorie, by prd;~rrclc actidrnts are

morr freqnrnt in children hrtwern the agos of 5 ant1 1.5 ycnrs than any other agr group, r2lmost half of pedacycle injuries o r rur within this age g o u p . Conlent in the safrty edurntion rurriculum should trarh studrnts thr rules and r~gula t ions o l ped;tcyrle valet", should develop attitudes that will rncooragr thr suldmts lo P X C I C ~ ~ caution W ~ P I I

riding prdacyclr5. and should help studc~nts devrlop skills in riding pcdacyrlrs. T h e National Safety Council l i s t s the lo l lowing;~~ thr most romrnon trallir violation of cyrlirrs.

I . Riding in the lniddlr o l the strrrl 2Fa i lu re m yield right of way 3. Riding tno fast for conditions 4. Disrrg; t rdin tr;~llir signs or signals 5 . Riding again51 thr ilow of tr;~Ilic 6. Improprr t t s rn in~ ' More sperilically. the contrnt of the s a f ~ t y education n ~ r r i c ~ t l u m

dealing with l)rd;~rytlr sakty should include learning ;tcrivitier that addrrss the fo l lon . in rulrs:

I . Ohserveall trafficrcgulations. :\lways brrmdy toyirld thr right o l way.

2. Rrcp to t h ~ right. as closr to the crmh as pr;icrirahle. Ride in a straight line, singlr filr.

3. If you must rideat night. have;! whit? hradlight in ~ n o d ~ r o r k i n g order and ;I r ~ d rrf le~tor 011 thc rrar. f par whiteor l i ~ h t - ~ ~ l o r ~ d c I o ~ I ~ - ing.

I . f l x r and use a horn or hell for sixnaling.

5 . 1Y;ttch for p;il-krd cars pul l ins OOI into traffic and fnr car doors that rrpcn s~lddenly.

A. Srvrr hitch onlo othrr \.chicles or p~rforrn stuntr or race in traffic.

i . Sever carry ridrrs. P;~ckasrs should hr c;rrrird in a hnskrt or rack. E z r ~ p t whrn signaling. hands ~ h o u l d he on handlebars at all lirnrs.

8. Bc 511re your hike is in safr mr<h;lnical rondirion. I). Slow (1on.n at all intrrsrc~ions. 1.aok hoth wa?s: left. thrn right.

~ h c n lpft ;,gain he-for? rrosring.5 Il'olrr infrly. Each Yraro\.Fr 1.000 school-agrrhildrrn die in dro\rn-

ing nrridents. IVhile most rlementary schools d o riot have the facilities tn ~ r a r h srvimming, rheschool saktyeduration program ran. neverthe- I?s\. irnprrsc upon thr students the need to prartice safrty procedurrs ;around water, hlorrsprcifirally, theschool shouldprovid~ time to help rtudmts learn thr importanre of ohrying thr following rr.arer safety rules:

I . Never swim alonr. use the "huddy systern." .Alrrays br arcom- panied hy a n n ~ h r r person whrn rwimming.

2. Swim only in protected arras and ohey the safety r u l ~ s enforrrd hy the l i f ~ g t ~ a r d . T a k r no risk?.

3. Know and ohirrve your ST\-imming limi~ations and capabilities and d o not swim when you are tired. overheated. or rhillrd.

4. Bcforr rv;rding, swimming.or diving in an unfamiliar place. find out thr depth of the marrr and whether r h r r ~ are hidden rorks. strong rurrcnts, or sudden drop-offs.

5 Keep away from sa.ilt moving w a t u and watch oul for an tinder- t o r . I f r a u a h ~ in a crnrrmt, swim with i t and at the same rim? anglc ~n~viir t i shore.

6. Kwp hands off othrrs rvhilr in deep water. Brfore vcnttrringinro drep rvalrr, know how to swim. trrad water. float, and turn around.

7. Stay out of thr water dur ins a thunderstorm. If you find yours~lf ha\.ing d i f f i r r ~ l ~ y in decp water, kpep calm and think our your plan of i ~ c t i n n . ~

Hunir nrr idpnls. Second to motor-vehiclr arcidmts. home arcidents claim morr lives than any othpr major type among school children: and home accidents arc rrsponsiblr for the grratrsl number of

disabling injuries annually. ?'lie majnr causes of arcidmts in and around the home inrludr falls, lirrs, poisonings, suffocation, and im- proper usr of firrarms. .4 srhool safety education program that rrnpha- sizes knnwlrdg~, a11itudr5. hrhaviors. and skills rrlatrd to home safrty can contribute sig~lilirantly lo the rrdortion of homr accident ~.;~trs. not just among thr s rhool -ae q o u p hut also among the prrsrhool- agr population.

While thr srhool ~ a f r t ) education proTam may not hr able to address all thr potrrltial harards in various homr mviron~iirnts, i t can hclp children lo become informrd about the m o s ~ conininn typrs of homr arci~lents and to rrcogni,? potentially ha~;trdous situations. Prrhaps most important. the school salety rdura~ion program ran fo5ter thosr a~ti tudrs that encourage children to assllmr r~.fponsihility for thr safrly ol their familvmemhers. M'hm this happens, thechildren in rllecl, are educating othcr family mrmhrrs in salety ronsidrrations.

Fnlls. .Although schoolhgr rhildren ate not the major group in- i~lred or killrd from falls in thc homr, safety education about falls pro- vidrs nnothrr opportoni~, to,~ress theimpartanceof bcingrcsponsihlr lor the salcty of othrrs.

By making< hildren aw;rreoI ihc lactors that rancontribute to f;tlls. surh as toys lrfton stairsor welk~v;~ys. slippery wrath~l-conditions, im. prope~ly placed ladders. etr.. thry ran idrntif? potential haz;trds and either eliminate. avoid and.or rompmsat? for them.

Firer. Second to Palls, thr major causc of death and disability in the home is smokr inhnlation and hums associated rrith lirrs. In rrnml )cars majnr puhlic rdura~ion programs in fire pre\.rntinn have lirl[ied significantly in redrncing accidents within this ratrgory. The schools can rrinfor<e these public education programs hy 5poncorint: such activiti~s;lc a junior firefighters club and by snrssing ihrnecd tomake every week "fire prevention" wrrk. E l ~ m r n t a r ~ s ~ h o o l s tud~nts can become invol\,cd in conducting surveys in the home ;mtl school to detect potential lire hazards. Thp\ can h d p design and thrn rrhearrc evacuation plans for their homrs and schools in thr rasr of fire. At an appropriate agr, they should hecomefamiliara.i~hoprratingfirefight- ing equipment such as fire extinguish~rs.

Poisu,ls. Products such as aspirin, inseclicides. and household

rlraning products are major contributors to deaths hg poisoning. Puhlic education programr l ~ s i n g the "Mr. Yuck" label ha\? m;ldr signifir-ant stridrs in helping rhildrcn hrcorne awarr of the potrnti;~l danger of various housrhold products. T h e safety rducation rurriculum shotrld rrinforce sttrh programs by making children awarr of thr danger7 of ingestirlg suhstanres v i t h whirh thry are not thoroughly familiar.

Fir~nrrns. It is rstirnated that nver hallof the homes in the17.S. have ;II least one firearm. All too oltrn thesc firrarms. sometimes used lor p ro t~r t ion against possible intruders, arc kept 1n;lded. \Then guns are loadrd. somrtimt-s ?\.en thc. slightest mo\.Pment can cause them to dis- charge. 'Thr school s;dety e d u ~ ~ t i o n progmm should makc students axvarr of the potential hazards when handling- a lirrarrn. Young rhildren should hr taught that under n o circurnrtanrcsare thry to handlea firearm unless under thr direct sup~r\ . is ion of an adult. Students in the upper rlcmrntary yrars n.ho have an interest in guns and hunting shorzld hr ?ncour;$grd to seek OI I I and take hunter safrty e d ~ ~ c a t i o n coursrs and to join junior riflr rlubs that tearh the safe and efficient handling of fire;trms.

Smsorlnl snjrty ro,z.~idrmttons. Elementary t~;trhers should he a l e r ~ to "trarhahle momcn~s" for salrt). etlucation throughout the srhnol ycar. c t i v i t i e s associetcd with srwh holidays ;is Hallorvren and Christ- mas 1 x 1 s ~ risks to thechild's safety. T h c first snon,Iall presrnrs trmpta- [inns that warrant special safety ronsidrr;ttion for children. An alert trachrr rvill use, these opport l~ni t i rs to rnhiinre t h ~ s;ilety education of children.

Fnd.~ and cm:cr. In rrcent yrarssurh fadsas moprdsandskatehoards hare h r r o ~ n e extremely popular with school-age childrm. ,\lso with the coming of the romputer agr. there are many electronic games and g;ldgrts that childrcn find larrinating. T h r school safety eduratiori p r o r a m should alrrt childrrn and their parpntr to thr safety implira- lions p o p r l I J ~ such toys.

r h r school assumes a morn1 responsibility when it eduratrs p u n g peoplr for the prc\,rntionofan idrnt5 outsidr its jurisdiction: but it bas a lr,qnl responsihilitv lor prrvrntingarridentsr~irhin i tsown jurisdiction. These rrsponsibilities are discosrcd in the nrxt chapter.

Creating a Safe School Environment

T o hr truly cffcctiar, a srhoc,l sacrty rducatior, proglarn must ronsidrr all thoselactorsin thrscliool mvironment that promoterhrr;~frr~ of O>ilrlren. In addition to dirrrt instrnr~ion in safety. maintaining a

snlr school rnvirnnmmt and providing safety srrvirrs are important rlemrnts in making srhools a place for safe living.

Each ?par approximatrl? ??.000 rhildrrn arr injured in arridents that occur during ar t i~ i t i r s for rvhirh thr school has jurisdiction. Pro- viding proper supnrision of strtdrnt actiritirs, maintaining safr school Iaciliriri, and making adrquarrprcparation for rmrrgrncysitu- ations are ways of rrdocing surh nrridmts.

Proper Supervision of Student Activities hlost school jurisrliction accidrnts occur during rlnorganized stu-

dent arrivitirs such ;IS rrcrss. lunch prriods. or hrfore and aftrr srhool. Of thr rrrnaindrr. rnosr occur during organi~ed physical <,ducation activities or intrrcrholastir sports, typically at the high school level.

In recent yrars, there has bcrn a significant incrrasr in negligenrr suits resulling from injuries lo su~dmts in school-rrlatrd activities. The courts haavrulcdin manyrasrcthat theschool has arrsponsihility to providr lor adequate suprrvision ofstodmt attivities frorn thr lime of thr students' arrival at school until thcy rctltrn home.

Prudent, conscien[ious administrators and tearhrrs should make e\.ery effort to provide adequatr supervision for all student acri!'ities. curricular, cxtrarurricular, and nonrurricular.

Maintaining a Safe School Facility Building regulations require many safety factors ~ ' h m schools arc

constructrd. Nevertheless, administrators of both ntw and older build- ings need to monitor thr safrty of their physiral plants constantly. By krel,ina records ofarridrntsaridanalyrin how andwhy the\.orrur, an

;alrninirtrator ran idrntif? potrnti;rl ha,ard\ and take s t e p to removr thrm or to control them.

Idrrrtifying potrntial h a ~ a r d i rvithin thr school rn!ironmenr c;!n in\olve thr rntirc srhool community-studt,t~ts as wrll as tearhrrs ;ind administr;itorr. St~jclrnt safrt? or~ani,;rtions can br of trrmendous valtlr in rhis reg;~rd. Through such lmrtiiipation st~idents and staff assrllne rrsponsibility not just for their own safety, htz~ for rhe safety of n ~ h e r r , thtls fostering ritilenship attitudrs that haar <arr?ovrr rffrns Ibrrond thr school mvironmrnt.

Emergency Preparedness Srhnols \hould make provisions to insnrr 111~ safet! of rver)-onr in

thr evmt of cmrrgencirs surh ;IS firrc. tornadoes. hurricanes. floods. parthqrtakes. hli,/ards. rxplosions, or < ivil disrrlrh;mrrs.

T h e types of etnrr,qpnrier will vary wirh thr community, so ;t

stnndardircd rmrrxrricv plan is not ;appropriate. An rmergmcy pre- parrclness plan for a parti< ul;!r rommttnity or school i-ould h r a frlnc- tion of rhr S a f ~ r ) Edur:~tion ..idvisor) Committer, sin<? quch planning rrrluirts the inmlvrmmt of th r entirr community.

1)rtailed plans for each typr of o n r r g e n q should hr drveluprd. rvhich includes provisions for ohrainins the sf,r\iues <,I police or fin, drlmrtrnmt. rrnrrgenr! tr;insportarion. traffi< cot~trol. ernergrnlv mrdical staff. sprri;tl commrtnirarions rystrms. rtc.

Oncr plans nrr atloptrd, i l is nrrcssary to organizr thr staff, a s s i p rcspo~lsibilitirs, anrl providr thenrrrcs;rry training. Stodrnts should k inc tn~r t rd in the various plansanddrilledon prnpcr procedures. \2'hm appropriate. spccifir rrsponsihilities can hr assignrd 1,) thr srhool's iafety patrol memhf'rs. Finally. a compilation of nrornmmdcd procedures for tlir various emrrgrnry situations should k prrparrd and distributed to all t r a r h ~ r s ;~rld building staff. Periodic rr\.iews of pro- crdures should hr conducted to krq, st~zdcnts ; ~ n d slaff alerr to thr neetl for rrnergrnry prepirrrdnrss.

School Safety Services 'Thr services thr school providrr students hryond thcclassroom ran

makr sigrrifiranl contributions to the total s a f ~ t y education program.

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Pupil Transportation Services I ' h r srhool Ih~s system in thcLI.5, ronstirutes one of thr largrsrmass

transpor~ation systrms in ihc xvorld. 11 also c;in Ix,;aiofoncof the most rnvi;rble safety records of any form of transportation. In ;tddition rr, t rainin5 srhool hus iln\.rrs in the principles of safe transponarinn. srhool admmnisrrarors must coordinate the safrty p r o r a m with indivi- dn;tl s c h ~ ~ o l s and rornmunit) agmcirr. Such coordination proridrs yrt another way for involving the srhor,l. rornmunity. and studrnts in thr crhrwll safr,t! pros ran^.

C:hildrrn who d o not ride thr school bus also nerd instruction in ~ 3 f r ( o r ~ d t r t to and from 5rhool. Regardlrss of how thr students get to ;tnrl frorr~ i< h w l . earh school lnmt drvelop its own rafety transportation plan. O n r r such a plarl is clevcloped. all interested partirs should hr instructrd a l r ~ u t thr proprr procnlurrr: and provisions shottld be made routinrly to assrss irs rffertivcness.

Accident Reporting E v ~ n thr most col~scientiorlsefforts ro ;tvoid gotmtially hazardous

\itu;ttions arr ,omcii~ner not sufficit.nr to prevt,nt arridmis. This is why i t is so important to k e ~ p ztrcuratr rrcords o f atridrnts when they occur. i \rridmt report forms a r r o n e o f thr most r f f r r t i rewars to providr the information nerdrd tornrrrrt hazardous situation\, todrvelnp instrtlrtional programs to address sprcifir safety concerns, and to pro- vidl. w~.vices that will help to avoid or correct poreniially dnn~ccous situations.

l 'hr N;ition;d Safety Council categorizrs accidrnts as reportablr or r r ~ r r ~ d n l ~ l r . h rrportshle ;3rridrur is any rrhool jurisdiction arcidrnt that results in injury to a pupil and'or proprrty damage. or any nonschool jurisdictional acridrnt that results in iniury rausing restrirtinn of artirity of thr pupil. 4 rrcordablr acridrnt is an, arridrnt that result\ in a pupil injury rerrre enough to cause loss of a !>;illday ol-rr~orr r,f school time, or pupi l injuries <?\err c n o l l ~ h lo raurr 111~ loss o fnnc half clay or moreof pl~pi lact i r i ty t imedur~ngnonschool hours, and/or an) property darnage as a rrsrilt of school jurisdiction a ~ c i d e n t s . ~

T h r N;ition;il Safety Council r r rommmds rhr follnwingminimum information he col le~tcd on an accirlent rrport fmrm:

Accident Report Data

1. Namc 2. Address 3. School 4. Sex 5. Age 6. Gradej'sperial program 7. Date and time ol arridrnt, da) of W P P ~

8. Nature of injury 9. Part of body injured

10. Degree 01 injury I I . Number of days lost 12. Causr of injury IS. Jurisdictional classification of accident 14. 1.oration of arcid~nr 15. Activity of person 16. Status of activity 17. Supervision 18. Agmcy involved (apparatus. equipment, etc.) 19. Gnsafe art 20. Unsafe mechaniral-physical condition 21. Unsafc prrsonal factor 22. Corrrctivp artion takenl r~mmmmdrd 23. Property damagc 24. Description 2.5. Date ol report 26. Report preparrd by (signature) 27. Principal's signaturr

Optional data for the accident report form that might br rrquired hy local school systems include: information on first aid, doctor, hospital. notifications. insurance, and ~ i r n e s s e s . ~ Periodic analysis of accident reports can assist administrators in thc devclopmcnt of palicics and procrdurrs for prrvrnting or avoiding furthrr acridrnts.

Staff Development Programs r h r ultimate re~ponsibilit). lor providing an effrrtivr. rclea;rnt

safety education program rrsts with thr classroom tearhrrs. The best planned salrty eduration curriculum, developrd in a conscientious manner, nrtirulatrd horirontally and \.ertically. and drsigned with thr nccds and intc,rrsts of thestudentsandrommunity ul)pertnost in mind. will hr romplrtely ineffectivr without prnperly tr;~inrd trarhers to implrmrnt it.

Stall development in safrty education ~ h n n l d inrludp hoth content in safety and methods of instruction in s;tlery. I-his rould he done through various typrs of inservice programs. 11 ronld hr a ror~centrated r\~orkshop o l from one day to two weeks duration, depending on thr nrrd of thr teachers. .A safety rduration sprci;tlist rould servc as a con- \ ~ ~ l t s n t for the workshop. .% scrirs of tveekly or monthly srrninars ron- ductecl by visiting exprrts is another form;~t that might he used. Still ;~nothcr format is after-school srssions in\.olvingall faculty and using community rrsourrr prrcnnnel as speakers or ronsultants. Teachers ran also rrcrivr training in s;tfrty du ra t i on by attending collrges or univ~rsitirs that offer semin;trs, \r~orkshops, institutes. summer srssion coursrs, or continuing rduca~ion roursrs on safety education.

Teaching Methods in Safety Education

T h r o u g h o u t this fastbark the point has k e n mitde that e\er,onr- parmts, pprrs, community,administrarors, and teachrrs-can inakr significanr contributions to the school safety eduration program. Teachin5 methods usrd to implement the school safety program should br desian~d tous? as many of these valuable resources as possible.

Methods for reachin5 about safrty do not diffcr significantly from mrthods used to teach other suhjrct matter. However, the usr of srarc tactics or fear appeals as a mrrhod is qu~stionahle. Horror rrorirs about the consequenws of arridents may shock children, hut their effect on behavior is almost always short-lird. Childrm should he aware of the possihleconsrqocnces of arridents but should not be"srarrdstrai~ht."

Teaching about safe living offers unusual opportunities for raking cdncation nut of rhc classroom. Childrpn can k taught ahout sak living inmany asprctsoftheirdailv livcs. Edoratorsshouldavail them- srl\.es of these opportonilirs, not only in the formal safcry eduration curriculum but also when tearhablr momcnts prcscnt thrmselvcs.

Following are a variety of method that might he used in thesafetv education program with some spcrific examples of actit' ' I~ICS. '

I.errure.This method ir usefi~l for providinggrner;sl information to a large ,group of studrnrs. Eaample: Explaining the proredurcs to he usrd in a fire drill.

C,ue.~/ spmk~r. Inviting an outside rxperr to sprak on a particular aspect of safety gives children the idea that safrty eduration is ;I community effort. Example: Inviring a policeman to talk to thr childrrn ahout biryrle s a l r t ~ .

Oral rpporl. Havins a stodcnr (studrnts) make a presentation to thr class ahout some aspert of safer" isonr way of individualizing insrruc- tion. Example: Mrmbers of the school safety patrol report on the training required to b ~ r o m r a member of the safety patrol.

.Stor~,frlling. Children love stories and they can be used toillustrate a particular aspect 01 safety. Ex;tntple: Reading a story to the class that deals with a particular salety situation.

Rrndlng nssignmrnt.r. For group or indiaidu;il assignments childrrn can read materials that dral with a sperilic roncrpt on salety. Ex- ample: Have the students read pamphlrts from the National Rifle .Association that deal with gun safety.

Dircurzion. This method can be osed to snpplement any of thefore- going methods. It allorvs children to both ark and answe-r qurstions or to rpspond to questions from the teacher. It also prosidrs lor intcrac- tion among thc class membcrs. Erample: Discuss who should he re- sponsihle for keeping thc household frer ol salety hazards.

In t en~~rw. Children can practice their languagc skills by preparing for and conducting an interviexr with a pprson who has rrsponsibility for sornr asprrt ol safety. Example: Have stbdrnts intrrvirw thr prinri- pal rrlnti\.c to things h r s h e does to help ensure the salrty ol the students ;and stall.

.4t,dioz,isunl aids. I:sr of or production of audiovisual aids can re- inforce learning ;almtrt many concepts in saf~ty. Such aids includc hullrtin hoards. radio. tape recordings, records, pictur~s, diagrams. charts. maps, motion pictures. vidro tapes. lilm strips, p t ~ p ~ > ~ t s , slidt. shorvs, etc. Example: Have studrnts prepare ;i bulletin hoanl to illus- trate the hasic rulcs of pedestrian safrty.

Dmrnatirnlion.Role playing, drarnatization. dcmonstradon, plays. or skits. can all be used for sittlations that deal with children's safrty. Example: Have the children write, produce, and direct a play that depicts the handling ol unsafc behavior on a school hus.

Projects. Involving students i r i planning and carrying out a safety project makrs It-arninp rralistir. Example: Have students surwy thr rrhool for potrntial salety hazards.

Problpm so l i , i q . Involving sludrntc in solving a real problem re- I;ited to safrty is probably the k r t way lor thcni to lntrn inlormation. stritu~les, and skills. Example: Ilavr thr %itdents develop a set of pro- ~ r d u r r s to use when walking to and from school.

Frrld trip. Providing studrnts with firsthand rxposure tv some sslcty-related srrrirr or acti\.ity makes them reali~e safety isa total rom-

rnunity effort. F.x;imple: \'isit ;r Irjcal liredrpartrnentor polirr d r p a r t ~ mrnt ;tnd karn ahout t h ~ p r o ~ e d ~ ~ r ~ s for rrsponding to mlla.

'I'hc rnmhods prrliented h ~ r e for a raf~'ty edur:i~ion ntrr ic l~lum ; e r t .

only suggrstive. Cr*;ttiar rrarhvrc will think of many rnorv. It ir iml~rlr- rant torrrnernhcr that not ;all childrrn lrarn in thrsarnr~cny, nor;,lc;tlI childrrn motivatrd by rhr s ; m r activities. Thr srnsitivr. consrirntir,ur trarhrr will ntrd ton ;~ lu ; i t c thrr~lfrrriv~nr~s~olvarious l~arning; jr t i \ i - tirs and rnodifv o r :adapt thrrn when nrressnr).

Evaluating the Safety Education Program Sucrt~ssful rurri<tclr~rn drvrlopmmt i* not a drstinatiorr: i t ic a ,\-;I\

of t r i ~ v ~ l i r , ~ . C : o n s ~ i r r ~ t i n u c ~ d ~ ~ ~ i ~ t ~ ~ ~ ~ knot*. this andront inl~al ly rv;llu- ;ttc the crtrrirulurn ;is i t is. and rnodilv whvn neccrar) to makr it what i t shnt~lcl I,?. T h r .r;ifety r rh l~ t r ion nsrrirululn should he no ~r t - rp t ion to [his rule. in ~vsluatin,q the safrt? rduration r o r r i c ~ ~ l u m . snmr t i rn~s thr mriisurcs of cffertivrn?rs arr ie;iclily apllarcnt as xhrn childrcn practice pnlprr safety plocrdurrs when crossing thr street: sornetirnrs more suhtlr. as when thr attitudrs and hph;iriors of clernrntarv rrhool childrer~ nt home r;uust family rnrrnl)ers tomodify their h.havinr in the inwrectr of grrater safrty.

Edurators should continuall! seek data that will helpinr\aloatin,q thewfety rdr~cation program. S o ~ n e s p r ( i f icpro~rdures \voold include:

I . An;~lyring arcidmr reports, and 01 statistics fn,rn school. polirp and lirr drparunmts, state- and national nrgar~izations. rrrrratiorl dr- partment5, hralth departments. ;tnd insurance rom11;inics.

2. Conducting snr\.rys pcrindir;illy for potmtial risks in thrsrhool. home, and <ommunit!.

3. Survrying parrnts, sttldmts, cornmunit) mernhrrs. doctors. nurses. vlr.. relativr to safrtv nrrds of the romrnnnity.

4. Obsen.in,q hrhavior of students. f;art~lty. and rornrnur>ity mern- k r s for rxamplcs of good and bad safety p r a ~ t i r t . ~ .

5. Consultingwith othrr sc hools ahout rafrty edura~inn programs. T h e Safrty Education .\dvisory Council and thr Safrty Fcluration C:ur- rirulum Cornrnittrp ran hr instrurnrnt;d in carryingout thrr\.aluation prowss.

Sloryr~l1in.q. Children lovr stories and thry ran be used toillurtrate a particular aspect of safety. Examplr: Rcading a story to thr class that deals with a particular safrty situation.

K c n d i n ~ nssignmr,~ts. For .qroup or individual assignments childrcn can read materials that deal with a sprrific concept on safetv. Ex- ample: Have the sludents read pamphlets from the National Rifle .Association that dcal ~ ' i t l i gun safi,ty.

Disn~aion . This m ~ t h o d ran hr tlsrd lo supplement any of the fore- going methods. It allows children to lmth ask and answcr questions or to respond to qu~st ions from thr tearhrr. I t also pro\.ides for interac- tion among the class membrrs. Examplr: Disruss who should bc rc- sllonsible for keeping the household frep of safe t~ hazards.

I n l m j i ~ w . Children can practice their langua.qr skills by prrparing for and rondurting an inter\.ier*. with a prrson who has responsibility fur sorrlr asprrt of safety. Examplr: Have s~k len t s intrrvirw the prinri- 1x11 rrlativr to things h e s h r docs lo hclp rnsurr thc safrty of the stu- ~ i e ~ i t s and staff.

/tttdio~~icuo/ nid.7. ['re of or production of audiovisual aids can rr- inforn, learning about many concepts in safety. Such aids include bulletin boards, radio. tap? rrrnrdings, records, pictures, diagrams. charts, maps, motion pirturcs, vidro taprs, film strips, poppets, slide shows. rtc. Ex;rrnplr: Ha\,? sttldrnts prrparr a bullrtin board ic illus- trate the basic rules of prdrstrian safrty.

Drarnalizalion.Kolr playing, dramatiration, demonstration, plays, or skils. ran all br used for sitt~atiorls that deal with children's safety. Example: Fiave thr rhildrrn %'rite, ~ ~ r o d u r r , and direct a play that drpicts the handling of unsafr behavior on a srhonl bus.

Projects. Involving stodcnts in pI;~lininc: and carr,ins out a safety project makes learning rralistir. Examplr: H a w students survey the school for potential safety harards.

Probirm rulz~ing. Involving students in solving a rpnl prohlrm rr- lared to safety is probably the best way for thrni to lrarn information. attitudes, and skills. Example: Ha\.? tli? stodrnts d r v ~ l o p n srt of pro- ~ P ~ I I I P S to use when walking to and from school.

Fwid IriQ Providing s t u d m ~ s with firsthand P X ~ O S I I I P to somc s;ifrty-rrlatrd srrvire or activity makrsthrm rralizr safrty isa total corn-

Conclusion

S n f r t y ?duration is a lifelong prorerq, hut the knorvledge, attitudes, and skills rrquircd Ior safe living should hr taught bc inn ing in the elrrnrnt;try s<hool. 'Thc. Inundation of a safety edumtion program is bared on thr folloir,ing prmmis<~s:

1, i \ l r~~ort ;III ;iccidents can he d w i d ~ d . 2. l~ndrrstanding horv arridrnls orcurran help in theit prevention. 3. Demanding Iligh s t a~~d ;~ rds of \;ti? performante will rrdurr the

inridrnrr 01 su~drnts taking f<xrlish risks ;tnd defying the laws 01 chann..

4. A<crpting n'cponsihili~y lor ont,'s hrhn\iorand helpingothers to be responsible lor thrir hrhnvior ran hrlp rcdurc acridmts.

5. S;tfr living mn pnhancr onp's 1,hysirnl and mrntnl health. 6. Accidents are a waste of personal, social. and cronornical re-

SOLIICCIS.

7. .Arridrnt prewntion is r\.rryonr's responsibility.g Safrtv r d l ~ n t i o n is rrall) eduration lor httrnan responsibilil?.

Appendix Safety Education Resources

r t n a 1 . ~ 1 ~ and Casr~;tltv Company 151 Fannington Hartford. C T 061 1.5

Amrt.irnn i l i a n c r for Heallh. Phviiral Education. Rrrrrnlion. and Danrr

1900 Association D ~ i v r Reston. V h 22091

Amrrican s roc i a l i on of hlolor \'rhiclr Adminirlrarors

1?01 Connrcti<ol hrrnur. N W Suilr 910 \\'ashing~on. DC 20036

Amrrican Asnorialion of Statr Highway Offiri;llr

National Prrrs Building \V;~sh~npron. D(: 20001

Am~ricar, Autornohilr socialion ion R I I I (;atrhouse Ro;l<l Falls Church. Vi\ 22042

hmrrican Bar :\s\ociarion T n f f i r Cuorr Program 1155 E. 60th Street C h i r a p . IL 60637

m e t i r a n Driver and Traffic Safrtr Education :\ssori;%tion

1201 16rh S~ r r r t . N\f Washington. DC 20036

Acn~rican Mediral Asso< i;niun Cnmmittrc on h1pclir;il \sprrts of

:\~nxo~norive Salrry 551 Norllr Dearhorn Sr r rc~ Chicago, 11. 60610

American Xl<,torc\-rlr Assoclarion 5655 Korlh High Slrrrl Worrhington. O H 43085

.\mrrican National Red Cross 17th and D Strrrt. N\f \t'arhington. DC 20006

American Opcornrtrir Arroci;,tir,n 7000 C:hipprwa SI. 1.ooir. MO ti31 I9

Arnrriran Socirtv for Salrtv Erlginrrrs

850 B u w Highnva? Park Kidgr. IL fiOO6R

Ampriran Transit Arsori;~rion 299 Madison .Avmue New Yort. NY 10017

Amcrican Truckins swx ia t i on \ . I"<.

1616 P S~TPCI . XI\. IPa\hington. I)(: 20036

Hi< y ~ l r Yanuf;~crurrrs Association of America

122 E. 42nd Scr~et New York, NY 10017

Lmr,lorrrr .\ll!lt~al of \Vn!lr;#o

Eno Fc,t!ndnt~on for H l g h a . ; ~ Tr;tfli< Control

S a r ~ ~ : ~ t ~ r k . (:T 06880

Ford .\lc,trlr (:ompan\ Eduracional hifairs D?p:8rrrnrnl 1)rarbm. \I1 48120

Clubs 1734 S Scrert, N\\' \f;,shington. DC 20025

Grnrral Motors C;orpora~ion 3044 West Grand Houlrvard Drtn,it. MI 48202

Highway Traffic Sairty Crntrr Mirhig;tn State L:nivnsity Eart 1.ansing-. MI 48823

Highway llserr Fedrratior~ lot Safcty and hlobility

1776 \fassarhnsrtts Avmrre. N\V TVashington. DC: 20036

lnsri t t r t~ o i Transportation E n g i n r ~ r r

1815 N. Fr. Mryer Drive Arlington. VA 22209

Inroranrr lnsciturc of llighwa! Sairty

M'al~rgatr 600 1Vashington. DC 20037

of Pollcr 1319 18th Srrret. NU' Washington. DC 20038

Krnrnpcr Insurance O,rnpanicr Public Relations I k p a r t m ~ n ~ 4750 Shrridan Road Chicago. 11.60640

l i k r t ? Mtttual Insurance Cornpan)

Public Rrlationr Dppartrnrnr 175 Brrkrlry Squarr Buscon, MA 021 17

Companr Srh<wl Health Burrau l l ral th and \Velfarr Division I Madison ,Avcnuc Nrw York. NY 10010

Xlolor Vrhirl? Manufar!urcrs Association of the U n i t ~ I St31~9. 111~.

320 U w Cantcr Building Dr t ro i~ . MI 48202

Motorcycle S a k w Foundation 780 Elkridge I s n d i n g Road Linthirrrrn. MD 21090

National Association o i Mutual Casualty Companies

919 Nnrth Michigan Avrnrrr Chicaso, IL 60611

Narional Board of Fir? Llndrrrvriterr

85 John Street Nnv York. NY 10038

National Committre on Traffic L a w Enforcemrnt

744 Broad Strert Newark. NJ 07100

National Cornmiltee on Traffic Training

m 0 Hill Building Washington. DC 20006

National C:ommic~w on CFnifonn Laws and Ordinances

Suite 430 1776 Marrachurrtts Avenu?, NH' Warhcngg-ron. DC: 20036

Nauonal Cong-rrrs of Parents and Trarherr

700 North Rush S t r m Chicago. 1L 60611

National F ~ d r r a t i o n o i Business and Proiessional Womm'r Clubs

2012 Marsachus?tts Avrnur. NW \Yashinglon, DC 20036

Na~iona l Fir? Protection Association

60 Battrryrnarrh Strfrr Boston. MA 021 10

National Highway TraIfir Sairty Administration

ILS. D r p a r r m ~ n ~ of Trans- portation

Washington. DC 20036

Na~ional Safrrv Council . I I 1 N. Michigan v c n u r Chirago. IL 6061 l

National Shooting Sporxr Foundation

1073 Pov Road Riwrridr. CT 06878 y. . .wnnaidr l n s u r a n r ~ Company Siif~ty D ~ p a r t ~ n r n t 2.16 Sorth High S~rprt Col~nnhur. 011 13215

I\'orthu.rstmn I'nivfrsitr I.r;~flic Inr t i tu~r

555 Clark Srrrct E\anrton. 11. 60204

O~rupat iona l Safrty and Hralth rlrninirrrarir,n

L1.C. Drpanmmt of Lahor Rlvlrrr 1020 - 1726 M Strcer. SM' 'i2'nshinrtrrn. I1C 20210

Pr~rdmtial Insuranrr C~mp; ln ) of A~rlrrira

Pnhlic Rcla~ions and Advcr!irin Ne,v;mrk. S J 07102

Snlr IVintrr Dri!ins 1 . r ago~ ,520 Nr>l.th \ l i rhis;~n h\rnur Chir;lso, IL 6061 I

Safm, <:en,rr Ct,nlral hlirsouri Stat? l'niwrsity \\ ' ;~nmrbt~r-. 1 1 0 61093

Safrn Crnrrr Sou thc~n Illinoi< l ' n i \ws i~v C:trlx>ndalr. 11. 62901

s,:,,c and 1.ncaI Offi~i.il5' s:,ti<,,,;,l H ~ g h b a r Sairtv (:ornrnictrr

912 R;r1 Ruilcline \\':l\hinglon. DC: ?On06

I h r Crntcr lor Safrr, Sra. York I'nivnrilv 71.5 Rroad,\.av Nru York. NY 10005

-1.0). blanularttlr~rs of \rnrrira ?00 Fifrh 4vr.nor Srw York. S Y 10010

Trilny,ortation Rrsvarrh Rr,;nid 2101 (:onsritrt!ion .4v~nur Washingcon. DC 20418

r m v e l ~ r ' r lnruranrr Companv Public Rrlnrions and Adrrrti*ing

1)rparrrn~nt On? I o w r r Square Hartford. CI 061 1.5

l ~ ! ~ c l ~ r ~ \ ~ r i t r r ~ ' L.ahc~rittori?s, In,, 207 Ea3, 0h i " s,r?r, C:l1ic;~p. 11. 6061 I

Y n i t ~ d Srar~s lunior Charnbpr of Cornrnrrct~

hldar Building Tulsa. O K 74100

Footnotes

I . .Arrrrl?,~I Fnr1.s (Clrica~o: National Safrty Council, 19801, p. 1. ?. Ihtrl.. p. 20. 9 , Y n i r r ~ Erlilcnlio,r .Supm,; .wrh .Swti07~: S'lr~rlfnl : l c r ~ d ~ r ~ t Kepor l t t> ,~ , 1Chi-

r ;>XI,: Narional Safrry Council. 19661. I . H in~r l? . i . Snfrrv Education Data Shrrr. no. I . (Chic-o: National Safrrv

(:ou!>ciI, r>.t,ir,z,q. Safrlr, Eduralion I)i$!i$ Sht.~t. 1 1 0 27, (Chicago: S,ttion:al Sa1t.r).

(:nunc!l, n.rl.1, pp. 1L2. 7. Crrlrtu F:<Izrrnrn>n Supm,isor ' r Yrrl ion: .Sltidmrl .Arciden1 Krporrinq. ((:hi-

caxo: Sattonal Saf?l\, Collnril. 19661. p. 7 . S. Ibid. !4 ' ' \cridmt Prrrmtion: Srrinurnrs\ of the Pmhlern" 1Rrpori of (:tnrrirulum

Commission Cx>mtnitlrt.. (:incinnati Pohlic Srhoolr. 19fi5, \\ ' K . Strrrr. (:hairman).

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Fluno. . \ E : 411~r . \VF: andScafInrd. C ; . ' l . Sclicl~ Erlnmt,ot>. 4th rd. SCTV Ynl h : McGraw Hill. 1979.

Sariooal Comlnisrion or) Safrr) Eduration. Our Srhr ,ol ,~ P l n , ~ Sole I . i i , i , ,q. \Va*I>itl~t<,!~. D.C: Nati<,nal Educ;ltic,n Asruriatian. 1956.

Nalion;rl S;tlctr Coun<il . B r c i d r t ~ l f i r r s . Chir;tso: Nation;il Safrtv (:nccnril. 1980.

Narional \;efrty Council. Tire E< ic ) i r /opd in o l Zrhrrol S n i ~ i ~ ~ . C:l~ic:~p>: &';I- tional Safely Connril.

S n u r , ~ ~ . Don: S~a rk . Hrthrrt 1.: and Luft. R ~ . r n i ~ r d I. A d r ~ z z n z ~ ~ m l t ~ , ~ n,,rl S ~ i p r r ~ i,raion of S n f f l ~ Edii<alro,z. Nrw York: hl i~rMillm. 1969.

Stra;trl. Ru). Liir,zg F n l ~ l r . hlinnrapolis. Minrr.: B u r x r s 1957. St!;trrrr. hlarl;md li.: :\nron. J a n r ~ 5.: iwd Bob". Ralph <:. Ft,t~dn,n~,zlnlr o f

Snlfl j , Edu,nlm,z. 3,d ed NPIV York: hlar\lillan. 1981. TI>ygrnon. .\Iton K. .Snf,,ly. Prznriplrc, Irislrcrrfzo,~. rind K,wxlirigr. Engl~n<,or,<l

Clifli. N.J.: Prrn!i<r~HaIl. 1972. IYorick, \V:%?n? \V. .Snlelv Edt<ciz l i~u ,110n. IIrr , \ l ~ ~ l ~ i t r ~ . ~ . rind H u E,tr'i~,,8a-

nzrr?~. Englro.ood Clifl,. X I . : Plmtirr-Hall , 1975. Yost. C:h;nrlrs P. T r a r l i , , , , q , S ~ f r l ~ i,r r h ~ E l m t e , i l n r ~ S<iiool. U'aqhin~ton. D C . :

: \ m v ~ i ~ a n A s s ~ , r i a t i u n lorH~:mlth.Ph\si~al Educttion. and Re<rra!iotl. 1972.

" ' T '< : I - ' ,>': p rT:..G AREA Chl>l. . : .~. 1 . . ., :.., . ' , C;iicr$ CENTER COLLEGE (JI. IL.uCA'~ION UTAH STATE UlilVEFiSm

Fastback Titles (continued from hack cover)

The Future of Teacher P o w r in Amer~ca Collsct8vl Bargalnlng in the Publlr Schools How t o lnds,dualne Learning Wncheiler A Comrnunlty School lor the Urbanvantaged Af fer tve tduta l lon in Ph8ladelphla lpachlng wlth Film Career tducat8on An Open Door Pol8cy The Good Mlnd Law in the Curt8culum Fortertng a P lu ra l# r t~c Socety Through Mulls Ethnlc Education Eduratlon and the Bran Bondlmg The First 8arlc in Education Selectlog lnr t ru t t lonal Maternal$ Teacher Improvement Through Cllntrsl Supe iv~ ron Placer and Sparer Envlionmsntal Psychology ~n tducatlon A r t~s ts a s Taatharr Using Role Playing in the Clarrroom Management by O b ~ e c t ~ v e ~ in the Srhaolr Oa t l~n#ng Enrollments A New Dllamma for Educatori Teacher Centers-Where What Why7 The Care fo r Competency Bared tducat8on Tearhlng the Gifted and Talenlad Parents Have Rights Too' Student D<sr#ol#ne and tho Law B r l t r h schoair and Ours Chulth-State IS~UCI in Educatron Mamnrtream~ne Meralna Raaular and Specla1 .-..- - Early F~e ld Experlenrer in Teacher Edutatton Student and Teacher Abrantar~sm Wrltlng Centerr in the Elementary School A Primer on Piaget The Rottorat~on of Slandardr The Moderto Plan Ocaltng with Strerr A Challenge tor Educators lulur8rt1rr and Education How Parent Teacher Confetencet Build Partnerrhlpr Early Childhood Edutat~on Foundat~onr for L8lelong Llarnlng Teachtog about the Cnat~on/Evolut,on Controversy Perloimance Evaluat~on of tducatlonal Personnel W r m g for tduratlan Journals Uinlmurn Competency Tertlng

Legal lmpltcat~onr sf Minimum Competency Tertlng Energy Cducatlon: Goals and Practicer Education in West Germany: A Quest for Ercellence M a ~ n e l Schools: An Aooroach to Voluntarv Oe&gngasan Intercultural Education The Pracerr of Grant Proporal Development Ctt! lenrh~p and Consumer Education: Key Arrumpt~onr and Barlc Competmc~er Mlgranl Educatcon Teachlngthe Wanderlog Ones Controverroal l r ruer in Our Schools Nutrttlon and Learning Education in the USSR Teachtng with Newspaperr: The Llving Curriculum Populatton. Education, and Chlldrtn'r Futures BibI8othenpy: The Right Book at the Right Time Edutat8onal Planning far Edutatlonal Success Questions and Answers on Moral Educatlan Mastery Learning The Thlrd Wsve and Education's Futures Title IX: lmpl \cat~ons for Education of Women Elementary Mathematics Prlorit iertor the 1980s Summer School. A New Look Education for Cultural Plurallrm: Global Roots Stew Plural8rm Gone Mad Education Agenda for the 1980s The Public Community College: The People's U"~"~IS!~Y Technology in Education: I ts Human Potential Children's Books: A Legacy for the Young Teacher Unions and the Power Structure Progressive Education: Lerronr from Three Schaolr Barlc Education: A Hirtorical Perrpective Aerthetlc Education and the Quality of Life Teaching the Learning Disabled Ssfety Educatron in the Elementary School Education in Contemporary Japan The School's Role in the Prevention of C h ~ l d Abuse Death Education: A Concern for the Living Youth Participation for Early Adolercentr: Learning and Serving i n the Community Tlme Management for Educatarr Educating Verbally Gifted Youth

-I 0. nl tanbacks are 750 (600 to Pht Delta Kappa members/ WrltetoPhl Delta Kappa. t lphth and Union, Box i - - -n i t on IN 47402 far quantity dctcovntr for any t i t le or combination of t l t ler ,

PDK Fastback Series T i t les I. Schools Wctheut Property Taxer: Hope

OI l l l ~ s i o n 7 2. The Bert Kept Secret of the Part 5.000 Years:

Women Are Ready tor Leaderrhip ~n Education 3 Open tducat~on: Promise and Problemr 4 Performance Contraettng: Who Prafltr Mort7 6. How Schools Can Apply Syrtemr Analysts 7. Busing: A Moral l r rue 8. D,rcipl~ne or D~sastcr! 9. Learning Syrtemr for the Future

10. Who Should Go t o College7 11. Alternative Schaalr i n Action 12. What Do Students Really Want? 13. What Should the Schools Teach? 14. HOW to Athleve Arcsuntabiltty in the Public

Schools 15. Needed: A New Kind of Teacher 17. Systematic Thinking about Education 18. Selecting Chtldrsnr Reading 19. Sex Dlflerencer ~n Learning t o Read 20. 11 Creatlvlty Teachable? 21. Teachers and Po l~ t i c r 22. The Mlddla School: Whence? What? Whither! 23. Publlrh: Don't Perlrh 24. Educat8on for a ~ e w Society 25. The Crisrr i n Education Ir Outrode the Clsrrroom 26. The Teacher and the Drug Scene 28. Edurat8on tor a Global Society 29. Can Intelligence Be Taught? 30. HOW t o Recognize a Good School 31. I n Between The AdalercenVr Struggle fa t

Independence 32 Effett lve Teaching in the Desegregated School 33. The Art of Follewerrh~p (What Happened t o

th9 lndfanr?) 34. Leaders Live with Crirar 35 Marrhall~ng Community Leadership t o Support

the Public Schools 36. Preparing Educat8onal Leaders: New Chal len~cr

and New~Perrpectiver 37. General Education: The Search far a Rationale 38. The Humane Leader 39. Parliamentary Procedure: Tool ot Leaderrhlp 40. Aphorlsmr on Education 41. Metrlcatlon. Imsttcan Style 42. Ostional Atternatwe Public Srhoolr 43. Mollvation and Learning ~n School 44. Informs1 Learnine

49 Three Views of Cahp~ tency~Bared Teacher Education: I1 Uncversity of Hourton

50. Three Vterr of Compatency~Based Teacher Education- 111 Unlverrity of Nebraska

5 1 A Un tv r r r~ ty for the World: The United Natlonr Plan

52. O~kar , tha Environment and Education

5 3 Tranrperronal Psychology in Education 54. Simulatcon Gamer tar the Clarrraom 55. School Volunteers Who Needs Them? 56. Egulty in School Finanrlng: Full State Funding 57. Faulty in School Flnanrlng. District Paver

Eguatlzlng 58 The Computer in the School 59. The Legal Rtghtr of Students 60. The Word Game: lmprovlng Csmmunicat~onr 61 Plann8ng the Rest ot Your Llte 62 The People and Their Schools: Community

P l r l l c ~ p l t l o n 63. The Battle of the Books: Kanawha County 64 The Community as Textbook 65 Students Teach Students 66. The Pros and Cons of Abllrty Grouping 67. A Conrewat~ve Alternat8ve School: The

A- School 8 0 Cupen8no 68 How Much I r e Our Young People Lesrn~ng? The

Story of the Natqonat Asserrman1 69 D ~ v e r r ~ t y Hlgher Education Reform in

the C~tleKes 70 Dramatlr; 8n the Clsrrroom Maklng Lerranr

Come Alive 71. Teacher Csntarr and Inrowice Education 72. Alternatives to Growth: Education for a

Stable Society 73 Thomas Jellerron and the Education of a

New Natton 74. Three Early Champions of Education: Benjamin

Franklin. Benismfn Rush, and Noah Webrter 76 The American Teacher: 1776-1976 77. The Urban School Superintendency: A Century

and a Half of Change 78. Private Schools. From the Puritans t o the

Pnren t 79. The People and Their Schools 80. Schools of the Part: A Treasury of Photographs 81 Serlrm- New Issue in Amerlran Education 82. Camputerr in the Curriculum 83. The Leml R l l h t r 01 Teachers 84. Laarnlig 10 lwo Languages 84s. Learnlnl in Two Lanluaeer lSoanirh edition) 85 Cett8ng i P 10~elnPr ~ c n f l ~ i n t t a l ca t 4 86 5 ent tangrage n tna Clar\room d l M. .r lnn r f r ~ r a l t o n P l x l re5 and Prom re$ 88 How a School Basrd Operatar 89 What Can We Learn from the Schools of Chlna7 ~ ~~~~ ~

90. Eduratlon tn South Africa 91. What I 've Learned About Valuer Education 92. The Abuser of Standard~zed Ter t !n~ 93. The User of Standard~zed Tert8ng 94. What the P c a ~ l e Think About Their Schools:

GIIIUP'I F8nd;ngr 95. Oeflnlng the Bartcr of Amer~ran Education 96. Some Practtcal Laws of Learnmg 97. Reading 19671977 A Decade of Change and

Promlre (Conhnued on mrlde back cover)

See inside b a c k cover for p r i ces .

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