Education & Pedagogy

While much has been written about the right of access to education, less attention has been given to the right to education in a form 'directed towards the full development of the human personality.' To understand what this might mean, it is important to locate discussion within the broader frame of human rights. For too long, intersex people have been denied the right to education that provides for free and full development of personality within the education environment. The article uses a review of international human rights legislation and data from the few available studies to illustrate the issues intersex people face in schools and other education settings, and which must be addressed by future development and reform in schools and in the education system.

The purpose of this narrative inquiry was to gain a deep understanding of the lived experiences of four special education technology integrators from personal, cultural, and institutional perspectives. Two semi-structured, recorded interviews were conducted with each participant, followed by a focus group with all participants. Data analysis included continuous memoing, coding, cross coding, raw data triangulation, investigator triangulation, and member checking as a means of deeply understanding participant experience within the larger educational system. Study findings can be used to inform educational stakeholders and policy makers of the challenges found within special education, the unique benefits that special educators bring to the system, and how through collaboration, we might initiate systemic change in support of special education teachers.

There is little evidence about the origin of the phrase una faccia, una razza (one face, one race). However, its use signifies numerous shared elements in the cultures of Italy and Greece. In both countries, adult education emerged within the critical paradigm whereas vocationalism is currently the leading force of adult education policy development. The purpose of this article is to discuss the paths of adult education policy evolution over the last 40 years in both countries. Acknowledging Europeanization, neoliberalism, and vocationalism as the forces of policy change, the article provides a detailed critical review, a synthesis, and a proposal about future steps in adult education policy.

Teaching research system is a unique professional community of education and teaching research in China. It is an important driving and leading force in promoting evidence-based reform in education in China. Using fifteen-year exploration of evidence-based reform in education in Jiangsu Province as a case, this paper presents the ways and characteristics of evidence-based reform in education in China, with a focused analysis of the role of teaching research system in the reform. Despite its uniqueness, China's evidence-based reform in education can still contribute experience to its world counterpart.

This study examined the effectiveness of a 9-month highly structured program of psychomotor development with 174 severely handicapped students ranging in age from 2 to 20 years. Curriculum based measures (CBM) of exemplary performance objectives were developed. Teaching was individualized by a teaching research model of instruction in both public school and higher education settings. Inservice and preservice personnel with no previous expertise in adapted physical education or psychomotor learning served as teachers after training using a metacognitive approach. Results indicated that severely handicapped learners, whether ambulatory or wheel chair users, can, with this type of training, significantly increase psychomotor performance. (Includes 23 references.) (DB)

This curriculum guide is written to provide special education teachers with a model for teaching students about the prevention of Acquired Immune Deficiency Syndrome (AIDS). It is noted that special education students may be at risk for contracting the virus because they are often vulnerable to high-risk behaviors in an effort to belong to a peer group. Teaching activities include using anatomically correct dolls, photographs, and drawings to put the education on a more concrete level of thinking for mentally handicapped students or for those unfamiliar with the English language. Although no grade level is given, most of the concepts are appropriate for students who are in various stages of puberty. Accompanying the suggested activities are statements of objectives, suggested materials, and resources needed. (JD)

This publication contains 19 one- or two-page profiles of Illinois vocational education students who have achieved success in their high school or community college programs and/or in work following completion of their vocational programs. The persons described succeeded in a variety of vocational fields, some of them with handicaps such as cerebral palsy, learning disabilities, mental retardation, mental illness, and physical handicaps. Others were adult students with families and full-time jobs, single parents of small children, older adults changing careers, and incarcerated persons. The profiles are written in the third person but many contain first-person accounts, along with testimony about the subjects by employers, teachers, and parents. The document also contains a short overview of vocational education in Illinois. (KC)

An examination of the fiscal year 1990 national educational budget and assessment of its potential impact on education in the northwestern United States, particularly in Montana and Washington, are contained in this joint hearing report. Statements, prepared statements, letters, and supplemental materials are presented on the following topics: the future of student loan and grant programs; revenue sources for Montana public schools; child nutrition programs; library programs; at-risk students; and changes in lender guarantee policies. A major concern is that the proposed budget will curtail equal access to education. (LMI)

The premise of this paper is that vocational and nonvocational education can be reconstructed in a way that uses both in fashioning a new set of courses. This new curriculum should be able to bridge the differences perceived in the relations between academic and vocational cultures. The paper focuses most on educational history, from Aristotle and Plato to modern revisionists and neo-Marxists. From that history, which shows increasing disdain for "manual" arts in secondary schools and increasing requirements for "academic" subjects, a more classic definition of "education" that can take in all these views is derived. A case is made for a fused curriculum and educational collaboration that results in a new kind of "general" education needed by students in all fields. One hundred forty references are listed. (KC)

This publication contains recommended guidelines for developing an AIDS curriculum that will meet the needs of Arizona school districts and recognize local sensitivities. It is emphasized that parental involvement and community support are the key elements for successful AIDS education. These guidelines suggest appropriate background materials that are flexible and adaptable to each community's needs and interests. Suggestions are made for developing an AIDS curriculum. Three AIDS education programs are outlined for three different grade levels: K-3, 4-5, and 6-12. Class activities are suggested, and transparencies and handouts are provided. A resource list of health agencies, books, pamphlets, and other education aids is included, and information and guidelines are presented on disease transmission prevention for school personnel. (JD)

Twelve essays written in Spanish on the state of adult education in Latin America are presented. The essays are organized into three main sections, including: "Concepto y evolucion historica de la educacion de adultos" (Conception and Historical Evolution of Adult Education); "Aspectos particulares" (Specific Subjects); and "Tendencias y perspectivas" (Tendencies and Viewpoints). Individual essays cover such topics as a critical analysis of the work of Paulo Freire; the United Nations Educational, Scientific, and Cultural Organization's definition of literacy; strategies for extending literacy in Latin America and the Caribbean; language, culture, and literacy in working with indigenous peoples; and participatory evaluation in adult education. (Adjunct ERIC Clearinghouse on Literacy Education) (DS)

Emphasizing outcome-oriented planning and management, innovation, and flexibility, this document discusses the renewal needed in Missouri public education in the 1990s and offers suggestions for educational change. Four major recommendations are presented that include creating a performance-oriented system; increasing prevention efforts; providing more time for learning; and shifting from "the Carnegie Unit" as the primary organizing factor in schools. Strategies for change, initiatives recommended by the State Board of Education, and goals for the 1990s are described for each of four areas of concern: (1) curriculum and instruction; (2) equity and opportunity; (3) teachers and training; and (4) funding and support. (CLA)

Four case studies of institutions which have made innovations in teacher education are presented in this paper. The four institutions are the University of New Hampshire (Durham), Austin College (Texas), the University of Florida (Gainesville), and Northeast Missouri State University (Kirksville). In each of the programs, change is visible at two levels: substantive change that has occurred in the specific philosophy and knowledge base that drive the program, and structural change that has occurred in the delivery of the new knowledge base. Each program has made structural moves to 5-year teacher education formats. Commonalities and differences among the programs are discussed, including the change processes involved in bringing about curriculum innovation at each institution. A bibliography containing more than 65 references is included. (IAH)

This publication is a compilation of abstracts and critical comments for 12 published investigations in mathematics education. Information for each study includes: purpose; rationale; research design and procedures; findings; and interpretations. For each study abstractor's comments also provide a brief critique. Topics include: planning problem solving instruction; word problem difficulty; cognitive levels; the development of function concepts; proportion problems; counting skills; problem assignment; sequencing; the effect of teacher errors; and logic errors. Also provided are lists of mathematics education research studies indexed by "Current Index to Journals in Education" and "Resources in Education" for January through March, 1988. (CW)

This document evaluates the Des Moines Public Schools health services and education program, which utilizes the professional expertise of school nurses throughout the district. The program promotes success in the learning process for students (including those with complex health care needs, conditions, and disabilities), employees, and the community. Areas of education and service include substance abuse programs, athletic programs, emergency plans and procedures, pregnant and parenting students, cardiopulmonary resuscitation instruction, communicable disease, health appraisals (including immunizations), child abuse programs, special education planning, physical education, health education counseling, and curriculum planning and instruction. Future plans emphasize individualized health care for students with special needs, in-service programs for staff, and the maintenance of students in the educational process at their optimum level of physical, psychological, and emotional well being. (LL)