Education & Pedagogy

The reform of elementary and secondary school science education in the United States has received renewed attention with the publication of several science reform documents and the 1989 Education Summit sponsored by the nation's governors and President Bush. This digest reviews documents which focus on the reform of science education and projects which have begun to answer this challenge including Project 2061 (American Association for the Advancement of Science) and the Scope, Sequence and Coordination (National Science Teachers Association) project. Areas covered include: (1) Strengthening Science Programs; (2) Strengthening Teacher Knowledge; (3) Working with Underrepresented Populations; and (4) Meeting the National Goal for Science Education. A list of 12 references is provided. (CW)

An abstract introduces this collection of three papers and two abstracts of papers from a symposium at which experts presented their viewpoints about the social, political, and economic issues surrounding the use of computers in schools. Each of the following five investigations provides an important perspective on such issues: (1) "Educational Computing and Teachers: Changing Roles, Changing Pedagogy" (Nancy Nelson Knupfer); "Teachers, Computers, and Power" (Robert Muffoletto--abstract only); (3) "Economic, Political, and Social Issues That Affect the Growth of Distance Education" (Marina Stock McIsaac); (4) "The History' of Technology and Education" (Alfred Bork); and (5) "Educational Technology Curriculum Theory: Toward a New Language of Possibility" (J. Randall Koetting--abstract only). Two of the three papers provide references. (BBM)

This publication consists of eight articles in which contributors discuss the following educational issues: (1) "Prospects for Schooling" (Friedrich W. Busch); (2) "Broadcasting, Education and Active Citizenship" (Brian Groombridge); (3) "On the Role of Mother-tongue Education in Multilingual Societies" (Wilfried Hartmann); (4) "Theory, Practice and Teacher Education" (Paul H. Hirst); (5) "Pedagogical Thinking: The Basic Problem of Teacher Education" (Pertti Kansanen); (6) "Self-Esteem and School-Achievement Revisited" (Patrik Scheinin); (7) "An Ethnographic Approach in Research on Teaching" (Eija Syrjalainen); and (8) "Phenomenological Study of Concentration versus Disruption in Class" (Rupert Vierlinger). (LL)

This model evaluation program was developed to help marketing education teachers in Missouri to evaluate their courses and plan improvements. Following an explanation of the rationale and nature of the evaluation, the guide consists of six sections: (1) a marketing education course enrollment summary form and directions for completing the information required; (2) instructions for planning and conducting a student follow-up study, including sample letters and a follow-up instrument; (3) instructions for planning and conducting an employer survey, including a sample letter and evaluation instrument; (4) a marketing education internship (cooperative education) summary form; (5) a marketing education program school summary form; and (6) a model end-of-the-year evaluation report. (KC)

This special issue contains five sections. In the first part, "Papers," one full-length paper (Lennart Vriens) and a selection of paper summaries from a recent international conference on peace education are included. The second part, "People and Perspectives," presents an interview with Tom Roderick of the U.S. organization, Educators for Social Responsibility. The third part, "Places," reports on two major conferences (Groningen I and Groningen II) on peace education. The fourth part, "Publications", is an annotated bibliography of some recent publications (basic books, dissertations, journals, and additional information) related to peace education. The final section, Postscripts, presents information about archives, a selected listing of conferences, organizations that collect peace education materials, and a description of the UNESCO Peace Education Prize Ceremony for 1990. (DB)

Country profiles compiled through a survey of distance education in Africa form the contents of this document. International organizations and 35 countries were surveyed: Algeria; Benin; Botswana; Burkina Faso; Burundi; Cameroon; Central African Republic; Chad; Congo (Brazzaville); Djibouti; Ethiopia; Gambia; Ghana; Guinea; Ivory Coast; Kenya; Lesotho; Liberia; Malawi; Mali; Mauritius; Mozambique; Namibia; Nigeria; Rwanda; Somalia; Sudan; Swaziland; Tanzania; Togo; Tunisia; Uganda; Zaire; Zambia; and Zimbabwe. Some or all of the following information is presented for each country: population, area, languages, and per capita income; overview; and institutions involved in distance teaching. For each institution the following is included: address, contacts, aims and objectives, staff size, annual budget, course details, research, and special features. (NLA)

A bilingual handbook for parents of Pilipino children in Caifornia public schools is presented that emphasizes the important partnership between home and school. In a question-answer format, the contents cover the following topics: (1) enrollment and attendance, general information, transportation; (2) basic school program, curriculum; (3) grades, promotions, testing; (4) bilingual education, including a description of the "Home Language Survey"; (5) additional education programs and services such as advanced placement, alternative education, vocational education, adult education, and state subsidies; (6) parental involvement in the schools; and (7) structure of the public school system. (LB)

Included in an interview with 50 experts who have a special interest in peace education and represent 22 countries, this report documents and discusses answers to the question: "What do you think of first when you hear the words 'peace education'?" Part 1 of the report presents a summary of some of the major aspects of the answers related to the meaning of the term peace education. Part 2 gives a more detailed documentation of the interview answers regarding the question. The reactions vary and testify to the fact that peace education is a changeable field in an early stage of development. The responses show a strong tendency to take up a discussion of possible sub-categories within the field using more specific labels. (CK)

This study was conceived as a systematic replication of a content analysis of published science education research conducted by Horton et al. in 1993. As such, 47 research articles published in "Science Education" between 1988 and 1992 were examined. Also, this study further extended the findings of Shaver and Norton, and Wallen and Fraenkel, who conducted similar analyses of general and social studies research. One major objective in this analysis was to determine whether science education researchers routinely practice commonly recommended research procedures. In addition, reviewers were interested in whether direct or systematic replication, common practices in other disciplines, play significant roles in science education research. The method of analysis and a discussion of the results are included. (ZWH)

This paper considers the importance of caring for gifted children and identifies specific challenges facing Canada as the country tries to provide caring gifted education. "Caring" is defined and the importance of modeling caring behaviors so that children learn to care for others is stressed. The paper summarizes legislation and policies concerning services to gifted learners in the various provinces. The paper then identifies and discusses specific issues affecting gifted education in Canada, including: (1) the regular education initiative and the implications for gifted education of efforts toward increased integration of students with disabilities; (2) increased focus on math and science; and (3) trends toward a noncategorical perspective on all learners with special needs (especially in British Columbia and Saskatchewan). (DB)

The National Education Commission on Time and Learning (NECT&L) is an independent advisory body authorized by Congress by Public Law 102-62, the Education Council Act of 1991. The commission is undertaking a comprehensive review of the relationship between time and learning in elementary-secondary education. This paper summarizes the proceedings of a hearing which studied the cost implications of time use. The following five themes emerged from the discussion: (1) American education in an international context; (2) the reinvention of schools and how to link them to communities; (3) time management; (4) financial implications of extending the school day or year; and (5) year-round schooling as a model. One figure and a list of participants are included. (LMI)

In 1990, the Illinois State Board of Higher Education adopted a comprehensive set of 32 policy statements designed to improve undergraduate education. The policies address the improvement of student preparation for, access to, and retention in colleges and universities; improvement of student achievement, scholarship, and general education during undergraduate education; the improvement of student transfer and program articulation among colleges and universities; and the improvement of policies, procedures, and conditions affecting faculty members in order to promote excellence in teaching. This report reviews the status of implementation of the policies in each of these four areas, as well as the statewide processes for their implementation. A chart is included that outlines the efforts to improve the quality of undergraduate education at entry, during the undergraduate experience, and at graduation. (GLR)

Two hundred years ago, Mary Wollstonecraft, the English women's rights pioneer, published her immortal work: "A Vindication of the Rights of Woman." In it she placed much of the blame for women's inferior political, intellectual, and social status on "faulty education." In "Vindication," she offered a number of recommendations aimed at enhancing the quality of education for women. These included: boys and girls schooled together and sharing a curriculum rich in experiential learning, particularly in scientific studies. She advocated physical exercise and play as well as health education specifically aimed at women's needs. These and other education proposals marked her as an important progenitor of many modern and widely accepted educational innovations. Contains 20 references. (Author)

This directory contains a listing of 610 formal education programs in early childhood education and childhood development in 49 states, the District of Columbia, Guam, Puerto Rico, and the Virgin Islands. The directory is limited to the following types of institutions that provide postsecondary education in the early childhood and child development area: two- and four-year colleges, technical institutes, and occupationally oriented vocational schools. Each entry contains the following information: (1) institution name, address, and telephone number; (2) contact person; (3) type of institution; (4) specialty area or areas; and (5) an indication of whether the institution offers the Child Development Associate (CDA) program. The appendix contains a listing of the institutions which have indicated interest in offering seminar instruction during Phase II of the CDA Professional Preparation Program. (SM)

This project located in Glasgow, Scotland, is concerned with the use of distance teaching for a non-formal community education program that is a component of a social change strategy to combat poverty. The study shows that the use of distance learning courses in non-formal community education is successful in attracting, at a reasonable cost per student, many who are economically and educationally disadvantaged. Participation in these courses leads to improvements in morale, strengthened social networks, better child care and nutritional habits, and further educational opportunities. Employment and community activities were also positively affected by participation. It appears that these courses are successful in contributing to the objectives of the social strategy for change. (17 references) (DB)