Education & Pedagogy

This study examined the ways that the "public good" of higher education is being conceptualised as economic benefits and cost/benefit rationalities in the current economic downturn. Based on the case of Arizona in the United States, a discourse analysis of speeches was performed on the way public, state and institutional leaders described ways that the public higher education system must respond in the changing global economy with less state funds directed towards public institutions. The findings demonstrate the changing public nature of higher education from emphasising individual over societal benefits, thus also reflecting changing funding sources.

The importance of education in developing morally sensitive individuals who use principled moral reasoning when facing dilemmas has been widely acknowledged. In the context of the criticism levelled at the Irish higher education system for failing to fulfil the role of intellectual leader and moral critic within the public domain, this paper examines the impact of education level (both undergraduate and post-graduate) and type (arts or technical/profession-based) on moral reasoning using 311 Irish participants from a wide variety of educational backgrounds. An enhanced understanding of the impact of education on moral reasoning will facilitate the development of educational initiatives aimed at augmenting moral reasoning in higher-level students.

This article explores a university's Urban Teacher Education Program (UTEP) and its success not just in recruiting, preparing, retaining, and graduating its students, but in likewise leading to employment and retention as teachers in urban schools. It focuses on critical aspects of the program, including recruitment of diverse candidates, specifically for urban schools; collaborative partnerships; student support and mentorship; curriculum conceptualized for social justice and multicultural education; extended field experiences in urban schools and communities; and induction for program graduates. It also describes the program's context and its basic features, including the recruitment process and programmatic innovations, and offers an analysis of the assessment of the program's impact and sustainability.

This article comprises three parts: The author first outlines the principles of the social reconstructionist philosophy of education related to educational activity and social philosophy. After this, he describes the educational philosophy of George S. Counts, the most important developer of the social reconstructionist philosophy of education, and his most essential texts connected with the social reconstructionist philosophy of education. The third part focuses on the systematic problems involving social reconstructionist philosophy of education and George S. Counts' educational thinking. The postscript at the end of the article introduces the reader to the common and differing educational philosophical principles of social reconstructionist philosophy of education in relation to critical pedagogy, especially the educational thinking of Henry A. Giroux, and John Dewey's educational philosophy.

This annotated bibliography cites materials dealing with the issue of quality of life as an orientation to population education. Sixty-four percent of the 63 publications cited deal with Asia and the Pacific while the rest are from other regions of the world. The time span of the publications is 1971-1980. Since quality of life encompasses every part of living, the publications are organized into ten comprehensive classifications. They are: defining and measuring quality of life; general; food production; health and nutrition; education; environment and resources; migration, urbanization, human settlements, and housing; labour, manpower, employment; values, religion, ethics, psychological factors, and laws; and population education curriculum and instructional materials. The source of each publication is provided. (Author/RM)

This review of the educational status of native Hawaiian students suggests the need for special programs that: (1) promote self-esteem and appreciation of multiculturalism while improving cognitive skills; and (2) encourage parent participation and the involvement of community leaders as role models. The effects of Federal programs (such as those administered under Title I, the Comprehensive Mathematics Project, and the Right to Read program) and the impact of State compensatory programs are discussed. Also discussed are financial assistance alternatives, the educational needs of Hawaiian students as summarized in the 1979 Native Hawaiian Education Bill, adult education and special education training programs for teachers, the objectives of the Advisory Council on Native Hawaiian Education, and economic benefits of these programs to society. (JCD)

The abstracts published in this volume are of research projects conducted between 1975 and 1980 by graduate students fulfilling requirements for the degree of Master of Science in Education at Dayton University (Ohio). Over half of these projects were conducted in elementary schools and, of these, the majority deal with reading instruction. Other fields covered by the 165 abstracts include: mathematics; art; physical education; religion; social studies; business; health and safety; history; languages; special education; guidance and counseling; administration and supervision; and higher education. Each abstract is presented in the same format: author, date of the report, pagination, name of faculty advisor, statement of the research problem, title, research procedure, findings/conclusions, and in some cases, recommendations. (JD)

The author presents an overview of career education curriculum and activities for trainable mentally retarded (TMR) individuals from birth through adult life. Infant stimulation programs, Head Start, and Pre-Primary classes provide the foundation for success in the TMR programs in elementary and secondary schools. Career education leads to future placement in a job in the community, in a sheltered workshop, or as a worker in the home. Community programs are available to both children and adults for further education of a specialized nature or for recreation, such as Special Olympics and Very Special Arts Festivals. The auditory portions of presentations on classes of elementary school age TMR children is outlined to illustrate how career education helped students increase their employment potential and job placement qualifications. (Author/SB)

This bibliography of 62 citations provides information on the latest research and resources on Indochinese students' cultural adjustment, language needs, and educational needs in the United States. Included are teachers' guides, research reports, and other materials on understanding and teaching Indochinese students, Indochinese culture, Indochinese acculturation in American society, language teaching and language learning, bilingual and multicultural education, and programs for the Indochinese. Each entry contains an abstract describing the material and indicates the source from where the document may be obtained. The bibliography was derived from the Bilingual Education Bibliographic Abstracts, a computerized bibliographic file of the National Clearinghouse for Bilingual Education. (MJL)

During the year 1981, the National Advisory Council on Vocational Education (NACVE), composed of 37 members, conducted 4 full-membership meetings, in addition to meetings of committees of the Council. As a result of these meetings, the Council issued seven papers on the following topics: vocational education in correctional institutions; policy statement on reauthorization of the Vocational Education Act; compendium of NACVE reports, policy statements, studies, and other activities since 1969; analysis of the management evaluation review for compliance/quality; briefing paper on the Vocational Education Study; comments on the reports of the National Commission for Employment Policy; and the 1980 Annual Report. Summaries of these seven reports, as well as names and addresses of Council members, are included in this annual report. (KC)

Georgia's Quality Core Curriculum (QCC) originated in 1984 with a recommendation for review every 5 years. In 1996, teachers, administrators, parents, and business leaders throughout Georgia reviewed and analyzed the existing QCC in an effort to update the curriculum, reflect technological advances, and create a more effective base for teaching. This 1999 report on Georgia's education for students in grades K-5 presents core curriculum requirements in the areas of language arts, mathematics, science, social studies, health and physical education, and fine arts (dance, music, theater, and visual arts). For each curriculum area, the report presents an introduction and a description of the revision process and revisions made for that specific area. (SM)

This booklet contains statements of the members of the U.S. Senate Committee on Health, Education, Labor, and Pensions regarding financial support for arts education in magnet schools. The booklet identifies the committee members and staff members and then details the opening statements of Senator James M. Jeffords (Vermont), the Committee Chairman; Senator Edward M. Kennedy (Massachusetts); and Senator Jack Reed (Rhode Island). It also presents prepared statements from executives of schools and other organizations that deal directly with the arts. The booklet concludes with the prepared statement of June M. Hinckley, President, Music Educators National Conference (MENC). (BT)

A new trajectory recently embraced by society involves efforts to redress omissions in the past to historical contributions made by marginalized communities -- such as women and people of color. The purpose of this study was to illuminate the contribution of women scholars to the field of adult education by focusing on one particular Victorian-era woman's contribution as an educator of adults in late 19th century America, Mary Baker Eddy. The research question was, "What is Mary Baker Eddy's contribution to adult education." In 1881, Eddy established a co-ed college that included many features found in modern Adult Education programs, decades before the field of Adult Education was identified in 1926. Eddy's system of education continues to be practiced today. [For the full proceedings, see ED673719.]

This edited volume provides theory-based accounts, often with practical examples, of how educators from various jurisdictions in elementary, secondary, and tertiary formal education contexts, as well as community-based situations, have helped students critically evaluate the relationships among science, technology (STEM), society, and the environment. The goal is to develop and implement personal and sociopolitical actions to address concerns. Collectively, the perspectives and examples in the chapters form an expanding Foucauldian dispositif countering hegemonic mechanisms that favor a few elites at the expense of the wellbeing of most other living and nonliving things. Many accounts draw on the STEPWISE project, illustrating how (a)biotic and symbolic actants have been progressively assembled to promote more critical and altruistic citizenship.

In the spirit of "'A'ohe Hana Nui Ke 'Alu 'Ia" where no task is too great when done together by all, the Native Hawaiian/Pacific Islander Student Success Plan offers a fragrant lei of values that collectively work to uplift Oregon students, families, and communities who hold Native Hawaiian and Pacific Islander identities. This interim plan, presented in this report, is inclusive of community, student, educator, and parent/family voices and marks the beginning of the Native Hawaiian/Pacific Islander Student Success Plan program. A permanent plan will ensue, built upon the foundation of this interim plan, and with further engagement.