Education & Pedagogy

Reviewing papers on a wide range of issues, this bibliography contains annotations for 794 articles excerpted from 86 journals published in Czechoslovakia, socialist countries, and capitalist countries. Following a brief explanation of future changes planned for the publication, Part I groups articles under the headings (1) Social and Ideological Basis of Preschool Education; (2) Theoretical Basis of Preschool Education; (3) Organization of Preschool Education; (4) Educators of Preschool Children; (5) Play; and (6) Preschool Teaching. Part II lists articles under the heading Preschool Teaching and contains the following additional categories: (7) Care of Health and Physical Education; (8) Social and Emotional Development, Moral Education; (9) Language and Language Education; (10) Intellectual Development, Intellect Education; (11) Aesthetic Education; (12) Education of Children Requiring Special Care; and (13) Environment Surrounding the Child: Buildings, Playgrounds, Equipment, and Facilities. Annotations range in length from 50 to 250 words.(CB)

The education system of Finland is appraised by the Educational Committee of the Organisation for Economic Cooperation and Development (OECD). The problems of each educational sector and the relationships between sectors are examined and the contribution of the education system to the economic, cultural, and social life of the nation is assessed. There are three major parts to the report. Part 1 contains the "Examiners' Report" describing the modern Finnish experience, economic development and educational planning, early childhood education, compulsory schooling, upper secondary and vocational education, higher education, and continuing education. In the second part, a Finnish team of 11 persons led by their Minister of Education in a review meeting answer specific questions from the examiners concerning topics discussed in their report. Part 3 summarizes educational policy in Finland for the various educational levels and for educational administration, teacher training, and educational research. (RM)

Educational theories and practice in the field of physical education and sport in various countries are discussed and compared. Chapters address: (1) comparative physical education and sport; (2) history and methodology of comparative education; (3) history and methodolog of comparative physical education and sport; (4) physical education in the schools; (5) intramural and extramural activities; (6) physical education and sports in colleges and universities; (7) professional preparation of physical education teachers; (8) the profession of coaching; (9) sport and its organization; (10) international competitive sports program; (11) amateurism and professionalism; (12) sport for girls and women; (13) sport and mass participation; (14) sport facilities and equipment; (15) sports medicine; (16) sport and physical education legislation; (17) sport and politics; (18) sport and race; (19) sport and religion; (20) sport and economics (21) sport and the mass media; and (22) comparative physical education and sport: an appraisal. (JD)

The 1981-1982 annual abstract publication on Swedish behavioral science research reports is presented. The collection of data was completed on May 15, 1982. The reports are grouped in categories according to Psychological Abstracts and EUDISED Thesaurus (multilingual thesaurus for information processing in the field of education). The ERIC Thesaurus was also used for the subject index. Author, subject, and institution indexes are included. The following categories are included: adult education, applied psychology, building, communication systems, compulsory education, countries, curriculum, developmental psychology, documentation, economics of education, educational administration and organization, educational institution, educational psychology, educational research, animal and human experimental psychology, experimental social psychology, general psychology, higher education, personality, personnel, philosophy of education, physical and psychological disorders, physiological psychology, psychology of education, psychometrics, public administration, planning, social issues, sociology of education, special education, teacher education, teaching methods, teaching profession, treatment and prevention, and vocational education. (SW)

This book presents an overview of and prescription for adult education in India. Following an introduction to the problem of illiteracy in India, the book's 14 chapters cover a broad spectrum of adult education issues. Topics discussed include adult education and national development; roles of voluntary organizations, universities, colleges, and students in adult education; management principles in adult education; extension and adult education programs; and research in adult education. Some adult education programs functioning on the national level and in Tamil Nadu are described. The book also offers suggestions for creating and implementing programs for rural women, provides techniques for action programs, and suggests a training methodology for adult educators. Extensive appendixes to the book provide statistics on literacy in India, organizing adult programs, use of television, national plans for literacy, teaching aids, evaluation tools, adult education agencies, and a glossary of terms. A bibliography also is included in the book. (KC)

This manuscript examines the status of L2 teacher education research over the past 15 years from three perspectives. First, it examines the status of L2 teacher education research vis-à-vis general teacher education. Second, a common stereotype which considers teacher education as a Western phenomenon is challenged. Third, it investigates the extent to which different levels of education have benefited from relevant research. Data obtained from 176 research articles published from 2003 to 2018, showed that teacher education research is expectedly more nested within general education. Nevertheless, it was revealed that whereas general teacher education is more promulgated in Western contexts, L2 teacher education is more based in Asia-pacific contexts. Finally, higher education appears to be left out in both L2 and general teacher education research, as most studies focused on K-12. The results are believed to provide important implications for L2 teacher education researchers and practitioners.

This narrative review addresses a notable gap in initial teacher education research by exploring the impact of positive education--a growing international change initiative--in schools. Launched in 2009, positive education is defined as education for both traditional skills and happiness. This narrative review examines how positive education has contributed to a change in schools and related curriculum issues. It draws on various studies from the past decade to evaluate positive education definitions, examine two periods in positive education research from 2009-2014 and 2015-2020. The review argues that positive education concepts may enrich initial teacher education discourse and enhance teacher professional practice; but, the term may be too narrow. Finally, the review recommends adopting the more inclusive term wellbeing education. This term may guide future research of culturally diverse case studies, thereby supporting the greater integration of wellbeing science with teaching theory and practise in initial teacher education.

This proceedings contains 58 papers on rural special education. Papers present the newest and most innovative promising practices for rural special education, current research, contemporary discussions of theory or theory development, and topics of timely concern. The papers are organized in order of presentation, and are categorized in a topical index under the following subjects: administration, at risk, collaboration and inclusion, early childhood, gifted education, low incidence populations, multicultural education, Native American concerns and community relations, parents and families, preservice and inservice education of rural special education teachers, publishing of professional papers, technology, and transitional school-to-work programs and practices. An appendix provides information on seven presentations available on videotape. (SV)

In the Swedish educational system, there has been a recent push for digital technology in different school subjects. This paper investigates what regulates Swedish physical education teachers' perceptions of digital technology in outdoor education. The results is reflected in a number of rules that govern Swedish physical education teachers' perceptions and use of digital technology in outdoor education. Findings suggest that teachers' views on the relevance of digital technology in outdoor education depends partly on curriculum formulations, but of significant importance are also other factors such as: the addressed knowledge area, grade level, choice of digital device, needs of students, and teachers' ideological beliefs. These rules are discussed in relation to the construction of outdoor education as knowledge area within physical education and in relation to the ways in which Swedish physical education teachers relate to curriculum changes.

A bibliography of materials authored, co-authored, or edited by Algo D. Henderson (1932-1978) on the nature of policy and administration in higher education is presented. Topics include: general education in the community college, training university administrators, admitting black students to medical and dental schools, liberal education in the mid-twentieth century; social change and educating for the professions, innovations in medical education, the administrator/student conflict, colleges and universities as agents of social change, effective models of university governance, the role of the governing board, the economic aspects of higher education, higher education as a field of study in the university, state planning and coordination of public and private higher education, tuition, improving decision-making through research, policies and practices in higher education, directions for research in higher education, liberal arts college and teacher education, equality of opportunity, college for the post-war student, education for democracy, and Antioch College. (SW)

This report reviews the status of K-12 reform, noting implications for higher education and examining the growing and infrequently noted parallels between the issues faced by K-12 school reformers and higher education. After an introduction, the first section, "Status of School Reform," discusses goals and standards, school-level learning, the professionalism imperative for preservice and inservice training, urban school reform, actual developments in K-12 reform, and school choice and market mechanisms as a countervailing force. The second section, "A New Compact," discusses how higher education and K-12 education can begin to reconsider the nature of their relationship. The third section, "A Modest Proposal," discusses what must be done to improve the relationships between higher education and K-12 education so that they can handle shared issues more effectively and strengthen the programs, policies, and politics of education at every level. (SM)