Education & Pedagogy

Discusses three articles by Vincent Lanier, E. Louis Lankford, and Kenneth M. Lansing pertaining to Discipline Based Art Education that appeared in a previous issue of this journal. Points out the positive aspects and shortcomings of each. (AEM)

This article reviews reasons for official reform of teacher training in Luxembourg. Includes information about past laws, elaborates on aspects of teacher education that need further attention, and concludes with proposals for actions that meet these needs. (AEM)

Presents the results of an ethnographic study of the activities, concepts, and attitudes of the academic community responsible for teacher education. The study attempted to determine the extent to which teacher education was oriented toward the academic community as opposed to the teaching profession. (JDH)

Points out the contributions that wilderness education can make to individuals' sense of personal, social, and natural history. Differentiates between wilderness education and wilderness recreation and suggests that leadership and the organization of experiences may enhance learning outcomes. Reviews specific wilderness-oriented programs. (ML)

Addresses the potential value of the Developing a Curriculum (DACUM) occupational analysis methodology in curriculum development for health occupations education programs. Presents strengths and weaknesses of using DACUM in the context of traditional procedures and applications to health-related programs. (JOW)

A review of correctional education in South Australia recommended both formal and inservice training for prison educators. Training programs must be cognizant of current research on necessary qualifications, curriculum content and teaching methods, instructional models, and cognitive and moral development. (SK)

Describes a literacy education project in which Australian non-English-speaking background (NESB) secondary school students were asked to evaluate the state of human rights in their schools and make suggestions for improvement. Relates this project to broader political implications. (FMW)

Presented is an overview of the status of robotics education with information about activities and curricula for several European institutions. Some thoughts concerning the structure of a separate robotics curriculum at the university level are included. (Author/YP)

Presented is an illustration of the use of a computer spreadsheet program, Microsoft Excel version 1.5, for solving complicated chemical problems. Examples of spreadsheet output are provided. (CW)

Describes some topics of French research: relationships between teaching and learning, choices and constraints of the didactic system, role of the computer, and forms of the functioning knowledge. (YP)

Explores how constructivism is important to changes taking place in physics education, especially in curriculum development and teaching. Presents an example illustrating children's conceptions of light. Twenty-six references are listed. (YP)

Provides an overview of Australia's early childhood education and care in the late 1980s. Topics include provision of services; state government responsibilities; caregiver pay, status, and training; and future trends and issues. (RJC)

Reviews the history and current status of the Harambee Institutes of Technology in Kenya. Offers a critique of the parallel vocationalized system. Discusses the vocational-technical/general education controversy, diversification among types of schools, financing, and the 8-4-4 Plan. (DMM)

Representative Augustus Hawkins, outgoing chairman of the U.S. House Committee on Education and Labor, stunned state governments and the education community in January by introducing a bill requiring each state to certify that its public education funds are or will be equalized by 1996, contingent on federal funding redistribution penalties. (MLH)

Twenty-two educational practices are drawn from nine settings: K-12, vocational and continuing education, proprietary schools, military training, corporate training, union-sponsored programs, second-chance training, job training, and adult education. They are categorized as process-type practices, techniques, and physical teaching props. (SK)