Education & Pedagogy
Reference documents in Education & Pedagogy.
Documents in Education & Pedagogy
Page 1255 of 4813-
Briefly summarizes some of the work of 18 education pioneers who contributed to the development of the community education movement, beginning with Jon Amos Comenius in 1632 and continuing through the efforts of such contemporary American educators as Frank J. Manley and W. Fred Totten. (JG)
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Education in the future must meet the requirements of equal proportions of males and females, yet take account of their different abilities and expectations. Available from: Futures, IPC (America) Inc., 205 East 42nd St., New York, N.Y. 10017 Subscription $65 institutions; $46.80 individuals. (JG)
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The author discusses (1) his success in the development of a program of vocational agriculture with career education and (2) how the exploration of the world of work can be an exciting and profitable experience for both student and teacher. (BP)
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Examines reported decisions that deal with questions of the employment, contract nonrenewal or dismissal, and revocation of teaching certificates of homosexuals in public education. Discusses emerging issues and legal principals dealing with the homosexual-educator. (Author)
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A review is presented of 84 research studies on the efficacy of homework in improving academic performance. The studies were conducted between 1904 and 1984. Findings of the studies are presented in tables categorized by school levels: elementary, high school, and college. Some implications for teacher education programs are briefly discussed. (JD)
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This monograph presents a framework for physical education programs in Tennessee for grades K-12. The framework covers four areas: (1) games/sports; (2) gymnastics; (3) physical fitness; and (4) rhythmic movement. The goals and objectives for each of these areas are outlined and described for all grade levels. (JD)
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This chapter analyzes collective bargaining agreements in 4-year institutions of higher education, examining language surrounding ownership, use, and distribution of the proceeds of intellectual property in distance education, and identifying ways in which the public good can be, and occasionally is, built in to contractual provisions.
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Article attempted to summarize criticisms, supplemented them on the basis of empirical research, and lay the foundation for this general thesis: Formal education in Africa and Asia tends to impede economic growth and promote political instability. (Author/RK)
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Teachers can analyze anxiety resulting from value conflicts in law education by being aware of the definition of values, the cause and effect of the anxiety, and methods of control. Emphasis is on effective teacher training, self awareness, and analysis of anxiety as a means of controlling anxiety. (JR)
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A pedagogic drama is one in which conditions are simulated by a professional psychiatrist who emphasizes the most pertinent elements of the illnesses in the least amount of time. Students exposed to this teaching technique have shown increased retention of material. (Author/PG)
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This chapter describes documented and undocumented immigrant populations in the United States. It discusses salient factors influencing their status as immigrants as well as adult education services available to them through publicly funded programs, social units, and community centers, especially churches and libraries.
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Rather than insist on a needlessly high cut-off age for leaving school, educational administrators could ease the process of transition by introducing a variable school-leaving age and by replacing "schooling" with progressive periods in colleges of further education and employment. (Author/MW)
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This article questions some of our assumptions about the history of comparative education. It explores new scholarship on key actors and ways of knowing in the field. Building on the theory of the social constructedness of the field of comparative education, the paper elucidates how power shapes our scholarly histories and identities.
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The author contends that the skills required of the successful director of career education are contained in the well-trained school psychologist and that the goals of career development projects seem compatible with the goals of school psychology. (Author)
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Article outlined some fundamental requirements that must be fulfilled by programmes of teacher education so that teachers can become facilitators of lifelong learning and reported on an experimental project that will test some of the hypotheses generated in this connection. (Author/RK)