Education & Pedagogy

A 3-day retreat on rural education leadership in Alaska focused on how the Alaska Department of Education, the University of Alaska, rural communities, and school districts can better cooperate to address the long-term educational needs of rural communities. Recommendations were formulated in three focal areas. First, developing an Alaskan rural education action plan for the next 20 years involves adopting standards for culturally responsive schools; defining and achieving local control; developing a clearinghouse to network reform initiatives; engaging elders, families, and communities; stabilizing the rural workforce with a viable economic base; keeping village schools open, regardless of size; and reviewing and revising content standards to insure they address the needs of all Alaska students and communities. Second, developing a rural teacher preparation action plan for HEA, Title II funds includes designating the regional Native Educators Associations as key players in shaping rural teacher education initiatives, increasing the number of Alaska Native teachers and administrators in rural schools, supporting aides and associate teachers who aspire to be licensed teachers, paying interns to teach under the supervision of mentors, providing cultural orientation for new teachers, creating a cross-cultural specialist endorsement for teachers, and assuring funding for research. Third, developing an agenda for a statewide conference on rural education includes showcasing promising reform initiatives, inviting all stakeholders, and producing a video of the proceedings. (TD)

This monograph presents a collection of papers that focus on excellence in teacher education and examine questions which are critical to the reform of curriculum and pedagogy. The 10 chapters are: (1) "Using a Multi-Dimensional Web Site for Physics Instruction" (James P. Downing and Ruwang Sung); (2) "College Algebra Reform: Documenting Student Attitudes and Performance" (Kelly Chappell and Darel Hardy); (3) "A Method for Increasing Scientific Literacy in Non-Majors Science Courses" (Karen Wardle); (4) "Math and Science Education Reform: A Community College Perspective" (Susan Hobson-Panico, Bill Hoard, and Chris Romero); (5) "Investigating the Role of Standards-Based Education in a Pre-Service Secondary Math Methods Course" (Lawrence M. Lesser); (6) "Meeting the Challenges of Diversity in a Context of Reform" (Nancy Hartley, Marta Cruz-Janzen, Kevin Oltjenbruns, and Jeff Farmer); (7) "Lecture? Group Work? Activities and Case Studies? A Search for Balance" (Roberta Smilnak, Steve Williams, and Betsy Forrest); (8) "The Genesis of Change: Teacher Preparation to Promote Implementation of Multicultural Math" (JoLean Ruggles, Marilyn J. Taylor, and Jeff Buck); (9) "Teaching Physics in an Experiential Learning Studio Environment" (Sanford Kern); and (10) "Chemistry Reform Takes Root in University Setting" (Thomas C. Pentecost). (Each chapter contains references.) (SM)

This paper attempts to conceptualize, sort, and analyze national and state policies that have affected teacher education programs during the last 30 years. If teacher recruitment, preparation, licensing, and professional development are situated at the ropes center, then who is winning the tug-of-war over teacher education policy making. The paper introduced the tug-of-war players and provides a brief synopsis of the governance structures and historical context of teacher education programs in the United States. It also discusses the nature of policy problems, outlines different policy instruments, and discusses how one can examine the accountability system embedded in a policy. The third section of the paper examines state and national teacher education policies from the past three decades, tracing how the center point has moved back and forth in the tug-of-war. Prior to 1970, the State team maintained the center flag with its authority over program approval and licensing. Through the 1970s, the National team increased its pull, and in the 1980s, the State team reasserted its efforts to maintain control of teacher education policy making. In the 1990s, the National team determined to take control of teacher education policy as it leveraged state teacher education reforms through the mandates and inducement of the Higher Education Act, Goals 2000, and the reauthorization of the Elementary and Secondary Education Act. Higher education institutions and teacher education program personnel have not generally been participants in the tug-of-war, but they must react to changes in the center point, and must implement the policies that are increasingly being determined at a national level. (Contains 54 references.) (SLD)

Achievement of the second of the Millennium Development Goals (MDG)--universal primary education by 2015--is crucial, as education is one of the most powerful instruments for reducing poverty and inequality and for laying the foundation for sustained economic growth, effective institutions, and sound governance. This study assesses whether universal primary education can be achieved by 2015, focusing on the largest low-income countries that are furthest from the goal and home to about 75 percent of the children out of school globally. By analyzing education policies and financing patterns in relatively high-performing countries, the study identifies a new policy and financing framework for fast global progress in primary education. A simulation model is presented to show how adoption of this framework could accelerate progress in low-income countries currently at-risk of not reaching the education MDG. The study emphasizes that worldwide attainment of universal primary education by 2015 will necessitate a stronger combination of political will, deep and sustained reform, faster dissemination of best practices, and intensified financial effort. Included are practical tools and guidance on the policies and strategies that can help low-income countries improve education system performance and on the corresponding actions by international donors that can improve the effectiveness of their support. Also included is a CD-ROM containing a hands-on version of the simulation model and the background data used. Four appendices present information on data analysis, simulation results, and financial commitments to basic education. (Contains 44 references.) (KB)

This collection of scholarly essays marks the centenary of the Workers' Educational Association (WEA), the largest voluntary provider of adult education in the United Kingdom. The chapters are as follows: "Introduction" (Roberts); "The WEA The Foundation and the Founder" (Jennings); "Battersea and the Formation of the Workers' Educational Association" (Creighton); "The First Students in the Workers' Educational Association: Individual Enlightenment and Collective Advance" (Goldman); "R. H. Tawney and the WEA" (Rusoff); "The Evolution of the WEA in the West Midlands, 1905-26" (Roberts); "The Friends and Enemies of the WEA" (Jennings); "'A Hard Rain's A-gonna Fall': The National Association and Internationalism 1918-39" (Atkins); "Survival, Growth and Retreat: The WEA in Wartime, 1939-45" (Field); "Unions, Adult Education and Post-war Citizenship: The WEA and the Construction of Trade Union Education" (Holford); "Ideology and Provision: The WEA and the Politics of Workers' Education in Early Twentieth-century Scotland" (Duncan); "The WEA and Workers' Education in Early Twentieth-century Wales" (Lewis); "Women's Involvement in the WEA and Women's Education" (Munby); "Literature, Cultural Studies and the WEA" (Tatton); "From Day Release to Lifelong Learning: Workplace Education and the WEA after 1964" (Caldwell, Roberts); "WEA Values in the Twenty-first Century" (Jones). Contains a chronology of the WEA and a section entitled "WEA Voices." All articles include substantial references. (MO)

This document consists of all 25 issues of Volume 13 of "The Hispanic Outlook in Higher Education," a biweekly journal that addresses issues in higher education for Hispanic Americans. Each issue contains several feature articles, a "First Impressions" or "Periodically" brief report, "Targeting Higher Education" section on higher education statistics, notices, a discussion of "People, Places, Publications, Conferences," a book review," and a "Punto Final" editorial comment. Among topics addressed in feature articles in each issue are: (1) college applications and admissions; (2) celebrating the Hispanic heritage; (3) Latinos in the White House and minority job bias; (4) 2002 "Publisher's Picks" of 500 institutions of higher education that are good picks for Hispanic American students; (5) assessing educational quality; (6) Latinos as corporate leaders; (7) Latino arts and media; (8) student financial aid and paying for college; (9) academic achievement and dialogue; (10) Latinas in higher education and literature; (11) community colleges; (12) a salute to Hispanic pacesetters in higher education, business, and the media; (13) graduate study; (14) faculty and institutional diversity; (15) the top 100 colleges for Hispanics; (16) higher education and the rise of Spanish; (17) health issues of Hispanics; (18) Hispanics and the digital divide; (19) Hispanic athletes; (20) Hispanics and student visas; (21) global and local paths to diversity; (22) art and activism; (23) Hispanic educators; (24) evaluating faculty; and (25) annual volume index. (SLD)

The annual "Yearbook" of the National Business Education Association presents the latest research, teaching strategies, and suggested resources for all areas of business education. The chapters of part 1, "Business Education Perspectives," are: (1) "The Foundations of Business Education" (Mary Margaret Hosler); (2) "Delivery Systems for Business Education" (Lloyd W. Bartholome); and (3) "Current Trends in Business Education" (Martha C. Yopp). Part 2, "Instructional Concepts for Business Education," contains: (4) "Planning for Instruction" (Herbert F. Brown, III and Cheryl D. Wiedmaier); (5) "Providing for Students' Learning Styles and Differences" (Beryl C. McEwen); (6) "Managing the Classroom and Technology Lab" (Martha H. Rader); and (7) "Evaluating and Assessing Student Performance" (Marcia L. Bush). Part 3, "The Business Education CurriculumMethods and Resources," contains: (8) "Input Technologies" (Margaret J. Erthal, Al S. Roane, and Kim Larsh); (9) "Information Technology" (George A. Mundrake); (10) "Communication" (Bobbye J. Davis and Clarice P. Brantley); (11) "Accounting and Business Computation" (Carol Blaszczynski); (12) "Business Foundations and Management" (Betty J. Brown); (13) "Economics and Personal Finance" (Roger L. Luft); (14) "Business Law" (Paul Sukys); (15) "Entrepreneurship and E-Commerce" (James W. Bovinet, Judith A. Bovinet, and John P. Manzer); (16) "International Business" (Les R. Dlabay); (17) "Marketing" (William J. Wilhem); and (18) "Cooperative Education and Work-Experience Programs" (Patti K. Beltram and Allen D. Truell). Part 4, "Organizational and Professional Responsibilities," contains: (19) "Sponsoring Student Organizations: (Janet M. Gandy and Donna Green); and (20) "Lifelong Professional Development" (James Calvert Scott). Each chapter contains references. (SLD)

This paper presents a summary of some key findings from a UNESCO survey undertaken to assess the scale and reach of media education throughout the world. In June 2001, a questionnaire was sent to 72 experts on media education in 52 countries worldwide. These individuals, who included academics, policymakers and educational advisers, had been identified by means of a review of existing print and Web-based contact lists. By mid-October 2001, 45 replies had been received from a total of 38 countries, representing approximately a two-thirds rate of return by country. In addition, the authors undertook an extensive review of print and Web-based materials relating to media education. The questionnaire addressed three key areas: media education in schools (the extent, aims and conceptual basis of current provision; the nature of assessment; and the role of production by students); partnerships (the involvement of media industries and media regulators in media education; the role of informal youth groups; the provision of teacher education); and the development of media education (research and evaluation of media education provision; the main needs of educators; obstacles to future development; and the potential contribution of UNESCO). On the basis of the analysis, this paper begins by offering some very broad generalizations about the overall state of development of media education. This is followed by a discussion of some of the more specific issues addressed in the questionnaire survey, and by a summary of the respondents' recommendations for future action in the field. (Contains 40 references.) (AEF)

This report baseline study information about the state of arts education in Los Angeles County, California, the most populous county in the United States. Students in the districts covered in this survey represent 27% of all students enrolled in California public schools (K-12) and 3.4% of all students enrolled in U.S. public schools. The survey's goal was to obtain a panoramic view of arts education. Data were obtained through in-depth interviewing at the district level. Although respondents universally believe in the value of arts education to classroom learning, public schools do not provide sequential arts education to all children consistently throughout the county. The report is divided into seven sections: (1)"Foreword"; (2) "Background" (Timeline of Arts Education Events in California); (3) "Methodology" (Map of Los Angeles County School Districts); (4) "Executive Summary"; (5) "Findings of the Survey" (Value of Arts Education; Arts Education Policy; Arts Education Curriculum and Activities; Resources for Arts Education; Partnerships with Outside Organizations; Parental Support; Future of Arts Education); and (6) "Case Studies" (Claremont Unified School District and The Claremont Colleges; Lawndale School District and the Galef Institute; Long Beach Unified School District, Long Beach Symphony Orchestra and Long Beach Museum of Art; Monrovia Unified School District and Citrus College; Pasadena Unified School District, Armory Center for the Arts, California State University, Dominguez Hills and California State University, Los Angeles); and (7)"Appendices" (Glossary; Districts and Interviewees; Districts by Composition of District; Districts by Percent of Free or Discounted Lunch Program Eligible Students; Districts by Student Population; Questionnaire; Bibliography). (BT)

Much has been said and written about the importance of local and community organizations for the development of access to learning opportunities in impoverished countries. Calls for greater self-reliance and for educational services relevant to local conditions and community needs and that meet the needs of all constituents have increased since the 1990 World Conference on Education for All. Central governments have not met these goals due to the following: (1) financial constraints; (2) lack of human resources, and (3) inadequate means of communication. Families, communities, non-governmental organizations, businesses, the private sector, and even the disadvantaged themselves must take a more active role in and contribute to the provision of educational opportunities in partnership with government. Finally, governmental authorities should delegate decision-making and try new approaches. (Guidelines in the document include community organization techniques and practices; voting procedures; committee organization; suggested learning opportunities with curricula; facilitator and teacher role delineations; fiscal considerations; materials and supplies; distance learning using radio; inclusion of women and women's organizations; use of cooperatives; and remuneration of professionals. Attachments include a community development questionnaire; a list of equipment and materials for locally administered education services; a list of accommodations that could be provided by the local community; and possible education services to be provided by the local community.) (AJ)

Routes into education and employment for young Pakistani and Bangladeshi women in Oldham, England, were examined. The data sources were as follows: group discussions with Pakistani and Bangladeshi young people at different stages in the educational system and at an early stage of labor market participation; interviews with public and voluntary sector practitioners in employment-related support services; interviews with women from the young women's parental generation; and national and local statistics on application and entry to higher education. The young women demonstrated high aspirations--particularly in relation to their parents' educational and occupational levels--and their rates of participation in post-16 education were considerably higher than for white young people. The young women's parents were strongly supportive of their children's continued education. Although the Pakistani and Bangladeshi girls were still restricted in their access to higher education, their numbers in full-time undergraduate courses had increased markedly. Even those young women who had higher qualifications wanted to make their young children their priority. For some women, this meant changing from full-time to part-time work. Given their employment ambitions, however, it seemed likely that the young women would eventually follow employment patterns very different from those of their mothers. (The bibliography lists 20 references. Five tables/figures are appended.) (MN)

Trends in the academic field of adult education were examined by exploring the collective perspectives of 52 long-time university professors in the United States. The following data sources were used: biographical vitae; written responses to an interview guide; and semi-structured oral history interviews conducted primarily by telephone. The study findings were used to construct a model of the first three generations of adult education professors. Across the generations, the early experiences that led people to the academic field of adult education manifested similar patterns, with most individuals having come from teaching, cooperative extension, religious education, and military education. Most of those interviewed supported a definition of adult education emphasizing core beliefs about the unique differences separating adults from children as learners. Many were self-described generalists who referred to adult education as a field of practice focusing on concepts of androgyny and transformative learning. Areas of concern cited by those interviewed included the decline in university graduate programs, fragmentation of the field into various subfields of practice, increasingly narrow research and literature, and a lack of national political representation. (The following items are appended: list of participants; diagram of adult education genealogy; and information about the 18 individuals and 12 books most frequently identified as influential by practitioners.) (MN)

Previously ignored, lifelong learning became a governing principle of Irish educational policy in 2000. Participation trends in education were assessed including early school leaving by males, poor educational levels of older adults, low literacy levels throughout the population, and educational barriers experienced by women. Resulting government priorities for development of adult education emphasized these three core principles: (1) a systematic, holistic approach recognizing different levels of educational provision; (2) equality of access, participation, and outcome for adult learners with an emphasis on marginalized groups and those most at risk for failure; (3) acknowledgments of inter- culturalism that while Ireland is culturally heterogeneous, promotion of Irish language and culture through education is important. Specific policies proposed centered on expanding the flexibility and supply of core programs and services at the school, community, workplace, and higher education levels and on fee relief for those most at risk in those programs. A ministry level National Adult Learning Council (NALC) and thirty-three community- based Local Adult Learning Boards (LALBs) were established, and the number of school-based Adult Education Organizers were increased from 43 to 78. Appendices include the results of a national survey of highest educational attainment by sex and economic status and written and oral submission contributors. (Contains 11 tables and 72 references.) (AJ)

The status of adult education in Swaziland was examined. Data were collected through a survey of 100 practitioners at 20 institutions that elicited 66 usable responses (response rate, 66%), consultative meetings with leading scholars in adult education inside and outside Swaziland, and a review of pertinent documents and literature. Key findings were as follows: (1) all 20 educational institutions except CARITAS provided adult education; (2) adult education's clientele included male and female youths and adults; (3) programs were meeting learners' needs regarding problem-solving, farming, coping, writing, resource management, and reading skills; (4) adult educators faced numerous constraints, including insufficient resources, misconceptions about adult education, a lack of competent leaders in the field, a gap between practice and research, and inadequate government support. The following were among 30 specific recommendations for improving adult education in Swaziland: (1) define adult education within the Swaziland context to give practitioners a uniform understanding of the term; (2) promote networking among practitioners and organizations providing adult education; (3) hold regular seminars and workshops for practitioners; (4) provide professional development opportunities for practitioners; (5) provide universal access to adult education; (6) increase funding for adult education; and (7) increase efforts to improve adult education's image. (Contains 23 references.) (MN)

Across Organisation for Economic Co-Operation and Development (OECD) member countries, governments seek policies to make education more effective, while searching for additional resources to meet increasing demand for education. The OECD education indicators enable countries to compare their performances to other countries' performances. The indicators contained in this volume represent the consensus of professional thinking on how to measure the current state of education internationally. They provide information on the output of educational institutions and the impact of learning, the policy levers that shape educational outcomes and how education systems operate and evolve, and the human and financial resources invested in education. This is as a resource for analyzing education systems across countries. The volume is organized thematically and includes background information accompanying tables and charts. Focus is on the quality of learning outcomes and the policy levers that shape these outcomes. This includes a comparative picture of student performance in reading, mathematical and scientific literacy, civics engagement, and attitudes. Not limited to national performance levels, the volume also examines questions of equity in learning outcomes and opportunities as broader private and social returns accrue to investments in education. Following the "Introduction" and a "Reader's Guide", the volume is divided into four chapters: (1) "The Output of Educational Institutions and the Impact of Learning"; (2) "Financial and Human Resources Invested in Education"; (3) "Access to Education, Participation and Progression"; and (4) "The Learning Environment and Organisation of Schools." Contains a glossary and three annexes: "Typical Graduation Ages"; "Basic Reference Statistics"; "Source, Methods, and Technical Notes." (BT)