Education & Pedagogy

There was only one Karl Marx, but there have been a multitude of Marxisms. This concise, introductory book by internationally renowned scholar Jean Anyon centers on the ideas of Marx that have been used in education studies as a guide to theory, analysis, research, and practice. "Marx and Education" begins with a brief overview of basic Marxist ideas and terms and then traces some of the main points scholars in education have been articulating since the late 1970s. Following this trajectory, Anyon details how social class analysis has developed in research and theory, how understanding the roles of education in society is influenced by a Marxian lens, how the failures of urban school reform can be understood through the lens of political economy, and how cultural analysis has laid the foundation for critical pedagogy in US classrooms. She assesses ways neo-Marxist thought can contribute to our understanding of issues that have arisen more recently and how a Marxist analysis can be important to an adequate understanding and transformation of the future of education and the economy. By exemplifying what is relevant in Marx, and replacing that which has been outdone by historical events, "Marx and Education" aims to restore the utility of Marxism as a theoretical and practical tool for educators. The table of contente includes the following chapters: (1) Neo-Marxism in Education, 1970s - 1980s; (2) Neo-Marxism in Education, 1990 - 2005; (3) Current Issues: Economic Problems, Education Policies; and (4) Extending Marxist Theory and Practice.

This special report is a supplement to a series of special education primers created to inform state officials, authorizers and charter school operators about special education in the charter sector. The primer series also provides tools to help these stakeholders build charter school capacity to provide special education and related services. In line with the primers, this supplemental special report is organized in a question and answer format to maximize accessibility of information for the end users. The goal in developing the report is to demystify special education issues that are unique in the virtual environment by examining issues that are unique to this new but growing sector. The information presented in the primer reflects collective knowledge based on review of the limited but emerging literature on virtual charter schools and interviews with virtual school operators. This report describes how educating students with disabilities in virtual charter schools entails not only molding state charter school laws to fit a specialized type of charter school, but also adapting federal and state special education guidelines aimed at providing special education in traditional brick and mortar settings. Acronyms and definitions are included. (Contains 6 textboxes, 1 exhibit and 2 footnotes.) [This resource was produced by the TA Customizer Project.]

The critical organizational form in the information age is networking. This new organizational principle is manifested through the processes of internationalization and global academic cooperation which have become inevitable strategies for every higher education institution in order to be competitive in a global education market. The effective use of information and communication technologies (ICT) such as synchronous and asynchronous methods of distance learning enables higher education institutions to reach out students, teachers and researchers in foreign countries without physically moving them. Besides improving communication and exchange of information followed by opportunities for cross-cultural learning, effective ICT implementation enables expansion of social and economic networks and strengthens institutional and academic ties by thus building social capital. The following study investigates the role of ICT in building social capital and human capacity in terms of knowledge sharing, targeted training and developing education initiatives in higher education institutions. The focus of this paper is on such positive practices implemented at Zagreb School of Economics and Management (ZSEM). Since its foundation in 2002, a systematic use of new technologies in education has been encouraged which in turn provided the basis for major advances in development. Today ZSEM has around 1400 students and about 150 courses with integrated e-learning system while currently 7% of students take part in various types of international exchange. (Contains 10 tables.)

For decades Japan has remained at or near the top of international assessments of student learning; and in the past decade, students in Japan have become more engaged in learning. However, the government aspires to improve learning outcomes even further. "Strong Performers and Successful Reformers in Education: Lessons from PISA for Japan" focuses on how Japan is reforming its education system not only to produce better learning outcomes, but to equip students with the skills they need to navigate through the unpredictable labour market of the future and to participate in society as active citizens. This is the second in a series of reports examining how education systems are handling the challenge of preparing their students for a world of interconnected populations, rapid technological change, and instantaneous availability of vast amounts of information. Like the first volume, "Strong Performers and Successful Reformers in Education: Lessons from PISA for the United States", this report presents examples from other countries with consistently high-performing education systems or countries that, by redesigning policies and practices, have been able to improve their education outcomes, as measured by the OECD Programme for International Student Assessment (PISA), the world's most comprehensive and rigorous survey of students' skills and attitudes towards learning.

The lack of certified special education teachers and high rates of attrition have led to a shortage of special educators. Mentoring programs have been developed to improve retention of beginning educators. This study examined if a mentoring program is effective for special educators. The participants were first- and second-year elementary, middle, and high school teachers in a large suburban school system in southern Maryland. Participants rated the effectiveness of the mentoring program and their mentor and reported their short- and long-term plans to remain in special education. This study examined the relationship between participation in the mentoring program and intent to stay in special education. A binary logistic regression was used to investigate whether the frequency or effectiveness of interaction between mentors and their mentees could predict a new teacher's intent to stay in special education. A chi-square test of independence examined the difference in intent to stay in special education between being assigned a general education mentor versus being assigned a special education mentor. The data revealed no relationship between frequency and effectiveness of interaction between mentor and mentee. There was not a significant difference between participants with a general education mentor and participants with a special education mentor. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This is an important work that addresses the complex issues surrounding musical meaning and experience, and the Western traditional justification for including music in education. The chapters in this volume examine the important subjects of tradition, innovation, social change, the music curriculum, music in the twentieth century, social strata, culture and music education, psychology, science and music education, including musical values and education. Additional topics include the origins of mania, aesthetics and musical meaning related to concepts that are well-known to the ancient Greeks and Romans, which are compared to contemporary life. The rise of studies of musical behavior by social psychologists has been an important feature for the last two decades, and the relevance of this development to music education is explored. Articulating the difference between education and entertainment has been central to discussions and debates about the role of music in education since Plato and Aristotle first examined the problem. Many of the questions and issues raised by these two Greek philosophers in ancient Greece about the nature of music and its role in education are highly relevant today, and these are examined in the context of the twenty-first century. The writer stresses that music is a product of specific cultural ways of thinking and doing, and its inclusion in education can only be justified in terms of the importance a particular culture places on its music as a valued art form. The implications for music education are that those teaching music should focus in the ways musicians employ special cultural ways of thinking in their compositions and performance practices, whatever the genre. (Contains 28 illustrations and 2 tables.)

During the New York hearings, testimony pertinent to the bills was presented by such speakers as Hon. Herman Badillo, Representative in Congress from New York State, and Dr. Ewald Nyquist, New York State Commissioner of Education. Such documents as "An abstract of a three-year longitudinal study to assess the fifteenth point plan,""An article entitled Education Revenue Sharing," and "A statement of policy and recommendations on Integration and the Schools, January 1968," were submitted by Dr. Nyquist. Statements by Mrs. Blanche Lewis, President, United Parents Association, New York City, Dr. Felton Lewis, Deputy Superintendent, School District 12, Bronx, N.Y., Alfredo Mathew, Jr., Community Superintendent, School District No. 3, New York City, and others were also heard. During the Boston hearings, testimony was made by Dr. Neil Sullivan, Commissioner of Education, State of Massachusetts, Charles Glenn, Director of the Equal Educational Auxiliary Division, State Department of Education, Massachusetts, on a plan for the complete desegregation of the Boston secondary schools, William Ohrenberger, Boston Superintendent of Schools, and others. Andrew Neal, Chief of Division of Vocational-Technical Education, New Hampshire presented testimony and such documents as New Hampshire high school enrollments in vocational education 1945-70, New Hampshire investment in vocational education, 1945-70, and other charts. (JM)

THE PANEL OF CONSULTANTS ON VOCATIONAL EDUCATION, APPOINTED IN OCTOBER 1961 TO REVIEW AND EVALUATE EXISTING NATIONAL VOCATIONAL EDUCATION LEGISLATION AND TO MAKE RECOMMENDATIONS FOR IMPROVING AND REDIRECTING VOCATIONAL EDUCATION, SUBMITTED THIS REPORT IN NOVEMBER 1962. A MAJOR CONCERN WAS TO STUDY THE STRENGTHS AND LIMITATIONS OF THE LOCAL-STATE-FEDERAL PROGRAMS, INCLUDING THE IMPLICATIONS OF AUTOMATION, TECHNOLOGICAL ADVANCE, POPULATION MOBILITY, DISCRIMINATION, URBANIZATION, AND PROGRAM ADMINISTRATION. MAJOR DIVISIONS OF THE REPORT ARE (1) REVIEW, (2) EVALUATION, (3) IMPROVEMENT AND REDIRECTION, AND (4) ROLE OF THE FEDERAL GOVERNMENT. THE PANEL'S GENERAL RECOMMENDATIONS WERE THAT VOCATIONAL EDUCATION MUST--(1) OFFER TRAINING OPPORTUNITIES TO THE 21 MILLION NONCOLLEGE GRADUATES WHO WILL ENTER THE LABOR MARKET IN THE 1960'S, (2) PROVIDE TRAINING OR RETRAINING FOR WORKERS WHOSE SKILLS AND TECHNICAL KNOWLEDGE MUST BE UPDATED AND WORKERS WHOSE JOBS WILL DISAPPEAR, (3) MEET THE CRITICAL NEED FOR HIGHLY SKILLED CRAFTSMEN AND TECHNICIANS, (4) EXPAND VOCATIONAL AND TECHNICAL TRAINING PROGRAMS CONSISTENT WITH EMPLOYMENT POSSIBILITIES AND NATIONAL ECONOMIC NEEDS, AND (5) MAKE EDUCATIONAL OPPORTUNITIES EQUALLY AVAILABLE TO ALL. RELATED DOCUMENTS ARE APPENDIX I, "TECHNICAL TRAINING IN THE UNITED STATES" (VT 005 456), APPENDIX II, "MANPOWER IN FARMING AND RELATED OCCUPATIONS" (VT 005 455), APPENDIX III (VT 001 306) WHICH CONTAINS FIVE POSITION PAPERS USED BY THE PANEL, AND A SUMMARY OF THE REPORT (VT 001 796). THIS DOCUMENT IS AVAILABLE AS FS5.280--80021 FOR $1.25 FROM SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C., 20402. (EM)

A STUDY OF VOCATIONAL-TECHNICAL EDUCATION IN THE PUBLIC SCHOOLS OF MISSOURI, COMMISSIONED BY THE GOVERNOR, CONCERNED THE AVAILABILITY, THE CLIENTELE, THE CURRICULUM, THE RELATION OF ENROLLMENT TO EMPLOYMENT OPPORTUNITIES, THE INVOLVEMENT OF PERSONS OUTSIDE THE SCHOOLS, AND ANCILLARY SERVICES OF THESE PROGRAMS. ITS OBJECTIVE WAS TO PROVIDE THE BASIS FOR RECOMMENDATIONS TO IMPROVE THE STATE'S VOCATIONAL-TECHNICAL EDUCATION SERVICES. SOME OF THE 25 RECOMMENDATIONS WERE THAT (1) THE STATE BE DIVIDED INTO SIX GEOGRAPHIC DISTRICTS AND ONE POST-SECONDARY UNIT WITH AN ADMINISTRATOR RESPONSIBLE FOR THE MANAGERIAL ACTIVITIES WITHIN EACH, (2) A RESEARCH SECTION BE DEVELOPED, (3) 10 INTERNSHIPS TO DEVELOP LEADERSHIP FOR VOCATIONAL EDUCATION IN MISSOURI BE DEVELOPED AND MAINTAINED JOINTLY BY THE STATE DIVISION OF VOCATIONAL EDUCATION, THE UNIVERSITY OF MISSOURI, AND THE LOCAL SCHOOL DISTRICTS, (4) THE COMPREHENSIVE HIGH SCHOOLS BE GIVEN FIRST PRIORITY FOR DEVELOPING VOCATIONAL EDUCATION PROGRAMS, (5) THE PROGRAMS BE ADAPTED TO SERVE SMALL HIGH SCHOOLS, (6) AREA VOCATIONAL SCHOOLS BE DEVELOPED ONLY TO SUPPLEMENT THE VOCATIONAL EDUCATION PROGRAMS IN COMPREHENSIVE HIGH SCHOOLS AND NOT AT THE EXPENSE OF HIGH SCHOOL PROGRAMS IN RESIDENTIAL AREA HIGH SCHOOLS, AND (7) MORE VOCATIONAL-TECHNICAL EDUCATION PROGRAMS BE PROVIDED FOR PERSONS WHO HAVE COMPLETED HIGH SCHOOL OR WHO ARE BEYOND THE NORMAL AGE OF HIGH SCHOOL ATTENDANCE AND THAT SUCH SERVICES BE PROVIDED IN MORE LOCATIONS AND FOR MORE OCCUPATIONS. (EM)

A model student teaching center in physical education was developed in Minneapolis-St. Paul by representatives of the local school district and the University of Minnesota. Twelve advantages resulting from the student teaching program at the center are identified: (1) the curriculum is enriched through the improvement of equipment and resources; (2) student teachers brought new ideas to the center's staff; (3) many student teachers had areas of expertise which improved the center's program of instruction; (4) a more flexible program was offered due to the additional staff; (5) intramural and interscholastic athletic programs functioned more effectively due to additional coaching from the student teachers; (6) interaction with the student teachers encouraged the staff to reexamine their own teaching methods; (7) student teachers enhanced the teaching staff's enthusiasm and spirit; (8) seminar speakers kept the staff up-to-date on current issues and ideas; (9) the involvement with three levels of education enabled the staff to view curriculum in terms of progression and total content; (10) the student teaching program kept the staff in closer contact with the teacher education program at the University; (11) the center's physical education and health education department gained respect and recognition; and (12) the student teachers brought to the staff skills and expertise in new areas. Benefits to the University include: (1) excellent supervision for the student teachers; (2) a progressive program for the student teachers to become acquainted with on a first-hand basis; (3) observational opportunities for sophomore and junior education majors; and (4) assistance for seminars and speakers for curriculum classes. (MM)

This document is a compendium of data relating to the development, content, and periodic review of teacher education programs prepared by the National Association of State Directors of Teacher Education and Certification (NASDTEC). The first chapter contains procedures designed to assist state education agencies in reviewing, developing, and applying standards for legal approval of teacher education programs. Chapter II covers the organization, administrative, and operational provisions to support a program in teacher education. The next chapter deals with specific teacher education curricula. The fourth chapter deals with standards for the wide variety of post-baccalaureate study, including advanced study for classroom teachers, administrators, supervisors, and other educational specialists. The appropriateness and the quality of instruction, both academic and professional, are of concern. Chapter V contains standards prepared to emphasize the importance the NASDTEC places on the continuous development of new programs for the preparation of school personnel. The standards presented were designed to create an awareness on the parts of both the program developers and the accrediting agencies, of the concerns that must be considered in the development, approval, and implementation of innovative and experimental programs. Chapter VI provides standards that emphasize the importance NASDTEC attaches to the key characteristics of competency based teacher education; standards are presented that apply to all competency based programs irrespective of whether they are labeled "regular" or "innovative and experimental." Appendix A outlines the NASDTEC standards revision procedure. Appendix B presents the NASDTEC position statement. (MM)

One of six introductory modules in a 22-module series designed to train vocational education curriculum specialists (VECS), this guide is intended for use by both instructor and student in a variety of education environments, including independent study, team teaching, seminars, and workshops, as well as in more conventional classroom settings. The guide has five major sections. Part I, Organization and Administration, contains an overview and rationale, educational goals and performance objectives, recommended learning materials, and suggested reference materials. Part II, Content and Study Activities, contains the content outline arranged by goals. Study activities for each goal and its corresponding objectives follow each section of the content outline. Content focus is on early and contemporary vocational education legislation, the National Study Panel Reports that provide the basis for the three major pieces of vocational education legislation, the Smith-Hughes Act of 1917, the Vocational Education Act of 1963, and the Vocational Education Amendments of 1968. Part III, Group and Classroom Activities, suggests classroom or group activities and discussions keyed to specific content in the outline and to specific materials in the list of references. Part IV, Student Self-Check, contains questions directly related to the goals and objectives of the module, which may be used as a pretest or posttest or as a periodic self-check for students in determining their own progress throughout the module. Part V, Appendix, contains suggested responses to the study activities from part II and responses to the student self-checks. (HD)

The major purposes of this study were to (1) develop baseline data relative to the supply of and demand for vocational and technical education personnel by program area, level, and area of the State; (2) identify the availability of inservice and preservice programs for vocational and technical education personnel, and (3) analyze any discrepancies which may exist between the need for and the availability of programs including any unwarranted duplication of training efforts. Data was collected (through surveys) from public secondary schools; district directors of vocational education; community colleges regarding personnel recruitment policy, hiring policy, sources of personnel; preservice and inservice teacher education programs; and the utilization of teacher education institutions. Results showed that with one important exception, supply and demand for vocational and technical education personnel in Florida are fairly well balanced, and that current productivity of teacher education institutions in Florida is not creating an oversupply of vocational and technical teachers. The health and public service program area proved to be the one serious exception to the general finding of equilibrium between supply and demand forces. The study also indicated that (a) inservice programs are not distributed in proportion to vocational teaching personnel, (b) most inservice activities are of a professional rather than technical nature, (c) most inservice activities were offered for more than one vocational program area, and (d) funding for inservice activities was not equally distributed throughout the State. Questionnaires used in the study are appended. (HD)

This document is the United States Office of Education response to a questionnaire prepared by UNESCO soliciting information on the conditions of physical education and sports in the United States for presentation in a conference working paper for the First International Conference for Ministers and Senior Officials Responsible for Physical Education and Sport in the Education of Youth (April 5-10, 1976). The questionnaire is divided into two sections: (1) "Current Conditions in Physical Education and Sport," concerned with programs offered at the present time; and (2) "Alternatives and Perspectives for Physical Education and Sports, 1976-1980," describing alternatives recently adopted or under consideration. Section one examines current conditions in the United States under the headings of "Physical Education,""Sports in the Schools," and "Sports Out-of-School," detailing the aims and objectives, structure, curriculum, methods, personnel, professional preparation, facilities, research, and evaluation current for each of the headings. Section two of the questionnaire response analyzes alternative policies, legislation, and practice adopted recently or considered for adoption in the near future for national programs and programs for international cooperation. Seventeen appendixes are attached and include the UNESCO questionnaire, statements, and guidelines for physical education philosophy, state regulation summaries, programs of physical education for the handicapped, national norm reports, informal statements on various state programs, and a file classification list of backup materials for the report. (MB)

To provide a forum for discussing mutual concerns shared by legislators and educators and more specifically to promote a better understanding and clearer communications between the Western Interstate Commission for Higher Education (WICHE) and state legislators was the purpose of the 1975 Legislative Work Conference attended by 180 western legislators, educators, and government officials. This document contains presentations made at the Conference: the keynote address "Higher Education Issues and the Legislative Process" by Donald R. McNeil; "The Legislative Council of the Southern Regional Education Board: How It Works" by Senator W. E. (Pete) Snelson; "Dollar, Dollar, Who Gets the Dollar?: Making Decisions in a Time of Fiscal Stringency" by Frank M. Bowen; "Demands Across the Table: Trends, Effects, and Issues in Collective Bargaining in Higher Education" by George W. Angell; "The Buck Stops Where?: State Responsibility for Postsecondary Education" by Elizabeth H. Johnson; "How the West Was One: Alternative Means of Providing Access to Postsecondary Education" by Virginia W. Patterson; "I Came Back: Lifelong Learning" by Martha E. Church; "The Unbudget: State Support for Postsecondary Education in Times of Financial Stringency" by George B. Weathersby; "Today, Tomorrow, and the Day After: Higher Education in the 1980s" by Malcolm Moos; "Ivory Tower Dues: Institutional Responsibility to the State, William E. Davis; and "Legislation and the Campus: The Relationship of the Political Process to Postsecondary Education--A Plea for Restraint" by Lee R. Kerchner. (JT)