Education & Pedagogy

These proceedings contain four presentations from a workshop at which leaders in agriculture and education contributed suggestions for developing policies and plans for the new Agricultural Extension Education Graduate Institute (AEEGI) in Taiwan. Introductory materials include a list of members of the planning committee, workshop rationale, workshop program, "Welcome Remarks" (Ching-Yin Chen), and "Introduction" (Cheng-Chang Li). "Extension Programs at National Chung Hsing University" (Tse-Chun Yang) is a one-page summary. "Some Challenges for the AEEGI: Suggested Characteristics for the Graduates" (O. Donald Meaders) recommends that graduates be willing and able and describes what they should be willing and able to do. "Trends in Agricultural Education in the United States with Implications for Taiwan" (William Thuemmel) provides a brief historical review of U.S. extension education and describes necessary changes in agricultural education and their implications for Taiwan. Participant recommendations are listed for these AEEGI functions: master's degree program; research program; vocational agriculture teacher preparation program; supervision of inservice program for vocational agriculture teachers and provision of inservice programs for agricultural extension personnel; and short-term agricultural management training courses. "Closing Remarks--Future Plans for AEEGI" (Cheng-Chang Li) is followed by a participant list. A Chinese language version of the text appears first in this volume. (YLB)

This study analyzes data from surveys of faculty and leaders of teacher education programs about their influence on state policy, relationships with elementary and secondary schools, budgets, relationships within the larger institution, and factors that affect morale among college faculty, such as promotion criteria and institutional support of programmatic changes. Data were provided by 166 teacher education faculty members and 47 heads of education units. The institutions were stratified by highest degree offered: doctoral degree, master's degree, and baccalaureate only. The study found that: (1) more than 80 percent of the faculty rate the overall quality of their teacher education programs good or excellent; (2) 40 percent of deans reported that they had benefitted in reallocations and retrenchment activities, while 13 percent reported diminishments; (3) both deans and faculty reported a greater degree of influence and leadership responsibility than expected; (4) almost half the respondents reported that specific arrangements for institutional cooperation had been initiated with elementary and secondary schools; (5) the majority of faculty reported a dissatisfaction with their workload and a lack of time and support for scholarship; (6) only 22 percent of faculty reported that a systematic design for research into or evaluation of teacher education programs had been achieved. The report concludes with a list of challenges facing the teacher education community. An appendix lists participating institutions. (JDD)

Preschool programs can and should be designed to incorporate comprehensive health and physical education. This monograph presents information which is useful to adults interested in increasing their knowledge of health, movement, and physical education as these areas relate to young children. The publication is organized into 14 chapters as follows: (1) "Young Children: An Introduction" (C. J. Smith); (2) "Early Childhood Education: The National Scene" (M. Hanson); (3) "Movement and Motor Development in Early Childhood" (D. Hester); (4) "Physical Activity of Young Children in Relation to Physical and Mental Health" (H. Taras); (5) "Dance in Early Childhood Education" (S. Stinson and Others); (6) "Educating Young Children about Health" (D. Macrina); (7) "The Impact of Public Law 99-457 on Health, Physical Education, Recreation, and Dance" (J. Aldridge); (8) "Preschool Children with Developmental Delays/Disabilities: Individual Differences and Integration" (C. Sherrill); (9) "Motoric and Fitness Assessment of Young Children" (C. Branta); (10) "Health Assessment and Intervention Techniques for 3-, 4-, and 5-Year-Old Children" (V. Hertel); (11) "Health Promotion through Parent Involvement in Early Childhood Education" (M. Kostelnik); (12) "Health and Safety Education for Caregivers" (L. Hofer); (13) "Playground Management and Safety" (L. Bowers); and (14) "Injury Prevention in the Child Care Setting" (A. Chang). Lists of figures and tables complete the document, and references are appended to chapters. (LL)

This book contains individual essays and series of essays about fundamental issues in prison education. The following individual essays are included: "The Paradox of Higher Education in Prisons" (Jones, d'Errico); "A Brief History of Prison Higher Education in the United States" (Silva); "The Scope and Diversity of Prison Higher Education" (Lawrence); "Evaluating Prison Higher Education: A Beginning" (Campbell); and "Women Offenders: A Population Overlooked" (Wilson). The following essays describe three programs for human renewal: "California's Arts-in-Corrections: Discipline, Imagination, and Opportunity" (Cleveland); "Concrete Garden" (Johnson); and "A Prison Library" (Stevens). Also included are two views of conflict and accommodation in essays titled, "A View from Corrections" (Coffey) and "A View from Higher Education" (Carey). Three perspectives on the problems and promise of teaching in prison are presented as follows: "Teaching within the Contradictions of Prison Education" (Heberle, Rose); "An Experiment in Liberal Studies" (Licence); and "Technology and Progress: A Questionable Experience" (Richards-Allerton). Two prisoners' views of prison higher education are given in essays titled, "Cogito, Ergo Sum" (Taylor) and "A Prisoner's View" (Mason). Appended are information on the federal Pell Grant program and Pell Grants for prisoners. A subject index is included. Contains 216 references. (MN)

A distance education program at West Virginia University (WVU) offers graduate level training to prospective and practicing special education teachers in rural areas. This report compares the cost effectiveness of distance education to previous models at WVU during the past 15 years, including campus-based and field-based delivery systems. The Severe/Profound Handicaps program at WVU is a graduate program leading to a master's degree in special education as well as West Virginia teaching certification in severe handicaps. The program requires completion of 30 semester hours of coursework and practicum experiences for certification and an additional 6 hours of elective credits for the degree. Comparison of cost estimates across a 15-year time span indicates that although the campus-based program had the lowest combination of costs per course and per trainee, it also produced the fewest number of trainees completing the program. The field-based program achieved a reasonable balance between costs and outcomes, slightly increasing personnel and delivery costs but producing more trainees. Data from the distance education program showed a dramatic increase in costs yet a major increase in production of trainees. While the costs per course were much higher, the costs per student remained about the same. This study concludes that the costs of the distance education model were offset by the increase in the number of trainees, who are needed to meet the growing demand for special education personnel in rural areas. (Contains 19 references.) (LP)

This book addresses the following questions from a number of perspectives: (1) what is global education? (2) what does "globally aware" mean? (3) what does it mean to teach with a global perspective? and (4) what must teacher educators do to prepare themselves and their students for an increasingly more complicated world order? After a foreword by Leonard Kaplan and introduction by Jean L. Easterly, specific ways to enhance the global awareness of teacher educators in both higher education and public and private K-12 schools are suggested in the following reports: (1) "'Going Global,' One Teacher Education at a Time" (Trudi A. Osnes-Taylor); (2) "The Many Values of International Teaching and Study Experiences for Teacher Education Majors" (James M. Mahan and Laura L. Stachowski); (3) "New Mexico/New Zealand Faculty Exchanges To Enhance International Awareness" (Elaine Jarchow); (4) "Egypt, Metaphors, and Alternative Perspectives" (Linda G. Lambert and Morgan Dale Lambert); (5) "Preparation of Inservice Teachers for an International Study Experience: A Case Study" (Patricia Betts Roach); (6) "Study of World History in a Multiethnic Classroom" (Diane Sudbury); and (7) "Implementation of Global Education in the Classroom: A Comparison of Swedish and American Educators" (Audrey E. Wright). The concluding essay is "A Look Across the Reports to a Global Horizon: Concluding Comments" (Brad West). Appendices provide excerpts from a global education questionnaire (Sweden) and a listing of selected international education organizations and contacts. (LL)

This book identifies a method of moral thinking and moral decision making that is compatible with the methods of rigorous disciplinary scholarship. It demonstrates how a comprehensive program of values education may integrate effectively major components of learning in a manner that serves the purposes of human development. The book contributes to faculty understanding of the importance and feasibility of values education and promotes renewed faculty commitment to the aims of values education. A rational, dialectical model of values education based on the contention that the methods and findings of disciplinary and interdisciplinary scholarship are indispensable for critical investigation of values related issues and for responsible moral judgment is recommended. A process of education in values that stresses the indispensability of freedom in human learning, as contrasted to an approach based on psychological conditioning or indoctrination is proposed. Chapter 1 considers some recent evaluations of values education in U.S. schools and colleges. Chapter 2 presents a summary of a concept of moral education without indoctrination. Chapters 3, 4, and 5 are devoted to the examination of several well known theories of values related education. Chapter 6 defines the concept of values and surveys the development of the philosophy of value. Chapter 7 emphasizes the indispensability of knowledge of consequences in any moral evaluation of action. Chapter 8 propounds a model of values related education centered on nurturing the capacity for moral thinking and judgment. Chapter 9 reviews works on moral philosophy. Chapters 10 and 11 examine the idea of virtue in the mainline philosophical tradition. Chapter 12 discusses the theory of faith development. (DK)

The following papers and workshop presentations are included in these proceedings: "Grandparents and Grandchild" (Goezinne-Zijlmans, Hirsch); "Call for an Open Discussion among the Professional Educators" (Klercq); "Energetic But Marginal--Paradox and Promise" (ter Steege); "Integration of Older People within the System of Adult Education" (de Vries); "Education as a Life-time Task" (Hinnekint); "Learning by Entertainment" (Verbunt); "Educational, Professional, and Voluntary Activity" (Geissler); "Older Women and Education" (McGivney, Walker); "Education and Leisure" (Knopf); "Lifeskills and Health Promotion with Older People" (Chiva); "Life-Course, Developmental Tasks, and Education" (Eirmbter-Stolbrink);"Learning, Developing and Ageing in Late Modernity" (Jarvis);"Life-Course, Education as Orientation to Society" (van der Veen); "Why Do We Need a New Form of Education for Older Adults?" (Bogard); "Why We Need Education for Older Adults? Some Considerations" (Glendenning); "Look for the Treasure of Your Life" (Puype); and "Ideas on EEN [European Education Network] as a Network" (Venth). Other contents are as follows: a foreword, discussions of scenarios proposed in selected papers, small-group discussions, roundtable discussion, symposium summary and evaluation, list of new plans and contacts resulting from the symposium, and a list of participants' names and addresses. (MN)

This book addresses the issue of quality in vocational education in the United Kingdom. Part 1 explores the concept of quality in relation to vocational education and discusses the managerial and industrial perspectives on quality. Included in Part 2, which examines quality in the context of students as clients, are the following articles: "Delivering Quality in Student Learning" (Barnett); "Delivering Core Skills 16-19: Implications for Quality" (Muir); and "Quality in Higher Education: The Independent Study Experience" (Hinds). Part 3 presents the perspective of employer as client in the following articles: "Promoting Quality and Economic Development: the Role of Training and Enterprise Councils (TECs)" (Bax); "Delivering Medical Laboratory Sciences: A Case Study in Consultancy" (Barry); and "Go Ahead Northern: A Case Study in Enterprise" (Hind). Presented in Part 4 are the following papers on the product control and institutional perspectives on quality: "The Theory and Practice of Course Evaluation: An Analysis of the System Introduced at Suffolk College" (Norris); "Quality Control in Distance Learning" (Guri); "The Contribution of Further Education Colleges to Delivering National Vocational Qualifications (NVQs)" (Stanton); "NVQs: Delivering Quality with a Flexible Modular Approach" (Aitken, Lilley, Wardman-Browne); and "Quality Control and the Management of Institutions" (Yorke). Part 5 discusses ways of delivering quality in vocational education. Several articles include substantial bibliographies. (MN)

This report presents the results and activity ideas created by a peace and international education project. The project implemented and evaluated activities suitable for primary school pupils over a three-year period. The goals, contents, and methods presented are those of peace and environmental education. The teaching suggestions, methods, and activity ideas are based on knowledge and research results in developmental and sociopsychological studies and on moral education. The report discusses the meaning, functions, and impact of peace and international education. Peace and environmental education are discussed from the following perspectives: integration, general pedagogical principles, implementation possibilities, and new learning theories and practices. The report tries to answer the question of how to create the values, attitudes, and skills that make people act for peace and global survival. The document discusses structural violence and education for positive peace, human rights, experiential learning, cooperative learning, promoting moral growth, growth for tolerance, promoting empathy and altruism, and learning for cooperation and non-violence in the areas of peace and environmental education. Environmental responsibility is broken down into sensitivity to nature and environmental education, and environmental education as a part of formal education. The project found that teachers needed to have a positive attitude towards new ideas in order to create a new model of teaching. Problems of implementation can be alleviated somewhat by keeping all the staff and parents informed of all the new activities. Cooperative learning and learning games helped increase pupils' self-esteem, moral development, and critical thinking. (DK)

This report focuses on work force education and lifelong learning as a newly emerging strategy for meeting many challenges of education and work in the 21st century. Chapter 1 introduces the concept, reviews the sociopolitical background to the strategy, and presents the rationale for a new type of professional, Workforce Education and Lifelong Learning Specialists (WELLS). The concept of the WELL Action Research Center (ARC) is introduced as a means to provide a practicum setting for the education and training of WELLS and to develop research-validated knowledge. Chapter 2 develops the concept of a professional degree for educators and human resource professionals who wish to obtain advanced education and training as WELLS. It specifies the need for WELLS, indicates the growing opportunities for professional work as WELLS, and discusses the knowledge and skills that the WELLS curriculum should develop in three major domains: cognitive science foundations of education; educational arts and technology; and culture and human resources policies and practices. The chapter also discusses the role of college faculties in implementing the design for WELLS. Chapter 3 reviews the concept of "action research" and why it is an appropriate approach to both the training of WELLS and to the improvement of work force education and lifelong learning. This is followed by the current national scene in adult literacy research, a description of an ARC community to provide a context for the conduct of action research, and a tentative research agenda for the ARC. (YLB)

The proceedings consisted of 3 days of discussion, exploration, and debate concerning the future of art education in U.S. schools. Day 1 began with a welcome by Leiliani Lattin Duke, followed by John Brademas' keynote address on "The Arts and Their Teaching: Prospects and Problems." The general session address by Mr. A. Graham Down concerned "Art Education for a New Generation." On Day 2 there were two general session addresses: "Discipline-Based Art Education: Moving from Theory to Practice" by Stephen Mark Dobbs, and "The Politics of Art Education" by Stephen S. Kaagan. Bruce Newlin responded to the latter address. District panel summaries of 17 school districts and regional institutes that have implemented a "discipline-based" approach to teaching art also were presented."Meet the Expert" workshops were conducted and the topics included: strengthening preservice and inservice teacher education, curriculum development, multicultural aspects, student assessment, educational technology, how to identify DBAE curricula, and the role of art specialists, artists-in-schools, and museum educators in DBAE. Day 3 consisted of a general session on "Art Education and Society," by Luis A. Jimenez, Jr., Leon Whiteson, and Ronald Young, and a luncheon address by Joan Adams Mondale on "The Arts and the Three Rs: An Essential Partnership." Appendices listing the conference speakers, district panel presenters, and the advisory committee are included. (KM)

This volume focuses on the LIVE (Learning in Virtual Environments) project, a three-year project focusing on developing distance education and open and distance learning skills in teacher education. The pilot stage, reported in this volume, was conducted in the spring of 1997 at the Department of Teacher Education of the University of Helsinki (Finland). The purpose of this volume is to reflect on various questions raised by previous research and the experiences of teacher educators. Papers in this volume include: "The Poor Relation of the Education System? Aspects of Distance Education and Open and Distance Learning" (Seppo Tella); "The Planning of an Open Learning Environment and Didactic Media Choice in Teacher Education" (Janne Sariola); "Variations of Co-Operative Learning: An Analysis of Four Different Approaches" (Anne Vahapassi); "What the LIVE Project Tells Us about the Nature of the School" (Heikki Kynaslahti); "An Overview of Modern Information and Communication Technologies (MICT) in Teacher Education at the Helsinki University Department of Teacher Education" (Aarno Ronka); "Findings from the Pilot Stage of the LIVE Project" (Riikka Ristola & Aarno Ronka); "The LIVE Project: Learning in a Virtual School Program" (Tomi Nummi, Aarno Ronka, & Janne Sariola); and "The Technical Infrastructure of the LIVE Project" (Tomi Nummi). (Contains 114 references.) (AEF)

This document contains project abstracts for 29 adult basic and literacy education (ABLE) demonstration programs that were conducted in Pennsylvania in 1997-1998 through grants funded under Section 353 of the Adult Education Act. Each abstract includes the following: project name, number, purpose, impact, outcomes, conclusions/recommendations, project continuation and/or future implications, product(s); project director, and descriptors. Among the project topics are the following: school-to-work for adults; adult educators in the workplace; alternate high school diploma program; adult practitioner excellence; intercommunication support in adult education; building communities for learning; relative effectiveness of open entry/open exit classes and closed entry classes that require attendance; cooperative learning staff development; English-as-a-second-language institute; promising ABLE practices; from jail to job; Pennsylvania Action Research Network; Pennsylvania Adult Literacy Practitioner Inquiry Network; preparing adult educators for a "work first" instructional model necessitated by welfare reform; promoting student retention through student support groups; rural co-options for lifelong learning implementation; a special needs survey; statewide staff development regarding adults with learning differences; success stories from ABLE; technology in adult school-to-work; transmission of data through technology; comprehensive welfare-to-work model for adult literacy providers; and Pennsylvania's Adult Basic and Literacy Education Professional Development Newsletter. (MN)

These two documents deal with the relationship between Missouri's Show-Me Standards (the standards defining what all Missouri students should know upon graduation from high school) with the vocational competencies taught in secondary-level family and consumer science (FACS) education courses. The first document, which is a database documenting the common ground that has existed for years between the academic skills and vocational competencies in the area of FACS education, is in the form of a three-column table in which duty band and task statements in the following areas of FACS education are cross-referenced to academic knowledge (content) and performance (goal) statements: child care provider/assistant; child development, care, and guidance; clothing and textiles (intermediate and advanced); contemporary living; core employment skills; custom sewing; exploratory FACS; FACS; family/consumer resource management; family/individual health; family living and parenthood; fashion/fabric consultant; food service worker; housing, home furnishings, and equipment; industrial sewing; and nutrition and wellness. In the second document, the same FACS duty bands and task statements are cross-referenced to Missouri's Show-Me Standards knowledge and performance statements applicable to the following curriculum areas: mathematics; communication skills; science; social studies; health and physical education; and fine arts. (MN)