Education & Pedagogy

This booklet provides concise information about the schools, colleges and universities, and other educational programs and activities of the Bureau of Indian Affairs (BIA), Office of Indian Education Programs (OIEP). The booklet opens with a brief description of OIEP functions, legislative background, mission statement, long-range goals, and a list of Goals 2000 panel members. Statistics on students and schools show that in 1997 the BIA served over 50,373 K-12 students in 185 (108 tribally controlled) schools on 63 reservations in 23 states. The BIA also funded 25 tribally controlled community colleges and operated 2 postsecondary institutions. The 24 education line officers are listed with their agency/area offices and schools served. In addition to the regular K-12 curriculum, the Division of Education administers school reform teams, disadvantaged, bilingual, and gifted and talented programs, as well as professional development and Safe and Drug Free Schools, homeless, and Title I and Title IX programs. Participating schools and the number of students served by each program are given. A chart gives state-by-state distribution of Indian education formula grant projects with contact information for fiscal year 1997. The purpose of the Special Projects team is given along with a description and statistics for its various programs: exceptional education, family and child education, school to work, Johnson-O'Malley, higher education grants, special higher education grants, adult education, summer law program, and tribally controlled colleges and universities. Responsibilities and accomplishments of the Division of Planning, Oversight, and Evaluation are described. Participants in recognition programs are listed, and staff development programs are briefly described. Concluding sections present administrative and information services and other activities, memoranda of agreement, and contact information. (SAS)

Has the revolution in British education over the past 15 years brought about greater educational freedom? Have parents gained freedom of choice under the neo-market system? Or has state influence over curriculum and instruction increased so much that choice and diversity have become a chimera? This collection of colloquium papers tries to answer these questions. Part I, "The Case for Freeing Schools," contains five papers: "Role of the State in Education" (Richard Pring); "Diversity, Choice and Excellence: Beyond the Comprehensive School" (David H. Hargreaves); "Choice as a Vehicle for Revitalisation of America's Inner City Schools" (Robert Peterkin); "Financing Free Education" (Rudolf Mees); and "Educational Freedom Across Europe" (Fiona Carnie). Part II, "How To Build More Diversity and Real Choice in Education," has five papers: "Third Sector Alliance: Schools That Want To Join the State System" (Colin Hodges); "'Opting in' under the 1993 Education Act: A Case Study of Oak Hill School, Bristol" (Ruth Deakin); "Steiner Schools in Ireland - A Case Study of Opting in" (Paddy McEvoy); "Muslim Schools in England and Wales" (Ibrahim Hewitt), and "Denationalising the Curriculum: From Bureaucratic Monolith to Safety Net" (James Tooley). Part III, "Education for Environmental Sustainability," contains two papers: "Education for Sustainability" (Crispin Tickell) and "Education in Partnership with Nature" (Andreas Suchantke). (Contains six appendices; each paper contains references.) (MLH)

This volume seeks to address the problem of how the vast landscape of information relative to the knowledge base for beginning teachers can be included in teacher education programs. Results are reported of several projects sponsored by the EXXON Education Foundation and carried out by members of the American Association of Colleges for Teacher Education. These projects attempted to redesign and revise teacher education programs based on the up-to-date and current knowledge base. Nine chapters are included: "Reconceptualizing the Knowledge Base for Teacher Education" (Henrietta L. Barnes); "The KBBT [Knowledge Base for Beginning Teachers] and the Preparation of Teachers for Contemporary American Society: An Unmatched Set?" (Marleen C. Pugach and Brenda H. Leake); "Identifying a Knowledge Base for Teaching Multicultural, Multilingual Students: An International Study" (Leonard C. Beckum, And Others); "Alternative Conceptions of Academic Knowledge for Prospective Elementary Teachers" (Frank B. Murray); "Institutional Considerations in Initiating Change in Teacher Education" (Henrietta L. Barnes); "Case One: A Collaborative Structure for Institutional Change in Teacher Education" (Suzanne H. Pasch, Marleen C. Pugach, and Richard G. Fox); "Case Two: The Role of an External Consultant in Fostering Faculty Development" (Joyce Putnam); "Case Three: Change Through Comprehensive Deliberation in a Large Multipurpose Institution" (Henrietta L. Barnes); "Case Four: Building on Faculty Commitment in a Small, Liberal Arts College" (Shirley Richner). (IAH)

This book presents a selection of readings that address multiculturalism and school restructuring as a reference for schools working to enrich their school-improvement agendas. The readings treat many areas within curriculum and student achievement. The 13 chapters are as follows: (1) "The Next Millennium: A Multicultural Imperative for Education" (C. F. Diaz); (2) "Multicultural Education: Nature, Challenges, and Opportunities" (J. A. Banks); (3) "Effective Teaching Practices for Multicultural Classrooms" (G. Gay); (4) "Institutional Climate: Developing an Effective Multicultural School Community" (V. O. Pang); (5) "Learning Styles: Implications for Teachers" (K. Swisher); (6) "Rethinking the Role of Gender and Achievement in Schooling" (J. Bernard-Powers); (7) "Evaluation Practices for the Multicultural Classroom" (R. J. Samuda and J. Lewis); (8) "We Speak in Many Tongues: Language Diversity and Multicultural Education" (S. Nieto); (9) "Reducing Prejudice in Society: The Role of Schools" (G. S. Pate); (10) "Involving Special Educators in Challenging Injustice in Education" (C. E. Sleeter and C. Hartney); (11) "Educating for Human Rights: A Curricular Blueprint" (R. L. Garcia); (12) "Institutionalizing Multicultural Education in Teacher Education Programs" (N. F. Daly and D. J. O'Dowd); and (13) "Resistance to Multicultural Education: Concerns and Responses" (C. F. Diaz). An Afterword entitled "The Leadership Challenge in Multicultural Education" (C. A. M. Banks) concludes the volume. An annotated bibliography of 18 items and information on the 16 contributors are also provided. (JB)

In Bihar, India, the number of illiterate people has increased during the last 5 decades despite the rise in the percentage of literacy. Reasons are lack of encouragement by the upper classes for education of the masses, lack of unity among lower classes to demand education as a matter of right, and a low base of development. The Mass Literacy Campaign carried out during 1938-47 is one of the most successful mass programs ever undertaken in the history of Indian adult education. It stands as an example of a social welfare program undertaken with the full cooperation and collaboration of governmental and nongovernmental agencies. Because the campaign created a group of well-educated and committed officials and a receptive atmosphere, the social education program of the 1950s could be implemented effectively. In the absence of a dynamic leader committed to adult education during the 1950s and 1960s and with the retirement of the well-oriented, dedicated body of officials created during the Mass Literacy Campaign, the progress of social education began to slow down. With the outbreak of wars and the subsequent economic crisis in the 1960s, the newly created adult education institutions were dismantled. When the centrally sponsored Farmers Functional Literacy Program was introduced in Bihar in the late 1960s, it failed miserably. Post-1978 developments in adult education promise a brighter future, since a number of adult education institutions have been established and liberal financial allocations made. (Appendixes include 13 tables, chapter references and notes, and a 36-item bibliography.) (YLB)

This report contains a selection of contributed papers and presentations from a conference attended by 270 educators and media workers committed to formulate a vision for media education in South Africa. Pointing out that media education has been variously described in South Africa as visual literacy, mass media studies, teleliteracy, and film studies, or as dealing with educational technology or educational media, the introduction cites a definition of media education as an exploration of contemporary culture alongside more traditional literary texts. It is noted that this definition raises issues for education as a whole, for traditional language study, for media, for communication, and for understanding the world. The 37 selected papers in this collection are presented in seven categories: (1) Why Media Education? (keynote paper by Bob Ferguson); (2) Matters Educational (10 papers on media education and visual literacy); (3) Working Out How Media Works (4 papers on film studies, film technology, and theory); (4) Creating New Possibilities for Media Awareness (9 papers on film and television and 4 on print media); (5) Training and Empowering (2 papers focusing on teachers and 4 focusing on training producers); (6) Media Developing Media Awareness (2 papers); and (7) Afterthoughts (1 paper). Appendices include the Unesco Declaration on Media Education (1982), Recommendations from the Toulouse Colloquy on New Directions in Media Education (1990), and Resolutions and Conclusions of the First National Media Education Conference (Durban, 1990). Most of the papers provide their own bibliographies. (DB)

Adopted in November 1988, the Long-Range Plan for Technology of the Texas State Board of Education plots the course for meeting educational needs through the application of technology and for implementing concomitant changes in education from 1988 to the year 2000. The plan recognizes that both educational technology and the practice of education are changing and reflects the belief that advances in technology applied to the practice of education can be an effective means of achieving a vision of education that would otherwise be unattainable. The vision of education is one in which: no student is denied course work necessary for employment or higher education; teachers have both the responsibilities and resources to guide the instruction of their students; performance determines advancement; performance and economic status are unrelated; and adults continually enhance their job and life skills. Four priorities established in the original plan are still valid today: classroom instruction; instructional management; distance education; and telecommunications. It is noted that state legislation has provided the statutory authority and the appropriations necessary to take the initial steps for changing the face of education in Texas. This report contains updated information intended to: (1) illustrate the environmental conditions that influenced the creation of the plan and which will influence continued progress toward its stated goals; (2) provide a brief description of the progress made toward the implementation of the plan; and (3) outline requests to the Seventy-Second Legislature which will enable further progress toward achieving the goals of the plan. (25 references) (DB)

This publication reports on an African regional workshop in Nigeria on training science, technology, and mathematics teachers (STME). The workshop focused specifically on trends in recruitment and evaluation of academic and professional STME teaching staff in colleges of education and on initial training and inservice training for STME teaching staff in colleges of education. After a background summary and introduction to the workshop, the report includes outlines of texts of nine papers: (1) "Trainers of Trainers in STM: Framework for Discussion" (S. T. Bajah); (2) "Training Needs for STM Tutors" (Bryan Wilson); (3) "Do We Practice What We Preach? or Should We Change Our Practice or Our Sermon?" (Mike Savage); (4) "Interactive Teaching in Primary Science" (R. A. Hodzi); (5)"Science and Technology Education and Society: Bridging the Gap" (J. A. Anamuah-Mensah); (6) "Video and Teacher Education: Primary School Science Video Teacher Education in Malawi" (Harold F. Gonthi); (7) "Participating in Science Education Research" (Gilbert O. M. Onwu); (8) "Science Camps for Children: A Model for Curriculum Renewal and Change" (Shaaban S. Mohammed); and (9) "Project 2000+: Declaration." Appendices include a workshop program, the chairman's opening address, a goodwill message, a list of participants, and workshop evaluation results. (Some papers contain references.) (ND)

This executive summary presents highlights drawn from the data compiled in "The African American Education Data Book, Volume I: Higher and Adult Education," the first broad national survey of the educational status, performance, progress, and financial support of African Americans in higher education and adult education. The report concludes that tremendous barriers to African American achievement remain and that many social challenges will have to be overcome before educational equality is achieved. The report notes that there are significant differences in the rates at which African American men and women enter, persist, and complete higher education degrees, and that as a result of these disparities, African Americans are less likely to fill work force positions that require college degrees. Other factors mentioned are low family incomes, which restrict entry to the full range of colleges and universities; the inadequate results of efforts to reduce attrition rates; the failure of research universities to attract representative numbers of African Americans; the persistence of test-score differences throughout undergraduate school; and choices of major fields of study (which typically limit the opportunities of African Americans to become college-level teachers and faculty). Lower participation by African Americans in adult education programs, especially career- and job-related programs, is also reported. The report text discusses these findings and illustrates some of the data in 18 charts. (CH)

This book addresses experientially and theoretically the nature of contemporary urban education, in terms of teaching and in the contexts of U.S. culture and teacher education. Much of it is derived from classroom experience as an inner-city classroom teacher. Chapter 1, "Connecting Inner Cities and Urban Schools: Racism's 'Slippery Slope,'" introduces the inner-city school as an institution and explores the aggregation of minorities in cities. Chapter 2, "When and Where They Enter: Going to School in Urban America," discusses the conditions and forces that distinguish the urban school and introduces approaches to curricula and pedagogical styles suitable for the urban school. Chapter 3, "Teaching in an Urban School: A Personal Narrative," explores one teacher's experiences in a predominantly African American middle school in Los Angeles (California) and shows the assumptions and practices discussed earlier in a real setting. In chapter 4, "Multicultural Education: Maintaining the Borders in Inner-City Schools," current reforms in education are analyzed as they apply to urban schools. Chapter 5, "A Vested Interest in Failure: Teacher Preparation and Inner-City Schools," moves to a discussion of formal teacher education and its attention to the minority student. Chapter 6, "The Search for New Connections," then presents an examination of the links that should exist between teacher education, multicultural education, and urban schools. (Contains 200 references.) (SLD)

Federal law requiring the least restrictive environment (LRE) for disabled students has resulted in the mainstreaming of disabled students and more recently, in the practice of inclusion. Although LRE has increased the number of disabled students in the general education classroom, the dual system of general and special education continues to exist. The Regular Education Initiative calls for regular and special education professionals to work together to assess the educational needs of students with learning problems and to cooperatively develop educational strategies for meeting those needs. Although a research review indicates that teachers support inclusion and express a willingness to teach disabled students in regular classroom settings, little has been done to prepare teachers for implementing a unified educational system. This paper suggests that teacher education programs should provide intensive training and experience to develop the necessary skills for regular and special education teachers to be effective collaborators in planning, teaching, and evaluating instruction. Priority should be given to developing and implementing noncategorical programs that merge the training of general, special, and related services personnel (speech language pathologists, physical therapists, psychologists) so that they share common course work and practicum experiences. In addition, inservice for local school personnel, community members, and students must focus on developing and practicing collaborative planning, teaching, and evaluation skills with the goal of effective education for all children. This paper also reports on a survey of 49 colleges and universities that indicates that preservice teacher education programs are not addressing the need for a unified educational system. (LP)

This report documents some of the findings from a consultative interview process which marked the final stage of a New Zealand research program on families, work, and education. The consultations followed from, and were based in part on, the report "Striking a Balance: Families, Work, and Early Childhood Education." The focus of this short, follow-up report is on topics concerned with early childhood education and parents in paid work. The report incorporates information provided by 16 key early childhood, community, and policy groups. Issues addressed in the consultations included: (1) benefits and problems of work-based early childhood education; (2) benefits and difficulties of maximizing parents' work time by increasing the hours available for early childhood education services; (3) benefits and difficulties of multiple use of early childhood education services; (4) pros and cons for parents of having a range of early childhood education services available; (5) language maintenance (especially for Maori children); (6) access to early childhood education services in terms of fees and funding, transportation, and location; (7) extent to which services accommodate New Zealand families' changing patterns of paid work; and (8) links between early childhood education policies, parental leave, and other labor market and health policies. The report includes a summary of findings and an appendix containing the interview questions. Contains 15 references. (Author/EV)

National Art Education Association (NAEA) presently is involved in initiating and supporting research efforts to advance visual arts education at all instructional levels and in all educational contexts. This document presents eight research areas with lists of general questions that need to be addressed, suggested research methodologies, and 10 recommendations for research efforts toward the next century. The recommendations, which derive from issues and practices related to the need for and content of a visual arts education research agenda, include: (1) NAEA will adopt and develop this research agenda in more detail; (2) detailed demographics issues will be addressed; (3) concepts of content and practices of art instruction will be examined; (4) curricular issues will be addressed, including content, instructional philosophy and objectives, and teaching strategies, resources, and outcomes; (5) instruction issues will be examined, including classroom management, program support mechanisms, methodology, time allotments, and resources; (6) context issues will be addressed related to various settings and context in which art education occurs; (7) learning issues will address measurement of attitudes and values, learning strategies and impact by art instruction; (8) teacher education issues will address the structure of all phases of teacher education from undergraduate programs through post-baccalaureate education and alternative certification standards; and (9) technology, wherein NAEA will establish an electronic data base to collect information and support visual arts research that includes identification of past and present researchers, research issues, and methodologies. An accompanying document provides a six-step "Blueprint for Implementing a Visual Arts Education Research Agenda." (MM)

Focusing on the education situation in Sub Saharan Africa, this paper states that while education systems in the region are faced with tremendous problems, over-generalization should be avoided, because all the problems referred to are not equally serious, and they are more acute in some countries than in others. The analyses and comments in the paper relate to 47 countries in Sub Saharan Africa, covering almost all of the area concerned with the exception of South Africa. The paper is divided into 9 sections: (1) the evolution of overall enrollment figures over the past two decades; (2) enrollments at different levels; (3) the enrollment of girls; (4) teachers: number, training, and status; (5) higher education: costs, types of graduates, the brain drain, research; (6) the efficiency and evaluation of education systems; (7) the financing of education systems; (8) education and employment; and (9) external aid to education. When the overall data relating to the number of pupils enrolled in the region was examined, researchers noted the very rapid increase in pupil intake; in the 20 years from 1970 to 1990 the figure rose from 23.5 million pupils to 70.7 million. No other education system in the world has had to cope with such a growth. Education systems in the region vary considerably in size. Enrollment indicators vary from one country to another. If trends in some countries are not reversed, the majority of the populations of working age of the least educationally developed countries will be illiterate in a hundred years. (DK)

This volume contains 12 papers on teacher training in Poland. Many reflect a special collaborative relationship between the Departments of Education at universities in Gdansk and Linkoping. The papers are: "Teacher Training-Between Atomism and Holism" (Joanna Rutkowiak); "Following-Applying-Seeking Inspiration as Possible Varieties of Dialogue with the Pedagogy of Celestin Freinet" (Wanda Frankiewicz); "Teachers in Poland--Their Education, Professional Qualifications and Duties (to the Beginning of the 20th Century)" (Lech Mokrzecki); "The Training of Teachers in the Renascent Poland of the Pre-War Period" (Janina Siwoszko); "The Education and Betterment of Teachers in Executive Posts in Polish Education in the Post-War Period" (Janina Siwoszko, Jozef Zerko); "A Concept of the University Training of Teachers in Poland" (Jan Zebrowski); "The Training of Staff for the Needs of Extra-School Adult Education" (Barbara Z. Malecka and Jozef Zerko); "Teacher's Preparation and His Work with Gifted Students" (Jan Papiez); "Teachers Schooling for the Needs of Special Education for the Mentally Retarded" (Halina Borzyszkowska, Dorota Krzeminska); "The Changing Approaches towards Educating Teachers for Mentally Disabled Children in Poland after World War II" (Danuta Grzybowska, Romuald Grzybowski); "Integrated Education Model for the Chemistry Students of Gdansk University" (Elzbieta Kowalik); and "Preparation of Teachers to the Educational Application of Computers" (Grazyna Penkowska). Most papers contain references. (JB)