Education & Pedagogy

Reviews research on the role of context in learning how to teach physical education. Discusses how to develop strategies for learning teaching context, the integration of concepts into the teaching act, and ways to design teacher education programs that designate context and have deliberate strategies to prepare students for context. (SM)

Maintains that French educational policy towards art education is hampered by divergent agendas and competing educational directives. While the Ministry of Education supports "education for all," the Ministry of Culture promotes "education of a cultural elite." Discusses the philosophical and political conflicts that created this split. (MJP)

Dr. Clifford Knapp, professor of outdoor teacher education at Northern Illinois University, discusses the current status of environmental and outdoor education, useful information sources, dangers of new technologies to the environment, integration of environmental and outdoor education into mainstream curricula, and educational strategies to promote an environmental ethic and the survival of the natural world. (LP)

Juxtaposes narratives of five women academics in Canadian institutions of education against the literature on continuity, change, and critique in teacher education, highlighting the recruitment stage of a university career. Contends that a better understanding of such trends in education requires approaching them through narratives of involved individuals. (Author/SM)

Reports a study of how instructors in methods classes in mathematics, science, and technology addressed issues of gender equity. A national survey of teacher educators examined their attitudes toward, participation in, and satisfaction with their teaching about gender equity. Results indicated that the teacher educators were interested but uninformed. (SM)

Describes a multicultural social reconstructionist approach to teaching in a social studies methods course. Discusses multicultural education's place within teacher education, the background and goals of the course, and participants' reflections on what they learned and the value of teaching for justice and equality. (SM)

Nancy Birdsall's argument for cost recovery in university education is misleading. It is hard to allocate money only to research, since a university's research and teaching functions are interconnected. Increased resources for higher education would come from a government's education budget at the expense of primary education. In a typical developing country with low-quality schooling, such a decision would be inequitable. (MLH)

Discusses problems with reallocating public resources for education in developing countries from higher to lower education levels. There is a case for maintaining and even increasing higher education spending, as long as public funds can be directed to research and other "public good" functions. The true social rate of return to certain higher education components is probably high. (25 references) (MLH)

Provides a series of essays written for "The Academic Workplace," the newsletter of the New England Resource Center for Higher Education, since 1990. The backdrop for the essays is the increasing inequality in higher education caused by changes in the political economy of higher education, especially in New England. Altogether, the essays present a grim future for higher education. (GR)

Community service learning encourages human service-oriented teachers. The paper defines service learning and its status in education, provides examples from four teacher education programs, discusses why it is effective in developing human service-oriented teachers, and raises issues about challenges of implementing service learning within teacher education. (SM)

Emphasizes the value of broadening student teachers' understanding of family and community involvement in their students' education, reviewing recommendations for including family involvement in undergraduate teacher education, suggesting family and community involvement themes for foundation courses, and arguing the value of community-based learning in developing reflective family involvement practices. (SM)

An Editor's Note and three presentations are included: "Balancing Traditions and Contemporary Needs" (G. Eugene Martin); "The Historic Role of the Mississippi Valley Industrial Teacher Education Conference" (Rupert N. Evans); and "The National Association of Industrial and Technical Teacher Educators" (Scott D. Johnson, Rupert N. Evans, Jacob Stern). (SK)

Moderate expansion of higher education in the 1950s and deliberate expansion in the 1960s aimed at economic growth and reduction of inequality. The 1970s' pessimism about college education and its relationship to employment has given way to a variety of institutional strategies--structural, procedural, and conceptual--to make higher education more relevant. (MSE)

Examines American Indian perspectives about public education in the United States, discussing practices that still work to eradicate all traces of their resident cultures. Focuses on the politics of intercultural communication in the academy via a historical and contemporary analysis of American Indians as subjects, objects, and practitioners in the U.S. educational system. (SM)

Responds to an article by Goodlad that points out the "congenital malaise" in teacher education, discussing what is needed to effect a cure. Suggests that Goodlad neglected to mention that the undergraduate major in education is partially responsible for this malaise, and it has been a mistake to package professional coursework into an undergraduate major. Examines alternatives for teacher education. (SM)