Education & Pedagogy

This paper describes a collaborative approach to using general education rubrics as an additional assessment strategy to American Association of Colleges for Teacher Education members who are revising and sustaining their institutional and teacher education assessment programs. Faculty members from a rural, comprehensive private college in Nebraska have developed and are using ten rubrics: writing; critical thinking; heritage studies; cultural perspectives; mathematics reasoning; communication; community and leadership; health and wellbeing; liberal learning; and natural sciences. The paper presents information on: ways to use rubrics; the process for rubric development; rubric development criteria; strategies to build faculty commitment; collaboration between general education and teacher education; basic skills competence; and content knowledge. The paper concludes that using general education rubrics to document teacher candidate accomplishments of basic skills and content knowledge is collaborative, efficient, and effective, noting that the process of gathering assessment data, completing data analysis, and using findings to improve programs is both intensive and extensive. The rubrics are attached. (SM)

This proceedings contains papers from the 2002 Society for Information Technology & Teacher Education (SITE) conference. Papers are organized in the following sections: (1) Invited Papers and Invited Panels; (2) Concepts & Procedures; (3) Corporate & Distance Education; (4) Diversity/Equity; (5) Educational Computing Course; (6) Educational Leadership; (7) Electronic Portfolios; (8) Faculty Development; (9) Fine Arts; (10) Graduate and Inservice Education; (11) Instructional Design; (12) International; (13) Mathematics; (14) New Media; (15) Partnerships across Organizations; (16) Preservice Teacher Education; (17) PT3 (Preparing Tomorrow's Teachers To Use Technology) Papers; (18) Reading, Language Arts, and Literacy; (19) Research; (20) Science; (21) Simulations; (22) Social Studies; (23) Special Needs; (24) Technology Diffusion; (25) Telecommunications: Graduate and Inservice & Faculty Use; (26) Telecommunications: Preservice, Inservice, Graduate, and Faculty; (27) Telecommunications: Systems and Services; (28) Theory; (29) Video Cases; and (26) Young Child. In addition to long and short papers, many brief summaries of conference presentations are also included. (MES)

Designed for parents, this brochure uses a car-trip analogy to describe special education services for students with disabilities. It addresses: (1) child find; (2) initial evaluation and eligibility determination; (3) categories of students who receive special education services and related services; (4) creating a home file to organize materials; (5) parent participation in multidisciplinary evaluation team meetings and recommended behaviors; (6) the purpose and the development of an Individualized Education Program (IEP); (7) initial student placement; (8) requirement that the student be placed in the least restrictive environment to receive appropriate services; (9) review and revision of the IEP; (10) revaluation and determination of eligibility; (11) procedural safeguards and parental notice of rights; (12) exiting the special education highway; (13) mediation and due process hearing when parties disagree; and (14) tips for dealing with hitting a "traffic jam" along the special education route. The brochure closes with a list of special education resource contacts in Arizona. (CR)

This report describes how tertiary education contributed to building up a country's capacity for participation in an increasingly knowledge-based world economy and investigates policy options for tertiary education. The report draws on ongoing World Bank research and analysis on the dynamics of knowledge economies and on science and technology development. It explores how countries can adapt and shape their tertiary education systems to confront challenges, and it examines the justification for continuing public support of tertiary education and the role of the state in knowledge-driven economic growth. Following an overview and summary of main findings, the chapters are: (1) "The Changing Global Environment"; (2) "Contribution of Tertiary Education to Economic and Social Development"; (3) "Confronting the Old Challenges: The Continuing Crisis of Tertiary Education in Developing and Transition Countries"; (4) "The Changing Nexus: Tertiary Education Institutions, the Marketplace, and the State"; and (5) "World Bank Support for Tertiary Education." Eleven appendixes contain detailed discussions of individual issues. (Contains 6 boxes, 8 figures, 20 tables, and 137 references.) (SLD)

This collection of papers examines issues related to the preparation of teachers to effectively educate all children, regardless of differences. After "Introduction" (Sabrina Hope King and Louis A. Castenell, Jr.), the six papers include: (1) "The Criticality of Racism in Education at the Dawn of the New Millennium" (Beverly M. Gordon); (2) "Untold Stories: Implications for Understanding Minority Preservice Teachers' Experiences" (Rosebud Elijah); (3) "Historical White Resistance to Equity in Public Education: A Challenge to White Teacher Educators" (Beatrice S. Fennimore); (4) "Professional Development: An Important Partner in Antiracist Teacher Education" (Beverly Daniel Tatum); (5) "Seven Principles Underlying Socially Just and Ethically Inclusive Teacher Preparation" (Michael O'Loughlin); and (6) "Seeing With Different Eyes: Reexamining Teachers' Expectations Through Racial Lenses" (A. Lin Goodwin). The final paper is a conclusion: "Tenets to Guide Antiracist Teacher Education Practice" (Sabrina Hope King and Louis A. Castenell, Jr.). (Papers contain references.) (SM)

This book provides a comprehensive introduction to bilingualism and bilingual education. In a compact and clear style, bilingualism is discussed at individual, group, and national levels. The 20 chapters cover essential issues and controversies about language minorities and bilingual education. These include the following: defining who is bilingual; testing language abilities and language use; languages in communities and minority groups; endangered languages; language planning. Loss and revival; the development of bilingualism in infancy and childhood; bilingualism in the family; second language acquisition, aptitude, and motivation; age and language learning; bilingualism and intelligence; bilingualism and the brain; theories of bilingualism; bilingual thinking skills; the history of bilingualism in the United States; types and evaluations of bilingual education; minority language literacy and biliteracy; language minority underachievement; bilingual special education; the assessment of bilingual language minority children; deaf bilinguals; bilingual classrooms; the politics of bilingual education in the United States; assimilation; pluralism; anti-racism; and bilingualism and the Internet. (Contains 920 references.) (KFT)

UNESP--Sao Paulo State University--is a successful experiment at the Multicampus University in Brazil, maintaining intense and diversified education activities in the most developed state of the Federation, the Sao Paulo State. The multicampus structure that consists of 15 university campuses and two advanced ones, distributed throughout the State of Sao Paulo, has permitted UNESP to realize an experiment in the decentralization of high-quality public education. In the area of engineering education, this university has three Engineering Colleges located at the cities Guaratingueta, Bauru, and Ilha Solteira. The three Electrical Departments at the campuses have been in a permanent process of transformation, constantly improving engineering education. These departments started in March 1997 as a cooperative project for electrical engineering education improvement at UNESP. This paper describes the project, "The Development of Multimedia Tools for the Engineering Education and Diffusion," which was developed through a partnership between the three Electrical Engineering Departments of the UNESP. Six figures of multimedia tools are included. (Author/ASK)

This paper seeks to bridge visual arts education and educational policy decisions to improve student learning in the visual arts. Moving this agenda forward will require the National Art Education Association's (NAEA) Board of Directors and its constituency groups to commit to (1) use the organization's resources and intellectual capital to inform arts education practices and policy decisions, and (2) work within and beyond the NAEA infrastructure to improve student learning. Implementation of the agenda will require the alignment of NAEA initiatives and programmatic activities with educational needs. The NAEA resources mentioned in the paper have been used in many school districts to improve student learning in the visual arts. The paper cites resources developed by other education stakeholders that share common goals with NAEA. It is designed to assist legislators, departments of education, school boards, superintendents, principals, parents, the business community, and education organizations in the development and administration of policy decisions designed to improve student learning. It discusses curriculum, instruction, and assessment, professional development, and teacher preparation standards. (Contains 18 references.) (BT)

This booklet presents information to international visitors on higher education in the United States. Section 1, "Introduction to U.S. Higher Education, Its Governance, Administration, and Accreditation," discusses: federal government and state roles; types of institutions of higher education; administrative structure; and accreditation, quality, and standards. Section 2, "Admissions, Faculty, Students, and Instruction," focuses on: academic entrance exams, admission of foreign students, transfer students, and graduate admissions; faculty qualifications, tenure, and evaluation; foreign students attending U.S. colleges and universities; and the academic year, credit system, types of courses and methods of instruction, student evaluation, and diplomas and degrees. Section 3,"Financing Higher Education," discusses: institutional income and expenditures; costs of higher education to students and their families; and financing foreign students. Section 4, "Major Issues in U.S. Higher Education," highlights: costs and funding; quality and assessment; affirmative action and access for minority students; governance; information technology and education policy; accountability; and internationalization. Section 5 features "Organizations and U.S. Government Agencies Involved in International Higher Education." (SM)

This report presents research findings about the intellectual, political, and organizational processes that have shaped government and donor policies and projects concerned with promoting the education of women and girls in Malawi, Tanzania, and Zimbabwe. The study seeks to assess the extent to which gender interventions in education have been donor driven. The growing concern about large and persistent gender inequalities in education has led to the development of a number of initiatives on the part of multilateral and bilateral aid agencies aimed at encouraging the participation of women and girls in education. Despite this concern, efforts to reduce gender inequalities on the part of both governments and donor agencies have been uneven and policy interventions have evolved in a piecemeal fashion. In order to explore the reasons for the limited progress that has been made in improving girls' education in most developing countries, this study focuses on policy formulation and implementation with respect to girls' education in the three low income African countries. (Contains approximately 180 references.) (BT)

This document reports on a conference that was convened by Educational Equity Concepts, Inc. and the New York Academy of Sciences. Disciplines that were represented included child development, special education, early childhood education, sociology, psychology, physics, mathematics, assessment, teacher education, parent involvement, economics, and demographics. Chapters include: (1) "Developmentally Appropriate Ways to Expand Young Children's Understanding of the World"; (2) "Helping All Children Develop a Broad Range of Skills That Will Prepare Them for Later Competency in Science, Math, and Technology"; (3) "Using Assessment to Learn about Children's Science Learning"; (4) "Implications for Teacher Education"; (5) "Involvement of Parents and Family"; (6) "Today's Kindergarten, Tomorrow's Workplace"; and (7) "Issues for Further Exploration." A list of participants is also included. (YDS)

This report contains data on state funding for higher education for the 1997-1998 school year. State funding for higher education continued to grow in FY98 for the fifth straight year, increasing 6%, or $2.8 billion, over the prior fiscal year. The amount of support for higher education exceeded $49 billion, and the 1-year and 2-year percentage gains were the largest since 1990 and were nearly enough to make up for the recession of the early 1990s. Only four states (Alaska, Hawaii, New Mexico, and Tennessee) reduced their general funding appropriations for higher education from the previous year, and their cuts were rather small. Appropriations grew in every other states except Wyoming, where state funding remained flat. Although higher education fared well financially during this fiscal year, there continued to be a fundamental anxiety about higher education, resulting in a number of proposed or enacted restrictions and accountability measures for higher education. The report contains a discussion of higher education appropriates and national trends, followed by national tables and some comparative measures. A third section discusses state-by-state appropriations. (Contains 3 figures, 15 tables, and 17 references.) (SLD)

This document is a partial listing of studies on postsecondary education that have been completed or are under way in the member states of the Southern Regional Education Board (SREB). Higher education agencies or coordinating boards in the states supplied the information, which may help other states that are conducting or considering similar research. The name of the study commission of agency is included in parentheses, as is the data the study was completed or is scheduled to be completed. Study titles are grouped into these categories: (1) academic programs; (2) access; (3) admissions, retention, and graduation; (4) articulation and student transfer; (5) enrollment; (6) facilities and equipment; (7) finance, budget, and expenditures; (8) goals and accountability; (9) higher education and business/economy; (10) master plans and statewide reports; (11) personnel, salaries, and compensation; (12) preparation for college and school/college partnerships; (13) remediation and developmental studies; (14) statistical reports and fact books; (15) student financial aid; (16) teacher education and preparation; (17) technology and distance learning; (18) tuition and fees; and (19) vocational/technical and adult education. A list of higher education agencies is included. (SLD)

This article explains from the viewpoint of a faculty member how the College of Education at the University of South Florida has undergone reform. The book, "Changing the Practice of Teacher Education" (Mary Diez), is used as a theoretical framework in describing that process of reform. The article describes current external pressures for change that include teacher education trends and accrediting organizations. The focus is, however, internal influences within the College of Education at the University of South Florida, specifically the activities of one large core group, the Project PASS (Performance Assessment System for Students) team. The Project PASS team was funded by a grant from the Florida Department of Education. The author is a member of the Project PASS team and a faculty member in the College of Education at the University of South Florida. Conclusions are based on personal observation and the theoretical framework for change in teacher preparation programs provided by Mary Diez. An appendix contains a timeline of events for reform at the College of Education. (Author/SM)

This book explores the reality of access to higher education for working class and ethnic minority adults through the reflections of 32 people in the United Kingdom on what held them back from higher education and what eventually motivated them to aim for university. Chapter 1 is "About the Research" and "Profiles of the Participants." The chapters of part 1, "Talking about Education," are: (2) "Schooldays: Stories of Frustration"; (3) "Post-School Prospects: Frustrated Progress"; (4) "Getting into Higher Education"; (5) "The First Year: Juggling Time and Money"; (6) "The First Year: Learning the Rules"; and (7) "The First Year: Learning from Experience." Part 2, "Paradoxes in Widening Participation," contains: (8) "The Uneven Playing Field in Education"; (9) "Exclusionary Practices in Higher Education"; (10) "Resolving Some Paradoxes"; (11) "Some Lessons from Practice"; and (12) "Postscript: Discussion with Salma." (Contains 128 references.) (SLD)