Education & Pedagogy

A hearing was held to explore whether U. S. teachers' colleges are doing an adequate job. Opening statements by Representative Howard P. McKeon and Representative Dale Kildee set the stage for the testimony of these witnesses: (1) Lisa Graham Keegan, Chief Executive Officer, Education Leaders Council; (2) Kati Haycock, Director, The Education Trust; (3) Arthur E. Wise, President, National Council for Accreditation of Teacher Education; (4) Louanne Kennedy, Provost and Vice President for Academic Affairs, California State University, Northridge; (5) Jerry Robbins, Dean, College of Education, Eastern Michigan University; and (6) Joyce R. Coppin, Chief Executive, Divisions of Human Resources, New York City Department of Education. The testimony of the witnesses explored recent publicized failures of teacher college graduates on competency examinations and other issues related to the provisions of the Higher Education Act. Eleven appendixes contain the written statements of the witnesses and some supplemental materials placed in the record. (SLD)

This book contributes to the debate between proponents of multicultural education and those who favor a cultural literacy approach. The book demonstrates that educating for democratic citizenship in a multicultural society includes a fundamental respect for diversity. It bridges the widening gap between multicultural education and civic education; provides teaching strategies that educators can use to draw children creatively and productively into a way of life that protects and nurtures cultural pluralism and racial equality; explains the unity-diversity confusion that is found in popular media as well as in multicultural- and citizenship-education initiatives; and defines deliberative discussion and explores its promise as the centerpiece of democratic education in schools, both elementary and secondary. Following the preface and introduction, there are eight chapters: (1) "From Idiocy to Citizenship"; (2) "Democracy and Difference"; (3) "Toward Enlightened Political Engagement"; (4) "Promoting Justice: Two Views"; (5) "Can We Talk?"; (6) "Making Publics, Finding Problems, Imagining Solutions"; (7) "Learning to Lead Discussions"; and (8) "Access to a Non-Idiotic Education." Each chapter includes notes. Contains an extensive reference list. (BT)

This hearing presented testimony on ways to improve teacher training through quality postsecondary education. After opening statements from Howard P. McKeon, Chairman, and John F. Tierney, Representative, Subcommittee on 21st Century Competitiveness, Committee on Education and the Workforce, U.S. House of Representatives, there are statements by: Cornelia M. Ashby, Director of Education, Workforce and Income Security Issues, General Accounting Office, Washington, DC; Kurt M. Landgraf, President and Chief Executive Officer, Educational Testing Service, Princeton, NJ; Wendell Cave, Director of Testing, Research, and Internship, Education Professional Standards Board, Frankfort, Kentucky; Allen Mori, Dean of the Charter College of Education, California State University, Los Angeles, California; and Steven Brandick, Director, Career Ladder, Human Resources Division, Los Angeles Unified School District, Los Angeles, California. Eight appendixes present the written opening statements and statements as well as a letter from the American Psychological Association to Chairman Howard P. McKeon. (SM)

During the last quarter of the 20th century, a global surge of democracy has transformed international relations and inspired people in places throughout the world. The current and continuing wave of democracy in the governments of nation-states has brought about a correspondingly strong surge of education for democracy. This rising tide of international interest in education for democracy has stimulated fresh thinking about education for democracy in the United States. What is a good education for democracy? What are the essential elements of an education in schools that would prepare students to be good citizens of a democracy? This paper presents and explains seven essential elements of education for democracy in schools. The long and difficult road from totalitarian dictatorship to democracy and liberty reminds people that the transition from one political system to another, and the subsequent consolidation of it, is never easy and quick. Through a good education for democracy in schools, students learn that the future success of their government and civil society depends ultimately on citizens themselves. (Contains 12 references.) (BT)

The American Federation of Teachers believes that the best way to bring an adequate supply of well-trained teachers into the classroom is not by avoiding collegiate teacher education but rather by strengthening it (by bringing higher quality, greater resources, and more coherence to how teacher education screens and prepares teacher candidates). In 1998, the AFT created a task force of K-12 and higher education leaders to examine issues related to improving teacher education. It found that while some teacher education programs had taken significant steps to reshape curricula and raise standards, many were still beset by serious problems (e.g., difficulty recruiting the most able students and underinvestment by the university in teacher education). Recommendations include: require core liberal arts courses, institute higher entry criteria, institute a national entry test, require an academic major, develop core curricula in pedagogy, strengthen the clinical experience, institute a rigorous exit/licensure test, take a 5-year view, strengthen induction, and require high standards for alternative programs. (Contains 26 bibliographic references.) (SM)

The 2001-2002 school year state budget in California contained a provision requesting the state's Postsecondary Education Commission to conduct a study of the higher education needs of Superior California, the northern most inland region of the state. This report provides the context for the study of the region's higher education needs and provides information on the Superior California region. It identifies current barriers that exist in providing postsecondary education opportunities in the region and highlights options that could be implemented to expand education opportunities available in Superior California. The report also offers a series of policy recommendations for increasing the postsecondary education opportunities available to residents of Superior California. While it is not possible for the state to provide urban service levels in rural environments, and while the demands on state finances are considerable, the Commission believes that there are a number of initiatives that can be undertaken that will enhance postsecondary education service levels in Superior California. Recommendations center on the provision of an educational center, cooperative baccalaureates, and flexibility to allow residents to attend institutions in other areas. Six appendixes contain supplemental information. (SLD)

This document, the ninth edition of the Mini-Digest of Education Statistics, provides a pocket-sized compilation of statistical information about U.S. education from kindergarten through graduate school. The statistical highlights provide a quantitative description of the current U.S. education scene. Data are from many government sources, especially surveys carried out by the National Center for Education Statistics. Unless otherwise noted, data are extracted from the Digest of Education Statistics. Information is presented on: (1) enrollment in elementary, secondary, and higher education; (2) teachers, faculty, and staff; (3) educational outcomes; and (4) educational finance. Statistics show that education was the occupation of more than 77 million people in the United States in the fall of 2001. Included in this total were about 68.5 million students enrolled in U.S. schools and colleges. More than 4 million people were employed as elementary and secondary school teachers and as college faculty. Other professional, administrative, and support staff of educational institutions numbered 4.8 million. (Contains 1 figure and 38 tables.) (SLD)

The World Bank has been assisting the efforts of developing countries to reform secondary education systems for more than 35 years. During this period, the context and imperatives for education reform have changed considerably due to various factors such as globalization of the world economy and the impact of new technologies. This paper is one of a series which addresses a wide range of topics within secondary education that reflect current challenges. The paper, a country case study, describes the experiences of Poland in developing secondary education. The paper explores the complexity of Poland's secondary education and training systems and the correspondingly difficult choices that the government faces in reforming them. It is divided into the following sections: "Country Context"; "Development of Secondary Education and Training"; "Quality and Learning"; "Equity"; "Management and Institutional Development"; "Innovations"; "Bank Support to the Country"; and "Issues." Annexed are data giving the percentage share of students in secondary education for the countries of Eastern Europe and Central Asia. (BT)

The World Bank has been assisting the efforts of developing countries to reform secondary education systems for more than 35 years. During this period, the context and imperatives for education reform have changed considerably due to various factors such as globalization of the world economy and the impact of new technologies. This paper is one of a series which addresses a wide range of topics within secondary education that reflect current challenges. The paper, a country case study, discusses the experiences of Russia in developing secondary education. The paper explores the complexity of Russia's secondary education and training systems and the correspondingly difficult choices that the government faces in reforming them. The paper is divided into the following sections:"Country Context"; "Development of Secondary Education and Training"; "Quality and Learning"; "Equity"; "Management and Institutional Development"; "Innovations"; "Bank Support to the Country"; and "Issues." Annexed are data giving the percentage share of students in secondary education for the countries of Eastern Europe and Central Asia. (BT)

This bulletin answers questions concerning grading, graduation requirements, and awarding of diplomas to students with disabilities in Montana. Presented in a question-and-answer format, the guide is based upon letters from the Office of Special Education Programs and Office for Civil Rights concerning the interpretation of federal statutes. First, concerning grades, the guide addresses use of modified grades, exclusion of a student from grading in a general education class, collaboration of general and special education teachers in grading, and disclosure of the student's special education status. Second, concerning grades in class rankings and honor rolls, the guide considers inclusion of grades in special education classes in schoolwide standings and weighted grading systems. Third, concerning graduation, questions are answered about the placement committee, procedural safeguards, and eligibility for services until the age of 21. Fourth, concerning diplomas, questions address diploma eligibility and wording on diplomas received by a special education students. References to relevant legislation and regulations are included. Appended are sample diplomas and report cards for special education students. (DB)

This document, the eighth edition of the "Mini-Digest of Education Statistics," provides a pocket-sized compilation of statistical information about U.S. education from kindergarten through graduate school. The statistical highlights provide a quantitative description of the current U.S. education scene. Data are from many government sources, especially surveys carried out by the National Center for Education Statistics. Unless otherwise noted, data are extracted from the "Digest of Education Statistics." Information is presented on: (1) enrollment in elementary, secondary, and higher education; (2) teachers, faculty, and staff; (3) educational outcomes; and (4) educational finance. Statistics show that education was the occupation of more than 76 million people in the United States in the fall of 2000. Included in this total were about 68.0 million students enrolled in U.S. schools and colleges. About 4 million people were employed as elementary and secondary school teachers and college faculty. Other professional, administrative, and support staff of educational institutions numbered about 4.4 million. (Contains 1 figure and 41 tables.) (SLD)

This conference addressed pedagogical, social, and technological issues related to computers in education. The conference theme, "Learning Societies in the New Millennium: Creativity, Caring & Commitments," focused on creative learning, caring for diverse cultures and global issues, and committing oneself to a new way of learning/instruction via computer-mediated communication technologies. This proceedings contains full and short papers in the following topical areas: artificial intelligence in education; cognition and conceptual change; collaborative learning; computer-assisted language learning; creative learning; educational agent; evaluation of learning and systems; globalization vs. localization; humanities and learning technology; instructional design; intelligent tutoring system; interactive learning environments; knowledge construction and navigation; lifelong learning; methodologies; multimedia and hypermedia in education; networked social learning; policies, ethics, standards, and legal issues; special education; student modeling; system design and development; teaching and learning processes; telecommunication in education; virtual lab/classroom/school; virtual reality in education; and World Wide Web-based learning. (MES)

The major aspects of the Russian educational system were examined in terms of quality assurance. No part of the educational system in Russia is small enough to escape some form of assessment, measurement, comparison, audit, or classification as to quality. To describe the quality control system, the book begins with an overview of Russian education, especially higher education, using the 1997 International Standard Classification of Education as a point of departure. Chapter 1 describes higher education and quality assurance in the Russian Federation. Chapter 2 discusses the contemporary quality assurance system in Russian education. The quality assurance system in the Russian Federation has these components: (1) the admissions system to higher education; (2) the course programs; (3) the teaching staff; (4) research; (5) social, economic, and material conditions for the teaching and learning process; and (6) various mechanisms of quality assessment. The evaluation indicates that the quality control system now in place, although in need of improvement, contributes to the quality of Russian higher education and science. (Contains 6 tables, 4 figures, and 121 endnotes.) (SLD)

This document contains regulations of the Rhode Island Board of Regents for Elementary and Secondary Education governing the education of children with disabilities. Statutory language is provided that addresses the following areas: (1) purposes of the legislation; (2) definitions of terms used in the statutory language; (3) local education agency eligibility; (4) free appropriate public education requirements for students with disabilities; (5) Individualized Education Program (IEP) requirements; (6) children in private schools; (7) due process procedures for parents and children; (8) discipline procedures; (9) procedures for evaluation and determination of eligibility; (10) additional procedures for evaluating children with specific learning disabilities; (11) least restrictive environment requirements; (12) criteria for instructional programs; (13) confidentiality of information requirements; (14) state administration; (15) state advisory panel establishment, membership, and functions; (16) state compliant procedures; (17) parental notice requirements; and (18) least restrictive environment training and monitoring. An appendix includes a list of timelines for referral, evaluation, eligibility, development of IEP, and reevaluation. (CR)

The World Bank has been assisting the efforts of developing countries to reform secondary education systems for more than 35 years. During this period, the context and imperatives for education reform have changed considerably due to various factors such as globalization of the world economy and the impact of new technologies. This paper is one of a series which addresses a wide range of topics within secondary education that reflect current challenges. The paper, a country case study, addresses the experiences of Romania in developing secondary education. The paper explores the complexity of secondary education and training systems and the correspondingly difficult choices that the government faces in reforming them. It is divided into the following sections: "Country Context";"Development of Secondary Education and Training"; "Quality and Learning"; "Equity"; "Management and Institutional Development"; "Innovations"; "Bank Support to the Country"; and "Issues." Annexed are data giving the percentage share of students in secondary education for the countries of Eastern Europe and Central Asia. (BT)