Education & Pedagogy

China continues, in the 1980's to try to return its educational policy to the balance between academics and ideological work and study that existed prior to the cultural revolution. It also plans to expand colleges and postgraduate education. This change has meant a return of the key demonstration schools at every level from primary to university and a return of educational options for graduating middle school students. In order to accomplish these goals, plans for education have been integrated into larger economic goals. Changes in the economy designed to stimulate modernization and an expanded gross national product have been encouraged. As part of the integration of the economy and the educational system, vocational education has been stressed. The present educational system begins with primary school, which lasts five years and enrolls almost all children. Following this are junior and senior middle schools, which provide university preparation for the best students and vocational training for the vast majority. The present five-year plan for education includes increasing college enrollment, expanding nontraditional forms of education (such as correspondence classes), and establishing new colleges. (IS)

Perspectives concerning a field-based inquiry approach to medical education are offered. This approach requires that inquiry tactics more closely match educational and clinical processes. Assumptions about naturalistic and quasi-experimental educational research are considered that indicate a common field-based approach to inquiry. Parallel processes linking conceptions of medical education, clinical practice, and inquiry are also considered. It is concluded that understanding of social and educational phenomena has too long been determined by research and evaluation frameworks that define concepts of what is good and what is bad in medical education and that have limited those concepts. The processes of medical education and clinical practice are seen as complex, nonlinear social processes appropriate for applying a field-based inquiry approach. Most medical education research has been organized by constructs, typically psychological or behavioral, that are used to explain or predict certain patterns of human behavior. Rethinking of medical education inquiry is advocated, along with less reliance on the experimental design framework of scientific inquiry. (SW)

Education students planning to teach in rural areas need, but do not receive, specialized training. Among differences encountered by rural teachers are professional isolation and limited inservice training; assignment to more subjects, more grade levels, and more extracurricular activities; lower budgets and salaries; inadequate materials; less pressured environment; greater cooperation; more student involvement; and more interaction among students, parents, and staff. A literature review suggests that teacher training programs are unresponsive to needs of prospective rural teachers and that research interest in rural education is limited. Suggestions for preparation of rural teachers include cultivating awareness of cultural, social, and economic conditions of rural areas through student teaching/practicums in nonmetropolitan areas; preparing future teachers to work with broader age ranges in multigrade classrooms and to teach several subjects; and encouraging faculty to conduct research in rural education. A comparative list of rural-urban differences in the work environment and a chart showing emphasis given by public institutions to topics applicable to rural teaching are included. (LFL)

The report describes an audit by the General Accounting Office (GAO) of services provided under P.L. 94-142, the Education for All Handicapped Children Act, to learning disabled, delinquent, or seriously emotionally disturbed juveniles within the District of Columbia. The movement of a juvenile through the District's Juvenile Justice System is reviewed, followed by a discussion of GAO's data collection on 454 juveniles (173 handicapped and 281 nonhandicapped). Among major study findings considered are that many handicapped delinquents do not receive opportunities for special education, 73% of the individualized education programs do not meet all P.L. 94-142 requirements, and most handicapped delinquents in Youth Services Administration custody do not receive special education. Additional problems were found regarding teacher certification, testing issues, and public schools' monitoring. Recommendations are offered regarding actions by the Board of Education, the Mayor, the D.C. Superior Court, and the Secretary of the U.S. Department of Education. (CL)

Exceptional Mexican American students face difficulties not experienced by their Anglo counterparts because the educational system is not set up to deal with members of ethnic and cultural minorities. Spanish-speaking students face the problem of gaining competence in their first language while learning English as a second language. Standard psychometric tests discriminate against cultural minorities. In particular, Mexican American students are apt to be misplaced in classes for the mentally handicapped or not identified if they are gifted. There is a shortage of certified bilingual teachers and of appropriate bilingual instructional materials. The Bilingual Education Act of 1968 encouraged bilingual-bicultural education and paved the way for programs that have improved education for Mexican Americans. Research is being done to develop culturally valid tests for identifying gifted as well as handicapped minority students. Pluralistic evaluation, which combines psychometric assessment and adaptive behavior tests, is resolving the problem of misplacement of Mexican American students in special education classes for the mentally handicapped. (JHZ)

This text provides a selective review of major topics in the sociology of education with special attention given to key issues and questions that sociologists have examined when studying education and schools. It is an introduction, not a comprehensive guide, to work that has been conducted mainly in Britain. The focus is on empirical material, and considerable space is given to an examination of statistical data and case studies to see what light they shed on the contribution that sociologists can make to the study of education. The text covers the following topics: (1) sociological perspectives and the study of education; (2) education, the economy, work, and unemployment; (3) educational opportunity and patterns of social mobility; (4) patterns of inequality: social class and education; (5) patterns of inequality: gender, race, and education; (6) the social characteristics of teachers in contemporary society; (7) the social organization of schools; (8) life in classrooms; (9) the school curriculum; (10) sociological enquiry and educational studies. An index and an extensive list of references are included. (PS)

The University of Nevada at Las Vegas College of Education has responded to numerous calls for educational reform with the establishment of the Committee to Review Teacher Education (CRTE). CRTE is composed of school district administrators, elementary and secondary school principals and master teachers, a State Department of Education representative, a local teachers' union president, and representatives from the university's various departments. The committee reviewed recommendations regarding the strengths and weaknesses of four- and five-year teacher preparation programs, reviewed recommendations regarding the role of liberal arts versus methods courses in teacher training, and recommended the implementation of an induction year model. Seven recommendations were made by CRTE regarding: (1) retention of the four-year program; (2) reduction and consolidation in the foundations of education sequence; (3) structural changes in the elementary education program; (4) structural changes in the secondary education program; (5) a more competitive elementary education program; (6) exploration of graduate degrees combining pedagogy and content; and (7) combining certification and graduate degrees for those with baccalaureate degrees seeking initial certification. (CB)

Fifty state departments of education were surveyed to determine state changes in economics education (including consumer education and free enterprise education) mandates since an earlier survey conducted in 1981 by Brennan and Banaszak. Findings, which are presented in a table summarizing the status of mandates for economics instruction in each state, show that as of March 1, 1985: (1) 27 states had mandated that students receive some form of instruction in economics; (2) 15 states required at least a semester course in economics for high school graduation; (3) four states required that high schools make available a course in economics for those students who elect to take it; (4) 24 states had an economics/free enterprise mandate; and (5) 10 states had mandates for economic education. Comments about the nature of these changes and state funding allocated for economics education are also provided in the table. A second table outlining graduation course requirements in economics in 15 states concludes the booklet. (LH)

This book presents a survey of the socioeconomic context of physical education and: (1) sketches the roots of the field; (2) relates the field to the changing nature of the society in which it exists; and (3) seeks to predict the nature of the profession, its content, and its relation to society in the future. The first two chapters set the scene by showing that physical education is embedded in the wider society and is also changed by society. It is indicated that the problems for contemporary physical education are rooted in massive forces that have developed in society at large. Chapter 3 discusses the changing demography and geography of the nation as sources of influences on the field. Chapter 4 charts the effects that the reorganization of the health care industry is likely to have on physical education and its neighboring fields. Chapters 5 through 7 discuss the changes occurring within physical education. Chapter 8 proposes models for physical education to carry it through the next phase of development. The final chapter summarizes the major challenges and opportunities ahead for physical education. (CB)

The issue of choice in U.S. education is traced historically. Consideration is given to the purposes of publicly supported education and reasons underlying the historic distinction between public and private education. It is suggested that the issue of choice concerns the rights and obligations of the individual and the state. The relationship between Jefferson's Enlightenment faith in natural religion, natural law, and government by majority rule is briefly considered. Jefferson supported the coexistence of public and private schools; however, public support was restricted to schools that were public in philosophy and governance. It is proposed that throughout much of the nation's history public schools have perpetuated what amounted to an established republican-Protestant civil religion. The view of Horace Mann and other reformers was that public education should be civic, moral, and nonsectarian, but nonsectarian in practice meant nondenominational Protestantism. Supreme Court decisions that have expressed support for religious and political diversity in relation to the established school system are identified, and current criticisms of public education are briefly considered. (SW)

Some possible futures in higher education are explored with an emphasis on organizational planning and organizational technology perspectives. The focus is on "soft" organizational technologies rather than "hard" equipment-based technologies. Attention is directed to the way that the two perspectives could affect higher education organizational design as a policy issue in post-industrial society. After discussing the role and context of higher education, consideration is given to organizational goals and how these can be reified. It is argued that goals cannot be value-free, and that a key values issue in higher education institutions is the extent of voluntarism/determinism for staff and students. Various possible higher education futures are outlined, including some that involve an increase in decentralization or a reduction in "overload." The impact of time horizons and uncertainty on higher education systems are also assessed. Examples from the Canberra College of Advanced Education in Australia are cited. It is concluded that both the organizational technology and planning perspectives have a role in the analysis of higher education futures. (SW)

Corporate education and its challenge to traditional higher education institutions are discussed. Two of the four basic missions of advanced education are the same at corporations and colleges: research and training. Educational programs offered by corporations range from the remedial to the doctoral and include educational skills development, general education, professional training, and advanced instruction in scientific and management studies. It is noted that corporations must contract for educational programs and colleges can provide business with educational programs at less fixed cost and higher quality. There are three models of relationships that colleges and business can undertake: straight contracts, joint ventures, and quid pro quo. Examples of each type of relationship are cited. It is concluded that colleges are realizing that they have not been meeting the needs of corporate employers for education and training. Colleges also recognize that the market of 18- to 22-year-olds is declining, while employees seeking continuing education is an expanding market. On the other hand, it is suggested that the commitment to education is not universally sustained by corporations. (SW)

Virginia Tech has implemented an off-campus individualized instruction model for new, inservice, provisional certificate teachers. The program has incorporated several innovations to enhance the quality and efficiency of this approach, which has been practiced in various states for a number of years. The provisional certificate course series consists of five offerings taught over a two-year period: introduction to vocational and technical education, methods of teaching vocational subjects, laboratory management, curriculum development, and evaluation. Use of the conventional model Performance-Based Teacher Education modules is a basic program component. Specialized modules have been developed in the areas of methodology for teaching handicapped and disadvantaged students, planning a first-week management system, demonstrating an understanding of adolescent behavior, and demonstrating a knowledge of federal, state, and local policies. After the provisional certificate requirements have been completed, a teacher educator completes the competency program sheet, which indicates competence in seven areas mandated by the Virginia Department of Education. Some periodic group interaction is required. (A list of modules used and a competency program sheet are appended.) (YLB)

This publication highlights business, industry, union, and Job Training Partnership Act (JTPA)-supported efforts to provide public and private employees, as well as some prospective employees, with the basic literacy skills they need to perform in the workplace. Basic or remedial education users listed in this directory include 198 companies or plants; 17 unions; 6 United Auto Workers/General Motors and 4 United Auto Workers/Ford collaboratives; 51 public or nonprofit employers; 23 hospitals, health services, convalescent or nursing homes; 7 colleges or universities; and 144 public job-assistance programs. All of the programs described in this booklet have been submitted by 29 state directors of adult education. They are all Adult Basic Education (ABE) or adult Secondary (ASE) and/or General Educational Development (GED) programs run by public education systems. Programs are listed by state. Information given for each program includes title, provider, address, contact person, telephone number, and description of program. (KC)

Among the functions of a college of education are engaging in basic research in education and helping the college and individual faculty members provide research for the clientele that the college serves. A formal structure for these tasks is required by large universities. At Mississippi State University (MSU), the Bureau of Research and Development (BRD) supplies these services with the help of support units such as the Test Item Bank and the Research and Curriculum Unit for Vocational and Technical Education. As an example of an evaluation study conducted through the College of Education, an evaluation directed by the BRD of the program in teacher education is presented. Four strategies of data collection were employed to obtain information about alumni morale and opinion of training received, current employment status of Master's Degree recipients, and effectiveness of MSU graduates in job performance as viewed by supervisors. Increased activities in research and service in the College of Education have provided better visibility for all its programs. (SLD)