Education & Pedagogy

A growing perception among those who have examined teacher education programs is that such programs, particularly those aspects that occur on campus, have not met expectations. Proposals for innovation in teacher education are not in short supply. What is most problematic is incorporating such changes into the institutional life of faculties of education. A study identified how changes occurred in 10 Canadian Faculties of Education and how various influences, such as government policy and faculty governance, interacted with and influenced those changes. Changes were analyzed using Bryden's notion of policy spirals and Chinn and Benne's classification of change strategies. The faculties were found to be far more immune to external pressures than other institutions. In terms of change strategies, both power coercive and normative re-educative strategies were in evidence, but rational empirical strategies were not. Study results contribute both toward the information about how program and organizational change should be managed in higher education as well as the more theoretical questions of governance and organization. (Author/JMK)

The personal and cumulative experiential knowledge of the education profession has been valued out of proportion to that which could be contributed by research. A comparison of education with agriculture provides a contrast showing the potential importance of the use of research in teacher education. Educational research is not as well developed as agricultural research; mechanisms for transforming research into usable process and products are not as advanced; and there is insufficient commitment to the importance of research information to ensure funding for research and development activities. Teacher educators should include research information in all three training program components: general studies, the major field or the content that is taught, and the professional education sequence. Eight areas of research important to the teaching profession are: (1) history and philosophy of education; (2) teacher recruitment and selection; (3) effective schools; (4) policy studies; (5) child characteristics and development; (6) instruction, classroom management, learning environment; (7) how children learn; and (8) instruction in specific subject areas. (JD)

Arranged in four parts, this collection of conference papers addresses selected philosophical and social questions being faced by contemporary educators. Part 1 contains the presidential address, the subject of which is conceptions of the educated person, and a response to that address. Part 2, the general session, contains two papers which discuss the distinction between the existentialist and analytical philosophy of education and an interpretation of Martin Buber's philosophy. Part 3, the concurrent sessions, comprises 12 papers. Topics covered include Kohlberg's moral theory, the relationship between children's literature and moral education, the teacher as a moral example, the impact of law on social and educational policy, bicultural and bilingual education, and the philosophy of John Dewey. An official program of the annual meeting, minutes, treasurer's report, society membership list, and manuscript style guidelines are also included. (LP)

Businesses in South Dakota were surveyed to gauge employers' perceptions of vocational education, to determine the extent of private sector interaction with vocational education, and to document employers' experiences with vocationally trained and nonvocationally trained employees. The statistically valid random sample consisted of 347 small businesses, 319 large businesses, and 54 public sector employers. The major finding was that vocational education programs and graduates have solid employer support in South Dakota. A large share of employers had interacted with the vocational education system in some manner, for example, cooperative work experience programs, input in curricular decisions, or donations of equipment. Small businesses tended to be more positive toward vocational education than large businesses. A second major finding was the systematic differences between vocationally and nonvocationally trained workers. The employers praised cooperative work experience programs highly, showed strong support of the basic skill attainment of vocational education students, paid vocationally trained workers higher wages, and promoted them more quickly. Respondents made favorable remarks about certain programs but were critical of others. Several felt that courses should be developed and offered in specialized program areas. (YLB)

In fiscal years 1963-1985, the World Bank had experience with 32 investments in distance education projects in developing nations, including Malaysia, the Ivory Coast, Thailand, the Philippines, Malawi, and China. (Distance education is an educational delivery system that uses a variety of media and a system of feedback to provide education to people who are unable to attend traditional schools.) Lessons learned indicate that investments in distance education are most effective when there is agreement between the bank and the borrower on the educational objectives of the distance education component. It was also learned that distance education has been used to advantage when: (1) it is sharply focused on improving the quality of teaching available; (2) it is used to teach nonformal "equivalency" education to students otherwise without teachers and classrooms; and (3) it is used to meet special needs and answer urgent needs for the formation of human capital. The text is supplemented by nine tables, and an appendix provides a list of key performance indicators. (8 references) (Author/EW)

The importance of developing a university level program on administration in higher education in Latin America is discussed. The objective of such a program would provide training to faculty and higher level education and administrative staff in matters related to administration. The program would offer the necessary guidelines in dealing with personnel problems and institutional needs, and could also lead to a graduate degree. The creation of such a program is proposed as part of the academic activities of any university in Latin America. Program objectives include: to create a unified body to offer technical assistance to national institutions of higher education at all levels; examine the material relative to institutional administration; and establish contact with other higher education institutions. Suggested program activities include: staff training and development programs; research and studies on current administration, planning, and organizing processes; and technical assistance in the administration and management of institutions of higher education to colleges, universities, and other professional and technical institutes. A summary of some of the courses outlined for the program is provided. Financial resources and support ideas are presented. Contains 14 references. (SM)

This task analyses guide is designed to be used in combination with the "Business Education Service Area Resource" in order to implement competency-based education in the Medical Office Procedures course in Virginia. The task analyses guide contains the task inventory, suggested task sequence list, and content outline for the specific course in medical office procedures. Section 1 of this publication contains a validated task inventory for medical office procedures. For each task, applicable information pertaining to performance and enabling objectives, criterion-referenced measures, and suggested instructional activities and aids is provided. Section 2 provides a description of the business education program that incorporates medical office procedures, a description of the course, a task sequence list that provides a suggested order of the task inventory for actual course instruction, and a course content outline. The instructional topics within the course content outline have been cross-referenced with corresponding task/competency codes from the task inventory in Section 1. A resource list is included in the guide. (KC)

This curriculum guide is intended to integrate international education into the curriculum of elementary and secondary schools in Washington State. Section 1, "Introduction," comprises a brief list of statistical data about Washington and the world, and a copy of the 1987 Washington State international education legislation. Section 2, "The Framework for International Education," comprises the following parts: (1) definition; (2) rationale; (3) student outcomes; and (4) key implementation elements. Section 3, "Connections to the Curriculum," relates international education objectives to existing curricular objectives. Section 4, "Outcomes and Activities," suggests sample student activities related to international education student outcomes. Section 5, "Available Resources," comprises the following: (1) a 116-item annotated bibliography; (2) a 17-item list of resources available at the REACH Center Library; and (3) a list of participants in the 1988 Global REACH Consortium Fall Symposium. Section 6, "Recommendations," comprises a list of recommendations for teacher competencies in international/global education, and a list of recommendations for student development in international/global education. (FMW)

This module, one in a series of performance-based teacher education learning packages, focuses on a specific skill that vocational educators need to be an effective teacher-coordinator in a cooperative vocational education program. The purpose of the module is to aid educators in gaining the skills needed to guide students in planning and conducting a successful employer-employee appreciation event. Introductory material provides terminal and enabling objectives, prerequisites, a list of resources, and general information. The main portion of the module includes two learning experiences based on the enabling objectives. Each learning experience presents activities with information sheets, samples, case studies, and self-checks. Optional activities are provided. Completion of these two learning experiences should lead to achievement of the terminal objective through the third and final learning experience an actual teaching situation that provides for a teacher performance assessment by a resource person. An assessment form is included. (YLB)

Thirteen issues of the National Education Association (NEA) newsletter highlight the following: (1) Bork, Supreme Court nomination and NEA affiliate win on pay bias suit; (2) NEA presidential endorsements; (3) TIAA-CREF (Teachers Insurance and Annuity Association and College Retirement Equities Fund) response to critics held inadequate; (4) NEA challenge of Bennett's interference with accreditation, and saving minds; (5) Bell memoir detailing right-wing attacks on Department of Education; (6) the 1988 federal budget: higher education aid increases, and NEA and the community colleges; (7) Cisneros keynoting NEA higher education conference, and equity for Texas higher education; (8) freedom of information: in jeopardy, and academic freedom; (9) NEA part-time faculty report issued at higher education meeting, and part-time faculty; (10) Congress passing NEA-supported Civil Rights Restoration Act; (11) NEA higher education panel on sexual harassment; (12) NEA-backed coalition gains TIAA-CREF transfer rights, and Vermont issues and (13) learning labs plan highlights 1988 NEA Representative Assembly (RA), and RA elects at-large director. (SM)

This document suggests ways in which principles of adult learning theory can help educators understand and facilitate the progress of the nontraditional, mature student. In addition, it examines the continuing education of the adult learner who is involved in teacher inservice education. After a preface and introduction, five sections make up the bulk of the document, followed by a four-page bibliography and an appendix that describes the University of Florida's functional/collaborative approach to the development of inservice teacher and administrator training programs. Among the five major sections, one examines social forces affecting adult learning activity; the second section describes various attempts at building learning theory that incorporates how adults learn; the third section recognizes congruencies between adult learning principles and continuing professional education; the fourth lists indicators of institutional commitment to adult learners; and the fifth section includes suggestions for improving teacher inservice education. (CML)

This monograph has been developed to give educators a broad perspective of the technology education emphasis that is becoming prevalent in schools today, replacing industrial arts. The report is organized in four sections. The first section presents an overview of education in a highly sophisticated technological society. This section contains the following papers: "A Perspective on Education" (Ernest L. Boyer); "People and Culture in Our Technological Society" (Walter B. Waetjen); and "The Nature of Our Technological Society" (James R. Johnson). The second section presents a definitive study on the history of technology as interpreted by the profession as well as its status in other countries. The two papers in this section are "A Progression of Technology in Industrial Arts Education" (Kenneth Phillips); and "Technology Education: An International Perspective" (Ronald D. Todd). The third section of the report provides guidelines for technology education programs, and the fourth section contains examples of successful technology education programs in various parts of the United States. Contributors to section 4 include Les Litherland, Jerry Weddle, Steven Cook, Michael Hacker, and Robert Daiber. (KC)

This guide identifies instructional television resources that can be used by superintendents, district directors of instruction, curriculum writers, principals, and teachers in South Carolina to meet the specific instructional requirements of the Defined Minimum Program and the objectives of the Basic Skills Assessment Program. The 214 instructional television series described in this guide have been approved by the State Board of Education as instructional resources for 1988-89. For each subject area, the guide lists the Defined Minimum Program and Basic Skills Assessment Program activities and objectives. Then, according to educational level (elementary, middle-junior high, and/or secondary), the appropriate instructional television series is listed by grade level, along with comments which briefly describe the series. The subject areas covered include: language arts; foreign language; mathematics; natural science; social studies; environmental studies; art; fine arts; music, drama, and dance; physical education; health and safety; driver education; substance abuse; guidance; career education; vocational (business education); vocational (home economics); vocational (trades and industrial education); computer education; and education for the handicapped. (EW)

This book focuses on helping individuals to be effective educators and on helping improve the practice of continuing professional education. It identifies the elements of effective practice for continuing professional educators. The most common and important types of situations that continuing professional educators face, the range of choices open to them, and ways to make these choices are presented. Information is based on the premise that continuing educators in all the professions are working on similar educational processes and issues, and that individuals must see themselves as part of the collective enterprise of continuing professional education. Nine chapters discuss the following: (1) the dynamics of continuing professional education; (2) conflict over the goals of the educational process; (3) how professionals learn and acquire expertise; (4) fostering greater participation in educational activities; (5) differing institutional approaches to effective education; (6) deciding when to collaborate with other educational providers; (7) successful program development strategies; (8) determining whether programs are worthwhile; (9) and being effective in continuing professional education. Tables are included. Contains 282 references. (SM)

This handbook documents the ingredients necessary to create successful school-sponsored special education parent support groups. Common characteristics observed in parent groups are outlined, along with principles of effective group functioning, benefits accruing to parents, and benefits for school systems. Also discussed is the assistance offered by the Special Education Resource Network of the California State Department of Education to individuals or schools which are interested in developing a parent support group. Case studies are presented as examples of how school districts are implementing active and vital support systems for parents of special education students. The three case studies focus on: Puente Hills Special Education Local Planning Area "First STEP" (Support Team of Educators and Parents); Santa Monica/Malibu Unified School District "Parents Supporting Parents" and Norwalk-La Mirada-ABC Special Education Local Planning Area "TALK" (Try a Little Kindness). Appendices include newspaper clippings about the groups and copies of brochures describing the groups' activities in English and Spanish. (JDD)