Education & Pedagogy

The Minnesota school finance system is the method by which funds are provided for the operation of public elementary and secondary schools and public postsecondary vocational-technical institutes. This document comprises a reference guide for state legislators to the Minnesota school finance system. It begins with historical and legal background information on school finance in Minnesota, along with a brief survey of school finance litigation and a description of the Minnesota public school system. Subsequent chapters cover: (1) basic shool finance terms and concepts; (2) the foundation aid program; (3) additional features of the foundation aid program; (4) funding for school transportation; (5) funding of special education and education for limited English proficient pupils; (6) funding of community, adult, and early childhood education; (7) vocational-technical education; (8) miscellaneous state funds for education; (9) tax relief aids and aids in lieu of taxes; (10) nonmaintenance school district levies; (11) capital finance; (12) school district accounting; (13) teacher retirement; and (14) teacher mobility incentives. (TE)

This bulletin argues that by integrating academic and vocational instruction into a unified curriculum, schools can ensure that students are better prepared to meet the challenges of careers and a changing society. Vocational education provides three broad areas of skills: entry level job skills, employability skills, and employment skills. But despite the current separation of the curricula, vocational education does not exist apart from academics, and some vocational subjects require a great deal of academic skill. Therefore, integrating academic and vocational instruction into a unified curriculum is a way of better ensuring that non-college-bound students are prepared for life in a changing work world and a complex society. Four examples are described of school settings that are integrating academic and vocational instruction: Dauphin County Area Vocational Technical School in Harrisburg, Pennsylvania; Corvallis School District, Oregon; Great Oaks Joint Vocational School District in Cincinnati, Ohio; and Sandy Union High School in Sandy, Oregon. The report concludes with general recommendations for integrating academic and vocational instruction, and 12 references are included. (TE)

A description is given of an assessment model for undergraduate preservice teacher education students. Sequentially, it begins at the point of the student's entry into the teacher education program and continues through the student's entry into the profession. The model is constructed for the four-year baccalaureate teacher preparation program which culminates in a recommendation for state certification. The model is developmental in that progressions to each successive level signifies mastery of previous requirements. The strengths and weaknesses of the teacher education candidates are evaluated and alternatives for basic skill enhancement are made where necessary. The model provides corrective feedback and counseling both toward and away from a teaching career. It also facilitates the preparation of students from underrepresented teacher education candidates by monitoring their progress in basic skills and supporting their admission to teacher education through the process of alternative admission. Based on mastery of specific knowledge and skills that are teachable, the model precludes the screening out of students based on cultural, ethnic, racial, socioeconomic biases and/or handicapping conditions. (JD)

This study sets out to examine fundamental aspects of citizenship education in Swedish schools, based on the theory that, in a democracy with a system of compulsory public education, curricula are the products of political compromise, accommodating the aims of several different groups. From this perspective, the school as an ideological state apparatus at once has a cohesive function, yet it allows scope for different interpretations of curriculum aims, and hence for change. The study is accordingly concerned with overriding school objectives and certain determinants of teaching content relating to the transmission by schools of views of society and knowledge, as embodied in citizenship education. After a background discussion of this theoretical perspective, the study begins with a historical review of the school reforms of 1918-19 and the civic curriculum code. The determinants of the content of citizenship education are analyzed next, followed by a discussion of the patriarchal, scientific-rational, and democratic premises of the civic curriculum code. References are included. (TE)

This paper borrows from the idea of human capital (investment in people's skills and abilities) and the notion that increased human capital can, and should, play a larger role in rural development. Although there are arguments against focusing too narrowly on locality in education, locality development is a frame of reference in this paper. It is believed that rural localities and regions can improve their prospects for short- and long-term economic development by increasing locally-relevant investment in human resources, which includes paying more attention to the basic and postsecondary education needs of adults. This document considers whether or not the same training that addresses the long-term needs of young students can appropriately respond to the immediate needs of adults, and reports experiences with different methods of adult training and education. Also considered is the two-way relationship between education and economic development, and notes that while economic development does not necessarily follow investment in education, both should proceed together. A bibliography of 40 items is included. (Author/TES)

Art education research is examined to indicate the importance of having an adequate research base to make informed educational decisions. To examine the ways in which research proceeds from sociopolitical assumptions and, in turn, shapes perceptions of the field and guides actions, the following are discussed: (1) art education research trends; (2) the sociopolitical nature of research; (3) research deficiencies in art education; and (4) prescriptions for research within a critical perspective. The objective is to focus attention on the reality-constructing nature of art education research, on the need for research agendas supportive of diverse approaches and alternative interpretations, and on the importance of incorporating in research, self-critical components that acknowledge biases and limitations. Art education researchers have often conducted experimental studies and relied on scientific methods of general education and psychology. The psychological aspects of children's artistic development has been a research focus. Arts education research currently seems to emphasize psychometric studies, histories, and research summaries. Ad hoc and individually conducted research is advocated as well as collaborative and funded research. 30 references. (SW)

The Bronx Education Endowment Fund (BEEF), established in 1985, provides mini-grants of up to $100 to fund simple projects aimed at educational improvement. During the first two years of the program, 18 mini-grants were awarded to 16 teachers, one student, and one parent organization. A large number of both regular and special education students, from pre-kindergarten to 12th grade, received benefits from the projects. The projects were cost-efficient and encouraged active student participation in the educational process. Many of the programs were characterized by the following: (1) a hands-on approach to learning; (2) the use of outside human resources; (3) culminating activities that served as an evaluative measure; (4) an investigative approach to learning; and (5) a focus on the specific needs of the pupils. BEEF uses a simplified proposal process. Some projects in the following areas are described: (1) the humanities and social sciences; (2) mathematics and science; and (3) special education. Photographs illustrate the text. A short bibliography is included. (BJV)

The arts are important, not only because they provide insights into significant human ideas and values, but also because of their capacity to generate experiences that should be part of a full and rewarding life. This book considers: (1) the ideal of excellence; (2) excellence in art; (3) excellence in art education; (4) elitism; and (5) initiatives toward excellence. Excellence in art is described in terms of worthwhile experiences and quality, and excellence in art education is defined as synonymous with an excellent art curriculum. This book, which focuses on secondary school art education programs, argues that the quest for excellence in art education is not elitist and that commitment to and praise of excellence are traditional democratic values. A historical summary of past efforts to improve art education is provided, along with a discussion of possible future initiatives. The essay urges that, since education is the subject of intense discussion in the United States, art education organizations should anticipate and assert leadership. Concern is expressed that art educators appear to continue to remain a collection of individuals rather than a unified and directed profession. (JHP)

This fastback examines the origins and meanings of community education. In the first chapter, the contemporary conditions that have spawned a renewed interest in the concept of community education are contrasted with the conditions that initiated the movement 25 years ago. The second chapter, which examines community education as a program, discusses the following topics: the components of community education programs (needs assessment, leadership, community involvement, physical facilities, participants, and instructors/leaders); steps in program development (assessment, planning, implementation, evaluation, and reassessment); and community education programs that are currently being offered in four cities (Flint, Michigan; Austin, Texas; York, Nebraska; and Elk River, Minnesota). Community education is viewed in terms of a process, i.e., the structure, procedures and intent of interaction among individuals, organizations, agencies, and institutions in a community. Programs which serve as good examples of process are reviewed in the following areas: Birmingham, Michigan; School District No. 2 in New York City; and Independence, Missouri. The potential pitfalls and benefits of community education are outlined in the final chapter. A 13-item bibliography concludes the fastback. (MN)

There is a need for educational research even during financial difficulties. Wisdom and efficiency in spending, careful data collection, and collaboration among agencies should be important goals while resources are scarce. Considering the situation, this paper describes critical issues in elementary and secondary education and the manner in which national data collection efforts might address these issues effectively. The critical issues include the equal importance of equity and excellence as goals of American education. Several phenomena related to the goals of equity and excellence are discussed, including bilingual education, private schools, use of computers in schools, drop-outs, and the transition from school to work. A second major issue is the development of students from childhood through adolescence. Developmental issues include longitudinal studies, especially of elementary school children, preprimary school programs, and adolescent development. The quality of instruction, including teacher preparation and classroom processes, and public perceptions of education are discussed as well. A five-page reference list is included. (JAZ)

Five categories of data collection are recommended for monitoring the quality of education: (1) outcomes, based on an input-output model, including data from student testing and credentials and degrees; (2) participation--who is served by education; (3) resources available to education; (4) long-term impact of education on work, income, self-esteem, and the society; and (5) purposes--needs of and expectations for the education enterprise. It is suggested that the following data sets be collected by the National Center for Education Statistics (NCES): student achievement, such as the National Assessment of Educational Progress and state comparisons; course enrollment; teacher quality and teacher supply and demand; and curriculum content. Additional comments are made suggesting the usefulness of further research on international comparisons; informal, out-of-school education; technology; data compatibility; and data interpretation. Although this paper sets forth criteria for monitoring the educational system, it is also recommended that the more difficult task of establishing standards be performed, to measure the degree to which criteria are met. (GDC)

This report presents the findings and recommendations of the Committee on Education and Labor, to which was referred the bill, H.R. 4728, to establish programs of education and training designed to improve the competitiveness of American workers in international trade. An explanation of the bill first provides committee feelings regarding Title I, Education for American Competitiveness, which authorizes three types of educational programs to improve the knowledge and skills of current and future workers in areas that will enhance their productivity and competitiveness. Committee intent regarding Title II, Training for Industrial Competitiveness, is then set forth. Major focus is on the establishment of a new training program under Title IV of the Job Training Partnership Act that specifically addresses the adjustment needs of workers who have lost their jobs because of their employers' inability to compete with imports or the loss of export markets. A section-by-section analysis of H.R. 4728, as reported, follows. Supplemental views are attached. (YLB)

This study sought to establish a descriptive base for the teaching performances of physical education trainees as they progress through a teacher education program. A behavioral teacher evaluation system was developed which includes 11 teacher response classes and 8 student response classes. The project training course included four courses which involved some form of field-based practica (peer teaching, micro teaching, student teaching, etc.). Approximately 12 observations were conducted on each trainee, usually over the course of four semesters. Certain student and teacher response classes were selected for analysis based on presumed relationships to teaching effectiveness. These response classes were graphed for each trainee over the course of their teacher education program, and patterns of responses correlating with course, practica type, accountability system, class size and activity were noted. Individual subject graphs revealing certain prototypic response patterns displayed possible relationships among accountability system, class size, activity, and several key dependent measures including motor engaged time, feedback rate, sequence of instructional behaviors, and specific observation. (JD)

Primary education in Indonesia is described in this study. Chapter One takes up several topics, including the historical background of educational development, basic direction and policy, general organization of the school system, organizational structure, primary school management, teaching staff at primary schools, educational supervision, supply of textbooks and teaching materials, in-service teacher education, supply of primary school buildings, and the participation of citizens at the local level. Chapter Two discusses enrollment, standards for primary schools, curriculum development, and out-of-school education. Chapter Three focuses on national policy and planning for universal primary education, giving particular attention to legal foundations, strategies, drop-outs and grade repetition, teacher education, plans for school building provision, and language used as the medium of instruction. Chapter Four describes significant new developments and programs concerning Teacher Training Institute Laboratory primary schools, formal and non-formal education within the frame of compulsory education, primary school administration, and methods of promotion and appointment in teacher functional posts. Related charts and tables are appended. (RH)

This report reviews the research on the effects of school-based alcohol education on alcohol related attitudes and behaviors. The introduction comments on the past 10 years of research, and summarizes a drug/alcohol education research paradigm. The findings highlight the inadequacy of research and the persistent failure of programs to influence behaviors. An analysis of 16 recent studies, 1980-1984, on the effects of alcohol education on school age populations is presented. The analysis includes the names of the studies, the populations, the strategies used, control group and testing information, and comments. Research findings are discussed in relation to the impact of alcohol education on knowledge, on attitudes toward alcohol, and on drinking behavior. The effects of person-focused alcohol education programs are discussed also. The report draws two conclusions: recent school-based alcohol education programs have been only marginally more successful than older, more traditional approaches in influencing youthful drinking behavior; and schools may not be the arena for changing attitudes toward alcohol and patterns of consumption. (BL)