Education & Pedagogy

This publication is meant to share ideas about distance education and descriptions of work-in-progress in this area. In the first of three papers, "Computers, Related Devices and Distance Education: How Cinderella Becomes a Princess," George Hampton describes the need for technological literacy and suggests computer-assisted instruction and computer-managed instruction as means for achieving this end. A list of 33 references is provided. In the second paper, "Collaboration To Improve Access: A Case Study in the Provision of Continuing Education at a Distance," Gail Hart and Lynette Russell discuss the need for continuing education and professional development, and describe a project in nursing research in which three new instructional nursing courses were designed and implemented successfully. A list of 11 references is provided. In the final paper, "Opening Possibilities: How Distance Education Can Serve Small Organizations," Stephen Relf discusses continuing education and instructional design applications in the New South Wales Police Service, paying particular attention to textbook design and visual presentation of information. Four references are listed. (DB)

The recommendations presented in this document concern which instructional materials should be adopted in the bilingual language arts and visual and performing arts in the State of California. Each of the instructional programs, both those recommended for adoption and those not recommended, are described at length with the rationale for the Curriculum Commission's decision articulated. The programs assessed here are designed to be used either in full or in part from the kindergarten through grade eight. The arts education policy statement of the State Board of Education is included, as is a statement entitled "Concepts for Strengthening Arts Education in Schools," published by the American Council for the Arts. A list of resources used in preparing this publication also is included. (DB)

This report from the California Postsecondary Education Commission offers a preliminary draft of Private Postsecondary Education Regulations to implement Chapter 3 of Part 59 of the Education Code. It is presented for consideration and possible adoption by California's new Council for Private Postsecondary and Vocational Education. As of January 1, 1991, the Council will assume from the Private Postsecondary Education Division of the Department of Education the responsibility for regulating private vocational schools and degree-granting colleges and universities in the State. Chapter one of the report presents Article 1 of the regulations pertaining to council administration and procedures. Chapter two includes the Articles that deal with degree-granting for private postsecondary educational institutions. The third chapter contains Articles that address the provisions applicable to private postsecondary vocational education institutions. Chapter four presents Articles that address provisions applicable to all approved postsecondary institutions. The fifth chapter contains information on agents and agencies, and the sixth chapter provides Articles that address the student tuition recovery fund. (GLR)

This report is a synthesis of the annual reports of 50 state councils on vocational education for 1988. The summary outlines the governance of vocational education at the state level, the postsecondary level, and in relation to the Job Training Partnership Act. It also discusses the state councils of vocational education in regard to governance, responsibilities, information gathering, surveys and evaluation, education, the public role, and coordination effort. Significant accomplishments found by the synthesis include 124 new vocational education initiatives, 54 cooperative ventures, and 48 state legislative actions. The report suggests that state councils should promote joint planning, train personnel and improve recruitment, develop technological support, provide services to minority and disadvantaged groups, prioritize their recommendations, focus their agendas, and build bridges with other agencies. Appendices, about 80 percent of the document, are reprints from a January 1990 publication of the National Association of State Councils on Vocational Education. They describe state council actions for the past 6 years. An index to the issues is provided. (KC)

An attempt was made via an international questionnaire to procure information about the current situation and debate surrounding peace education in different countries. After a presentation of the questionnaire's background and composition, some general characteristic features from the response are shown. Then, a more concrete picture of the status of peace education in different countries is given through a series of illustrative responses from letters and documents. It is observed, among other things, that many countries do not have any recommendations on peace education in their official texts for schools. On the other hand, active work on this topic has begun in several countries, so it is now possible to talk about an increasing official recognition and legalization of peace education. It is often seen as a controversial topic, and the lack of research-based knowledge is quite marked. There seems to be a need to spell out more concretely the various educational goals of peace education in order to clarify agreements and disagreements. (Author/DB)

Through the development of a new framework in which to approach the subject, education in the 1990s returns to a priority position among the nations of Latin American and the Caribbean. Faced with numerous budget cuts, deteriorating efficiency, and the loss of equity, it becomes necessary to design creative and innovative proposals that will meet the future needs of education. The following articles address some of the concerns of this new era: "Education for All in Latin America in the XXI Century. The Challenges of the Stabilization, the Adjustment, and the Fulfillments of Jomtien" (Fernando Reimers); "The Education of Children and Young People with Disabilities" (Seamus Hegarty); "Defensive Teaching: A Strategy To Facilitate the Each-One-Teach-One Project" (Hyacinth E. McDowell); and "Scientific and Technological Change and Lifelong Education" (Ettore Gelpi). This volume also features lists of activities and publications sponsored by UNESCO's Regional Office for Education in Latin America and the Caribbean. (DB)

This document contains six presentations given at a conference that served as a forum for the discussion of the ideas and experiences of a variety of experts in adult and continuing education. The presentations are: "Intrastate Networks: Opportunities and Issues for Continuing Education" (panel discussion--Lorraine A. Cavaliere, Carol L. Newcomb, Barbara Adkins-Kennedy, Ronald L. Melchiorre, and Paul H. Hamlin); "Shakespeare for Adult Education Deans: Lessons from Liberal Learning" (Paul J. Edelson); "Measuring and Assessing Program Success in a Corporate Environment" (Donald A. Gogniat, Carol L. Newcomb, Sonja A. Evenslage, and Sally Wilding); "Education through the Past into the Future" (MaryAnn W. Johnson and Clinton Anderson); "Recession Busters: Successful Non-Credit Programming in Tough Economic Times" (T. Gregory Lynch); and "Visioning Your Future" (Thomas F. Kowalik). (KC)

The "Bulletin of the Caucus on Social Theory and Art Education" is an annual publication, with each issue devoted to a unified theme. The theme of this issue is the social ramifications of the teaching of art. This issue focuses on art teachers to gain a perspective on the art education process as a socially relevant experience. The volume features nine papers: "The Art Educator As Disenfranchised Intellectual: A Problem of Social Legitimation" (Karen A. Hamblen); "Hold the Pickles, Hold the Lettuce Special Orders Do Upset Us: The Franchise System in American Art Education" (Tom Anderson); "Cultural Knowledge: The Unrecognized Responsibility of Art Education" (Helen J. Muth); "Art As a Social Study: Theory Into Practice" (Graeme Chalmers); "Thought on Social Contextualism in Art and Art Education" (Tom Anderson); "Art Education in Social Context" (Dan Nadaner); "Playing in Public or Creatively Expressing the Aesthetic Dimension in Social Life" (Duke Madenfort); "Nicaragua, Art and Social Change: Interviews With Three Artists" (Betty LaDuke); and "Who Needs It: A Review of 'Instant Art Instant Culture'" (David M. Quick). (DB)

The Florida A&M/Florida State University alternative teacher education program, known as the Panhandle Center for Alternate Teacher Education (PCATE), is one of six university-school district partnerships established by Florida statute to provide alternative teacher education. The alternative nature of the program is found in its delivery system, its target audience, the training design, and the length of training rather than in program content. The program makes it possible for content-degreed individuals who possess temporary teacher certification to acquire full professional teaching licensure through an on-the-job training program. Participants can complete the professional education course requirements needed to be certified as secondary teachers in 15 to 18 months. According to preliminary findings from a survey of teachers who completed the PCATE program, who took the core foundations and methods courses on an inservice basis and Florida State University traditional teacher education graduates, who took the same courses as part of their preservice preparation, the PCATE teachers found their courses to be related to their teaching to a greater degree than did the traditional program graduates. (IAH)

A program plan was developed at Butler University (Indiana) which responds to the call for teacher education reform. The Butler response incorporates research of the professional educational community; reflects the direction of the university at large and the college of education in particular; addresses the needs of students at the university; and speaks to the children, teachers, and administrators who teach and learn at the elementary and early childhood levels. The document is organized into three parts. Following an introduction, a rationale articulates and defines elements crucial to quality educational preparation (teacher thinking, technique, and behavior), along with a profile of a Butler student. The second part, Distinguishing Features of the Program, includes theoretical elements, programmatic elements, course elements, and evaluation. The final section offers course sequence, a three-block design, and a program certification plan. Four appendices contain copies of the Butler College of Education Competencies; Early Childhood Certification; Faculty Load; Clinical School Descriptions; and Course Syllabi. (LL)

This document represents the first step in an effort by the Colorado Commission on Higher Education to reopen the master planning process. The report: (1) proposes a master planning process, which in various steps will revisit Colorado's goals for postsecondary education; (2) reviews how well the Commission and the postsecondary education community have responded to the challenges set out in House Bill 1187 (passed in 1985 charging the Commission to establish a broad and ambitious set of expectations for the Commission and the postsecondary education community); (3) examines the environment facing Colorado postsecondary education as it approaches the 21st century; and (4) examines in depth how the state must respond to the most pressing issues facing postsecondary education in the years ahead. Finally, the appendix examines the nature of possible issues that could be addressed with respect to each of the explicit statewide goals for postsecondary education: the pursuit of higher educational quality; expanding educational access and diversity; and increasing educational efficiency accountability. (GLR)

Total Quality Management (TQM) has been proven successful in businesses worldwide for more than a decade. Educators, however, have been slow to apply the techniques to education. TQM can be used in higher education, particularly in schools of engineering and business administration. In TQM, the education of the student is considered the product rather than the student. The customers of education include the student, parents, potential employers, and society. The product schools should be able to produce are knowledge, know-how, wisdom, and character. Quality education should make learning a joy for students, and must consider students' age and desires. TQM also distinguishes between teaching and learning. Students learn when they find knowledge on their own with the help of a teacher and are not taught knowledge. Schools of business administration and engineering must develop a vision and further wisdom and character in students. TQM focuses on the process of producing a product rather than the product itself. This technique can be used in planning curriculum and educating students. TQM can provide the tools to help the education system develop quality students and performers. (JPT)

Civic knowledge, skills, and the disposition to use them to achieve a vision of the community that is desired can be furthered through purposefully structured civic education. Informed judgment and action with regard to the public's affairs is the goal of adult civic education. The integral elements of adult civic education are information, values, and action. An objective in adult civic education should be to help citizens learn how to use the aid of experts and qualified professionals in making public policy decisions while limiting it to citizen review and control. Another problem for adult civic education is to help learners develop civic virtue as a basis for acting when their involvement in a public issue in the first place is often driven by emotional investment in a special interest, deflecting attention from a larger view of public responsibilities. The ultimate objective of civic education is to help citizens learn to be morally responsible actors. Adult educators have responsibility to serve as advocates, not of specific choices or solutions to public issues, but of thoughtful and deliberate choice that is a prelude to action. (YLB)

During the past 2 decades, population changes have resulted in a multiethnic society in the United States with cultural diversity beyond the imaginings of the country's founders, whose initial view of the concept of Americanism, and consequently multiculturalism, included racism and slavery. Multiculturalism cannot disunite America, because the country has never been united ethnically and cross-culturally. Multiculturalism as a social movement in America has the revolutionary potential of the Civil Rights movement. The National Association for Multicultural Education (NAME) is providing courageous leadership in the effort to include multicultural content in all educational curricula in the nation's education systems. The National Association for Equal Opportunity in Higher Education (NAFEO) has led the struggle for equity in higher education for African Americans and other ethnic minorities for a quarter of a century. NAFEO finds itself well placed to lead in the multicultural education movement, a movement that empowers the global and national reality of cultural diversity. (Contains 7 references.) (SLD)

Administrative support is critical to the professional success and self-esteem of special education teachers. This chapter provides practical strategies for administrators at both the building and central office level to use to support special education teachers. J. S. House's framework is used for considering the different types of administrative support, which include emotional support, appraisal support, instrumental support, and informational support. Suggestions are offered for tailoring strategies associated with each of these types of support to the context of special education. These include accepting responsibility for the special education teaching staff, providing adequate working conditions for special educators, acknowledging the contributions made by special education teachers to their students' education, helping teachers work with the demands of their particular situation, providing an understanding and caring attitude toward students with disabilities, providing ongoing support for the inclusion of students with disabilities into general education, and supporting teachers who may be experiencing stress. Special support needs of beginning special education teachers are identified, and strategies for supporting them are also noted. (Contains 38 references.) (JDD)