Education & Pedagogy

This collection of studies argues that education cannot be understood unless it is examined from a gendered perspective. This overview of women and education, which emphasizes the Canadian experience, explores questions raised by female educational experiences to introduce new ways of thinking about education in general. The feminist perspective insists that the difference that gender makes is historically constructed, and that gender is a major form of stratification that has given most men authority and power over most women. Gender inequality is intertwined with other forms of socially constructed inequalities based on class, race, ethnicity, religion, and sexual orientation. A major emphasis in this second edition is the development of curriculum content. The 16 chapters are grouped into these sections: (1) "Women as Mothers, Women as Teachers"; (2) "Unequal Access to Knowledge"; (3) "The Nature of Curriculum: Whose Knowledge?"; and (4) "Beyond Schooling: Adult Education and Training." Each chapter contains references. (Contains 1 graph, 5 figures, and 17 tables.) (SLD)

This document contains vocational education program course standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary and postsecondary level as part of the technology education component of Florida's comprehensive vocational education program. The technology education courses standards are organized around, but not limited to, the technological categories of drafting, electronics, communications, construction, manufacturing, production, energy, power, transportation, aerospace, engineering, and supporting content areas. Curriculum frameworks are provided for 14 programs/clusters: integrated technology studies; orientation to technology; exploration of graphic communications technology; exploration of power and transportation technology; technology systems; technology applications I, II, and III; communications technology; construction technology; drafting and illustrative design technology; electronics technology; material and processes technology; and power and transportation technology. Each curriculum framework includes some or all of the following: program title, occupational area, grade level, length, certification awarded; major concepts/content covered in the course; laboratory activities; special notes; and intended outcomes. (KC)

This teacher handbook provides the foundation for a multicultural curriculum for kindergarten through grade 8. The presentation has two major components: a multicultural knowledge base and learning activities that provide equity for diverse students. A major assumption is that multicultural understanding is fundamental to the education of all children, not only children from minority backgrounds. A second assumption is that education is inherently multicultural, and a final assumption is that it is as basic as literacy and quantitative reasoning. Sections include: (1) Living in a Multiculture; (2) Teaching for Diversity; (3) Building on Student Strengths; (4) Making All Students Feel Included; (5) Enlarging Student Perspectives; (6) Exploring Language and Linguistic Diversity; (7) Infusing Multicultural Education into Reading and Language Arts Programs; (8) Multicultural Education across the Curriculum; (9) Teaching Multiculturally around the Year; and (10) Reflecting on Multicultural Education. An appendix, "Developing a Knowledge Base for Multicultural Education," contains 46 general references, a number of resource organizations, and over 800 works referring to specific ethnic or cultural groups. (SLD)

This report lists fiscal year 1995 recommended allocations of Illinois state funds appropriated to the Board of Higher Education under the Health Services Education Grants Act. These funds are appropriated to support the enrollment of Illinois residents in health professions education programs offered by nonpublic institutions including medical, dental, optometric, podiatric, pharmacy, allied health and nursing programs. Funds are also appropriated to support the enrollment of Black, Hispanic, and American Indian state residents. The tables show grant rates for residents and minority residents in each field, and allocation by institution with institutions grouped according to their type of program. Tables show total participants, state resident allocations, reductions, and recommended allocations. Appended are a statement and table showing final grant allocations under the "Illinois Financial Assistance Act for Nonpublic Institutions of Higher Learning" for fiscal year 1995. This program makes grants of direct financial aid to independent institutions in the state based on the number of full-time equivalent state resident students enrolled. (JB)

As an introduction to education and the ideologies of racism within it, this book discusses the link between education and social class. The problematic relationship between class, gender, and race, and how this affects black students is addressed. The term "Black" is being used for nonwhite students rather than strictly those of African heritage; the author includes Asians in the discussion set in the context of Great Britain. The many racial ideologies that are being used against black people are explored, focusing on multicultural education as one such ideology. Art is discussed as a representative school subject that concretely demonstrates some of the problems of the multicultural and/or antiracist curriculum. Multicultural education is criticized for its emphasis on knowledge of other cultures, rather than on antiracism. It is argued that many teachers involved in multicultural education have a deficit view of working class culture and do not recognize that well-informed people can still be quite racist. Ways to reconstruct education to educate all students and bring about social change are suggested. (SLD)

This curriculum guide seeks to contribute vision to the values and goals of outdoor education and to show their relevance to all curricular areas. Direction is provided for developing and implementing a dynamic curriculum in outdoor education. The guide is divided into three sections. Section I addresses the informational needs of administrators and curriculum specialists. It includes a definition of, and outcomes for, outdoor education; a description of a resident outdoor school; a review of relevant research and learning theory; and consideration of ways to maximize the impact of the outdoor school. Section II outlines the California State Department of Education components as they apply to the resident outdoor school curriculum. It also includes 11 pre and post outdoor school lesson plans and other curricular ideas for the classroom teacher. Section III articulates to teachers and administrators effective avenues to involve parents in supporting and facilitating the outdoor education program. Guidelines are presented, along with suggested learning activities. Contains 92 references organized by section and chapter. An appendix contains California education codes related to outdoor education. (LZ)

The focus of this guide is on primary and secondary education law, both public and private. The guide is designed to assist the inexperienced education legal researcher through an efficient research process, making use of the variety of legal resources available in today's law libraries. The guide's introduction offers a brief overview of education law as a field of legal authority. "Beginning Your Research," Step 1 discusses a variety of general reference materials and strategies that may be used in identifying pertinent legal resources. Step 2, "Narrowing Your Search" suggests common areas of research in education law and controlling authorities therein. It also points to additional resources that may be of particular use for finding specific points of law and on-line databases that are available for similar use. Step 3, "Fine Tuning Your Search," recommends non-traditional resource tools and final steps to take in concluding the search. Appendices include copies of tables and directories suggested for use in the main text. (LH)

This document presents the final report of the International Conference on Education, attended by 128 Member States of the United Nations Educational, Scientific, and Cultural Organization, as well as representatives from 9 inter-governmental organizations (INGOs), 36 international non-governmental organizations (INGOs) and one foundation. A total of 736 participants were in attendance. Divided into three parts, part 1, "Summary of the Plenary Discussions," contains: (1) Opening Ceremony; (2) Major Debate 1: Towards a Culture of Peace, Human Rights and Democracy through Education for All; (3) Major Debate 2: Presentation by Region of the General Theme of the ICE; (4) Major Debate 3: Educating for Mutual Understanding and Tolerance; (5) Major Debate 4: Education for the Twenty-First Century; and (6) Closing Ceremony. Part 2 is entitled "Work of the Committee of Governmental Experts." Part 3, "Documents Issued by the Conference," contains: (1) Declaration of the 44th Session of the International Conference on Education; (2) Draft Integrated Framework of Action on Education for Peace, Human Rights and Democracy; and (3) Resolution. Seven Annexes are included. (EH)

A program at Edith Cowan University (Australia) to develop a teacher training curriculum supporting bidialectalism in the schools is described. Underlying principles of this approach to bidialectal education are the acceptance of Aboriginal English, creation of a bridge to standard English, and cultivation of Aboriginal ways of approaching experience and knowledge. Two course modules were developed, to be combined with others to constitute a graduate certificate in Aboriginal language studies or a major in bidialectal education. Focus here is on three aspects of the project: research on the Aboriginal English dialect spoken in the nine participating Western Australia schools; mentoring of the teachers involved, including inservice workshops on bidialectalism and bidialectal education; and modification of the university's teacher education curriculum. Appended materials include a project timeline reflecting the roles of the research team, participating teachers, and Western Australia Education Department; and forms for use by teachers in inservice courses and classroom practice. Contains 12 references. (MSE)

This paper describes the activities of the Youth for Justice programs nationwide. Youth for Justice is a unique national initiative that uses the power of active learning about the law to build upon the vitality of young people and to address the risks of being young in American society today. Youth for Justice involves young people in law-related education programs that address national problems, particularly violence by and against youth. Youth for Justice's five cooperating national organizations--American Bar Association Special Committee on Youth Education for Citizenship, Center for Civic Education, Constitutional Rights Foundation, National Institute for Citizen Education in the Law, and Phi Alpha Delta Public Service Center--support a national network of state and local leaders representing every state. Youth for Justice builds partnerships among legal, educational, governmental, and community groups to initiate and strengthen law-related education programs. Law-related education is an important part of schools throughout the United States. The report includes state-by-state summaries by law-related education initiatives, along with tables and graphs to present relevant data. (EH)

This second phase of a project to promote adoption of new educational technology by special education administrators includes three case studies conducted in eastern U.S. school districts. Information was gathered on activities and perspectives of special education administrators concerning technology, technology implementation in the district, and the use of computer technology in special education. Surveys generated information on demographics of the school district and the local schools and on hardware and software used by the school districts. Interviews were conducted with special education administrators, computer coordinators, and teachers involved with computer use, as were observations regarding computer usage. Survey results for the three school districts are presented, including demographics, key staff involved, planning and evaluation of new programs using technology, special education planning and evaluation, provisions for training and technical assistance, hardware and software selection and use, and alternative uses of computers. In addition to an analysis of the survey results, administrator guidelines are presented for integrating computer technology into special education programs. Study questionnaires are appended. (SW)

This directory provides information on over 200 institutions and organizations that are involved in organic, alternative, or sustainable agriculture and that also focus on education, training, or provision of information. The directory was compiled by the Alternative Farming Systems Information Center (AFSIC), which is 1 of 10 information centers within the National Agricultural Library that provide in-depth coverage of specific subject areas relating to agricultural sciences. AFSIC focuses on alternative farming systems that aim at maintaining agricultural productivity and profitability, while protecting natural resources. The directory includes sections on institutions and organizations mostly in the United States and Canada with some overseas contacts. Each listing includes address, name of contact person, and a brief program description. Included are undergraduate and graduate degree programs, extension services, research programs, environmental education programs for elementary and secondary students, workshops and seminars, multidisciplinary training programs, and information sources. The guide also provides information on the regional offices of the Sustainable Agriculture Research and Education Program, which offer competitive research grants in agricultural sciences. (LP)

This final report describes activities and accomplishments of a federally supported 3-year project in South Carolina which provided: (1) special education and related services to children with deaf-blindness for whom the State Education Agency was not obligated to make available a free appropriate public education, and (2) technical assistance to special education and related services personnel and parents of children with deaf-blindness for whom the State Education Agency is obligated to make available a free appropriate public education. The program involved two components: direct service to infants and toddlers, and systems change to provide equitable quality programs and coordinated services in the least restrictive environment through a regional resource model. Individual sections of the report address the project's purpose, goals and objectives, conceptual framework, accomplishments/outcomes, problems and how they were resolved, and impact. Attachments contain proposals for subcontracts, a manual for replication of regional services, agendas and evaluation summaries of conferences and workshops, and a plan of action for the Materials Resource Center. (DB)

This book presents a comprehensive update on the current state of United States law as it affects public education. Part 1, which covers law and education, contains two chapters that explain the sources of educational law and the tools of legal research. Part 2, which examines law pertaining to local boards of education, comprises four chapters that cover local school boards and boards of education, tort liability, collective negotiations, and educational finance. Law as it relates to professional staff is described in part 3, which includes two chapters on employment and job security and academic freedom. Five chapters in part 4 address legal issues pertaining to students: assignment and placement, control and punishment, expression, religion, and special education. The appendix contains a copy of the Constitution of the United States. A table of cases and an index are included. (LMI)

The concept of integrating children with disabilities into public school classrooms has paralleled the movement to integrate children of different races. In 1975, Congress enacted the Education for All Handicapped Children Act of 1975 (EAHCA), which became effective in 1977. Through regulations detailing precise procedural guidelines, EAHCA has attempted to define the major components of a free appropriate public education (FAPE) for children with disabilities. In 1990, Congress reauthorized the EAHCA and changed its title to the Individuals with Disabilities Education Act of 1990 (IDEA). This guidebook describes court litigation defining the application of the act with respect to the following areas: eligibility, assessment, individualized education program (IEP), appropriateness, least restrictive environment, related services, residential placements, changes in placement, expulsion, private schools, due process procedures, and remedies for violations. Appendices contain subchapters I and II of IDEA, selected federal regulations, and a U.S. Department of Education memorandum on discipline of children with disabilities. (LMI)