Education & Pedagogy

There is extensive research that shows how the arts provide many benefits for all students yet there is evidence that arts education offerings and experiences are decreasing across both university and school sectors. It is important that we recognize the essential role of teacher educators in preparing pre-service teachers to be aware of the "bigger picture" of arts education before beginning their work with students. Drawing on interview data from eight tertiary arts educators, this paper will provide a timely national snapshot view of their perceptions. It explores their experiences as arts educators in higher education contexts in regards to the "state of the arts" at their respective institutions. Together with a narrative inquiry approach, this research investigates deeper, lived experiences of the authors in relation to their experiences as arts educators and offers suggestions for improvement to arts education in teacher education programs.

This article outlines the tragic educational experience of one Yemeni scholar who has been oppressed by the education policy that Yemeni university administrators are accustomed to implementing while employing candidates. The institutions of higher education in Yemen, with the absence of justice, have experienced major ordeals in improving the education process. In other words, the process of nepotism and the use of power have always impeded the development of the teaching--learning process in Yemen. Moreover, education policy makers are not advocating for the right decisions, particularly in terms of employing worthy candidates/graduates. The application of such negative attitudes/factors has resulted in the educational process in Yemen exponentially worsening, leading to a much worse status of the whole society since it goes against the view that education is internationally considered to be very effective in reconstructing societies and building nations. Unless Yemeni education decision makers carefully consider revoking the devastating process of nepotism and the use of power, and immediately start to reform education policy, the education process will get worse.

K-12 special education policies and practices that ensure students with disabilities receive a free, appropriate public education in the least restrictive environment are coming under pressure from the rapid expansion of online learning. Forty-six state and non-state jurisdiction special education directors responded to a brief survey about K-12 online learning. Findings demonstrated an increase in the number of states providing online instruction; indicated that students with many different types of disabilities participate in online learning; and described the directors' reflections on current issues as well as anticipated barriers to students with disabilities participating in online learning. Ambiguity and variability existed across state policies regarding online education as each state may have been in a different stage of adopting this relatively new approach to K-12 education. As a result, students bring to their undergraduate education a wide array of perceptions, attitudes, and prior experiences that may affect their learning outcomes.

In recent years in tertiary institutions in Australia, there has been a large increase of enrolments in Education courses delivered via an online/external mode. This has raised a number of concerns around the nexus of theory and practice and whether pre-service teachers feel ready to teach after completing Education study online. The purpose of this study is to examine preservice teachers' perceived readiness to teach Health and Physical Education (HPE) after engaging with the subject fully in an online tertiary environment.Twenty-six pre-service teachers studying education online were involved in this study. Upon completion of the University semester and also after a practicum placement, qualitative data was collected detailing the pre-service teachers' perceptions in regard to their readiness to teach HPE. Pre-service teachers' perceptions are used as the primary data highlighting the varying levels of readiness to teach HPE.

The authors contend that teacher education (like K-12) is under attack by those seeking to exploit the public good and privatize education. Teacher educators find themselves on the defensive, compelled to answer questions about efficacy and accountability that do not reflect their understandings of their work, questions that do not address the most pressing concerns of critical multicultural educators: making schools sites for social justice and advocating for education as liberation. Into this moment comes edTPA, promoted as an answer to the perceived shortcomings of teacher education. EdTPA is a 40-plus-page document featuring Pearson Inc.'s logo. The final product is submitted to a "calibrated scorer," whose evaluation reduces student work to a number. As such, states these authors, it is the wrong answer to the question of how teacher education should be improved. This article argues that the edTPA distorts the teacher education process, narrows the possibilities of teaching and learning, distracts from critical multicultural and social justice education, is an invitation for corporate encroachment, and restricts academic freedom.

This instructor's resource guide is designed to accompany the student modules in the occupational subject area of business and office education. The guide defines safety and health training needs in the various occupations; describes the modules and their use; and encourages instructors to consider the safety and health needs of all students. In Section I some safety and health problems in the occupational area of business and office education are cited. Section II provides the instructor with a short narrative of the content of each related student module. The third section identifies the basic components (introduction, objectives, subject matter, activities, references) of the 50 student modules in this program and describes the function of each of the various parts. Followup activities and module format are also described, and presentation approaches are suggested. In Section IV, a brief summary of some of the considerations of special-needs students is given. The final section concerns student certification procedures. Appended is a list of the 50 module titles. (CT)

The articles in this collection deal with various methods of global education--education to prepare students to function as understanding and informed citizens of the world. Topics discussed in the 26 articles include: (1) the necessity of global education; (2) global education in the elementary school language arts curriculum; (3) science fiction and global education; (4) student exchange programs as a means of promoting cultural awareness; (5) global education emphasizing Russia; (6) creating a global education curriculum; (7) using an international fair to bring other cultures into the classroom; (8) self-consciousness and planetary consciousness; (9) the World Court; (10) the inspirational, educational values of international arts festivals; (11) lessons to be learned from the internment in the United States of Japanese-Americans during World War II; (12) foreign language study; (13) the expansion of the National Council of Teachers of English to a worldwide organization; and (14) creating global awareness through genealogy education. (FL)

This curriculum guide provides the basis for planning physical education programs for seventh through twelfth grade students in Idaho. Included are: (1) philosophy, goals and objectives, and guiding principles; (2) introduction to junior and high school student characteristics with implications for physical education program design; (3) a 135-item self-appraisal checklist for program evaluation adapted from a checklist prepared by the Ohio State Department of Education; (4) posture evaluation techniques; (5) time allotments for a variety of physical education program activities; (6) performance objectives for selected sports; (7) a scope and sequence chart for an optimal physical education program; (8) suggested instructional outlines for aquatics, archery, basketball, bowling, gymnastics, cycling, fencing, field hockey, flag football, dancing, fitness and conditioning, golf, handball, jogging, self defense, softball, skiing, soccer, tennis, track and field, wrestling, and volleyball; and (9) adapted physical education provisions. Appendices contain court and equipment diagrams, a parent information letter, physician medical form, accident report form, and tournament designs. An equipment checklist, guidelines for trampoline safety, and a bibliography are included. (FG)

Following a brief account of the circumstances of migrant workers and the status of migrant education in the United States, this pamphlet describes how the National Education Association (NEA) has impacted and will continue to impact the process of providing educational choices for migrant students. The NEA has consistently testified before Congress in favor of development and expansion of migrant education, preschool through higher education, and urges continued support for the establishment of a national Portable Assisted Study Sequence program. Fifteen state NEA affiliates have agreed to execute their share of responsibilities under the 1974 NEA Migrant Program including: establishing migrant education committees; monitoring migrant education at local, state, and national levels; seeking to influence state and federal legislation and policy affecting migrants; developing awareness of migrants' educational needs among members, legislators, and the public; and organizing to meet teachers' classroom needs through development and use of a specialized assessment instrument (the NEA Profile of Excellence on Migrant Education). Every other state affiliate is urged to join this effort to alleviate the circumstances of migrants and improve their life choices through equal educational opportunity. (NEC)

One of five volumes intended to help teachers of mainstreamed handicapped students, the book presents twelve papers on physical education instruction. The following titles and authors are included: "The Heartbreak of Kickball, Dodgeball, and Drop the Hankie--Elementary School Physical Education--The Bases for the Basics" (R. Benton); "Shared Victory (A Collection of Unusual World Records)" (R. Jones); "Fine Motor Development--Sometimes Neglected?" (J. Verderber); "IEP's and Mastery Learning Applied to Psychomotor Activities" (J. Chambless, et al.); "The Movement Mystic" (J. Ballinger); "Perceptual-Motor Activities for Children with Learning Disabilities" (R. Kraft); "Movement Exploration for the Learning Disabled, Mildly Retarded, and Visually Impaired" (S. Kottler); "Asthma and Physical Education" (W. Dennis); "Mainstreaming Visually Impaired Children in Vigorous Physical Education" (C. Buell); "Adapted Physical Education for the Deaf" (G. Lieberman); "Physical Activities for Individuals with Spinal Cord Injuries" (V. Hopkins); and "It Can Be Simple--Adapted Equipment for Physical Activity and Recreation for Special Populations" (R. Sotto). (CL)

Designed to provide pre- and inservice vocational education administrators with the skills necessary to prepare vocational education budgets, this competency-based learning module consists of an introduction and four sequential learning experiences. Each learning experience contains an overview with objectives and required and optional learning activities. The topic covered in the first learning experience is reviewing given budget estimates for accuracy and completeness. Critiquing performance of an administrator in a given case study in deciding among budget proposals is dealt with in the second learning experience, as is selecting the better of two proposals provided. The third learning experience entails analyzing given budget data and recommending needed budget revisions based on that analysis. The final learning experience involves preparing vocational education budgets in an actual administrative situation. An administrator performance assessment form is provided. (Related competency-based vocational education administrator modules covering other skills are available separately--see note.) (YLB)

This document describes a process through which Family Life/Human Sexuality (FL/HS) Education can be included in a comprehensive health education program for K-12 students. This guide is designed to assist local school districts in the development of a program to address family life and human sexuality through a series of program planning activities that address the specific needs of the school district, its students, and parents. The materials, developed by the Adolescent Pregnancy Pilot Project (APPP) conducted by the New York State Education Department from January 1979 until June 1981, examine those methods which worked and those which did not work in the APPP school districts. A discussion of administrative participation is followed by a description of a step-by-step developmental approach to planning, developing, and implementing a FL/HS Education program. A section on program evaluations considers the use of process, impact, and outcome evaluations. Support services are discussed and state education department, field, and other resources available to local school districts are also listed. (Author/NRB)

In order to provide special education programs that are responsive to the needs of Navajo students and in order to comply with the Rules and Regulations of Public Law 94-142 (The Education for All Handicapped Children Act) and Public Law 95-561 (Education Amendments of 1978), the information in this handbook provides guidance to teachers and administrators who are charged with educating handicapped Navajo students to their full potential. The handbook is divided into 12 chapters about: the special education process; eligibility criteria and programming considerations for the deaf and hearing handicapped, deaf-blind, homebound or hospitalized, mentally handicapped, multihandicapped, orthopedically impaired, other health impaired, seriously emotionally disturbed, specific learning disabled, and speech impaired; the Individualized Education Program; procedural safeguards; teacher performance standards; memoranda; coding information; and allowable costs and Element 18 applicable components. Appendices offer guidelines for reviewing assessment procedures and psychoeducational reports, identification of bias in testing, an accessibility checklist, a staffing guide for programs for the handicapped, directions for completing a LEA appplication, and proposed rules and regulations for PL 95-561 and PL 94-142. (ERB)

These papers, presented during the 1981 convention of the Canadian Association for Health, Physical Education and Recreation, addressed eight major topics: (1) the physical education and sport profession in Canada; (2) physical fitness (community agencies, radiology, aging and physical activity, the effective physical education program, aerobic fitness, obesity in elementary school, lifetime fitness); (3) motor learning (task difficulty and activity selection); (4) elite athletics (subsidization of athletes, education and training of the highly talented athlete, an analysis of wheelchairs used at the 1980 Olympic Games for the Disabled); (5) the male dancer and homosexuality; (6) administration (the study of physical education and sport administration, formal and informal structure usage in a voluntary sport organization); (7) history of British Columbia's Provincial Recreation program; and (8) curriculum (Japanese judo in the high school required physical education curriculum, and theory and practice of curriculum implementation). (JD)

This is a transcript of the congressional hearing held on April, 30, 1981, on the Consolidated Refugee Education Assistance Act. The text of the bill, H.R. 3076, is contained in the transcript along with various statements, letters, and supplemental materials. Statements by the followinq education professionals are included: (1) Paul Bell, deputy superintendent, Dade County Public Schools, Florida; (2) Steve Sauls, Washington representative, Florida State Department of Education; (3) JoAnne Weinberger, commissioner of policy management, Pennsylvania Department of Education; (4) Don White, deputy superintendent for congressional relations, California State Department of Education; and (5) Roberta Wojton, Washington assistant, Illinois State Board of Education. In addition, reports on the number of recent refugees arrivinq in the United States, the excess costs of the Cuban Haitian Program in the Dade County Public Schools, and the number of refugee children eligible for government aid in Pennsylvania are included. (APM)