Education & Pedagogy

Two surveys of personnel preparation programs in education of the hearing impaired were conducted, to determine teacher educators' opinions on the preparation of teachers to serve learning-disabled and socially/emotionally disturbed hearing-impaired students. The 98 responses indicated a need to modify existing curricula in personnel preparation programs. (Author/JDD)

This study investigated on-going program evaluation techniques designed to assess 22 special education preservice students' perceptions of the efficacy of a direct instruction course. Based on formative and summative evaluations, the study revealed a high level of satisfaction with direct instruction components that increased after field-based experience. (Author/JDD)

Twenty-eight regular and special education teachers surveyed indicated that they would like to teach more social skills but were constrained by limited resources and training. Teachers preferred proactive approaches over reactive responses and were about evenly split between wanting to conduct social skills instruction as a discrete content area and integrating it. (JDD)

Data from 249 providers of pharmacy continuing education and for 6,670 programs for 1989 are summarized and compared with data from 1980 and 1985. Results show more providers, a 2.5-fold increase in programs offered, slightly lower tuition per program, continued decrease in program length, and increased availability of correspondence programs. (MSE)

Interviews were conducted with 93 principals, classroom teachers, resource teachers, and special education teachers to determine their assumptions and beliefs about "restorative" and "preventive" delivery systems for exceptional children. Preventive belief systems were held more frequently by principals, followed by resource teachers and special education teachers, and then regular classroom teachers. (Author/JDD)

A university supervisor conducted professional coaching sessions with three pairs of special education team teachers enrolled in a practicum, to increase positive teacher behaviors and decrease negative teacher behaviors. The coaching was found to be effective in improving teacher skills as well as in maintaining and generalizing the skills. (JDD)

This article specifies effective field-based supervising teacher characteristics and practices, to assist university personnel in selecting and guiding supervising teachers in special education. The characteristics and practices focus on understanding university expectations, preparing for the practicum student, providing an exemplary model and setting for the practicum student, and communicating with and evaluating the practicum student. (JDD)

A questionnaire was used to examine computer use by teachers (n=200) of special needs students in Alberta. Results indicated keen interest in computer use and that computer access was not a problem. Problems identified included low utilization of available computer time, training needs in computer use, and selection and classification of software. (Author/DB)

Conducted 3-year catch-up prospective study of 654 rural special education students. Record review of handicapped students from preschool through secondary school revealed that 32.8 percent had classification change. Changes in type of program occurred for 33.1 percent, and changes in frequency of services occurred for 71.2 percent of students in classroom programs. Findings stress need for reevaluation services. (Author/NB)

Analysis of a sample of 4,905 high school graduates found that 62 percent took some secondary vocational education (SVE); 65 percent of those in college had some SVE, but 55 percent averaged less than 1 credit; students with a concentration in SVE were slightly less likely to enroll in college; and SVE service area was related to college major. (SK)

Federal investments in education during the Reagan administration are reviewed. Budget requests/appropriations, responses to open-ended interviews, and major governmental documents were analyzed. Significant shifts in federal education policy diminished the size, cost, and direction of the federal role in education, and will have impacts far beyond the Reagan years. (SLD)

Discusses elementary students' preconceptions in science education, describing a research group for chemistry and integrated science education at the University of Pisa, Italy. The article indicates a need for inservice teacher training, proposing a teaching model for teacher educators which addresses student preconceptions and introduction of chemistry in elementary school. (SM)

Discusses teaching and the social reconstructionist view of reflection that underlies the University of Wisconsin-Madison elementary teacher education program. The paper examines action research in the student teaching curriculum and the way it is facilitated by one supervisor, and analyzes written reports of research projects by 18 student teachers. (SM)

Focuses on the relationship between corporation schooling and the labor market in the early twentieth century in the United States. Follows the beginnings of corporation schools as industry began to provide its own shop training programs to develop a trained labor force. Explores labor market concerns, the effects schools had on earnings, and the outcomes of such programs. (NL)

The relationship between a year-long student teaching experience and student teachers' schemata for classrooms was studied by comparing nine female student teachers (experts) with eight female prospective student teachers (novices) taking education courses. Student teachers had enhanced understanding of classroom events, reflecting different schemata after the teaching experience. (SLD)