Education & Pedagogy

A collaborataive program allowed early childhood certification students to gain experience working with parents of young children. Preservice teachers from Sam Houston State University worked with the Conroe Independent School District (Texas) Even Start Family Literacy Program as part of their parent education program. Students developed and presented a series of mini-seminars on topics of interest to parents. (TJQ)

A telephone survey of 93 Florida teachers who did not return to their special education teaching position after the 1992-93 year, found the largest portion of teachers who left did so because they were dissatisfied with conditions of work. In addition, the majority of leavers remained in education. (Author/CR)

Examines how many teacher education programs are using authentic assessments of teaching (cases, exhibitions, portfolios, and action research) to support teacher learning for today's diverse schools. Using specific teacher education programs as examples, the article discusses how and why these strategies support teacher learning and more valid assessment of teaching. Side effects of authentic assessment practices are noted. (SM)

Surveyed and interviewed Australian preservice home economics teachers who volunteered to teach food preparation skills to disadvantaged youth in detention centers. Results indicated that preservice teachers considered the detention center context a worthwhile site for further developing existing teacher competencies, providing them with opportunities to develop organizational and planning skills, knowledge of learners, and knowledge of broader educational contexts. (SM)

Discusses elementary teacher education in Brazil, examining problems teacher educators face (e.g., lack of direct communication between theoretical studies and the practical world and lack of inclusion of practical knowledge and expertise developed by successful teachers). Current educational policies are discussed, looking at: implementation of a national evaluation system; establishment of national curriculum parameters; and curriculum and pedagogy guidelines. (SM)

Examines the attempts by the British to democratize post-war Germany through educational reform focusing on the controversy over 're-education' as opposed to 'educational reconstruction' as applied to German universities and their connection to adult education. Highlights approaches towards educational policy and cultural assumptions. Indicates that the British exerted an intercultural influence on Germany. (CMK)

Jiddu Krishnamurti created a worldwide network of schools with no method of education. He felt that a particular system hinders intelligent thinking. The attitudes and relationship of the teacher and child are more important. Education should cultivate the whole mind, not just the intellectual aspects, and help students develop a foundation for inquiry into perennial questions of human life. (TD)

Describes Piedmont Virginia Community College and the University of Virginia's (UVA's) collaboration in recruiting, preparing, and mentoring non-traditional students in teacher education. The partnership involves faculty at both institutions and includes provisions for facilitating the transfer of community college students into the five-year teacher education program in the Curry School of Education at UVA. (VWC)

Summarizes presentations at the 21st Century Executive Symposium (Washington, DC, February 13-15, 2000) of 150 higher education senior business officers. Presentations focused on such topics as e-commerce, private sector competition in distance education and lifelong learning, the emerging networked technology grid, higher education as an industry, the university and entrepreneurship, and organizational strategies to create capital and compete effectively. (DB)

This 1999 annual supplement to the American Journal of Pharmaceutical Education contains reports of staff members of the American Association of Colleges of Pharmacy (AACP); policy guidelines; the American Council on Pharmaceutical Education annual report; and minutes of various AACP meetings. Also included are statistics on pharmacy student population, and abstracts of annual AACP meeting podium and poster sessions. (DB)

Focuses on the post-16 age group within the further education sector of Wales, such as in colleges that offer two main educational routes, the vocational route and the academic route which leads to university entrance A level examinations. Outlines a small-scale research project on bilingual delivery and teaching and provides a discussion on the variety of bilingual teaching contexts encountered. (Author/VWL)

Assessed the scope of sexuality education topics taught by high school teachers, utilizing the SIECUS Guidelines for Comprehensive Sexuality Education, noting teachers' rated importance of these topics. Surveys indicated that most teachers taught most of the topics recommended by the Guidelines. They rated most Guidelines topics as important to teach. However, numerous teachers omitted topics crucial to comprehensive sexuality education. (SM)

Consistent with current reform efforts, a new teacher guide identifies core concepts and skills shared by environmental education and traditional disciplines. Guidelines and performance measures are suggested for grades 4, 8 and 12 that use the environment as an integrating theme across disciplines. Other publications give guidelines for producing environmental education lesson plans and review existing materials. (TD)

Traces the Bilingual Education Act's (BEA) evolution from its inception (1968) through its most recent reauthorization (1994) as the primary federal legislative effort to provide equal educational opportunity to language minorities. Discusses assimilation versus multiculturalism as a philosophical basis for education reforms, litigation preceding the BEA, local control, bilingualism as a priority, and issues for future reauthorizations. Contains 38 references. (Author/SV)

Describes experiences of two early childhood teacher educators during their self-study of the design and implementation of intensive summer courses focused on preschool education in a diverse society. Notes that courses incorporated active learning principles to facilitate reflective teaching and that course participants identified components that extended professional growth. (Author/KB)