Education & Pedagogy

Examines the effects of changes in provision of higher education in Australia between 1987 and 1996, focusing on the effects of expansion on college entry criteria, eligibility, and program availability. It is noted that this policy change has been characterized as an issue of fairness in competition for entry rather than as a selectivity issue. (MSE)

A survey of 289 special and regular educators examined perceptions of ability to positively affect students, understanding of inclusion, self-efficacy in inclusive settings, the need for inservice training, and availability of supports to promote inclusion. Special educators rated their efficacy, ability, understanding, and resources higher than did regular educators. (Author/CR)

Acknowledges that early-childhood education is a global practice and examines underlying images of the child. Questions the adequacy of current research to encompass global childhoods, how child development is conceptualized within early-childhood work, and children's status within early-education research and practice. Notes a current paradigm shift that will move beyond traditional concepts of early-childhood education. (LBT)

Uses qualitative research methods to analyze a three-hour (48 contact hours) distance education course. Examines the reduction of social abrasion in distance education resulting from the combination of physical distance, emotional distance, simultaneous two-way verbal and visual access, private communication, and maintenance of distinct knowledge bases. (AEF)

Reviews the content of four well-established United Kingdom-based journals specializing in higher education over a five-year period, focusing on the particular nature of the four journals, what has been emphasized and what has been omitted in selecting articles to be published, and the current state of research and publication in higher education in the United Kingdom. (Author/MSE)

This study surveyed 214 secondary teachers of students with mild disabilities in Virginia concerning their perceptions of level of knowledge, involvement and importance of transition planning, and service-delivery activities. Findings suggest that teachers have gaps in knowledge and involvement in transition planning and service delivery. Recommendations for meeting these needs are offered. (DB)

Criticizes environmental education efforts for failing to teach children how to make environmental decisions. States that environmental education has constructed no agreed-upon paradigm for how environmental literacy is delivered, focuses too much attention on words such as "awareness" and "values" and too little on knowledge and skills, and consists of supplemental field trips and activities but lacks sequential knowledge-based programs. (PVD)

Following a series of continuing resolutions, the omnibus fiscal year 1996 appropriations bill restored federal education funding to 1995 levels or made smaller cuts than specified in the continuing resolutions. However, most job training and employment programs were cut significantly. Examines effects on rural education for Title I, impact aid, Star Schools, postsecondary financial aid, and job training. (SV)

Four Native American graduate students from Harvard University discuss experiences that led them to pursue advanced degrees, challenges they have experienced in higher education, the relevance of their cultures and languages to their education, the racism encountered in their college careers, and resources they have created to help support them in their pursuit of higher education. (LP)

Suggests that in order to develop innovative and alternative approaches to educating Native Americans, it is important to understand and define pre-Columbian Native American culture and values. Emphasizes the importance of acknowledging the role and function of elders and ceremonial people, and the use of Native languages as a manifestation of Native epistemology. (LP)

Examines the use of perceptual-motor programs as physical education in early childhood programs. Contends that low rates of physical activity without variety, little skill instruction, teacher-centered instruction, limited opportunities to develop social skills, and a multiple station format are counterproductive to motor skill development and physical activity enjoyment. Presents guidelines to assist teachers in recognizing appropriate physical education practices. (KDFB)

Describes how technology-based portfolios were used for assessment in undergraduate education courses; students prepared them for elementary and secondary level children and themselves. The electronic portfolios showed a more complete picture of student progress and achievement than traditional approaches to assessment. Students demonstrated a variety of competencies, took greater responsibility, and became skilled at self-evaluation. (DGM)

Analyzes the situation of employer-paid continuing education and the role of higher education institutions in it, drawing on results of the National Employer Survey conducted by the National Center on the Educational Quality of the Workforce, administered in 1994 and 1996. Makes specific recommendations for colleges and universities to develop successful programs that tap the abundant market. (MSE)

Describes two federally funded projects designed to meet the demand for teachers who are trained to work with students with visual impairments. Collaboration between universities and school districts allowed 24 teacher participants to attend traditional on-campus programs two days a week while working in their local school districts three days a week. (DB)

Discusses the economic implications to Los Angeles (California) of K-12 public education funding from educational agencies. It reveals the relative size of the K-12 public education sector in the United States and summarizes the role of education in the Los Angeles area in terms of human capital, enhancements in industrial productivity, and individual satisfaction. (GR)