Education & Pedagogy

Describes how social and economic conditions in Papua New Guinea in 1995 led to an emerging ambivalent attitude toward education among villagers. Illustrates how local conceptions of schooling changed when promised links between education and modernization went unfulfilled, leading villagers to valorize "traditional" identity and subsistence technology as a cultural response preserving local worth. (SV)

Describes how Canada's University of Victoria worked with the Meadow Lake Tribal Council representing Aboriginal communities to develop the generative preschool curriculum model, an early childhood education (ECE) training program embracing community- and culturally-appropriate practice. Concludes that early indicators of program impact support the use of culturally- and community-appropriate practice as central tenets of ECE training programs and services. (KB)

A study investigated the study approaches of students in upper-division distance-learning courses at Britain's Open University. Study approaches of upper-division students were affected by background variables and were more closely related to the avowed aims of higher education than to those found among lower-division distance-education students. The relationship of study approaches to academic achievement was also assessed. (Author/MSE)

By audiotaping and analyzing class discussions with graduate students in education, the teacher confronted her own personal beliefs in the context of cross-cultural perspectives on child rearing and traditional educational ideologies. Examining the intersection of belief and practice resulted in more culturally aware teaching. (SLD)

Three recent books from different contexts bring new attention to the issues of race and education in the United States. These books are helpful to those considering the reasons for the underachievement of African-American students in the United States at the end of the 20th century. (SLD)

The children's crisis in the U.S., along with the looming crisis in physical education, suggests that it is time to mobilize, plan, and act collaboratively and strategically. This paper raises critical questions that teachers, teacher educators, and researchers must consider and answer responsibly if physical education is to fulfill its social commitments and prosper in any form. (SM)

Presents a history of teacher unionism in Canada, comparing it to the development of teacher unionism in the United States. Union membership was mandated, although teachers had (and still have) little power except that related to professional misconduct. Recently, structural changes have included the introduction of a provincially-legislated College of Teachers, which has been widely opposed by classroom teachers. (SM)

Provides information about Mathematics Pathways, a collaborative effort involving schools and higher education institutions in order to bring about improvements in the teaching and learning of mathematics at all levels. Concludes that students involved in this project have shown significant improvement in mathematics compared to those students not involved. Contains 14 references. (ASK)

Mathematics questions from the General Certificate of Secondary Education, taken in England at the end of compulsory education, were incorporated into a similar Swedish national test. Significant national differences were found in scores of the lowest 40% of the cohort. Results are discussed in relation to high dropout and failure rates in English postcompulsory education. Contains 30 references. (SV)

A preservice teacher education program takes small teams of preservice teachers and their students into a rural Nebraska community to foster an appreciation of the local community, localize the curriculum, and give future teachers experience in planning and conducting field trips. Experiences from the field trips are shared and expanded upon in elementary and middle school classrooms. (TD)

Notes that the potential of education to be a source of upward mobility is decreasing in the very communities where it is needed most, due to lack of resources and lower expectations for schools in poor neighborhoods. Details Republican and Democrat education plans. Notes that vouchers for private schools will only exacerbate the problem by redirecting tax dollars. (HTH)

Presents a personal overview regarding education and training in general, and effective continuing professional development in particular, in the next millennium. Topics include change; learning processes; types of learning, including open, flexible, independent, group, collaborative, and cooperative; lifelong learning; continuing vocational education; transferable skills; computer mediated communication; and computer assisted learning. (LRW)

Describes structure, content, participants, staffing, rationale, and impact of a program to recruit and train avocational teachers for synagogue schools. Discusses initial successes and four challenges that prompted revisions in the program and questioning of basic assumptions. Emphasizes training over recruitment, and the necessity of involving local school directors and rabbis. (DSK)

Ira Shor discusses the need for democratic education that develops critical, active citizens. Teachers practicing democratic education, characterized by student-centered instruction, power sharing, and collaborative and active learning, find themselves working against the public-school system, a bureaucracy controlled from the top down. Teachers must find allies among parents, colleagues, students, and unions to implement educational innovation. (TD)

Describes an intensive, one-year graduate program that uses video disc/computer technology combined with practice experiences for general-education teachers preparing to work with children and youth who have emotional and behavioral disorders. The program prepares general-education teachers to work in inclusive settings with these students. (Author/CR)