Education & Pedagogy

This book provides the latest research on physical education curriculum, teaching, and teacher education and shows physical educators how to apply this knowledge to their day-to-day practices. There are 19 chapters in five parts. Part 1, "Overview of the Field," includes (1) "Enhancing Learning: An Introduction" (Stephen J. Silverman and Catherine D. Ennis); (2) "How the Field Evolved" (Amelia M. Lee); and (3) "Research: What it is and How We Can Learn From It" (Stephen J. Silverman). Part 2, "Addressing the Needs of Diverse Students," includes (4) "Context of Schools" (LeaAnn Tyson Martin); (5) "Student Learning and the Social Construction of Gender in Sport and Physical Education" (David Kirk); and (6) "Students with Disabilities in Physical Education" (E. William Vogler). Part 3, "Promoting Student Learning," includes (7) "Using Curriculum to Enhance Student Learning" (Catherine D. Ennis); (8) "Standards-Based Program Design: Creating a Congruent Guide for Student Learning" (Leslie T. Lambert); (9) "Student Issues in Physical Education Classes: Attitudes, Cognition, and Motivation" (Melinda A. Solomon); (10) "Effective Instruction in Physical Education" (Judith E. Rink); and (11) "Assessment in Physical Education: The Future is Now!" (Terry M. Wood). Part 4, "Promoting Valued Outcomes and Attitudes," includes (12) "Health-Related Physical Education: Physical Activity, Fitness, and Wellness" (Thomas L. McKenzie); (13) "Teaching Sport within Physical Education" (Peter A. Hastie); (14) "Teaching Personal and Social Responsibility in Physical Education" (Don Hellison); and (15) "Interdisciplinary Curriculum in Physical Education: Possibilities and Problems" (Judith H. Placek). Part 5, "Learning to Teach: An Ongoing Process," includes (16) "Learning to Teach Physical Education" (Mary O'Sullivan); (17) "Teachers' Knowledge Construction" (Inez Rovegno); (18) "Organizational Socialization: Factors Affecting Beginning Teachers" (Sandra A. Stroot and Christine E. Whipple); and (19) "Enhancing Learning: An Epilogue" (Catherine D. Ennis and Stephen J. Silverman). (Chapters contain references.) (SM)

This volume contains 17 papers based on presentations given at a conference on transnational education. These papers focus on academic recognition and the equivalence of academic qualifications. The papers in the first section, "Challenges for the New Economy--Reskilling and Retraining a Global Workforce," are: (1) "Industry-Based Education and Training in the Vietnamese Banking Sector: Development, Delivery, and Evaluation" (John Pidgeon and Patricia Di Virgilio); (2) "Global Student Services" (Ruth Markulis); and (3) "SunTAN: A Four-Year Education in Training a Global Sales Force" (Jerry Neece). In the second section, "The Various Modes of Transnational Education from On-line to On-the-Ground," are: (4) "The Librarian: An Essential Link in Programme and Curriculum Development" (Martha Peach); and (5) "Study Materials and Teaching Methods in Open and Distance Learning Systems" (Raquel Reis). The third section, "The Future of Borderless Education in a Third Wave World," contains: (6) "Preparing Young People for Success in the New Quality Century" (John Jay Bonstingl); (7) "Attributes of a Global Seminar as a Change Agent for Higher Education" (H. Dean Sutphin); and (8) "The Globalization of Scottish Universities" (Steven Beere). Section 4, "Transnational GATE Principles and Models for Transnational Educational Partnerships," contains: (9) "Trends in Transnational Education" (Pamela Pease); (10) "Developing Quality Assurance Systems in African Universities: Implications for Transnational Education" (G. O. S. Ekhaguere); (11) "'And What about the Student?' Incorporating Student Expectations into the Delivery and Evaluation of Transnational Education" (Ruben Chitsika); and (12) "Learning Partnerships in Africa: Commercial Transactions or Reciprocal Exchanges" (Maria A. Beebe). The final section, "Standards for Quality Assurance in Distance Education," includes: (13) "Quality Assurance for Distance Education: (Sally M. Johnstone); (14) "A Case Study of Accreditation Standards: Spain and the United States of America" (Leslie Croxford); (15) "Distance Education Quality Standards in Hungary" (Judit Borzsak); (16) "Quality Assurance in Off-Shore Provision: Some British Lessons Worth Learning" (Geoffrey Alderman); and (17) "International Standards in Open and Distance Learning: How Can Professional Networks Increase Quality Gain?" (Erwin Wagner). Each paper contains references. (SLD)

This book presents an essay on U.S. liberal education and 24 commentaries on it. The essay, "Toward Pragmatic Liberal Education" by Bruce A. Kimball suggests that a consensus is emerging in reform efforts that a new and distinctly American version of liberal education is emerging which owes much to the current resurgence of American pragmatic thought. The second part of the book consists of commentaries on Kimball's essay. These include: "Possibilities for Remaking Liberal Education at the Century's End" (Stanley N. Katz); "Historical Perspective and Our Current Educational Discontents" (Francis Oakley); "Marketing Postmodernism" (Louis Menand); "Knowledge, America, and Liberal Education" (Julie Thompson Klein); "Pragmatic Missions and the Struggle for Liberal Education in State Colleges and Universities" (June K. Phillips); "Pragmatism Won't Save Us But It Can Help" (Richard M. Freeland); "Pragmatism, Liberal Education, and Multiculturalism: Utilizing the Master's Tools' To Restructure the Master's House' for Diversity" (Shirley Hune); "Four Appreciative Queries" (Eva T. H. Brann); "On the Purposes' of Liberal Education" (W.B. Carnochan); "Response to Bruce Kimball's Toward Pragmatic Liberal Education'" (Edmund W. Gordon); "After Pragmatism, What?" (Nicholas H. Farnham); "Pragmatism: Plausible or Panacean?" (John H. Morrow, Jr.); "Seeking Pragmatic Essentialism" (Douglas W. Foard); "Pragmatism, Liberal Education, and the Transformation of Knowing" (Douglas Sloan); "Pragmatism, Scientific Method, and Liberal Education" (Sandra B. Rosenthal); "Wishful Thinking: On the Convergence of Pragmatism and Liberal Education" (Robert B. Westbrook); "Funeral Rites" (David M. Steiner); "Needed: A Pedagogy Please!" (Thomas F. Green); "No Consensus in Sight" (Alan Ryan); "Because I Like the Questions" (Arturo Madrid); "Prognostication and Doubt" (Ellen T. Harris); "Reckoning versus Reasoning: A Struggle for the Soul of Mathematics" (Susan L. Forman and Lynn Arthur Steen); and "The Educated Person, Curriculum Content Standards, and Pragmatic Liberal Education" (Miles Myers). An index is included. (DB)

There is increasing recognition of the important role culture plays in the framing and delivery of education and development in the South. Whether this is in the reciprocal and synergistic relationship between theory and practice or the links between research and policy, it is clear that at the heart of successful educational development is a recognition of the importance of culture. This book critically reviews the relationships of culture, education and development both from a theoretical and methodological perspective and also from the perspective of the teacher, researcher and policy maker on the ground. The importance of context is stressed throughout with a series of case studies of educational developments drawn from a range of national settings. Issues such as education and poverty elimination, local and global knowledge transfers, and the role and discourse of development assistance to education are examined from the perspective of culture and context. Of particular value to the education researcher and policy maker, whether working in the North or South, this book provides a timely reminder of the importance of culture in the development of education. Following an introduction, the book is divided into three parts. Part I, Principles, includes: (1) Culture in Education and Development; and (2) Researching Culture, Education and Development. Part II, Practice, includes: (3) Girls and Basic Education in Ghana: Gender and Schooling within the Domains of Home, Economy and School; (4) Children and Health Education in Uganda: Issues of Culture, Language and Curriculum; (5) Schooling and Cultural Values in South Africa: Building Cultural Capital?; (6) Primary Education in Indonesia: Issues of Culture and the Aid Process; (7) Teachers and Cultural Identity: Critical Dialogues with Self--A Case Study of Student Teachers in South Africa; (8) Exploring the Backgrounds and Shaping of Beginning Student Teachers in Ghana: Toward Greater Contextualisation of Teacherducation; and (9) Action Research and Teachers in Laos: Issues of Knowledge, Research and Culture. Part III, Policy, concludes with: (10) Culture and Educational Development: Policy Implications and Ways Forward.

General education is the core of the undergraduate experience. It provides a lasting foundation for students' future academic, civil, cultural, economic, and social lives. Additionally, as part of most general education curricula, general education as well as first-year experience programs are becoming virtually universal in colleges and universities; first-year seminars often are integrated into general education programs to promote student retention, engagement, and success. The assessment of these institution-wide efforts is particularly challenging, but many campuses have made substantial progress from which students can learn. In this book, the author draws on her experience with over sixty colleges, universities, and college systems to: (1) Establish a broad context for general education and first-year experience programs and assessment, and summarize relevant ideas from professional organizations; (2) Advise how to develop mission, goal, and outcome statements; (3) Explain how to align curricula and pedagogy with learning outcomes, develop alignment questions to be used in assessment projects, and describe how campuses can use course certification to promote alignment; (4) Describe approaches for assessment planning, criteria for selecting strategies, and ethical issues to be considered; (5) Provide examples of direct and indirect assessment strategies; and (6) Discuss the infrastructure for general education assessment and offer advice for effective collaboration among faculty and staff. Written for college and university administrators, assessment officers, faculty, and staff who support general education and first-year experience programs, this book is a hands-on guide for developing, aligning, and assessing general education programs in meaningful, manageable, and sustainable ways. The author presents a variety of approaches and dozens of examples to help readers understand what other campuses are doing and develop a repertoire of their own methods so they can make informed decisions about their programs. Following a List of Figures, About the Author and Preface, this book contains seven chapters: (1) General Education Programs; (2) General Education Mission, Goals, and Outcomes; (3) Alignment of General Education Programs; (4) The Assessment Plan; (5) Direct Assessment of General Education Learning Outcomes; (6) Indirect Assessment of General Education Learning Outcomes; and (7) Bringing It All Together. A glossary and bibliography are also included.

The National Aeronautics and Space Administration was established in 1958 and began operating a formal education program in 1993. The purpose of this study was to analyze the education program from 1993-2009 by examining strategic plan documents produced by the NASA education office and interviewing NASA education officials who served during that time period. Constant changes in education leadership at NASA resulted in changes in direction in the education program and the documents produced by each administration reflected both small and some significant changes in program direction. The result of the analysis of documents and interview data was the identification of several trends in the NASA education program. This study identified three significant trends in NASA education. First, the approach that NASA took in both its EPO efforts and in the efforts directed by the Office of Education is disjointed and seems to reflect individual preferences in education approaches designed to reach populations that are of interest to the individuals in decision-making positions rather than reflect a systematic approach designed to meet identified goals and outcomes. Second, this disjointed and person-driven approach led to a lack of consistent evaluation data available for review and planning purposes. Third, there was an ongoing assumption made by the education community that NASA education efforts were tied to larger education reports, concerns, needs, initiatives and evidence collected and presented in Science Technology Engineering and Math (STEM) education-related studies over the past twenty years. In fact, there is no evidence that the programs and projects initiated were a response to these identified needs or initiatives. That does not mean that NASA's efforts did not contribute to STEM education initiatives in the United States. This study, however, indicates that contributions to those initiatives occurred as a byproduct of the effort and not because of specific goals aligned to those initiatives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Younger workers, particularly those entering the workforce at ages 25-34 years, are more educated than ever before. The potential for these workers to be over-educated in their jobs might therefore be high. But does it follow that they are mismatched to the skill requirements of their jobs? This study examines the link between over-education and skill mismatches for Australian workers aged 25-34 and 35-44 years of age, based on an analysis of data from the 1996 Survey of Aspects of Literacy and the 2006 Adult Literacy and Life Skills Survey. In addition, the wage returns from over-education and over-skilling are investigated. This research provides an interesting comparison with work done by Mavromaras, McGuinness and King (<http://www.ncver.edu.au/publications/2231.html&gt;), which also looked at job mismatch in workers, using data from the Household Income and Labour Dynamics in Australia (HILDA) survey. This research confirms that there are substantial differences between the two concepts of over-education and over-skilling. Most over-skilled workers have low levels of education and require fewer skills at work than they actually have. The majority of under-skilled workers hold a university degree, suggesting that many highly educated workers find themselves in challenging jobs. However, over-education is associated with skills' under-utilisation. The effects of over-education on wages differ substantially across education levels, with the penalty from over-education less severe for highly educated workers than for workers with lower educational attainment. Ryan and Sinning find that it is the level of education more than the skill level of workers that determines their remuneration, with over-skilling having no additional effect on wages beyond that accounted for by over-education. The cost of younger workers with vocational education and training (VET) qualifications being over-educated and in low-skill jobs is of concern. That this effect is also observed in slightly older workers suggests that some VET graduates find themselves entrenched in low-level jobs. (Contains 10 tables, 7 figures and 8 footnotes.)

A remarkably consistent picture of the value of the arts in a comprehensive Pre-K-grade 12 education emerges from a review of two decades of theory and policy recommendations about arts education. Over the past decade, the National Governors Association, the Education Commission of the States, the National Association of State Boards of Education, the SCANS Commission (Department of Labor), and the Council of Chief State School Officers--professional groups with a broad education interest--have begun promoting the value of arts education using the same arguments as traditional arts advocates such as the National Endowment for the Arts, the Arts Education Partnership, the National Assembly of State Arts Agencies, and Americans for the Arts. Last year's U.S. Conference of Mayors, which represents the mayors of over 1200 cities nationwide, urged school districts to use federal and state resources to provide direct instruction in the arts and integrate the arts with other core subjects. While there is support for the intrinsic value of developing cultural literacy and teaching artistic skills and techniques, leadership groups typically emphasize instrumental outcomes derived from high quality arts education in one or more of the following categories: (1) Student achievement; (2) Student motivation and engagement; (3) Development of habits of mind; and (4) Development of social competencies. Each category of outcomes is composed of many distinct behaviors that have been described with a variety of labels and supported by findings from research studies and evaluations. This document highlights examples of landmark research findings and more recent evaluations related to the outcomes associated with arts education. Appended are: (1) Selected Studies about the Benefits of Arts Education; (2) Programs that Connect Artists to Schools; (3) Selected Federal and Other National Programs; and (4) Bibliography. (Contains 32 footnotes.) [Additional support was provided by the Stephen and Myrna Greenberg Philanthropic Fund of the Jewish Communal Fund. For "Re-Investing in Arts Education: Winning America's Future through Creative Schools. Summary and Recommendations," see ED522821.]

The idea for this paper emerged from a recent qualitative investigation which examined the ways in which six Australian primary teachers conceptualised geography and geography teaching (Preston, 2014b). A finding of this research was a strong correlation between the breadth of geographical understandings and the years of experience and age of participants. For early career teachers, conceptions of geography were narrowly confined to information-oriented perceptions. Whereas, the two teachers, with more than 30 years in primary schools, portrayed much more complex understandings. Their conceptions depicted geography as process-oriented and in relational terms, that is, understandings of geography that recognise the interactions and interdependence of people and environments (Bradbeer, Healey, & Kneale, 2004). Both these experienced teachers were also committed to place-based, inquiry approaches to geography teaching and had been using place-based methodologies long before it became a new movement in education (Morgan, 2009, p. 521). This prompted me to question why geography education seldom features in discourses of place-based education and to contemplate the oft-cited argument (at least in the United States) that the recent focus on curriculum standards is incompatible with locally responsive curriculum (Jennings, Swidler, & Koliba, 2005). In order to answer these questions, I explore the intersections and divergences between place-based education and geography education in the Australian context. Drawing on Smith's (2002) and Gruenewald's (2003) conception of place-based education, and the new Australian geography curriculum document, I argue that primary geography education has strong synergies with place-based education methodologies and aims. I further suggest that a geographical perspective can augment place-based education to enrich and broaden students' understandings of the complex interactions between and within places. This argument is balanced with a critical examination of the practice of geography education acknowledging that the tradition of fieldwork might benefit from place-based education approaches that enable more embodied, socially engaged interactions with places. Thus, I contend, place-based education and geography education are mutually supportive and each can extend the other. The paper concludes with a reflection on the challenges in Australia in preparing primary teachers for the implementation of the new (place-based) geography curriculum.

College curricula and instruction, differentiation, and innovation and change in American and Japanese higher education are discussed in 18 papers presented at the 1984 international seminars of the Organization for Economic Co-operation and Development (OECD). Higher education in three European countries is also addressed. Titles and authors include: "New Implications for the Educational Function of the Japanese University" (Kazuyuki Kitamura); "Curriculum and Teaching in Japanese Universities: A Report of RIHE National Surveys" (Masao Seki, Yuji Matsunaga, Fumihiro Maruyama); "Curriculum and New Forms of Teaching" (Theodor Berchem); "University Support for Independent Learning: A New Development in Inservice Education of Teaching (INSET)" (Peter Posch); "Universities and Non-University Higher Education in Japan" (Taijun Saito); "Differentiation within a Unitary Higher Education System: Some Experiences of the Swedish Model" (Ulla Ahgren-Lange); "The University as Repository of Unsolved Social Problems: Shortcomings of Human Capitalism" (Sigurd Hollinger, Walter Steinbacher); "The Differentiation between University and Other Forms of Higher Education in the United Kingdom with Particular Reference to the English Polytechnics" (J. H. Thompson); "Innovation in Japan's New-Type (Shinkoso) Universities: The Experience of Three Universities" (Shinroku Saito); "What Are the Main Innovative Features of New (Reform) Universities and Other New Institutions of Higher Education and What Is Their Impact, if Any, on Traditional Institutions?" (Leslie Wagner);"Reflections on American Higher Education: Expansion and Decline (Ernest L. Boyer); "American Education: Hope Amid Change" (E. Boyer); "Secondary Education in America: Priorities for Reform" (E. Boyer); The Educational Function of the University: An Historical Perspective" (Arthur Levine); "Higher Education in an Age of Decline" (A. Levine); "The Puzzle of Higher Education in Japan: A Response" (Nobuo Shimahara); "The Internationalization of Japanese University Students: A Study" (John J. Cogan); and "The Guidance of Foreign Graduate Students in Japanese Universities: A Look at the Organizations and Persons Responsible" (Joseph E. Hicks). (SW)

This handbook of collected papers is intended to aid in the achievement of sex equity in education, and in society through education. It is divided into six parts, each with a separate editor (or editors) and contains the following chapters: (1) Examining the Achievement of Sex Equity in and through Education (S. S. Klein, and others); (2) Economic Considerations for Achieving Sex Equity through Education (G. Harvey, E. Noble); (3) Sex Equity as a Philosophical Problem (M. Greene); (4) The New Scholarship on Women (S.K. Biklen, C. Shakeshaft); (5) Facts and Assumptions about the Nature of Sex Differences (M.C. Linn, A.C. Petersen); (6) Educational Equity and Sex Role Development (C.G. Schau); (7) Administrative Strategies for Institutionalizing Sex Equity in Education and the Role of Government (P.A. Schmuck, and others); (8) Strategies for Overcoming the Barriers to Women in Educational Administration (C. Shakeshaft); (9) The Treatment of Sex Equity in Teacher Education (D. Sadker, M.Sadker); (10) Sex Equity in Testing (E.E. Diamond, C.K. Tittle); (11) Sex Equity in Classroom Organization and Climate (M.E. Lockheed); (12) Sex Equity and Sex Bias in Instructional Materials (K.P. Scott, C.G. Schau); (13) Increasing the Participation and Achievement of Girls and Women in Mathematics, Science, and Engineering (E.K. Stage, and others); (14) Sex Equity in Reading and Communication skills (K. P. Scott, and others); (15) Sex Equity in Social Studies (C.L. Hahn, J. Bernard-Powers); (16) Sex Equity in Visual Arts Education (R. Sandell, and others); (17) Sex Equity in Physical Education and Athletics (P.A. Geadelmann); (18) Sex Equity in Career and Vocational Education (H.S. Farmer, J.S. Sidney); (19) Achieving Sex Equity for Minority Women (S. Lewis); (20) Gifted Girls and Women in Education (B.J.A. Gordon, L. Addison); (21) Rural Women and Girls (S.A. Rosenfeld); (22) Educational Programs for Adult Women (R.B. Ekstrom, M.G. Marvel); (23) Educational Equity in Early Education Environments (S. Greenberg); (24) Improving Sex Equity in Postsecondary Education (K. Bogart); and (25) Summary and Recommendations for the Continued Achievement of Sex Equity in and through Education (S. S. Klein, and others). Data and recommendations are presented on 17 tables. A list of editors and major authors is included. (BJV)

Three issues of "The Forum," a publication of the New York State Federation of Chapters of the Council for Exceptional Children, feature articles on the topics of technology in special education, early childhood special education in New York, and education of migrant handicapped youth. Titles and authors of articles include: (1) "Technology in Special Education in New York State: A Report of a Survey of Programs for the Handicapped" (J. E. Fleischner); (2) "Word Processing for the Learning Disabled: Instructional Considerations" (J. P. Luchow and M. White-Edgar); (3) "Examination of Evaluation Criteria Used to Judge Courseware by Both Special and General Educators" (M. M. Sayer); (4) "The Equalizer-Technology for the Low Incidence Child" (M. S. Singer and M. E. Foley-McInerney); (5) "Early Childhood Special Education in New York State: A Historical Perspective" (F. P. Connor and A. D. Andelman); (6) "Securing Services for Young Children with Handicapping Conditions" (L. C. Gloeckler); (7) "The Status of Preschool Special Education in New York State" (L. C. Gloeckler); (8) "Developing Quality Early Intervention Programs--Suggestions for the Practitioner" (A. L. Toole); (9) "Early Childhood Special Education Professions: A Look at Competencies of Practitioners" (R. F. Gold and P. W. Lazarus); (10) "Parents and Preschool Programs" (J. S. Bloch); (11) "The Interdisciplinary Educational Team" (M. Seitz); (12) "Advocacy for Access and Equity Is 'Special Education' for Migrants" (B. Martinage); (13) "Assessing the Language Skills of Limited English Proficient (LEP) Migrant Handicapped Students" (C. Coballes-Vega and S. J. Salend); (14) "The Migrant Parent-Tutorial-Project Benefits Migrant Handicapped Pre-School Children" (P. A. Ward); (15) "Career Education for Migrant Handicapped Youth" (M. H. Taylor and I. M. Pitts); (16) "The Warwick Valley Migrant Education Program" (A. L. Hershman); and (17) "A Migrant Student's Plea" (B. Martinage). (CB)

Background: Despite increasing attention to STEM education worldwide, there is considerable uncertainty as to what constitutes STEM education and what it means in terms of curriculum and student outcomes. The purpose of this study was to investigate the commonalities and variations in educators' conceptualizations of STEM education. Sensemaking theory framed our analysis of ideas that were being selected and retained in relation to professional learning experiences in three contexts: two traditional middle schools, a STEM-focused school, and state-wide STEM professional development. Concept maps and interview transcripts from 34 educators holding different roles were analyzed: STEM and non-STEM teachers, administrators, and STEM professional development providers. Results: Three themes were included on over 70% of the 34 concept maps: interdisciplinary connections; the need for new, ambitious instructional practices in enacting a STEM approach; and the engagement of students in real-world problem solving. Conceptualizations of STEM education were related to educational contexts, which included the STEM education professional development activities in which educators engaged. We also identified differences across educators in different roles (e.g., non-STEM teacher, administrator). Two important attributes of STEM education addressed in the literature appeared infrequently across all contexts and role groups: students' use of technology and the potential of STEM-focused education to provide access and opportunities for all students' successful participation in STEM. Conclusions: Given the variety of institutionalized practices and school contexts within which STEM education is enacted, we are not convinced that a single worldwide definition of STEM education is critical. What we do see as essential is that those working in the same system explore the common elements that are being attributed to STEM education and co-construct a vision that provides opportunities for all their students to attain STEM-related goals. This is especially important in the current reform contexts related to STEM education. We also see that common conceptions of STEM education appear across roles and contexts, and these could provide starting points for these discussions. Explicitly identifying the ideas educators are and are not selecting and retaining can inform professional learning activities at local and larger scales.

The article analyzes global trends in the development of teacher education with the aim to improve the education system in Ukraine and presents a comparative and pedagogical study on the concepts of teacher education development in Europe, in particular Great Britain and Germany. It was found that conceptual and methodological fundamentals of modern foreign pedagogy were constantly updated and adjusted. In West European pedagogy, the most common concepts of teacher education development are rationalistic, conservative and neohumanistic (phenomenological) ones. It was specified that rationalistic and traditional concepts of intellectual development were appropriate for the individuals who were reluctant to engage in cognitive activities and needed constant external stimuli. The phenomenological concept is humanistic-oriented and prioritizes personal learning targeted at individual self-realization and defines a learning environment to be a unique catalyst for successful learning. In Great Britain and Germany, open learning is one of the leading forms in realizing the phenomenological concept. Theoretical principles of open learning are related to the philosophy of existentialism, which emphasizes the need to create relevant conditions for learning so that students may freely realize their individual needs. Despite the fact that the concept of open learning is still under development and primarily describes the basic guidelines for education development and the issue of its practical implementation has not beet fully disclosed yet, it appears as a fundamental strategy for modern education. The main principle of open learning is individualization of the education process. Individual skills of students determine the content, methods, forms and tools of learning since the pedagogy of modern teacher education in England is based on them. It was noted that the system of distance education in Ukraine was under development too. However, it may become rather promising provided that Ukrainian educators have taken into account positive aspects of relevant foreign experience and combined the most advanced distance learning technologies with the most effective technologies and methods of traditional classroom learning. West European experience in developing higher teacher education can be implemented in Ukraine provided that the most effective traditions of the national teacher education have been preserved and, therefore, can adjust them to the modern international standards.

The strong demand and rapid increase in the number of programs concerning distant education programs has put the quality problem of distant education services into the agenda. It is crucial to determine the strengths and weaknesses of distant education programs, the problems encountered by these programs and making the required improvements. The purpose of this study is to evaluate the quality of the education given in distant education and of the assessment-evaluation approaches based on the opinions of various shareholders in the field of distant education and observation of synchronous courses. The phenomenological design was used in this qualitative study. The criterion sampling method, one of the purposeful sampling methods, was used in determining the universities whose distant education system would be examined. The study sample consisted of 5 universities, among universities with at least 3 years distant education experience, which offered at least one of the associate degree, bachelor's degree or master's degree programs online and which had various learning management systems. With this respect, coordinators who work in the distant education systems of these universities, instructors who gave distant education lectures in these universities and a service provider who offered a learning management system to one of these universities (a total of 11 people) were included in the study. The snowball sampling method, one of the purposeful sampling methods, was used in determining the participants. The data were collected through semi-structures interviews and observations and evaluated through the "content analysis" technique. It has been stated that distant education programs should be arranged according to especially the course content, teaching materials, learning-teaching process, the support provided, technology that is being used and evaluation-assessment methods; and the weaknesses of the components were detected with regards to the unique features of distant education. The importance of evaluating distant education programs regularly and carrying out necessary improvements based on evaluation results was also put forward.