Education & Pedagogy

In 2001, 11 Texas universities offering doctoral programs in education completed surveys about the focus of their programs on preparing teacher educators. Overall, three stated that their degrees in educational leadership were designed primarily to prepare school leaders, but might prepare teacher educators. The rest cited as teacher education doctorates their Ph.D. and/or Ed.D. degrees in various fields. The institutions addressed 13 topics in their doctoral programs (e.g., curriculum theory, research in teaching, and theories/strategies of instruction and classroom management). Regarding additional experiences to prepare doctoral candidates as teacher educators, one cited the doctoral dissertation, two cited graduate assistant assignments in preservice education, and one indicated that either field research or an internship was required for the Ed.D. degree. A second survey, designed to learn more about knowledge and experience desired by the "market" for teacher educators, was completed by 49 teacher education entities that offered programs approved by the State Board for Educator Certification that were not doctoral institutions. Results indicated that although graduates of most Texas doctoral programs in education might, at some time, be employed as teacher educators, only a small set of doctoral institutions have a terminal degree program specifically to prepare teacher educators. A number of factors in Texas teacher education policy discourage program quality. (SM)

This paper provides a foundation for researchers in mathematics education and vocational education (now commonly called career and technical education) to begin exploring an interdisciplinary research agenda that will create new knowledge and innovations for living and working in rural areas in the 21st century. The need for interdisciplinary research is discussed, followed by definitions of interdisciplinarity. Lattuca's typology of interdisciplinary scholarship is presented, in which the nature of interdisciplinarity in teaching or research is defined by the type of question motivating it. The evolution of research methods in mathematics education over the past 25 years is outlined, moving from strictly quantitative methods to qualitative studies and multiple perspectives focused on students' learning processes. Trends in vocational education research would also seem to accommodate the conduct and characteristics of interdisciplinary research. Integration of disciplines may not be the defining characteristic of effective interdisciplinary research. Questions that transcend disciplines or that have no compelling disciplinary basis characterize true interdisciplinary research. Interdisciplinary research faces barriers based in traditional academic structures. Yet, various types of institutional support exist for conducting interdisciplinary research. Moreover, entities outside academia, including funding organizations and businesses, are increasingly influencing the research agenda. Five considerations are outlined for creating an interdisciplinary research agenda that links rural mathematics education and vocational education in meaningful ways. (Contains 32 references) (TD)

A comparison of vocational training and technical qualification systems in Korea and South Africa shows both countries are responding to similar changes in economic and enterprise structures. South Africa's work experience learnership system is more desirable than Korea's more traditional separation between formal education and workplace training, although the former lacks complete theory/practice integration. Korea could learn from South Africa's shift from education for employment to education for employability. Conversely, private enterprise support for education, comparatively high educational levels and low rate of attrition from schooling in Korea indicated lessons that could be learned by South Africa. Among factors that could improve both systems are these: (1) flexible educational delivery systems; (2) implementation or continuation of a national qualifications framework; (3) ensuring relevance between education and training; and (4) greater cooperation between government, employer organizations, labor unions and educational institutions. (Suggested future cooperative projects between the nations are listed. Contains 83 tables, 26 figures and 63 references.) (AJ)

This paper examines reading issues and strategies for the 21st century, analyzing interventions that could become models for ensuring quality and alignment in preservice teacher education and reviewing the "Gap Analysis of Preservice and Inservice Teacher Training of Reading Instruction: Large-Scale Survey Study." It also synthesizes findings from reading research studies in preservice teacher education and provides recommendations, action plans, and thoughts for preservice teacher education in reading and literacy in general. Four sections present "Overview of Critical Issues and Strategies for the 21st Century and Beyond" (e.g., rapid teacher retirement, poverty and second language students, and alternative certification); "Interventions for Alignment in Preservice Teacher Education" (e.g., Higher Education Act: Title II, public school teacher quality, and teacher quality and student achievement); "NCREL's 'Gap Analysis of Preservice and Inservice Teacher Training of Reading Instruction: Large-Scale Survey Study'"; and "Synthesis of Preservice Teacher Education Research Studies in the Field of Reading" (e.g., preservice teachers' perspectives, teaching experiences, and diagnostic teaching). Two appendixes include the National Council for Accreditation of Teacher Education (NCATE) Standards and Matrix from "Initial Programs for Middle/Junior High and Senior High School English Language Arts Teaching" and "International Reading Association (IRA) Standards for Specialized Reading Professionals." (Contains 63 references.) (SM)

This report summarizes the result of a survey of undergraduate general education in a national sample of colleges and universities. It was conducted during 2000 through two electronic surveys; one of chief academic officers and a second directed to the administrator most responsible for day-to-day administration of a general education program. Responses were received from 279 chief academic officers and 200 general education administrators. One of the most surprising findings was that general education remains a high priority item on the majority of campuses, with 57% of the responding institutions currently conducting a formal review of the general education program, and 43% planning a review in the next year. Over the last 10 years, general education has increased as an educational priority. General education reforms of the past decade have resulted in a variety of new approaches, including increased interest in thematic programs. In spite of the high level of interest in general education from campus and external sources, there is little evidence that academic leaders have made many advances in developing shared educational values and embedding them in the life of the institution. Students often display a preference for specialized study, and the advance of general education is slowed by the organization and values of the academy itself. An appendix contains a profile of responding institutions. (Contains 14 references.) (SLD)

This document is comprised of one issue of the "State Education Leader," published by the Education Commission of the States, an organization that helps state leaders identify, develop, and implement public policy for education that addresses current and future needs of a learning society. This newsletter issue focuses on the activities driving changes in state policy, including economic concerns, a new national report that graded state higher education systems, President Bush's "No Child Left Behind" initiative, and national test scores. The articles in this issue include: (1) "Economics, Test Scores, New President behind Legislative Changes" (Kathy Christie); (2) "Is the Party Over? Education Spending in Today's Economy" (Mike Griffith); (3) "Tax Credits for Education Gain Credibility" (Todd Ziebarth); (4) "Early Learning: What's New in States" (Kristie Kauerz); (5) "A National Report Card on Teacher Quality" (Ed Crowe); (6) "Higher Education Master Plans Gaining Ground" (John Borgen); (7) "Leadership in the States" (Katy Anthes); (8) "Ohio Partnerships Unite Districts, Universities" (Marga Torrence); (9) "Service-Learning: What's Happening in the States" (Lou Myers); and (10) "Community College Role Growing" (Genevieve Hale). (KB)

This document provides a written account of a testimony of Al Koeppe, on behalf of the New Jersey Commission on Higher Education, to the New Jersey Board of Public Utilities. He describes the Commission on Higher Education and its role in the state as coordinating higher education within the state, planning, policy development, and advocacy. He then elaborates on the system of higher education in New Jersey. In the area of telecommunication services, he explains that information technology is increasingly critical to education at all levels of the system and that the state's overall well being depend on higher education system's ability to access various forms of technology. He continues to explain how the state has previously recognized the significance of telecommunications for higher education, despite a lack of financial support. He then stresses the need for universal service across the entire educational system and possible ways both K-12 and higher education institutions would benefit. He concludes with specific recommendations to the Board of Public Utilities. The Board is urged to adopt a statewide universal service fund with a separate component to provide discounted rates to higher education institutions for telecommunication services and the necessary connections to access services. An estimate of the proposal costs is included. (JJL)

This document examines policy issues related to preparing educators to work with diverse learners, including students with disabilities. It begins by discussing the growing emphasis on accountability for all students and general education and special education as a unified system. Strategies that states are using for teacher recruitment and preparation are explored, as well as approaches used by schools of education. Key areas for teacher education reform are then identified and include: (1) the need to ensure student teachers have appropriate clinical experiences with a range of students; (2) the need to ensure that all teacher candidates, including those from traditionally underrepresented groups, have the skills needed to pass teacher licensure tests, and for a broad consensus among various education specializations to support a balanced and complete curriculum for teacher education; (3) the need to ensure that performance assessments measure the extent to which teacher candidates demonstrate their ability to work with diverse students; (4) the need to consider diversity and preparation in using a variety of instructional strategies when planning and implementing performance pay incentives; and (5) new policy approaches to alternative licensing to ensure that teachers are prepared to serve children with disabilities in the regular classroom. (CR)

In 1996, Missouri's Coordinating Board for Higher Education adopted a new strategic plan. This annual report describes the efforts in 1997, of Missouri's higher education community to meet these goals. The report's findings, which are listed by initiative, include the following: (1) institutional mission review and enhancement efforts entered their third phase during 1997, with four institutions receiving funding for their enhancement programs; (2) Missouri Student Assistance Resource Services, which provides postsecondary financial assistance to Missouri families through outreach programs and the administration of state and federal aid programs, assisted nearly 86,000 students with grant, scholarship, and loan awards totaling $288 million annually; (3) telecommunications-based delivery of education, implemented under the guidance of the telecommunications advisory group, included the first dedicated state appropriation ($5 million) for the Missouri Research & Education Network to connect to the Internet and continued work on the development of a statewide automated library system; (4) Missouri's state plan for postsecondary technical education was clarified in response to several emerging issues; and (5) the Funding for Results program led to improved student performance and increased student academic success, retention, and job placement. Appendices provide information on academic affairs, higher education funding, legislation, and statistics, planning and policy development, and Missouri's proprietary school certificate program. (MAB)

In 1992, Missouri's Coordinating Board for Higher Education (CBHE) adopted 24 higher education goals that would fulfill its vision statement and address needs identified in its task force report. Baseline data for these goals were gathered in 1993, and annual data have been collected through state and federal surveys completed by the state's public and independent colleges and universities. This report provides an update on the progress the state is making toward these goals, which include initiatives in the following areas: high school core curriculum, advanced placement opportunities; underrepresented groups and minority student participation and success; prospective school teachers; remedial education; enrollment at public four-year colleges and universities; admission categories; success rates of entering freshmen; geographic access to postsecondary technical education; student transfers; minority employment in Missouri higher education; degree program assessment; assessment in the major field of study; national recognition of graduate and professional programs; changes in funded positions by employment category; faculty workload; student financial aid; performance-based funding; instructional and research equipment facilities; accountability reporting; operating and capital funding; and governance. Appendices include a status summary on a state plan for a postsecondary instructional television network; and a review of academic programs by campus. (Contains 47 charts). (MAB)

This evaluation report presents data on the special education program in the Des Moines (Iowa) public schools. The school district's mission statement is followed by a context evaluation, which finds that more than 8,000 Des Moines students receive special education services on either a daily or short-term basis throughout the year. Also noted is a contractual arrangement that enables the district to employ its own support personnel. A section on input evaluation finds three primary sources for funding special education in the district: the state weighted funding formula, the Area Education Agency support dollars, and federal funds. Revenue for the 1996-97 school year totaled over $42 million. The section on process evaluation notes the variety of service delivery models used to meet students' identified educational needs and the annual development of overall program goals to improve district programming to ensure compliance with state and federal law. The section on product evaluation finds all students in special education have individualized education programs (IEPs) and that efficacy of special education is measured by consumer satisfaction surveys, a review of IEPs, and the district's special education withdrawal rate. Finally, future plans include better student progress monitoring, evaluation of program efficacy, upgrading the work force, and a change to a problem solving/interventions model of service delivery. A diagram of this model is appended. (DB)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, focuses on teenagers' access to higher education. The following items are included: module overview; list of basic, thinking, interpersonal, information utilization, and other skills addressed in the module; teaching points (points regarding the importance of postsecondary education in the current job market, the success in higher education that may be achieved even by teenagers who have not done well in school, the financial feasibility of higher education for most students, and immigrants and higher education); sample learning activities; list of educational resources and commercial textbooks; sample lesson plan; transparency masters; action plan; pre- and postmodule student surveys; and scoring directions. The following objectives are addressed in the module lesson: acquire and evaluate information on financial aid; compare and contrast various kinds of financial aid; prepare an action plan for continuing education; work cooperatively with others; and use problem-solving skills. Included in the lesson plan are the following: objectives, description of target audience and context, room setup guidelines, lists of items needed and media used, and detailed instructions for conducting the lesson. (MN)

Technology education has a long history of attempting to make female students comfortable with the field. Although there has been limited success in recruiting females into the field, the situation is much more positive than it was 75 years ago, when girls were often forbidden to take "manual training" classes. A 1980 Montana report on gender bias in technical education in the state showed less than 10 percent female enrollment in every technical area except graphic arts (where there were 51 percent females). Today, there is still a disparity between males and females in technology education and other technical fields. Among technology teachers, only about 7 percent are female. In most high school subjects the gender differences are striking, with less than 15 percent female enrollment in technology courses. Middle school data, however, show gains in female students in the technical fields. In higher education, more females than males are earning associate's and bachelor's degrees, whereas the reverse is true for doctoral degrees and professional degrees. Far more males than females are earning degrees in the technological fields. Although technology education has come a long way in 75 years, much more progress needs to be made in making technology education acceptable and accessible for girls and women. (Contains 13 references and a gender quiz with answer key.) (KC)

This handbook, which is intended for adult and community education (ACE) organizations and vocational education and training (VET) providers, outlines more than 40 practical successful pathway models that provide opportunities and options for women's transition from informal, noncredit ACE courses to accredited VET courses. Discussed in the first third of the handbook are the following: the purpose and process of pathway planning; good practice; 10 models for pathway planning (the entry point model, the Certificate of General Education for Adults as a pathway model, the paths to employment model, integrated models, provider partnerships, community development, volunteer worker to VET training, culturally appropriate pathways, statewide strategies, and open learning as a pathway strategy); guiding principles for planning pathways; the pathway idea; and pertinent acronyms. The remaining two-thirds of the handbook consists of descriptions of 46 programs patterned after the 10 models. Each program description contains some or all of the following: descriptions of the program's origins and key features; provider profile; contact information; and detailed description focusing on the program's target audience, innovative courses and/or services offered, program prerequisites (if any), and program outcomes. Concluding the handbook are icons and indexes to themes, organizations, models, and a glossary of icons. (MN)

This collection gathers together over 50 high-quality materials to support environmental education (EE) curricula. Because each community has unique environmental and educational needs, the guide includes a broad set of educational materials that can be adapted to a variety of settings. The materials can be used to supplement educational activities in biology, reading, and geography or as the basis for specific conservation educational programs concerning soil erosion, water pollution, conservation of biological diversity, and other pressing environmental issues. The guide also contains publications designed to build support for environmental education in local communities and educational systems so that learning about the environment becomes an integral part of the education process. Environmental education resources are organized into nine categories based on requests commonly made by environmental educators. Those categories include: (1) Developing an EE Curriculum; (2) EE for Children Ages 4-14; (3) EE for Teenagers and Adults; (4) EE for Audiences Learning a New Language; (5) Environmental Interpretation; (6) Conducting an EE Workshop; (7) Environmental Issues and Problems; (8) Building Support for EE Programs; and (9) Finding Out If Your EE Program Actually Works. The annotated bibliography describes the resources listed in the first section plus additional environmental education materials such as workbooks, newsletters and magazines, teachers' manuals, and guidebooks. (PVD)