Education & Pedagogy

This report presents the text, background, and analysis of proposed amendments to the Indian Education Act of 1972. The amendments reauthorize the Indian Education Act, revise existing law to improve administration of Bureau of Indian Affairs (BIA) education programs, and incorporate school reform legislation enacted in Goals 2000 (the Educate America Act). The Indian Education Act funds 185 BIA-operated or tribally operated schools and dormitories on 63 American Indian reservations; supplemental programs for Indian children in over 1,200 public school districts; and competitive grants to support planning, demonstration projects, fellowships and professional development for Indians, and agency administrative budgets. While reauthorizing formula grants for supplemental programs, the amendments specify minimums for program enrollment and funding; require applicants to provide a comprehensive plan covering objectives, coordination of funds, teacher training, student evaluation, and dissemination of assessment results to parents; and require the school district to assess Indian student needs. The amendments also reauthorize the six Indian Education Technical Assistance Centers, provide educational planning grants to tribal governments, provide for revision of BIA education standards to reflect community goals, authorize new funding for Indian and Alaska Native language instruction, address the enormous backlog of needs for school construction, and change criteria for investment of endowment funds of the tribally controlled community colleges. Includes a Congressional Budget Office cost estimate. (SV)

This sixth follow-up study assesses Central Missouri State University's (CMSU) teacher education programs, involving input from professional education faculty, preservice teacher education candidates, teacher education graduates, and employers. The 1994 data revealed that 33 percent of the students in the 1993-94 Foundations of Education courses were male and 11 percent were nonwhite. Students rated their weakest academic areas as non-western philosophies and cultures, followed by legal and ethical responsibilities and mathematics. Data relating to student teachers indicated that 78 percent were females, 92 percent were white, and 45 percent were placed in elementary classrooms. A survey of graduates found that 82 percent were full-time classroom teachers, 43 percent within Missouri, with average salaries of $18,849. Seventy-nine percent of graduate respondents plan to work on graduate degrees in education, and 84 percent planned to be teaching 5 years later. Teachers were most dissatisfied with level of support from parents and community, salary/fringe benefits of teaching, and opportunities for professional advancement. Seventy-three percent of the principals hiring CMSU graduates felt that the teachers were strongly prepared for their positions. Principals felt that salary/fringe benefits was the top area of dissatisfaction for teachers. Copies of the survey instruments and data are appended. (JDD)

A joint masters degree program in special education administration was developed through collaboration among Gallaudet University (Washington, D.C.), Plymouth State College (New Hampshire), and Keene State College (New Hampshire). The program was established in 1990 to meet the needs of special educators in rural areas of New Hampshire, Maine, and Vermont. Discussions with potential graduate students resulted in the identification of training needs in different areas of special education and administration. As a result, a summer program of study was established and held at Plymouth State College. Prompted by student discussions of the need for an even more advanced program, members of a joint advisory committee examined the training needs of current holders of master's degrees serving as directors of special education and master teachers. In an effort to expand the program for this potential market, data were analyzed from course evaluations, meetings with special education directors and teachers, and a needs assessment administered to special education directors and parents. Plymouth State College was awarded a state grant to support a series of summer leadership training institutes and to design a Certificate of Advanced Graduate Study program (CAGS) in educational leadership. Efforts are currently directed toward designing a course of study, developing a market plan, writing proposals, and obtaining final approval for the new CAGS program. (LP)

A study identified the factors that assist or impede women's access, participation, and progression within education and training in Britain. The project rationale was as follows: women face continuing inequalities in the labor market, there are signs of a diminishing concern with equal opportunities, and women's position and experiences in education and training have been underanalyzed and underreported. Difficulties participants identified in relation to gaining access to education, training, and employment fell into three broad clusters: personal and domestic, dispositional or psychological, and structural constraints. Course components that help women move to employment or other levels of education or training were core or basic skills, study skills, educational and vocational guidance, planning for change, job search and acquisition skills, accreditation, and assessment of prior experiential learning, experience, and skills. The most effective reentry or threshold learning activities for women shared features common to all good community education: sensitive recruitment, informal venues, flexibility, and empathetic staff. Problems women experienced in moving from an informal to a formal education or training environment arose largely due to lack of information and guidance, lack of coherent learning routes, and lack of support and practical assistance. (Appendixes include descriptions of courses and initiatives that have assisted women's access and progression.) Contains 109 references. (YLB)

Education should be the most efficient way of arousing the individual's cultural consciousness. A concept of "interculturality" now exists, signifying the importance of the interaction between different cultures. There must no longer be a distinction between the "high class" culture of the erudite and the "low class" culture of the lower social strata. It is necessary to recognize all of the influences upon the culture of the developing nation, even those influences that spring from former colonizers. Identity of self evolves through knowledge of the other. It is impossible to understand a nation's culture without understanding its arts. Any sound education develops personal expression and social integration, and art in particular contributes to such development. To be effective, art education must relate artistic production with aesthetic appreciation and historical information. Education must pay attention to visual literacy, to prepare children to understand and evaluate all sorts of images. Furthermore, in learning to appreciate and decodify works of art, children develop creativity. Art education also mediates between art and the general public. Training in art is important economically as well, in that many jobs relate directly or indirectly to art. Art is also critical for emotional development. It is impossible to conduct emotional and intellectual education without art. (SG)

Changes already underway in the U.S. economy have made it increasingly important for students to acquire symbolic-analytic skills and technical skills. Of all the available options for improving the education of vocational industrial teachers to help them prepare students for work in the 21st century, the most reasonable alternative appears to be that of identifying trends and issues shaping the future and developing strategies for tomorrow's needs by combining the best practices of present and past with new and creative solutions that address the concerns of the future. A systematic strategy must be developed to revitalize the preparation of well-qualified vocational industrial education teachers to prepare youths to enter the work force of the future. One way of preparing tomorrow's teachers to achieve a level of excellence is by having them move through a high-quality formal teacher education program that is consistent with state certification requirements and that provides rewards and incentives for teachers to become master teachers after moving up along the career ladder of provisional teacher, associate teacher, and standard teacher. (This paper includes a proposed framework for approved vocational industrial teacher education programs and a proposed set of guidelines for the professional studies component of the proposed framework.) (MN)

This document is designed to assist in development of state plans for action for consumer education. Its purpose is to serve as a catalyst for new and expanded public-private partnerships among state and local leaders that strengthen consumer education in the schools. Section 1 defines consumer education, discusses consumer concepts, and lists consumer education objectives. Section 2 provides a rationale for consumer education and focuses on deficiencies shown by results of tests measuring the consumer competency of adults and high school and college students. Section 3 on consumer education in the schools highlights current mandates and policies and describes advantages and disadvantages of four curriculum approaches to K-12 consumer education: separate course, integrated into existing subject, integrated into several existing subjects, and integrated into existing subjects with a capstone course. Section 4 discusses four essential ingredients to the success of statewide programs: commitment, leadership, compromise, and coordination. The final section presents five steps in the process of establishing a partnership: organize action group, assess current situation, create action plan, implement plan, and follow up. Appendixes include a diagram of the concepts identified in Section 1 and their relationships; a sample of suggested activities to strengthen and expand consumer education; highlights of actual partnerships and the successful programs; and a list of 78 print and organizational sources of additional information. (Contains 12 references.) (YLB)

This booklet examines two frequently used public policy education models and illustrates how they may be used to develop and conduct extension education programs for communities struggling with change in general and for communities dealing with growth management issues in particular. The booklet opens with a brief discussion of key areas of concern in planning/implementing public policy education programs: information providers, decision criteria, objectivity, and program delivery. Following this, the advocacy approach to public resolution is mentioned briefly; however, while this model is widely known and accepted and while it always forces a solution, it is not education. Presented next are the basic components of the alternative/consequences model of public policy education and important principles public policy educators must follow to be effective. When the public policy education model is applied to conflict resolution, the educator becomes a facilitator in managing a collaborative negotiation process. The benefits and key components of the collaborative model are outlined, and an eight-step issue-to-public policy evolution model is detailed. Also detailed are the 11 identifiable steps in collaborative conflict resolution process. The costs and benefits of community change are weighed, and the role of extension education in resolving community change issues is analyzed. Contains 16 references. (MN)

Systemic reform, by definition, requires a concerted effort on the part of many toward change. In an effort to continue to promote systemic reform in science and mathematics education, a 3-day conference provided the forum necessary for many to share their insights and concerns on the issues. A brief discussion of four components of the conference is provided: (1) issue sessions which discussed a variety of topics ranging in scope from the new role of technicians in our society to changes in the classroom; (2) theme sessions that considered the media, technology, undergraduate education and systemic reform, and measuring progress in the systemic effort; (3) 21 workshops; and (4) exhibits. Also included in this report are 6 briefing papers entitled: (1) "Indicators of Mathematics and Science Education" (Larry E. Suter); (2) "NSF's Programmatic Reform: The Catalyst for Systemic Change" (Joseph Danek, Roosevelt Calbert, and Daryl Chubin); (3) "Ohio's Statewide Systemic Initiatives: Lessons from the Trenches" (Jane Butler Kahle); (4) "Discovery about Systemic Change" (Ted Sanders); (5) "Issues in Rural Education and the Rural Systemic Initiative" (Wimberly Royster); and (6) "NSF Workshop Report: Learning and Technology in the Future" (Nora Sabelli and Lida K. Barrett). (ZWH)

This report critically examines special education in Baltimore (Maryland) public schools and proposes major reform of Baltimore's special education system. Criticisms focus on: poor instructional quality (there is little "special" about special education); segregation of special education students from regular education; special education used as a dumping ground for slow learners and trouble makers; little attempt at early intervention; poor outcomes despite expensive programs; and an inefficient and ineffective bureaucratic system. A series of recommendations is preceded by a list of desired outcomes. These include higher self-esteem for special education students, early intervention to prevent unnecessary placement in special education, ending excessive bureaucracy and red tape, and raising graduation and attendance rates. Six initiatives are proposed: (1) creation of a mission statement; (2) taking responsibility to the schools; (3) creation of one system for all students; (4) staff development and support; (5) encouragement of family participation; and (6) improved management. A previous court-commissioned plan for reform is outlined and endorsed. Requirements of federal and state law as well as a 1984 consent decree are summarized. The report also offers recommendations to implement the six proposed initiatives. (Contains 35 references.) (DB)

Between 1986 and 1990, a longitudinal study called Teacher Education and Learning to Teach (TELT) was conducted by the National Center for Research on Teacher Education (NCRTE). The purposes of the study were: to investigate how formal teacher education bears on teacher learning; the impact that a variety of approaches or alternatives have on teachers' knowledge and skills; and the role of teacher education in relation to the many other influences on teacher learning. This document describes the conceptual work involved in the TELT study, its general design, and some initial findings. Major findings are grouped according to several key issues in the area of teacher education and teacher learning: (1) learning subject matter knowledge and majoring in academic subjects in college; (2) learning to accommodate diverse learners; (3) learning with the help of mentors; (4) learning in alternative certification programs; and (5) learning in preservice teacher education programs that differ in structure and orientation. The TELT study suggests that substantial changes in teaching practice are most likely to occur when teachers have extended ongoing assistance that is grounded in classroom practice, providing opportunities to try and adapt new practices in their own classrooms and enabling teachers to learn concurrently about subject matter, how diverse students learn it, and how teachers can teach it. (Author/ LL)

The report of the External Program Review Team on Teacher Education to the Oklahoma State Regents for Higher Education featured 23 recommendations for Oklahoma to become a leader in teacher education. The recommendations were grouped into five categories of concerns: program rigor, faculty resources, technology, interrelationships/leadership, and teacher certification. An action plan to implement the recommendations was initiated. The plan began with a Regents staff visit to the 12 state institutions with an agenda listing items for discussion and requests for selected updated materials. In line with the first two recommendations, the plan focused on program viability. This status report is divided into 8 sections: (1) background information; (2) program viability; (3) categories of concerns; (4) incentive grant funding for innovative teacher education programs; (5) NCATE accreditation; (6) Holmes Group; (7) a summary of activities responding to the 23 recommendations of the external program review team; and (8) conclusions drawn from the process. Three appendixes provide: a table of responses to the recommendations of teacher education external program review team by category; topics for discussion at institutional visits; and a summary of discontinuations and a review of options in teacher education by institution. (LL)

The 11 papers in this book address, from a sociological perspective, a variety of contemporary educational reform issues in Great Britain. The papers examine the direction and role of sociological research in education. Sociology education has an important role to play in raising questions about the British educational system and its premises. The discipline has come under harsh attack by conservative politicians and educators in recent years. The papers include: "Parents and the State: How Has Social Research Informed Education Reforms?" (M. David); "Not in Front of the Children: Responding to Right Wing Agendas on Sexuality and Education" (L. Kelly); "Feminism, Education, and the New Right" (M. Arnot); "Special Needs: Personal Trouble or Public Issue?" (L. Barton, M. Oliver);"On the Specificity of Racism" (A. Gurnah); "Teachers' Responses to the Reshaping of Primary Education" (A. Pollard); "Staying On and Staying In: Comprehensive Schooling in the 1990s" (D. Halpin);"Whose Choice of Schools? Making Sense of City Technology Colleges" (T. Edwards, S. Gewirtz, G. Whitty); "Reconstructing Professionalism: Ideological Struggle in Initial Teacher Education" (J. Furlong); "The Reform of Higher Education" (G. Walford); and "Recovering from a Pyrrhic Victory? Quality, Relevance, and Impact in the Sociology of Education" (R. Dale). (DB)

This report re-examines the State of Illinois' Board of Higher Education's 1980 policies on education for the health professions and recommends revised general policies for the Board's consideration. An update on occupational demand and program developments are provided and programmatic directions are recommended for institutions to consider in making capacity adjustments in health educational programs during the next 3 to 5 years The report also re-examines the Health Services Education Grants Act and proposes amendments to grant rates and definitions reflected in the rules for administration of the Act. This reassessment shows that the Board's current policies on education for the health professions continue to be relevant and that these policies reflect general goals and directions for the 1990s. Minority representation in the health professions is significantly below the proportion of minorities in the state's population, so increasing minority enrollments continues to be a high priority. Shortages of health personnel were identified, resulting in recommendations to expand existing program capacity or add new programs. There is also a need for new incentives to increase enrollments in the various health professions, to increase the number of physicians in primary care, and to encourage more physicians to establish practices in underserved areas. An appendix provides the current Board policies on health professions education. (GLR)

This guide is intended for teachers, health educators, curriculum developers, staff development specialists, and administrators responsible for teaching health to Hispanic students. It suggests ways to make health education relevant to this group in terms of the content emphasized, activities chosen, and learning styles used. The guide also provides background information about this rapidly growing population. The first chapter discusses the purpose of the guide and the use of the term "Hispanic." The second chapter is an introduction, and the third chapter "Who Are Your Students?" discusses the diversified Hispanic population in the United States and Hispanic classifications and degrees of acculturation. The fourth chapter, "Health Issues for Hispanic Youth," covers consumer health, community and environmental health, disease prevention and control, prevention of drug use and drug abuse, mental and emotional health, family life, and nutrition. The fifth chapter offers Hispanic students' responses from a focus group on health and health education. The sixth chapter, "Implications for Health Education," discusses general guidelines, the impact of culture on health education, health education content, instructional methodologies, and materials. Chapter 7 contains a conclusion. Further sections list Spanish language health resources, a subject index, and 20 references. (JB)