Education & Pedagogy

Compares and contrasts two economic views, political economy and neoclassical economics, as they pertain to the development of human capital and education in rural areas. The concluding discussion draws implications for rural educators. (Author/KS)

Describes the Math Enrichment and Teaching Applied Science (METAS) project, a five-week math and science enrichment program offered by Lehigh University for limited-English proficient students from Broughal Middle School. (DMM)

Some misconceptions about the roles of action and problem solving in environmental education are examined. It is argued that the use of the term problem solving exaggerates the abilities of environmental educators and students. The implications of establishing problem solving as a goal of environmental education are discussed. (KR)

Examined students' opportunities to use thinking skills in physical education programs. Results indicated that teachers used deductive and inductive strategies to encourage student metacognition. Teachers encouraged students to focus attention, compare, and analyze. (BC)

Describes an approach to teaching foundations of practices by viewing them as master texts that script the actions of practitioners. Four major adult education discourses are mapped: technological, humanist, liberal, and radical. (SK)

This article considers difficulties in including the sciences in campus planning for an international curriculum. It encourages finding ways to increase international scientific study, make international scientific exposure attractive, and increase integration of scientists into the interactive world community. (DB)

Discusses development, training, and coordination practices for teams consisting of vocational counselors, vocational teachers, and special needs support services providers. Presents eight models for integrating postsecondary academic and vocational programs. (JOW)

Research shows that vocational education programs are improved through infusion of math skills into the curriculum. Integrating math skills must be a joint effort between academic and vocational instructors. Skills must be taught and reinforced in both classrooms. (Author)

This article provides a select review of the literature regarding AIDS-related knowledge, attitudes, and beliefs among secondary and postsecondary students. Recommendations for developing AIDS education curricula and programs are provided. (IAH)

Nine strategies for agricultural education research are as follows: understand the discipline, have a focus, review priorities, develop a research program, build upon a sound theoretical base, engage in collaborative research, assign credit and responsibility, market findings, and evaluate the research program. (SK)

Discusses considerations for developing an institutional policy on conflict of interest applicable to continuing medical education activities. Looks at factors that have created the need for such a policy and provides a working draft. (JOW)

A teacher educator describes her efforts to counter racism, sexism, and social class bias among her students. Includes a list of suggestions to teachers in the field of multicultural, or social justice, education, with the aim of promoting a socially responsible world view. (DM)

The introduction of the German-style dual apprenticeship system into the United States will mean part-time vocational schools teaching academics and vocational skills combined with on-the-job training at local companies. (Author)

The Federal Interagency Committee on Education outlines six priority topics for research and development on rural schools: school effectiveness, curricular provisions, school-community partnerships, human resources, use of technology, and financial support and governance. Sample research questions are suggested. (SV)

Described is a comprehensive approach which was used to develop, implement, and assess educational programs for four specific Kinabulu Park audiences: general park visitors, school groups, local villagers, and the public reached by mass media. (CW)