Education & Pedagogy

Presents an overview of programs conducted in earth and environmental education in Nova Scotia. Describes programs offered by the Halifax Outdoor Centre, the HeartWood Institute, and Peak Experiences, providing outdoor and adventure experiences to elementary and secondary school students and adults. (CDS)

Of four models for school-to-work transition (direct, deregulated, regulated overlapping, and shifted), Germany's dual vocational training system is a regulated overlapping system that offers learners a smooth bridge from the role of pupil to that of qualified skilled worker. (SK)

Assesses the contributions of Paulo Freire and considers whether his philosophy and approach can be applied in adult and community education today. Suggests that so-called radical education has not addressed epistemological questions, leaving the nature of knowledge unquestioned. (SK)

Provides details of a study that attempts to broaden the understanding of mathematics by investigating how applied mathematicians and biologists collaborate in developing dynamic population models. (DDR)

Describes the purpose of the Journalism Education Association's (JEA) Web site and lists what is available there. Gives the background of the student-created Web site. Provides a quick guide to access various parts of the JEA Web site. (PA)

Reports on two case studies of the Science Advisor (SCIAD) Program. Goals of this program include improving science and technology literacy, and increasing the number of highly qualified scientists. Contains 14 references. (DDR)

Presents an excerpt from Dr. Noel J. Brown's speech at the National Forum on "Partnerships Supporting Education about the Environment" in which he examines the interconnections between environmental education, economic conditions, and sustainability in the broadest sense. (JRH)

Discusses informal education as a form for learning about computers and describes relevant computer competencies on four levels based on empirical project work. Computer learning offered by formal, organized programs and by informal methods via the media are reviewed. Contains 56 references. (Author/LRW)

Discusses approaches to evaluation in environmental education. Describes the structure of tests used as evaluation tools in a three-year project implemented in a number of Italian secondary schools and presents a critical analysis of the results. Contains 19 references. (JRH)

Provides examples of search strategies that are useful in acquiring and accessing engineering education resources. Argues that wider bandwidth and increased accessibility are essential to any pedagogic approach that makes use of the Internet. (43 references) (DDR)

Participatory Environmental Action Research involves novices, scientists, and local residents in exploring environmental problems, facilitated by extension professionals. Educational benefits of the expeditions include learning research techniques and teamwork; scientists develop skills in adult education and interpreting science for nonscientists. (SK)

Describes the use of portfolio cards in K-12 physical education (PE), presenting four principles to help PE teachers integrate authentic assessment and outcome items (clarity of focus, expanded opportunity, high expectations, and designing down). (SM)

Presents an approach to integrating bibliotherapy into teacher education courses at both the preservice and inservice levels. Includes theory relevant to bibliotherapy and emphasizes practical applications for engaging teachers in self actualization through bibliotherapy. Recommends readings for teacher education bibliotherapeutic experiences. (PA)

Responses from 263 (of 919) business faculty surveyed identified groups that could influence education reform: primarily internal stakeholders such as top administrators, key alumni, students and parents, and colleagues. External sources such as media or potential employers were regarded as less influential. (SK)

Describes eight areas for potential research in technology education: technological literacy, conceptions/misconceptions of technology, perceptions of technology, technology and creativity, gender in technology classrooms, curriculum change, integration of technology and other subjects, and the work of technology teachers. Encourages new research paradigms for technology education. (SK)