Education & Pedagogy

Describes the nature of particle technology and outlines the expectations that industry has regarding particle technology, the services and resources that support the field, and the preparation in particle technology for technical graduates. Contains 17 references. (DDR)

Post-Fordist notions of people as the most important organizational resource are congruent with teacher professionalism. However, government vocational education policies are dominated by technical rationalism, which treats teachers as technicians to be controlled. (SK)

Explains the workings of a cooperative chemistry program at Kettering University. Presents the structure of the five-year program, including information on program development. Points out the advantages of involving students in cooperative programs early in their studies. (DDR)

Reviews evidence of the effectiveness of a scheme resulting from CASE (cognitive acceleration through science education) research. Focuses on the effectiveness of the scheme in raising standards in science. Contains 16 references. (DDR)

Analyzes the main events that characterize the development of environmental education in Malta. Focuses on three major evolutionary stages of that development: (1) the awareness stage; (2) the fragmentary stage; and (3) the coordinated stage. Contains 42 references. (DDR)

Attempts to identify the various interpretations of globalization in general, as well as in higher education research. Identifies four different conceptualizations and broad topics in the field: the changing nature of international linkages, government authority over higher education, threats to diversity, and the loss of national identities. (EV)

Asserts that universities must strive to reduce the ecological footprints of both their own operations and, more importantly, of the growth-oriented materialistic worldview they promote. Suggests that the real challenge for higher education is to help articulate an alternative life-sustaining worldview. (EV)

Suggests teaching strategies to inculcate intuition as a valued means of knowing in the multicultural nursing education curriculum: self-awareness, cultural sensitivity, a climate of curiosity, process objectives, and a holistic approach to clinical experience. (Contains 36 references.) (JOW)

Discusses the differences and goals of four areas: (1) art appreciation; (2) art history; (3) art aesthetics; and (4) art criticism. Offers a definition of art appreciation and information on how the view of art appreciation in education has changed over time. (CMK)

Asserts that juxtaposing traditional notions of liberal education with emerging views of civic engagement, captured most forcefully by the service learning movement, reveals common themes rooted in a democratic vision of society and the power of education to advance citizenship. (EV)

Asserts that a sense of vocation implies knowing one's self, one's beliefs and values, and one's position in the world. Suggests that a central goal of contemporary undergraduate education should be to cultivate an initial sense of vocation. (EV)

Discusses developments in the financing of legal education, such as sharp tuition increases, program expenditure increases, reduction in state support, and increased student borrowing and debt. Explores actions that law schools are taking or might consider to counter their negative impact. (EV)

Highlights the role of English in Malaysia, English in the education system, students learning English, English teachers, instruction and the syllabus, inservice support, private English education, English in tertiary education, and opportunities for teachers in Malaysia. (VWL)

Raises seven issues to consider: appreciating centrality; enriching communication education through theory; knowing how they got there... and why; teaching communication successfully; celebrating communication skills; creating a sociology of communication education; and making communication education relevant outside of the classroom. (SG)

Describes the teacher education programs of Singapore for mathematics teachers. Focuses on their pedagogical training and their mathematical education. A coherent system of continuing education will need to be developed to meet teachers' needs in Singapore. (SLD)