Education & Pedagogy

This update of an earlier glossary has been compiled to help promote awareness and use of a common language of terms, definitions, and procedures at the institutional, state, and national levels in postsecondary education. It is intended for use as a reference for those who exchange or collect information throughout postsecondary education, especially those who deal with data in institutions, government agencies, and education associations. Common definitions and categories have been developed for data items most regularly used in postsecondary education. The glossary was developed partly through ongoing monitoring of national and state data-collecting efforts for both common and mandated standardizations and classifications. (Author/MSE)

This monograph, summarizing the ideas of participants attending a two-day mini-conference, was developed to help educators to appreciate and recognize the valuable contributions that 4-H has made to career education and its potential for greater involvement in career education. The content is divided into four topic areas. First, the nature and purposes of 4-H are discussed, including examples of 4-H curricular efforts. The strength of 4-H is covered next. Third, current 4-H involvement in and commitment to career education are discussed, followed by a discussion of national, state, and local 4-H activities. Four-H and the future of career education is discussed last and includes participant suggestions for increasing the 4-H career education involvement. (EM)

The report by the Queensland (Australia) Advisory Council for Special Education reviews the roles of government and voluntary associations in providing services to the handicapped. An historical review follows a discussion of principles underlying the education of handicapped children. Current Queensland provisions for the education of handicapped children are reviewed, including information on government assistance to voluntary associations. The impact of voluntary associations on preschool and school age children is examined, and the changing role of the voluntary associations as the right to education becomes more of a reality is noted. In two final sections, the Council lists its major concerns on the topic as well as 20 recommendations in service delivery, administration, and responsibility for education. (CL)

Greek speaking children with special educational needs are confronted with severely limited resources both in the United States and abroad. In New York City, Boston, Athens, and Cyprus, there is a paucity of educational personnel trained to work with this population. As a pilot survey conducted in the Unites States and abroad illustrates, along with a paucity of trained personnel in the area of Greek bilingual special education, there is a lack of evaluation and curriculum resources with which to identify and instruct Greek special education students. The general conditions of Greek bilingual special education both in the United States and in Greece and Cyprus are articulated by the author, along with recommendations for future action. (Author/SB)

This article provides a perspective on multicultural education for those who teach Asian American children, those who teach about Asian Americans, and those who conduct research on Asian Americans. A conceptual framework is presented that reviews the history of multicultural education since 1880, examines the concept of cultural pluralism, formulates a functional definition of multicultural education, and describes its major goals. Ten guiding principles are suggested for putting the framework into practice in the classroom. Examples pertaining to Asian Americans are presented. Finally, a number of recommendations for future research are put forward. A bibliography on multicultural education and Asian Americans is also included. (Author/APM)

This annotated bibliography notes reports and articles concerning models, techniques, and plans for implementing global education into the elementary and secondary school curriculum. Over 60 entries are listed alphabetically under the topics of elements and challenges for a global education, adding a global perspective to the school curriculum, and adding a global perspective to the social studies curriculum. Most entries were published in the 1970s. A two-page list of terms relevant to global education is provided. The final section includes a review of global education literature on the topics of the challenges, place in the curriculum, components of a global history course, states which have initiated global education programs, citizenship education, and futures study courses. (KC)

This publication contains descriptions of 100 courses for use by local education agencies in updating their Adult Consumer and Homemaking program offerings in response to new legislative and policy rulings. Courses are divided into these six categories: (1) Family Living and Parenthood Education (18 courses), (2) Nutrition (16 courses), (3) Housing and Home Management (18 courses), (4) Consumer Education (20 courses), (5) Clothing and Textiles (13 courses), and (6) Child Development, Care, and Guidance (15 courses). Each course description is arranged in this format: suggested time (number and length of sessions), course description (brief paragraph), topical outline, and list of resources. (YLB)

Compiled are abstracts of recent master's and doctoral level work in environmental education and environmental communications. The document's objectives are: (1) to make recent research known to professionals and students; and (2) to indicate the current nature of graduate education in these fields. Included in the compilation are sections covering site analysis, park and camp users and interpreters, media communications, pupil-centered studies, teacher-centered studies, citizen-centered studies, and resources and administration. Each description includes the author, date of completion, institution, department or program, advisor, availability of the complete document, and an abstract. Also presented are descriptions of 55 graduate programs in environmental education and environmental communications. (WB)

Eight essays are presented which reflect current problems, issues, and practices related to the development of teacher and administrator expertise. The authors are school district and public school administrators, faculty of schools of education, and a director of staff development in a state department of education. The topics treated are: (1) bilingual teaching skills; (2) the importance of interpersonal skills; (3) invariant elements in effective instruction; (4) applying the concept of entrainment to district-wide staff development models; (5) a model for an academy for personal and professional growth; (6) increasing instructional effectiveness in tertiary education; (7) state policies and legislation; and (8) financing inservice education. (FG)

This booklet sets forth the standards established by the state of Illinois for certification of school personnel. Application procedures for certification by transcript evaluation and for individuals with foreign credentials are described. Important dates for changes in certification requirements are noted. Also described is the possible waiver of additional student teaching for teachers with successful teaching experience. Certification requirements are detailed in the areas of: (1) elementary education; (2) high school; (3) area of specialization; (4) early childhood education; (5) provisional (including vocational) education; (6) substitute teaching; (7) adult education; (8) school services; (9) administrative services; and (10) transitional bilingual education. Procedures for appeals, application, and teacher aide approval are also presented. (JD)

This document, one in a series developed to provide technical assistance to 22 Long-Term Care Gerontology Centers, discusses the rationale for the development of gerontological education as well as the content and program focus of career training and continuing education. The next section examines the current literature on education for long-term care, including: (1) rationale for education in gerontology and geriatrics; (2) curricula; (3) professional and ancillary personnel; (4) continuing education; (5) academic discipline; (6) research; (7) implications for training; and (8) training manuals and handbooks. An extensive annotated bibliography, lists of resource people, professional resources, and national organizations, journals, and service provider development resources are also provided. (RC)

The articles in this monograph focus on federally funded teacher centers and on the cooperative efforts between schools, colleges, departments of education, and school personnel for designing and delivering staff development programs. Particular emphasis is placed upon the vital contribution of the resources of higher education institutions to teacher centers. Part One deals with the role of higher education in teacher centers, research and teacher centers, and teacher centers' impact on curriculum reform and faculty development in higher education. Examples are given in Part Two of collaboration between colleges and universities and teacher centers. In Part Three, descriptions are given of collaborative activities of twenty-two teacher centers and their cooperating colleges and universities. (JD)

Given the ever-increasing number of students who are taking distance education courses, it seems appropriate to look beyond the explicit, academic curriculum and consider how institutional charisms and core values might be implemented in distance education courses. This article explores the incorporation of charisms and core values in distance education with particular attention to some of those of the Society of Jesus (the Jesuits). Each of the mentioned Jesuit charisms and core values is described and operationalized in terms of distance education for secondary and higher education students. Relevant and practical examples are provided from courses currently being offered.

This article examines the continuing gap between institutional practice and pedagogy, research and scholarship, and policy formation and analysis of equity and diversity in higher education. The article also provides brief summaries of the four major contributions of higher education scholars to this edition concerned with exploring different facets of, and approaches to, analyzing equity from a critical policy perspective. The article concludes with an impassioned call for researchers and scholars to become more insurgent and engaged in policy formation and analyses in an effort to not only inform but also to shape a sustainable equity agenda in higher education. (Contains 1 footnote.)

Although professional standards for Australian teachers were developed several years ago, this country is yet to develop such standards for special education teachers. The lack of standards for the special education profession is associated with the absence of a consistent process of accreditation in Australia and a lack of clarity in the pathways that teachers may pursue to achieve accreditation. In this paper, we review professional standards for special education teachers in the UK and the US, and the related yet limited work completed in Australia. Substantial commonalities across these jurisdictions demonstrate that much of the groundwork has been completed in the important task of developing special education standards in this country.