Education & Pedagogy

This guide is intended to assist vocational educators teaching a course in cosmetology to relate the skills addressed in science courses to a particular vocational education course. The guide consists of a curriculum alignment chart that cross-references vocational performance indicators to science skills/competencies. The science competency indicators presented for each vocational education performance indicator are broken down according to science course and grade level. Selected teacher helps in the form of suggested references are included for most of the performance indicators listed in the curriculum alignment chart, and student behavior checklists are included for some of the performance indicators. (MN)

The dance education competencies presented in this guide are intended to be statements of ability that can be expected at certain stages of a child's development which can be observed and are sequential in nature. The competencies may be used as tools by which curriculum decisions can be made; however, they may be revised and adjusted to reflect the changing abilities of students. Competency statements are made for the following areas of dance education: (1) body awareness; (2) rhythm; (3) spatial awareness; (4) locomotor patterns; (5) self exploration/improvisation; (6) choreography; (7) social interaction; (8) fitness; (9) knowledge; (10) aesthetic appreciation; and (11) cultural awareness. (JD)

This chapter discusses the issues involved in home education as they relate to state compulsory school attendance laws. The authors first examine the purpose and context of compulsory attendance, then the public or private school alternatives. The statutory and case laws providing for home education are explored and some of the constitutional issues and concerns related to home education are raised. Courts have generally upheld the right of parents to educate their children at home when the children are taught by a competent person and the education provided is equivalent to that provided by a public school. Suggested guidelines are offered to aid school districts presented with a home education request. (MLF)

The second session of the Contemporary Elementary and Middle School Physical Education Conference was devoted to over 35 workshops and demonstrations of games and sports that may be used by teachers. Emphasis was placed on the development of individual skills, physical fitness through sports, and non-competitive games. Position papers were also given on stress relaxation in the classroom, current research on movement education, enrichment programs for the physically gifted, and the relationship of motor performance to academic achievement. Descriptions are given of classroom activities, outdoor activities, and games. (JD)

The purposes of this study were: (1) to evaluate current requirements for certification of teachers in business/office and marketing education in Louisiana; (2) to survey teacher educators on their attitudes toward certification requirements in these two areas; (3) to survey teachers in business/office and marketing education to determine their perceptions of preparation for teaching in the area of their certification; (4) to survey the states for certification requirements; and (5) to determine what changes in Louisiana's certification requirements should be made and make recommendations to the State Department of Education. Data from the survey are displayed on tables and the instruments used for data collection in the study are appended. (JD)

The present study examines Holocaust education and professional teacher development in Greece. It briefly reviews the history of Greek Jewry and the stance and significance of Holocaust education within the Greek education system from historical, political, and pedagogical dimensions. The study also compares various approaches, themes, and contexts implemented at the Jewish Museum of Greece (JMG) teacher seminars, with Jewish Education System of North America (JESNA) criteria designed for Holocaust teacher development programs. While serving as a guide, the study demonstrates how seminar organizers can provide teachers with the means of incorporating their local, regional, national, and global history and memory when teaching about the Holocaust.

The introduced study represents methodology and results of research focused on utilization of interactive whiteboard as didactic technology mediating information through multimedia worksheets applied in education process in pre-primary education. Its aim was to determine whether it can significantly increase the level of children's acquired knowledge in the field of technical skills education and whether it can positively influence the development of children's creative skills as a sign of their motivation. We observe that this issue in the way it is theoretically and practically established in this study can contribute by proposing education standards and set of multimedia worksheets in the technical field in Slovak pre-primary education.

In this paper, we begin to explore the role of content knowledge in responsive teaching (RT), using "in situ" data to draw out and speak to a latent disagreement within the literature. We claim that one role that content knowledge plays in RT is to support teachers in eliciting, seeing, and then pursuing disciplinary connections within their students' thinking. We suggest an approach to teacher education that draws on the historical wisdom of the physics education research community, in which teachers develop content knowledge and then practice using that knowledge to listen and respond to student thinking.

For decades, our educational system has been criticized for the limited recruitment and retention of minority students in gifted education programs. Unfortunately, relatively little progress has been made to alleviate these concerns. An examination of the literature on gifted education for underrepresented students reveals a dearth of information regarding effective programming practices. This article seeks to fill this void by exploring promising best practices for recruitment and retention of underrepresented students in gifted education. Multicultural education, mentoring, and noncognitive skill development are three promising areas that gifted educators can use to enhance programming.

There are many available technologies that can assist future teachers to deliver instruction. The purpose of this paper is to provide a brief review of literature identifying available technology tools in mathematics education and which technologies are selected by PSTs to design mathematics lesson activities. The most commonly used and available technology tools in mathematics education and the technological tools most frequently selected by PSTs are described, based on an analysis of 68 lesson activities. The result shows that PSTs selected technology activities based on an assigned topic and grade level.

Special education programs are increasingly serving students with disabilities who are English language learners and their families. Facilitating bilingualism is an effective practice and aligns with culturally responsive special education service provision. It is critical for special educators and service providers to learn about bilingualism, second language learning, and students with disabilities to responsibly participate in individualized education program team decision making. This column presents five misunderstandings about students who are English language learners with disabilities. Based on the research literature, responses to each misunderstanding are presented and include implications and recommendations for special educators.

This article centers and investigates the voices of teacher candidates of color to examine how double binds influence their teaching and learning experiences in teacher education programs. Interview and focus group data from teacher candidates of color at two teacher education programs are analyzed to unpack the types of personal and systemic ties they experience as well as the strategies they utilize to escape them. Implications for eliminating the double bind in teacher education programs through the tailoring of transformative and critical preparation experiences for teacher candidates of color are explored.

This article is intended to forecast major environmental changes that may impact social work doctoral education and assess what should be done in anticipation of these changes. We apply an open system and future studies perspective to guide our work. We present a set of predicted societal changes that will impact social work as a profession and doctoral education in particular. We then present and discuss major expected changes in higher education and further assess some of their potential impact on social work doctoral education. We conclude with a synthesis of how these pending changes may impact social work doctoral education and what can be done in anticipation of these changes.

Many practitioners and researchers describe academic and environmental benefits of environmental education for kindergarten through twelfth grade (K-12) students. To consider the empirical underpinnings of those program descriptions, we systematically analyzed the peer-reviewed literature (1994-2013), focusing on outcomes of environmental education programs with K-12 students. In the resulting sample of 119 articles, we identified 121 unique outcomes, finding that most articles reported positive findings from the programs under study. Reflections stemming from the review highlight the versatility of environmental education, while also suggesting opportunities for bolder and more diversified approaches in research design and thinking.

This article focuses on the critical ideologies of the curriculum behind the religious education (Madrassa system) and modern education systems (public and private schools) in Pakistan. These systems use different types of curriculum and have faced many challenges in the past, particularly with regard to the curriculum itself. Both systems of education teach students to develop their personalities in favor of their own system and against the other system. Religion plays a central role in the formation of the students' personality through both systems. Thus, both systems need religious literacy for the better use of religion in Pakistani society.