Education & Pedagogy

The Select Seminar on Excellence in Education met for 5 days between December 1990 and March 1991 to discuss multicultural education in schools. Participants were 27 master teachers, administrators, university professors, and community leaders. This monograph summarizes discussions at these meetings, emphasizing the kinds of attitudes, content, instructional resources, and strategies that are necessary for the effective development and delivery of a multicultural curriculum. Such a curriculum is one in which specific attention is given to knowledge and perspective drawn from the major cultural groups in our society. It implies an educational experience that prepares students to live in a global society. Attention is given to insuring that the knowledge and voices of many ethnic groups are included in the regular school experiences of all students. Suggestions are made as to types of classrooms that promote multicultural education, and how teachers, administrators, board of education members, parents, support staff, and community members can help promote multicultural education. Open letters to teachers and parents remind them of the parts they can play in multicultural education. In the final analysis, multicultural education is simply good education. (SLD)

This study was conducted to assess the current situation regarding extended teacher education programs, to examine the extent to which the type of institution affects the type of teacher education program it offers, and to discover the types of degree offered at the completion of extended teacher education programs. The 664 U.S. institutions offering graduate programs in education were surveyed and institutional catalogues reviewed to determine trends regarding these programs. A total of 407 questionnaires were returned. Results suggest that: (1) the four-year baccalaureate is still overwhelmingly the most common degree for entry into the teaching profession; (2) special education is more likely than elementary or secondary education to require extended programs; (3) institutions that offer extended programs most commonly award master's degrees at the completion of such programs; and (4) research and doctorate granting universities are more likely to offer extended programs than are comprehensive and liberal arts institutions. Implications for future research include a call for a national dialogue to strengthen the teaching profession by building a stronger consensus with respect to the nature of teacher education programs. (Author/LL)

In Hungary, the educational system is responsible for developing an up-to-date and enlightened attitude toward the environment. Elementary schools have made the greatest advance in environmental education during the past 10 years. Conditions for environmental education are most favorable in the gymnasium; secondary vocational education has the greatest lack of environmental education in its curricula. A development project for environmental education in secondary vocational training has designed an ecological and environmental protection curriculum including general and specific requirements and some elements of curriculum content. Recommendations for teacher training and postgraduate training have also been made. Three pilot programs show correlations between environmental protection and technology. They illustrate the role of the Paks nuclear power plant in environmental education, an experiment in environmental education in the Baktay Ervin Gymnasium and Vocational Secondary School for Water Management in Budapest (Hungary), and an experiment in environmental education in the Petrik Lajos Vocational Secondary School for Industrial Chemistry in Budapest. Comprehensive analysis proposals are for the modernization of Hungarian environmental education and solutions to problems arising within the framework of international collaboration. (Appendixes include 20 references and 4 tables.) (YLB)

International adult education can be defined as training and development of insights and values for the purpose of professional action. The frame of reference for international adult education is international understanding. Adult educators can help their students understand why they need to become literate as they examine literacy efforts in other countries and the reasons why literacy matters in various cultures. They can help adults to know themselves and the world so that they may play a responsible part. Courses in international adult education include a review and discussion of the various philosophies of adult education, the history of adult education internationally beginning with the Folk High Schools of Denmark, contributions of individual adult educators like Roby Kidd and George Aker, human geography, and educational practices of various countries. Career opportunities for international adult education graduates include training positions with the World Bank, the United Nations, the Red Cross, and other international organizations; grant writing positions with nonprofit organizations; evaluation positions with philanthropic organizations; development jobs in developing nations; and study group leadership in the United States. Adult educators can fill a great many roles while collaborating with others around the world and helping to promote a peaceful global community. (KC)

This 3-year follow-up report describes actions taken by the Illinois Council on Vocational Education (ICoVE) during 1989, 1990, and 1991. It addresses the 140 suggestions and 29 recommendations of 12 technical reports (spanning 1987 and 1988) related to education for employment. Recommendations from 1987-88 and follow-up actions are reported on the following topics: advice to the private sector; targeted populations; quality vocational education; academic foundations and application of technology; sex-role stereotyping; preparing and maintaining workers; serving economically depressed areas; support services for students; consumer and homemaking education; Job Training Partnership Act (JTPA) 8 percent funds; adequacy and effectiveness of JTPA; and correctional education. The following recommendations are made: (1) establish performance standards; (2) retrain, upgrade, and maintain the work force; (3) provide services for special populations and improve program access; (4) identify program service needs; (5) facilitate preparation for work; and (6) identify private sector commerce, industry, and labor needs for education and job-specific preparation. ICoVE membership list is included. (NLA)

A survey determined the effectiveness of entrepreneurship education within Iowa school systems. Twenty-four teacher/participants in inservice secondary and postsecondary vocational education training who requested and received PACE (Program for Acquiring Competence in Entrepreneurship) materials were surveyed with a 92 percent response rate. Seventy-seven percent of the respondents indicated that units were available. Sixty-four percent had received training during the past 3 years. A total of 1,110 students received instruction each year. Seventy-three percent of the students had a realistic option of going into business. Twenty-one respondents said that activities are managed individually. Results indicated that practicing entrepreneurs are involved in teacher education programs. Understanding alternative methods of becoming an owner and assessing personal strengths, weaknesses, and resources for career decision making were the most important skills required. The most effective way of providing education was to integrate courses within a vocational program. Fifty percent believed that adequate entrepreneurship education is readily available. (Six recommendations are listed for Iowa's vocational education programs: course development; broader programs; additional inservice training; expanded awareness; more instructional materials; and increased student awareness. Appendix A contains the survey form for program coordinators of entrepreneurship education in vocational education and appendix B contains survey responses.) (NLA)

This report focuses on how assistance can best support Namibia's efforts to plan and institute new policies and practices to further its educational system. Namibia is working to restructure its educational system rapidly following its gaining independence in 1990. National Education Goals established in the country's constitution include the right to free education for all, compulsory-education requirements, and the right to maintain private schools and colleges. Three broad goals have been identified for Namibia's educational system: unify existing separate ethnic education authorities into one system, make education as uniform as possible, and make education as universal as possible. The plans for fulfilling these education goals are reviewed in nine chapters: (1) Goals and Plans; (2) History, Structure and Basic Data; (3) Equity and Efficiency Dimensions in Namibian Education; (4) Addressing Equity and Efficiency Issues; (5) Issues in Curriculum and Instructional Effectiveness; (6) Capacities for Planning and Management of Education; (7) The Resource Base for Education; (8) Non-Governmental Support for Education; and (9) "Summary Findings. The report comments on problems with the existing educational system and how to address them, priorities for resource allocation, strengthening system capacities, and policy issues. The appendixes include a numerical comparison between the existing and proposed organizations, a description of non-governmental organizations' activities in education, and a map of Namibia. (Contains 51 references.) (JPT)

According to a 1994 survey of higher education administrators and state politicians, the following are perceived as the biggest problems facing American higher education in the next millennium: meeting increased demands at a time of decreased resources; increasing or maintaining access; using technology more efficiently; and sharing resources across state lines so that colleges and universities will not need to be all things to all people. Successful distance programs can increase access to education, provide valuable service to adult learners, and make excellent use of technology. Unforunately, few institutions initiate distance education programs to reap those benefits. Academic departments have no strong mandate and few incentives to adjust their curriculum and instruction to fit distance education beyond cursory cooperation. Some institutions are failing to tailor their distance education programs to the needs of adult learners, and others are initiating such programs primarily to solve their budget problems. Education leaders who, however covertly, consider distance education programs the poor stepchild of higher education send tacit messages that off-campus programs and students are inferior. Those messages in turn militate against curricular and instructional adaptations for distance education and limit the amount of support for the human infrastructure needed to make distance programs work. (MN)

The roots of environmental problems at local, national, regional, and global levels lie in factors associated with a very low level of economic development and insufficient environmental awareness caused by a lack of education. Environmental education becomes a cornerstone of public awareness about the environment and the solution and prevention of its problems. If sustainable development is to be achieved, all levels of the educational system must be radically reformed to incorporate environmental education. Distance education has a great sociological justification as it can help in extending and equalizing educational opportunities. Justification for the introduction of new educational technologies might be found in areas such as environmental education where there is a shortage of trained and qualified teachers or where the subjects demand visual presentation that a teacher cannot offer. Through the use of new communications technologies, access to good educational programs can greatly be extended to large audiences in rural and remote areas with tremendous flexibility in subject matter content. A multidimensional approach should use schools, radio, television, nonformal education centers, newspapers, community assemblies, nongovernmental agencies, business chambers and trade associations, and unions. Environmental issues that should be addressed through distance education are soil erosion, emissions of greenhouse gases, declining wildlands, pollution, rapid urbanization, and solid wastes. (YLB)

Until 1993, the discussion of teacher education reform in the literature was limited to individual authors' suggestions for a vocational education response to reform initiatives and comments on the problems posed by pressures for reform. Debate on how to pursue excellence in vocational teacher education programs focused on vocational education's mission, audience, and delivery. Sharp (1996) recommended changing education so future teachers can develop a core work force with technical and interpersonal skills. Miller (1996) asserted that the mission of vocational education should be based on the principles of constructivism. Vocational education's changing audience was another impetus for change in vocational teacher education. Hartley et al. (1996) proposed a restructured teacher preparation program incorporating integrated content, partnerships with business, and applied technology. Biggs et al. (1996) would require teachers to develop new teaching methods suitable to their new roles as collaborators, facilitators, and lifelong learners. Johnson and Wentling (1996) recommended abandonment of the traditional testing culture for an "assessment culture." A proposed 21st-century model for vocational teacher education consists of assessment, curriculum framework, standards of knowledge and practice, principles of vocational and technical teacher education, and philosophical foundations. The need for lifelong professional development was another important theme in the reform literature. (Contains 17 references.) (YLB)

This study of the knowledge bases of education began with a "meta-review" of the research literature in special and regular education and identification of specific learning variables. The effort focused on determining the extent that special and regular educators work from common bases of knowledge and the degree of appropriate merging during teacher preparation. Results of the literature review were summarized in the form of a 228-item survey questionnaire. A Delphi survey of a 12-member panel of experts was followed by a broader set of surveys of 8 groups of educators: special education classroom teachers (N=449), regular teachers (N=182), school psychologists (N=207), principals (N=92), state and territorial directors of special education (N=37), directors of Chapter 1 programs (N=41), special education researchers (N=55), and authors of major research reports and reviews (N=61). The study found a high degree of consensus about variables considered important for creating learning environments, especially among regular education and special education teachers. Results support increased broad collaboration between regular and special education. Tables list the 20 most highly rated variables, additional instructional variables rated as important, and specific results from each group surveyed. (DB)

This document contains selected papers from the 24th annual conference of the North American Association for Environmental Education (NAAEE). Papers and reports from the NAAEE Sections and other special workshops are presented first, followed by contributed papers, and finally a section providing background information on the NAAEE. Various topics of the presentations include arts in environmental education, biodiversity monitoring, environmental communication, environmental issues, sustainable environmental education programs, urban outreach, forest service, environmental justice, evaluation, rural outreach, curriculum development, school land labs, environmental competency, environmental action, integrated curriculum, partnerships and innovations, teacher thinking and practice, weatherizing houses and alternative fuels, mentoring, growth management and land use, undergraduate environmental science, conflict resolution, peace corps, global environmental change, threatened and endangered animals, children's literature, professional development, remote sensing and geographic information system technologies, academic training, environmental activities, citizenship and political controversy, public policy, environmental ethics, environmental awareness, recycling, environmental management, environmental education research, zoos and conservation centers, language and culture, multidisciplinary environmental science, children's perceptions, Australian landcare approach to environmental education, live animals, program evaluation, environmental education in vocational education, water education, preschool programs, and environmental risk education. (JRH)

The Asia-Pacific Regional Consultation on Adult Education was held for the following purposes: review progress and trends in adult education policies and programs since 1995; identify issues, problems, and constraints facing adult and nonformal education; and identify emerging priorities and future trends for effective promotion of adult and nonformal education in the Asia-Pacific Region. The consultation featured a video presentation, panel presentations, sharing of country experiences, and roundtable discussions of the following topics: adult education as a tool for poverty alleviation and improvement of quality of life; adult education for empowerment of girls and women; adult education, culture, and technology; and adult education for sustainable development. An agenda for the future was developed that included a framework for adult education and policy and program implementation recommendations. (Appended are a list of participants and the following presentations: "Inaugural Address and Keynote Speech," by Sukavich Rangistpol; "Welcome Address," by Kasama Varavarn; "Welcome Speech," by Victor Ordonez; "Speech," by Jamnian Saksakulthai; and "Briefing about the 1997 International Conference on Adult Education, Hamburg, Germany," by Paul Belanger.) (MN)

This document contains five essays designed to help teachers and administrators improve tech prep and vocational education programs. The first essay, "Application of Psychology of Learning to Tech Prep Education and Instruction," posits that technical education instructors need to be cognizant of the following: meaningful learning; sequential experiences; student success; purposeful activities; provision for individual differences; knowledge, skills, and attitudinal goals; and quality evaluation techniques. The second essay, "Reading in Tech Prep Education," proposes that high-level reading skills are needed by technical education students and that teachers should assess students' reading skills and help improve them. The third essay, "Curriculum Design in Technical Education," raises three questions: Who should choose objectives of instruction? How should learning opportunities be sequenced? and Which procedures should be used to appraise learner progress? "Improving Vocational Education," the fourth essay, suggests three improvement methods: setting instructional goals for vocational education, encouraging faculty members to attend classes and workshops to upgrade their skills, and sharing ideas at faculty meetings. Specific ideas for teacher training are offered. The final essay, "Analyzing Trends in the Curriculum," discusses relevant trends in today's curriculum, such as cooperative learning, the interdisciplinary curriculum, team teaching, constructivism in teaching, full inclusion, learning styles of pupils, and the block of time. (KC)

This paper explores the question of how quality is defined within the context of higher education in the context of the recent movements of education reform, technology in education, and quality management of education. It concludes that, to maximize the potential and strengths of each of these movements, they should be combined as a unified force. The basic assumptions about teaching, learning and assessment are discussed first. This section notes that many views of education reform are based on traditional behaviorist assumptions, but that real education reform must challenge assumptions about the nature of learning and how students learn. A discussion of the integration of technology into education argues that higher education must take the initiative in this area. If technologies are viewed as tools and communication devices, they can certainly be used to support education reform. A review of Total Quality Management (TQM) suggests that in education this approach leads to a shift from teaching and testing to continuous learning and improvement based on customer satisfaction, constancy of purpose, continuous improvement, and technique. The paper closes with a proposal for integrating these three movements demonstrating how together they can improve the quality of higher education. (Contains 32 references.) (JB)