Education & Pedagogy

This document contains the transcript of a Senate hearing on the crisis in science and math education. The document includes mathematics, science, and engineering education; enhance the scientific and technical literacy of the U.S. public; stimulate the professional from the state of Oregon; Carl Sagan, Cornell women and minorities in careers in mathematics, science, and engineering. and retraining of the nation's technologists; and increase participation of women and minorities in careers in mathematics, science, and engineering. This document contains a summary of Senate Bill 2114, the Excellence in University of California at Berkeley; Betty M. Vetter, Commission on the legislative history, background and need for the legislation, committee views, votes in committee, cost estimate, regulatory impact, and a section-by-section analysis of this legislation. (CW)

This report, presented in three parts, deals with the adequacy of the vocational education system in Illinois and the effectiveness of the state's initiatives. The first part of the report addresses the adequacy of the Illinois system in meeting the purpose of the Carl D. Perkins Vocational Education Act of 1984. The system's adequacy is reviewed as it relates to the process used to improve vocational education quality and the process used to align vocational education programs with future and existing work force needs. Part 2 examines the effectiveness of a variety of Illinois initiatives in providing high quality vocational education. Illinois' success in meeting existing and future work force needs is also addressed. Program results, in terms of productivity and economic growth enhancement, are discussed. Part 3 includes the Illinois Council on Vocational Education's conclusions, suggested actions, and recommendations. Forty tables are included in the report. (KC)

Governors State University (University Park, Illinois) includes a three-credit course in collaborative consultation in its Master's degree program in multicategorical special education. A survey of 72 program graduates sought to evaluate the effectiveness of the consultation coursework. Responses from 39 of the graduates indicated that the role of consultation in the field of special education is small. The consultation skills taught have not been utilized in a formal manner, although some special education teachers employ the techniques informally. The content of the course was affirmed as appropriate. In summary, the skills appear to be appreciated by graduates but the demand for consultation programs in schools appears questionable. A copy of the survey form and comments received from respondents are included. (11 references) (JDD)

This workshop was organized by the Bahrain National Commission for Education, Science and Culture in collaboration with United Schools International (USI) Arab Regional Office and in cooperation with UNESCO-UNEP International Environmental Education Programme (IEEP). The workshop was designed to: (1) familiarize participants with a series of modules on teacher training in environmental education prepared by IEEP; (2) identify institutions for possible local adaptation of the modules in the participating member states; and (3) identify documents and activities on teacher training in environmental education to be developed by IEEP at the subregional, regional, and international levels. This document reports on the discussions at the workshop. Participants identified environmental problems and suggested remedial action. Problems facing various countries were considered and suggestions were formulated to improve the region's overall environment. (TW)

The relationship between resources devoted to education and the economy of developing nations is explored. The research seeks to understand if and how investment in education translates into increased economic growth and labor productivity. Additionally, the function of education in reducing various dimensions of economic inequality is examined. The two East African nations that are the study's focus, Kenya and Tanzania, have similar levels of income, but they differ markedly in their public policy toward the provision of secondary education and thus in the educational attainment of the labor force. The research findings provide strong backing for the human capital paradigm: educational expansion is shown to raise labor productivity. The results also show that making education less scarce diminishes inequality in access to education and in income. Numerous figures and tables of data appear throughout this volume; a list of 170 references is included. (DB)

This hearing focuses on the discretionary programs of the Education of the Handicapped Act, which cover research, technical assistance, information dissemination, personnel training, and model demonstration projects and activities. The testimony focuses on the significant percentage of disabled minority-group students not receiving special education services and the role of social workers in school systems. Some of the testimony relates specifically to the situation in New York's schools. The hearing document contains statements and supplemental materials from representatives of the United Federation of Teachers; New York State Education Department, Office for Education of Children with Handicapping Conditions; Deaf Enterprises, Inc.; National Association of Social Workers; Advocates for African-American Children; and the Agency for Child Development. (JDD)

Summaries of special provisions and ratified bills are presented in this report on educational legislation conducted by the 1990 session of the North Carolina General Assembly. Contents include legislation pertaining to education budget expansions and reductions and summaries of special provisions and ratified bills. Legislative outcomes include provisions for forestalling additional funding for the Basic Education Program; providing a 6 percent salary increase for teachers and administrators; forming commissions to study driver education, parental involvement, and year-round education and also to conduct a policy review of public schools, community colleges, and the university system; and granting sole authority to local boards of education in the selection of supplementary instructional materials regardless of advertising content. Appendixes include descriptions of reports, studies, and study commissions affecting education, copies of special provisions, and the full texts of ratified bills. (LMI)

This booklet outlines several conclusions about teacher education, socialization, and certification taken from "Teachers for Our Nation's Schools" by John I. Goodlad. They form the basis of a call-to-action for college and university leaders. The process of changing teacher education must begin with college and university leaders giving serious thought to basic questions about institutional commitment, curriculum, supportive structures, students, and plans for action. The whole institution must be involved in the change process; this includes the governing board, the president and academic vice-president or provost, the arts and sciences dean, the education dean, and the faculty. Recommendations are detailed for each of these administrators. (IAH)

The core of the case for bilingual education is that the principles underlying successful bilingual education emphasize the same factors that underlie successful language acquisition in general: understanding messages and obtaining comprehensible input; using background knowledge; and the development of literacy. The importance of the first language is discussed, and arguments against bilingual education (including the case for immersion--and submersion--programs as alternatives for limited English proficient children) are examined and rebutted. An argument is made for strengthening bilingual education by providing a richer supply of primary language reading materials. Sheltered subject matter teaching is also supported as a contributor to second language development and as a valuable part of bilingual education. It is concluded that properly organized bilingual programs work. Contains 46 references. (LB)

The content of the 1988 Bilingual Education Act, which is part of Public Law 100-297 (the Hawkins/Stafford Elementary and Secondary School Improvement Amendments) and which reauthorized bilingual education through September 30, 1993, is examined. The 1988 reauthorization was the fourth reauthorization of the original Bilingual Education Act of 1968. Major changes are summarized, and general provisions of the parts A, B, C, and D are explained. Part A, Financial Assistance for Bilingual Education Programs, includes transitional bilingual education programs for limited English proficient students, developmental programs, special alternative programs, and family English literacy programs. Part B, Data Collection, Evaluation, and Research, includes grants to state programs, evaluation assistance center, and the National Clearinghouse for Bilingual Education. Part C contains Training Technical Assistance provisions, and Part D explains provisions for Administration. The text of the legislation is included. (LB)

Although the National Curriculum Council for England and Wales has recognized environmental education as one of five cross-curricular themes in school education, it has not achieved the same degree of influence in the Further and Higher Education (FHE) sector. This document recommends that a program be developed for that purpose. The booklet is presented in eight sections. An introduction describes the problem and the organization of the recommendations presented in the document. Four sections outline recommendations for developing environmental education in FHE and show examples of good practice already achieved in some colleges and institutions. The four sections discuss basic aims and content for FHE; the key environmental education related subject areas of agriculture and horticulture, planning, and management and business; teacher training; and the conservation field. The final three sections contain the conclusions, a summary of the key recommendations, and a bibliography of 15 citations. (MDH)

This book is a response to the need to integrate the restructuring of educational institutions and the development of a unified educational system that includes students with special needs. It begins with a discussion of paradigms for restructuring, then proceeds to an extended discussion of several issues concerning the field of special education, including its scope and its various sources of organizational and fiscal support. The proper use of outcome-based education with students with disabilities is then examined, followed by discussions of the respective leadership roles of principals and special educators, and, finally, of issues surrounding program evaluation. Appendices provide an outline for evaluation in special education and a table of key tasks in evaluation. Individual chapters contain references. (DB)

This paper investigates the relationship between low birthweight, enrollment in special education, and special education costs in the United States. The study used a national sample of approximately 8,000 children ages 6 to 15 from the 1988 National Health Interview Survey. The study held constant many of the social, economic, and family factors which are thought to be related to special education. Analysis indicated that children who weigh less than 2,500 grams at birth are almost 50% more likely to be enrolled in any type of special education than children who are of normal weight at birth. At an incremental cost of special education (1989-1990) of $4,350 per student, this results in an incremental cost of special education of $370.8 million per year due to low birthweight, holding other characteristics constant. (Contains 37 references.) (JDD)

This monograph examines the state of higher education in Norway. Fifteen chapters cover: (1) "The Norwegian Background"; (2) "The Educational System"; (3) "Institutional Units of Higher Education"; (4) "The Financing of Higher Education"; (5) "The Administrative Structure"; (6) "The Teaching and Research Staff"; (7) "Structure and Content of Course Programmes"; (8) "The Students"; (9) "Foreign Students in Norway"; (10) "Graduates"; (11) "Research Activities"; (12) "Student Social and Financial Benefits"; (13) "International Cooperation within Education"; (14) "Libraries and Reference Services"; and (15) "Annexes," which includes the names and addresses of government educational offices, universities, colleges, regional boards of higher education, national education councils, research libraries, student unions, and student welfare organizations. (MDM)

This paper explores the nature and possibilities of participation as a staff member in an Australian secondary school while holding an academic position with teacher-education responsibilities. This opportunity allowed long-term interests in learning and teacher education to be studied from the perspective of a participant in the life and culture of a school. The author finds the experience personally relevant and notes that themes developed from the experience acted as prompts for discussion during teacher education. In addition, the preservice practicum approach of the university meant that student teachers were in the school with their teacher educator who was also completing a teaching allotment. Reviewing common classroom experiences had a direct impact on the teacher education program. One table summarizes the learning from the teaching experience. (Contains 8 references.) (SLD)