Education & Pedagogy

The job announcements from August, 1992 through June, 1993 of "The Chronicle of Higher Education" were analyzed. Among the conclusions were: 112 different positions were advertised with science education being part of the job description. A total of 32 were exclusively science education, 53 were joint appointments with education (teaching other education courses), and 23 were joint appointments with a science discipline. Slightly more than 60% were tenure track positions, more than 20% did not identify if they were tenure track. Almost 33% of the announcements were for faculty to teach elementary science methods or graduate science education courses. Slightly more than 50% of the announcements identified supervision of student teachers responsibility and 33% expect publications. Almost 54% of the announcements specify dissertation is to be completed. Regarding rank, 33% specified assistant professor, 20% were assistant-associate, and 20% did not specify. (PR)

This volume was developed with a concern for maintaining both quality and access to education for military servicemembers participating in voluntary education programs. The principles have the following objectives: to define the parameters of excellence; to dispel misunderstandings about the purpose, legitimacy, and worth of voluntary education programs conducted on U.S. military installations; to stimulate dialogue on how to strengthen and improve the quality of these programs and services; and to help the programs evolve as part of the mainstream of adult and higher education. An overview provides a summary of each of the 12 principles. Each principle is then presented in this format: summary, rationale, and listing of subprinciples. The principles cover the following topics: mission statement; command support; personnel; needs assessment; education program planning; education program acquisition; program administration; student services; instructional resources; physical resources; financial resources; and student assessment and program evaluation. (YLB)

It has been reported that very little time is spent in the classroom on environmental education subjects unless the teacher has a special interest in the specific topic of study. This lack of time for environmental education coupled with the lack of adequate time allotted for mathematics and science instruction suggests that integrating the three--mathematics, science, and environmental education--into one learning activity can be a productive use of educational time at any grade level. This document presents a justification for integrating these subject areas. It then presents descriptions of 25 projects that are resources for integrated teaching activities for primary and secondary education, all with citations. The activities are documented in the ERIC database and most are reported with ERIC Document Reproduction Service Numbers. (Contains 12 references.) (PR)

This panel longitudinal study, originally conducted in Washington and systematically replicated in New Mexico, investigated the long-term educational placements of students served in preschool special education programs. Subjects were the 4338 children who graduated from preschool programs for children with disabilities during two 5-year periods. Findings indicate that early childhood programs for children with disabilities rarely reduce the need for future special education services and then only for students with mild disabilities. About 15 percent of students were able to remain in regular education for up to 5 years without special education services. The paper reviews past longitudinal studies, discusses methodological issues involved in longitudinal studies, and discusses implications of the study's findings for policymakers and practitioners. (Contains 12 references.) (JDD)

The project group, "Preparedness for Peace," at the Malmo School of Education in Sweden studies ways of helping children and young people to deal constructively with questions of war and peace. As part of this work, experts with special interests and competence in areas related to peace education are interviewed. This interview explores the views of Henk B. Gerritsma and Daan Verbaan, both of whom work at the Polemological Institute, University of Groningen, the Netherlands. Interview questions concern such issues as the definition of peace education, ways in which schools can contribute, how students can become more aware of, and more prepared for, problems of peace, and what can be done to provide better teacher training in the area of peace education. (DB)

This paper reports that the story of peace education in New Zealand has been one of extremes. While there has been some interest in the subject for decades, it was only in the 1980s that there was any serious activity and widespread debate. In 1984, the conservative National government, which had ruled the country for 9 years, was replaced by a Labour government. An important part of the new Labour government's policy was a strong commitment to a nuclear free New Zealand. As a part of this commitment, there was a strong effort, particularly from 1984 to 1987, to introduce peace education into New Zealand schools. This efforts proved to be extremely controversial. A conservative government was elected in 1990 and the commitment to peace education from the government ended. However, regardless of the official position, peace education seems to have strong support in many quarters. (Contains 10 references.) (DB)

This document presents a selective bibliography on education for global perspectives and nonviolent relations. The major emphasis is on recent books, reports, and articles in English or in the Scandinavian languages. The document groups the literature in seven content categories and presents introductory comments both in English and in Swedish. Items include: (1) examples of monograpahs and collections of papers explicitly dealing with peace education; (2) examples of shorter items explicitly addressing peace education; (3) examples of study materials or study guides on peace education; (4) books and articles dealing with such related topics as international understanding or global perspectives in schools; (5) examples of publications dealing with psychological aspects of war, peace, etc.; (6) examples of items dealing more generally with global survival; and (7) examples of Malmo School of Education research and development project reports on peace education topics. (SG)

This report examines changes in education that have occurred in Spain since 1970. The document explains that Spain's educational system has been revised greatly. At the same time, it is observed that there are social disparities in the non-university education system. There are gaps in enrollment linked to gender, habitat, and social class. Such inequalities continue at the university level. Sex, geographic location, and social class are all indicators of a given student's success. The report goes on to explore findings on the educational level of the population according to occupational status, participation in adult education programs, and adult access to higher education. Education for disadvantaged groups also is explored, as are inequalities in the teaching profession relating to gender and social background. A bibliography lists 67 references; an annex includes 36 tables and 11 notes. (LBG)

This handbook is designed to assist Samoan-speaking parents of students residing in California. It is intended to clarify the operation of schools so parents can better support their children's education. The handbook provides basic information on the educational system and policies in question-and-answer format, addressing topics such as: enrollment; attendance; transportation; curriculum design and requirements; grades; promotions; testing; bilingual education and program design; additional programs and services such as advanced placement, alternative education, continuing, vocational, and adult education, child development, summer school, gifted and talented, and work permits; parent involvement in the schools; and the structure of the public school system. The handbook contains two complete versions, one in Samoan and one in English. (MSE)

Studies suggest that the challenge of violence in public schools can be met through character education, whether by providing a school culture in which core values are practiced or some form of moral training (indoctrination). To assess the need for character education in rural schools, small-school superintendents and board members in central Missouri were surveyed; 106 responded. Results show that 50 percent thought the nation's schools were not doing a good job of teaching core values, and 92 percent believed a need exists for character education in the curriculum. Ninety-four percent believed some type of character education should be offered in their own districts, and 75 percent responded that school culture and modeling were not sufficient by themselves. Many thought character education should be offered through the counseling and guidance curriculum at both the elementary and high school levels. (SAS)

This paper examines education in a way that offers guidance and solutions available in the Baha'i literature on vital worldwide programs which affect everyone. The paper identifies some principals and ideas the Baha'i literature contains concerning the role of education, educational administration, child development, pedagogy, and curriculum. The paper also addresses problems related to education in diverse settings and suggests areas of research that might be important for testing the value of these principals and ideals. These principals and ideals are an introduction to the guidance given in the Baha'i literature that discusses the role and importance of education, the importance of family and teachers, the nature of education and humans, the purpose of life and civilization, and the virtues and attributes befitting of humanity. (Contains 30 references.) (SM)

This paper recounts the history of technology in the public schools from the early textbooks of the 19th century to the technology and society (STS) movement of the 1960s-70s. Technology and society have been a concern in education but moved into the mainstream in science education and technology education. To a lesser degree this influence is seen in social studies and language arts instruction. The paper outlines how the STS movement currently is advanced in science education, social studies, and technology education. The paper describes the move toward standards-based instruction and how technology components are seen in the standards movements. Current curriculum initiatives are discussed including National Science Foundation funded projects such as "Technology for All Americans" and "Discovering Science and Technology through History." The paper concludes with a discussion about the perennial challenges of educational reform and future implications. (EH)

A project was conducted at the Northwest Adult Basic and Literacy Education (ABLE) Resource Center in northwest Ohio to establish workplace education indicators of program quality with specific measures and standards. Research was conducted through a survey of other states to determine their status in the development of workplace education-specific indicators, measures, and standards. Through analysis of survey results, specific workplace education measures and standards were developed for each of Ohio's eight Indicators of Program Quality. The project also recommended a variety of assessment instruments from which workplace programs could choose and a list of workplace education-specific instructor qualities and competencies. A program evaluation packet of supplemental workplace education review materials based on the state supervisors' general program review packet currently in use was developed, and training activities to be implemented in fiscal year 1999 were recommended. (The materials developed through the program are included in this report.) (KC)

This 15th anniversary collection of student articles offers papers by 10 student authors: "The Sexual Impact of Hysterectomy: Intervention Implications for Health Education" (Kandice Johnson); "Barriers to Physicians Providing Health Education in Primary Care Settings" (Susan E. Kearney); "The School Health Education Study: A Chronology" (Adrian R. Lyde); "Travel Violence: Implications for Health Education" (Jessica C. Novak); "Arthritis Foundation Aquatic Leader Community Service Project" (Tammy Oberdieck and Missy Jordan); "Hepatitis A: An Emerging Public Health Concern" (Lisa N. Pealer); "Social Isolation Among Persons with HIV and AIDS" (Robin Petersen); "Employment in the Nonprofit Sector: A Primer for Health Educators" (Susan S. Thomas); "Humor as a Stress Management Strategy" (Tricia R. Weber); and "Ecstasy and Raves: Implications for Health Education" (Jennifer Lee Wiley). (All papers contain references.) (SM)

This program of studies contains the mandatory requirements of each course or program in the Senior High School curriculum for the province of Alberta. An introduction lists the desired goals of education and the standards related to students' development of desirable characteristics. The bulk of the document reviews the course areas of: (1) business education; (2) fine arts; (3) home economics; (4) industrial education, focusing on general courses; (5) industrial education, highlighting six career fields; (6) an integrated occupational program; (7) language arts; (8) mathematics; (9) other courses; (10) personal development; (11) science; (12) second languages; (13) social sciences; and (14) social studies. Sections typically include a statement of the objectives of the course area; a description of the courses offered, including optional courses; and a list of learning resources related to the courses. (BC)