Education & Pedagogy

This brief report cites the grade of "adequate" given to the American educational system on the fifth of the six National Education Goals proposed by the President and the Governors in 1990. The fifth goal states that "By the Year 2000, every adult American will be literate and will possess the knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship." This goal is discussed in relation to youth with disabilities, focusing on involvement of American business in strengthening the connection between education and work for students with disabilities, postsecondary training or education completed by young adults with disabilities, demonstration of literacy achievement by college graduates and other former students, methods of monitoring the literacy skills and lifelong learning of young adults with disabilities, and information that is still needed. (JDD)

This first edition of the World Education Report presents an analysis of major trends and policy issues in education in the world today. The report reviews the worldwide expansion of enrollment in formal education since 1970, focusing especially on primary and elementary education and on continuing challenges for educational policy in those areas. The report also seeks to identify continuing challenges to educational development, specifically discussing rising literacy thresholds, various limits to participation, educational structures, and content and purposes. Finally, the report identifies emerging prospects and issues, highlighting in particular teacher requirements and measures aimed at assessing and improving learning outcomes. Detailed figures, charts, and tables accompany the text of the report. Two lengthy appendices are included. The first appendix features tables of data for various regions of the world. The second appendix features world education indicators, giving a country-by-country summary of key aspects of education in over 160 countries. (DB)

This report contains the transcript of a hearing that addressed federal efforts in school science and mathematics education. Included are prepared statements from the subcommittee members and spokespersons for the Office of Science and Technology Policy within the Executive Office of the President, the National Science Foundation, and the Department of Education. Topics and issues discussed in the prepared statements, as well as the accompanying questions and answers, centered on: the goals, strategic objectives, and budget plans of the America 2000 Project; the role and strategy of the National Science Foundation in education activities and human resource utilization; and the status of and support for the Eisenhower Mathematics and Science Program. (JJK)

This survey was developed to accumulate and interpret data pertaining to the current status of music, art, dance, and drama/theater education in U.S. public schools. Questionnaires were designed to secure four types of data: (1) demographic; (2) curricular; (3) adequacy of instructional materials; and (4) support for arts education. Findings were reported for small elementary schools (<550), large elementary schools (551+), small middle schools (<499), large middle schools (500+), small secondary schools (<999), and large secondary schools (1000+) in the areas of music, visual art, dance, and drama/theater. The document concludes with a comparison of the results between this and a similar survey that was conducted in 1962 by the National Education Association. The survey instruments are appended. (KM)

This report describes the New Standards for an Audiovisual Education Media Training Curriculum issued in 1992 by the Japanese Ministry of Education, Science and Culture. Differences between the new standards and the original standards are examined in the following areas: (1) the 1973 curriculum standards and subsequent changes; (2) background behind the revision of the training curriculum, including trends in educational media, teacher training and educational media studies, new teachers and training in educational media, and revision of the course of study and developing skills in data application; (3) basic directions for the new training curriculum standards; and (4) audiovisual education media training curriculum standards, including general provisions and areas for training within Curriculum I (i.e., basic knowledge and skills for various educational media) and Curriculum II (i.e., knowledge and skills for conducting training). (ALF)

This concluding chapter notes the changes in education for the gifted in the past 25 years and looks to the future. It notes that preceding chapters have demonstrated that the field of gifted and talented education has a rich history of significant accomplishment, has provided a sound body of knowledge to guide education of these students, and has demonstrated that special educational programming produces better learning in these students. Educators are encouraged to utilize the political spirit of the day to promote gifted education, which at the present time requires emphasizing gifted education's role in helping the United States compete in a global economy. Ohioans are congratulated for coming together and developing a long range strategic plan for gifted education. Positive change in gifted education is seen to require people who are bold enough to take the necessary risks. (One reference) (DB)

During the 1995-96 year, the Education Commission of the States (ECS) Clearinghouse issued almost three dozen "Clearinghouse Notes" on a wide array of education issues. The notes, which are usually one to two pages long, show at a glance state legislation passed or pending on specific education issues. This packet contains the complete set of published notes for 1995-96. The notes cover the following topics: accountability, assessment, alternative schools, at-risk funding programs, attendance, bilingual education, charter schools, discipline, dual enrollment, exit exams, finance, flexibility, governance, incentives/sanctions, open enrollment and school choice, parent involvement, school districts, secondary education, teachers, school uniforms, scheduling, special education, technology, and textbooks. (LMI)

This annual report provides a blueprint for higher education in Missouri and reviews activities undertaken throughout the state to further these goals. It outlines the vision statement for higher education in the state and summarizes the 1996 Governor's Conference on Higher Education. The report goes on to discuss the state's plan for postsecondary technical education and telecommunication-based delivery systems. It reviews programmatic initiatives at various institutions, partnerships, institutional planning, and data on performance measures. The report then examines student financial assistance in the state, discussing the Missouri Student Loan Program, the Missouri Student Grant Program, the Missouri Higher Education Academic Scholarship Program, and the Marguerite Rose Bernett Memorial Scholarship Program. It also discusses outreach activities, the proprietary school certification program, fiscal affairs, the appropriations process, and recent higher education legislation. (MDM)

Integrative education, although organized around curriculum, also unites people and activities. This monograph explores the integration of people, activities, and subject matter as seen through the eyes of those who support and implement the meaning and processes of integrative education. In chapter 1, scholars and trainers in and out of academia offer expertise and experiences gained from their scholarly pursuits and action research in schools around the country. Chapter 2 identifies leadership and administrative tasks necessary to encourage and support integrative education. Teachers excited about implementing integrative education share their experiences in chapter 3. Finally, chapter 4 presents implications of and possibilities for policy on integrative education. Findings are based on interviews with a total of 11 educators--teachers, principals, professors of education, and staff-development or curriculum coordinators. A bulletin-in-brief on integrative education is included. (Contains 31 references and 1 table.) (LMI)

This bulletin provides news on the follow-up to the World Conference on Education for All (Jomtien, Thailand, 1990) at which 155 countries pledged to provide education for all children and adults and massively reduce illiteracy before the year 2000. This bulletin focuses on the September 1994 Cairo (Egypt) Population Conference and the issues of population and development which dominated it. Articles include: (1) "Population and Development: A New Approach" (Nafis Sadik); (2) "The Cairo Population Conference: A Women's Agenda"; (3) "Population Education Comes of Age"; (4) "Special Needs Education: Conference Endorses Inclusive Schools"; (5) "Arab Ministers Emphasize Cooperation"; and (6) "Mubarak Signs Delhi Declaration". Other sections includes news briefs, book notes, and a calendar of meetings. (EH)

This paper presents a review of the literature on governance and management of higher education, offers a set of concepts for discussion on higher education governance, and identifies recent trends that might have a significant influence on the development of higher education systems. It examines the dynamics of higher education systems, focusing on the distribution of authority, the possibilities of market coordination, governmental steering strategies, the role of buffer organizations, management processes, and educational quality. The paper concludes by discussing the issue of governance in higher education in the context of developments and problems in developing nations. It argues that certain major changes, such as deregulation, decentralization, and a decreased government role, are needed to solve the present crisis in higher education in developing nations. (Contains 64 references.) (MDM)

This report discusses the activities of the Education Commission of the States (ECS) to foster quality in higher education. Chapter 1 summarizes the ideas of Colorado Governor Roy Romer, 1994-95 ECS chairman, in regard to what state leaders should expect from higher education. Chapter 2 draws on conferences and focus groups ECS convened involving political, business, and education leaders to explore what quality in higher education means and how it can be measured. Chapter 3 analyzes what undergraduate students expect in terms of the quality of services provided and the results achieved. Chapter 4 summarizes the findings of research on the characteristics of high-quality undergraduate education. Chapter 5 summarizes key findings from the previous chapters and outlines a shared agenda for quality involving governmental and institutional leaders, faculty and students, and employers and business leaders. (MDM)

This conference report focuses on the development of collaborative partnerships between businesses and arts education groups. The economic and educational value of business and arts education partnerships is the underlying theme. The report includes an introduction and five chapters: chapter 1: "Setting the Terms for a Conference"; chapter 2: "Partnerships, Education Reform, and Community Change"; chapter 3: "The Business Arts Relationships in the Context of Education Reform"; chapter 4: "Spotlight on Leadership, Creativity, and Training"; and chapter 5: "Where Do We Go From Here?" Specific collaborative partnerships in the cities of Atlanta, Georgia; Pittsburgh, Pennsylvania; and Philadelphia, Pennsylvania are described. An appendix gives the conference agenda and information about the American Council for the Arts. (NP)

The Prichard Committee, a citizens volunteer organization in Kentucky, has studied the current state of teacher education in Kentucky and presents its final recommendations. Teacher education reform has been slow in Kentucky due to its low priority on campus, the lack of a champion to push the reform, and the difficulties of instigating the reform, in general, due to already established certification and teaching guidelines. This report suggests that the solution to the challenge of slow reform is to follow the 1993 Governor's Task Force on Teacher Preparation recommendations, with substantial modifications, in the directions begun by the Education Professional Standards Board. Recommendations are individually described, and a detailed rationale presented for each one. A complete copy of the Task Force recommendations report is appended, followed by a discussion of suggested modifications to these recommendations. (NAV)

According to data from the 1992 Biennial Gallup Survey on Giving and Volunteering, having some level of postsecondary education is clearly associated with increased levels of volunteering and giving. Sixty-three percent of adults aged 25 years and older with some postsecondary education reported both volunteering their time and making charitable contributions within the last 12 months, whereas only 32% of those with no postsecondary education reported doing so. Among those respondents with some postsecondary education, 22% were identified as generous volunteers (volunteering at least 4 hours each week in the past 12 months). Only 12% of those individuals with no postsecondary education were found to be generous volunteers. Within income levels, adults with some postsecondary education were much more likely to report volunteering than were those adults with no postsecondary education. The difference was especially apparent among adults earning less than $20,000 annually, among whom 54% those with some postsecondary education reported volunteering versus only 27% of those with no postsecondary education. (MN)