Education & Pedagogy

This performance report for program year 1994 outlines the accomplishments and benefits to individuals in Washington State as a result of programs funded by the Carl D. Perkins Vocational and Applied Technology Education Act of 1990, PL 101-392. The report records enrollment information, projects conducted, accomplishments, and future needs for the following areas: (1) performance standards and core measures; (2) secondary, postsecondary, and adult programs; (3) single parents, displaced homemakers, and single pregnant women; (4) sex equity; (5) criminal offenders in correctional institutions; (6) special populations; (7) state leadership and professional development; (8) community-based organizations; (9) consumer and homemaking education; (10) tech prep; (11) integrating applied academics; and (12) career guidance and counseling. Two tables contain secondary and postsecondary enrollment statistics by program area and by sex. (KC)

This manual is for workshop leaders who want to help educators explore the urban environment with their students and highlights key details distinguishing urban environmental education from environmental education (EE) in other settings. While the examples used emphasize formal education, this is also useful outside the classroom. The unit provides an introduction to EE and discusses student populations and where to conduct urban EE. Three alternative approaches to teaching EE in urban areas are examined. The approaches include: (1) studies of the natural environment; (2) studies of the built environment; and (3) service learning and action projects. Ideas for implementing EE appear in four program case studies and in nine activities for teacher workshops. A "Resources" section offers 29 resources for further information including educational materials, organizations, and literature appropriate for each of the three approaches. (LZ)

The project group "Preparedness for Peace" conducts research and development work on peace education and related aspects of the internationalization of teaching. This bibliography gives examples of reports and miniprints from this work and some related earlier projects of the Malmo School of Education in Sweden. The list also includes reports and miniprints related to the work of PEC (the Peace Education Commission of the International Peace Research Association), published by the Malmo School of Education. If the title is given in English only, the language of the report is English. For reports written in a Scandinavian language or in German, the title appears first in the language of the report, followed by an English translation of the title in brackets. Annotations also are followed by an English translation. (RJC)

This paper examines the history of the growth, development, and failure of Henrico College (Virginia), the first planned college in colonial America, and draws implications for contemporary higher education. It considers the role of the Virginia Company of London during the early 17th century in the college's early planning, the school's purpose (to educate and evangelize Native Americans), the planning process (involving the English government, local officials, and the Virginia Company), and its failure just prior to opening (following an Indian uprising). The Henrico experience is evaluated in terms of four precedents for consideration by contemporary higher education: (1) the view of education as a means of social reform; (2) the heavy involvement and control of the government; (3) the importance of fund raising; and (4) the development of an early form of seamless education from the elementary level through college. (Contains 26 references.) (DB)

This framework was developed using results of a 1995 business partnership survey, a survey of over 9,000 Albertans (800 responses), and discussion of recommendations by a forum of approximately 140 Albertans. The surveys and discussion focused on ways in which business and schools could work together to provide the best possible education for young people. This framework sets out seven projects: (1) create community structures; (2) promote workplace learning; (3) encourage apprenticeships; (4) enhance lifelong career education; (5) review school programs and standards; (6) develop credentials for a global economy; and (7) provide legislative and policy support. Each project is described, and an action plan is proposed that recommends both immediate steps and longer term suggestions toward the year 2000. Appendixes include the business involvement advisory group member list and ethical guidelines for business-education partnerships. (YLB)

This paper, published in 1959, addresses adult education for blacks. Six categories of vocational, remedial, and continuing needs of blacks are identified: (1) rights, privileges, and obligations of citizenship; (2) economic competence; (3) adjustment to rapid social change; (4) attitude changes and self-image; (5) higher levels of basic literacies; and (6) leadership development. Forces that inhibit the development of adult education programs are described: adherence to academic tradition, narrowness of perspective about the social responsibility of schools, social unrest, lack of leaders, inadequate financial resources, and cultural isolation. Positive forces are also discussed: a general increase in educational level, increased mobility, a changed atmosphere in the South, and research relevant to blacks. The initiatives of the Center for the Study of Liberal Education for Adults in support of black education are mentioned. The paper concludes that much work remains to be done to bring blacks into the mainstream of adult education. (SK)

A Special Education Consultant Training Program (SEC-TP) was offered to 14 special and 8 regular education teachers by the Department of Special Education, Anadolu University, Turkey. Half of the participants were working in a counseling and research center and half were working in various elementary schools in Eskisehir, Turkey. The effects of work-related characteristics of program participants on their success in SEC-TP were analyzed. Teachers working in the counseling and research center were more successful than teachers working in elementary schools. There was an inverse correlation between success in SEC-TP and work experience: the more experienced the teachers were, the less successful they were in SEC-TP. Results have implications for the selection of participants for and the design of similar programs. (Contains 12 references.) (DB)

The forty-third session of the International Conference on Education was convened by the Director-General of the United Nations Educational, Scientific, and Cultural Organization (UNESCO), in conformity with Resolution 1.2 adopted by the General Assembly at its 26th session. The Conference examined the following points: "The Contribution of Education to Cultural Development," and the "Preliminary Report on the Implementation of Recommendation Number 77 adopted by the International Conference on Education at Its Forty-second Session." The Conference also explored "The Contribution of Education to Cultural Development," and "Education, Culture, and Development: New prospects for Interaction for the Benefit of the Individual and Society." At the conclusion of its discusssions, the Conference adopted its report and Recommendation Number 78 to ministries of education and culture concerning the contribution of education to cultural development. The document includes an introduction and 11 annexes. (Author/SG)

Tertiary institutions worldwide are catering increasingly to adult, part-time students who are entering higher education for the first time. This paper addresses the compound problems that these students face in attempting to pursue a distance education in a second language. It offers the specific example of Hong Kong and the access and degree programs offered by The University of Hong Kong's School of Professional and Continuing Education. The paper analyzes the types of study and communication problems open learning students may bring with them to their studies, and recommends a policy of communication and study skills training as a means of ensuring both program quality and student access to full degree programs. Contains 7 references. (LB)

This conference report concerns Senate bill 1150, the 1992 amendments to the Higher Education Act of 1965. The legislation addresses the following subjects: (1) Partnerships for Educational Excellence; (2) Academic Library and Information Technology Enhancement; (3) Institutional Aid; (4) Student Assistance; (5) Educator Recruitment, Retention, and Development; (6) International Education Programs; (7) Construction, Reconstruction, and Renovation of Academic Facilities; (8) Cooperative Education; (9) Graduate Programs; (10) Postsecondary Improvement Programs; (11) Community Service Programs; (12) General Provisions and Demonstration Programs; (13) Indian Higher Education Programs; (14) Studies and Commissions; and (15) Related Programs and Amendments to Other Laws. An extensive explanatory statement by the Conference Committee identifies all differences between the House and Senate bills and the conference resolutions to these differences. (GLR)

This monograph provides guidelines for the technology teacher education facility planner. The first chapter is a general introduction. Chapter 2 describes a procedure that may be used to design a technology teacher education laboratory or to remodel a traditional industrial arts laboratory. These five sequential components are discussed: formulation of a philosophy of technology education, identification of the purpose of technology education, development of a curriculum rationale, preparation of a curriculum plan, and completion of the needs assessment. Chapter 3 focuses on identification of instructional support equipment. Chapter 4 suggests guidelines for designing the learning environment for technology teacher education. Suggestions are included for planning classrooms, laboratories, and extended learning environments. Chapter 5 addresses assessing existing facilities and the options of modification or expansion. Appendixes include 25 references, a needs assessment checklist, and a facilities checklist. (YLB)

This module on principles of teaching is 1 in a series of 10 modules written for vocational education teacher education programs. It is designed to enable the teacher to do the following: (1) identify subject matter and integrate that subject matter with thought-provoking questions; (2) organize and demonstrate good questioning techniques; and (3) evaluate responses and encourage all possible solutions. Introductory materials are as follows: lists of competencies and objectives methods of instruction, and suggested resources, and management logistics. The content of the module focuses on problem-solving techniques for teachers. Activities are provided to enable teachers to use the material learned. A domain identification form is included for identifying which objectives are primarily cognitive, psychomotor, or affective. An evaluation procedure is provided. (YLB)

The purpose of this article is to discuss the innovation and development of university education management informationization construction in the context of big data. Through a comprehensive comparison of innovative and traditional university education management information systems, it reveals the advantages of the innovative model in terms of flexibility, efficiency, data-driven decision-making, and personalized learning. The questionnaire survey and comparative analysis reveal the positive impact of big data on education management. However, it also reveals the limitations of the innovative informationized education management model, which requires more technical input and security. Finally, future research suggestions such as integrating data from multiple sources, promoting personalized education, and incorporating artificial intelligence are proposed to promote the innovation and development of information technology construction for education management in universities. This study provides insights and guidance for university administrators and researchers.

There has been a growing tendency to use humanistic and utopian goals in the naming and framing of education policies. The case of the Happiness Education Policy (HEP) in South Korea is illustrative and demonstrates the potential of such framing, combined with references to external authorities, to neutralise domestic opposition and generate support from diverse national stakeholders. The HEP focuses on nurturing 'happy human capital' for the future through education initiatives such as the Free Semester/Year Initiative, character education, STEAM-based curriculum, and software education. Through an analysis of a corpus of policy documents and press releases, this article demonstrates how happiness, as a floating signifier, has been redefined in ways that align and support the different sociotechnical imaginaries envisioned by political regimes over the past decade which depart from its humanistic focus.

This study used a website content analysis to examine the prevalence of sex education in higher education institutions throughout the US. A total of 413 postsecondary institutions varying in type (public, private) and size (small, medium, large) were chosen via stratified random sampling. Each of the 413 school websites was reviewed to determine whether sexual health programs, sexual violence prevention programs, and basic sexual health information and resources were provided to their school community. Results show that the majority of institutions reviewed, regardless of the type and size, provided sexual assault prevention programs, whereas a smaller proportion of institutions (mostly public and large) provided sexual health programs. Findings confirm the importance and urgency of allocating more resources to comprehensive sex education in US higher education.