Education & Pedagogy

This multisite case study examines the mechanics of university-community partnerships in work-integrated learning in language teacher education. Specifically, it seeks to address the questions of the key features and challenges in organising partnerships as an educational culture of work-integrated learning in language teacher education. Williams's notion of culture including the dominant, emergent, and residual cultures was used to analyse the evidence in this study. Evidence sources include education policy documents and semi-structured interviews from two language teacher education programs in Vietnam and Australia. The interviews involved students, academics, workplace supervisors and university managers who shared their experience and/or knowledge of workplace learning in language teacher education. Key findings of this study include the relation of education-work, organisational structure and workload, and complexities in organising work-integrated learning partnerships. This study has significant implications for policy, practice and theory in engaging with industry to foster students' readiness for uncertainty in the world of work, leadership and curriculum for work-integrated learning in universities, internationalisation of higher education, and research collaboration with industry.

In a recent study of the impact of the "College, Career, and Civic Life (C3) Framework for Social Studies State Standards," at least 32 states cited, endorsed, framed, modeled, or adopted the C3 Framework in their social studies standards. Consequently, the expectation for almost 30 million students is that social studies teachers deliver inquiry-based social studies education. Because teaching and teacher education are inextricably linked, as more and more states expect inquiry-based learning in social studies classrooms, social studies teacher education must find ways to respond and support the instructional shift toward inquiry in schools. In this article, Alexander Cuenca sketches the merits of core practices as an organizing tool for social studies teacher education in the wake of the widespread adoption of the C3 Framework. The emerging scholarship on core practices argues that developing the professional knowledge and skills of teachers requires teacher education to coalesce its efforts around classroom-based practices that, among other conditions, demonstrate the potential to improve student achievement. As inquiry-based education becomes a viable policy outcome for social studies education, it is incumbent on social studies teacher education programs to organize themselves around the preparation of social studies teachers for inquiry-based teaching.

Teachers are considered as the powerful implementers of inclusive education and are at the frontlines in responding to the increasing diversity of learners in their classrooms. India is a vast, diverse country where access to quality education is denied across various lines of marginalization, including caste, religion, gender, class, language, and disability. Inclusive education policy in India sets up contradictory expectations for teachers, with no clear pathways toward inclusive education. This scoping review examines empirical research on teachers within inclusive education in India to highlight gaps, challenges, and future directions. Education Resource Information Center (ERIC), Education Database, and Google Scholar were used to identify peer-reviewed articles on teachers within inclusive education in India. A total of 253 articles were identified and 27 articles were selected for the review. The present analysis identifies tensions in the literature on how inclusion is defined, how teachers are studied, and how teacher practices are understood. The analysis discusses the lack of research on teacher practices, the absence of contextualized perspectives on teacher practices, and implications of the confusion around inclusive education for teachers in India.

This report describes a 2-year study designed to determine how various groups within the marketing education profession viewed important professional concerns. Issues addressed in the three primary research questions were: the nature of the concerns of the professional community; whether the concerns varied based on affiliation with marketing education; and whether the data source influenced variance in responses. Areas of concern identified at the 1988 American Vocational Association (AVA) convention were developed into a Likert-type survey instrument. Data were collected at the 1989 AVA convention and the 1989 conclave. Every third name on a list of 2,400 names of marketing education professionals consisting of secondary and postsecondary teachers, teacher educators, and supervisors, was sent the survey. Results were analyzed from 268 convention and conclave participants and 262 professionals who received a mailing. The analysis used descriptive statistics, analysis of variance, and factor analysis. Findings indicated that marketing educators were in agreement regarding the concerns the profession must address. Additional program funding and the marketing of marketing education appeared to be the most important concerns. The main source of supply for marketing education teachers seemed to be one area where the profession disagreed. (YLB)

Many recognize the need for an adequate environmental education in the United States. The National Environmental Education Act of 1990 was designed to give federal support to the establishment of an Office of Environmental Education and other support for environmental education. This hearing includes testimony from John H. Chafee, U.S. Senator from the State of Rhode Island; John Denver, Windstar Foundation; William K. Reilly, U.S. Environmental Protection Agency; Gary San Julian, National Wildlife Federation; Terry Wilson, Western Kentucky University; Darryl Roberts; Steven Kussman, Alliance for Environmental Education; and Kathleen Blanchard, Quebec-Labrador Foundation. Prepared statements, supplementary materials, and letters from the American Gas Association, the American Institute of Biological Sciences, Kathleen Blanchard, John Chafee, Peggy Cowan, John Denver, Patty Finch, John T. Grupenhoff, Steve Kussman, Matthew G. Martinez, June McSwain, George Miller, The National Association of Public Television Stations, the National Association of State Foresters, Major R. Owens, John Padalion, William K. Reilly, Darryl Roberts, Gary San Julian, Allan J. West, and Terry Wilson are appended. (CW)

The document, presented in both English and French, brings together the policies and general guidelines which direct the provision of special education programs and services in Manitoba. Guidelines are intended to assist school districts in implementing: (1) an education programming and placement process for students who require modification of their education program; (2) a division/district-wide planning process for the education of students with special needs; (3) increased involvement of parents of students with special needs in program and placement decisions; and (4) an appeal process for disputes involving students with special needs. Individual sections address: the Manitoba legislative and policy mandate; goals and principles of special education (including placement alternatives and the placement process); programs and services (e.g., capital facilities, transportation, education and training support services); parent involvement in placement decisions; and the appeal process. The appendix provides a special education planning guide in outline form. (DB)

Project CREOLE (Community Recreation Education on Leisure Education) was designed to develop and implement a functional leisure/recreation training program as an integral aspect of special education services, and to promote the integration of individuals with handicaps into the programs of existing community recreation agencies. The use of systematic instructional technology, an increase in social interactions with nonhandicapped persons, active parent involvement, and transitional planning with community recreation agencies are the major aims of the project. The users of the curriculum are encouraged to teach the skill sequences in natural community settings so as to increase the likelihood of generalization, as well as the opportunity for actual community participation. The activities of the curriculum plan are organized into four units: (1) sports and fitness; (2) outdoor education; (3) physical recreation; and (4) games and creative arts. Each of the activities includes a goal statement, assessments, lead-up strategies, and suggested objectives for full and partial participation. Entry/Exit checklists of specific skills to be mastered, scored by levels of teacher assistance needed, are included in the curriculum. (JD)

The recent transition from industrial arts programs to technology education programs has occasioned the redesign of teacher education programs to meet the needs of future technology teachers. A national survey, conducted to improve the university course content in a technology teacher education curriculum for future junior high and high school teachers, contained 13 curriculum categories: English, sciences, mathematics, social sciences, humanities, communications, business, economics, engineering, computers, technical, education, and work experience. The University of Nevada's College of Education surveyed 186 "Best within Their State" technology teachers and 38 state supervisors of technology programs; 114 teachers and 27 supervisors responded. Most teachers (78.9%) indicated that they taught introduction to technology classes as part of their assignment. Large- and small-group instruction, paired students, individual student projects, and modular units were used by the teachers surveyed. Of the teachers surveyed, 88.6% used computer-aided instruction some of the time. Teachers and supervisors were asked to respond, via a Likert scale, to the perceived importance of 119 separate courses or course topics. The preferred course topics are listed by cluster on four attached tables. (NLA)

The current challenge in distance education is to determine the ways in which research can assist practice in fostering communication. Research in distance education may be broken down into three approaches: (1) practical and descriptive studies that give little attention to conceptual underpinnings; (2) application of conceptual models from related disciplines; and (3) construction of an independent structure and theory for distance education distinct from other forms of education. Distance education themes such as understanding the learner, independence and autonomy of the learner, and communication media and strategies, are common across all three research approaches. Also common are the practical questions that need to be answered: (1) On what basis are basic decisions made? (2) What are the methods for measurement? (3) What are the general principles involved? and (4) What is the conceptual framework? Researchers work to elucidate the fundamental ideas behind distance education problems and to develop a broader understanding. However, distance education practitioners may need to be convinced of the value of research as a useful contribution to practice. Clarity of presentation of research results, easy access to research, and postgraduate programs for professionals are ways to accomplish that goal. (69 references) (DB)

A descriptive and qualitative study was made of the status and future of vocational education in the public K-12 schools of Wisconsin. Questionnaires were answered by a total of 775 district administrators, high school principals, and local vocational education coordinators (78.5% response). Representatives of these respondent groups, plus teachers, school board members, technical college representatives, and other educators also discussed the subject at regional meetings. Analysis of the data gathered led to six overall conclusions focused on the organization, delivery, and leadership of K-12 vocational curriculum: (1) the purpose of vocational education should be preparing youth not only for employment but also for advanced and continuing education; (2) new content and structures for vocational education are necessary; (3) most vocational education programs need more financial resources; (4) many vocational programs suffer from declining enrollments; (5) increased graduation and college admission standards take the focus of students away from vocational education; and (6) more effective leadership and staff development in vocational education are needed. (The bulk of the document consists of 40 references, 26 tables, and detailed responses of administration, principals, and local coordinators.) (KC)

The Center for Vocational Personnel Development at the University of Pittsburgh has provided preservice and inservice development of professional vocational education personnel for comprehensive high schools and area vocational-technical schools in the southwestern region of Pennsylvania since the mid-1970s. Although field-based, performance-based teacher education programs had been offered in the early 1980s, they have been phased out because of lack of response. The center will continue to conduct formal and informal needs surveys to determine when such off-campus courses are appropriate and will then offer them. The center has established programs fully approved by the Pennsylvania Department of Education for certification of supervisors and directors of vocational education, and has carried out the following component activities during the 1987-88 academic year: (1) center management, including fiscal and data records, advisory committee, the PITT NOTE newsletter, and the placement service; (2) performance-based teacher education; (3) supervisor's certification program; (4) director's certification program; (5) workshops and seminars; (6) occupational competency evaluations; and (7) research. (Details of these activities and evaluations within each component are reported separately in this document.) (KC)

The roles of state boards of education, state education agencies, and chief state school officers are examined. A review of governance models beginning with colonial days and ending with consideration of recent research on the functioning of state boards of education is provided, and it is concluded that state boards have wide discretionary powers, but are constrained by a lack of financial and political influence. This finding contradicts the traditionally held view that educational policymaking is apolitical and autonomous. State boards' limited access to resources significantly impedes the extent to which they influence policy. It is clear that the roles of the state board of education, the chief state school officer, and the state education agency continue to evolve and to be intertwined. What is not clear is whether these entities as now structured are suitable for exerting state educational leadership in the 21st century. Two tables are included. (23 references) (LMI)

Eight presentations are included in these proceedings: "Concerns of Secondary, Marketing Education Teachers in Illinois: Implications for the Profession" (Ralph Wray); "Differences in Self-Concept and Achievement of Vocational, Academic, and Academic-Vocational Students" (Margie Crocker, Jack Crocker); "The Identification of Critical Areas Contributing to the Current Sales Position for the Greensboro Area in Relation to Other North Carolina Cities: Application of the Nominal Group Technique" (Stephen Lucas, Benton Miles); "Pennsylvania Marketing Education Implementation of Entrepreneurship Competencies" (Frank Palmieri); "Importance and Emphasis Placed on the National Core Curriculum Competency Area Foundations for Marketing: An Alabama Study" (Michael Littman); "Linking with Business: A Marketing Skill for Vocational Education Survival" (Sharon O'Neil, Katy Greenwood); "A Study to Determine the Relationship between the CPP (Career Planning Program) Test Scores of Retail Marketing Students and Their Scores in Economics" (Sandra Taylor); "A Comparison of Georgia and Texas Secondary Marketing Education Teachers' Perceptions of the 1984 National Curriculum Consensus Outcome Statements" (Tracy Trussell, Marcella McComas). (NLA)

The manual is intended to support the Oklahoma State Plan for Special Education by establishing minimum standards for program approval, for determination of pupil eligibility, and for appropriate programming within the least restrictive environment. After delineating responsibilities of state and local agencies, the following programmatic aspects are addressed: child identification; parental involvement; surrogate parents; category definitions, state regulations and class size; general information (e.g., children's ages, length of school day, discipline, grading, and teacher certification); least restrictive environment; confidentiality procedures; service delivery procedures; evaluation; speech and language; learning disabilities; physical impairments; categorical eligibility; Individualized Education Programs; related services; paraprofessionals; and removal from special education. The following topics are also covered: transportation of handicapped children; augmentive communication devices; early childhood services; regional service centers; state and federal funding; special services; personnel development; due process; and program monitoring. Twenty-five special education and special services sample forms are also provided. The text of selected Oklahoma state laws for special education is also given. (DB)

This monograph outlines the impact of citizenship education in Canadian adult education. It posits a tendency in Canada toward the reliance upon and the development of the community. This tendency might explain why Canadians focus their attention on "the imaginative training for citizenship." In the first chapter, the concept of citizen education is examined, against the background of different citizenship styles. Chapter two considers the features of Canadian history and society relevant to citizenship education and indicates the nature of adult education's response. In chapter three, the special case of the Canadian Association for Adult Education is examined. A description of programs and projects follows in the next three chapters. Chapter four describes programs related to the needs of immigrants and to ethnic groups. Chapter five deals with programs that create an informed citizenry and to dispose Canadians to play an active part in the democratic system. Chapter six focuses on programs that bring about social change. The final chapter summarizes current trends in adult education and focuses on future directions of citizenship education. A list of 269 references is included. (NLA)