Education & Pedagogy

This bibliography contains lists of resources for school leaders on the following topics: (1) at risk students, 10 titles; (2) choice, 7 titles; (3) community and parent involvement, 12 titles; (4) curriculum development and evaluation, 10 titles; (5) early childhood education, 10 titles; (6) equity and multicultural education, 17 titles; (7) instructional leadership and supervision, 8 titles; (8) leadership, 9 titles; (9) management and administration, 9 titles; (10) organizational change, 10 titles; (11) partnerships, 8 titles; (12) planning, 6 titles; (13) restructuring and school improvement, 26 titles; (14) rural education, 19 titles; (15) school finance and fund raising, 6 titles; (16) school-based management, 8 titles; (17) staff development, 10 titles; (18) student assessment, 9 titles; (19) teacher evaluation, 7 titles; (20) teacher recruitment and selection, 4 titles; and (21) technology and distance education, 12 references. References are listed alphabetically by author in each section, and include all author's names, title, year of publication, publisher, document length in pages, and library classification number. Items listed include reports, guides, literature reviews, and other studies. A form for interlibrary loan requests is provided. (DB)

A sample of industrial teacher educators (n=392) responded to a questionnaire on technology teacher education reform, two segments of which focused on the nature of technology and on the subject matter of technology education. A literature review had shown that a philosophical discussion continued to characterize the field of technology education; the field of philosophy of technology and the science/technology/society movement were also preoccupied with the struggle to set forth a coherent epistemology of technology. Responses to the survey were via Likert-type scales. Data were analyzed using factor analysis and stepwise regression analysis. Factor analysis resolved items pertaining to the nature of technology into six factors, the predominating one being applied science. The subject matter of technology was resolved into seven factors, with innovative curricula predominating. Regression analyses revealed membership in the International Technology Education Association to be the most consistently significant independent variable predicting factors relating both to the nature of technology and the subject matter of technology education. (Appendixes include 30 references and 8 data tables.) (Author/YLB)

A study developed and validated a set of curriculum guidelines for the communication technology area of teacher preparation programs in technology education. The initial curriculum guidelines were established through personal interviews with three groups of professionals: five technology education teacher preparation professionals, five communication technology professionals, and five state and local technology education supervisors. Interview data were edited and analyzed for content. A list of 20 curriculum guidelines was generated and used as the initial curriculum guidelines from which the Delphi panel experts evaluated their importance. The Delphi panel consisted of 12 identified experts in both communication technology and technology education teacher preparation. Rounds were conducted by postal service and electronic mail. A change of less than 15 percent in ratings between Delphi Round One and Delphi Round Two was determined to indicate stability. Research findings were presented to the panel of three experts for validation. The validation panel reviewed research findings and determined that 19 of the 20 guidelines were valid as a basis for developing curriculum for the communication technology area of technology education teacher preparation programs. (Contains 20 references.) (YLB)

This collection of papers was presented at a South African national music educators conference. The conference set forth educators' concern about the current crisis in music education in South Africa. The critical state is summarized under two headings: (1) the law and abating status accorded to music education within general education; (2) the lack of coherence in music education owing to ongoing fragmentation. It is suggested that insofar as music is a universal manifestation of human sentience and is an essential feature of the culture of all peoples of all times, every individual deserves to be educated musically, and therefore music education must be an integral part of the education of all South Africans. Seven mandatory conditions are listed to insure that end. Presentations were grouped under the general headings: (1) "Overseas Presenters"; (2) "Papers Delivered to Specific Music Societies"; (3) "Panel Discussion: Perspectives on Multicultural Music Education"; (4) "Music Education in the Primary School"; (5) "Research"; (6) "Subject Music"; and (7) "General." A conference program also is included. (LBG)

This report describes the development of social responsibility in schools through law-related education (LRE). LRE through which students become better informed and effective citizens provides an understanding of the law and its effects on daily life. The Office of Education (1978) defines LRE as those organized learning experiences that provide students and educators with opportunities to develop the knowledge and understanding, skills, attitudes, and appreciations necessary to respond effectively to the law and legal issues in the present complex and changing society. Social responsibility can be viewed as an essential part of citizenship education, an understanding of the basic democratic principles and values on which laws, government, and society are based. LRE was established to revitalize citizenship education. Three major aspects of LRE include: expanding students' substantive knowledge and critical thinking skills; improving teacher preparation; and achieving significant changes in students' attitudes. It is suggested that through the implementation of LRE programs, students' competencies, knowledge, skills, and attitudes can lead to the appropriate learning outcomes necessary for their development into socially responsible citizens in a multicultural, global society. (LL)

The purpose of this investigation was to examine the relationship of the first two aerospace education workshops conducted by the United States Space Foundation and sponsored by the Univesity of Colorado, Colorado Springs, and the United States Air Force Academy to attitudes and practices of workshop participants regarding aerospace education. To solve the problem and achieve the purpose of the study, all workshop participants (n=71) were assessed by means of two instruments: (1) an interview questionnaire designed to investigate certain practices employed by educators regarding the teaching of aerospace concepts; and (2) an opinionnaire designed to investigate the attitudes of educators toward aerospace education. It was found that participation in the aerospace education workshops was significantly related to attitudes and practices regarding the teaching of aerospace concepts. It was also found that there was no significant relationship between attitudes toward aerospace education and sex, age, teaching experience, educational preparation, teaching level, and size of the community. Participants felt overwhelmingly that field trips to aerospace industries and installations are important in providing proper educational experiences. (70 references) (KR)

The articles of this special issue commemorate 25 years of the Chapter 1 compensatory education program. With the enactment of Title I of the Elementary and Secondary Education Act of 1965 the Federal government became widely and directly involved in precollegiate education. By 1991, under the Hawkins Stafford Act of 1988, the initiative, renamed Chapter 1, had made a significant mark on education. The history, achievements, and potential of Chapter 1 are discussed in the following articles: (1) "Chapter 1: An Educational Revolution. At 25, Compensatory-Education Program Strives To Reach Its Full Potential" (J. A. Miller); (2) "Studies Show Mixed Results, Spur Calls for Changes in Program" (J. A. Miller); (3) "New Provisions Forcing a Critical Look at the Quality of Services" (J. A. Miller); (4) "New Approaches to Funding, Testing, and Teaching Advocated" (D. L. Cohen); (5) "'Felton' Continues To Pose Logistical Challenges; Opponents of Services Wage New Legal Battles" (M. Walsh); and (6) "Need for Separate Handicapped Program Again Up for Discussion" (D. Viadero). Forty-three black and white photographs and six figures are included. (SLD)

Family Life Education/Sex Education promotes learning about human sexuality, interpersonal relationships, and personal development. The purpose of this study was to determine the effect of a Family Life Education course on students' knowledge of and attitude toward sex. Sixty grade 8 students from a low socio-economic neighborhood in Chicago, Illinois were sampled. Thirty students were randomly selected from those who participated in the Family Life Education Program and given a pretest prior to attending the course and a posttest upon course completion. Using the t-test with rotation group designs, a test was done on the scores of the pretest and posttest to determine if there was statistical significance. Differences in student scores were statistically significant at the .05 level of confidence. Data leads to the rejection of the null hypotheses and the acceptance of the research hypotheses: Eighth grade students taught sex education in the Family Life Education Program will be more knowledgeable of and have better attitudes towards sex. Additional research in this area is essential for the future prediction of the effectiveness of Family Life Education Programs and the effect it has on teen pregnancy and sexually transmitted diseases. Contains 15 references. (JBJ)

This report reviews the literature and research on the use of experiential learning in higher education, focusing on classroom-community linkages. It defines experiential learning and reviews the current employment of experiential learning in higher education. An introductory section explains the politics and policy issues of experiential learning at the higher education level and describes predominant forms of experiential education, current levels of participation, a conceptual framework, and administrative issues and concerns. The next two sections discuss the issues in programs using experiential learning in the arts and humanities, social sciences, health care, social work, science and engineering, business education, and technology programs. The fourth section focuses on experiential learning in the context of service learning with emphasis on the linking of theory and practice and cross disciplinary pedagogical and instructional issues. The fifth section reviews cooperative education initiatives which link classroom and community for benefits for faculty, community, students, and businesses. The final section provides a synthesis of successful practices. This section stresses the importance of a systematic approach to designing experiential learning activities, program administration, and evaluation. (Contains approximately 120 references.) (MDM)

This document contains a scope and sequence for the Vocational Family and Consumer Sciences Program in Missouri and a brief report of the project during which they were developed. The scope and sequence consists of these sections: national vision and mission statements; comparison of the two types of programs; overview of vocational family and consumer sciences education in Missouri; implementing a vocational instructional management system; Missouri family occupational analysis chart; subject area occupational analysis chart; family and consumer sciences education program guidelines; taxonomies of approvable courses and classification of instructional programs, Family and Consumer Sciences Education and Occupational Family and Consumer Sciences Education; exploratory/comprehensive course information and student competencies; semester course rationales and student competencies; occupational family and consumer sciences education program guidelines; and occupational course competencies. The four-page report describes how the crosswalk was developed and revised in 1995. The project crosswalked the revised competencies for six semester courses against existing curriculum guides. Plans were made to distribute and explain these crosswalks to teachers via five regional inservice sessions. (YLB)

This is the final report of an intensive review of the state of undergraduate education in science, mathematics, engineering and technology (SME&T) in America. It was conducted by a committee of the Advisory Committee to the Education and Human Resources Directorate of the National Science Foundation (NSF). The year-long review has revealed that significant change is occurring and that important and measurable improvements have been achieved in the past decade. This report is divided into four sections. Section I outlines the background and purpose of the review. Section II highlights the recent history of education reform and includes a history of undergraduate programs at the NSF since the Neal Report, funding history of the Neal Report recommendations, and curricular and pedagogical improvements. Section III contains the findings of the review organized in the following categories: A Changing World and Economy; Rising Expenditures and Growing Financial Constraints; Undergraduate Education Today; Barriers To Improvement; and Lowering the Barriers and Meeting New Expectations. Section IV contains recommendations to institutions of higher education; business, industry, and the professional community; governments at the state and federal level; and the National Science Foundation. (JRH)

Courses in the arts should be part of the vocational curriculum. Not only is knowledge of the arts basic to what it means to be an educated person, but the way arts courses are taught also has a natural synergy with vocational education. Arts education naturally embraces methods that are characteristic of high-performance schools. For example, art departments often accept and evaluate students on the basis of portfolios and auditioned performances. In addition, coaching and assessing progress are done continuously in the midst of practice, performance, or critiques. Arts education can help prepare young people in vocational education to become tomorrow's employees and entrepreneurs. A postindustrial society increasingly requires that workers at all levels be creative thinkers, problem solvers, able to work well with others as well as independently, and arts education offers possibilities to complement and supplement training in these skills. The inclusion of arts in education can help to impart the knowledge, insights, and ways of learning that children need to become whole human beings and compete effectively in the world economy. (KC)

Several international agencies related to the United Nations and the World Bank convened the World Conference on Education for All in Jomtein, Thailand, March 5 through 9, 1990. The 1,500 conference participants adopted two texts, the "World Declaration on Education for All" and the "Framework for Action To Meet Basic Learning Needs." This series presents reports on several conferences and initiatives related to the implementation of these documents and efforts at putting them into effect. This volume discusses the second of two regional workshops (Chiangrai, Thailand, May 1993) on national plans for education for all, summarizing the details about the preparation of national plans for six countries: Bangladesh, China, India, Nepal, Pakistan, and Papua New Guinea. Also included is a report of a group established to follow up the monitoring and information systems established for these plans. One of the most difficult problems in education for all is the assessment of achievements and progress in the implementation of strategies. Two appendixes present the documents of the original 1990 conference on education for all. (Contains one table and three figures.) (SLD)

This document contains vocational education program course standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary and postsecondary level as part of the marketing education component of Florida's comprehensive vocational education program. Curriculum frameworks are provided for 28 programs/clusters: orientation to marketing occupations; exploration of marketing occupations; practical entrepreneurship skills; academy of entrepreneurship; academy of finance; academy of international marketing; academy of travel and tourism; business ownership; customer service technology; fashion marketing management; financial services; floral design and marketing; hospitality management; hospitality services; insurance management; marketing and sales cluster; marketing cooperative education; marketing education directed study; marketing management; materials processing and distribution; promotion management; real estate management; real estate marketing; retail food management; restaurant management; teller operations; travel agency operations; and travel industry management. Each curriculum framework includes some or all of the following: program title, occupational area, grade level, length, certification awarded; major concepts/content covered in the course; laboratory activities; special notes; and intended outcomes. (KC)

This study reports the results of confidential, in-depth interviews with 29 business, education, and community leaders in California to determine their attitudes toward the higher education needs of the state. The interviews examined areas of consensus and controversy in many facets of higher education policy. The most important findings included: (1) a sense of the importance of higher education and of the urgency of change if California is to maintain its tradition of broad access to high quality education; (2) a belief that higher education must make major changes, analogous to the restructuring that is occurring in the corporate and governmental sectors, to control costs and protect quality; (3) a concern that policy discussions in higher education and the state have become insulated and ineffective; and (4) a recognition of absence of any public process or forum in California for addressing fundamental issues, particularly goals and public purposes of higher education and its supporting policies. An appendix contains methodological notes and the names of the participants in the study. A list of related publications is included. (MDM)