Education & Pedagogy

This Continuing Education Plan was developed by the Nevada Libraries Continuing Education Advisory Committee which was created in 1987 in response to the need for library-related educational programming statewide. The document includes a mission statement; the Nevada libraries criteria for quality continuing education; and a list of goals and objectives. These goals focus on: (1) increasing competence, expanding knowledge, and reinforcing attitudes of excellence and service; (2) supporting Continuing Education (CE) opportunities which acknowledge differences among libraries in the state and developing specific programs to meet specific needs; (3) establishing CE credit programs for all library personnel and sequential basic library science curriculum for non-MLS personnel in public libraries; (4) promoting graduate-level education for Nevadans at accredited graduate library schools; (5) maximizing access to educational resources and opportunities through a Clearinghouse and Resource Center; (6) developing and implementing a full-scale CE promotional campaign utilizing every available media format; and (7) hiring a full time Library CE Coordinator to implement this plan in cooperation with individuals and institutions statewide. The program proposal form and the Report on Continuing Education Needs for the Nevada Library Community are appended. (AEF)

In order to help formulate the research questions for a future study on the long-term outcomes of students with disabilities, this study collected information from eight states concerning their priorities for longitudinal research on students who received special education services under the age of 5 years. State directors of special education in the eight states were asked to rank nine proposed areas of research, including: (1) rate of retention; (2) home language and economic situation; (3) changes in disability classification over time, including de-classification; (4) rates of suspension and expulsion; (5) rate of graduation; (6) postsecondary status; (7) family satisfaction with preschool services/special education support; (8) mobility rate; and (9) provision of English as a second language services during elementary and secondary years. The high school graduation rate of students who received special education services under the age of 5 was the long-term outcome of most interest to states; mobility rate of these students was of least interest. Three state representatives added that they would be interested in achievement data in reference to the general education curriculum. (Author/CR)

This paper expresses points of view about what is needed to create a knowledge base for educational improvement. It argues that educators have failed to build a strong foundation for education's presumed cumulative effect. The paper assesses the claim that education constitutes a profession and discusses ways to improve the current educational system, with a focus on (1) improving educational structure by borrowing innovations from other professions; and on (2) improving the technical core of education by incorporating research results. The paper discuses the role of the education-administration professor in recognizing the importance of and using research outcomes to improve the technical core of education. Finally, the paper suggests that knowledge-base domains developed by the University Council for Educational Administration (UCEA) disregard the realities of educational problems, such as race, gender, social class, and the public perception of education. Appendices contain information on the practitioner as "professional other," Getzels' (1979) problem categories, a comparison of key elements for two primary social institutions, an example of using empirical results to improve education, and the American Association of School Administrators' statement of ethics. (Contains 27 references.) (LMI)

This conference provided a forum for presenting research findings to educators and other audiences interested in marketing education. The following papers were presented: "Issues and Trends in Wisconsin Marketing Education" (Searle); "Competencies Necessary for Student Teachers" (Littman); "A Report of a Study of More than 1,000 Executives and the Implications of Their Views of Education on Tech Prep and the University" (Lucas et al.); "Work Satisfaction and Organizational Commitment of Marketing Education Teachers" (O'Brien, Akroyd, Richards); "The Conceptualization of a Professional Development Program for Beginning Vocational Teachers" (Heath-Camp, Camp); "Retail Sale Customers: Preparation and In-Store Behaviors" (Stewart); "Determining Specific Outcomes for a Curriculum" (Griggs, Stewart); "Restructuring Marketing Education in Florida: A Model for the Future" (Holmes); and "Comparison of DECA (Distributive Education Clubs of America) Winners and Membership at the National Level" (Norwood). Many papers contain bibliographies. (MN)

The following chapters are included in this book: "Learning as a Religious Phenomenon?" (Jarvis); "Truth, Belief, and Knowledge" (Clark); "The Authority of the Word" (Ferro); "The Priesthood of the Teacher--Language and the Teaching of the Word" (McCaffry); "Teaching--Catechism, Preaching, and Indoctrination" (Willis); "Meaning, Being, and Learning" (Jarvis); "Seeing the Light--Christian Conversion and Conscientisation" (Welton); "Self, Soul, and Learning" (Stubblefield); "The Fall and the Tree of Knowledge" (Jarvis); "Personhood--Personal and Faith Development" (Courtenay); "The Autonomous Person and Self-Directed Learning" (Walker); "Foundations of Community Education and the Danger of 'Aestheticism'" (van der Veen); "Contract Learning and the Covenant" (Wickett); "Open Multicultural Society--Access and Election" (Walters); "Beyond God the Father and Mother: Adult Education and Spirituality" (Hart, Horton); "Moral Issues in Adult Education: From Life Problems to Educational Goals and Postmodern Uncertainty" (Leirman, Anckaert); "Prophecy: Radical Adult Education and the Politics of Power" (Deshler); "And I Saw a New Heaven and a New Earth" (Jarvis); and "Endeavors in a Theology of Adult Education: A Theologian Reflects" (Slee). Many articles include substantial bibliographies. (MN)

This report examines focus-group recommendations addressing the issues in California's Hispanic health education. It reveals a perceived need to increase the political clout and organization of Hispanics, expand public education campaigns, and increase the access of Hispanics to affordable health care through legislative reform. In addition, the report suggests that policymakers need to give the health needs of all youth equal, if not greater, priority than other age groups and to develop youth-specific reform legislation and age-appropriate policies. The following recommendations are examined: (1) health, education, and social services need to be integrated--schools cannot do it alone; (2) schools need to educate and encourage parents to be involved in their children's preventive and regular medical care; (3) the role and skills of teachers in terms of health education need to be clarified and nurtured; (4) the diversity of ethnicity and acculturation among Hispanic subgroups must be considered in all health education efforts; and (5) information on Hispanic health and Hispanic health education needs to be generated and disseminated, especially to policymakers. (GLR)

This document consists of the preview issue and first five issues of a new newsletter designed to alert members of the higher education community to driving forces and potential developments in the macroenvironment that constitute threats or opportunities to colleges and universities. It reports news from the social, technological, economic, environmental, and political sectors, local through global. Among this series' major articles are the following: "What's on the Horizon for Higher Education?" (George Keller); "A New Social Charter for Higher Education?" (Ian Wilson); "Education in the Information Society" (Peter C. Bishop); and "It's Time to Re-Invent Higher Education--A Strategic Assessment" (David Pearce Snyder). Other articles discuss reasons higher education needs to beware of technology, why increasing the ties between colleges and universities and business may lead to conditions that threaten academic freedom, the issue of establishing a free-standing black cultural center on campus, and an examination of three college teachers who won teaching awards yet were denied tenure. (GLR)

This flip publication, with the text appearing in both English and Maltese, outlines the right of every citizen of the Republic of Malta to receive education and instruction, the parents' right to choose special education for their child, and the State's duty to provide special schools for students needing them. The Special Education Unit of the Maltese Education Department provides the following services: counseling; home services; special schools for students with mild learning disability, severe learning disability, physical disabilities, hearing impairments, emotional disability, visual impairments, and both visual and hearing impairments; and support services in regular schools including peripatetic teachers, kindergarten assistants, and remedial services. Proposals for education and training related to equalization of opportunities for disabled persons are presented. Educational policies are noted, in the following areas: the right to an education in the least restrictive environment, assessment by a multidisciplinary team including the parents, a range of available services, teacher training, resource centers, parent involvement, vocational and adult education opportunities, physical accessibility of educational facilities, and funding. A series of eight graphs presents statistical data related to special education. (JDD)

This edition is the 30th in a series of publications initiated in 1962. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The "Digest" includes a selection of data from many sources, and draws especially on the results of surveys and activities of the National Center for Education Statistics (NCES). The publication contains information on a variety of subjects, including: (1) numbers of schools and colleges; (2) numbers of teachers; (3) enrollments; (4) graduates; (5) educational attainment; (6) finances; (7) Federal funds for education; (8) employment and income of graduates; (9) libraries; and (10) international comparisons of education. Supplemental information is provided on population trends, attitudes toward education, educational characteristics of the labor force, government finances, and economic trends. Some information is also given on preschool and adult education. Data are presented in 411 tables, with an additional 20 tables in an appendix. (SLD)

Consistent with education reform, Professional Education Units (PEUs) are engaged in a re-examination of teacher education. This study was conducted by the PEU at Wayne State College (Nebraska) to examine perceptions of readiness for teaching by 74 preservice teachers in their first education course, 81 teacher education students in their student teaching semester, 21 cooperating teachers, and 36 public school administrators. For purposes of investigation, a 20-measure instrument was adapted from the national Research about Teacher Education (RATE) survey. Results indicated that teacher education programs which were directly supported by a PEU knowledge base had positive reactions to the program from all populations. Data suggested that beginning preservice teachers' perceptions were extremely positive and optimistic about teaching, and that student teachers were apprehensive about independently initiating their professional preparation in real school environments. These data were also reinforced by school administrators who had more confidence in the perceived readiness of student teachers than did the student teachers themselves. Fourteen statistical tables are included. Contains six references. (Author/LL)

This 3-year state plan presents Colorado's proposals for special education in compliance with the Individuals with Disabilities Education Act and state laws. Preliminary information certifies compliance with standard submission, certification, policy, and procedure requirements. The bulk of the document addresses how federal funds are to be used. Colorado's policies and procedures are presented in terms of the following substantive requirements: right to education; free appropriate public education; full educational opportunity goal; policies on priorities; location, evaluation and identification of children with disabilities; procedural safeguards; impartial due process hearings; confidentiality; protection in evaluation procedures; least restrictive environment; educational surrogate parents; participation of private school children placed by their parents; placement in private schools by the administrative unit or other public agencies; the Colorado Department of Education annual program evaluations; enforcement of State Education Agency policies and procedures; recovery of funds for misclassified children; use of funds available under other federal programs; consolidated applications; notice and opportunity for hearing on Local Education Agency application; comprehensive system of personnel development; additional requirements; interagency agreements; and monitoring system. (DB)

This study was commissioned to determine how the Individuals with Disabilities Education Act is working, what outcomes children and youth with disabilities are achieving, and how the system can be improved in the context of current education reform initiatives. Key policy themes addressed include individualized education programs, least restrictive environments, procedural safeguards, and multicultural and multidisciplinary education. Outcomes examined include academic achievement, school and work readiness, quality of life, and minimal instructional time lost. The report then focuses on school reform efforts for various student populations; assesses the impact of such initiatives as work readiness and quality of life; examines student outcomes at present and expectations for the future; and discusses measures and indicators used in educational assessment. Conclusions of the study are expressed in terms of recommendations to the President and Congress, as well as recommendations for parents, practitioners, and other stakeholders in the special education system. (Contains 40 references.) (PB)

Appropriately implemented vocational education programs can help achieve National Education Goal 2--increasing the high school graduation rate to at least 90 percent. A 3-year study of dropout prevention in 10 demonstration sites has resulted in an enhanced vocational education program model described in "Vocational Education for the 21st Century" (Hamby 1992) to help at-risk students graduate with skills for the competitive job market. The model has both a curriculum component and an educational support system. The curriculum component encompasses four areas: academics, vocational-technical education, employability skills training, and development of life-coping skills, a critical element for school and work success. The educational support system comprehensively addresses a number of elements: program location, instructional strategies, counseling, student management, parent involvement, and transportation, among others. The Lifelong Options Program (LOP) is a holistic approach arising out of the experiences of the demonstration sites. Its six curriculum components are as follows: vocational education, applied academics, counseling, employability skills, life coping skills, and physical education. The vocational component offers students a choice among options: vocational education curriculum, job shadowing, community-based education, work experience, and school-based business enterprise. (SK)

In the 1950s and 1960s education came to be seen as a key element in the developmental process of countries. Many parties came to accept a direct correlation between education and the economic growth of nations. It was in this vein that many developing countries drastically increased their expenditures on education. This paper asks whether the poor nations of the world could justify this degree of spending on education. Rapid economic "development" has had numerous consequences for poor countries, many of which have been negative. Nevertheless, education can play and needs to play a constructive role in these societies and this is best achieved by creating an appropriate agenda for educational planners and administrators. This agenda should include such tasks as (1) clarification of the philosophy and goals of schooling; (2) change in curriculum, methods of teaching, and approaches to education; (3) reorganization of the educational system; and (4) reassessment of value systems. Education is a powerful force for creating the right information, shaping the attitudes, and developing the moral and intellectual fiber of youth. Education has the potential for change and this potential must be released. (DB)

This third edition of "Education at a Glance" presents a set of 49 international education indicators covering the 1991-92 school year. The publication of this set of indicators marks the completion of efforts begun in 1992 to develop a system for collecting, screening, and processing education statistics that would bring together statistical information of a very diverse nature from several sources. In addition to information on the countries of the Organization for Economic Cooperation and Development (OECD), the report presents information on the four non-OECD countries of the Czech Republic, Hungary, Poland, and Russia. Indicators are presented in the following categories: (1) contexts of education; (2) costs, resources, and school processes; (3) results of education; and (4) annotated charts of education systems. These international figures confirm the economic importance and size of modern education systems and the volume of resources invested. Many similarities can be noted among OECD member countries, particularly in the areas of gender differences in earnings at the same level of education and in teacher salaries. Over 120 charts and graphs illustrate the discussion. Five appendixes (annexes) provide supplemental information on data sources and data technical quality. (SLD)