Education & Pedagogy

The articles and background information in this publication will be useful to K-12 principals and teachers interested in starting a global education program. The material presented is drawn from a variety of sources, including "Principals," the journal of the National Association of Elementary School Principals, from which a number of articles included are reprinted. Goals and objectives in global education are discussed and outlined. The need for a global perspective on citizenship is presented. What research says about where to teach global education is examined. For example, research strongly suggests that schools should begin emphasizing a global perspective during the elementary school years. Also, recent research asserts that the period from age 7 to 12 is optimal both for education directed toward attitudinal objectives and for openness about the world. One article answers some commonly asked questions about global education--e.g. How can I tell if what we're doing now is global education?, and Doesn't global education mean increased costs? Position statements on global education from educational organizations are provided in another article. The publication concludes with a bibliography of resource materials in global education. (RM)

Using data from the December, 1977, Anchorage Urban Observatory program, the study hypothesizes a relationship between education and income using Scattergrams in-between the two variables for different Alaskan working class characteristics to be studied (i.e., employers, employees, occupation, race and sex) and finding the coefficient of correlation in education and income. The stated importance of the investigation of education, income and Alaska Natives is to encourage the school systems and to motivate young individuals for more schooling. Findings include: professional work carries the highest status and brings in the most money; occupations vary greatly in the amount of formal schooling required; white persons make more money because they are white regardless of job, although a significant finding for Alaska Natives is the strong relationship between education and earnings which would urge more education for Natives in order to compete with whites, thus receiving the maximum benefit out of their education. The fourth finding reveals the value of education has a more indirect impact on women who do not work, than those who do work. Charts and graphs of findings are included in the appendices. (ERB)

This document contains the Alabama state plan for the administration and implementation of career education in kindergarten through postsecondary grades for 1978-83. Following 35 pages of introductory materials (including a state plan profile), the 16-section state plan is presented. Section 1 contains the state's career education conceptual base and definition, and evidence of commitment. The focuses of section 2 are prior efforts and accomplishments, the advisory council, surveys and assessments of need, and priorities of needs. Goals and objectives are outlined in section 3. Section 4 is concerned with the tasks essential for initial implementation of a comprehensive career education effort. Sections 5 and 6 discuss strategies for special students and the elimination of sex stereotyping. Sections 7-14 deal with career guidance; involvement of business, labor, industry, and professional community; personnel; evaluation; dissemination; postsecondary career education; experience based career education; and administration and management. Section 15 summarizes the responsibilities of every group concerned with the career development of students. Expected outcomes of implementing career education in Alabama are listed in section 16. (YLB)

In 1998, recreation, leisure, and personal enrichment education and training programs continued to play an important role in the total education and training undertaken in Australia. Depending on the state or territory, programs were delivered by community providers, technical and further education (TAFE) and other government providers, private providers, and schools and higher education providers. A reported 360,000 students undertook personal enrichment programs, an apparent decline of 5.7 percent from 1997; 7.8 percent of them also participated in vocational education programs. More than 70 percent of the personal enrichment students were enrolled with registered community providers; the remainder participated in courses provided by TAFE and other government training institutions. About 75 percent of personal enrichment program participants were female. The age distribution of participants was flat and broad; the median age was 39 years, almost 5 years more than the median age of the Australian resident population. Personal enrichment programs accounted for 8.2 million annual hours of training, an average of 23 hours per student. The majority of training activity was funded on a fee-for-service basis with the remainder subsidized by governments. (Thirteen tables and 10 figures are provided. Technical and explanatory notes are appended.) (YLB)

This publication is the first in a new series which aims to illuminate particular aspects of European education systems. This document is devoted to basic information on the structures and organization of higher education in all countries taking part in "Socrates," the EURYDICE (Education Information Network in the European Community) action program in education. Fifteen countries in the European Union, plus Iceland, Liechtenstein, and Norway, as well as 10 central and eastern European countries and Cyprus, participate in this program. Diagrammatic information for each country illustrates the duration of courses by discipline, existence (or nonexistence) of selection at the point of entry, names of institutions, and the degrees and other qualifications awarded, as well as noting opportunity for specialized study after obtaining first qualification. Before the pages of diagrams, an introductory section summarizes the main points of comparison, noting especially higher education structure, duration of studies (2 to 6 years) and opportunities for part-time study. Appended is a short bibliography of published and forthcoming studies, as well as a list of countries comprising the EURYDICE network. (CH)

This guide for North Dakota parents provides an overview of the special education process and the rights of students with disabilities and their families. Section 1, "The Special Education Process," provides answers to questions on the following topics that parents might have about the special education process: special education referral, prior written notice to parents, consent requirements, student evaluation, independent educational evaluation, Individualized Education Programs (IEPs), and student records. A chart detailing each step of the special education process and the applicable parent and school district roles is included. Section 2, "Procedural Safeguards," discusses parent participation, prior written notice, parental consent, student records, evaluation procedures, least restrictive environment, and educational surrogate parents. Concerns that the parent may have about mediation, complaints, due process hearings, discipline, and private school placement are also addressed. The last section, "Glossary and Additional Resources," lists special education abbreviations, state resources, other advocacy organizations, and relevant publications. Appendices include an IEP meeting organizer and an IEP form for students aged 6-13, an IEP form for students aged 3-5, and a transition IEP form for students aged 14-21. (CR)

Forty-five years after the "Brown v. Board of Education" decision, the United States still faces the realities of institutional resistance to change. This special issue reviews the past decade of work by the Southern Regional Council to overcome inequality in education in the context of that organization's long struggle. Selections explore past accomplishments and present needs. The following articles are included: (1) "Reshaping Education Forty-Five Years after "Brown" (Wendy S. Johnson); (2) "Lessons Learned: A Decade of Education Reform" (Sarah Ellen Torian); (3) "Tracking Hurts Children" (Maria Klenbort); (4) "The Right Attacks Public Schools" (Barbara Miner); (5) "Promote Educational Success" (Gregory Malhoit); (6) "Voucher Push Moves South" (Ellen Spears); (7) "Education Is Key to Eliminating Racial Inequality" (Southern Regional Council); (8) "Schools In Conflict" (Leslie Dunbar); (9) "Title I Reauthorization" (Diane Piche); (10) "Standards Reform" (M. Hayes Mizell); (11) "Completing the Circle, Part II"; and (12) "Grace and Guts: Virginia Foster Durr, 1903-1999." (SLD)

The speech opens with an overview of current conditions in American education. It provides a synopsis of gains in education made in the American South, such as the fact that college enrollment in the region approached national norms. The Secretary of Education describes the changing context of American education and the need for skilled teachers to meet demands dictated by rising enrollments. The importance of fully educating every child, ensuring that students master the basics and that they become proficient in reading and in mathematics. The need to protect children from drugs and violence and the need to teach basic values are highlighted. Strategies for fixing failing schools are outlined, and the Secretary's commitment to public education is highlighted. The gains in connecting schools to the Internet and the importance of connectivity for children's future are described. The teaching force for the 21st century is discussed. The need to support new teachers and to increase teacher retention is also discussed. Partnerships between public schools and higher education is described. The importance of making a college education affordable for all students is emphasized. (RJM)

This book examines issues of national and cultural identity in a multicultural society. It focuses on the educational aims of societies that are committed to liberal democratic principles, societies that support members of different cultural groups so that these groups may flourish. It examines the philosophical concerns raised by multicultural education, and the fears engendered by a commitment on the part of the public schools to maintaining subcultural identity. The book uses the phrase "common school" to indicate that one of the historical purposes of American education is to develop a common loyalty and uses the phrase "uncommon identity" to mark the present moment in public education and the notion that all identities are unique. It emphasizes that public schools must maintain a commitment to liberal democratic values, and it challenges the view that this obligation is incompatible with cultural valuation. The text is divided into nine chapters: "Education: Cultural Difference and National Identity,""Nature of National Identity and Citizenship Education,""Cultural Difference,""The Possibility of Moral Education in a Liberal Society,""Aims of Multicultural Education,""Uncommon Identities: Hard Cases,""On Robust Recognition and Storytelling,""Citizenship Education and the Multicultural Ideal," and "Common Schools and the Public Formation." (RJM)

This year 2000 master plan submitted by the Washington State Higher Education Coordinating Board proposes a realignment of higher education priorities that would place the interests of learners at the center of higher education decision making. The opening sections of the report reaffirm the state's commitment to expanding higher education opportunities. Five goals, with related strategies and recommended actions, are set out in the next sections: (1) to make student learning the yardstick by which accountability is measured; (2) to link K-12 achievement to higher education opportunity; (3) to empower citizens to use a range of learning pathways; (4) to enhance higher education through greater use of e-learning technologies; and (5) to help state institutions meet student needs. The next section discusses the financing required to meet the state's higher education needs and a plan to pay for them. Appended are policy papers that cover: enrollment; nontraditional providers; use of electronic technology; capacity and utilization; accommodating future enrollment through better connections within and across the system; and affordable access. Also appended is an employer survey and a fact sheet about higher education in the state of Washington. (SM)

This monograph, which describes the vocational education and training (VET) system in the United Kingdom, is a step towards updating and extending the series on VET in the member states of the European Community. Chapter 1 provides background information on: political and administrative structure; population; the economy and labor force; educational levels of the population and labor force; and employment and skill needs. Chapter 2 describes briefly the education system and its development, including the education departments, local authorities, secondary education, higher education, teacher training, and educational research. Chapter 3 covers the VET system's historical development, common elements for initial and continuing VET, initial VET, and continuing VET. Chapter 4 presents the regulatory framework. It discusses administrative and regulatory arrangements and financial arrangements. Chapter 5 covers qualitative aspects, including certification and the qualifications and training of trainers. Chapter 6 focuses on: social and economic trends and a change of government. Annexes include a list of acronyms and sets of initials; major organizations involved in providing or regulating vocational training; a 37-item bibliography; glossary; and further proposed changes to the VET infrastructure. (YLB)

This report presents proceedings from a conference on teacher quality held in Washington, DC in January 2000. Sessions focused on recruitment; teacher preparation; beginning teacher support; college-school partnerships; minority group teachers; Hispanic and language minority teachers; preparing teachers at the community college level; curricular partnerships to foster quality teaching; infusing educational technology into teacher education; integrated curriculum; open universities; nontraditional teacher education; restructuring and assessment for quality teacher preparation; extended teacher education programs; improving preservice teacher education; preparing teachers while supporting secondary student achievement in urban schools; contextual teaching and learning; mentoring new teachers; peer assistance and review programs; urban college-school partnerships; teacher residency programs; problem-based learning; and clinical teaching programs. Descriptions of each session are provided. Exemplary practices from organizations nationwide are included, offering descriptions of the exemplary practices, information on the partners involved, and names of contact people. (SM)

This guide on work force development legislation is designed for professional development of new adult education instructors in Florida. It is one of three manuals developed to supplement a previous series of professional development manuals. Section 1 provides an overview of work force development legislation, focusing on the following new federal legislation: Workforce Investment Act of 1998 (Title I, Workforce Investment Systems; Title II, Adult Education and Family Literacy; and Title V, General Provisions) and the Carl D. Perkins Vocational and Technical Education Act of 1998 (Title I, Vocational and Technical Education Assistance; Title II, Tech Prep; Title III, General Provisions). Section II, on literacy completion points, discusses the impact of Florida 1998 workforce development legislation on adult education students, instructors, and programs. It also describes how to collect student tracking data, including documenting student progress, completing a student tracking form to record student progress, student folders, and student portfolios. Appendixes include an adult education glossary; adult education acronyms; lists of Florida occupations with the largest employment, fastest growth, highest wages, and biggest decline; and an evaluation form. (YLB)

The scholarly chapters in this edited collection come from authors undertaking social justice research within the teacher education discipline. Authors examine, explore and critique those educational practices and structures that disadvantage minority groups. With a focus on social justice and inclusion, the book concentrates on themes of equity, diversity, learning spaces and effective learning for all, examining the implications for teacher education. An array of critical traditions and methodologies that interrogate educational issues from political, cultural, structural, and social perspectives are explored. This book provides insights on building the capacities of teacher education stakeholders in teaching and learning contexts to understand and respond with equity and justice. Teacher educators, preservice teachers, practicing teachers, and other education stakeholders may find this book to be an excellent resource for developing a critical lens relating to social justice and inclusion in education.

This book makes a deliberate attempt to explore the complexity of decolonising theories in teacher education. It draws attention to the historical and emerging impacts of colonialism on educational institutions and practices, challenging educators to expand their understanding of diverse trajectories of decolonial research both theoretically and practically. It adds to the discussions and dialogues between different disciplinary traditions, such as postcolonial and decolonial studies, as well as critical Indigenous and critical race studies. As an international compilation, it offers educators a unique opportunity to envision teacher education through alternative lenses--rethinking the relationship between ontology-epistemology-ethics, that is, what constitutes knowledge, how it is produced, and what material worlds are constructed in and through knowledge/research systems. Through compelling examples, this book illustrates how educators have navigated epistemic injustices within the field of teacher education amidst the rising global demands for standardisation. It encourages teacher educators to explore alternative theories within their own contexts, crafting new teacher education practices in universities and schools.