Education & Pedagogy

Eleven influential individuals who have brought breadth of vision to their work in education answer questions and give comments on the next 20 years of education by looking back on the past 20 years. The panelists are: Alonzo Crim, superintendent of schools in Atlanta, Georgia; Russell Edgerton, president of the American Association for Higher Education; Harold Howe II, senior lecturer at the Graduate School of Education at Harvard; Francis Keppel, former United States commissioner of education; Clark Kerr, former president of University of California; Richard Lyman, president of the Rockefeller Foundation and former president of Stanford University; Diane Ravitch, historian of education and writer; Terry Sanford, former governor of North Carolina, and retired president of Duke University; Martin Trowe, director of Berkley's Center for Studies in Higher Education; Ralph Tyler, former director of the Center for Advanced Studies in Behavioral Sciences and chairman of the Exploratory Committee on the Progress of Education; Willard Wirtz, former U.S. Secretary of Labor. The chapter titles are: "Really Stretching and Other Changes"; "Society's Most Important Occupation"; "Students--Always Different, Always the Same"; "Resurgence of State Policy Making"; and "Constantly Building." In the remarks of the panelists, a great deal of general agreement is found on dominant themes, accomplishments, and challenges; complete unity, however, is not found. It is hoped that the conversations about continuity and change will stimulate further conversation, and help guide thinking about ways to improve education in the United States. (AG)

The four issues of the "Rural Special Education Quarterly" for 1985 contain 17 major articles with the following titles and authors: "The Challenges in Providing Appropriate Educational Services to Rural Visually Impaired Children and Their Families" (K. Huebner); "Rural Orientation and Mobility: A Preview" (J. Tucker); "Organizations Serving the Visually Impaired in the U.S.: A Practical Resource List " (W. Erickson and B. Jacinto); "Alaska's Consultant Model for Visually Impaired Students" (J. Brodie); "A Systematic Process for Developing Special Services Cooperatives in Rural School Districts" (L. Widvey et al.); "Establishing an Empirically Determined National Rural Education Research Agenda" (D. Helge); "Problems Facing the Indian Handicapped Child in Rural Settings: A Case for Indian Advocacy" (U. Steucher); "Variables Influencing Special Education Teacher Employment in Rural Areas" (B. Ludlow); "Keys to the World: Microcomputer Use in Telecommunications" (R. Gall); "Rural Electronic Bulletin Boards and Computer Networks" (K. Bull and L. Marrs); "Technologies to Solve Rural Special Education Problems" (D. Helge); "Computer Assisted Rural Projects, 1983-1985" (B. Bowen); "Provision of Special Education Services to Rural Children and Youth with Disabilities: The OSERS Perspective" (M. Will); "Rural Special Education Programs: Parents' Opinions and Involvement" (T. Lombardi); "Factors in the Development of Rural Transition Programs" (J. Beam); "Training Teachers of the Visually Handicapped in Highly Rural States: Low Availability--High Priority" (S. Parsons);"Inventory for Client and Agency Planning" (R. Weatherman et al.). (DB)

A self-administered questionnaire was used to assess the degree to which teacher training programs in 4-year public colleges and universities include rural education as part of their teacher education program. Questionnaires were mailed to college of education deans and chairpersons at each of the 473 4-year public colleges and universities in the United States, and 306 usable responses were received for a return rate of 64.7%. The Statistical Analysis System computer program for the social sciences was used to list frequency distributions and to calculate the mean, standard deviation, and range for variables from the questionnaire. A total of 13,613 education faculty members were reported as working at the institutions surveyed. Of these, only 257--less than 2%--focused their research and/or publication interests on rural education. Only 87 institutions included rural education as part of their curriculum, and only 9 reported a course devoted solely to the study of rural or small schools. On the other hand, respondents recognized a need to pay greater attention to rural education. Nearly half agreed that teaching in small schools is different than teaching in urban and suburban schools and requires different preparation, and 34% felt their institutions should make provisions for the training of prospective rural teachers. The survey instrument is appended. (JHZ)

This study was conducted to learn whether the benefits of early childhood education would be sufficient to cause the State of Illinois to either support or require the provision of such services. Primary attention is given to: (1) the education of non-handicapped children between birth and entrance into first grade, and (2) those programs and services which influence the primary education continuum of instruction. National socio-economic trends and social influences are described in relation to the current status of Illinois' early childhood education in pre-kindergarten and kindergarten programs. The study of pre-kindergarten programs addresses the following topics: the kinds of pre-kindergarten programs and services provided and numbers of children served; their effectiveness; and identification of potential clients. The study of kindergarten programs examines the following topics: enrollment changes in the last five years; the types of schedules and their effects on children; types of curricula and their effects on children; and use of chronological age to determine compulsory attendance and entrance eligibility. In addition to a listing of state and federal initiatives and a summary of findings, an appendix provides a sample copy of the Early Childhood Education Program Survey Instrument used in 1984 to obtain baseline data on programs and to assess opinions of principals regarding early childhood education issues. A pamphlet describing the State Board of Education Policy Statement on early childhood education is also given. (DST)

A study examined the issue of educational equity in vocational education in 14 classrooms at 8 public secondary schools in Minnesota. The study used a naturalistic inquiry approach based on classroom observations and interviews with students, teachers, administrators, and counselors. Each of the members of the research team prepared a different section of this study report. Jane Plihal discussed the purpose and design of the study. In a section entitled "Gaining Access to Vocational Education: Ticket to Equity?" Marsha Rehm concluded that the focus in the programs observed was on low- and middle-ability students and discusses the dilemma posed when vocational programs are viewed as dumping grounds for students with lesser abilities and when classrooms contain students representing extreme ranges of ability and interest levels. In her paper "Treatment within Vocational Education Classrooms: How Equitable?" Linda Ernst concluded that student access to knowledge is the major equity concern once students enter a vocational classroom. She discussed several practices that enable all students to benefit from vocational education. The benefits of vocational education to all types of students, and especially to students who might not benefit from other types of programs, are examined in Linda Ernst's paper "Outcomes of Vocational Education: Blessing or Burden?" Jane Plihal's report, "Perspectives," summarizes cynics' and advocates' perspectives about access to, treatment in, and outcomes of vocational education. (MN)

This research-in-dialogue study ascertained the viewpoints of representatives of 31 groups of East Kimberley (Australia) Aboriginal people on education, their priorities as to what issues government should be addressing, and their suggested strategies for achieving a system of education which meets perceived needs of the remote Aboriginal community. Findings indicated that Aboriginal East Kimberley people were acutely aware of the need for children to acquire the same competencies as other children in the mainstream of Australian society. However, they desired a balanced education that would transmit cultural values in addition to new skills and knowledge. The following emerged as priorities in developing more effective education for the region: (1) teach/inform Europeans about Aboriginal people of the region, (2) improve standard Australian English levels and acknowledge and provide for diverse language/cultural backgrounds, (3) provide on-site education, and (4) provide for recreation needs with education for leisure. Specific implementation strategies suggested providing courses for teachers/others intending to work in the region; involving traditional people in such courses; employing/training more Aboriginal teachers; mixing and communicating; establishing town language centers; establishing community centers for post secondary trades, technical, and tertiary education in the region; and providing support for cultural artistic and sporting needs through community centers. Appendices include data on the study sample and the survey instrument. (NEC)

Noting that this digest is only an indication of trends, not a detailed analysis, this report summarizes information on computer applications in primary and secondary education, including technical and vocational training, in 43 countries. The information was obtained from surveys made for differing purposes, monographs produced for various bodies, and reports prepared for meetings and conferences. The summary reviews the subject under two main headings: project policies and their economic considerations, and their educational significance. The first section discusses the existence and content of national policies on informatics, the institutional arrangements set up as a result of the policies, and the financial and technological investments that have been made. The second section deals with types of computer applications at the various educational levels, software and teacher training, and attempts to identify trends for each level of education--primary, secondary, technical, vocational, higher education, and informal education. The range of research activities reported is summarized under six headings: (1) Logo applications; (2) computers in special education; (3) general educational research; (4) subject teaching; (5) language teaching; and (6) computer processing of national languages. The third section, which constitutes over half of the report, presents summaries of data for the 43 countries studied, including data on the school population, educational budget, structure of the educational system, computer policies, computer applications, and research activities of each country. (DJR)

An instructional resource handbook for graduate-level courses in the field of higher education is presented. Twenty-two members of a national higher education network wrote the first essay on "Course Syllabi as Instructional Resources," which reports on a survey of faculty in higher education programs and specifically on course emphases, major resources in use, syllabi models, and recommendations. Additional contents are: Robert Birnbaum's essay "Using Games and Simulations in Higher Education Programs"; James L. Ratcliff's essay "Telecommunications and Computer Databases," which focuses on uses in higher education and includes a bibliography and information on resources; John J. Gardiner's essay, "Associations as Instructional Resources," which identifies Washington-based associations that provide resources for use within specific areas of higher education; "Higher Education as a Field of Study: An Annotated Bibliography" by Judy Diane Grace which covers over 60 works useful to faculty and students; "Teaching in Postsecondary Education; An Annotated Bibliography" by Robert J. Menges, which lists over 100 professional journals and reviews approximately 180 other resources available on teaching higher education; information on videotape resources in "Shaping the Future of Higher Education: A Learning and Research Tool"; and a review by 22 individuals on The National Center for Research to Improve Postsecondary Teaching and Learning (NCRIPTAL). (SW)

This document contains the following 16 papers presented at a conference on teaching technical education and technical literacy: "British School Technology and the Industry Education Unit" (Eric Bates); "The Development of Technological Education through Bedfordshire Local Education Authority to British School Technology" (Ron Denney); "The Illinois Center for Technological Literacy: A Response by the University of Illinois" (Thomas L. Erekson); "Technological Literacy through Educational Technology" (Minaruth Galey); "Technological and Civic Literacy: Symbiotic Relationship" (Anthony F. Gilberti); "Technological Literacy through Use of the Computerized Library" (Charlene Grass); "Mathematics: The Misunderstood Language of High Technology" (W. J. Haynie III); "Integrating the Systems of Technology" (Ronald E. Jones); "Technological Literacy: An Educational Challenge" (Franzie Loepp); "OM: College/University Creative Problem Solving Competition" (C. Samuel Micklus); "Technology Education in Southeast Virginia's Public Schools" (John M. Ritz, Robert F. Head, Paul L. Cummings, and James R. Doyle); "Assessing Students' Technical Reading Skills" (B. June Schmidt); "Technology Literacy Test" (Lee Smalley); "Beyond Tasks and Competencies to Problem Solving in Technology Education" (John C. Thomas); "Technological Literacy: An International Perspective" (Ronald D. Todd); and "A Leadership Model for Implementing Technological Literacy Education" (Robert E. Wenig). (KC)

This special newspaper edition is a collection of articles based on a journalist's interviews with American Indian educators in urban public schools, Bureau of Indian Affairs schools, and tribally controlled school districts. The introduction, entitled "The High Cost of Endurance" outlines the high risk status of Native American children, discusses the diversity of American Indian tribes and American Indian education, and suggests that American Indian education must focus on survival. "Education: The First Condition" reviews the history of American Indian education since the white man's arrival and describes current trends and issues in the Federal Government-Indian relationship. "From 'No Power' to Local Power?" discusses the issue of Indian control over Indian children's public school education; cites recent court cases involving discriminatory hiring of teachers, unfair treatment of Indian students, and violations of voting rights in school board elections; describes the success story of the tribally controlled Zuni Public Schools; and examines the problems of inexperienced tribal governments, low priority of Indian programs at the state level, and dwindling federal funding. "Indian People Just Want To Be Themselves" outlines Indian educators' struggle to devise an instructional model that meets both the academic and cultural needs of Indian students; describes opposition to bicultural education in some Indian communities; and discusses bilingual education, American Indian learning styles, and traditional teaching methods. (SV)

The current demands for values education, like recent basic educational reforms generally, reflect a superficial consensus. The push for values education by educators and politicians is a response to two developments: (1) the public's perception that schools are too disorderly; and (2) a desire to inculcate a common belief system. However, the ideal of common (moral) education has always collided with the reality of a segmented society. Regarding the current demands for values education, there is difficulty in distinguishing between moral education and civic education and in finding a common values core. Appeals to rhetorical consensus gloss over policy dilemmas. Deviating from Mario Cuomo's and William Bennett's "moral literacy" rhetoric, the New York State Education Department recently proposed a civic approach to values education. Each student will respect and practice basic civic values and acquire the skills, knowledge, understanding, and attitudes necessary to participate in democratic self-governance. This means: (1) understanding and acceptance of the values of justice, honesty, self-discipline, due process, equality, and majority rule with respect for minority rights; (2) respect for self, others, and property as integral to a self-governing, democratic society; and (3) ability to apply reasoning skills and the democratic government process to resolve societal problems and disputes. The New York approach is presented as being most practically effective, politically acceptable, theoretically justifiable, and consistent with long-range educational reform. (21 references) (MLH)

A study described the education and training providers that contributed to preparing and upgrading the Pittsburgh region's work force. Providers were classified as either: (1) formal, secondary providers; (2) formal, postsecondary providers; or (3) informal, postsecondary providers, such as training provided by employers and community-based organizations. Providers were considered formal if they granted credentials to program completers and informal if they did not. In addition to institutional providers, several governmental programs, such as those of the Job Training Partnership Act (JTPA), displaced workers programs, and state-sponsored customized job training programs, were identified. In 1985-86, public schools provided the only work-related education available at the secondary level, and area vocational technical schools served about 27 percent of all vocational students. Community colleges and proprietary schools provided most of the formal postsecondary occupational education. Proprietary schools enrolled more vocational students and had larger vocational expenditures than the community colleges. On-site training by employers accounted for about half of the expenditures on work-related education in the region. Those being trained by employers tend to be those with higher levels of education and experience, rather than unskilled workers or those new to the work force. JTPA programs provided training for more than 18,000 persons in 1988. (The document contains a discussion of issues for community-based planners who seek to improve the region's work-related education system.) (CML)

In late 1986, the Ontario government began a 4-year undertaking to establish a distance education network for northeastern and northwestern residents. The network, Contact North/Contact Nord, uses a full complement of interactive telecommunications systems to make secondary and postsecondary education more accessible regardless of community size or distance from a larger center. At present, 30 access sites exist for the network, with 26 located in communities of fewer than 15,000 people. Every site has an electronic classroom equipped with state-of-the art educational technology linked to network centers in Sudbury and Thunder Bay. As part of the implementation process, a two-part study was conducted. The first phase was designed to collect baseline community data prior to the full-scale implementation of Contact North/Contact Nord. Information was gathered through local interviewers in each community who sampled 5 percent of the registered voters. The results are presented in this report in profiles of the following: (1) the people served--demographic characteristics; (2) patterns of using formal educational resources prior to the start of Contact North/Contact Nord; (3) attitudes of nonusers toward adult education; (4) community perceptions of accessibility to education resources; and (5) implementation of Contact North/Contact Nord. Extensive tables, statistics, and copies of the survey forms are provided. (KC)

This year-long study on education of students with disabilities, funded by the United States Congress, reviewed and analyzed recent studies and articles; consulted with parents, students, professionals, and leaders in the public and private sectors; and received testimony from over 50 witnesses. Following an introductory chapter, a profile of the Education for All Handicapped Children Act (Public Law 94-142) is offered. Study findings are then organized around the following topic areas: parental and student satisfaction with educational services; the unique needs of minority, rural, native American and military families; effective parent-school partnerships; resolving differences through due process procedures; the education reform movement; federal leadership; the federal-state partnership; the relationship between general education and special education; the role of separate schools; transition from school to adult life; employment; and international issues. The report recommends that a 2-year National Commission on Excellence in the Education of Students with Disabilities be established, involving public organizations, professionals, government entities, parents, students, and private sector representatives. The report includes a statement of the mission of the National Council on Disability, a list of Council members and biographical information, a minority viewpoint concerning report issues and recommendations, and a list of witnesses who provided testimony. Contains 45 references. (JDD)

Education records of 1,193 inmates who enrolled in a county prison corrections education program in Pennsylvania from January 1981 through December 1988 were used to evaluate the outcomes of the program. The number of years of formal education, education program placement test scores, end of class cycle test scores, student's stated goal or purpose for enrolling, class completion and attendance rates, and outcomes were cross-tabulated and analyzed by the student's race, gender, marital status, and the person or agency who referred the student to the program. Significant differences were found to exist in each of the comparisons. The percentage of racial minorities in both the prison population and the education center population was found to be significantly higher than the overall county population. The years of formal education for the black group were significantly higher than for the other racial groups. Males represented a significantly higher proportion in both the education center's and the prison's population. Females were found to have significantly higher formal education levels. Students who were referred by other inmate students improved significantly in both mathematics and reading, whereas students referred by other sources failed to improve in either subject. Students who were married failed to improve, whereas single and separated students significantly improve in mathematics and/or reading. (Document includes 35 tables, 18 references, and student intake forms.) (KC)