Education & Pedagogy

This study sought to determine whether there are national training needs among staff of conductive education programs in New Zealand. Conductive education is a unified system of education for children and adults with a motor disorder whose disability has been caused by damage to the central nervous system. The study, which focuses primarily on programs employing Hungarian-trained conductors, shows conclusively that there are clearly defined training needs among coordinators/managers, program chairpersons and committees, conductors, specialists, parents, and other staff. An approach to training that would fulfill these needs is presented, with three levels including short courses, undergraduate courses, and postgraduate courses. Recommendations are made for developing a national curriculum, while recognizing that each program is responsible for its own in-house staff training and development. Recommendations are addressed to the New Zealand Foundation for Conductive Education, which is regarded as the appropriate organization to oversee the development of a national curriculum plan. The report provides an overview of conductive education, a research review, the status of conductive education in eight countries, descriptions of nine New Zealand conductive education programs, interview forms, the curriculum of the Andras Peto Institute for Conductive Education of the Motor Disabled in Hungary, and a conductive education graduate training curriculum from the University of Melbourne (Australia). (Contains approximately 100 references.) (JDD)

This report examines data and data quality on vocational education and training available from the seven highly developed countries that make up the G-7: Canada, France, Germany, Japan, Italy, the United Kingdom, and the United States. Following an introduction, chapter 2 describes the nature of vocational education and training opportunities at the upper secondary level and beyond in each country, emphasizing programs that fall under the jurisdictions of education ministries. One-page descriptions of the vocational education systems in each country are followed by extensive narratives for each vocational education system that focus on these areas: school-based vocational preparation and training, what the vocational system looked like during the most recent year for which data are available, and the most common ways of obtaining vocational skills. Chapter 3 describes the following: international comparisons of data on vocational education; contextual and programmatic differences; key indicators that one would want to compare across vocational systems; data that international organizations have compiled regarding these indicators; degree to which these key comparisons can be made using existing data; and data improvements necessary to prepare all these key indicators. Appendixes include the following: a description of surveys and studies in each G-7 country that contain information pertinent to assessments of vocational education and training programs, and a vocational education data information sources contact list. Contains 118 references. (YLB)

From September 1989 to August 1992, 151 intern-teachers participated in an alternative credential program to recruit, train, and support special education teachers in rural northeast California. Directed by California State University, Chico, in collaboration with school districts in its service area, the 2-year program was designed to alleviate the area's critical shortage of special education personnel. The program featured stipends for 51 participants, on-the-job training, pairing of each intern with a mentor teacher, coursework delivered over interactive instructional television, release time for interns to attend training and observation sessions, and supervision and support from university faculty. Annual participant evaluations of the program and other data were analyzed with regard to three major program objectives: teacher recruitment and retention; meeting the educational needs of the special educator; and reducing the hardships of obtaining a special education credential. As of August 1992, 72 special education positions in the area had been filled by program graduates or participants. Participant comments indicate that over 80 percent: (1) had entered the training primarily from a desire to help children; (2) were satisfied with their first year of teaching special education; and (3) expected to continue as special education teachers until retirement. Participants rated the program as effective to very effective, and expressed satisfaction with the support received from mentor teachers, principals, and colleagues. (SV)

This document contains eight volumes of "The Journal of Multicultural and Cross-cultural Research in Art Education." Founded in 1981 by the United States Society for Education through Art, the journal's purpose is to promote a greater understanding of diverse cultures and to explore the role of art in multicultural education. Featured articles discuss areas such as art and social understanding, cultural identity and pride, community art education, themes from children's graphic narratives, contemporary street murals, folk art, stereotypes in art, morality of international art education, and the challenges of teaching art in a multicultural society. Some of the countries and cultures described include Korean-American, Australian, Egyptian, Finnish, Oglala Sioux, Brazilian, Canadian, French Canadian, Kenyan, Japanese, and Tibetan. Issues of race and cultural diversity in the United States and other countries are discussed. Volume 4, Number 1 is a special issue devoted to a joint conference of the Canadian and U.S. Societies for Education through Art. This issue discusses exploring cultural backgrounds and features, specific dimensions of, and roles occupied by, art in culture, and applications of a culturally mediated approach to programs, curriculum, and the pursuit of knowledge. Art's ability to explore topics that people "don't talk about" and bring to the surface images that remind people of what one group has or lacks in relation to other groups is recognized. (DK)

This book contains the following papers on distance vocational education programs: "Vocational Education at a Distance" (Oliveira, Rumble); "An Introduction to Case Studies" (Oliveira, Rumble); "'Working on Work': Orientation on Work and the Labour Market in the Netherlands" (Bender, Bronkhorst); "Expanding Distance Learning through Technology Transfer to Employers in Colombia" (Ruiz); "The British Open College: A Flexible Response" (Innes); "Vocational Training at a Distance in Chile: Struggling to Survive" (Irigoin); "Distance-Taught Computer Education for Managers and Professional at the University of Victoria" (Muzio); "The Technician Training Scheme at the National Extension College, United Kingdom" (Morpeth, Rumble); "Banking Education in Indonesia" (Budimulia, Suparman, Romiszowski); "The Wye College External Programme and Third World Agriculture" (Bryson, Hakimian); "The National Technological University (NTU)" (Fwu et al.); "Use of Interactive Multimedia for In-company Training" (Dondi, Ricuperati); "Distance Training for Telecommunications Managers: The Telecom/Telematique International Course on Project Management" (Nettleton); "The Technical Open Polytechnic, New Zealand" (Rajasingham, Nicoll, Romiszowski); and "The Future of Vocational Education at Distance" (Oliveira, Rumble). Several papers contain substantial bibliographies. (MN)

This book explores the role of networks in forming and delivering vocational education in the United Kingdom and in a single European market. In Part 1, the concepts surrounding networking are introduced and related to the environment of accelerating change in vocational education. Part 2 contains the following case studies and reflective articles on networks in action: "The Networked Organization" (Watson); "Franchising: Networking the New HE (Higher Education)" (Muller); "Credit and the Networked Learner in Higher Education" (Hilton); "The Management Charter Initiative Network: A Case Study in the Creative Use of Secondment" (Nasta); "Competence with Commitment--Developing a British/German Dual Qualification" (Sampson); "Networking in Libraries" (Wilson); "European Networks--A Response to the Challenge of Europe" (Funnell, Gulc). Presented in Part 3 are the following analyses networking's potential for enhancing individual learning: "Gender, Mentoring, and Networking" (Woodd), "Action Learning Sets" (Lilley); "Networks and Personal Learning" (Wrycza), and "Networking and Research--Creating a Research Unit within a Context of Professional Education" (Robinson). Part 4 considers networking as a strategy for managing vocational education institutions in an environment of change and presents 12 guidelines for successful networking. Some articles include substantial bibliographies. (MN)

This information packet attempts to identify issues in the interface between special and regular education and to highlight positive examples of regular education/special education cooperative action. A discussion of issues in the regular/special education relationship focuses on role relationships between regular and special education administrators at both the building and central office levels and notes the lack of consensus concerning role changes. The next section presents a rationale for restructuring regular and special education into a more unified educational system and identifies major issues which cluster around categorization, mainstreaming, instructional practices, and funding. Principles of developing an ideal interface between the two systems are identified, focusing on leadership and a shared commitment to education of students with disabilities. The remainder of the paper examines 10 sets of examplary practices selected from sites nationwide. The practices fall into five areas: (1) identification, (2) referral, (3) instruction/intervention, (4) evaluation, and (5) staff development. Examples are drawn from Idaho, Louisiana, Minnesota, California, Washington, North Carolina, Maine, and Connecticut. Appendices include the following: a paper by Lee J. Gruenwald and Ruth Loomis titled "Evolving Organizational Structures in Special Education: The Madison Example"; forms for referral; forms for identifying exemplary special education programs; and a summary of Project READ data. (Contains 60 references.) (DB)

The meaning of distance education and the two approaches to it that are commonly adapted are discussed. In most American usage, distance education is structured learning where the student and teacher are separated by space. A key distinction in two types of distance education is the definition of teacher. The teacher may be a person who instructs orally, or the teacher may not be a person but a course in which content is made available by other than the spoken word. The term distance education began to be used after 1970 to describe the purpose-built qualification-awarding industrial model institutions. At present, the world of distance education is a bimodal continuum in which one mode is this industrial model based on a predesigned learning environment using fairly mundane technology and the other (a more American approach) is a model that seeks to develop high technology to increase the size of an otherwise conventional classroom with an instructor at its core. Both modes can contribute to the democratization of access to knowledge and open learning. The variants of both modes hold the key to massive expansion in educational opportunity. Those who speak of a third generation of distance education are speaking of the use of electronic information technologies rather than models based on print and broadcasting. A chart presents the two models of distance education. (Contains 6 references.) (SLD)

The provision of secondary vocational education to adult offenders in the Texas state prison system was assessed. Discussions held with inmates established that most adult inmates are former at-risk youths who eventually dropped out of high school and who have low self-esteem and poor morale because of their frustrating educational experiences. The educational needs of the study population were assessed within the framework of existing educational programs within Texas' prison system, access to vocational education in prisons, and coordination of vocational education policy in the state's correctional school districts. Eight recommendations were as follows: (1) develop a comprehensive long-range plan; (2) expand existing lab space; (3) establish regional education centers to serve the prison system; (4) design and implement a follow-up system to track employment and recidivism rates of vocational education certificate holders; (5) develop a more systematic process for placing inmates in vocational education; (6) establish a system for integrating vocational education and prison jobs; (7) allow Foundation School Fund allocations for vocational education for inmates who graduated from high school; and (8) shift authority for exceptions to the one-vocational-course rule to principals and regional supervisors. (Appendixes contain topics for future study, funding categories, estimated costs for a correctional vocational-technical center, and a description of the services offered by the New Vision Chemical Dependency Treatment Facility in Kyle, Texas.) (MN)

A study synthesized critical findings and implications for teacher preparation from three major research studies and databases completed in 1987-88 by the National Center for Research in Vocational Education: Postsecondary Occupational Education Delivery: An Examination (Hollenbeck et al. 1987); Vocational Teacher Education: A Survey of Preservice and Inservice Preparation (Pratzner 1987); and The Dynamics of Secondary Vocational Classrooms (Weber et al. 1988). Project staff reviewed the analyses of these databases concurrently with policy literature and other research related to teacher preparation and reform. The study highlighted seven broad issues and concerns likely to need the attention of teacher educators and policymakers in vocational education. Lack of minority representation in vocational education was a critical concern. There was a clear need to improve the academic vigor of preservice vocational teacher programs. The nature, amount, and importance of work experience required of vocational teachers needed to be rethought. Basic skills competency testing was a concern since it was an increasingly common requirement for state certification. Preparation of vocational teachers to enhance and reinforce basic skills in vocational programs and to teach special student populations was also identified as a need. New types of vocational specialists needed to be prepared for private sector opportunities. One of the greatest challenges was a paucity of high quality research dealing with critical issues in vocational education and teacher preparation. (Contains 63 references.) (YLB)

Oklahoma's Comprehensive System of Personnel Development (CSPD) initiative was developed to meet requirements of the Individuals with Disabilities Education Act. CSPD compensates for the state's geographic diversity through regionalization, which allows a grassroots approach to determining preservice and inservice training activities for special education teachers that are unique to the needs of each region but support a unified vision and strategic plan. The Southern region's activities exemplify the rural focus. The region comprises the southern half of Oklahoma, is the largest region in the state, and has only one metropolitan area. Quarterly meetings rotate around the region and highlight a facility or program of interest, with a flexible schedule to allow for travel time. The region's three main priorities include increasing the supply of teachers and ancillary staff to serve students with low-incidence disabilities, formalizing methods of cross-group/agency information exchanges, and including higher education in its initiatives and efforts. Three task forces have addressed these priorities by conducting training workshops for teacher assistants for visually and hearing impaired students; developing a professional development newsletter; and coordinating annual workshops on collaboration, co-teaching, special education law, and discipline. East Central University, the state department of education, the Oklahoma School for the Blind, and other agencies have collaborated on these efforts. The potential for replication of this initiative in other rural states is discussed. (TD)

Changes caused by technology, economy, society, and education have necessitated reform of technological and vocational education (TVE) in Taiwan. Recommended reforms are as follows: relaxing educational regulations, accepting every student into higher education, streamlining channels to higher education, raising educational quality, and creating a lifelong learning society. The government has responded to needs for such reforms by proposing and implementing four categories of strategies and initiatives: (1) a flexible TVE system can be reached by increasing the number of continuing education institutions, revising the curricula, and providing multiple channels for school entrance; (2) for sustainable national economic development, TVE should provide professionals trained in foreign languages, finance, hospitality and travel, transportation, telecommunications, information processing, and film and television; (3) educational equity of TVE can be achieved by 10-year compulsory education, comprehensive high schools, multiple channels for school admission, and planning for lifelong learning; and (4) skill certificates should be emphasized as an indicator of occupational competencies and be considered for continuing education, employment, and job promotion. TVE can serve students' needs for employment or continuing education and become an integral part of the lifelong learning process. Skill certificates to improve students' occupational competencies required in the work world should be emphasized, and TVE must be continually improved to develop a world class work force. (Contains 11 references.) (YLB)

This report focuses on the imperative to prepare teachers to understand and use technology. Drawing on the experience of the Texas Centers for Professional Development of Teachers (CPDTs), the report illustrates how CPDTs are exploring models of instruction built on the International Society for Technology in Education (ISTE) standards and incorporating them into teacher education experiences. Section 1 presents a background and overview of technology in Texas teacher education, looking at technology and CPDTs and technology in professional development schools. Section 2 offers snapshots of technology and teacher education, focusing on four different universities. Section 3 presents an in-depth look at one CPDT, highlighting the Center for Educational Development and Excellence (CEDE), one of the largest and best-funded CPDTs. The report concludes that most teacher education institutions have expended enormous amounts of time and energy in acquiring equipment for their students and faculty, with associated training often not fitting the curriculum or the needs of the students. During the past 5 years, the CPDTs have begun to deal with this issue in a collaborative model that has benefitted both preservice and inservice teachers and their students throughout Texas. The report presents eight recommendations for how schools of education can infuse technology into curricula and prepare teachers who can use technology in their professional practice. (Contains 11 references.) (SM)

This paper presents the results of a two-year initiative to change the social arrangements and interactions of special education students and teachers assigned to a predominantly Mexican-American, low-income seventh grade campus of 520 students. The project investigated how to improve the learning environments of students at risk of being placed in special education and what is needed to create more inclusive learning environments for special education students. The Miller Secondary School Model of Inclusion includes adults as co-teachers in the classroom and minimizes the need to pull students out of the classroom. It includes four major components: collaborative teaming, professional development for general education teachers, self-advocacy program for students, and close monitoring of students. Results found: (1) new confidence and expertise was gained by general education teachers through the staff development and the on-site assistance provided by the special education teachers; (2) general education teachers found special education consultants contributed greatly to enhancing classroom instruction; (3) the referral rate for special education testing and placement decreased 46 percent in one year; and (4) a random sample of students over the past three years indicated 80 percent had no change in their grades or had improved their grades. (CR)

This document traces Australian training and literacy policy developments from 1974 to 1998. The document begins with a brief discussion of the global political, educational, social, and economic trends that have affected Australia's training and literacy policies. Discussed next are major events of the four policy "epochs" in Australia's vocational education and training (VET) sector: the "poor cousin" epoch (1900-1974), during which technical and further education (TAFE) emerged as a "poor cousin" to Australia's school and higher education sector; the Kangan era (1974-1988), which was marked by emphasis on participation and equity; the epoch of the Open Training Market and seamless web (1988-1992); and the epoch of User Choice (1992-1998). The decade of reform in English language and literacy provision that began in the mid-1980s and included development of the Australian Language and Literacy Policy in 1991 is chronicled. Special attention is paid to the National Framework of Adult English Language, Literacy and Numeracy Competence and the National Reporting System (NRS). The effects of policy reforms in vocational and adult education on the dimensions of teachers work are considered. Concluding the document is a timeline of significant policy sources in vocational education and their relationship with literacy policy. (Contains 18 references.) (MN)