Education & Pedagogy

Noting that character formation within Catholic education has undergone several changes over the last 10 years, this paper examines character education and character formation as they are currently implemented in Catholic elementary and secondary schools. Section 1 of the paper considers the definition of character, and traces the development of character education/formation in Catholic schools over the past decade, reviewing the shift of core values underlying the 1983 Revised Code of Canon Law which directly impacts Catholic education. This section also discusses the impact of core values on leadership styles, and presents two models of leadership that reflect and support the core values described. Section 2 discusses the values for character education/formation that reflect and flow from the core values and are based on the work of Dr. Thomas Lickona and developed within a Catholic philosophy by Dr. Thomas Groome. This section also discusses religious and cultural literacy within a multicultural community, and provides a Scriptural reflection on character education/formation in Catholic schools. Section 3 of the paper describes several approaches to character education/formation, including the storytelling approach and its application to social justice as seen in the work of Coles; the Respect and Responsibility approach of Lickona, which includes sex education within the context of character education; the Youth and Caring Program; Value Driven Schools; and the work of the National Catholic Educational Association. (KB)

In this document, leading educators from 12 African Commonwealth countries trace the development of adult education in Africa and show how providers of adult education outside the formal education system (including government and nongovernment organizations, trade unions, women's groups, and religious organizations) have met the needs of their nations by providing various types of education and training, including agricultural extension and literacy, health, and political education. The following papers are included: "Introduction" (Edwin K. Townsend-Coles); "Purpose and Method of the Project" (James A. Draper); "Looking Back: Acquiring a Historical Perspective" (James A. Draper); "Botswana" (Frank Youngman); "Ghana" (Miranda Greenstreet, Kofi Siabi-Mensah); "Kenya" (David K. Kirui); "Lesotho" (Lois Anne Sebatane, Bill Moore); "Mauritius" (Prem R. Hurrynag); "Nigeria" (Michael Omolewa); "Seychelles" (Alain Daniel Lucas, Marguerite-Marie Mondon); "Sierra Leone" (Edward D. A. Turay); "South Africa" (Cathy Gush, Shirley Walters); "Tanzania" (Philemon A. K. Mushi, Yosiah D. M. Bwatwa); "Zambia" (Elizabeth Mumba); "Zimbabwe" (Clara Sipiwe Nondo, Evison James Muti); "Observations" (James A. Draper); "Introduction [to a Selected Chronology]" (James A. Draper); and "Regional Chronology" (Ekundayo J. D. Thompson). (MN)

A study was done to investigate the organization of teaching and learning activities experienced in teacher preparation courses in an urban university. A survey instrument developed for the study was administered to 254 trainees in 20 regular and special education courses. The graduate teacher education courses were stratified by educational setting (on campus/off campus) and subject areas (regular/special education), since the learning activities might differ between settings. A principal components analysis yielded five factors. The first factor, containing items that reflected the teacher's expectations that students use the "scientific method," accounted for the greatest variance in responses and indicated that whether instructors in teacher education courses do or do not encourage students to use the scientific method is a critical determinant organizing students' perceptions of the teaching-learning process. The apparent focus of the second factor was teachers expecting students to use "behavioral processes." This factor relied on behavioral strategies, such as engaging in practice and feedback. The third factor was labeled "social awareness," the fourth concerned "interpersonal activity," and the fifth was interpreted as "personal responsibility." The scales created provided a structure that could be used to investigate the types of instructional strategies modeled for trainees in education. Included are 1 table and 12 references. (JB)

This report describes and evaluates an educational partnership that brought together the resources of three rural Minnesota school districts, institutions of higher education, the Minnesota State Department of Education, and a national organization in order to undertake the long-term development of a program in international education (K-12). The program was developed under the National Model Schools Network in global education curriculum development (Education 2000). This report includes: (1) the original prospectus for this model, discussing the conceptual framework, the purpose of the project, and the planning procedure based on an "ecological approach"; (2) research plan identifying themes of study, specifying data collection strategies, partners, and the timeline; and (3) the project manual development. The focus of the report is on the program of the Redwood Falls School District (Minnesota), which evolved from a program development project in international education into a school and community development process. The document also discusses the development of a national model. Copies of local newspaper reports about the Education 2000 Program and the Redwood Falls project are included. Appendices include 1990 testimonials from steering committee leaders and papers presented at the 1992 Annual Meeting of the American Educational Research Association regarding Education 2000 and the Redwood Falls School District. (LP)

Criticisms have been directed at the quality of professionals entering the teaching field, with the implication that higher quality students pursue degrees other than education and that the academically less talented gravitate toward the teaching profession. To test this idea, a study was conducted to determine if significant differences exist in academic performance between individuals who receive their degrees in education and those who receive Bachelor of Arts, Bachelor of Science, or Bachelor of Business Administration degrees. This study examined academic histories of individuals who received their degrees in education and of those who pursued degrees in nonteaching areas (English, mathematics, history, geography, and biology). From a total of 849 graduates receiving degrees in August 1990 and May 1991, 200 who had obtained undergraduate degrees in the four degree categories were selcted for the study. Fifty students were randomly chosen from each degree category, and respective transcripts were reviewed to determine each subject's performance in a content area. Findings suggest that some differences in academic performance were observed, favoring students outside of teacher education. Only in History 1 of the general studies program did teacher education graduates outperform other students. Future study is recommended to explore whether individuals entering the field of education are as academically talented as other majors in order to provide information regarding an observed trend toward attracting better students to teacher training programs. (LL)

This report presents results of several studies of the effectiveness of special education. Major findings of a review of other studies indicate: youth with learning disabilities tend to have the highest rate of employment (71 percent) followed by youth with speech handicaps or mild mental retardation (50-60 percent). Postsecondary educational participation was greatest (40 to 50 percent) for individuals with hearing or visual impairments. Nonparticipation rates for the severely impaired was approximately 60 percent; for individuals with mental retardation approximately 40 percent; and for persons with emotional disturbance and physical impairments about 33 percent. Living arrangements varied little among disability categories with independent living rates generally about 20 percent. A study of special education effectiveness in Texas found, overall, 66 percent of former students employed (compared to a national rate of 40 percent); 25 percent participating in some type of postsecondary education; and 21 percent nonparticipatory. A longitudinal study currently in process includes close to 1,000 students in special education. Major recommendations include: (1) systematic cooperative ventures between special and regular education; (2) systematic cooperative planning and programming between special education and outside public agencies; (3) a focus on parent involvement in transition planning; (4) prevention of dropping out among special education students; and (5) specific programming for female students with disabilities. An appendix details the job placements of students in the longitudinal and retrospective studies. (Contains 70 references.) (DB)

In response to America 2000, a federal strategy to achieve the six National Education Goals established in 1989 by the Administration and the nation's governors), communities in all 50 states are actively developing plans and programs. This directory is meant to be a way of sharing information about successful and promising work going on in communities and classrooms across the country. The directory is organized around the National Education Goals; most chapters focus on a key education topic, including early childhood education, dropout prevention, adult literacy, vocational training, and reducing drug abuse. In addition, there are chapters devoted to specific subjects (English--reading, literature and writing; mathematics; science; history; geography; foreign languages). Each chapter generally provides: (1) a brief 4-6 page description of current thinking in a given topic area; (2) a 2-5 page annotated bibliography of some key books, reports, or articles on that topic; (3) examples of promising projects--98 in all--(including name, purpose, brief description, why project is promising, costs, evaluation, and contact information); (4) sources of further information (including name and address of organizations, contact person and a brief description of the organization). (CRW)

This report summarizes discussions of a working group meeting on the continuing education needs of early primary school leavers in Asia and the Pacific. An introduction summarizes the welcoming addresses. Chapter 1 presents highlights of experiences of these countries in providing continuing education to school leavers: Bangladesh, China, India, Indonesia, Nepal, Pakistan, Philippines, and Thailand. Chapter 2 discusses the learning needs of early primary school leavers identified by the meeting: literacy, communication, and post-literacy skills; numeracy or arithmetic skills; occupational, technical, or entrepreneurial skills; values development; citizenship training; thinking skills; self-confidence or self-worth; and primary health care, hygiene, and sanitation. Areas of action to meet the learning needs of dropouts are recommended. Chapter 3 proposes four operational models for continuing education: distance education and community-based instruction model, continuing education model for early primary school leavers, community-centered model, and distance study model. Chapter 4 discusses a 10-step process for instructional materials development. Chapter 5 makes recommendations for follow-up actions at the national and regional levels. Appendixes include the following: "A Conceptual Framework and Proposed Operational Models for Early Primary School Leavers in Asia and the Pacific" (Vichai Tunsiri); opening statement (Leonardo de la Cruz); and participant list. (YLB)

As part of a series of hearings on the reauthorization of the Higher Education Act of 1965, testimony was heard on the Pell Grant program, the largest student grant program. Witnesses from all sectors of the postsecondary education system offered suggestions for program changes. The witnesses included the following: Robert L. Albright, representing the United Negro College Fund; David H. Barton of Coastal Training Institute Automeca Technical College; Dennis Brown of El Paso Community College; G. Barry Busada, Diesel Driving Academy, Inc.; Ronald D. Coleman, U.S. Representative from Texas; Michael Farrell, Acting Assistant Secretary for Postsecondary Education; Stephen B. Friedheim, for the National Association of Trade and Technical Schools; Keith Geiger of the National Education Association; the Honorable Paul B. Henry, U.S. Representative from Michigan; Edward A. Malloy of the University of Notre Dame; Dallas Martin of the National Association of Student Financial Aid Administrators; Larry E. Matejka of the National Council of Higher Education Loan Program; David Mertes of California Community Colleges; Charles B. Saunders of the American Council on Education, and Julius Watson-Davis of the U.S. Student Association. Also included are extensive prepared statements, letters, and supplemental materials. (JB)

The United States House of Representatives' Subcommittee on Postsecondary Education met in one of a series of hearings on the reauthorization of the Higher Education Act of 1965. This session heard testimony on: (1) Title III of the Act, addressing a program that provides aid to institutions of higher education which serve large numbers of disadvantaged students and that are in a weak financial condition; and (2) Title VIII, which provides aid to higher education institutions for establishing cooperative education programs. The discussion focused on strengthening institutions, historically black colleges and universities, a program of Endowment Challenge Grants, encouraging the training of minority teachers and professors, the varying mission and needs of community colleges versus four-year institutions, changes in the way the grants under the titles are administered, in particular a "wait out" period currently required before funds can be obtained, and issues surrounding the training of the work force of the future. Witnesses appeared representing professional education associations, community colleges and technical schools around the nation, historically black institutions of higher education and the Department of Education. The text contains testimony, prepared statements of the witnesses and statements of others who were not able to appear. (JB)

A hearing was held over 2 days on amendments to Title V of the Higher Education Act, which addresses college educator recruitment, retention, and development and with authorization of programs designed to enhance the skills of current teachers and administrators and to encourage students entering college to become teachers. Among the witnesses testifying were the following: C. Leonard Anderson, National Education Association; Gary Fenstermacher, Dean, College of Education, University of Arizona and President, American Association of Colleges for Teacher Education; Gary Hawks for the Michigan Department of Education; Cecil Miskel for the University of Michigan; Senator John D. Perry, New York State Senate; Antoine Garibaldi, Xavier University, New Orleans; Jack R. Anderson, Superintendent of Schools, Spring Valley, New York; Raphael Nystrand, University of Louisville, Kentucky; and James Garbarino, President, Erikson Institute for Early Childhood Education, Chicago; and Ted Sanders, Under Secretary, United States Department of Education. Also included are the prepared statements of the Association of Teacher Educators, the Council of Chief State School Officers, the Council of the Great City Schools, Representative William F. Goodling from the U.S. Congress, Jack Hidary of Columbia University, the National Board of Professional Teaching Standards, Representative Donald M. Payne from the U.S. Congress, and Albert Shanker of the American Federation of Teachers. (JB)

This report of the Distance Education Secondary School Committee of Northern Ontario, which is composed of representatives of the Ministry of Education (MOE), the Independent Learning Centre, Native and French language components of the MOE, and Contact North, discusses the role that the Contact North distance education network can play in the achievement of the goals of the Ontario government. Government priorities are listed, and contributions of Contact North in providing residents of isolated communities increased access to formal and informal educational opportunities are summarized. Contact North services to delivering institutions are listed, and curriculum support potential is identified. Benefits for students, teachers, and school board personnel are considered, including increased curriculum options, course enhancement, cultural enrichment, guidance and career planning, educational upgrading, inservice training, and development of local programs. Background on Contact North participants, funding considerations, course delivery, and the advantages of centralization is provided. The benefits of collaboration are discussed, including cost-efficiency, a universal timetable, participation by provincially-funded schools, large school participation, stability, and minimized local differences; and recommendations are offered for release time for teachers to deliver courses on the Contact North system and funding for smaller school boards to provide inservice training, curriculum development, and supervisory services through distance education. (ALF)

State and local government spending on public elementary and secondary education grew from $40.7 billion in 1970 to an estimated $256.3 billion in 1996, a more than 6-fold increase in 25 years. Even when adjusted for inflation and changes in enrollment, real per-pupil spending still increased 86 percent. This brief examines some of the underlying causes for the increase in education spending and discusses the outlook for the future. There are several factors responsible for the rapid growth in spending, including broadly expanded special and vocational education programs, increased teacher salaries, and increased equipment needs. Before exploring those factors, however, the brief describes how spending increased, especially relative to the size of the economy. The brief focuses on enrollment shifts, changes in spending, growth rates, and fiscal impacts. The data show that special education programs appear to have consumed a disproportionate share of new education resources and that education expenditures vary widely across states. The outlook for the future is continued but moderately slowing growth and a shift in enrollment pressure from elementary to secondary schools. Other issues that will affect education--special education, price increases, teacher retirements, higher education standards, a longer school year, capital needs, and technological advancement--will lead to higher costs for education, suggesting continued pressure on education budgets. A sidebar describes changing school district resource allocations in New York State. Contains 6 figures, 6 tables, and 23 endnotes. (LMI)

This study compared the knowledge and skill levels of urban and rural special education teachers across 13 emotional and behavior disordered (EBD) competency areas. Fifty-eight graduate students enrolled in special education courses at California State University at Fresno completed the Emotionally and Behaviorally Disordered Teacher Competencies Assessment, which measures teachers' perceived proficiency levels in 13 areas of competence. Approximately 58 percent of the students were employed as special education teachers under emergency credentials and 17 percent possessed a professional special education credential. Fifty-five percent were employed in urban school districts, while 42.6 percent were employed in rural school districts. Results indicate that both rural and urban teachers felt they were most skilled in managing the learning environment, instructional content and practice, and cultural and linguistic diversity. The lowest scores in knowledge proficiency for both teacher groups were related to transition, professional and ethical behavior, and community resources. Rural teachers indicated that learner characteristics and vocational competencies were their lowest skill areas, while urban teachers indicated that professional and ethical practices and monitoring and evaluation were their lowest skill areas. Although there were no significant differences between rural and urban teachers' competencies, this study indicates that special education teachers, in general, do not feel they have reached a level of mastery when working with EBD students. (LP)

The programs developed in Austria, England, France, Germany, the Netherlands, Norway, and Sweden to allow vocational students to acquire qualifications with a dual orientation toward employment and higher education were characterized and compared in a study. Three groups of programs were identified: those extending over an integral part of the whole educational sector (the vocational programs/streams in Norway's and Sweden's comprehensive school systems); those referring to individual courses/qualifications (France's Baccalaureat, England's General National Vocational Qualifications, the long courses of the Netherlands' senior secondary vocational education); and those representing pilot projects within the established systems of vocational education/training (Germany). Although all programs allowed for a dual orientation, they differed in the relative weight attributed to either employment or higher education. Most programs (in England, Germany, the Netherlands, Norway, and Sweden) were part of the initial vocational training provided at the upper secondary level for 16-19 year olds. The following general integration strategies were recommended: separate general/theoretical subjects; vocational application of general/theoretical subjects; education and training related to transferrable skills; and action-oriented education and training (projects). (Sixteen figures are included. Appended are the following: a list of abbreviations; titles of the national case studies; information about the study's study authors and partner institutions; and a project outline.) (MN)