Education & Pedagogy

During the 1993-94 program year, more than 1.2 million Californians were enrolled in vocational education (VE) at a secondary high school, adult education program, or regional occupational center. An additional 1.2 million Californians were enrolled in community college VE programs. VE services were provided to significant numbers of students with disabilities, limited English proficiency, and disadvantages and also to significant numbers of incarcerated youths and adults. Among the major VE activities completed in California in 1993-94 were the following: extensive VE needs assessment (including surveys of 1,700 individuals from 8 survey populations and a review of 600 existing reports); analysis of the data collected and subsequent development of a "state plan" for use of Perkins Act funds from 1994 through 1996; development of the a version of a state plan for activities under the School-to-Work Opportunities Act of 1994; continued development of model partnership academies (prototype career academies) and cooperative education programs; development of business and industry standards with input from coalitions of employers, workers, education agencies, and trade associations; and reassessment/revision of California's statewide student assessment program. (Fifteen charts are included. Appended is a special project final performance summary report form.) (MN)

This article reports a study of the public policy implications of publicly supported primary and secondary single-sex education in the United States. Twenty-two public intellectuals concerned with educational issues were interviewed. Subjects were either academic researchers, government officials and legislators, directors of public interest groups and educational associations or practicing lawyers and legal scholars. In general, informants expressed strong hesitations about public K-12 single sex education, and stressed the need for an overhaul of co-education as a solution to educational problems. Some informants, however, believed that the potential pedagogical benefit of single-sex K-12 public education was worthy of further study. Most subjects urged a stricter enforcement of Title IX (which prohibits discrimination on the basis of sex in educational institutions which receive Federal funding) to preserve and further aims of gender equity. Responses are included from the informant groups on issues of creating equal outcomes from an educational system, the role of Federal law, the level of scrutiny toward gender-based classifications in education, the changing trend toward single-sex K-12 education, and public policy implications of single-sex education. The legal aspects of single sex education, including an analysis of statutory, regulatory and case law, are considered. An appendix provides a section-by-section analysis of Title IX. (Contains 21 references.) (JPB)

This study evaluated the relationship between Massachusetts special education expenditures and revenues and the overall allocation of school budgets between special and regular education. An introduction reviews the study's background, census-based funding in Massachusetts, education reform efforts in the state, the Foundation Budget approach which combines local community and state resources with the purpose of providing all schools with adequate and equitable education resources, and the current funding formula. The study analyzed quantitative data, including existing fiscal, student, staffing, and programmatic data from 81 schools in 25 school systems, as well as qualitative data, including interviews with the 25 special education directors. Major findings from the quantitative data are reported in text, tables, and graphs for: personnel expenditure allocation; per student personnel costs; allocation among special education services; costs of inclusion; and comparison of revenues and expenditures for special education. The interviews resulted in identification of policy issues and concerns about the following aspects of the existing formula provisions: flexibility, private residential funding, cost issues, percentage of students identified, types of placement, standard of service, and parental rights to independent assessment. Insufficient funding was the predominant concern expressed by the special education directors interviewed; however, essentially no desire for major changes in the current funding system was found. (DB)

The Rural Special Education Project is a federally funded partnership between Kayenta Unified School District and Northern Arizona University's (NAU) Center for Excellence in Education that aims to prepare well qualified special education teachers to work in rural and reservation schools. The participants are Native American residents working towards certification in special education and NAU students who move to Kayenta for two semesters. Two interactive instructional television (IITV) courses are typically given during the two-semester program. The courses are delivered over a network that links NAU with 10 community colleges and 5 rural school districts in Arizona. Operating on microwave technology, the IITV system is fully interactive and includes two-way video and audio, open microphones, and an on-site operator. Each student has a microphone, and a fax machine is used to send materials between sites. A survey of students indicated that advantages of the IITV courses were video back-up, quality education in a rural area, small informal classes, ability to live and work in their home community while earning college credits, ability to see the professor during class, and ability to fax out and receive information during class. Disadvantages were lack of resources available for classwork, impersonality of classes, inability to interact directly with the professors, expectations not always clearly defined, less guidance for students than in an on-campus class, and information not always received at appropriate time from campus. (TD)

Over the past 20 years, there has been a steady increase in the number of paraprofessional personnel employed in special education, Title 1, and bilingual education programs. Currently, there are approximately 500,000 paraeducators working in the United States. Data indicates that 95 percent of paraeducators are women working for little more than minimum wage, that the role of paraeducators has shifted from clerical work to greater instructional involvement with special education students, and that job satisfaction is low among paraeducators. The availability of paraeducator training is important because of paraeducator's critical role as a member of the instructional team. The identification of 32 training programs for paraeducators across the United States revealed that 10 programs were specific to special education paraprofessionals and that only 1 program had been designed specifically for a rural setting. The most common topics covered by training programs were related to paraeducator roles and responsibilities; monitoring, assessment, and evaluation; teaming and collaboration; instruction; and behavior management. A survey of Utah special education teachers and special education paraeducators indicated the need for paraeducator training in behavior management and understanding special education students. This paper suggests that the increased use of paraeducators in rural education programs can offset limited resources in rural schools and that effective training is the key to using paraeducators in school programs. The appendix lists 32 paraeducator training programs, including date, author, and title of literature source, and contact person and address. (LP)

Four papers by John Gnaedinger focus on the Careers for Youth (CFY) program. "CFY: The Model Program" describes the three phases of development incorporated in CFY: career awareness in grades 6 and 7; career exploration that begins at the end of grade 7; and career preparation that continues through the high school years. The sweat-equity program allows students to apply learned skills by rehabilitating buildings or constructing new ones in the community. "CFY Program Principles" discusses six principles: CFY seeks to serve all students; CFY promotes the integration of academic and vocational education; the clusters around which CFY organizes career education are divisions of the economy; CFY emphasizes volunteerism and partnerships; goals and productivity are part of career education; and career education emphasizes community participation. "The CFY Program: A Different View" offers these perspectives: CFY is for all students; each of CFY's 16 career clusters is representative of an area of human need; volunteers are a crucial element; CFY is a broad-based concept of all education and economic activity; and CFY integrates academic and vocational education. "Categories of Economic Activities Serving Human Needs in the CFY Career Clusters" focuses on unpaid activities that serve human needs: those served by the family, those served by the community; those addressed by traditional economic activity; sweat equity and entrepreneurship; education for life; and community entrepreneurship. (YLB)

One of a series of studies on the development of technical and vocational education in the member states of UNESCO, this report profiles the educational system in Japan. The three parts of the document provide information about the geography and history of Japan, historical and current perspectives of general education, and technical and vocational education in Japan. Some of the highlights include the following: (1) Japan has a long history of respect for and encouragement of education, and successfully reformed the education system after World War II; (2) since the 1980s, calls for and attempts at reforming the education again have become more widespread as almost-universal education has strained to become more flexible in response to a changing world; (3) all children in Japan attend at least 9 years of school; most go on to 3 more years of upper secondary school, and 36 percent at least start university education; (4) junior colleges, colleges of technology, and special training schools are available to meet students' needs to enter various occupations and have various entrance requirements; (5) all students in lower secondary schools (grades 7-9) receive industrial arts training; (6) technical high schools carry out vocational and technical training on the secondary level; (7) about 1 percent of students are involved in special vocational training provided by the Ministry of Labor. (KC)

This report presents the Council for Exceptional Children's (CEC) analysis of the status of federal support for education of children with disabilities and/or giftedness, focusing on fiscal year (FY) 1996 appropriations and FY 1997 budget processes. Preliminary information includes a budget overview; a chart comparing appropriations, authorizations, administration requests, and CEC recommendations for IDEA (Individuals with Disabilities Education Act) components and for gifted and talented grants; and a table listing number of students by disability and percent change from 1993-1994 to 1994-1995. Narrative accounts from educators are presented to demonstrate the value and effectiveness of special education and related services. Most of the document consists of reports on the status of individual IDEA programs including federal appropriations, the authorizing provision, program purpose, who receives the funding, kinds of activities funded, recent funding history, funding considerations, CEC recommendations, and allocation by state. Reports are provided for the following programs: State and Local Grant Program; Preschool Grants; Early Intervention Program; Deaf-Blind Programs and Services; Regional Resource Centers; Programs for Children with Severe Disabilities; Early Childhood Education; Programs for Children and Youth with Serious Emotional Disturbance; Postsecondary Education Programs; Secondary Education and Transitional Services; Innovation and Development; Special Education Technology; Educational Media and Captioning Services; Special Education Personnel Development; Clearinghouses; Evaluation and Program Information; and Gifted and Talented Grants. (DB)

This book provides an analysis of efforts to improve the education of preservice teachers and of the limitations of contemporary teacher education reform proposals. Following Chapter 1, "Introduction" (Ken Zeichner), the book is divided into three parts. Part 1, "Regulation and Standards in Teacher Education," consists of four chapters: (2) "External Influences on Teacher Education Programs: National Accreditation and State Certification" (Alan R. Tom); (3) "Reforming Teacher Education through Legislation: A Case Study from Florida" (Susan Melnick); (4) "The Continuing Reform of a University Teacher Education Program: A Case Study" (Dorene Ross and Elizabeth Bondy); and (5) "Traditional and Alternative Routes to Teacher Certification: Issues, Assumptions, and Misconceptions" (Trish Stoddart and Robert Floden). Part 2, "Preparing Teachers for Cultural Diversity," is in three chapters: (6) "Prospective Teachers' Perspectives on Teaching 'Other People's Children'" (Mary Louise Gomez); (7) "Educating Teachers for Cultural Diversity" (Ken Zeichner); and (8) "The Role of Community Field Experiences in Preparing Teachers for Cultural Diversity" (Ken Zeichner and Susan Melnick). The final two chapters make up Part 3, "Promoting Reflective Practice in Teacher Education": (9) "Teachers as Reflective Practitioners and the Democratization of School Reform" (Ken Zeichner); and (10) "Designing Education Practicum Experiences for Prospective Teachers" (Ken Zeichner). Each chapter includes references. (ND)

This book provides an overview of major dimensions of the adult education field and raises awareness of the critical issues and tensions inherent in its practice. Chapter 1 sketches the broad outlines of the field in terms of its definitions, major concepts, goals, and purposes. Chapter 2 explores the philosophical foundations of adult education. Chapter 3 examines how the history of the field has been approached and interpreted. Chapter 4 outlines three critical issues related to the foundations for adult education practice: whether to strive for unity, whether to align with the rest of education, and whether the primary focus of activity should be the individual or society. Chapter 5 outlines how agencies and organizations deliver formal adult education in the United States. Chapter 6 focuses on the learner--who participates, why, and what they study. Chapter 7 describes adult education in other parts of the world and conceptualizes international adult education as a forum for exchanging ideas and experiences. Chapter 8 focuses on issues related to the organization and delivery of adult education. Chapter 9 examines current aspects of the professionalization of adult education. Chapter 10 explores adult educators and learners out of the mainstream. Chapter 11 addresses tensions and issues related to the very different visions of adult education offered in Chapters 9 and 10. Appendixes include 547 references and name and subject indexes. (YLB)

Contact North is a provincially funded distance education network designed to increase access to educational opportunities for residents of northern Ontario, Canada. Educational needs of this region include basic education and skills, management education for Native communities assuming self-government, and skills and access to communication and information tools that promote community empowerment and self-development. At one level, Contact North operates as an electronically based delivery system for credit and noncredit programming from northern universities, colleges, and secondary schools. Each of 34 community access sites is equipped for teleconferencing and various other modes of delivery. Contact North stimulates and assists educational institutions to add distance education to their traditional delivery models through initiatives such as a fund that supports program development and collaborative projects; professional distance education consultants who act as liaisons with secondary schools, postsecondary institutions, and French and Native communities; development of feedback loops between institutional providers and communities; and support for research and information dissemination. At the community level, Contact North acts as a change agent to facilitate course delivery and nurture a learning culture by establishing community facilities to serve as access sites and learning centers, by training local site coordinators, by providing information and library services to students, by supporting development of interactive technologies, and by promoting distance programming. Appendix lists 12 research studies and conferences supported by Contact North. (SV)

Providing information on a memorandum of understanding (MOU) between the California State Board of Education and the Board of Governors of the California Community Colleges to facilitate the articulation and coordination of vocational education programs and services funded by the Carl D. Perkins Vocational and Applied Technology Education Act (VATEA), this document describes the planning process between the two agencies and timelines for division of funds. Following a brief introduction indicating that the MOU delegates the maximum responsibility to the Board in administration and operation of community college vocational programs funded by the VATEA, the report describes areas of agreement related to the following: (1) shared planning and coordination, including staff operations and the background, purpose, functions, and operational procedures of the Joint Advisory Committee on Vocational Education (JACVE); (2) the development of the state plan for vocational education and/or amendments, including the processes for adopting, developing, and monitoring the implementation of the plan and amendments; and (3) procedures for resolving differences, indicating that if the JACVE fails to reach an agreement, the presidents of each board will meet, then a joint session of the two boards will be held if the presidents cannot agree, and finally, if an agreement is still not reached, the Board of Education will make a decision. (KP)

This summary of research in science education continues a long tradition of review and analysis of research in science education by the ERIC Clearinghouse for Science, Mathematics, and Environmental Education. The summaries provide an overview of recent research, provide research information in a succinct form for practitioners and development personnel, stimulate ideas for future research, and track trends in science education research. The research selected was published in 14 refereed journals during 1991. (These journals were considered to be the primary journals for the dissemination of science education research.) Over 50 dissertations reported in 1991 are referenced but not summarized. The summary is divided into two broad categories: (1) research on teaching, and (2) research on learning. Category 1 is subdivided into four areas: (1) curriculum and instruction (e.g., nature of science, reading and writing, strategies and methods); (2) cognition and achievement (teachers' knowledge of students' knowledge and of content and pedagogy); (3) affect and characteristics (teachers' attitudes, beliefs and characteristics); (4) science teacher education. Category 2 is subdivided into three areas: (1) curriculum and instruction (e.g., process skills, scientific literacy, learning in small groups); (2) cognition and achievement (reasoning and problem solving, conceptions of science, cognitive style and study strategies); (3) affect and characteristics (e.g., gender issues, science competitions, course enrollment). A "Brief Guide to ERIC" concludes the document. (Contains over 150 journal references.) (PR/CW)

This report presents the proceedings of a seminar that brought together almost 30 intellectuals, artists, and development activists from eight African countries and Canada to identify the obstacles to peace in Africa and develop strategies to overcome them. One of the other purposes of the seminar was to develop elements of curriculum and instructional materials for peace education and action plans for selected target groups of adults and other special groups. The report features seminar objectives; the seminar process; an introduction of the participants; organizations and methods of work; on your mark; an introduction of the African Association for Literacy and Adult Education; an introduction to the Adult Education Association of Zambia; the official opening of the seminar; Dr. Sets'abi's vote of thanks; an overview of the basic Working Document; the concept of peace; militarism; violence; peace; liberation education and training for peace education; content of peace education; literature for peace education; media for peace education, exchange of experience; the target for peace education; Africa's troubled spots; non-interference in the internal affairs of another country; foreign military bases; final recommendations and resolutions; and an evaluation of the seminar. Two appendices also are included: (1) the opening speech by Mr. John Mwanakatwe, and (2) a list of participants. (DB)

Five educators developed a list of the greatest challenges facing education and careers today. The resultant list is two pages in length and contains 21 briefly-expressed ideas. There is no additional supporting text. Among the challenges identified were the following: (1) making career education (CE) the centerpiece of school improvement at the local and state levels; (2) engaging the employment community within a formal, broad-based structure such as an industry-education council or alliance; (3) involving industry in the planning, implementation, and evaluation of CE staff development/inservice programs and curriculum development; (4) responding to the Department of Education's likely downplaying of vocational education as a response to labor force development; (5) responding to the decreasing role of school counselors as guidance is given over to labor/community groups; (6) helping students make career choices and prepare for actual careers; (7) raising levels of education in thinking and basic skills; (8) stressing curriculum areas' relevance to work and leisure; (9) providing training and education to keep individuals employable throughout their life span; (10) developing/implementing comprehensive collaborative K-12 CE systems; (11) focusing on integrating CE concepts into the total curriculum; (12) establishing career information systems within labor market areas; (13) identifying and communicating forecast blended career opportunities; (14) enabling the United States to compete globally; and (15) helping individuals change careers. (MN)