Education & Pedagogy

The Committee on Labor and Human Resources examined the need for more qualified teachers in America's classrooms. Senators Bingaman and Jeffords made opening statements regarding the importance of the issue, then Margot Schenet, a specialist in social legislation with the Congressional Research Service, discussed the need for program quality in postsecondary schools and the role of the federal government. Her statement addressed institutional eligibility for student aid under the Higher Education Act. Statements from Kati Haycock, Director of the Education Trust; Terry Hartle, Senior Vice President of the American Council on Education; Arthur Wise, President of the National Council for Accreditation of Teacher Education; and Donald Warren, Dean, School of Education, Indiana University followed. They addressed the importance of teacher quality and competency in providing optimal education to diverse students. An opening statement by Senator DeWine discussed the crisis in teacher education in the U.S., examining NCATE accreditation. Statements from Thomas Payzant, Superintendent of the Boston Public Schools, and Nancy Grasmick, State Superintendent of the Maryland State Department of Education, follow. Payzant discussed the type of training teachers need to succeed in Boston's public schools. Grasmick discussed teacher education initiatives and reforms in Maryland. Prepared statements by Senators Bill Frist and Edward Kennedy supported the statements of the previous speakers. A prepared statement of the National Education Association made recommendations for achieving the goal of improved educational quality. (SM)

This report examines several important trends and issues in urban education and minority education. It reviews major principles for rethinking urban schooling so that students from diverse racial, ethnic, linguistic, and gender groups will be able to receive a more equal education, and it considers specific issues in their education. The focus is on practice and policy, on implementation rather than theory. The racial, ethnic, and social class characteristics of the majority of students attending urban schools are examined. Then two powerful trends in urban education and minority education are explored. The first is multicultural education. The aim of multicultural education is to increase equal educational opportunities for students from diverse racial, ethnic, social class, and cultural groups so that they can function effectively in a pluralistic democratic society. The second trend is systemic school reform aimed at changing the structure and governance of schooling, the roles of teachers and school personnel, curricula, teaching methods, accountability mechanisms, and relations with other institutions in the community. The aim of multicultural education is to make the students, schools, and society functionally different, while the aim of systemic reform is to make the schools more efficient structurally. The following specific issues related to urban education are addressed in detail: (1) school choice; (2) charter schools; (3) smaller schools; (4) schools with a focus; (5) school desegregation; (6) after-school programs for urban youth; (7) parent involvement strategies and research about parent involvement; (8) the educational needs of language minority children; and (9) violence prevention. Seventeen publications from the Educational Resources Information Center Clearinghouse on Urban Education on which this report is based are listed. (Contains 156 references.) (SLD)

The EdNET 98 Education Executives Advisory Board, also known as Partners in Education Program (PEP), is a featured activity of the EdNET 98 Conference. Its focus is to bring educators and vendors together to share their perspectives about technology in education and discussion technology-related concerns and issues. This report presents results from a survey of 20 educators from K-12 and higher education who use technology in education. Summaries of results are presented for K-12 and higher education for survey questions on the following topics: working with vendors (best and worst experiences), the Internet (selecting vendors, products, and services), buying patterns (delays, trends, hardware/software purchase, and the purchasing decision), product information (getting the word out, promotional brochures and product literature, magazine advertisements, demo disks, preview policies, Web sites and Web demos, sales representatives, exhibit booths, product demos in conference booth, and product presentations at conferences), product support (product support's importance in the purchasing decision), rapid change (the effect of rapid change on the purchasing decision), and specialized markets (home/school interaction, school-to-work, special education, and vocational education). A final section presents summaries of responses focusing on effective and ineffective use of technological resources in instruction, educators' perspectives on critical issues in the coming year and issues as they relate to the vendor community, and an educator's "Wish List" of products and services for the future. The July 1998 survey and combined K-12 and higher education survey response data are appended. The EdNET 98 Education Executives Advisory Board members are also listed. (AEF)

Through international comparisons, countries may come to recognize weaknesses in their own systems while identifying strengths that might otherwise be overlooked. The 36 indicators included are the product of an ongoing process of conceptual development and data collection and represent the consensus of professional thinking on how to measure the current state of education internationally. A unique aspect of the 1998 edition is the inclusion of data from 14 non-member OECD countries, most of which was acquired via the World Education Indicators program, which captures a wide-range of data to complement that of the 29 member OECD countries. This important addition extends the coverage of some of the indicators to nearly two-thirds of the world population. The indicators are grouped into the following categories: (1) demographic, social, and economic context of education; (2) financial and human resources invested in education; (3) access to education, participation, and progression; (4) the transition from school to work; (5) the learning environment and the organization of schools; and (6) student achievement and the social and labor market outcomes of education. Three annexes and a glossary present information on average duration and typical ages, basic reference statistics, sources, methodology and technical notes, and definitions. For this report, more than one-third of the indicators have been devoted to the individual, social, and labor market outcomes of education in order to respond to increasing public and government concern over these outcomes; specifically, of the labor market outcomes of education, more details regarding the relationship between education and earnings have been included in this edition than in previous editions. (Contains 114 charts and 102 tables.) (LMD)

Testimony given by Associate Director of Education and Employment Issues in the Health, Education, and Human Services Division of the General Accounting Office discusses challenges the Department of Education faces in carrying out its mission to improve the quality of education and ensure equal access. The Government Performance and Results Act of 1993 (the Results Act) presents an opportunity to better manage the Department at all levels. While the Department has developed and submitted to the Congress its 5-year strategic plan and 1999 performance plan as required by the Results Act, the Department of Education still faces three major management challenges: (1) collecting uniform program information to assess performance in preschool, elementary, and secondary education; (2) assessing effectiveness of preschool, elementary, and secondary programs administered by multiple agencies and departments; and (3) collecting, maintaining, and using reliable information on postsecondary programs. The Department of Education has been hampered in its management efforts by a lack of reliable information about its programs and their effects, but the Results Act offers a structured framework to address cross-cutting program issues by identifying agencies and programs addressing similar missions; it also addresses data integrity and systems problems in postsecondary institutions by requiring agencies to provide annual performance plans that name operational process, skills, and technology as resources critical to the attainment of performance goals. Background information on educational expenditures in the United States is provided. Contains two figures and a list of related GAO publications. (MKW)

The case studies described in this book provide examples of initiatives illustrating the role of adult education in development and its contribution to the process of change in developing countries. The book is organized in five sections. Case studies in Part 1, "Health Education," illustrate the links between primary health care and adult education: use of traditional knowledge to develop confidence and initiate change (Peru); training without written texts (Nicaragua); working through peer-group methods and cascade teaching (Brazil, Ghana); use of drama and puppetry to mobilize debate and confront difficult issues (Malawi, India); and linking of school, home, and community education (India). Part 2, "Literacy," contains case studies that show ways in which literacy affects personal growth and contributes to social and economic change: an integrated social literacy program (Northern Bangladesh); role of post-literacy in irrigation (Senegal); popular education and literacy in a women's laundry workshop (Chile); literacy crash course with tribal women (India); and personal experiences (Zaire, Zimbabwe). Case studies in part 3 illustrate how rural development can be achieved: a coordinated education "intervention" system (Southeast Asia); a national initiative with hill tribes (Thailand); Association for the Orientation of Cooperatives (Brazil); drama workshops (Sierra Leone); nongovernmental development organizations (Bangladesh); and the Green Belt Movement (Kenya). Case studies in part 4, "The Role of Women in Development," show how women's education projects can have important development outcomes for communities in Kenya, Tanzania, and India. Part 5, "Concluding Observations," highlights factors that international agencies must take into account in development activities. Twenty-two references are listed. (YLB)

The United States House of Representatives' Subcommittee on Postsecondary Education met for 3 days for a hearing, one of a series of hearings on the reauthorization of the Higher Education Act of 1965, on this occasion to hear testimony on that Act's Title IX. Title IX focuses on identifying and providing assistance for students to pursue graduate education through fellowships. It also aids disadvantaged students in receiving legal training and provides for clinical experiences for law students. On the first day witnesses testified regarding the reauthorization of this title, suggested revisions to the Harris, Javits, and National Need Fellowship programs, the Department of Education's plan to combine all the Higher Education Act graduate fellowship programs into one national graduate fellowship program and the general condition of graduate education in the United States. On the second day witnesses testified regarding the TRIO programs, the State Student Incentive Grant program, and the Veterans Education Outreach Program. On the final day of the hearing witnesses testified regarding the reform and improvement of campus-based student financial assistance programs: the Supplemental Educational Opportunity Grant program, the College Work-Study program, and Perkins Loans. Witnesses who appeared included officials from the Department of Education, representatives of national associations for various types of education professionals, executives from postsecondary education institutions nation-wide, and a graduate student. Included are the prepared statements of the witnesses, statements of witnesses who did not appear in person, and many supplemental materials and correspondence. (JB)

This series of three papers explores current and emerging issues in professional preparation for the early care and education field. The papers examine a set of interrelated issues: the design and supply of preparation programs within and outside higher education; access to preparation in relation to the need for diversifying the leadership of the field; and efforts to improve the effectiveness of strategies for meeting the needs of children and their families. The first paper, "The 'Landscape' of Professional Preparation for the Early Care and Education Field," looks primarily at all levels of undergraduate and community-based programs in the United States, reviewing the range of organizations, levels of training, and distribution of programs by discipline and geography. The second paper, "The Demographics of Professional Preparation in the Early Care and Education Field," uses data from the Integrated Post-Secondary Education Data System (IPEDS) survey collected by the National Center for Education Statistics (NCES) to compare overall enrollment and degree completion trends in higher education relating to early care and education. The third paper, "Evolving Our Vision of Professional Preparation for the Early Care and Education Field," explores the future of professional preparation and development for the early care and education field, addressing several questions: How can the field prepare practitioners to be effective with all of the nation's young children? What are the responsibilities of early childhood programs to the families of the children they enroll? Are the ways are defined and needs categorized still relevant if effective response is given to the first two questions? (Contains 60 references.) (EV)

A House of Representatives subcommittee hearing addressed the reauthorization of the Elementary and Secondary Education Act, focusing on Chapter 1 and bilingual education needs and services in California. Statements were received from legislators, Los Angeles educational administrators and teachers, teacher educators, early childhood providers, and representatives of migrant education programs and migrant and Mexican American advocacy groups. Testimony discussed the following topics: (1) state probation camps that provide rehabilitation and educational services for juvenile offenders; (2) the burden on California, and particularly Los Angeles, of educating large numbers of immigrant children with limited English proficiency; (3) the need for programs to help bilingual paraprofessionals and teacher aides become certified bilingual teachers; (4) need for coordination of education, health care, child care, and other services for poor children; (5) the Equal Access to Education Act of 1993, which seeks to expand Chapter 1 from supplementary basic skills instruction to schoolwide reform; (6) changes in the Chapter 1 funding formula; (7) concern that the proposed clustering of federal categorical program funds will exclude migrant students from services; (8) parent involvement and parent education; (9) recommendations for improving migrant education, related to alternative methods of student data collection, consortium agreements, summer program formula, and eligibility; (10) crime prevention and safety in schools; (11) EDUTRAIN, an alternative charter school for delinquent and high-risk students; and (12) problems in providing quality preschool and child care services in poor neighborhoods. (SV)

This collection of 17 essays focuses on trends and issues in higher education from an international perspective. It includes: (1) "Introduction" (Zaghloul Morsy); (2) "The Idea of the University: Changing Roles, Current Crisis, and Future Challenges" (Torsten Husen); (3) "Patterns in Higher Education Development: Towards the Year 2000" (Philip G. Altbach); (4) "Autonomy and Accountability in Higher Education" (Orlando Albornoz); (5) "Open Universities: A Comparative Approach" (Tony Kaye and Greville Rumble); (6) "The Privatization of Higher Education" (Jandhyala B. G. Tilak); (7) "University, Research, Development" (Abdallah Laroui); (8) "Universities and National Development: Issues and Problems in Developing Countries" (Lawrence J. Saha); (9) "Rethinking the Financing of Post-Compulsory Education" (Jean-Claude Eicher and Thierry Chevaillier); (10) "French-Speaking Universities in Sub-Saharan Africa: A Critical Impasse" (Francois Orivel); (11) "Latin America: Higher Education in a Lost Decade" (Simon Schwartzman); (12) "The Problems of Higher Education in the Arab States" (Raji Abou-Chacra); (13) "Higher Education and Development: The Experience of Four Newly Industrializing Countries in Asia" (Jasbir Sarjit Singh); (14) "The Development of Higher Education in Eastern and Central Europe in the Aftermath of Recent Changes" (Jan Sadlak); (15) "Changing Higher-Education Policy: Three Western Models" (Osmo Kivinen and Risto Rinne); (16) "Higher Education in the United States in the Year 2000" (D. Bruce Johnstone); and (17) "Promoting Higher Education's Contribution to the Developing European Community" (Hywel Ceri Jones). Each essay contains a list of references. (MDM)

This book presents a collection of essays dealing with key issues and trends facing the future of higher education on the international level as the world moves into the 21st century. Essays and their authors are as follows: "The Idea of the University: Changing Roles, Current Crisis and Future Challenges" (Torsten Husen); "Patterns in Higher Education Development: Towards the Year 2000" (Philip G. Altbach); "Autonomy and Accountability in Higher Education" (Orlando Albornoz); "Open Universities: A Comparative Approach" (Tony Kaye, Greville Rumble); "Privatization of Higher Education" (Jandhyala B. G. Tilak); "University, Research, Development" (Abdallah Laroui); "Universities and National Development: Issues and Problems in Developing Countries" (Lawrence J. Saha); "Rethinking the Financing of Post-Compulsory Education" (Jean-Claude Eicher, Thierry Chevaillier); "French Speaking Universities in Sub-Saharan Africa: A Critical Impasse" (Francois Orivel); "Latin America: Higher Education in a Lost Decade" (Simon Schwartzman); "The Problems of Higher Education in the Arab States" (Raji Abou-Chacra); "Higher Education and Development: The Experience of Four Newly Industrializing Countries in Asia" (Jasbir Sarjit Singh); "The Development of Higher Education in Eastern and Central Europe in the Aftermath of Recent Changes" (Jan Sadlak); "'Soviet' Higher Education in a Changing Political, Social and Economic Context" (Stanislav Merkuriev); "Changing Higher Education Policy: Three Western Models" (Osmo Kivinen, Risto Rinne); "Higher Education in the United States in the Year 2000" (D. Bruce Johnstone); and "Promoting Higher Education's Contribution to the Developing European Community" (Hywel Ceri Jones). (Papers include references.) (GLR)

Two major research and development initiatives have been undertaken at Temple University's Center for Vocational Education Professional Personnel Development. The first focused on student learning outcomes and delivery configurations relating to the integration of academic and vocational education. The second focused on building the capacity of local school districts to integrate academic and vocational education. The initiatives are helping school districts in Pennsylvania to address the challenge of providing all students with a high school education that will prepare them for high-skill, high-wage jobs or further education. The outcomes research had two components. Part one sought to determine what students must know and be able to do to graduate from high school, and part two explored delivery configurations as they relate to the integration of vocational and academic content. More than 1,800 educators and business people in Pennsylvania provided responses to a questionnaire that asked for their opinion on 66 educational outcome statements. Analysis of the ratings showed strong support for outcome categories reflecting dependability, positive attitudes, basic skills, and occupationally specific skills. The study concluded that business persons and educators feel similarly about what students must accomplish to graduate from high school. These findings can help guide educational program planning. The second component of the outcomes research sought opinions about the organization of instructional content associated with the delivery of education to accomplish the 66 outcomes. A survey was sent to 1,926 educators, with responses received from 1,089. The most popular educational configuration was equal vocational and academic education, with vocational education preferred for teaching technical skills. An instrument was developed to help secondary school staff members integrate vocational and academic education. (Ten tables and four figures are included in the report.) (KC)

This collection of papers describes efforts of the Westchester Teacher Education Group (WTEG) to incorporate technology into preservice teacher education curricula. Part I gives an overview of the WTEG and the activities of its task force on technology, in the following three papers: "The Westchester Teacher Education Group: History and Purpose" (Shirley L. Mow); "Concerns-Based Project Management and Support" (Barbara C. Freeouf); and "Highlights from the Evaluation of the W.T.E.G. Technology Task Force" (Margaret Honey and Cornelia M. Brunner). Part II presents revised preservice teacher education syllabi that reflect ways in which technology can be integrated into foundations courses, methods courses, student teaching/senior seminars, specialized courses, and school-based projects. The papers in Part II include: "Foundations of Education Theory" (Kevin Cawley); "Foundations of Education" (Carol Keyes); "Methods of Teaching Mathematics in Elementary School" (Sandra Flank); "Theory and Practice of Instruction" (Mildred Haipt); "Methods of Teaching Elementary School Mathematics" (Susan F. Jacobs); "Classroom Management" (Daniel B. McIlmurray); "Mathematics for the Elementary Classroom Teacher" (Lucille Peterson); "Seminar/Field Experience in Secondary School Social Studies" (Lawson Bowling); "Interactive Learning Technologies: Preservice" (Wayne D. Gray); "Educational Assessment of the Special Child" (Claire Lavin); "Technology in Elementary and Special Education" (Robert D. Postman); and "School Store Project" (Barbara Marchewka). Appendices include task force member's names and addresses, a display of the W.T.E.G. project structure, and outlines of several technology seminars. (Most papers contain references.) (JDD)

This paper presents a comprehensive analysis of the evolution of language policy in the Philippines, with a particular emphasis on the status, challenges, and future prospects of Chinese language education within the national framework. The study is structured into five distinct sections. Firstly, the historical development of language policies in the Philippines is explored, tracing the transitions from colonial to contemporary eras and assessing their implications for language education. Secondly, an in-depth exploration of the present landscape of Chinese language education is provided, evaluating its integration into the Philippine education system and the effectiveness of existing programs. Thirdly, a critical examination of the current state of local Chinese language teacher training is conducted, analyzing the approaches used to foster a sustainable local teaching workforce. Fourthly, strategic pathways for the next decade are outlined, focusing on the localization of Chinese language education in alignment with the plans of the Philippine Department of Education and broader educational objectives. Finally, the concluding section synthesizes insights garnered from the preceding sections, reflecting on the significance of these developments for the future of Chinese language education in the Philippines. It underscores the pivotal role of Chinese language education in promoting cultural and educational exchanges and facilitating the modernization processes in both China and the Philippines. By addressing these dimensions, the paper offers a comprehensive overview of the intersection between language policy and Chinese language education in the Philippines, providing valuable insights for policymakers, educators, and researchers engaged in language education and policy planning in multilingual and multicultural contexts.

The objective of this research is to assess whether the distance education experiences of pre-service teachers currently undergoing higher education differ according to specific variables. These variables relate to the distance education processes instituted following the COVID-19 pandemic and the earthquakes that took place in Maras and Elbistan on February 6, 2023. The study also endeavors to discern the impact of distance education on pre-service teachers' attitudes toward the teaching profession. Employing a mixed methodology, the research engaged a sample of 300 students from varying departments at Kirsehir Ahi Evran University during the 2022-2023 academic year, all of whom were participating in pedagogical formation courses via distance education. The quantitative data for the research was compiled using the "Pre-service Teachers' Perception of Distance Education Scale" developed by Gündüz (2013). Additionally, qualitative data was gathered from 50 volunteer pre-service teacher students engaged in pedagogical formation education using a semi-structured interview form designed by the researcher. An analysis of pre-service teachers' attitudes toward distance education and their chosen profession was conducted based on data derived from the scale. Quantitative data was processed with SPSS 25, while qualitative data was analyzed via the MAXQDA 2020 program. Quantitative analysis revealed that pre-service teachers' perceptions of distance education did not significantly differ in relation to gender, personal computer ownership, or field of study. However, differences were observed in relation to their internet connection status. Qualitative analysis generated sub-themes under the Distance Education theme, such as the Student in Distance Education and the Features of Distance Education.