Education & Pedagogy

Provides descriptions and background information on: the use of workcards; Piaget and science curriculum analysis; a case for integrated science; the mechanism of aqueous bromination; integrating science/mathematics with language arts; and energy education. (ML)

Cooperative education in China is characterized by partnerships among schools and with government agencies, scientific institutions, and material production sources. Cooperative student training involves information and personnel exchanges, specialized courses, fieldwork, inservice education, postgraduate training, and school-run enterprises. (SK)

Business education can play a pivotal role in the tech prep movement. Tech prep is based on proven practices that have been used in business education. The expanded basics as well as keyboarding/computer skills have long been taught in business education. (JOW)

Examines the usefulness of distance education at the graduate level. Demonstrates support for the notion that distance education works and that courses taught in remote locales, using control theory techniques, can serve to enhance students' enthusiasm for the subjects taught. (RS)

The chief strength of alternative teacher certification programs is the participants' subject matter knowledge base. Potential weaknesses are the time limitations and lack of emphasis on pedagogical knowledge and devloping reflective processes which sometimes characterize these programs. (IAH)

Describes a method for writing curriculum for journalism classes and publications courses, using the Outcome-Based Education model combined with a sequential developmental approach such as Bloom's Taxonomy. Includes learning objective examples and a list of journalism learner outcomes. (SR)

Career education, with demonstrated results in theory and practice, offers a strong, essential, and recognized opportunity for the support and development of high quality education and work for the 1990s and beyond. (Author)

A worker's education and an appropriate job requiring education or training are significant determinants of earnings. Qualifying training and training taken to improve skills play different roles in the workplace, but both contribute to greater earnings. (Author)

Discusses the concept of "partner schools," which reconceptualize teacher education around a model of exemplary "practice" or "teaching" schools linking colleges of education and school districts in the simultaneous reform of teacher preparation and schooling. (RS)

The article discusses whether education should promote metaphysical questioning and speculation, noting the arguments of Robert Hutchins and John Dewey in the 1930s. It suggests that metaphysical questioning and meditative responses be part of education. (SM)

Provides information to those initiating a vocational transitional program as well as those wanting to improve existing programs. Profiles a northern Illinois special education cooperative that has provided transition assistance for several years. (JOW)

Reflecting on his personal experience in adult education, Duke finds some reason for optimism in the progress made by projects of the International Council on Adult Education and the International Literacy Year. Charts areas needing further development: environment, women's education, and eradication of poverty. (SK)

Applied education, the integration of academic and vocational curricula, cannot supply the trained people needed by a rapidly changing society without sufficient planning and resources. Shortages of skilled workers are a societal issue requiring significant structural adjustment in the way skilled trades are managed. (JOW)

Reviews some of the qualities that theater studies and production experience contribute to a student's education. Suggests that theater students learn to enjoy the learning process, engage in active (not passive) learning, learn creative expression and problem solving, and learn self-discipline and leadership skills. (SR)

Presents a sampling of responses from 12 students, parents, teachers, and education professionals on 3 questions about who should decide issues of curriculum, programing, and school leadership in the area of multicultural education. (JB)