Education & Pedagogy

Childhood overweight remains a major public health problem and innovative nutrition education programs are still needed. Thus, the "Set the Pace" is a nutrition education DVD for Head Start parents which provides visual nutrition education and physical activities to incorporate in their daily routines. (Contains 1 table.)

Engineering education in Russia is undergoing reforms, but the history of this form of higher education does not indicate that it will succeed in bringing it into line with current world standards, or even making it more able to contribute at a high level to Russian economic growth. (Contains 5 notes.)

The diversity common to university continuing education programs complicates both planning for the future and operating national professional continuing education societies. The NUEA View-of-the-Future committee report received mixed reactions from NUEA members. They seem to be in doubt as to the direction of extension's and continuing education's future. (AG)

Describes the science teacher education program developed by the faculty of Richmond College of the City University of New York, in which a close working relationship has been established with the cooperating teachers. Both student teachers and the cooperating classroom teachers enthusiastically endorse the effectiveness of this student teaching model. (JR)

The state, society, higher educational institutions (HEIs) and enterprises all play very important roles in promoting the development of innovation and entrepreneurship education (IEE). [For the complete volume, "Innovation and Entrepreneurship Education in China: Responding to Social Change. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 60," see ED661873.]

This playbook provides ways in which Superintendents and teams can blur the lines between high school, postsecondary education, and the workforce. Superintendents play a significant role to Raise the Bar for student success by developing an "education-to-workforce" system that focuses on Unlocking Career Success.

Sixteen years have elapsed since a committee of the business education department of the National Education Association submitted a report on the commercial curriculum with somewhat detailed treatment of the various subjects of study. Four years ago another committee of the same department made a less complete report. Subsequent changes in education and in business now call for further changes in commercial education in secondary schools. The plan of the Commission on the Reorganization of Secondary Education offered an opportunity for a study of the secondary commercial curriculum in its relation to the other fields of secondary education. Early in the work of the commission a committee on business education was appointed under the chairmanship of Dr. A. L. Pugh, of the High School of Commerce, New York City. This committee made preliminary studies which were a contribution toward the present report. The present committee was organized in 1916, and consisted almost entirely of persons directly engaged in commercial education in secondary schools. Since the organization of the committee two members have been called to superintendencies of schools in large cities, and a third has been selected to assume the direction of commercial education for the Federal Board for Vocational Education. An examination of the report will indicate that, while it has retained and given full credit to the earlier aspects of commercial education in which the aim was the training of bookkeepers and stenographers, there has been an enlargement of the field so that commercial education may take into its purview the preparation of salesmen and of those who are to participate in the broader aspects of business life. The report contained in this bulletin has been approved not only by the committee on business education, but also by the reviewing committee of the commission. It is the belief of the committee, born not only of a study of the problem, but confirmed by observation and experience, that commercial education rightly understood offers an opportunity to give a sound training in the best sense of the word, and to equip young people so that they find a point of contact and begin their life work with a fair prospect of a useful career. The committee believes that such an ideal is possible of realization and this report has been prepared and submitted in the hope of contributing toward that desirable end. Suggested questionnaire is appended. Individual sections contain footnotes. (The preface was written by Cheesman A. Herrick, and Clarence D. Kingsley.) [Best copy available has been provided.]

Many researchers have confirmed that students with disabilities engage in significantly less physical activity than their nondisabled peers in physical education class. One of the elements that influences student participation in physical education class is attitude, and there is a gap in the literature with respect to investigating the attitudes of students with learning disabilities, emotional/behavioral disabilities, or attention difficulties. While there is research indicating lack of participation in physical education class, there is limited research on how teachers perceive and assist students to participate in physical education. The purpose of this qualitative case study was to understand the perceptions of physical education teachers and their experiences with learning disabled students in their classes. More specifically, this research filled the gap in the literature about attitudes that learning disabled students have about physical education in school. Using teachers' perceptions, this study was designed to inform future practice related to teaching of physical education to students with learning disabilities. Understanding the perspectives of teachers is crucial in educational research. Suggested strategies to increase physical activity are needed to guide physical educators in teaching of students with learning disabilities. Teachers' perceptions of these students' attitudes toward and participation in physical education were assessed through semi-structured interviews of teachers. The population consisted of 10 physical education teachers assigned to PreK-12 physical education classes in a district in Northeast of the United States participated in this study. Semi-structured interviews contained of 10 questions guided the researcher in answering the research questions. Using teachers' perceptions and suggested strategies, this study was designed to assist and inform future practice related to teaching of physical education to students with learning disabilities. Interview data were collected to examine factors influencing attitudes toward physical activity during physical education and analyzed through hand coding. Key finding of the study extracted from the interviews revealed seven major dimensions: (a) enjoyment, (b) usefulness, (c) inclusion, (d) co-education, (e) limited lack of physical education, (f) factors in lack of physical education, and (g) suggestions and experiences. Education staff have meaningful jurisdiction throughout all these factors influencing students' attitudes toward physical education. Considerations of known factors influencing the attitudes of students with learning disabilities toward physical education may result in progressive consequences. Recommendations for practice included: (a) offering encouragement and propose motivation, (b) co-education practices, (c) considering lessons which are intensely structured, and (d) educate all students in inclusion or self-contained gymnasiums. Recommendations for future research included: (a) research considering children with disability as sample size and (b) inconsistent with finding of this research study, lack of physical education for students with disabilities need to be explore further. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The material presented in this compilation constitutes a second supplement to Bulletin, 1915, No. 47, "Digest of Stage Laws Relating to Public Education," the first such supplement having been embodied in Bulletin, 1918, No. 23, "State Laws Relating to Education, Enacted in 1915, 1916, and 1917." The period covered extends from January 1, 1918 to December 31, 1919, and the school legislation of all the States and the Territories and insular possessions is included. The purpose of these "digests" of school laws is twofold: First, to present for the use of persons wishing it an index of all general State educational legislation; and, second, to summarize the enactments of the period covered in such manner as to show their main provisions and purposes. A third possible value of the work is the "trend" of school legislation which may be seen in it. The style of this bulletin follows that of the digest of 1915 and the supplement of 1918. A plan of classification embracing about 110 items is arranged, and kindred enactments are grouped under the appropriate heading. It will be observed that the plan begins with general State administrative provisions and proceeds through the entire public-school system. Following an introduction and a description of the plan of classification, the following topics are covered: (1) General administrative control and supervision of education; (2) State finance and support; (3) Local (county, district, municipal) finance and support; (4) Buildings and sites; (5) Teachers in elementary and secondary schools; (6) Teachers: Employment; contract; appointment; dismissal; (7) Teachers: Professional training and education; (8) School population and attendance; (9) School discipline; (10) Health regulation; (11) Textbooks and supplies; (12) Subject matter of instruction; (13) Special types of school; (14) Secondary education: High schools and academies; (15) Technical, Industrial, and vocational schools: Elementary and secondary; (16) Higher educational institutions; (17) Professional and higher technical education; (18) Private and endowed institutions: State control; (19) Libraries and museums; (20) Education of special classes; and (21) Welfare of dependents and delinquents. An index is also provided. [Best copy available has been provided.]

A conference on research to practice in adult, continuing and community education included the following papers: "Education as a Community Intervention Strategy" (Ashcraft, Andrews); "Assessing Educational Needs of Adults: An Ohio Extension Example" (Bratkovich, Miller); "Questions and Issues Related to a Lack of Multicultural Research in Adult Education" (Byndon); "Selection and Development of County Extension Directors: Community Leaders in Adult Education" (Cox et al.); "Ethical Development: An Integrative Model for Practice" (Ellis, McElhinney); "New York State Adult Life Management Program" and "Improving the Effectiveness of Staff and Organizations" (Ferro); "Investigation of Factors Contributing to the Use of Computers by Professors of Adult Education: A Path Analysis" (Harold); "Using Adult Learning Techniques in Adult Education Conferences" (Henschke); "Distance Education and Interactive Video" (Hope); "Strategies for Improving Instructional Delivery in Distance Education Programs" (Husmann, Miller); "Role of Training Needs Analysis in Organizational Development" (Hynes); "Investigation of a Proposed Model of Audio-Teleconferencing Instruction: Paradigms in Conflict" (Kirby, Chugh); "Need Motivation and Mentorship Experiences of National and State Nursing Leaders" (Lee); "Competing from a Research Base: Market Analysis of Adult Students" (Littrell, Cupp); "Survey Research to Profile the Andragogically Oriented Instructor" (Matthews); "Assessment of Women's Cardiac Risk Factors and the Relationship of Lifestyle Habits for Development of Health Promotion Education" (McKillip); "Description of Learning in a Group of Well Elderly over the Age of 75" (Michael); "Perceptions of Leadership and Culture in the Public Community Colleges in Kansas" (Moore); "Human Resource Development through Distance Education: A Case Study of Guided Didactic Conversation" (Niemi et al.); "The Idea and Adult Education" (Penrod); "Restructuring Cooperative Extension from Single into Multiple Country Units to Facilitate Delivering Educational Programs" (Rockwell et al.); "Position Assignment and Learning Styles of Extension Agents" (Rollins, Yoder); "Proactive Management in Adult Education" (Sandmann, Granger); "What Do Adults Gain from Taking Part in Educational Programs?" (Steele); "Using Concept Mapping Research to Identify Factors that Enhance Coalition Development in Rural Areas" (Stevens et al.); "Linking Formal and Informal Support Systems to Enhance the Success of Low-Income Women in Traditional and Nontraditional Education" (Thurston et al.); "Faculty and Student Perceptions of Distance Education Using Television" (Wallace); "Focus Group Study Guides Strategic Plan and Reorganization for Iowa State University Extension" (Wiley-Jones); and "From Young Rogues to Old Fogies: How Did We Get Here? Can We Get Out?" (Zelenak). (YLB)

This proceedings includes the following papers: "Dealing with Discipline Problems in Schools" (Allen); "Developing Global Awareness" (Arnold); "Desktop Publishing Using WordPerfect 6.0 for Windows" (Broughton); "Learn and Earn" (Cauley); "Using the Computer to Teach Merchandising Math" (Clodfelter); "Schoolwide Network Makin' It Happen" (Crews); "Continuous Improvement Instruction for Business and Marketing Education" (Gaither); "Two Year Colleges" (Giovannini); "Alternative Scheduling in Marketing Education" (Greaven); "Makin' It Happen Using Portfolios as a Teaching Strategy" (Hall); "Tech-Prep Evaluation Helps Make It Happen for Us in Florida" (Hammons); "Peanut Butter and Jelly Sandwich" (Henson); "Diversity of Cultures in the Classroom" (Holsey, Asselin); "Perceptions by Secondary Lead Business and Office Education Instructors of the North Carolina Vocational Competency Achievement Tracking Systems (VoCATS)" (Jewell); "Managing Your Achilles' Heel" (Jones); "Real-World Telecommunications for Business and Marketing Education" (Joyner et al.); "Business Education Classroom Demographics and Segmentation" (Klayton); "Improving Interpersonal Skills through Cooperative Learning" (Anderton-Lewis, King); "Making Marketing Happen in the Middle Schools" (Love-Wilkes); "Creative and Critical Thinking Strategies for Participating in a Global Economy" (Luckey); "Enhancing the Entrepreneurial Skills of Business Education Students" (Luft); "Jazzy Presentations" (Lush, Alexander); "Successfully Navigating Communication Channels" (Lush, Thompson); "North Carolina JobReady System" (Martin); "Makin' Your Marketing Personality Work for You" (McPherson); "Project AIME: Academies of International Marketing Education" (O'Brien); "Information Overload or Information Literacy?" (Reaves); "Increase Revenue and Reduce Expenses Using Cross Marketing" (Ricci, Coe); "Trends for Business Education" (Robertson); "EMC Middle School Keyboarding" (Sherron); "Tricks of the Trade" (Skelton, Quesenberry); "Local Area Networks" (Stephens); "How to Do Business in Southeast Asia" (Swisher); "Making Quality Happen in Business and Marketing Education" (Swope, Wrisley); "Training and Development" (Truell); "Stress Management" (Truell); "You Can Make It Happen with Voice Recognition Technologies" (Wallace); "Makin' It Happen through Service Learning in Teacher Education" (Wells, Fischetti, Dittmer); "Developing and Projecting a Professional Business Image" (Wheatley); and "Connected in Business Education (Wilson). (MN)

This document contains 39 papers and 13 poster presentations from a conference on technological education and national development. The following are among the papers included: "The Future of Technological Education and Vocational Education: UNESCO's (United Nations Educational Scientific and Cultural Organization's) Perspective" (Adnan Badran); "Vocational Technical Education and Training in Palestine--A Proposal for a National Strategy" (Hisham Kouhail); "Women and Education in Lebanon" (Bahia Hariri); "Higher Education and the Emerging Role of Women in the UAE (United Arab Emirates)" (Howard E. Reed); "The Impact of Rapid World Technological Changes on the Polytechnic in Africa in the 1990s and Beyond" (Elifa Ngoma); "The National Labour Force: Self-Sufficiency and Development: Role of Technical Education and Vocational Training--the Experience of the Sultanate of Oman" (Mohammed bin Hafeedh Al-Dhahab); "Cultural Diversity in a Tertiary Institution: Threat or Opportunity" (Kobus Vorster); "The Need for Industrial Human Resources Development in Developing Countries" (Shadrack Njah Ndam); "Prospects for Trade and Industry in the UAE" (Anis Al Jallaf); "Reforming Technological Education" (Nahayah Mabarak Al Nahayan); "School-to-Work Policy Insights from Recent International Developments" (David Stern); "Competency-Based Education--Neither a Panacea nor a Pariah" (John A. Bowden); "Reforming Technological Education--Imperatives for Change" (John Hillier); "Creating Motivating Interactive Learning Environments" (John Hedberg); "Capitalising on Interactive Multimedia Technologies in Dynamic Environments" (James A. Senn); "Assuring Quality in International Education: An Institutional Perspective" (Keith C. Short); "Operating Decentralised Education Systems and Maintaining Standards: Experience in England" (William Stubbs); "Meeting the Work Force Demands of the Future Market" (Mohammed Al Abbar); "The Power of Partnerships" (Tayeb A. Kamali); "The International Experience of Technological Training" (Maurice Gross); "Partnerships in Training through National and International Networking" (Jeff Gunningham); "The Dual Community--Training Technicians and Business Involvement: An International Perspective" (Gert Loose); "Strengthening Professional Pilot Education through Academic/Industry Collaboration" (Thomas J. Connolly); "Modern Geomatics and National Development" (D.R. Fraser Taylor); and "English for Technology" (Graham Elliott). Many papers contain substantial bibliographies. (MN)

Describes challenges to presenting a course in problem solving. (SL)

Presents the advantages and disadvantages of an adjunct professor program within an engineering faculty. (SL)