Education & Pedagogy

Analyzed two physical education teacher education portfolio models regarding the impact on intern perceptions of the value of portfolios, intern professional growth, and portfolio representation in single and dual internship site placements. Data from surveys and reflection logs indicated that although interns showed no change in moral judgement reasoning, most valued the portfolio process as an indicator of professional growth. (Contains references.) (SM)

A higher education consortium (HEC) in early intervention (EI) is described. An evaluation of the model found that benefits to faculty of HEC participation included development and implementation of EI coursework, development of interdisciplinary collaborative relationships, increased knowledge of state resources, and enhanced knowledge of EI content and practices. Parent participation in personnel preparation was recommended. (TD)

Describes struggle of Maasai in Kenya and Tanzania to preserve migratory lifestyle while remaking their schooling system. Addresses goals, content and method, and outcomes for both indigenous and Western Maasai education. Considers educational implications for migratory lifestyles and recommends listening to, building trust with, and empowering marginalized groups by valuing their cultures and contributions. (DLH)

Discusses the history of open-air schools using an evaluation of Belgian schools. Expounds on the complex relationship between educational space and the educational act, and between traditional and progressive education. Demonstrates that open-air schools provided the same education as traditional schools and were not a real alternative for traditional education. (CAJ)

The Southeast Regional Resource Center serves all of Alaska's 53 school districts, many of them rural. Its itinerant special education personnel deliver services on-site and train teachers, paraprofessionals, and parents to deliver services. Video exchanges, telephone conversations, and Internet communications are used to monitor student progress, help maintenance personnel get funding, and comply with the No Child Left Behind Act. (TD)

The revision of the University of Maryland Special Education Department 5-year undergraduate teacher preparation program is described. A recent program graduate's reflections on her first year of teaching illuminate key issues addressed in revising the program to focus on multicategorical special education teacher preparation across a more refined age/grade base. (Contains references.) (Author/CR)

Until recently, Quebec has been largely white, francophone, and Catholic. But now, with a wide variety of immigrants, Quebec education must allow all students to recognize themselves as full-fledged members of society despite their differences. Quebec teacher education programs must address multicultural issues, but support from families, social services, community centers, and the media is also needed. (Author/TD)

Contains four articles covering trends and issues on distance learning including: the experience of two learners learning via the Internet; a systematic approach to determining the scalability of a distance education program; identifying factors that affect learning community development and performance in asynchronous distance education; and streaming video in a teacher preparation program. Each article contains references. (MES)

Characterized intrapsychic conflicts experienced by a French preservice teacher during interactions with secondary school physical education students. Data from observations and interviews indicated that she experienced intrapsychic conflict characterized by the competition of possible actions: to present a problem to the students and let them find their own solutions, to transmit a preconceived solution to students, and to maintain order in the class. (SM)

Investigated how experienced teacher educators and doctoral students used the Reading Classroom Explorer (RCE) program in literacy methodology courses and how RCE impacted instructors. While the instructors found ways to integrate RCE into their courses to solve teaching dilemmas, doctoral students faced the unique challenges of meaningful integration. RCE challenged all instructors to think about teaching, learning, and learners in new ways and to use more learner centered approaches. (SM)

Surveyed Massachusetts teachers regarding the extent to which they used technology within and outside of the classroom for instructional purposes. Results highlighted six categories of instructional technology use (preparation, e-mail, teacher- directed student use, recording grades, delivery, and special education and accommodation). New teachers were more comfortable with technology and used it more for preparation, while experienced teachers used it more often to deliver instruction and for student activities. (SM)

Reflects on a collection of papers that examined the Association for Teacher Education in Europe's scenario model, suggesting that they indicated a trend toward a more pragmatic and individualistic approach in society that influences teacher education. However, these two trends (pragmatism and idealism) were not always strongly connected in the case studies, and the paper cautions against drawing strong conclusions from the different countries' reflections. (SM)

Describes a high school program that contributed to character education of its students. Notes the program's success is based on teachers encouraging students to take responsibility for their lives, modeling of high character values, using integrated and experiential curriculum, and employing a dialogical perspective on active education. (CAJ)

Teacher education research in India is predominantly a post-independence phenomenon, which gained momentum between 1950 and 1960. By the end of the 1960s, 85 doctoral themes had been approved by various Indian universities, out of which 40% of the researches were undertaken by Bombay University, the first university to institute a doctoral programme in education in the country before independence in 1947. A review of researches in teacher education is followed by an analysis that identifies those aspects of the Indian education system that most need attention.

This paper argues that Christopher Winch's contribution to the debate on the aims of education contains some significant errors and omissions. His definition of work is problematic and leads to the conclusion that education should be directed towards very narrow vocational targets. His argument makes unstated and contestable assumptions about the source of educational aims. Lastly, he underplays the implications of the economic aims of education for the achievement of liberal aims. His programme would lead to less pluralism than the liberal alternative.