Education & Pedagogy

Over the last decade, the changes in Lithuanian pre-school and pre-primary education have been predetermined by changes in paradigms of children's education and strategic education documents that provided for guidelines of high quality children's (self-)education, an increasing attention of society to the quality of children's education, training and professional development of educators oriented to the development of professional competences and other factors. The article aims to identify the changes in pre-school and pre-primary children's education, i.e., to reveal changes observed by service providers: educators, and service receivers: parents. (Contains 3 tables.)

Quinn presents a radical new perspective on the interrelationships between education and culture. Rather than viewing education in isolation from major cultural debates, she demonstrates how culture shapes education and education shapes culture. Cultural perspectives and rich empirical data from a wide range of research with learners in university, voluntary, community and work settings are used to provide a bridge between cultural theory and the embodied worlds of learners. Drawing vivid links with other cultural evidence from literature and popular culture, this book convincingly shows how anti-realist theory can produce positive material changes both in education and society.

In 2002, Project Forum conducted a survey on special education forms and a policy forum on the issue of paperwork in special education. Some recommendations that resulted from those activities were included in the 2004 reauthorization of IDEA. With a new reauthorization pending, the topic has again aroused interest. This document presents the findings from a survey of states on current observations and beliefs in areas related to the perceived burden of paperwork on special education. It was completed as part of the Cooperative Agreement between Project Forum at the National Association of State Directors of Special Education (NASDSE) and the U.S. Department of Education's Office of Special Education Programs (OSEP). (Contains 10 footnotes.)

This report summarises the findings of research commissioned by Universities UK into the role and contribution of higher education in the UK's creative economy. The research gathered evidence from existing data and research as well as case study analysis and contributions from industry, higher education and public sector partners. The findings demonstrate not only the crucial role that higher education plays in the UK's creative economy, but also why that contribution will become increasingly important to economic recovery. Appended are: (1) Steering group and research team, List of contributors; and (2) Definition of creative economy-related courses. (Contains 4 figures, 1 table, and 11 endnotes.)

This document comprises a response to a UNESCO questionnaire submitted to the National Advisory Council on Adult Education. It is divided into the following sections: (1) The Relation of Adult Education to Economic, Social and Political Objectives, a section which emphasizes that the best long-range solution to the problems of society and the individual is to provide quality and relevant programs for the entire adult population; (2) Adult Education in Relation to the Educational System, a section in which adult education is defined as those programs offered for adults who have passed compulsory school attendance age and left formal schooling; (3) Financial Resources; (4) Methodological Aspects, and (5) Personnel for Adult Education. (CK)

The brochure descrbies a demonstration program on the early education of the language learning handicapped preschool child. Discussed are symptoms of the language learning problem (such as misunderstanding what is said), a remedial approach based on specific disability intervention, the Easter Seal Treatment Center, project objectives (such as the development of a parent education program), the staff team, the kindergarten program for language handicapped children which provides maximal language stimulation, coordination with community nursery schools, the 14 week parent education program, and the 10 week inservice training course for nursery school teachers. Projected research and demonstration projects concern such activities as experimentation with closed circuit television and refinement of evaluation procedures. (DB)

This is a collection of essays on the current situations and projected trends of teacher education. After two introductory essays, "Realignments for Teacher Education" and "Historical Perspectives on the Future," the book is divided into three sections, each devoted to symposium papers on a particular topic. The first section is on the social context of teacher education, the second on the professional context (including discussions of staff differentiation, teachers for the ghetto, and negotiation and the education of teachers), and the third on the federal role in teacher education. Concluding the book are recommendations for the Association of Teacher Education. (JA)

This bibliography lists professional books and instructional materials, concerning aspects of career education, for Delaware's Occupational-Vocational Education Model, at Milford, Delaware. Entries are arranged alphabetically by title under these categories: (1) Educational Theory, including theories relating to career development, child development, curriculum and learning, (2) Curriculum, (3) Curriculum Materials, including materials for students with special needs, (4) Research Studies, (5) Testing, (6) Vocational Education, (7) Vocational Guidance, (8) Construction, (9) Electricity, (10) Elementary Industrial Arts, (11) Graphic Arts, (12) Industry, (13) Metalworking, (14) Plastics, (15) Power Mechanics, (16) Repair, and (17) Woodworking. Entries also include author and publication information, and a publisher's index. (SB)

This handbook describes the nature and content of art education and includes some suggested possibilities for implementing art programs. It is directed to principals, directors of instruction, superintendents, and boards of education, and is intended to help school districts improve, expand, and develop an art curriculum that is suitable to each district's needs, interests and capacities. There are five major headings: 1) Administration of the Art Education Program; 2) Elementary Art Program; 3) The Middle and Junior High School Art Program; 4) The Secondary Art Program; and 5) Finance and Operations. The philosophy and requirements of quality art programs presented in this handbook are consistent with those established by the National Art Education Association. (FDI)

This speech explains education voucher programs and responds to criticisms of such programs. The education voucher system is described as one that questions traditional structures and methods while it equalizes opportunities to purchase education, fosters federally funded and controlled alternative school settings and programs, and gives parents control of a share of public resources for their children's education. Variations of the basic proposal provide supplemental vouchers for preschool education, education of the poor, reading education, and special programs for high school dropouts. According to the author, opposition by public school officials to proposed voucher experiments demonstrates the need for these spokesmen to respond with constructive reorganizations of their own. (EA)

North Carolina's approach and philosophy concerning K-3 programs are described. Information is provided on the following topics: (1) early childhood education (K-3) background; (2) State Board of Education objectives for kindergarten-early childhood education centers; (3) the reasons for kindergartens; (4) major trends in early childhood education; (5) the importance of full-day kindergartens; (6) the nuts and bolts of kindergarten-early childhood education--the teacher and teacher assistant, instructional materials and equipment; (7) facts and figures on State-supported kindergartens; (8) evaluation of the 1969-71 early childhood program, including retention data; (9) classroom space; (10) availability of teachers; (11) federally funded kindergartens; and (12) how children with special problems fit in. (KM)

Information on Asian primary education is presented for enrollment, teaching staff, and financial factors for Asia in general and for the following countries in particular: Afghanistan, India, Indonesia, Iran, Japan, Khmer Republic, Laos, Malaysia, Pakistan, the Philippines, Singapore, Sri Lanka, and Thailand. Primary education reform in the Union of Soviet Socialist Republics is treated in a separate section. Major problem areas are identifying and controlling the sources of wastage, development of suitable curricula, training of personnel for instruction at the first level of education in rural societies, and out-of-school education for youth. A bibliographical supplement is included. (PS)

This report on the 1970 meeting of the Aquatics Council of the American Association for Health, Physical Education, and Recreation is divided into three sections reflecting the three phases of the Council's interest. Section One is devoted to basic aquatic education for the physical educator. Section Two concerns basic aquatic education for the aquatic specialist. Male and female competitive swimming, skin and SCUBA diving, and water polo and synchronized swimming are discussed here. Section Three is devoted to basic aquatic education for a concentration in aquatics. Also included are outlines of seminars conducted at the conference on topics such as pool administration, research, construction and design of indoor swimming pools, and teaching methods and progressions. (JA)

This document summarizes the activities of the 1971 Southern Research Conference in Agricultural Education. Concerned with the apparent laxity in attitude toward research, conference members chose as their motto, "Regaining the Initiative for Research in Agricultural Education." Presentations included speeches concerning the need for research, the status of occupational education, evaluation of programs, and the change process in education. Included in the document are the addresses delivered by the 17 guest speakers, a conference summary, announcements of plans for the 1972 meeting, and a list of the names, occupational titles, and locations of the conference members. (SN)

Summarized in this interim report are the proceedings and accomplishments of a career education exemplary project for the period 1972-73. Piloted in public and private elementary, secondary, and post secondary schools, the project provides for orientation and exploration into career opportunities, work experience, and job placement. Contained are an overview of the project, project activities, detailed explanations of each of the program components, and highlights of a followup study involving the 1962 and 1964 through 1971 graduates of North High School of Sheboygan, Wisconsin. (SN)