Education & Pedagogy

The role played by the state government in Victoria, Australia, in public education changed considerably when the Labour Party took office in the early 1980s. Seeking to redress social imbalances and inequities, the government sought broad decentralization of decision making in education, with an increased role for teachers, parents, and students. Six policy documents were developed by the Ministry of Education covering decision making, planning for school improvement, the status and roles of the newly reorganized state and regional boards of education and the local school councils, and curriculum development and planning. This paper reviews these developments to provide a context for a symposium on curricular development and planning in Victoria. (PGD)

Educational issues in Finland and Sweden are addressed in the following papers: (1) "Teacher Training and the Official Teacher's Role" (Karl-Georg Ahlstrom and Maud Johnsson); (2) "Evaluation of Coercive Elements in Education" (Timo Airaksinen); (3) "Philosophy from the Viewpoint of Education" (Pertti Kansanen); (4) "Education of Secondary School Teachers and Research concerning Their Education in Finland" (Hannele Niemi); (5) "The Societal Determinant and an Assessment of Its Realization in the Revised Training of Class Teachers" (Arja Puurula and Kari Uusikyla); and (6) "Adult Education for Life Transitions" (Paula I. Robbins and Seppo Kontiainen) (JD)

Seven major areas of reform that are bringing significant changes in teaching and teacher education are documented and discussed: (1) improving the academic quality of students entering teacher education programs; (2) upgrading the standards for the accreditation of teacher education institutions; (3) raising teacher certification standards; (4) establishing performance evaluation of instructional personnel; (5) improving the content and structure of teacher education programs; (6) improving the quality of research on teacher education; and (7) improving the working conditions of teachers. The threat to the teaching profession posed by movements to admit into the profession individuals who have not had any formal teacher preparation is also discussed. (JD)

This guide is intended to assist vocational educators teaching a course in wood technology to relate the skills addressed in science courses to a particular vocational education course. The guide consists of a curriculum alignment chart that cross-references vocational performance indicators to science skills/competencies. The science competency indicators presented for each vocational education performance indicator are broken down according to science course and grade level. Selected teacher helps, including suggested true-and-false, multiple-choice, and essay questions for students are also provided for each performance indicator listed in the curriculum alignment chart. (MN)

Organizations and programs related to migrant education are cited in this directory containing entries based on responses received through mail and telephone surveys. Entries are listed alphabetically by state within the following categories: national activities (7 entries), migrant education resource centers (8), Section 143 migrant education projects (18), High School Equivalency Programs (23), College Assistance Migrant Programs (7), and Portable Assisted Study Sequence Programs (29). Listings include addresses and phone numbers, contact persons, and brief descriptions highlighting program purposes and activities. A listing of current Chapter 1 migrant education program state directors concludes the directory. (JHZ)

Precis are presented of the meetings, workshops, and seminars at the 1983 Conference on Elementary and Middle School Physical Education. Papers were presented on teacher burnout, physical fitness testing, teaching methods and learning processes, and curriculum development. Presentations included suggestions for adapting physical education for handicapped children and ideas for classroom management. Other topics covered were aerobic exercise, athletic equipment, and non-competitive sports. Descriptions are given of class activities and games for elementary level students. (JD)

This report presents 23 papers prepared for the second Anglo-Soviet Seminar on Mathematics Education, held in Moscow in September 1982. Notes on the points highlighted in the subsequent discussion are also included. Papers are grouped into 10 sections on aspects of mathematics education: problems of methodics in introducing universal secondary education, major current problems, aims, achieving a balance, developmental work, how to achieve what is planned, the new geometry course in the USSR, some specific issues, methods of assessment, and training mathematics teachers in the USSR. In some cases, at least one British and one Soviet paper were presented on the same topic. (MNS)

This paper discusses the basic education experience in the United States, England, the Federal Republic of Germany (FRG), the German Democratic Republic (GDR), and Denmark. The intent of the study was to inform the Netherlands Government on questions concerning the content, duration, and curricular structure of compulsory education through an examination of compulsory education approaches taken by foreign countries. The data for the project were derived from legislation and federal or state regulations, national surveys, qualification requirements, and official statistical information. Particular attention was paid to differences in the results of compulsory education for students based on gender, ethnic, and socio-economic background. A list of references is included. (DB)

This document outlines the goals for a physical education curriculum for kindergarten through high school. The content is organized under three primary goals. The first deals with the understanding and performance of human movement, to varying degrees of genetic endowment and learned and practiced skill development. The second content goal deals with the knowledge and skills of personal fitness for a lifetime. The emphasis in health education is to develop a knowledge base and a positive attitude towards taking responsibility for a healthy lifestyle. The third area of concentration in physical education is self-management and appropriate social behavior. In each category, the outline lists the appropriate knowledge/skill for each grade level. (JD)

This annotated bibliography about vocational training in the Netherlands is organized in 10 sections that cover the following topics: (1) literature on the vocational training system; (2) literature regarding developments and ideas of the government regarding vocational training; (3) legislative literature; (4) the upper secondary education; (5) transition from school to work; (6) education and training for unemployed youth/youth unemployment; (7) vocational training for adults; (8) vocational training for special groups (persons with disabilities, migrants, women); (9) technological developments; and (10) training for teachers vocational training. Citations contain title, author, publication information, and an abstract. (KC)

The paper explores recent legal and programmatic changes in the education of the handicapped in Massachusetts. A first section highlights some aspects of the law, including court interpretations of the meaning of "appropriate education" and examples of state legal standards that are different than federal standards. Also addressed are issues of program delivery, identification of young children with handicaps, and systems for program placement. Massachusetts' procedures for developing the Individualized Education Program are reviewed. The authors conclude by raising issues which must be faced by educators, such as cost concerns, and questions of equity and legality. (CL)

This study was designed to examine urban African American girls' participation in physical education and its association with academic performance. One hundred eighty four participants completed questionnaires assessing moderate-to-vigorous physical activity and learning engagement in physical education while their academic performance was based on individual grades in core academic classes. Quantitative analyses revealed that physical education played a critical role in enhancing physical activity involvement, and vigorous physical activity and learning engagement were significant predictors of academic performance. Findings suggest that besides the contribution to health promotion, African American girls' participation in physical education may facilitate academic performance.

This article examines how the field of religious education informs religiously based colleges and universities as they teach about their institutional missions. A discussion of the audiences, languages, and the temporal orientations of institutional mission education is intended to provide insights and parameters as mission offices chart their futures and justify their purposes to diverse constituencies. Particular attention is given to current challenges, namely the unjust structures and practices that have shaped institutions and their missions. Utilizing examples from his home institution, the author argues for a "present approach" to mission education.

The term "Bildung" is notoriously difficult to translate. Though it is often translated as "education," this does not entirely convey its meaning nor entirely explain its use in a myriad compounds such as "Bildungssprache" (language of/for education), "Bildungsweg" (path to education), "Allgemeinbildung" (general education/knowledge expectations), Ausbildung (education for professional purposes), "Halbbildung" (semi education). Richard Rorty (2009) attempted to transfer this term into English more fittingly by coining the term "edification" as a portmanteau of education and qualification; other translators have focused on its meaning as a formative process (for an individual's personality).

The purpose of this research is to review the literature about young people's meaningful experiences in physical education and youth sport. We reviewed 50 empirical peer-reviewed articles published in English since 1987. Five themes were identified as central influences to young people's meaningful experiences in physical education and sport: social interaction, fun, challenge, motor competence, and personally relevant learning. These themes provide future direction for the design and implementation of meaningful physical education and youth sport experiences. We also highlight the need for the development of pedagogies that facilitate and promote meaningful engagement in physical education and youth sport settings.